TEACHE~S

~~ DBOOK
ΑΤΗΕΝΑΖΕ
ΑΤΗΕΝΑΖΕ

I
ΑΤΗΕΝΑΖΕ

I
 ΑΤΗΕΝΑΖΕ
An Introduction to Ancient Greek
Revised Edition
Bookll

Teacher' s Handbook

Mauήce Balme
and
Gilbert Lawall

New Υ ork Oxford

OXFORD UNIVERSΠY PRESS
1991
 Contents

Scope and Sequence

Introduction
Overview of the Greek Verb, 1
Chapter 17, 2
Chapter 18, 11
Chapter 19, 18
Chapter 20, 27
Chapter 21 , 33
Chapter 22, 40
Chapter 23, 47
Chapter 24, 55
Chapter 25, 62
Chapter 26, 69
Chapter 27, 76
Chapter 28, 83
Chapter 29, 90
Chapter 30, 96
Chapter 31, 103
Appendix: Pήncipal Parts, 112
Subject Index, 121
Word Study lndex, 127
Word Building Index, 128
 ΑΤΗΕΝΑΖΕ: SCOPE AND SEQUENCE
Book Π: Chapters 17-31
CHAPTER

READINGS WORD STUDY ESSAYS WORD BUILDING GRAMMAR

Nouns and Adjectives and
Daily Life History Pronouns Participles Verbs Syntax Miscellaneous
17 Journey to and Persians Derivatives Healing Nouns and future participle. Future Purpose:
aπival at take (psych-, analy-). sanctu- adjectives tense. ώς + future
Epidaurus. Athens a aries: from verbs. Irregular participle.
Sanctuary of second Asclepius verb ε!μι. Article + participle.
Ascelpius. time. and Epi-
daurus.
18 Philip's cure. Rumblings Derivatives Sparta and Words from ταχύς . δίδωμι Uses of
Sacrifice to ofwar (auto-). Coήnth. δίδωμι and τίθημι. and αύτός.
Asclepius. between τίθημι.
Athens and Sparta.
Athenian
victory at
Plataea.
19 Beginning of Battle of Derivatives Mycenae. Adverbs from Attήbutive and Genitive Further
return tήp Mycale. (-cracy). prepositions. predicate absolute. uses ofthe
to Attica. position. article.
20 Visit to Athenians Derivatives Events Nouns and Verbs ϊστημι Verbs with
Mycenae. remind (-graph). leading to from same stem. and supplementary
Encounter Spartans Pelopon- καθ- participles.
in Corinth. of Athenian nesian ίστημι.
Arrival at services. War.
Eleusis.
21 Arrival at Pericles Derivatives Athenian ν erbs. nouns, Subjunc- Subjunctive:
Athens and speech to (anthro-). Demo- and adjectives tive. hortatory,
Assembly. Assembly. cracy. from δίκη and '{η μι. deliberative,
Farmers βουλή. prohibitions,
move to purpose.
city.
22 Return home. Embassy Derivatives Athenian Nouns and adjectives δείκνϋμι Clauses of feaήng.
Preparation before (academic democracy from verbs with stems Indefinite or general
and journey invasion subjects). in action. ending in gutturals. clauses.
to city. of Attica. Indirect statements and
Plague. questions.
23 Invasion Derivatives Pelopon- Verbs and nouns Passive voice Indirect Prepositional
of Attica. (political terms). nesian formed by adding (present and statements with prefixes and
Achieve- War suf!Ίxes to roots. imperfect). infinitives and euphony.
ments of (first phase). φημί. participles.
Perίcles. Attractίon of
relative pronoun
to case of
antecedent.
CHAPTER

READINGS WORD STUDY ESSAYS WORD BUILDING GRAMMAR

Nouns and Adjectives and
Daily Life History Pronouns Participles Verbs Syntax Miscellaneous
24 ilip's Prologue Derivatives Greek Denominative Comparison of Passive OKCOC, + future
ucation. to Hero- (musical terms). education. verbs. adjectives. voice: indicative with
dotus' aorist verbs of care or
history. and effort.
future.
Aorist of depo-
nent verbs
25 Croesus Derivatives Herodotus. Denominative Optative. Optative:
and (words in study Nouns. wish,
Solon. of history). in subordiante clauses,
in indirect speech.
26 Adrastus Derivatives Shame and Adjectives from Uses of gen., Correlatives.
kills Atys (literary terms). guilt. verb or noun stems. dat., and ace.
and himself. cases.
27 Croesus Derivatives Signs, Compound words. Perfect Uses of xptv.
versus (philosophical dreams, and and plu- Articular
Cyrus. terms). oracles. perfect, infinitive.
middle
and passive.
28 Apollo Derivatives Rational- Nouns and adjectives Perfect Verbs mostly in
saves (medical ism and from verbs with and perfect tense,
Croesus. specialists). mysti- present reduplication pluperfect Uses of cbc,.
Croesus active.
sends envoys
to Delphi.
29 Naval Derivatives Thucy- Words from MKT\. on and oiSoc Result clauses
victory (theological dides. cupwv with OXTTE.
of Phormio terms). Potential optative.
(1).
30 Naval Derivatives Downfall Words from JTCUS- Conditional
vistory in English of Athens, and Xerf-fXoy-. sentences.
of Phormio paragraph. Complex sentences
(2). in indirect
speech.
31 Family Old Aristophanes Verbal 3rd Uses of the Crasis.
celebrating Comedy: and Old Adjective person negative, Elision.
peace and Acharnians. Comedy. in -xeoc,. impera- Prodelision
Rural Uses of the tives. or aphaeresis.
Dionysia. participle.
 Contents

Scope and Sequence

lntroduction
Overview of the Greek Verb, 1
Chapter 17, 2
Chapter 18, 11
Chapter 19, 18
Chapter 20, 27
Chapter 21 , 33
Chapter 22, 40
Chapter 23, 47
Chapter 24, 55
Chapter 25, 62
Chapter 26, 69
Chapter 27, 76
Chapter 28, 83
Chapter 29, 90
Chapter 30, 96
Chapter 31 , 103
Appendix: Principal Parts, 112
Subject Index, 121
Word Study Index, 127
Word Building Index, 128
 INTRODUCTION
For general information about the Chapter 29, Grammar 4, pages 187-188,
course, the student's books, and the refers to the student's book.
teacher's handbooks, teachers should
consult the Introduction to the teacher's Cultural and Historical Background:
handbook for Book Ι. We cite passages from the following
Some ofthe words that are glossed in books in conjunction with the teacher's
the reading passages in the student's notes on the cultural and historical
book are not words that students will be background essays in each chapter of
expected to learn while studying from this second book ofthe course:
this course, and these words do not ap-
pear in the chapter vocabulary lists or in Boardman, John, Jasper Griffin, and
the Greek to English Vocabulary at the Oswyn Murray, eds. The Oxford
end of the book. If students wish to learn History ofthe Classical World. New
more about these words, they will have to York: Oxford University Press,
consult a standard Greek dictionary. In 1986.
the glosses of verb forms that occur in the Easterling, Ρ. Ε., and Β. Μ. W. Κηοχ,
readings we often include the dictionary eds. The Cambridge History of Clas-
form ofthe verb in parentheses. For ex- sical Literature: Ι: Greek Literature.
ample, on page 41, the word έκρέματο in New York: Cambridge University
line 22 is glossed as follows: Press, 1985.
Grant, Michael and Rachel Κitzinger,
έκρέματο (from κρεμάννύμι) were eds. Civilization of the Ancient
hanging Mediterranean: Greece and Rome.
New York: Charles Scribner's
If students wish to leam more about the
Sons, 1988.
verb κρεμάννύμι, they will have to look it
Luce, Τ. James, ed. Ancient Writers:
up in a standard Greek dictionary,
Greece and Rome. New York:
since it does not occur in the vocabular-
Charles Scribner's Sons, 1982.
ies in Athenaze. We do usually provide
The World of Athens: An Introduction
the dictionary form for such verbs to to Classical Athenian Culture. New
make it easier for students to look up the York: Cambridge University Press,
words if they wish to. 1984. .
References in this teacher's hand-
book to a chapter, grammar section, and References to other books are given in
page(s) refer to the student's book; e.g., the notes to each chapter.
ΑΊΉΕΝΑΖΕ
 1

OVERVIEW emphasized at this stage since these

forms will not be introduced until Chap-
OF ΤΗΕ GREEK VERB ter 31. Α brief explanation of sequence
ofmoods is included on page 2 to alert
This section is offered not as a body students to this important feature ofthe
of material to be learned at this stage in Greek language; those who have studied
the course but as an aid that should be Latin will see the parallel with primary
consulted and to which reference should and secondary sequences of tenses in
be made frequently during the study and that language. Further discussion of the
teaching of Book Π. Students should be sequence of moods in Greek should ob-
assured that they are not expected to viously be left to the chapters in which
learn everything contained in this sec- these matters are formally discussed.
tion now but that they should use it as a Because of limitations of space, we
framework of reference throughout their give only the periphrastic forms of the
study of Greek in Book Π. perfect active subjunctive and optative;
One of the most troublesome matters the alternative forms are given in Chap-
for most students is the distinction be- ter 28.
tween active and passive voice, and in Note that we do not mention or
Greek the problem is compounded with include the dual forms of nouns or
the addition ofthe middle voice. We verbs. We believe that these are best left
therefore believe that it is useful to spell until students begin to encounter them
out the distinctions as clearly and sim- in their reading of Greek authors after
ply as possible (pages 1-2), reminding completion of this course.
students of what they have already The presentation ofthe two stems of
learned about the middle voice. The λ-δω on page 3 may be a good opportunity
charts on pages 4-5 are arranged in to remind students of the distinctions in
such a way as to emphasize the cate- pronunciation between long and short
gories of active, middle, and passive. vowels and of the conventions of mark-
We include in the charts all ofthe ing long vowels with macrons. It should
categories of forms that students will be be remembered that the circumflex ac-
expected to learn in the course of Book Π, cent implies a long vowel or diphthong
including subjunctives, optatives, im- and that alpha with iota subscript is long
peratives (both second and third person), but is usually not marked with a ma-
infinitives, and participles. Brief ex- cron, e.g., νεάνί~, in which the final
planation of the third person imperative alpha is long.
is included on page 2, but it need not be
2

17 Caption under Illustration

Η ΕΠΙΔΑΥΡΟΣ (α) "'rhe doctors order me to go to Ascle-

pius; perhaps the god will help me": stu-
dents should haνe no trouble with the
Title: ''Epidaurus" Greek; ϊσως is giνen in the νocabulary
list, and students will recognize the fu-
'rhe purposes ofthis chapter are: ture tense from examples in Book Ι, the
Preνiew ofNew Verb Forms in Book Ι,
1. Reading: (α) to record a brief and the Oνerνiew of the Greek Verb in
stopoνer at Salamis on the νoyage to Book Π. Draw attention to the σ as sign
Epidaurus and to describe how Di- of the future tense, and alert students to
caeopolis and Philip meet a woman the fact that the future tense will be for-
there with a stomach ailment, who is mally presented in this chapter.
also going to Epidaurus; (β) to de-
scribe the arriνal at Epidaurus, Vocabulary
where the woman with the stomach Remind students that in Book Π we
ailment lodges at an inn while Di- will giνe in the chapter νocabulary lists
caeopolis and Philip make their full sets of principal parts for most
way in the eνening to the sanctuary verbs. We will not giνe the principal
of Asclepius, where they rouse the parts ofregular contract νerbs that fol-
doorkeeper and are introduced to the low the patterns of the model contract
priest, who giνes them instructions verbs φιλέω, τϊμάω, and δηλόω; for the
to return the next day; to record principal parts of these model νerbs and
Philip's preparations at the sanctu- of simple νerbs that appear in the νocab­
ary the next day and his νigil in the ulary lists compounded with prefixes,
abaton at night; to continue the story students should consult the Greek to
of the Persian Wars in the reading English νocabulary list at the end of
at the end ofthe chapter adapted their books. Also, remind students that
from Herodotus, with the story ofthe after the α and β readings we will giνe
second taking of Athens, after the full sets ofprincipal parts ofνerbs that
battle of Salamis they met in Book Ι. 'rhese sets are ar-
2. Grammar: (α) to introduce the fu- ranged according to certain linguistic
ture tense, including that ofthe νerb principles (see Reference Grammar,
"to be"; (β) to present the irregular paragraph 35) to help students see simi-
νerb ε'fμι, the use ofthe future par- larities among νerbs and organize them
ticiple to express purpose, and uses into meaningful groupings.
ofthe participle with the definite ar- We include here some νerbs that
ticle students haνe already met (άφικνέομαι,
3. Background: to present a discussion γιγνώσκω, επομαι, and πλέω) in order to
of healing sanctuaries, Asclepius, show the formation of the future tense of
and Epidaurus these verbs and their other principal
Illustration parts. We giνe the principal parts ofthe
compound νerb άπέχω to show the princi-
Α marble relief from the Piraeus pal parts of the uncompounded νerb ίiχω.
(fourth century B.C., Piraeus Museum). It should be pointed out that the uncom-
It shows Asclepius healing a woman. pounded νerb ίiχω has two future forma-
Behind him stands Hera (?), the patron tions, εξω and σχήσω, but that the com-
goddess of women; to the left members of pound άπέχω has only άφέξω (remind
the sick woman's family BJ.•e praying students of how άπο- + εξω becomes
for her. άφέξω) .
 1 7. Η ΕΠΙΔΑΥΡΟΣ 3
Brief di8CU88ion of the formation of ing to the people there (tho8e pre8ent). Of
the future while going over the vocabu- tho8e present, a certain woman asked
lary li8t will prepare 8tudent8 to recog- Dicaeopoli8 where he wa8 going, and
nize the future ten8e8 in the reading learning that he was going to Epidauru8
more ea8ily. Show how the σ ten8e 8ign 8he 8aid, ''Ι al8o am going to Epidaurus.
ha8 combined with the final con8onant For Ι am 8ick in the 8tomach, and the
ofthe 8tem in άφίξομαι (8tem άφικ-), doctors cannot help me at all; and so
eψομαι (8tem έπ- ), and τεύξομαι (8tem they tell me to go to Asclepius; for per-
τευχ-). hap8 the god will help me. But tell me,
πότερον . .. i): 8tudent8 may be when will the boat 8ail ofl? Will we ar-
warned that πότερον often need not be rive at Epidauru8 today or not?" And
tran8lated; when u8ed in direct que8- Dicaeopolis (replied), ''Ι don't know.
tion8 it 8imply indicate8 that what fol- But they 8ay that Epidaurus i8 not far off.
low8 will be a double que8tion and it Perhap8 we will arrive before night or
need not be tran8lated it8elf. even earlier. But listen; for we 8hall
learn 8oon; for Ι hear the captain calling
Verb8 us. Shall we not return to the 8hip
Reading pa88age α contain8 the fol- quickly?"
lowing verb8 in the future ten8e: eψομαι [Help 8tudents as nece88ary with the
(4), ώφελήσει (10), άποπλεύσεται (11), aori8t middle infinitive έλέσθαι (3) and
άφιξόμεθα (12 and 13), γνωσόμεθα (14), the pre8ent imperative ήγο\> (4).]
έπάνιμεν (15), όρμησόμεθα (19), Lines 17-23
άφιξόμεθα (20), πλευσόμεθα (22), And 80 8tanding up they hurried to
παρεσόμεθα (22), and λfισομεν (23). We the 8hip. And the captain 8eeing them
glo88 έπάνιμεν and παρεσόμεθα, and we approaching, shouted (shouting 8aid),
recommend that teacher8 not di8CU88 "Get in quickly; for we will 8tart at
the8e form8 until after εtμι i8 8tudied in once. For we mu8t arrive at Epidauru8
Grammar 2 and the future of είμί in before night." And Dicaeopolis 8aid,
Grammar 1. The other form8 will be "When will we arrive there?" And the
ea8ily recognized a8 future8 after brief captain (replied), "If we get (having got)
di8CU88ion of the formation of the future a favorable wind, with luck, we will sail
conducted in conjunction with exami- quickly and be there toward evening.
nation of the verb8 in the vocabulary li8t But hurry; for we are going to ca8t off
(8ee above). The three verb8 not in- (loo8e) the ship at once."
cluded in that li8t (ώφελήσει, [προς έσπέραν (22): in Book Ι students
όρμησόμεθα, and λfισομεν) will be ea8ily met πρός + acc. ofmotion (προς το eρμα,
recognized as future8 because ofthe σ 1β:3); here it i8 used oftime ("toward
ten8e 8ign. evening").]
Lines 24-26
Tran8lation And so they quickly went on board,
Lines 1-16 and the 8ailor8, after casting off the 8hip
Meanwhile Dicaeopoli8, leading and rowing forward toward the 8ea,
Philip, di8embarked from the 8hip and rai8ed the 8ail8. And a favorable wind
8aid, "Come on, 8on, what 8hould we do? filled the 8ail8, 80 that the 8hip ran
Do you want to look for a wine-8hop and (8ailed) quickly through the wave8.
take 8ome dinner?" And Philip
Principal Parts
(replied), ''Ye8, certainly, father. You
lead then, and Ι will follow." After The verb8 that are given in mo8t of
finding a wine-8hop near the harbor, the 8ection8 titled Principal Parts that
they 8at down drinking wine and talk- follow the reading passages are verb8
4 Athenaze: Teacher's Handbook Π

that were introduced in Book Ι, where Some teachers may find it useful
only the present and aorist tenses were when teaching the verbs at the bottom of
given. Full principal parts are given in page 9 to give students the stems, e.g.,
these sections in Book Π, and students βα- (for βαίνω), γνω- (for γιγνώσκω),
should memorize them carefully. More πενθ- (for πάσχω), and δραμε- (for
information on principal parts and the τρέχω).
ways in which they are grouped for study When teaching the future of είμί, re-
in these sections after the reading pas- view the present forms (Reference
sages will be found in the Reference Grammar, paragraph 47) and show stu-
Grammar, Section 35 and in the ap- dents that the stem ofthis verb is έσ- (as
pendix to this handbook, titled in Latin es-se), which is seen in the pre-
"Principal Parts." sent forms έστί, έσμέν, and έστέ.
We give λ.fιω before δακρ.fιω because
it is the model verb par excellence. Note Exercise 17α
that in the perfect and the aorist passive
Have students review Book Ι, pages 129,
οfλ.fιω the stem vowel is short; in δακρ.fιω
141, 149, and 184 before doing this and
it remains long throughout.
the following exercise.
Word Study
1. αίτήσω , 1\τησα
1. psychologist: from the Greek words, 2. άναγκάσω , ήνάγκασα
ή ψϋχή + ό λόγος (ό λογιστής = one 3. &ρξω, ήρξα
who calculates or studies). One 4. βλέψω, eβλεψα
who studies the soul or personality. 5. νϊκήσω , ένίκησα
2. psychiatrist: from ή ψϋχή + ό 6. νομι&, ένόμισα
iατρός. One who heals the soul or 7. ώφελήσω, ώφέλησα
treats psychic disorders. 8. δουλώσω , έδούλωσα
3. analysis: from άναλ.fιω =Ι unloose; 9 . ζητήσω, έζήτησα
Ι resolve into elements, investigate 10. γράψω, eγραψα
analytically; ή άνάλυσις = resolu- 11 . σώσω, εσωσα
tion of a problem by analysis 12. φυλάξω, έφύλαξα
(especially in mathematics); 13. άποκρϊνο\>μαι, άπεκρϊνάμην
analysis. 14. πιστεύσω, έπίστευσα
4. psychoanalyst: from ή ψϋχή + 15. νεμ&, eνειμα
άνάλυσις; one who analyzes the
soul or personality into its con- Note on no. ll: in this book we write
stituent elements ofthe conscious the future and aorist of ό"cpζω as σώσω
and unconscious mind (especially and εσωσα, although the iota subscript is
used of Freudian psychology). found in the aorist in some inscriptions.
5. psychic phenomena: from ή ψϋχή Note on no. 15: students should de-
(ψϋχικός, -ή, -όν) + τα φαινόμενα
duce the aorist of νέμω by analogy with
(appearances); manifestations of that of μένω (see Book Ι, page 149).
the soul or spirit as opposed to mate-
rial phenomena. Exercise 17b
1 . πέμψει, eπεμψε(ν)
Grammarl
2. λϋσόμενοι , λϋσάμενοι
Review the formation of the first 3. τϊμήσομεν, έτϊμήσαμεν
aorist (Book Ι, pages 140-141) and ofthe 4. φιλήσετε, έφιλήσατε
aorist ofliquid verbs (Book Ι, page 149) 5. μενο\>μεν, έμείναμεν
while teaching the formation of the fu- 6. άποκρϊνε\ται, άπεκρίνατο
ture. 7. δηλώσειν, δηλ&σαι
8 Athenaze: Teacher's Handbook Π

tion according to custom. And he took 1. Ι hit, hit upon, get, happen; chance,
the bowl in his hands and made a liba- luck; lucky; unlucky; luckless
tion, and, raising his hands toward (the prefix δυσ- is the opposite of εύ-,
heaven, he said, 'Άsclepius, savior, whereas the prefix ά- simply
most kindly of the gods, hear my prayer negates; thus, εύτυχής = blessed
(me praying), who thinking holy with good luck, lucky; δυστυχής=
thoughts and being pure in soul am here cursed with bad luck, unlucky; and
(as) your suppliant. Be gracious to me άτυχής = without luck, luckless)
who have become blind, and, if it seems 2. Ι believe, trust; faith, trust; faithful,
good to you, heal my eyes." trusty; faithless, untrustworthy; Ι
[τα'iς χερσί (46): the declension ofthis disbelieve, mistrust
noun is as follows: χείρ, χειρός, χειρί, 3. Ι am able, powerful; ability, power;
χε'iρα, χε'iρες, χερ&ν, χερσί, χε'iρας.] possible, capable; impossible, inca-
Lines 51-56 pable
Then the priest led the boy to the holy 4. Ι learn, get to know; judgment,
place and told him to lie on the ground opinion; understood, known; un-
and sleep. And so Philip lay down, but known (cf. Paul's famous words to
for a long time he could not sleep; for be- the Athenians (Acts 17:23) εi'!ρον κα1.
ing alone in the holy place he was very βωμον έν Φ έπεγέγραπτο Άγνώστφ
a&aid; for it was night and everywhere Θεij>. "Ι
found even an altar οη
there was darkness and silence, except which had been inscribed 'Το an
that occasionally he heard the sacred Unknown God."')
snakes hissing gently. (Also δύσγνωστος, -ον hard to
[το liβατον (51): "the holy place." See understand, hard to recognize.)
essay (pages 12-13) for a description of 5. Ι draw, write; drawing, writing;
this; it means literally "the not-to-be- written; unwritten
trodden" (place), i.e., a place sacred to
the god where none but the ritually puri- Grammar2
fied might walk.]
The following supplementary ex-
ercises may be used after students have
Principal Parts studied the forms of εtμι and reviewed
The verb πιστεύω provides the regu- the forms of είμί (Reference Grammar,
lar pattern, and we accordingly put it paragraph 47):
first.
(a) Identify and translate the following
Note the σ in the perfect middle/
forms:
passive and the aorist passive of κελεύω.
Ν ο other verb with stem in -ευ- has this. 1. ϊθι 6. ίών
Note that πορεύομαι has a deponent 2. ϊσθι 7. εtσι(ν)
aorist passive = Ι marched, went. The 3. 7
ει ναι
7
8. η μεν
aorist middle -επορευσάμην occurs 4. ίέναι 9. η μεν
7
rarely in compounds. 5. ων 10. η σαν

Word Building Answers :

Note that adjectives formed by 1. imperative singular of εtμι = go!
adding the suffix -τός to the verb stem 2. imperative singular of είμί = be!
are either passive in meaning, e.g., 3. infinitive of είμί = to be
γραπτός, -ή, -όν = "written," or they 4. infinitive of εtμι = to go
denote possibility, e.g., γνωστός, -ή, -όν 5. participle of είμί = being
= "known" or "knowable." 6. participle of εtμι = going
 17. Η ΕΠΙΔΑ ΥΡΟΣ 9
7. 3rd singular of εtμι = he/she will go 3. The slave went out to look for his
8. 1st plural imperfect of εtμι = we master.
were going 4. You must send a messenger to tell
9. 1st plural imperfect of είμί = we all to the king.
were 5. Xerxes was preparing a very large
10. 3rd plural imperfect of εtμι = they navy to enslave the Greeks.
were going 6. The Greeks were preparing to fight
bravely.
(b) Give the Greek for: 7. We will always honor those who
1. Go! (plural) died in this battle.
2. Be brave! (plural) 8. Ι will tell the girls to go home im-
3. He/she was going. mediately.
4. He was brave. 9. τhose who do all in accordance
5. They will go. with the law will become dear to the
6. We will be brave. gods.
7. tobe 10. The boys were returning home to
8. togo relate to their mother what had hap-
9. They will be. pened.
10. going Exercise 17f
Answers: 1. προς το &στυ ϊμεν ώς μαθησόμενοι
τί έγένετο/τCι. γενόμενα.
1. ϊτε.
2. ό στρατηγος &.γγελον πέμψει ώς
2. άνδρε'iοι eστε .
λέξοντα τοΊς πολίταις τί χρη
3 . ftει .
(αύτο\>ς) ποιε\ν/ποιf\σαι.
4. άνδρε'iος i;ν. 3. oi &νδρες τδ:ς γυναΊκας προς το
5. ϊα.σι(ν) &.στυ &γουσιν ώς θεα.σομένας τους
6 . άνδρεΊοι έσόμεθα. χορούς.
7. εtναι 4. ό ίερε\>ς έπάνεισιν είς το ίερον ώς
8. ίέναι σπονδην ποιησόμενος.
9. eσονται . 5 . oi έν τfι άγορ~ μένοντες βούλονται
10. ίών του άγγέλου άκούειν .

Grammar3
ΟΙ ΠΕΡΣΑΙ ΤΑΣ ΑθΗΝΑΣ
Notes: ΔΕΥΤΕΡΟΝ ΑΙΡΟΥΣΙΝ
τitle:
"The Persians Take Athens a
Second Time"

Grammar4 Students have had δεύτερος as an

adjective but will have to deduce its use
Notes: here in the accusative case as an adverb.
Translation
Lines 1-9
Exercise 17e With the beginning of spring Mar- I
donius set out from τhessaly and led his
1 . Go, boy, and tell your mother that Ι army with haste against Athens. And
am waiting by the door. as he advanced, none of the Boeotians
2. Will you not go to the agora to learn resisted him, nor did the Spartans come
what has happened? to help the Athenians. When he arrived
10 Athenaze: Teacher's Handbook Π

in Attica, he did not find the Athenians, ward off the barbarians from Attica."
but he learned that most were in Salamis [στρατον πέμψειν τους Λακεδαιμονίους
and in the ships; and he took the city de- (10--11): help with the indirect statement
serted. But when he was in Athens he is provided in the gloss; the construction
sent a messenger to Salamis, bearing a will not be formally taught until Chapter
friendly message (friendly words); for 23, Grammar 3, but students should be-
he said that the king would give Attica come accustomed to it well before then.]
back to the Athenians and make an al-
liance (with them), ifthey stopped fight- Exercise 17g
ing (ceased from war). But the Atheni-
ans did not accept the proposal (the 1. oi Λακεδαιμόνιοι, οϊ τούτφ τψ χρόνφ
words) but sent the messenger away. έορτην έποιοί'>ντο, ούκ i]θελον
έπεξιέναι έπl τους Πέρσάς άλλ' eτι
Lines 10-19 eμελλον.
The Athenians crossed to Salamis 2. τέλος δε oi τ&ν 'Αθηναίων &γγελοι
as follows; as long as they hoped that the ε'fπον · "f>με'iς μεν Λακεδαιμόνιοι τους
Spartans would send an army to help, συμμάχους προδίδοτε, oi δε Άθη­
they stayed in Attica; but when the Spar- να'iοι άδικούμενοι ύφ' i>μ&ν σπονδ&ς
tans did not come to help and Mardonius ποιήσονται προς τους Πέρσάς.
advanced and arrived in Boeotia, then 3. "σπονδ&ς oiJν ποιησάμενοι και
they evacuated everything from Attica σύμμαχοι γενόμενοι το'iς Πέρσαις,
and themselves crossed to Salamis. στρατευσόμεθα μετι'χ αύτ&ν/συν
And they sent messengers to Sparta to αύτο'iς έπl την Πελοπόννησον.
blame the Spartans because they were 4. "τότε δη παθόντες μαθήσεσθε οτι ού
not coming to help. And when the mes- χρη τους συμμάχους προδοί'>ναι."
5. τέλος δη τούτους τους λόγους
sengers arrived in Sparta, they said
φοβούμενοι oi Λακεδαιμόνιοι την
this: "The Athenians sent us to say that
στρατι&ν eπεμψαν προς την Άτ­
the king of the Persians is willing to
τικήν.
give back Attica and make an alliance;
but we, although wronged by you, did not For no. 2, students will find the
accept the proposal. But now we tell you Greek for "wronged by you" in line 17 of
to send an army as quickly as possible to the tail reading.
 11
18 The declension of χάρις is: ή χάρις,
τfjς χάριτος, τfi χάριτι, την χάριν; αί
Ο ΑΣΚΛΗΠΙΟΣ (α)
χάριτες, των χαρίτων, τα'iς χάρισι(ν), τδ.ς
χάριτας.
Title: "Asclepius" New usage of preposition: περί (+
The purposes of this chapter are: gen.) = around: περι ο{) (3).
New usage ofpreposition: ύπέρ (+
1. Reading: (α) to recount the cure of acc.) = over, above: ύπeρ τους λόφους
Philip; (β) to tell ofthe arrange- (14).
ments for a sacrifice and memorial
in honor ofthe cure and to introduce
the theme ofimpending war between Verbs
Athens and Sparta in a conversa- Passage α contains the following
tion between Dicaeopolis and the forms of δίδωμι and τίθημι or their com-
priest of Asclepius; to recount in the pounds: δώσεις (8), δώσω (10), έπέθηκε
narrative adapted from Herodotus (11), and άπόδος (18).
the story of the Athenian victory
over the Persian land forces at
Plataea Translation
2. Grammar: (α) to introduce the
forms of the verbs δίδωμι and τίθημι; Lines 1-12
(β) to review the uses of αύτός and to But finally Philip was so tired that
present the declension of adjectives he fell into a deep sleep. And the god ap-
like ταχύς peared to him as he slept; he was august
3. Background: to sketch the history of and tall, and in his right hand he car-
Sparta and Corinth as background ried a staff, around which curled the sa-
for an understanding of the political cred serpent. He stood by the boy and
map ofGreece at the outbreak ofthe with a kindly look (looking kindly) he
Peloponnesian W ars said this, "What is the matter with you,
boy? Why are you sleeping in my holy
Illustration place?" And he, not at all afraid-for
the god seemed kindly-said, ''Ι am
Statue from the sanctuary of Ascle-
blind, Asclepius; and so Ι have come to
pius, fourth century B.C. (Epidaurus Mu-
ask you to heal my eyes (the eyes for
seum).
me)." And the god said, "And if Ι heal
Caption under Illustration your eyes, what will you give me?" And
the boy for a long time was at a loss what
"Asclepius was august and tall": he ought to say, but finally he said, "Ι
students will find σεμνός in the vocabu- don't have much, but Ι will give you my
lary list. knucklebones." And the god laughed
and came to him and put his hands on
Vocabulary
his eyes. And after doing this he went
We include τίθημι in the vocabulary away.
list to show its principal parts even [τους ... άστραγάλους (10): knuckle-
though it does not occur in uncom- bones were used as dice: "the four faces
pounded form in the reading. We in- of the knucklebones were of different
clude the aorist infinitives and partici- shapes, one flat, one irregular, one con-
ples of δίδωμι and τίθημι because they cave, one convex, and in dicing these
are so different from the aorist indica- had the value respectively of1, 6, 3, 4"
tive forms and therefore difficult to rec- (Oxford Classical Dictionary, "Astra-
ognize. galus," p. 110). See illustration.]
12 Athenaze: Teacher's Handbook Π

Lines 13-19 3. automatic: from αύτός +μα-+

On the next day when day first -τος. αύτόματος, -ον = self-
dawned, Philip woke up and, behold, he moved, of one's own accord; (of
could see; for he saw the sky and the sun things) spontaneous, automatic.
rising above the hills and the trees mov- the word first occurs in Homer
ing in the wind; and he enjoyed look- (Iliad 2.408) and is common in
ing; for everything seemed to him most later Greek; the root μα-, found
beautiful. And so he hurried to find the only in Homer in the perfect form,
priest. And he, seeing him approaching, e.g., μέμαα.σι, means to be eager or
said, "Greetings, boy; it is clear that the to rush.
god has come to you in kindness 4. autonomous: from αύτός + νόμος.
(kindly). And so give thanks to the god. αύτόνομος, -ον = having one's own
But go to look for your father." laws, independent (of persons and
[άπόδος (19): note the accent (normally states).
recessive in imperatives; the accent 5. autistic: from αύτός + ίστης (a ter-
cannot precede the last syllable of the mination which expresses the
preposition before the simple verb; com- agent), (Aristotle, fragment 669 has
pare παράδος (18β:9) and άνάθες the form ό αύτίτης = one who is by
(18β : 22).] himself). Autistic is a recent
medical coinage, used to describe
Principal Parts children who are imprisoned in
We list φιλέω first because it serves themselves.
as the model for most -ε- contract verbs.
Students should be warned that δοκέω Illustration (page 21)
(δοκ-/δοκε- ), πλέω (πλευ-/πλεf-/πλυ- ),
Drawn from a first century B.C. or
and σκοπέω (σκεπ-) are irregular (see
English to Greek Vocabulary for their A.D. copy on marble by Alexander of
principal parts). Athens of a Greek painting of about 430
B.C. (Naples, Museo Nazionale).
Call attention to the irregular future
of καλέω, which is identical to the pre- Grammarl
sent (Attic future). In the aorist καλέω
keeps ε, instead of changing to η, and in Notes:
both perfects and the aorist passive the
short α ofthe stem drops out (syncope).
Students should be reminded that
most -α- contract verbs have principal
parts like those of τϊμάω. More exam- Exercise 18α
ples of -α- contract verbs will be given
after reading passage β. δώσεις (8); 2nd sing. future indicative
active
Word Study δώσω (10); 1st sing. future indicative

1. autobiography: from αύτός (self) + active

έπέθηκε (11); 3rd sing. aorist indicative
ό βίος (life) + γράφω. Writing
one's own life. In late Greek we active
άπόδος (18); aorist active imperative
find βιογραφία but not αύτο­
βιογραφία..
singular
2. autograph: from αύτός
+ γράφω. Exercise 18b
αύτόγραφος, -ον = written
with
one's own hand occurs twice in 1 . 3rd sing. imperfect indicative ac-
Plutarch (1st century A.D.) tive of δίδωμι; he/she was giving
 18. Ο ΑΣΚΛΗΠΙΟΣ 13
2. 3rd sing. present indicative mid- 15. εθετο
dle of τίθημι; he/she is placing for
Exercise 18d
himself/herself
3. present infinitive middle of δίδωμι; 1. 'Γhe old man refused to give the
to give (for oneself) money to the foreigner.
[The middle of δίδωμι is, in fact, 2. When their mother gave (them)
only found in compounds, e.g., food, the children immediately be-
άποδίδομαι = Ι sell.] gan to eat.
4. aorist infinitive active of τίθημι; to 3. 'Γhe master sent the slave to pay us
put (give us back the money).
5. nom. fem. sing. present participle 4. We will go to ask the king to help
active of δίδωμι; giving you.
6. 2nd sing. present indicative active 5. Give thanks to god; for he saved us.
of δίδωμι; you give 6. The farmer asked his friend to
7. 2nd pl. imperfect indicative active give back the dog.
of δίδωμι; you were giving 7. You give me the wine, and Ι will
8. nom. sing. masc. present partici- give you the food.
ple active of τίθημι; putting, placing 8. The father laughed kindly and
9. 2nd sing. aorist indicative active gave the dog to the boy. (or) 'Γhe
of δίδωμι; you gave father, laughing kindly, gave the
10. 3rd pl. aorist indicative active of dog to the boy.
τίθημι; they placed, put 9. 'Γhe suppliants, sitting by the altar,
11. 3rd pl. imperfect indicative middle gave thanks to god.
of τίθημι; they were placing for 10. 'Γhe god, after putting his hands on
themselves the boy's eyes, went away.
12. 2nd sing. aorist imperative middle
of δίδωμι; give (for yourself) In no. 1, ούκ ή θέλησε by rules of
13. 3rd pl. present indicative active of aspect can only be properly translated as
δίδωμι; they give
"refused"; "was not willing" would im-
14. 2nd sing. present indicative active ply continuity and would be a transla-
of τίθημι; you place tion of ούκ i]θελε.
15. 3rd pl. imperfect indicative middle In no. 2, help students with transla-
of δίδωμι; they were giving (for tion of the imperfect as inchoative, "they
themselves) began to eat."

Exercise 18c Exercise 18e

1 . δός 1. ό ναύκληρος το άργύριον τiρ ναύτη
2. θ ου εδωκεν .
2. χάριν τiρ θεiρ άποδουσαι, αί
3 . δ όντα
4. θέμενος γυνα'ίκες οϊκαδε έπανf\λθον.
3. έκέλευσά σε τό τε liροτρον έν τiρ
5. δουν α ι
άγρiρ θε'iναι και σ'iτον το'ίς βουσι
6. τιθέασι
δουν α ι.
7. τιθέναι
4. συ μέν τα ίστία είς την ναυν εϊσθες,
8. δίδοσθαι
έγοο δέ τaς κώπας είσθήσω.
9. διδούς δf\λόν έστιν οτι αi>ται αί γυνα'iκες
5.
10. τίθενται ούδέν άργύριον τούτφ τiρ γέροντι
11. δίδονται εδοσαν.
12. εδοντο 6. τiρ ναυκλήρφ τρε'ίς δραχμaς
13. θ ου άποδόντες, οί ξένοι είς την ναυν
14. δόμενοι είσέβησαν.
14 Athenaze: Teacher's Handbook Π

Sparta and Corinth said, 'Άm Ι allowed to make a sacrifice?

Am Ι allowed to put up an offering to the
For further reading, see Civilization
god as well?" And the priest (replied),
ofthe Ancient Mediterranean, Vol. Ι, pp. 'Όfcourse (how not?). You may. Do you
18-19, 19-21, and 27-30; The Oxford
also want to put up a memorial of the
History ofthe Classical World, pp. 26-31; cure in the temple? (For) you give me
and Oswyn Murray, Early Greece,
three drachmas, and Ι will make the
chapters 9 and 10 (Fontana, 1980).
sacrifice and put up the memorial for
Draw to the attention of students the
you." But Dicaeopolis groaning said,
illustrations on page 226 (the Eurotas
"τhree drachmas do you say? Oh, what
valley) and 227 (ancient Corinth).
an expense!" But the priest (answered),
'Ύou are talking nonsense (saying
nothing), man; for the expense is not
Ο ΑΣΚΛΗΠΙ ΟΣ (β) large. For Ι will make the sacrifice for
one drachma, and Ι will put up the
Vocabulary
memorial for two. And so give me three
We give the principal parts of drachmas, if you want me to do this."
προστρέχω to show the principal parts of But Dicaeopolis said, "But Ι haven't got
the uncompounded verb τρέχω "Ι run." three drachmas; for Ι am a poor man.
New usage of preposition: διά (+ Are two enough for you?" And the priest
acc.) = because of: δια τουτο (46). Note (replied), "All right (let it be so); two are
that διά + acc. has been used since Chap- enough, if you don't have more." And so
ter 2 in the phrase δια τί; = Why? (= Be- Dicaeopolis handed over two drachmas,
cause ofwhat?), but that the preposition and the priest, calling the attendant, told
was not introduced as a vocabulary item him to bring a cock and leading them to
in its own right with the accusative in the altar made the sacrifice.
Book Ι. [άλεκτρυόνα (18): cocks were commonly
New usage ofpreposition: έπί (+ sacrificed to Asclepius as an offering to
dat.) = for (ofprice): έπ1. μιςt δραχμft (13). secure his help. Socrates' last words
were, "Crito, we owe a cock to Asclepius;
Verbs please pay the debt and don't forget"
Passage β contains the following (Plato, Phaedo 118a). Burnet (Plato's
forms of δίδωμι and τίθημι or their com- Phaedo [Oxford University Press], p.
pounds: άποδο1Jναι (5), άναθε'iναι (7, 8), 118) says, 'Ήe hoped to awake (from
παράδος (9), άναθήσω (10, 13), δός (13), death) cured like those who are healed by
παρέδωκεν (17), δουναι (20), δώσω (21), sleeping in the Asclepieion at Epidau-
άνάθες (22), άνέθηκε (23), and διδόναι rus."]
(33). Lines 20-26
And Philip said, "Ι too must make a
Translation
gift (give something). For Ι said to the
Lines 1-19 god that Ι would give my knucklebones.
They found Dicaeopolis sitting in Look, take these and dedicate them to the
front of the inn. And when he saw the god and write on the memorial (tablet),
boy walking firmly and seeing, he stood if you approve (if it seems good to you),
up, and running toward him he em- that Philip dedicated these knuckle-
braced him and said, "Dearest child, do bones to Asclepius with (having) the
Ι really see you (being) cured (healthy, greatest gratitude." And the priest
sound)? Did the god really heal your replied, "But Ι will gladly do this; for the
eyes? We must pay hearty thanks to As- god will rejoice to receive (receiving)
clepius." And turning to the priest, he them. But now you must journey home.
 18. Ο ΑΣΚΛΗΠΙΟΣ 15
Come on, Ι will accompany you to the that the Spartans will make war, for,
gates." fearing the power ofthe Athenians, they
[Word glossed earlier in chapter: τοuς will not be willing to disregard its in-
. . . άστραγάλους knucklebones.] crease (it increasing). But nevertheless
Lines 27-34 Ι will rejoice if you are proved right and
While they were walking to the Ι wrong."
gates, the priest said to Dicaeopolis, [πάλαι ... είσιν (35): literally "are long
'Ύοu were in Athens recently; tell me, ago," but this idiom is best translated
then, how are things? Will there be war "have been for a long time now."
against the Peloponnesians, or will you άποκ:ρϊνάμενος εtπεν (41): "they said
be able to preserve the peace? For it is in reply," a common phrase, which il-
clear that the Corinthians are urging the lustrates the aorist aspect ofthe partici-
Spartans οη to war, since they are ple, here of simple action with no refer-
(being) hostile to the Athenians. So what ence to past time; it does not mean
do you think? Will they be willing to al- "having answered, he said."
low arbitration of their differences or δf1λος ει ... πιστεύων (45-46): ::;
will they resolve their differences by δf1λόν έστιν οτι πιστεύεις. Both con-
war rather than words?" structions are common; the personal
[είρήνην (30): the First Peloponnesian construction (δηλος ευ is perhaps more
War was ended by the Thirty Years' common.
Peace between Athens and Sparta (446 The priest is right (45-48); τhucy­
B.C.); under the terms ofthis peace any dides (1.23) says that the real reason for
disputes were to be referred to arbitration the war was the following: "the Atheni-
by a third party. The priest's words are ans becoming great and causing fear to
based on Thucydides 1.140, Pericles' the Spartans compelled them to make
speech to the Assembly, which is quoted war"-τiJν γ<'χρ άληθεστάτην πρόφασιν
in adapted form in passage 21β.] τους 'Αθηναίους ήγσuμαι μεγάλους
γενομένους κ:αl φόβον παρέχοντας το'iς
Lines 35-50 Λακ:εδαιμονίοις άναγκ:άσαι ές το
And Dicaeopolis said, "The πολεμε'iν.]
Corinthians have been hostile for a long
Lines 51-52
time now and are plotting against us, but By now they were at the gates. And
nevertheless the Sρartans will not make so, bidding the old man farewell, Di-
war; for they always avoid action (keep caeopolis and the boy began their jour-
quiet), fearing the power ofthe Atheni- ney.
ans." And the priest said, "But surely [έπορεύοντο: inchoative imperfect, de-
the Spartans do not fear the Athenians; noting the beginning of an action.]
for they and their allies have a vast
army, which the Athenians will not dare
Principal Parts
stand up to by land." And Dicaeopolis
said in reply (answering), "But we rule If ε, ι, or ρ precedes the final α of the
the sea, so that we have more resources of stem of -α- contract verbs, the future,
war; for we have masses of money and aorist, perfect, and aorist passive have α
masses of ships; and so they will not be instead of η. This is shown in πειράω in
able to harm us and will not be able to the list and in θεάομαι, θεciσομαι, έθεα­
win a long war, nor indeed will they σάμην, τεθέαμαι Ι see, watch, look at.
dare attack us." And the old man said, This rule is broken by χράομαι, which
'Ύou clearly have great confidence (you has η even though the α of the stem is
are clear trusting much) in your city preceded by ρ (note also the insertion of σ
and her power. But (it is), for this rea- in the aorist passive).
son, in my opinion (as it seems to me) Students should be reminded that
16 Athenaze: Teacher's Handbook Π

most -ο- contract verbs have principal μεγάλη .

parts like those of δηλόω . 3. ό αύτουργος έλαύνει τοiις αύτοiις
βους άνa τήν τραχεtαν όδόν .
Word Building 4. αύτον τον άγγελον παρά σε πέμψω
ώς λέξοντά σοι τί χρή/δεt σε
1. Ι give; ή δό-σις = the act of giving,
πρ&ττειν/πρίiξαι (ποιεtν/ποιilσαι) .
gift (cf. ή ποίη-σις= the act of com-
posing, poetry, poem); Ι give back; Ι Η ΕΝ Τ ΑΙΣ ΠΛΑ Τ ΑΙ ΑΙΣ
give in; Ι give, Ι hand over ΝΙΚΗ
2. Ι give up, betray; ό προ-δό-της=
traitor (cf. ό ποιητής= maker, Title: "The Victory at Plataea"
poet); ή προ-δο-σία= treachery (the
suffix -σία attached to a verb stem Translation
gives an abstract noun) Lines 1-4
3. Ι put, place; Ι put up; Ι put on (i.e., Ι When Mardonius learned that the
put something on top of something Spartans were now on the march, he set
else); Ι put together fire to Athens and destroyed all the
houses and temples and withdrew into
Grammar2 Boeotia. And so the Spartans advancing
Notes: arrived in Attica, and the Athenians
crossing from Salamis joined with the
Peloponnesians.
[Students are to deduce τοις Πελο­
ποννησίοις (4) from ή Πελοπόννησος,
Grammar3 which they have had.]
Lines 5-11
In the masculine and neuter the When they arrived in Boeotia, they
stems of these adjectives end in -υ (cf. learned that the barbarians were en-
άστυ) . In the case ofthe adjectives, how-
camped on the river Asopus; and so they
ever, the genitive singular masculine positioned themselves opposite (them) on
and neuter is ταχέος (contrast άστεως), a certain hill. And when the Greeks did
and the neuter plural nominative and not come down into the plain, Mardonius
accusative -εα does not contract sent out all his cavalry against them.
(contrast άστη) . And the Greeks pushed back the cavalry
Exercise 18{ and killed the general himself, so that
they were much more confident. And
1. The enemy will not dare to do the after this they decided to go down toward
same things again. Plataea. And the barbarians, learning
2. The woman, after handing over the that the Greeks were in Plataea,
money to the doctor, returned home marched there themselves also. And
by the same road. Mardonius drew up his army for battle
3. The king himself will go to the (to fight).
agora to announce this to the people. [πολλψ (9): dative of degree of differ-
4. You must give thanks to the god ence.]
himself. Lines 12-20
And for eleven days they waited,
Exercise 18g neither side wanting to start the battle;
1. οί ναυται αύτοl. τον χειμ&να but on the twelfth day Pausanias decided
έφοβο1Jντο. to change position again; for at the same
2. ο!καδε έπλέομεν/έπλεύσαμεν έν ή\ time they were short of water and they
' ,.. .< f\
αυτη νηι, η
... , .,. '
ταχεια τε ην και were suffering (bad things) at the hands
 18. Ο ΑΣΚΛΗΠΙΟΣ 17
ofthe cavalry (who were) always attack- 3. τέλος δe οί μeν 'Έλληνες έπ1. το
ing (them). And so after waiting for τε\χος άνέβησαν, οί δέ βάρβαροι
night they set out. But when day ούδεν1. κ:όσμφ eφυγον.
dawned, Mardonius saw that the Greek 4. μετα τi]ν μάχην ό Παυσανίας,
camp (the camp ofthe Greeks) was de- στρατηγος rον τ&ν Λακ:εδαιμονίων,
serted (he saw the camp being deserted); αύτος μνημε\ον άνέθηκ:εν - έν
Δελφο\ς ·
and so he pursued the Greeks at full
When (as) leader of the Greeks
speed (at a run). And first the barbar-
he had destroyed the army of
ians caught the Athenians, who fighting
theMedes,
very bravely pushed back the cavalry.
Pausanias dedicated this
Then Mardonius fell on the Spartans,
memorial to Apollo.
and a mighty battle developed. But when
Mardonius himself was killed, the bar-
barians turned and fled in disorder (in This dedication of Pausanias, the
no order) into their camp. first sign of the megalomania that re-
[τφ Παυσανίςι (12): Pausanias, regent sulted in his downfall the following
for the Spartan king, who was a minor, year, caused a diplomatic rumpus (see
was commander-in-chief of the Greek Thucydides 1.132). The inscription was
army . carved on a golden tripod supported by
άπέθανεν (19): "was killed"; άπο­ three intertwined snakes of bronze. The
θνύσκ:ω is regularly used instead of the inscription was obliterated by the Spar-
passive of άποκ:τείνω.] tan authorities, who put in its place the
names ofthe cities that had taken part in
Exercise 18h the war. The gold tripod was melted
1. οί Λακεδαιμόνιοι το\Jς βαρβάρους
down in the fourth century, but part ofthe
προς το στρατόπεδον διώκ:οντες τφ
serpent column survives with the names
τείχει προσέβαλον άλλ' ούκ: of thirty-one cities inscribed on it; the
έδύναντο αύτο έλε\ν. beginning of the inscription reads: τοίδε
2. έπε\. οί Άθηνα\οι έβοήθησαν, οί (= οϊδε) τον πόλεμον έπολέμεον­
βάρβαροι ούκ: eφυγον άλλ' άνδρείως Λακεδαιμόνιοι, Άθηνα\οι,
έμάχοντο. Κορίνθιοι . .. .
18
19 the two genitive absolutes in the reading
passage.
Ο ΝΟΣΤΟΣ (α)
Vocabulary
Ί'itle: "The Return" We give the verb έσθίω, which stu-
The noun is given in the vocabulary dents have already had in the vocabu-
list; students have encountered the verb lary list in Chapter 9, in order to show its
νοστέω in Book Ι, e.g., page 147, line 31. principal parts.
τhe word έλ&α is Attic for έλα ία,
τhe purposes ofthis chapter are: hence the ending in -α (as always after
ε, ι, or ρ).
1. Reading: (α and β) to recount the
first part of Dicaeopolis' and Genitive absolutes
Philip's retum journey (by land) to
Attica, including viewing of the τwο genitive absolutes occur in this
farms as they pass by, an encounter passage: ήδη θάλποντος του ήλίου (1-2)
with a young hunter, who gives them and ούδενος γιΧρ οντος ήμ'iν άργυρίου
a hare, and an encounter with a (3-4). Let students discover these and
shepherd, who takes them in for the work out their meanings by analogy
night; to conclude the series of sto- with the genitive absolute in the caption
ries adapted from Herodotus with under the illustration.
that ofthe battle ofMycale
2. Grammar: (α) to introduce the geni- Translation
tive absolute; (β) to present further
Lines 1-10
discussion of the attributive and When they arrived at the harbor,
predicate position of adjectives, the they were very tired and, as the sun was
placement of other attributives, and already hot, they sat under an olive tree
some further uses of the article and drank wine and ate some food. But
3. Background: to present a brief his-
soon Dicaeopolis said, "What should we
tory of Mycenae in anticipation of do, son? For as we have no money, we
Dicaeopolis' and Philip's visit to the
cannot return home by sea. And so we
site on the next part oftheir retum must go on foot." But Philip said, "Don't
home in Chapter 20
worry about that, father. For Ι will be
Illustration glad to go on foot and to see the tilled
fields and the mountains. But how will
Attic black figure neck amphora by we find the way that leads to Athens?"
the Antimenes Painter, ca. 575 B.C. And he (replied), "Don't worry about
(London, British Museum). this, (my) boy, for we will easily find it.
So stand up; for if you agree (if it seems
Caption under Illustration
good to you), it is time to start."
"While men are collecting olives, a Lines 11-18
boy is climbing into the tree": έλaας and And so standing up they set off, and
συλλεγόντων are new words, which stu- first they went through a plain, in which
dents will find in the vocabulary list be- there were many tilled fields of men;
low the illustration. τhe genitive abso- and they saw lots of people working in
lute, των άνθρώπων ... συλλεγόντων, is the fields, of whom some were driving
a new construction, treated formally in oxen and plowing the plowland and
Grammar 1; it will be useful to give others were climbing into the trees and
some explanation of it when reading the gathering olives. And when they ap-
caption and thereby prepare students for proached the hills, they saw vineyards,
 19. Ο ΝΟΣΤΟΣ 19
in which people were collecting grapes; 3. plutocracy: ή πλουτοκρατία (ό
and some of the grapes donkeys were πλουτος + το κράτος) = government
carrying home in great baskets, and by an oligarchy ofthe wealthy.
others the women put on the ground to 4. theocracy: ή θεοκρατία (ό θεός+ το
dry in the sun. κράτος) (Josephus, first century
[έπορεύοντο (11): inchoative imperfect, A.D.) = rule by a god/God or by a
denoting the beginning of an action. priesthood.
'ίlσαν (11): provide help as needed 5. bureaucracy: French bureau + το
with this imperfect of εtμι. κράτος (hybrid coinage, 1848).
It may be useful to give the full set of 6. technocracy: ή τέχνη + το κράτος;
forms of the imperfect of όράω (12): (coined 1932) = the organization
έώρων, έώρας, έώρα, έωρ&μεν, έωρίiτε, and management of society by
έώρων. technical experts.
Lines 17-18: grapes were dried in
the sun to make raisins; the practice
continues today.] Grammarl
Principal Parts 'Γhis is a good time to discuss some
of the common expressions of time, such
Verbs with labial stems (ending in as the genitive absolutes ήμέραςΙέσπέραςΙ
β, π, or φ) are given in this and the next νυκτος γιγνομένηςΙγενομένης, translated
group of principal parts. "when day was dawning/at daybreak,"
Note that τ is added to the stem βλαβ­ "when evening was falling/fell," and
iη the first principal part and that βλαβ­ "when night was falling/fell," etc.
changes to βλαπ- before the τ. Note the Students should be alerted to the use of
aspiration of the final consonant of the the verb γίγνομαι in such expressions
stem in the second perfect active. 'Γhis and warned against using the verb
aspiration occurs also in the perfect ac- πiπτω. For specific references to
tive and aorist passive of πέμπω; the per- sunrise and sunset, we use του ήλίου
fect active of πέμπω also shows a change άνατέλλοντος of the rising sun and του
in the stem vowel from ε to ο, as does ήλίου καταδύντος of the setting sun.
λείπω. Note the assimilation of the final In such temporal expressions the
β of the stem βλαβ- in the perfect mid- present participle with its imperfective
dle/passive, and note the disappearance aspect will view the action as a process,
of the final π of the stem πεμπ- in the e.g., "when/as day was dawning,"
perfect middle/passive πέπεμμαι. The while the aorist will view it as a simple
extent to which these linguistic phenom- event or fact, e.g.,"when day dawned/
ena are to be explained to the students at had dawned," "at daybreak." Students
this stage is left up to the teacher, but the should be alerted to alternative trans-
principal parts themselves should be lations such as "at daybreak" and told to
carefully memorized by the students. use them when appropriate in trans-
lating from Greek to English and to be
Word Study
on the lookout for them in the English to
1. aristocracy: ή άριστοκρατία Greek translation exercises, such as
(iiριστος, -η, -ον + το κράτος) = the Exercise 19b, no. 1, where "at daybreak"
rule ofthe best, i.e., the best by should be translated with a genitive
birth, the nobles. absolute and not a prepositional phrase.
2. autocracy: αύτός, -ή, -ό +το In Exercise 19a, students are asked
κράτος = rule by oneself, absolute to pay particular attention to aspect in the
power. Compare αύτοκρατής, -ές = Greek and to tense in English when
ruling by oneself, absolute. translating participles. It may be useful
 Athenaze: Teacher's Handbook Π

at this point to refer students to Reference should be alerted to look out for such
Grammar, paragraph 36, Aspect, and to temporal relationships when trans-
have them study what is said there about lating from English into Greek;
the imperfective and the aorist and to often an English pluperfect will be
examine the sentences using present translated with an aorist in Greek,
and aorist imperatives, infinitives, and namely, when the action is viewed
participles on pages 247-248. After each as a simple event as opposed to an
of the translations of sentences in Exer- action that had been completed at
cise 19a below, we offer brief comments some time prior to another action in
that may help clarify matters of aspect the past = pluperfect. Students
in Greek and of tense usage in English. should also take note that the pre-
sent participle οiJσα may in this
Exercise 19α sentence be translated with an im-
1. When/As evening was falling, the perfect in English, "since it was
foreigners arrived in the city. small.")
(Present participle = imperfective 5. Although the city was far away, we
aspect or process, "was falling"; did not hurry.
the present participle describes an (Present participle = a continuous
action taking place simultane- state-cf. no. 3 above-simultaneous
ously with that ofthe main verb, with the action ofthe main verb,
which is past tense, and so it is and so it is here translated with
"was.")
translated into English with a past
tense, "was falling." In translat- 6. Since night fell/had fallen (At
ing from English into Greek stu- nightfall), we decided to stay in the
dents must be warned not to try to city.
use a past tense of the Greek par- (Same as no. 4 above.)
ticiple in situations such as this.) 7. Since the farmers became/had be-
2. Since the old man was getting an- come hostile, the young men left the
gry, the boy was afraid. plain and went up onto the moun-
(Same as no. 1 above.) tain.
3. When all was ready, the priest (Same as no. 4 above.)
made the sacrifice. 8. Although his wife was tired, the
(The present participle of εiμί indi- man went quickly down the hill.
cates a continuous state rather than (Same as no. 5 above.)
a process; since έποιήσατο, the verb 9. Since his daughter was asking, the
of the main clause, is in a past father walked more slowly.
tense, we translate έτοίμων οντων (Same as no. 1 above.)
"was ready.") 10. When/Since the priest made/had
4. When the wind became/had be- made the request (At the priest's re-
come stronger (greater), the ship, quest), the suppliants put up an of-
being small (since it was small), fering.
was in danger. (Same as no. 4 above.)
(Aorist participle = simple event; 11. When/Since the suppliants
the aorist participle is often used, as paid/had paid much money, the
here, of an action that took place priest put up an offering.
prior to that ofthe main verb, and so (Same as no. 4 above.)
it is translated into English with 12. When/As the sun was rising, the
"became" or-to be more specific boy was already going to the field.
about the temporal relationship- (Same as no. 1 above.)
"had become." Again, students 13. When the sun setlhad set (At sun-
 19. Ο ΝΟΣΤΟΣ 21.
set), after working all day, the boy tombs built into hillsides (tholos tombs).
wanted to return home. The τreasury of Atreus, also called the
(Here the aorist participle in the Tomb of Agamemnon, is the latest of
genitive absolute could indicate these (about 1250 B.C.) and the most
action either simultaneous with or splendid. The tomb is approached by a
prior to that of the verb in the main passage about twenty feet wide and 120
clause. Students should be in- feet long. The doorway was flanked by
formed that aorist participles can half columns of green marble, and the
indicate action either simultane- space above the lintels, by a skin of red
ous with or prior to that ofthe main marble. The chamber is in the shape of
clause. The aorist participle an enormous dome, forty-three feet high
έργασάμενος clearly indicates ac- and forty-seven feet in diameter.
tion prior to that ofthe main verb,
thus "after working" or "having For further reading, see the The Ox-
worked.") ford Classical Dictionary, "Mycenae"
and "Mycenaean Civilization," and Ε.
In Νο.5, provide help ifnecessary Vermeule, Greece in the Bronze Age
with πολύ (adverbial) "far." (University of Chicago Press, 1964).
Exercise 19b
1. ήμέρας γενομένης, πεζοl Ο ΝΟΣΤΟΣ (β)
nμεν/f\λθομεν προς τον λιμένα.
2. του ναύτου αίτήσαντος, eδοξεν ήμiν Vocabulary
είς τi]ν ναυν εύθυς είσβijναι. Notes:
3. του ναυκλήρου κελεύσαντος, οί
ναυται τi]ν ναυν eλϋσαν.
4. καίπερ μεγάλου οντος του άνέμου
και μεγάλων των κϋμάτων, ούδεlς
έφοβεiτο. Lines 1-10
5. τijς νεrος έν κινδύνφ οϋσης, ό But not much later they left behind
ναύκληρος τους ναύτας έκέλευσε τα the tilled fields of men and began to
ίστία στεiλαι. climb (ingressive aorist) onto the moun-
tains; and now they rarely met any
Mycenae men, but they did see a few shepherds
Illustration (page 37) who were grazing their sheep. And they
went through great woods, in which there
The massive defenses surrounding were many oaks and many pines. But
the citadel of Mycenae were built about when the road became steep and not easy
1250 B.C. The gate is built ofhuge lime- to find, Dicaeopolis got into difficulty,
stone blocks, and the triangular space not knowing the way; but Philip, seeing
above the lintel is filled with the earliest a man aproaching, said, "Look, father;
European monumental sculpture; two do you see that man coming down toward
rampant lions confront each other us?" And Dicaeopolis (answered) "But
across an architectural column, and where is he? For Ι don't see him." And
their feet rest on altars. The heads, Philip replied, "There, near that oak.
which were made separately, are miss- And he is clearly a hunter; for a Spartan
ing. dog is following him."
[ού ... διι'χ πολλου (1): help students as
Illustration (page 38)
necessary to see that this phrase means
From about 1500 B.C. the kings of the same as δι' ολίγου "soon," which they
Mycenae were buried in great chamber have seen since Chapter 5.
 Athenaze: Teacher's Handbook Π

Word glossed earlier in chapter: them; for Ι am very clever at hunting.

ta ... gργα tilled fields. And so farewell and good luck to you."
είς άπορίαν κατέστη (5-6): this ex- So saying, he went on down the path, and
pression (" ... got into ... ") is pre- they slowly went up.
viewed in this chapter (see lines 18 and [λαγών (21): for the declension ofthis
29 of this reading passage for other ex- word (Attic declension), see the first
amples). The verb καθίστημι will be teacher's handbook, page 22.
treated formally in Chapter 20 (see κατέθηκεν (22): compound verb to be
Grammar 2, pages 50-51). deduced.
κατιόντα (8): compound verb to be δεινότατος ... είμι κυνηγετε'iν (25-
deduced. 26): "Ι am very skilled at hunting";
φαίνεται ... ων (9-10): "he is δεινός can mean "skilled" and can be
clearly"; contrast this use of φαίνεται followed by an infinitive, literally,
with the participle with its use with the "very skilled to hunt."
infinitive: φαίνεται ... εtναι = "he ap- εύτυχο'iτε (26): the form is glossed,
pears/seems to be." (See Chapter 20, and no explanation of the optative need
Grammar 3c, page 55.) be given at this time.
κύων ... Λάκαινα (10): Spartan άνilσαν (27): compound verb to be
hounds were the best hunting dogs.] deduced.]
Lines 11-27 Lines 28-38
But as the young man was drawing When evening was falling, they
near, the dog barked (barks) fiercely met a shepherd, who was driving his
and rushed (rushes) at them; but the flocks down the road. And he, seeing
young man stopped and shouted (said them approaching, got into a panic and
shouting), "Stop, Arge, and be quiet." shouted (said shouting), "Who are you
And so Dicaeopolis approached and who journey through the night? Where
said, "Greetings, young man. Do you have you come from and where are you
know if this road leads to Corinth?" going?" And Dicaeopolis approached
And he (replied), 'Ύes, certainly it and told him everything, and the shep-
leads there. Look, you can see it leading herd, receiving them kindly, said, "But
over the mountain. And you will easily all beggars and strangers are under the
recognize it, since the stone heaps protection ofZeus. But as night is al-
(cairns) show (the way). But Corinth is ready falling, Ι advise you not to spend
a long way off, and it will soon be night; the night alone on the mountains. Come
and perhaps you will get into danger now, come with me to my hut, in which
spending the night alone in the moun- you may spend the night." And so they
tains; for the mountains are deserted gladly accepted the shepherd's words
and (the mountains being deserted) you and followed him to a little hut. And the
will not meet anyone except a shepherd. shepherd (said), "Look; you go in. Ι will
But come, how are you offfor food? But milk my goats and ewes, and you put
wait; Ι will give you a hare. Look!" down your baggage and light a fire and
And so saying, he put down the pole that sit down."
he was carrying on his shoulders; for [πάντες ... προς Διός είσι πτωχοί τε
two beasts were hanging from the pole, ξε'iνοί τε (32-33): "all beggars and
one of which he untied and gave to Di- strangers are under the protection of
caeopolis. And he accepted it and Zeus": the shepherd quotes from Homer,
thanked him heartily (paid very great Odyssey 6.208-209: προς γaρ Διός είσιν
thanks). But the young man said, 'Ίt is aπαντες Ι ξε'iνοί τε πτωχοί τε (although
nothing. For there are very many hares he does not quite get it right); most
in the mountains, and Ι easily catch Greeks knew large portions of Homer by
 19. Ο ΝΟΣΤΟΣ

heart. Hospitality to beggars and 3. out; outside

strangers was a moral obligation gener- 4. in; within
ally accepted throughout Greek history. 5. down; below
37-38: the shepherd, like Polyphe- 6. toward; forward
mus, milks his ewes; cows were not kept
for milk.] Grammar2
Lines 39-48 Notes:
And so Philip lit a fire, and his fa-
ther sat down and rested &om the long
journey. And the shepherd after milk-
ing his flocks returned and prepared
dinner-bread and cheese and milk. Grammar3
And Dicaeopolis said, "Look, mend, a
huntsman, whom we met on the way, Notes:
gave us this hare. Do you want to roast it
for dinner?" And he (replied), ''Υes,
certainly; for so we will dine most
pleasantly; and after dinner, the boy
will sing songs." And so they roasted Grammar4
the hare and dined well; then Philip
Notes:
sang songs, and the shepherd told sto-
ries, until all were so tired that they fell
into a deep sleep.
[ό παις μέλη ~σεται (45): "the boy will
sing songs": at Greek dinner parties,
eating was followed by drinking and Exercise 19c
singing of songs; many of these were 1. Those on the island were suffering
traditional, and everyone was expected many bad things.
to be able to perform. The telling of tra- 2. The old man is not prudent; for he
ditional stories was another regular does not know the ways of fortune.
form of entertainment, especially 3. The men of today are no worse than
among the less literate.] their ancestors.
4. All wise men honored those who
Principal Parts died in that battle.
5. The Greeks, understanding the
We give here two more verbs in
ways of the sea, could defeat the
which τ is added to the stem (κόπτω and
barbarians although they had fewer
τύπτω). Τύπτω is irregular in that ε is
ships.
added to the stem that produces the future,
6. As we do not have the resources of
thus giving τυπτήσω instead of the
war, we can scarcely stand up to
expected τύψω, which appears in late
our enemies.
Greek. Other tenses of τύπτω are sup-
7. The ships ofthe barbarians were
plied by other verbs, πατάσσω, παίω, etc. bigger and slower than those of the
Τύπτω is included in the list here to pro-
Greeks.
vide a reminder that not all verbs follow
8. The sailors in that ship don't know
regular patterns.
how great a storm there will be.
9. Did you meet the shepherd who was
Word Building
driving his flocks up the road?
1. up; above 10. Virtue is hard; so say the wise, and
2. into; within they are right (not wrong).
24 Athenaze: Teacher's Handbook Π

Exercise 19d were going"

5. acc. masc. sing. present participle
1. καλi] ή παρθένος. &ρ' ού
active of τίθημι: "placing"
θαυμάζεις το καλόν;
6. 3rd person pl. of εtμι: "they will go"
2. oi άγαθοι τους μέν φίλους
7. nom. masc. pl. aorist active par-
ώφελουσι, τους δέ έχθρους βλάπ­
τουσιν.
ticiple of όράω: "having seen"
3. &ρα το άληθές/τα άληθη λέγεις, i1 8. aorist active infinitive of αίρέω: "to
παϊ,; oi τα ψευδη λέγοντες κακrος take"
πρiiττουσιν. 9. 3rd person sing. imperfect of εtμι:
4. ό του βασιλέως ούκ ήπίστατο τα "he/she was going"
της τύχης. 10. aorist infinitive of όράω: "to see"
5. το ίiστυ ερημον ηϋρομεν και 11. 3rd person pl. aorist of δίδωμι:
νεκρους έν ταϊς όδοϊς κειμένους. "they gave"
12. aorist infinitive active of τίθημι:
Ί'he
ideas expressed in no. 2 were
"to put"
part of traditional Greek morality, and
13. 2nd person sing. aorist imperative
in Plato Republic 1334b they are offered
active of δίδωμι: "give!"
as a definition of justice: τουτο εμοιγε
14. 3rd person sing. future of είμί:
δοκεϊ, ώφελεϊν μέν τους φίλους ή
δικαιοσύνη, βλάπτειν δέ τους έχθρούς.
"he/she will be"
Socrates then proves that it can never be 15. 1st person pl. of εtμι: "we will go"
just to harm anyone else (335e5).
Give the imperfect, future, and aorist of
Additional Exercises: the following:
Identify the following forms and trans- 1. βαίνω
late each: 2. δίδωμι
3. θαυμάζω
1. εtσιν
4. τρέχω
2. είσίν
5. γίγνομαι
3. δουν α ι
~ 6. μένω
4. η μεν
7. τίθημι
5. τιθέντα
8. νϊκάω
6. ϊασι
9. δουλόω
7. ίδόντες
'10. Ερχομαι
8. έλεϊν
11. πλέω
9. ϋει
12. νομίζω
10. ίδεϊν
11. εδοσαν
12. θεϊναι
Answers:
13. δός 1. εβαινον' βήσομαι, εβην
14. εσται 2. έδίδουν' δώσω, εδωκα
15. ϊμεν 3. έθαύμαζον, θαυμάσω, έθαύμασα
Answers: 4. ετρεχον, δραμο1>μαι, εδραμον
5. έγιγνόμην, γενήσομαι, έγενόμην
1. 3rd person sing. of εtμι: "he/she 6. εμενον, μεν&, εμεινα
will go" 7. έτίθην' θήσω, εθη κ α
2. 3rd person pl. present of είμί: "they 8. ένiκων, νϊκήσω, ένiκησα
are" 9. έδούλουν, δουλώσω, έδούλωσα
3. aorist active infinitive of δίδωμι: 10. ϋειν, εtμι, l;λθον
"to give" 11. επλεον, πλεύσομαι, επλευσα
4. 1st person pl. imperfect of εtμι: "we 12. ένόμιζον, νομιrο, ένόμισα
 19. Ο ΝΟΣΤΟΣ 25
In the following phrases put the nouns ships, and the Ionians on seeing you
and adjectiυes into the correct cases and will at once revolt from the Persians.
genders to match the giυen articles: So you can both free men of Greece and
1. του (μέγας βασιλεύς) ward off the barbarians." And so the
2. τφ (σώφρων πατήρ) general of the Greeks accepted these pro-
3. τijς (ταχύς ναυς) posals and led the ships toward Samos.
[άποστήσονται (6; see also lines 15 and
4. τούς (βραδύς βους)
5. τούς (ύγιής πα'iς) 20): students met this verb in Chapter 16
6. (ούτος) του (τε'iχος) (passage α:21); see also Chapter 20,
7. (ούτος) το'iς (ποιμήν) Grammar 1, page 49.]
8. οί (εύμενής ίερεύς) Lines 9-16
9. (ούτος) τα'iς (μήτηρ) When they arrived at Samos and
10. τφ (μείζων άστυ) prepared for (sea) battle, the Persians at
once sailed away to the mainland; for
Answers: they decided not to fight by sea (make a
1. του μεγάλου βασιλέως sea battle); for their ships were not battle-
2. τφ σώφρονι πατρί worthy. And so, sailing away to Mycale,
3. τijς ταχείας νεώς they beached their ships and built a wall
4. τούς βραδε'iς βοuς around them. And the Greeks, learning
5. τούς ύγιε'iς πα'iδας this, pursued them to Mycale. And when
6. τούτου του τείχους they were near the camp ofthe enemy
7. τούτοις το'iς ποιμέσι(ν) and no one appeared putting out to sea but
8. οί εύμενε'iς ίερε'iς they saw the ships beached inside the
9. ταύταις τα'iς μητράσι(ν) wall, first they sailed past and called to
10. τφ μείζονι άστει the Ionians, telling them to revolt from
the Persians; and then they disem-
barked onto land and attacked the wall.
ΟΙ ΕΛΛΗΝΕΣ Lines 17-20
ΤΟΥΣ ΠΕΡΣΑΣ At first the barbarians fought
bravely, but when the Greeks charged in
ΚΑΤ Α θΆΛΑΣΣΑΝ
a concerted effort (with one onset) and
ΔΕΥΤΕΡΟΝ ΝΙΚΩΣΙΝ took the wall, they turned and fled. And
Ί'itle:
"The Greeks Vanquish the Per- when the Ionians saw the Greeks win-
sians at Sea a Second Ί'ime" ning, they deserted to them and fell on
the barbarians. So the Ionians revolted
Students will remember the adverb from the Persians for the second time.
δεύτερον from the title ofthe reading at [The first Ionian revolt had broken out
the end of Chapter 17. in 499 B.C. (See essay, Book Ι, page 88.)]
Translation
Exercise 19e
Lines 1-8
1. των 'Ιώνων αίτησάντων, τω
At the beginning of spring the fleet
of the Greeks gathered at Aegina, one στρατηγψ εδοξε τφ ναυτικό> προς
την Σάμον ήγε'iσθαι. '
hundred and ten ships in number. 2. οί άγγελοι, 'Όύ προδώσομεν -i>μ&.ς,"
From there they sailed to Delos, wanting eφασαν, "άλλ' άπο των Περσων
to free the Ionians. And while the fleet άποστησόμεθα."
was at Delos, messengers came from 3. οί βάρβαροι τ&ς των 'Ελλήνων
Samos, who asked them to sail to Samos ναυς προσιούσας ίδόντες, προς την
and attack the barbarians. "The bar- ilπειρον eφυγον.
barians," they said, "have not many 4. οί 'Έλληνες έκ των νεων έκβάντες
 Athenaze: Teacher's Handbook Π

τ φ τείχει προσβαλόντες εtλον ο the same as the subject of the main

5ο οί 'Ίωνες ίδόντες τοi>ς 'Έλληνας clause, may best be translated into
νϊκ&ντας άπέστησαν άπο τ&ν Greek with a participle in the nomina-
Περσ&ν καl. τοiς 'Έλλησιν tive case (circumstantial participle) =
έβοήθουν/έβοήθησανο "the barbarians having seen the ships of
In the student's book we provide the Greeks approaching, theyo ο ο ο" Fi-
hints in this exercise about use of geni- nally, students should be reminded that
tive absolutes and participleso Such one or more coordinate main verbs in
hints will not always be given in the fu- English such as "disembarked ο ο ο and
tureo Students should be told to keep the attacked ο ο ο and took" in noo 4 may best
genitive absolute construction in mind be translated with participles in Greek
as a possiblity in future English to (= "having disembarked ο ο ο and hav-
Greek translationso They should also be ing attacked, they tooko" Students
reminded that clauses such as "When should be alert to using participles wher-
the barbarians saw the ships ofthe ever possible in translating from
Greeks approaching" (noo 3), in which English to Greeko
the subject ofthe subordinate clause is
 20 pages 184 and 194). Call attention to the
temporal augment and the secondary
Ο ΝΟΣΤΟΣ (γ) ending.
Vocabulary
'Γitle: "The Return"
In presenting the verbs ϊστημι and
The purposes of this chapter are: καθίστημι/καθίσταμαι, be sure students
understand the tenns transitive and in-
1. Reading: (γ) to continue the story of transitive and the force of the middle
Dicaeopolis's and Philip's return to voice.
Attica, with a visit to the ruins of
Mycenae; (δ) to describe an Verbs
overnight stay with a fanner, a hos-
tile encounter in Corinth on the eve Students have seen forms οfϊστημι
ofthe outbreak ofthe Peloponnesian since Chapter 15 (see especially Chapter
War, flight and an overnight stay 15, Grammar 1, for εστην). The follow-
in a ditch, bypassing of Megara, ing forms οfϊστημι and its compounds
άνίστημι, άφίσταμαι, and καθίστημι
and arrival, exhausted, in Eleusis;
to present an adapted excerpt from have occurred in the reading passages
Thucydides, in which Athenian in Chapters 15-19: άναστ&ς (15α:10),
άνέστη (15β:36), άναστ&ς (16α:12),
ambassadors, present at the meeting
άνέστη (16β:25), καταστήσεσθε (19β : 18),
of the Peloponnesian League at
κατέστη (19β:29), άποστήσονται (19 tail
which the League resolved to declare
war on Athens, remind the Spartans reading:6), άποστηvαι (19 tail read-
oftheir debt to Athens (July, 432 B.C.) ing:15), and άπέστησαν (19 tail read-
2. Grammar: (γ) to present the fonns, ing:20).
meanings, and uses of the verbs The verb ϊστημι is fonnally pre-
ϊστημι, άφίσταμαι, and καθίστημι;
sented in the current chapter; the follow-
(δ) to present some verbs that take
ing forms occur in passage γ: έστηκότα
supplementary participles (3), στήσας (4), έστηκότα (5), and tσταντο
3. Background: to sketch the events (22). The perfect participles (3 and 5)
that led to the outbreak of the Pelo- need not be discussed at this time, but the
ponnesian W ar occurrences of the verb in the earlier
chapters should be reviewed while the
lllustration verb is being studied in the current
chapter.
Ruins ofthe great court and
megaron of the palace at Mycenae.
Translation
Caption under Illustration
Lines 1-12
"They were standing in the very When day dawned, they bade
palace of Agamemnon": we use the farewell to the shepherd and went on
Homeric word δώματα (plural) their way and finally arrived at the top
"palace," which is not used in Attic of the mountains, from which they
prose, to supply a Homeric flavor here looked down on the plain lying below
and in line 9 of the first reading passage and some walls standing on a hill. And
in this chapter; students will have to be Philip, stopping his father, said, "Papa, Ι
given the meaning of the word. see some great walls standing on that
Encourage students to deduce the hill. But tell me what they are." And
imperfect tσταντο from their knowledge Dicaeopolis looking at the walls for a
of εστην and άφίσταμαι (See Book Ι, long time said, "Those, my boy, are, Ι
28 Athenaze: Teacher's Handbook Π

think (as it seems to me), the walls of will not hurt you, son. Come, give me
Mycenae." And Philip said, "Do you your hand. Ι willlead you." And so
really mean it (are you telling the speaking, he led the boy down as quickly
truth)? Did Agamemnon live there? as possible.
May we go down there and look at
Agamemnon's palace?" And Dicaeopo- Principal Parts
lis (replied), "We may go down, if you
Verbs with guttural stems (ending
like (if it seems good to you). For the in γ, κ, or χ) are given in this and the
walls are not far from the road, and-for next group of principal parts.
it is late-we will spend the night safe We Iist πρaττω first because it shows
inside the walls." a complete set of regular forms.
Lines 13-23 Most verbs with -ττ- (-σσ-) have
So saying he led the boy down the gu~tural stems and follow the pattern of
mountain. And soon they were ap- πρίiττω.
proaching the walls, and, going up the Be sure students note the reduplica-
hill, they aπived at the gates. Philip, . tion of the stem άγ- in the aorist i)γαγον
gazing at the walls, was amazed at theJI and the deponent future and second
size and said, "Father, surely giants aorist of φεύγω.
built these walls; for men could not have
raised such large stones." And Di- Word Study
caeopolis said, 'Ύou are right, son. For
1. photograph: from το φ&ς, του
the Cyclopes, as they say, made these.
φωτός (light) + γράφω. Α photo-
But look, look up." And Philip, looking
graph is a light-drawing, i.e., a
up, saw two stone lions guarding the
picture made "by means of the
gates. And, having looked at these, they
chemical action of light on a sensi-
went forward, and arriving at the top of
tive film" (OED).
the hill they were standing in the very
2. seίsmograph: ό σεισμός (shaking,
palace of Agamemnon (the palace it-
shock, earthquake) + γράφω. Α
self), looking down on the plain and the
seismograph is an instrument for
sea shining in the sun.
[θεώμενος (15) and θεασάμενοι (21): the
recording earthquakes; it does this
verb θεάομαι ('Ί look at") used here may by drawing a graph of the shocks.
3. telegraph: τί]λε (far, at a distance)
be contrasted with θεωρέω ("I see" in the
+ γράφω. Α telegraph is an in-
sense of viewing or sightseeing) used in
line 10. strument for transmitting mes-
sages to a distance in written form
i1>ς φίiσιν (18-19): note that the pro-
(compare telephone, which is an
clitic preceding the enclitic takes an
instrument for transmitting the
acute accent and that the enclitic is not
spoken word, φωνή.
accented.
4. paleography : παλαιός, -&., -όν
Compound verb to be deduced: άνα­
βλέπων (20).]
(old) + γράφω, γραφή = ancient
writing, the study of ancient
Lines 24-29 writing and inscriptions.
But suddenly Philip shuddered and 5. cryptography: κρύπτω (I hide) +
fell into an icy fear. "Father," he said, γράφω = a secret method ofwriting,
"Ι do not like this place (this place does
hidden from all except those who
not please me). For it smells of blood." have the key.
And Dicaeopolis said, "Don't be afraid,
child. Perhaps the Furies of Agamem- telegram: τηλε + το γράμμα (something
non and his completely evil wife are written, message, etc.) = writing
even now wandering about. But they from a distance, i.e., a message
 20. Ο ΝΟΣΤΟΣ

sent by telegraph (see 3 above). 6. (a) 3rd pl. 1st aorist indicative:
telephone: τijλε +ή φωνή (voice). "they set up"
telepathy: τijλε +πάσχω (παθ-) = suffer- (b) 3rd pl. 2nd aorist indicative:
ing/experiencing emotions from "they stood"
afar: "the communication of im- 7. 3rd sing. imperfect indicative ac-
pressions from one mind to an- tive: "he/she was setting up"
other, independently ofthe recog- 8. Singular imperative, 1st aorist:
nized channels of sense" (OED). "set up!"
telescope: τijλε + σκ:οπέω (llook at, ex- 9. 2nd aorist participle: "having
amine), τηλέσκ:οπος, -ον = far- stood," "standing"
seeing = an instrument making it 10. Aorist participle middle: "having
possible to examine/look at objects set up (for himself)"
that are far-off. 11. 3rd sing. present indicative mid-
teleuision: τijλε + Latin videδ (a hybrid dle: "he/she revolts from"
coinage) = an instrument making 12. 3rd pl. imperfect indicative mid-
it possible to see things that are far- dle: "they were revolting from"
off (coined 1909). 13. 3rd pl. future indicative middle:
"they will revolt from"
Grammarl 14. 1st aorist participle: "having set
It should be stressed that ϊστημι, up"
στήσω, and ί::στησα are transitive and 15. Singular imperative, present
will normally take direct objects, while middle: "revolt!"
ί::στην is intransitive and will not. Το
say simply "Ι stand" (intransitive),
Greek generally uses the perfect ί::στηκ:α, Exercise 20b
which will be presented in Chapter 28, 1. The shepherd stopped his dog.
Grammar 3, page 164, or less commonly 2. The farmer suddenly stood still
the present middle ϊσταμαι. (stopped) in the agora.
Grammar2 3. The boy stood up.
4. The father made his son stand up.
The dog put the stranger into a 5. The Athenians got into (a state of)
panic. war .
The stranger got into a panic. 6. The enemy will put you to flight.
The people appointed Pericles gen- 7. Who appointed you a judge of us?
eral. 8. Theseus was appointed king ofthe
Pericles was appointed general. Athenians.
The Athenians established laws (for 9. The Athenians established laws
themsel ves). (for themselves).
10. The sailors, after leaving the har-
Exercise 20α
bor, set up the mast.
1. Singular imperative, 2nd aorist 11. The Greeks appointed the Spartans
active: "stand!" leaders.
2. Present infinitive active: "to set 12. The generals got into a panic and
up" wanted to flee.
3. 2nd aorist infinitive: "to stand" 13. After defeating the Persians, Pau-
4. 2nd person pl. present indicative sanias set up a trophy (for himself).
middle: ''you are setting up (for 14. Don't flee, friends, but stand and
yourselves)" fight bravely.
5. Aorist infinitive middle: "to set up 15. After suffering so much, we will
(for oneself)" never get into a war again.
30 Athenaze: Teacher's Handbook Π

Exercise 20c thanked him most heartily and lay

down near the fire. The next day, a8 the
1. ώςΙέπεl. τον ξένον εϊδομεν' στάντες
8un was ri8ing, they bade farewell to the
ήρόμεθα ποι πορεύεται.
farmer and hurried in the direction of
2. ό νεανίας τον ϊππον eστησε καl. την
Corinth. But the road was long, and they
όδον ήμ!ν έδήλωσεν/έσήμηνεν η
προς το &στυ eφερεν.
arrived at the city when evening wa8 al-
3. ό δημος τουτον στρατηγον α-Μις ready falling and looked for an inn.
κατέστησεν. Lines 15-23
4. ο{)τος, έπεl. στρατηγος κατέστη, τφ And 80 approaching a man who was
δήμφ παρfινεσεν μη μάχεσθαι. going by on the road, they asked where
5. έκέλευσεν ήμ&.ς του πολέμου there wa8 an inn. But he, giving a terri-
παύσασθαι καl. τήν πόλιν είς ble look and getting into a rage, 8aid,
είρήνην κατέστησεν. "By the gods, You are clearly Atheni-
ans. What do you want? What are you
War Clouds doing in Corinth?" And 8houting to
For further reading, 8ee The World pa88er8-by (those pre8ent) he 8aid,
ofAthens, pp. 24-28. "Come here, friend8. Some Athenian8
are here; they are 8urely 8pie8, who have
Ο ΝΟΣΤΟΣ (δ) come to 8py on the 8hipyard8." But Di-
caeopoli8 8aid, "What are you 8aying,
Vocabulary man? We are not 8pie8 but farmer8 who
are returning from Epidaurus to
Explanation of the meaning and u8e Athens." But already a crowd of
οfλανθάνω (+ participle) 8hould wait Corinthian8 had gathered, who were
until 8tudent8 have 8een the example8 in 8houting 8avagely; and 8ome were even
line8 27, 29, and 31-32 ofpas8age δ; taking 8tone8 to pelt them.
further example8 ofverb8 that take [The Corinthian would have known that
8upplementary participle8 are given in the 8tranger8 were Athenians by their
Grammar 3. accent and dialect; the Corinthian8
New u5age ofprepo8ition: έπί 8poke a ver8ion of the Doric dialect, of
(+ gen.) = toward, in the direction of: έπl. which the mo8t obvious feature wa8 α in-
της Κορίνθου (12).
8tead of Attic η. Dicaeopoli8 did not
Lines 1-14 know that by now war was about to be de-
And 80 they decided not to 8pend the clared on Athen8 by the Peloponne8ian
night near Mycenae, but, leaving the League (8ee the next chapter).
wall8 behind, they went on toward κατασκεψόμενοι (20): future partici-
Corinth. Soon, when the 8un had al- ple, here without ώς, to expre88 purpo8e.]
ready 8et, they arrived at a certain vil- Lines 24-34
lage. And there a certain farmer, meet- And so Dicaeopoli8, terrified
ing them re8ting by the road8ide, took (having got into fear), 8aid, "Flee,
pity on them and led them home. And 80 Philip, a8 fa8t a8 you can." And 80 they
hi8 wife offered them food, and the fled toward the gate8, and the Corinthi-
farmer told them to 8it near the fire. ans ίη hot pur8uit (pursuing) threw
And when they had dined, the farmer 8tone8. But Philip and hi8 father, run-
a8ked them where they were going, and, ning, e8caped their pur8uer8 and hid in
hearing that they were going to Corinth, a certain ditch unseen (escaped [their]
"Corinth," he 8aid, "i8 a long way off. notice hiding in a certain ditch), in
And 80 you cannot arrive there today. which they remained the whole night.
But if you like (if it 8eem8 good to you), And when day came, they 8et out at once
you may 8pend the night here." They and hurried quickly, un8een by anyone
 200 Ο ΝΟΣΤΟΣ 31
(they escaped the notice of all men, hur- middle (φανοi>μαι), the second perfect
rying quickly)o And when they ap- active (πέφηνα), and the second aorist
proached Megara, they did not go into the passive (έφάνην), which are used in the
city but passed by outside the wallso And sense "Ι will appear," "Ι have ap-
so at last they entered Attica unseen peared," and "Ι appearedo" Students
(they escaped notice entering Attica), will not be taught the formation of these
and as soon as they arrived at Eleusis tenses untillater; they will be able to
they lay down and rested by the road- recognize the forms from the Overview
side; for after suffering many terrible ofthe Greek Verb, and they have already
(hardships) they were very tired, so that seen the second aorist passive έφάνη in
they could not go ono 18α:2ο For the principal parts of φαίνω
(Megara was another Dorian city, at this and φαίνομαι, see the list of principal
time in the Peloponnesian Leagueo] parts after reading 22α, page 730
Principal Parts Exercise 20d
Note the aspiration ofthe final con- 10 τhe Corinthians seemed to be (to
sonant of the stem in the perfect active of become) hostileo
διώκω and φυλάττω and in the aorist 2ο τhe Corinthians are shown to be
passive of διώκω and δοκέωο hostile/are clearly hostileo
In the present and imperfect, δοκέω 3ο Come on, Philip, escape the notice
is conjugated like a regular -ε- contract of our pursuers by hiding in this
verb, but in the other tenses it is a regular ditcho
guttural stem verbo 4ο Philip got down the hill before his
father (anticipated his father get-
Word Building
ting down the hill)o
lo τίμα-: honor; Ι honor 5ο When her husband approached, his
20 άναγκα-: necessity; Ι compel wife happened to be sitting (was at
30 όργα-: anger; Ι get angry that moment sitting) in the court-
4ο οίκο/ε-: house, home; Ι dwell; yardo
dwelling; dweller; dwelling, room 6ο 'Ύοu are clearly idle, wife," he
5ο δουλο-: slave; Ι enslave; enslave- said; "Why aren't you working?"
ment 7ο The Persians sailed away to the
60 κηρυκ-: herald; Ι proclaim; mainland before the Greekso (or)
proclamation τhe Persians anticipated the

In each case a noun is formed from Greeks in sailing away to the

the root stem, and a denominative verb mainlando
8ο The Persians were clearly unwill-
is formed from this nouno The list is ar-
ranged thus: 1, 2, and 3 give first declen- ing to fight by seao
sion nouns; 4 and 5 give second declen- 9ο The master happens to be asleepo
sion nouns; and 6 (consonant stem) 100 They anticipated the storm, sailing
gives a third declension nouno The into the harboro (or) They sailed
suffixes -αζ- and -ιζ- were originally into the harbor before the stormo
added to form verbs from stems in γ and
δ, eogo, άρπαγ- > άρπάζω and έλπιδ- >
έλπίζω, but they were then widely ex- ΟΙ ΑθΗΝΑΙΟΙ ΤΟΥΣ
tended to other stemso ΛΑΚΕΔΑΙΜ ΟΝΙ ΟΥΣ
Grammar3 ΑΝΑΜΙΜΝΗΙΣΚΟΥΣΙΝ

With φαίνομαι we give the second τitle: ''τhe Athenians Remind the
future passive (φανήσομαι), the future Spartans"
32 Athenaze: Teacher's Handbook Π

You will have to give the meaning of Lines 7-14

the verb άναμιμνflσκουσιν. And in these actions we Athenians
provided the three most useful things, the
The Corinthians persuaded the greatest number of ships, the man who
Spartans to call a meeting of the Pelo- was the most skillful general, and a
ponnesian League in July, 432 B.C., after most resolute spirit (eagerness). For we
the Megarian Decree had been passed provided two-thirds of all the ships, and
and the siege of Potidaea had begun (see Themistocles as general, who persuaded
Thucydides 1.66). The Corinthians ad- the other generals to fight by sea in the
dressed the conference last, accusing the straits, and we showed such spirit that
Athenians of open aggression and the when no one helped us by land, we left
Spartans of being dilatory. They con- our city and destroyed our property, and
trasted the national characters of Athens having boarded our ships we faced the
and Sparta and ended by demanding danger. For you came to help when you
that they invade Attica immediately. were afraid for yourselves and not for us
Athenian ambassadors, who happened to (for when we were still safe, you did not
be in Sparta on other business, asked come); but we by endangering ourselves
permission to address the Spartans and (running a risk) saved both you and
made the speech from which the follow- ourselves.
ing extracts are taken. The Spartan Lines 15-19
king, Archidamus, then addressed the After showing such spirit then and
Spartan Assembly and tried to dissuade such judgment, do we deserve (are we
them from embarking on a war with worthy of), Spartans, such great hostility
Athens and advised them to make fur- from the Greeks because of the empire
ther diplomatic overtures. The issue that we hold? For this very empire we
was put to the vote, and the Spartan took not by force, but because you refused
Assembly resolved by a large majority to stand fast against the remnants of the
that the truce had been broken by the barbarians, and the allies approached us
Athenians and that war should be de- and themselves asked us to become their
clared. Nevertheless, diplomatic activ- leaders.
ity continued until spring 431 B.C. (see
Chapter 21, readings α and β).
Exercise 20e
1. οί Λακεδαιμόνιοι, και τ& τ&ν συμ­
μάχων έγκλήματα άκούσαντες και
Translation τους τ&ν 'Αθηναίων λόγο~ς, έβου­
λεύοντο μόνοι περl. του πράγματος.
Lines 1-6 2. πολλοl. eλεγον οτι οί Άθηνα\οι
"We say that at Marathon we took άδικουσι καl. δεϊ εύθυς στρα­
the risk of fighting the barbarians τεύεσθαι.
alone, and when they came the second 3. ό δε Άρχίδαμος, βασιλευς rον,
time, not being able to defend ourselves αύτοϊς παρflνεσε μη είς πόλεμον
by land, we boarded our fleet, all to- καταστfjναι.
4. "έκείνοις γάρ," eφη, "πλε'iστά τε
gether, and fought by sea at Salamis, so
χρήματά έστι καl. πλε'iσται νfjες.
that the barbarians could not sail
ού δυνάμεθα αύτους κατα θάλατ­
against the Peloponnesus and destroy it ταν ντκaν. ήμεϊς οi'>ν αύτοl. κακα
city by city. And the barbarians them- πεισόμεθα μίΧλλον η έκείνους βλά­
selves gave the greatest proof of this; for ψομεν . "
when we defeated them with our ships, 5. τους δε Λακεδαιμονίους ούκ
they retreated as fast as possible with the έδύνατο πεϊσαι, οtς eδοξε
greater part oftheir army. στρατεύεσθαι.
 33

21 Caption under Illustration

Η ΕΚΚΛΗΣΙΆ (α) "They hurry to the Pnyx in order to

be present at the Assembly on time."

Title: "The Assembly" The Subjunctive

τhis chapter formally introduces
The purposes ofthis chapter are: the forms and uses of the subjunctive.
The following information about the use
1. Reading: (α) to continue the story of of the subjunctive is presented in this
Dicaeopolis's and Philip's return to and subsequent chapters:
Attica, to describe their meeting on
the road with farmers hurrying to Chapter21
Athens to attend the Assembly, at Grammar 3, pages 62-63:
which, as Dicaeopolis and Philip hortatory, deliberative questions,
learn, the altematives of war or prohibitions, purpose, conditional
peace with Sparta will be discussed, clauses
and to bring Dicaeopolis and Philip Chapter22
to Athens and the Assembly; (β) to Grammar 1, page 74:
present an adapted version of Peri- clauses of fearing
cles' speech to the Assembly as re- Grammar 2, pages 75-77:
ported by Thucydides, sketching the indefinite or general clauses
diplomatic situation of Sparta and (including temporal clauses)
Athens, the respective military pow- Chapter27
ers ofthe two states, Pericles' pro- Grammar 2, page 156:
posed reply to the Spartan ambas- πρίν + αν + subjunctive

sadors, and his belief in the Chapter30

inevitability of war; and in the fi- Grammar 1, pages 192-194:
nal reading to give an adapted ver- conditional clauses
sion of Thucydides' account of how Grammar 2, pages 200-202:
the Athenians, in obedience to Per- optional change of subjunctive to
icles' policy moved their households optative in subordinate clauses in
into Athens in anticipation of a indirect speech
Spartan invasion of Attica Vocabulary
2. Grammar: (α) to introduce the
forms of the subjunctive, and its use Note that the verb άγορεύω is used
in exhortations, prohibitions, delib- only in the present and imperfect in At-
erative questions, and purpose tic Greek in uncompounded forms, and
clauses; (β) to present the verb tημι thus we give only the present form in the
3. Background: to sketch the develop- vocabulary list; the remaining princi-
ment of Athenian democracy from pal parts as used in compound verbs are
Solon to Pericles given in the Greek to English Vocabu-
lary at the end ofthe student's book.
Illustration We include tημιin order to show the
principal parts ofthis verb that appears
The Pnyx, photographed from the in the compound form άφ{ημι in passage
north; the bema (speakers' platform) α and is presented formally in Gram-
can be seen in the middle of the far side. mar4.
The Pnyx is a huge semicircular teπace Note that the stem vowel οfθόω is
built on the slopes of a hill, about 500 long in the first three principal parts
yards due west ofthe Acropolis. and short in the others, just as with λ-όω.
34 Athenaze: Teacher's Handbook Π

We give the singular πρέσβυς before the people, old man?" And he
(poetic for πρεσβύτης) because it is used (replied), "But who does not know this,
in the selections from the Acharnίans in that we must debate whether we are to
Chapter 31 (line 67). Ί'he plural πρέσβεις make war against the Peloponnesians
is declined like πόλις in the plural. or preserve the peace?"
New usage of preposition: περί [πολλφ (1): provide help as necessary
(+ gen.) = about, concerning: περ1. του with this dative of degree of difference,
πολέμου (16). "a little later."
For έ&.ν with the subjunctive in con- ί1 ίiνθρωπε (6): this is a rather
ditional clauses, see Grammar 3e in disparaging form of address, e.g., "My
this chapter and Grammar 2 in Chapter good man, ... "
22. For ϊνα (or οπως or ώς) with the sub- &ρα τουτο άγνοε'iς, οτι .... (7) and
junctive in purpose clauses, see Gram- τούτου εvεκα, ϊνα .... (8): Greek fre-
mar 3d. quently uses demonstratives that antici-
pate a following clause; we use them
Verbs much more sparingly in English, and
The following subjunctive forms they can sometimes be omitted in trans-
occur in passage α: σπεύδωμεν (3; horta- lation.]
tory), άκούωμεν (9; purpose), Lines 14-25
ποιησώμεθα ... σώσωμεν (12-13; delίb­ But Dicaeopolis (said), "But what is
eratίve), άφf\τε (20; future more υίυίd new? For the Peloponnesians have long
condίtίon), άφ&μεν ... ποιησώμεθα (21- been hostile, but we did not get into a war
22; delίberatίve), σπεύδωμεν (25; horta- but the truce still stands. Ί'hen why
tory ), and πάρωμεν (25; purpose). must we decide about war now?" And
τranslations in the glosses will the old man replied, "Are you ignorant
help students with these new forms and ofthis also, that the Spartans lately sent
uses; they should be carefully reviewed ambassadors who said this, 'The Spar-
after students have studied Grammar 1- tans want there to be peace; and there
3. will be peace, if you let the Greeks go free
(independent).' And so they are telling
Translation us to give up our empire. And so this is
Lines 1-13 what we must debate, whether we are to
Α little later (later by not much) Di- give up our empire or make war against
caeopolis stood up and said to Philip, the Peloponnesians." And Dicaeopolis
"Stand up, son; (for) it is time to go. And said, "Zeus, that's it (this is that). (For)
so let us hurry straight to the city." And now Ι understand why the Corinthians
so they set out and soon met many farm- got into a rage and attacked us, when
ers journeying to Athens. And so Di- they learned that we were Athenians.
caeopolis approached an old man, who But let's hurry, son, so that we may be
was walking near him, and asked why present in time."
(because ofwhat) so many people were [αί σπονδαί (16): this refers to the
hurrying to Athens. And he said, τhirty Years' Peace, made between
"What do you say, man? Don't you Athens and Sparta in 446 B.C.; it termi-
know this, that today there will be an nated the First Peloponnesian War and
Assembly? And so we are all hurrying was the basis of a11 negotiation until the
to the city for this reason, to hear the great Peloponnesian War broke out. In
speakers in the Assembly. For most im- demanding that the Athenians give up
portant matters lie before the people about their empire, the Spartans were in fact
which it is necessary to debate." And contravening the terms of this peace,
Dicaeopolis (asked), "What (issues) lie since both sides undertook not to inter-
 21. Η ΕΚΚΛΗΣΙΆ 35
fere in the other's sphere of influence adapted from Thucydides 1.139 and
and to submit disagreements to the arbi- leads into the speech of Pericles
tration of a third party. (τhucydides 1.140-144), which forms
Λακεδαιμόνιοι βούλονται .... (18- the second part ofthis chapter.]
20): this was the finai Spartan ultima-
tum to Athens, following a flurry of Principal Parts
diplomatic activity (see Thucydides Verbs with dental stems (ending in
1.139). δ, ζ, θ,or τ) are given in this and the
άφfjτε (20): note the accent of the next group of principal parts.
aorist subjunctive forms of ϊημι in com- We give the -δ- stem verb σπεύδω
pounds.] first, but φράζω shows the most complete
Lines 26-39 set offorms. Students should note that
And so they hurried on at once and θαυμάζω is deponent in the future.
arriving at the gates ran to the Pnyx.
Word Study
There the people were already gathering
and thousands were present, waiting for 1. anthropology: ό &νθρωπος + ό
the presidents. Soon the presidents and λόγος, -λογία: the study of
the chairman and the other councilors mankind (coined 1593, but
came in and sat down. Then those pre- άνθρωπολογέω occurs in Philo
sent became silent (ίngressίve aorίst), 1.282, 3rd century B.C.).
and the priest approached the altar and 2. phίlanthropy: φιλέω + ό &νθρωπος;
sacrificed the victim and prayed to the ή φιλανθρωπία: love of mankind,
gods, that they might be kindly to the benevolence.
people. τhen the chairman told the her- 3. anthropomorphous: ό &νθρωπος +
ald to read out the motion for debate. ή μορφή (= shape); άνθρωπόμορφος,
And the herald read out the motion and -ον: of human shape.
asked the people whether they wanted (it 4. anthropophagous: ό &νθρωπος +
seemed good) to vote straightway or to φαγ- (cf. eφαγον = Ι ate);
debate the matter first. And the people άνθρωπόφαγος, -ον: man-eating.
voted, showing that all wanted to debate 5. mίsanthrope: το μ"iσος (μϊσέω =Ι
the matter, since it was so important. hate) + ό &νθρωπος; μϊσάνθρωπος,
Then the herald said, "Who wishes to -ον: a hater of mankind.
speak?" And many of the speakers 6. pίthecanthropus: ό πίθηκος+ ό
came to the platform and spoke, some &νθρωπος: an ape-man (coined by
saying that they should make war, Haeckel in 1876 to describe the
others that nothing should stand in the missing link between ape and
way of peace. man).
[For the Pnyx and the procedure at the
Grammarl
Assembly, see essay, Chapter 22, page
78; we have a presentation ofthe Notes:
Assembly in action in the opening scene
of Aristophanes' Achamίans at the end of
this book (see Chapter 31α and β).
"τίς άγορεύειν βούλεται;" (37): this
question, put by the herald, was the cus- Grammar2
tomary way of opening a debate.
pητόρων (37): this is the word used to Occurrences and uses of the sub-
described those who regularly addressed junctive in passage α are listed under
the Assembly. "Verbs" at the beginning ofthe teacher's
τhe last sentence of this section is notes to this chapter. These should be re-
36 Athenaze: Teacher's Handbook Π

viewed with students after studying who have had Latin do not confuse the
Grammar 3. use of the subjunctive here with the use of
the subjunctive in indirect questions in
Grammar3 Latin.
Notes: Exercise 21c
1. οί Άθηνα'iοι βουλεύονται πότερον
πόλεμον ποιήσωνται προς τους
Π ελοποννη σίους.
Exercise 21α 2. προς το αστυ σπεύδωμεν καΙ. τ&ν
pητόρων άκούωμεν.
1. λ-όωμεν 3. πότερον το'iς πολεμίοις εϊξωμεν η
2. λ-όση τfιν πόλιν σώσωμεν;
3. τϊμ~ 4. μη άκούσητε τ&ν πρέσβεων- ού γ&.ρ
4. δηλ&μεν λέγουσι τα άληθf\.
5. λ-όωνται 5. εύθi>ς αύτοi>ς άποπέμψωμεν.
6. λάβω/λάβωσι
7. &σι The Athenian Democracy
8. ϊωμεν
For further reading, see Cίvίlization
9. γένηται
of the Ancίent Medίterranean, Vol. Ι, pp.
10. φιλήσης
451-455 and 463-478; The World of
11. μαχώμεθα
12. η
Athens, pp. &-10; and The Oxford Hίstory
ofthe Classίcal World, pp. 31-35 and
13. ϊδητε
136-141.
14. βουλεύσηται
15. αϋξηται

Exercise 21b Η ΕΚΚΛΗΣΙΆ (β)

1. Stop, friends; let us consider what
we should do. Vocabulary
2. Are we to return home or go on? New usage of preposition: κατά
3. Since evening is falling, let us not = at (oftime): κ:ατ' έκ:ε'iνον τον
(+ acc.)
stay in the mountains, but let us χρόνον (1-2).
hurry home.
4. How are we to reach home? For we Spelling
do not know the way. Note that in this reading, in Exer-
5. Look, we can ask that shepherd cise 21e, in the passage at the end ofthe
which road we should take. chapter, and in the translations ofthe
6. Don't run away, old man, but tell
sentences in Exercise 21 g we use the
us which road leads to the city. Thucydidean spellings that are de-
7. Don't set out to that place now; for
scribed on page 66 of the student's book.
you won't aπive before night.
8. What are we to do, friends? For the Translation
shepherd says that we cannot ar-
rive before night. Lines 1-12
9. Going down into the plain, let us And finally Pericles, son of Xan-
look for a house so that we may rest. thippus, the leading man at Athens (of
10. And when day comes, let us set out the Athenians) at that time and the most
at once. capable in words and action (to speak
and act), came forward and gave this
In nos. 1 and 5 be sure that students advice (advised things of this sort): "Ι
 21. Η ΕΚΚΛΗΣΙΆ

always hold to the same opinion, Athe- article with the genitive, see Chapter 19,
nians, not to yield to the Pelopon- Grammar 4, page 43.]
nesians. For it is clear that the Spartans Lines 22-26
have plotted against us before and are "For we rule the sea. And if they
doing so now (are plotting against us march against our land on foot, we will
both formerly and now). For in the sail against theirs. For sea power is a
treaty it was (had been) stated that we great thing. For we live in a city like an
must give and accept arbitration of (our) island, which no enemy can take. And
differences, and that each side should so we must give up our land and houses
keep what we hold. But now they have and guard the sea and the city.
not asked for arbitration themselves nor
do they accept (arbitration) when we of- Lines27-30
fer it but want to settle their complaints "And now let us send away (these
by war rather than discussion. For they ambassadors), answering them that we
impose many other conditions (things) willlet the cities (of our empire) go free,
on us and this last lot (of envoys) tells us ifthey too give up the cities they hold sub-
to let the Greeks go free. And so Ι advise ject, and that we are willing to submit to
you not to yield at all but to preserve the arbitration in accordance with the
empire and prepare for war. treaty, and that we will not start a war,
[έν ... τα\ς ξυνθήκαις (5): the Thirty but ifthey start one, we will defend our-
Years' Peace (446 B.C.). selves.
εϊρητο (6): this is a classic example [τούτοις (27): dative of indirect object
of the difference between Greek and with άποκρϊνάμενοι.
English tense usage; Greek uses the Word glossed earlier in chapter:
pluperfect to stress that the provisions of αύτονόμους independent, free.]

the treaty were fixed and unchangeable, Lines 31-36

while the English idiom is to use a sim- ''Υou must understand this, that war
ple past. is inevitable (it is necessary to go to
Word glossed earlier in chapter: war), and that from the greatest dangers
αύτονόμους independent, free. come (result) the greatest honors both for
μηδεν εϊκειν (11-12): μηδέν is an the city and for the individual (the pri-
adverbial accusative.] vate person). Your fathers drove away
Lίnes 13-21 the barbarians and advanced the city to
"And if we get into war, we shall its present power, and you must not be-
have military resources no weaker come worse men than they but must de-
(than theirs); listen and learn. τhe fend yourselves against your enemies
Peloponnesians are farmers, and they by every means and pass on the city to
have no money either privately or in your descendants no less powerful
their treasury. And people ofthis sort (lesser)."
can neither man ships nor send out in- Lίnes 37-40
fantry armies often; for they are unwill- And so Pericles said this (such
ing to be away from their farms for a things), and the Athenians, thinking
long time, and they have to contribute that he had given the best advice, voted
money from their own resources. And for what he had ordered and answered
so in one battle the Peloponnesians and the ambassadors point by point as he ex-
their allies are capable of holding out plained. And the ambassadors departed
against all the Greeks, but they are inca- for home and did not come again after
pable of conducting a long war against this (later) as ambassadors.
us. [Compound verb to be deduced:
[τα του πολέμου (13): for this use of the άπεχώρησαν (39).]
38 Athenaze: Teacher's Handbook Π

Principal Parts άφήσομεν (28): future indicative,

first person pl.
Verbs in -ίζω form a subset of den- άφ&σι (28): aorist subjunctive, third
tal stem verbs and most have principal person pl.; future more vivid
parts like those of κομίζω .
condition
Note the two perfects of πείθω and
their different meanings. Exercise 21d
Το this list of verbs with dental
stems may be added the following verb 1 . Present infinitive middle; Υημι
used in Book Ι with stem in τ found 2. ~rd pl. present indicative active;
mainly in Homer: ϊημι

έρέσσω (έρετ-), ηρεσα Ι row. 3. Present participle middle; Υημι

For " Ι row" Attic usually uses έλαύνω . 4 . 3rd sing. aorist indicative active;
άφ{ημι
5. Aorist active participle; άφ{ημι
Word Building 6. 3rd pl. aorist indicative active;
1. ή δίκη; root word = custom, right, άφ{ημι
judgment, lawsuit, penalty. 7. Singular aorist imperative active;
δίκαιος; δικα- + -ιος = just.
άφ{ημι
ή δικαιοσύνη; δικαιο- + -σύνη =
8 . 2nd pl. aorist indicative middle;
άφ{ημι
justice.
9. 3rd pl. imperfect indicative mid-
άδικος; ά-privative + δικ- + -ος =
dle; Υημι
unjust.
10. 1st pl. aorist subjunctive active;
άδικέω ; άδικέ-ω = Ι commit in-
άφ{ημι
justice, do wrong. 11. Singular aorist imperative mid-
άδίκημα; άδίκη-μα = injustice,
dle; άφ{ημι
wicked deed. 12. Infinitive; εtμι
2. βουλή; primitive noun from root
13. Present infinitive active; Υημι
βουλ- (βούλ-ομαι); = will;
14. Infinitive; είμί
counsel, plan; the Council. 15. Aorist infinitive active; 1ημι
βουλεύω; βουλ- + -εύω; = Ι take
counsel, deliberate; Ι am a Exercise 21e
member of the Council.
βουλευτής; βουλευ- + -τής = 1. The merchants hastening to the
councilor. harbor looked for a ship that was
βούλευμα; βουλευ- + -μα = going to sail to Athens.
resolution, decision. 2. The ambassadors said: "Let your
προβουλεύω; προ- + βουλεύω =Ι empire go free, Athenians, if you
deliberate beforehand, frame a want there to be peace."
προβούλευμα. 3. But Pericles advised the Athenians
προβούλευμα; προ- + βούλευμα = not to let the empire go.
preliminary decree of the 4 . When the Peloponnesians ap-
Council. proached Attica, the farmers had to
give up their houses and come to-
Grammar4 gether to the city.
Have students locate and identify 5. This slave came hurrying here to
the four occurrences of άφ{ημι in passage save us from danger.
β. τhey are:
6. And so hurrying home let us ask
our father to let him go free.
άφϊέναι (11): present infinitive 7. The woman/wife said, "Don't let
άφεΊναι (26): aorist infinitive the slave go, husband."
 21. Η ΕΚΚΛΗΣΙΆ 39
8. But the husband let the slave go and they sent to Euboea and the nearby is-
hurried to Athens to buy another lands. The removal was difficult for
slave. them, because the majority were always
accustomed to living in the country.
Exercise 21{ And they were distressed at leaving
1. ό Περικ:λfiς το'iς Άθηναίοις παρft­ their houses and temples, and being
νεσεν τl,ν άρχl,ν μη άφϊέναι/ about to change their way oflife. And
άφε'iναι. when they arrived at the city, only a few
2. οί Άθηνα'iοι τl,ν άρχl,ν ούκ: had houses ready for them (for some few
άφε'iσαν άλλα παρεσκευάζοντο ώς there were houses ready); but the major-
πολεμήσοντεs. ity lived in the deserted parts of the city
3. ό αύτουργος ϊέμενος οϊκαδε έπαν­ and the temples. And many set up house
ηλθεν ϊνα τft γυναικt εϊπη/λέγη τί even in the towers on (of) the walls and
έγένετο . wherever (as) each could. For the city
4. τους δούλους έλευθερους άφήσομεν , was not large enough for them when they
έfι.ν έκε'iνοι λέγωσιν οτι έθέλουσιν all gathered, but later they set up house
ήμ'iν βοηθε'iν.
in the Long Walls and most ofthe Pi-
In no. 2, advise students to use ώς + raeus.
future participle. [τl,ν &λλην κατασκευήν (2): not "the
other equipment" but "besides them the
ΟΙ Α ΥΤΟΥΡΓΟΙ equipment that .... "
ΑΝΙΣΤΑΝΤΑΙ έρημα (7): so accented in Thucy-
dides, instead of the usual Attic eρημα.]
Title: "The Farmers Move (Are Forced
to Move)" Exercise 21g
Help students deduce the meaning 1. των πολεμίων ές τl,ν Άττικl,ν
of άνίστανται, here used in a very spe- προχωρούντων , τφ Περικλε'i
cific sense ofbeing compelled to get up πειθόμενοι πάντες προς το &στυ
and move from one's usual place of res- f\λθομεν .
idence: "are forced to move." 2. μάλα έβαρϋνόμεθα τους οϊκους
καταλιπόντες.
Translation 3. έπεt ές το &στυ άφϊκόμεθα, ούδεtς
οtκοςΙούδεμία οϊκησις ήμ'iν
Lines 1-10 ύπfiρχεν.
The Athenians obeyed Pericles and 4. πρωτον μeν ο.Ον έν πύργφ τιν\.
brought in (to the city) from the country φκουμεν/Φκήσαμεν , ϋστερον δe
their children and wives and besides κ:ατεσκ:ευασάμεθα έγγ\Jς των
them the equipment (literally, the other μακρων τειχων.
equipment; see below) that they used at 5. έπει δe οί πολέμιοι άνεχώρησαν,
home; the flocks and beasts of burden ήμε'iς ές τους οϊκους έπανήλθομεν.
40

22 into war; for the young man is saying

goodbye to his father and wife": encour-
Η ΑΝΑΣΤΑΣΙΣ (α) age students to find a satisfactory trans-
lation of the clause of feaήng after
Title: "The Removal" φοβο\Jμαι. Ask "What is the speaker
afraid of?" τhen explain bήefly that
τhe noun and the related verb
Greek introduces a fear that something
άνίσταμαι are given in the vocabulary
will happen with the word μή and that
list.
something will not happen with the
τhe purposes ofthis chapter are: words μή and ού. Be sure students rec-
ognize that the verb is in the subjunctive.
1. Reading: (α) to bήng Dicaeopolis τhe first part of the caption recurs in
and Philip home (at long last!) with lines 11-12 ofpassage α.
Philip's sight restored but with the
bad news ofthe momentous deci- Vocabulary
sions made in the Assembly and the Conjugation of λούω: λούω, λούεις,
necessity to move into the city before λούει, λο\Jμεν, λουτε, λσuσι(ν). The rule
the Peloponnesians invade in the here is that the υ of the stem drops before
spήng; (β) to describe the family's
a short vowel ofthe ending, and the ο
preparations for the removal and contracts with that short vowel. The
their journey to the city and the final same happens in the imperfect, giving
diplomatic moves pήor to the inva- eλουν, etc.
sion of Attica; and in the final read- New usage ofpreposition: ύπό (+
ing to descήbe the plague that struck gen.) = by: ύπο τ&ν πολεμίων (23). Stu-
Athens when the Peloponnesians dents have seen this usage of ύπό in tail
invaded Attica the second time in reading 17:17, άδικούμενοι ύφ' i>μ&ν,
430B.C. where it was glossed.
2. Grammar: (α) to present further Since it cannot be determined with
uses of the subjunctive (in clauses of certainty whether the α of έπειδάν is long
fearing and in indefinite or gen- or short, we do not mark it with a
eral clauses); (β) to present the verb macron.
δείκνϋμι and to descήbe the struc-
tures used in indirect statements Spelling
with οτι and ώς and in indirect
questions In the α and β readings and the
3. Background: to present a sketch of grammatical exercises we return to the
Athenian political institutions at the regular Attic spellings (e.g., είς,
Μέλιττα), associated from the beginning
time ofthe outbreak ofthe Pelopon-
nesian War ofthe course with the language ofDi-
caeopolis and his family. In the read-
Illustration ing from τhucydides at the end of the
chapter we retain his spellings (e.g., ές
This red figure stamnos in the Bή­ instead of είς).
tish Museum (ca. 500 B.C.) shows a
farewell scene, which was a common
subject for vase painting of this peήod. Translation
Often the departing warήor is shown Lines 1-9
taking the omens. When the Assembly had ended and
Caption under Illustration the citizens were going away, Dicaeopo-
lis said, "Come on, son; let's hurry
"Ι am afraid that we will soon get home to tell mother all that has hap-
 22. Η ΑΝΑΣΤΑΣΙΣ 41.
pened." And so they traveled very will hurt us, if/provided we give up
quickly, and when night had already (giving up) our land and homes and
fallen they reached home. When Di- keep guard (keeping guard) over the sea
caeopolis had knocked on the door, out and the city.
came Myrrhine and seeing Philip [Notice the translation ofthe circum-
sound (being healthy) and no longer stantial participles in this paragraph:
blind (seeing) she embraced him and τοσούτοις οtσιν (22) "since they are so
burst into tears (ingressive aorist) ofjoy many" (causal); ξυνελθόντες ... είς
(rejoicing began to weep). And when τf]ν πόλιν (24) "if we gather in(to) the
they had come in and washed and city" (conditional); την μεν -yfjν άφέντας
supped, Philip related everything that ... δε ... εχοντας (25-26) "if/provided
had happened on the journey and at the we give up ... and keep" (conditional).]
sanctuary of Asclepius; and she enjoyed
listening. Principal Parts
Lines 10-19 Verbs with liquid stems (ending in
And Dicaeopolis related all that they λ, μ, ν,or ρ) are given in this and the
had heard the speakers saying in the next two groups of principal parts.
Assembly. "And so," he said, "Ι am Νote the metathesis of vowel and
afraid that soon we shall be at war (get consonant of the stem of βάλλω in the
into a state ofwar). And we must obey perfects and aorist passive.
Pericles and prepare everything to re- 'Γhe following meanings of the var-
move to the city; for when the Pelopon- ious forms of φαίνω may be noted. 'Γhe
nesians invade Attica, it will be neces- second future passive φανήσομαι means
sary to leave home and remove to "Ι will appear/seem"; the future middle
Athens." But Myrrhine said, ''Oh dear, φανουμαι may mean either "Ι will
what are you saying, husband? For how show" or "Ι will appear/seem." The
shall we be able to leave home and the second perfect active πέφηνα means "Ι
flocks and the oxen? And ifwe remove have appeared." Α first perfect active
(having removed) to Athens, where will form πέφαγκα "Ι have shown" is rare in
we live? For there is no house ready for Attic. Α first aorist passive έφάνθην "Ι
us in the city. But it is not possible to do was shown" is rare in prose.
these things." For the use of φαίνομαι, etc., with in-
[φοβουμαι μη δι' όλίγου είς πόλεμον finitives and participles, see Chapter 20,
καταστ&μεν (11-12): see discussion un- Grammar 3, page 55.
der "Caption under Illustration" above.
άναστάντες (18): the circumstantial
Word Study
participle may be translated with condi- 1. mathematics: τα μαθηματικά = the
tional force here: "if we remove."] things suitable for learning, math-
Lines 20-26 ematics (since the Greek thinkers
And Dicaeopolis (replied), "But it considered that mathematics was
will be necessary to do these things for the pattern of rational learning).
the following reasons (because of these 2. arithmetic: ή άριθμητική (τέχνη) =
things); (for) when the Peloponnesians the skill, science, concerned with
invade the land, we will not be able to numbers (ό άριθμός).
stand up against them in battle since 3. geometry: ή γεωμετρία= land meas-
they are so many (being so many); and urement, surveying; then geometry
so whoever stays outside the walls will (see Teacher's Handbook Ι, page
be killed by the enemy; but ifwe gather 23).
in(to) the city, we will all be safe, and 4. physics: τα φυσικά = things con-
there will be no danger that the enemy cerned with nature, physics (ή φύσις
42 Athenaze: Teacher's Handbook Π

= nature). άφικώμεθα είς την πόλιν.

5. bίology: ό βίος + ό λόγος, -λογία = 2. κίνδϋνός eστι μη οί πολέμιοι δι '
the study oflife (coined, 1813; Long- όλίγου είς την Ύilν είσίωσιν.
inus, 3rd century A.D., has τα βι­ 3. προς το &στυ εύθΌς ώρμήσαμεν,
ολογούμενα = incidents sketched φοβούμενοι εν το'ϊς άγρο'ϊς μένειν.
from life, but the Greeks did not 4. οί αύτουργοl eφοβουντο μη οί

have a name for a branch of science πολέμιοι τους οικους διαφθείρωσιν .

5. &ρ' ού μaλλον φοβft οικαδε πλε'ϊν η
corresponding to biology).
κατα Ύilν ίέναι;
6. zoology: το ζiρον (living creature,
animal, cf. ζάω) + -λογία = the study
of living creatures; coined 1669. Grammar2

Grammarl In this section we discuss relative,

temporal, and conditional clauses, and
Note that ifthe introductory verb or it is important to make sure that students
clause expressing fear is in a pήmary are familiar with these terms and can
tense, we translate the subjunctive with recognize and produce clauses of these
"will" or "may," but if the introductory three types. Begin by having students
verb or expression of fear is in a make up sentences in English with first
secondary tense, we translate the relative, then temporal, and then condi-
subjunvtive with "would" or "might." tional clauses. The temporal conjunc-
These translations will be used in the tions discussed here are "when(ever)"
exercises. and "until."
Then have students study the exam-
Exercise 22α
ples of definite and indefinite clauses on
1. Aren't you afraid that we will page 75 and carefully compare the corre-
(may) suffer some disaster sponding sentences. Note that we have
(something bad)? provided two sentences introduced by
2. There is danger that a storm will οστις αν to point up the contrast between
(may) arise quickly. use of the present and the aoήst subjunc-
3. Although fearing that the removal tive.
will (may) be difficult, the wife Conditional sentences will be
obeys her husband. treated more fully in Chapter 30, Gram-
4. The old man lamented, fearing he mar 1, pages 192-194.
would (might) never return. Be sure students learn the forms of
5. Ι am afraid the guards will (may) οστις, as they will be expected to recog-
refuse to open the gates. nize them in future readings and use
6. The slaves were afraid their mas- them in exercises.
ter would (might) be angry with
them. Exercise 22c
7. We are not afraid to stay outside the 1. Whoever stays outside the walls,
walls. will be in danger.
8. The children were afraid to tell the οστις &.ν προοτος άφίκηται, δέξεται
truth. το άργύριον.
9. Feaήng to return by night, the 2. Whenever the Assembly meets
peasants stayed in the city. (takes place), the citizens hurry to
10. The captain was afraid the storm the Pnyx.
would (might) destroy the ship. eπειδ&ν οί πολέμιοι είς την Ύilν
είσβάλωσι, πάντες είς το &στυ
Exercise 22b συνερχόμεθα.
1. φοβο1>μαι μη ούκ εν καιρiρ 3. We will stay in the agora until the
 22. Η ΑΝΑΣΤΑΣΙΣ 43
messenger returns. Athenian Democracy
ούκ έπάνιμεν οϊκαδε εως αν
γένηται ή ήμέρα..
inAction
4. Don't board the ship until the cap- For further reading, see Civilization
tain orders. ofthe Ancient Mediterranean, Vol. I, pp.
μη άνάβητε έπl. το ορος εως αν 470-473; The World ofAthens, pp.199-
γένηται το εαρ. 230; and τhe Oxford History of the Clas-
5. If the Peloponnesians come sίcal World, pp. 136-141.
against our land on foot, we will
sail against theirs with our ships.
έfι.ν σπεύδωσιν οί αύτουργοl. είς το Η ΑΝΑΣΤΑΣΙΣ (β)
ίiστυ, άσφαλεiς εσονται.
6. Whatever the boys have, they are Vocabulary
willing to give us all (ofit) (the
boys are willing to give us what- Notes:
ever they have).
δεi ήμaς ποιεiν όσ' αν κελεύη ό
βασιλεύς.
7. When the farmer drove (had Translation
driven) the oxen into the field, he
soon began to plow. Lines 1-13
έπεt/έπειδη/ώς ό παiς είσfjλθεν είς After hearing this Myrrhine fell si-
τον άγρόν, εύθΌς τον πατέρα lent and obeyed her husband, although
έκάλεσεν. fearing that the removal would be diffi-
8. The shepherds will pasture their cult. And so all winter they prepared to
flocks on the mountains until move to Athens when the Pelopon-
winter comes. nesians invaded. At the beginning of
οϊκαδε ούκ όρμησόμεθα εως αν ό spring a messenger arrived from
ποιμην την όδον ήμiν δηλοi.
Athens saying that the Spartans and
9. Whenever the master is away, the
their allies were already gathering at
slaves stop working. the Isthmus. And so Dicaeopolis sent
όταν προσχωρft/προσέλθη ό
Philip and Xanthias to take the flocks to
δεσπότης, οί δούλοι άνίστανται
και (άνιστάντες) έργάζονται .
Euboea. Then he himself and Myrrhine
10. You will get into danger, boys, if brought out the wagon and put into it all
you do not do all that we advise. that they could carry. And when all was
εί μή μου άκούσεσθε, δεινα ready, Dicaeopolis yoked the oxen and
πείσεσθε. put the grandfather, who was grieving a
11. These boys, who were helping lot, onto the wagon. Finally Myrrhine
their fathers, worked until night and Melissa themselves got up (onto the
fell. wagon). So they went on their way,
έκεiναι αί γυναίκες, α't έν τφ άργφ weeping and lamenting, afraid that they
έκαθίζοντο, ί::μενον εως οί ίiνδρες would never return.
έπαύσαντο έργαζόμενοι. [έξαγαγόντες (8): compound verb to be
12. If (ever) anyone drinks (of) this, deduced.
he dies. είσέθεσαν (9): compound verb to be
έ&.ν τις τοιούτο ποιήση, deduced.
όργιζόμεθα αύτφ. πολλα όδϋρόμενον (10): πολλά is
adverbial accusative.]
Note the use ofthe future indicative Lines 14-24
in the sentences in Νο. 10, which express The road was long and difficult.
warnings. For they had to go along the wagon road,
44 Athenaze: Teacher's Handbook Π

and they met many farm.ers who were one. And when he was at the boundaries
hurrying to the city and were getting in and was about to part (from his escort) he
one another's way. Finally, as evening went on his way after saying just this:
was falling, they arrived at the gates, "This day will be the beginning of great
and entering with difficulty they stayed troubles for the Greeks." And when he
for the night in a shrine of a hero. Ί'he reached the (Peloponnesian) camp and
next day Dicaeopolis went to his brother Archidamus knew that the Athenians
to ask him if he could help in any way. would make no concessions at all, then
But the brother could not receive them he set out with his army and advanced
into his house as they were so many, but into their land.
he showed him a tower, which would [κilρυξ (25): heralds were sacrosanct
hold them all. And so Dicaeopolis re- and could therefore travel through en-
turned to his family and led them to the emy territory unmolested.
tower, in which they were going to live πρ\.ν άκουσαι (29-30): help students
the whole time (throughout all) until the as necessary with this use of πρίν + in-
Peloponnesians went away and they finitive.
themselves returned to the country. πω (34): this particle is common
[τi,ν άμάξιτον (όδόν) (14): the road for with a negative, e.g., οϋπω "not yet," but
wagons, as opposed to the footpaths and is rare in positive sentences; here it
mule tracks, which would be more di- seems to mean "at all."
rect. τhis paragraph is taken from
έν ήρώφ τινί (17-18): heroes were Ί'hucydides 2.12 with little change.]
humans who were worshiped after death
Principal Parts
for the services they had done for men in
their lifetime, such as founding cities. Students should be told that
Ί'heir cults were very common, and άποθνήσκω is used in Attic as the pas-
there must have been many shrines to sive of άποκτείνω. Forms of these verbs
them in the city. without the prefix άπο- are frequent in
πύργον τινά (21): the city walls had poetry, but rare in prose.
towers at intervals, the ground floors of Ί'he uncompounded verb κρtνω is
which provided shelter for the refugees. given in Chapter 25α.
εως αν . . . άπίωσιν ... έπανίωσιν
(23-24): although the sequence is sec- Word Building
ondary' εως αν + subjunctive is used 1. Ι do; action; act, affair, business;
here, since the clause is virtually an fit for action, active'"
indirect statement ("we will stay un- 2. Ι marshal, draw up in battle aπay;
til. ... ") .] aπangement, position, order; di-
Lines 25-35 vision of soldiers; ordered; disor-
Meanwhile a herald aπived at dered, undisciplined
Athens, Archidamus, king of the Spar- 3. Ι confuse; confusion; freedom from
tans, having sent (him); but the Atheni- confusion, calmness; without
ans did not admit him into the city or to confusion, calm
the Council; for it was Pericles' decision 4. Ι guard; guard; guarding, guard
(judgment) not to admit a herald or post
(and) embassy when the Spartans were
already on the march; and so they send Grammar3
him away before hearing him and told Notes:
him to be outside the boundaries that
very day, and they send with him
escorts, so that he would not contact any-
 22. Η ΑΝΑΣΤΑΣΙΣ 45
Grammar4 15. 1st pl. present subjunctive active:
"let us yoke"
After studying Grammar 4, have
students look back through passage β Exercise 22e
and locate examples of indirect state-
ments and questions. They are as fol- 1. The father asked the girl from
lows : where she had come.
2. She replied saying (answering
λέγων οτι ... συλλέγονται οϊ τε said) that she had come from the
Λακεδαιμόνιοι καt οί house and would soon return
σύμμαχοι . . . . (5-6) there.
αίτft αύτον εϊ πως βοηθε\ν δύναται. 3. The messenger said that the am-
(19) bassadors were already approach-
είπchν . .. οτι, "ilδε ή ήμέρα τοις ing and would soon be present.
'Έλλησι μεγάλων κακ&ν aρξει . "
4. The general told the messenger to
(32-33; this is a combination of
open the gates and receive the am-
indirect and direct statement)
bassadors.
εγvω ό Άρχίδαμος οτι οί Άθηνα\οι
5. The messenger asked the guards
ούδέν πω ένδώσουσιν . . .. (34-35)
why they were not opening the
gates.
Exercise 22d 6. The farmer yoked the oxen and
1. 3rd pl. present indicative active: started to plow.
"they show" 7. Calling the slave, he showed him
2. Present infinitive middle: "to a huge stone and told him to carry
show for oneself," "to display" it out of the field.
3. 3rd sing. imperfect indicative 8. But the slave said that it was not
active: "he was showing" possible to lift so large a stone.
4. Nom. fem. sing. present active 9. But the master answered that so
participle: "showing" big a stone would break the plow;
5. 2nd sing. imperfect indicative and so it was necessary to lift it.
middle: "you were showing (for 10. The slave said that unless the
yourself)" master helped, he would not be
6. Aorist infinitive active: "to show" able to lift the stone.
or 2nd sing. aorist imperative
In no. 5 students are to deduce the
middle: "show (for yourself)!"
meaning of τους φύλακας or to recall it
7. 2nd pl. indicative or imperative
from the Word Building exercise in this
active present: 'Όpen!"
chapter.
8. 3rd pl. aorist indicative active:
"they broke"
9. Nom. masc. sing. aorist partici- Η ΝΟΣΟΣ
ple active: "having yoked" Title: "The Plague"
10. 3rd sing. aorist indicative active:
"he opened" Encourage students to deduce the
11. 3rd pl. future indicative active: meaning of the title from the verb νοσέω,
"they will break" which they have had. Here, of course,
12. 2nd sing. present imperative the "sickness" is the plague.
middle: "show (for yourself)!"
Translation
13. Nom. pl. masc. aorist participle
active: "having opened" Lines 1-4
14. Present infinitive active: "to As soon as the summer began (the
break" summer beginning straightway) the
46 Athenaze: Teacher's Handbook Π

Peloponnesians and their aHies in- that follows this passage is highly scien-
vaded Attica; and when they had been in tific (2.49-53). He uses contemporary
Attica for a few (not many) days, the medical terminology and describes the
plague first began to fall on (happen to) symptoms in such detail that doctors
the Athenians. They say that before this since his time have often tried to iden-
it had fallen upon many places, but it tify it (but have failed to agree). The
had not been so terrible (so great) a most likely diagnosis is typhus fever;
plague nor had so many people died. "Ί'wο doctors who read Thucydides' ac-
[οντων ... πολλaς ήμέρα.ς (2): help stu- count, with great experience oftyphus,
dents with this idiomatic use ofthe pre- but innocent of all knowledge of the
sent participle with an accusative of du- Athenian epidemic, said, 'τyphus, of
ration of time = "when they had course. "' (See Gomme, Historical Com-
been .... ") mentary on Thucydides, Volume Π, page
Lines 5-9 153.) Thucydides not only describes the
For neither could doctors help at physical symptoms ofthe plague but goes
first, as they were not familiar with the on to discuss the psychological effects it
disease, but they themselves especially had on the survivors and in particular
died because they most consorted with the breakdown of traditional morality.]
the sick, nor could any other human
skill help. The plague began first
(originated), as they say, from Ethiopia, Exercise 22f
south ofEgypt, and then it spread to
(came down on) Egypt and the greater 1. οί iα.τροl. το'iς νοσοuσιν προσιέναι
part of the (Persian) king's land. φοβοuνται.
2. οστις γcφ αν νοσοuντος ίiπτηται,
Lines 10-13
~ύτος ~ς την νόσον έμπεσrον
It fell on the city ofthe Athenians
αποθνησκει.
suddenly and at first attacked men in 3. οί iα.τpol. εtπον οτι ού δύνανται
the Piraeus; and later it reached the up- ώφελε'iν, την νόσον άγνοοuντες.
per city (i.e., Athens itself), and far 4. καίπερ φοβούμενοι μη ές την νόσον
more men died now. Ι will say what it έμπέσωμεν, έν τφ &στει δε'i μένειν
was like, having had the plague myself εως αν άπίωσιν οί πολέμιοι.
and having myself seen others suffer- 5. έaν δι' όλίγου άπίωσιν, ές τους
ing (from it). άγροi>ς σπεύσομεν ϊνα τi,ν νόσον
[Thucydides' description of the plague φύγωμεν.
 47
τhe arrows show the route of Archi-
23 damus' invasion (see passage α) and
Η ΕΣΒΟΛΗ (α) withdrawal (see passage β).
τhe site of Oenoe is uncertain; it
Title: "The Invasion" may have been on the Boeotian side of
the border. Nor is it clear why Archi-
The word is given in the vocabulary damus went out ofhis way to try to take
list. this fort. Perhaps he was delaying the
invasion proper in the hope that the
τhe purposes ofthis chapter are:
Athenians would still negotiate. His
1. Reading: (α) to give an adapted ver- route from Eleusis is clearly defined by
sion of Thucydides' account of the Thucydides (2.21-23); from the τhri­
Peloponnesian invasion of Attica in asian Plain he turned north ("keeping
431 B.C. and of Archidamus' strat- Mount Aegaleus on his right") and ad-
egy for drawing the Athenians out vanced to Acharnae. After leaving
into battle; (β) to continue Thucy- Acharnae, he moved east and ravaged
dides' account of the invasion with some demes between Mount Parnes and
his description of the consternation Mount Brilessus (= Pentelicon), west of
of the Acharnians over the ravaging Marathon. He left Attica via Oropus
oftheir territory, their eagerness to and returned through Boeotia.
go out to attack the invaders, Peri-
Vocabulary
cles' methods of maintaining his
policy of not going on the attack, and Notes:
the eventual withdrawal ofthe Pelo-
ponnesian army; and in the final
reading to present Thucydides'
summary of the achievements of
Pericles
2. Grammar: (α) to present the passive Spelling
voice ofthe present and imperfect
tenses and to present a note on Since all three of the reading pas-
prepositional prefixes and euphony; sages in this chapter are based on
(β) to continue the presentation ofthe τhucydides, we use his spellings (e.g.,
forms of indirect statement from the ές and τάσσω) throughout the readings
previous chapter, giving here the and exercises in this chapter. In the vo-
structures using infinitives and cabulary lists the regular Attic spellings
participles, and to direct students to are given first with the Thucydidean
learn the forms ofthe verb φημί spellings in parentheses.
3. Background: to sketch the course of
the first phase of the Peloponnesian Verbs
War (431-421 B.C.), picking up the This chapter formally introduces
story from where the essay in Chap- the passive voice (see caption under
ter 20 left off map), and after reading and translat-
Caption under Map ing passage α and studying Grammar 1
students should come back to the reading
"The Attic land is ravaged by the passage and locate the passive verb
enemy": the verb is given in the vocabu- forms. The meanings of these forms
lary list; help students deduce the sense should be carefully distinguished from
ofthe passive voice (the prepositional those of the middle/deponent forms in
phrase will help). the passage. τhe passive forms are:
48 Atheanze: Teacher's Handbook Π

έτετείχιστο (5; pluperfect, see Overview storm the walls of Athens οη any of their
ofthe Greek Verb, pages 4-5, in the invasions of Attica. Archidamus was a
student's book), λέγεται (18), τεμνομένην "guest friend" of Pericles, i.e., if, in
(21), and διαφθειρόμενα (27). The peacetime, Archidamus came to Athens
meaning of the passive voice should be he would have stayed with Pericles, and
discussed while translating the vice versa. Hence the Spartans sus-
sentences in which these forms occur, pected that he would not prosecute the war
and it should be pointed out that the vigorously. Pericles fell under similar
forms are the same as for the middle suspicions from the Athenians and an-
voice and that it is the context that shows nounced publicly that if the invading
that the forms are passive here. army did not sack his country estates, he
would give them to the state.
Translation έτετείχιστο (5): pluperfect passive (to
be introduced formally in Chapter 27,
Lines 1-9 Grammar 1, pages 146-150). Students
The Peloponnesian army (the army
can easily locate the form on the chart at
of the Peloponnesians) advanced and
the beginning of the book.
arrived first in Attica at Oenoe, where
όπότε πόλεμος γένοιτο (5-6): the op-
they were about to (intended to) invade.
tative will be easily recognized from the
And when they were encamped
information provided in the Overview of
(literally "were sitting down," "were
the Greek Verb. The use ofthe optative
settled"), they prepared to make attacks
in indefinite clauses in secondary se-
on the wall with siege engines and other
quence will be discussed in Chapter 25,
methods; for Oenoe, being on the borders
Grammar 2b, page 117, and may be
of Attica and Boeotia, had been fortified,
touched on here if students are curious.
and the Athenians used it (as) a fortress
έσειcομίζοντο (8): compound verb to
whenever war occurred. And so they
be deduced. Note the force ofthe middle
prepared assaults and wasted time
voice: they brought everything in "for
around it in vain. And Archidamus re-
themselves" or "in their own inter-
ceived considerable (not little) blame
ests."]
from this; for the Athenians brought in
(to Athens) all (their goods) during this Lines 10-13
time. But when they had attacked Oenoe
[τfjς Άττικfjς (1): partitive genitive with and tried every method but failed to take
πρ&τον, "first in Attica." it, and the Athenians made no more
παρεσιcευάζοντο ... ποιησόμενοι peace proposals (sent no heralds at all),
(3): the verb παρασκευάζομαι has fre- then they set out from Oenoe and in-
quently been used with ώς + a future vaded Attica; and Archidamus, king of
participle expressing purpose (see 22β:3 Sparta, led them.
and Chapter 17, Grammar 3, page 1 7). [οϋτω δή (12): this phrase is often used
Here ώς is omitted. τranslate "they after a long protasis to mark the begin-
prepared to make attacks on the wall" ning of the main clause.]
(note the dative τφ τείχει with the verbal Lines 14-21
phrase προσβολaς ... ποιησόμενοι = And encamping they first ravaged
προσβαλο\>ντες). Eleusis and the τhriasian plain. Then
μηχανα'iς (3): siege engines. The they advanced until they arrived at
Greeks were notoriously incompetent at Acharnae, the largest district in Attica
siege warfare in this period; the whole of the so-called demes, and settling
Peloponnesian army failed to reduce the down in it they pitched camp and stayed
fortified village of Oenoe on this occa- there a long time ravaging (the coun-
sion, and they did not even attempt to try). It is said that Archidamus stayed
 23. Η ΕΣΒΟΛΗ 49
around Acharnae with his troops drawn with the indirect statement.
up as for battle (having drawn himself τρισχiλιοι ... έγένοντο (26): the total
up as for battle) and did not go down into of Athenian front line hoplites was
the plain (of Athens) on that invasion 13,000, apart from 16,000 reserves. If
with the following intention; he hoped Thucydides refers to the first figure, the
that the Athenians would go out against Acharnians provided nearly a quarter
him and would not disregard the de- ofthe total force.
struction of their land (their land being και το\:ις πάντας (27): literally,
ravaged). "also the all," i.e., the whole population
[το Θριάσιον πεδίον (14-15): the Thri- as well (as themselves). The article
asian plain was one of the grain-produc- with πδ:ς indicates "the whole lot. "]
ing districts of Attica, as was the plain of
Athens; in Greek warfare, when an in- Principal Parts
vading army destroyed standing crops
(the Peloponnesians invaded just as τhis group of principal parts com-

harvest was due to take place), their op- pletes the presentation ofliquid stem
ponents normally had three options: (1) verbs.
to come out and fight, (2) to make terms, The long α of the stem &ρ- appears in
and (3) to take no action and starve. the unaugmented forms of the aorist,
Since the Athenians ruled the seas and e.g., &ρω, &ραιμι, &ρον, &ραι, &ρας.
could import all they needed, Archi- Many Greek verbs show three
damus' calculations proved wrong. grades of stem vowel, similar to the pat-
Pericles had already warned the Athe- tern sίng, sang, sung in English (see
nians of the sacrifice they must make. Reference Grammar, paragraph 59).
i\λπιζε ... (20-21): help students as One such gradation of vowels in Greek
necessary with the indirect statement consists of the following:
with accusative and infinitive, which Strong grade 1 : ε
will be formally introduced in Gram- Strong grade 2: ο
mar 3 ofthis chapter (pages 94-95).] Weak grade: either no vowel or α
Lines 22-27
And so when they did not go to meet The three grades of stem vowel for
him at Eleusis and the Thriasian plain, φθείρω are: φθερ-, φθορ-, and φθαρ-.
he (Archidamus) settled down around The three grades of stem vowel for
Acharnae and tested (made trial) έγείρω are: έγερ-, έγορ-, and έγρ-.
whether they would come out against Some linguists refer to the three
(him); for at the same time the district grades of stem vowel as e-grade, o-grade
seemed to him suitable for camping in, and zero-grade. The term zero grade
and (at the same time) he thought that the covers both possibilities for weak grade
Acharnians, being a great part of the given above, namely no vowel or α (i.e.,
(whole) city (for they were three thou- neither ε nor ο).
sand hoplites) would not disregard the More verbs with three grades of stem
destruction oftheir own property (their vowel will be found after reading 26b,
own things being destroyed) but would page136.
rouse all the people to battle. The compound verb διαφθείρω is
[πε'iραν έποιε'iτο ... εί έπεξία.σιν (23): found more frequently than the uncom-
help students see the relationship be- pounded verb.
tween πε'iραν έποιε'iτο and εί έπεξία.σιν Word Study
"made trial (as to) whether .... "
ένόμιζε ... (25-27): as with lines 1. polίtίcs: τα πολϊτικά = the affairs of
20-21 above, help students as necessary the city, politics.
5Ο Atheanze: Teacher's Handbook Π

2. demagogue: ό δημαγωγός (ό δf\μος + Exercise 23α

άγωγός, -όν) = leader of the people;
but by the time ofXenophon it had al- 1. The hoplites were being drawn up
ready acquired the sense of mob (as) for battle by the general. (ώς =
leader. "as" may be omitted in transla-
3. rhetoric: ή {>ητορική (τέχνη) = the tion.)
art of oratory. 2. The child being chased by the bull
4. democracy: ή δημοκρατία (ό δf\μος gave (used) a very loud shout.
+ το κράτος) = rule of the people. 3. The farmers were afraid that their
5. monarchy: ή μοναρχία (μόνος, -η, fields might be ravaged by the en-
emy.
-ον + άρχ- + -ία) = the rule of one
man only. 4. The women riding on (being car-
6. tyranny: ή τυραννίς, τf\ς τυραννίδας ried on) the wagon were being con-
(ό τύραννος) = government by a sin-
veyed to the temple quickly.
gle ruler with absolute power. 5. Those who fought in that battle were
7. ochlocracy: ή όχλοκρατία (ό οχλος always honored by the people.
= mob + το κράτος) = mob rule
6. There is no danger that we may be
(Polybius 6.4). conquered by the enemy, although
8. autonomy: ή αύτονομία (αύτόνομος, they are so many.
-ον)= freedom to have one's own
7. lt is said that the citizens are be-
laws, independence. coming angry seeing their property
destroyed.
lt is worth noting that Plato, Repub· 8. Let us hurry to the city so that we
lic, Book 8, lists five types of constitu- may not be harmed by the in-
tions in descending order of merit: vaders.
9. At the beginning of spring the
ή άριστοκρατία: the rule of the best, i.e., flocks were always driven to the
of the philosopher kings mountains.
ή τϊμοκρατία: the rule of those for whom
10. Whoever is caught outside the
honor is the mainspring of action, walls will be in the greatest dan-
e.g., as in Sparta ger.
ή όλιγαρχία: the rule of the few; in this
constitution money is the qualifica- ln no. 7, τα σφέτερα is to be recalled
tion for power, e.g., as in Corinth from passage α:26, where it is glossed.
ή δημοκρατία: the rule ofthe people, of
Exercise 23b
which the distinguishing character-
istic is liberty, or, as Plato saw it, 1. έπειδαν γένηται ή έσπέρα, οί βόες
chaotic license οϊκαδε έλαύνονται ύπο του
ή τύραννις: tyranny, where the state is αύτουργου.
2. οί ύπο έκείνου του κυνος
subject to a single evil individual
διωκόμενοι μόλις ές τfιν οίκίαν
(Hitler's Germany and Stalin's
εφυγον.
Russia provide good examples) 3. τα μf\λα ύπο τούτων τ&ν παίδων
Grammarl διωκόμενα ές φόβον κατέστη.
4. φοβουμαι μη ύπο τ&ν πολεμίων
Notes: νϊκώμεθα.
5. οσοι &ν ύπερ τf\ς πατρίδος άν­
δρείως μάχωνται ύπο του δήμου
τϊμrονται.

Grammar2
Remind students if necessary that γ
 23. Η ΕΣΒΟΛΗ 51
is pronounced as ng before γ, κ, μ, ξ, and against (the enemy), and they thought
χ. him responsible for everything they
were suffering. But Pericles, seeing
The Peloponnesian War- that they were angry regarding the pre-
First Phase (431-421 B.C.) sent state of affairs and not in a good
frame of mind (not thinking the best
For further reading, see The World things), and confident that he was ήght
ofAthens, pp. 28-34. about not going out to attack, did not hold
an Assembly or any other meeting, lest
Η ΕΣΒΟΛΗ (β) if they gathered together in anger rather
than good judgment they might make
Vocabulary some mistake, but he guarded the city
Notes: and kept them quiet (in quietness) as far
as he could.
[έν όργίl εtχον (11-12): help with the id-
iom as necessary-"they held Χ in
anger" = "they were angry with Χ."
Translation αιv (12, 14): explain to students that
Lines 1-10 relative pronouns that would be ac-
As long as the army was around cusative direct objects ofthe verbs in
Eleusis and the Thriasian plain, the their clauses are often attracted into the
Athenians had some hope that they case of a genitive or dative antecedent
would not advance nearer (to the city); (see Grammar 6, page 97). This pro-
but when they saw the army around vides a good opportunity to review
Acharnae twelve miles (60 stades) dis- agreement and case usage of relative
tant from the city, they no longer consid- pronouns.
ered it tolerable, but as their land was περl. του μη έπεξιέναι (16): we gloss
being ravaged before their eyes the articular infinitive here; it will be
(visibly), it seemed to them a terrible formally presented in Chapter 27,
thing, and all, especially the youth, re- Grammar 3, page 157.
solved (it seemed good to both the others μάλιστα (18) belongs with οσον
and especially the young men) to go out έδύνατο and is untranslatable.J
against them and not neglect (the situa- Lines 20-24
tion). And they assembled into groups And the Peloponnesians, when the
and argued fuήously (were in great Athenians did not come out to battle with
stήfe), some telling them to go out, them, setting out from Acharnae, rav-
others forbidding (not allowing) it. And aged some of the other demes (some other
the Acharnians thinking that they of the demes) and after staying in Attica
formed the greatest part ofthe Atheni- for a considerable time retired through
ans, since their land was being ravaged, Boeotia (the Boeotians), not the way they
were urging the attack most. had invaded. And arriving at the Pelo-
Lines 11-19 ponnesus they disbanded their army
τhe city was excited in every way, and they returned each to his own city.
and they (the citizens) were angry with [ίiραντες (21): note the intransitive use
Pericles (held Pericles in anger), and of the verb αϊ ρω here, "setting out"; cf.
they remembered nothing of his earlier 22β:35 and the gloss there.
advice (ofthose things that he had διέλϋσαν τον στρατόν (24): the Pelo-
formerly advised them), but they were ponnesian army consisted of farmers
abusing him, because he was general who were called up for particular cam-
and he was not leading (them) out paigns; the only standing army in the
52 Atheanze: Teacher's Handbook Π

alliance was that of the Spartans them- Grammar 3 and 4

selves. The others had to return to their
After studying Grammar 3 and 4,
farms to get the harvest in. Peήcles in
have students look back through pas-
his speech to the Assembly (see Chapter
sages α and β and locate examples of
21 β) had remarked on this.]
indirect statement. They are as follows:
Passage α:
Principal Parts
λέγεται .. . οτι .. . ό Άρχίδα-
Verbs with nasal infixes (con- μος ... έμεινε ιcα1. ... ού ιcατ-
sisting of ν or ν in combination with έβη .... (18-20).
some vowel) are given in this and the i)λπιζε ... τους 'Αθηναίους έπεξ-
next group of pήncipal parts. ιέναι ιcα1. ... ού περιόψεσθαι ...
In λαμβάνω and μανθάνω another (20-21)
nasal (μ, ν) is inserted within the stem ένόμιζεν τους Άχαρνέας ... ού
(λαβ-, μαθ-), and the nasal infix -αν­ περιόψεσθαι ... άλλα όρμή­
is then added. σειν .... (25-27)

The perfect of λαμβάνω is formed by περιόψεσθαι τα σφέτερα διαφθει­

placing the prefix εί- before the stem in- ρόμενα .... (26-27)
stead of by regular reduplication. Passage β:
Note that many verbs with the -αν­
infix extend the stem with an ε in έλπίδα τινα εtχον αύτους ... μη
forming the other tenses (but not the sec- προϊέναι. . . . (2)
ond aorist), e.g., αύξάνω (αύξε-) and εtδον τον στρατον ... άπέχον­
μανθάνω (μαθε- ). τα .... (3-4)
οί . . . Άχαρνfjς οίόμενοι αύτοl.
μέγιστον μέρος εtναι των 'Αθη­
Word Building ναίων .... (8-9)
1. Ι say, word, etc. αίτιόν τε ένόμιζον αύτον εtναι ....
Ι turn; turn, way, manner (13-14)
Ι draw, wήte; drawing, wήting Περιιcλfjς ... όρων ... αύτους ...
όργιζομένους ιcαl. ού . . . φρο-
Ι fight; battle
νουντας .... (14-15)
2. Ι make, compose; maker, poet
πιστεύων ... όρθως γιγνώσιcειν ....
Ι judge; judge
(15-16)
Ι wήte; wήter
Ι become, am born; parent Grammar5
Ι save; sav:ior
Ι give; giver Notes:
Ι heal; healer, doctor
3. Ι loose; loosing
Ι make, compose; making, compo-
sition
Ι judge; judgment Exercise 23c
Ι say; saying, report 1. The messenger said that the am-
Ι get to know, learn, judge, think; bassadors had already arήved at
opinion, judgment, intention the gates.
4. Ι make, compose; anything made, ό γέρων eφη τον παiδα i)δη οίκαδε
composition έπανελθεiν.
Ι do; act, affair, business 2. The young men think that they will
Ι write; wήting, letter, (plural) let- easily defeat the enemy.
ters, literature οίόμεθα την πόλιν p~δίως
 23. Η ΕΣΒΟΛΗ 53
αίρήσειν. 4. The general arrived, leading an
3. Ί'he boys saidthat they had not army from the cities that he per-
(denied that they had) seen their suaded. iiς
father in the agora. 5. You are the most ignorant of the
οί ξένοι ούκ i:φασαν το άργύριον Greeks that Ι know. 'Ελλήνων οϋς
εύρε'iν.
4. Ι see that you are suffeήng many
troubles. Ο ΠΕΡΙΚΛΗΣ
όρrομεν αύτοi>ς άμαρτάνοντας.
5. As a storm was ήsing, the sailors Translation
realized that they would arrive at
the harbor with difficulty. Lines 1-6
αί γυναΊκες i:γνωσαν ές μέγαν
Saying this Pericles tried to rid the
κίνδϋνον καταστησόμεναι. Athenians of their anger against him.
6. Ί'he girl thought that she would see And publicly they obeyed his words, and
her mother by the spήng. they sent no more ambassadors to the
ό ποιμήν 4Jετο τον κύνα εύρήσειν Spartans and were more enthusiastic
προς τφ ποταμφ. (in a greater state of eagerness) for the
7. The slaves hoped that their master war, but pήvately they were depressed by
would not be angry with them. their sufferings. But they did not stop
έλπίζομεν τον κύνα μή βλάψειν τα being angry with him (having him in
μf\λα. anger) until they had fined him (penal-
8. The women knew that there was no ized him with money). But not much
food for them in the house. later they chose him as general again
οί αύτουργοl. ηπίσταντο ούδεμίαν and entrusted (to him) all their affairs.
οϊκησιν σφίσιν ύπάρχουσαν έν τφ [οϋτε ... τέ (2-3): a common combina-
&στ ει.
tion where a negative clause is followed
9. The Athenians thought that their
by a positive.
enemies were plotting against
πρότερον (4): "before," looking for-
them.
ward to πρίν (5) "until"; there is no need
ψόμεθα τον ξένον ήμ'iν ήγε'iσθαι/
ήμiiς &γειν προς το ίερόν.
to translate πρότερον. Students have
10. The woman was confident that she seen πρίν + infinitive = "before" in
was right and her husband wrong. 22β:29-30, It can also be used with a fi-

eκαστος 4Jετο αύτος μeν άσφαλής nite verb, usually after a negative
εtναι, τους δe &λλους έν κινδf>νφ. clause, and mean "until," as here.
έζημίωσαν χρήμασιν (5): the Assem-
Grammar6 bly was sovereign and kept stήct control
Notes: over all its officers. Each month at a
meeting ofthe Assembly, the people were
asked whether they wished to keep all of-
ficials in office; it may have been at
such a meeting that Pericles was ac-
cused of embezzlement and deposed
Exercise 23d &om office and fined. Such fines were a
1 . Let us not trust the ambassadors common way of punishing officials,
that the Spartans sent. οϋς and embezzlement of public funds was
2. Be worthy, men, ofthe &eedem that one of the most common accusations in
you have won. f\ν prosecutions that might be purely politi-
3. You mustjudge the matters &om cal in purpose. Our sources differ both
what you know yourselves. εκείνων ση the charge brought against Pericles
α and the amount of the fine.]
54 Atheanze: Teacher's Handbook Π

Lines7-ll clauses have εί μή. Remind students

For as long as he was at the head of that participles can be translated with
the city in time ofpeace, he led it with conditional force. Thucydides, in at-
moderation and guarded it safely, and tributing this advice to Pericles, is per-
in his time it became its greatest; and haps writing with hindsight, thinking of
when war broke out, Pericles was proved the Sicilian expedition, which was
to have foreseen the power ofthe city in largely responsible for the downfall of
war, too. He lived on for two years and Athens. He was strongly biased against
six months; and when he died, his fore- Pericles' successors, especially Cleon.
sight with regard to the war was recog- λόγφ μeν ... eργφ δέ (16): "in word
nized even more. ... but in deed," very commonly used to
[φαίνεται ... προγνούς (9): "was mean "in theory ... but in practice."
proved" (for the supplementary partici- Word to be deduced: δημοκρατία
ple, see Chapter 20, Grammar 3, page (16).]
55).]
Lines 12-17
For he said that ifthey (the Atheni-
ans) kept quiet and guarded the fleet and
Exercise 23e
did not try to increase the empire in time 1. του Περικλέος άποθανόντος!
ofwar and avoided putting the city at έπειδη{ώς άπέθανεν ό Περικλης, οί
risk, they would win; but they (i.e., his ϋστερον ούκ ήγον τους πολiτας άλλ'
successors) did everything opposite to ηγοντο ύπ' αύτ&ν.
this (to the opposite) and pursued bad 2. εκαστος γ<'χρ βουλόμενος πρ&τος
policies for private ambition and private είναι, "το"iς πολiταις," Εφη, "πάντα
gain. And the reason was that he was δώσω οσ' αν βούλωνται."
3. πολλ<'χ δe ημαρτον και τον στόλον
capable and was not led by the people so
άπέπεμψαν προς τl,ν Σικελίαν,
much as he led them himself. There
έλπίζοντες οϋτω τφ δήμφ
was (under Pericles) in theory a democ-
χαριε"iσθαι.
racy, but in fact rule by the leading 4. έπειδl,/ώς δe ilκουσαν τους
man. στρατηγους ύπο τ&ν πολεμίων
[This is a hard paragraph, not made νϊκωμένους!οτι οί στρατηγοl ύπο
easier by the omissions that were neces- τ&ν πολεμίων νϊκ&νται, βοήθειαν
sary; students may need help. ούκ επεμψαν.
μη έπικτωμένους (12-13): the nega- 5. άγωνιζόμενοι γ<'χρ προς άλλήλους
tive is μή because this and the other par- περl της του δήμου προστασίας, του
ticiples are conditional and conditional πολέμου άμελε"iν έπείθοντο.
 55
Captiση under Illustratiση
24
ΕΝ ΔΙΔΆΣΚΑΛΩΝ (α) ''At schσσl: οη the left the boy is be-
iηg taught to play the lyre by the music
Ί'itle: ''At School" teacher; ση the right sits his παιδαγωγός;
iη the middle the writiηg master teaches
Ί'ry
to get studeηts to deduce the letters": studeηts will fiηd many σf the
meaniηg of the title, beginniηg with ό wσrds (σr related wσrds) iη the vσcabu­
διδάσκαλος iη the vocabulary list. With lary list. The word παιδαγωγός (the
έν διδασκάλων, supply οϊκ:φ, "iη the slave whσ accσmpanied a boy to aηd
house of the teachers." frσm schσol, a tutσr) will be familiar tσ
studeηts whσ have studied Latin, and its
τhe purposes ofthis chapter are:
derivatiση frσm πα'iς and άγω may be
1. Readiηg: (α aηd β) to describe the discussed.
educatioη that Philip received while
iη Athens, and to preseηt the de- Vocabulary
scriptioη of Greek educatioη coη­
ζάω: iη Attic έβίων is used iηstead
taiηed iη Plato's Protagoras; to
of eζησα, aηd βεβίωκ:α is used iηstead σf
move by means of a clever traηsi­
eζηκα. The future is ofteη depσηeηt,
tioη at the eηd of readiηg β to the
ζήσομαι σr βιώσομαι.
writer Herodotus, from whom the
readiηgs iη Chapters 25-28 are Spelliηg
drawη; aηd iη the readiηg at the
eηd ofthe chapter to preseηt an With this readiηg passage aηd the
adapted versioη ofthe prologue to exercises accσmpaηyiηg the grammati-
Herodotus' history. cal preseηtatiσηs iη this chapter, we re-
2. Grammar: (α) to coηtiηue the pre- sume use of the Attic spelliηgs είς aηd
seηtatioη of the passive voice from -ττ-, e.g., πρ&ττω, as the story returηs tσ
the previous chapter, by giviηg the the family aηd Philip's educatiση.
forms σf the aσrist aηd future pas- These spelliηgs are also used iη the pas-
sive aηd discussiηg the aσrist of de- sage adapted from Platσ's Protagoras iη
poηeηt verbs (sometimes middle the secσηd readiηg passage, siηce Platσ
aηd sσmetimes passive iη fσrm), used them. At the eηd σfthe chapter iη
aηd tσ preseηt clauses with οπως aηd the readiηg frσm Herσdotus we use the
the future iηdicative; (β) to preseηt Ionic spelliηg ές.
further infσrmatiση about the com-
parisση of adjectives (buildiηg οη
Verbs
what was giveη iη Chapter 14) The chapter fσrmally iηtroduces the
3. Backgrσuηd: tσ give aη σverview of aσristand future passive. The first
Greek educatiση iη the fifth aηd paragraph σf passage α cσηtaiηs twσ ex-
fourth ceηturies B.C. amples σf the aσrist passive (ήγγέλθη, 5,
Illustratiση aηd καταλειφθείς, 11). The paragraph
prσvides a gσσd oppσrtunity to sσrt out
This aηd
the illustratioη ση page 107 aηd discuss middle, depoηeηt, aηd pas-
shσw twσ sides σf a red figure cup by sive verb fσrms:
Douris, ca. 480 B.C. (Berliη, Staatliche
Museeη). The boy iη the middle is έπολιορκουντο (2): imperfect pas-
recitiηg his lessση. Οη the walls behiηd sive
haηg cups (φιάλαι), lyres (κιθάραι), aηd ijγετο (2): imperfect passive
an σbject that is perhaps a charcoal bra- έδιδάσκετο (3): imperfect passive
zier. (ηote that verbs such as διδάσκω
56 Athenaze: Teacher's Handbook Π

that take two accusatives when Lines 13-17

used actively-e.g., "the teacher What this education was like, one
taught ~ ~-retain one can learn by studying a dialogue of
of the accusatives in the passive, Plato, in which a sophist called
thus "he was taught ~" (τι'χ Protagoras tries to prove that virtue is
γράμματα, accusative) teachable. For Protagoras says that all
ήγγέλθη (5): aorist passive parents consider this most important,
λελυμένοι (7): perfect passive par- that their children should be (become)
ticiple (see Overview of the Greek good.
Verb, pages 4-5) [Protagoras has said to a prospective
i]ρετο (8): aorist middle deponent pupil whom Socrates has brought to see
παύηται (9): present middle him, ''Υoung man, if you come to me,
παιδευόμενος (10): present passive you will go home that very day a better
participle man, and the same the next day; and ev-
δεξάμενος (10): aorist middle depo- ery day you will become better."
nent participle Socrates replies that he had not thought
έπορεύετο (11): imperfect deponent that virtue (goodness, excellence) was
καταλειφθείς (11): aorist passive teachable, and that even the wisest and
participle best fathers fail to pass on their virtue to
έπαιδεύετο (12): imperfect passive their children (he quotes the example of
(again with accusative object, Pericles' children). Protagoras replies
πλέον α) at length, and one of his arguments is
taken from the education of children
Translation both at home and at school; he tries to
show that the primary purpose of all edu-
Lines 1-12
cation is moral. The extract begins at
As long as the Peloponnesians
Protagoras 325c.]
stayed in Attica and the Athenians were
being besieged, Philip was taken every Lines 18-25
day by his cousins to school. And so he "Starting from (when they are) little
was taught letters by the grammar children," he says, "as long as they live,
teacher and music by the lyre teacher; they (the parents) teach and warn them.
and he also went to the trainer's to prac- And when he (a child) first understands
tice gymnastics. But when it was an- speech, both nurse and mother and tutor
nounced that the Peloponnesians had and the father himself strive hard for
gone away, all the farmers, freed from this, that the child may be as good as pos-
their fear, returned to the country. And sible, in (respect of) each deed and word
so Dicaeopolis was going to take his wife teaching (him) and showing that this is
and children home, but his brother right but that is wrong, and (that) this is
asked him ifhe wanted to leave Philip at good but that is shameful, and (that) this
his house so that he would not stop his ed- is holy but that is unholy, and do this but
ucation (stop being educated). And so don't do that; and ifhe obeys (well and
Dicaeopolis gladly accepted this and en- good!)-, but ifnot, they straighten him
trusting his son to his brother went off out with threats and blows."
[παιδαγωγός (20): students will be famil-
and Philip, left behind, continued his'
education (was educated even more iar with this word from the caption under
things). the illustration.]
[είς διδασκάλων (3): students will de-
Principal Parts
duce the meaning of this phrase from
their knowledge ofthe title ofthe chap- We here show verbs with the nasal
ter.] infixes -ν-, -νε-, -ιν-, and -νϋ-/-νυ- in
 24. ΕΝ ΔΙΔΆΣΚΑΛΩΝ 57
that order. We include δείκνϋμι in this avoid being caught (so as not to be
list, even though it was just given in caught) by the enemy.
Chapter 22, Grammar 3, pages 82-83, in 6. The father did everything (to see to
order to show students how it fits into the it) that his son would be well edu-
sets of verbs with nasal infixes. cated.
Note the accent of άφiγμαι. The ac- 7. If you fight bravely, men, our
cent cannot precede augment or redupli- country will be freed, and you will
cation. be praised by all.
8. The man seeing his wife talking to
Grammarl a stranger grew extremely angry.
It should be noted that the υ is short 9. Don't talk to this young man, wife;
in the aorist passive and future passive for he is a stranger.
οfλϋω.
10. The wife, told by her husband to go
The aorist passive subjunctive in, hastened into the house.
forms are contractions of λυθή-ω, λυθή ­ Note the partitive genitive των
ης. λυθή-η, λυθή-ωμεν, λυθή-ητε, αύτουργων with οί πολλοί in no. 1.
λυθή-ωσιν, thus producing the circum-
flex accents. Exercise 24b
Grammar2 1. οί όπλιται ύπο των πολεμίων
νϊκηθέντες είς το άστυ ή λάθη σαν .
Notes: 2. άγγελοι ύπο του δήμου έπέμφθησαν
ώς σπονδiχς αίτήσοντες.
3. ό δοtιλος φοβούμενος μη ό δεσπότης
όργισθείη/όργίζοιτο άπέφυγεν .
4. το άστυ νυκτος λιπεtν έπειρ&σατο
Grammar3 άλλ' όφθεtς κατελήφθη.
5. έκατον νijες πεμφθήσονται ώς τοις
The verb t\δομαι is given in the vo-
συμμάχοις βοηθήσουσαι .
cabulary for the second half of this chap-
ter. Students may need to be reminded
that in no. 4 "by night" is to be rendered
Grammar4
by a simple genitive of time without a
Notes: preposition (see Book I, page 165).

Greek Education
Illustration (page 105)
Exercise 24α
Α black figure cup, ca. 550 B.C.
1 . When it was announced that the (London, British Museum).
Peloponnesians were invading
Attica, the majority of the farmers Illustration (page 1 07)
immediately journeyed to the city. The pipe is a double pipe (the only
2. Some, who refused to leave their sort the ancients used). On the wall be-
homes, were caught by the enemy. hind the music lesson are hung a pa-
3. When the Peloponnesians went pyrus scroll and a writing tablet.
away, all, freed from fear, pre-
pared to return home. For further reading, see Ciυίlization
4. Weren't you delighted to return ofthe Ancίent Medίterranean, Vol. Π,
(returning) to the country? pp. 1077-1086; The World of Athens, pp.
5. Let us do everything, friends, to 172-177 and 287-288; and The Oxford
58 Athenaze: Teacher's Handbook Π

History ofthe Classical World, pp. 227- [σωφροσύνης (10): ή σωφροσύνη (σc!>-ζω
232 and 236--237. + ή φρήν, φρεν-όςΙφρον- + -σύνη) = (1)
soundness of mind, prudence; (2) tem-
perance, self-control. Together with ή
ΕΝ ΔΙΔΆΣΚΑΛΩΝ (β) σοφία (wisdom), ή άνδρεiα (courage),
and ή δικαιοσύνη (justice), it is one of
Vocabulary Plato's four cardinal virtues, which to-
Νew usage of preposi tion: έπi (+ gether make up ή άρε~ή = (human) ex-
gen.) = on: έπ1. των βάθρων (6). cellence. Plato (430d5) describes it as "a
New usage ofpreposition: πρός (+ sort of discipline (κόσμος τις) and con-
dat.) = in addition to: προς ... τούτοις trol of certain pleasures and desires, as
(11). when people describe someone as being
in some indefinable way 'master of
Translation himself. '" Plato in Book ΠΙ of the
Lines 1-9 Republic attaches great importance to
"After this they send (their chil- music in education and is much con-
dren) to school and tell the teachers to cerned with the moral effects of music-
pay much more attention to the good be- its influences on the soul, e.g. 401d4:
havior of the children than to letters and "For these reasons is not education in
music (lyre-playing); and the teachers music of the greatest importance, be-
do pay attention to this, and when they cause rhythm and harmony sink down
(the children) are learning letters and into the innermost part of the soul and
are about to understand writing, as ear- grasp it most firmly, bringing with
lier (then) (they were about to under- them grace, and if a man is rightly edu-
stand) the spoken word (the voice), they cated, they make him graceful, and, if
set in front of them (as they are sitting) not, the opposite?"
on the benches the poems of good poets to ποιήματα ... είς τα κιθαρίσματα
έντεiνοντες (12-13): literally,
read, and they make them learn (these)
thoroughly, (poems) in which there are "stretching poems to lyre music," i.e.,
many warnings and many eulogies writing music to fit the poems; έντεiνω is
(praises) of good men of old, so that the used both of tuning a lyre (by stretching
child may imitate (them) and want to the strings) and of putting words into
become like them. verse. Its meaning of setting words to
[άναγιγνώσκειν (6): explanatory infini-
music, although natural enough, seems
tive.] to occur here only.
ήμερώτεροι (15): the word f\μερος
Lines 10-16 means "tame," "cultivated," "civi-
''And again the music teachers are
lized," "gentle." This term and the
concerned with self-discipline and to
following terms (εύρυθμότεροι and
see that the young do no wrong. And be-
εύαρμοστότεροι) deserve special atten-
sides this, when they learn to play the
tion and discussion, as does the phrase
lyre, they teach them the poems of other
χρήσιμοι ... είς το λέγειν τε και πρ&τ­
good poets, songwriters, setting them to τειν (16).
the lyre, and they make (compel) the
είς το λέγειν τε καΙ. πρ&ττειν (16):
rhythms and harmonies (of the songs) to
note the use of είς + accusative to express
be made (to become) familiar to the souls
purpose and the use ofthe articular in-
ofthe children, so that they may be
finitive.]
gentler, and (so that) becoming more
graceful (well-rhythmed) and more co- Lines 17-20
ordinated (harmonious) they may be "And also besides this they send
useful in/for both speech and action. them to the trainer's, so that having their
 24. ΕΝ ΔΙΔΑΣΚΆΛΩΝ 59
bodies in better condition they may serve 'Ηρόδοτος (25): the latest events
their intellect that will be (being) good recorded in his history belong to 431/430,
and not be compelled to play the coward and he may have died before he had fin-
through physical weak.ness (faultiness ished it completely; Philip, in spring
oftheir bodies) whether in war or in 431 , is therefore reading an unfinished
other transactions (both in war . . . version (but Herodotus was said to have
and .. . )." made public readings of parts of his
[The commonly accepted view of educa- work at the Olympic games some years
tion was that "music" (i.e., everything before).
concerned with the Muses, including τα Μηδικά (25): Cyrus, a Persian
literature and music proper) was for prince, had at the beginning of his ca-
training the soul, and gymnastics reer conquered his neighbors, the
(physical training) for training the Medes, and so was king of the Medes
body. Plato in Book ΠΙ ofthe Republίc and of the Persians. Herodotus usually
argues that both music and gymnastics uses οί Μilδοι and τα Μηδικά, while we
aim at educating the soul; he here at- usually say "Persians" and "the
tributes a similar view to Protagoras. Persian Wars"; Herodotus generally
παιδοτρίβου (17): πα'iς + τρtβω Ι rub, keeps the name Πέρσαι for the Persians
pound, spend or waste (time), wear out (a proper, who formed the aristocracy of
person). The παιδοτρίβης is the one who Cyrus' court and army.
makes the boys exercise and practice so δυνατώτατος (30): "exceedingly
that they become experts (τετρϊμμένοι).] powerful," a new meaning for this word,
Lines 21-32 which has occurred previously with the
Such was the education Philip re- meanings "possible, "capable."]
ceived, and delighting in this education
Principal Parts
he proved so good a pupil that the teacher
gave him some books to read to himself. The suffix -(ί)σκω is usually re-
Ofthese books (there was) one he ferred to as ίngressive , ίnceptive, or in-
particularly enjoyed, the history of choatίve , but only a few of the verbs that
Herodotus, in which Herodotus relates use it have any sense of "beginning,"
the Persian Wars; for Herodotus not e.g., γηρά-σκω . In the first principal
only writes ofthe war with the Medes part, the suffix -ίσκω is added to the stem
(Persians) and all the battles but also if it ends with a consonant and -σκω, if
shows the causes of the war, showing with a vowel (note the iota subscript in
how (in what way) the Medes increased άποθνfl-σκω) . The suffix appears only
their power and what peoples they con- in the first principal part and thus shows
quered one after the other. In this ac- up in the present and imperfect tenses
count (in which things) many stories only. Students should be informed that
are told including the story of Croesus only certain verbs in Greek use this suf-
(both many other things and the story of fix; it is not one that can be added to any
Croesus). For Croesus was king of the verb stem.
Lydians; he became exceedingly Note that the perfect tense of άπο­
wealthy and powerful and subdued the θνflσκω does not use the prefix άπο-.
Greeks in Asia but finally was con- The verb γιγνώσκω shows reduplica-
quered by Cyrus, king (being king, who tion in the present stem, consisting of the
was king) of the Medes (Persians). first consonant of the stem + ι (see the
[άναγιγνώσχ:η (23): the verb means to group ofverbs after reading 26α, page
read aloud; this was the normal prac- 130, for more examples ofpresent redu-
tice; hence αύτος προς έαυτον plication). This verb does have an
άναγιγνώσκειν = to read to himself. ingressive force =Ι get to k.now, learn.
00 Athenaze: Teacher's Handbook Π

τhe aorist imperative of εύρίσκω is Word Building

εύρέ/εύρέτε (note the irregular accent)o
10 honor; Ι honor
Word Study 2ο house, home; Ι dwell
1 0 music : ή μουσική (τέχνη) (αί
30 slave; Ι enslave
4ο king; Ι am king, Ι rule
Μοuσαι) = art, skill concerned with
the Muses, then music in our senseo 50 necessity; Ι compel
20 harmony: ή άρμονίίi = means of 60 anger; Ι grow angry
fastening, stringing an instru- Grammar5
ment, music, harmonyo
30 rhythm: ό pυθμόςο Notes:
40 orchestra: ή όρχήστρίi (όρχέομαι = Ι
dance) = the circular space in the
theater in which the chorus dancedo
In English = (1) the part of the the- Exercise 24c
ater assigned to the band and chorus 10 Take care, friend, (to see to it) that
of singers (1724) and (2) the band of you play the lyre better than your
musicians itself (1720)0 brothero
5ο chorus: ό χορός= dance, band of 2ο The good are not always more pros-
dancers and singerso perous than the wicked and do not
60 symphony: ή συμφωνία (συν +ή live more easilyo
φωνή , -φωνίίi) = concord of sounds, 3ο Ι am afraid that the ships of the en-
then orchestra; symphony had the emy are swifter than ourso
same meaning in English, eogo, 40 Ifyou do this, you will become most
"And with preamble sweet of hateful to meo
charming symphonie ο ο ο " (Milton, 5ο Whover reads the poems of good po-
Paradise Lost ΠΙ, 367-368) until the ets will become a better mano
time of Handel (in the Messiah,
1760, "The Pastoral Symphony" is Word glossed earlier in chapter:
an orchestral interlude)o ποιήματα (in β:6, here in noo 5)0
7 ο melody: ή μελφδία (το μέλος= song
+ή φδή = song, ode)
Ο ΗΡΟΔΟΤΟΣ
8ο chord: ή χορδή = (1) the gut of an ΤΗΝ ΙΣΤΟΡΙΑΝ
animal, (2) the string of a lyre, and ΑΠΟΔΕΙΚΝΥΣΙΝ
(3) a musical noteo The modern
τitle : "Herodotus Displays His
meaning of chord in music is prop-
erly speaking a "concord," i.eo, the Inquiry"
notes added to a bass to make up a Students will try to translate τήν
"chord o" ίστορίαν as "his history," but the word is
9ο diapason: δια πίiσrον =ή δια πίiσrον used here in its original sense of
χορδ&ν συμφωνία (the concord "inquiryo" Students had δείκνϋμι "Ι
through all the notes ofthe scale)o show" in Chapter 22β; from this they
The meaning is now generally lim- should be encouraged to deduce the
ited to two stops on the organ, which meaning of άποδείκνϋσιν here ("makes
extend through the whole compass of known," "displays")o
the instrumento
Translation
Your students may be able to think
of other musical terms derived from Lines 1-4
Greek, eogo, organ (το οργανον) and This is the display of the inquiry of
harmonica (cfo harmony)o Herodotus of Halicarnassus, so that the
 24. ΕΝ ΔΙΔΆΣΚΑΛΩΝ 61.
past (what happened) may not become (Croesus first) of whom we know who
faded from men's memory (from men) subdued some of the Greeks and made
through (lapse of) time, and the great others friends. He subdued the Ionians
and wonderful deeds performed some by in Asia, and he made friends of the
the Greeks and others by the barbarians Spartans. But before the reign of
may not lose their fame (become without Croesus all Greeks were free.
fame), including the reason why (both [Croesus became king of Lydia ca. 565
other things and for what reason) they B.C.; the eastern border ofhis empire
made war on each other. was the river Halys; he in fact com-
[ή άπόδειξις (1) : "exhibition," "dis- pleted the conquest of the Ionian Greeks,
play"; Herodotus would have "dis- which had been begun by Alyattes. He
played" his work by reciting it before an made an alliance with Sparta, on learn-
audience. Thucydides, on the other ing that the Spartans were the most pow-
hand, wrote his history for a reading erful state in Greece.]
public and says (1.22.4): "(My history)
is composed to be a possession forever, Exercise 24d
not a performance to please an immedi-
ate public." 1. του πατρος άποθανόντος, ό Κρο'iσος
It is characteristic of Herodotus to βασιλεuς έγένετο, ος έπl. τους έν
tell the old mythical stories without crit- Ασί~ 'Έλληνας στρατευόμενος
ical comment; the next paragraph κατεστρέψατο.
makes it clear that he does not necessar- 2. πάντων τrον έν Άσί~ 'Ελλήνων
ily believe them himself.] νϊκηθέντων, πλείστα.ς ναί'>ς ποιησά­
μενος παρεσκευάζετο ώς έπl. τους
Lines 5-9 νησιώτα.ς στρατευσόμενος .
That is what the Persians say, and 3. "Ελλην δέ τις ές τ&ς Σάρδϊς
they find the origin of their hatred to- άφικόμενος και άκούσα.ς τί έν ν&
ward the Greeks in the sack of τroy εtχεν ό Κρο'iσος, "ih βασιλεί'>," εψη,
(find the origin of ... is because of). On 'Όί νησιrοται πλείστους ίππέας συλ­
this subject Ι am not going to say that it λέγουσιν ώς έπί σε στρατευσό­
happened like this or in some other way, μενοι/ϊνα έπί σε στρατεύσωνται.
but after telling of the man whom Ι my- 4. ό δε Κρο'iσος, οίόμενος τον 'Έλληνα
self know began wrong action against τα άληθfι λέγειν, "έγώ μέν," εφη,
the Greeks, Ι will go forward further into "έλπίζω τους νησιώτα.ς στρατεύ­
my account. σεσθαι έπί με· σαφ&ς γαρ νϊκηθή­
σονται . "
['Ιλίου (5): the initial iota is long, but we
5. ό δε 'Έλλην τάδε άπεκρiνατο · "άρ'
do not place macrons over capitallet-
ούκ ο1η καl. τους νησιώτα.ς έλπίζειν
ters.]
σε κατα θάλασσαν έπl. σφίiς
Lines 10-14 στρατεύσεσθαι, πιστεύοντας σε
Croesus was Lydian by race and the νϊκήσειν;"
son of Alyattes, and ruler (tyrant) ofthe 6. οϋτως oi'>v έπείσθη ό Κροϊσος μη
peoples this side of(within) the river έπιστρατεύεσθαι έπl. τους νησιώτα.ς
Halys. This Croesus was the first man άλλα φίλους ποιήσασθαι.
62

25 The Optative

Ο ΚΡΟΙΣΟΣ This chapter formally introduces

the forms and uses ofthe optative. The
ΤΟΝ ΣΟΛΩΝΑ following information about the use of
ΞΕΝΙΖΕΙ (α) the optative is presented in this and sub-
sequent chapters:
'Γitle: "Croesus Entertains Solon" Chapter25
The new verb is in the vocabulary Grammar 1, page 116:
list. wishes
Grammar 2, pages 116-117:
Ί'he purposes ofthis chapter are: the optative as an alternative to the
subjunctive in subordinate
1. Reading: (α, β, and the end read- clauses in secondary sequence
ing) to give an adapted version of Grammar 4, pages 124-125:
Herodotus' story of how Croesus en- the optative as an alternative to the
tertained Solon and their discussion indicative in indirect statements
of true happiness and questions in secondary se-
2. Grammar: (α) to introduce the opta- quence
tive mood and its use in main Chapter29
clauses expressing wishes and its Grammar 4, pages 187-188:
use as an alternative to the subjunc- potential optative
tive in subordinate clauses in sec- Chapter30
ondary sequence; (β) to present the Grammar 1, pages 192-194:
use of the optative as an alternative conditional sentences
to the indicative in indirect state- Grammar 2, pages 200-202:
ments and indirect questions in optional change of indicative and
secondary sequence subjunctive to optative in complex
3. Background: to present information sentences in indirect speech
about Herodotus and his history
Illustration Vocabulary

This red figure cup by Douris, ca. Students have already seen some of
480 B.C. (London, British Museum) il- the pήncipal parts of ιφfνω in άποκ:ρf­
lustrates a symposium (dinner party). νομαι, given in the list ofpήncipal parts
This is a very common subject on cups of after passage 22β.
this peήod. Although the scene of this New usage ofpreposition: κατά(+
chapter is set in Sardis, it may not be acc.) = through: κ:ατι'χ. τους θησαυρούς
wildly wrong to illustrate it with an (13).
Athenian symposium, since relations Note that we keep Herodotus' geni-
between Greece and Lydia were close in tive Άλυάττεω.
this peήod.
Spelling
Caption under Illustration
With the readings from Herodotus
"Solon, having arrived at Sardis to in Chapers 25 and 26 we continue to use
look at everything, was entertained by his spellings ές and -σσ-; with Chapter
Croesus": introduce θεωροίη as an opta- 27 more of Herodotus' Ionic dialect will
tive and bήefly explain its use as a sub- be preserved in the readings, and stu-
stitute for the subjunctive in subordinate dents will be given a note on the Ionic
clauses in secondary sequence. dialect at the beginning ofthat chapter.
 25. Ο ΚΡΟΙΣΟΣ ΤΟΝ ΣΟΛΩΝΑ ΞΕΝΙΖΕΙ

Verbs Sardis to (visit) Croesus. On arrival he

was entertained in the palace by Croe-
'Γhis chapter formally introduces
sus. And afterwards, on the third or
the optative. The caption under the illus- fourth day, on Croesus' order (Croesus
tration at the opening ofthe chapter pro- having ordered) servants led Solon
vides an example of the optative in a through the treasures and showed (him)
purpose clause in secondary sequence, that they were all great and prosperous
and attention should be called to the use (all being great and prosperous).
of the optative here. There are no exam- [For Solon, see essay, Chapter 21, pages
ples in passage α. The following exam- 64-65. His archonship, when he was ap-
ples occur in passage β: pointed arbitrator and carried through
ϊδοι (2): indirect question in sec- his reforms, is traditionally dated to
ondary sequence. 594/593 B.C., though some modem schol-
παραγένοιτο (8): purpose clause in
ars argue for a later date. Croesus did
secondary sequence. not become king ofLydia until565 B.C.,
εϊη (13): indirect statement in sec-
and so the whole ofthe famous story that
ondary sequence. follows may belong to the realm of myth
εϊη (19): indefinite relative clause rather than history.
in secondary sequence. άλλοι ... σοφισταί (4-5) : for
Herodotus the word does not mean
There are two examples in the tail read- "sophist" but simply "wise man." Solon
ing: was one of "the seven wise men" of this
time. Herodotus says that they all came
παραμείναι (10): optative in a future to visit Croesus when Sardis was at the
less vivid protasis of a mixed height ofits prosperity.
conditional sentence. Compound verb to be deduced:
κελεύοι (16): optative in a subordi-
έκπλεύσας (7 ).
nate clause in indirect statement κατείχοντο . . . οϋς &ν . . . θηται
in secondary sequence. (9-10): this is a past indefinite or gen-
eral relative clause following a main
Translation verb in the imperfect tense. Normally
Greek would use the optative without &ν
Lines 1-14 in the subordinate clause, but Herodotus
When Alyattes died, Croesus the son
here used the subjunctive with &ν, be-
of Alyattes inherited (received) the
cause it is virtually indirect speech, part
kingdom, being thirty-five years old,
ofwhat they swore; in indirect speech the
who attacked and subdued the Greeks in
tenses and moods of the original words
Asia in turn. When he had subdued the
may be retained.
Greeks in Asia, there arrived at Sardis
οϋς (9): note that the pronoun is not
(other) wise men from Greece including
assimilated to the case ofits antecedent
Solon, an Athenian, who after making
here.
laws for the Athenians went abroad for
θηται (10): help students as neces-
ten years, sailing otf ostensibly for
sary with this aorist subjunctive form.
sightseeing but in fact so that he might
Compare eθετο (8).]
not be forced to repeal (loose, untie) any
of the laws that he had enacted. The Lines 15-28
Athenians themselves could not do this; After he had seen and examined it
for they were constrained by great oaths all, Croesus asked him this, 'Άthenian
to use for ten years whatever laws Solon guest, many reports (much account)
enacted for them. And so leaving the have come to us about you because of your
country he arrived in Egypt and also at wisdom and your travels (wandering),
64 Athenaze: Teacher's Handbook Π

(telling) that you have passed through 2. chronicle: χρονικός, -ή, -όν = con-
much ofthe world (much land) to see cerned with time; τα χρονικά = an-
things (for the sake of seeing). And so nals, records of events year by year
now Ι want to ask you who is the happiest (via Middle English cronicle).
of all the men whom you have seen." He 3. chronology: ό χρόνος + ό λόγος,
asked this expecting that he himself was -λογία = study of times and dates
the happiest, but Solon without any flat- (coined, 1593).
tery (flattering nothing) spoke the truth 4. genealogy: ή γενεαλογία (το γέν-ος
(using the truth) and said, ''Ο king, Tel- +-λογία)= study of family, tracing
lus the Athenian." Croesus was sur- descent.
prised at what was said and asked, 5. paleography: παλαιός, -ά, -όν
''How do youjudge Tellus to be happi- (old) + ή γραφή, -γραφία = ancient
est?" And Solon said, "Tellus had writing, the study of ancient writ-
handsome and good sons, and he also ing (coined, 1818).
saw children born to his sons and all 6. archaeology: ή άρχαιολογία
surviving, and the end of his life was (άρχαϊος, -α, -ον + -λογία) = study
most brilliant; for when the Athenians of things ancient.
had a battle with their neighbors at Eleu-
sis, he came to help and routed (made a Grammarl
rout of) the enemy and died most glori- While it is worth emphasizing to
ously, and the Athenians buried him students that the optative may be easily
publicly where he fell and honored him recognized from the diphthongs οι, αι,
greatly." or ει, the actual signals of the optative
[ξένε (16): ό ξένος means (1) guest- mood are -ι- and -ιη-, which combine
friend, i.e., one who receives or gives with other vowels in the verb forms to
hospitality to another, whether a guest or make the easily identifiable diphthongs.
a host, (2) stranger, and (3) foreigner.
&ιν (19): genitive by attraction.] Grammar2
The first two examples in section b
Principal Parts have the same pattern as past general
conditions, namely, subordinating con-
τhese three verbs belong to the -μι
junction without &ν + optative in the sub-
class of verbs, which in the present and
ordinate clause and the imperfect
imperfect are athematic, that is, they add
indicative in the main clause (see Chap-
endings to the stem without thematic
ter 30, Grammar 1a, page 193).
vowels. The forms are similar to those
οfϊσταμαι. Grammar3
It should be noted that the second
person singular imperfect of δύναμαι is Students should be alerted to the fact
έδύνασο or more commonly έδύνω and
that the diphthongs οι and αι are counted
of έπίσταμαι it is ήπίστασο or more as long in the optative endings, produc-
commonly ήπίστω. ing accents as follows: λ-όσοι, λ-όσαι,
φιλήσαι.
τhe verb κεϊμαι is used in the pre-
On the top ofpage 118 we give only
sent and imperfect instead ofthe perfect
the first and second person singular
and pluperfect passive of τίθημι, "Ι
forms. Students may be asked to write
place."
out the remaining forms for practice.
Students may also consult the charts
Word Study
of forms in the Reference Grammar,
1. history: ή ίστορία = inquiry, his- paragraph 43.
tory. There are alternative forms of the
 25. Ο ΚΡΟΙΣΟΣ ΤΟΝ ΣΟΛΩΝΑ ΞΕΝΙΖΕΙ 65
plural optative of contract verbs, which άναγκασθείη τους νόμους λuσαι.
correspond to those ofthe plural of είμί as Solon went abroad so that he might
given on page 118: φιλοίημεν, φιλοίητε, not be forced to repeal his laws.
φιλοίησαν; τϊμcpημεν, τϊμcpητε, τϊμcp­ 3. ό πατηρ τοις τέκνοις έδίδου οσα
ησαν; and δηλοίημεν, δηλοίητε, βούλοιντο i!χειν.
δηλοίησαν. The father used to give his children
whatever they wanted to have.
Exercise 25α 4. οί όπλtται έφοβο1Jντο μη ούκ

1. λ-όωσιν, λ-όοιεν άμ-όνοιεν τους πολεμίους.

τhe hoplites were afraid they might
2. λ-όηται, λ-όοιτο
3. λ-όσωμεν, λ-όσαιμεν not ward off the enemy.
5. οί Άθηναtοι μεγάλοις όρκοις
4. λυθft, λυθείη
κατείχοντο νόμοις χρήσεσθαι οϋς
5. βούλωμαι, βουλοίμην
θε!το ό Σόλων.
6. νϊκ&μεν, νϊκiρμεν
The Athenians were bound by great
7. φιλft, φιλοίη
oaths to use whatever laws Solon
8. στft, σταίη
proposed.
9. 1ι. εϊη 6. φοβούμενος τον κίνδϋνον, τους
10. τϊμίf, τϊμcpη
φίλους έκάλεσα οπως ύμtν βο­
11. θ&μαι, θοίμην ηθοιεν.
12. λάβω/λάβωσι, λάβοιμι/λάβοιεν Fearing the danger, Ι called our
13. γένηται, γένοιτο friends to help you.
14. φιλήσωμεν, φιλήσαιμεν
15. ϊωσιν, ϊοιεν Exercise 25d
Exercise 25b 1. οί 'Έλληνες τους πα!δας είς δι­
δασκάλων επεμπον ϊνα/οπως τι'χ
1. May our mother arrive quickly! γράμματα μάθωσι ν /μάθοιεν.
2. May we never get (involved) in 2. ό πα!ς έφοβεtτο μη ούδέποτε οϊκαδε
war again. έπανίη/έπανίοι.
3. May Ι not see the wicked faring 3. όπότε γένοιτο ό χειμών, οί -ποιμένες
well! τι'χ μηλα f\λαυνον είς το πεδίον.
4. May you be sensible, children, and 4. οί δουλοι αίε1. έποίουν (πάντα) οσα
always love your parents! κελεύοι ό δεσπότης.
5. May all who do such things die Ν.Β. In nos. 1 and 2 either the sub-
horribly! junctive or the optative is coιτect, but in 3
Exercise 25c and 4, which are indefinite clauses,
only the optative without αν is correct.
1. οί νέοι έπαιδεύοντο ϊνα άγαθο1. For the use of μη ούδέποτε in no. 2,
γένοιντο. see Chapter 22, Granιmar 1, page 74.
The young were being educated so
that they might become good. Illustration (page 119)
(lt may be useful to point out to stu-
Marble portrait herm of Herodotus,
dents that in English we use may in
Roman copy of a late fifth-century orig-
primary sequence, e.g., "The
inal (New York, Metropolitan Mu-
young men are being educated so
seum).
that they may become good," and
might in secondary sequence, as in Herodotus
the sentence above. This corre-
sponds to the use ofthe subjunctive For further reading, see Ancient
and the optative in Greek.) Writers, Vol. Ι, pp. 209-232; Cambridge
2. ό Σόλων άπεδήμησεν ϊνα μη History of Classical Literature, Vol. I, pp.
66 Athenaze: Teacher's Handbook Π
426-441; and The Oxford History of the (Hera), prayed that the goddess should
Classical World, pp.186-191. give to Cleobis and Biton, her own chil-
dren, who had honored her greatly,
Ο ΚΡΟΙΣΟΣ whatever it was best for a man to get.
And after this prayer, when they had
ΤΟΝ ΣΟΛΩΝΑ
sacrificed and feasted, the young men
ΞΕΝΙΖΕΙ (β) having gone to sleep in the actual temple
never got up again but died like this.
Vocabulary And the Argives made statues of them as
Notes: (being) very good men and set them up at
Delphi.
[όφθε'iσι (12): help students as necessary
with this aorist passive participle of
όράω.
Translation τεθνάναι (14): besides having the
first perfect forms τέθνηκα, etc., θνήσκω
Lines 1-11
When Solon had said this about Tel- has second perfect forms, found most
lus, Croesus asked him who was the sec- commonly in the participle τεθνεώς,
τεθνε&σα, τεθνεός and the infinitive
ond happiest man he had seen after him,
τεθνάναι. Similarly, ϊστημι, besides
thinking that he would certainly carry
(off) the second prize. And Solon said, having the first perfect forms εστηκα,
"Cleobis and Biton. For they were Ar- etc., has second perfect forms, the par-
gives by birth (being Argives) and had ticiple έστώς, έστ&σα, έστός and the in-
sufficient wealth and besides that physi- finitive έστάναι (see Chapter 27, tail
cal strength (strength ofbody) like this: reading, lines 10 and 13).]
both were prize winners (in athletic con- Illustration (page 123)
tests) and, further, this story is told
(about them). The Argives had a festival These archaic statues of brothers,
for Hera, and their mother absolutely dated about 590 B.C., were found in exca-
had to be carried by a team of oxen (by a vations at Delphi, complete with an in-
yoke) to the temple, and the oxen did not scription naming them and saying that
arrive from the field in time. And the they were dedicated by the people of Ar-
young men, so that their mother might gos.
arrive in time, themselves dragged the
wagon, and ο η the wagon rode (was car- Lines 24-26
And so Solon gave the second prize
ried) their mother, and they carried her
for happiness to these men, and Croesus
eight and a half miles (forty-five stades)
got angry and said, ''Athenian guest, do
and arrived at the temple.
you despise our happiness so much that
Lines 12-23 you don't (didn't) even consider us
After they had done this (for them worth comparing to (worthy of) private
having done this) and had been seen by
individuals?"
the assembly (those present), the end of
their life was excellent, and god showed
Principal Parts
in this that it is better for a man to be
dead rather than to live. For the Argives These verbs that begin with vowels
standing around praised the strength of augment to εί- instead of following the
the young men, and the Argive women usual rules for temporal augment. This
praised their mother, because she had irregularity is accounted for by the dis-
such children. And the mother, stand- appearance of an initial F or σ or both.
ing in front ofthe statue ofthe goddess Note that έργάζομαι augments to ει- in
 25. Ο ΚΡΟΙΣΟΣ ΤΟΝ ΣΟΛΩΝΑ ΞΕΝΙΖΕΙ

the aorist and perfect as well as the im- mother was looking for him.
perfect, as do all other regular verbs with 4. ό ii-yγελος εtπεν οτι των πολεμίων
this augment, such as έάω, έ&σω, εϊασα, άπελθόντων το'iς αύτουργο'iς έξείη
εϊακα, είαμαι, εi&θην Ι allow, let be. οίκαδε έπανιέναι.
'Γhe εi- augment does not appear in 'Γhe messenger said that as the
the aorist and perfect of eπομαι and eχω. enemy had gone away the farm-
The unaugmented aorist forms of ers could return home.
eπομαι are σπrομαι, σποίμην, σπου, 5. ό Πρωταγόρας εtπεν οτι το1>το περ1.
σπέσθαι, σπόμενος. πλείστου ποιο'iντο οί πατέρες, οπως
'Γhe unaugmented aorist forms of άγαθοί γενήσοιντο οί πα'iδες.
eχω are σχrο, σχοίην or σχο'iμι, σχές, Protagoras said that fathers con-
σχε'iν, σχών.
sidered this the most important
thing, that their sons should be-
Word Building come good.
6. ό 'Ηρόδοτος έξηγήσατο οπως εiς
1. citizen (city); sailor (ship) πόλεμον κατάσταιεν οϊ τε βάρ­
horseman (horse); priest (holy) βαροι κα1. οί 'Έλληνες.
2. (a) dear, friendly; friendship, Herodotus related how the barbar-
love ians and Greeks got involved in
true; truth (got into) war.
(b) just; justice 7. ό Σόλων ήπίστατο οτι οί Άθη­
prudent, self-disciplined; να'iοι ού λiJσοιεν τους νόμους.
prudence, self-control Solon knew that the Athenians
(c) equal; equality would not repeal the laws.
young; youth 8. ό Κρο'iσος τον Σόλωνα i]ρετο τίνα
3. son of Alcmeon, descended from όλβιώτατον ϊδοι.
Alcmeon Croesus asked Solon who was the
4. (a) little child happiest man he had seen.
(b) little house 9. ό Σόλων εtπεν οτι οί νεανίαι, τi]ν
(c) young boy μητέρα είς το ίερον κομίσαντες,
(d) youth άποθάνοιεν.
Solon said that the young men,
Grammar4 after carrying their mother to the
temple, died.
For further information and exam-
10. οϋτως eδειξεν ό θεος οτι iiμεινον
ples, see Chapter 30, Grammar 2, pages
είη άνθρώπφ τεθνάναι η ζfιν.
200--202. So god showed that it was better for
Exercise 25e a man to die than to live.
1. ή γυνi] ήμiiς i]ρετο εi τij> παιδ1. Students will recall the second per-
αύτης έν τi1 όδij> έντύχοιμεν. fect infinitive τεθνάναι in no. 10 from
The woman asked us if we had ρassage β:14, where it is glossed.
met her boy on the road. Notice the future optatives in nos. 5
2. άπεκρτνάμεθα οτι ούδένα and 7, representing future indicatives of
άνθρώπων ϊδοιμεν άλλ' εύθ1>ς direct speech; students should be re-
έπανίοιμεν ώς αύτον ζητήσοντες. minded that this is the only use ofthe fu-
We answered that we had seen no ture optative.
one (ofmen) but we would return
at once to look for him. Ο ΣΟΛΩΝ
3. τφ παιδ1. έντυχόντες εϊπομεν οτι ή ΤΟΝ ΚΡΟΙΣΟΝ ΟΡΓΙΖΕΙ
μήτηρ ζητοίη αύτόν.
Meeting the boy, we said that his τitle: "Solon Angers Croesus"
68 Athenaze: Teacher's Handbook Π

Students will deduce the meaning of livelihood are lucky. One must exam-
the verb from their knowledge of the ine the end of every event, (to see) how it
middle verb όργίζομαι. will tum out. For god gives a glimpse of
happiness to many men and then over-
Translation turns them root and branch."
Lines 1-6 [έκε'iνο .. . οϋπω σε λέγω (8): "Ι don't yet
But Solon said, "Croesus, you ask say that of you .... " When λέγω means
me about the human predicament "Ι say something of someone," it takes
(human affairs), and Ι know that all di- two accusatives, e.g., κακά σε λέγω "Ι
vinity is jealous and troublemaking. speak ill of you."
For in (the course) of a long time it is τhe profound pessimism of this pas-
possible to see many things that one does sage illustrates one strand of Greek
not want to see and to suffer many thought; it was based on the conviction
things (that one does not want to suffer). that life was a lottery in which no man
Ι set the bounds of a man's life (oflife for could rely on the protection ofthe gods,
a man) at seventy years. These years, however well he lived. It led τheognis to
seventy in number (being seventy) pro- say (425-429): "The best of all things for
vide 26,200 days; and each of these days men is never to be born, nor to see the
brings something different from the rays of the burning sun, and being bom
others (and the one ofthem brings noth- to pass as soon as possible the gates of
ing like to the other). Hades and lie clothed in deep earth"-a
[πίiν το θε'iον φθονερον δν και sentiment echoed, for instance, in
ταραχ&δες (2): the notion that God was Sophocles' Oedipus at Colonus, 1224-
hostile to mankind was not unfamiliar 1227.]
to some writers in the Old Testament, Lines 14-16
e.g., Exodus 20:5, "Ι the Lord thy God am Solon in saying this no longer
a jealous God," i.e., He will not tolerate found favor with Croesus but Croesus
the neglect of honors due to Him or the sent (sends) him away, thinking that he
paying of honors to other gods. The was a stupid man who ignored present
Greeks consistently believed that God goods and told him to look at the end of
(the gods) would humble those who en- everything.
joyed too much prosperity; for too much
prosperity or power results in ϋβρις
Exercise 25(
(pride) and this will inevitably be fol-
lowed by νέμεσις (divine retribution). 1. ό μeν Κρο'iσος cpετο όλβιώτατος
Νο man therefore could feel secure, and εtναι άνθρώπων, ό δe Σόλων εtπεν
the prosperous might well consider that οτι πολλους εtδεν!ίδοι όλβιωτέρους.
the gods were "troublemaking."] 2. ό οi'>ν Κρο'iσος τον Σόλωνα i]ρετο
Lines 7-13 διι'χ τί ψίνει/κpiνοι liλλους
''Υou seem to me to be very rich and όλβιωτέρους είναι.
to be king over many men; but as for 3. ό δe Σόλων άπεκρiνατο οτι ούδένα
ολβιον καλε'i/καλοίη πρlν αν
what (that which) you ask me, Ι do not yet
μάθη/πρlν μάθοι αύτον τον βίον εi'>
say this ofyou, until Ι learn that you τελευτήσαντα .
have ended your life well. For the very 4. ό οi'>ν ΚροΊσος τφ Σόλωνι όργισθεlς
(greatly) rich man is not happier than άπέπεμψεν, οίόμενος/δόξας οτι
the one having livelihood for a day, un- άμαθής έστιν/άμαθης εϊη or αύτον
less luck should stay with him, so that he άμαθη εtναι.
finishes his life well. For many rich 5. μετι'χ δe τα\Jτα ό Κρο'iσος δεινι'χ
people among mankind (of men) are παθrον eγνω τον Σόλωνα όρθ&ς
unhappy, and many having a moderate γιγνώσκοντα.
 26 Vocabulary
New usage of prepositioη: έπί (+
Ο ΚΡΟΙΣΟΣ
acc.) = to or for (of directioη or purpose):
ΤΟΝ ΠΑΙΔΑ έπ1. πόλεμον (9).

ΑΠΟΛΛ ΥΣΙΝ (α) New usage of prepositioη: κατά (+

acc.) = with regard to: κατα τον πα'iδα
(4).
Ί'itle: "Croesus Loses His Sοη" Traηslatioη

The verb is giveη iη the vocabulary Liηes 1-12

list. Wheη Soloη had goηe away, a terri-
ble retributioη from god fell οη (took)
The purposes ofthis chapter are: Croesus, because he thought that he was
1. Readiηg: (α, β, aηd tail readiηg) to the happiest of all meη. For while he
was asleep (to him sleepiηg), a dream
give aη adapted versioη of
appeared to (stood over) him, which
Herodotus' story of Croesus, Adras-
tus, aηd Croesus' sοη Atys showed him the truth ofthe things that
were goiηg (were destiηed) to happeη
2. Grammar: (α) to review aηd coηsol­
with regard to his sοη. Croesus had two
idate the correlatives; (β) to review
soηs, ofwhom οηe was mute, but the
aηd coηsolidate uses of the genitive,
other far the first of those the same age;
dative, aηd accusative cases
aηd his ηame was Atys. Well, the
(iηcludiηg the ηew accusative abso-
lute) dream shows to Croesus that this Atys
will die from the blow of a spear (struck
3. Background: to offer informatioη
by an iroη spear poiηt). Wheη he woke
ση shame aηd guilt iη Greek culture
up, iη fear of (feariηg) the dream, he
as background for the story of
gets his sοη a wife, aηd ηο more did he
Adrastus
seηd him out to/for war, and the javelins
Illustratioη and spears and all (the weapoηs) that
meη use for war he took out ofthe meη's
The paiηtiηg ση this black figure chambers and piled up ίη the
vase by the Amasis Paiηter (New York, storerooms, lest οηe fall οη his sοη.
Metropolitaη Museum, ca. 540 B.C.) [μελλόντων γενέσθαι (4): the aorist
shows a weddiηg processioη. The bride iηfinitive with μέλλω is rare.
and groom are iη a cart drawn by βληθέντα (8): help as ηecessary
mules, preceded by the bride's mother with this aorist passive participle; the
carryiηg torches; at the right, the bride- aorist passive was giveη οη page 103,
groom's mother, holdiηg a torch, wel- aηd the priηcipal parts were giveη after
comes the processioη. passage 22α, page 73, with the meaniηg
''Ι strike," as ηeeded here.
Captioη under Illustratioη
έξηγέρθη (8): agaiη, help as ηeces­
"Croesus gets his sοη a wife; look! sary with this aorist passive f{)rm; the
Atys is briηgiηg his bride home iη a priηcipal parts of έγείρω were giveη
carriage": studeηts may ηeed help with after passage 23α, page 88.
the idiom &γεται τφ παιδ1. γυνα'iκα. The έκκομίσας (11): compound verb to be
meaniηg of the word νύμφην "bride" deduced.
will have to be giveη to studeηts, to avoid τι (11): "some οηe" (of the
confusioη with "ηymph." The alpha of weapoηs).]
'Άτϋς is loηg, but we do ηοt place Lines 13-23
macroηs over capitalletters. But while the boy has his marriage
70 Athenaze: Teacher's Handbook Π

on his hands (is busy with his mar- The verb γίγνομαι shows three
riage), there arrives at Sardis a man grades of stem vowel (see explanation in
whose hands are unclean (being un- the notes in the teacher's handbook to the
clean as to his hands). This man came set of principal parts after reading 23α;
to Croesus' palace and asked to obtain also see the set ofprincipal parts after
purification. And Croesus purified reading 26β, page 136). The o-grade of
him. And when Croesus had performed the stem vowel is common in the perfect
the customary rituals, he inquired active, especially with stems that end in
where he had come from and who he a liquid, e.g., γέγονα and διέφθορα.
was, saying this, "Man, who are you The perfect active and middle of
and where have you come from to my γίγνομαι have the same meaning.
palace (being who and coming from For πiπτω, see Appendix.
where have you arrived at my palace)?" Word Study
And he answered, "Κing, Ι am the son of
Gordias, and Ι am called Adrastus, and 1. epic: ή έπική (ποίησις)
= epic poetry
Ι am here after involuntarily slaying (τα eπηis used to mean the same);
my own brother, having been driven out the root επ- is found in εtπον = Ι
by my father." And Croesus replied, said (epic poetry was declaimed
''Υou are the offspring of friends and rather than sung).
you have come to friends, where you will 2. lyric: λυρικός, -ή, -όν = of the lyre
lack nothing as long as you stay in my (ή λύρα); Greek lyric poetry was
palace. And Ι advise you to bear this composed to be sung to the accom-
misfortune as lightly as possible. paniment of the lyre.
[On the concepts ofpollution and purifi- 3. drama: το δρiiμα (δράω = Ι do, act)
cation underlying the content of this = action on the stage, drama.
paragraph, see essay, pp. 132-133. 4. tragedy: ή τραγφδία (ό τράγος=
τitς χε'iρας (14): for the accusative of goat + ή Φδή = song) = goat-song
respect, see Grammar 4c, page 139, in (?). Greek writers say that origi-
this chapter. nally the prize for the winner of the
The nominative of Γορδίου (19) is tragic competition was a goat.
Γορδίης (Ionic) or Γορδίας (Attic). 5. comedy: ή κωμφδία (ό κ&μος =
The English spelling of 'Άδρηστος revel + ή Φδή = song) = revel song,
(19) is Adrastus.] so-called, according to Greek writ-
ers because comedy first arose at
Principal Parts revels in honor of Dionysus.
6. biography: ή βιογραφία (ό βίος+
Present reduplication consists of the γράφω, ή γραφή); the word does not
first letter of the stem + ι.
occur untillate Greek, but a few bi-
We repeat γιγνώσκω here from the
ographies were written in classical
list of principal parts after passage 24β to
times.
show how it fits into the group ofverbs
with present reduplication and to set it The novel is missing from this list
alongside γίγνομαι, with which it is often of literary genres, since it was not a rec-
confused by students. ognized form of literature, although ro-
The verb διδάσκω was given in the mantic novels were written from the
vocabulary for Chapter 24α with full first century B.C.
principal parts, but it is repeated here to Grammarl
show how it fits into the group ofverbs
with present reduplication; it is iπegu­ Notes:
lar in retaining the prefix δι- in all
tenses.
 26. Ο ΚΡΟΙΣΟΣ ΤΟΝ ΠΑΙΔΑ ΑΠΟΛΛ ΥΣΙΝ 71.
Exercise 26α Translation
1. 'Ήοw did you do this?" "Ι did it Lines 1-9
like this, as my father advised." And so Adrastus lived in Croesus'
2. "Where have you come from?" ''Ι palace. And at the same time on Mount
don't know where from; for Ι Olympus a great boar is born. And this
missed the road." boar rushing (down) from this mountain
3. "Where does the old man live?" destroyed the tilled fields of the
"The old man lives there, near the Mysians, and the Mysians often went
river, where Ι saw him recently." out against it and did it no harm but suf-
4. 'Ίη what sort of ship did you sail fered harm from it. Finally messen-
here?" "Ι sailed in the sort ofship gers of the Mysians came to Croesus and
which (such as) brings grain from said this, "Κing, a huge wild boar ap-
Egypt." peared in our land (in the land for us),
5. We waited in the agora as long as which is destroying our farms. We've
(as much time as) you ordered. made every effort to take it but can't
6. The girl asked her father where he (being very eager to take it, we can't).
was going; but he did not wish And so now we ask you to send us your
(refused) to answer. son and picked young men and dogs, so
7. "When will mother come home?" that we may remove it from our land."
"Mother will come home when she [τα ... εργα (3): students may need to be
finds father." reminded of the meaning "tilled
8. "How many ships do the enemy fields," seen previously in passage
have?" "Ι don't know how many 19α:6, 11, and 19β:1.
ships they have." έλε'iν (7): help as necessary with this
9. The hoplite carried a spear in one aorist infinitive of αίρέω (see Book Ι,
hand and a sword in the other. Chapter 11, Grammar 5, page 135).
10. The general sent two messengers, έξέλωμεν (9): compound verb to be
who do not say the same things; deduced; help as necessary with the
which are we to believe? aorist subjunctive form.]

Shame and Guilt Lines 10-13

But Croesus remembering the words
For further reading, see Civilization ofthe dream said this, "Ι refuse to send
of the Ancient Mediterranean, Vol. Π, my son; for he is just married, and that
pp. 959-979; The World of Athens, pp. is what concerns him now. But Ι will
103-115; and Ε. R. Dodds, The Greeks send picked young men and dogs and
and the Irrational (University of will tell those who go to remove the beast
California Press, 1968), especially from your land."
Chapter2.
Illustration (page 135)
The scene actually shows the Caly-
Ο ΚΡΟΙΣΟΣ donian boar hunt (Meleager is about to
ΤΟΝ ΠΑΙΔΑ kill the boar). Detail from the Franς:ois
vase (black figure volute krater signed
ΑΠΟΛΛ ΥΣΙΝ (β) by Κleitias and Ergotimus, ca. 575 B.C.,
Florence, National Museum).
Vocabulary
New usage of preposition: πρός Lines 14-26
(+ gen.) = from, at the hand of: προς But his son, hearing what Croesus
αύτου (5). had said to the Mysians, went to him and
'72 Athenaze: Teacher's Handbook Π

said, IIFather, why do you refuse to send Lines 34-41

me to the hunt? Have you seen some After this they went, equipped with
cowardice in me or lack of spirit?ll And picked young men and dogs. And ar-
Croesus answered with these (words): riving at Mount Olympus they searched
IISon, I'm not doing this because Ι have for the wild beast, and after finding it
seen cowardice or anything else objec- they stood around it in a circle and threw
tionable, but a vision in a dream (of a their javelins at (it). Then the for-
dream) appeared to (stood over) me in eigner, the man who had been purified of
my sleep and said that you would be (as to) the murder, throwing his javelin
short-lived; for you would perish by an at the boar, missed it and hit Croesus'
11
iron spear point. And the young man son. And he, struck by the spear point,
answers with these words: ''Υou may be fulfilled the warning (voice) of the
pardoned for guarding me (there is par- dream, and someone ran to tell Croesus
don for you to keep a guard around me) what had happened. And when he ar-
since you saw such a vision. But you say rived at Sardis he told him ofboth the
that the dream said that Ι would die by an battle and the fate (death) ofhis son.
iron spear point. But what hands (what [περιστάντες (36): compound verb to be
sort of hands) has a wild boar (are there deduced.
of a wild boar), and what iron spear ό καθαρθεlς τον φόνον (36-37): llthe
point? And so since our battle (the battle one who had been purified as to the mur-
for us) is not against men, let me go. 11
derll; the article is used to stress the
11
Croesus replied, Son, you convince identity ofthe slayer ofCroesus' son at
(conquer) me (by) revealing your opin- this dramatic moment.
ion concerning the dream. And so Ι τον φόνον (37): adverbial ac-
change my mind and let you go to the cusative of respect-a difficult example;
hunt. 11
the genitive would have been expected.
[&. εtπεν (14): note omission of the an- άκοντίζων (37): here with an ac-
tecedent. cusative object, though the verb usually
εσεσθαι (19): students may have is followed by a genitive.
forgotten this future infinitive of the βληθείς (38): see passage α, line 8
verb είμί (Chapter 17, Grammar 1, page and the note in this handbook on
10). βληθέντα.]
ίδόντι (21): causal, Since.
11 11

μέθες (24): help students as neces-

sary with this aorist imperative of
μεθfημι (Chapter 21, Grammar 4, page Principal Parts
69).] These verbs show three grades of
Lines27-33 stem vowel. For an explanation of this
After saying this Croesus sends for pattern, see the notes in this handbook on
Adrastus and says this to him: the set of principal parts in Chapter 23α
IIAdrastus, Ι purified you and received and Reference Grammar, paragraph 59,
you in my palace. And so now Ι want in the student's book.
you to become the guardian of my son as The verbs γίγνομαι and λείπω are
he sets out to hunt. And Adrastus an-
11
repeated here from earlier lists (26α and
swered, IISince you are (so) earnest and 19α) since they are particularly good ex-
Ι must oblige you, Ι am ready to do this, amples of vowel gradation.
and you can expect (expect-imperative) The form πάσχω is from the stem
that your son whom you tell me to guard παθ- + the suffix -σκω: *πά(θ)-σκω >
will return home safe as far as his πάσχω. The future πείσομαι is from
*πένθ-σομαι.
11
guardian is concerned.
 26. Ο ΚΡΟΙΣΟΣ ΤΟΝ ΠΑΙΔΑ ΑΠΟΛΛΥΣΙΝ 73
Word Building τό γένος: accusative of respect.
κάθαρσιν: αίτέω takes two ac-
1. Ιleave; left, remaining
cusatives.
2. Ιenjoy, am glad, delighted; sweet,
3. Croesus, when he had decided to
pleasant
purify him, asked where he had
3. Ι lie; false
come from and from what father he
4. war; ofwar, of an enemy, hostile
was born.
5. justice; just
δόξαν: accusative absolute.
6. Ι dwell; ofthe house, ofthe family,
τίνος πατρός: genitive of separa-
kin
tion or origin.
7. war; warlike, hostile 4. As he had to tell the truth, the
8. Ι do; concerned with action, practi-
stranger answered, "Ι am the son
cal
of Gordias and my name is
9. stone; of stone Adrastus and Ι am here after
10. battle; fit for battle, warlike slaying my own brother involun-
11. Ι use; useful
tarily.
12. Ι shine; shining, bright
δέον: accusative absolute.
13. Ι fear; fearful, frightened, fright-
Γορδίου: genitive of separation
ening
or origin.
14. Ι make, do; made, done
μοι: dative of person concerned
15. Ι write; written
or of possession.
16. Ι use; useful, good
5. Croesus, receiving him, said, 'Ύοu
Grammar2 have come to friends; and so stay
in our palace for as much time as
Ί'he grammar sections here mostly
you like."
summarize uses ofthe cases with which οσον ... χρόνον: accusative of
students are already familiar. Ί'he ac- duration of time.
cusative absolute (pages 139-140) is
6. Some messengers, Mysian by race,
new.
arriving at Sardis, said, "Send us,
Grammar3 king, your son so that we may re-
move a great wild beast from our
The dative in ταi:ς ναυσl. πλευσόμεθα country."
(example e) may be thought of as either γένος: accusative of respect.
instrumental or of accompaniment. ήμiν: dative of indirect object or

Grammar4 of the person concerned.

της χώρας: genitive of separa-
Notes: tion.
7. Croesus replied, "Ι have two sons,
of whom this one is much dearer to
me than the other.
μοι: dative of possession.
Exercise 26b πολλψ: dative of degree of differ-
1. Croesus, fearing that his son might ence.
be struck by a spear, told him to του έτέρου: genitive of compari-
keep away from battle. son.
δόρατι: dative of instrument. 8. "Νο by Zeus, Ι will not send him to
μάχης: genitive of separation. you, but Ι will send Adrastus with
2. Α certain man, Phrygian by race, young men and dogs."
arrived at Sardis and asked Croe- Δία: accusative of exclamation
sus for purification. used in oaths.
74 Athenaze: Teacher's Handbook Π

-bμiν: dative ofindirect object or son). And grieving terribly at the disas-
of the person concerned. ter, he called on Zeus of purification,
νεα.νίαις τε καl. κυσίν: dative of calling (him) to witness what he had
accom paniment. suffered at the hands of his guest, and he
9. The boy, not at all afraid of the called on Zeus ofhospitality, because he
hunt, persuaded his father to send had received the stranger in his palace
him; "For," he said, 'Όur battle is and had been sheltering unawares the
not against men." murderer of his child, and he called on
ούδέν: adverbial accusative. Zeus of companionship, because he had
ήμiν: dative ofthe person con- sent Adrastus as a guard and found him
cerned. most hostile.
10. Being allowed to go to the hunt, Atys [φόνου (2): genitive of separation with
set out at once. έκάθηρε~ . , ,
εξον: accusative absolute. καθαρσιον . . . εφεστιον . . .
11. After journeying a long way and έταιρεiον (3-5): the titles by which Croe-
finding the beast, some of the young sus calls on Zeus are all regular cult ti-
men chased it and others stood tles, signifying different aspects of his
around in a circle and threw their worship.
javelins. α ύπο του ξένου επαθεν (3): we say
μακρδ.ν .. . όδόν: accusative of "suffered from ... " or "suffered at the
extent of space. hands of ... "rather than "suffered
τ&ν νεα.νι&ν: partitive genitive. by .. . " Note omission of the an-
12. But Adrastus, aiming at the boar, tecedent.
missed it and hit Croesus' son. έλάνθανε βόσκων (4): one may sup-
του ύός and του and του . .. ply έαυτον with έλάνθανε, i.e., "he
παιδός: genitives with verbs of escaped his own notice sheltering," "he
aiming at, missing, and hit- sheltered Χ unawares." See Chapter 20,
ting. Grammar 3, page 55.
Compound verb to be deduced:
In no. 2, the meaning of Φρύγιος συμπέμψα.ς (5).]
and κάθαρσιν are to be deduced; το γένος
Lines 7-9
appeared in Grammar 4c.
After this the Lydians arrived (were
In nos. 11 and 12, the verb άκοντίζω
present) carrying the corpse, and behind
and the noun {)ς are to be recalled from
(it) followed the murderer. And he,
passage β:2 and 37.
standing before the corpse, tried to sur-
render himself to Croesus, stretching
Ο ΑΔΡΗΣΤΟΣ forth his hands, telling him to slaughter
ΕΑ ΥΤΟΝ ΣΦΑΖΕΙ himself (Adrastus) over the corpse, say-
ing that he ought to live no longer.
τitle: ''Adrastus Slays Himself"
[παρεδίδου (8): conative imperfect,
Students will need to be given the "tried to surrender," but Croesus would
meaning of the verb. not accept his surrender.]
Translation Lines 10-16
Hearing this, Croesus pities Adras-
Lines 1-6 tus, although in such deep trouble ofhis
Croesus was confounded by the own, and says to him, "Ι have all satis-
death of his son, and he was all the more faction (justice) from you, since you
upset because his son had been killed by condemn yourself to death. You are not
the man whom he himself had purified responsible for this trouble of mine, but
of murder (the man ... had killed his one of the gods, who long ago fore-
 26. Ο ΚΡΟΙΣΟΣ ΤΟΝ ΠΑΙΔΑ ΑΠΟΛΛ ΥΣΙΝ 75
warned me of what was (destined) to "ήμ'iν γίγνεται ή μάχη· μηδεν ο-δν
be." And so Croesus buried his own son, φοβου άλλ&. πέμψον με."
and Adrastus, this man (who was) the 4. ό ο-δν Κρο'iσος έπείσθη μΕν το'iσδε
murderer ofhis own brother and (was το'iς λόγοις, τον δε ξένον μεταπεμ­
the) murderer of (the son of) the man ψάμενος έκέλευσεν αύτον φυλάσσειν
τον πα'iδα.
who purified him, when there was no
5. i::ξον ίέναι, ό 'Άτϋς εύθi>ς όρμηθεlς
man around the tomb, slaughters him-
τfi τρίτη,. ήμέρ~ ές το ορος άφiκετο.
self over the tomb. 6. ώς δε ηύρον τον ύν, ό ξένος
Exercise 26c άκοντίζων t\μαρτεν μεν του ύός,
i::τυχε δε του παιδος του Κροίσου.
1. ξένος τις, Φρύγιος το γένος, ές
Σ~ρδϊς άφικόμενος ού καθαρος rον
Νο. 1: it may be useful to review the
τας χε'iρας, τον Κρο'iσον i\τησεν
έαυτον καθijραι. declension of χε'iρ (see teacher's hand-
2. ώς οί Μϋσοl τον Κρο'iσον βοήθειαν book, Chapter 17, note after lines 43-50 of
i\τησαν, πρ&τον μεν ό Κρο'iσος ούκ passage β).
i]θελεν/ήθέλησε τον υίον πέμψαι. Νο. 3: remind students to use μηδέν
3. ό δε υίός, 'Όύ προς άνδρας," i::φη, and not ούδέν with the imperative.
76

27 New usage of preposition: πρός (+

acc.) = with (i.e., in relation to-not of
Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ accompaniment): προς 'Άμασιν (45).
ΚΥΡΟΝ ΣΤΡΑΤΕΥΕΤΑΙ Dialect
(α)
The Ionic dialect. We introduce
more lonic forms in the readings in this
Ί'itle:
"Croesus Wages War against
and the following chapters, but we still
Cyrus"
allow a fair number of Attic spellings.
The purposes ofthis chapter are: Herodotus does not use movable ν. The
only Ionic forms used in the exercises
1. Reading: (α and β) to give an are the familiar ές (έσ-) and -σσ-.
adapted version of Herodotus' story
of Croesus' campaign against Verbs
Cyrus and of Cyrus' defeat of Croe-
The following perfect and pluperfect
sus; in the final reading to give an
passive forms appear in the readings:
adapted version of Herodotus' story
έστερημένος (α:2), τα γεγραμμένα (α:23),
of Labda, whose son, Cypselus, be-
έπεποίητο (α:4 7), άφϊγμένος (β:6), τε­
came tyrant of Corinth
ταγμένοι ilσαν (β:15), έσεσόφιστο (β:20),
2. Grammar: (α) to present the perfect
and διέφθαρτο (β:22).
and pluperfect, middle and passive;
(β) to present the uses of πρίν and of
the articular infinitive Translation
3. Background: to present information Lines 1-13
on signs, dreams, and oracles as Croesus sat in deep soπow for two
background for the story of Croesus years after he was bereft of his son.
and the Delphic oracle After that, when Cyrus became king of
Illustration the Persians and conquered the Medes
and increased the power (the affairs) of
The photograph is taken from above Persia (the Persians), Croesus wanted,
the 'freasury ofthe Athenians on the Sa- ifhe could, to stop their power before they
cred Way at Delphi, looking down on the became great. And so he decided to con-
theater and the temple of Apollo. sult the best oracle, in order to learn
whether he should wage war against the
Caption under Illustration Persians; but first he had to find out (get
"The messengers of Croesus, hav- to know) which oracle was the best. And
ing arrived at Delphi, consulted the so he made trial of all the oracles,
god": attention may be called to the per- sending messengers, some to Dodona,
fect middle participle άφϊγμένοι, for- others to Delphi, and others to other
mally treated in this chapter. Students places. And he told the messengers on
have seen the verb χράομαι (+ dat.) in the the hundredth day from when(ever) they
sense ''Ι use, enjoy" since Chapter 14; set out from Sardis to consult the oracles,
they will have to deduce the new mean- asking what the king of the Lydians,
ing here "consult" (a god or oracle). Croesus, happened to be doing (at that
The new meaning is glossed at line 5 of moment), and to write down whatever
passage α. the oracles said and bring it back to
him.
Vocabulary [ποι&ν τυΎΧάνει (11): see Chapter 20,
New usage of preposition: έπί (+ Grammar 3, page 55, for τυΎΧάνω with
αcc.) = for (oftime): έπl. δύο eτεα (1). supplementary participle.
 27. Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ ΚΥΡΟΝ ΣΤΡΑΤΕΥΕΤΑΙ 77
Δωδώνην (9): in the mountains of after passage 19α, page 35.
Epirus (in the northwest of Greece), was Compound verb to be deduced:
the seat of an ancient oracle of Zeus, the έξη\Jρεν (26).]
most prestigious oracle apart from that Lines27-37
of Apollo at Delphi; the will of Zeus was After this Croesus honored the god at
revealed by the rustling of the leaves of a Delphi and ordered all the Lydians each
sacred oak.] to sacrifice whatever each had/could.
Lines 14-20 And he sent very many very beautiful
What the other oracles prophesied is gifts to Delphi and told those who were
told by no one, but at Delphi, as soon as about to take them to ask the oracle
the Lydians entered to consult the god, whether Croesus should wage war
the Pythia says this: against the Persians. And when the Ly-
Ι know the number ofthe sand(s) and dians had arrived and dedicated (set up)
the measures of the sea, their offerings, they consulted the ora-
and Ι understand the dumb, and Ι hear cle. And the Pythia answered as follows
him who does not speak. (these things), that if Croesus waged war
Α smell has come to my mind of a against the Persians, he would destroy
hard-shelled tortoise (break up) a great empire. And when
being boiled in a bronze (kettle) along Croesus learned the oracle, he was de-
with the flesh of a lamb. lighted, quite convinced (hoping alto-
[The Pythia was the priestess of Apollo, gether) that he would destroy the empire
who, after an elaborate ritual, sat upon a of Cyrus. And so with this hope he ad-
bronze tripod and, inspired by Apollo, vanced into the Persian Empire. And
delivered his response to the question put when he arrived at the river Halys, he
by the suppliant. On this occasion the crossed with his army and took the city
Pythia gave the response without going of the Pterians.
through the ritual and before any ques- [ο τι eχοι eκαστος (28): the neuter of the
tion was put, but Apollo hears even "him pronoun οστις is usually written thus to
who does not speak." On the hundredth distinguish it from οτι "that," "be-
day after his messengers had left cause." The optative is used here be-
Sardis, Croesus "cut up a tortoise and a cause the clause is indefinite in sec-
lamb and boiled them together in a ondary sequence-"whatever each
bronze pot" (Herodotus 1.48).] had." Note that eχω + an infinitive can
Lines 21-26 mean "Ι can"; possibly we should supply
When the Pythia had made this θ:όειν here and translate "whatever each
prophecy, the Lydians wrote it down and could sacrifice."
left for Sardis. And when the others also The river Halys (36) formed the
who had been sent around were present eastern border of Croesus' empire, and
carrying their oracular responses, the city of Pteria lay about 80 miles east
Croesus read all the writings. And of of it, in the empire of Cyrus.]
the others none pleased him, but when he Lines 38-49
heard the answer from Delphi, he at once And Cyrus gathered his own army
prayed and accepted it, thinking that the and marched against (opposed) Croesus.
only (true) oracle was that at Delphi, be- And a great battle took place and many
cause it had found out what he himself men fell on both sides; but finally they
had done. parted with neither side victorious
[περιπεμφθέντες (22): compound verb to (having conquered) as night came on.
be deduced; help students as necessary That is how the two armies fared in the
with the aorist passive participle. The contest (contended). But Croesus found
principal parts were given in the list fault with his army with regard to its
78 Athenaze: Teacher's Handbook Π

size (for his army was much smaller Word Study

than that of Cyrus), having found fault
1. philosophy: ή φιλοσοφία (φίλος, -η,
with this, when on the next day Cyrus
-ον +ή σοφία).
did not attempt an attack (did not testltry 2. logίc: ό λόγος= reason, λογικός, -ή,
him attacking), he marched off to -όν, ή λογική (τέχνη).
Sardis, intending to summon the Egyp- 3. ethίcs: το ilθος = custom, τα ηθη =
tians according to their oath (for he had morals; τα ήθικά = concerned with
made an alliance with Amasis king of morals, a treatise on morals
Egypt) and to send for the Babylonians (Aristotle).
(for an alliance had been made by him 4. epίstemology: ή έπιστήμη = knowl-
with them, too), and after calling these edge (cf. έπίσταμαι =Ι know) + ό
(allies) and gathering together his own λόγος, -λογία = theory of knowl-
army he intended to wage war against edge (coined, 1856).
the Persians at the beginning of spring. 5. metaphysίcs: τα μετα τα φυσικά =
[το έαυτου στράτευμα (42): be sure stu-
the things after!beyond the natural;
dents take this as the object of μεμφθείς τα μεταφυσικά (Aristotle) = the
(41). branch of philosophy that deals with
Compound verb to be deduced: the first principles of things.
άπήλαυνε (44).
6. polίtίcal theory: πολϊτικός, -ή, -όν
στρατεύειν (49): Herodotus uses the
+ή θεωρία = speculation, theory.
active here, but usually he uses the verb
in the middle voice.
According to Herodotus 1. 77, Croe- Grammarl
sus also asked the Spartans, with whom Be sure that students understand
he had an alliance, to send help.] why both the perfect passive participle
(γεγραμμένα) and the pluperfect passive
indicative (έπεποίητο) in the examples
Principal Parts are translated with "had" in English.
In the Overview of the Greek Verb The "time" ofthe action described by a
(page 3), we wamed students that some participle is always relative to the
verbs as they are presented by gram- "time" of the action of the main verb.
marians derive their parts from lin- Exercise 27α
guistically unrelated stems. The three
verbs offered here exemplify that situa- 1. έστερημένος (2): nominative mas-
tion. culine sing. of perfect participle
Note the irregular ε instead ofthe passive of στ ε ρέω. Croesus sat for
expected η in ήρέθην. two years in deep grief after he was
Help students sort out the stems bereft of his son. Croesus was in a
given with ί:'ρχομαι, and be sure they un- state of bereavement.
derstand what principal parts come 2. γεγραμμένα (23): accusative neuter
from what stems. In Attic prose ί:'ρχομαι pl. of perfect participle passive of
is used only in the present indicative. γράφω. Croesus read all the writ-
Other forms in the present are supplied ings, "the having been written
by forms of εtμι (stems ί-/εί-): ϊω, ίοιμι, things"; the act of writing had been
ϊθι, ίέναι, and ίών. The imperfect is done in the past, which resulted in a
supplied by the imperfect of εtμι: !ι α. state (the written words) at the time
The future is supplied by εtμι "Ι will go." when Croesus read them.
Note the Attic reduplication (see 3. έπεποίητο (47): 3rd sing. pluperfect
principal parts after reading 29β, page indicative passive of ποιέω. An
187) in the second perfect έλ-ήλυθ-α. alliance had been made by him
 27. Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ ΚΥΡΟΝ ΣΤΡΑΤΕΥΕΤ ΑΙ '79
with them also. 'Γhe alliance had Give special attention to the peri-
been made and was in a state of phrastic pluperfect passive and perfect
completion at the time when Croe- passive forms in nos. 5 and 6.
sus summoned the Babylonians.
Exercise 27d
Exercise 27b
1. οί δουλοι τφ δεσπότη λελυμένοι
1. λέλυνται πάντες 11δοντο/i1σθησαν.
2. λελυμένος 2. οί πρέσβεις flδη άφϊγμένοι ilσαν ές
3. πεποίηται τaς πύλας.
4. νενϊκ:ησθαι 3. ό άγγελος ί::φη τον βασιλέα
5. γέγραπται πέπεισθαι του γέροντος φείσασθαι.
6. λέλειφθε 4. πεπέμμεθα ώς λέξοντές σοι οτι ή
7. πεπράγμένοι/αι/α είσίν ναυς flδη ές τον λιμένα άφiκ:ται.
8. flγγελται 5. &ρα το άργύριον δέδεξαι ο επεμψά
9. φκ:ησθαι
σοι;
10. Εψευσθε
11. πέπεισμαι
1 2. πεπεμμένοι/αι/α είσί.
Signs, Dreams,
and Oracles
1. έλέλυτο,
2. δεδεγμένοι ilσαν For further reading, see Civilization
3. έπέπεισο of the Ancient Mediterranean, Vol. 11,
4. flγμην pp. 941-950; The World of Athens, pp.
5. άφiκ:το 97-100; and Η. W. Parke, Greek Oracles
6. έπεποίηντο
(London, Hutchinson, 1967), chapter 7.
Note that the accent ofverbs, as in
the case of άφiκ:το, does not precede the Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ
augment or reduplication.
ΚΥΡΟΝ ΣΤΡΑΤΕΥΕΤΑΙ
Exercise 27c
(β)
1. An alliance had been made by
Croesus with the Babylonians. Vocabulary
2. 'Γhe hoplites, drawn up on the plain,
were awaiting the enemy. Note the double augment on the im-
3. Everything had already been perfect and aorist of άνέχομαι.
planned by the general.
Translation
4. Croesus had been persuaded by the
oracle to invade Cyrus' empire. Lines 1-9
5. 'Γhe Lydians had been led out to The moment Croesus marched off
battle to ward offthe enemy. after the battle that had taken place at
6. The gates are open (have been Pteria (Cyrus immediately, Croesus
opened); let us go in quickly. marching off), Cyrus, knowing that
7. Have you been persuaded by the Croesus after marching away was going
doctor to take the boy to Epidaurus? to disperse his army, resolved
8. Do you understand the writing (the (deliberated with himself) to march as
having been written things); for Ι quickly as he could against Sardis.
can understand them. And after making this decision (when
9. 'Γhe merchant denied that he (said these things seemed good to him), he
that he had not) received the (also) did (it) quickly. For, marching
money. his army into Lydia, he arrived himself
10. The children left in the city by their as messenger to Croesus (i.e., he arrived
fathers went to school every day. before any messenger could report to
 Athenaze: Teacher's Handbook Π

Croe8us). τheη Crσe8us, althσugh he ards. But wheη they learned what wa8
had reached de8peratioη (having ar- happening, haviηg leaped off their
ήved at great difficulty), ηeverthele88 horse8, they jσiηed battle with the Per-
led σut the Lydians to battle. τhere was 8ians ση fσot. But iη time wheη many
at that time ησ peσple iη Asia braver or had falleη ση bσth 8ides, the Lydiaηs
mσre 8talwart thaη the Lydiaη; and they turned tail and were coσped up withiη
fσught frσm (their fightiηg wa8 frσm) (iηto) the walls aηd besieged by the Per-
hor8eback, and they them8elve8 were siaηs.
goσd at ήdiηg.
[ίππεύεσθαι (9): ησte the use of the iη­ Principal Parts
finitive to complete the meaniηg of the
adjective άγαθός.] τhe perfect active σf λέγω i8 εϊρηκ:α

Lines 10-23 and is formed frσm the verb εϊρω (έρ-/

Wheη they (the two armie8) came pη-), which is fσund in Hσmer but is ησt

together ση the plain befσre the city, used iη Attic Greek and which alsσ
wheη Cyru8 8aw the Lydians beiηg give8 a future έρ&, a perfect pas8ive
drawη up for battle, feariηg their cav-
εϊρημαι, aη aoήst passive έρρήθην, aηd

alry, he did a8 fσllσw8; he σrdered all the ηoun pήτωρ, pήτορος. All of the al-
hi8 camel8, which were carryiηg the ternative forms giveη iη the set σf priη­
food and baggage, to gσ iη frσηt σf the cipal parts (except εϊρω, which is eη­
re8t of hi8 army against Crσe8u8' cav- clo8ed iη brackets) are used iη Attic
alry, and he tσld the infantry to fσllσw Greek with ηο differeηce iη meaniηg
the camel8. And behiηd the infantry he betweeη thσse deήved from the three dif-
fereηt stem8.
po8ted all hi8 cavalry. Wheη they had
all beeη drawn up, he exhσrted (advi8ed) The augmeηt iη εtπον i8 retaiηed iη
them to kill all σf the σther Lydiaη8 all moσds.
withσut quarter (ησt 8pariηg), but ηοt to Studeηt8 8hould be remiηded that
λέγω iηtrσduces iηdirect 8tatemeηt8 with
kill Croe8U8 him8elf. And he pσ8ted the
camel8 σppσ8ite the (i.e., Crσe8u8') cav- accusative aηd iηfinitive or with οτι/ώς
alry fσr the fσllowiηg rea8ση; a hσr8e i8 aηd that εtπον iηtrσduces iηdirect
frighteηed σf a camel aηd cannot eηdure 8tatemeηts with οτι/ώς (see Chapter 23,

either 8eeiηg the 8ight of it or 8melliηg Grammar 4, page 96).

it8 8mell. And 80 he had devi8ed thi8 τhe priηcipal parts σfthe cσmpσund

(plan) 8σ that Crσe8us' cavalry wσuld be verb διαλέγομαι (+ dat.) "Ι talk to, cση­
u8ele88. And wheη they met iη battle ver8e with" are διαλέξομαι or διαλεχθή­
(came together to the battle), theη, as σομαι, διείλεγμαι, διελέχθην.

8σση a8 the hor8e8 8melled the camel8

and saw them, they turned back, and
Crσesus' hσpe wa8 ruiηed.
Word Building
[τf\ς &λλης στρατιf\ς (13): emphasize the Compound wσrd8 are u8ed freely by
idiσm here, meaniηg "the rest σf his all Greek writer8, especially by the poet8,
army," ησt "the σther army." whσ seem to coin them freely. For ex-
τφ Κροίσφ (20): dative ofthe persoη ample, Liddell and Scσtt list 8eveηteeη
coηcerned, "the cavalry would be use- cσmpσund8 fσrmed from ναυς, ηοt cσunt­
less fσr Crσesus" = "Crσe8us' cavalry iηg adjectives, ηouns, and verbs formed
wσuld be useless." Sσ also iη the last frσm the8e basic cσmpσund8.
liηe "the hope fσr Croesus" = "Crσe8u8' Ν.Β. All cσmpσund adjectives, iη­
hσpe."] cludiηg those compounded with ά-priva­
Lines24-27 tive, are σf twσ termiηatiσns, i.e., they
However, the Lydiaη8 were ηοt cσw- have ηο 8eparate feminiηe fσrm8.
 27. Ο ΚΡΟΙΣΟΣ ΕΠΙ ΤΟΝ ΚΥΡΟΝ ΣΤΡΑΤΕΎΕΤΑΙ 81.
(a) children to obey their mother in all
1. well-born things.
2. ill-born πρlν έπl το ορος άναβ'ίlναι, ό γέρων
3. lucky (with good luck) προς τft όδφ άνεπαύετο .
4. unlucky (without luck) 3. Don't stop working until the sun
5. unlearned, ignorant, stupid sets.
6. ever remembered μη πειρώμεθα ές την ναυν έσβηναι
(b) πρlν αν κελεύση ό ναύκληρος.
1. loving mankind, benevolent 4. The messengers did not go away
2. loving wisdom, philosophic from Delphi until the Pythia had
3. loving honor, ambitious prophesied.
ό Κροϊσος ούκ έστρατεύσατο έπl
4. of short duration, short-lived
τους Πέρσας πρlν τφ μαντείφ/τ&
5. high-souled, generous χρηστηρίφ έχρήσατο. '
6. false prophet 5. Before beginning battle Cyrus told
(c)
his soldiers to spare Croesus.
1. ship battle, sea battle ό Κ1Jρος ές Σάρδϊς άψίκετο πρlν τον
2. shipowner, ship's captain Κροϊσον έπίστασθαι τί γίγνεται.
(ό κλ'ίlρος = lot, allotted portion,
farm) Grammar3
3. seafarer, sailor, passenger (ναυς + Notes:
βα-, βαίνω = one who goes on a
ship)
4. people power, democracy
5. Ι rule the sea Exercise 27g
6. child leader, tutor
1. Themistocles especially was re-
Exercise 27e sponsible for the battle in the
1. άφϊγμένος (6): nominative mascu-
straits.
line sing. of perfect participle of 2. Croesus arrived a1Jreached a state
άφικνέομαι
of desperation (being at a loss).
2. τεταγμένοι ήσαν (15): 3rd pl. of plu- 3. What is justice? Justice is helping
perfect passive of τάσσω (τάττω) one's friends and harming one's
3. έσεσόφιστο (20): 3rd sing. ofpluper- enemies.
fect of σοφίζομαι 4. Are you skilled at playing the lyre?
4 . διέφθαρτο (22): 3rd sing. of pluper- 5. By quickly pursuing the wild beast
fect passive of διαφθείρω we will soon catch it.
6. Attacking the city, they came
Grammar2 within hope of taking it.
7. Is there anything opposite to living,
Notes:
just as sleeping (is opposite) to be-
ing awake?
8. Pericles, being general on this oc-
casion, also had the same opinion
Exercise 27( about the Athenians not going out
against (the enemy), as in the pre-
1. The young man reached the city vious invasion.
before day broke.
οί αύτουργοl ές τους άγρους In no. 7, help as necessary with
έπαν'ίlλθον πρlν γενέσθαι τl,ν έγρηγορέναι, the perfect active infinitive
έσπέραν. of έγείρω; for principal parts, see the list
2. Before going away father told the after passage 23α, page 88.
82 Athenaze: Teacher's Handbook Π

Η ΛΑΒΔΑ done everything that they had ordered.

ΣΩΙΖΕΙ ΤΟ ΠΑΙΔΙΟΝ And so they went away and said this.
And after this the baby grew up and be-
'Γitle: "Labda Saves Her Baby" cause it had escaped this danger, it was
called Cypselus after the chest in which
For the diminutive παιδίον, see it was hidden.
Word Building, Chapter 25, page 124. [έ:στωτες (10) and έ:στωσα (13): these
forms are from the second perfect of
Translation ϊστημι (infinitive έ:-στά-ναι, participle
έ:-στα-ώς > έ:στώς, έ:σ.τωσα, έ:στός).
Lines 1-9
ο δη και έγένετο (15-16): "which
When Labda gave birth, the Bacchi-
adae send ten men to the village in thing indeed also happened"; ο is the
which Eetion lived, to kill the baby. connecting relative.
These men, having arrived and having έσελθουσι ... και έρευνήσασι (16):
entered the courtyard, asked Labda for datives with eδοξεν ("it seemed best to
the baby. She did not know why they had them," "they decided").
come and, thinking that they were Κύψελος (19): the story explains

friends ofher husband, she brought the Cypselus' name; the Greeks were very
baby and gave it to one ofthem. They fond of such etiological stories, espe-
had decided (it had been planned by cially in myth. In this case the story is
them) ο η the way that the first of them to told about an important historical fig-
receive (having taken) the baby would ure. Cypselus was the first ofthe Greek
kill it. And so Labda brought the baby tyrants and ruled Corinth with great
and gave it, but the baby by divine success until about 625 B.C. when he was
chance smiled at the man (the one ofthe succeeded by his son Periander.
men) who took it. And he was overcome Compound verb to be deduced: δια­
φυγών (19).]
by pity (pitying) and could not kill it but
handed it over to the second, and he to the
third; and so it passed through all (their Exercise 27h
hands) being handed over, since none 1. ό κυρος f\δη ές Σάρδϊς άφικται· δει
wanted to do the deed. ήμiΧς παρασκευάζεθαι ώς μαχ­
Lines 10-19 ουμένους.
And so returning the baby to its 2. ή των πολεμίων στρατιδ. τω
mother they went out, and standing at κ;)ρφ/ύπο του κ-tρου τ.ετα~μένη έν
the door they accused each other and τφ πεδίφ τφ προ του liστεως μένει.
especially the man who had first re- 3. αί κάμηλοι προ τf\ς liλλης στρατιiΧς
ceived it, because he had not acted ac- τεταγμέναι είσίν. δια τί
cording to what had been decided, until πεποίηται/πέπρίiκται τουτο τοις
after a long time they decided to go in Πέρσαις/ ύπο των Περσων;
again and all share in the murder. But 4. οί ϊπποι τδ.ς καμήλους φοβούμενοι
φεύγουσιν. δει ήμiΧς, καίπερ
Labda heard all this, standing at the
έμπείρους ον τ ας του ίππεύειν I
very door; and fearing that if they got the
πεζσuς μάχεσθαι.
baby a second time they would kill it, she άνδρείως μέ:ν μεμαχήμεθα, τφ δe
5.
takes it and hides it in a chest, knowing σοφίσματι του κ-tρου νενϊκήμεθα.
that if they came back, they were going to
search everything. And this indeed is In no. 3, help as necessary with "the
what happened. They came in and rest ofthe army," cf. passage 27β:13; do
searched, and when the baby did not ap- not penalize students if they use the Ionic
pear, they decided to go away and tell the form στρατιf\ς. "Before" in the English
men who had sent them that they had sentence = "in front of " = πρό.
 83

28 of Croesus (for Croesus being besieged)

came, Cyrus sent horsemen through his
Ο ΑΠΟΛΛΩΝ own army and announced that he would
ΤΟΝ ΚΡΟΙΣΟΝ ΣΩΙΖΕΙ give gifts to the man who first climbed
(set foot on) the wall. After this the army
(α) tried, but when there was no success,
then, after the others had stopped
Ί'itle: 'Άpollo Saves Croesus" (trying), a certain man called (by
The purposes ofthis chapter are: name) Hyroeades made an attempt ap-
proaching at that part of the acropolis
1. Reading: (α, β, and end reading) to where no guard was (had been) posted;
give an adapted version of for the acropolis was sheer and impreg-
Herodotus' story ofthe fall of nable at this point. But this Hyroeades,
Sardis, Croesus on the pyre, and having seen on the previous day one of
Croesus' recognition of his mis- the Lydians climbing down at this (part)
take; in an additional reading, to ofthe acropolis for his helmet, which had
provide Bacchylides' account of rolled down from above, and picking it
Croesus on the pyre up, he thought about (it) and laid it to
2. Grammar: (α) to present the first heart. Next thing, he himselfhad
and second perfect and pluperfect climbed up, and others of the Persians
active; (β) to present verbs found were climbing up after him. When
most commonly in the perfect tense many had got up there (had approached),
and a summary of the uses of ώς Sardis was taken in this way and all the
3. Background: to provide an account city was being sacked.
of various religious currents in [έτέτακτο (7): note the pluperfect passive.
ancient Greece τότε δέ δή (11 ): we follow
Vocabulary Herodotus' text closely here; it is dis-
concertingly abbreviated; one moment
άλίσκομαι:
the stems are άλ- (for
Hyroeades is thinking about what he
fαλ-) and άλο-. The digamma ex-
saw, the next moment he has already
plains the augmented forms έ&λων
climbed the acropolis. Study of the
(from έfάλων) and έάλωκα (from
tenses used in this paragraph offers use-
έfάλωκα); remind students about the
ful insights into aspect.]
suffix (ί)σκω (see principal parts after
passage 24β, pages 109-110). The verb is Lines 14-21
passive in meaning in all tenses, in- With regard to Croesus himself, this
cluding the perfect. is what happened. He had a son (who
The noun ίππεύς is declined like was) in other respects capable, but mute.
βασιλεύς. And when the wall was being taken, one
New usage of preposition: κατά (+ of the Persians was advancing (going)
αcc.)= after: κατ' αύτόν (11). Compare to kill Croesus; and Croesus, seeing him
the use ofthis preposition in line 6 where coming against (him), because of his
it means "at," in line 9 where it means present misfortune, paid no heed (had
"down," in line 14 where it means "with got into a state ofheedlessness), nor did
regard to," and in line 24 where it it make any difference to him at all
means "according to." whether he died (to die). But this boy, the
mute one, when he saw the Persian ad-
Translation vancing, through fear broke into speech
Lines 1-13 (broke his voice) and said, "Man, do not
Sardis was taken in the following kill Croesus." This was the first thing
way: when the fourteenth day of the siege this (boy) spoke, but after this he then
84 Athenaze: Teacher's Handbook Π

(now) continued speaking throughout of Attic reduplication and other exam-

his whole life (for the whole time ofhis ples). You may wish to mention Attic
life). reduplication in conjunction with the
[άφωνος (15): cf. κωφός (26α:5). grammar sections on the perfect and
τί (1 7): note that this is not the inter- pluperfect active in this chapter.
rogative τί (which always has an acute Other verbs from Book Ι with parts
accent), but rather the indefinite, which from different stems are:
is here accented because of the following έρωτάω, έρωτήσω, ήρόμην, ήρώτηκα
enclitic pronoun οί. The pronoun τι is Ιask. τhe future and perfect are based
here accusative of respect, "with respect on the present, but the aorist is based on
to anything," "in any way," "at all." ερομαι/εϊρομαι, έρήσομαι.
Help as necessary with the infini- ζάω (infinitive ζijν), (imperfect)
tive άποθανε!ν (18), which is the subject εζων, ζήσω or βιώσομαι (from βιόω),
of διέφερε (17); literally, "nor did dying (second aorist) έβίων, βεβίωκα Ι live.
make any difference to him," better σκοπέω, σκέψομαι, έσκεψάμην,
English, "nor did it matter to him εσκεμμαι Ι look at, examine, consider.
whether he died. "] Attic uses only the present and imperfect
of σκοπέω. τhe other tenses are supplied
Lines 22-30
The Persians held Sardis and took by σκέπτομαι (stem σκεπ-).
Croesus himself ali.ve, after he had
ruled for fourteen years and been be-
sieged for fourteen days, and when he Word Study
had put an end to his own great empire 1. gynecologist: ή γυνή, τijς γυναικός
according to the oracle. After taking + ό λόγος, -λογία, -λογιστής = one
him, the Persians brought him to Cyrus. who specializes in the study ofthe
And he made a great pyre and put up on diseases of women (coined, 1847).
it Croesus bound in shackles and twice 2. pharmacologist: το φάρμακον =
seven children of the Lydians, whether drug + ό λογιστής = one who spe-
intending to sacrifice them to some god, cializes in the use of medical drugs
or learning that Croesus was a god- (coined, 1721).
fearing man, he put him on the pyre for 3. physiotherapist: ή φύσις = nature
this reason, wanting to learn whether + θεραπ- (as in θεραπεύω = Ι treat
(if) one of the gods would save him from medically) + -ίστης = one who
being (so that he would not be) burned treats ailments by natural methods
alive. (coined recently).
[τεσσερεσκαίδεκα ... τεσσερεσκαίδεκα 4. pediatrician: ό παις+ iατρ-ός,
(23): these Ionic forms are accusative, iατρ-εύω = one who specializes in
although they appear to have nominative treating children's ailments
case endings (τεσσερεσ-). Coincidences (coined recently).
in the number of years and the number 5. gerontologist: ό γέρων, του γέροντ­
of days of this sort struck the Greeks as ος + ό λογιστής = one who special-
divinely ordained.] izes in the study of the diseases of
the old (coined recently).
Principal Parts
6. anesthetist: άναίσθητος, -ον =
There is no difference in meaning without feeling or sensation (άν­
between the first and the second aorist of + αίσθάνομαι = Ι perceive, feel)
φέρω. Note the Attic reduplication in the + -ίστης = one who specializes in
perfect (see the principal parts after 29β, making patients insensitive to
page 187, and the note there in this pain (coined, 1848). Note that άν­
teacher's handbook for an explanation is ά-privative before a vowel.
 28. Ο ΑΠΟΛΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ ΣΩΙΖΕΙ 85
Grammarl 7. Why have you left the plow in the
Note that the accent ofthe perfect in- field?
finitive is not recessive. 8. Being a young man then, Ι had not
yet learned geometry.
Grammar2 9. But now a sophist has taught me all
Notes: mathematics.
10. Archimedes, sitting in his bath,
suddenly shouted (said shouting),
"I've found (it)."
Grammar3 In nos. 8 and 9 students are to de-
Notes: duce γεωμετρίάν and μαθηματικά.
Νο 10: Archimedes is reputed to
have shouted εϋρηκ:α when he discov-
ered a method of determining the purity
of the gold in the crown of Hiero, tyrant
Exercise 28α of Syracuse.
1. λελύκασι The California state motto ηϋρηκ:α
2. λελυκότες is the only one in Greek.
3. μεμαθηκέναι
4. πέπομφας Exercise 28c
5. τ έθνη κ ε 1. οί δο\>λοι τους βο\>ς λελύκ:άσι
6. flχατε κ:αl./λελυκότες ο\καδε flχάσιν.
7. δεδηλώκαμεν 2. τ&.ς τε γυνα'iκ:ας κ:α1. τους πα'iδας ές
8. νενϊκηκότες τδ:ς νήσους πεπόμφαμεν.
9. δεδείχα.σι 3. ή γυν+t προς τfi θύρ~ εστηκ:ε τον
10. λελοιπέναι &νδρα μένουσα.
11. γεγραφυ'iα 4. δια τί το\>το πεποίηκ:ας; ό γap
12. πεπείκ:αμεν διδάσκαλός σοι δεδήλωκε/δέδειχε τί
δε'i /χpf\ ποιε'iν/ποιf\σαι.
1. έλελύκεμεν 5. &μεινόν έστι τεθηκέναι/τεθνάναι η
2. έτετϊμήκ:ει αίσχρ&ς ζf]ν.
3. flχεσαν
4. έπεπείκ:ης Rationalism
5. έπεπόμφεσαν and Mysticism
6. έδεδηλώκ:η
For further reading, see The Oxford
Exercise 28b History ofthe Classical World, pp.l13-
123 and 267-269, and The World of
1. Have you done all that father has
Athens, pp.124-126.
ordered?
2. Has your mother persuaded you to
stay at home?
Ο ΑΠΟΛΛΩΝ
3. 'Γhe Athenians have got into (are
in) the greatest danger. ΤΟΝ ΚΡΟΙΣΟΝ ΣΩΙΖΕΙ
4. The hoplites have been defeated by (β)
the enemy, and the general himself
is dead.
Vocabulary
5. 'Γhose who had diedin the battle
have been honored by the people. Note that Attic uses the compound
6. The slaves had loosed the oxen be- forms άναμιμνflσκω, άναμνήσω, and
fore the sun set. άνέμνησα with the transitive meaning
86 Athenaze: Teacher's Handbook Π
'Ί remind someone" and that it uses the (of the things among men) nothing was
uncompounded forms μέμνημαι, safe, told (his men) to put out the burning
έμνήσθην, and μνησθήσομαι to mean ''Ι fire as quickly as possible and to bring
remember," "Ι remembered," and "Ι down Croesus and those with Croesus.
will remember." And those who tried could not any longer
get control over the fire.
Translation [ούκ ... ετι (1 7): note the splitting of the

Lines 1-9 word students are familiar with as the

That is what Cyrus did, but Croesus single word, ούκέτι.]
standing on the pyre, although he was in Lines 18-33
such great trouble, remembered the Then it is said by the Lydians that
word(s) of Solon, that none of the living Croesus, learning of Cyrus' change of
is happy. When he remembered this, he mind, shouted for Apollo, calling him to
groaned aloud, and three times from the stand by him and save him from his
deep silence he called the name present trouble. Croesus called the god
"Solon." And Cyrus hearing this told in tears, and, from a clear sky and
his interpreters to ask Croesus who this windless calm, clouds suddenly gath-
was he was calling on. And at first ered, and a storm broke out and much
when Croesus was asked he kept silence, rain, and the pyre was put out. So Cyrus
but finally when he was forced, he said learned that Croesus was both dear to the
that Solon (being) an Athenian had gods and a good man, and he asked him
come to him and after seeing all his this, "Croesus, what man (which of
wealth had considered it worthless (of no men) persuaded you to march against
importance), and that everything had my land and become my enemy instead
turned out for him as he (Solon) had of my friend?" And he said, 'Ό king, Ι
said. did this to your good luck and to my bad
[άποβεβήκοι (9): the optative is here used luck; and the god ofthe Greeks is re-
in indirect speech to represent a perfect sponsible for these things, who urged me
indicative of the direct words in sec- to wage war. For no one is so foolish that
ondary sequence. In this passage we he (who) chooses war in preference to
follow Herodotus in using ilλθε (7, peace; for in peace suns bury their fa-
indicative) and άποβεβήκοι (9, optative) thers, but in war fathers bury their sons.
in the same sentence of indirect speech; But it was god's will (it was dear to a
it is often hard to see any reason for the god) that this should happen, Ι suppose."
writer's preference in this matter; in So he spoke, and Cyrus freed him and
this instance it is hardly convincing to made him sit down near him and
say that the writer uses the indicative be- honored him greatly.
cause he wishes his words to be "more [The first half of this paragraph is in
vivid. "] continuous indirect speech, reporting
Lines 10-17 what the Lydians say; hence the ac-
Croesus told this story (related these cusatives and infinitives.
things), and the pyre had already been συνδραμε\ν (21): compound verb to
lit, and the furthest parts were burning. be deduced; make sure that students
And Cyrus, hearing from his inter- know that συν- in compounds means
preters what Croesus had said, changed "together."
his mind and, pondering that he who τft σft μεν εύδαιμονίτι τft δε
was (being) himself a man was giving έμαυτο\ι κακοδαιμονίη (26-27): dative of
another man, who had been no less than accompanying circumstance.
himself in his good fortune, alive to the ούδεlς . . . οϋτω άνόητός έστι
fire, and knowing that in human affairs οστις .. . αίρέεται (28-29): this would
 28. Ο ΑΠΟΛΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ ΣΩΙΖΕΙ

more commonly be expressed: ούδε1.ς most prudent by nature (has a

οϋτω άνόητός έστι rοστε . . . αίρε'iσθαι. very wise character).
We keep Herodotus' text (notice that he 2. Ι don't know a more prudent
does not use movable ν, e.g., έστι οστις) . ] woman; and so Ι want to marry
her.
Principal Parts
3. But I'm afraid her father may
Κnowledge ofthe fact that the stem is refuse to give her to me (in mar-
extended with an ε will help students riage).
understand the apparent irregularities 4. The young men, being (by nature)
of these verbs. very brave, were not afraid.
5. The boys are accustomed to go to
Word Building school every day.
1. δω-/δο-: giving; gift; traitor; 6. But they do not always remember
treachery all that the teacher says.
2. θη-/θε- : placing, laying down, 7. Croesus remembered all that
thesis (phίlosophίcal term); law- Solon had said.
giver (compare νόμον τίθεμαι = Ι 8. The majority of the Athenians
make a law); proposal, assump- were accustomed to living in the
tion, hypothesis country.
3. στη-/στα-: standing, position, po- 9. When we arrived at the Piraeus,
litical party, faction (the latter is by we at once hurried to the agora.
far the most common meaning of 10. There we heard someone saying
στάσις); one who stands before, a that the ships had already arrived
leader; leadership at the harbor.
4. γεν-/γον- : family, race; origin, 11. And so let us go to the harbor to
creation; ancestor watch the ships.
5. γνω-/γνο- : opinion, judgment; 12. How beautiful the ships are! How
knowledge; known, knowable quickly they are sailing in!
6. μνη-/μνα-: memory; memorial; 13. Ί'his sailor says that two ships

memorial (the suffix -ε'iον denotes have not yet arrived.

either the means of action or the 14. Now it is possible to see the ships
place of action, and το μνημε'iον sailing as quickly as possible to-
means either a record or a monu- ward Salamis.
ment); ever remembered 15. Listen! The admiral has got into
a rage, (as) it seems, and blames
Grammar4 the rowers for rowing (as rowing)
slowly.
Notes:
In no. 3, the compound verb έκδουναι
is to be deduced.
In no. 12, the compound verb
έσπλέουσιν is to be deduced.
Grammar5
Notes:
Exercise 28e
1. ώς οϊκαδε έπανήλθομεν/οϊκαδε
έπανελθόντες τi]v μητέρα εί'δομεν
προς τft θύριt έστηκυ'iαν.
Exercise 28d 2. καίπερ εύμενi]ς πεφϋκυ'iα ,
ώργίζετο/ώργίσθη κ0:1. ήμδ:ς
1. Ί'his woman, (as) it seems, is έμέμφετο ώς όψέ έπανελθόντας .
88 Athenaze: Teacher's Handbook Π

3. "π&.σαν τijν ήμέραν μεμένηκ:α," say, the Pythia spoke as follows: "It is
eφη, "φοβουμένη μη τεθνήκ:ητε." impossible even for a god to escape his
4. "ώς τάχιστα έληλύθαμεν," eφην, fated lot. With regard to the oracle that
"κ:α1. ούκ: είώθαμεν όψέ έπανιέναι." he was given (the having happened ora-
cle) Croesus does not rightly blame
Ο ΚΡΟΙΣΟΣ ΓΙΓΝΩΣΚΕΙ (me); for Apollo said that ifhe waged
ΤΗΝ ΕΑ ΥΤΟΥ ΑΜΑΡΤΙΑΝ war against the Persians, he would de-
stroy a great empire. And any man who
'Γitle: "Croesus Learns (of) His Mis-
was going to take sound counsel (delib-
take"
erate well) should have asked in addi-
Students will deduce the noun from tion whether he (Apollo) meant his own
their knowledge of the verb άμαρτάνω. or Cyrus' empire." So the Pythia
answered the Lydians, and they re-
Translation turned to Sardis and announced this to
Lines 1-8 Croesus. And when he heard it, he ac-
Cyrus, admiring Croesus for his knowledged that the mistake was his,
wisdom, told him to ask for whatever not the god's.
gift he wanted. And Croesus said, [συνέγνω (18): συγγιγνώσκ:ω means "Ι
"Master, you will show me the greatest know or think something with some-
favor, ifyou allow me to ask the god of one," hence, e.g., "share a secret";
the Greeks, whom Ι honored exceed- έμαυτφ συγγιγνώσκ:ω = "Ι am conscious
ingly, whether (if) it is his custom (the of something," "Ι admit," "Ι confess an
custom for him) to deceive those who do error." Herodotus here omits έμαυτφ.]
him well." And Cyrus asked why he
Exercise 28{
asked for this. And Croesus told him the
whole story (related all things), going 1. ό Κρο'iσος άγγέλους προς τους
through in detail the answers ofthe ora- Δελφους πέπομφεν ώς τον θεον
cles and the offerings that he had sent to έρωτήσοντας διι:Χ τί ό θεος έαυτον
Delphi and how, induced by the oracle, π ροδέδωκ:εν.
he had waged war against the Persians. 2. οί άγγελοι ές τους Δελφους

And Cyrus laughed and said, ''You will άφϊγμένοι είσ1. κ:α1. έν τφ ίερφ
έστηκ:ότες τφ μαντείφ κ:έχρηνται.
get this from me and anything else you
3. ή Πϋθία έξήγηται τον του
want."
Άπόλλωνος χρησμόν · ό θεος τον
[χαριft (2): help as necessary with this
Κρο'iσον μέμφεται ώς ού σώφρονα
second person singular future indica- γενόμενον/πεφϋκ:ότα.
tive of χαρίζομαι. 4. ό Κρο'iσος τον χρησμον άκ:ηκ:οώς
δέη (8): help as necessary with this γιγνώσκ:ει αύτος άμαρτών.
second person singular of δέομαι(+ gen.) 5. "φευ, φευ," φησίν · "ώς άνόητος ην.
"Ι want."] αύτός, ώς eοικ:ε, τijν έμαυτου
Lines 9-11 άρχijν κ:αταλέλυκ:α."
When he heard this, Croesus sent
We supply έαυτόν in no. 1; indirect
messengers to Delphi and told them to
reflexives will be touched on in Chapter
put the shackles down in the temple and
29, Grammar 3, pages 183-184.
ask the god whether he was not at all (τι)
ashamed (at) having induced Croesus
by his oracles to wage war against the
Persians. ΑΛΛΟΣ ΛΟΓΟΣ
Lines 12-19 ΠΕΡΙ ΤΟΥ ΚΡΟΙΣΟΥ
And when the Lydians arrived and
said what they had been commanded to 'Γitle: "Another Story about Croesus"
 28. Ο ΑΠΟΛΛΩΝ ΤΟΝ ΚΡΟΙΣΟΝ ΣΩΙΖΕΙ 89
Illustration with his fair-haired daughters weeping
inconsolably; and he raised his hands to
Belly amphora by the Myson the high air and calls aloud: "Mighty
Painter, ca. 500 B.C. (Paris, Louvre). spirit, where is the gratitude ofthe gods?
Caption under Illustration And where is the lord, son ofLeto? The
house of Alyattes has vanished, and
"Croesus having mounted the fu- what return from Pytho now appears for
neral pyre is making a libation": the my countless gifts? The Medes are
perfect participle is used because Croe- sacking the city taken by the spear; the
sus' past act of mounting results in his Pactolus eddying with gold is reddened
being set on the pyre (a present state of with blood; the women are led shame-
affairs). fully from their well-built palaces.
What was hateful before (is now) dear; it
Text
is sweetest to die." So much he said and
The text we follow for the extract told the delicately-stepping (servant) to
from Bacchylides is that of Bruno Snell, light the wooden pyre. And the maidens
Teubner, 1961. Lines 19-21 of our ex- shrieked and threw up their own hands
tract are particularly fragmentary in to their mother; for death foreseen is the
the papyrus, with only μϋρίων (19), ν most hateful death for mortals. But
(end of 20), and &.στυ (21) preserved. when the bright strength of the terrible
fire was rushing through (the pyre), Zeus
Translation set a black-covering cloud above it and
For once, when Zeus having fulfilled his quenched the yellow flame. Nothing is
fated judgment, Sardis was being taken incredible, whatever the care of the gods
by the army of the Persians, Apollo of the brings to pass; then Apollo born in Delos
golden sword guarded even the ruler of carried the old man (i.e., Croesus) to the
horse-taming Lydia, Croesus; he, hav- Hyperboreans and settled him there with
ing come to the day he had never ex- the maidens of the slender ankles (i.e.,
pected to see (the unexpected day), was his daughters), because ofhis piety, be-
not going to/did not intend to wait for cause he had sent to holy Pytho the
tearful slavery; but he heaped up a pyre greatest (gifts) of (all) mortals.
before his bronze-walled courtyard, and [φίλας (28): "their own," a common
there he mounted with his dear wife and Homeric meaning.]
00

29 they might have been able to starve

Corinth into submission, since she had
ΜΕΓΑ ΤΟ ΤΗΣ to import nearly all her grain. It was
θΑΛΑΣΣΗΣ ΚΡΑΤΟΣ very difficult, however, to make a com-
plete blockade with triremes, which did
(α) not normally sail at night, and a
squadron of twenty ships would have
Ί'itle: "Sea Power Is a Great Thing" been too small to keep up a continuous
blockade. They could, however, inter-
This is quoted from the speech Per-
cept fleets trying to get out of the gulf.
icles made to the Assembly just before
Naupactus was at a strategic point, near
the outbreak of the war (see Chapter
the narrowest part ofthe gulf; it had been
21 β:23-24).
seized by Athens at the beginning of the
The purposes ofthis chapter are: First Peloponnesian War, and
Messenians who left the Peloponnesus
1. Reading: (α and β) to present a
after the capture oflthome by the
slightly adapted version of the first Spartans were settled there by the
of a pair of naval battle narratives Athenians in 459 B.C.]
from Thucydides; in the tail read-
ing to give an adapted version of Lines 5-9
Thucydides' account of prepara- The Corinthians and their allies
tions for a second naval battle were compelled to fight a sea battle about
2. Grammar: (α) to present the verb this time (around the same days)
οtδα; clauses of result with lόστε; against Phormio and the twenty Athe-
and the pronouns oi> and σφii'>ν; (β) to nian ships (ships of the Athenians) that
present the potential use ofthe opta- were on guard at Naupactus. For
tive in main clauses Phormio was watching them as they
3. Background: to provide background were sailing along outside the gulf,
information on Thucydides wanting to attack them in open waters.
[The map on page 178 shows Phormio's
Vocabulary tactics. He thought, quite rightly, that
The word for "dawn" is declined the superior Athenian seamanship
eως, εω, εφ, εω (no plural); cf. the de- would be more effective in open waters,
clension of ό λαγώς, "hare," given in the and so he let the Corinthian fleet sail
first teacher's handbook, page 22. This unmolested until it was through the nar-
is the so-called Attic declension. rows.]
Lines 10-17
Translation The Corinthians and their allies
Lines 1-4 were sailing, prepared not for battle but
The following winter the Athenians more for carrying troops to Acarnania,
sent twenty ships around the Pelopon- and they did•not think (not thinking)
nesus with (and) Phormio as general, that the Athenians would dare start
who, based on Naupactus, kept guard so (make) a naval battle. But sailing past
that no one should sail out of Corinth and their own land, they saw the Athenians
the Crisaean Gulf (the Gulf of Corinth) sailing along opposite, and when they
or sail in. were crossing from Patrae in Achaea
[Κρισαίου κόλπου (4): Crisa was a city toward the mainland opposite, they saw
in Phocis near Delphi; the term refers to the Athenians sailing toward them from
the Gulf of Corinth. Chalcis. So they are compelled to fight
If the Athenians had been able to in the middle of the straits.
blockade the Gulf of Corinth effectively, [Άκαρνανίαν (11): locate Acarnania for
 29. ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ 91
students on a wall map of Greece. Principal Parts
Acarnania and northwest Greece
were one of the main theaters of war; See Appendix for f\uther discussion
of these forms.
both sides were trying to control the
northwest coast ofGreece, which was the Word Study
route followed by grain ships sailing to
and from Sicily, the main source of The definitions given below are
grain for the cities of the Peloponnesus. those ofthe Greek words and not of the
αν τολμf\σαι (12): a potential opta- English words as currently used.
tive in indirect statement with the in- 1. theology: ή θεολογία (ό θεός
finitive substituted for the optative and + -λογία) = the study of God.
the particle &ν retained.] 2. Bible: ή βύβλοςΙβίβλος, το βιβλίον =
Lines 18-26 The Book.
And the Peloponnesians formed a 3. dogma: το δόγμα = belief.
circle oftheir ships, as large as they 4. orthodoxy: ή όρθοδοξία. (όρθός, -
were able, the prows (facing) outward ή, -όν + ή δόξα) = right belief.
and the sterns inward, and they put the 5. heresy: ή αϊρεσις (αίρέομαι =Ι take
light boats, which were sailing with for myself, choose) = choice, system
them, inside. And the Athenians, of beliefs, religious or philosophi-
drawn up in single file, sailed around cal sect.
them in a circle and compressed them 6. ecclesiastical: έκκλησιαστικός, -ή,
into a small (space), always sailing by -όν = concerned with the έκκλησία.,
within a hair's breadth; an order had the name given to the church by
been given to them by Phormio before- early Christians.
hand that they were not to attack until he
gave the signal. For he expected that Grammarl
their formation would not hold but that Notes:
their ships would crash into each other
and that the boats would cause confu-
sion; and if the breeze blew out of the
gulf, which usually happened toward
dawn, they would not stay still for any
time (they would stay still, i.e., keep
Exercise 29α

their formation, for no time). 1. Do you know where the foreigners

[The Peloponnesian tactics were foolish have come from?
and resulted from their fear of the supe- 2. Νο one knew where the merchants
rior Athenian seamanship. Phormio's had sailed to.
tactics were extraordinarily bold and 3. Ι have never seen such an uproar.
could not have been carried out except by Do you know what has happened?
extremely skillful crews. 4. The farmer, not knowing what the
Compound verbs to be deduced: foreigner wanted, was at a loss as
ξυνέπλει (20), περιέπλεον (21). to what he should do.
προείρητο ... σημήνη (22-23) and 5. These men neither know when the
i\λπιζε ... αύτούς (23-26): for the Assembly will take place, nor do
treatment of complex sentences in indi- they want to know.
rect speech, see Chapter 30, Grammar 2, 6. Wicked man, know well that you
pages 200-202. The sentence in lines will suffer terribly (for) having
22-23 is analyzed on page 202 (iii). Full done such terrible things.
discussion should be left until Chapter 7. The citizens did not know that the
30, Grammar 2.] ambassador had lied.
92 Athenaze: Teacher's Handbook Π

8. The messengers went away before 5. πάντα έθέλω πρ&σσειν rοστε οίκαδε
they knew whether we would re- έπανιέναι.
ceive their proposals or not. 6. ίδού· τέλος ό πατilρ προσχωρεΊ,
9. Wait until you know what we want. rοστε ήμ'iν οίκαδε σπεύδειν εξεστιν.
10. The women, knowing that their 7. οίκαδε έπανελθόντες οί πα'iδες οϋτω
husbands had got into danger, were εκαμνον rοστε καθεύδει ν.
very afraid. Grammar3
Exercise 29b Notes:
1. εΌ ίσθι τον βασιλέα όργιζόμενον.
2. &ρ' οtσθα πο'i έληλύθaσιν οί πα'iδες;
3. βούλομαι είδέναι δια τί τουτο
έποίησα~.
4. ή yυνη εύ είδυ'iα τί έγένετο τφ Exercise 29d
άνδρl το άληθες εtπεν.
5. ούκ είδότες πότε άφίξεται ή ναυς, 1. The slaves were afraid that their
πίiσαν την ήμέρίiν έν τφ λιμένι master would become angry with
Εμενον. them.
6. όταν είδ&μεν τίς τουτο έποίησεν, 2. The Corinthians did not know that
εύθύς σοι/εύθυς tμ'iν the Athenians had seen them.
λέξομεν/έρο1Jμεν. 3. The woman hoped that her husband
7. ό δf\μος δι. όλίγου 1\δει τον pήτορα would help her.
ού τα άληθη λέγοντα. 4. The ambassadors said that the
8. ό γέρων άπf\λθε πρlν άκουσαι king had sent them.
πάντα οσα ίσμεν. 5. The Athenians became angry
9. δι' όλίγου είσόμεθα δια τί ούκ seeing their property destroyed.
Εμεινεν.
10. οί του παιδος τεκόντες i]δεσαν
αύτον ού λέγοντα τα άληθη. Thucydides
Grammar2 For further reading, see Ancient
Writers, Vol. Ι, pp. 267-289; Cambridge
Notes: History ofClassical Literature, Vol. Ι, pp.
441-456; and The Oxford History ofthe
Classical World, pp. 193-197.

Exercise 29c
ΜΕΓΑ ΤΟ ΤΗΣ
1. The Corinthians had so many
ships that they did not think that the θΑΛΑΣΣΗΣ ΚΡΑΤΟΣ
Athenians would start (make) a (β)
naval battle.
2. Phormio was so confident that he Vocabulary
attacked (was confident enough to
attack) the Corinthians although καταδf>ω: the uncompounded forms
they had so many ships. of the second aorist are as follows:
3. The wind was so strong that the (indicative) εδϋν, εδϋς, εδϋ, εδϋμεν,
ships crashed into each other. εδϋτε, εδϋσαν; (subjunctive) δύω, δύης.
4. τον πατέρα τοσουτον χρόνον έν τfi δύη, δύωμεν, δύητε, δύωσι; (imperative)
άγορί?; έμένομεν rοστε μάλα κάμ- . δυθι, δf>τω, δυτε, δf>ντων; (infinitive)
νομεν. δυναι, (participle) δ\Sς, δυσα, δύν.
 29. ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ

Translation Cnemus sent for other ships, summon-

Lines 1-11 ing their allies to help, and they fitted out
When the breeze came down, and the ships already there (as) for battle.
[εύθύς (12): previously this word has
the ships, which were (being) already in
a confined (little) space, were thrown been used in the sense of "immedi-
into confusion at once by the wind and ately"; here and elsewhere in the
by the boats, and ship fell against ship, readings from Thucydides it means
and the sailors shouting and abusing "straight" (from one place to another,
each other (using shouts and abuse) here from Dyme and Patrae to Cyllene.
Κυλλήνην ... Λευκάδος (13): locate
heard none (nothing) of the orders that
were being passed along, then Phormio Cyllene and Leucas for students on a
gives the signal; and the Athenians wall map of Greece.
Κνfiμος (14): Cnemus was the Spar-
falling on them first sink one of the
flagships and then destroyed the others tan commander in chief in this theater
wherever they went, and put them into a of operations, based on Leucas, an is-
panic, so that they flee to Patrae and land allied to the Peloponnesians; he
Dyme in Achaea. And the Athenians sails to Cyllene with the ships ofthe Leu-
chased them and took twelve ships and cadian navy; this is clear in the Greek,
picked up most of the men from them; since έκείνων (14) follows άπο Λευκάδος
then they sailed away toward Moly- (13).]
crion, and after setting up a trophy at Lines 22-28
~hion they withdrew to Naupactus. And Phormio also sends messen-
[ή χωρήσειαν διέφθειρον (6): fι χωρή­ gers to Athens, to announce their (the
σειαν is an indefinite clause with the enemy's) preparations and to tell of the
optative in secondary sequence; see battle that they had won, and telling
Chapter 25, Grammar 2b, page 117. them to send offto him as many ships as
τφ 'Ρίφ (10): this is the headland possible quickly, as he expected every
(pίον) on the north shore ofthe Gulfof day to fight a naval battle (the expecta-
Corinth, referred to in the tail reading tion every day being that he would fight
(line 4) as το 'Ρίον το Μολυκρικόν and a naval battle). And the Athenians send
now known as Antirrhium Promontory. him twenty ships and instructed the
τhe headland opposite on the south shore commander of the squadron (the man
was known as το 'Ρίον το Άχαϊκόν (see bringing them) in addition to go to Crete
tail reading, line 5) and is now known first to help some allies there.
as Rhium Promontory.]
Principal Parts
Lines12-21
The Peloponnesians sailed along τhese verbs show a form of redupli-
with the rest of their ships straight from cation in the perfect tense known as Attic
Dyme and Patrae to Cyllene. And reduplication, although it occurs also
Cnemus and the ships of the Leucadians outside the Attic dialect. τhe initial
arrive at Cyllene from Leucas. And the vowel and consonant of the stem on
Spartans also send advisers for Cnemus which the perfect is based are repeated,
to the fleet (the ships), telling him to pre- and what was originally the initial
pare another and more successful vowel is lengthened, thus έλα- > έλ­
(better) sea battle and not to be shut out ήλα-κα. Other Attic reduplicated per-
from the sea by a few ships. For they did fects already given are άπόλ-ωλ-α
not think that their fleet was deficient (Vocabulary 26α, page 128), έλ-ήλυθ-α
but that some cowardice had occurred; (Principal Parts 27α, page 146), and έν­
and so they sent off the advisers in ήνοχ-α, έν-ήνεγ-μαι (Principal Parts
anger. And those who had come with 28α, page 162).
94 Athenaze: Teacher's Handbook Π

The form έλαύνω comes from the 4. Perhaps the king would give us
stem έλα- + the nasal infix -υν- (see the some money.
lists of principal parts after passages 23β 5. We would scarcely obey the gen-
and 24α for other verbs with nasal in- eral if he gives such orders (giving
fixes. such orders).
6. Would you tell me what has hap-
Word Building pened?
1. custom, justice, right, lawsuit, 7. Who would trust this man, who has
penalty often lied to us?
2. just 8. You wouldn't escape the notice of
3. Ijudge the gods doing wrong (you would be
4. ajudge (at Athens a member ofthe seen by the gods if you should do
jury panel, a juror) wrong).
5. concerned with law or trials 9. As they are hostile they would not
6. unjust want to help us.
10. You couldn't step into the same
Here is a similar set based on σχολή: river twice. (This is quoted by
Plato, Cratylus 402a, from the
ή σχολή: leisure, study philosopher Heracleitus, who
σχολα'iος, -α, -ον: leisurely maintained that everything is in a
σχολάζω : Ι am at leisure, Ι study
state of fluχ-πάντα pε'i, and so the
ό σχολαστής: a man of leisure (this
river you step into tomorrow will be
word only occurs in late Greek)
different from the one you step into
σχολαστικός, -ή, -όν: inclined to
today).
leisure, inclined to study,
scholarly Exercise 29{
&.σχολος, -ον: without leisure, busy
1. βουλοίμην αν τον {ατρον εύθi>ς
ή άσχολία: want (or lack) of leisure,
ίδε'iν.
business
2. ισως αν ούκ: ώφελοίη με.
Note that σχολα'iος, &.σχολος, and 3. ήδέως αν tοιμι ές τi]ν Έπίδαυρον .
άσχολία have the connotations of only 4. ό θεος δύναιτο &.ν με {ατρεύειν.
the first meaning of σχολή. 5. λέγοις &.ν μοι πότε μέλλει πλεύσεσθαι
ή ναuς;
Grammar4
Notes: ΑΜΦΟΤΕΡΟΙ
ΠΑΡΑΣΚΕΥΑΖΟΝΤΑΙ ΩΣ
Note that the negative with the poten-
ΑΥθΙΣ ΝΑΥΜΑΧΗΣΟΝΤΕΣ
tial optative is ού instead of μή, which is
used with the optative ofwish (see Chap- 'Γitle: "Both Sides Prepare for Another
ter 25, Grammar 1, page 116). In future Naval Battle"
less vivid conditions, the main clause
(which resembles a potential optative) Translation
also uses ού as the negative (see Chapter Lines 1-7
30, page 194). The Peloponnesians in Cyllene,
while the Athenians were detained (held
Exercise 29e
back) around Crete, sailed ready
1. Ι wouldn't want to harm the child. (having been prepared) (as) for battle to
2. Ι couldn't do this. Panormus in Achaea (of Achaea), where
3. Ι would gladly hear/1 should like to the land force of the Peloponnesians had
hear what the young man wants. come to their aid. And Phormio also
 29. ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ 95
sailed along to Molycrian Rhion and troops and, seeing that the majority of
anchored beyond (outside) it with the them were afraid because of their former
twenty ships, with which he had defeat and that their morale was low
(already) fought. The Peloponnesians (they were not eager), exhorted them.
themselves also came to anchor at Rhion [Words glossed earlier in chapter: έν
in Achaea, not far from Panormus, with όλίγφ in a little (space).
seventy-seven ships, when they actually Compound verb to be deduced:
saw the Athenians. ξυνεκάλεσαν (14).
[ώρμίσαντο (6): the aorist followed by the Thucydides proceeds to quote the
"when" clause suggests that just as the speeches, first of the Peloponnesian
Peloponnesians dropped anchor they commanders, then of Phormio to his
saw the Athenian squadron; the distance troops.J
between the two headlands is less than a
mile and a quarter.
ώρμίσαντο καl. αύτοί . . . έπειδη καl. Exercise 29g
τους 'Αθηναίους εiδον (6-7): two uses of
adverbial καί are illustrated here. The 1. τοσα\Jται νftες ήσαν το\ς Κορινθίοις
first καί emphasizes the single word iόστε μη φοβε\σθαι τους 'Αθηναίους
αύτοί = "they themselves also." The όλίγους οντας.(Or iόστε ούκ
second καί gives emphasis to its whole έφοβο\Jντοmight be acceptable, but
clause, e.g., "when they actually the sense suggests a "natural"
saw .... "] rather than an "actual"
Lines 8-15 consequence.)
2. ψοντο γ(φ τους 'Αθηναίους ούκ iiν
And for six or seven days they were
τολμftσαι σφίσι προσβαλε\ν. (Or ού
lying at anchor opposite each other, prac-
τολμήσειν σφίσι προσβαλε\ν could be
ticing and preparing for battle, the Pelo-
ponnesians determined (having the in- used.)
3. ώς δe ές την εύρυχωρίαν άψiκοντο,
tention) not to sail outside the Rhions
εiδον τους 'Αθηναίους σφίσι
into the broad waters, afraid oftheir
προσπλέοντας.
former misfortune, and the Athenians
4. οϋτως οi'>ν έφοβο\Jντο/έφοβήθησαν
(determined) not to sail into the nar-
iόστε ταξάμενοι κύκλον των νεrον
rows, thinking that battle in a little παρεσκευάζοντο ώς άμυνούμενοι.
space was in their (the enemy's) favor. 5. ώς δe οί Κορίνθιοι τφ πνεύματι/τφ
Then Cnemus and the other generals of άνέμφ έταράσσοντο, οί Άθηνα'iοι
the Peloponnesians, wanting to have the αύτο\ς προσπεσόντες ές φόβον
engagement quickly, before any aid κατέστησαν iόστε εφυγον ές τaς
came from Athens, called together the Πάτρας.
96

30 were also anchoring); and on this wing

they posted their twenty fastest sailing
ΜΕΓΑ ΤΟ ΤΗΣ ships, so that, ifPhormio thought that
θΑΛΑΣΣΗΣ ΚΡΑΤΟΣ they were sailing against Naupactus
and sailed there to help (helping sailed
(γ) along there), the Athenians would not
escape their attack, but these ships would
Ί'itle: "Sea Power Is a Great Thing" shut (them) in.
[The map and diagram of the battle on
The purposes ofthis chapter are:
page 190 make these maneuvers clear.
1. Reading: (α and β) to present a δεξιψ κέρ~ ήγουμένφ (4): dative of
slightly adapted version ofthe sec- instrument or accompaniment; see
ond of a pair of naval battle narra- Chapter 26, Grammar 3d and e, page
tives from Thucydides; in the final 138.]
reading to give an adapted version Lines 9-16
of Thucydides' account of a planned And Phormio, as (which thing) they
Peloponnesian attack on the Pi- were expecting, frightened for
raeus, which was diverted to an at- (concerning) his base (the place) which
tack on Salamis instead was deserted, when he saw them putting
2. Grammar: (α) to present the various out to sea, reluctantly (unwillingly) and
types of conditional sentences; (β) to hastily embarked and sailed along the
show how complex sentences, in- land, and at the same time the infantry
cluding conditionals, are handled (foot army) of the Messenians came to
in indirect speech (their) aid. And the Peloponnesians,
3. Background: to carry the account of seeing them sailing along in single file
the Peloponnesian War through to and already (being) inside the gulf and
its conclusion with the defeat of close to land, which they had wanted
Athens most, at one signal immediately turned
their ships and sailed in close line with
Vocabulary
all speed against the Athenians, and
The declension of κέρας, "wing" (of hoped to cut off all the ships.
an army or of a naval fleet) is: κέρας, [προσεδέχοντο (9): students may need
κέρως, κέρ<ίt, κέρας; κέρα, κερ&ν, help with the meaning ofthe verb here; it
κέρασι(ν), κέρα. was given in Chapter 22, page 80, with
New usage of preposition: περί four meanings, ''Ι receive, admit, await,
(+ dat.) = concerning: περ1. τψ χωρίφ (9- expect."
10). Lines 17-24
New usage of preposition: παρά But eleven ofthe Athenian ships,
(+ acc.) = along, past: παρα τi,ν γfjv (11). which were leading, escape the wing of
the Peloponnesians; but the others the
Translation
Peloponnesians caught and pushed out
Lines 1-8 toward the land as they (tried to) escape
The Peloponnesians, when the and disabled (note thίs meanίng of the
Athenians did not sail into the gulf verb, whίch recurs ίn these passages)
against them, wanting to lead them in them. And they killed all the Athenians
(into the gulf) against their will, put out who did not swim to shore. And they
to sea at dawn and sailed in the direc- took in tow some ofthe ships and pulled
tion of the gulf, arranging their ships them empty (and one they had already
four deep, with the right wing leading, taken with its crew), but the Messenians,
just as they had been at anchor (as they who came to help and went into the sea in
 30. ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ

full armor (with their weapons), boarded Ι set before myself, assume.
and, fighting from the decks, saved 6. ideal: ή ίδέα = form, shape
some when they were already being (Platonic "form," "idea"); via
towed away. Latin idealis.
[οσοι μη έξένευσαν (20): the negative is 7. problem: το πρόβλημα (προβάλλω)
μή because the clause has a conditional = anything thrown forward, some-
force, "if they did not swim to shore." thing put forward for discussion.
αύτοις άνδράσιν (21-22): dative of 8. politician: πολϊτικός, -ή, -όν.
accompaniment; see Chapter 26, 9. agonίzes: άγωνίζομαι =Ι contend,
Grammar 3e, page 138; "with the men struggle.
themselves" = "with its crew." 10. sphere: ή σφαtρα = ball, sphere
εtλον i]δη (22): note that the aorist (English word sphere first used in
with i]δη is translated "had. "] sense of "sphere of action" in 1606).
11. practical: πρακτικός, -ή, -όν = fit
Principal Parts for action.
Earlier lists of principal parts fol- 12. cycle: ό ιcύκλος = circle, wheel, cy-
lowing the reading passages have been cle.
restricted largely to verbs that students 13. crisis: ή κρίσις = judgment, event,
met in Book Ι, where they were given issue; (medical) the turning point
only the present and aorist tenses. In in a disease, sudden change.
this and the final two sets ofprincipal 14. therapy: ή θεραπεία = service;
parts we repeat verbs that have already (medical) treatment.
been given with complete sets of princi- 15. empirical: έμπειρικός, -ή, -όν =
pal parts in the vocabulary lists in Book concerned with experience (ή
ΙΙ but that deserve special attention. έμπειρία).
Note that Attic uses the compound 16. ideology: το ε'ίδοςΙή ίδέα +-λογία
forms άναμιμνfισκω, άναμνήσω, and (coined 1796, via French ideologie =
άνέμνησα with the transitive meaning a system of ideas).
"Ι remind someone" and that it uses the 17. dogma: το δόγμα= opinion, belief.
uncompounded forms μέμνημαι, έμνή­ 18. theoretical: θεωρητικός, -ή, -όν =
σθην, and μνησθήσομαι to mean "Ι contemplative, speculative
remember," "Ι remembered," and "Ι (θεωρέω, Ι look at, inspect, contem-
will remember." plate with the mind).
The first principal part (άνα­ 19. analysis: ή άνάλυσις.
μιμνfισκω) shows both present redu- 20. pragmatic: πραγματικός, -ή, -όν =
plication (see the principal parts after fit for action.
reading 26α, page 130) and -(ί)σκω (see It is hard to see how this passage
the principal parts after reading 24β, could be rewritten to give the same
pages 109-110). meaning without using the words
Word Study derived from Greek. The attempt to
rewrite it will demonstrate to students
1. philosopher: ό φιλόσοφος. that some things cannot be expressed ad-
2. analyze: άναλf>ω = Ι break up, equately without using words derived
break into constituent parts, ana- from Greek.
lyze (cf. ή άνάλυσις).
3. political: πολϊτικός, -ή, -όν.
Grammarl
4. logically: λογικός, -ή, -όν. τα
λογικά = logic. Rarely, past contrary to fact condi-
5. hypothesis: ή ύπόθεσις. ύποτίθημι tions are found with the pluperfect in-
= Ι set before, propose. ύποτίθεμαι = stead of the aorist indicative.
 Athenaze: Teacher's Handbook Π

In discussing contrary to fact and would have missed the way.

future less vivid conditions, which use εί μη έσπεύσαμεν, όψέ αν οϊκαδε
the potential particle &ν, it may be useful άφικόμεθα.
to compare the potential optative (Chapter 3. Ifyou listen to me, you will soon
29, Grammar 4, pages 187-188), which learn everything.
may sometimes be thought of as the έ&ν μοι ταχέως eπησθε, άφιξόμεθα
main clause of a future less vivid con- πρ1.ν γενέσθαι την νύκτα.
dition. 4. Ifthe children had obeyed their
father, they would not have got
Exercise 30α into such danger.
εί οϊκοι έμείναμεν, τους άγοονας
1. Ifyou do not discuss (talk about) ούκ αν έθεώμεθα.
peace, Ι will not listen to you. 5. Unless Ι trusted you, Ι would not be
(open, future more vivid) telling you this.
2. If we had conquered the barbar- εί παρf\ν ό πατήρ, ήμ'iν αν
ians, all would have honored us. έβοήθει.
(past contrary to fact) 6. If the god had not quenched the
3. Ifwe should hurry home, perhaps fire, Croesus would have been
we would arrive in time. (remote, burned alive.
future less vivid) εί μη έκάλεσε τον θεον ό Κρο'iσος,
4. Ifyou told everything to the king, ούκ αν έσώθη.
you were foolish. (open, past par- 7. If you see mother in the agora, ask
ticular) her to hurry home.
5. If you had stayed at home, you έ&.ν μη δι' όλίγου οϊκαδε έπανέλθn
would not have got into such dan- ή μήτηρ, έγrο αύτος εtμι rος
ζητήσων αύτήν.
ger. (past contrary to fact)
8. If my brother were not suffering
6. Ifthe allies were here, they would
so (suffering bad things), Ι would
be helping us. (present contrary to
not be so sad.
fact)
εί παρf\ν ή μήτηρ, ήπίστατο
7. If we summon the allies, they will
αv!iJδει αν τί δει ήμiiς ποιε'iν.
come to help us. (open, future more 9. If ever the enemy invades the
vivid) land, the farmers remove to the
8. Ifyou do this, Ι will kill you. (open city.
future particular or minatory) έfι.ν οί Κορίνθιοι τiρ του Φορμί­
9. Ifwe had set out immediately, we ωνος ναυτικφ προσβάλωσι,
would already have arrived at the νικοονται.
city. (past contrary to fact) 10. If ever the Athenians attacked, the
10. Ifyou should speak the truth, Ι enemy retired.
would believe you. (remote, future εί άναχωρήσαιεν /άναχωρήσειαν
less vivid) οί Άθηνα'iοι, οί πολέμιοι
11. If ever you do this, Ι praise you. προσέβαλλαν αύτο'iς.
(present general)
Note that in no. 1, εύθύς means
12. If ever this dog saw a wolf, it used to "straight."
run away. (past general)
Exercise 30b The Downfall of Athens
1. If we should hurry straight to the Illustration (page 197)
city, perhaps we would arrive be-
fore evening falls. This relief and inscription are in
εϊ μοι ήγο'iο, ήδέως αν έποίμην. the Acropolis Museum, Athens. The de-
2. If we had not met the shepherd, we cree inscribed below the relief was
 30. ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ

passed in 405 B.C., but it was engraved Athenian citizenship to individuals for
on this relief and set up on the Acropolis the benefits they had conferred on
in 403/402 B.C., when Cephisophon was Athens was not uncommon, but to en-
secretary to the Council. It is worth franchise a whole state is quite excep-
quoting the opening lines: tional.
Κηφισοφ&ν Παιανιε\ις έγραμμάτευε. For further reading, see The World
Σαμίοις οσοι μετιΧ του δήμου του 'Αθη­ ofAthens, pp. 34-41 .
ναίων έγένοντο. ί:'δοξεν τf\ι βουλf\ι και
τ&ι δήμω ι· Κεκροπις έπρυτάνευε, ΜΕΓΑ ΤΟ ΤΗΣ
Πόλυμνις ΛΕύωνυμε\ις έγραμμάτευε,
'Αλεξίας ήρχε, Νικοφ&ν Άθμονε\ις θΑΛΑΣΣΗΣ ΚΡΑΤΟΣ
έπεστάτει . Γνώμη Κλεισόφου και συν­
(δ)
πρυτάνεων · έπαινέσαι το'iς πρέσβεσι το'iς
Σαμίοις το'iς τε προτέροις i]κουσι και το'iς
νυν και τf\ι βουλijι και το'iς στρατηγο'iς Vocabulary
και το'iς &λλοις Σαμίοις οτι είσιν &νδρες
ί:'φθην: conjugated like εστην.
άγαθοί και πρόθυμοι ποιε'iν ο τι δύναν­
τρόπαιον: see note to line 27 ofthe
ται άγαθόν . . . . και άντι &ιν εi'J πεποιή­
κασιν 'Αθηναίους, .. . δεδόχθαι τf\ι translation.
βουλf\ι κΛαι τ&ι δήμω ι· Σαμίους 'Αθη­ New usage of preposition: ύπό (+
ναίους είναι , πολιτευομένους οπως &ν acc.) = at (oftime): ύπο νύκτα (29).
αύτοi. βούλωνται .
Translation
Cephisophon of Paeania was secre-
tary (to the Council). Το all the Samians Lines 1-10
who stood by the Athenian people. The And so here the Peloponnesians
Council and people resolved; (the tribe were prevailing and disabled the Athe-
of) Cecropis formed the prytany, Polym- nian ships; but their twenty ships on
nis of (the deme) Euonymus was secre- (from) the right wing were pursuing the
tary, Alexias was archon, Nicophon of eleven ships ofthe Athenians that had
(the deme) Athmonia was chairman. escaped their turning movement. And
The proposal of Cleisophus and his fel- except for one ship they escaped safely to
low prytaneis: to commend the Samian Naupactus before the Peloponnesians
ambassadors of both the present and the could catch them, and facing with prows
previous embassies, and the (Samian) toward the enemy they prepared to de-
Council and generals and the rest of the fend themselves, if the Peloponnesians
Samians, because they are good men sailed to land against them. And they
and eager to do what good they can ... ; (the Peloponnesians) arrived and
and in return for the benefits they have raised the victory song, as though they
done the Athenians, ... it has been re- had already won (as being in a state of
solved by the Council and people that the victory); but a Leucadian ship was pur-
Samians should be Athenians (i.e., suing the one remaining Athenian ship,
Athenian citizens), while keeping what- alone (one) far in front of the others.
ever constitution they themselves And there happened to be a merchant
want .. .. ship moored out at sea; and the Athenian
ship sailing around it strikes the pursu-
The first two lines form an intro- ing Leucadian ship amidships (in the
duction; the original decree begins at middle) and sinks it.
line 3, with the usual formal introduc- [έaν . .. πλέωσιν (6): this is virtual
tion (see essay, Chapter 22, page 78); indirect speech; the Athenians said,
your students could be reminded of how "We shall defend ourselves, if the Pelo-
the constitution functioned. Το grant ponnesians sail against us. " In indi-
100 Athenaze: Teacher's Handbook Π

rect speech the original moods and that reinforcements would come from
tenses may be retained, as here. Athens (the help &om the Athenians),
έμβάλλει ... καταδ'όει (10): Thucy- they sailed at night into the Crisaean
dides, like Herodotus and indeed all Gulf (the Gulf of Corinth) to (and)
Greek authors, tends to use historic pre- Corinth, all except the Leucadians.
sents at dramatic moments.] [ τροπα'ίον (27): note Thucydides' Old
Lines 11-17 Attic accentuation of this word; the word
At this unexpected event (this unex- is derived &om ή τροπή, turning, rout of
pected thing having happened) the Pelo- an enemy. Victors regularly set up a
ponnesians panic (fear falls on the trophy on or near the site of their victory;
Peloponnesians), and pursuing in dis- for a land battle, this consisted in a
order, some ofthe ships dropping their stake on which a full set of captured ar-
oars stopped sailing, wishing to wait for mor was fixed; for a naval victory it was
the others, and others ran aground onto often a captured prow or stern. The
the shallows. And when the Athenians Peloponnesians on this occasion dedi-
saw this happening, they became confi- cated a whole captured Athenian ship,
dent, and with a shout (shouting) they setting it near their trophy. τhis Athe-
rushed at them. And because oftheir nian victory was decisive; the Pelopon-
present disorder they did not stand firm nesians never again in the first ten
for long (waited for a little time), and years of the war risked a naval en-
then they turned toward Panormus, gagement, and the Athenians were left
&om where they had put out. in total control of the seas both east and
[έθάρσουν (15): we retain Thucydides' west.]
spelling (the regular Attic would be Principal Parts
έθάρρουν).]
Lines 18-23 For the use of these verbs and of
And the Athenians pursued them φαίνομαι with supplementary partici-
and took the six nearest ships (the six ples, see Chapter 20, Grammar 3, page
ships being near) and rescued (saved) 55. For φαίνομαι, see the principal parts
their own ships, which the Pelopon- after reading 22α, page 73.
nesians had disabled near the land and Note that λανθάνω (stem λαθ-) and
taken in tow; and of the men, they killed τυγχάνω (stem τυχ-) have two nasal
some and took others prisoner. On the elements, the ν and γ inserted before the
Leucadian ship, which sank around the θ and χ respectively and the -αν-.
merchant ship, was sailing the Spartan
Word Building
τimocrates, and when his ship was de-
stroyed, he slew himself and was cast 1. ό/ή πα'ίς: child, boy (the nomina-
ashore into the harbor ofNaupactus (of tive is formed by adding ς to the
the Naupactians). stem παιδ-, and the δ drops out)
Lines 24-30 2. diminutive suffix -ιον = little child
And the Athenians withdrew (to 3. adjectival suffix -ικός = of a child,
base) and set up a trophy and took up the playful
corpses and wrecks which (as many as) 4. verbal suffix -ίζω =Ι play
were on their shore, and they gave back 5. compound word: εΟ + πα'ίς =
to the enemy their dead (the things of blessed with good children
them) under truce. And the Pelopon- 6. compound word: ά -privative + πα'ίς
nesians also set up a trophy as victors = without children, childless
(as having conquered) for the rout ofthe 7. verbal suffix -εύω = Ι educate
(Athenian) ships that they had disabled 8. noun suffix -σι ς added to stem
near the land. And after this, fearing παιδευ- = education
 30. ΜΕΓΑ ΤΟ ΤΗΣ ΘΑΛΑΣΣΗΣ ΚΡΑΤΟΣ 101
9. compound word: παιδ- + άγωγ­ will be asked to produce this construc-
(liγω) = a child leader, tutor tion in Exercise 30d, no. 2.
10. compound word: adjectival suffix
-ικ:ός added to stem παιδαγωγ- = of a Exercise 30c
tutor, teacher 1. ή Πϋθίη eφη έfi.ν στρατεύηται (εί
στρατεύοιτο) ΚροΊσος έπi Πέρσας,
1. λέγ-ω: primitive verb = Ι count, tell,
μεγάλην άρχην κ:αταλf>σειν.
say 2. ό πατηρ i\δει τοuς πα'iδας ούκ: aν
2. λεγ-σις: stem + noun suffix = κ:αταστάντας είς κ:ίνδϋνον, εί οϊκ:οι
speech eμειναν.
3. λεγ-τικ:ός: stem + adjectival suffix 3. ό Κρο'iσος τοuς άγγέλους έκ:έλευε
-τικ:ός = good at speaking οσ' aν λέΎτΙ (οσα λέγοι) τα
4. λόγ-ος: primitive noun (change χρηστήρια γράψαντας άναφέρειν
from ε to ο is regular) = word, παρ' έαυτόν.
speech, reasoning, etc. 4. οί Λϋδοi eφασαν τον Κρο'iσον
5. λογ-ικ:ός: stem + adjectival suffix πρrοτον μεν σϊγi)ν eχειν, τέλος δέ,
-ικ:ός = of speaking, reasoning, ώς ήναγκ:άζετο, πάντα είπε'iν.
logical 5. οί άνδρες προς τους πέμψαντας
6. λογ-ίζομαι: stem + verbal suffix εtπον οτι πάντα έποίησαν
-ίζομαι = Ι count, reckon (ποιήσειαν) α έκ:ε\νοι έκ:έλευσαν.
7. λογιστής: verbal stem λογιζ- +
noun suffix -ιστής = calculator, au- ΟΙ ΠΕΛΟΠΟΝΝΗΣΙΟΙ
ditor ΒΟΥΛΕΥΟΥΣΙΝ
8. &λογος: compound word: ά-priva­ ΑΠΟΠΕΙΡΑΣΑΙ
tive + λογ-ος = speechless, irra- ΤΟΥ ΠΕΙΡΑΙΩΣ
tional
9. εύλογία: compound word: εύ + Title: "The Peloponnesians Plan to
-λογία = eulogy Make an Attempt on the Piraeus"
10. λογογράφος: compound word: λόγος
Students are to deduce the compound
+ γραφ-(ω) = speech writer
verb.
Αlsο:.λογοδιάρροια: compound Translation
word: λόγος + δια-ρέω (pοία) (Ι
flow through) = verbal diarrhea Lines 1-7
Before dispersing the fleet that had
Grammar2 returned to Corinth, Cnemus and the
In addition to the new grammar in other generals of the Peloponnesians at
this section (subordinate clauses in the beginning of winter wanted to make
indirect speech) there is review of the an attempt on the Piraeus, the port ofthe
three types of indirect statement (οτι, in- Athenians; for the harbor was un-
finitive, and participle; see Chapters 22 guarded. For the Athenians did not
and 23) and review of some ofthe types of think that the enemy would dare to at-
conditional sentences from Grammar tack it. They decided that each of the
1. sailors should take his oar and go on foot
Note also that potential &ν is often from Corinth to the sea toward Athens,
found with the infinitive in indirect and when they reached Megara and had
statement, e.g., ούκ: οίόμενοι τους Άθη­ launched forty ships, which happened to
ναίοvς aν τολμησαι, "not thinking that be there, they should sail straight
the Athenians would dare" (29α:12; see against the Piraeus.
also 30 tail:4). The actual thought was οί Lines 8-13
'ΑθηναΊοι ούκ: &ν τολμήσαιεν. Students When they had made this decision,
102 Athenaze: Teacher's Handbook Π

they went immediately. They arrived at at the last minute and attacking the
night and launched the ships but sailed easier target of Salamis.
not against the Piraeus, afraid of the iJρησθαι (16): help as necessary
risk, but toward the promontory of with this perfect passive infinitive of
Salamis that looks toward Megara. αίρέω .
There was an Athenian garrison there καθίσταντο (19): note the force ofthe
and a squadron (garrison) of three middle voice-"they set up (guards) for
ships. And so the Peloponnesians at- their own protection. "]
tacked the garrison and dragged off the
ships empty (i.e., without crews) and Exercise 30d
ravaged the rest of Salamis.
Lines 14-20 1. εί οί Κορίνθιοι εύθυς έπ\ τον
Beacons were raised (with signals) ΠειραιiΧ iiπλευσαν, p~δίως &ν εtλον
to Athens, warning of an enemy attack, αύτόν .
2. ούδέν γ(φ liν ναυτικον τον λιμένα
and there was great consternation; for
φύλασσον, διότι oi Άθηνα"iοι
those in the city thought that the Pelopon-
ιj)οντο τους πολεμίους ούδέποτε aν
nesians had already sailed into the Pi-
έπιπλε\>σσι αύτφ .
raeus, and those in the Piraeus thought 3. oi δέ Κορίνθιοι τον κίνδϋνον οϋτως
that Salamis had been taken and that έφοβο\>ντο ίδστε ούκέτι έπ\ τον
now the enemy (they) were sailing Πειραια iiπλεον άλλ' έπ\ τi]ν
against them. At daybreak the Atheni- Σαλαμ"iνα.
ans, coming in full force to the Piraeus 4. φρούριον liν έκει τρι&ν τριηρ&ν ,
to help, launched ships and boarding ίδστε μήτε είς τa Μέγαρα έσπλεtν
(them) hastily sailed with their ships μηδένα μήτε έκπλεtν.
against Salamis, and with their in- 5. oi ο-δν Κορίνθιοι ταύτας τιiς
fantry they set up guard posts τριήρεις έλόντες τi]ν liλλην
(garrisons) for the Piraeus. But when Σαλαμtνα έπόρθουν · τft δέ
the Peloponnesians perceived (that) help ύστεραί~ πρ\ν βοηθησαι τους
'Αθηναίους, κατα τάχος/ταχέως
(was coming), they sailed away
άπέπλευσαν.
quickly.
[The Peloponnesian plan was bold and Help students as necessary with
well conceived; they might have done &ν+ the infinitive in no. 2 (= a potential
the Athenians serious damage if they optative in indirect statement); see note
had carried it out instead of panicking with Grammar 2 above.
 103

31 the poetry of Aristophanes more clifficult

than (or at least clifferent from) the prose
ΑΧΑΡΝΗΣ that they have been reacling. We have
(α) omitted a number of lines (and parts of
lines) that might prove unusually cliffi-
Title; ''Acharnians" cult to students at this stage or that con-
tain allusions that would require te-
τhe purposes ofthis chapter are; clious explanation. Even so, some of the
1. Reacling; to present selections from passages may be cliffi.cult for some stu-
dents, in particular lines 11, 13-14, 25,
Aristophanes' Acharnians to round
55-64, 66-67, 69, and 136-141. We have
out the reaclings in the course by re-
provided extra help in the notes, and we
turning to the Athenian farmer, Di-
urge that teachers be generous in help-
caeopolis, and his family with
ing students with these passages and
which the course began (for further
throughout these selections from the
information on the reaclings, see be-
low)
Acharnians to make sure that the stu-
dents' first exposure to a substantial
2: Grammar: to present matters of
reacling of Greek poetry is a positive
orthography that students will en-
one. We think that the selections as we
counter in Aristophanes (crasis,
have chosen and presented them will be
elision, and prodelision or aphaere-
sis), to present verbal adjectives in both manageable and enjoyable.
-τέος (and -τός; note in teacher's The selections offered here in
handbook, Grammar 4), to present Greek cover only part of the plot of the
summaries of uses of participles entire play, but they offer a clear begin-
and negatives, and to present third ning, middle, and end.
person imperatives They begin (α) with Dicaeopolis
3. Background: to present informa- sitting on the Pnyx, waiting for the
tion on Aristophanes and Old Com- Assembly to begin; he longs for peace
edy and is prepared to clisrupt the proceed-
ings if anyone talks about anything
Aristophanes and Old Comedy other than peace. This scene continues
For further reacling, see Ancient (β) with the beginning of the Assembly
Writers, Vol. Ι, pp. 291-312; Cambridge and the arrival of the immortal Am-
History of Classίcal Literature, Vol. Ι, pp. phitheus, who claims that the gods have
370-398; and The Oxford History ofthe allowed him to make peace with Sparta.
Classical World, pp. 174-180. Amphitheus is shunted aside, however,
and ambassadors are introduced who
The Reading Selections
have returned from the king of Persia,
The selections contain 160 lines to whom they were sent by the Athenians
taken from the first 279lines ofthe play. to seek aid in the war against Sparta.
The selections comprise the following τhey bring envoys dressed in Oriental
lines ofthe original: (α) 1-3, 17-33, and splendor as peacocks. The whole scene
37-42;(β)43-47a,51b-54,56-64a,65-67, is a travesty of responsible politics, and
73-78,80-94,98-109,123-125,and128- Aristophanes mocks both the ambas-
133; (γ) 175-193a, 194-196, and 198-203; sadors and the envoys with scatological
(δ)204-210a,234-255a,257-262,and language that is typical of the poet and
263-279 (with some deletions, which do that will delight students. Dicaeopolis
not allow retention ofthe meter). is so clisgusted that he confers with Am-
The first passage (α) has been kept phitheus and sends him offto Sparta to
short, since students are likely to find conclude a private peace with the
104 Athenaze: Teacher's Handbook Π

Lacedaemonians for himself, his chil- the war had ended and they had been al-
dren, and his wife. lowed to return to their beloved farms
The midpoint (γ) ofthe plot that is and resume their accustomed country
contained in our Greek selections has life.
Amphitheus returning from Sparta Teachers may wish to have their
bearing three alternative truces, from students read the entire play in transla-
which Dicaeopolis is allowed to choose. tion to see how the complication of the
On the last part of Amphitheus' return plot produced by the Acharnians'
journey he was met by hardened old disruption of Dicaeopolis's procession is
Acharnians who want no truce as long finally resolved, but the selections
as their farms are being devastated by given here will provide in themselves a
the enemy and who pursue him and satisfying story with its own beginning,
threaten to stone him. Amphitheus has middle, and end.
outrun the Acharnians, however, and
Style
Dicaeopolis scorns their threats. He
chooses one ofthe truces with Sparta and The passages illustrate a number of
exits, delighted to be rid ofthe war and features typical of Aristophanes' style.
determined to celebrate his private peace The teacher might mention these to stu-
by enacting his own Rural Dionysia. dents before beginning the readings
In the final scene presented here (δ) and then have students locate examples
the Acharnians enter in hot pursuit of as they procede through the text:
Amphitheus, but they withdraw when
Compound words and comic
Dicaeopolis calls for holy silence and
coinages: e.g. 3, 62, 77, 96, 123,
emerges from his house with his wife,
and 143.
his daughter (who carries a sacred
Clusters or series of verbs or adjec-
basket), and his slave Xanthias and a
tives: e.g., 17-18, 19-20, 22, 95-
second unnamed slave (who carry a
96.
phallus-pole). Α sacrifice is made, and
Puns: 30-31, 63-{;4, 77179, and 105.
Dicaeopolis arranges a Dionysiac
Scatological language: 55-58.
procession to celebrate a mock Rural
Direct attack on individuals by
Dionysia and sets the procession in
name: 62.
motion. He then sings a joyous song to
Breaking of dramatic illusion:
Phales, the Dionysiac god of the phallus,
e.g., 120-121 and 146.
in honor of the peace he has accepted
Alliteration: e.g., 123, 142.
with Sparta.
This is by no means the end of Vocabulary
Aristophanes' play, which continues
with the Acharnians attacking and dis- Notes:
rupting Dicaeopolis's procession, but it
is an appropriate conclusion to the story
of Dicaeopolis as told in Athenaze. The
processional scene reassembles the Translation:
characters of Dicaeopolis, his wife,
daughter, and slave from the earlier Lines 1-26
chapters (only Philip and his grandfa- Dic: How (much) I've been stung in my
ther are absent); it shows the rituals and heart, and had few pleasures, very
organization of a Dionysiac procession few, four (to be exact), and what
such as students read about in Chapter pains I've suffered-sand-hun-
9β; and it shows the joy that farmers dred-heaps. But never yet ... was Ι
such as Dicaeopolis would have felt if so stung as now, when there's a reg-
 310 ΑΧΑΡΝΗΣ 105
ular meeting of the Assembly at Grammar8
dawn and the Pnyx here is deserted,
and they (the people) chatter in the Notes:
agora and run up and down
avoiding the red rope (flee the red
rope)o Not even the prytaneis have
come, but they'll come too late and
then push each other when they get ΑΧΑΡΝΗΣ (β)
here (having come) like mad (how
do you think?) for the front seat, all Vocabulary
streaming down in a bunch
(together); but as for peace (how άλαζών: see Iines 43 and 610
peace shall be), they don't care a bit; The declension of μήν is μήν,
ο city, city! And Ι always come back μηνός, μηνί , μf\να; μf\νες , μην&ν ,
first to the Assembly and sit; and μησί(ν), μf\ναςο
then, when I'm alone, Ι groan, Ι The declension of ορνϊς is: ορνϊς ,
yawn, Ι stretch, Ι fart, I'm at a loss, Ι ορνϊθος, ορνϊθι, ορνϊν; ορνϊθες, όρνίθων'
doodle, Ι pluck out my hairs, Ι count, ορνϊσι(ν), ορνϊθαςο
staήng toward the country, loving
The declension of the contract ad-
peace, hating the city and longing jective χρϋσσυς is as follows: χρϋσους,
χρϋσf\, χρϋσουν; χρϋσου , χρϋσf\ς,
for my demeo And so now I've come
χρϋσου ; χρϋσψ, χρϋσ'ί1, χρϋσψ; χρϋσουν,
absolutely ready to shout, interrupt,
χρϋσf\ν, χρϋσο\>ν; χρϋσοΊ, χρϋσα'i,
abuse the speakers, if anyone χρϋσa; χρϋσ&ν , χρϋσ&ν, χρϋσ&ν;
speaks about anything except peaceo χρϋσο'iς, χρϋσα'iς, χρϋσο'iς; χρϋσους,
But look, (for) the prytaneis are here χρϋσας, χρϋσα ο
at middayo Didn't Ι tell you? For the preposition παρά (+ geno) =
That's just what Ι said; every man "from," see line 410 Students met this
is jostling for the front seato use in Chapter 26, tail reading, line 11;
[τi)ν ο ο ο κ:αρδίαν (1): accusative of it is introduced in a vocabulary list for
respecto the first time here in Chapter 310
άλλήλοισι (12): note the Ionic dative
pl. ending; see the notes on the Ionic di- Translation
alect at the beginning ofChapter 270
Lines27-89
οπως (13): see Chapter 24, Grammar
Hero: Come forward!
4, page104o Come on, so that you may be inside
είς (15): Aristophanes uses both είς
the purified areao
and ές (19)0 Ampho: Has anyone spoken yet? Hero:
Compound verb to be deduced: Who wishes to speak?
άποβλέπων (19)0]
Ampho : Ι doo Hero: Who are you? (being
Grammarl who?) Am.pho: Amphitheuso
Hero: Not a man (= human be-
Notes: ing)? Ampho: Νο,
but an immortal ο ο ο
ο ο ο and the gods have commis-
sioned (entrusted to) me
Grammar2
to make a truce with the Spartans on
Notes: my own (alone)o
But as I'm an immortal, gentle-
men, Ι haven't got any travel
allowance (journey money)o
106 Athenaze: Teacher's Handbook Π

For the prytaneis won't (don't) give a bird three times as big as
me any. Her.: Archers! Cleonymus;
Dic.: Prytaneis, you are wronging the it was called a cheatiebird.
Assembly Dic.: This (as it seems) is how you
in ejecting the man who wanted cheated us, taking the two
to make a truce for us and to hang up drachmas.
our shields. Amb.: And now we have come, bringing
Her.: Sit down, be quiet. Dic.: Νο, by Pseudartabas,
God, Ι won't, the Κing's Eye. Dic.: May a raven
unless you (if you don't) introduce a strike it (the Κing's Eye)
motion about peace for me. and knock it out-and yours too, the
Her.: The ambassadors from the Κing . ambassador' s!
Dic.: What king? Γm fed up with am- Her.: The Κing's Eye! Dic.: Ο lord
bassadors Heracles!
and peacocks and imposters Amb.: Come on then, (you) tell what the
(impostures). Κing sent you
Her.: Be quiet .... to say to the Athenians, Pseu-
Amb.: You sent us to the great Κing dartabas.
on a salary (receiving as pay) of two Pseud.: Iartaman exarxan apissona
drachmas a day satra.
when Euthymenes was archon. Amb.: Did you understand what he is
Dic.: Oh my, (those) drachmas! saying? Dic.: Νο, Ι didn't by
Amb.: We were entertained perforce Apollo.
and drank Amb.: He says the Κing will send you
from crystal goblets and golden gold.
vessels (You) tell (us) about the gold louder
sweet wine undiluted. Dic.: Ο Cra- and clearly.
nian city, Pseud.: Νο getty goldy, wide-assed Ioni.
do you see how the ambassadors Dic.: Oh misery, how clear that is!
mock you? Amb.: What's he saying
Amb.: For the barbarians consider only again?
those who can eat and drink the Dic.: What (does he say)? He calls the
most (to be really) men. Ionians wide-assed,
In the fourth year we arrived at the if they expect gold from the barbar-
palace. ians.
But he (the Κing) had taken his Amb.: Νο (he doesn't); but this man
army and gone off to the la- says bushels of gold.
trine, Dic.: Bushels indeed! You're a great
and he was shitting on the Golden imposter.
Mountains for eight months. Her.: Be quiet! Sit down!
Dic.: And when (within what time) did The Council invites the Κing's Eye
he close his ass? to the Town Hall. Dic.: Well, isn't
Amb.: At the full moon. τhen he went this enough to make you hang
off home. yourself?
Then he entertained (us); he served But Ι shall do some terrible and
us mighty deed.
whole oxen, oven-baked (from the But where's my Amphitheus?
oven). DIC.: And who ever saw Amph.: Here Ι am.
baked oxen? What humbug! Dic.: (Υou) take these eight drachmas
Amb.: And yes, by Zeus, he set before us for me
 31. ΑΧΑΡΝΗΣ 107
and make a truce with the Spartans ther information, see Appendix.
for me alone,
and for my young children and Grammar4
wife. Note that the exercises to accompany
And (you) go on with your em- Grammar 4 are on page 228. Note also
bassies and gape like fools! the one example of a verbal adjective in
[Compound verb to be deduced: άπά­ -τέος in the reading (line 147). We
γοντες (37). recommend that Exercise 31d be de-
κάθησο (39): like the imperative of layed until completion of the readings
δύναμαι. from Aristophanes. lt is a good exercise
τijς ήμέρας (46): genitive of time with which to end the course.
with a distributive sense, "each day. " Another set of verbal adjectives has
Line 51 : note the accent of endings in -τός, -τή , -τόν. Students
κατάγελων , καταγέλωτος, ό mockery . have met a number ofthese in the Word
Compound verb to be deduced: Building exercises, e.g., γνωστός (p.
παρετίθει (59). 170), γραπτός (p. 136), ποιητός (p. 136),
Άθηναίοισιν (70): Ionic dative pl. τακτός (p. 82), and χρηστός (p. 136). See
ending . the note in this teacher's handbook on
Line 71: although this utterance is the Word Building exercise in Chapter
complete nonsense, the sounds do sug- 17. These adjectives are formed by
gest Greek words, e.g., έξάρξαν = adding the suffix -τός to the verb stem,
tξηρξα "I began"; σάτρα = σάθρα and they are either passive in meaning,
"rotten things." e.g., γραπτός, -ή , -όν = "written," or
Line 75 = ού λήψ[l χρϋσόν, they denote possibility, e.g., γνωστός,
χαυνόπρωκτοι 'Ίωνες "you won't get -ή , -όν = "known" or "knowable. "
gold, you wide-assed Ionians." The They may be used with a dative of agent,
only words that are coπect Greek are ού e.g., το'iς οϊκοι ζηλωτός "envied by those
and the obscene χαυνόπρωκτ'. at home, " Xenophon , Anabasis 1.7.4.
The ambassadors, both Greek and
Persian, are repeatedly referred to as Grammar5
άλάζονες "imposters," and in a passage Notes:
we have omitted, where Dicaeopolis
himself questions the Persian ambas-
sadors, he reveals them as Athenians
dressed up to look like Persian
grandees (a revelation quite neglected Exercise 31α
by the herald, who immediately after
1. Dicaeopolis got to the Pnyx before
this invites them to the Town Hal1).
all the citizens (anticipated the cit-
το'iσι παιδίοισι (88): Ionic dative pl.
izens arriving ... ).
endings.)
2. When he's alone, he sighs, loving
Illustration (page 210) peace, hating the city and longing
for his own deme.
Attic red figure plate signed by 3. He has come prepared to abuse the
Epictetus, ca. 500 B.C. (London, British speakers, if they don't speak of
Museum). peace.
4. Dicaeopolis was angry with the
Principal Parts
prytaneis for not honoring peace.
For these verbs, see Chapter 18, 5. The ambassador from the Κing
Grammar 1, pages 22-24, and Chapter happened to be present, having ar-
20, Grammar 1, pages 48-50. For fur- rived from Asia.
108 Athenaze: Teacher's Handbook 11
6. Dicaeopolis loathes the Athenians' unsoftened Marathon-fighters,
ambassadors because he thinks tough as maple.
they are imposters (as being im- And then they all began to shout,
posters). "Villain,
7. He was angry with them because are you bringing truces, when our
they had received two drachmas a grapevines are cut down?"
day. And they began to gather stones into
8. The ambassadors are clearly their cloaks.
telling lies. But Ι began to flee; and they began to
9. We all k.now that the Κing will pursue and shout.
send us no gold. Dic.: Well, let them shout. But do you
10. The barbarians only consider bring the truces?
those who can drink the most (to be Amph.: Ι certainly do (Ι say Ι do), these
really) men. three samples.
11. Dicaeopolis says that the Atheni- τhis one is for five years. Take it
ans are fools, if they expect gold and taste.
from the barbarians. Dic.: Ugh! Amph.: What's the mat-
12. Amphitheus ran into the Assembly ter? Dic.: Ι don't like this one
unseen by the archers. because
13. Although Ι am a god, Ι cannot jour- it smells ofpitch and the prepara-
ney to Sparta, unless the prytaneis tion of ships.
give me journey money. Amph.: Well, take this one, for ten
14. Dicaeopolis sent Amphitheus to years, and taste it.
make a truce with the Spartans. Dic.: τhis smells, too, very sharply, of
15. He is rejoicing as ifthe peace had ambassadors (going) to the ci-
already been concluded. ties .. ..
Amph.: But this truce is for thirty years
by both land and sea. Dic.: Ο
ΑΧΑΡΝΗΣ (γ) Festival of Dionysus!
this one smells of ambrosia and
Vocabulary nectar.
Notes: And it says in my mouth, "Go where
you wish!"
τhis Ι accept and Ι pour it out (as a
libation) and Ι will drain it off,
bidding a long farewell to the
Translation Acharnians.
Lίnes 90-117
And rid of war and troubles,
Dic.: But, (look, for) here's Amphitheus I'll go in and celebrate the Rural
(back) from Sparta. Dionysia.
Hello, Amphitheus. Amph.: Don't Amph.: But I'll flee the Acharnians.
[Άχαρνέας (92): the noun Άχαρνεύς ,
(greet me) yet, until Ι stop run-
ning. "an Acharnian," is declined exactly
For Ι must flee and escape the like the noun βασιλεύς.
πρεσβiJται (94): this noun is from ό
Acharnians.
Dic.: What's the matter? Amph.: Ι was πρεσβ-ότης, an alternate form of ό
πρέσβυς used in the sense 'Όld man. "]
hurrying here bringing you
the truces; but some old men Grammar6
smelled them out;
Notes:
Acharnians, tough old men, oaken,
 31. ΑΧΑΡΝΗΣ 109
Exercise 31b In no. 8 students are to deduce the
1. Ι was never so stung as now, be-
meaning of the verb ψεύδοιντο.
cause the citizens are not here at the Grammar7
Assembly.
2. Let's not stay any longer on the Notes:
Pnyx; for not even the prytaneis
have come.
3. If the prytaneis don't arrive
soon/unless the prytaneis arrive Exercise 3lc
soon, the citizens will not wait any
1. Let the slaves loosen the oxen and
longer.
return home, but let the boy hurry
4. Unless you spoke about peace, Ι
with me.
wouldn't keep silent.
2. Let the girls not be afraid but stay
5. The herald ordered Dicaeopolis not
quiet in the house.
to abuse the speakers and not to in-
3. Let all those present be silent and
terrupt.
watch the procession.
6. The barbarians do not consider
4. Let the master not be angry but lis-
those (the sort ofpeople) who cannot
ten to the words of the slave.
drink a lot (to be really) men.
5. Let the young men not fight but sit
7. Dicaeopolis knew clearly that the
in the marketplace.
Κing would never send gold.
8. Ι wish the ambassadors would stop
lying (may the ambassadors no
ΑΧΑΡΝΗΣ (δ)
longer lie). Vocabulary
9. For neither of them can deceive the
people. Notes:
10. For everyone knows they are not
saying a word of truth (are saying
nothing true).
11. Since both the prytaneis and the Translation
people refused to make a truce
(neither the prytaneis nor the peo- Lines 118-160
ple being willing to ... ), Di- Chor.: This way, follow everyone; chase
caeopolis decided not to despair but him; and ask about the man
to do a mighty deed. from all the passers-by. For it is
12. Fearing that he would never get worth the city's while
peace (peace would never happen) to catch this man. But inform me,
any other way, he sent Amphitheus if anyone knows where in the world
to Sparta. the man bringing the truces has
13. For he hoped that the Spartans gone (turned).
would not throw Amphitheus out, as He has fled; he has gone, vanished.
he was an immortal, but would But it's necessary to seek the man
make a truce. and to look Peltingward
14. For whoever does not listen to an and to pursue him from land to
immortal, soon gets it in the neck land, until at last (sometime)
(fares badly). he's found;
15. Although Amphitheus has not yet Ι could never have my fill of pelting
returned, Dicaeopolis rejoices as if him with stones.
he were no longer involved in Dic.: Keep holy silence, keep holy si-
(using, experiencing) war. lence!
110 Athenaze: Teacher's Handbook Π

Chor.: Quiet everyone, did you hear his going happily off to my deme,
call for holy silence, men? having made a truce for myself,
Ί'his is the very man we're looking rid of troubles
for. But everyone (come) here, and battles.
out ofthe way. For the man is Ο Phales, Phales,
coming out to sacrifice, it If you will drink with me, in (from)
seems. a drinking-bout
Dic.: Keep holy silence! Keep holy si- from earliest dawn you will drain
lence! Let the basket-bearer go dry the cup of peace;
forward a little! and my shield will be hung beside
Let Xanthias stand the phallus-pole the fireplace (in the chimney).
up straight!
Put down the basket, daughter, so
[Compound verb to be deduced: ξυλ­
that we may begin.
λαβε'iν (120).
Daugh.: Mother, hand me up the soup-
προ·{τω (131) and στησάτω (132):
ladle here,
help students as necessary with these
so that Ι can pour the soup over this
third person imperatives (see Grammar
broad, flat cake.
Dic.: And indeed it's a fine thing! Lord 6). Compare them with the second per-
son imperative κατάθου in line 133.
Dionysus,
άνάδος (134): compound verb to be
(grant) that Ι, conducting this pro-
cession in a manner pleasing deduced; help students as necessary
with this aorist imperative of άναδίδωμι.
to you and sacrificing with my
σφiρν (147): dual dative ofthe second
household,
may lead the Rural Dionysia with person pronoun, thus "by the two ofyou";
this is the only indication that a second
good fortune,
rid of (service in) the army; (grant) slave accompanies Xanthias.
έκτέος (14 7): the verbal adjective is
that my thirty-years'
truce may turn out well. treated formally in Grammar 7.
το φαλλικόν (149): students are to
Come on, daughter, pretty girl, (see
to it) that you carry the basket
deduce this ("phallic song") from the
noun τον φαλλόν (132).
prettily,
θε& (150): help as needed with this
looking as if you had eaten savory.
Howhappy imperative of θεάομαι.
Lines 151-160: some words and
whoever maπies you ....
Advance, and take care lines have been cut here, but we have not
that no one in the crowd slyly nib- marked them with ellipsis points in the
bles away at your golden jew- printed text.
eκτιρ ... eτει (152): Dicaeopolis
elry.
Xanthias, the phallus-pole must be speaks as if only now after five years of
war, cooped up in the city, has he
held straight up
by the two of you behind the basket- returned to his beloved deme; in fact, the
farmers returned to the country each
bearer;
year when the invasion ended.
and Ι, following, will sing the
προσε'iπον (152): occasionally in di-
phallic song;
alogue the aorist is used of an action
and you, wife, watch me from the
immediately past, where we must use
roof. Forward!
the present.
Phales, companion of Bacchus, ή ... άσπ1.ς ... κρεμήσεται ((160):
after five years (in the sixth year) Ι cf. κρεμάσαι τ&ς άσπίδας (line 38).]
address you
 31. ΑΧΑΡΝΗΣ 111
Illustration (page 224) sic will consist largely of story-
telling; the false stories are myths
Attic red figure cup, ca 470-460 B.C. representing gods and heroes as
(Boston, Museum of Fine Arts). having human faults and vices.
In Plato's state, literature is
Illustrations (pages 226 and 227)
severely censored; Homer and
We include these illustrations at Hesiod are excluded.)
this point as reminders of Athens' ene- 2. τhese stories are not to be told in
mies in the Peloponnesian War, an end our city.
to which Dicaeopolis celebrates in his 3. And after music the young must be
joyful procession. trained in gymnastics.
4. We must select from the other
Illustration (page 228) guardians the sort of men who most
Detail of the cup by Douris, ca. 480 seem to do with all enthusiasm
B.c. (London, British Museum), shown whatever they consider to benefit
at the beginning of Chapter 25. the state.
5. If we are going to use women for the
Acknkowledgments same purposes as the men, we must
teach them the same things.
The text of the extracts from Aristo-
phanes is based on the second edition of
the Oxford Classical Text of Aristo-
phanes, edited by F. W. Hall and W. Μ. Plato's views may be reconstructed
Geldart. The edition of C. Ε. Graves, as follows:
Aristophanes: The Achamians, Cam- Plato adopts the traditional division
bridge University Press, 1967, was con- of education into music and gymnas-
sulted in preparing the facing notes in tics. Education will begin with music,
the student's book and some ofthe ma- the telling of stories to the very young.
terial in the teacher's handbook. τhese stories will be censored, and all
"false" stories, such as myths which do
Exercise 31d
not represent the gods and heroes in a
1. Then shall we not begin their edu- true and noble light, will be excluded.
cation with music before gymnas- In gymnastics Plato seems to be
tics? τhere are two sorts of stories concerned with physical health and
(a double type of stories), the one self-discipline as much as with exer-
true, the other false (a lie). Should cise.
we educate them in both? Women are to have the same edu-
("Music" includes literature-see cation as men, including gymnastics,
Chapter 24; early education in mu- and will play their part in war.
112

APPENDIX:
PRINCIPAL PARTS
The principal parts of selected verbs φf>ω, φόσω, i!φϋσα (transitive) Ι pro-
(usually those introduced in Book I) are duce
given after most of the main reading Second aorist i!φϋν
passages in the student's book; it is in- (intransitive) Ι grew
tended that students should learn these Perfect πέφϋκα (intransitive) Ι
carefully. In the notes to each chapter in am by nature, am
this handbook we provide essential in-
Both of these verbs have first aorists
formation that the teacher will find use- (transitive) and second aorists
ful in explaining the groupings of prin- (intransitive); compare i!στησα = Ι
cipal parts and pointing out noteworthy
made to stand, and εστην = Ι stood.
features. In this appendix, we amplifY
that information, and we provide addi- Note that καίω (καυ-/και-) (9),
tional examples of other verbs used in καύσω, εκαυσα, κέκαυκα, κέκαυμαι,
this course and numerous cross-refer- έκαύθην is entirely regular except for
ences. We do not suggest that all ofthe the change in stem; this is accounted for
linguistic information in this appendix by the disappearance of digamma:
should be conveyed to students; teachers καίFω. We include it here because it
must decide how much their students does not fit in any other group.
will be helped by such information.
Numbers in parentheses refer to the Chapter17β
chapters in which the verbs that are so Principal Parts: Stems in -εv-
marked first appear in the readings or
appear in vocabulary lists; when the Other verbs with stems in -ευ-, all
numbers are followed by Greek letters, following the regular pattern of πιστεύω,
they refer to the lists of principal parts are:
following the reading passages in the άγορεύω (21), άροτρεύω (3),
designated chapters and/or to the notes βασιλεύω (6), βουλεύω (21), γεύομαι
associated with them in this appendix. (31), ίππεύω (27), κινδϋνεύω (23),
Asterisks indicate hypothetical forms. νυκτερεύω (20), παιδεύω (24),
στρατεύω (16), and φονεύω (26).
Chapter17α
The verb λούω (22) follows the same
Principal Parts: Stems in -υ- and -αv­ pattern but has a contracted imperfect
Other verbs of these types occurring ελουν.

in the course are: For άκούω, άκούσομαι, 11κουσα,

άκήκοα, ήκούσθην, see 29β.
έξαρτf>ω (29), θf>ω (21), καταδf>ω
(29), μηνf>ω (31), and φf>ω (28) Chapter 18α
Note in particular: Principal Parts: -ε- and -α- Contract
Verbs
καταδf>ω, καταδόσω, κατέδϋσα,
καταδέδυκα, καταδέδυμαι, Contract verbs in -ε- constitute the
κατεδύθην (transitive) Ι sink most common type of Greek verb. The
Second aorist κατέδϋν following occur in this course; all are
(intransitive) Ι sank; (ofthe regular like φιλέω (with exceptions as
sun) set noted):
 Appendix: Principal Parts 113
άγνοέω (19) For δοκέω (δοκ-), see 20β (guttural
άδικέω (31) stems). For σκοπέω (σκεπ-), see 19α
αίτέω (11) (labial stems).
άκολουθέω (18)
άποδημέω (25) έκπνέω (πνευ-) (29), έκπνεύσομαι or
άπορέω (12) έκπνευσο1Jμαι, έξέπνευσα,
αύλέω (24) έκπέπνευκα
βοηθέω (2) πλέω (πλευ-) (6, 17), πλεύσομαι or
δειπνέω (3) πλευσο1Jμαι, eπλευσα, πέπλευκα,
ένθυμέομαι (28)* πέπλευσμαι
έπιμελέομαι (24)**
Note the alternatiνe contracted fu-
έπιχειρέω (29)
εύφημέω (31)
ture forms (Doric future) in the νerbs
ζητέω (5) above. Note also that monosyllabic
ήγέομάι (6) stems in -ε- (like πνέω) only make ει
θαρρέω (17) contractions, e.g.: πλέω, πλεtς, πλεt,
θεωρέω (16) πλέομεν, πλεtτε, πλέουσι(ν).
κϊνέω (18)
κρατέω (18) Other verbs following the regular
λαλέω (31) pattern of τϊμάω are:
λοιδορέω (31)
βοάω (5), μελετάω (24), νϊκάω (10),
λυπέω (16)
όρμάω (7), σϊγάω (9), τελευτάω (16),
ναυμαχέω (15)
τολμάω (18), and φοιτάω (24).
νοσέω (11)
νοστέω (19)
οίκέω (1)
όρμέω (30) Chapter18β
ποθέω (31)
Principal Parts: -α- and -ο- Contract
ποιέω (4)
Verbs
πολεμέω (21)
πολιορκέω (16) Also:
πονέω (I)
πορθέω (28) έάω (23), έ&σω, εϊα.σα, εϊα.κα, εϊα.μαι,
στυγέω (31) είaθην (for the iπegular aug-
φοβέομαι (6) ment, see 25β)
φρονέω (17)
φρουρέω (29) Irregular:
φωνέω (27)
χωρέω (3, 29) έράω (31), (imperfect i\ρων),
ώφελέω (11) έρασθήσομαι, ήράσθην (only
present and imperfect active; the
*aorist ένεθυμήθην future and aorist come properly
**aorist έπεμελήθην from eραμαι and are deponent;
ήράσθην = Ι fell in love with)
'Γhe νerb παραινέω has ε instead of η έρωτάω (12), έρωτήσω, ήρόμην,
in all parts except the perfect passiνe. ήρώτηκα (regular except for the
Other νerbs in -ε showing νaria­ second aorist, which is supplied
tions in quantity of the stem vowel are: from eρομαι/εtρομαι)
ζάω (24), ζήσω has η where regular
άκέομαι (17), άκο1Jμαι (Attic future),
ήκεσάμην
contraction is α, e.g., infinitive
δέομαι (δεε-) (26), δεήσομαι, ζην. Other tenses are supplied
έδεήθην by βιόω, βιώσομαι, έβίων,
δέω (28), δήσω, eδησα, δέδεκα, βεβίωκα (second aorist conju-
δέδεμαι, έδέθην gates like eγνων)
114 Athenaze: Teacher's Handbook 11
Other verbs with stems in -ο-, all θάπ-τω (θαφ-) (25), θάψω, εθαψα,
following the pattern of δηλόω are: τέθαμμαι, έτάφην (note τ for θ,
for the sake of euphony)
δουλόω (15), έλευθερόω (15), and κρύπτω (κρυφ-) (20), κρύψω,
πληρόω (21) €κρυψα, κέκρυμμαι, έκρύφθην
μέμφομαι (27), μέμψομαι,
άντιόομαι (27), άντιώσομαι,
έμεμψάμην/έμέμφθην
ήντιώθην (note the deponent
στρέφω (27), στρέψω, εστρεψα,
aorist, passive in form)
εστραμμαι, έστράφην/έστρέφθην
Chapter19α (note change of ε to α; for this
pattern of vowel gradation, see
Principal Parts: Labial Stems (-β-, -π-)
the notes in this handbook on the
1. Many verbs with labial stems add τ principal parts after passage
to the stem in the present tense; β, 23α, and see 26β)
and φ before τ become π, e.g.,
*βλάβ-τω > βλάπτω, *θαφ-τω > Chapter20y
θάπτω. Principal Parts: Guttural Stems (-γ-)
2. All verbs with labial stems have
1. All verbs with stems in gutturals
second perfect active, and many
have second perfect active forms,
aspirate the preceding consonant,
and most aspirate the final conso-
e.g., βλάπ-τω, *βέβλαβ-α >
nant of the stem, e.g., διώκ-ω, δε­
βέβλαφα.
δίωχ-α.
3. In the perfect passive the final con-
2. In the perfect passive, the last con-
sonant ofthe stem becomes μ, e.g.,
sonant of the stem becomes γ before
*βέβλαβ-μαι > βέβλαμμαι.
μ.
4. Many (but not all) verbs in labial 3. In the aorist passive, the last conso-
stems have second aorist passives, nant ofthe stem is aspirated before
e.g., έβλάβ-ην. θ, e.g., διώκ-ω, έ-διώχ-θην.
5. In the perfect active a stem vowel ε 4. Most verbs ending in -ττ-/-σσ- in
often changes to ο, e.g., πέπμπω, the present tense have guttural
πέπομφα, λείπω, λέλοιπα (for this
stems
, and follow the pattem of
pattem ofvowel gradation, see the πράττω.
notes in this handbook on the prin- 5. άγω is regular except for the redu-
cipal parts after passage 23α, and plicated second aorist.
see 26β); compare the similar
change in nouns and adjectives Chapter20δ
formed from verbs, e.g., πέπμπω, ή Principal Parts: More Guttural Stems
πομπή; λείπω, λοιπός, -ή, -όν (see (-κ-, -χ-)
Book Ι, Chapter 15, Word Building,
page 191). Other regular verbs with stems in
gutturals are:
Other verbs with stems in -π- are:
άμέλγω (7), άρχω (21), δέχομαι (6),
βλέπω (2), βλέψομαι, €βλεψα εϊκω (15), εϋχομαι (8), στενάζω
σκοπέω (σκεπ-) (11), σκέψομαι, (στεναγ-) (4), σφάζω (σφαγ-) (30)
έσκεψάμην, εσκεμμαι (present stem was spelled σφάττ­
τέρπομαι (9), τέρψομαι, έτερψάμην after Plato), ταράττω (ταραχ-) (29),
τάττω (ταγ-) (23), and φυλάττω
Chapter19β
(φυλακ-) (5).
Principal Parts: More Labial Stems
διαλέγομαι (8), διαλέξομαι or
(-π-, -φ-)
διαλεχθήσομαι, διείλεγμαι,
Other verbs in -φ-: διελέχθην (note the future
 Appendix: Principal Parts 115
middle and passive forms, the μαι > *σπείδ-σομαι > σπείσομαι.
aorist passive form, and the Compare πάσχω (πενθ-),
prefix εί- instead of πείσομαι, and *λύοντσι > λύουσι.
reduplication in the perfect) ψεύδομαι (31), ψεύσομαι,
συλλέγω (19), συλλέξω, συνέλεξα, έψευσάμην, eψευσμαι, έψεύσθην
συνείλοχα, συνείλεγμαι,
Other verbs in -άζω, all following
συνελέγην (note the prefix εi­
the pattern of θαυμάζω, are:
instead of reduplication in both
perfects; note also the vowel άναγκάζω (15), έργάζομαι (8) (see
change &om ε to ο in the perfect 25β), ήσυχάζω (13), and όνομάζω
active; and note the second aorist (26).
passive) σcpζω (σω-/σφ-) (6), σώσω, eσωσα,
σέσωκα, σέσωσμαι, έσώθην (the
The verb έρέσσω (έρετ-) (13), ηρεσα
does not have a guttural stem (see notes iota subscript only appears where
ζ follows ω, though some inscrip-
below on 21 β).
tions have it throughout)
For ελκω, see 25β.
For λέγω, see 27β. Chapter 2Ιβ
For μάχομαι, see 28β.
Principal Parts: More Dental Stems
For τρέχω, see 27α. (- ιζ-, -θ-)
Verbs with inceptive suffix -(ί)σκω, Other stems in -ίζω, all following
e.g., θνή-σκω, εύρ-ίσκω, do not have the pattern of κομίζω, are:
guttural stems (see 24β).
άγωνίζομαι (27), άκοντίζω (26),
βαδίζω (1), έλπίζω (14), θεσπίζω
Chapter21α (27), and κιθαρίζω (24)
Principal Parts: Dental Stems (-δ-, -ζ-) καθέζομαι (23) (imperfect
έκαθεζόμην), καθεδουμαι
Nearly all dental stem verbs (except
καθίζομαι (8), καθιζήσομαι,
those in -ίζω) follow the same pattern:
έκαθισάμην
1. The final consonant of the stem is καθίζω (1) (imperfect έκάθιζον)
dropped before -σ- in the future and The verb πείθω has a first perfect
the aorist active and before -κ- in πέπεικα (Ι have persuaded) and a second
the perfect active. perfect πέποιθα (Ι trust + dat. ); note the
2. The final consonant becomes σ in change of the stem vowel &om ε to ο.
the perfect passive and aorist pas-
sive. Stems in -τ- are very few:

Other verbs with stems in -δ- are: έρέσσω (έρετ- ), ηρεσα

πtπτω (πετ-) (see 26α)
{iδω (for άείδω) (13, 19, 31), {iσω,
1iσα, "ίiσμαι, ftσθην Chapter22α
ilδομαι (24), ήσθήσομαι, iiσθην Principal Parts: Liquid Stems (-λ-, -v-)
(passive deponent)
σπένδομαι (31 ), σπείσομαι, Presents in -λλω are formed &om
έσπεισάμην, eσπεισμαι. The stems in -λ-, to which the semivowel y
change in the spelling of the stem is assimilated.
(σπενδ-, σπει-) is regular; when Verbs with stems in liquids do not
ντ, νδ, or νθ come before σ, the ν show the infix σ in the future or the first
is dropped, and the preceding aorist active; the future adds -ε- to the
vowel is lengthened: *σπένδ-σο- stem, resulting in contract forms, and
116 Athenaze: Teacher's Handbook Π

the first aorist lengthens the stem vowel Chapter23β

(see Chapter 17, page 9, for the future,
Principal Parts: Verbs with Nasal Infix
and Book Ι, Chapter 12, page 149, for the (-αv-)
aorist).
βάλλω: note the transposition ofthe Many verbs have a present stem that
vowel and the consonant in the perfects is formed by adding an infix contain-
and the aorist passive: βαλ-/βλη-. ing the nasal -ν-; note the following
Compare καλε-/κλη- (18α), and θαν-/ types of nasal infixes (given with exam-
θνη- (24β). ples):
στέλλω (στελ-/σταλ-) (29), στελ&,
1. -ν-: δάκ-ν-ω, τέμ-ν-ω, φθά-ν-ω
eστειλα, eσταλκα, eσταλμαι, έστάλην.
2. -αν-: αίσθ-άν-ομαι, άμαρτ-άν-ω,
Note the change in stem vowel from ε to αύξ-άν-ω
α in the first perfect active, the perfect
3. -αν- added to the stem and μ, ν, or γ
middle, and the second aorist passive; inserted in the stem: λα-μ-β-άν-ω
this change usually occurs in verb stems (λα β-), μα-ν-θ-άν-ω (μα θ-), πυ-ν­
containing λ, μ, ν, or ρ. Compare: θ-άν-ομαι (πυθ-), τυ-γ-χ-άν-ω
σπείρω (σπερ-/σπαρ-) (3), σπερ&, eσπει­ (τυχ-)
ρα, eσπαρμαι, έσπάρην. 4. -νε-: άφικ-νέ-ομαι (ίκ-)
βούλομαι, έθέλω, μέλει, and μέλλω 5. -υν: έλα-ύν-ω
all have stems in ε- (see 28β). 6. -ιν: βα-ίν-ω
For άπόλλυμι (όλ-), see 26β. 7. -νϋ-: δείκ-νϋ-μ ι

Chapter22β We have put types 2 and 3 in this

Principal Parts: More Liquid Stems chapter and the remainder in 24α.
( -v-)
Others:
Others:
λανθ-άν-ω (λαθ-/ληθ-) (20; see
άμ\Sνω (13), άμϋν&, fίμϋνα 30δ), λήσω, eλαθον, λέληθα
νέμω (19), νεμ&, eνειμα, νενέμηκα, πυνθ-άν-ομαι (πευθ-/πυθ-) (26),
νενέμημαι, ένεμήθην πεύσομαι, έπυθόμην, πέπυσμαι
σημαίνω (19), σημαν&, έσήμηνα, τυγχ-άν-ω (τευχ-/τυχ-/τυχε-) (1 7;
σεσήμασμαι, έσημάνθην see 30δ), τεύξομαι, eτυχον,
For verbs ending in -άνω in the τετύχηκα
present, see 23β.
For βαίνω, έλαύνω, and τέμνω, see Note 1:
24α. Note that many verbs with the infix
For γίγνομαι, see 26α; for πiνω, see -αν- extend the stem with ε (lengthened
24α; and for φθάνω, see 30δ. to η) to form the other tenses, except the
Chapter23α
second aorist, e.g.:

Principal Parts: More Liquid Stems αίσθ-άν-ομαι (αίσθ-/αίσθε-) (31),

(-ρ-) αίσθήσομαι, ήσθόμην, iiσθημαι
άμαρτ-άν-ω (άμαρτ-/άμαρτε-) (18),
Others: άμαρτήσομαι, ημαρτον,
ήμάρτηκα, ήμάρτημαι,
άγείpω (27), fίγειρα ήμαρτήθην
οίκτiρω (20), φκτϊρα
σπείρω (3), σπερ&, eσπειρα, Note 2:
eσπαρμαι, έσπάρην
λαμβάνω and λανθάνω lengthen the
For φέρω, see 28α. stem vowel in all tenses except the
For εύρ-ίσκω, see 24β. aorist.
 Appendix: Principal Parts 117
Note 3: ζεύγ-νϋ-μι (ζευγ-) (22), ζεύξω,
eζευξα, eζευγμαι, έζεύχθην
The verb λαμβάνω in the perfect has pήγ-νϋ-μι (pηγ-/pωγ-/pαγ-) (22),
εί-prefixed to the stem instead of redu- pήξω, iiρρηξα, iiρρωγα (Ι am
plication (εϊ-ληφ-α, εϊ-λημ-μαι); the broken), έρράγην.
only other verbs in the course having But σβέν-νϋ-μι (σβε-), σβέσω,
this peculiarity are συλ-λέγω, συνείλοχα eσβεσα, eσβηκα (Ι have gone out),
(see 20δ) and δια-λέγομαι, διείλεγμαι έσβέσθην
(see 20δ). Only two other Greek verbs For άπ-όλλϋμι (= *ολ-νϋ-μι) see 26β.
have this: λαγχάνω, εϊ-ληχ-α, and
μείρομαι, εϊμαρται (it is fated). Chapter24β
Chapter24α Princίpal Parts: Verbs ίn -(ί)σιcω

Prίncίpal Parts: More Verbs wίth Nasal άποθνή-σκω (11): note the metathe-
lnfix (-ν-, -vε-, -ιv-, and -vv-1-vv-) sis θαν-/θνη-.
This group illustrates types 1, 4, 6, For άνα-μι-μνf1-σκω (μνα-) see 30γ.
and 7 (see notes above with 23β). For δι-δά-σκω (δαχ-) see 26α.
Note that τέμνω transposes the vowel For πά-σχω (παθ-) see 26β .
and the consonant of the stem in the per- Other verbs of this class are:
fect active and passive and in the aorist
passive; compare βάλλω, βέβληκα, and άλ-ίσκομαι (άλ-/άλο-) (28),
καλέω, κέκληκα. άλώσομαι, έ&λων or ilλων,
έάλωκ:α or ilλωκα. Aorist forms:
Other verbs: έό.λων, άλ&, άλοίην, άλ&ναι,
άλούς (compare iiγνων). The
'rype 1:
stem was originally fαλ-, hence
δάκ-ν-ω (δα κ-/δη κ-) (31), δήξομαι, the irregular augment. This
eδακον, δέδηγμαι, έδήχθην verb is used as the passive of
πί-ν-ω (πι-/πο-/πω-) (9), πίομαι, αίρέω.
eπιον, πέπωκα, πέπομαι, έπόθην άρέ-σκω (άρε-) (20), άρέσω, fίρεσα
τέμ-ν-ω (τεμ-/ταμ-/τμη-) (23), τε μ&, (+ dat. ). This verb is commonly
eτεμον, τέτμηκα, τέτμημαι, used impersonally, e.g., άρέσκ:ει
έτμήθην. Note the transposition μοι it pleases me.
of the vowel and the consonant of
the stem in the last three parts. Chapter25α
φθά-ν-ω (φθα-) (see 30δ)
Prίncipal Parts: Three Deponent Verbs
Ί'ype 4: Notes:
άφ-ικ-νέ-ομαι (6) only.
Ί'ype 5:
έλα-ύν-ω (έλα-) only; see 29β. Chapter25β

Ί'ype 6 (-νϋ-μι): Prίncίpal Parts: Verbs that Augment to

εί- ίn Imperfect
Most verbs of this class are like
Α few verbs starting with a vowel
δείκ-νϋ-μι (guttural stems):
augment to εί- instead of following the
άνοίγ-νϋ-μι (22), άνοίξω, άνέφξα, usual rules for temporal augment. This
άνέφχα, άνέφγμαι (Ι stand open), irregularity is accounted for by the dis-
άνε<ί>χθην appearance of an initial digamma or σ
118 Athenaze: Teacher's Handbook Π

(or both). τhus: γί-γνομαι (γεν-/γενε-/γον-) = *γι­

γέν-ομαι
έργάζομαι = *fεpγάζομαι, πi-πτω (πετ-/πτω-) = *πι-πέτ-ω
(imperfect) *έfεpγαζόμην.
When F drops out, εί results. τhese two verbs follow regular pat-

επομαι = *σέπομαι, (imperfect) terns. In the second perfect of γίγνομαι,

*έ(σ)επόμην > είπόμην. τhe pres- the common change of stem vowel from ε
ence of an original σ is indicated to ο occurs. In πiπτω (πετ-) the τ drops
by the aspiration (compare έπτά = when σ follows, in common with other
Latin septem). The second aorist stems in dentals. In the perfect, the
*έ-σ(ε)π-όμην > έσπόμην. Here vowel and consonant of the stem are re-
the original σ of the stem is re- versed (metathesis).
tained, but the ε is dropped διδάσκω (διδαχ-) = *διδάκ-σκω
(syncope).
eχω = *σέχω, (imperfect) *eσεχον > Here the χ drops out in the present
είχον. In the future εξω, aspira- stem. τhe verb follows the regular pat-
tion indicates the original σ. In tern of a guttural stem but is irregular
the stems σχ- and σχε-, the σ is in retaining the prefix δι- in all tenses.
retained but the ε is dropped. τhe root ofthe verb is δα-, which is
found in the poetic verb δά-ω, δαήσομαι,
Other verbs with irregular augment έδάην Ι learn; (causative) Ι cause to
are: learn, teach.
έάω ~23) = *σεfάω, (imperfect) ε~ων,
Chapter26β
έα.σω, εϊα.σα, εϊα.κα, εϊα.μαι, εία.θην
(eθω) (28) = *σέθω, (perfect) εϊωθα Principal Parts: Verbs with Three Grades
ελκω (25) = *σέλκω, (imperfect) of Stem Vowel
εtλκον, ελξω. The other tenses For the terminology used to describe
are formed from the stem the three grades of stem vowel, see the
(σ)ελκυ-: εϊλκυσα, εϊλκυκα, note in this teacher's handbook with the
εϊλκυσμαι, είλκύσθην. principal parts in Chapter 24α.
t-η-μι (see Chapter 21, Grammar 4,
pages 68-70) = *(σ)ί-(σ)η-μι, πάσχω (πενθ-/πονθ-/παθ-):
iiσω, fικα, εtκα, είμαι, εϊθην τhe root of this verb is πενθ-; com-
ϊ-στη-μι (see Chapter 20, Grammar pare το πένθος grief.
1, pages 48-50) = *(σ)ί-στη-μι, τhe present is formed from παθ-:
(perfect active) ε-στη-κ:α, *πάθ-σκ:ω > πάσχω (the θ drops out be-
(pluperfect) εί-στή-κη fore the σ, and the κ is aspirated).
όράω (see 29α) = *fοpάω (imperfect)
τhe future is formed regularly from
έώρων, (perfect active) έόρα.κα or
πενθ-: *πένθ-σομαι > πείσομαι. The
έώρα.κα, (perfect passive) έώρα.μαι
-νθ- drops out before the σ and the pre-
or d:ιμμαι ceeding vowel is lengthened; compare
For εiδον = *efιδ-ον and οίδα = σπένδομαι, σπείσομαι, έσπεισάμην.
*οfιδ-α, see 29α. τhe perfect is formed regularly with
a change in stem vowel from ε to ο: πέ­
Chapter26α
πονθ-α.
Principal Parts: Verbs with Present τheverb often has a quasi-passive
Reduplication meaning, e.g., εΟ πάσχω = Ι am treated
well.
Present reduplication consists of the
first letter ofthe stem +ι, e.g., γι-γνώ­ άπόλλϋμι from *άπ-όλ-νϋμι
σκ:ω (γνω-/γνο- ), δί-δω-μι (δω-/δο- ). (όλ-/όλε-/όλο-) (26), άπολ&,
 Appendix: Principal Parts 119
άπώλεσα Ι destroy, ruin, lose intelligible if the principles of Attic
άπολώλεκα Ι have ruined, άπόλωλα reduplication are understood (see 29β).
Ι am ruined Ί'he perfect active and passive and the
άπόλλυμαι, άπολουμαι, άπωλόμην Ι aorist passive are formed from the stem
perish ένεκ- (ένοχ-). The strangest feature of
the verb is the appearance offirst and
Note the Attic reduplication (see 29β)
second aorists with the same stem and
ofboth the first perfect and the second
perfect: άπ-ολ-ώλε-κα, άπ-όλ-ωλ-α. no difference in meaning.
Chapter28β
Chapter27α
Principal Parts: Verbs Adding ε to Stem
Principal Parts: Verbs from Unrelated
Stems Others:
αίρέω, (second aorist) *e-έλον >
καθεύδω (2), (imperfect) έκάθευδον
εtλον .
or κάθηυδον, καθευδήσω
Ί'he other tenses of this verb are μέλλω (7), μελλ-ήσω, έμέλλ-ησα
formed regularly from the stem αίρε-, μέλει (26), μελήσει, έμέλησε,
except for ε- in the aorist passive. μεμέληκε
τύπ-τω (6), τυπτήσω
eρχομαι: for εtμι see Chapter 17, χαίρω (21), χαιρήσω, κεχάρηκα,
Grammar 2, page 17. έχάρην

From another stem (έλευθ-) related Chapter29α

to this verb is formed the epic and lyric Principal Parts: όράω and οlδα, Seeing
future έλεύσομαι. From the stem έλυθ­ andKnowing
is formed the epic and lyric second
aorist i\λυθον =ήλθον by syncope. Note For the augment in έώρων, έόρακα
the Attic reduplication in the second per- or έώρακα, έώραμαι,see 25β (έώρων =
fect έλ-ήλυθ-α (see 29β). *έfόpων, similarly εtδον = *efιδον).

Chapter27β
οtδα (ίδ-)

Principal Parts: Another Verb from Un- This verb is a second perfect in
related Stems form, with augment: *efιδ-α. In the
first, second, and third persons singular
Ί'he parts formed from the stem λεy­ of the perfect, the initial ε changes to ο,
are regular guttural formations. giving οtδ-α; in the plural, the augment
The verb εϊρω in the present is found is dropped, and σ replaces δ. In the plu-
only in the Odyssey. Stem: έρ-/ρή­ perfect, είδ- is augmented to ήδ-, and in
(metathesis) for fEp-/fpη-, hence in the the plural again σ replaces δ. The im-
perfects *e-fpηκα > εϊρηκα and *e- peratives use the basic stem ίδ- with σ
fpη-μαι > εϊρη-μαι. replacing δ. The subjunctive, optative,
Ί'he second aorist is supplied from infinitive, and participle are regular
the stem Fεπ-: *efεπ-ον > εtπον. Note perfect forms.
that the augment is retained in all
moods. Chapter29β

Principal Parts: Verbs with Attic Redu-

Chapter28α
plication
Principal Parts: Another Verb from Un- Α small number of verbs beginning
related Stems
with α, ε, or ο reduplicate by repeating
Although the principal parts of φέρω the initial vowel and consonant and by
look idiosyncratic, they become more lengthening α and ε to η and ο to ω.
l2Ω Athenaze: Teacher's Handbook Π

άκούω (4), άκ-ήκο-α; έλαύνω (compare Latin stiire); the initial σ

(έλα-) (2), έλ-ήλα-κα; έσθίω (έδο-) drops out, and its original presence is
(9), έδ-ήδο-κα. indicated by aspiration.
έγείρω (έγερ-, έγορ-) (see 23α), έγ­
So also t-η-μι (see Chapter 21,
ρήγορ-α (for έγ-ήγορ-α), έγ­
Grammar 4, pages 68-70), iiσω, iΊκα,
ήγερ-μαι
είκα, είμαι, εϊθην. Originally *σί-ση­
eρχομαι (έλυθ-) (see 27α), έλ-ήλυθ­ μι (ση-/σε-); the σ drops out, hence *e-
α
σε-κα > εtκα.
ολλϋμι (όλ-) (see 26β), ολ-ωλ-α
φέρω (ένεκ-) (see 28α), έν-ήνοχ-α
(note the change in the stem
Other verbs in -μι:
vowel from ε to ο and the aspi-
rated second perfect), έν-ήνεγ­ άνοίγ-νϋμι, δείκ-νϋμι, ζεύγ-νϋμι,
μαι pήγ-νϋμι (see Chapter 22, Grammar

Chapter30y 3, pages 82-83 and 24α)

Principal Parts: άvαμιμvfισκω αn d άπόλλϋμι (26)

μέμvημαι δια-σκεδάν-νϋμι (σκεδα-) (27)
Notes: δύνα-μαι, έπίστα-μαι, κεί-μαι (see
25α)
είμί (έσ-) : the σ drops out, and *έσμί
Chapter30δ becomes είμί
εtμι (εί-, ί-) (see Chapter 17, Gram-
Principal Parts: Verbs with -αv-1-v­
That Take Supplementary Participles mar 2, page 17)
κρεμάν-νϋμι (κρεμα-) (19)
Notes: πί-μ-πλη-μι (πλη-/πλα-) (17)
σβέν-νϋμι (σβε-), σβέσω, eσβεσα,
eσβηκα (I have gone out),
έσβέσθην (see 24α). The origi-
Chapter31β nal stem was σβεσ-; the σ drops
out and the nasal infix -νυ- is
Principal Parts: Verbs in -μι
added.
All three ofthese verbs have present φημί (φη-/φα-) (see Chapter 23,
reduplication: ϊ-στη-μι = *σί-στη-μι Grammar 5, pages 96-97)
 121

SUBJECT INDEX
At the end of the Index is a separate listing of Greek words for grammatical and
cultural reference.

Α ambassadors, Athenian, 27, aspect, 13, 15, 19, 20,83

abaton, 2 32,53 aspiration, 19, 31,114,118,
abstract noun, 16 ambassadors, Persian, 107 119,120
Acarnania, 90 ambassadors, Samian, 99 Assembly, 15, 33, 34, 35, 40,
accent, 1, 12, 28, 30, 35, 39, 57, ambassadors, Spartan, 33, 41,51,52,53,66,90,103,
60,64,79,84,85,100,107 34,37 105,106
accusative absolute, 69, 73, Amphitheus, 1 03, 1 04, 1 05, assimilation, 19, 63, 115
74 106,108 astragalus, 11
accusative case, 3, 6, 7, 9, 14, Anabasίs, Xenophon's, 107 Athenians, 8, 9, 10, 15, 16, 17,
16,49,56,68,69,80,84,86 antecedent,51,63, 72,74 30,31,32,33,34,36,37,39,
accusative of direct object, 51 Antirrhium Promontory, 93 44,46,47,48,49,51,53,56,
accusative of duration of aorist active, 115 64, 76,90,91,93,94,96,97,
time, 46,73 aorist imperative, 6, 60, 7 2, 99, 100,101,102,103,106,
accusative of exclamation, 110 107
'73 aorist indicative, 11, 79, 97 Athens, 2, 9, 11, 12, 15, 16, 18,
accusative of extent of space, aorist infmitive, 11, 71 27,30,32,33,34,35,36,40,
74 aorist middle, 8, 56 41,43,44,46,48,51,54,55,
accusative of motion, 3 aorist middle infinitive, 3 90,93,95,98,99,100,101,
accusative ofrespect, 7, 70, aorist participles, 11, 20, 21, 103,111
72,73,84,105 56,66,69,77 athletic contests, 66
Achaea,90,93,94,95 aorist passive, 4, 8, 12, 19, 31, Athmonia, 99
Acharnae,47,48,49,51 41,55,57,66,80,114,115, Atreus, 21
Acharnians, 47, 49, 51, 103, 116,117,119 Attica, 10, 16, 18, 27, 31, 32,
104,108 aorist subjunctive, 35, 42, 63, 33,40,41,46,47,48,51,56
Acharnίans, Aristophanes', 71 Attic declension, 22, 90
34, 35,103,111 aorist tense, 4, 11, 12, 19, 20, Attic dialect, 93
-α- contract verbs, 12, 15, 28,49,67,84,95,97,110, Attic Greek, 6, 12, 18, 27, 30,
112,113 113,114,116 33,38,39,40,41,44,47,50,
Acropolis, 33, 99 aphaeresis, 103 55,70,76,80,85,97,100,
acropolis, 83 Apollo,l7, 76, 77,83,86,88, 113
active voice, 1, 78 89,106 Attic reduplication, 78, 84,
Acts, 8 ά-privative, 38, 80, 84, 100, 93,119
adjectival suffιx, 100, 101 101 attraction, 51, 64
adjectives, 7, 8, 11, 16, 18, 55, arbitration, 37 attributive position of
80,104,106,107,114 Archidamus, Spartan king, adjectives, 18
Adrastus, 69, 70, 71, 72, 74, 75 32,44,47,49 Atys, 69
adverbial accusative, 37, 43, Archimedes, 85 augment,27,57,66,67,79,80,
72,74 archon, 99, 106 83, 113, 117,118, 119
adverbs,9,25 Arge, dog's name, 22
Aegina, 25 Argiνes, 66 Β
Agamemnon, 21, 27, 28 Argos, 66 Babylonians, 78, 79
agora, 105 Aristophanes, 35, 103, 104, Bacchiadae, 82
Alcmeon, 67 105,107,111 Bacchus, 11 Ο
Alexander of Athens, 12 Aristotle, 12, 78 Bacchylides, 83, 89
Alexias, 99 army,9,10,15,16,17,32,37, barbarians, 10, 16, 17, 25, 26,
alliance, 10, 52, 61, 78 44,47,48,51,59,77, 79,80, 32, 37, 61, 106
allies,15,32,37,43,46, 78,90, 83,89,97,106,110 battle, 2, 16, 17, 18, 25, 37, 41,
93 articular infinitive, 51, 58, 47,49,51,59,64,72, 77,79,
alliteration, 104 76 80,90,93,94,95,96,100,
altar, 7, 14, 21,35 Asclepieion, 14 110
Alyattes, 61, 63, 89 Asclepius, 2, 3, 5, 6, 7, 11, 14, battle ofMycale, 18
Amasis, king of Egypt, 7 8 41 battle of Salamis, 2
ambassadors, 27, 32, 33, 34, Asia,59,61,63,80 bema, speaker's platform,
37,99,103,106,107,108 Asopus River, 16 33,35
122 Athenaze: Teacher's Handbook Π

Biton, 66 Crisa, 90 diphthongs, 1, 64

~tia,10,16,47,48,51 Crisaean Gulf, 90, 100 diplomatic activity, 32, 35, 40
Boeotians, 9, 51 Crito, 14 direct objects, 28, 51
Croesus, king of Lydia, 59, direct questions, 3
c 61,62,63,66,67,68,69,70, direct speech, 67
California state motto, 85 71,72,74,75,76,77,79,80, direct statements, 45
Calydonian boar hunt, 71 83,85,86,88,89 doctors, 2, 3, 46
camp,17, 25 cults, 44, 74 Dodona, 76
cavalry, 16, 17, 80 Doric dialect, 30, 113
cures, 11, 14
Cecropis, 99 double augment, 79
Cyclopes, 28
Cephisophon, 99 Cyllene,93,94 double question, 3
chairman,35,99 Douris, 55, 62
Cypselus, 76, 82
Chalcis, 90 Cyrus, king ofPersia, 59, 76, downfall of Athens, 54, 98
children,39,56,58,64,66, 74, 77,78,79,80,83,84,86,88 drachrnas,14,106,108
84,104,107 drearns,69, 71,72, 76,79
Christians, 91 D dual dative, 110
circumstantial participle, dative case, 5, 7, 48, 51, 58, 69, Dyme, 93
26,41 82,105,107,110
citadel of Mycenae, 21 dative of accompaniment, Ε
citizens, 40, 51, 99 73,74,96,97 -ε- contract verbs, 12, 31, 112
city,10,15,30,31,32,34,37, dative of accompanying education, 55, 56, 57, 58, 59,
39,40,41,43,44,46,49,51, circumstance, 86 111
54,77,80,83,89,90,91,102, dative of agent, 1 07 Eetion,82
105,108,109,110 dative of degree of e-grade, 49
clauses of fearing, 40, 42 dilference,16,34, 73 Egypt, 46, 63, 78
Cleisophus, 99 dative ofindirect object, 37, Egyptians, 78
Cleobis, 66 73,74 Eleusis, 27, 31, 47, 48, 49, 51,
Cleon, 54 dative of instrument, 73 64
Cleonymus, 106 dative of the person elision, 103
Cnemus,93,95,101 concerned, 74, 80 embassy, .44, 99,107
comic coinages, 104 dative of possession, 73 ernpire, 32, 34, 37, 54, 61, 77,
comparison of adjectives, 55 declension, 8, 11 84,88
complex sentences, 62, 91, 97 defmite article, 2, 18, 37, 49, ernpire of Cyrus, 77
compound adjectives, 80 72 enclitic, 28, 84
compound verbs, 2, 22, 28, 33, defmite clauses, 42 enclitic pronouns, 84
37,43,48,49,63,69,71,72, deliberative questions, 33 enemy,37,41,44,47,51,64,
74,77,78,80,82,85,86,87, Delos, 25, 89 86,93,95,99,100,101,102,
88, 91, 95, 97, 101, 105, 107, Delphi, 66, 76, 77, 88,90 104,111
110 Delphic oracle, 76 epic poetry, 70, 119
compound words, 80, 100, demes,47,48,51,99,105,110 Epictetus, 107
101,104 democracy, Athenian, 33, Epidaurus, 2, 3, 5, 6, 11, 14,30
conative imperfect, 74 36,43,54 epidernic, 46
conditional clauses, 33, 34, demonstratives, 34 Epirus, 77
41,42,54,98 denominative verbs, 31 Ethiopia, 46
conditional sentences, 62, dental stem verbs, 35, 38, etiological stories, 82
97,101 115,118 Euboea, 39,43
conditions, 7, 64 deponent aorist passive, 8, Euonymus, 99
connecting relative, 82 114 euphony, 47, 114
constitutions, five types of, deponentfUture,28,114 Eurotas valley, 14
5Ο deponentverbs,35,47,55, Euthymenes, 106
contract adjective, 105 113,114,117 exhortations, 33
contract verbs, regular, 2, dialect, 30, 76 Exodus, 68
65,112,113 Dicaeopolis, 2, 3, 6, 7, 11, 14, explanatory infmitive, 58
Corinth, 11, 14, 22, 27, 30, 50, 15,18,21,22,23,27,28,30,
76,82,90,93,100,101 33,34,40,41,43,44,56,103, F
Corinthians, 15, 30, 32, 34, 90 104, 107,110, 111 fall of Sardis, 83
correlatives, 69 dice, 11 family,40,44,55,103
Council,the,38,44,99,106 digamma, 83, 112,117 farrners, 27, 30, 33, 34, 37, 39,
councilors, 35 diminutive, 82, 100 44,51,56,103,104,110
crasis, 103 diminutive suffix, 100 farrns,18,37,52, 71,104
Cratylus, Plato's, 94 Dionysiac procession, 104 fearing, clauses of, 33, 40
Crete, 93, 94 Dionysus, 70,108,110 Festival of Dionysus, 108
 Subject Index 123
finite verb, 53 Handel's Messiah, 60 81,84,86,91,101,102,113,
fust aorist, 4, 112,115,119 healing sanctuaries, 2, 5 119,120
first declension nouns, 31 Hera, 2, 66 Ulfix,52,56,94,115,116,117
First Peloponnesian War, Heracleitus, 94 infix σ, 115
15,34,90 Heracles, 1 06 ingressive aorist, 21, 34, 41
French,19 herald, 35, 44, 48, 1 07 ingressive suffix, 59
Freudian psychology, 4 Herodotus, 2, 11, 18, 55, 59, inscription, 5, 17, 66, 98, 115
Furies, 28 60,61,62,63,65,69,76,77, internal accusatiye, 7
future infinitive, 72 78,83,86,87,88,100 interrogatives, 84
future less vivid condition, Herodotus' history, 55, 59, 62 intransitive verbs, 27, 29, 51,
63,94,98 heroes, 44, 111 112
future middle, 31, 41 Hiero, 85 Ionian Greeks, 61
future more vivid condition, historic presents, 100 Ionian revolt, 25
34,98 Hitler, 50 Ionians,25,61,106,107
future optative, 67 holy place, 8, 11 lonic dialect, 62, 76, 82, 84,
future participle, 2, 6, 30, 39, holy silence, 1 04, 1 09, 11 Ο 105,107
48 Homer, 12, 22, 27, 38, 80, 89, Ionic spellings, 55, 70
future particular condition, 111 iota subscripts, 1, 5, 59,115
00 hortatory subjunctive, 33 iπegular augment, 113, 117,
future passive, 31, 41, 55, 57 hospitality, 23, 64, 74 118
future tense, 2, 3, 4, 6, 7, 12, hubris, pride, 68 lsthmus, 43
35,43,55,67, 72, 78,80,84, hunters, 18, 21 Ithome, 90
88, 113, 115, 118 Hyperboreans, 89
J
Hyroeades, 83
G Josephus, 19
general, 16, 25, 32, 51, 53, 90, Ι justice, 24
95,99,101 idiom, 7, 15, 37, 46, 51, 69,80
κ
genitive absolute, 18, 19, 21, Iliad, 12
illusion, dramatic, 104 kings, 10, 17, 21, 32, 44, 46,
~
imperative mood, 1, 3, 6, 7, 48,59,63,68,70,71, 76,78,
genitive case, 7, 16, 37, 51, 58, 86,103,106
62,64,69,72 12,20,75,103,107,110,119
Κing's Eye, the, 106
genitive of comparison, 73 imperatives, second person,
110 knucklebones, 11, 14,15
genitive ofseparation, 73, 74
genitive oftime, 57, 107 imperatives, third person, 1, L
Germany,50 103,110 Labda, 76,82
goat-song, 70 imperfect tense, 19, 20, 27, 31, labial stems (of verbs), 19,
God,19,68 33,40,47,50,55,59,63,64, 113,114
gods,2,3,6, 7,8,11,12,14,35, 67,78,84,112,113,117 Lacedaemonians, 104
66,68,69,74,76,77,84,86, imperfective aspect, 19, 20 Latin, 1, 4, 29, 36, 55, 97, 118,
88, 89,103,104,105,111 impersonal verbs, 6, 117 120
goddess, 2, 5, 66 inceptive suffιx, 59, 115 Leto, 89
Gordias, 70 inchoative imperfect, 13, 15, Leucadians, 93,100
grades of stem vowel, 49, 70, 19 Leucadian ship, 99, 100
72,118 inchoative suffix, 59 Leucas,93
Greece, 11, 25, 61, 62, 63, 77, indefinite or general libation, 7, 89, 108
83,91,93 clauses, 33, 40, 42, 48, 63, lions, 21, 28
Greeks,16,17,22,25,26,32, 65,77,93 liquid stem verbs, 4, 41, 49,
34,37,42,44,48,59,61,63, indefinite or general 70,115,116
68,82,84,86,88 relative clauses, 62, 63 literary genres, 70
guest-friend, 48, 64 indefinites, 84 Longinus, 42
Gulf of Corinth, 90, 93, 100 indicative mood, 6 long vowel endings, 7
guilt, 69, 71 indirect questions, 36, 40, 45, Long Walls, 39
guttural stems (ofverbs), 28, 62,63 Lydia,61,62,63,80,89
31,113,114,115,117,118, indirect reflexive pronouns, Lydians, 59, 74, 76, 77, 79, 83,
119 88 84,86,88
gymnastics, 56, 59, 111 indirect speech, 62, 63, 86, 91,
97, 99,100,101 Μ
Η indirect statement, 7, 10, 40, macron, 1, 40
Hades, 68 44,45,47,49,52,62,63,80, maenad, 110
Haeckel, 35 91,101,102 main clause, 26, 48, 62, 64,
Halicarnassus, 60 infinitives, 1, 3, 5, 6, 7, 20, 22, 90,94,98
Halys River, 61, 77 41,44,47,49,53,66,77,80, Marathon,32,47,108
124 Athenaze: Teacher's Handbook Π

11ardonius,9,10,16,17 olives, 18 116,118,119

11edes,17,59, 76,89 Olympic Games, 59 Periander, 82
medical terminology, 46 omens, 40 Pericles, 15, 33, 35, 36, 39, 41,
11editerranean (Sea), 36, 43 optative mood, 1, 22, 33, 48, 44,47,48,49,51,52,53,54,
11egara,27,31,101,102 62,63,64,65,67, 77,86,91, 56,90
11egarian Decree, 32 92, 93, 94,119 periphrastic, 79
11eleager, 71 optative of wish, 94 Persia, 76, 103
11elissa, 43 Oropus, 47 Persian Empire, 77
11elos, island, 5 oracles, 76, 77, 79, 84, 88 Persians, 9, 10, 25, 59, 61, 76,
memorial tablet, 14 oracular responses, 77 77, 78,80,83,84,88,89,107
11essenians, 90, 96 orthography, 103 Persian Wars, 2, 59
metathesis, 41, 117, 118, 119 oxen,18,41,43,66,106 Phaedo, Plato's, 14
meter, 103 Phales, 104, 11 Ο
Ρ
11iddle English, 64 phallus, 1 04
middle voice, 7, 27, 47, 48, 55, Pactolus, 89 phallus-pole, 104, 11 Ο
68,78,102 Paeania, 99 Philip,2,3,6, 7,11,12,14,18,
palace,27,28,63, 70, 71, 72, 21,23,27,28,30,33,34,40,
11ilton, Paradise Lost, 60
-μι verbs, 11, 64, 120
74,89,106 41,43,55,56,59,104
Panormus,94,95,100 Philo, 35
11olycrion, 93, 95
papyrus,57,89 Phocis, 90
monosyllabic stems, 113
11ount Aegaleus, 47 participle, uses of, 2 Phormio, 90, 91, 93, 94, 95,97
participles, 1, 5, 6, 15, 17, 19, physical training, 59, 111
11ount Brilessus, 4 7
11ount Olympus, 71, 72, 110 22,26,27,30,41,47,54,66, piety, 89
11ount Parnes, 47 76, 78,100,101,103,119, PΠaeus,2,39,46,97,101,102
movable ν, 76, 87 120 plague, 40, 45, 46
11uses, 59, 60 particle, 44, 91 Plataea, 11, 16
partitive genitive, 7, 48, 57, Plato, 14, 24, 50, 55, 56, 58, 59,
music, 56, 58, 59, 111
musical terms, 60 74 94,111,114
passive voice, 1, 44, 47, 48, 55, Plato's cardinal virtues, 58
11ycale, 18, 25
11ycenae,l8,21,27,28,30 79,83,115 plays, 103,104
11yrrhine, 41, 43 past contrary to fact pluperfect, 20, 37, 48, 83, 97,
11ysians, 71 condition, 97, 98 119
mysticism, 85 past general condition, 64, pluperfect passive, 48, 64, 76,
myth, 63, 82, 111 98 78,83
past particular condition, 98 Plutarch, 12
Ν Patrae, 90, 93 Pnyx,33,35,103,105
Naples, 12 Paul, 8 political institutions,
nasal infιxes, 52, 56, 94,100, Pausanias, 16, 17 Athenian, 40
116,117,120 Peloponnesian army, 47, 48, Polybius, 50
Naupactians, 100 51 Polymnis, 99
Naupactus,90,93,96,99,100 Peloponnesian League, 27, Polyphemus, 23
negative clause, 53 30,31,32 positive clause, 53
negatives, 44, 54, 94, 97,103 Peloponnesians, 15, 16, 34, potential αν, 98, 101
nemesis, divine retribution, 37,40,41,43,44,46,49,51, potential optative, 62, 90, 91,
ffi 56,91,93,94,95,97,99,100, 94,98,102
neuter, 7, 16, 77 101,102 Potidaea, 32
Nicophon, 99 Peloponnesian War, 11, 27, predicate position of
nominative case, 16, 26, 70, 34,40,47,51,90,97,111 adjectives, 18
84,100 Peloponnesus, 32, 51, 90, 91 prefixes,2,8,44,47,52,59,
nouns,l,8,80,88,108 Pentelicon, 4 7 70, 115, 116,118
noun suffix, 100, 101 perfect active, 1, 19, 31, 41, 70, prepositional phrase, 19, 4 7
80,81,83,114,116,117,119 prepositional prefixes, 47
ο perfect indicative, 86
-ο-contract verbs, 16, 113 perfect infmitive, 85, 102 prepositions, 6, 11, 12, 14, 30,
34,36,40,57,58,62,69,71,
Odyssey, 22,119 perfect middle, 8, 19, 70, 116
76,83,97,99,105
Oedipus at Colonus, 68 perfect participle, 27, 76, 89
Oenoe, 47, 48 perfect passive, 4, 6, 8, 19, 76, present contrary to fact
offerings,l4, 77,88 80,113,114,115,117,119 condition, 98
o-grade, 49, 70 perfect passive participle, 6, present general condition,
OldAttic, 100 56,78 98
Old Comedy, 103 perfect tense, 29, 38, 41, 52, present imperative, 3
Old Testament, 68 59,64,66,67,83,84,94,115, present middle, 29, 56
 Subject Index 125
present participle, 19, 20, 46, Russia, 50 Stalin, 50
56 stem vowel, 4, 19, 33, 49, 70,
present reduplication, 97, s 72, 112, 113, 114,115, 116,
118,120 sack of Ί'roy, 61 118
present stem, 116,118 sacred baskets, 1 04 σ tense sign, 3
present subjunctive, 42 sacred snakes, 8, 11 stone heaps, 22
present tense, 4, 31, 33, 47, 59, Sacred Way, 76 stories, 23, 59, 61, 63, 66, 82,
64,78,84,97,110,113,114, sacrifice, 7,11,14,35,49,66, 88, 89, 104, 111
115,116,118 77, 84,104,110 strong grade 1, 49
presidents, 35 Salamis,2,10,16,32,97,102 strong grade 2, 49
priest, 2, 6, 7, 8, 11, 12, 14, 15, Samians, 99 subjunctive mood, 1, 7, 33,
35 Samos, 25 35,36,40,42,44,57,62,63,
priestess, 77 sanctuary,2,5,6, 7,11,41 65,119
primary sequence, 1, 65 sanctuary of Asclepius, 2, 5, subordinate clauses, 26, 33,
6,11,41 62,63,64,101
primary tense, 42
Saι·dis, 62, 63, 70, 72, 76, 77,
primitive noun, 38, 101 subordinate clauses in
primitive verb, 101 78,79,83,84,88,89 indirect speech, 33, 101
principal parts, 2, 3-4, 5, 8, satyrs, 110 subordinating conjunction,
11, 12, 14, 15, 16, 18, 19, 23, scatological language, 103, 64
28,31,33,35,38,41,44,49, 104 suffixes,8,16,31,59, 72,83,
52,56,59,62,64,66,70, 72, school, 55, 56, 58 87, 100,107, 115
77,78,80,81,83,84,87,91, sea,3,15,18,25,28,32,37,41, superlative adjective, 7
93,97,100,107,112-127 49,90,93,96,98,99,100, supplementary participles,
prodelision, 103 101,108 27,30,54,76,100,120
prohibitions, 33 seamanship, 90, 91 syllable, 12
prologue (to Herodotus' sea power, 37, 90, 96 symposium, 62
history), 55 second aorist, 28, 51-52, 92, syncope, 12, 118
pronoun, 7,51,63, 77,84,90, 112,113, 115,116, 118, 119 Syracuse, 85
110 secondary ending, 27
secondary sequence, 1, 44, τ
Protagoras,56, 59
48,62,63,65,77,86,93 tactics, war, 90, 91
Protagoras, the, 55, 56
secondary tense, 42 teachers,55,58,59
protasis, 48, 63
second declension nouns, 31 Tellus the Athenian, 64, 66
prytaneis, 99, 1 05, 1 06
sequence of moods, 1 temple of Apollo, 76
prytany,99
sequence of tenses, 1 temporal augment, 27, 66,
Pseudartabas, 106
serpent column, 17 117
Pteria, 77, 79
Pterians, 77 shame, 69, 71 temporal clauses, 33, 42
public funds, 53 shepherds,18,21,22,23,27 temporal conjunctions, 42
ships,3,10,15,25,32,37,90, tense, 19, 23, 63, 83, 84, 100,
public readings, 59
puns, 104 91,93,95,96,97,99,100, 113,116, 118, 119
101,102, 108 tense usage, 37
purification, 7, 70, 74
Sicilian expedition, 54 terminations, adjectives
purpose,2,6,30,33,48,58
Sicily, 91 with two, 80
purpose clause, 33, 63
siege engines, 48 theater, 5, 91,93
Pythia, 77, 88
siege warfare, 48 thematic vowel, 64
Pytho,89
slaves, 55, 89,104,110 Themistocles, 32
R Socrates, 14, 24, 56 Theognis, 68
reduplication, 28, 52, 57, 59, Solon, 33, 62, 63, 64, 66, 67, 68, Thessaly, 9
70,78, 79,84,93,97,114, 69,86 third declension nouns, 31
115,116,117,118,119,120 sophist, 56, 63 Thirty Years' Peace, 15, 34,
reforms, Solon's, 63 Sophocles, 68 37
relative clauses, 42, 63 Sparta,l0,11,14,15,32,33, tholos tombs, 21
relative pronoun, 51, 82 34,48,50,61,103,104,108 threats, 43
religion, 7, 83 Spartan Assembly, 32 Thriasian Plain, 47, 48, 49,
Republic, Plato's, 24, 50, 58, Spartans, 9, 10, 15, 16, 17, 27, 51
59 31,32,34,37,43,44,48,52, Thucydidean spellings, 36,
result clauses, 90 53,61,78,90,93,105,107 47,100
Rhion, 93, 95, 96 speech,32,33,35,52,56,58, Thucydides, 15, 17, 27, 32, 33,
Rhium Promontory, 93 83,90,95 35,39,40,44,46,47,49,54,
rituals, 70, 77,104 spelling,36,40,47,55,62, 76, 61,90,92,93,96,97,100
ritual washing, 7 101,115 time, expressions of, 3, 19
Rural Dionysia, 1 04, 108, 11 Ο stades, 51, 66 Timocrates, 100
126 Athenaze: Teacher's Handbook Π

Tomb of Agamemnon, 21 ν 88,90,91,100,103,104,108,

Town Hall, 106, 107 verbal adjectives, 103, 107, 110,111
transitive verbs, 27, 29, 85, 110 warfare, 49
97,112 verbal phrase, 48 warnings, 43
transposition, 115, 117 verbal suffιx, 100, 101 weak grade, 49
treasury, 37 verbs,1,2,23,27,31,49,52, wine, 3, 18, 106
τreasury of Atreus, 21 59, 63, 64, 67, 79,80, 83, 84, wishes, clauses expressing,
treaty, 37 87, 94, 97,100, 104, 112 62,94
tribes, 99 verbs of believing, 7 women,2,19,66,84,89,111
tripod,17, 77 verb stem, 8, 16, 59, 64, 78, 80, worship, 44, 74
triremes, 90 101,107,112, 116 worship ofheroes, 44
trophy, 93, 100 virtues, 56, 58
τroy, 61 vote, 32, 35, 37
truce, 32, 34,100,105,106, votive offering, 5 χ

107, 108,109,110 vowel gradation, 72, 114 Xanthias, 43,104,110

tutor, 55, 56 vowellengthening, 115, 116, Xanthippus, 36
typhus, fever, 46 118,119 Xenophon,50,107
tyrant, 61, 76, 82, 85
w
war, 10, 11, 15, 17, 27, 30, 32, z
u 33,34,35,37,40,41,48,53, zero-grade, 49
ultimatum, Spartan, 35 54,59,61,69,76,77,78,86, Zeus,22,34,74,77,89,106

GreekWords ϊστημι and its compounds, οτι, 40,101

27,82 παιδαγωγός,tutοr,55
δεϊ, 6 καί, adverbial, 95 παιδοτρίβης, exercise
δείκνϋμι, 40 κέρας, declension of, 97 instructor, 59
δηλόω, 2 λούω, conjugation of, 40 Ύγίεια, Health, 5
είμί, 4, 8, 65, 72 μήν, declension of, 105 χάρις, declension of, 11
εΤμι, 2, 5, 7, 8, 19, 78 ο1δα, 90, 119 χείρ, declension of, 8
eρχομαι, 5, 6, 7 οπως,34,55,1Ο5 χρϋσοuς, declension of, 105
eως, declension of, 90 όράω, imperfect of, 19 ώς,6,30,34,39,40,48,83
\'ημι, 33,35 ορνϊς, declension of, 1 05 &στε, 90
ϊνα, 34 οστις, 42
 127

WORD STUDY INDEX

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

Α drama, 130 Ρ
analysis, 8 paleography, 48,116
anesthetist, 162 Ε pediatrician, 162
anthropology, 60 ecclesiastical, 181 pharmacologist, 162
anthropon1orphous,60 epic, 130 philanthropy, 60
anthropophagous,60 episten1ology, 146 philosophy, 146
archaeology, 116 ethics, 146 photograph, 48
aristocracy, 35 physics, 74
arithn1etic, 74 G physiotherapist, 162
autistic, 21 genealogy, 116 pithecanthropus, 60
autobiography, 21 geon1etry, 74 plutocracy, 35
autocracy, 35 gerontologist, 162 political theory, 146
autograph, 21 gynecologist, 162 politics, 88
auton1atic, 21 psychiatrist, 8
autonon1ous, 21 Η
psychic phenon1ena, 8
autonon1y, 88 harmony, 110 psychoanalyst, 8
heresy, 181 psychologist, 8
Β
history, 116
Bible, 181 R
biography, 130 rhetoric, 88
biology, 74 L rhythDl, 110
bureaucracy, 35 logic, 146
lyric, 130 s
c seisn1ograph, 48
chord, 110 Μ BYΠ1phony, 110
chorus, 110 D1atheD1atics, 74
chronicle, 116 D1elody, 110 τ
chronology, 116 D1etaphysics, 146 technocracy, 35
COΠ1edy, 130 n1isanthrope, 60 telegraph, 48
cryptography, 48 D1onarchy, 88 theocracy, 35
D1USiC, 110 theology, 181
D tragedy, 130
den1agogue, 88 ο tyranny, 88
den1ocracy, 88 ochlocracy, 88
diapason, 110 orchestra, 11 Ο z
dogn1a, 181 orthodoxy, 181 zoology, 74
128

WORD BUILDING INDEX

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

Α δικαστικός, 187 κΌμα, 110

άδικέω, 68 δίκη, 68, 136, 187 κυμαίνω, 110
άδίκημα, 68 δόσις, 30, 170
Λ
άδικος, 68, 187 δοτήρ, 93
λαμπρός, 136
άδύνατος, 16 δοΌλος, 54, 110
λάμπω, 136
άείμνηστος, 155, 170 δουλόω, 54, 110
λέγω, 93, 200
άληθής, 124 δούλωσις, 54
λείπω, 136
άλήθεια, 124 δύναμαι, 16
λεκτικός, 200
άλογος, 200 δύναμις, 16
λέξις, 200
άμαθής, 155 δυνατός, 16
λίθινος, 136
άνά, 42 δυσγενής, 155
λίθος, 136
άναγκάζω, 54, 110 δυστυχής, 16
λογίζομαι, 200
άνάγκη, 54, 110 δ&ρον, 170
λογικός, 200
άναμιμνflσκω, 170
Ε λογιστής, 200
άνατίθημι, 30
είς, 42 λογόγραφος, 200
άνθρώπιον, 124
εϊσω, 42 λόγος, 93, 200
άνω, 42
έκ, 42 λοιπός, 136
άπαις, 200
έν, 42 λύσις, 94
άπιστέω, 16
ένδίδωμι, 30 λ.fιω, 94
άπιστος, 16
άποδίδωμι, 30 ενδον, 42
Μ
άτακτος, 82 έξ, 42
μάχη, 93, 136
άτάρακτος, 82 εξω, 42
μάχιμος, 136
άταραξία, 82 έπιτίθημι, 30
μάχομαι, 93
άτυχής, 16, 155 εύγενής, 155
μεγαλόψϋχος, 156
εύλογία, 200
μνi]μα, 170
Β εϋπαις, 200
μνημε'iον, 170
βασιλεύς, 110 εύτυχής, 16, 155 μνήμη, 170
βασιλεύω, 110
Η Ν
βούλευμα, 68
f\δομαι, 136 ναυβάτης, 156
βουλευτής, 68
ήδύς, 136 ναύκληρος, 156
βουλεύω, 68
βουλή, 68 ναυμαχία, 156
θ
ναΌς, 124
θαλαττοκρατέω, 156
Γ ναύτης, 124
θέσις, 170
γένεσις, 170 νεανίας, 124
γένος, 170 Ι νεανίσκος, 124
γίγνομαι, 93, 170 iaομαι, 93 νέος, 124
γιγνώσκω, 94, 170 iατρός, 93 νεότης, 124
γνώμη, 94, 170 ίερεύς, 124 νομοθέτης, 170
γν&σις, 170 ίερός, 124
ο
γνωστός, 170 ίππεύς, 124
οίκε'iος, 136
γονεύς, 93 'ίππος, 124
οίκέω, 54, 110, 136
γράμμα, 94 ϊσος, 124
οϊκημα, 54
γραπτός, 136 ίσότης, 124
οϊκησις, 54
γραφεύς, 93 ϊστημι, 170
οίκητής, 54
γραφή, 93
κ οίκία, 124
γράφω, 93, 94, 136
κατά, 42 οίκίδιον, 124
Δ κάτω, 42 οΙκος, 54, 110
δημοκρατία, 156 κήρϋγμα, 54 όλιγοχρόνιος, !56
δίδωμι, 30, 93, 170 JCi1ρυξ, 54 όργή, 54, 110
δικάζω, 187 κη p.fιττω, 54 όργίζομαι, 54, 110
δίκαιος, 68, 124, 136, 187 κρiνω, 93, 94
δικαιοσύνη, 68, 124 κρίσις, 94 π
δικαστής, 187 κριτής, 93 παιδαγωγικός, 200
 Word Building Index 129
παιδαγωγός, 156, 200 προβουλεύω, 68 τυγχάνω, 16
παίδευσις, 200 πρόγονος, 170 τύχη, 16
παιδεύω, 200 προδίδωμι, 30
παιδικός, 200 προδοσία, 30, 170 Υ
παιδίον, !24, 200 προδότης, 30, 170 ύπόθεσις, 170
παιδίσκος, 124 πρός, 42
φ
παίδων, 200 προστασία, 170
παίζω, 200 προστάτης, 170 φήμη, 94
παϊς, !24, 200 πρόσω, 42 φημί, 94
παραδίδωμι, 30 φιλάνθρωπος, 156
πατρίδων, 124 Σ φιλία, 124
στάσις, 170 φίλος, 124
πιστεύω, 16
πίστις, 16 συντίθημι, 30 φιλόσοφος, 156
πιστός, 16 σιi>ζω, 93 φιλότϊμος, !56
ποιέω, 93, 94, 136 σωτήρ, 93 φοβέομαι, 136
σωφρο(ν)σύνη, 124 φοβερός, 136
ποίημα, 94
ποίησις, 94 σώφρων, 124 φυλακή, 82
ποιητής, 93 φύλαξ, 82
τ
ποιητός, !36 φυλάττω, 82
τάγμα, 82
πολεμικός, 136
τακτός, 82 χ
πολέμιος, 136 τάξις, 82 χράομαι, 136
πόλεμος, 136 ταράττω, 82 χρήσιμος, 136
πόλις, 124 ταραχή, 82 χρηστός, 136
πολίτης, 124 τάττω, 82
πρcχγμα, 82, 94 τίθημι, 30, 170 ψ
πρακτικός, 82, 136 τϊμάω, 54, 110 ψευδής, 136
πρcχξις, 82
τϊμή, 54, 110 ψεύδομαι, 136
πρ&ττω, 82, 94, 136 τρέπω, 93 ψευδόμαντις, 156
προβούλευμα, 68 τρόπος, 93