Learn to Read Greek: Textbook, Part 2 0300115903, 9780300115901

Citation preview

1 Andrew Keller • Stephanie Russell

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L e a r n To R e a d

Gr eek pa rt 2 Andrew Keller Collegiate School

Stephanie Russell Collegiate School

New Haven & London

Copyright © 2012 by Yale University. All rights reserved. This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publishers. Yale University Press books may be purchased in quantity for educational, business, or promotional use. For information, please e-mail sales. [email protected] (U.S. office) or [email protected] (U.K. office). Publisher: Mary Jane Peluso Editorial Assistant: Elise Panza Project Editor: Timothy Shea Production Controller: Aldo Cupo Designed by James J. Johnson. Set in Arno Roman type by Integrated Composition Systems. Printed in the United States of America. Library of Congress Cataloging-in-Publication Data Keller, Andrew, 1960–   Learn to read Greek / Andrew Keller, Stephanie Russell.     p. cm.   Text in English and Greek.   Includes index.   ISBN 978-0-300-11589-5 (part 1) — ISBN 978-0-300-11590-1 (part 2)  1.  Greek language—Grammar.  2.  Greek language—Grammar—Problems, exercises, etc.  3.  Greek language—Readers. I. Russell, Stephanie, 1946–  II.  Title.  PA258.K435 2011   488.2'4 21—dc22

2011003149

A catalogue record for this book is available from the British Library. This paper meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper). 10 9 8 7 6 5 4 3 2 1 Cover illustration: Rembrandt van Rijn, Aristotle with a Bust of Homer, 1653. The Metropolitan Museum of Art, New York. Purchase, special contributions and funds given or bequeathed by friends of the Museum, 1961 (61.198). Image copyright © The Metropolitan Museum of Art.

C o n t e n ts

Preface How to Use Learn to Read Greek List of Abbreviations

xi xiii xvii

§100. Numbers in Greek

315



Vocabulary

Chapter 10

Vocabulary Notes Derivatives and Cognates

§101. The Verbs δύναμαι and ἐπίσταμαι §102. Noun Morphology: Third Declension, -εύς, -έως §103. Reflexive Pronouns and Reflexive Possession Reflexive Pronouns Direct and Indirect Reflexives Reflexive Possession Summary of Reflexive Possession §104. Comparison of Adjectives and Adverbs 1 Regular Comparison of Adjectives Regular Comparison of Adverbs §105. Constructions with the Comparative and Superlative Degrees Comparison with ἤ Genitive of Comparison Dative of Degree of Difference §106. Genitive of Time Within Which §107. Dative of Time When §108. Accusative of Extent of Time §109. Accusative of Extent of Space

Short Readings Longer Readings v

319 319 320 323 324 325 326 326 328 329 330 331 331 332 333 333 333 334 335 335 336 337 338 352

vi



Vocabulary

Chapter 11

Vocabulary Notes Derivatives and Cognates §110. Participles 2 Future Active Participle Future Middle Participle Future Passive Participle Perfect Active Participle Perfect Middle/Passive Participle Periphrastic Forms Using the Perfect Middle/Passive Participle Summary of Future and Perfect Participle Endings §111. Synopsis 5: All Indicative Tenses, Infinitives, and Participles §112. The Circumstantial Participle Particles and Adverbs Used with Circumstantial Participles Summary of Particles and Adverbs Used with Circumstantial Participles §113. Genitive Absolute §114. Comparison of Adjectives and Adverbs 2 §115. -νῡμι Verbs

Short Readings Longer Readings



Vocabulary

Chapter 12

Vocabulary Notes Derivatives and Cognates §116. Introduction to the Imperative §117. Present Active and Middle/Passive Imperative of All Verbs Present Active and Middle/Passive Imperative of -μι Verbs Present Active and Middle/Passive Imperative of Omega Verbs §118. Aorist Active, Middle, and Passive Imperative of All Verbs First Aorist Active and Middle Imperative of All Verbs Second Aorist Active and Middle Imperative of All Verbs Aorist Passive Imperative of All Verbs §119. The Perfect Active Imperative of οἶδα Summary of Imperative Endings

361 361 362 367 368 368 369 370 371 372 373 374 374 376 378 380 380 381 385 388 405 419 419 420 425 426 426 426 428 431 431 432 433 434 435



vii

§120. Additional Notes on the Imperative Clauses of Effort §121. Introduction to the Subjunctive §122. Present Active and Middle/Passive Subjunctive of All Verbs Present Active and Middle/Passive Subjunctive of Omega Verbs Present Active and Middle/Passive Subjunctive of -μι Verbs §123. Aorist Active and Middle Subjunctive of All Verbs §124. Aorist Passive Subjunctive of All Verbs §125. The Perfect Active Subjunctive of οἶδα §126. Synopsis 6: Indicative, Subjunctive, Imperative Moods, Infinitives,   and Participles §127. Three Independent Uses of the Subjunctive Hortatory Subjunctive Deliberative Subjunctive Prohibitive Subjunctive Summary of Independent Subjunctives §128. Conditional Sentences 2 Present General Conditional Sentences Future More Vivid Conditional Sentences Summary of Conditional Sentences §129. Adjectives Ending in -ύς, -εῖα, -ύ §130. Epexegetical Infinitive

Short Readings Longer Readings Continuous Readings



Vocabulary

Chapter 13

Vocabulary Notes Derivatives and Cognates §131. Introduction to the Optative §132. Present Active and Middle/Passive Optative of Omega Verbs Alternate Present Active Optative Endings for Contracted Verbs §133. Present Active and Middle/Passive Optative of -μι Verbs §134. Future Active, Middle, and Passive Optative of All Verbs Future Active and Middle Optative of All Verbs Future Passive Optative of All Verbs

435 436 437 437 438 441 442 443 444 444 446 446 446 448 448 448 448 449 450 451 452 454 469 482 487 487 488 492 493 493 494 496 498 498 499

viii

§135. First Aorist Active and Middle Optative of All Verbs §136. Second Aorist Active and Middle Optative of All Verbs §137. Aorist Passive Optative of All Verbs §138. The Perfect Active Optative of οἶδα Summary of Optative Endings §139. Synopsis 7: Complete Synopsis §140. Expressions of Wish and Possibility Optative of Wish Unattainable Wishes Potential Optative Past Potential Summary of Expressions of Wish and Possibility §141. Conditional Sentences 3 Past General Conditional Sentences Future Less Vivid Conditional Sentences Summary of Conditional Sentences §142. The Optative in Indirect Statement §143. The Indefinite Relative Pronoun ὅστις, ἥτις, ὅτι and Indefinite Relative Clauses §144. Conditional Relative Clauses Present and Past Simple Conditional Relatives Present and Past General Conditional Relatives Future More and Less Vivid Conditional Relatives §145. The Verb εἶμι §146. The Root Aorist Short Readings Longer Readings Continuous Readings



Vocabulary

Chapter 14

Vocabulary Notes Derivatives and Cognates §147. Purpose Clauses Summary of Purpose Clauses §148. The Verbs δίδωμι and τίθημι Present and Imperfect Active and Middle/Passive of δίδωμι and τίθημι Aorist Active and Middle of δίδωμι and τίθημι

500 501 502 502 504 505 506 506 507 507 508 508 509 509 509 510 510 511 513 513 514 514 515 518 519 538 550 557 557 558 562 563 564 564 565 567



ix

§149. Indirect Questions Retained Direct Interrogatives Alternative Questions Double Direct Questions Double Indirect Questions §150. Indefinite Relatives Short Readings Longer Readings Continuous Readings

571 571 572 572 573 573 574 589 605



611 611 612 615 616 616 618 619 621 621 621 622 622 623 623 624 627 627 627 627 628

Vocabulary

Chapter 15

Vocabulary Notes Derivatives and Cognates §151. The Verb ἵστημι Present and Imperfect Active and Middle/Passive of ἵστημι Root Aorist of ἵστημι Perfect and Pluperfect Active of ἵστημι §152. Temporal Clauses 1 Present General Temporal Sentences Past General Temporal Sentences Future More Vivid Temporal Sentences Future Less Vivid Temporal Sentences Past Simple/Past Definite Temporal Sentences Summary of Temporal Sentences §153. Correlatives Virtual Indirect Questions §154. Result Clauses Actual Result Clause Natural Result Clause Summary of Result Clauses Overview of Interrogative/Demonstrative/Relative/Exclamatory Pronouns and Adjectives Overview of Interrogative/Demonstrative/Relative/Indefinite (Enclitic)/ Exclamatory Adverbs and Conjunctions Short Readings Longer Readings Continuous Readings

629 630 631 648 666

x



Vocabulary

Chapter 16

Vocabulary Notes Derivatives and Cognates §155. The Verb Rημι Present and Imperfect Active and Middle/Passive of Rημι Aorist Active and Middle of Rημι §156. Temporal Clauses 2: πρίν, μέχρι, and ἕως Summary of Temporal Clauses §157. Fear Clauses Summary of Fear Clauses §158. The Verbal Adjective Ending in -τέος, -τέA, -τέον Personal (Passive) Construction Impersonal (Active or Middle) Construction §159. Accusative Absolute Short Readings Longer Readings Continuous Readings

675 675 676 679 680 680 682 684 686 686 687 688 688 689 689 691 713 721

List of Authors and Passages A1 Greek to English Vocabulary A12 English to Greek Vocabulary A27 Principal Parts of Verbs A52 Verbs Introducing Indirect Statement A62 General Index A63 English Index A63 Greek Index A73

PREFACE

Learn to Read Greek, Part 2, is the companion volume to Learn to Read Greek, Part i, which is also available from Yale University Press. Part 2 contains a section on numbers in Greek and the concluding seven chap­ ters; 10 through 16 (Sections 100-159). It is meant to be used with a corresponding workbook; Learn to Read Greek: Workbook, Part 2, which contains all drills and exercises for these chapters and sections. All back matter in Learn to Read Greek, Part 2, also includes material introduced in Learn to Read Greek, Part 1.

xi

HOW TO USE LEARN TO READ GREEK

The following is a detailed description of the components of Learn to Read Greek, accompanied by sugges­ tions for their most effective use by students and teachers. Only if the textbook is used in partnership with the workbook can the best results be achieved.

Overview: Components and Organization The main text of LTRG comprises sixteen chapters, divided into two parts, that present all the basic mor­ phology and syntax for an elementary course in Attic Greek. Depending on the amount of time available for ones course (meetings per week, minutes per meeting), these sixteen chapters can be studied in two or three college semesters or in two or three years in high school.1 The actual teaching and learning units of this book are the sections, and there are approximately ten sections in each chapter. Two or three weeks in college (perhaps twice as much in high school) should be devoted to the study of each chapter. Substantial vocabulary lists and complex Greek sentences (both synthetic and authentic) allow students to significantly advance their knowledge of syntax and to practice and refine their reading skills. The book as a whole, as well as each of the chapters taken individually, aims not at hasty coverage of material but at thorough understanding and engagement as soon as possible with Greek literary texts.

Vocabulary Lists Each chapter begins with a list of new words to be memorized, placed first for ready reference. The vo­ cabulary has been chosen to provide students with words that appear commonly in a wide variety of Greek authors. In many chapters certain pieces of morphology and syntax must be presented before new vocabu­ lary is learned, but the vocabulary list is given prominence to emphasize its importance and to encourage its acquisition by students as early as possible in the study of each chapter. As the book progresses and chapters are devoted to more advanced syntax, words that are commonly found with the constructions to be learned in those chapters are included in the vocabulary. At the back of both the textbook and the workbook are complete Greek-English and English-Greek i. An ideal arrangement for a three-semester course would be to begin in the spring term or semester and cover six chapters, then complete the book over the two semesters of the following year. This would allow ample time for the readings.

xiii

xiv

How to Use Learn to Read Creek

vocabulary lists containing all the words that appear in the chapter vocabularies. Some additional meanings and idioms that appear only in the vocabulary notes or elsewhere in the textbook are included. These lists also include the names of the gods and selected cardinal and ordinal numbers.

Vocabulary Notes Vocabulary notes follow the word list in each chapter. Since essential information about the forms, mean­ ings, and usage of new vocabulary words is contained in these notes, students should always read them, and the teacher should emphasize the most important points. This information should be presented in conjunction with the new material in the chapters. It is included in the vocabulary notes for ease of refer­ ence, and students should consult these notes frequently while mastering the material in the chapter. (For those who would like to learn more about the development of the Greek language, information has also been included about word formation and Indo-European linguistic features.) Immediately following the vocabulary notes in each chapter are lists of English derivatives and cognates for many of the new words in the chapter. Although by no means exhaustive, the lists allow students to see how Greek words are re­ lated to English words.

Summaries and Synopsis Blanks When beginning each new chapter, students should tear out from the back of the workbook all the sum­ maries for that chapter. These summaries include a copy of the vocabulary list, a list of the new verbs with information about the voices in which they occur and their meanings in different voices, and—most im­ portant—one or two pages of compact summaries of the new morphology and syntax introduced in the chapter. These summaries should be consulted when drills on new material are being done in class, and they can serve as valuable learning aids as students work toward mastery of the material presented in each chapter. Included after the summaries for all the chapters are verb synopsis blanks that can be torn out and used to make multiple copies for drills.

Sections and Drills The sections that present new morphology and syntax are numbered consecutively from Part i through Part 2 of the textbook, as in a reference grammar. Frequently throughout these sections (as well as in the vocabulary notes), brief instructions appear in capital letters (for example, "Memorize this irregular form”). These instructions are addressed directly to students and are intended to ensure that no essential point is overlooked. Following many of the morphology and syntax sections are sentences pointing to appropriate drills in the workbook for individual sections or groups of sections. The drills are designed to reinforce new mate­ rial as it is presented. The sentences pointing to appropriate drills indicate the natural breaks within chap­ ters, and they can be used to determine how much material to introduce in a class period.

How to Use Learn to Read Creek

xv

Drills on new forms and syntax include only vocabulary from earlier chapters; unless new morphology or syntax requires the use of new vocabulary. For example, when the morphology of a particular type of third-declension noun is introduced, it is necessary to include new nouns in the corresponding drills to reinforce the new morphology. Also, additional drills on new verbs are added in appropriate places in order to provide more complete coverage of the morphology of new verbs. Drills are provided in such sufficiently large numbers that some can be done at sight in class, others assigned for homework, and still others used for individual work or quizzes.

Exercises Following the drills in each chapter in the workbook, exercises are provided that allow comprehensive practice of all new vocabulary, morphology, and syntax introduced in a chapter, while reinforcing material presented in earlier chapters. The exercises, consisting of synthetic sentences, are divided into three sec­ tions. After the first two chapters, the first section contains Greek sentences without accents, and correct accents must be added before the sentences are translated; the second section offers Greek sentences for translation; and the third section provides sentences in English to be translated into Greek. This last section gives students practice in writing clear, correct Greek in plausible Greek word order. The exercises should not be assigned until all new material in a chapter has been introduced, unless a teacher selects only those exercise sentences that contain material already presented. In the synthetic Greek sentences (drills, exercises, and examples used in the textbook), we have tried to include only usages found in extant Attic Greek; often exact phrases from Greek texts have been in­ cluded in these sentences. In our experience, LTRG works best when translations of some exercise sentences are assigned as writ­ ten homework, while class time is devoted to the reading of other exercise sentences at sight. As many as sixty such sentences are provided in the early chapters, but in Part 2 this number is gradually reduced as it becomes possible to reinforce new material through unabridged Greek passages.

Readings The introduction of new material is followed by a section of short readings, unabridged Greek passages drawn from a wide range of ancient authors. Each short reading is preceded by a brief introduction to es­ tablish context.2 Beneath each reading are vocabulary glosses for words that do not appear in the chapter vocabulary lists.3 The inclusion of these short readings, which steadily increase in number and length, re­ flects our belief that the best way to learn to read Greek is to study specimens of authentic Greek as soon as possible. The short readings have been chosen to reinforce the vocabulary, morphology, and syntax of the chapters in which they appear and to provide examples of various word orders from Greek prose and 2. Introductions are usually not provided for short readings that are identified as fragments. 3. Vocabulary glosses for each reading are listed in the order in which the words appear in the passage for ease of use by the student. A dagger (+) placed in front of a gloss indicates a word requiring a special note, and a corresponding dagger appears after each such word in the passage.

xvi

How to Use Learn to Read Creek

poetry. Many of these short readings can be read at sight in class, and some maybe read before all the new material of a chapter has been introduced, provided that they not contain material that has not yet been presented. Each section of short readings is followed by a section of longer readings, also unabridged Greek pas­ sages.4 In addition to introductions and vocabulary glosses, at the first appearance of an author or a work we have included brief biographies of the authors and descriptions of the works from which the readings are taken. A list of authors and passages following chapter 16 allows students and teachers to refer to this material when authors or works appear again in subsequent longer readings or to investigate further when short readings feature these authors or works. Each section of longer readings is followed by a section of continuous readings, readings that con­ tinue for at least two chapters and in some cases for as many as five. The continuous readings occur in the following chapters:

Reading Homer, Iliad I.1-34 Homer, Odyssey i.1-43 Plato, Phaedrus 27405-76^ Plato, Protagoras 32oc8-23a4

Chapters 14-16 14-16 13-16 12-16

Reading Sophocles, Antigone 332-75 Sophocles, Philoctetes 72-134 Xenophon, Cyropaedia I.1.1-6

Chapters 12-13 12-16 15-16

The continuous readings are intended to provide practice in reading in context and in developing a sense of the basic stylistic features of a given author and text. They also offer a preliminary experience of what lies ahead for students who finish with the basic grammar book and move on to upper-level reading courses. To help give students a basic knowledge of the history and development of Greek literature and to foster their interest in further study, we have organized all readings from ancient authors in each chapter in chronological order by author. (Works by the same author are arranged alphabetically.) Since the texts of Greek literature that survive contain examples of the language as each writer in each period chose to style it, this chronological arrangement helps students observe the evolution of various styles of both prose and poetry. Through the short, longer, and continuous readings, LTRG is meant to become in part a literary venture, and there are many opportunities for consideration of rhetoric and style as well as of forms and syntax.

4. As a general rule, longer readings are those that have ten or more vocabulary glosses.

ABBREVIATIONS *

□

< > s acc. act. adj. adv. aor. B.C.E C.E.

cf. conj. d.a. d.o. dat. demonstr. DH

EC

e.g. etc. exclam. f. fem. frag. fiit. gen.

i.e. i.o. IE imperf. indef. indie. infin. interj. interrog. intrans. m. masc. mid. n. neut. nom. obj. part. pass. perf. PIE pl. pluperf. poss. pred. prep. pres. pron. rel. sing. subj. suppl. subst. trans. voc.

diaeresis indicates that a form is hypothetical enclose an element added by editors indicate that, contrary to the tradition; an author is not considered the writer of a work; indicate that editors believe that a word preserved in a Greek manuscript tradition should be removed (derived) from becomes section accusative active adjective adverb aorist Before the Common Era The Common Era confer, compare conjunction direct address direct object dative demonstrative dactylic hexamater elegiac couplet exempli gratia, for example et cetera, and the remaining things exclamatory feminine feminine fragment future genitive

xvii

id est, that is indirect object Indo-European imperfect indefinite indicative infinitive interjection interrogative intransitive masculine masculine middle neuter neuter nominative object participle passive perfect Proto-Indo-European plural pluperfect possessive predicate preposition present pronoun relative singular subject supplementary substantive transitive vocative

$ioo. Numbers in Greek Cardinal numbers are adjectives that indicate amount (e.g., one, two, three). They are the numbers

used in counting. Most but not all cardinal numbers under two hundred in Greek are indeclinable and have only one form. Ordinal numbers are adjectives that indicate a place in a series (e.g., first, second, third). All ordinal numbers in Greek are first-second-declension adjectives. Both cardinal

and ordinal numbers regularly appear in the attributive position, but they also often appear modi­

fying nouns with no article. Arabic Numeral

Greek Numeral a'

Cardinal Number εις, μία, εν δύο Uflgg^ τρεϊς, τρία 3 8' / τέτταρες, τέτταρα πέντε ΜϋίΜββΙ & 6 Τ g . ; " ,Α έπτά όκτώ η' θ' έννέα 9 10 δέκα ένδεκα ια' 12 φ' δώδεκα τρεις και δέκα or 13 Τ'- ' ■ τρεισκαίδεκα τέτταρες καί δέκα or 'ιδ' 14 τετταρεσκαίδεκα πεντεκαίδεκα ιε' . 15 16 ις' έκκαίδεκα % έπτακαίδεκα 17 ιη' 18 όκτωκαίδεκα 19 έννεακαίδεκα ιθ' εϊκοσι(ν) 20 κ' 211 κα εις καί εϊκοσιίν) or είκοσι (και) εις τριάκοντα λ' 30 40 τετταράκοντα μ' ν' πεντήκοντα SO 00 έξήκοντα έβδομήκοντα 70 gggggggggggg 8O π' όγδοήκοντα ένενήκοντα 90