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with tub Casks ts ak Altebkd Oedra,
:
Sxigcjtstions to ^tRc^txB WisiriQ
1.
The Masculine Nouns
learned 2.
till
;
gxrok.
tfeis
of the First Declension should not be
the inflexions of the Second Declension are well known.
The Attic Second Declension wiU be
common forms
better omitted until the
of all the declensions are thoroughly mastered.
Let Adjectives be learned simultaneously with Substantives, itself, the pupil being always required to name the substantive-paradigm whose inflexions are found in the 3.
and each gender-form by
If the three genders are learned all together, the pupil
adjective. is
confused in the multiplicity of forms, and the declension of an
adjective becomes to
which must
The
all
him
little
more than the
repetition of a rhyme,
be gone over before the required part
practice of declining an adjective along with
is
produced.
a noun
is
very
useful. 4.
Since the Exercises on the Verbs are purposely less full than
those on the other parts of si^eech, as the
Nouns
it will
of the verb Xi5« be prescribed daily, familiar to the student. it is
be advisable that, so soon
of the Third Declension are learned, a small portion
The Verb
till
is
the whole Active Voice
therefore of the utmost consequence that
and impressed very
gradually,
best results follow,
if,
surely.
is
the great puzzle to boys, and it
be learned very
The Teacher
will find the
in declining verbs, the pupils are
made
to
append an accusative or other appropriate case to each form ; as, Xi'w rbp iir-rop, I unyoke the horse; XiJeis rhv Ixtop: xuTTei/w r^ ifyeijubn, I trust to the guide ; xurrevofup r^ Tjyefiivt, we trust to the guide, 5.
&c
The
List of
p. 164, seq.)
Words belonging
to each Exercise (see Api)endix,
should be thoroughly learned and frequently repeated
and when the
class
has reached the connected readings of Part IL
the Teacher should continue this vocabulary-practice, by giving to his pupils,
with shut books,
now
the English, and
now
the Greek
words of every lesson, requiring in reply the corresponding terms
BTTGGBSTIONS TO TEACHEES.
XIV 6.
And
should not only employ each reading lesson as
Jie
it
as to
a
examine upou the incidents mentioned, just as he would question on a
vocabulary, but he should also, with books
still
closed,
section of history.
From these
last
two devices, which should as often as possible be
practised even in the highest classes, the most gratifying results
have been found to flow
:
—a large
stock of vocables and phrases
is
soon acquired, making each succeeding paragraph more easily construed,
and providing ready materials
powers of observation are very
much
heedless compelled to attend to
sentiments of the author
;
for
Greek composition
the
what he
reads,
and
to analyse the
the lazy and the careless, the prepared
and the unprepared, are at once discovered, and the simply appKed.
;
sharpened, and even the most
requisite check
— %S
FIRST GREEK READER.
PART
I.
THE PARTS OF SPEECH. SECTION
I.
THE LETTERS. The Greek Alphabet
1.
letters U|i(iais.
consists of twenty-four
:
Small leuen.
ProonncUtion.
KasM.
Ckpiuk.
N
A
a
a
Alpha.
B
/3
b
Beta.
7
g
Gamma.
o
S
d
Delta.
n
€
e
E-psilon.
z
Zeta.
Eta.
r
A E Z
SiiulU letten.
i
H
n
e
e
e
th
Theta.
T Y
I
I
i
Iota.
Kappa.
X
K A
K
k
X
1
Lambda.
v KOpo)u.
TO) (ra) fivla.
fjLvia.
T^
avKrij/-ev,
Xeifiwv-otv
Xei/jLoo-ail.
Xeifiwp-e
Xeifxwv-a^
called obiique, or dependent cases, because
and dative are
subject to the government of other words
•f-
PLURAL.
DEAL,
SINGULAR.
the nominative and vocative are called
because they are not liable to such regimen.
In reading a Greek author, the problem which a
quently called upon to solve, in regard to nouns, i^ oblique case," and not rice versa; and
it is
"To
young student find the
is
most
fre-
nominative from an
hoped that the arrangement of nouns
adopted In the text will render this a comparatively easy task. X
The dative
plural ought to be, in
not allowed to stand before carefully itoted, as
s,
full,
and thus
it
Ksiiiatv-ui.
;
but the letters
becomes Aeijxwu
examples of it are constantly recurring.
t, S, B,
v w^ere
This principle must ba
—— FIRST GREEK READER.
24
BUAIi.
PLURAL.
Onp-e,
Oijp-ee,
SINGULAR.
N.
&
V. 6vp, raasc,
two wild
a wild beast.
G. Or]p-6s
D.
Qrjp-oov
dtjp-oiu
drip-trl
Onp-e
Otjp-ai
drip-l
A. Qrip-a
(Syntax) Rule IX.
3.
wild beasts.
beasts.
Qrip-olv
Transitive verbs govern
the accusative; as, 6 irais rhv crcpaipav pcirrei.
The present
4.
indicative active of a
declined as follows
is
XeiTT-eis,
XeLTT-ei,
thou leavest.
he
XeiTT-eTOV,
XeiTT-erov,
you two
tliey
Singular, XeiTT-oo, I leave.
Dual, XeiTr-ofxeVi we leave.
Plural,
^^j/ap.
Sio^Kei
Tovi -y^vas.
01
Orjpog.
Ta9
they leave
leave.
^(fjvoov.
XeifJiiavl
elcTL.
•
A
(7VV
TOts
oi
Orjpcn. ev
may become
elaL
tou
oiu>kov(ti.
O^pes
oi
vXri.
ot O^pes ev T}
a\j]B-ioiv, -oiv
PLURAL.
D. a\r}6-eai
a\t]0-€ai
A.
aXt]6-€af
aXrjO-eai, -eii
and feminine, as substantives of Class and their neuter in -ov,
(Third Declension)
I.
Those in
of other terminations
may
AH
are
those
be easily referred to their
classes.
CLASS IIL
may
like
-09, -ov,
of the Second Declension, and are regular.
proper
III.
;
acocppov, as those of Class
9.
-rj
Adjectives like cruxppwv are declined, in ma.s-
8.
culine
They
-t]
The
— ONE FORM.
adjectives of this class require
are almost all of the Third
be readily referred to their proper
IxoKap, fxaKap-og, belongs to Class
I.
no paradigm.
Declension, and classes.
Thus
of substantives;
—
— 48
;
FIRST GREEK READER.
The great majority
(pvyds, cpvydSo9, to Class V.
of
one-form adjectives have no neuter.
SECTION
VII.
COMPARISON OF ADJECTIVES. Genekal Kule.
1.
and
—To
form the comparative add -repos and -raTo?, re-
superlative degrees
spectively, to the simple
stem of the positive;
as,
—
COMPARATIVE.
SUPERLATIVE.
fxaKup
fJLaKap-Tepo9
fiaKap-Taroi
fieXas (stem fxeXav)
fieXdv-Tepos
/JLeXdv-raToq
ov-&r--nf>o^ to
he
double comparatives, and they think the germs of these syllables are readily fbtmd In Sanscrit (see Jelf s
how a comparative
Greek Grammar, L
p. 130).
Bat
it
is
not easy to explain
compoand Whatever the oriyiit of the syllables -atand •CO'- may be, it seems evident that they were used in the compound* and the tamparatna for the uune purpcte. The objections to the Sanscrit theory are numy, or snperlatiTe termination coald find a place in sach
noons as those given
bat this
is
in the notes above.
not the place to advance them.
—
— FIRST GREEK READER.
50 Also,
=
-^aplei^
and compensation
makes
-^aplevT^,
j(apie-(r-TaT09, the v
yapie-(r-Tepoit
and t being thrown out before
in the dative plural (see declension of ^^apieig, pp.
and
Some
adjectives
add
-iwv
the comparative and superlative;
form
-la-rog to
as,
aia")(-lo3V
aicr-^-KTrog
KaX-69
KaX\-i(i}u
KoW-ia-TOi,
last the final
mode
Tliis
tliese
and
aia"v-p6s
which
6.
44
45).
4.
in
?,
81) being neglected, as
(see note, p.
of comparison
is
X of the stem
is
doubled.
used principally by adjectives in vt; but
many
of
hare also the other terminations, -repov and -Taro?.
The comparative and superlative notions are by joining the adverbs fxaXKov (magia),
6.
also expressed
and
fjLaXiarTa
(maadme), with the simple adjective;
more liable to death. The following list contains those irregular comparatives and superlatives which most frequently
as, 6vt]T09
juaXXov,
7.
occur
:
COMPARATltE. / afJLeivcov, neut. a/xeivov,
SUPERLATIVE.
cpicrrog /SeXTfCTTO?
070^09, nood,
'\
,
KpanerTog
^Xi(i}cav
Xwcrro?
KaKiwv
KaKicrrog
"^epeicov,
KOKog, had,
t)