Instructor’s Resource Manual for

h
AT H E N A Z E
A n Int rod u c t i on t o A n c i e nt G re e k
h
B ook O ne a nd Two

t h i r d e di t ion

Maurice Balme
Gilbert Lawall
Edited by James Morwood

1
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 h
Contents

BOOK I
Introduction vii
Chapter 1 1
Chapter 2 11
Chapter 3 20
Chapter 4 27
Chapter 5 35
Chapter 6 43
Chapter 7 53
Chapter 8 63
Chapter 9 73
Review of Verb Forms 84
Preview of New Verb Forms 85
Chapter 10 87
Chapter 11 96
Chapter 12 107
Chapter 13 117
Chapter 14 126
Chapter 15 135
Chapter 16 143
End Matter 151
Translations of Classical and New
Testament Greek Readings 154
Word Study Index 158

iii
iv Contents

Word Building Index 159

Index of Teacher’s Handbook:
Topics, Language, and Grammar 161
Index of Teacher’s Handbook:
Greek Words 163

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

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

t h i r d e di t ion

Maurice Balme
Gilbert Lawall
Edited by James Morwood

1
 h
Introduction
The Cour se
General Principles
This course was written for use in schools, colleges,
and universities with students who have not neces-
sarily been exposed to any other highly inflected
language. The course aims at teaching students to
read and understand Greek within the context of
fifth-century Greek civilization and culture. All
elements in the course are meant to contribute to
this end.
The readings form a continuous story with
interwoven subplots. In Chapters 1–20 the nar-
rative consists of made-up Greek, a good part of
it based on Homer and Herodotus; in Chapter 21
and the following chapters dependence on ancient
sources—Thucydides, Plato, Herodotus, Bac-
chylides, and Aristophanes—increases steadily.
The main narrative of each chapter is divided into
two parts. Before each narrative is a list of words
to be learned. The inductive method (see below)
involves quickly reading the lists through before
starting on the narrative, and then learning them
thoroughly after the narrative has been completed,
when the vocabulary has been encountered in con-
text and will thus prove easier to memorize. Some
teachers, however, will feel that the lists should
be learned in advance of the readings. Following
each narrative is an explanation of the major new
grammar and syntax that have occurred in the
reading. Exercises then give practice with the new
linguistic features. In the middle of each chapter is
a short essay providing the historical and cultural
context of the narrative. Reading passages at the
end of each chapter are offered for comprehension;
I-vii
they either continue the narrative or form sub-
plots, drawn from Homer’s Odyssey, Herodotus,
and Thucydides. Chapters 29 and 30 at the end
of Book II are devoted primarily to passages from
Thucydides and Aristophanes, the Greek of which
has not been changed from the original, except for
some omissions.
The narratives are so constructed that stu-
dents should be able to read and understand the
Greek with the help of the vocabulary, the glosses
beneath each paragraph, and occasional help from
the teacher. Although we believe firmly in the
necessity of learning grammar and vocabulary
thoroughly, the students’ first understanding of the
Greek will come from their reading of the story. To
this extent their understanding of grammar and
syntax will be inductive, but analytical under-
standing will come during and after the reading of
the story and in formal presentations of grammar
and syntax. This method fosters fluency and confi-
dence and contributes to the ultimate goal of com-
prehending Greek without recourse to translation.
Inclusion of short passages from Classical and
New Testament Greek, unadapted, in virtually
all the chapters is an opportunity for students to
develop skill in comprehending the Greek of a vari-
ety of ancient authors and to become acquainted
with a number of poetic styles and with the original
words of two of the Gospels, Luke and John. Apart
from their intrinsic interest, these passages encour-
age discovery that even at this early stage students
can, with the help of glosses, understand passages
of real Greek literature and the New Testament.
Inclusion of the sayings of the seven wise men
of Archaic Greece in boxes in Book I titled “Greek
I-viii AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Wisdom” acquaints students with these famous
bits of proverbial wisdom, without which any
Greek course would be incomplete. In Book II we
present fragments of Heraclitus in Greek Wisdom
boxes in most chapters, and material on Socrates in
Chapter 29.
Language Structure
The sentence is the basic unit of sense in any lan-
guage, and from the start the student should aim
at understanding whole sentences within the con-
text of the paragraph as a whole. Sentences in any
language follow a limited number of patterns, and
students should learn to respond to the elements of
the sentence as they appear in sequence, to become
sensitive to variations in word order, and to watch
inflections closely as keys to structure and mean-
ing. In the early chapters, you might consider label-
ing key grammatical elements of sentences. (We
suggest how this can be done on p. 5.)
We have tried to control the input of morpho-
logical features and sentence patterns in such a way
that the gradient of difficulty remains steady and
consistent. The sequence of grammar and syntax
is determined by two criteria: (1) What order will
the student find easiest? (2) What order will enable
the author to write reasonably interesting Greek as
soon as possible?
In any inductive method, students are
expected to discover some or all of the morphology
and syntax as they read and use the language and
to develop a personal grammar of their own. In this
course, that personal awareness is constantly sub-
ject to correction and consolidation in the gram-
matical sections that follow the readings and set
forth the grammar in traditional form. Exercises
then follow for reinforcement.
The reading passages at any given stage nec-
essarily incorporate grammar that has not been
presented formally. At the beginning of the teach-
ing notes for each chapter, we list the new gram-
mar that is to be formally presented. These are the
features of grammar on which the teacher should
concentrate in teaching the reading passages; the
features will be formally presented in the gram-
matical sections following the reading passages.
Other new features of grammar will be glossed as
necessary in the notes beneath the paragraphs, and
teachers should not dwell on them or digress into
discussion of them. Concentrate on the essential
new grammar in the chapter (and on review in a
given passage of grammar that has been formally
Book I
presented earlier). Detailed suggestions are offered
for effective teaching of the new grammar in the
stories.
Vocabulary
Equally, to make rapid progress students must learn
vocabulary. We have reinforced important words
by constantly reintroducing them in the stories
and exercises. Some whole phrases keep recurring,
like Homeric formulae. Understanding of some of
the basic principles of word building in Greek helps
reduce the burden of memory and allows students
to attack many new words with confidence.
The vocabulary lists in the chapters give the
words that students are expected to learn fully
(whether after or before reading the narrative) and
be able to use actively both in reading Greek and
in translating from English into Greek. Teachers
should quiz frequently on this vocabulary, from
Greek to English and from English to Greek.
Many words are glossed at their first occur-
rence in a reading passage; students are not
expected to learn these words thoroughly while
reading the paragraph in which they are glossed.
Sometimes, however, these words will be used
again later in the same passage or in subsequent
passages in the same chapter and will usually not
be glossed again within that same chapter. If stu-
dents forget a meaning, they should look back in
earlier paragraphs of the same passage or in ear-
lier passages in the same chapter before having
recourse to the Greek to English vocabulary at the
end of the book. In the teacher’s notes on the read-
ing passages, we list words that were glossed earlier
in the chapter (see note in this manual after the tail
reading in Chapter 1).
In glosses below paragraphs of the stories
and in references in the instructor’s manuals to
specific words in stories, we usually preserve the
grave accents on the final syllables of words as they
appear in the stories.
For the principles that govern the vocabulary
used in and required by the exercises, see the notes
after the answers for Exercise 1α and Exercise 1γ
in this manual. Occasionally translations or vocab-
ulary will be given in parentheses in the sentences
of the exercises.
Exercises
The exercises for each chapter include (1) study of
English derivatives as an aid to mastery of Greek
vocabulary as well as an aid to understanding
 IntroductionI-ix
English (after each α reading), (2) morphologi-
cal exercises as needed, (3) sentences for transla-
tion from and into Greek (sometimes paired, and
always using the new morphology, syntax, and
vocabulary of the chapter), and (4) exercises on
word building within Greek itself (after each β
reading).
Blank charts for verb forms are supplied after
the last chapter in Book I and the last chapter in
Book II, and students are periodically directed to
make photocopies of these charts and fill in certain
forms of designated verbs; they are also directed
to keep the charts for reference, and later they are
directed to fill in additional forms. Filling out these
forms allows students to gain a clear picture of
where new forms fit into the overall patterns for the
various verbs. For nouns and adjectives, students
are periodically directed to write sets of forms
of designated words and phrases. We strongly
recommend that teachers assign this work with
verbs, nouns, and adjectives; that teachers check
their students’ work carefully; and that students
be required to keep their charts of verbs and their
sets of nouns or of nouns and adjectives carefully
organized in a three-ring notebook.
With regard to English to Greek translation,
few would now maintain that “composition” is
essential for learning to read Greek. It seems, how-
ever, to be a most valuable instrument for ensuring
a sound knowledge of morphology and syntax.
Word Study and Word Building
These exercises are ideal for small-group work.
Occasionally students may need access to an
English or a Greek to English dictionary, but they
should rely on their own problem-solving skills as
much as possible.
Tips for Teaching
The two major reading passages (α and β) in each
chapter are usually presented, read aloud, compre-
hended, translated, and discussed in class as a joint
venture undertaken by teacher and students. It is
highly recommended that overhead transparen-
cies be made of the reading passages and that the
teacher introduce students to the passages by read-
ing them aloud from the projection on the screen.
Simple comprehension questions in English will
help establish the outlines of the passage, and then
it can be approached sentence by sentence with the
teacher modeling each sentence and the students
repeating after the teacher and translating. The
passages are short enough so that they can then
be read again by the teacher. In each oral reading
(whether by teacher or students) careful attention
should be paid to phrasing and tone of voice so that
the words are clearly grouped together as appro-
priate and are spoken in such a way as to convey
the meaning of the passage effectively. Further
detailed suggestions are offered for each α and β
reading.
The pace and depth of work on the passages
should be varied. It is vital not to lose forward
momentum. Provided that sufficient in-depth
reading is undertaken, students should be allowed
to experience fluent and speedy understanding
without analysis some of the time.
We also recommend that teachers encourage
their students to read vocabulary aloud, and to
read the exercises aloud. Not only is the sounding
of a language the natural way of learning it, but the
combination of the two senses of sight and hearing
can greatly facilitate the learning process.
At the end of each chapter there is an addi-
tional passage on the theme of the story line that is
offered not to introduce new vocabulary or gram-
mar but as an exercise in comprehension. Each of
these passages is accompanied by comprehension
questions, and it is recommended that the passage
be read aloud by the teacher (perhaps again from
an overhead projection) and that students be urged
to answer the questions (in English or in Greek)
without explicitly translating the Greek. One of
the purposes of these passages is to get students
into the habit of reading Greek for direct compre-
hension of the ideas expressed; we do not want
students to think of Greek only as something that
must be translated into English.
Learning to Read Unadapted Greek
The stories themselves incorporate a gradual but
deliberate transition to the reading of unadapted
Greek. The old sailor’s accounts of Thermopylae
and Salamis are based ultimately on Herodotus,
using his actual words where possible. Some pas-
sages are fairly close to the original, and we include
some original lines from Aeschylus’s Persae and
from Simonides, which are glossed as needed. The
reading passages at the ends of Chapters 13–20
follow Herodotus more closely. None of these pas-
sages, in our experience, occasions much difficulty,
so long as the student has a good grasp of partici-
ples, on which we lay great emphasis.
I-x AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
The core of Chapters 21–28 consists of
adapted extracts from Thucydides, Herodotus, and
Plato, with increasing sophistication of syntax and
content. In Chapters 21–23 we still use the narra-
tive framework, but as Dicaeopolis and his family
are now involved in actual historical events (the
outbreak of the Peloponnesian War), we introduce
adapted Thucydides. Chapter 23, “The Invasion,”
follows Thucydides 2.18–23 fairly closely, with
cuts. Chapter 24, a digression on the education
Philip receives when he is evacuated to Athens,
introduces extracts from Plato’s Protagoras, with
very little change. In Chapter 25 we abandon the
narrative framework and devote four chapters to
Herodotus (the story of Croesus), with each chap-
ter moving closer to the original words. This sec-
tion ends with Bacchylides’ account of the rescue of
Croesus by Apollo, unadapted, which, with gloss-
ing, is manageable by students at this stage. Chap-
ter 29 is based closely on Thucydides 2.83–94,
with omissions, and the course draws to its close
by returning to Dicaeopolis (now the figure in
Aristophanes’ Acharnians) and offering unadapted
extracts from Aristophanes’ play (Chapter 30).
Along the way students will have read numerous
passages from Classical and New Testament Greek,
and by the end of the course they will be ready to
read from annotated texts of the standard authors.
Teaching the Course
This course is intended for use in secondary
schools and in colleges and universities. Its use
at both levels will help promote continuity in the
study of Greek. It will be completed in different
periods of time, depending (among other factors)
on the level at which it is being taught, the num-
ber of class meetings per week, the length of class
periods, and the number of weeks in the semester
or trimester or quarter. At a relatively rapid pace,
the entire course (Books I and II) can be taught in
two semesters or three quarters. At a more relaxed
pace, the material can be spread out over three
semesters or four quarters. If supplemented with
extensive background material on history, mythol-
ogy, and archaeology, the course may be extended
to four semesters.
Teachers at each level need to plan their time-
tabling of teaching the course carefully with many
factors in mind. The course itself offers an abun-
dance of material from which teachers need to select
carefully in order to achieve their own goals. Each
teacher must decide how much time to devote, for
Book I
example, to word study, cultural background, and
word building. Some teachers will leave these sec-
tions largely up to the students to study on their own.
They may photocopy the sections on this material
in the instructor’s manuals and distribute it to their
students for study on their own. The lists of deriv-
atives in the instructor’s manuals may also be pho-
tocopied and distributed to students for their study
and for use as the basis for independent projects.
Each teacher needs to decide how much
emphasis to put on some of the finer points of the
language such as accents and macrons and on the
linguistic aspects of the paradigms of nouns, adjec-
tives, and verbs.
Parts of Book I may also be used as a supple-
ment to Latin courses at the advanced levels in
the secondary schools. The first ten chapters, for
example, might be taught over the course of the
entire year of third- or fourth-year Latin, with one
class period per week devoted to Greek. Teachers
using the course in this way may wish to supple-
ment the material on word study and mythology.
Many useful connections can be made with the
students’ simultaneous study of advanced Latin.
Classical Greek and New Testament
Passages
These passages were added to Athenaze to give
students practice with reading extracts from real
Greek from the very beginning of the course. Bibli-
ographical information on the sources of the Clas-
sical Greek passages, translations of the passages,
and notes on them are furnished in the instructor’s
manual. The selections from the Gospel of Luke in
Book I and the Gospel of John in Book II are taken
from The Greek New Testament, Fourth Revised
Edition, edited by Barbara Aland, Kurt Aland,
Johannes Karavidopoulos, Carlo M. Martini, and
Bruce M. Metzger, © 1993 Deutsche Bibelge-
sellschaft, Stuttgart (available in the United States
from the American Bible Society, 1865 Broadway,
New York, NY 10023). Some teachers will be able
to afford to spend time on the Classical and the
New Testament readings in their classes, but others
may choose to leave these readings largely up to the
students to do on their own. To make it easier for
students to work on these passages independently,
we append at the end of each instructor’s manual
sets of translations of the passages, which teachers
may photocopy and distribute to their students.
There are some differences between Classical
Greek and the Koine Greek of the New Testament,
 IntroductionI-x i
but they are unlikely to bother students at this stage
in their study of the language. We point out some
of the differences in the glosses accompanying the
passages in the student’s book and in the notes in
the instructor’s manuals.
Greek Wisdom
We do not provide vocabulary or notes in the
Greek Wisdom boxes in the student’s book, and we
do not include translations of these extracts in the
material for the students at the end of the instruc-
tor’s manuals. We do, however, supply all needed
vocabulary in the Greek to English Vocabularies at
the end of the student’s books. Students should be
allowed to work out their own translations of these
passages, with help from the teacher as a last resort.
Students interested in philosophy will find this
material of particular appeal.
Illustrations
Line drawings, usually based on Greek vases, or
photographs are placed before each of the main
narratives in Chapters 1–16. The Greek captions
illustrate new linguistic features introduced in the
chapter. With a little help from the teacher, the
meaning of these captions should quickly become
apparent to students. The captions are important,
since in them students first experience the features
of grammar and syntax that enable them to under-
stand the narrative that follows.
Where a painting on a Greek vase fits the cap-
tion exactly, our artist reproduced the picture with-
out change. In other cases some adaptation was
necessary, and in others scenes have been drawn
from imagination in the style of Greek vases.
From Chapter 17 onward, we cease to use
line drawings, as we have photographs that fit the
captions well enough. We give the sources for all
illustrations in lists of illustrations at the end of
the students’ books and in the notes in this man-
ual, with brief descriptions and commentaries as
necessary.
Further Reading
We offer the following very brief list of books
that will be most useful in teaching Greek from
Athenaze:
Grammar
Smyth, Herbert Weir. Greek Grammar. Revised
by Gordon M. Messing. Cambridge: Harvard
University Press, 1963.
Word Study
The American Heritage Dictionary of the English
Language. Boston, New York: Houghton
Mifflin, 4th ed., 2000.
Jewell Elizabeth J., and Frank Abate. The New
Oxford American Dictionary. New York: Oxford
University Press, 2001.
Sinkovich, Kathryn A. A Dictionary of English
Words from Greek and Latin Roots. Amherst:
CANE Instructional Materials, 71 Sand Hill
Road, Amherst, MA 01002, 1987.
Cultural and Historical Context
Boardman, John, Jasper Griffin, and Oswyn
Murray, eds. The Oxford History of the Classical
World. Oxford, New York: Oxford University
Press, 1986.
Connolly, Peter, and Hazel Dodge. The Ancient
City: Life in Classical Athens & Rome. New York:
Oxford University Press, 1998.
What Life Was Like at the Dawn of Democracy:
Classical Athens 525–322 bc. Alexandria,
Virginia: Time-Life Books, 1997.
The World of Athens: An Introduction to Classical
Athenian Culture (2nd ed., ed. Robin Osborne).
Cambridge, New York: Cambridge University
Press, 2008.
We cite passages in The World of Athens and The
Oxford History of the Classical World in the teach-
er’s notes on the cultural and historical background
essays in most chapters of this course.
Pedagogy
Griber-Miller, John. ed., When Dead Tongues
Speak. American Philological Association,
2006, chaps. 7, 8, and 9.
Notes to Introduction in
Stu dent’s Book
Illustration (Book I Cover)
The goddess Artemis from the east frieze of the Par-
thenon, 442–438 bc (Acropolis Museum, Athens)
Pa r t 1
Illustration (p. xxv)
The figure of Myrrhine is based on a painting on
a lekythos by the Providence Painter, ca. 470 bc,
in the Ashmolean Museum, Oxford; the figure of
I-x ii AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Melissa is based on a painting on a dish by the Dish
Painter, ca. 460 bc, in the Hermitage Museum,
Leningrad; and the dog is based on a painting on
an Attic red figure cup by the Euergides Painter, ca.
500 bc, in the Ashmolean Museum, Oxford.
Pa r t 2
Alphabet (p. xxvi)
For further discussion of pronunciation and a
demonstration, see the book by W. Sidney Allen
and the cassette recording by Stephen Daitz,
referred to on p. xxx.
Macrons (p. xxvii top)
Macrons (long marks) have been inserted in the
Greek throughout the student’s book and the
instructor’s manual in order to facilitate accurate
pronunciation. Teachers must decide whether to
tell their students to include macrons when they
are writing Greek and to consider them as an inte-
gral part of the spelling of Greek words.
The markings for long and short vowels are
also used in poetic scansion to identify long and
short (heavy and light) syllables, but poetic scan-
sion is not treated in this book.
Diphthongs (p. xxvii bottom)
Students will encounter some words such as νηϊ`
with a dieresis over the second vowel (see 6α:22);
this indicates that the vowels are to be pronounced
as two separate syllables and not as a diphthong.
It should be noted that when we speak of diph-
thongs as being considered long or short, we are
speaking only for purposes of accentuation and not
for poetic scansion.
Paired Consonants (p. xxviii middle)
There is evidence that the γ in the combination γμ
was also nasalized; see W. Sidney Allen, Vox Graeca,
Cambridge University Press, 2nd ed., 1974, p. 35.
Accents
Teachers are recommended to make the decision at
the outset as to whether to teach accentuation sys-
tematically. All the information necessary to do so
is given in the text of the student’s book, but within
square brackets.
The best modern guide to accentuation is
Philomen Probert, A New Short Guide to the Accen-
tuation of Ancient Greek, Bristol Classical Press,
London, 2003.
Book I
Pa r t 3
Writing Greek Letters (pp. xxx–xxxiii)
The material on writing Greek letters on pp. xxx–
xxxiii is taken from Eugene Van Ness Goetchius’s The
Language of the New Testament, originally published
in 1965 by Scribner, New York, and now available
from Pearson Education, Upper Saddle River, NJ.
Illustration
This fragment of a red-figure cup showing a boy
reading a scroll inscribed with Greek capital letters
(painted to be read by the viewer of the cup rather
than the boy) dates from about 470–450 bc.
Pa r t 4
Practice in Pronunciation and
Writing (p. xxxiii)
The Greek words and the names of the Muses,
Graces, and Fates on pp. xxxiii–iv have been taken
from Jane Gray Carter’s Little Studies in Greek, pub-
lished by Silver, Burdett, New York, 1927, pp. 63–70
and 101–102. This book is currently available from
CANE Instructional Materials, 71 Sand Hill Road,
Amherst, MA 01002.
The following information, taken from Car-
ter’s book, may be of use if students ask about
the names of the Muses, Graces, and Fates or if
you wish to teach their meanings. There is surely
no need to be too candid about how the names,
functions, and number of the Muses fluctuated in
ancient Greek literature.
Muses
Κλειώ (κλέω, I celebrate), Clio, muse of history
Εὐτέρπη (εὐ�, well + τέρπω, I delight), Euterpe,
muse of lyric poetry
Θάλεια (θάλλω, I bloom), Thalia, muse of
comedy
Μελπομένη (μέλπω, I sing), Melpomene, muse
of tragedy
Τερψιχόρᾱ (τέρπω, I delight + χορός, chorus),
Terpsichore, muse of choral dance and song
Ἐρατώ (ἐρατός, lovely, from ἐράω, I love), Erato,
muse of erotic poetry
Πολύμνια (πολύς, much + ὕμνος, hymn),
Polyhymnia, muse of the sublime hymn
Οὐρανίᾱ (οὐρανός, heaven), Urania, muse of
astronomy
Καλλιόπη (καλός, beautiful + ὄψ, voice),
Calliope, muse of epic poetry
 IntroductionI-x iii
The Three Graces
Ἀγλαϊ`ᾱ (ἀγλαός, -ή, -όν, shining, splendid),
Aglaia, the bright one
Εὐφροσύνη (εὔφρων, merry), Euphrosyne,
good cheer
Θάλεια (θάλλω, I bloom), Thalia, the blooming
one
The Three Fates
Κλωθώ (κλώθω, I spin), Spinster, the fate who
spins the thread of life
Λάχεσις ( λαχεῖν, to obtain by lot), Dispenser of
Lots
Ἄτροπος (ἀ privative + τρέπω, I turn), Inflexible
Map (p. xxxvi)
Greece and the Aegean Sea
Notes on This Instructor’s
M an ual
Method of Reference
References to reading passages are made in the fol-
lowing form:
1α:5
This refers to Chapter 1, reading passage α , line 5.
References to the tail readings are made in the
following form:
1 tail:2
References in the Greek to English Vocabulary
to grammar sections are made in the following
form:
1 Gr l
This refers to Chapter 1, Grammar 1.
Words Glossed Earlier in Chapters
When words appear again that have been glossed
earlier in the chapter, we do not gloss them again,
but for the convenience of the teacher we list them
in the manual after the translation of the paragraph
in which they appear for the second or third time.
All such words are included in the Greek to English
Vocabulary at the end of the book.
Compound Verbs to Be Deduced
We usually do not give compound verbs in the
Vocabulary lists when their meaning is clear from
their constituent parts, but only when there is a spe-
cial meaning or a preferred translation. We leave it to
students to deduce the meaning of most compound
verbs, and we make note of them in the instructor’s
manual after the translation of the paragraph in
which they occur. All such words are included in the
Greek to English Vocabulary at the end of the book.
Space for Additional Notes
The material in the following sections of this man-
ual is carefully coordinated with the sequence of
material within each of the chapters of the stu-
dent’s book. Occasionally we have not given notes
to particular vocabulary or grammar sections.
Notes on Color Plate
Illustr ations
Illustration (Color Plate 1)
Panoramic Picture of the Acropolis of Athens
Illustration (Color Plate 2)
Dating from aboout 560 bc, this statue is in many ways
characteristic of the archaic kouros (young man) who stands
with one foot forward and a quizzical smile on his face; but
with its emotional charge, the calf-bearer is obviously different.
Carved from the same block, man and beast seem attuned,
as Nigel Spivey perceptively observes, the former having been
given some of the calf’s placid, wide-eyed, trusting nature.
(Athens, Acropolis Museum, Archaeological Museum)
Illustration (Color Plate 3)
Attic countryside landscape
Illustration (Color Plate 4)
The triad of the Eleusinian Mysteries: Persephone, Demeter
and Triptolemus. Marble bas-relief found at Eleusis
440–430 bc. (Athens, National Archaeological Museum)
Illustration (Color Plate 5)
This red figure cup by the Douris Painter interior dates
from the early fifth century. (Antikensammlung, Staatliche
Museen, Berlin, Germany)
I-x iv AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Illustration (Color Plate 6)
The throne room of the palace at Knossos on Crete gives an
indication of the splendors of the Minoan civilization, which
the Mycenaeans brought to an end in around 1490 bc.
Illustration (Color Plate 7)
This red-figure vase painting by the Kleophrades Painter
dates from the first quarter of the fifth century. (British
Museum)
Illustration (Color Plate 8)
This reconstruction of the Acropolis is by Stephen Biesty.
Illustration (Color Plate 9)
This reconstruction of the Piraeus is by Stephen Biesty.
Illustration (Color Plate 10)
The French painter Jacques-Louis David lived from 1748
to 1825. (Paris, Louvre)
Illustration (Color Plate 11)
The diver is confronting a sphinx on a now-submerged
island in the harbor of Alexandria. (Hilti Foundation)
Illustration (Color Plate 12)
The plain of Sparta is protected by a massive mountain
range. Not much of the ancient city survives, as you can see.
Thucydides was indeed prophetic when he wrote that “if
the city of Sparta were to become deserted, with only the
temples and the foundations of buildings left to the view,
I imagine that with the passage of time future generations
would find it very hard to credit its reputed power.” He adds
that “if the same thing happened to Athens, people would
assume from the overt appearance that the city’s power was
twice what it is” (1.10).
Illustration (Color Plate 13)
In 1876 the great German archaeologist Heinrich
Schliemann started to excavate Mycenae. The most
memorable moment in the excavation came when
Schliemann uncovered a corpse in a shaft grave wearing
this golden mask. He telegraphed the king of Greece, “I have
gazed upon the face of Agamemnon.” In fact, the graves
date from centuries before Agamemnon (if he existed).
(National Archaeological Museum, Athens, Greece)
Book I
Illustration (Color Plate 14)
This red-figure kylix from the Triptolemos Painter dates
from the fifth century bc. The cap and trousers identify
the losing warrior as a Persian. The emblem on the Greek
hoplite’s shield is the winged horse Pegasus. (National
Museums of Scotland)
Illustration (Color Plate 15)
Aerial view of Mycenae (photo: Ira Block)
Illustration (Color Plate 16)
Bust of Pericles
Illustration (Color Plate 17)
The Lydian acropolis of Sardis, seen from the west,
with the Hellenistic temple of Artemis in the foreground.
(photo: Peter Thonemann)
Illustration (Color Plate 18)
This reconstruction is by Stephen Biesty.
Illustration (Color Plate 19)
The François vase was named after the man who recovered
it in a tomb in Etruria (central Italy). A huge volute crater
(it is 26 inches high), it shows (starting at the top) the
Calydonian Boar Hunt; the funeral games of Patroclus,
the friend of Achilles; gods in procession to the wedding
of Peleus and Thetis; Achilles chasing the Trojans Troilus
and Polyxena at a fountain house; animal and sphinxes;
pygmies fighting cranes (base). It was painted by Kleitias in
around 570 bc. (Museo Archeologico, Florence, Italy)
Illustration (Color Plate 20)
Model of Delphi (Munich Antikensammlungen)
Illustration (Color Plate 21)
Attic red-figure belly amphora depicting Croesus on his
Pyre. See note.
Illustration (Color Plate 22)
The red-figure Pronomos vase, named after its painter,
dates from the end of the fifth century bc. It is the best
surviving evidence that we have for the costumes and masks
worn during the great period of Attic drama. (Museo
Archeologico Nazionale, Naples, Italy)
 h
1
Ο ΔΙΚΑΙΟΠΟΛΙΣ (α)
Title: “Dicaeopolis”
Purposes of This Chapter
1. Reading: to introduce students to their first
passages of Greek reading, which are deliber-
ately simple in order to build confidence; to
introduce the main character of the fictional
narrative, the Athenian farmer Dicaeopo-
lis; and to sketch his character, lifestyle, and
values
2. Grammar: (α) to present basic forms of verbs
(third person singular) and of nouns (nomi-
native and accusative cases, second declension
masculine) and to introduce the basic uses of
the nominative and accusative cases and the
concept of agreement; and (β) if instructors so
wish, to begin formal study of accents (acute and
grave) and of accents with disyllabic enclitics
3. Context: to provide some background on the
Athenian farmer
Illustration (p. 1)
Photograph of the Moschophoros (Calf-Bearer),
ca. 560 bc (American School of Classical Studies
at Athens). An inscription tells us the Calf-Bearer’s
name, Rhombos. Nigel Spivey (Greek Art, Phaidon,
London, 1997 pp. 147–48) calls it “one of the most
satisfying statues ever made.” He draws attention
to the “very tender characterization of both a mood
and a relationship. Rhombos has been given some
of the placid, wide-eyed trusting nature of the calf.
Carved from the same block, man and beast seem
steadily attuned.”
I-1
Caption under Illustration
Dicaeopolis is a farmer; and he is carrying the/his calf.
Lead students to deduce the meaning of the caption
from the illustration. After reading the caption, ask
what the man is doing. This will elicit the meaning
of the verb φέρει. Then the question “What is he
carrying?” will eventually lead to the answer that
it is a calf. Students of art history will be familiar
with the statue with the title Moschophorus, and
some may remember that this means Calf-Bearer.
Note that the definite article may be translated
with a possessive. Then work on the first part of
the sentence; students should quickly recognize
Δικαιόπολις as a personal name (the capital let-
ter and mention of Dicaeopolis in the Introduction
to the book will help). The question “What is he?”
will lead to “He’s a farmer” (αὐτουργός is in the
vocabulary list), and then the word αὐτουργός
may be explained (meaning something like inde-
pendent farmer from αὐτός, himself, and the stem
ἐργ-, originally ϝεργ-, seen in τὸ ἔργον, work and
ἐργάζομαι, I work).
The caption illustrates grammatical points
that are important for this lesson, in particular the
use of the nominative case for the subject and the
complement and the use of the accusative case for
the direct object.
Vocabula ry
Note that we give only the third person singular
of verbs and the nominative singular of nouns and
I-2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
adjectives. Phrases should be learned as such and
not analyzed grammatically at this stage.
We recommend that the teacher read the Greek
words and their meanings aloud to the class before
the reading of the passage. Our recommendation is
that the students should learn the vocabulary after
the passage has been read. However, some teachers
may prefer that the learning be done at this point.
Have three students read the footnotes aloud to the
class and be sure that everyone understands them.
You may wish at this stage of the course to steer
clear of the third footnote with its technical term
“postpositive”.
We do not recommend derivative work at this
stage, since all attention should be focused on
reading and pronunciation of the new Greek words
and association of the words with their meanings.
Derivative work is best done in conjunction with
the Word Study and Word Building sections in
each chapter. In this teacher’s manual, sample
derivatives will be given immediately after the
material on the Word Study section in the first
half of each chapter and after the Word Building
section in the second half. These lists are by no
means exhaustive, and all the words contained in
them have been checked in the American Heritage
Dictionary of the English Language or in the Oxford
English Dictionary. The lists contain some techni-
cal vocabulary, which will appeal to students of
the sciences and of medicine, and some vocabulary
relating to language and literature; we have tried
to suggest something of the broad range of deriv-
atives from Greek. Teachers may photocopy these
lists and distribute them to students, and some
teachers will want to assign some of these words for
students to research and record the history of their
derivation and their current English meanings.
There are a variety of ways the lists can be used to
enrich students’ study of the Greek language and
to demonstrate its relevance to many aspects of our
modern world.
We strongly recommend that students make
vocabulary flash cards for drill, with the Greek
word on one side and the English on the other. Ide-
ally, students should have an active command of
vocabulary, Greek to English and English to Greek.
They should be able to write breathing marks accu-
rately as well as accents if the teacher so decides;
some students will always include macrons as
well, but few teachers take off credit for failure
to include them. Their main purpose is to guide
pronunciation.
Book I
Contextualizing the Passage
and Pr eviewing Som e of the
Vocabu la ry
Kenneth Scott Morell (in When Dead Tongues
Speak, 140) suggests that the first two paragraphs
of “The Athenian Farmer” (p. 6) could be read in
advance of translating the passage in the following
form:
Dicaeopolis (Δικαιόπολις) lives in a village in
Attica called Cholleidae, about twelve miles south-
east of Athens (Ἀθη �ναι). Athens (Ἀθη�ναι) and its
port, the Piraeus, formed a very large city by ancient
standards. However, Dicaeopolis is like most Athe-
nians. He lives (οἰκει�) and works (πονει�) in the
fields (ἐν τοι�ς ἀγροι�ς).
Most were farmers (αὐτουργοί). An aver-
age farm (κλη �ρος) was small (μῑκρός), ranging
in size from ten to twenty acres. What they grew
on their farms depended partly on the district in
which they lived. On the plain near Athens the sta-
ple products would have been vegetables and grain
(σ�ι τος), but most of Attica is hilly; this poorer land
was more suitable for grape vines, olive trees, and
goats (cows were not kept for milk). All farmers
(αὐτουργοί) aimed at self-sufficiency, but few
would have attained it; the Athenians (Ἀθηνα�ιοι)
imported two-thirds of their grain (σ�ι τος). If they
had a surplus, for example of olive oil or wine, they
would take it to the market in Athens (ἐν τα�ις
Ἀθήναις) for sale and buy what they could not
produce themselves.
Teachers may well choose to make similar use of
the paralinguistic passages in subsequent chapters.
Teaching the New Gr amma r
in the Story
Various methods can be used in teaching the
stories and the grammar that they illustrate. The
suggestions offered in this teacher’s handbook
are quite specific and detailed. Not all teachers will
want to follow them, but we hope that all teachers
will find something here of use. We are especially
concerned with providing guidance to teachers
new to the deductive, story-centered approach to
language teaching and learning. It is very import-
ant that the teacher know exactly what is new in
each story and invite students to discover those
new features of the language and to relate them to
 1 Ο ΔΙΚ Α ΙΟΠΟΛ ΙΣ (
an evolving conceptual framework of Greek gram-
mar. The notes in these sections of the teacher’s
handbook will, therefore, identify very specifically
the new grammatical features in the two main sto-
ries in each chapter and will offer specific recom-
mendations for ways to teach these new features in
the classroom. No teacher should feel limited by
what is said here, and each teacher will develop his
or her own methods that will work best with the
students.
Many teachers find it useful to make overhead
transparencies of the stories, enlarging them if pos-
sible, and to project the text on the screen in front
of the class during the initial readings. Students
should have their books closed so that their atten-
tion is focused on the projection of the story and
the teacher, who can follow the story with a pointer.
Before beginning work on the story, it is use-
ful to familiarize students with the glosses below
the passage. We suggest that the teacher read the
glosses one by one and have individual students
repeat after the teacher.
Many teachers in instructional contexts in
which students buy their own textbooks have them
highlight the new words in the story that are in the
vocabulary list with one color of marking pen or
highlighter, and the words that are glossed with
another color. Students are usually assigned to do
this as homework prior to study of the passage in
class. This ensures that students have at least some
familiarity with both categories of vocabulary.
We recommend that the teacher begin teach-
ing the story by modeling pronunciation of the
Greek. Read short groupings of words aloud to the
class, and have the class repeat chorally. The pro-
cess may be repeated, having individual students
repeat the Greek.
Then simple comprehension questions may
be asked in English, such as, “Who is Dicaeopolis?
Where does he live? What is he doing? What kind
of farm does he cultivate? What kind of life does
he lead?”
Then a choral reading of the entire Greek pas-
sage may be done before students actually translate
individual sentences. We recommend that trans-
lation progress clause by clause with the teacher
first reading the Greek and the student reading the
Greek prior to translation.
In translating the passage, students will
encounter the following differences between
Greek and English: (1) that the indefinite article
often needs to be supplied in English translation;
α )I-3
(2) that the definite article often serves the func-
tion of a possessive adjective in English (his farm,
his life, and his home); (3) that the Greek defi-
nite article is often not translated into English (ὁ
Δικαιόπολις, 1, = Dicaeopolis); (4) that a pro-
nominal subject often has to be supplied in English
translation, e.g., αὐτουργὸς γάρ ἐστιν, 2 = for he
is a farmer, and (5) that verbs can be translated in
different ways, e.g., ἀεὶ . . . πονει� ὁ Δικαιόπολις,
4 = Dicaeopolis always works or Dicaeopolis is always
working. Students will discover these differences
between Greek and English as they translate the
passage, and all these points will need to be kept
in mind when they do the exercises in translation
from English to Greek and Greek to English.
The teacher may then read the entire passage
aloud, incorporating as much expression as possi-
ble to make the Greek come alive as something that
communicates a message.
This entire process takes some time, to be
sure, but it eases the student into the reading, com-
prehension, and translation of the Greek and keeps
the focus on the Greek as a medium for communi-
cation of meaning and not just a puzzle to be deci-
phered and then ignored.
Only after the passage has been comprehended
for its meaning should one begin to talk about
details of language and grammar. The teacher
should elicit identification of subjects (all ending
in -ς), direct objects (all ending in -ν), and comple-
ments (predicate adjectives and nouns, all ending
in -ς), and of these technical grammatical terms.
Underlining in a number of colors on the overhead
transparency will prove very useful. Verbs should
then be identified and categorized as linking verb,
intransitive verb, and transitive verb (examples in
the first two sentences of the story), and then all
the verbs can be color-coded by type.
Then finer points of language can be identified
in the story: the fact that οὐκ is used before vow-
els and the use of movable ν with ἐστί (ν). Be sure
everyone realizes that verbs will sometimes end
with the same letter (ν) as direct objects.
A number of matters of word order should be
discussed, such as how the postpositive words are
placed in their clauses, positioning of the comple-
ment before the verb, e.g., αὐτουργὸς γάρ ἐστιν
(2), and the chiasmus in lines 3–4 (ὁ γὰρ κλη �ρός
ἐστι μῑκρός, μακρὸς δὲ ὁ πόνος) and its effec-
tive juxtaposition of the two adjectives.
Do not be tempted to explain the dative case
in the prepositional phrases. The phrases are to be
I-4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
accepted as self-contained vocabulary items and
not analyzed at this stage.
Tr anslation
Lines 1–8
Dicaeopolis is (an) Athenian; but Dicaeopolis
lives not in Athens but in the country; for he is (a)
farmer. So he cultivates his (the) farm and works in
the country/fields. But life is hard, for the farm is
small but the work is long. So Dicaeopolis is always
working, and often he groans and says: “O Zeus,
life is hard; for the work is endless, and the farm
is small and does not provide much food.” But the
man is strong and energetic; so he often rejoices;
for he is free and (a) farmer; and he loves his (the)
home. For the farm is beautiful and provides food,
not much but enough.
In lines 6–7, note that Dicaeopolis often rejoices
both because he is free and because he is an
αὐτουργός—more than simply a farmer, a farmer
who works his own land, as opposed to a hired
laborer or a slave.
Wor d Stu dy
The purposes of the Word Study and Word Build-
ing exercises are (1) to improve the student’s under-
standing of English, (2) to show links between
ancient Greek and modern Western culture, and
(3) to improve the student’s Greek vocabulary. In
the first few chapters we give rather full explana-
tions of the formation of the English words, illus-
trating principles that apply to words appearing in
later exercises. The following points on the forma-
tion of English words from Greek may be helpful:
1. Some words are unchanged from their Greek
forms, e.g., metropolis = ἡ μητρόπολις; drama =
τὸ δρα�μα.
2. Sometimes words are unchanged except for the
omission of the Greek noun ending, e.g., graph =
ἡ γραφή; emblem = τὸ ἔμβλημα; and despot =
ὁ δεσπότης.
3. The Greek ending -ίᾱ is regularly replaced
by -y in English, e.g., ἡ φιλοσοφίᾱ becomes
philosophy.
4. The suffixes -er and -ian are regularly added to a
Greek stem to denote the agent, e.g., philosoph-er
(ὁ φιλόσοφ-ος), politic-ian (πολῑτικ-ός).
Book I
5. The suffix -al is added to a Greek stem to form
an adjective, e.g., political (πολῑτικ-ός).
6. The suffix -ist, e.g., anthropolog-ist, properly
speaking corresponds to the Greek agent suffix
-τᾱ (nom., -τή-ς) added to the stems of verbs
ending in -ιζ-, e.g., λογ-ίζ-ομαι = I calculate,
ὁ λογιστής = calculator, auditor; it is extended
in English, being added to nouns and adjec-
tives to designate the person concerned with
or devoted to some school, principle, or
art, e.g., athe-ist (derived from the adjective
ἄθεος, -ον).
It should be noted that although many English
words are derived from ancient Greek words, there
are also many coinages, correctly formed espe-
cially from the seventeenth century onward, e.g.,
megaphone (μέγα + ἡ φωνή); lithograph (ὁ λίθος
+ ἡ γραφή), for which there are no corresponding
ancient Greek words. There are also some hybrid
coinages, such as television (τη
�λε, far + vision from
Latin videō). New coinages are continually being
made, especially in the sciences and medicine, to
express new concepts.
The figures in parentheses after the English
words below give the date when the word first
appeared in English writings.
1. anthropology (1593, a coinage): ὁ ἄνθρωπος +
ὁ λόγος, -λογίᾱ = the study of mankind. (The
Greek author Philo, second century bc, has
ἀνθρωπολογέω.)
2. polysyllabic (1782, a coinage; the noun polysylla-
ble appeared in 1589): πολύς + ἡ συλλαβή, that
which is taken together, used by ancient gram-
marians, syllable. (The word πολυσύλλαβος,
-ον occurs in Lucian, second century ad.)
3. philosophy: φιλο- + ἡ σοφίᾱ , ἡ φιλοσοφίᾱ,
love of wisdom, philosophy.
4. microscope (1656, a coinage): μῑκρός, -α ˉ΄, -όν +
σκοπέω, ἡ σκοπή = an instrument for observ-
ing small things. The word was coined when the
instrument was invented.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
φιλει� (φίλος): philology, Philadelphia
ἄνθρωπος: misanthrope
οἰ�κος: economy
 1 Ο ΔΙΚ Α ΙΟΠΟΛ ΙΣ ( α )I-5

καλός: kaleidoscope Gr amma r 3

μακρός: macro, macrocosm, macron, macroscopic
μῑκρός: microbe, microphone
πολύς: polygamy, polyglot, polygon, polytechnic,
polytheist
Gr amma r 1
It should be emphasized that verb forms such as
λυ΄ˉει can be translated as simple presents (loosens),
as progressive (is loosening), or as emphatic (does
loosen). The latter will be needed when the simple
present is used in a question (Does he loosen . . . ?).
Disyllabic enclitics when written as separate
words, as in vocabulary entries, are conventionally
marked with acute accents on the second syllable;
we follow this convention.
Gr amma r 2
Students may need some practice in identifying the
parts of speech: verbs, nouns, adjectives, preposi-
tions, adverbs, conjunctions, and so forth. If neces-
sary, have students locate in the story the words as
they are arranged under their rubrics in the vocab-
ulary list on pp. 1–2.
If students wonder why we say “Nouns are usu-
ally masculine or feminine or neuter,” mention a word
such as κύων, dog, which can be either masculine
or feminine, depending on the sex of the dog.
We present second declension nouns and
adjectives first without mention of the concept
of declension, which we introduce in Chapter 4,
Grammar 2, p. 24. No mention need be made of
the concept of declension until Chapter 4, when
first and third declension nouns are introduced.
Students who have had Latin may be told that we
begin with second declension words and that the
other declensions will follow.
Much of what is said in this grammar section
will simply reinforce what students have already
discovered in reading and translating the first read-
ing passage and in talking about the language and
grammar of that passage.
After studying the distinction in form and
function between nominative and accusative cases,
students may be invited to go back to the story and
locate the second declension nouns in nominative
and accusative cases and to observe the use of the
nominative for subjects and complements and the
use of the accusative for direct objects.
Notes:
Gr amma r 4
This grammar note simply repeats what was
already said in the first footnote in the vocabulary
list.
✒ Ex ercises
Labeling Fu nctions of Wor ds
in the Sentences
In exercises you may find it helpful to ask students
to label the functions of words in sentences. If so,
they should label the subject S, the complement
C, and the direct object DO. Label linking verbs
such as ἐστί(ν) LV. Verbs that take direct objects,
such as γεωργει� in the sentence above, are tran-
sitive and are to be labeled TV (Transitive Verb);
verbs that do not take direct objects, such as οἰκει�
in the sentence below, are intransitive and are to be
labeled IV (Intransitive Verb):
S IV
ὁ Δικαιόπολις οἰκει� ἐν τοι�ς
ἀγροι�ς.
Note that the complement can be either an adjec-
tive as in the sentence ὁ κλη �ρός ἐστι μῑκρός
above or a noun as in the following sentence:
S C LV
ὁ Δικαιόπολις αὐτουργός ἐστιν.
The rubric for this labeling exercise will be:
Copy the following sentences and label the func-
tion of each noun and verb by writing S, C, DO, LV,
TV, or IV above the appropriate words (do not label
words in prepositional phrases).
✒ Ex ercise 1α
1. The work is long.
2. The house is beautiful.
3. Dicaeopolis loves his home.
4. The farm provides much food.
5. The man does not work in the country/fields.
Our answers for exercises here and later in this
teacher’s handbook do not include labeling of the
functions of nouns and verbs, if teachers choose to
use this method.
I-6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Note that in all exercises we use primarily the
vocabulary that is given in the vocabulary lists
preceding the reading passages (this is the vocab-
ulary that students are expected to learn actively).
Sometimes we use words that have been glossed in
the reading passages in the chapter in which the
exercises occur; these words may also be found in
the vocabularies at the end of the book. Occasion-
ally exercises will contain words that students are
expected to deduce. These will be pointed out in
the teacher’s notes and are also always included in
the vocabularies at the end of the book. In short,
students should be familiar with or able to deduce
all vocabulary in the exercises, but in case they
encounter problems they can find the vocabulary
at the end of the book.
Vocabulary for all English to Greek exercises is
given in the English to Greek Vocabulary at the end
of the book. Students should, however, be urged to
find the words in the chapter vocabulary lists and
in the glosses and to use the end vocabulary only
as a last resort.
Illustration (p. 6)
A model of an Athenian farm based on archaeolog-
ical remains discovered in southern Attica.
The Athenian Farmer
In Aristophanes’ Acharnians Dicaeopolis identifies
himself as Δικαιόπολις . . . ὁ Χολλͺήδης (406).
The location of the deme Cholleidae is not known
Book I
for sure, but there seems to be a general consensus
that it was north of Acharnae, between Mount
Parnes and Mount Pentelicon. See J. S. Traill,
The Political Organization of Attica, Princeton,
NJ: American School of Classical Studies at
Athens, 1975, map 1; J. S. Traill, “Diakris,
The Inland Trittys of Leontis,” Hesperia 47, 1978,
pp. 99–100; Alan H. Sommerstein, The Comedies
of Aristophanes: Vol. 1: Acharnians, Warminster,
Aris & Phillips, 1980, p. 174; and Aristophanes:
Acharnians, Knights, Loeb Classical Library Vol.
178, translated by Jeffrey Henderson, Cambridge,
MA: Harvard University Press, 1998, p. 107. The
older view that Cholleidae was located near the
cave of Pan on Mount Hymettus has now been
abandoned because of a new reading of an inscrip-
tion found in that cave. For a map that includes the
area between Mount Parnes and Mount Pentelicon
where Cholleidae may have been located, see p. 7
of the student’s book.
Illustration (p. 8)
The illustration shows a detail from an Attic black
figure cup by Nicosthenes, ca. 520 bc (Berlin,
Antikenmuseum, Staatliche Museen).
For further reading, see The World of Athens,
pp. 64–67 and 177–180; and V. D. Hanson, The
Other Greeks: The Family Farm and the Agrarian
Roots of Western Civilization (New York, 1995).
Further background reading: Aristophanes’ Achar-
nians and Menander’s Dyskolos.
 h
Ο ∆ΙΚΑΙΟΠΟΛΙΣ (β)
Illustration (p. 9)
Drawn from imagination, based on an Attic black
figure cup of the Burgon Group, sixth century bc
(London, British Museum). See also the illustra-
tions for 2α , 2β, 3α , and 3β.
Caption under Illustration
Dicaeopolis lifts a large stone and carries it out of the
field.
Encourage students to deduce the new phrases
μέγαν λίθον and ἐκ του� ἀγρου� from the illus-
tration. Students will find the new verbs αἴρει and
φέρει in the vocabulary list (they have already met
φέρει in the caption under the illustration for pas-
sage α). You may prefer to read the story first and
come back to the caption afterward; highlight the
subject, the direct object, and the prepositional
phrase.
Vocabula ry
Verbs of motion are given special attention in this
course, and effort will be made in the teacher’s
notes to sort out the meanings and usages of the
various verbs. The verb βαδίζω means to walk, as
opposed to running or sailing, but it has a more
general meaning of to go or to proceed (toward or
against). We use it primarily in contexts where
walking is clearly implied.
I-7
Teaching the New Gr amma r
in the Story
Many of the same procedures should be followed
as in teaching the first story. Subjects, verbs,
complements, and direct objects should be high-
lighted. Students will discover for themselves that
the words τοὺς . . . λίθους (2) must contain a new
ending for direct objects. The word τέλος (6) is
glossed as finally, and students should be sure not
to interpret it as a nominative noun or adjective.
Do not at this stage identify τὸ ἕρμα (3) as
a third declension noun, and do not attempt to
explain the accusative of duration of time (πολὺν
χρόνον, 3 and 5). Students will comprehend and
translate these phrases with no problem.
If you are encouraging your students to mas-
ter accentuation, in anticipation of the discussion
of accents in Grammar 4, pp. 10–11, point out the
way the accents work on the following words: τὸν
γὰρ ἀγρὸν (1), μακρός ἐστιν (1), ἰσχῡρός ἐστιν
(3), and αὐτόν (4). If students come to understand
the simple principles involved in the accentuation of
these words, they will not find Grammar 4 difficult.
Tr anslation
Lines 1–7
Dicaeopolis is working in the field; for he is digging
the field. The toil is long and hard; for he is carrying
(the) stones out of the field. He lifts a big stone and
I-8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
carries (it) to the stone heap. The man is strong but
works for a long time and is very tired. For the sun is
blazing and wears him out. So he sits under the tree
and rests for not a long (= a short) time. For he soon
gets up and works. Finally the sun sets. So Dicaeo-
polis no longer works but walks toward his home.
In the sentence τοὺς γὰρ λίθους ἐκ του� ἀγρου�
φέρει (2) the definite article (τούς) is used where
we would not use it in English.
In the sentence μέγαν λίθον αἴρει καὶ φέρει
πρὸς τὸ ἕρμα (2–3) a pronominal object of the
verb φέρει must be supplied in English; students
should be alerted to the fact that the object in such
cases may be omitted in Greek.
Wor d Bu ilding
1. He/she lives; dwells: house, home, dwelling
2. He/she works: toil, work
3. He/she farms; cultivates: farmer
4. He/she loves: dear one, friend
These pairs of verb and noun are formed from a
common stem, e.g., πον-, to which -ε- is added
in the verbal form (πον-έ-ω) and -ο- in the noun
form (πόν-ο-ς).
English Der ivativ es
from Wor ds in the
Vocabula ry List
φέρει (φερ-, φορ-): metaphor, paraphernalia (ἡ
φέρνη [from φέρω], dowry), periphery, phosphorus
ἥλιος: heliograph, heliotropic, helium
χρόνος: anachronism, anachronistic, chronic,
chronically, chronicle, chronicler, chronobiology, chro-
nogram, chronograph, chronological, chronology,
chronometer, chronoscope, chronotherapeutics, crony
(derivation from χρόνιος possible but not certain),
diachronic, synchronism, synchronize, synchronous
πρός: proselyte, proselytize, prosenchyma, prosody,
prosopography, prosopopoeia, prosthesis, prosthodontics
Gr amma r 4
This grammar section begins to introduce the rules
for writing accents and for accents with and on
enclitics. It avoids technical terminology (which
can be introduced later at the discretion of the
teacher), so as not to overload students in this first
Book I
chapter, but it includes all the information students
will need for writing the Greek sentences in Exer-
cises 1β and 1γ.
We will identify enclitic words in the vocab-
ulary lists and grammar sections where they are
introduced; we adopt the convention of not accent-
ing monosyllabic enclitics when cited as individual
words and of placing an acute accent on the second
syllable of disyllabic enclitics when so cited.
The following words that appear in Athenaze,
Book I, are enclitic: the short forms of the personal
pronouns (μου, μοι, με; σου, σοι, σε); the indef-
inite pronoun and adjective τις, τι; the indefinite
adverbs που, πως, ποτέ, ποθέν, and ποι; the par-
ticle γε; the conjunction τε; and the forms of εἰμί
and φημί in the present indicative (except for the
second person singular).
Illustr ation  (p. 11)
Attica countryside.
✒ Ex ercise 1β
If you wish your students to do the labeling exer-
cises for the Greek sentences, you can remind your-
self of the guidance and the rubric to give them
under Exercises on p. 5 of this book.
1. Dicaeopolis does not live in Athens.
ὁ αὐτουργὸς βαδίζει πρὸς τὸν ἀγρόν.
2. The field is large.
μῑκρός ἐστιν ὁ οἰ�κος.
3. The farmer is strong
ὁ Δικαιόπολίς ἐστιν αὐτουργός.
4. The farm provides much food.
ὁ ἄνθρωπος τὸν μέγαν λίθον φέρει.
5. The man provides the food.
ὁ Δικαιόπολις τὸν μῑκρὸν λίθον αἴρει.
Ο ΚΛΗΡΟΣ
Title: “The Farm”
The word was glossed in passage α:2.
Tr anslation
Lines 1–3
The work is long and hard. But the farmer does not
shirk but always cultivates his farm. For the farm
 1 Ο ΔΙΚ Α ΙΟΠΟΛ ΙΣ (
is beautiful and provides much food. So the man
rejoices; for he is strong and is not often tired.
Note that words or phrases that have been
glossed once in a chapter are not glossed again in
the same chapter. They will, however, be found in
the Greek to English vocabulary at the end of the
book, and they will be listed in the teacher’s notes
for convenience. Students should be encouraged
to look back at the earlier readings if they need
help with these words or phrases and to use the
vocabulary at the end of the book only as a last
resort.
Words and phrases glossed earlier in the
chapter: ἀεὶ (1), always; γεωργει� (1), farms; τὸν
κλη�ρον (2), the (= his) farm; παρέχει (2), provides;
πολλάκις (3), often; and κάμνει (3), is tired.
Call attention to the elision between the words
ἀλλ᾿ ἀεί (= ἀλλὰ ἀεί). Students should be encour-
aged to use elision in Exercise 1γ, no. 4, below, and
they should be alert to elisions in the subsequent
reading passages. Note, however, that elision is
optional; we do not always elide in the stories and
exercises. Elision is treated formally in Chapter 5,
Grammar 4, p. 70.
The comprehension questions that follow
the final reading passages in each chapter may be
answered in English or with Greek words or phrases
from the story. The tail passages are offered above
all as exercises in reading and comprehension,
rather than in mechanical translation. Sometimes
the questions will aid comprehension by providing
clues to the context and the overall structure of a
sentence in the reading. After the passages have
been used for practice in reading and comprehen-
sion in class, they may be assigned as written trans-
lation exercises for homework, along with the final
English to Greek sentences.
✒ Ex ercise 1γ
1. ὁ Δικαιόπολις οὐκ ἀεὶ χαίρει.
2. ἀεὶ πονει� ἐν τῳ
� ἀγρῳ�.
3. πολλάκις οὐ�ν κάμνει· μακρὸς γάρ ἐστιν ὁ
πόνος.
4. ἀλλ᾿ οὐκ ὀκνει�/οὐ δἐ ὀκνει�· φιλει� γὰρ τὸν
οἰ�κον.
Most of the vocabulary for these final English to
Greek exercises comes from the vocabulary lists
that precede the reading passages (containing
β )I-9
words students are expected to master). Some of
it comes from words glossed in the three sets of
readings in the chapter. All needed vocabulary
for these English to Greek translations is given in
the English to Greek Vocabulary at the end of the
book, but students should be urged to locate words
in the chapter vocabularies and readings and not to
rely on the English to Greek Vocabulary at the end
of the book.
Cl assica l Gr eek
Tr anslation
Everything is on the move and nothing stays
(unchanged).
Heraclitus of Ephesus (fl. 500 bc) was the last, and
according to some the greatest, of the Ionian cos-
mographers, who attempted to replace the tradi-
tional mythological explanations of the world with a
rational cosmography. He was notoriously obscure,
but he seems to have maintained that everything
was in a stage of change and that this change is bal-
anced and regulated by fire, the common constitu-
ent of things, which he also calls λόγος.
Heraclitus’ famous pronouncement is often
quoted as πάντα ῥει�, everything is flowing / is in a
state of flux, but nowhere is Heraclitus quoted as
using these precise words. Plato, Cratylus 402a,
says: “Heraclitus somewhere says everything is
on the move and nothing stays (unchanged), and
comparing existing things to the f low of a river
he says, ‘you couldn’t step into the same river
twice’ (δὶς ἐς τὸν αὐτὸν ποταμὸν οὐκ ἂν
ἐμβαίης).”
New Testa m ent Gr eek
The selections from the Gospel of Luke in Book I
and the Gospel of John in Book II are taken from
The Greek New Testament, 4th rev. ed., edited by
Barbara Aland, Kurt Aland, Johannes Karavido-
poulos, Carlo M. Martini, and Bruce M. Metzger,
© 1993 Deutsche Bibelgesellschaft, Stuttgart
(available in the United States from the Ameri-
can Bible Society, 1865 Broadway, New York, NY
10023).
You may wish to consult commentaries on the
Gospels of Luke and John. Many are available in
bookstores and libraries, and you may wish to con-
sult several different ones.
I-10 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Illustration (p. 13) Note that the title is given in the edition cited
The photograph was taken by D. A. Harissiades, above simply as ΚΑΤΑ ΛΟΥΚΑΝ.
Athens. From Aristophanic Comedy by K. J. Dover,
© 1972 by B. T. Batsford. Illustration (p. 14)
An icon of St. Luke, the writer of the Gospel and
Translation the Acts of the Apostles and the patron saint of
The Holy Gospel according to Luke. physicians and surgeons.
 h
2
Ο ΞΑΝΘΙΑΣ (α)
Title: “X anthias”
Pur poses of This Ch apter
1. Reading: to introduce Dicaeopolis’s slave, Xan-
thias, his personality, and his interaction with
his master
2. Grammar: (α) to present 1st, 2nd, and 3rd
person singular verb forms and the singular
imperative and to continue the presentation
of accents with discussion of the proclitic οὐ,
οὐκ , οὐχ ; and (β) to present 2nd declension
nouns (masculine and neuter) in all cases in
the singular with accompanying articles and
adjectives; to describe the basic uses of the
cases; to present the concept of the persistent
accent of nouns and one exception to the rule;
and to begin discussion of the recessive accent
of verbs. By now teachers will have decided
how far to go into the details of accentuation,
if at all
3. Word Building: to present examples of verbs
compounded with prepositional prefixes and to
teach students to deduce their meaning wher-
ever possible
4. Context: to present a discussion of the institu-
tion of slavery in the Greek world
Illustration (p. 15)
See note on illustration for reading 1β.
Caption under Illustration
On the one hand, Dicaeopolis drives the ox, and on the
other hand the slave carries the plow.
I-11
To elicit the meaning of the first half of the sen-
tence, simply ask, “What is Dicaeopolis doing?”
while pointing at him and the ox in the picture. It
may take students unacquainted with country life
a few moments to come up with the word ox; if they
cannot deduce the meaning of ἐλαύνει from the
picture, they will quickly find it in the vocabulary
list. The question “What is Xanthias doing?” will
elicit the answer that he is carrying something,
but the identity of the object may require further
questioning or a glance at the vocabulary list. The
question “Who is Xanthias?” will quickly bring
the answer “He’s a slave,” especially from students
with an eye on the vocabulary list.
The caption includes a neuter noun. It is also
a good example of the μέν . . . δέ . . . correlation
introduced in this chapter, and it reinforces the
3rd person singular verb endings introduced in the
first chapter.
Vocabula ry
Note that we use ἐκβαίνει in the limited sense he/
she steps out, comes out; it is generally followed in
the stories with a prepositional phrase, e.g., ἐκ του�
οἴκου, out of the house. Later the verb will be used
with ἐκ τη�ς νεώς in the sense to disembark.
We introduce the aorist imperative ἐλθέ, as
a vocabulary item (it needs no explanation at this
stage).
The presence of the imperative ἐλθέ, the 1st
person pronoun ἐγώ, and the definition of μή +
imperative as don’t . . . ! in the vocabulary list will
I-12 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
suggest to alert students that the following story
will contain a dialogue between the two characters
named in the caption under the picture. This antic-
ipation of the content of the story will make it easy
for students to comprehend the sense of the new
2nd and then 1st person verb forms in the dialogue
as the two characters speak to one another: “Come
here,” “Why are you sleeping?” “I am not lazy,” etc.
Be sure students do not confuse the adjec-
ˉ᾽ργός with the noun ὁ ἀγρός (for a further
tive α
suggestion, see the last paragraph of the note on
Vocabulary for Chapter 5α below).
Teaching the New Gr amma r
in the Story
The story is written to enable students to discover
the new grammar, 1st and 2nd person singular
verb forms, for themselves as the dialogue unfolds.
Note that we give ἐλθὲ (4) in the vocabulary list,
but we leave students to deduce the 2nd person
καθεύδεις (4). The negative imperative μὴ . . .
ἴσθι (4) is glossed, but students will deduce the
following imperative, σπευ�δε. When Xanthias
addresses Dicaeopolis in lines 5–6, students will
easily deduce the 2nd person verb εἰ�, you are (5),
and the 1st person verbs εἰμι, I am, and σπεύδω,
I hurry (5). Students will have no trouble with the
verb forms in Dicaeopolis’ reply. Students should
be allowed to discover these new verb forms for
themselves as they read, comprehend, and translate
the story, and the teacher should resist the tempta-
tion of giving it all away beforehand. Students often
retain what they discover for themselves better
than they remember what their teacher tells them.
Take full advantage of the inductive pedagogy that
is embedded in the stories.
When the passage has been read aloud a num-
ber of times by teacher and students and compre-
hended and translated by the students, it will be
useful for the teacher to invite them to help orga-
nize the new verb forms in a chart on the board.
The concepts of person and number should be
reviewed (see Chapter 1, Grammar 1, pp. 3–4) and
the terms indicative and imperative should be elic-
ited from the students and defined. Then the verb
forms that occur in the story can be organized on
the board under the headings of Indicative (1st per-
son, 2nd person, 3rd person) and Imperative. This
will prepare students for the formal presentation
of these matters that follows in Grammar 1 and
Grammar 3.
Book I
Tr anslation
Lines 1–9
Dicaeopolis steps/comes out of the house and calls
Xanthias. Xanthias is a slave, a strong but lazy man
(a man strong on the one hand, but lazy on the
other hand); for he does not work unless Dicaeop-
olis is present. And now he is sleeping in the house.
So Dicaeopolis calls him and says: “Come here,
(O) Xanthias. Why are you sleeping? Don’t be so
lazy but hurry!” So Xanthias steps/comes slowly
out of the house and says: “Why are you so hard,
master? For I am not lazy but am already hurrying.”
But Dicaeopolis says: “Come here and help; (for)
lift the plow and carry it to the field. For I am driv-
ing the oxen. But hurry! For the field is small, but
the work is long.”
In the translation of the second sentence (1–3) we
include the words “on the one hand . . . on the other
hand” in the version given in parentheses, but nor-
mally the translations will not include renderings
of μέν . . . δέ. . . . These particles are regularly used
in Greek whenever there are parallel or antithetical
sentences, clauses, or phrases; μέν warns the lis-
tener or reader that there will be a second parallel
or contrasted item to be introduced later. Students
should be encouraged to appreciate how these
words correlate the sentences, clauses, or phrases
in which they occur, but the words need not be
translated each time.
Students should be reminded that verbs such
as καθεύδει (3) can be translated sleeps, is sleeping,
or does sleep, depending on the context, and that
Greek does not make the distinctions in meaning
that English is able to make by using these different
forms of the verb.
The ὠ � that accompanies the vocative in line 4
will allow students to deduce the meaning of the
words here without being told about the vocative
case. They have already seen the nominative case
of the slave’s name, which they should use in their
translation. The word ὠ � is translated once above
(in parentheses) but will not be translated hence-
forth and need not be translated by students.
Attention should be given to how the word
γάρ implies a causal connection between the state-
ment in which it occurs and what has come before.
Usually the connection is obvious, but in Dicaeo-
polis’ commands ἐλθὲ δευ�ρο καὶ συλλάμβανε·
αἰ�ρε γὰρ τὸ ἄροτον . . . (7) the connection is not
so obvious. We might make the connection explicit
 2 Ο Ξ Α Ν Θ Ι Α Σ (α) I -1 3
by translating Come here and help. For I want you to
lift the plow. . . . Simpler English would say, Come
here and help. Lift the plow. . . . Students should be
urged to pay attention to the connections between
clauses and sentences in the Greek readings.
Wor d Stu dy
1. despotic: ὁ δεσπότης, δεσποτικός, -ή, -όν.
ὁ δεσπότης = a master (of slaves), then a des-
pot, absolute ruler (despot 1562, despotic 1608).
chronology (coined, 1593): ὁ χρόνος + ὁ
λόγος, -λογίᾱ).
2. dendrologist (coined, 1708): τὸ δένδρον +
ὁ λόγος, -λογίᾱ + -ιστής ( λογίζομαι, ὁ
λογιστής).
3. heliocentric (coined, 1667): ὁ ἥλιος + τὸ
κέντρον, any sharp point, horse goad, ox goad,
point of a spear, sting of a bee, stationary point of a
pair of compasses, center of a circle; cf. Latin cen-
trum. The heliocentric theory of the universe,
that the sun is at the center, is opposed to the
geocentric theory that the earth (ἡ γη � ) is at the
center.
4. chronometer (coined, 1735): ὁ χρόνος + τὸ
μέτρον, measurement; an instrument for mea-
suring time.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
ἐλαύνει: elastic
καλει� (κλη-): ecclesia, ecclesiastic(al)
ἐγώ: the following are derived from the cognate
Latin word ego, “I”: ego, egocentric, egoism, egoist,
egomania, egotism, egotist, ego trip
Gr amma r 1
Have students practice with the other verbs they
have had: ἐκβαίνει, ἐλαύνει, καθεύδει,
λαμβάνει, λέγει, σπεύδει, φέρει, and χαίρει; and
the contract verbs, καλει�, οἰκει�, πονει�, and φιλει�.
✒ Ex ercise 2α
1. I am calling/I call the slave.
2. The slave works/is working in the house.
3. Why aren’t you hurrying?
4. I am not lazy.
5. You are strong.
6. He/she carries/is carrying the plow.
7. I hurry/am hurrying to the field.
8. Why are you calling the slave?
9. The slave is not lazy.
10. The slave steps out/comes out/is stepping
out/is coming out of the house.
We give alternative translations above, exempli
gratia, but will not always do so in the future.
In preparation for Grammar 2, call attention to
the following in Exercise 2α. No. 3: οὐ is a proclitic,
and it does not have an accent here. No. 4: when a
proclitic precedes an enclitic, it usually receives an
accent and the enclitic has no accent (e.g., εἴ τις, if
anyone); the phrase οὐκ εἰμί is an exception to this
rule. No. 9: the phrase οὐκ ἔστιν is another excep-
tion to the rule, with the proclitic having no accent
and the enclitic having an acute on its first syllable.
Teachers should use their discretion as to how
much of this material to teach at this stage, but if
students are to use accents correctly in Exercise 2β,
they need to be aware of what is said in Grammar 2.
Gr amma r 2
The following words are proclitic: the adverbs οὐ,
οὐκ, οὐχ ; the definite articles ὁ, ἡ, οἱ, and αἱ; the
prepositions ἐν, εἰς, ἐκ , and ἐξ; the conjunctions εἰ
and ὡς; and the adverb ὡς.
You may wish to point out that usually the
proclitic will receive an accent and the enclitic will
not, as in a phrase like ὅ τε, but that exceptions to
this rule are given in this grammar section. These
exceptions apply to sentences in Exercises 2α and
2β. You may want to refer students to p. 333 of the
student’s book, where we show how all six of the
forms of εἰμί are accented when preceded by οὐκ .
✒ Ex ercise 2β
1. οὐ σπεύδει.
2. τί οὐ πονει�ς;
3. τὸ ἄροτρον φέρω.
4. πρὸς τὸν ἀγρὸν σπεύδεις.
5. α᾽ˉργός ἐστιν.
6. οὐκ ἰσχῡρός εἰμι.
 οὐκ εἰμὶ ἰσχῡρός.
 ἰσχῡρὸς οὐκ εἰμί.
7. οὐκ εἰ� δου�λος.
I-14 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
8. ὁ δου�λος οὐ πονει�.
9. ὁ δου�λος φέρει τὸ ἄροτρον πρὸς τὸν
ἀγρόν.
10. οὐκ ἔστιν α᾽ˉργός.
 α᾽ˉργὸς οὐκ ἔστιν.
These English to Greek sentences may be difficult
for some students at this stage; it may be useful to
preview the exercise before assigning it, or to do
half of the sentences together in class and assign
the other half for written work.
Students may need to be reminded that the
subject pronouns in the English sentences do not
have to be translated with separate words in Greek
but are accounted for by the endings of the verbs.
They should also be reminded that “is” in 1, 8,
and 10; “are” in 2 and 4; and “am” in 3 are not aux-
iliary verbs and must not be translated separately.
Gr amma r 3
After students have studied Grammar 1 and Gram-
mar 3 and done the accompanying exercises, go
back through the reading passage at the beginning
of the chapter and have them identify each verb
form (indicative/imperative, and first, 2nd, or 3rd
person for the indicative forms). If overhead trans-
parencies are used, highlight the verb forms with
colored markers.
✒ Ex ercise 2γ
If you wish your students to do the labeling exer-
cises for the Greek sentences, you can remind your-
self of the guidance and the rubric to give them
under Exercises on p. 5.
1. Come out of the house, Xanthias, and come
here!
2. Don’t sleep, slave, but work!
3. Don’t be so hard, master!
4. Lift the plow and hurry to the field!
5. Call the slave, master!
Four vocatives are included in the sentences above,
but at this stage it is sufficient for students to rec-
ognize the vocative from the preceding ὠ �. The
vocative singular of 2nd declension nouns will be
presented in the second half of this chapter, and
the vocative of 1st declension masculine nouns, in
Chapter 4, Grammar 4, p. 24. Do not get into dis-
cussion of the forms now.
Book I
Slavery
For further reading, see The World of Athens, pp.
146–48 for population figures, pp. 184–89 for
slavery, and pp. 189–91 for metics. For books on
slavery, see Y. Garlan, Slavery in Ancient Greece
(Ithaca, NY, 1988) and N.R.E. Fisher, Slavery
in Classical Greece (London, 1993). See also The
Oxford History of the Classical World, chapter 9,
“Life and Society in Classical Greece.”
Gr eek Wisdom
Direct students to p. 83 of the student’s book for an
introduction to the seven wise men or sages, a list
of their names and homelands, and the numbers of
the pages on which their sayings occur. For more
information about the seven wise men, see the
entry in the Oxford Classical Dictionary (“Seven
Sages”) and the separate entries for each of the wise
men. The fullest ancient source of information on
the wise men is Chapter 1 of Diogenes Laertius
(see below), from which the sayings that we quote
are taken. The sayings are called ἀποφθέγματα,
apophthegms, from the verb ἀποφθέγγομαι, I
speak my opinion plainly.
Note that we do not give vocabulary with the
sayings, but students will find all the words in
the sayings in the Greek to English Vocabulary at
the back of the student’s book. Let students work
out their own translations, and encourage them
to think of other bits of proverbial wisdom down
through the ages that convey similar ideas. Encour-
age them also to consider to what extent the Greeks
adhered to or violated these maxims in their own
lives.
The Greek text is reprinted by permission of
the publishers and the Trustees of the Loeb Classi-
cal Library from Diogenes Laertius, Lives of Eminent
Philosophers: I, Loeb Classical Library Vol. 184,
translated by R. D. Hicks, Cambridge, MA: Har-
vard University Press, 1966. The Loeb Classical
Library® is a registered trademark of the President
and Fellows of Harvard College. See p. 96 (1.93)
for this quotation.
Tr anslation
Measure is best.
Due measure/proportion is best.
Moderation is best.
 2 Ο Ξ Α Ν Θ Ι Α Σ (α) I -1 5
Be sure students connect the word μέτρον here
with the question in Word Study, no. 4, on p. 16, but
lead them to think of τὸ μέτρον in a more abstract
sense such as due measure or proportion (meanings
given in the Greek to English Vocabulary at the end
of the book).
Illustration (p. 20)
Detail of an Attic red figure stamnos by the Pig
Painter, ca. 460 bc (Fitzwilliam Museum, Cam-
bridge, England).
Illustration (p. 21)
Clay plaque from a shrine near the potters’ quar-
ter at Corinth, sixth century bc (Berlin, Staatliche
Museen). A jug of water is lowered to the workmen
in the pit.
Illustration (p. 21)
Detail of an Attic red figure column crater, called
the “Orchard Vase,” ca. 460 bc (New York, Metro-
politan Museum of Art).
 h
Ο ΞΑΝΘΙΑΣ (β)
Illustration (p. 22)
See note on illustration for reading 1β.
Caption under Illustration
Dicaeopolis says, “Hurry, Xanthias, and bring me the
plow!”
All the words are familiar except μοι, which is
glossed under the first paragraph of the reading;
encourage students to deduce its meaning in the
caption.
Vocabula ry
Note that beginning with this vocabulary list verbs
are given in the 1st person singular.
Note that for the preposition εἰς we give three
meanings, into, to, and at. Students should be
warned from the outset that Greek words may be
equivalent to more than one English word. In par-
ticular, the use of prepositions in both Greek and
English is complex. Students should become famil-
iar with the area of meaning of a preposition and
then be urged to observe closely how prepositions
are used in context with particular verbs to express
certain definite ideas.
The verb συλλαμβάνω takes the dative case
for the person being helped, but we will not use it
with the dative case until after Chapter 6, Gram-
mar 6, where the use of the dative case with certain
verbs is discussed.
Identify τὸ δένδρον as a neuter noun (see
Chapter 1, Grammar 2a, p. 4, for the definite
article as gender indicator). It will be useful to do
I-16
this now in preparation for teaching the new gram-
mar in the story. Nothing need be said at this stage
about declensions.
Point out the difference between ἔπειτα in
this vocabulary list and οὐ�ν in the list in Chap-
ter 1α , both of which can mean then. The latter is
a postpositive adverb and is very commonly used
to provide a link to the previous sentence and may
mean so, i.e., because of this, or then, i.e., after this.
It is found extremely frequently in Greek narra-
tives. The word ἔπειτα is a much stronger tempo-
ral adverb meaning then, thereafter, thereupon, and
is used much more sparingly.
Teaching the New Gr amma r
in the Story
The new grammar for this half of the chapter
includes presentation of the five cases of 2nd
declension masculine and neuter nouns in the sin-
gular (Grammar 4) and the use of the five cases
(Grammar 5). After the story has been read, com-
prehended, and translated, invite students to help
systematize the case forms on the board. Mark a
column for Masculine and a column for Neuter,
and list the five cases at the left (as in the chart on
p. 24). Then go through the story projected on the
screen from an overhead transparency, and have
students locate masculine nouns that have the
same endings as ὁ κλη �ρος, ὁ ἄνθρωπος, and
τὸν κλη�ρον as presented in Chapter 1, Grammar
2b, pp. 4–5. Underline these words and fill them in
on the chart on the board as they are located: τὸν
ἀγρὸν (2), τὸν δου�λον (3), τὸν δου�λον (7),
ὁ . . . δου�λος (10), and τὸν ἀγρόν (14). Then
 2 Ο Ξ Α ΝΘΙ Α Σ ( β) I -17
point out that κατάρᾱτε (9) belongs on this
chart, too. Next, remind students of the neuter
noun τὸ δένδρον in the vocabulary list and tell
them that this noun belongs on the chart as well,
in the Neuter column, and locate other words of
this type in the passage, adding them to the chart:
τὸ ἄροτρον (2, 5, 6, 7, and 13), τὸ ζυγὸν (7),
and τὸ κέντρον (12). Identify τῳ � δένδρῳ (8) as
the dative form and include it on the chart. Then
go back to story 2α and invite students to locate
examples of other case forms that could be added
to the chart; they should find the genitive and
dative, του� οἴκου (1 and 5) and τῳ� οἴκῳ (3). Iden-
tify these as genitive and dative and add them to
the chart. This exercise will prepare students well
for study of Grammar 4 and Grammar 5. Inform
students that nouns of other types are used in the
stories and will be systematically studied later, but
they should concentrate on these particular mas-
culine and neuter nouns now.
Tr anslation
Lines 1–8
So Dicaeopolis drives the oxen, and Xanthias walks
behind and carries the plow. And soon Dicaeopolis
leads the oxen into the field and looks toward the
slave; but Xanthias is not present; for he is going
slowly. So Dicaeopolis calls him and says: “Hurry
up, Xanthias, and bring (to) me the plow.” But Xan-
thias says: “But I’m already hurrying, master; why
are you so hard?” And he slowly carries the plow
toward him. So Dicaeopolis leads the oxen under
the yoke and attaches the plow. (And) then he
looks toward the slave; but Xanthias isn’t there; for
he is sleeping under the tree.
The plural definite article and noun are used in
τοὺς βου�ς (2 and 6), but let students deduce the
meaning here and leave discussion until the next
chapter.
English is more sparing in its use of connect-
ing particles than Greek; ἔπειτα δὲ (7) will be ade-
quately rendered by then rather than and then in the
last sentence.
Lines 9–14
So Dicaeopolis calls him and says: “Come here, you
cursed creature. Don’t sleep but help. (For) carry
the seed and walk behind.” So the slave takes the
seed and follows, and the master calls Demeter and
says: “Be gracious, Demeter, and multiply the seed.”
Then he takes the goad and goads the oxen and says:
“Hurry, oxen; drag the plow and plow the field.”
ὠ� κατάρᾱτε (9): you cursed creature; the word
“you” is sometimes a good rendering of ὠ
�.
τὴν Δήμητρα (11): the declension of
this noun is ἡ Δημήτηρ, τη �ς Δήμητρος, τͺη�
Δήμητρι, τὴν Δήμητρα, ὠ� Δήμητερ. (Do not
present this information to students.)
ˉ῞ι λεως (12): there is no need to discuss Attic
declension adjectives at this stage.
At the end of this paragraph (13–14) three
plural imperatives are used: σπεύδετε, ἕλκετε,
and ἀρου� τε. Students may not notice the new forms
because the context makes the meaning clear; the
plural imperatives will be formally introduced in the
next chapter (Chapter 3, Grammar 1b, pp. 31–2).
Contract verbs in -ο- will not be presented until
Chapter 15; there is no need to discuss ἀρου�τε now.
Wor d Bu ilding
1. He/She carries to(ward).
2. He/She carries out.
3. He/She drives toward.
4. He/She steps toward, approaches.
5. He/She calls out.
6. He/She drives in.
English Der ivativ es from
Wor ds in the Vocabu la ry
List
ἄγω: demagogue, pedagogue, synagogue λαμβάνω
( λαβ-, ληβ-): dilemma, epilepsy, syllable, monosyl-
labic, polysyllabic
βου�ς: bucolic
δεσπότης: despot, despotic, despotism
βραδέως: bradycardia, bradykinin, bradylogia
Gr amma r 4
Students must learn these forms thoroughly and be
able to write them out.
Gr amma r 5
Students have met the following prepositional
phrases with the genitive case in the readings: ἐκ
I-18 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

του� ἀγρου� (1β), δι᾿ ὀλίγου (1β and 2β), and
ἐκ του� οἴκου (2α).
Students have met the following prepositional
phrases with the dative singular in the readings: ἐν
τῳ� ἀγρῳ� (1β), ὑπὸ τῳ� δένδρῳ (1β and 2β), and
ἐν τῳ� οἴκῳ (2α).
Students have met the following prepositional
phrases with the accusative in the readings:
πρὸς τὸ ἕρμα (1β), πρὸς τὸν οἰ�κον (1β), πρὸς
τὸν ἀγρόν (2α), πρὸς τὸν δου�λον (2β), πρὸς
αὐτόν (2β), ὑπὸ τὸ ζυγὸν (2β), and πρὸς τὸν
δου�λον (2β).
The only 2nd declension vocative so far in
the readings is ὠ
� κατάρᾱτε (2β).
Gr amma r 6
Notes:
4. Go into the house, Xanthias, and bring the food.
ἐλθέ, ὠ� δου�λε, καὶ εἴσαγε τοὺς βου�ς.
5. Don’t work, Xanthias, but come here.
μὴ κάθευδε, ὠ� ἄνθρωπε, ἀλλὰ πόνει ἐν τῳ�
ἀγρῳ�.
In no. 4, students are to deduce εἴσελθε from what
they learned in Word Building on pp. 23–4. Use of
the compound verb here should alert students to
the need to use the compound εἴσαγε to translate
“lead in” in the English to Greek sentence in no. 4.
In no. 4 εἴσελθε illustrates the rule of reces-
sive accenting of finite verbs explained in Gram-
mar 7, and students will need to apply this rule in
writing εἴσαγε in no. 4 and κάθευδε in no. 5.
Ο ΔΟΥΛΟΣ

✒ Ex ercise 2δ Title: “The Slave”

Tr anslation
1. τὸν 2. τῳ
� 3. ὁ 4. του� 5. τὸ 6. τῳ� 7. τῳ�
Lines 1–6
✒ Ex ercise 2ε The farmer hurries into the field and calls the slave.
But the slave is not there; for he is sleeping under
1. ὁ δου�λος σπεύδει πρὸς τὸν ἀγρόν. the tree. So the master walks toward him and says:
The slave hurries to the field. “Come here, you lazy slave, and work!” So the slave
2. ὁ Δικαιόπολις τὸν α ᾽ˉργὸν δου�λον καλει�. walks toward him and says: “Don’t be hard master;
Dicaeopolis calls the lazy slave. for I am now here and I am carrying the plow to
3. ἐλθὲ δευ�ρο καὶ συλλάμβανε. you.” So the master says: “Hurry, Xanthias; for the
Come here and help! field is small but the work is long.”
4. ἐγὼ ἐλαύνω τοὺς βου�ς ἐκ του� ἀγρου�.
I am driving the oxen out of the field. Words glossed earlier in the chapter: ὑπὸ (2),
5. μὴ χαλεπὸς ἴσθι, ὠ � δου�λε, ἀλλὰ πόνει. under; δευ�ρο (3), here, hither
Don’t be difficult, slave, but work!

Gr amma r 7 ✒ Ex ercise 2η
Notes: 1. ὁ Δικαιόπολις οὐκέτι πονει� ἀλλὰ λυˉ΄ει
τοὺς βου�ς.
✒ Ex ercise 2ζ 2. ἔπειτα δὲ τὸν δου�λον καλει� καὶ λέγει·
“μηκέτι πόνει ἀλλὰ δευ�ρο ἐλθὲ καὶ
1. The slave is not Athenian. λάμβανε τὸ ἄροτρον.
ὁ Ξανθίᾱς οὐκ ἔστιν ἰσχῡρός. 3. “ἐγὼ μὲν γὰρ τοὺς βου�ς πρὸς τὸν οἰ�κον
2. Dicaeopolis steps/comes out of the house and ἐλαύνω, σὺ δὲ φέρε τὸ ἄροτρον.”
calls his slave. 4. ὁ μὲν οὐ�ν Δικαιόπολις ἐλαύνει τοὺς βου�ς
ὁ δου�λος σπεύδει πρὸς τὸν ἀγρὸν καὶ ἐκ του� ἀγρου�, ὁ δὲ δου�λος τὸ ἄροτρον
φέρει τὸ ἄροτρον. λαμβάνει καὶ φέρει πρὸς τὸν οἰ�κον.
3. The slave is not helping but sleeping under the
tree. In no. 1, students are to produce λυˉ΄ει, which is not
ὁ ἄνθρωπος οὐ πονει� ἀλλὰ βαδίζει given in the vocabularies but is in the paradigms
πρὸς τὸν οἰ�κον. of forms, and they are to produce the plural τοὺς
 2 Ο Ξ Α ΝΘΙ Α Σ ( β) I -19
βου�ς, which occurred four times in story β. In no.
2, students need to remember δευ�ρο from story
α:4 and other occurrences in this chapter.
Cl assica l Gr eek
For the ancient source of this saying of Callim-
achus, see Rudolf Pfeiffer, Callimachus, Oxford,
Clarendon Press, 1949, Vol. I, p. 353, fragment no.
465 (= 359 Schneider, 1873). The ancient source
is the Epitome of Athenaeus, a second-to-third-
century ad grammarian, in which the following
is found: Καλλίμαχος ὁ γραμματικὸς τὸ μέγα
βιβλίον ἴσον ἔλεγεν εἰ�ναι τῳ� μεγάλῳ κακῳ�.
Tr anslation
A big book is big trouble.
Students will deduce the meaning of μέγα from the
phrase μέγαν λίθον, which they saw in the caption
under the illustration for story 1β and in 1β:2.
Callimachus (fl. 250 bc), the greatest of the
Hellenistic poets, was born in Cyrene but lived and
worked in Alexandria. He rejected epic as a viable
genre and claimed to write poetry that was origi-
nal and light. He says Apollo told him: “Poet, you
should feed up your sacrifice to be as fat as possible,
but, good man, keep your Muse slender” (Prologue
to the Aetia).
The fragment actually reads μέγα βιβλίον
ἴσον τῳ� μεγάλῳ κακῳ�, but it is usually quoted in
the more epigrammatic form.
Illustration (p. 27)
An example of Greek capital letters on a papyrus
scroll: verso of the papyrus fragment (Ancient
Greek script) of the epistle of Saint Paul to the
Hebrews.
New Testa m ent Gr eek
Tr anslation
“You are my son, the beloved. . . .”
or
“You are my beloved son. . . .”
Students have met the pronoun σύ in Grammar 1,
p. 17, and in Exercise 2η:3.
For the predicate position of μου, see
Chapter 5, Grammar 8, (pp. 78–9; for the attrib-
utive position of ἀγαπητός , see Chapter 5,
Grammar 7a, pp. 78–9.
Illustration (p. 28)
Detail of an Attic red figure lekythos by the Gales
Painter, ca. 520–510 bc (Museum of Fine Arts,
Boston).
 h
3
Ο ΑΡΟΤΟΣ (α)
Title: “The Plowing”
Try to get students to deduce the meaning of the
title from their knowledge of τὸ ἄροτρον and the
illustration.
Purposes of This Chapter
1. Reading: (α) to continue the description of the
interaction of master and slave in a typical situ-
ation on the farm; and (β) to introduce Dicaeo-
polis’ son, Philip, and show these two members
of the family and the slave working together on
a common project
2. Grammar: (α) to continue filling in the verb
forms by introducing the third person plu-
ral, the plural imperatives, and the infinitives;
and (β) to introduce all plural forms of second
declension masculine and neuter nouns with
articles and adjectives and present another
exception to the persistent accent of nouns
(accent shifting)
3. Word Building: to continue the study of com-
pound verbs from the previous chapter
4. Context: to present a discussion of the life
of farmers in the towns or demes of Attica
and of their relationship to the mother city,
Athens
Illustration (p. 29)
See note on illustration for reading 1β.
Caption under Illustration
Dicaeopolis drives the oxen, and the oxen drag the plow.
I-20
The first part of the sentence will be familiar, but
the second part introduces plural forms that the
students will meet in this chapter for the first time.
Make sure they realize that there are two oxen in
this picture, and then ask what the oxen are doing
(“they are dragging the plow”; the verb ἕλκω was
glossed in passage 2β:13). Calling attention to the
plural forms here will make it easy for students to
recognize the plural forms introduced in the first
paragraph of the reading.
Vocabula ry
The verb μένω may be translated several ways; in
the story that follows it is used of the oxen that are
stopped and standing still because of a stone that
impedes the plow. Are staying (in one place) may
be used to translate the verb, but other transla-
tions such as are waiting or are standing still could
be used.
Note that we use προσχωρέω with the dative
case (the first occurrence with the dative case is in
Exercise 3β, no. 3).
The present tense of the verb φημί, apart from
the second person singular, is in fact an enclitic,
but it keeps its accent when it comes after or in
the middle of a direct quotation, as it does in our
stories. Thus we have felt that it may not be helpful
to identify it as enclitic.
The accusative αὐτόν was given in Vocabu-
lary 1β with the meaning him; it is repeated here
with the additional meaning it because it is used
in line 7 to refer to the stone and so will be trans-
lated it.
 1 Ο Α ΡΟΤΟΣ (
Teaching the New Gr amma r
in the Story
After reading, comprehending, and translating the
passage, invite students to locate the new gram-
matical forms: third person plural verbs (examples
in lines 1, 2, 4, 8, 13, 14, 20, 22; make sure students
recognize the purpose of the movable ν on some of
the forms); imperatives (have students locate both
singulars and plurals in lines 3, 4, 7, 11, 16, 17, 19,
20); and infinitives (examples in lines 11, 12, and
19). The third person plural verbs, the imperatives,
and the infinitives should be color-coded on over-
head transparencies. Location of these forms will
prepare students for study of Grammar 1. Remind
students that they have already seen plural impera-
tives in story 2β:13–14.
There is one second person plural indicative
verb in the story in line 5 (τί μένετε, ὠ � βόες;), but
this will cause students no problems in context and
need not be identified or discussed at this stage.
Tr anslation
Lines 1–8
Dicaeopolis is driving the oxen, and the oxen are
dragging the plow, and Xanthias is sowing the seed.
But look, the oxen are staying in one place and are
no longer dragging the plow. So Dicaeopolis calls
the oxen and, “Hurry up, oxen,” he says; “Don’t
stay!” But the oxen are still staying in one place. So
Dicaeopolis says, “Why are you staying, oxen?” and
looks toward the plow, and look, a stone is obstruct-
ing it. So Dicaeopolis takes the stone but does not
lift it; for it is big. So he calls the slave, and, “Come
here, Xanthias,” he says, “and help; for a big stone
is obstructing the plow, and the oxen are waiting.”
The word φησί(ν) is postpositive (like inquit in
Latin), that is, it is placed in the middle of or after a
direct quotation, not before it. Sometimes we pre-
serve this order in the translations, but usually it
is not possible to do so. See also the note on φημί
under Vocabulary above.
Note that ἐμποδίζει (8) consists of ἐν and the
stem of the word for “foot,” ποδ-, and originally
referred to putting the feet in bonds or fetters. Cf.
the English impede from Latin impedīre.
Lines 9–13
So Xanthias slowly approaches but does not help;
for he looks at the stone and, “The stone is big,
α )I-21
master,” he says, “Look, it is not possible to lift it.”
But Dicaeopolis says, “Don’t be lazy but help. For
it is possible to lift the stone.” So together both the
master and the slave lift the stone and are carrying
it out of the field.
Be sure students appreciate the effect of the word
order in “μέγας ἐστὶν ὁ λίθος” (10), with the
adjective placed first because it is most important
in Xanthias’ thinking.
This paragraph introduces the infinitive
(αἴρειν, 11 and 12), used twice after δυνατόν
ἐστιν. Allow students to grasp the meaning of
the infinitive from the context. There is another
example in the next paragraph: οὐ δυνατόν ἐστιν
αὐτὸν φέρειν (19).
Greek almost invariably uses τε with the first
member of a pair of things or persons, thus ὅ τε
δεσπότης καὶ ὁ δου�λος (12); English is far more
sparing in its use of “both . . . and,” only inserting
“both” for emphasis. It does not need to be included
in translations.
In the phrase ὅ τε δεσπότης καὶ ὁ δου�λος ,
point out that the definite article ὁ is a proclitic (see
Chapter 2, Grammar 2, p. 18) and that it receives
an accent when it occurs before the enclitic τε.
Lines 14–22
And while they are carrying it, Xanthias stum-
bles and drops the stone; and the stone falls upon
Dicaeopolis’ foot. So Dicaeopolis groans and says,
“Zeus, oh, my poor foot! Take the stone, you fool,
and lift it and don’t be so clumsy.” But Xanthias
says, “Why are you so hard, master? For I am not
to blame; for the stone is big, and it is not possible
to carry it.” But Dicaeopolis says, “Don’t talk non-
sense, you rogue, but lift the stone and carry (it) out
of the field.” So they again lift the stone and with
difficulty carry it out of the field. Then Dicaeopo-
lis drives the oxen, and the oxen wait no longer but
drag the plow.
The long phrase πρὸς τὸν του� Δικαιοπόλιδος
πόδα (15) should be pronounced with care as a unit
to be sure that students take all the words together
as a single phrase. After the phrase has been com-
prehended as a unit it should be analyzed into its
parts, showing how the genitive is sandwiched in
between the article and the noun.
For the declension of ὁ Δικαιόπολις, see
the notes in this teacher’s handbook on Chapter 7,
Grammar 3.
I-22 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
φευ� του� ποδός (16): oh, my poor foot! Excla-
mations regularly go into the genitive case (geni-
tive of cause).
οὐ γὰρ αἴτιός εἰμι ἐγώ (18): for I am not to
blame; note the inclusion of ἐγώ for emphasis.
ὠ� μαστῑγίᾱ (19): you rogue; this is a regular
term of abuse in the comedies of Aristophanes.
ἔκφερε ἐκ του� ἀγρου� (20): carry (it) out of
the field. Here and in the next sentence note the
redundancy of the prepositional prefix on the verb
and the prepositional phrase. Remember that com-
pound verbs such as this where the meaning of the
compound is obvious are not given in the vocabu-
lary lists; students should become accustomed to
deducing the meaning of these compound verbs
(see Chapter 2, Word Building, pp. 23–4). Stu-
dents may wish to keep a list of their own of such
verbs, because it will come in handy in some of the
English to Greek translation exercises, e.g., Exer-
cise 3ζ , no. 3.
Wor d Stu dy
1. lithograph (coined, 1825): ὁ λίθος + γράφω, I
write, draw, ἡ γραφή, drawing. A lithograph is
an art work produced from a drawing on stone.
2. monolith (coined, 1848): μόνος, -η, -ον, alone,
only + ὁ λίθος. “Monolith” is the archaeologi-
cal term for a single stone as opposed to a cir-
cle of stones. Your students may have met this
word in the adjectival form monolithic in polit-
ical contexts, e.g., “the monolithic state.” You
might ask them what this means and how the
word has acquired this particular meaning.
3. megalithic (coined, 1839): μέγας + ὁ λίθος.
“Built of large stones,” like Stonehenge.
4. megaphone (coined by the inventor, Edison,
1838): μέγας + ἡ φωνή, voice.
A dditional English
Der ivativ es from Wor ds in
the Vocabu la ry List
πι΄ˉπτω (πτω-): ptomaine, symptom
λίθος: chrysolite, paleolithic, mesolithic, neolithic
μέγας: megabuck, megabyte, megadose, megahertz,
megalomania, megalopolis, megaton, megavolt,
megawatt
ἐκ, ἐξ: eccentric, eclectic, eclipse, ecliptic, eclogue,
ecstasy, ectopia, exanthema, exedra, exegesis, exodus
Book I
Gr amma r 1
See Teaching the New Grammar in the Story above
for lists of the forms students are asked to locate in
sections a, b, and c.
✒ Ex ercise 3α
If you wish your students to analyze these Greek
sentences, you will need to add INF (= infinitive)
to the repertoire of abbreviations. It may be sensi-
ble to tell them not to label adverbs, conjunctions,
particles, words in prepositional phrases or ἰδού.
1. The oxen are no longer dragging the plow.
2. Dicaeopolis and the slave approach and look at
the plow.
3. Dicaeopolis says, “Look! a big stone is obstruct-
ing the plow.
4. Lift the stone and carry (it) out of the field.”
5. But the slave says, “Look! The stone is big; it is
not possible to lift it.”
6. (Both) Dicaeopolis and the slave lift the stone
and carry (it) out of the field.
7. “Don’t wait, oxen, but hurry up!”
8. The oxen are no longer waiting but again drag
the plow.
✒ Ex ercise 3β
1. οἱ βόες ἐν τῳ
� ἀγρῳ� καθεύδουσιν.
2. ἔλθετε δευ�ρο καὶ ἐξελαύνετε τοὺς βου�ς, ὠ
�
δου�λοι.
3. τὸ κέντρον λαμβάνουσι καὶ βραδέως
προσχωρου�σι τοι�ς βουσίν.
4. σπεύδετε, ὠ � βόες· μὴ ἐν τῳ� ἀγρῳ�
καθεύδετε.
5. οὐ δυνατόν ἐστι τοὺς βου�ς ἐξελαύνειν·
ἰσχῡροὶ γάρ εἰσιν.
In these sentences students are expected to pro-
duce forms that have not yet been given in the
grammar sections (e.g., οἱ βόες, τοὺς βου�ς, and ὠ
�
βόες), but they have seen examples of these very
phrases in passage α and Exercise 3α; if they hes-
itate in writing them, they should be encouraged
to check back in the reading and Exercise 3α to
locate examples. Likewise, the preposition ἐν has
not been formally introduced in a vocabulary list,
but students have met examples (including ἐν τῳ �
ἀγρῳ�, passage 1β:1) and should be aware by now
 1 Ο Α ΡΟΤΟΣ (
that this preposition is followed by the dative
case. The vocative and nominative plural glosses
(ὠ
� δου�λοι and ἰσχῡροί) prepare for the new
grammar in the second half of the chapter.
The Deme and the Polis
Map (p. 34)
You may want to have students mark an appropri-
ate location for Cholleidae on the map, but you
α )I-23
may also want to remind them that there is uncer-
tainty as to its exact location.
For further reading, see The World of Athens,
pp. 70–72, and The Oxford History of the Classical
World, pp. 207–10.
Illustration (p. 36)
Monumental graves in the Street of the Tombs
from Kerameikos, the main cemetery of ancient
Athens.
 h
Ο ΑΡΟΤΟΣ (β)
Illustration (p. 37)
See note on illustration for reading 1β.
Caption under Illustration
“It is not possible, master, to carry out so many stones.”
Students will find the meaning of τοσούτους in
the vocabulary list.
Vocabula ry
With this vocabulary and reading we begin to
introduce third declension nouns. Along with
each third declension noun in the vocabulary
list we give the forms that appear in the read-
ing, with the definite articles or the ὠ�-marker for
vocatives, which will serve to identify the forms for
students.
Teaching the New Gr amma r
in the Story
Plural forms of definite articles and nouns are
formally introduced in this half of Chapter 3, but
students have already seen a number of plural
articles and nouns that will help them learn the
forms in this second half of Chapter 3, e.g., τοὺς
βου�ς (2β), οἱ . . . βόες (caption under illustration,
Chapter 3α , and reading 3α), τοὺς βου�ς (3α), ὠ � singular φλυᾱρει�, πονει�.
δου�λοι (Exercise 3β), τοι�ς βουσί(ν) (Exercise
3β), and ἰσχῡροί (Exercise 3β). There is also the
caption under the illustration for 3β: τοσούτους
λίθους. Students will thus already have some
familiarity with the nominative, dative, accusative,
I-2 4
and vocative masculine plurals before beginning
reading 3β.
While reading, comprehending, and translat-
ing the story in 3β, invite students to locate the
new second declension plural definite articles,
nouns, and adjectives: τοὺς λίθους (7), πολλοὶ
(8), οἱ λίθοι (8), τοσούτους λίθους (9), and
οἱ . . . ἄνθρωποι (11). Then go back and point
out the other plural forms cited above from Chap-
ters 2 and 3α.
Tr anslation
Lines 1–4
And meanwhile Philip approaches; Philip is
­Dicaeopolis’ son, a big and brave boy (a boy both
big and brave); and he is bringing (the) dinner to
his father. And when he enters into the field, he calls
his father and says, “Come here, father; look, I am
bringing dinner. So no longer work but sit and eat.”
Compound verb to be deduced: εἰσβαίνει (3).
Word glossed earlier in the chapter: ἰδού (4),
look!
In l.4 it may be worth pointing out to all stu-
dents that the accent on the singular imperatives of
έ-ω verbs is different from that of their third per-
son singular: Imperative φλυα ˉ΄ρει, πόνει- third
Lines 5–13
So the father leaves the plow and calls the slave.
Then they sit together and eat. But after dinner
 1 Ο Α ΡΟΤΟΣ ( β )I-25

Dicaeopolis says, “Stay, boy, and help. Carry the Gr amma r 2

seed and sow (it). And you, Xanthias, dig the stones
and carry (them) out of the field. For the stones are
many and it is scarcely possible to plow.” But Xan-
thias (says), “But it is not possible to carry out so
many stones.” But Dicaeopolis (says), “Don’t talk
nonsense, Xanthias, but work.” So the father and
the son and the slave work. But finally the sun sets,
and the men no longer work but loosen the oxen,
and they leave the plow in the field and walk slowly
toward the house.
[Compound verbs to be deduced: ἔκφερε (8),
ἐκφέρειν (9).
Words glossed earlier in the chapter: ἅμα (5),
together; τὸ σπέρμα (7), the seed; σπει�ρε (7), sow;
and φλῡάρει (10), talk nonsense]
In 1.12 draw attention to the chiasmus: λυˉ΄ουσι
μὲν τοὺς βου�ς, τὸ δὲ ἄροτρον λείπουσιν. What
is the effect of this?
Wor d Bu ilding
1. I fall into
2. I fall out (of)
3. I lead into
4. I lead to(ward)
5. I look toward
English Der ivativ es from
Wor ds in the Vocabu la ry
List
λείπω ( λιπ-): eclipse, ellipse, ellipsis, ellipsoid
λυˉ΄ω: analysis, analyze, electrolyte, paralysis, paralyze
παι�ς: pedagogue, pedagogy, pedagogical, pedology,
pedophile
πατήρ: patriot, patriotic, patriotism, patroclinous,
patronymic
πολλοί: hoi polloi
ἐν: enarthrosis, encaustic, encephalitis, encephalogram,
encephalograph, encephalography, encephaloma,
encephalomyelitis, encephalon, encephalopathy, enchi-
ridion, enclitic, encomiast, encomium, encyclical, ency-
clopedia, encyclopedic, encyclopedism, encyclopedist,
endemic, enema, energetic, energize, energy, engram,
enharmonic, enkaphalin, ensemble, enstatite, entasis,
entelechy, enthalpy, enthuse, enthusiasm, enthusiast,
enthusiastic, enthymeme, entomology, entomophagous,
entomostracan, entropy, enuresis, enzootic, enzyme
Emphasize the two rules for the neuter: (1) nomi-
native = accusative = vocative, and (2) nominative,
accusative, and vocative plural end in α.
Gr amma r 3
Notes:
✒ Ex ercise 3γ
1. τοὺς 2. οἱ 3. τοι�ς 4. τω
�ν 5. τὰ 6. τω�ν 7. τὸ 8. τὸν
9. οἱ 10. τοὺς
✒ Ex ercise 3δ
1. οἱ δου�λοι πονου�σιν ἐν τοι�ς ἀγροι�ς.
The slaves work in the fields.
2. οἱ ἄνθρωποι σπεύδουσι πρὸς τὸν οἰ�κον.
The men hurry toward the house.
3. ὅ τε Δικαιόπολις καὶ ὁ δου�λος μένουσιν
ἐν τῳ� ἀγρῳ�.
Dicaeopolis and the slave remain in the field.
4. λείπετε τὰ ἄροτρα , ὠ � δου�λοι, ἐν τῳ� ἀγρῳ�.
Leave the plows in the field, slaves.
5. αἴρετε τοὺς λίθους, ὠ � δου�λοι, καὶ ἐκφέρετε
ἐκ τω�ν ἀγρω�ν.
Lift the stones, slaves, and carry (them) out of
the fields.
6. οὐ δυνατόν ἐστι τοὺς λίθους αἴρειν καὶ
ἐκφέρειν.
It is not possible to lift the stones and carry
(them) out.
This type of exercise gives good practice with end-
ings. Teachers can easily generate more practice of
this sort, using sentences from the readings or from
other exercises as raw material.
✒ Ex ercise 3ε
1. Dicaeopolis drives the oxen, but the oxen no
longer drag the plow.
ὁ μὲν δεσπότης καλει� τοὺς δούλους, οἱ δὲ
δου�λοι οὐκ ἐλαύνουσι τοὺς βου�ς.
2. Don’t sit in the house, boys, but come here and
help.
μὴ μένετε ἐν τοι�ς ἀγροι�ς, ὠ� παι�δες, ἀλλὰ
βαδίζετε/βαίνετε πρὸς τὸν οἰ�κον καὶ
καθεύδετε.
I-26 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
3. The boys are strong, for they are carrying big
stones.
οἱ δου� λοι α᾽ˉργοί εἰσιν· οὐκέτι γὰρ πονου�σιν.
4. Take the plows, slaves, and hurry to the fields.
λυ΄ˉετε τοὺς βου�ς, ὠ� δου�λοι, καὶ λείπετε τὰ
ἄροτρα ἐν τῳ� ἀγρῳ�.
5. Don’t shirk, boys. Be brave.
μὴ μένετε, ὠ� παι�δες. μὴ ἔστε οὕτως α᾽ˉργοί.
The first sentence of the pair in no. 2 introduces the
vocative plural of the third declension noun παι�ς,
and that form is required in the corresponding
English to Greek sentence. The nominative plural
occurs in no. 3 (with the definite article as a gen-
der-number-case indicator), and the vocative plu-
ral again in no. 5. In no. 3 students are to deduce
μεγάλους from μέγας, which is in ­Vocabulary 3α.
ΟΙ ΒΟΕΣ
Title: “The Oxen”
Tr anslation
Lines 1–8
Both the master and the slave are walking to the
field. The slave carries the plow, and the master
drives the oxen. But when they approach the field,
the oxen go no longer. So the master calls them and
says, “Don’t wait, oxen, but hurry into the field.”
But the oxen are still waiting. So the master calls
the slave and says, “Come here, Xanthias, and help.
For the oxen are waiting, and it is not possible to
drive them into the field.” So the slave approaches
and says, “But it is possible, look!” and he goads
the oxen. And they are no longer waiting/idle but
hurry into the field.
Word glossed earlier in the chapter: ἰδού (7), look!
Illustration (p. 42)
This image of ploughing and sowing is on a
black-figure cup of the sixth century bc. Illustra-
tions of agriculture are surprisingly rare on Athe-
nian pottery.
✒ Ex ercise 3ζ
1. ὁ δεσπότης εἰς τὸν ἀγρὸν σπεύδει.
2. βλέπει πρὸς τὸν ἀγρὸν καί, “τοσου�τοι,”
φησίν, “λίθοι εἰσὶν ἐν τῳ� ἀγρῳ�. οὐ δυνατόν
ἐστιν ἀρου�ν.
Book I
3. “ἐλθὲ δευ�ρο, ὠ� δου�λε, καὶ ἔκφερε τοὺς
λίθους ἐκ του� ἀγρου�.”
4. ὁ δὲ δου�λος, “οὐ δυνατόν ἐστιν,” φησίν,
“τοσούτους λίθους ἐκφέρειν ἐκ του� ἀγρου�.
σὺ οὐ�ν συλλάμβανε.
Remind students in doing nos. 2 and 4 that
φησί(ν), used with quoted words, is postpositive
and always placed parenthetically in the middle of
the quoted words or after them. No. 3 is a continua-
tion of the master’s words in no. 2 (note the absence
of a quotation mark at the end of no. 2).
In nos. 3 and 4, remind students that they may
use compound verbs, ἔκφερε and ἐκφέρειν.
In no. 4, note that σύ is expressed, since it is
emphatic (note the italics in the student’s book).
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Menander: I, Loeb Classical Library
Vol. 132, translated by W. G. Arnott, Cambridge,
MA: Harvard University Press, 1979. The Loeb
Classical Library® is a registered trademark of the
President and Fellows of Harvard College. See
pp. 168–69 for this fragment.
Tr anslation
(He) whom the gods love dies young.
The context of this line, from Menander’s play Δὶς
Ἐξαπατω�ν, Twice a Swindler, is lost.
New Testa m ent Gr eek
Tr anslation
“Why do you call me ‘Lord, Lord,’ and not do what
I say?”
Illustration (p. 44)
Detail of an Attic red figure drinking cup in the
form of a cow’s hoof, ca. 470 bc (New York, Metro-
politan Museum of Art).
 h
4
ΠΡΟΣ ΤΗΙ ΚΡΗΝΗΙ (α)
Title: “By the Spring”
Encourage students to deduce the meaning of the
title from the picture before locating the words in
the vocabulary list.
The Pur poses of this
Ch apter
1. Reading: (α and β) to introduce Dicaeopolis’s
wife, Myrrhine, and daughter, Melissa; to show
them engaged in an activity typical for females
in the Greek world (fetching water from the
spring); and to introduce a new strand of the
plot (a trip to Athens to take part in the festival of
Dionysus), which will develop in later chapters
2. Grammar: (α) to complete the presentation of
singular and plural verb forms with the 1st and
2nd persons plural and to introduce 1st declen-
sion feminine nouns in all cases, singular and
plural, with distinctions between those ending
in -η , -ᾱ , and -ᾰ; (β) to present the forms of
masculine nouns of the 1st declension; to pres-
ent the concept of feminine nouns of the 2nd
declension; to consolidate the forms of 1st and
2nd declension adjectives; to present the forms
of μέγας and πολύς, which are mostly those of
1st and 2nd declension adjectives; to introduce
the formation of adverbs; and to consolidate
the forms of the definite article and to stress its
usefulness as a case indicator
3. Context: to present a discussion of the life of
women in the Greek world
I-27
Illustration (p. 45)
Drawn from an Attic black figure hydria (water jar)
in the manner of the Antimenes Painter, ca. 480
bc (London, British Museum). The two women
with upright water jars on their head have already
filled their jars and are leaving. There is an element
of humor here since the jar on which the scene is
painted is a water jar.
Caption under Illustration
The girls are filling their water jars by the spring.
Use comprehension questions in English to get
the students to deduce the meaning of the Greek.
“Where are the girls?” “What do the girls have?”
“What are they doing with them?”
The caption introduces 1st declension
nouns in three cases, and it provides an excellent
opportunity to begin talking about the grouping
of Greek nouns into three declensions. Simi-
larities to the 2nd declension masculine nouns
that the students have already learned may be
pointed out: -ι in the nominative plural, - ς in the
accusative plural, and ι subscript in the dative
singular.
Note that the contract verb πληρόω is used a
number of times in this chapter. It is glossed in the
reading passages; it is not intended that students
learn the forms of the -ο- contract verbs at this
stage in the course (they are given in Chapter 15).
The verb πληρόω is used in this chapter simply as
a glossed vocabulary item.
I-28 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Vocabula ry
The verb ἐθέλω means to be willing in the sense of
to consent. It may be contrasted with βούλομαι,
which will be introduced in Chapter 6 and means I
want. Both verbs may mean to wish.
If discussion of the concept of declensions
is initiated in dealing with the caption under
the picture, that discussion can be continued by
examining the nouns in the vocabulary list and
by pointing out which belong to each of the three
declensions. The nouns ἀνήρ, θυγάτηρ, and
μήτηρ are easily distinguished from the 1st and
2nd declension nouns, but ἡ γυνή cannot by itself
be distinguished from ἡ ἑορτή and at this stage
simply needs to be identified by the teacher as a 3rd
declension noun.
α᾽ˉργός: you may point out to students that the
stem was originally ϝεργ-; cf. English work and
German Werk.
The preposition πρός does not occur in the
story, but it is in the title of the chapter with the new
meanings at, near, by. Note that we underline the
new meanings of prepositions that have occurred
earlier with other meanings.
Note the ττ in Μέλιττα. This is a specifically
Attic form, usually appearing in Greek as σσ.
Teaching the New Gr amma r
in the Story
Students should be allowed to read, comprehend,
and translate the story before focusing on the new
1st declension noun forms and the new verb forms.
When it comes time to discuss the new 1st
declension noun forms, we recommend using an
overhead transparency of the story and having stu-
dents locate examples of the 1st declension nouns
identified as such in the vocabulary list, with the
teacher underlining them on the transparency. At
this stage we recommend highlighting only the 1st
declension nouns and their accompanying articles,
namely and vocative marker, τὴν κρήνην (4), ἡ . . .
Μυρρίνη (10), ἡ Μέλιττα (10), τὴν κρήνην
(10), ἡ Μέλιττα (10), κόρη (11), ὑδρίᾱς (12),
αἱ ὑδρίαι (12), τͺη� κρήνͺη (14), ταˉ`ς ὑδρίᾱς
(15), ἡ . . . Μυρρίνη (15), ὠ � φίλαι (15), ταˉ`ς
ὑδρίᾱς (16 and 17), and τὴν ἑορτὴν (20). There
are examples here of nominative, dative, accusative,
and vocative forms, and they may be listed in chart
form on the board in columns marked Singular
and Plural. We recommend that at this stage the
Book I
1st declension adjective forms not be highlighted
and that the 3rd declension feminine words be
ignored. Concentrate on the 1st declension nouns
and their accompanying definite articles and voca-
tive marker.
Students may then be asked to look for verb
forms that will fill in the gaps in their present
knowledge. Begin by making charts on the board
showing the 1st, 2nd, and 3rd persons singular
and the 3rd person plural of the verbs ἔχω and
εἰμί, and then have students locate verb forms
in the story that could be put into the two empty
slots in the paradigms. They will locate ἔχομεν
(3), πληρου�τε (16), πληρου�μεν (17), πάρεσμεν
(17), ἔχομεν (19) and ἐθέλομεν (20). Add these
to the chart and have students generate the missing
2nd person plural of εἰμί (they have already had
the imperative ἔστε). There is no need to discuss
-ο- contract verbs as such at this time. Just have
students add the forms of πληρόω to the list of the
forms of ἔχω.
This work with the story will prepare students
well for the grammar sections in the first half of the
chapter.
Tr anslation
Lines 1–8
And the next day when the sun is first rising, the
wife calls her husband and says, “Get up, husband;
for the sun is rising, and the slave is already leading
the oxen to the field, and our daughter and I (I and
the daughter) intend to walk to the spring. Get up;
for it is time to go to the field.” But Dicaeopolis is
very tired and does not wish to get up; so he says:
“Don’t be hard, wife; for I am very tired and wish
to sleep.” But his wife says, “But it is not possible to
go on sleeping (still to be sleeping); for it is time to
work. Get up, you lazy man.”
A number of reflexive pronouns occur in passage α
(2, 4, 5, 8, and 9); treat them as vocabulary items at
this stage.
Note that it is normal Greek to say ἐγὼ δὲ καὶ
ἡ θυγάτηρ, I and our (the) daughter (3), whereas
in normal, polite English we put the 1st person
pronoun last: “our daughter and I.” Greek puts
first that which is of primary importance to the
speaker.
ἐν νῳ� ἔχομεν (3): students will deduce the
new 1st person plural form from the subjects of the
 4 Π Ρ ΟΣ Τ Η Ι Κ Ρ Η Ν Η Ι (α)  I - 2 9
verb (ἐγὼ . . . καὶ ἡ θυγάτηρ). Other 1st person
plural forms will be met in the third paragraph,
where the context makes the meaning clear.
Lines 9–13
So Dicaeopolis reluctantly gets up and walks to the
field, and Myrrhine and Melissa walk to the spring
(Melissa is [the] daughter, a very beautiful girl). So
both the mother and the daughter walk slowly; for
they are carrying water jars; and the water jars are
big, so that it is not possible to hurry.
μεγάλαι (12): students are to deduce this from
μέγας, which they have met (cf. also Exercise 3ε:3).
Lines 14–21
But when they approach the spring, look, other
women are already there and are filling their water
jars. So Myrrhine calls the women and says, “Greet-
ings, friends; are you already filling your jars?” And
they say: “Greetings to you, too; yes, we are already
filling our jars; for we’ve gotten here (we are pres-
ent) early. But come here quickly and listen; (for)
a messenger has come from the city, and he says
that the Athenians are celebrating the Dionysia. So
we intend to go to the city; for we want to see the
dances and the contests and the plays. Do you too
want to see the festival?”
Context guides students to correct translation
of the 1st and 2nd person plural indicative verbs:
πληρου�τε (16), πληρου�μεν (17), πάρεσμεν
(18), ἔχομεν (19), and ἐθέλομεν (20).
αἱ δὲ: and they: see Chapter 5, Grammar 3,
p. 70.
“χαι�ρε καὶ σύ” (16): “Greetings to you, too”;
point out that καί is adverbial here, emphasizing
the pronoun.
Students have seen the adjective Ἀθηναι�ος
before, and they should deduce οἱ Ἀθηναι�οι (18)
as the Athenians without trouble. It may be com-
mented that adjectives may be used as substantives
with the definite article.
τὰ ∆ιονυ΄ˉσια ποιου�σιν (18–19): are cele-
brating (literally, making) the festival of Dionysus.
Students should be warned that some words such
as ποιέω are used in a wide variety of idiomatic
expressions and that they will need to find the right
English translation. The City Dionysia was held at
the end of March; it included processions, choral
competitions, and performances of tragedies and
comedies. It remains uncertain whether women
were allowed to attend performances in the theater.
The predominant view among U.S. scholars is that
they could.
Wor d Stu dy
1. acoustics (1683): ἀκούω, ἀκουστικός, -ή,
-όν = concerned with hearing. Aristotle, De
anima 426e has τὰ ἀκουστικά , the faculty of
hearing, but the English word means the whole
science of the phenomenon of hearing.
2. angel: ὁ ἄγγελος, the messenger (of God).
3. gynecology (coined, 1847): ἡ γυνή, τη �ς
γυναικός + ὁ λόγος, -λογίᾱ = “the branch
of medicine dealing with diseases peculiar to
women.”
4. choreographer (coined, 1876): ὁ χορός +
γράφω, ὁ γραφεύς, drawer, writer = “one who
designs dances.”
5. tachometer (coined, 1810): ταχέως, τὸ τάχος,
speed + τὸ μέτρον, measurement = “an instru-
ment for measuring speed.”
6. philanthropist: φιλάνθρωπ-ος, -ον (φιλ-έω +
ὁ ἄνθρωπος) + -ist.
7. polyandry: ἡ πολυανδρίᾱ (πολύς + ἀνήρ,
ἀνδρ-ός) = populousness, but in English = “the
form of polygamy in which one woman has
many husbands.”
8. misogynist: ὁ μῑσογύνης, -ου (μῑσέω, I hate +
ἡ γυνή + -ist) = “a hater of women.”
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
ποιέω: poem, poesy, poet, poetic, onomatopoeia
ἀνήρ: androgynous, android
γυνή: gynecologist, gynarchy, gynocracy
μήτηρ: metropolis
χορός: chorus
φίλος: Philadelphia, philological, philology, philoso-
pher, philosophy
ἀπο-: apocalypse, Apocrypha, apodictic, apodosis,
apogee, apology, apoplexy, apostasy, apostle, apostro-
phe, apothegm, apotheosis, apotropaic
πρός: see list with Chapter 1β
πρω� τον (πρω� τος): protein, protocol, Proto-Indo-
European, protolithic, proton, protoplasm, prototype,
protozoan
I-30 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Gr amma r 1 Note that in the paradigms of nouns (here)

and of adjectives (later in the chapter) that end in
Note that space does not allow us to give transla-
α, we include the macron over the dative singular
tions of verb forms; the teacher should be sure that
with its iota subscript to avoid the odd appearance
students can translate each form, e.g., I loosen, I am
of having macrons over other alphas in the singular
loosening, I do loosen, etc.
and not over the dative. Alphas with iota subscript
The vertical line in paradigms of verb forms
are always long; and so are normally not marked
separates the forms to the left, which have person
with macrons.
and number (the indicative and imperative forms
here), from the forms to the right. In this chart only
the infinitive appears to the right; it does not have
person and number. The vertical line is included
✒ Ex ercise 4β
to make sure that students do not think that the
1. τη�ς Μυρρίνης
infinitive, which is on the same line as the 1st per-
2. τη�ς Μελίττης
son singular indicative form of the verb, is also 1st
3. τη�ς καλη�ς ὑδρίᾱς
person singular. It will be useful to explain this to
4. τη�ς καλη�ς ἑορτη�ς
students at this point. In future charts participles
5. τη�ς καλη�ς κρήνης
will also appear to the right of the vertical line; they
6. του� μακρου� πόνου
have number and are given in their singular forms,
7. τη�ς καλη�ς μελίττης
but they do not have person. The vertical line will
8. του� καλου� δένδρου
again help students keep the forms with person and
number that are at the left of the line in a separate
mental compartment.
For explanation of how the σ of the stem
✒ Ex ercise 4γ
ἐσ-, be, drops out in some of the forms of the verb 1. αἱ 2. τῳ
� 3. τͺη� 4. τω�ν 5. τη�ς 6. ται�ς 7. τὰ 8. οἱ
εἰμί, see Smyth, 770. At this stage we believe it is
more important for students to learn and mem-
orize the forms than to delve into their linguistic
origins.
✒ Ex ercise 4δ

1. αἱ κόραι ἄγουσι τα ˉ`ς φίλᾱς ἐκ τω�ν ἀγρω�ν.

✒ Ex ercise 4α The girls lead their friends out of the fields.
2. αἱ δου�λαι τα ˉ`ς ὑδρίᾱς φέρουσι πρὸς ταˉ`ς
We do not supply answers for the Verb Charts, but κρήνᾱς.
teachers should check students’ work carefully and The slaves are carrying the water jars to the
be sure they keep their charts for future use. springs.
3. καλαί εἰσιν αἱ κόραι· ἀ �ρ’ οὐκ ἐθέλετε
Gr amma r 2 αὐταˉ`ς καλει�ν;
The girls are beautiful; don’t you wish to call
Notes: them?
4. χαίρετε, ὠ � κόραι· ἀ�ρα βαδίζετε πρὸς ταˉ`ς
Gr amma r 3
οἰκίᾱς;
Greetings, girls; are you walking to your
The introduction of the four types of 1st declension homes?
nouns can be overwhelming for students. It may be 5. ἐν νῳ � ἔχομεν λείπειν ταˉ`ς ὑδρίᾱς ἐν ται�ς
reassuring to point out to them that what seem like οἰκίαις καὶ συλλαμβάνειν.
four types are actually two types, i.e., those that We intend to leave the water jars in our houses
retain the same vowel throughout their singular and help.
declension (κρήνη, ὑδρίᾱ) and those that change
in the genitive and dative (μέλιττᾰ , μάχαιρᾰ). In no. 3, students will deduce the plural of the pro-
Emphasize that all 1st declension nouns decline noun αὐτήν from what they have learned about 1st
alike in the plural. declension nouns and adjectives.
 4 Π Ρ ΟΣ Τ Η Ι Κ Ρ Η Ν Η Ι (α) I - 31
✒ Ex ercise 4ε
1. ἡ φίλη μένει πρὸς τͺη � κρήνͺη.
The friend is waiting by the spring.
2. ὁ ἄνθρωπος φέρει τὸ ἄροτρον ἐκ του�
ἀγρου�.
The man is carrying the plow out of the field.
3. ἄκουε, ὠ � φίλε· ἐν νῳ� ἔχω βοδίζειν πρὸς τὴν
οἰκίᾱν.
Listen, friend, I intend to go to the house.
4. τί ποιει�ς, ὠ
� δου�λε; μὴ οὕτω σκαιὸς ἴσθι.
What are you doing, slave? Don’t be so clumsy.
Women
Illustration (p. 53)
Interior of an Attic red figure cylix, ca. 450 bc,
Painter of Bologna (New York, Metropolitan
Museum of Art).
For Semonides, see Douglas E. Gerber, Greek
Iambic Poetry from the Seventh to the Fifth Centu-
ries B.C., Loeb Classical Library, Cambridge MA:
Harvard University Press, 1999 (pp. 304–13 for
Semonides’ poem on women).
For further reading, see The World of ­Athens,
pp. 152–66, and The Oxford History of the Classical
World, pp. 210–17. See also Women’s Lives in Greece
and Rome, by Mary R. Lefkowitz and M ­ aureen B.
Fant (Duckworth, 2005). This is an update of the
classic source book that first appeared in 1982.
Gr eek Wisdom
The Greek text is reprinted by permission of the pub-
lishers and the Trustees of the Loeb Classical Library
from Diogenes Laertius, Lives of Eminent Philosophers:
I, Loeb Classical Library Vol. 184, translated by R. D.
Hicks, Cambridge, MA: Harvard University Press,
1966. The Loeb Classical Library® is a registered
trademark of the President and Fellows of Harvard
College. See p. 80 (1.79) for this quotation.
Tr anslation
Know the right time.
Recognize the opportune moment.
Know your opportunity.
As students formulate a translation of this saying,
point out to them the range of possible translations
of the noun ὁ καιρός, which is introduced in the
vocabulary list at the beginning of this chapter.
Illustration (p. 55)
Attic black figure hydria by the Priam Painter, ca.
520 bc (Museum of Fine Arts, Boston).
 h
ΠΡΟΣ ΤΗΙ ΚΡΗΝΗΙ (β)
Caption under Illustration
Melissa says, “It’s not my fault (I [am] not to blame); for
the water jar is big.”
Help students if necessary with the ellipsis of the
verb in the first clause of the quoted statement.
Vocabula ry
The noun γη � (a contraction of γεᾱ- or γαᾱ-) has a
circumflex over all its forms in the singular, and it
has no plural in Attic Greek.
Point out the 2nd declension feminine noun
ἡ ὁδός; see Grammar 5, p. 58.
Paradigms of 1st and 2nd declension adjec-
tives are given in Grammar 6 in this chapter. Be
sure that students note that the neuter nominative
singular of ἄλλος does not have a ν. Warn students
not to confuse this adjective with the conjunction
ἀλλά, but.
The interrogative τί was introduced in Vocab-
ulary 2 α as an adverb meaning why? It is repeated
here as an interrogative pronoun meaning what?
The context will tell which meaning is intended.
Teaching the New Gr amma r
in the Story
After reading, comprehension, and translation of
the story, concentrate on adjectives and adverbs.
The caption under the illustration contains two
adjectives, and they are very instructive. With
αἰτίᾱ, remind students that after ε, ι, and ρ the
I-32
original ᾱ was preserved in Attic. This is also
shown in ἡ ὑδρίᾱ. The words μεγάλη . . . ἡ ὑδρίᾱ
show that adjectives and the nouns they modify
will not always have the same endings. Be sure stu-
dents understand why the adjective ends in η and
the noun in ᾱ.
In the story itself underline the adjectives on an
overhead transparency and have students identify
the gender, number, and case of each adjective and
explain what it modifies or how it is used in the sen-
tence. Adjectives occur in lines 3, 5, 10, 11, and 12.
Tell students that adverbs often end in -ως,
and have them locate five such adverbs in the story
(lines 1, 4, 6, 8, and 13).
Tr anslation
Lines 1–4
But Myrrhine (says), “What are you saying,
friends? Are the Athenians really celebrating a fes-
tival? I very much wish to see it; and you, Melissa,
do you too wish to see (it)? But it’s not possible; for
my husband is hard; for he is always working and is
rarely willing to go to the city.”
[ἡ δὲ Μυρρίνη (1): But Myrrhine (says); Greek
sometimes omits φησί(ν) with quotations.
Word glossed earlier in the chapter: τὸ ἄστυ
(4), the city]
Lines 5–7
But Melissa (says), “But father is not very hard;
it is easy to persuade him.” And Myrrhine (says),
 4 Π Ρ ΟΣ Τ Η Ι Κ Ρ Η Ν Η Ι ( β)  I - 3 3

“Don’t talk such nonsense, but fill your jar quickly; ✒ Ex ercise 4ζ
for it is time to return home.”
2α:1, 1, 4, 5, and 6; 2β:1, 3, 5, 5, 8, and 11; 2 tail:2,
Lines 8–12 4, and 5; 3α:2, 7, 10, 12, 14, 17, and 17; 3β:7, 9, and
10; 3 tail:l, 2, 3, 4, and 5.
Then both the mother and the daughter quickly
fill their jars and walk homeward. But on the way
Melissa stumbles and drops her jar to the ground Gr amma r 5
and breaks it. So she groans and says, “Alas! It’s not Notes:
my fault (I am not to blame); for the jar is big, and
it is not possible to carry it.” But her mother (says),
“What are you saying, daughter? Don’t talk non- ✒ Ex ercise 4η
sense, but hurry home and bring another water 4β:9
jar.”

Word glossed earlier in the chapter: πληρου�σι (8), Gr amma r 6

are filling.
Notes:
Lines 13–14
So Melissa hurries home, and Myrrhine walks Gr amma r 7
slowly; for the jar is big, and she does not want to Notes:
drop it.

Wor d Bu ilding
✒ Ex ercise 4θ
lα:6 and 8; 1β:2, 3, and 5; 1 tail:2; 3α:6, 8, 10, and
1. dance; I dance 18; 3β:2 and 8; 4α: 12; 4β:l1 and 13.
2. slave; I am a slave
3. plow; I plow* Gr amma r 8
4. horse; I am a horseman, I ride
5. danger; I run a risk, am in danger Notes:
6. doctor; I heal, cure
✒ Ex ercise 4ι
* Note that we use the -ο- contract verb ἀρόω in
the stories but that we give the less commonly used 4b:l, 4, 6, 8, and 13.
ἀροτρεύω in this exercise. At this stage students will not be able to see
how these adverbs are formed from corresponding
adjectives according to the rule given in Grammar 7
English Der ivativ es from because the adjectives in question are all 3rd or
Wor ds in the Vocabula ry 1st/3rd declension adjectives, which the students
List have not yet had. Let it suffice for them to locate
the adverbs ending in -ως.
γη�: Derivatives are presented in Chapter 5, Word
Study, p. 67.
ὁδός: episode, exodus, method, period, synod Gr amma r 9
ἄλλος: allegorical, allogamy, allogeneic, allograft, Notes:
allograph, allometry, allomorph, allonym, allopathy,
allopatric, allophone, allosaur, allotropy, parallax,
parallel, parallelogram
✒ Ex ercise 4κ
1. acc. pl. 2. dat. sing. 3. dat. sing. 4. acc. sing. 5. voc.
sing. 6. acc. sing. 7. gen. sing. 8. gen. sing. 9. dat. pl.
Gr amma r 4
10. gen. sing. 11. nom. pl. 12. gen. sing. 13. dat. pl.
Notes: 14. acc. sing. 15. voc. sing.
I-34 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

ΑΙ ΓΥΝΑΙΚΕΣ ΤΟΥΣ ΑΝΔΡΑΣ In no. 2 the pronouns I and you are emphatic and so
ΠΕΙΘΟΥΣΙΝ are expressed: ἐγὼ . . . σὺ. . .

Title: “The Women Persuade Illustration (p. 63)

Their Husbands” Four dancing girls (London, British Museum).
Tr anslation
Lines 1–9 Cl assica l Gr eek
Many women have come to the spring. While they The Greek text is reprinted by permission of the
are filling their jars, a messenger approaches. And publishers and the Trustees of the Loeb Classical
when he is there, he says, “Listen, women; (for) the Library from Callimachus: Hymns and Epigrams;
Athenians are celebrating a festival. Don’t you wish Lycophron; Aratus, Loeb Classical Library Vol. 129,
to see it? So persuade your husbands to take you translated by A. W. Mair and G. R. Mair, Cam-
there.” And the women rejoice and say: “We very bridge, MA: Harvard University Press, 1955. The
much wish to see (it), and we intend to persuade Loeb Classical Library® is a registered trademark
our husbands.” So they quickly fill their jars and of the President and Fellows of Harvard College.
hurry home. And when their husbands have See pp. 150–51 for this epigram.
come from the fields, each wife says: “Listen, dear
husband; (for) a messenger is here and says that the
Athenians are celebrating a festival. Won’t you (are Tr anslation
you not willing to) take me there?” And they easily
persuade them; for the husbands themselves wish Philip, his father, laid his twelve year old son to rest
to see the festival. here, his great hope, Nicoteles.
Remind students that εἰς (1) can mean to as well
For Callimachus, see the note in this handbook
as into.
on the Classical Greek reading at the end of
Words glossed earlier in the chapter: ἥκουσιν
Chapter 2. He was a master of epigram, and in
(1 and 6), have come; πληρου�σι (1 and 6), they are
these two lines, which might appear merely fac-
filling, they fill; αὐτὴν (3), it; ὅτι (8), that.
tual, he expresses deep emotion; note especially
the first word (the boy was only twelve) and the
Illustration (p. 62) last two (Nicoteles was Philip’s great hope for the
Detail of Attic black figure lekythos attributed to
future).
the Amasis Painter, ca. 560 bc (New York, Metro-
politan Museum of Art).
New Testa m ent Gr eek
✒ Ex ercise 4λ
Tr anslation
1. ὁ Δικαιόπολις τͺη � Μυρρίνͺη προσχωρει�
“The good man brings forth good from the good
καί, “χαι�ρε, ὠ� φίλη γύναι,” φησίν, “τί ποει�ς;”
treasure of his heart, and the bad man brings forth
2. “ἐγὼ πρὸς τὴν κρήνην σπεύδω. ἐθέλω
evil from the evil (treasure of his heart).”
γὰρ φέρειν τὸ ὕδωρ πρὸς τὸν οἰ�κον/τὴν
οἰκίᾱν. σὺ δὲ τί ποιει�ς;”
3. “ἐγώ τε καὶ ὁ δου�λος πρὸς τὸν ἀγρὸν τὸ ἀγαθόν . . . τὸ πονηρόν: neuter adjectives
σπεύδομεν. ἀλλὰ ἄκουε. used with the definite article as abstract nouns;
4. “οἱ Ἀθηναι�οι ἑορτὴν ποιου�σιν. ἀ �ρα ἐθέλεις see Chapter 9, Grammar 6d, p. 172.
αὐτὴν θεωρει�ν;”
5. “ἐγὼ μάλιστα ἐθέλω αὐτὴν θεωρει�ν. μὴ
οὐ�ν πρὸς τὸν ἀγρὸν ἴθι ἀλλὰ ἄγε με πρὸς
τὸ ἄστυ.”
 h
5
Ο ΛΥΚΟΣ (α)
Title: “The Wolf”
Students will find the word in the vocabulary list.
Purposes of This Chapter
1. Reading: (α and β) to introduce Philip’s grand-
father and Philip’s dog Argus into the story;
to relate an incident involving first pursuit of
a hare and then Philip’s slaying of a wolf; and
finally to make a transition to narration of the
myth of Theseus and the Minotaur
2. Grammar: (α) to present the forms of contract
verbs in -α-, to comment on recessive accent
of finite verbs, to observe the pronominal use
of the article + δέ at the beginning of a clause,
and to illustrate the rules for elision; (β) to
note that neuter plural subjects take singu-
lar verbs; to present full sets of the personal
pronouns; to clarify the distinction between
attributive and predicate position; to present
possessive adjectives and the use of the geni-
tive of αὐτός to show possession; and to pres-
ent the adjective αὐτός, -ή, -ό and its use as
an intensive adjective in the predicate position
and as an adjective meaning same in the attrib-
utive position
3. Context: to present some background informa-
tion on Greek religion
Caption under Illustration
Philip sees a hare running in the field and shouts, “Go on,
Argus, chase (it)!”
The new words are given in the vocabulary list.
Note that δή is used to emphasize the preceding
I-35
word, ἴθι. Help may be needed with the participial
form τρέχοντα , but do not get involved in discus-
sion of participles at this stage. Be sure students
understand the distinction between a hare and a
rabbit (see any English dictionary).
Highlight the two -α- contract verbs; this new
type of contract verb is seen in the story and dis-
played in Grammar 1.
Vocabula ry
We introduce the imperatives ἴθι and ἴτε here just
as we introduced ἐλθέ in Chapter 2. The infin-
itives ἰέναι and ἐπανιέναι will be introduced
in the vocabulary lists in Chapters 7α and 9α
respectively.
The verb τῑμάω does not occur in the story,
but it will be the model for -α-contract verbs and
should be learned now.
The word for “hare” is of the so-called Attic
declension (like ˉ῞ι λεως, 2β:12; see note in this
teacher’s handbook), which need not be formally
presented to students. The word for “hare” will
appear only in the nominative and accusative sin-
gular, the forms of which are given in the vocabu-
lary entry (we use only the accusative form λαγών
and not the alternative form λαγώ). The full set of
forms is given in the Forms section at the end of the
student’s book.
For the difference between ἡ οἰκίᾱ and ὁ
οἰ�κος, see notes to Chapter 6, Word Building, in
this handbook.
Remind students that compound adjectives
such as ῥα ˉ΄θῡμος have only two sets of endings,
one for masculine or feminine and one for neuter
I-36 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
(refer students to α ˉ᾽ργός in Vocabulary 4α and the
footnote there).
κατά is first used as a preposition in the read-
ing at the end of this chapter, but it is used as a pre-
fix in καταβαίνω and καταπιˉ΄πτω in passages α
and β, where students are expected to deduce the
meanings of the compound verbs.
οὔτε and ὥστε: students are alerted to the acute
accent on these forms, where a circumflex might be
expected according to the rule that a long accented
penult followed by a short ultima receives a circum-
flex accent (see Chapter 3, Grammar 3, pp. 39–40).
The τε in these compounds was an enclitic, and the
proclitics οὐ and ὡς receive acute accents as if the τε
were still enclitic. This will also be noted in vocabu-
lary lists with ἥδε, ἥπερ, and ὥσπερ.
The conjunction ὥστε introduces two forms
of result clauses, one with the indicative and one
with the infinitive. Most grammars draw a dis-
tinction between actual result with the indicative
and natural result with the infinitive, i.e., ὥστε
is followed by the infinitive (negative μή) when
the result arises naturally or as a likelihood from
the action of the main verb, which is to say when the
action of the main verb is as important to the mean-
ing as the action of the verb in the result clause:
“The prison was so badly guarded that all the
prisoners escaped.” It is followed by the indicative
(negative οὐ) when the actual occurrence of the
result is stressed, i.e., when the action of the verb in
the subordinate clause is more important than that
of the verb in the main clause: “The prison was so
badly guarded that every single prisoner actually
managed to escape.” You could suggest to students
that the word actually could often be appropriate
when translating the latter type of clause. It must be
acknowledged, however, that at times it is difficult
to distinguish between the two usages in Greek.
Some students will recognize the name of the
dog, Argus, as that of Odysseus’ dog. The related
adjective ἀργός has two distinct but interrelated
meanings, shining and swift (compare our combina-
tion of these notions in the phrase “silver streak”),
and dogs are frequently referred to as ἀργοί, swift.
Be sure students do not confuse the word ἀργός,
shining; swift, with α ᾽ˉργός, not working, idle, lazy
(Vocabulary 2α and 4α). Also, take precautions
to avoid confusion with the word ὁ ἀγρός, field
(Vocabulary 1α). We recommend displaying these
four words (ὁ Ἄγρός, Argus; ἀργός, shining; swift;
α᾽ˉργός, not working, idle, lazy; and ὁ ἀγρός, field)
in some conspicuous place in the classroom.
Book I
Illustration (p. 66)
This statue of a hunting dog dates from the fifth
century bc.
Teaching the New Gr amma r
in the Story
After the story has been read, comprehended, and
translated, have students locate the -α- contract
verbs in lines 4, 7, 8, 10, 12, and 16. Teachers may
wish to make chart on the board and have the stu-
dents supply missing forms.
Call students’ attention to the elisions in lines
1, 3, 7, 8, 10, 11 and 14. Students should be familiar
with elisions from earlier stories, e.g., 3α:6; 3β:9;
4α:6; and 4β:5; elision is treated in Grammar 4,
p. 70. Students should be reminded, however, that
elision is not obligatory.
Tr anslation
Lines 1–7
While Myrrhine and Melissa are away, the grandfa-
ther is working in the garden, and the boy and Argus
are walking to the sheepfold; Argus is a dog, big and
strong; he guards (both) the house and the sheep.
While (both) the boy and the dog are walking up
the road, Philip sees a hare running in the field; so
he looses the dog and says, “Go on, Argus! Chase
(it).” Then Argus barks and chases the hare, but it
flees up the hill. And they run so quickly that soon it
is not possible to see either the dog or the hare.
[Note that when a proclitic precedes an enclitic
the proclitic normally takes an accent: ἥ τε (1) and
ὅ τε (3).]
Students should easily be able to deduce the
meaning of the forms of the -α- contract verbs: ὁρᾳ�
(4) and ὁρα�ν (7) in the first paragraph, βοᾳ� (8),
βοᾳ� (8) and ὁρᾳ� (10) in the second paragraph, and
ὁρᾳ� (12) and βοω� (16) in the third paragraph.
In line 7, note that οὐ δυνατόν ἐστιν ὁρα�ν
οὔτε τὸν κύνα οὔτε τὸν λαγών = (literally) it is
not possible to see neither the dog nor the hare; Greek
often doubles its negatives for emphasis, while
English does not.
Lines 8–11
Then Philip hurries after them and shouts: “Come
here, Argus. Come back, you cursed dog.” But the
 5 Ο Λ Υ Κ ΟΣ (α)  I - 3 7

dog still chases (the hare). So Philip runs to the top
of the hill but does not see the dog. So he shouts
loudly and calls, but Argus does not hear. Finally
the boy despairs and comes down the hill.
[ἀθῡμει� (11): invite students to compare the
ˉ΄θῡμος (θῡμός, spirit).]
­adjective ῥα
[Compound verb to be deduced: καταβαίνει]
(11).
Lines 14–21
But when he approaches the garden, the grandfa-
ther sees him and says, “What are you doing, boy?
Where have you come from and where is Argus?”
And Philip (says), “I have come from the sheepfold,
Grandpa; Argus is somewhere in the hills; for he
is chasing a hare. But the grandfather (says), “Go
on, boy! Why aren’t you looking for him? Don’t be
so careless.” And Philip (says), “I’m not careless,
Grandpa, and it’s not my fault (nor am I to blame).
For I shout loudly and call (him), but the dog
doesn’t hear.” And the grandfather (says), “Come
here, boy.” So he says and takes his stick and hurries
up the road together with the boy.
sum of the squares on the other two sides; Pythag-
oras (floruit 530 bc) stated the general theory
implied by this fact.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
ὁράω: panorama
τῑμάω (τῑμή, honor): timocracy
φυλάττω: prophylactic
κύων: cynic
λύκος: lycanthrope, lycanthropy
οἰκίᾱ (οἰ�κος): ecology, ecological, economy, econom-
ics, economize, ecosystem, ecoterrorism, ecotourism
ἄκρος: acrobat, acrocephaly, acromegaly, acronym,
acrophobia, acropolis, acrostic
ἀνά: anabasis, anabolism, anachronism, anacrusis,
anadiplosis, anadromous, anagram, analogy, analysis,
anamnesis, anapest, anaphora, anathema, anatomy
κατά: catabolism, cataclysm, catadromous, catalec-
tic, catalog / catalogue, catalytic, catapult, cataract,
catarrh, catastrophe

[Note that when an enclitic is followed by another

Gr amma r 1
enclitic the first receives an accent: ἐστί που (14).]
Notes:

Wor d Stu dy
Gr amma r 2
1. geology (coined 1735): ἡ γη � + ὁ λόγος, Notes:
-λογίᾱ = study of the earth.
2. geography: ἡ γη � + γράφω, ἡ γραφή = ἡ
γεωγραφίᾱ = drawing, description of the earth. ✒ Ex ercise 5α
3. geometry: ἡ γη� + τὸ μέτρον = γεωμετρίᾱ =
measurement of the land, land surveying, 1. ὁρᾳ� (3rd sing.) (5), ὁρα�ν (infinitive) (8), βοᾳ�
geometry. (3rd singular) (9), ὁρᾳ� (3rd singular) (11), βοᾳ�
4. geocentric: ἡ γη
� + τὸ κέντρον = earth at the (3rd singular) (11), ὁρᾳ� (3rd singular) (14), and
center. See on heliocentric, Chapter 2, Word βοω� (1st singular) (19).
Study, no. 3. 2. We do not supply answers for the Verb Charts,
but teachers should check students’ work care-
Note that in these compounds γη � is shortened to fully and be sure they keep their charts for
γε and ω is inserted; your students met in Chap- future use.
ter 1, Word Building, no. 3, the word γεωργός =
a land (γε-) worker (ἐργ-, originally ϝεργ-) or ✒ Ex ercise 5β
farmer (cf. English George).
It is said that Greek mathematicians developed 1. you honor or honor! τῑμᾳ�ς or τι΄ˉμᾱ
geometry from a study of the Egyptian system of 2. they love φιλει�
surveying land; e.g., the Egyptians knew in prac- 3. we see ὁρω �
tice that the square on the hypotenuse of a triangle 4. you live or live! οἰκει�ς or οἴκει
with sides 3, 4, and 5 was equivalent in area to the 5. we do/make ποιω �
I-38 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

6. they are shouting βοᾳ� Gods and Men

7. you see or see! ὁρᾳ�ς or ὅρᾱ
8. they are working πονει� Illustration (p. 71)
Bronze statue from a shipwreck off Artemisium
✒ Ex ercise 5γ (north Euboea), ca. 460 bc (Athens, National
Archaeological Museum). It could represent Zeus
1. he honors τῑμω �σι(ν) about to launch a thunderbolt or Poseidon, the sea
2. you love φιλει�τε god, on the point of hurling his trident.
3. I seek ζητου�μεν For further reading, see The World of Athens,
4. I see ὁρω �μεν pp. 84–126, and The Oxford History of the Classical
5. you are shouting βοα�τε World, Chapter 11, “Greek Religion,” pp. 254–74.
6. he is living οἰκου�σι(ν) See also R. Parker, On Greek Religion (Cornell Uni-
7. love! φιλει�τε versity Press, 2011).
8. honor! τῑμα�τε
Illustration (p. 73)
Attic kylix, white ground interior, attributed to the
✒ Ex ercise 5δ
Villa Giulia Painter, ca. 470 bc (New York, Metro-
You may wish to tell your students to do the label- politan Museum of Art).
ing exercises with the Greek sentences.
Gr eek Wisdom
1. The dog sees the hare and chases (it) to the top
of the hill. The Greek text is reprinted by permission of the
ὁ πατὴρ μέγα βοᾳ� καὶ τὸν δου�λον ἐκ τη�ς publishers and the Trustees of the Loeb Classical
οἰκίᾱς/του� οἴκου (ἐκ) καλει�. Library from Diogenes Laertius, Lives of Eminent
2. Do you see the hare? Why don’t you loose the Philosophers: I, Loeb Classical Library Vol. 184,
dog? translated by R. D. Hicks, Cambridge, MA: Har-
τί ποιει�τε, ὠ� φίλοι; τί σῑγα�τε; vard University Press, 1966. The Loeb Classical
3. The man is so deaf that we always shout loudly. Library® is a registered trademark of the President
ὁ παι�ς οὕτω ἀνδρει�ός ἐστιν ὥστε μέγα and Fellows of Harvard College. See p. 74 (1.73) for
τῑμω�μεν αὐτόν. this quotation.
4. We intend to walk to the city and see the dances.
ἐθέλομεν πρὸς τὸ ἱερὸν βαδίζειν καὶ τὸν
θεὸν τῑμα�ν. Tr anslation
5. Don’t be so careless, boy; go to the hill and look
for the dog. (Let there be) a pledge (i.e., security for a loan),
μὴ οὕτω χαλεπὸς ἴσθι, ὠ� πάππε· ἐγὼ γὰρ (and) ruin is near at hand. = Borrow (money), (and)
αἴτιος οὐκ εἰμί. Or: ἐγὼ γὰρ οὐκ αἴτιός εἰμι. ruin is near at hand. = “He goes a-sorrowing, who
goes a-borrowing.”

Gr amma r 3 [Diogenes Laertius quotes the saying in Chilon’s

There was an example in Chapter 4α: 15–17: ἡ οὐ�ν
Μυρρίνη ταˉ`ς γυναι�κας καλει� καί, “χαίρετε, ὠ�
φίλαι,” φησίν· “ἀ�ρα ἤδη πληρου�τε ταˉ`ς ὑδρίᾱς;”
αἱ δὲ λέγουσιν· “χαι�ρε καὶ σύ· ναί, ἤδη
πληρου�μεν ταˉ`ς ὑδρίᾱς· πρῲ γὰρ πάρεσμεν.
Gr amma r 4
Note that elision between words is not obligatory
in Greek prose and will not always occur in the
readings and exercises in this book. The practice of
Greek authors varies considerably.
Doric dialect with ἐγγύᾱ and α ˉ῎τᾱ, which we have
changed to the Attic ἐγγύη and α ˉ῎τη.
Like all maxims, this saying is universal in its
application, but it might be seen as having a par-
ticular cultural relevance to archaic Greece. Dio-
genes Laertius reports that in Solon’s time “men
used to borrow money on personal security, and
many were forced from poverty to become serfs
or day-labourers” (1.45, tr., Hicks, p. 47). Solon
tried to rid Athenians of these burdensome legal
obligations that some of them had gotten them-
selves into.]
 h
Ο ΛΥΚΟΣ (β)
Caption under Illustration
Argus rushes at the wolf.
Students will recognize the form of the verb;
encourage them to deduce its meaning (it is
glossed under the first paragraph of the reading)
and the meaning of the prepositional phrase from
the illustration.
Vocabula ry
Point out the inceptive suffix -σκ- in γιγνώσκω;
students who know Latin will appreciate the com-
parison with nōscō and cognōscō. Be careful! It is
important not to make those who do not know
Latin feel inferior!
The verb πάσχω is often translated freely
to suit the context. For example, τί πάσχεις, lit-
erally, What are you suffering? may better be ren-
dered What is wrong with you? or What is happening
to you?
This vocabulary list contains pronouns
(ἡμει�ς, ῾υ
ˉμει�ς) and the adjective/pronoun αὐτός,
which are treated in Grammar 6 and Grammar 9.
ἐνταυ�θα δή: the word ἐνταυ�θα is used of
time to mean then and is frequently followed by
δή, which emphasizes it, thus, at that very moment.
Teaching the New Gr amma r
in the Story
Observant students will notice the neuter plu-
ral subjects with singular verbs (τὰ δὲ πρόβατα
πολὺν θόρυβον ποιει�, 2–3, and βούλονται γὰρ
I-39
γιγνώσκειν τί πάσχει τὰ πρόβατα, 3). If not,
point this out as a general rule.
Students have met several examples of αὐτόν,
αὐτήν, and αὐτό as 3rd person pronouns, and
three examples occur in this story (7, 8, and 19).
Have students locate these and then have them
locate and translate other pronouns: σύ (15, 25),
ἡμω�ν (24), ἐγὼ (26), and ῾υˉμι�ν (26). This will
prepare students for formal study of pronouns in
Grammar 6.
Tr anslation
Lines 1–8
But when Philip and his grandfather approach the
sheepfold, they hear a lot of (much) noise; for Argus
is barking savagely, and the sheep are making a
great (much) uproar. So they hurry; for they want
to learn what is the matter with the sheep (what the
sheep are suffering). So the boy is there first, and
look, Argus is staying by the road and barking sav-
agely, and down from the hill toward the sheepfold
comes a great wolf. And so Philip shouts loudly and
takes stones and pelts the wolf; and Argus rushes
at it and falls on (it) so fiercely that the wolf turns
back and flees away. Then the dog chases (it), and
Philip hurries after him.
[Note that ἀναστρέφει (7) may be used intransi-
tively, as here.
Words glossed earlier in the chapter: τῳ �
ἀὐλίῳ (1), the sheepfold; ὑλακτει� (2), barks; and
μέγα (6), loudly]
I-40 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Lines 9–12
Now the grandfather has come to the top of the hill
and sees the wolf and shouts, “Come here, Philip;
don’t chase (the wolf) but come back.” But now
Argus seizes the wolf with his teeth and holds (it)
fast, and Philip himself is already there and takes
his knife and strikes the wolf. And it struggles and
falls to the ground.
[Word glossed earlier in the chapter: ἐπάνελθε
(10), come back!
Compound verb to be deduced: καταπιˉ΄πτει
(12).]
Lines 13–17
At that very moment the grandfather approaches
and sees the wolf lying on the ground. So he is
amazed and says, “Well done, boy; you are very
brave. For the wolf is big and fierce. And you,
Argus, are a good dog; for you guard the sheep
well. But now, Philip, hurry home; for your mother,
I suppose, wishes to learn where you are and what
is happening to you (what you are suffering/
experiencing).”
[ἐπὶ τͺη� γͺη� (13): ἐπί + dative = on the ground;
­compare ὁρμᾳ� ἐπ ’ αὐτόν, rushes at (against) it in
line 7.]
Lines 18–23
And when they approach the house, they see the
mother. So grandfather hurries to her and tells
everything. And she says, “Are you telling the
truth? Well done, son; you are very brave. But look!
Melissa is approaching from the spring. Come here,
Melissa, and listen; (for) Philip has killed a wolf.”
Then the grandfather tells everything again, and
Melissa is very amazed and says that both Argus
and Philip are very brave and strong.
[In lines 22–23, the conjunctions καί . . . καί . . .
(καὶ ὁ Ἄργος καὶ ὁ Φίλιππος) are used rather
than τε . . . καί . . . for emphasis, in a context where
we would say “both . . . and. . . .”]
Lines 24–6
Then the mother says, “Now come here, dear (boy),
and sit with us under the tree; for you are very tired.
And you, Melissa, you sit down too. So listen; for
I am about to tell you a beautiful story.”
Book I
Lines 27–8
And so the grandfather goes to sleep—for he is
very tired—and the children sit under the tree and
listen; for they desire to hear the story.
Wor d Bu ilding
The right-hand member of each set is a 1st declen-
sion feminine noun formed from the same stem as
the corresponding verb:
1. I shout: a shout
2. I honor: honor
3. I rush: rush, attack
4. I defeat; win: victory
5. I end; die: end
Usefu l English Der ivativ es
from the Wor ds in the
Vocabula ry List
γιγνώσκω (γιω-): diagnose, diagnosis, gnome,
gnomic, gnomon, Gnostic, prognosis, prognosticate,
prognostication
θαυμάζω: thaumatology, thaumaturge
πάσχω (παθ-): antipathy, apathetic, apathy,
pathetic, pathogen, pathogenesis, pathography, patho-
logical, pathology, pathos, psychopath, sympathetic,
sympathize, sympathy, telepathy
μυ�θος: myth, mythical, mythographer, mythological,
mythologize, mythology, mythomania, mythopoeic,
mythos
πρω�τος: see list for πρω�τον with Chapter 4α
αὐτός: authentic, auto, autobiography, autochtho-
nous, autoclave, autocracy, autocrat, autodidact,
autogamy, autograph, automatic, automaton, auto-
mobile, autonomous, autonomy, autopsy
ἐπί: epicardium, epidemic, epidemiology, epidermis,
epiglottis, epigram, epilepsy, epilogue / epilog, epiph-
any, episcopate, episode, epistemology, epistle, epi-
taph, epithalamium, epithet, epitome, epode, epoch
ὑπό: hypocaust, hypochondria, hypocrisy, hypoder-
mic, hypoglycemia, hyposthenia, hypotaxis, hypote-
nuse, hypothesis, hypotrophy
Gr amma r 5
Repeat that neuter plural subjects are regarded as
collectives and therefore regularly take singular
verbs.
 5 Ο ΛΥ Κ ΟΣ ( β) I - 41
Gr amma r 6
See Teaching the New Grammar in the Story above
for a list of pronouns in the story.
✒ Ex ercise 5ε
Story α in Chapter 3: αὐτό (it) (6), αὐτόν (it)
(7, 11, 13, 14, 16, 19, and 21), ἐγώ (I) (18). Story β
in Chapter 5: αὐτόν (it) (8 and 9), αὐτός (him-
self) (11), σύ (you) (15), αὐτήν (her) (19), ἡμω �ν
(us) (24), σύ (you) (25 × 2), and ἐγώ (I) and υ ῾
ˉμι�ν
((to)) (26).
Gr amma r 7
Notes:
Gr amma r 8
Students should learn to recognize the possessive
adjectives as presented in this section; they were
not given in the vocabulary list because they do not
occur in the reading. They are, in fact, fairly rare in
actual usage.
✒ Ex ercise 5ζ
1. Come here, boy; for our master calls us.
2. What are you doing, slaves? For I am calling
you, but you are not listening.
3. Don’t you hear me? Bring me the plow.
4. But, master, we are bringing it to you now.
5. Approach us, boy, and tell me what is the mat-
ter (what you are experiencing).
6. I am looking for my dog, father; but he is flee-
ing up the road and is not willing to come back.
7. Cheer up, boy; for I hear him barking. So look
for him.
8. I see him waiting on the top of the hill; look!
now he is running toward us.
9. The wolf is savage and big, but the boy takes
his knife and strikes it.
10. The grandfather is now there, and the boy
takes his (the grandfather’s) knife and kills the
wolf.
Gr amma r 9
The quotation from Heraclitus comes from Plato,
Cratylus 402a. 10.
✒ Ex ercise 5η
[The compound verbs καταβαίνει (1) and
ἀποφεύγει (4, 5) are to be deduced.]
1. The grandfather himself orders us to hurry to
the sheepfold; for the same wolf is coming from
the hill.
2. Call his dog; for he is brave and guards the
sheep well.
3. Hurry, boys; for the sheep see the wolf itself and
are making a great (much) uproar.
4. The dog does not pursue the wolf but himself
flees away; for the wolf is fierce and big.
5. Now the same dog pursues the wolf; and it flees
away to the hill.
Ο ΑΡΓΟΣ ΤΑ ΠΡΟΒΑΤΑ ΣΩΙΖΕΙ
Title: “A rgus Saves the Sheep”
The verb will be unfamiliar. Ask students to guess
its meaning; come back to it after reading the pas-
sage and see who was right. It will be clear that
the story involves Argus, the sheep, and his doing
something with them as the object of his action.
Let this be the context within which the story is
read, and then fill in the meaning of the verb σῴζει
upon completion of the story.
Tr anslation
Lines 1–8
(Both) Philip and his father are walking slowly up
the road; for they are looking for the sheep. But
when they have come to the top of the hill, they
see the sheep; for the sheep are staying by the road
and making a great uproar. Then Dicaeopolis says,
“What’s the matter with the sheep? Hurry down
the road, son, and learn why they are making so
great an uproar.” And so Philip himself hurries
down the road. But when he approaches the sheep,
he sees a great wolf; and so he calls his father and
shouts: “Come here, father, and come to (my) aid;
for a great wolf is here and is about to attack the
sheep.”
[Words glossed earlier in the chapter: θόρυβον
(3 and 5), uproar; μέλλει (7) + infin., is about (to);
ἐμπι΄ˉπτειν (8) + dat., to fall upon, attack]
I-42 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Lines 9–13
So Dicaeopolis looses the dog and says, “Go on,
Argus; chase the wolf; and you, son, stay there.”
So Philip waits by the road, and Argus barks and
rushes so fiercely at the wolf that the wolf flees
away. And Philip and his father run after them and
shout and throw stones. Then they call the dog and
drive the sheep home.
Words glossed earlier in the chapter: ὑλακτει� (11),
barks; ὁρμᾳ� (11), rushes; μετ ’ αὐτοὺς (11), after
them.]
✒ Ex ercise 5θ
1. οὐκέτι ὁρω �μεν πολλοὺς λύκους ἐν τοι�ς
ὄρεσιν, καὶ σπανίως εἰς τοὺς ἀγροὺς
καταβαίνουσιν.
2. θαυμάζομεν οὐ�ν ὅτι ὁ Φίλιππος λύκον
ἀπέκτονεν.
3. ὁ αὐτὸς παι�ς τὰ πρόβατα εὐ� φυλάττει, ἀλλ’
οὐκ ἀεὶ τὰ ἀληθη� λέγει.
4. ἐν νῳ� οὐ�ν ἔχομεν αὐτοὶ πρὸς τὸ ὄρος
σπεύδειν καὶ ζητει�ν τὸν νεκρόν.
Gr eek Wisdom
The sayings of the seven wise men are taken from
R. D. Hicks, Diogenes Laertius, Lives of Eminent
Philosophers: I, Loeb Classical Library, Cambridge
MA: Harvard University Press, 1966. Specific ref-
erences are given in this teacher’s handbook in con-
junction with each of the sayings.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Book I
Library from Greek Lyric: II, Loeb Classical Library
Vol. 143, translated by David A. Campbell, Cam-
bridge, MA: Harvard University Press, 1988. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 204–207 for this poem.
Tr anslation
We regard you as blessed, cicada, when on the
tops of the trees, after drinking a little dew, you
sing like a king. For yours are all those things, as
many as you see in the fields and as many as the
woods bear.
[There are about sixty poems in the Palatine Anthol-
ogy ascribed to Anacreon, in his favorite meters,
but clearly written much later (between the first
century bc and the fifth century ad), mostly on
love and wine. “Nature” poems such as this are rare
in Greek, although there are several addressed to
the swallow; this poem continues for another nine
lines, praising the cicada as the prophet of summer,
beloved by the Muses and Apollo.]
New Testa m ent Gr eek
Tr anslation
“Is not this man the son of Joseph?”
“Truly I say to you that no prophet is acceptable in
his own country.”
[Students will note that most Hebrew proper
names do not decline.
ἐν τͺη� πατρίδι αὐτου�: = ἐν τͺη� ἑαυτου�
πατρίδι; New Testament Greek often uses the
genitive αὐτου� instead of the reflexive pronoun.]
 h
6
Ο ΜΥΘΟΣ (α)
Title: “The Story”
Pur poses of This Ch apter
1. Reading: to introduce a mythological strand
into the narrative with the telling of the myth
of Theseus, the Minotaur, and Ariadne. Knowl-
edge of and responsiveness to Greek mythol-
ogy are essential to the understanding of Greek
literature.
2. Grammar: (α) to provide the forms of πλέω;
to introduce the concept of voice (active, pas-
sive, and middle); to introduce the forms of
verbs in the present tense, middle voice; and
to introduce the concept of deponent verbs;
(β) to make distinctions between the mean-
ing of verbs in the active and middle voices;
to tabulate uses of the dative case that have
been encountered in the readings, including
its use with certain verbs; and to review the use
of prepositions with the genitive, dative, and
accusative cases
3. Context: to provide an introduction to myth
Illustration (p. 85)
Adapted from a detail of the François Vase, an Attic black
figure crater by Kleitias, ca. 570 bc (Florence, Museo
Archeologico). The scene on the vase actually represents
Theseus’ return to Attica.
Caption under Illustration
Theseus and his companions arrive at Crete.
All the new words in this caption are included in
the vocabulary list at the beginning of the chapter;
I-43
comprehension questions may be used, e.g., “What
is happening?”
The caption illustrates a deponent verb and a
middle voice ending, and it provides a good oppor-
tunity to alert students to these new features of the
language (treated formally in Grammar 2, Gram-
mar 3, and Grammar 4). It is not necessary to go
into a full explanation of deponent verbs and the
middle voice at this point; it is sufficient to explain
that some verbs have endings different from those
studied in the previous chapters. These verbs can
then be picked out in the vocabulary list. Be sure
students note the ending of the verb in the caption
(-νται) and the endings of all the deponent verbs
in the vocabulary list (-μαι). It will be useful to
inform students that the 3rd person singular of
these deponent verbs ends in -ται (see γίγνεται
in the Vocabulary) and that the 3rd person plural
ends in -νται (as in the caption); students will then
already have learned half of the new indicative end-
ings before beginning to read the story, which, in
fact, has only these three endings on the new verbs,
except for the imperative φοβου� (19).
Vocabula ry
Note the use of ἀφικνέομαι with the preposition
εἰς, meaning I arrive at.
The verb βούλομαι should be contrasted
with ἐθέλω. The former is used in the sense of
want (implying choice or preference) and the lat-
ter in the sense of being willing (implying consent).
Both may mean I wish. See note in this handbook
on Vocabulary in Chapter 4α.
I-44 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
The uncompounded verb ἔρχομαι does
not occur in reading α , but it will be used in the
exercises; it is introduced here to show the ori-
gin of the compound ἀπέρχομαι. In fact the
uncompounded ἔρχομαι is only found once in
Attic prose before the first century bc (Lysias
22.11).
Students may note a relationship between
πείθω, I persuade, introduced in Vocabulary 4β,
and the middle form given here, πείθομαι + dat.,
I obey. The latter form really means I persuade
myself (reflexive with accusative sense) + dat., for
(someone or something), thus πείθομαι αὐτῳ �=
I persuade myself for him = I obey him; πείθομαι
τοι�ς νόμοις = I persuade myself for the laws = I obey
the laws. See Smyth, 1456. It is not necessary to
explain this to students at this stage; simply treat
πείθομαι as a verb that has its object in the dative
case.
The verb σῴζω has an ι subscript whenever
ζ follows the ω; otherwise not. (In fact, an Attic
inscription (usually the best evidence for contem-
porary spelling) has been found in which there is
an iota subscript in the aorist: ἔσῳσα. It is proba-
bly best to keep quiet about this.)
Students should be told that when φοβέομαι
is used transitively (I fear, am afraid of) its object
is in the accusative case (students should be
warned not to be misled by the English t­ ranslation
afraid of).
Note that we use the spelling Κνωσός (used
in Attic inscriptions) instead of the alternative
Κνωσσός and that we use the preferred English
spelling Knossos. Here and elsewhere in the English
spelling of Greek proper names, we follow the
American Heritage Dictionary.
In Homer the proper name ὁ Μιˉ΄νως has a
genitive του� Μι΄ˉνωος and other 3rd declension
forms, but in Attic Greek it has forms of the Attic
declension (see the note on the word for “hare” in
the notes on Vocabulary 5α above).
Illustration (p. 86)
Guido Reni's Bacchus and Ariadne (Los Angeles County
Museum of Art).
Illustration (p. 87)
A copy of part of a group statue by Myron (fifth century
bc) showing Theseus and the Minotaur (National
Archaeological Museum, Athens).
Book I
Teaching the New Gr amma r
in the Story
If students are sufficiently familiar with the end-
ings -μαι, -ται, and -νται from the caption under
the illustration and the vocabulary list, they will
have no trouble with the deponent verbs and verbs
with middle/passive endings in the story (9, 10, 12,
13, 16, 17, 18, 19 [see next sentence below], 22, and
25). The only form they would not recognize is the
imperative φοβου� (19), but the context makes its
meaning clear.
When the story has been read, comprehended,
and translated, have students locate the verbs with
the new endings, and underline them on an over-
head transparency.
Tr anslation
Lines 1–5
“Minos lives in Crete; and he is king of the island.
And in Minos’ house is the labyrinth; and there
lives the Minotaur, a certain terrible beast, half-
man and half-bull. And the Minotaur eats men. So
Minos compels the Athenians to send seven youths
and seven maidens each year to Crete and hands
them over to the Minotaur to eat.
[The indefinite adjective τις, τι is introduced in
this reading, but it will not be formally presented
in the grammar until Chapter 7 (Grammar 9,
p. 126). Treat it simply as a vocabulary item here in
Chapter 6, where it is glossed. There is no need to
go into the gender, number, and case of the various
instances of the word in Chapter 6, but if questions
arise simply point out that the adjective in each
instance agrees with the noun it modifies: first
paragraph, θηρίον τι δεινόν (2), second para-
graph, παι�ς τις (6). The singular indefinite adjec-
tive may be translated a, an, or a certain.]
Lines 6–10
“But in Athens Aegeus is king; and he has a son
called Theseus. And as soon as (when first) he
grows up, he pities his comrades and wants to
come to their aid. So he approaches his father and
says, ‘Dear papa, I pity my comrades and want to
save (them). So send me to Crete with my com-
rades.’ Aegeus is very afraid but nevertheless
obeys him.
 6 Ο Μ Υ Θ ΟΣ (α)  I - 4 5
[Note the accent on ἔστι (6) when it stands first
in its clause. The dative of the possessor is glossed
here and will be discussed with other uses of the
dative case in the second part of this chapter.
Call students’ attention to the other verbs used
with the dative case in this paragraph (also dis-
cussed in the second part of this chapter): βοηθει�ν
αὐτοι�ς (7), προσχωρει� . . . τῳ� πατρί (8), and
πείθεται αὐτῳ� (10).]
Lines 11–15
“Then Theseus goes on board (into) the ship with
his comrades and sails to Crete. And when they
arrive at the island, the king himself and the queen
and their daughter, called Ariadne, receive them
and lead them to Knossos (for so they call the city
of Minos) and guard them in the prison.
[Compound verb to be deduced: εἰσβαίνει (11).
Encourage idiomatic English translations of
expressions such as εἰς τὴν ναυ�ν εἰσβαίνει: goes
on board the ship, boards the ship, rather than goes
into the ship.
Note the accent on the proclitic ὁ when fol-
lowed by an enclitic: ὅ τε βασιλεὺς (12).]
Lines 16–24
“But Ariadne, as soon as (when first) she sees The-
seus, loves him and wants to save (him). So when
night falls (happens), she hurries to the prison and
calls Theseus and says, ‘Be quiet, Theseus. I, Ari-
adne, am here. I love you and want to save (you).
Look, I am handing you this sword and this thread.
So don’t be afraid but go bravely into the labyrinth
and kill the Minotaur. And then flee with your
comrades and hurry to the ship. For I intend to wait
by the ship; for I want to escape from Crete and sail
with you to Athens.’ So she says and quickly goes
away to the city. Theseus is very surprised, but he
accepts the sword and waits for day.”
[The passage introduces a verb used with the gen-
itive case (ἐρᾳ� αὐτου�, 16). This usage will not be
formally presented until Chapter 9, Grammar 5d,
pp. 170–1, and the phrase here should be treated
simply as a vocabulary item. From the phrase here
students will automatically deduce the meaning of
ἐρω� σου� in line 21.
Encourage students to be flexible in their
translation of γίγνομαι, e.g., ἐπεὶ οὐ�ν νὺξ
γίγνεται (17): not And so when night happens, but
And so when night falls.
Compound verb to be deduced: εἴσβαινε (20).
Note the dieresis on νηϊ` (22) and be sure that
students understand that the word is pronounced
as two syllables.
Note that the verb μένω can be either intran-
sitive (I stay; wait) or transitive (I wait for), in
which case it takes a direct object, e.g., μένει τὴν
ἡμέρᾱν (24).]
Wor d Stu dy
1. phobia: students should see the same stem here
as in φοβέομαι (vocabulary list). Then show
them ὁ φόβος, fear. There is no Greek word
ἡ φοβίᾱ, but the combining form -φοβίᾱ did
exist, as in ὑδροφοβίᾱ, hydrophobia = “fear
of water” = “rabies.” The English word phobia
comes (through late and new Latin) from that
Greek combining form and is itself used as a
combining form in many English words. A pho-
bia is an irrational fear or hatred of something.
2. acrophobia: ἄκρος, -ᾱ , -ον, top (of) + -φοβίᾱ =
“fear of heights.”
3. agoraphobia: ἡ ἀγορα ˉ΄, agora, city center, market
place + -φοβίᾱ = “fear of open spaces.”
4. entomophobia: τὰ ἔντομα , insects + -φοβίᾱ =
“fear of insects.” Cf. entomology.
5. triskaidekaphobia: τρεισκαίδεκα , thirteen +
-φοβίᾱ = “fear of the number thirteen.”
6. Anglophobia: the meaning will be obvious.
Have students think of other -phobia words,
e.g., claustrophobia and xenophobia. For other
-phobia words, see below.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
γίγνομαι (γεν-, γον-, τὸ γένος, race; class, sort,
kind): cosmogony, cyanogen, gene, genealogical, gene-
alogy, genesis, genetic, heterogeneous, homogeneous,
hydrogen, nitrogen, oxygen
πέμπω (πομπ-): pomp, pompous
σῴζω: creosote
φοβέομαι (φοβ-): aerophobia, anthropophobia, claus-
trophobia, demophobia, ergophobia, gynecophobia,
hypnophobia, iatrophobia, monophobia, necrophobia,
nyctophobia, photophobia, pyrophobia, thanatophobia,
toxicophobia, xenophobia, zoophobia
I-46 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
βασιλεύς: basil, basilica, basilisk
ἑται�ρος: hetaera
ἡμέρᾱ: ephemeral
ναυ�ς: aeronaut, nausea, nautical, nautiloid, nautilus
πάππας: (via Latin) papacy, papal, pope, popery,
popish, poplin
παρθένος: parthenocarpy, parthenogenesis, Parthenon
δεινός: dinosaur
μετά: meta-analysis, metabolic, metabolism, metab-
olite, metabolize, metacarpal, metacarpus, meta-
center, metacentric, metachromatism, metaethics,
metafiction, metagalaxy, metagenesis, metagnathous,
metalanguage, metalinguistic, metalinguistics, meta-
mathematics, metamere, metamerism, metamorphic,
metamorphism, metamorphose, metamorphosis,
metamorphous, metanephrous, metaphase, meta-
phor, metaphosphate, metaphrase, metaphrast, meta-
physic, metaphysical, metaphysician, metaphysics,
metaplasia, metaplasm, metaprotein, metapsychol-
ogy, metasomatism, metastable, metastasis, metasta-
size, metatarsal, metatarsus, metatheory, metathesis,
metathorax, metaxylem, metazoan, metempsychosis,
metencephalon
Gr amma r 1
Notes:
Gr amma r 2
For the meaning of λυˉ΄ομαι = I cause to be
released/secure the release of (someone), I ransom,
cf. λῡσόμενός τε θύγατρα φέρων τ ’ ἀπερείσι’
ἄποινα, “intending to secure the release of
his daughter and bringing countless ransom”
(Iliad 1.13).
Gr amma r 3
Make sure students understand how the thematic
or variable vowels ε and ο function in the middle
voice forms. This is very important, enabling
understanding, for example, of the thematic
2nd aorist in 11(a). The same thematic vowels
went into the formation of the active forms of
λυ΄ˉω, as well ( λυ΄ˉω, λυ΄ˉεις, λυ΄ˉει, λυ΄ˉομεν, λυ΄ˉετε,
λυˉ΄ουσι(ν)), but the linguistic development of
these forms is not as clear as that of the middle
voice forms (see Smyth, 463).
Book I
Help students as necessary with translation
of the forms of λυˉ΄ομαι and φιλου�μαι in the par-
adigms on pp. 90 and 91. The forms of φιλου�μαι
follow the same rules for contraction that are given
in Chapter 4, Grammar 1, p. 48.
Gr amma r 4
Notes:
✒ Ex ercise 6α
βούλεται (7), βούλομαι (9), φοβει�ται (10),
πείθεται (10), ἀφικνου�νται (12), δέχονται (13),
βούλεται (16), γίγνεται (17), βούλομαι (18),
φοβου� (19), βούλομαι (22), ἀπέρχεται (23), and
δέχεται (24). For translations of the sentences, see
the translation of the passage above. All these verbs
are deponent except φοβει�ται, πείθεται, and
φοβου�.
✒ Ex ercise 6β
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
✒ Ex ercise 6γ
1. I wash the dog.
We wash (ourselves).
2. The mother wakes the child up.
The child wakes up.
3. The master stops the slave from work.
I stop (from) work.
4. The slave is lifting the stones.
The slave wakes and gets up/lifts himself up.
5. The boys turn the wheel/hoop.
The slave turns toward his master.
[In no. 2 students should deduce παι�δα as acc.
sing. of παι�ς on the basis of the definite article. For
the use of ἐγείρομαι as middle rather than passive
and meaning I wake up, cf. the use of the thematic
2nd aorist middle, e.g., ἔγρετο Ζεύς, Iliad 15.4,
and ἐξηγρόμην, Aristophanes, Frogs 51.
Students have met the reflexive pronoun as
used in no. 4 in the first paragraph of the first read-
ing in Chapter 4 (e.g., line 6). The verb ἐπαίρω can
be used with the reflexive pronoun to mean I get up.
The verb is not used with this sense in the middle
voice.]
 6 Ο Μ Υ Θ ΟΣ (α)  I - 4 7

✒ Ex ercise 6δ 4. Are you not afraid of the Minotaur? For he is a

1. Why don’t you loose the oxen? The priest ran-
soms the girl.
2. Bring me the plow, o slaves.
The young man wins the prize.
3. The sailors are building (making) a big ship.
The Athenians are celebrating (= making for
themselves) a festival.
4. The king takes the young men. Theseus chooses
his companions.
5. The king is not willing to free the Athenians.
The queen wishes to ransom the Athenians.
terrible beast.
5. We don’t want to go into the labyrinth.
6. Be brave! For I want to save you.
7. When night falls, Ariadne goes to the prison.
8. And when she arrives, she calls Theseus. For
she wants to save him.
9. “Don’t be afraid,” she says; “for I want to save
you.”
10. Theseus receives the sword and goes bravely
into the labyrinth.
✒ Ex ercise 6θ

1. βουλόμεθα μένειν.
✒ Ex ercise 6ε
2. οὐ φοβου�μαί σε.
1. λῡόμεθα, we ransom οὐ φοβου�μαι υˉ῾μα�ς.
2. βούλονται, they want, they wish 3. εἰς τὴν νη
�σον ἀφικνου�νται.
3. δέχεσθε, you receive 4. μὴ φοβει�σθε, ὠ � φίλαι.
4. φοβούμεθα, we fear ᾽
5. α
ˉργοὶ γίγνονται.
5. ἀφικνου�νται, they arrive
6. γιγνόμεθα, we become Illustration (p. 95)
Attic red figure cylix by the Painter of the Florence Pursuit,
late fifth century bc (Museum of Fine Arts, Boston).
✒ Ex ercise 6ζ

1. λυˉ΄ει, you ransom, or λυˉ΄ου, ransom! Myth

2. πείθομαι, I obey
3. βούλεται, he/she wants, he/she wishes Illustration (p. 96)
4. ἀφικνει�, you arrive, or ἀφικνου�, arrive! Detail from an Attic red figure calyx crater by the Niobid
5. φοβου�μαι, I fear Painter, ca. 450 bc (London, British Museum). Athena is
6. ἀφικνει�ται, he/she arrives about to put a garland on Pandora’s head.

Illustration (p. 96)

✒ Ex ercise 6η
1. Theseus and his companions sail away from
Athens and soon arrive at Crete.
2. Both the king himself and the queen receive
them.
3. The maidens are very frightened, but Theseus
is not afraid.
Apulian red figure situla by the Group of Copenhagen
2443, ca. 340–330 bc (Museum of Fine Arts, Boston).
For further reading, see The World of Athens,
pp. 86–94, 308–10, and The Oxford History of the
Classical World, pp. 78–88. For a good account of
the Greek myths, see Jennifer R. March, The Pen-
guin Book of Greek Myths (Penguin, 2010).
 h
Ο ΜΥΘΟΣ (β)
Illustration (p. 99)
Drawn from an Attic black figure cup (the Rayet cup),
ca. 540 bc (Paris, Louvre). While Theseus grapples with
the Minotaur, his companions watch aghast. Theseus has
already struck a deadly blow to the beast’s neck, from which
springs a stream of blood. The bird flying between his legs is
probably Athena in disguise, assisting Theseus (cf. Odyssey
22.239–240, where Athena, disguised as a swallow, sits
on a roof beam and watches Odysseus slaughtering the
suitors). The women’s skin was painted, white reflecting
their indoor life, but the color has disappeared from the
right-hand figure.
Caption under Illustration
Theseus is not afraid but fights bravely and kills the
Minotaur.
Students have had all the words except μάχεται,
which is in this vocabulary list.
Vocabula ry
The verbs ἐξέρχομαι, ἡγέομαι, μάχομαι, and
πορεύομαι are deponent.
The particles γε and δή emphasize the word
they follow and often need not be translated but
might be rendered by tone of voice.
Teaching the New Gr amma r
in the Story
After reading, comprehension, and translation of
the story, we recommend focus on deponent verbs,
middle voice verbs (i.e., verbs that have active
I-48
forms but are used here in the middle voice), the
dative case, and prepositional phrases.
Deponent verbs: help students locate the
deponent verbs, and circle them on overhead pro-
jections of the text.
Middle voice verbs: examples in this reading
are: φοβου�νται (6), φοβει�σθε (6), φοβου�νται
(9), τρέπονται (11), ὁρμα�ται (14), φοβει�ται
(15), λαμβάνεται (16), and φοβει�ται (22).
Underline these forms on overhead projections
so that students will clearly distinguish them
from the deponent verbs (all the other verbs in the
middle voice in this passage are deponents). It is
very important that students learn to identify the
verbs that are deponent and to distinguish them
from verbs that have active forms but are being
used in the middle voice. Distinctions between
active and middle meanings will be clarified in
Grammar 5.
Dative case: have students locate uses of the
dative case without prepositions, and put square
boxes around these words on the overhead trans-
parencies: τῳ � Μῑνωταύρῳ (5), μοι (7), αὐτοι�ς
(7), τͺη
� . . . ἀριστερᾳ� (15), τͺη� . . . δεξιᾳ� (16), ἡμι�ν
(20), τοι�ς ἑταίροις (23), and σοι (32). It is appro-
priate at this point to begin discussion of uses of
the dative case: for the indirect object, with special
verbs, and to indicate means or instrument.
Prepositional phrases: have students locate all
prepositional phrases in sequence and underline
them with squiggly lines on the overhead trans-
parencies. Lead the students to discover for them-
selves that a preposition with the genitive often
indicates place from which, with the dative, place
where, and with the accusative, place to which.
 6 Ο Μ ΥΘ ΟΣ ( β)  I - 4 9
Tr anslation
Lines 1–7
“And when day comes, Minos goes to the prison
and calls Theseus and his comrades and leads them
to the labyrinth. And when they arrive, the slaves
open the double gates and drive the Athenians in.
Then they close the gates and go away; for thus they
provide food for the Minotaur for many days. So
his comrades are very frightened, but Theseus says,
‘Don’t be afraid, friends, for I will save you. So fol-
low me bravely.’ So he speaks and leads them into
the labyrinth.
[Words glossed earlier in the chapter: τὸ
δεσμωτήριον (1), the prison; τὸν λαβύρινθον
(2), the labyrinth; and τῳ
� Μῑνωταύρῳ (5), to the
Minotaur.
Compound verb to be deduced:
εἰσελαύνουσιν (4).
Note the two verbs with the dative case:
ἕπεσθέ (7) and ἡγει�ται αὐτοι�ς (7).]
Lines 8–14
“Then Theseus holds the thread in his left hand, and
in his right hand the sword, and goes forward into
the darkness. His comrades are very frightened,
but nevertheless they follow; for necessity holds
them. Then they go a long way and often turn, and
often they hear terrible sounds; for the Minotaur is
pursuing them in the darkness and roars very ter-
ribly. At that very moment they hear the sound of
feet and smell the breath of the beast, and look, the
Minotaur is there in their way. It roars terribly and
rushes at Theseus.
[Words glossed earlier in the chapter: τὸ λίνον
(8), the thread; τὸ ξίφος (8), the sword; ὅμως (9),
nevertheless.
μακρὰν . . . ὁδὸν πορεύονται (10): they go a
long way; this use of the accusative should not cause
students any trouble and needs no explanation at
this stage.
The middle form ὁρμα�ται is used at the end
of this paragraph (14) with the same sense as the
active form ὁρμᾳ� in the first paragraph of reading
5β (line 8); see Grammar 5, pp. 101–2.]
Lines 15–21
“But Theseus is not afraid but fights very bravely;
for with his left hand he takes hold of the head of
the beast, and with his right hand he strikes its
chest. And the Minotaur shrieks terribly and falls
down to the ground. And his comrades, when they
see the beast lying on the ground, rejoice and say,
‘Theseus, how brave you are! How we admire and
honor you! But now save us from the labyrinth
and lead us to the gates. For the road is long and
the darkness thick (much); and we do not know the
way.’
[ λαμβάνεται τη �ς . . . κεφαλη�ς (16): note the use
of the genitive with this verb in the middle voice;
see Grammar 5, pp. 101–2.]
Lines 22–28
“But Theseus is not afraid but takes the thread—for
thus he learns the way—and leads his comrades to
the gates. And when they arrive, they cut through
the bolt and wait there; for it is still day. But when
night falls, they go out of the labyrinth and hurry
to the ship. And there they see Ariadne herself; for
she is waiting by the ship. Then they quickly go on
board and sail away toward Athens. So thus The-
seus kills the Minotaur and brings his comrades
safely to Athens (saves his comrades to Athens).”
[Words glossed earlier in the chapter: τὸ λίνον
(22), the thread, and του� λαβυρίνθου (25), the
labyrinth.
Note the verb with the dative case: ἡγει�ται
τοι�ς ἑταίροις (23).
Compound verbs to be deduced: εἰσβαίνουσι
(26) and ἀποπλέουσι (27).]
Lines 34–38
Thus Myrrhine ends her story, but Melissa says,
“And Ariadne? Is she happy (Does she rejoice)?
Does Theseus love her?” And Myrrhine (replies),
“No, Ariadne is not happy (does not rejoice), and
Theseus does not love her.” And Melissa (asks),
“Why doesn’t Theseus love her? What happens?”
But her mother says, “I do not wish to tell you that
story now.”
Note how in the last line γε emphasizes the preced-
ing word: “not now—some other time.”]
Wor d Bu ilding
The pairs of masculine and feminine forms in nos.
1–4 are straightforward, and the meanings of the
I-50 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
words at the right can be easily deduced by stu-
dents. It may be mentioned that ἡ θεός is also used
to mean goddess.
In no. 4, the word ἡ ἑταίρᾱ may be used sim-
ply of a female companion, but it may also be used
of a courtesan or callgirl.
In no. 5. the difference between ὁ οἰ�κος and
ἡ οἰκίᾱ will not be apparent because it is a matter
of a difference in usage and not a difference in gen-
der. Both words have occurred in vocabulary lists
(Chapters 1α and 5α) with the meanings house;
home; dwelling. Both are used of the house as a phys-
ical structure; οἰ�κος is also used of one’s house-
hold goods or property in a larger, legal sense. In
a strictly legal sense οἰκίᾱ refers to the house itself
as opposed to the property left to one’s heirs, but it
should be noted that οἰκίᾱ may also have a more
abstract sense of household or family, though οἰ�κος
may also have this sense of house, as in the house of
Atreus. The two words overlap in meaning.
English Der ivativ es from
Wor ds in the Vocabula ry List
μάχομαι: logomachy, theomachy
πύλαι: propylaeum, Thermopylae
Gr amma r 5
For the meaning of πείθομαι, see Smyth, 1456.
✒ ✒ Ex ercise 6ι
1. We want to walk home.
βουλόμεθα: deponent verb
2. The young men and the maidens are very
afraid in the labyrinth.
φοβου�νται: nondeponent verb used in the
middle voice
3. You are becoming lazy, slave.
γίγνει: deponent verb
4. We arrive at Crete.
ἀφικνούμεθα: deponent verb
5. The king receives us.
δέχεται: deponent verb
6. The dog rushes at the wolf.
ὁρμα�ται: nondeponent verb used in the mid-
dle voice
7. The women are sitting by the spring.
καθίζονται: nondeponent verb used in the
middle voice
Book I
8. Theseus takes hold of his sword.
λαμβάνεται: nondeponent verb used in the
middle voice
9. Are you not willing to obey your father?
πείθεσθαι: nondeponent verb used in the
middle voice
10. Don’t be afraid of the wolf, boys.
φοβει�σθε: nondeponent verb used in the
middle voice
Gr amma r 6
Notes:
✒ ✒ Ex ercise 6κ
Teachers should help students locate all the words
and phrases in the dative case and to identify each
use of the dative case. This is an exercise best done
in class with the Greek stories projected on the
screen.
✒ ✒ Ex ercise 6λ
You may feel that students do not need to identify
each use of the dative case: an accurate translation
can show comprehension. If you do get them to do
this, make it clear that “dative with certain verbs” is
an acceptable answer.
1. The man is not obeying you. (g: dative with
certain verbs)
2. Obey me, boys. (g: dative with certain verbs)
3. Hand the plow over to me. (a: indirect object)
4. I am telling the child the story. I am telling the
story to the child. (a: indirect object)
5. The farmer has a plow. (b: possessor)
6. The farmer, Dicaeopolis by name (called
Dicaeopolis), leads the oxen into the field. (c:
dative of respect; g: dative with certain verbs)
7. The boy pelts the wolf with stones. (d:
instrument)
8. The wife hands over much food to her hus-
band. (a: indirect object)
9. The master calls the slaves with such a loud
(great) shout that they are afraid. (d: means)
10. The boy has a beautiful dog. (b: possessor)
[In nos. 4 and 10, students can easily deduce the
case of παιδὶ from the definite article; likewise
with βουσὶν in no. 6.
 6 Ο Μ ΥΘ ΟΣ ( β) I - 51

Call students’ attention to the accent on ἔστι 6. ὁ παι�ς τὸν λύκον λίθῳ βάλλει.
in nos. 5 and 10, when first in its clause. They will 7. ἡ παρθένος/ἡ παι�ς σι�τον τͺη � φίλͺη/τῳ�
need to reproduce this in Exercise 6ν, no. 4. φίλῳ παρέχει.
In no. 9, βοͺη
� is to be deduced (see Word Build- 8. ὁ δου�λος τοὺς βου�ς κέντρῳ τύπτει.
ing, Chapter 5).] 9. ἡ παρθένος/ἡ παι�ς ται�ς πύλαις
προσχωρει�.
10. τͺη
� ὑστεραίᾳ οἱ Ἀθηναι�οι ἐκφεύγουσιν ἐκ
Gr amma r 7 του� λαβυρίνθου.
Notes:
[In no. 10, τͺη
� ὑστεραίᾳ is to be recalled from
Grammar 6e.]
✒ ✒ Ex ercise 6μ
1. πρὸς τὸν ἀγρὸν . . . ✒ ✒ Ex ercise 6ξ
We are going to the field.
1. Theseus wants to save his comrades.
2. πρὸς τͺη� ὁδῳ� . . . ὁ Αἰγεὺς μάλα φοβει�ται ἀλλὰ πείθεται
They are sitting by the road.
αὐτῳ�.
3. ἐκ τη�ς οἰκίᾱς . . . 2. The Athenians arrive at the island, and the king
He/She hurries out of the house.
receives them.
4. ἀπὸ τη�ς νήσου . . . οἱ μὲν ἑται�ροι μάλιστα φοβου�νται, ὁ δὲ
They are sailing from the island.
Ѳησεὺς ἀνδρείως ἡγει�ται αὐτοι�ς.
5. κατὰ τὴν ὁδὸν . . . 3. Don’t fight, friends, and don’t shout but be
They are going down the road.
quiet.
6. μετὰ τω�ν ἑταίρων . . . μὴ φοβει�σθε τὸν Μῑνώταυρον, ὠ� φίλοι,
He/She flees with his/her comrades.
ἀλλ’ ἀνδρει�οι ἔστε.
7. ἐν τῳ� λαβυρίνθῳ . . . 4. When night falls, the girl goes to the gates.
Stay in the labyrinth! You are staying . . .
ἐπεὶ ἡμέρᾱ γίγνεται, ἡ ναυ�ς εἰς τὴν νη�σον
8. . . . πρὸς τὴν κρήνην.
ἀφικνει�ται.
Lead us to the spring. You are leading us . . .
5. When Theseus kills the Minotaur, we follow
9. . . . ἀνὰ τὴν ὁδόν.
him out of the labyrinth.
The children are running up the road.
ἐπεὶ πρὸς τὴν Κρήτην πορευόμεθα,
10. . . . ὑπὸ τῳ� δένδρῳ. πολλαˉ`ς νήσους ὁρω�μεν.
The girls are sitting under the tree.
11. . . . ἐπὶ τὸν λύκον.
The dog rushes at the wolf. Illustration (p. 106)
12. . . . εἰς τὸν λαβύρινθον . . . Detail of an early Apulian red figure stamnos by the
The comrades enter the labyrinth. Ariadne Painter, ca. 400–390 bc (Museum of Fine Arts,
Boston). Theseus deserts Ariadne as Athena and Eros look
on. The stern of Theseus’ ship is seen at the left.
[In no. 11, ὁρμα�ται is to be recalled from the sec-
ond reading, where it is glossed, and Grammar 5.
In no. 12, the compound verb εἰσέρχονται is to
be deduced.] Ο ѲΗΣΕΥΣ ΤΗΝ ΑΡΙΑΔΝΗΝ
ΚΑΤΑΛΕΙΠΕΙ
✒ ✒ Ex ercise 6ν Title: “Theseus Deserts
A riadne”
1. ἀ�ρ’ οὐκ ἐθέλεις πείθεσθαί μοι, ὠ� παι�;
2. λέγε μοι τὸν μυ�θον. Students have had λείπω meaning I leave and
3. παρέχω σοι τὸ ἄροτρον. κατά meaning down. Here the prepositional pre-
4. ἔστι τῳ� αὐτουργῳ� μέγας βου�ς. fix merely intensifies the meaning of the verb. Stu-
5. ὁ νεᾱνίᾱς, Ѳησεὺς ὀνόματι, τοι�ς ἑταίροις dents will have no trouble with the title, especially
ἀνδρείως ἡγει�ται. after seeing the illustration at the top of the page.
I-52 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Tr anslation
Lines 1–9
So Theseus thus saves his comrades and escapes
from Crete. Then first they sail to a certain island,
called Naxos. And when they arrive, they disem-
bark from the ship and rest. And when night falls,
the others sleep; but Theseus himself does not
sleep but stays quiet; for he does not love Ariadne
and does not want to take her to Athens. So soon,
when Ariadne is asleep, Theseus wakes his com-
rades and says, “Be quiet, friends; it is time to sail
away. So hurry to the ship.” Then when they arrive
at the ship, they quickly loose the cables and sail
away; and they leave Ariadne on the island.
[Compound verbs to be deduced: ἀποπλει�ν (7)
and ἀποπλέουσιν (9).
Words glossed earlier in the chapter: ὀνόματι
(2), by name and σῑγα�τε (7), be quiet.]
Lines 10–13
But when day comes, Ariadne wakes up and sees
that neither Theseus nor his comrades are there.
So she runs to the shore and looks toward the sea;
but she does not see the ship. So she is very fright-
ened and shouts, “Theseus, where are you? Are you
deserting me? Come back and save me.”
[Compound verb to be deduced: καταλείπεις
(13).]
✒ ✒ Ex ercise 6ο
1. ἐν ᾡ
� καλει� ἡ Ἀριάδνη, ὁ θεὸς ὁ Διόνοῡσος
ἀπὸ του� οὐρανου� βλέπει πρὸς τὴν γη�ν·
ὁρᾳ� οὐ�ν/ἔπειτα ὁρᾳ� τὴν Ἀριάδνη καὶ
φιλει� αὐτήν (ἐρᾳ� αὐτη�ς).
2. πέτεται οὐ�ν ἀπὸ του� οὐρανου� πρὸς τὴν
γη�ν. ἐπεὶ δ’ ἀφικνει�ται εἰς τὴν νη�σον,
προσχωρει� αὐτͺη� καί, “ὠ� Ἀριάδνη,” φησίν,
“μὴ φοβου�· ἐγὼ γάρ, ὁ Διόνῡσος, πάρειμι.
φιλω� σε (ἐρω� σου) καὶ βούλομαι σῴζειν
(σε). ἐλθὲ μετὰ ἐμου�/μετ ’ ἐμου� πρὸς τὸν
οὐρανόν.”
3. ἡ οὐ�ν Ἀριάδνη χαίρει καὶ ἔρχεται πρὸς
αὐτόν.
Book I
4. ὁ οὐ�ν/ἔπειτα ὁ Διόνῡσος ἀναφέρει αὐτὴν
πρὸς τὸν οὐρανόν· ἡ δ’ Ἀριάδνη θεαˉ`
γίγνεται καὶ μένει ἐν τῳ� οὐρανῳ� εἰσαεί.
Illustration (p. 107)
Detail of a Faliscan red figure calyx crater by the Nazzano
Painter, ca. 380–360 bc (Museum of Fine Arts, Boston).
Two satyrs rejoice as Dionysus leads Ariadne away. Note
the Bacchic wand (the thyrsus) and the wine cup that the
god of wine holds.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Iambic Poetry from the Seventh
to the Fifth Centuries bc, Loeb Classical Library
Vol. 259, translated by Douglas E. Gerber, Cam-
bridge, MA: Harvard University Press, 1999. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 496–97 for fragment 182.
Tr anslation
The best marriage for the prudent man is to take
the good character of a woman as a wedding gift.
For this dowry alone keeps a house safe. This man
has a well-disposed helpmate instead of a tyrant,
reliable for all his life.
[After the third line of this poem there is a line
that is probably corrupt and then possibly a lacuna
before what we print as the fourth and fifth lines.
We have simplified by omitting the probably cor-
rupt line and the lacuna; the resulting five lines
seem to make coherent sense.]
New Testa m ent Gr eek
Tr anslation
“There are six days in which (we) should work; and
so, coming, be healed in them, and not on the day
of the sabbath.” And the Lord answered him and
said, “Hypocrites, does not each of you on the sab-
bath day loose his ox or his ass from the stall and,
having led (it) away, give it water?”
 h
7
Ο ΚΥΚΛΩΨ (α)
Title: “The Cyclops”
Pur poses of This Ch apter
1. Reading: to continue and conclude the mytho-
logical digression by having Philip tell the story
of Odysseus and the Cyclops and by rounding
out the story of Theseus and Ariadne with the
story of the death of Theseus’ father upon The-
seus’ return to Athens
2. Grammar: (α) to introduce the substantive
use of adjectives, to introduce the concept of
declensions of nouns, to present the declension
of typical 3rd declension nouns with consonant
stems (velar and dental), and to present the
forms of the reflexive pronouns; (β) to present
another 3rd declension consonant stem noun
(a nasal), to present a typical 3rd declension
adjective (nasal stem), and to present the forms
and use of the 3rd declension interrogative and
indefinite pronouns and adjectives
3. Context: to present a discussion of Homer, the
Iliad, and the Odyssey to accompany the story
of Odysseus and the Cyclops
Illustration (p. 110)
Drawn from an Attic black figure oinochoe by the
Theseus Painter, ca. 500 bc (Paris, Louvre).
Caption under Illustration
Odysseus drives the stake into the one eye of the Cyclops.
The proper names at the beginning and end will be
readily recognizable, especially since the nomina-
tive ὁ Κύκλωψ stands as the title of the chapter.
I-53
Students will be happy to recognize ἐλαύνει and
will then easily deduce τὸν μοχλὸν and τὸν ἕνα
ὀφθαλμόν from the illustration. Ask students
what two moments of the story are illustrated here.
The caption includes three 3rd declension
words, two of which (ἕνα and Κύκλωπος) have
endings that will be presented in this chapter.
Inform students that 3rd declension nouns and
adjectives will be presented in this chapter, and
encourage them to discover the new accusative
singular ending -α (εἰς τὸν ἕνα ὀφθαλμόν)
and the new genitive singular ending -ος (του�
Κύκλωπος) in the caption by themselves.
Give students the etymology of Κύκλωψ < ὁ
κύκλος, circle + ἡ ὤψ, τη�ς ὠπός, eye, and of the
Cyclops’ name, ὁ Πολύφημος < πολύ, much +
ἡ φήμη, saying; report = famous.
Vocabula ry
Have students conjugate αἱρέω and αἴρω and give
the meaning of each of the forms they produce.
These are both very common verbs and easily con-
fused, so make every effort to have students learn
the differences between them now.
The verb ἐπαίρω and the phrase ἐπαίρω
ἐμαυτόν do not occur in the story but are essential
for Grammar 4 and the following exercises.
εὑρίσκω: a second inceptive verb, like
γιγνώσκω (Vocabulary 5β). Call attention to the
fact that not all such verbs have clearly inceptive
force.
Note that we include the infinitive ἰέναι in
this list. The imperatives ἴθι and ἴτε, go, were given
I-54 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
in Vocabulary 5α. These are respectively the infin-
itive and imperatives of εἰ�μι (stem εἰ-/ἰ-; compare
Latin ī-re). The verb is irregular and will not be
given in full until Chapter 10β.
ἡ πόλις: have students combine this with
ἄκρος, ἄκρᾱ, ἄκρον, top (of) (Vocabulary 5α), to
make ἀκρόπολις.
The interrogative and indefinite pronoun/
adjective will be presented in Grammars 8 and
9. The term enclitic was explained in Chapter
1, Grammar 4, p. 10, and in Grammar 9 of this
­chapter students are referred to the full presen-
tation of the accenting of enclitics and their host
words in the Enclitics and Proclitics section at the
back of the student’s book.
οὐδείς, οὐδεμία, οὐδέν: students should
learn this word as such here; the uncompounded
εἱ�ς, μία, ἕν is given in Vocabulary β, and its declen-
sion is given in Chapter 8, Grammar 5, p. 149. Wait
until then to have students learn the genitive and
dative feminine forms, with their irregular accents.
For presentation and paradigms of the reflex-
ive pronouns, see Grammar 4.
Be sure students realize that μέγιστος, -η,
-ον is the superlative of μέγας, μεγάλη, μέγα. We
have not yet used this term.
Teaching the New Gr amma r
in the Story
After reading, comprehension, and translation of
the story, invite students to locate 3rd declension
nouns, adjectives, and pronouns with endings
introduced in this chapter. It is best to inform stu-
dents that there are several types of 3rd declension
nouns, adjectives, and pronouns with different end-
ings for some cases. Guide them to the following
nouns, adjectives, and pronouns, underlining them
on an overhead transparency: τινὰ (2), ἀνδρὸς (5),
ὀνόματι (5), Ὀδυσσεὺς (5), Ἀγαμέμνονος (6),
χειμω�νας (10), τινα (11), νεω�ν (13), αἰγω�ν (13),
τίνες (15), αἰ�γας (17), νηϊ` (18 and 20), οὐδένα
(20), αἰ�γας (21), τίς (24), and Ὀδυσσει� (25).
Then invite students to organize these words into
chart form on the board with their regular accents:
Nom. sing., Ὀδυσσεύ-ς (6), τί-ς (24)
Gen. sing., ἀνδρ-ός (5), Ἀγαμέμνον-ος (6)
Dat. sing., ὀνόματ-ι (5), νη-`ϊ (18 and 20),
Ὀδυσσε-�ι (25)
Acc. sing., τιν-ά (2), τιν-α (11), οὐδέν-α (20)
Nom. pl., τίν-ες (15)
Book I
Gen. pl., νε-ω�ν (11)
Dat. pl., none
Acc. pl., χειμω�ν-ας (10) αἰ�γ-ας (17 and 22).
Fill in the missing dat. pl. with αἰγ-σί(ν) > αἰξί(ν).
Emphasize that these are the endings students will
learn in this chapter. Call attention to the fact that
some 3rd declension words have other case end-
ings, e.g., Ὀδυσσέως (5), ἔτη (7), πόλιν (7), ναυ�ς
(8), ναυ�ν (14), and Ὀδυσσευ� (21), which will be
learned later. Be sure that in studying this story
students become thoroughly familiar with the case
endings bolded and italicized above on the selected
3rd declension nouns, adjectives, and pronouns.
Tr anslation
Lines 1–5
But when Myrrhine finishes her story, Melissa says,
“How beautiful the story is! Tell us some other
story, mother.” But Myrrhine says, “No, for now
I intend to prepare dinner.” And so Melissa cries,
but Philip says, “Don’t cry, Melissa; for I am willing
to tell you a beautiful story about a man of many
devices, called Odysseus.
[ἀνδρὸς (5): students’ first encounter with the
genitive of this word.]
Lines 6–10
“For Odysseus sails to Troy with Agamemnon and
the Achaeans. Then for ten years they fight around
Troy, and finally they take the city. Then Odysseus
tells (orders) his comrades to go on board the ships,
and they sail away homeward from Troy. But on
the way they suffer many (and) terrible things. For
often they undergo storms, and often they fall into
other very great dangers.
[Compound verbs to be deduced:
εἰσβαίνειν and ἀποπλέουσιν (8 & 9).
Note that in the phrase ἐν . . . τͺη
� ὁδῳ� (9) on is
a better translation than in.
The phrase πολλὰ καὶ δεινά (9) is the first
example in the stories of adjectives used as sub-
stantives = many terrible things. This substantive
use of adjectives will be presented in Grammar 1.
Note also that Greek regularly joins two (or more)
adjectives by καί or τε . . . καί, while English does
not usually use connectives between two adjec-
tives. Students should be told to be alert to this
when they translate from English to Greek.]
 7 Ο Κ Υ Κ Λ Ω Ψ (α)  I - 5 5
Lines 11–15
“At one time they sail to a certain small island, and
they get out of the ships and make dinner on the
beach. There is another island nearby; they see
smoke and hear the sound of sheep and goats. So
on the next day Odysseus tells his comrades to go
on board the ship; for he wants to sail to the island
and learn who lives there.
[Compound verb to be deduced:
εἰσβαίνειν (14).
Students should be clearly informed that
the preposition εἰς may be used with verbs of
motion and nouns indicating destinations with
the meaning to, and not into, e.g., πλέουσί . . . εἰς
νη�σόν τινα μῑκραˉ΄ν, They sail . . . to a certain small
island (11).
Note the accent on ἔστι (12); the word is
so accented when it stands at the beginning of a
clause; when so used it means there is.]
Lines 16–23
“Then soon they arrive at the island. Near the sea
they see a large cave and many sheep and many
goats. Then Odysseus says to his comrades, ‘You
stay by the ship. But I intend to go into the cave.’
Then he orders twelve of his comrades to follow
him. And the others stay by the ship. But when they
arrive at the cave, they find no man inside. So his
comrades say, ‘Odysseus, there is no man inside. So
drive the sheep and the goats to the ship and sail
away as quickly as possible.’
[Compound verbs to be deduced: εἰσιέναι (19)
and ἀπόπλει (23).]
Lines 24–6
“But Odysseus is unwilling to do this; for he wants
to learn (find out) who lives in the cave. His com-
rades are very afraid; but nevertheless they obey
Odysseus and remain in the cave.”
[Ask your students how Odysseus is characterized
in these last two paragraphs.]
Wor d Stu dy
1. Myth: students will recognize the relationship
between the English word myth and the stem
of ὁ μυ�θος, but they have been given only one
meaning of the Greek word, namely story. This
will put them on the right track, but you may
want to say something of the range of meanings
the Greek word had: (1) a word, speech, saying;
(2) a story, narrative; and (3) fiction, as opposed
to history. English has limited the word to the
last meaning, fiction concerned especially with
supernatural beings.
2. mythology: ἡ μῡθολογίᾱ = ὁ μυ�θος + -λογίᾱ.
3. polytheist: students will recognize the stems
of πολύς, πολλή , πολύ, much; pl., many, and
of ὁ θεός. The Greek word πολύθεος, - ον
meant belonging to many gods or believing in
many gods.
4. pantheist: πα�ς, παντ-ός + ; ὁ θεός + -ist = “one
who believes that God is everything.”
5. monotheist: students will be slightly misled
here, since as a combining form in English
mono- means “one,” while the Greek word
μόνος means not one but alone, only. A mono-
theist is a person who believes in one god. The
word monotheist is a postclassical formation;
μόνος + θεός does not appear as a compound
in ancient Greek.
6. atheist: ἀ-privative + ὁ θεός + -ist = “one who
denies the existence of God” (compare ἄθεος,
-ον, denying the gods).
7. theology: ἡ θεολογίᾱ = ὁ θεός + -λογίᾱ = “the
study of things divine.”
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
αἱρέω (ἡ αἵρεσις, choice): heresiarch, heresy, here-
tic, heretical
εὑρίσκω: eureka, heuristic, heuristics
θάλαττα (θαλασσ-): Thalassa, thalassemia,
thalassic, thalassocracy
ὄνομα (ὄνυμα): anonymous, anonymity, antonym,
pseudonym, synonym, synonymous, onomatopoeia
πόλις: acropolis, cosmopolis, cosmopolitan, cos-
mopolite, impolitic, metropolis, metropolitan, police,
policeman, policy, politic, political, politician, politics,
polity
περί: perianth, periapt, periaqueductal, pericarditis,
pericardium, pericarp, perichondrium, periclase, peri-
cline, pericope, pericranium, pericycle, periderm, peri-
gee, perigynous, perihelion, perikaryon, perilymph,
perimeter, perimorph, perimysium, perinatal, peri-
natology, perinephridium, perineum, perineurium,
period, periodic, periodical, periodicity, periodic law,
I-56 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
periodic sentence, periodic table, periodontal, peri-
odontics, perionychium, periosteum, periostitis, peri-
ostracum, periotic, peripatetic, Peripatetic, peripatus,
peripeteia, peripety, peripheral, periphery, periph-
rasis, periphrastic, periphyton, periplasm, periplast,
periproct, peripteral, perisarc, periscope, perisperm,
perissodactyl, peristalsis, peristome, peristyle, perith-
ecium, peritoneum, peritonitis, peritrich, peritrichous,
perivisceral
Ὀδυσσεύς: odyssey
Τροίᾱ: Trojan horse
Gr amma r 1
Notes:
Gr amma r 2
Notes:
Gr amma r 3
We give examples here of nouns with velar
and dental stems. The endings shown in the
chart of φύλαξ on p. 114 are added to the stem.
The only places where this causes problems are the
nominative and vocative singular and the dative
plural (and the accusative singular in the neuter
noun). We call students’ attention to these forms
in the notes after the paradigms. The teacher
should emphasize the commonalities of the end-
ings in the sets of forms on pp. 114–116 and not
allow students to think that there are four different
sets of endings to learn here.
The declension of ὁ Δικαιόπολις can be
reconstructed from the hypothesis that precedes
the text of Aristophanes’ Acharnians (see the
Oxford Classical Text edition of the plays of Aristo-
phanes). It includes the forms του� Δικαιοπόλιδος
and τὸν Δικαιόπολιν, and we reconstruct the
dative as τῳ� Δικαιοπόλιδι and the vocative as ὠ�
Δικαιόπολι. Compare the declension of the fol-
lowing dental stem nouns:
N. ἐλπίς χάρις
G. ἐλπίδος χάριτος
D. ἐλπίδι χάριτι
A. ἐλπίδα χάριν
V. ἐλπί χάρι
Book I
✒ ✒ Ex ercise 7α
1. ἀνδρός (5): gen. sing., with preposition περί
2. ὀνόματι (5): dat. sing., dative of respect
3. Ἀγαμέμνονος (6): gen. sing., with preposition
μετά
4. χειμω�νας (10): acc. pl., object of ὑπέχουσιν
5. αἰγω�ν (13): gen. pl., possessive genitive with
φθόγγον
6. αἰ�γας (17): acc. pl., object of ὁρω
�σι
✒ ✒ Ex ercise 7β
We do not supply the meanings of the 3rd declen-
sion nouns listed in this exercise.
1. τῳ
�/τͺη� 2. τοι�ς 3. τὸν 4. τῳ� 5. τὰ 6. αἱ
7. ται�ς 8. τα ˉ`ς 9. τω�ν 10. τͺη� 11. τὴν 12. τͺη�
13. ται�ς 14. τοὺς 15. οἱ 16. ται�ς 17. τῳ
� 18. τὸν/
τὴν 19. ται�ς 20. τοι�ς/ται�ς
Gr amma r 4
Remind students of the fact that, although the
genitives of the personal pronouns occupy the
predicate position (see Chapter 5, Grammar 8,
pp. 79–80, in the student’s book), e.g., ὁ κύων
σου, your dog, the genitives of the reflexive pro-
nouns occupy the attributive position, e.g., ὁ
ἐμαυτου� κύων or ὁ κύων ὁ ἐμαυτου�, my own dog.
✒ ✒ Ex ercise 7γ
1. I get (lift) myself up. Why don’t you get yourself
up?
2. The girl gets herself up.
3. He gets himself up.
4. We get ourselves up.
5. You see yourself in the mirror.
6. Do you see yourselves in the mirror?
✒ ✒ Ex ercise 7δ
1. The boy gets up (lifts himself) and hurries to
the field.
2. ἑαυτοὺς. The boys get themselves up and
hurry to the field.
3. Get up, wife (woman), and come here!
ˉ῾μα�ς αὐταˉ΄ς. Get up, women, and come here!
4. υ
5. I don’t wish to get up; for I am very tired.
 7 Ο Κ Υ Κ Λ Ω Ψ (α)  I - 5 7
6. ἡμα�ς αὐτα ˉ`ς/ἡμα�ς αὐτοὺς. We don’t wish to
get up; for we are very tired.
7. To whom is the girl telling the story? Is she
telling (it) to herself?
8. The father makes his daughter sit down with
him.
9. ἑαυτω �ν. The fathers make their daughters sit
down with them.
10. The boy sees his father’s dog but does not see
his own.
11. Don’t go into the cave, friends; for you are
leading yourselves into very great danger.
12. Come to our aid, Odysseus; for we are not able
to save ourselves.
[The verb καθίζω has so far been used in the stories
only in its intransitive sense (e.g., ὁ Δικαιόπολις
καθίζει ὑπὸ τῳ� δένδρῳ), but it may also be used
transitively (in a causative sense), as explained in
Chapter 6, Grammar 5, pp. 101–2, and as it is used
here in nos. 8 and 9. Compound verb to be deduced:
εἴσιτε, no. 11.]
Homer
Illustration (p. 119)
This bust of Homer is a Roman copy of a Greek
original, ca. 150 bc (London, British Museum).
Homer, according to tradition, was blind and lived
on the island of Chios. See the Homeric Hymn to
Apollo pp. 167–172: “When any stranger comes
here and asks, ‘Who is the sweetest of the poets
that come here and whom do you most enjoy?’
remember me and all of you answer, ‘He is a blind
man and lives on rugged Chios’.”
For further reading, see The World of Athens,
pp. 128–31, and The Oxford History of the Classi-
cal World, Chapter 2, “Homer,” pp. 50–77. Our
recommended translation of the Iliad is that by
Anthony Verity with an introduction and notes by
Barbara Graziosi (Oxford University Press, 2011).
A translation of the Odyssey by Verity and William
Allan will follow. In the meantime, we recommend
Homer, The Odyssey, translated by E. V. and D.C.H.
Rieu and Peter Jones (Penguin, 1991).
 h
Ο ΚΥΚΛΩΨ (β)
Illustration (p. 121)
Based on a detail from an Attic black figure cra-
ter by the Sappho Painter, ca. 510 bc (Badisches
Museum, Karlsruhe).
Caption under Illustration
Odysseus escapes from the cave of the Cyclops.
The word ἄντρον was glossed in passage α:19.
Vocabula ry
We introduce the periphrastic future (μέλλω +
infinitive), which Attic authors used with the pres-
ent or future infinitive to express intention: I am
about (to); I am destined (to); I intend (to). Students
should be strictly warned not to confuse this with
the future indicative, which will occasionally be
used (and glossed) in the readings before it is for-
mally introduced in Chapter 10.
From this point on in the course we will
begin to note the meanings of verbs when used in
the middle voice (usually intransitive); students
should be alert to the fact that many verbs will
appear in both active and middle forms, often with
different meanings or functions (e.g., transitive in
the active and intransitive in the middle).
Latin students will be pleased to recognize the
similarity of ϝοἰ�νος to vīnum.
Encourage students to see the relationship
between εἱ�ς, μία , ἕν and οὐδείς, οὐδεμία, οὐδέν
in Vocabulary 7α.
I-58
Paradigms of πα�ς and εἱ�ς will be given in
Chapter 8, Grammars 4 and 5. The forms students
will encounter in the present chapter are given in
the vocabulary entries.
The adjective σώφρων is included in the
vocabulary list although it does not occur in the
story; it is used in the grammar section as an
example of a 3rd declension adjective and will be
used in exercises. Students will be interested in
the etymology of the word: σω �ς, σω�ν, safe and
sound + ἡ φρήν, φρενός, mind. This is a good
time to give students the important abstract noun
ἡ σωφροσύνη, soundness of mind; self-control,
and to discuss its importance as a Greek moral
concept.
Encourage students to see the relationship
between ἐνθάδε and οἴκαδε (Vocabulary 4 β).
Illustration (p. 123)
This marble head of the Cyclops is a striking rep-
resentation of what the face of a one-eyed mon-
ster might actually have looked like. The rugged,
animal power of the creature is conveyed, and yet
potential for humanity wins through (Museum of
Fine Art, Boston).
Teaching the New Gr amma r
in the Story
Have students identify the following 3rd
­declension words and their endings: γίγᾱ-ς (1),
εἱ�-ς (1), Ὀδυσσεὺ-ς (2), γίγᾱ-ς (3), αἰ�γ-ας (4),
πάντ-α (4), αἰ�γ-ας (6), τίν-ες (7), Ὀδυσσεύ-ς
 7 Ο Κ Υ Κ Λ Ω Ψ ( β)  I - 5 9
(8), Κύκλωψ (Κύκλωπ-ς) (10), Ὀδυσσεύ-ς
(14), πάντ-ας (14), Κύκλωψ (Κύκλωπ-ς) (14),
πάντ-ας (15), Κύκλωψ (Κύκλωπ-ς) (17),
Ὀδυσσεύ-ς (16), πολύμητι-ς (16), Κύκλωπ-ι
(16), Κύκλωψ (Κύκλωπ-ς) (17), Ὀδυσσεὺ-ς
(18), πυρ-ί (19), Ὀδυσσεὺ-ς (19), πυρ-ὸς (19),
ἕν-α (20), Κύκλωπ-ος (20), Ὀδυσσεὺ-ς (22),
Κύκλωψ (Κύκλωπ-ς) (25), Ὀδυσσεύ-ς (27),
Κύκλωψ (Κύκλωπ-ς) (29), πάντ-α (26),
αἰ�γ-ας (27), Κύκλωψ (Κύκλωπ-ς) (28). Do not
try to explain the endings of other 3rd declension
words at this stage, namely, πυ�ρ (6), Ὀδυσσέᾱ
(6), χειμὼν (9), ἀνὴρ (16), and ναυ�ν (30). The
word ὁ χειμών will be treated in Grammar 5, and
explanation of its form is best left to that time. Use
the story to reinforce the 3rd declension endings
learned in the first half of the chapter.
Tr anslation
Lines 1–7
“And soon they hear a very loud (great) noise, and
in comes a fearful giant; for there is one eye in the
middle of his forehead. So Odysseus and his com-
rades are very frightened and flee to the far corner
of the cave. But the giant first drives his sheep and
goats into the cave, and when they are all inside,
he lifts a very big stone and puts it in (into) the
entrance of the cave. Then first he milks his goats,
and then he lights a fire. Thus he sees Odysseus and
his comrades and, ‘Strangers,’ he shouts, ‘Who are
you and where are you sailing from?’
[Compound verbs to be deduced: εἰσέρχεται (1),
ἔνεστιν (2), and εἰσελαύνει (4).]
Lines 8–12
“And Odysseus says, ‘We are Achaeans and we are
sailing home from Troy. A storm drives us here.’
“The Cyclops answers nothing but rushes at the
Achaeans; and he seizes two of the comrades and
bashes (them) to the ground; and their brains flow
out and wet the ground.”
Lines 13–14
But Melissa says, “Stop, Philip, stop; for it’s a ter-
rible story (the story is terrible). But tell me, how
does Odysseus escape? Does the Cyclops kill all his
comrades?”
[It may be observed that Greek frequently uses the
active form παυ�ε (13) in an intransitive sense (sim-
ply stop!).
Compound verb to be deduced: ἐκφεύγει (14).]
Lines 15–20
And Philip says, “No, the Cyclops does not kill
(them) all. For Odysseus is a cunning man. So
first he provides the Cyclops with lots of (much)
wine, so that soon he is very drunk. And when the
Cyclops is sleeping, Odysseus finds a very big stake
and tells (orders) his comrades to heat it in the fire.
And when the stake is about to catch fire, Odysseus
lifts it from the fire and drives (it) into the one eye
of the Cyclops. And his eye hisses.
[Draw your students’ attention to the allitera-
tion in the final sentence. This is taken over from
Odyssey 9.395. It may be enlivening to read them
a translation of Homer’s account of the blinding
(9.371–402).]
Lines 21–22
“And he leaps up and shrieks terribly. And Odysseus
and his comrades flee to the far corner of the cave.
But the Cyclops cannot see them; for he is blind.”
Lines 23–4
And Melissa says, “How clever Odysseus is! But
how do they escape from the cave?”
[Compound verb to be deduced: ἐκφεύγουσιν (23).]
Lines 25–30
And Philip (says), “The next day, as soon as (when
first) the sun rises, the Cyclops lifts the stone out
from the entrance of the cave and sends out all his
sheep and goats. Then Odysseus hides his com-
rades under the sheep, and himself under a big ram.
Thus the Cyclops sends out the Achaeans with the
sheep and the ram, and they drive all the sheep to
the ship and sail away.”
[Compound verbs to be deduced: ἐκπέμπει (27
and 28) and ἀποπλέουσιν (30).]
Wor d Bu ilding
The pairs illustrate the formation of denominative
verbs from nouns by adding to the noun stem the
suffix -άζω/-άζομαι.
I-60 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

1. preparation: I prepare 5. The farmer is leading the dogs to the field.

2. name: I name 6. ται�ς αἰξὶν ἡγούμεθα ἀνὰ τὴν ὁδόν.
3. marvel: I am amazed; I wonder at; I admire 7. οἱ παι�δες οὐκ ἐθέλουσι τοι�ς φύλαξι
4. work: I work πείθεσθαι.
8. οἱ φύλακες βούλονται τοι�ς παισὶ
You may wish to devise more exercises of this type, συλλαμβάνειν.
asking students to use what they know to derive 9. αἱ σώφρονες κόραι τὸν χειμω �να
the meaning of unfamiliar words and to perceive φοβου�νται.
patterns of this kind. We repeat this in some future 10. ἐθέλομεν τὰ τω �ν κορω�ν ὀνόματα τῳ�
chapters. παιδὶ λέγειν.

English Der ivativ es from Gr amma r 8

Wor ds in the Vocabula ry
List
βάλλω (βλη-, βολ-) devil (ὁ διάβολος, slan-
derer; from διαβάλλω, I slander), diabolic, emblem,
hyperbole, metabolism, palaver (ultimately from ἡ
παραβολή, comparison; parable), parable, parab-
ola, parabolic, parlance, parley, parliament, parlor,
parole, problem, symbol, symbolize
παύω: pause
ξένος: xenobiotic, xenoblast, xenogamy, xenogenesis,
xenon, xenophile, xenophobe, xenophobia
πυ�ρ: empyrean, pyre, pyrites, pyroclastic, pyrogenic,
pyrography, pyromancy, pyromania, pyromaniac,
pyrometer, pyrotechnics
πα�ς: diapason, panacea, pancreas, panchromatic,
Pandects, pandemic, pandemonium, Pandora, pane-
gyric, panoply, panorama, pantheon, pantomime
Κύκλωψ: cyclopean
Gr amma r 5
Notes:
Gr amma r 6
Notes:
Gr amma r 7
Notes:
✒ ✒ Ex ercise 7ε
1. Come here, boy, and drive the goats to the field.
2. Hurry home, slaves, and provide food to the
goats.
3. Tell the guards to come to the boys’ aid.
4. Aren’t you afraid of the storm, friends?
Interrogative pronouns in 7α: τίνες (15) and τίς
(24). Students may also find τίνες in 7β:7. We have
not put the information about the accentuation
of τίς (above the paradigm) in square brack-
ets as is our usual practice with this feature of
Greek. It is important that all learners of Greek
should know how to distinguish interrogative
τίς from the indefinite pronoun and adjective
τις. See Grammar 9.
Gr amma r 9
Indefinite adjectives in 6α: τι (2), accusative neu-
ter singular, modifying θηρίον, and τις (6), nom-
inative masculine singular, modifying παι�ς. It is
important that students should realize that unac-
cented τις is enclitic.
✒ ✒ Ex ercise 7ζ
1. What are the men doing? τί: interrogative
pronoun
2. The man is telling a certain/some story to the
girl. τινα: indefinite adjective
3. Some boys/children are leading the dogs into
the fields. τινες: indefinite adjective
4. I want to learn who lives in the cave, τίς: inter-
rogative pronoun
5. What story do you want to hear, children?
τίνα: interrogative adjective
6. We want to hear a story about some giant. τινα:
indefinite adjective τινος: indefinite adjective
7. Whom are you leading to the field, boys?
τίσιν: interrogative pronoun
8. We are leading some strangers, father. τισὶν:
indefinite adjective
9. Whose sheep are making such noise? τίνος:
interrogative pronoun
10. To whom are you going to hand over the plow?
τίνι: interrogative pronoun
 7 Ο Κ Υ Κ Λ Ω Ψ ( β) I - 61
✒ ✒ Ex ercise 7η
1. Who lives in the cave? A certain/some terrify-
ing giant lives in the cave.
2. Whom do you see in the house? I see a certain/
some woman in the house.
3. Whom are you leading to the city? I am leading
certain/some slaves to the city.
4. Whose plow are you carrying to the field? I am
carrying the plow of a certain/some friend.
5. Whose is this dog (to whom is this dog)? It
belongs (is) to my father/It is my father’s.
Ο ΤΟΥ ΘΗΣΕΩΣ ΠΑΤΗΡ
ΑΠΟΘΝΗΙΣΚΕΙ
Title: Theseus’s Father Dies
The teacher will need to give students the meaning
of the verb.
Tr anslation
Lines 1–8
When Theseus is about to sail away to Crete, his
father says to him: “I am very frightened for you,
son; but nevertheless go to Crete and both kill the
Minotaur and save your comrades; and then hurry
home. And I, as long as you are away, will go up
onto the top of the promontory every day, wishing
to see your ship. But listen to me; the ship has sails
(that are) black; and you, if you kill the Minotaur
and save your comrades, hurry home, and when
you approach Athens, take down the black sails,
and raise sails (that are) white. For thus I will learn
that you are safe.”
[Compound verb to be deduced: ἀποπλει�ν (1).
This paragraph has two verbs in the future
tense (ἀναβήσομαι, 4, and γνώσομαι, 8) and
four subjunctives (ἀπͺη �ς, 4, ἀποκτείνͺης, 6,
σώσͺης, 6, and προσχωρͺη�ς, 7). The glosses will
suffice, but some teachers will want to take this
opportunity to foreshadow new verb forms by stat-
ing the simple facts that the future is often signaled
by the letter -σ- and that the subjunctive, which is
used in certain kinds of subordinate clauses, can be
recognized by the long vowels ͺη (as here) or η or ω
in the endings.
Note the use of adjectives in the predicate posi-
tion: τὰ ἱστία μέλανα (5) and τὰ ἱστία λευκά
(8–19). We suggest translating the adjectives as
relative clauses (see above).]
Lines 9–11
So Theseus says that he intends to obey his father
and sails away to Crete. And Aegeus goes up every
day onto the top of the promontory and looks
toward the sea.
[Compound verbs to be deduced: ἀποπλει� (10)
and ἀναβαίνει (10).]
Lines 12–17
But when Theseus leaves Ariadne on Naxos and is
hurrying home, he forgets his father’s words, and
he does not take down the black sails. So Aegeus
recognizes the ship, but he sees that it has the black
sails. So he is frightened very much for Theseus.
He shouts loudly and throws himself from the cliff
into the sea and thus dies. So for this reason the sea
is called (the) Aegean Sea/the name for the sea is
(the) Aegean Sea.
✒ ✒ Ex ercise 7θ
ˉ`ς Ἀθήνᾱς ἀφικνει�ται,
1. ἐπεὶ ὁ Θησεὺς εἰς τα
γιγνώσκει ὅτι τέθνηκεν ὁ πατήρ.
2. ἡ μήτηρ τῳ� νεᾱνίᾳ, “σύ,” φησίν, “αἴτιος
εἰ�· ἀεὶ γὰρ τω�ν του� πατρὸς λόγων
ἐπιλανθάνει.”
3. ὁ Θησεὺς μάλα λῡπει�ται καί, “ἐγὼ αὐτός,”
φησίν, “αἴτιός εἰμι. μέλλω οὐ�ν ἀπὸ του�
οἴκου ἀποφεύγειν.”
4. ἡ δὲ μήτηρ κελεύει αὐτὸν μὴ ἀπιέναι.
5. δι’ ὀλίγου βασιλεὺς γίγνεται, καὶ πάντες
οἱ Ἀθηναι�οι φιλου�σιν αὐτὸν καὶ τῑμω�σιν.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Sophocles: Antigone, The Women of Tra-
chis, Philoctetes, Oedipus at Colonus, Loeb Classical
Library Vol. 21, translated by Hugh Lloyd-Jones,
Cambridge, MA: Harvard University Press, 1994.
The Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 484–85 for Oedipus at Colonus, 607–09.
Tr anslation
O dearest son of Aegeus, the gods alone never
grow old or die (to the gods alone old age does not
I-62 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
happen or to die ever). All other things all-power-
ful time destroys.
[Oedipus at Colonus is Sophocles’ last tragedy.
Oedipus, king of Thebes, after learning that he had,
unawares, killed his father and married his mother,
blinded himself and wandered as a beggar to Colo-
nus, near Athens, where he sought from Theseus,
king of Athens, protection from Creon, the new
king of Thebes. He promises that if Theseus pro-
tects him and allows him to die in Attica, his spirit
will guard Athens.]
Gr eek Wisdom
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Diogenes Laertius, Lives of Eminent
Book I
Philosophers: I, Loeb Classical Library Vol. 184,
translated by R. D. Hicks, Cambridge, MA: Har-
vard University Press, 1966. The Loeb Classical
Library® is a registered trademark of the President
and Fellows of Harvard College. See p. 40 (1.40)
for this quotation.
Tr anslation
Know yourself.
[Students will be familiar with σεαυτόν from
Grammar 4 on reflexive pronouns. The contracted
form σαυτόν was usually used in this saying, but
we use the uncontracted form that students have
just learned. This saying was also inscribed on the
temple of Apollo at Delphi.]
 h
8
ΠΡΟΣ ΤΟ ΑΣΤΥ (α)
Title: “To the City”
Students will already be familiar with the phrase
used as the title of this chapter; see passage 4α:21.
Pur poses of This Ch apter
1. Reading: to resume the narrative of the main
story line from where we left off at the end of
Chapter 5 (passage 8α picks up the two themes
of the slaying of the wolf by Philip and his dog
and of the arrival of the messenger reporting the
imminent festival in Athens; passage β records
the family’s trip to Athens) and to continue the
sequence of stories from the Odyssey begun in
Chapter 7, with the story of Aeolus at the end of
this chapter (the sequence continues through
the readings at the end of the next two chapters)
2. Grammar: (α) to introduce the forms of the
present (progressive) middle participle and to
describe circumstantial, attributive, and sup-
plementary uses of participles; (β) to introduce
the forms of 3rd declension nouns with stems
in -ερ-, of the irregular noun γυνή, and of πα�ς;
to introduce the cardinal numbers from one to
ten and the declensions of εἱ�ς, δύο, τρει�ς, and
τέτταρες; to introduce the ordinal numbers
from first to tenth; and to present the dative of
time when, the accusative of duration of time,
and the genitive of time within which, using
ordinal and cardinal adjectives
3. Context: to present a survey of Athenian
­h istory from the Bronze Age to the Age of
Pericles
I-63
Illustration (p. 130)
Drawn from a lekythos by the Amasis Painter,
ca. 560 bc (New York, Metropolitan Museum).
Another scene from this vase appears in the illus-
tration on p. 62.
Caption under Illustration
The women, (as/while they are) talking to one another, are
weaving cloth.
Students should deduce the meaning of the verb
ὑφαίνουσιν from the actions of the women in the
picture. They will get διαλεγόμεναι from the first
entry in the vocabulary list. For the meanings of
πέπλον and ἀλλήλαις, it may be easiest to refer
students to the glosses under the second paragraph
of the reading.
Try to get students to deduce the meaning of
the form of the participle διαλεγόμεναι and have
them try different translations to find one that
best fits the context, e.g., conversing, while convers-
ing, who are conversing. The participle is one of the
main new features of grammar in this chapter, and
if students learn to recognize it from the charac-
teristic letters -μεν- here it will help them with the
reading.
Vocabula ry
διαλέγομαι: be sure students see the relationship
to λέγω, I say; tell; speak.
ἐργάζομαι: point out the relationship to τὸ
ἔργον below.
I-64 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
For a discussion of the difference between ἄστυ
and πόλις, see the teacher’s notes to Chapter 9,
Grammar 3.
ἡ ἑσπέρᾱ: this word can also mean the west
(where the sun sets in the evening); students
may be familiar with the Hesperides, mythical
women who guard the golden apples in a garden
situated at the western edge of the world.
ὁ ποιητής: be sure students recognize this as a
1st declension noun like ὁ δεσπότης and that
they see its relationship to the verb ποιέω.
Teaching the New Gr amma r
in the Story
After reading, comprehension, and translation of
the story, focus on the present/progressive middle
participles. Students will be familiar with the form
from the word διαλεγό-μεν-αι in the caption (see
above). Invite students to locate present/progressive
middle participles in the story (1, 3, 4, 5, 7, 10, 14, 21,
23); underline them on an overhead transparency.
(For the time being you may ignore the fact that
ἀποκρῑναμένη in line 21 is an aorist participle.)
Then lead students to sort out uses of the par-
ticiples. Begin by pointing out that ἐργαζόμενοι
(1) follows the verb παύονται (1) and in fact fills
out the meaning of that verb by indicating what it
is that Dicaeopolis and the slave stop doing. Then
locate other examples of supplementary usages
of participles in lines 5, 7, 10, and 23; circle these
participles and explain briefly that they fill out the
meaning of the main verb.
Then invite students to look at how the other
participles function in their sentences, and lead
them to see how they modify the subject of the main
verb (3, 16, and 21) or describe some circumstance
that accompanies the action (4 and 10). At this time
it is not necessary to introduce the technical termi-
nology (supplementary and circumstantial); concen-
trate rather on being sure students understand how
these participles function in their sentences.
Sense requires the aorist participle in line 21
(ἀποκρῑναμένη), but we do not recommend dis-
cussion of the aorist at this stage.
Tr anslation
Lines 1–7
Meanwhile Dicaeopolis and the slave do not stop
working. But when evening comes, Dicaeopolis
Book I
looses the oxen and drives (them) home, and
the slave, (as he is) following his master, carries the
plow. When they approach the house, they see the
grandfather (as/while he is) working in the gar-
den. So Dicaeopolis calls him and says, “­Evening
is already falling, pappa. So stop working and
rest.” And he says, “You are right (You speak well),
son; for I am very tired.” So he stops working and
­hurries toward the house.
[Having seen the form and use of the participle
διαλεγόμεναι in the caption under the illustra-
tion, students should be ready to recognize and
understand the participles in this paragraph.
Students have seen παύω used intransitively
in the form of the imperative παυ�ε (reading 7β:13).
In lines 1 and 6 the verb παύομαι is used with a
supplementary participle; students should have
no trouble with the translation, e.g., παύονται
ἐργαζόμενοι (1), they stop working. In line 5 the
verb is used as an imperative in the active voice (see
7β:13), here with a supplementary participle.]
Lines 8–20
And at home Myrrhine and her daughter are weav-
ing cloth; and while they are weaving, they are
conversing with one another. And soon the mother
sees her husband and the slave and the grandfa-
ther (as they are) arriving at the courtyard. So she
stops working and hurries to the door and says,
“Greetings, husband, and listen. For Philip and
Argus have killed a wolf.” And he (says), “Are you
telling the truth? Tell me what happened.” And
so Myrrhine relates everything, and he is amazed
and says: “Well done; the boy is brave and strong.
But tell me, where is he? Wanting (Since/Because
I want) to honor the wolf-slayer, I am going to look
for him.” And he intends to look for his son. But
Myrrhine says, “But wait, dear, and listen again.
For a messenger has come from the city; and he
says that the Athenians are celebrating the Diony-
sia. Are you willing to take me and the children to
the festival?” But he (says), “But it’s not possible,
wife; for it is necessary to work. For hunger follows
the lazy man, just as the poet says: from work(s)
men become ‘rich in flocks and wealthy.’”
[Students may note that we now use the middle
voice in the phrase τὰ Διονυ΄ˉσια ποιου�νται (17),
while in the readings in Chapter 4 we used the
active voice. Both voices are used in the Greek
authors (see Exercise 6δ, no. 3, and its note), and
 8 Π Ρ ΟΣ Τ Ο Α Σ Τ Υ (α)  I - 6 5
since students have now had the middle voice, we
use it here.
At the end of the paragraph Dicaeopolis
alludes to Hesiod’s Works and Days 302, λῑμὸς
γάρ τοι πάμπαν ἀεργῳ� σύμφορος ἀνδρί, for
hunger is always a companion of the lazy man, which
he paraphrases, and 308, ἐξ ἔργων δ’ ἄνδρες
πολύμηλοί τ ’ ἀφνειοί τε, from work men [become]
rich in flocks and wealthy, from which he quotes four
words, which we surround with single quotation
marks in our text. Hesiod’s poem (eighth–seventh
centuries bc) is largely concerned with farming and
might well have been a favorite of Dicaeopolis’.]
Lines 21–23
But Myrrhine, replying (as she replies, in replying),
(says), “But nevertheless take us there, dear hus-
band. For we rarely journey to the city; and every-
one is going.” But he (says), “But (it’s) impossible;
for the slave is lazy; for whenever I’m away, he stops
working.”
[ἀποκρῑναμένη (21): note that we use the aorist
participle here, of simple action, replying, as she
replies, in reply.]
Lines 24–28
But Melissa says, “But don’t be hard, father, but
obey us. Don’t you also wish to see the festival and
honor the god? For Dionysus saves our vines (the
vines for us). And Philip—don’t you want to honor
the boy, because he has killed the wolf? For he
wants to see the competitions and the dances and
the tragedies. So take us all to the city.”
[θεα�σθαι (24): in 4α we used the verb θεωρει�ν
in a similar context; both verbs may be used of see-
ing festivals and games (see the opening of Plato’s
Republic).]
Lines 29–30
And Dicaeopolis says, “Very well then, since that’s
what you want. But I tell you that hunger is des-
tined to follow us—but I am not to blame.”
Wor d Stu dy
1. politics: from τὰ πολῑτικά , the adjective made
from ἡ πόλις. Politics is thus “the affairs of the
citizens / of the city.”
2. politburo: πολῑτ- + buro (= French bureau); a
hybrid formation (former USSR) = “the office
of state,” “the government.”
3. metropolis: from the Greek word ἡ μητρόπολις
= “mother city” (especially of the relationship
between a founding city and a colony, also of
one’s homeland and of a capital city or chief
town).
3. necropolis; ἡ νεκρόπολις = “city of the dead,” a
cemetery of an ancient city.
4. cosmopolitan: ὁ κοσμοπολι΄ˉτης = “a citizen
of the world” rather than of a particular city
(attested in ancient literature).
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
θεάομαι: amphitheater, theater
ἔργον: argon, chirurgeon (archaic), energy, erg, ergo-
graph, ergometer, ergonomics, metallurgy, surgeon
ἑσπέρᾱ: Hesperides
θεός: apotheosis, atheist, enthusiasm, pantheon,
polytheist, theobromine, theocentric, theocracy, theo-
crat, theodicy, Theodora, Theodore, theogony, theolo-
gian, theology, theomachy, theomorphism, theophany
θύρᾱ: thyroid, thyroidectomy
ποιητής: poet
εὐ�: eucalyptus, Eucharist, eudaemonism, Eugene,
eugenics, eulogium, eulogy, euonymus, eupatrid, euphe-
mism, euphonium, euphony, euphoria, Euphrosyne,
euthanasia, evangelical, evangelist, evangelize
Διόνῡσος: Dionysian, dionysian
Gr amma r 1
We do not use the term aspect yet, but we do men-
tion that present participles describe actions that
are in process, ongoing, or progressive, and we
title this grammar section “Participles: Present
or Progressive: Middle Voice.” Although we use
the term present in deference to traditional gram-
matical terminology, we encourage teachers to
emphasize that these participles do not really refer
to time but rather view the action as in process,
ongoing, or progressive. The importance of this
will become clearer when the aorist is introduced
in Chapter 11. For the time being, we recommend
that teachers call attention to the fact that “present”
participles describe actions as in process, ongoing,
I-66 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
or progressive and that they invite their students
to examine some of the participles in the reading
with this in mind. For example: οὐ παύονται
ἐργαζόμενοι (1) = they do not cease being in
the ongoing process of working; ὁ . . . δου�λος τῳ �
δεσπότͺη ἑπόμενος (2–3) = the slave who is in the
ongoing process of following his master. Translations
of this sort are artificial, but they should be used
from time to time to reinforce the way the action is
viewed in these participles.
It is the tradition in the United States to make
these distinctions between the three types of parti-
cipial usage outlined here. However, some teachers
may feel that it is unnecessary to make these dis-
tinctions, believing that the meaning of the partici-
ple comes across clearly in context.
✒ ✒ Ex ercise 8α
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
✒ ✒ Ex ercise 8β
If you have not emphasized the distinction
between the three uses of the participle, you may
wish to tell your students that there is no need to
identify the participles as belonging to one of the
categories.
1. The women stop working. ἐργαζόμεναι:
feminine nominative plural agreeing with αἱ
γυναι�κες. (supplementary)
2. Philip sees his father arriving at the
house. ἀφικνούμενον: masculine a­ ccusative
singular agreeing with τὸν πατέρα.
(circumstantial)
3. Wanting to see the festival, we are hurrying
to the city. βουλόμενοι: masculine nomi-
native plural agreeing with “we”—subject of
σπεύδομεν. (circumstantial)
4. Do you see the boys (who are) following the
beautiful girls? ἑπομένους: masculine accu-
sative plural agreeing with τοὺς παι�δας
τοὺς. (attributive)
5. The girls who are very afraid run home as
quickly as possible. φοβούμεναι: feminine
nominative plural agreeing with αἱ παρθένοι
αἱ. (attributive)
6. Do you hear the women (who are) con-
versing with one another in the house?
Book I
διαλεγομένων: feminine genitive ­
plural
agreeing with τω�ν γυναικω�ν τω�ν.
(attributive)
7. The boys follow their father (who is) jour-
neying to the city. πορευομένῳ: mascu-
line dative singular agreeing with τῳ � πατρὶ.
(circumstantial)
8. The dog that is afraid of the wolf flees away.
φοβουμένη: feminine nominative singular
agreeing with ἡ κύων ἡ. (attributive)
9. The dog, rushing at the wolf, barks savagely.
ὁρμωμένη: feminine nominative singular
agreeing with ἡ κύων. (circumstantial)
10. The farmer finds his sheep wandering in the
hills. πλανώμενα: accusative neuter plural
agreeing with τὰ πρόβατα (students have not
studied -ο- contract verbs yet, but they should
have no trouble translating and analyzing this
sentence). (circumstantial)
✒ ✒ Ex ercise 8γ
1. ἀ
�ρ’ ὁρᾳ�ς τοὺς παι�δας τοὺς ἐν τͺη� ὁδῳ�
μαχομένους;
2. ὁ ∆ικαιόπολις παύεται ἐργαζόμενος καὶ
τοὺς βου�ς οἴκαδε ἐλαύνει.
3. παυ�έ μοι ἑπόμενος/ἑπομένη καὶ ἄπελθε.
4. τͺη
� μυρρίνͺη πειθομένη ἡ Μέλιττα οἴκοι
μένει.
5. τοι�ς ἑταίροις ἀνδρείως ἡγούμενος ὁ
Θησεὺς ἐκ του� λαβυρίνθου ἐκφεύγει.
6. οἱ ἄνδρες χαίρουσι πρὸς/εἰς τὴν νη �σον
πορευόμενοι.
In no. 3, note that the active imperative form παυ�ε
is regularly used intransitively (see 8α:5); students
may need to refer to the rules for accenting enclitics
given in the Enclitics and Proclitics section of the
student’s book (pp. 331–3) for the second accent
on παυ�έ.
Athens: A Historical Outline
Illustration (p. 131)
Acropolis of Athens (photo: Alison Frantz, Ameri-
can School of Classical Studies at Athens).
Illustration (p. 138)
Relief from Persepolis, Reception Hall, showing
figures of Persian guards on stairway balustrade;
 8 Π Ρ ΟΣ Τ Ο Α Σ Τ Υ (α)  I - 6 7
Achaemenid Period, fifth century bc; excavated
and photographed by the Persepolis Expedition of
the Oriental Institute of the University of Chicago
(Teheran, Archaeological Museum).
Illustration (p. 139 top)
Bust of Pericles, Roman copy of Greek original, ca.
440 bc (London, British Museum).
Illustrations (p. 140)
Reconstruction of houses, from Peter Connolly
and Hazel Dodge, The Ancient City: Life in Classi-
cal Athens & Rome, Oxford University Press, 1998,
pp. 48, 49.
For further reading, see The World of Athens,
pp. 1–41, and The Oxford History of the Classical
World, pp. 26–35.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Clas-
sical Library from Greek Iambic Poetry from the
Seventh to the Fifth Centuries bc, Loeb Classical
Library Vol. 259, translated by Douglas E. Ger-
ber, Cambridge, MA: Harvard University Press,
1999. The Loeb Classical Library ® is a regis-
tered trademark of the President and Fellows of
Harvard College. See pp. 76–77 for Archilochus,
poem no. 1.
Tr anslation
I am a servant of Lord Enyalios (the god of war)
and skilled in the lovely gift of the Muses.
[Archilochus (fl. 650 bc) was born on the Ionian
island of Paros. A number of epigrams in elegiac
couplets survive and fragments of lyric and iam-
bic verses, all concerned with his own feelings and
predicaments.
Students are to deduce Μουσέων.]
New Testa m ent Gr eek
Tr anslation
And (Jesus) seeing their faith said, “Man, your sins
have been (= are) forgiven you.”
“Who is this (man) who speaks blasphemies?
Who can forgive sins except God alone?”
[ἀφέωνται: non-Attic, New Testament form, per-
fect passive 3rd person plural of ἀφι΄ˉημι, I let go,
release; send; throw; here, I forgive.
ἀφει�ναι: aorist infinitive active of ἀφι΄ˉημι.
Word to be deduced: βλασφημίᾱς.]
 h
ΠΡΟΣ ΤΟ ΑΣΤΥ (β)
Illustration (p. 142)
Drawn from a cup by the Niobid Painter, ca. 450 bc
(London, British Museum).
Caption under Illustration
Dicaeopolis, making a libation, prays (that) Zeus keep all
safe.
Encourage students to deduce σπονδήν; they will
find τὸν ∆ία and the verb εὔχομαι in the vocab-
ulary list.
Students may find the word order and the two
accusatives troublesome: he prays (that) Zeus keep
all safe.
Vocabula ry
Note that to climb or to go up onto is expressed with
ἀναβαίνω + ἐπί, onto + accusative. Students have
seen this in the reading at the end of Chapter 7
(lines 4 and 10), and it occurs in 8β:9.
ἐν . . . τούτῳ: = ἐν . . . τούτῳ τῳ� χρόνῳ, in this
time = meanwhile.
τͺη� ὑστεραίᾳ: = τͺη� ὑστεραίᾳ ἡμέρᾳ, on the
next day.
Teaching the New Gr amma r
in the Story
Continue to concentrate on the present, pro-
gressive participles, if you wish identifying cir-
cumstantial and attributive usages: 5, 7, 8, 11,
17, and 23. Sense requires the aorist participle
I-68
in line 20 (ἀφικόμενοι); it may be identified as
circumstantial, but we do not recommend fur-
ther discussion at this stage. There is one active
participle, βαδίζοντας (22; attributive), the
meaning of which is glossed. Inform students
that active participles will be presented in the
next chapter.
Tr anslation
Lines 1–9
Then on the next day, as soon as day comes, Myr-
rhine wakes up and wakes her husband and says,
“Get yourself up, husband; for it is not possible to
sleep any longer; for it is time to journey to the
city.” So her husband gets up; and first he calls Xan-
thias and tells him not to be lazy and not to stop
working. And meanwhile Myrrhine brings food
and wakes grandfather and the children. And then
Dicaeopolis goes into the courtyard and leads the
others to the altar; and (as/while he is) making a
libation he prays (that) Zeus keep all safe as they
go to the city. And finally he leads out the mule, and
the grandfather gets up onto it. Then in this way
(thus) they journey to the city.
[Compound verbs to be deduced: εἰσέρχεται (7)
and ἐξάγει (10).
σπονδὴν . . . ποιούμενος (7): note the mid-
dle voice.]
Lines 10–14
The road is long and difficult. And soon Myrrhine
is tired and wants to sit down; and the mule is tired
 8 Π Ρ ΟΣ Τ Ο Α Σ Τ Υ ( β)  I - 6 9
too and is not willing to go on (forward). So, sitting
by the road, they rest. But soon Dicaeopolis says,
“It is time to go on; cheer up, wife; the road is long
and difficult at first, but ‘when(ever) you get to the
top,’ just as the poet says, then it becomes easy.”
[μακρα ˉ` γὰρ ἡ ὁδός . . . (10): note omission of the
verb.
In the last sentence we have kept the present
general temporal clause with the subjunctive (as
it is in Hesiod); it is translated in the gloss, and
the grammar need not be discussed at this time.
Dicaeopolis is paraphrasing Hesiod again, Works
and Days, 290–92: μακρὸς δὲ καὶ ὄρθιος οἰ�μος
ἐς αὐτὴν (i.e., τὴν ἀρετήν) / καὶ τρηχὺς τὸ
πρω�τον· ἐπὴν δ᾿εἰς ἄκρον ἵκηαι, / ῥηιδίη δὴ
ἔπειτα πέλει, χαλεπή περ ἐου�σα, The road to it
(i.e., virtue), is long and steep, and rough at first, but
when you reach the top, she (i.e., virtue) then becomes
easy indeed, although being difficult. Note that in
Hesiod it is virtue that becomes easy when one
reaches the top, whereas Dicaeopolis simplifies the
moral by saying that the road then becomes easy.]
Lines 15–19
So they go on up the hill and, when they arrive at
the top, they see Athens lying below. And Philip,
looking at the city, says, “Look, how beautiful the
city is! Do you see the Acropolis?” And Melissa
says, “I do see it. Do you see the Parthenon too?
How beautiful it is and big!” And Philip says, “But
hurry, papa; for we are going down toward the city.”
[κάτω κειμένᾱς (16): note the predicate position
of the participle.
Compound verb to be deduced:
καταβαίνομεν (19).]
Lines 20–26
Then they quickly go down, and, having arrived
at the gates, they tie the mule to a certain tree and
go in. And in the city they see the many people
(who are) walking in the streets; for men, women,
youths, children, both citizens and foreigners, are
hurrying to the agora (city center). So Myrrhine,
fearing for her children, says, “Come here, Philip,
and take hold of my hand. And you—Melissa I
mean—don’t leave me but follow with me; for
there are so many people that I am afraid for you.”
[Compound verbs to be deduced: καταβαίνουσι
(20), εἰσέρχονται (21).
ἀφικόμενοι (20): sense requires the aorist; it
need not be discussed now. Aorist participles will
also be used in Exercise 8δ, no. 6, and in Exercise
8ζ , no. 4.
ἄνδρες γὰρ, γυναι�κες, νεᾱνίαι, παι�δες
(22): note the asyndeton (absence of connectives).
πολι�ται τε καὶ ξένοι (23): apposition.]
Wor d Bu ilding
1. where? whither? whence?
2. hither
3. there; thither
4. here or there; hither or thither
5. here or there; hither or thither
6. there; thither; thence
7. at home; to home; from home
8. in another place; to another place; from
another place
9. everywhere; in all directions; from all
directions
10. in Athens; to Athens; from Athens
For place where, the suffixes are -ι, -θι, -ου, and
-σι(ν); for place to which, they are -δε, -ζε and
-σε (ποι� is an exception, but it is the form used in
Attic Greek; πόσε, the regular form, is confined
to Homer and epic); and for place from which,
-θεν. Note other endings in δευ�ρο, ἐνταυ�θα, and
ἔνθα, and note that ἐνταυ�θα, ἔνθα, and ἐνθάδε
are used for both place where and place to which
and that ἐνταυ�θα and ἐνθάδε can mean either
here or there or hither or thither depending on the
context.
English Der ivativ es from
Wor ds in the Vocabu la ry
List
ἀγοραˉ΄: agora, agoraphobia
πολι΄ˉτης: politic, politics
χείρ: chirography, chirurgeon (archaic), chiromancy,
chiropodist, chiropractic, chiropractor, chiropteran,
surgery
ὑπέρ: hyper, hyperacid, hyperactive, hyperbaric,
hyperbaton, hyperbola, hyperbole, hyperbolic, hyper-
bolism, hyperbolize, hyperboloid, Hyperborean,
hyperborean, hypercalcemia, hypercapnia, hyper-
catalectic, hypercharge, hypercholesterolemia, hyper-
conscious, hypercorrect, hypercorrection, hyercritic,
hypercritical, hyperemia, hyperesthesia, hypereutectic,
I-70 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

hyperextension, hyperfine structure, hypergamy, 8. So the daughters, obeying their fathers, follow
hyperglycemia, hypergolic, hypergonadism, hyperin- (them) home.
flation, hyperinsulinism, Hyperion, hyperirritability, 9. And when they arrive home, the men tell their
hyperkalemia, hyperkeratosis, hyperkinesia, hyper- wives everything.
kinetic, hyperlink, hyperlipemia, hyperlipidemia, 10. And the mothers grow very angry at their
hypermarket, hypermedia, hypermetric, hypermet- daughters.
ropia, hypermnesia, hypernatremia, hyperon,
hyperopia, hyperostosis, hyperphagia, hyperpigmen-
tation, hyperpituitarism, hyperplasia, hyperploid,
✒ ✒ Ex ercise 8ε
hyperpnea, hyperpolarize, hyperpyrexia, hyperrealism, 1. ἡ μήτηρ τὴν θυγατέρα κελεύει πρὸς τὴν
hypersensitive, hypersexual, hypersonic, hyperspace, κρήνην σπεύδειν.
hypersthene, hypertension, hypertensive, hypertext, 2. ἡ δὲ θυγάτηρ πρὸς τὸν ἀγρὸν βαδίζει καὶ
hyperthermia, hyperthyroid, hyperthyroidism, hyper- τὸν πατέρα ζητει�.
tonia, hypertonic, hypertrophy, hyperuricemia, hyper- 3. τὸν δὲ πατέρα εὑρίσκει ἐν τῳ � ἀγρῳ�
ventilate, hyperventilation, hypervitaminosis ἐργαζόμενον μετ᾿ ἄλλων ἀνδρω�ν.
τέλος (τέλειος /τέλεος, -ᾱ, -ον, perfect; complete; 4. τῳ� δὲ πατρί, “ὠ� πάτερ,” φησίν, “ἡ μήτηρ
τὸ τέλος, end): telangiectasia, telencephalon, tele- κελεύει με ὕδωρ φέρειν ἀπὸ τη�ς κρήνης.
ology, teleost, telocentric, telolecithal, telomere, telo- 5. “αἱ δ᾿ ἄλλαι κόραι πα�σαι παίζουσιν.”
phase, telos, telotaxis 6. ὁ δὲ πατήρ, “τͺη
� μητρὶ πείθου, ὠ� θύγατερ,”
φησίν. “τὸ ὕδωρ φέρε.”
Gr amma r 2 � κρήνͺη πολλαˉ`ς γυναι�κας ὁρᾳ� ἡ
7. πρὸς δὲ τͺη
θυγάτηρ· πα�σαι ὑδρίᾱς φέρουσιν.
Notes: 8. ται�ς οὐ�ν γυναιξίν, “χαίρετε, ὠ � φίλαι,”
φησίν, καὶ τὴν ὑδρίᾱν πληροι�.
Gr amma r 3 9. ἐπεὶ δὲ οἴκαδε ἀφικνει�ται, τͺη � μητρὶ
πάντα λέγει.
Notes: 10. ἡ δὲ μήτηρ, “εὐ� γε,” φησίν, “ἴθι νυ�ν καὶ
μετὰ τω�ν ἄλλων κορω�ν παι�ζε.”
Gr amma r 4
Students should be required to memorize the nom- Gr eek Wisdom
inative singular, masculine, feminine, and neuter, The Greek text is reprinted by permission of the
and the masculine genitive singular form. All the publishers and the Trustees of the Loeb Classical
other forms can be generated from these according Library from Diogenes Laertius, Lives of Eminent
to the rules for 3rd and 1st declension nouns. Philosophers: I, Loeb Classical Library Vol. 184,
translated by R. D. Hicks, Cambridge, MA: Har-
✒ ✒ Ex ercise 8δ vard University Press, 1966. The Loeb Classical
Library® is a registered trademark of the President
1. All the women are hurrying to the spring. and Fellows of Harvard College. See p. 102 (1.99)
2. For the mothers are looking for their for this quotation.
daughters.
3. But when they arrive at the spring, their Tr anslation
daughters are not present there.
4. So the women run home and tell their hus- Practice is the all.
bands everything. Practice makes perfect.
5. So the husbands set out for the fields, for they
are going to look for their daughters.
Gr amma r 5
6. And having arrived at the fields, the fathers see
their daughters talking to some young men. Students should learn the first three cardinals care-
7. So they call their daughters and say, “Come fully, including the full paradigms. They should
here, daughters; don’t talk to young men.” become familiar enough with the cardinals four to
 8 Π Ρ ΟΣ Τ Ο Α Σ Τ Υ ( β) I -7 1
ten and the ordinals first to tenth to be able to recog-
nize them with ease in the readings. These numbers
will not be given in the chapter vocabularies or glossed
in subsequent readings, but they are all included in
the vocabularies at the end of the book for reference.
Remind students that οὐδείς is a compound
of the negative οὐδέ + εἱ�ς.
Students may be told that the form δυοι�ν
(genitive and dative) has an ending regularly used
in the dual number for second declension nouns
and adjectives. Homer has δύω, which also shows
the original dual ending.
Gr amma r 6
Notes:
✒ ✒ Ex ercise 8ζ
1. A certain farmer has three children, two sons
and one daughter.
2. The boys work all day in the field, but the
daughter stays at home and helps her mother.
And at night they all sleep in the house.
3. And on the next day the mother (says) to her
daughter, “There is not much water in the
house; within two days we will have no water.
So go and bring me water.”
5. And having arrived at the spring, the girl sees
four women filling their water jars.
6. The first woman says, “Greetings, dear; come
here and fill your jar.”
7. And the second says, “Why have you come to
the spring? What is your mother doing?”
8. And answering, the girl says, “Mother is busy;
for she is weaving five robes.”
9. And the third woman says, “Hurry up, you
idle girl; for your mother is waiting for you.”
10. And the fourth woman says, “Don’t be so
hard; for the girl is already hurrying.”
11. So the girl fills the whole jar quickly and hur-
ries home.
[τͺη
� μητρὶ συλλαμβάνει (2): note the use
with the dative case; see Chapter 6, Grammar 6g,
p. 103.]
✒ ✒ Ex ercise 8η
1. The daughters, obeying their mother, wake
their father and persuade him to go to Athens.
2. The father leaves his sons at home, and he leads
his daughters to Athens.
3. The road is long and difficult; but on the second
day they arrive there.
4. They see the many people who are hurrying in
all directions through the roads.
5. When they arrive at the agora, they stay a long
time looking at everything.
6. For two days they look at the things in the agora,
and on the third they go up onto the Acropolis.
7. They stay in Athens for nine days, and on the
tenth they start home.
8. They make a journey for four days, traveling
slowly, and on the fifth they arrive home.
[No. 4, πανταχόσε: see Word Building, p. 144,
where the meaning of this word is to be deduced.]
Ο ΟΔΥΣΣΕΥΣ ΚΑΙ Ο ΑΙΟΛΟΣ
Title: “Odysseus and A eolus”
The story is based on Odyssey 10.1–75.
Tr anslation
Lines 1–3
When we escape from the cave of the Cyclops, we
return quickly to our comrades. And they, when
they see us, rejoice. And on the next day I tell
them to go onto the ship again. Thus we then sail
away.
[Compound verbs to be deduced: εἰσβαίνειν (3)
and ἀποπλέομεν (3).]
Lines 4–7
And soon we arrive at the island (of) Aeolia. And
there lives Aeolus, king of the winds. And he,
receiving us kindly, entertains us for a long time.
And when I tell him to send us away, he hands me a
bag in(to) which he ties up all the winds except one,
the gentle Zephyr.
[Compound verb to be deduced: ἀποπέμπειν (6).]
Lines 8–11
Then we sail for nine days, and on the tenth we see
our fatherland. At that very moment I fall asleep;
and my comrades, when they see me sleeping,
say this (speak thus): “What is in the bag? Surely
I-72 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

there is much gold in it and much silver, gifts of Cl assica l Gr eek

Aeolus. Come on! Untie (loosen) the bag and take
the gold.” For Sappho, see David A. Campbell, Greek Lyric
Poetry, New York: St. Martin’s Press, 1967 (p. 52
[Compound verb to be deduced: ἔνεστιν (10).] for the text of this fragment and p. 285 for notes;
Campbell accepts the attribution to Sappho).
Lines 12–16 Reproduced with permission of Palgrave, Bas-
ingstoke, England.
But when they untie the bag, at once all the winds
fly out, and they make a terrible storm and drive the
ship away from our fatherland. And I wake up and
Tr anslation
learn what is happening. Then I despair and want
to throw myself into the sea; but my comrades save
The moon has set and the Pleiades, it is midnight,
me. Then the winds thus carry us back again to the
and time passes, and I sleep alone.
island of Aeolus.
[μέσαι . . . νύκτες: poetic plural for singular.]
[Compound verb to be deduced: ἀπελαύνουσιν You may care to read students the version of
(13).] this poem by the English poet and classicist A. E.
Housman (1859–1936):
✒ ✒ Ex ercise 8θ
The rainy Pleiads wester
1. ἐπεὶ εἰς τὴν νη�σον ἀφικνούμεθα, πρὸς τὸν
του� Αἰόλου οἰ�κον ἔρχομαι. The rainy Pleiads wester,
2. ὁ δέ, ἐπεὶ ὁρᾳ� με, μάλα θαυμάζει καί, “τί Orion plunges prone,
πάσχεις,” φησίν, “τί αὐ�θις/πάλιν πάρει;” The stroke of midnight ceases.
3. ἐγὼ δὲ ἀποκρι΄ˉνομαι, “οἱ ἑται�ροι αἴτιοί And I lie down alone.
εἰσιν. τοὺς γὰρ ἀνέμους ἔλῡσαν. ἀλλὰ
βοήθει ἡμι�ν, ὠ� φίλε.” The rainy Pleiads wester,
4. ὁ δὲ Αἴολος, “ἄπιτε ταχέως,” φησίν, “ἀπὸ And seek beyond the sea
τη�ς νήσου. οὐ γὰρ δυνατόν ἐστιν ῾υˉμι�ν The head that I shall dream of.
βοηθει�ν. οἱ γὰρ θεοὶ δήπου μῑσου�σιν υˉ῾μα�ς.” And ’twill not dream of me.
 h
9
Η ΠΑΝΗΓΥΡΙΣ (α)
Title: “The Festival”
Explain that the word πανήγυρις is a compound
of πα� ν and ἡ ἄγυρις, gathering = a general/
national assembly; a festival (to which everyone
comes to celebrate one of the major gods). English
derivative: panegyric, “a public speech in praise of
someone; an encomium.”
Pur poses of This Ch apter
1. Reading: to record the experiences of the family
on their arrival in Athens; to tour the Acropolis
with them; and to describe the evening proces-
sion in honor of Dionysus and the prayers and
rites in his honor (and in the story at the end of
the chapter to continue the series of tales from the
Odyssey with the story of Odysseus and Circe)
2. Grammar: (α) to introduce the forms of the
present active participle; (β) to present 3rd
declension nouns with stems in vowels and
diphthongs; to consolidate the uses of the gen-
itive case; to review some familiar uses of the
article; and to present some new ones
3. Context: to describe Athens as it might have
been experienced by an ancient visitor
Map (p. 154)
From Chester G. Starr, A History of the Ancient
World, Oxford University Press, 1965, p. 332.
Illustration (p. 155)
The statue of Athena Parthenos, one of the mas-
terworks of Pheidias, stood inside the east end
I-73
of the cella of the Parthenon. Made of gold and
ivory, it stood 38 feet or 11.5 meters high (includ-
ing the base); the Victory in her right hand was
6 feet or 1.8 meters high. With her left hand she
supports her spear and holds her shield, behind
which curls a serpent, representing the spirit of
Erechtheus, the mythical founder and king of
Athens. The statue remained in the Parthenon
until the fifth century ad, when it was removed
to Constantinople. It was still there in the tenth
century but disappeared soon after (melted
down?). A model made ca. ad 120 survives,
and this, together with a detailed description
by Pausanias (f l. ad 150), makes possible the
reconstruction shown in this photograph (Royal
Ontario Museum, Canada).
Caption under Illustration
They see the statue of Athena, (being) armed and carrying
Victory in her right hand.
There are a number of words here that students
have not had, but their meanings can easily be elic-
ited with content questions. “What do you see?”
εἰκόνα, a statue. “How is the goddess clothed?”
ἐνοπλίου, in armor, literally “(fitted out) with
weapons (ὅπλα).” “What is she carrying?” Νι΄ˉκην,
Victory. “With what is she carrying it?” δεξιᾳ�, with
her right hand.
The caption introduces two present par-
ticiples, οὔσης and φερούσης, and different
translations may be tried, e.g., being and which
is for οὔσης and carrying and who is carrying for
φερούσης.
I-74 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Vocabula ry After reading, comprehension, and translation

of the story, focus on the present active participles,
Note that ἐπανέπρχομαι when it means return to
underlining them on overhead transparencies.
will be used with εἰς or πρός + the accusative.
Have students identify the noun or pronoun that
Point out that ἐπανιέναι is used as the infin-
each participle modifies. Then draw up a chart on
itive corresponding to the verb ἐπανέρχομαι;
the board of the forms that occur in the caption and
students will recognize the infinitive ἰέναι, which
story α in Chapter 9:
was introduced in vocabulary 7α. Full discussion
should be left until later when the verb εἰ�μι is
Masculine:
treated in Chapter 10.
Nom. sing.
Students will be interested to know that ἡ
ἀνέχων (26)
ἀριστεραˉ΄ is a euphemism, literally meaning the Acc. sing.
better (cf. ἄριστος, best) and used to avoid an
βοω � ντα (6)
ill-omen since the left was regarded as unlucky;
ἔχοντα (35)
εὐώνυμος, -η, -ον (εὐ- + ὄνομα), meaning liter- Nom. pl.
ally of good name, is also used euphemistically to
ἐσθίοντες (9)
mean left, on the left hand. Another word for left,
πιˉ΄νοντες (10)
on the left hand, σκαιός, -α ˉ΄, -όν, may also mean Acc. pl.
westward; unlucky; awkward; stupid, and is related
σπεύδοντας (4)
to Latin scaevus, -α , -um, “left; on the left; unlucky;
βοω � ντας (4)
perverse”—cf. the legendary Roman C. Mucius
ποιου� ντας (4)
Scaevola, who tried to kill the Etruscan king, Pors-
καθορω � ντας (31)
enna, when he was besieging Rome, but killed his
secretary instead; when arrested, he burned off his
Feminine:
right hand in the presence of Porsenna to show his
Nom. sing.
fearlessness.
φέρουσα (24)
Under the entry for ἐπί we have added onto
Gen. sing.
as one of its meanings with the accusative (in con-
οὔσης (caption)
junction, for example, with ἀναβαίνω).
φερούσης (caption)
ἡ Ἀθηνα� : a feminine contract noun of the 1st Acc. sing.
declension; nouns of this sort are few in number
οὐ�σαν (17)
and are not formally presented in this course.
φέρουσαν (17)

Students should recognize from the chart that

Teaching the New Gr amma r
in the Story
Students saw two masculine present active par-
ticiples in Chapter 8 (βαδίζοντας, 8β:22, and
καθεύδοντα, tail:8), and they saw two feminine
present active participles in the caption under
the picture at the beginning of this chapter. Have
students look at these four examples and translate
the sentences in which they occur. Inform
them that these are present active participles that
are parallel in function to the present middle
participles that they learned in Chapter 8. Call
attention to the letters -ντ- in the masculine present
participles and the letters -ουσ- in the feminine
examples. This will allow students to recognize the
present active participles in story 9α with no diffi-
culty in lines 4, 6, 9, 10, 17, 26, 31, and 35.
the masculine participles have 3rd declension
endings and that the feminine ones have 1st
declension endings. This plus the letters -ντ- in
the masculine present participles and the letters
- ουσ- in the feminine ones will put students well
on the road to being able to recognize present
active participles and their gender, number, and
case.
Tr anslation
Lines 1–4
So going like this they arrive at the agora. But the
crowd is so great there that they can scarcely go
forward toward the Acropolis. Finally, following
Dicaeopolis, they arrive at a portico, and sitting
 9 Η Π Α Ν Η Γ Υ Ρ Ι Σ (α) I -75
down they watch the people hurrying and shouting
and making an uproar.
[στοα ˉ΄ν (3): students might wonder why the stem
of this word ends in an α that is not preceded by ε,
ι, or ρ. Other spellings of the word show the ι, e.g.,
στοιαˉ΄.
Present active participles: σπεύδοντας (4),
βοω�ντας (4), and ποιου�ντας (4).]
Lines 5–10
By now the children are very hungry. And Philip
sees a sausage seller pushing his way through the
crowd and hawking (shouting) his wares. So he calls
his father and says, “Dear papa, look, a sausage seller
is approaching. Don’t you wish to buy food? For we
are very hungry.” So Dicaeopolis calls the sausage
seller and buys food. Then in this way (thus) they sit
in the colonnade eating sausages and drinking wine.
[The sausage seller is a character from one of the
comedies of Aristophanes, the Knights.
Students should deduce an appropriate mean-
ing for βοω
�ντα (6), such as hawking.
Present active participles: βοω �ντα (6),
΄
ἐσθίοντες (9), and πιˉνοντες (10).]
Lines 11–19
After the meal Dicaeopolis says, “Come on! Don’t
you want to climb the Acropolis and look at the
temples?” The grandfather is very tired and does
not wish to go up, and the others leave him sitting
in the portico and pushing through the crowd they
go up onto the Acropolis.
And when they arrive at the top of the Acropo-
lis and pass through the gateway / the Propylaea,
they see the temple of the Maiden opposite and
the statue of Athena, which is (being) very large,
armed and carrying a spear in her right hand. Then
for a long time the children, gazing at the goddess,
stay quiet, but finally Dicaeopolis says, “Come on!
Don’t you want to look at the temple?” And he leads
them forward.
[Present active participles: οὐ�σαν (17) and
φέρουσαν (17); the gloss will help with the
former.]
Lines 20–29
The temple is very large and very beautiful. For a
long time they look at the carvings, which decorate
the whole temple. The gates are open; so the chil-
dren go up and enter (the temple). The whole inside
is dark, but with difficulty they see the statue of
Athena opposite, the most beautiful work of Phe-
idias. The goddess gleams with gold, carrying a
(statue of) Victory in her right hand and in her left
a shield. Then the children, gazing, at the same time
are frightened and rejoice. Philip goes forward and,
holding up his hands, he prays to the goddess, “O
Maiden Athena, daughter of Zeus, protectress of
our city, be gracious and listen to my prayer (to me
praying); keep the city safe and keep us safe from
all dangers.” Then he returns to Melissa and leads
her out of the temple.
[τὸ πα� ν ἱερὸν (21): note the attributive position of
the adjective πα�ς when it means whole in the sense
of the sum total of something’s parts. Compare the
predicate position in the phrase οἱ . . . παρόντες
πάντες; in 9β:19. See Chapter 8, Grammar 4,
p. 147.
Compound verb to be deduced: εἰσέρχονται
(22).
πάντα τὰ εἴσω (22): note the use of the arti-
cle and adverb as a substantive, the things inside =
the inside; see Grammar 6c, p. 172. Note also the
predicate position of the adjective πάντα , literally,
all the things inside = everything inside.
Present active participle: φέρουσα (24) and
ἀνέχων (26).
Note the use of the dative with εὔχεται (26):
prays to the goddess.
Philip’s prayer follows the traditional form:
invocation of the god or goddess with mention of
his or her birth—here, daughter of Zeus—and a cult
title—here, protectress of our city; this would usu-
ally be followed by a promise of an offering such as
a sacrifice; and finally there is the request made to
the deity.]
Lines 30–34
For a long time they look for their parents, and
finally they find them behind the temple looking
down on the sanctuary of Dionysus. And Dicaeo-
polis says, “Look, children, the people are already
gathering at the sanctuary. It’s time to go down and
look for our grandfather.”
[Present active participle: καθόρω
�ντας (31).
Compound verb to be deduced: καταβαίνειν
(33).]
I-76 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Lines 34–38
So they go down and hurry to the portico; there
they find the grandfather in a bad temper. “What
are you doing, child?” he says; “Why have you left
(do you leave) me so long? Why aren’t we watching
the procession?” But Dicaeopolis says, “Cheer up,
papa; for we are now going to the sanctuary of Dio-
nysus; for the procession takes place soon. Come
on!” So he speaks and leads them to the sanctuary.
[Present active participle: ἔχοντα (35).
Compound verb to be deduced:
καταβαίνουσιν (34).]
Wor d Stu dy
1. democracy: ἡ δημοκρατίᾱ (ὁ δη � μος + τὸ
κράτος, power; rule). The English noun suffix
-cy regularly replaces Greek noun endings -τίᾱ ,
-τείᾱ, -κίᾱ , and -κείᾱ.
2. demagogue: ὁ δημαγωγός (ὁ δη � μος + ἄγω,
ἀγωγός, -όν, leading); “a leader of the people”
(the word is now used in a pejorative sense of
a politician who unscrupulously appeals to the
emotions and selfish interests of the electorate).
3. demography: ὁ δη � μος + ἡ γραφή, writing
(γράφω) = “the recording of information
about groups of people,” such as statistics on
population (coined 1880).
4. endemic: ἔνδημος, -ον (ἐν + ὁ δη � μος) =
“among the people,” “native,” “prevalent among
the people”—ἔνδημα νοσήματα = “endemic
diseases.”
5. epidemic: ἐπιδημέω (ἐπί + ὁ δη � μος), I live
among my people, I live at home; (of diseases)
to be widespread (in Hippocrates). There is no
adjective ἐπιδημικός, -ή, -όν, but the phrase
ἐπιδημιακά νοσήματα occurs in the Hippo-
cratic corpus. The word first appears in English
in 1603, probably borrowed from the French,
epidémique.
6. pandemic: πάνδημος, -ον, belonging to the whole
people; used of diseases by Galen (second cen-
tury ad); pandemic is distinguished from epi-
demic as wider in effect, i.e., prevalent over a
whole people or continent.
A dditional English
Der ivativ es from Wor ds in
the Vocabu la ry List
θεός: see Chapter 8α.
Book I
ἱερόν (ἱερο-): Hierapolis, hierarch, hierarchize,
hierarchy, hieratic, hierocracy, hierodule, hieroglyph,
hierology, hierophant
διά: diabetes, diabolical, diabolism, diachronic, dia-
critical, diadem, diagnose, diagonal, diagram, dialect,
dialogue, dialysis, diameter, diapason, diaper, diapho-
resis, diaphragm, diarrhea, diaspora, diastasis, dias-
tole, diatessaron, diatonic, diatribe
ἐπί: see list with Chapter 5β
Gr amma r 1
As with the present middle participles in the pre-
vious chapter, emphasize that the present active
participles also describe actions that are in pro-
cess, ongoing, or progressive. Translate for the
students a few of the sentences in the story with
present active participles in such a way as to
highlight this progressive aspect of the actions,
e.g., instead of they watch the people hurrying and
shouting and making an uproar (9a:3–4), try they
watch the people as they are / in the process of /
continuously hurrying and shouting and making an
uproar.
As with the adjective πα� ς , πα� σα , πα� ν (Chap-
ter 8, Grammar 4, p. 146), make sure students
realize that the masculine and neuter forms of
the present participle have 3rd declension forms
and that the feminine have 1st declension forms
identical to those of the noun ἡ μέλιττα . The
nominative masculine singular of the participle
of εἰμί is formed from the stem ὀντ-, by drop-
ping the τ and lengthening ο to ω, without add-
ing the nominative ending - ς; compare χειμών,
χειμω�ν-ος and σώφρων, σώφρον-ος (Chapter
7, Grammar 5 and Grammar 7, pp. 124–5) and the
noun γέρων, γέροντ- ος (see Grammar 2 in this
chapter, pp. 168). For the feminine, see Smyth,
301d. Students should be required to memorize
the nominative singular, masculine, feminine,
and neuter, and the masculine genitive singu-
lar forms. All the other forms can be generated
from these according to the rules for 3rd and 1st
declension nouns, noting only that in the dative
plural masculine and neuter ὄντ- σι(ν) becomes
οὐ�σι(ν).
For the contract verbs students should again
memorize the three nominative singular forms and
the genitive masculine singular. From these forms
they can again construct most of the others, noting
what happens in the dative plural masculine and
neuter.
 9 Η Π Α Ν Η Γ Υ Ρ Ι Σ (α) I -7 7

✒ Ex ercise 9 α ✒ ✒ Ex ercise 9 δ

1. σπεύδοντας . . . βοω �ντας . . . ποιου�ντας (4; 1. The children sit in the agora drinking wine.
masc. acc. pl.), modifying τοὺς ἀνθρώπους οἱ δου� λοι οἴκαδε σπεύδουσι τοὺς βου�ς
(4) ἐλαύνοντες.
βοω�ντα (6; masc. acc. sing.), modifying 2. Do you see the girl who is hurrying into the
ἀλλᾱντοπώλην (5) temple?
ἐσθίοντες . . . πι΄ˉνοντες (9–10; masc. ὁ ξένος ὁρᾳ� τοὺς παι�δας τοὺς εἰς τὴν
nom. pl.), modifying the subject of καθίζον ἀγοραˉ`ν τρέχοντας.
ται (9) 3. All hear the sausage seller hawking his wares.
οὐ�σαν . . . φέρουσαν (17; fem. acc. sing.), οὐδεὶς ἀκούει τη�ς παρθένου τη�ς τὴν
modifying εἰκόνα (16) μητέρα καλούσης.
φέρουσα (24; fem. nom. sing.), modifying ἡ 4. The men leave the women preparing dinner in
θεὸς (23) the house.
ἀνέχων (26; masc. nom. sing.), modifying ὁ παι�ς τὸν πατέρα εὑρίσκει ἐν τͺη� ἀγορᾳ�
ὁ . . . Φίλιππος (25) μένοντα.
καθορω�ντας (31; masc. acc. pl.), modifying 5. The young man loves the girl who is (being)
αὐτοὺς (30) very beautiful.
ἔχοντα (35; masc. acc. sing.), modifying τὸν ὁ πατὴρ τὸν παι�δα τῑμᾳ� μάλα ἀνδρει�ον
πάππον (35) ὄντα.
2. We do not supply answers for the Verb Charts,
Map (p. 161 top)
but teachers should check students’ work care-
From Michael Grant and Arthur Banks, Ancient
fully and be sure they keep their charts for
History Atlas, © 1971 by Weidenfeld & Nicolson,
future use.
London, 1971, p. 27.
Illustration (p. 161 bottom)
✒ Ex ercise 9 β This model of the west side of the agora in the
late classical period shows (from left to right) the
1. οἱ παι�δες τρέχοντες Tholos, the Metroon (with in front of it the base
2. τῳ� ἀνδρὶ βαδίζοντι on which the statues of the eponymous heroes
3. τοὺς νεᾱνίᾱς τῑμω�ντας stood), the temple of Apollo Patroos, and the stoa
4. τοι�ς παισὶν οὐ�σιν of Zeus. Behind the Metroon is the Bouleuterion.
5. τω�ν νεᾱνιω�ν μαχομένων On the hill to the west is the temple of Hephaestus
6. ταˉ`ς γυναι�κας λεγούσᾱς (­A merican School of Classical Studies at Athens)
7. τὸν ∆ικαιόπολιν εὐχόμενον
8. του� δούλου πονου�ντος
9. αἱ παρθένοι ἀκούουσαι The City of Athens
10. του� ἀγγέλου βοω�ντος
For further reading, see The World of Athens,
pp. 74–83.
✒ Ex ercise 9 γ For modern estimates of the capacity of the
fifth-century Theatre of Dionysus, see E. Csapo
1 ἄγοντες  The slaves have come lead-
in P. Wilson, ed. The Greek Theatre and Festivals
ing the oxen.
(Oxford University Press, 2007), pp. 96–97.
2 μένοντα  The citizen sees a certain
stranger waiting by the Illustration (p. 184)
road. Maidens from the east frieze of the Parthenon
3 θεωρου� σαι The women sit in the field (photo: Alison Frantz, Paris, Musée du Louvre).
or θεώμεναι watching the children.
4 βάλλοντες  The boys don’t stop throw- Illustration (p. 184)
ing stones. Model of the Athenian Acropolis as seen from the
5 τρέχουσαν  The men watch the girl run- northwest. This is a plaster copy of the model by
ning to the city. G. P. Stevens in the American School of Classical
I-78 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Studies in Athens, with additions by Sylvia Hahn
of the Royal Ontario Museum (under the super-
vision of J. W. Graham). (Toronto, Royal Ontario
Museum)
A ramp leads up to the Propylaea (gateway);
to the right on a projecting bastion stands the little
temple of Athena Nike. Beyond the Propylaea on
the right is the sanctuary of Brauronian Artemis.
To its left stands the great statue of Athena Proma-
chus. Opposite the Parthenon on the left side of the
Acropolis is the Erechtheum.
Illustration (p. 184 bottom)
The Parthenon seen from the Propylaea (photo:
Alison Frantz, American School of Classical
Studies).
 h
Η ΠΑΝΗΓΥΡΙΣ (β)
Illustration (p. 165)
Drawn from an Attic red figure cup by the Brygos
Painter, ca. 490 bc (Würzburg, Museum der Uni-
versität). The revel (ὁ κω
�μος), involving dancing
and drinking in the street, was a regular part of
many religious festivals, especially those in honor
of Dionysus.
Caption under Illustration
Many of those who are present, being drunk, are reveling.
Students will need help with μεθύοντες and
κωμάζουσιν.
τω�ν παρόντων: point out that the definite
article with a participle can form a noun phrase: “of
those (who are) present.”
Vocabula ry
Students should see the relationship between the
new nouns τὸ ἱερει�ον and ὁ ἱερεύς and the noun
τὸ ἱερόν in Vocabulary 9α.
Students should note that ῞ˉι λεως has only
two sets of forms, one to go with masculine and
feminine nouns and the other to go with neuter
nouns. The Attic declension of this noun need
not be presented to students; they need only to be
able to recognize the nominative and the accusa-
tive. See the note on λαγώς in this handbook for
Vocabulary 5α.
I-79
Teaching the New Gr amma r
in the Story
Continue the focus on present, progressive partici-
ples in the active voice, as found in lines 4, 5, 6, 7, 8,
9, 10, 14, 15, 17, 21, 22, and 25.
Tr anslation
Lines 1–3
Evening is now come (present). Soon all the people
are silent; for the herald comes forward and, shout-
ing, says, “Be silent, citizens; for the procession is
approaching. Get out of the way.” And so all get out
of the way and wait for the procession.
Lines 4–9
At that very moment they see the procession (as/
while it is) approaching. The heralds are leading;
and then very beautiful girls walk (along) carrying
baskets full of grapes. Many citizens carrying skins
of wine follow them and many metics carrying
trays (of offerings). And then the priest of Dionysus
comes forward and with him noble youths carry-
ing the statue of Dionysus. Last in order attendants
come leading the sacrificial victims.
[μέτοικοι (7): for this term, see the essay in
Chapter 2.
Word glossed earlier in the chapter: τὴν . . .
εἰκόνα (8), the statue.]
I-80 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Lines 10–14
Then all, rejoicing, follow the procession
toward the sanctuary of the god. And when they
arrive, the priest and the young men carry the
statue of the god into the temple, and the atten-
dants lead the victims to the altar. And then the
herald, proclaiming, says to the people, “Keep
holy silence, citizens.” So the whole crowd is
silent and waits quiet(ly).
[Words glossed earlier in the chapter: τέμενος
(10), sanctuary; τὴν . . . εἰκόνα (11), the statue, and
ὁ ὅμῑλος (13), the crowd.
εὐφημει�τε (13): εὐφημέω, literally, I speak
well = I avoid unlucky words, hence keep holy
silence (the safest way of avoiding unlucky utter-
ance); εὐφημει�τε was the traditional call before
any religious ceremony.
ἥσυχος (14): predicate adjective, best trans-
lated here as an adverb.]
Lines 15–18
And the priest, raising his hands toward heaven,
says, “Lord Dionysus, listen to my prayer (me pray-
ing); Thunderer, receive our sacrifice and be gra-
cious to the people; for you, being gracious (when
you are gracious), keep safe our vines and make
the grapes grow (increase the grapes) to provide us
with wine.”
[Note ὥστε + the infinitive παρέχειν (17–18), in
a result clause.]
Lines 19–24
And all those present shout: “eleleu, iou, iou,
Thunderer, being gracious make our grapes grow
(increase our grapes) and provide us with wine.”
And then the priest slaughters the victims; and the
attendants, being ready, take them and cut (them)
up. And some (parts) they offer (hand over) to the
god (by) burning (them) on the altar, and others
they divide up for those present. And when all is
ready, the priest pours wine as a libation and prays
to the god. Then all drink wine and eat the flesh,
enjoying the feast.
[οἱ . . . παρόντες πάντες (19): give help, if nec-
essary, with the use of the article with a partici-
ple to create a substantive (formally presented in
Book I
Grammar 6e, p. 172, later in this chapter, though
students may have already encountered it in Chap-
ter 8 of Workbook 1); note the predicate position of
πάντες, here following rather than preceding the
article and participle.]
Lines 25–31
It is now midnight, and many of those who are pres-
ent, being/because they are drunk, are reveling. So
Myrrhine, fearing for her children, says, “Come on,
husband, grandfather is very tired. It is time to return
to the gates and sleep.” But the grandfather says,
“What are you saying? I am not tired. I want to revel.”
But Dicaeopolis says, “You are old, father; it’s not
suitable for you to revel. Come on.” Thus he speaks
and leads them toward the gates. And when they
arrive, they find the mule, and all sleep on the ground.
[τω�ν . . . παρόντων πολλοὶ (25): give help here
as necessary with the partitive genitive, which is
presented formally in Grammar 5b, p. 170, later in
this chapter.
κωμάζουσιν (25): revels (οἱ κω�μοι) played
a regular part in religious celebrations, especially
at the festivals of Dionysus; there was dancing and
drinking in the streets. These revels were, perhaps,
not unlike the carnivals held in Europe before the
beginning of Lent.]
Wor d Bu ilding
The relationship between the words in the sets is
the following. A basic noun or verb is given at the
left, from which the stem may be obtained by drop-
ping the endings (-ς, -ς, and -ω). To these stems
(note the lengthening of the -ε- of the contract
verb) are added the suffix -της, which gives us 1st
declension masculine nouns. Nouns with this suf-
fix describe persons doing something or concerned
with something. In the third column, the adjecti-
val suffix -τικος has been added to the stems, pro-
ducing adjectives that denote some relation to the
nouns or verbs from which they are formed, often
of fitness or ability.
1. city; citizen; of or belonging to a citizen (ἡ
πολῑτικὴ τέχνη, the art appropriate to life in
the city, politics).
2. ship; sailor; of or belonging to a ship or a sailor,
nautical, naval (τὸ ναυτικόν, fleet).
 9 Η Π Α Ν Η Γ Υ Ρ Ι Σ ( β) I - 81

3. I make; a maker, poet; capable of making, Gr amma r 4

inventive, poetical.
Notes:
English derivatives:

πολῑτικός political ✒ ✒ Ex ercise 9ε

ναυτικός nautical
ποιητής poet 1. αἱ μακραὶ νη� ες
ποιητικός poetic, poetical 2. του� καλου� ἄστεως
3. τω�ν μεγάλων βασιλέων
4. τῳ� μεγάλῳ βοΐ
English Der ivativ es from 5. τη� ς μεγάλης πόλεως
Wor ds in the Vocabula ry 6. τοι�ς μεγάλοις ἄστεσι(ν)
List 7. πασω�ν τω�ν νεω�ν
8. τὴν πα� σαν πόλιν
καίω (καυ-): caustic, cauterize, cautery, holocaust, 9. τοι�ς ἰσχῡροι�ς βουσί(ν)
ink 10. τͺη� μῑκρᾳ� πόλει
γέρων: gerontocracy, gerontology, gerontologist 11. του� μεγάλου βασιλέως
δη� μος: demagogue, deme, demiurge, democracy, 12. ταˉ`ς μεγίστᾱς ναυ� ς
democrat(ic), demographics, demography, epidemic, 13. οἱ μεγάλοι βόες
pandemic 14. τὸν σοφὸν βασιλέᾱ
ἱερει�ον, ἱερεύς: see ἱερόν in list in first half of
this chapter
Gr amma r 5
οὐρανός: uranography, Uranus
πομπή: pomp, pompous Notes:
ἄριστος: aristocracy, aristocrat
μέσος: Mesoamerica, mesoblast, mesocarp, Mesolithic, ✒ ✒ Ex ercise 9 ζ
mesomorph, Mesopotamia, mesosphere, Mesozoic
1. What is the stranger’s name?
Illustration (p. 168) 2. The king is receiving the messenger of the
Students should be informed that the remains seen Athenians.
here are from a stone theater built between 342 and 3. We arrive at our father’s field.
326 bc (and modified in Hellenistic and Roman 4. The child walking down the street holds onto
times), replacing the earlier wooden structure his father’s hand.
(photo: Alison Frantz, American School of Classi- 5. The citizens listen to the messenger, wanting
cal Studies at Athens). to learn the words/proposals of the king.
6. ἀκούομεν τοὺς του� ἀγγέλου λόγους.
7. ἔρχομαι πρὸς τὴν του� ποιητου� οἰκίᾱν.
Gr amma r 2
8. ζητου� σι τὸν τη�ς παρθένου πατέρα.
For the declension of γέρων, γέροντος, see the 9. ἡ μήτηρ ἀκούει τη �ς παρθένου δακρῡούσ-
notes on Grammar 1 above. ης καὶ σπεύδει ἐκ τη�ς οἰκίᾱς.
10. οἱ πολι�ται του� ἀγγέλου λαμβάνονται καὶ
ἄγουσιν αὐτὸν/ἡγου� νται αὐτῳ� πρὸς τὸν
Gr amma r 3 βασιλέᾱ.
Both πόλις and ἄστυ may mean city, and both are 11. τω�ν γυναικω�ν πολλαὶ βούλονται πρὸς τὸ
used in reference to Athens. The word ἄστυ refers ἄστυ ἰέναι μετὰ τω�ν ἀνδρω�ν.
to the city as opposed to the country (ἀγρός)
or to the city as a collection of buildings, rather [Note ἔχεται with the genitive in no. 4. See Gram-
than to the city as seen in its body of citizens, the mar 5d in this chapter for the genitive with certain
πόλις. verbs.]
I-82 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Gr amma r 6
Notes:
✒ ✒ Ex ercise 9η
1. The father tells his son to stay in the city; but
he does not obey him.
2. Some of the citizens are returning home, and
others are staying, watching the procession.
3. Some of the girls are waiting by the spring,
and others are already returning home with
their mothers.
4. The (women) carrying the baskets are very
beautiful.
5. Those who are watching the dances rejoice
very much.
6. Do you see the men working in the field?
7. Your friends want to learn politics (the affairs
of the city).
8. The young men who are hurrying to the field
are about to help their father.
9. Don’t say this to me; for you do not know
politics.
10. All the men of today honor those who love the
city.
11. Your friends want to learn what justice is.
12. The women in the house are talking to one
another concerning virtue.
13. Save the men in the ship; for they are in very
great danger.
Ο ΟΔΥΣΣΕΥΣ ΚΑΙ Η ΚΙΡΚΗ
Title: “Odysseus and Circe”
Based on Odyssey 10.134–400.
Tr anslation
Lines 1–8
And when Aeolus sends us away, we sail away
grieving and soon arrive at the island of Aeaea.
And there lives Circe, who is (being) a terrible
goddess. And I, leaving my comrades by the ship,
climb a hill, wanting to learn if any man lives on
the island. And when I arrive at the top of the hill,
I see smoke rising toward heaven. So I return to
the ship and tell some of my companions to stay by
the ship, and I tell others, going to the middle of
Book I
the island, to learn who lives there. And Eurylo-
chus leads them.
[Compound verbs to be deduced: ἀποπέμπει (1),
ἀποπλέομεν (1).
We do not gloss Αἰαίᾱν (2) and ἡ Κίρκη (2),
since the English equivalents have just occurred in
the lead-in.]
Lines 9–15
And they find Circe’s house (being / which was)
in the middle of a woods; and near the house they
see many wolves and many lions. And seeing these,
they are very afraid and wait at the door. Then they
hear Circe singing inside. So they call her; and
she comes out of the door and calls them in. And
they all follow her; Eurylochus alone stays out-
side, fearing (since/because he fears) some danger.
And Circe leads the others in and tells them to sit
(themselves) down and provides food and wine for
them; but with the food she mixes evil drugs.
[Compound verb to be deduced: εἰσκαλει� (12).]
Lines 16–18
And when my comrades eat the food, Circe strikes
them with her wand and drives them to the pig-
sties; and they immediately become pigs. And then
Circe throws them acorns to eat and leaves them
in the sties.
✒ ✒ Ex ercise 9 θ
1. ὁ Εὐρύλοχος ὁρω �ν τί γίγνεται, φεύγει καὶ
τρέχει πρὸς τὴν ναυ� ν.
2. ἐγὼ δέ, ἐπεὶ πάντα ἀκούω, πρὸς τὴν
τη�ς Κίρκης οἰκίᾱν πορεύομαι/ἔρχομαι,
βουλόμενος τοὺς ἑταίρους σῴζειν.
3. ἡ δὲ Κίρκη σι�τόν τε παρέχει μοι καὶ οἰ�νον·
ἔπειτα δὲ τͺη� ῥάβδῳ πλήττουσά με κελεύει
εἰς τοὺς συφεοὺς ἰέναι.
4. ἐγὼ δὲ συ� ς οὐ γίγνομαι· ἡ δὲ μάλα
φοβουμένη ἐθέλει τοὺς ἐμοὺς ἑταίρους
λυˉ΄ ειν.
Your students might enjoy reading or hearing
a translation of the whole story. Circe’s charms
failed against Odysseus because on his way to her
house he met a youth, who was Hermes in disguise;
 9 Η Π Α Ν Η Γ Υ Ρ Ι Σ ( β)  I - 8 3
Hermes gave him an antidote, a good drug, μω
�λυ,
moly, which protected him.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classi-
cal Library from Greek Lyric: III, Loeb Classical
Library Vol. 476, translated by David A. Camp-
bell, Cambridge, MA: Harvard University Press,
1991. The Loeb Classical Library® is a registered
trademark of the President and Fellows of Harvard
College. See pp. 584–85 for this epigram, no.
LXXVI = A. P. 7.270.
Tr anslation
These men, (while) once taking spoils of war to
Apollo from Sparta, one sea, one night, one hull of
a ship buried with due honors.
[Simonides, a master of epigram, packs a mass of
information into the first line and arouses deep emo-
tion in the second with the ironic use of the verb.]
New Testa m ent Gr eek
Tr anslation
And as you wish that men should do to you do you
to them likewise. And if you love those who love
you, what thanks have you? For sinners also love
those who love them. And if you do good to those
who do good to you, what thanks have you? For
sinners also do the same.
[Students are to deduce ἀγαθοποιη � τε and τοὺς
ἀγαθοποιου�ντας from their knowledge of
ἀγαθός and ποιέω.
Provide help as needed with the phrase τὸ
αὐτὸ (see Chapter 5, Grammar 9, p. 81).]
Illustration (p. 175)
Detail of an Attic red figure calyx crater by the
Persephone painter, ca. 450–425 bc (New York,
Metropolitan Museum of Art). Circe drops the
drugged cup and runs away, while Odysseus’ com-
panions, half transformed into swine, appeal to
him for help.
 h
Review of Verb Forms

Notes: grotesque in poses and proportions but vivacious

and convincing. This is the only truly comic school
Illustration (p. 178) of Classical Greek art. Some instances of what
Detail of a Boeotian black figure Cabiran style sky-
appears to be actor’s costume suggest a connection
phos by the Mystes Painter (Oxford, Ashmolean
with farce” (R. M. Cook, Greek Painted Pottery,
Museum). The Boeotian school of painting rep-
Chicago: Quadrangle Books, 1960, p. 102).
resented by this skyphos is named after the Cabi-
Have students compare the representation of
ran sanctuary near Thebes, and it began around
the same scene on the Attic red figure calyx crater
the middle of the fifth century. “Besides Cabirus
(p. 175).
reclining at the banquet there are less elevated
scenes from mythical, human, and pygmy life,

I-84
 h
Preview of New Verb Forms
These pages of the student’s book set forth some
of the most basic information about the formation
of the future, imperfect, aorist, and perfect tenses.
Familiarity with this basic information will help
students recognize and understand new verb forms
as they meet them in the readings in the following
chapters. Teachers will decide on the depth with
which they feel it wise to treat this material so as
not to overwhelm their students with information
that is going to come up later in the course anyway.
Concentrate on the future, imperfect, and the sig-
matic and thematic aorists since these tenses are
involved in the principal parts that students will be
required to learn from now on. These tenses will be
formally introduced in Chapters 10–13. Note that
we do not treat the rare future perfect tense in this
course.
Note that our terminology for the tenses
includes descriptive words in addition to the tra-
ditional 1st and 2nd. Thus, instead of simply 1st
aorist and 2nd aorist, we use the terms sigmatic
1st aorist, asigmatic 1st aorist, thematic 2nd aorist,
and athematic 2nd aorist. Here is a complete list of
the terminology that we use here and elsewhere in
Book I:
Present
Athematic present
Imperfect or past progressive
Athematic imperfect
Sigmatic future
Asigmatic contract future
Sigmatic 1st aorist
Asigmatic 1st aorist
Thematic 2nd aorist
I-85
Athematic 2nd aorist
-κα 1st perfect (to distinguish from the -α 2nd
perfect)
-κη 1st pluperfect (to distinguish from the -η 2nd
pluperfect)
The following terminology is formally presented in
Book II:
-θη- 1st aorist passive
-θη- 1st future passive
-η- 2nd aorist passive
-η- 2nd future passive
-κα 1st perfect active
-κη 1st pluperfect active
-α 2nd perfect active
-η 2nd pluperfect active
We use past progressive to help distinguish between
imperfective, aorist, and perfective aspects. We
have chosen our terms for the different forma-
tions of the future, aorist, perfect, and pluperfect
with an eye to describing how these formations are
constructed. We have observed that students find
these terms meaningful and useful.
We offer some basic information on aspect.
More information on aspect will be given in the pre-
sentations of the future, aorist, and imperfect tenses
in Chapters 10, 11, and 13, but students should be
alerted to the concept of aspect now since it is such
an important feature of the Greek verbal system.
Students were already introduced to the con-
cept of voice in Chapter 6, and they are here alerted
to the fact that the passive voice will be presented
in Chapters 16 and 17.
I-86 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Go over the material on verb stems and
principal parts carefully with students so that
they will understand the entries in the vocabu-
lary lists in subsequent chapters. Beginning with
Chapter 10 they will be expected to learn the first
three principal parts. You may want to point out
now that the present and the imperfect are formed
from the first principal part, the stem of which
expresses progressive aspect, while the future and
the aorist are obviously formed from the second
and third principal parts. We give only the the-
matic 2nd aorist of φέρω, namely ἤνεγκον, and
we do not give the alternative asigmatic 1st aorist
ἤνεγκα, because we have not introduced the con-
cept of asigmatic 1st aorists in this Preview of New
Verb Forms.
 h
10
Η ΣΥΜΦΟΡΑ (α)
Title: “The Misfortune”
Students will need to be given the meaning of the
word; cf. συμφέρω, I bring together; ἡ συμφορα ˉ΄ =
a bringing together; event, circumstance; misfortune;
rarely, good luck, good fortune
Pur poses of This Ch apter
1. Reading: to conclude the episode of the fami-
ly’s visit to the festival in Athens with a surprise
ending that precipitates a new movement of the
plot and to conclude the episodes of Odysseus’
adventures from the Odyssey
2. Grammar: (α) to present the future tense; (β)
to present the future tense of verbs with liquid
and nasal stems, to present the irregular verb
εἰ�μι, to present the use of the future partici-
ple to express purpose, to present examples of
impersonal verbs, and to review words used to
introduce questions
3. Context: to provide background information
on Athenian festivals
Illustration (p. 182)
Drawn from an Attic red figure column crater, ca.
460 bc (Basel, Antiken Museum). On this mixing
bowl from the third quarter of the fifth century, men
and boys bring the meat of the sacrifices animal on
spits as well as the innards to the altar where they
will be roasted. At the right is a statue of Apollo.
Caption under Illustration
The first chorus comes forward; it will praise the works of
Dionysus.
I-87
Encourage students to deduce the meaning of
ὑμνήσει and its tense. Students should remember
from the Preview of New Verb Forms that σ is the
sign of the future tense.
Vocabula ry
Walk students through the verbs in the vocabulary
list, making sure they understand what is enclosed
in brackets and how it relates to the forms in bold-
face. Build on the Preview of New Verb Forms by
explaining how the future and aorist tenses are
formed for these verbs. Note that all four verbs
have appeared in earlier vocabulary lists (6α , 7α ,
and 8α respectively); they are repeated here to
show future and aorist stems and forms. The brev-
ity of the list and the students’ familiarity with the
words provide time to spend on leading students to
comprehend the new stems and forms.
ἀφικνέομαι: be sure that in the present tense
form of this verb students recognize the elision of
the ο of the prefix and the change of π to φ because
of the rough breathing on the stem of the verb. Note
that in vocabulary lists we show the prefix and the
uncompounded verb in square brackets only when
some change takes place when the prefix is added
to the verb. For the future, explain that the κ of the
stem combines with the -σ- future tense sign to
give ξ . Mention that the thematic vowel -ο- and the
ending -μαι are then added to give ἀφίξομαι. For
the aorist, explain that the ι of the stem is length-
ened to ῑ (temporal augment) to show past time,
that the thematic vowel ο is added, and that the
middle ending for past tense verbs is -μην instead
of -μαι.
I-88 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
γίγνομαι: explain that the second ε of the
stem γενε- is lengthened to η in the future tense
and that ε is added as a syllabic augment in the aor-
ist to show past time.
εὑρίσκω: in the future the ε at the end of the
future stem lengthens, and then σ is added for the
tense sign and ω for the 1st person singular marker.
The aorist of this verb is often found without tem-
poral augment; the thematic vowel ο and the per-
sonal ending -ν are then added.
θεάομαι: point out that this is an -α- con-
tract verb and that the α normally lengthens to η
in the future and aorist but that here, after the ε it
becomes ᾱ instead (remind students about the rule
for 1st declension nouns, namely, that after ε, ι or
ρ the original -ᾱ was kept and not changed to η).
Point out that this verb has a 1st aorist with -σα-
instead of the thematic 2nd aorists of the first three
verbs.
Keep the explanations simple at this time, but
full enough so that students can build on what they
learned in the Preview of New Verb Forms and so
that they have a general understanding of the infor-
mation that is now included in entries for verbs in
the vocabulary lists.
Careful attention to the verbs in the list here
will prepare students well for recognition of future
tense forms in the reading.
Teaching the New Gr amma r
in the Story
After work with the vocabulary suggested above,
students should have no trouble recognizing and
translating the future tense verbs in the story in
lines 2, 3, 4, 5, 10, 12, 14, and 16. Have students
locate these future tense forms and underline them
on an overhead projection of the text.
The second paragraph has the easiest verbs to
focus on for future tense, with the telltale -σ-ο-.
Two of the future verbs in the first paragraph have
these same letters (θεᾱσόμεθα, 2, and ἡγήσομαι,
5); the other two futures (ἀφιξόμεθα , 3, and
ἀφίξει, 5) will be recognized as future from obser-
vation of forms in the vocabulary list, and students
should have no trouble with the 2nd person singu-
lar ἀφίξει in the context of the sentence in which
it occurs. If students keep in mind that ξ = κ or χ +
σ, they will immediately recognize δέξονται (17)
as future.
This kind of attention to the future in the cap-
tion, the vocabulary list, and the story will help
Book I
immensely with students’ understanding of the
presentation of the future in Grammar 1.
Tr anslation
Lines 1–7
On the next day, as soon as the sun is rising,
Dicaeopolis wakes his wife and children: “Wake
up,” he says; “for soon we will watch the dances.
Hurry! For if you don’t (literally, will not) hurry,
we will arrive late.” But the grandfather is still
sleeping. So Dicaeopolis says, “Wake up, papa.
For unless you (literally, if you will not) hurry,
you will arrive late. Come on, I will lead you to
the theater.” And so grandfather wakes up, and
Dicaeopolis leads all to the theater. And when
they arrive, very many people are already filling
the theater.
[“εἰ γὰρ μὴ σπεύσετε” (3) and “εἰ γὰρ μὴ
σπεύσεις” (4): the future indicative is used
instead of ἄν + the subjunctive in future condi-
tional clauses expressing warnings (see Book II,
Chapter 26, Grammar 1.]
Lines 8–12
So the grandfather groans and says, “Alas, alas, the
whole theater is full; so I will not see the dances.
What will we do?” But Dicaeopolis says, “Cheer up,
pappa. Follow me. We will find a seat.” And he leads
them up and finds a seat at the top of the theater.
And Myrrhine says, “Sit down, children. We will
see everything well from here.”
Lines 13–17
As soon as they sit down, the herald comes for-
ward into the middle of the orchestra and says,
“Keep holy silence, citizens; for now the dances
will take place.” Then the first chorus advances into
the orchestra and praises the works of Dionysus.
Melissa is amazed as she watches and rejoices as
she listens. “How well the young men dance,” she
says; “they will defeat the others and receive the
garlands.”
Lines 18–20
Five choruses of boys and five of men compete in
order, and all dance very well. And when the tenth
chorus stops, the victors (those winning) receive
their garlands, and all those present hurry out of
the theater.
 1 0 Η Σ Υ Μ Φ Ο ΡΑ (α)  I - 8 9

Wor d Stu dy giving καλω � , -ει�ς, -ει�, etc., and ἐλω�, ἐλᾳ�ς, ἐλᾳ�,
etc. The future of ἐλαύνω is given in Grammar 5,
1. agonistic: “competitive,” from the stem of the pp. 194–5.
verb ἀγωνίζονται that appears in line 21 of
passage α in this chapter.
Gr amma r 4
2. macroeconomics: “the study of large scale eco-
nomic trends,” from μακρός, large, + τὰ We mark πι΄ˉπτω as irregular in the future since
οἰκονομικά, economics. the future is not formed regularly from any of its
3. xenophobia: “fear of strangers,” from ὁ stems (πετ-, πτ-, and πτω-). It is conjugated in the
ξένος, foreigner; stranger + the stem seen in future as if its stem were πεσε-: πεσου� μαι, πεσει�/
[φοβέομαι, I fear.] ͺη�, πεσει�ται, etc. The aorist of πι΄ˉπτω will also be
4. pyromaniac: “one mad about fire,” from τὸ πυ� ρ, marked as irregular (see Chapter 11, Grammar 5,
fire + ἡ μανίᾱ, madness, mania. p. 210).
5. ophthalmic: “concerned with the eyes,” from ὁ
ὀφθαλμός, eye; Galen (second century ad) ✒ ✒ Ex ercise 10α
uses the word ὁ ὀφθαλμικός, ophthalmic sur-
geon. An ophthalmologist is a medical doctor We do not supply answers for the Verb Charts, but
who deals with disorders and diseases of the teachers should check students’ work carefully and
eyes. An optometrist examines the eyes and be sure they keep their charts for future use.
provides prescriptions for lenses and for treat-
ments of disorders. An optician makes or pro- ✒ ✒ Ex ercise 10β
cures and sells eyeglasses and other optical
aids. 1. νῑκήσω
2. τέρψομαι
A dditional English 3. παύσω
Der ivativ es from Wor ds in 4. παρασκευάσω
the Vocabu la ry List 5. πέμψω
6. ἡγήσομαι
νῑκάω: Nike 7. βοήσομαι
8. πείσω
Gr amma r 1 9. δέξομαι
10. πείσομαι
We try to use only words that students have had
so far as examples in grammar sections. There
are, however, few Greek verbs with dental stems
✒ ✒ Ex ercise 10γ
in τ and none in Athenaze; we therefore give 1. πέμψει
πάττω as an example, but students do not need 2. λῡσόμενοι
to learn it. 3. τῑμήσομεν
4. φιλήσετε
Gr amma r 2 5. σπεύσουσι(ν)
6. ζητήσειν
We give κομίζω, which will occur in Vocabulary
7. βλέψουσα
11α because no verbs of this type have occurred so
8. φυλάξομεν
far with active futures (cf. βαδίζω, βαδιου� μαι,
9. βαδιει�ται
which is given with other verbs that have middle/
10. ἐσόμεθα
deponent futures).

Gr amma r 3 ✒ ✒ Ex ercise 10δ

The verbs καλέω (stem καλ-) and ἐλαύνω (stem 1. I will lead you to the theater.
ἐλα-) have what is called Attic futures, in which 2. We will persuade grandfather to hurry home.
the intervocalic σ drops and the vowels contract, 3. The king will send a messenger to the city.
I-90 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
4. We will guard the young men in the prison.
5. Ariadne will come to the aid of Theseus.
6. Soon evening will come, but we will not stop
working.
7. We will hurry to the city and watch the dances.
8. Who will come to our aid? For soon we will be
in danger.
9. You will not persuade father to lead us to the
city.
10. The girls will enjoy watching the dances.
Ex ercise 10 ε
1. ἄγγελον πρὸς τὸν βασιλέᾱ πέμψομεν.
2. ὁ βασιλεὺς του� ἀγγέλου ἀκούσεται καὶ
ἡμι�ν βοηθήσει.
3. τί ποιήσετε, ὠ � παι�δες; δι’ ὀλίγου ἐν
΄ Classical Library® is a registered trademark of the
κινδυˉ νῳ ἔσεσθε.
4. τῳ
� πατρὶ πεισόμεθα καὶ οἴκαδε σπεύσομεν.
5. οἱ μὲν νεᾱνίαι ἡμι�ν ἡγήσονται, ἡμει�ς δ’
αὐτοι�ς ἑψόμεθα.
Festivals
Illustration (p. 189)
From the west frieze of the Parthenon; the cavalry
(οἱ ἱππει�ς) gallop up to join the procession. This
section of the Parthenon frieze is an animated
and diverse picture of horsemen riding. At one
point they are four horses deep. The fluidity and
sense of free movement on this frieze are entirely
characteristic of a democratic society where the
individual was prized. Most scholars agree that
the Parthenon frieze illustrates the Panathenaic
festival, which took place every four years and
culminated in the presentation of a robe (the pep-
los) to a wooden image of the goddess. Professor
John Boardman has calculated that the number
of figures in the procession is precisely 192, the
exact number of Athenians who fell against the
Book I
Persians at Marathon. Although the total of 192
figures does rather depend on who is doing the
counting, it makes good sense that there should
be a tribute to this great Athenian victory in
this great Athenian temple (London, British
Museum).
For further reading, see the World of Athens,
pp. 115–126, 105–110.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Elegiac Poetry from the Seventh
to the Fifth Centuries bc, Loeb Classical Library Vol.
258, translated by Douglas E. Gerber, Cambridge,
MA: Harvard University Press, 1999. The Loeb
President and Fellows of Harvard College. See
pp. 254–55 for lines 567–70.
Tr anslation
I play, rejoicing in my youth; for after losing my
life I will lie beneath the earth for long, dumb as
a stone, and I will leave the lovely light of the sun;
and, although being noble, I will see nothing any
more.
New Testa m ent Gr eek
Tr anslation
“But love your enemies and do good (to them) and
lend, expecting nothing in return; and your reward
will be great, and you will be sons of the Highest,
because He Himself is kind toward the unthankful
and evil. Be merciful, as your father is merciful.”
[We have not glossed ἀγαθοποιει�τε; see the New
Testament passage at the end of Chapter 9.]
 h
Η ΣΥΜΦΟΡΑ (β)
Illustration (p. 191)
Drawn from an Attic red figure cup by Epictetus,
ca. 520–510 bc (Athens, Agora Museum).
Caption under Illustration
Philip sees some young men (as/while they are) fighting in
the road.
Vocabula ry
Note that we repeat αἴρω from Vocabulary lβ,
ἀποκτείνω from Vocabulary 6 α , ἀποφεύγω
from Vocabulary 5β, μένω from Vocabulary 3 α ,
and τύπτω from Vocabulary 5β in order to show
their principal parts and stems. Make sure stu-
dents understand the significance of the stems
and the relationship between the stems and the
future and aorist verb forms. Again, build on
the information supplied in the Preview of New
Verb Forms and add whatever additional expla-
nations are necessary for a basic understanding
of the forms. Avoid excessive explanation at this
stage.
Point out that ἀποκτείνω and μένω have
futures that look like the present tense of -ε - con-
tract verbs. This will allow students to under-
stand the four verbs of this type in the story (see
below).
The use of the impersonal verbs will be for-
mally presented in Grammar 8. Refer to that gram-
mar section for a simple explanation of the term
impersonal. The examples given with the vocabu-
lary entries will help students when they encounter
these verbs in the reading.
I-91
Teaching the New Gr amma r
in the Story
Focus on the future verbs formed according to
the rules given in the first half of the chapter:
ποιήσομεν (1), γενήσονται (2), καθευδήσομεν
(3; see below), δέξεται (4), πορευσόμεθα (5),
ποιήσει (6), πεινήσουσιν (6), ἀποφεύξεται (6),
σπεύσομεν (7), πορευσόμεθα (8), θεᾱσόμενος
(11), καταλείψομέν (12), and ποιήσετε (18).
Underline these verb forms on an overhead projec-
tion. Then invite students to locate the four liquid/
nasal stem verbs with contract futures: μενου� μεν
(3 and 4), μενω� (11), and ἀποκτενει�τε (18).
Make sure students notice the use of ὡς with
the future participle (11) to express purpose, and
have them translate the sentences with impersonal
verbs very carefully (2 and 8).
Tr anslation
Lines 1–8
And Myrrhine, leading the children out of the the-
ater, says to her husband, “What will we do now? Can
we stay in the city? For tomorrow the tragedies will
take place. So we will stay in the city for the night. But
where will we sleep? Will your brother receive us?”
Dicaeopolis (replies), “We will not stay in the city but
go straight home. For we have been (are) away from
the farm for a long time. And Xanthias, being lazy,
will do nothing; so the oxen will be hungry, and the
sheep will flee away, and the house is probably burn-
ing down already. So we will hurry to the gates and
journey home. We must be there before night.
I-92 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

ˉ΄τρου
[Word glossed earlier in the chapter: του� θεα Wor d Bu ilding
(1), the theater.
Note that ἄπεσμεν (5) (present tense) with 1. Set 1 consists of primitive verbs and nouns
πόλυν χρόνον is most naturally translated with formed from a common stem:
a present perfect tense in English, we have been   I fight: battle
away . . . for a long time.]   I pray: prayer
 I wish: will; determination; counsel; council;
Lines 9–13 etc.
 I say: word
So the children, obeying their father, hurry to  I send: procession
the gates. But the grandfather says, “Alas, alas, I  I hurry: haste
want to watch the tragedies. So you hurry home, Note the change in the stem vowel or diphthong in
but I will stay in the city to watch the tragedies.” the last three examples; this is regular.
But Myrrhine says, “Don’t talk nonsense. For we 2. Sets 2–5 show denominative verbs formed by
will not leave you behind in the city. Come with the addition of a suffix to a noun stem.
us.” And she leads him, complaining loudly, to  Suffix -άω/-άομαι
the gates.  sight: I watch
 shout: I shout
Lines 14–21  victory: I defeat; I win
But while they are hurrying through the streets,  silence: I am silent
Philip sees some young men fighting in the road; 3. Suffix -έω/-έομαι; note the change from νοσο-
for they have drunk much wine and are drunk. (noun) to νοσε- (verb):
So Philip stays, watching the fight; and finally the  prudent: I am prudent
other youths throw a certain one down and don’t  sickness: I am sick
stop hitting him. And Philip, fearing for him, runs  fear: I fear
to (them) and says, “What will you do, men? Stop 4. Suffix -εύω; this suffix was derived from nouns
hitting him. For you will kill the poor man.” And a with stems ending in -ευ- and then extended to
certain (one) of the youths, shouting fiercely, turns other stems:
to Philip and says, “Who are you to (being who do  king: I am king
you) interfere like this?” And he hits him. And he  citizen: I am a citizen
falls to the ground and remains motionless.  danger: I am in danger child: I educate
5. Suffix -ίζω/-ίζομαι
[Compound verbs to be deduced: καταβάλλουσι  time: I spend time; I tarry
(16), προστρέχει (17), and καταπιˉ΄πτει (21).]  calculation: I calculate
 anger: I am angry
Lines 22–29
And his parents, hearing the shouts, run to their English Der ivativ es from
son and see him lying on the ground. So they lift Wor ds in the Vocabu la ry
him, but he still remains motionless. And Melissa List
says, “Zeus, what’s the matter with the poor boy?”
And his mother (says), “Carry him to the spring.” τρέπω (τροπ-): amphitropous, heliotropic, trope,
So they carry him to the spring and pour water trophy, tropic, tropical, tropism, tropology
over his head. Then soon he moves and recovers. κεφαλή: acephalous, acrocephalic, brachycephalic,
Then he gets up and hears his mother speaking. cephalic, cephalochordate, cephalometer, cephalopod,
And looking toward her, he says, “Where are you, dicephalous, microcephaly, encephalitis, macroce-
mother? Why is it dark?” And his mother (says), phalic, megalocephalic, microcephalic
“But it’s not dark, son, look here!” But the boy sees ὕδωρ: hydra, hydrangea, hydrant, hydrate, hydrau-
nothing; for he is blind. lic, hydrocephalous, hydrochloric, hydrodynamics,
hydroelectric, hydrogen, hydrology, hydrolysis, hydro-
[Students should remember τυφλὸς, blind (29), mancy, hydrometer hydrophobia, hydroplane, hydro-
from the Cyclops story in Chapter 7β.] ponics, hydropsy
 10 Η Σ Υ ΜΦ ΟΡΑ ( β)  I - 9 3

πρό: problem, problematic, Procrustean, pro- 3. We see the dog approaching the sheep.
crustean, proem, proglottid, prognosis, prognostic, 4. Our father orders us to return home.
program, prokaryote, prolegomenon, prolepsis, pro- 5. The girls will go to the city.
logue, Prometheus, pronaos, pronephrous, prophecy, 6. Go, girls; your father will lead you to the
prophet, propolis, proptosis, proscenium, protasis city.
7. The mother will go to the spring; and she tells
the girls to help her.
Gr amma r 5 8. The girls, going to the spring (who are going to
Notes: the spring), are carrying large water jars.
9. The women at the spring see them approaching.
✒ ✒ Ex ercise 10 ζ 10. “Greetings, girls,” they say. “When will you go
to the city?”
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use. Gr amma r 7
This usage of the participle is circumstantial.
✒ ✒ Ex ercise 10 η
✒ ✒ Ex ercise 10ι
1. Will we stay in the city or journey home?
2. The children will wake their grandfather, for we 1. We will send a messenger to tell the citizens
will start out soon. everything.
3. The farmer will pelt the wolf with stones. 2. The citizens are hurrying to the city center to
4. Evening will soon fall; the farmer will lift the hear the messenger.
plow and carry (it) home. 3. They are journeying to the city to be present at
5. The slaves will loose the oxen and lead (them) the festival.
home. 4. They are preparing to fight.
6. Theseus, being brave, will kill the Minotaur. 5. Theseus is sailing to Crete to save his comrades.
7. The children will stay at home, but I will hurry
to the city.
8. Won’t you wake your grandfather? For we will Gr amma r 8
arrive at the theater late. Notes:

Gr amma r 6 ✒ ✒ Ex ercise 10 κ
Notes:
1. It is time to return; we must set out at once.
μὴ μένετε· δει� ἡμα� ς σπεύδειν.
Illustration (p. 196) 2. Can’t we / May we not watch the tragedies?
Detail of Attic red figure bell krater, ca. 440 bc
ἀ�ρ᾿ οὐκ ἔξεστί μοι ἐν τῳ� ἄστει μένειν;
(Frankfurt, Archäologisches Museum). A statue
3. You must not strike the young man.
of the god with laurel branch and bow stands on a
δει� ἡμα� ς φέρειν τὸν παι�δα πρὸς τὴν
column at the right. The priest places the inedible
κρήνην.
parts of the sacrificed animal on the bloodstained
4. Philip must obey his father.
altar. The boy behind the priest carries the edible
δει� τὴν Μέλιτταν οἴκοι μένειν.
parts of the animal, wrapped on long spits and
5. Am I allowed to learn / May I learn / Can I
ready to be cooked. Note the laurel wreaths.
learn what is the matter with the boy?
ἔξεστιν ἡμι�ν πρὸς τὸ ἄστυ πορεύεσθαι·
✒ ✒ Ex ercise 10 θ δει� ἡμα� ς εὐθὺς ὁρμα� ν/ὁρμα� σθαι.
1. Go, child, and tell your mother that I will wait
Gr amma r 9
by the door.
2. We will go to the field and look for the dog. Notes:
I-94 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
✒ ✒ Ex ercise 10λ
1. Why does Odysseus want to sail to the island?
2. He wants to learn who lives on the island.
3. The Cyclops asks Odysseus from where he has
come.
4. How do Odysseus and his comrades escape?
5. Does Odysseus save all his comrades?
6. When Odysseus escapes, to where does he sail?
7. Aeolus asks Odysseus who he is and where he
has come from.
8. Aeolus asks Odysseus when he intends to sail
away.
Ο ΟΔΥΣΣΥΣ ΤΟΥΣ ΕΤΑΙΡΟΥΣ
ΑΠΟΛΛΥΣΙΝ
Title: “Odysseus Loses His
Comrades”
State that ΑΠΟΛΛΥΣΙΝ means loses, not
destroys.
The story is based on Odyssey 12. 165–425.
Tr anslation
Lines 1–7
And Odysseus still suffers many terrible things
while hurrying to return to his fatherland. For he
scarcely escapes the Sirens, and sailing along Sicily
he falls into the greatest danger. For on one side is
Scylla, a terrible monster, having six heads, which,
rushing out of a cave, seizes those sailing along and
eats (them); and on the other side is Charybdis, a
very terrifying whirlpool, which gulps down every-
thing. And Odysseus, fleeing Charybdis, sails past
Scylla; and she, rushing out of her cave, seizes six of
his comrades; but the others Odysseus saves.
[ἐμπι΄ˉπτει (3): students are to recall this word
from Chapter 7α: 12 or to deduce its meaning (=ἐν
+ πι΄ˉπτει).
Compound verbs to be deduced:
παραπλέοντας (4) and παραπλει� (6). Students
will get the meaning of παρά from the prepositional
phrase παρὰ τὴν Σικελίαν glossed in line 2.]
Lines 8–15
Soon they arrive at another island; and there they
find many oxen. Then his comrades say, “Why
Book I
will we not (= Why don’t we) kill the oxen? For we
are hungry.” But Odysseus says, “Don’t harm the
oxen, for they belong to Helios. And if you harm
(literally, will harm) them, Helios will punish
you.” But they do not obey him but kill the oxen.
And so Helios, praying to his father, Zeus, says,
“Father Zeus, the comrades of Odysseus are kill-
ing my oxen. So punish them. If you do not punish
(literally, will not punish) them, I will never shine
among men again.”
[εἰ δὲ βλάψετε αὐτούς (11) and εἰ δὲ μὴ
τῑμωρήσεις αὐτούς (14): see the note under the
translation of lines 1–7 of story 10α.]
Lines 16–19
And Zeus hears him praying; for when Odysseus
and his comrades, sailing away, leave the island, he
sends a terrible storm and hits the ship with a thun-
derbolt. So all his comrades fall out of the ship and
die; and Odysseus alone escapes, holding onto the
mast.
[Compound verbs to be deduced: ἀποπλέοντες
(17) and ἐκπιˉ΄πτουσι (18).]
✒ ✒ Ex ercise 10 μ
1. ἐννέα μὲν ἡμέρᾱς ὁ ἄνεμος τὸν Ὀδυσσέᾱ
φέρει διὰ τη� ς θαλάττης, τͺη� δὲ δεκάτͺη� εἰς
ἄλλην τινὰ νη� σον ἀφικνει�ται.
2. ἐκει� δὲ οἰκει� ἡ νύμφη Καλυψώ· εὐμενω �ς
δὲ αὐτὸν δέχεται.
3. φιλου� σα αὐτόν, “μένε μετ ’ ἐμου� ἀεί,” φησίν,
“ἐν τͺη
� νήσῳ.” ὁ δὲ Ὀδυσσεὺς βούλεται
οἴκαδε ἐπανιέναι καὶ τήν τε γυναι�κα ὁρα� ν
καὶ τὸν παι�δα.
4. τέλος δὲ ὁ Ζεὺς ἄγγελον πέμπει καὶ τὴν
νύμφην κελεύει τὸν Ὀδυσσέᾱ λυˉ΄ ειν.
5. ἡ Καλυψὼ κελεύει αὐτὸν σχεδίᾱν ποιει�ν
καὶ συλλαμβάνει αὐτῳ�.
6. ἐπεὶ δὲ ἑτοὶμη ἐστὶν ἡ σχεδίᾱ, ὁ ‘Οδυσσεὺς
ἀποπλει� χαίρων.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Menander: I, Loeb Classical Library
Vol. 132, translated by W. G. Arnott, Cambridge,
MA: Harvard University Press, 1979. The Loeb
 10 Η Σ Υ ΜΦ ΟΡΑ ( β)  I - 9 5
Classical Library® is a registered trademark of
the President and Fellows of Harvard College.
See pp. 70–71 for lines 417–18 of The Shield or
Aspis.
Tr anslation
For in one day god makes the fortunate man
unfortunate.
[In this scene, from the third act of Menander’s
The Shield, the clever slave Daos is acting a scene
to persuade Smikrines, the greedy miser, that
his master is dead. He breaks into furious lam-
entation, quoting wildly from tragedies; this line
is quoted from a little-known tragedian named
Karkinos.
Be sure students see how applicable these lines
are to Philip and his misfortune in Chapter 10.]
The Greek text is reprinted by permission
of the publishers and the Trustees of the Loeb
Classical Library from Greek Iambic Poetry from
the Seventh to the Fifth Centuries bc, Loeb Clas-
sical Library Vol. 259, translated by Douglas
E. Gerber, Cambridge, MA: Harvard University
Press, 1999. The Loeb Classical Library ® is a
registered trademark of the President and Fel-
lows of Harvard College. See pp. 78–79 for
poem no. 2.
Tr anslation
In my spear (is) my kneaded bread, and in my spear
(is) my Ismaric wine, and I drink leaning on my
spear.
[Gerber takes the phrase ἐν δορὶ to mean “on
board ship,” or if not that, then “under arms.” He
translates:
On board ship I have kneaded barley bread, on
board ship Ismarian wine, and I drink it while
reclining on board ship.]
New Testa m ent Gr eek
Tr anslation
And the Pharisees and their scribes were complain-
ing to his disciples, saying, “Why do you eat and
drink with tax collectors and sinners?” And Jesus,
answering, said to them, “The healthy (those who
are healthy) have no need for a doctor, but those who
are sick (those who are in a bad way); I have not come
to call righteous (people) but sinners to repentance.”
[οἱ κακω �ς ἔχοντες: those who are in a bad way;
note the intransitive use of ἔχω. See Chapter 9,
Grammar 6e, p. 172, for the article with the par-
ticiple, forming a noun phrase best translated by a
relative clause.]
 h
11
Ο ΙΑΤΡΟΣ (α)
Title: “The Doctor”
Students will find the word in the vocabulary list.
Pur poses of This Ch apter
1. Reading: to continue the story from the new
turn it takes with the blinding of Philip (the
family returns to the house of Dicaeopolis’s
brother, and the next day they visit a doctor)
and to begin a set of readings from Herodotus
at the end of this and subsequent chapters, with
the story of Democedes’ cure of King Darius
(theme of medicine)
2. Grammar: (α and β) to introduce past tenses of
the verb, beginning with the relatively uncom-
plicated thematic 2nd aorist, and to treat aspect
and augment, which will apply to the sigmatic
and asigmatic 1st aorists introduced in the next
chapter as well as to the thematic 2nd aorist
introduced here
3. Context: to provide background information
on Greek medicine
Caption under Illustration
When they arrived at the house of his brother, Dicaeopolis
knocked on the door.
Encourage students to recognize ἀφι΄ˉκοντο as
an aorist by having them look closely at the stem
and observing that the ν of the present stem is no
longer there (remind students about the change
of the stem when going from present to thematic
2nd aorist; see Preview of New Verb Forms,
pp. 179–80). The new words του� ἀδελφου� and
I-96
ἔκοψε are in the vocabulary list, but students
should be encouraged to deduce the meaning of
the verb with the help of a comprehension ques-
tion (“What did Dicaeopolis do when he arrived at
his brother’s house?”). Do not dwell on the form of
the sigmatic 1st aorist ἔκοψε at this stage; it can be
discussed in study of the vocabulary list.
Vocabula ry
As was recommended for Vocabulary 10α , walk
students through the verbs, making sure they
understand what is enclosed in brackets and how
it relates to the forms in boldface. Build on the Pre-
view of New Verb Forms and what was learned in
Chapter 10 in discussing how the future and aorist
tenses are formed for these verbs.
We repeat εἰσάγω, λαμβάνω, λείπω, and
πάσχω in this vocabulary list from 2β, 2β, 3β,
and 5β respectively in order to show their futures
and aorists. The verbs ἀποθνͺήσκω, λαμβάνω,
and λείπω do not occur in the story but are in the
grammar sections and must be learned thoroughly.
Review ἀφικνέομαι and γίγνομαι from Vocab-
ulary 10 α in conjunction with the verbs with
thematic 2nd aorists here. Students will then be
ready to recognize and translate the thematic 2nd
aorists in the story, ἔμαѳεν (1), ἔπαθεν (14 and
18), ἐγένετο (15), and εἰσήγαγεν (16), without
the help of glosses. Concentrate on these forms
(augment + thematic 2nd aorist stem + ending).
Students have already met the aorist ἀφι΄ˉκοντο in
the caption.
Students will also meet the sigmatic 1st aorist
of κόπτω in the readings (11α:7 and 11β:8 and 9).
 11 Ο Ι Α Τ Ρ ΟΣ (α)  I - 9 7

Show them how its aorist is formed: ἔ-κοπ-σα > Be very clear in focusing on the thematic 2nd
ἔκοψα. aorist indicative and the future tense verbs in this
The forms given as the future and aorist of passage, and do not allow yourself or your students
σκοπέω are from the verb σκέπτομαι, which is to be distracted by the other new verb forms.
not used in Attic Greek in the present and imper-
fect, for which Attic uses forms of σκοπέω.
Tr anslation
The preposition παρά has the meaning to with
the accusative (see line 3), most commonly with N.B. In translations of stories 11α and 11β, we
persons, not places. provide three possible translations of aorist parti-
ciples, e.g., having come / after coming / coming; see
Teaching the New Gr amma r Grammar 3d, pp. 208–9. Thereafter in translations
of the stories we will give only the one translation
in the Story
that seems most appropriate.
Reading passage α contains the following the-
matic 2nd aorist verbs (indicatives, participles, Lines 1–5
and imperatives): ἔμαθεν (1), ἀφιˉ΄κοντο (7),
But Myrrhine, when she learned that her son was
ἐλθὼν (8), ἰδών (8), εἴπετέ (10), ἰδὼν (14),
blind, bursting into tears, said to her husband,
ἔπαθεν (14), εἰσέλθετε (14), εἴπετέ (15),
“Zeus, what must we do? My husband, pray to the
ἐγένετο (15), εἰπὼν (16), εἰσήγαγεν (16),
gods to come to our aid.” But Dicaeopolis said,
γενόμενα (16), εἰ�πον (16), ἐλθὲ (17), ἔπαθεν
“But we must take the boy to some doctor; but it
(18), ἔλθετε (20), and εἰσελθόντες (21). The
will soon be night. So now (we) must hurry to my
forms that have not appeared in vocabulary lists
brother’s house and ask him to receive us. And
are glossed at their first occurrence. When first
tomorrow we will look for a doctor.”
teaching this passage highlight only the indica-
tive forms, which are boldface in the list above.
[ἐπεὶ ἔμαθεν ὅτι τυφλός ἐστιν ὁ παι�ς (1): stu-
These forms are treated in the grammar immedi-
dents will have no trouble comprehending the
ately following. The imperatives and participles of
sentence in which this clause occurs, but they may
ἔρχομαι, ὁράω, and λέγω that students have not
translate ἐστιν with present tense. They will see a
already learned as vocabulary items are glossed at
number of examples of indirect statement of this
first occurrence. Leave these for discussion until
sort and will come to translate the present more
after Grammar 6 and Grammar 7, where they are
naturally as a past tense in English.
formally presented. On an overhead projection of
the story, underline only the indicative forms in
δακρυ΄ˉσᾱσα (1): the ingressive aorist need not
be identified as such at this stage; simply let students
boldface above at this time.
treat the word as a vocabulary item. It will be for-
The sigmatic 1st aorist participles δακρυˉ΄σᾱσα
mally presented in Chapter 13, Grammar 2b, p. 250.
(1) and καλέσᾱς (17) are glossed and need not be
With impersonal verbs, the subject of the
discussed at this time.
infinitive may be expressed in the accusative, e.g.,
For ἔκοψε (7), see above under Vocabulary.
“τί δει� ἡμα�ς ποιει�ν;” (2) = What must we do? It is
The perfect tense γέγονεν (13 and 19) will be
very common, however, to leave the subject unex-
recognized by students from what they learned in
pressed, as we do in lines 4–5.]
the Preview of New Verb Forms; it need not be dis-
cussed further at this stage.
Treat the perfect ἔγνωκα (23) simply as a
Lines 6–15
vocabulary item. Then, leading the boy, they walk slowly to the
After the thematic 2nd aorist indicative forms brother’s house. And when they arrived, Dicaeo-
in boldface above have been underlined and fore- polis knocked on the door. And his brother, hav-
grounded as the new grammar in the chapter, ing come / after coming / coming to the door and
have students locate the four future tense verbs, having seen / after seeing / seeing Dicaeopolis and
γενήσεται (4), ζητήσομεν (5), ἡσυχάσουσι his father, said, “Greetings, father and brother; how
(19), and κομιω � (23), and have them explain how are you? And you, Myrrhine, greetings to you, too.
they are formed according to the rules set forth in And you, Philip and Melissa, greetings to you, too.
Chapter 10. But tell me, what’s the matter with you? Why aren’t
I-98 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
you returning to the country but are still staying in
the city? For evening is already falling.” And Dicae-
opolis (replied), “I am well, but my son, look, he is
(has become) blind; he sees nothing. And so we
are here asking you to receive us.” And his brother
having seen / after seeing / seeing that the boy was
blind (the boy being blind), said, “Zeus, whatever
happened to the boy (whatever did the boy suffer)?
Come in and tell me what happened.”
[βαδίζουσι (6): to avoid introducing too many
examples of tenses that have not been formally pre-
sented, in this and the following chapter we make
use of the historic present. Students may be told
that Greek authors often use the historic present in
past narrative to make the action more vivid.
ὁ δὲ παι�ς, ἰδού, τυφλὸς γὰρ γέγονεν (12–
13): literally, “but the boy, look, for he has become
blind.” The expression is urgent and colloquial.
τί ποτε (14): it is an odd fact of language that
ποτε is used in Greek to intensify an interrogative,
just as is ever in English.]
Lines 16–24
So having said / after saying / saying, he led
them into the house; and they told him all that
had happened. And he, having called / after call-
ing / calling his wife, said, “Come here, wife. For
Dicaeopolis and Myrrhine are here; and a terrible
thing happened to Philip (Philip suffered a terrible
thing); for he has become blind. So take him and
the women to the women’s quarters. They will rest
there. And you, pappa and brother, come here.”
Then Dicaeopolis and his brother and their father,
having gone / after going / going into the men’s
quarters, have a long discussion (converse many
things), considering what (they) must do. Finally,
his brother said, “Enough (of) words; I know a
skilled (wise, clever) doctor and tomorrow, if you
agree (if it seems good to you), I will take you to
him. But now—for it’s late—we must sleep.”
[πολλὰ διαλέγονται (21): the internal accusa-
tive, literally, they converse many things, may be
translated freely in English, e.g., they have a long
discussion.]
Wor d Stu dy
1. logic: ὁ λόγος. Among the other meanings of
the Greek word, which takes up six columns in
Book I
Liddell and Scott’s Lexicon, are reflection, rea-
soning, and reason (as a faculty). λογικός, -ή,
-όν, from which logic is directly derived, can
mean intellectual, dialectical, and, finally, logi-
cal. ἡ λογικὴ (τεχνή), on which several Greek
philosophers wrote treatises, = logic.
2. dialogue: from διαλέγομαι = I talk, have a con-
versation, which is formed from ὁ διάλογος.
3. monologue: μόνος + ὁ λόγος, coined in English
on the analogy of dialogue; no such Greek word.
4. prologue: ὁ πρόλογος. προ-, before + λόγος,
used in Greek of the prologue of a tragedy.
5. eulogy: ἡ εὐλογίᾱ. εὐ�- + ὁ λόγος, λέγω—
speaking well of, praise, eulogy, blessing.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
δοκει� (τὸ δόγμα, opinion; belief; ἡ δόξα, opinion,
glory): dogma, dogmatic, dogmatism, dogmatist, dox-
ology, heterodox, heterodoxy, orthodox, orthodoxy,
paradox, paradoxical
κόπτω: syncopate, syncope
λαμβάνω: see list with Chapter 2β
λείπω: see list with Chapter 3β
πάσχω: see list with Chapter 5β
σκοπέω (σκεπ-, ὁ σκόπος, watcher):
archbishop, archiepiscopal, bishop (ὁ ἐπίσκοπος,
overseer; bishop), episcopal, horoscope, kaleidoscope,
microscope, skeptic, skepticism, scope, skeptical, spec-
troscope, telescope
ἀδελφός: Philadelphia
λόγος: analogous, analogy, anthropologist (and all
other -ologists), apology, archaeology (and all other
-ologies), decalogue, epilogue, trilogy
σοφός: philosopher, sophism, sophist, sophisticated,
sophistry, sophomore,
παρά (usual meanings in English derivatives:
beside, beyond, incorrect, abnormal, subsidiary,
assistant: AHD): para-aminobenzoic acid, para-­
aminosalicylic acid, parabinosis, parablast, parable,
parabola, parabolic, paraboloid, Paraclete, paradi-
chlorobenzene, paradigm, paradigmatic, paradox,
paraformaldehyde, paragenesis, paragon, paragraph,
parainfluenza, parajournalism, paralanguage, paral-
dehyde, paralegal, paralinguistic, parallax, parallel,
parallelepiped, parallelism, parallelogram, parallel
processing, paralogism, Paralympic Games, paralysis,
paralysis agitans, paralytic, paralyze, paramagnetic,
 11 Ο Ι Α Τ Ρ ΟΣ (α)  I - 9 9
paramecium, paramedic, paramedical, parameter,
parameterize, paramilitary, paramnesia, paramorph,
paramorphism, paramylum, paramyxovirus, parane-
oplastic, paranoia, paranoiac, paranoid, paranormal,
paraphernalia, paraphilia, paraphrase, paraphras-
tic, paraphysis, paraplegia, parapodium, parapraxis,
paraprofessional, parapsychology, paraselene, para-
sensory, parasexual, parasite, parasitic, parasiticide,
parasitism, parasitize, parasitoid, parasitology, para­
sitosis, parasomnia, parasympathetic, parasym-
pathetic nervous system, parasympathomimetic,
parasynthesis, parataxis, parathyroid, parathyroidec-
tomy, parathyroid gland, parathyroid hormone, para-
type, paratyphoid fever, paravane, parley, parade
Gr amma r 1
Notes:
Gr amma r 2
You may feel that the explanation of the forms of
the thematic 2nd aorist is somewhat unwieldy. But
it would certainly be advisable at least to get stu-
dents to memorize these secondary 2nd aorist end-
ings in the active and these primary and secondary
middle endings as they learn the thematic 2nd aor-
ist forms of λείπω and γίγνομαι.
Note that on pp. 206–7 we do not give the
emphatic translations, I did leave, I did become,
but teachers should remind students of these
possibilities, and note that here and in some sub-
sequent verb charts we give a meaning for only the
1st person singular of the indicative, since there is
not space enough for meanings of all the forms.
Point out the thematic or variable vowels in the
sets of forms on pp. 206–7.
Although the endings of the imperative, infini-
tive, and participle are the same in the thematic 2nd
aorist as in the present, students should note the
different accents on the aorist active infinitive and
participle: λαβει�ν (instead of present λαμβάνειν)
and λαβών, λαβου�σα , λαβόν (instead of present
λαμβάνων, λαμβάνουσα, λαμβάνον).
The irregular accent on some thematic 2nd
aorist active imperatives will be treated in Gram-
mar 7.
✒ ✒ Ex ercise 11α
ἔπαθεν (14 and 18), ἐγένετο (15), and γενόμενα
(16)
✒ ✒ Ex ercise 11β
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
✒ ✒ Ex ercise 11γ
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
Gr amma r 3
The example of a gnomic aorist is adapted from
Hesiod, Works and Days 218, παθὼν δέ τε νήπιος
ἔγνω. Gnomic aorists will be found in some of the
Classical Greek readings, such as the passage from
Theognis on p. 288–9 of the student’s book.
Gr amma r 4
Notes:
Gr amma r 5
Students should be required to learn the futures
and the thematic 2nd aorists given in this list thor-
oughly; they should be able to recite and write from
memory the present, the future, the aorist indica-
tive, and the aorist participle.
✒ ✒ Ex ercise 11δ
1. πεσει�, πεσει�σθε, ἔπεσες, ἐπέσετε
2. βαλει�ς, βαλει�τε, ἔβαλες, ἐβάλετε
3. λείψεις, λείψετε, ἔλιπες, ἐλίετε
4. ἀφίξει, ἀφίξεσθε, ἀφι΄ˉκου, ἀφι΄ˉκεσθε
5. λήψει, λήψεσθε, ἔλαβες, ἐλάβετε
6. μαθήσει, μαθήσεσθε, ἔμαθες, ἐμάθετε
7. ἄξεις, ἄξετε, ἤγαγες, ἠγάγετε
8. εὑρήσεις, εὑρήσετε, ηὑ�ρες, ηὓρετε
9. ἕξεις, (σχήσεις), ἕξετε (σχήσετε), ἔσχες,
ἔσχετε
10. γενήσει, γενήσεσθε, ἐγένου, ἐγένεσθε
11. πείσει, πείσεσθε, ἔπαθες, ἐπάθετε
12. φεύξει, φεύξεσθε, ἔφυγες, ἐφύγετε
13. ἀποθανει�, ἀποθανει�σθε, ἀπέθανες,
ἀπεθάνετε
14. παρέξεις , (παρασχήσεις), παρέξετε
(παρασχήσετε), παρέσχες , παρέσχετε
I-10 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

✒ ✒ Ex ercise 11ε 8. The boy pelted the wolf, and it fled in fear
(fearing, i.e., in an ongoing state of fear).
1. ἀποθανούμενος, ἀποθανών 9. The young men died fighting (i.e., while
2. εὑρήσομεν, ηὕρομεν ­fighting—an ongoing, progressive action) for
3. πεσει�σθαι, πεσει�ν their city.
4. Indicative: μαθήσονται, ἔμαθον; participle: 10. (Although) having suffered / suffering terri-
μαθησομένοις, μαθου�σι(ν) bly (terrible things), they did not flee but fell
5. βαλει�ν, βαλει�ν fighting (i.e., while fighting—an ongoing,
6. φεύξεται, ἔφυγε(ν) progressive action) bravely.
7. ἀφιξόμενος, ἀφικόμενος
8. ἄξειν, ἀγαγει�ν [In no. 1 students may translate became blind, and in
9. γενήσομαι, ἐγενόμην no. 2 they may translate what happened, but the aor-
10. ἕξομεν (σχήσομεν), ἔσχομεν ists indicate that the actions were completed prior
11. πεισόμενος, παθών to the actions of the main verbs, which are here in
12. λήψομαι, ἔλαβον the past tense, and so the pluperfect should be used
13. Indicative: παρέξουσι(ν) (παρασχήσουσι(ν)), in English (had become blind and had happened).
παρέσχον; participle: παρέξουσι(ν) In nos. 9 and 10, note the possible temporal
(παρασχήσουσι(ν)), παρασχου�σι(ν) translation of the present participles (while . . .). In
14. λείψειν, λιπει�ν no. 10, note the possible concessive translation of
the aorist participle (although . . .). These uses of the
participle are circumstantial.]
✒ ✒ Ex ercise 11ζ
[We do not supply the identifications of aorist
indicatives, aorist participles, and present partici-
✒ ✒ Ex ercise 11η
ples, but teachers should check their students’ work
1. τὸν πάππον ἐλίπομεν ἐν τͺη � ἀγορᾳ�
carefully. All the aorist participles describe simple
actions prior to or simultaneous with the action of
καθιζόμενον.
2. οἱ παι�δες τὸν λύκον λίθοις ἔβαλον.
the main verb. Sentences 8, 9, and 10 contain pres-
3. ἀ
�ρα ἔμαθες (ἐμάθετε) τί ἐγένετο;
ent participles that express ongoing, progressive
4. ὁ ˉ�ιᾱτρὸς δι’ ὀλίγου εἰς τὸ ἄστυ ἀφι΄ˉκετο.
states or actions (noted below).]
5. ὁ αὐτουργὸς τὸ ἄροτρον ἐν τῳ � ἀγρῳ�
1. The woman, having learned / after learning /
καταλιπὼν τοὺς βου�ς οἴκαδε ἤγαγεν.
6. αἱ γυναι�κες μαθου�σαι τί ἐγένετο ἔφυγον.
learning that her son had become (became)
7. ὁ παι�ς ἐκ του� δένδρου ἔπεσευ καὶ δεινὰ
blind, said to her husband, “Zeus, what must
we do?”
ἔπαθεν.
2. Having arrived / After arriving / Arriving at
the brother’s house, they told him what had
Illustration (p. 212)
Marble relief from the Temple of Amphiaraus
happened (happened) to the boy.
at Oropos, ca. 370 bc (National Archaeological
3. The men will lead the child to the doctor, hav-
Museum, Athens). Note the all-seeing eyes of the
ing left / after leaving / leaving the women in
god at the top of the relief.
the house.
4. The farmer, having led / after leading / lead-
ing his dog to the mountain, found the wolf Greek Science and Medicine
about to attack (fall upon) the sheep.
5. The mother, having handed over / after hand- For further reading, see The World of Athens,
ing over/handing over food to the boy, tells pp. 191–95, 283–87, 298–300, and The Oxford
him to be hurrying to the field. History of the Classical World, pp. 230–32.
6. Having arrived at the field / After arriving at
the field / Arriving at the field, he handed his
Cl assica l Gr eek
father the dinner.
7. The father, having left / after leaving / leaving The Greek text is reprinted by permission of the
the plow in the field, took the dinner. publishers and the Trustees of the Loeb Classical
 11 Ο Ι Α Τ Ρ ΟΣ (α) I -1 01
Library from Greek Elegiac Poetry from the Seventh
to the Fifth Centuries bc, Loeb Classical Library
Vol. 258, translated by Douglas E. Gerber, Cam-
bridge, MA: Harvard University Press, 1999. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 286–87 for lines 783–88.
Tr anslation
For I went once also to the land of Sicily, and I went
to the vine-clad plain of Euboea, and to Sparta, the
glorious city of the Eurotas, which nourishes reeds;
and all were welcoming me graciously when I was
coming (coming) to (them); but no joy came to my
heart from those things; so true is it that no other
thing is dearer (to a man) than his fatherland.
[οὕτως . . . ἄρ(α): ἄρα (not to be confused with
ἀ�ρα) is an inferential particle introducing a
conclusion, the phrase οὕτως . . . ἄρ(α) thus being
translated so true is it that. . . .
ἠ�ν: was (translate is); the imperfect is here
used of a truth just recognized; it was always true
but the truth is only now realized. The translation
in the gloss will suffice at this stage, without expla-
nation of this usage of the imperfect.]
New Testa m ent Gr eek
Translation
And having lifted / after lifting / lifting up his eyes
to his disciples, he (Jesus) was saying: “Blessed are
the poor, for yours is the kingdom of God. Blessed
are those who are hungry now, for you will be
filled. Blessed are those who weep now, for you will
laugh.”
[Note that ἀυτὸς (first line) is used in New Testa-
ment Greek as a 3rd person pronoun = he.]
 h
Ο ΙΑΤΡΟΣ (β)
Illustration (p. 216)
Drawn from an East Greek gravestone, ca 500 bc
(Basel, Antikenmuseum).
Caption under Illustration
The doctor said, “Come here, boy. What happened to you?
How did you become blind?
The thematic 2nd aorists ἔπαθες and ἐγένου
reinforce the grammar in the first half of this chap-
ter; ἐλθέ has been familiar as a vocabulary item
since Chapter 2 and will appear in the grammatical
discussion in the second half of this chapter.
Vocabula ry
Note that in this and subsequent vocabulary lists
forms of the aorist participle as well as the indic-
ative will be given; this is to remind students that
the augment occurs only in the indicative and to
display a typical unaugmented aorist form, since
the unaugmented forms will be met frequently in
the readings.
Note also that we repeat the entries for αἱρέω,
ἔρχομαι, λέγω, ὁράω and δοκει� from Vocabu-
lary 7α , 6α , 1α , 5α and 11α respectively to show
their stems and their first three principal parts.
Invite students to give close attention to the stems
and the formation of the futures and aorists. Have
them translate each principal part and each par-
ticiple. This will prepare them well for the new
grammar in the story and the grammar sections to
follow.
Note that we do not give principal parts for
compound verbs such as προσέρχομαι; students
I-10 2
will find the principal parts with the entry for the
uncompounded verb.
Be sure students note ἐρω � as an alternative
future of λέγω.
ἡ δραχμή and ὁ ὀβολός: there were six obols
to a drachma (6,000 drachmas to a talent, the larg-
est monetary unit). With regard to purchasing
power, in the time of Pericles, a workman received
one drachma a day, and a juryman received two
obols, from which we may deduce that a drachma a
day would support a family and two obols a single
person. Coins, all silver in the fifth century, ranged
from a quarter obol to tetradrachma pieces.
The entry for πρός is repeated here with the
new meaning against (πρὸς τοὺς λίθους, 3).
Teaching the New Gr amma r
in the Story
Reading passage β contains the following thematic
2nd aorist verbs and participles. The examples
in this list that are not in boldface are forms that
students should be able to identify from the gram-
matical material in the first half of the chapter; the
forms in boldface are treated in the grammar in the
second half of the chapter but are easily recogniz-
able from what students know about the stems and
principal parts of these verbs and from the thematic
2nd aorist endings learned in the first half of the
chapter: ἐγένετο (1), λιπόντες (2), ἤγαγον (2),
ἐλάβετο (3), κατέπεσεν (4), ἀφι΄ˉκοντο (5), ἐλθὲ
(6), εἰπὼν (6), ἐπανη �λθεν (7), προσελθὼν (8),
ἠ�λθεν (8), ἐξελθὼν (9), ἔπαθεν (13), εἰπὼν
(13), παρέσχεν (14), ἐξελθών (17), εἰσέλθετε
(17), εἰ�δεν (18), προσελθὼν (18), ἔπαθεν (20),
 11 Ο Ι Α Τ Ρ ΟΣ ( β) I -10 3

ἐλθέ (20), ἔπαθες (21), ἐγένου (21), εἰ�πεν (22), Tr anslation

ἀφικόμενος (30), γενόμενα (30), εἰ�πεν (30),
μαθου�σα (31), παρασχει�ν (35), ἐλθὼν (36),
ἐξει�λε (37), and παρέσχεν (37). We recommend
that after reading, comprehension, and translation
of the story the teacher invite students to locate all
aorist forms of the verbs αἱρέω (seen in its com-
pound ἐξει�λε, 37), ἔρχομαι (and its compounds),
λέγω, and ὁράω, the principal parts of which have
been presented in Vocabulary 11β. We recommend
circling indicative forms on an overhead projec-
tion, double circling imperative forms, and triple
circling participial forms so that they are clearly
distinguished.
Then go back to reading 11α and have students
locate the forms of ἔρχομαι, λέγω, and ὁράω in
that passage; again, circle indicative forms, double
circle imperatives, and triple circle participles.
Then return to 11β and review the grammar
from the first half of the chapter by having students
locate all thematic 2nd aorist verb forms from verbs
other than αἱρέω, ἔρχομαι, λέγω, and ὁράω.
These will be the verbs that are not in boldface in
the list above. These verbs may be underlined on
an overhead projection.
Students will now be able to distinguish clearly
with visual cues (underlining and circling) the the-
matic 2nd aorist verbs formed from stems linguis-
tically related to the stem seen in the present tense
(i.e., the verbs studied in the first half of the chapter)
on the one hand from the thematic 2nd aorist verbs
formed from unrelated stems (i.e., the verbs studied
in the second half of the chapter) on the other.
Careful attention of this sort to the verbs in
this reading will be of immense help to students as
they grapple with the new grammar in this chapter.
No special attention should be given to the sig-
matic 1st aorist forms in lines 6, 7, and 8 or to the
perfect in lines 11 and 20. Do not allow these forms
to distract attention from the thematic 2nd aorists.
When sufficient attention has been given to the
thematic 2nd aorists, do not leave the passage before
having students locate the future tense verbs in lines
14 (don’t miss καλω � 15, 17, 23, 26, 32, 34, and 40.
Use these as an opportunity to review formation of
the future tense.
Illustration (p. 218)
This red-figure vase by the Clinic Painter from the
second quarter of the century bc is unique in that
it illustrates contemporary medical practice (Paris,
Louvre CA 2183).
Lines 1–7
Then on the next day, when day first dawned, Dicae-
opolis and his brother, having left / after leaving /
leaving the women in the house, led Philip into the
road. And he took hold of his father’s hand but nev-
ertheless, stumbling against the stones, fell to the
ground. So his father lifts him and carries (him).
Then going like this, they soon arrived at the doc-
tor’s house. And his brother said, “Look, we have
come to the doctor’s. Come here and knock on the
door.” Having said / After saying / Saying this, the
brother returned home.
[Compound verb to be deduced: κατέπεσεν (4).]
Lines 8–15
Then Dicaeopolis, having approached / after
approaching / approaching, knocked on the door,
but no one came. But when he knocked again, a
certain slave, having come out / after coming out /
coming out, said, “Go to the crows. Who are you
to knock on the door (being who do you knock on
the door)?” And Dicaeopolis (said), “But, my dear
fellow, I am Dicaeopolis; and I am bringing my son
to your master; for he has become (is) blind.” But
the slave (said): “But he’s busy (he doesn’t have lei-
sure).” And Dicaeopolis (said): “But nevertheless,
call him. For a terrible thing has happened to my
son; but wait, friend.” And, having said this / after
saying this / saying this, he handed over two obols
to the slave. And he (replied): “So wait here. For I
will call my master, if somehow (if perhaps) he will
be willing to receive you.”
[Let students deduce ἐξελθών (9); they had
ἐξέρχομαι in Vocabulary 6β.
Word glossed earlier in the chapter: γέγονεν
(12), has become, is.
The verb “to be” is frequently omitted in
Greek, as in οὐ σχολὴ αὐτῳ � , he doesn’t have lei-
sure (12); be sure students note the dative of the
possessor.]
Lines 16–28
Then the father and the son wait some little time at
the door. And then the slave, having come out / after
coming out / coming out, said, “Come in; for the
master will receive you.” And so the father, leading
the boy in, saw the doctor sitting in the courtyard.
I-10 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
And so having approached / after approaching /
approaching (him) he said, “Greetings. I am Dicae-
opolis from Cholleidae, and I am bringing my son
to you; for a terrible thing happened to him; he has
become (is) blind.” And the doctor said, “Come
here, boy. What happened to you? How did you
become blind?” And so Dicaeopolis told the doctor
everything, and he (i.e., the doctor) examines the
boy’s eyes for a long time. And finally (he said): “I
will not be able to help him. For his eyes are not
diseased (sick, ill) at all. So men will not be able
to help, but for the gods all things are possible. So
you must take the boy to Epidaurus and pray to
Asclepius, if somehow he will be willing to heal
him.” And Dicaeopolis (said), “Alas! (for) how will
it be possible for me, being a poor man, to go to Epi-
daurus?” But the doctor said, “That’s your business,
my man. Goodbye.”
[Words glossed earlier in the chapter: εἰσέλθετε
(17), come in; γέγονεν (20), has become, is.
Compound verbs to be deduced:
ἐξελθών (17), εἰσέλθετε (17),
εἰσηγούμενος (18). οὐδὲν γὰρ νοσου�σιν
οἱ ὀφθαλμοί (23): students should become aware
of the use of οὐδέν as an internal accusative, not
at all.]
Lines 29–35
And Dicaeopolis, grieving deeply (very), walks
to the door and leads his son home. And when he
arrived (having arrived / after arriving / arriving)
he told his brother all that had happened. And Myr-
rhine, having learned / after learning / learning
everything, (said), “All right (so be it); we cannot
fight necessity. So you must take the boy to Epid-
aurus.” But Dicaeopolis said, “But, wife, how will
it be possible for me to take the boy there? For it is
necessary to go by sea; for the boy will not be able
to go on foot since he is (being) blind. How then
will it be possible to provide the fare to the ship’s
captain? For I haven’t got the money.”
Lines 36–40
But his brother said, “Don’t worry, friend.” And,
having gone / after going / going to the chest, he
took out five drachmas and handed (them) over to
Dicaeopolis. And he receives the money, and, giv-
ing many (great) thanks, he said, “O dearest of men,
I pray the gods to provide you with all good things
Book I
since you are so kind (being so kind).” So thus they
decide to hurry the next day to the Piraeus and to
look for a ship that is about to sail to Epidaurus.
[Help students as necessary with ἐξει�λε (37).]
Wor d Bu ilding
1. I live, dwell; dweller, inhabitant; dwelling,
house; dwelling, place, room
2. I learn; learner, pupil; act of learning; that
which is learned, learning, knowledge
English Der ivativ es from
Wor ds in the Vocabu la ry
List
αἱρέω: see list with Chapter 7α
λέγω (ἡ λέξις, speech; word; for λογ-, see list with
Vocabulary 11α): lexical, lexicographer, lexicogra-
phy, lexicology, lexicon, lexis
ὁράω: see list with Chapter 5α
εἰ�δον (ἰδ-; ἡ ἰδέᾱ, form; kind, sort; idea; τὸ εἰ�δος,
form; figure): idea, ideal, idealism, idealist, idol, idol-
ater, idolatrous, idolatry, idyll, kaleidoscope
πρός: see list with Chapter 1β
Gr amma r 6
Notes:
✒ ✒ Ex ercise 11θ
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
Gr amma r 7
Notes:
✒ ✒ Ex ercise 11ι
1. “Come here, brother, and help me.
2. “Yesterday I saw a wolf going toward the
sheepfold.
3. “Perhaps we will see it in the hills and take it.”
4. Then the boys, having arrived at the sheepfold,
saw a wolf coming down from the hills.
5. Having seen / After seeing / Seeing the wolf,
they take up (lift) stones and chase it.
 11 Ο Ι Α Τ Ρ ΟΣ ( β) I -10 5

6. But their grandfather, having seen / after see- 7. Say; εἰπέ, say.
ing / seeing the boys, took his stick and went 8. I have, I am having; ἔσχον, I had.
to help. 9. To arrive, to be arriving; ἀφικέσθαι, to
7. The boys saw their grandfather approaching arrive.
and said: “Come here, grandfather; we will 10. To leave, to be leaving; λιπει�ν, to leave.
wait for you. 11. Taking; λαβου�σα , having taken / after t­ aking /
8. “Hurry! We will go to the hills and take the taking
wolf.” 12. Indicative: you leave, you are leaving; ἐλίπετε,
9. But their grandfather said: “Come back, boys; you left; imperative: leave; λίπετε, leave.
don’t go to the hills; for you will not find the 13. To say, to be saying; εἰπει�ν, to say.
wolf.” 14. I come, I am coming; ἠ �λθον, I came.
10. Having said / After saying / Saying this, he led 15. to see, to be seeing; ἰδει�ν, to see.
the boys home. 16. We say, we are saying; εἴπομεν, we said.
17. He/She sees, he/she is seeing; εἰ�δε(ν), he/she
saw.
Gr amma r 8 18. Indicative: they take, they are taking; εἱ�λον,
You may wish to tell students that the ἐ before verbs they took; participle: taking; ἑλου�σι(ν), hav-
beginning with consonants is called a “syllabic aug- ing taken / after taking / taking.
ment,” while the lengthening of the initial vowel of
verbs is called a “temporal augment” because long ✒ ✒ Ex ercise 11μ
vowels are held for a longer time.
1. The farmer, having come into the field, saw his
✒ ✒ Ex ercise 11κ daughter sitting under the tree.
2. So he approached and said, “Why are you sit-
1. ἐκελευ- ting under the tree weeping, daughter?”
2. ἠθελ- 3. And she said: “Bringing you your dinner, father,
3. ὠτρῡν- I fell down in the road and hurt my foot.”
4. ˉ�ιᾱτρευ- 4. And he said, “Come here, I must look at your
5. ἠρχ- foot.”
6. ἐλαβ- 5. Then he looks at her foot and after seeing that
7. ἡγε- it was not at all bad (sick), he said, “Cheer up,
8. ἠμῡν- daughter; you’ve suffered no damage (nothing
9. ηὐχ- bad). So hand me my dinner and return home.”
10. ὠνομαζ- 6. So the girl, having handed her father his dinner,
11. ἠλθ- slowly went away homeward.
12. ἐμαθ-
✒ ✒ Ex ercise 11ν
✒ ✒ Ex ercise 11 λ 1. πω�ς τυφλὸς ἐγένου, ὠ� παι�; εἰπέ μοι τί
ἐγένετο.
1. We take, we are taking; ἐλάβομεν, we took. 2. που� εἰ�δες τοὺς βου�ς; ἀ
�ρ’ ἔλιπες αὐτοὺς ἐν
2. He/She learns, he/she is learning; ἔμαθε(ν), τῳ� ἀγρῳ�;
he/she learned. 3. πολλὰ κατὰ θάλατταν παθόντες τέλος εἰς
3. Indicative: they suffer, they are suffering; τὴν γη�ν ἀφι΄ˉκοντο.
ἔπαθον, they suffered; participle: suffering; 4. τοὺς χοροὺς ἰδόντες οἱ παι�δες οἴκαδε
παθου�σι(ν), having suffered / after suffer- ἠ�λθον καὶ τῳ� πατρὶ εἰ�πον τί ἐγένετο.
ing / suffering. 5. εἰς τὴν θάλατταν πεσου�σαι αἱ παρθένοι
4. I leave, I am leaving; ἔλιπον, I left. δεινὰ ἔπαθον.
5. Falling; πεσών, having fallen / after falling /
falling. Students should be warned not to translate “after”
6. We become, we are becoming; ἐγενόμεθα, in nos. 3 and 4 with a separate word but to let aorist
we became. participles do the job.
I-10 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Ο ΔΗΜΟΚΗΔΗΣ ΤΟΝ ΒΑΣΙΛΕΑ
ΙΑΤΡΕΥΕΙ
Title: “Democedes H eals the
K ing.”
Students should be able to deduce the meaning
of the verb from the noun ˉ�ιατρος, which they
have had.
You should explain that the authors of the
course have converted Herodotus’ Ionic dialect to
Attic.
You may like to explain to your students before
they read this piece that Polycrates, the powerful
tyrant of Samos, at whose court Democedes served,
was lured to the mainland in 522 bc by the Persian
governor of Lydia and executed by crucifixion.
New Gr amma r in This
R ea ding
This reading passage contains the following sig-
matic 1st aorist verbs: ἐκόμισαν (2), ἔβλαψεν (3),
ἐκέλευσε (5), ἐθαύμασε (7), and ˉ�ι αˉ΄τρευσεν (8).
The sigmatic 1st aorist is formally treated in the
next chapter, and these verbs are all glossed here,
ˉ΄τρευσεν (8), which students will
except for �ˉι α
deduce. Students can recognize most of them from
what they have learned about the formation of the
sigmatic 1st aorist in the Preview of New Verb
Forms. It will be useful to explain that the ending
in the 3rd person singular is -σε(ν) and to remind
students that π + σ > ψ in ἔβλαψεν.
There are two imperfects: ἐδύναντο (4) and
΄
ἐτιˉμᾱ (11); both are glossed.
Tr anslation
Lines 1–11
And when Polycrates died, the Persians, taking both
the other servants of Polycrates and Democedes,
brought them to Susa. And soon a bad thing hap-
pened to the king; for falling from his horse he hurt
his foot. And the doctors were not able to help him.
But having learned that there was a Greek doctor
present among the slaves, he ordered his servants
to lead Democedes to him. So Democedes came
into the middle (of the court), dragging fetters and
dressed in rags. Then the king, having seen him,
was amazed and asked if he could heal his foot.
Book I
But Democedes, being afraid, said that he was not
a skilled doctor but was willing to try. Then using
Greek healing (methods) he quickly healed the
foot. So he became a friend to the king, and he (the
king) provided him with much money and was
honoring him greatly.
[Word glossed earlier in the chapter: the verb
δύναμαι (4, 7).
ὁ οὐ�ν βασιλεὺς ἰδὼν αὐτὸν ἐθαύμασε καὶ
ἤρετο εἰ δύναται τὸν πόδα �ˉιᾱτρεύειν (7–8) =
Then the king, having seen him, was amazed and asked
(ἤρετο) if he could (δύναται) heal his foot: note
that the original present tense is kept in the indirect
statement in secondary sequence in Greek, while
English changes to “could.” Point this out, since stu-
dents will write similar sentences in Exercise 11ξ ,
nos. 1 and 4 below, but with help from glosses.]
✒ ✒ Ex ercise 11ξ
1. ὁ βασιλεὺς πεσὼν ἀπὸ του� ἵππου, κακόν τι
ἔπαθεν, οἱ δὲ ˉ�ιᾱτροὶ εἰ�πον ὅτι οὐ δύνανται
αὐτὸν ὠφελει�ν.
2. μαθόντες ὅτι ἄλλος ˉ�ιᾱτρός ἐστιν ἐν τοι�ς
δούλοις, οἱ θεράποντες εἰ�πον· “δει� του�τον
τὸν ˉ�ιᾱτρὸν παρὰ σὲ κομὶζειν.”
3. ἐπεὶ δὲ ἀφι΄ˉκετο ὁ �ˉιᾱτρός, ὁ βασιλεύς,
“ἀ
�ρα δυνατόν ἐστιν,” ἔφη, “τὸν πόδα
ˉ�ιᾱτρεύειν;”
4. ὁ ˉ�ιᾱτρὸς εἰ�πεν ὅτι ἐθέλει πειρα�σθαι.
5. ἐπεὶ δὲ ὁ �ˉιᾱτρὸς τὸν πόδα �ˉια ˉ΄τρευσεν, ὁ
βασιλεὺς μάλα φίλος αὐτῳ� ἐγένετο.
[Students have not had the words for horse, servants,
and to heal in regular vocabulary lists, but they will
find them glossed in the story above.]
New Testa m ent Gr eek
Tr anslation
“But I say to you who hear, love your enemies, do
good to those hating you, bless those cursing you,
pray for those mistreating/insulting you. To the
(one) striking you on the cheek, provide the other
(cheek) too.”
[This passage contains good examples of the use of
participles. You may choose to discuss them with
students.]
 h
12
ΠΡΟΣ ΤΟΝ ΠΕΙΡΑΙΑ (α)
Title: “To the Piraeus”
Pur poses of This Ch apter
1. Reading: (α and β) to record the family’s trip to
the Piraeus and their negotiations for the voy-
age to Epidaurus and to continue the readings
from Herodotus with the story of Colaeus’ voy-
age beyond the Pillars of Hercules (themes of
seafaring and trade)
2. Grammar: (α) to present the forms of the sig-
matic 1st aorist of λυˉ΄ω, of verbs with stems
ending in consonants (other than liquids and
nasals), and of contract verbs; (β) to present
the asigmatic 1st aorist of verbs with stems
ending in liquids and nasals; to list verbs with
irregular sigmatic 1st aorists; and to show how
compound verbs are augmented
3. Context: to present a discussion of seafaring
and trade in the ancient Mediterranean to
accompany the Greek narrative of the voyage
to Epidaurus
Illustration (p. 225)
Drawing based on a black figure cup in Attic style,
sixth century bc (Paris, Louvre).
Caption under Illustration
A man approached, driving a wagon.
From the Preview of New Verb Forms and from the
sigmatic 1st aorist verbs in the reading at the end of
Chapter 11, students should be able to recognize
the sigmatic 1st aorist προσεχώρησεν; they will
deduce ἅμαξαν from the illustration.
I-10 7
Vocabula ry
As a further preview of the formation of the sig-
matic 1st aorist, we give the aorist indicative and
participle forms of the new verbs in the vocabulary
list. Brief discussion of these forms in the vocabu-
lary list will help students recognize the sigmatic
1st aorists in the reading.
Point out that τὸ τει�χος, like τὸ ὄρος, which
students have had since Vocabulary 5α , is a 3rd
declension noun, the forms of which will be shown
in Chapter 13, Grammar 4, pp. 260–1. Contrac-
tion conceals the original genitive singular ending:
τείχεσ-ος > τείχους.
Teaching the New Gr amma r
in the Story
Reading passage α contains the following verbs
and participles in the sigmatic 1st aorist (discussed
in the grammar sections following the reading).
The formation of the sigmatic 1st aorist will be
familiar to students from the Preview of New
Verb Forms and from the five sigmatic 1st aor-
ist forms in the tail reading of Chapter 11. Help
with most, but not all, of the aorists in reading
12α is given in the glosses; here is a complete list:
ἐκέλευσε (1), παρεσκευάσαντο (2), ἠθέλησε (3),
βαδίσᾱσα (5), ἔδοξεν (5), ἡγησάμενος (7),
προσεχώρησε (7), ποιησάμενος (8), ηὔξατο (8),
κελεύσαντες (10), ὥρμησαν (10), ἔπταισε (16),
βοήσᾱσα (17), προσεχώρησεν (20, familiar from
the caption), ἔστησε (22), ἐξηγήσαντο (23), and
ἐδέξαντο (25). We recommend underlining the
I-10 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
indicative forms on an overhead projection and
­double underlining participles.
All the sigmatic 1st aorist forms in the pas-
sage can be explained from the rules given in
­Grammar 1 except ἔδοξεν, which is presented in
Grammar 4; its irregularity need not be discussed
now. The verb ἔστησε (22) is a regular sigmatic
1st aorist formation, but students have not yet seen
its present tense, ἵστημι (stem στη-); treat the
verb as a vocabulary item at this stage.
There are a number of imperfects in the pas-
sage, the earlier ones with glosses: ἠ �σαν (3), ἠ�ν (4),
ἠ�ν (5), παρη�σαν (6), ἠ�ν (12), and ἐνη�σαν (13).
Students will know about the imperfect tense from
the Preview of New Verb Forms, but it is not for-
mally presented until Chapter 13. It is enough at
this stage to call students’ attention to the imper-
fect forms, and help them if necessary with the
compound forms παρη �σαν (6) and ἐνη�σαν (13).
It is advisable to circle these imperfect forms on an
overhead projection to avoid confusion with the
sometimes similar sigmatic 1st aorist forms, e.g.,
ἠ�σαν (3, imperfect) and ὥρμησαν (10, sigmatic
1st aorist).
The following forms are glossed and need
not be discussed at this stage: ἐδύνατο (4, imper-
fect), προσδραμου�σα (17, thematic 2nd aorist of
προστρέχω), ἠ�ρεν (17, asigmatic 1st aorist), and
ἀνάβηθι (24 and 25, athematic 2nd aorist imper-
ative). Do not allow these forms to get in the way
of students’ clear view of the sigmatic 1st aorist
indicatives (underlined), the sigmatic 1st aorist
participles (double underlined), and the imperfects
(circled).
Tr anslation
Lines 1–9
The next day when day first dawned, Dicaeopolis
told them all to be getting themselves ready. So the
others got themselves ready at once, wanting to go
as quickly as possible, and soon they were ready.
But the grandfather did not wish to go; for he was
so old that he could not walk a long (way); and
Melissa, having walked so long a (way) the previ-
ous day, was exhausted; so the mother decided to
leave her at home with the grandfather. And when
the others were present, Dicaeopolis, having led
them into the courtyard, approached the altar and,
after making a libation, prayed that Zeus keep all
safe (while) making so long a journey.
Book I
[παρασκευάζεσθαι (2): note the use of the
present infinitive that describes a process (to be
getting themselves ready). Note also the accusative
reflexive sense of the middle voice here and in
παρεσκευάσαντο (2).
μακραˉ`ν (4 and 5): ellipsis of ὁδόν, accusative
of extent of space, thus the translation, a long way.
Students should be able to deduce παρη �σαν,
were present (6) from ἠ�σαν glossed in line 3.]
Lines 10–19
Then after bidding goodbye to the grandfather
and Melissa, they set out, and soon, having arrived
at the gates of the city, they chose the road to the
harbor. The road was straight, leading (carrying)
through the long walls; and there were many peo-
ple in (the road), and many wagons, and many
mules also, carrying burdens either toward the
city or from the city to the harbor. And Dicaeop-
olis hurries through the crowd wanting to arrive
as quickly as possible. But Philip, although hold-
ing his father’s hand, stumbled and fell down to
the ground. And his mother, shouting, said, “My
poor son! What happened to you?” And, having
run toward (him), she lifted him. But, having suf-
fered nothing bad, he said, “Don’t worry, mother;
for although having fallen, I’m all right (well).” But
his mother is still worried and examines the boy.
[To be deduced: κελεύσαντες (10) and the com-
pound verb ἐνη �σαν (13).
In line 12, εἵλοντο is glossed for the meaning
chose in the middle voice.
Give help as needed with the new meaning of
φέρουσα, leading, in line 12.
Students will remember ἅμαξαι (13) from the
caption under the initial illustration.
In lines 15–16 καίπερ is used with the partici-
ple. This should cause no problem (see our transla-
tion) but you may wish to comment that in English
“although” is usually followed by a finite verb (e.g.
“although he was holding his father’s hand”) while
καίπερ never is: it is always used with a participle
or a participle understood.
Lines 20–26
And while they are all waiting around being at
a loss (as to) what (they) must do, a certain man
approached driving a wagon. And, having seen
them waiting around in the road and at a loss, he
stopped his mule and said, “Tell me, what is the
 1 2 Π Ρ ΟΣ Τ Ο Ν Π Ε Ι ΡΑ Ι Α (α) I -1 0 9

matter, friends? Why are you waiting around like Have students compare this entire grammar
this? Did the boy suffer something bad?” Then they section with Chapter 10, Grammar 1, pp. 184–185,
related everything, and he said, “Come here, boy, noting the similarities between the formation of
and get up on my wagon. And you too, lady, if it’s all the future and that of the sigmatic 1st aorist.
right with your husband (if it seems good to your
husband), get up. For I too am going to the harbor.”
And they accepted his proposal, and going like this
✒ ✒ Ex ercise 12 α
they soon arrived at the harbor.
1. κελεύσαντες (10): participle, masc. nom. pl.
[Encourage students to come up with their own 2. ὥρμησαν (10): indicative, 3rd pl.
translations of τὸν λόγον in the last sentence and 3. ἔπταισε (16): indicative, 3rd sing.
remind them that they will need to find a transla- 4. βοήσᾱσα (17): participle, fem. nom. sing.
tion for this word that fits the specific context in 5. προσεχώρησεν (20): indicative, 3rd sing.
which it is used.] 6. ἔστησε (22): indicative, 3rd sing.
7. ἐξηγήσαντο (23): indicative, 3rd pl.
8. ἐδέξαντο (25): indicative, 3rd pl.
Wor d Stu dy
�ρεν, 17), but this
There is one other 1st aorist (ἠ
1. mathematics: μανθάνω (μαθ-) > μαθηματικός,
is an asigmatic form and will not be identified by
-ή, -όν, fond of learning, fit to be learned > τὰ
students at this stage (see Grammar 3 later in this
μαθηματικά, mathematics (in our sense, since
chapter).
the Greeks considered that mathematics was
the pattern of what is learnable).
2. polymath: πολυ- + μαθ- > πολυμαθής, -ές, ✒ ✒ Ex ercise 12 β
learning / knowing much, learned in many spheres.
We do not supply answers for the Verb Charts, but
3. orthodoxy: ὀρθός + ἡ δόξα, opinion > ἡ
teachers should check students’ work carefully and
ὀρθοδοξίᾱ, straight/right opinion. be sure they keep their charts for future use.
4. orthodontist: ὀρθός + ὁ ὀδούς, ὀδόντος,
tooth = “one who puts teeth straight” (no such
Greek word—an English coinage). ✒ ✒ Ex ercise 12 γ
5. orthopedics or orthopaedics: ὀρθός + ὁ παι�ς,
παιδός = generalized to refer to the branch 1. δακρυˉ΄σω, ἐδάκρῡσα
of medicine concerned with curing skeletal 2. βλέψομαι, ἔβλεψα
deformities or disorders and related problems 3. θαυμάσομαι, ἐθαύμασα
in adults as well as children. 4. ἀκούσομαι, ἤκουσα
5. δέξομαι, ἐδεξάμην
A dditional English 6. διώξομαι, ἐδίωξα
Der ivativ es from Wor ds in 7. νῑκήσω, ἐνι΄ˉκησα
the Vocabu la ry List 8. σπεύσω, ἔσπευσα
9. κομιω�, ἐκόμισα
ἀπορέω (ἡ ἀπορίᾱ): aporia 10. ἡγήσομαι, ἡγησάμην
κακός: cacodyl, cacoëthes, cacography, caconym, 11. βοηθήσω, ἐβοήθησα
cacophonous, cacophony 12. ἐθελήσω, ἠθέλησα
ὀρθός: (see Word Study above), orthochromatic, 13. παύσω, ἔπαυσα
orthoclase, orthoepist, orthoepy, orthogenesis, orthog- 14. φυλάξω, ἐφύλαξα
onal, orthography, orthopsychiatry, orthopteran, 15. πέμψω, ἔπεμψα
orthoscopic, orthotics
Gr amma r 2
Gr amma r 1
Be sure students realize that the masculine and
Note that we do not give the emphatic translations, neuter of this participle have 3rd declension forms
I did loosen, etc., and I did ransom, etc., but teachers and that the feminine has 1st declension forms
should remind students of these possibilities. identical to those of the noun ἡ μέλιττα. Students
I-110 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

should be required to memorize the nominative 8. The master told the slaves to be quiet (to shut
singular, masculine, feminine, and neuter, and the up), but they did not stop talking [present of
masculine genitive singular form. All the other continuous action].
forms can be generated from these according to the 9. The sailors, having cast off the ship [aorist of
rules for 3rd and 1st declension nouns. For the 3rd simple action], sailed out of the harbor.
declension forms, the -ντ at the end of the stem is 10. The herald ordered the citizens, having
lost to form the nominative singular with the addi- become quiet (having shut up) [aorist of sim-
tion of the usual -ς, and the α lengthens; thus the ple action], to listen. or The herald ordered the
stem λυˉ΄σαντ- produces the nominative λυˉ΄σᾱς. In citizens to be quiet (to shut up) [aorist of sim-
the dative plural the -ντ- is lost before the ending ple action] and to listen.
-σι(ν), and the stem vowel lengthens.
[Note the use of the present participle with its con-
tinuous aspect after ἐπαύσαντο in nos. 4 and 8.
✒ ✒ Ex ercise 12 δ Note the aorist infinitive expressing simple
Sets of forms of this sort are not provided in this aspect in no. 8 (σῑγη �σαι might be translated to
handbook; teachers should check students’ work shut up, expressing a simple action, rather than to
carefully. be quiet, which could in English imply a process or
continuing state).
✒ ✒ Ex ercise 12 ε In no. 10 it makes better English to translate
the participle as an infinitive. With the aorist par-
1. ἐκελεύσαμεν ticiple here compare the aorist infinitive in no. 8.]
2. Indicative: ἔπεμψαν; participle: πέμψᾱσι(ν)
3. ἠκούσατε
4. ἐλυ΄ˉσατο ✒ ✒ Ex ercise 12 η
5. εὐξάμενοι
1. σπονδὴν ποιησάμενοι καὶ τοι�ς θεοι�ς
6. ᾠκήσαμεν
7. ἐτι΄ˉμησε(ν) εὐξάμενοι πρὸς τὸ ἄστυ ἐβαδίσαμεν.
2. ὁ πατὴρ τὸν παι�δα ἐκέλευσεν οἴκαδε
8. δακρυˉ΄σας
9. ἐκόμισα πέμψαι τὸν κύνα.
3. ἐγὼ μὲν σοὶ ἐβοήθησα , σὺ δὲ ἐμοὶ εἰς
10. ἐβαδίσαμεν
11. βοηθη�σαι κίνδῡνον ἡγήσω.
4. τὴν μητέρα κάλεσον, ὠ � παι�, καὶ αἴτησον
12. ἐνῑκήσαμεν
13. ἡγησάμενος αὐτὴν δέξασθαι ἡμα�ς.
5. ὁ νεᾱνίᾱς νῑκήσᾱς στέφανον ἐδέξατο.
14. δέξαι
6. εἰς τὸ ἄστυ ἀφικόμενοι πολλοὺς
15. Indicative: προσεχώρησαν; participle:
­ἀ νθρώπους ἐν ται�ς ὁδοι�ς εἴδομεν.
προσχωρήσᾱσι(ν)
Note that in no. 3 we use the emphatic, accented
✒ ✒ Ex ercise 12 ζ forms of the pronouns.

1. Dicaeopolis was not willing to lead his wife to

the city.
2. The stranger, having entered [aorist of simple
action], immediately asked for wine.
3. The priest, after making a libation [aorist of
simple action], prayed to the gods.
4. The women, although having seen their hus-
bands [aorist of simple action], did not stop
shouting [present of continuous action].
5. Go in, boy, and call your father.
6. Come here, boy, and tell me what you did.
7. After watching the dances [aorist of simple
action], the girl hurried home.
Trade and Travel
For Hesiod, see Hugh G. Evelyn-White, Hesiod,
Homeric Hymns, Epic Cycle, Homerica, Loeb Classical
Library, Cambridge, MA: Harvard University Press,
1936 (pp. 52–53 for lines 682–87, quoted on p. 203).
For further reading, see The World of Athens,
pp. 72–73, 181–84, 234–36.
Illustration (p. 234)
Detail of an Attic black figure cup, ca. 550 bc (Lon-
don, British Museum).
 1 2 Π Ρ ΟΣ Τ Ο Ν Π Ε Ι ΡΑ Ι Α (α) I -111
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Lyric: V, Loeb Classical Library
Vol. 144, translated by David A. Campbell, Cam-
bridge, MA: Harvard University Press, 1993. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 282–83 for no. 890.
Tr anslation
To be healthy (is) best for mortal man, to have been
born fair in physique (is) second (best), the third
(best) thing (is) to be rich honestly, and the fourth
(best) thing (is) to be young among (with) one’s
friends.
The sentiments in these anonymous lines
are traditional. Ill health was always threatening
in a society in which medicine was not advanced,
personal beauty was held in high esteem by the
Greeks, and the joys of youth are frequently con-
trasted with the horrors of old age. However, even
in antiquity it was said that whoever composed the
lines was out of his mind in putting wealth after
physical beauty, “for wealth is next best to health:
a handsome man who is hungry is an ugly beast”
(attributed to the comic poet Anaxandrides and
quoted in Athenaeus; see Campbell, Greek Lyric
Poetry V, Loeb Classical Library, 1993, pp. 282–83).
Be sure students realize that the infinitives are
the subjects in the first two clauses and that the
verb ἐστί needs to be supplied in all four clauses,
as commonly in gnomic verse of this sort.
In the second and third clauses, the definite
articles with the ordinal adjectives indicate that
those phrases are subjects of their clauses, and
the infinitives are now in the predicates of their
clauses. For the ordinal adjectives, see Chapter 8,
Grammar 5, p. 149.
This may be a good time to inform students
that Greek does not have gerunds (one may or may
not want to talk about articular infinitives at this
stage). In English the gerund and infinitive are
sometimes interchangeable, and this poem could
be translated with gerunds instead of infinitives, as
follows:
Being healthy (is) best for mortal man, having
been born fair in physique (is) second (best), the
third (best) thing (is) being rich honestly, and the
fourth (best) thing (is) being young among (with)
one’s friends.]
New Testa m ent Gr eek
Tr anslation
And he (Jesus) spoke to them this parable, saying,
“What man of you having a hundred sheep and
having lost one of them does not leave behind the
ninety-nine in the desert and go after the lost one
until he finds it? And having found (it), he puts
(it) onto his shoulders rejoicing and, having gone
to his home, calls together his friends and neigh-
bors, saying to them, ‘Rejoice with me, because I
found my sheep, the lost (one).’ I say to you that
thus there will be joy in heaven over/at one sin-
ner who repents (more/rather) than over/at nine-
ty-nine righteous (men) who do not have need of/
for repentance.”
[Words to be deduced: παραβολήν, συγκαλει� =
συν- + καλει�.]
 h
ΠΡΟΣ ΤΟΝ ΠΕΙΡΑΙΑ (β)
Caption under Illustration
Dicaeopolis, having bidden farewell to his wife, led Philip
toward the ship.
Emphasize the sigmatic 1st aorist participle and
main verb.
Vocabula ry
The entries for πλείων and πλει�στος are not in
alphabetical order; we wished to present the com-
parative before the superlative. Comparative and
superlative adjectives are treated in Chapter 14,
Grammar 1 and Grammar 2, pp. 270–271; for the
time being treat the forms simply as vocabulary
items and do not go into a full explanation.
Teaching the New Gr amma r
in the Story
The first paragraph and the first line of the sec-
ond paragraph contain the following verbs in the
imperfect tense: ἠ�ν (1), ἔσπευδον (2), ἐκάλουν
(2), ἐβόων (3), ἠ�γον (5), ἠπόρει (5), ἔπῑνον (11),
and ἔφη (10, 12, 13, 18, 20, and 26). They are all
glossed except for ἠ �ν, which was glossed earlier
in the chapter, and ἔφη, which was in Vocabulary
11α , and which may now be identified for students
as imperfect. Students should be prepared to rec-
ognize the imperfect forms (present stem + aug-
ment + endings), except for ἠ�ν and ἔφη, from the
Preview of New Verb Forms, but the forms need
not be discussed fully at this stage. We do rec-
ommend, however, that these imperfect forms be
circled on an overhead projection and identified
I-112
as examples of the imperfect tense, which will be
formally treated in the next chapter. Circling the
verbs in the imperfect will prevent students from
confusing them with other tenses, especially with
the 2nd aorist.
Use this passage as an opportunity for
students to firm up their ability to recognize
tenses and tense indicators. Have them locate
sigmatic 1st aorist forms: ἐξελάσαντες (4;
glossed; the form is introduced in Grammar
4), ποιη �σαι (5), καθισάμενοι (8), ͺἤτησαν
(8), προσεχώρησε (9), ἐξηγησάμενος (11),
ἡγήσατο (15), προσχωρήσᾱς (17), ἐκέλευσεν
(25), δακρυ ΄ˉσᾱσα (25, ingressive), νόστησον
(27), ἀπετρέψατο (28), and ἡγήσατο (28).
Then have students locate thematic 2nd aor-
ists: εἰ�δε (7), εἴπετέ (11), εἰπὼν (15), ἤρετο
(17), παρασχει�ν (21 and 22), παράσχες (23),
παρέσχε (27), and εἰπου�σα (32).
Then have students locate future forms:
πλευσομένην (6), πλεύσεσθαι (12 and 13), and
πλευσόμεθα (19).
Treat the athematic 2nd aorist imperatives
εἴσβητε (19 and 23) as vocabulary items.
After intensive work with the verbs in this
reading, students should have a good grasp on the
clues for recognition of the tenses studied so far.
Tr anslation
Lines 1–8
And in the harbor there was a very great crowd,
and a very great uproar. For the people were hur-
rying in all directions; for the ships’ captains
 1 2 Π Ρ ΟΣ Τ ΟΝ Π Ε Ι ΡΑ Ι Α ( β) I -11 3
were calling the sailors, telling them to carry the
cargoes out of the ships, and the merchants were
shouting loudly (as they were) receiving the car-
goes and carrying them to wagons; and others,
having driven sheep out (of the ships), were lead-
ing (them) through the streets. And Dicaeopolis,
watching everything, was at a loss what (he) must
do and where (he) must look for a ship (that was)
going to sail to Epidaurus; for he saw very many
ships lying at anchor at the pier. And finally all,
having sat down in a wine shop, asked for wine /
And finally after they (had) all sat down in a wine
shop and asked for wine.
[ἁμάξᾱς (4): students are to recall this word from
passage α.
Compound verb to be deduced: εἰσφέροντες (4).
Remind students that circumstantial partici-
ples may best be translated as subordinate clauses,
as in the last sentence, where καθισάμενοι could
be translated after they (had) sat down.]
Lines 9–16
And while they were drinking the wine, a certain
old sailor approached and said, “Who are you,
friends, and what do you want here (wanting what
are you here)? For being countrymen/rustics, you
seem to be at a loss. Tell me what is the matter.” And
Dicaeopolis, after relating everything, said, “Do
you know if there is some ship here about to sail to
Epidaurus?” And he said, “Certainly. For my ship is
about to sail there. So follow me to the captain. But
look, here’s the captain himself approaching at just
the right time.” And, having said this, he led them
to a young man at that moment (then) coming out
of a ship.
Lines 17–23
Then Dicaeopolis, having approached, asked him
if he was willing to take them to Epidaurus. “Cer-
tainly,” he said, “I am willing to take you there.
But get on board quickly; for we are going to sail
at once.” And Dicaeopolis said, “For how much?”
(“What’s the fare?”) And the captain said, “For
five drachmas.” But Dicaeopolis (said), “But you
are asking too much. I’m willing to hand over
two drachmas.” And he (said): “No; I ask for four
(drachmas).” And Dicaeopolis (replied), “Look,
three drachmas; for I can’t hand over more.” And
he (said), “All right; hand me the money; and get
on board quickly.”
[Word glossed earlier in the chapter: δύναμαι
(22), I am able.]
Lines 24–29
Then Dicaeopolis handed the money to the cap-
tain and bade farewell to his wife and brother. And
Myrrhine, bursting into tears, said, “Guard the boy
well, dear husband, and hasten to return home as
quickly as possible. And you, dearest son, cheer
up and with god’s help return home soon with
(having) your eyes healthy.” Having said this, she
turned away; and the brother led her back to Ath-
ens in tears.
[Call students’ attention to the fact that the par-
ticiple δακρυˉ΄σᾱσα (25) is an ingressive aor-
ist, denoting the entry into the state of being in
tears = bursting into tears, while δακρῡούσͺη (29)
is present tense with continuous aspect. For the
ingressive aorist, see Chapter 13, ­Grammar 2b,
p. 250.]
Wor d Bu ilding
1. guiltless, blameless
2. unworthy
3. unjust
4. unmanly, cowardly
Further examples of formations with α-privative
are:
ἡ τύχη, chance, luck; ἀτυχής, -ές, unlucky,
luckless; cf. εὐτυχής, -ές, lucky
ἡ φρήν, φρενός, mind; σώφρων, σώφρονος
(σῴ-ζω + ἡ φρήν), of sound mind; prudent; self-
controlled; ἄφρων, ἄφρονος, mindless, foolish;
εὔφρων, εὔφρονος, well-minded, kind.
Occasionally feminine forms of two-termination
adjectives are found, but it may be wise not to raise
the issue with students.
English Der ivativ es from
Wor ds in the Vocabu la ry
List
ἐξηγέομαι: exegesis, exegete, exegetical
φαίνομαι: phenomenal, phenomenalism, phenomen­
ology, phenomenon
I-114 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

ἔμπορος: emporium Gr amma r 4

μέγα: megabit, megabuck, megabyte, megaceph-
aly, megachurch, megadeath, megadose, megafauna,
megahertz, megahit, megalith, megaloblast, megalo-
cardia, megalomania, megalopolis, megalosaur, mega-
phone, megapode.
Illustration (p. 238)
Aerial photograph by the late Raymond V. Schoder,
S.J.
Ask students to state clearly what is irregular about
each of these sets of forms.
The verb ἐλαύνω has what is called an Attic
future, in which the intervocalic σ drops and the
vowels contract, giving ἐλω �, ἐλᾳ�ς, ἐλᾳ�, etc. Cf. the
future of καλέω, where the same thing happens,
giving καλω �, -ει�ς, -ει�, etc. (See the note in this
handbook on Chapter 10, Grammar 3.)

✒ ✒ Ex ercise 12 κ
Gr amma r 3
You may wish to ask your students to identify liq-
Students should compare what is said here care- uid, nasal and irregular aorists.
fully with what is said about the future of liquid
and nasal stem verbs in Chapter 10, Grammar 5, 1. The grandfather, lying on the ground, wanted
p. 194–5. The presentation here builds on the to sleep. ἠθέλησε: irregular
presentation there. 2. But Philip, having run toward (him), woke
We use the verb αἴρω to show the forms of the him up. ἤγειρεν: liquid
asigmatic 1st aorist of liquid and nasal stem verbs, 3. And he said, “Why did you wake me, boy?”
but the use of this verb in the middle voice is pri- And Philip said, “A wolf is rushing at the
marily Homeric and poetic. sheep.” ἤγειρας: liquid
Students may be informed that φέρω has both 4. The grandfather said, “Call Argus and ward off
a thematic 2nd aorist, ἤνεγκον, and an asigmatic the wolf from the sheep.” κάλεσον: irregular
1st aorist, ἤνεγκα. ἄμῡνον: nasal
5. So Philip, having called Argus, hurried up the
✒ ✒ Ex ercise 12 θ hill. καλέσᾱς: irregular
6. Then Argus, barking fiercely, pursued the
We do not supply answers for the Verb Charts, but wolf, and Philip, having picked up (lifted)
teachers should check students’ work carefully and ˉ῎ρᾱς: liquid
stones, pelted it. α
be sure they keep their charts for future use. 7. And soon Argus held the wolf with his teeth,
and Philip killed it with his knife, ἀπέκτεινεν:
✒ ✒ Ex ercise 12 ι nasal
8. And the grandfather, having arrived at the
1. ἀ�ραι top of the hill, said, “Well done! You bravely
2. ἤγειρε(ν) warded off the wolf from the sheep. ἠμυ΄ˉνατε:
3. μείνᾱσα nasal
4. ἀπεκριˉ΄νατο 9. “And now you stay here, and I will go back
5. ἀποκρῑνάμενος home; for I want to announce to your mother
6. μει�νον what happened.” μει�νον: nasal ἀγγει�λαι:
7. ἀποκτει�ναι liquid
8. αˉ῎ρᾱς 10. Then Philip decided to drive the sheep into
9. μει�ναι the sheepfold. εἰσελάσαι: irregular
10. .ἤραμεν
11. ἐγείρᾱς [Word glossed earlier in the chapter: no. 2,
12. ἀπόκρῑναι προσδραμὼν.]
13. ἀπεκριˉ΄νατο
14. ἀποκρι΄ˉνασθαι Gr amma r 5
15. Indicative: ἀπέκτειναν; participle:
ἀποκτείνᾱσι(ν) Notes:
 1 2 Π Ρ ΟΣ Τ ΟΝ Π Ε Ι ΡΑ Ι Α ( β) I -11 5

✒ ✒ Ex ercise 12 λ Tartessus.) For a certain merchant called Colaeus,

setting out from Samos was sailing toward Egypt,
1. προσεχώρησα but a very great storm arose, and for many days the
2. ἐξέπεμψα wind did not stop always carrying the ship toward
3. ἀπέφυγον the west. And finally Colaeus and his comrades,
4. ἀπεκρῑνάμην having passed through the Pillars of Hercules (the
5. εἰσέπεμψα Straits of Gibraltar), sailed out into the Ocean (i.e.,
6. ἀπέκτεινα the Atlantic) and so arrived at Tartessus.
7. εἰσεκόμισα
[Tartessus was in the neighborhood of Cadiz.
8. συνη�λθον
Compound verb to be deduced: εἰσέπλευσαν (5).]
9. συνέλαβον
Lines 7–14
✒ ✒ Ex ercise 12 μ And the natives having taken them (took them
and) brought them to the king, an old man called
1. The slaves, having lifted the stones, threw
Argathonius. And he asked them who they were
(them) out of the field.
and from where they had come. And Colaeus
2. The master, having driven the oxen into the
answered: “We are Greeks; and while we were sail-
field, called the slaves.
ing toward Egypt, a storm drove us to your land.”
3. The master sent the slaves away, but he himself
And the king, having heard all these things, was
stayed in the field.
amazed, but he received them kindly and after
4. Having left the plow in the field, the slaves
having received them kindly (after he had received
returned home quickly.
them kindly) he handed over to them very much
5. The girl, having seen her father, approached
silver and very much tin. And they, staying a long
quickly and asked why he was not returning
time in Tartessus, were carrying on trade. But
home.
finally, having bidden farewell to Argathonius,
6. But he answered that he must plow the field.
they sailed away and returned to Samos without
7. The young men did not run away but fought
any trouble (having suffered nothing bad).
bravely.
8. The messenger announced that many (had) [Compound verb to be deduced: ἀπέπλευσαν (13).
died in the battle. On Tartessus and Argathonius, see H ­ erodotus
9. The sailors, having prepared the ship, sailed 1.163–165 and 4.152. The trade opened up by
out of the harbor. Colaeus was developed by the people of Phocaea.
10. The captain, fearing the storm, decided to Argathonius ruled for eighty years and died at the
return to harbor. age of 120. His fabulous wealth came from the silver
and tin. Silver came from the river ­Guadalquivir;
Ο ΚΩΛΑΙΟΣ ΤΑΡΤΗΣΣΟΝ ΕΥΡΙΣΚΕΙ tin, from Brittany and the west of Britain.]

Title: “Colaeus Discovers ✒ ✒ Ex ercise 12 ν

Tartessus”
V er bs
This passage contains the following verbs in the
imperfect tense (glossed here and to be treated in
the next chapter): ἔπλει (2) and ἐποιου�ντο (13).
Tr anslation
Lines 1–6
The first of the Greeks to reach Tartessus were the
Samians. (Of the Greeks the Samians first reached
Encourage students to find as much vocabulary as
possible for the English to Greek sentences at the
end of the chapters in the readings preceding them
and not to rely on the vocabulary at the end of the
book—e.g., in no. 6 students are to get the Greek
for “were carrying on trade” from 12-13 of the read-
ing; the phrase is not included in the end vocabu-
lary. Also some proper names will not be included
in the end vocabulary.
1. ἐπεὶ ὁ Κωλαι�ος οἴκαδε ἐπανη
�λθεν, τοι�ς
Ἕλλησιν εἰ�πεν τί ἐγένετο.
I-116 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
2. πάντες ἐθαύμασαν, πολλοὶ δέ, ἀκούσαντες
ὅτι ὁ Ἀργαθώνιος μάλα ὄλβιός ἐστιν,
ἐβούλοτο εἰς τὸν Τάρτησσον πλει�ν.
3. ἔδοξεν αὐτοι�ς εὐθὺς ὁρμη
�σαι/ὁρμήσασθαι·
καὶ τέτταρας ναυ�ς παρασκευάσαντες
ἀπέπλευσαν.
4. πολλὰ καὶ δεινὰ παθόντες, τέλος εἰς τὸν
Τάρτησσον ἀφι΄ˉκοντο.
5. ὁ βασιλεὺς αὐτοὺς εὐμενω�ς ἐδέξατο καὶ
πολύ τε ἀργύριον αὐτοι�ς παρέσχε καὶ
πολὺν καττίτερον.
6. οἱ οὐ�ν Ἕλληνες πολύν τινα χρόνον
ἐμπορίᾱν πρὸς τοὺς του� Ταρτήσσου
πολιˉ΄τᾱς.
Gr eek Wisdom
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Book I
Library from Diogenes Laertius, Lives of E ­ minent
Philosophers: I, Loeb Classical Library Vol. 184,
translated by R. D. Hicks, Cambridge, MA:
­Harvard University Press, 1966. The Loeb ­Classical
Library® is a registered trademark of the President
and Fellows of Harvard College. See p. 90 (1.88)
for this quotation.
Tr anslation
Most (men) are bad.
[Students have had both words in this chapter.]
Illustration (p. 244)
Drawn from a vase found on Ischia (see p. 232
of the student’s book), eighth century bc (Ischia
Museum).
 h
13
ΠΡΟΣ ΤΗΝ ΣΑΛΑΜΙΝΑ (α)
Title: “To Salamis”
The noun is given in the vocabulary list.
Pur poses of This Ch apter
1. Reading: (α) to begin the narration of the voy-
age of Philip and his father from the Piraeus to
Epidaurus; (β) to record a nearly disastrous
incident on board ship that leads to a narration
by the old sailor who got them on board of the
story of the Persian Wars, a narration that is
prompted by their imminent arrival at Salamis;
and, in the reading based on Herodotus at the
end of the chapter, to record Xerxes’ crossing of
the Hellespont
2. Grammar: (α) to give a formal presentation of
the imperfect tense, which we also call the past
progressive in order to focus attention on aspect,
and to discuss aspect with regard to imperfect
and aorist indicatives; (β) to present the rela-
tive pronoun and relative clauses, to present 3rd
declension nouns and adjectives with stems in
-εσ-, and to present a 1st/3rd declension adjec-
tive with 3rd declension stems in -υ- and -ε-
3. Context: to begin a study of the Persian Wars
with an essay on the rise of Persia
Illustration (p. 245)
Based on an Attic black figure cup, ca. 550 bc (Lon-
don, British Museum).
Caption under Illustration
The ship, which was carrying grain and wine to the islands,
was round.
I -117
Supply the meaning of στρογγύλη, round (see
note under the second paragraph of the transla-
tion below); σι�τον will here refer to grain and not
food in general (the sense in which the word has
been used earlier); highlight the imperfect ἔφερε
and use it to review the formation of this tense
(see ­Preview of New Verb Forms and examples in
Chapter 12β).
Vocabula ry
The verb ἐρέσσω is regularly spelled with double
σ instead of double τ; its stem is ἐρετ-. We give the
aorist in single rather than double σ.
For the forms of the reciprocal pronoun
ἀλλήλων, see Forms, p. 387 of the student’s book.
We give the adjective, βέβαιος, not the adverb
made from it that is used in the story (βεβαίως, 7).
For the declension of ταχύς, see Grammar 5,
p. 379.
Teaching the New Gr amma r
in the Story
Passage α contains the following verbs in the imper-
fect (glosses are kept to a minimum since students
will be familiar with the formation of the imper-
fect from the Preview of New Verb Forms, from
examples in Chapter 12β, and from the caption
under the illustration at the head of this chapter):
ἤρεσσον (4), ἔπλει (6), ἡσύχαζον (7), ἐσκόπει
(7), ἠ�ν (7), ἔφερε (8), ἐνη� ν (9), ἐνη� σαν (9),
ἐπανͺη� σαν (10), ἐπορεύοντο (11), ᾤκουν (11),
ἐτέρποντο (11), ἠ�ν (12), διελέγοντο (12), and
I-118 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
ͺἠ� δον (13). After underlining the imperfect forms
on an overhead projection, it may be useful to make
three lists on the board. First, list the verbs that
are formed by taking the present stem, augment-
ing it (if possible), and adding a thematic vowel
and an ending similar to the endings of the 2nd
aorist: ἤρεσσον (4), ἡσύχαζον (7), ἔφερε (8),
ἐπορεύοντο (11), ἐτέρποντο (11), διελέγοντο
� δον (12). Second, list the contract verbs:
(12), and ͺἠ
ἔπλει (6), ἐσκόπει (7), and ᾤκουν (11). Then list
the irregular verbs: ἠ�ν (7), ἐνη� ν (9), ἐνη� σαν (10),
ἐπανͺη� σαν (10), and ἠ�ν (12). This will help orient
students to the three sets of forms in the grammar
section: regular verbs, contract verbs, and irregular
verbs.
Tr anslation
Lines 1–5
And meanwhile the old sailor, having led Dicaeop-
olis and the boy on board the ship, told (them) to sit
on the deck. Then the captain ordered the sailors to
loose the cables, and the sailors, having loosed the
cables, were slowly rowing the ship toward the sea.
Then, after leaving the land behind, they spread the
sails.
[For the word order in the phrase ὁ ναύτης ὁ
γεραιός, see Chapter 5, Grammar 7a, p. 78.]
Lines 6–13
And when the ship was sailing steadily and the
sailors, having stopped from their work(s), were
resting, Dicaeopolis began to examine (inchoative/
inceptive imperfect) all the ship. The ship was round,
not big nor fast but steady, which was carrying
cargo to the islands; for there was grain in it and
wine and timber and sheep. And there were many
people on board (in it), (being) countrymen, who,
after selling their goods (cargoes) in Athens, were
returning home; and others were journeying to
relatives, who were living on the islands. And all
were enjoying sailing—for the wind was favorable
and the sun bright—and they were either talking
to each other or singing songs.
[ἐσκόπει (8): for the inchoative (inceptive) imper-
fect, see Grammar 2b, p. 250.
στρογγύλη (7): round, as opposed to a long
ship, ναυ�ς μακρα ˉ΄, or warship. Merchant ships
were built with rounded hulls.]
Book I
Wor d Stu dy
1. nautical: ναυτικός, -ή, -όν, of or belonging to
sailors or ships.
2. cosmonaut: by simply pronouncing or trans-
literating ὁ κόσμος, students will see that it
means cosmos or universe (the basic meaning of
the Greek word was order) + ὁ ναύτης = “per-
son who navigates a spacecraft” (Russian term).
3. aeronaut: ὁ or ἡ α ˉ᾽ήρ, αˉ᾽έρος, air + ναύτης =
“navigator of a lighter-than-air craft.”
4. astronaut: τὸ ἄστρον, star + ὁ ναύτης =
American term for no. 2 above.
5. cosmology: ὁ κόσμος + -λογίᾱ = “the theory
of the universe” (coined 1656).
6. astrology: ἡ ἀστρολογίᾱ = τὸ ἄστρον +
-λογίᾱ = “study of the stars.”
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
ἄνεμος: anemochory, anemograph, anemometer,
anemometry, anemone, anemophilous
λαμπρός ( λάμπω, I shine): lamp, lampion, lamp-
light, lantern
ταχύς; tachistoscope, tachograph, tachometer, tach-
yarrhythmia, tachycardia, tachygraphy, tachylyte,
tachymeter, tachypnea
Gr amma r 1
Notes:
✒ ✒ Ex ercise 13 α
See “Teaching the New Grammar in the Story”
above.
✒ ✒ Ex ercise 13 β
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
Gr amma r 2
Students should be taught to distinguish care-
fully in translation between verbs in the imper-
fect and verbs in the aorist. Inchoative (inceptive)
and conative meanings should be kept in mind as
 1 3 Π Ρ ΟΣ Τ Η Ν Σ Α Λ Α Μ Ι Ν Α (α) I -119
possibilities for the imperfect, and the ingressive
should be kept in mind as a possibility for the aorist.
Of greatest importance, however, is that students
be encouraged to translate the imperfect when it
describes continuous, incomplete, repeated, or
habitual action with phrases such as was/were Xing,
used to X, or was/were accustomed to Xing, making
a firm distinction between the imperfect and the
aorist, which usually describes a simple action in
past time. In the translations of stories and exer-
cises in the teacher’s handbooks we have given
literal translations of imperfects, even when such
translations might not be the most natural English
idiom. In English to Greek translation exercises in
the student’s books, we have taken care to make it
clear when we expect students to produce imper-
fects and when we expect them to produce aorists.
✒ ✒ Ex ercise 13 γ
�γεν: imperfect or past progressive
1. ἠ
indicative, was leading, ongoing process in
past time.
κ αταπεσὼν: aorist participle, having fallen
down, or better, falling down, simple action.
ἔ βλαψεν: aorist indicative, he hurt, simple
past action.
The boy was leading the oxen home, but fall-
ing down he hurt his foot.
2. ἐμένομεν: imperfect or past progressive
indicative, we were staying, ongoing process in
past time. ὡρμησάμεθα: aorist indicative, we
set out, simple past action.
We were staying in the city for a long time, but
finally we set out for home.
3. ἔμενον: imperfect or past progressive indica-
tive, they were staying, ongoing process in past
time.
δ ιαλεγόμεναι: present or progressive parti-
ciple, talking, ongoing action. ἰδου� σαι: aorist
participle, seeing, or perhaps, after seeing,
simple action. προσχωρου� ντας: present or
progressive participle, approaching, ongoing
action.
ἀ πη� λθον: aorist indicative, they went away,
simple past action. The girls were staying at the
spring talking, but seeing the boys approach-
ing they went away.
4. ἔμενεν: imperfect or past progressive indica-
tive, was waiting for, ongoing action in past time.
ε �δεν
ἰ : aorist indicative, he saw, simple past
action.
προσχωρου�σαν: present or progressive par-
ticiple, approaching, ongoing action.
The man was waiting for his wife a long
time by the road, but finally he saw her
approaching.
5. ἔλεγον: imperfect or past progressive indica-
tive, were telling, ongoing action in past time.
ἰ δου� σαι: aorist participle, seeing, or perhaps,
after seeing, simple action. λέγουσαι: pres-
ent or progressive participle, talking, ongoing
action. ἐκάλεσαν: aorist indicative, called,
simple past action.
The women in the house were telling sto-
ries, but, seeing their husbands, they stopped
talking (i.e., they stopped being in the process
of talking) and called them.
�γεν: imperfect or past progressive indica-
6. ἠ
tive, used to lead, repeated action in past time.
Philip used to lead his dog to the sheepfold
every day.
7. ἔπειθεν: imperfect indicative, tried to per-
suade, conative.
ἀ γαγει�ν: aorist infinitive, to lead, simple action.
ἤ θελεν: imperfect or past progressive indica-
tive, was willing, ongoing state of mind.
ἔ πεισεν: aorist, persuaded, simple past action.
The girl tried to persuade her father to take
her to the city, but he was not willing. But her
mother easily persuaded him.
8. σῑγήσατε: aorist imperative, be silent, simple
action, here = stop talking.
ἀ κούετε: present or progressive imperative,
listen, ongoing, continuous action.
Be silent, children, and listen to me.
9. καταβαλου� σα: aorist participle, dropping or
having dropped, simple action.
δ ακρυˉ΄ σᾱσα: aorist participle, bursting into
tears, ingressive.
ἐ κάλεσεν: aorist indicative, called, simple
past action.
The girl, having dropped her water jug, burst-
ing into tears, called her mother.
10. ἐκέλευσεν: aorist indicative, ordered, simple
past action.
κ ομίσαι: aorist infinitive, to bring, simple action.
δ ακρυˉ΄ ουσα: present or progressive partici-
ple, weeping / in tears, ongoing action.
ἔ σπευδεν: imperfect or past progressive indica-
tive, began to hurry, inchoative (inceptive).
The mother told the maiden to bring another
water jar from the house; and she began to
hurry home in tears.
I-12 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
✒ ✒ Ex ercise 13 δ
1. ἐλυ΄ˉομεν, λυˉ΄σομεν, ἐλυ΄ˉσαμεν
2. ἐλυ΄ˉοντο, λυˉ΄σονται, ἐλυ΄ˉσαντο
3. Indicative: ἐποίουν, ποιήσουσι(ν),
ἐποίησαν; participle: no imperfect,
ποιήσουσι(ν), ποιήσᾱσι(ν)
4. ἐφίλει, φιλήσει, ἐφίλησε(ν)
5. ἐλάμβανε, λήψεται, ἔλαβε(ν)
6. ἠκούετε, ἀκούσεσθε, ἠκούσατε
7. ἡγου� , ἡγήσει, ἡγήσω
8. ἐγιγνόμεθα, γενησόμεθα , ἐγενόμεθα
9. ἐπέμπομεν, πέμψομεν, ἐπέμψαμεν
10. ηὔχοντο, εὔξονται, ηὔξαντο
11. ἀφῑκνει�το, ἀφίξεται, ἀφι΄ˉκετο
12. ἐνῑκω �μεν, νῑκήσομεν, ἐνῑκήσαμεν
13. ἐβόᾱ , βοήσεται, ἐβόησε(ν)
14. ἔπῑπτε(ν), πεσει�ται, ἔπεσε(ν)
15. ἔλειπον, λείψω, ἔλιπον
✒ ✒ Ex ercise 13 ε
1. οἱ νεᾱνίαι τάχιστα ἔτρεχον πρὸς τὴν
ἀγοραˉ΄ν.
2. ἐπεὶ οἴκαδε ἐπανη � λθεν ὁ παι�ς, ἡ παρθένος
πρὸς τͺη� θύρᾳ ἔμενεν.
3. ἤδη ἔπλει διὰ τω�ν στενω�ν πρὸς τὸν λιμένα.
4. ἐγὼ μὲν οἴκοι ἔμενον, σὺ δὲ πρὸς τὸ
ἄστυ ἐπορεύου/῾υˉμει�ς δὲ πρὸς τὸ ἄστυ
ἐπορεύεσθε.
Book I
5. ἐπεὶ εἰς τὴν νη� σον ἀφῑκόμεθα, οὐδεὶς ἡμι�ν
βοηθει�ν ἤθελεν.
6. τί ἐποίεις, ὠ
� παι�, ἐπεὶ εἰ�δόν σε ἐν τῳ� λιμένι;
7. ἀ
�ρ’ ἐθεω� τὴν ναυ� ν πρὸς τὴν θάλατταν
ἐκπλέουσαν;
8. ὁ μὲν ναύκληρος μέγα ἐβόᾱ , ἡμει�ς δὲ
αὐτὸν οὐκ ἐφοβούμεθα.
The Rise of Persia
Map (p. 252)
From Michael Grant and Arthur Banks, Ancient
History Atlas, © 1971 by Weidenfeld & Nicolson,
London, 1971, p. 21.
Illustration (p. 255)
Persepolis, Treasury, relief depicting an audience
scene, with an Achaemenid king enthroned at cen-
ter, attended by his Crown Prince standing behind
the throne; Achaemenid Period, fifth century bc;
excavated and photographed by the Persepolis
Expedition of The Oriental Institute of the Uni-
versity of Chicago (Teheran, National Museum of
Iran).
For further reading, see The World of Athens,
pp. 15–21, and The Oxford History of the Classical
World, pp. 38–49.
 h
ΠΡΟΣ ΤΗΝ ΣΑΛΑΜΙΝΑ (β)
Illustration (p. 256)
Aerial photograph by the late Raymond V. Scho-
der, S.J., showing the site of the battle of Salamis
seen from the island of Salamis facing east across
to the mainland of Attica. The Greek navy formed
up on both sides of the small island in the fore-
ground and met the Persian fleet in the narrows,
as it sailed in from the open sea (upper right in the
photograph).
Caption under Illustration
Look, the straits in which we were fighting against the
barbarians.
The new words, τὰ στενά , οἱ�ς, and τοὺς
βαρβάρους are in the vocabulary list. Attention
to the relative pronoun will prepare students for
the reading passage, which contains six further
examples of relative pronouns.
Vocabula ry
For the declension of τριήρης, see Grammar 4,
p. 261.
For the declension of ἀληθής and ψευδής,
see Grammar 4, p. 261.
Along with the adjective ἐκει�νος we give
examples of its placement outside the definite–
article–noun group, i.e., in the predicate position.
See Chapter 5, Grammar 7b, p. 79, and Chapter 14,
Grammar 5, p. 285.
The words ψευδής and τὰ ψευδη � are not in
the story, but we include them in the vocabulary
list for contrast with ἀληθής and τὰ ἀληθη �.
I-121
Teaching the New Gr amma r
in the Story
Nominative singular forms of the relative pro-
nouns are given in the vocabulary list, and the rel-
ative pronoun is treated in Grammar 3 following
this reading passage. Help students as necessary
with the relative pronouns in the reading (αἳ, 1, αἳ,
3, ὃς, 8, ὃν, 10, οἱ�ς, 15, and ὃς, 24) and after study
of the grammar section come back to the reading
and have students examine carefully the use of the
relative pronouns (see Exercise 13ζ ).
Use this passage to consolidate students’
grasp of imperfect verb forms and their progres-
sive aspect. Examples will be found in lines 1, 2,
3, 4, 5, 6, 8, 11, 16, 18, 19, and 21. Encourage stu-
dents to translate the imperfect forms in a way that
shows continuous, ongoing action in past time or
the inchoative (inceptive) aspect. Have them avoid
translation as simple past tenses in English, even
if the expression in English is a little strained at
times.
Tr anslation
Lines 1–7
And when they had sailed a short time, ten war-
ships were visible (were appearing), which were
going to the Piraeus, returning from the islands. So
all were watching the triremes, which were mov-
ing (hurrying) quickly through the waves. For the
rowers, obeying the boatswain, were striking the
sea together. But when the triremes were out of
sight (were no longer appearing), the wind began
I-122 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
to be (inchoative/inceptive) stronger (greater), and
the sea was becoming rough (inchoative). And the
people were no longer enjoying themselves, but
the men fell silent (inchoative) and women began to
shriek (inchoative), praying Poseidon to bring them
safe (to save them) to the harbor.
Lines 8–17
And a man, who was sitting near Dicaeopolis,
stood up and, shouting, said, “Poseidon, as it
seems, is angry with us. For we are carrying an
evil man in the ship, whom it is necessary to
throw into the sea.” And he was looking mali-
ciously at those present. But the old man, having
approached (him), said, “Be quiet, man; for you
are talking nonsense (saying nothing). For the
wind is dying down (falling) now, and no longer
is the sea so rough. So sit down and keep still.”
And turning / having turned to Philip, he said
“Don’t be afraid (fear not at all), my boy; for we
will arrive at Salamis soon. For we’re already sail-
ing through the straits toward the harbor. Look,
Dicaeopolis, (there are) the straits, in which we
were waiting for the fleet of the barbarians when
we were warding them off from Greece fighting
for freedom.”
[τω�ν βαρβάρων (15): the Greeks regularly
referred to the Persians and other non-Greeks as
barbarians, which means properly those who do
not speak Greek but say βαρ, βαρ.]
Lines 18–23
And Dicaeopolis said, “What are you saying, old
man? Were you present at that battle?” And the
old man said, “Certainly I was present, being a
young man and a rower in an Athenian trireme.”
And Philip (said), “Are you telling the truth? So
you are very old, if you were really present at that
battle. But tell us what happened.” And he said,
“The story is long, but, if you want to understand
the events (the things that happened), I will
relate everything from the beginning. And I,
who was present, enjoy relating (the events). So
listen.”
[ἐκείνͺη τͺη
� μάχͺη παρη� σθα (21): note the use of
the dative with the verb here.
The battle of Salamis took place in 480 bc, fifty
years before Philip’s journey to Epidaurus—431
bc.]
Book I
Sources for the Old Sailor’s
Accou nt of the Per sian Wa r
Apart from the description of the battle of Salamis,
the account contained in the following chapters is
loosely based on Herodotus, Books 7, 8, and 9.
Herodotus’ account of the Thermopylae cam-
paign covers Book 7.207–33. The comprehension
exercises in Chapters 14, 15, 17, and 18 follow
Herodotus more closely, and references are given
in the student’s book.
Herodotus’ account of the Salamis campaign
covers Book 7.49–95. His description of the actual
battle is notoriously obscure, and for this we have
followed Aeschylus, Persae 353–14 (we know that
Aeschylus fought at Marathon, and he may have
fought at Salamis; so the Messenger’s speech in the
Persae gives us a contemporary account, whereas
Herodotus, writing fifty years later, depended on
confused oral tradition).
Events following the battle of Salamis are based
loosely on Herodotus, Book 7.113–20. The Plataea
campaign (Book 9.1–88) is summarized in the tail
reading of Chapter 18. Herodotus ends his history
with the battle of Mycale and the liberation of Ionia.
For events subsequent to 479 bc, we rely princi-
pally on the excursus in Thucydides, Book 1.89–118
(battle of Eurymedon, 100, Egypt, 104 and 109–
110, Cimon’s campaign in Cyprus and his death,
112). For the Peace of Callias which may have been
made with Persia in the mid-fifth century, we rely
on the fourth-century historian Ephorus, quoted by
the first-century universal historian Diodorus Sicu-
lus (the peace is not mentioned in Thucydides).
Wor d Bu ilding
These formations show how from one stem not
only simple nouns and adjectives can be formed,
but also compound nouns and verbs:
1. ἡ ναυ�ς: ship, stem ναϝ, cf. Latin nauis.
ὁ ναύτης: sailor
ναυτικός, -ή, -όν: naval
τὸ ναυτικόν: fleet
2. ναυμαχέω: I fight at sea
ἡ ναυμαχίᾱ: sea battle
ὁ ναύκληρος: ship’s captain
ὁ ναύαρχος: admiral
The list could be considerably expanded, e.g.:
ναυαρχέω: I command a fleet
ἡ ναυαρχίᾱ: command of a fleet
ναυκληρέω: I own (am captain of) a ship
 1 3 Π Ρ ΟΣ Τ Η Ν Σ Α Λ Α Μ Ι Ν Α ( β) I -1 2 3
English Der ivativ es from
Wor ds in the Vocabula ry
List
ἀρχή, beginning; rule (ἀρχαι�ος, ancient, old):
anarch, anarchist, anarchy, archaeological, archae-
ology, archaeopteryx, archaic, archaism, archaize,
archangel, archbishop, archconservatist, archdeacon,
archdiocese, archduchess, archduke, archiepiscopal,
archetype, archipelago, architect, architectonic, archi-
tectural, architecture, architrave, archive, archon,
archpriest, hierarchy, matriarch, matriarchy, mon-
arch, monarchical, monarchist, monarchy, oligarchy,
patriarch, patriarchal
βάρβαρος: barbarian, rhubarb
στενά: steno, stenobathic, stenographer, stenography,
stenophagous, stenosis, stenotopic, stenotype
ψευδής: pseudepigrapha, pseudo, pseudocarp,
pseudocereal, pseudocyesis, pseudoephedrin, pseu-
doevent, pseudomonad, pseudomorph, pseudonym,
pseudopod, pseudopodium, pseudoscience
Ἑλλάς: Hellas, Helladic
Gr amma r 3
It is probably worth remarking that who is one of
a relatively small number of English words that
decline (whose, whom), thus partially echoing
Greek declensions.
✒ ✒ Ex ercise 13 ζ
1. αἳ (1) refers to νη
� ες, fem. pl., and is the nomi-
native subject of ἐπορεύοντο (2).
2. αἳ (3) refers to τριήρεις, fem. pl., and is the
nominative subject of ἔσπευδον.
3. ὃς (8) refers to ἀνὴρ, masc. sing., and is the
nominative subject of ἐκαθίζετο.
4. ὃν (10) refers to ἄνθρωπον (9), masc. sing.,
and is the accusative object of ῥι΄ˉπτειν.
5. οἱ�ς (15) refers to τὰ στενὰ , neuter pl., and is
the dative object of the preposition ἐν.
✒ ✒ Ex ercise 13 η
1. The merchants, who were sailing in that ship,
were not afraid of the waves.
2. The sailor, to whom you handed over the
money, led us into the ship.
3. The men, whom you saw on the mountain,
were carrying grain to Athens.
4. Those slaves did everything (all the things)
that their master ordered.
5. The women, to whom we were talking, were
not speaking the truth.
6. I/They were honoring / used to honor all who
were fighting for freedom.
7. That ship, which you saw sailing away, was
carrying grain from the Black Sea.
8. The messenger, to whom you were listening in
the agora, was not telling lies.
9. Were you not afraid of the barbarians that
Xerxes was leading against Greece?
10. Did you see that girl, at (with) whom the old
man was so angry?
✒ ✒ Ex ercise 13 θ
1. ἐκει�νοι οἱ νεᾱνίαι πρὸς φίλους τινὰς
ἐπορεύοντο οἳ ἐν τͺη� πόλει οἰκου� σιν.
2. οἱ νεᾱνίαι, οὓς ἐν τοι�ς ὄρεσιν εἴδετε,τὰ
πρόβατα πα� σαν τὴν ἡμέρᾱν ἐζήτουν.
3. ὁ ναύκληρος τὸ ἀργύριον ἐδέξατο ὃ
αὐτῳ� παρέσχον.
4. διὰ τω�ν στενω�ν ἔπλει, ἐν οἱ�ς οἱ Ἕλληνες
τοὺς βαρβάρους ἐνι΄ˉκησαν.
5. ἐκει�νος ὁ ἱερεὺς, ᾡ � διελεγόμεθα, τὰ
ψευδη� ἔλεγεν.
� ἔπλει, τεττάρων ἡμερω�ν εἰς
6. ἡ ναυ� ς, ἐν ͺἡ
τὸν λιμένα ἀφι΄ˉκετο.
7. τω�ν γυναικω�ν ἤκουον, αἳ ἐν τͺη� οἰκίᾳ
νυκτὸς ἐπόνουν.
8. τͺη
� ὑστεραίᾳ οἱ ναυ� ται πάντα ἐποίησαν
ἃ/ἅπερ ἐκέλευσεν ὁ ναύκληρος.
9. ἀ
� ρ᾿ οὐκ ἐφοβου� /ἐφοβει�σθε ἐκει�νον τὸν
γέροντα, ὃς οὕτω μέγα ἐβόᾱ;
10. οἱ ξένοι, καίπερ σπεύδοντες, τῳ � γέροντι
συνέλαβον, ὃς τοὺς βου� ς ἐζήτει.
Gr amma r 4
The word ἡ τριήρης is an adjective used substan-
tively = ἡ τριήρης ναυ� ς, ship fitted with triple banks
of oars. The accusative plural is formed by analogy
with the nominative plural.
The adjective ἀληθής comes from the
α -privative + the stem of the verb λήθω =
λανθάνω, I escape notice, and so it means with-
out concealment, actual, real, authentic, thus, true.
The accusative plural masc./fem. ἀληθει�ς is
formed by analogy with the nominative plural
(cf. τριήρεις).
I-12 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Gr amma r 5
Notes:
✒ ✒ Ex ercise 13 ι
1. The boys are climbing onto the walls.
2. The triremes of the Greeks, being swift, easily
took the ships of the barbarians.
3. Always speak the truth, son.
4. The messenger spoke lies to the citizens.
5. Don’t drive the sheep up the hill; for there are
many wolves on the hills.
Illustration (p. 263)
This modern reconstruction of a trireme from the
fifth century bc was the work of English scholars and
naval architects (photo: Paul Lipke / Trireme Trust).
Ο ΞΕΡΞΗΣ ΤΟΝ ΕΛΛΗΣΠΟΝΤΟΝ
ΔΙΑΒΑΙΝΕΙ
Title: “X erxes Crosses the
H ellespont”
Have students deduce the meaning of the com-
pound verb διαβαίνει.
Tr anslation
Lines 1–5
And Xerxes, wanting to subdue the Greeks, pre-
pared a very great army. And when all the other
things were ready, he ordered his generals to make
a bridge at the Hellespont, wishing to transport
his army into Europe. And so the generals built a
bridge, but a great storm, having arisen, destroyed
and broke up (loosened) everything.
[διέφθειρε καὶ ἔλῡσεν: an example of hysteron
proteron; first the storm loosened (broke up) the
bridge, and then it destroyed it. Greek prefers to
put the more important item first, out of chrono-
logical order.]
Lines 6–10
And when Xerxes learned what had happened,
growing very angry, he ordered his slaves to whip
the Hellespont and told those who were whip-
ping the sea to say this (these things): “O bitter
water, the master punishes you in this way; for you
wronged him (although) having suffered no evil at
Book I
his hands. And King Xerxes will cross you, whether
you want it or not.”
Lines 11–17
So he thus punished the sea, but those who (had)
built the bridge he put to death, cutting off their
heads. Then he told his generals to build another
bridge, very strong. And when the bridge was ready,
Xerxes, approaching / having approached the Hel-
lespont, first wished to see his whole army; so he
climbed a certain hill, from which he was watching
the whole infantry (army) and all his ships. And
then he ordered his generals to transport the infan-
try into Europe. So thus he was leading his army
against Greece.
✒ ✒ Ex ercise 13 κ
1. ἐπεὶ ὁ Φίλιππος πρὸς τὴν Σαλαμι�να
ἔπλει, ὁ ναύτης ὁ γεραιὸς εἰ�πεν ὅτι τͺη�
μάχͺη παρη�ν.
2. ὁ δὲ Φίλιππος, ὃς μάλα ἐθαύμαζεν, “εἰ μὴ
τὰ ψευδη� λέγεις,” ἔφη, “μάλα γεραιὸς εἰ�.”
3. ὁ δὲ ναύτης ἀπεκριˉ΄νατο· “τότε νεᾱνίᾱς ἠ �ν
καὶ ἐν τῳ� ναυτικῳ� ἤρεσσον.
4. “εἰ ἀκούειν βούλεσθε, ἐθέλω υˉ῾μι�ν εἰπει�ν τί
ἐγένετο/τὰ γενόμενα.
5. “ἀλλὰ μακρός ἐστιν ὁ λόγος, ὅν με δει� ἐξ
ἀρχη�ς εἰπει�ν.”
Gr eek Wisdom
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Diogenes Laertius, Lives of Eminent
Philosophers: I, Loeb Classical Library Vol. 184,
translated by R. D. Hicks, Cambridge, MA: Har-
vard University Press, 1966. The Loeb Classical
Library ® is a registered trademark of the President
and Fellows of Harvard College. See p. 64 (1.63)
for this quotation.
Tr anslation
Nothing in excess.
[Students have just had μηδείς, μηδεμία , μηδέν
in Vocabulary 13β, used instead of οὐδείς
with imperatives. Make sure they realize that
Solon’s proverb implies a verb such as “do” in the
imperative.]
 1 3 Π Ρ ΟΣ Τ Η Ν Σ Α Λ Α Μ Ι Ν Α ( β) I -1 2 5
Map (p. 265)
From Michael Grant and Arthur Banks, Ancient
History Atlas, © 1971 by Weidenfeld & Nicolson,
London, 1971, p. 22.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Iambic Poetry from the Seventh
to the Fifth Centuries bc, Loeb Classical Library
Vol. 259, translated by Douglas E. Gerber, Cam-
bridge, MA: Harvard University Press, 1999. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 160–63 for fragment 122.
Tr anslation
Nothing at all is unexpected or to be sworn impos-
sible or wonderful, since Zeus, father of the Olym-
pians, made night from midday, hiding away the
light of the shining sun, and clammy fear came
upon men.
[Students are to deduce θαυμάσιον and
Ὀλυμπίων.
There is a textual problem in the fourth line.
The manuscripts have the unmetrical λυγρὸν
(baneful; mournful; mischievous; weak; cowardly),
for which editors have suggested the following
emendations: ὑγρὸν, moist, Valckenaer; ὠχρὸν,
pale, Bentley; αὐ�ον, dry; trembling, Kamerbeek,
and αἰνὸν, horrible, terrible, Markovich. We print
the line as in David A. Campbell, Greek Lyric
Poetry, New York: St. Martin’s Press, 1967, frag-
ment 74, p. 5, and we translate ὑγρὸν with Ger-
ber’s “clammy.” Students may be interested to
know about the other emendations.
According to Aristotle (Rhet. 3.17. 1418b),
Archilochus puts these words into the mouth of
Lycambes, whose daughter, Neobule, Archilochus
wanted to marry. Lycambes rejected him as a suitor
to his daughter and Archilochus makes him say,
“Nothing is unexpected, if Archilochus expects to
marry my daughter.” Tradition says that on being
rejected, Archilochus attacked the father and
the daughter so viciously in his poems that both
hanged themselves.
The eclipse is probably that of April 6, 648 bc
(but possibly one in 711 or 689 bc), which would
give us possible dates for Archilochus’ floruit.]
New Testa m ent Gr eek
Tr anslation
And looking up he saw men throwing their gifts
into the treasury, rich (men). And he saw a poor
widow throwing two small coins there, and he
said, “Truly I say to you that this poor widow threw
more than all; for all these (men) threw (contribu-
tions) into the gifts from their abundance, but this
(woman) threw in all the livelihood that she had
(was having) from her need/poverty.”
[Compound verb to be deduced: ἀναβλέψᾱς.
After students have studied Grammar 5,
pp. 284–285, in Chapter 14, have them come back
to this passage and look at the uses of the demonstra-
tive adjectives αὕτη (3), οὑ�τοι (4), and αὕτη (4).
 h
14
Η ΕΝ ΤΑΙΣ ΘΕΡΜΟΠΥΛΑΙΣ ΜΑΧΗ (α)
Title: “The Battle at
Thermopylae”
Students will recognize the proper name once they
hear or read the title aloud. It is in the vocabulary
list.
Pur poses of This Ch apter
1. Reading: to allow the old man on the ship to
begin recounting the story of the Persian Wars,
beginning with the battles at Thermopylae
(α and β) and the Persians’ advance by land to
Athens and by sea to Phalerum, and to provide
at the end of the chapter a reading based closely
on Herodotus’ story of Ephialtes’ treachery in
leading the Persians up over the mountain and
down the other side so that they could attack
the Greeks from behind (see second paragraph
of reading β)
2. Grammar: (α) to present the comparatives and
superlatives of adjectives and adverbs and the con-
structions in which they are used; (β) to present
the forms of the demonstrative adjectives οὑ�τος,
ἐκει�νος, and ὅδε; to show their use in the predi-
cate position; and to show the correspondence of
interrogative and indefinite adverbs
3. Context: to sketch the rise of Athens from
the eighth century; to sketch the situation of
Athens on the eve of the Persian Wars; and to
describe Xerxes’ invasion in 480 bc
Illustration (p. 267)
From a cup by the Painter of the Paris Gigantom-
achy, ca. 475 bc (private collection).
I-12 6
Caption under Illustration
The Greeks, fighting most bravely, were warding off the
barbarians.
The superlative adverb (ἀνδρειότατα , most
bravely) is a new form (to be treated in this chap-
ter) and will need to be deduced or translated for
students. Try to get the meaning with a compre-
hension question such as “How were the Greeks
fighting?” They will see that the answer must be
more than just bravely. The superlative adverb will
reappear in line 16 of the story and the correspond-
ing superlative adjective will appear in line 18,
without glosses.
Make sure students recognize ἤμῡνον as
imperfect.
Vocabula ry
The verb χράομαι has η where we would expect
α in the present and imperfect, thus, present
indicative, χρω �μαι, χρͺη�, χρη�ται, χρώμεθα,
χρη�σθε, χρω�νται, present infinitive and partici-
ple, χρη�σθαι, χρώμενος; imperfect indicative,
ἐχρώμην, ἐχρω�, ἐχρη�το, ἐχρώμεθα, ἐχρη�σθε,
ἐχρω�ντο.
ἤ: call particular attention to this word, and
ask for examples of the use of “than” in compari-
sons in English; this will prepare for the two com-
parisons in the story (4 and 19).
This and the following vocabulary lists in
Book I contain many proper names. Teachers
should not require students to learn all these
names, but we include them to help students con-
nect the Greek words with the spellings of the
 14 Η Ε Ν Τ Α Ι Σ Θ Ε Ρ Μ Ο Π Υ Λ Α Ι Σ Μ Α Χ Η (α) I -1 2 7
names in English that students will be familiar
with from other readings. In Book II we will list
in the vocabularies only the names that we think
students should learn and be able to use in Greek.
Teaching the New Gr amma r
in the Story
Passage α contains the following comparative
and superlative forms: μείζονα (4), πλέονας
(4), μέγιστον (13), ἀνδρειότατα (16),
ἀνδρειοτάτους (18), and ἄμεινον (19). Students
have already had μέγιστος, πλείων/πλέων, and
πλει�στος in vocabularies 7α and 12β. In teaching
the story be sure students note the comparative
and superlative forms (we recommend underlin-
ing them on an overhead projection), but leave the
technicalities of their formation for the grammar
sections.
Illustration (p. 269)
Gerard Butler as Leonidas in Zack Snyder’s 2006
film 300.
Tr anslation
Lines 1–12
“When Xerxes, who was (being) king of the Per-
sians, was preparing his expedition, intending to
subdue all Greece, the leaders of the Greeks came
together at Corinth and were considering what
they must do. For a long time they were at a loss; for
Xerxes had a larger army than all the Greeks and
more ships. And finally they decided to ward off the
barbarians at Thermopylae; for there by land the
mountains lie so close to the sea that a few (men)
can fight against many, and by sea there are narrow
straits between Euboea and the mainland. So the
Greeks, having learned that Xerxes was already
marching against Greece and that the Persians
would soon arrive at Thermopylae, sent Leonidas,
who was (being) king of the Spartans, with (hav-
ing) seven thousand hoplites. These, arriving at
Thermopylae, prepared to ward off the barbarians
from Greece.
[Encourage students to deduce the meaning of
πρω�τοι (leaders) in line 2 from their knowledge of
the meaning first.
εἰ�χεν (4): remind students of the irregular
augment in the imperfect of ἔχω; they will need to
use it in exercises.
μαθόντες . . . ὅτι ὁ Ξέρξης . . . πορεύεται . . .
οἱ Πέρσαι ἀφίξονται, τὸν Λεωνίδην ἔπεμψαν
(8–10): students have seen a number of examples
of indirect statement in secondary sequence with
ὅτι and the indicative, with the present tense of the
direct statement preserved in Greek but translated
with a past tense in English, thus μαθόντες . . .
ὅτι ὁ Ξέρξης . . . πορεύεται = having learned that
Xerxes was marching. Help students here toward a
correct translation of the future tense of the orig-
inal statement when stated indirectly in second-
ary sequence: μαθόντες . . . ὅτι . . . οἱ Πέρσαι
ἀφίξονται = having learned that the Persians would
arrive.]
Lines 13–22
“Xerxes, arriving at the narrows (of Thermopy-
lae) having a very great army, was keeping quiet
for four days; for he was hoping that the Greeks
would flee when they saw (having seen) the
multitude of his army. But on the fifth day—for
the Greeks were still remaining unmoved—he
ordered his army to attack immediately. But the
Greeks, fighting most bravely, were warding off
the barbarians. And finally the king sent in the
Persians that he used to call “Immortals,” who
were (being) the bravest of his soldiers, expect-
ing that these at least (γε) would easily conquer
the Greeks. But when these too joined battle, they
were faring no better than the others, fighting in
the narrows and not being able to use their num-
bers. And the king, watching the battle, leaped to
his feet from his throne three times, as they say,
fearing for his army.”
[ἤλπιζε . . . (14): the gloss helps students with
the accusative and infinitive form of indirect
statement. Be sure that they understand that the
future infinitive will be translated with “would . . .”
in English. The construction also occurs in lines
18–19 below and in the tail r­eading (11–12 and
13–14).
Students will recall ἀνδρειότατα (16) from its
use in the caption under the illustration, and from
this form they should deduce ἀνδρειοτάτους
(18) in the next sentence.
ˉ᾽θανάτους” (18): the “Immortals” were a
“α
unit of ten thousand picked Persians, so called
because when one was killed his place was imme-
diately taken by a successor.]
I-12 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Wor d Stu dy ✒ ✒ Ex ercise 14 α

1. Philip: ὁ Φίλιππος = lover of horses. 1. μείζονα (4): comparative adjective modifying
2. George: ὁ γεωργός = farmer. στρατὸν (masc. acc. sing.), used with ἢ (4).
3. Theodore: ὁ θεός + τὸ δω�ρον = gift of God (cf. 2. πλέονας (4): comparative adjective modify-
late Greek θεοδώρητος, -ον). ing ναυ�ς (fem. acc. pl.).
4. Sophie: ἡ σοφίᾱ = wisdom. 3. μέγιστον (13): superlative adjective modify-
5. Dorothea: τὸ δω�ρον + ἡ θεαˉ΄ = gift of God. ing στρατὸν (masc. acc. sing.).
6. Ophelia: ἡ ὠφελίᾱ (ὠφελέω = I help, benefit). 4. ἀνδρειότατα (16): superlative adverb modify-
ing μαχόμενοι.
As a continuation of this exercise on names, teach- 5. ἀνδρειοτάτους (18): superlative adjective
ers might ask students to find and give the meaning (masc. acc. pl.), complement with the participle
of the following names of cities in the United States ὄντας and used with the partitive genitive τω�ν
that are derived from Greek words: στρατιωτω�ν.
6. ἄμεινον (19): comparative adjective used
Eugene (Oregon) in the accusative adverbial phrase οὐδὲν
Emporia (Kansas) ἄμεινον, modifying ἔπρᾱττον and followed
Eureka (California) by ἢ, than.
Indianapolis (Indiana)
Philadelphia (Pennsylvania) ✒ ✒ Ex ercise 14 β
1. Very many (most) of the Greeks fell fighting
A dditional English very well.
Der ivativ es from Wor ds in 2. The hoplites, although fighting very bravely,
the Vocabula ry List were not able to ward off the enemy, who were
(being) more (in number).
πραˉ΄ττω (πρᾱκ-): practicable, practical, practice,
3. The Greeks were braver than the barbarians
practicum, practitioner, praxis
and were fighting better.
πλη�θος: plethora, plethoric, plethysmograph 4. The Greeks had far fewer (fewer by much)
στρατός: stratagem, strategy ships than the barbarians. (Note dative of the
ὀλίγος: oligarch, oligarchy, Oligocene, oligophagos, possessor.)
oligopoly, oligopsony, oligotrophic 5. In that battle many of the Greeks died, but far
στενός: see list with Chapter 13β more of the enemy.
Ἕλλην: Hellene, Hellenic 6. The woman, being much more prudent than her
husband, spoke things more true.
7. The Greeks, although being very few, were
Gr amma r 1 preparing their weapons, intending to die as
bravely as possible.
Notes:
8. The barbarians, although attacking very
fiercely, were not able to conquer the Greeks.
Gr amma r 2
[In no. 8, remind students of the meaning fierce for
Notes: ἄγριος (introduced in vocabulary 5β); students
will need to use this word in sentences 2 and 4 of
Exercise 14γ.]
Gr amma r 3
Notes: ✒ ✒ Ex ercise 14 γ
1. τοι�ς μὲν Πέρσαις μείζων ἠ �ν στρατὸς ἢ
Gr amma r 4
ἡμι�ν (οἱ Πέρσαι μείζονα στρατὸν εἰ�χον ἢ
Notes: ἡμει�ς), ἡμει�ς δὲ ἀνδρειότερον ἐμαχόμεθα.
 14 Η Ε Ν Τ Α Ι Σ Θ Ε Ρ Μ Ο Π Υ Λ Α Ι Σ Μ Α Χ Η (α) I -1 2 9
2. οἱ ἄριστοι στρατιω�ται του� Ξέρξου
ἀγριώτατα προσέβαλον ἀλλ᾿ οὐδὲν
ἄμεινον ἔπρᾱττον ἢ οἱ ἄλλοι.
3. οἱ γέροντες οὐκ ἀεὶ σοφώτεροί εἰσιν ἢ οἱ
νεᾱνίαι (τω�ν νεᾱνιω�ν).
4. οἱ ὁπλι�ται τοι�ς Πέρσαις καὶ ἀγριώτερον
προσέβαλον.
5. ἔδοξεν ἡμι�ν οἴκαδε ἐπανιέναι μα�λλον ἢ ἐν
τῳ� ἄστει μένειν (μει�ναι).
6. ὁ ἄγγελος, οὑ� ἐν τͺη� ἀγορᾳ� ἠκούσαμεν,
ἀληθέστερον εἰ�πεν ἢ ῾υˉμει�ς/σύ.
If necessary, remind students of μα�λλον ἤ, rather
than, in sentence 5 (see Grammar 3, pp. 271–2).
In sentence 6 students may need to be
reminded that ἀκούω is used with a genitive of the
person heard.
The Rise of Athens
For further reading, see The World of Athens,
pp. 7–20, and The Oxford History of the Classical
World, pp. 31–35 and 38–49.
Illustration (p. 275)
A Roman copy of Greek bronze statues completed
by 477/6 bc. As Susan Woodford writes, “Harmo-
dius (to the right), young and impetuous, is shown
striding vigorously forward, his sword upraised in
preparation for the irresistible chopping blow. . . .
Aristogeiton is older and more wary. He drapes
his cloak over his arm and holds it before him
for protection. . . . He moves forward with reso-
lution, but holds his sword low, watching for his
opportunity” (Naples, Archaeological Museum).
Illustration (p. 276)
The funeral mound at Marathon.
Illustration (p. 277)
Bust of Themistocles.
Illustration (p. 278)
Warriors from Noam Murro’s 2014 film 300: Rise
of an Empire.
Illustration (p. 278)
Attic black (and red) figure cup, ca. 510 bc (Lon-
don, British Museum).
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Iambic Poetry from the Seventh
to the Fifth Centuries bc, Loeb Classical Library Vol.
259, translated by Douglas E. Gerber, Cambridge,
MA: Harvard University Press, 1999. The Loeb
Classical Library® is a registered trademark of the
President and Fellows of Harvard College. See
pp. 80–83 for Archilochus, poem 5.
Tr anslation
Someone of the Saioi enjoys my shield, which I left
by a bush, an excellent weapon, against my will. But
I kept myself safe. What do I care about that shield?
Let it go! I will get (another) again no worse.
[To throw away one’s shield and run was the ulti-
mate cowardice; the Athenians even had a word to
describe the man who did this: ῥι΄ˉψασπις.]
New Testa m ent Gr eek
Tr anslation
And look, a certain lawyer stood up testing him,
saying, “Teacher, having done what, will I inherit
eternal life?” And he (Jesus) said to him, “What
is written in the law? How do you read (it)?” And
he, answering, said, “You shall love the Lord your
God from your whole heart and with your whole
soul and with your whole strength and with your
whole mind, and your neighbor as yourself.” And
he said to him, “You answered rightly; do this and
you will live.” And he, wishing to justify himself,
said to Jesus, “And who is my neighbor?”
[ἀγαπήσεις κυ΄ˉριον . . . ἐν ὅλͺη τͺη
� ἰσχύϊ σου:
quoted from Deuteronomy 6.5.
τὸν πλησίον σου ὡς σεαυτόν: quoted from
Leviticus 19.18.]
 h
Η ΕΝ ΤΑΙΣ ΘΕΡΜΟΠΥΛΑΙΣ ΜΑΧΗ (β)
Illustration (p. 281)
Stone lion erected over the tomb of the members
of the Theban Sacred Band who died at the battle
of Chaeronea in 338 bc, fighting against Philip of
Macedon. The Lion of Thermopylae, which Hero-
dotus saw, has disappeared, and so we have used
the Lion of Chaeronea, which still stands in situ—
an anachronism that we hope is justified by the fact
that both lions were erected in memory of heroes
fighting for the freedom of Greece.
Caption under Illustration
The Greeks made a monument to Leonidas, a very
good (i.e., very brave) man, a stone lion.
Words to be supplied or deduced: μνημει�ον
and λέοντα λίθινον. These words will not be
glossed when they appear in line 17 of the reading
passage.
Vocabula ry
ἀντέχω: remind students that the verb ἔχω has
two futures, ἕξω, I will have, and σχήσω, I will
get. Only the ἕξω form is used in the future of
ἀντέχω.
Remind students that verbs such as φράζω
drop the ζ and add -σω for the future and -σα for
the aorist.
We repeat πύλαι here (originally given in
Vocabulary 6β), to add a new meaning, pass
(through the mountains).
We introduce ὡς here as a conjunction mean-
ing when. Compare the use of ὡς in Vocabulary
I-13 0
13β as seen in the phrase ὡς δοκει�, as it seems,
and the exclamatory use of ὡς introduced in
Vocabulary 6β as seen in expressions such as ὡς
ἀνδρει�ος εἰ�, How brave you are! The use of ὡς
with superlatives was introduced in Grammar 4d,
p. 273.
Teaching the New Gr amma r
in the Story
New grammar from the first half of the chap-
ter: comparatives and superlatives: ἄμεινον (1),
πλείστους (11), ἄριστος (13), and πλέονας (23).
Demonstratives to be formally treated in the
second half of the chapter: ταυ�τα (4), ταύτͺη (5),
του�το (18), τͺη�δε (19), κείνων = ἐκείνων (20),
and τούτῳ (21).
Do not dwell at length on this new grammar.
Students have already had the demonstrative
adjectives ἐκει�νος and οὑ�τος in Vocabulary 13β
and 14α respectively, and ὅδε is in Vocabulary 14β.
Students should become familiar with the demon-
strative adjectives in the readings but should wait
until the grammar presentation to consolidate
their knowledge of them.
Emphasize the content of the reading in this
story, and be prepared to bring students back to
it to insert the tail reading for this chapter in its
proper place in the second paragraph of the narra-
tive here.
Dwell on the epigram by Simonides. Teach
some basic principles of scansion, and have stu-
dents memorize and recite the lines.
 14 Η Ε Ν Τ Α Ι Σ ΘΕ Ρ ΜΟΠ ΥΛ Α Ι Σ Μ Α Χ Η ( β) I -1 31
Tr anslation
Lines 1–9
“And the next day the barbarians, after attacking
again, were faring no better than the day before.
Then when Xerxes was at a loss, there came to
him a man of the Greeks, called Ephialtes, and he
told (him) of the path that led (leading) through
the mountain to Thermopylae. And learning this,
Xerxes sent the Immortals by this route (this
way), ordering them to take the Greeks from
behind. But the Greeks, having learned what
was happening, at first were at a loss as to what
(they) must do, but finally Leonidas decided to
send the others away to Attica, but he himself was
remaining at Thermopylae with (having) three
hundred Spartans, intending to guard the gates
(i.e., the pass, which was thought of as the gates
of Greece).
[Word glossed earlier in the chapter: τοὺς
ἀθανάτους (5), the immortals.
Compound verb to be deduced: ἀποπέμψαι
(7).]
Lines 10–15
“Then the barbarians attacked, and the Spartans
were fighting against an enemy (enemies) who
were many times their number and killed very
many; and many of the Greeks fell including Leo-
nidas himself (both many other . . . and . . .), after
showing himself (becoming) a very brave (very
good) man. And finally the Persians, the ones
having gone through the mountain, arrived and
attacked from behind. Then the Spartans began
withdrawing into the narrow (part) of the road and
were fighting there until all fell.
[This chapter follows Herodotus’ account of
the battle closely and in places quotes his actual
words; consequently the Greek is in places a lit-
tle hard for students at this stage. See Herodotus
7.207–28.
αὐτὸς ὁ Λεωνίδης (12): see the discus-
sion of the intensive use of αὐτός in Chapter 5,
­Grammar 9, p. 81.]
Lines 16–20
“And after the war the Greeks buried the three
hundred where they had fallen (they fell) and made
a monument to Leonidas, a stone lion, which it is
possible to see even now. And they wrote this epi-
gram on a stone tombstone:
O stranger, tell the Spartans that here
We lie, obedient to their words.
—Herodotus 7.228.2
[Students will recall μνημει�ον (17) and λέοντα
λίѳινον (17) from the caption under the
illustration.]
The epitaph on the Spartan dead at Ther-
mopylae (19–20) is attributed to Simonides. The
three hundred who died fighting with Leonidas
were buried at Thermopylae. The “stranger” is the
passer-by who pauses to read the epitaph. In Greek
epitaphs the dead often speak from their tombs and
address those who read their words.
The Greek text of this epigram is reprinted
by permission of the publishers and the Trustees
of the Loeb Classical Library from Greek Lyric:
III, Loeb Classical Library Vol. 476, translated
by David A. Campbell, Cambridge, MA: Har-
vard University Press, 1991. The Loeb Classical
Library® is a registered trademark of the President
and Fellows of Harvard College. See pp. 540–41
for this epigram.
See also Herodotus III: Books V–VII, Loeb
Classical Library Vol. 119, translated by A. D.
Godley, Cambridge, MA: Harvard University
­
Press, 1922. See pp. 544–45 for this quotation.
Lines 21–29
“And meanwhile, by sea the Greeks waiting at
Artemisium were guarding the straits and, fighting
at sea, defeated the barbarians although they were
more (in number) and warded them off. But when
the barbarians had taken (took) Thermopylae, the
Greeks were no longer guarding the straits but
began to retire with their ships to Salamis. And by
land they were no longer able to resist the barbar-
ians but were fleeing to the Peloponnesus, leaving
behind both Boeotia and Attica to the enemy. Thus
then the barbarians, after advancing by land, were
intending to attack Athens, and, after sailing into
Phalerum by sea, they came to lie at anchor in the
harbor.”
[ται�ς ναυσὶν ἀνεχώρουν (24–5): with their ships,
dative of military accompaniment, without a prep-
osition; this usage should be pointed out to stu-
dents, as it will recur in the readings.]
I-132 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Wor d Bu ilding
1. There appears to be no difference in meaning
between ὁ στράτος, and ἡ στρατια ˉ΄ (compare
ὁ οἰ�κος and ἡ οἰκίᾱ).
στρατεύω and στρατεύομαι: both words
mean I wage war, campaign.
τὸ στράτευμα: expedition, campaign; army.
2. ὁ στρατηγός: general.
στρατηγέω: I am a general; + gen., I command.
στρατηγικός, -ή, -όν: of a general; fit for com-
mand (of persons).
ὁ στρατιώτης: soldier (ἡ στρατίᾱ + -της,
agent suffix).
3. ὁ πόλεμος: war.
πολέμιος, -ᾱ, -ον: hostile; enemy.
πολεμικός, -ή, -όν: of war; fit for war; warlike.
πολεμέω: I wage war.
English Der ivativ es from
Wor ds in the Vocabula ry list
γράφω (ἡ γραφή, writing): autobiography, auto-
graph, biography, geography, graffito, graph, graph-
eme, graphic, graphics, graphite, lexicographer,
mimeograph, orthography, paragraph, phonograph,
photograph, stenographer, telegraph, topography
φράζω: paraphrase, phrase, phraseology
πόλεμος: polemic, polemical, polemicist, polemicize,
polemics
πύλαι: Thermopylae
μέτα: metabolism, metacarpal, metaethics, meta-
galaxy, metalanguage, metalinguistics, metamor-
phosis, metanephrous, metaphor, metaphrase,
metaphysical, metaphysics, metaplasm, metapsychol-
ogy, metastasis, metastasize, metatarsus, metathesis,
metazoan
Ἀττική: Attic, attic
Gr amma r 5
The genitives of demonstrative adjectives stand
in the attributive position, just as do the gen-
itives of reflexive pronouns (see the note on
Chapter 7, Grammar 4, in this manual), e.g.,
ὁ τούτου κύων, his dog.
✒ ✒ Ex ercise 14 δ
1. αὑ�ται 2. ἐκει�νο 3. ταυ�τα 4. τω
�νδε 5. ταύτης
6. οὑ�τοι 7. ἐκείνου 8. ταύτͺη 9. οἵδε 10. τούτου
Book I
✒ ✒ Ex ercise 14 ε
1. That tree is very big; I/they never saw a bigger
tree.
2. Do you see these boys, who are chasing that
dog?
3. After learning these things, the women at
once called their husbands.
4. Why don’t you want to use this plow? For it is
better than that (one).
5. What are you doing, father? Are you convers-
ing with this woman?
6. The Greeks were braver than the Persians.
7. The Spartans all died fighting very bravely.
8. αὕτη ἡ ὁδὸς κακιˉ΄ων ἐστὶν ἐκείνης/ἢ
ἐκείνη· ἐκείνη δὲ μακροτέρᾱ ἐστίν.
9. ταυ�τα ἰδών, ἐκει�νος ὁ γέρων μάλα
ὠργίζετο.
10. αὑ�ται αἱ γυναι�κες σοφώτεραί εἰσιν ἢ
ἐκει�νοι οἱ νεᾱνίαι/ἐκείνων τω�ν νεᾱνιω�ν.
[In no. 9, students are to produce ταυ�τα , the neuter
plural, for “this.” Greek normally uses the neuter
plural here where we use a singular. Tell students
to expect this in future readings and exercises.]
Gr amma r 6
The note on what happens when an enclitic is fol-
lowed by one or more enclitics will be useful even
to those who are not studying accentuation in
detail since it shows how enclitics can be accentu-
ated in this position.
✒ ✒ Ex ercise 14 ζ
You must make up your mind whether students not
studying accentuation in detail should tackle the
exercise that accompanies the translation of these
sentences.
1. Who are driving the oxen? Some old men are
driving them. τινες: indefinite adjective; since
the previous word has its accent on the third
syllable from the end, it receives an additional
acute accent on its final syllable for the enclitic.
2. Where is the king going? The king is going
somewhere toward the mountains. ποι: indef-
inite adverb; since the previous word has its
accent on the third syllable from the end, it
receives an additional acute accent on its final
syllable for the enclitic.
 14 Η Ε Ν Τ Α Ι Σ ΘΕ Ρ ΜΟΠ ΥΛ Α Ι Σ Μ Α Χ Η ( β) I -1 3 3
3. Where are the sailors? The sailors are some-
where in the harbor. που: indefinite adverb;
the enclitic που followed by another enclitic
(εἰσιν) receives an accent and the following
enclitic does not.
4. What are you suffering, children? Are you suf-
fering some trouble (something bad)? τι: indefi-
nite adjective; the previous word retains its acute
accent on its final syllable because of the enclitic.
5. From where have you come, husband? I have
come from somewhere in the mountains (from
the mountains from somewhere), wife. ποθεν:
indefinite adverb; the circumflex on the final
syllable of the previous word takes care of the
enclitic.
6. When do you intend to go to the city? I intend
to go there sometime soon. ποτὲ: indefinite
adverb; since the previous word is accented
on its next-to-the-last syllable, the disyllabic
enclitic requires an accent on its second syllable.
7. How did you do this? I did this with some skill
(skillfully somehow), πως: indefinite adverb;
the circumflex on the final syllable of the previ-
ous word takes care of the enclitic.
8. Where is my brother waiting? Your brother is
waiting somewhere near the agora. που: indefi-
nite adverb; since the previous word is accented
on its next-to-the-last syllable, the monosyl-
labic enclitic does not require an accent.
ΟΙ ΠΕΡΣΑΙ ΤΑ ΥΠΕΡ ΘΕΡΜΟΠΥΛΩΝ
ΣΤΕΝΑ ΑΙΡΟΥΣΙΝ
Title: “The Persians Take the
Pass A bove Thermopylae”
Students will have to deduce the meaning here of
ὑπέρ with the genitive (above); previously they
have been given the meanings on behalf of and for.
Tr anslation
Lines 1–7
And Xerxes, having learned that there was a path
leading over the mountain, being very delighted,
sent Hydarnes, who was (being) his best general,
and the men of whom Hydarnes was in command.
They set out (inchoative/inceptive imperfect) toward
evening from the camp, and Ephialtes was leading
them. And this path begins from the river Asopus.
Then the Persians, after crossing the Asopus, were
marching all night. And day was dawning, and the
Persians arrived at the top of the mountain. On this
(part) of the mountain a thousand hoplites of the
Greeks were on guard.
Lines 8–16
But these men did not see the Persians climbing
up; for there were many trees on the mountain. But
hearing a noise they learned that the Persians had
come up. So the Greeks ran and began to put on their
armor, and immediately the barbarians were there.
But when the Persians saw men putting on armor,
they were amazed; for (although) supposing that
no one was guarding the path, they met an army.
And Hydarnes marshaled the Persians for battle;
but the Greeks, supposing that the barbarians were
intending to attack, fled to the peak of the mountain
and were preparing to die fighting. But the Persians
were taking no notice of the Greeks, and they went
down the mountain as quickly as possible.
[κατὰ τὸ ὄρος (8–9): have students deduce
the meaning of κατά here (on, not down) from
the phrase κατὰ . . . του�το του� ὄρους, glossed in
lines 6–7.
Encourage students to interpret the participle
ἐλπίζοντες (11) as concessive (although).]
✒ ✒ Ex ercise 14 η
1. ἐπεὶ οἱ Πέρσαι ταˉ`ς Θερμοπύλᾱς εἱ�λον, τͺη�
Ἀττικͺη� προσεχώρησαν.
2. οἱ Ἕλληνες ἀνεχώρησαν κατὰ γη �ν τε
καὶ κατὰ θάλατταν, τὴν Ἀττικὴν τοι�ς
πολεμίοις καταλιπόντες.
3. οἱ Ἀѳηναι�οι ταˉ`ς τε γυναι�κας καὶ τοὺς
παι�δας καὶ τοὺς γέροντας εἰς τήν τε
Πελοπόννησον καὶ τὴν Σαλαμι�να
πέμψαντες, παρεσκευάζοντο κατὰ
θάλατταν μάχεσθαι.
4. τοὺς οὐ�ν ἄλλους Ἕλληνας ͺἤτησαν εἰς τὴν
Σαλαμι�να ὡς τάχιστα πλει�ν/πλευ�σαι.
5. οἱ Πελοποννήσιοι, οἳ τει�χος ἐποίουν διὰ
του� Ἰσθμου�, οὐκ ἤθελον τοι�ς Ἀθηναίοις
βοηθη�σαι, ἀλλ᾽ ὅμως ταˉ`ς ναυ�ς εἰς τὴν
Σαλαμι�να ἔπεμψαν.
In no. 1, the pluperfect “had taken” is to be trans-
lated with an aorist, which in a subordinate clause
refers to an action that took place before the action
of the main verb (hence “had taken” in English).
I-13 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Elegiac Poetry, Loeb Classical
Library Vol. 258, translated by Douglas E. Ger-
ber, Cambridge, MA: Harvard University Press,
1999. The Loeb Classical Library® is a registered
trademark of the President and Fellows of Har-
vard College. See pp. 354–55 for lines 1197–1200.
Tr anslation
I heard the voice of the bird crying loudly,
Polypaïdes, which comes as a messenger to mor-
tals that it is time to plow (of plowing being sea-
sonable): and it struck my black/sad heart, because
others hold my fair-flowering fields.
[βοώσης: students will have to think of an appro-
priate translation for this word here.
ἠ�λѳε(ν): for the gnomic aorist, see Chapter 11,
Grammar 3a, p. 208.]
New Testa m ent Gr eek
Proper Nam es
Note: Proper names will be given with the trans-
lations of the New Testament passages in the
Book I
teacher’s handbook rather than in the glosses in the
student’s book.
Ἰερουσαλήμ (note that the text we follow
prints this word with a smooth breathing; other
texts print it with a rough breathing), Jerusalem
Ἰεριχώ, Jericho
Λευιˉ΄της, a Levite (a descendant of Levi; the
Levites assisted the priests)
Σαμαρι΄ˉτης, a Samaritan
Tr anslation
In answer (answering), Jesus said, “A certain man
was going down from Jerusalem to Jericho and
fell among robbers, who, having stripped him and
inflicted (having put) blows on him, went away
having left (him) half dead. And by chance a cer-
tain priest was going down on that road and see-
ing him went past on the other side; and likewise
a Levite also came to the place and seeing (him)
went by on the other side. But a Samaritan on a
journey came to him and seeing him was filled
with pity, and having gone to him he bound up
his wounds, pouring olive oil and wine on (them),
and having mounted him on his own beast he took
him to an inn and cared for him. . . . Which of these
three seems to you to have been the neighbor of the
one who fell among the robbers?” And he said, “The
one who had made/taken pity on him.” And Jesus
said to him, “Go, and you do likewise.”
 h
15
Η ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ ΜΑΧΗ (α)
Title: “The Battle at Salamis”
Pur poses of This Ch apter
1. Reading: (α and β) to allow the old man on the
ship to continue his story of the Persian Wars
with the narration of the Battle of Salamis, how
it was arranged and how it was fought, and to
tell in the passage adapted from Herodotus at
the end of the chapter how the Persians took
the Acropolis at Athens after most of the Athe-
nians had abandoned the city (this incident
belongs chronologically between the first and
second paragraphs of reading α).
2. Grammar: (α) to present the forms of three ath-
ematic 2nd aorists (ἔβην, ἔγνων, and ἔστην)
and to present nouns of the 3rd declension with
stems in -εσ- preceded by ε; and (β) to present
the forms of -ο- contract verbs and of nouns of
the 2nd declension with similar contractions
and to present more numbers, building on
Chapter 8, Grammar 5, p. 149.
3. Context: to present an essay on Aeschylus’ Per-
sians and a translation of Aeschylus’ descrip-
tion of the battle of Salamis
Illustration (p. 290)
Drawing based on an Attic black figure cup by Nic-
osthenes, ca. 530–510 bc (Paris, Louvre). This paint-
ing clearly shows the helmsmen and bow officers;
the ships are not triremes (which had 170 rowers);
no complete Greek drawing of a trireme survives.
Caption under Illustration
The Athenians, having embarked on their ships, were
preparing to fight by sea.
I-135
Encourage students to deduce εἰσβάντες; they
may recall the participle διαβάντες, which
was glossed in line 5 of the reading at the end of
­Chapter 14.
Vocabula ry
We give ὁ νου� ς, here because its declension is
given in Grammar 4 (the word occurs in line 14 of
passage α in the idiom ἐν νῳ
� ἔχω, which has been
used since Chapter 4α).
Θεμιστοκλη�ς: the declension of this noun is
given in Grammar 2.
Teaching the New Gr amma r
in the Story
When teaching the caption under the illustra-
tion, take note of εἰσβάντες, and then h­ ighlight
εἰσβάντες (5), ἀνασταˉ`ς (9), ἔγνω (14), and
διέγνω (15) in the story. These forms are all
glossed; do not spend time with their full sets of
forms now, but leave that for Grammar 1.
Tr anslation
Lines 1–6
“So the Athenians were in the greatest difficulty,
but Themistocles persuaded them not to yield to
the barbarians but to fight for their freedom. So
they took the women and children and old men
to the Peloponnesus and Salamis, leaving Attica
and their city to the enemy. And they themselves,
I-13 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
having boarded their ships, sailed to Salamis and
were preparing to fight by sea.
Compound verb to be deduced: προσέπλευσαν
(5).
ὡς . . . μαχούμενοι (6): ὡς + future participle
to express purpose.
Lines 7–11
“And meanwhile the generals of the Greeks, hav-
ing come together in Salamis, were so afraid that
they wanted to flee away to the Peloponnesus; but
­Themistocles, having stood up in the council, said
that even now they were (are) able to defeat the
enemy; for fighting in the narrows the barbarians
would not (will not) be able to use their numbers;
so they must force them to join battle there.
οὕτως . . . ὥστε (8): note the result clause antici-
pated by οὕτως.
Lines 12–18
“Saying this, he not only persuaded the other gen-
erals to fight, but he also sent a messenger secretly
to Xerxes, to say that the Greeks were preparing
(are preparing) for flight. Then Xerxes, when he
learned that the Greeks intended (are intending)
to flee away, wanting to destroy them as quickly
as possible, decided to force them to fight at Sala-
mis. So he sent some of his ships around the island,
ordering his admirals to guard the escape routes,
and others he ordered to guard the straits so that it
would no longer be possible (is no longer possible)
for the Greeks to sail away.”
ὡς λέξοντα (13): students may have trouble with
this use of ὡς + future participle to express pur-
pose since the participle agrees with a direct object
(ἄγγελον, 13) and not a subject. The participle is
also separated from the noun it modifies by six words.
ὡς (14): conjunction, when. Help students sort
out the uses of ὡς; this usage was introduced in
Chapter 14β.
ὥστε (18): result clause again; this time with
no anticipating word in the main clause.
Wor d Stu dy
1. monogamy: ἡ μονογαμίᾱ (fourth century ad)
= μόνος, -η, -ον + γαμέω, I marry = “the con-
dition of being married to one person.”
Book I
2. monologue: μόνος, -η, -ον + -λογίᾱ (coined
1668) = “a long speech made by one person.”
3. monochrome: μονόχρωμος, -ον (Aristotle) =
μόνος, -η, -ον + τὸ χρω�μα, color = “a painting
done in shades of one color.”
4. monosyllable: μονοσύλλαβος, -ον (second
century ad) = μόνος, -η, -ον, + ἡ συλλαβή,
syllable (literally, taken together) = “a word with
one syllable.”
5. monograph: μονόγραφος, -ον (third century
bc) = μόνος, -η, -ον + ἡ γραφή (γράφω) =
“a scholarly book on one specific subject.”
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
ἀπορίᾱ (ὁ πόρος, passage): aporia, pore, porous,
nonporous
νου� ς (νοέω, I perceive; I think; ἡ νόησις, intelli-
gence, understanding): noesis, noetic, nous
στρατηγός: strategic, strategy
μόνος: minster, monad, monadelphous, monandry,
monarch, Monarchianism, monarchism, monarchy,
monarchical, monarchist, monarchy, monastery,
monastic, monatomic, monk, monocarp, monoce-
phalic, monocle, monocular, monocyclic, monocyte,
monody, monogamy, monogenesis, monogram, mono-
graph, monogyny, monolith, monologue, monomania,
mononucleosis, monophagous, monophonic, monoph-
thong, monopolist, monopolize, monopoly, monorail,
monosyllabic, monotheism, monotone, monotonous,
monotony, monoxide
Gr amma r 1
The participle γνούς is from γνοντ-ς.
✒ ✒ Ex ercise 15 α
1. εἰσβάντες (5): participle, masc. nom. pl.
2. ἀνασταˉ`ς (9): participle, masc. nom. sing.
3. ἔγνω (14): indicative, 3rd sing.
4. διέγνω (15): indicative, 3rd sing.
✒ ✒ Ex ercise 15 β
1. Don’t you want to learn/know what the mes-
senger said?
 1 5 Η Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η (α) I -1 3 7
2. The Athenians, having learned that the bar-
barians had taken Thermopylae and were
advancing toward Attica, were very afraid.
3. Themistocles, who was (being) general, stood
up and persuaded the Athenians not to yield
to the enemy.
4. The Athenians, having sent their women and
children to Salamis, went on board their ships.
5. Xerxes, after learning / learning that the
Greeks were intending to flee away, wanted
(was wanting) to force them to stand/stop and
fight at Salamis.
6. Get out of the ship, boy, and stand on the pier.
7. The captain told the boy to stand up and get off
the ship (having stood up, to get off the ship).
8. The women, after going into the agora, stood
admiring everything.
9. Apollo said at Delphi: “Know yourself.”
10. Stop, friends, and wait for me!
Students should deduce the word Δελφοι�ς in
no. 9.
For the saying γνω
�θι σεαυτόν, attributed to
Thales, see Greek Wisdom, p. 129.
✒ ✒ Ex ercise 15 γ
1. εἰς τὴν οἰκίᾱν εἰσβα�σαι, αἱ γυναι�κες
ἐκάθιζον/ἐκαθίζοντο διαλεγόμεναι
ἀλλήλαις.
2. σι΄ˉγησον, ὠ
� παι�· ἀνάστηθι καὶ σύλλαβέ/
συλλάμβανέ μοι.
3. εἰς τὸ ἱερὸν εἰσβα ˉ΄ς, ὁ ἱερεὺς ἔστη καὶ τῳ�
θεῳ� ηὔξατο.
4. ἐπὶ τὸ ὄρος ἀναβάντες ἔστημεν καὶ τὴν
πόλιν (τὸ ἄστυ) ἐθεώμεθα.
5. ὁ γέρων τοὺς παι�δας ἐκέλευσε
ἀναστη�ναι καὶ ἀκου�σαι/ἀκούειν.
6. γνοὺς τί ἐγένετο, ὁ παι�ς ἐκ τη �ς οἰκίᾱς/
του� οἴκου ἐξέβη ὡς τὸν πατέρα ζητήσων.
7. αἱ γυναι�κες βούλονται γνω �ναι τί δει� ταˉ`ς
οἰκίᾱς καταλιπει�ν.
8. γνου� σαι ὅτι οἱ βάρβαροι προσχωρου� σιν,
αἱ γυναι�κες εἰς ταˉ`ς ναυ�ς εἰσέβησαν.
9. οἱ στρατιω �ται, οὓς ὁ Ξέρξης ἔπεμψεν, ἐπὶ
τὸ ὄρος τάχιστα ἀνέβησαν.
10. ἐπεὶ εἰς τὸ ἄκρον ἀφι΄ˉκοντο, τοὺς
Ἕλληνας εἰ�δον, οἳ οὐκ ἔστησαν ἀνδρείως
ἀλλ’ ἀπέφυγον.
In no. 2, encourage students to use the prefix ἀνα-
with the imperative στη�θι.
Gr amma r 2
The paradigm of ὁ Θεμιστοκη �ς is given here for
reference purposes only; students need not be held
accountable for it.
Aeschylus’ Persae
For further reading, see The World of Athens,
pp. 300–304, and The Oxford History of the Classi-
cal World, pp. 156–62.
Illustration (p. 296)
Note the boar-shaped prows of these two triremes
illustrated on an Athenian black-figure cup by
Nikosthenes of c. 530 (Paris, Louvre).
New Testa m ent Gr eek
Proper names
Καίσαρος Αὐγούστου, Caesar Augustus
τη�ς Συρίᾱς, Syria
Κυρηνίου, Quirinius
Ἰωσήφ, Joseph
τη�ς Γαλιλαίᾱς, Galilee
Ναζαρέθ, Nazareth
τὴν Ἰουδαίᾱν (γη�ν), the Judaean (land)
= Judaea
Δαυίδ, David
Βηθλέεμ , Bethlehem
Μαριαˉ΄μ , indeclinable, Mary
Χρῑστός, Christ (the Anointed One, from χρίω,
I anoint)
Tr anslation
And it happened in those days (that) a decree went
out from Caesar Augustus (that) the entire inhab-
ited world be enrolled (in a census). This was the
first registration when Quirinius was governor
of Syria. And everyone was making the journey
to be enrolled, each to his own city. And Joseph
also went up from Galilee out of the city of Naz-
areth into Judaea into the city of David, which is
called Bethlehem, because he was (because him
to be) from the house and the family of David, to
be enrolled with Mary, the one betrothed to him,
who was (being) pregnant. And it happened (that)
while they were there the days were fulfilled of her
giving birth (of her to give birth), and she bore her
first-born son, and she wrapped him in swaddling
I-138 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
bands and made him recline in a manger, because
there was not place for them in the inn.
ται�ς ἡμέραις ἐκείναις: for the predicate posi-
tion of demonstrative adjectives, see Chapter 14,
­Grammar 5, p. 285.
ἀπογράφεσθαι πα�σαν τὴν οἰκουμένην:
help as necessary with this accusative and infini-
tive construction in apposition to δόγμα = a decree
(that) the entire inhabited world. . . .
ἀπογραφὴ: students will deduce the mean-
ing of the noun from that of the infinitive earlier
in the line. Be sure students note that the demon-
strative pronoun αὕτη is the subject and that
it is attracted into the gender of the predicate,
ἀπογραφὴ πρώτη.
ἡγεμονεύοντος . . . Κυρηνίου: genitive
absolute; Latin students will see the parallel to the
ablative absolute.
Articular infinitives:
διὰ τὸ εἰ�ναι αὐτὸν
ἐν τῳ� εἰ�ναι αὐτοὺς ἐκει�
του� τεκει�ν αὐτήν
Book I
The first is translated in the gloss, and this will help
students translate the other two.
And there were shepherds in the same place living
out of doors and keeping (guarding) the watches of
the night over their flock. And an angel of the Lord
stood over them, and the glory of the Lord shone
around them, and they feared a great fear. And
the angel said to them, “Do not fear, for behold I
announce to you a great joy, which will be for all the
people, that a savior was born to you today, who is
Christ the Lord in the city of David. And this (is) the
sign for you, you will find a baby wrapped in swad-
dling bands and lying in a manger.” And suddenly
there appeared (became) with the angel a multitude
of a heavenly host of ones praising God and saying,
“Glory in heaven to God and upon the earth peace
among men of good will or of (His) choice.”
τͺη� χώρᾳ τͺη� αὐτͺη� : the intensive adjective in the
attributive position means same; see Chapter 5,
Grammar 9, p. 81.
Compound verb to be deduced: ἐπέστη,
stood over.
 h
Η ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ ΜΑΧΗ (β)
Map (p. 300)
From J. S. Morrison, J. F. Coates, and N. B. R
­ ankov,
The Athenian Trireme: The History and Reconstruc-
tion of an Ancient Greek Warship, Cambridge,
2nd ed., 2000, p. 57.
Caption under Map
The Battle at Salamis
The topography of the battle and the movements
of the fleets are controversial (Herodotus’ account
is obscure), but this plan is clear and convincing.
We follow the account of Aeschylus in Persae,
353–514.
Vocabula ry
δηλόω and ἐλευθερόω: inform students that this
is the third and last type of contract verb and that
there are few verbs of this sort. Remind them that
they have seen two verbs of this sort, ἀρόω and
πληρόω in Chapters 3 and 4.
Teaching the New Gr amma r
in the Story
Highlight the -ο- contract verbs in this read-
ing: ἐλευθερου� τε (14), ἐλευθερου� τε (14),
ἠλευθέρωσαν (36), and ἐδήλωσαν (38). Leave
the full conjugation of these verbs for Grammar 3.
This is a long reading with two important
pieces of Greek poetry inserted in it. Concentrate
on the story and on the poetry.
I-139
Tr anslation
Lines 1–7
“So all night the barbarians were rowing this
way and that, guarding the straits and the escape
routes, but the Greeks were keeping quiet, prepar-
ing to fight. But as soon as (when first) day dawned,
the barbarians began to advance into the straits,
believing that they were about to defeat the Greeks
easily, but suddenly they heard a very loud shout so
that they were very afraid. For the Greeks, keeping
(using) good order, began to advance into battle,
and sailing against the barbarians they were shout-
ing their battle song.
Word glossed earlier in the chapter: τοὺς ἔκπλους
(2), the escape routes.
Note that in προὐχώρουν (3 and 6) the vowel
of the prefix and the augment have contracted and
the breathing mark is retained. The form could
also be written προεχώρουν.
προὐχώρουν (3 and 6): encourage students to
interpret the imperfects here and προσέβαλλον
(17) and ἐτρέποντο (21) as inchoative.
ὡς (4): conjunction introducing a clause
dependent on πιστεύοντες.
Lines 8–16
“And this is how (thus) the poet Aeschylus, who
was even himself present at the battle, describes
(makes) the Greeks sailing against the barbarians:
First in an orderly manner the right wing/ was
leading (the way) in order, and second the whole
fleet/ came out against (them), and it was possible
I-14 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
to hear at the same time/ a great shout, ‘O chil-
dren of the Greeks, go on,/ free your fatherland,
and free/ your children, your wives, and the seats/
shrines of your ancestral gods,/ and the tombs of
your ancestors; now all is at stake (now the contest
is for all).’
Note that ἡγει�το (11) is used without an object
in the dative case and means was leading, advanc-
ing; κόσμῳ (11) is a dative of manner and not the
object of ἡγει�το.
θεω�ν (15): disyllabic, but occasionally in
poetry, as here, it undergoes synizesis and becomes
monosyllabic in pronunciation.
The Greek text is reprinted by permission of
the publishers and the Trustees of the Loeb Classi-
cal Library from Aeschylus I, Loeb Classical Library
Vol. 145, translated by H. Weir Smyth, Cambridge,
MA: Harvard University Press, 1922. The Loeb
Classical Library® is a registered trademark of the
President and Fellows of Harvard College. See
pp. 142–45 for lines 399–405 of the Persians.
Lines 17–27
“So thus the Greeks began to attack the Persian
force, and clashing in the straits they were fight-
ing (by sea) few against many. And the barbarians,
although having very many ships, were not able
to use all their ships together (at once). And the
Greeks either damaged (harmed) or sank the first
of the barbarians’ ships, attacking with such eager-
ness that the barbarians began to turn (around),
very afraid, and were trying to flee away. Then there
was tremendous commotion. For the barbarians’
ships were falling upon each other, some trying to
escape from the battle, and others advancing into
battle. And finally all the barbarians were fleeing in
disorder (using no order), and the Greeks pursuing
sank very many ships; and everywhere there were
wrecks, and everywhere corpses, so that it was no
longer possible to see the sea. So thus they were
fighting until night fell.
Lines 28–30
“And meanwhile Xerxes was sitting on a certain hill
near the sea, watching the battle; for he was confi-
dent (believing) that the Persians would win eas-
ily; for he was ignorant of the ways of (the things
Book I
of) chance, nor did he know what the gods had in
mind, but he was always subject to (used) pride.
Lines 31–5
“But when he learned (having learned) that the
Greeks were winning and the barbarians fleeing
away, he stood up and tore his robes. For he was in
the greatest difficulty; for having lost his fleet he
was no longer able to supply food for his land (foot)
army, which was (being) very large. So he ordered
his generals to lead the land (foot) army to Asia by
land, and he himself fled away, lamenting.
Lines 36–40
“So the Greeks, having thus conquered the Per-
sians, freed Greece. And what is more, in this action
(deed) the Athenians provided the most ships of
the Greeks and showed the greatest courage, so
that it is possible to say truly that the Athenians
saved Greece, and above all (not least) Themist-
ocles, who as Athenian general (being Athenian
general) was most responsible for the victory.
This paragraph echoes the pro-Athenian bias of
Herodotus’ sources.
αἴτιος . . . τη�ς νιˉ΄κης (40): note the use of the
genitive with αἴτιος; meaning responsible (for).
Lines 41–6
“For the Athenians who died in this war, Simon-
ides, who was (being) a very good poet, wrote this
epigram:
If to die well is the greatest part of Virtue,/
Fortune gave this to us above all./ For striving
(hurrying) to put freedom around Greece (i.e., to
put freedom on Greece as a wreath or crown = to
wreath or crown Greece with freedom),/ we lie (in
our graves) enjoying ageless praise.”
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classi-
cal Library from Greek Lyric: III, Loeb Classical
Library Vol. 476, translated by David A. Camp-
bell, Cambridge, MA: Harvard University Press,
1991. The Loeb Classical Library® is a registered
 1 5 Η Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η ( β) I -141
trademark of the President and Fellows of ­Harvard
College. See pp. 526–527 for this epigram, no.
VIII = A. P. 7.253.
We preserve Simonides’ spellings ἐλευθερίην
(45) and εὐλογίͺη (46).
Wor d Bu ilding
1. I gather, count, calculate, say; calculation,
account, word
2. I turn; turning
3. I send; sending, escort, procession
4. I stay, wait; staying, delay
5. I hurry; haste, eagerness
6. I leave; left over, remaining
English Der ivativ es from
Wor ds in the Vocabula ry List
ἀνέστην (ἀναστα-): Anastasia
πειράω: empiric, empirical, empiricism, pirate
ἀγών: agonist, agonistic, agonize, agony, antago-
nism, antagonist, antagonize
κόσμος (good order; universe): cosmetic, cosmic,
cosmogony, cosmography, cosmology, cosmonaut, cos-
mopolis, cosmopolitan, cosmopolite, cosmos, macro-
cosm, microcosm
νεκρός: necrobiosis, necrology, necromancy, necro-
phagia, necrophagous, necrophilia, necrophobia,
necropolis, necrotomy
νιˉ΄κη: Nike
δεξιός: English words with dexter -/ dextro-/ dextr-
are from Latin, not Greek.
Gr amma r 3
Notes:
✒ ✒ Ex ercise 15 δ
1. ἐλευθερου� τε (15): 2nd person pl., present
imperative.
2. ἐλευθερου� τε (15): 2nd person pl., present
imperative.
3. ἠλευθέρωσαν (42): 3rd person pl., aorist
indicative active.
4. ἐδήλωσαν (43): 3rd person pl., aorist indica-
tive active.
✒ ✒ Ex ercise 15 ε
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
Gr amma r 4
Students have met another contract noun of
the 2nd declension in 15α: 17, τοὺς ἔκπλους
(ὁ ἔκπλους, του� ἔκπλου).
✒ ✒ Ex ercise 15 ζ
1. The general, having learned / learning the
truth, shows everything to the people.
2. The enemy, having taken the city, enslave the
inhabitants.
3. It is necessary to fight bravely, men, and set the
fatherland free.
4. Show the courage that your ancestors always
showed. or You show the courage that your
ancestors always showed.
5. The hoplites, having learned / learning these
things, attacked the enemy and, showing the
greatest courage, set the city free.
6. What does Xerxes have in mind? He has in
mind to enslave all Greece.
7. The Greeks decided to ward off the barbarians
and to set Asia free.
Gr amma r 5
Emphasize that students should learn to recognize
the cardinal numbers given at the top of p. 306.
They will be expected to recognize them in subse-
quent readings.
Some teachers may want to include the fol-
lowing numerical adverbs: ἅπαξ , once, δίς, twice,
τρίς, three times. The others are formed by adding
-ακις to the corresponding cardinal form (with
some variations in spelling): τετράκις, πεντάκις,
ἑξάκις, ἑπτάκις, ἐνάκις, δεκάκις.
Here is an exercise that may be used with
Grammar 5:
1. οἱ μὲν Πέρσαι τρὶς τοι�ς Ἕλλησι
προσέβαλον, οἱ δὲ Ἕλληνες ἑκάστοτε
(each time) αὐτοὺς ἀπήλασαν.
2. ὁ Λεωνίδας, τριακοσίους ἔχων ὁπλίτᾱς, τὰ
στενὰ ἐφύλαττε πρὸς μῡρίους βαρβάρους.
I-142 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
3. τͺη
� δωδεκάτͺη ἡμέρᾳ ἄγγελός τις εἰς τὸ
ἄστυ ἀφι΄ˉκετο.
4. ἤγγειλεν ὅτι τρισχι΄ˉ λιοι τω
�ν πολεμίων
προσχωρου� σι καὶ τοι�ς τείχεσι προσβαλει�ν
μέλλουσιν.
5. ἐννεακαίδεκα ἡμέρᾱς οἱ πολι�ται
ἀντει�χον, τͺη� δὲ εἰκοστͺη� ἐνέδοσαν (gave in,
surrendered).
A nsw er s
1. Three times the Persians attacked the Greeks,
and the Greeks drove them away each time.
2. Leonidas, having three hundred hoplites, was
guarding the pass against countless barbarians.
3. On the twelfth day a certain messenger arrived
at the city.
4. He announced that three thousand of the
enemy were approaching and were about to
attack the walls.
5. For nineteen days the citizens were resisting,
but on the twentieth they surrendered.
Gr amma r 6
Notes:
ΟΙ ΠΕΡΣΑΙ ΤΑΣ ΑΘΗΝΑΣ
ΑΙΡΟΥΣΙΝ
Title: “The Persians Take
Athens”
Lines 1–5
The Persians take the city (that is) deserted, and
they find some of the Athenians (being) in the
temple, stewards of the temple and poor men, who
having barricaded the Acropolis, were warding off
the attackers. And the Persians, taking up position
(sitting down) on the hill opposite the Acropolis,
which the Athenians call the Areopagus, were
besieging (the Acropolis).
Note Herodotus’ use of the historical present in the
first sentence.
Note the predicate position of ἔρημον (1):
The Persians take the city (that is) deserted. See the
note on the adjectives in the predicate position in
the first paragraph of the tail reading in Chapter 7.
Book I
Compare the attributive position of ἐναντίον
after the repeated definite article in line 4.
Lines 5–11
And the Athenians, although suffering terribly (very
bad things), were not willing to give in but defended
themselves, so that for a long time Xerxes was at a
loss, not being able to take them. But finally the Per-
sians took (them) like this; (for) some men got up
where the place was sheer and the Athenians were
not guarding (it) but were believing that no one
could get up this way. And when they saw that they
had gotten up onto the Acropolis this way, some were
throwing themselves down from the wall and died,
and others were fleeing to the temple. And the Per-
sians first killed the suppliants, and then after plun-
dering the temple set fire to the whole Acropolis.
Words glossed earlier in the chapter: δυνάμενος
(7) and δύναται (9).
ἀναβεβηκότας (10): we have kept ­Herodotus’
perfect participle, but the form need not be dis-
cussed at this stage.
τοὺς ἱκέτᾱς, the suppliants (12): the Athe-
nians would have taken sanctuary at the altar of
Athena and thus, as suppliants of the goddess, were
under her protection.
✒ ✒ Ex ercise 15 η
1. ἐπεὶ/ὡς ἔγνωσαν οἱ Ἀθηναι�οι ὅτι οἱ
Πέρσαι πρὸς τὴν Ἀττικὴν προχωρου�σιν,
ἀγγέλους πρὸς τοὺς Δελφοὺς ἔπμεψαν.
2. οὑ�τοι, εἰς τὸ ἱερὸν εἰσελθόντες, τὸν θεὸν
ἤροντο τί δει� ποιει�ν τοὺς Ἀθηναίους.
3. ὁ θεὸς ἀποκῑνάμενος εἰ�πεν· “ἡ Ἀθηνα�
οὐ δύναται υˉ῾μα�ς σῴζειν. οἱ βάρβαροι
αἱρήσουσι ταˉ`ς Ἀθήνᾱς. τὸ τει�χος τὸ
ξύλινον/τὸ ξύλινον τει�χος μόνον
ἀπόρθητον ἔσται.”
4. οἱ ἄγγελοι τούτους τοὺς λόγους ἔγραψαν
καὶ εἰς ταˉ`ς Ἀθήνᾱς ἐπανελθόντες τῳ� δήμῳ
ἤγγειλαν αὐτούς.
5. ὁ Θεμιστοκλη �ς ἀνασταˉ΄ς, “ἀκούετε, ὠ�
Ἀθηναι�οι,” ἔφη, “τί λέγει τὸ χρηστήριον·
αἱ τω�ν Ἀθηναίων νη�ές εἰσι τὸ τει�χος τὸ
ξύλινον· αὑ�ται γὰρ τὴν πόλιν σώσουσιν.
6. οὕτως εἰπὼν τοὺς Ἀθηναίους ἔπεισε
μὴ εἴκειν τοι�ς βαρβάροις ἀλλὰ κατὰ
θάλατταν μάχεσθαι.
 h
16
ΜΕΤΑ ΤΗΝ ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ
ΜΑΧΗΝ (α)
Title: “A fter the Battle at
Salamis”
Pur poses of This Ch apter
1. Reading: (α and β) to allow the old sailor to
recount his involvement in Athenian naval
engagements with the Persians around the
Aegean subsequent to the battle of Salamis
and his fighting in Egypt and Cyprus to the
time of the peace with Persia in 449 bc; (β)
to allow the old sailor to recount briefly his
voyages as a sailor on merchant ships after
his retirement from the navy and his resigned
anticipation of death after a full life, and to
give at the end of the chapter the alternative
account of Xerxes’ return to Asia after the bat-
tle of Salamis
2. Grammar: (α) to introduce the passive voice
and the forms of verbs in the passive voice in
the present and imperfect tenses; (β) to pres-
ent the conjugation of verbs that add personal
endings directly to the stem, δύναμαι, κει�μαι,
and ἐπίσταμαι.
3. Context: to sketch the rise of the Athenian
Empire from the time of the battle of Salamis to
the outbreak of the Peloponnesian War
Caption under Illustration
We saw the pyramids and the Sphinx and strange animals.
Students will be able to deduce πυράμιδας and
Σφίγγα (-γγ- pronounced -ng-); ζῳ�α can be
I-143
deduced from derivatives such as zoology; give the
meaning of ἔκτοπα, out of the way, unusual.
Vocabula ry
Be sure students note the new meaning of the
preposition ὑπό, and have them read the footnote
with care; be sure they understand the concept of
voice. Have them review Chapter 6, Grammar 2,
pp. 89–90 carefully for the concepts of active, mid-
dle, and passive voice.
Teaching the New Gr amma r
in the Story
In conjunction with ὑπό in the vocabulary list, be
sure that students understand the concept of the
passive voice. Be sure that they also clearly under-
stand that the forms of verbs in the passive voice
are identical to the forms in the middle voice for
the present and imperfect tenses. Only present and
imperfect passive forms are used in this chapter;
the future and aorist passive will be presented in
Book II, Chapter 17. Be sure students also under-
stand that context will help determine whether a
verb is being used in a middle or passive sense and
that verbs in the passive voice are often accompa-
nied by a prepositional phrase introduced with
ὑπό + gen. or by a dative of instrument or means.
There are no examples of the latter in the first read-
ing passage, and this bit of grammar need not be
discussed now.
I-14 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
After reading, comprehension, and translation
of the story we recommend that careful attention
be given to identifying verbs in the middle voice
and verbs in the passive voice. All the verbs in the
middle voice are deponent, except for ἀρχομένῳ
(15) and ἐπειρω �ντο (23), which are not depo-
nent because the verbs from which they come have
active forms, although they are usually used in the
middle voice in Attic. We recommend using an
overhead projection of the text and having students
identify the middle/deponent verbs and the pas-
sive verbs. Put boxes around the middle/deponent
verbs, underline the passive verbs, and circle prepo-
sitional phrases with ὑπό, as follows (this list does
not include ἀρχομένῳ, 15, and ἐπειρω �ντο, 23):
κατέκειτο (1; deponent), ἐμάχοντο (3; depo-
nent), ἡγου�ντο (4; deponent), γενόμενος
(5; deponent), μάχεσθαι (7; deponent), ὑπὸ τω �ν
βαρβάρων . . . εἴχοντο (7–8; passive), μάχεσθαι
(9; deponent), ἐμάχοντο (13; deponent),
ἐνῑκω�ντο (14; passive), ἐμάχεσθε (14; depo-
nent), ὑφ᾿ἡμω �ν ἐλευθερου�νται (15; passive),
νῑκα�ται (18; passive), διαφθείρεται (18; pas-
sive), ἠπίσταντο (19; deponent), νῑκω �νται (19;
passive), ἐλευθερου�ται (20; passive), δύνανται
(20; deponent), εἰσβιάζεσθαι (23; deponent),
κειμένην (28; deponent), νῑκώμεθα (33; pas-
sive), and ἐξελαυνόμεθα (39; passive).
Careful attention to distinguishing deponent/
middle verbs from verbs being used in the passive
voice will help allay the potential confusion of mid-
dle and passive voices and will demonstrate the
usefulness of knowing which verbs are deponent.
Careful attention to the lessons learned from study
of the verbs here will greatly enhance students’
ability to comprehend the Greek of subsequent
stories.
Tr anslation
Lines 1–8
So thus having finished his story, the sailor lay
down on the deck, and Dicaeopolis and Philip were
silent, wondering at all that he had said. And finally
Philip said, “How bravely the Greeks were fight-
ing! How brilliantly the Athenians were leading
their allies! But you, what were you doing after the
war? Having become a merchant were you sailing
in merchant ships?” And he said, “No, for the war
did not end, but it was still necessary to be fight-
ing against the barbarians for a long time. For all
Book I
the islands and all Ionia were still being held by the
barbarians.”
Lines 9–10
And Philip (said), “But how long (for how much
time) was it necessary to fight? Were you involved
in (present at) many battles?”
Lines 11–13
And the sailor said, “Certainly, my boy, I was
involved in very many battles and was sailing to
many parts of the world with the allies. For the bar-
barians were always fighting, and they were always
being defeated.”
Line 14
And Philip (said), “But where in the world (of the
world) were you fighting?”
Lines 15–21
And he (replied), “First together with the begin-
ning of spring (i.e., the spring following the battle
of Salamis, 479 bc), the Ionians are set free by us;
for having sailed with a hundred ships to Samos and
having pursued the barbarians’ fleet to Mycale, we
attack them so eagerly that their army is conquered
and their fleet is destroyed. And the Ionians, when
they knew that the barbarians were being defeated,
began to come to our aid; so thus all Ionia is set free
and all the islands. For nowhere are the barbarians
able to resist us.
Lines 22–5
“And later, when the Persians, having collected a
very large army and two hundred ships, were trying
to force their way again into the Aegean Sea, we, hav-
ing caught them by the Eurymedon River, defeated
(them) in a very great battle by both land and sea.
Lines 26–35
“And what is more, we made a campaign to Egypt
and, coming to the aid of the inhabitants, drove
out the Persians. For we sailed up the Nile and
 16 Μ Ε Τ Α Τ Η Ν Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η Ν (α) I -14 5
took Memphis, a very great city lying on the Nile.
Then for six years we were remaining in Egypt, and
we saw many wonders. For we saw the pyramids,
which are (being) very large tombs of the ancient
kings, and the Sphinx, a very strange (very terri-
ble) statue, half lioness and half woman. And what
is more, we saw unusual animals, crocodiles and
ostriches. But finally the Persians, having collected
a vast force, attacked us; then we are defeated and
are driven out of Egypt. So we thus suffered a very
great disaster; for having lost two hundred ships we
scarcely escaped ourselves.”
Compound verb to be deduced: ἐξηλάσαμεν (27).
Illustration (p. 311)
Pyramids at Ghiza.
Wor d Stu dy
Of these four words, no. 1 dynamic, no. 4 dynasty,
and perhaps no. 2 dynamo are directly derived
from Greek words that are associated in meaning
with the noun ἡ δύναμις, power, might, capacity,
which is formed from the same stem as is the verb
δύναμαι.
1. dynamic: from δυναμικός, -ή, -όν, powerful,
efficacious.
2. dynamo: a coinage = “a machine for creating
electrical power”; the suffix -mo is perhaps an
abbreviation for motor, but it may be a more
sophisticated coinage from the verb δυναμόω,
I put power into something, create power.
3. dynamite: = δυναμ- + termination -ite: so
named by Alfred Nobel, the inventor of dyna-
mite in 1867.
4. dynasty: derived from ὁ δυναστής, a man with
power, ruler; cf. English dynast, but dynasty has
come to mean a line of hereditary rulers.
A dditional English
Der ivativ es from Wor ds in
the Vocabu la ry List
δύναμαι (ἡ δύναμις, power; ὁ δυναστής, lord;
master; ruler): aerodynamic, aerodynamics, aerodyne,
dynamics, dynamism, dynamoelectric, dynamometer,
dynamotor, dynast, dynatron, dyne, dynode, hetero-
dyne, hydrodynamics, isodynamic, photodynamic,
photodynamics, thermodynamic, thermodynamics
ἐπίσταμαι (ἡ ἐπιστήμη, knowledge): epistemol-
ogy, epistemological
ἑκατόν: hecatomb
ὐπό: see list with Chapter 5β
Gr amma r 1
Notes:
✒ ✒ Ex ercise 16 α
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
✒ ✒ Ex ercise 16 β
1. The oxen are being driven slowly to the field
by the farmer. ἐλαύνονται: present indica-
tive passive
2. The farmer was working all day, being worn out
by the sun (in the process). κατατριβόμενος:
present participle passive
3. But when evening is falling, the farmer stops
working; the oxen are loosed and the plow is
left in the field. λυˉ΄ονται, λείπεται: present
indicative passive
4. While the oxen were being driven home by the
slave, the farmer, being very tired, was sitting
by the road. ἠλαύνοντο: imperfect indica-
tive passive
5. But suddenly he is woken by a shout and hears
the boys calling him. ἐγείρεται: present pas-
sive indicative
6. Come here, father, and come to our aid; for we
are being chased by a wolf. διωκόμεθα: pres-
ent passive indicative
7. The boys, being chased by the wolf, were
very afraid. διωκόμενοι: present passive
participle
8. Don’t be afraid, boys; for you are not
being hurt at all (you are being nothing
hurt) by the wolf. βλάπτεσѳε: present indic-
ative passive
9. So saying, he loosed his dog; and the
wolf, being pursued by the dog, fled away.
διωκόμενος: present participle passive
10. So the boys are saved and hurry home with
their father. σῴζονται: present indicative
passive
I-14 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

✒ ✒ Ex ercise 16 γ 4. ἐπεὶ ἑσπέρᾱ ἐγίγνετο, ἄγγελος ἀφι΄ˉκετο.

1. The barbarians, being defeated by the Greeks,
turned and fled to land.
οἱ ναυ�ται ὑπὸ τω�ν λͺηστω�ν διωκόμενοι τὰ
ἱστία ἠ�ραν καὶ πρὸς τὸν λιμένα ἔφυγον.
2. The Greeks, although being in the greatest dif-
ficulty, are persuaded by Themistocles not to
yield to the barbarians.
οἱ Πέρσαι καίπερ πλείστᾱς ἔχοντες ναυ�ς
ὑπὸ τω�ν Ἑλλήνων νῑκω�νται.
3. Compelled to fight in the straits, they were not
able to use all their ships.
ὑπὸ τω�ν Ἑλλήνων ἐδιώκοντο, καὶ πα� σαι
αἱ νη� ες ἢ ἐβλάπτοντο ἢ διεφθείροντο.
4. Dicaeopolis was being persuaded by his wife to
journey to the city.
ὁ Φίλιππος ὑπὸ λύκου τινὸς μεγάλου
ἐδιώκετο.
5. We are compelled by the storm to return to the
harbor.
ὑπὸ του� πατρὸς κελευόμεθα ἐκ τη�ς νεὼς
ἐκβη� ναι.
✒ ✒ Ex ercise 16 δ
1. αἱ γυναι�κες ὑπὸ τω �ν ἀνδρω�ν φιλου�νται
καὶ τῑμω�νται.
2. αἱ παρθένοι ὑπὸ νεᾱνιω �ν τινων διωκόμεναι
πρὸς ταˉ`ς μητέρας οἴκαδε ἔσπευδον.
3. μὴ ἄπιτε· ὑπὸ του� βασιλέως κελευόμεθα
ἐν τͺη� ἀγορᾳ� μένειν.
5. “ὠ
� πολι�ται,” ἔφη, “κελεύεσθε οἴκαδε
σπευ�σαι καὶ αὔριον ἐπανελθει�ν.”
The Athenian Empire
Map (p. 316)
From The Oxford History of the Classical World, ed.
by J. Boardman, J. Griffin, and O. Murray, © 1985,
Oxford University Press, p. 134.
Illustration (p. 317)
The Athenian tribute lists are among the most
valuable epigraphical records of ancient Athens.
Running from 454 to 415 bc, when the system
of tribute was abolished, they enable us to recon-
struct the extent and organization of the Empire
and the relative importance of its members. The
lists were engraved on a huge block of Pentelic mar-
ble erected on the Acropolis, and over a hundred
fragments survive. The lists were reconstructed
and interpreted by Professors West and Meritt in
1927–28. The amounts paid are in drachmas, writ-
ten in Attic alphabetic numerals (Athens, National
Archaeological Museum).
Note that in this inscription ε is used for both
ε and η, thus ΗΕΛΛΕΣΠΟΝΤΙΟΣ instead
of ΗΕΛΛΗΣΠΟΝΤΙΟΣ, and note that
Η (= capital η) is used for the rough breathing.
For further reading, see The World of Athens,
pp. 18–26 and 232–241, and The Oxford History of
the Classical World, pp. 124–136.
 h
ΜΕΤΑ ΤΗΝ ΕΝ ΤΗΙ ΣΑΛΑΜΙΝΙ
ΜΑΧΗΝ (β)
Caption under Illustration
I saw Mount Etna throwing out rivers of fire toward the
heavens.
Encourage students to deduce τὸ Αἰτναι�ον ὄρος.
The word ποταμός is in the vocabulary list.
Both Pindar (Pythian 1.21–28) and Aeschylus
(Prometheus Bound 366–369) describe the major
eruption of Mount Etna that took place probably in
475/4 bc. Pindar describes it as follows:
From its depths belch forth holy springs of unap-
proachable fire; and in the daytime rivers (of lava)
pour out a fiery stream of smoke; but in the dark-
ness red flames roll rocks and carry them with a
crash into the deep flats of the sea.
Vocabula ry
We give σπονδή, which is not in the reading, to
show the basic meaning of αἱ σπονδαί, libations
poured to guarantee a peace treaty.
Teaching the New Gr amma r
in the Story
Continue to focus on distinguishing verbs in the
passive voice from verbs in the middle voice and
from deponent verbs.
Passive voice: λῡπούμενοι (5), σπονδαὶ
ποιου�νται ὑπὸ του� δήμου (5–6), ὥστε
πήγνυσθαι καὶ τὴν θάλατταν (16), ἐπλανα�το
(19), and ἡ ναυ
�ς ἀνέμῳ οὐρίῳ φερομένη (20–21).
I-147
Middle voice: ἐπαύσασθε (1), πειρα ˉ΄σομαι
(10), ποιου�μαι (17), and στείλαντο (25).
Deponent: ἐδύνατο (2), ἡγησάμενος
(3), ἐπιγιγνομένῳ (5), εἰργασάμεθα (6),
μαχόμενοι (7), πρόκειταί (7), γίγνεσθαι (7),
γίγνεσθαι (10), ἐχρώμην (12), προσδέχομαι
(17), ἐνθῡμούμενοι (22), and ἵκοντο (24).
We have given sufficient information in the
glosses for students to understand the passive and
middle forms of verbs they have not yet encoun-
tered in the vocabulary lists.
Tr anslation
Line 1
But Philip (asked), “After suffering such a disaster
didn’t you cease from the war?”
Lines 2–8
And the sailor said, “Not at all; for nothing was
able to reduce the spirit of the Athenians. So
soon Cimon, having led the fleet to Cyprus, again
defeated the Persians, but he himself was killed
(died) besieging a certain city. So we sailed away
for home, distressed. And the following year a
peace treaty is made by the people with the Per-
sians. So great were the deeds we accomplished
fighting against the barbarians. So a very great con-
test lies before you, my boy; for you must become
worthy of your ancestors (fathers).”
After he returned from ostracism, Cimon was
sent with two hundred ships to help the Greeks
I-14 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
in Cyprus, where the Persians were attempt-
ing to reestablish control; he died during the
siege of Cition; before sailing home the Greek
fleet succeeded in raising the siege of Cition and
defeated the Phoenician fleet at Salamis. The
Athenians may have made peace with the Persian
king—the Peace of Callias—the following year
(449 bc).
Compound verb to be deduced:
ἀπεπλεύσαμεν (5).
Lines 9–11
And Philip said, “You are speaking the truth, old
man; and if god is propitious, I will try to become
a good man, worthy of my ancestors (fathers). But
what were you doing in peacetime?”
Lines 12–17
And the old man said, “I was no longer young (a
young man) and I was not enjoying such great
strength that I could row in the fleet. So, hir-
ing myself out, I was sailing in merchant ships to
many parts of the world. For I (both) went to Sic-
ily, where I saw Mount Etna throwing out rivers
of fire toward the heavens, and I sailed to Scythia,
where in winter (within the winter) the frosts are
so severe that even the sea freezes (is made solid).
And now being very old I make some little voyages
around the islands, and I await death contentedly.”
Word glossed earlier in the chapter: ὁλκάσι (13),
merchant ships.
Compound verb to be deduced: ἐκβάλλον
(15).
πλου�ς; a contract noun of the second declen-
sion, nominative, ὁ πλου�ς (see Chapter 15, Gram-
mar 4, p. 305).
Lines 18–19
And Philip said, “You saw many things in your long
life, and you suffered many things too. For Odys-
seus himself wandered (was used to wandering) no
further than you.”
Lines 20–1
But the old man, looking toward the land, got up
and said, “Look, for already the ship, being carried
along by a favorable wind, is approaching the har-
bor. And so, farewell.”
Book I
Lines 22–3
So speaking, he went off to the bow (of the ship), and
they were staying, pondering all that he had said.
Compound verb to be deduced: ἀπέβη (21).
Lines 24–6
And when they arrived inside the very deep harbor,
They took down the sails, and put (them) in the
black ship
Quickly, and the ship they rowed forward with the
oars into the anchorage.
Note that Homer does not augment the aorists, and
note the double σ in the aorist προέρεσσαν.
The Greek text is reprinted by permission of
the publishers and the Trustees of the Loeb Clas-
sical Library from Homer: Iliad: Books 1–12, Loeb
Classical Library Vol. 170, translated by A. T. Mur-
ray and William F. Wyatt, Cambridge, MA: Har-
vard University Press, second edition, 1999. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 44–45 for 1.1.432–435.
Wor d Bu ilding
1. spiritless, despondent; I am despondent; lack of
spirit
2. cheerful; I am cheerful; cheerfulness
3. eager; I am eager; eagerness
English Der ivativ es from
Wor ds in the Vocabu la ry
List
βίος: amphibian, autobiography, bio, bioacoustics,
bioassay, bioastronautics, biobibliography, biochem-
istry, biodegradable, biodiversification, biodynam-
ics, bioelectric, bioengineering, bioenvironmental,
bioethics, biogenesis, biographer, biography, biology,
biomechanics, biomedicine, biometrics, bionomics,
biophysics, biopiracy, biopsy, biopsychology, biore-
search, bioscopy, biosocial, biosphere, biotechnology,
bioterrorism, biotherapy, microbe
εἰρήνη: irenic
θάνατος: thanatology, thanatopsis, Thanatos
ποταμός: hippopotamus
ἄξιος: axiom, axiomatic
 16 Μ Ε Τ Α Τ Η Ν Ε Ν Τ Η Ι Σ Α Λ Α Μ Ι Ν Ι Μ Α Χ Η Ν ( β) I -14 9
Gr amma r 2
Notes:
✒ ✒ Ex ercise 16 ε
1. O stranger, tell the Spartans that here / we lie,
obedient to their words.
2. Do you know why the allies cannot come to
our aid?
3. The woman was not aware (was not under-
standing, knowing) that her husband had died
in that battle.
4. This island was lying so near to the mainland
that we crossed to there easily.
5. In no sea battle could the barbarians beat the
Greeks.
6. And finally Xerxes understood that the ships
of the barbarians were not able to resist those
of the Greeks.
7. Although fighting very bravely, the Spartans
were not able to ward off the barbarians.
8. Why aren’t you working, young man, but lying
so lazily?
9. Knowing that the master was approaching,
the slaves, who were lying in the field, stood
up and began to work.
10. Know this, that you are not able to deceive the
gods.
In no. 9, note the irregular augment on εἰργάζοντο
and the inchoative meaning of the imperfect here
(began to work).
Ο ΞΕΡΞΗΣ ΠΡΟΣ ΤΗΝ ΑΣΙΑΝ
ΑΝΑΧΩΡΕΙ
Title: “X erxes W ithdraws to
Asia”
Tr anslation
Lines 1–8
There is also this other story, that, when Xerxes,
marching away from Athens, arrived at Eion, he
was no longer journeying by land but entrusts the
army to Hydarnes to lead to the Hellespont, and he
himself having embarked on a ship was sailing to
Asia. But on the voyage (for him sailing) the wind
was becoming stronger, and the sea was becoming
rough. And the ship, carrying very many men of
the Persians, who were accompanying Xerxes, was
in danger. And the king, being very frightened,
asked the helmsman if there was any (means of)
safety for them. And he said, “Master, there is no
hope of safety, unless we get rid of some of the
many passengers.”
ἀπελαύνων (1): note that the verb ἐλαύνω can
have an intransitive meaning, I march.
ἐπιτρέπει (3): note the use of the ­historical
present in the same sentence with an aorist (ἐπεὶ . . .
ἀφι΄ˉκετο, 1) and imperfect (ἔπλει, 3); these are
the tenses used by Herodotus, who quite freely
mixes his tenses in this way. In normal English,
past tenses would be used throughout.
Compound verbs to be deduced: ἀπάγειν (3)
and εἰσβαˉ` ς (3).
πλέοντι . . . αὐτῳ� (4): dative of the person
concerned.
Lines 9–15
And Xerxes, having heard this, said: “Persian men,
now you must show whether (if) you love your
king; for on you, it seems, depends (is) my salva-
tion.” He said these things, and they, bowing down
to him, threw themselves into the sea, and the ship
lightened thus brought the king safely (saved the
king) to Asia. And when he disembarked onto the
land, Xerxes acted as follows (did this); because he
had saved the king, he gave the helmsman a golden
crown, but because he destroyed many of the Per-
sians, he cut off his head.
✒ ✒ Ex ercise 16 ζ
1. μετὰ τὴν μάχην ὅ τε Ξέρξης καὶ οἱ
στρατηγοὶ ὀλίγᾱς τινὰς ἡμέρᾱς ἐν τͺη�
Ἀττικͺη� μείναντες πρὸς τὴν Βοιωτίᾱν
ὥρμησαν.
2. ὁ βασιλεὺς τὸν Μαρδόνιον ἐκέλευσε τὸν
μὲν χειμω�να ἐν τͺη� Θετταλίᾳ μένειν, ἅμα
δὲ ἠ�ρι ἀρχομένῳ ἐπὶ τὴν Πελοπόννησον
προχωρει�ν.
3. ἐπεὶ εἰς τὴν Θετταλίᾱν ἀφι΄ˉκοντο, ὁ
μὲν Μαρδόνιος τοὺς ἀρίστους τω�ν
στρατιωτω�ν ἐξελέξατο, ὁ δὲ Ξέρξης
αὐτοὺς ἐκει� καταλιπὼν πρὸς τὸν
Ἑλλήσποντον ὡς τάχιστα ἐπορεύσατο.
4. τῳ� ἄλλῳ λόγῳ ὃν λέγουσι περὶ του� νόστου
του� Ξέρξου οὐ δυνάμεθα πιστεύειν.
I-150 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
5. οἱ τὰ ἀληθη
� ἐπιστάμενοι (ἐκει�νοι οἳ τὰ
ἀληθη� ἐπίστανται) λέγουσιν ὅτι πρὸς
τὴν Ἀσίᾱν κατὰ γη� ν ἀναχωρω�ν εἰς τὸν
Ἑλλήσποντον πέντε καὶ τετταράκοντα
ἡμερω�ν ἀφι΄ˉκετο.
For no. 2, students may need to be reminded that
χειμών can mean winter as well as storm (see
Vocabulary 7β and passage 16β:15). In 16β the
word is used in the genitive to express time within
which; here it must be in the accusative to express
duration of time.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Lyric: I, Loeb Classical Library
Vol. 142, translated by David A. Campbell, Cam-
bridge, MA: Harvard University Press, 1990. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 92–93 for fragment 47 and pp. 146–147 for
fragment 130.
Tr anslation
Love shook my heart, as the wind falling on the oak
trees on the mountain (shakes them).
Love, the limb-relaxing, excites me again, (that)
bitter-sweet, irresistible creature.
Illustration (p. 325)
A temple was planned for this bastion on the south-
west side of the Acropolis looking down toward
Salamis in 449 bc, the year Athens made peace
with Persia, to commemorate Greek victories in
the Persian Wars, but the temple was not built until
427–424. Callicrates was the architect (photo: Ali-
son Frantz, American School of Classical Studies
at Athens).
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classi-
cal Library from Greek Lyric: III, Loeb Classical
Book I
Library Vol. 476, translated by David A. Camp-
bell, Cambridge, MA: Harvard University Press,
1991. The Loeb Classical Library® is a registered
trademark of the President and Fellows of Harvard
College. See pp. 526–27 for no. IX, = A.P. 7.251.
Students have already met epigrams of Simonides
on pp. 174–75 and 303.
Tr anslation
These men, crowning their dear fatherland with
inextinguishable/imperishable glory, clothed
themselves in the dark cloud of death; although
dying, they are not dead, since (their) courage, giv-
ing them glory from (the earth) above, brings them
up from the house of Hades.
τεθνα� σι: perfect, they have died, they are dead.
New Testa m ent Gr eek
Tr anslation
And it happened when the angels went away from
them into heaven, (that) the shepherds were saying
to one another, “Let us go to Bethlehem and let
us see this event that has happened that the Lord
made known to us. And hurrying, they went and
they found Mary and Joseph and the baby lying in
the manger; and having seen, they made known
concerning the saying that had been spoken to
them concerning this child. And all those hearing
were amazed concerning the things that had been
said by the shepherds to them; and Mary was keep-
ing all these sayings, pondering (them) in her heart.
And the shepherds returned home glorifying and
praising God for all the things that they had heard
and seen just as they had been spoken to them.
For the proper names, see the notes on the New
Testament passage in Chapter 15α.
Note that the word ῥη � μα is apparently used
here in two senses, first as event (2) and then as say-
ing (5).
οἱ�ς (9): attraction of the relative pronoun into
the case of its antecedent.
 h
End Matter

Teachers should periodically guide students Forms

through the material in the end matter in the stu-
dent’s book to acquaint them with what is there Here is a listing of the major headings in this
and how it is arranged, and to point out the kinds of section:
information contained in the final sections of the
book. Here are some notes on these sections of the 1. The Definite Article
student’s book. 2. Nouns of the 1st Declension
3. Nouns of the 2nd Declension
4. Nouns of the 3rd Declension
Syllables and Accents 5. Adjectives and Participles of the 1st and 2nd
Declensions
We introduce the terms ultima, penult, and antepe- 6. Adjectives of Irregular Declension
nult here, and some teachers will want to have their 7. Adjectives of the 3rd Declension
students learn these terms and use them instead 8. Adjectives and Participles of 1st and 3rd
of having to say “the final syllable,” “the next-to- Declensions
the-last syllable,” and “the third syllable from the 9. Comparison of Adjectives
end.” At some point teachers should go through 10. Demonstrative Adjectives
the material in this section carefully with their stu- 11. The Adjective αὐτός, -ή, -ό, -self, -selves; same
dents, but we give no prescription as to when this 12. The Interrogative Adjective
should be done. 13. The Indefinite Adjective
14. Numerical Adjectives
15. Personal Pronouns
Enclitics and Proclitics 16. Reflexive Pronouns
17. The Reciprocal Pronoun
Teachers should go through this material carefully
18. Possessives
with their students at some appropriate time.
19. The Interrogative Pronoun
20. The Indefinite Pronoun
Illustration (p. 333) 21. The Relative Pronoun
22. Formation of Adverbs
Attic red figure oinochoe, ca. 450 bc (Boston, 23. Comparison of Adverbs
Museum of Fine Arts). 24. Verbs with Thematic Presents, Sigmatic
Futures, and Sigmatic 1st Aorists

I-151
I-152 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

25. Verbs with Athematic Presents and Imperfects Punctuation

26. Contract Verbs Quantitative Metathesis
27. Asigmatic Contract Future of Verbs in -ίζω Questions
28. Asigmatic Contract Future of Verbs with Relative Clauses
­Liquid and Nasal Stems Syllables
29. Asigmatic 1st Aorist of Verbs with Liquid and Transliteration
Nasal Stems Verbs
30. Thematic 2nd Aorists Voice
31. Athematic 2nd Aorists Vowels
32. The Irregular Verb εἰμί, I am Word Order
33. The Irregular Verb ε�ἰμι, I will go Words in Sentences
Writing Greek Letters

Index of Language
and Grammar Greek to English
Vocabulary
Here is a listing of the major headings in this
section: This vocabulary list contains all of the words that
are in the vocabulary lists in the chapters and
Accents the words presented in grammar sections that
Adjectives need to be learned (e.g., the irregular compara-
Adverbs tives and superlatives and the numbers). It also
Agreement contains all of the compound verbs that occur
Alphabet in the readings and that students are expected to
Alpha-privative deduce the meaning of. Students should always
Article be encouraged to deduce the meaning of these
Aspect verbs when they meet them in the readings and
Aspiration not have recourse to the Greek to English Vocab-
Cases ulary, but we have included the words in the
Conjunctions vocabulary for purposes of reference. The Greek
Consonants to English Vocabulary also contains all words
Contractions that are glossed once in a chapter and used again
Declensions later in that chapter (in the exercises or readings)
Definite Article but not glossed again. For the most part students
Diphthongs will remember these words from their initial
Enclitics encounter with them in the reading where they
Elision are glossed, but we include them in the Greek to
Functions of Words in Sentences English Vocabulary for reference.
Imperatives We do not include in the Greek to English
Infinitives Vocabulary words that are glossed once in a chap-
Movable v ter and do not occur again in that chapter or in a
Moods vocabulary list in a subsequent chapter.
Nouns The numbers following definitions of words
Numbers refer to the chapters in which the words are
Participles included in vocabulary lists or grammar sections.
Possessives
Postpositives
English to Greek
Prepositions
Proclitics
Vocabulary
Pronouns The English to Greek Vocabulary is not limited to
Pronunciation words needed in the English to Greek translation
 E nd M at terI-153

exercises; it instead contains a complete reverse
listing of all the words in the Greek to English
Vocabulary. This complete list will make it eas-
ier for teachers to make up additional exercises,
and it will enable students to write Greek using
almost any of the words that they have met in the
readings.
The English to Greek Vocabulary is intended
only as a reminder of the Greek word. For full infor-
mation about any given Greek word, students will
have to look the word up in the Greek to English
Vocabulary. Students should also be urged always to
look back at the readings and the grammar sections
to refresh their minds on how a given word is used.
 h
Translations of Classical and New
Testament Greek Readings

Chapter 1β Chapter 4β
Heraclitus Callimachus
Everything is on the move and nothing stays Philip, his father, laid his twelve-year-old son to
(unchanged). rest here, his great hope, Nicoteles.

Title of the Gospel of Luke Luke 6.45

The Holy Gospel according to Luke The good man brings forth good from the good
treasure of his heart, and the bad man brings forth
evil from the evil (treasure of his heart).
Chapter 2β

Callimachus Chapter 5β
A big book is big trouble.
Anacreon
Luke 3.22 We regard you as blessed, cicada, when on the tops
of the trees, after drinking a little dew, you sing like
“You are my son, the beloved.”
a king. For yours are all those things, as many as
or
you see in the fields and as many as the woods bear.
“You are my beloved son.”

Luke 4.22 and 24

Chapter 3β “Is not this man the son of Joseph?”
“Truly I say to you that no prophet is acceptable
Menander in his own country.”
(He) whom the gods love dies young.

Luke 6.46
Chapter 6β
“Why do you call me ‘Lord, Lord,’ and not do what Hipponax or New Comedy
I say?”
The best marriage for the prudent man is to take
the good character of a woman as a wedding gift.

I-15 4
 Tr a n s l a t i o n s o f C l a s s i c a l a n d N e w Te s t a m e n t G r e e k R e a d i n g s  I - 1 5 5
For this dowry alone keeps a house safe. This man
has a well-disposed helpmate instead of a tyrant,
reliable for all his life.
Luke 13.10–16
“There are six days in which (we) should work; and
so, coming, be healed in them, and not on the day
of the sabbath.” And the Lord answered him and
said, “Hypocrites, does not each of you on the sab-
bath day loose his ox or his ass from the stall and,
having led (it) away, give it water?”
Chapter 7β
Sophocles
O dearest son of Aegeus, the gods alone never grow
old or die (to the gods alone old age does not hap-
pen or to die ever). All other things all-powerful
time destroys.
Chapter 8α
Archilochus
I am a servant of Lord Enyalios (the god of war)
and skilled in the lovely gift of the Muses.
Luke 5.20–22
And (Jesus) seeing their faith said, “Man, your sins
have been (= are) forgiven you.”
“Who is this (man) who speaks blasphemies?
Who can forgive sins except God alone?”
Chapter 8β
Sappho
The moon has set and the Pleiades, it is midnight,
and time passes, and I sleep alone.
Chapter 9β
Simonides
These men, (while) once taking spoils of war to
Apollo from Sparta, one sea, one night, one hull of
a ship buried with due honors.
Luke 6.31–33
And as you wish that men should do to you, do you
to them likewise. And if you love those who love
you, what thanks have you? For sinners also love
those who love them. And if you do good to those
who do good to you, what thanks have you? For
sinners also do the same.
Chapter 10α
Theognis
I play, rejoicing in my youth; for after losing my
life I will lie beneath the earth for long, dumb as
a stone, and I will leave the lovely light of the sun;
and, although being noble, I will see nothing any
more.
Luke 6.35–36
But love your enemies and do good (to them) and
lend, expecting nothing in return; and your reward
will be great, and you will be sons of the Highest,
because He Himself is kind toward the unthankful
and evil. Be merciful, as your father is merciful.
Chapter 10β
Menander
For in one day god makes the fortunate man
unfortunate.
Archilochus
On my spear depends (is) my kneaded bread, and
on my spear (depends) my Ismaric wine, and I
drink leaning on my spear.
Luke 5.30–32
And the Pharisees and their scribes were complain-
ing to his disciples, saying, “Why do you eat and
drink with tax collectors and sinners?” And Jesus,
answering, said to them, “The healthy (those who
are healthy) have no need for a doctor, but those
who are sick (those who are in a bad way); I have
not come to call righteous (people) but sinners to
repentance.”
Chapter 11α
Theognis
For I went once to the land of Sicily, and I went
to the vine-clad plain of Euboea, and to Sparta,
I-156 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
the glorious city of the Eurotas, which nourishes
reeds; and all were welcoming me graciously when
I was coming (coming) to (them); but no joy
came to my heart from those things; so true is it
that no other thing is dearer (to a man) than his
fatherland.
Luke 6.20–21
And having lifted / after lifting / lifting up his eyes
to his disciples, he (Jesus) was saying: “Blessed are
the poor, for yours is the kingdom of God. Blessed
are those who are hungry now, for you will be
filled. Blessed are those who weep now, for you will
laugh.”
Chapter 11β
Luke 6.27–29
But I say to you who hear, love your enemies, do
good to those hating you, bless those cursing you,
pray for those mistreating/insulting you. To the
(one) striking you on the cheek, provide the other
(cheek) too.
Chapter 12α
Scolion
To be healthy (is) best for mortal man, to have been
born fair in physique (is) second (best), the third
(best) thing (is) to be rich honestly, and the fourth
(best) thing (is) to be young among (with) one’s
friends.
Luke 15.3–7
And he (Jesus) spoke to them this parable, saying,
“What man of you having a hundred sheep and
having lost one of them does not leave behind the
ninety-nine in the desert and go after the lost one
until he finds it? And having found (it), he puts
(it) onto his shoulders rejoicing and, having gone
to his home, calls together his friends and neigh-
bors, saying to them, ‘Rejoice with me, because I
found my sheep, the lost (one).’ I say to you that
thus there will be joy in heaven over/at one sin-
ner who repents (more/rather) than over/at nine-
ty-nine righteous (men) who do not have need of/
for repentance.”
Book I
Chapter 13β
Archilochus
Nothing at all is unexpected or to be sworn impos-
sible or wonderful, since Zeus, father of the Olym-
pians, made night from midday, hiding away the
light of the shining sun, and clammy fear came
upon men.
Luke 21.1–4
And looking up he saw men throwing their gifts
into the treasury, rich (men). And he saw a poor
widow throwing two small coins there, and he
said, “Truly I say to you that this poor widow threw
more than all; for all these (men) threw (contribu-
tions) into the gifts from their abundance, but this
(woman) threw in all the livelihood that she had
(was having) from her need/poverty.”
Chapter 14α
Archilochus
Someone of the Saioi enjoys my shield, which I left
by a bush, an excellent weapon, against my will. But
I kept myself safe. What do I care about that shield?
Let it go! I will get (another) again no worse.
Luke 10.25–29
And look, a certain lawyer stood up testing him
saying, “Teacher, having done what, will I inherit
eternal life?” And he (Jesus) said to him, “What
is written in the law? How do you read (it)?” And
he, answering, said, “You shall love the Lord your
God from your whole heart and with your whole
soul and with your whole strength and with your
whole mind, and your neighbor as yourself.” And
he said to him, “You answered rightly; do this and
you will live.” And he, wishing to justify himself,
said to Jesus, “And who is my neighbor?”
Chapter 14β
Theognis
I heard the voice of the bird crying loudly,
Polypa ïdes, which comes as a messenger to mortals
that it is time to plow (of plowing being seasonable):
 Tr a n s l a t i o n s o f C l a s s i c a l a n d N e w Te s t a m e n t G r e e k R e a d i n g s  I - 1 5 7
and it struck my black/sad heart, because others
hold my fair-flowering fields.
Luke 10.30–37
In answer (answering), Jesus said, “A certain man
was going down from Jerusalem to Jericho and
fell among robbers, who, having stripped him and
inflicted (having put) blows on him, went away
having left (him) half dead. And by chance a cer-
tain priest was going down on that road, and seeing
him he went past on the other side; and likewise
a Levite also came to the place and seeing (him)
went by on the other side. But a Samaritan on a
journey came to him and seeing him was filled
with pity, and having gone to him he bound up
his wounds, pouring olive oil and wine on (them),
and having mounted him on his own beast he took
him to an inn and cared for him. . . . Which of these
three seems to you to have been the neighbor of the
one who fell among the robbers?” And he said, “The
one who had (made) pity on him.” And Jesus said
to him, “Go, and you do likewise.”
Chapter 15α
Luke 2.1–14
And it happened in those days (that) a decree went
out from Caesar Augustus (that) the entire inhab-
ited world be enrolled (in a census). This was the
first registration when Quirinius was governor
of Syria. And everyone was making the journey
to be enrolled, each to his own city. And Joseph
also went up from Galilee out of the city of Naz-
areth into Judaea into the city of David, which is
called Bethlehem, because he was (because him
to be) from the house and the family of David, to
be enrolled with Mary, the one betrothed to him,
who was (being) pregnant. And it happened (that)
while they were there (in the them to be there) the
days were fulfilled of her giving birth (of her to
give birth), and she bore her first-born son; and she
wrapped him in swaddling bands and made him
recline in a manger, because there was not place for
them in the inn.
And there were shepherds in the same place
living out of doors and keeping (guarding) the
watches of the night over their flock. And an angel
of the Lord stood over them, and the glory of the
Lord shone around them, and they feared a great
fear. And the angel said to them, “Do not fear, for
behold I bring good news to you of a great joy,
which will be for all the people, that a savior was
born to you today, who is Christ the Lord in the
city of David; and this (is) the sign for you, you
will find a baby wrapped in swaddling bands and
lying in a manger.” And suddenly there appeared
(became) with the angel a multitude of a heavenly
host of ones praising God and saying,
“Glory in heaven to God and upon the earth
peace among men of good will or of (His) choice.”
Chapter 16β
Sappho
Love shook my heart, as the wind falling on the oak
trees on the mountain (shakes them).
Love, the limb-relaxing, excites me again, (that)
bitter-sweet, irresistible creature.
Simonides
These men, crowning their dear fatherland with
inextinguishable/imperishable glory, clothed
themselves in the dark cloud of death; although
dying, they are not dead, since (their) courage, giv-
ing them glory from (the earth) above, brings them
up from the house of Hades.
Luke 2.15–20
And it happened when the angels went away from
them into heaven, (that) the shepherds were say-
ing to one another, “Let us go to Bethlehem and let
us see this event that has happened that the Lord
made known to us. And hurrying, they went and
they found Mary and Joseph and the baby lying in
the manger; and having seen, they made known
concerning the saying that had been spoken to
them concerning this child. And all those hear-
ing were amazed concerning the things that had
been said by the shepherds to them; and Mary was
keeping all these sayings, pondering (them) in her
heart. And the shepherds returned home glorify-
ing and praising God for all the things that they
had heard and seen just as they had been spoken
to them.
 h
Word Study Index

The page references are to the Word Study sections in the student’s book.

A G O
acoustics, 47 geocentric, 67 Ophelia, 270
acrophobia, 88 geography, 67 ophthalmic, 184
aeronaut, 244 geology, 67 orthodontist, 227
agonistic, 184 geometry, 67 orthodoxy, 227
agoraphobia, 88 George, 270 orthopaedics, 227
angel, 47 gynecology, 47 orthopedics, 227
Anglophobia, 88
anthropology, 3 H P
astrology, 246 heliocentric, 16 pandemic, 157
astronaut, 246 pantheist, 112
atheist, 112 L philanthropist, 47
lithograph, 31 Philip, 270
C logic, 205 philosophy, 3
choreographer, 47 phobia, 88
chronology, 16 M politburo, 132
chronometer, 16 macroeconomics, 184 politics, 132
cosmology, 246 mathematics, 227 polyandry, 47
cosmonaut, 246 megalithic, 31 polymath, 227
cosmopolitan, 132 megaphone, 31 polysyllabic, 3
metropolis, 132 polytheist, 112
D microscope, 3 prologue, 205
demagogue, 157 misogynist, 47 pyromaniac, 184
democracy, 157 monochrome, 292
demography, 157 monogamy, 292 S
dendrologist, 16 monograph, 292 Sophie, 270
despotic, 16 monolith, 31
dialogue, 205 monologue, 205, 292 T
Dorothea, 270 monosyllable, 292 tachometer, 47
dynamic, 312 monotheist, 112 Theodore, 270
dynamite, 312 myth, 112 theology, 112
dynamo, 312 mythology, 112 triskaidekaphobia, 88
dynasty, 312
N X
E nautical, 246 xenophobia, 184
endemic, 157 necropolis, 132
entomophobia, 88
epidemic, 157
eulogy, 205

I-158
 h
Word Building Index

The page references are to the Word Building sections in the student’s book.
Α Ε Λ
ἄδικος, 238 εἰσάγω, 38 λέγω, 193, 303
Ἀθήναζε, 144 εἰσελαύνει, 23 λείπω, 304
Ἀθήνηθεν, 144 εἰσπ΄ˉι πτω, 38 λογίζομαι, 194
Ἀθήνησι(ν), 144 ἐκε�ι , 144 λόγος, 193, 194
ἀθῡμέω, 320 ἐκε�ι θεν, 144 λοιπός, 304
ἀθῡμίᾱ, 320 ἐκε�ι σε, 144
ἄθῡμος, 320 ἐκκαλε�ι , 23 Μ
αἴτιος, 238 ἐκπˉ΄ι πτω, 38 -μα , 219
ἄλλοθεν, 144 ἐκφέρει, 23 μάθημα, 219
ἄλλοθι, 144 ἔνθα, 144 μάθησις, 219
ἄλλοσε, 144 ἐνθάδε, 144 μαθητής, 219
ἀναίτιος, 238 ἐνταυ� θα, 144 μανθάνω, 219
ἄνανδρος, 238 ἐργάζομαι, 124 μάχη, 193
ἀνάξιος, 238 ἔργον, 124 μάχομαι, 193
ἀνδρε�ι ος, 238 ἑταίρᾱ, 101 μένω, 304
ἄξιος, 238 ἑτα�ι ρος, 101 μονή, 304
ἀροτρεύω, 57 εὐθῡμέω, 320
ἄροτρον, 57 εὐθῡμίᾱ, 320 Ν
εὔθῡμος, 320 ναύαρχος, 258
Β εὐχή, 193 ναύκληρος, 258
βασιλεύς, 194 εὔχομαι, 193 ναυμαχέω, 258
βασιλεύω, 194 ναυμαχίᾱ, 258
Θ ναυ� ς, 167, 258
βοάω, 76, 193 θαυ� μα, 124 ναύτης, 167, 258
βοή, 76, 193 θαυμάζω, 124 ναυτικόν, 258
βουλή, 193 θεαˉ΄, 101 ναυτικός, 167, 258
βούλομαι, 193 θέᾱ, 193 νῑκάω, 76, 193
θεάομαι, 194 νˉ΄ικη, 76, 193
Γ θεός, 101 νοσέω, 193
γεωργε�ι , 10 νόσος, 193
γεωργός, 10 Ι
ˉ�ι ᾱτρεύω, 57 Ο
Δ
ˉ�ι ᾱτρός, 57 οἴκαδε, 144
ἱππεύω, 57
δεύρο, 144 οἰκε�ι , 10
ἵππος, 57
δίκαιος, 238 οἰκέω, 219
δουλεύω, 57 Κ οἴκημα, 219
δούλη, 101 κινδῡνεύω, 57, 194 οἴκησις, 219
δου� λος, 101, 57 κίνδῡνος, 57, 194 οἰκητής, 219
I-159
I-16 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

οἰκίᾱ, 101 πολέμιος, 284 στρατηγικός, 284

οἴκοθεν, 144 πόλεμος, 284 στρατηγός, 284
οἴκοι, 144 πόλις, 167 στρατιαˉ΄, 284
ο�ἰ κος, 10, 101 πολῑτεύω, 194 στρατιώτης, 284
ὄνομα, 124 πολˉ΄ι της, 167, 194 στρατός, 284
ὀνομάζω, 124 πολῑτικός, 167 σωφρονέω, 193
ὀργή, 194 πομπή, 193, 304 σώφρων, 193
ὀργίζομαι, 194 πονε�ι , 10
ὀρμάω, 76 πόνος, 10 Τ
ὀρμή, 76 πόσε, 144 τελευτάω, 76
που� , 144 τελευτή, 76
Π προθῡμέομαι, 320 - της, 219
παιδεύω, 194 προθῡμίᾱ, 320 τῑμάω, 76
πα�ις, 194 πρόθῡμος, 320 τῑμή, 76
πανταχόθεν, 144 προσάγω, 38 τρέπω, 303
πανταχόσε, 144 προσβαίνει, 23 τροπή, 303
πανταχου� , 144 προσβλέπω, 38
παρασκευάζω, 124 προσελαύνει, 23 Φ
παρασκευή, 124 προσφέρει, 23 φιλε�ι , 10
πέμπω, 193 φίλη, 101
πόθεν, 144 Σ φίλος, 10
πο�ι , 144 σῑγάω, 193 φοβέομαι, 193
ποιέω, 167 σῑγή, 193 φόβος, 193
ποίημα, 219 -σις, 219
ποίησις, 219 σπεύδω, 193, 304 Χ
ποιητής, 167 σπουδή, 193, 304 χορεύω, 57
ποιητικός, 167 στράτευμα, 284 χορός, 57
πολεμέω, 284 στρατεύω, 284 χρονίζω, 194
πολεμικός, 284 στρατηγέω, 284 χρόνος, 194
 h
Index of Instructor’s Manual:
Topics, Language, and Grammar

A D
ablative absolute, 138 denominative verbs, formation of, 59
adjectives, substantive use of, 54, 123 dieresis, 45
adverbs, suffixes for place where, place to which, dual number, 71
and place from which, 69; in -ως, 32, 33
agreement of neuter plural subject with singular E
verb, 39 elision, 9, 36, 38, 87
alpha-privative, 113, 123 enclitics, accenting of, 8; list, 8
antepenult, 151
aorist, gnomic, 99, 134; ingressive, 97, 113, 119 F
apposition, 69 future, periphrastic, 58
articular infinitive, 138
aspect, 85; of imperfect tense, 86; of present G
participles, 110 genitive absolute, 138
asyndeton, 69 gerund, 111
Attic declension, 44, 79 gnomic aorist, 99, 134
Attic future, 89, 114
attraction of relative pronoun to case of its H
antecedent, 150 historic present, 98
attributive position, of adjective, 19; of αὐτός, hybrid coinages, 4
same, 35; of genitives of demonstrative hysteron proteron, 124
adjectives, 132; of genitives of reflexive
pronouns, 56; of πα� ς, 75 I
imperfect, conative, 118–9; inchoative inceptive,
C 118–9
chiasmus, 3 impersonal verbs, 91, 97
Cholleidae, location of, 6 inceptive suffix -σκ-, verb with, 39
City Dionysia, the, 29 inchoative inceptive imperfect, 18–19
complement, 1, 3 infinitive, articular, 138
conative imperfect, 118–9 ingressive aorists, 97, 113
conditional clauses, future, expressing internal accusative, 98, 104
warnings, 88 irregular augment, 127, 149

I-161
I-162 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

L R
linking verbs, 5 recessive accent of finite verbs, 18

M S
movable ν, 3, 21 substantive use of adjectives, 54, 123
synizesis, 140
N
neuter, two rules for, 25
T
P thematic or variable vowels, 46
penult, 151
periphrastic future, 58 U
postpositives, 2, 3, 16, 21, 26 ultima, 36, 151
predicate position, of adjectives, 35; of genitives of
personal pronouns, 56; of πα�ς, 75 V
proclitics, 36; accenting of, 36 variable or thematic vowels, 46
 h
Index of Instructor’s Manual:
Greek Words

Α διαλέγομαι, 63 Ѳ
ἀγρός, 81 δραχμή, 102 θεάομαι, as an -α- contract
ἀθάνατοι, 127 verb, 88
Ἀθηνα� , 74 Ε
αἴτιος, 140 ἐγείρομαι, 45 Ι
ἀληθής, 123 ἐθέλω, 28, 43 ἱερε�ιον, 79
ἀλλήλων, 117 εἰς, meaning to as well as ἱερεύς, 79
ἀναβαίνω, 68 into, 16 ἱερόν, 79
ἀντέχω, 130 ἐκβαίνει, 11 ῞ˉι λεως, 79
ἄρα, 101 ἐλαύνω, future of, 114;
Κ
ἀργός, 36 intransitive = I march, 89, 114
καθίζω, 57
αˉ᾽ργός, 28, 36 ἐλθέ, 102
καί . . . καί . . . , 40
ἀριστεραˉ΄, 48, 74 ἐλπίς, 56
καλέω, future of, 89, 114
ἄστυ, 81 ἐμποδίζει, 21
Κνωσός, 44
αὐτουργός, 1, 4 ἐνταυ� θα, 69
ΚύκλωΨ, 53–58–9
ἀφικνέομαι, 43, 87 ἐπαίρω, 46
ἐπανέρχομαι, 74
Λ
Β ἐπανιέναι, 74
λαγώς, Attic declension, 35
βαδίζω, 7, 89 ἔπειτα, 16, 17
βούλομαι, 28, 43 ἐργάζομαι, 63
Μ
ἑσπέρᾱ, 64
μέλλω, 58
Γ ἔστι, with accent on first
μέν . . . δέ . . . , 12
γάρ, 12–13 syllable, 13, 45
μένω, 45, 91
εὑρίσκω, future and aorist
γε, 8 Μ΄ˉι νως, 44
γ η�, 13, 32 of, 88
γίγνομαι, future and εὐφημέω, 80
Ο
aorist, 88; translation εὔχεται, 75
ὀβολός, 102
of, 45 εὐώνυμος, 74
οἰκίᾱ, 50
ἔχεται + gen., 81
ο�ἰ κος, 50
Δ ὄρος, 107
δή, 35, 39, 48 Η οὐδείς, 58, 71
Δημήτηρ, declension ἥδε, accent of, 36 οὐ�ν, 16
of, 17 ἥπερ, accent of, 36 οὔτε, accent of, 36

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I-16 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Π στοαˉ΄, 75 Χ
πανήγυρις, 73 συλλαμβάνω, 16 χάρις, 56
παρά + acc., 97 συμφοραˉ΄, 87 χειμών, 150
πάσχω, 39 σῴζω, 44 χράομαι, irregularities of
παυ� ε, intransitive, 59, 64, 66 σωφροσύνη, 58 conjugation, 126
παύω, uses in active and middle σώφρων, 58
voices, 66 Ω
πείθομαι, 44 Τ ὠ�, with vocative, 12
π΄ˉι πτω, irregular stem formation τε, enclitic, 8 ὤν, οὐ�σα, ὄν, formation of, 76
in future and aorist, 89 τε . . . καί . . . , 40, 54 ὡς, as an adverb, as, how,
ποιητής, 64 τε�ι χος, 107 as . . . as possible, 139;
πόλις, 81 τ ͺη� ὑστεραίᾳ, 68 as a conjunction, when,
Πολύφημος, 53 τί, why? what? 32 139; + future participle to
προσχωρέω, 20 τριήρης, 123 express purpose, 91, 136;
ὥσπερ, accent of, 36
Ρ Υ ὥστε, accent of, 36;
ῥαˉ΄θῡμος, 35 ὑπό + gen. for personal introducing result
ῥη�μα, 150 agent, 143 clauses, 36, 136
ῥίΨασπις, 129
Φ
Σ φησί(ν), enclitic, 20;
σκαιός, 74 postpositive, 21, 26;
σκοπέω and σκέπτομαι, 97 sometimes omitted, 32
σπονδαί, 147 φοβέομαι, 44
 Instructor’s Resource Manual for

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

t h i r d e di t ion

Maurice Balme
Gilbert Lawall
Edited by James Morwood

1
 h
Preface
For general information about this course, the stu-
dent’s books, and the instructor’s manuals, teachers
should consult the Introduction to the instructor’s
manual for Book I.
Some of the words that are glossed in the read-
ing passages in the student’s book are not words
that students will be expected to learn while study-
ing from this course, and these words do not appear
in the chapter vocabulary lists or in the Greek to
English Vocabulary at the end of the book. If stu-
dents wish to learn more about these words, they
may consult a standard Greek dictionary. In the
glosses of verb forms that occur in the readings
we often include the dictionary form of the verb
in parentheses. For example, on p. 54, the word
ἐκρέματο in line 20 is glossed as follows:
ἐκρέματο (from κρέμαμαι), were hanging
If students wish to learn more about the verb
κρέμαμαι, they may look it up in a standard Greek
dictionary, since it does not occur in the vocabu-
laries in Athenaze. We do usually provide the dic-
tionary form of such verbs in the glosses to make
it easier for students to look up the words if they
wish to.
References in this instructor’s manual to
a chapter, grammar section, and page(s) are to
the student’s book; e.g., Chapter 17, Grammar 1,
pp. 3–6, means in the student’s book.
II - i i i
We offer the following very brief list of books
that will be most useful in teaching Greek from
Athenaze:
Grammar
Herbert Weir Smyth. Greek Grammar. Revised
by Gordon M. Messing. Cambridge: Harvard
University Press, 1963.
Word Study
Elizabeth J. Jewell and Frank Abate. The New
Oxford American Dictionary. New York: Oxford
University Press, 2001.
The American Heritage Dictionary of the English
Language. 4th ed. Boston, New York:
Houghton Mifflin, 2000.
Kathryn A. Sinkovich. A Dictionary of English
Words from Greek and Latin Roots. Amherst:
CANE Instructional Materials, 71 Sand Hill
Road, Amherst, MA 01002, 1987.
Cultural and Historical Background
The World of Athens: An Introduction to Classical
Athenian Culture, 2nd ed., revised by
R. Osborne. Cambridge, New York: Cambridge
University Press, 2008.
John Boardman, Jasper Griffin, and Oswyn
Murray, eds. The Oxford History of the Classical
World. Oxford, New York: Oxford University
Press, 1986.
II - i v AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book I

Peter Connolly and Hazel Dodge. The Ancient
City: Life in Classical Athens & Rome. New York:
Oxford University Press, 1998.
What Life Was Like at the Dawn of Democracy:
Classical Athens 525–322 bc. Alexandria, VA:
Time-Life Books, 1997.
We cite passages in The World of Athens and The
Oxford History of the Classical World in the teacher’s
notes on the cultural and historical context essays
in most chapters of this course.
Illustration (Book II Cover)
The god Apollo from the east frieze of the
­Parthenon, 442–438 bc (Acropolis Museum,
Athens)
 h
17
Η ΕΠΙΔΑΥΡΟΣ (α)

Title: “Epidaurus”
Pur poses of This Ch apter
1. Reading: (α) to record a brief stopover at Sala-
mis on the voyage to Epidaurus and to describe
how Dicaeopolis and Philip meet a woman there
with a stomach ailment, who is also going to Epi-
daurus; (β) to describe the arrival at Epidaurus,
where the woman with the stomach ailment
lodges at an inn while Dicaeopolis and Philip
make their way in the evening to the sanctuary
of Asclepius, where they rouse the doorkeeper
and are introduced to the priest, who gives
them instructions to return the next day, and to
record Philip’s preparations at the sanctuary the
next day and his vigil in the abaton at night; and
to continue the story of the Persian Wars in the
reading at the end of the chapter adapted from
Herodotus, with the story of the second taking
of Athens, after the battle of Salamis
2. Grammar: (α) to continue the presentation of
the passive voice from Chapter 16 by introduc-
ing the -θη- lst aorist passive and the -θη- 1st
future passive; (β) to present the -η- 2nd aor-
ist passive and the -η- 2nd future passive and
to show that some deponent verbs have their
aorist in the middle voice, some in the passive
voice, and some in both voices
3. Context: to present a discussion of healing
sanctuaries, Asclepius, and Epidaurus
Illustration (p. 1)
A marble relief from the Piraeus (fourth century
bc, Piraeus Museum). It shows Asclepius healing
a woman. Behind him stands Hera (?), the patron
goddess of women; to the left, members of the sick
woman’s family are praying for her (Photo: Foto
Marburg/Art Resource).
Caption Under Illustration
“I was ordered by the doctor to go to Asclepius; for perhaps
the god will help me.”
Students may recognize the aorist passive
ἐκελεύσθην from the Introduction to the stu-
dent’s book (p. xv) and will remember ὑπό + gen.
as expressing the agent from their study of the
­passive voice in Chapter 16.
Vocabu La ry
Remind students that in Book II we will give in
the chapter vocabulary lists full sets of principal
parts for most verbs. We will not give the principal
parts of regular contract verbs that follow the pat-
terns of the model contract verbs φιλέω, τῑμάω,
and δηλόω or of some compound verbs. For the
principal parts of the model contract verbs and of
simple verbs that appear in the vocabulary lists
compounded with prefixes, students should con-
sult the Greek to English Vocabulary at the end
of their books. Also, remind students that after
the α and β readings we will give full sets of prin-
cipal parts of verbs that they met in Book I. These
sets are arranged to help students see similarities
among verbs and organize them into meaningful
groupings.
For the stem of αἴρω, see Smyth, 544c: αˉ᾽ρ- = a
contraction of ἀερ- (ἀείρω).

II - 1
II - 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
We include here some verbs that students
have already met (ἀφικνέομαι , γιγνώσκω,
ἕπομαι, and πλέω) in order to show all their
principal parts. We give the principal parts of
the compound verb ἀπέχω to show the principal
parts of the uncompounded verb ἔχω. It should
be pointed out that the uncompounded verb ἔχω
has two future formations, ἕξω, I will have, and
σχήσω, I will get, but the compound ἀπέχω has
only ἀφέξω (remind students of how ἀπο- + ἕξω
becomes ἀφέξω).
Brief discussion of the formation of the aorist
passive while reading the caption (ἐκελεύσθην)
and going over the vocabulary list (ἤρθην,
ἐγνώσθην, and ἐδέθην) will prepare students to
recognize the aorist and future passive forms in the
reading more easily.
πότερον . . . ἤ: students may be warned that
πότερον often need not be translated; when used
in direct questions it simply indicates that what fol-
lows will be a double question and it need not be
translated itself.
Teaching the New Gr amma r
in the Story
The following -θη- 1st aorist passive and -θη- 1st
future passive forms occur in the story: ἐδέθη
(1), ἐκελεύσθησαν (2), ἐκελεύσθην (11),
ὠφεληθήσομαι (12), and λυθήσεται (22),
ἐλύθη (23), and ἤρθη (23). The first two aorist
passives and the first future passive are glossed;
students are to identify the others themselves. All
the forms are recognizable as aorist or future pas-
sive from the letters -θη-. The person and number
of each are clearly indicated by the context. We
recommend that these aorist and future passive
forms be double underlined on overhead projec-
tions of the text. Then have students locate present
and imperfect passive forms (studied in Chapter
16). There are three: ἀγόμενος (3), καλούμεθα
(16), and ἐφέρετο (24). Single-underline these
forms. Have students locate the prepositional
phrases indicating the personal agent with the
passive verb forms and underline them with a dif-
ferent color. Finally, we suggest having students
locate all middle voice verb forms: 1, 4, 5, 6, 7,
8, 9, 10, 12, 13, 14, 15, 18, 19, 20, and 21. Circle
the middle voice endings on an overhead pro-
jection as the students locate the forms. Careful
attention to location and identification of (1) aor-
ist and future passive forms, (2) present passive
Book II
forms, and (3) middle voice forms now will teach
students what to look for as they encounter these
forms in future readings and how to sort them
out in their minds.
Always see the notes accompanying the para-
graphs of the translation for further grammatical
matters that should be called to students’ attention.
Tr anslation
Lines 1–7
So thus the ship, having arrived in the harbor, was
tied to the pier by the sailors, and the passengers
were ordered/told to disembark. Then Philip, being
led by his father, disembarked onto the land. And
Dicaeopolis said, “Come on now, son, what must
(we) do? Do you wish to seek a wine shop and take
dinner?” And he said, “Certainly, father, for I am
hungry. So you lead, and I will follow.” Then having
found a wine shop near the harbor they were sitting
drinking wine and conversing with those present.
[Help students as necessary with the thematic 2nd
aorist middle infinitive ἑλέσθαι (4), here take for
yourself, not choose, and the present imperative
ἡγου� (5).]
Lines 8–16
Of those present, a certain woman asked Dicaeop-
olis where he was going, and, having learned that he
was going to Epidaurus, she said, “I also am going
to Epidaurus. For I am sick in the stomach (with
respect to my stomach), and no doctor can help
me. So I was told by the doctors to go to Asclepius;
for perhaps I will be helped by the god. But tell me,
when will the boat sail off? Will we arrive at Epid-
aurus today or not?” And Dicaeopolis (replied), “I
don’t know. But they say that Epidaurus is not very
distant. So perhaps we will arrive before night or
even earlier. But listen; for we will learn soon; for
we are being called by the captain. Shall we not
return to the ship quickly?”
[οὔ (13): note the accent when this proclitic is the
last word in the sentence.]
Lines 17–22
Then, standing up, they were hurrying to the ship.
And the captain seeing them approaching, shouted
(shouting said), “Get in quickly; for we will start at
 1 7 Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( α ) II - 3
once; for we must arrive at Epidaurus before night.”
And Dicaeopolis said, “When will we arrive there?”
And the captain (replied), “If we get (having got) a
favorable wind, with luck, we will sail quickly and
be there toward evening. But hurry; for the ship
will be cast off (loosened) at once.”
[πρὸς ἑσπέρᾱν (21): in Book I students met
πρός + acc. of motion (πρὸς τὸ ἕρμα, 1β); here it
is used of time (toward evening).]
Lines 23–4
So they quickly went on board, and the ship was
soon cast off (loosened), and when the sails were
raised (lifted), the ship was being carried quickly
through the waves by a favorable wind.
Pr incipal Pa rts
The verbs that are given in most of the sections
titled Principal Parts that follow the reading pas-
sages are verbs that were introduced in Book I.
Full principal parts are given in these sections
in Book II, and students should memorize them
carefully. We give λυˉ΄ω before δακρυˉ΄ω because
it is the model verb par excellence. Note that in
the perfect and the aorist passive of λυˉ΄ ω the
stem vowel is short; in δακρυˉ΄ ω it remains long
throughout.
Wor d Stu dy
1. psychologist: from the Greek words, ἡ ψῡχή +
ὁ λόγος (ὁ λογιστής = one who calcu-
lates or studies). One who studies the soul or
personality.
2. psychiatrist: from ἡ ψῡχή + ὁ ˉ�ιᾱτρός. One who
heals the soul or treats psychic disorders.
3. analysis: from ἀναλυ΄ˉ ω = I unloose; I resolve into
elements, investigate analytically; ἡ ἀνάλυσις =
resolution of a problem by analysis (especially in
mathematics); analysis.
4. psychoanalyst: from ἡ ψῡχή + ἀνάλυσις;
one who analyzes the soul or personality into
its constituent elements of the conscious and
unconscious mind (especially used of Freudian
psychology).
5. psychic phenomena: from ἡ ψῡχή (ψῡχικός,
-ή, -όν) + τὰ φαινόμενα , appearances; man-
ifestations of the soul or spirit as opposed to
material phenomena.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
γιγνώσκω: see list with Chapter 5β
δέω: asyndeton, diadem, syndetic
σύν: syllabic, syllabify, syllabism, syllabize, sylla-
ble, syllabus, syllepsis, syllogism, syllogist, syllogis-
tic, syllogize, symbiont, symbiosis, symbiote, symbol,
symbolic, symbolism, symbolist, symbolize, symbol-
ogy, symmetallism, symmetrical, symmetric group,
symmetric matrix, symmetrize, symmetry, sympa-
thectomy, sympathetic, sympathize, sympatholytic,
sympathomimetic, sympathy, sympatric, sympatry,
sympetalous, symphonic, symphonic poem, sympho-
nious, symphonist, symphony, symphony orchestra,
symphysis, sympodium, symposiac, symposiarch,
symposiast, symposium, symptom, symptomatic,
symptomatology, symptomize, synagogue, syna-
lepha, synapse, synapsis, synaptic, synaptosome,
synarthrodia, synarthrosis, sync, syncarp, syncar-
pous, synchondrosis, synchro, synchrocyclotron,
synchroflash, synchromesh, synchronal, synchronic,
synchronicity, synchronism, synchronize, synchro-
nous, synchrony, synchrotron, synclinal, syncline,
syncopate, syncopation, syncope, syncretism, syn-
cretize, syncitium, syndactyl, syndactyly, syn-
demosis, syndetic, syndic, syndicalism, syndicate,
syndrome, synecdoche, synecology, syneresis, syn-
ergetic, synergid, synergism, synergist, synergistic,
synergy, synesis, synesthesia, synesthete, synfuel,
syngamy, syngenic, syngenesis, synizesis, synkaryon,
synkinesis, synod, synodic, synonym, synonymist,
synonymize, synonymous, synonymy, synopsis,
synopsize, synoptic, synostosis, synovia, synovitis,
synsepalous, syntactic, syntactics, syntagma, syntag-
matic, syntax, synteny, synthesis, synthesize, synthe-
sized, synthesizer, synthetic, syntonic, syntrophism,
syntype, syssarcosis, systalic, system, systematic,
systematics, systematism, systematist, systematize,
systemic, systemize, systole, syzygy
Gr amma r 1
Be sure students do not confuse the terms 1st
and 2nd used of the aorist and future passive
forms here with the terms 1st and 2nd used in
Book I, namely, sigmatic 1st aorist, asigmatic 1st
aorist, thematic 2nd aorist, and athematic 2nd
aorist. Verbs that have 1st aorists in the active
and middle voices do not necessarily have 1st
aorist and future passives; for example, the verb
II - 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
γράφω has sigmatic 1st aorist active and mid-
dle forms, namely, ἔγραψα and ἐγραψάμην,
but it has -η- 2nd aorist and future passive forms,
namely, ἐγράφην and γραφήσομαι . The verb
γιγνώσκω has an athematic 2nd aorist active,
namely, ἔγνων, but it has -θη- 1st aorist and
future passive forms, namely, ἐγνώσθην and
γνωσθήσομαι . Students must attend carefully
to the principal parts to know what kind of aorist
active and middle forms a verb has (1st or 2nd)
and what kind of aorist and future passive forms
(1st or 2nd) it has.
✒ ✒ Ex ercise 17α
1. ἐδέθη (1): aorist passive, 3rd singular, indica-
tive, he/she was bound
ἐκελεύσθησαν (2): aorist passive, 3rd plural,
indicative, they were ordered
ἀγόμενος (3): present passive participle, mas-
culine nominative singular, being led
ἐκελεύσθην (11): aorist passive, 1st singular,
indicative, I was ordered
ὠφεληθήσομαι (12): future passive, 1st sin-
gular, indicative, I will be helped
καλούμεθα (16): present passive, 1st plural,
indicative, we will be called
λυθήσεται (22): future passive, 3rd singular,
indicative, he/she will be loosed
ἐλύθη (23): aorist passive, 3rd singular, indica-
tive, he/she was loosed
ἤρθη (23): aorist passive, 3rd singular, indica-
tive, he/she was raised
ἐφέρετο (24): imperfect passive, 3rd singular,
indicative, he/she was being carried
2. We do not supply answers for the Verb Sheets,
but teachers should check students’ work
carefully.
✒ ✒ Ex ercise 17β
1. ἐπέμφθη, he/she sent; he/she was/has been
sent
2. λυθέντες, having loosed; having been
loosed
3. τῑμηθησόμεθα , we will honor; we will be
honored
4. φιληθει�σα , having loved; having been loved
5. δουλωθη �ναι, to have enslaved; to have been
enslaved
Book II
6. λέγονται, they say; they are said
7. φυλαχθήσεται, he/she will guard; he/she
will be guarded
8. πείσθητι, persuade!; be persuaded
9. ἐκελεύσθησαν, they ordered; they were/
have been ordered
10. παρασκευασθήσονται, they will prepare;
they will be prepared
11. πραˉ΄ττονται, they do; they are done
12. κομίζεται, he/she carried; he/she is carried
13. ἐτῑμήθης, you honored; you were/have been
honored
14. παρεσκευάσθη, he/she prepared; he/she
was/has been prepared
15. ἐπρα ˉ΄χθησαν, they did/have done; they
were/have been done
✒ ✒ Ex ercise 17γ
1. The boys were persuaded by the farmer to help
their father.
2. The girls, having been sent by their mother to
the spring, are filling their water jars.
3. Dicaeopolis was driving home the oxen that
had been loosed (having been loosed/after
they had been loosed) from the plow, but the
slave was left in the field. (Help students if
necessary with the genitive of separation, του�
ἀρότρου.)
4. These ships were made by the Athenians.
5. The barbarians, defeated by the Greeks
(having been defeated/after they had been
defeated), returned to Asia.
6. The messenger, sent by the king, found the cit-
izens waiting in the agora.
7. The citizens, having been told to be silent,
were listening to the messenger.
8. And having heard the messenger, they were
hurrying home to tell their wives the things
that had been announced.
9. “We were ordered,” they said, “to provide
much money to the king.”
10. Those who died in the war will be honored
by all.
✒ ✒ Ex ercise 17δ
1. ἐκελεύσθης οἴκαδε εὐθὺς ἐπανελθει�ν.
2. πρὸς τὸν ἀγρὸν ἐπέμφθημεν ὡς τὸν βου�ν
ζητήσοντες.
 1 7 Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( α ) II - 5
3. ὁ παι�ς ὁ του�το ποιήσᾱς κολασθήσεται.
4. αἱ γυναι�κες αἱ ἐν τͺη
� οἰκίᾳ καταλειφθει�σαι
δει�πνον παρεσκεύαζον.
5. αὕτη ἡ ναυ�ς ὑπὸ τω �ν ναυτω�ν ἐποιήθη οἳ
ὑπὸ λͺηστω�ν ἐδιώχθησαν.
Healing Sanctuaries: Asclepius
and Epidaurus
The inscription quoted on p. 8 is an elegiac couplet
with Homeric forms: νᾱοι�ο = νᾱου�, θυώδεος =
θυώδους, and ἔμμεναι = εἰ�ναι.
Illustration (p. 9)
The tholos (a rotunda) at Epidaurus in fact dates
from c. 360–320, in the century following our story.
It originally had twenty-six Doric columns. The
inner foundation walls form a miniature labyrinth,
the purpose of which is disputed. It may have been
a pit for snakes with their supposedly curative pow-
ers. The building is at present being restored.
Illustration (p. 10)
This votive offering is from the sanctuary of
Asclepius on the island of Melos, Roman period
(London, British Museum). Note that in the
inscription the iota subscripts are omitted in the
dative forms ΑΣΚΛΗΠΙΩ and ΥΓΕΙΑ (=
ΥΓΙΕΙΑ). Ὑγίεια, Health, is personified as a
goddess.
For further reading, see The World of Athens,
pp. 95–96; Civilization of the Ancient Mediterra-
nean, Vol. II, pp. 901–904; The Oxford History of the
Classical World, p. 267; and E. J. and L. ­Edelstein,
Asclepius (Baltimore, Johns Hopkins University
Press, 1945).
 h
Η ΕΠΙΔΑΥΡΟΣ (β)
Vocabula ry
The principal parts of ἐπιτρέπω show the princi-
pal parts of the uncompounded verb τρέπω, I turn.
The impersonal verb χρή is used in the same
way as the impersonal δει� (see Book I, p. 192),
with an accusative and infinitive phrase as subject
(sometimes with infinitive alone). χρή is properly
used of moral obligation, δει� of necessity, but the
latter came to be used in the sense of the former.
New meaning for preposition: κατά + acc. =
according to: κατὰ νόμον (39). Each new meaning
for a preposition will be underlined in the vocabu-
lary lists in the student’s book and noted, as is done
here, in subsequent vocabulary notes in this teach-
er’s handbook.
Teaching the New Gr amma r
in the Story
Have students locate the following aorist and
future passive forms: ἐκελεύσθησαν (22),
πορευθη�ναι (22), ὠφεληθήσει (24), ἐκαθάρθη
(36), ἐπιφανη �ναι (37), and καταλειφθείς (47).
Inform students that the infinitive πορευθη �ναι
(23) is from a deponent verb that has its aorist
forms in the passive rather than the middle voice
(this verb is found in the aorist middle only in com-
pounds). The form ἐπιφανη �ναι (37) is identified
in the gloss as an -η- 2nd aorist passive infinitive
(see Grammar 2, p. 14); the passive of this verb
means to be shown, to be made manifest, to appear.
From earlier information supplied about
verbs, students will recognize κεκλειμένᾱς (6),
κεκλειμέναι εἰσὶν (7), and γέγονεν (14) as per-
fect tense forms, identifiable as such because of the
reduplication. The periphrastic form κεκλειμέναι
II - 6
εἰσίν can be translated either are shut or have
been shut.
As students are learning to recognize future
passive forms, this passage offers opportunities to
review future active and middle forms. Invite stu-
dents to locate and explain the formation of the fol-
lowing future active and middle forms: κόψω (8),
ἐπάνιμεν (8), ἀκούσεταί (9), ἡγήσεται (9),
ἡγήσει (14), εἰ�μι (15), ζητήσων (15), ἐρωτήσω
(16), δέξεται (18), ἐπιτρέψεις (24), ἐπιτρέψω
(26), παρέσται (27), and ἡγησόμενος (27).
The future participles (15 and 27) are used
with ὡς to express purpose.
Tr anslation
Lines 1–14
So the ship was being carried the whole day by a
favorable wind, and when evening was falling, they
arrived at Epidaurus, having suffered nothing bad.
And when they had disembarked onto land, Dicae-
opolis decided to go straight to the sanctuary of
Asclepius; for it was not far away; but the woman
who was sick in the stomach was so tired that she
was not wishing to go that day but stayed in an inn
near the harbor. But they (i.e., Dicaeopolis and
Philip) set out, and, arriving soon, they found the
gates shut. So Dicaeopolis said, “The gates are (have
been) shut; so what must (we) do? Shall I knock
on the gates or shall we return to the harbor? For
it is late.” And Philip (said), “But knock, father, if
it seems good. For perhaps someone will hear and
lead us to the priest.” So Dicaeopolis knocked, and
an attendant, having come out soon, said, “Who are
you that knock (being who do you knock) on the
gates at this time of day? Where have you come from
 1 7 Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( β ) II - 7
and what do you want here (wanting what are you
present)?” And Dicaeopolis (replied), “I am Dicae-
opolis, (being) an Athenian, and I bring my son, in
the hope that (if somehow) the god is willing to heal
his eyes (the eyes for him). For he has become (is)
blind. Won’t you lead us to your master?”
[κόψον (9): help students if they have trouble
with the aorist imperative form.
ἐαˉ΄ν πως . . . ἐθέλͺη (13): the form may be iden-
tified as subjunctive, but no discussion is needed at
this stage. Students should begin to identify long
vowel endings, e.g., ἐθέλͺη (as opposed to ἐθέλει)
as subjunctive. The idiom ἐα ˉ΄ν πως + subjunctive
(= literally, if in any way . . .) is often used to mean in
the hope that. . . .
Words glossed earlier in the chapter: τὴν
γαστέρα (4), with respect to her stomach.]
Lines 15–18
And the attendant said, “It is late, but still, stay
here. For I will go to look for the master, and I will
ask whether he is willing to receive you.” So they
were waiting at the gates; and not much later the
attendant, having returned, said, “Come in; for the
master will receive you.” So saying (having said
these things) he led them into the sacred precinct.
Lines 19–29
Then having passed through the gates, they entered
a great courtyard; and there near the temple was
sitting an old man, who, seeing them approaching,
said, “Greetings, friends. What have you come for
(wanting what have you come)?” So Dicaeopolis
related what had happened to Philip and how they
had been ordered by the doctor to go to Epidaurus,
and the priest, looking kindly at the boy, said, “Tell
me, boy, will you entrust yourself to Asclepius? Do
you believe this, that you will be helped by the god?”
And Philip (replied), “Certainly; for all things are
possible for the gods; I trust the god and will entrust
myself to him.” And the old man (said), “Good, boy.
Now (both of you) go away to the inn, and tomor-
row my attendant will be there for you to lead the
child to me.” Then the father and son, having gone
away, were staying throughout the night in the inn.
[του�το πιστεύεις (24): note that a neuter pro-
noun with πιστεύω is accusative rather than
dative. Compare τῳ� θεῳ� πιστεύω (25–6). The
verb πιστεύω, like other verbs of believing, is usu-
ally followed by an infinitive in indirect statement
(see Chapter 23, Grammar 3, p. 137), but here the
ὅτι clause expands the pronoun του�το; this is the
usual idiom.]
Lines 30–37
And the next day when day first dawned, the atten-
dant, having approached, led Philip to the priest.
And he, having received the boy kindly, said,
“Come, boy, now you must prepare yourself; for
you must have holy thoughts and be pure in soul
(with respect to your soul). But have no fear; for
Asclepius is the most benevolent (man-loving) of
the gods and is always gracious to those who are
pure in soul (with respect to your soul). So cheer
up!” So saying, he led the boy into the temple. And
first Philip was purified there, and then he was
waiting the whole day in the temple, having holy
thoughts and praying the god to appear (= that the
god appear) in (his) sleep.
[παρασκευάζεσθαι (32): note the use of the mid-
dle voice, to prepare yourself.
ὅσια . . . φρονει�ν (32): neuter plural adjective
used as internal accusative, to have holy thoughts.
τὴν ψῡχήν (33): accusative of respect.
φοβου� (34): help students as needed with the
imperative form.
τω�ν θεω�ν (34): partitive genitive with the
superlative adjective φιλανθρωπότατος. Proper
oral phrasing of the sentence will indicate the rela-
tionship between the words.
ἐκαθάρθη (36): aorist passive, was purified.
Greek religion attached great importance to puri-
fication; this might involve merely a ritual washing
but might also involve sacrifice.
τὸν θεὸν εὐχόμενος ἐν τῳ� ὕπνῳ
ἐπιφανη�ναι (37): help students as necessary with
the accusative and infinitive construction.]
Lines 38–44
And finally, when evening was coming, the priest,
having returned, said, “Come, boy; for all is ready;
follow me.” And having led the boy out of the
temple to the altar, he told him to make a libation
according to custom. And he (i.e., Philip), having
taken the bowl in his hands, made a libation, and,
having raised his hands toward heaven, he said,
“Asclepius, savior, most benevolent of the gods,
hear my prayer (me praying), who thinking holy
II - 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
thoughts and being pure in soul am here (as) your
suppliant. Be gracious to me who have become
blind, and, if it seems good to you, heal my eyes.”
[γεγονότι (44): perfect active participle, dative
singular masculine; the gloss provides translations,
and students should be able to identify the tense as
perfect.]
Lines 45–49
Then the priest, having led the boy to the holy place,
told him to lie on the ground and sleep (lying on
the ground to sleep). So Philip was lying down, but
for a long time he was not able to sleep; for being
left behind in the holy place he was very afraid; for
it was night and everywhere (there was) darkness
and silence, except (that) occasionally he was hear-
ing the sacred snakes hissing gently.
[τὸ ἄβατον (45): the holy place. See essay (p. 9) for
a description of this; it means literally the not-to-be-
trodden (place), i.e., a place sacred to the god where
none but the ritually purified might walk.]
Pr incipal Pa rts
The verb πιστεύω provides the regular pattern,
and we accordingly put it first.
Note the σ in the perfect middle/passive and
the aorist passive of κελεύω. No other verb with
stem in -ευ- has this.
Be sure students note that πορεύομαι
has its aorist in the passive voice = I marched,
went (see Grammar 3, p. 15). The aorist middle
ἐπορευσάμην occurs rarely in compounds.
Wor d Bu ilding
Note that adjectives formed by adding the suffix
-τός to the verb stem are either passive in mean-
ing, e.g., γραπτός, -ή, -όν = written, or they denote
possibility, e.g., γνωστός, -ή, -όν = known or
knowable.
1. I hit, hit upon, get, happen; chance, luck; lucky;
unlucky; luckless (the prefix δυσ- is the oppo-
site of εὐ-, whereas the prefix ἀ- simply negates;
thus, εὐτυχής = blessed with good luck, lucky;
δυστυχής = cursed with bad luck, unlucky; and
ἀτυχής = without luck, luckless)
2. I believe, trust; faith, trust; faithful, trusty;
faithless, untrustworthy; I disbelieve, mistrust
Book II
3. I am able, powerful; ability, power; possible,
capable; impossible, incapable
4. I learn, get to know; judgment, opinion; under-
stood, known; unknown. Cf. Paul’s famous
words to the Athenians (Acts 17:23), εὑ�ρον καὶ
βωμὸν ἐν ᾡ� ἐπεγέγραπτο, “ἀγνώστῳ θεῳ�,”
I found even an altar on which had been inscribed,
“To an unknown god.” Also δύσγνωστος,
-ον, = hard to understand, hard to recognize.
5. I draw, write; drawing, writing; written;
unwritten
English Der ivativ es
from Wor ds in the
Vocabula ry list
νόμος: anomie, anomy, astronomer, astronomical,
astronomy, autonomous, autonomy, binomial, eco-
nomic, economical, economically, economics, econo-
mist, economize, economy
ψῡχή: psyche, psychiatrist, psychic, psychical, psy-
chological, psychologically, psychologist, psychology,
psychopath, psychosis
ἱερός: Hierapolis, hierarch, hierarchical, hierarchic,
hierarchize, hierarchy, hieratic, hierocracy, hierod-
ule, hieroglyph, hieroglyphic, hierology, hierophant,
hierophantic
καθαρός (ἡ κάθαρσις, purification): catharsis,
cathartic, Catherine
κατά: see list with Chapter 5α
Gr amma r 2
Notes:
✒ ✒ Ex ercise 17ε
We do not supply answers for the Verb Charts, but
teachers should check students’ work carefully and
be sure they keep their charts for future use.
Gr amma r 3
Notes:
✒ ✒ Ex ercise 17ζ
1. The slaves, having been freed by their master,
went to the city.
2. The citizens were ordered to go to the city.
3. The young men, having conversed with the old
man for a long time, returned home.
 1 7 Η Ε Π Ι Δ Α Υ Ρ Ο Σ ( β ) II - 9
4. The farmer, struck by the stone, grew angry
and pursued the boy.
5. Having journeyed the whole day, they finally
arrived at the harbor.
6. The ship was destroyed by the storm and all
the sailors were killed/died.
7. The god appeared to the boy while he was
sleeping.
8. We will journey to Epidaurus to ask the god to
help us.
9. This letter was written by my father.
10. The mother, having gotten very angry, pun-
ished her children.
✒ ✒ Ex ercise 17η
1. αἱ τω
�ν βαρβάρων νη�ες εἰς τὰ στένα
πλεύσᾱσαι ὑπὸ τω�ν Ἑλλήνων διεφθάρη-
σαν.
2. ὁ Ξέρξης τοὺς βαρβάρους ἰδὼν νῑκηθέν-
τας ἠπόρησεν.
3. αἱ γυναι�κες εἰς τὸ ἄστυ μετὰ τω�ν ἀνδρω�ν
πορευθει�σαι τοὺς χοροὺς ἐθεαˉ΄σαντο.
4. αἱ κόραι οὐκ ἤθελον τοι�ς γέρουσι
διαλέξασθαι/διαλεχθη�ναι.
5. ἡ ναυ�ς τῳ� χειμω�νι διαφθαρήσεται.
ΟΙ ΠΕΡΣΑΙ ΤΑΣ ΑΘΗΝΑΣ
ΔΕΥΤΕΡΟΝ ΑΙΡΟΥΣΙΝ
Title: “The Persians Take
Athens a Second Time”
Students have had δεύτερος as an adjective but
will have to deduce its use here in the accusative
case as an adverb.
Tr anslation
Lines 1–9
And with the beginning of spring, Mardonius, hav-
ing set out from Thessaly, led his army with haste
against Athens. And as he advanced, none of the
Boeotians were resisting him, nor were the Spartans
coming to aid the Athenians. And having arrived in
Attica, he did not find the Athenians, but he learned
that most were in Salamis and in the ships; and the
city was taken deserted. But when he was in Athens,
he sent a messenger to Salamis, bearing a friendly
message (friendly words); for he said that the king
would give Attica back to the Athenians and make
an alliance (with them), if they ceased from war.
But the Athenians did not accept the proposal (the
words) but sent the messenger away.
[ἔρημνον τὸ ἄστυ (5): note the predicate posi-
tion of ἔρημον; not the deserted city was taken but
the city was taken deserted.
ἐαˉ`ν . . . παύσωνται (8): point out the subjunc-
tive in the conditional clause.]
Lines 10–20
The Athenians crossed to Salamis in this way; as
long as they were hoping that an army would be
sent by the Spartans to come to their aid, they
were staying in Attica; but when the Spartans
were not coming to their aid, and Mardonius,
approaching, arrived in Boeotia, they removed
everything from Attica and themselves crossed
to Salamis. And they were sending messengers
to Sparta to blame the Spartans because they
were not coming to their aid. And when the mes-
sengers arrived in Sparta, they said this (these
things): “The Athenians sent us to say that the
king of the Persians is willing to give back Attica
and make an alliance; but we, although being
wronged by you, did not accept that proposal
(those words). But now we tell you to send an
army as quickly as possible to ward off the bar-
barians from Attica.”
[στρατὸν πεμφθήσεσθαι (10–11): help with the
indirect statement is provided in the gloss; the con-
struction will not be formally taught until Chapter
23, Grammar 1, pp. 127–9, but students should
become accustomed to it well before then.]
✒ ✒ Ex ercise 17θ
1. οἱ Λακεδαιμόνιοι, οἳ τούτῳ τῳ � χρόνῳ
ἑορτὴν ἐποιου�ντο, οὐκ ἤθελον ἐπεξιέναι
ἐπὶ τοὺς Πέρσᾱς ἀλλ’ ἔτι ἔμελλον.
2. τέλος δὲ οἱ τω �ν Ἀθηναίων ἄγγελοι
῾
εἰ�πον· “υˉμει�ς μὲν οἱ Λακεδαιμόνιοι
τοὺς συμμάχους προδίδοτε, οἱ δὲ
Ἀθηναι�οι ἀδικούμενοι ὑφ’ ῾υˉμω�ν σπονδαˉ`ς
ποιήσονται πρὸς τοὺς Πέρσᾱς.
3. “σπονδαˉ` ς οὐ�ν ποιησάμενοι καὶ σύμμαχοι
γενόμενοι τοι�ς Πέρσαις, στρατευσόμεθα
μετὰ αὐτω�ν/σὺν αὐτοι�ς ἐπὶ τὴν
Πελοπόννησον.
4. “τότε δὴ παθόντες μαθήσεσθε ὃτι οὐ χρὴ
τοὺς συμμάχους προδου�ναι.”
II - 1 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
5. τέλος δὲ τούτους τοὺς λόγους φοβούμενοι
οἱ Λακεδαιμόνιοι τὴν στρατιαˉ`ν/τὸν στρα
τὸν ἔπεμψαν πρὸς τὴν Ἀττικήν.
Cl assica l Gr eek
These inscriptions and those on pp. 8–9 are taken
from Lynn R. LiDonnici, The Epidaurian Miracle
Inscriptions: Text, Translation and Commentary,
Texts and Translations: Graeco-Roman Religion
Series 11, ed., Elizabeth Asmis, John T. Fitzgerald,
and Ronald F. Hock, Atlanta: Scholars Press, 1995.
Originally in the Doric dialect, they have here been
adapted into Attic Greek by Pamela Gordon of the
University of Kansas, Lawrence.
[We are grateful to Professor Gordon for
sharing her versions of these inscriptions with us.
(—M. Balme and G. Lawall)]
Inscriptions of this sort usually start with a
heading that gives the name of the person cured
and his or her ailment.
Tr anslation
Heraeeus of Mytilene. This (man) had (was hav-
ing) no hair on his head, but lots on his chin. And
ashamed, because he thought he was being laughed
at by other (men), he slept (was sleeping) in (the
abaton). And the god, having anointed him with an
ointment, made his head have hair.
[παμπόλλᾱς (2): let students deduce the meaning
of this compound adjective.]
Tr anslation
Hegestratos, headache. This (man) suffering from
insomnia because of the pain (toil, work; suffer-
ing) of his head, when he was in the abaton, fell
asleep and saw a dream; the god, having cured
his headache (and) having made him stand up
straight (and) naked, seemed to have taught him
the defense in the pancratium; and when day
came, he went out cured (healthy) and after a
short (not a long) time he won the pancratium in
the Nemean Games (he won the Nemean Games,
the pancratium).
[τὰ Νέμεα (5): the Nemean Games were one
of the four great Pan-Hellenic games (athletic
contests), the Olympic, Isthmian, Pythian, and
Nemean. The latter games were held in the Valley
Book II
of Nemea, located in a district between Argos and
Corinth.
τὰ Νέμεα ἐνι΄ˉκησε παγκράτιον (4–5): note
the two accusatives; he won the Nemean Games, the
pancratium.]
Illustration (p. 18)
The name pankration means “all-power/victory,”
thus indicating that every form of fighting was
allowed. It is often described as a mixture of boxing
and wrestling. The fighting could be pretty violent,
though at the Olympic Games biting and goug-
ing were not permitted. (National Archaeological
Museum, Athens, Greece).
New Testa m ent Gr eek
The selections from the Gospel of John in Book
II are taken from The Greek New Testament, 4th
rev. ed., edited by Barbara Aland, Kurt Aland,
Johannes Karavidopoulos, Carlo M. Martini, and
Bruce M. Metzger, © 1993 Deutsche Bibelge-
sellschaft, Stuttgart (available in the United States
from the American Bible Society, 1865 Broadway,
New York, NY 10023).
You may wish to consult commentaries on
the Gospel of John. Many are available in book-
stores and libraries, and you may wish to consult
several.
Tr anslation
In the beginning was the Word, and the Word was
with (the) God, and the Word was God. This/He
was in the beginning with God.
And the Word became flesh and pitched his
tent/lives among us.
On the next day he sees Jesus coming toward
him and says, “Behold, the lamb of god, the one
taking away the sin of the world.”
[ἐρχόμενον (1): note that New Testament Greek
uses this participle where Attic Greek would use
ἰόντα.
τὴν ἁμαρτίᾱν (2): mistake in everyday Clas-
sical Greek; guilt or sin in philosophical and reli-
gious writings (Classical and New Testament).
του� κόσμου (2): students are familiar with
the meaning order for ὁ κόσμος. In philosophical
Greek the word came to mean world-order or uni-
verse; in New Testament Greek it means the world,
here = the people who inhabit our world.]
 h
18
Ο ΑΣΚΛΗΠΙΟΣ (α)
Title: “A sclepius”
Pur poses of This Ch apter
1. Reading: (α) to recount the cure of Philip; (β)
to tell of the arrangements for a sacrifice and
memorial in honor of the cure; to introduce the
theme of impending war between Athens and
Sparta in a conversation between Dicaeopolis
and the priest of Asclepius; and to recount in
the narrative adapted from Herodotus at the
end of the chapter the story of the Athenian
victory over the Persian land forces at Plataea
2. Grammar: (α) to introduce the forms of the
verb δίδωμι; (β) to introduce the forms of the
verb τίθημι
3. Background: to sketch the history of Sparta and
Corinth as background for an understanding of
the political map of Greece at the outbreak of
the Peloponnesian Wars
Illustration (p. 20)
Statue from the sanctuary of Asclepius, fourth cen-
tury bc (Epidaurus Museum).
Caption Under Illustration
Asclepius was august and tall.
Students will find σεμνός in the vocabulary list.
Vocabula ry
We include τίθημι in the vocabulary list to show
its principal parts even though it does not occur in
uncompounded form in the reading. We include
the aorist infinitives, participles, and imperatives
II - 1 1
of δίδωμι and τίθημι because they are so different
from the aorist indicative forms and therefore diffi-
cult to recognize. Note that κει�μαι is used instead
of the perfect passive of τίθημι.
The declension of χάρις is: ἡ χάρις, τη �ς
χάριτος, τͺη� χάριτι, τὴν χάριν; αἱ χάριτες, τω�ν
χαρίτων, ται�ς χάρισι(ν), ταˉ`ς χάριτας.
New usage of preposition: περί + gen. =
around: περὶ οὑ� (3).
New usage of preposition: ὑπέρ + acc. = over,
above: ὑπὲρ τοὺς λόφους (12).
Teaching the New Gr amma r
in the Story
Passage α contains the following forms of δίδωμι
and τίθημι or their compounds: δώσεις (7),
δώσω (8), ἐπέθηκε (9), and ἀπόδος (16). Stu-
dents should be able to recognize all these forms
from the information supplied in the vocabulary
entries.
Tr anslation
Lines 1–10
But finally Philip was so tired that he fell into a
deep sleep. And the god appeared to him as he
slept; he was august and tall, and in his left hand
he was carrying a staff, around which the sacred
serpent was curling itself. And he stood by the
boy, and with a kindly look (looking kindly) he
said this (these things), “What is the matter with
you, boy? Why are you sleeping in my holy place?”
And he, not at all afraid—for the god seemed (was
II - 1 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

seeming) kindly—said, “I am blind, Asclepius; so Pr incipal Pa rts

I have come to ask you to heal my eyes (the eyes
for me).” And the god (said), “And if I heal your
We list φιλέω first because it serves as the model
eyes, what will you give me?” And the boy for a
for most -ε- contract verbs. The others given here
long time was at a loss what he ought to say, but
show certain irregularities. For the Attic future of
finally he said, “I don’t have many things, but I
καλέω, see Smyth 538 and 539a.
will give you my knucklebones.” And the god with
In the present and imperfect, Attic Greek uses
a laugh (laughing) approached him and put his
σκοπέω, but for the other tenses it uses forms
hands on his eyes. And after doing these things,
from σκέπτομαι [σκεπ-].
he went away.
Wor d Stu dy
[ἐπεφάνη (2): be sure students recognize the -η-
2nd aorist passive.
1. autobiography: from αὐτός , self + ὁ βίος ,
εἱλίττετο (3): be sure students recognize the life + γράφω. Writing one’s own life. In
middle-voice sense of this verb.
late Greek we find βιογραφίᾱ but not
εὐμενω�ς βλέψᾱς (3–4): remind students αὐτοβιογραφίᾱ .
that the verb βλέπω is sometimes best translated
2. autograph: from αὐτός + γράφω. αὐτόγραφ
look (as here) and sometimes see as in line 14 below.
ος, -ον = written with one’s own hand, occurs
ˉ΄ι αˉ΄σωμαί (7): point out the subjunctive with twice in Plutarch (first century ad)
its long vowel in the conditional clause with ἐα ˉ΄ ν. 3. automatic: from αὐτός + μα- + -τος.
τοὺς . . . ἀστραγάλους (9): knucklebones αὐτόματος, -ον = self-moved, of one’s own
were used as dice (see illustration, p. 22): “the four
accord; of things, spontaneous, automatic.
faces of the knucklebones were of different shapes,
The word first occurs in Homer (Iliad 2.408)
one flat, one irregular, one concave, one convex,
and is common in later Greek; the root μα-,
and in dicing these had the value respectively of
found only in Homer in the perfect form, e.g.,
1, 6, 3, 4” (Oxford Classical Dictionary, 3rd ed.,
μεμάᾱσι, means to be eager or to rush.
“Astragalus,” p. 195).]
4. autonomous: from αὐτός + ὁ νόμος.
αὐτόνομος, -ον = having one’s own laws, inde-
Lines 11–16 pendent (of persons and states).
5. autistic: from αὐτός + -ίστης (a termination
On the next day when day first dawned, Philip
which expresses the agent). Aristotle, frag-
woke up and, behold, he was able to see; for he saw
ment 669 has the form ὁ αὐτίτης = one who is
the sky and the sun rising above the crests of the
by himself. Autistic is a recent medical coinage,
hills and the trees being moved by the wind; and he
used to describe children who are imprisoned
was enjoying looking; for everything was seeming
in themselves.
to him most beautiful. And so he was hurrying to
find the priest. And he, seeing him approaching,
said, “Greetings, boy; it is clear that the god came A dditional English
to you in kindness (kindly). And so give thanks to
Der ivativ es from Wor ds in
the god. But go to look for your father.”
the Vocabu la ry List
[ἠγέρθη (11): we identify the form in the gloss δίδωμι (δο-): anecdote, antidote, dose
because students have not yet had the complete κῑνέω: cinema, kinetic
principal parts of this verb. τίθημι (θε-): anathema, anathematize, antithesis,
τῳ� ἀνέμῳ κῑνούμενα (13): be sure students apothecary (ἡ θήκη, case, chest), epithet, hypothesis,
recognize the passive voice and the dative of hypothetical, parenthesis, synthesis, synthetic, theme,
instrument. thesis
ἀπόδος (16): note the accent (normally reces-
sive in imperatives, the accent cannot precede the
ὕπνος: hypnotic, hypnotize
last syllable of the preposition before the simple χάρις: charisma, charismatic
verb; compare παράδος (18β:8) and ἀνάθες περί: see list with Chapter 7α
(18β:18).] ὑπέρ: see list with Chapter 8β
 1 8 Ο Α Σ Κ Λ Η Π Ι Ο Σ ( α ) II - 1 3
Illustration (p. 22)
Drawn from a first-century bc or ad copy on mar-
ble by Alexander of Athens of a Greek painting of
about 430 bc (Naples, Museo Nazionale).
Gr amma r 1
You may wish to explain that the process
referred to here, by which θ becomes τ, is called
“dissimulation.”
Gr eek Wisdom
The fragments of Heraclitus contained in the
Greek Wisdom sections in Book II are taken from
Hermann Diels, Die Fragmente der Vorsokratiker:
Griechisch und Deutsch, Vol. I, Berlin: Weidmann-
sche Verlagsbuchhandlung, 1956, 8th ed., Wal-
ther Kranz. For further information, see Charles
H. Kahn, The Art and Thought of Heraclitus: An
Edition of the Fragments with Translation and
Commentary, New York: Cambridge University
Press, 1979; and Robin Waterfield, The First Phi-
losophers: The Presocratics and Sophists: Translated
with Commentary, New York: Oxford University
Press, 2000.
Heraclitus 112 Diels
For a brief overview of Heraclitus’ thinking,
see the article in the Oxford Classical Dictionary.
The description of Heraclitus as “lofty-minded
beyond all other men” comes from Diogenes Laer-
tius; see R. D. Hicks, Diogenes Laertius, Lives of
Eminent Philosophers I, Loeb Classical Library,
Cambridge MA: Harvard University Press, 1966,
pp. 408–409. Sometimes connections will be seen
between the fragments quoted from Heraclitus
and the new grammar or the themes of the stories
that they accompany, but for the most part they are
quoted for their intrinsic interest and as opportu-
nities for discussion of their often challenging and
enigmatic content.
All vocabulary for the fragments will be found
in the Greek to English Vocabulary at the end of
the book. Words that do not occur elsewhere in
Athenaze are marked with an (H). Students should
be allowed to work out translations independently,
but from time to time they will need help from the
teacher.
We have changed Heraclitus’s Ionic forms to
Attic in all the fragments that we quote, and occa-
sionally we have left out a word for simplicity or
clarity.
Tr anslation
Moderation (self-control, temperance) is the great-
est virtue, and wisdom is to speak the truth and to
act (do) according to nature.
Gr eek Wisdom
Heraclitus 116 Diels
Tr anslation
All men have the capacity to know themselves
and to act with moderation. (Literally: for all
men there is a share in/a claim to knowing
themselves and acting with moderation.)
✒ ✒ Ex ercise 18 α
We do not give answers for the Verb Sheets, but
teachers should check students’ work carefully and
be sure they keep their sheets for future use.
✒ ✒ Ex ercise 18 β
1. 3rd singular imperfect indicative active of
δίδωμι; he/she was giving
2. 3rd plural aorist indicative active of δίδωμι;
they gave
3. Singular aorist imperative active of δίδωμι;
give!
4. 3rd plural present indicative active of δίδωμι;
they give
5. Nominative feminine singular present partici-
ple active of δίδωμι; giving
6. 2nd singular present indicative active of
δίδωμι; you give
7. 2nd plural imperfect indicative active of
δίδωμι; you were giving
8. Nominative masculine singular aorist partici-
ple middle of ἀποδίδωμι; having sold
9. 2nd singular aorist indicative active of
δίδωμι; you gave
10. Aorist infinitive active of ἀποδίδωμι; to give
back, pay
11. Present infinitive middle/passive of δίδωμι;
middle, to give (for oneself); passive, to be
given
12. 2nd singular aorist imperative middle of
δίδωμι; give (for yourself)
13. 2nd person plural aorist indicative middle of
ἀποδίδωμι; you sold
II - 1 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

14. Aorist infinitive active of δίδωμι; to give 4.Why are you not willing to sell this dog to me?
15. 3rd plural imperfect indicative middle/pas- 5.Give thanks to the god; for he saved us.
sive of δίδωμι; middle, they were giving (for 6.Why were you giving money to this old man?
themselves); passive, they were given 7.You give me the wine, and I will give you the
food.
8. The father with a kindly laugh (laughing
✒ ✒ Ex ercise 18 γ kindly) gave the dog to the boy.
9. The suppliants, sitting by the altar, gave thanks
1. δός to the god.
2. ἔδοσαν 10. The farmer, having arrived at the market place,
3. δόντα sold his oxen.
4. δόμενος
5. δου�ναι
6. διδόμεθα ✒ ✒ Ex ercise 18 ε
7. διδόμενος
8. δίδοσθαι 1. ὁ ναύκληρος τὸ ἀργύριον τῳ � ναύτͺη
9. διδούς ἔδωκεν.
10. δίδου 2. χάριν τῳ � θεῳ� ἀποδου�σαι, αἱ γυναι�κες
11. δόσθαι οἴκαδε ἐπανη� λθον.
12. ἔδοντο 3. ἐκέλευσά σε τό τε ἄροτρον ἐν τῳ � ἀγρῳ�
13. ἐδόμην λιπει�ν καὶ σι�τον τοι�ς βουσὶ δου� ναι.
14. δόμενοι 4. δη
� λόν ἐστιν ὅτι αὑ�ται αἱ γυναι�κες οὐδὲν
15. διδόμεθα ἀργύριον τούτῳ τῳ� γέροντι ἔδοσαν.
� ναυκλήρῳ τρει�ς δραχμαˉ`ς ἀποδόντες,
5. τῳ
οἱ ξένοι εἰς τὴν ναυ� ν εἰσέβησαν.
✒ ✒ Ex ercise 18 δ
1. The old man did not wish to give the money to Sparta and Corinth
the stranger.
2. The children, when their mother gave (them) For further reading, see Civilization of the Ancient
food, immediately began to eat. (Note the Mediterranean, Vol. I, pp. 18–19, 19–21, and 27–30;
inchoative imperfect.) The Oxford History of the Classical World, pp. 26–31;
3. The master sent the slave to pay us (give us and Oswyn Murray, Early Greece, Chapters 9 and 10
back) the money. (Fontana, 1980).
 h
Ο ΑΣΚΛΗΠΙΟΣ (β)
Vocabula ry
φιλαίτερος: instead of comparative and superla-
tive forms of adjectives, we sometimes find μα� λλον
or μάλιστα with the positive form, e.g., μα� λλον
φίλος, dearer, and μάλιστα φίλος, dearest.
New usage of preposition: διά + acc. = because
of: διὰ του� το (38).
New usage of preposition: ἐπί + dat. = for
(of price): ἐπὶ μιᾳ� δραχμͺη � (11) and ἐπὶ δυοι�ν
(11).
Teaching the New Gr amma r
in the Story
Passage β contains the following forms of δίδωμι
and τίθημι or their compounds: ἀποδου� ναι (5),
ἀναθει�ναι (6 and 7), παράδος (8), ἀναθήσω
(7 and 11), δός (11), παρέδωκεν (14), δου� ναί
(17), δώσω (18), ἀνάθες (18), ἀνέθηκε (20), and
διδόναι (23). Students should be able to recognize
all these forms from the information supplied in
the vocabulary entries.
Tr anslation
Lines 1–16
And they found Dicaeopolis sitting in front of
the inn. And when he saw his son walking firmly
and seeing, he stood up, and running toward
him he embraced him and said, “Dearest son, do
I really see you (being) cured (healthy)? Did the
god truly heal your eyes? We must render very
great thanks to Asclepius.” And turning to the
II - 1 5
priest, (he said), “Is it allowed to make a sacri-
fice? Is it allowed also to put up an offering to
the god?” And the priest (replied), “Of course
(for how not?). You may. Do you also want to put
up a memorial of the cure in the temple? (For)
you give me three drachmas, and I will make the
sacrifice and put up the memorial for you.” But
Dicaeopolis groaning (said), “Three drachmas
do you say? What an expense!” But the priest
(answered), “You are talking nonsense (say-
ing nothing), man; for the expense is not large.
For I will make the sacrifice for one drachma,
and I will put up the memorial for two. So give
me three drachmas, if you want me to do these
things.” But Dicaeopolis (said), “But I haven’t
got three drachmas; for I am a poor man. Are
two sufficient for you?” And the priest (replied),
“All right (let it be); two are sufficient, if you
don’t have more.” So Dicaeopolis handed over
two drachmas, and the priest, having called his
attendant, told him to bring a cock, and, having
led them to the altar, he made the sacrifice.
[ἀλεκτρυόνα (15): cocks were commonly sacri-
ficed to Asclepius as an offering to secure his help.
Socrates’ last words were, “Crito, we owe a cock
to Asclepius; please pay the debt and don’t for-
get” (Plato, Phaedo 118a). Burnet (Plato’s Phaedo
[Oxford University Press], p. 118) says, “He hoped
to awake (from death) cured like those who are
healed by sleeping in the Asclepieion at Epidau-
rus.” See also the fourth mime of Herondas, in
which Kynno offers a cock to Asclepius as recom-
pense for curing her of some ailment.]
II - 1 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Lines 17–22
And Philip said, “I too must give something. For I
said to the god that I would give my knucklebones.
Look, take these and dedicate them to the god and
write on the memorial (tablet), if it seems good to
you, that Philip dedicated these knucklebones to
Asclepius, having the greatest gratitude.” And the
priest replied, “But I will gladly do this; for the god
will rejoice receiving them. But now you must jour-
ney home. Come on, I will accompany you to the
gates.”
[Words glossed earlier in the chapter: τοὺς . . .
ἀστραγάλους (19), knucklebones.]
Lines 23–28
And while they were walking to the gates, the
priest said to Dicaeopolis, “You were in Athens
recently; so tell me, how are things? Will there
be war with (against) the Peloponnesians, or
will you be able to save the peace? For it is clear
that the Corinthians are urging the Spartans to
war, since they are (being) hostile to the Athe-
nians. So what do you think? Will they be willing
to allow arbitration of their differences or will
they resolve their differences by war rather than
words?”
[εἰρήνην (25): the First Peloponnesian War was
ended by the Thirty Years’ Peace between Ath-
ens and Sparta (446 bc); under the terms of this
peace any disputes were to be referred to arbi-
tration by a third party. The priest’s words are
based on Thucydides 1.140, Pericles’ speech to
the Assembly, which is quoted in adapted form
in passage 21β.]
Lines 29–41
And Dicaeopolis (said), “The Corinthians have
been hostile for a long time now and are plotting
against us, but nevertheless the Spartans will not
make war; for they always avoid action (keep
quiet), fearing the power of the Athenians.” And
the priest (said), “But surely the Spartans do not
fear the Athenians; for they and their allies have an
army (that is) very great indeed, which the Athe-
nians will not dare to resist by land.” And Dicae-
opolis said in reply (answering), “But we rule the
sea at least, so that we have more resources for
war; for we have very much money and very many
Book II
ships; they will certainly not be able to harm us nor
(will they be able) to win a long war, nor indeed
will they dare to attack us.” And the old man (said),
“You clearly have great confidence (you are clear
trusting much) in your city and her power. For
this reason, however, as it seems to me, the Spar-
tans will make war, because, fearing the power of
the Athenians, they will not be willing to disregard
its increase (it increasing). But nevertheless I will
rejoice if you are proved right and I wrong (being
mistaken).”
[πάλαι . . . εἰσιν (29): literally, are long ago, but this
idiom is best translated have been for a long time now
(and still are).
δη� λος εἰ� . . . πιστεύων (37–8): = δη� λόν
ἐστιν ὅτι πιστεύεις. Both constructions are com-
mon; the personal construction (δη � λος εἰ�) is per-
haps more common.
The priest is right (38–40); Thucydides (1.23)
says that he thought that the real reason for the war
was the following: “the Athenians becoming great
and causing fear to the Spartans compelled them to
make war”—τὴν γὰρ ἀληθεστάτην πρόφασιν
τοὺς Ἀθηναίους ἡγου� μαι μεγάλους
γενομένους καὶ φόβον παρέχοντας τοι�ς
Λακεδαιμονίοις ἀναγκάσαι ἐς τό πολεμει�ν.
ἐαˉ`ν . . . φανͺη� ς (41): point out the subjunctive
(long vowel) with ἐα ˉ`ν in a conditional clause.]
Lines 42–3
And they were now at the gates. So, having bid the
old man farewell, Dicaeopolis and the boy began
their journey.
Pr incipal Pa rts
We list τῑμάω first because it serves as the model
for most - α - contract verbs. Generally, if ε , ι , or
ρ precedes the final α of the stem of -α - contract
verbs, the future, aorist, perfect, and aorist pas-
sive have ᾱ or α instead of η. This is shown in
πειράω and θεάομαι . Exceptions are χράομαι ,
which has η even though the α of the stem is pre-
ceded by ρ; and γελάω, which keeps the α even
though it is not preceded by ε , ι , or ρ. Note also
the insertion of σ in the aorist passive of these
two verbs.
For reference, here are the present and imper-
fect forms of χράομαι: χρω �μαι, χρͺη� , χρη� ται,
χρώμεθα, χρη� σθε, χρω�νται; χρω�, χρη� σθε;
 1 8 Ο Α Σ Κ Λ Η Π Ι Ο Σ ( β ) II - 1 7

χρη� σθαι; χρω�μενος; ἐχρώμην, ἐχρω�, ἐχρη� το, 4. Aorist infinitive active of τίθημι: to put
ἐχρώμεθα, ἐχρη� σθε, ἐχρω�ντο. 5. 3rd person plural present indicative active of
Students should be reminded that most -ο- τίθημι: they put
contract verbs have principal parts like those of 6. 1st person plural future indicative active of
δηλόω. τίθημι: we will put
7. 3rd person plural aorist indicative active of
τίθημι: they put
Wor d Bu ilding
8. Nominative masculine singular present parti-
ciple active of τίθημι: putting
1. I give; ἡ δό- σις = the act of giving, gift (cf.
9. 3rd person singular aorist indicative passive of
ἡ ποίη-σις = the act of composing, poetry, τίθημι: he/she/it was put
poem); I give back; I give in; I give, I hand over
10. Nominative feminine singular present partici-
2. I give up, betray; ὁ προ-δό-της = traitor (cf.
ple active of τίθημι: putting
ὁ ποιητής = maker, poet); ἡ προ-δο-σίᾱ =
11. 3rd person plural imperfect indicative mid-
treachery (the suffix -σίᾱ attached to a verb
dle/passive of τίθημι: middle, they were put-
stem gives an abstract noun)
ting (for themselves); passive, they were being
3. I put, place; I put up; I put on (i.e., I put some-
put
thing on top of something else); I put together
12. 3rd person plural aorist indicative middle of
τίθημι: they put (for themselves)
English Der ivativ es from 13. 2nd person plural aorist imperative middle of
Wor ds in the Vocabu la ry τίθημι: put (for yourselves)!
List 14. 2nd person singular present indicative active
of τίθημι: you are putting
κρατέω, κράτος (-κρατίᾱ): aristocracy, aristo- 15. 3rd person singular aorist indicative active of
crat, aristocratic, autocracy, autocrat, autocratic, τίθημι: he/she put
bureaucracy, democracy, democrat, democratic, pluto-
crat, technocracy
πρα� γμα: pragmatic, pragmatics, pragmatism ✒ ✒ Ex ercise 18 θ
ὑγιής: hygiene, hygienic, hygienics
διά: see list with Chapter 9α 1. θει�ναι
ἐπί: see list with Chapter 5β 2. θου�
3. ἐθέμεθα
4. θέμενος
Gr amma r 2 5. ἔθεσαν
Notes: 6. τιθέᾱσι(ν)
7. τιθέναι
8. τίθεσθαι
✒ ✒ Ex ercise 18 ζ 9. τιθεμένη
We do not give answers for the Verb Sheets, but 10. τίθενται
teachers should check students’ work carefully and
11. τίθεται
be sure they keep their sheets for future use.
12. θέμενοι
13. θου�
14. ἐτίθεσο
✒ ✒ Ex ercise 18 η 15. ἔθετο
1. 1st person singular imperfect indicative active
of τίθημι: I was putting ✒ ✒ Ex ercise 18 ι
2. 3rd person singular present indicative mid-
dle/passive of τίθημι: middle, he/she puts (for 1. After loosing the oxen, the boys put the plow
himself/herself); passive, he/she/it is put, placed on the ground.
3. 2nd person singular aorist imperative active of 2. The girls, having put the water jars down in
ἀνατίθημι: put up! the house, called their mother.
II - 1 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
3. The mother was putting robes into the chest,
but having heard the girls she ran to them.
4. The priest put a sacrificial victim on the altar.
5. Do you want to put up an offering in the
temple?
6. The suppliants, after putting up an offering to
the god, were hurrying home.
7. The god, after putting his hands on Philip’s
eyes, went away.
8. You put the oars into the ship, and I will put
(in) the sails.
9. After preparing the ships, we will attack the
barbarians.
10. Why did you tell your dog to attack the
stranger?
✒ ✒ Ex ercise 18 κ
1. ἐπεὶ ἠκέσατό με ὁ θεός, ἄγαλμα ἀνέθηκα
ἐν τῳ� ἱερῳ�.
2. τὰ ἱστία εἰς τὴν ναυ� ν εἰσθέντες, τὸν
ναύκληρον ἐμένομεν.
3. ἐπεὶ οἱ παι�δες ἀπὸ του� ἀγρου� ἐπανη
� λθον,
αἱ γυναι�κες σι�τον ἐπὶ τὴν τράπεζαν
ἐτίθεσαν.
4. ὁ πατὴρ ἡμα� ς ἐκέλευσε τὸ ἄροτρον ἐπὶ
τὴν γη� ν καταθει�ναι.
5. ἐπεὶ οἱ πολέμιοι εἰς τὰ στενὰ ἔπλευσαν,
αὐτοι�ς ἐπεθέμεθα. τοι�ς πολεμίοις εἰς τὰ
στενὰ πλεύσᾱσιν ἐπεθέμεθα.
Gr eek Wisdom
Heraclitus 29 Diels
Tr anslation
The best men choose one thing above all, everlast-
ing (ever-flowing) fame among mortals.
Η ΕΝ ΤΑΙΣ ΠΛΑΤΑΙΑΙΣ ΝΙΚΗ
Title: “The V ictory at Plataea”
Tr anslation
Lines 1–4
And Mardonius, having learned that the Spar-
tans were now on the march, having set fire to
Athens and destroyed all the houses and temples,
Book II
was withdrawing into Boeotia. Then the Spar-
tans, advancing, arrived in Attica, and the Athe-
nians crossing from Salamis joined with the
Peloponnesians.
[Students are to deduce the meaning of τοι�ς
Πελοποννησίοις (4) from ἡ Πελοπόννησος,
which they have had.]
Lines 5–12
And when they arrived in Boeotia, they learned
that the barbarians were pitching camp on the river
Asopus; so they were positioning themselves oppo-
site (them) on the crest of a certain hill. And Mar-
donius, when the Greeks were not coming down
into the plain, sent out all his cavalry against them.
And the Greeks pushed back the cavalry and killed
the general himself, so that they were much more
confident. And after these things they decided to
go down toward Plataea. And the barbarians, hav-
ing learned that the Greeks were in Plataea, set out
(began marching) there themselves also. And Mar-
donius drew up his army for battle (to fight).
[Ἀσωπῳ � (5): the alpha is long, but we do not mark
capital letters with macrons.
πολλῳ� (9): dative of degree of difference.]
Lines 13–21
And for eleven days they were waiting, neither
side wanting to begin the battle; but on the twelfth
(day) Pausanias decided to change his position
again; for at the same time they were in need of
food and water and (at the same time) they were
suffering terribly (bad things) at the hands of the
cavalry (who were) always attacking (them). So,
after waiting for night, they set out. But when day
dawned, Mardonius saw that the Greek camp (the
camp of the Greeks) was deserted (he saw the
camp being deserted); so he pursued the Greeks
at full speed (at a run). And first the barbarians
caught the Athenians, who fighting very bravely
pushed back the cavalry. And then Mardonius fell
on the Spartans, and a mighty battle developed
(happened). But when Mardonius himself was
killed, the barbarians, having turned, fled in disor-
der (in no order) into their camp.
[τῳ� Παυσανίᾳ (14): Pausanias, regent for the
Spartan king, who was a minor, was command-
er-in-chief of the Greek army.
 1 8 Ο Α Σ Κ Λ Η Π Ι Ο Σ ( β ) II - 1 9
ἀπέθανεν (20): was killed; ἀποθνͺήσκω is reg-
ularly used instead of the passive of ἀποκτείνω.]
✒ ✒ Ex ercise 18 λ
1. οἱ Λακεδαιμόνιοι τοὺς βαρβάρους πρὸς
τὸ στρατόπεδον διώκοντες τῳ� τείχει
προσέβαλον ἀλλὰ οὐκ ἐδύναντο αὐτὸ
ἑλει�ν.
2. ἐπεὶ οἱ Ἀθηναι�οι ἐβοήθησαν, οἱ βάρβαροι
οὐκ ἔφυγον ἀλλὰ ἀνδρείως ἐμάχοντο.
3. τέλος δὲ οἱ μὲν Ἕλληνες ἐπὶ τὸ τει�χος
ἀνέβησαν, οἱ δὲ βάρβαροι οὐδενὶ κόσμῳ
ἔφυγον.
4. μετὰ τὴν μάχην ὁ Παυσανίᾱς, στρατηγὸς
ὢν τω�ν Λακεδαιμονίων, αὐτὸς μνημει�ον
ἀνέθηκεν ἐν Δελφοι�ς·
When (as) leader of the Greeks he had destroyed
the army of the Medes, Pausanias dedicated this
memorial to Apollo.
This dedication of Pausanias, the first sign of the
megalomania that resulted in his downfall the
following year, caused a diplomatic rumpus (see
Thucydides 1.132). The inscription was carved on
a golden tripod supported by three intertwined
snakes of bronze. The inscription was obliter-
ated by the Spartan authorities, who put in its
place the names of the cities that had taken part
in the war. The gold tripod was melted down in
the fourth century, but part of the serpent col-
umn survives with the names of thirty-one cities
inscribed on it; the beginning of the inscription
reads: τοίδε (= οἵδε) τὸν πόλεμον ἐπολέμεον·
Λακεδαιμόνιοι , ’Αθηναι�οι , Κορίνθιοι . . .
Cl assica l Gr eek
For the source of these inscriptions, see the note in
this teacher’s handbook on the Classical Greek pas-
sages following Exercise 17θ.
Tr anslation
Euphanes, a boy from Epidaurus. This (boy) suffer-
ing from the stone slept (was sleeping) in (the aba-
ton); the god seemed to him standing near (him) to
say, “What will you give me, if I make you healthy?”
And he said, “Ten knucklebones.” The god, break-
ing into laughter, said that he would stop him (from
suffering). And when day came he went out cured
(healthy).
[Word glossed earlier in the chapter:
ἀστραγάλους (3), knucklebones.]
Tr anslation
Pandarus, a Thessalian, who had marks on his
forehead. This (man) sleeping in (the abaton), saw
a vision; the god was seeming to bind the marks
with a bandage/fillet and to be telling him, when
he was outside the abaton, having taken off the
bandage/fillet, to dedicate it in (into) the temple.
And when day came, he arose and departed and
took off the bandage/fillet, and he saw his face free
from the marks, and he dedicated in (into) the tem-
ple the bandage/fillet that had (on it) the letters
from his forehead.
New Testa m ent Gr eek
Tr anslation
“I have seen the spirit coming down/descending as
a dove from heaven and it came to rest upon him.”
[Note that ἔμεινεν (1) is here translated as an
ingressive aorist, described by Smyth (1924) as fol-
lows: “The aorist of verbs whose present denotes a
state or a continued action, expresses the entrance
into that state or the beginning of that action,”
hence our translation, came to rest.]
“Upon whomever you see the spirit coming
down/descending and remaining upon him, this is
the one baptizing in/with the holy spirit.”
“Master, you are the son of God, you are king
of Israel.”
Illustration (p. 41)
The theater at Epidaurus was built in the fourth
century bc. It is the best preserved of all Greek the-
aters and has remained unaltered since its building.
Despite its huge size (it holds 14,000 spectators),
its acoustics are perfect. It is still used today for
performances of Greek dramas. (Photo: Raymond
V. Schoder, S.J.)
 h
19
Ο ΝΟΣΤΟΣ (α)
Title: “The R eturn”
The noun is given in the vocabulary list; students
have encountered the verb νοστέω in Book I.
Pur poses of This Ch apter
1. Reading: (α and β) to recount the first part of
Dicaeopolis’ and Philip’s return journey (by
land) to Attica, including viewing of the farms
as they pass by, an encounter with a young
hunter, who gives them a hare, and an encoun-
ter with a shepherd, who takes them in for the
night, and to conclude the series of stories
adapted from Herodotus with that of the battle
of Mycale
2. Grammar: (α) to introduce the genitive abso-
lute and the formation and meaning of the verb
ἵστημι; (β) to present the forms of the verb
ἵστημι and the meaning of the compounds
καθίστημι and ἀφίσταμαι
3. Context: to present a brief history of Myce-
nae in anticipation of Dicaeopolis’ and Philip’s
visit to the site on the next stage of their return
home in Chapter 20
Illustration (p. 42)
Attic black-figure neck amphora by the Antimenes
Painter, ca. 575 bc (London, British Museum).
Caption Under Illustration
While men are collecting olives, a boy is climbing into the
tree.
II - 2 0
The words ἐλα ˉ΄ᾱς and συλλεγόντων are new,
and students will find them in the vocabulary
list below the illustration. The genitive absolute,
τω�ν ἀνθρώπων . . . συλλεγόντων, is a new
construction, treated formally in Grammar 1; it
will be useful to give some explanation of it when
reading the caption and thereby prepare students
for the two genitive absolutes in the reading
passage.
Vocabula ry
We give the verb ἐσθίω, which students have
already had in the vocabulary list in Chapter 9α , in
order to show its principal parts.
Walk students carefully through the prin-
cipal parts, the imperfect forms, the stems, and
the meanings of the verb ἵστημι . Students were
introduced to this verb in Chapter 15, Gram-
mar 1, with the athematic aorist forms, ἔστην,
etc. The verb is treated fully here in Chapter 19.
Careful attention to the forms and their mean-
ings as given in the vocabulary entry will prepare
students for discussion of this difficult verb in
Grammar 2.
συλλέγω: a compound of συν- + λέγω, the
original meaning of which was I pick up, gather.
With this original meaning and in compounds as
here with this original meaning, the verb has some
principal parts that differ from those of λέγω
when it means I say; I tell; I speak.
The word ἐλα ˉ΄ᾱ is Attic for ἐλαίᾱ, hence the
ending in -ᾱ (as always after ε, ι, or ρ).
 1 9 Ο Ν Ο Σ Τ Ο Σ ( α ) II - 2 1
Teaching the New Gr amma r
in the Story
Two genitive absolutes occur in this passage: ἤδη
θάλποντος του� ἡλίου (1) and οὐδενὸς . . .
ὄντος ἡμι�ν ἀργυρίου (3). Let students discover
these and work out their meanings by analogy
with the genitive absolute in the caption under the
illustration.
The verb ἵστημι is formally presented in the
current chapter. Students have seen forms of this
verb since Chapter 15 (see Book I, C ­ hapter 15,
Grammar 1) for ἔστην. The following forms
of ἵστημι and its compound ἀνίστημι have
occurred in the reading passages in Chapters
15–18: ἀναστα ˉ`ς (15α), ἀνέστη (15β), ἀνέστη
(16β), ἀναστάντες (17α:17), ἔστη (18α:3), and
ἀνέστη (18β:2).
In the first reading passage in the present
chapter, students will meet athematic 2nd aor-
ist forms of ἵστημι that will be familiar to them
from Chapter 15: ἔστησαν (1), ἀνάστηθι
(8), and ἀναστάντες (9). In line 8 they will
meet the transitive sigmatic 1st aorist partici-
ple ἀναστήσᾱς , which they should be able to
comprehend and translate from what they have
learned from the vocabulary entry and from the
context with the direct object. Invite students to
work out identification of the tense and voice of
ˉ῞ιστατο (18) for themselves from what they have
learned from the vocabulary entry.
Tr anslation
Lines 1–8
And when they arrived at the harbor, they
stopped, and, since the sun was already hot, sit-
ting under an olive tree they drank wine and ate
food. But soon Dicaeopolis said, “What must we
do, son? For since we have no money, it is not
possible for us to return home by sea. So it is
necessary to go on foot.” But Philip said, “Don’t
worry about this, father. For I will be glad (will
rejoice) to go (going) on foot and to see (seeing)
the tilled fields and the mountains. But how will
we find the way, the one leading (carrying) to
Athens?” And he (replied), “Don’t worry about
this, son, for we will easily find it.” And making
Philip stand up, he said, “So stand up; for if you
think it best (if it seems good to you), it is time
to start.”
Lines 9–16
Then, having stood up, they started their journey,
and first they were going through a plain, in which
there were many tilled fields of men; and they were
seeing many men working in the fields, of whom
some were driving oxen, plowing the plowland, and
others climbing into trees were gathering olives. And
when they were approaching the hills, they were see-
ing vineyards, in which men were collecting bunches
of grapes; and some of the bunches of grapes don-
keys were carrying home in great baskets, and others
women were putting on the ground to become dry in
the sun (by means of the sun). So Philip was stand-
ing for a long time looking at everything.
[ἐπορεύοντο (9): inchoative/inceptive imperfect.
ͺἠ�σαν (9): provide help as needed with this
imperfect of εἰ�μι.
It may be useful to give the full set of forms
of the imperfect of ὁράω (10): ἑώρων, ἑώρᾱς,
ἑώρᾱ, ἑωρω�μεν, ἑωρα� τε, ἑώρων.
Lines 14–15: grapes were dried in the sun to
make raisins; the practice continues today.]
Pr incipal Pa rts
Verbs with labial stems (ending in β, π, or φ) are
given in this and the next group of principal parts.
Note that τ is added to the stem βλαβ- in
the first principal part and that βλαβ- changes to
βλαπ- before the τ. Note the aspiration of the final
consonant of the stem in the 2nd perfect active.
This aspiration occurs also in the perfect active
and aorist passive of πέμπω; the perfect active of
πέμπω also shows a change in the stem vowel from
ε to ο, as does λείπω. Note the assimilation of the
final β of the stem βλαβ- in the perfect middle/
passive, and note the loss of the final π of the stem
πεμπ- in the perfect middle/passive πέπεμμαι.
The extent to which these linguistic phenomena
are to be explained to the students at this stage
is left up to the teacher, but the principal parts
themselves should be carefully memorized by the
students.
Wor d Stu dy
1. aristocracy: ἡ ἀριστοκρατίᾱ (ἄριστος, -η,
-ον + τὸ κράτος) = the rule of the best, i.e., the
best by birth, the nobles.
II - 2 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
2. autocracy: αὐτός, -ή, -ό + τὸ κράτος =
rule by oneself, absolute power. Compare
αὐτοκρατής, -ές = ruling by oneself, absolute.
3. plutocracy: ἡ πλουτοκρατίᾱ (ὁ πλου� τος + τὸ
κράτος) = government by an oligarchy of the
wealthy.
4. theocracy: ἡ θεοκρατίᾱ (ὁ θεός + τὸ κράτος)
(Josephus, first century ad) = rule by a god/
God or by a priesthood.
5. bureaucracy: French bureau + τὸ κράτος
(hybrid coinage, 1848).
6. technocracy: ἡ τέχνη + τὸ κράτος; (coined
1932) = the organization and management of
society by technical experts.
A dditional English
Der ivativ es from Wor ds in
the Vocabu la ry List
ἐσθίω (φαγ-): esophagus, sarcophagus
ἵστημι (στη-, στα-): apostasy, apostate, ecstasy,
ecstatic, ecstatically, rheostat, static, system, system-
atic, systematical, systematically, systematize
νοστέω (ὁ νόστος, return): nostalgia, nostalgic,
nostalgically
Gr amma r 1
This is a good time to discuss some of the com-
mon expressions of time, such as the genitive abso-
lutes ἡμέρᾱς/ἑσπέρᾱς/νυκτὸς γιγνομένης/
γενομένης, translated when day was dawning/at
daybreak, when evening was falling/fell, and when
night was falling/fell, etc. Students should be alerted
to the use of the verb γίγνομαι in such expressions
and warned against using the verb πι΄ˉπτω. For spe-
cific references to sunrise and sunset, we use του�
ἡλίου ἀνατέλλοντος of the rising sun and του�
ἡλίου καταδύντος of the setting sun.
In such temporal expressions the present parti-
ciple with its progressive aspect will view the action
as a process, e.g., when/as day was dawning, while
the aorist will view it as a simple event or fact, e.g.,
when day dawned/had dawned, at daybreak. Stu-
dents should be alerted to alternative translations
such as at daybreak and invited to use them when
appropriate in translating from Greek to English
and to be on the lookout for them in the English to
Greek translation exercises.
In Exercise 19α, students are asked to pay par-
ticular attention to aspect in Greek and to tense in
Book II
English when translating participles. After each of
the translations of sentences in Exercise 19α below,
we offer brief comments that may help clarify mat-
ters of aspect in Greek and of tense usage in English.
✒ ✒ Ex ercise 19 α
1. When/As evening was falling, the strangers
arrived at the city.
(Present participle = progressive aspect or
process, was falling; the present participle
describes an action taking place simultane-
ously with that of the main verb, which is past
tense, and so it is translated into English with
a past tense, was falling. In translating from
English into Greek students must be warned
not to try to use a past tense of the Greek par-
ticiple in situations such as this.)
2. Since the old man was getting angry, the boy
was afraid.
(Same as no. 1.)
3. When all was ready, the priest made the
sacrifice.
(The present participle of εἰμί indicates a
continuous state rather than a process; since
ἐποιήσατο, the verb of the main clause, is in
a past tense, we translate ἑτοίμων ὄντων was
ready.)
4. When/Since/As the wind became/had
become stronger (greater), the ship, being
small (since it was small), was in danger.
(Aorist participle = simple event; the aorist
participle is often used, as here, of an action
that took place prior to that of the main
verb, and so it is translated into English with
became, or—to be more specific about the
temporal relationship—had become. Again,
students should be alerted to look out for such
temporal relationships when translating from
English into Greek; often an English pluper-
fect will be translated with an aorist in Greek,
namely, when the action is viewed as a simple
event as opposed to an action that had been
completed at some time prior to another action
in the past = pluperfect. Students should also
take note that the present participle οὐ�σα
may in this sentence be translated with an
imperfect in English, since it was small.)
5. Although the city was far away, we were not
hurrying.
(Provide help if necessary with πολύ, adver-
bial, far. Present participle = a continuous
 1 9 Ο Ν Ο Σ Τ Ο Σ ( α ) II - 2 3
state—cf. no. 3—simultaneous with the
action of the main verb, and so it is here trans-
lated with was.)
6. Since night fell/had fallen (At nightfall), we
decided to stay in the city. (Same as no. 4.)
7. Since the farmers became/had become hos-
tile, the young men, having left the plain
behind, went up onto the mountain.
(Same as no. 4.)
8. Although the sheep were making an uproar,
the farmer was not hurrying.
(The present participle describes an ongoing
process simultaneous with that of the main
verb, which is imperfect, and so is translated
were making.)
9. Since/As the sun was rising, the boy was
already going to the field.
(Same as no. 8.)
10. When/Since the sun had set, the boy, after
working all day, wanted to return home.
(Same as no. 4.)
Gr amma r 2
Although we have felt that it is helpful to present
ἵστημι in these two stages in this order, some
teachers may prefer to ask their students to learn
the paradigms on pp. 56–58 before tackling this
section. You will, of course, do what you think
best.
✒ ✒ Ex ercise 19β
Active transitive
ἵστημι = I am setting X up
῞ˉιστην = I was setting X up
στήσω = I will set X up
ἔστησα = I set X up
Middle transitive
ἵσταμαι = I am setting X up for myself
῾ˉιστάμην = I was setting X up for myself
στήσομαι = I will set X up for myself
ἐστησάμην = I set X up for myself
Intransitive
ἵσταμαι = I stand, am standing
ˉ῾ιστάμην = I was standing
στήσομαι = I will stand
ἔστην = I stood
ἕστηκα = I stand
Passive
ἵσταμαι = I am being set up
῾ˉιστάμην = I was being set up
σταθήσομαι = I will be set up
ἐστάθην = I was set up
✒ ✒ Ex ercise 19 γ
1. The children stopped the dogs.
2. The farmer suddenly stopped in the market
place.
3. The boy stood up.
4. The father made his son stand up.
5. The sailors, having left the harbor behind, set
up the mast.
6. After defeating the Persians, Pausanias set up
a trophy (for himself).
7. Don’t run away, friends, but stand and fight
bravely.
8. When we saw the stranger, stopping, we asked
to where he was journeying.
9. The young man stopped his dog and showed
us the road that led (was leading) to the city.
10. Fearing the enemy, they set up guards (for
themselves/for their protection).
Gr eek Wisdom
Heraclitus 41 Diels
Tr anslation
Wisdom (is) one thing, to understand the purpose
that steers everything through all things.
Mycenae
Illustration (p. 48)
The massive defenses surrounding the citadel of
Mycenae were built about 1250 bc. The gate is built
of huge limestone blocks, and the triangular space
above the lintel is filled with the earliest European
monumental sculpture; two rampant lionesses con-
front each other across an architectural column,
and their feet rest on altars. The heads, which were
made separately, are missing. (Photo: Alison Frantz,
American School of Classical Studies at Athens.)
II - 2 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

Illustration (p. 49) Cl assica l Gr eek

From about 1500 bc the kings of Mycenae were
The Greek text is reprinted by permission of the
buried in great chamber tombs built into hill-
publishers and the Trustees of the Loeb Classical
sides (tholos tombs). The Treasury of Atreus,
Library from Greek Elegiac Poetry, Loeb Classical
also called the Tomb of Agamemnon, is the lat-
Library Vol. 258, translated by Douglas Gerber,
est of these (about 1250 bc) and the most splen-
Cambridge, MA: Harvard University Press, 1999.
did. The tomb is approached by a passage about
The Loeb Classical Library® is a registered trade-
twenty feet or six meters wide and about 120 feet
mark of the President and Fellows of Harvard Col-
or thirty-eight meters long. The doorway was
lege. See pp. 328–329 for lines 1069–1070b.
flanked by half columns of green marble, and
the space above the lintels, by a skin of red mar-
ble. The chamber is in the shape of an enormous Tr anslation
dome, about forty-three feet or thirteen meters
high and about forty-seven feet or fifteen meters Men are foolish and childish, who weep for the
in diameter. dead and not for the flower of youth that perishes.
Students may recall versions of this myth of
the house of Atreus that differ in some ways from Enjoy yourself, please, dear heart; soon again there
our account. They can be reassured that such vari- will be other men, and I, having died, will be black
ations are common in Greek mythology. earth.
For further reading, see the Oxford Classical
Dictionary, “Mycenae” and “Mycenaean Civiliza- Illustration (p. 51)
tion,” and E. Vermeule, Greece in the Bronze Age Pelops carrying off Hippodamia (see p. 51 of the
(University of Chicago Press, 1964). student’s book). Drawing: Peter Connolly.
 h
Ο ΝΟΣΤΟΣ (β)
Vocabula ry
καθίστημι: make sure students understand the
meanings of this verb in its active and middle
forms and in the intransitive tenses of the active
voice.
παραινέω: note that the ε does not lengthen
in the future, the aorist, the perfect, and the aorist
passive.
δεινός: the adjective was introduced in Chap-
ter 6α but is given again here for its new meaning,
clever at, skilled at + infinitive.
Teaching the New Gr amma r
in the Story
Note the four genitive absolutes in lines 4, 14–5,
25, and 30.
The story contains the following forms of
ἵστημι and καθίστημι: κατέστη (5), στη� σαι
(8), στήσωμεν (9), ἔστη (11), στη � θι (11),
καταστήσεσθε (16), κατασταˉ`ς (26), and
ἔστησεν (25).
The passage provides opportunity to review
some forms of δίδωμι and τίθημι and their
compounds: δώσω (18), κατέθηκεν (19),
παρέδωκεν (20), ἀπέδωκεν (21), καταθέντες
(34), and ἔδωκεν (39).
Illustration (p. 53)
This graceful image of a huntsman with his dog
adorns a red-figure lekythos attributed to the
Pan Painter and dating from the first half of the
fifth century bc (Boston, Museum of Fine Arts:
13.198).
II - 2 5
Tr anslation
Lines 1–9
Not much later, however, having left behind the
tilled fields of men, they began to climb (ingressive
aorist) onto the mountains; and now they rarely met
(any) men, but they were seeing a few shepherds,
who were grazing their sheep. And they were going
through great woods, in which there were many
oaks and many pines. But when the road became
rough and not easy to find, Dicaeopolis became
perplexed (fell into perplexity), not knowing the
way; but Philip, seeing a man approaching, said,
“Look, father; do you see that man coming down
toward us?” He appears/seems to be a hunter; for a
Spartan dog is following him. Do you not want to
stop him (make him stop) and ask him if this road
leads to Corinth?” And Dicaeopolis (answered),
“Certainly, let us stop him.”
[Word glossed earlier in the chapter: τὰ . . . ἔργα
(1), tilled fields.
κατιόντα (6): compound verb to be deduced.
φαίνεται . . . εἰ�ναι (7): he appears/seems to
be. See Chapter 20, Grammar 3c, p. 77; compare
φαίνεται ὤν, he is clearly.
κύων . . . Λάκαινα (7): Spartan hounds were
the best hunting dogs.
στήσωμεν (9): note the hortatory
subjunctive.]
Lines 10–24
But as the young man was approaching, the
dog barks fiercely and rushes at them; but the
II - 2 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
young man stopped and shouted (said shouting),
“Stop, Arge, and be silent.” And so Dicaeopolis
approaching said, “Greetings, young man, do
you know if this road leads to Corinth?” And
he (replied), “Certainly it leads there; look—it
is possible to see it leading over the mountain.
And you will easily recognize it, since the stone
heaps (cairns) show (the way). But Corinth is a
long way off, and it will soon be night; and per-
haps you will fall into danger spending the night
alone in the mountains. For since the mountains
are deserted (the mountains being deserted), you
will not meet anyone except some shepherd. But
come, how are you off for food? But wait; for I
will give you a hare. Look!” And so saying, he put
down the pole that he was carrying on his shoul-
ders; for two animals were hanging from the
pole, one of which he untied and gave to Dicae-
opolis. And he accepting (it) thanked him heart-
ily (gave very great thanks). But the young man
said, “It is nothing, for there are very many hares
in the mountains, and I catch them easily; for I
am very skilled at hunting. So farewell and good
luck to you.” So saying, he began going down the
path, and they began going slowly up (inchoative
imperfects).
[ λαγών (18): for the declension of this word
(Attic declension), see Forms in the student’s book,
p. 321.
Compound verb to be deduced: κατέθηκεν
(19).
εὐτυχοι�τε (23): be sure students note the
optative and its meaning.
Compound verb to be deduced: ἀνͺη � σαν (24)]
Lines 25–35
When evening was falling, they met a shepherd,
who was driving his flocks down the road. And
he, seeing them approaching, becoming fearful,
stopped them and shouted (said shouting), “Who
are you, who are journeying through the night?
Where have you come from and where are you
going?” And Dicaeopolis, approaching, related
everything that had happened, and the shepherd,
receiving them kindly, said, “But all beggars and
strangers are under the protection of Zeus. But as
night is already falling, I advise you, since you are
alone (being alone), not to spend the night on the
mountains. Come now, come with me to my hut,
in which you can stay during the night.” And so
they, gladly accepting the shepherd’s words, were
Book II
following him to a little hut. And the shepherd
(said), “Look; you go in. I will milk my goats and
ewes, and you, having put your baggage down, light
a fire and sit down.”
[πάντες . . . πρὸς Διός εἰσι πτωχοί τε ξει�νοί τε
(29–30): all beggars and strangers are under the pro-
tection of Zeus: the shepherd quotes from Homer,
Odyssey 6.208–209: πρὸς γὰρ Διός εἰσιν
ἅπαντες/ξει�νοί τε πτωχοί τε (although he does
not quite get it right); most Greeks knew large por-
tions of Homer by heart. Hospitality to beggars
and strangers was a moral obligation generally
accepted throughout Greek history.
33–4: the shepherd, like Polyphemus, milks
his goats and ewes; cows were not kept for milk.]
Lines 36–43
And so Philip lit a fire, and his father, sitting
down, was resting from the long journey. And
the shepherd after milking his flocks, returning,
prepared dinner—bread and cheese and milk.
And Dicaeopolis said, “Look, friend, a huntsman,
whom we met on the way, gave us this hare. Do
you want to roast it for dinner?” And he (replied),
“Certainly; for so we will dine most pleasantly;
and after dinner, the boy will sing songs.” And so,
having roasted the hare, they dined pleasantly;
then Philip was singing songs, and the shepherd
was telling stories, until all were so tired that they
fell into a deep sleep.
[ὁ παι�ς μέλη ᾄσεται (41): the boy will sing songs:
at Greek dinner parties, eating was followed by
drinking and singing of songs; many of these were
traditional, and everyone was expected to be able
to perform. The telling of traditional stories was
another regular form of entertainment, especially
among the less literate.]
Pr incipal Pa rts
We give here two more verbs in which τ is added
to the stem (κόπτω and τύπτω). τύπτω is irreg-
ular in that ε is added to the stem that produces
the future, thus giving τυπτήσω instead of the
expected τύψω, which appears in late Greek.
Other tenses of τύπτω are supplied by other verbs,
πατάσσω, παίω, etc. τύπτω is included in the list
here to provide a reminder that not all verbs follow
regular patterns.
 1 9 Ο Ν Ο Σ Τ Ο Σ ( β ) II - 2 7

Wor d Bu ilding The dog put the stranger into a state of panic.
The stranger got into a state of panic/became
1. up; above panicky.
2. into; within The people appointed Pericles general.
3. out; outside Pericles is appointed general.
4. in; within Pericles was appointed general.
5. down; below The Athenians set up laws for themselves.
6. toward; forward
✒ ✒ Ex ercise 19 ε
English Der ivativ es from
1. Singular imperative, athematic aorist active of
Wor ds in the Vocabula ry
ἵστημι: stand! stop!
List 2. Present infinitive active of ἵστημι: to make
σημαίνω (τὸ ση� μα): semantic, semanticist, to stand, to set up
semantics 3. Athematic aorist active infinitive of ἵστημι:
φόβος: aerophobia, alurophobia, anthropophobia, to stand, stop
claustrophobia, cyanophobia, demophobia, ergo- 4. (a) 2nd person plural present indicative mid-
phobia, gynecophobia, hypnophobia, iatrophobia, dle of  ἵστημι: you are setting up (for yourselves)
monophobia, necrophobia, nyctophobia, phobia, pho- (b) Plural imperative middle of ἵστημι: set
tophobia, pyrophobia, thanatophobia, toxicophobia, up (for yourselves)!
xenophobia, zoophobia 5. Sigmatic aorist infinitive middle of ἵστημι: to
(have) set up (for oneself)
βάθυς: bathos, bathetic 6. (a) 3rd plural sigmatic aorist active indicative
τραχύς: trachea of ἵστημι: they set up
(b) 3rd plural athematic aorist active indica-
Gr amma r 3 tive of ἵστημι: they stood
7. 3rd singular imperfect indicative active of
Notes: ἵστημι: he/she was setting up
8. Singular imperative, sigmatic aorist of
Gr eek Wisdom ἵστημι: set up!
9. Athematic aorist participle nominative mas-
Heraclitus 27 Diels
culine singular of ἵστημι: having stood,
standing
Tr anslation 10. Sigmatic aorist participle middle nominative
masculine singular of ἵστημι: having set up
(Things) which they neither expect nor imagine (for himself), setting up (for himself)
await men when they have died. 11. 3rd singular present indicative middle of
ἀφίσταμαι: he/she revolts from
[Help students see that the clause ἅτινα οὐκ 12. 3rd plural imperfect indicative middle of
ἔλπονται οὐδὲ δοκου�σιν is the subject of καθίστημι: transitive: they were setting up
μένει.] (for themselves); intransitive: they were being
appointed, established, getting/falling into a
certain state, becoming
✒ ✒ Ex ercise 19 δ 13. 3rd plural future indicative middle of
We do not give answers for the Verb Sheets, but καθίστημι: transitive: they will set up
teachers should check students’ work carefully and (for themselves); intransitive: they will be
be sure they keep their sheets for future use. appointed, established, get/fall into a certain
state, become
14. Sigmatic aorist participle masculine nomina-
Gr amma r 4
tive singular of ἵστημι: having set up, setting up
Here are translations of the sentences illustrating 15. Singular imperative, present middle of
καθίστημι: ἀφίσταμαι: revolt from!
II - 2 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

✒ ✒ Ex ercise 19 ζ number. And from there they sailed to Delos, wanting

to free the Ionians. And while the fleet was at Delos,
1. The Athenians got into war. messengers came from Samos, who asked them to sail
2. The enemy will put you to flight. to Samos and attack the barbarians (who asked them,
3. Who made you (set you up) a judge for us? having sailed to Samos, to attack the barbarians);
4. Theseus was appointed king of the Athenians. “For the barbarians,” they said, “have not many ships,
5. The Athenians established laws (for and the Ionians on seeing you will at once revolt from
themselves). the Persians. So thus it is possible for you both to free
6. The Athenians appointed the Spartans as Greek men and to ward off the barbarians.” So the
leaders. general of the Greeks, having accepted these propos-
7. The generals, falling into fear/panic, wanted als, led the ships toward Samos.
to flee.
8. After suffering so much, we will never get into [παρόντος . . . του� ναυτικου� (3): genitive
a war again. absolute.]
9. The Ionians will revolt from the Persians. Lines 10–18
10. After revolting from the Persians, the Ionians
came to aid the Greeks. And when after arriving at Samos they were pre-
paring for a sea battle, the Persians at once sailed
✒ ✒ Ex ercise 19 η away to the mainland; for they decided not to fight
by sea (make a sea battle); for their ships were not
1. ὁ δη� μος του� τον στρατηγὸν αὐ�θις battle-worthy. So, having sailed away to Mycale,
κατέστησεν. they beached their ships and built a wall around
2. οὑ�τος, στρατηγὸς κατασταˉ΄ς, τῳ� δήμῳ them. And the Greeks, having learned this, were
παρͺήνεσε μὴ μάχεσθαι. pursuing/began to pursue them to Mycale. And
3. ἐκέλευσεν ἡμα� ς πολέμου παύσασθαι καὶ when they were near the camp of the enemy and
τὴν πόλιν εἰς εἰρήνην κατέστησεν. clearly no one was putting out to sea but they saw
4. υˉ῾μι�ν παραινου� μεν ἀπὸ τω�ν Περσω�ν εὐθὺς the ships beached inside the wall, first, sailing past,
ἀποστη� ναι. they called the Ionians, telling them to revolt from
5. οἱ Ἑλληνες, τοι�ς βαρβάροις ἀνδρείως the Persians, and then, having disembarked onto
ἐπιθέμενοι/ἐπιτιθέμενοι, αὐτoὺς εἰς land, they attacked the wall.
φυγὴν κατέστησαν.
[ἀνειλκυσμένᾱς (15): students should learn to
recognize perfect passive participles.]
ΟΙ ΕΛΛΗΝΕΣ ΤΟΥΣ ΠΕΡΣΑΣ ΚΑΤΑ
ΘΑΛΑΣΣΑΝ ΔΕΥΤΕΡΟΝ ΝΙΚΩΣΙΝ Lines 19–22
Then at first the barbarians were fighting bravely,
Title: “The Greeks Defeat
but when the Greeks, charging in a concerted effort
the Persians at Sea a Second
(with one onset), took the wall, having turned, they
Time”
fled. And the Ionians, when they saw the Greeks
Students will remember the adverb δεύτερον winning, having deserted to them, fell on the bar-
from the title of the reading at the end of barians. So thus the Ionians revolted from the Per-
Chapter 17. sians for the second time.
The following forms of ἀφίσταμαι occur in
this reading: ἀποστήσονται (6) ἀποστη � ναι [The first Ionian revolt had broken out in 499 bc
(17), and ἀπέστησαν (22). (see essay, Book I, p. 137).]

Tr anslation ✒ ✒ Ex ercise 19 θ
Lines 1–9 1. τω
�ν Ἰώνων αἰτησάντων, τῳ� στρατηγῳ�
With the beginning of spring the fleet of the Greeks ἔδοξε τῳ� ναυτικῳ� πρὸς τὴν Σάμον
was gathered at Aegina, one hundred and ten ships in ἡγει�σθαι.
 1 9 Ο Ν Ο Σ Τ Ο Σ ( β ) II - 2 9

2. οἱ ἄγγελοι, “οὐ προδώσομεν υ ˉ῾μα� ς,” ἔφασαν,
“ἀλλ’ ἀπὸ τω�ν Περσω�ν ἀποστησόμεθα.”
3. οἱ βάρβαροι τα ˉ`ς τω�ν Ἑλλήνων ναυ� ς
προσιούσᾱς ἰδόντες, πρὸς τὴν ἤπειρον
ἔφυγον.
4. οἱ Ἕλληνες ἐκ τω �ν νεω�ν ἐκβάντες τῳ�
τείχει προσέβαλον καὶ εἱ� λον.
5. οἱ ’Ίωνες ἰδόντες τοὺς Ἕλληνας νῑκω �ντας
ἀπέστησαν ἀπὸ τω�ν Περσω�ν καὶ τοι�ς
Ἕλλησιν ἐβοήθησαν.
Illustration (p. 61)
Detail of an Attic red-figure calyx krater by the
Dokimasia Painter, ca. 460 bc (Museum of Fine
Arts, Boston).
Aegisthus slays Agamemnon while Clytem-
nestra comes with an ax to help Aegisthus (see
p. 50 of the student’s book for a different version of
the story).
And on the third day a wedding took place in Cana
of Galilee, and the mother of Jesus was there; both
Jesus and his disciples were invited to the wedding.
And when the wine gave out, the mother of Jesus
says to him, “They do not have wine.” Jesus says
to her, “What (is that) to me and you, woman? My
hour has not yet come.”
And his mother says to the servants, “What-
ever he says to you, do it.” There were six water jars
made of stone lying there in accord with the purifi-
cation of the Jews, holding two or three measures.
Jesus says to them, “Fill the jars with water.” And
they filled them up. And he says to them, “Draw
now and carry to the master of ceremonies”; and
they carried.
Illustration (p. 63)
Lions on Delos (for Delos, see tail reading 19:2–3,
p. 60 of the student’s book), ca. 575 bc.

New Testa m ent Gr eek

Tr anslation
[Help students with the elliptical phrase τί ἐμοὶ
καὶ σοί (4).]
 h
20
Ο ΝΟΣΤΟΣ (γ)
Title: “The R eturn”
Pur poses of This Ch apter
1. Reading: (γ) to continue the story of Dicaeop-
olis and Philip’s return to Attica with a visit to
the ruins of Mycenae; (δ) to describe an over-
night stay with a farmer, a hostile encounter in
Corinth on the eve of the outbreak of the Pelo-
ponnesian War, flight and an overnight stay
in a ditch, bypassing of Megara, and arrival,
exhausted, in Eleusis; and in the final reading
to present an adapted excerpt from Thucydides,
in which Athenian ambassadors, present at the
meeting of the Peloponnesian League at which
the League resolved to declare war on Athens,
remind the Spartans of their debt to Athens
(July, 432 bc)
2. Grammar: (γ) to present the verb δείκνῡμι
and other verbs in -νῡμι; (δ) to present the
verb ῞ˉι ημι and its compounds and to present
verbs that take supplementary participles
3. Context: to sketch the events that led to the
outbreak of the Peloponnesian War
Illustration (p. 64)
Ruins of the great court and megaron of the palace
at Mycenae.
Caption Under Illustration
They were standing in the palace itself of Agamemnon.
We use the Homeric word δώματα , pl., pal-
ace, which is not used in Attic prose, to supply a
II - 3 0
Homeric flavor here and in line 9 of the first read-
ing passage in this chapter; students will have to be
given the meaning of the word.
Vocabula ry
Since δείκνῡμι and similar verbs are treated in the
first grammar section in this chapter, point out that
verbs of this sort are irregular only in the present
and imperfect.
Teaching the New Gr amma r
in the Story
Two examples of δείκνῡμι are in the story,
the forms of which are both easily identifiable:
δεικνύναι (7) and δείξω (17).
Students will readily identify the genitive
absolute in line 1 and the following forms of
ἵστημι: στήσᾱς (3), ˉ῞ισταντο (20), and κατέστη
(22). The perfect participle ἑστηκότα (3 and 4)
has not been formally studied yet (see Chapter 28,
Grammar 2, pp. 240–1), but students should rec-
ognize the form as perfect tense from their study of
the principal parts of the verb in Chapter 19α , and
the gloss identifies the word as a participle.
Tr anslation
Lines 1–11
And when day dawned, having bade farewell
to the shepherd, they resumed their journey
 2 0 Ο Ν Ο Σ Τ Ο Σ ( γ ) II - 3 1
(inchoative/inceptive imperfect) and finally arrived
at the top of the mountains, from which they looked
down on the plain lying below and some walls
standing on the crest of a hill. And Philip, stopping
his father, said, “Papa, I see some great walls stand-
ing on the crest of that hill. But tell me, what are
they?” And Dicaeopolis, looking toward the walls
for a long time, said, “Those, my boy, are, I think (as
it seems to me), the walls of Mycenae.” And Philip
said, “Do you really mean it (are you telling the
truth)? Did Agamemnon live there? Do you want
to show me Agamemnon’s palace? Is it possible for
us to go down there and look at the palace?” And
Dicaeopolis (replied), “It is possible to go down, if
you like (if it seems good to you). For the walls are
not far from the road, and—for it is late—we will
spend the night safe inside the walls.”
Lines 12–21
So saying, he led the boy down the mountain. Then
soon they were approaching the walls, and, going
up onto the crest of the hill, they arrived at the
gates. Philip, looking at the walls, was wondering
at their size and said, “Father, surely giants built
these walls; for men could not have raised (were
not able to raise) such large stones.” And Dicaeo-
polis said, “You are telling the truth, son. For the
Cyclopes, as they say, made these (walls). But look,
I will show you a wonderful work; look up!” And
Philip, looking up, saw two stone lions guarding
the gates. And, having looked at these, they were
going forward, and arriving at the top of the crest
of the hill they were standing in the palace itself of
Agamemnon, looking down on the plain and the
sea shining in the sun.
[θεώμενος (14) and θεᾱσάμενοι (19): the verb
θεάομαι, I look at, here may be contrasted with
θεωρέω, I see, with the sense of viewing or sight-
seeing, used in line 9.
ὥς φᾱσιν (17): note that the proclitic preced-
ing the enclitic takes an acute accent and that the
enclitic is not accented.
Compound verb to be deduced: ἀναβλέπων
(18).]
Lines 23–27
But suddenly Philip shuddered and fell into an icy
fear. “Father,” he said, “I do not like this place (this
place does not please me). For it smells of blood.”
And Dicaeopolis said, “Don’t be afraid, child. Per-
haps the Furies of Agamemnon and of his com-
pletely evil wife are even now wandering about. But
they will not hurt you, son. Come. Give me your
hand. I will lead you.” And so speaking, he led the
boy down as quickly as possible.
Pr incipal Pa rts
Verbs with velar stems (ending in γ, κ , or χ ) are
given in this and the next group of principal parts.
Most verbs with -ττ- (-σσ-) have velar stems
and follow the pattern of πραˉ΄ττω.
Be sure students note the reduplication of
the stem ἀγ- in the aorist ἤγαγον, the deponent
future of φεύγω, and its thematic 2nd aorist.
Wor d Stu dy
1. photograph: from τὸ φω �ς, του� φωτός, light +
γράφω. A photograph is a light-drawing, i.e., a
picture made “by means of the chemical action
of light on a sensitive film” (OED).
2. seismograph: ὁ σεισμός, shaking, shock; earth-
quake + γράφω. A seismograph is an instru-
ment for recording earthquakes; it does this by
drawing a graph of the shocks.
3. telegraph: τη � λε, far, at a distance + γράφω. A
telegraph is an instrument for transmitting
messages to a distance in written form (com-
pare telephone, which is an instrument for
transmitting the spoken word, φωνή).
4. paleography: παλαιός, -α ˉ΄, -όν (old) + γράφω,
γραφή = ancient writing, the study of ancient
writing and inscriptions.
5. cryptography: κρύπτω, I hide + γράφω =
a secret method of writing, hidden from all
except those who have the key.
telegram: τη� λε + τὸ γράμμα , something
written, message, etc. = writing from a distance,
i.e., a message sent by telegraph (see 3).
telephone: τη� λε + ἡ φωνή , voice,
telepathy: τη� λε + πάσχω (παθ-) = suffering/
experiencing emotions from afar: “the
communication of impressions from one mind
to another, independently of the recognized
channels of sense” (OED).
telescope: τη
� λε + σκοπέω, I look at, examine ,
τηλέσκοπος , -ον = far-seeing = an instrument
II - 3 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
making it possible to examine/look at objects
that are far off.
television: τη
� λε + Latin videō (a hybrid coinage)
= an instrument making it possible to see
things that are far off (coined 1909).
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
αἱ�μα: anaemia, anemia, hemoglobin, hemorrhage
λέων: chameleon, dandelion, leonine, lion, lioness
τόπος: topic, topical, topographical, topography
ἀσφαλής (ἡ ἄσφαλτος, asphalt, bitumen):
asphalt
Gr amma r 1
Note that the present and imperfect active of these
verbs have -ῡ- in the singular and -υ- in the plural;
have students compare τίθημι and δίδωμι in the
present active.
Gr eek Wisdom
Heraclitus 43 Diels
Tr anslation
One should extinguish arrogance/pride rather
than a conflagration.
✒ ✒ Ex ercise 20 α
We do not give answers for the Verb Sheets, but
teachers should check students’ work carefully and
be sure they keep their sheets for future use.
✒ ✒ Ex ercise 20 β
1. 3rd plural present indicative active of
δείκνῡμι: they show
2. Present infinitive middle/passive of δείκνῡμι:
middle, to show (for oneself), to display; pas-
sive, to be shown, displayed
3. 3rd singular imperfect indicative active of
δείκνῡμι: he /she was showing
Book II
4. Nominative feminine singular present active
participle of δείκνῡμι: showing
5. 2nd singular imperfect indicative middle/
passive of δείκνῡμι: middle, you were showing
(for yourself); passive, you were being shown
6. Aorist infinitive active of δείκνῡμι: to show
or singular aorist imperative middle of
δείκνῡμι: show (for yourself)!
7. 2nd plural present indicative active of
ἀνοίγνῡμι: you are opening or plural impera-
tive active of ἀνοίγνῡμι: open!
8. 3rd plural aorist indicative active of ῥήγνῡμι:
they broke
9. Nominative masculine singular aorist active
participle of ζεύγνῡμι: having yoked, yoking
10. 3rd singular aorist indicative active of
ἀνοίγνῡμι: he/she opened
11. 3rd plural future indicative active of ῥήγνῡμι:
they will break
12. 2nd singular present imperative middle/pas-
sive of δείκνῡμι: middle, show (for yourself)!
passive, be shown!
13. Nominative plural masculine aorist active par-
ticiple of ἀνοίγνῡμι: having opened, opening
14. Present infinitive active of ῥήγνῡμι: to break
15. 1st plural present indicative active of
ζεύγνῡμι: we are yoking
✒ ✒ Ex ercise 20 γ
1. The general told the messenger to open the
gates and receive the ambassadors.
2. The messenger asked the guards why they were
not opening the gates.
3. The farmer, having yoked the oxen, began to
plow.
4. Calling the slave, he showed him a huge stone
and told him to carry it out of the field.
5. Such a big stone will break the plow; so it is nec-
essary to lift the stone and carry (it) out.
War Clouds
Illustration (p. 70)
(Photo: Alison Frantz, American School of Classi-
cal Studies at Athens)
For further reading, see The World of Athens,
pp. 21–29.
 h
Ο ΝΟΣΤΟΣ (δ)
Vocabula ry
Walk students carefully through the principal
parts and meanings of ˉ῞ι ημι and the forms and
meanings of its compounds. Study of the forms
now will help students translate the examples in
the story and will prepare them for Grammar 2
and its exercises.
The compound verbs ἀφι΄ˉημι and συνι΄ˉημι
do not occur in the story, but they are important
verbs for students to know, and they will occur in
Exercise 20ε.
Explanation of the meaning and use of
λανθάνω + participle should wait until students
have seen the examples in lines 24, 26, and 28 of
passage δ; further examples of verbs that take sup-
plementary participles are given in Grammar 3.
New usage of preposition: ἐπί + gen., toward,
in the direction of: ἐπὶ τη
� ς Κορίνθου (11).
Teaching the New Gr amma r
in the Story
There are four examples of ˉ῞ι ημι in the middle voice,
meaning hasten: ˉ῞ι εντο (inchoative/­i nceptive
imperfect, 2 and 11), ˉ῾ιέμεθα (present indica-
tive, 19), and ˉ῾ιέμενοι (present participle, 26).
There are two imperfect active forms of ἐφιˉ΄ημι
(21 and 23). Sufficient information is given in the
vocabulary entries for students to be able to recog-
nize and translate these forms.
There are three examples of λανθάνω with
supplementary participles: 24, 26, and 28. It is
probably best to let students translate these liter-
ally for now, e.g., translating ἔλαθον ἐν τάφρῳ
II - 3 3
τινὶ κρυψάμενοι (24–5) as they escaped (their)
notice hiding/having hidden themselves in a certain
ditch. More idiomatic English translations will be
suggested in Grammar 3.
Tr anslation
Lines 1–12
And so they decided not to spend the night near
Mycenae, but, leaving the walls behind, they
began to hasten in the direction of Corinth. Soon,
when the sun had already set, they arrived at a cer-
tain village. And there a certain farmer, meeting
them resting by the roadside, took pity on them
and led them home. Then his wife provided (them)
food, and the farmer told them to sit near the fire.
And when they had eaten, the farmer asked them
where they were going, and, hearing that they
were going to Corinth, “Corinth,” he said, “is far
away. You are certainly not able to arrive there
today. But if you like (if it seems good to you), it
is possible for you to spend the night here.” They
thanked him most heartily and were lying down
near the fire. The next day, as the sun was rising,
having bade farewell to the farmer, they began to
hurry in the direction of Corinth. But the road was
long, and when evening was already falling they
arrived at the city and were looking/began to look
for an inn.
Lines 13–21
Then approaching a man who was going past on
the road, they asked where there was an inn. But
he, giving a terrible look and having gotten into a
II - 3 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

rage (into a state of anger), said, “By the gods, you In the present and imperfect, δοκέω is conju-
are clearly Athenians. What do you want? What are gated as a regular -ε- contract verb, but in the other
you doing in Corinth?” And shouting to those pres- tenses it is a regular velar stem verb.
ent he said, “Come here, friends. Some Athenians
are here; they are surely spies, who came to spy on
the shipyards.” But Dicaeopolis said, “ What are you Wor d Bu ilding
saying, man? We are not spies but farmers who are
hurrying from Epidaurus to Athens.” But already
1. τῑμα-: honor; I honor
a crowd of Corinthians had come together, who
2. ἀναγκα-: necessity; I compel
were shouting savagely; and some were even taking
3. ὀργα-: anger; I get angry
stones and throwing (them) at them.
4. οἰκο/ε-: house, home; I dwell; dwelling;
dweller; dwelling, room
5. δουλο-: slave; I enslave; enslavement
[The Corinthian would have known that the
6. κηρῡκ-: herald; I proclaim; proclamation
strangers were Athenians by their accent and dia-
lect; the Corinthians spoke a version of the Doric
In each case a noun is formed from the root stem,
dialect, of which the most obvious feature was ᾱ
and a denominative verb is formed from this noun.
instead of Attic η. Dicaeopolis did not know that
The list is arranged thus: 1, 2, and 3 give 1st declen-
by now war was about to be declared on Athens by
sion nouns; 4 and 5 give 2nd declension nouns;
the Peloponnesian League (see the next chapter).
and 6 (consonant stem) gives a 3rd declension
φαίνεσθε ἔοντες (15): not you seem to be, but noun. The suffixes -αζ- and -ιζ- were originally
you are clearly. See Grammar 3c, p. 77.
added to form verbs from noun stems in γ and δ,
κατασκεψόμενοι (17): future participle, e.g., ἁρπαγ- > ἁρπάζω and ἐλπιδ- > ἐλπίζω, but
here without ὡς, to express purpose.]
they were then widely extended to other stems.

Lines 22–30
English Der ivativ es from
Then Dicaeopolis, terrified (having gotten into Wor ds in the Vocabu la ry
fear/panic), said, “Flee, Philip, as fast as you can.”
List
So they fled toward the gates, and the Corinthians,
pursuing, were throwing stones. But Philip and his ῞ˉι ημι: catheter
father, running, fled their pursuers and escaped κρύπτω: apocryphal, crypt, cryptic, grot, grotesque,
(their) notice hiding/having hidden themselves in grotesquely, grotto
a certain ditch, in which they continued to remain
ἔξω: exotic
(were remaining) the whole night. And when day
came, they set out at once and, hurrying quickly,
ἐπί: see list with Chapter 5β
they escaped the notice of all men. And when they
were approaching Megara, they did not go into the Gr amma r 2
city but went past outside the walls. So thus finally
they escaped notice entering Attica, and as soon Notes:
as they arrived at Eleusis, lying down by the road-
side, they were resting; for after suffering many ter- ✒ ✒ Ex ercise 20 δ
rible things they were very tired, so that they were
not able to go forward. We do not give answers for the Verb Sheets, but
teachers should check students’ work carefully and
[Megara (27) was another Dorian city, at this time be sure they keep their sheets for future use.
in the Peloponnesian League.]
✒ ✒ Ex ercise 20 ε
Pr incipal Pa rts
1. Present infinitive middle/passive of ˉ῞ι ημι:
Note the aspiration of the final consonant of the middle, to hasten; passive, to be sent, thrown
stem in the perfect active of διώκω and φυλάττω 2. 3rd plural present indicative active of
and in the aorist passive of διώκω and δοκέω. συνι΄ˉημι: they understand
 2 0 Ο Ν Ο Σ Τ Ο Σ ( δ ) II - 3 5
3. Nominative masculine singular present parti-
ciple middle/passive of ˉ῞ι ημι: middle, hasten-
ing; passive, being sent/thrown
4. 3rd singular aorist indicative active of ἀφι΄ˉημι:
he/she let go
5. Nominative masculine singular aorist active
participle of ἀφι΄ˉημι: having let go, letting go
6. 3rd plural aorist indicative active of ἀφι΄ˉημι:
they let go or accusative feminine singular aor-
ist participle active of ἀφι΄ˉημι: having let go,
letting go
7. Singular aorist imperative active of ἀφι΄ˉημι:
let go!
8. 2nd plural aorist indicative middle of ἀφι΄ˉημι:
you let go (from yourselves)
9. 3rd plural imperfect indicative middle/pas-
sive of ῞ˉι ημι: middle, they were hastening; pas-
sive, they were being let go, thrown
10. 2nd singular aorist indicative active of
συνι΄ˉημι: you understood
11. Singular aorist imperative middle of ἀφι΄ˉημι:
let go (from yourself)
12. Present infinitive of εἰ�μι: to go
13. Present infinitive active of ἐφι΄ˉημι: to send
against
14. Present infinitive of εἰμί: to be
15. Aorist infinitive active of ˉ῞ι ημι: to send
✒ ✒ Ex ercise 20 ζ
1. The merchants, hastening to the harbor, were
looking for a ship that was going to sail to Athens.
2. This slave came hurrying here and saved us
from danger.
3. And so hurrying home, we asked our father to
let him go free.
4. His wife said, “Don’t let the slave go, husband.”
5. But the husband, having let the slave go, was
hurrying to Athens and bought another slave.
6. Do you understand all that the old man said?
7. I did not understand everything. Were you
able to understand everything?
8. I, having understood everything, thanked the
old man.
9. The huntsman, seeing a hare, let his dog go.
10. Having let our dogs go, we were pursuing the
hare.
Gr amma r 3
With φαίνομαι we give the 2nd future passive
(φανήσομαι), the future middle (φανου� μαι),
the 2nd perfect active (πέφηνα), and the 2nd aor-
ist passive (ἐφάνην), which are used in the sense
I will appear, I have appeared, and I appeared. For
the principal parts of both φαίνω and φαίνομαι ,
see the list of principal parts after reading 22α ,
p. 107.
✒ ✒ Ex ercise 20 η
1. The Corinthians were seeming to become
hostile.
2. The Corinthians are shown to be hostile/are
clearly hostile.
3. Come on, Philip, escape the notice of our pur-
suers by hiding in this ditch/hide in this ditch
so our pursuers won’t notice us.
4. Philip anticipated his father getting down the
hill/got down the hill before his father.
5. When her husband was approaching, his wife
happened to be sitting in the courtyard.
6. “You are clearly idle, wife,” he said; “Why
aren’t you working?”
7. The Persians anticipated the Greeks in sailing
away to the mainland./The Persians sailed
away to the mainland before the Greeks
(sailed there).
8. The Persians were clearly not wanting to fight
by sea.
9. The master happens to be asleep.
10. They anticipated the storm, sailing into the
harbor./They sailed into the harbor before the
storm.
ΟΙ ΑΘΗΝΑΙΟΙ
ΤΟΥΣ ΛΑΚΕΔΑΙΜΟΝΙΟΥΣ
ΑΝΑΜΙΜΝΗΙΣΚΟΥΣΙΝ
Title: “The Athenians R emind
the Spartans”
You will have to give the meaning of the verb
ἀναμιμνͺήσκουσιν.
The Corinthians persuaded the Spartans to
call a meeting of the Peloponnesian League in
July, 432 bc, after the Megarian Decree had been
passed and the siege of Potidaea had begun (see
Thucydides 1.66). The Corinthians addressed
the conference last, accusing the Athenians of
open aggression and the Spartans of being dila-
tory. They contrasted the national characters of
II - 3 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Athens and Sparta and ended by demanding that
they invade Attica immediately. Athenian ambas-
sadors, who happened to be in Sparta on other
business, asked permission to address the Spartans
and made the speech from which the following
extracts are taken. The Spartan king, Archidamus,
then addressed the Spartan Assembly and tried to
dissuade them from embarking on a war with Ath-
ens and advised them to make further diplomatic
overtures. The issue was put to the vote, and the
Spartan Assembly resolved by a large majority that
the truce had been broken by the Athenians and
that war should be declared. Nevertheless, diplo-
matic activity continued until spring 431 bc (see
­Chapter 21, readings α and β).
Tr anslation
Lines 1–7
We say that at Marathon we alone ran/took the
risk of fighting the barbarians, and when they
came the second time, not being able to defend
ourselves by land, having boarded our ships, all
of us together, we fought by sea at Salamis, so that
the barbarians could not sail against the Pelo-
ponnesus and destroy it city by city/so that the
barbarians were not able, sailing against the Pelo-
ponnesus, to destroy (it) city by city. And the bar-
barians themselves gave (made) the greatest proof
of this; for when we defeated them with our ships,
they retreated as fast as possible with the greater
part of their army.
Lines 8–16
And in these actions we Athenians provided the
three most useful things, the greatest number of
ships, the man (who was the) most skillful gen-
eral, and a most resolute spirit (eagerness). For we
provided two-thirds of all the ships, and (we pro-
vided) Themistocles (as) general, who persuaded
the other generals to fight by sea in the straits, and
we showed such spirit that when no one came to
our aid by land, having left our city and destroyed
our property, (and) having boarded our ships,
we faced the danger (ran/took the risk). For you,
when you were afraid for yourselves and not for us,
you came to (our) aid (for when we were still safe,
you did not arrive/come); but we by endangering
ourselves (running the risk) saved both you and
ourselves.
Book II
Lines 17–22
After showing such great eagerness/spirit then
and such judgment, do we deserve (are we wor-
thy of), Spartans, such great hostility from the
Greeks because of the empire that we hold? For
this empire itself we took not (by) using force, but
because you were not willing to stand fast against
the remnants of the barbarians, and because the
allies approached us and themselves asked us to be
appointed their leaders.
✒ ✒ Ex ercise 20 θ
1. οἱ Λακεδαιμόνιοι, καὶ τὰ τω
�ν συμμάχων
ἐγκλήματα ἀκούσαντες καὶ τοὺς τω�ν
Ἀθηναίων λόγους, ἐβουλεύοντο μόνοι
περὶ του� πραˉ΄γματος.
2. πολλοὶ ἔλεγον ὅτι οἱ Ἀθηναι�οι ἀδικου� σι
καὶ δει� εὐθὺς στρατεύεσθαι.
3. ὁ δὲ Ἀρχίδᾱμος, βασιλεὺς ὤν, αὐτοι�ς
παρͺήνεσε μὴ εἰς πόλεμον καταστη� ναι.
4. “ἐκείνοις γάρ,” ἔφη, “πλει�στά τε χρήματά
ἐστι καὶ πλει�σται νη� ες. οὐ δυνάμεθα
αὐτοὺς κατὰ θάλατταν νῑκα� ν, ἡμει�ς οὐ�ν
αὐτοὶ κακὰ πεισόμεθα μα� λλον ἢ ἐκείνους
βλάψομεν.”
5. τοὺς δὲ Λακεδαιμονίους οὐκ ἐδύνατο
πει�σαι, οἱ�ς ἔδοξε στρατεύεσθαι.
New Testa m ent Gr eek
Tr anslation
And when the master of ceremonies tasted the
water that had become wine and was not aware from
where it was, but the servants, the ones who had
drawn the water, were aware, the master of ceremo-
nies calls the bridegroom and says to him, “Every
man first serves the fine (beautiful) wine and when
they are drunk, the inferior (wine); you have saved
the fine wine until now.” Jesus made this beginning
of his signs/miracles in Cana of Galilee and showed
his glory, and his disciples came to believe in him.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Elegiac Poetry, Loeb Classical
Library Vol. 258, translated by Douglas Gerber,
Cambridge, MA: Harvard University Press, 1999.
 2 0 Ο Ν Ο Σ Τ Ο Σ ( δ ) II - 3 7
The Loeb Classical Library® is a registered trade-
mark of the President and Fellows of Harvard Col-
lege. See pp. 56–61 for poem 12.
Tr anslation
And he himself, falling in the front line, loses his
own life, bringing glory to his city and people(s)
and father. . . . And him young men and old alike
lament, and the whole city mourns with grievous
longing . . . nor does his good fame ever perish nor
his name, but he becomes immortal (lit., deathless)
although he is beneath the earth.
New Testa m ent Gr eek
Tr anslation
There was a man from the Pharisees, Nicodemus
was his name, a leader of the Jews; this (man)
came to him at night and said to him, “Teacher,
we know that you have come from God (as a)
teacher; for no one is able to make these signs/do
these miracles that you make/do, unless God is
with him.” Jesus replied and said to him, ‘Verily
verily I say to you, unless someone is born from
above/anew, he is not able to see the kingdom
of God.”
 h
21
Η ΕΚΚΛΗΣΙΑ (α)
Title: “The Assembly”
Pur poses of This Ch apter
1. Reading: (α) to continue the story of Dicaeo-
polis and Philip’s return to Attica; to describe
their meeting on the road with farmers hurry-
ing to Athens to attend the Assembly, at which,
as Dicaeopolis and Philip learn, the alternatives
of war or peace with Sparta will be discussed;
and to bring Dicaeopolis and Philip to Athens
and the Assembly; (β) to present an adapted
version of Pericles’ speech to the Assembly as
reported by Thucydides, sketching the dip-
lomatic situation of Sparta and Athens, the
respective military powers of the two states,
Pericles’ proposed reply to the Spartan ambas-
sadors, and his belief in the inevitability of war;
and in the final reading to give an adapted ver-
sion of Thucydides’ account of how the Athe-
nians, in obedience to Pericles’ policy moved
their households into Athens in anticipation of
a Spartan invasion of Attica
2. Grammar: (α) to introduce the forms of the
subjunctive and its use in exhortations, deliber-
ative questions, prohibitions, purpose clauses,
and some conditions; (β) to present the sub-
junctive of -μι verbs
3. Context: to sketch the development of Athe-
nian democracy from Solon to Pericles
Illustration (p. 82)
The Pnyx, photographed from the north; the bema
(speakers’ platform) can be seen in the middle of the
far side. The Pnyx is a huge semicircular terrace built
II - 3 8
on the slopes of a hill, about 500 yards or 460 meters
due west of the Acropolis. (Photo: Alison Frantz,
American School of Classical Studies at Athens.)
Caption Under Illustration
They hurry to the Pnyx in order to be present at the
Assembly on time.
For τὴν Πύκνα , ἵνα , and τὴν ἐκκλησίᾱν, stu-
dents should consult the vocabulary list. The pur-
pose clause with the subjunctive should cause no
problem, but be sure to point it out.
The Subju nctiv e
This chapter formally introduces the forms and
uses of the subjunctive. The following information
about the uses of the subjunctive is presented in
this and subsequent chapters:
Chapter 21: Grammar 3, pp. 89–90: hortatory,
deliberative questions, prohibitions, purpose,
conditional clauses
Chapter 22: Grammar 1, pp. 107–8: clauses of fear-
ing; Grammar 2, p. 110: indefinite or general
clauses (relative, temporal, and conditional)
Chapter 25: Grammar 3, pp. 168–9 optional
change of subjunctive to optative in subordinate
clauses in secondary sequence
Chapter 26: Grammar 1, pp. 190–2: conditional
clauses
Chapter 30: Grammar 1, pp. 313–316: optional
change of subjunctive to optative in subordinate
clauses in indirect statement
 2 1 Η Ε Κ Κ Λ Η Σ Ι Α ( α ) II - 3 9
Vocabula ry
Note that the verb ἀγορεύω is used only in the
present and imperfect in Attic Greek in uncom-
pounded forms, and thus we give only the present
form in the vocabulary list.
Note that the stem vowel of θυˉ΄ω is long in the
first three principal parts and short in the others,
just as with λυˉ΄ω.
We give the singular πρέσβυς (poetic for
πρεσβύτης) because it is used in the selections
from the Acharnians in Chapter 30 (line 67).
For the genitive πρέσβεως, compare πόλεως
(see Book I, Chapter 9, Grammar 3). The plural
πρέσβεις is declined like πόλις in the plural (see
Book I, Chapter 9, Grammar 3).
ἐαˉ΄ν and ἵνα: when going over the vocabulary
before teaching the story, be sure to point out to
students that these words will be found with the
subjunctive. Remind them that subjunctive forms
usually contain long vowels (η or ω) and are there-
fore very easy to recognize. Inform them that the
subjunctive is also used in some types of main
clauses, not introduced by subordinating conjunc-
tions such as ἐα ˉ΄ν and ἵνα. Let them know that in
story 21α most verbs in the subjunctive will be
translated in the glosses.
For ἐα ˉ΄ν with the subjunctive in conditional
clauses, see Grammar 3e in this chapter and
Grammar 2 in Chapter 22. For ἵνα (or ὅπως or
ὡς) with the subjunctive in purpose clauses, see
Grammar 3d.
Teaching the New Gr amma r
in the Story
The following subjunctive forms occur in passage
α: σπεύδωμεν (2, hortatory), ἀκούωμεν (8, pur-
pose), ποιησώμεθα . . . σώσωμεν (10–11, delib-
erative), ἀφη�τε (17, future more vivid condition),
ἀφω�μεν . . . ποιησώμεθα (18–19, deliberative),
σπεύδωμεν (21, hortatory), παρω�μεν (22, pur-
pose), and ὠ
�σιν (29, purpose).
Translations in the glosses will help students
with some of these new forms; they should be care-
fully reviewed after students have studied gram-
mar sections 1–3, and students should identify
each subjunctive usage.
Passage α offers opportunities for review of
some forms of ἵστημι and its compounds: 1, 13,
and 20. There are also opportunities to review the
verbs ἀφι΄ˉημι and ἐφι΄ˉημι: ἀφη�τε (17, new aorist
subjunctive form), ἀφῑέναι (17, familiar present
infinitive), ἀφω�μεν (18, new aorist subjunctive),
and ἐφι΄ˉεσαν (21, familiar imperfect indicative).
Some students may be struck by the similarity
of ἀφω �μεν (18) and παρω�μεν (22); the former
is ἀπο- + the aorist subjunctive of ῞ˉι ημι, namely,
ὥμεν, while the latter is παρα- + the present sub-
junctive of εἰμί, namely, ὠ
�μεν. After students have
studied Grammar 4, have them come back and
analyze these forms here.
The various uses of the subjunctive (and opta-
tive) will become increasingly evident. However, it
is worth noting that a mood that is certainly not the
indicative is used in English. For examples, see the
Oxford English Grammar (1996).
Tr anslation
Lines 1–11
A little later (later by not much) Dicaeopolis, hav-
ing stood up, said to Philip, “Stand up, son; (for)
it is time to go. So let us immediately hurry to the
city.” Then having set out, they soon met many
farmers journeying to Athens. So Dicaeopolis, hav-
ing approached an old man, who was walking near
him, asked why (because of what) so many people
were hurrying to Athens. And he said, “What do
you say, my good man? Do you not know this, that
today there will be an Assembly? So we are all hur-
rying to the city for this reason, to (in order to) hear
the speakers in the Assembly. For very great mat-
ters lie before the people about which it is necessary
to deliberate.” And Dicaeopolis (asked), “ What
things (issues) lie before the people, old man?” And
he (replied), “But who does not know this, that we
must deliberate whether we are to make war against
the Peloponnesians or preserve the peace?”
[πολλῳ � (1): provide help as necessary with this
dative of degree of difference, by much.
ὠ� ἄνθρωπε (6): this is a rather disparaging
form of address, thus our my good man.
ἀ�ρα του� το ἀγνοει�ς, ὅτι . . . (6) and τούτου
ἕνεκα, ἵνα . . . (7): Greek frequently uses demon-
stratives that anticipate a following clause; we use
them much more sparingly in English, and they
can sometimes be omitted in translation.]
Lines 12–22
But Dicaeopolis (said), “But what happened (that
is) new/what new (thing) happened? For the
II - 4 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Peloponnesians have long been hostile, but we did
not get into a war but the treaty remains. So why
is it now necessary to decide about war?” And the
old man replied, “Are you ignorant of this also,
that the Spartans lately sent ambassadors, who
said this, ‘The Spartans want the peace to remain
(be); and there will be peace, if you let the Greeks
go free (independent)’? So they are telling us to
give up our empire. So it is necessary to deliberate
this, whether we are to give up our empire or make
war against the Peloponnesians.” And Dicaeopolis
said, “Zeus, that’s it (this is that). For now I under-
stand why the Corinthians, having got into a rage,
were throwing stones at us, having learned that we
were Athenians. But let’s hurry, son, so that we may
be present on time.”
[αἱ σπονδαί (13): this refers to the Thirty Years’
Peace, made between Athens and Sparta in 446 bc;
it terminated the First Peloponnesian War and was
the basis of all negotiations until the great Pelo-
ponnesian War broke out. In demanding that the
Athenians give up their empire, the Spartans were
in fact contravening the terms of this peace, since
both sides undertook not to interfere in the other’s
sphere of influence and to submit disagreements to
the arbitration of a third party.
Λακεδαιμόνιοι βούλονται . . . ἀφη�τε (16–
17): this was the final Spartan ultimatum to Ath-
ens, following a flurry of diplomatic activity (see
Thucydides 1.139).
ἀφη�τε (17): note the accent of the aorist sub-
junctive forms of ῞ˉι ημι in compounds.]
Lines 23–35
Then they hurried on at once and, arriving at
the gates, ran to the Pnyx. There the people were
already gathering, and countless were present,
waiting for the presidents. Soon the presidents
and the chairman and the other councilors, hav-
ing come in, were sitting down. Then those pres-
ent became silent (ingressive aorist), and the priest,
having approached the altar, sacrificed the victim
and prayed to the gods, that they might be kindly
to the people. Then the chairman told the herald to
read the motion for deliberation. And the herald,
having read the motion for deliberation, asked the
people whether they wanted (it seemed good) to
vote straightway or to deliberate concerning the
matter first. And the people voted, showing that all
wanted to deliberate concerning the matter, since
it was so important (great). Then the herald said,
Book II
“Who wishes to speak?” And many of the speakers,
coming to the platform, were speaking, some say-
ing that it was necessary to make war, others that
nothing must stand (be) in the way of peace.
[For the Pnyx and the procedure at the Assembly,
see the essay in Chapter 22 (pp. 113–115); we have
a presentation of the Assembly in action in the
opening scene of Aristophanes’ Acharnians at the
end of this book (see Chapter 30α and β).
“τίς ἀγορεύειν βούλεται;” (32–3): this
question, put by the herald, was the customary way
of opening a debate.
ῥητόρων (33): this is the word used to describe
those who regularly addressed the Assembly.
The last sentence of this section is adapted
from Thucydides 1.139 and leads into the speech of
Pericles (Thucydides 1.140–144), which provides
the reading for the second part of this chapter.]
Pr incipal Pa rts
Notes:
Wor d Stu dy
1. anthropology: ὁ ἄνθρωπος + ὁ λόγος, -λογίᾱ:
the study of mankind (coined 1593, but
ἀνθρωπολογέω occurs in Philo 1.282 [Quod
deus sit immutabilis 65], first century ad).
2. philanthropy: φιλέω + ὁ ἄνθρωπος; ἡ
φιλανθρωπίᾱ: love of mankind, benevolence.
3. anthropomorphous: ὁ ἄνθρωπος + ἡ μορφή,
shape; ἀνθρωπόμορφος, -ον: of human shape.
4. anthropophagous: ὁ ἄνθρωπος + φαγ- (cf.
ἔφαγον, I ate); ἀνθρωπόφαγος, -ον:
man-eating.
5. misanthrope: τὸ μι�σος (μῑσέω, I hate) + ὁ
ἄνθρωπος; μῑσάνθρωπος, -ον: a hater of
mankind.
6. pithecanthropus: ὁ πίθηκος + ὁ ἄνθρωπος: an
ape-man (coined by Haeckel in 1876 to describe
the missing link between ape and man).
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
ἐκκλησίᾱ: ecclesiastic, ecclesiastical
πρέσβυς; presbyter, presbytery, priest, priestess,
priesthood, priestly
 2 1 Η Ε Κ Κ Λ Η Σ Ι Α ( α ) II - 4 1

ῥήτωρ: rhetoric, rhetorical, rhetorician Gr amma r 3

μῡρίοι: myriad Occurrences and uses of the subjunctive in passage
νέος: neoclassicism, neocolonialism, neocon, neocon- α are listed under “Teaching the New Grammar in
servatism, neocortex, Neo-Darwinism, neodymium, the Story” above. These should be reviewed with
neo-expressionism, neofascism, Neo-Freudian, Neo- students after studying Grammar 3.
gaea, neogenesis, neoimpressionism, Neo-Lamarckism, For the subjunctive in conditional clauses, see
neoliberalism, neolith, Neolithic, neologism, neology, Chapter 26, Grammar 1, p. 190.
Neo-Malthusianism, neomycin, neon, neonatal, neonate,
neo-Nazi, neo-orthodoxy, Neo-Pagan, Neo-­Paganism, ✒ ✒ Ex ercise 21β
neophyte, neoplasm, Neo-Platonism, neoprene,
Neo-Scholasticism, neostigmine, Neo-Surrealism, neo- 1. λυˉ΄ωμεν
tectonics, neoteny, neoteric, Neotropics, neotype 2. λυˉ΄σͺη
περί: see list with Chapter 7α 3. τῑμᾳ�
4. δηλω�μεν
5. λυˉ΄ωνται
Gr eek Wisdom 6. λυˉ΄σωμαι
Heraclitus 83 Diels 7. λάβω/ λάβωσι(ν)
8. ἕλωνται
Tr anslation
9. γένηται
10. φιλήσͺης
The wisest of men will seem (to be) an ape/monkey
11. μαχώμεθα
in comparison with God in wisdom, beauty, and all
12. ἀποθάνͺη
other things.
13. ἴδητε
14. βουλεύσηται
15. εὔξηται
Gr amma r 1 16. λυθω�σι(ν)
For the subjunctives of δύναμαι, κει�μαι, and 17. γραφͺη�
ἐπίσταμαι, refer students to Forms, pp. 346–47. 18. βάλωμεν
19. τῑμηθͺη�ς
20. ἀφικώμεθα
Gr amma r 2 21. φανω�σι(ν)
Be sure students do not confuse the sigmatic 1st
aorist subjunctive forms with future forms; there
✒ ✒ Ex ercise 21γ
is no future subjunctive. The form λυˉ΄σω could be 1. Stop, friends; let us consider what we should
either aorist subjunctive or future indicative, but do. σκοπω �μεν: hortatory, ποιήσωμεν:
all the other forms are clearly marked as subjunc- deliberative.
tive by the long vowels ω and η. 2. Are we to return home or stay in the moun-
tains? ἐπανέλθωμεν, μένωμεν: deliberative.
Gr eek Wisdom 3. Since evening is falling, let us not stay in
the mountains, but let us hurry home. μὴ
Heraclitus 44 Diels μένωμεν, σπεύδωμεν: hortatory.
4. How are we to reach (arrive) home? For we do
Tr anslation not know the way. ἀφικώμεθα: deliberative.
5. Look, we can ask that shepherd what road we
One should fight for the law just as for the city wall. should take. ἑλώμεθα: deliberative.
6. Don’t run away, old man, but tell us which
road leads to the city. μὴ ἀποφύγͺης: prohi-
✒ ✒ Ex ercise 21α bition or negative command.
We do not give answers for the Verb Sheets, but 7. Don’t set out to that place now; for you won’t
teachers should check students’ work carefully and arrive before night. μὴ ὁρμήσητε: prohibi-
be sure they keep their sheets for future use. tion or negative command.
II - 4 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

8. What are we to do, friends? For the shep-
herd says that we cannot arrive before night.
ποιω�μεν: deliberative.
9. Having gone down into the plain, let us look
for a house so that we may rest, ζητω
�μεν: hor-
tatory, ἀναπαυώμεθα: purpose.
10. And when day comes, let us set out at once.
ὁρμήσωμεν: hortatory.
In nos. 1 and 5 be sure that students who have had
Latin do not confuse the use of the subjunctive
here with the use of the subjunctive in indirect
questions in Latin.
✒ ✒ Ex ercise 21δ
The Athenian Democracy
Illustration (p. 92)
Acropolis of Athens. (Photo: Alison Frantz, Amer-
ican School of Classical Studies at Athens.)
For further reading, see Civilization of the
Ancient Mediterranean, Vol. I, pp. 451–455 and
463–478; The World of Athens, pp. 12–15, 23–24;
and The Oxford History of the Classical World,
pp. 31–35 and 136–141.
Illustration (p. 93)
The two ostraka on the right appear to have been
written by the same hand! (American School of
Classical Studies, Agora Excavation)

1. οἱ Ἀθηναι�οι βουλεύονται πότερον Illustration (p. 94)

πόλεμον ποιήσωνται πρὸς τοὺς In this model of the west side of the agora, the round
Πελοποννησίους. tholos, the home of the prytaneis, is on the left, the
2. πρὸς τὸ ἄστυ σπεύδωμεν καὶ τω� ν old and new Council chambers are immediately to
ῥητόρων ἀκούωμεν. its right, the two winged stoas are right of center
3. πότερον τοι�ς πολεμίοις εἴξωμεν ἢ τὴν and on the hill above is the temple of Hephaestus.
πόλιν σώσωμεν; All these buildings date from the fifth century bc
4. μὴ ἀκούσητε τω� ν πρέσβεων· οὐ γὰρ but the buildings in the foreground were added
λέγουσι τὰ ἀληθη�. in the Roman era. (American School of Classical
5. εὐθὺς αὐτοὺς ἀποπέμψωμεν. Studies, Agora Excavation)
 h
Η ΕΚΚΛΗΣΙΑ (β)
Vocabula ry
New usage of preposition: κατά + acc., of time, at:
κατ ’ ἐκει�νον τὸν χρόνον (1).
Spelling
In this reading and in the passage from Thucydides
at the end of the chapter, we use the Thucydidean
spellings that are described on p. 96 of the stu-
dent’s book. In reading 21β, words with such spell-
ings will be found in lines 2, 3, 5, 9, 12, 19, 20, 22,
25, and 29.
Teaching the New Gr amma r
in the Story
Call attention to the subjunctives καταστω �μεν
(12) and ἴωσιν (19). Focus students’ attention pri-
marily on translation of the passage itself, which,
adapted from Thucydides, is somewhat more diffi-
cult than the previous stories.
Tr anslation
Lines 1–11
And finally Pericles, the (son) of Xanthippus, the
leading (first) man at Athens (of the Athenians) at
that time and the most capable in words and action
(to speak and act), having come forward, gave this
advice (advised things of this sort): “I always cling
to the same opinion, Athenians, not to yield to the
Peloponnesians. For it is clear that the Spartans
have plotted against us before and are doing so
II - 4 3
now (both formerly and now are plotting against
us). For in the treaty it was (had been) stated that
we must give and accept arbitration of (our) differ-
ences, and that each side (each of the two) should
keep what we hold; but now they did not ask for
arbitration themselves nor do they accept (arbi-
tration) when we offer it, but they want to settle
their complaints by war rather than by words. For
they impose many other conditions (things) on us
and these last (envoys), having arrived, tell us to
let the Greeks go free. So I advise you not to yield
at all but to preserve the empire and prepare to go
to war.
[ἐν . . . ται�ς ξυνθήκαις (5): the Thirty Years’ Peace
(446 bc).
εἴρητο (5): this is a classic example of the dif-
ference between Greek and English tense usage;
Greek uses the pluperfect to stress that the provi-
sions of the treaty were fixed and unchangeable,
while the English idiom is to use a simple past.
Word glossed earlier in the chapter:
αὐτονόμους (10), independent, free.
μηδὲν εἴκειν (10): μηδέν is an adverbial
accusative.]
Lines 12–18
“And if we get into war, we will have military
resources (the things of war) no weaker (than
theirs); listen and learn (listening, learn); for the
Peloponnesians are farmers, and they have money
neither privately nor in their treasury. And people
of this sort can neither man (fill) ships nor send
out infantry armies often; for they are unwilling
II - 4 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
to be away from their farms for a long time, and
it is necessary (for them) to contribute (bring in)
money from their own (private property). So in
one battle the Peloponnesians and their allies are
capable of holding out against all the Greeks, but
they are incapable of conducting (making) a long
war against us.
[τὰ του� πολέμου (12): for this use of the article
with the genitive, see Book I, Chapter 9, Grammar
6c.]
Lines 19–22
“For we rule the sea. And if they come against our
land on foot, we will sail against theirs. For sea
power is a great thing. For we live in a city like an
island, which no enemy can take. So it is necessary
to give up our land and houses and guard the sea
and the city.
Lines 23–26
“And now let us send away (these ambassadors),
answering them that we will let the cities (of our
empire) go free, if they too give up the cities they
hold subject, and that we are willing to submit to
arbitration in accordance with the treaty, and that
we will not start a war, but if they start one, we will
defend ourselves.
[τούτοις (23): dative of indirect object with
ἀποκρῑνάμενοι.
Word glossed earlier in the chapter:
αὐτονόμους (23), independent, free.]
Lines 28–32
“You must understand this, that war is inevitable (it
is necessary to go to war), and that from the great-
est dangers come (result) the greatest honors both
for the city and for the individual (the private per-
son). Your fathers drove off the barbarians and led
the city forward to its present power, and you must
not become worse men than they but must defend
yourselves against your enemies in every way and
pass on the city to your descendants no less pow-
erful (smaller).”
Lines 33–36
So Pericles said this (such things), and the Athe-
nians, thinking that he had given the best advice,
Book II
voted for what he was ordering and answered the
ambassadors point by point as he had told (them)
(had explained). And the ambassadors departed
for home and were no longer coming as ambassa-
dors after this (later).
[Compound verb to be deduced: ἀπεχώρησαν
(35).]
Pr incipal Pa rts
Notes:
Wor d Bu ilding
1. ἡ δίκη; root word = custom; right; judgment;
lawsuit; penalty.
δίκαιος; δικα- + -ιος = just.
ἡ δικαιοσύνη; δικαιο- + -σύνη = justice.
ἄδικος; ἀ-privative + δικ- + -ος = unjust.
ἀδικέω; ἀδικέ-ω = I commit injustice, do
wrong; I wrong, injure
ἀδίκημα; ἀδίκη-μα = injustice; wicked deed.
2. βουλή; primitive noun from root
βουλ- (βούλ-ομαι); = will; counsel; plan; the
Council.
βουλεύω; βουλ- + -εύω; = I take counsel;
deliberate; I am a member of the Council.
βουλευτής; βουλευ- + -τής = councilor.
βούλευμα; βουλευ- + -μα = resolution,
decision.
προβουλεύω; προ- + βουλεύω = I deliberate
beforehand, frame a προβούλευμα .
προβούλευμα; προ- + βούλευμα = prelimi-
nary decree of the Council.
English Der ivativ es from
Wor ds in the Vocabu la ry
List
ἄρχω (ὁ ἀρχός , leader, chief; ὁ ἄρχων,
ἄρχοντος , ruler, commander): anarchist, anarchy,
archon, gynarchy, heptarchy, hierarchy, matriarch,
matriarchal, matriarchy, monarch, monarchic, mon-
archism, monarchist, monarchy, oligarch, oligarchic,
oligarchy, patriarch, patriarchal, patriarchy, tetrarch,
tetrarchy, thearchy
δίκη: syndic, syndicalism, syndicate
δύναμις: see list for δύναμαι with Chapter 16α
 2 1 Η Ε Κ Κ Λ Η Σ Ι Α ( β ) II - 4 5
ἰδιώτης (ἴδιος, -ᾱ, -ον, one’s own; private; per-
sonal): idioblast, idiocy, idiographic, idiolect, idiom,
idiomatic, idiopathic, idiopathy, idiosyncrasy, idiot,
idiotic, idiot-proof, idiot savant, idiotype
τρόπος: geotropism, heliotrope, heliotropism, orth-
otropism, phototrope, subtropical, thermotropism,
trope, trophy, tropic, tropical, tropism, tropistic, tro-
pological tropology, tropophyte, troposphere
ὅμοιος (ὅμος, -η, -ον, same): homeobox gene, homeo­
morphism, homeopathy, homeostasis, homeotherm,
homocentric, homocercal, homochromatic, homocys-
teine, homoecious, homoerotic, homoeroticism, homog-
ametic, homogamous, homogenate, homogeneous,
homogenize, homogenous, homogeny, homograft,
homograph, Homoiousian, homolecithal, homologate,
homological, homologize, homologous, homolographic,
homologue, homology, homomorphism, homonym,
homonymous, Homoousian, homophile, homophobia,
homophone, homophyly, homoplastic, homopteran,
homopterous, homosexual, homosexuality, homotaxis,
homothallic, homozygosis, homozygous
χρόνιος: see list for χρόνος with Chapter 1β
κατά: see list with Chapter 5α
Gr amma r 4
Notes:
✒ ✒ Ex ercise 21ε
We do not give answers for the Verb Sheets, but
teachers should check students’ work carefully and
be sure they keep their sheets for future use.
✒ ✒ Ex ercise 21ζ
1. Aorist passive, 1st plural
2. Present active, 2nd plural
3. Aorist active, 2nd singular
4. Present active, 3rd singular or present middle,
2nd singular or present passive, 2nd singular
5. Aorist middle, 1st plural
6. Present middle, 2nd plural or present passive,
2nd plural
7. Present active, 3rd plural
8. Aorist passive, 2nd singular
9. Aorist active, 1st singular
10. Aorist active, 2nd singular
11. Aorist middle, 1st plural
12. Present active, 3rd singular or present middle,
2nd singular or present passive, 2nd singular
13. Aorist active, 3rd singular of ῞ˉι ημι or aorist
middle, 2nd singular of ῞ˉι ημι
14. Present active, 3rd plural of ˉ῞ι ημι
15. Aorist passive, 3rd singular of ῞ˉι ημι
✒ ✒ Ex ercise 21η
1. Let us not stay at home but let us hurry to the
city so that we may be present/to be present at
the assembly. μένωμεν, ῾ˉι ώμεθα: hortatory,
παρω�μεν: purpose.
2. Let us go to the Pnyx so that we may hear/to
hear the speakers discussing what we are to
do. ἴωμεν: hortatory, ἀκούωμεν: purpose,
ποιήσωμεν: deliberative.
3. For the Peloponnesians have sent ambassa-
dors to say that there will be war unless we give
up our empire. ἀφω �μεν: conditional clause.
4. Pericles says, “Don’t give up the empire.” μὴ
ἀφη�τε: prohibition or negative command.
5. So what are we to do? Are we to give up
the empire or get into a war? ποιήσωμεν,
ἀφω�μεν, καταστω�μεν: deliberative.
6. Let us put down our water jars and hurry to
the field to look for the dog. καταθω �μεν,
σπεύδωμεν: hortatory, ζητω�μεν: purpose.
7. Let us give a beautiful gift to the girl who
found the dog. δω �μεν: hortatory.
8. Don’t show the road to the stranger; for he is
telling lies. μὴ δείξͺης: prohibition or negative
command.
9. Listen, boy, so that you may understand what
the teacher is saying. συνῑͺη�ς: purpose.
10. Don’t open the gates, guards; for the enemy
are approaching. μὴ ἀνοιξη �τε: prohibition or
negative command.
✒ ✒ Ex ercise 21θ
ˉ`ν ἀργύριον ἡμι�ν δω� τε, ὠ� φίλοι, ῾υˉμι�ν
1. ἐα
συλληψόμεθα.
2. στω�μεν καὶ τὸ ἱερει�ον θεωρήσωμεν.
3. πρὸς τὸ ἱερει�ον ἴωμεν ἵνα ἄγαλμα τῳ � θεῳ�
ἀναθω�μεν.
4. ἀ
�ρα τῳ� ἱερει� δείξωμεν τὸ ἄγαλμα ὃ
δώσειν μέλλομεν;
5. ἀπὸ τω � ν Περσω� ν ἀποστω�μεν καὶ
εὐθὺς πλεύσωμεν ὅπως τοι�ς Ἕλλησι
βοηθήσωμεν.
II - 4 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
ΟΙ ΑΥΤΟΥΡΓΟΙ ΑΝΙΣΤΑΝΤΑΙ
Title: “The Farmers A re
Forced to Move”
Help students deduce the meaning of ἀνίστανται,
here used in a very specific sense of being com-
pelled to get up and move from one’s usual place of
residence: “are forced to move.”
Illustration (p. 102)
This terracotta group of a ploughman with his yoke
of oxen dates from the late sixth century and was
made in Boeotia. (Paris, Musée Du Louvre)
Tr anslation
Lines 1–10
The Athenians were obeying Pericles and were
bringing in (to the city) from the country (their)
children and wives and besides them the equip-
ment (literally, the other equipment; see below)
that they were using at home; the flocks and beasts
of burden they sent to Euboea and the islands lying
nearby. The forced move was difficult for them,
because the majority were always accustomed to
living in the country. And they were distressed
while leaving their houses and temples, and being
about to change their way of life. And when they
arrived at the city, only a few had houses ready
for them (for some few there were houses ready);
but the majority lived in the deserted parts of the
city and the temples. And many set up house even
in the towers on (of) the walls and as each was
able anywhere. For the city was not large enough
for them when they came together, but later they
inhabited the Long Walls and the greater part of
the Piraeus.
[τὴν ἄλλην κατασκευὴν (2): not the other equip-
ment but besides them the equipment that . . .
ἐρη�μα (7): so accented in Thucydides, instead of
the usual Attic ἔρημα.]
✒ ✒ Ex ercise 21ι
1. τω
�ν πολεμίων εἰς τὴν Ἀττικὴν
προχωρούντων, τῳ� Περικλει� πειθόμενοι
πάντες πρὸς τὸ ἄστυ ἤλθομεν.
Book II
2. μάλα ἐβαρῡνόμεθα τοὺς οἴκους
καταλιπόντες.
3. ἐπεὶ εἰς τὸ ἄστυ ἀφῑκόμεθα , οὐδεὶς οἰ�κος/
οὐδεμία οἴκησις ἡμι�ν ὑπη�ρχεν.
4. πρω� τον μὲν οὐ�ν ἐν πύργῳ τινὶ ᾠκου�μεν/
ᾠκήσαμεν, ὕστερον δὲ κατεσκευασάμεθα
ἐγγὺς τω� ν μακρω� ν τειχω� ν.
5. ἐπεὶ δὲ οἱ πολέμιοι ἀνεχώρησαν, (ἡμει�ς)
εἰς τοὺς οἴκους ἐπανήλθομεν.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Elegiac Poetry, Loeb Classical
Library Vol. 258, translated by Douglas Gerber,
Cambridge, MA: Harvard University Press, 1999.
The Loeb Classical Library® is a registered trade-
mark of the President and Fellows of Harvard Col-
lege. See pp. 124–125 for fragment 9.
Illustration (p. 104)
This bust of Solon dates from long after his death.
It is doubtless an imagined image rather than an
authentic portrait.
Tr anslation
From a cloud comes the might of snow and hail,
and thunder comes from the bright lightning; and
a city perishes from great men, and the people fall
under the slavery of a monarch through its folly. If
you raise (a man) too high, it is not easy to restrain
(him) later, but one should think about all (these)
things now.
[ἐξαˉ΄ραντ(α): accusative subject of the infinitive
κατασχει�ν; the accusative-infinitive phrase is
subject of οὐ ῥᾴδιόν ἐστι, literally, (for someone)
who has raised (a man) too high to restrain (him)
later is not easy = if you raise (a man) too high it is not
easy to restrain (him) later.]
New Testa m ent Gr eek
Tr anslation
Nicodemus says to him, “How is a man able to be
born, being old? He is not able to go into the womb
 2 1 Η Ε Κ Κ Λ Η Σ Ι Α ( β ) II - 4 7

of his mother a second time and be born, is he?” God. That which has been born from flesh is flesh,
Jesus answered, “Verily verily I say to you, if some- and that which has been born from spirit is spirit.
one is not/unless someone is born from water and Don’t be amazed that I said to you ‘It is necessary
spirit, he is not able to enter into the kingdom of that you be born from above/anew’.”
 h
22
Η ΑΝΑΣΤΑΣΙΣ (α)
Title: “The R emoval”
The noun and the related verb ἀνίσταμαι are
given in the vocabulary list.
Pur poses of This Ch apter
1. Reading: (α) to bring Dicaeopolis and
Philip home (at long last!) with Philip’s sight
restored but with the bad news of the momen-
tous decisions made in the Assembly and the
necessity to move into the city before the
Peloponnesians invade in the spring; (β)
to describe the family’s preparations for the
removal, their journey to the city, and the
final diplomatic moves prior to the invasion
of Attica; and in the final reading to describe
the plague that struck Athens when the Pelo-
ponnesians invaded Attica the second time in
430 bc
2. Grammar: (α) to present further uses of the
subjunctive (in clauses of fearing and in indef-
inite or general clauses); (β) to describe the
structures used in indirect statements with ὅτι
and ὡς and in indirect questions
3. Context: to present a sketch of Athenian polit-
ical institutions at the time of the outbreak of
the Peloponnesian War
Illustration (p. 105)
This red-figure stamnos in the British Museum
(ca. 500 bc) shows a farewell scene, which was a
common subject for vase painting of this period.
Often the departing warrior is shown taking the
omens.
II - 4 8
Caption Under Illustration
I am afraid that we will (may) soon get into war; for the
young man is saying goodbye to his father and wife.
Encourage students to find a satisfactory trans-
lation of the clause of fearing after φοβου�μαι.
Ask “ What is the speaker afraid of?” Then explain
briefly that Greek introduces a fear that something
will happen with the word μή (the hope that it will
not happen) and that something will not happen
with the words μή and οὐ. Be sure students rec-
ognize that the verb καταστω �μεν is in the sub-
junctive. The first part of the caption recurs in lines
10–11 of passage α.
Vocabula ry
Conjugation of λούω: the rule here is that the υ of
the stem drops before a short vowel of the ending,
and the ο contracts with that short vowel. The same
happens in the imperfect, giving ἔλουν, etc. Have
your students compare the present and imperfect
of δηλόω.
ὅστις and ἐπειδαˉ΄ν: call students’ attention
to the information on the use of these words in
indefinite or general clauses (whoever . . .; when-
ever . . .). This will lead them to correct transla-
tion of the sentences using these words in the
story.
It cannot be determined with certainty
whether the α of ἐπειδα ˉ΄ν is long or short; Liddell
and Scott remark that it is probably long, and we
mark it with a macron.
πρίν: this word does not occur in passage α,
but examples of its use are given in Grammar 2.
 2 2 Η Α Ν Α Σ Τ Α Σ Ι Σ ( α ) II - 4 9
Students should note carefully how it is used. It is
used with the infinitive in 22β:25.
Spelling
In the α and β readings we return to the regular
Attic spellings (e.g., εἰς, Μέλιττα), associated
from the beginning of the course with the lan-
guage of Dicaeopolis and his family. In the passage
adapted from Thucydides in 22β and in the reading
from Thucydides at the end of the chapter we retain
his spellings (e.g., ἐς instead of εἰς).
Teaching the New Gr amma r
in the Story
The first paragraph provides opportunity to review
the use of the subjunctive in hortatory clauses
(οἴκαδε σπεύδωμεν, 2) and purpose clauses
(ἵνα . . . ἐξηγώμεθα, 2–3).
Examples of the new grammar in the chapter
are found in the second and third paragraphs:
Clauses of fearing: 10–11 and 22
Indefinite or general clauses: 12–13, 19, and 20–1
The first clause of fearing (10–11) repeats the first
clause of the caption under the illustration on the
opposite page; let students work out their own
translations of the second clause of fearing (22),
introduced by οὐδεὶς κίνδῡνος ἔσται.
If students have paid attention in the vocab-
ulary entries to the use of ὅστις ἄν and ἐπειδα ˉ΄ν
in indefinite or general clauses, they should have
no trouble translating the clauses in which these
words are used in the story (12–13, 19, and 20–1).
Tr anslation
Lines 1–8
When the Assembly had ended and the citizens
were going away, Dicaeopolis said, “Come on, son;
let’s hurry home to tell (so that we may tell) your
mother all that has happened.” So they were jour-
neying very quickly, and when night had already
fallen they arrived home. When Dicaeopolis had
knocked on the door, out came Myrrhine, and,
seeing Philip sound (being healthy) and no lon-
ger blind (seeing), she was embracing him and
burst into tears (ingressive aorist) of joy (rejoicing
began to weep). And when, having come in, they
had washed and eaten dinner, Philip related all the
things that had happened on the journey and at the
sanctuary of Asclepius; and she was listening hap-
pily (enjoying listening).
Lines 9–17
And Dicaeopolis related all that they had heard the
speakers saying in the Assembly. “So thus,” he said,
“I am afraid that we will (may) soon get into war.
And obeying Pericles we must prepare everything
to move to the city; for when(ever) the Pelopon-
nesians invade Attica, it will be necessary, having
left our home, to move to Athens.” But Myrrhine
said, “Alas, what are you saying, husband? For how
will we be able to leave our home and sheep and
oxen? And if we move (having moved) to Athens,
where indeed will we live? For there is no dwelling
ready for us in the city. But it is not possible to do
these things.”
[ἀναστάντες (15): the circumstantial participle
may be translated with conditional force here: if we
move.]
Lines 18–24
And Dicaeopolis (replied), “But it will be neces-
sary to do these things for the following reasons
(because of these things); for when(ever) the Pelo-
ponnesians invade the land, we will not be able
to stand up against them in battle since they are
so many (being so many); so that whoever stays
outside the walls will be killed by the enemy; but
if we come together in(to) the city, we will all be
safe, and there will be no danger that the enemy
will hurt us, if/provided we give up (having given
up) our land and homes and keep guard (keeping
guard) of the sea and the city.”
[Notice the translations of the circumstantial par-
ticiples in this paragraph: τοσούτοις οἰ�σιν (20),
since they are so many (causal); συνελθόντες . . .
εἰς τὴν πόλιν (21), if we gather in(to) the city
(conditional); τὴν μὲν γη � ν ἀφέντας . . . δὲ . . .
ἔχοντας (23–4), if/provided we give up . . . and keep
(conditional).]
Pr incipal Pa rts
Verbs with liquid ( λ , p) and nasal stems (ν) are
given in this and the next two groups of principal
parts.
Note the different form of the stem of βάλλω
in the perfects and aorist passive.
II - 5 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
The following meanings of the various forms
of φαίνω may be noted. The 2nd future passive
φανήσομαι means I will appear/seem; the future
middle φανου�μαι may mean either I will show or
I will appear/seem. The 2nd perfect active πέφηνα
means I have appeared. A 1st perfect active form
πέφαγκα, I have shown, is rare in Attic. A 1st aor-
ist passive ἐφάνθην, I was shown, is rare in prose.
Since these forms are rare, they are not included in
our lists of principal parts.
For the use of φαίνομαι, etc., with infinitives
and participles, see Chapter 20, Grammar 3c, p. 77.
Wor d Stu dy
1. mathematics: τὰ μαθηματικά = the things suit-
able for learning; mathematics (since the Greek
thinkers considered that mathematics was the
pattern of rational learning).
2. arithmetic: ἡ ἀριθμητική (τέχνη) = the skill or
science concerned with numbers (ὁ ἀριθμός).
3. geometry: ἡ γεωμετρίᾱ = land measurement,
surveying; then geometry.
4. physics: τὰ φυσικά = things concerned with
nature, physics (ἡ φύσις , nature).
5. biology: ὁ βίος + ὁ λόγος, -λογίᾱ = the study of
life (coined 1813; Longinus, third century ad,
has τὰ βιολογούμενα = incidents sketched
from life, but the Greeks did not have a name for
a branch of science corresponding to biology).
6. zoology: τὸ ζῳ �ον, living creature, animal (cf.
ζάω) + -λογίᾱ = the study of living creatures;
coined 1669.
A dditional English
Der ivativ es from Wor ds in
the Vocabu la ry List
None
Gr amma r 1
Notes:
✒ ✒ Ex ercise 22 α
1. Aren’t you afraid that we will (may) suffer
some disaster (something bad)?
2. There is danger that a storm will (may) arise
soon.
3. Although fearing that the removal will (may)
be difficult, the wife obeys her husband.
Book II
4. The old man was grieving, fearing he would
(might) never return.
5. I am afraid the guards will (may) not wish/be
willing to open the gates.
6. The slaves were fearing their master would
(might) be angry with them.
7. We are not afraid to stay outside the walls.
8. The children were fearing to tell the truth.
9. Fearing to return by night, the farmers were
staying in the city.
10. The captain was fearing that the storm would
(might) destroy his ship.
✒ ✒ Ex ercise 22 β
1. φοβου�μαι μὴ ἐν καιρῳ � οὐκ ἀφικώμεθα εἰς
τὴν πόλιν.
2. κίνδῡνός ἐστι μὴ οἱ πολέμιοι δι’ ὀλίγου εἰς
τὴν γη� ν εἰσίωσιν.
3. πρὸς τὸ ἄστυ εὐθὺς ὡρμήσαμεν/
ὡρμησάμεθα, φοβούμενοι ἐν τοι�ς ἀγροι�ς
μένειν.
4. οἱ αὐτουργοὶ ἐφοβου�ντο μὴ οἱ πολέμιοι
τοὺς οἴκους διαφθείρωσιν.
5. ἀ
�ρ’ οὐ μα� λλον φοβει� οἴκαδε πλει�ν ἢ κατὰ
γη� ν ἰέναι;
Gr amma r 2
In this section we discuss relative, temporal, and
conditional clauses, and it is important to make
sure that students are familiar with these terms.
The temporal conjunctions discussed here are
“when(ever)” and “until.”
Have students study the examples of definite
and indefinite clauses on pp. 109–10 carefully. Note
that we have provided two sentences introduced by
ὅστις ἄν to point up the contrast between use of
the present and the aorist subjunctive.
Note that πρίν is usually used instead of ἔως
when the main clause is negative in both the defi-
nite and indefinite patterns.
Conditional sentences will be treated more
fully in Chapter 26, Grammar 1, pp. 190–2.
Be sure students learn the forms of ὅστις, as
they will be expected to recognize them in future
readings and use them in exercises.
✒ ✒ Ex ercise 22 γ
1. Whoever stays outside the walls will be in
danger, ὅστις ἂν . . . μέν ͺη: indefinite relative.
 2 2 Η Α Ν Α Σ Τ Α Σ Ι Σ ( α ) II - 5 1
ὅστις ἂν πρω� τος ἀφίκηται, δέξεται τὸ
ἀργύριον.
2. Whenever the Assembly meets (takes place),
the citizens hurry to the Pnyx. ἐπειδα ˉ`ν
γένηται: indefinite temporal.
ἐπειδαˉ`ν οἱ πολέμιοι εἰς τὴν γη� ν
εἰσβάλωσιν, πάντες εἰς τὸ ἄστυ
συνερχόμεθα.
3. We will stay in the agora until the messen-
ger returns. ἕως ἂν ἐπανέλθͺη: indefinite
temporal.
οὐκ οἴκαδε ἐπάνιμεν πρὶν ἂν γένηται ἡ
ἡμέρᾱ.
4. Don’t board the ship until the captain orders.
πρὶν ἂν κελεύσͺη: indefinite temporal.
μὴ ἀναβη� τε ἐπ ’ ἐκει�νο τὸ ὄρος πρὶν ἂν
γένηται τὸ ἔαρ.
5. If the Peloponnesians (ever) come against our
land on foot, we will sail against theirs with
our ships. ἐα ˉ`ν . . . ἴωσιν: future more vivid
conditional, indefinite in form.
ἐαˉ`ν σπεύδωσιν οἱ αὐτουργοὶ εἰς τὸ ἄστυ,
πάντες ἀσφαλει�ς ἔσονται.
6. Whatever the boys have, they are willing to
give us all (of it) (the boys are willing to give us
whatever they have). ὅσ᾽ ἂν ἔχωσιν: indefi-
nite relative.
δει� ἡμα� ς ποιει�ν ὅσ᾽ ἂν κελεύͺη ὁ
βασιλεύς.
7. When the farmer drove (had driven) the
oxen into the field, he soon began to plow.
ἐπειδὴ . . . εἰσήλασεν: definite temporal.
ἐπειδὴ/ἐπεὶ/ὡς ὁ παι�ς εἰση� λθεν εἰς τὸν
ἀγρόν, εὐθὺς τὸν πατέρα ἐκάλεσεν.
8. The shepherds will not pasture their sheep on
the mountains until spring comes. πρὶν ἂν
γένηται: indefinite temporal.
οἴκαδε οὐκ ὁρμησόμεθα πρὶν ἂν ὁ ποιμὴν
τὴν ὁδὸν ἡμι�ν δηλοι�.
9. Whenever the master is away, the slaves stop
working. ὅταν ἀπͺη � : indefinite temporal.
ὅταν προσχωρͺη� /προσέλθͺη ὁ δεσπότης,
οἱ δου�λοι ἀναστάντες ἐργάζονται.
10. You will get into danger, boys, if you do not do
all that we advise. εἰ μὴ ποιήσετε: definite
conditional ὅσ ’ ἂν παραινέσωμεν: indefi-
nite relative.
εἰ μή μου ἀκούσεσθε, δεινὰ πείσεσθε.
11. These boys, who were helping their
fathers, were working until night fell. οἳ . . .
συνελάμβανον: definite relative, ἕως
ἐγένετο: definite temporal.
12. If (ever) anyone drinks (of) this, he dies.
ἐαˉ΄ν τις πίͺη: present general conditional,
indefinite.
13. We will not go away until our father returns.
πρὶν ἂν ἐπανέλθͺη: indefinite temporal.
14. The farmers did not return to the country
until the enemy withdrew (had withdrawn)
from Attica. πρὶν . . . ἀνεχώρησαν: definite
temporal.
15. Don’t go away from the market place until you
hear the messenger. πρὶν ἂν . . . ἀκούσητε:
indefinite temporal.
[Note the use of the future indicative in the
­sentences in no. 10, which express warnings.]
Athenian Democracy in Action
For further reading, see Civilization of the Ancient
Mediterranean, Vol. I, pp. 470–473; The World of
Athens, pp. 200–230; and The Oxford History of the
Classical World, pp. 136–141.
Map (p. 114)
JACT, Reading Greek, Text and Vocabulary 2nd ed.
(Cambridge University Press), 92.
New Testa m ent Gr eek
Tr anslation
After this there was a festival of the Jews and Jesus
went up into Jerusalem. And there is in Jerusalem
at the sheep gate a pool, the one called in Hebrew
Bethzatha having five porticoes. In these were
lying a multitude of weak/sick, blind, lame, with-
ered/paralyzed (people). There was a certain man
there being (literally, having) thirty-eight years in
his weakness/sickness.
Jesus, seeing this (man) lying down and learn-
ing that he has been in his sickness for a long time
now, says to him, “Do you wish to become well?”
The sick man answered (to) him, “Sir, I do not have
a man so that whenever the water is stirred up he
may put me into the pool; and while I am going,
another goes down before me.” Jesus says to him,
“Get up; lift your cot and walk!” And immediately
the man became well and lifted his cot and began
to walk.
 h
Η ΑΝΑΣΤΑΣΙΣ (β)
Vocabula ry
Notes:
Teaching the New Gr amma r
in the Story
Review: genitive absolutes (8, 14, 21–2, and 26);
ὥς + future participle to express purpose 3 and
6–7); purpose clauses (16 and 26); clauses of fear-
ing (2 and 11); indefinite or general clauses (3–4
and 20).
New: indirect statement (5), indirect ­question
(16), and indirect statement (29). Indirect state-
ments and questions of the sorts used here are
already familiar to the students and will cause
them no trouble in comprehending and trans-
lating the passage; they are formally treated in
­Grammar 3.
Tr anslation
Lines 1–11
After hearing this, Myrrhine, falling silent
(ingressive aorist), was obeying her husband,
although fearing that the removal would be diffi-
cult. So all winter they were preparing to move to
Athens when the Peloponnesians might invade.
And together with the beginning of spring, a
messenger arrived from Athens saying that the
Spartans and their allies were already gathering
themselves at the Isthmus. And so Dicaeopolis
sent Philip and Xanthias to take the sheep to
Euboea. Then he himself and Myrrhine, having
II - 5 2
brought out the wagon, put into it all that they
could carry. And when all was ready, Dicaeopo-
lis, having yoked the oxen, put the grandfather,
who was grieving a lot, onto (the wagon). Finally
Myrrhine and Melissa themselves got up (onto
the wagon). So thus they went on their way,
weeping and lamenting, afraid that they would
never return.
[ἐξαγαγόντες (8): compound verb to be deduced.
εἰσέθεσαν (8): compound verb to be deduced.
πολλὰ ὀδῡρόμενον (9): πολλά is adverbial
accusative.
Lines 12–20
And the road was long and difficult. For they had
to go along the wagon road, and they were meeting
many farmers, who, hurrying to the city, were get-
ting in one another’s way. And finally, as evening
was already falling, they arrived at the gates, and
entering with difficulty they stayed for the night in
a shrine of a hero. The next day Dicaeopolis went to
his brother to ask him if he could help in any way.
But the brother was not able to receive them into
his house as they were so many, but he showed him
a tower, which would hold them all. So Dicaeopo-
lis, having returned to his family, led them to the
tower, in which they were going to live the whole
time (throughout all) until the Peloponnesians
might go away and they themselves might return
to the country.
[τὴν ἁμαξιτὸν (ὁδόν) (12): the road for wagons,
as opposed to the footpaths and mule tracks, which
would be more direct.
 2 2 Η Α Ν Α Σ Τ Α Σ Ι Σ ( β ) II - 5 3
ἐν ἡρῴῳ τινὶ (15): heroes were humans who
were worshiped after death for the services they
had done for men in their lifetime, such as found-
ing cities. Their cults were very common, and
there must have been many shrines to them in the
city.
πύργον τινὰ (17–8): the city walls had tow-
ers at intervals, the ground floors of which pro-
vided shelter for the refugees.
ἀπίοιεν . . . ἐπανίοιεν (20): these optatives
will not be explained until the optative mood is
introduced in the Grammar in Chapter 25. If you
can, pass over these instances with the briefest pos-
sible comment.]
Lines 21–30
And meanwhile a herald arrived at Athens, Archi-
damus, king of the Spartans, having sent (him);
but the Athenians did not admit him into the
city or to the Council; for it was Pericles’ deci-
sion (judgment) not to admit a herald or (and)
embassy when the Spartans were already cam-
paigning; so they send him away before hearing
(him) and were ordering (him) to be outside the
boundaries that very day, and they send with him
escorts, so that he would not meet anyone. And
when he was at the boundaries and was about to
part (from the escort), he began his journey after
saying just this (so great a thing): “This day will
be the beginning of great troubles for the Greeks.”
And when he arrived at the (Peloponnesian)
camp and Archidamus learned/realized that the
­A thenians would not yield at all, in this frame
of mind (thus indeed), having set out with his
army, he began to advance (inchoative/inceptive
­imperfect) into their land.
[κη� ρυξ (21): heralds were sacrosanct and
could therefore travel through enemy territory
unmolested.
πω (29): this particle is common with a nega-
tive, e.g., οὔπω, not yet, but is rare in positive sen-
tences; here it seems to mean at all.
This paragraph is taken from Thucydides 2.12
with little change.]
Pr incipal Pa rts
The uncompounded verb κρι΄ˉνω will be given in
Chapter 25α; it is given here so that students may
see where ἀποκρι΄ˉνομαι comes from.
Wor d Bu ilding
1. I do; action; act, affair, business; fit for action,
active
2. I marshal, draw up in battle array; arrangement,
position, order; division of soldiers; ordered;
disordered, undisciplined
3. I confuse; confusion; freedom from confusion,
calmness; without confusion, calm
4. I guard; guard; guarding, guard post
English Der ivativ es from
Wor ds in the Vocabu la ry
List
ζεύγνῡμι (τὸ ζευ�γμα, yoke): zeugma
ἐκτός: ectocommensal, ectoderm, ectogenous,
ectomere, ectomorph, ectomorphic, ectoparasite,
ectopia, ectopic pregnancy, ectoplasm, ectosarc, ecto-
therm, ectothermic
Gr amma r 3
After studying Grammar 3, have students look
back through passage β and locate examples of
indirect statements and questions in lines 5, 16,
and 29–30.
✒ ✒ Ex ercise 22 δ
1. The father asked the girl where she came/had
come from. Direct question: Where did you
come from?
2. She, answering, said that she had come from
the house and would soon return there. Direct
statement: I came from the house, and I will
soon return there.
3. The messenger said that the ambassadors were
already approaching and would soon be pres-
ent. Direct statement: The ambassadors are
already approaching and will soon be present.
4. The slave said to his master that it was not pos-
sible to lift so large a stone. Direct statement:
It is not possible to lift so large a stone.
5. But the slave said that if the master helped, he
would be able to lift the stone. Direct state-
ment: If you do not help me, I will not be able
to lift the stone.
6. No one was unaware (not knowing) that the
enemy would soon invade the land. Direct
statement: The enemy will soon invade the
land.
II - 5 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
7. Dicaeopolis said to his wife that they must
remove to the city. Direct statement: We must
remove to the city.
8. His wife asked where they would live when
they removed to the city. Direct question:
Where will we live when we remove to the
city?
9. Dicaeopolis answered that when the enemy
invaded, they would be safe in the city. Direct
statement: When the enemy invades, we will
be safe in the city.
10. And so his wife said that she would do what-
ever her husband ordered. Direct statement: I
will do whatever you order.
Η ΝΟΣΟΣ
Title: “The Plague”
Encourage students to deduce the meaning of the
title from the verb νοσέω, which they have had.
Here, of course, the “sickness” is the plague.
Tr anslation
Lines 1–5
Immediately when summer was beginning, the
Peloponnesians and their allies invaded Attica;
and when they had been in Attica for a few (not
many) days, the plague first began to fall on (hap-
pen to) the Athenians; they say that before this it
had fallen upon many places, but that it had not
been so terrible (so great) a plague nor had so many
people died.
[ὄντων . . . πολλα ˉ`ς ἡμέρᾱς (2): help students
with this idiomatic use of the present participle
with an accusative of duration of time = when they
had been . . .]
Lines 6–10
For neither were doctors able to help at first, as
they were not familiar with the disease, but they
themselves especially were dying in as much as
they were also consorting especially with the sick,
nor was any other human skill helping. The plague
originated (began first), as they say, in (from) Ethi-
opia, south of (above) Egypt, and then it spread to
(came down into) Egypt and the greater part of the
(Persian) king’s land.
Book II
Lines 11–14
It fell on the city of the Athenians suddenly and at
first took hold of men in the Piraeus; and later it
reached even the upper city (i.e., Athens itself), and
far more people were dying now. I will say what it
was like, having had the plague myself and having
myself seen others suffering (from it).
[Thucydides’ description of the plague that fol-
lows this passage is highly scientific (2.49–53).
He uses contemporary medical terminology and
describes the symptoms in such detail that doc-
tors since his time have often tried to identify it
(but have failed to agree). The most likely diagno-
sis is typhus fever; “Two doctors who read Thucy-
dides’ account, with great experience of typhus,
but innocent of all knowledge of the Athenian
epidemic, said, ‘Typhus, of course’.” (See Gomme,
Historical Commentary on Thucydides, Volume II,
p. 153.) Thucydides not only describes the physi-
cal symptoms of the plague but goes on to discuss
the psychological effects it had on the survivors
and in particular the breakdown of traditional
morality.
Compound verb to be deduced: ἐσέπεσε (11).]
✒ ✒ Ex ercise 22 ε
1. οἱ ˉ�ιᾱτροὶ τοι�ς νοσου�σι προσιέναι
φοβου�νται.
2. ὅστις γὰρ ἂν νοσου�ντος ἅπτηται, αὐτὸς
εἰς τὴν νόσον έμπεσὼν ἀποθνͺήσκει.
3. οἱ ˉ�ιᾱτροὶ εἰ�πον ὅτι οὐ δύνανται ὠφελει�ν,
τὴν νόσον ἀγνοου�ντες.
4. καίπερ φοβούμενοι μὴ ἐς τὴν νόσον
ἐμπέσωμεν, ἐν τῳ� ἄστει δει� μένειν ἕως ἂν
ἀπίωσιν οἱ πολέμιοι.
5. ἐαˉ`ν δι’ ὀλίγου ἀπίωσιν, ἐς τοὺς ἀγροὺς
σπεύσομεν ἵνα τὴν νόσον φύγωμεν.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Elegiac Poetry, Loeb Classical
Library Vol. 258, translated by Douglas Gerber,
Cambridge, MA: Harvard University Press, 1999.
The Loeb Classical Library® is a registered trade-
mark of the President and Fellows of Harvard Col-
lege. See pages 120–121 for fragment 5.
 2 2 Η Α Ν Α Σ Τ Α Σ Ι Σ ( β ) II - 5 5

Tr anslation shield around both, and I allowed neither side to

For to the people I gave as much privilege as to
be enough, neither taking from their honor nor
giving too much; and (for those) who had power
and were admired for their wealth, for them too
I contrived that they should have (to have) noth-
ing improper; I stood (firm), having put a mighty
win unjustly.
[ἐφρασάμην (4): in the entry for this verb in the
list of principal parts in Chapter 21β, we give its
meaning in the middle and in the aorist passive as
I think about; I consider. It is here being used in a
different sense: I plan; I contrive.]
 h
23
Η ΕΣΒΟΛΗ (α)
Title: “The Invasion”
The word is given in the vocabulary list.
Pur poses of This Ch apter
1. Reading: (α) to give an adapted version of Thu-
cydides’ account of the Peloponnesian invasion
of Attica in 431 bc and of Archidamus’ strategy
for drawing the Athenians out into battle; (β)
to continue Thucydides’ account of the inva-
sion with his description of the consternation
of the Acharnians over the ravaging of their
territory, their eagerness to go out to attack the
invaders, Pericles’ methods of maintaining his
policy of not going on the attack, and the even-
tual withdrawal of the Peloponnesian army;
and in the final reading to present Thucydides’
summary of the achievements of Pericles
2. Grammar: (α) to continue the presentation of
the forms of indirect statement from the pre-
vious chapter, giving here the structures using
infinitives and participles; (β) to continue the
presentation of the forms of indirect statement
by summarizing the structures used; to direct
students to learn the forms of the verb φημί;
to present the articular infinitive; to call atten-
tion to some special cases of the relationship
of relative pronouns to their antecedents; and
to present a note on prepositional prefixes and
euphony
3. Context: to sketch the course of the first phase
of the Peloponnesian War (431–421 bc),
picking up the story from where the essay in
­Chapter 20 left off.
II - 5 6
Caption Under M ap
The Attic land is ravaged by the enemy.
The verb is given in the vocabulary list. The arrows
show the route of Archidamus’ invasion (see pas-
sage α) and withdrawal (see passage β).
The site of Oenoe is uncertain; it may have
been on the Boeotian side of the border. Nor is
it clear why Archidamus went out of his way to
try to take this fort. Perhaps he was delaying the
invasion proper in the hope that the Athenians
would still negotiate. His route from Eleusis is
clearly defined by Thucydides (2.21–23); from
the Thriasian Plain he turned north (“keeping
Mount Aegaleus on his right”) and advanced to
Acharnae. After leaving Acharnae, he moved east
and ravaged some demes between Mount Parnes
and Mount Brilessus (= Mount Pentelicon),
west of Marathon. He left Attica via Oropus
and returned through Boeotia. (Map: Catherine
Balme.)
Vocabula ry
ὁπόταν: not in the story but given here to show
the form used in indefinite clauses.
Spelling
All three reading passages in this chapter are based
on Thucydides, and we use his spellings (e.g., ές
and τάσσω). In the vocabulary lists the regular
Attic spellings are given first with the Thucydidean
spellings in parentheses.
 2 3 Η Ε Σ Β Ο Λ Η ( α ) II - 5 7
Teaching the New Gr amma r
in the Story
Students should be encouraged to read the essay on
pp. 131–133 before reading this first story to give
them a context for the rather demanding passage
adapted from Thucydides.
The reading contains examples of indirect
statement in the third and fourth paragraphs. The
first example uses ὅτι and the indicative (see pre-
vious chapter):
λέγεται . . . ὅτι . . . ὁ Ἀρχίδᾱμος . . . ἔμεινε
καὶ . . . οὐ κατέβη. . . . (16–18)
There are two examples with accusative subjects
and infinitives:
ἤλπιζε . . . τοὺς Ἀθηναίους ἐπεξιέναι καὶ . . .
μὴ περιόψεσθαι . . . (18–19)
ἐνόμιζε τοὺς Ἀχαρνέᾱς . . . οὐ περιόψεσθαι
. . . ἀλλὰ ὁρμήσειν . . . (22–4)
Both of these indirect statements also contain indi-
rect statements with accusatives and participles:
τὴν γη�ν μὴ περιόψεσθαι τεμνομένην
(18–19)
and
περιόψεσθαι τὰ σφέτερα διαφθειρόμενα . . .
(23–4)
Help is given in the glosses with some of the indi-
rect statements, and formal discussion of them can
wait until after the grammar has been studied.
Illustration (p. 126)
In this photograph of ancient Eleusis we are look-
ing over the ruins to the tiers of seats on the sides of
what was the Great Hall of Initiation into the Mys-
teries of Demeter and Prosperine.
Tr anslation
Lines 1–8
The Peloponnesian army (the army of the Pelo-
ponnesians), advancing, arrived first in Attica at
Oenoe, where they were about to (were intending
to) invade. And when they were encamped, they
were preparing to make attacks on the wall with
siege engines and otherwise; for Oenoe, being on
the borders of Attica and Boeotia, had been forti-
fied with a wall, and the Athenians used to use it
(as) a garrison whenever war occurred. So they
were preparing attacks and wasted time around it
in other ways. And Archidamus took considerable
(not little) blame from this; for the Athenians were
bringing in (to Athens) all their goods (things) in
this time.
παρεσκευάζοντο . . . ποιησόμενοι (3): the
verb παρασκευάζομαι has frequently been used
with ὡς + a future participle expressing purpose
(see 22β:3). Here ὡς is omitted. The gloss tries to
help students see that προσβολα ˉ`ς is the object of
ποιησόμενοι and not of παρεσκευάζοντο.
Note the dative τῳ � τείχει with the verbal
phrase προσβολα ˉ`ς . . . ποιησόμενοι =
προσβαλου�ντες.
μηχαναι�ς (3): siege engines. The Greeks were
notoriously incompetent at siege warfare in this
period; the whole Peloponnesian army failed to
reduce the fortified village of Oenoe on this occa-
sion, and they did not even attempt to storm the
walls of Athens on any of their invasions of Attica.
Archidamus was a “guest friend” of Pericles; i.e.,
if, in peacetime, Archidamus came to Athens he
would have stayed with Pericles, and vice versa.
Hence the Spartans suspected that he would
not prosecute the war vigorously. Pericles fell
under similar suspicions from the Athenians and
announced publicly that if the invading army did
not sack his country estates, he would give them to
the state.
ἐτετείχιστο (4): pluperfect passive (to be
introduced formally in Chapter 27, Grammar 5
and Grammar 6, pp. 242–3). Students can easily
locate the form on the chart at the beginning of the
book (p. xxx).
αὐτῳ� φρουρίῳ (4–5): make sure that stu-
dents see that αὐτῳ � is the object of ἐχρω�ντο and
that φρουρίῳ is in apposition to it, as a garrison.
ὁπότε πόλεμος γένοιτο (5): the optative
will be easily recognized from the diphthong. The
use of the optative in indefinite clauses in sec-
ondary sequence will be discussed in Chapter 25,
Grammar 3b, p. 169, and may be touched on here
if students are curious. For a previous example, see
22β:20.
Compound verb to be deduced:
ἐσεκομίζοντο (7); note the force of the middle
voice: they brought everything in “for themselves”
or “in their own interests.”
II - 5 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Lines 9–12
When, however, having attacked Oenoe and hav-
ing tried every method, they were not able to take
(it), and the Athenians were sending no ambassa-
dors to make peace proposals, under these circum-
stances (thus), having set out from Oenoe (it), they
invaded Attica; and Archidamus, king of Sparta,
was leading them.
οὕτω δὴ (10): this phrase is often used after a long
protasis to mark the beginning of the main clause;
thus our translation, under these circumstances.
Lines 13–19
And encamping, they were first ravaging Eleu-
sis and the Thriasian Plain. And then they were
advancing until they arrived at Acharnae, the larg-
est district in Attica of the so-called demes, and
settling down in it (there) they pitched camp and,
staying there a long time, they were ravaging (the
country). It is said that Archidamus stayed around
Acharnae, having drawn himself up as for battle,
and did not go down into the plain (of Athens) on
that invasion with the following intention; for he
was hoping that the Athenians would march out
against him and would not disregard (the fact) that
their land was being ravaged.
τὸ Θρῑάσιον πεδίον (13): the Thriasian Plain
was one of the grain-producing districts of Attica,
as was the plain of Athens; in Greek warfare, when
an invading army destroyed standing crops (the
Peloponnesians invaded just as harvest was due
to take place), their opponents normally had three
options: (1) to come out and fight, (2) to make
terms, or (3) to take no action and starve. Since the
Athenians ruled the seas and could import all they
needed, Archidamus’ calculations proved wrong.
Pericles had already warned the Athenians of the
sacrifice they must make.
ἐπεξιέναι (18): note that -ιέναι has a future
force here; Archidamus’ thought was “the Athe-
nians will march out against me.” See ­Grammar la,
pp. 127–8.
Lines 20–4
Then when they did not go to meet him at Ele-
usis and the Thriasian Plain, he (Archidamus),
settling down around Acharnae, was testing
(making trial) (as to) whether they would march
out against (him); for at the same time the place
Book II
seemed to him suitable to encamp in, and (at
the same time) he was thinking that the Achar-
nians, being a great part of the (whole) city (for
they were three thousand hoplites) would not
disregard (the fact) that their own property (lit.,
things) was being destroyed but would rouse
everyone to battle.
πει�ραν ἐποιει�το . . . εἰ ἐπεξίᾱσιν (20–21): help
students see the relationship between πει�ραν
ἐποιει�το and εἰ ἐπεξίᾱσιν, was making trial (as to)
whether. . . . The clause εἰ ἐπεξίᾱσιν is an indirect
question.
τρισχι΄ˉλιοι . . . ἐγένοντο (23): the total of
Athenian front line hoplites was 13,000, apart from
16,000 reserves. If Thucydides refers to the first
figure, the Acharnians provided nearly a quarter of
the total force.
καὶ τοὺς πάντας (24): literally, also the all,
i.e., the whole population as well (as themselves).
The article preceding πα�ς indicates “the whole lot.”
Pr incipal Pa rts
This group of principal parts completes the presen-
tation of liquid stem verbs.
The long α of the stem α ˉ᾽ρ- appears in the
unaugmented forms of the aorist, e.g., α ˉ῎ρω,
αˉ῎ραιμι, ἀ�ρον, ἀ�ραι, αˉ῎ρᾱς.
The perfect forms of ἐγείρω show Attic redu-
plication, which will seem strange to students. It is
explained with the list of principal parts on p. 127.
In the perfect active ἐγρήγορα the ρ is also
reduplicated.
Wor d Stu dy
1. politics: τὰ πολῑτικά = the affairs of the city,
politics.
2. demagogue: ὁ δημαγωγός (ὁ δη �μος +
ἀγωγός, -όν) = leader of the people; but by the
time of Xenophon it had already acquired the
sense of mob leader.
3. rhetoric: ἡ ῥητορική (τέχνη) = the art of
oratory.
4. democracy: ἡ δημοκρατίᾱ (ὁ δη � μος + τὸ
κράτος) = rule of the people.
5. monarchy: ἡ μοναρχίᾱ (μόνος, -η, -ον +
ἀρχ- + -ίᾱ) = the rule of one man only.
6. tyranny: ἡ τυραννίς, τη � ς τυραννίδος (ὁ
τύραννος) = government by a single ruler with
absolute power.
 2 3 Η Ε Σ Β Ο Λ Η ( α ) II - 5 9
7. ochlocracy: ἡ ὀχλοκρατίᾱ (ὁ ὄχλος, mob + τὸ
κράτος) = mob rule (Polybius 6.4).
8. autonomy: ἡ αὐτονομίᾱ (αὐτόνομος, -ον) =
freedom to have one’s own laws, independence.
It is worth noting that Plato, Republic, Book 8, lists
five types of constitutions in descending order of
merit:
1. ἡ ἀριστοκρατίᾱ: the rule of the best, i.e., of the
philosopher kings
2. ἡ τῑμοκρατίᾱ: the rule of those for whom honor
is the mainspring of action, e.g., as in Sparta
3. ἡ ὀλιγαρχίᾱ: the rule of the few; in this consti-
tution money is the qualification for power, e.g.,
as in Corinth
4. ἡ δημοκρατίᾱ: the rule of the people, of which
the distinguishing characteristic is liberty, or,
as Plato saw it, chaotic license
5. ἡ τύραννις: tyranny, where the state is subject
to a single evil individual (Hitler’s Germany
and Stalin’s Russia provide good examples)
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
τάττω (ἡ τάξις, rank; position): chemotaxis, homo-
taxis, syntax, tactics, perhaps tax (see Oxford Amer-
ican Dictionary), taxis, taxonomy
τέμνω (ἡ τομή, cutting; ὁ τόμος, slice): anatomi-
cal, anatomist, anatomize, anatomy, appendectomy,
arthrotomy, atom, atomic, atomicity, atomism, atom-
ist, atomize, atomizer, atomy, dichotomy, entomolog-
ical, entomologist, entomology, epitome, gastrotomy,
hepatectomy, lithotomy, mastectomy, microtome,
necrotomy, neurectomy, neurotomy, osteotomy, ovar-
iotomy, pneumonectomy, rhizotomy, sclerotomy,
tmesis, tome, tonsillectomy, tracheotomy, xylotomy,
zootomy
αἰτίᾱ: etiological, etiology
δη� μος: see Word Study above; epidemic, pandemic
πει�ρα: empiric, piracy, pirate, piratical
Gr amma r 1
In d emphasize to your students the fact that in
indirect statements introduced by ἔφη the nega-
tive is placed before ἔφη and not in the accusative
and infinitive construction. For those who study
Latin, nego can be profitably compared.
Be sure students note that the infinitive of εἰ�μι
(I shall go) and its compounds may refer to future
time in indirect statements, replacing a future
indicative of a direct statement.
✒ ✒ Ex ercise 23 α
1. The boy said to the young man that he would
go to the field to look for his father.
2. The young man said that he had not seen his
(the boy’s) father in the field.
3. The boy said he would look for his father in the
city.
4. For he was hoping to find him there selling his
sheep.
5. The young man was believing that his (the
boy’s) father had already returned home.
6. The boy said that he himself would soon
return home.
7. Pericles said that he always held to the same
opinion.
8. For he was thinking that the Athenians, if they
went to (having gotten into) war, would defeat
the Peloponnesians.
9. He said that the Peloponnesians could not
wage a long war.
10. He said that their fathers, fighting bravely, had
conquered the Persians.
11. He was hoping that they would not be worse
than their fathers.
12. The Athenians were thinking that Pericles had
advised the best things.
13. Dicaeopolis said that it was necessary to
remove to the city.
14. But Myrrhine said that it was not possible to
do this.
15. But finally she said that she would do all that
Dicaeopolis advised.
Gr amma r 2
The participle of εἰ�μι (I shall go) and its compounds
may refer to future time in indirect statements
(cf. the note on Grammar above).
✒ ✒ Ex ercise 23 β
1. The farmer saw that the slave was sleeping
under the tree.
2. The slave perceived (came to know) that his
master was getting very angry.
II - 6 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

3. The women saw that a great wolf was coming Tr anslation

toward the spring.
4. The mother perceived that her daughter was Heraclitus says that the most beautiful harmony
very afraid of the wolf. comes from opposites (things that carry in differ-
5. The mother understood (was understanding/ ent directions).
knowing) that she herself was safe, but that
her daughter was falling into danger.
6. Soon she saw that the wolf, having turned, was
fleeing toward the mountains. The Peloponnesian War:
7. So, calling her daughter, she said, “Come back! First Phase (431–421 bc)
Don’t you know that the wolf is already going
away?” For further reading, see The World of Athens,
8. I know that the enemy will soon invade the pp. 29–34.
land.
9. The farmers were aware (were understanding/
knowing) that they had fallen into the greatest
Gr eek Wisdom
danger. Heraclitus 119 Diels
10. The doctor knew that he himself would die of
the plague.
Tr anslation

Gr eek Wisdom Character is a man’s god/fate/guiding spirit/

genius.
Heraclitus 8 Diels
 h
Η ΕΣΒΟΛΗ (β)
Vocabula ry
Notes:
Teaching the New Gr amma r
in the Story
The reading contains the following examples of
indirect statement with infinitives, as presented in
Grammar 1:
ἐλπίδα τινὰ εἰ�χον αὐτοὺς . . . μὴ προϊέναι . . .
(2)
οἱ . . . Ἀχαρνη�ς οἰόμενοι αὐτοὶ μέγιστον
μέρος εἰ�ναι τω�ν Ἀθηναίων . . . (7–8)
αἴτιόν τε ἐνόμιζον αὐτὸν εἰ�ναι . . . (11)
πιστεύων . . . ὀρθω�ς γιγνώσκειν . . . (13)
The reading contains the following examples of
indirect statement with participles, as presented in
Grammar 2:
εἰ�δον τὸν στρατὸν . . . ἀπέχοντα . . . (3)
Περικλη�ς . . . ὁρω�ν . . . αὐτοὺς . . .
ὀργιζομένους καὶ οὐ . . . φρονου� ντας . . .
(12–13)
Be sure students realize that προϊέναι (2) has a
future force.
There is one example of an articular infini-
tive: περὶ του� μὴ ἐπεξιέναι (13); see Grammar 5,
pp. 138–9.
There are two examples of relative pronouns
attracted into the case of their antecedent (10 and
11); see Grammar 6a, pp. 139–40.
II - 6 1
Tr anslation
Lines 1–8
As long as the army was around Eleusis and the
Thriasian Plain, the Athenians had some hope that
they would not advance closer (to the city); but
when they saw the army around Acharnae sixty
stades (about seven miles or eleven kilometers)
distant from the city, they were no longer consid-
ering (it) tolerable, but as their land was being rav-
aged within eyesight, it seemed to them a terrible
thing, and all, especially the young men, decided
(it seemed good to both the others and especially
the young men) to go out against them and not dis-
regard (the situation). And assembling into groups,
they were arguing furiously (were in great conten-
tion), some telling (them) to go out, others for-
bidding (not allowing) (it). And the Acharnians,
thinking that they formed (were) the greatest part
of the Athenians, since their land was being rav-
aged, were especially urging the attack (the march-
ing forth).
ἐπεξιέναι (5 and 7): the infinitive has a present
force here; compare προϊέναι (2) with its future
force.
Lines 9–16
The city was excited in every way, and they (the
citizens) were angry with Pericles (were holding
Pericles in anger), and they remembered nothing
of his earlier advice (of those things that he had
formerly advised), but they were abusing him,
II - 6 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

because, (although) being general, he was not lead- are given in this and the next group of principal
ing (them) out against (the enemy), and they were parts.
thinking him responsible for everything they were The perfect of λαμβάνω is formed by placing
suffering. But Pericles, seeing that they were angry the prefix εἰ- before the stem.
at the present state of affairs and not in a good Note that many verbs with the -αν- suffix have
frame of mind (not thinking the best things), and an ε in other tenses (but not the thematic aorist),
being confident that he was right about not going e.g., αὐξάνω (αὐξε-) and μανθάνω (μαθε-).
out to attack, was not holding an Assembly or any
meeting, lest if they came together in anger rather
than good judgment they might make some mis- Wor d Bu ilding
take, but he was guarding the city and keeping (it)
quiet (in quietness) as much as he was able.
1. I say, word, etc.
I turn; turn, way, manner
I draw, write; drawing, writing
ἐν ὀργͺη� εἰ�χον (9): help with the idiom as neces- I fight; battle
sary—they held X in anger = they were angry with X. 2. I make, compose; maker, poet
ὡ�ν (10 and 11): explain to students that relative I judge; judge
pronouns that would be accusative direct objects I write; writer
of the verbs in their clauses are often attracted into I become; parent
the case of a genitive or dative antecedent (see I save; savior
Grammar 6a, pp. 139–40). This provides a good I give; giver
opportunity to review agreement and case usage of I heal; healer, doctor
relative pronouns. 3. I loose; loosing
μάλιστα (16) belongs with ὅσον ἐδύνατο I make, compose; making, composition
and is untranslatable. I judge; judgment
I say; saying, report
Lines 17–21 I come to know, perceive, learn; opinion, judg-
ment, intention
And the Peloponnesians, when the Athenians were
4. I make, compose; anything made, composition
not coming out against them for battle, setting out
I do; act, affair, business
from Acharnae, were ravaging some others of the
I write; writing, letter, (plural) letters, literature
demes and after staying in Attica for a considerable
time, they retired through Boeotia (the Boeotians),
not (the way) by which they had invaded. And, English Der ivativ es from
arriving at the Peloponnesus, they disbanded their Wor ds in the Vocabu la ry
army, and each returned to his own city. List

αˉ῎ραντες (18): note the intransitive use of the verb
αἴρω here, setting out; cf. 22β:29 and the gloss
there.
διέλῡσαν τὸν στρατὸν (20): the Pelopon-
nesian army consisted of farmers who were called
up for particular campaigns; the only standing
army in the alliance was that of the Spartans them-
selves. The others had to return to their farms to
get the harvest in. Pericles in his speech to the
Assembly (see Chapter 21β) had remarked on this.
Pr incipal Pa rts
Verbs with present stem nasal suffixes (consist-
ing of ν or ν in combination with some vowel)
διαλυˉ΄ ω: dialysis, dialyze, dialyzer
ἔξοδος: exodus
στάδιον: stadium
Gr amma r 3
After students have studied Grammar 1, Gram-
mar 2, and Grammar 3, have them look back
through passages α and β, locate all examples of
indirect statement, and analyze them in the light of
the information in the grammar sections.
Gr amma r 4
Notes:
 2 3 Η Ε Σ Β Ο Λ Η ( β ) II - 6 3

✒ ✒ Ex ercise 23 γ 2. What is justice? Justice is helping one’s friends

and harming one’s enemies.
1. The messenger said that the ambassadors had 3. Attacking the city, they came within (into)
already arrived at the gates. (a.i) hope of taking it.
ὁ γέρων ἔφη τὸν παι�δα ἤδη οἴκαδε 4. Is there anything opposite to living, just as
ἐπανελθει�ν. (a.i) sleeping (is opposite) to being awake?
2. The young men think that they themselves 5. Pericles, being general, was holding the cor-
will easily defeat the enemy. (b) rect opinion about the Athenians not going out
νομίζομεν αὐτοὶ τὴν πόλιν ῥᾳδίως against (the enemy).
αἱρήσειν. (b)
3. The boys said that they had seen their father in
the agora. (a.iii) Gr eek Wisdom
οἱ ξένοι εἰ�πον ὅτι/ὡς τὸ ἀργύριον ηὑ�ρον/ Heraclitus 73 Diels
εὑ�ρον. (a.iii)
4. I see that you are suffering many troubles. (e)
ὁρω�μεν αὐτοὺς ἁμαρτάνοντας. (e) Tr anslation
5. As a storm was rising, the sailors knew that
they would arrive at the harbor with difficulty. (We) must not act (do) and speak like (men)
(d) sleeping.
αἱ γυναι�κες ἔγνωσαν ὅτι/ὡς εἰς μέγαν
κίνδῡνον καταστήσονται. (d) Heraclitus 135 Diels
6. The girl was thinking that she would see her
mother by the spring. (b)
ὁ ποιμὴν ᾤετο τὸν κύνα εὑρήσειν πρὸς Tr anslation
τῳ� ποταμῳ�. (b)
7. The slaves were hoping that their master He used to say (that) the shortest way to fame/a
would not be angry with them. (c) good reputation (is) to become good (the to
ἐλπίζομεν τὸν κύνα μὴ βλάψειν τὰ become good).
πρόβατα. (c)
8. The women knew that there was no food for
them in the house. (d) Gr amma r 6
οἱ αὐτουργοὶ ἠπιστήθησαν οὐδεμίαν Notes:
οἴκησιν σφίσιν ὑπάρχουσαν ἐν τῳ�
ἄστει. (d)
9. The Athenians were thinking that their ene- ✒ ✒ Ex ercise 23 ε
mies were plotting against them. (b)
ᾠόμεθα τὸν ξένον ἡμι�ν ἡγει�σθαι/ἡμα�ς 1. Let us not trust the ambassadors that the Spar-
ἄγειν πρὸς τὸ ἱερόν. (b) tans sent. οὓς
10. The woman was believing that she herself was 2. Be worthy, men, of the freedom that you have
right and her husband wrong. (b) won. ἣν
ἕκαστος ᾠ�ετο αὐτὸς μὲν ἀσφαλὴς εἰ�ναι, 3. You must judge the matters from what you
τοὺς δὲ ἄλλους ἑν κινδυ΄ˉ νῳ. (b) know yourselves. ἐκείνων ἃ
4. The general arrived, leading an army from the
Gr amma r 5
ˉ῞ς
cities that he persuaded. α
5. You are the most ignorant of the Greeks that
Notes: I know. Ἑλλήνων οὓς

✒ ✒ Ex ercise 23 δ Gr amma r 7
1. Themistocles was especially responsible for the Remind students if necessary that γ is pronounced
battle in the straits. as ng in sing before γ, κ , ξ , and χ.
II - 6 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Ο ΠΕΡΙΚΛΗΣ
Tr anslation
Lines 1–6
Saying such things as this Pericles was trying to
rid the Athenians of their anger against him. And
publicly they were obeying his words, and they
were no longer sending ambassadors to the Spar-
tans and were more enthusiastic (in a greater state
of eagerness) for the war, but privately they were
distressed by their sufferings. They did not, how-
ever, stop being angry with him (having him in
anger) until they had fined him (penalized him
with money). But not much later they chose him
as general again and entrusted (to him) all their
affairs (matters).
οὔτε . . . τε (2–3): a common combination where a
negative clause is followed by a positive.
πρότερόν (4): before, looking forward
to πρὶν (5) until; there is no need to translate
πρότερον. Students should be reminded that
πρίν + ­infinitive = before, as in 22β: 25. It can
also be used with a finite verb, usually after a nega-
tive clause, and mean until, as here (see Chapter 22,
Grammar 2, pp. 109–111).
ἐζημίωσαν χρήμασιν (5): the Assembly was
sovereign and kept strict control over all its offi-
cers. Each month at a meeting of the Assembly, the
people were asked whether they wished to keep all
officials in office; it may have been at such a meet-
ing that Pericles was accused of embezzlement and
deposed from office and fined. Such fines were a
common way of punishing officials, and embezzle-
ment of public funds was one of the most common
accusations in prosecutions that might be purely
political in purpose. Our sources differ both on the
charge brought against Pericles and the amount of
the fine.
Lines 7–11
And for as long as he was at the head of the city
in (time of) peace, he was leading it with mod-
eration and guarded it safely, and in his time it
became its greatest; and when war broke out,
Pericles was proved (is proved) to have foreseen
its power in this, too. He lived on for two years
and six months; and when he died, his foresight
with regard to the war was recognized (even)
more.
Book II
φαίνεται . . . προγνοὺς (9): is/was proved (for the
supplementary participle, see Chapter 20, Gram-
mar 3c, p. 77).
Lines 12–17
For he said that if they (the Athenians) kept quiet
and guarded the fleet and did not increase the
empire in time of war and nor yet put the city at
risk, they would win. But they (i.e., his successors)
did everything opposite to this (to the opposite)
and pursued bad policies for their private ambi-
tions and private profits. And the reason was that
he, being powerful, was not being led by the people
more than he himself was leading them. There was
(under Pericles) in theory (word) a democracy, but
in fact (deed) rule by the leading (first) man.
This is a hard paragraph, not made easier by the
omissions that were necessary; students may need
help.
μὴ ἐπικτωμένους (12–13): the negative is
μή because this and the other participles are condi-
tional and conditional clauses have εἰ μή. Remind
students that participles can be translated with
conditional force. Thucydides, in attributing this
advice to Pericles, is perhaps writing with hind-
sight, thinking of the Sicilian expedition, which
was largely responsible for the downfall of Athens.
He was strongly biased against Pericles’ successors,
especially Cleon.
λόγῳ μὲν . . . ἔργῳ δὲ (16): in word . . . but in
deed, very commonly used to mean in theory . . . but
in practice.
Word to be deduced: δημοκρατίᾱ (16).
✒ ✒ Ex ercise 23 ζ
1. του� Περικλέους ἀποθανόντος/ἐπειδὴ/
ὡς ἀπέθανεν ὁ Περικλη�ς, οἱ ὓστερον
οὐκ ἠ�γον τοὺς πολιˉ΄τᾱς ἀλλ’ ἤγοντο ὑπ ’
αὐτω�ν.
2. ἕκαστος γὰρ βουλόμενος πρω �τος εἰ�ναι,
“τοι�ς πολιˉ΄ταις,” ἔφη, “πάντα δώσω ὅσ ’ ἄν
βούλωνται.”
3. πολλὰ δὲ ἥμαρτον καὶ τὸν στόλον
ἀπέπεμψαν πρὸς τὴν Σικελίᾱν, ἐλπίζοντες
οὕτω τῳ� δήμῳ χαριει�σθαι.
4. ἐπειδὴ/ὡς δὲ ἤκουσαν τοὺς στρατηγοὺς
ὑπὸ τω�ν πολεμίων νῑκωμένους/ὅτι οἱ
στρατηγοὶ ὑπὸ τω�ν πολεμίων νῑκω�νται,
βοήθειαν οὐκ ἔπεμψαν.
 2 3 Η Ε Σ Β Ο Λ Η ( β ) II - 6 5
5. ἀγωνιζόμενοι πρὸς ἀλλήλους περὶ τη
�ς του�
δήμου προστασίᾱς, του� πολέμου ἀμελει�ν
ἐπείθοντο.
Cl assica l Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Elegiac Poetry, Loeb Classical
Library Vol. 258, translated by Douglas Gerber,
Cambridge, MA: Harvard University Press, 1999.
The Loeb Classical Library® is a registered trade-
mark of the President and Fellows of Harvard Col-
lege. See pp. 130–133 for fragment 13.
Tr anslation
One man hurries from one place, another from
another (i.e., everyone has a different pursuit);
one wanders over the sea in ships, longing to
bring home wealth; . . . another, cutting the tree-
clad earth, slaves year in, year out, for whom bent
plows are a concern; another, knowing the works
of Athena and Hephaestus of many crafts, collects
his livelihood with his (two) hands; . . . another the
Lord Apollo, the far-shooter, makes a prophet, and
he (the prophet) knows trouble coming to a man
from afar.
χειροι�ν (6): remind students that Greek has dual
number, of which this is an example (see Book I,
Chapter 1, Grammar 1, for brief mention of the
dual).
Solon continues with mention of the poet and
the doctor; in a society in which most men were
farmers, his list includes most of the possible ways
of making a living.
New Testa m ent Gr eek
Tr anslation
“Verily verily I say to you, the one believing has
eternal life. I am the bread of life. Your fathers ate
the manna in the desert and died; this is the bread
coming down out of heaven, so that anyone may eat
from it and may not die. I am the living bread, the
(bread) having come down out of heaven; if anyone
eats from this bread he will live to eternity; more-
over also the bread that I will give is my flesh on
behalf of the life of the world.”
τὸ μάννα (2): see Exodus 16 and Numbers 11.4–9.
Illustration (p. 144)
Attic red-figure vase painting by Nikoxenos
Painter, ca. 500 bc (Paris, Louvre).
 h
24
ΕΝ ΔΙΔΑΣΚΑΛΩΝ (α)
Title: “At School”
Try to get students to deduce the meaning of
the title, beginning with ὁ διδάσκαλος in the
vocabulary list. With ἐν διδασκάλων, supply
οἴκῳ, in the house of the teachers (Smyth, 1302),
or the genitive may originally have been partitive
(Jean Humbert, Syntaxe grecque, Paris: Éditions
Klincksieck, 1972, p. 270).
Pur poses of This Ch apter
1. Reading: (α and β) to describe the education
that Philip received while in Athens, and to
present the description of Greek education
contained in Plato’s Protagoras; to move by
means of a clever transition at the end of read-
ing β to the writer Herodotus, from whom the
readings in Chapters 25–28 are drawn; and in
the reading at the end of the chapter to present
an adapted version of the prologue to Herodo-
tus’ history
2. Grammar: (α) to provide an opportunity for
review of the regular formation of compara-
tive and superlative adjectives, as presented
in Book I, Chapter 14, Grammar 1; to present
more comparative and superlative adjectives
corresponding to ἀγαθός and κακός; and
to present clauses with ὅπως and the future
indicative; (β) to present further examples of
irregular comparative and superlative adjec-
tives, some of which were given in Book I,
Chapter 14, Grammar 2, and some of which
are new
II - 6 6
3. Context: to give an overview of Greek educa-
tion in the fifth and fourth centuries bc
Illustration (p. 145)
This and the illustration on p. 153 show two sides
of a red-figure cup by Douris, ca. 480 bc (Berlin,
Antikenmuseum). The boy in the middle is recit-
ing his lesson. On the walls behind hang cups
(φιάλαι), lyres (κιθάραι), and an object that is
perhaps a charcoal brazier.
Caption Under Illustration
At school: on the left the boy is being taught to play the lyre
by the music teacher; on the right sits his παιδαγωγός; in
the middle the writing master teaches letters.
Students will find many of the words (or
related words) in the vocabulary list. The word
παιδαγωγός (the slave who accompanied a boy
to and from school, a tutor) will be familiar to stu-
dents who have studied Latin, and its derivation
from παι�ς and ἄγω may be discussed.
Vocabu la ry
The verb *ζάω, ζώω or ζω
� is rare in Attic Greek in
the aorist and perfect tenses, for which forms of the
verb βιόω are used instead. Sometimes the future
of βιόω is used instead of the future of *ζάω. Here
is more complete information on this verb: *ζάω
(ζω� , ζͺη� ς, ζͺη� , ζω�μεν, ζͺη� τε, ζω�σι(ν)), infinitive,
ζη� ν, imperfect, ἔζων, ἔζης, ἔζη, ἐζω�μεν, ἐζη� τε,
ἔζων, ζήσω or ζήσομαι or βιώσομαι (future
 2 4 Ε Ν Δ Ι Δ Α Σ Κ Α Λ Ω Ν ( α ) II - 6 7
of βιόω), ἐβίων (athematic aorist of βιόω),
βεβίωκα (perfect of βιόω), I live.
Spelling
With this reading passage, we resume use of the
ˉ΄ ττω, as the
Attic spellings εἰς and -ττ-, e.g., πρα
story returns to the family and Philip’s educa-
tion. These spellings are also used in the passage
adapted from Plato’s Protagoras in the second read-
ing passage, since Plato used them. At the end of
the chapter in the reading from Herodotus we use
the Ionic spelling ἐς.
Teaching the Gr amma r in
the Story
The grammar presented in this chapter is essen-
tially a review and expansion of comparative and
superlative adjectives, and there are only two
examples of these in the story (πλέονα , 11, and
πλείστου, 15).
There are two examples of object clauses with
ὅπως after verbs or phrases expressing care or
effort (formally presented in Grammar 3), namely,
ἅπαντες οἱ τεκόντες του� το περὶ πλείστου
ποιου�νται, ὅπως ἀγαθοί γενήσονται οἱ
παι�δες (14–15) and περὶ τούτου διαμάχονται,
ὅπως ὡς βέλτιστος ἔσται ὁ παι�ς (18–19).
The reading, especially the third paragraph,
which is adapted with slight changes from Plato,
is more difficult than usual, and major attention
will need to be focused on comprehension and
translation.
Following comprehension and translation, we
recommend intensive review of deponent, middle,
and passive verb forms. The following examples
should be noted:
ἐπολιορκου�ντο (2): imperfect passive ἤγετο
(2): imperfect passive ἐδιδάσκετο (3):
imperfect passive (note that verbs such as
διδάσκω that take two accusatives when
used actively—e.g., the teacher taught the
boy letters—retain one of the accusatives
in the passive, thus he was taught letters (τὰ
γράμματα, accusative) and music (τὴν
μουσικήν)
ἠγγέλθη (5): aorist passive
λελυμένοι (6): perfect passive participle (see
p. 214 of the student’s book)
ἤρετο (8): aorist middle deponent
παύηται (9): present middle subjunctive
παιδευόμενος (9): present passive participle
δεξάμενος (9): aorist middle deponent
participle
ἐπορεύετο (10): imperfect deponent, inchoative
καταλειφθεὶς (10): aorist passive participle
ἐπαιδεύετο (11): imperfect passive (again with
accusative object, πλέονα)
ἐνδείκνυσθαι (13): present middle infinitive
πειρα� ται (14): present middle
ποιου�νται (15): present middle
γενήσονται (15): future deponent
ἀρξάμενοι (16): aorist middle
λεγόμενα (17): present passive participle
διαμάχονται (18): present deponent
ἔσται (19): future deponent
ἐνδεικνύμενοι (20): present middle participle
πείθηται (22): present middle subjunctive
διαστρεφόμενον (22), from διαστρέφω, I turn;
I twist: present passive participle
καμπτόμενον (22), from κάμπτω, I bend:
present passive participle
Tr anslation
Lines 1–11
As long as the Peloponnesians were staying in
Attica and the Athenians were being besieged,
Philip was taken every day by his cousins to school.
And so he was being taught letters by the grammar
teacher and music by the lyre teacher; and he also
was going to the trainer’s to practice gymnastics.
But when it was announced that the Pelopon-
nesians had gone away, all the farmers, freed from
fear, were returning to the country. And so Dicaeo-
polis was about to take his wife and children home,
but his brother asked him if he was willing to leave
Philip at his house so that he would not stop his
education (stop being educated). And so Dicaeop-
olis, gladly accepting this and entrusting his son to
his brother, set out (began his journey), and Philip,
left behind, was continuing his education (was
being educated even more things).
εἰς διδασκάλων (2–3): students will deduce the
meaning of this phrase from their knowledge of
the title of the chapter. With διδασκάλων sup-
ply οἰ�κον, or treat the genitive as partitive. τά τ᾽
οὐ�ν χράμματα . . . τὴν μουσικήν (3): draw your
students’ attention to the chiasmus here. What
effect does it have?
II - 6 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Lines 12–15
Of what sort this education was, one can learn (by)
looking at a dialogue of Plato, in which a certain
sophist called Protagoras tries to prove that virtue
is teachable. For Protagoras says that all parents
consider this of greatest importance, (to see to it)
that their children will become good.
Protagoras has said to a prospective pupil whom
Socrates has brought to see him, “Young man, if
you come to me, you will go home that very day a
better man, and the same the next day; and every
day you will become better.” Socrates replies that
he had not thought that virtue (goodness, excel-
lence) was teachable, and that even the wisest and
best fathers fail to pass on their virtue to their chil-
dren (he quotes the example of Pericles’ children).
Protagoras replies at length, and one of his argu-
ments is taken from the education of children both
at home and at school; he tries to show that the pri-
mary purpose of all education is moral. The extract
begins at Protagoras 325c.
Lines 16–23
“Starting from (when they are) small children,” he
says, “as long as they live, they (the parents) teach
and warn/advise (them). And when he (a child)
first understands speech (things being said), both
nurse and mother and tutor and the father himself
strive hard for this, (to see to it) that the child will
be as good as possible, in respect of each deed and
word, teaching (him) and showing that this is right
but that is wrong, and (that) this is good but that is
shameful, and (that) this is holy but that is unholy,
and do this but don’t do that; and if he obeys (well
and good!)—, but if not, they straighten him out
with threats and blows like a piece of bent and
warped wood.”
Pr incipal Pa rts
We here show verbs with the nasal suffixes -ν-, -νε-,
and -νῡ-/-νυ-.
Note the accent of ἀφι�γμαι. The accent can-
not precede augment or reduplication.
Wor d Stu dy
The Word Study section is in the second half of the
chapter.
Book II
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
διδάσκω: autodidact, didactic, didactics
�ον, του� ζῴου, animal): protozoan,
*ζάω (τὸ ζῳ
protozoon, spermatozoon, zodiac, zoo, zoochlorella,
zoogenic, zooglea, zoography, zooid, zoological, zool-
ogist, zoology, zoon, zoonosis, zoophilous, zoophyte,
zootechny, zootomy
παιδεύω: propaedeutics
γράμμα: cablegram, cardiogram, centigram, dia-
gram, epigram, glamorous, glamor, gram, grammar,
grammarian, grammatical, gramophone, kilogram,
milligram, monogram, parallelogram, program,
telegram
γυμναστική: gymnastic, gymnastics
μουσική: music, musical, musician
σοφιστής: sophist, sophistic, sophisticate, sophisti-
cated, sophistry
Gr amma r 1
The material here is repeated from Book I, Chapter
14, Grammar 1, for purposes of review.
Gr amma r 2
Notes:
✒ ✒ Ex ercise 24α
1. The barbarians, although being far more (in
number), were inferior to the Greeks.
2. For the Greeks, advancing most bravely into
the narrows and fighting very well, put the
barbarians to flight.
3. And so the Greeks, having defeated the bar-
barians, were shown (to be) better in every
way.
4. Pericles was proved an excellent (the best)
man; for he was leading the city very wisely.
5. He was much better than the other politicians;
for they were inferior and were making very
many mistakes.
6. These women, being wiser than their hus-
bands, were giving better advice (were advis-
ing better things).
7. This man is rather bad, but that man is the
worst/very bad.
 2 4 Ε Ν Δ Ι Δ Α Σ Κ Α Λ Ω Ν ( α ) II - 6 9

8. Of all the teachers this is the best; for he edu-
cates the children very well/best.
9. That teacher is the worst/very bad; for he
teaches the children nothing.
10. The best teachers make the children better
every day.
Gr amma r 3
Point out how in our examples will is used in a
subordinate clause after a present main verb (as it
would be after a future) while would is used after a
main verb in a past tense. (The concept of primary
and secondary sequence is not explained until
Grammar 25.3.)
✒ ✒ Ex ercise 24β
1. Consider it of greatest importance (to see to it)
that you will always honor the gods.
2. We are considering it of great importance (to
see to it) that we will become no (not) worse
than our fathers.
3. The teachers strive hard (to see to it) that the
children will not make mistakes.
4. Let us do everything, friends, (to see to it) that
we will not be taken by the enemy.
5. The father was doing everything (to see to it)
that his son would be well educated.
✒ ✒ Ex ercise 24γ
1. πάντα πραˉ΄ττετε, ὅπως βελτι΄ˉονες
γενήσεσθε, ὠ� παι�δες.
2. περὶ πολλου� ποιώμεθα, ὅπως μὴ εἰς
κίνδῡνον καταστησόμεθα.
3. οἱ ποιμένες διεμάχοντο, ὅπως τὰ πρόβατα
εὐ� φυλάξουσιν.
4. περὶ πλείστου ἐποιου� ντο, ὅπως μὴ
φεύξεται τὰ πρόβατα εἰς τὰ ὄρη.
5. πάντα ἔπρᾱττον, ὅπως τὸν λύκον
ἀποκτενου� σιν, ὅς τοι�ς προβάτοις
προσέβαλλεν.
Greek Education
Illustration (p. 153)
This and the illustration on p. 143 show two sides
of a red-figure cup by Douris, ca. 480 bc (Berlin,
Antikenmuseum). The pipe is a double pipe (the
only sort the ancients used). On the wall behind
the music lesson are hung a papyrus scroll and a
writing tablet.
For further reading, see Civilization of the
Ancient Mediterranean, Vol. II, pp. 1077–1086; The
World of Athens, pp. 171–177 and 287–288; and
The Oxford History of the Classical World, pp. 227–
232 and 236–237.

Illustration (p. 151)

Detail of an Attic black-figure cup, ca. 550 bc
(­London, British Museum).
 h
ΕΝ ΔΙΔΑΣΚΑΛΩΝ (β)
Vocabula ry
ἐπιμελέομαι: be sure to call students’ attention to
the fact that this verb can take either a genitive or
a ὅπως clause. It is used with the genitive in lines
2–3 and with both the genitive and ὅπως in lines
9–10.
New usage of preposition: ἐπί + gen. =on: ἐπὶ
τω�ν βάθρων (5).
New usage of preposition: πρός + dat. = in
addition to: πρὸς . . . τούτοις (10).
Teaching the New
Gr amma r in the Story
Object clause after verb of caring:
ἐπιμελου�νται . . . ὅπως μηδὲν
κακουργήσουσιν οἱ νέοι (9–10).
Articular infinitive: εἰς τὸ λέγειν τε καὶ
πραˉ΄ττειν (14).
Comparative adjective: βελτι΄ˉονα (15).
Verb taking two accusative objects, used in the
passive with one of the objects retained in the
accusative: τοιαυ� τα . . . ἐπαιδεύετο (19).
Review of subjunctive usages:
General temporal clauses: 3–5 and 10.
Purpose clauses: 7–8, 13–14, 15–18, and 20–1.
Tr anslation
Lines 1–8
“And after this, sending (their children) to school,
they tell the teachers to pay much more attention
II - 7 0
to the good behavior of the children than to letters
and music (lyre playing); and the teachers do pay
attention to these things, and when they (the chil-
dren) are learning letters and are about to under-
stand writing, as earlier (then) (they were about
to understand) speech, they set in front of them
(as they are sitting) on the benches the poems of
good poets to read, and they compel them to learn
(these) thoroughly, (poems) in which there are
many warnings/much advice and many eulogies
(praises) of good men of old, so that the child may
imitate (them) and want to become like them.
ἀναγιγνώσκειν (5): explanatory infinitive.
Lines 9–14
“And again the music teachers are concerned with
self-control and (to see to it) that the young will
do no wrong. And besides these things, when they
learn to play the lyre, they teach them the poems
of other good poets, songwriters, setting (them) to
the lyre, and they make (compel) the rhythms and
harmonies (of the songs) to be made (to become)
familiar to the souls of the children, so that they
may be gentler, and (so that) becoming more
graceful (well rhythmed) and more coordinated
(harmonious) they may be useful for both speech
and action/speaking and acting.
σωφροσύνης (9): ἡ σωφροσύνη (σῴ-ζω + ἡ
φρήν, φρεν-ός/φρον- + -σύνη) = soundness of
mind, prudence; moderation, self-control. Together
with ἡ σοφίᾱ , wisdom, ἡ ἀνδρείᾱ, courage, and
ἡ δικαιοσύνη, justice, it is one of Plato’s four car-
dinal virtues, which together make up ἡ ἀρετή,
 2 4 Ε Ν Δ Ι Δ Α Σ Κ Α Λ Ω Ν ( β ) II - 7 1
human excellence. Plato (Republic 430e5) describes
σωφροσύνη as “a sort of discipline (κόσμος τις)
and control of certain pleasures and desires, as
when people describe someone as being in some
indefinable way ‘master of himself ’.” Plato in Book
3 of the Republic attaches great importance to
music in education and is much concerned with the
moral effects of music—its influences on the soul,
e.g., 401d4: “For these reasons is not education in
music of the greatest importance, because rhythm
and harmony sink down into the innermost part
of the soul and grasp it most firmly, bringing with
them grace, and if a man is rightly educated, they
make him graceful, and, if not, the opposite?”
ποιήματα . . . εἰς τὰ κιθαρίσματα
ἐντείνοντες (11–12): literally, poems . . . stretch-
ing (them) to lyre music, i.e., writing music to fit
the poems; ἐντείνω is used both of tuning a lyre
(by stretching the strings) and of putting words
into verse. Its meaning of setting words to music,
although natural enough, seems to occur here only.
ἡμερώτεροί (13): the word ἥμερος means
tame, cultivated, civilized, gentle. This term
and the following terms (εὐρυθμότεροι and
εὐαρμοστότεροι) deserve special attention and
discussion, as does the phrase χρήσιμοι . . . εἰς τὸ
λέγειν τε καὶ πραˉ΄ττειν (14).
εἰς τὸ λέγειν τε καὶ πραˉ΄ττειν (14): note the
use of εἰς + accusative to express purpose and the
use of the articular infinitive.
Lines 15–18
“And still in addition to these things they send
(them) to the trainer’s, so that having their bod-
ies in better condition they may serve/minister to
their intellect that is (being) virtuous, and they
may not be compelled to play the coward through
physical weakness (fault of their bodies) whether
in war or in other deeds (both in war . . . and . . .).”
The commonly accepted view of education was
that “music” (i.e., everything concerned with the
Muses, including literature and music proper) was
for training the soul, and gymnastics (physical
training) for training the body. Plato in Book III of
the Republic argues that both music and gymnas-
tics aim at educating the soul; he here attributes a
similar view to Protagoras.
παιδοτρίβου (15): παι�ς + τρι΄ˉβω, I rub,
pound; spend or waste (time); wear out (a person).
The παιδοτρίβης is the one who makes the boys
exercise and practice so that they become experts
(τετρῑμμένοι).
Lines 19–29
Such was the education Philip was receiving (Philip
was being educated such things), and enjoying
this education he proved so good a pupil that the
teacher gave him some books to read to himself.
Of these books he particularly enjoyed a certain
one, the history of Herodotus, in which Herodotus
relates the Persian Wars; for Herodotus not only
writes of the war with the Medes (Persians) and
all the battles, but also shows the causes of the war,
showing how (in what way) the Medes increased
their power and what peoples they conquered in
succession; in which things many other things are
told including (and) the story of Croesus; for Croe-
sus was king of the Lydians, a man who had become
very wealthy and very powerful, who subdued the
Greeks in Asia, but finally was himself conquered
by Cyrus, king (being king, who was king) of the
Medes (Persians).
ἀναγιγνώσκͺη (21): the verb means to read aloud;
this was the normal practice; hence αὐτὸς πρὸς
ἑαυτὸν ἀναγιγνώσκειν = to read to himself.
Ἡρόδοτος (22): the latest events recorded in
his history belong to 431/430 bc, and he may have
died before he had finished it completely; Philip, in
spring 431, is therefore reading an unfinished ver-
sion (but Herodotus was said to have made public
readings of parts of his work at the Olympic games
some years before).
τὰ Μηδικὰ (22): Cyrus, a Persian prince, had
at the beginning of his career conquered his neigh-
bors, the Medes, and so was king of the Medes and
of the Persians. Herodotus usually uses οἰ Μη � δοι
and τὰ Μηδικά, while we usually say “Persians”
and “the Persian Wars”; Herodotus generally keeps
the name Πέρσαι for the Persians proper, who
formed the aristocracy of Cyrus’s court and army.
δυνατώτατος (27): very powerful, a new
meaning for this word, which has occurred previ-
ously with the meanings possible; capable.
Pr incipal Pa rts
The suffix -(ί)σκω is usually referred to as ingres-
sive, inceptive, or inchoative, but only a few of the
verbs that use it have any sense of “beginning,” e.g.,
γηράσκω. In the first principal part, the suffix
II - 7 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
-ίσκω is added to the stem if it ends with a conso-
nant and -σκω, if with a vowel (note the iota sub-
script in ἀποθνͺή-σκω). The suffix appears only
in the first principal part and thus shows up in the
present and imperfect tenses only. Students should
be informed that only certain verbs in Greek use
this suffix; it is not one that can be added to any
verb stem.
Note that the perfect tense of ἀποθνͺήσκω
does not use the prefix ἀπο-.
The verb γιγνώσκω shows reduplication in
the present stem, consisting of the first consonant
of the stem + ι (see the group of verbs after reading
26 α , p. 189, for more examples of present redupli-
cation). This verb does have an ingressive force = I
come to know; I perceive; I learn.
The aorist imperative of εὐρίσκω is εὑρέ/
εὕρετε (note the irregular accent in the singular).
Wor d Stu dy
1. music: ἡ μουσική (τέχνη) (αἱ Μου� σαι) =
art, skill concerned with the Muses; music.
2. harmony: ἡ ἁρμονίᾱ, means of fastening, string-
ing an instrument, music; harmony.
3. rhythm: ὁ ῥυθμός.
4. orchestra: ἡ ὀρχήστρᾱ (ὀρχέομαι, I dance) =
circular space (in the theater in which the cho-
rus danced). In English = (1) the part of the
theater assigned to the band and chorus of sing-
ers (1724) and (2) the band of musicians itself
(1720).
5. chorus: ὁ χορός, dance; band of dancers and
singers.
6. symphony: ἡ συμφωνίᾱ (συν- + ἡ φωνή,
-φωνίᾱ) = concord of sounds; then orchestra;
symphony had the same meaning in English,
e.g., “And with preamble sweet of charming
symphonie . . . ” (Milton, Paradise Lost III, 367–
368) until the time of Handel (in the Messiah,
1760, “The Pastoral Symphony” is an orchestral
interlude).
7. melody: ἡ μελῳδίᾱ (τὸ μέλος, song + ἡ ᾠδή,
song, ode)
8. chord: ἡ χορδή, the gut of an animal; the string
of a lyre; a musical note. The modern meaning
of chord in music is properly speaking a “con-
cord,” i.e., the notes added to a bass to make up
a “chord.”
9. diapason: διὰ πᾱσω �ν = ἡ διὰ πᾱσω�ν χορδω�ν
συμφωνίᾱ (the concord through all the notes
Book II
of the scale). The meaning is now generally lim-
ited to two stops on the organ, which extend
through the whole compass of the instrument.
Your students may be able to think of other musi-
cal terms derived from Greek, e.g., organ (τὸ
ὄργανον) and harmonica (cf. harmony).
Wor d Building
1. honor; I honor
2. house, home; I dwell
3. slave; I enslave
4. king; I am king, I rule
5. necessity; I compel
6. anger; I grow angry
English Der ivativ es from
Wor ds in the Vocabula ry
List
See Word Study above.
κιθαρίζω (ἡ κιθάρᾱ, lyre): cithara, cither, cittern,
guitar
βιβλίον (ἡ βύβλος/βίβλος, papyrus; roll of papy-
rus, book): bible, biblical, bibliofilm, bibliographer,
bibliographical, bibliography, bibliolatry, biblio-
mancy, bibliomania, bibliophile, bibliopole, biblioth-
eca, bibliotherapy, bibliotics
μαθητής (μανθάνω/ἔμαθον): mathematical,
mathematician, mathematics, mathematize
πρα� ξις (πραˉ΄ττω): impracticable, impractical,
impracticed, orthopraxis, practicable, practical prac-
tically, practice, practicum, practitioner
σω�μα: chromosome, soma, somatic, somato-
genic, somatology, somatomedin, somatoplasm,
somatopleure, somatosensory, somatotherapy,
somatotype, psychosomatic
φωνή: antiphon, antiphonal, anthem, euphony,
gramophone, homophone, megaphone, microphone,
phonathon, phone, phoneme, phonemic, phonetic,
phonetician, phonetics, phonic, phonics, phonocar-
diograph, phonogram, phonograph, phonography,
phonology, phonoscope, phonotactics, phonotype,
polyphonic, saxophone, symphonious, symphony, tele-
phone, xylophone
παλαιός: paleoanthropic, paleoanthropology, paleo-
biochemistry, paleobiography, paleobiology, paleobot-
any, Paleocene, paleoclimatology, paleoconservative,
paleoecology, paleography, paleoliberal, paleolith,
 2 4 Ε Ν Δ Ι Δ Α Σ Κ Α Λ Ω Ν ( β )  II - 7 3
Paleolithic, paleomagnetism, paleontology, Paleosibe-
rian, Paleozoic, paleozoology
ἐπί: see list with Chapter 5β
πρός: see list with Chapter 1β
Gr amma r 4
Notes:
Gr amma r 5
Notes:
✒ ✒ Ex ercise 24δ
1. Take care, friend, (to see to it) that you play
the lyre better than your brother.
2. The good do not always become more pros-
perous than the wicked and do not live more
easily.
3. I am afraid that the ships of the enemy are
swifter than ours.
4. If you do this, you will become most hateful to
me.
5. Whoever reads the poems of good poets will
become better.
6. The Persians have bigger ships than we and
more.
7. We, although having fewer ships, will defeat
them very easily.
8. For our ships are faster.
9. Who is dearer to me than my mother?
10. No one plays the lyre more pleasantly than
you.
Word glossed earlier in the chapter: ποιήματα (in
β: 6, here in no. 5).
Ο ΗΡΟΔΟΤΟΣ ΤΗΝ ΙΣΤΟΡΙΑΝ
ΑΠΟΔΕΙΚΝΥΣΙΝ
Title: “H erodotus Displays His
Inquiry”
Students will try to translate τὴν ἱστορίᾱν as his
history, but the word is used here in its original
sense of inquiry. Students had δείκνῡμι, I show, in
Chapter 20 γ; from this they should be encouraged
to deduce the meaning of ἀποδείκνῡσιν here
(makes known, displays).
Tr anslation
Lines 1–4
This is the display of the inquiry of Herodotus of
Halicarnassus, so that neither the things that have
come to pass through human agency (from men)
may fade (from memory) by (lapse of) time, nor
may the great and wonderful deeds, performed
some by the Greeks and others by the barbarians,
lose their fame (become without fame), including
the reason why (both other things and for what rea-
son) they made war on each other.
ἀπόδειξίς (1): exhibition, display; Herodotus
would have “displayed” his work by reciting it
before an audience. Thucydides, on the other hand,
wrote his history for a reading public and says
(1.22.4): “(My history) is composed to be a posses-
sion forever, not a performance to please an imme-
diate public.”
It is characteristic of Herodotus to tell the old
mythical stories without critical comment; the
next paragraph makes it clear that he does not nec-
essarily believe them himself.
Lines 5–9
Thus the Persians say, and they find (that) the ori-
gin of their hatred toward the Greeks is because
of the sack of Troy. Concerning these things, I
am not going to say that it happened like this or in
some other way, but after telling of the man whom
I myself know began unjust actions against the
Greeks, I will go forward into the further (part) of
the story.
Ἰλίου (5): the initial iota is long, but we do not
place macrons over capital letters.
Lines 10–14
Croesus was Lydian by race, and the son of Aly-
attes, and ruler (tyrant) of the peoples this side of
(within) the river Halys. This Croesus was the first
man of whom we know who (Croesus first of whom
we know) subdued some of the Greeks and made
others friends. He subdued the Ionians in Asia,
and he made friends of the Spartans. But before the
reign of Croesus all Greeks were free.
Croesus became king of Lydia ca. 565 bc; the east-
ern border of his empire was the river Halys; he in
II - 7 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
fact completed the conquest of the Ionian Greeks,
which had been begun by Alyattes. He made an
alliance with Sparta, on learning that the Spartans
were the most powerful state in Greece.
✒ ✒ Ex ercise 24ε
1. του� πατρὸς ἀποθανόντος, ὁ Κροι�σος
βασιλεὺς ἐγένετο, ὃς ἐπὶ τοὺς ἐν Ἀσίᾳ
Ἕλληνας στρατευόμενος κατεστρέψατο.
2. πάντων τω �ν ἐν Ἀσίᾳ Ἑλλήνων
νῑκηθέντων, πλείστᾱς ναυ�ς ποιησάμενος
παρεσκευάζετο ὡς ἐπὶ τοὺς νησιώτᾱς
στρατευσόμενος.
3. Ἕλλην δέ τις ἐς ταˉ`ς Σάρδῑς ἀφικόμενος
καὶ ἀκούσᾱς τί ἐν νῳ� εἰ�χεν ὁ Κροι�σος,
“ὠ
� βασιλευ�,” ἔφη, “οἱ νησιω�ται
πλείστους ἱππέᾱς συλλέγουσιν ὡς
ἐπὶ σὲ στρατευσόμενοι/ἵνα ἐπὶ σὲ
στρατεύσωνται.
4. ὁ δέ Κροι�σος, οἰόμενος τὸν Ἕλληνα τὰ
ἀληθη� λέγειν, “ἐγὼ μέν,” ἔφη, “ἐλπίζω
τοὺς νησιώτᾱς στρατεύσεσθαι ἐπ ’ ἐμέ·
σαφω�ς γὰρ νῑκηθήσονται.”
5. ὁ δὲ Ἕλλην τάδε ἀπεκριˉ΄νατο· “ἀ�ρ’ οὐκ οἴει
τοὺς νησιώτᾱς ἐλπίζειν σὲ κατὰ θάλατταν
ἐπὶ σφα� ς στρατεύσεσθαι, πιστεύοντας σὲ
νῑκήσειν;”
6. οὕτως οὐ�ν ἐπείσθη ὁ Κροι�σος μὴ
στρατεύεσθαι ἐπὶ τοὺς νησιώτᾱς ἀλλὰ
φίλους ποιήσασθαι.
Cl assica l Gr eek
For Hesiod, see M. L. West, Hesiod: Words & Days,
Edited with Prolegomena and Commentary, Oxford
University Press, 1978 (p. 100 for lines 109–118).
Tr anslation
The immortals who have their homes on Olympus
first made the golden race of men of mortal speech.
They were living like gods, having hearts free from
care away from and without toil and woe; nor was
sad old age present at all, but always unfailing (the
same, i.e., unchanged) in feet and hands, they were
enjoying festivities far from all evils; and they died
as though (they had been) overcome by sleep; they
had all good things, and the bountiful earth of its
own accord was bearing (carrying) much and plen-
tiful fruit. . . .
Book II
After the Bronze Age, Hesiod inserts the age of
the heroes, in which lived the mythical heroes
such as Oedipus, Achilles, Agamemnon, etc.
He thus makes the Iron Age the fifth (see end of
Chapter 26).
New Testa m ent Gr eek
Illustration (p. 162)
The Light of the World (1853–54) is a painting by
­William Holman Hunt showing the figure of Jesus
about to knock on an overgrown (because long
unopened) door. It illustrates Revelations 3:20:
‘Behold, I stand at the door and knock; if any man hear
my voice, and open the door, I will come in to him,
and will sup with him, and he with me.’ The painting
hangs in the Chapel of Keble College, Oxford.
Tr anslation
And so Jesus again spoke to them saying, “I am the
light of the world; the one following me will never
walk in the darkness, but will have the light of life.”
οὐ μὴ περιπατήσͺη (2): New Testament Greek
uses οὐ μή + the aorist subjunctive to express a
strong negative statement about the future.
Then Jesus was saying to the Jews who had
come to believe in him, “If you remain in my word,
you are truly my disciples and you will know the
truth, and the truth will set you free.”
And passing along he saw a man blind
from birth. And his disciples asked him, saying,
“Teacher, who sinned, he or his parents, that he
was born blind?” Jesus answered, “Neither he nor
his parents sinned, but (he was born blind) so that
the works of God might be shown in him. We must
work the works of the one who sent me while it is
day; night is coming when no one is able to work.
As long as (when) I am in the world, I am the light
of the world.”
Having said these things, he spat on the ground
and made mud from the spit and smeared the mud
on his (i.e., the blind man’s) eyes and said to him,
“Go wash in the pool of Siloam (which is translated
Having Been Sent).”
And so he (i.e., the blind man) went away and
washed himself and went (away) seeing.
του� πτύσματος (7): students will deduce the
meaning of this noun from the verb ἔπτυσεν ear-
lier in the sentence.
 h
25
Ο ΚΡΟΙΣΟΣ ΤΟΝ ΣΟΛΩΝΑ
ΞΕΝΙΖΕΙ (α)

Title: “Croesus Entertains Caption Under Illustration

Solon”
The new verb is in the vocabulary list.
Pur poses of This Ch apter
1. Reading: (α , β, and the tail reading) to give
an adapted version of Herodotus’ story of how
Croesus entertained Solon and of their discus-
sion of true happiness
2. Grammar: (α) to introduce the optative mood;
its use in main clauses expressing wishes (opta-
tive of wish); its use in main clauses expressing
possibilities (potential optative); its use as an
alternative to the subjunctive in subordinate
clauses in secondary sequence; and its forms
( λυˉ΄ ω, contract verbs, thematic aorists, and liq-
uid stem verbs); (β) to present the optatives of
-μι verbs and to present the use of the optative
as an alternative to the indicative in indirect
statements and indirect questions in secondary
sequence
3. Context: to present information about Hero-
dotus and his history
Illustration (p. 164)
This red-figure cup by Douris, ca. 480 bc (London,
British Museum) illustrates a symposium (dinner
party). This is a very common subject on cups of
this period. Although the scene of this chapter is
set in Sardis, it may not be wildly wrong to illustrate
it with an Athenian symposium, since relations
between Greece and Lydia were close in this period.
Solon, having arrived at Sardis to look at everything, was
being entertained by Croesus.
Introduce θεωροίη as an optative and briefly
explain the use of the optative here as a substitute
for the subjunctive in subordinate clauses in sec-
ondary sequence.
Vocabula ry
Students have already seen the principal parts of
κρι΄ˉνω, given along with ἀποκρι΄ˉνομαι in the list of
principal parts after passage 22β.
New usage of preposition: κατά + acc.,
through: κατὰ τοὺς θησαυροὺς (12).
Note that we keep Herodotus’ genitive
Ἀλυάττεω.
The Optativ e
This chapter formally introduces the forms and
uses of the optative. The following information
about the uses of the optative is presented in this
and subsequent chapters:
Chapter 25
Grammar 1, pp. 166–7: wishes
Grammar 2, p. 167: potential optative
Grammar 3, pp. 168–9: the optative as an
alternative to the subjunctive in subordinate
clauses in secondary sequence

II - 7 5
II - 7 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Grammar 6, pp. 181–2: the optative as an
alternative to the indicative in indirect
statements and questions in secondary
sequence
Chapter 26
Grammar 1, pp. 190–2: conditional sentences
Chapter 30
Grammar 1, pp. 313–6: optional change
of indicative and subjunctive to optative
in complex sentences in indirect
statement
Spelling
With the readings from Herodotus in Chapters 25
and 26 we continue to use his spellings ἐς and -σσ-;
with Chapter 27 more of Herodotus’ Ionic dialect
will be preserved in the readings, and students will
be given a note on the Ionic dialect at the begin-
ning of that chapter.
Teaching the New Gr amma r
in the Story
The following optatives occur in passage α:
ἵνα μή . . . ἀναγκασθείη (6): purpose clause in
secondary sequence
οὕστινας σφίσι Σόλων θει�το (8): indefinite
relative clause in secondary sequence
ἵνα δείξειαν (12): purpose clause in secondary
sequence
For pedagogical purposes in lines 6 and 8 we
have substituted the optative for Herodotus’ sub-
junctives (ἀναγκασθͺη � and θη�ται), making the
optional substitution of optative for subjunctive
in secondary sequence that Herodotus did not
make.
When working on passage α for comprehen-
sion and translation, be sure students notice the
new optative forms (they should have no trouble
translating them in context). Then after students
have studied the grammar sections, have them
come back and identify the forms and the con-
structions in which they occur.
Book II
Tr anslation
Lines 1–12
When Alyattes died, Croesus the son of Alyattes
inherited (received) the kingdom, being thirty-five
years old, who, attacking the Greeks in Asia, sub-
dued (them) in turn. When he had subdued the
Greeks in Asia, there arrive at Sardis other wise
men from Greece and in particular Solon, an Athe-
nian man, who, after making laws for the Athenians,
went abroad for ten years, having sailed off osten-
sibly (in word) for sightseeing but in fact (in deed)
in order that he might not be compelled to repeal
(loose, untie) any of the laws that he had laid down.
For the Athenians themselves were not able to do
this; for they were being constrained to use for ten
years the laws, whatever ones Solon laid down for
them. So leaving the country he arrived in Egypt to
Amasis and what is more at Sardis to Croesus. On
arrival (having arrived), he was being entertained
in the palace by Croesus. And afterward, on the
third or fourth day, on Croesus’ order (Croesus hav-
ing ordered) servants were leading Solon through
the treasures so that they might show (him) that
everything was great and prosperous.
For Solon, see essay, Chapter 21, pp. 91–2. His
archonship, when he was appointed arbitrator
and carried through his reforms, is traditionally
dated to 594/593 bc, though some modern schol-
ars argue for a later date. Croesus did not become
king of Lydia until 565 bc, and so the whole of the
famous story that follows may belong to the realm
of myth rather than history.
ἄλλοι . . . σοφισταὶ (4): for Herodotus the
word σοφιστής does not mean “sophist” but sim-
ply “wise man.” Solon was one of “the seven wise
men” of this time (see the Greek Wisdom readings
in Book I). Herodotus says that they all came to
visit Croesus when Sardis was at the height of its
prosperity.
Compound verb to be deduced: ἐκπλεύσᾱς (6).
οὕστινας (8): note that the pronoun is not
assimilated to the case of its antecedent here.
θει�το (8): help students as necessary with
this aorist optative form (for the construction, see
Grammar 3, pp. 168–9). Compare ἔθετο (7).
Lines 13–24
After he had seen and examined it all (him having
seen and examined everything), Croesus asked
 2 5 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Σ Ο Λ Ω Ν Α Ξ Ε Ν Ι Ζ Ε Ι ( α ) II - 7 7
him these things, “Athenian guest, many reports
(much account) have come to us about you because
of your wisdom and your travels (wandering),
(telling) that you have passed through much of the
world (much land) to see things (for the sake of
seeing). So now I want to ask you who is the hap-
piest of all the men whom you have seen.” He was
asking this (these things) expecting that he himself
was the happiest, but Solon without any flattery
(flattering nothing) but speaking (using) the truth,
says, “O king, Tellus the Athenian.” Croesus, sur-
prised at what was said, asked, “How do you judge
Tellus to be happiest?” And Solon said, “Tellus had
(there were for Tellus) handsome and good sons,
and he also saw children being born to his sons
and all surviving, and the end of his life was most
brilliant; for when the Athenians had a battle with
their neighbors at Eleusis, having come to (their)
aid and having made a rout of the enemy, he died
most gloriously (most beautifully), and the Athe-
nians buried him publicly where he fell and hon-
ored him greatly.”
ξένε (14): ὁ ξένος means guest-friend (i.e., one who
receives hospitality or gives it to another), thus,
guest or host, or it may mean stranger or foreigner.
ὡ�ν (16): genitive by attraction.
Pr incipal Pa rts
These three verbs belong to the -μι class of verbs,
which in the present and imperfect are athematic;
that is, they add endings to the stem without the-
matic vowels. The forms are similar to those of
ἵσταμαι. See Book I, Chapter 16, Grammar 2.
Remind students that the 2nd person singular
imperfect of δύναμαι is ἐδύνασο or more com-
monly ἐδύνω and of ἐπίσταμαι it is ἠπίστασο or
more commonly ἠπίστω.
Wor d Stu dy
1. history: ἡ ἱστορίᾱ , inquiry; history.
2. chronicle: χρονικός, -ή, -όν, concerned with
time; τὰ χρονικά , annals, records of events year
by year (chronicle, via Middle English cronicle).
3. chronology: ὁ χρόνος + ὁ λόγος, -λογίᾱ =
study of times and dates (coined 1593).
4. genealogy: ἡ γενεᾱλογίᾱ (ἡ γενεά+
-λογίᾱ) = study of family, tracing descent.
5. paleography: παλαιός, -ά , -όν, old + ἡ γραφή,
-γραφίᾱ = ancient writing, the study of ancient
writing (coined 1818).
6. archaeology: ἀρχαιολογίᾱ (ἀρχαι�ος, -ᾱ , -ον
+ -λογίᾱ) = study of things ancient.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
θάπτω [ταφ-]: cenotaph, epitaph
κρι΄ˉνω (ἡ κρίσις, decision; judgment; ὁ κριτής,
judge): crisis, criterion, critic, critical, critically, criti-
cize, criticism, critique, hypercritical, hypocrisy, hyp-
ocrite, hypocritical
θεράπων (θεραπεύω, I do service; I care for; I
treat): therapeutic, therapeutics, therapy
θεωρίᾱ: theorem, theoretical, theoretician, theoret-
ics, theorist, theorize, theory
θησαυρός: thesaurus
ἡ σοφίᾱ: philosopher, philosophic, philosophical,
philosophically, philosophize, philosophy, sophist,
sophisticated, sophistication, sophistry, sophomore,
unsophisticated
κατά: see list with Chapter 5α
μετά: see list with Chapter 6α
Gr amma r 1
Although it is worth emphasizing to students that
the optative may be easily recognized from the let-
ters οι, αι, ῳ or ει, the actual signals of the opta-
tive mood are -ῑ- or -ιη-, which combine with other
vowels in the verb forms. For details, see Smyth
393, 459, and 460. We recommend placing empha-
sis on recognition, memorization, and production
rather than on analyzing the linguistic origins of
the forms.
✒ ✒ Ex ercise 25α
1. May our mother arrive quickly!
2. May we defeat the enemy and save our country.
3. May I not see the wicked faring well!
4. May the ship not be destroyed by the storm!
5. May all who do such things die horribly!
Gr amma r 2
Notes:
II - 7 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

✒ ✒ Ex ercise 25 β For the optatives of δύναμαι, κει�μαι, and

ἐπίσταμαι, refer students to Forms, pp. 346–7.
1. I wouldn’t want to harm the child.
2. I couldn’t do this.
3. I would gladly hear/I should like to hear what
✒ ✒ Ex ercise 25 γ
the young man wants. We do not give answers for the Verb Sheets, but
4. Perhaps the king would give us some money. teachers should check students’ work carefully and
5. We would scarcely obey the general if he gives be sure they keep their sheets for future use.
such orders (giving such orders).
6. Would you tell me what happened?
7. Who would trust this man, who has often lied
✒ ✒ Ex ercise 25 δ
to us?
1. λυˉ΄ ωσιν, λυ΄ˉ οιεν
8. You wouldn’t escape the notice of the gods
2. λυˉ΄ ηται, λυ΄ˉ οιτο
doing such a thing.
3. λυˉ΄ σωμεν, λυ΄ˉ σαιμεν
9. As they are hostile (Being hostile), they would
4. λυθͺη�, λυθείη
not want to help us.
5. βούλωμαι, βουλοίμην
10. You couldn’t step into the same river twice.
6. νῑκω�μεν, νῑκῳ�μεν
7. φιλͺη�, φιλοίη
Gr amma r 3 8. ποιήσωνται, ποιήσαιντο
9. ἴδητε, ἴδοιτε
The examples in section b in secondary sequence
10. τῑμᾳ�, τῑμῴη
have the same pattern as past general conditions
11. λῡώμεθα, λῡοίμεθα
(see Chapter 26, Grammar 1, p. 190).
12. λάβω/λάβωσι(ν), λάβοιμι/λάβοιεν
13. γένηται, γένοιτο
Gr amma r 4 14. φιλήσωμεν, φιλήσαιμεν
15. ἀφίκωνται, ἀφίκοιντο
Students should be alerted to the fact that the diph-
thongs οι and αι are counted as long in the opta-
tive endings, producing accents as follows: λυˉ΄ σοι, ✒ ✒ Ex ercise 25 ε
λυˉ΄ σαι, φιλήσαι.
In the optative active, Attic usually shows 1. οἱ νέοι ἐπαιδεύοντο ἵνα ἀγαθοὶ γένοιντο.
-ειας, -ειε(ν), and -ειαν in sigmatic 1st aorists The young were being educated so that they
and asigmatic 1st aorists of liquid and nasal stem might become good. (It may be useful to
verbs. remind students that in English we use may
There are alternative forms for contract verbs in primary sequence and might in secondary
in the present optative active, as follows: sequence, as in the sentence above.)
2. ὁ Σόλων ἀπεδήμησεν ἵνα μὴ
Singular ἀναγκασθείη τοὺς νόμους λυ� σαι.
Solon went abroad so that he might not be
φιλοι�μι, φιλοι�ς, φιλοι� forced to repeal his laws.
τῑμῳ�μι, τῑμῳ�ς, τῑμῳ� 3. οἱ παι�δες ἐφοβου� ντο μὴ ὁ πατὴρ
δηλοι�μι, δηλοι�ς, δηλοι� ὀργίζοιτο.
The children were afraid their father might be
Plural angry.
4. οἱ ὁπλι�ται ἐφοβου� ντο μὴ οὐκ ἀμυ΄ˉ νοιεν
φιλοίημεν, φιλοίητε, φιλοίησαν τοὺς πολεμίους.
τῑμῴημεν, τῑμῴητε, τῑμῴησαν The hoplites were afraid they might not ward
δηλοίημεν, δηλοίητε, δηλοίησαν off the enemy.
5. ὁ Δικαιόπολις πρὸς τὸ ἄστυ ἐπορεύθη
The aorist passive optatives have alternative ὅπως τοὺς χοροὺς θεῳ�το.
forms in the plural, showing -είημεν, -είητε, and Dicaeopolis journeyed to the city to watch the
-είησαν. dances.
 2 5 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Σ Ο Λ Ω Ν Α Ξ Ε Ν Ι Ζ Ε Ι ( α )  II - 7 9
6. φοβούμενος τὸν κίνδῡνον, τοὺς φίλους
ἐκάλεσα ὅπως ῾υˉμι�ν βοηθοι�εν.
Fearing the danger, I called our friends to
come to your aid.
7. ἐν τῳ� ἄστει ἐμείναμεν ἵνα ταˉ`ς τραγῳδίᾱς
θεῴμεθα.
We stayed in the city to watch the tragedies.
8. οἱ αὐτουργοὶ εἰς τὸ ἄστυ ἔσπευσαν ἵνα
μὴ ὑπὸ τω�ν πολεμίων ληφθει�εν.
The farmers hurried to the city so that they
might not be caught by the enemy.
9. ἐφοβούμεθα μὴ οὐκ ἐν καιρῳ � οἴκαδε
ἐπανέλθοιμεν.
We were afraid we might not return home in
time.
10. ὁπότε ἔαρ γένοιτο, οἱ ποιμένες τὰ
πρόβατα πρὸς τὰ ὄρη ἤλαυνον.
Whenever spring came, the shepherds were
driving their sheep to the hills.
✒ ✒ Ex ercise 25 ζ
1. οἱ Ἕλληνες τοὺς παι�δας εἰς διδασκάλων
ἔπεμπον ἵνα/ὅπως τὰ γράμματα μάθωσιν/
μάθοιεν.
2. οἱ παι�δες ἀεὶ ἐφοβου� ντο μὴ ὁ διδάσκαλος
ὀργίζηται/ὀργίζοιτο.
3. ὁπότε γένοιτο ὁ χειμών, οἱ ποιμένες τὰ
πρόβατα ἤλαυνον εἰς τὸ πεδίον.
4. οἱ δου� λοι ἀεὶ ἐποίουν (πάντα) ὅσα κελεύοι
ὁ δεσπότης.
5. οἴκαδε ἐσπεύσαμεν ἵνα τὴν μητέρα
εὕρωμεν/εὕροιμεν.
Ν.Β. In nos. 1, 2, and 5 either the subjunctive or
the optative is correct, but in 3 and 4, which are
indefinite clauses in secondary sequence, only the
optative without ἄν is correct.
Illustration (p. 172)
Marble portrait herm of Herodotus, Roman copy
of a late-fifth-century Greek original (New York,
Metropolitan Museum of Art).
Herodotus
For further reading, see Ancient Writers, Vol. I,
pp. 209–232; Cambridge History of Classical Litera-
ture, Vol. I, pp. 426–441; and The Oxford History of
the Classical World, pp. 186–191. For an attractive
books of excerpts from the History with notes and
copious color illustrations, see J. Claughton, Hero-
dotus and the Persian Wars (Cambridge University
Press, 2008).
 h
Ο ΚΡΟΙΣΟΣ ΤΟΝ ΣΟΛΩΝΑ
ΞΕΝΙΖΕΙ (β)

Vocabula ry the second prize. And he (said), “Cleobis and

Notes:
Teaching the New Gr amma r
in the Story
The following optatives occur in passage β (see
Grammar 3 and Grammar 6):
τίνα . . . ἴδοι (1–2): indirect question in secondary
sequence.
ἵνα παραγένοιτο (7): purpose clause in
secondary sequence.
ὅτι . . . εἴη (11): indirect statement in secondary
sequence.
ὅ τι . . . εἴη (16): indefinite relative clause in
secondary sequence.
Lines 10–19
Again, for pedagogical purposes we have changed
Herodotus’ Greek, substituting the indefinite
relative clause in lines 16 for Herodotus’ definite
clause with the indicative ἐστί.
Be prepared to help students as necessary with
the constructions in which the datives are used
in line 3 (τούτοις . . . οὐ�σι . . . Ἀργείοις), line 6
(τοι�ς Ἀργείοις), and line 10 (αὐτοι�ς ποιήσᾱσι
καὶ ὀφθει�σι).
Tr anslation
Lines 1–9
When Solon had said this about Tellus, Croesus
asked whom he had seen second happiest after
him, thinking that he would certainly carry (off)
Biton. For they were Argives by birth and had (For
to them being Argives by birth there was) sufficient
wealth and besides this physical strength (strength
of body) like this: both were prize winners (in ath-
letic contests), and what is more this story is told
(about them): when the Argives were having a
festival for Hera, it was absolutely necessary that
their mother be brought by a team of oxen (by a
yoke) to the temple, and the oxen were not arriving
from the field in time. And the young men, so that
their mother might arrive in time, themselves were
dragging the wagon, and their mother was being
carried on the wagon, and having brought her for-
ty-five stades (about five miles or eight kilometers),
they arrived at the temple.
“After they had done this and had been seen (for
them having done this and having been seen) by
those present, the end of their life was excellent,
and god showed in these things that it is better
for a man to be dead rather than to live. For the
Argive men (who were) standing around praised
the strength of the young men, and the Argive
women praised their mother, because she had such
children. And the mother, standing in front of the
statue of the goddess (Hera), was praying that the
goddess give to Cleobis and Biton, her own chil-
dren, who had honored her greatly, whatever it was
best for a man to get. And after this prayer, when
they had sacrificed and feasted, the young men,
having gone to sleep in the temple itself, never got
up again but died like this. And the Argives, having

II - 8 0
 2 5 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Σ Ο Λ Ω Ν Α Ξ Ε Ν Ι Ζ Ε Ι ( β ) II - 8 1
made statues of them, set them up at Delphi, as
being (having become) the best (of) men.”
τεθνάναι (11): besides having the 1st perfect
forms τέθνηκα, indicative, and τεθνηκέναι,
infinitive, the verb ἀποθνͺͺήσκω has 2nd perfect
forms, found most commonly in the participle,
τεθνεώς, τεθνεω�σα, τεθνεός, and the infinitive,
τεθνάναι. Similarly, ἵστημι, besides having the
1st perfect forms ἕστηκα, etc., has 2nd perfect
forms, the participle ἑστώς, ἑστω
�σα, ἑστός and
the infinitive ἑστάναι (see Chapter 27, tail read-
ing, lines 10 and 13).]
Lines 20–22
So Solon gave the second prize for happiness to
these men, and Croesus, having grown angry, said,
“Athenian guest, do you despise our happiness so
much that you didn’t even consider (make) us worth
comparing to (worthy of) private individuals?”
Illustration (p. 177)
These archaic statues of brothers, dated about 590
bc, were found in excavations at Delphi, com-
plete with an inscription naming them and saying
that they were dedicated by the people of Argos.
(Photo: Alison Frantz, American School of Classi-
cal Studies at Athens.)
Pr incipal Pa rts
Originally these verbs began with consonants
(*σεϝάω, *σέλκω, *σέπομαι, *ϝεργάζομαι, and
*σέχω) and took syllabic augments. The intervocalic
σ or ϝ dropped out, and the vowels contracted to ει.
The εἰ- augment does not appear in the aorist
and perfect of ἕπομαι and ἔχω.
The unaugmented aorist forms of ἕπομαι
are σπω �μαι, σποίμην, σπου�, σπέσθαι, and
σπόμενος.
The unaugmented aorist forms of ἔχω are
σχω�, σχοίην or σχοι�μι, σχές, σχει�ν, and σχών.
Wor d Bu ilding
1. citizen (city); sailor (ship) horseman (horse);
priest (holy)
2. (a) dear, friendly; friendship, love true; truth
(b) just; justice prudent, self-controlled; pru-
dence, self-control
(c) equal; equality young; youth
3. son of Alcmeon, descended from Alcmeon
4. (a) little child
(b) little house
(c) young boy
(d) youth
English Der ivativ es from
Wor ds in the Vocabula ry List
πλου� τος: Pluto, plutocracy, plutocrat, pluton,
Plutonium
Gr amma r 5
Note that for the present optative of the verb εἰμί
we give the forms εἰ�μεν, εἰ�τε, εἰ�εν first, as they
are more common than the alternative forms (see
Smyth 393).
✒ ✒ Ex ercise 25 η
We do not give answers for the Verb Sheets, but
teachers should check students’ work carefully and
be sure they keep their sheets for future use.
✒ ✒ Ex ercise 25 θ
1. εἰμί: 3rd singular, present, active
2. εἰ�μι: 2nd plural, present or future, active
3. δίδωμι: 1st plural, aorist, middle
4. δίδωμι: 1st singular, present, active
5. δίδωμι: 2nd singular, present, middle or
passive
6. τίθημι: 3rd singular, present, middle or
passive
7. τίθημι: 3rd plural, present, active
8. τίθημι: 3rd plural, aorist, passive
9. ἵστημι: 3rd singular, present, middle or
passive
10. ἵστημι: 1st singular, present, active
11. ἵστημι: 2nd singular, 2nd aorist, active
12. δείκνῡμι: 1st plural, aorist, active
13. δείκνῡμι: 3rd plural, present, active
14. ῞ˉι ημι: 3rd plural, aorist, active
15. ῞ˉι ημι: 3rd singular, present, active
Gr amma r 6
Notes:
II - 8 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
✒ ✒ Ex ercise 25 ι
1. ἡ γυνὴ ἡμα� ς ἤρετο εἰ τῳ � παιδὶ αὐτη�ς ἐν
τͺη� ὁδῳ� ἐντύχοιμεν.
The woman asked us if we had met her son on
the road.
2. ἀπεκρῑνάμεθα ὅτι οὐδένα ἀνθρώπων
ἴδοιμεν ἀλλ’ εὐθὺς ἐπανίοιμεν ὡς αὐτὸν
ζητήσοντες.
We answered that we had seen no one (of men)
but we would return at once to look for him.
3. τῳ � παιδὶ ἐντυχόντες εἴπομεν ὅτι ἡ μήτηρ
ζητοίη αὐτόν.
Meeting the boy, we said that his mother was
looking for him.
4. ὁ ἄγγελος εἰ�πεν ὅτι τω �ν πολεμίων
ἀπελθόντων τοι�ς αὐτουργοι�ς ἐξείη
οἴκαδε ἐπανιέναι.
The messenger said that as the enemy had
gone away the farmers could return home.
5. ὁ Πρωταγόρᾱς εἰ�πεν ὅτι του� το περὶ
πλείστου ποιοι�ντο οἱ πατέρες, ὅπως
ἀγαθοὶ γενήσοιντο οἱ παι�δες.
Protagoras said that fathers considered this
the most important thing, (to see to it) that
their sons should become good.
6. ὁ Ἡρόδοτος ἐξηγήσατο ὅπως εἰς
πόλεμον κατασται�εν οἵ τε βάρβαροι καὶ
οἱ Ἕλληνες.
Herodotus related how the barbarians and
Greeks got into war.
7. ὁ Σόλων ἠπιστήθη ὅτι οἱ Ἀθηναι�οι οὐ
λυˉ΄ σοιεν τοὺς νόμους.
Solon understood/knew that the Athenians
would not repeal the laws.
8. ὁ Κροι�σος τὸν Σόλωνα ἤρετο τίνα
ὀλβιώτατον ἴδοι.
Croesus asked Solon who was the happiest
man he had seen.
9. ὁ Σόλων εἰ�πεν ὅτι οἱ νεᾱνίαι, τὴν μητέρα
εἰς τὸ ἱερὸν κομίσαντες, ἀποθάνοιεν.
Solon said that the young men, after carrying
their mother to the temple, died.
10. οὕτως ἔδειξεν ὁ θεὸς ὅτι ἄμεινον εἴη
ἀνθρώπῳ τεθνάναι μα�λλον ἢ ζη�ν.
So god showed that it was better for a man to
be dead than to live.
Students will recall the second perfect infinitive
τεθνάναι in no. 10 from passage β:11, where it is
glossed.
Notice the future optatives in nos. 2, 5, and 7,
representing future indicatives of direct speech;
Book II
students should be reminded that this is the only
use of the future optative.
Gr eek Wisdom
Heraclitus 128 Diels
Tr anslation
(The Greeks) pray to statues that do not hear as if
they could hear.
ἀκούοιεν: note the irregular potential optative
without ἄν.
Ο ΣΟΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ ΟΡΓΙΖΕΙ
Title: “Solon A ngers Croesus”
Students will deduce the meaning of the verb from
their knowledge of the middle verb ὀργίζομαι.
There is one optative in the tail reading:
παραμείνειε (10), optative in a future less vivid
protasis of a mixed conditional sentence.
Tr anslation
Lines 1–6
But Solon said, “Croesus, you ask me about the
human predicament (human affairs), and I know
that all divinity is jealous and troublemaking. For
in (the course of) a long time it is possible to see
many things that one does not want to see and to
suffer many things (that one does not want to suf-
fer). For I set the bounds of a man’s life (of life for
a man) at seventy years. These years, seventy in
number (being seventy), provide 26,200 days. And
each of them brings something different from the
others (and the one of them brings no matter simi-
lar to the other).
πα� ν τὸ θει�ον φθονερὸν ὂν καὶ ταραχω�δες (2):
the notion that God was hostile to mankind was
not unfamiliar to some writers in the Old Testa-
ment, e.g., Exodus 20:5, “I the Lord thy God am a
jealous God,” i.e., He will not tolerate the neglect
of honors due to Him or the paying of honors to
other gods. The Greeks consistently believed that
God (the gods) would humble those who enjoyed
too much prosperity; for too much prosper-
ity or power results in ὕβρις, pride, and this will
 2 5 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Σ Ο Λ Ω Ν Α Ξ Ε Ν Ι Ζ Ε Ι ( β ) II - 8 3
inevitably be followed by νέμεσις, divine retribu-
tion. No man therefore could feel secure, and the
prosperous might well consider that the gods were
“troublemaking.”
Lines 7–13
“You seem to me to be very (greatly) rich and to be
king over many men; but as for what (that which)
you ask me, I do not yet say (that of) you, until I
learn that you have ended your life well. For the
very (greatly) rich man is not happier than the one
having livelihood for a day, unless luck should stay
with him, so that he finishes his life well. For many
rich people among mankind (of men) are unhappy,
and many having a moderate livelihood are lucky.
One must examine the end of every event, (to see)
how it will turn out. For god, after having given a
glimpse of happiness to many men, overturned
(perhaps gnomic aorist: overturns) them root and
branch.”
ἐκει�νο . . . οὔπω σε λέγω (8): I don’t yet say that
of you. . . . When λέγω means I say something of
someone, it takes two accusatives, e.g., κακά σε
λέγω, I speak ill of you.
The profound pessimism of this passage illus-
trates one strand of Greek thought; it was based
on the conviction that life was a lottery in which
no man could rely on the protection of the gods,
however well he lived. It led Theognis to say (425–
429): “The best of all things for men is never to be
born, nor to see the rays of the burning sun, and
being born to pass as soon as possible the gates of
Hades and lie clothed in deep earth”—a sentiment
echoed, for instance, in Sophocles’ Oedipus at Colo-
nus, 1224–1227.
Lines 14–16
Solon in saying this was no longer finding favor
with Croesus, but Croesus sends him away, think-
ing that he was stupid, who, ignoring present
goods, was telling him to look at (see) the end of
everything.
✒ ✒ Ex ercise 25 κ
1. ὁ μὲν Κροι�σος ᾤετο ὀλβιώτατος εἰ�ναι
ἀνθρώπων, ὁ δὲ Σόλων εἰ�πεν ὅτι ἄλλους
εἰ�δεν/ἴδοι ὀλβιωτέρους.
2. ὁ οὐ�ν Κροι�σος τὸν Σόλωνα ἤρετο τί
κρι΄ˉνει/κρι΄ˉνοι ἄλλους ὀλβιωτέρους εἰ�ναι.
3. ὁ δὲ Σόλων ἀπεκριˉ΄νατο ὅτι οὐδένα
ὄλβιον καλει�/καλοίη πρὶν ἂν μάθͺη/πρὶν
μάθοι αὐτὸν τὸν βίον εὐ� τελευτήσαντα.
4. ὁ οὐ�ν Κροι�σος τῳ � Σόλωνι ὀργισθεὶς
αὐτὸν ἀπέπεμψεν, οἰόμενος/δόξᾱς ὅτι
ἀμαθής ἐστιν/ἀμαθὴς εἴη or αὐτὸν ἀμαθη�
εἰ�ναι.
5. μετὰ δὲ ταυ� τα ὁ Κροι�σος δεινὰ παθὼν
ἔγνω/ἔμαθε τὸν Σόλωνα ὀρθω�ς
γιγνώσκοντα.
For the use of πρίν in no. 3 in an indefinite clause
after a negative main clause, see Chapter 22, Gram-
mar 2, pp. 110–11.
Gr eek Wisdom
Heraclitus 93 Diels
Tr anslation
The lord, whose oracle is in Delphi, neither speaks
nor conceals (hides), but indicates (signals; signs;
shows).
New Testa m ent Gr eek
Tr anslation
“The one coming in through the gate is the shep-
herd of the sheep. The gatekeeper opens (the gate)
for this one, and the sheep hear his voice and he
calls his own sheep by name and leads them out.
Whenever he leads out all his own (sheep), he
walks in front of them, and the sheep follow him,
because they know his voice. . . . I am the gate; if
anyone comes in through me, he will be saved and
he will come in and he will go out and he will find
pasture. . . . I am the good shepherd. The good shep-
herd lays down his life on behalf of his sheep; the
hired laborer and (the one) not being the shepherd,
of whom the sheep are not his own, sees the wolf
coming and lets the sheep go/abandons the sheep
and flees—and the wolf seizes (attacks) them and
scatters (them)—because he is a hired laborer and
he has no care concerning (for) the sheep. I am
the good shepherd and I know my (sheep) and my
(sheep) know me, just as the Father knows me and
I know the Father, and I lay down my life on behalf
of my sheep. And I have other sheep that are not of
this sheepfold; and I must lead them, too, and they
will hear my voice, and they will become one flock,
one shepherd.”

26
Ο ΚΡΟΙΣΟΣ ΤΟΝ ΠΑΙΔΑ
ΑΠΟΛΛΥΣΙΝ (α)
Title: “Croesus Loses His Son”
The verb is given in the vocabulary list.
Pur poses of This Ch apter
1. Reading: (α , β, and tail reading) to give an
adapted version of Herodotus’ story of Croe-
sus, Adrastus, and Croesus’ son Atys
2. Grammar: (α) to present the standard types
of conditional sentences; (β) to review the
adverbial use of the accusative case; to present
new uses of the accusative case (accusative of
respect and accusative absolute); and to pres-
ent verbal adjectives in -τέος
3. Context: to offer information on shame and
guilt in Greek culture as background for the
story of Adrastus
Illustration (p. 187)
The painting on this black-figure lekythos by the
Amasis Painter (New York, Metropolitan Museum
of Art, ca. 560 bc) shows a wedding procession.
The bride (just virible) and groom are in a cart
drawn by mules, preceded by the bride’s mother
carrying torches; at the right, the bridegroom’s
mother, holding a torch, welcomes the procession.
Caption Under Illustration
Croesus gets his son a wife; look, Atys is bringing his bride
home in a carriage.
Students may need help with the idiom ἄγεται τῳ
παιδὶ γυναι�κα; the phrase ἄγεσθαι γυναι�κα can
be used of bringing home a wife for oneself (Odys-
sey 14.211) or of bringing home a wife for a son, τῳ
h
παιδί, as here. The meaning of the word νύμφην,
bride, will have to be given to students, to avoid con-
fusion with “nymph.” The alpha of Ἄτῡς is long,
but we do not place macrons over capital letters.
Vocabula ry
New usage of preposition: ἐπί + acc., of direction or
purpose, to, for: ἐπὶ πόλεμον (8).
New usage of preposition: κατά + acc., with
regard to: κατὰ τὸν παι�δα (4).
Teaching the New Gr amma r
in the Story
Focus on the two examples of indirect statement:
ἐνόμισε ἑαυτὸν εἰ�ναι ἀνθρώπων ἁπάντων
ὀλβιώτατον (2) and του�τον οὐ�ν τὸν Ἄτῡν
σημαίνει τῳ� Κροίσῳ ὁ ὄνειρος ἀποθανει�σθαι
αἰχμͺη� σιδηρέᾳ βληθέντα (5–6). Note that in
the first example Herodotus uses the accusative
ἑαυτόν as the subject of the indirect statement even
though it is the same as the subject of the leading
verb (normally one would expect αὐτός; see Chap-
ter 23, Grammar 1b, p. 128).
Examples of the optative:
ἐμπέσοι (10), purpose clause in secondary
sequence
ἥκοι . . . εἴη (14), indirect question in secondary
sequence (note that ὁπόθεν . . . ἥκοι will be
� translated from where he had come; and note the
indefinite interrogative ὁπόθεν used in the
indirect question; see Chapter 22, Grammar 3,
� p. 120).
II - 8 4
 2 6 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Π Α Ι Δ Α Α Π Ο Λ Λ Υ Σ Ι Ν ( α ) II - 8 5
Tr anslation
Lines 1–10
And when Solon had gone away, a terrible retribu-
tion from god fell on (took) Croesus, because he
thought that he himself was the happiest of all men.
For while he was asleep (to him sleeping), a dream
appeared to (stood over) him, which showed him
the truth of the evils that were going (were des-
tined) to happen with regard to his son. Croesus
had two sons, of whom one was mute, but the other
far the first of those the same age; and his name
was Atys. So the dream shows to Croesus that this
Atys will die (will be killed) struck by an iron spear
point. And when he woke up, fearing the dream, he
gets his son a wife, and no longer did he send him
out to/for war, and, having taken the javelins and
spears and all (the weapons) that men use for war
out of the men’s chambers, he piled (them) up in
the storerooms, lest some (one of the weapons) fall
on his son.
μελλόντων γενέσθαι (3): the aorist infinitive
with μέλλω is rare.
βληθέντα (6): help as necessary with this
aorist passive participle; the principal parts were
given after passage 22α , p. 107, with the meaning
I strike, as needed here.
ἐξηγέρθη (7): again, help as necessary with
this aorist passive form; the principal parts of
ἐγείρω were given after passage 23α, p. 127.
ἐκκομίσᾱς (9): compound verb to be
deduced.
Lines 11–20
But while the boy has his marriage on his hands (is
busy with his marriage), there arrives at Sardis a
man whose hands are unclean (being unclean with
respect to his hands). This man, having entered
Croesus’ palace, begged to obtain purification;
and Croesus purified him. And when Croesus
had performed the customary rituals, he inquired
from where he had come and who he was, saying
these things: “Man, who are you and where have
you come from to my palace (being who and hav-
ing come from where did you arrive at my pal-
ace)?” And he answered: “King, I am the son of
Gordias, and I am called Adrastus, and I am here
after involuntarily slaying my own brother, hav-
ing been driven out by my father.” And Croesus
replied: “You are the offspring of friends and you
have come to friends, where you will lack nothing
as long as you stay (staying) in my (our) palace.
And I advise you to bear this misfortune as lightly
as possible.”
On the concepts of pollution and purification
underlying the content of this paragraph, see the
essay on pp. 193–5.
ταˉ΄ς χει�ρας (12): for the accusative of respect,
see Grammar 2, pp. 199–200 in this chapter.
ἐπικυρη�σαι (13): cf. ἐκύρησε (25β:14).
The nominative of Γορδίου (16) is Γορδίης
(Ionic) or Γορδίᾱς (Attic).
The Attic spelling of Ἄδρηστος (16) is
Ἄδρᾱστος, and the English is Adrastus. The
adjective ἄδρᾱστος, Ionic, ἄδρηστος, means not
running away (from διδράσκω, I run away).
Pr incipal Pa rts
Present reduplication consists of the first letter of
the stem + ι.
We repeat γιγνώσκω here from the list of
principal parts after passage 24β to show how it fits
into the group of verbs with present reduplication
and to set it alongside γίγνομαι, with which it is
often confused by students.
The verb διδάσκω was given in the vocabu-
lary for Chapter 24α with full principal parts, but
it is repeated here to show how it fits into the group
of verbs with present reduplication; it is irregular in
retaining the prefix δι- in all tenses.
The perfect active and middle of γίγνομαι
have the same meaning.
For πι΄ˉπτω, see Teacher’s Handbook I,
­Chapter 10, Grammar 4.
Wor d Stu dy
1. epic: ἡ ἐπική (ποίησις), epic poetry (τὰ ἔπη is
used to mean the same); the root ἐπ- is found in
εἰ�πον, I said (epic poetry was declaimed rather
than sung).
2. lyric: λυρικός, -ή, -όν, of the lyre (ἡ λύρᾱ);
Greek lyric poetry was composed to be sung to
the accompaniment of the lyre.
3. drama: τὸ δρα� μα (δράω, I do, act) = action on
the stage, drama.
4. tragedy: ἡ τραγῳδίᾱ (ὁ τράγος, goat + ἡ
ᾠδή, song) = goat-song. Greek writers say that
­originally the prize for the winner of the tragic
competition was a goat.
II - 8 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
5. comedy: ἡ κωμῳδίᾱ (ὁ κω �μος, revel + ἡ ᾠδή,
song) = revel song, so-called, according to Greek
writers, because comedy first arose at revels in
honor of Dionysus.
6. biography: ἡ βιογραφίᾱ (ὁ βίος + γράφω,
ἡ γραφή); the word does not occur until late
Greek, but a few biographies were written in
classical times.
The novel is missing from this list of literary genres,
since it was not a recognized form of literature,
although romantic novels were written from the
first century bc.
A dditional English
Der ivativ es from Wor ds in
the Vocabu la ry List
καθαίρω (ἡ κάθαρσις , purification): catharsis,
cathartic, Catherine
ὀνομάζω (τὸ ὄνομα/ὄνυμα, name): anonymous,
anonymity, antonym, pseudonym, synonym, synony-
mous, onomatopoeia
γάμος: bigamist, bigamous, bigamy, heterogamous,
heterogamy, monogamist, monogamous, monogamy,
polygamist, polygamous, polygamy
νέμεσις: nemesis, Nemesis
ἕτερος: heterocarpy, heterochromatic, heterochro-
matin, heterochromosome, heterocyclic, heterodox,
heterodoxy, heterodyne, heterogamete, heterogamous,
heterogamy, heterogeneous, heterogenous, heterograft,
heterogynous, heterologous, heteromorphic, heter-
onomous, heteronym, heterophony, heterophyllous,
heteropterous, heterosexual, heterotaxis, heterotopic,
heterotroph
ἐπί: see list with Chapter 5β
κατά: see list with Chapter 5α
Gr amma r 1
Notes:
✒ ✒ Ex ercise 26α
1. If you do not discuss (talk about) peace, I will
not listen to you. (future more vivid)
2. If we had conquered the barbarians, all would
have honored us. (past contrary to fact)
3. If we should/were to hurry home, perhaps
we would arrive in time. (remote, future less
vivid)
Book II
4. If you told everything to the king, you were
foolish. (past particular)
5. If you had stayed at home, you would not have
gotten into such danger. (past contrary to fact)
6. If the allies were here, they would be coming
to our aid. (present contrary to fact)
7. If we summon the allies, they will come to our
aid. (future more vivid)
8. If you do this, I will kill you. (future minatory)
9. If we had set out immediately, we would already
have arrived at the city. (past contrary to fact)
10. If you should/were to speak the truth, I would
believe you. (remote, future less vivid)
11. If you (ever) help your father, I (always) praise
you. (present general)
12. If this dog (ever) saw a wolf, it (always) used to
run away. (open, past general)
✒ ✒ Ex ercise 26β
1. If we should/were to hurry straight (imme-
diately) to the city, perhaps we would arrive
before evening falls.
εἴ μοι ἡγοι�ο, ἡδέως ἂν ἑποίμην.
2. If we had not met the shepherd, we would have
missed the way.
εἰ μὴ ἐσπεύσαμεν, ὀψὲ ἂν οἴκαδε
ἀφῑκόμεθα.
3. If you listen to me, you will soon come to
know everything.
ἐαˉ΄ν μοι ταχέως ἕπησθε, ἀφιξόμεθα πρὶν
γενέσθαι τὴν νύκτα.
4. If the children had obeyed their father, they
would not have gotten into so great danger.
εἰ οἴκοι ἐμείναμεν, τοὺς ἀγω�νας οὐκ ἂν
ἐθεᾱσάμεθα.
5. Unless I trusted you, I would not be telling
you this.
εἰ παρη�ν ὁ πατήρ, ἡμι�ν ἂν συνελάμβανεν.
6. If the shepherd had not come to the rescue, all
the sheep would have died.
εἰ μὴ ὁ ποιμὴν εἰς τὸ αὔλιον ἔσπευσεν,
οὐκ ἂν ἔσωσε τὰ πρόβατα.
7. If you see mother in the agora, ask her to hurry
home.
ἐαˉ` ν μὴ δι’ ὀλίγου οἴκαδε ἐπανέλθͺη ἡ
μήτηρ, ἐγὼ αὐτὸς εἰ�μι ὡς ζητήσων
αὐτήν.
8. If my brother were not suffering so (suffering
bad things), I would not be so distressed.
εἰ παρη � ν ἡ μήτηρ, ἠπίστατο ἂν τί δει� ἡμα� ς
ποιει�ν.
 2 6 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Π Α Ι Δ Α Α Π Ο Λ Λ Υ Σ Ι Ν ( α ) II - 8 7
9. If the enemy (ever) invades the land, the farm-
ers (always) remove to the city.
ἐαˉ΄ν οἱ αὐτουργοὶ εἰς τὸ ἄστυ ἀνίστωνται,
ἀσφαλει�ς εἰσιν ἐντὸς τω�ν τειχω�ν.
10. If the Athenians (ever) attacked, the enemy
(always) retired,
εἰ ἀναχωρήσειαν/ἀναχωρήσαιεν οἱ
Ἀθηναι�οι, οἱ πολέμιοι προσέβαλλον
αὐτοι�ς.
Shame and Guilt
For further reading, see Civilization of the Ancient
Mediterranean, Vol. II, pp. 959–979; The World of
Athens, pp. 100–113; and E. R. Dodds, The Greeks
and the Irrational (University of California Press,
1968), especially chapter 2.
 h
Ο ΚΡΟΙΣΟΣ ΤΟΝ ΠΑΙΔΑ
ΑΠΟΛΛΥΣΙΝ (β)
Vocabula ry
New usage of preposition: πρός, + gen., from, at the
hand of: πρὸς αὐτου� (4).
Teaching the New Gr amma r
in the Story
This is a long reading passage. Concentrate on the
unfolding of the story.
Indirect statements: ἔφη σε ὀλιγοχρόνιον
ἔσεσθαι· ὑπὸ γὰρ αἰχμη�ς σιδηρέᾱς
ἀπολει�σθαι (16), λέγεις . . . ὅτι ὁ ὄνειρος
ἔφη (18), and ἔφη ὑπὸ αἰχμη�ς σιδηρέᾱς ἐμὲ
τελευτήσειν (18–19).
Tr anslation
Lines 1–8
So Adrastus was living in Croesus’ palace, and at
the same time on Mount Olympus a great boar
appears (becomes); and this (boar) rushing
down from (out of) this mountain was destroy-
ing the tilled fields of the Mysians, and the
Mysians, having often gone out against it, were
doing (it) no harm, but were suffering harm from
it. Finally messengers of the Mysians came to
Croesus and were saying these things: “King, a
very large wild boar appeared (to us) in our land,
which is destroying our tilled fields. Although
being very eager to take it, we are not able. And
so now we ask you to send us your son and picked
young men and dogs, so that we may remove it
from our land.”
II - 8 8
ἐξέλωμεν (8): compound verb (from ἐξαιρέω) to
be deduced; help as necessary with the aorist sub-
junctive form.
Lines 9–11
But Croesus, remembering the words of the dream,
was saying this, “I am not willing to send my son;
for he is newly married, and those things are a care
to him now. But I will send picked (young men)
and dogs and will tell those who go to remove the
beast from your land.”
Illustration (p. 197)
The scene actually shows the Calydonian boar
hunt (Meleager is about to kill the boar). Detail
from the François vase (black-figure volute krater
signed by Kleitias and Ergotimus, ca. 575 bc,
Florence, National Museum). (Photo: Hirmer
Fotoarchiv.)
Lines 12–22
But his son, having heard what Croesus had said to
the Mysians, went to him and says, “Father, why are
you not willing to send me to the hunt? Have you
seen some cowardice in me or lack of spirit?” And
Croesus answered with these (words): “Son, I’m not
doing this because I have seen (having seen) cow-
ardice or anything else objectionable, but a vision in
a dream (of a dream), appearing to (standing over)
me in my sleep, said that you would be short-lived;
for (you) would perish by an iron spear point.” And
the young man answers with these (words): “You
may be pardoned for guarding me (there is pardon
for you to keep a guard around me) since you saw
 2 6 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Π Α Ι Δ Α Α Π Ο Λ Λ Υ Σ Ι Ν ( β ) II - 8 9

such a vision (for you having seen such a vision). article is used to stress the identity of the slayer of
But you say that the dream said that I would die Croesus’ son at this dramatic moment.
by an iron spear point; but what hands (what sort τὸν φόνον (31): accusative of respect—a
of hands) has a wild boar (are there of a wild boar), difficult example; the genitive would have been
and what iron spear point? So since our battle (the expected.
battle for us) is not against men, let me go.” Croe- ἀκοντίζων (31): here with an accusative
sus replies: “Son, you convince (conquer) me (by) object, though the verb usually is followed by a
revealing your opinion concerning the dream. So I genitive.
change my mind and let you go to/for the hunt.” βληθείς (32): see passage α, line 6 and the
note in this handbook on βληθέντα.
ἃ εἰ�πεν (12): note omission of the antecedent.
ἔσεσθαι (16): students may have forgotten this
future infinitive of the verb Pr incipal Pa rts
εἰμί (Book I, Chapter 10, Grammar 4). All of these verbs are repeated here from earlier
ἰδόντι (17): causal, since. lists (19α , 23α , and 26α). They show vowel grada-
μέθες (20): help students as necessary with this tion such as that seen in English sing, sang, sung; see
aorist imperative of μεθι΄ˉημι (for the aorist Smyth 35 and 36.
imperative ἕς, see Chapter 20, Grammar 2,
p. 74).
Wor d Bu ilding
Lines 23–8
After saying these things, Croesus sends for Adras- 1. I leave; left, remaining
tus and says these things to him: “Adrastus, I puri- 2. I am glad, delighted, I enjoy; sweet, pleasant
fied you and received (you) in my palace. So now I 3. I lie; false
want/need you to become the guardian of my son 4. war; of war, of an enemy, hostile
as he sets out to hunt.” And Adrastus answered: 5. justice; just
“Since you are (so) earnest and I must oblige you, I 6. house, home, dwelling; of the house, of the
am ready to do this, and you can expect (expect— family, kin, of one’s own
imperative) that your son, whom you tell (me) to 7. war; warlike, hostile
guard, will return home safe as far as his guardian 8. I do; concerned with action, practical
is concerned (because of his guardian).” 9. stone; of stone, made of stone
10. battle; fit for battle, warlike
Lines 29–35 11. I use; useful
12. I shine; shining, bright, brilliant
After these things they set out (they began to go, 13. I fear; fearful, frightened, terrifying,
inchoative/inceptive imperfect), equipped with picked frightening
(young men) and dogs. And, having arrived at 14. I make, do; made, done
Mount Olympus, they were searching for the wild 15. I write; written
beast, and, having found it and standing around it 16. I use; useful, good
in a circle, they were throwing their javelins at (it).
Then the foreigner, the man who had been purified
with respect to murder, throwing his javelin at the English Der ivativ es from
boar, misses it and hits Croesus’ son. And he, struck Wor ds in the Vocabula ry List
by the spear point, fulfilled the warning (saying,
message) of the dream, and someone ran to tell κύκλος: bicycle, circle, cyclamen, cycle, cyclic, cyclin,
Croesus what had happened. And when he arrived cycling, cyclist, cyclohexane, cycloid, cyclometer,
at Sardis he told him of both the battle and the fate cyclone, cyclonic, cyclop(a)edia, cyclopean, cyclophos-
(death) of his son. phamide, Cyclops, cyclorama, cyclosis, cyclostome,
cyclothymia, cyclotron, encyclical, encyclopaedia,
περιστάντες (30): compound verb to be deduced. encyclopaedic, epicycle, motorcycle, tricycle
ὁ καθαρθεὶς τὸν φόνον (31): the one who φήμη (φημί): aphasia, blame, blameless, blas-
had been purified with respect to the murder; the pheme, blasphemous, blasphemy, euphemism
II - 9 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
φύλαξ: prophylactic, prophylaxis
πρός: see list with Chapter 1β
Gr amma r 2
Notes:
Gr amma r 3
Notes:
✒ ✒ Ex ercise 26γ
1. A certain man, Phrygian by race, having arrived
at Sardis, asked Croesus for purification.
τὸ γένος: accusative of respect.
2. Croesus, when he had decided to purify him,
was inquiring where he had come from and
from what father he was born.
δόξαν: accusative absolute.
3. As he had to tell the truth, the stranger
answered, “I am the son of Gordias and my
name is Adrastus and I am here after slaying my
own brother involuntarily.”
δέον: accusative absolute.
4. Croesus, receiving him, said, “You have come
to friends; and so stay in our palace for as much
time as you wish.”
ὅσον . . . χρόνον: accusative of duration of
time.
5. Some messengers, Mysian by race, arriving at
Sardis, said, “Send us, king, your son so that we
may remove a great wild beast from our country.”
γένος: accusative of respect.
6. The boy, not at all afraid of the hunt, persuaded
his father to send him; “For,” he said, “our battle
is not against men.”
οὐδὲν: adverbial accusative.
7. Being allowed to go to the hunt, Atys set out at
once.
ἐξὸν: accusative absolute.
8. After journeying a long way and finding the
beast, some of the young men chased it and oth-
ers standing around in a circle were throwing
their javelins.
μακραˉ` ν . . . ὁδὸν: accusative of extent of
space.
In no. 1, the meaning of Φρύγιος and κάθαρσιν
are to be deduced; for τὸ γένος see 24 tail: 10 and
Grammar 2, pp. 199–200, where the accusative of
respect appears without the article.
Book II
In no. 8, the verb ἐσηκόντιζον is to be
recalled from passage β:31.
Gr amma r 4
Latin students will recognize the similarity of
the construction of the Greek verbal adjective in
-τέος + a form of the verb εἰ�ναι to the Latin pas-
sive periphrastic (gerundive of necessity).
Greek also has verbal adjectives ending in
-τός, -τή, -τόν. Three examples are included in the
Word Building exercise on p. 199 of this chapter:
ποιητός, γραπτός, and χρηστός. The first two
are perfect passive in sense, made and written, and
the third expresses possibility, usable; useful; good.
Also: δυνατός, possible; capable.
✒ ✒ Ex ercise 26δ
1. Then shall we not begin their education (edu-
cating) with music before gymnastics? And
there are two sorts of stories (a double type of
stories), the one true, the other false (a false-
hood)? Is it necessary to educate (them) in
both?
(“Music” includes literature—see Chapter 24;
early education in music will consist largely of sto-
rytelling; the false stories are myths representing
gods and heroes as having human faults and vices.
In Plato’s state, literature is severely censored;
Homer and Hesiod are excluded.)
2. These stories are not to be told in our city.
3. And after music the young must be trained in
gymnastics.
4. It is necessary (for us) to (We must) select from
the other guardians the sort of men who most
seem to do with all eagerness whatever they
consider to benefit the state.
5. If we are going to use women for the same pur-
poses as the men, it is necessary (for us) to (we
must) also teach them the same things.
Plato adopts the traditional division of education
into music and gymnastics. Education will begin
with music, the telling of stories to the very young.
These stories will be censored, and all “false” sto-
ries, such as myths which do not represent the
gods and heroes in a true and noble light, will be
excluded.
 2 6 Ο Κ Ρ Ο Ι Σ Ο Σ Τ Ο Ν Π Α Ι Δ Α Α Π Ο Λ Λ Υ Σ Ι Ν ( β ) II - 9 1
In gymnastics Plato seems to be concerned
with physical health and self-discipline as much as
with exercise.
Women are to have the same education as men,
including gymnastics, and will play their part in war.
Ο ΑΔΡΗΣΤΟΣ ΕΑΥΤΟΝ ΣΦΑΖΕΙ
Title: “A drastus Slays
Himself”
Students will need to be given the meaning of the
verb.
Tr anslation
Lines 1–6
And Croesus was confounded by the death of his
son, and he was grieving still more because that
man whom he himself had purified of murder had
killed his son. And being terribly grieved at the
disaster, he was calling on Zeus of purification,
calling (him) to witness (the things) that he had
suffered at the hands of his guest, and he was calling
on Zeus of hospitality, because having received the
stranger in his palace he was sheltering unawares
the murderer of his son, and he was calling on
Zeus of companionship, because having sent him
(Adrastus) (as a) guard he found him most hostile.
φόνου (2): genitive of separation with ἐκάθηρεν.
καθάρσιον . . . ἐφέστιον . . . ἑταιρει�ον
(3–5): the titles by which Croesus calls on Zeus are
all regular cult titles, signifying different aspects of
his worship.
ἃ ὑπὸ του� ξένου ἔπαθεν (3–4): we say “suf-
fered from . . .” or “suffered at the hands of . . .”
rather than “suffered by. . . .” Note omission of the
antecedent.
ἐλάνθανε βόσκων (5): one may supply
ἑαυτὸν with ἐλάνθανε, i.e., he escaped his own
notice sheltering, he sheltered X unawares. See Chap-
ter 20, Grammar 3, pp. 76–7.
Compound verb to be deduced:
συμπέμψᾱς (6).
Lines 7–10
And after this the Lydians arrived (were present)
carrying the corpse, and the murderer was follow-
ing it behind. And he, standing before the corpse,
tried to surrender himself to Croesus, stretching
forth his hands, telling him to slaughter himself
(Adrastus) over the corpse, saying that he ought to
live no longer.
παρεδίδου (8): conative imperfect, tried to surren-
der, but Croesus would not accept his surrender.
Lines 11–17
And hearing this, Croesus pities Adrastus, although
being in such deep trouble of his own, and says to
him: “I have all satisfaction (justice) from you,
since you condemn yourself to death. You are not
responsible for this trouble of mine (μοι), but one
of the gods, who long ago forewarned (foretold)
me of what was (destined) to be.” And so Croesus
buried his own son, and Adrastus, this man (who
was) the murderer of his own brother, and (was
the) murderer of (the son of) the man who puri-
fied him, when there was no man around the tomb,
being very weighed down by his bad luck, slaugh-
ters himself over the tomb.
✒ ✒ Ex ercise 26ε
1. ξένος τις, Φρύγιος τὸ γένος, ἐς Σάρδῑς
ἀφικόμενος οὐ καθαρὸς ὢν ταˉ΄ς χει�ρας,
τὸν Κροι�σον ͺἢτησεν ἑαυτὸν καθη�ραι.
2. ὡς οἱ Μῡσοὶ τὸν Κροι�σον βοήθειαν
ͺἢτησαν, πρω�τον μὲν ὁ Κροι�σος οὐκ
ἤθελε/ἠθέλησε τὸν υἱὸν πέμψαι.
3. ὁ δὲ υἱός, “οὐ πρὸς ἄνδρας,” ἔφη, “ἡμι�ν
γίγνεται ἡ μάχη· μηδὲν οὐ�ν φοβου� ἀλλὰ
πέμψον με.”
4. ὁ οὐ�ν Κροι�σος ἐπείσθη μὲν τοι�σδε τοι�ς
λόγοις, τὸν δὲ ξένον μεταπεμψάμενος
ἐκέλευσεν αὐτὸν φυλάττειν τὸν παι�δα.
5. ἐξὸν ἰέναι, ὁ Ἄτῡς εὐθὺς ὁρμησάμενος/
ὁρμηθεὶς τͺη� τρίτͺη ἡμέρᾳ ἐς τὸ ὄρος
ἀφι΄ˉκετο.
6. ὡς δὲ ηὑ�ρον τὸν ὑ�ν, ὁ ξένος ἀκοντίζων
ἥμαρτεν μὲν του� ὑός, ἔτυχε δὲ του� παιδὸς
του� Κροίσου.
No. 1: it may be useful to review the declension of
χείρ. See Forms, p. 325(364).
No. 3: remind students to use μηδέν and not
οὐδέν with the imperative.
Cl assica l Gr eek
For Hesiod, see M. L. West, Hesiod: Words and
Days, Edited with Prolegomena and Commentary,
II - 9 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Oxford University Press, 1978 (p. 103 for lines
174–181).
Tr anslation
I wish then that I were not any longer among the
fifth (race of) men, but had either died before
(them) or been born thereafter. For now the race
is of iron; and (men) will not cease from weariness
and grief in the day, nor (will they stop) being dis-
tressed at night; but the gods will give them hard
anxieties; but all the same good will be (lit., will
have been) mixed with bad even for them. But Zeus
will destroy this race of men of mortal speech, too,
when they are gray-haired at birth.
μηκέτ(ι) . . . ὤφελον (1): ὤφελον or εἴθ’ ὤφελον
(ὀφείλω) is used to express a wish for the present
or past (negative μή).
Gr eek Wisdom
Heraclitus 40 Diels
Tr anslation
Much learning does not teach (one) to have under-
standing (a mind); for it would have taught Hes-
iod and Pythagoras and in turn Xenophanes and
Hecataeus.
You may wish to point out the parallel sentiment
from Ecclesiastes 12.12: “Of making many books
there is no end and much study is a weariness of the
flesh.”
New Testa m ent Gr eek
Tr anslation
And a certain person was sick, Lazarus from Beth-
any, from the village of Maria and Martha her sis-
ter. . . . So the sisters sent to him saying, “Lord, see
(the one) whom you love is sick.” And Jesus, hear-
ing, said, “This illness is not to death (will not lead
to death) but (is) for the glory of God, in order that
the son of God may be glorified through it. And
Jesus loved Martha and her sister and Lazarus. . . .
Then Jesus, coming, found him being in the tomb
already for four days (already having four days in
Book II
the tomb). . . . And many of the Jews had come to
Martha and Mary to console them concerning
their brother.
ἀσθένεια (4): students will deduce the meaning
of this noun from the meaning of the participle
ἀσθενω�ν, which is glossed earlier in the passage.
Then Martha, when she heard that Jesus was com-
ing, met him; but Mary was sitting in the house.
Then Martha said to Jesus, “Lord, if you had been
here my brother would not have died; and now I
know that as many things as you may ask of God,
God will give to you.” Jesus says to her, “Your brother
will stand up.” Martha says to him, “I know that he
will stand up/be resurrected in the resurrection on
the last day.” Jesus said to her, “I am the resurrection
and the life; the one believing in me, even if he dies,
he will live, and everyone living and believing in me
will never die for eternity. Do you believe this?” She
says to him, “Yes, lord, I have come to believe that
you are the Christ (the Anointed One), the son of
God, the one coming into the world.”
οὐ μὴ ἀποθάνͺη (8): New Testament Greek uses
οὐ μή + the aorist subjunctive to express a strong
negative statement about the future.
So Jesus, being again deeply moved within goes
to the tomb; it was a cave and a stone was lying
on it. Jesus says, “Lift the stone.” Martha, the sis-
ter of the one who had died says to him, “Lord, he
already stinks, for he is (dead) for four days.” Jesus
says to her, “Did I not say to you that if you believe
you will see the glory of God?” Then they lifted
the stone. And Jesus lifted his eyes up and said,
“Father, I give you thanks because you heard me.
And I knew that you always hear me, but I spoke
because of the crowd standing around, so that they
might believe that you sent me.” And saying these
things he shouted in a loud voice, “Lazarus, (come)
out here.” The one who had died came out bound
with respect to his feet and hands with strips of
cloth and his face had been bound around with a
cloth. Jesus says to them, “Untie (Loosen) him and
allow him to depart.”
Illustration (p. 208)
This aerial photograph shows the stadium, the the-
ater, the temple of Apollo, and the Sacred Way lined
with treasuries. (Photo: Raymond V. Schoder, S.J.)
 h
27
Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ ΚΥΡΟΝ
ΣΤΡΑΤΕΥΕΤΑΙ (α)
Title: “Croesus Wages War
Against Cyrus”
Pur poses of This Ch apter
1. Reading: (α and β) to give an adapted version
of Herodotus’ story of Croesus’ campaign
against Cyrus and of Cyrus’ defeat of Croesus;
and in the final reading to give an adapted ver-
sion of Herodotus’ story of Labda, whose son,
Cypselus, became tyrant of Corinth
2. Grammar: (α) to present the perfect and plu-
perfect tenses, middle/passive, and the dative
of agent; (β) to give further information on
perfect reduplication and augment and to
present the perfect and pluperfect middle/
passive forms of verbs with stems ending in
consonants
3. Context: to present information on signs,
dreams, and oracles as background for the story
of Croesus and the Delphic oracle
Illustration (p. 209)
The photograph is taken from above the Treasury
of the Athenians on the Sacred Way at Delphi,
looking down on the theater and the temple of
Apollo. (Photo: Alison Frantz, American School of
Classical Studies at Athens.)
Caption Under Illustration
The messengers of Croesus, having arrived at Delphi,
consulted the god.
Attention may be called to the perfect middle par-
ticiple ἀφῑγμένοι, formally treated in this chapter.
II - 9 3
Stress the temporal augment and the fact that the
ending -μένοι is added directly to the stem with
no thematic vowel.
Students have seen the verb χράομαι + dat.
in the sense I use; enjoy since Chapter 14; they
will have to deduce the new meaning here, consult
(a god or oracle). The new meaning is glossed at
line 5 of passage α.
Dialect
The Ionic dialect. We introduce more Ionic forms
in the readings in this and the following chapters,
but we still allow a fair number of Attic spellings.
Vocabula ry
New usage of preposition: ἐπί + acc., for (of time):
ἐπὶ δύο ἔτεα (1).
New usage of preposition: πρός + acc., with
(i.e., in relation to—not of accompaniment): πρὸς
Ἄμᾱσιν (38).
Teaching the New Gr amma r
in the Story
The following perfect and pluperfect passive
forms appear in passage α: ἐστερημένος (1), τὰ
γεγραμμένα (20), and ἐπεποίητο (40). They
are all identified and translated in the glosses. Call
students’ attention to them as the story is read,
comprehended, and translated, but leave full dis-
cussion of them until after all the grammar in the
chapter has been studied.
II - 9 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
All uses of the subjunctive and optative will be
identified and explained in the notes after the para-
graphs of the translations of passages α and β.
Tr anslation
Lines 1–11
Croesus was sitting in deep (great) sorrow for two
years after having been bereft of his son; and after
that (those things), when Cyrus, having become
king of the Persians, conquered the Medes and
increased the power (the affairs) of Persia (the Per-
sians), Croesus was wishing, if somehow he could,
to stop their power before (they) became great.
So he decided to consult the best oracle, so that
he might learn whether he should (whether it was
necessary that he) wage war against the Persians;
first, however, it was necessary to find out (come to
know) which oracle was the best. So he was making
trial of all the oracles, sending messengers, some
to Dodona, others to Delphi, and others to other
places. And he was telling the messengers on the
hundredth day from when(ever) they set out from
Sardis to consult the oracles, asking what the king
of the Lydians, Croesus, happened to be doing (at
that moment), and, having written down whatever
the oracles said, to bring it back to him.
εἴ πως δύναιτο (4): the conditional clause that
would have had its verb in the indicative in primary
sequence here changes to the optative in secondary
sequence; the change is optional.
πρὶν μεγάλους γενέσθαι (4): help students
as necessary with πρίν + infin.; supply αὐτούς as
subject of the infinitive, before they became great.
ἵνα μάθοι (5): purpose clause with the
optative instead of the subjunctive in secondary
sequence; the change is optional.
εἰ δέοι ἐπὶ τοὺς Πέρσᾱς στρατεύεσθαι
(5–6): again, the indirect question that would have
had its verb in the indicative in primary sequence
here has its verb in the optative in secondary
sequence; the change is optional.
Δωδώνην (8): in the mountains of Epirus
(in the northwest of Greece), was the seat of an
ancient oracle of Zeus, the most prestigious ora-
cle apart from that of Apollo at Delphi; the will of
Zeus was revealed by the rustling of the leaves of
a sacred oak.
Book II
ἀφ’ ͺἡ�ς ἂν ὁρμηθω�σι (11): subjunctive with
ἄν in an indefinite or general clause; in second-
ary sequence, as here, the verb could have been
changed to the optative without ἄν.
ὅ τι ποιω�ν τυγχάνοι (10): see Chapter 20,
Grammar 3, p. 77, for τυγχάνω with supple-
mentary participle. The indicative of the original,
direct question (τί ποιω �ν τυγχάνει, What does he
happen to be doing?) is here changed to the optative
in secondary sequence; the indefinite ὅ τι is often
used instead of the definite τί in indirect questions
(see Chapter 22, Grammar 3, pp. 119–120). Note
that the neuter of the pronoun ὅστις is usually
written ὅ τι to distinguish it from ὅτι, that; because.
ὅσ ’ ἂν λέγͺη τὰ χρηστήρια (10–11):
­indefinite relative clause, here without an anteced-
ent, with ἄν and the subjunctive preserved in
secondary sequence.
Lines 12–18
What the other oracles prophesied is told by no
one, but at Delphi, as soon as the Lydians entered
to consult the god, the Pythia says these things:
I know the number of the sand(s) and the mea-
sures of the sea,
and I understand the dumb, and I hear him who
does not speak.
A smell came to my mind of a hard-shelled
tortoise
being boiled in a bronze (kettle) along with the
flesh of a lamb.
The Pythia was the priestess of Apollo, who, after
an elaborate ritual, sat upon a bronze tripod and,
inspired by Apollo, delivered his response to the
question put by the suppliant. On this occasion the
Pythia gave the response without going through the
ritual and before any question was put, but Apollo
hears even “him who does not speak.” On the hun-
dredth day after his messengers had left Sardis,
Croesus “cut up a tortoise and a lamb and boiled
them together in a bronze pot” (Herodotus 1.48).
The Greek text is reprinted by permission of
the publishers and the Trustees of the Loeb Clas-
sical Library from Herodotus: I, Loeb Classical
Library Vol. 117, translated by A. D. Godley, Cam-
bridge, MA: Harvard University Press, 1920. The
Loeb Classical Library® is a registered trademark
of the President and Fellows of Harvard College.
See pp. 54–55 for this passage.
 2 7 Ο Κ Ρ Ο Ι Σ Ο Σ Ε Π Ι Τ Ο Ν Κ Υ Ρ Ο Ν Σ Τ Ρ Α Τ Ε Υ Ε Τ Α Ι ( α ) II - 9 5
Lines 18–22
When the Pythia had made this prophecy, the Lyd-
ians, having written it down, left for Sardis. And
when the others also who had been sent around
were present carrying their oracular responses,
Croesus was reading all the things that had been
written. And of the others none was pleasing to
him, but when he heard the (answer) from Del-
phi, he at once prayed and accepted (it), thinking
that the only (true) oracle was the (one) at Delphi,
because it had found out what he himself had done.
περιπεμφθέντες (19): compound verb to be
deduced; help students as necessary with the aor-
ist passive participle. The principal parts of πέμπω
were given in the list after passage 19α , p. 43.
Compound verb to be deduced: ἐξηυ� ρε (22).
Lines 23–31
After this (these things) Croesus was honoring the
god at Delphi and was ordering all the Lydians to
sacrifice whatever each could (had). And he sent
very many very beautiful gifts to Delphi and told
those who were about to take them to ask the ­oracle
whether Croesus should (whether it was necessary
that Croesus) wage war against the Persians. And
when the Lydians, having arrived, dedicated (set
up) their offerings, they consulted the oracle. And
the Pythia answered as follows (these things), that
if Croesus waged war against the Persians, he would
destroy (break up) a great empire. And when Croe-
sus learned the oracle, he was delighted, quite con-
vinced (hoping altogether) that he would destroy
the empire of Cyrus. So with this hope he began
a campaign into the empire of the Persians. And
when he arrived at the river Halys, having crossed
it with his army, he took the city of the Pterians.
ὅ τι ἔχοι ἕκαστος (24): indefinite clause in sec-
ondary sequence, whatever each had. Note that
ἔχω + infin. can mean I am able; possibly we should
supply θυˉ΄ ειν here and translate whatever each could
sacrifice.
εἰ δέοι (25): optative replacing indicative in a
subordinate clause in secondary sequence.
ἐαˉ` ν στρατεύηται . . . καταλυˉ΄ σει (28): future
more vivid condition, with the conditional clause
in the form of an indefinite or general clause;
note that the subjunctive with ἄν is retained here,
although it could have been changed to the optative
without ἄν. So also καταλυˉ΄ σει here could have
been changed to the optative.
The river Halys (31) formed the eastern bor-
der of Croesus’ empire, and the city of Pteria lay
about 80 miles or 128 kilometers east of it, in the
empire of Cyrus.
Lines 32–42
And Cyrus, having gathered his own army, was
opposing (campaigning against) Croesus. And
when a great battle had taken place and many men
had fallen on both sides, they finally parted with nei-
ther side victorious (having conquered) when night
had come. And on the one hand both the armies
thus contended. But Croesus on the other hand hav-
ing found fault with his army with regard to its size
(for his army was much smaller than that of Cyrus),
having found fault with this, when on the next day
Cyrus was not testing (trying) (him) (by) attack-
ing, he was marching off to Sardis, intending to
summon the Egyptians according to their oath (for
he had made an alliance with Amasis king of Egypt)
and to send for the Babylonians (for an alliance had
been made by him with them, too), and, after calling
these (allies) and gathering together his own army,
he was intending to wage war against the Persians at
the beginning of spring (together with spring).
τὸ ἑαυτου� στράτευμα (35): be sure students take
this as the object of μεμφθείς (35).
αὐτῳ� ἐπεποίητο συμμαχίη (40): dative of
agent with the pluperfect passive (see Grammar 7,
p. 218).
στρατεύειν (41): Herodotus uses the active
here, but usually he uses the verb in the middle voice.
According to Herodotus 1.77, Croesus also
asked the Spartans, with whom he had an alliance,
to send help.
Gr eek Wisdom
Heraclitus 110 Diels
Tr anslation
Literally: For as many things as they wish to hap-
pen for men is not better.
It is not better for men to get as many things as
they want.
It isn’t good for men to get all they want.
II - 9 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

Pr incipal Pa rts hexameter, hydrometer, kilometer, meter, metric,

metrical, metronome, metronomic, micrometer, mil-
In the Introduction (p. xxii), we warned students
limeter, odometer, pedometer, pentameter, perimeter,
that some verbs as they are presented by grammar-
speedometer, symmetrical, symmetry, tachometer,
ians derive their parts from etymologically unre-
thermometer, trimeter, voltmeter
lated stems. The three verbs offered here exemplify
that situation. στράτευμα: see list for στρατός with Chapter 14α
Note the irregular ε instead of the expected η ἐπί: see list with Chapter 5β
in ͺἡρέθην. πρός: see list with Chapter 1β
We have tried to sort out the stems associated
with ἔρχομαι as clearly as possible. Note the Attic
Gr amma r 1
reduplication (see principal parts after reading
29β, pp. 271–2) in the second perfect ἐλ-ήλυθ-α. Notes:

Wor d Stu dy Gr amma r 2

Notes:
1. philosophy: ἡ φιλοσοφίᾱ (φίλος, -η, -ον + ἡ
σοφίᾱ).
2. logic: ὁ λόγος, reason, λογικός, -ή, -όν, ἡ Gr amma r 3
λογική (τέχνη).
3. ethics: τὸ ἠ �θος , custom, character; τὰ ἤθη , Notes:
morals; τὰ ἠθικά , things concerned with morals;
a treatise on morals (Aristotle). Gr amma r 4
4. epistemology: ἡ ἐπιστήμη, knowledge
(cf. ἐπίσταμαι, I understand; I know) + ὁ λόγος, Notes:
-λογίᾱ = theory of knowledge (coined 1856).
5. metaphysics: τὰ μετὰ τὰ φυσικά , the things Gr amma r 5
after/beyond the natural; τὰ μεταφυσικά
(Aristotle) = the branch of philosophy that Notes:
deals with the first principles of things. In
fact, this branch of philosophy has this name Gr amma r 6
because it refers to the things dealt with after
The Physics in Aristotle’s sequence of works. Notes:
6. political theory: πολῑτικός, -ή, -όν + ἡ θεωρίᾱ,
speculation, theory. Gr amma r 7
Notes:
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List ✒ ✒ Ex ercise 27α
We do not give answers for the Verb Sheets, but
καταλυˉ΄ ω: catalysis, catalyst, catalytic, catalyze teachers should check students’ work carefully and
φωνέω: see list for φωνή with Chapter 24β be sure they keep their sheets for future use.
ἀνάθημα: anathema, anathematize
ἀριθμός: algorithm, arithmetic, arithmetical, arith-
metically, arithmetician, logarithm, logarithmic,
✒ ✒ Ex ercise 27β
logarithmical
1. λέλυνται
δω�ρον: Dorothea, Dorothy, Endora, Pandora, The- 2. λελυμένος
odore, Theodosius 3. πεποίηται
μαντει�ον (ὁ μάντις , seer): mantic, (praying) mantis 4. νενῑκη�σθαι
μέτρον: barometer, calorimeter, centimeter, cyclom- 5. πεπαιδεύμεθα
eter, diameter, geometric, geometrical, geometry, 6. ᾠκη�σθαι
 2 7 Ο Κ Ρ Ο Ι Σ Ο Σ Ε Π Ι Τ Ο Ν Κ Υ Ρ Ο Ν Σ Τ Ρ Α Τ Ε Υ Ε Τ Α Ι ( α ) II - 9 7

7. ͺἡρημένος Illustration (p. 220)

8. δέδοται Detail of head of the Charioteer of Delphi, ded-
icated by Polyzalos of Gela for a victory either in
478 or 474 bc (Delphi, Archaeological Museum).
✒ ✒ Ex ercise 27γ
1. ἐλέλυτο Signs, Dreams, and Oracles
2. ἐπεποίηντο
3. ἐνενι΄ˉκητο For further reading, see Civilization of the Ancient
4. ͺἤρητο Mediterranean, Vol. II, pp. 941–950; The World of
5. ἐβεβούλευτο Athens, pp. 94–98; and H. W. Parke, Greek Oracles
6. ἤγγελτο (London, Hutchinson, 1967), chapter 7.

✒ ✒ Ex ercise 27δ New Testa m ent Gr eek

1. The farmer, having arrived at the field, yoked
the oxen.
2. When the oxen had been yoked, he plowed the
field.
3. When he had ceased from the work, he was
about to (intending to) return home.
4. The oxen, loosed by the slave, were being
driven from the field.
5. The farmer himself, overcome (conquered) by
sleep, was sleeping by the road.
6. It had been planned by Croesus to learn which
oracle was best.
7. The messengers, having consulted the Pythia,
went away to Sardis.
8. The god at Delphi has been honored by
Croesus.
9. An alliance had been made by the Lydians
with Amasis.
10. Roused/Excited by the oracle, Croesus was
intending (about to) campaign against Cyrus.
✒ ✒ Ex ercise 27ε
1. οἱ δου� λοι τῳ
� δεσπότͺη λελυμένοι πάντες
ἥδοντο/ἥσθησαν.
2. πρὸς τὸ ἄστυ πεπορεύμεθα ἵνα τοὺς
χοροὺς θεώμεθα.
3. ἀ
�ρα τῳ� ἀρότρῳ κέχρησαι ὅ σοι ἔδωκα;
4. πολλαὶ νη�ες τοι�ς Ἀθηναίοις ἐπεποίηντο.
5. ὁ στρατηγὸς ἡμι�ν εἰ�πε τὰ βεβουλευμένα.
Illustration (p. 220)
Antikenmuseum Berlin, Staatliche Museen
Preußischer Kulturbesitz F 2538.
Tr anslation
And Mary was standing at the tomb outside,
weeping. Then as she was weeping, she stooped to
look into the tomb and she sees two angels sitting
in white (garments), one at the head and one at
the feet, where the body of Jesus was lying (i.e.,
had been lying). And they say to her, “Woman,
why do you weep?” She says to them that “They
lifted (took away) my lord, and I do not know
where they put him.” Having said these things,
she turned around and she sees Jesus standing
(there) and she was not aware (was not knowing)
that it was Jesus. Jesus says to her, “Woman, why
are you weeping? Whom are you looking for?”
She, thinking that he is the gardener, says to him,
“Lord, if you took him away, tell me where you put
him, and I will lift him (take him away).” Jesus
says to her, “Mary.” Having turned around she
says to him in Hebrew “Rabbouni” (which means
Teacher). Jesus says to her, “Do not touch me, for
I have not yet gone up to my father; but go to my
brothers and tell them, ‘I am going up to my father
and your father and my god and your god’.” Mary
(the) Magdalen goes, announcing to the disciples
that “I have seen the lord,” and (that) he said these
things to her.
Illustration (p. 224)
The stadium at Delphi (see pp. 221–3 of the stu-
dent’s book). (Photo: Foto Marburg/Art Resource.)
 h
Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ ΚΥΡΟΝ
ΣΤΡΑΤΕΥΕΤΑΙ (β)

Vocabula ry in the past in a state of having been destroyed:

was destroyed (i.e., was in a state of having been
ὄπισθε(ν): the usual Attic spelling is ὄπισθεν, destroyed).
but Herodotus uses ὄπισθε as well.

Tr anslation
Teaching the New Gr amma r
in the Story Lines 1–8
And Cyrus at once, when Croesus was marching
The following perfect and pluperfect passive forms
away after the battle that had taken place at Pteria,
appear in the reading. In these notes we try to clar-
knowing that Croesus after marching away was
ify the implications of the perfective aspect and the
going to disperse his army, planned to march as
perfect or pluperfect tense.
quickly as he could against Sardis. And after mak-
ing this decision (when these things seemed good
ἀφῑγμένος (5): perfect middle participle; the
to him), he also began to do (inchoative/inceptive
perfective aspect implies that Croesus had
imperfect) (it) quickly; for, marching his army into
arrived at a state of perplexity and was in that
Lydia, he came himself (as a) messenger to Croe-
state when he took the action described in the
sus (i.e., he arrived before any messenger could
main verb, was in a state of having arrived at
report to Croesus). Then Croesus, although he had
great perplexity = had arrived at a state of great
arrived at a state of great perplexity, nevertheless
perplexity.
led the Lydians out to battle. There was at that time
τεταγμένοι ἠ�σαν (14): pluperfect passive
no people in Asia braver or more stalwart than the
indicative; the perfective aspect and the
Lydian. And they fought from horseback (their
pluperfect tense imply that Cyrus had
fighting was from horses), and they themselves
completed the stationing of his forces and that
were good at riding.
they were arranged in a certain pattern at the
time of the action of the main verb παρῄνεσε
(14, aorist), were in the state of having been ἱππεύεσθαι (8): note the use of the infinitive to
stationed = had been stationed or simply were complete the meaning of the adjective ἀγαθός.
stationed.
ἐσεσόφιστο (17): pluperfect passive indicative, Lines 9–20
had been devised, i.e. prior to Cyrus’ stationing When they (the two armies) had come together on
of his camels. the plain before the city, Cyrus, when he saw the
διέφθαρτό (20): pluperfect passive indicative; Lydians (in the process of) being drawn up for bat-
the perfective aspect and pluperfect tense tle, being afraid of their cavalry, he did as follows
imply that Croesus’ hope was at this moment (a thing such as the following); he commanded all

II - 9 8
 2 7 Ο Κ Ρ Ο Ι Σ Ο Σ Ε Π Ι Τ Ο Ν Κ Υ Ρ Ο Ν Σ Τ Ρ Α Τ Ε Υ Ε Τ Α Ι ( β ) II - 9 9

his camels, which were carrying the food and bag- Wor d Bu ilding
gage, to go in front of the rest of his army against
Croesus’ cavalry, and he told the infantry to follow
Compound words are used freely by all Greek
the camels. And behind the infantry he posted all
writers, especially by the poets, who seem to coin
his cavalry. When they had all been stationed (were
them freely. For example, Liddell and Scott list sev-
all stationed), he advised them to kill all, not spar-
enteen compounds formed from ναυ� ς, not count-
ing the other Lydians, but not to kill Croesus him-
ing adjectives, nouns, and verbs formed from these
self. And he posted the camels opposite the cavalry
basic compounds.
(i.e., of Croesus) because of the following things: a
N.B. All compound adjectives, including those
horse is frightened of a camel and does not endure
compounded with ἀ-privative, are of two termina-
either seeing the sight of it or smelling its smell. So
tions; i.e., they have no separate feminine forms.
these things had been devised so that Croesus’ cav-
alry would be useless. And when they were coming (a)
together in battle, then, as soon as the horses were 1. well-born
smelling the camels and saw them, they began to 2. ill-born
turn back, and Croesus’ hope was destroyed. 3. lucky (with good luck)
4. unlucky (without luck)
τη�ς ἄλλης στρατιη�ς (11–12): emphasize the 5. unlearned, ignorant, stupid
idiom here, meaning the rest of his army, not the 6. ever remembered
other army.
τῳ� Κροίσῳ (18): dative of the person ­concerned, (b)
the cavalry would be useless for Croesus = ­Croesus’ 1. loving mankind, benevolent
cavalry would be useless. So also in the last line the 2. loving wisdom, philosophic
hope for Croesus = Croesus’ hope. 3. loving honor, ambitious
4. of short duration, short-lived
Lines 21–4 5. high-souled, generous
6. false prophet
However, the Lydians were not cowards. But when
they learned what was happening, having leaped
off their horses, they began to join battle with the
(c)
Persians on foot. But in time when many had fallen
1. ship battle, sea battle
on both sides, the Lydians turned tail and, cooped
2. seafarer, sailor, passenger (ναυ� ς + βα-, βαίνω =
up within (into) the walls, were being besieged by
one who goes on a ship)
the Persians.
3. people power, democracy
4. I rule the sea
5. child leader, tutor
Pr incipal Pa rts
The augment in εἰ�πον is retained in all moods. English Der ivativ es from
Students should be reminded that λέγω intro- Wor ds in the Vocabu la ry
duces indirect statements with accusative and List
infinitive or with ὅτι/ὡς and that εἰ�πον intro-
duces indirect statements with ὅτι/ὡς (see Chap-
ἔθνος: ethnic, ethnical, ethnicity, ethnoastronomy,
ethnobotany, ethnocentrism, ethnocentric, ethnog-
ter 23, Grammar 3, p. 137).
raphy, ethnohistory, ethnology, ethnomethodology,
The principal parts of the compound verb
ethnomusicology, ethnonym, ethnogram
διαλέγομαι + dat., I talk to, converse with, are
διαλέξομαι or διαλεχθήσομαι, διελεξάμην, ἵππος (ὁ ἵππος , horse): eohippus, hippo, hippocam-
διείλεγμαι, and διελέχθην. pus, Hippocrene, hippodrome, hippogriff, hippopota-
The stem of the rarely used εἴρω is ἐρ-, for mus, Philip
ϝερ-; cf. Latin uerbum, “word.” The stem given κάμηλος: camel, camelback, camelhair, camelo-
for the perfect, ῥη-, is for ϝρη- and gives *ἐ-ϝέ- pard, Camelopardalis
ϝρη-κα > εἴρηκα. Note the doubling of the ρ in ὄπισθε(ν), ὀπίσω (ὀπισθο-): opisthobranch,
ἐρρήθην. opisthodomos, opisthognathous
II - 1 0 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

Gr amma r 8 ✒ ✒ Ex ercise 27κ

Notes:
1. An alliance had been made by Croesus with
the Babylonians.
Gr amma r 9 2. The hoplites, having been drawn up on the
plain, were waiting for the enemy.
For the periphrastic forms πεφασμένος εἰ� and 3. Everything had already been planned by the
πεφασμένος ἠ�σθα, see Smyth 707a. general.
4. Croesus had been persuaded by the oracle to
✒ ✒ Ex ercise 27ζ invade Cyrus’ empire.
5. The Lydians had been led out to battle to ward
See Teaching the New Grammar in the Story above off the enemy.
for more on these verb forms. 6. The gates are open (have been opened); so let
1. ἀφῑγμένος (5): nominative masculine singu- us go in quickly.
lar of perfect participle of ἀφικνέομαι 7. Have you been persuaded by the doctor to
2. τεταγμένοι ἠ �σαν (14): 3rd plural of pluper- take your son to Epidaurus?
fect passive of τάσσω (τάττω) 8. Do you understand the writing (the things that
3. ἐσεσόφιστο (17): 3rd singular of pluperfect of have been written)? (For) I can understand it.
σοφίζομαι 9. The merchant said that he had not received the
4. διέφθαρτό (20): 3rd singular of pluperfect money.
passive of διαφθείρω 10. The boys left in the city by their fathers were
going to school (to the teacher’s) every day.
✒ ✒ Ex ercise 27η
✒ ✒ Ex ercise 27 λ
We do not give answers for the Verb Sheets, but
teachers should check students’ work carefully and 1. οἱ παι�δες οἴκοι λελειμμένοι ἐλῡπου� ντο.
be sure they keep their sheets for future use. 2. οἱ πρέσβεις ἤδη εἰς ταˉ` ς πύλᾱς ἀφῑγμένοι
ἠ�σαν.
✒ ✒ Ex ercise 27θ 3. ὁ ἄγγελος ἔφη τὸν βασιλέᾱ πεπει�σθαι
του� γέροντος φείδεσθαι. ὁ ἄγγελος εἰ�πεν
1. δεδεγμένοι εἰσί(ν) ὅτι ὁ βασιλεὺς πέπεισται του� γέροντος
2. ἠγγελμένα φείδεσθαι.
3. ἀφι�χθαι 4. πεπέμμεθα ὡς ῾υ ˉμι�ν ἐρου�ντες/λέξοντες
4. δεδιωγμένοι τὴν ναυ� ν ἤδη εἰς τὸν λιμένα ἀφι�χθαι.
5. γέγραπται 5. πεπέμμεθα ὡς ῾υ ˉμι�ν ἐρου�ντες/λέξοντες
6. λέλειφθε ὅτι ἡ ναυ� ς ἤδη εἰς τὸν λιμένα ἀφι�κται.
7. πεπρᾱγμένοι εἰσί(ν) 6. ἀ
�ρα δέδεξαι τὸ ἀργύριον ὅ σοι ἔπεμψα;
8. ἤγγελται
9. νενόμισται
10. ἔψευσθε Η ΛΑΒΔΑ ΣΩΙΖΕΙ ΤΟ ΠΑΙΔΙΟΝ
11. πέπεισμαι
12. πεπεμμένοι εἰσί(ν) Title: “L abda Saves H er Baby”
For the diminutive παιδίον, see Word Building,
✒ ✒ Ex ercise 27ι Chapter 25, pp. 178–9.
1. ἐπέπεμφθε
2. δεδεγμένοι ἠ�σαν Tr anslation
3. ἐπέπεισο
4. ἤγμην Lines 1–9
5. ἀφι�κτο But when Labda gave birth, the Bacchiadae send
6. παρεσκευάσμην ten men to the village in which Eetion lived, to kill
 2 7 Ο Κ Ρ Ο Ι Σ Ο Σ Ε Π Ι Τ Ο Ν Κ Υ Ρ Ο Ν Σ Τ Ρ Α Τ Ε Υ Ε Τ Α Ι ( β ) II - 1 0 1

the baby. These men, having arrived and having case the story is told about an important
entered the courtyard, asked Labda for the baby. historical figure. Cypselus was the first of
And she, not knowing why they had come and the Greek tyrants and ruled Corinth with
thinking that they were friends of her husband, great success until about 625 bc, when he was
bringing the baby, gave it to one of them. They had succeeded by his son Periander.
decided (it had been planned by them) on the way
that the first of them to receive (having taken) the
baby would kill it. Then when Labda, bringing the
✒ ✒ Ex ercise 27μ
baby, gave it, the baby by divine chance smiled at
1. ὁ Κυ� ρος ἤδη εἰς Σάρδῑς ἀφι�κται· δει� ἡμα�ς
the man (the one of the men) who took it. And
παρασκευάζεσθαι ὡς μαχουμένους.
coming to feel pity (ingressive aorist), he was not
2. ἡ τω �ν πολεμίων στρατιαˉ` τῳ� Κυ΄ˉ ρῳ
able to kill it, but he handed it over to the sec-
τεταγμένη ἐν τῳ� πεδίῳ τῳ� πρὸ του� ἄστεως
ond, and he to the third; and so it passed through
μένει.
all (their hands) being handed over, since none
3. αἱ κάμηλοι πρὸ τη �ς ἄλλης στρατια�ς
wanted to do the deed.
τεταγμέναι εἰσίν. τί πεποίηται/πέπρᾱκται
του� το τοι�ς Πέρσαις;
Lines 10–20 4. οἱ ἵπποι, φόβῳ νενῑκημένοι, φεύγουσιν·
δει� ἡμα�ς πεζοὺς μάχεσθαι.
Then returning the baby to its mother and having
5. ἀνδρείως μέν μεμαχήμεθα, τῳ � δὲ
gone out, standing at the door, they were accusing
σοφίσματι τῳ� του� Κυ΄ˉ ρου νενῑκήμεθα.
each other and especially the man who had first
received (it), because he had not acted according to
In no. 3, help as necessary with “the rest of the
what had been decided, until after a long time they
army”; cf. passage 27β:11–2; do not penalize stu-
decided to go in again and all share in the murder
dents if they use the Ionic form στρατιη
�ς.
(it seemed best to them, having gone in again, all
to share in the murder). But Labda was hearing all
this, standing at the door itself; and fearing that if Cl assica l Gr eek
they got the baby a second time they would kill it, Xenophanes 23 Diels
taking (it), she hides it in a chest, knowing that if
they came back, they were going to search every-
thing; which thing indeed also happened. Hav- Tr anslation
ing come in and searched, as the baby was not in
(There is) one god, the greatest among gods and
sight, they decided to go away and tell the men who
men, like mortals neither with respect to body nor
had sent them that they had done everything that
thought/mind.
they had ordered. Indeed, they went away and said
these things. And after this the baby grew up (was
increasing itself), and, having escaped this danger,
Xenophanes 15 Diels
it was called Cypselus after the chest in which it
had been hidden. Tr anslation

ἑστω�τες (10) and ἑστω�σα (13): these forms
are from the 2nd perfect of ἵστημι (infinitive
ἑ-στά-ναι, participle ἑ-στα-ώς > ἑστώς,
ἑστω�σα, ἑστός).
ὃ δὴ καὶ ἐγένετο (16): which thing indeed also
happened; ὅ is the connecting relative.
ἐσελθου�σι . . . καὶ ἐρευνήσᾱσι (16): datives
with ἔδοξεν (it seemed best to them, they
decided).
Κύψελος (19): the story explains Cypselus’
name; the Greeks were very fond of such
etiological stories, especially in myth. In this
But if oxen and horses or lions had hands or (if they
were able) to draw with their hands and accom-
plish the works that men do, horses would draw the
shapes of gods like horses and oxen like oxen and
would make their (i.e., the gods’) bodies such as the
body even they themselves each had.
ἰδέᾱς ἔγραφον: referring to paintings.
σώματ ’ ἐποίουν: referring to sculptures. See
J. A. Moore, Selections from the Greek Elegiac, Iam-
bic and Lyric Poets, Cambridge MA: Harvard Uni-
versity Press, 1962, p. 67.
II - 1 0 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Hom er ic Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Homer: Iliad: Books 1–12, Loeb Clas-
sical Library Vol. 170, translated by A. T. Murray
and William F. Wyatt, Cambridge, MA: Harvard
University Press, second edition, 1999. The Loeb
Classical Library® is a registered trademark of the
President and Fellows of Harvard College. See
pp. 12–13 for 1.1–7.
Tr anslation
Sing of the accursed wrath, O goddess, of ­Achilles,
son of Peleus, which put countless woes upon
the Achaeans and sent forth many mighty souls
of heroes to Hades, and was causing (the men)
Book II
themselves to be prey for dogs and all birds, and
the plan of Zeus was being accomplished, (start-
ing) from the (very time) when the son of Atreus,
king of men, and noble Achilles first stood apart,
quarreling.
Illustration (p. 235)
A buffed up Brad Pitt played Achilles in Wolfgang
Petersen’s 2004 epic film Troy.
Illustration (p. 236)
From an Attic red-figure neck amphora by the
Kleophrades Painter, ca. 500 bc (London, British
Museum). Rhapsodes were reciters of epic poetry;
originally the term could apply to poets reciting
their own poetry or to minstrels performing the
works of others. Later, rhapsodes became a class
of professional reciters, principally of Homer. They
carried a staff, as in this painting.
 h
28
Ο ΑΠΟΛΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ
ΣΩΙΖΕΙ (α)
Title: “A pollo Saves
Croesus”
The Pur poses of This
Ch apter
1. Reading: (α , β, and tail reading) to give an
adapted version of Herodotus’ story of the fall
of Sardis, Croesus on the pyre, and Croesus’
recognition of his mistake; in an additional
reading, to provide Bacchylides’ account of
Croesus on the pyre
2. Grammar: (α) to present the 1st and 2nd per-
fect and pluperfect active; (β) to present verbs
found most commonly in the perfect tense,
including οἰ�δα
3. Context: to provide an account of various reli-
gious currents in ancient Greece
Vocabula ry
ἁλίσκομαι: the stems are ἁλ- (for ϝαλ-) and
ἁλο-. The digamma explains the augmented
ˉ΄λων (from ἑϝάλων) and ἑάλωκα (from
forms ἑα
ἑϝάλωκα); remind students about the suffix
(ί)σκω (see principal parts after passage 24β,
p. 138). The verb is passive in meaning in all tenses,
including the perfect.
The noun ἱππεύς is declined like βασιλεύς.
New usage of preposition: κατά + acc., after:
κατ ’ αὐτόν (10). Compare the use of this prepo-
sition in line 5 where it means at, in line 9 where it
means down, in line 13 where it means with regard
to, and in line 21 where it means according to.
II - 1 0 3
Teaching the New Gr amma r
in the Story
The following perfect and pluperfect forms appear
in the story: πεπαυμένων (5), ἐτέτακτο (6),
ἀνεβεβήκει (10), and παρηλεμήκει (16). The
participle πεπαυμένων is easily recognizable as
perfect middle or passive; it is middle here. For
the pluperfect passive ἐτέτακτο, refer students
to Chapter 27, Grammar 9, pp. 228–30 (com-
pare ἐδέδεκτο). The pluperfect active forms
ἀνεβεβήκει and παρημελήκει are glossed here
and will be discussed later in this chapter (Gram-
mar 5, pp. 242–3); full discussion of them may be
left to Grammar 5.
Tr anslation
Lines 1–12
And Sardis was taken in the following way: when
the fourteenth day of the siege of Croesus (for
Croesus being besieged) came, Cyrus, having sent
horsemen through his own army, proclaimed that
he would give gifts to the first man who climbed
(set foot on) the wall. After this, when the army
had tried, as it was not succeeding, then, after the
others had stopped (trying), a certain man, called
(by name) Hyroeades, began to make an attempt,
approaching at this (part) of the acropolis where
no guard had been posted; for the acropolis is sheer
and impregnable at this point. But this Hyroeades,
having seen on the previous day one of the Lyd-
ians climbing down at this (part) of the acropolis
II - 1 0 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
for his helmet, which had been rolled down from
above, and taking it up, he thought (about it) and
laid it to heart. And then indeed he himself had
climbed up, and others of the Persians were climb-
ing up after him. When many had got up there (had
approached), Sardis was taken in this way and all
the city was being sacked.
ἐτέτακτο (6): note the pluperfect passive.
Lines 13–19
With regard to Croesus himself, these things hap-
pened. He had a son (who was) in other respects
capable, but mute. And when the wall was being
taken, some one of the Persians was coming to kill
Croesus; and Croesus, seeing him coming against
(him), because of his present misfortune was paying
no heed (had gotten into a state of heedlessness), nor
was it making any difference to him at all whether he
died (to die). But this boy, the mute one, when he
saw the Persian advancing, through fear broke into
speech (broke his voice) and said, “Man, do not kill
Croesus.” This was the first thing this (boy) spoke,
but after this he was now speaking throughout his
whole life (for the whole time of his life).
ἄφωνος (13): cf. κωφὸς (26α:4).
τί (16): note that this is not the interrogative τί
(which always has an acute accent), but rather the
indefinite, which is here accented because of the
following enclitic pronoun οἱ. The pronoun τι is
here accusative of respect, with respect to anything,
in any way, at all.
Help as necessary with the infinitive
ἀποθανει�ν (16), which is the subject of διέφερε
(16); literally, nor was dying making any difference to
him, better English, nor was it making any difference
to him whether he died.
Lines 20–27
The Persians took (held) Sardis and captured Croe-
sus himself, after he had ruled for fourteen years
and been besieged for fourteen days, and after he
had put an end to his own great empire according to
the oracle. After taking him, the Persians brought
him to Cyrus. And he, having made a great pyre,
put Croesus up on it bound in shackles and twice
seven children of the Lydians beside him, either
intending to sacrifice them to some god, or, having
learned that Croesus was a god-fearing man, he put
him up on the pyre for this reason, wanting to learn
Book II
whether (if) one of the gods would save him from
being (so that he would not be) burned alive.
τεσσερεσκαίδεκα . . . τεσσερεσκαίδεκα (21):
these Ionic forms are accusative, although
they appear to have nominative case endings
(τεσσερεσ-). Coincidences in the number of years
and the number of days of this sort struck the
Greeks as divinely ordained.
Pr incipal Pa rts
There is no difference in meaning between the
asigmatic and the thematic aorist of φέρω. The
asigmatic aorist ἤνεγκα is conjugated like the asig-
matic aorists with liquid and nasal stems (see Forms,
pp. 353–4). Note the Attic reduplication in the
perfect (see the principal parts after 29β, pp. 271–2).
Be sure to call attention to Attic reduplication in con-
junction with Grammar 7, pp. 243–4, in this chapter.
Other verbs from Book I with parts from dif-
ferent stems are:
ἐρωτάω, ἐρωτήσω, ἠρόμην, ἠρώτηκα, I
ask. The future and perfect are based on the
present, but the aorist is based on ἔρομαι/
εἴρομαι, ἐρήσομαι.
*ζάω, infinitive ζη� ν, imperfect, ἔζων, ζήσω or
βιώσομαι (from βιόω), athematic aorist,
ἐβίων, perfect, βεβίωκα, I live.
σκοπέω, σκέψομαι, ἐσκεψάμην, ἔσκεμμαι,
I look at, examine; I consider. Attic uses only
the present and imperfect of σκοπέω. The
other tenses are supplied by σκέπτομαι (stem
σκεπ-).
Wor d Stu dy
1. gynecologist: ἡ γυνή, τη � ς γυναικός + ὁ
λόγος, -λογίᾱ, -λογιστής = one who spe-
cializes in the study of the diseases of women
(coined 1847).
2. pharmacologist: τὸ φάρμακον, drug + ὁ
λογιστής = one who specializes in the use of
medical drugs (coined 1721).
3. physiotherapist: ἡ φύσις, nature + θεραπ- (as
in θεραπεύω, I treat medically) + -ίστης =
one who treats ailments by natural methods
(coined recently).
4. pediatrician: ὁ παι�ς + ˉ�ι ᾱτρ-ός, ˉ�ι ᾱτρεύω = one
who specializes in treating children’s ailments
(coined recently).
 2 8 Ο Α Π Ο Λ Λ Ω Ν Τ Ο Ν Κ Ρ Ο Ι Σ Ο Ν Σ Ω Ι Ζ Ε Ι ( α ) II - 1 0 5

5. gerontologist: ὁ γέρων, του� γέροντος + ὁ Gr amma r 5

λογιστής = one who specializes in the study Notes:
of the diseases of the elderly (coined recently).
6. anesthetist: ἀναίσθητος, -ον, without feeling or
sensation (ἀν- + αἰσθάνομαι, I perceive; I feel) Gr amma r 6
+ -ίστης = one who specializes in making patients
Notes:
insensitive to pain (coined 1848). Note that ἀν-
is ἀ- privative before a vowel.
✒ ✒ Ex ercise 28α
A dditional English We do not give answers for the Verb Sheets, but
Der ivativ es from Wor ds in teachers should check students’ work carefully and
the Vocabu la ry List be sure they keep their sheets for future use.

κατακαίω (καυ-): caustic, cauterize, cautery, holo-

caust, ink Gr amma r 7
καταπαύω (παυ-): pause Notes:
ἀκρόπολις: acropolis
δαίμων: demon, demoniac, demoniacal, demonic, ✒ ✒ Ex ercise 28β
demonize, demonolatry, demonology
ζωή (τὸ ζῳ�ον, του� ζῴου, animal): mesozoic, We do not give answers for the Verb Sheets, but
paleozoic, spermatozoon, zodiac, zoo, zoochlorella, teachers should check students’ work carefully and
zoogenic, zooglea, zoography, zooid, zoological, zool- be sure they keep their sheets for future use.
ogist, zoology, zoon, zoonosis, zoophilous, zoophyte,
zootechny, zootomy ✒ ✒ Ex ercise 28γ
ἱππεύς: see ἵππος in list with Chapter 27β
πυραˉ΄ (τὸ πυ�ρ, πυρός): empyrean, pyre, pyrites, 1. λελύκᾱσι(ν)
pyroclastic, pyrogenic, pyrography, pyromancy, pyro- 2. λελυκότες
mania, pyromaniac, pyrometer, pyrotechnics 3. μεμαθηκέναι
κατά: see list with Chapter 5α 4. πέπομφας
5. τέθνηκε
6. ἤχατε
Gr amma r 1 7. δεδηλώκαμεν
Notes: 8. νενῑκηκότες
9. δεδείχᾱσι(ν)
10. λελοιπέναι
Gr amma r 2 11. γεγραφυι�α
For confusion that may be caused by the terms 12. πεπείκαμεν
first and second, see the note in this handbook on
Chapter 17, Grammar 1. What was said there
applies here as well. Gr eek Wisdom
For an example of the perfect imperative, see Heraclitus 104 Diels
κεχήνατε in line 89 of the selections from the We suggest having students read or reread
Acharnians on p. 300 of the student’s book. these lines in conjunction with Grammar 9, p. 255,
where they get the participle of οἰ�δα.
Gr amma r 3
Notes: Tr anslation

They believe (obey) the bards and they use the

Gr amma r 4
crowd (as their) teacher, not knowing that “the
Notes: many (are) evil, and good men are few.”
II - 1 0 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

Heraclitus is probably quoting Bias of Priene; see 4. τί του� το πεποίηκας; ὁ γὰρ διδάσκαλός σοι
Book I, p. 243, for Bias’ apophthem, οἱ πλει�στοι δεδήλωκε/δέδειχε τί δει�/χρη� σε ποιει�ν/
κακοί. ποιη�σαι.
5. ἄμεινόν ἐστι τεθηκέναι ἢ αἰσχρω �ς ζη�ν.
✒ ✒ Ex ercise 28δ
1. ἐλελύκεμεν Rationalism and Mysticism
2. ἐτετῑμήκει
3. ἤχεσαν Illustration (p. 247)
4. ἐπεπείκης The model shows the temple complex at Eleusis.
5. ἐπεπόμφεσαν The Great Hall of Initiation (center) dates from the
6. ἐδεδηλώκη mid-fifth century.

Illustration (p. 248)

✒ ✒ Ex ercise 28ε
1. Have you done all that your father has ordered?
2. Has your mother persuaded you to stay at
home?
3. The Athenians have got into (are in) the great-
est danger.
4. The hoplites have been defeated by the enemy,
and the general himself is dead (has died).
5. Those who had died in the battle have been
honored by the people.
6. The slaves, having loosed the oxen, were driv-
ing (them) home.
7. Why have you left the plow in the field?
8. I, being a young man then, had not yet learned
geometry.
9. But now a sophist has taught me all
mathematics.
10. Archimedes, sitting in his bath, suddenly
shouted (said shouting), “I’ve found (it).”
In nos. 8 and 9 students are to deduce the meanings
of γεωμετρίᾱν and μαθηματικά.
No. 10: Archimedes is reputed to have shouted
εὕρηκα when he discovered a method of deter-
mining the purity of the gold in the crown of Hiero,
tyrant of Syracuse.
The California state motto, “Eureka,” is the
only one from Greek.
✒ ✒ Ex ercise 28ζ
1. οἱ δου� λοι τοὺς βου� ς λελύκᾱσι καὶ οἴκαδε
ἤχᾱσιν.
ˉ΄ς τε γυναι�κας καὶ τοὺς παι�δας εἰς ταˉ`ς
2. τα
νήσους πεπόμφαμεν.
3. ἡ γυνὴ πρὸς τͺη � θύρᾳ ἕστηκε τὸν ἄνδρα
μένουσα.
Detail of an Attic red figure hydria attributed to the
Troilus Painter, ca. 490–480 bc (New York, Met-
ropolitan Museum of Art). Triptolemus, said by
some to be the son of Eleusis, the eponymous hero
of the city of the same name, in his winged chariot
brings stocks of wheat to mortals.
For further reading, see The Oxford History of
the Classical World, pp. 113–123 and 267–269, and
The World of Athens, pp. 122–124.
Hom er ic Gr eek
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Homer: Odyssey: Books 1–12, Loeb
Classical Library Vol. 104, translated by A. T.
Murray and George E. Dimock, Cambridge, MA:
Harvard University Press, 2nd ed., 1995. The Loeb
Classical Library® is a registered trademark of the
President and Fellows of Harvard College. See
pp. 12–13 for 1.1–10.
Tr anslation
Tell me, O Muse, the tale of the man much-­
traveled/of many devices, who wandered far and
wide, when he (had) sacked the holy city of Troy;
and he saw the cities of many men and came to
know their mind, yes, and he suffered in his spirit
many woes on the sea, trying to win his life and the
homecoming of his companions. But not even so
did he save his companions, although being eager
(to do so); for they perished because of their very
own recklessness, the foolish (creatures), who
devoured (were devouring) the oxen of the One
on High, the Sun; but he took from them the day
of their return. From some point of the things/
 2 8 Ο Α Π Ο Λ Λ Ω Ν Τ Ο Ν Κ Ρ Ο Ι Σ Ο Ν Σ Ω Ι Ζ Ε Ι ( α ) II - 1 0 7

events at least, O goddess, daughter of Zeus, tell
even to us.
δ᾽ὅ γ᾽ (4): resuming the subject with special
emphasis: “yes, and he . . .”
Odysseus to the mast, on his orders, so that he can
hear the singing of the Sirens but not try to reach
them. Odysseus’ crew can hear nothing, since their
ears have been plugged with wax.

Illustration (p. 250)

From a stamnos by the Siren Painter, ca. 475 bc
(London, British Museum). The crew have bound
 h
Ο ΑΠΟΛΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ
ΣΩΙΖΕΙ (β)
Vocabula ry
Notes:
Teaching the New Gr amma r
in the Story
There are three perfect tense forms in the story:
1. ἑστηκὼς (1): perfect active participle of
ἵστημι (see Grammar 4, p. 242)
2. ἀποβεβήκοι (8): perfect optative in indirect
statement after εἰ�πε ὅτι (6)
3. ἁμμένης (9): the perfect passive indicative of
ἅπτω is ἡ�μμαι, but Herodotus does not aug-
ment the participle, hence, ἁμμένης (Thucy-
dides uses ἡμμένος). The basic meaning of the
verb in the active voice is to fasten or bind some-
thing to something. If the thing one fastens to
something is fire, then one kindles or lights that
thing, thus, ἁμμένης, kindled, lit.
Tr anslation
Lines 1–8
Cyrus was doing these things, but Croesus, stand-
ing on the pyre, although he was in such great
trouble, remembered the saying (word) of Solon,
that none of the living is happy. When he remem-
bered this, groaning aloud, after a long silence,
three times he called the name “Solon.” And Cyrus
hearing (this) told his interpreters to ask Croesus
who this was he was calling on. And at first Croe-
sus kept silence when being asked, but finally,
II - 1 0 8
when he was forced, he said that Solon, (being) an
Athenian, had come to him and after seeing all his
wealth had considered it worthless (of no impor-
tance), and that everything had turned out for him
as he (Solon) had said.
ἀποβεβήκοι (8): the optative is here used in
indirect speech to represent a perfect indicative
of the direct words in secondary sequence. In this
passage we follow Herodotus in using ἠ �λθε (6,
indicative) and ἀποβεβήκοι (8, optative) in the
same sentence of indirect speech; it is often hard
to see any reason for the writer’s preference in this
matter; in this instance it is hardly convincing to
say that the writer uses the indicative because he
wishes his words to be “more vivid.”
Lines 9–15
Croesus related these things, and since the pyre
had already been lit, the furthest parts were burn-
ing. And Cyrus, having heard from his interpret-
ers (the things) that Croesus had said, changing
his mind and pondering that he who was (being)
himself a man was giving another man, who had
been no less than himself in his good fortune, alive
to the fire, and knowing that in human affairs (of
the things among men) nothing was safe, told (his
men) to put out the burning fire as quickly as pos-
sible and to bring down Croesus and those with
Croesus. But those who were trying were no longer
able to get control of the fire.
ἀκούσᾱς τω�ν ἑρμηνέων ἃ (10): note both the
genitive and the accusative with ἀκούσᾱς; trans-
late the genitive from. . . .
 2 8 Ο Α Π Ο Λ Λ Ω Ν Τ Ο Ν Κ Ρ Ο Ι Σ Ο Ν Σ Ω Ι Ζ Ε Ι ( β ) II - 1 0 9
οὐκ . . . ἔτι (15): note the splitting of the
word students are familiar with as the single word
οὐκέτι.
Lines 16–29
Then it is said by the Lydians that Croesus, learn-
ing of Cyrus’ change of mind, shouted for Apollo,
calling him to stand by him and save him from his
present trouble; that he (Croesus) was calling on
the god in tears, and that from a clear sky and wind-
less calm, clouds suddenly gathered (ran together),
and that a storm broke out (happened) and much
rain, and that the pyre was put out. (And) that
thus indeed Cyrus, having learned that Croesus
was both dear to the gods and a good man, asked
him these things, “Croesus, what man (which of
men) persuaded you, marching against my land,
to become my enemy instead of my friend?” And
he said, “O king, I did this with good luck for you
(your good luck) and bad luck for me (my bad luck);
and the god of the Greeks was (became) respon-
sible for these things, who urged me to wage war.
For no one is so foolish as to choose (who chooses)
war in preference to peace; for in peace sons bury
their fathers, but in war fathers bury their sons. But
for these things to happen this way was, I suppose,
dear to a god.” He was saying these things, and
Cyrus, having freed him, made him sit down near
him and honored him greatly.
The first half of this paragraph is in continuous
indirect speech, reporting what the Lydians say;
hence the accusatives and infinitives. We have
preserved the indirect statement in the translation
above.
συνδραμει�ν (19): compound verb to be
deduced; make sure that students know that συν-
in compounds means together.
οὐδεὶς . . . οὕτω ἀνόητός ἐστι ὅστις . . .
αἱρέεται (25–6): this would more commonly be
expressed: οὐδεὶς οὕτω ἀνόητός ἐστι ὥστε . . .
αἱρει�σθαι. We keep Herodotus’ text.
ταυ�τα . . . οὕτω γενέσθαι (27–8): this accu-
sative and infinitive phrase is subject of the verb
ἠ�ν, and δαίμονι . . . φίλον is the complement.
Pr incipal Pa rts
Knowledge of the fact that the stem is extended
with an ε will help students understand the appar-
ent irregularities of these verbs.
Wor d Bu ilding
1. δω-/δο-: giving; gift; traitor; treachery
2. θη-/θε-: placing, laying down, thesis (phil-
osophical term); law-giver (compare νόμον
τίθεμαι, I make a law); proposal, assumption,
hypothesis
3. στη-/στα-: standing, position, political party,
faction (the latter is by far the most common
meaning of στάσις); one who stands before, a
leader; leadership
4. γεν-/γον-: family, race; origin, creation;
ancestor
5. γνω-/γνο-: opinion, judgment; knowledge;
known, knowable
6. μνη-/: memory; memorial; memorial (the suf-
fix - ει�ον denotes either the means of action
or the place of action, and τὸ μνημει�ον
means either a record or a monument); ever
remembered
English Der ivativ es from
Wor ds in the Vocabula ry List
ἀναμιμνͺήσκω (ἡ μνήμη, memory): amnesia,
amnesty, mnemonic, Mnemosyne
ἔσχατος: eschatological, eschatologist, eschatology
ἀντί: anthem, antiabortion, antiaging, antiaircraft,
antialiasing, antiallergic, anti-American, antian-
drogen, antiangiogenic, antiantibody, antianxiety,
antiarrhythmic, antiart, antiatom, antibacterial,
antiballistic missile, antibaryon, antibiosis, antibi-
otic, anti-Black, antibody, antibusiness, anticancer,
anticatalyst, anticathode, antichlor, antichoice, anti-
cholinergic, anticholinesterase, Antichrist, anticity,
anticlerical, anticlimax, anticlinal, anticline, anti-
clockwise, anticoagulant, anticondon, anticollision,
anticompetitive, anticonvulsant, anticrime, anticy-
clone, antidepressant, antiderivative, antideuteron,
antidiarrheal, antidiuretic, antidote, antidumping,
antielectron, antienzyme, antiestablishment, antife-
brile, antifederalist, antifeminist, antifertility, anti-
fluoridationist, antifouling, antifreeze, antifungal,
antigalaxy, antigen, antigravity, antihelium, anti-
hemophilic factor, antihero, antiheroine, antihista-
mine, antihydrogen, antihypersensitive, anti-infective,
anti-inflammatory, anti-intellectual, anti-knock,
Anti-Lebanon Range, antilepton, antilock, antilog,
antilogarithm, antimacassar, antimagnetic, anti-
malarial, antimatter, antimere, antimetabolite, anti-
microbial, antimissile, antimitotic, antineoplastic,
II - 1 1 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
antineutrino, antineutron, antinode, antinoise,
antinome, antinomian, antinomianism, antinomy,
antinovel, antinuclear, antinucleon, antinuke, antiox-
idant, antiparasitic, antiparticle, antipathetic, antip-
athy, antiperiodic, antipersonnel, antiperspirant,
antiphlogistic, antiphon, antiphonal, antiphonary,
antiphony, antiphrasis, antiplatelet, antipodal, anti-
pode, antipodes, Antipodes, antipollution, antipope,
antipoverty, antiproton, antipruritic, antipsychotic,
antipyretic, antipyrine, antiquark, antirachitic,
antirejection, antisatellite, antiscorbutic, antisecre-
tory, anti-Semite, anti-Semitism, antisense, anti-
sepsis, antiseptic, antiserum, antiskate, antislavery,
antismog, antismoking, antisocial, antispasmodic,
antistatic, antistrophe, antisubmarine, antisway bar,
antitakeover, antitank, antiterrorist, antitheft, antith-
esis, antithetical, antitoxic, antitoxin, antitrade, anti-
trust, antitumor, antitussive, antitype, antiutopia,
antivenin, antiviral, antivirus, antivitamin, antiwar,
antiwhite, antonomasia, antonym
Gr eek Wisdom
Heraclitus 102 Diels
Tr anslation
In God’s eyes (To God) all things are beautiful,
good, and just, but men suppose (have supposed)
that some things are unjust, others just.
Note Heraclitus’ use of ἃ μὲν . . . ἃ δὲ instead of τὰ
μὲν . . . τὰ δὲ.
Gr amma r 8
Notes:
✒ ✒ Ex ercise 28η
1. This woman, as it seems, is most prudent by
nature (has a very prudent character).
2. I don’t know a more prudent woman; and so I
want to marry her.
3. But I’m afraid her father may not be willing to
give her to me (in marriage).
4. The young men, being (by nature) very brave,
were not afraid.
5. The boys are accustomed to go to school every
day.
Book II
6. But they do not always remember all that the
teacher says.
7. Croesus remembered all the things that Solon
had said.
8. The majority of the Athenians were accustomed
to living in the country.
In no. 3, the compound verb ἐκδου� ναι is to be
deduced.
Gr amma r 9
The plural -α 2nd perfect optative has alternative
forms: εἰδείημεν, εἰδείητε, and εἰδείησαν.
After students have studied the perfect active
in Chapter 28, have them go back to the New
Testament passage on pp. 205–7 and locate the
­following perfect forms (the first of these forms
is at the end of the second paragraph, and the oth-
ers are in the third paragraph): πεπίστευκα, του�
τετελευτηκότος, ͺἢδειν, τὸν περιεστω�τα, and ὁ
τεθνηκὼς. With regard to the form περιεστω�τα,
it should be noted that the verb ἵστημι has -κα
1st perfect forms only in the singular indicative,
ἕστηκα, ἕστηκας, ἕστηκε(ν), the plural being
ἕσταμεν, ἕστατε, ἕστα� σι(ν). The perfect partici-
ple is ἑστώς, ἑστω �σα, ἑστός, gen., ἑστω�τος, etc.,
thus giving περιεστω �τα, acc. sing., masc.
✒ ✒ Ex ercise 28θ
1. Do you know where the foreigners have come
from?
2. No one was aware (knowing) where the mer-
chants had sailed to.
3. I have never seen such an uproar. Do you know
what has happened?
4. The farmer, not knowing what the foreigner
wanted, was at a loss as to what he must do.
5. These men neither know when the Assembly
will take place, nor do they want to know.
6. Most wicked man, know well that you will
suffer terribly (for) having done such terrible
things.
7. The citizens were not aware (not knowing)
that the speaker/politician had lied.
8. The messengers went away before they knew
whether we would receive their proposals or not.
9. Wait until you know what we want.
10. The women, knowing that their husbands had
gotten into danger, were very afraid.
 2 8 Ο Α Π Ο Λ Λ Ω Ν Τ Ο Ν Κ Ρ Ο Ι Σ Ο Ν Σ Ω Ι Ζ Ε Ι ( β )  II - 1 1 1
✒ ✒ Ex ercise 28ι
1. εὐ� ἴσθι τὸν βασιλέᾱ ὀργιζόμενον.
2. ἆρ’ οἰ�σθα ποι� ἐληλύθᾱσιν οἱ παι�δες;
3. βούλομαι εἰδέναι τί του�το ἐποίησας.
4. ἡ γυνὴ εὐ� εἰδυι�α τί ἐγένετο τῳ� ἀνδρὶ τὸ
ἀληθὲς εἰ�πεν.
5. οὐκ εἰδότες πότε ἀφίξεται ἡ ναυ�ς, πα� σαν
τὴν ἡμέρᾱν ἐν τῳ� λιμένι ἔμενον.
Ο ΚΡΟΙΣΟΣ ΓΙΓΝΩΣΚΕΙ ΤΗΝ
ΕΑΥΤΟΥ ΑΜΑΡΤΙΑΝ
Title: “Croesus Learns (of) His
Mistake”
Students will deduce the meaning of the noun
ἁμαρτίᾱν from their knowledge of the verb
ἁμαρτάνω.
Tr anslation
Lines 1–8
And Cyrus, admiring Croesus for his wisdom, told
him to ask for whatever gift he wanted. And Croe-
sus said, “Master, you will show me the greatest
favor (you will especially gratify me), if you allow
me to ask the god of the Greeks, whom I honored
very much, whether it is his custom (the custom
for him) to deceive those who do (him) well.” And
Cyrus asked why he asked for this. And Croesus
was telling him the whole story (was relating all
things), going through in detail the answers of the
oracles and the offerings that he had sent to Delphi
and how, having been induced by the oracle, he had
waged war against the Persians. And bursting into
laughter Cyrus said, “You will get this from me and
anything else you want.”
χαριει� (2): help as necessary with this 2nd person
singular future indicative of χαρίζομαι .
δέͺη (8): help as necessary with this 2nd person
singular present subjunctive of δέομαι + gen.,
I want.
Lines 9–11
When Croesus heard this, sending messengers to
Delphi, he told them while putting his shackles in
the temple to ask the god whether he was not at all
(τι) ashamed (at) having induced Croesus by his
oracles to wage war against the Persians.
Lines 12–19
And to the Lydians when they had arrived and were
saying the things they had been commanded (to
say), the Pythia spoke as follows: “It is impossible
even for a god to escape his fated lot. With regard to
the oracle that he was given (the having happened
oracle), Croesus does not rightly blame (me); for
Apollo foretold that if he waged war against the
Persians, he would destroy a great empire. And he,
if he was going to plan well, should have asked in
addition whether he (Apollo) meant his own or
Cyrus’ empire.” These things the Pythia answered
the Lydians, and they returned to Sardis and
announced these things to Croesus. And when he
heard it, he acknowledged that the mistake was his,
not the god’s.
συνέγνω (18): συγγιγνώσκω means I know/
think something with someone, hence, e.g., share a
secret; ἐμαυτῳ� συγγιγνώσκω = I am conscious of
something, admit, confess an error. Herodotus here
omits ἑαυτῳ �.
✒ ✒ Ex ercise 28κ
1. ὁ Κροι�σος ἀγγέλους πρὸς τοὺς Δελφοὺς
πέπομφεν ὡς τὸν θεὸν ἐρωτήσοντας τί ὁ
θεὸς ἑαυτὸν προδέδωκεν.
2. οἱ ἄγγελοι εἰς τοὺς Δελφοὺς ἀφῑγμένοι
εἰσὶ καὶ ἐν τῳ� ἱερῳ� ἑστω�τες τῳ� μαντείῳ
κέχρηνται.
3. ἡ Πῡθίᾱ ἐξήγηται τὸν του� Ἀπόλλωνος
χρησμόν· ὁ θεὸς τὸν Κροι�σον μέμφεται
ὡς οὐ σώφρονα γενόμενον/πεφῡκότα.
4. ὁ Κροι�σος τὸν χρησμὸν ἀκηκοὼς
γιγνώσκει αὐτὸς ἁμαρτών.
5. “φευ� , φευ� ,” φησίν· “ὡς ἀνόητος ἠ �ν.
αὐτός, ὡς ἔοικε, τὴν ἐμαυτου� ἀρχὴν
καταλέλυκα.”
Illustration (p. 258)
Detail of an Attic red-figure vase painting. Apollo
with the omphalos in front of him sits enthroned in
his temple. (Drawing: Peter Connolly.)
Illustration (p. 258)
Attic red-figure hydria attributed to the Priam
Painter, ca. 510 bc (New York, Metropolitan
Museum of Art). Nine goddesses (perhaps the
Muses) between Dionysus and Hermes. We place
this illustration possibly representing the Muses
II - 1 1 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
here to introduce Bacchylides’ poetic account of
the rescue of Croesus from the pyre.
ΑΛΛΟΣ ΛΟΓΟΣ ΠΕΡΙ ΤΟΥ ΚΡΟΙΣΟΥ
Title: “A nother Story
A bout Croesus”
Illustration (p. 259)
Belly amphora by the Myson Painter, ca. 500 bc
(Paris, Louvre).
Caption Under Illustration
Croesus having mounted the funeral pyre is mak-
ing a libation.
The perfect participle is used because Croesus’ past
act of mounting results in his present condition of
being located on the pyre. It is that present condi-
tion that the perfect participle denotes.
Text
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Greek Lyric IV: Bacchylides, Corinna,
and Others, Loeb Classical Library Vol. 461, trans-
lated by David A. Campbell, Cambridge, MA: Har-
vard University Press, 1992. The Loeb Classical
Library® is a registered trademark of the President
and Fellows of Harvard College. See pp. 128–131
for lines 25–62 of poem 3, quoted here.
Lines 19–21 of our extract are particularly
fragmentary in the papyrus, with only μῡρίων
(19), ν (end of 20), and ἄστυ (21) preserved; the
supplements given by Campbell are those of Jebb.
Teaching the Text
We recommend that an overhead projection of
the passage be used so that constructions and key
words can be underlined. This can help clarify the
subordinate constructions, for example, in the first
seven lines, which are printed below with the main
clause in bold face, the temporal clause introduced
by εὐ�τε underlined, and the temporal genitive
absolute in italics:
ἐπεί ποτε καὶ δαμασίππου
Λῡδίᾱς ἀρχᾱγέτᾱν,
εὐ�τε ταˉ`ν πεπρωμένᾱν
Ζηνὸς τελέσσαντος κρίσιν
Book II
Σάρδιες Περσα� ν ἁλίσκοντο στρατῳ�,
Κροι�σον ὁ χρῡσαˉ΄ορος
φύλαξ’ Ἀπόλλων·
Color words, compound adjectives, and structural
patterns in the passage can also be highlighted
with colored markers on an overhead projection.
There is a nice ring composition effect created
by mention of the wife and daughters just before
(11–13) and just after (27–29) Croesus’ speech,
with the pathetic portrayal of the daughters and
wife framing Croesus’ righteous outburst of indig-
nation over the ingratitude of the gods. In the end,
however, Zeus and Apollo come to the rescue and
reward Croesus for his piety (εὐσέβειαν, 39) and
lavish gifts.
The passage is very rich in poetic artistry.
­Students will find it difficult at first, but if you
come back to it several times and reread it with
your students, they will come to appreciate its fas-
cinating artistry.
Students will also be intrigued with the signif-
icant differences between the two narratives (Bac-
chylides, of course, wrote before Herodotus).
Tr anslation
For once, after Zeus had fulfilled his fated judg-
ment, when Sardis was being taken by the army of
the Persians, Apollo of the golden sword guarded
even the ruler of horse-taming Lydia, Croesus. He,
having come to the day he had never expected to
see (the unexpected day), was not going to/was not
intending to wait for tearful slavery; but he heaped
up a pyre before his bronze-walled courtyard,
where he mounted with his dear wife and with his
fair-haired daughters weeping inconsolably; and,
having raised his hands to the high air, he calls
aloud: “Mighty spirit, where is the gratitude of the
gods? And where is the lord, son of Leto? The house
of Alyattes has vanished, and what return from
Pytho now appears for my countless gifts? The
Medes are sacking the city taken by the spear; the
Pactolus eddying with gold runs red with blood,
the women are led shamefully from their well-built
houses; what was hateful before (is now) dear; it is
sweetest to die.” So much he said, and he told the
delicately stepping (servant) to light the wooden
pyre. And the maidens were shrieking and were
throwing up their (own) hands to their mother;
for death foreseen is the most hateful of deaths for
 2 8 Ο Α Π Ο Λ Λ Ω Ν Τ Ο Ν Κ Ρ Ο Ι Σ Ο Ν Σ Ω Ι Ζ Ε Ι ( β ) II - 1 1 3
mortals; but when the bright strength of the terri-
ble fire was rushing through (the pyre), Zeus, hav-
ing set a black-covering cloud above it, quenched
(was quenching) the yellow flame. Nothing is
incredible, whatever the care of the gods brings to
pass; then Apollo born in Delos carrying the old
man (i.e., Croesus) to the Hyperboreans settled
him there with the maidens of the slender ankles
(i.e., his daughters), because of his piety, because
he had sent to holy Pytho the greatest (gifts) of
(all) mortals.
φίλᾱς (28): not dear, but their own, a common
Homeric meaning.
Map (p. 263)
From Richard J. A. Talbert, Atlas of Classical His-
tory, London and New York: Routledge, 1985,
p. 30.
Students should consult this map frequently
while reading Thucydides’ account of the naval
battles in Chapter 29.
 h
29
ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ
ΚΡΑΤΟΣ (α)
Title: “Sea Power Is a Great
Thing”
This is quoted from the speech Pericles made to the
Assembly just before the outbreak of the war (see
Chapter 21β: 20).
Pur poses of This Ch apter
1. Reading: (α , β, γ, δ, and ε) to present a slightly
adapted version of two narratives of naval bat-
tles from Thucydides
2. Grammar: to present the rules for complex sen-
tences in indirect statement in primary sequence
3. Context: to provide background information
on Thucydides, on the downfall of Athens in
the Sicilian expedition, and on the end of the
Peloponnesian War
Map (p. 264)
From The Athenian Trireme by J. S. Morrison,
J. F. Coates, and N. B. Rankov © 2nd ed., 2000 by
Cambridge University Press, p. 70.
Vocabula ry
The word for dawn is declined ἕως, ἕω, ἕῳ, ἕω
(never ἕων) (no plural); cf. the declension of ὁ
λαγώς, hare, given in Forms, p. 321(360). This is
the so-called Attic declension.
Teaching the Story
The most important piece of advice is to have stu-
dents follow the maps carefully at each stage of the
battles.
II - 1 1 4
Tr anslation
Lines 1–4
And the following winter the Athenians sent
twenty ships around the Peloponnesus with (and)
Phormio as general, who, based on Naupactus,
was keeping guard so that no one should sail out
of Corinth and the Crisaean Gulf (the Gulf of
Corinth) or sail in.
If the Athenians had been able to blockade the
Gulf of Corinth effectively, they might have been
able to starve Corinth into submission, since she
had to import nearly all her grain. It was very
difficult, however, to make a complete blockade
with triremes, which did not normally sail at
night, and a squadron of twenty ships would have
been too small to keep up a continuous blockade.
They could, however, intercept f leets trying to
get out of the gulf. Naupactus was at a strategic
point, near the narrowest part of the gulf; it had
been seized by Athens at the beginning of the
First Peloponnesian War, and Messenians who
left the Peloponnesus after the capture of Ithome
by the Spartans were settled there by the Athe-
nians in 459 bc. These Messenians play a role in
passage 29δ.
Lines 5–8
And the Corinthians and their allies were
compelled to fight a sea battle about this time
(around the same days) against Phormio and the
twenty Athenian ships (ships of the Athenians)
that were on guard at Naupactus. For Phormio
 2 9 Μ Ε Γ Α Τ Ο Τ Η Σ Θ Α Λ Α Σ Σ Η Σ Κ Ρ Α Τ Ο Σ ( α ) II - 1 1 5

was watching them as they were sailing along seamanship. Phormio’s tactics were extraordi-
outside the gulf, wanting to attack them in open narily bold and could not have been carried out
waters. except by extremely skillful crews.
Compound verbs to be deduced: ξυνέπλει
The map on p. 264 shows Phormio’s tactics. He (17), περιέπλεον (18).
thought, quite rightly, that the superior Athe- προείρητο . . . σημήνͺη (19–20) and
nian seamanship would be more effective in open ἤλπιζε . . . αὐτούς (20–4): for the treatment of
waters, and so he let the Corinthian fleet sail unmo- complex sentences in indirect statement in sec-
lested until it was through the narrows. ondary sequence, see Chapter 30, Grammar 1,
­pp. 313–316.
Lines 9–15
And the Corinthians and their allies were sailing,
prepared not for battle but more for carrying troops
Pr incipal Pa rts
to Acarnania, and not thinking that the Athenians Notes:
would dare start (make) a naval battle. Sailing
along past their own land, however, they were see-
ing the Athenians sailing along opposite, and when Wor d Stu dy
they were crossing from Patrae in Achaea toward
The definitions given below are those of the Greek
the mainland opposite, they saw the Athenians
words and not of the English words as currently
sailing toward them from Chalcis; so indeed they
used.
are compelled to fight a naval battle in the middle
of the straits.
1. theology: ἡ θεολογίᾱ (ὁ θεός + -λογίᾱ), the
study of God.
Acarnania (10) and northwest Greece were one of
2. Bible: ἡ βύβλος/βίβλος, τὸ βιβλίον, book.
the main theaters of war; both sides were trying to
3. dogma: τὸ δόγμα, belief.
control the northwest coast of Greece, which was
4. orthodoxy: ἡ ὀρθοδοξίᾱ (ὀρθός, -ή, -όν + ἡ
the route followed by grain ships sailing to and
from Sicily, the main source of grain for the cities
δόξα), right belief.
5. heresy: ἡ αἵρεσις (αἱρέομαι , I take for myself; I
of the Peloponnesus.
choose), choice; system of beliefs; religious or phil-
osophical sect.
Lines 16–23 6. ecclesiastical: ἐκκλησιαστικός, -ή, -όν, con-
And the Peloponnesians formed (marshaled) a cerned with the ἐκκλησίᾱ (the name given to
circle of their ships, as large as they were able, the the church by early Christians).
prows (facing) outward and the sterns inward,
and they put the light boats, which were sailing
with them, inside. And the Athenians, drawn up
A dditional English
in single file, were sailing around them in a circle Der ivativ es from Wor ds in
and were compressing them into a small (space), the Vocabula ry List
always sailing by within a hair’s breadth; an order
ἐκπνέω (πνευ-): apnea, pneumatic, ­pneumatics,
had been given to them by Phormio beforehand
pneumatology, pneumatolysis, pneumatometer,
not to attack until he gave (might give) the signal.
pneumatophore, pneumobacillus, pneumococcus,
For he was expecting that their formation would
pneumoconiosis, pneumocystis, pneumogastric, pneu-
not hold but that their ships would crash into each
mograph, pneumonectomy, pneumonia, pneumonic,
other and that the boats would cause confusion;
pneumonitis, pneumostome, pneumotachograph,
and if the breeze blew out of the gulf, which usually
pneumothorax
happened toward dawn, (he was expecting that)
they would not keep quiet for any time (they would
στέλλω: apostle, apostolic, diastole, epistle, episto-
lary, peristalsis, systole
keep quiet, i.e., keep their formation, for no time).
κόλπος: gulf, engulf
The Peloponnesian tactics were foolish and πνευ�μα: see ἐκπνέω above
resulted from their fear of the superior Athenian τάξις: see list for τάττω with Chapter 23α
II - 1 1 6 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

Thucydides Gr eek Wisdom

Illustration (p. 269)
For further reading, see Ancient Writers, Vol. I,
Bust of Socrates. (Museo Archeologico Nazionale,
pp. 267–289; Cambridge History of Classical
Naples, Italy.)
­Literature, Vol. I, pp. 441–456; The Oxford History
of the Classical World, pp. 193–197, and Oxford
­Classical Dictionary, 4th ed., ed. S. Hornblower Tr anslation
et al. (Oxford University Press, 2012).H s.v.
Thucydides. Sophocles (is) wise, Euripides (is) wiser, (but) of all
men, Socrates (is) the wisest.
 h
ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ
ΚΡΑΤΟΣ (β)
Vocabula ry
καταδυ΄ˉω: the uncompounded forms of the athe-
matic aorist are as follows: indicative, ἔδῡν, ἔδῡς,
ἔδῡ, ἔδῡμεν, ἔδῡτε, ἔδῡσαν; subjunctive, δύω,
δύͺης, δύͺη, δύωμεν, δύητε, δύωσι; imperative,
δυ�θι, δυ�τε; infinitive, δυ�ναι; participle, δυˉ΄ς,
δυ�σα, δύν, gen., δύντος
Tr anslation
Lines 1–9
And when the breeze was coming down, and the
ships, which were (being) already in a confined
(little) space, were being thrown into confusion
at the same time by the wind and by the boats,
and ship was falling against ship, and the sailors
shouting and abusing each other (using shouts
and abuse) were hearing none (nothing) of the
orders that were being passed along, then indeed
Phormio gives the signal; and the Athenians fall-
ing on (them) first sink one of the flagships and
then were destroying the others wherever they
went, and put them into a panic, so that they flee to
Patrae and Dyme in Achaea. And the Athenians,
having chased them and having taken twelve
ships and having picked up most of the men from
them, were sailing away toward Molycrion, and
having set up a trophy at Rhion they withdrew to
Naupactus.
ͺἡ� χωρήσειαν διέφθειρον (5): ͺἡ� χωρήσειαν
is an indefinite clause with the optative in sec-
ondary sequence; see Chapter 25, Grammar 3b,
p. 169.
II - 1 1 7
τροπαι�ον (on p. 124): note Thucydides’ Old
Attic accentuation of this word. For trophies, see
the note on τροπαι�ον, line 23 of passage 29ε in
this handbook, and the illustration on p. 287 of the
students’ book.
τῳ� Ῥίῳ (on p. 287 in the students’ book):
this is the headland (ῥίον) on the north shore
of the Gulf of Corinth, referred to in passage γ,
line 4, as τὸ Ῥίον τὸ Μολυκρικόν and now
known as Antirrhium Promontory. The headland
opposite on the south shore was known as τὸ Ῥίον
τὸ Ἀχαϊκόν (see passage γ, ll, 5–6) and is now
known as Rhium Promontory.
Lines 10–18
And the Peloponnesians also sailed along with the
rest of their ships straight from Dyme and Patrae to
Cyllene. And from Leucas Cnemus and their ships
(i.e., the ships of the Leucadians) arrive at Cyllene.
And the Spartans also send advisers for Cnemus to
the fleet (the ships), telling (him) to prepare another
and more successful (better) sea battle and not to be
shut out from the sea by a few ships. For they were
not thinking that their fleet was deficient but that
some cowardice had occurred; and so they were
sending off the advisers in anger. And those who
had come with Cnemus sent for other ships, sum-
moning their allies to come to (their) aid, and they
were fitting out the ships already there (as) for battle.
εὐθὺς (10): previously this word has been used in the
sense of immediately; here and elsewhere in the read-
ings from Thucydides it means straight (from one place
to another, here from Dyme and Patrae to Cyllene).
II - 1 1 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

Κνη�μός (11): Cnemus was the Spartan com- Wor d Bu ilding

mander in chief in this theater of operations, based
on Leucas, an island allied to the Peloponnesians; 1. custom; justice; right; lawsuit; penalty
he sails to Cyllene with the ships of the Leucadian 2. just
navy; this is clear in the Greek, since ἐκείνων (12) 3. I judge
follows ἀπὸ Λευκάδος (11). 4. a judge (at Athens a member of the jury panel, a
juror)
Lines 19–24 5. concerned with law or trials
6. unjust
And Phormio also sends messengers to Athens, to
announce their (the enemy’s) preparations and to
Here is a similar set based on σχολή:
tell of the battle that they had won, and telling them
to send off to him as many ships as possible quickly,
ἡ σχολή , leisure; study
as he expected every day to fight a naval battle (the
σχολαι�ος , -ᾱ , -ον, leisurely
expectation every day being that he would fight a
σχολάζω, I am at leisure; I study
naval battle). And the Athenians send him twenty
ὁ σχολαστής , a man of leisure (this word only
ships, and they instructed the commander of the
occurs in late Greek)
squadron (the man bringing them) in addition to
σχολαστικός , -ή , -όν, inclined to leisure;
go to (arrive at) Crete first to come to the aid of
inclined to study; scholarly
some allies there.
ἄσχολος , -ον, without leisure; busy
ἡ ἀσχολίᾱ , want (or lack) of leisure; business
Pr incipal Pa rts
Note that σχολαι�ος, ἄσχολος, and ἀσχολίᾱ have
Other Attic reduplicated perfects already given are the connotations of only the first meaning of σχολή.
ἀπ-όλ-ωλ-α (Vocabulary 26α, p. 187); ἐγρήγορα
(note that the ε is also reduplicated), ἐγ-ήγερ-μαι
(Principal Parts 26β, p. 190); ἐλ-ήλυθ-α (Princi- A dditional English
pal Parts 27α , p. 213); and ἐν-ήνοχ-α , ἐν-ήνεγ- Der ivativ es from Wor ds in
μαι (Principal Parts 28α, p. 239). the Vocabula ry List
The form ἐλαύνω comes from the stem
ἐλα- + the nasal suffix -υν- (see the lists of princi- καταδυ΄ˉω (δυˉ΄ω, I enter; I sink, I set; I get into, put
pal parts after passages 23β, pp. 135–6, and 24α , on): ecdysiast, ecdysis, ecdysone
p. 147, for other verbs with nasal suffixes. τρόπαιον: trophy; see list for τρέπω with Chapter 10β
 h
ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ
ΚΡΑΤΟΣ (γ)
Vocabula ry
Notes:
English Der ivativ es from
Wor ds in the Vocabula ry
List
πάθος: see list for πάσχω with Chapter 5β
Tr anslation
Lines 1–7
And the Peloponnesians in Cyllene, while the
Athenians were being detained (held back) around
Crete, sailed along ready (having been prepared)
(as) for battle to Panormus in Achaea (of Achaea),
where the land force of the Peloponnesians had
come to their aid. And Phormio also sailed along to
Molycrian Rhion and anchored beyond (outside) it
with the twenty ships, with which he had (already)
fought. The Peloponnesians themselves also came
to anchor at Rhion in Achaea, not far from Panor-
mus, with seventy-seven ships, when they actually
(καί) saw the Athenians.
ὡρμίσαντο (5): the aorist followed by the “when”
clause suggests that just as the Peloponnesians
dropped anchor they saw the Athenian squadron;
the distance between the two headlands is less
than a mile and a quarter or two kilometers.
ὡρμίσαντο καὶ αὐτοὶ . . . ἐπειδὴ καὶ τοὺς
Ἀθηναίους εἰ�δον (7): two uses of adverbial καί
are illustrated here. The first καί emphasizes
II - 1 1 9
the single word αὐτοί = they themselves also. The
second καί gives emphasis to its whole clause, e.g.,
when they actually saw. . . .
Lines 8–16
And for six or seven days they were lying at anchor
opposite each other, practicing and preparing for
(the) battle, the Peloponnesians determined (hav-
ing the intention) not to sail outside the Rhions
into the broad waters, afraid of their former mis-
fortune, and the Athenians (determined) not to
sail into the narrows, thinking that battle in a
little space was in their (the enemy’s) favor. Then
Cnemus and the other generals of the Pelopon-
nesians, wanting to make the engagement quickly,
especially (καὶ) before any aid came from Athens,
called together the soldiers and, seeing that the
majority (the many) of them were afraid because of
their former defeat and that their morale was low
(that they were not eager), exhorted them.
Words glossed earlier in the chapter: ἐν ὀλίγῳ
(12), in a little (space).
Compound verb to be deduced: ξυνεκάλεσαν
(14).
Thucydides proceeds to quote the speeches,
first of the Peloponnesian commanders, then of
Phormio to his troops.
Illustration (p. 274)
This reconstructed trireme named the Olympias
was launched on June 27, 1987. For a full account,
see The Athenian Trireme by J. S. Morrison, J. F.
Coates, and N. B. Rankov © 2nd ed., 2000 by
Cambridge University Press.
 h
ΜΕΓΑ ΤΟ ΤΗΣ ΘΑ Λ ΑΣΣΗΣ
ΚΡΑΤΟΣ (δ)

Map (p. 375) The map and diagram of the battle on p. 275 make
From The Athenian Trireme by J. S. Morrison, J. F. these maneuvers clear.
Coates, and N. B. Rankov © 2nd ed., 2000 by δεξιῳ� κέρᾳ ἡγουμένῳ (3): dative of instru-
Cambridge University Press, p. 73. ment or accompaniment.

Lines 8–14
Vocabula ry
And Phormio, as (which thing) they were expect-
The declension of κέρας, wing (of a fleet or ing, frightened for (concerning) his base (the
army) is κέρας, κέρως, κέραι, κέρας; κέρᾱ, place) which was deserted, when he was seeing
κερω�ν, κέρᾱσι(ν), κέρᾱ or κέρᾳ. When κέρας them putting out to sea, having reluctantly (unwill-
means horn, its forms are κέρας, κέρᾱτος, ingly) and hastily embarked, was sailing along the
κέρᾱτι, κέρας; κέρᾱτα, κεραˉ΄των, κέρᾱσι(ν), land; and at the same time the infantry (foot army)
κέρᾱτα. of the Messenians was coming to (their) aid. And
New usage of preposition: παρά + acc., along, the Peloponnesians, seeing them sailing along in
past: παρὰ τὴν γη �ν (10). single file and already (being) inside the gulf and
New usage of preposition: περί + dat., concern- near the land, which thing they were most want-
ing: περὶ τῳ
� χωρίῳ (8). ing, at one signal immediately having turned their
ships, they were sailing with their fronts toward
the enemy with all speed against the Athenians,
Tr anslation and they were hoping to cut off all their ships.
Lines 1–7
προσεδέχοντο (8): students may need help with
And the Peloponnesians, when the Athenians were
the meaning of the verb here; it was given in Chap-
not sailing into the gulf against them, wanting to
ter 22β, p. 117, with four meanings, I receive, admit;
lead them in (into the gulf) against their will, put-
I await, expect.
ting out to sea at dawn, were sailing in the direction
of the gulf, having arranged their ships four deep/
four abreast, with the right wing leading, just as
Lines 15–21
they had been at anchor (as they were also anchor- But eleven of the Athenian ships, which were lead-
ing); and on this wing they posted their twenty ing, escape the wing of the Peloponnesians; but the
fastest-sailing ships, so that, if Phormio, thinking Peloponnesians, having caught the others, pushed
that they were sailing against Naupactus, were to (them) out toward the land as they were trying to
sail along toward that place, coming to its aid, the escape (conative present participle) and disabled
Athenians would not escape their attack, but these (note this meaning of the verb, which recurs in these
ships would shut (them) in. passages) (them); and they killed all the Athenian

II - 1 2 0
 2 9 Μ Ε Γ Α Τ Ο Τ Η Σ Θ Α Λ Α Σ Σ Η Σ Κ Ρ Α Τ Ο Σ ( δ ) II - 1 2 1
men who did not swim to shore. And taking in tow
some of the ships, they were pulling (dragging)
them empty (and one they had already taken with
the men themselves), but the Messenians, having
come to help and going into the sea in full armor
(with their weapons) and having boarded (them),
fighting from the decks, were saving some that
were already being towed away.
ὅσοι μὴ ἐξένευσαν (18): the negative is μή
because the clause has a conditional force, if they
did not swim to shore.
αὐτοι�ς ἀνδράσιν (19): dative of accompani-
ment; with the men themselves = with its crew.
εἱ�λον ἤδη (19): note that the aorist with ἤδη
is translated had.]
Pr incipal Pa rts
Earlier lists of principal parts following the reading
passages have been restricted largely to verbs that
students met in Book I, where they were given only
the present, future, and aorist tenses. In this and
the final two sets of principal parts we repeat verbs
that have already been given with complete sets of
principal parts in the vocabulary lists in Book II
but that deserve special attention.
The first principal part (ἀναμιμνͺήσκω)
shows both present reduplication (see the principal
parts after reading 26α , p. 189) and -(ί)σκω (see
the principal parts after reading 24β, p. 156).
Wor d Stu dy
1. philosopher: ὁ φιλόσοφος.
2. analyze: ἀναλυˉ΄ω, I break up; I break into con-
stituent parts; I analyze (cf. ἡ ἀνάλυσις).
3. political: πολῑτικός, -ή, -όν.
4. logically: λογικός, -ή, -όν. τὰ λογικά , logic.
5. hypothesis: ἡ ὑπόθεσις. ὑποτίθημι, I set
before; I propose. ὑποτίθεμαι , I set before
myself; I assume.
6. ideal: ἡ ἰδέᾱ , form, shape (Platonic “form,”
“idea”); via Latin idealis.
7. problem: τὸ πρόβλημα (προβάλλω), any-
thing thrown forward; something put forward
for discussion.
8. politician: πολῑτικός, -ή, -όν.
9. agonizes: ἀγωνίζομαι, I contend, struggle.
10. sphere: ἡ σφαι�ρα, ball, sphere (English word
sphere first used in sense of “sphere of action”
in 1606).
11. practical: πρᾱκτικός, -ή, -όν, fit for action.
12. cycle: ὁ κύκλος, circle; wheel; cycle.
13. crisis: ἡ κρίσις, judgment; event; issue; (med-
ical) the turning point in a disease, sudden
change.
14. therapy: ἡ θεραπείᾱ , service; (medical)
treatment.
15. empirical: ἐμπειρικός, -ή, -όν, concerned with
experience (ἡ ἐμπειρίᾱ).
16. ideology: τὸ εἰ�δος/ἡ ἰδέᾱ + -λογίᾱ (coined
1796, via French idéologie = a system of ideas).
17. dogma: τὸ δόγμα , opinion, belief.
18. theoretical: θεωρητικός, -ή, -όν, contempla-
tive, speculative (θεωρέω, I look at, inspect,
contemplate with the mind).
19. analysis: ἡ ἀνάλυσις.
20. pragmatic: πρᾱγματικός, -ή, -όν, fit for action.
It is hard to see how this passage could be rewritten
to give the same meaning without using the words
derived from Greek. The attempt to rewrite it will
demonstrate to students that some things can-
not be expressed adequately without using words
derived from Greek.
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
σημει�ον: see list for σημαίνω with Chapter 19β
παρά: see list with Chapter 11α
περί: see list with Chapter 7α
Illustration (p. 278)
General arrangement of the reconstructed trireme
Olympias. From The Athenian Trireme by J. S. Mor-
rison, J. F. Coates, and N. B. Rankov © 2nd ed.,
2000 by Cambridge University Press, p. 208.
The Downfall of Athens
Further reading: The World of Athens, 38–41;
P. J. Rhodes, Alcibiades (Pen and Sword, Barnsley,
2011).
Gr eek Wisdom
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Diogenes Laertius, Lives of Eminent
II - 1 2 2 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Philosophers: I, Loeb Classical Library Vol. 184,
translated by R. D. Hicks, Cambridge, MA: Har-
vard University Press, 1966. The Loeb Classical
Library® is a registered trademark of the President
and Fellows of Harvard College. See pp. 160–161
(2.31) for this quotation.
Tr anslation
And he used to say that there is only one good,
knowledge, and only one evil, ignorance; (he used
to say that) wealth and nobility of birth have noth-
ing worthy of respect/honorable; but that quite the
opposite (they have/they bring) evil.
Illustration (p. 281)
This relief and inscription are in the Acropolis
Museum, Athens. The decree inscribed below the
relief was passed in 405 bc, but it was engraved on
this relief and set up on the Acropolis in 403/402
bc, when Cephisophon was secretary to the Coun-
cil. It is worth quoting the opening lines:
Κηφισοφω�ν Παιανιεὺς ἐγραμμάτευε.
Σαμίοις ὅσοι μετὰ του� δήμου του� Ἀθηναίων
ἐγένοντο. ἔδοξεν τη�ι βουλη�ι καὶ τω�ι δήμωι·
Κεκροπὶς ἐπρυτάνευε, Πόλυμνις Εὐωνυμεὺς
ἐγραμμάτευε, Ἀλεξίας ἠ�ρχε, Νικοφω�ν
Ἀθμονεὺς ἐπεστάτει. Γνώμη Κλεισόφου καὶ
συνπρυτάνεων· ἐπαινέσαι τοι�ς πρέσβεσι τοι�ς
Σαμίοις τοι�ς τε προτέροις ἥκουσι καὶ τοι�ς
νυ�ν καὶ τη�ι βουλη�ι καὶ τοι�ς στρατηγοι�ς καὶ
τοι�ς ἄλλοις Σαμίοις ὅτι εἰσὶν ἄνδρες ἀγαθοί
καὶ πρόθῡμοι ποιει�ν ὅ τι δύνανται ἀγαθόν . . . ·
καὶ ἀντὶ ὡ�ν εὐ� πεποιήκασιν Ἀθηναίους, . . .
δεδόχθαι τη�ι βουλη�ι καὶ τω�ι δήμωι· Σαμίους
Ἀθηναίους εἰ�ναι, πολιτευομένους ὅπως ἂν
αὐτοὶ βούλωνται.
Cephisophon of Paeania was secretary (to the
Council). To all the Samians who stood by the
Athenian people. The Council and people resolved;
Book II
(the tribe of) Cecropis formed the prytany,
Polymnis of (the deme) Euonymus was secretary,
Alexias was archon, Nicophon of (the deme) Ath-
monia was chairman. The proposal of Cleisophus
and his fellow prytaneis: to commend the Samian
ambassadors of both the present and the previous
embassies, and the (Samian) Council and generals
and the rest of the Samians, because they are good
men and eager to do what good they can . . . ; and
in return for the benefits they have done the Athe-
nians . . . it has been resolved by the Council and
people that the Samians should be Athenians (i.e.,
Athenian citizens), while keeping whatever consti-
tution they themselves want. . . .
The first two lines form an introduction; the orig-
inal decree begins at line 3, with the usual formal
introduction (see essay, Chapter 22, p. 114); your
students could be reminded of how the constitu-
tion functioned. To grant Athenian citizenship to
individuals for the benefits they had conferred on
Athens was not uncommon, but to enfranchise a
whole state is quite exceptional.
Note that the iota subscripts are not used in
inscriptions. The iota appears on the line.
Gr eek Wisdom
The Greek text is reprinted by permission of the
publishers and the Trustees of the Loeb Classical
Library from Plato: I: Euthyphro, Apology, Crito,
Phaedo, Phaedrus, Loeb Classical Library Vol. 36,
translated by Harold North Fowler, Cambridge,
MA: Harvard University Press, 1914. The Loeb
Classical Library® is a registered trademark of the
President and Fellows of Harvard College. See
pp. 144–145 (41d) for this quotation.
Tr anslation
For a good man there is nothing bad, either while
he is living or after he has died.
 h
ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ
ΚΡΑΤΟΣ (ε)
Vocabula ry
ἔφθην: conjugated like ἔστην.
τρόπαιον: see note to line 23 of the translation.
New usage of preposition: ὑπό + acc., of time, at:
ὑπὸ νύκτα (25).
Tr anslation
Lines 1–9
And so here the Peloponnesians were prevailing
and disabled the Athenian ships; but their twenty
ships on (from) the right wing were pursuing the
eleven ships of the Athenians that had escaped
their turning movement. And except for one ship
they flee for refuge to Naupactus before they could
be caught, and facing with prows toward the enemy
they were preparing to defend themselves, if the
Peloponnesians sailed to land against them. And
they (the Peloponnesians), arriving, were raising
the victory song, as though they had already won
(as being in a state of victory); and a Leucadian
ship was pursuing the one remaining Athenian
ship, alone (one; i.e., the Leucadian ship) far in
front of the others. And there happened to be a
merchant ship moored out at sea, around which the
Athenian ship, having sailed, strikes the pursuing
Leucadian ship amidships (in the middle) with its
ram and sinks (it).
ἐαˉ`ν . . . πλέωσιν (5): this is virtual indirect state-
ment; the Athenians said, “We shall defend our-
selves, if the Peloponnesians sail against us.” In
indirect statement the original moods and tenses
may be retained, as here.
II - 1 2 3
ἐμβάλλει . . . καταδυ΄ˉει (9): Thucydides,
like Herodotus and indeed all Greek authors, tends
to use historic presents at dramatic moments.]
Lines 10–15
At this unexpected event (this unexpected thing
having happened) the Peloponnesians panic (fear
falls on the Peloponnesians), and pursuing in disor-
der, some of the ships dropping their oars stopped
sailing, wanting to wait for the others, and others
ran aground onto the shallows. And the Athenians,
seeing these things happening, began to feel confi-
dence, and with a shout (shouting) they rushed at
them. And they, because of their present disorder,
did not stand firm for long (stood firm for a little
time), and then they turned toward Panormus,
from where they had put out.
Lines 16–20
And the Athenians, pursuing (them), took the six
nearest ships (the six ships being near) and res-
cued (saved) their own ships, which the Pelopon-
nesians, having disabled near the land, had taken
in tow; and of the men, they killed some and took
others captive. The Spartan Timocrates, sailing on
the Leucadian ship, which sank around the mer-
chant ship, when his ship was being destroyed,
slew himself, and he was cast ashore into the har-
bor of Naupactus (of the Naupactians).
Lines 21–26
And the Athenians, having withdrawn (to base),
set up a trophy and took up the corpses and wrecks,
as many as were on their land, and they gave back
II - 1 2 4 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
to the enemy their dead (the things of them) under
truce. And the Peloponnesians also set up a tro-
phy as victors (as having conquered) for the rout
of the (Athenian) ships that they had disabled near
the land. And after this, fearing aid from the Athe-
nians, they sailed at night into the Crisaean Gulf
(the Gulf of Corinth) to (and) Corinth, all except
the Leucadians.
τροπαι�ον (23): the word is derived from ἡ τροπή,
turning, rout of an enemy. Victors regularly set up a
trophy on or near the site of their victory; for a land
battle, this consisted of a stake on which a full set of
captured armor was fixed (see illustration, p. 287);
for a naval victory it was often a captured prow or
stern. The Peloponnesians on this occasion dedicated
a whole captured Athenian ship, setting it near their
trophy. This Athenian victory was decisive; the Pelo-
ponnesians never again in the first ten years of the war
risked a naval engagement, and the Athenians were
left in total control of the seas both east and west.
Pr incipal Pa rts
For the use of these verbs and of φαίνομαι with
supplementary participles, see Chapter 20, Gram-
mar 3, pp. 76–7. For φαίνομαι, see the principal
parts after reading 22α , p. 107.
Note that λανθάνω (stem λαθ-) and
τυγχάνω (stem τυχ-) have two nasal elements,
the ν and γ inserted before the θ and χ respectively
and the suffix -αν-.
Wor d Bu ilding
1. ὁ/ἡ παι�ς: child, boy, girl (the nominative is
formed by adding ς to the stem παιδ-, and the
δ drops out)
2. diminutive suffix -ιον = little child
3. adjectival suffix -ικός = of a child, playful
4. verbal suffix -ίζω = I play
5. compound word: εὐ� + παι�ς = blessed with good
children
6. compound word: ἀ-privative + παι�ς = without
children, childless
7. verbal suffix -εύω = I educate
8. noun suffix -σις added to stem παιδευ- =
education
9. compound word: παιδ- + ἀγωγ-(ἄγω) = a
child leader, tutor
10. compound word: adjectival suffix -ικός added
to stem παιδαγωγ- = of a tutor, teacher
Book II
1. λέγ-ω: primitive verb = I pick up; I count; I
tell; I say
2. λεγ-σις: stem + noun suffix = speech
3. λεγ-τικός: stem + adjectival suffix -τικός =
good at speaking
4. λόγ-ος: primitive noun (change from ε to ο is
regular) = word; speech; reasoning, etc.
5. λογ-ικός: stem + adjectival suffix -ικός = of
speaking, reasoning; logical
6. λογ-ίζομαι: stem + verbal suffix -ίζομαι = I
count, reckon
7. λογιστής: verbal stem λογιζ- + noun suffix
-τής = calculator; auditor
8. ἄλογος: compound word: ἀ-privative +
λογ-ος = speechless; irrational
9. εὐλογίᾱ: compound word: εὐ- + -λογίᾱ =
eulogy
10. λογογράφος: compound word: λόγος +
γραφ-(ω) = speech writer
Also: λογοδιάρροια: compound word: λόγος +
δια-ρρέω (ῥοίᾱ) (I flow through) = verbal diarrhea
A dditional English
Der ivativ es from Wor ds in
the Vocabula ry List
ἀταξίᾱ: ataxia (and see list for τάττω) in Chapter
23α
τροπή: see list for τρέπω with Chapter 10β
ὑπό: see list with Chapter 5β
Gr eek Wisdom
Plato, Apology 38a
The Greek text is reprinted by permission of
the publishers and the Trustees of the Loeb Classi-
cal Library from Plato: I: Euthyphro, Apology, Crito,
Phaedo, Phaedrus, Loeb Classical Library Vol. 36,
translated by Harold North Fowler, Cambridge,
MA: Harvard University Press, 1914. The Loeb
Classical Library® is a registered trademark of the
President and Fellows of Harvard College. See
pp. 132–133 (38a) for this quotation.
Tr anslation
This happens to be the greatest good for man, every
day to talk about virtue and the other things con-
cerning which you hear me conversing and exam-
ining myself and others, and the unexamined life is
not worth living for man.
 2 9 Μ Ε Γ Α Τ Ο Τ Η Σ Θ Α Λ Α Σ Σ Η Σ Κ Ρ Α Τ Ο Σ ( ε ) II - 1 2 5
Gr amma r 1
Notes:
✒ ✒ Ex ercise 29α
1. The children would not have gotten into dan-
ger, if they had returned straight home.
α. ὁ πατὴρ λέγει ὅτι οἱ παι�δες οὐκ ἂν
κατέστησαν εἰς κίνδῡνον, εἰ εὐθὺς
οἴκαδε ἐπανη�λθον.
β. ὁ πατὴρ φησι τοὺς παι�δας οὐκ ἂν
καταστη�ναι εἰς κίνδῡνον, εἰ εὐθὺς
οἴκαδε ἐπανη�λθον.
γ. ὁ πατὴρ οἰ�δε τοὺς παι�δας οὐκ ἂν
καταστάντας εἰς κίνδῡνον, εἰ εὐθὺς
οἴκαδε ἐπανη�λθον.
2. When the messenger arrived at the city, he hur-
ried to the market place.
α. οἱ ἄνδρες λέγουσιν ὅτι ὁ ἄγγελος, ἐπεὶ
εἰς τὸ ἄστυ ἀφι΄ˉκετο, εἰς τὴν ἀγορὰν
ἔσπευσεν.
β. οἱ ἄνδρες φᾱσὶ τὸν ἄγγελον, ἐπεὶ εἰς
τὸ ἄστυ ἀφιˉ΄κετο, εἰς τὴν ἀγορὰν
σπευ�σαι.
γ. οἱ ἄνδρες ἴσᾱσι τὸν ἄγγελον, ἐπεὶ
εἰς τὸ ἄστυ ἀφι΄ˉκετο, εἰς τὴν ἀγορὰν
σπεύσαντα.
3. The woman will stay at home, until her husband
returns.
α. ὁ παι�ς λέγει ὅτι ἡ γυνὴ οἴκοι μενει�, ἕως
ἂν ἐπανέλθͺη ὁ ἀνήρ.
β. ὁ παι�ς φησι τὴν γυναι�κα οἴκοι μενει�ν,
ἕως ἂν ἐπανέλθͺη ὁ ἀνήρ.
γ. ὁ παι�ς οἰ�δε τὴν γυναι�κα οἴκοι
μενου�σαν, ἕως ἂν ἐπανέλθͺη ὁ ἀνήρ.
4. If the allies were to come to our aid, we would
not fear the enemy.
α. πάντες λέγουσιν ὅτι εἰ οἱ σύμμαχοι
ἡμι�ν βοηθοι�εν, οὐκ ἂν φοβοίμεθα τοὺς
πολεμίους.
β. πάντες φᾱσὶν ἡμα�ς, εἰ οἱ σύμμαχοι
ἡμι�ν βοηθοι�εν, οὐκ ἂν φοβει�σθαι τοὺς
πολεμίους.
γ. πάντες ἴσᾱσιν ἡμα�ς, εἰ οἱ σύμμαχοι
ἡμι�ν βοηθοι�εν, οὐκ ἂν φοβουμένους
τοὺς πολεμίους.
5. If their father were alive, he would be helping
his children.
α. ἡ γυνὴ λέγει ὅτι εἰ ὁ πατὴρ ἔζη,
συνελάμβανεν ἂν τοι�ς παισίν.
β. ἡ γυνὴ φησι τὸν πατέρα, εἰ ἔζη,
συλλαμβάνειν ἂν τοι�ς παισίν.
γ. ἡ γυνὴ οἰ�δε τὸν πατέρα, εἰ ἔζη,
συλλαμβάνοντα ἂν τοι�ς παισίν.
Illustration (p. 287)
Detail of an Attic red-figure pelike by the Trophy
Painter, ca. 450–40 bc (Museum of Fine Arts,
Boston).
 h
30
ΑΧΑΡΝΗΣ (α)
Title: “Acharnians”
Pur poses of This Ch apter
1. Reading: to present selections from Aristo-
phanes’ Acharnians to round out the readings
in the course by returning to the Athenian
farmer, Dicaeopolis, and his family with which
the course began (for further information on
the readings, see below)
2. Grammar: to present the rules for complex
sentences in indirect statement in secondary
sequence
3. Context: to present information on Aristo-
phanes and Old Comedy
Aristophanes and Old Comedy
For further reading, see Ancient Writers, Vol. I,
pp. 291–312; Cambridge History of Classical Liter-
ature, Vol. I, pp. 370–398; and The Oxford History
of the Classical World, pp. 174–180. For an up-to-
date, well-illustrated book on the Athenian the-
ater, see Eric Dugdale, Greek Theatre in Context
(­Cambridge, 2008).
The R ea ding Selections
The selections contain 160 lines taken from the
first 279 lines of the play. The selections comprise
the following lines of the original: (α) 1–3, 17–33,
and 37–42; (β) 43–7a, 51b–54, 56–64a, 65–67,
73–78, 80–94, 98–109, 123–125, and 128–133; (γ)
175–193a, 194–196, and 198–203; (δ) 204–209a,
II - 1 2 6
234–255a, 257–262, and 263–279 (with some dele-
tions, which do not allow retention of the meter).
All omissions are marked with ellipsis points in the
Greek text and in the translation.
The first passage (α) has been kept short, since
students are likely to find the poetry of Aristophanes
more difficult than (or at least different from) the
prose and poetry that they have been reading. We
have omitted a number of lines (and parts of lines)
that might prove unusually difficult to students
at this stage or that contain allusions that would
require tedious explanation. Even so, some of the
passages may be difficult for some students, in par-
ticular lines 11, 13–14, 25, 55–64, 66–67, 69, and
136–141. We have provided extra help in the notes,
and we urge that teachers be generous in helping
students with these passages and throughout these
selections from the Acharnians to make sure that
students’ exposure to this substantial reading of
Greek poetry is a positive one. We think that the
selections as we have chosen and presented them
will be both manageable and enjoyable.
The selections offered here in Greek cover
only part of the plot of the entire play, but they offer
a clear beginning, middle, and end.
They begin (α) with Dicaeopolis sitting on the
Pnyx, waiting for the Assembly to begin; he longs
for peace and is prepared to disrupt the proceed-
ings if anyone talks about anything other than
peace. This scene continues (β) with the begin-
ning of the Assembly and the arrival of the immor-
tal Amphitheus, who claims that the gods have
allowed him to make peace with Sparta. Amphi-
theus is shunted aside, however, and ambassadors
are introduced who have returned from the king of
 3 0 Α Χ Α Ρ Ν Η Σ ( α ) II - 1 2 7
Persia, to whom they were sent by the Athenians
to seek aid in the war against Sparta. They bring
envoys dressed in Oriental splendor as peacocks.
The whole scene is a travesty of responsible poli-
tics, and Aristophanes mocks both the ambassa-
dors and the envoys with scatological language that
is typical of the poet. Dicaeopolis is so disgusted
that he confers with Amphitheus and sends him off
to Sparta to conclude a private peace with the Lace-
daemonians for himself, his children, and his wife.
The midpoint (γ) of the plot that is contained
in our Greek selections has Amphitheus returning
from Sparta bearing three possible truces, from
which Dicaeopolis is allowed to choose. On the last
part of Amphitheus’ return journey he was met by
hardened old Acharnians who want no truce as long
as their farms are being devastated by the enemy
and who pursue him and threaten to stone him.
Amphitheus has outrun the Acharnians, however,
and Dicaeopolis scorns their threats. He chooses
one of the truces with Sparta and exits, delighted
to be rid of the war and determined to celebrate his
private peace by enacting his own Rural Dionysia.
In the final scene presented here (δ) the Acha-
rnians enter in hot pursuit of Amphitheus, but
they withdraw when Dicaeopolis calls for holy
silence and emerges from his house with his wife,
his daughter (who carries a sacred basket), and his
slave Xanthias and a second unnamed slave (who
carry a phallus pole). A sacrifice is made, and Dicae-
opolis arranges a Dionysiac procession to celebrate
a mock Rural Dionysia and sets the procession in
motion. He then sings a joyous song to Phales, the
Dionysiac god of the phallus, in honor of the peace
he has accepted with Sparta.
This is by no means the end of Aristophanes’
play, which continues with the Acharnians attack-
ing and disrupting Dicaeopolis’ procession, but
it is an appropriate conclusion to the story of
­Dicaeopolis as told in Athenaze. The processional
scene reassembles the characters of Dicaeopolis,
his wife, daughter, and slave from the earlier chap-
ters (only Philip and his grandfather are absent); it
shows the rituals and organization of a Dionysiac
procession such as students read about in Chapter
9β; and it shows the joy that farmers such as Dicae-
opolis would have felt if the war had ended and they
had been allowed to return to their beloved farms
and resume their accustomed country life.
Teachers may wish to have their students read
the entire play in translation to see how the com-
plication of the plot produced by the Acharnians’
disruption of Dicaeopolis’ procession is finally
resolved, but the selections given here will provide
in themselves a satisfying story with its own begin-
ning, middle, and end.
The Greek text is reprinted by permission of
the publishers and the Trustees of the Loeb Classi-
cal Library from Aristophanes: Acharnians, Knights,
Loeb Classical Library Vol. 178, translated by Jef-
frey Henderson, Cambridge, MA: Harvard Uni-
versity Press, 1998. The Loeb Classical Library® is
a registered trademark of the President and Fellows
of Harvard College.
For more on the Acharnians, see the editions
of C. E. Graves, Cambridge University Press, 1967;
Alan H. Sommerstein, Aris & Phillips, 1980; and
S. Douglas Olson, Oxford University Press, 2002.
St y le
The passages illustrate a number of features typical
of Aristophanes’ style. The teacher might mention
these to students before beginning the readings
and then have students locate examples as they
proceed through the text:
Compound words and comic coinages: e.g., 3, 62,
77, 96, 123, and 143
Clusters or series of verbs or adjectives: e.g.,
17–18, 19–20, 22, 95–96
Puns: 30–31, 63–64, 77–79, and 105
Scatological language: 55–58
Direct attack on individuals by name: 62
Breaking of dramatic illusion, i.e., metatheater:
e.g., 120–121 and 146
Alliteration: e.g., 123, 142
Vocabula ry
Note that space does not permit us to give stems
of verbs in the vocabulary lists in this chapter;
they are, however, included in the corresponding
entries in the Greek to English Vocabulary at the
end of the book.
English Der ivativ es from
Wor ds in the Vocabu la ry
List
ἐράω (ὁ ἔρως, love): erotic, erotica, eroticism,
eroticize, erotism, erotize, erotomania, erotomaniac,
homoerotic
II - 1 2 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
καρδίᾱ: cardia, cardiac, cardiac arrest, cardiac
glycoside, cardiac massage, cardiac muscle, cardiac
sphincter, cardiae, cardialgia, cardioaccelerator,
cardiogenic, cardiogram, cardiograph, cardioid, car-
diology, cardiomegaly, cardiomyopathy, cardiopathy,
cardiopulmonary, cardiorespiratory, cardiothoracic,
cardiovascular, carditis, electrocardiogram, pericar-
dium, tachycardia
Tr anslation
Lines 1–26
Dic.: How much I’ve been stung in my heart, and
I’ve had few pleasures, very few, four (to be exact),
and what (pains) I’ve suffered—sand-hundred-
heap . . . ! But never yet . . . was I so stung . . . as
now, when, although there’s a regular meeting of
the Assembly at dawn, the Pnyx here is deserted,
and they (the people) chatter in the agora and run-
ning up and down they flee the red rope. Not even
the prytaneis have come, but, having come too late,
they will then jostle each other when they get here
Book II
(having come) like mad (how do you think?) for
the front seat, all streaming in together; but that
there will be peace, they don’t care a bit; o city,
city! And I, coming first of all to the Assembly, am
always sitting (here); and then, when I’m alone, I
groan, I yawn, I stretch, I fart, I’m at a loss, I doodle,
I pluck out my hairs, I count, looking away toward
the country, loving peace, hating the city, and long-
ing for my deme. . . . So now I’ve come absolutely
prepared to shout, to interrupt, to abuse the speak-
ers, if anyone speaks about anything except peace.
But (look), for the prytaneis (are) here at midday.
Didn’t I tell you? That’s just what I said; every man
is jostling for the front seat.
τὴν . . . καρδίᾱν (1): accusative of respect.
ἀλλήλοισι (12): note the Ionic dative plural
ending; see the notes on the Ionic dialect at the
beginning of Chapter 27.
ὅπως (13): see Chapter 22, Grammar 3,
pp. 119–20.
Compound verb to be deduced: ἀποβλέπων
(19).
 h
ΑΧΑΡΝΗΣ (β)

Vocabula ry hologram, holograph, holographic, holography, hol-

ogynic, holohedral, holometabolism, holophrastic,
ἀλαζών: see lines 43 and 61. holophyte, holoplankton, holotype, holozoic
The declension of μήν is: μήν, μηνός, μηνί,
μη�να; μη�νες, μηνω�ν, μησί(ν), μη�νας. παρά: see list with Chapter 11α
The declension of ὄρνῑς is: ὄρνῑς, ὄρνῑθος,
ὄρνῑθι, ὄρνῑν; ὄρνῑθες, ὀρνιˉ΄θων, ὄρνῑσι(ν), Illustration (p. 293)
ὄρνῑθας. (Photo: Alison Frantz, American School of Classi-
The declension of the contract adjective cal Studies at Athens)
χρῡσου�ς is as follows: χρῡσου�ς, χρῡση�, χρῡσου�ν;
χρῡσου�, χρῡση�ς, χρῡσου�; χρῡσῳ�, χρῡσͺη�, χρῡσῳ�; Illustration (p. 295)
χρῡσου�ν, χρῡση�ν, χρῡσου�ν; χρῡσοι�, χρῡσαι�, Attic red-figure plate signed by Epictetus, ca.
χρῡσα�; χρῡσω�ν, χρῡσω�ν, χρῡσω�ν; χρῡσοι�ς, 500 bc (London, British Museum).
χρῡσαι�ς, χρῡσοι�ς; χρῡσου�ς, χρῡσα�ς, χρῡσα�.
For the preposition παρά + gen., from, see line
Tr anslation
41. Students met this use in Chapter 26, tail read-
ing, line 12; it is introduced in a vocabulary list for Lines 27–89
the first time here in Chapter 30. Her.: Come forward! Come on, so that you may
be inside the purified area.
English Der ivativ es from Amph.: Did anyone speak yet?
Wor ds in the Vocabulary List Her.: Who wishes to speak?
Amph.: I do.
αἰσθάνομαι: aesthesia, aesthete, aesthetic, aestheti- Her.: Who are you? (being who?)
cian, aestheticism, aestheticize, aesthetics, anesthesia,
Amph.: Amphitheus.
anesthesiologist, anesthesiology, anesthetic, anesthe-
Her.: Not a man (= human being)?
tist, anesthetize
Amph.: No, but an immortal . . . and the gods have
ὄρνῑς: ornithic, ornithine, ornithischian, orni- commissioned (entrusted to) me to make a
thologist, ornithology, ornithopod, ornithopter, truce with the Spartans on my own (alone).
ornithosis But although I’m an immortal, gentlemen,
χρῡσίον (ὁ χρῡσός , gold): chrysalid, chrysa- I haven’t got any travel allowance (journey
lis, chrysanthemum, chryselephantine, chrysoberyl, money). For the prytaneis won’t (don’t)
chrysolite, chrysomelid, chrysoprase, Saint John give me any.
Chrysostom, chrysotherapy, chrysotile, helichryse Her.: Archers! . . .
ὅλος: catholic, catholicism, holoblastic, holocaust, Dic.: Prytaneis, you are wronging the Assembly
Holocene, holocrine, holoenzyme, hologamous, in ejecting (leading away) the man who

II - 1 2 9
II - 1 3 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l Book II

wanted to make a truce for us and to hang Dic.: Oh misery, how clear that is!
up our shields. Amb.: What’s he saying?
Her.: Sit down, be quiet. Dic.: What (does he say)? He calls the Ionians
Dic.: No, by Apollo, I won’t, unless you (if you wide-assed, if they expect gold from the
don’t) introduce a motion about peace for me. barbarians.
Her.: The ambassadors from the King. Amb.: No (he doesn’t); but this man says bushels
Dic.: What king? I’m fed up with (vexed at) of gold.
ambassadors and peacocks and imposters Dic.: What kind of bushels? You’re a great
(impostures). imposter. . . .
Her.: Be quiet. . . . Her.: Be quiet! Sit down! The Council invites the
Amb.: You sent us to the great King on a salary King’s Eye to the Town Hall (Prytaneum).
(receiving as pay) of two drachmas a day Dic.: Well, isn’t this enough to make you hang
when Euthymenes was archon. yourself? . . . But I shall do some terrible and
Dic.: Oh my, (those) drachmas! . . . great deed. But where’s my Amphitheus?
Amb.: While being entertained, we were forced Amph.: Here I am.
to drink from crystal goblets and golden Dic.: (You), taking these eight drachmas, make a
vessels sweet wine undiluted. truce with the Spartans for me alone, and for
Dic.: O Cranian city, do you see how the my young children and wife. And (you) go on
ambassadors mock you? with your embassies and gape like fools! . . .
Amb.: For the barbarians consider only those who
can eat and drink the most (to be really) Compound verb to be deduced: ἀπάγοντες (37).
men. . . . And in the fourth year we arrived at κάθησο (39): like the imperative of δύναμαι.
the palace. But he (the King), having taken τη�ς ἡμέρᾱς (46): genitive of time with a dis-
his army, had gone off to the latrine, and he tributive sense, each day, a day.
was shitting on the Golden Mountains for Line 51: note the accent of ὁ κατάγελως, του�
eight months. καταγέλωτος, mockery.
Dic.: And when (within what time) did he close Compound verb to be deduced: παρετίθει (59).
his ass? At the full moon? Ἀθηναίοισιν (70): Ionic dative plural ending.
Amb.: And then he went off home. Then he Line 75 = οὐ λήψͺη χρῡσόν, χαυνόπρωκτοι
entertained (us), he served us whole oxen, Ἴωνες, you won’t get gold, you wide-assed Ionians.
oven-baked (from the oven). The only words that are correct Greek are οὐ and
Dic.: And who ever saw baked oxen? What the obscene χαυνόπρωκτ᾿.
humbug! The ambassadors, both Greek and Persian,
Amb.: And yes, by Zeus, he set before us a bird are repeatedly referred to as ἀλάζονες, imposters,
three times as big as Cleonymus; it was and in a passage we have omitted, where Dicaeop-
called a cheatiebird. olis himself questions the Persian ambassadors, he
Dic.: This (as it seems) is how you were cheating reveals them as Athenians dressed up to look like
us, taking the two drachmas. Persian grandees (a revelation quite neglected by
Amb.: And now we have come, bringing the herald, who immediately after this invites them
Pseudartabas, the King’s Eye. to the Town Hall).
Dic.: May a raven strike it (the King’s Eye) and τοι�σι παιδίοισι (88): Ionic dative plural
knock it out—and yours too, the endings.
ambassador’s!
Her.: The King’s Eye! Illustration (p. 299)
Dic.: O lord Heracles! . . . The theater of Dionysus in the second half of the
Amb.: Come on then, (you) tell what the King sent fifth century. The σκηνή at this time must have
you to say to the Athenians, Pseudartabas. been made of wood. The arrangement shown here
Pseud.: Iarta name xarxana pisona satra. has three doorways and the actors can appear on
Amb.: Did you understand what he is saying? the roof. The Odeon of Pericles is in the back-
Dic.: No, I didn’t by Apollo. ground. From Peter Connolly and Hazel Dodge,
Amb.: He says the King will send you gold. (You) The Ancient City: Life in Classical Athens & Rome,
tell (us) (about) the gold louder and clearly. Oxford University Press, 1998, p. 94. (Drawing:
Pseud.: No getty goldy, wide-assed Ioni. Peter Connolly.)
 h
ΑΧΑΡΝΗΣ (γ)
Vocabula ry
Notes:
English Der ivativ es from
Wor ds in the Vocabulary List
στόμα: stoma, stomach, stomachache, stomacher,
stomachic, stomach pump, stomach tooth, stomach
worm, stomate, stomatic, stomatitis, stomatology,
stomatopod, stomatous, stomodeum
Tr anslation
Lines 90–117
Dic.: But, (look, for) here’s Amphitheus (back)
from Sparta. Hello, Amphitheus.
Amph.: Don’t (greet me) yet until I stop running.
For, fleeing, I must escape the Acharnians.
Dic.: But what’s the matter?
Amph.: I was hurrying here bringing you the
truces; but some old men smelled them;
Acharnians, tough old men, oaken,
unsoftened Marathon fighters, tough as
maple. Then they all began to shout, “Most
villainous, are you bringing truces, when
our grapevines have been cut down?” And
they began gathering stones into their
cloaks; but I began to flee; and they began
to pursue and shout.
Dic.: And so let them shout. But are you bringing
the truces?
Amph.: I certainly am (I say I am), these three
vintages. This one is five years old/for five
years. Take it and taste.
II - 1 3 1
Dic.: Ugh! Amph.: What’s the matter?
Dic.: I don’t like this one (it does not please
me) because it smells of pitch and the
preparation of ships.
Amph.: Well, take this one, ten years old/for ten
years, and taste it.
Dic.: This smells, too, very sharply, of
ambassadors (going) to the cities. . . .
Amph.: But this truce is for thirty years by both
land and sea.
Dic.: O Festival of Dionysus! this one smells of
ambrosia and nectar . . . and it says in my
mouth: “Go where you wish!” This I accept
and I pour it out (as a libation) and I will
drain it off, bidding a long farewell to the
Acharnians.
Amph.: But I’ll flee the Acharnians.
Dic.: And rid of war and troubles, going in, I will
celebrate the Rural Dionysia.
Ἀχαρνέᾱς (92): the noun Ἀχαρνεύς, an Achar-
nian, is declined exactly like the noun βασιλεύς.
πρεσβυ�ται (94): this noun is from ὁ
πρεσβυˉ΄της, an alternate form of ὁ πρέσβυς used
in the sense old man.
Illustration (p. 302)
Plan of the theater of Dionysus in the mid-fourth
century. From Peter Connolly and Hazel Dodge,
The Ancient City: Life in Classical Athens & Rome,
Oxford University Press, 1998, p. 99. (Drawing:
Peter Connolly.)
Illustration (p. 305)
Terracotta statuette of a comic Heracles, ca. 375–
350 bc (Museum of Fine Arts, Boston).
 h
ΑΧΑΡΝΗΣ (δ)
Vocabula ry
Notes:
English Der ivativ es from
Wor ds in the Vocabula ry
List
ᾄδω (ἀείδω, I sing; ὁ ἀοιδός , singer; ἡ ἀοιδή ,
Attic, ἡ ᾠδή , song): comedian, comedy, melo-
dious, melody, nickelodeon, ode, odeon, parody, pros-
ody, psalmody, rhapsody, tragedian, tragedy
Tr anslation
Lines 118–160
Chor.: This way, follow everyone; chase (him)
and ask (inquire) about the man from all
the passersby; for it is worthwhile for the
city to apprehend this man. But inform me,
if anyone knows where in the world the
man bringing the truces has gone (turned).
He has fled; he has gone, vanished. . . . But
it’s necessary to seek the man and to look
Peltingward and to pursue (him) from one
land to another, until at last (sometime)
he’s found; as I could never have my fill of
pelting him with stones.
Dic.: Keep holy silence, keep holy silence!
Chor.: Quiet everyone! Did you hear his call for
holy silence, men? This is the very man
we’re looking for. But everyone (come)
here, out of the way; for the man is coming
out to sacrifice, as it seems.
II - 1 3 2
Dic.: Keep holy silence! Keep holy silence!
Come forward a little, (the) basket bearer!
Let Xanthias stand the phallus pole up
straight! Put down the basket, daughter, so
that we may begin.
Daugh.: Mother, hand me up the soup ladle here, so
that I can pour the soup over this broad, flat
cake.
Dic.: And indeed it’s a fine thing! Lord
Dionysus, (grant) that I, conducting
this procession in a manner pleasing to
you and sacrificing with my household
members, may lead the Rural Dionysia
with good fortune, rid of (service in) the
army; (grant) that my thirty-years’ truce
may turn out well. Come on, daughter,
(see to it) that you, pretty girl, carry
the basket prettily, looking as if you had
eaten savory. How happy whoever will
marry you. . . . Advance, and take care
that no one in the crowd slyly nibbles
away at your golden jewelry. Xanthias, the
phallus pole must be held straight up by
the two of you behind the basket bearer;
and I, following, will sing the phallic
song; and you, wife, watch me from the
roof. Forward! Phales, companion of
Bacchus. . . . in the sixth year (after five
years) I addressed you, going happily to
my deme, after making a truce for myself,
rid of troubles and battles. . . . O Phales,
Phales, If you drink with me (today), after
a drinking bout from earliest dawn (i.e.,
tomorrow) you will drain dry a cup of
 3 0 Α Χ Α Ρ Ν Η Σ ( δ ) II - 1 3 3
peace; and my shield will be hung beside
the fireplace (in the chimney).
στησάτω (132): help students as necessary with
this 3rd person imperative. Compare the 2nd per-
son imperative κατάθου in line 133.
ἀνάδος (134): compound verb to be deduced;
help students as necessary with this aorist impera-
tive of ἀναδίδωμι.
σφῳ�ν (147): dual dative of the second person
pronoun, thus, by the two of you; this is the only indi-
cation that a second slave accompanies Xanthias.
τὸ φαλλικόν (149): students are to deduce
the meaning of this (phallic song) from that of the
noun τὸν φαλλόν (132).
Lines 151–160
Some words and lines have been cut here, but we
have not marked them with ellipsis points in the
printed text.
ἕκτῳ . . . ἔτει (152): Dicaeopolis speaks as if
only now after five years of war, cooped up in the
city, has he returned to his beloved deme; in fact,
the farmers returned to the country each year
when the invasion ended.
Illustration (p. 307)
Attic red-figure cup by the Telephos Painter, ca.
470 bc (Museum of Fine Arts, Boston).
Illustration (p. 310)
Detail of the cup by Douris, ca. 480 bc (­London,
British Museum), shown at the beginning of
­Chapter 25.
Illustration (p. 311)
Attic red-figure pelike by the Kleophon Painter, ca.
430 bc (Boston, Museum of Fine Arts). The scene
shows a warrior donning his armor in preparation
for departure for battle, but it shows a shield such as
Dicaeopolis boasts will be hung up in the chimney
now that he has arranged peace with Sparta.
Pr incipal Pa rts
Notes:
Illustration (p. 313)
We include this illustration at this point as a
reminder of the enemy of Athens in the Pelopon-
nesian War, an end to which Dicaeopolis celebrates
in his joyful procession. (Photo: Peter Eastland.)
Gr amma r 1
Notes:
✒ ✒ Ex ercise 30α
1. If Croesus campaigns against the Persians, he
will destroy a great empire.
– The Pythia said that if Croesus campaigned
against the Persians, he would destroy a
great empire.
– (In secondary sequence, ἐα ˉ΄ν + the subjunc-
tive has been changed to εἰ + the optative.
After ἔφη, the main clause in the direct
statement becomes an accusative and infin-
itive in the indirect statement.)
2. The children did all that their father (had)
ordered.
– The children said that they had done all that
their father (had) ordered.
– (In secondary sequence, the aorist indica-
tive of the main clause, ἐποίησαν, has been
changed to the corresponding optative, but
the aorist indicative in the relative clause has
remained unchanged.)
3. The shepherd will guard the sheep until night
falls.
– We knew that the shepherd would guard the
sheep until night fell/might fall.
– (In secondary sequence, ἄν + the subjunc-
tive has been changed to the optative with-
out ἄν. After the verb of knowing, the main
clause becomes an accusative and participle.)
4. Whoever stays outside the walls will be killed
by the enemy.
– Dicaeopolis said that whoever stayed outside
the walls would be killed by the enemy.
– (In secondary sequence, ἄν + the subjunc-
tive has been changed to the optative without
ἄν. The future indicative of the main clause
in the direct statement is retained in the indi-
rect statement introduced by εἰ�πεν ὅτι.)
5. The children, if they had done this, would not
have gotten into danger. The father said that the
children, if they had done this, would not have
gotten into danger.
– (In secondary sequence, no change is per-
mitted in the mood of the conditional clause
with its verb in a secondary tense of the
indicative. After ἔφη, the indicative with ἄν
of the main clause becomes a corresponding
tense of the infinitive, with the ἄν retained.)
 h
End Matter

Teachers should periodically guide students 20. The Indefinite Pronoun

through the material in the end matter in the stu- 21. The Relative Pronoun
dent’s book to acquaint them with what is there 22. Formation of Adverbs
and how it is arranged and to point out the dif- 23. Comparison of Adverbs
ferent kinds of information contained in the final 24. Verbs with Thematic Presents, Sigmatic
sections of the book. Here are some notes on these Futures, Sigmatic 1st Aorists, -κα 1st Perfects,
sections of the student’s book. -κη 1st Pluperfects, -θη- 1st Aorist Passives,
and -θη- 1st Future Passives
25. Verbs with -η- 2nd Future Passives and -η-
Forms 2nd Aorist Passives
Here is a listing of the major headings in this 26. Verbs with Athematic Presents and Imperfects
section: 27. Contract Verbs
28. Asigmatic Contract Future of Verbs in -ίζω
1. The Definite Article 29. Asigmatic Contract Future of Verbs with Liq-
2. Nouns of the 1st Declension uid and Nasal Stems
3. Nouns of the 2nd Declension 30. Asigmatic 1st Aorist of Verbs with Liquid and
4. Nouns of the 3rd Declension Nasal Stems
5. Adjectives and Participles of the 1st and 2nd 31. Thematic 2nd Aorists
Declensions 32. Athematic 2nd Aorists
6. Adjectives of Irregular Declension 33. The Irregular Verb εἰμί, I am
7. Adjectives of the 3rd Declension 34. The Irregular Verb εἰ�μι, I will go
8. Adjectives and Participles of the 1st and 3rd 35. -μι Verbs in Book II
Declensions 36. The Verb φημί, φήσω, ἔφησα , I say
9. Comparison of Adjectives 37. New Verb Forms in Book II
10. Demonstrative Adjectives
11. The Adjective αὐτός, -ή, -ό, -self, -selves; same
12. The Interrogative Adjective Index of Language and
13. The Indefinite Adjective Grammar
14. Numerical Adjectives Here is a listing of the major headings in this
15. Personal Pronouns section:
16. Reflexive Pronouns
17. The Reciprocal Pronoun Adjectives
18. Possessives Cases
19. The Interrogative Pronoun Contractions

II - 1 3 4
 E n d M a t t e r II - 1 3 5
Crasis
Dialects
Dissimilation
Moods
Prodelision
Subordinate Constructions
Verbs
Greek to English
Vocabulary
This vocabulary list contains all of the words
that are in the vocabulary lists in the chapters
and the words presented in grammar sections
that need to be learned (e.g., the irregular com-
paratives and superlatives and the numbers).
It also contains all of the compound verbs that
occur in the readings and of which students
are expected to deduce the meaning. Students
should always be encouraged to deduce the
meaning of these verbs when they meet them in
the readings and not have recourse to the Greek
to English Vocabulary, but we have included
the words in the vocabulary for purposes of ref-
erence. The Greek to English Vocabulary also
contains all words that are glossed once in a
chapter and used again later in that chapter (in
the exercises or readings) but not glossed again.
For the most part students will remember these
words from their initial encounter with them
in the reading where they are glossed, but we
include them in the Greek to English Vocabu-
lary for reference.
We do not include in the Greek to English
Vocabulary words that are glossed once in a
­chapter and do not occur again in that chapter or in
a vocabulary list in a subsequent chapter.
The numbers following definitions of words
refer to the chapters in which the words are
included in vocabulary lists or grammar sections.
English to Greek
Vocabulary
The English to Greek Vocabulary is not limited to
words needed in the English to Greek translation
exercises; it instead contains a complete reverse
listing of all the words in the Greek to English
Vocabulary. This complete list will make it easier
for teachers to make up additional exercises, and
it will enable students to write Greek using almost
any of the words that they have met in the readings.
The English to Greek Vocabulary is intended
only as a reminder of the Greek word. For full infor-
mation about any given Greek word, students will
have to look the word up in the Greek to English
Vocabulary. Students should also be urged always
to look back at the readings and the grammar sec-
tions to refresh their minds on how a given word
is used.
 h
Translations of Classical and New
Testament Greek Readings
Chapter 17β
Miracle Cures
Heraeeus of Mytilene. This (man) had (was hav-
ing) no hair on his head, but lots on his chin. And
ashamed, because he thought he was being laughed
at by other (men), he slept (was sleeping) in (the
abaton). And the god, having anointed him with an
ointment, made his head have hair.
Hegestratos, headache. This (man) suffering
from insomnia because of the pain (toil, work; suf-
fering) of his head, when he was in the abaton, fell
asleep and saw a dream; the god, having cured his
headache (and) having made him stand up straight
(and) naked, seemed to have taught him the defense
in the pancratium; and when day came, he went out
cured (healthy) and after a short (not a long) time
he won the pancratium in the Nemean Games (he
won the Nemean Games, the pancratium).
John 1.1–2
In the beginning was the Word, and the Word was
with (the) God, and the Word was God. This/He
was in the beginning with God.
John 1.14
And the Word became flesh and tented among us.
John 1.29
On the next day he sees Jesus coming toward him
and says, “Behold, the lamb of god, the one taking
away the sin of the world.”
II - 1 3 6
Chapter 18β
Miracle Cures
Euphanes, a boy from Epidaurus. This (boy) suf-
fering from the stone slept (was sleeping) in (the
abaton); the god seemed to him standing near
(him) to say, “What will you give me, if I make you
healthy?” And he said, “Ten knucklebones.” The
god, breaking into laughter, said that he would stop
him (from suffering). And when day came he went
out cured (healthy).
Pandarus, a Thessalian, who had marks on his
forehead. This (man) sleeping in (the abaton), saw
a vision; the god was seeming to bind the marks
with a bandage/fillet and to be telling him, when
he was outside the abaton, having taken off the
­bandage/fillet, to dedicate it in (into) the temple.
And when day came, he arose and departed and
took off the bandage/fillet, and he saw his face
free from the marks, and he dedicated in (into) the
temple the bandage/fillet that had (on it) the letters
from his forehead.
John 1.32, 33, and 49
“I have seen the spirit coming down / descending
as a dove from heaven and it came to rest upon
him.”
“Upon whoever you see the spirit coming
down / descending and remaining upon him, this
is the one baptizing in/with the holy spirit.”
“Master, you are the son of God, you are king
of Israel.”
 T r a n s l a t i o n s o f C l a s s i c a l a n d N e w T e s t a m e n t G r e e k R e a d i n g s II - 1 3 7
Chapter 19α
Theognis
Men are foolish and childish, who weep for the
dead and not for the flower of youth that perishes.
Enjoy yourself, please, dear heart; soon again
there will be other men, and I, having died, will be
black earth.
Chapter 19β
John 2.1–8
And on the third day a wedding took place in Cana
of Galilee, and the mother of Jesus was there; both
Jesus and his disciples were invited to the wedding.
And when the wine gave out, the mother of Jesus
says to him, “They do not have wine.” Jesus says
to her, “What (is that) to me and you, woman? My
hour has not yet come.”
And his mother says to the servants, “Whatever
he says to you, do it.” There were six water jars made
of stone lying there in accord with the purification of
the Jews, holding two or three measures apiece. Jesus
says to them, “Fill the jars with water.” And they
filled them up. And he says to them, “Draw now and
carry to the master of ceremonies”; and they carried.
Chapter 20δ
John 2.9–11
And when the master of ceremonies tasted the
water that had become wine and was not aware
from where it was, but the servants, the ones who
had drawn the water, were aware, the master of
ceremonies calls the bridegroom and says to him,
“Every man first serves the fine (beautiful) wine
and when they are drunk, the inferior (wine); you
have saved the fine wine until now.” Jesus made this
beginning of his signs/miracles in Cana of Galilee
and showed his glory, and his disciples came to
believe in him.
Tyrtaeus
And he himself, falling in the front line, loses his
own life, bringing glory to his city and people(s)
and father. . . . And him young men and old alike
lament, and the whole city mourns with grievous
longing . . . nor does his good fame ever perish nor
his name, but he becomes immortal (lit., deathless)
although he is beneath the earth.
John 3.1–3
There was a man from the Pharisees, Nicodemus
was his name, a leader of the Jews; this (man) came
to him at night and said to him, “Teacher, we know
that you have come from God (as a) teacher; for no
one is able to make these signs / do these miracles
that you make/do, unless God is with him.” Jesus
replied and said to him, “Verily verily I say to you,
unless someone is born from above / anew, he is
not able to see the kingdom of God.”
Chapter 21β
Solon
From a cloud comes the might of snow and hail,
and thunder comes from the bright lightning; and
a city perishes from great men, and the people fall
under the slavery of a monarch through its folly. If
you raise (a man) too high, it is not easy to restrain
(him) later, but one should think about all (these)
things now.
John 3.4–7
Nicodemus says to him, “How is a man able to be
born, being old? He is not able to go into the womb
of his mother a second time and be born, is he?”
Jesus answered, “Verily verily I say to you, if some-
one is not / unless someone is born from water and
spirit, he is not able to enter into the kingdom of
God. That which has been born from flesh is flesh,
and that which has been born from spirit is spirit.
Don’t be amazed that I said to you ‘It is necessary
that you be born from above / anew’.”
Chapter 22α
John 5.1–9
After this there was a festival of the Jews and Jesus
went up into Jerusalem. And there is in Jerusalem
at the sheep gate a pool, the one called in Hebrew
Bethzatha having five porticoes. In these were lying
a multitude of weak/sick, blind, lame, withered/par-
alyzed (people). There was a certain man there being
(having) thirty-eight years in his weakness/sickness.
II - 1 3 8 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
Jesus, seeing this (man) lying down and learn-
ing that he has been in his sickness for a long time
now, says to him, “Do you wish to become well?”
The sick man answered (to) him, “Sir, I do not have
a man so that whenever the water is stirred up he
may put me into the pool; and while I am going,
another goes down before me.” Jesus says to him,
“Get up; lift your cot and walk!” And immediately
the man became well and lifted his cot and began
to walk.
Chapter 22β
Solon
For to the people I gave as much privilege as to
be enough, neither taking from their honor nor
giving too much; and (for those) who had power
and were admired for their wealth, for them too
I contrived that they should have (to have) noth-
ing improper; I stood (firm), having put a mighty
shield around both, and I allowed neither side to
win unjustly.
Chapter 23β
Solon
One man hurries from one place, another from
another (i.e., everyone has a different pursuit);
one wanders over the sea in ships, longing to
bring home wealth; . . . another, cutting the tree-
clad earth, slaves year in, year out, for whom bent
plows are a concern; another, knowing the works
of Athena and Hephaestus of many crafts, collects
his livelihood with his (two) hands; . . . another the
Lord Apollo, the far-shooter, makes a prophet, and
he (the prophet) knows trouble coming to a man
from afar.
John 6.47–51
“Verily verily I say to you, the one believing has
eternal life. I am the bread of life. Your fathers ate
the manna in the desert and died; this is the bread
coming down out of heaven, so that anyone may eat
from it and may not die. I am the living bread, the
(bread) having come down out of heaven; if anyone
eats from this bread he will live to eternity; more-
over also the bread that I will give is my flesh on
behalf of the life of the world.”
Book II
Chapter 24β
Hesiod
The immortals who have their homes on Olympus
first made the golden race of men of mortal speech.
They were living like gods, having hearts free from
care away from and without toil and woe; nor was
sad old age present at all, but always unfailing (the
same, i.e., unchanged) in feet and hands, they were
enjoying festivities far from all evils; and they died
as though (they had been) overcome by sleep; they
had all good things, and the bountiful earth of its
own accord was bearing (carrying) much and plen-
tiful fruit. . . .
John 8.12
And so Jesus again spoke to them saying, “I am
the light of the world; the one following me will
never walk in the darkness, but will have the light
of life.”
John 8.31–32
Then Jesus was saying to the Jews who had come to
believe in him, “If you remain in my word, you are
truly my disciples and you will know the truth, and
the truth will set you free.”
John 9.1–7
And passing along he saw a man blind from birth.
And his disciples asked him, saying, “Teacher, who
sinned, he or his parents, that he was born blind?”
Jesus answered, “Neither he nor his parents sinned,
but (he was born blind) so that the works of God
might be shown in him. We must work the works of
the one who sent me while it is day; night is coming
when no one is able to work. As long as (when) I am
in the world, I am the light of the world.”
Having said these things, he spat on the ground
and made mud from the spit and smeared the mud
on his (i.e., the blind man’s) eyes and said to him, “Go
wash in the pool of Siloam (which is translated Hav-
ing Been Sent).” And so he (i.e., the blind man) went
away and washed himself and went (away) seeing.
Chapter 25β
John 10.2–4, 9, and 11–16
“The one coming in through the gate is the shep-
herd of the sheep. The gate-keeper opens (the gate)
 T r a n s l a t i o n s o f C l a s s i c a l a n d N e w T e s t a m e n t G r e e k R e a d i n g s II - 1 3 9
for this one, and the sheep hear his voice and he
calls his own sheep by name and leads them out.
Whenever he leads out all his own (sheep), he
walks in front of them, and the sheep follow him,
because they know his voice. . . . I am the gate; if
anyone comes in through me, he will be saved and
he will come in and he will go out and he will find
pasture. . . . I am the good shepherd. The good shep-
herd lays down his life on behalf of his sheep; the
hired laborer and (the one) not being the shepherd,
of whom the sheep are not his own, sees the wolf
coming and lets the sheep go / abandons the sheep
and flees—and the wolf seizes (attacks) them and
scatters (them)—because he is a hired laborer and
he has no care concerning (for) the sheep. I am
the good shepherd and I know my (sheep) and my
(sheep) know me, just as the Father knows me and
I know the Father, and I lay down my life on behalf
of my sheep. And I have other sheep that are not of
this sheepfold; and I must lead them, too, and they
will hear my voice, and they will become one flock,
one shepherd.”
Chapter 26β
Hesiod
I wish then that I were not any longer among the
fifth (race of) men, but had either died before
(them) or been born thereafter. For now the race
is of iron; and (men) will not cease from wea-
riness and grief in the day, nor (will they stop)
being distressed at night; but the gods will give
them hard anxieties; but all the same good will
be (lit., will have been) mixed with bad even for
them. But Zeus will destroy this race of men of
mortal speech, too, when they are gray-haired at
birth.
Chapter 27α
John 11.1, 3–5, 17, 19–27, and 38–44
John 20.11–18
And a certain person was sick, Lazarus from Beth-
any, from the village of Maria and Martha her
­sister . . . So the sisters sent to him saying, “Lord,
see (the one) whom you love is sick.” And Jesus,
hearing, said, “This illness is not to death (will not
lead to death) but (is) for the glory of God, in order
that the son of God may be glorified through it. And
Jesus loved Martha and her sister and Lazarus . . .
Then Jesus, coming, found him being in the tomb
already for four days (already having four days in
the tomb). . . . And many of the Jews had come to
Martha and Mary to console them concerning
their brother.
Then Martha, when she heard that Jesus was
coming, met him; but Mary was sitting in the
house. Then Martha said to Jesus, “Lord, if you had
been here my brother would not have died; and
now I know that as many things as you may ask of
God, God will give to you.” Jesus says to her, “Your
brother will stand up.” Martha says to him, “I know
that he will stand up / be resurrected in the res-
urrection on the last day.” Jesus said to her, “I am
the resurrection and the life; the one believing in
me, even if he dies, he will live, and everyone liv-
ing and believing in me will never die for eternity.
Do you believe this?” She says to him, “Yes, lord, I
have come to believe that you are the Christ (the
Anointed One), the son of God, the one coming
into the world.”
So Jesus, being again deeply moved within goes
to the tomb; it was a cave and a stone was lying
on it. Jesus says, “Lift the stone.” Martha, the sis-
ter of the one who had died says to him, “Lord, he
already stinks, for he is (dead) for four days.” Jesus
says to her, “Did I not say to you that if you believe
you will see the glory of God?” Then they lifted
the stone. And Jesus lifted his eyes up and said,
“Father, I give you thanks because you heard me.
And I knew that you always hear me, but I spoke
because of the crowd standing around, so that they
might believe that you sent me.” And saying these
things he shouted in a loud voice, “Lazarus, (come)
out here.” The one who had died came out bound
with respect to his feet and hands with strips of
cloth and his face had been bound around with a
cloth. Jesus says to them, “Untie (Loosen) him and
allow him to depart.”
And Mary was standing at the tomb outside, weep-
ing. Then as she was weeping, she stooped to look
into the tomb and she sees two angels sitting in
white (garments), one at the head and one at the
feet, where the body of Jesus was lying (i.e., had
been lying). And they say to her, “Woman, why
do you weep?” She says to them that “They lifted
(took away) my lord, and I do not know where they
put him.” Having said these things, she turned
II - 1 4 0 AT H E N A Z E : I n s t r u c t or ’s R e s ou rc e M a nu a l
around and she sees Jesus standing (there) and she
was not aware (was not knowing) that it was Jesus.
Jesus says to her, “Woman, why are you weeping?
Whom are you looking for?” She, thinking that
he is the gardener, says to him, “Lord, if you took
him away, tell me where you put him, and I will lift
him (take him away).” Jesus says to her, “Mary.”
Having turned around she says to him in Hebrew
“Rabbouni” (which means Teacher). Jesus says to
her, “Do not touch me, for I have not yet gone up
to my father; but go to my brothers and tell them,
‘I am going up to my father and your father and
my god and your god.’” Mary (the) Magdalen goes,
announcing to the disciples that “I have seen the
lord,” and (that) he said these things to her.
Chapter 27β
Xenophanes of Kolophon
(There is) one god, the greatest among gods and
men, like mortals neither with respect to body nor
thought/mind.
But if oxen and horses or lions had hands or
(if they were able) to draw with their hands and
accomplish the works that men do, horses would
draw the shapes of gods like horses and oxen like
oxen and would make their (i.e., the gods’) bodies
such as the body even they themselves each had.
Book II
Homer, Iliad 1.1–7
Sing of the accursed wrath, O goddess, of Achil-
les, son of Peleus, which put countless woes upon
the Achaeans and sent forth many mighty souls of
heroes to Hades, and was causing (the men) them-
selves to be prey for dogs and all birds, and the plan
of Zeus was being accomplished, (starting) from
the (very time) when indeed the son of Atreus,
king of men, and noble Achilles first stood apart,
quarreling.
Chapter 28α
Homer, Odyssey 1.1–10
Tell me, O Muse, the tale of the man much-
­traveled / of many devices, who wandered far and
wide, when he (had) sacked the holy city of Troy;
and he saw the cities of many men and came to
know their mind, yes, and he suffered in his spirit
many woes on the sea, trying to win his life and the
homecoming of his companions. But not even so
did he save his companions, although being eager
(to do so); for they perished because of their very
own recklessness, the foolish (creatures), who
devoured (were devouring) the oxen of the One
on High, the Sun; but he took from them the day of
their return. From some point of the things/events
at least, O goddess, daughter of Zeus, tell even to us.
 h
Word Study Index

The page references are to the Word Study sections in the student’s book.

A E pharmacologist, 239
analysis, 3 ecclesiastical, 267 philanthropy, 84
anesthetist, 239 epic, 189 philosophy, 213
anthropology, 84 epistemology, 213 photograph, 66
anthropomorphous, 84 ethics, 213 physics, 107
anthropophagous, 84 physiotherapist, 239
archaeology, 166 G pithecanthropus, 84
aristocracy, 43 genealogy, 166 plutocracy, 43
arithmetic, 107 geometry, 107 political theory, 213
autistic, 22 gerontologist, 239 politics, 127
autobiography, 22 gynecologist, 239 psychiatrist, 3
autocracy, 43 psychic phenomena, 3
autograph, 22 H psychoanalyst, 3
automatic, 22 harmony, 156 psychologist, 3
autonomous, 22 heresy, 267
autonomy, 127 history, 166 R
rhetoric, 127
B L rhythm, 156
Bible, 267 logic, 213
biography, 189 lyric, 189 S
biology, 107 seismograph, 66
bureaucracy, 43 M symphony, 156
mathematics, 107
C melody, 156 T
chord, 156 metaphysics, 213 technocracy, 43
chorus, 156 misanthrope, 84 telegraph, 66
chronicle, 166 monarchy, 127 theocracy, 43
chronology, 166 music, 156 theology, 267
comedy, 189 tragedy, 189
cryptography, 66 O tyranny, 127
ochlocracy, 127
D orchestra, 156 Z
demagogue, 127 orthodoxy, 267 zoology, 107
democracy, 127
diapason, 156 P
dogma, 267 paleography, 66, 166
drama, 189 pediatrician, 239

II - 1 4 1
 h
Word Building Index

The page references are to the Word Building sections in the student’s book.

Α γιγνώσκω, 14, 136, 253 ἐξ , 55

ἄγνωστος, 14 γνώμη, 14, 136, 253 ἔξω, 55
ἄγραπτος, 14 γνω�σις, 253 ἐπιτίθημι, 33
ἀδικέω, 98 γνωστός, 14, 253 εὐγενής, 227
ἀδίκημα, 98 γονεύς, 136 εὐλογίᾱ, 284
ἄδικος, 98, 272 γράμμα, 136 εὔπαις, 284
ἀδύνατος, 14 γραπτός, 14, 199 εὐτυχής, 14, 227
ἀείμνηστος, 227, 253 γραφεύς, 136
ἀλήθεια, 178 γραφή, 14, 136 Η
ἀληθής, 178 γράφω, 14, 136, 199 ἥδομαι, 199
ἄλογος, 284 ἡδύς, 199
ἀμαθής, 227 Δ
ἀνά, 55 δημοκρατίᾱ, 227 Θ
ἀναγκάζω, 73, 156 δίδωμι, 33, 136, 253 θαλαττοκρατέω, 227
ἀνάγκη, 73, 156 δικάζω, 272 θέσις, 253
ἀναμιμνͺήσκω, 253 δίκαιος, 98, 178, 199, 272 Ι
ἀνατίθημι, 33 δικαιοσύνη, 98, 178 �ˉιαˉ΄ομαι, 136
ἄνω, 55 δικαστής, 272 ˉ�ιᾱτρός, 136
ἄπαις, 284 δικαστικός, 272 ἱερεύς, 178
ἀπιστέω, 14 δίκη, 98, 199, 272 ἱερός, 178
ἄπιστος, 14 δόσις, 33, 253 ἱππεύς, 178
ἀποδίδωμι, 33 δοτήρ, 136 ἵππος, 178
ἄτακτος, 119 δου�λος, 73, 156 ἴσος, 178
ἀτάρακτος, 119 δουλόω, 73, 156 ἰσότης, 178
ἀταραξίᾱ, 119 δούλωσις, 73 ἵστημι, 253
ἀτυχής, 14, 227 δύναμαι, 14
δύναμις, 14 Κ
Β δυνατός, 14 κατά, 55
βασιλεύς, 156 δυσγενής, 227 κάτω, 55
βασιλεύω, 156 δυστυχής, 14 κήρῡγμα, 73
βούλευμα, 98 δω�ρον, 253 κη�ρυξ , 73
βουλευτής, 98 κηρυˉ΄ττω, 73
βουλεύω, 98 Ε κρι΄ˉνω, 136
βουλή, 98 εἰς, 55 κρίσις, 136
εἴσω, 55 κριτής, 136
Γ ἐκ, 55
γένεσις, 253 ἐν, 55 Λ
γένος, 253 ἐνδίδωμι, 33 λαμπρός, 199
γίγνομαι, 136, 253 ἔνδον, 55 λάμπω, 199
II - 1 4 2
 W o r d B u i l d i n g I n d e x  II - 1 4 3

λέγω, 136, 284 Π σωφρο(ν)σύνη, 178

λείπω, 199 παιδαγωγικός, 284 σώφρων, 178
λεκτικός, 284 παιδαγωγός, 227, 284
λέξις, 284 παίδευσις, 284 Τ
λίθινος, 199 παιδεύω, 284 τάγμα, 119
λίθος, 199 παιδικός, 284 τακτός, 119
λογίζομαι, 284 παιδίον, 178, 284 τάξις, 119
λογικός, 284 παιδίσκος, 178 ταράττω, 119
λογιστής, 284 παίζω, 284 ταραχή, 119
λογογράφος, 284 παι�ς, 178, 284 τάττω, 119
λόγος, 136, 284 παραδίδωμι, 33 τίθημι, 33, 253
λοιπός, 199 πιστεύω, 14 τῑμάω, 73, 156
λύσις, 136 πίστις, 14 τῑμή, 73, 156
λυ΄ˉω, 136 πιστός, 14 τρέπω, 136
ποιέω, 136, 199 τρόπος, 136
Μ ποίημα, 136 τυγχάνω, 14
μάχη, 136, 199 ποίησις, 136 τύχη, 14
μάχιμος, 199 ποιητής, 136
μάχομαι, 136 ποιητός, 199 Υ
μνη�μα, 253 πολεμικός, 199 ὑπόθεσις, 253
μνημει�ον, 253 πολέμιος, 199
μνήμη, 253 πόλεμος, 199 Φ
πόλις, 178 φήμη, 136
Ν πολιˉ΄της, 178 φημί, 136
ναυβάτης, 227 πρα�γμα, 119, 136 φιλάνθρωπος, 227
ναυμαχίᾱ, 227 πρᾱκτικός, 119, 199 φιλίᾱ, 178
ναυ�ς, 178 πρα�ξις, 119 φίλος, 178
ναύτης, 178 πραˉ΄ττω, 119, 136, 199 φιλόσοφος, 227
νεᾱνίσκος, 178 προβούλευμα, 98 φιλότῑμος, 227
νέος, 178 προβουλεύω, 98 φοβέομαι, 199
νεότης, 178 πρόγονος, 253 φοβερός, 199
νομοθέτης, 253 προδίδωμι, 33 φυλακή, 119
προδοσίᾱ, 33, 253 φύλαξ , 119
Ο προδότης, 33, 253 φυλάττω, 119
οἰκει�ος, 199 πρός, 55
οἰκέω, 73, 156 προστασίᾱ, 253 Χ
οἴκημα, 73 προστάτης, 253 χράομαι, 199
οἴκησις, 73 πρόσω, 55 χρήσιμος, 199
οἰκητής, 73 χρηστός, 199
οἰκίδιον, 178 Σ
οἰ�κος, 73, 156, 199 στάσις, 253 Ψ
ὀλιγοχρόνιος, 227 συντίθημι, 33 ψευδής, 199
ὀργή, 73, 156 σῴζω, 136 ψεύδομαι, 199
ὀργίζομαι, 73, 156 σωτήρ, 136 ψευδόμαντις, 227
 h
Index of Instructor’s Manual:
Topics, Language, and Grammar

A D Hiero of Syracuse, 106

accusative, absolute, 84, 90;
of respect, 7, 84, 85, 89,
90, 104; verbs with two
accusative objects, 70
adverbial accusative, 43, 52, 90
aorist, gnomic, 83; ingressive,
19, 25, 40, 49, 52, 56, 57, 58
Archidamus, Spartan king, 36
Archimedes, 106
articular infinitive, 50, 61,
70, 71
Athens, downfall of, 121
Attic, declension, 26; future,
12; reduplication, 58, 96, 104
B express purpose, 6; without
Bias of Priene, 106
C G
circumstantial participles,
translations of, 49
Cnemus, 118
comparative expressed with
μα�λλον, 15
complex sentences in indirect
statement in primary
sequence, 114; in secondary
sequence, 115
conative imperfect, 91; present
participle, 120
Croesus, 73–4
Cypselus, 93, 101
dative, 93, 95 of agent, of degree
of difference, 18, 39 of the
person concerned, 99
Doric dialect, 14, 76
dual, 65, 133
E imperfect, conative, 91;
education, Greek, 66, 67, 68, 69,
71, 90–1
Eureka, 106
F indirect questions, 42, 48
First Peloponnesian War, 16,
40, 114
future participle, with ὡς to
ὡς to express purpose, 14
genitive, absolute, 52, 112
gnomic aorist, 83
guilt, 10, 84, 87
gymnastics, 71, 90–1
H M
Heraclitus, 13, 18, 23, 27, 32, 41,
60, 63, 82, 83, 92, 95, 105,
106, 110
heralds, 53
Herodotus, Ionic dialect of, 93,
128
heroes, 53
historic present, 123
Homeric Greek 102, 106
hospitality, 26, 77, 91
I
imperative, 3rd person, 133
inchoative/inceptive, 71
impersonal verbs, 6
inceptive imperfect, 71
inchoative imperfect, 71
indirect statement, 48, 52, 53,
56, 57, 59, 61, 62, 76, 80, 84,
88, 99, 109, 114, 115, 126,
133; virtual, 123
ingressive aorist, 19, 25, 40, 49,
52
internal accusative, 7
Ionic dialect, 93, 128
K
knucklebones, 12, 16, 19, 136
music, 66, 67, 69, 71, 72, 90
Mycenae, lion gate at, 23; tholos
tombs at, 24
O
Oenoe, 52
Old Comedy, 126

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P purification, 7 T
participles, supplementary, 33, Pythia, 94, 95 terms 1st and 2nd, 3
64, 94, 124; translations of thematic vowels, 62
circumstantial, 49 R third person imperative, 133
partitive genitive, 7, 66, 67 reduplication, Attic, 58, 96, 104 Thirty Years’ Peace, 16,
Pausanias, regent for the present, 72, 85 40, 43
Spartan king, 18 Thriasian Plain, 56, 58
Peloponnesian War, reason S Thucydides, 64, 73, 116
for, 16 shame, 87
Pericles, 16, 38, 56, 57, 58, 64, Sicilian expedition, 64, 114 V
114, 130 Socrates, 68; last words of, 15 verbal adjectives in -τέος,
Phormio, 114 Solon, 38, 65, 76 84, 90
Plato, Phaedo, 15; Republic, St. Paul, 8 votive inscriptions, 5, 10, 19
59, 71 superlative, adjectives, votive offering, 5
predicate position of adjective, 9 expressed with μάλιστα , 15 vowel gradation, 89
present, historic, 123; supplementary participles,
reduplication, 72, 85 verbs that take, 33, 64, W
Protagoras, 66, 67, 68, 71 94, 124 wedding procession, 84
 h
Index of Instructor’s
Manual: Greek Words

Α Γ to future time in indirect

ἄβατον, 8
ἄγεσθαι γυναι�κα, 84
ἀγορεύω, 39
Ἄδρηστος, 85
-αζ-, suffix, 34
αἴρω, intransitive use of, 62;
stem of, 1; stem of with long
α in unaugmented forms of
aorist, 58
ἁλίσκομαι, 103
ἁμαρτίᾱ, meaning of
in New Testament
Greek, 10
ἀνδρείᾱ, one of Plato’s
four cardinal virtues, 70
ἀπέχω, future of, 2
ἀποθνͺήσκω, 1st and 2nd
perfect forms of in infinitive
and participle, 81; used
instead of passive of
ἀποκτείνω, 19
ἀ-privative, 90
ἅπτω, perfect passive of, 108
ἀρετή, human excellence, the
sum of Plato’s four cardinal
virtues, 70–1
ἀστράγαλοι, 12
ἀφίσταμαι, 20, 28
Ἀχαρνεύς, 131
Β εἰ�μι and compounds: infinitive
βλάπτω, 21
γ, pronunciation of before γ, κ,
ξ , and χ , 63
γελάω, with α where expect
η, 16
γίγνομαι, 22, 85
γιγνώσκω, 4, 72, 85
Γορδίης, 85
Δ clause, 70
δακρυˉ΄ω, length of stem vowel
of, 3
δει�, 6
δείκνῡμι, 30, 32
δη�λος/δη�λον, personal and
impersonal uses of, 16
διά + acc., because of, 15
διαλέγομαι, principal parts
of, 99
διδάσκω, 67, 85
δίδωμι, 11, 13, 14, 15
δικαιοσύνη, one of Plato’s four
cardinal virtues, 70
δώματα, Homeric, 30
Ε θεάομαι and θεωρέω, 31
ἐαˉ΄ν πως, in the hope that, 17
εἴθ’ ὤφελον, used to express a
wish, 92
εἰμί, alternative optative plural
forms of, 81
and participle may refer
statements, 59
εἴρω, 99
εἰς + acc. to express purpose, 71
ἐλαˉ΄ᾱ, 20
ἐλαύνω, 118
ἐντείνω, 71
ἐπειδαˉ΄ν, length of the α of, 48
ἐπιμελέομαι + gen. and/or ὅτι
ἕπομαι, aorist forms of, 81
ἐρχόμενος, as participle of
ἔρχομαι in New Testament
Greek, 10
ἐρωτάω, aorist of based on
ἔρομαι, 104
ἔχω, aorist forms of, 81; future
forms and meanings of, 2
ἕως, 50
Ζ
*ζάω and βιόω, 66–7, 104;
*ζάω, present and imperfect
forms of, 66–7
Θ
θυ΄ˉω, 39
Ι
-ιζ-, suffix, 34
-(ί)σκω, ingressive, inceptive,
or inchoative suffix, 71–2
ἱστορίᾱ, inquiry, 73

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Κ Π Τ
καί, adverbial, 119 παιδαγωγός, 66 -τέος, -τέᾱ, -τέον, verbal
καταδυ΄ˉω, uncompounded forms παιδοτρίβης, 71 adjectival suffix,
of athematic aorist of, 117 πάλαι . . . εἰσί(ν), idiomatic use 84, 90
κέρας, horn, declension of, 120 of, 16 -τός, -τή, -τόν, verbal
κέρας, wing, declension of, 120 Πέρσαι, 71 adjectival suffix,
κόσμος, meaning of in New πι΄ˉπτω, 85 8, 96
Testament Greek, 10 πιστεύω + neuter pronoun in τροπαι�ον, accent of, 117;
acc. + ὅτι, 7 meaning of, 124
Λ πορεύομαι, aorist of in passive τύπτω, 26
λέγω + two accusatives, 83 voice, 8
λούω, conjugation of, 48 πότερον, often not translated, 2 Υ
λυˉ΄ω, length of stem vowel of, 3 πρέσβυς, 39 ὕβρις, 82–3
πρεσβυˉ΄της, 39, 131 Ὑγίεια, 5
Μ πρίν, 48–9, 50, 64, 83, 94
Μηδικά, 71 Φ
Μη�δοι, 71 Ρ φαίνομαι, principal parts and
μήν, declension of, 129 ῥίον, 117 meanings of, 35
φαίνω, principal parts and
Ν Σ meanings of, 50
νέμεσις, 82–3 σκηνή, 130
σκοπέω, some tenses of Χ
Ξ supplied by σκέπτομαι, χάρις, declension of, 11
ξένος, meaning of, 77 13, 104 χράομαι, I consult (an oracle),
σοφίᾱ, one of Plato’s four 93; present and imperfect
Ο cardinal virtues, 70 forms of, 16–17; with η
ὁπόθεν, indefinite σοφιστής, meaning of for where expect α , 16
interrogative, 84 Herodotus, 76 χρή, 6
ὁράω, imperfect forms of, 21 συγγιγνώσκω, 111 χρῡσου�ς, declension of,
ὄρνῑς, declension of, 129 συλλέγω, 20 129
οὐ μή + aorist subjunctive to συν-, in compounds = together,
express a strong negative 109 Ω
statement about the future σχολή, 118 ὠ� ἄνθρωπε, 39
in New Testament Greek, σωφροσύνη, one of Plato’s ὤφελον, used to express a
74, 92 four cardinal virtues, 76 wish, 92