A Reading Course in ~ Homeric Greek | With Photographs by the Author Second Edition, Revised Book I Raymond Y. Schoder, S.J., M.A., Ph.D. | Vincent C. Horrigan, 8.J., M.A. Loyola University Press Chicago, Illinois 60618©1985 Raymond V. Schoder, S.J. All rights reserved. Second Edition, Revised 1985 Printed in the United States of America ISBN 0-8294-0509-7 Loyola University Press 3441 North Ashland Avenue Chicago, Ilinois 60657 Design by Jean HollmanList of Illustrations . Abbreviations . Preface Note to Second Edition Acknowledgments Introduction: Why Greek Lesson 1. The Forms and Sounds of the Greek Alphabet, 2. Diphthongs and Their Sounds; Syllabification. 3. How to Stress Greek Words : 4. The Meaning of Breathings and Pitch Marks 5. Punctuation: Review of Lessons 1-4 6. Preview of Greek Declensions 7. First Declension in-7, 8. First Declension in -a. 9. Review of First Declension 10. Present and Imperfect Indicative, and Present Infinitive of elu. 11. Second Declension—Masculine 12. Second Declension—Neuter........ 13. Review of First and Second Declension; Types of Nouns, Adjectives and Partiiples 14, Relative, Intensive, and One Demonstrative Pronoun . 000800000 15. 6, téand Its Uses 16. A Map of the Greek Verb . 17. Present System—Active~ Present and Imperfect Indicative. Contrary to Fact in Past 18. Present System —Active—Subjunctive. Exhortations and Purpose Clauses. Subjunctive of ely... 19. Present System —Active—Optative. Wishes and Purpose Clauses 20. Present System— Active Imperative, Infinitive, and Participle. Commands, Accusative with Infinitive. 21. Review of Present System Active and Syntax; the ‘alpha privative. 22. Present System—M.P.—Present and Imperfect Indicative; Deponent Verbs 23. Present System—M.P.—Subjunctive and Optative 24. Present System—M.P. —Imperative, Infinitive, Participle; Use of Infinitive for Imperative 25. Review of Present System—A.M.P. 26. Future System—A.M.P. 21. Third Declension—Masculine and Feminine; Rules of Gender . 28. Third Declension—Neuter 29. Stems of Adjectives and Participles; Participle of eiuf 30. Review of Third Declension . 5 Review Exercises ‘Why Homer END OF FIRST UNIT 31. Indefinite and Interrogative Pronouns 32. First Personal Pronoun. 33. Second Personal Pronoun, 34. Third Personal Pronoun; Future of elif. 35. First Aorist System—A.— Indicative and Subjunctive; Present General and Vivid Future Constructions..........2.. ceevetetenetesee CONTENTS = xVii BB 16 8 82‘CONTENTS Lesson 36. First Aorist System—A—Optative, Imperative, Infinitive, and Participle..........++. 37. First Aorist System—M. — Indicative and Subjunctive 38. First Aorist System—M.—Optative, Imperative, Infinitive, and Participle 39. Review of First Aorist System 40. Second Aorist System-— A; Should. Would and Potential Optative Constructions 41. Second Aorist System—M. 42, Third Aorist System—A.— Indicative and Subjunctive . : 48. Third Aorist System A—Optaive, Imperative, Infinitive, ‘and Participle 44. Review of All Aorists. .... 43. Perfect System—A— Indicative; Reduplication .. 46. Perfect System—A—Subjunctive, Optative, Imperative, In 47. Perfect System—M.P. —Indicative . - 48, Perfect System—M.P.—Imperative, Infinitive, and Participle. Review of All Perfects ....... 49. Comparison of Adjectives 50. Formation and Comparison of Adverbs . ; 51, Aorist Passive System — Indicative and Subjunctive 52. Aorist Passive System-—Optative, Imperative, Infinitive, Participle; Optative of eit 53. Review of Entire Verb... 54, Augment; Review. 55. Contractions; Review . 56. erative Forms. Position of Preposition. : 57. Vocatives of All Declensions. Review of Nouns and Adjectives 58. Special Case Endings; Elision .. 59. General Review of First Unit 60. General Review of Second Unit Honor Work: Supplementary Readings END OF SECOND UNIT Introduction to Homer .... Map 61 Text, lines 1-2: The Poem’s Theme. Capitals ofthe Greek Alphabet . — 62. Text, 3-6: Preview of the Story. Strange Story of a Letter Lost and Found Again . 63. Text, 7-10: The Tragic Undertone. Adventures of a Breathing Mark ......... 64, Text, 11-13: Landing Among the Lotus-Eaters. The Dual in Declension 65. Text, 14-15: Respite from the Angry Sea. Indirect Questions 66. Review of Lessons 60-65. 67. Text, 16-19: Reconnaissance. -MI verbs .. - 68. Text, 20-22; The Natives’ Kindness. Past General Construction 69. Text, 23-26: Strange Power of the Lotus. Forms of rifmut 70. Text, 27-31: Escape. The Irregular Verb ofa : 71. Text, 32-33: Flight. The Homeric Ship ..... 72. Review of Lessons 67-71. 7B. Text, 34-38: Second Adventure: On the Island of the Cyclops. Dative of Possession . 74, Text, 39-42: A Fateful Start. The Birth of the Drama : 75, Text, 43-48: Arrival. Greek Comedy. 76. Text, 48-53: The Setting. Optative of Expectation 77. Text, $4-58; The Giant Cyclops. The Function of Translation . 78. Review of Lessons 73-77. oe 79. Text, 59465: A Tactful Approach. The Trojan War - 80. Text, 66-70: Maron’s Gratitude. The Trojan War (cont.)...... 81. Text, 71-78: A Wine for the Gods. The Famous Frogs of Hades... +147 1-17 102 112 old 117 119 see T21 oo 124 cee 126 2128 --130 132 134 “137 140 -142, 144 149 11 2153 2155, 2157 159 160 163 165 167 169 m Im 174 176 180 183 2184 187 189Lesson 82. Text, 79-83: Inside the Cave. Poetry and Rhythm. ........... 83. Text, 84-90: Hesitation. Reading Homer Rhythmically ..... 84, Review of Lessons 79-83 : 85. Text, 91-96: A Terrifying Discovery. Greek’s Family History 86, Text, 97-103: Trapped! There Are Still Some Around 87. Text, 104-111: Discovered. Explanatory and Purpose Infi 88. Text, 112-117: Inquiry. Forms of gnu. vo 89, Text, 118-126; Identification. Cognate Accusative ......... - 90. Review of Lessons 85-89... 0.0.ccceeeeeteeeeseteessereveseansee 91. Text, 126-132: Odysseus’ Appeal. Homer's Art of Character Portrayal 92, Text, 133-140: A Brutal Reply. Greek Sculpture oe 93. Text, 141-150: Craft and Savagery. Herodotus, Historian with @ Sense of Humor. . 94, Text, 151-158: A Ghastly Meal. The Homeric World . 95. Text, 159-166: The Wiser Second Thought. Words in Disguise . 96. Review of Lessons 91-95 cesteseeeeee 97. Text, 167-177: New Cruelty and a New Plot. Accusative of Specification 98, Text, 178-186: Preparations for Attack. Greek and the Terminology of Science . 99, Text, 187-195: A Desperate Scheme. Food in the Homeric World 100. Text, 196-204: The Enemy Returns. “Divine Plato.” 101. Text, 205-212: A Wily Gift. Greek Science. .. 102, Review of Lessons 97-101. : 103. Text, 213-221: Tricked! The Character of Odysseus 104, ‘Text, 222-230: Wile vs. Deceit. The Character of Odysseus (cont. 105. Text, 231-241: Final Preparations. Greek Blitzkrieg. . 106, Text, 242-250: Assault! Homeric Dress ..... 107. Text, 251-287: Gigantic Agony. Homer and Modern Style . 108. Review of Lessons 103-107... 109. Text, 258-266: Clamor in the Night. Word-Welding in Greek 110. Text, 267-274: The Ruse Succeeds. Greek Astronomy ...... 111, Text, 275-283: A Perilous Situation. Greek Astronomy (cont.). 112. Text, 284-290: The Plan for Escape. Vocabulary and Success .. 113. Text, 291-296: In Readiness. Vowel Shift in Greek Roots . 114. Review of Lessons 109-113 115. Text, 297-305: A Tense Moment. Christian Greek Literature : 116. Text, 306-315: Strange Behavior. Social Organization of the Homeric World. 117. Text, 316-323: Frustration and Success. More Words in Disguise. 118. Text, 324-332: Joyous Departure. Greek Pioneering in Medicine . 119. Text, 333-339: Parting Seorn. The Greeks and Democracy. 120. Review of Lessons 115-119... Appendix A: Summary of Grammar ‘Appendix B: List of Vocabulary Words by Lessons. Honor Work: Supplementary Text for Sight Reading. Appendix C: Further English Derivatives Appendix D: Alphabetical List of Derivatives - Appendix E: Personal Data on Authors Quoted... Appendix F: How to Learn Greek Words . : ‘Appendix G: Rules for Writing Pitch-Marks (“Accents”) Greek-Engl ' . English-Greek Vocabulary . Vocabulary . ‘CONTENTS, 301 305 - 309 319 1322 323,HOMER ‘An ancient bust of the poet —done with reverence, as wel s skillLIST OF ILLUSTRATIONS We thank the museums listed for allowing reproduction of their material. All photographs are by the author, Raymond Schoder unless otherwise indicated. 3 6 9 10 B 16 19 2 25 n 41 8 50 2 6s o ™ 83 92 no na 19 121 123 125 132 13s 139 140 147 148, 150 Bust of Homer; Naples, Archaeological Museum ‘Winged Victory of Samothrace; Paris, Louvre Dionysus on Panther; Delos, House of Masks Olive Pickers Vase, British Museum Silver Coin of Athens; Brussels, Bibliotheque Royale ‘The Phalanx Formation, by Marjie Fau! Artemis with Bow; Boston, Museum of Fine Arts Greek Theater at Episauros ‘The Parthenon Gold Cups from Vaphel ‘Museum Olive Press, by John Zollner, S.J. Oaysseus and Eumaeus; Cambridge University, Fitzwilliam Museum Hermes, by Praxiteles; Olympia, Archaeological ‘Museum Keleuson Games Vase; Ashmolean Museum, Oxford ‘A Cretan Storage Jar; Heraclion, Archaeological ‘Museum Odysseus Mourning; Berlin, Charlottenburg Antikenabteiluns ‘The Sacred Way at Delphi Epic Combat; Brussels, Bibliotheque Royale Nike Offering Sacrifice; Harvard University, Fogg Museum Am Afternoon Amusement; Athens, Archaeological ‘Museum ‘A Reading from Homer; by Alma-Tadema, University Prints Warriors in Peaceful Conflict, Vatican Museum A God in Human Form; Athens, Archaeological Museum ‘A Musie Session; Bologna, Museo Civico ‘The Porch of the Maidens Playing the Lyre; Hillsborough, California, Hearst Collection Charioteer of Delphi; Delphi, Archaeological Museum Athena; Athens, Archaeological Museum A Dance Lesson; Lecce, Archaeological Museum Artemis Huntress; Chicago, Art Institute “A Cup Better Than Nestor’s"; Naples, Archaeological Museum Minoan Palace at Knossos ‘A Battle of Gods and Giants; Delphi, Archaeological Museum Sappho and Aleaeus; Munich, Antikensammlung ‘The Lion Gate at Mycenae ‘The Deification of Homer by Ingres; Paris, Louvre Map of Homer's World; by Raymond Schoder. Cartography by William Nelson. ‘The Embassy to Achilles; Vienna, Kunsthistorische Museum Polyhymnia, Rome, Conservatori Museum hens, Archaeological 151 154 156 158 163 165 168 170 m 15 7 179 12 18s 188 190 193, 248 249 256 266 268 23 2” 219 281 283 285 308 321 Learning to Waite, University of Pemnsyvania ‘Odysseus and Athena; Sperlonga, Antiquario Land of the Lotus Eaters ‘Odysseus’ Ships in Harbor, by Marjie Faul Dionysus in Transit; Munich, Antikensammlung ‘A Maiden from the Islands; Athens, Acropolis ‘Museum Homer Deified, British Museum Homeric Ship, by Marjie Faul Warriors and Armor; Boston, Museum of Fine Arts Euripides; Naples, Archaeological Museum Actors’ Masks; Rome, Capitoline Museum A Grieving Mother; Paris, Louvre Death Mask of ‘Agamemnon’; Athens, “Archaeological Museum ‘The Walls of Troy Heroie Combat, British Museum A Comie Chorus; Boston, Museum of Fine Arts Bangueter; Munich, Antikensammlung Bard Reciting Homer, British Museum Cyclops—Mighty Monster, 2y Marj Faul Cyclops and Vietims, by Marj Faul ‘Women at Water Fountain, by John Zollner The Cyclops; Torino, Archaeological Museum The Discus Thrower; Rome, Museo delle Terme Herodotus in Research by HM. Herget; ©1944 National Geographic Society Lowing Heifer from the Parthenon Frieze, British Museum Plato Lecturing, Naples, Archaeological Museum ‘The First Jet Engine, by Marj Faul Odysseus; Athens, Archaeological Museum Drunken Silen; Naples, Archaeological Museum ‘Alexander Battle Mosaic; Naples, Archaeological Museum Greek Wartior; Berlin, Antikenabteilung Charlottenburg ‘The Blinding of the Cyclops, Elewsis Museum Woman at Mirror; Boston, Museum of Fine Arts ‘A Modern Star-Map, by W.C. Odysseus Escaping Under the Ram; Brussels, Bibliotheque Royale Maintaining the Tradition ‘A Shrine to Medical Science Greek Warship, by John Zoliner Odysseus Taunts Polyphemus by James Turner; London, National Gallery A Clipper Ship Turned to Stone Acitrizza—Cyelops Rocks ‘The Harbor of Pylos A Creek Chariot, by John Zoliner Mycenae: The Royal Grave Circleaccusative active adjective adverb aorist comparative conjunction conjugation compare dative declension feminine future genitive gender indicative indeclinable infinitive imperfect. imperative intransitive irregular masculine middle ABBREVIATIONS neuter number nominative object optative passive person perfect plural pluperfect preposition present pronoun participle relative singular subject subjunctive superlative transitive verb vocative with numbered section of this book- _ON USING THIS BOOK (Be sure to read this) The aim of this course, as the title emphasizes, is to enable the student to READ HOMER in the original with understanding and a real sense of satisfaction. In this and its other features, the book seeks to bring out more clearly to the beginner both the in- terest and the special educative value of Greek. “To love Homer is a liberal education,” as Andrew Lang has said, and it may be hoped that in the progress of this course the student will come to realize something of what that means. Certainly, direct personal contact with so great and famour a master- piece of world literature should prove a valuable experience. The wonderfully human view of things which Homer presents, with such simple clarity and skill, can open the mind to a new appreciation of the meaning and nobility of life, and to a more sympathetic understanding of the interests, ideals, and feelings of other men. As literary background to other authors, and as a vivid introduction to what poetry really is, Homer has particular importance in the process of education. The story itself, full of adventure, heroism, pathos, sublimity, and all the ways of men, has delighted readers of all ages and times; it is a story of undying imaginative and emotional appeal. Meanwhile, the student is sharpening his mind and refining his powers of thought and language by close working with the remarkably intellectual and highly organized Greek form of expression. He will discover, too, that Greek is still very much alive and creative in our own speech today, for special word-studies throughout the book will explain hundreds of important English words which our language has taken over from Homer and his countrymen. Struetu The entire book is scientifically built up on the basis of a complete statistical tabulation of just what forms, rules, and words actually occur in the text which will be read in this course. As a result, em- phasis is distributed according to the degree of frequency with which each particular item will be met during the two years’ work. Grammar and vocabulary are thus ‘streamlined’, pruned of all ‘dead lumber’, that the efforts of the class may be directed solely, and with more energy, to matters which are actively important for reading the Homeric text. Nothing is learned which is not needed for reading the actual selections contained in this book. Every word, rule, or form assigned for memorization and mastery will come up in at least three places in the readings. Only those principal parts of verbs, and only those special forms of -MI verbs are assigned which actually occur at least three times in the readings from Homer in this course. Thus the memory burden is greatly reduced, with no unneeded items included, yet is fully adequate for reading the selections from Homer provided. These items cover, at the same time, the essentials of Homeric and Greek grammar, thus providing a solid foundation for further reading in Homer or in other Greek authors. Nevertheless, the student who cannot go on in Greek beyond the present course will find satisfaction in having repeatedly seen and used within the course itself every principle that he has learned. The book, then, forms a unit in itself, offering material of intrinsic worth and interest; it is not merely a preparation for something else. e of the Course In the first sixty lessons, the Readings are all actual quotations from various authors over the whole range of Greek literature. The quotations have, where necessary, been simplified or adapted to fit a limited vocabulary and syntax and the Homeric dialect, but they remain faithful to the original thought. These selections thus provide a certain contact with writers other than Homer, and with general Greek thinking. Already by Lesson 11 you will be reading real Greek! ‘The Homer readings are held off until the student has the key forms, rules, and words well in hand. Reading Homer thus becomes easy —most of the language is already familiar, while any new forms or words are explained as they come up, when needed.ON USING THIS BOOK The heavy work of the course, held to its statistically verified minimum of forms, rules, and words needed to read the Homer selections provided, is concentrated in the first quarter of the program (first sixty lessons); the remaining three quarters are then fun—‘downhill’, ‘cashing in’ on the wealth of forms and vocabulary accumulated in the first sixty lessons. Meanwhile the short Readings from other Greek authors and from the New Testament (originally written in Greek) are an early reward for the grammar and vocabulary being progressively learned. The text of Homer himself is over ninety-nine percent unaltered. Where an especially rare or trouble- some form has been reduced to simpler terms, the change is always strictly in accord with Homeric usage. Care has been taken to include in the selections read those passages on which Vergil draws in the Aeneid, Bk. 1, 2, 4, 6. Lesson Design It should be noted that the exercises entitled TRANSLATE and PUT INTO GREEK all drill on the matter just learned, and that the English sentences headed WRITE IN GREEK always draw exclusive- ly on review grammar, not on the forms or syntax first seen in that day's lesson. Everything learned is constantly reused and thus kept active as the course progresses. In general, with classes of fifty minutes, the Lessons are designed to be taken one a day, with a class free every eight or ten days for thorough and detailed vocabulary review. However, Lessons 16, 21, 29, 35, 45, and 83 are intended to take two class periods apiece, while Lessons 59 and 60, general review of the first sixty lessons, will each supply matter for three days’ class, if desired. Many of the easier lessons, especially from Lesson 61 on, can be covered two to a class. Where class periods are longer than fifty minutes, more than one lesson can be taken, as the teacher judges feasible. As a supplementary aid, vocabulary Flash Cards are available, to help individualized review. Daily drill, constant repetition, and earnest effort are essential if this course is to be effective. Granted them, success should follow. Its rewards are high! A fuller explanation of this book's organization and special features and methodology Classical Journal for March 1946, pp. 254-265. Teachers especially will benefit from reading this. xiiNOTE TO SECOND EDITION In this new edition, the contents and special methodology of the original edition have been pre- served, but a number of revisions have been introduced on the basis of users’ suggestions: 1. The gender of nouns is always indicated in the Memorize sections, notes, and vocabularies—not leaving this only to individual application of the rules given. 2. Grammatical terms and principles are more fully explained and defined. 3. Pitch-marks (“accents”) are added on all Greek words in the examples and exercises, to illustrate more fully their usage. 4, A good number of the exercise sentences in the Translate, Put Into Greek, and Write in Greek sections have been rewritten. 5. The illustrations and photographs have been extensively augmented and redone. 6. Some of the Essays have been dropped or changed, and a few new ones added. 7. Some of the introductory quotations at the start of lessons have been replaced with new ones, The continuing use of this book in so many schools since its first appearance in 1948 is most grati- fying. It is hoped that the new edition will be even more widely accepted as an introduction to ancient Greek on both the secondary and college levels. The original coauthor, Vincent C. Horrigan, S.J., having prematurely died some years ago, I have undertaken this revision on my own. Many of the design features and pedagogical innovations incor- porated into this course originated with him, and have been kept in this new edition. I wish to thank once more the many Jesuit colleagues who helped in the statistical analyses on which the original edition was based and in its preparation for the printer. Their names are recorded on page V of the first edition. 1am grateful to those teachers of the book who contributed corrections and suggestions for improv- ing this new version of the Reading Course in Homeric Greek from their experience in using it over the years, especially to Dr. Bernice Fox. My own ideas and background have expanded much since the ‘book was originally designed and put together, guiding me in this revision to what I hope will be a new life for this course and a wider educational impact. As Euripides knew, af devtepal naxg gpovtides cogétepat. RAYMOND V. SCHODER, S.J. Loyola University, ChicagoACKNOWLEDGMENTS To the many publishers who have graciously given permission to quote from books whose copyright they hold, we express our gratitude. Specifically, to: THE AMERICAN SCHOLAR, for use of Walter Lippmann’s article “Education vs. Western Civilization,” in the 1941 volume. THE ATLANTIC MONTHLY, for use of John Buchan’s article in the May, 1940 issue. BLACKIE AND SONS, LtD., London, for quoting Cunliffe’s Lexicon of the Homeric Dialect. BASIL BLACKWELL, Oxford England, for quoting Jaeger’s Paideia, Vol. 1. BOBBS MERRILL CO., for quoting Thos. R. Marshall’s Recollections: A Hoosier Salad. DODD, MEAD, AND CO., for quoting Chesteron’s Everlasting Man. ENCYCLOPEDIA AMERICANA INC., for quoting Paul Shorey’s article “Homei INN AND CO., for reprinting their Greek text of Homer, with some alterations. HARCOURT, BRACE, AND Co., for quoting Virginia Woolf's Common Reader. HARPER AND BROTHERS, INC., for quoting the symposium Liberal Education Re-Examined, by Theo- dore M. Greene and others. HOUGHTON MIFFLIN Co., for quoting J. R. Lowell's My Study Windows, and G. H. Palmer’s The Glory of the Imperfect. [ALFRED A. KNOFF, INC., for quoting Maurice Baring’s Have You Anything to Declare? J. B, LIPPINCOTT Co., for quoting Alfred Noyes’ Collected Poems, Vol. 1. LONGMANS, GREEN AND CO.,INC., for quoting Lang's Homer and the Epic, Mackail’s Lectures on Greek Poetry, J. A. Scott's Homer and His Influence, and Trevelyan’s Life and Letters of Lord Macauley. ‘THE MACMILLAN CO., for quoting T. R. Glover’s Virgil, F. W. Myers’ Classical Essays, Courthope’s Life in Poetry, Croiset’s Abridged History of Greek Literature, and Henley’s Views and Reviews. NEW ENGLAND JOURNAL OF MEDICINE, for quoting Dr. Lewis Thomas in May 25, 1978 issue. \W. W. NORTON AND CO., for quoting Bodmer and Hogben’s Loom of Language. ‘OXFORD UNIVERSITY PRESS, NEW YORK OFFICE, for quoting the symposium On Going fo College, and W. L. Phelps’ Autobiography with Letters. OXFORD UNIVERSITY PRESS, OXFORD OFFICE, for quoting Geo. Eliot's Romola, Laborde’s Education Today, and Thompson’s Science and the Classics. PRINCETON UNIVERSITY PRESS, for quoting the symposium The Humanities after the War. UNIVERSITY OF CALIFORNIA PRESS, for quoting Bassett’s The Poetry of Homer. UNIVERSITY OF MICHIGAN PRESS, for quoting Kelsey's Latin and Greek in American Education. xv‘THE WINGED VICTORY OF SAMOTHRACE ‘The dynamic life and magnificent drapery of this celebrated statue (third century ac) of Vietory alighting on the prow of a ship are probably unrivaled in the world’s sculpture. xviINTRODUCTION WHY GREEK You have practically been talking Greek for years without realizing it. When you use such common English words as drama, photograph, ocean, pathos, strategem, politics, chorus, idea, athletics, gym- nasium, and numerous others (there are over half a million such in your dictionary!), you are speaking Greek under the pretense of English. You are, then, pretty well acquainted already. In other ways, too. If you read a poem or book, study a science, work out a problem in geometry, look at a noble piece of statuary or architecture, discuss politics or ethical questions, you are experienc- ing the living energy and influence of the Greek mind in modern life and thought. For the Greeks pioneered in all those things, and stamped their thought so deeply into them that ever since they have been approached by other men in the light which the Greeks lit. Today when you set out to explore any field of science, thought, art, or literature, you are unavoidably, in one way or another, walking in the footsteps of the Greeks, living off their rich inheritance. Greek culture is the fountainhead, the ever- pulsing energy still behind our own civilization. It has found its way into the very bloodstream of our thought-life, and it is there to stay, As the poet Shelley says, “We are all Greeks. Our laws, our litera- ture, our arts have their root in Greece. The Greeks were the progenitors of all that yet is great, and their fame lies sepulchered in monumental thought.” scapable Clearly, firsthand contact with the source of so much that is vital in our life today is an important and valuable part of any education deserving the name. To be ignorant of Greek, or to know it only by hearsay and at secondhand, is a great loss, a broad gap in the balanced structure of a well read and well trained mind. It is also a real handicap. For it is impossible to go far in almost any field of study with- out running up against a great deal of Greek thought or Greek words, whose understanding is im- portant for successful progress, and ignorance of which would be definitely embarrassing. This is espe- cially true of literature. Most of the great masters of English and European literature were so deeply influenced by Greek writers that one cannot get at much of their finest thought except in a shallow way if unacquainted with Greek. This is an historical fact which cannot now be changed. Yet these masters of English and European literature are the very writers whom every educated person must know and study! A Greek background, then, is a great advantage. Great Literature Even more important is the experience of reading Greek itself. No literature in the world, by the agreement of all the leading experts, can compare with Greek. It has a higher number and proportion of the world’s greatest writers than any other language. It has a vigor, a directness, a brilliance of imagination and a profundity of thought and emotion which no other literature as a whole can rival. Homer, Aeschylus, Sophocles, Sappho, Aristophanes, Plato, Herodotus, Thucydides, Demosthenes, Theocritus, Pindar, to mention some, are ranked by all among the very top writers of all time; yet the authors from all later literatures combined who can rank with those names are fewer in total! Greek is, besides, the original language of the New Testament, to read which as it was written is one of the most. precious and illuminating experiences an educated man can enjoy. The Greek language, you see, is the key to one of mankind’s richest treasure-houses of beauty and noble thought. Educational Power More even than that. Greek literature not only inspires the mind with its splendor, it nourishes it toa better and richer life. It is the most truly educative instrument yet discovered. The special thing about Greek writers is their profound grasp of the deepest human values. By some mysterious genius seldom shared by others, they penetrate to the innermost heart of man’s thought and emotions. They are able,INTRODUCTION in those simple but highly effective touches which show the master artist, to reveal with striking clarity the very nature of courage, dignity, friendliness, joy, or sorrow—any human experience or type of character. Somehow they open up for us the heart of man and let us look down into its depths and secrets. They teach us more about ourselves and other people than even our own living observation ordinarily can, for in their pages we see man and the world of nature about him not with our own com- monplace and untrained vision but with the piercing eye and mind of their genius. We go away from the revelation awed, inspired, with a more mature and mellow understanding. Uniquely Humane It is always the human angle that interests the Greeks. Man is their first and favorite study. As Socrates argued, it is inept to go about inquiring into the mysteries of the material universe before first, trying to understand that greater and more important mystery: man and oneself. Always, then, itis the meaning of life, the purpose and ideal of human conduct, the way to happiness and truly humian dig- nity, which the Greeks highlight in their thinking. Theirs is the original humanistic outlook. And nowhere else can we better learn, even today, how to see all things from the viewpoint of their impor- tance for human life. To give due priority to things of the spirit rather than to sense or the mechanical world; to realize the inborn dignity of human nature and the noble thing it can become when steadily moulded to the pattern of its built-in ideal; to guide one’s life by reason and conscience, not impulse, superstition, or fad; to develop a taste for the finer things of life, for the pleasures of the mind and spirit—in short, to see all things against the background of the soul, of the permanent and most fully, ‘human values in man’s life—that is the humanistic outlook, the greatest contribution of the Greeks to the world. It is one thing which the new America still needs (and so urgently!) if itis to become a lead- ing force in the world by its culture as well as by its science and machines. We must be a humanely educated and cultured people who place our spiritual souls and a sympathetic fellowship with other men first in our interests. Otherwise, we shall be, to the world’s great loss, merely highly skilled bar- barians. Literary Models But Greek, besides broadening our outlook, deepening our humanism, and stimulating our minds to more energetic life by contact with the intellectual dynamo of Greek thought, “the greatest originating force the world has seen,” has other valuable benefits to offer. It supplies models in every literary type so perfect that they are the best introduction to that form of writing, and the ideal standard by which to judge and evaluate other works of the same kind. Homer, for example, gives us the most perfect epic poems yet written; Thucydides is rated the greatest of all historians, Plato the supreme prose artist. Again, a knowledge of Greek gives us the educated man’s privilege of roaming freely among the world’s great minds on a broader scale, for without it many famous and invigorating writers would be closed books to us or but obscurely seen through the darkening lens of translation. Now this is what liberal education means—not merely facts, but the freedom to gather in truth and beauty for the en- richment of life from all over the long history of man’s thinking. Understanding Language nally, the Greek language as such is so highly perfected an instrument of thought that to study it at firsthand is to come to a new understanding of the nature and laws of language. The precision, accuracy, and careful thinking needed to understand correctly a Greek sentence are valuable mental acquirements. Above all, to translate English, with its lazy word-order which ties thoughts together as they come to mind, into the orderly structure of Greek, is an excellent exercise in seeing the interrela- tionships of thoughts and the true function of language in faithfully expressing these relationships. All good style, in any language, is but the clear and natural statement of clearly conceived ideas. Most people do not clearly conceive their ideas in English, because the structure of the language does not force them to. (Can you explain four entirely distinct logical functions of the English word “to” which you so blithely use?) Greek forces the mind to conceive its ideas clearly, because it indicates the differentINTRODUCTION functions of the same word by different spellings, and it points out connected ideas, no matter how far apart in the sentence, by giving their respective words similar or logically related spelling! The natural result of working with such a highly perfected language is a growing refinement of our own mind, an ever more efficient skill in understanding and in using words in our own language. Cultural Tradition Greek is the most highly educative subject in the curriculum, we have said. You should now begin to see why. At least take it on the word of those who know, who have tried all systems and found Greek unequalled for efficiency. It is a health-giving vitamin for your mental diet, and those who prescribe it for you do so with expert professional knowledge of your needs and condition. You will find, besides, later in this book testimonies of successful men in ali positions who look back from the broad experi ence of their lives and see that their study of Greek in school has been of real advantage in many di ferent ways all through their careers. In beginning Greek, you are entering into a great tradition, into a long-tested and abundantly proved system of training. You are in high company. Useful Too! But is Greek practical, you ask. In the highest sense, yes! It will not directly make you a living, nor teach you how to run a lathe, air liner, or computer. But it will teach you how to think, how to read with more understanding and speak with firmer mastery over words. It will enlarge your vocabulary and sharpen your grasp of the meaning of terms. Since these are fundamental skills which enter into ail your life and every aspect of your job, Greek in developing them is more broadly practical than some- thing which only teaches you how to operate a machine or add up company statistics. ‘More than that. What is the use and purpose of your job itself? To enable you to live as a free and self-respecting person, to give you leisure and opportunity to be human—and that means to use your distinctively human powers of mind and soul in the discovery and enjoyment of truth, beauty, and the noble things of life. For unless you feed your soul upon these you are more a mere animal than a man in your actions and interests. On the other hand, the more you feed your soul upon these fully human things, the more a man you become, and the higher, the more permanent and satisfying, will be your enjoyment of life. The refinement of mental powers, the expansion of spirit, the ennobling contact with great minds which Greek offers you is a more precious thing than wealth. It is a thing wealth cannot even buy. Greek may not teach you a living; but it will teach you how to live. And if the purpose of education is to prepare you for /iving in vital contact with the best things in man’s great inheritance, that you may get more out of life, then Greek is the most practical subject in school. For that is what it specializes in. xixDIONYSUS ON PANTHER ‘This splendid mosaic from around 100 nc. is still in place on the floor of a large room of the House of Masks on the Greek island Delos. With superb technique, thousands of small pieces of marble have been arranged to give remarkable depth and vibrant vitality to the fierce beast on sthom the god of the vine and patron of drama rides nonchalantly with divine self-assurance. This is one of the finest mosaies sur- viving from the Classical world.“To read the Latin and Greek authors in their original is a sublime luxury. I thank ‘on my knees him who directed my early education for having put into my posses sion their rich source of delight. 1 would not exchange it for anything which I could then have acquired and have not since acquired.” (Thomas Jefferson) HE 1, THE GREEK ALPHABET LETTER SOUND (GREEK EXAMPLE LETTER SOUND GREEK EXAMPLE a drama Spa-ua y nectar vex-rap B biography Bi-oc é climax wAieqag y ganglion yay-yt-ov ° osteopath ——aa-te-ov 6 democracy Sr-uos m planet ma-vn-m¢ e epidemic em ? crisis Kpraic ¢ adze tpa-ne-fa o,¢ ——_ sophist G0-pia-tn¢ 1 they a6-An-tn, To technical tex-vi-KOG @ theology 6-06 v tule, up ag-t0 1 physique gv-ar-Kos @ graphite ypa-go K cosmic KOo-HOS x chaos 0-05 a logic Jo-vor v apse a-yic u meter Me-tpov @ co ode w-6n 2. NOTE: a. If the a is long, it sounds like the first a in ‘drama’; if short, like the second a. b. If the ris long, it sounds like the / in ‘physique’; if short, like the y. ¢. Ifthe vis long, it sounds like the w in ‘rule’ if short, like the u in ‘up’. Or it may be sounded more like an English y—if long, like the y in ‘philosophy’, if short like the i. d. y is always hard, as in go, never soft as in gem. Before x, y, x, ¢ it has the sound of n (as in “ganglion’). . ¢ when final has the form ¢, otherwise o (e.g. Av-aic). f, Distinguish carefully the sounds of a and 0. The a should be sounded like the English word Ant, the o like awe (e.g. e-a-o-unv). 8. Omay also be pronounced as -h, and g as p-h—the h sounding with the following letter: Geo = tcheos, gidog = pzhilos. ‘h. For the names of the alphabet letters see Lesson 4. For the forms of the capital letters see Lesson 61. 3. PRONOUNCE AND COPY CAREFULLY IN GREEK: 1. gr-ho-00-1-9 8, oxe-e-tov 18, oTpa-ty-y-KOS 2, dra-lo-yos 9. 6€-a-tp0v 16. a-por-vi-n 3. MI-Kpo-ger-voS 10, fan-tia-wa 17. ap-xe-teK-TOv 4 goa-go-poc : 1, Ma-Br-wa-ti-KOS 18. op-xno-tpa 5. @-va-Av-aIg 12, RO-AETEKOS 19, we-hay-xor-Aen 6. nvev-po-vi-n 1. @-po-ua 20, 10-Av-yoo-vov 7. bpa-ua-ti-Kog 14, gy-pr-Bi-og 21. youeva-g-ov