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Curso Pa Leer Griego PDF
Curso Pa Leer Griego PDF
Seco nd e di t i on
First published in 1978, Reading Greek has become a best-selling one-year introduc-
tory course in ancient Greek for students and adults. It combines the best of modern
and traditional language-learning techniques and is used widely in schools, summer
schools and universities across the world. It has also been translated into several
foreign languages. This volume provides full grammatical support together with
numerous exercises at different levels. For the second edition the presentations of
grammar have been substantially rewritten to meet the needs of todays students and
the volume has been completely redesigned, with the use of colour. GreekEnglish
and EnglishGreek vocabularies are provided, as well as a substantial reference
grammar and language surveys. The accompanying Text and Vocabulary volume
contains a narrative adapted entirely from ancient authors in order to encourage stu-
dents rapidly to develop their reading skills, while simultaneously receiving a good
introduction to Greek culture.
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th e joint a s s o c iat io n o f c l as s i c al t e ac h e r s gr e e k c ou r s e
Reading Greek
G R A MMA R A N D E X E R C ISES
Second editio n
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cambridge university press
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo,
Delhi, Dubai, Tokyo
Published in the United States of America by Cambridge University Press, New York
www.cambridge.org
Information on this title: www.cambridge.org/9780521698528
A catalogue record for this publication is available from the British Library
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Contents
Preface ix
Acknowledgements x
Abbreviations xiv
Part One
851 Section One 8
5265 Section Two 43
6676 Section Three 54
Part Two
77100 Section Four 70
101127 Section Five 92
128149 Section Six 115
150177 Section Seven 134
Part Three
178188 Section Eight 160
189211 Section Nine 176
212219 Section Ten 210
Part Four
220227 Section Eleven 226
228248 Section Twelve 236
249273 Section Thirteen 270
274283 Section Fourteen 300
284290 Section Fifteen 309
1
Bold numbers refer to the grammatical paragraph sections.
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vi Contents
Part Five
291306 Section Sixteen 315
307328 Section Seventeen 336
329332 Section Eighteen 356
Part Six
333336 Section Nineteen 359
Part Seven
337339 Section Twenty 362
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Contents vii
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o
Menander
viii
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Preface
This book is written to be used in step with Reading Greek (Text) of the Joint
Association of Classical Teachers Greek Course. In it will be found:
A: Section-by-section grammatical explanations and exercises to support the
reading of the twenty sections of the Text (pp. 1368). While we recommend
that the Text is tackled before students turn to the grammar and exercises, no
harm will be done by taking a different view.
B: A Reference Grammar, which summarises and sometimes expands upon the
essential features of the grammar met in the Course (pp. 369464).
C: A number of Language Surveys which look in detail at some of the more
important features of the language (pp. 465496).
D: A Total Vocabulary of all words that should have been learnt this has been
appended to the Text as well followed by a list of proper names (pp. 497
520).
E: A vocabulary for the English-Greek exercises (pp. 521528).
F: Indices to the grammar and to Greek words (pp. 529543), originally con-
structed by Professor W. K. Lacey and his students at the University of
Auckland, New Zealand and here revised.
It would be impracticable to produce an exhaustive grammar of the whole Greek
language. We have therefore concentrated attention on its most common fea-
tures. Students and teachers should bear in mind that the rst aim of this gram-
mar is to help students to translate from Greek into English.
Peter Jones
Newcastle on Tyne
October 2006
ix
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Acknowledgements to the original edition of
Reading Greek (1978)
Reading Greek was developed by a Project Team (Dr P.V. Jones, Dr K.C. Sidwell
and Miss F.E. Corrie) under the guidance of a Steering Committee and Advisory
Panel made up as follows:
Steering Committee: Professor J.P.A. Gould (Bristol University) (Chairman);
M.G. Balme (Harrow School); R.M. Grifn (Manchester Grammar School); Dr
J.T. Killen (Joint Treasurer, Jesus College, Cambridge); Sir Desmond Lee (Joint
Treasurer, President, Hughes Hall, Cambridge); A.C.F. Verity (Headmaster,
Leeds Grammar School); Miss E.P. Story (Hughes Hall, Cambridge).
Advisory Panel: G.L. Cawkwell (University College, Oxford); Dr J. Chadwick
(Downing College, Cambridge); Professor A. Morpurgo Davies (Somerville
College, Oxford); Sir Kenneth Dover (President, Corpus Christi College,
Oxford); Professor E.W. Handley (University College, London); B.W. Kay
(HMI); Dr A.H. Sommerstein (Nottingham University); Dr B. Sparkes
(Southampton University); G. Suggitt (Headmaster, Stratton School); A.F.
Turbereld (HMI). The Committee and Panel met in full session three times a
year during the period 1974-8 while the Course was being developed, but also
divided up into sub-committees to give specic help to the Project Team on cer-
tain aspects of the Course, as follows:
Text: K.J.D.; E.W.H.
Grammar: J.C.; A.M.D.; A.H.S. (who, with K.J.D., have kindly made indi-
vidual contributions to the Reference Grammar and Language Surveys).
Exercises: M.G.B.; R.M.G.; A.C.F.V.
Background: G.L.C.; J.P.A.G.; B.S.
Dissemination: B.W.K.; H.D.P.L.; E.P.S.; G.S.; A.F.T.
We have also been guided by a number of overseas scholars who have used, or
given advice on, the Course, as follows:
J.A. Barsby (Dunedin, New Zealand); S. Ebbesen (Copenhagen, Denmark);
B. Gollan (Queensland, Australia); Professor A.S. Henry (Monash, Australia);
Drs D. Sieswerda (Holland); Professor H.A. Thompson (Princeton, U.S.A.).
We would like to stress the immense debt of gratitude which we all owe to the
Steering Committee, Advisory Panel and our overseas advisers. But we would also
like to make it clear that the nal decisions about every aspect of the Course and
any errors of omission and commission are the sole responsibility of the Team.
We gratefully acknowledge the help and advice of Professor D. W. Packard
(Chapel Hill, N. Carolina, U.S.A.) on the use of the computer in analysing and
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Acknowledgements xi
Text
1. The running and learning vocabularies are now in the Text, on the same pages
as the Greek to which they refer. The Text also has the total Greek-English
Learning Vocabulary at the back, as does the Grammar.
2. There are indications throughout the Text of what grammatical material is
being introduced and at what point; and there are cross-references to the sec-
tions of The World of Athens (second edition) relevant to the story-line and
issues under discussion.
As a result of these changes, the Text can now act as a stand-alone revision
reader for anyone who has a basic grasp of ancient Greek, whatever begin-
ners course they have used. The second half of the Text in particular, starting
with its carefully adapted extracts from the extremely important legal speech
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xii Acknowledgements
Grammar
The Grammar has been completely re-written and redesigned. The aim has
been to make its lay-out and content more user-friendly:
1. There is an introduction to some basics of English grammar and its terminol-
ogy, and its relation to ancient Greek.
2. Explanations are clearer and fuller, composed for those who have never learnt
an inected language, and the lay-out more generous on the eye.
3. Brief, usually one-word, Exercises accompany the explanations of each new
item of grammar. If the teacher so chooses, these can be used to provide
instant feed-back on the students grasp of the new material.
4. Declensions go down, not across, the page and the shading of cases has
been abandoned.
Acknowledgements
The revision was conducted under the aegis of a sub-committee of the Joint
Association of Classical Teachers Greek Committee, the body that invented the
idea of the Project and oversaw it from its inception in 1974. The sub-commit-
tee consisted of Professor David Langslow (University of Manchester, chair-
man), Dr Peter Jones (Course Director), Dr Andrew Morrison (University of
Manchester), James Morwood (Wadham College, Oxford), Dr James Robson
(Open University), Dr John Taylor (Tonbridge School), Dr Naoko Yamagata
(Open University), Dr James Clackson (Jesus College, Cambridge) and Adrian
Spooner (Management Consultant).
The sub-committee met roughly once a term for two years and took deci-
sions that affected every aspect of the second edition. It concentrated parti-
cularly on the Grammar. Sections 12 were revised in the rst instance by
Dr Andrew Morrison, Sections 39 by Dr James Robson and Sections 1020
by Dr Peter Jones, while the Language Surveys were revised by Professor
David Langslow. Members of the sub-committee read and commented on
virtually everything. Professor Brian Sparkes (University of Southampton)
again advised on the illustrations. We are grateful to the students and tutors
at the 2006 JACT Greek Summer School in Bryanston for giving a thor-
ough testing to the rst half of the revised course in draft form, especially
to Anthony Bowen (Jesus College, Cambridge); and to Dr Janet Watson for
work on the proofs.
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Acknowledgements xiii
Cambridge University Press has given its full backing to the revision. Dr
Michael Sharp patiently discussed and met with most of our requests, Peter
Ducker solved the complicated design problems with elegance and ingenuity and
Dr Caroline Murray expertly oversaw the computerisation of the text.
Dr Peter Jones as Director carries nal responsibility for this second edition.
Peter Jones
Newcastle on Tyne
September 2006
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Abbreviations
abs.(olute) m.(asculine)
acc.(usative) mid.(dle)
act.(ive) n.(euter)
adj.(ective) nom.(inative)
adv.(erb) opt.(ative)
aor.(ist) part.(iciple)
art.(icle) pass.(ive)
aug.(ment) perf.(ect)
cf. ( = confer) (Latin: compare) pl.(ural)
comp.(arative) plup.(erfect)
cond.(itional) prep.(osition)
conj.(ugated, ugation) pres.(ent)
contr.(acted, action) prim.(ary)
dat.(ive) pron.(oun)
decl.(ension) q.(uestion)
def.(inite) redupl.(icated, ication)
del.(iberative) rel.(ative)
dir.(ect) s.(ingular)
f.(eminine) sc.(ilicet) (Latin: presumably)
fut.(ure) sec.(ondary)
gen.(itive) seq.(uence)
imper.(ative) sp.(eech)
impf. (= imperfect) subj.(unctive)
inc.(luding) sup.(erlative)
ind.(icative) tr.(anslate)
indec(linable) uncontr.(acted)
indef.(inite) unfulf.(illed)
indir.(ect) vb. ( = verb)
inf.(initive) voc.(ative)
irr.(egular)
lit.(erally)
xiv
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xv Abbreviations Alphabet and pronunciation xv
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A Grammar, Vocabularies and
Exercises for Sections OneTwenty
Introduction
Diphthongs
as in high
as in how
o as in boy
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2 A Grammar, Vocabularies and Exercises for Sections OneTwenty
Digraphs
(anc) and o (boo) are single sounds
- pronounce both elements separately
Double-consonants
as in nger; is sounded as ng in , , , and .
as rat-trap, as wholly, should be dwelt on.
Breathings
n Rough breathing
All words that begin with a vowel have a breathing. aboe a lower-case vowel,
or in front of a capital, indicates the presence of an h sound, e.g. = horos
(marker), = hoplites (hoplite), = Hellas (Greece).
n Smooth breathing
aboe a lower-case vowel, or in front of a capital, indicates the absence of h
sound, e.g. = oros (mountain), = atomos (atom).
n Diphthongs
Note that, on a diphthong and digraph, the breathing comes on the second vowel,
e.g. , Aeschylus.
Punctuation
Greek uses ; for a question-mark (?) and for a colon (:) or semi-colon (;).
Otherwise, punctuation is as in English.
Vowel-length
Diphthongs and the vowels and are always pronounced long; and are
always pronounced short. A macron is used to indicate where , , are pro-
nounced long (, , ) in learning vocabularies, total vocabularies and tables in
the Grammar. A vowel with a circumex accent or iota subscript is long, need-
ing no macron to mark it.
* Further information on the whole subject of alphabet and pronunciation is given in the Reference
Grammar.
Transliteration
Most Greek letters convert simply into English, e.g. and become b and t.
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Alphabet and pronunciation 3
EXERC I S E S
1. Write the following Greek words (which you will meet in Section 1) in their
English form:*
H
* You will see these words have accents. They are explained at 343, 3448.
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4 A Grammar, Vocabularies and Exercises for Sections OneTwenty 13
Grammatical introduction
This section introduces some basic terms of grammar for you when translating
from Greek into English. The grammar of a language explains simply how it
works, and it does this by using various technical terms, the most important of
which are introduced below.
Those who are familiar with these terms (e.g. because they have already stud-
ied Latin) should neverthless read 67 for its introduction to some basic princi-
ples of Greek.
BASIC TERMS
Noun
The woman persuades the man.
1. In this sentence woman and man are NOUNS. Nouns name things or
people, e.g. potato, telephone, Chloe, honesty, courage. Cf. The dog pursues
Charlotte.
Gender
2. Gender is a grammatical term and has nothing to do with males and females.
Nouns come in three genders in Greek MASCULINE, FEMININE and
NEUTER. Compare French or Spanish, which have two genders, masculine
and feminine: le soleil and el sol [the sun in French and Spanish] are
MASCULINE, but la lune and la luna [the moon] are FEMININE. The
gender of a noun in a given language DOES NOT CHANGE. So the moon
is ALWAYS feminine in Spanish and French.
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36 Grammatical introduction 5
Denite article
6. One of the most important differences between Greek and English is that in
English it is the order of the words which tells you what a sentence means,
but in Greek it is the changing shape of the words. For example, in English
the following two sentences mean very different things:
The woman persuades the man.
The man persuades the woman.
The difference in meaning between these two sentences lies in the word order.
This tells you who or what is doing the persuading. In the rst the woman comes
before persuades and this tells you the woman is persuading. In the second the
man comes before persuades and so it is the man who is persuading.
Now read the following two sentences in Greek:
.
| | | | |
The woman persuades the man.
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6 A Grammar, Vocabularies and Exercises for Sections OneTwenty 67
| | | | |
The woman persuades the man.
Both sentences have the same word order in Greek: woman persuades
man. But the meaning is quite different: the rst means The woman per-
suades the man, but the second, despite the order of the words, in fact means
The man persuades the woman. What is going on? How can we tell which is
which?
In Greek it is the shape of the words which tells you what job any word
is doing and therefore what a sentence as a whole means in this case,
who is persuading whom. The changes to words in Greek usually (but not
always) come at the end of words.
Now look at the changes of word shape in the two sentences given above.
You will observe that contrasts with , and
with . The reason is as follows:
In the rst sentence the woman is the subject (the woman is doing the
persuading) and the Greek form for the woman-as-subject is .
In the second, she is the object (she is on the receiving end of the persua-
sion) and the Greek form for that is (now you know where
gynaecology comes from).
In the same way, the man is the subject in the second sentence and the
Greek form is ;
but when he is the object in the rst sentence, the Greek is .
Notice also how the def. art. changes as well: it is (masculine) or (fem-
inine) when its noun is the subject, but (masculine) or (feminine)
when its noun is the object.
Rule: pay close attention at all times to the changes in word shape in
Greek. There are also examples of changing word shapes in English,
usually left-overs from an earlier period. For example:
7. Look at the following sentences in English (and note that, while in English
we say Hegestratos, in Greek it is common to say the Hegestratos):
[The] Hegestratos sees [the] Sdenothemis.
[The] Sdenothemis chases the sailors.
The woman persuades [the] Hegestratos.
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7 Grammatical introduction 7
What are the SUBJECTS in each of these sentences? What are the OBJECTS?
Now examine the same sentences in Greek:
.
.
.
What are the differences between the Greek for [the] Hegestratos when
Hegestratos is SUBJECT and when he is OBJECT? What form would [the]
Zenothemis have if he were the SUBJECT?
Case
The grammatical term for these different word shapes is CASE. Nouns in Greek
have a different shape, a different CASE, according to whether they are subject
or object in a sentence.
We have already met several examples of different cases in Greek:
.
| |
The woman (subject) persuades the man (object).
| |
The woman (object) persuades the man (subject).
The cases in Greek have different names:
The case of the subject is the NOMINATIVE case.
The case of the object is the ACCUSATIVE case.
is the nominative of the woman in Greek, and is the accu-
sative. The woman has the shape , the nominative case, when it is the
subject of a sentence (e.g. when the woman persuades someone), but when the
woman is the object of a sentence (e.g. when someone persuades the woman), it
has the shape , the accusative.
Other cases and word shapes of verbs will be explained later.
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8 A Grammar, Vocabularies and Exercises for Sections OneTwenty 8
VOCABULARY CHECK
I go is the rhapsode
he/she/it goes the the rhapsode
in the sailor
Byzantium the sailors
the land [they] see
the land the ship
8. We have met several examples of the def. art. in Greek, which corresponds
to the in English: , the ship, , the helmsman,
, the sailors. Here is the def. art. set out in the traditional pattern
common to all adjectives and nouns (called a declension), showing how def.
art. declines:
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89 Grammar for Section 1AB 9
You have already met the nominative and accusative cases. We shall be con-
centrating on these for the moment. But you can see that there are two other
cases, the genitive (often meaning of) and dative (often meaning to, for or
by).
It is essential that you learn all these forms now. Their functions
will be fully discussed later. The cases will often be referred to in their
shortened forms as nom., acc., gen. and dat.
c the GENDER of its noun (i.e. whether the noun is masculine, feminine or
neuter remember the GENDER of a noun never changes),
c the CASE its noun is in (e.g. nom. if it is the subject),
c and the NUMBER of the noun (i.e. whether it is SINGULAR or
PLURAL).
If the noun with which the article is linked is MASCULINE, NOM., and
SINGULAR, the article will also be MASCULINE, NOM., and SINGULAR.
This is what we mean by saying the article is agreeing with its noun. So:
. (The woman persuades the man.)
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10 A Grammar, Vocabularies and Exercises for Sections OneTwenty 9
See , and you know the noun it goes with is subject, plural, mascu-
line.
See , and you know the noun it goes with is object, singular, mascu-
line, and so on.
So even if you do not know how the NOUN changes, the def. art. will
tell you exactly the function in the sentence of the noun it agrees with.
See how useful the def. art is by doing the following examples. You have not
yet met or learned any of the nouns involved, though you can have a guess at
their meaning. But you can tell a great deal about them by the preceding def.
art. So, using each words def. art. as your guide to the answer, write down the
GENDER, CASE, and NUMBER (where possible) of each:
(cf. political)
(cf. basil, king of herbs)
(cf. gerontologist)
(cf. trireme)
Would be SUBJECT or OBJECT in a sentence?
What about ?
The def. art. tells you this even if you have learnt nothing at all about the noun
or the ways it changes.
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910 Grammar for Section 1AB 11
attached. Those who have studied Latin, which does not have a def. art.,
will realise how enormously helpful this is.
EXERC I S E
1AB: 1. Name the GENDER, CASE, and NUMBER (where possible) of the fol-
lowing def. art. + noun combinations (guess again at the meaning of the nouns):
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
the acropolis
beautiful, ne; good
the dockyard
the Parthenon
ADJECTIVES
10. So far you have met two Greek ADJECTIVES (i.e. a describing-word, e.g.
red, brave, tall, honest). They are the and , ne, beautiful.
declines (see 8) as follows:
Plural
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
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12 A Grammar, Vocabularies and Exercises for Sections OneTwenty 1011
Observe that a new case has been added, the VOCATIVE (voc.). It is
used when addressing people (O man). In many cases, the nom. and
voc. forms are identical; so it is added to the declension only where
it is different from the nom. Its function will be fully discussed later
(see 22).
Agreement of adjectives
11. Observe how changes in each of these sentences:
.
.
.
Why does it change? For the same reason that the def. art. does: the form of
changes to AGREE with its noun in GENDER, CASE, and NUMBER.
Observe how similar the endings of - - - are to the def. art., making
it easy to learn if you know .
From now on, masculine, feminine and neuter will be denoted by m., f., and
n.; and singular and plural by s. and pl.
EXE RC I S E
1AB: 2. Write the correct form of - - - for the following nouns
(remember you can tell their GENDER, CASE, and NUMBER from their
def. art.), e.g. = . See if you can remember the
meaning of any of the nouns:
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11 12 Grammar for Section 1AB 13
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 A B
, acropolis
indicates a question
(-)* I come, go, walk
, land
and, but
over here
I (sometimes emphatic)
then, next
and, also
- beautiful, ne, good
, sailor
, dockyard
the
, the Parthenon
, vessel, ship
, rhapsode
you (s.)
A and B, both A and B
what? who?
O (addressing someone)
* Asterisked words contain very important alternative stems (in brackets) which must be
learned now. Their signicance will be explained later.
TAKING STOCK
1. Can you decline and ?
2. Do you understand the principles of agreement between noun and adjective?
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14 A Grammar, Vocabularies and Exercises for Sections OneTwenty 12
VOCABULARY CHECK
VERBS IN -
12. CONJUGATION is the technical term for a set of verb forms (cf. declen-
sion, 8). Here is the conjugation of I go/am going/do go, in the
present indicative active:
I go/am going/do go
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1316a Grammar for Section 1CD 15
n Tense
13. Verbs (in Greek and in English) have different TENSES, that is, sets of dif-
ferent forms which show when the action of the verb takes place, in the past,
present, or future. For example, in English, I go is in the present tense, but
I went is in the past tense, I shall go is in the future. The forms of
conjugated here are the present tense of the Greek verb to go.
n Mood
14. Verbs also have different moods: the indicative tells you something is
indicated as occurring (or, with the negative o, o, , not occurring!), the
imperative expresses a command (learn this!), and so on.
n Voice
15. The active voice tells you that the subject is doing the action (Charlotte
is carrying the book); the passive voice that something is being done to
the subject (the book is being carried). The passive voice will be met and
learned later.
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16 A Grammar, Vocabularies and Exercises for Sections OneTwenty 16a17
n Thematic verbs
16b. All - verbs are also thematic. A thematic verb is one consisting of
stem + thematic vowel + person endings. The thematic vowels are:
1s. -- 1pl. --
2s. -- 2pl. --
3s. -- 3pl. --
This pattern will recur elsewhere.
n Compound verbs
17. In Greek you can make COMPOUND VERBS from simple verbs like
by adding a prex. We have seen some examples of this:
- I go into, on board (into-go-I)
- I go down (down-go-I)
The endings for these compound verbs are the same as for simple .
Look out for compounds of other simple Greek verbs you meet. The basic
meaning is usually close to, but different from, that of the simple verb. Cf.
English import, export, transport, deport, report, etc.
EXE RC I S E S
1CD: 1. Translate into English:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
1CD: 2. Translate into Greek. Remember one Greek word will often corre-
spond to several English words for the same action (e.g. you are going =
). In this exercise, all the answers are one word in Greek:
1. They hear 6. He is running for it
2. She is looking at 7. They chase
3. You (pl.) pursue 8. You (s.) look at
4. I am going 9. We are waiting
5. They do not remain 10. He does not hear
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1822 Grammar for Section 1CD 17
IMPERATIVE
18. The imperative mood is the form of a verb which is used to express orders
or commands, e.g. stop! in English.
go!
n An ambiguity
20. You may have noticed a problem here. The pl. imperative mood, is
identical to that of the second person pl. indicative mood. So could
mean either go! (pl.) or you (pl.) are going. Only the context can give you
the right answer.
VOCATIVE CASE
The VOC. is the calling CASE used when someone is being called
or addressed (cf. Play it again, Sam). Its form is frequently identical to
the nom. (see 10).
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18 A Grammar, Vocabularies and Exercises for Sections OneTwenty 22
The voc. is often prefaced with in Greek, and is usually found with
IMPERATIVES (as above) or second-person verbs (e.g. and
, you are going). The voc. is sometimes distinguished from the nom.
in the s.; in the pl., nom. and voc. are always the same, e.g.
.
, .
EXE RC I S E
1CD: 3. Translate into English (specify whether the imperative is s. or pl. unless
you think the imperative mood is not being used ):
1. 6.
2. 7.
3. , 8.
4. 9. ,
5. 10.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 C D
hear, listen
the truth
but, alternatively
look (at)
for, because
chase, pursue
I at least/at any rate
(-) enter, board
we
(-) go/come down
(-) remain, wait for
dont!
, , no, not
nothing
so, then, really, therefore
what?
you (pl.)
ee, run away/off
how!
TAKING STOCK
1. Can you condently conjugate ?
2. Do you know the imperative forms and their negative?
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2324 Grammar for Section 1EF 19
VOCABULARY CHECK
CONTRACT VERBS
23. Verbs ending in - like are the normal Greek verbs which we met
in the Grammar for 1CD. Verbs whose stem (the part that does not change)
ends in a vowel, like -, I see, have slightly different endings. These are
called CONTRACTED or CONTRACT verbs. There are three types, named
after the vowels in which their original stem ended. These are:
-contracts (e.g. -);
-contracts (e.g. -, I do/make); and
-contracts (e.g. -, I show).
They will be shown uncontracted (that is, with that vowel still present) in the
vocabularies.
Note that contraction is conned to verbs whose stem ends in -, - or -. So
verbs like - or - are NOT contract verbs, but take endings like
-.
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20 A Grammar, Vocabularies and Exercises for Sections OneTwenty 2425
1s. - - - - - -
2s. - - - - - -
3s. - - - - - -
1pl. - - - - - -
2pl. - - - - - -
3pl. - - - - - -
Rules of contract
25. In early Greek, such verbs were uncontracted. But over time the contract
vowel began to blend with the endings to produce a new-look ending, which
you can see above. It is rather like English Ive, hes, theyre. The pattern
of the contractions is entirely predictable, according to the following table. To
use it, nd the rst vowel in the left-hand column and the second in the top
row where they intersect is the contraction which you get when these two
vowels come together in that order. For example, + = , while + = .
1. + // = , + / = ( goes subscript)
2. + = , + / = , + / =
3. + = , + // = , anything with iota =
(b) Learn the contract verbs as mere variations on verbs ending in - like .
Compare their endings in the present indicative active below with those of :
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2526 Grammar for Section 1EF 21
1s. - - - -
2s. - - - -
3s. - - - -
1pl. - - - -
2pl. - - - -
3pl. -() -() -() -()
Again, the golden rule applies: when you have learnt the contracted forms
of -, - and -, you will be able to recognise and form the
present indicative active of all contract verbs.
EXERC I S E S
1EF: 1. Translate into English:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
1EF: 2. Translate into Greek (n.b. one-word answers throughout):
1. They see 6. He makes
2. She makes 7. They do
3. You (pl.) do 8. You (s.) show
4. I show 9. We see
5. They are helping 10. He is doing
1EF: 3. Write the contracted form of the following verbs (you do not need to
know what the verbs mean):
1. - 6. -
2. - 7. -
3. - 8. -
4. - 9. -
5. - 10. -
CONTRACT IMPERATIVES
26. Contract verbs also have imperatives. You will be able to predict what those
forms will be by using the chart at 25 above. But consult the following chart,
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22 A Grammar, Vocabularies and Exercises for Sections OneTwenty 2729
EXE RC I S E S
1EF: 4. Translate into English:
1. 6.
2. 7. (two translations)
3. 8.
4. 9.
5. 10.
1EF: 5. Translate into Greek:
1. Do not wait! (pl.) 6. He makes
2. Chase! (s.) 7. Do not do! (s.)
3. Show! (pl.) 8. He sees
4. Do not hear! (s.) 9. See! (s.)
5. Help! (s.) 10. Do not go! (s.)
ADVERBS
Forming adverbs
29. Adverbs in Greek do not change form. Observe how these adverbs are formed
from adjectives and deduce the rule:
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29 Grammar for Section 1EF 23
- ne/beautiful - - nely/beautifully
- bad/evil - - badly/evilly
- clear - - clearly
- deep - - deeply
- accurate - - accurately
The rule, then, is that adverbs (which do not change their forms) are mostly
formed by substituting for the at the end of the m. gen. pl. form of the
adjective. So most adverbs end with - or -.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 E F
- accurately, closely
deeply
help, run to help
show, reveal
badly, evilly
nely, beautifully
on the one hand on the other
alas! Oh dear!
see
to where?
make, do
where (at)?
clearly
yourself (s.)
TAKING STOCK
1. Can you conjugate in its contracted forms in the present, with the
imperative forms?
2. Can you repeat the exercise with ?
3. Do you know what an adverb is, and how to form one?
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24 A Grammar, Vocabularies and Exercises for Sections OneTwenty 30
30. Like def. art. and adjectives, all nouns in Greek words like man
and work change shape in accordance with their function in the
sentence (e.g. subject or object, s. or pl.). Here are the declensions (see 8 for
this term) of two very common types of noun, labelled 2a and 2b:
, man/fellow (2a)
s. pl.
Nom. - -
Acc. - -
Gen. - -
Dat. - -
Voc. -
, task/duty/job/work (2b)
s. pl.
Nom. - -
Acc. - -
Gen. - -
Dat. - -
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3134 Grammar for Section 1G 25
The declensions
31. Broadly speaking, there are THREE DECLENSIONS in Greek.
c stems in - (Type 1)
c stems in - (Type 2)
c all the rest (Type 3)
n 2a nouns
32. The endings of the cases of TYPE 2a nouns like are very similar to those
of the masc. and neut. def. art. (8), and the m. forms of the adjective (10).
Most TYPE 2a nouns are m., though there are a few feminines and some (e.g.
) which are m. or f.
n 2b nouns
33. Again, the endings of TYPE 2b nouns are similar to those of the neuter def.
art. and the neuter forms of . TYPES 2a and 2b therefore have very simi-
lar endings only nom. and voc. s., and nom., voc., and acc. pl. are different.
TYPE 2b nouns are all neuter. N. nouns are often inanimate, or regarded as
effectively inanimate, e.g. and (what do these two nouns
mean?) and some diminutive, perhaps affectionate, like child, slave (!).
Neuter nouns
n Subject or object?
34. Consider the following sentences:
.
.
Is SUBJECT or OBJECT in the rst sentence? What about the
second sentence?
The nom. and acc. s. and nom. and acc. pl. of all n. nouns and adjectives are
identical. Therefore:
Only the context of the sentence will tell you whether the noun in ques-
tion is subject or object; if it is not immediately clear what the meaning
is, you will have to try both.
Nor will the def. art. help here, because that too follows the n. rule:
is nom. and acc. s., and nom. and acc. pl.
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26 A Grammar, Vocabularies and Exercises for Sections OneTwenty 3536
EXE RC I S E S
1G: 1. Write the correct form of or for the following def. art. +
adjective combinations. Check the gender of the def. art. + adj. to determine
which noun to put with them. Sometimes you can give two answers:
1. 5.
2. 6.
3. 7.
4. 8.
1G: 2. Write the correct form of the verb in brackets in the following sentences:
1. (are) . 4. (sees)
2. (chase) . .
3. (make) . 5. (are) .
ADJECTIVES
- - our(s)
s.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
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3637 Grammar for Section 1G 27
- - our(s) (continued)
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
n The , , rule
37. If an adjective ends in - in the m. nom. s. and its stem ends in , , , it will
follow the pattern of (i.e. it will have instead of in the f. s.). For
example, the f. nom. s. of -, your(s), is -, like -,
because its stem ends in .
Check you understand this by forming all the f. s. forms for the following
nouns:
EXERC I S E S
1G: 3. Translate the following phrases into Greek, using the correct form of
the def. art., adjective and noun, e.g. [the] our man (nom.)
:
1G: 4. Add the correct form of the noun to the following Greek
phrases and specify the CASE and NUMBER of the article, adjective and
noun, e.g. , nom. s.:
1. 4.
2. 5.
3.
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28 A Grammar, Vocabularies and Exercises for Sections OneTwenty 3738
PREPOSITIONS
38. PREPOSITIONS are words like in, on, below, towards, to, followed
by a noun, e.g. in the house, to the beach:
In Greek, they are always followed by nouns or pronouns in the acc., gen., or dat.
For example: + ACC. means into, so means into the
sea (you can tell is acc. from the def. art. ).
Other prepositions we have met, together with the cases they take, are:
Some prepositions may govern more than one case and differ in meaning
depending on the case being taken, e.g. while + ACC. means towards
(see above), + GEN. means in the name of, from, under the protection
of. For the moment, however, we will meet prepositions taking one case only.
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3841 Grammar for Section 1G 29
EXERC I S E S
1G: 5. Translate into English:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
1G: 6. Translate into Greek:
1. Out of the ship 5. Towards the life-boat
2. Into the life-boat 6. Into the ship
3. Away from the man 7. Towards the men
4. In the ships 8. Into the markets
PARTICLES
39. You will have noticed several short Greek words such as , , , ,
and so on. We have usually translated these with an English equivalent,
such as but for or for for . Nevertheless the resulting translation
can often seem a bit unnatural in English, because particles often indicate
gesture, intonation, facial expression or attitude (e.g. , why, you
are stupid!) and this cannot necessarily be reproduced by a word-for-word
translation. To get your translation to sound natural in English, you will often
have to change it after the rst attempt. You can also sometimes use exclama-
tion marks, inverted commas, etc. to capture the tone of the particle.
First-position particles
40. There are three particles which normally come rst in the sentence or part of
the sentence to which they belong. These are:
Postpositive particles
41. Most of the other particles you will meet for now are postpositive, lit. after-
placed, and usually come second in the sentence or clause to which they
belong, e.g.
c , , , , , .
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30 A Grammar, Vocabularies and Exercises for Sections OneTwenty 4243
Enclitics
42. Two of these postpositive particles and are also enclitics (on-lean-
ing). These are words which have accents, but they give them to the previous
word if possible. Thus they can alter the accentuation of the preceding word
[Reference Grammar, 264ff.]. Note the following points:
a. Like postpositives, enclitics cannot come rst in a sentence or clause.
b. Other enclitics you have met are and , I am in the present indica-
tive (but not second person s.).
c. Most particles, even those which cannot come rst in a sentence or clause,
are not enclitics. For more on enclitics see [Reference Grammar, 34.7.].
and
43. Two of the most important particles are often found together in parallel, coor-
dinated sentences or clauses. These are and .
a. These are often used to draw a contrast between two ideas or halves of a
sentence:
, .
So the captain goes down, but the sailors go up.
Here the contrast between the two halves of the sentence, indicated by
in the Greek down goes the captain, up go the sailors is translated in
English by but.
b. Another useful way of translating and is by using while to intro-
duce one of the clauses, as in:
, .
While Dikaiopolis runs away, the sailors give chase, or Dikaiopolis runs
away while
c. It is also possible to translate by using on the one hand, on
the other hand. This, while useful as a literal way of translating the
Greek, usually sounds strained in English.
d. Sometimes the contrast drawn by Greek using is not at all
strong, e.g.
, .
The Parthenon is beautiful and the Acropolis is beautiful.
Here it is worth observing that (etc.) is used
to construct a (usually uncontrasted) list: A and B and C and D and E, etc.
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43 44 Grammar for Section 1G 31
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 G
(-) go up
, man; fellow
+ gen. away from
(-) die
go away, depart
at least, at any rate
why?
sink
+ acc. to, into, onto
, + gen. out of
come! go!
, market-place
+ dat. in
, task, work, job; duty
(-) have, hold
- - our(s)
, sea
bad, evil; cowardly; lowly, mean
, captain, helmsman
(-) say
, boat, life-boat
now
(-) sail
+ acc. towards
throw, hurl
save, keep safe
o safe
, safety, salvation
, friend
dear, friendly, ones own
think; worry
TAKING STOCK
1. Can you decline and ?
2. Can you explain how declines differently from ?
3. Can you instantly give the meanings of , , and ?
4. Can you instantly recall the meanings of , , ,
, , , , , , ?
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32 A Grammar, Vocabularies and Exercises for Sections OneTwenty 43 44
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43 44 Revision Exercises for 1AG 33
a vocabulary-building
Translate the words in the left-hand column and use them to translate those in the
right-hand column.
b word shape*
1. Translate each word, then give the pl. form, e.g. a 1st person s. will become
1st person pl., etc.
-, -, -, -, - (check the accent, and compare -)
2. Translate each word, then give the s. form (there may be more than one!):
-, --, --, -, --
3. Fit the appropriate form of the def. art. to the following nouns:
-, -, -, -, - (2b), -
4. Use the information provided by the def. art. to put the adjective and the noun
into the correct form:
a. - -
b. - -
c. - -
d. - -
e. - -
c syntax
For each of the examples, translate the Greek sentence and then write what the
Greek would be for the word(s) in italics (there is no need to translate the English
sentence into Greek):
1. .
We see Hegestratos.
2. .
Sdenothemis pursues the ships.
3. .
The man rescues us.
* Never hyphenate your answers to exercises.
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34 A Grammar, Vocabularies and Exercises for Sections OneTwenty 43 44
4. .
The life-boat is not in the harbour.
5. .
We chase the men.
,
.
.
. , ,
.
, .
.
. ,
.
Vocabulary (in the order it occurs in the text)
the land
below
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43 44 Revision Exercises for 1AG 35
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36 A Grammar, Vocabularies and Exercises for Sections OneTwenty 44
VOCABULARY CHECK
IRREGULAR VERBS
44. Just as in English, French, Spanish and many other languages, some common
verbs in Greek are irregular. Here is the present tense of two of the most
common irregular verbs, , I am (i.e. the Greek verb to be), and , I
know:
, I am
I am rst person s.
you are second person s.
() he/she/it is third person s.
we are rst person pl.
you are second person pl.
() they are third person pl.
, I know
I know rst person s.
you know second person s.
he/she/it knows third person s.
we know rst person pl.
you know second person pl.
() they know third person pl.
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4548 Grammar for Section 1HJ 37
To put it very crudely but helpfully the verb to be takes the same
case before and after, which usually means the nom.
46. The verb to be can also be used to link the subject to another NOUN, which
also goes in the NOM., e.g.
The man is the captain.
, The rhapsode is Ion.
The SUBJECT in sentences such as these is usually marked by having the
def. art. and . Both the adjective and the noun to
which it is linked by the verb to be are called the COMPLEMENT (= com-
pletion; cf. compliment, congratulation).
So, with the verb to be, def. art. will go with the subject; the comple-
ment will not have one.
Omission of verb to be
48. Quite often the verb to be is omitted from a sentence (a feature called
ellipse). So if you nd a sentence without a verb, try some form of ,
e.g.
Memnon handsome.
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38 A Grammar, Vocabularies and Exercises for Sections OneTwenty 4849
EXE RC I S E S
1HJ: 1. Translate into English:
1. (translate three ways) 6.
2. 7.
3. 8.
4. 9.
5. 10.
1HJ: 2. Translate into Greek:
1. I know 6. She knows
2. You are (s.) 7. We are
3. They are 8. It is
4. She is 9. He knows
5. They know 10. You are (pl.)
ADJECTIVES AS NOUNS
Neuter things
49. The stem - means many, much. - is its n. pl. form: the - ending
is like the n. pl. def. art. -, the noun - and the n. pl. adjective -.
(Remember the nom., voc., and acc. pls. of neuter articles, nouns and adjec-
tive always end in -).
In this n. pl. form, means many things.
In a similar way, the adjective , means of a general, but in the
n. pl. with a def. art., , literally things to do with a general, it
means a generals business, or generalship.
This use of the n. pl. of an adjective, especially when linked with the def.
art., is very common, e.g.:
lit. the naval-things, i.e. naval matters
lit. the military-things, military matters
The n. s. can also be used as an abstract noun. , the beautiful
thing, comes to mean beauty.
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5051 Grammar for Section 1HJ 39
PARTICLES
and
51. The combinations of particles and link two words or phrases
together (bothand), e.g.
, [The] both Dikaiopolis and the rhap-
sode.
, The man [both] sees and does not see.
Note the position of in these phrases it goes after the FIRST item it will
link with the next (between article and noun in the rst example), while
comes before the SECOND item.
EXERC I S E S
1HJ: 3. Translate into English:
1. 4. .
. 5.
2. .
3. .
1HJ: 4. Translate into Greek:
1. They know much. 4. I know and I do not know naval
2. He is and he is not. and military matters.
3. He does not know generalship. 5. We are and we know.
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40 A Grammar, Vocabularies and Exercises for Sections OneTwenty 51 52
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 H J
always
best; very good
(-) know; think; resolve
o clear; obvious
I am (= verb to be)
, Greek
o skilled, experienced
or
o stupid; foolish
yes
, ship
know
that
( + acc.) play; joke (at)
(+ acc.) about
many things (acc.)
; of course
, general (2a)
lit. the naval-things, naval matters
lit. the leaders-things, leadership, generalship
lit. the soldiers-things, military matters
TAKING STOCK
1. Be certain that you can conjugate and in the present.
2. Do you understand the idea of a complement?
3. In what ways are adjectives used as nouns in Greek?
4. What are the alternative stems of , , , ?
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51 52 Revision Exercises for 1HJ 41
b word shape
1. Translate each verb, then change to the s. or pl. form as appropriate:
, , , , , , ,
c syntax
1. Translate these sentences:
a. .
b. .
c. .
d. .
e. .
f. .
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42 A Grammar, Vocabularies and Exercises for Sections OneTwenty 51 52
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52 Grammar for Section 2AD 43
VOCABULARY CHECK
52. Most of the verbs we have met so far have followed the CONJUGATION (or
pattern) of -, ending - in the third person s., - in the third person pl.
and so on (see , 12). But you have also met verbs with different endings:
-.
The ship goes slowly towards the Piraeus.
- .
The Athenians ght for the sake of freedom.
-.
The Greeks swiftly attack [against] the Persians.
c These verbs are called middle verbs (the technical term is the middle
voice, in contrast with the active voice).
c Verbs in the middle voice end in - in the rst person s. (compare
-).
c We have met, for example, , , , ,
o.
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44 A Grammar, Vocabularies and Exercises for Sections OneTwenty 5253
Here is the CONJUGATION of , I go, set out in full for the present
indicative middle forms. This is the pattern that all uncontracted middle verbs
follow in the present indicative tense (so, e.g., , I become, and
, I ght, follow this pattern).
Middle indicative
I go, am going
- I go, I am going rst person s.
- (-) you go, you are going second person s.
- he/she/it goes/is going third person s.
- we go, we are going rst person pl.
- you go, you are going second person pl.
- they go, they are going third person pl.
Middle imperative
go!
- (s.), go!
- (pl.), go!
n Form
(a) Middle forms have two patterns of ending: this one worth remembering in
these terms because it will recur is:
- - - - - -
These endings are added to the thematic vowels: (see 16b).
(b) You will immediately (and rightly) demand to know where the - has got
to in the 2s. Here, then, is another useful hint. In Greek, in certain circum-
stances, a between vowels (intervocalic sigma) disappears. The 2s form
was once --. The disappeared leaving -. This then contracted
into , sometimes .
53. We have also met some contracted middle verbs, which follow the same rules
of contraction as contracted active verbs (see 235).
c Just as with active contracted verbs, there are three different types of con-
tracted middle verbs, -contracts, -contracts and -contracts.
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5354 Grammar for Section 2AD 45
, I watch, am watching
+ - - I watch
+ - - you watch
+ - - he/she/it watches
+ - - we watch
+ - - you watch
+ - - they watch
, I fear, am fearing
+ - - I fear
+ - - you fear
+ - - he/she/it fears
+ - - we fear
+ - - you fear
+ - - they fear
, I enslave (for myself)
+ - - I enslave
+ - - you enslave
+ - - he/she/it enslaves
+ - - we enslave
+ - - you enslave
+ - - they enslave
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46 A Grammar, Vocabularies and Exercises for Sections OneTwenty 5456
Note that, as with active verbs (20), the second person pl. indicative form is
the same as the pl. imperative.
EXE RC I S E S
2AD: 1. Translate into English:
1. (translate three 8. (translate two
ways) ways)
2. 9.
3. 10.
4. 11.
5. 12.
6. 13.
7. 14.
2AD: 2. Translate into Greek:
1. Do not watch (pl.) 7. We go
2. They are going 8. They fear
3. He does not fear 9. She enslaves
4. You become (pl.) 10. She watches
5. You (pl.) enslave 11. They do not become
6. I fear 12. You go (s.)
55. Here are some more types of noun, which we have categorised as TYPES 1a,
1b, 1c (all f.) and 1d (m.).
TYPE 1a nouns have endings in s. and pl. exactly like the f. def. art. (see 8).
, , shout (1a)
s. pl.
Nom. - -
Acc. - -
Gen. - -
Dat. - -
c Replace the - with - (pronounced LONG) all the way through the s.
This is because their stem ends in , , or (see 37), i.e. they follow the
same rule which you have already learnt for adjectives in - whose stems
end in , , (e.g. such as -, f. -);
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5658 Grammar for Section 2AD 47
c Usually have a long nal in the nom./voc. and acc. s., and always have a
long in the gen. and dat. s. and acc. pl.
, , perplexity (1b)
s. pl.
Nom. - -
Acc. - -
Gen. - -
Dat. - -
, , sea (1c)
s. pl.
Nom. - -
Acc. - -
Gen. - -
Dat. - -
, , sailor (1d)
s. pl.
Nom. - -
Acc. - -
Gen. - -
Dat. - -
Voc. -
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48 A Grammar, Vocabularies and Exercises for Sections OneTwenty 5861
EXE RC I S E S
2AD: 3. Decide which of the ve nouns above can agree with each def. art.
below (gender will tell you) and then choose the right case and number to
make them agree:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
2AD: 4. Change s. to pl. and vice-versa:
1. 5.
2. 6.
3. 7.
4. 8.
GENITIVE CASE
Meaning
59. The gen. case has a wide range of functions, and very often it is equivalent to
the English of:
, of the men; , of the deeds
n Form
60. Observe the form of the gen. pl. of some of the words you have met, e.g.
, , , ,
They all end in -.
In fact, all nouns and adjectives end in - in the gen. pl. as you will
nd out (though, of course, not all words which end in - are gen. pl.).
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6163 Grammar for Section 2AD 49
n Sandwich
The normal order is , with the gen. coming BETWEEN
article and noun, as in the following sentence (the sandwich-construction):
, I see the [of] the men ship. (in answer to
the question, What are you doing?)
n Repeated article
If the question had instead been, Whose ship do you see?, the order would have
been as follows (the repeated article-construction):
, It is the mens ship I see. (lit. The
ship I see the [one] of the men.)
The def. art. is repeated here (in the n., to agree with , to specify which
ship it is that is being seen).
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50 A Grammar, Vocabularies and Exercises for Sections OneTwenty 6465
PREPOSITIONS
EXE RC I S E S
2AD: 5. Revise the prepositions taking the GENITIVE at 38 and translate into
English:
1. . 7. .
2. . 8. .
3. . 9. .
4. . 10. .
5. . 11. .
6. . 12. .
2AD: 6. Translate into Greek:
1. Because of the shouts. 6. Alongside the goddesses.
2. Out of the boats. 7. Because of the agreements.
3. Alongside the friends. 8. Away from the enemy.
4. At the army. 9. At the men.
5. Because of freedom. 10. Because of the victory.
EXE RC I S E U S I N G T H E D AT I VE ( O R NO T )
2AD: 7. Write the correct form of the article between preposition and noun and
translate the resulting phrase:
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65 66 Grammar for Section 2AD 51
__ . __ .
__ . __ .
__ .
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 2 A D
good, noble, o most/very ne/
courageous beautiful/good
, Athenian (2a) , story, tale (2a)
at the same time (-) ght
retreat , naval battle (1b)
- be at a loss; have win, defeat
no resources , victory, conquest
-, perplexity, lack of (1a)
provisions (1b) , agreement,
again harmony (1b)
, barbarian, o how great!
foreigner (2a) no longer
() o secure () thus, so, in this way
slowly (+ acc.) along,
(+ acc.) because of alongside
(-) go through, relate (-) fall, die
- enslave , the enemy (2a)
, freedom (1b) o hostile, enemy
o o free , war (2a)
free, set free whether or
my; mine advance, go/come
when (-) towards
(-) go against, attack - be silent
(+ acc.) at, against, to - look (at), consider
` attack , army (1b)
(-) go, come quickly
with pleasure, in the end, nally
happily a, something
by now, now, , daring (1c)
already dare, be daring,
be quiet, keep undertake
quiet fear, be afraid
, quiet, peace (1b) (of)
, goddess (1b) falsely
- observe, watch like, as
TAKING STOCK
1. Show that you can conjugate and by heart, with impera-
tive forms.
2. Rattle through the declensions of , and , with de-
nite article attached.
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52 A Grammar, Vocabularies and Exercises for Sections OneTwenty 65 66
b word shape
1. Translate each verb, then change to s. or pl. as appropriate:
, , , , , , ,
, , , ,
2. Add the correct form of the def. art. to these nouns:
, , , , , , , , ,
3. Put in the correct form of adjective and noun:
1. - - 4. - -
2. - - 5. - -
3. - -
c syntax
1. The war of the Athenians = /
. Put together the following groups of words in the same patterns,
and translate:
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65 66 Revision Exercises for Section 2 53
a. + d. +
b. + e. +
c. +
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54 A Grammar, Vocabularies and Exercises for Sections OneTwenty 66
VOCABULARY CHECK
Ensure you know the meaning of:
, , , , , ,
VOCABULARY TO BE LEARNED
66. So far you have met nouns classied as types 1 or 2 (or 1st and 2nd declen-
sion). The endings of these nouns show very helpful similarities with the
denite article and adjectives like , and their genders can for the most
part be predicted.
There is a further group of nouns, type 3 nouns, which decline in another way.
Here are two examples of type 3 nouns laid out in full: , harbour,
and , night.
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67 Grammar for Section 3AB 55
n Stem
(b) The nouns STEM is generally not obvious from the nom. s.
When you learn a new noun, you must therefore also learn its stem
(-), harbour, (-), man, (-),
torch, and so on.
This is the only way for you to be able to spot the noun when it occurs in a
form different from the nom. s. (In time, you will nd that you are often able
to predict a nouns stem from its nom. s. form and vice versa: this will come
with experience.)
n Genitive singular
(c) In dictionaries and word lists, you will usually nd the nom. s. form of a noun
listed along with its gen. s. and gender, e.g. , (m.) (or simply
[m.]).
The gen. form enables you to see:
n Vocative
(d) The vocative of and (both s. and pl.) are the same as the equivalent nom.
forms: on the vocatives of other type 3a nouns see 204.
n Noun-types
(e) There are a number of different types of 3rd declension noun, of which 3a is
the most common. In Reading Greek, 3rd declension nouns are classied as
types 3ah (you will meet types 3bh in future sections).
c But you must be aware that when you look up a word in a dictionary
you will not nd these conventions employed: instead, you will have to
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56 A Grammar, Vocabularies and Exercises for Sections OneTwenty 6768
deduce its type 3a, 3b, etc. from the way the noun is listed, i.e. its nom.
and gen. forms and its gender.
n Accusative singular
(f) 3a nouns ending in - (usually feminine) generally have an acc. s. in -, e.g.
(-), grace, acc. s. , but otherwise follow the same pattern as
and . Note that (acc. ) is an exception.
EXE RC I S E S
3AB: 1. Taking all the 3a nouns listed in the learning vocabulary at the start of
this section, and paying close attention to stem and gender, attach as many as
you can to the following forms of the denite article:
1. 5.
2. o 6.
3. 7.
4. 8.
3AB: 2. Provide the correct form of the noun to agree with the denite article
(for the stems, see the list above):
1. () 5. ()
2. () 6. ()
3. () 7. ()
4. () 8. ()
3AB: 3. Translate into Greek using the nouns listed in the learning vocabulary
at the start of this section and the following prepositions: , , , ,
.
1. Alongside the harbour 6. Into the harbours
2. Into the fatherland 7. Against the neighbour
3. At the men 8. Because of the night
4. Towards the neighbours 9. At the children
5. Because of the child 10. Because of the fatherland
PERSONAL PRONOUNS
, YOU (PL.)
, I; , YOU (S.); , WE;
68. Learn the following pronouns:
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68 Grammar for Section 3AB 57
s.
I/me you (s.)
Nom.
Acc. or
Gen. or
Dat. or
pl.
we/us you (pl.)
Nom.
Acc.
Gen.
Dat.
EXERCI S E S
3AB: 4. Translate:
1. , .
2. , .
3. , .
4.
5. .
6. , .
7. , .
8. , .
3AB: 5. Translate the italicised words:
1. Can they see us?
2. You (pl.) are foolish, we are intelligent.
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58 A Grammar, Vocabularies and Exercises for Sections OneTwenty 68 69
TAKING STOCK
1. It is essential that you are condent you know the endings of 3rd declension
nouns. Can you decline and ?
2. Explain the importance of nding the stems of 3rd declension nouns. Can
you give the stems of: , , , and ?
3. Can you decline in full the personal pronouns and ?
4. Of what verbs are these the alternative stems -, -, -, -,
-?
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68 69 Revision Exercises for Section 3AB 59
b word shape
1. Change nom. to acc.:
a.
b.
c.
d.
2. Change acc. to nom.:
a.
b.
c.
d.
3. Change the phrases from question 1 into the gen. case and the phrases from
question 2 into the dat. case.
c syntax
Translate the phrases in exercises B 1 and 2 above.
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60 A Grammar, Vocabularies and Exercises for Sections OneTwenty 69
VOCABULARY CHECK
ADJECTIVES/PRONOUNS
, THIS; , THAT
69. The Greek words for this and that can be used as:
c Adjectives, in which case they will agree with a noun (this ship, that
harbour); or
c On their own as pronouns, when they will mean he, she, it, etc.,
depending on form and context.
Thus:
; Do you not see those res (adjective)?
, . When he orders, the ship sails away
(pronoun).
Cf. on adjectives used as nouns, 4950.
Here are the declensions of and in full:
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6970 Grammar for Section 3CE 61
Form
(a) As with the denite article, all forms except the nom. m. and f. s. and pl.
begin with -.
(b) Note especially the n. forms and and the f. gen. pl.: .
(c) It may be helpful to observe the rule that / in the ending goes with -- in
the stem, whereas / in the ending goes with -- in the stem.
pl.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
Usage
n This, that
70. When and are used as adjectives they must, of course, agree
with the noun which they are describing. Observe closely how Greek does
this:
or this sailor
or these deeds
or that shout
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62 A Grammar, Vocabularies and Exercises for Sections OneTwenty 7073
In other words, unlike English, Greek says (literally) either this the sailor,
or the sailor this, all the words agreeing. Greek never sandwiches and
between the denite article and the noun to make the this sailor.
n He, she, it
71. and are regularly used on their own, as third person pronouns,
to mean this man, that woman, that thing, etc. and are usually best trans-
lated he, she, it, they, etc., depending on context.
this [m., i.e. man] is approaching (or he is approaching)
those [f., i.e. women] are running (or they are running)
he is doing this [n., i.e. thing] (or he is doing it)
n and
72. Both and can occur in forms ending in -, e.g. ,
, etc. This intensies the pronouns so that they mean this man here,
that woman there, etc.
EXE RC I S E S
3CE: 1. Add the correct form of to the following nouns and translate:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
3CE: 2. Add the correct form of to the following nouns and translate:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
3CE: 3. Add the correct forms of and to the following nouns:
1. 5.
2. 6.
3. 7.
4. 8.
73. (-), many, much, and (-), great, decline just like
except for the four forms underlined:
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73 Grammar for Section 3CE 63
pl.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
pl.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
EXERC I S E S
3CE: 4. Add the correct form of to the following nouns, and translate:
1. 5.
2. 6.
3. 7.
4.
3CE: 5. Add the correct form of to the following nouns, and translate:
1. 4.
2. 5.
3. 6.
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64 A Grammar, Vocabularies and Exercises for Sections OneTwenty 7475
IRREGULAR NOUNS
, SHIP; Z, ZEUS
74. Learn the two following irregular nouns:
, Zeus , ship
s. pl.
Nom.
Acc. -
Gen. -
Dat. - ()
Voc.
Form
The endings of , Zeus, are the same as for regular type 3a nouns: it is
classed as irregular because of the unusual change in its stem.
EXE RC I S E
3CE: 7. Translate into Greek using the following prepositions: , , ,
, .
1. Because of (the) Zeus 4. Towards (the) Zeus
2. Alongside the ships 5. Against the ships
3. Into the ship
NEGATIVES
75. (a) A series of negatives with the simple negative ( or ) rst in the clause
reinforces the negative, e.g.
nobody comes
no one ever comes
dont say anything at all
(b) Where the simple negative follows a compound negative, they cancel each
other out, e.g.
nobody does not come, i.e.
everyone comes
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76 Grammar for Section 3CE 65
GREEK IDIOMS
76. (a) As we have already seen, Greek often leaves out the verb to be if it can
be assumed from the context (48). Likewise, other words can be left out if
they are understood easily from the context, e.g.
o ; Dont the Spartans practise?
, . No, (but instead) we prevent
(understand them).
(b) Observe that what appears in Greek as an adjective may best be translated
into English as an adverb, e.g.
The master is sleeping peacefully.
(lit. peaceful)
(c) You saw earlier how adjectives can be used as nouns in Greek by the addition
of the denite article (49), e.g.
military matters
naval matters
In fact, nearly all Greek adjectives can be used as nouns (cf. 50). Observe the
following:
the evil man
o the enemy
the barbarian women
the beautiful (thing), i.e. beauty
Remember, though, that when and are used as pronouns
(meaning he, she, it, etc.) the denite article is not used.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 3 A E
come!
each other, one another (2a)
other, the rest of
(-), man (3a)
(-) arrive, come
shout (for)
(-), neighbour (3a)
terrible, dire, clever
then, indeed
(+gen.) near, nearby
I
speak! tell me!
that
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66 A Grammar, Vocabularies and Exercises for Sections OneTwenty 76 77
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 3AE
(CONTINUED)
(-) embark
when, since, because
(-) ask
still, yet
well
, prayer (1a)
pray
(-), Zeus
look for, seek
we
watch, gaze at
, noise, din, hustle and bustle (2a)
, door (1b)
, a sacrice (1b)
sacrice
look! here! hey!
sleep
call, summon
(+acc.) in, on, by, according to
, boatswain (1d)
order
, danger (2a)
, Spartan (2a)
(-) take, capture
(-), torch (3a)
(-), harbour (3a)
, word, speech; story, tale (2a)
(-) learn, understand
(-) big, great
naval
, island (2a)
(-), night (3a)
, house (1b)
homewards
at home
, weapons, arms (2b)
o and not, not even
this
this here
(-), child, slave (3a)
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76 77 Grammar for Section 3CE 67
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 3 A E
(CONTINUED)
TAKING STOCK
1. Can you explain when and are used as adjectives and when
as pronouns, and what the difference in meaning is?
2. Do you know what the stems of and are, and which of the
forms are irregular?
3. Can you conjugate and ?
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68 A Grammar, Vocabularies and Exercises for Sections OneTwenty 76 77
b word shape
1. Change nom. to acc.:
a.
b.
c.
d.
e. o
2. Change acc. to nom.:
a.
b.
c.
d.
e.
3. Insert the appropriate form of or :
a. () .
b. o () .
c. () .
d. () .
c syntax
Translate the answers to exercises B 13 above.
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76 77 Revision Exercises for Section 3CE 69
4. .
That stupid rhapsode is afraid of these Spartans.
5. , .
For while those women are cowardly about many things, this woman is not.
Vocabulary
set sail, put out to sea
EXERCI S E
Answer the following questions using the passage above. Give the line numbers
of each word you identify.
1. Find two more examples of prepositional phrases like (l.1)
which are made up of a preposition plus a noun in the acc. case.
2. Find three examples of verbs in the third person pl.
3. Find two examples of nouns which are in the acc. because they are the direct
object of a verb, and state the verb of which each is the object.
4. Find an example of an adjective which is (a) m. s. nom., (b) f. s. acc., (c) n. s.
nom.
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70 A Grammar, Vocabularies and Exercises for Sections OneTwenty 77
VOCABULARY CHECK
Ensure you know the meaning of:
, , , ,
, , , , ,
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7779 Grammar for Section 4AB 71
n Form
Be careful not to confuse 3b nouns with the few 1c nouns which end in -,
e.g. , daring. A small number of type 3b nouns do not end in -,
e.g. , re.
Type 3c nouns
78. These are all neuter, and end in -:
n Form
Type 3e nouns
79. These all end in - (f.) or - (m.):
, city-state (3e)
s. pl.
Nom. -
Acc. -
Gen. - -
Dat. - -()
Voc.
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72 A Grammar, Vocabularies and Exercises for Sections OneTwenty 7980
n Form
c Note, once more, the presence of -- in the stem of this noun, which has con-
tracted with regular type 3a endings: i.e. the - ending of the nom. pl. is a
contraction of -. (The acc. pl. form is borrowed from the nom.)
c is unusual in that it has a different meaning in the s. and pl. The
Greek for ambassador (s.) would be and old men (pl.) o
(s. ).
Type 3f nouns
80. These are all neuter, and end in -:
, city (3f)
s. pl.
Nom.
Acc.
Gen. - -
Dat. - -()
n Form
Note that the nom. and acc. pl. of this noun is a contraction of -.
EXE RC I S E S
4AB: 1. Add the correct form of the 3b-, c-, e- and f-type nouns listed on the
vocabulary on p. 70 to agree with the following denite articles. (First, check
by gender that they are able to agree.)
1. o 6.
2. 7.
3. 8.
4. 9.
5. 10.
4AB: 2. Add the correct form of the noun to agree with the article.
1. () 6. ()
2. () 7. ()
3. () 8. ()
4. () 9. ()
5. () 10. ()
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8183 Grammar for Section 4AB 73
TYPE 3 ADJECTIVES
Adjectives in - -
82. Typical of this type 3 adjective is , well-disposed. Note the stem
is -:
(-) well-disposed
s.
m./f. n.
Nom.
Acc. -
Gen. - -
Dat. - -
Voc.
pl.
m./f. n.
Nom. - -
Acc. - -
Gen. - -
Dat. () ()
n Gender alert
In these adjectives, the same form is used for both m. and f., e.g.
The man is well-disposed
The goddess is well-disposed
83. The pronouns and (which can be used adjectivally) follow a simi-
lar pattern to :
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74 A Grammar, Vocabularies and Exercises for Sections OneTwenty 83
pl.
m./f. n.
Nom. - -
Acc. - -
Gen. - -
Dat. () ()
n Usage
(a) When is used as an adjective (i.e. in conjunction with a noun) it means
a (pl. some) or a certain, e.g.
A (certain) farmer
A (certain) ship
Some men, Certain men
(Note, though, that you do not always need to use when translating a(n)
into Greek: a farmer can also be translated simply as .)
(b) When is used on its own (i.e. as a pronoun) it means someone/anyone
or something/anything, e.g.
But someone is arriving
; Can you see anything? (lit. Do you see any-
thing?)
(c) Remember that is enclitic (42) and cannot come rst in a sentence or clause.
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8386 Grammar for Section 4AB 75
n Usage
84. Note once more that the way in which is used affects its translation into
English:
(a) When it is used as an adjective (i.e. in conjunction with a noun) it means
which or what, e.g.
; What farmer?
; What ship?
(b) When is used on its own (i.e. as a pronoun) it means who or what,
e.g.
; Who is arriving?
; What can you see? (lit. What do you see?)
n Accent
85. Note the difference in accent between and . The accent on
(who?, what?) always falls on the rst and is always acute (i.e. ).
m. f. n.
Nom. --
Acc. - --
Gen. - -- -
Dat. - -- -
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76 A Grammar, Vocabularies and Exercises for Sections OneTwenty 8687
c That the f. form, -, declines exactly like a rst declension noun (1b,
such as with short in nom. and acc.); but
c The m. and n. forms of the adjective decline like a third declension noun
(types 3a and type 3b respectively).
EXE RC I S E S
4AB: 3. Add the correct form or forms of , and to the follow-
ing nouns (use only with s. nouns):
1. 5. o
2. 6.
3. 7.
4.
4AB: 4. Add the correct form or forms of , and to the follow-
ing nouns in the gen. and dat. (once more, use only with s. nouns):
1. 4.
2. 5.
3. 6.
PRESENT PARTICIPLES
87. In the reading passages, you have met a number of forms of the present par-
ticiple of the verb to be (). Here is the declension of , being, in full.
It is a type 3 adjective, but note the difference from the type 3 adjectives you
have met so far:
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8788 Grammar for Section 4AB 77
(-) being
s.
m. f. n.
Nom. -
Acc. - -
Gen. - - -
Dat. - - -
pl.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. () - ()
n Form
Note that (-) follows a 3-1-3 pattern like :
n Usage
88. Participles, of which you will meet more examples in 4CD, occur frequently
in Greek and are therefore important to master. Here are a few points to bear
in mind:
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78 A Grammar, Vocabularies and Exercises for Sections OneTwenty 88
render them in English. Here are some of the ways participles may be
translated:
EXE RC I S E S
4AB: 5. Add the correct form or forms of to agree with the following nouns:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
4AB: 6. Choose between the different versions of the Greek participles using
the English translations beneath each sentence to guide you. (It will help to
identify the gender, number and case of the noun which each participle is
describing.)
1. /.
They are looking at the woman who is beautiful.
2. /.
The captain does not go on board the ship although it is secure.
3. o / .
Since men are mortal, they honour the gods.
4. / .
While he is stupid, the sailor is handsome.
5. /.
We are afraid of the city since it is big.
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88 89 Grammar for Section 4AB 79
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 4 A B
, city (of Athens) (3f)
dishonour, hold in dishonour
, farmer (2a)
(-), woman, wife (3a)
(-), god, daimon (3a)
, master (1d)
(-) destroy, kill
even now, still now
, (-) well-disposed
, / god(-dess) (2a)
mortal
unlucky, dogged by an evil daimon
(-)
hold sway, power (over)
prevent, stop
especially; particularly; yes
, corpse (2a)
(+acc.) by !
, law, convention (2a)
, plague, disease (2a)
, dwelling (3e)
o small, few
(-) no; no one, nothing
, number, crowd; the people (3c)
, city (state) (3e)
(-), thing; matter; affair; (pl.) troubles (3b)
, funeral pyre (1b)
, gear, furniture (3c)
, battle-array, order, rank (3e)
honour
(-) who? what?
(-) a, a certain; someone
strike, hit
(-) carry, bear
, fear (2a)
TAKING STOCK
1. Can you condently recite the ve new types of noun?
2. Do you understand the difference between third declension and 3-1-3
declension adjectives? Can you give an example of each?
3. Can you demonstrate the difference in meaning between and ?
4. Do you know what a participle is, and can you decline ?
5. Of what verbs are the following the alternative stems: -, -, -?
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80 A Grammar, Vocabularies and Exercises for Sections OneTwenty 88 89
(-)
(-)
,
,
,
,
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88 89 Revision Exercises for Section 4AB 81
3. , .
I am not afraid of the number of corpses, large as it is.
4. , ,
.
My wife, who is unlucky, is afraid of the plague, which is evil.
5. o , , ,
.
The people (use ), since it is good, does not dishonour the gods,
who are great.
Vocabulary
lament , troubles
, son much perplexity
(()-) daughter short-lived
on top of corpses commit irreverent acts (on)
EXERCI S E
Answer the following questions using the passage above. Give the line numbers
of each word you identify.
1. Find two examples of participles in the acc., giving their number and gender
and say with which noun each agrees.
2. Find two examples of imperatives, and state whether each is s. or pl.
3. Find an example of an adjective which is (a) m. nom. pl., (b) m. acc. pl.
4. What case are (a) (line 1) and (b) (line 11)?
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82 A Grammar, Vocabularies and Exercises for Sections OneTwenty 8990
VOCABULARY CHECK
89. Just as the verb to be gives us a participle form, being, so most verbs have
a present participle in English: to run gives running; to stop, stopping,
and so on. As you have already learnt, participles are adjectives (i.e. they
change according to the gender, number and case of the noun they agree with
or represent).
Active participles are generally easy to spot: look for a verb stem plus
-- or --:
- - - (-) stopping
s.
m. f. n.
Nom. - -- -
Acc. -- -- -
Gen. -- -- --
Dat. -- -- --
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9091 Grammar for Section 4CD 83
n Form
(a) These contractions follow the same principles as those in other verb forms
you have met: e.g. - > ( + = ); thus - > ;
- > ( + = ); thus - > , etc. (25).
(b) Note that the form could be the neuter s. nom. and acc. participle, or
the masculine s. nom. participle.
(c) Once more, these contracted participles have exactly the same case-endings
as , being, and , stopping. Only the contracted stem is different
e.g.
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84 A Grammar, Vocabularies and Exercises for Sections OneTwenty 9193
Middle participles are generally easy to spot. Look for a verb stem plus
--:
-- stopping oneself
s.
m. f. n.
Nom. -- -- --
Acc. -- -- --
Gen. -- -- --
Dat. -- -- --
pl.
m. f. n.
Nom. -- -- --
Acc. -- -- --
Gen. -- -- --
Dat. -- -- --
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9394 Grammar for Section 4CD 85
n Form
(a) Since the contraction takes place before the endings -- are added,
these participles have endings identical to -- .
(b) Note once more that the contractions in these participles follow the same
principles as those in other verb forms you have met, e.g.
- > ( + = )
- > (25).
EXERC I S E S
4CD: 1. Add the correct form or forms of and to the follow-
ing nouns:
1. 5.
2. 6.
3. 7.
4. 8.
4CD: 2. Add the correct form or forms of and to the follow-
ing nouns (all of which are in the gen. or dat.):
1. 5.
2. 6.
3. 7.
4. 8.
Use of participles
94. A very common Greek usage is to join a participle with a denite article and
use it as a noun: e.g.
c = lit. the [m. s.] running, he who runs, the man who is run-
ning, the runner
c o = lit. the [m. pl.] running, those who run, the men who are
running, the running men, the runners
c = lit. the [f. pl.] running, the running women, the women
who run, the runners
EXERCI S E S
4CD: 3. Add the correct form of the participle to the denite articles using the
following verbs: , , , , . Then translate:
1. (watching) 5. o (fearing)
2. (seeing) 6. (doing)
3. (doing) 7. (seeing)
4. (showing) 8. (showing)
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86 A Grammar, Vocabularies and Exercises for Sections OneTwenty 9495
4CD: 4. Add the correct form of the participle to the denite articles (all of
which are in the gen. or dat.) and translate:
1. (watching) 5. (fearing)
2. (seeing) 6. (doing)
3. (doing) 7. (seeing)
4. (showing) 8. (showing)
Remember that the participle must change to agree with the noun to
which it refers, e.g. the women
[f. nom. pl.] happen to be eeing [f. nom. pl.].
Note that means I seem to be eeing and actually am.
EXE RC I S E
4CD: 5. Choose the correct version of the Greek participles using the English
translations beneath each sentence to guide you. (It will help to identify the
gender, number and case of the noun which each participle is describing.)
1. / , .
Whilst going towards Athens, the woman looks towards the Piraeus.
2. / .
The rhapsode is clearly joking.
3. / /.
In eeing, the captain escapes the notice of the men who are shouting.
4. //
;
Can you see those wicked men running away?
5. / .
I see the sailor running to the ship.
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9699 Grammar for Section 4CD 87
GREEK IDIOMS
96. You have already met one adjective in Greek (, peaceful) which is best
translated adverbially (peacefully: 76[b]). Another one is , obvious,
clear, when used in the phrase + participle, he is obviously ,
e.g.
He is obviously eeing
She is obviously watching
, king (3g)
s. pl.
Nom. - (or -)
Acc. - -
Gen. - -
Dat. - -()
Voc.
Elision
n Dropping vowels
98. Observe the following sentences and note the loss of vowels:
(= )
(= )
(= )
o (= o)
n and
99. Observe what happens to the following words in elision:
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88 A Grammar, Vocabularies and Exercises for Sections OneTwenty 99100
Prexes to verbs beginning with vowels may be affected in the same way,
e.g.
- = - =
- = - =
So with (, ) and (, ) when they prex words beginning
with vowels.
Crasis
100. Observe the vowel-contraction in:
( ) men
This is called crasis.
Consider further:
* ( ) good things
( ) the one on
( ) the man
*Observe that you can often spot crasis by the occurrence of breathings where you would not
usually expect them.
EXE RC I S E S
4CD: 6. Elide the following:
1. 4.
2. ; 5.
3.
4CD: 7. De-elide the following:
1. o 4.
2. 5. ;
3.
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100 101 Grammar for Section 4CD 89
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 4 C D
, lawlessness (1b)
(-) lead/take away
(-) kill
(-) escape, run off
, irreverence to the gods (1b)
him, her, it, them
(- ) drag off
, king (3g)
, altar (2a)
, slave (2a)
call upon (to witness)
, sanctuary (2b)
, suppliant (1d)
(-), herald (3a)
(-) escape notice of X (acc.) in ing (part.)
(+acc.) by !
hate
/, foreigner, guest, host (2a)
lament, mourn for
straight, correct, right
(-) suffer, experience, undergo
stop
, ambassador (1d)
, o ambassadors (3e)
(-) turn, turn in ight
(-) happen to be -ing, be actually ing (+ nom.
part.)
, aggression, violence (3e)
, servant, slave (1d)
(-) seem to be, appear to be (+ part.)
anticipate X (acc.) in ing (nom. part.)
what .! (+gen.)
TAKING STOCK
1. Can you describe accurately how , , and use
the participle?
2. Can you describe how + participle works?
3. Can you decline ?
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90 A Grammar, Vocabularies and Exercises for Sections OneTwenty 100 101
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100 101 Revision Exercises for Section 4CD 91
.
, ,
. ,
. o
5 .
. o
, , .
,
, .
10 .
Vocabulary
the sanctuary
the city
EXERC I S E
Answer the following questions based on the passage above.
1. Give the gender, number and case of the following participles: (a)
(line 1), (b) (line 3), (c) (line 4) and (d) (line 9).
2. Give the person and number (e.g. 3 pl.) of the following verbs: (a)
(line 2), (b) (line 4), (c) (line 5) and (d)
(line 9).
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92 A Grammar, Vocabularies and Exercises for Sections OneTwenty 101102
92&$%8/$5< &+(&.
-- I was stopping
-- I was stopping, I used to stop, I stopped
-- you (s.) were stopping, used to stop, stopped
--() he/she/it was stopping, used to stop, stopped
-- we were stopping, used to stop, stopped
-- you (pl.) were stopping, used to stop, stopped
-- they were stopping, used to stop, stopped
Form
(a) Note the prex of the stem, -. This is called the augment (1045).
(b) Look back at 52. There it was asserted that there were two forms of the
middle ending, one being:
- - - - - -
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102104 Grammar for Section 5AB 93
Meaning
103. The new tense you meet in this section is called the imperfect. The word
imperfect comes from a Latin word meaning incomplete.
c The imperfect is used to describe continuing, repeated or uncompleted
actions in the past something that was happening, used to happen, began to
happen or kept happening.
c Depending on context, then, (the imperfect of ) could be
translated I was stopping, I used to stop or simply I stopped.
c Note, though, that in the last case, the use of the imperfect implies that
I stopped (i.e. used to stop or kept stopping) on a continual basis or
more than once, e.g. I stopped him going into the house every day.
EXERC I S E
5AB: 1. Translate into English, then convert into the middle equivalent:
1. 4.
2. (two possibilities) 5.
3.
Form
n The augment
104. Augment means growth or increase and is so named because the addi-
tion of an augment generally causes the verb to increase in size.
The distinguishing mark of an indicative verb in the past is the pres-
ence of an augment at the front of the verb.
n Augments in -
(a) When the verb begins with a consonant, the augment takes the form of -, e.g.
--, I was ordering, used to order, ordered
--, I was going, used to go, went
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94 A Grammar, Vocabularies and Exercises for Sections OneTwenty 104105
Augment summary
105. The following chart summarises the rules of augmentation for verbs begin-
ning with vowels:
EXE RC I S E
5AB: 2. Translate and convert the following presents into the equivalent imper-
fect form:
1. 4.
2. 5.
3.
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105 Grammar for Section 5AB 95
The augment is added to the base verb, NOT to any prexes it may have
acquired.
* +
+
** +
*** +
* +
* +
* +
* +
or
* +
*** +
* Note that all two-syllable prexes ending in a vowel drop their nal vowel before an aug-
ment. The exception to the above rule is -; - also can stay unchanged.
** Note that - changes to - before a vowel.
*** Note that with e.g. and , the prex recovers its basic form .
EXERC I S E
5AB: 3. Translate and convert into the equivalent present forms:
1. 4.
2. 5.
3. (two possibilities)
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96 A Grammar, Vocabularies and Exercises for Sections OneTwenty 106107
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107108 Grammar for Section 5AB 97
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98 A Grammar, Vocabularies and Exercises for Sections OneTwenty 108110
The past of to be
110. Learn the irregular past of the verb to be:
or I was
or I was
you (s.) were
he/she/it was
we were
() you (pl.) were
they were
EXE RC I S E S
5AB: 4. Translate:
1. 7. (two ways)
2. 8. (two ways)
3. (two ways) 9.
4. 10.
5. 11.
6. 12.
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110111 Grammar for Section 5AB 99
PREDICATIVE ADJECTIVES
111. Observe the subtle Greek use of the position of the adjective in relation to
its noun + denite article to indicate a slightly different meaning:
(a) or the wise man
BUT: (b) or the man [is] wise
The distinction applies to all cases of the noun, e.g.
lit. much the expense she caused, i.e.
the expense she caused was great
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100 A Grammar, Vocabularies and Exercises for Sections OneTwenty 111 112
When the adjective stands outside the denite article + noun phrase, or is not
linked with it by a preceding denite article (as in [b] above), it will carry this
so-called predicative meaning.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 5 A B
o responsible (for), guilty (of)
light; fasten, x
deep
heavy
, life, means, livelihood (2a)
, marriage (2a)
converse
, lawsuit; penalty; justice (1a)
(- ) exact ones due; punish ( + gen.)
because
unlucky
(-) bring in, carry in
be in
sweet, pleasant
, horse (2a)
/ treat badly; do harm to
punish
, young man (1d)
young
, house-slave (1d)
o whole of
/ not yet
owe
(()-), father (3a)
stop
(-) trust, obey (+dat.)
near, nearly; almost
then
, son (2a)
you (s.) say
, debts (3c uncontr.)
, money (3b)
good, ne, serviceable
TAKING STOCK
1. Do you understand the idea of the imperfect tense and know its endings?
Can you therefore spot one at a hundred paces?
2. Can you condently de-augment an imperfect verb to nd its dictionary
form? What, for example, could - de-augment to? What -?
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111 112 Revision Exercises for Section 5AB 101
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102 A Grammar, Vocabularies and Exercises for Sections OneTwenty 112
92&$%8/$5< &+(&.
112. In this section you meet another new tense: the future.
As you will see, the big clue is the added to the present stem:
, I shall stop
- I shall stop
- you (s.) will stop
- he/she/it will stop
- we shall stop
- you (pl.) will stop
-() they will stop
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112115 Grammar for Section 5CD 103
n Form
Re-visit 102 and observe the - - - middle endings.
EXERC I S E
5CD: 1. Translate the following futures and turn them into the present:
1. 4.
2. 5.
3.
n Plain
113. The future stem of a verb is typically formed by adding to the present
stem:
- I stop + = - I shall stop
n Consonant stems
114. Note what happens to verbs with stems ending in consonants (but see 117
below):
(a) , , and combine with to produce :
- I send + = - I shall send
(b) , , , (and usually ) combine with to produce :
- I receive + = - I shall receive
(c) , , and are simply replaced by :
- I persuade + = - I shall persuade
EXERC I S E
5CD: 2. Translate the following presents and turn them into the equivalent
future:
1. 4.
2. 5.
3.
n Contract verbs
115. Contract verbs lengthen the contract vowel, then add :
c and lengthen to
c lengthens to
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104 A Grammar, Vocabularies and Exercises for Sections OneTwenty 115118
Thus:
-- I honour ( > + ) = -- I shall honour
I make, do ( > + ) = -- I shall make, do
I show ( > + ) = -- I shall show
116. An exception to this rule affects verbs whose stems end in -- and --:
the of these verbs simply becomes long in the future:
I do, act ( > ) - I shall do, act
(This is an effect of the same phenomenon that you observed in the f. s.
forms of adjectives like [37]: in Attic Greek long remains after
, and and does not change to .)
c Because the future stem of all contract verbs ends in -- (not a vowel),
the endings in the future are not contracted: there is no vowel for them
to contract with. So the endings are -, -, - etc.
EXE RC I S E
5CD: 3. Translate the following futures and turn them into the equivalent
present:
1. 4.
2. 5.
3.
n Futures without
117. Verbs with stems in , , or do NOT form their future by the addi-
tion of . Instead, they characteristically become contract verbs in with a
future stem similar to (but usually different from) that of the present:
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118121 Grammar for Section 5CD 105
EXERC I S E S
5CD: 4. Translate:
1. (two ways) 7.
2. (two ways) 8.
3. 9.
4. 10.
5. 11.
6. 12.
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106 A Grammar, Vocabularies and Exercises for Sections OneTwenty 121123
- I shall be
- I shall be
() you (s.) will be
- he/she/it will be
- we shall be
- you (pl.) will be
- they will be
n Form
The exception to the - + middle endings rule is the 3s. form: .
n Warning
Be careful not to confuse:
c , I shall go with , I am;
c , you will go, with , you are; and
c , he/she/it will go, with , they are.
For two of the forms, the difference in accents will help you, but with , only
context will help.
c The participle with present meaning going, is (-).
Compare (-) being.
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123124 Grammar for Section 5CD 107
EXERC I S E S
Translate:
5CD: 6. Translate into English with reference to 1203:
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.
5CD: 7. Translate into Greek with reference to 1203:
1. They will go 6. They will take
2. She will be 7. I shall learn
3. We will get to know 8. You (pl.) shall be
4. You (s.) will become 9. We shall go
5. He will go 10. You (pl.) will be
124. So far you have met verbs which have active forms, and verbs which have
middle forms. But in this chapter you have met verbs which display both
types of form, e.g.
In active verbs, the action moves out from the doer to affect someone or
something else, but in middle verbs, the doers own interest is somehow
involved.
n No object required
(b) Often the difference between the active and middle forms of a verb is that
the active requires a direct object to complete its sense (i.e the action is being
done to someone or something else), whereas the middle does not (i.e. it is
being done to oneself), e.g.
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108 A Grammar, Vocabularies and Exercises for Sections OneTwenty 124
n Winning out
(d) With some verbs, the middle is used to indicate an action from which the doer
gains a certain benet, e.g.
c , I bear, carry
as against
c I carry off for myself, I win
c I loose
as against
c I loose for myself, I ransom
Remember that these rules only apply to verbs which display both active
and middle forms in any one tense. They do not apply, for example, to any
of the verbs listed above (e.g. 119) where the middle form of the future is the
only form the verbs have.
The more Greek you read, the more you will get used to the way in which
middle forms of active verbs are used.
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125126 Grammar for Section 5CD 109
INDEFINITES/INTERROGATIVES
125. You already know the distinction between and . The accented form
means who?, the unaccented form means someone. This distinction is
carried across a wide range of Greek words. Thus:
c You have recently met and : the accented form means how?,
the unaccented form means somehow;
c Sometimes these words lose the initial , whence how!;
c Sometimes they add - before the consonant, to give in this case .
You will discover that Greek authors do not always follow the rules in indi-
rect questions, where they often use the direct question form (e.g. instead
of ).
GREEK IDIOMS
126. Observe the way in which a Greek often repeats a question which he/she
has just been asked:
a. ; Where is the torch (shining) from?
b. ; Where from?
As you can see, - is added as a prex to the question word. Compare:
a. ; What are you doing?
b. ; . What? Im doing nothing.
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110 A Grammar, Vocabularies and Exercises for Sections OneTwenty 126127
Once again, in such cases you will sometimes simply nd the question word
repeated, i.e. and .
Form
(a) Be careful to distinguish 1d nouns like (gen. ) from 3d nouns
above, especially as a number of 1d nouns are also proper names, e.g.
(1d), Xerxes (gen. ).
(b) A small number of type 3d nouns has a slightly different pattern of declen-
sion. This group consists only of proper names ending in -, such as
, Perikles and , Herakles. Note that the difference
in accentuation allows you to distinguish between the type and
type:
, Perikles (3d)
s.
Nom. no pl.
Acc.
Gen.
Dat.
Voc.
127b. Learn the declension of father (3a) and the way the stem alternates
between - and -:
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127 Grammar for Section 5CD 111
, father (3a)
s. pl.
Nom. -
Acc. - -
Gen. - -
Dat. - -()
Voc. ()
EXERCI S E
5CD: 8. Translate into Greek, adding the correct forms of and :
1. Towards the triremes being/going
2. Of the mothers being/going
3. From Perikles being/going
4. Socrates being/going (acc.)
5. The fathers being/going (nom.)
6. The daughters being/going (dat.)
TAKING STOCK
1. Can you distinguish clearly between the forms of present, imperfect and
future tenses?
2. Do you know the future of irregular verbs like , , ?
Not to mention the verbs to be and to go?
3. Do you understand the general idea behind middle verbs?
4. Can you decline 3d nouns?
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112 A Grammar, Vocabularies and Exercises for Sections OneTwenty 127 128
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127 128 Revision Exercises for Section 5CD 113
4. .
The student will go into the house.
5. .
The wise men will be just.
Vocabulary
to me thrice, three times
Euripides (1d) (voc. impossible
) I shall call (irreg. fut.
understand (lit. of )
have a mind) dear Euripides
collect from (the deme of)
, tragedy (1b) Cholleidae (m. nom. s.)
EXERC I S E
Answer the following questions based on the passage above.
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114 A Grammar, Vocabularies and Exercises for Sections OneTwenty 127 128
1. Give the tense of the following verbs: (a) (line 4), (b) (line 8),
(c) (line 16) and (d) (line 15).
2. Give the gender, number and case of the following participles and adjec-
tives: (a) (line 10), (b) (line 11), (c) (line 11) and (d)
(line 14).
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128129 Grammar for Section 6AB 115
92&$%8/$5< &+(&.
THE AORIST
128. In this section you meet another new tense: the aorist. The aorist and the imper-
fect are the tenses most commonly used to denote past actions in Greek.
c The majority of verbs add -ed or -d to the present stem, e.g. I watch
I watched, you like you liked; but
c some have a different stem in the past, e.g. I sing I sang, they go
they went.
c The majority of verbs have a rst aorist also called the weak aorist
a form which is closely based on the present stem: it is this type of
aorist you will meet here.
c Some verbs have a less predictable second aorist also called strong
aorist involving a strong change of stem: this type of aorist will be
dealt with in section 6 CD.
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116 A Grammar, Vocabularies and Exercises for Sections OneTwenty 130131
First aorist
130. The aorist of a verb such as , I stop, is formed by:
adding to the present stem: -;
adding an augment to this stem, --, to indicate that the action
is past;
adding the appropriate personal endings
- I stopped
- I stopped
-- you (s.) stopped
-() he/she/it stopped
-- we stopped
-- you (pl.) stopped
-- they stopped
n Form
(a) You can see why the rst aorist is also known as the sigmatic or alpha
aorist. Originally there was no ; avoided confusion with .
(b) Revisit 102 and observe that we have here the - - - middle endings.
With the loss of intervocalic sigma keenly in mind, you will understand how
the original 2s. - became - and so -.
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131133 Grammar for Section 6AB 117
EXERC I S E
6AB: 1. Form the aorist 3rd person s. and pl. of the following verbs, and translate:
1. 3.
2. 4.
n Consonant stems
132. When is added to verbs with stems ending in consonants the following
changes occur (note that these changes are, for the most part, identical to
those found in the future tense: see 114).
(a) , , and combine with to produce :
- I send + - I sent
(b) , , (and usually ) combine with to produce :
- I receive + -- I received
(c) , , and are simply replaced by :
- I persuade + - I persuaded
EXERC I S E
6AB: 2. Translate the following presents and turn them into the equivalent aorist.
You may need to revise augments. See 104 or look ahead to 136:
1. 4.
2. 5.
3.
n Contract verbs
133. Contract verbs both active and middle lengthen the nal vowel of their
stem before is added (exactly as in the future, 115):
EXERC I S E
6AB: 3. Translate the following aorists and turn them into the equivalent present:
1. 4.
2. 5.
3.
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118 A Grammar, Vocabularies and Exercises for Sections OneTwenty 134138
Augments
136. The principles of augmentation are exactly the same as for the imperfect
(see 1045). Thus - is added to stems beginning in a consonant:
n Consonant stems
I pursue - - I pursued
I punish - - I punished
Vowel stems
137. When a stem begins in a vowel, this vowel lengthens where possible:
I hear - - I heard
I ask - - I asked
I pray - -- I prayed
I keep quiet - - I became quiet
n Compound verbs
138. Remember that with compound verbs it is the stem which is augmented,
not the prex:
- I retreat -- -- I retreated
- I kill -- -- I killed
EXE RC I S E S
6AB: 4. Form the aorist 3rd person s. and pl. of the following verbs, and translate:
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138140 Grammar for Section 6AB 119
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15.
6AB: 5. Translate into Greek using the verbs in brackets:
1. We heard () 6. You (pl.) shouted ()
2. They received () 7. She considered ()
3. You (s.) retreated () 8. I showed ()
4. He pursued () 9. They waited ()
5. They punished () 10. He destroyed ()
n Simple stems
Sometimes this process is simple, since it will require only the removal of the
augment, and personal ending, e.g.
:
(a) remove augment =
(b) Remove (3s. ending) = -
(c) - is the stem. Therefore the verb is , I order. Translation:
he/she/it ordered.
n Complex stems
140. On other occasions, however, the process will be more complex. For exam-
ple, it may not be immediately clear what the nal consonant of the stem
would be in the present, e.g.
:
(a) Remove augment =
(b) Remove (1s. ending) = what stem?
c It might be -, from the verb -. Look it up no such verb.
c But - might have been produced by a combination of or or
or + .
c The stem could therefore be any of -, -, - or - .
c If so, the verb could be , , or .
c If you recognise , I look (at), you will translate I
looked at.
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120 A Grammar, Vocabularies and Exercises for Sections OneTwenty 140142
If you do not recognise any of them, there is no short cut: you must simply
look up , , and to see which of the verbs exists in
Greek.
c Because of the different ways in which Greek and English speakers use
tenses, you may sometimes need to render an aorist as I have -ed or I
had -ed to stop your translation sounding stilted.
c The essential point, however, is this: aorist indicatives are used to
indicate something that happened in the past without reference to the
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142143 Grammar for Section 6AB 121
143. Here is the nal type 3 noun you are asked to learn, classied as 3h:
, eyebrow (3h)
s. pl.
Nom. - -
Acc. - -
Gen. - -
Dat. - -()
Voc.
n Form
(i) Be careful to distinguish 3h nouns like from 3e nouns like
(79).
(ii) Some 3h nouns have acc. pl. in -, e.g. sh.
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122 A Grammar, Vocabularies and Exercises for Sections OneTwenty 143 144
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143 144 Revision Exercises for Section 6AB 123
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124 A Grammar, Vocabularies and Exercises for Sections OneTwenty 144
92&$%8/$5< &+(&.
Ensure you know the meaning or signicance of:
-, -, , -, , , , , ,
144. As we earlier warned (129), a number of verbs do not form their aorists on
the pattern of what we have called rst aorist (basically, present stem + -)
but on the pattern of what is called second aorist (or strong aorist).
Note carefully the following about second aorist forms:
-- I took
-- I took
-- you (s.) took
--() he/she/it took
-- we took
-- you (pl.) took
-- they took
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144146 Grammar for Section 6CD 125
-- I became
-- I became
-- you (s.) became
-- he/she/it became
-- we became
-- you (pl.) became
-- they became
As you can see, aorist stems are generally shorter versions of the present stem
(e.g. - -) and/or different from, but nevertheless recognisably
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126 A Grammar, Vocabularies and Exercises for Sections OneTwenty 146148
- I came, went
- I said, spoke
- I saw
- I ran
EXE RC I S E S
6CD: 1. Using the above information, form the aorist 3rd person s. and pl. of the
following verbs, and translate:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
6CD: 2. Using the above information, translate into Greek:
1. They became 5. You (pl.) went
2. We saw 6. You (s.) said
3. You (s.) found 7. I learnt
4. He took 8. They ran
WHAT? WHY?
147. Observe that , which you have learnt to mean what? can also, and very
commonly, mean why? When does mean why?, it is in the acc. case
and being used adverbially. Its literal meaning is in relation to what? or
in respect of what? in other words, why?
INDIRECT SPEECH
148. A common way of reporting what someone has said in Greek is by using a
clause introduced by , that, e.g.
. They say that Socrates is clever.
Observe, however, that in the -clause Greek preserves the original tense
and mood of the utterance. You must therefore pay special attention when the
verb introducing the -clause is in the past. Note the following examples:
(a) . They said that Socrates was wise.
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148149 Grammar for Section 6CD 127
The original utterance (i.e what they originally said) was Socrates is
wise. In Greek the present tense is preserved ( = present), whereas
English puts the verb into the past (was).
(b) . You said that the sailor had
run/ran onto the ship.
The original utterance here (i.e. what you said) was the sailor ran onto
the ship. Greek preserves the aorist tense in the indirect speech, whereas in
English there is a choice: a speaker can either put the verb into the pluper-
fect tense (had run) or use the past simple (ran).
(c) The same rules apply to reported questions e.g.
. I asked why Socrates was wise.
149. As you are aware, Greek particles rarely have a single correct translation in
English. Note the range of meanings that the following particles can convey:
n
The basic meaning of is but, alternatively. It thus conveys the idea of but
rather or (especially in speech) oh, well, anyway, denoting a change in topic.
, .
I didnt see the Athenians, but rather the Spartans.
. Tell me, anyway, Now well, tell me.
n
The basic meaning of is and or but. Since it is such a common connective
in Greek, however, it often requires no translation at all. Note, though, the use
of def. art. with ( , , etc.) to denote a change of subject in Greek:
, .
The sailor was pursuing the foreigner, but he (i.e. the foreigner) wasnt
running away.
n
has a range of uses which the meanings then, indeed only begin to cap-
ture. It puts special stress on the preceding word or phrase and is often used to
grab the listeners attention. It can even convey scepticism or sarcasm:
, .
I shall not teach you any more as you are really ignorant.
. Out with it!
Note that in common with most particles, and (unlike ) never
come as the rst word in a sentence or clause (they are postpositives,
whereas is a prepositive: Reference Grammar, 391).
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128 A Grammar, Vocabularies and Exercises for Sections OneTwenty 149 150
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 6 A D
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149 150 Grammar for Section 6CD 129
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 6 A D
(CONTINUED)
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130 A Grammar, Vocabularies and Exercises for Sections OneTwenty 149 150
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149 150 Summary Exercises for Section 6 131
Vocabulary
up and down aor.
, day (1b) aor.
in good order aor.
, courage (1a)
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132 A Grammar, Vocabularies and Exercises for Sections OneTwenty 149 150
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149 150 Summary Exercises for Section 6 133
, .
, .
10 . .
, .
,
.
. , o
15 . ,
. o .
, ,
.
Vocabulary
, horse-fever (1a) from the city
, creditor (1d) his horse-madness
(()-), mother (3a) horse-mad (m. nom. s.)
horse-mad (m. acc. s.) hurrah!
ignorant (m. acc. s.)
EXERCI S E
Answer the following questions based on the passage above.
1. Give the tense of the following verbs: (a) (line 1), (b) (line 2),
(c) (line 2), (d) (line 3), (e) (line 6), (f)
(line 7), (g) (line 14)
2. Give the gender, number and case of the following participles: (a)
(line 3), (b) (line 9) and (c) (line 17)
3. What is the case of (a) (line 5) and (b) (line 13)?
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134 A Grammar, Vocabularies and Exercises for Sections OneTwenty 150151
92&$%8/$5< &+(&.
PRESENT INFINITIVE
150. In English the present innitive is the form of the verb created by the addition of
to: to go, to listen, to do, etc. This is how the innitive is formed in Greek:
Non-contract verbs
Non-contract verbs form their innitives as follows. Note the thematic vowel --:
Active innitive, -
Add - to the present stem, e.g.
, I stop > -, to stop
Middle innitive, -
Add - to the present stem, e.g.
, I stop (myself) > -, to stop (oneself), cease
Contract verbs
151. Contract verbs form their innitives in the following way:
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151153 Grammar for Section 7AC 135
Irregular innitives
152. Learn the following innitives of irregular verbs:
, I am , to be
, I shall go , to go
, I know , to know
EXERC I S E
7AC: 1. Form in Greek the present innitives of the following verbs and translate:
1. 7. 13.
2. 8. 14.
3. 9. 15.
4. 10. 16.
5. 11. 17.
6. 12. 18.
I wish to + inf.
I seem (to myself), I think that I + inf.
it is necessary to, X must + inf.
it is obligatory to + inf.
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136 A Grammar, Vocabularies and Exercises for Sections OneTwenty 153155
Special cases
(a) With , the person who must goes into the acc. case, e.g.
// it is necessary for me/you/them/ to go, I/you/they
must go
(b) With , the person for whom it is obligatory goes into the acc. case
(or sometimes the dat.), e.g.
/ lit. It is obligatory for the god/you
to speak or
/
i.e. The god is/you are obliged to speak
EXE RC I S E
7AC: 2. Translate into Greek, using the innitives of the verbs in brackets:
1. I wish to go () 5. I/we/you (pl.) ought to be present
2. They wish to believe () ()
3. He seems to think () 6. Socrates ought to teach ()
4. They seem to slander 7. It is obligatory to depart ()
() 8. It is obligatory for you (s.) to learn
()
154. Comparative and superlative adjectives of the type are formed as fol-
lows:
Form
155. The big giveaway with comparatives and superlatives is the - -
endings. But should that be - or -, - or -? Learn
the usual rules for the formation of the comp. and sup. adjectives:
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155159 Grammar for Section 7AC 137
Declension
156. All regular comparative adjectives decline in the same way as
(36), and all superlative adjectives decline like (10).
Comparison in Greek
158. When two things are being compared, Greek uses , than, e.g.
. The man is wiser than the boy.
Note that the two things being compared are in the same case.
(-)
or (-)
bad worse worst
(-)
beautiful, ne more beautiful, ner most beautiful, nest
(-)
big bigger biggest
(-)
much more most
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138 A Grammar, Vocabularies and Exercises for Sections OneTwenty 160161
Declension
160. Irregular comparative adjectives in -() decline like , well-
disposed (82), i.e.:
pl.
m./f. n.
Nom. - or * - or
Acc. - or * - or
Gen. - -
Dat. () ()
* More will be said about these irregular, and other, forms at 181.
EXE RC I S E S
7AC: 3. Add the correct comparative and superlative forms of the quoted adjec-
tives to the following phrases, and translate:
1. () 5. o ()
2. () 6. ()
3. () 7. ()
4. () 8. ()
7AC: 4. Add the correct comparative and superlative forms of the quoted adjec-
tives to the following phrases, and translate:
1. () 5. ()
2. () 6. ()
3. () 7. ()
PAST OF I SHALL GO
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161 Grammar for Section 7AC 139
EXERC I S E
7AC: 5. Revise the present and imperfect of , I am/was (44, 110) and the
future and imperfect of , I shall go/was going, (123, 161) and translate
into Greek:
1. We were going 7. They are
2. We were 8. We were
3. They shall go 9. You (pl.) were going
4. She is 10. You (s.) were going
5. He was going 11. We are
6. She shall go 12. They were
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 7 A C
, truth (1b) I shall go; to go;
it is obligatory (for I went
X [acc. or dat].) to from then, from there
(inf.) question closely
, necessity (1a) (-) nd, come upon
reveal, show than
wish, want perhaps
really; I assure you reckon, calculate,
it is necessary for consider
X (acc.) to (inf.) think, notice, mean,
slander intend
(-) not; dont! (with imper.)
, slander (1a) think (impf. )
corrupt; kill; destroy be present, be at hand
(-) try, test
seem; consider oneself (-)
to , poet (1d)
, reputation, opinion (1c) often
himself once, ever
knowing (part. of ) , wisdom (1b)
(-) that
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140 A Grammar, Vocabularies and Exercises for Sections OneTwenty 161 162
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161 162 Revision Exercises for Section 7AC 141
3. .
I am trying to discover how the poets show their wisdom.
4. .
You know that you wanted to slander me.
5. , .
From then on I appeared to be corrupting the young, although I knew nothing.
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142 A Grammar, Vocabularies and Exercises for Sections OneTwenty 162163
VOCABULARY CHECK
Ensure you know the meaning or signicance of:
-, , , , -, , , ,
AORIST PARTICIPLES
162. You have already met participles based on the present stem of verbs, e.g.
, looking, , running. Greek also has participles based on
the aorist stem of verbs.
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163164 Grammar for Section 7DF 143
n Forms
Just like the present active participle ( , etc.),
(-) follows a 3-1-3 pattern, i.e. the m. and n. forms follow the pattern
of type 3a and 3b nouns and the f. follows that of a type 1c noun like .
See 87.
pl.
m. f. n.
Nom. -- -- --
Acc. -- -- --
Gen. -- -- --
Dat. -- -- --
n Form
Like all middle participles, rst aorist middle participles are declined in the same
way as - - -.
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144 A Grammar, Vocabularies and Exercises for Sections OneTwenty 165
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165166 Grammar for Section 7DF 145
In this case, the difference between the sentences is not strictly one of time,
since in both cases the girls reply can be understood as being accompanied
by laughter (i.e., in both cases the laughing and replying are simultaneous).
However, in the rst sentence, the laugh seems to be a single event with an
identiable start- and end-point, which suggests that with a laugh should
be translated into Greek with an aorist participle. In the second sentence,
however, the laughter is ongoing: an incomplete action which would best
be rendered in Greek by a present (imperfective) participle.
Aspect in Greek is subtle, and is unlikely to be mastered overnight. Indeed,
at times the distinction between the two aspects may seem quite arbitrary to
an English speaker, but the more you read the more used you will get to the
different ways in which Greek uses present and aorist participles.
Whatever else you do, it is essential that you pay close attention to the
actual Greek usage: ask yourself What does the aspect of this present
or aorist participle here suggest about the way the Greek wants us to
see the action (however much we may want to see it differently)?
EXERCI S E S
7DF: 1. Give the gender, number and case of the following aorist participles
(e.g. m. s. nom.) and the form in which you would nd them if you looked
them up in the dictionary:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
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146 A Grammar, Vocabularies and Exercises for Sections OneTwenty 166168
7DF: 2. Turn the following present participles into their aorist equivalent:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
7DF: 3. There is a famous vase-painting of Achilles killing the Amazon queen,
Penthesileia. As she died, their eyes meet and (it was said) Achilles fell in
love with her. Typical bloke. How would the following captions express that
moment?
(a) *.
(b) .
* caught re, burned with passion.
I knew
I knew
you (s.) knew
() he/she/it knew
we knew
you (pl.) knew
or they knew
Present: I say*
I say
or you (s.) say
() he/she/it says
we say
you (pl.) say
() they say
Innitive
to say
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168 Grammar for Section 7DF 147
Participle
(-) or
(-), sometimes - saying
Future
- I shall say
Past: I said
I said
or you (s.) said
he/she/it said
we said
you (pl.) said
they said
EXERC I S E
7DF: 4. Revise the present and past of , I know (44, 167) and using
as say translate into Greek:
1. We know 6. She said
2. They said 7. I knew
3. She knew 8. He says
4. We say 9. You (pl.) said
5. You (s.) know 10. They knew
168b. Usually, in sentences with two nouns either side of the verb to be, the
complement lacks a denite article (457). But not always. In answer to
the question Who are the learners, the clever or the stupid?, Greek will
say The learners are the (= those who are)
clever, i.e. creates the group. What would it mean if it lacked ? (As
usual, the complement comes rst.)
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148 A Grammar, Vocabularies and Exercises for Sections OneTwenty 168 169
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 7 D F
brave, manly
(-) answer
, virtue, excellence (1a)
(-) laugh
of course, surely
, teacher (2a)
receive in turn
(-) fall into, on (+ or )
(-) praise
at once, straightaway
enjoy, be pleased
I said
he said
agree
therefore
not therefore
, young man (2a)
urge on, impel
/ I say/I said
, philosophy (1b)
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168 169 Revision Exercises for Section 7DF 149
Kriton reports how he and Socrates discussed the nature of expertise and
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150 A Grammar, Vocabularies and Exercises for Sections OneTwenty 168 169
Vocabulary
object , doctor (2a)
well then here
all (f. acc. pl.) respect
come!
EXE RC I S E
Answer the following questions based on the passage above:
1. Give the tense of the following verbs: (a) (line 2), (b) (line 3),
(c) (line 11), (d) (line 12)
2. What is the case of (a) (b) (c) (d) (e) and
(f) ?
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169170 Grammar for Section 7GH 151
VOCABULARY CHECK
169. You have aready learnt how verbs with a rst aorist form their aorist par-
ticiple on the rst aorist stem. Verbs with a second aorist form it (hard to
believe though it is) on the second aorist stem.
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152 A Grammar, Vocabularies and Exercises for Sections OneTwenty 170171
n Form
The endings for these participles (- -- -) are exactly the same as for
present participles (87).
pl.
m. f. n.
Nom. -- -- --
Acc. -- -- --
Gen. -- -- --
Dat. -- -- --
EXE RC I S E S
7GH: 1. Attach the appropriate form of the aorist participle to the given form of
the denite article:
1. () 5. o ()
2. () 6. ()
3. () 7. ()
4. () 8. ()
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171174 Grammar for Section 7GH 153
7GH: 2. Attach the appropriate form of the aorist participle to the given form of
the denite article:
1. () 5. ()
2. () 6. ()
3. () 7. ()
4. () 8. ()
PRONOUN/ADJECTIVE: - - -
s.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
pl.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
n Form
173. is one of very few pronouns in Greek which (like the def. art.) end in -o
in the n. s. nom./acc. You have already met others: e.g. and (69).
Meanings of
174. has a variety of meanings:
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154 A Grammar, Vocabularies and Exercises for Sections OneTwenty 174
n Self
Agreeing with the noun it picks out, it means self, e.g.
Socrates himself
the man himself
Myself
m. f.
Acc. - -
Gen. - -
Dat. - -
Ourselves
m. f.
Acc. - -
Gen. - -
Dat. - -
Yourself
m. f.
Acc. ()- ()-
Gen. ()- ()-
Dat. ()- ()-
Yourselves
m. f.
Acc. - -
Gen. - -
Dat. - -
Himself, herself, itself
m. f. n.
Acc. -* (-) - (-) - (-)
Gen. - (- ) - (-) - ()
Dat. - (-) - () - (-)
Themselves
m. f. n.
Acc. -* (-) - (-) - (-)
Gen. - (-) - (-) - (-)
Dat. - (-) - (-) - (-)
* Note that the - is a 3rd person pronoun found mostly in Homer. Watch the breathing where - is
contracted out!
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175177 Grammar for Section 7GH 155
Meaning
175. Reexive forms are used when me, you, him, etc. refer to the same
person as the subject of the clause e.g. dont kill
yourself/commit suicide!. In further clauses, they can refer to the subject of
the main verb of the sentence, e.g.
/ .
The Amazon persuaded the man to release her (i.e. the Amazon).
.
The Amazon persuaded the man to release her (i.e. another woman).
n Same
176. preceded by the denite article is an adjective meaning same, e.g.
the same youth
EXERC I S E S
7GH: 3. Translate into English:
1. 5.
2. 6.
3. 7.
4. 8.
7GH: 4. Translate each of the words in brackets into Greek using a version of
:
1. (same) 5. (themselves, m.)
2. (them, f.) 6. (herself)
3. (herself) 7. o (same)
4. (him) 8. (it)
I AM ABLE, CAN
177. Note the -- dominated , I am able, can. The stem is -.
Instead of taking the thematic vowel and being a contract verb, it is athe-
matic: the endings are simply added to the stem. You should learn this verb
now as you will meet other verbs that conjugate in the same way (such as
, I get up, emigrate: 187):
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156 A Grammar, Vocabularies and Exercises for Sections OneTwenty 177
I am able, can
I am able, can
you (s.) are able, can
he/she/it is able, can
we are able, can
you (pl.) are able, can
they are able, can
Innitive
to be able
Participle
- - - being able
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 7 G H
(-) lead, bring (-) overtake
(-) pick up (-), possession (3b)
(-) leave, depart , ght, battle (1a)
self however, but
(-) cross (+acc.) after
be able think,
two acknowledge
- (-), him/her/itself the same
- (-), (pronoun) dwell (in), live
- (-) back, again
- (-), themselves , river (2a)
- ()-, - yourself (s.)
(-), - (pronoun) (pronoun)
(-) , sign, signal (2b)
-, - myself (pronoun) -, - yourselves
return (pronoun)
(-) your(s)
(-) follow guard
-, ourselves speak, utter
- (pronoun) , voice, language,
come across, speech (1a)
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177 178 Revision Exercises for Section 7GH 157
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158 A Grammar, Vocabularies and Exercises for Sections OneTwenty 177 178
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177 178 Revision Exercises for Section 7 159
. ,
, , ,
10 , . o ,
.
. ,
, . o
o o .
15 , .
Vocabulary
lay waste
never
EXERC I S E
Answer the following questions based on the passage above:
1. Give the aspect (i.e. present or aorist) of the following participles: (a)
(line 2), (b) (line 3), (c) (line 4), (d)
(line 7), (e) (line 7), (f) (line 8)
2. Give the tense of the following verbs: (a) (line 4), (b)
(line 6), (c) (line 8), (d) (line 15)
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160 A Grammar, Vocabularies and Exercises for Sections OneTwenty 178
GENITIVE CASE
178. The forms of the gen. s. and pl. across the range of noun and adjective types
you have met are as follows:
s. pl.
nom. acc. gen. dat. nom. acc. gen. dat.
1a -, o- o- o- o- o- o- o-
1b -, - - - - - - -
1c , - - - - - - -
1d -, - -o -
- - - -
-, - -o -
2a - - -o - -o -o - -o
,
2b -o, -o -o - - - - -o
3a , - -o - - - - -()
3b , -o - - - - -()
3c -o, -o -o - - - -v -()
3d -, - - o - - - - -()
3e -, -
- - - - -v -()
-, -v
3f -, - - - - - -v -()
3g -, - - - -
- - - -()
3h -, - -o - - - - -()
Irregular nouns
, v ()
, v ()
Z,
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178 Grammar for Section 8AC 161
s. pl.
nom. acc. gen. dat. nom. acc. gen. dat.
Personal pronouns
() ()o ()
o
Adjectives
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - -o -o - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - -
m./f. - - - - - - -()
n. - - - - - -()
m./f. - - - - - - -()
n. - - - - - -()
m.
f.
-
-
-
-
-
-
-
-
n. - - - -
m.
f.
-
-
o-
-o
o-
-
-
-
-
-
o-
-
o-
o-()
-
n. -o - - - - -()
m.
f.
-
-
-
-
-o
-
-
-
-
-
-
-
- -()
- -
n. - - -o - - - - -()
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162 A Grammar, Vocabularies and Exercises for Sections OneTwenty 179
179. Form
(a) All gen. plurals end in -.
(b) Gen. singulars of type 3 nouns/adjectives all originally ended in -.
Later contractions and other changes gave rise to forms in - and -.
(c) Gen. singulars in types 1 and 2 nouns/adjectives end (masculine)
in - and (feminine) in - (1a, 1c) or - (1b). Remind yourself of the
rules for these nouns (especially the rule) at 5657.
(d) 1d nouns like , are tricky: , is their
nom. form (not feminine gen. s.!) and their gen. s. is , .
EXE RC I S E S
Select from this list according to need.
8AC: 1. Give the meaning and gen. s. and pl. (with def. art.) of the following
1ac type nouns:
1. 5.
2. 6.
3. 7.
4.
8AC: 2. Give the meaning and gen. s. and pl. (with def. art.) of the following 1d
type nouns:
1. 3.
2. 4.
8AC: 3. Give the meaning and (where possible) gen. s. and pl. (with def. art.) of
the following 3d type nouns:
1. 3.
2. 4.
8AC: 4. Give the meaning and gen. s. and pl. (with def. art.) of the following
2ab type nouns:
1. 5.
2. 6.
3. 7.
4. 8.
8AC: 5. Give the meaning and gen. s. and pl. in all genders (with def. art.) of the
following type 2-1-2 adjectives:
1. 5.
2. * 6.
3. 7.
4. 8.
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179180 Grammar for Section 8AC 163
8AC: 6. Give the meaning and gen. s. and pl. (with def. art.) of the following
type 3c nouns:
1. 3.
2.
8AC: 7. Give the meaning and gen. s. and pl. of the following 3ab type nouns:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
8AC: 8. Give the meaning and gen. s. and pl. in all genders of the following type
3rd declension and 3-1-3 adjectives/participles:
1. 5.
2. 6.
3. 7.
4.
8AC: 9. Give the meaning and gen. s. and pl. (with def. art. [where meaningful])
of the following:
1. 5.
2. 6.
3. 7.
4.
8AC: 10. Give the meaning and gen. s. and pl. (with def. art.) of the following:
1. 5.
2. 6.
3. 7.
4. 8.
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164 A Grammar, Vocabularies and Exercises for Sections OneTwenty 180
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180181 Grammar for Section 8AC 165
.
Socrates is wiser than this fellow.
(This can also be expressed as
.)
EXERC I S E
8AC: 11. Translate into Greek using the prepositions and adjectives listed at (c)
above:
1. in company with (the) Socrates 8. worthy of (the) excellence
2. away from the assembly 9. responsible for (the) lawlessness
3. through the crowd 10. in company with the herald
4. out of the ship 11. through the river
5. I condemn the man 12. concerning the law
6. I hear the women 13. away from (the) Athens
7. I seize the citizen 14. out of the house
Meaning
The alternative comparative and superlative forms of carry slightly dif-
ferent nuances:
Form
The full declension of comparative adjectives is as follows:
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166 A Grammar, Vocabularies and Exercises for Sections OneTwenty 181182
pl.
m./f. n.
Nom. - or - or
Acc. - or * - or
Gen. - -
Dat. () ()
Note the alternative forms in the m./f. acc. s. and the m./f./n. nom. and acc. pl.
These are old forms, arising from a stem ending not in -- but in --:
() > (m./f. acc. s.; n. nom./acc. pl.)
() > (m./f. nom. pl.)
* This form, which should by contraction be , has not in fact been contracted but simply
taken over from the nom. pl.
You will nd that these old forms are used far more often by Greek authors than their new -- stem
equivalents.
EXE RC I S E
8AC: 12. Add the correct forms of the to the following phrases, giving
alternatives where appropriate, and translate:
1. 5. o
2. 6.
3. 7.
4. 8.
182. Observe also that adjectives ending in - like form their com-
paratives and superlatives as follows:
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182184 Grammar for Section 8AC 167
The regular sufxes - and - are still there waving like mad, but on
a stem extended by --.
EXERC I S E
8AC: 13. Add the correct comparative and superlative forms of the quoted
adjectives to the following phrases, and translate:
1. () 4. ()
2. () 5. ()
3. () 6. ()
183. Most of the verbs you have met so far have been in one of two moods: the
indicative or the imperative. The mood of a verb gives important clues as
to its function in a sentence:
c The indicative mood, for example, is generally used to make statements
or ask questions.
c The imperative mood is used to give orders.
There are two further moods in Greek: the optative and the subjunc-
tive.
Here you encounter the optative (and you can ght over whether to stress
the o or the a). You will meet a number of uses of this mood in future
sections, but as you will discover, most examples of the optative in Greek
require the use of words like would, could and might when translating
in English.
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168 A Grammar, Vocabularies and Exercises for Sections OneTwenty 184185
n Form
EXE RC I S E
8AC: 14. Translate the following present indicatives and turn them into the
equivalent optative forms:
1. 4.
2. 5.
3.
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185186 Grammar for Section 8AC 169
n Form
You can recognise present optatives from the combination of a present stem and
-- (or ).
EXERC I S E
8AC: 15. Translate the following present indicatives and turn them into the
equivalent optatives:
1. 4.
2. 5.
3.
+ OPTATIVE
186. The optative forms are used with the particle to express a polite request
or agreement. Sometimes polite requests are difcult to distinguish from
straightforward requests. The best translations involve using the English
forms would, would like to, can, or the simple future will, e.g.
c ; Would you tell me? Would you like to/could you/will
you tell me?
c I would/would like to/can/will tell you.
EXERC I S E
8AC: 16.Translate into the polite form, + optative, using the verbs in brackets:
1. They would bring () 6. They would do wrong ()
2. We would converse () 7. He would see ()
3. She would consider () 8. You (pl.) would persuade ()
4. I would send () 9. We would guard ()
5. You (s.) would receive () 10. They would obey ()
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170 A Grammar, Vocabularies and Exercises for Sections OneTwenty 187188
, I LEAVE, EMIGRATE
187. The verb , I get up and go, leave, emigrate (stem -), con-
jugates in the same way as , I am able, can (177):
I leave
I leave
you (s.) leave
he/she/it leaves
we leave
you (pl.) leave
they leave
Innitive
to leave
Participle
leaving
EXE RC I S E
8AC: 17. Revise (177) and translate:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
GREEK IDIOMS
+ participle
188. Note the Greek love of + participle and the variety of possible transla-
tions it takes:
;
lit. Wanting what do you do this?
i.e. What is your motive/purpose/intention in doing this?
;
lit. On suffering what do you say this?
i.e. What did you suffer to make you say this?
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188 Grammar for Section 8AC 171
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 8 A C
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172 A Grammar, Vocabularies and Exercises for Sections OneTwenty 188 189
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 8 A C
CONTINUED
alone
; surely not?
then (cf. now)
(-) pity
one another
, experience, suffering (3C)
everywhere
send
(+gen.) about
full of (+ gen.) (as if - - - contr.)
make
, citizen (1d)
(-) run towards
(-) orator, politician (3a)
, food (2a) (pl. , 2b)
, treaty, truce (1a)
, relation (3d)
my dear chap (condescendingly )
(+gen.) for, on behalf of
(+gen.) by, at the hands of
, philosopher (2a)
hello! farewell!
difcult, hard
(-), hand (3a)
(-) worse
, time (2a)
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188 189 Summary Exercises for Section 8 173
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174 A Grammar, Vocabularies and Exercises for Sections OneTwenty 188 189
c. (i) .
(ii) .
d. (i) , .
(ii) .
4. Compare Dionysodorus with Euthydemos using the adjectives listed below
and these formulae:
()
1. 5.
2. 6.
3. 7.
4.
Hints
As it happens: i.e. I happen to be
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188 189 Summary Exercises for Section 8 175
your friend: this must be in the same case as the noun it is in apposition to
(i.e. further describing), i.e. Euelpides.
Would you please say?: use optative + .
I will: i.e. I will say. Remember, too, that in a reply to a question Greek
often repeats the question word prexed with - (126).
Hello: s. , pl. .
Vocabulary
, Cloud-cuckooland (1b)
ignorant (m. acc. pl.)
inf. of accompany
EXERC I S E
Answer the following questions based on the passage above.
1. Give the aspect (i.e. present or aorist) of the following participles: (a)
(line 2), (b) (line 4), (c) (line 5),
(d) (line 7), (e) (line 9), (f) (line 12), (g)
(line 13), (h) (line 15)
2. Give the case of the following: (a) (line 1), (b) (line 6), (c)
(line 8), (d) (line 11), (e) (line 14), (f) (line
16)
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176 A Grammar, Vocabularies and Exercises for Sections OneTwenty 189
189. The forms of the dat. s. and pl. across the range of noun and adjective types
you have met are as follows:
s. pl.
nom. acc. gen. dat. nom. acc. gen. dat.
1a -, o- o- o- o- o- o- o-
1b -, - - - - - - -
1c , - - - - - - -
1d -, - -o -
- - - -
-, - -o -
2a - - -o - -o -o - -o
,
2b -o, -o -o - - - - -o
3a , - -o - - - - -()
3b , -o - - - - -()
3c -o, -o -o - - - -v -()
3d -, - - o - - - - -()
3e -, -
- - - - -v -()
-, -v
3f -, - - - - - -v -()
3g -, - - - -
- - - -()
3h -, - -o - - - - -()
Irregular nouns
, v ()
, v ()
Z,
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189 Grammar for Section 9AE 177
s. pl.
nom. acc. gen. dat. nom. acc. gen. dat.
Personal pronouns
() ()o ()
o
Adjectives
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - -o -o - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - - -
m.
f.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
n. - - - - - - -
m./f. - - - - - - -()
n. - - - - - -()
m./f. - - - - - - -()
n. - - - - - -()
m.
f.
-
-
-
-
-
-
-
-
n. - - - -
m.
f.
-
-
o-
-o
o-
-
-
-
-
-
o-
-
o-
o-()
-
n. -o - - - - -()
m.
f.
-
-
-
-
-o
-
-
-
-
-
-
-
- -()
- -
n. - - -o - - - - -()
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178 A Grammar, Vocabularies and Exercises for Sections OneTwenty 189
Form
(a) Dat. s. all end in - (whether subscript or not).
(b) Dat. pls. all end in - or -() (but note the exceptions: , .)
(c) Type 3 nouns:
(i) those with stems ending in -- have dat. pl. in -(), e.g. participles
like - with stem - produce the dat. pl. ().*
(ii) those in -- have dat. pl. in -().
(iii) those with a single consonant at the end of the stem either drop it in the
dat. pl. (, stem -, dat. pl. ) or let it coalesce with the
of the ending (, stem -, dat. pl. [= -]).
See also 359.
* Ouch! For the form () can be either 3rd pl. pres. indic. they stop or a m./n. dat. pl. of
the pres. participle! Only context will tell you which.
EXE RC I S E S
Select from the list according to need.
9AE: 1. Give the meaning and dat. s. and pl. (with def. art.) of the following
1ac type nouns:
1. 5.
2. 6.
3. 7.
4. 8.
9AE: 2. Give the meaning and dat. s. and pl. (with def. art.) of the following 1d
type nouns:
1. 3.
2. 4.
9AE: 3. Give the meaning and (where possible) dat. s. and pl. (with def. art.) of
the following 3d type nouns:
1. 3.
2.
9AE: 4. Give the meaning and dat. s. and pl. (with def. art.) of the following
2ab type nouns:
1. 5.
2. 6.
3. 7.
4. 8.
9AE: 5. Give the meaning and dat. s. and pl. in all genders of the following type
2-1-2 adjectives:
1. 3.
2. 4.
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189190 Grammar for Section 9AE 179
5. 9.
6. 10. (N.B. irregular stem)
7. 11. (N.B. irregular stem)
8. 12.
9AE: 6. Give the meaning and dat. s. and pl. (with def. art.) of the following
type 3c nouns:
1. 3.
2.
9AE: 7. Give the meaning and dat. s. and pl. (with def. art.) of the following
3ab type nouns:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
9AE: 8. Give the meaning and dat. s. and pl. in all genders of the following 3rd
declension and 3-1-3 adjectives/participles:
1. 4.
2. 5.
3. 6.
9AE: 9. Give the meaning and (where possible) dat. s. and pl. (with def. art.) of
the following:
1. 5.
2. 6.
3. 7.
4.
9AE: 10. Give the meaning and dat. s. and pl. (with def. art.) of the following:
1. 5.
2. 6.
3. 7.
4. 8.
Usage
190. The most common uses of the dat. are as follows:
(a) To express an indirect object. Indirect objects are most often found after
verbs of giving or saying: they are the person or thing to whom something is
given or said (or for whom something is done). In English, indirect objects are
regularly introduced by to, e.g.
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180 A Grammar, Vocabularies and Exercises for Sections OneTwenty 190
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190191 Grammar for Section 9AE 181
EXERC I S E
9AE: 11. Translate into Greek:
1. It seems to Socrates 7. With our help (with the help of us)
2. I follow you (pl.) 8. I use you (s.)
3. I meet with the king 9. I follow them
4. In the ships 10. In the crowd
5. It seems to us 11. For the purpose of victory
6. In addition to the spectators 12. In word/theory but in fact
TIME PHRASES
191. Greek can express the idea of time by the use of case alone:
Accusative (throughout)
The acc. case expresses a length of time, the time throughout which some-
thing happens (often expressed in English by for), e.g.
o he stayed in the house for 10 days
he sleeps (for) the whole night
Genitive (within)
The gen. case expresses time within which something happens (generally
expressed in English by during, in the course of, within or simply in), e.g.
he judges during the night/in (the course of) the
night
I shall return within/in ten days
Dative (on)
The dat. case expresses the point of time at which something happens
(English at, on), e.g.
he left on the following day
he returned on the third day, i.e. two days
later
A visual representation may help:
he acc. case (length of time)
may be considered as a line
he gen. case as a circle (the action is taking
place somewhere within the circle but
one doesnt know where.)
he dat. case (point at which) as a dot .
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182 A Grammar, Vocabularies and Exercises for Sections OneTwenty 191193
EXE RC I S E
9AE: 12. Translate into English:
1. .
2. .
3. .
4. .
5. .
MORE OPTATIVES
192. You have already seen how -- characterises the stem of certain verbs in
the indicative, e.g. I can and I emigrate (177, 187). It
continues to do so in the optative:
PRINCIPAL PARTS
193. In order to be able to form all parts of a verb you need to be familiar with its
principal parts:
c Knowledge of the rst person s. present form of a verb, e.g. ,
, allows you to conjugate the verb in the present and with the
addition of an augment the imperfect as well.
c But it does not necessarily allow you to predict the future or aorist forms.
c If the verb is regular, like, you can predict , , but
in the case of , for instance, there is no way of predicting the
forms , I shall take, and , I took.
c Once you know all these forms, however, you are able to use the future
and aorist stems to form other parts of the verbs, e.g. the whole of the
future indicative, the aorist indicative, the aorist participle and so on.
Greek verbs have up to six principal parts in all, three of which you have
yet to meet (perfect active, perfect middle/passive and aorist passive: these
will be covered in future sections). Much the most important are the three
you are currently meeting: present, future, and aorist.
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193194 Grammar for Section 9AE 183
From now on, when you meet a new irregular verb, you should get
into the habit of learning its rst three principal parts 1st s. present,
future and aorist indicative forms. In this way you will be able to rec-
ognize all forms of the verb that occur in your reading passages.
Three verbs
194. Note the principal parts of the verbs , I ask, , I say, and
, I escape the notice of.
(stem -)
I escape the notice of I shall escape the notice of I escaped the notice of
n Form
Like a number of verbs, and have both rst and second aorist
forms.
EXERC I S E
9AE: 13. Translate into Greek:
1. He shall escape the notice of
2. They asked
3. He would be able (opt. + )
4. We shall say
5. He escaped the notice of
6. He would get up and go
7. He asked
8. They shall say
9. They would be able
10. We asked
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184 A Grammar, Vocabularies and Exercises for Sections OneTwenty 194 195
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 9 A E
(-) better
(-), prince, lord, king (3a)
persuade over to ones side
up, above
(-) run away
take badly, nd hard to bear
be a juror; make a judgment
it seems a good idea to X (dat.) to Y (inf.);
X (dat.) decides to Y (inf.)
(-), play, drama (3b)
shut in, lock in
(-) escape
here, at this point
I meet with (+ dat.)
(-) lead/bring out
(-) go out; come out
when; since
, day (1b)
, mule (2a)
quiet, peaceful
-, spectator, member of audience (1d)
sit down
sit down
(-) black
no longer
foul, polluted
like, similar to (+dat.)
(-), name (3b)
(-) give to, provide
nearby, (+gen.) near
wicked, wretched
cause trouble
near, in addition to (+ dat.)
sell
groan
with (the help of) (+ dat.)
(-) wretched, unhappy
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194 195 Grammar for Section 9AE 185
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 9 A E
CONTINUED
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186 A Grammar, Vocabularies and Exercises for Sections OneTwenty 194 195
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195 Grammar for Section 9FG 187
AORIST INFINITIVES
195. You have already met present innitives (to ) formed by adding -
- to the present stem (150). Greek also has aorist innitives, formed
by adding the appropriate endings to the aorist stem (rst and second).
Their forms are as follows:
-, to stop
To form the rst aorist innitive active, add - to the aorist stem, e.g
-, I stopped > stem: - > -, to stop
n Forms
c Observe once again the familiar rst aorist stem in -- (cf. aorist indicatives
131).
c The rst aorist active innitive ending in -[] may look odd, but you have
already met - as an innitive ending in e.g. -, to be, -, to go,
and -, to know.
c In the middle innitive, the ending - is the same as in the present inni-
tive (--).
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188 A Grammar, Vocabularies and Exercises for Sections OneTwenty 196197
-, to take
To form the second aorist innitive active, add - to the second aorist stem,
e.g
--, I took > stem: - > -, to take
-, to take hold of
To form the second aorist innitive middle, add - to the aorist stem,
e.g.
--, I took hold of > stem: - > -, to take hold of
n Forms
Observe that the endings of second aorist innitives (except for accent) are
just the same as the endings for the present innitives active and middle
(-, -), but the stem is the second aorist stem. (Cf. present
innitives 150 and second aorist participles 16970.)
EXE RC I S E
9FG: 1. Translate the following present innitives and form the equivalent
aorist innitive from them:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
197. The difference between present and aorist innitives is not one of time, but
one of aspect (cf. on aorist participles 165):
c Both and mean to stop (someone else), but the present
innitive carries the idea of process with it (keep on stopping, be in
the process of stopping), the aorist looks at the action as a simple, one-
off event (bring to a halt).
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197199 Grammar for Section 9FG 189
c But this distinction is often a very ne one and rules as such are very
difcult to make. It is far better to observe closely actual Greek usage
and ask, What is the Greek suggesting about the way we should under-
stand this innitive by using this particular aspect?
EXERCI S E
9FG: 2. Give the meaning and aspect (pres./aor.) of the following innitives:
1. 5. 9.
2. 6. 10.
3. 7. 11.
4. 8. 12.
AORIST IMPERATIVES
198. You have already met present imperatives (active - -, middle - -).
These are based on the present stem (18). There are also imperatives based
(do you ever get that dj vu feeling?) on the aorist stem, rst and second.
Their forms are as follows:
n Forms
Observe once again the familiar rst aorist stem in -()-. Note particularly care-
fully:
c The s. active imperative form in -() (cf. from the Mass, , ,
, Lord, have mercy, Christ, have mercy!) the absence of
makes this look strange as a rst aorist form cf. 130(a);
c The ambiguity of , which is (i) aor. act. inf. to stop (someone else)
(195) and (ii) 2s. middle imperative, cease!
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190 A Grammar, Vocabularies and Exercises for Sections OneTwenty 199200
Active (-, -)
2s. - take!
2pl. - take!
Middle (-, -)
2s. - take!
2pl. - take!
n Forms
As with second aorist participles (16970) and second aorist innitives (196):
c The endings of the second aorist imperatives are identical to those of present
imperatives, but based on the aorist stem.
c Observe too that you have already been meeting second aorist imperatives
200. Again, the distinction between present and aorist imperatives is one not of
time but of aspect (197); and again, it is sometimes very difcult indeed
to tell the precise difference in nuance between the two, or to decide
exactly why a writer used this, rather than that, imperative at any one time.
Aristophanes, for example, seems to use and , bring!, quite
indiscriminately.
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200201 Grammar for Section 9FG 191
take, tends to use the aorist forms of participle, innitive and impera-
tive, because taking is the sort of thing that occurs once or at once and
does not involve a long-drawn-out process. On the other hand, a verb
like , I seek, which naturally implies a process, tends to appear
in the present forms of participle, innitive and imperative.
, I am
2s. be!
2pl. be!
, I shall go
2s. go!*
2pl. go!
, I know
2s. know!
2pl. know!
, I am able
2s. be able!
2pl. be able!
EXERC I S E
9FG: 3. Translate these imperatives. Give in brackets the number and aspect
(i.e. s./pl., pres./aor.):
1. 5. 9.
2. 6. 10.
3. 7. 11.
4. 8. 12.
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192 A Grammar, Vocabularies and Exercises for Sections OneTwenty 202204
(+ innitive) clever at
203. means clever at ing when followed by the innitive, e.g.
she is clever at speaking
VOCATIVES: REVISION
204. As you learnt at 22, the vocative is the case used when a person or thing
is directly addressed (such as rhapsode in O rhapsode, come here and
look!). The vocative form of nouns is often the same as the nom. in the s.
and always the same as the nom. in the pl. Those noun types which have
vocative s. forms different from the nom. s. are as follows:
1d 3d 3g
3h
2a 3e
The vocatives of type 3a nouns are less easy to predict, although they are
easily recognisable. Here are some examples:
Short vowel
(-) O man
(-) O god cf.
(-) O saviour
(()-) O father
Ones to watch
(-) O woman
(-) O son
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204205 Grammar for Section 9FG 193
No change
(-) O night
(-) O Greek
EXERC I S E
9FG: 4. Say whether the following forms are nom., voc., or both:
1. 5. 9.
2. 6. 10.
3. 7. 11.
4. 8. 12.
pl.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. () - ()
Usage
(a) When used with the denite article, means all or whole:
All the city
He related the whole story to me
o All the citizens
(b) Without the article, means every:
Every citizen
Everyone
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194 A Grammar, Vocabularies and Exercises for Sections OneTwenty 205
(c) is often used on its own in the m. pl. to mean everyone and in the n. pl.
to mean everything:
Everyone agrees
The speaker deceived everyone
The woman saw everything
Cf. 4950 on adjectives used as nouns.
EXE RC I S E
9FG: 5. Translate into English:
1. (two ways)
2. (two ways)
3. .
4. .
5. .
6. .
7. .
8. .
9. .
10. .
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 9 F G
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205 206 Revision Exercises for Section 9FG 195
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196 A Grammar, Vocabularies and Exercises for Sections OneTwenty 205 206
4. , .
Bring out the torches, slaves!
5. , ; ; .
Out with it, what were you looking for when you ran out? What?
Everything.
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206 Grammar for Section 9HJ 197
206. As well as having second person imperatives, which you have already met,
Greek has third person imperative forms. Third person imperatives do not exist
in English, but their nearest equivalent is let him/her , let them , etc.
Here are the imperative forms of in full, with the third person impera-
tives taking their place beside the second persons:
Active -, - Middle -, -
2s. - 2s. -
3s. - let him stop 3s. -
2pl. - 2pl. -
3pl. - let them stop 3pl. -
n Contract verbs
These will contract in accordance with the normal rules:
Active Middle
2s. 2s.
3s. 3s.
2pl. 2pl.
3pl. 3pl.
2s. 2s.
3s. 3s.
2pl. 2pl.
3pl. 3pl.
2s. 2s.
3s. 3s.
2pl. 2pl.
3pl. 3pl.
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198 A Grammar, Vocabularies and Exercises for Sections OneTwenty 206207
Active -, - Middle -, -
2s. - 2s. -
3s. - let him take 3s. -
2pl. - 2pl. -
3pl. - let them take 3pl. -
Irregular imperatives
207. Note the full imperatives of , , and :
, I am , I shall go , I know
2s. be! go! know!
3s. let him be! let him go! let him know!
2pl. be! go! know!
3pl. let them be! let them go! let them know!
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207208 Grammar for Section 9HJ 199
n Form
Note that you will also nd used as well as as the 3pl. impera-
tive of .
EXERC I S E S
9HJ: 1. Translate into English:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
9HJ: 2. Translate into English:
1. . 6. .
2. 7. .
o. 8.
3. . .
4. . 9. .
5. 10. .
.
208. Future innitives are formed as follows, based inevitably on the future
stem (114):
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200 A Grammar, Vocabularies and Exercises for Sections OneTwenty 208209
EXE RC I S E
9HJ: 3. Form the future innitive of the following verbs and then translate into
English:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
ROOT AORISTS
, I went
-- I went
-- you (s.) went
- he/she went
-- we went
-- you (pl.) went
-- they went
Innitive
to go
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209210 Grammar for Section 9HJ 201
Participle
(-) having gone, on going, going
, I knew
-- I knew
-- you (s.) knew
- he/she/it knew
-- we went
-- you (pl.) knew
- - they knew
Innitive
to know
Participle
(-) having known, on knowing, knowing
n Forms
Note the innitive in - and the participles and .
, I KNOW (HOW TO), UNDERSTAND
210. The verb conjugates in the same way as , I am able,
and , I get up and go, emigrate (177, 187) -- + endings:
, I know Imperative
I know
you (s.) know know! (s.)
he/she/it knows let him know!
we know
you (pl.) know know! (pl.)
they know let them know!
Innitive
to know
Participle
knowing
Optative
etc. (192)
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202 A Grammar, Vocabularies and Exercises for Sections OneTwenty 210211
n Usage
When is followed by an innitive it means know how to, e.g.
I know how to play the kithara
211. Note the rst three principal parts of the following verbs:
, I take, capture, condemn, and its middle, , I take for myself,
choose;
, I suffer, experience, have something happen to me;
, I carry, bear, put up with;
, I persuade, and its middle, , I trust, obey.
EXE RC I S E
9HJ: 4. Translate into Greek:
1. I shall take 7. She promises to go
2. They know how to persuade 8. They suffered
3. He hopes to choose 9. They persuaded
4. They took 10. He chose
5. He went 11. He took
6. They are about to suffer 12. You (s.) went
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211 212 Grammar for Section 9HJ 203
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 9 H J
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204 A Grammar, Vocabularies and Exercises for Sections OneTwenty 211 212
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 9 H J
CONTINUED
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211 212 Revision Exercises for Section 9HJ 205
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206 A Grammar, Vocabularies and Exercises for Sections OneTwenty 211 212
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211 212 Summary Exercises for Section 9 207
Hints
A young man : lit. To a young man there was a father who was old.
tried to persuade: use imperfect of persuade.
would not obey: use imperfect.
for all his persuasion: use + participle, although persuading.
all sorts of: use the appropriate form of .
2. Translate into Greek using the hints below to guide you:
bdelykleon Once and for all, father, listen and obey me. I shall not
allow you to leave the house and judge in the courtroom.
philokleon Why arent I allowed to? I expect you to tell me every-
thing.
bdel. Because you are the wickedest man in the city.
phil. Well, what am I allowed to do? What do you intend to
do?
bdel. I shall allow you to pass judgement here in the house.
Would you like that?
phil. Yes, I would. Tell me quickly, what must I do?
bdel. Wait here. I shall fetch out the legal equipment.
(Fetches gear; sets up the court.)
Let the advocate come forward! Let the trial begin! Where
is the prosecutor? Come here, dog, and prosecute. Get up
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208 A Grammar, Vocabularies and Exercises for Sections OneTwenty 211 212
and speak. Tell us who has made the charge and for what
reason. Father, I hope you will pay attention.
phil. Dont worry. Come on, dog, speak up!
Hints
Once and for all: no need to translate this phrase though it does affect the
aspect of the imperatives that follow.
Why arent I allowed to?: translate Wont you allow me? ( + dat.).
Would you like that?: lit. Would you want to do these things?
Yes, I would.: i.e. I would want to.
Voc. of dog: .
Get up: use root aorist imperative of : .
I hope you will pay attention: use followed by acc. (you) + fut. inf.
(will pay attention).
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211 212 Summary Exercises for Section 9 209
, ,
25 .
. .
Vocabulary
, smoke (2a) , device (1a)
, stone (2a) o, family member (2a)
on which , hero (his shrine was next to the lawcourts)
count tell
in front come
EXERCI S E
Answer the following questions based on the passage above.
1. Give the number, person and aspect of the following imperatives (e.g. 2 s.
pres.): (a) (line 4), (b) (line 5), (c) (line 8), (d)
(line 9), (e) (line 14), (f) (line 20), (g) (line
22), (h) (line 26)
2. Give the case of the following words and phrases: (a) (line 1), (b)
(line 4), (c) (line 4), (d) (line 18), (e) (line 21),
(f) (line 26)
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210 A Grammar, Vocabularies and Exercises for Sections OneTwenty 212
212. You have already met the present optative active (- - -, etc., 184).
Here is the aorist optative active:
c It features, as you will see, and , just like the aorist indicative active
(12931). This would lead you to expect the active aorist optative end-
ings to be - - -, and these do occur.
c However, Greek prefers the alternatives using -- given in the conjuga-
tion below:
--
- (-)
-() (-)
--
--
- (--)
n Forms
(a) You know that the sign of the optative is , and rst aorist stem is . So
there is nothing very difcult here. Look for - -.
(b) Note the absence of augment.
(c) Take care with the alternative forms of the 2s. and 3s. and 3pl.
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212 Grammar for Section 10 211
--
--
--
--
--
--
n Forms
(d) The aorist stem with optative signature () here takes regular past middle
endings (- -[] -, 102).
Active Middle
-- --
-- --
- --
-- --
-- --
-- --
EXERC I S E
10: 1. Translate the following forms and turn them into the equivalent form in the
present and aorist optative:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
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212 A Grammar, Vocabularies and Exercises for Sections OneTwenty 213214
EXPRESSING A WISH
MORE VERBS IN -
214. You have already met some verbs ending in -, e.g. -, I am, - I
shall go and - I say (see 3868). You will have noticed that they are
quite different from verbs in -.
There are a number of such verbs in Greek, of which the most common are:
c I give
c I place
c I let go, shoot
c I set up
c I show
Here now, in full, is the conjugation of . It will give you the key to all
- verbs. Know , and the rest will be relatively straightforward:
I give: stem -
Present active I give
Indicative Participle Innitive Imperative Optative
- - -
- -
-() - - -
- (--) -
- - -
-() - -
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214 Grammar for Section 10 213
I gave: stem -
Aorist active I gave
Indicative Participle Innitive Imperative Optative
-- -
-- - -
-- - - -
-- (--) -
-- - -
-- - -
(--)
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214 A Grammar, Vocabularies and Exercises for Sections OneTwenty 214215
n Form
(a) -/ verbs are called thematic, because they have a stem, e.g. -, to
which they add a thematic vowel -- or --, and an ending, e.g. -, to give
e.g. we stop (see 16(b), 52(b), 102(c)).
(b) Note how the 2s. middle endings (-) - (-) and (-) - (-) appear
in full for the rst time (but cf. 177).
(c) Given that one keeps a rm grip on these stems (-, -), there is very little
here that is difcult to recognise. The most remarkable feature is the aorist
inection with its change from --, -, - to --, -, - in the
plural. For the full conjugation, see 376, and cf. 4267.
EXE RC I S E S
10: 2. Translate into English:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
10: 3. Change presents into equivalent forms of the aorist and likewise aorists
into futures:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
ADJECTIVES
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215 Grammar for Section 10 215
- - uncaring
s. m. and f. n.
Nom. - -
Acc. - -
Gen. - -
Dat. - -
pl.
Nom. - -
Acc. - -
Gen. - -
Dat. -() -()
- - - sweet
s. m. f. n.
Nom. - -- -
Acc. - -- -
Gen. - -- -o
Dat. - -- -
pl.
Nom. - -- -
Acc. - -- -
Gen. - -- -
Dat. -() -- -()
n Forms
(a) has the same forms for the m. and f. (cf. , 82).
(b) types are of mixed declension 3-1-3 the m. and n. declining like
type 3 nouns, the f. declining like a 1st declension noun , but with
short -. (Cf. 90)
(c) The dominant vowel in the stem of both of these types of adjective is --.
Compare their declension with noun-types 3c, d, e and f (see 78, 79, 80,
127a).
(d) son can decline like 2a nouns, but it can also decline like the m. form of
(except for the acc. s.):
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216 A Grammar, Vocabularies and Exercises for Sections OneTwenty 215216a
pl.
Nom.
Acc.
Gen.
Dat. ()
EXE RC I S E
10: 4. Add the correct forms of the def. art. with both and to the
following nouns, e.g. = / :
1. 5.
2. 6.
3. 7. Now add the correct forms of (true)
4. and (short).
216a. The relative pronoun, who, which, what in English, declines as follows:
pl.
Nom. * *
Acc.
Gen.
Dat.
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216ab Grammar for Section 10 217
n Form
c Except for , the relative declines exactly like the denite article without
the -.
* In the three places where the forms of the relative are exactly the same as the denite article, the
relative is distinguished by its accent, i.e. .
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218 A Grammar, Vocabularies and Exercises for Sections OneTwenty 217218
Rule
217. The relative takes the gender and number of its antecedent. It does
not take the antecedents case. The relatives case is entirely determined
by the function it fulls within the relative clause as you can see from
the examples given, in all of which the antecedent is in the nom., but
only one of the relatives is in the nom. (the rst one). Here come the
exceptions:
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218219 Grammar for Section 10 219
pl.
Nom.
()
Acc.
()
Gen.
() () ()
Dat. () () ()
() ()
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220 A Grammar, Vocabularies and Exercises for Sections OneTwenty 219 220
EXE RC I S E S
10: 5. Supply a form of the relative in English and Greek ( and ) that
makes sense of the following utterances:
1. Where is the soldier is forcing me to hide?
2. They could not see the men they were commanding.
3. The woman sons he will teach comes from Miletos.
4. I cannot nd the women I was going to give the apples.
5. The girls he was intending to pursue gave him the slip.
6. They gave the arms to the men had survived.
7. you hold dear, I hold dear too. [Many possibilities here]
8. Three cheers for the boys fathers come from Athens!
9. [neuter] I know, he does not know.
10. Do you see [neuter] I see?
10: 6. Following the pattern noted at 218 (b) above, supply the appropriate rela-
tive in Greek ( and ) for the following:
1. I shall give an apple to the women I prefer.
2. Which of the men you saw were foreigners?
3. He arrived with [what case does take?] the slaves he had cap-
tured.
4. I shall give nothing to the slave once I loved.
5. We are not worthy you have given us.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 0
force, compel
uncaring
(-) all, the whole
refrain, keep away (from) (+gen.)
just now, recently
- walk, go (fut. )
sweet
at any rate
(-), old woman (3 irr.) (acc. s. ; acc. pl.
). See 357.
need, ask, beg (+gen.)
(-) give, grant
it seems a good idea to X (dat.) to do (inf.);
X (dat.) decides to do (inf.)
, gift, bribe (2b)
undress
suddenly
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219 220 Grammar for Section 10 221
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 0 (continued)
and yet
lie down
bring to an end; nish
blame, criticise, nd fault with (+acc. or dat.)
not at all, in no way
no, no one
(-)
(()-), mother (3a)
, device, plan (1a)
o what a! what sort of a!
who, what, which
who/which indeed
who(ever), what(ever)
in no way, not at all
(+dat.) with, beside, in the presence of
cease from (+gen.)
what sort of?
address, speak to
, haste, zeal, seriousness (1a)
live with, live together
, wall (of a city) (3c)
then (inference)
most dear ()
(-), , guard (3a)
vote (fut. )
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222 A Grammar, Vocabularies and Exercises for Sections OneTwenty 219 220
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219 220 Revision Exercises for Section 10 223
g. ; .
h. ; .
i. ; .
j. . .
Vocabulary
sex , (2b)
vote with (+ dat.)
Sparta (-), (3a)
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224 A Grammar, Vocabularies and Exercises for Sections OneTwenty 219 220
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219 220 Revision Exercises for Section 10 225
(+gen.) instead of
, ally (2a)
make love (colloquial)
each
* The two gods Castor and Pollux.
** The message was written on a leather strip wrapped round the pole and when removed was unin-
telligible; the recipient would have a similar staff for use in decoding. There is a double entendre at
work here.
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226 A Grammar, Vocabularies and Exercises for Sections OneTwenty 220
THE PASSIVE
220. So far you have met and learnt verbs which are active in voice and verbs
which are middle in voice. The distinction has usually been one of form
(active verbs in - or -, middle verbs in -, etc.), though occasionally
the meaning has been radically altered by the conversion of an active verb
into a middle, e.g.
I persuade
I believe in, trust, obey
We now come to the third and nal voice the passive (see 412).
The passive has a specic meaning, which cannot be ignored. It sig-
nies that the subject of the sentence is having something done to it,
e.g. the slave is being beaten, the soldiers were cut down, I shall
be defeated.
the forms of the passive in the present and imperfect are identical to
the forms for the MIDDLE. So you have no new learning to do
for these tenses.
But you must now be alert to the possibility that what you
are used to as a MIDDLE form might be PASSIVE and therefore
carry A QUITE DIFFERENT MEANING.
Here is a summary of the forms and their new meanings:
Present passive
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220221 Grammar for Section 11 227
I was being stopped
EXERC I S E
11: 1. Turn the following present active forms into their equivalent passive forms
in the present and imperfect, and translate:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
BY A PERSON OR THING
221. A verb with a passive meaning will always (by denition) indicate to whom
the action is being done. It will be the subject of the sentence:
We are being ruled ;
It was being announced ;
She is being kissed .
Such an utterance will also frequently tell you by whom or by/with what the
action was being carried out. Look at the following:
he is being persuaded by me
they were being stopped by the men
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228 A Grammar, Vocabularies and Exercises for Sections OneTwenty 221222
So to help you get used to the new meaning, passive forms in extended sen-
tences will for the moment be accompanied by one of these two markers:
, or the plain dative.
Note the technical terms:
c By a person = the agent (Latin agens lit. the one doing, acting);
c By/with a thing = the instrument.
EXE RC I S E
11: 2. Construct two intelligible sentences for each of the verbs in (a) by combin-
ing each with either an agent or instrument:
(a)
(b)
(c)
GENITIVE ABSOLUTE
The difculty is caused by the clause The men stones standing free of
any obvious grammatical link with the subject and main verb. Released,
freed in Latin is absolutus.
This therefore is an absolute phrase and absolute phrases in Greek
go into the genitive, thus: ,
.
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223225 Grammar for Section 11 229
For example:
c , ;
lit. With the herald giving orders (present participle), why do you wait?
i.e. Why do you wait when the herald is giving his orders? The herald is
giving his orders why wait?
c , .
n Participle tense
224. As you can see from the above examples, in these participle constructions,
the temporal force of the participle sometimes comes to the fore. In other
words, a present participle can show that the action is going on at the same
time as the main verb, the aorist participle that it occurred before the action
of the main verb. But see on aspect, 417.
EXERC I S E
11: 3. Turn the following clauses into genitive absolutes, assigning the tense of
the verb to that of the participle:
1. 5.
2.
3. 6.
4. 7.
8.
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230 A Grammar, Vocabularies and Exercises for Sections OneTwenty 225226
more wisely
The comparative adverb is formally identical with the accusative singular
neuter of the comparative adjective, e.g.
(adj.) more wise lit. a wiser thing, i.e.
more wisely
(adj.) worse lit. a worse thing, i.e. in a worse way,
worse
most, very wisely
The superlative adverb is formally identical with the accusative neuter plural
of the superlative adjective, e.g.
(adj.) most, very wise most, very wisely
The full sequence, therefore, is:
TWO-TERMINATION ADJECTIVES
226. You have already met 3rd declension adjectives that decline the same in the
m. and f. (e.g. , see 82). Some adjectives which look like the 2-1-2
type decline like this as well: in other words, their feminine, as well
as masculine, forms end - -, etc.
You have already met one of these, deserted, which has occurred in
the sentence the Pnyx is deserted. One might have expected
*, but the adjective is two-termination, using the same form for m. and f.
Most two-termination adjectives are compounds, and pretty well all com-
pounds are two-termination adjectives, e.g.
-- - unjust
-- - immortal
-- - of good reputation
-- - impossible
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226227 Grammar for Section 11 231
But there are a number of other adjectives which are two-termination without
being compounds, e.g.
- - barbarian, foreign
OPTATIVE OF
227. Revise the indicative of I say (168) and now learn the optative:
- I would say
-
-
-
-
-
-
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 1
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232 A Grammar, Vocabularies and Exercises for Sections OneTwenty 227 228
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 1 (continued)
below
announce, proclaim
, stone (2a)
. . . neither . . . nor
and/but he
, traveller (2a)
, road, way (2a)
and/but they
(-, -) destroy, kill; (in pass.) be killed, die, perish
(aor. )
sharp; bitter; shrill
how? (answer to ;), how (indir. q.)
as much as (pl. as many as)
, preparation, equipping; force (1a)
(-) come forward, pass by, go by
make war
, prytanis (3e) (member of the commit-
tee currently in charge of public affairs)
be quiet
three
, trireme (3d)
be used to; love; kiss
do business
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227 228 Revision Exercises for Section 11 233
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234 A Grammar, Vocabularies and Exercises for Sections OneTwenty 227 228
1. The herald was making his announcement while the prytanes came into the
assembly.
2. The people were being persuaded to make war by the politicians, while the
farmers gazed out into the countryside.
3. The politicians are said to be well-disposed towards the city.
4. The Spartans are destroying our land while we are being deceived by the poli-
ticians.
5. The assembly is ruled by no one.
test exercise 11
Translate into English:
Dikaiopolis defends his action in getting a peace treaty for himself with the
Spartans. He gives his own version of the causes of the Peloponnesian War.
(From Aristophanes, Akharnians)
, ,
A ,
. .
, .
5 , ,
. , .
.
. ,
,
10 , .
( ),
; (
, , ) ,
,
15 ,
.
, .
.
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227 228 Revision Exercises for Section 11 235
Vocabulary
, beggar (2a)
(Dikaiopolis has borrowed some rags from Euripides to gain sympathy)
, comedy (1b)
alone, by ourselves
very much
, vineyard (1b)
but
remember!
the Olympian
pass (of a law)
, mainland (2a)
(-) withdraw
, decree (3b)
, cause (1a)
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236 A Grammar, Vocabularies and Exercises for Sections OneTwenty 228
228. In the last section, you met the passive forms of the present and imper-
fect indicative and discovered they were the same as the middle forms
(, ). The aorist middle is . Regrettably, the
same is not true of the aorist passive:
I was stopped
Indicative
-- I was stopped
-- you were stopped
-- he was stopped
-- we were stopped
-- you were stopped
-- they were stopped
Participle
- - - (-) [having been] stopped
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228229 Grammar for Section 12AD 237
c I was ordered;
c I was persuaded.
(f) Note the change of the nal consonant of the stem before - in (and cf. 359(x)):
c - (-) > -
c (-) > -
c (uncontr. aor. -) > -
(g) Not all verbs have the in the aorist passive, but the augment and -- will
give the clue, e.g. he describes, - he was described.
(h) Some verbs adopt the aorist passive form, but are active in meaning: see 324.
(i) The aorist pass f is what one would expect, given the aorist stem
-: --.
n Participle
229. The aorist participle passive, [having been] -ed, declines on the same
3-1-3 pattern as the active present and aorist participles, but on the aorist
passive stem (-):
m. f. n.
- -- -
-- -- -
-- -- --
-- -- --
-- -- --
-- -- --
-- -- --
-() -- -()
EXERCI S E S
12AD: 1. Convert the following verbs from aorist active to the equivalent aorist
passive form, and translate:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
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238 A Grammar, Vocabularies and Exercises for Sections OneTwenty 229231
12AD: 2. Turn the given verbs into the aorist passive participle to agree with the
nouns:
1. ()
2. ()
3. ()
4. ()
5. ()
ANOTHER VERB IN -:
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231 Grammar for Section 12AD 239
c These forms are active, and take a direct object. The subject, in another
words, is setting something up.
c The present stem is -, -, and that controls the shape of all present and
imperfect forms. If you know (214), replace -/- with -/
- (watch out for a few exceptions).
c The future and aorist stem (+) is -, and gives absolutely regular rst
aorist () and future () forms.
EXERC I S E
12AD: 3. Create the equivalent forms of from the given forms of ,
and translate:
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240 A Grammar, Vocabularies and Exercises for Sections OneTwenty 231232
1.
2.
3.
4.
5.
Second/root aorist active I did set myself up, I stood up: aorist
stem -/
Indicative Participle Innitive Imperative Optative
-- - - -
-- - - -
- - - -
-- (--) -
-- - -
-- - -
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232233 Grammar for Section 12AD 241
EXERCI S E
12AD: 4. Create the passive forms of from the given active forms, and
translate:
1.
2.
3.
4.
5.
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242 A Grammar, Vocabularies and Exercises for Sections OneTwenty 233234
EXE RC I S E
12AD: 5. Translate the following forms in all ways possible:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
With all forms of , look for a direct object rst of all. If you nd
one, translate set X up.
Since you will tend to meet aorists most frequently in reading, hold on
to the vital difference in form and meaning between the aorists:
(-) I did set (someone) up (needing an object)
(-, -) I stood (no object possible) cf. 37881
The compound
234. The most important compound of is . In its active forms
(, , , ) it means I put some-
one in (usually ) a certain position; in its middle forms (,
, , ), it means I nd myself/become/
get myself/am put into a certain position, or I am elected, I am made/
become, e.g.
I was placed/found myself in poverty, I became
poor
he placed us in despair, he made us
despair, he reduced us to despair
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234 235 Grammar for Section 12AD 243
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 2 A - D
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244 A Grammar, Vocabularies and Exercises for Sections OneTwenty 234 235
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 2 A D
(continued)
trust (+dat. )
pay attention to (+ dat.)
rst (of two), previous
(adv.) previously
ne (+dat.)
(-), a ne (3b)
take revenge on
, revenge, vengeance (1b)
() so great
, chance, fortune (good or bad) (1a)
begin (+gen.)
false, lying
(-), decree (3b)
push, shove
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234 235 Revision Exercises for Section 12AD 245
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246 A Grammar, Vocabularies and Exercises for Sections OneTwenty 234 235
c. .
d. ,
.
e. .
f. - .
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235 Grammar for Section 12E 247
235. You have already met indirect, or reported, speech, using the that
construction: I say that you are stupid. We now
examine reported speech constructions using not that but the inni-
tive.
We have already already met constructions using the innitive, so the prin-
ciple is not a new one e.g.
I want to go (153);
or, using an accusative and innitive,
I want you to go
(Compare e.g. It is necessary for me to go 153).
Note the change of subject:
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248 A Grammar, Vocabularies and Exercises for Sections OneTwenty 235
n Comment
a. Should be translated in good English I consider that you are not foolish.
Note that:
(i) I is the subject of the main verb consider
(ii) you is the subject of the verb in the that clause, in the accusative
(iii) the negative is
(iv) there is no Greek word for that.
b. Should be translated He said that Neaira despised the gods. Note that:
(i) He is the subject of the main verb said
(ii) Neaira is the subject of the verb in the that clause, in the accusative
(iii) is present innitive, indicating that the man actually said
Neaira despises (present) the gods
(iv) there is no Greek word for that
c. Should be translated They thought that the man would not persuade the
woman. Note that:
(i) They is the subject of the main verb thought
(ii) the man is the subject of the verb in the that clause, in the accusative,
and the woman is the object of would persuade, also in the accusa-
tive. This means that the sentence could mean they thought that the
woman would persuade the man. Only the context will tell you which
is right.
(iii) the negative with is .
(iv) is future innitive, indicating that they actually said The man
will not persuade (future) the woman/the woman will not persuade the
man.
(v) there is no Greek word for that.
d. Should be translated I think that I am wise. Note that:
(i) I is the subject of both the main verb and of the that clause
(ii) No word for I appears in the that clause in Greek
(iii) is in the nominative, not the accusative. This indicates that it
refers to the subject of the main verb, I.
(iv) there is no Greek word for that.
e. Should be translated We claim that we went into the house. Note that:
(i) We is the subject of both the main verb and of the that clause
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235236 Grammar for Section 12E 249
n Rules
236. From the above, you can deduce the following rules:
c The tense of the innitive tells you what was actually said. In other
words, the tense of verb in the original utterance is duplicated in the
innitive;
c If the subject of the that clause is the same as that of the main verb,
it will normally not appear; but if the speaker wants to emphasise it, it
will appear as a nominative;
c If the subject of the that clause is different from that of the main verb,
it will appear in the accusative;
c If there are two accusatives in the that clause, only the context will tell
you which is the subject, which the object, of the verb in the innitive.
c In general, it is best to translate literally to start with, however awk-
ward, and then re-translate into ordinary English.
c The negative is or , depending on what was originally said.
EXERCI S E
12E: 1. Translate literally, and then turn into correct English:
1. .
2. .
3. .
4. .
5. .
6. .
In each of the above, what was originally said in English?
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250 A Grammar, Vocabularies and Exercises for Sections OneTwenty 236 237
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237 Grammar for Section 12F 251
THE - VERB
237. I place, put follows exactly the same pattern as the other - verbs
you have already met ( 214 and 2303). Here are the forms in
full (cf. 377):
I put, place
Present: stem -
Active
Indicative Participle Innitive Imperative Optative
- - -
- -
-() - - -
- (--) -
- - -
-() - -
Middle/passive
Indicative Participle Innitive Imperative Optative
- -- - -
- - - -
- - - -
- -
- - -
- - -
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252 A Grammar, Vocabularies and Exercises for Sections OneTwenty 237
I put, placed
Aorist: stem -
Active
Indicative Participle Innitive Imperative Optative
-- - -
-- - -
-- () - - -
-- (--) -
-- - -
-- - -
(--)
Middle
Indicative Participle Innitive Imperative Optative
-- -- - -
- - -
-- - - -
-- -
-- - -
-- - -
Passive: stem -
Indicative Participle Innitive Imperative Optative
-- - - -
-- - - -
-- - - -
-- (--) -
-- - -
-- - -
(The aorist passive regular, like --)
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237238 Grammar for Section 12F 253
n Forms
238. You can see that I place, put follows exactly the same pattern as
I give :
Imperfect --
-
--
--
Aorist -- - -
(stem -, -- - -
-): -- - - -
-- - - -
Future - (regular)
(stem -, -
-): -
-
n Meaning
Note that I lie can also mean be placed, be made and as such is often
used as the perfect passive of (see 313).
EXERC I S E
12F: 1. Translate the following forms of and and then turn them
into the equivalent forms of and and translate, e.g. I
gave, I placed:
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254 A Grammar, Vocabularies and Exercises for Sections OneTwenty 238239
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
THE - VERB -
c They mostly follow the -/- pattern in the present and imper-
fect;
c But note that the optative is formed like , i.e. = o;
contrast - (214)
c They tend to have fut. and aor. stems in --, and in these forms conju-
gate exactly like (i.e. fut. , aor. , aor. pass. )
(see 383):
I show, reveal
Present: stem -
Active
Indicative Participle Innitive Imperative Optative
-
- - - - -o
- (-) (like -)
-() -
-
- -
-() -
Middle/passive
Indicative Participle Innitive Imperative Optative
- -o - -o
- - - -o (like -
- -
-
- -
- -
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239 Grammar for Section 12F 255
EXERC I S E S
12F: 2. Translate the following forms of and , then turn them into
the equivalent forms of the other verb and translate:
1.
2.
3.
4.
5.
12F: 3. Identify the forms which are passive, and translate:
, , , , , ,
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256 A Grammar, Vocabularies and Exercises for Sections OneTwenty 239 240
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240241 Grammar for Section 12G 257
240. So far, you have met + optative in the potential/polite sense would
you , would you like to , please , expressing a polite request or
agreement, e.g. Please would you give me this (cf.
186, 401).
But in some conditional clauses, + optative is used in a related, but
slightly different sense. By way of example, such clauses are introduced by
the word if, and take a number of forms, e.g. If X were the case, Y would
be the case.
Technical terms
e.g. If you do not hand over the money (protasis), the dog gets it (apodosis)
Future remote is a good term: the future, after all, is hypothetical enough,
but in these conditions, even more so.
Examine the following sentences:
a. /, / .
If you were to persuade me, I would tell you.
b. /, / .
If they were to ee, we would pursue.
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258 A Grammar, Vocabularies and Exercises for Sections OneTwenty 241243
You will notice a number of vital features of this potential > conditional construction:
c the verbs in both the if clause (protasis) and the main clause (apodosis)
are in the optative;
c the optatives can be either present or aorist. We are used to this: the dif-
ference, as usual, is one of aspect, not time (see 142, 165), and will affect
the translation very little;
c appears in the main clause (but NOT in the if clause).
a. , .
If you were [now] persuading me, I would [now] be telling.
b. , .
If they were [now] eeing, we would [now] be pursuing.
You will see at once that:
c the verbs in both the protasis and the apodosis are IMPERFECT
INDICATIVE;
c The meaning has changed to the PRESENT time: If x were the case
NOW, y would NOW be resulting;
c appears in the main clause (but NOT in the if clause);
c contrary to fact is again an accurate description, since the subject is
obviously not doing what is being merely put forward as a hypothetical
possibility.
n Negatives
243. Look closely at the negatives in this sentence:
, .
If they were not [now] eeing, we would not [now] be pursuing.
This can be very helpful if the protasis is not expressed by an clause, but some
other way. Take, for example, the following sentence:
, ;
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243244 Grammar for Section 12G 259
c Watch out for with this conditional force where one might otherwise
expect . See further 393(vi) and 430.
EXERCI S E
12G: 1. Convert these conditionals into future remote or present contrary to
fact conditionals, in accordance with the tense of the verbs:
1. , .
2. , .
3. , .
4. , .
5. , .
WISHES IF ONLY!
c or + optative, e.g.
/ /
Would that I were to become wiser! O that/If only I could become wiser!
Be aware that:
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260 A Grammar, Vocabularies and Exercises for Sections OneTwenty 244245
n Form
You will notice how these wishes conform to the pattern of conditionals:
future wishes in the optative and present in the imperfect indicative. You
will also have observed that wishes for the past take the aorist indicative:
a useful preparation for what is to come in would-should conditions that
refer to the past. See further 403.
EXE RC I S E
12G: 2. Express these sentiments as wishes:
1.
2.
3.
4. ()
5.
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245246 Grammar for Section 12G 261
The students
are taking action to learn Greek (lit. how they will learn).
EXERC I S E
12G: 3. Translate these commands into the construction, and translate:
1.
2.
3.
4.
5.
12G: 4. Using , and as your pool, convert the forms given into the
identical forms of the other two:
1.
2.
3.
4.
5.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 2 E G
to Athens
be ashamed, feel shame
(use of, in conditionals, see Grammar 2402)
begin (+gen.); rule (+gen.)
, female citizen (1a)
, male citizen (2a)
, loss of citizen rights (1b)
(+ opt.) I wish that! would that!
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262 A Grammar, Vocabularies and Exercises for Sections OneTwenty 246 247
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 2 E G
(continued)
likely, probable, reasonable, fair
(-) forget (+gen.)
, whore, prostitute (1b)
, (male) companion (2a)
(-) recite, list
despise, look down on (+gen.)
, evidence, witness (1b)
, mention (1b)
remember
(+fut. ind.) see to it that
have children
(-), poor man (3a) (or adj., poor)
rich, wealthy
() small, short, little
be concerned, serious; do seriously
important, serious
(-) be with, have intercourse with (+ dat.)
(-) come together
, evidence, proof (2b)
(-) put, place, make
clear, obvious
(+ acc.) towards, to the house of
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246 247 Revision Exercises for Section 12G 263
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264 A Grammar, Vocabularies and Exercises for Sections OneTwenty 247
247. You have already met verbs which take an innitive construction in reported
speech (see 235). Some verbs, however verbs of knowing, perceiving,
recognising prefer a participle to express their that clauses, e.g.
I know that
I learn by inquiry/hear that
I learn that
I recognise that
Examine the following sentences:
a. I know being wise (nom., present parti-
ciple)
b. I know you not being foolish (present
participle)
c. We learnt them eeing (present parti-
ciple)
d. They heard us having gone (aorist parti-
ciple)
Precisely the same principles apply to these clauses as to those already
described in 235:
c If the that clause has a subject different from the main verb, the subject and
its participle will go into the accusative;
c If subjects are the same, there will be no accusative and the participle will go
into the nominative;
c No Greek word for that appears.
Observe one point of interest: the meaning of the tense of the participle.
Participles in general have an aspectual sense (process or event) rather than
temporal. But in this construction, the temporal sense comes to the fore:
In other words, in this construction the tense of the participle will point to
the tense of what was originally known/recognised/perceived.
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247248 Grammar for Section 12H-1 265
So:
//
He recognises the man not having stopped (that the man did not stop)/ the
man not stopping (that the man is not stopping)/ the man not being about to
stop (that the man will not stop).
c Note that the negative is that of the original direct usage. See further 397.
EXERC I S E S
12HI: 1. Translate sentences ad above into the normal English form. Remember
that, and pay attention to the tense of the participle.
12HI: 2. Translate the following sentences and explain the nature of the reported
speech construction, whether , nom. or acc., inf. or part.:
1. .
2. .
3. .
4. .
5. .
248. We have met the future active and middle (I shall ), all based on the
future stem (-, -). The forms of the future passive, how-
ever, are based on a different stem:
I shall be stopped
--
-- (-)
--
--
--
--
Innitive
-- (to be about to be stopped)
n Form
The -- gives the game away: somewhat surprisingly, the forms of the
future passive are based on the AORIST PASSIVE (see 228).
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266 A Grammar, Vocabularies and Exercises for Sections OneTwenty 248
c Take the aorist passive stem (remember to remove the augment); and
c Add -, -, - etc. (the - is, of course, the usual give-away clue
to the future):
EXE RC I S E
12HI: 3. Convert the following forms into their future passive equivalent and
translate:
1.
2.
3.
4.
5.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 2 H 1
() at Athens
, silver, money (2b)
pass time, waste time
(-), hope, expectation (3a)
come to town, be in town
work, perform
(-) put down, pay, perform
, small house (2b)
grow angry with (+ dat.)
(-) take, receive from
well then (resuming and pushing argument on
further)
, way, manner (2a)
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248 249 Revision Exercises for Section 12HI 267
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268 A Grammar, Vocabularies and Exercises for Sections OneTwenty 248 249
very serious matter. Consequently, I hope that Apollodoros will win the suit.
If he were to win it, it would be a good thing for the city.
test exercise 12
Translate into English:
The prosecutor describes how the man Timarkhos, on trial for immoral behav-
iour, left Antikles to live with the slave Pittalakos. Timarkhos soon deserted
Pittalakos to live with Hegesandros.
(From Aiskhines Timarkhos, 5362)
. , .
,
. , .
, ,
5 .
,
. ,
. , ,
10 .
,
.
,
, .
15 .
The jilted Pittalakos, trying to get Timarkhos back, is beaten up for his pains and
next day takes refuge at an altar, where Timarkhos appeases him.
, ,
,
, .
,
20 ,
, .
,
.
,
25 ,
.
, .
.
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248 249 Revision Exercises for Section 12HI 269
Vocabulary
aor. pass. of release
spend ones days
, casino, gambling-den (2b)
, gambler (1d)
inf. of live
disdainful
go into
cf.
, nature (3e)
to no purpose
cf.
at night
smash up
, next day (1b)
naked
, crowd (2a)
assert
, drunken behaviour (1b)
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270 A Grammar, Vocabularies and Exercises for Sections OneTwenty 249250
c Is based (as you would expect) on the aorist passive stem (minus the
augment);
c Uses - as the innitive ending (cf. to be, to go, etc. cf.
3857).
c Means to be -ed or to have been -ed, depending on context.
Thus:
- t be/have been stopped.
Remember that:
EXE RC I S E
13AB: 1. Give the aorist passive innitive of:
, , , ,
250. By now it will come as no surprise to learn that future participles are based
on the stems of the future indicative forms:
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250251 Grammar for Section 13AB 271
EXERCI S E
13AB: 2. Give the future active, middle and passive participles, with meanings,
of the following verbs:
, , , ,
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272 A Grammar, Vocabularies and Exercises for Sections OneTwenty 251252
EXE RC I S E
13AB: 3. Translate the italicised words with + future participle. If it helps,
turn them into the as one[s] about to form rst. Then decide who the
one is, enabling you to put the participle in the right gender, case and
number:
1. The woman came to take her.
2. I saw the men eeing with the intention of saving themselves.
3. The man gave money to the woman in order to persuade her.
4. Where shall we go to give the food to the poor?
+ INFIN., BEFORE
252. The innitive has a wide range of uses in Greek, one of which is with the
conjunction . This means before, and controls a subordinate clause,
i.e. a clause with a verb.
c In English, such a clause can take a verb in the indicative, e.g. before
he departed or some other form e.g. before departing.
c In Greek, such a before clause constructs with an innitive, e.g.
before [X] departed.
Usage
252a. In the subordinate clause before [X] departed, how do you
know who departed? Who is the subject of depart? Examine these two
sentences:
they prayed before [they] departed
I arrived before Neaira went to
Athens
Nothing new here! As we saw with the innitive and participle in reported
speech (2356, 247), it all depends on who the subject of the main verb is:
c If the subject of the clause is the same person as the subject of the
main verb, no new subject will appear (or if it does, it will be in the nomi-
native);
c If the subject of the clause is not the same person as the subject of the
main verb, the new subject of the clause will appear in the accusative
case. See 398(i).
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252253 Grammar for Section 13AB 273
As usual, beware of the double accusative problem: if there are two accusa-
tives in the clause, only the context will tell you who is the subject, who the
object.
Again as usual, the tense of the innitive has no temporal, only aspectual,
force.
c Put the subject of the subordinate clause into the accusative if the sub-
ject is different from the subject of the main verb;
c Do not refer to the subject at all, or only in the nominative, if the subject
is the same as the subject of the main verb.
EXERC I S E
13AB: 4. Translate the italicised words into Greek, using both the present and
aorist innitive:
1. They thought for a long time before they were persuaded.
2. The women prayed before their husbands departed.
3. Before eating, he always drank.
4. He consulted his friends before he divorced the woman.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 3 A B
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274 A Grammar, Vocabularies and Exercises for Sections OneTwenty 253 254
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 3 A B
(continued)
impf. of know how to (+inf.)
and really; as a matter of fact; let us suppose;
there! look!
demand securities from (+acc.)
, maiden, girl (1a)
, calculation (2a)
, hatred (3c)
, mina (100 drachmas) (1b)
oo, relative (2a)
related, domestic, family
, anger (1a)
ancient, old, of old
(+ inf.) before
- ready, eager, willing, active
(-), dowry (3a)
treat violently, disgracefully
(-), member of a phratry (a group of families with
certain religious and social functions) (3a)
, nature, temperament, character (3e)
(+fut. part.) in order to
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253 254 Revision Exercises for Section 13AB 275
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276 A Grammar, Vocabularies and Exercises for Sections OneTwenty 254255
c the verb in the protasis, referring to the past, is aorist indicative; and
c the verb in the apodosis, referring to the present, is imperfect indicative
(with, of course, ).
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256 Grammar for Section 13C 277
CONDITIONAL SUMMARY
256a.
Future remote: If X were to happen (optative), Y would happen
(optative).
Present contrary to fact: If X were now happening (imperfect indica-
tive), Y would now be happening (imperfect indicative).
Past unfullled: If X had happened (aorist indicative), Y would
have happened (aorist indicative).
Mixed: e.g. If X had happened (aorist indicative), Y would now
happen (imperfect indicative), etc.
Open/simple conditions (no would/should): If you chased me, I ran
away (plain indicative in both clauses).
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278 A Grammar, Vocabularies and Exercises for Sections OneTwenty 256 257
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257 Grammar for Section 13D 279
E.g.
because of the hatred
by not wronging
for the sake of defending
Observe how, by using this construction, Greek can work round nouns if it
needs to. For example:
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280 A Grammar, Vocabularies and Exercises for Sections OneTwenty 257259
EXE RC I S E
13D. 1. Express the following English and Greek phrases with + the indicated
innitive:
1. on account of ight (aorist) 6. (present)
2. after time-wasting (present) 7. (present)
3. instead of ceasing (aorist) 8. (aorist)
4. by means of ghting (present) 9. (present)
5. for the sake of guarding (aorist) 10. (present)
Changes of subject
258. The innitive, being a verb-form, can take a subject and an object; and the
change of subject in the accusative rule applies (253), e.g.
Aspect
259. Pay attention, as far as is possible, to the aspectual sense of the verb. Thus
means the process of loving, while means demon-
strating by an act, e.g. kissing. By using the article with the inni-
tive, it is possible to indicate differences of aspect, which nouns cannot
indicate.
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259 260 Revision Exercises for Section 13D 281
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282 A Grammar, Vocabularies and Exercises for Sections OneTwenty 260261
260. We have already learned the aorist. Why, then, do we need a perfect tense?
Do not I wrote and I have written mean, effectively, the same thing? No,
actually. But rst examine the forms of the perfect indicative active:
- I have stopped
-
-
-()
-
-
-()
n Forms
261. The two marks of the perfect are:
c The -- addition to the stem: - is the usual ending for the perfect
tense, though sometime does not feature, e.g. - I
have written.
c Reduplication: The reduplicated stem is e.g. the - of -.
This reduplication is a feature of all the forms of the perfect (participle,
innitive, etc.) and is not dropped in some forms (as the augment is).
c Note that perfects reduplicate after any prexes. Thus the perfect of
- is -.
n Patterns of reduplication
Observe the following patterns:
(a) Normal
I have stopped
I have released
(b) , , reduplicate with , , , e.g.
I have sacriced
I have revealed
I have rejoiced
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261262 Grammar for Section 13E 283
n - perfects
Note the following perfects:
I have given
I have placed
I have shown.
Their conjugation in the perfect is entirely regular.
n Contract verbs
Note that contract verbs lengthen the contract vowel before the ending, e.g.
> , > , > .
Meaning
262. (a) At an early stage of the language, the perfect meant I am in the position
of having -ed, i.e. there is a strong present force to it. So, for example:
(b) In Classical Greek, the perfect also acquired the meaning I have -ed.
Sometimes the same perfect form can have both forces. It is important
to bear the early meaning in mind. See 41819.
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284 A Grammar, Vocabularies and Exercises for Sections OneTwenty 262 263
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263264 Grammar for Section 13F 285
263. By now you will not be surprised to learn that the aorist optative passive is
based on the aorist indicative passive, i.e. - is a key marker:
-
-
-
-
-
-
Form
The optative mood has been predominantly characterised by -- (present) and
-- (aorist) so far (212). Here - comes into its own:
EXERC I S E
13F: 1. Give the rst person singular of the aorist passive optative of the follow-
ing. Remember to check the aorist passive indicative rst and remove the
augment:
, , , , , , , ,
, , ,
264. We already know that indirect speech using that or e.g. why,
where (etc., 148) reports what was originally said in the same tense
and mood as the original. So:
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286 A Grammar, Vocabularies and Exercises for Sections OneTwenty 264265
Now consider:
(a) He said that he had ceased (originally I ceased), and
its legitimate alternative
(b) , I knew why he was ceasing (original why is he
ceasing?), and its legitimate alternative .
Reection on the alternatives will have led you to the following conclusions:
SEQUENCE OF TENSES
265. Sequence of tenses in Greek relates to the tense of the main verb in the
sentence:
c The main verb is a nite verb that is not subordinated, i.e. not introduced
by subordinating conjunctions like if, when, because, since, although,
that, or a relative clause, and so on. In the sentences you have just been
examining above, for example, the main verb is he said (past).
If the main verb is past (imperfect or aorist, i.e. with an augment), the
sequence is secondary (or historic);
If the main verb is any other tense (present, future or perfect), the
sequence is primary.
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266 Grammar for Section 13F 287
266. On what stem will the future optative be based? The future indicative stem,
of course:
EXERC I S E
13F: 2. Translate the following, and then turn them into the optative:
, , , , ,
, ,
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288 A Grammar, Vocabularies and Exercises for Sections OneTwenty 266
EXE RC I S E
13F: 3. Translate the following sentences, check the sequence, and where pos-
sible turn the indicative into the optative:
1. 4.
. .
2. 5. .
. 6. .
3. .
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 3 C F
, woman (2a)
inexperienced in (+gen.)
reject (+gen.)
, position, ofce; start; rule (1a)
(-), archon (3a)
unholy
, illness, weakness (1b)
be ill, fall ill
, king, king archon (3g)
be king, be king archon
, council (1a)
(-) marry
, member of genos (1d)
, genos (smaller groupings of families within
the phratry) (3c)
legitimate, genuine
I have shown, revealed
I have given
administer, run
enrol, enlist, register
, manner, habit (3c)
willing(ly)
open, obvious
(-) prove, show, demonstrate
I stand
look after, tend
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266 267 Grammar for Section 13F 289
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 3 C F
(continued)
, rites, sacrices (2b)
beg, supplicate
give evidence against (+gen.)
(-) judge, decide
() (-) bring (suit) against, obtain by lot, run as candi-
date for ofce
(-) leave, abandon
give evidence, bear witness
be sick
(to) where
I am ruined, done for
(-) swear
of what kind
very clear
, fact, action (3e)
(-) do, perform, fare
(-) learn, hear by inquiry
I have placed/put
I am dead
(+inf.) seem to (but not in fact to )
be angry at, displeased with
lie, tell lies
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290 A Grammar, Vocabularies and Exercises for Sections OneTwenty 266 267
Vocabulary
=
2. Translate the following questions, then turn them into indirect questions,
using as the introductory verb. Remember to alter direct question
words to indirect (see 125 and 219[c]), and indicative verbs to optative e.g.
; = .
a. ;
b. ;
c. ;
d. ;
e. ;
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267268 Grammar for Section 13GI 291
267. As with the present and imperfect, the middle and passive forms of the per-
fect are identical.
n Form
You will have noticed our old middle friends - - -.
Consonantal endings
268. Here the stem of the perfect ends in a consonant:
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292 A Grammar, Vocabularies and Exercises for Sections OneTwenty 268270
EXE RC I S E
13G-I: 1. Turn the following perfects active into perfects passive and translate:
, , , ,
270. The forms of the perfect innitives and participles are, as you would
expect, based on the reduplicated perfect stem:
Perfect innitives
n Form
Note the common innitive ending in -.
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270271 Grammar for Section 13GI 293
n Form
(a) The innitive ending in -() is a well-known acquaintance (cf. e.g. --
).
(b) Observe what happens to consonant endings before -:
EXERC I S E
13G-I: 2.Turn the perfects in the rst exercise (above) into perfect innitives
middle and passive.
Perfect participles
271. Here are the forms of the perfect participle having ed, having been
-ed:
m. f. n.
pl.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. -() - -()
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294 A Grammar, Vocabularies and Exercises for Sections OneTwenty 271
n Form
The perfect active participle is of mixed 3-1-3 declension, with the m. and n.
declining like 3a nouns on the stem --, and the f. declining like 1c nouns (short
-).
s.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
pl.
m. f. n.
Nom. - - -
Acc. - - -
Gen. - - -
Dat. - - -
EXE RC I S E
13GI: 3. Turn the perfects of exercise 1 (p. 292) into gen. s. and nom. pl. per-
fect participles (all genders).
272. We have already seen that perfects reduplicate the opening consonant, e.g.
. But verbs beginning with double consonants are differ-
ent. Observe:
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272273 Grammar for Section 13GI 295
I have sought
I have deprived
I have hurled
So:
But what if the verb does not start with a consonant? Observe the behaviour
of the following perfect forms:
So:
IRREGULAR PERFECTS
273. Inevitably, there are some irregular perfects that just have to be learned.
Among the most common are:
I have come
I have taken
I have said (from stem cf. 194)
o I have carried, endured (cf. aorist stem -)
I have suffered
I stand (participle -, - standing,
established)
n Warning
Do not confuse the aorists of and (, ) with their per-
fects (, ).
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296 A Grammar, Vocabularies and Exercises for Sections OneTwenty 273
EXE RC I S E S
13GI: 4. Translate into English:
, , , , ,
13GI: 5. Translate into Greek:
They have said, we have endured, I stand, you (s.) have sought, she has
been deprived, I have been wronged.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 3 G I
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273 274 Revision Exercises for Section 13GI 297
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298 A Grammar, Vocabularies and Exercises for Sections OneTwenty 273 274
never have taken back the child had he not fallen ill; for when he recovered,
he married a legitimate wife, according to the laws.
test exercise 13
Translate into English:
Menekles put away his wife, since he could not give her children. But, being
childless and aging, he wished to adopt a son. He opted for one of his ex-
wifes two brothers. The adopted brother here describes how Menekles made
this choice.
(From Isaios, Menekles, 1013, 467)
,
,
.
,
5 , , ,
.
, .
.
10 . , ,
, , ,
, .
. , .
The brother, who claims to have looked after Menekles from then until his
death, ends his case with a plea to the jurors not to allow his opponent, who is
challenging his right to Menekles property, to take away his estate and leave
Menekles without heirs.
,
15 . , ,
.
,
,
,
20 .
Vocabulary
die
bury
, customary rites (2b)
, sister (1a)
, brother (2a)
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273 274 Revision Exercises for Section 13GI 299
go abroad
disinherited
nameless
responsible (for making the decision)
A in Hades
perf. part. of
perf. of
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300 A Grammar, Vocabularies and Exercises for Sections OneTwenty 274275
THE SUBJUNCTIVE
274. It is rare in this life for anything to come easy. The Greek subjunctive is the
exception that proves the rule.
c The subjunctive mood occurs only in the present, aorist and perfect;
c The endings for all subjunctives present, aorist and perfect are as
follows:
Present subjunctive
275. Here, then, is the present subjunctive: present stem + the above endings:
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275276 Grammar for Section 14 301
Aorist subjunctive
276. Here is the aorist subjunctive (rst and second), formed by taking the aorist
stem and adding the subjunctive endings (no augment):
EXERC I S E
14: 1.Translate and turn the following forms into their equivalent subjunctive
form (but check carefully that they do in fact have a subjunctive form):
, , , , (pl.)
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302 A Grammar, Vocabularies and Exercises for Sections OneTwenty 277278
Perfect subjunctive
277. Same again for the perfect: perfect stem + endings (remember to keep the
reduplication):
Alternatively:
()
n Forms
The alternative forms of the perfect active, and the regular forms of the perfects
middle and passive, are nothing but the perfect participle + the subjunctive of the
verb to be as you will shortly see. The participle changes (s. or pl., m. f. or n.)
to agree with the subject. Thus she has stopped.
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278280 Grammar for Section 14 303
Subjunctives of , and
279. Even irregular verbs take on regularity (of a sort) in the subjunctive
mood:
Subjunctive of
280. There is a very small exception to the rule of the subjunctive. A very few
verbs very few indeed keep the -- all the way through the conjugation,
e.g. :
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304 A Grammar, Vocabularies and Exercises for Sections OneTwenty 280282
EXE RC I S E
14: 2. Translate and turn the following into their equivalent subjunctive forms (if
they have them). Remember to de-augment where appropriate:
, , , , , , , ,
,
c Whoever does this [but we dont know precisely who it will be] ;
c When it rains [but we are not saying whether it will rain or wont];
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282283 Grammar for Section 14 305
In other words, Greeks liked to distinguish between the denite and the vague
or indenite, especially when referring to future time. Look at the following and
deduce the rules:
/ Whoever does this
In a way in which [ever] they want
/ When they go (whenever that is)
/ , If we do this, we
shall stop the enemy [but we dont know if we will do it].
/, If he returns home, he
will see his wife [but we dont know if he will return home].
Note in particular the last two sentences. They are both open conditions (256,
i.e. no would-should, so no in the main clause). It would be possible to
translate them into Greek in the usual open form, i.e. If
we [shall] do this , but Greek much prefers the indenite usage here, +
subjunctive.
So, we nd :
(a) Attached to a subordinating conjunction like if, when, where, or rela-
tive who, which, what;
(b) Sometimes combined with the conjunction in question, e.g. (if) +
= or ; (when) + = ; (since) + = ;
(c) Sometimes standing free of it e.g. (who) , (where) ;
(d) With the verb of that sub-clause in the subjunctive (aspectual, not tempo-
ral);
(e) And creating a sense of indeniteness about the clause. See 398(ii),
422(ii).
Two uses of
283. To summarise:
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306 A Grammar, Vocabularies and Exercises for Sections OneTwenty 283
EXE RC I S E
14: 3.Translate into indenite Greek, using both present and aorist subjunctives
(remember to run together the subordinating conjunction and , if it is pos-
sible):
If they see, when I hear, whoever goes, wherever she is, when they depart,
if we enslave, whoever they are, when I know.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 4
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283 284 Revision Exercises for Section 14 307
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308 A Grammar, Vocabularies and Exercises for Sections OneTwenty 283 284
test exercise 14
Translate into English:
In Lokris, because of a singular method of treating the legislator, only one new law has
been passed in a very long time. The story involves a one-eyed mans search for justice.
(From Demosthenes, Timokrates, 13941)
.
. ,
.
5 , . ,
.
, .
.
, ,
10 .
, .
, ,
,
15 ,
. .
.
Vocabulary
frame laws
long ago
be established
and so
new
, noose (2a)
, neck (2a)
live
aor. part. pass. of draw tight
, year (3c)
, eye (2a)
knock out in return
threaten (+dat.)
(-) one
, one-eyed man (2a)
unlivable
both
two hundred
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284285 Grammar for Section 15 309
284. There is only one form of the future perfect. This is the middle/passive
form, as follows:
Innitive
-
Participle
-
Optative
-
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310 A Grammar, Vocabularies and Exercises for Sections OneTwenty 285286
Tragic usages
286. Note the following usages common in Greek tragedy:
(a) Observe the elision or crasis displayed by the following phrases in the Text:
l.25 ( )
l.16 ( )
l.38 ( )
l.47 ( )
l.9 ( )
Verse displays far more features of this type than prose, though doubt-
less crasis and elision occurred in spoken language, even if they were
not indicated in writing.
(b) Note the prexes to:
l.1
l.13
l.22
l.45
The basic meaning of the word is retained, but the prex shades its
meaning differently. This subtlety is one you should try to take into
account when translating.
(c) Note particularly the splitting of preposition from its verb (tmesis):
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287288 Grammar for Section 15 311
n Greek verse
Greek verse does not rhyme; nor is it to be described in terms of beats. It is
made up of regular sequences of syllables, each of which counts as long or short
for the purpose of the metre.
every syllable counts in greek verse. To scan Greek verse, therefore,
requires you to work out the value (long or short) of each and every syl-
lable that makes up the line.
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312 A Grammar, Vocabularies and Exercises for Sections OneTwenty 288290
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290 Grammar for Section 15 313
/ / .
(a) You will have noticed (future perfect) that the last syllable counts long
for the purpose of scansion, whatever its actual composition.
(b) There are no resolutions in these ve lines. Contrast l. 18:
/ /
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 5
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314 A Grammar, Vocabularies and Exercises for Sections OneTwenty 290 291
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 5
(continued)
(-) modest, chaste, discreet, sensible, law-abid-
ing, prudent, disciplined, temperate
, child (2b)
(-) bear, give birth to
(-), water (3b)
(+dat.) under, beneath
(-), esh, skin (acc. ) (3a)
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291292 Grammar for Section 16AB 315
THE PLUPERFECT
291. The pluperfect tense is more than perfect: not I have -ed, but I had
-ed:
n Form
The pluperfect is formed by additions and changes to the perfect stem:
EXERCI S E
16AB: 1. Turn the following perfects into their pluperfect form and translate:
, , , , , ,
,
292. You have already met + present imperative meaning dont, e.g.
dont listen (21).
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316 A Grammar, Vocabularies and Exercises for Sections OneTwenty 292293
EXE RC I S E
16AB: 2. Translate the following commands, and turn present imperatives
into aorist subjunctives, and vice versa:
1. .
2. .
3. .
4. .
5. .
VERBS OF FEARING
EXE RC I S E
16AB: 3. Translate these fears for the past, re-congure as fears for the future,
and re-translate:
1. .
2. .
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293295 Grammar for Section 16AB 317
3. .
4. .
5. .
c In these usages, the agent (by you and by us above) is expressed by the
plain dative.
c Note particularly () to be carried, () to
be done.
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318 A Grammar, Vocabularies and Exercises for Sections OneTwenty 295
Compare e.g.
(i) it was necessary for me to write the letter
= / /
(ii) we must be down-hearted = /
/
Observe two points:
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 6 A B
, freedwoman (1b)
, freedman (2a)
(-) go through, relate
(+gen.) outside
seem, resemble
(+gen.) straight towards
- to be gone
- to be carried, borne, endured
- to be done
, gate (1a)
, disaster, mishap, occurrence (1b)
(-) meet with (+dat.)
, violent, criminal person (1d)
(+ acc.) under, along under, up under
, farm; place, space, region (2b)
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295 296 Revision Exercises for Section 16AB 319
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320 A Grammar, Vocabularies and Exercises for Sections OneTwenty 296
296. We are familiar with the genitive absolute, that is, participle phrases in the
genitive which have no obvious grammatical connection with the rest of the
sentence, e.g.
, me being absent/in my absence, the
children began to play (222-3).
Impersonal verbs, however, put their absolute forms into the neuter
accusative participle:
So:
, it being necessary for us to go, we shall go (or
since we must go )
, it being permitted for us to go, we stayed
put (or although we could go )
, it seeming good to me to wait, I waited.
EXE RC I S E
16C: 1. Turn the following clauses with nite verbs into subordinate clauses
with accusative absolutes, and translate:
1.
2.
3.
4.
5.
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297 Grammar for Section 16C 321
+ SUPERLATIVE
297. Superlative adjectives and adverbs mean very , most , the -est (154,
225). Put before those superlatives, however, and they will mean as
as possible, e.g.
c as quickly as possible
c as much as can be
c as many as possible
EXERC I S E
16C: 2. Turn these adjectives into superlatives with and translate:
(two possibilities), , , , , ,
, (two possibilities)
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322 A Grammar, Vocabularies and Exercises for Sections OneTwenty 297 298
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298299 Grammar for Section 16D 323
PURPOSE CLAUSES
c In (i), the (or ) subordinate clause has its verb in the subjunc-
tive (present or aorist);
c In (ii) in the optative (present or aorist). See 399, 407(i), 422(ii)(e).
So here:
in (i), the main verb is present (primary sequence) therefore the subordi-
nate clause is in the subjunctive;
in (ii) the main verb is past (secondary sequence) therefore the subordi-
nate clause is in the optative.
Note the way in which English too (in theory at any rate) acknowledges
sequence, using may in primary and might in secondary.
A second principle is one with which we are already familiar: the sub-
junctive and optative moods are aspectual, not temporal (142, 165).
EXERCI S E
16D: 1. Go back to the exercise at 13AB: 3 and turn the purpose clauses there
into or + subjunctive or optative.
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324 A Grammar, Vocabularies and Exercises for Sections OneTwenty 299 300
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300 Grammar for Section 16E 325
300. We have already met subordinate clauses that use + subjunctive to give
an uncertainty or lack of precision to the clause, e.g. when(ever),
if (ever), who(ever) (cf. 282).
But these clauses were all in primary sequence. What if they were in sec-
ondary sequence? Examine the following:
/, whenever he came, I left
/, whoever made this got it wrong
In other words, indenite subordinate clauses in secondary sequence:
c Omit
c Put the verb in the optative (but see 306)
There are two subordinate clauses where this rule does not apply:
(a) , if
When is followed by an optative, check the main clause for signs of :
c If the verb of the main clause is in the optative with , you are deal-
ing with a remote future condition (if X were to be the case, Y would
happen 241) cf. 407(vi);
c If not, you are dealing with an indenite conditional. Therefore trans-
late the clause indenitely (e.g. if ever X happened, ), without
any would/should cf. 407(v).
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326 A Grammar, Vocabularies and Exercises for Sections OneTwenty 300
EXE RC I S E
16E: 1. Translate the following indenite clauses in primary sequence and turn
them into indenites in secondary sequence (remember to remove ).
Keep the same aspect of verb in the secondary sequence as there is in the
primary sequence:
1.
2.
3.
4.
5.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 6 C E
, brother (2a)
demand X (acc.) from (acc.)
be absent
, help, rescue operation (1b)
propose (a decree); write
(-) show
it being necessary
(-) leave
it being permitted, possible
(+subj., opt.) in order to, that
common, shared
collect
from where
whenever
when (+opt.=whenever)
where (at)
, property, wealth (1b)
(-) hand over
prepare, equip
o very much, most (sup. of )
(+dat.) in addition to, near
, ships gear; gear, furniture (3c)
, ally (2a)
serve as trierarch
reply, answer; obey (+dat.)
utter, mention, talk
apart; separately; (prep.) apart/separately from
(+gen.)
(-) buy
(+sup.) as - as possible
so that, with the result that, consequently
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300 301 Revision Exercises for Section 16E 327
Vocabulary
inf. of
collect, gather
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328 A Grammar, Vocabularies and Exercises for Sections OneTwenty 301
301. You should by now consider it a routine task to construct the optative of the
perfect. One applies optative endings to a perfect stem:
Alternatively:
Usage
The perfect optative is just another optative which writers will use when they
feel like it, in contexts where optatives are used, e.g. indenite clauses, reported
speech, etc. It has to be said it is not very common. If you have an interest in
rare grammatical features, you may therefore like to watch out for an example in
order to add it to your collection.
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302 Grammar for Section 16F 329
302. has the passive meaning be captured, found guilty and is rather
irregular. It needs careful learning:
I am being captured
(fut.) I will be captured
- (-) (aor.) I was captured
(perf.) I have been captured
The aorist is a root aorist (cf. 209) and keeps its all the
way through the indicative and subjunctive, like ( I get to
know, 209). Here are its other aorist forms, all compared with :
Participle
, stem - (cf. , -)
Innitive
(cf. )
Optative
(cf. )
Subjunctive
, , etc. (cf. , cf. 280)
EXERC I S E
16F: 1. Using , and as your pool, transform each of
the following forms into the equivalent form of the other two:
1.
2.
3.
4.
5.
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330 A Grammar, Vocabularies and Exercises for Sections OneTwenty 303304
LET US (SUBJUNCTIVE)
303. So far we have met the subjunctive only in subordinate clauses. But it can
be used as a main verb in its own right, when it has its own specic mean-
ing. Look at the following:
let us wait
let us inquire
let us not be afraid
lets go
Usage
c As you can see, its use is restricted to the rst person, and virtually always
plural too;
c The subjunctive can be either present or aorist (its force is aspectual, not
temporal);
c It is called the jussive (Latin iubeo I order) or hortatory (Latin hortor
I urge, exhort) subjunctive. See 406(i), 422(i)(a).
EXE RC I S E
16G: 1. Turn the following plural imperatives into 1pl. jussive subjunctives, and
translate. Keep the same aspect of subjunctive as the imperative:
1.
2.
3.
4.
5.
UNTIL
304. Here is another use of the subjunctive + in a subordinate clause with an
indenite or imprecise outcome to it: , meaning until [such time
as]. Observe:
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304 Grammar for Section 16G 331
EXERC I S E
16G: 2. Turn the following clauses into indenite clauses with , and
translate indenitely (in the grammatical, not temporal, sense):
1.
2.
3.
4.
5.
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332 A Grammar, Vocabularies and Exercises for Sections OneTwenty 305306
AGAIN
305. You have already met + subjunctive, meaning I fear that
something will/may happen (293). It should come as no surprise to see
what happens to the construction here:
he was afraid the army might not
come
Of course!
You have now met three constructions in which the verbs in subordi-
nate clauses are in the subjunctive in primary sequence, and optative
in secondary sequence expressing purpose (2989), indenite
clauses (282, 300) and now with verbs of fearing. Cf. 400, 407(ii).
Warning
306. Be aware, however, that Greek usage in this respect is very exible. It is not
at all uncommon to nd Greek using the subjunctive instead of the more
normal optative in subordinate clauses in secondary sequence the so-
called vivid use of the subjunctive.
EXE RC I S E
16H: 1. Turn these sentences from primary sequence into secondary, and vice
versa, and translate:
1. .
2. .
3. , .
4. .
5. , .
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306 307 Grammar for Section 16H 333
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 6 F H
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334 A Grammar, Vocabularies and Exercises for Sections OneTwenty 306 307
test exercise 16
Translate into English:
Apollodoros claims that the defendant Polykles refused to take over from him
as trierach of a trireme, even though Polykles had been appointed as its joint-
trierarch for the next year. The result was that he himself had to serve several
months overtime with the boat. Apollodoros relates what happened when he
rst tackled Polykles about the matter, in Thasos.
(From Demosthenes, Polykles, 2937)
,
,
,
,
5 .
, , ,
, .
. ,
.
Apollodoros gets no further on the next occasion either. Returning from
a voyage ordered by the general Timomakhos to Thasos, he decides to go
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306 307 Revision Exercises for Section 16FH 335
straight to the top and ensure the general himself is in attendance when he
tries to hand over the vessel formally to Polykles for the second time.
10
,
,
,
. ,
15 , , ,
,
; ,
,
. , ,
20 , ,
, .
.
,
25 o .
Vocabulary
, marine (1d)
, successor (2a)
serve overtime as trierarch
(-), expense (3b)
(+ indic.) while
perf. part. pass. of spend
object
challenge
, madness (1b)
, extravagance (1b)
(-) endure
private
(-), army (3b)
(+ dat.) the same as
provide
(fut. ) sail with
it is the business of (dat.)
, joint-trierarch (2a)
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336 A Grammar, Vocabularies and Exercises for Sections OneTwenty 307308
UNTIL + OPTATIVE
307. You will not be surprised to learn that until such time as, which took
+ subjunctive in primary sequence (see 304), should react differently in
secondary sequence:
we waited until he should come/for him to come
EXE RC I S E
17A: 1. Transform sentences in primary sequence into secondary, and vice
versa, and translate. Maintain the aspect of the original verb:
1. .
2. .
3. .
4. .
5. .
c I give (214)
c I put/place (237)
c I set X up (2303)
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308 Grammar for Section 17A 337
I release, let go
Present: stem --
Active
Indicative Imperative Optative Subjunctive
- - -
- - - -
-() - - -
- - -
- - - -
-() - - -()
Innitive Participle
- - - - (--)
Middle/passive
Indicative Imperative Optative Subjunctive
- - -
- - - -
- - - -
- - -
- - - -
- - - -
Innitive Participle
- -- - -
Imperfect indicative active
-
-
-
-
-
-
Imperfect indicative middle/passive
-
-
-
-
-
-
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338 A Grammar, Vocabularies and Exercises for Sections OneTwenty 308
Passive: stem --
Indicative Imperative Optative Subjunctive
- - -
- - - -
- - - -
- - -
- - - -
- - - -()
Innitive Participle
- - - - (--)
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308 Grammar for Section 17A 339
EXERC I S E
17A: 2. Replace the forms of , and with the same form of
and (except for the optative and subjunctive) translate them both:
1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6. 16.
7. 17.
8. 18.
9. 19.
10. 20.
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340 A Grammar, Vocabularies and Exercises for Sections OneTwenty 308 309
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309310 Grammar for Section 17B 341
UNTIL, WHILE
309. We have already met meaning until such time as (304, 307). In those
cases, it took:
Only the context will tell you which is correct, though it is usual that (in past
time) the until meaning will be conveyed by + aorist indicative, the
while meaning by + imperfect indicative (a useful lesson in aspect),
e.g.
he shouted until I told him to stop
he shouted while I stayed silent
let us wait while it is possible
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342 A Grammar, Vocabularies and Exercises for Sections OneTwenty 311313
UNTIL
311. We have already met . As a subordinating conjunction it took the inn.,
and meant before (252).
But with a different construction, it has a different meaning:
when is followed by + subjunctive (primary sequence) or optative
(secondary sequence cf. 300), it means until. In this sense it is used
indenitely. Thus:
I must not leave till I see
my wife [but I do not know whether I will or not].
Usage
312. (i) It is noticeable that when means until, it is very often preceded by
a negative clause (as in the two examples above).
(ii) It is worth noting now that, especially in poetry, sometimes drops
out of indenite constructions in primary sequence with the subjunctive.
But you still have the subjunctive to cling on to, telling you that this is an
indenite usage. (In general, see 421(iii), 422(ii), 423 and cf. 407.)
EXE RC I S E
17B: 1. What meaning, or meanings, would you assign to the following and
clauses, and why?
1.
2.
3.
4.
5.
Which of these clauses might change in poetry, and how?
/ TREAT, BE TREATED
313. means I dispose, I treat someone in a certain way; to express its
passive form Greek normally uses I am treated, disposed in a
certain way (cf. 238). Here, then, is in the (thankfully) limited forms
that are found:
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313 Grammar for Section 17B 343
I lie, am placed
Present
Indicative Participle Innitive Imperative Optative
- - -
- - - -
- - - -
- -
- - -
- - -
Imperfect indicative
--
--
--
--
--
--
Future
- (like -)
EXERC I S E
17B: 2. Give the forms of parallel to those of and translate
both (where possible):
1.
2.
3.
4. (two meanings)
5.
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344 A Grammar, Vocabularies and Exercises for Sections OneTwenty 313 314
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314317 Grammar for Section 17C 345
RESULT CLAUSES
consequently
We have already met used as a co-ordinating conjunction (a conjunction
that links clauses together, like and, but, however, and so on): in this usage,
it appears at the start of sentence, meaning consequently, as a result. But it can
also introduce a subordinate clause:
so as to
315. In this usage, takes the innitive, e.g.
In both cases it is not clear what the result actually was, only that it was one
that could be expected to happen. Note the change of subject in the accusa-
tive rule (253).
so that
316. In this usage, takes the indicative, e.g.
This produces an actual result: they actually did escape, and the end result
was achieved.
so that
317. Frequently, is preceded by () so (or by words such as
so great, of such a sort, so many). This construction
forms what is called a result or consecutive clause:
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346 A Grammar, Vocabularies and Exercises for Sections OneTwenty 317318
c he is so foolish that
he hopes to escape;
c he is so foolish as to
hope to escape;
c Socrates is of
such a sort that he does not wish to/so as not to wish to escape Socrates
is the sort of person not to wish to escape (note the negative ).
NUMERALS
318. Here is a summary of the basic information required to work out Greek
numerals:
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318320 Grammar for Section 17C 347
n Form
All ordinals, and cardinals in the 100s and above, decline in full like - -
-, or - - -.
one
m. f. n.
s.
Nom. -
Acc. - -
Gen. - - -
Dat. - - -
two
m./f./n.
Nom.
Acc.
Gen.
Dat.
three
m./f. n.
Nom.
Acc.
Gen.
Dat. () ()
four
m./f. n.
Nom.
Acc.
Gen.
Dat. () ()
Duals
320. Note the genitive and dative plural of . This ending is a
special form known as the dual, used when nouns feature in pairs. We
shall meet it fully in Section 18.
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348 A Grammar, Vocabularies and Exercises for Sections OneTwenty 320 321
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321323 Grammar for Section 17D 349
321. The forms of the aorist passive imperative depend on the aorist passive
stems (228) and are as follows:
2s. - be stopped!
3s. - let him be stopped!
2pl. - be stopped!
3pl. - let them be stopped!
n Alternatively
Note that the base 2s. form is -, e.g. - lie down!. But two aspi-
rates so close together () are dissimilated into .
322. Observe the similarities between the forms of the aorist passive imperatives
and the imperatives of the root aorists (209, 232[d]):
2s. - say!
3s. -
2pl. -
3pl. -
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350 A Grammar, Vocabularies and Exercises for Sections OneTwenty 323324
EXE RC I S E
17D: 1. Turn these active into passive imperatives, and translate:
1.
2.
3.
4.
5.
17D: 2. Turn s. into pl. and vice-versa
1.
2.
3.
4.
5.
324. Many middles become passive in form (but NOT in meaning) in the aorist.
Learn the following list (and cf. 413[v]):
I wished
I was able
I begged
I knew
I found pleasure in
I remembered
I conversed
I thought
* I feared
I rejoiced
* I grew angry
* These forms, which we translate as middle in English are in fact passive in Greek, I am being
frightened, I am being angered.
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325328 Grammar for Section 17E 351
325. When a person deliberates with himself on a topic, it tends to take the form
in English What am I to say/think/do etc. Look carefully at the following:
; Where am I to turn?
; What is to become of me? (lit. am I to become)?
; What is [any]one to say? (where one really = I)
Deliberatives with
326. This deliberative construction with the subjunctive sometimes appears
after , e.g.
as deliberative
327. means basically I use, treat or I have to do with (+ dat.). It is
used quite often as a deliberative (in the subjunctive) to mean what am I to
do with ? e.g.
CORRELATIVES
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352 A Grammar, Vocabularies and Exercises for Sections OneTwenty 328
Note the parallel of as/so much with as. In the same way, Greek
pairs such words as of such a sort with of what sort, as;
so great/many with how great/many, as, e.g.
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 7
, messenger (2a)
+ dat. follow, accompany
otherwise; in vain
necessary
foolish
(-) announce, report
(-) forbid
, reply, answer (3e)
(-) carry back
seize, plunder, snatch
, courtyard (1a)
at once
(-) release, let go
discuss, take advice
ten
(-) dispose, put X in Y (adv.) state
, delay; pastime; discussion; way of life (1a)
(-) get away, ee
, ne; case; justice (1a)
(-) break open; throw out
(-) pay
carry off
(-) place in, put in
(-) order
(-) attack
, year (3c)
(+opt.) until
(-), servant (3a)
, maidservant (1c)
, doctor (2a)
(-) carry down
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328 Grammar for Section 17E 353
S U M M A RY L E A R N I N G VO C A B U L A RY F O R S E C T I O N 1 7
(continued)
lie, be placed, be made
be in danger, run risk, be likely to
close, shut
left, remaining
(-) remember, mention
be off, depart
where
charge, set off, make a move
(-) be present, turn up at (+dat.)
lie beside, be placed beside (+dat.)
fty
(-) drink
faithful, trustworthy, reliable
nearby
(-), shepherd (3a)
older, rather old
(+opt.) until
(+subj.) until
, sheep (2b)
summon, call (aor. part. pass. )
previous, of previous day
(+dat.) near; in addition to
, tower (2a)
very easy
beat up, strike (aor. pass., )
discuss with (+dat.)
share enthusiasm of (+dat.)
very much, exceedingly
die, end, nish
value, reckon; honour
, nurse (1a)
, bank; table (1c)
remaining
next day
(-) carry; bear, endure; lead
, murder (2a)
bronze
yesterday
thousand
, soul, life (1a)
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354 A Grammar, Vocabularies and Exercises for Sections OneTwenty 328 329
text exercise 17
Translate into English:
Socrates and Phaidros are taking a walk at midday, when most people take a
nap. Socrates tells the story of the cicadas and their close connection with the
Muses to explain his reasons for feeling that philosophic discussion should be
the order of the day.
(From Plato, Phaidros 258e259d)
, , .
,
.
,
5 ,
,
.
,
, .
10 ; . , ,
.
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328 329 Revision Exercises for Section 17 355
. ;
, ,
. ,
15 .
,
,
, .
,
20 , ,
, ,
,
.
.
25 AI. .
Vocabulary
(-), cicada (3a)
, midday (la)
bewitch
, laziness (1b)
, fountain (1a)
uncharmed
cf.
them
conceal
unaware (of) (+gen.)
it is tting
perf. inf. of
, song, singing (1a)
aor. pass. of astound
neglect (+gen.)
, drink (2b)
, nourishment (1a)
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356 A Grammar, Vocabularies and Exercises for Sections OneTwenty 329331
DELIBERATIVES AGAIN
+ PARTICIPLE BECAUSE, AS
330. (xed form) means as [one who] or because and is followed by a
participle, e.g.
. . . lit. because (as) not being too smart.
Translate literally at rst, and then turn the participle into an indicative, e.g.
because he was not too smart
(On participles in general, see 393.)
DUALS
331. When a verb has two people or things as its subject, or when a noun or
adjective represents two people or things, the words can adopt a special
form known as the dual.
Verbs
Verbs are restricted to duals in 2pl. you two, you both, the two of you and 3pl.
they both, the two/both of them only.
n Regular endings
The dual endings are as follows:
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331332 Grammar for Section 18 357
Active Middle/passive
2pl. you two - -
3pl. they both - (primary sequence) - (primary sequence)
- (secondary) - (secondary)
You will nd these endings replacing whatever the non-dual form of the appro-
priate tense and mood would be. So:
- you (pl.) will stop > - you two will stop
they cease > - they both cease
- they stopped > - they both stopped
- you ceased > - you both ceased
- they cease (aor. opt. mid.) > - they both cease
Dual forms of
Indicative: you/they two are
you two were
they two were
Subjunctive:
Optative: ,
Nouns/adjectives
332. Nouns and adjectives too have dual forms, referring to two people or
things. They are as follows:
Denite article
pl.
m. f. n.
Nom./acc. ,
Gen./dat. /
For example:
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358 A Grammar, Vocabularies and Exercises for Sections OneTwenty 332
For example:
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333 Grammar for Section 19 359
333. The Greek world was not politically unied, but consisted of about 1500
autonomous city-states like Athens, Sparta, Thebes and so on. Up till
the 4thC BC, each city-state tended to have its own dialect and alphabet.
Here are the main features of the dialect of Herodotus, who came from the
Greek-speaking city of Halikarnassos (modern Bodrum) on the west coast
of Turkey. Since the region was called Ionia, the dialect is called Ionic:
(a) Herodotus may have where Attic has (especially after , , ), e.g.
(Attic ). This phenomenon is called etacism.
Give the Attic form for: , .
(b) Herodotus uses for Attic , e.g. (Attic ).
Give the Attic form for: , .
(c) Herodotus can have:
for e.g. (Attic );
for e.g. (Attic );
for e.g. (Attic );
Give the Attic form for: , .
(d) Herodotus may not contract verbs, nor nouns with in the stem, e.g.
(Attic )
(Attic )
(Attic )
(Attic )
(Attic )
(e) can change to , giving e.g.
(for o, Attic )
(for Attic )
(for , Attic )
Give the Attic form for: o, , , .
(f) Herodotus uses - for the gen. s. of 1d nouns (e.g. , not ),
and - for the gen. pl. of all type 1 nouns, e.g. , not .
Give the Attic form for: .
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360 A Grammar, Vocabularies and Exercises for Sections OneTwenty 333335
(g) Herodotus uses - in the dat. pl. of type 1/2 adjectives and nouns, e.g.
(Attic )
(Attic )
Give the Attic form for: , .
(h) Except for , Herodotus uses the form of the denite article in place of
the relative, e.g. (Attic ).
(i) Herodotus often omits aspiration in composition (i.e. words with pre-
xes, etc.), e.g.
(Attic )
(Attic )
Herodotus Attic
therefore
being
himself
myself
() of what sort
() when
() how
him, her (acc.) no comparable Attic form
to him, to her (dat.) rare in Attic
n Warning
It should be stressed that these are general rules, applying to most instances; that
some of them illustrate simply alternative forms; and that the rules are in fact
far more complex than they are made to seem here (which is why you will be able
to spot what look like inconsistencies).
ACCUSATIVE OF RESPECT
335. You have already met in the sense why?, when it was explained that
the literal meaning in this context was in respect of what? (147). This use
of the accusative to mean in respect of is very common, especially after
adjectives, and should be carefully looked for, e.g.
not pure in respect of his hands (i.e. with impure
hands);
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335336 Grammar for Section 19 361
336. Observe that means I say that x is not the case (cf. Latin nego),
e.g.
Croesus said that he would not
send his son Croesus denied that he would send his son.
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362 A Grammar, Vocabularies and Exercises for Sections OneTwenty 337338
337. Homer, who lived somewhere on or off the west coast of Turkey, used a
uniquely mixed dialect, developed over hundreds of years by oral poets
who handed it down from generation to generation of poets; so it was never
used in everyday speech. Its main purpose was to enable the poet to com-
pose hexameter poetry orally, without the use of writing. This explains why
so many different variations are available to the poet (see e.g. [e]!). Note
the following highly characteristic features:
(a) lack of augment = ; = ;
(b) dative plurals in -, - e.g. , ;
(c) dative plural appears as , ; so all type 1(a) (b) and (c) nouns
(e.g. );
(d) genitive singular in -oo e.g. ; and in -o, -, in place of - of
1d types;
(e) innitives in -, -, - (e.g. o = o). Note
, , , = ; () = ;
(f) use of to mean to him, her, and meaning to you (2s.);
(g) denite articles , appear also as o, ;
(h) presence of where Attic has or , e.g. = ; =
;
(i) use of denite article to mean he, she, it, they;
(j) tmesis, i.e. the splitting of the prex of a verb from the verb with
which it is (in Attic) normally joined, e.g. =
o he addressed a word;
(k) (, ) is used in place of .
(l) forms identical with the denite article being used as relative pronouns.
n Warning
It should be stressed that the above list does not represent a series of hard-and-
fast rules, which will always apply; the examples given are the most important
alternative forms that Homer uses. 34952 contains a fuller list of features of
Homeric dialect.
THE HOMERIC HEXAMETER
338. Like the iambic trimeter of tragedy (see 2878), the Homeric hexameter is
made up of long and short syllables according to the xed hexameter pattern:
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338339 Grammar for Section 20 363
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364 A Grammar, Vocabularies and Exercises for Sections OneTwenty 339
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Introduction to writing in Greek 365
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366 A Grammar, Vocabularies and Exercises for Sections OneTwenty
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Introduction to writing in Greek 367
You can now see why ancient Greek is so good for the brain and for the under-
standing of the workings of language. You have to pay close attention to every
word. The rewards of this way of thinking about what you are saying and how
you are saying it will be immense.
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B Reference Grammar
PRELIMINARIES
Some denitions
(i) Aspect
340. This refers to the way in which a verb form suggests that the reader should
look at the action. The clearest example of aspect can perhaps be best
seen in Greeks use of the imperfect and aorist to refer to action in the
past: the imperfect suggests that the action should be viewed as continu-
ing, as a process, the aorist suggests that it simply took place as an event.
Participles, innitives, imperatives, optatives and subjunctives are virtu-
ally always differentiated in their present and aorist forms by aspect, not
by time. Their present forms suggest that the action should be viewed as
continuing, a process; their aorist forms suggest that the action should be
viewed as simply happening, an event.
(iii) Sequence
Primary sequence means that the main verb is present, future or perfect; sec-
ondary (or historic) sequence means that the main verb is aorist, imperfect or
pluperfect. Sequence plays an important part in determining whether the sub-
junctive or optative is available for use in certain constructions.
369
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370 B Reference Grammar 341342
341. Before the fourth century there were many forms of the Greek alphabet in use
in different cities. After 403 Athens and eventually most other cities adopted
the so-called Ionic form of the alphabet, which is the one in use today.
One important letter which does not appear in the Ionic alphabet is the
digamma (). This was originally the sixth letter of the alphabet (cf. English
fF), and had the value of English w. The Attic and Ionic dialects lost the
sound at prehistoric date, and consequently the letter was not used in their
alphabets. Other dialects maintained the sound, and the letter continued in
use in these dialects down to the adoption of the Ionic alphabet in the fourth
century. After this, traces of digamma are found, sometimes represented
by Greek , e.g. a Hellenistic text writes root in Sapphic dialect as
, using the to represent the digamma which Sappho used ().
The importance of the digamma lies in the fact that Homeric scansion may
react to it as if it were still there. Thus one would expect, for example,
in Homer to elide into ; but no, for it was originally ,
starting with a consonant. (See further notes on Homeric metre in the
Running Grammar 3389.)
342. Here is a more detailed guide to the sound of ancient Greek on the assump-
tion of a standard English pronunciation of the examples:
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342 B Reference Grammar 371
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372 B Reference Grammar 343
Double consonants
343. (i) , , and indicate a double consonant:
is written for
is written for
is written for
Double consonants are given their full value in pronunciation, e.g.
is pronounced as in hip-pocket
is pronounced as in rat-trap
is pronounced as in disservice
is pronounced as in wholly (cf. holy).
The exception is , which is pronounced as in nger; and so too [as in
ink], [as in lynx] and [as in inkhorn]. It is debated whether was
pronounced hangman.
Vowel length
(ii) Vowels do not always indicate a distinction of length (or quantity):
, o always indicate a short vowel
, always indicate a long vowel
, , are used for both long and short vowels. In this Course the main
vocabularies and tables indicates long vowels thus:
Breathing marks
(iii) Words beginning with a vowel show a breathing mark over the rst (some-
times the second) letter, either or e.g.
(oros)
(horos)
The rough breathing, , denotes the presence of h.
The smooth breathing, , is merely a convention to denote the absence of h.
Note that all words beginning with take a rough breathing, e.g. (rhetor).
This may have indicated a special pronunciation.
Accents
(iv) You will already have noticed that Greek words have accent marks, i.e.
(acute), (grave), (circumex). These denote the musical pitch at which the
accented syllable was pronounced high pitch (), low pitch (), high pitch
falling to low (: originally written as a combination of acute + grave, . This
accent is found only on long vowels, and diphthongs).
There is no reason why you should not attempt to pitch the accent, but you will
nd it fairly difcult to do without constant care and attention. English speakers
naturally stress syllables. If you cannot pitch, then you must stress the accented
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343 B Reference Grammar 373
syllable, even though this may obscure the accent which is being used (whether ,
or ). Learn the word with its accent as part of its pronunciation. That is why the
accent is there.
For a fuller, though by no means complete, account of Greek methods of
accentuation, see 3448.
Punctuation
(v) There are four punctuation marks in Greek, though we have used some
English ones in places to ease reading. The four Greek marks are:
. full stop, as in English
, comma, as in English
colon or semicolon (note that is placed slightly above the line)
; question-mark
Ancient conventions
(vi) Now the truth must be told that a fth-century Greek would hardly have recog-
nised a single one of all these conventions you have just learnt. Fifth-century
Greeks wrote in CAPITAL LETTERS, with NOGAPSBETWEENWORDS,
with NO ACCENTS, with NO SMOOTH BREATHINGS and virtually NO
PUNCTUATION.4 All these conventions sprang up later, some very much
later indeed. Modern Greek continues to use most of them.
4 Consequently the act of reading for an ancient Greek must have required a high level of intelli-
gence and concentration, especially since the endings of the words are so crucial for meaning. It
is bad enough in English: here is a translated extract from Platos Republic:
FARLESSIAGREESOWECANTHAVEHOMERSAYINGOFTHEGODSANDAFITOFHELPLE
SSLAUGHTERSEIZEDTHEHAPPYGODSASTHEYWATCHEDHEPHAESTUSBUSTLINGU
PANDDOWNTHEHALLYOURARGUMENTWOULDNTALLOWTHATCALLITMYARGUM
ENTIFYOULIKEHEREPLIEDINANYEVENTWECANTALLOWITANDSURELYWEMUSTV
ALUETRUTHFULNESSHIGHLY,
and so on.
The Greek looked roughly as follows:
KO
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374 B Reference Grammar 343
Notice the changes that the Greek for no(t) undergoes in response to its
environment:
Dikaiopolis does not go to
Dikaiopolis is not in . . .
Dikaiopolis does not see the
Rules: before a consonant
before a vowel with no h sound (unaspirated)
before a vowel with an h sound (aspirated).
(b) -moveable
The letter - is used at the end of some words to smooth over hiatus, i.e.
the awkward transition between two vowels, one ending a word and the next
beginning a word, or at the end of sentences. It is found in:
Transcribing Greek
(viii) For the principles of transcription of names from Greek into English, see
342 above and, for the traditional Latinate method, see 454.
Alphabet poem
(ix) The following poem was composed by the fth-century poet Kallias:
, , , ,
, , , , , , ,
,
, , , , , , ,
, .
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344345 B Reference Grammar 375
ACCENTUATION
General remarks5
344. Accent-marks were invented about the third century. Their purpose was to
indicate the musical pitch of the syllable on which the accent was placed.
There are three accents:
Most Greek words have their own accent, which has to be learnt with the
word. Observe the differing accents on:
, , , .
In nouns and adjectives, the accent is persistent that is, it nearly
always stays where it occurs in its dictionary form unless forced to
move or change by the rules of accent which follow. You must learn
where the accent falls when you learn the word.
In verbs, accentuation is almost entirely predictable: a basic grasp of the rules
of accentuation will give you almost complete mastery over all verb accents.
ach of these accents has a technical name, by which you may nd it denoted:
5 This is a basic introduction to a big topic. Readers wishing to take it further are strongly advised to
buy Philomen Probert, A New Short Guide to the Accentuation of Ancient Greek (Bristol Classical
Press, 2003), a brilliant introduction, complete with exercises and discussion of difcult issues.
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376 B Reference Grammar 346347
(i) If the last syllable has a long vowel or diphthong, the accent can fall only on
the last two, e.g.
, .
(ii) If the acute falls on the last syllable, it will become grave when followed by
another word in the same sentence (unless a comma, full-stop or question-
mark intervene, or the following word is an enclitic, q.v.), e.g.
;
The circumex can fall only on the last two syllables; it can stand only
on a long vowel or a diphthong.
If the last syllable is long, a circumex cannot stand on the second last but
will be replaced by an acute, e.g.
, .
The grave can stand only on the last syllable, and will do so only when
the word is followed directly by another word in the same sentence
which is not an enclitic (see The acute (ii) above).
(i) Proclitics
These words have no accent of their own, because they are accentually linked to
the word which follows them. The commonest proclitics are , , , , , ,
(/), . They show an accent only when the word which follows is an enclitic,
e.g. (see next).
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347348 B Reference Grammar 377
(ii) Enclitics
These are accentually linked to the preceding word, and often change the accen-
tuation of the preceding word.The principal enclitics are: , (a certain, and
all indenite words, e.g. somewhere), unemphatic , , , , ,
, (I am) and (I say) in the present indicative (though not the
2s.), .
Note:
An enclitic cannot stand rst in a clause.
(a) Acute on the last remains acute if the following word is enclitic, e.g.
, .
(b) If the preceding word has an acute on the third last syllable, or a circumex
on the second last, that word will take as well as its normal accent an acute on its
last syllable, e.g.
(c) If the preceding word has a circumex on the last syllable, the enclitic simply
loses any accent, e.g.
(d) Strings of enclitics will throw accents back onto each other, e.g.
a certain man once said to me
(do not confuse here with ; = who, what?)
(e) Forms of with two syllables will accent the last if they follow a
paroxytone word, e.g.
to a certain house
( cannot throw its accent back onto because does not have
an acute on the third-last or a circumex on the second-last. Note that the
accent on ; falls on the rst syllable in all its forms, e.g.
; to what house are you going?)
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378 B Reference Grammar 348349
(iii) all 1st declension nouns have a circumex on the - of the genitive
plural (no matter where the accent was originally), e.g. gen. pl. ;
so with 3rd declension nouns in - (), if contracted (cf. ).
(iv) Note especially , , breaking the rule of 346(a).
(v) Monosyllables of the 3rd declension are accented on the nal syllable
of the genitive and dative; e.g. ; gen. s. ; dat. s. ; gen. pl.
; dat. pl. .
(vi) Noms. and accs. accented on the nal syllable are acute, unless contracted;
e.g.
but ().
(b) Verbs
(vii) The accent normally goes back as far as it can, and is nearly always acute
(but see under contracted verbs [xi] below).
(viii) For the purposes of accentuation (not metre), counts short (except in
the optative, in which both and count long), e.g.
, but
(ix) If the innitive ends in -, the innitive will be accented on the second
last (acute or circumex), and its nom. s. m. participle on the last syllable:
(gen. m./n. )
(f. ; gen. m./n. )
(f. ; gen. m./n. )
(x) Strong aorists accent on the last syllable in innitive and participle active,
e.g.
, (contrast , of the present)
(xi) For contracted verbs, examine the uncontracted form and determine where
the accent would come on that. If an accented syllable is involved in the
contraction, the accent will be circumex on the resulting contraction, if
the rule under 346(ii) does not apply. If 346(ii) does apply, the accent will
be acute, e.g.
>
>
>
349. Homers Greek differs in important ways from Attic Greek, as follows:
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349 B Reference Grammar 379
Nouns
First declension Second declension Third declension
Nominative s.
Types 1a b c (f.)
Ends in -, even
after , , e.g. Accusative s.
, not . Ends in - as well as
-, e.g. and
Type 1d (m.) may .
end in -, not - , Endings in -
e.g. , not correspond to , e.g.
=.
Accusative pl.
Endings in -
correspond to -, e.g.
= .
Note:
(i) Observe the Homeric alternation between and (which can be metrically
useful), e.g. > , > , > .
(ii) The termination - (-) may be used for the dat. s. and pl. of nouns and
adjectives (and sometimes the gen. s. and pl. too), e.g. by force,
with tears, in the mountains.
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380 B Reference Grammar 350351
350. Pronouns
Gen. s o, , , ,
I, you
Gen. s. , , ,
we
Acc. ,
Gen. ,
Dat. ()
you
Acc. , .
Gen. ,
Dat. ().
him
Gen. , , ,
Dat. , o
them
Acc. , , .
Gen. , .
Dat. , .
he, she, it
Nom. pl. o, , or , .
Dat. pl. , , ,
as well as .
351. Verbs
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351352 B Reference Grammar 381
(ii) Tenses
Future: generally uncontracted, e.g. (), ().
Present/Imperfect: sometimes reinforced by a form in - implying repetition,
e.g.
they kept on running away.
Aorist/Imperfect: in both the augment may be missing e.g. ().
Observe the necessary adjustments in compounds, e.g. ().
(iii) Moods
Subjunctive:
(a) appears with a short vowel, e.g. o=
(b) has 2s. mid. in -, -
(c) has 3s. act. in -, e.g. =
(d) is used in place of the future; and can be used in general remarks.
(iv) Innitive
It appears with the endings -, -, - for -, - e.g. = ;
=; , , = ; () = .
Contracted verbs
In contracted verbs, we can nd:
-, -- in place of o- (Attic -) e.g. for Attic ;
- -, - where Attic would contract to , and to .
352. Adverbs
Note the way the following sufxes are used to create adverbs:
- whither, as in to the war (Note that - here is attached to
the acc.; in all the rest, the sufx is attached to the stem.)
-o how, as in with cries
- whence, as in from above
- where, as in on high
Cf. 451.
Particles
Note particularly the use and force of the following particles:
(, ) so, next (showing transition)
indeed (emphasising)
surely (emphasising)
just, even (emphasising)
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382 B Reference Grammar 352354
Singular
M F N
Nominative
Accusative
Genitive
Dative
Plural
M F N
Nominative
Accusative
Genitive
Dative
, , shout (1a)
s. pl.
Nom.
Acc.
Gen.
Dat.
, , perplexity (1b)
s. pl.
Nom.
Acc.
Gen.
Dat.
, , sea (1c)
s. pl.
Nom.
Acc.
Gen.
Dat.
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354356 B Reference Grammar 383
, sailor (1d)
s. pl.
Nom.
Acc.
Gen.
Dat.
Voc.
s, man/fellow 2(a)
s. pl.
Nom.
Acc.
Gen.
Dat.
Voc.
, task/duty/job/work 2(b)
s. pl.
Nom.
Acc.
Gen.
Dat.
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384 B Reference Grammar 356
, Pericles (3d)
s.
Nom. no pl.
Acc.
Gen.
Dat.
Voc.
, city-state (3e)
s. pl.
Nom.
Acc.
Gen.
Dat. ()
Voc.
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356357 B Reference Grammar 385
, city (3f)
s. pl.
Nom.
Acc.
Gen.
Dat. ()
, king (3g)
s. pl.
Nom. (or )
Acc.
Gen.
Dat. ()
Voc.
, eyebrow (3h)
s. pl.
Nom.
Acc.
Gen.
Dat. ()
Voc.
, Zeus , ship6
s. pl.
Nom.
Acc. ()
Gen. ()
Dat. () ()
Voc.
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386 B Reference Grammar 357358
pl.
nom.
acc.
gen.
dat. ()
pl.
nom.
acc.
gen.
dat. ()
358. Vocatives
The vocatives of type 3a nouns are less easy to predict, although they are easily
recognizable. Here are some examples:
Short vowel
(-) O man
(-) O god; cf.
(-) O saviour
(()-) O father
Ones to watch
(-) O woman
(-) O son
No change
(-) O night
(-) O Greek
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359 B Reference Grammar 387
These combinations are especially common in forming the future and aorist
tenses and the dat. pl. of 3a nouns.
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388 B Reference Grammar 359
Exceptions
(viii) Two exceptions to these rules come in the form of the slightly irregular
nouns (()-) and (-) both of which form their dat. pl.s
by adding () to their (syncopated) stems:
(()-) > ()
(-) > ()
(ix) The noun , hand, has a slightly irregular dat. pl. too:
(-) > ()
(x) The following chart tracks the consonant changes that occur when a stem
ending in a consonant (e.g. -) meets an ending beginning with a con-
sonant e.g. -() in the dat. pl. (as you have seen above).
Endings most usually begin with -() in nouns (see dat. pls. above); in
verbs, - too, but also e.g. - - - etc., participles , aor. pass.
, perfects , and noun-forms whose endings begin with e.g. and
.
Stems can end in almost anything (-, -, -, etc.) The follow-
ing chart deals with most of the common combinations:
+ + + + +
gives gives gives gives gives
, , e.g. e.g. e.g. e.g. e.g.
(velars) - - > - > - > - >
>
-> - - >
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359360 B Reference Grammar 389
+ + + + +
gives gives gives gives gives
, , e.g. e.g. e.g. e.g.
(labials) - > - > - > - >
- > - >
, , e.g. e.g. e.g. e.g. e.g.
(dentals) - > - > - > - > - >
e.g. e.g. e.g.
- > - > - >
e.g.
- > -
- > -
360. Pronouns
s.
I/me you (s.)
Nom.
Acc. or
Gen. or
Dat. or
pl.
we/us you (pl.)
Nom.
Acc.
Gen.
Dat.
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390 B Reference Grammar 360
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
self, him/her/it
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
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360361 B Reference Grammar 391
m. f.
Acc.
Gen.
Dat.
m. f.
Acc. () ()
Gen. () ()
Dat. () ()
m. f.
Acc.
Gen.
Dat.
m. f. n.
Acc. () () ()
Gen. ( ) () ()
Dat. () () ()
m. f. n.
Acc. () () ()
Gen. () () ()
Dat. () () ()
s.
m./f. n.
Nom.
Acc.
Gen.
Dat.
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392 B Reference Grammar 361
pl.
m./f. n.
Nom.
Acc.
Gen.
Dat. () ()
no, no one
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
nom.
acc.
gen.
dat.
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361362 B Reference Grammar 393
ADJECTIVES
362. Here is a summary of all the adjective/pronoun types you have met, includ-
ing participles:
212 adjectives
, ne, beautiful
Singular
m. f. n.
Nom.
Acc.
Gen.
Dat.
Vocative
Plural
m. f. n.
Nom.
Acc.
Gen.
Dat.
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394 B Reference Grammar 362
, , , our(s)
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
Voc.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
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362363 B Reference Grammar 395
pl.
m./f. n.
Nom.
Acc.
Gen.
Dat. () ()
(-) well-disposed
s.
m./f. n.
Nom.
Acc.
Gen.
Dat.
Voc.
pl.
m./f. n.
Nom.
Acc.
Gen.
Dat. () ()
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396 B Reference Grammar 363364
- uncaring
m. /f. n.
s.
nom.
acc.
gen.
dat.
voc.
pl.
nom.
acc.
gen.
dat. () ()
() being
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat. () ()
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364365 B Reference Grammar 397
sweet
m. f. n.
s.
nom.
acc.
gen. o
dat.
pl.
nom.
acc.
gen.
dat. () ()
Note
A number of adjectives are contracted e.g. of gold are
the contracted forms of . Cf. of bronze,
of silver.
Among o-contract adjectives is double, contracted
from .
For contract rules see 373.
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398 B Reference Grammar 365
pl.
m./f. n.
Nom. or or
Acc. or or
Gen.
Dat. () ()
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365366 B Reference Grammar 399
() better (comparative of )
s.
m./f. n.
Nom.
Acc. or
Gen.
Dat.
pl.
m./f. n.
Nom. or or
Acc. or or
Gen.
Dat. () ()
Notes
(i) Comparatives in - decline like .
(ii) Comparatives declining like can drop the nal and contract in
the nominative and accusative, e.g.
()
()-/ >
>
366. Adverbs
Most adverbs are formed by the addition of - to the stem of the adjective, e.g.
wise - wisely
(-) deep - deeply
(-) sensible - sensibly
Comparative and superlative adverbs are formed by using the neuter singular
comparative of the adjective (for comparative adverbs) and the neuter plural
superlative of the adjective (for superlative adverbs), e.g.
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400 B Reference Grammar 366367
Note:
well more well, better best
much rather, more very much
Cf. 451.
VERBS IN
1pl.
2pl.
3pl. () ()
Innitive Participle
(-)
(-) stopping
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat. () ()
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367 B Reference Grammar 401
1pl.
2pl.
3pl.
Innitive Participle
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
1s. o
2s.
3s. ()
1pl.
2pl.
3pl.
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402 B Reference Grammar 367368
1s.
2s.
3s.
1pl.
2pl.
3pl.
Aorist system
368.
1s.
2s. () s
3s. () () ()
1pl.
2pl.
3pl. () ()
Innitive Participle
(-)
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat. () ()
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368369 B Reference Grammar 403
1s.
2s.
3s.
1pl.
2pl.
3pl.
Innitive Participle
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
369.
1pl.
2pl.
3pl. ()
* at end of stem - where no for stem
Innitive Participle
(-)
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404 B Reference Grammar 369370
pl.
m. f. n.
nom.
acc.
gen.
dat. () ()
370.
1pl.
2pl.
3pl. ()
Innitive Participle
(-)
pl. m. f. n.
Nom.
Acc.
Gen.
Dat. () ()
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370371 B Reference Grammar 405
1pl.
2pl.
3pl.
Innitive Participle
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
Future system
371.
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406 B Reference Grammar 371372
Perfect system
372.
1pl.
2pl.
3pl. () ()
*Only in verbs where the perfect has a present meaning (very rare).
Innitive Participle
(o-)
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372 B Reference Grammar 407
having stopped
m. f. n.
s.
nom.
acc.
gen.
dat.
pl.
nom.
acc.
gen.
dat. () ()
1pl.
2pl.
3pl. ()
( ())
Innitive Participle
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408 B Reference Grammar 372
Indicative Optative
1s.
2s. (or )
3s.
1pl.
2pl.
3pl.
Innitive Participle
1s. ()
2s. ()
3s. ()
1pl.
2pl.
3pl.
1s.
2s.
3s.
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372373 B Reference Grammar 409
1pl.
2pl.
3pl.
CONTRACT VERBS
373. Contracted verbs form different endings, owing to the contraction of their
nal vowel with the ending. Rules of contraction are, in summary form:
The rst vowel is in the LEFT-HAND column, the second in the TOP ROW: read
off the resultant contraction where they intersect, e.g. + = . Remember that
this grid refers to contract verbs only: do not use it to e.g. change the - augment.
Innitive Participle
* (-)
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410 B Reference Grammar 373
(-) honouring
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat. () ()
1pl.
2pl.
3pl. ()
Innitive Participle
(-)
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373 B Reference Grammar 411
1pl.
2pl.
3pl. ()
Innitive Participle
(-)
(-) enslaving
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat. () ()
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412 B Reference Grammar 374
374.
1pl.
2pl.
3pl.
Innitive Participle
honouring, estimating
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
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374 B Reference Grammar 413
Innitive Participle
creating, considering
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
1pl.
2pl.
3pl.
Innitive Participle
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414 B Reference Grammar 374375
making subject
s.
m. f. n.
Nom.
Acc.
Gen.
Dat.
pl.
m. f. n.
Nom.
Acc.
Gen.
Dat.
375.
1s.
2s.
3s.
1pl.
2pl.
3pl.
1s.
2s.
3s.
1pl.
2pl.
3pl.
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375 B Reference Grammar 415
1s.
2s.
3s.
1pl.
2pl.
3pl.
1s.
2s.
3s.
1pl.
2pl.
3pl.
1s.
2s.
3s.
1pl.
2pl.
3pl.
1s.
2s.
3s.
1pl.
2pl.
3pl.
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416 B Reference Grammar 376
VERBS IN IN FULL
376. I give
Innitive Participle
(-)
Innitive Participle
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376 B Reference Grammar 417
Innitive Participle
(-)
Innitive Participle
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418 B Reference Grammar 376
Innitive Participle
(-)
Future active
(etc., like )
Perfect active
Perfect middle/passive
Pluperfect active
Pluperfect middle/passive
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377 B Reference Grammar 419
Innitive Participle
(-)
Innitive Participle
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420 B Reference Grammar 377
Innitive Participle
(-)
Innitive Participle
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377 B Reference Grammar 421
Innitive Participle
(-)
Future active
(etc., like )
Future middle
(etc., like )
Future passive
(etc., like )
Perfect active
Perfect passive
(see 313)
Pluperfect active
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422 B Reference Grammar 378
ACTIVE (TRANSITIVE)
378.
Innitive Participle
(-)
Innitive Participle
(-)
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379 B Reference Grammar 423
PASSIVE (INTRANSITIVE)
379.
Innitive Participle
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424 B Reference Grammar 380
380.
Innitive Participle
Innitive Participle
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380381 B Reference Grammar 425
381.
Innitive Participle
(-)
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426 B Reference Grammar 381382
SECOND AORIST
Innitive Participle
(-)
I RELEASE, LET GO
382.
Innitive Participle
(-)
Innitive Participle
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382 B Reference Grammar 427
Innitive Participle
(-)
Innitive Participle
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428 B Reference Grammar 382383
Innitive Participle
(-)
I SHOW
383.
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383 B Reference Grammar 429
I SHOW
383.
Innitive Participle
(-)
Innitive Participle
o o
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430 B Reference Grammar 383
Aorist active
(like )
Aorist passive
(like )
Future active
(like )
Future middle
(like )
Perfect active
Perfect middle/passive
Pluperfect active
Pluperfect middle/passive
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384 B Reference Grammar 431
384. In general, these forms point to the aspect of the action (340[i]). The endings
are added to the appropriate unaugmented stem of the verb.
Innitive
Present, Future
active -
middle/passive -
First Aorist
active -
middle -
passive -()
Second Aorist
active -
middle -
passive -()
Perfect
active -
middle/passive -
Participle
Present, Future
active - - - (-)
middle/passive -- - -
First Aorist
active -() -()- () ([]-)
middle -()- - -
passive -() - - ([]-)
Second Aorist
active - - - (-)
middle -- - -
passive - - - (-)
Perfect
active - - - (-)
middle/passive -- - -
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432 B Reference Grammar 384
Imperative
Present
active - - - -
middle/passive -- - -
First Aorist
active - - - -
middle - - - -
passive - - - -
Second Aorist
active - - - -
middle -- - -
passive - or - - - -
Optative
Present, Future, Perfect active
- o -o -o
or or or -o -o -o
-o -o o
Present, Future, Second Aorist
-o -oo -oo -o -o -oo
First Aorist active
- - (-) -() - - - (-)
First Aorist middle
- -o -o - - -o
First and Second Aorist passive
-- - - - -
Subjunctive
Active (and Aorists passive)
- - - - - -()
Middle/passive
- - - - - -
Note that it is only in indirect speech that participles, innitives and optatives can
take on a specically temporal function. In all other cases, their function is aspec-
tual i.e. they give a particular view about the way in which the action is taking
place, not when it is taking place. In general, see 415417.
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384386 B Reference Grammar 433
IRREGULAR VERBS
385.
I am
Present
Indicative Imperative Optative Subjunctive
1s.
2s.
3s. ()
1pl.
2pl.
3pl. () ()
Innitive Participle
(-)
Past I was
1s. ()
2s.
3s.
1pl.
2pl.
3pl.
Future I shall be
1s. o
2s. oo
3s.
1pl.
2pl.
3pl. o
Innitive Participle
- o
386.
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434 B Reference Grammar 386387
Past I went
1s. ()
2s. ()
3 s. ()
1pl.
2pl.
3pl. ()
387.
I know
Present
Indicative Imperative Optative Subjunctive
1s.
2s.
3s.
1pl.
2pl.
3pl. () ()
Innitive Participle
- (o-)
Past I knew
1s. ()
2s. ()
3s. ()
1pl. ()
2pl. ()
3pl. ()
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388389 B Reference Grammar 435
388.
I say
Present
Indicative Imperative Optative Subjunctive
1s.
2s.
3s. ()
1pl.
2pl.
3pl. () ()
Innitive Participle
(-)
Note
The form , , (-) for participle is found: also -
o often in Homer. Both have the same meaning as .
Imperfect I said
1s.
2s. or
3s.
1pl.
2pl.
3pl.
Note
In Homer middle forms often occur, e.g. o for .
Aorist I said
1s.
2s. etc. (regular)
389. The following list gives the main principal parts of verbs learnt in the rst
half of the Course, which may be said to be difcult. A few other verbs are
also included for reference, and should be learnt as well.
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436 B Reference Grammar 389
change,
exchange
-
-
err, miss
-
ward off
(mid. defend
oneself)
spend
-
-
put up with
-
open (pass.)
-/- (mid.,
fasten, light pass.)
(mid. touch)
()-
please
-
seize
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389 B Reference Grammar 437
become
-
-/
recognise
-
write
-/- (pass.)
bite
-/-/
fear -
-
show
-/-
receive
- (mid.)
want, need
(mid. ask;
it is necessary)
-
teach
-/- ,
give (mid.)
-
do, act
-/-
be able I was able
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438 B Reference Grammar 389
drag
-
-
hope, expect
-/-
know, I knew
understand
-
follow ( impf.)
-
work (pass, be
made)
go
-
ask
-/-
-/
eat
-
nd
have, hold
-
( impf.)
live
-/-
(impf.)
-
be pleased, I enjoyed
enjoy
(-) - /
be seated (impf.)
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389 B Reference Grammar 439
cause to lean
(pass. lean, lie)
-/-
o-/o- o o
hit
()-/-
judge
o - o
gain
(o-) (o)-/ (o) () ()o
kill - ()o
- o o
obtain by lot
- o o
take
- o
escape notice of
(mid. forget)
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440 B Reference Grammar 389
say
-/-/-
o
- o o
leave I have left/have
failed
- o o
learn
- () o
ght
()-
intend
-
it concerns
-
remain
()- o (mid.) (mid.)
remind (mid.
remember)
-
distribute
- o o
think,
consider
- (impf.)
know
- (impf.)
think I thought
(-) -/-
destroy (mid. (mid.) (mid.)
perish)
- ()
swear
-
see
raise -/- (mid.)
(mid. rise, (mid.)
rush)
()-
owe (would
that)
-
incur charge of
-
experience,
suffer
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389 B Reference Grammar 441
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442 B Reference Grammar 389
turn
-/-
(I
was turned)
-
rear, nourish
-
run
happen, chance
-
-
strike
-
promise
- ()
reveal (mid.
appear, seem)
(intrans.)
bear, carry
-
-
ee, run off
-/-
say (impf.)
anticipate
()-
() -/-
destroy, corrupt
-/() (mid.)
produce (mid.)
(mid. be, be
naturally)
-
rejoice, bid I rejoiced
farewell
()-
use; consult () (impf.)
oracle (act. give
oracle)
-/-
buy I have bought-/I
have been bought
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390 B Reference Grammar 443
PREPOSITIONS
390. It is worth noting that prepositions were originally adverbs and so used just
in conjunction with verbs. So, in Homer, one frequently nds what looks
like a preposition but is in fact an adverb, modifying the verb. The original
meaning of the adverb (where it is possible to determine it) is indicated in
the rst column. Observe how the original adverbial meaning is modied
according to the case the preposition takes.
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444 B Reference Grammar 390
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390391 B Reference Grammar 445
PARTICLES
391.
General remarks7
1. Particles are short invariable words which:
(i) connect an item of utterance to a preceding item, whether that item is
uttered by the same speaker or by a different speaker (and, but, so
etc.)
(ii) qualify an item (even, also, anyway, etc.)
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446 B Reference Grammar 391
, , ,
2. Four particles , , , normally come rst in the sentence or
part of the sentence to which they belong. and introduce questions,
e.g.
; Did you hear?
; ; But who told you? Socrates
himself?
3. but and and are widely used as in English, e.g.
o not we, but they
; but who told you?
o we and they
and with that answer he went away
4. may be repeated to give the sense both and , e.g.
he was looking both for us and for them
5. is also used in the senses actually, also, even, etc., and where English
raises the volume of the voice, e.g.
I was looking for him too (or for him also,
also for him)
I was (actually) looking for him
; What do you (actually) want? (or, What is it that you
want?)
its disgraceful (even) to speak of things
like that
I wouldnt care (even) if he did die
Post-positives , , o
6. Most other particles are postpositives, i.e. they cannot come immediately
after a pause, and usually come close after the word which does follow the
pause. The three most important are , and o.
7. is translatable by and, but, or not by anything, according to context; one
might call it the basic connective between sentences, e.g.
; But what if he were to die?
, hes asleep, and/but Im awake
(and) having heard it he went away
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391 B Reference Grammar 447
Other connectives , , ,
14. Other important particles with a connective sense are , , and
.
15. is often translatable as then or so, especially (though not only) when
the speaker perceives a conclusion to be drawn from a situation or preceding
argument, or when he envisages a possibility, e.g.
so wealth is not a blessing after all
o Im told by them that he didnt
receive anything, it seems
but if by any chance you are in the wrong (or
if actually, if after all)
16. is commonest in questions or negations responding to a previous
speaker, e.g.
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448 B Reference Grammar 391
19. is a peculiar particle in that it may either connect an item to what precedes
or look forward to what follows (the former usage is not very common in
prose), e.g.
and he is dead
(both) I and you
20. / is used in pairs or series in the sense neither nor , not or
, not , nor , nor e.g.
you didnt see us or them (or you saw
neither us nor them)
, , ,
21. The commonest particles of which the main function is to colour the item
with which they occur rather than to connect it with what precedes are , ,
and .
22. sometimes has a limiting sense, like anyway, at least, at any rate in
English, but is used in Greek far more than those expressions in English, e.g.
you defeated him (implying even if you didnt
defeat anyone else or I dont know if you defeated anyone else)
23. is also common in responses to a previous speakers utterance, especially
to a question, e.g.
; What do you think hes doing?
. Criticising the general.
; Is anyone in?
. No, nobody.
24. Thirdly, corresponds to an exclamation-mark with words which convey
praise, blame or some other emotional reaction, e.g.
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391 B Reference Grammar 449
Particle combinations
28. A very large number of combinations of particles occur, and some of them
are written as a single word: + as , + as and
+ as . + is also written , and + as or
(see 32 below).
29. is an emphatic at least, at any rate.
30. is an emphatic and, sometimes implying and yet (a contrast with
what precedes) and sometimes and moreover (the second premise of an
argument from which a conclusion is going to be drawn).
31. can function as a connective, meaning but, however, but also as
emphasising a demonstrative or personal pronoun, e.g.
; What, me?
Yes, you!
32. When the sequence of letters occurs, the sense sometimes requires
therefore not but sometimes therefore. The latter sense can often be got
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450 B Reference Grammar 391392
()
392. This word has a wide range of meanings, which are summarised here:
(i) = as, when, since, because (+ind. or part.) e.g. ,
when he came, he entered; as it seems to me;
(ii) =how! e.g. how ne are the trees!;
(iii) = that e.g. he said that (cf. );
(iv) = to, in order to ( + fut. part.), e.g.
he came in to learn what had happened;
(v) =to, in order to ( + subj./opt.), e.g.
he came in to learn what had happened (cf. );
(vi) = as as possible ( + superlatives), e.g. as many as
possible;
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392393 B Reference Grammar 451
PARTICIPLES
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452 B Reference Grammar 393394
(because the enemy), has no grammatical link with the main verb:
so it goes into the genitive. Contrast e.g.
[to] me asking, he replied. Since the speaker replied to me asking,
the participle clause is connected grammatically with the main verb, and
goes in the dative.
(ix) Observe the following idioms:
sooner (anticipating)
secretly (escaping notice)
to ones regret (weeping)
, , , , with
; what has one experienced to ? what has made one ?
(lit. suffering what?)
(x) A number of verbs take a participle to complete their meaning. Among
these are:
happen, chance, actually to; e.g. he actually did
escape
escape the notice of; e.g. I did not see him
escaping (lit. he, escaping, did not escape the notice of me)
anticipate, do something rst; e.g. I escape
before you
seem, appear; e.g. they seem to be in
ight (and are)
/ be obviously, openly; e.g. he is
obviously running away
(xi) In indirect speech; see 397(iii-iv).
INFINITIVES
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394 B Reference Grammar 453
Note
The negative with an innitive is nearly always .
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454 B Reference Grammar 395396
IMPERSONAL VERBS
395.
These verbs have a regular innitive; but in nite tenses they have forms in 3s.
only, and their sole participle is in the neuter accusative s. for use in absolute
participle constructions (verbs with a full set of forms use the genitive in absolute
constructions, 393[viii]):
The subjects of such verbs appear in the accusative or dative; and the verb which
follows the impersonal goes into the innitive, e.g.
it is possible for me to go
it being necessary for me to go (accusative absolute)
I think [it] to be permitted for him/that he is
permitted to go
The most common impersonal verbs are:
RESULT CLAUSES
396. These express the idea so that or so ... that and indicate the result of an
action. The that clause is expressed in Greek by , which can take
either an innitive (change of subject in the accusative) or an indicative.
The innitive usage is best translated as to, but the difference between the
two is often marginal, e.g.
he is so foolish that he forgets his books
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396397 B Reference Grammar 455
he is so foolish as to forget his books.
These clauses are usually set up by so, or by a word such as ,
(so great, so many), (of such a kind).
INDIRECT SPEECH
397. One can distinguish between three basic types of utterance: statements,
questions, and commands (i.e. orders).
These can be quoted directly (when, as a rule, inverted commas will be used;
e.g. he said, What shall I do? I shall go ...), or indirectly (e.g. he wondered what
to do, and decided that he would go ).
In Greek, indirect questions and orders are expressed in largely the same way
as English; so too are those indirect statements introduced by the Greek
that, but there are a number of verbs which use different methods of expressing
indirect statements.
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456 B Reference Grammar 397
think that
promise to
hope to
determine how to, recognise how to
learn how to
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397398 B Reference Grammar 457
know how to
Note
The negative with inns. in indirect statements is , not (as one might expect
with inns.) because the negatives in indirect speech reect the direct use.
(b) The following generally take the participle in indirect speech:
hear that
ascertain that
perceive that
know that
ascertain that
announce that
learn that
Note the distinction between:
, , + participle, which all mean it seems to be
the case that, with the strong implication that it really is the case; and
, , + innitive, where the implication is that it is
not really the case.
TEMPORAL CLAUSES
398.
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458 B Reference Grammar 398399
we shall have to see). In both these cases, the verbs in the temporal clause go
into the subjunctive + in primary sequence, or the plain optative in second-
ary sequence, e.g.
they go out whenever they wish
they went out whenever they wished
we waited until such time as he
should tell us to leave
do not say this before/until
you learn what has happened
Observe that the rules for denite or indenite utterance apply equally to
relative clauses, e.g.
o, whoever does this is stupid
he ordered him to bring a
doctor, whomever he wanted/he ordered him to bring whichever doctor he
wanted
Note
It must be said that Greek is, as usual, exible in its usages on this point: some-
times one nds the subjunctive where one would expect the optative, and some-
times drops out.
PURPOSE CLAUSES
399. A purpose clause indicates an intention in the mind of the speaker, and is
often expressed by the English in order to, or simply to, e.g. He has
come here in order to insult us, or To cross the railway, passengers are
asked to use the bridge.
Subjunctive/optative
Perhaps because an intention is expressed of which the fullment is quite uncer-
tain, Greek uses a quasi-indenite construction in one instance, i.e. + sub-
junctive in primary sequence (no ) and optative in secondary, e.g.
he is coming to persuade us
he came to persuade us
But Greek also expresses the idea of purpose in two other common ways, i.e.
Participle
(i) + future participle (lit. as intending to ), e.g.
he is coming to persuade us
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399401 B Reference Grammar 459
Future indicative
(ii) + future indicative (lit. who will/intends to )
the man is coming to persuade us (lit.
who will persuade us)
Notes
(i) , can be used in place of .
(ii) When takes an indicative, it means where.
VERBS OF FEARING
400.
(i) Fearing to do something attracts the innitive, e.g.
I fear to go.
(ii) Fearing in case something may happen in the future attracts the same sort of
construction as purpose clauses, i.e. subjunctive in primary sequence, opta-
tive in secondary, e.g.
I am afraid that/lest Socrates may/will
not come
I was afraid that/lest Socrates might/
would not come
Observe the negative in the clause is .
(iii) Fearing that something has happened already attracts the simple indicative,
e.g.
we are afraid that he persuaded us
POTENTIAL (POLITE)
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CONDITIONALS
WISHES
403. Wishes for the future in Greek are expressed by the optative (e.g.
may I perish!), or by / / + optative, e.g.
if only I could persuade the man!
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403405 B Reference Grammar 461
Unattained wishes for the present or past use the imperfect or aorist indica-
tive (cf. unfullled conditions, which they closely resemble), e.g.
if only he were doing this!
if only he had done this!
Alternatively, they can be expressed by using a form of + inni-
tive, e.g.
() would that I were doing this!
( ) would that I had done this!
Observe the difference to the tense which the innitive makes here.
N.b. is never used with wishes.
COMMANDS (ORDERS)
404. Greek uses one set of forms for 2s. person imperatives (Do this! Do
that!) and another for 3rd person orders (Let him/them do this!) and
another for 1st person commands (Let us do this!). The 2nd and 3rd
person forms appear under the imperative forms in the verb tables.
The distinction between orders using the aorist form and the present form
is one of aspect: the aorist form suggests the order applies to a particular
instance, the present to a continued or repeated occurrence (cf. Pick up
that book! and Pick up all the litter!). But when the order is negative
(Dont do that! Let him not do that!) Greek uses + aorist subjunctive
to express the aorist aspect, not + aorist imperative, e.g.
dont do this (once)
dont do this (at all, ever)
Observe also that the subjunctive is used after certain words to express an
order or a quasi-order, e.g.
come, let me do this
; do you wish I should do this?
here is aor. subj., NOT future.
The plain subjunctive is used to express the idea let us , e.g.
let us go
DELIBERATIVES
405. When a rst-person question appears in the subjunctive, it carries the idea
(What) am I to ?, e.g.
; Where am I to turn?
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462 B Reference Grammar 405406
406.
SUBJUNCTIVE OPTATIVE
Main clause Main clause
(i) Hortatory Let us .. e.g. Lets Wish for future May you ! (often with
go /), e.g. May you
suffer terribly!
(ii) Deliberative What/where (etc.) am I Potential/polite (+) Would you/may you/
to? e.g. Where am I you will!, e.g. Would you
to turn? like to come in?
(iii) Prohibitions Dont! ( + aorist subj.),
e.g. Dont do this!
407 Subordinate clause Subordinate clause
Primary sequence Secondary/historic sequence
(i) Purpose We are Purpose We were
here in order to see here in order to see
(ii) Fearing I fear that Fearing I feared that
he may come he might come
(iii) Indenite (with , + subjunctive) Indenite (no , + optative)
, Whoever , Whoever listened
listens will learn learnt
Wait until I call You waited for me
to call
(iv) Indirect speech Optative replaces the
indicative or subjunctive of what was
actually said:
You said that they had
arrrived ()
I asked what we were
to do ( ;)
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406 B Reference Grammar 463
SUBJUNCTIVE OPTATIVE
(v) Present indenite/general conditional Past indenite/general conditional sen-
sentences , If ever tences , If ever you spoke,
you [do] speak, I listen I listened
(vi) Future indenite/general conditional Future remote conditional sentences
sentences , If , If ever you were to
you [will] speak, I shall listen speak, I would listen
Note: the present and past would/should
conditions take the indicative +
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C Language Surveys1
1 These surveys were contributed for the rst edition by members of the Advisory Panel (see Reading
Greek: Text p. xii). They have been revised for this edition by Professor David Langslow. They
remain very largely synchronic that is, descriptive of Greek as it was in a single period (5th-4th
C BC) but here and there a little more historical explanation has been added in the belief that
sometimes a diachronic account ( + through time) can illuminate synchronic under-
standing.
465
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466 C Language Surveys 409411
Greek (third century). The earliest inscriptions we possess are mostly brief
records of names, but before the end of the eighth century someone had
scratched on a vase at Athens a line and a bit of verse (in the same metre as
Homer), given here in the spelling we are used to:
,
Who now of all the dancers sports most delicately, this is his
410. The early inscriptions are written in many different scripts and dialects and
show that down to c. 300 BC every Greek city had its own dialect and often
its own peculiar form of alphabet. We can group the dialects into four main
types:
(i) West Greek, or Doric, the type spoken by most of Athens enemies in the
Peloponnesian War; it was used in literature for choral lyric poetry
(ii) Arcadian and Cypriot, without any literary use
(iii) Aeolic, spoken in Thessaly, Boiotia and Lesbos; the personal lyric poetry
of Sappho and Alkaios (c. 600) is in a form of Lesbian.
(iv) Attic-Ionic, two very closely related dialects: Ionic, spoken in Euboia, the
islands of the central and east Aegean sea, and on the seaboard of Asia
Minor (the west coast of modern Turkey), was used by Homer and all
epic poets, and also by Herodotus and writers of scientic prose. Attic,
the speech of Athens and Attica, is usually the rst dialect met in learning
Greek, this course included. This is because texts surviving in Attic vastly
outweigh those in other dialects, both in quantity and in literary quality.
Attic Greek was used in its purer form by Aristophanes, Plato and the ora-
tors, and in modied form by Thucydides and the tragedians, who admit-
ted more Ionic forms (such as sea beside or instead of Attic
). With further slight modication in the fourth and third centuries,
this Ionic-coloured Attic became the standard language of Hellenistic
Greece (i.e. the Greek world after Alexander the Great had vastly extended
it eastwards) and subsequently of most of the eastern Greek half of the
Roman Empire; this was called the common speech.
Its grammar and syntax changed little for over a thousand years, though
there was some development in vocabulary; but the pronunciation under-
went major changes, while retaining the old spellings. Thus a knowledge
of Attic will not only enable you to read Athenian literature; it supplies a
key to the other dialects used in literature and to the whole of later Greek
literature.
411. After Greek-speaking Constantinople the last outpost of the Roman
empire fell to the Turks in A.D. 1453, Greek was still maintained as the
language of the Orthodox Church, and continued to be spoken widely.
When Greece was liberated from the ruling Turks in the early nineteenth
century, some tried to revive the old language for ofcial purposes, and
Greeks today still respect ancient forms as more correct than those they
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411413 C Language Surveys 467
use colloquially. In some respects, some forms of modern Greek are much
closer to ancient Greek than, say, Italian is to Latin. But though the dif-
ference in pronunciation will prevent you from understanding the spoken
language, many public notices will be intelligible, and there is a real sense
of continuity in the modern language. For example, some of the signs to be
seen on shops and ofces in Greece today will be easily understood, such
as, general store (lit. everything-sell-place), or
National Bank of Greece ( table had
already by the fourth century B. C. acquired the sense of bank). A notice
sometimes to be seen in parks or woodland reads
Be kind to the trees
Words found on Mycenaean documents (the earliest Greek we know, date-
able to c. 1400) but still in use today with only slight change of pronuncia-
tion include:
I have
god
honey
old
412. Grammarians traditionally use the term voice to denote the relation
between the subject (in the nominative) and the action denoted by the verb.
Many languages, Greek included, have an:
active voice, used when the subject is the agent, the one performing
the action, and the object, if there is one, is the patient, the one on
the receiving end of the action (e.g. Neaira hates Phrastor, Socrates
deceived the young, etc.); and a
passive voice, used when the patient is made the subject and the agent,
if expressed, is conveyed in an adverbial phrase usually involving the
word by (Phrastor was hated by Neaira, the young were deceived by
Socrates).
413. Originally, a middle ending indicated that the subject was not only the
agent but also the patient or the indirect beneciary of the action of the
verb. This original meaning of the middle can still be seen in a few Greek
verbs which in the middle see the agent:
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c The denition of voice in the rst sentence of this Survey has to do with
its meaning (the agent doing the action). Often, however, the term voice
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414417 C Language Surveys 469
is also used of just the endings: -, -, - etc. are said to be active end-
ings, -, -, - etc. to be middle endings.
c The active endings -, -, - etc. are very nearly always active in
function, too (with the stunning exception of their use in the aorist pas-
sive). But the middle endings are very often used in verbs which have no
apparent middle meaning: they can be intransitive (like go, cf.
go, which is active in form); or thoroughly active (like
receive, cf. , take, active in form again).
415. In terms of their meanings (and also to some extent in the way they are
formed), the tenses of the Greek verb fall into four systems:
Each of these systems carries its own particular meaning and this meaning
is conveyed in all relevant moods in the system, including the imperative as
well as the participle and innitive. (The future has neither imperative nor
subjunctive.)
Of these systems, only one has an exclusively temporal force that is
the future. Each of the three other systems may refer in time to either the
present or the past. Observe that in most forms of Greek including Attic,
past time is normally marked by the presence of the augment (Myceneaen
and Homer are the notable exceptions).
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470 C Language Surveys 417418
c the ending of the 3pl. perfect active is -, cf. e.g. 3pl. pres. they
are putting;
c the endings of the perfect middle, -, -, -, are the same as the
present middle endings;
c perfects are regularly used alongside presents, e.g. [pres.]
[perf.] I feel pleasure and joy (Aristophanes).
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418419 C Language Surveys 471
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472 C Language Surveys 419421
,
, , .
and had formed the expectation (event) that it would be (future) important
and more notable than any existing in the past (perfect), drawing conclu-
sions (process) from the fact that they were undertaking it (process) at
the height of their powers (process) in every department, and witnessing;
(process) the rest of the Greek nation inclining (process) to one side or the
other, some at once, others having only the intention (process).
OPTATIVE
Forms
420. Originally, the optative was formed by adding a sufx (containing --) and
the past personal endings to the verbal root or stem (the optative is particu-
larly associated with the past tense in certain constructions. See 299).
In athematic verbs, like , the sufx was:
c -- in the active s.
c -- in the active pl.
c -- throughout the middle.
c -- was used throughout active and middle, singular and plural, always
added to the thematic vowel in its -o- form.
c optative of the 1st aorist, where the alpha takes the place of the thematic
vowel: , etc.
But we still cannot account for the curious alternative endings of the 1st aorist
2s. -, 3s. -() and 3pl. - (368).
Uses
421. In very broadest outline:
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421422 C Language Surveys 473
422. As noted in 421 above, the subjunctive mood, in origin and still in the clas-
sical period, is used especially of events and situations viewed not as actual
but as prospective or otherwise imagined. In several constructions, accord-
ingly, the dividing line between the subjunctive and the future indicative
can be rather ne; on the whole, the difference is that the future indicative
gives an impression of greater deniteness and certainty.
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THE USES OF
423. The particle has two entirely different elds of usage, which fortunately
need never be confused:
Originally, the two usages were related, but it is better to treat them quite sepa-
rately.
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423425 C Language Surveys 475
This refers to a specic events at a known time in the past; hence, indicative.
(b) , when he comes in (whenever that will be),
we will be glad
This refers to an indenite time in the future; hence, + subjunctive.
(c) in the way they wanted
This refers to a particular type of treatment that was actually applied.
(d) in whatever way they want
This gives carte blanche to apply any kind of treatment.
(e) , if he hasnt paid, Ill sue him
Here the debtor has already in fact either paid or defaulted, though the speaker
does not know which.
(f) , if he doesnt pay, Ill sue him
Here it is still a matter of speculation whether he will pay or not.
An alternative to (f) is:
(g) , if he is not going to pay, Ill sue him
This suggests, in contrast with (f), that the speaker has already half-decided that the
debtor will not pay voluntarily, so the process of law is all the more certain.
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476 C Language Surveys 425427
426. Greek verbs are broadly divided into two formal types:
427. These two classes differ mainly in the present and imperfect (sometimes
in the aorist, too), where the conjugation of the - verbs is generally less
predictable than that of the - verbs. A historical explanation may help to
clarify the differences.
(i) We know that the original active present endings were -mi, -si, -ti, -men,
-te, -nti.
(ii) In theory, then, if we add the same set of endings to a thematic and an athe-
matic stem, we should expect - I carry (thematic) and - I go (athe-
matic), both very ancient Indo-European verbs, to conjugate as follows:
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427428 C Language Surveys 477
428. Greek has two negative particles, o and , which differ mainly in the
contexts in which they are used. Very broadly speaking:
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478 C Language Surveys 429431
429. Why should be used after if, even when the verb is indicative? If you
think of or if as meaning imagine! or let!, you can see that conditions
(if clauses) are originally main-clause commands or wishes: think of
those algebra lessons let x = 2, and let y be not greater than 4, then x + y
is not greater than 6. Clearly, here the clause introduced with let is a com-
mand, where we expect , while the result clause, introduced by then,
is a statement and hence takes as its negative. (When conditions refer
to the future, of course, the if clause is naturally subjunctive or optative,
where your instinctive rst choice is .)
430. A participle may be negated by either o or and this is one of the few
cases where the use of one negative or the other matters for the understand-
ing of the text. You will remember that the participle can stand for various
types of clause (see 393) including conditional clauses (if) and causal
clauses (seeing that, when, because):
431. You have already seen how, if the same negative is repeated in a clause, the
negatives either reinforce or cancel each other (see 75). The same is true of
combinations of different negatives ( and ). Look at the follow-
ing examples:
(i) o with an innitive (common when the main verb is negative) means
the same as alone, e.g.
We do not hate Athens
(wishing) that it should not be great
(ii) with subjunctive (usually aorist) or future indicative gives an
emphatic version of with future indicative, i.e. a strong denial or a
strong prohibition, e.g.
I shall certainly never be caught
Do stop talking nonsense!
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431433 C Language Surveys 479
432. This section gives a brief survey of the forms of the cases, the next section
(43744) comments on their functions.
Greek has ve cases: nominative, vocative, accusative, genitive and dative.
These derive from eight cases in the parent language, Indo-European (IE: see
408 above), which has the ve of Greek + ablative, locative and instrumen-
tal.
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Type 3
434. Type 3 nouns originally had a stem ending in a consonant, or in -i-, or in
-u-.
The stems of Types 3a, 3b (), 3c () and 3d () originally
ended in a consonant. Some examples (* indicates a reconstructed form):
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Plural
Nom. -ES same in m. and f., e.g. -5
-A in neuters same, e.g.
Acc. -NS - after a vowel, e.g. 6
- after a consonant, e.g. 7
-A in neuters same, e.g.
Gen./abl. -OM -,8 e.g.
Loc. -SI same, e.g. 9
Instrum. -BHIS [lost, though appears in Mycenaean]
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482 C Language Surveys 435
Type 2
435.
Plural
Nom. -o-ES (pronouns -OI) same as pronouns, e.g. -13
-A in neuters same (but short ), e.g. -
Acc. --NS -, e.g. -14
-A in neuters same (but short ), e.g. -
Gen./abl. -OM contracted to -, e.g. -
Loc. -OISI same in Ionic, e.g. -
Instrum. -OIS same in Attic, e.g. -
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Type 1
436.
Plural
Nom. --ES > -s Greek replaces this with -, imitating
- in ype 2 nouns17
Acc. --NS -, e.g. --
Gen./abl. --S-OM -- > -18
Loc. --SI Greek replaces these with - (Ionic
Instrum. --BHIS -), imitating - (-) from type
2 nouns, e.g. -
Nominative case
437. The most important functions of the nom. are:
(i) to indicate the subject of a sentence (7). Usually, the verb agrees with it
in number (an exception in Attic is the neuter nom. pl., which can take
a s. verb: cf. 35);
(ii) as the case for all nouns, adjectives, articles etc. that agree with the sub-
ject, either as appositions or as attributes or complements (see 456);
(iii) as the citation case (e.g. in lists) or as a title or heading: cf. the numerous
inscriptions which start with the phrase good fortune.
15 As we can see in Homer, the original *- regularly became (this continues to occur in Ionic
Greek). But in Attic the change did not occur after , , or . Hence -, -, etc.
16 The *- form of the vocative does occur in a few Greek words, e.g. (O [personied] Justice
and O nymph).
17 The - ending also clearly distinguished the nom. from the acc.
18 The circumex accent on - indicates that it is a contraction of -- < *--m < *--s-m.
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Accusative case
438. The most important functions of the acc. are:
(i) as the case used for the direct object of the sentence (57).
Note: (a) some Greek verbs take two accusative objects, e.g.
I ask somebody something, I conceal
this (from) you, teach me your
argument.
(b) when we nd a verb joined to two independent accusatives, one
of the two has predicative value:
he has made himself master.
(ii) to indicate extent of space or time, e.g.
He went seventy stades compare in
English he covered seventy stades.
he reigned (for) fty years, rather like he
endured fty years.
(iii) to indicate direction or motion towards. In prose this usage calls for a
preposition (, , etc.) or for a construction where the acc. is fol-
lowed by the particle -, e.g. (also ) homewards, home,
to Megara, = + to Athens).
(iv) to show the respect in which something is the case, e.g.
Achilles swift in [respect of] his feet, terrible in
[respect of] battle, etc.
(v) as (in limited cases) independent adverbs or prepositions, e.g. ini-
tially, in some way, + gen. on the pretext of,
+ gen. for the sake of, on behalf of, on account of. On the so-called
acc. absolute, see 296, 395.
Genitive case
439. Some uses of the gen. have been listed at 180(a-e). Here it is important
to remember (432) that the Greek genitive combines the functions of the
genitive and the ablative in Indo-European. It may be helpful therefore to
distinguish broadly its true genitival uses, on the one hand, and its ablatival
uses, on the other.
Genitive functions
(i) The archetypal genitive function is to denote:
(a) the possessor of someone or something e.g.
the slave of [belonging to] Socrates;
(b) a close relative of someone, above all the father e.g.
Lysias the [son] of Cephalus.
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Ablative functions
Ablative comes from Latin ablatus, a participle of aufero meaning take, carry
away. So:
(iv) the genitive is used ablativally in making a comparison: cf. -
sweeter than honey, i.e. taking honey as a point of departure, rela-
tively sweet;
(v) the genitive is used after prepositions signalling separation or movement
away from (cf. , etc.).
Specialised uses
There are other uses of the genitive where it is harder to say whether the function
is originally genitival or ablatival. These include:
(vi) the so-called genitive absolute construction (ablative absolute in Latin): see
2223.
(vii) gen. of price or value (especially with verbs which mean to buy, to sell):
to work for pay, he estimates the
penalty in my case as death; cf. ; how much (does it cost)?;
(viii) gen. of crime (with verbs which mean to convict, to punish, to bring to
trial etc.): cf. to prosecute for impiety, -
to be tried for impiety.
(ix) As a result of one or other of the functions touched on above, the gen.
comes to be associated with many verbs (and in many instances from an
English point of view to stand in the direct object position). The most fre-
quent of these include the following:
to share, to participate in; cf. , , etc.
to touch, to make contact with, to miss; cf. , ,
etc.
to aim at, to desire; cf. , etc.
to reach, to obtain; cf. , etc.
to start, to begin; cf. , etc.
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Dative case
440. As noted above, the Greek dative has taken over the functions of three cases
in Indo-European: dative, locative (to do with place where/time when) and
instrumental. Let us take each of these functions in turn.
True dative
(i) The most frequent dative function is to indicate the indirect object of a
verb, where English would normally have a phrase introduced by to or
for (cf. 190[a]): he gives these things to them,
he says these things to them.
(ii) Related to this is the notion of advantage or disadvantage to or for the noun
or pronoun in the dative:
this day will be the start of great sorrows for the Greeks.
(iii) Also related to this usage is that of the possessive dative with the verb to
be or related verbs: // lit. these things exist/
come to be/are available for me, i.e. I have these things.
(iv) Notice the possessive nuance in idioms like ; ;
literally what [are] these things to me?, what [is there] to me and you?,
i.e. what have I to do with ?
Locative dative
441. The locative function of the Greek dative is seen in its use to indicate place
where or time when, nearly always with a preposition, e.g. in
Sparta, in the winter. It is rare (and mainly poetic) to nd
the locatival dative without a preposition, although it does occur even in
prose in place-names and time phrases, e.g. in Salamis,
in the third month.
Instrumental dative
442. The Greek dative continues two functions of the old instrumental:
(i) it may be used (by itself) of the instrument, tool, means or manner in or by
which an action is performed: I was being pelted
by/with the stones, smiting them with the
swords, in haste, with enthusiasm etc. Note: the
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Vocative case
444. The vocative is peculiar in terms of its function in that it need not occur in
a sentence but can be used on its own in exclamations or when addressing a
person or thing ( Z, ). Even when it occurs in a sentence,
its link with it is tenuous; it could be removed without making the sentence
ungrammatical. Its zero ending is eloquent reection of the fact that it does
not assign any function within the sentence to the person or thing called.
In Attic the vocative is normally used after the particle ; absence of
denotes either strong emotion or a desire to keep the person addressed at a
distance.
General features
445. Greek has only one article, the (the denite article), which as
an adj. always agrees with its noun in gender, number and case. When
English uses a (the indenite article), Greek uses either the noun
without an article or (less often) the indenite pronoun a, a certain,
some.
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(iii) In this way Greek even introduces the aspectual distinctions of verbs into
noun constructions and can distinguish for instance between
(the process) and (the event). The article also allows a noun to be
determined by an adverb: he who is really a pilot, a
real pilot.
(iv) The neuter singular article in particular may be used to form phrases which,
though not nouns in origin, are treated as such, e.g.
lit. I approve the too much less
than the nothing in excess , i.e. I approve of excess less than of mod-
eration;
lit. and amazing it
appears to me also the some people to have been convinced, i.e. and I
also nd it amazing that some people were convinced.
While speakers of other languages, including Latin and English, have to cast
about for other forms of expression, Greek speakers and writers and philosophers
could make almost anything into a neuter singular noun. This device gave the
language immense exibility of syntax and style.
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490 C Language Surveys 448
VOCABULARY BUILDING
448. The following list of prexes and sufxes attached to nouns, adjectives,
adverbs and verbs will help you to determine the meaning of roots or stems
which you recognise but the shape of which may be slightly unfamiliar.
Following this list of prexes and sufxes a table of useful common roots/
stems is given.
Formation of nouns
The following sufxes will be frequently met:
(i) to denote actions:
- f. (3e) training ()
- f. (1b) work ()
- m. (2a) pursuit ()
(ii) to denote the result of an action:
- (-) n. (3b) thing (done) ()
(iii) to denote the agent:
- m. (3a) saviour ()
- m. (3a) orator (cf. )
- m. (1d) maker, poet ()
(iv) to denote means or instrument:
- n. (2b) plough ()
(v) to denote profession or class of a person:
- m. (3g) priest ()
- m. (1d) citizen ()
(vi) to denote a quality:
- f. (1b) wisdom ()
- (-) f. (3a) equality ()
- f. (1a) moderation ()
(vii) to denote place where an activity occurs:
- n. (2b) law-court ()
- n. (2b) barbers shop ()
(viii) to denote a small example (familiar, affectionate or contemptuous):
- n. (2b) child ()
- n. (2b) small house ()
- m. (2a) youth ()
- f. (1a) young girl ()
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(ix) to denote son of (often used as a personal name, cf. English names in
son)
- m. (1d) son of Boreas ()
- m. (1d) son of Priam ()
(x) to denote the feminine form:
- (-o) f. (3a) young girl ()
Formation of adjectives
449. Adjectives are formed by composition (putting two roots together) and
derivation (by adding sufxes):
Composition
Here two roots are compounded, or juxtaposed, and the meaning is deduced from
their combined sense. These roots may derive from nouns/adjectives or verbs or
prepositions:
(i) If the rst root is a noun or adjective, it has:
either the bare stem, e.g. -, from broad; or
a vowel -o- added to the stem or replacing the vowel of the stem, e.g.
-- man-slaying, cf. -; -- escorting souls,
cf. -.
(ii) If the rst root is a verb, the verb-form sometimes ends in - or -, e.g.
- bringing victory
- trailing robes
(iii) Prepositions are very commonly used in compounds and sometimes have
special meanings (see 452 below).
Note especially:
(iv) the frequent adjective formation with - good, e.g. having
good deities, happy ( is still an adjective in Homer, but survived only as
the adverb in Attic)
(v) the prex - or -, which carries a negative force, e.g. unmar-
ried, unnamed; but beware of the small number of words
where - means one and the same, together with, e.g. wife (lit.
bedfellow bed).
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-: of stone ()
- or with contraction -: golden ()
(iii) to denote inclination, or tendency:
-: mindful (cf. --)
(iv) to denote aptitude:
-: useful ( or )
(v) to denote passive state or capability:
-: divided ()
visible ()
(vi) to denote obligation:
-: that is to be honoured ()
Formation of adverbs
451. Most adjectives form adverbs by:
Formation of verbs
452. (i) Verbs are formed from nouns (or adjectives) by such sufxes as these:
- honour ()
- work ()
- enslave ()
- reign ( )
-() buy ()
- enrich ()
- make large (, -)
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452 C Language Surveys 493
- withdrawal retreat
repetition come to life again
- exchange give in return
equality god-like
against opponent at law
- return give back
completion nish off
for the defendant defend oneself
- separation break up
disagreement disagree
succession take the place of
completion accomplish
- opposition march against
addition learn besides
superiority survive
- thoroughness learn thoroughly
to destruction destroy utterly
- change change ones mind,
repent
share have a share in
- deviation overstep, transgress
- intensity very beautiful
- abandonment betray
anteriority foresee
- excess overshoot, exceed
- subjection subject
moderation whitish
stealth withdraw secretly
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zero
y hover wing
leave (perf.) (aor.)
run away (aor.) cf.
ight
bring - -bringing chariot (lit. two-
carrier)
(acc.) father (acc.) of a noble (gen.) (dat.
father pl.)
missile cast throw
cut slice (aor.)
grief suffer (perf.) (aor.)
kill murder (aor.)
The last example shows another strange feature, the alternation of with .
Similarly we nd alternating with , e.g.
who? where?
pay penalty
ve fth
Latin transcriptions
454. The Greek words that have been borrowed into English have normally
come by way of Latin; only a few (e.g. kudos) are taken directly from the
Greek form. Similarly, the proper names of Greek are frequently given a
Latin form in English, which is occasionally different from the Greek (e.g.
Achilles for ), although it is increasingly common to nd Greek-
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Vowel-length is not shown and the corresponding English vowels are often
different, since they tend to be lengthened when stressed and shortened when
unstressed, e.g. becomes Hmrus, English Hmer; becomes
English Sln. For transcriptions used in this course, see 342.
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D A Total Greek-English Vocabulary
of all Words to be Learnt
The essence is to isolate the present stem, since it is most often this form which will
be shown in the lexicon.
(i) Look at the front of the word, and remove any augment, or reduplication.
could be the augmented form of , ,
,
,
o
o
, ,
,
Bear in mind that the augment might be hidden by a prex such as , ,
, , , so check the prex as well.
= --, i.e.
= --, i.e.
from + , =
Here is a list of common prexes, with their various forms:
- -
- -
- -
(ii) Having made an adjustment for augment/reduplication and prex, examine
the stem and the ending. Remove any personal endings.
(iii) If the remaining stem ends in , , , especially if an follows, it is probably
an aorist. Try dropping the (e.g. -- = ) or converting to
(-- = ). Try restoring a terminal or (-- =
), and a terminal to (-- = ).
If the stem ends in some form of , remember that may hide or
( = ), may hide or ( = ). For common
consonant changes, see 359(x).
497
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498 D A Total Greek-English Vocabulary of all Words to be Learnt
A at Athens [12I]
- aor. stem of [7H] pathetic, miserable, wretched [15C]
good; noble; courageous [2B] gather, collect [18D]
(-), image, statue (3b) [18D] be downhearted, gloomy, disheartened
(-) report, announce [19F] [16B]
, messenger (2a) [17C] , lack of spirit, depression (1b) [16G]
come! (s.) [3A] , respect for others, shame (acc. ;
bring for oneself, lead; marry [20B] gen. ; dat. ) [18E]
= [20A]
, gathering (-place); market-place; agora
(1b) [8A] (-) choose [11C]
speak (in assembly); proclaim [11A] (-) take, capture; convict [9I]
, hunt (1a) [19E] (-) perceive, notice (+ acc. or
from the country; boorish [6A] gen.) [11C]
, eld; country (side)(2a) [11A] ugly (of people); base, shameful
(-) lead, bring [7H]; live in, be at [8C] (comp. ; sup. ) [13G]
be ashamed, feel shame (before)
live in/be at peace [8C]
(-), contest; trial (3a) [12C] [12E]
contest, go to law [12C] ask (for) [9I]
, brother (2a) [16D] , reason, cause; responsibility (1b) [5C]
be unjust; commit a crime; wrong [8B] o responsible (for), guilty (of) (+ gen.)
(-), crime, wrong (3b) [5A]
[14A] , spear-point (1a) [19D]
unjust [5D] perf. of [13I]
impossible [6B] (--) perf. part. of
= [8B] , hearing (1a) [16B]
always [1J] follow, accompany (+ dat.) [17C]
sing [8B] unprovided for [18C]
= [19B] hear [1C-D]; listen (to) (+ gen. of person,
immortal [11A] gen. or acc. of thing) (fut. ) [9H]
to Athens [12F] accurately, closely [1E-F]
, Athens (1a) [6B] , Acropolis, citadel (3e) [1A-B]; [18C]
, Athenian (2a) [2B] invalid [14C]
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500 D A Total Greek-English Vocabulary of all Words to be Learnt
look steadfastly at (and away from , beginning, start [12C]; rule, ofce,
everything else) [11A] position [13E]; board of magistrates (1a)
(-) give back, return [13A] (mid.) begin (+ gen.) [9G]; (+ inf./part.)
- aor. stem of [9I]; (pass.) be ruled over [11C]
- aor. stem of rule (+ gen.) [11C]; begin (+ gen.) [12E]
fut. inf. of (-), archon (3a) [13F]
- aor. stem of , irreverence to the gods (1b) [4D]
(-) die [1A-G] () commit sacrilege upon [12D]
(-) answer [7D] impious, unholy [13E]
, reply, answer (3e) [17C] , illness, weakness (1b) [13C]
(-) kill [4D] be ill, fall ill [13C]
- aor. stem of weak, ill [18A]
take [16H] greet, welcome [12A]
o- aor. stem of , female citizen (1a) [12F]
- I shall kill, ruin, destroy [8C] , male citizen (2a) [12F]
(o-) kill, ruin, destroy; mid./ , city (3f) [4A-B]
pass. be killed (aor. ) [11B]; perf. safe, secure [20A]
I have been killed, I am done for () but [9F]
make a speech in defence, defend since, seeing that (+ part.) [18D]
oneself [9H] hold in dishonour, dishonour [4B]
, speech in ones defence (1b) [9I] , loss of citizen rights (1b) [12E]
- aor. stem of deprived of citizen rights [12D]
acquit, release [9J] again, moreover [9I]
perf. of I am lost [13H] speak, say [20G]
send away, divorce [13A] again [2C]
have no resources, be at a loss [2B] , courtyard (1a) [17A]
, lack of provisions, perplexity (1b) [2] o tomorrow [5D]
(-) run away, run off [9E] but, then [20G]
reveal, show [7B] at once [17D]
(-) carry back [17A] him, her, it, them [4D]
(-) escape, run off [4C] self [7H]
go away, depart [1A-G] the same [7H]
vote against; reject [13D]; acquit (-) take X (acc.) from Y (acc.)
(+ gen.) [14B] [12D]; claim
touch (+ gen.) [20E] aor. of
light, fasten, x [5B] aor. inf. f
aor. of (-) drag off [4D]
* then, consequently (marking an inference) - aor. stem of
[6D]; straightaway [20A] (-) release, let go [17A]
* = ? (direct q.) [1B] (-) arrive, come [3A]
, silver, money (2b) [12H] aor. of
, please (+ dat.) [11C] relinquish claim to (+ gen.), revolt
, courage, excellence, quality (1a) from (+ gen.) [13A]
[7D]
best, very good [1J] B
seize, plunder, snatch [17C] walk, go (fut. ) [10A]
just now, recently [10B] deeply [1E-F]
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(-) run out [9G] (+ gen.) because, for the sake of (usually
(-) carry out; (often: carry out for follows its noun) [9G]
burial) [9F] o aor. of
(-) escape [9E] , security, pledge (2b) [16F]
carry off [17C] there [15B]; where [19F]
- aor. stem of here [9F]
(o-) willing(ly) [13C] take to heart, be angry at [16H]
aor. of = [20B]
aor. of here, at this point [9D]
(-) smaller; fewer; less from then, from there [7B]
[13I] (-) place in, put in [17B]
aor. of (-) meet with, come upon
, examination, refutation (2a) [14E] (+ dat.) [9A-E] [12A]
refute, argue against [14C] =
- aor. stem of / (-) lead, bring out [9E]
, freedom (1b) [2] suddenly [10B]
o free [2D] deceive, trick [9J]
set free [2] aor.
perf. of [14A] aor. pass. of
aor. pass. of aor. act. of
come! (s.) [1A-G] convict, refute, expose [13A]
- aor. stem of - aor. stem of
aor. of (-) go out, come out [9C]
E (E-), Greece (3a) [14A] it is possible for x (dat.) to (inf.) [9F]
E (E-), Greek (3a) [1J] question closely [7C]
hope, expect (+ fut. inf.) [9I] - aor. stem of
(-), hope, expectation (3a) [12I] (-) nd out [6C]
aor. of aor. of
myself [6D] 1st. aor. of
(-) embark [3E] inf. of /
aor. of it being permitted, possible [16C]
= [19B] (+ gen.) outside [16A]
= [20F] seem; resemble (+ dat.)
my, mine [2C] o it seems, is reasonable [16A]; it is right for
o skilled, experienced [1I] (+ dat.) [14F]; [20B]
- aor. stem of (-) order [17D]
(-) () () fall into, on, upon [7F] aor. of
, market-place (2b) (-) praise, agree [7F]
open, obvious [13E] - aor. stem of
(+ dat.) in, on, among [1G]; (+ gen.) in the (-) return [7H]
house of [19B] aor. of
meanwhile [8A] since [8C]; when [9C]
- stem of one (+ subj.) when(ever) [14C]
o (+ gen.) opposite, in front of [8C] when [2D]; since, because [3C]
o inside [5D] (-) attack [17A]
- aor. stem of then, next [1A]
be in [5B] when, since [19B]
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H
augment (if not under look under or -) , bedchamber (2a) [15B]
or [1J]; than [7A] , sea (1c) [1A-G]
1st s. past of (be) - aor. stem of
or [20E] , death (2a) [9I]
he said [7D] wonder at [6B]
impf. of / - aor. stem of
(-), leader (3a) [8A] , goddess (1b) [2]
lead (+ dat.) [8C]; think, consider [8A] watch, gaze at [3B]
and [20F] , spectator, (pl.) audience (1d) [9A]
3rd s. past of o divine [18D]
3rd pl. past o 3rd s. aor. opt. of
with pleasure, sweetly [2A] aor. part. of
by now, now, already [2A] , god (2a) [4B]
past of , maidservant (1c) [17A]
most pleasant (sup. of ) [11C] look after, tend [13C]
enjoy, be pleased with (+ dat.) [7D] v (-), servant (3a) [17B]
, pleasure (1a) [8C] place! set! put! (aor. imper. [s.] of )
sweet, pleasant (sup. ) [5A] aor. inf. of
least of all, no, not [16H] run [19F]
come, have come [11A] () 3rd s. aor. of (no augment)
aor. of / , beast (2b) [18D]
, sun (2a) [6C] 2nd pl. fut. of
(-), day (3b) [20E] (-) die [15A]
we [1C] mortal [4B]
1st pl. past of make a disturbance, din [11A]
, day (1b) [9A-E] , noise, din, clamour, hustle and bustle
our [1G] (2a) [3B]
, mule (2a) [9E] ([]-), daughter (3a) [12D]
3rd s. past of , heart; anger (2a) [20C]
I said [7D] , door (1b) [3D]
aor. of , sacrice (1b) [3E]
impf. of [13A] sacrice [3E]
, Herakles (3d uncontr.) [8C] 1st pl. aor. subj. of
aor. of atter
3rd pl. past of
2nd s. past of I
aor. of medical, of healing [18E]
be quiet, keep quiet [2C] , doctor (2a) [17D]
, quiet, peace (1b) [2] - aor. stem of
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D A Total Greek-English Vocabulary of all Words to be Learnt 515
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516 D A Total Greek-English Vocabulary of all Words to be Learnt
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D A Total Greek-English Vocabulary of all Words to be Learnt 517
Most names of people(s) and all names of places will be found in the running
vocabularies where they occur. The names which recur several times and are not
repeated in the running vocabularies are listed here for convenience of reference.
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518 D A Total Greek-English Vocabulary of all Words to be Learnt
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D A Total Greek-English Vocabulary of all Words to be Learnt 519
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E EnglishGreek Vocabulary
NOTES
(a) This vocabulary has been compiled from all the words needed to complete
successfully all the English-Greek Exercises in Reading Greek. If you nd dif-
culty with a particular phrase, look in this vocabulary under the main word
in the phrase. You will normally nd some helpful suggestions as to how to
tackle it. Remember that you may often have to rethink the English phrasing,
particularly in the prose passages.
Please note that this vocabulary is for use with the Exercises in this book. It
may be misleading to apply it to other prose exercises.
(b) Remember, especially if you try the prose passages, that Greek uses many
more connecting and other particles than English. Try to use at least
, , , , and in your writing, all of which you will meet very
often in your reading. You should also consult 391.
521
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522 E English-Greek Vocabulary
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E English-Greek Vocabulary 523
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524 E English-Greek Vocabulary
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E English-Greek Vocabulary 525
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526 E English-Greek Vocabulary
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E English-Greek Vocabulary 527
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528 E English-Greek Vocabulary
tolerable o whatever , ,
too when , , ,
torch (-), (3a) when(ever) (indef.) , ,
towards (+ acc.) where? ;
town, be in where (indir. q.) ,
travel where(ever) (indef.) + subj. (primary);
trial (-), (3a) + opt. (past)
trierarch , (2a) where to? ;
trireme , (3d) whether ... or
trouble use , (2a) which use (-) or (relative)
truce , (1a) while use ... (on the one hand [] X is
truth , ; , (1b) happening, while [] Y ...); or use gen. abs.
try (-) + inf. while, a
who? ; ; (-)
uncaring who use (-); r (relative)
unhappy (-) why? ; ; ; ;
unjust o wicked
unlucky (-) wife (-), (3a)
until + subj. (primary); + opt. (past); will, against ones (-)
+ ind. (denite); win (-)
(= before) + subj. (primary); wisdom , (1b)
+ opt. (past) wise
urge on wish
use (+ dat.) with (= by means of) use dative case
used to use imperfect without being seen by, use + acc.
useful + nom. part.
woman (-), (3a)
vengeance on, word , (2a)
take (+ acc.) worry
very (this very thing) worth o (+ gen.)
victorious, be would use imperfect or + opt.
virtue , (1a) wrong (-)
vote , (2a)
yes ; or just repeat question as statement
wait (fut. : - contr.) yet, and yet
wall , (3c) yokel o
want (to) (+ inf.); (-) you (s.) (or 2nd s. of verb)
war , (2a) (pl.) (or 2nd pl. of verb)
way , (2a) young o
we (or just 1st pl. of verb) young man , (1d); o, (2a)
well your (s.)
well-disposed (to) (+ dat.) (pl.)
what? ; (reply to question ;)
what (indir. q.) zeal , (1a)
what sort of o Zeus Z (-), (3a)
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F The Grammatical Index to
Reading Greek
529
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530 F The Grammatical Index to Reading Greek
formation of from adjs., 289, 366, 451 article, denite, see denite article
comparative and superlative of, 225, 366 aspect
Homeric forms of, 352 general principles of, 165, 340, 415
agent summary of forms, 384
+ gen., 221 of imperf. tense, 103, 109, 416
dat. of, with perf. passive, 269(b), 442(i) of aorist tense, 142, 417
with verbal adjectives, 294, 442(ii) of present and aorist innitive, 197, 259
agreement of present and aorist imperative, 200, 404
rule of, 9, 11 of present and aorist optative, 212(f)
of denite article, 9 of present and aorist subjunctive, 281
of adjs., 9, 11 aspiration, Grammar p. 2, 343(iii)
of participles, 889 omission of, in Ionic, 333(i)
alphabet, Grammar p. 1, 3412, alphabet poem effect of, on form of , 343(vii)
343(ix) athematic verbs, 214a, 4267
historical background of, 40811 Attic dialect, historical background of, 410
attraction of relative, 218(b)
surveys of uses, 4067, 4235 attributive adjective, 111, 447(i)
potential, 186, 401, 406(ii), 421(ii), 424 augment
survey of conditional uses, 256a, 402, 421(ii), position and forms of, 104, 136
425 position of, with prexes, 105, 138
future remote conditions, 241, 407(vi), 424 lack of (Homeric), 337(a), 415
present contrary to fact conditions, 242, 425
past unfullled conditions, 254, 425 breathings, see aspiration
mixed conditions, 255, 402(n.)
surveys of indenite temporal and relative case
clauses, names of cases, 8,
283, 4067, 4223 morphology of cases, 4326
, 304 use of cases, 43744
, 311 basic functions of nom. and acc., 57
drops out, 398(ii)n. see also nominative, vocative, accusative,
in Homer, 425(c) genitive, dative
antecedent, of relative clause, 216b8 commands, 404; see imperatives
aorist tense indirect, 397(ii)
aorist system, 415, 417 comparative, 15460, 365
summary of non-indicative endings, 384 irregular, 159, 181, 365
rst aorist indicative active, 12931, 368 nom. and acc. pl., alternative form of, 181,
rst aorist indicative middle, 1301, 368 365(ii)
second aorist indicative active, 1445, 370 of adj. in -, -, 182, 363
second aorist indicative middle, 1445, 370 of adv., 225, 366
passive, 228, 369; historically 413(v) comparison
consonant changes, 359(x) with , 158, 365
root aorists (, 209; , 209; with gen., 180(e), 365
, 302) complement, 457, 437
in past unfullled conditions, 254, 402, 425 compounds
see also imperative, innitives, optative, compound adjs., 449
participles, subjunctive prexes of compound verbs, 17, 105, 452(iii)
apodosis, 240 common prexes and abbreviated forms,
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536 F The Grammatical Index to Reading Greek
with concessive avour, 88, 393(vii) perf. passive as pres. state, 262(b), 4189
in gen. absolute, 2224, 393(viii) perfect in past sense, 419
in acc. absolute, 296, 395 person, 16(a)
+ participle, 95, 393(x), 397(iv) personal pronoun
+ participle, 188 paradigms, 360
+ fut. participle, 251, 392(v), 399 1st and 2nd person, 68; gen., 178; dat., 189
+ participle, 330, 393(iv) 3rd person, 1726
idiomatic uses of, 393(ix) Homeric usages, 337(f)(i), 350
particles pitch, in relation to accent, 344
general remarks and summary of main uses of pluperfect tense
important particles, 391 conj. of active, middle, passive, 291, 372
translation of, 39, 391 form of past of , 167, 387
... , 43, 391.26 possession
..., ..., 51, 391.1920 gen. of, 180(a)(i), 439(i)
enclitics, 42, 347(ii) dat. of, 190(b), 440(iii)
rst position, 40, 391.2 possessive adjective
postpositive, 41, 391.6ff. inection of , 36, 362
force of certain particles in Homer, 352 position of article with, 447
passive potential/polite optative, 186, 401, 406(ii), 421(ii)
meaning and forms, 2201, cf. 413 predicate
complete paradigm of regular verb, 36 7, 369, adj. in, 111, 447
3712 noun in, 445(v)
paradigm of pres. and imperf. of contracted prexes
verbs, 3735 of compound verbs, 17, 452(iii), augmented
important principal parts, 389 105
middles with passive forms, 324, 413 various forms of, Grammar pp. 4978
agent and instrument, 221, 412 prepositions
see also separate tenses table of, with cases taken, 390
past of (be), 110, 385 with article, 63, 446
of (go), 161, 386 common preps., 38
of , 167, 387 + acc., 64, 390
of , 168, 388 + gen., 180(c), 390
perfect tense + dat., 65, 190(g), 390
paradigm of forms of regular vb., 372 compounded with verbs, 452(iii), Grammar
the perfect system, 4189 pp. 4978
active, 2602 present tense
middle and passive, 2679 compendium of endings, 367, (contract) 3734
consonant changes, 268, 359(x) active, 12, 412
regular and irregular perf., 2723 of contracted verbs, 24, 3734
inf. and participle, active, middle, passive, of (be), 44, 385
2701, 372 of (go), 386
subj., 277, 372 of , 48, 387
opt., 301, 372 of , 168, 388
imperative, 372 of - verbs, see - verbs
active forms used in middle/passive sense, middle and passive, 52, 367
419(iv) of contracted verbs, 53, 3734
perf. form with pres. sense, 262(a), 4189 of , 177
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F The Grammatical Index to Reading Greek 537
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538 F The Grammatical Index to Reading Greek
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F The Grammatical Index to Reading Greek 539
All nouns/adjectives and verbs are also summarised in the Reference Grammar
ad. loc.
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