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A

GREEK LESSONS REVISED.

GREEK LESSONS:

CONSISTING OF

e SELECTIONS FROM XENOPHON’S ANABASIS, WITH A VOCABULARY, NOTES, DIRECTIONS FOR THE STUDY OF THE GRAMMAR, SENTENCES FOR TRANSLATION INTO GREEK, AND SUGGESTIONS FOR GREEK DIALOGUE.

BY

ALPHEUS CROSBY,

PROFESSOR EMERITUS OF THE GREEK LANGUAGE AND LITERATURE IN DARTMOUTH COLLEGE.

"Apxy Se rot Husov tavrds. HEsIop.

REVISED EDITION.

WOOLWORTH, AINSWORTH, & COMPANY, NEW YORK AND CHICAGO. 1873.

KE/03¢7%

HARVARD . UNIVERSITY LIBRARY

O% 7X77

“*ExaXeiro xat "ATTIKH MOYSA, yAveuryre ris épunvelas.” Diocengs LaErtrus on Xenophon.

** Quid ego commemorem Xenophontis illam jucunditatem inaffectatam, sed quam nulla consequi affectatio possit? ut ipse sermonem finxisse Gratia videantur, et, quod de Pericle veteris comedix testimonium est, in hunc transferri justissime possit, in labris ejus sedisse quandam persuadendi deam.”

QUINTILIAN.

‘‘ The language of Xenophon is remarkable for sweetness, variety, perspi- cuity, and elegance; rich without a superfluity of figures, and smooth with- out sameness and tedious uniformity. His sentiments are such as might have been expected from the most faithful and judicious of all the disciples of Socrates. They are just, elevated, and apposite; and do credit both to

his heart and his understanding.”

‘¢ Xenophon’s pure strain,

Like the clear brook that steals along the vale.’’ THOMSON.

Entered according to Act of Congress, in the year 1871, by Alpheus Crosby, in the office of the Librarian of Congress, at Washington.

PREFACE.

Ir might once have been necessary to introduce a work like this with a labored argument to prove the Importance of connecting exercises in reading and writing a language with the study of its grammar. Happily for the cause of education, that necessity no longer exists. At the same time, it appears to me entirely obvious, that it is best, in most cases, that the student should learn the first principles of a language from the grammar which he is afterwards to use, and not from a book of lessons or exercises which he will study for a short time, and then throw aside not to be again taken up. No one is ignorant of the pecu- liar tenacity of first impressions, and of the great de- pendence of the memory upon local association. It may be added, that, in the gradual. work of learning the grammatical system of a language, it contributes greatly to rapid, thorough, and permanent attainment, that each point, as it is learned, should be learned in its appropriate place as a part of the -system. Classification thus gees hand in hand with acquisi- tion; and, instead of constituting a separate work requiring additional labor, presents itself as a light- ener of the student’s toils. For these reasons, the

iv PREFACE.

following work is designed as an accompaniment to the systematic study of the grammar, and not as an introduction to it; and those parts of the grammar which are required in connection with each exercise are referred to, and not extracted.

The Selections for Reading which are here presented have been taken entirely and without change from the Anabasis of Xenophon. ‘That the student should obtain his first impressions of a language in its classic purity and familiar prose form will not, I think, be questioned in words, however much it may have been neglected in practice. This becomes especially im- portant, when the reading lessons are made, as they . always should be, models for composition in the lan- guage.

The selections have been restricted to a single author and a single work for several reasons. It seems undesirable that the student, in his first attempts to read and write a language, should be distracted by diversities of style. In reading detached passages, one often wishes to examine the connection from which they have been taken. This can be done with ease, when they have been all extracted from a single familiar work. For those who will pass from these Lessons to the Anabasis, there are special advan- tages. They will come to the reading of that charm- ing work no strangers, but having already a familiarity with its vocabulary, and some degree of acquaintance with its style and subject-matter. And, as they read sentence after sentence upon its attractive pages, they will recognize many an old friend; and will now obtain that intimacy of acquaintance which, with sentences as with men, can only be got at their

PREEACE. Vv

homes. Their introductory acquisitions have now lost that isolated, lifeless character, which is so apt to belong to mere select sentences; and have become vital parts of an interesting whole. The student leaves his first lessons, not, as too often happens, to forget them, but to repeat them as portions of a delightful narrative. It may be added, that the very character of the Anabasis excludes, for the most part, those abstract sentences, which are wont to be the special stumbling-blocks in introductory lessons.

The Notes and Vocabulary, in connection with the author’s Grammar, which contains so many citations from the Anabasis, will, it is hoped, be found to supply abundant aid and illustration; and yet, it is believed, not more than is desirable in a work of this kind. It is not wise to harass a student's first essays in a new language with needless difficulties. Upon this principle, I have sought rather to diminish than to multiply the number of distinct words introduced ; - and have sometimes chosen to repeat a selection with additions, rather than imtroduce one that should be entirely new.

To give unity to the student’s labors, and to avoid all unnecessary increase of them, the Exercises in Translation from English into Greek have been simply based upon the reading lessons, and require no words which have not previously occurred in these lessons. Indeed the close conformity of the two series will, it is believed, afford valuable assistance in the read- ing lessons themselves. No English-Greek vocabulary has been given; because, constructed as the exercises are, it has been supposed that such a vocabulary would not only be useless, but positively injurious, diverting

Vi PREFACE,

the student from the proper source of aid, the Greek text. In all cases in which it was thought possible that the faithful student could be at a loss, reference has been made to the page and line where the required word or construction has occurred.

A few SPECIAL SUGGESTIONS and EXPLANATIONS are sub- joined [with subsequent revision]. Marca, 1849.

1. It is earnestly recommended that these lessons should be carefully studied, paragraph by paragraph, according to the general method pro- posed on page Vili; and that the exercises marked B, C, and D, should be performed no less faithfully.than those which are marked A. More particular directions, subject of course to the discretion of the teacher, are added in the Notes. That all these exercises should receive exhaustive attention at every recitation, cannot be expected. It must be left to the teacher to give to each its proper share of the time ; and even to abridge some of them in special cases, where the best progress of the student would be thus promoted. Let parts of the Grammar be learned as they are needed ; but let them then be learned accurately, and afterwards be kept fresh in the mind by application and review. See page 96.

2. The Exercises on pages 43-65 should receive attention in immedi- ate connection with the Greek paragraphs bearing the same numbers. A few wards are here printed in Italics, to show that they are to be omitted in the Greek ; a few are enclosed in brackets [ ], to show that they are to be inserted in the Greek; and a few are printed in small capitals, to attract special attention. The Greek idiom is sometimes given in Italics at the bottom of the page. The small figures at the top of the line refer to page and line of the Greek text.

3. The Greek has, in general, great freedom in respect to the arrange- ment of words; and their position depends, in no small degree, upon their comparative emphasis, and upon the effect produced on the ear. The student will observe carefully the special precepts upon arrange- ment, which he finds either here or in the Grammar (8§ 718 8, 5238, &c.) ; and, in all doubtful cases, will be wise in adhering quite closely to the order of his models in the Greek text.

4. By the Greeks, soldiers, generals, and captains mentioned in the text, will be generally understood those belonging to the army with which Cyrus the Younger made his ill-fated expedition against his brother Artaxerxes ; and by the cowntries, cities, villages, rivers, bar- barians, and enemies, those which these Greeks found in their route.

5. For other explanations, see page 95.

6. Let the student, amid those introductory difficulties and toils from which no worthy pursuit is wholly exempt, cheer himself with the assurance, that the saying of old Hesiod, The beginning is half of the whole work, applies to nothing with greater force than to the learning of a language ; nor let him forget that other proverb, Ed go 7d péddov er, Aw 7d wapdy eb riOys, Your future course will be prosperous, if your

ee

PREFACE. Vil

present work be well done. Especially, let him bear in mind, that he is studying the language which has been the most celebrated of all for beauty and perfection of structure ;— the language in which are en- shrined, as jewels in a casket of gold, the most wonderful monuments of ancient genius, and the priceless treasures of the Christian revelation ; the language in which Homer sung, Socrates conversed, Demosthenes harangued, Paul wrote, and, highest honor of all, the words of Him who spake as never man spake were recorded.

Tas edition differs from those which have preceded it, chiefly in its adaptation to the author’s Revised and Com- pendious Grammars, and in its fuller conformity to the method for learning languages proposed on the next page. The range of prescribed exercises has been materially en- larged by the addition of the written analysis of sentences, the framing of new sentences based upon the text, the more direct retranslation from English into Greek, and an easy but very useful form of Greek dialogue. These ad- ditional exercises are‘for the most part simply indicated, instead of being stated in full; since such a statement would prevent the student from receiving their full benefit, just as it is undesirable that Greek sentences to be trans- lated into English, and English sentences based upon these for retranslation, should meet his eye at the same opening. Many of the sentences introduced by D among the notes are not to be regarded as questions ready for proposal, but only as brief hinés or outlines, to be com- . pleted by the student from the text or his knowledge of Greek, with the addition here and there of such appropri- ate particles as he has learned how to use. An English | Index is added, chiefly for the benefit of students entering classes that have already made some progress in the book. If others find themselves often resorting to it, they should regard this as a plain indication met they need to review their previous lessons.

Especial obligations, in this revision, to Professors Ricnarps, of Washington, and Sopxociss, of Cambridge, are gratefully acknowledged. Deceuser, 1871.

METHOD FOR LEARNING GREEK.

A. Let the student, with such aid as the teacher may supply or approve, ‘so acquaint himself with a passage from a classic author that he can trans- late it into English, and also explain, illustrate, analyze, and parse it as fully as the teacher may wish, learning such portions of the Grammar as are here needed. It is the order of nature, that the language in iis actual use should be presented to the learner before its grammar, of which it is then the proper office to ae and generalize this use. If ‘‘THINGS BEFORE WorpDs” is a sound maxim in education, ‘“ Dis- COURSE BEFORE GRAMMAR” is no less so. Yet grammar, in its place, is not therefore any the less important. ‘‘ Facts before philosophy”; but facts want their chief value, unless they lead to philosophy.

B. At the recitation, let new sentences based upon this passage (or upon

revious attainment) be proposed to the student for immediate trans-

fation ; and let this lead at length to exercises in translating from some Greek book upon the first sight or hearing (‘‘ reading at sight,” &c.).

c. For the next exercise, let the student make himself so familiar with the passage that, if the English is repeated to him, either word by word, clause by clause, or sentence by sentence, he can promptly return the corresponding Greek. Some change in the forms of the words or sentences will often render this exercise still more valuable ; and the words and con- structions which are learned should be early made the basis for freer and

more varied translation from English into Greek. The habit, which has so much prevailed, of translating in one direction only, renders those associations upon which the acquisition of a language depends one-sided, both incomplete and insecure. The nail is not clinched.

D. Let a fourth exercise be a siguple and easy form of GREEK DIALOGUE, consisting of questions and answers drawn from the passage. Freer ex- ercises in Greek conversation or composition should follow as the student ae ag strength for them. To learn a language, we must use tt.

n what way these several exercises, all so important in the acquisi- tion of a language, may be best carried forward together, the teacher will pudge. In most cases, the same recitation may usefully combine the trans-

tion and analysis of the lesson of the day with retranslation into Greek from the previous lesson, and a brief dialogue upon the lesson still preced- ing, thus maintaining, with the progress in advance, a double review, and fixing what is learned deeply in the mind, as a secure basis for rapid at- tainment. Other reviews at proper intervals will render the student's ac- quisitions still more firm, till they become an inseparable part of himself.

The translation into English or Greek, the analysis, &c., may be either brought to the instructor in writing ; or may be written before him on paper, slate, or blackboard ; or may be oral. Books should be open or closed, according to the nature of the exercise. The judicious teacher will give variety to the daily recitation, and as much active employment for each pupil as will consist with the needed instruction. Let the members of a class be accustomed to propose to each other the English to be re- translated into Greek (thus reviewing their previous translation into Eng- lish) and new sentences for translation, to frame the Greek questions to be answered, and to correct each other’s written or oral work. In his private study, let the learner do all he can to render the teacher's office needless ; and let him repeat again and again the Greek which he has learned, that the words may become directly associated with their ideas, without the intervention of another language ; and this often aloud, so that the voice and ear may codperate with the eye in impressing the memory ; while se- lect portions should be so learned as to be repeated without book.

This fourfold method evidently applies no less to other languages.

KE lO3r¢ ~ ae

iK LESSONS.

I.

"EmiBouvrevovew. °EmiBovdevec.

Bovrever. EupBovrcvere. Taser.

ow. Ilaite, rate, Sarre, Barre.

leyets. Aeyero. Oavpatev. Ov

catere. Ovx eOérw. Kaiew. Kai-5

v. Mavbavovow dpyew. *Apyera. xoxero. Noyito. Ei. pev EupBov- . Nowpitere.

IT.

Kipov. Kipos cv\rapBave. Tep- réumovos KaddXipayov. Xeipicodos in dn reyes Xetpicoges. *EmBovdeves Aeyouow. Pepovos riBovs. “Ap- . "2 Sarive, Oavpato.

UaL. Kupos eFehavvet. *"Evrev0ey WEVTe. —Apyipiop Exopev. Troiais Meapye rai TIpofeve. “Hos avioxer.

' GopuBov. “Apyopiov Bev oUK exo. ig. *“AvaBaiver Xepicodgos.

(L. 1.) L 6. 1: 110. 1. 85: 1.2.20. @.) 1.6. 9: IL. 1. 8: V. 6. 12: VI.1.5 (3) 1.4.40: V 7.21, (4.) 1.7.6: 101.20: 1. 3.26: M11. 6. 13: VI. 1.25. (8) 1.3.3; 9.10; 6.2: II. 5.6. 6.) I. 1.46: 1.9.4: V. 7. 10 (7. L138: V.7. 11: D2. 29: V 6.4. ©.) VI. 6.24: 14.16 @) I. 1.3; 6. 4; 10 14 (10.) V. 6 M: IV. 5.22 G1.) 1V.7.3: 1.6.1 (12) 1.7.5: 1V. 7% 25: VI. 61% 3) IL1.10. (14) V 6,96: 1.4.93 4.10. (18) VIL3.5: V.4.5 (16.) 16.16: V.7.6 (17.) V.7.22 VIL. 7.63. (18.) I. 1.4: IV. 1.7.

l4 GREEK LESSONS.

IIL.

1. Bovdreverat.. Bovrgcuducba. BovrgevecOar. May Odvovow apyew re Kat apyecOar. Bovropa Ei BovreaOe, revere. "Adda, cb Bovrer, peve. *EOEdw mopeverOat, “Adda ropevapefa, Ou Bovrecbe cupro-

6 pever Oa. ec ;

2. Kipov peraméumerar. eiOeratr. Ov Oédere meiecOar ovde ErecOar. Ei Se ypytess, wopevov. Mn, apos Oedy, paweopeba. Mn ovv oto. PawécIw. Bo- Corre TE daganar. Nov 66 dim pope. "Ekepxovras

10 bn ou Soparious Kai acxois. Ovk aioxvverbe ovte Oeous ovr’ avOpawrous ;

IV.

1. Krnoias reve Kipos oUAdapBdver *Opovrny. ‘Evrebbev eFehavver orabpous qWEVTE, mapacayyas Tpl- dxovra. “Ayacias Srupparws Aoxayos TitpwoKeTat.

16 Agorns de mpocépxerar,

2. "Efedavver Sea Ppuyias. Tpages ersa rons S7- capov Kat pedvnv Kai Kéyxpov ay Tupous Kat xpiOas dep, “Ex Oanrarrns eis Oararray. | Dy Tparva@rat, a Oavpatere. 7 “Epxeras M. Opdarns. Aéxa datas TeT pa.

2 SevOns sad RevOns wéprres ’ABpokerApny.

V.

1. Tdpobos arevn. Eis pidiav xXepay. "Ovot dypior,

4 Nowep vepedn NevEen. “O80 dpagiros, opbia i lo xXupar.

II pes toxipa Xwpia. Terpaxdovot OmALTAL. _Hapacay-

yat Xero, "E€epxovras &y ou Sopariows wat adoKois Kai as udaxows Kat Grou ayyeloss, eis Sicytdious avOpwrrovs.

G1) 1 1. 4: OF 2 8: 13. 11; 9.4 (2) OL 1. 26: V. 6.37. G) HL 4. 41; 4.644 @ V.7.7: L325 (6)1.1.2;1.3;3.6. 7.) DD 4. 41: VIL 1. 29, @.) I. 1. 12: V. 7, 10° VI. 6.18 (9.) VIL6. 34: VI 4.23. (10) IL & 39. GZ) L 8. 27; 6.4. 3) L410. (14) VIL 8 19. (15) VL 18 (6) L 2.6; 63, 2, 22, (18) IL 2 22; 3.3. 9.) Il. 3. 1: IV. 7. 10. (@0.) VIL 6. 44; 6. 43 Qu.) L 7. 15: 1 29:2 5.2 (@2)1 88;2.21. @) VENT 4 3: VE 8, 26, (24.) VI. 4. 23.

GREEK LESSONS. 15

2. Ou orpareayras pepovat riGovs. “H aTparia ovTe yuyvackes. Terapry & mBEpE karaBatvovow eis TO Te- Siov. uyKrelovor ras Todas, Kai Toy poxdov éuBar- QUT. Kowys awrnpias Seoueba. "AdrAa guyy rei- Wouct TO Xepiov. ie

3. Inpaives o carruyetys. *Evrav0a &) Kupov atro- TéuveTa, 7 Kebadn. Al orovdai pevovraoy. Kai 6 Beas tows ayev oUTws. Peixyouss Spopm, at curr barrovew ets rnv Oararrap.

4. AvaBaives ouv o Kipos.* "Epxerat qos TOV Kipov. 10 "Efedavver Sia tH Avsias. IT dduy paiverat O Mibpida- TIS. ‘O Se ’Eredvixos eis ryt axpay arrocpetryet. "Eni Tals myyais Tou Mapovov ToTapov. "Ev rais Keopars Tas Umrép Tov mediov Tov mapa Tov Kevrpirny ToTapav.

5. ‘O Seomdrns éxdorns THs otxias. IT. epl S€ Tov Ka-15 NOS drrobuns new dryovitovrat. Ava pécou Tov Trapa- Scicov. *Eami rnp npeT épay xepav épxer be. Ot rov enod aberpot Pinor. "Am’ eéxeivns THs mye pas. Tlavopas éxei- vns THs Stavoias. "Ex those THs Xepas.

6. °Ev 17 0 dpxover Aaxedarpovior xa ev 79 Oardr-20 Tov yov xXpavoy. "Ev r@ mpoaGev oye. “Omdiras wep Pup Kal yxidzoL, wehracTad Se apdi TOUS Six tri- ovs. Ticoadhépyns SaBarre. tov Kipov apos ror aded- gov. Mors Sia8aivover tov Kaixov rorapycv. Aéyeras Se cad tous dAdous Ilépaas widais tais xepadais ev 7H 2 mohepap Svaxwduvevery.

7. “Apyaryopas 6 0 "Apyetos. O1 adAot otparnyoi. Ot 5” adroe orparverras matovat kat Badrdovew. Ot morde- utor erupaivovtas ev t@ medio. Tov te Kdeaperov amo- KTEeivovTL Kat TOY GAXwv cuyvos. ‘O Erepos Tov Erepor 30 raic. ‘Exxdivovow ot BapBapo., nat pevyovow.

@. 1.) IV. 7.95: VI L119 @) ML. 4.31. @)> VIL 1.15. 4.) Il. 2. 32: Iv. 2, 12, 6.) IV. 3. 32: 1. 10. 1. 7.) I. 3. @: VI3.18 @) V. 7. 25. 0) 1 1. 2; 110. (11) 12.5: M1. 4.2. 12.) VIL. 1. 20:1 2 8 (3) IV. 3 1 15.) VIE 4. 14: IM: 1.43. (16.) 1.2.7. 7.) IV. 8. 6:1.7.6. (18) I. 7. 18: V.6. 31. 19.) VIL 7.7. (20.) VI.6.13. (1) DE 11:1.2.9 (3) 1.1.3. (4) VIL 8 18: L 8 6. (27.) IV. 2.17: L 2. 15: MI 4. 49. (28.) I. 6. 2. (29.) V. 7. 16. (30.) VI. I. 6. 31.) 1. 8. 19.

a

16 GREEK LESSONS.

8. Kipos Ty Kituooay ets THY Kitsxtay arromewrret, Tn 8 voTepaig peram ewer as TOUS OTPATHYOUS. Aci- ~ qovew ob BipBapor apayntt Tov Nodov. Kipos Se mera Tav addov- eeXavver Sia Karadoxias. Knréapyos xat Sot exeivov. Ot de audi Trocadépyny nai ’Apraiov. Ot aro Tov ev Sefia otxtav. Tléures Avxvov tov Svpaxdoov Kai GdXov ei Tov Nadop. 9. Ta urep Tov dogo. Ta peer e pa | AapBdvew Ta emerbeta. “Exopev yap Ta exevov, Ta rept IT pokevou.

1 10 10° Ados Gra rAeyet. To “Apeaduxcoy OmALTEXOY. ‘Ev

—~ perp Tis ovxade 80d. Eis xadov were, Oi iarpok kat- OVEL Kai TELVOVTLW ET * aya. Kai e emi pev To Gxpov ava- Baive Xetpicopos. “Hxere eis TO HEToY Tou oTpaToTEdoU. 10. ‘O Se weiOerai re nai ovAdapBave, Kipov. ‘O Se Tous nyerepovs movous exet, Auvxvos 6 Tlodvotparoy A@nvaios.

11. Th be aury TBEPG- Runshduevos €x TOD avrod. Aura 7a aro Tay obeuiay f0ha. Oi &e oTpartarrat, ob Te auTOU éxetvou Kal ol addow, Nov avroi waiovory.

20 Ticoapepyys Kai ob ou avrg. xu uy onuryoEs TOUS mept avrov. Tis cadepyns SeaBarnres Tov Kupov apes Toy adedpov, a aos émeBovdevor aurp. "AroaTe Aes TOUS dyyyé- ous, Kat suv avroiws Xe picopov. Avros be Tay wane AapBaver. ‘0 Se deryes aur. “Ayouvow autoy rapa Tov

ws Kyreapyor, xai ppafovar, & reyer. VI

i. "Eneye tois OTpaTLOT ats. Oi _BapBapor éréfevop xat €Barrov. ’Exeivos eOnpevey amo virqou. *Eneyov, ott Oavpatorev. ‘O Kyéapyos éBovdevero. °*ERoudev-

G1.) 1.2.20, (2) VEL 2. 14: IV.2.16. 3) 1.29. 4)1215 6) ML&1 .%. (6) 1 10, 14 @) 1 10, 14;3.9: V. 1 7 @) V. 1.9: IL & 37. (10) 5: IV. 8.18: 1.1.2 (11.) IV.7.3: V.8.18 (2) IV. 1.7. (3) 111.46 : VIL 6.9. (15) IL 3.20. (17.) L 6.19: 184. 1. 18.) 1.2% 16: L 37 “6. 6 90.) 16.3: 1.5. 12 (1) L 18, (2) 1.1.5. (3) IV. 5.35 .99: IL 4 18. (6) IV. 8 14; 219 (27.) L227: V7. 18 @&) 2

%

GREEK LESSONS. 17

UPTO [ep THS NoLTAS Tropetas. "Evrat€a 8n xown eBov- NEVOVTO. ‘Evravba ot mwehrarrad edSiwxoy, Ot Se 4dews eretOovto, eTiaTEvoy yap avTo. _Emictevopny Se we Aanedaspovien. "Egaivero ¢ iyi irre. Oi 3 éreyou, OTe Tept omovoay F covey. 8B

2. ‘Eeaspatov, éT6 ovdapot Kijpos gaivorro. "Evi TOV adegov “ApragépEnv éotparevero, Oi Se oTpaTia~ Tat exademasvov ToS oTpaTHyors. Oi doxairyos es rais Oupass Emevov. Ty 5 _varepaig emopevoyro ua TOU mediov. Autos Se ovv rois dovwois emopevero emt Toyo Sevrepoy Aogov. ‘O 8 aut@ ove exiotever. *’Emiotevov yap Tots yepios. Kat radw ry vorepaig eGvero.

. TIpoetpeyev amo rod Sévdpov. IIpocerpeyov Svo veavicxo. Mereréwrero tov Kréapyov. Kai &ddot eri Tas otkias dvéPatvov. KareBawvev eis mrediov. "Ere wb

npepa Umecpauver, érropevoyro ovyn. I pooéBaddov Tpos- To xeopiov. Oi oTpariaras ame NeTrov aurous. Oi Se adinos eweBovdevoy. Kai mpooeBaddov mpos tous omds- Tas agparos. ¢s

4. Achrav éxaBov. “EXaBov THs Seouns Tov *Opdvrny 19 ert Oavarep. TDdayyas éveBarev. “Oxto povous KaTeN-

TOV. A.<Bawoy TH yepipay. Auros emeBovnevev. ‘Ns

8 n tporn eyevero, Scacmreipovras Kab os Kipov eLandotor,

Aeyeras 78 TENEUTIS TUXetD. "Adra puyn arog addy erparrero. * An Oavev ura N. Vixdvb pov. AvadapPdvoves 2

TO amp TOV aiypahwrov apyuptoy yevopevoy.

VIL 1. "Aawarns éoriy ev 7? medi. "Erowuds else

+ "AAOwi eoper. “AvOpares Clfbt. ‘Ereyovro de ot Xan-

baios érevOepos Te nat adxypos elvas, "Evtai0a ny mapa

1.) 1V.7.4 (2) VL5.99:12.2 @) VILE. @)L61:134 6) L10.1:E@L. G@) L412. @) 53. 8.) TL 4 18 (10) IV. % 13% C13.) Vil. 8. 2: V.4.2. (&) VE 4.90. (13) IV. 7.10;3.10 (4) 13.8: V. 2.22 5.) 1.2.22: 1V.2.7. (16) V.2.4. (17.) VI 5. 4: 1.6.2. (18) VI 3. 7, (20.) 1.6.6; 6.10, (@1.) 1.5.31: VL 3.5, (22) 1. 4.24: V. 6.29: 1.8.9. (4) 1. 6.29: I1V.8. 19. (@5.) V.1.15;3.4 (27.) VIL 8.9: IV. 6.17. G8) 5. 21> VL. 1.26: 1V.34 (@9.) 1.2.13.

Q*

18 GREEK LESSONS.

ray Gdov Kpjvyn. "Hy yap 7 wapodos orev. *Eprrcpioy Av to xwpiov. "Aywvoberas 5’ ot Geol ctow.

2. ‘Evraiba foav Kopat. Obra de exe. Bidos re xai ovppaxos elvan Bovnerau. Kai ot pev oTparnyol émruv-

& Oavovro rept Tov & evbov, moTEpa qWoNEtos ein 7} Piros.

‘Enéyero Se 6 orodos elvar ets IT eva ibas. Hapiy d€ Kas Xetpisogos 6 AaxeSaipovios. Kai trv obdov édppater, 7 ein.

3. ‘Yroviat pev joav. "Hv wapa tov Evdparny

/ a a “\ A / 10 Tapodes aorevn petatv Tov wotrayou Kat THs Tadpov.

"Avan éoti paxecOa. ‘Hvixa fv Setdn, eLarivns oi Trohetot erupaivovrat év te mwedied "Erret Se opOpos jy, Epxerau Tpos Tov Xeipicogov. Etre 8 Npépa qv ory5an. Kai j id poev oKOTOS mon. Mexpt oKOTOS eyevero. Ou yap

15qY Yoptos. Ov yap gate Aca. *Axovo Se, kapas elvas Karas. “Ev0a 8 wars abupia iv.

4. ‘Evraida Kipy Bacirea hv xat mapddecos. Tois de Uropia pe Vv. ‘Aro TOU auroparou Spdpos éyevero TOUS oTpariorass ert Tas oxnvas. "Hy avr rodeos

warpos Ieoisas xat Mucois.

5. ’Owe yap Fv. “Hén Se nai oe jv. "Owe eyi-

* qvero. Kai 7d perv apap mdiou Sucpas fv. “Hros edvero. *Eret de TpOs nieepav ip. :

6. "Eot NapBaveww. Oux hv raBew. "“Ef€eots

a mept auvrov spevderOa, Ta yap emurndesa ove éotw eve.

7. Apa Bovrever Bas. "Avaryeen Se mopever Oar NON. Kai avarynn payer Oar. “Dpa deyewy. x Xory | TOUS 7To- Aepstous AnigerOas, Tov Se Kxvxrov 4 wepiodos éf mwapa-

$0 oaryya

d@ 1)1.4.4;4.6 @) 011%. @)14 19: V. 6.12: VIL6.3 (4) VIL} 14 6.) 07.1.9: 1.4.3. @) IV.5.34 (9) IL 6. 1:17.15. (il. IV. 6. 10: ML 6&2 (2)IV.3.8 @3)IV.61. 4)IV.5.17;24:15.5. (15) VI 4 19: DL 2.34. (16.) 1.3.11. 7.) 1.2.7; 3.21. (18.)1.9%17. (19.) 1.9.14. @1.) V1.5. 31: HT. 2.16: 111.4.96. (22) V1.4.96: 1.10.15. (3) 1V. 5.21. @4) 1 6.8;5 2: Hl. 6 28, 25.) 10.2.3, (27.) IV.6.7: VI.4.12 @8) VIL 491: L 3 19: V. 1.9 (29.) UI. @ 11.

GREEK LESSONS. 19

VIII.

Ll. Su rAeyers. BupPovrevw eyo. BupPMovrevw vpiv. “Hyecis otcpeOa. Ovy otrws jyucis, @ Kréapye, ovte ado- ylatot ovTe HALOLoL ecpev. “Tpels yap eote oTparnyot, umes takiapyor Kal Noyayoi: ‘Amorewre Se nas. "Tes euot ov Oerere tretOecOar ovde ErecOa. “EnecOar & vpiv Bovrouar. Xv ewot emiBovrevers Kat TH ovv euot oTpar ia. Ihoia Se nyueis ove éyopev. “Tpeis emt thy nyetépav Xepav épyer Ge. "HI poyxere pe Kipov vomicere,

2. Auros ereBouneve SuaBdrrew pee pos vas. Aéo- pas Ypav otpareverOas avy Euoi. Xyodn Tois Torepiors 10 AniverOar> Kat Sixaiws juiv ewiBovdevovow, Eyouev yap ta exeivav. Kai viv ékeotw wpiv mista rAafeiy tap’ nav. ‘O avros vpiv otoros eott kat Huiv. M2 ava- wevenper @dous ep’ npas erBeiv,

3. “Adummever ert rH éauTou oKNU TD. IIoéav 8 .nr- 15 Kiay euaurp enGeiv avapro ; ; “Qpa piv BovrevecOae UIrép HUaV aUTaV. ‘Egvdarrovro Se dyxporepor aowep modepious addarous. TD\nyas éverewvov GdAnNots. , OU Yap eywy’ ert dpyw, adra Aaxedarpoviot,

IX.

2 , > ‘\ 1. ’AOuporepos Hv. “Hoav-rodv rpobupcrepo. Ba-2 4 4 ,. + > ? 9 4 oihixwtatos Te Kat apyew afiwratos. “2 Oavpacwrare ¥ a > 4 3 a avOpwire. PDoBepwtatrov 8 epnuia. Pevyew avrois 3 , , 3 A © a \ A a ? en arparéotepey eotiy, } nuiv. Kat @pacvrepos expe viv 4 4 e a ¥ 4 Ue Q tore. Ot Se otpati@ras exomrov Te Tas TUAGS, Kai Ee- Lf > , > ) you, Ott adixwtata Tacxovy exBaddopevor Els TOUS TONE % , “Lous. 9 , > , 9 a ¥ 2. °2 xdxvote avOpwrrey ’Apiaie, Kat ot GAdou Boot Are

GL. 1.) 1. 1. 9: 1.6.9: 1.3 2. @) I. 1 20; 6. 21. (@) ML. 1. 37. (4) VII. 7. 51. G.) 1.3.6: IT. 1.95. (6.) 11.65.25. (7) 123: 1V.8.6 @)1. 4. 16, @.) V. 6. 9: VI. 3 10. 10.) V. 1.9% (12) ID. 3. 26. 3.) IL 10: IIL. 1. 96, 5.) 1. 6. 12: 11.14 (6) V. 7. 12 7.) 1. 4 10. 8) 14: VIL 7. 10 20.) 1.4.9; 7.8; 9.1. (L.) WL 1.97. (22) 1.6.9: L219. G3) V.& 19 (24.9 VIE 1. 16. @7.) U. 5. 39.

20 GREEK LESSONS.

Kupou peAot, ovr aicxuvea be ovTe Beous ovr’ avOparous ; ; ‘Evreiev _ Kupos thv Kintocav eis ry Kiuciav aqro- wees THY TaxloTny odey. “Adevvos joav ob TAEioTOL. 3. ‘O Kipos cuv tots rept avrov apiotous Kat evdarpo- syeotatous. “Awol clot ta éoyara mrabeiv. Ta ATTA FupBovrevew. Tparov pev yp Kat peyioron, ot Oeay mpeas Spot Keo Vovet Trohepious elvat GAANAOLS. T1Anor- aiTaTos yap jy. 4, ’Avwrépw tay parrap. Todw yap tov troy 10 Erpexov Oarrov. Eis ras eyyuTare xopas. *Eyyurepov eyiyvovro. TIodv de padov o Knéapyos éorevoey, T'p. ie Kipos eropevero nuernevas padrov.

X.

1. ’Eyo vd" tydv tipapar. ‘Opa aerov. ‘“Hyeis ye vueapev. IIo\NaTNacious Upiay QUTaY eviKaTe avv Tots 15Geous. To Kredpyp éBoa. "EBéa Kat BapBapicas Kat ‘Eaqunds. ’EvrevOev ererpavro etaBarrew eis v7 Kitixiav> 4 eiaBorn Hv: 680s dpagiros, opOia i toxupas. ' Tespacdw vucay. "Eneye 7? x evOn, 6 Ore €v movnpots Te- Wos oKHvwev, Kas WANCLoV Elev ot TOE U0 » 2 Ot otpatidtas pépovas ALOous, Kat Trovodct Kohw- vov. ‘O ToTapos KaNELTaL Mapovas. Ava pecov Se rot mrapabeicou pet o Maiavdpos TOTALS. “Hyas Se arro- areper TOV prc Gov. Kupoy airey Wold. 3. ‘Evraiba adiaverras: "Enrvafa. AsBous eis Tov To sTauov eppirrouv. ‘EgoB8ovvro avtov. Ds avros ov Guoroyers. Autos ets, dv Eyres. *Epot obv Soxet ovy . apa élvas npiv rabevde, ov’ dpedeiv Ov aurav. ‘O Kupos ovhrau Paver Opovrny, Kas ouywarel els Ty éav- tov oxnvnv IIepoay tous apiotous Tay Tept avToy Era.

(L2).29. @)E1019 4) L 8 7 6). 524: V.62% 6) I 5.7. @.) 1.10.5. @)L417;62% (0) 1.2 16: 1.88 (IL) 1.3.13:1 7.19. (3) V. 7.10: V5 2: hi4 (4)0L 214 C5)1.812; 8&1 (6)1L2 21. C18.) ML 2. 39: VIL 4. 1% (20) IV. 7.25 (21) 12.8; 27. (2) VIL 6.9 23.) 1.3.14 (24.12.12; I1V.8 3 @S)1L99; 67. (96.) 0.416: L321 (%7.) 1.6.4.

GREEK LESSONS. | 21

4, “Amaryyerrere TOLVUV aUTe, ore pans Set mparTov. "HSews emovouv, Kat Oapparéws exT@VTO. Denvoupev umaidpi, Xeipicopos uev nyeioOw, eredn cai Aaxe- Saipovies cot. Ov Sicains y’ av por POovoiey. “EvOa Kipos aidnuovéatatos ev mpa@rov Tov ‘nearby edoxes 6 eval, TOUS TE mpeaBurepois Kat TOV EavTOU umrodeeaT Epa uaddov weiOecGat: emeta Se POLE OTETCS, Kai TOW lrmols apioTa xpre Pat

OD. "Afvoipev. Oi Kpariarot dpyeuw dtuoivrat "Agsoin, ‘Extdou tous iarmous. "Eatrovdatodoyeito, ws Snroin ods 0 TU.

6. Tod Se rAvyou Apyero ade. “Ho beves Aapeios wat

. vIrwIrreve TedeuTay Tob Riou. ‘Apyigovro loxipas Kreapyo. Kai jpota avrov, mécov xpuc tov éyot. Oj Aoyayot wrakwv cuvnrlov. Ove eOerw edOeiv. Kai ra-15 perdew ovx iy Big iv yap 7 mdpodos oTevh. Amay- verre Se, Ott emasvotn avrous Kat “Avakipus o 0 vavapxos Kat ob GAXot.

7. T5 ae _ voTepaig cev dyyedos. Rupos be ote iieev, arr’ ért Tpoonavver. Xwpia yep @Kouv loxipa a0 ul Taoxou. Eixafov GAXot GAXws. 01 pev @XOVTO, Kréapyos be TEPLELLEVED. Evpioxero Se Kat vedpa TOXAG & Tais reeopaes war poruBbos . dove xprie ba eis Tas opevdovas. “Ov geo WiaTov ob elvat, TAXYY aUTOY Evpe Kup pirairepor, fi h eavto. “Ere 8e axpixovro els TO % auto, aopevot TE Eldoy dduirous, Kat notratovro aomep aber ous. :

8. Ovx dvewyov Tas WuNas. ‘E@pa avtovs. Kai &dXos GdXov eiaxev. Eva Kupos. 3 unryayey exkAnoiay TOY avTov TTPATLOT EY. “Ndere pev Kvpos nv. Exe 80 yovro Se of Xardaioe edevBepot Te Kat Gdxypoe Elva’

Srra 8 elyov yeppa papa Kat rovyas.

(L. 1.) 113.5. (2) 1.9.19: V. 5.21. (3) 1B 2.37. @) V.7.10: 1.9.5 @) V 5.9: 1V.6.16: 1.319. (1O) VIL2.21:19.2. (2) ML27:LL1 U3) 18.01 (14) VIL& 1:10. 6.14 (15)1.310;44 U6) VL1.16. 19) L2% 235.12 QOIV.71. QIN 6 1: IL 1.6 (2) NL4 17. 4) L999 (25.) VL 3.24 (23) V. 6.20: VI6.36- V.2.15 (20.)14.7;3.2 (30) 12 14, 1V. 3.4.

22 GREEK LESSONS.

9. Kai obras Mid uevov, ot 8’ GANos erropevovto. Ne- pros ap nv ourds odtow. Tairny 5 77 mdpobov Kipos TE KA 7 orparia TwTapnrGe, eat éyevovTo eiow THS Tadpou. Tovrw drreBaverny. Tovro core. Kai. xedeves avrovs

sAeyew TavTa ToS orparuarass, wea avarreiBew érec Ban.

10. Tocodvros ett wotapol. Odros pev 8n rovaira ele: pera de TOvTOV Knéapxos ele rooovTov. Toravrnr éyeTe repay mept epod. Kai oi otpati@ras tavta éBov- dovTo. Otros de 6 auras KeAevel,

wo “ll. Kai avepos Boppas évavtios ever, Kai d€yere, dray Roppas ven, @> Kadol TAO eloLV. Evvos qoav. ‘Hyeiro 8’ avrav Tapes Aiyorrios ef ‘Egéaou. * Eneiy dws eyevero, dcéBawwov THY yegipav. ‘As TaYLOTA &ws imepawev, eOvovto. “Hy ot Ocoi thew dow.

XI.

w ol. “Epes exel Tpos TavTa Bovrevocpeba. ’Evreday excioe ENDeopev, Bovrevcopeba. Xu ov, mpos Oeav, cup- Rovnevaor 7 nu. Ot SxvOar rokdra erofevoav. ‘O ’Ava- EiBuos Exrerce tas wvAas. ‘Hyas Bufavtiov amoxdeice. "Exadece tous ayyédous. Krdapyov S€ xai eiow mape-

mxdidrece ouuBovrov. ‘Axovoate ovy pov, mpos Gedy. “Hitor ay axovoarps.

2. "Emeuyé pe "Apiaios. Téprpare avrous Sevpo. Suvereuryey avty octTpatiortas. ITpofevos aurov pere- mépurparo. "Expovrat Kupe. "Eye Se avurixa Few.

95” AdXa, pa TOUS Oeous, OuK eyoye avTous SunE oo. Exeivos Neyer, Ste ake avrovs mévre npepav eis xwptov, ae

Apovras Oararrav. _ Atarpixpopev THY THLEPOV npepay.

Ove duaye tadr éyo Amppona. Kai eis huyqv expeve

(Ll) VL 5.4: 0.4 3 @)17. 16. (4) IL 6 30: L817; 4. 12 (6) 11.6.18: 1.3.14 (7.) VIL 6.35. (8) VI.22 ©.) VIL 3.3 (10.) IV. 5. 3: V.7.7. (UL) IL 6.20. (12.) 1.4.2: 1.4.24 3) 1V.39. (14) VL6.3 (15) L 3. 20: VI. 1.33. (16.) H.2.17. (17.) IIL 4.15: VIL 1. 36. (18) VL6.13. (19,) II. 3.3: 1.6.5. (20.) V. 7. 6. (21.) 1.5.15, (22) IL. 4. 16; 5.41. (23) 2 2: M.1.4. (94.)1.4.13: 0.1.9. (25.14. 8: IV. 7.20. (27. 1V.6.9. (23) 1.7.9; 8. 24.

GREEK LESSONS. | 23

Tous éLaxicydious. “Ezreurrev nas 1) oTpatia impos ce, & Ky&avipe.

3. Ev te revere, Kas Trownow travta, “O be auT@ Nevers ° My Tonons TOUTO. ‘Hyjcopas auTos eyo. Kai coi av Spracw, dOev eyo ep cou aKovw. Kupoy 5 be peramepreras amo THs apy: 7S auTov catpamny exoinoev. “Expovras vpiv, wat meipaovrat ppeic Gas, ‘Evraia Tra caepyns Kat ot ou ate katew emexetpn- cay Tas Kopas. *AdNG TOUTOUS peev ot Oeor aroricawro. “Anove, Aékvircrov reve Tpos Knéavdpor, as ov &y10 érroinaev “Ayacias TaUTA, EL [sn Ey@ avTOV exeAEUT

4. Eizrev ouv evbns wes Obes Te deyere, wat eyo T@ vow TO UeTépw Teicopar.” "EOnpevey amo tarrou, - o7roTe yupvacat Bovdouto éauTdy Te Kat TOUS “arTrous.

5. ‘O Se Tos éatas els “Hpdkheay. Xahenov Ea as 15 Kal pevew ai arom hei: Kas yap ev TH y9 apyovat Aaxe- Saupavior Kat ev TH Oararry Tov vov Xpovor.

6. "Exropwiice 72. oTpaT ig pic or. Ov Sumjeerat TAXEws ‘Twopeved Bat : lows Se Kai TOV emurndeiay om avi. Dpa Bovrever Gan, orreas os KaANOTA dryeoviovped Tyas, OTroTay yannen ep BiB. Ov payeiras Sea nuepav. ‘Hotratero avtov, ws drromdevaoupevos On.

7. _ Mupious edaoxe Sapetcous. _Kipos 3 elrrev, Our , dpa éTL paxevrat, eb ev TavTais ov paxerras TALS mpepaus : ea S adnBevoys, v vireo yvoUpas oot béxa rdvayra.” Tod-% To 70 xpvotoy tére amédwxey, eres mapnrOov at Sexa

nepar.

XII.

1. Elyov Se Ocdpanas ALvOUS. Krjpiwas emepnpe mept onovoayv. - IIpos tous Opaxas éroxeunoa, ‘H avroy émeicev, Kai wéwrovet Kaddipayov ’Apxada. 9

(L. 1.) V1. 6.20. (3.) VIL. 1.2231.8. (4) V..6.94 (5.) If 5.96:1.1.2, (7.) II. 1.36: (&) 1. 5.3. (9.) M1 2.6. (10.) VL6.15. (12.) VIL3 39. Q3)L27 cs) VI. 1.33;6.13 (18) V. 619. 1212 QO) IV.67% Qh) V.7.8: 17. WB. (2) VIL 1.8 3)1L 3337.18 @3)1V.7.15:I 31 QD 1384; 296 (30.) V. 6. 14.

24 GREEK LESSONS.

Kai rovro éwoncare, Sre eri tais Oupass THs ‘Edr.ades éaper. Ta Se dora jj hoav orheyyides ypucai. “Ore Se TavuTa HY, oxedop peoat OAV VUKTES. 2. Aapeiou KOs Tlapucdrbos yeyvovras maides Svo, 5 wpeaBurepos pev "ApragepEns, vewtepos Se Kupos. "Eve Se jobever _ Aapeias Kat uiwmrreve tedeuTny Tov Biov, eBovreTo TH raise duorepa mapeivas. 3. "Esneor 7 muepav Kas VUKTA mvevpare Kare. To 8a oTpat 0 oLTOS emenurrey. "Héier’ ay deoveaue To we ovoua. | “Ere be TOUTO eyevero, epxovras 7 pos meas ol Kepacot YTLOL, Kal Aeyoust TO m parypa. Tais acrics mpos ta Sopata edovrncav. To yap erixaps ovx elyev, GAN’ ae xareros nv Kat © 10S. 4. Kai oi Got peev hoxaryot our bor, ob pep our lb wpaypacw, ot Se & ayev Tparyyaroy - ot be Opaxes, eel evTynray TovTO TO eUTUNILA, ouveRoav Te GAANAOUG, Kat _ GUVeNEYovTO Eppwpwevars TIS VUKTOS.

XII. 1. Taira eyo arayyedd. 0 88 wad NPOTNTE * “> mrovbas 7 mOoRepov amraryyehe ; "Evratda épewe

20 Kipos npepas TpeaKovra* Kab 7 ne Kréapxos 6 o Aaxedat- povies puyas. Tayv ToL Dpiv aroxpwotpas, _ Arexpé- vaTo Knéapyos. Kai ¢ ev Taury “Appavy epeway ob oTparioras tmépas wévre. Or & éweway TOUS omhitas.

2. Kai aroBaivovow eis Kadarns Mera, Kara peop

25 ITQS Tis Opaxns. Ot Se “EAqves ouv yerors et Tas oKnvas irbov. Kai Dever, ore _ Sapesxos _exdore éoras pucrbos TOU pIv0s. Aapesxav éxaoros oleet TOU penvos Upay ° ox aryos 8 vo Surdodv: oTparnyos Se ro TeTpa- aU. Tyee Se trav ‘EdAqvov Kai atédavoy éxdory

s0’Ypucouy séou.

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GREEK LESSONS. 25

3. Avo Aexoe ToD Mevoves oTparelparos amra@Novro. Budus peTaméprreras ex Xarandovos dpoupors. ‘“Hyenova aiteiy Kupov. T7 Se v vorepata advev mYEHOvOS éropevovro, “Eneye Se Knedvup. *"Evraida 57 Kupov arorépveras 7 Kearny Kas xelp " Sefia. "Emepuras mpos éue, & DevOn, 5 eis Kadandova. Tparov Mnbdoaatny tovrovi. Kas éxéheve Kyeapyov per Tov GeFcov Képas 7) nyeic Bat, Mévova tap @erranov rot evmvipor * autos Se Tous eavTod Sreragev.

4, Tarépa ¢ pe éexareite. THapvcatis pev 89 9 payrnp UITHpYe TH Kupy. Tov avipa pa. "Eyo, @ av8pes 10 “EXAnves, yetreov ond 77 “EAXNa6L. ‘Evraia Aéyeras “Arado exdeipat Mapovav. 27 6 avip. Tavra ob orparyyos Kipp arin yeAdov n:) S trreaxero, avdpi éxaorp Swicew mévre apyupiou vas, erav eis BaBuiava qKWoUW. 15 | 8. Térrapa orabia Suerxerqy Tw dadayye a