From Alpha To Omega

From Alpha to Omega

A Beginning Course in Classical Greek

Fourth Edition
Anne H. Groton

From
Alpha to Omega
Fourth Edition
From
Alpha to Omega
Fourth Edition
Anne H. Groton
St. Olaf College
Focus Publishing
Newburyport, Massachusetts
From Alpha to Omega

A Beginning Course in Classical Greek Fourth Edition
2013 Anne H. Groton
Focus Publishing/R. Pullins Company
PO Box 369
Newburyport, MA 01950
www.pullins.com
ISBN: 978-1-58510-473-4
Also available in paperback (ISBN 978-1-58510-391-1). To see all available eBook
versions, visit www.pullins.com. Some content that appears in the print edition may not
be available in other formats.
All rights are reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, by
photocopying, recording, or by any other means, without the prior writtent permission
of the publisher. If you have received this material as an examination copy free of charge,
Focus Publishing/R. Pullins Company retains the title to the information and it may not
be resold. Resale of any examination copies of Focus Publishing/R. Pullins Company
materials is strictly prohibited.
The Library of Congress has cataloged the printed edition as follows:
Groton, Anne H. (Anne Harmar)
From alpha to omega : a beginning course in classical Greek / Anne H. Groton. -Fourth edition.
pages. cm.
Includes index.
ISBN 978-1-58510-391-1
1. Greek language--Grammar. 2. Greek language--Textbooks. I. Title.
PA258.G79 2013
488.2421--dc23
2013012496
Last updated April 2013
Table of Contents
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Lesson 20
Lesson 21
Lesson 22
Lesson 23
Preface
Preface
Introduction: The
The Greek
GreekAlphabet
Alphabet
Introduction:
The Greek Accents
The Greek Accents
-Verbs: Present Active Indicative, Present Active Infinitive,
Present Active
ActiveImperative
Imperative
Present
First Declension:
Declension:Feminine
FeminineNouns,
Nouns,Part
Part1 1
First Declension:
Declension:Feminine
FeminineNouns,
Nouns,Part
Part2 2
-VERBS: Future Active Indicative, Future Active Infinitive
Second
Declension:Masculine
MasculineNouns
Nouns
Second Declension:
Second
Declension:Neuter
NeuterNouns;
Nouns;Adjectives:
Adjectives:
Second Declension:
First/Second Declension
Declension
First/Second
First
Declension:Masculine
MasculineNouns;
Nouns;Substantives
Substantives
First Declension:
-Verbs: Imperfect Active Indicative; Correlatives
-Verbs: Middle/Passive Voice; Prepositions
; Enclitics
Demonstratives
Demonstratives
Personal Pronouns
Pronouns
Personal
Contract Verbs (-, -, -); Contracted Futures
Third
Declension:Stop,
Stop,Liquid,
Liquid,and
andNasal
NasalStems
Stems
Third Declension:
Third Declension:
Declension:Sigma
SigmaStems;
Stems;Adjectives:
Adjectives:
Third
Declension
Third
Third
Declension
-Verbs: First Aorist Active and Middle Indicative,
First Aorist Active and Middle Infinitives First Aorist Active
and Middle
Middle Imperative
Imperatives
and
-Verbs: Second Aorist Active and Middle Indicative,
Second Aorist Active and Middle Infinitives, Second Aorist Active
and Middle Imperative; Reflexive Pronouns
-Verbs: Perfect Active Indicative, Perfect Active Infinitive,
Pluperfect Active
ActiveIndicative
Indicative
Pluperfect
Interrogative and Indefinite
-Verbs: Perfect Middle/Passive Indicative, Perfect Middle/
Passive Infinitive; Pluperfect Middle/Passive Indicative
Relative Pronouns; ; Expressions of Time
ix
1
9
13
13
21
27
31
37
43
43
51
51
57
63
71
77
77
83
83
87
95
95
101
101
107
107
115
123
123
131
137
145
vi
Lesson 24
Lesson 25
Lesson 26
Lesson 27
Lesson 28
Lesson 29
Lesson 30
Lesson 31
Lesson 32
Lesson 33
Lesson 34
Lesson 35
Lesson 36
Lesson 37
Lesson 38
Lesson 39
Lesson 40
Lesson 41
Lesson 42
Lesson 43
Lesson 44
Lesson 45
Lesson 46
Lesson 47
Lesson 48
Lesson 49
Lesson 50
-Verbs: Present Active Participle, Future Active Participle,

First
and Second
Second Aorist
AoristActive
ActiveParticiples,
Participles,
Perfect
Active
Participle
First and
Perfect
Active
Participle
-Verbs: Present Middle/Passive Participle
Future Middle
MiddleParticiple,
Participle,First
Firstand
andSecond
SecondAorist
Aorist
Future
Middle
Participles,Perfect
PerfectMiddle/Passive
Middle/Passive
Participle
Middle Participles,
Participle
Direct and
and Indirect
IndirectQuestions;
Questions;Alternative
AlternativeQuestions
Questions
Direct
-Verbs: Aorist Passive Tense
-Verbs: Future Passive Tense; Future Perfect Active
and Middle/Passive Tenses;
Third Declension: Vowel Stems and Syncopated Stems
Deponent Verbs; Genitive Absolute; , /
Adverbs: Positive
PositiveDegree;
Degree;Result
ResultClauses
Clauses
Adverbs:
Adjectives
and
Adverbs:
Comparative
Comparative
and
Superlative
Degrees and Superlative Degrees;
Genitive of
of Comparison;
Comparison;Partitive
PartitiveGenitive
Genitive
Genitive
Adjectivesand
andAdverbs:
Adverbs:Irregular
IrregularComparative
Comparative
Adjectives
and Superlative Degrees; -, -, - Adjectives;
Dative of
of Degree
DegreeofofDifference
Difference
Dative
Numerals
Numerals
Subjunctive Mood:
Mood:Present,
Present,Aorist,
Aorist,Perfect
Perfect
Tenses;
Subjunctive
Tenses
Active, Middle, Passive Voices; Independent Uses of the
Subjunctive (Hortatory,
(Hortatory,Prohibitive,
Prohibitive,Deliberative)
Deliberative)
Subjunctive
Optative Mood:
Mood: Present,
Present,Future,
Future,Aorist,
Aorist,Perfect
Perfect
Tenses;
Optative
Tenses
Active, Middle, Passive Voices; Independent Uses of the Optative
(Wishes, Potentiality)
Potentiality)
(Wishes,
Conditions
Conditions
Conditional
RelativeClauses;
Clauses;Relative
RelativeAdverbs
Adverbs
Conditional Relative
Purpose
Clauses
Purpose Clauses
; Indirect Discourse (/)
; Indirect Discourse (with infinitive)
Indirect Discourse
Discourse(with
(withparticiple)
participle);Crasis
Crasis
Indirect
More Uses of the Infinitive;
Verbal Adjectives in - & -
Clauses of Effort and Fear
-Verbs (, )
-Verbs (, )
-Verbs () Unattainable Wishes
, ; Directional Suffixes; Accusative of Respect
Redundant ; Uses of &
Attraction of
of Relative
RelativePronouns
Pronoun
Attraction
Grammatical
Appendix
Grammatical Appendix
Nouns
Nouns
Definite Article
153
153
163
163
171
171
181
189
195
203
211
211
219
219
227
227
235
235
243
243
253
253
263
263
271
271
279
279
285
295
303
303
313
321
329
337
347
355
363
371
371
381
381
385
vii
Pronouns
Pronouns
Adjectives
Adjectives
Numerals
Numerals
Adverbs
Adverbs
Verbs
Word Lists
Lists
Word
English-to-Greek Glossary
Greek-to-English Glossary
Index
Index
385
385
389
389
394
394
396
396
397
439
441
455
483
517
519
St
ry
m
on
el
le
sp
on
.
R
LESBOS
ION
AEGEAN
Pherae #
IA
SEA
Thermopylae #
Delphi #
#
Corinth
Argos #
PELOPONNESE
Pylos #
ATTICA
Marathon#
# Athens
SALAMIS
AEGINA
SAMOS
# Miletus
# Halicarnassus
Sparta
#
Maps
xv
xv
GREECE AND THE AEGEAN
Preface
When I set out to write From Alpha to Omega during my sabbatical in 1990-91, I was
St. Olaf College calendar, the St. Olaf College student, and the vigorously traditional
St. Olaf College Classics curriculum. This meant that the book had to be divided into
grammatical concept had to be explained clearly and carefully, in language neither
too simple nor too sophisticated; and that the readings for each lesson had to be
selected with a view toward preparing students to read Plato in their third semester of
Greek. Because we have only three class meetings per week, I limited the number of
to-Greek translation sentences, and (beginning in Lesson 5) one short reading. I also
restricted to ten or so the number of vocabulary words to be memorized per lesson.
In a society no longer inclined to value a Classical education, those motivated enough
to study ancient Greek need all the encouragement they can get. For this reason I
its rigor. The sentences to be translated in each chapter are designed to help students
learn the vocabulary words and constructions introduced in that lesson, while
reviewing familiar ones. The readings give students experience in translating whole
paragraphs of more or less real Greek, in which new vocabulary and syntax are
mixed with old. I drew the readings for Lessons 5-25 from Aesops most amusing
and curious fables. For Lessons 26-50 I chose what I thought were interesting as
well as instructive passages, usually spread over two or more lessons, from the New
Testament, Demosthenes, Xenophon, Thucydides, Lysias, Arrian, Aristotle, and
Plato. Although I was wary of overwhelming the students with too many glosses
and explanatory notes, I did try in each reading to retain as much as I could of the
original Greek.
At the back of the textbook are chapter-by-chapter word lists, followed by Greekother words found in the readings, along with the number(s) of the lesson(s) in which
they appear. The book concludes with an appendix of paradigms (including the dual
forms not explicitly taught in the textbook) and an index. It has been a happy surprise
to me to discover that the books format suits other academic schedules as well as St.
semesters by a class that meets four times per week, in two ten-week trimesters by
When pressed for time, some teachers have preferred to assign only the sentences,
not the reading, in each lesson; others have continued to assign all the readings but
only half or so of the sentences. Students are free to use the skipped exercises for
additional practice or for review before a quiz or examination.
ix
x
From Alpha to Omega would never have seen the light of day without the wise
counsel and support of my St. Olaf colleagues, particularly Professor James May, and
without the talents of the obliging staff at Focus Publishing. I am also grateful to my
colleagues at other schools who were daring enough to test a brand-new textbook
and with their eagle eyes spotted scores of typos and other errors that I had missed.
(Skidmore College), and Richard Wevers (Calvin College). Finally, I wish to thank
all the dedicated students who struggled cheerfully and patiently through one of the
only for them but, to a large extent, by them.
From early childhood, their whole lives through,

people teach and admonish them.
Platos Protagoras 325c
Preface to the Fourth Edition

The most obvious change in the fourth edition is its updated look: the new layout
and formatting are designed to highlight the main points of each lesson. Many of
the grammatical explanations have been rewritten to make them easier to follow.
The glossaries have been moved to a more convenient location, just before the index.
Finally, to accompany the textbook, there are online resources available at courses.
pullins.com. I have no room to thank everyone who has helped me complete this
latest revision, but I am especially grateful to Ron Pullins and Allen Cooper of Focus
Publishing for their constant encouragement.
Lesson 1
Introduction
The Greek Alphabet
one of Pythagoras sayings, quoted by Iamblichus in Pythagoras 162

1.
,
all thought to be descended from a very old, now extinct language spoken
times. Other prominent members of the family are the Italic (including
Baltic, Slavic (including Russian), Armenian, Iranian, and Indic languages.
2.
The Greek language has been in continuous use for more than three
thousand years; its vocabulary, grammar, and pronunciation have been
evolving gradually over the centuries. There is a great deal of difference
Moreover, each geographical region of Greece had its own dialect. Some
authors wrote in their native dialect; others, working within an established
literary genre, wrote in the dialect(s) that tradition demanded.
The ancient Greek taught in this book is Classical in date. It is the sort
of Greek that would have been used by educated people during Greeces
. These were glory
days for Athens, artistically and intellectually as well as militarily. Much
of the literature surviving from the Classical period is written in Attic, the
dialect of the Athenians. (Attica is the name of the district that includes
Athens.) The philosopher Plato, the orators Lysias and Demosthenes, the
historians Thucydides and Xenophon, the comic playwright Aristophanes
to name just a few of Athens most famous authorsall wrote in Attic.
ancient Greeks other literary dialects.
Dialect
Ionic
Doric
Aeolic
Used in works such as

Homers Iliad and Odyssey
Herodotus Histories
choral songs in Attic tragedies
poems by Sappho
2 From Alpha to Omega

Knowledge of Classical Greek also equips you to read Greek of the
Hellenistic age, the period following the Classical age. The local dialects
gradually died out and were replaced by Koine (the name means
common), a dialect derived in large part from Attic and used from the
world. The New Testament of the Bible is written in a literary form of
Koine.
3.
adopted the more precise alphabet used by speakers of the Ionic dialect, a
close relative of Attic. This Ionic alphabet became standard for Greek; in
later centuries the Coptic, Gothic, Armenian, and Cyrillic alphabets were
derived from it. The Latin alphabet, by the way, goes back to the Greek
from whom the Romans acquired it.
Of the Greek alphabets twenty-four letters,
from letters in the Phoenician alphabet and thus have Semitic names; the
letters existed in antiquity
devised cursive forms that could be written quickly; these evolved into the
small letters now in use.
The pronunciations suggested below are those thought by scholars to have
been used during the Classical age. Alternative pronunciations are enclosed
in square brackets.
Lesson 1 3
The Alphabet of Classical Greek
Greek
letter
English
equivalent
Name of letter
Aa
Bb
alpha
beta
Gg
gamma
Dd
delta
epsilon
Zz
zeta
n [or gamble; before
Th th
theta
Ii
iota
K k or C c
Ll
Mm
Nn
Xx
Oo
Pp
R r or (at start of
a word) Rh rh
kappa
lambda
mu
nu
xi
omicron
pi
n]
delete
etch
wisdom [or
gadzooks]
error [or ace]
sweetheart [or
author]
pi
it;
izza]
candy
lantern
music
nuclear
taxi
off
pillow
rho
rolled r [or rocky]
Ss
sigma
Tt
tau
signal; before
z
tardy
French u
oo
oot]
uphill [or telephone]
backhand [or candy
or German ch]
tipsy
aw [or oh]
eta
upsilon
Ph ph
phi
Kh kh or Ch ch
chi
Ps ps
psi
omega
After epsilon used to come digamma

Sigma
Pronounced like
the italicized letter(s)
in the English word
ah
better
g
w), until it fell out of use.

; it has the same shape regardless of

4.
Vowels.
sometimes long. Short and long refer to the vowels quantity, i.e., the
duration of its sound. In the Classical age long vowels were held out about
the other hand, were not only longer but also more open in pronunciation
5.
A diphthong is two vowels combined in pronunciation; the sound of the

vowels together form one long syllable.
proper diphthongs because, in each of them, both vowels continussed to
be pronounced. The last three in the list are called improper diphthongs
because the second letter (iota) in each of them eventually became silent. In
the Classical age, however, the iota was still pronounced.
Diphthongs
Proper
Pronounced like the italicized letter(s) in the

aisle
ouch
eight
etch gliding into French u [or you]
error gliding into French u [or hey you]
oily
ooze
French u gliding into ee [or wee]
Improper
Pronounced like the italicized letter(s) in the

ah gliding into ee
error gliding into ee
aw gliding into ee
In an improper diphthong the iota may be written either next to the other
vowel or beneath it. When it is written next to it, the iota is called an iota
adscript; when it is written beneath it, it is called an iota subscript. The
ancient Greeks always wrote the iota as an adscript; the subscript did not
come into use until the eleventh or twelfth century. Today the iota is still
lower-case letters, the practice varies, but a subscript is far more common.
This textbook prints the iota as a subscript unless the iota is combined with
a capitalized vowel.
During the Classical period the letters omicron, omega, epsilon, and
upsilon
have (meaning small o, big o, plain e, and plain u) were created
for claritys sake by grammarians in the Byzantine age. By then the
Lesson 1 5
6.
Breathings. Many Greek words begin with an h-sound followed by a vowel;

this h-sound (called aspiration) is indicated not by a letter but by a mark
,
word does not begin with an h-sound, a smooth breathing
whether it is aspirated (rough) or unaspirated (smooth).

If a word begins with a proper diphthong, the breathing goes above the
second vowel
When the consonant rho occurs at the beginning of a word, it too has a
If the initial vowel or rho is capitalized, the breathing should be written to
case of a capitalized proper diphthong, the breathing mark remains in its
There are no words in Classical Greek that begin with upsilon and smooth
breathing, so a word with an initial upsilon will always have rough breathing
7.
Consonants. Of Greeks seventeen consonants, nine are stops (also called
palatals
in any consonant
only exceptions to this rule.
8.
Pronunciation.
by a different liquid or nasal or by a stop, they are pronounced separately
consonant, the pronunciation is ambiguous, so the two may be regarded

either as being pronounced together or as being pronounced separately.
A Greek word has as many syllables as it has vowels and diphthongs (e.g.,
vowel or diphthong by a single consonant or by two or more consonants
pronounced together, the break between the syllables comes immediately

regarded as part of the consonant cluster]). If the two consonants following
the vowel or diphthong are separately pronounced, the syllabic break
is impossible to show the break in a double consonant, just put a hyphen
9.
Punctuation. Greeks in the Classical age used little, if any, spacing or

punctuation. Later, four punctuation marks were devised: the comma (,)
marks to indicate exclamations or quotations; some publishers of ancient

Greek texts now use modern quotation and exclamation marks for their
readers convenience.
It is customary to capitalize
beginning a quotation, and of a word beginning a long section (e.g., a
paragraph or a chapter), but not of a word beginning an ordinary sentence.
In this textbook a macron (long mark) is printed above a vowel if there would
always short. Macra were not used by the ancient Greeks and are seldom used
today except in textbooks and lexica.
Greek accents will be explained in the next lesson. For now, simply stress the
10.
Exercises
A. Divide into syllables and pronounce each of the following words
(famous names from Greek history and mythology). Then transliterate
equivalent (refer to the table Alphabet of Classical Greek earlier in the
lesson).
Rough breathing is transliterated as h.
Kappa may be transliterated as either k or c, chi as either kh or ch.
Rho at the beginning of a word is transliterated as rh, otherwise as r.
u if it follows a vowel (and thus is the second letter in
a diphthong), as y if it follows a consonant.
Do not be alarmed if some of the famous names seem to be slightly misspelled
Latin, and their Latin spelling, not their original Greek spelling, is often the one
Lesson 1 7
B. Read aloud the following little story (Aesops Fable 119) for practice
in pronouncing the Greek letters. Pay close attention to the breathings
and stress the syllables that have an accent. A translation is provided for
your enjoyment.
Zeus Cuts the Camel Down to Size
Translation
A camel, observing a bull glorying in his horns, became envious of him
Zeus, she begged him to grant her some horns. And Zeus, annoyed at her
since she was not content with the size and strength of her body but desired
greater dimensions, not only did not give her horns but even took away
a portion of her ears. Thus do many people [and animals!], eyeing others
jealously out of greed, unwittingly lose what is their own.
Lesson 2
The Greek Accents
comment by a woman in Aristophanes Ecclesiazusae 115

11.
In the last lesson we asked you to give extra stress to the accented
syllables, and that, in fact, is what most teachers and students do when they
pronounce ancient Greek. In reality, however, the marks were designed to
indicate raising or lowering of the pitch of the speakers voice and have
nothing to do with stress. Over time the original pitch accents were lost and
replaced with the stress accent now heard in Modern Greek.
Greeks of the Classical period had no need for accent marks because they
knew by heart which syllables had a change in pitch. The marks are said
to have been invented by Aristophanes of Byzantium in the third century
languages pitch accents.
The accents of Greek words occasionally make a difference in what the

words mean, so learning them is helpful for understanding what the text
says, as well as for pronouncing the words as accurately as possible.
12.
Types of Accents. There are three types of accent marks (usually referred
denotes a gliding up of pitch, the grave

gliding up followed by a gliding down.
If a syllable is to be accented, an accent is placed above the vowel or

diphthong in that syllable; if a breathing also belongs there, it is written to
the breathings, the accents always go above the second vowel of a proper
diphthong, the breathing and accent remain in their usual place, above the
There is much scholarly debate about the grave accent. The mark perhaps
shows, not that the pitch should glide down, but simply that it should not glide
up (i.e., it could remain steady).
13.
Position of Accents. In most Greek words one (and only one) syllable is
marked with an accent, and that syllable is always one of the last three

syllables; an accent mark never appears earlier than that in a word. In
a word is called the ultima (Latin for last); the next-to-last syllable is
called the penult (almost last); the syllable before the penult is called
the antepenult (before the almost last). A words ultima, penult, and
antepenult are the only syllables in it that can ever be accented.
A few words in Greek have no accent, and under certain circumstances a word
may receive a second accent. This will all be explained in later lessons.
14.
The acute and grave accents are found above diphthongs, long vowels, and
(This is logical since the brief sound of a short vowel would not allow
enough time for the pitch to glide both up and down.) Thus, whenever you
The acute can appear on the antepenult
(e.g.,
The grave appears only on the ultima and only under these circumstances:
if a word that would have had an acute on its last syllable is followed directly
by another word, with no intervening punctuation mark, the acute switches
The regular substitution of a grave for an acute on the ultima suggests that a
gliding up in pitch at the end of a word happened only when a break in thought
followed; if there was no break, the pitch evidently glided down or stayed the
same.
15.
In some Greek words the position of the accent (i.e., whether it belongs on
the antepenult, the penult, or the ultima) is unpredictable; you will simply
have to memorize where to put the accent in each of those words. In many
other Greek words, however, the position of the accent is totally predictable
and does not need to be memorized.
Right now there are just two general principles for you to learn; both assume
that you already know where the accent wants to be in a particular word.
(How to determine the position of the accent will be covered in future
can remain there; the second will tell you whether an accent on the penult
recognize whether a syllable is long by nature, long by position, or short:

A syllable is long by nature when it contains a naturally long vowel (e.g.,
Lesson 2 11
You will discover an exception to this exception in Lesson 36, but until then
A syllable is long by position when its vowel or diphthong is followed by
two consonants separately pronounced or by a double consonant (e.g.,
). Notice that the length of the vowel or
the syllable is both
long by position.
A syllable is short when it contains a naturally short vowel followed by no
- ).
A syllable is short when it contains a naturally short vowel followed by two
holds true for Attic prose; in Greek verse, however, the poet may choose
to pronounce the consonants separately and treat the syllable as long by
position.
Two General Principles of Accenting

1.
[Assume that the accent wants to be on the antepenult.]

General Principle: The acute can stay on the antepenult only if
the ultima is short (i.e., if it has a short vowel not followed by a
acute must move to the penult, i.e., one syllable to the right
2.
[Assume that the accent wants to be on the penult.]

General Principle: If the penult is naturally long and the ultima
penult is not naturally long, or the ultima does not have a short
16.
Exercises
A. The following are all genuine Greek words transliterated into
accents. (If you need a reminder about how to transliterate, see 3 and
10 of Lesson 1.)
1.
2.
3.
4.
5.
ainigma, acute on antepenult, proper diphthong

6.
7.
8.
9.
n-sound
10.
11.
syllogismos, acute on ultima
12.
13.
autarkeia, acute on antepenult
14.
15.
basileus, acute on ultima
B. Two of the words in each group are incorrectly accented. Pick

out the only form that does not violate one of the general principles of
accenting.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lesson 3
Present Active Indicative, Present Active
one of Augustus sayings, quoted by Suetonius in Augustus 25

17.
Greek has eight parts of speech: nouns, pronouns, adjectives, verbs, adverbs,
conjunctions, prepositions, and particles. In this chapter we focus on verbs.
should not let it scare you. Many of the terms are traditional and come from
After all, they were designed to be helpful, not horrifying!
18.
This section presents an overview of Greek verbs for those who would
helpful to return to the section and re-read it as you proceed through the
textbook. For now it is enough if you merely familiarize yourself with the
terminology.
Verbs.
verbs, Greek verbs have the properties of person, number, voice, mood, and
tense. Related to tense are the grammatical concepts of aspect and time.
Person
third.
The verb is in
if its subject is the person speaking (I
or we).
The verb is in second person if its subject is the person being
spoken to (you).
The verb is in third person if its subject is someone or something
other than the person speaking or the person being spoken to
(he, she, it, or they).
Number. A Greek verb has one of three possible numbers: singular,
dual, or plural.
13

The singular denotes that the subject is just one person, thing, or
abstract idea.
The dual denotes that the subject is a pair of people, things, or
abstract ideas.
The plural denotes that the subject is more than one person, thing,
or abstract idea.
Voice. A Greek verb has one of three possible voices: active, passive, or
middle.
A verb has active voice if its subject performs an action (e.g., I
teach, I teach the children).
A verb has passive voice if its subject is acted upon by someone or
something else (e.g., the children are taught by me).
A verb has middle voice if the subject performs an action for itself
or on someone or something of special interest to it (e.g., I teach
[for myself], I have the children taught [because of my interest
in them]; the words in brackets are implied by the verbs middle
voice, but do not actually appear in the Greek sentence).
transitive (i.e.,
combined with a direct object
acted upon; e.g., I teach the children, I have the children
taught) or intransitive (i.e., with no direct object appearing in
the sentence; e.g., I teach, I teach [for myself]. A passive
sentence is the equivalent of a transitive active sentence; e.g.,
The children are taught by me describes the same situation as
I teach the children. In both sentences it is the children who
experience the teaching, but the idea is expressed in two different
then with children as the the subject of a passive verb.
Mood. A Greek verb has one of four possible moods: indicative,
imperative, subjunctive, or optative.
action is:
Indicative mood suits statements of fact or discussions of reality
and actual occurrences (e.g., a statementyou are here; a
questionare you here?).
Imperative mood is appropriate for commands, i.e., requests to
change reality (e.g., be here!).
Subjunctive and optative moods are associated with a variety
of actions that are all only contemplated or imagined (e.g., a
wishwould that you were here!; fear or doubtyou may be
here; a possibilityyou might be here).
Tense. When it comes to Greek, the notion of tense can be
problematic, but because the term is traditional and still commonly
Lesson 3 15
used, we include it in this textbook. The danger of using the term is
and not realize that Greek makes an important distinction between
time and aspect.
The number of possible tenses in Greek depends on the mood of
the verb:
A Greek verb in the imperative, subjunctive, or optative mood has
one of three possible tenses: present, aorist, or perfect.
A Greek verb in the indicative mood has one of seven possible
tenses: present, imperfect, future, aorist, perfect, pluperfect, or
future perfect.
There is a logical explanation for the higher number of tenses in
the indicative: the imperative, subjunctive, and optative moods
use tense to show aspect, while the indicative mood uses tense to
show not only aspect but also time.
Aspect. Aspect is the type or quality of the action, as perceived by the
speaker. A Greek verb has one of three possible aspects: imperfective,
aoristic, or perfective.
Imperfective aspect: the speaker perceives the action as a process
continuing or repeated over time.
Aoristic aspect: the speaker perceives the action as a one-time
occurrence, neither continuing nor completed.
Perfective aspect: the speaker perceives the action as completed
and having an enduring result.
In the imperative, subjunctive, and optative moods each tense
matches one of the three aspects:
present tense: imperfective aspect
aorist tense:
aoristic aspect
perfect tense: perfective aspect
Time. A Greek verb in the indicative mood has one of three possible
times: present, past, or future. (A verb in the imperative, subjunctive,
or optative mood never denotes time; the one exception, the future
optative, is discussed in Lesson 40.)
The indicative mood combines time and aspect in the following
ways:
present tense: present time, imperfective or aoristic aspect
imperfect tense: past time, imperfective aspect
future tense:
future time, imperfective or aoristic aspect
aorist tense:
past time, aoristic aspect
perfect tense: present time, perfective aspect
pluperfect tense: past time, perfective aspect
future perfect tense: future time, perfective aspect

The four tenses of the indicative mood that denote present or
future time (present, future, perfect, future perfect) are called
primary (or principal) tenses.
The three tenses of the indicative mood that denote past time
(imperfect, aorist, pluperfect) are called secondary (or historical)
tenses.
19.
known as conjugating (joining together).

Conjugations. All the verbs that are conjugated in the same way are grouped
together and said to belong to the same conjugation. Greek has two main
20.
The present tense of the indicative mood denotes an action happening in the
present time. It may be an action happening now and only now, or it may
be one that goes on all the time, including now. Most often it is viewed as
a continuing, repeated, or habitual process; if so, the verb has imperfective
aspect. Sometimes it is viewed as a one-time occurrence; if so, the verb
has aoristic aspect. Although there is no difference in appearance between
a present-tense Greek verb with imperfective aspect and one with aoristic
aspect, the context generally makes clear which aspect the author of the
sentence had in mind.
The verb
(teach) will serve as a paradigm (i.e., a model) for the

indicative mood, present tense, active voice.
with a different nuance (e.g., I teach, I do teach, I am teaching, I continue teaching, I keep teaching). Since Greek uses just one form, broad
enough to cover all of these nuances, there is no simple formula for translating
you choose a suitable translation.
Because the dual is seldom used in Attic Greek (the plural generally takes its
place), it has been omitted from the paradigms that appear in the lessons. All of
the dual forms, however, are listed for reference in the appendix of the textbook.
Present Active Indicative

Singular
1st person
2nd person
3rd person
(I teach/am teaching)
(you [sg.] teach/are teaching)
(he/she/it teaches/is teaching)
Lesson 3 17
Plural
1st person
2nd person
3rd person
(we teach/are teaching)

(you [pl.] teach/are teaching)
(they teach/are teaching)
Present Stem.
present stem.
When you look up a Greek verb in a lexicon, you will be confronted with six
principal parts
-
present stem.
Endings.
ending is actually a combination of a thematic vowel (a mark of

personal ending:
out),
Movable Nu.
. It is
Finite Forms.
mented with personal pronouns (I, we, you, he, she, it, they) to
clarify who is doing the action; the endings already make that clear. Personal
pronouns are added only for emphasis.
Recessive Accent.
, i.e., it wants to
move as far to the left in the word as possible. Thus, if the word has only two
acute, according to general principle #2 in 15 of Lesson 2). If the word has
three or more syllables, the accent will recede to the antepenult and stay there
unless it is forced back to the penult by general principle #1 (e.g., the acute re-
21.
An
and Greek, it has the ability to function in either of two ways: as a verb,
complementing the main verb in the sentence (e.g., I wish to write), or
has no mood, but it does have tense (which shows only aspect, not time
exceptions will be discussed in later lessons) and voice.
in the present tense, active voice:
(to teach)
taking place right now; rather, it implies an on-going or habitual action. Thus its
tense is not an indication of present time, but of imperfective aspect. You may
nature of the action (e.g., to be engaged in teaching or to continue teaching
or to keep teaching).
22.
person), number, voice, and tense. Tenses in this mood show only aspect,
not time. The present imperative has imperfective aspect and denotes an
action that the speaker wishes to see happening for a while or repeatedly.
voice:
Present Active Imperative
2nd person
3rd person
Plural
2nd person
3rd person
(teach!)
(let him/her teach!)
(teach!)
(let them teach!)
The present active imperative is built on the present stem. Its endings are combinations of the
and the personal endings
.
recessive. The secondperson plural present imperative is identical in appearance to the second-person
plural present indicative. The context will help you distinguish the two.
singular
command, addressed to one person, and a second-person plural command, addressed to more than one person. In Greek, however, the singular command has
The third-person imperative is an order addressed to one or more persons who are
no exact equivalent for this sort of command, a construction with let is normally used. Notice that this translation can be misleading: let may seem to mean
allow, and the word that is the subject of the Greek verb confusingly appears in
turns into
them in the translation let them teach. Translating may they teach would
solve that problem but at the same time introduce another by transforming the
command into a wish. There is no perfect solution.
Since the present imperative has imperfective aspect, you may prefer a translation that emphasizes the on-going nature of the action (e.g., continue teach-
Lesson 3 19
23.
Negative Adverbs. In the indicative mood the normal negative adverb is

; the usual place to put
you are not teaching or you do not teach).
(not); the usual
A prohibition or negative command is signaled by
is right before the imperative
place to put
24.
Vocabulary
Words are grouped according to their part of speech and presented in this order:
verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, parprinted in italics and placed in square brackets at the end of each entry.
have the word to following them in parentheses. The parentheses indicate that
If a word in the vocabulary list has an acute accent on its ultima, do not assume
that that accent can never change. Whenever the word is used in a sentence and
another word follows it with no intervening punctuation, the accent will switch
to a grave (as explained in 14 of Lesson 2). It is for simplicitys sake that the
word is printed with an acute accent whenever it is quoted out of context.
write, draw [cf. autograph]

) be willing (to), wish (to)
steal [cf. kleptomania]
teach, educate [cf. propaedeutic]
) hasten (to), strive (to), be eager (to)
stand guard, guard, protect, preserve [cf. prophylactic]
(negative adverb used with imperative mood) not
(negative adverb used with indicative mood) not
proclitic, a type of word that leans ahead to the word following
unique in that it does receive an accent (acute) if it comes at the end of
...
(conjunction) and; (adverb) also, even

(correlative conjunctions) bothand
-
ately follows it, or a correlative conjunction

accent changed to grave, since another word would most likely follow it
with no intervening punctuation.

25.
Exercises
Greek-to-English Sentences
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
English-to-Greek Sentences
1.
pl.) and do not steal!
2.
Also hasten (sg.) to teach!
3.
Is he willing to stand guard? Let him not continue drawing!
4.
5.
Let them steal! We do not wish to guard.
Lesson 4
First Declension
Feminine Nouns, Part 1
one of Perianders sayings, quoted by Diogenes Laertius 1.97
26.
A noun is a word naming or signifying a person, thing, or abstract idea.

Greek nouns are less formidable than Greek verbs but still challenging.
Declensions
called declining
declension
three declensions.
27.
gender, number, and case.

Gender. The gender of a noun may be masculine, feminine, or neuter. The
gender of nouns denoting male persons is almost always masculine, and
the gender of nouns denoting female persons is almost always feminine,
but the gender of sexless objects, contrary to what you might expect, is
not almost always neuter; it is just as often feminine (like the Greek word
for marketplace) or masculine (like the Greek word for river). For
such nouns the gender has nothing to do with their sex; it is simply a
grammatical trait (comparable to a blood-type), which has to be memorized
particular gender, and that gender never changes.
Number. The number of a noun is similar to the number of a verb; it may be
singular, dual, or plural, depending on how many people, things, or abstract
ideas the speaker has in mind. Since the dual (implying a pair) is rarely
used in Attic Greek, it is relegated to the appendix of this textbook.
Case. The case of a noun is a clue to how the noun is functioning in its
of the noun, to indicate its function. In the dog chases the cat, we know
that dog is the subject because it is placed before the verb, while cat
is shown to be the object by its placement after the verb. If the positions of
21

dog and cat in the sentence are reversed, dog becomes the object,
cat becomes the subject, and the sentence means the opposite of what it
originally did.
In Greek the position of a noun does not dictate how it is functioning in
the sentence; this is shown instead by the nouns case. The idea of the dog
chasing the cat could be expressed in Greek with any of the following
arrangements of words: the dog chases the cat, the cat chases the dog,
the dog the cat chases, the cat the dog chases, chases the dog the
cat, chases the cat the dog. In none of the Greek versions would there
be any doubt that the dog is doing the chasing; the noun for dog would
be in the case appropriate for the subject of a sentence, while the noun for
cat would be in the case appropriate for the object. The speaker would
be free to choose whether to put the nouns before, after, or on either side of
the verb; the decision would depend on which words the speaker wished to
emphasize or which grouping of sounds was most pleasing to the ear.
nominative, genitive, dative, accusative, and
vocative. It is traditional to list them in that order, with the last four cases
seeming to decline or fall from the nominative (the word case comes
from the Latin word for a falling). The next section gives an overview of
the cases and their uses.
28.
Nominative: The nominative case designates the subject of the sentence. In

a sentence that has a linking verb connecting the subject with a predicate
noun, both the subject and the predicate noun will be in the nominative
case (e.g., we are friends, you have become a nuisance, they will be
subject, a predicate noun is equated with the subject and therefore must be
identical with it in case.
Genitive: The genitive case designates a noun that is being used to modify
another noun in the sentence. The relationship between the two nouns can
of (e.g., the grapes
of wrath, love of life, the book of the student; in the last example
the phrase shows possession and could be expressed alternatively as the
students book). The genitive also functions as a substitute for Indothe genitive is the appropriate case for nouns denoting a source or point of
origin (away from, out of).
Dative: The dative case designates a noun that has some relationship to
the action but is not the subject or direct object of the sentence. Often the
best way to translate a dative is with the preposition to or for (e.g., give
the prize to the winner; for ducks, the weather is perfect). The dative
cases, both of which have nearly vanished in Greek. Thus the dative is the
appropriate case for nouns denoting means, accompaniment, location, or
time (by, with, in, at).
Lesson 4 23
Accusative. The accusative case designates the sentences direct object, the
noun that is being directly acted upon by the subject. It is also used for
nouns that denote a destination or goal or an extent of time or space (into,
to, toward, for).
Vocative. The vocative case designates a person, either real or imaginary,
who is being addressed. It is common in Greek to personify things and
call out to them as well as to human beings (e.g., farewell, Socrates!; O
death, where is thy sting?).
29.
First-declension nouns can be divided into two groups: feminines and

masculines. The feminines are discussed here and in the next lesson, the
masculines in Lesson 9.
Originally all
had stems ending in
by ). This meant that, in Attic, there were two

-stems:
Nominative
Genitive
Dative
Accusative
Nominative
Genitive
Dative
Accusative
-
that the nominative and the vocative forms are identical. You will soon discover
that the nominative and vocative are identical in the plural of every declension
(though not always in the singular).
Persistent Accent. The accent of these and all other Greek nouns is persistent,
i.e., the location of the accent in the nominative singular shows where the accent
wants to stay or persist. Location refers not to antepenult, penult, etc., but
to the actual letters making up the accented syllable; in the nominative singuto remain with that particular group of letters. (Notice that this is different from
changes, the general principles of accenting (see 15 of Lesson 2) may force the
nominative singular.
1. If the accent falls on the ultima in the genitive and dative, singular and plural,
30.
the article are necessary for you to learn. They closely resemble the endings
Singular
Nominative
Genitive
Dative
Accusative
Feminine
Plural
Nominative
Genitive
Dative
Accusative
Feminine
goddess, listen!.
should include the in your translation: Greek uses the in more ways than
mean send the leisure [i.e., the particular sort of leisure that the speaker has in
mind]!; it would then be accurate to include the in your translation. It is also
(e.g., the Socrates, the Zeus, the Greece). If the sounds awkward in
31.
Indirect Object. One of the most frequent uses of the dative case is to
designate the indirect object in a sentence concerned with giving (the word
dative comes from the Latin verb meaning give). In such a sentence the
subject gives, offers, presents, dedicates, entrusts, or promises someone or
Lesson 4 25
With verbs of sending, writing, or sayingas opposed to giving,

the speaker has the choice of using an indirect object (dative case, no
preposition) or a prepositional phrase (i.e., a preposition meaning to
followed by a noun in the accusative case). As the object of the preposition,
the recipient is viewed as a destination or goal, the point toward which the
32.
Vocabulary
Greek lexica always give a nouns nominative and genitive singular and
at the end of each lesson.

Recall that the words are listed according to their part of speech: verbs,
nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, particles.
send [cf. propempticon]

marketplace, market [cf. agoraphobia]
letter, message [cf. epistle]
leisure, stillness, tranquillity
goddess
tent [cf. scene]
land, country, countryside, space, position
(preposition object in accusative case) into, to
(preposition object in genitive case
is
used before words starting with a vowel) [cf.
eclectic, ecstasy]
(preposition
enzyme]
object in dative case) in [cf. entropy,
proclitics
implies
that someone or something is in a certain environment, neither entering it
nor moving out of it.

(interjection used with a noun in the vocative) O!
but they may be placed at the start of a sentence for emphasis. When
surprised oh!; it is never used alone as an exclamation.
33.
Exercises
If you see a noun that can serve as the subject, substitute that noun for the he,
she, it, or they that you would have used if the sentence had had no noun
in the nominative case and you had had to rely solely on the verb-ending. Your
sentence should not read, for example, The goddess she is eager.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
We are writing, and we wish to send the message into the

country.
2.
Do you (sg.
3.
He is not guarding the tents in the countryside.
4.
Let them not steal the letters out of the marketplaces!
5.
Tranquillity, hasten into the land of the goddess!
Lesson 5
First Declension
Feminine Nouns, Part 2
comment by Odysseus in Homers Odyssey 11.330-331
34.
In the Attic dialect a short alpha was allowed to creep into the nominative,
accusative, and vocative singular
nouns, thus creating two relatively small (but still important) subcategories
:
Singular
Nominative
Plural
The plurals of these nouns are no different from the plurals of the nouns
alpha in the nominative dictates that the accusative and vocative singular
Nouns in these subcategories have persistent accent with the two

ultima of genitive and dative singular and plural, if accented; genitive
27

pulled from the antepenult to the penult when the case-ending is a long
35.
subject, has some relation to it, or is a physical part of it. Thus, when the
Greek literally says, Teachers earn the salaries, Do you love the father?,
We are washing the hands, it may actually mean, Teachers earn their
salaries, Do you love your father?, We are washing our hands. The
The lady commands her own servants.

36.
Vocabulary
genitive or accusative) hear, listen, listen to [cf.
acoustics]
The genitive case is used if it is a person who is being heard, the accusative
case if it is an actual sound that is being heard. This makes sense since a
person could be the source of a sound, but never the sound itself.
harm, hurt
(with accusative or dative
command (to), urge (to)
) order (to),
The person who receives the order to do something may appear in either
the accusative or the dative case. If the speaker regards the person as the
the accusative case is appropriatea grammar point that will be discussed
in later lessons. If the speaker thinks of the person as the recipient of the
order, then the dative case (designating an indirect object) is preferable.
You have the option to use whichever of the two cases you wish; your
choice will not affect the basic meaning of the sentence.
mistress (of the household), lady, Lady (title for a

goddess)
sea [cf. thalassocracy]
servant (female), maid
couch, bed [cf. clinic]
as a goddess)
season, hour; (with accusative or dative
it is time (to) [cf. horoscope, hour]
sentence appears to have no main verb. Actually it is just that the speaker
has chosen to leave out the word for is, assuming that you will supply
(it is the hour to... or, more simply, it is time to...). The person who
Lesson 5 29
is expected to do the action is put into the accusative or the dative case,
or
(conjunction) when, after, since, because
adverbial clause that tells when or why the main action of the sentence
occurs. The context will show whether the clause is temporal (indicating
the time at which something happens) or causal (indicating the reason for
its happening).
37.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
Also order (pl.) the maids to hasten out of their beds.
2.
Mistress, do you wish to send a message to the countryside?
3.
Since they are guarding the market, we are writing in the tent.
4.
5.
Let the sea not harm the (female) servants!

Reading
(Aesops Fable 55)
Vocabulary Help for the Reading

(line 1) the rooster (genitive singular of
,
)
a contract verbthe rationale
for its accent will be explained in a later lesson)
(line 3) the rooster (accusative singular)
another
contract verb with an accent to be explained later)
(line 5) (adverb) earlier in the morning (literally, more
in the night)
(lines 5-6) their own plan (literally, the personal
plan; nominative singular of
a third-declension
)
Lesson 6
Future Active Indicative
Birds 464
38.
The future tense (active voice) of the indicative mood uses the same
Remember that each of these is actually a combination of a thematic vowel
Future Active Indicative

(I shall teach/shall be teaching)
(you [sg.] will teach/will be teaching)
(he/she/it will teach/will be teaching)
Plural
(we shall teach/shall be teaching)
(you [pl.] will teach/will be teaching)
(they will teach/will be teaching)
likely to have imperfective than aoristic aspect, the future tense is just as likely
to have aoristic aspect (e.g., we shall eat dinner when we are hungry) as it is
to have imperfective aspect (e.g., we shall be eating dinner for an hour). The
future tense may be translated with shall, will, or am/are/is going to.
Euphony. If the present stem ends in a vowel or a diphthong, adding a sigma

to form the future stem presents no complications. If the present stem ends
in a consonant, however, the collision between the consonant and the sigma
designed to avoid roughness in sound. The ancient Greeks always strove for
euphony, a pleasing blend of sounds, in their language.
Here is a summary of the euphonic changes that take place when the future
stem is formed:
31

Stem ending in a labial:
Stem ending in a palatal:
Stem ending in a dental:
:
:
Contrary to their appearance, these stems are not dental but palatal: they actu-
explained in a later lesson.
Second Principal Part. Many Greek verbs are irregular in the future tense.
This means that knowing how a verbs future should theoretically look is
no guarantee that it will look that way. Fortunately the lexicon will always
leave you with the future stem.
From now on, whenever a verb is introduced, you will need to learn not just
parts of each of the verbs in Lessons 3-5; being able to recognize euphonic
changes should help you memorize the forms:
for middle voice, even when its meaning was active. Future active endings
You will not be asked to translate or compose sentences with the future tense of
-
39.
From a logical standpoint, it would seem that Greek should not need a
can show time relative to that of the main verb; in such cases a future
Lesson 6 33
the main verb.
aoristic aspect (e.g., to be going to

teach on one occasion) or imperfective aspect (e.g., to be going to be teaching
for a while). The context will show which aspect is intended.
In the vocabulary list at the end of each lesson, the notation

the idea expressed by the verb. The only verb in this textbook that ever
am about to teach or I intend to teach) is the rough equivalent of saying

awkwardness of I am about to be going to teach.
may mean I delay or I hesitate, implying that the speaker intends to
will depend on the context.

40.
Vocabulary
change, alter [cf. parallax]
rather, it means I make something or someone change. Thus, in the active voice, it always has a direct object with it; i.e., it is always transitive.
pursue, chase, hunt, drive away, banish

) be able (to) [cf.
cathexis]
) delay (to), hesitate (to)

another
name for Persephone, daughter of the goddess
Demeter) [cf. hypocorism]

house, household
(adverb) still, yet, longer
(adverb) no longer, no more
(adverb) no longer, no more
mood).
(adverb) back, backwards, again, once more [cf.

palimpsest, palindrome]
(conjunction
is written before a vowel)
vowel is dropped and no longer pronounced) when it comes before a word
starting with a vowel. These elisions are often taken for granted and left
unmarked in manuscripts, but in a few common words that are frequently
one of those words.
41.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
Shall we pursue the maids into the market?
2.
I intend to educate the girls, mistress, since I still have leisure.
3.
They will guard the tents, but they will not write the letters.
4.
Will you (sg.) be able to change your destiny in the

countryside?
5.
hasten out of the house.
Lesson 6 35
Reading
Old Habits Never Die
(Aesops Fable 50)

(line 1) from
contracted from
(line 1) young man (
masculine noun)
(line 2) from
a contract verb): take to wife, marry
another contract verb
genitive): test, make trial (of)
(line 2) the habits, character (accusative plural of
, a second-declension masculine noun, preceded by the
)
(line 3) mouse (accusative singular of
, a third-declension
)
(line 4) you are (second-person singular present active indicative of
the irregular verb meaning be)
Lesson 7
Second Declension
Masculine Nouns
(Beware, comrade, of a scorpion under every stone)
Praxilla, fragment 4
42.
Second Declension.
masculine subgroup remains to be discussed in Lesson 9), but we are going
to put it aside temporarily and devote the next two chapters to the second
declension. Nouns in this declension can be divided into two groups:
masculines and neuters. The masculines are covered in this lesson, the
neuters in Lesson 8. You will be glad to learn that the second declension
43.
All second-declension masculines have the same set of endings; there are
no variations caused by features of the Attic dialect. The endings resemble
Second-Declension Masculine Nouns

Singular
(human being)
Nominative
Genitive
Dative
Accusative
(river)
Plural
Nominative
Genitive
Dative
Accusative
Notice that the accent is persistent, remaining above the same letters as in
, the singular and plural endings of the genitive
37

however, second-declension nouns do not
above the genitive plural ending; instead the accent remains, if it can, in its
second declension does not.
singular are identical; in second-declension masculine nouns they are
). (As noted in 29
of Lesson 4, the nominative plural and vocative plural will always be
identical.)
44.
of second-declension masculine nouns:

Singular
Nominative
Genitive
Dative
Accusative
Masculine
Plural
Nominative
Genitive
Dative
Accusative
Masculine
no accent. As with the feminine forms of the article, there is no vocative case.
45.
Gender
instead of masculine. Its unusual gender will be shown, not by the form of
To complicate matters further, some second-declension nouns are variable

in their gender: they may be either masculine or feminineoften with a
called epicene and are said to have common gender. In a vocabulary list
46.
. A noun in the dative case may

indicate the means or the instrument by which something is done (e.g.,
I teach with joy or I teach joyfully). The dative of means is usually

translated with the preposition with or by; the dative of manner is usually
translated with the preposition with or with an adverb formed from the
noun and ending in -ly. In Greek no preposition is required for either the
dative of means or the dative of manner.
Lesson 7 39
47.
Vocabulary
dative) rejoice (in), take delight (in)
greetings (be happy!i.e., hello!) or as parting words (be happy!
i.e., farewell!).
sister
brother (voc. sg
has recessive accent;
voc. pl.
is regular) [cf. Philadelphia]
(masc.) human being, person, man, mankind,
humankind; (fem.) woman, womankind [cf.
anthropology, philanthropic]
usually does, include both
-
(masc.) god; (fem.) goddess (voc.

[cf. theology, atheist]
During the Classical age the gods were invoked using the vocative plural
until the period of Koine Greek.
(masc.) horse; (fem.) mare [cf. hippodrome,

Philip]
stone [cf. paleolithic, monolith]
pain, grief
way, path, road, journey [cf. exodus, method]
river [cf. hippopotamus, Mesopotamia]
joy, delight
(preposition genitive
before
smooth breathing,
before rough breathing) [cf.
apocalypse, apogee, apology]
of one region into

48.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
Hello, brothers! Are you no longer taking delight in your journey?
2.
Stones cannot harm a god, but a god can hurt a human being.
3.
Listen, man! Send your sisters away from the house!
4.
O gods, is grief once again going to chase joy out of the land?
5.
When we shall command, let the horse hasten joyfully into the
river.
Reading
Fleeting Joys and Fleeing Fish
(Aesops Fable 13)
Lesson 7 41
nominative plural of
a third-declension
masculine noun)
)
accusative plural of
a third-
)
(line 2) they dance (third-person plural present middle
indicative of
a deponent verbto be explained later)
(line 6) is (third-person singular present indicative of the verb

be; it has no accent because it is an encliticto be explained later)
Lesson 8
Second Declension
Neuter Nouns
Adjectives
First/Second Declension
Caesars dying words to Brutus, quoted by Suetonius in Julius Caesar 82
49.
nouns. They differ from masculines only in the nominative (singular and
plural), the vocative (singular and plural), and the accusative plural:
Second-Declension Neuter Nouns
Singular
(gift)
(plant)
(cf. masc.
(cf. masc.
Plural
Nominative
(cf. masc.
(cf. masc.
(cf. masc.
Dative
)
ultima, and the ultima of the genitive plural does not invariably receive an accent (see 43 of Lesson 7).
In second-declension neuters (in fact, in every neuter noun in Greek), not

only are the nominative, accusative, and vocative identical in the singular,
but the same three cases are identical in the plural as well. While this
decreases the number of endings that you need to memorize, it complicates
cannot immediately tell, on the basis of the form alone, how the word is
43

being used. You must look at the rest of the sentence to ascertain whether
the noun is the subject, the direct object, or the addressee. Compare the
following sentences:
is
In the third sentence, the horse is accusative and thus the direct object,
person being addressed (vocative case).
50.
declension neuter nouns (as usual, there is no vocative):

Singular
Nominative
Genitive
Dative
Accusative
Neuter
Plural
Nominative
Genitive
Dative
Accusative
Neuter
listed in the order masculine, feminine, neuter:

Singular
Masc.
Nominative
Genitive
Dative
Accusative
Fem.
Neut.
Plural
Masc.
Fem.
Neut.
51.
Plural Subject with Singular Verb. When a neuter noun (of any declension,
not just second) is used in the plural as the subject of a sentence, Greek
does something that seems illogical: it puts the main verb of the sentence
into the singular. Thus the Greek version of the sentence The children
has
horses. Once in a while, to stress that the subject consists of more than one
individual, a plural verb may be used, but most of the time a neuter plural
subject is regarded as a single collective unit, requiring a singular verb.
When translating sentences into Greek, you should assume that a neuter
plural subject and its verb do not agree in number.
52.
Adjectives. This is a good time to introduce another of Greeks eight parts
Lesson 8 45
nouns, they are not born with a particular gender; each is merely a
genderless stem waiting for an ending that will give it gender as well as
number and case.
There are two types of adjectives in Greek, those with the same endings
Singular
Masc.
Fem.
Neut.
Plural
Masc.
Fem.
Neut.
Masc.
Fem.
Neut.
Plural
Masc.
Fem.
Neut.
Masc.
Fem.
Neut.
Plural
Masc.
Fem.
Neut.
Dative
Singular
Dative
Singular
These adjective endings are a combination of the endings of second-declension

-
Like nouns, adjectives have persistent accent: the preferred location for the accent
,
and second-declension nouns. The ultima is accented, however, only if it is the
preferred location for the accent; thus, in the feminine genitive plural, the accent
Greek lexica do not tell you explicitly that a word is an adjective; instead they
simply list its three nominative singular forms in an abbreviated way: e.g.,

53.
Agreement. A noun and its adjective must agree with each other. This does
not mean that the two words must have the same ending. It means only
that the adjectives ending must indicate the gender, number, and case of
54.
child is sleeping; here good is an attribute of the child, and the position
clear). An attributive adjective and its noun together form a noun phrase,
which can function as the subject or the object of the sentence or in any
other way in which the noun by itself can.
adjective in being part of the verbal idea (i.e., what is being predicated) in
the sentence. The predicate adjective works with a linking verb to describe
the subject (e.g., the child is good; here the linking verb is equates the
subject with the predicate adjective).
Attributive Position
this is just one of three possible positions for the attributive adjective:
the good child (literally, the childthe
good one)
the good child (literally, a childthe one
thats good)
noun, is the most common and puts emphasis on the adjective. It is not
one in front of the nounmust be added in front of the adjective. With this
word order the speaker can give greater emphasis to the noun. Occasionally,
attributive adjective to clarify the thought.
Predicate Position
predicate position. Here are two examples:
Lesson 8 47
.
The child [is] good.
Although the predicate adjective most often follows the noun that it
the linking verb when it is a form of be, so, as you can see from the
examples, a complete sentence may consist of just an article, a noun, and a
predicate
an attributive adjective is always a mere phrase, never a complete sentence.
speaker intends the words as a noun phrase (with an attributive adjective)

or as a complete sentence (with a predicate adjective). Changing the word
order (adjective-noun, noun-adjective) will affect the emphasis but not the
basic meaning:
a or an has to be added before a singular noun to make
55.
Predicate Nouns. A linking verb may equate the subject with a predicate
noun rather than with a predicate adjective. A predicate noun always has
the same case (nominative) as the subject since the two nouns are parallel
to each other, but it retains its own gender and number. In Greek it is
distinguish the predicate noun from the subject, but it also leaves ambiguous
56.
Vocabulary
eureka]
stem.
leave, leave behind [cf. eclipse, ellipsis]

not mean leave in the sense of go away (intransitive, requiring no direct object), but in the sense of leave behind (transitive,
,
hind, or abandon.
life, lifetime, livelihood [cf. biology]

gift [cf. Dorothy, Theodore]
work, task, occupation, deed [cf. ergometer]
treasure, treasury, storehouse [cf. thesaurus]

child, offspring
plant, tree (something that is grown in a garden or
an orchard ) [cf. neophyte]
good (at doing something), brave, (morally) good,
virtuous [cf. Agatha]
) worthy (of, to), deserving
(of, to) [cf. axiom]
beautiful, handsome, fair (of appearance), (morally)
calisthenics, kaleidoscope]
57.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
Let him once more send worthy gifts to his noble sister.
3.
Leave behind your work, fair maid, and take delight in life.
4.
countryside.
5.
Are you still intending to abandon your children, man?
Lesson 8 49
Reading
The Treasure Hunt
(Aesops Fable 42)

a compound of
earth
literally, one who works the earth)
gen.): test, make trial (of)
dig
Lesson 9
First Declension
Masculine Nouns
Substantives
(The master is a slave to his household.)
Menander, Fragment 716
58.
nouns except in the singular of the nominative, genitive, and vocative cases:
Singular
Plural
feminine nouns in having persistent accent

and dative if the accent falls on the ultima, and in always accenting the ultima of
the genitive plural. The masculines are like the feminines, too, in keeping their
51
who learns, i.e., student) or a person concerned with or involved in

ending in -er (e.g., learner, householder).
59.
Two-ending adjectives. In the vocabulary for this lesson there are two
adjectives (as opposed to the three-ending adjectives presented in Lesson

8). They use masculine endings to modify both masculine and feminine
un-
alpha privative is a rough equivalent of not; it
death, undying).
60.
Substantives.
may be omitted from the sentence. Speakers do this for various reasons,
sometimes because of their desire to avoid unnecessary words, sometimes
because of the stylistic effectiveness of leaving the noun up to the readers
(or audiences) imagination. In The Star-Spangled Banner, for example, the
land of the free and the home of the brave has more punch (not to mention
better rhyme with the preceding line!) than, e.g., the land of the free voters
and the home of the brave citizens.
If a noun is omitted, the adjective modifying it becomes what is called a
substantive, a word that undertakes the role of a noun, even though it is not
a noun by nature. Substantives are used much more frequently in Greek
gender, number, and case, it has the ability, by itself, to convey the ideas
expressed by the nouns meaning man, men, woman, women,
thing, things. A speaker of Greek will avoid using one of those nouns
61.
In Lesson 8 the difference between attributive and predicate position was

explained in connection with adjectives. What was said there is equally
applicable to prepositional phrases. Although a prepositional phrase
is naturally adverbial, it can also act as an adjective or even as a noun.
Compare these four sentences:
the tent.
Lesson 9 53
(i.e.,
question Where
In the second and third sentences the prepositional phrase has attributive
tent people. In both sentences the prepositional phrase functions as
an attributive adjective, modifying the noun and answering the question
Which
In the fourth sentence the prepositional phrase again has attributive
has been omitted; the prepositional phrase and the article together form
a substantive (the in-the-tent [people]), which functions as a noun and
answers the question Who
the gender, number, and case of the substantive.
could be inserted
between the article and the prepositional phrase to make the expression
mean the not
are not in the tent.
62.
Genitive of possession. To indicate the possessor of something or someone,

s house) or the preposition
of (the house of the master). Greek never uses an apostrophe to show
possession; instead it puts the noun identifying the possessor into the
genitive case. This possessive genitive may either follow or precede the
the masters house in Greek:
(1)
(2)
It is also common to place the genitive of possession in the attributive
position. This indicates that the speaker regards the possessive genitive as
are two other possible ways to write the masters house in Greek:
(1)
(2)
articles

63.
Vocabulary
dative) be a slave (to), serve
master (of the household), lord, despot (voc. sg.
has recessive accent; voc. pl.
is regular)
student, disciple
young man, a youth; (pl.) youth (collectively)
servant (of the household), family member
tached to his or her household; it may also mean a member of the immediThe context will show whether it is one of the domestics or one of the
family members who is meant.
immortal, undying [cf. Athanasius]

) unworthy (of,
to), undeserving (of, to)
enslaved;
male);
female)
genitive) free (of), free (from)

ugly, bad (at doing something), cowardly, (morally)
bad, evil, wicked [cf. cacophony]
former, earlier
64.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lesson 9 55
1.
Can the women in the marketplace teach the deserving student?
2.
master!
3.
O former slaves, since we no longer serve the wicked despot, it

is time to abandon the house.
4.
The lives of those in the country are free from unworthy deeds.
Let the children rejoice in the tranquillity.
5.
Young man, order the servants to hasten back into the tents and
Reading
Asinine Behavior
(Aesops Fable 190)

a compound of
garden
watcher
(line 1) many (fem. acc. pl. of the adjective
(line 2) he prays (third-pers. sg. pres. mid. indic. of the deponent
verb
(line 3) potter (dat. sg. of
a third-declension
masculine noun)
a compound of
hide
soften
Lesson 10
Imperfect Active Indicative
Correlatives
Bacchae 881
65.
You are already familiar with two tenses of the indicative mood (active
voice): present and future. The present tense is built on the present stem,
stem, found in the verbs second principal part. Present and future are two
of Greeks four primary (or principal) tenses. This lesson introduces the
imperfect tense, one of Greeks three secondary (or historical) tenses. For a
reminder see 18 of Lesson 3.
66.
Imperfect Tense. The imperfect tense of the indicative mood shows an

action that was occurring at some time in the past. As its name suggests,
the imperfect tense has imperfective aspect; i.e., the action is perceived as a
clearly expressed by was/were and -ing (e.g., we were studying for years),
years). Sometimes the context shows that the verb would be better translated
as, e.g., We were trying to study, We were starting to study, or We used
to study. While the present and future tenses may have either imperfective
or aoristic aspect, the imperfect tense always has imperfective aspect.
67.
Like the present tense, the imperfect tense is built on the present stem.
part supplies the stem for both the present tense and
the imperfect tense. (Be glad you have no new principal part to learn!)
(either syllabic
or temporal) and secondary endings.
Augment
the word; it signals that the verb is in a secondary tense. If the present stem
augment
because it adds another syllable to the word. When a verb begins with
57

If the present stem begins with a vowel or a diphthong, a different sort
of augment is used: the vowel or diphthong at the start of the stem is
lengthened. This is called a temporal augment because it increases the time
(tempus
Lengthenings for Temporal Augment
augment is needed if the present stem already begins with one of those long
Being one of the secondary (historical) tenses, the imperfect tense has
secondary endings. These differ somewhat from the primary endings you
learned earlier:
Singular
(I was teaching)
(you [sg.] were teaching)
(he/she/it was teaching)
[cf. primary
[cf. primary
[cf. primary
]
]
]
Plural
(we were teaching)
(you [pl.] were teaching)
(they were teaching)
[same as primary]
[same as primary]
[cf. primary
Like the primary endings, secondary endings are combinations of a
recessive.
the word comes at the end of a sentence or when the following word begins
with a vowel.
All of the verbs in Lessons 3-10 form their imperfects regularly except for
Lesson 10 59
68.
Correlatives. The ancient Greeks were very conscious of parallelism in

their sentences. Words that correlate parallel words or clauses by drawing
a connection between them are called correlatives. You already know the
Instead
they like to come right
word whose primary function is to add a certain nuance to the sentence)
word of a sentence, where it helps to smooth the transition from the
preceding sentence.
on the one handon the other hand.
should alert the reader to the possibility that the speaker may already have
the one handon the other hand lacks the elegance of a Greek sentence
gods, and I escape [on the other hand] the dangers). If the second clause
Lesson 22.
When determining whether or not a word is in the attributive position,
.
insinuated itself between the article and the adjective.
she, it)that one (he, she, it), the onethe other, or someothers, No
gender, number, and case, while the correlatives convey the idea of balance
ends a sentence.
69.
Vocabulary
say, speak, tell [cf. dialect, dyslexia, prolegomenon]
-
do, act [cf. practice, praxis]

learned the middle endings (Lesson 11).
) [cf.
euthanasia, thanatopsis]
danger, risk
dative
male);
female) [cf. bibliophile,
hemophiliac, philatelist]
(postpositive conjunction
before a vowel)
(postpositive particle) indeed
(correlatives) on the one handon the other hand
(correlatives) this onethat one; the onethe
other; (pl.) someothers
(postpositive particle) therefore, then
70.
Exercises
1.
2.
3.
4.
Lesson 10 61
5.
6.
7.
8.
9.
10.
1.
and could not speak to their friends.
2.
On the one hand, the student was striving; on the other hand,
he was not willing to do his work.
3.
When we were serving our dear master, the children used to

chase the beautiful mares away from dangers.
4.
The gods can escape Death but not Destiny; truly, therefore,
even the immortals are not free.
5.
Listen, young man! Do you wish to do a good deed? Then tell

the truth.

Reading
The Bear Tells All
(Aesops Fable 66)

(line 1) two (nom. case of the numeral
genders)
same form for all
(line 3) the things of death, i.e., things associated

with death (in this case, falling onto the ground and not moving)
(line 3) sniffs at (third-pers. sg. pres. mid. indic. of the
deponent verb
(line 4) ear (acc. sg. of the third-declension neuter noun
refers to the statement in the preceding
sentence
neut. sg. acc. of the demonstrative pronoun
Lesson 11
Prepositions
2 Timothy 4:7
71.
The verb forms taught thus far have all had active voice; this lesson
introduces the endings for middle and passive voice. It may be helpful to
re-read the brief discussion of voice in 18 of Lesson 3.
To begin, it is important to realize that a verbs tense and mood are not
affected by a change in its voice. Regardless of whether the voice is active,
middle, or passive, the present indicative will always denote an action
in present time and have either imperfective or aoristic aspect. A future
indicative will always denote an action in future time and have either
imperfective or aoristic aspect. An imperfect indicative will always denote
an action in past time and have imperfective aspect.
Just as there are two sets of active endings (primary and secondary) in the
indicative mood, so there are two sets of middle/passive endings (primary
and secondary) in the indicative mood. The best way to learn them is to
middle, and the imperfect middle/passive. If the endings can signify either
followed by translations for the passive voice. For comparisons sake the
corresponding active endings are provided in brackets.
(I teach/am teaching for myself,

I am taught/am being taught)
(you teach/are teaching for yourself,
you [sg.] are taught/are being taught)
(he/she/it teaches/is teaching for
him/her/itself, he/she/it is taught/is
being taught)
[cf. active
[cf. active
[cf. active
]
]
63

Plural
(we teach/are teaching for ourselves,
we are taught/are being taught)
(you teach/are teaching for yourselves,
you [pl.] are taught/are being taught)
(they teach/are teaching for themselves,
they are taught/are being taught)
[cf. active
[cf. active
[cf. active
Future Middle Indicative

(I shall teach/
be teaching for myself)
(you [sg.] will teach/
be teaching for yourself)
(he/she/it will teach/
be teaching for him/her/itself)
[cf. active
[cf. active
[cf. active
]
]
Plural
(we shall teach/
be teaching for ourselves)
(you [pl.] will teach/
be teaching for yourselves)
(they will teach/
be teaching for themselves)
[cf. active
[cf. active
[cf. active
(secondary)
(I was teaching for myself,
I was being taught)
(you were teaching for yourself,
you [sg.] were being taught)
(he/she/it was teaching for
him/her/itself,
he/she/it was being taught)
[cf. active
[cf. active
[cf. active
Plural
(we were teaching for ourselves,
we were being taught)
(you were teaching for yourselves,
you [pl.] were being taught)
(they were teaching for themselves,
they were being taught)
[cf. active
[cf. active
[cf. active
As you might expect, the present and future indicative use primary endings
attached to the present and future stems, while the imperfect indicative
uses secondary endings attached to the augmented present stem. Middle/
passive endings show more clearly than active endings that they are
Lesson 11 65
In the present and imperfect tenses the endings can denote either middle
voice (when the subject not only acts but also has a special interest in the
action) or passive voice (when the subject is acted upon by someone or
something else); thus we speak of present middle/passive and imperfect
middle/passive. It is incorrect, however, to speak of future middle/
passive since in Greek the future middle and the future passive are two
distinct forms. While the future middle is based on the second principal
part, the future passive is based on the sixth principal partwhich you will
not encounter until Lesson 27. In the meantime be careful not to translate
the future middle as a future passive by mistake.
72.
(to teach for oneself/to be taught) [cf. active
always on the antepenult.
aspect, not present time. You may prefer a translation that emphasizes the
on-going nature of the action: e.g., to continue teaching for oneself or to
keep being taught.
(to be going to teach for oneself)
[cf. active -
Its accent is always on the

antepenult.
imperfective aspect (e.g., to be going to be teaching for oneself for a while)
or aoristic aspect (to be going to teach for oneself on one occasion).
be learned until Lesson 27.

73.
as follows:
(teach for yourself ! or be taught!)

(let him/her/it teach for him/her/itself !
or let him/her/it be taught!)
[cf. active
[cf. active
[cf. active
Plural
(teach for yourselves! or be taught!)
(let them teach for themselves! or
let them be taught!)
[cf. active
]
passive imperative forms have recessive accent.

Notice that the second-person plural present middle/passive indicative
and the second-person plural present middle/passive imperative are
teaching for yourselves/you are being taught) or a command (teach for
yourselves!/be taught!). The context will reveal which mood is meant.
Like the present active imperative, the present middle/passive imperative
shows only imperfective aspect, not present time. You may prefer a
translation that emphasizes the on-going nature of the action: e.g.,
them continue teaching for themselves! or let them keep being taught!
74.
Genitive of Personal Agent. In a passive sentence the person doing the

brother or simply I am taught. To identify the agent, Greek often uses
Be sure to distinguish the genitive of personal agent (a human being) from
the dative of means (an instrument or tool):
To help you determine the voice of a verb with a middle/passive ending,

here are two clues:
(1) The presence of a genitive of agent is a sign that the verbs voice
must be passive, not middle (since, in a sentence with middle
voice, the subject itselfand not a noun in the genitiveis the
agent).
Lesson 11 67
(2) The presence of a direct object is a sign that the verbs voice
must be middle, not passive (since, in a passive sentence, the
subjectand not a direct objectreceives the action).
75.
Special Senses of the Middle Voice. In some verbs the middle voice shows
the subject, not for it.
I betake myself or I move). In other verbs the middle voice may have a
special meaning in addition to the one you would expect it to have. This is
the case with four of the verbs you already know:
I change for myself
or I take [something]
in exchange for
[something]
I write for myself
or I indict [someone]
I teach for myself
or I have [someone]
taught
I guard for myself
or I am on guard against
[something/someone]
In its special sense each of these four verbs may be combined with an
exchange for the cart).
76.
You are already familiar with prepositions whose object is always in the
There are other Greek prepositions whose object can be in the genitive,
the dative, or the accusative case, and whose meaning changes (sometimes
only slightly, sometimes considerably) when the case of its object changes.
motion out of or away from a source or origin (point A in the diagram

below); when used with the accusative, it implies motion toward a goal or
destination (point C). When used with the dative, it implies that someone or
something is at a particular location (point B) and is neither leaving it nor
approaching it.
A
Genitive
Dative
Accusative
[under the
agency of] the gods.

77.
Vocabulary
From now on, the names of cases, parts of speech, etc. will be abbreviated
to save space. The notation (mid
is applicable only when the verb is in the middle voice. In addition to
the new words in the vocabulary list, you should learn the special middle
meanings of
and
(as
explained in 75).
(with acc.
.) persuade (to); (mid. dat.) obey

-
(middle voice) has the special sense of I obey (from the notion of persuading oneself); the person or thing obeyed is put into the dative case.
turn; (mid.) betake oneself, move [cf. protreptic]

I become; rather, it means I make something or someone turn (cf.
rect object with it; i.e., it is always transitive. In the middle voice the verb
cart, wagon
marsh, lake, pond [cf. limnology]
place, passage (in a book) [cf. topic, topography,
utopia]
turn, way, manner, habit; (pl.) character [cf. trope,
entropy, heliotropic, trophy]
long, long-lasting [cf. macrocosm, macron]
small, little [cf. microphone, microscope]
(adv.) far, far off; (prep. gen.) far away from
(prep gen.) from under, by (under the agency of );
(prep dat.) under; (prep acc.) under, to a place
under [cf. hypocrisy, hypodermic, hypotenuse,
hypothesis]
word has rough breathing, the pi before the apostrophe is roughened
78.
Exercises
1.
2.
3.
Lesson 11 69
4.
5.
6.
7.
or
8.
9.
10.
1.
for ourselves far away from the servants.
2.
To some, small gifts were sent by the noble lady; to others, long
letters were written.
3.
Will they obey their master? Let them turn the wagon away
from the pond and leave (it) under the tree!
4.
Are you going to have your daughter taught in the place? Be on

guard against dangers, man!
5.
Because he was not truly harmed by his former friends, we do

not intend to indict the youth.

Reading
An Ill-Fated Frog
(Aesops Fable 70)
10

(line 1) two (nom. case of the numeral
genders)
(line 1)
be)
same form for all
they were (third-pers. pl. imperf. act. indic. of the verb
(line 2) water (acc. sg. of the third-decl. neut. noun

(line 7) I am (
be)
Lesson 12
John 1:1
79.
be, which appears as am, are, is, was, were

is such a useful word, we are having you learn it now, long before you learn
Here are the present, future,
Present Active
Indicative
Future Middle
Indicative
Imperfect Active
Indicative
Singular
Plural

Singular
Plural
71

to form the present indicative, primary middle endings to form the future
called compensatory lengthening
Future Deponent Verbs. As you can see from the paradigms, the present
translate the future forms, pretend that their middle endings are active; e.g.,
one of many Greek verbs that are deponent in at least one tense; i.e., in that
particular tense they are always active in meaning but middle or passive
in appearance. The term deponent comes from the Latin verb for put
aside and refers to the putting aside of active endings and replacing them
with middle or passive.
endings in the future tense of these verbs must be translated as if they were
active endings.
80.
Enclitics.
future and imperfect indicative and the present imperative. In the present
the present indicative are enclitics, words that lean upon the preceding
word so closely that they often give up their accent to it and are left with
no accent of their own. (Compare proclitics, which lean forward to the
following word and have no accent of their own.)
All the enclitic forms of be have two syllables each, but there are other
this lesson) that have just one syllable. (Compare proclitics, which are all
monosyllabic.)
The accent of an enclitic will either vanish, be given to the ultima of the
preceding word, or appear on the ultima of the enclitic. Here are three
possible scenarios:
Lesson 12 73
Scenario 1
its ultima, the accent of the enclitic will vanish; the preceding word will
remain unchanged except that its accent, if grave, will become acute; e.g.,
extension of the preceding word, even though the two are not physically
attached.) The following diagram may make this scenario easier to
visualize:
Scenario 2
If the preceding word has

penult, the accent of the enclitic will vanish, but the preceding word will
syllable; thus a grave cannot be used there.
2-syll. enclitic
proclitic/1-syll. enclitic
Scenario 3
If the preceding word has an acute on its penult, the accent of a one-syllable
enclitic will vanish (
on its ultima; the accent will be an acute if it is above a short vowel, a
behaves predictably and becomes a grave if there is no punctuation between
You may wonder why the third scenario is different from the second:
why does a word with an acute on its penult not receive a second acute
on its ultima? The answer is that it is not permissible to have two acute

accentsi.e., two rising pitchesin a row, for that would allow no time
for the speakers pitch to descend between the rises. You may also wonder
why the accent of the two-syllable enclitic does not simply vanish like the
accent of the one-syllable enclitic. If it did, the preceding word would end
syllables); since Greek expects one of the last three syllables in a word to be
accented, the two-syllable enclitic has no choice: it must receive an accent.
There is one other situation in which a two-syllable enclitic must
theoretically applies to one-syllable enclitics as well, but there are no one-
81.
Vocabulary
be, exist; (third-pers. sg.
possible (to)
.) it is
could not escape.

an enclitic and, for greater emphasis, takes an acute accent on its penult:
loosen, release, destroy [cf. analysis]

archetype, monarchy]
peace [cf. Irene, irenic]
word, speech, story, argument, reasoning [cf.
logic]
war [cf. polemic]
dat.) hateful (to), hostile (to); (as a substantive)
enemy (personal )
dat.) at war (with), hostile (to); (as a
substantive, usually plural) enemy (in war)
(prep gen.) through, throughout; (prep acc.)
before a vowel ) [cf. diagnosis,
diameter]
(enclitic particle
before a
vowel )
Lesson 12 75
generally put after the word that it emphasizes (but between an article and
its noun). If it affects a whole clause, it is put after the conjunction at the
start of that clause. It often has an ironic nuance.
82.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Be sure to use the nominative case (not the accusative case) for predicate adjectives and predicate nouns.
1.
through the rivers and the marshes.
2.
Our friends at least will listen to the gods, but our enemies will
not obey the words of the immortals.
3.
When the youth was being educated, he used to say, You are
truly noble, master. Am I worthy to be a student?
4.
In the beginning I wished to destroy my brother, but we are no

longer enemies. Therefore, let there be peace.
5.
On account of the dangers it is not possible for the servants to

do their tasks far away from the house.

Reading
A Sheepish Mistake
(Aesops Fable 158)
(line 1) dogs (nom. pl. of the masc./fem. third-decl. noun
Lesson 13
Demonstratives
Medea 98 recalls her earlier words
83.
Demonstratives are words that point out or call attention to particular

persons or things. A demonstrative is by nature an adjective, but it
becomes a pronoun (i.e., a substitute for a noun) when used substantively.
In the sentence I like that book, for example, that is a demonstrative
adjective modifying the noun book; if book is omitted from the sentence,
that becomes a demonstrative pronoun (I like that), and the book is
attention. The term demonstratives is convenient because it includes both
demonstrative adjectives and demonstrative pronouns.
84.
As you learn the demonstrative adjectives, you will also be learning the
demonstrative pronouns since they are identical in form.
(this, these)
1.
Points out someone or something very close to the speaker or points to
what will follow in the next sentence.
Singular
Masc. Fem.
Neut. Plural Masc. Fem.
Neut.
Nominative
Genitive
Dative
Accusative
This odd adjective is a combination of the
an enclitic, not like a typical ultima, the rule that a naturally long penult fol-
2.
(this, thesebut sometimes a better
Points out someone or something close to the speaker or points to what
77

was said in the preceding sentence or labels someone or something as
well-known or means the latter.
Singular
Masc. Fem.
Neut.
Nominative
Genitive
Dative
Accusative
-
(you there, hurry!).
3.
(that, those)
Points out someone or something far away from the speaker or labels
someone or something as well-known or means the former (as
opposed to the latter).
Singular
Masc. Fem.
Neut.
Nominative
Genitive
Dative
Accusative
accusative singular (
. There is no vocative.
Position of Demonstratives. In Greek a demonstrative adjective may

come either before or after the noun with which it agrees, but since it does
not show a trait or characteristicit simply calls attention to the person
or thing, it is never used in the attributive position. In other words,
Greek does not say the this person or the things the those, placing
articles; instead it gives the adjective predicate position: this the person
or the things those
The genitive of possession (cf. 62 of Lesson 9) often relies on a

demonstrative pronoun. In Greek this construction requires not only that
the demonstrative phrase or word be in the genitive case, but also that it
Lesson 13 79
be in the attributive position. Because this arrangement of words sounds
They steal this young mans horse.

Literal version: They steal the of this the young man horse.
They steal this persons horse.
or
They steal his horse.
Literal version: They steal the of this (person) horse.
though the whole genitive phrase has attributive position in respect to the noun
85.
Vocabulary
see, behold; (with
acc.) look (at)

-
wisdom
philosophy
(dem. adj./pron.) that, those, the well-known, the
former (as opposed to the latter)
(dem. adj./pron.) this, these, the following
(dem. adj./pron.) this, these, that, those, the aforesaid,
wise [cf. sophist, sophomore]
philosophical; (as a substantive) philosopher
(adv.) now, at this time
(adv.
before smooth
breathing
before rough breathing)
(postpositive conjunction introducing an explanation)
for, for indeed

86.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
I shall say to the servant the following (things): You there,

send this letter to the well-known despot!
2.
Philosophy is dear to these students, for they are now being

taught by a noble philosopher.
3.
Some were wise, others were not. The latter used to harm
beautiful horses; the former did not.
4.
After we shall look at the wagons of this enemy [use a plural

noun], we shall destroy those (wagons).
5.
At that time at least, the aforementioned youth was striving to

be good, for he was doing brave deeds.
Lesson 13 81
Reading
Sticking Together
(Aesops Fable 53)
(line 1)
father (nom. sg. of the irreg. third-decl.masc. noun
by is a preposition
one is a fem. acc. sg. adj. agreeing with an implied
(line 6) easily (adv.)
Lesson 14
Personal Pronouns
Aristotle, Nicomachean Ethics 1170b6-7
87.
Personal
spoken to (second person) and the one spoken about (third person). Here
First-Person Singular
Nominative
Genitive
Dative
Accusative
First-Person Plural
Second-Person Singular
Nominative
Genitive
Dative
Accusative
Second-Person Plural
the second is an enclitic and less emphatic. For objects of prepositions, the
emphatic forms are preferred. Although nominative personal pronouns are
not strictly necessary, they are often added to a sentence to make it more
forceful or striking.
Greek originally had a third-person pronoun, but it fell out of use in the
Attic dialect. As a substitute for it in the nominative case, any one of the
demonstrative pronouns i
cases other than the nominative, the
Third Person Singular and Plural

Singular
Masc. Fem.
Neut.
Nominative
Genitive
Dative
Accusative
Plural
Masc.
Fem.
Neut.
83

This remarkably versatile word has three distinct
meanings, each of which is associated with a particular use:
1.
When modifying any noun (either expressed or implied) and

standing in the attributive position, it is an adjective meaning
sends the same [things] to the same [man/person]).

2.
When modifying an expressed noun in any case, or an implied

noun in the nominative, and standing in the predicate position, it
is an intensive adjective meaning -self
himself sends the books themselves to the friend herself or
sends the books or the very [woman] sends the books).

3.
When acting as a noun in the genitive, dative, or accusative case,

it is a substitute for the third-person pronoun, meaning him,
case, it cannot be the third-person

pronoun; it must mean either -self or (in the attributive position) same.
88.
Dative of Possession. To show possession, Greek often uses a third-person
the horse).
89.
Vocabulary
strike (with a direct blow) [cf. apoplexy]
or rebuke; it takes an object in the dative case.
bear, bring, carry [cf. metaphor, periphery]

book [cf. bibliography]
cloak; (plural) clothes

(personal pronoun) I, me
Lesson 14 85
(personal pronoun) we, us

(personal pronoun) you (sg.)
(personal pronoun) you (pl.)
(adjective) same; (intensive adjective) -self, very;
(personal pronoun) him, her, it, them [cf.
autocratic, autonomy, autopsy]
(prep. gen.) upon, on (the surface of ), in the time of;
(prep dat.) on, at, by (location); (prep acc.)
before smooth breathing
before
rough breathing ) [cf. epiglottis, epitaph]
-
not imply motion away from a source, it does identify the source from which
derives physial support from the sea beneath it.
90.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

1.
I myself have that mans cloak, but do you yourselves have this
womans books?
2.
It is not possible for the same horse to carry both him and her
to that river.
3.
Hear us, O gods! Send peace itself to us and do not strike us

with grief !
4.
In the time of the war these very youths will hasten against the
enemy (pl.) and destroy them.
5.
You there, will you (sg.) look at me when I speak to you? Do

you have a wagon? Bring it to me!
Reading
Blame It On Mom
(Aesops Fable 216)
10

(line 3) greater things (neut. pl. acc. of
degree of the adjective
(line 4) becomes (pres. deponent indic. of
comparative
(line 8) it was necessary for (third-pers. sg. imperf. act. indic. of

the impersonal contract verb
with acc. of person
)
Lesson 15
Contracted Futures
Menander, fragment 111
91.
Contract Verbs.
each ending.
92.
Here is a summary of all the contractions that occur in verbs whose present
Contractions Found in Contract Verbs
General Principles for Contracting Vowels

1.
a diphthong
2.
3.
87

4.
The iota in a diphthong is never lost through contraction, but it

is written as a subscript if the new diphthong begins with a long
5.
Two epsilons contract to
omicrons, or only an epsilon and an omicron, a diphthong rather

than a long vowel will be the result.
Accents in Contractions. The long vowel or diphthong resulting from a
contraction takes an acute if the second of the contracting letters would
have had an acute (by the rules for recessive accent) in the uncontracted
of the contracting letters would have had an acute, the long vowel
If neither of the contracting vowels or diphthongs would have had an accent,
the word is accented exactly as it would have been in the uncontracted form
Contract verbs contract only in the tenses built on the present stem, i.e.,
in the present and the imperfect. In the other tenses,
is left uncontracted to show which

indicative is used in a sentence or in any context other than a list of principal
parts, it should
93.
If you understand the principles of contraction, you should have no need to

memorize the endings of contract verbs, but, for your convenience, here are
Present Active Indicative Imperfect Active Indicative Present Active Imperative

Singular
Plural
Lesson 15 89
Pass. Indicative
Pass. Indicative
Pass. Imperative
Singular
Plural

Singular
Plural
Pass. Indicative
Singular
Plural
Pass. Indicative
Pass. Imperative

Singular
Plural
Pass. Indicative
Pass. Indicative
Pass. Imperative
Singular
Plural
94.
Contracted Futures
When we introduced the future tense in Lesson 6, we did not tell you how
contracted future:
Indic.
Singular
Indic.
Pass. Indic.
Indic.
Lesson 15 91
Plural
stem. (Such stem changes are common in the present tense of liquid and
sort.
95.
Vocabulary
seize, snatch, plunder [cf.

]
throw, hit (with a thrown weapon), shoot [cf.
ballistics, parable]
laugh; (with
dat.) laugh (at), ridicule
the future stem. When translating ridicule into Greek, be sure to include
in your sentence.
make clear, show, explain

care for, carry, escort; (mid.) acquire
ing for someoneby showing hospitality, carrying or escorting the person to another place, carrying the person back to safety, etc. The middle
[something] for myself).
honor, value
.) be fond of (doing), be accustomed
(to) [cf. bibliophile, hemophiliac, philologist]

help, aid
honor, worth, price [cf. timocracy, Timothy]
clear, visible, evident
96.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
Then the girl used to laugh at her little brother, but now she is
fond of helping him.
2.
O gods, snatch us out of this long war; let peace be visible to us.
3.
Those same young men are hitting the house with stones and
showing their bad character.
4.
At that time the virtuous philosopher was acquiring honor and

being loved by his students.
5.
I shall not escort you, O despot, for I at least no longer honor you.
Lesson 15 93
Reading
Mighty Mouse
(Aesops Fable 155)

lion
see note above on
in line 1)
for hunting)
see note above on
in line 1)
see note above on
in line 1)
Lesson 16
Third Declension
Stop, Liquid, and Nasal Stems
(Child, come home either holding that shield or on it)
instructions from the mother of a Spartan soldier,
quoted by Plutarch in Moralia 241f
97.
The third declension is also called the consonant declension because

it consists of nouns whose stems end in a consonantor in a vowel that
behaves
and second-declension nouns, third-declension nouns are not categorized
according to their gender. Instead they are grouped according to the type of
consonant (or vowel) at the end of their stem. This lesson concerns nouns
whose stems end in a stop, a liquid, or a nasal.
The gender of a third-declension noun is relatively unpredictable, so be
vocabulary list.
98.
Determining the Stem of a Third-Declension Noun. The easiest way to

the genitive singular. Determining the stem from the nominative singular is
trickier since the stem appears there in an altered form. Many third-declension
95

Here are the third-declension endings, followed by paradigms of the eight
nouns mentioned above:
Endings of the Third Declension
Singular
Nominative
Genitive
Dative
Accusative
Plural
Singular
Plural
or
or
Third-Declension Nouns: Stems Ending in a Stop

(shield)
(grace)
(lion)
(name)
(thief)
(guard)
Singular
Nominative
Genitive
Dative
Accusative
Plural
Nominative
Genitive
Dative
Accusative
Third-Declension Nouns: Stems Ending in a Liquid or a Nasal

Singular
Plural
Singular
Plural
Nominative
Genitive
Dative
Accusative
99.
Special Features of the Third Declension

1. The nominative singular looks irregular, but there is logic behind it;
knowing how it is formed can help you remember it. Masculine/
to form
dental drops out; e.g.,
Lesson 16 97
their pure stem (i.e., the stem in its pure state, with no addition of an
2. The vocative singular is usually identical with the nominative singular,

but there are two exceptions: masculine/feminine nouns with stems
with stems ending in an unaccented vowel
liquid or a nasal (e.g.,
vocative plural is always identical with the nominative plural.

3. To form the accusative singular, masculine/feminine nouns usually add
in an unaccented dental, that dental drops out,
all third-declension neuter nouns is identical with the nominative, in

both singular and plural.
4.
5. Greek has no labial-stem, palatal-stem, or nasal-stem neuter nouns and

only a few liquid-stem neuter nouns (none of which is regular enough
to present as a paradigm), but it has many dental-stem neuter nouns.
6. The accent of third-declension nouns is generally persistent (i.e., the
syllable accented in the nominative singular is accented in the other
cases too), but nouns with monosyllabic stems are always accented
on the ultima in the genitive and dative, singular and plural (with a
100. Vocabulary
make, create, do [cf. poem, poet]

contest, competition;
contest [cf. agony, antagonist, protagonist]
shield

thief
lion
name [cf. onomatopoeia, anonymous]
orator, speaker [cf. rhetoric]
guard, guardian
dat.
grateful (to) [cf. charisma, Eucharist]
ing the idea be grateful (to); the recipient of the gratitude is put into
(literally, we had gratitude to you). In idioms like this one, the verb can
take virtually any form, but in a vocabulary list it will always appear as an
(postpositive prep. gen.) for the sake of, on account of

positive and should be placed after the noun that serves as its object (e.g.,
(conjunction) or
(correlative conjunctions) eitheror
101.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lesson 16 99
1.
The same despot used to hold a competition for the orators and
honor them with gifts.
2.
It is not possible, at least for the students, either to say the long
names or to explain the passages.
3.
Be grateful to your guardian, young man, for he protected you

with his shield.
4.
O noble guards, do you intend to throw this worthless thief into

the river or the lake?
5.
For the sake of the children, we ourselves shall be on guard

against those lions.
Reading
Where To Draw the Lion
(Aesops Fable 279)
10

(line 1)
to amuse his son, the father was drawing
pictures of animals on the wall)
of a house or enclosure)
Lesson 17
Third Declension
Sigma Stems
Adjectives
Third Declension
(A city is its men, not its walls or empty ships)
Nicias encourages his troops in Thucydides Peloponnesian War 7.77
102. Many third-declension nouns have stems ending in a
sigma. In the great majority of these nouns, the stem-vowel is an epsilon.

The few having alpha as their stem-vowel all happen to be neuter. The only
Sigma-stem nouns use the same endings as stop-, liquid-, and nasal-stem
,
the sigma drops out (a common phenomenon when a sigma is intervocalic,
i.e., placed between two vowels); this brings the stem-vowel into contact with
the initial vowel of the ending, prompting the two of them to contract.
The principles of contraction are identical with those presented in Lesson
=
=
15, supplemented:
Contractions Found in Sigma-Stem Nouns
101

103.
Sigma-stem nouns are declined as follows:

Endings of Sigma-Stem Nouns
Singular
Nom.
Gen.
Dat.
Acc.
(pure stem)
Plural
Nom.
Gen.
Dat.
Acc.
(pure stem)
(pure stem)
(pure stem)
(pure stem)
(pure stem)
(pure stem)
(copies nom.)
Paradigms of Sigma-Stem Nouns
(Socrates) (trireme)
(wall)
(prize)
(shame)
Singular
Nominative
Genitive
Dative
Accusative
Plural
Nominative
Genitive
Dative
Accusative
104.
Special Features of Sigma-Stem Nouns

1.
no plural
Lesson 17 103
2.
vowel,
which
3.
proper names and thus are seldom found
is the only feminine

.
4.
. You would
the nominative, in both singular and plural.

5.
6.
where the words would have been accented in their uncontracted forms
(see 92 of Lesson 15). Since they are nouns, their original accents
would have been persistent. The one exception is the vocative singular
,
105.
declension adjectives. One common type of third-declension adjective has
Masculine/
Feminine
Singular
Nominative
Genitive
Dative
Accusative
Plural
Nominative
Genitive
Dative
Accusative
Neuter
Masculine/
Feminine
Neuter

These two-ending adjectives have no distinct set of endings for the feminine
vocative singular and in the neuter nominative/accusative/vocative singular
other forms have persistent accent, based on the location of the accent in
the masculine/feminine nominative singular.
106. Vocabulary
shame (either good or bad sense), modesty, respect

prize, privilege
divine being, guardian spirit [cf. demon]
Socrates
wall (of a city)
trireme (warship with three banks of oars)
true, real, sincere
happy, fortunate, prosperous [cf. eudaemonism]
(adv.) well, kindly;
(adv.) badly, wickedly;
fare badly
(prep gen.) from, by (in oaths); (prep dat.) at,
near; (prep acc.) to, toward, against (basic
meaning of
in the direction of, facing) [cf.
prosody, prosthesis]
When a person is viewed as the source rather than the agent of an action,
sent from
by
is best translated as by; among the most common oaths in Greek is
to; (mid
107.
dat.) attack;
) pretend (to).
Exercises
1.
2.
3.
4.
add
Lesson 17 105
5.
6.
7.
8.
9.
10.
1.
The shields are being sent to us from the despot; we shall carry
them against the enemy.
2.
Let this trireme hasten through the sea, for it is going to attack
that trireme.
3.
Some were doing real tasks near the wall; others were
pretending to do them.
4.
well and acquire prizes.
5.
By the gods, Socrates, you have a fortunate life, for you obey
your guardian spirit and speak with modesty.

Reading
Outfoxed
(Aesops Fable 147)
10
(line 2)
woe is me! (exclamation of distress)

neut. nom. pl. of the adj
moves to penult when
is elided)
accent
Lesson 18
First Aorist Active and Middle Indicative
First Aorist Active and Middle Imperative
palindrome on a font in the cathedral of Hagia Sophia, Istanbul
108. Lessons 18 and 19 introduce you to the third principal part of Greek verbs.
The stem supplied by this principal part is used to form the aorist tense
in the active and middle voices. A different stem (supplied by the sixth
principal part) is used to form the aorist passive. (Compare the similar
situation with the second principal part, which supplies the stem for future
sixth principal part (Lesson 27), you will not be asked to put any verbs into
the aorist passive.
109.
Aoristic Aspect. You have already encountered the term aoristic in

connection with the aspect of a verb. An aoristic action is one that the
speaker perceives not as an activity continuing over time, but as a mere
occurrence or event. It may happen in the present, past, or future. Since the
aoristic aspect does not specify whether the action is/was/will be prolonged,
Like the imperfect tense, the aorist tense shows an action that occurred
in the past, but the aspect of that action is aoristic, not imperfective. Thus
more precise names for the imperfect tense and the aorist tense would
be past imperfective and past aoristic. Like the imperfect, the aorist is a
secondary tense; it therefore has secondary endings and an augment.
First (Sigmatic) Aorist. The majority of Greek verbs have what is called a
or a weak aorist); some
Greek verbs have what is called a second aorist (otherwise known as an
and second aorists.
107
Indicative Mood
First Aorist Active
First Aorist Middle
Singular
(I taught)
(I taught for myself)
(you [sg.] taught)
(you taught for yourself)
(he/she/it taught)
(he/she/it taught for him/her/itself)
Plural
(we taught)
(we taught for ourselves)
(you [pl.] taught)
(you taught for yourselves)
(they taught)
(they taught for themselves)
First Aorist Active
First Aorist Middle
(to teach)
(to teach for oneself)
Imperative Mood
First Aorist Active
First Aorist Middle
Singular
(teach!)
(teach for yourself!)
(let him/her/it teach!)
(let him/her/it teach for him/her/itself!)
Plural
(teach!)
(teach for yourselves!)
(let them teach!)
(let them teach for themselves!)
Lesson 18 109
Summary of First-Aorist Endings
Indicative Mood
Active
Middle
Singular
Plural
Active
Middle
Active
Middle
Imperative Mood
Singular
Plural
insinuated itself into almost all the other aorist forms. It did not insinuate
borrowed from the perfect tense.
To signify past tense, augments are added to all aorist indicative forms, but
imperatives show only aspect (in this case aoristic), not time. Augmenting
is done exactly as in the imperfect tense: a temporal augment is used if the
as nouns in the dative case). Scholars are unsure how the endings of the
changes that should be familiar to you from the future tense:
use that simpler, basic stem to construct the aorist.

110.
Lesson 18 111
Third Principal Part. From now on, you must memorize three principal
parts for every verb. The third principal part
singular aorist active indicative.
111.
Genitive of Value. The genitive of value (in a context of buying or selling,

it is also called genitive of price) is a common construction in Greek; e.g.,
genitive of value to indicate what someone or something is worth. The
selling the shield for a drachma).
112.
Vocabulary
announce, report
double acc.) ask, question

The question being asked and the person being questioned both go into the
sell [cf. monopoly]

messenger [cf. angel, evangelism]
drachma (unit of money &
weight = 6 obols)
obol (small unit of money & weight)
alone, only [cf. monograph, monolithic,
monotheism, monk]
little, few [cf. oligarchy]

(irreg. adj.no voc. sg.) much, many;
polygraph, polymer, polyphony, polytheism]
,
It is not used in the vocative singular. All forms are accented on the ultima.
is usually elided before a vowel; its accent then shifts to the penult
or
(neut. sg. acc. of

used as adv.) only
(correlatives) not onlybut also
(neuter sg. or pl. acc. of
used as
adv.) much
(prep gen.) about, concerning; (prep
dat.) around; (prep acc.) around (basic
meaning of
around) (never elided)
[cf. period, peripatetic, periphery, periscope]
used mostly in descriptions of clothing around a persons body or with

verbs that express care or anxiety centered around someone or something.
113.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lesson 18 113
1.
Dear messenger, you alone are accustomed to be sincere; report

the truth about the contest.
2.
a few obols.
3.
That evil thief not only stole the shield but also destroyed it.
4.
The people ridiculed Socrates much and sent him to death.
5.
I asked them this: Did you stand guard in the same position or
move around the walls?

Reading
Hermes Finds Himself a Bargain
(Aesops Fable 90)
10

gods; he is often depicted as a trickster and a bit of a rascal
(lines 1-2) how much honor he had (literally, in
how much honor he is; indirect question)
interrogative adj./pronoun)
this
third-decl. noun has an odd nominative singular; you would
expect
(line 4) at what price? (literally, of how much?; genitive of
value)
Lesson 19
Second Aorist Active and Middle
Indicative, Second Aorist Active and
Active and Middle Imperative
one of Thales sayings, quoted by Diogenes Laertius 1.40
and said to have been inscribed on Apollos temple at Delphi
114.
Second (Asigmatic) Aorists. Second aorists (also known as asigmatic or

aorists:
possessed).
115

115.
Indicative Mood
Second Aorist Active
Second Aorist Middle
Singular
(I threw)
(you [sg
(he/she threw)
(I threw for myself)

sg.] threw for yourself)
(he/she threw for him/herself)
Plural
(we threw)
(we threw for ourselves)
(you [pl.] threw)
(you [pl.] threw for yourselves)
(they threw)
(they threw for themselves)
(to throw)
(to throw for oneself)
Imperative Mood
Singular
(throw!)
(throw for yourself!)
(let him/her throw!)
(let him/her throw for him/herself!)
Plural
(throw!)
(throw for yourselves!)
(let them throw!)
(let them throw for themselves!)
Lesson 19 117
Summary of Second-Aorist Endings
Indicative Mood
Active
Middle
Singular
Plural
Active
Middle
Active
Middle
Imperative Mood
Singular
In the second aorist the accent invariably falls on the ultima

and on the penult
have recessive accent.
). All other second-aorist forms

-
ist imperative forms, however, have normal recessive accent.
endings, look much like imperfects. What marks them as aorists is their
stem, which is built on the root or basic stem of the verb. It is often the case
that one or more letters have been added to the root to construct the present
stem. If so, you can recover the root simply by removing those additional
Vowel gradation.
having lost the epsilon still visible in their present stem. The real reason for
this loss is a phenomenon called vowel gradation. Just as a strong verb in
sing,
sang, sung), so a Greek verb may have a variable vowel that appears either

stem; the zero-grade is characteristic of the root and of the second aorist
stem. From this you can infer that whenever a verbs present stem has an
epsilon, the second aorist stem of that verb will probably not have one.
116.
subject of the sentence, but is not the subject itself. It occurs only in the
genitive, dative, and accusative cases.
First-Person Plural
(of myself)
(of ourselves)
(to/for myself)
(to/for ourselves)
(myself)
(ourselves)
(of yourself)
(of yourselves)
(to/for yourself)
(to/for yourselves)
(yourself)
(yourselves)
Third-Person Singular
Third-Person Plural
(of him/her/itself)
(of themselves)
(to/for him/her/itself)
(to/for themselves)
(him/her/itself)
(themselves)
subject to which the pronoun refers must be someone either speaking (I,
we) or spoken to (you), who would naturally refer to him- or herself as
masculine or feminine. In the second- and third-person singular, contracted
forms (printed in brackets) are common. Watch out for look-alikes such
Lesson 19 119
can, i.e., as direct objects, indirect objects, objects of prepositionswith

In the third person the difference in meaning between personal and
them
, however, the personal
myself).
and intensive adjectives.

myself
sentences direct object.
117.
Genitive of possession. In 84 of Lesson 13 you learned that demonstratives

can be used in the genitive case to show possession, i.e., to identify the
pronoun, like a demonstrative, will always have attributive position, while
1.
Literal version: I speak the of myself name.
Literal version: He speaks the of himself name.

2.
Literal version: I speak the name of me.
Literal version: He speaks the name of him.

118.
Vocabulary
Dont forget to learn the second aorists of
,
, and
(see 114).
take, receive, grasp, understand [cf. epilepsy,

syllable]
are added; in the deponent future tense, the stem-vowel is lengthened.
gather together, collect, arrest.
acc.) wait for

This nasal verb has a contracted future. In the aorist the sigma drops out,
lary).
blame, guilt, responsibility, accusation,

charge, cause [cf. aetiological]
(
(
(
(
(
) himself, herself,
itself, themselves
) myself
) ourselves
) yourself
) yourselves
gen.) guilty (of), responsible (for)

(prep. gen.) among, with, together with; (prep
acc.
before smooth breathing
before rough breathing) [cf. metabolism,
metamorphosis, meteor, method]
(prep. dat.) with, together with, with the help of [cf.
syllogism, symbol, symmetry, synchronic, synod,
system, syzygy]
(together
dative of manner
-
illustrate these changes.
Lesson 19 121
119.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
They threw themselves into his wagon, for they did not wish to
remain in their own land.
2.
After that we said to ourselves, Since the enemies are among
3.
I asked myself this: Did I abandon my own horse in the road?
4.
The guilt of those servants is clear: they are blameworthy, for

they took her treasure.
5.
With the gods help, you found peace and brought joy to
yourself.

Reading
Chat with a Cat
(Aesops Fable 16)
10
Vocabulary Help for Reading
(lines 2-3) i.e., I consider you worthy of blame

(line 3) at night (gen. of time within which
eggs)
literally, dinnerless)
Lesson 20
Perfect Active Indicative, Perfect Active
Chrysis shocks her neighbor with this news in Menanders Samia 407-408
120. We come now to the fourth principal part, which supplies the stem for
part supplies the stem for the middle and passive voices of these tenses.)
Compared with the other tenses, the pluperfect is not much used, but you
still need to be familiar with it. Perfect imperatives, on the other hand, are
so rare in Attic Greek that we do not expect you to take time now to learn
them; their forms can be found in the appendix.
121.
The perfect and pluperfect tenses both have perfective aspect, i.e., the
actions they denote are already completed (perfected). The perfect tense
describes a state that exists in the present as the result of a completed action
(e.g., I have won, which implies that I am now in the state of being a
winner); the pluperfect tense describes a state that existed in the past as
the result of a completed action (e.g., I had won, which implies that I was
then in the state of being a winner). As you can see from the examples,
have/has for the perfect tense, had for the
pluperfect.
Reduplication. The perfect is one of Greeks primary (present and future)
tenses and thus has primary endings, while the pluperfect is a secondary
(past) tense with secondary endings. Both, however, use reduplicationthe
doubling of sound at the start of a wordas a sign of their perfective aspect.
To produce a verbs perfect stem, you reduplicate its basic stem in one of
two ways:
1.
or a nasal
followed by an epsilon.
123
2.
or with a double consonant or with two or more consonants that are
augmenting it.
122.
the perfect and pluperfect active indicative:

Perfect Active Indicative
Singular
(I have taught)
(you [sg.] have taught)
(he/she has taught)
Plural
(we have taught)
(you [pl.] have taught)
(they have taught)
Pluperfect Active Indicative

Singular
(I had taught)
(you [sg.] had taught)
(he/she had taught)
Plural
(we had taught)
(you [pl.] had taught)
(they had taught)
(to have taught)
Lesson 20 125
Summary of Perfect and Pluperfect Active Endings
Singular
Plural
Singular
Plural
tenses in the active voice. We have printed the kappa in brackets, however,
because often it is missing: whenever the reduplicated stem ends in a labial
a change in the labial/palatal consonant or in the stem-vowel or in both.
if a verb has both types, the two perfects usually differ in meaning.
pluperfect uses the same stem as the perfect, but augments it. If a verb
will already have augmented form and can serve as the pluperfect stem
with no further change.
Notice that only the third-person plural endings reveal that perfect endings
are primary and that pluperfect endings are secondary.
augment, but it does have the reduplication characteristic of perfective

aspect. Its accent is persistent, always on the penult.
123.
active indicative.

Verbs with First Perfects
Verbs with basic stem ending in a vowel:
their stem-vowel.
Verbs with basic stem ending in a dental or

out.
Verbs with basic stem ending in a liquid or a nasal:
make up for the loss of the consonantsa linguistic phenomenon known as

compensatory lengthening.
Lesson 20 127
Verbs with Second Perfects
the palatal
change in meaning.
Verbs with basic stem ending in a digamma:
Verbs with no fourth principal part: these verbs never appear in the perfect
tense, active voice.

124. Vocabulary
.)
seek (to)
throw, hurl, cast aside
(contracted from
) [cf.
geodesic, geography, georgic]
tree [cf. dendrite, philodendron]
Hellas, Greece
a Hellene, a Greek
sky, heaven;
)
[cf. uranic, Uranus]
Hellenic, Greek
(prep gen.) down from, against; (prep acc.)
down, down along, in accordance with, according
to, by (in various idioms
before smooth
breathing
before rough breathing
[cf. cataclysm, catalyst, catastrophe]
by land and
by sea; it never indicates a personal agent.
(prep. gen.) over, above, on behalf of; (prep. acc.)

over, to a place over, beyond [cf. hyperbole,
hyperborean, hypermetric]
125. Exercises
1.
2.
3.
4.
5.
6.
Lesson 20 129
7.
8.
9.
10.
1.
O wise Greeks, I have found true words in your books;

therefore I shall seek to make my life Hellenic.
2.
According to Socrates, he has remained in Greece on our behalf

and has honored the guardian spirits of this earth.
3.
We have escorted our friends down the long road and have sent
them over the river.
4.
Many have hurled charges against Socrates, but you at least, O

students, have not abandoned him.
5.
In the sky above the trees she had seen the handsome
messenger of the gods and had rejoiced.

Reading
All Caw, No Caution
(Aesops Fable 126)
10
perf.
tense is used as if it were pres. tense, pluperf. as if it were imperf.)
Lesson 21
(Who are you, madam? What face do I behold?)
Helen 557
126.
interrogative adjective meaning what? or which?. When used without

a noun, i.e., as a substantive, it is an interrogative pronoun meaning who?
endings, one set for masculine and feminine, one set for neuter:
Masculine/Feminine
Singular
Nominative
Genitive
Neuter
Singular
Accusative
Plural
Plural
Genitive
Attic Greek; they look exactly like the genitive and dative masculine/neuter
to indicate a human being, neuter endings to indicate an inanimate object

are you sending? or What
131

are you
sending?).
adverb meaning
has this adverbial sense or means simply what?.
who (in the subjective case, equivalent to Greeks nominative case) and
whom (in the objective case, equivalent to Greeks genitive, dative, and
accusative cases), but you will endear yourself to your Greek teacher if you
use who and whom
is coming?; By whom were you invited?; To whom did you send the
invitation?; Whom did you invite?.
127.
Singular
Singular
Plural
Plural
since the omega is naturally long (see 80 in Lesson 12). The neuter plural
(someone, anyone), neuter endings to indicate an inanimate object

a thief);
something).
Lesson 21 133
128. Possessive adjectives. You already know how to show possession with a
in the genitive
case. Possession may also be shown with a possessive adjective:
persons])
Attic Greek has no adjectives meaning his, his own, her, her own,
used, but not in this textbook. (See further in the appendix.)
A possessive adjective agrees in gender, number, and case with the noun
1. Possessive Adjective in Attributive Position
2. Possessive Adjective in Predicate Position
129.
is true, but a much more common (not to mention more elegant) way to
express the notion of our own or your [more than one persons] own is
130. Vocabulary
die, be killed
perfect and pluperfect. Notice that the future is contracted and deponent.
This verb is always active (or, in the future tense, middle) in form, but it
may be either active (die) or passive (be killed) in meaning. Clues
which sense is intended.
kill
other tenses as well. Notice that the future is contracted and built on the
To say is/was/will be/has been killed, the Greeks used a different verb,
(act.) frighten; (mid./pass. acc.) be

frightened (of), be afraid (of), fear
fear, fright [cf. agoraphobia]
(interrog. adj.) what? which?; (interrog.
pron.) who? what?
(indef. adj., enclitic) a, an, a certain,
some, any; (indef. pron., enclitic)
someone, something, anyone,
anything, some, any
(correlatives) someothers
(poss. adj.) my, mine, my own
(poss. adj.) our, ours, our own
(poss. adj.) your, yours, your own (one
persons)
(poss. adj.) your, yours, your own (more
than one persons)
(neut. sg. acc. of
used as adv.) why?
Lesson 21 135
131.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
What dangers are you afraid of, my daughter? Who has

frightened you with these stories?
2.
Socrates is a friend of ours; therefore we shall not command

anyone to kill him.
3.
Many Greeks died in the time of the war, but now Greece has
peace.
4.
have remained in their houses.
5.
Why have you cast aside your shields, youths? When the
enemies will attack, you will be killed by someone.

Reading
Out of the Frying Pan, Into the Nile
(Aesops Fable 32)
10

as a substantive)
relative
an
noun)
-stem 3rd-decl.
Lesson 22
Perfect Middle/Passive Indicative
Pluperfect Middle/Passive Indicative
(Im as fearful as the eye of a dove on the wing)
nervous words from the chorus in Sophocles Ajax 139-140
132. Fifth principal part.
stem for the perfect middle/passive tense and the pluperfect middle/passive
is easily derivable from the fourth principal part. For verbs whose basic
stem-vowel may differ from the stem-vowel in the fourth principal part.
Moreover, when the middle/passive ending is added, the collision of letters
may cause the consonant at the end of the stem to drop out or change into a
different letter, according to the principles of euphonics.
133.
Verbs with basic stem ending in a vowel. These verbs form the perfect
middle/passive indicative by augmenting their perfect active stem, dropping
persistent, always on the penult.

Singular
(I have taught for myself or I have been taught)
(you have taught for yourself or you [sg.] have been
taught)
(he/she/it has taught for him/her/itself or he/she/it
had been taught)
137

Plural
(we have taught for ourselves or we have been taught)
(you have taught for yourselves or you [pl.] have
been taught)
(they have taught for themselves or they had been
taught)
Singular
(I had taught for myself or I had been taught)
(you had taught for yourself or you [sg.] had been
taught)
(he/she/it had taught for him/her/itself or he/she/it
has been taught)
Plural
(we had taught for ourselves or we had been taught
(you had taught for yourselves or you [pl.] had been
taught)
(they had taught for themselves or they had been
taught)
(to have taught for oneself or to have been taught)
134.
singular form of the perfect middle/passive indicative.

Principal Parts of Verbs with Basic Stem Ending in a Vowel
Lesson 22 139
135.
Verbs with basic stem ending in a consonant. As you know from Lesson
stem verbs is built on the same reduplicated stem as the fourth principal
part, but if a consonant has been lost or changed at the end of that stem,
the consonant must be restored or put back into its original form before the
passive stem:
But the changes do not stop there: if the consonant at the end of the perfect
ending in a way that sounds harsh, the Greeks desire for euphony requires
The possibilities can be summarized as follows.
1.
2. Before
3.
4.

5.
Greeks expressed third-person plural in a periphrastic (roundabout) way:

perfect). You will not be asked to construct these forms until you have studied
participles.
To illustrate the euphonic changes outlined above, here are the paradigms
of four consonant-stem verbs in the perfect and pluperfect middle/passive:
Labial Stem
Palatal Stem
Dental Stem
Liquid Stem
Singular
Plural
Singular
Plural
136.
person singular form of the perfect middle/passive indicative.

Principal Parts of Verbs with Basic Stem Ending in a Dental
Lesson 22 141
Principal Parts of Verbs with Basic Stem Ending in a Liquid or a Nasal
Principal Parts of Verbs with Basic Stem Ending in a Labial
Principal Parts of Verbs with Basic Stem Ending in a Palatal
Principal Parts of Verbs with Basic Stem Ending in Digamma

137.
Dative of personal agent. With perfect and pluperfect passive verbs, the
dative of personal agent (with no preposition) is often used to identify the
person responsible for the action. In all other tenses, however, the genitive of

138. Vocabulary
lead;
pedagogue]
law, custom [cf. autonomy, metronome]

spirit, soul, life [cf. psychedelic, psychology]
[cf. allegory, allergy, allomorph]
the neuter nominative and accusative singular ending.
animal [cf. protozoa, zodiac, zoology]

(prep. gen.) from, from the side of; (prep. dat.) at,
at the side of, beside, at the house of; (prep. acc.)
before a vowel)
[cf. paradigm, paradox, parasite, parish]
agent).
or
(enclitic conj.
before smooth breathing,
(correlatives) bothand
When it appears by itself, it means simply and, but its most common
the word it connects
(conj.) and not, nor; (adv

before a vowel)
(correlatives) neithernor
(conj.)
before smooth
breathing,
(correlatives) neithernor
imperatives.
Lesson 22 143
139.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
Concerning the soul, I have been taught well by both Socrates

and the rest.
2.
Neither had we acted contrary to the laws, nor had we led a bad
life in any manner.
3.
A messenger has been sent from the enemy; he is both leading

animals and bearing other gifts.
4.
Fear not, child, for you have been abandoned neither by me nor
by your guardian spirit.
5.
Guards, by whom have you been ordered to remain at my

house? My life is not in danger.

Reading
Monkeying Around
(Aesops Fable 83)
10
(deponent verb, always in the middle voice but with active

meaning): dance
-stem 3rd-decl.
noun)
dat.): envy
Lesson 23
Relative Pronouns
(Dont ruin our citys age-old claims to fame)

Demosthenes appeals to the Athenian jurors in Against Leptines 142
140. A relative clause is a subordinate clause that plays the role of an attributive
adjective, modifying a particular noun or pronoun in the sentence. The

.
relative clause is introduced by a relative pronoun that relates the clause
to its antecedent.
students; relative pronoun
I see students who are reading.

who]
those; relative pronoun
I see those who are reading.

who]
students; relative pronoun
I see students whom I know.

whom]
book; relative pronoun
I see a book that is on the table.

that]
book; relative pronoun

which]
Relative pronouns. In Greek a relative pronoun can appear in the singular
or plural number, in the masculine, feminine, or neuter gender, and in any
case except the vocative:
I see your book, which is on the table.
Singular
Masc.
Fem.
Neut.
Plural
Masc.
Fem.
Neut.
As you can see, the forms of the relative pronoun resemble those of the
145
A relative pronoun in Greek always has the same gender and number
as its antecedent; its case, however, is determined not by the case of the
antecedent, but by the function of the relative pronoun in the relative clause.
escaped.
repeated in the relative clause, it would have been in the accusative case as
the direct object of we arrested; the relative pronoun that substitutes for
whom, not who).
antecedent literally
means going before). In Greek an antecedent may be placed either before
or after the relative clause, depending on which words the speaker wishes
loses much of its sense if it is rearranged as To whom I sent the gifts

the maiden is noble. In Greek, however, either word order would be
acceptable:
clause]
or
clause]
on the notion of her having been sent the gifts, but the two sentences mean
essentially the same thing.
It is common for a demonstrative pronoun to serve as the antecedent of a
It is also not unusual for an antecedent to be omitted altogether, if it can

be understood from the context. The gender of the relative pronoun will
Lesson 23 147
141.
(all, every, whole). This versatile adjective is declined

with third-declension endings in the masculine and neuter genders, but
Singular
Masc.
Fem.
Neut.
Plural Masc.
Fem.
Neut.
ultima in the genitive and dative, singular and plural (following the rules for
third-declension nouns with monosyllabic stems; see 99.6 in Lesson 16),
all, every, and whole

1.
When modifying a noun with an article and standing in the
2.
When modifying a noun without an article and standing in the

(conceivable).
3.
or entire.

4.
142.
time.
Genitive of time within which. The genitive case may be used to establish
the time period within which a particular action takes place. It implies that
the action occurs at some point within the time period but does not go on
point) during that day.

Dative of time when. The dative case may be used to date a particular
action or specify the moment at which it takes place. Often the preposition
or
Accusative of extent of time. The accusative may be used to indicate how
long a particular action lasts. It implies that the action extends over the
for many days.

143.
Vocabulary
(imperf.
(imper.
sg.
or
,
),
,
irreg. accent in
or
year [cf. etesian]
see, behold, look (at); (pass.) be

seen, appear [cf. idea, optic,
panorama]
Lesson 23 149
day [cf. ephemeral, hemeralopia]
night [cf. nyctalopia, nycitropism]
time [cf. chronology, diachronic]
(relative pronoun) who, which, that
all, every, whole, entire [cf. diapason,
pandemonium, pantheon, pantograph]
indeclinable adverb) today
(prep. gen.) about, concerning; (prep. acc.)
around (basic meaning
before a vowel ); [cf. amphibious,
amphitheater, amphora]
(prep.
acc.) up, up along, by (in various idioms)

before a vowel ) [cf. anachronism, anagram,
analogy, anaphora]
in other senses they may be synonymous (e.g.,
and
have the sense of up, back(wards), again, or in accordance with.
subordinating conjunction) while, as long as

means while or as long as, it introduces an adverbial clause whose
action takes place at the same time as the main action of the sentence (e.g.,
-
spokenGreek prefers the aorist here, even though the pluperfect tense
might seem more logical], we departed).

144. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
For many days she has remained in this house that you (pl.)
see, for all the roads around it have dangers.
2.
While they were stealing the horses, we saw those thieves and
chased them up the river.
3.
Not even the long years of grief have changed your (sg.) good
character, which everyone much loves.
4.
At night I fear the evil things that I have not feared during the
whole day.
5.
Within the same time he not only killed every enemy in

Greece, but also was killed himself.
Lesson 23 151
Reading
(Aesops Fable 181)
10
an
stem 3rd-decl. noun)
(line 6) from that time forth

(line 8) of the ones passing by (pres. act. participle of
(line 11) earlier (adverb from
Lesson 24
Present Active Participle, Future Active
Participle, First and Second Aorist Active
Participles, Perfect Active Participle
(Willingly he led her willingly back to his house)
Clytemnestra succumbs to the charms of her lover Aegisthus,
as described by Nestor in Homers Odyssey 3.272
145.
A participle is a verbal adjective, i.e., an adjective built on the stem of a verb.

It is thus a hybrid: part-verb, part-adjective. Like a verb, it has tense and
phrases, but by itself it cannot be the main verb in a sentence. Like an
substantive.
more elaborate in Greek. Here, for example, are all of the participles that
can possibly be made from the verb teach
teaching
being taught
having taught
having been taught
going to teach
going to be taught
As you can see, the ending -ing
voice (active, middle, passive) and tense (present, future, aorist, perfect),
modifying. The ancient Greeks loved the elegant succinctness of participles
153

participles is therefore an essential task for every student of Greek. This
lesson introduces you to all the active participles and describes two ways in
which they are used.
146.
Present Active Participle (teaching)

Singular
Masculine
Feminine
Neuter
Feminine
Neuter
Future Active Participle (going to teach)

Singular
Masculine
Feminine
Neuter
Plural
Plural
Masculine
Masculine
Feminine
Neuter
First Aorist Active Participle (teaching or having taught)

Singular
Masculine
Feminine
Neuter
Plural
Masculine
Feminine
Neuter
Lesson 24 155
Perfect Active Participle (having taught)
Singular
Masculine
Feminine
Neuter
Genitive
Dative
Accusative
Plural
Masculine
Feminine
Neuter
Genitive
Dative
Accusative
Second Aorist Active Participle (throwing or having thrown)

Singular
Masculine
Feminine
Neuter
Plural
147.
Masculine
Feminine
Neuter
Mixed declension of active participles.

endings for their feminine forms. The feminines have endings like those of
forms.

The vocative forms of the active participles are always identical with their
plural.
Distinguishing features of active participles.
are never augmented. The only difference between the present active
end of that stem. Second perfect participles have exactly the same endings
Active participles all have the persistent accent typical of adjectives. In

long ultima forces it to move to the right. In the perfect and second aorist,
the second aorist active participle from the present active participle (e.g.,
nouns.
148.
endings of the present active participle, written with accents and smooth
breathings:
Singular
(being)
Masculine
Feminine
Neuter
Masculine
Feminine
Neuter
Genitive
Dative
Accusative
Plural
genitive plural, where it jumps to the ultima. You might expect it to jump to
the ultima in the masculine/neuter genitive and dative, singular and plural,
on the model of third-declension nouns with monosyllabic stems (see 99.6
in Lesson 16); in active participles with monosyllabic stems, however, that
does not happen.
Lesson 24 157
149.
Participles of contract verbs. The present active participle of a contract verb

is formed in the same way as the present active participle of a regular verb.
presented in the appendix.

150. Aspect of participles.
is associated with a particular aspect. Present tense implies imperfective

aspect; aorist tense implies aoristic aspect; perfect tense implies perfective
aspect. Future tense implies that the action is intended or expected.
Notice that Greek has no imperfect or pluperfect participles. If they did
exist, they would be redundant since the present and perfect participles are
Relative time of participles. While a participles tense primarily indicates
aspect, it is also a clue to the relative time of the action, i.e., whether it takes
place earlier than, at the same time as, or later than the action of the main
Present Participle:
action contemporaneous with that of the main verb
Literal translation: Writing, she saw the lion.

Aorist Participle:
action prior to that of the main verb
Perfect Participle:
state contemporaneous with the action of the main

verb, but the result of an earlier action now completed
children well.
Future Participle:
children well.
action that, at the time represented by the main verb,
is still in the future but already anticipated
Literal translation: We shall honor you, going to teach the children well.
children well.
A future participle may express the purpose or motivation behind an action,
especially when the participle is combined with a verb of motion (e.g., go,
come, send, summon).
Literal translation: They sent me, going to teach the children.

Since the tense of the participle is a more reliable indicator for aspect than
between the participle and the main verb.
Literal translation: Being slaves then, they are free now.
now.
Translating a participle accurately requires considering the context and
deciding which nuance the author intended the participle to convey.
151.
supplementary, according to its use in a particular sentence. Supplementary

participles will not be introduced until the next lesson. In the discussion
below, the term participial clause refers to the word-group formed by the
Attributive participles.
with it in gender, number, and case, and stands in the attributive position.
Its purpose is the same as that of an attributive adjective or a relative clause:
the children is dear, but it could also be rendered as the slave who daily
leads the children is dear.
In the example just given, the participle comes immediately after one of
position. A participle is also considered to be in the attributive position
if the only words between it and the preceding article are the participles
shift the participle into the predicate position and change the meaning of
the clause.)
Like any attributive adjective, an attributive participle may function as a
Circumstantial participles.
agreeing with it in gender, number, and case, and stands in the predicate
position. Its purpose is not to characterize the noun but to join with it to
describe the circumstances under which the sentences main action takes
place.
Just as an attributive participial clause is a condensed version of an
adjectival (relative) clause, so a circumstantial participial clause is a
Lesson 24 159
children, the slave was talking, but, depending on the context, this could
be understood as while he was leading (temporal clause) or although
he was leading (concessive clause) or because he was leading (causal
clause) or if he was leading (conditional clause).
Particles used with participles.
clarify the connection in thought between a circumstantial participle
start of the participial clause.
152. Vocabulary
call, summon, invite, name [cf. Paraclete]

meal, dinner
)
door [cf. thyroid]
hospitality, guest-friendship
stranger, guest, host [cf. xenon, xenophobia]
(prep. gen.) without
(particle ptcple.) because
(particle ptcple.) although (enclitic
makes the accent acute)
(particle ptcple.) as, as if, with the
avowed intention of, on the grounds
that; (conj.) as, since, because, after,
most often with future participles since they show intention or purpose.
on its penult.

153.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
O gods, attack those who, contrary to the laws of hospitality,

have killed (use perfect or aorist participle) a guest upon the
couch.
2.
With the avowed intention of inviting (use future participle) you

(sg.) to dinner, I have betaken myself to your house today.
3.
Because they had been leading (use present participle) a happy

life for many years, they were not willing to change their ways.
4.
The child, being little, fears all the guards although they carry
(use present participle) only shields.
5.
We are not without some hope of seeing (

) the
trireme that has remained (use perfect or aorist participle) in
Greece.
Lesson 24 161
Reading
Dinner Goes to the Dogs
(Aesops Fable 283)
10
(line 4) wow! (exclamation of surprise or amazement)

wag
(line 9)
how? (interrogative pronoun)
Lesson 25
Present Middle/Passive Participle
Future Middle Participle, First and Second
Aorist Middle Participles, Perfect
Middle/Passive Participle
(The older I grow, the more I learn)
one of Solons sayings, quoted by Plutarch in Solon 31
154. This lesson introduces the middle/passive participles: the present middle/
passive, future middle, aorist middle, and perfect middle/passive. As you

parts have either middle or passive voice, while those built on the stems
from the second and third principal parts have only middle voice.
The aorist passive participle and the future passive participle both use the
stem from the sixth principal part; you will not be asked to learn them until
Lessons 27 and 28.
All of the participles presented in this lesson are formed with the same
from one another only in their stems. (The perfect middle/passive participle
is also distinctive in its accent.)
155.
Here are paradigms of all the middle/passive and middle participles of
Singular
(teaching for oneself/being taught)

Masculine
Feminine
Neuter
163

Plural
Masculine
Feminine
Future Middle Participle (going to teach for oneself)

Singular
Masculine
Feminine
Plural
Masculine
Feminine
Neuter
Neuter
Neuter
First Aorist Middle Participle (teaching for oneself/having taught for

oneself)
Singular
Masculine
Feminine
Neuter
Plural
Masculine
Feminine
Neuter
(having taught for oneself/having

been taught)
Singular
Nominative
Genitive
Dative
Accusative
Plural
Genitive
Dative
Accusative
Masculine
Feminine
Neuter
Masculine
Feminine
Neuter
Lesson 25 165
Second Aorist Middle Participle (throwing for oneself/having thrown
for oneself)
Singular
Masculine
Feminine
Neuter
Plural
Masculine
Feminine
Neuter
156. Like all other participles, these middle/passive and middle participles
have no augments. The present, future, and second aorist participles add
If the perfect middle stem ends in a consonant, a euphonic change may be
or
Middle/passive and middle participles all have the persistent accent typical
of adjectives. In the present, future, and aorist the accent remains, if
genitive plural of middle/passive and middle participles has a regular
persistent accent; it is only in active participles that the accent of the
feminine genitive plural jumps to the ultima.
157.
deponent (i.e., always middle in form, active in meaning). The literal

158. In the present middle/passive participle of a contract verb, the stem-vowel
Full paradigms for the three types of contract verbs are presented in the
appendix.

159.
Supplementary participles. A supplementary participle resembles a

in gender, number, and case, and stands in the predicate position. The
purpose of a supplementary participle, however, is not to describe the
circumstances surrounding the main action in the sentence, but to complete
(supplement) the idea of the main verb. While a circumstantial participle
is an optional item in a sentence, a supplementary participle is essential:
the point of the sentence would be lost if it were removed.
Supplementary participles tend to appear only with certain verbs. They are
perfect middle/passive participle (agreeing in gender, number, and case
with the subject of the sentence) to make the third-person plural perfect
and pluperfect middle/passive indicative of consonant-stem verbs (e.g.,
be next to each other in the sentence

active voice, cease in the middle voice. This verb is well suited for use
A literal translation is often not the best way to convey the sense of a
supplementary participle.
160. You have now been introduced to most of the major prepositions in Greek.
Those you have learned can be conveniently summarized.
Summary of prepositions
Lesson 25 167
161.
Vocabulary
teach (often with double acc. of person &
thing) [cf. didactic]
(act.) stop, bring to a stop; (mid.) stop,
come to a stop, cease [cf. pause]
teacher, dramatist
opinion, reputation, fame, glory
[cf. doxology, orthodox, paradox]
young child, little child
child, son, daughter [cf. pediatrics]
sistent accent would be expected to shift to the ultima in the genitive and
dative, singular and plural (see 99.6 in Lesson 16). It does do this in the
body (opposite of
chromosome,
psychosomatic]
big, large, great, tall [cf. megalomania,
megalopolis, megaphone]
-
see the appendix.
or
162. Exercises
1.
2.
3.
4.
(adv.) always, ever

(neut. acc. sg./pl. of
used as adv.)
greatly, much
(adv.) many times, often

5.
6.
7.
8.
9.
10.
1.
In the marketplace I often saw the young child who had been
taught (use perfect participle) by me.
2.
Did the teacher laugh at you (sg.) because you feared (use
present participle) the big children?
3.
Having betaken themselves (use aorist participle) to Socrates,

they asked him this: What is your opinion about the fate of the
body?
4.
Neither have we ourselves ceased to seek glory, nor have we

stopped others from seeking it.
5.
The despot has always been honored greatly, as if he were

going to be (use future participle) a god after his death.
Lesson 25 169
Reading
A Hare-Raising Experience
(Aesops Fable 143)
10
(line 10) more cowardly than we are (gen. of

comparison comparative degree of
miserable)
Lesson 26
Direct and Indirect Questions
Alternative Questions
(O wretched me, am I a soothsayer?)
Creon divines his sons death in Sophocles Antigone 1211-1212
163.
You already know the simplest way of forming a direct question in Greek:
by placing a question mark (;) at the end of a sentence that would otherwise
be a declarative statement. No change in word order is required.
Compare the following sentences:
Interrogative adverbs.
signaled not just by a question mark at its end but also by an interrogative
which you learned in an earlier lesson, there are the following interrogative
adverbs in Greek:
in meaning (and therefore no longer introduce questions) when accented as

enclitics:
164. Interrogative particles.
particle to introduce a direct question that would otherwise be signaled

only by a question mark at its end. The particle has no grammatical function
171

except to indicate emphatically that the sentence is a question. It can either
really or surely.
inferential particle meaning therefore). Here is an example:

Questions expecting a particular answer. When a direct question begins
question is expected:
Compare the following sentences:

dont you? [expects yes]
no]
of any special word in it, that indicates the speakers expectation of a certain
answer.
165.
another sentence and function as its direct object or (less frequently) as its
subject. When the question functions as a direct object, the main verb of
the sentence is usually a verb of asking, but it may also be a verb of saying,
thinking, or perceiving.
Indirect questions. The speaker may opt to quote the direct question
examples illustrating how a sentence incorporating a direct question differs
from a sentence incorporating an indirect question.
Main verb in present (or future) tense
I ask (will ask), Do you have a horse?
[direct question functioning

as direct object]
I ask (will ask) whether you have a horse. [indirect question functioning
as direct object]
I ask (will ask), Did you have a horse?
I ask (will ask) whether you had a horse.

as direct object]
[indirect question functioning
as direct object]
Lesson 26 173
I ask (will ask), Will you have a horse?
I ask (will ask) whether you will have a horse.
[direct question
functioning as direct
object]
[indirect question
functioning as
direct object]
Do you have a horse? is (will be) my question.
[direct question
functioning as
subject]
Whether you have a horse is (will be) my question. [indirect question
functioning as
subject]
Main verb in past tense
I asked, Do you have a horse?
I asked whether you had a horse.
I asked, Did you have a horse?
I asked whether you had had a horse.

as direct object]
as direct object]
as direct object]
as direct object]
I asked, Will you have a horse?

as direct object]
I asked whether you would have a horse. [indirect question functioning
as direct object]
Do you have a horse? was my question. [direct question functioning
as subject]
Whether you had a horse was my question. [indirect question functioning
as subject]
Notice that if the main verb in the sentence is in the past tense, there is a
difference between the tense of the verb in the direct question (e.g., will
have) and the tense of the verb in the indirect question (would have).
its tense to match the pastness of the main verb.
Guidelines for forming indirect questions in Greek
1.
Both the mood and the tense used in the direct question are
2.
speaker has the option to change the mood, but you need not worry
about that now.)
The verb in the direct question may have to be put into a different
quoted question is no longer appropriate in the questions indirect
form. Compare the following sentences:
3.
Direct question:
We ask them, What are you doing?
Indirect question: We ask them what they are doing.
If the direct question has no interrogative word introducing it, the
indirect question.
or combination.
interrogative adverbs, that word may be retained, ormore
oftenan indirect equivalent may be substituted for it. Here are
words in parentheses are alternate forms.
Singular
Masculine
Feminine
Neuter
Plural
Masculine
Feminine
Neuter
As you can see, the indirect interrogative adjective/pronoun is made by combin-
For the purposes of accenting, each compound word is treated as if it were still
two separate wordsa relative pronoun, with its usual accent, followed by an
enclitic. This explains why some of the forms appear to violate the general prin-
scriptions) have an acute accent on their penult.

which you will learn later.
Indirect Interrogative Adverbs
Lesson 26 175
The indirect interrogative adverbs are simply the direct interrogative adverbs
capitalized.
Comparison of Direct and Indirect Questions
If direct question has no interrogative word introducing it:
Ask them, Do you have a horse?
Ask them whether they have a horse.
If direct question begins with an interrogative particle:
Ask them, Did you really have a horse?
Ask them whether they really had a horse.
If direct question begins with a negative adverb:
I shall ask her, You do have a horse, dont you?
I shall ask her whether she does (doesnt she?)
have a horse.
If direct question begins with an interrogative adjective:
We asked you, What horse do you have?
or
We asked you what horse you had.
If direct question begins with an interrogative adverb:
He asks me, Where is the horse?
or
He asks me where the horse is.
166. Alternative questions. An alternative question, as its name suggests, is a
double question that presents alternatives.

either in direct alternative questions.
In
167.
Vocabulary
eye [cf. ophthalmology]
(indirect interrogative adj./pron.) (adj.)
what? which?; (pron.) who? what?
(direct interrog. adv.) from where? whence?
(direct interrog. adv.) to where? whither?
(direct interrog. adv.
before
smooth breathing,
before rough
breathing)
(direct interrog. adv.) where?
(direct interrog. adv.) how?
(indirect interrog. adv.) from where? whence?
(indirect interrog. adv.) to where? whither?
(indirect interrog. adv.
before
rough breathing)
(indirect interrog. adv.) where?
(indirect interrog. adv.) how?
(enclitic adv.) from somewhere
(enclitic adv.) to somewhere
(enclitic adv.) sometime, sometimes, ever,
(enclitic adv.) somewhere
(enclitic adv.) somehow
(conj. introducing an indirect question)
whether
accented on its penult.
(correlatives introducing alternative

indirect questions
before
rough breathing)
Lesson 26 177
(correlatives introducing alternative
questions, direct or indirect) eitheror;
whetheror
(contraction of interrogative particle
inferential particle
question not expecting a particular
before a vowel )
or
introduces a question expecting the
answer yes
or
introduces a question expecting the
answer no
168. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

1.
Some asked, Where is that trireme?; others (asked), How

can we pursue the enemy without it?
2.
This long book will not somehow harm the eyes of the students
who often take delight in it, will it?
3.
Having summoned the teacher, the despot ordered her to say

which opinions she was teaching and whether they were true.
4.
Wont you (sg

horse that you (sg.) greatly love?
5.
also announce what name he has?
Reading
Healing of the Man Born Blind Part 1
(adapted from John 9:11-17)
the dialect of the New Testament, is similar to Attic; moreover, its sentences
tend to be short and syntactically simple.
Background to the story: On the Jewish sabbath-day (during which no work was
supposed to be done), Jesus performs a miracle by giving sight to a man who has
he can now see. They ask him what has happened; he answers them as follows.
10
Lesson 26 179
(line 1)
the one called

Hebrew
name)
(line 3) I know (literally, I have seenperf. act. indic. of

an irregular verb that occurs only in the perf., pluperf., and fut.
perf.)
Jews who believed in strict obedience to the law of Moses
pay attention to, observe
open up
Lesson 27
Aorist Passive Tense
(The Greek nation was set apart from the barbarian)
Herodotus in The Histories 1.60 praises the Greeks as a special breed
169.
We come now to the sixth principal part of the Greek verb, which supplies
the stem for both the aorist passive tense and the future passive tense. This
lesson deals exclusively with the aorist passive; the future passive is not
discussed until Lesson 28.
170.
(occasionally both). All verbs whose basic stem ends in a vowel, as well as
First Aorist Passive
Indicative Mood
Singular
Endings
(I was taught)
(you [sg.] were taught)
(he/she/it was taught)
Plural
(we were taught)
(you [pl.] were taught)
(they were taught)
(to be taught or
to have been taught)
Imperative Mood
Singular
(be taught!)
(let him/her/it be taught!)
Plural
(be taught!)
(let them be taught!)
181

Participle (being taught or having been taught)
Singular
Masculine
Feminine
Neuter
Plural
Masculine
Feminine
Neuter
verbs basic stem and then attaching the personal ending; no thematic vowel
change to a tau to avoid having two consecutive syllables each beginning

reverse to the second-person singular of the aorist passive imperative: the
added to the six indicative forms (since they show past time), but not to the
All of the indicative and imperative forms have recessive accent. The
the ultima); its masculine and neuter forms have third-declension endings.
Lesson 27 183
171.
Second aorist passive. Certain verbs whose basic stem ends in a consonant
In the imperative mood of a second aorist passive there is no need for the
the sixth principal part. Interestingly, a verb with a second aorist active will
The sixth principal part will also reveal whether a verb with a second aorist
meaning.
in addition to its regular passive sense; e.g., depending on the context,
moved.
172.
aorist passive indicative. For your convenience, we have listed below all
the principal parts of all the verbs you now know. The verbs are grouped in
categories according to the type of letter that comes at the end of the basic
stem used to form the aorist passive. Second aorist passives are printed in
boldface.
Principal Parts of All Verbs from Previous Lessons

Basic stem ending in a vowel
consonant-stem in some tenses but a vowel-stem in the aorist passive)
Basic stem ending in a liquid or a nasal
Lesson 27 185
Basic stem ending in a dental
Basic stem ending in a labial
Basic stem ending in a palatal

173.
Vocabulary
or
(imperf.
,
,
),
,
,
open, open up
long (by the principle of quantitative metathesis), producing the bizarre-
separate, choose, judge, decide (a contest or

dispute) [cf. crisis, critic]
may be synonymous
answer or reply. The person to whom the answer is given goes into
the dative case.
age, prime of life;
or
son
young, new [cf. neon, neophyte]
old, ancient [cf. paleography, Paleozoic]
blind
(adverb) just now
(adverb) already
(adverb) long ago
Lesson 27 187
174.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
She asked me whether my sons were already grown up, and I

replied, They are still young.
2.
Because the contest was judged badly, we, although being

worthy, did not acquire any prizes.
3.
Let the blind stranger be honored; I order him to be invited to

dinner by all.
4.
Just now the doors were opened, and the children were led out
of the house by the slaves.
5.
this ancient place?

Reading
(adapted from John 9:19-21, 24-27)
Suspecting that the man is lying to them about the healing of his eyes, the Pharisees summon his parents and interrogate them.
10

Jews who believed in strict obedience to the law of Moses
(line 2) they answered (

aorist middle,
)
-stem 3rd-decl. noun)
(line 5) we know (literally, we have seenperf. act. indic.
of
which occurs only in the perf., pluperf., and fut. perf.)
Hebrew name)
(line 9)
I know (perf. act. indic.; see note on

translate middle deponent
actively)
in line 5)
Lesson 28
Future Passive Tense
Future Perfect Active and
Middle/Passive Tenses
(I dont assume that I know whatever I dont know)

Socrates demonstrates his wisdom in Platos Apology 21d
175.
The future passive tense uses the same stem as the aorist passive, but without
and the future and aorist middle participles. The accent is recessive in the
Future Passive
Indicative Mood
Singular
(I shall be taught)
(you [sg.] will be taught)
(he/she/it will be taught)
Plural
(we shall be taught)
(you [pl.] will be taught)
(they will be taught)
(to be going to be taught)
Participle
(going to be taught)
189

176.
Future perfect. You now know how to form the active, middle, and passive
voices of six tenses in the indicative mood: present, imperfect, future,
aorist, perfect, and pluperfect. There is still one more tense in Greek, the
future perfect; this indicates an action that will have been completed by
some point in the future. Since the future perfect is relatively rare, we do
not expect you to spend time learning it or working with it in the exercises,
but you should be able to recognize it if it occurs in a reading.
The idea of the future perfect is usually expressed periphrastically, i.e., with
either the perfect active participle or the perfect middle/passive participle,
and the participle is made to agree with the subject. Here are two examples:
Future Perfect Active Indicative
shall have been taught)
To create the future perfect active, the periphrastic method is strongly

I shall be dead) is one of only two Greek verbs whose future perfect active
Lesson 46). To create the future perfect middle/passive, the speaker may
choose between the periphrastic method and the non-periphrastic method.
177.
active in meaning and occurs only in the perfect tense (translated like a
present), pluperfect tense (translated like an imperfect), and future perfect
Lesson 28 191
all the forms, no matter how vexing they may be!

Singular
sg
sg.] knew)
pl
pl
Plural
Future Perfect Middle Indicative

Singular
sg
Plural
pl
Perfect Active Imperative

Singular
Plural
Perfect Active Participle

178.
Vocabulary
gen.) miss (a target), miss out on
beget, give birth to, bear

(pluperf.
),
, , , ,
) know how (to)
dat. or with prepositions such

as
acc.) believe (in), trust
(in), have faith (in)
mistake, failure, error, sin
order, adornment, world,
universe [cf. cosmetic, cosmic]
having authority; (as a substantive)
(masc.) lord, master, (fem.)
lady, mistress
(never elided)
by an expression like
have a guardian spirit).
179.
Exercises
1.
2.
(adverb
before smooth breathing;
before rough
breathing)
(adverb) not yet
(subordinating conj.) because,
since
Lesson 28 193
3.
4.
5.
6.
7.
8.
(
9.
10.
1.
I asked my son, You wont be frightened by your new teacher,

will you? He replied, I dont know yet.
2.
On account of this we shall never be chosen, because we were

born neither handsome nor wise.
3.
know.
4.
O lord of the universe, will our words be heard by you,

although you know our sins (use participle)?
5.
know how to stop the great wars.
Reading
(adapted from John 9:28-39)

5
10
15
Hebrew name)
Hebrew name)
after
(line 5)
from the dawn of the age, i.e., since human
dat.):
worship
translate the middle deponent form

actively)
Lesson 29
Third Declension
(I, a country boy, married Megacles niece, a city girl)
Strepsiades reminisces in Aristophanes Clouds 46-47
180. Some nouns of the third declension have stems ending in a single vowel
declension endings, you may wonder why they merit special attention. The
reason is that their stem-vowel or stem-diphthong is subject to phonetic
change and may vary as the noun is declined, particularly in the Attic
dialect.
Here are the paradigms for masculine/feminine nouns whose stems end in
Paradigms of Third-Declension Vowel-Stem Nouns

city-state
city
king
Singular
Plural
Special Features of Third-Declension Vowel Stems

1. In all of these nouns the accent is persistent and remains (if possible)
above the same letter as in the nominative singular.
195

2. In all of these nouns the vocative singular is the pure stem with no
ending attached. If the stem ends in an accented diphthong, the accent
3.
Since the shift in vowel quantity changes the ultima from a short syllable
to a long, one would expect the acute to move from the antepenult to
the penult, but instead it violates the general principles of accenting and
remains in its original position.
4.
singular and in all the plural forms; in the nominative plural the epsilon
the nominative plural, is used instead. The accent of the genitive plural
remains in its original position on the antepenult, by analogy with the
genitive singular.
5.
every form except the vocative singular; in the Attic dialect, however,
on whether the ending began with a consonant or a vowel:
common after the Classical age.
181.
You already know how to decline third-declension nouns whose stems end
Lesson 29 197
Among the nouns with syncopated stems are three that designate family
members (father, mother, daughter). These are illustrated below.
Paradigms of Third-Declension Syncopated-Stem Nouns
father
mother
daughter
Singular
Plural
Special Features of Third-Declension Syncopated Stems

1.
nominative/vocative plural, genitive plural, and accusative plural; the
vocative singular has no ending.
2.
nominative singular.
3.
and dative plural. In the dative plural an alpha is inserted between rho
4. Because of their syncopated stems, these nouns are irregularly accented.
It may help if you imagine the accent as wishing to remain above the
stem-vowel; if that vowel disappears (as it does in a syncopated stem),
There are still, however, two exceptions: in the nominative singular of
vocative singular of all three nouns, the accent is recessive.

182. Vocabulary
city [cf. Astyanax]

king [cf. basil, basilica]
evening [cf. Hesperia]
uproar, confusion (opposite of
daughter
mother
father
city-state, city, state [cf. acropolis,
metropolis]
to each independent state that grew up around a city in Classical Greece.
prytanis (one of the 50 members of a

tribe chosen by lot to run the
administration of Athens for a month)
general (
annually to run Athens army and
navy) [cf. strategy]
183.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
Lesson 29 199
9.
10.
1.
I have already received letters from my mother; therefore I urge

you also, father, to write to me.
2.
Let the philosophers speak to the king, for, although being

wise, he himself is not able to know all (things).
3.
O prytanis, was not a great uproar heard in the marketplace of

the city on the same evening?
4.
We asked our young daughter whether she had been taught

well or badly by that teacher.
5.
When they were unwilling to make peace, these generals whom

you just now saw destroyed the entire state.

Reading
Athens Reacts to Bad News Part 1
(adapted from Demosthenes De Corona 168-169)
On the Crown, a famous
speech made by Demosthenes, the great Athenian orator and statesman, in c.
330 BCE. In the speech Demosthenes vigorously defends himself against charges brought by his rival, Aeschines, who opposed the bestowal of an honorary
crown on Demosthenes.
As he reviews and compares the services rendered to Athens by Aeschines and
by himself, Demosthenes recalls the fateful evening in 339 when the Athenians
learned that Philip II, the king of Macedonia, along with his formidable army,
had occupied Elatea, a town strategically located at the intersection of several
trade routes 70 miles northwest of Athens.
10
Lesson 29 201
(line 1)
(line 2)
seized (
strengthens the verb)
happen
(line 3) for a little while (neut. acc. pl. of adjective used as adverb)
(line 3) nevertheless (particle)
(i.e., the bare essentials of the story, not all the details)
(line 5) immediately (adv.)
(line 6) i.e., vendors operating out of stalls (tents)
(line 7)
sent after, summoned (verb is usually in middle
voice)
gen.)
of citizens)
Lesson 30
proverb quoted by the sophist Dio Chrysostom in In Contione 11
184.
endings to express a future active meaning. These verbs are said to be

partially deponent (from the Latin participle
putting aside);
they cast off their active endings, but only in the future tense.
Deponent verbs. There are other verbs in Greek that are deponent not just
in one principal part, but in all of their principal parts. Although their form
is always middle or passive, their sense is always active. It is easy to spot
a verb that is completely deponent: any principal part that normally has
an active ending will either have a middle/passive ending or be missing
altogether. Here are two examples:
it has an aorist passive. Whether a deponent verb has an aorist middle or an

aorist passive must be learned from its principal parts.
Since a passive deponent has a sixth principal part, it is capable of forming
preferred, but if both forms are in use, they differ only in aspect; e.g.,
shall wish (aoristic). Most passive deponents denote mental actions.
185.
In the preceding lessons you were introduced to the various Greek

participles and shown how they could be used in attributive, circumstantial,
and supplementary ways. There is one further use of the circumstantial
participle that we have not yet discussed; it is known as the genitive
absolute.
203

Genitive absolute. To demonstrate how this grammatical construction
works, we begin with a sentence in which there is no genitive absolute:
Literal translation: Opening the door, I saw the treasure.
the main clause and agrees with it in gender, number, and case (nominative).
In contrast, each of the next four examples has a circumstantial participle
it, grammatically separate (hence the name absolute, which literally means
loosened or freed from).
Literal translation: With the servant opening the door, I shall see the
treasure.
treasure.
Literal translation: With you going to open the door, I shall see the
treasure.
the treasure.
Literal translation: With the door having been opened by you, I saw
the treasure.
treasure.
Literal translation: Although with the door having been opened, I do
not see the treasure.
the treasure.
the main action (i.e., seeing the treasure) occurs. As you learned in Lesson
24, every circumstantial participial clause is a condensed version of an
adverbial clause; the only thing that makes the genitive absolute different is
that its subject (i.e., the noun or pronoun that would have been the subject
of the adverbial clause) has no function in the main clause and thus is put
into the genitive case to keep it distinct.
in whatever cases are appropriate for them: in the second and third examples
Lesson 30 205
to the participial clause. If there is no particle, you must rely on the context
to help you decide whether the genitive absolute has a temporal, causal,
concessive, or other sort of relationship with the main clause.
What was said in 150 of Lesson 24 about the aspect and relative time of
participles applies equally to participles used in genitive absolutes:
Present participles have imperfective aspect and (usually) show action
contemporaneous with that of the main verb.
Aorist participles have aoristic aspect and (usually) show action prior to
that of the main verb.
Perfect participles have perfective aspect and (usually) show a state
contemporaneous with that of the main verb.
Future participles imply that the action is intended or expected.
186.
or one thing) is of mixed declension: its masculine and neuter forms use
endings (with short alpha in nominative and accusative). The word does not
occur in the vocative case or in the plural.
Singular
Masculine
Feminine
Neuter
The accent is persistent, but it jumps to the ultima in the genitive and
dative of all three genders. This is in accordance with the rule for thirddeclension monosyllabic stems (see 99.6 in Lesson 16); here, though, the
Negative compounds. It is extremely common in Greek to attach the

these negative compounds mean none or no; as substantives they
mean no one or nothing. Although there is a subtle difference in sense
Singular
Masculine
Feminine
Neuter
no people or nobodies.
Double negatives. In Greek two negatives often appear in the same
Literal translation: I do not know nothing.

Fluent translation: I know everything.
the sentence are compounds, the second simply emphasizes the negativity
Literal translation: I dont know not even one thing.

Fluent translation: I dont know anything.
Literal translation: No one knows not even one thing.
Fluent translation: No one knows anything.
187.
Vocabulary
with
or
acc.) arrive
(at), come (to)
) wish (to), desire (to),
prefer (to)
man, husband [cf. android,

philander]
form except the nominative singular and vocative singular; in the synco-
in the majority of the forms but on the ultima in the nominative singular,
genitive singular, dative singular, and genitive plural.
Lesson 30 207
plan, counsel, council (a group of
500 citizens, 50 from each of the
10 tribes, chosen by lot to serve
as Athens senate for a year)
assembly (from
because the citizens were called
forth to assemble) [cf.
ecclesiastic]
herald
fatherland, native country
voice, sound [cf. phonetics,
phonograph, symphony,
telephone]
one; (as a substantive) one
person, one thing
[cf. henotheism]
singly
dat. or gen.) common (to) [cf.

cenobite]
none, no; (as a substantive) no
one, nothing
none, no; (as a substantive) no
one, nothing
188. Exercises
1.
2.
3.
4.
5.
6.

7.
8.
9.
10.
1.
always speaks true words in the assembly.
2.
When my husband was not yet born (use genitive absolute),

war came to Greece and brought much grief.
3.
Although the council preferred to trust that king (use genitive

absolute), one of the generals greatly feared him.
4.
Because the immortal gods are not far off (use genitive
absolute), our native country is fortunate.
5.
You yourselves dont know anything about the common laws of

this state, do you?
Reading
Athens Reacts to Bad New Part 2
(adapted from Demosthenes De Corona 170-173)
After the council-members had prepared the agenda for the special meeting,
they left the council-chamber and joined the rest of the Athenian citizens sitting
on the Pnyx, a small hill west of the Acropolis.
10
Lesson 30 209
Conclusion: Demosthenes made a speech urging the Athenians to send an embassy to Thebes, a rival city-state in Boeotia (the region adjoining Attica), to
secure an alliance with the Thebans. His proposal was accepted, and Demosthenes himself went along as one of the ambassadors. The following year (338
BCE) the Athenians and the Thebans fought together against Philip at the battle
of Chaeronea but were badly defeated.
announce to)
(line 2)
stood up (imperf. mid. of
imperf
,: be present (translate ptcple. with concessive sense, as if it
had
with it)
(lines 4-5) and although the
voicekept summoning the man who would speak
considered to be)
contracted adj.): wellintentioned
pl.) matters
of state
(line 9) rightly (adv.)

(line 11)
I appeared (aor. pass. of

or
appear)
(line 11) predicate noun (as that man or as such a one)
(line 11) coming forward to speak (aor. act. ptcple. of
Lesson 31
Adverbs
Positive Degree
Result Clauses
(Im not cut out to be a sculptor, to make statues that stand still)
Pindar in Nemea 5.1 prefers to be a poet
189.
This chapter is a formal introduction to Greek adverbs, some of which

you already know from previous lessons. While adjectives modify nouns,
adverbs modify verbs (e.g., this is a book that I understand well),
adjectives/participles (e.g., this is a well understood book), or other
adverbs (this is a fairly well understood book). Only the positive degree
of adverbs is presented here; the comparative and superlative degrees are
covered in the next lesson.
190.
-ly, to an adjective: e.g., fair fairly.

A Greek adverb of manner may be derived from an adjective in a similar
the accent of the genitive plural is retained in the adverb (e.g., masc. gen.
With some adjectives, Greek prefers to use the neuter accusative, either
singular or plural, as if it were an adverb of manner. This corresponds to
with no change of form (e.g., a fast horse; the horse runs fast). In the
following list, those adjectives whose neuter accusative (or a different word
altogether) usually acts as a substitute for the expected adverb are grouped
together at the end. Forms in brackets are less common.
211

irregular
accent)
epic poetry.
little while
so, thus
little while
earlier
Lesson 31 213
191.
adjectives and whose form is relatively unpredictable. Of these, you already
192. Result clauses (also called consecutive clauses) are adverbial clauses
such a sort, such),

Result clauses come in two varieties:
1.
Natural result clause. The result described by a natural result clause

is one that would naturally follow from, or be likely to follow from,
the action of the main verb, but whether that result ever actually
I had triremes so as to attack the enemy.

The uproar was so great as those in the house might hear.
So badly do they teach as to be honored by no one.
subject
or pronoun in the accusative case (see the second example).

third example).
not work (e.g., The uproar was so great as those in the house to
might, could, or would to express the idea conveyed by the

2.
Actual result clause. The result described by an actual result clause

is one that actually was produced, is being produced, or will be
I had triremes so that I attacked the enemy.

The uproar was so great that those in the house heard.
So badly do they teach that they are honored by no one.
indicative
mood, signifying that the result is one that does or did or will in fact
occur. Any tense of the indicative may be used, not just the three
(aorist, imperfect, and present) that are found in the examples above.
The subject of an actual result clause is always in the nominative
case.
third example).
193.
Vocabulary
live
shameful, disgraceful
easy
sort, such
Attic often adds
to
so much; (pl.) so many

Attic often adds
(pl.) so many
In Attic these four compounds are more common than their simple equiv-
to
Lesson 31 215
the accent as if it were a separate enclitic.
(adv.
before a vowel
and
with a movable sigma)

(adv.) in this way, so, thus
(
in an exclamation) how!
(conj
.) so as; (conj
that (accented as if
separate enclitic)
194. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
) so
were a

1.
How disgracefully every contest was judged by that wicked

king, whom no one trusts!
2.
So beautiful was the evening that they all desired to remain in

the marketplace, looking at the sky.
3.
Your words, dear husband, are such as to send hope into the
very souls of the (people) listening.
4.
Because the gods have so commanded, we live blindly, not

knowing when Death shall arrive.
5.
Thus spoke my daughter: So great is your honor, worthy

mother, as nothing easily could destroy it.
Reading
Why Epigenes Should Shape Up Part 1
(adapted from Xenophons Memorabilia 3.12)
Memorabilia, Xenophons reminiscences of his friend and teacher, Socrates, who had been condemned to death by the Athenians in 399 BCE. Written about twenty years after
Socrates trial, the Memorabilia include a number of dialogues (as remembered
and reconstructed by Xenophon) between Socrates and various people.
10
Lesson 31 217
of the expected
(line 2)
in the manner of a private citizen (from
(lines 3-4) [you are] not at all more [non-professional],

gen.)
comparative
acc. neut. sg. used as adv

degree of the adv.
in southern Greece, site of the ancient Olympic Games
seem (the subject of
is
in line 6)
: be captured
for their ransom)
gen.): lacking, in want (of)
as a plural
substantive) necessities
a coward
gen.): think little (of)
Lesson 32
Comparative and Superlative
Degrees of Adjectives and Adverbs
Genitive of Comparison
Partitive Genitive
(The second thoughts are somehow wiser)
Hippolytus 436
195.
been in the positive degree, i.e., in their basic form (e.g., wise, wisely). The
comparative degree is a form of the adjective or adverb indicating a higher
or a rather high degree of what is denoted by the basic form (e.g., wiser,
more wise, rather wise, more wisely, rather wisely). The superlative degree
is a form of the adjective or adverb indicating the highest or a very high
degree of what is denoted by the basic form (e.g., wisest, most wise, very
wise: most wisely, very wisely).
degrees are used only in contexts of comparison (-er, -est, more, most),
whereas in Greek they can also be used to show the degree of intensity
(rather, very), with no comparison implied.
196. Forming comparative and superlative degrees by adding an adverb.
the superlative degree by modifying it with an adverb meaning most
This is the regular method for forming the comparative and superlative
219

For an
adjective that is not a participle, the preferred method for forming comparative
stem (if the adjective has different stems for masculine and feminine, the
an omicron if the preceding syllable has a diphthong, a naturally long vowel,

preceding syllable has a short vowel not followed by two consonants (e.g.,
Third-declension adjectives whose stems end in a sigma do not insert a
themselves look like sigma-stem adjectives and then form their comparative
and superlative degrees in the same way sigma-stem adjectives do (e.g.,
The preferred way to create comparative and superlative adverbs is simply
to use the neuter accusative singular of the corresponding comparative
neuter accusative plural of the corresponding superlative adjective (e.g.,
197.
Listed below are all the previously introduced adjectives that form their
comparative and superlative degrees predictably. You can assume that the
adverb derived from each of these adjectives is likewise predictable, ending
Lesson 32 221
The following adjectives form their comparative and superlative degrees
adverbs that are not derived

comparative or superlative degree.
198.
comparative adjective or comparative adverb, and the case of the nouns or

pronouns in the B half of the comparison is made to match the case of
I wish to know whether anyone was wiser than Socrates.

have followed it can be put into the genitive case. This construction, called
the genitive of comparison, leaves it up to the reader to deduce (from
the presence of a comparative adjective or comparative adverb nearby in
the sentence) that the words in the genitive case are the B half of the
Genitive of comparison
I wish to know whether anyone was wiser than Socrates.

199.
Partitive genitive. A noun or pronoun in the genitive case is often added

to an adjective or adverb in the comparative or superlative degree to
wisest of the Greeks). This partitive genitive also appears with pronouns,
is normally not in the attributive position.

200.
as possible!).
201.
Vocabulary
be born, become, happen
You would not expect a middle deponent verb to have any active forms,
translation be may be preferable to the literal rendering be born or

become.
or
save, bring safely (to) [cf. creosote]

terrible, dreadful, marvelous,
clever [cf. dinosaur, dinothere]
remaining, rest;
(abbreviated
etc.; (no comp. or superl.)
(adv.
as for the rest)
(superl. adj.
adv.
) [cf. protocol,
proton, protoplasm]
(superl. adv.) most
(comp. adv.) more, rather
(conj. following a comparative)
than
Lesson 32 223
(postpositive particle) surely, yet,
however
and yet, depending on the context) are used to introduce a new point
or topic.
or
202. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(particle preceding and

strengthening a superlative)
as...as possible

1.
No one of the earliest philosophers is dearer than Socrates, for

he knew how to live as sincerely as possible.
2.
And yet, although very dreadful things are happening in the city
(use genitive absolute), hope of a happier day remains.
3.
Bring our daughter safely back to Greece, O most honored

gods, and in the future do not send her away from us!
4.
They asked the wisest (pl.) of the heralds whether the rather old
roads were longer than the new (roads).
5.
Have you become blinder than a stone, my husband? So clear is

your mistake that I myself see it.
Reading
(adapted from Xenophons Memorabilia 3.12)
Socrates dialogue with Epigenes turns into a full-blown lecture on the advantages of staying in shape and the disadvantages of not.
10
Lesson 32 225
gen.): think little (of)

healthy
strong
takes
as its direct
object)
(line 8) leave behind, bequeath
(line 11)
the process of thinking (verbal noun made
mid.) appear
in wrestling), overthrow
Lesson 33
Irregular Comparative and
Superlative Degrees of Adjectives
and Adverbs;
Dative of Degree of Difference
(Nothing is sweeter than ones own country or parents)
Odysseus speaks from experience in Homers Odyssey 9.34-35
203. Certain Greek adjectives form their comparative and superlative degrees
irregularly. Not only do they use a different stem from that of the positive
:
comparative (with the endings of a third-declension nasal-stem adjective),
declension adjective).
To save space, the list below includes just one or two possible translations
for each adjective; do not be afraid to translate the comparative degree with
rather
very
context.
Adjectives with irregular comparative and superlative degrees
good
or
better (morally)
best (morally)
better (in ability/worth)
best (in ability/worth)
or
better (in might), stronger best (in might),
strongest
227

bad
worse (morally)
worst (morally)
worse (in ability/worth)
worst (in ability/

worth)
worse (in might), weaker, worst (in might),

less
weakest, least
common.
great, large
or
much, many
small
smaller
smallest
little, few
less, fewer
least, fewest
easy
easier
easiest
Some of the irregular comparatives that now lack an iota originally had
form the comparative and superlative degrees:

shameful
more shameful
most shameful
hateful
more hateful
most hateful
Adverbs corresponding to irregular comparative and superlative adjectives

are derived in predictable ways: the neuter accusative singular of the
more beautifully or rather beautifully); the neuter accusative plural of
most beautifully or very beautifully).
combined with the positive degree of adjectives and adverbs to create
Lesson 33 229
comparatives and superlatives, are themselves the irregular comparative
204. All of the irregular comparative adjectives listed above are declined like
Paradigm for adjectives with irregular comparative degree

Singular
Masculine/Feminine
Neuter
Plural
Masculine/Feminine
Neuter
)
voc. sg. is unusual in being recessive; all the other forms have persistent
accent, based on the location of the accent in the masc./fem. nom. sg. When
contraction occurs, the accent stays where it was in the uncontracted form.
205. You have already met adjectives of mixed declension (e.g., the aorist passive
(sweet).
Singular
Masculine
Feminine
Neuter
Plural
Masculine
Feminine
Neuter
added; later the digamma disappeared.
The corresponding adverbs are formed predictably:

206. Dative of degree of difference. When a comparison is being drawn, there
are two possible ways to show the degree of difference between the
items being compared: either with an adverb modifying the comparative
dative of degree of difference, i.e., a noun (or a neuter singular adjective
used substantively) in the dative case, added to the sentence to make the
many days earlier).
207. Vocabulary
comp.
; superl.
comp.
; superl.
good (morally), virtuous

good (in ability/worth)
comp.
; superl.
good (in might), strong

; comp.
; superl.
shameful, disgraceful
comp.
; superl.
hateful, hostile
comp.
superl.
; comp.
; superl.
; comp.
; superl.
; comp.
; superl.
sweet, pleasant
bad (morally), wicked
bad (in ability/worth)
bad (in might), weak
(superl. adv.
least of all)
Lesson 33 231
; comp.
; superl.
; comp.
; superl.
; comp.
; superl.
; comp.
; superl.
comp.
(or
; superl.
; comp.
; superl.
(adv.); comp.
; superl.
great, large
small, little
little; (pl.) few
much; (pl.) many
easy
very, much
208. Exercises
1.
2.
3.
or
4.
5.
6.
7.
8.
9.
10.
or

1.
The gods have sent to us no sweeter gift than a very good

friend.
2.
Do not fear that most evil thief, for the guard pursuing him is
(use a form of
3.
I said to the assembly, No one is worse than this general, and

the deeds of no one are more shameful.
4.
Was the orator who had more drachmas and a better house a
little worthier or greater than the rest?
5.
They asked the best philosopher, How shall we live so as to be

hurt least of all and by as few enemies as possible?
Reading
(adapted from Xenophons Memorabilia 3.12-13)
Below is the conclusion to Socrates chat with Epigenes, followed by another bit
of Socratic wisdom from the next section in the Memorabilia.
10
Lesson 33 233
: grow old
participle with conditional

forceif)
(predicate adjective that may be translated as if it were an adverb)
(line 6)
nearly (adv.)
(line 7) at home (adv.)

(line 7) to there (adv.)
mid./pass.) go, journey
mid.) take a rest
(conditional ptcple.if)
(line 9) cognate accusative with
that you walk [i.e., that you take])
(line 9) at Athens (adv.)
indeclinable numeral)
(line 10) six (indeclinable numeral)
(line 10) from Athens (adv.)
late, i.e., have to rush
the walks

here = a
neut. sg. substantive, what is tolerable)
single-day journeys
Lesson 34
Numerals
Socrates repeats himself in Platos
498e
209. Numerals fall into two types: cardinals (one, two, etc.) are adjectives used
for counting; ordinals (
, second, etc.) are adjectives used for putting

once,
twice, thrice, four times, etc.).
-s to
become plural substantives (tens, hundreds, thousands, etc.). In Greek, all
of the ordinals and some of the cardinals must be declined.
210.
is an adjective with third-declension endings (see the paradigms below).

The rest of the cardinals are either indeclinable adjectives or combinations
twenty-one).
Masculine/Feminine/Neuter
Genitive
235
Masculine/Feminine
Neuter
Masculine/Feminine
Neuter
genitive and dative, following the rule for third-declension words with
monosyllabic stems (see 99.6 in Lesson 16). The masc./fem. nominative
From the following lists, you need to memorize only the numerical adverbs
12, 20, 100, 1000, and 10,000, and the corresponding ordinals. All other
Greek numerals can be derived from these.
Deciphering unfamiliar numerals is a simple process if you know what
to look for: a stem denoting a multiple of 10 (
(
), or 10,000 (
(times).
In compound forms, the smaller numeral may come either before or after
Cardinals
Ordinals
Numerical Adverbs
Lesson 34 237
211.
Partive genitive with numerals. The partitive genitive (see 199 of Lesson
Two systems of numbering. Instead of Roman or Arabic numerals, the

ancient Greeks used letters. They had both an alphabetic system, in which
a number was symbolized by a particular letter of the Greek alphabet (e.g.,
challenge; it is easy to see why people generally relied on the abacus and

212. Vocabulary
number [cf. arithmetic]

two [cf. duopsony, dyad]
three [cf. tripod]
four [cf. tetragram, tetralogy]
Pentateuch, pentathlon]
six [cf. hexamerous, hexameter]
seven [cf. heptarchy, Heptateuch]
eight [cf. octagon, octopus]
nine [cf. ennead]
ten [cf. decade, decalogue]
eleven [cf. hendecasyllabic]
twelve [cf. Dodecanese, dodecaphonic]
twenty [cf. icosahedron]
one hundred [cf. hecatomb, hectare]
one thousand [cf. chiliast]
ten thousand [cf. myriad]
second [cf. Deuteronomy, deutoplasm]
third [cf. tritanopia, tritium]
fourth
sixth
seventh [cf. hebdomad]
eighth
ninth
tenth
eleventh
twelfth
(adv.) once [cf. hapax legomenon]
(adv.) twice [cf. diphthong, diptych]
(adv.) thrice [cf. triglyph, trisoctahedron]
213.
Exercises
1.
2.
3.
Lesson 34 239
4.
5.
6.
7.
8.
9.
10.
1.
Although three books have been destroyed (use genitive

absolute), we shall teach the students with the remaining two.
2.
Four of the nine orators spoke so disgracefully that they were

thrown out of the assembly by the guards.
3.
little older than the eighth.
4.
I asked my mistress thrice whether she wished to invite twelve

or twenty guests to dinner.
5.
With many thousands of stones, a hundred men were making a

second wall and a large number of houses.

Reading
The Athenians Go Too Far Part 1
(adapted from Thucydides Peloponnesian War 6.31)
Peloponnesian
War.
when, in 415 BCE, the Athenians decided to send an expedition to Sicily, responding to a plea for help from the people of Egesta (allies of Athens), who felt
threatened by the pro-Spartan cities of Sicily, especially Syracuse. But the Athenians real purpose, according to Thucydides, was to conquer Sicily and add that
rich island to their empire.
In the following passage Thucydides describes the size and splendor of the expedition as it prepared to depart from Athens harbor, the Piraeus.
10
Lesson 34 241
gen.): sail out

(from)
(line 3)
in respect to the number (dative of respect)
soldier
the war
like
line 2)
service
acc. pl
see note on
line 9)
in the top level of benches and guided the strokes of the two
rowers beneath him
Lesson 35
Subjunctive Mood
Present, Aorist, Perfect Tenses
Subjunctive
(Hortatory, Prohibitive, Deliberative)
(And lead us not into temptation, but deliver us from evil)
Matthew 6:13
214.
In general, Greek verbs are put into the subjunctive mood to indicate that
the action is a conceivable one (in the mind of the speaker) but not an actual
occurrence. Subjunctives are usually translated with auxiliary verbs (e.g.,
may, might, would), but it is best not to try to equate each form with a
particular translation. The precise meaning always has to be determined
from the context.
A subjunctive verb may be in the present, aorist, or perfect tense; the
tenses show aspect, not time. Because the perfect subjunctive is much less
common than the present or aorist subjunctive, you need only be able to
recognize it; you will not be drilled on it in the exercises.
215.
The subjunctive mood uses regular primary endings, but the thematic
participles exist in the optative mood.
Subjunctive Mood
Present Active Subjunctive
Singular
243

Plural
Singular
Plural
First Aorist Active Subjunctive

Singular
Plural
First Aorist Middle Subjunctive

Singular
Plural
First Aorist Passive Subjunctive

Singular
Plural
Lesson 35 245
Second Aorist Active Subjunctive
Singular
Plural
Second Aorist Middle Subjunctive

Singular
Plural
Second Aorist Passive Subjunctive

Singular
Plural

Singular
Plural
Singular
Plural

Singular
Plural
Singular
Plural

Singular
Plural
Lesson 35 247
Singular
Plural
All subjunctives have recessive accent; those that seem to have persistent
accent are contractions, formed according to the principles listed in 92 of
Lesson 15.
Some of the subjunctive forms are identical with indicative forms (e.g.,
decide which mood is meant, you must consider the context.
tense. The forms are nothing more than the regular endings for the present
active subjunctive, with the addition of accents.
participles and perfect middle/passive participles to create periphrastic

while, subjunctive endings are added directly to the perfect active stem
216.
The subjunctive mood may be used for the main verb in the sentence (i.e.,
the verb of the independent clause) or for the verb in one or more of the
sentences subordinate (dependent) clauses. Only the independent uses are
of concern in this chapter; the dependent uses will be described in later
lessons.
It was because the ancient grammarians associated the mood with
dependent clauses that they gave it the name subjunctive, which comes
from the Latin word for subordinate.

Independent uses of the subjunctive mood
1. Hortatory
A subjunctive in the
sense of an imperative: the speakers urge themselves to do
2.
Prohibitive
An aorist subjunctive in the second or third person, preceded
preferred to use the present imperative rather than the present
subjunctive for a prohibition with imperfective aspect; on the
other hand, they preferred the aorist subjunctive to the aorist
(let no one be hurt [on this occasion]!).

3.
Deliberative
the perplexity of the speaker(s) about what to do or say; the
speak?).
217.
Vocabulary
,
dat.
prepare, provide, furnish

or
(intr.)
or (intr.)
make appear, show; (mid. &

intrans. forms) appear [cf.
diaphanous, phenomenon]
ma whenever the ending begins with mu (see 135 of Lesson 22); e.g.,
silver [cf. argyric]

logomachy]
Lesson 35 249
preparation
thing; (pl.) goods, property, money
gold [cf. chrysalis, chrysanthemum]
The diminutives
piece of gold and
piece of silver in the plural often mean money or cash.
dat.) allied (to); (as a

substantive) ally
visible, evident, open [cf.
phanerogam]
218.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

1.
aorist
dreadful, and your second was much worse!
2.
Let us openly ask the ten generals this: Why was the
preparation of our allies so bad?
3.
money and servants?
4.
The three thieves snatched so much gold and silver that they
appeared to have left nothing in the storehouse.
5.
aorist) against his friend for the sake of

property.
Reading
sembly is convened to discuss the situation. Hermocrates, one of the speakers
at the assembly, insists that the threat from the Athenians is real and gives the
following advice to his fellow Syracusans.
10
15
Lesson 35 251
at the very place)

refers to the native
)
but with
declined like
instead of in the nom., acc., and voc. sg.)
dir. obj. of
often in middle voice)
of the Italian peninsula
(as opposed to a native Italian)
inhabitant of Carthage, a city on the North African coast

opposite Sicily
(line 7) secretly (adv.)
(line 8) in some one way at least
here = able to help us)
(pred. adj. agreeing with
the subject of
Lesson 36
Optative Mood
Present, Future, Aorist, Perfect Tenses
(Wishes, Potential Optative)

(Would that my arms, hands, hair, and feet could speak!)
Hecuba 836
216.
The optative mood is appropriate whenever the speaker conceives of a future

event as something that may or can or should happen, not as something
that will happen. Like subjunctives, optatives are usually translated with
auxiliary verbs (e.g., may, might, can, should, would), but the exact meaning
will always depend on the context.
An optative verb may be in the present, future, aorist, perfect, or future
perfect tense; the tenses show aspect, not time. Because the perfect optative
and future perfect optative are rare, you need only be able to recognize
them; you will not be drilled on them in the exercises.
The two uses of the optative introduced in this lesson do not apply to the
future (or future perfect) optative. Although you should learn the forms of
the future optative now, they will not appear in the exercises until Lesson
40, when their special grammatical function will be explained.
220. The optative mood uses secondary endings (except for the primary active
mood.
253

Optative Mood
Present Active Optative
Singular
Plural
Singular
Plural
Future Active Optative

Singular
Plural
Future Middle Optative

Singular
Plural
Future Passive Optative

Singular
Lesson 36 255
Plural
First Aorist Active Optative

Singular
or
Plural
or
First Aorist Middle Optative

Singular
Plural
First Aorist Passive Optative

Singular
Plural
Second Aorist Active Optative

Singular
Plural

Second Aorist Middle Optative
Singular
Plural
Second Aorist Passive Optative

Singular
Plural

Preferred
Singular
Plural
Singular
Plural
Rare
Lesson 36 257
Preferred
Rare
Singular
Plural
Singular
Plural

Preferred
Singular
Plural
Singular
Plural
Rare

All optatives have recessive accent; those seeming to have persistent accent
.
As you can see, there are two possible ways to create the present active
form of the word.
active endings are added.
followed by secondary middle endings.
participle or a perfect middle/passive participle to create a periphrastic
to create a periphrastic future perfect optative (e.g., future perfect active
Lesson 36 259
221. Like the subjunctive mood, the optative mood has both dependent and
independent uses. Only the independent uses are of concern in this chapter;
the dependent uses will be described in later lessons.
Independent uses of the optative mood

1. Wishes
An optative may express a wish (or a curse) directed toward
the future. The wish may or may not be one that is capable of
mood: optative comes from the Latin word meaning having to

do with wishing.
2.
Potential Optative
An optative
potential to happen, i.e., something that may, might, can, should,
comes right after the verb, but it may also (and often does)
follow an emphatic word like a negative or an interrogative.
The difference between present and aorist is one of aspect: e.g.,
me).
222. Vocabulary
dat.) use, be subject to,

experience [cf. chrestomathy]
Sometimes, as here, a verb that is otherwise a middle deponent (active in

meaning) will also have a regular aorist passive (passive in meaning). Like
victory [cf. Eunice, Nike]

army
soldier
camp

army [cf. stratocracy]
.) ready (to)
) or
for), enough (to, for)

useful, advantageous
particle used with potential optative
(particles) if only, would that
(introducing a wish
before a vowel
223. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
May our army experience sweet victory, and may the gods
preserve the lives of our soldiers!
2.
Let us provide enough gold and silver to persuade our allies to

remain in the camp!
3.
If only you would open those books once or twice and thus be
ready to answer the teacher, my son!
Lesson 36 261
4.
but a fourth may be very useful.
5.
Because the journey is rather long (use genitive absolute), I

would not wish to delay one day longer.
Reading
The Syracusans, still unsure about whether to believe the reports of an Athenian attack, nevertheless readied themselves for war. Meanwhile the Athenians
Nicias, the Athenian general, gave a pep talk to his army.
10

(line 1) at another time (adv.)
looking army that has been assembled by the Athenians

of doing something)
(line 6) in a mob, en masse (adv.)

(mid.) defend oneself
aor. pass. with mid. sense
gen.) recall
Lesson 37
Conditions
(If I had not suffered then, I would not be enjoying myself now)
Philemon, fragment 140
224. A condition is an if-then statement composed of a premise or protasis
protasis (if clause) comes before that of the apodosis (then clause),
but the speaker is free to put the clauses in whatever order is stylistically
pleasing. The ancient Greeks were very fond of expressing their ideas in
conditional form.
225. There are four basic types of conditions in Greek: simple particular (present
and past), contrary to fact (present and past), general (present and past), and
future (most, more, and less vivid). They are distinguished by the moods
A. Simple Particular
does not imply anything about whether or not the event is real or probable.
Protasis
1. Present
+ present (or perfect) indicative

If Socrates is saying this,
2. Past
Apodosis
present (or perfect) indicative
he is harming the youth.
past indicative
If Socrates was saying this,
he was harming the youth.
Past indicative means any past tense of the indicative mood: imperfect,
aorist, or pluperfect.
263

B. Contrary to Fact
This condition refers to an event that could be happening now but is not, or
to one that could have happened but did not. The apodosis has the particle
Protasis
1. Present
Apodosis
imperfect indicative +
If Socrates were saying this,
he would be harming the youth.
If Socrates had said this,
he would have harmed the youth.
would or would have, while a contrary-to-fact protasis has were or had.

C. General
This condition refers to a general, customary, or repeated event in present
Protasis
1. Present
Apodosis
present indicative
If Socrates (ever) says this,

+ optative
If Socrates (ever) said this,
he harms the youth.

imperfect indicative
he harmed the youth.
D. Future
This condition refers to an event that has not yet happened but will or might.
The form of the condition depends on how vividly the speaker imagines the
event or foresees its likelihood of happening. For threats and warnings the
future most vivid is appropriate. The future more vivid is less emotional
the present tense (instead of the more logical future tense) in the protasis of
a future most/more vivid condition.
The future less vivid is suitable for hypothetical cases or suppositions; its
ways to express a future less vivid condition, all using the auxiliary verb
would in the apodosis: shouldwould (with no sense of obligation in
should) or wouldwould or were towould or simply a past tense in
the protasis and would in the apodosis.
Lesson 37 265
Protasis
Apodosis
1. Most
If Socrates will say this,

or If Socrates says this,
2. More
Vivid
he will harm the youth.

subjunctive
future indicative
If Socrates will say this,

or If Socrates says this,

If Socrates should say this,

or If Socrates would say this,
or If Socrates were to say this,
or If Socrates said this,
he would harm the youth.

3. Less
226. Regardless of the type of condition, a negative
In the apodosis of a condition, substitutes for the indicative are common.

A present imperative, for instance, may replace a present indicative in the
A circumstantial participle may replace the protasis in any type of
is conditional (i.e., it is representing an if clause) since all other negative

circumstantial participles (temporal, causal, concessive, etc.)
.
227. Vocabulary
be unjust, do wrong, injure

to identify the in(see below) often
is a good example of a cognate accusative, a noun closely related to the
main verb in both form and meaning.
or
in meaning)
(no diff.
corrupt, ruin
conquer, win
injustice, wrong
justice, right, penalty, punishment,
lawsuit;
or
Eurydice, syndicate, theodicy]

nature [cf. Monophysite,
physiognomy]
unjust, wrong
Athenian
just, right
dat.) equal (to); fair, impartial
[cf. isobar, isosceles, isotope]
(adv. of
perhaps, probably
(conj. introducing protasis of a
condition) if
(conj. neg. introducing protasis
of a condition) if not, unless
particle used with subjunctive in
protasis of present general or
future more vivid condition,
with indicative in apodosis of
contrary-to-fact condition, or
with optative in apodosis of
future less vivid condition
contractions of
Lesson 37 267
228. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
O Athenians, if you arrive at the wall before the others, you will
win and will be greatly honored.
2.
We would be very happy if we had fair laws, but that dreadful

despot never ceases to injure us.
3.
If the gods should leave heaven and move to earth, would life
become more just?
4.
If you are willing, Socrates, let us now investigate the nature of

both justice and injustice.
5.
If I had not been taught well by my mother and my father,

perhaps I would have been corrupted by the philosophers.

Reading
(adapted from Thucydides Peloponnesian War 6.79-80)
After Nicias speech, the Athenians defeated the Syracusans in battle, but, lacking cavalry, were unable to pursue them into Syracuse and capture the city. They
spent the rest of the winter collecting more troops, horses, money, and provisions in preparation for a spring campaign.
Meanwhile both the Athenians and the Syracusans sent embassies to the Sicilian city of Camarina to try to win the Camarinaeans as allies. Hermocrates, one
to the people of Camarina.
10
Lesson 37 269
cowardice (dative of cause)
lip service to the just thing, i.e., claim that you are acting out of
concern for what is just
literally, toward [in a friendly sense])
impersonal usage: how unjust it would be!
the Camarinaeans
are trying to create the impression that they are motivated by
reason when in fact, says Hermocrates, they are motivated by
timidity)
(line 4)
(line 5)
(line 6)
i.e., the Athenians

(line 6) i.e., the other Sicilians
i.e., the Athenians
(lines 9-10) i.e., thanks to what you made up

your minds to do (dative of cause)
(line 10)
in the name (dative of respect)
(line 11) i.e., the Camarinaeans (whom

the victorious Athenians will subjugate, regarding them as a
prize)
(line 12)
again, on the other hand (adv.)

which is in the genitive
because it is being equated with

literally, toward [in a friendly sense])
Lesson 38
Conditional Relative Clauses
Relative Adverbs
(Once we succeed, you can laugh and rejoice all you want)
in Sophocles Electra 1299-1300, Orestes warns his sister
not to celebrate yet
229.
to have conditional force, i.e., it is regarded as the equivalent of a protasis

the verb in the protasis are also appropriate for the verb in the conditional
relative clause
conditional relative clause.
A conditional relative clause may begin either with an
pronoun (whoever, whatever, whichever) or with an ordinary relative
is conditional. If a clause begins with an ordinary relative pronoun, the

anything (usually just implied); otherwise it will be an ordinary relative
express a condition.
Like a negative protasis, a negative conditional relative clause always
conditional.
271

Conditional relative clauses (each introduced by its equivalent condition)
A. Simple Particular
1. Present
If anyone is saying this, s/he is harming the youth.
Whoever is saying this is harming the youth.
2. Past
If anyone was saying this, s/he was harming the youth.
Whoever was saying this was harming the youth.
B. Contrary to Fact
1. Present
If anyone were saying this, s/he would be harming the youth.
Whoever were saying this would be harming the youth.
2. Past
If anyone had said this, s/he would have harmed the youth.
Whoever had said this would have harmed the youth.
C. General
1. Present
If anyone (ever) says this, s/he harms the youth.
Whoever (ever) says this harms the youth.
2. Past
If anyone (ever) said this, s/he harmed the youth.
Whoever (ever) said this harmed the youth.
Lesson 38 273
D. Future
1. Most Vivid
If anyone will say this, s/he will harm the youth.
or If anyone says this, s/he will harm the youth.
Whoever will say this will harm the youth.
or Whoever says this will harm the youth.
2. More Vivid
If anyone will say this, s/he will harm the youth.
or If anyone says this, s/he will harm the youth.
Whoever will say this will harm the youth.
or Whoever says this will harm the youth.
3. Less Vivid
If anyone should say this, s/he would harm the youth.
or If anyone would say this, s/he would harm the youth.
or If anyone were to say this, s/he would harm the youth.
or If anyone said this, s/he would harm the youth.
Whoever should say this would harm the youth.
or Whoever would say this would harm the youth.
or Whoever were to say this would harm the youth.
or Whoever said this would harm the youth.
230. Relative adverbs. Not all relative clauses begin with relative pronouns;
many begin with relative adverbs (from where, to where, where,

to wherever, wherever, whenever, howsoever, etc.). The antecedent
of a relative adverb is often just implied (e.g, I visited [the place] where
you live; will you be ready [at the time] whenever I come?; [the way]
how they will survive is unclear).
presented in Lesson 26. The ordinary relative adverbs to which they

To make this clearer, here is a chart of relative adverbs, showing the
parallel to them in form and meaning.

Relative Adverbs
Adverbs
Adverbs
from where?
to where?
Conditional relative clauses introduced by adverbs function in the same

way as those introduced by pronouns. The preferred place for the particle
together as a single word:
231.
Conditional temporal clauses. Just as a relative clause may function as the

protasis of a condition, so too may a temporal clause (i.e., an adverbial clause
of time, telling when something happened). This is particularly common
Examples of conditional temporal clauses
232. Vocabulary
gen
gen.,
archangel]
gen.) make begin; (mid.

.) begin [cf.
genitive may be added to show the group that someone is in charge of or

the event that someone is making start (active voice) or is at the start of
(middle voice).
archon (one of the nine chief magistrates

chosen each year in Athens)
Lesson 38 275
spirit, soul, heart, passion (usually
courage or anger)
inner force that drives a person to feel emotion or take action.
eagerness, goodwill
(indef. rel. pron.) whoever, whatever,
whichever
dat. or
acc.) well-disposed (toward)
(rel. adv.) from where, whence
(rel. adv.) to where, whither
(rel. adv
before smooth
breathing,
before rough breathing);
(rel. adv.) where
(rel. adv.) how, as
an exclamatory adverb (how!), as a particle combined with participles
(as if, with the avowed intention of, on the grounds of), as a particle combined with superlatives (asas possible), and as a conjunction
(as, since, because, after, when).
(indef. rel. adv.) from wherever,

whencesoever
(indef. rel. adv.) to wherever, whithersoever
(indef. rel. adv
before
smooth breathing;
before rough
breathing
(indef. rel. adv.) wherever
(indef. rel. adv.) howsoever, as ever
or
233. Exercises
1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
1.
Let whoever is willing to help our city-state begin to seek

soldiers and to prepare a very large army.
2.
Wherever the archon saw injustice, he was eager both to help

those being injured and to punish those injuring.
3.
If only you might know how to rule your spirit, child, and (if
only you might) live so wisely as never to sin!
4.
Whenever a better teacher than I speaks about the nature of the

universe, many students eagerly listen.
5.
Take (sg.) whichever shields will be useful to you; we shall sell

whichever you do not wish to take.
Reading
(adapted from Thucydides Peloponnesian War 6.82-86)
tive, responded. Selections from his speech follow.
Lesson 38 277
10
15
Conclusion: After the speeches of Hermocrates and Euphemus, the Camarinaeans decided that it would be safest for them to remain neutral. They later
changed their minds and sent troops (as did the Spartans) to help the Syracusans.
In a momentous naval battle against the combined forces of Sicily (413 BCE), the
returned to Athens.

dat.)
in line 2
Euphemus is referring to Hermocrates)
as a neut. substantive)
navy
dat.): hold out (against), resist
one who seizes power
rather than inheriting itnot necessarily a cruel or wicked ruler)
here
to do)
(line 11) dative of means (i.e., the Syracusans are
more of a threat since they are a whole city, not just a campful of
soldiers)
dat.): plot (against)
as a neut. substantive)
suspicion (here
dative of cause)
i.e., so desperate
will you be that youll be glad for any help, no matter how small,
from us)
Lesson 39
Purpose Clauses
Socrates advises a newly elected general
in Xenophons Memorabilia 3.2.3
234. You already know that a future participle (especially when combined with
seeing] the trireme, I am hastening to the sea).

Another way to express purpose is with an adverbial purpose clause (also
is not to accomplish something but to keep something from happening,
lest).
The subjunctive is the normal mood for the verb in a purpose clause,
provided that the main verb in the sentence is in a primary tense (present,
future, perfect, or future perfect indicative; if the main verb is subjunctive,
optative, or imperative in mood, it is regarded as primary, no matter what
trireme).
If the main verb is in a secondary tense (imperfect, aorist, or pluperfect
indicative), the optative is the normal mood for the verb in the purpose
clause, but the speaker may choose to use the subjunctive for greater
might see] the trireme).
The tense of the verb in the purpose clause shows aspect, not time.
279

A purpose clause implies that a person has a goal in mind and is undertaking
actually occurs, or naturally would occur, because of what someone or
something is or does, not necessarily because anyone wants it to occur.
Comparison of result clauses with purpose clause
Actual result clause
The messenger had a loud voice so that all heard.
The messenger did not necessarily intend to be heard, but was.
Natural result clause
The messenger had a loud voice so as to be heard by all.
The messenger did not necessarily intend to be heard, but that would have
resulted naturally from his loud voice.
Purpose clause
The messenger was speaking loudly in order to be heard by all.

The messenger wanted to be heard; the sentence does not reveal whether he
actually was.
235. Optative option. The indirect questions in preceding chapters all had
verbs in the indicative mood; from now on, however, you will encounter
many indirect questions with verbs in the optative mood. Whenever the
sentences main verb is in a secondary tense (imperfect, aorist, or pluperfect
indicative), there are two possibilities for the mood in the indirect question:
the speaker has the option of either retaining the mood from the direct
question or changing it to the optative; opting for the optative is actually
more common than retaining the original mood.
Remember that the tense of the verb in the indirect question will always be
the same as it would have been in the direct question, even if the mood is
different.
Examples of optative option in indirect questions
I kept asking you what you were saying.
I asked you what you had said.
Lesson 39 281
236. Vocabulary
, ,
cry, cry out, shout

take (a woman) as a wife, marry
(a woman); (mid dat.) give
oneself in marriage (to a man),
marry (a man)
(imperf.
),
dat.) follow
-
shout
marriage, wedding;
monogamous, polygamy]
woman, wife [cf. androgynous,
gynecology]
-
ladder, staircase [cf. climax]

(superlative of
latest, last
(comparative; no positive degree
exists) later, next; (adv.)
(adv.)
or
or
or
or
or
up, upwards
(adv.) down, downwards
(conj. introducing purp. cl.) in
order that
(conj. introducing neg. purp. cl.)
in order thatnot, lest

237.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
order to frighten the enemy and win.
2.
We held the wedding later in order that all the guests might
have enough time to arrive.
3.
Your fame, O king, is such as to be shouted up and down by all

who know you.
4.
Why are you crying, daughter? Are you not eager to marry the
last young man whom we saw?
5.
Do not follow me down (from) the staircase, my wife, lest you,

who are dearest of all (women) to me, be hurt.
Lesson 39 283
Reading
(adapted from Lysias On the Murder of Eratosthenes 6-11)
Lysias (c. 459-380 BCE) was a renowned
or speech-writer, in Athens. Litigants who had to speak on their own behalf in court would hire Lysias
to write speeches for them. It was up to Lysias to make the style of each speech
suit the person who would be delivering it.
The excerpt that follows is from a speech written by Lysias for a defendant
named Euphiletus, who was on trial for having killed a man whom he found in
bed with his wife. When the passage begins, Euphiletus is describing the chain
of events that led to the murder.
10
15

(line 1) (impersonal usage) it seemed good to me, i.e., I
decided (from
seem, seem good)
(lines 1-2) I led for myself (i.e., introduced) a wife
of the household)
(line 6)
in time, i.e., eventually

diminutive of
here
two-story)
(line 7) the upstairs (as opposed to
a baby)
danger
imperf
act.) support; (mid./pass.)
lead a life, live
(line 10) the womens quarters would normally have been upstairs
(line 10) even though the women and baby were living downhusband
(line 13)
unexpectedly (adv. from

Euphiletus owned a
farm)
the baby was
deliberately made to cry so that Euphiletus wife would have an
excuse to leave her husbands bed and could spend the night
with her lover downstairs)
(line 15) inside (adv.) (Eratosthenes, thinking that Euphiletus
would not be home, had come for a rendezvous and was hiding
in the house)
Lesson 40
(Well show how we pay back the backbiters)
in Lucians Zeus the Tragedian 24, Poseidon recommends killing Damis,
238. The basic word for go or come in ancient Greek is the semi-deponent
stem
stem
stem
stem
only in the active voice. Its present indicative has the sense of a future
depending on the context.
285

(go, come, travel)
Present Active Indicative (with future sense)
Singular
Plural

Singular
Plural

Singular
Plural

Singular
Plural

Singular
Plural
Present Active Participle

Singular
Dative
Plural
Dative
Masculine
Feminine
Neuter
Lesson 40 287
239.
You already know what is involved in transforming a direct question into

an indirect question in Greek. Transforming a direct statement, thought,
belief, or perception into indirect discourse is more complicated because
three different methods are available. The method to be followed in any
given sentence depends on the nature of its main verb. Some verbs call for
a particular method; others offer the speaker a choice between two; still
others allow the speaker to choose any one of the three. For now, you need
indirect questions.
When the main verb in a sentence is a verb
Lesson 42.
clause functions as the sentences direct object or

(less frequently) as its subject. Whatever tense would have been used in
the direct discourse is retained in the indirect discourse; the original mood
may or may not be retained, as explained in the next paragraph.
Optative option. In a sentence whose main verb is in a secondary tense,
the speaker has the option to switch to the optative mood for the verb in
the indirect discourse. You have already encountered this optative option
in connection with indirect questions (see 235 of Lesson 39). The tense of
Finite Verb in
Direct Discourse
present/imperfect indicative
perfect/pluperfect indicative
Finite Verb in
Indirect Discourse

These are nearly the only circumstances under which the future optative
ever used.
Examples of indirect discourse with

1. Direct discourse present indicative
Indirect discourse
They say that Socrates is harming the youth.
They said that Socrates was harming the youth.
optative option]
2. Direct discourse imperfect indicative
Indirect discourse
They say that Socrates was harming the youth.
They said that Socrates had been harming the youth.
optative option]
3. Direct discourse aorist indicative
Indirect discourse
They say that Socrates harmed the youth.
They said that Socrates had harmed the youth.
optative option]
4. Direct discourse future indicative
Indirect discourse
They say that Socrates will harm the youth.
They said that Socrates would harm the youth.
optative option]
5. Direct discourse perfect indicative
Indirect discourse
They say that Socrates has harmed the youth.
Lesson 40 289
optative option]
240. Restrictions on optative option. It is common for indirect discourse to
involve one or more dependent clauses as well as an independent clause;
e.g., the reported statement may be a condition with both a protasis
(dependent clause) and an apodosis (independent clause). After a secondary
main verb the speaker has the option to change the mood of all verbs in the
and (2) in a dependent clause in indirect discourse, a verb in a secondary

tense of the indicative can never be changed to optative.
These restrictions on the optative option apply to indirect questions as well
as to indirect discourse.
Examples of restricted optative option
1. Indirect discourse containing past contrary-to-fact condition
They were saying that Socrates, if he had said this, would have
harmed the youth.
2. Indirect question containing past contrary-to-fact condition

They asked which youths Socrates would have harmed if he
had said this.
3. Indirect question containing past simple particular condition

They asked which youths Socrates was harming when he was
saying this.
[optative option not restricted here].

241. Vocabulary
(stem
,
take; (mid.) choose [cf. heresy]
they chose him [as] king. In factitive sentences like these, no word for
as is needed.
, , , ,
go, come, travel

and
often function in this way,
too.
(imper.
irreg. accent in sg. [cf
,
,
go, come, travel

suffer, experience;
well, fare badly/well
tell, declare, explain [cf. phrase]

necessary; (as a masc./fem.
substantive) friend; (as a neut.
pl. substantive) necessities,
provisions
(adv.) inside [cf. endocrine,
endomorph]
(adv.) outside [cf. exosphere,
exotic]
(adv.) immediately
(conj. introducing indir.
discourse) that
discourse) that, how; (prep.
acc.; only with persons as its
object) to
Lesson 40 291
242. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
The soldiers announced that they had been treated badly and
2.
Choose either to come down immediately from that ladder, son,

or to suffer a very bad fate.
3.
I replied that my wife was inside but that she would neither
appear at the door nor come outside.
4.
You (sg.) said that you would not have gone to the king if the
gods had not commanded you to go.
5.
Going to her father, I declared that I wished to marry his

daughter and to hold the wedding immediately.

Reading
(adapted from Lysias On the Murder of Eratosthenes 18-26)
Even after the incident with the crying baby (which Euphiletus had not understood at the time), he did not suspect that anything was wrong in his house. Later, however, he received a secret message from a woman who had been one of
Eratosthenes earlier conquests and now wanted to see him punished; she mentioned Eratosthenes by name and accused him of having seduced both herself
and Euphiletus wife. Flabbergasted, Euphiletus hurried home to interrogate his
The maid chose the latter alternative. She confessed all and agreed to inform
Euphiletus the next time Eratosthenes came to the house. This happened four or
10
15
Conclusion: Claiming that he was acting in the name of the law, Euphiletus then
killed Eratosthenes on the spot! Although Athenian law did permit a husband to
kill a man whom he discovered in bed with his wife, the murder was legal only
if it was spontaneous and unplanned. Thus Euphiletus had to prove that he had
not premeditated Eratosthenes murder. We do not know whether his defense
was successful.
Lesson 40 293
(line 1)
home(wards) (adv.)
of two)
implied
the possible fates for the maid (
implied
gen.): pardon (for),
forgiveness (of)
gen.): chance upon, obtain
(line 7)
gentlemen (referring to the jurors)
(line 9) this man and that man
contracted from
lie down, be lying down
Lesson 41
(I assert that you are banishing Orestes unjustly)
Apollo tries reasoning with the Furies in Aeschylus Eumenides 221
243.
sense, too, it is frequently used without any suggestion that what is being
said is an expression of belief.
In the paradigm below, rare or poetic forms are enclosed in square brackets.
say)
Singular
Plural

Singular
Plural

Singular
Plural
295

Singular
Plural

Singular
Plural
244.
When the main verb in a sentence is

a verb of thinking or believing, the second type of indirect discourse is
aorist indicative
the indicative mood have both aspect and time, transforming them into
indirect discourse and the sentences main verb. In the chart below you
will see that there are two possible time relationships (the one enclosed in
Lesson 41 297
[or prior to it]

[or contemporaneous with it]
[or prior to it]
the main verb
you decide whether the action is contemporaneous with that of the main
In the second type of indirect discourse, the noun
have been predicate nouns or adjectives in the direct discourse, are also put
into the accusative.
omitted if it is identical with the subject of the main sentence. Any words
agreeing with that omitted subject are put into the nominative case because
they must modify both the subject of the sentence and the omitted subject
Optative option. If there are dependent clauses in the indirect discourse,
hand, when the main verb of the sentence is in a secondary tense, the
speaker does have the usual option of changing the mood of any dependent
verbs in the indirect discourse (except those in a secondary tense of the
indicative) to optative.
in the direct discourse are retained in the indirect. Both types of indirect
dependent clause of the indirect discourse.
see the vocabulary for this lesson).

Indirect discourse
They say that Socrates is harming the youth.
They said that Socrates was harming the youth.
Indirect discourse
They say that Socrates was harming the youth.
They said that Socrates had been harming the youth.
Indirect discourse
They say that Socrates harmed the youth.
Indirect discourse
They say that Socrates will harm the youth.
They said that Socrates would harm the youth.
Lesson 41 299
Indirect discourse
They say that Socrates has harmed the youth.
245. Vocabulary
) be
fond of (doing), be content (to)
, ,
think, consider, believe

say, assert;
prophet]
love
comrade (female), companion
(female), courtesan
comrade (male), companion (male)
mina, a weight or a sum of
money equal to 100 drachmas
-
talent, a weight or a sum of

money equal to 60 minas
friendship
slow (comp.
superl.
)
[cf. bradycardia]
fast, quick, swift (comp.
; superl.
)
[cf. tachygraphy, tachymeter]

246. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
I believe that my husband, although he asserts that he loves me,

loves that courtesan more.
2.
You deny that you are slow, comrade, but I consider all the
others to be much faster than you.
3.
Do they say that the trireme was sold for one hundred minas or
for one talent of silver?
4.
I thought that our wives would remain in the house while we

went to the marketplace.
5.
We judged that they had a marvelous friendship, for

whithersoever this one went, that one also went.
Lesson 41 301
Reading
Not What Darius Expected Part 1
(adapted from Arrians Anabasis 2.25)
history of his campaigns written by Arrian in the second century CE. In the
Anabasis (expedition up from the coast), Arrian describes Alexanders amazall of the Persian Empire.
The following incident happened while Alexander was besieging the city of Tyre
in Lebanon (332 BCE). In the preceding year, the mother, wife, and children of
Darius, king of the Persians, had been captured by Alexander during the battle
10
15
but with
declined like
instead of in the nom., acc., and voc. sg.)
king of Macedonia, son of Philip II
verb)
(line 2) he will pay a ransom on behalf of them, i.e., for them
(lines 4-5) that the landbe Alexanders

(
in
line 3)
(line 4) within, on this side (of) (prep. gen.
(lines 4-5) i.e., the Aegean Sea
(lines 5-6) that Alexanderbe a
another direct object of
(line 6) i.e., the offers from Darius
(line 7)
in line 3)
the companions here are Alexanders elite cavalry
Macedonian noble and general, Alexanders second-in-command

(line 8) represents the protasis of a condition
(lines 8-9) on these terms
(lines 9-10) indirect
discourse continues (still depends on the main verb
in
line 8)
(line 11) he would give the answer that in
fact he did give (that answer follows in lines 12-14)
gen.)
(line 13) his own (i.e., they now belonged to him)
(line 15) again (adv.) (i.e., Darius gave up his attempt to negotiate)
Lesson 42
Indirect Discourse (with participle)
Crasis
(We have gladly forgotten that we are old)
Cadmus and Tiresias kick up their aged heels
Bacchae 188-189
247.
Indirect discourse with participle. When the main verb in a sentence is a

verb of knowing, showing, or perceiving, the third type of indirect discourse
is changed into a supplementary participle in the present, aorist, perfect,
future, or future perfect tense.
Finite Verb in Direct Discourse
Participle in Indirect Discourse
aorist indicative
Transforming an indicative verb into a participle presents the same
relative time of the action may become hazy. The chart below is similar
relationships (the one enclosed in brackets is far less likely) for each of the
303

Type of Participle
present participle
Relative Time Shown by Participle

action happening at the time of the main verb
[or prior to it]
aorist participle
an action prior to the time of the main verb

[or contemporaneous with it]
perfect participle
action complete at the time of the main verb

[or prior to it]
future participle
action subsequent to the time of the main verb
future perfect participle
action complete at a time subsequent to the time of

the main verb
Only with the future participle and the (rare) future perfect participle
will the relative time be self-evident. With the present, aorist, and perfect
you decide whether the action is contemporaneous with that of the main
verb or prior to it.
Subject of the participle. In the third type of indirect discourse, the noun
becomes the participles subject (also called its head) and is put into
the accusative case; any words agreeing with that subject, including what
would have been predicate nouns or adjectives in the direct discourse, are
also put into the accusative.
There is one important exception to this rule: the subject of the participle is
omitted if it is identical with the subject of the main sentence. Any words
agreeing with that omitted subject are put into the nominative case because
they must modify both the subject of the sentence and the omitted subject
of the participle.
Optative option. If there are dependent clauses in the indirect discourse,
direct discourse becomes a participle. Since there is no way to make a
participle optative, the optative option does not apply to it. On the other
hand, when the main verb of the sentence is in a secondary tense, the
speaker does have the usual option of changing the mood of any dependent
verbs in the indirect discourse (except those in a secondary tense of the
indicative) to optative.
In this third type of indirect discourse, as in the other two that you have
used in the direct discourse are retained in the indirect. There is also the
indirect discourse.
with a participle. It frequently happens, however, that the speaker chooses,
Lesson 42 305
even with a verb of knowing, showing, or perceiving. The next paragraph
preferable to a participle.
If you see a participle combined with a verb of perceiving, it may or may
not be in indirect discourse. If the perception is physical, there is no indirect
discourse involved, only a supplementary participle collaborating with the
child crying). If the perception is intellectual, the supplementary participle
not only collaborates with the main verb but is also in indirect discourse,
for it represents the thought that went through the perceivers mind (e.g.,
optative option] I found that the child was crying).

Preferences for the three types of indirect discourse can be summarized as
follows (the method enclosed in brackets is less common):
Main Verb
Preferred Method of Indirect Discourse
of knowing, showing,
may be used, with virtually no difference in meaning.
the child crying). If the participial type of indirect discourse is used with
the intellectual perception from the physical.
Examples of indirect discourse with participle

Indirect discourse
I know that Socrates is harming the youth.
I knew that Socrates was harming the youth.

Indirect discourse
I know that Socrates was harming the youth.
I knew that Socrates had been harming the youth.
Indirect discourse
I know that Socrates harmed the youth.
I knew that Socrates had harmed the youth.
Indirect discourse
I know that Socrates will harm the youth.
I knew that Socrates would harm the youth.
Indirect discourse
I know that Socrates has harmed the youth.
I knew that Socrates had harmed the youth.
248. You are already familiar with the the concept of elision, when a short vowel
at the end of a Greek word drops out before a word beginning with a vowel.
The elided letter may be deleted and an apostrophe written in its placethe
or the elided letter may be left in the text, with the elision only implied.
Crasis. When a Greek word ends in a vowel or a diphthong that is normally
not elided, the whole word may merge itself with a following word that
begins with a vowel or a diphthong; this phenomenon is called crasis
word either contracts with the vowel/diphthong starting the second or (if
contracting would cause confusion by obscuring the identity of the second,
more important word) simply drops out.
created by crasis is marked with a coronis
which looks just like a smooth breathing.
Lesson 42 307
Examples of crasis
coronis is used since there would seem to

be two different breathings on one vowel)
All you need to be able to do is to recognize crasis when you see it. Do not
Greek.
249. Vocabulary
acc. or gen.) perceive, sense

[cf. anesthesia, aesthetic]
gen.) inquire (of someone);
gen. or acc.) learn (by
inquiry), learn (by inquiry)
about, hear, hear about
than inquire) are verbs of perception and may take an object in either
-
difference in meaning.
learn (by study), understand;

.) learn how (to)
[cf. mathematics, polymath]
variety, as you would expect with a verb of perceiving/knowing. When an

meaning changes from learn to learn how (to). Compare the similar
discourse).
old man [cf. gerontocracy,

gerontology]

old woman
vowel. Because the stem is monosyllabic, the words accent shifts to the
ultima in the genitive and dative, singular and plural (see 99.6 of Lesson
deed, affair, thing; (pl.)

circumstances, matters of
state, trouble [cf. pragmatic]
prudence, discretion, temperance,
self-control
hand [cf. chirography, chiromancy,
chiropodist, chiropractic,
surgery]
genitive and dative, singular and plural (see 99.6 in Lesson 16); in the
or
250. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
prudent, discreet, temperate,

self-controlled
(adv.) again, further, on the other
hand, in turn
Lesson 42 309
9.
10.
1.
They sense that the old woman is more discreet than the old
man, but they do not know the true circumstances.
2.
Having learned that there was a thief inside, she slowly opened
the door and saw two hands stealing money.
3.
Having learned how to speak to the philosophers, he was no

longer afraid to inquire of them further.
4.
You all understood that self-control was best, but you were led
by your passion into a sea of trouble.
5.
Announce quickly whatever you (sg.) intend to say, for we hear

that our comrades have already gone outside.

Reading
Not What Darius Expected Part 2
(adapted from Arrians Anabasis 4.20)
Another story recorded by Arrian illustrates the respect Alexander gave to Darius mother, wife, and daughters while they were his prisoners.
10
15
Lesson 42 311
one of Darius
servants whose job it had been to protect the kings wife; the
eunuch had been captured by Alexander, but escaped
(line 2)
dative of possession (belonging to him, his)
(here
(line 7)
with
acc.): commit an outrage (against)
the equivalent of a quotation mark (do not translate)
(line 8)
left [her]
(line 10)
thusas you left, i.e., just the way you
upon these things, i.e., thereupon, then
pray
the Median empire had

been incorporated into the Persian empire back in the sixth
century BCE)
Lesson 43
(What is nobler than to help ones friends?)
Cyrus addresses his army in Xenophons Cyropaedia 1.5.13
251.
1.
(eager).
2.
3.
Found most often after verbs of thinking and believing,
sometimes after verbs of saying.
4.
identical with the (nominative) subject of the sentence; thus

there is no need to repeat it as the accusative subject of the
begin to speak, not I begin me to speak.
5.
313

what the subject of the sentence wants or desires to have done. If a
is identical with the nominative subject of the sentence; this
honored by you or I wish that I might be honored
with
a subordinate clause introduced by that; the clause will have a
would, should, or might.
the dative or genitive case rather than the expected accusative; this
I tell you to go or I say to you that you should go). To avoid

Greeks leave out the accusative, assuming that the reader will infer
it from the word in the dative or genitive case.
6.
the impersonal verb may appear to have it as its subject, but

The vocabulary for Lesson 43 includes two impersonal verbs
a
to love). The adjective agrees in gender, number, and case with the
A linking verb may also connect a predicate noun with a subject
the last two, see the vocabulary for this lesson).
Lesson 43 315
252.
noun or a gerund) in the nominative case, you may wonder whether an
of it.
may have its own subject (in the accusative case) and its own objects and
considered to be a single verbal noun (gerund) and to have the case shown
of the gerund remains the same (ing) regardless of its aspect, so no

translation of the Greek is entirely adequate.
action rather than its aspect, is printed in brackets because it is relatively
or despair (e.g., I have a hope of teaching).
Nom.
teaching or to teach
Gen.
of teaching
to/for teaching
Acc.
teaching or to teach
needed since it may already be obvious that the sentence has a subject
that the Athenians did not obey the laws). Notice how remarkably concise
253.
[The full sentence resembles a future more vivid condition: I

comes to the house.]
[The full sentence resembles a past simple particular condition: I

to the house.]
254.
well.
retained.
255.
Vocabulary
, ,
gen
acc.
) it is necessary (to),
one must
,
complem.
.) seem
(to); (third-pers. sg. impersonal
) it seems (to),
it seems good (to)
me to have won, i.e., it seems that I won).
Lesson 43 317
,
.) it is possible (to)
(indecl. noun
understood
acc.
.) [there is] need (to), [it
is] necessary (to), one ought (to)
pears without a form of the verb be either implied or expressed. In fact,
-
& dat. or acc.

.) there is need (to), it is
necessary (to), one must
virtue, excellence
citizen [cf. political, politics]
leisure, discussion, school;
ones leisure [cf. scholastic,

school]
necessary
(conj.
) before; (conj.
subjunctive
or past
tense of indicative) until
256. Exercises
1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
1.
For the sake of winning (

a preposition), it is necessary to make clear your virtue.
2.
We ought to command the prudent citizens to come back into

the city before the night arrives.
3.
I will not write any letters to my mother or my father until I
4.
Is it necessary to send the soldiers into such great danger that

they will either be harmed or die?
5.
It is possible for you to honor your old teacher, students, but

you do not seem to be willing.
Reading
Aristotle Contemplates Contemplation
(adapted from Book 10 of Aristotles Nicomachean Ethics 1177b)
Aristotle, after studying and working with Plato for twenty years, went on to
found his own Peripatetic school of philosophy. Hired as tutor for the teenaged
donia.
In
(a moral treatise named after his own son Nicomachus),
Aristotle investigates the human pursuit of happiness. True happiness, he concludes, must be the contemplation of truth because that is the activity in which
we exercise our highest virtue, wisdom.
The passage below comes from near the end of the work. Aristotle is summing
up what makes contemplation the best of all activities.
Lesson 43 319
10
15
(line 1)
on account of itself, i.e., for its own sake
here
substantive, practical pursuits)
mid.)
participate in politics
(lines 10-11) of those pursuits in
conformity with the virtues, i.e., among the pursuits that display
peoples virtues
Lesson 44
(Whoever wishes to be happy must pursue and practice self-control)
Socrates advocates a disciplined life in Platos
507c
257.
In Lesson 43 you learned that the idea of necessity or obligation can be

Another way is with the verbal adjective
to their
however, add the endings to their present or future stem instead. The
verbal adjective will be listed along with a verbs principal parts only if it is
unpredictable, i.e., if it is built on a stem other than the aorist passive.
Regardless of the stem, the accent of the verbal adjective will always be on
to their stem; the euphonic changes that occur when consonants collide
to be
d or simply to be
d.
Aorist passive stem ending in a vowel
is built on what would be its aorist passive stem.
built on what would be its aorist passive stem.
321

Aorist passive stem ending in a consonant
passive.
There are no comparative or superlative degrees of verbal adjectives in
things that have to be (must be) done.
convey the idea that an action must be done or ought to be done to someone
Lesson 44 323
or something. If the someone or something is the subject of the sentence,
the verbal adjective agrees with the subject in gender, number, and case.
Whoever must or ought to do the action is designated by a dative of personal
Examples of verbal adjective showing necessity personal subject
The children are [needing] to be taught by us.
The children have to be taught by us.
We have to (must, ought to) teach the children.
The road was [needing] to be chosen by the king.
The road had to be chosen by the king.
The king had to (was obligated to) choose the road.
subject is the impersonal notion of somethings being necessary. The verbal
adjective is then put into the neuter singular or neuter plural (it makes
no difference which one), and the recipients of the action are treated as if
they were the direct objectseven though the verbal adjective is passive
and logically should not be able to have a direct object. The agents are
designated by the dative case (occasionally by the accusative instead).
Examples of verbal adjective showing necessity impersonal subject
Teaching the children is [needing] to be done by us.
Teaching the children has to be done by us.
We have to (must, ought to) teach the children.
Choosing the road was [needing] to be done by the king.
Choosing the road had to be done by the king.
The king had to (was obligated to) choose the road.
Notice that an impersonal verbal adjective, even though it has a passive
voice (teaching/choosing).
possible, but the personal use is possible only if the active equivalent of the
passive sentence has a direct object in the accusative case. Consider these
two examples.
i.
The orator will need to be heard by you.
Why not? Because in the active equivalent (you will need to hear the

as the nominative subject when the sentence is transformed into the
passive voice.
ii. Going into the city must be done by her.
Because in the active equivalent (she must go into the city), there is
no direct object in the accusative case; in fact, there is no direct object
at all (go is an intransitive verb). Thus there is no word that can serve
as the nominative subject in the corresponding passive sentence. To put
be goned into the city.
258. Greek has one other type of verbal adjective. It is built on the same stem as
(accent generally
on the ultima).
able to be seen, i.e., visible), or they can have the sense of perfect
clues in the context to help you translate them accurately. A dative of agent
Two possible translations:

I know that the animals are beloved by you.
I know that the animals are capable of being loved (have the
possibility to be loved) by you.
being made comparative and superlative. The comparative degree can be
Lesson 44 325
259.
Vocabulary
, ,
disgrace; (mid.) feel ashamed, be

ashamed
-
sion].
drive, ride, march, row, beat out

(metal), forge [cf. elastic]
wonder (at), marvel (at), be

amazed (at), admire [cf.
thaumatology, thaumaturge]
of a protasis, suggesting that the cause is merely supposed, not actually

known, by the speaker.
(the pl. may be either neut.

or masc.
)
stade (
),
racecourse, stadium
construction called accusative of extent of space, analogous to the accusa-
dance, chorus (
)
[cf. choreography]
gen.) empty (of), devoid (of)
[cf. cenotaph]
(postpositive particle) certainly,
quite, indeed (emphasizes
preceding wordcan be ironic)
(enclitic postpositive particle)
you know, you see
, through crasis).

(postpositive particle) surely,
however
(postpositive particle) therefore,
then
260. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
(optative option
9.
10.
1.
The racecourse is quite empty now; later, however, many

honored (use verbal adj.) youth riding horses will be visible.
2.
The chorus must be chosen, you see, by the archon and taught
well in order that the citizens not be ashamed.
3.
We tell our students to pursue self-control; therefore we ought

to lead prudent lives ourselves.
4.
It was necessary, then, for the children to remain in the house,

for the road was not devoid of dangers.
5.
the desired (use verbal adj.) camp.
Lesson 44 327
Reading
The Cost of Cowardice in Sparta
(adapted from Xenophons Constitution of the Lacedaemonians 9)
Besides the Memorabilia (see the readings for Lessons 31-33), Xenophon wrote
Constitution of the
Lacedaemonians, he attributes the Lacedaemonians (Spartans) prestige to the
unique system of laws bestowed upon them by their legendary leader Lycurgus
in the eighth century BCE.
The following excerpt is from a section in which Xenophon praises Lycurgus
for having made life in Sparta full of glory for those who are brave, but full of
shame for those who are not. Throughout the passage
may be translated
as brave,
as cowardly.
10
15

(line 1) i.e., this deed (
.): accomplish, bring

about
(line 3) in place of (prep. gen
(line 4) how, in which way (rel. adv.)
reproach is
as)
occurs in perf. tense only): sit
mid.) exercise
yield, step aside
(line 16)
in place of (prep
gen.)
Lesson 45
(Im afraid that I may turn into booty for the beasts)
Odysseus, washed up on the cold and lonely coast of Phaeacia,
fears the worst in Homers Odyssey 5.473
261.
by its function:
i.
adjectival
ii.
adverbial
iii.
substantival (noun)
relative clause
attributive participle
temporal, causal, concessive, conditional,
purpose, result clauses
circumstantial participle
indirect question
Clauses of effort and clauses of fear are substantival (noun) clauses. They
have traditionally been called object clauses because each denotes a
traditional name, lest you be misled by it into thinking that these clauses
must always be direct objects. They can, and often do, serve as the subject
of a sentence whose main verb is passive.
262. A clause of effort describes a result that someone strives to accomplish
or avert. It is used with verbs that signify an expenditure of effort or care
The verb in a clause of effort stands in the future indicative. After a

secondary main verb, the future optative may be (but tends not to be)
substituted for the future indicative. Here are two examples:
329

Clause of effort main verb in primary tense
I am devising how I shall appear wise.
or I am devising how to appear wise.
Clause of effort main verb in secondary tense
They took care that they would not be killed.
or They took care not to be killed.
The difference between effort clauses and purpose clauses is worth
noting. Purpose clauses occur in sentences that describe a
undertaken to achieve a desired goal (e.g., we went to school to become
of
effort or care into achieving a desired goal (e.g., we contrived to become
educated). A purpose clause, being adverbial, answers the question
why? and could be deleted from the sentence without changing its main
idea. An effort clause, being substantival, answers the question what?
and is needed to express the sentences main idea.
To make an effort clause more like a purpose clause, the speaker may
replace the future indicative with the present or aorist subjunctive or (after
a secondary main verb) with the present or aorist optative. The clause then
falls midway between an effort and a purpose clause: it is introduced by a
the form expected in a purpose clause. See the examples.
Clause of effort present subjunctive replacing future indicative
I am devising how I may appear wise.
or I am devising how to appear wise.
Clause of effort aorist subjunctive (or aorist optative) replacing future
indicative
They took care that they might not be killed.
or They took care not to be killed.
263.
, , (fear) is
(pluperf.
), ,
obviously an irregular verb! Its perfect has the sense of a present tense (and
of an imperfect
In the paradigm on the following page, the bracketed words are alternative
forms, less frequently found.
Lesson 45 331

Singular
Plural

Singular
Plural
present tense (see quotation at the start of this lesson).

264. A clause of fear describes an undesired result that someone fears may
happen, or a desired result that someone fears may not happen. It is used
with verbs of fear
The verb in a fear clause stands in the subjunctive mood. After a secondary
main verb, the subjunctive is normally replaced by the optative, but the
subjunctive may be retained for vividness. Here are two examples:
Clause of fear main verb in primary tense
I am afraid that I may not seem wise.
or I am afraid lest I not seem wise.

Clause of fear main verb in secondary tense
There was danger that they might be killed.
or There was danger lest they be killed.
that fear clauses are similar to prohibitions (e.g., I am afraid; may this not
265. The following verbs, because they are midway in meaning between verbs
of fear/caution and verbs of effort/care, may be used either with a clause of

fear
indicative):
A verb that calls for a fear or effort clause is frequently capable of taking a
266. Vocabulary
(mid. voice preferred in Attic)

effort clause)
) decide (to)
), ,
(pluperf.
, ,
acc
) fear, be
afraid
, ,
gen
or effort clause) take care (to)
eat [cf. dysphagia, phyllophagous]
or
, , , (verbal adj.
) sleep,
be asleep
(imperf.
),
) contrive
(to), devise (to)
Lesson 45 333
(or
in Attic)
,
not used
or
267.
(verbal adj.
fear or
negative effort clause) look
into, examine [cf. episcopal,
skeptic, telescope]
machine, device, contrivance [cf.
mechanism]
(pl. neut.
) grain, food [cf.
parasite]
sleep [cf. hypnosis, hypnotic]
(conj. introducing positive fear
clause) that, lest; (introducing
negative fear clause)
(conj. introducing positive effort
clause) how, that; (introducing
negative effort clause)
or
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
crane used in

1.
2.
They say that women love to contrive terrible contrivances, but

such unjust words ought not to be said.
3.
Sleep a sweet sleep, my little daughter; you need not fear that a
lion may eat you during the night.
4.
Take care, soldiers, to eat and sleep before marching many

stades.
5.
There is great danger that the students may harm themselves by

not taking care of themselves. Let us plan how to help them.
Reading
Frightened But Enlightened
(adapted from Xenophons Cyropaedia 3.1.24-30)
Among Xenophons miscellaneous works is a romanticized life history of Cyrus,
the great Persian king who defeated Croesus, king of Lydia, and then went on
to conquer Babylon (539 BCE) and liberate the Jews held captive there. Cyrus
belonged to the Achaemenid family, which ruled Persia for several centuries; the
dynasty came to an end in 330 BCE when Darius, the unsuccessful opponent
aemenid named Cyrus, who was killed while trying to depose his older brother,
Artaxerxes (401 BCE).
In the Cyropaedia (Education of Cyrus), Xenophon depicts the sixth-century
tion for Sparta (see reading for Lesson 44), it should not be surprising that his
idealized Cyrus resembles a Spartan more than a Persian! In the passage below,
Cyrus is conversing with Tigranes, son of the king of Armenia; Tigranes father
has been captured by Cyrus and is on trial for having neglected to send the tribute and troops he had promised. Tigranes pleads with Cyrus to spare his father
on the grounds that he has now learned his lesson: he will be obedient because
his fear of what Cyrus might do is an even stronger deterrent than actual force
would be. Cyrus does not immediately buy this argument, so Tigranes argues
further.
Lesson 45 335
10
At this point Cyrus objects that the Armenian king, having formerly been insolent, is likely to cause trouble again if he is allowed to continue ruling. Tigranes
predicts that Cyrus is more likely to have trouble if he takes the government of
Armenia away from Tigranes father and gives it to other people than if he leaves
things as they are.
15
Conclusion: Cyrus graciously permits the Armenian king to keep his throne and
invites both Tigranes and his father to dinner.

(lines 1-3)
(line 4)
(line 8)
i.e., in what I am about to say

(lines 8-9) this relative clause acts as the
subject of the sentence and is linked with the predicate adjective
(line 9)
suicide
i.e., captured in war
with terror),
terrify
(i.e., people who, unlike the Armenians, have never offended
Cyrus and thus have not had the opportunity to learn from the
experience)
transfer
dat
(lines 13-14)
i.e., lest you, paradoxically, wind up being regarded by them as
an enemy, at the same time as you are actually being generous to
them
(line 13) at the same time (adv.)
dat.
them], i.e., striving to ingratiate yourself with them)
i.e., a curb against their

rebelling)
a redundant
not needed in
English,
of prohibiting)
subject
discretion to, chastise
subject
implied
Lesson 46
(No longer could he bear to live in the ordinary fashion)
Thucydides in The Peloponnesian War 1.130 explains what led
to the downfall of Pausanias, a Spartan general
268.
differ from
present and imperfect, sometimes also in the
second aorist active and middle, and occasionally in the second perfect and
pluperfect active. The differences are caused by the variability of the basic
that do are among the most frequently used in the language.
269.
,
pluperf.
stem, with no intervening thematic vowel. For every form of the present tense
plural.
The following paradigms contain only those forms (present, imperfect,
337

Aorist Active Indicative
Second Aorist Active Indicative
Aorist Middle Indicative
Second Aorist Middle Indicative
Aorist Active Subjunctive
Second Aorist Active Subjunctive
Lesson 46 339
Aorist Middle Subjunctive
Second Aorist Middle Subjunctive
Aorist Active Optative
Second Aorist Active Optative
Aorist Middle Optative
Second Aorist Middle Optative
Aorist Active Imperative
Second Aorist Active Imperative
Aorist Middle Imperative
Second Aorist Middle Imperative
Aorist Active Participle
Second Aorist Active Participle
Aorist Middle Participle
Second Aorist Middle Participle
standing.
Perfect Active Subjunctive
Perfect Active Imperative
see the vocabulary).

Paradigm of
Lesson 46 341
270.
them. The following chart of correlated adjectives is similar to the chart of

correlated adverbs in 230 of Lesson 38:
Interrogative
(enclitic)
Indef. Relative
how much/
many?
of some size
/quantity
of which size how much/many?

or as much/
or of whichever
many as
size/quantity
of what sort?
of some sort
of which sort of what sort?

or such as
or of whichever
sort
able (if describing a person) or possible (if describing a thing).

271.
Vocabulary
give;
[cf. anecdote, antidote, dose]
(imperf.
, , ,
),
ptcple in indir. disc.) understand,
.) know how (to)
In the present tense, this compound deponent verb has the same forms as

or
(pluperf.
),
fut. perf.
no other
-verb has a fut. perf.)
make stand, set (up); (perf.
act.) have stood (up), am
standing; (pluperf.) had stood
(up), was standing; (second
aor. act.) stood (up); (fut. perf.
act.) will be standing [cf.
apostate, ecstasy, metastasis,
system]
(imperf.
),
,
buy
-
bought), sometimes as a regular perfect passive (I have been bought);
understanding, knowledge,
science [cf. epistemology]
art, skill, craft, trade [cf. technical]
(rel. adj.) of which sort, such as;
(exclam. adj.) such a !
.) able (to), possible (to)
(indir. interrog. adj.) of what sort?;
(indef. rel. adj.) of whichever sort
(indir. interrog. adj.) how much?
how many?; (indef. rel. adj.) of
whichever size/quantity
(rel. adj.) of which size/quantity,
as much as, as many as; (exclam.
adj.) how great a ! how many!
(direct interrog. adj.) of what sort?
(indef. enclitic adj.) of some sort
(direct interrog. adj.) how much?
how many?
(indef. enclitic adj.) of some size/
quantity
Lesson 46 343
272. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
Why am I being punished, master? Not understanding the laws,

have I done a wrong of some sort?
2.
Having asked her how many books she wished to buy, they
gave her as many as they had.
3.
Wherever that philospher stood, he was able to destroy the

enemys triremes with clever contrivances.
4.
How many soldiers I see standing beside the wall and setting
their newly bought shields upon it!
5.
If you take care to learn the trade that I am teaching you, my

son, you will give great joy to me.

Reading
(adapted from Book 5 of Platos Republic 451d-452b)
About halfway through Platos Republic
ideal city and is about to go on to discuss governments that are less than ideal,
interrupt him. They ask him to elaborate on a comment that he made earlier,
namely, that wives and children in the ideal city would all be held in common.
The passage below comes from the ensuing dialogue between Socrates and
10
15
20
25
Lesson 46 345
.): undertake,
attempt
(line 1) refers to the class of guardians who are to run

Socrates ideal city; in line 7 he equates them with guard-dogs
(line 3)
yes (adv.)
here
argument)
(here
(line 5)
(impersonal
dat.
imperf
): think, suppose
enclitic
strengthening the relative pronoun
(line 11)
(line 14)
i.e., for performance of the same tasks
then, therefore (postpos. particle)

supply
supply
(line 20) i.e., the female guardians must be
used for the same tasks as the male guardians

(line 21) many things related to what were
saying
(line 21) future middle in form, but future passive in meaning
(line 21) how, in which way (rel. adv.), i.e., in the way in which
(line 23) another way to say yes
(line 24) or is it clear that the most ridiculous thing is
seeing?
mid.) exercise (in

the nude)
(line 26) yes, by (
acc., used in oaths)
(line 26) present circumstances (from

near)
Lesson 47
(Let me go hunting!)
Atys, unaware that he is fated to be killed by a hunting-spear,
nags his dad, King Croesus, in Herodotus Histories 1.37
273.
stem, with no intervening thematic vowel. For every form of the present
augmented to make the imperfect tense. The present active indicative uses
plural.
The following paradigms contain only those forms (present, imperfect,
alternative forms less commonly used.
347

Lesson 47 349

, , , (lie,
274.
Paradigm of
Present Indicative
Imperfect Indicative
Present Subjunctive
Present Participle
275.
Vocabulary
, ,
(verbal adj.
powerful,
.)
be powerful (enough to), be
able (to), can
(3rd sg
, 3rd sg
); imperf. 1st sg.

), , , , , ,
(occurs only in pres. & imperf.

) say
,
(s/he says), and the idiomatic combinations
(I said),
(he said), and
(she said) are used only as
parenthetical expressions, inserted in the middle of a quoted sentence to
show who is being quoted.
set in motion, let go, send, throw;

(mid.
.) hasten (to), be
eager (to)
are
(throw away, send away,
dismiss),
(release, relax, permit), and
(let
pass, allow, forgive). The accent in the compound word usually occupies the same syllable as it would if the verb were not compounded
tive imperative, second-pers. sg. and pl., and the aorist middle imperative,
second-pers. pl, the accent in the compound recedes to a different syllable
Lesson 47 351
lie, lie asleep, lie dead, be laid
down, be placed, be situated
or
place, put, set, lay down, establish,

make [cf. apothecary, epithet,
thesis]
father, ancestor; (pl.) parents
power, force, strength [cf.
dynamic, dynamite]
wave, undulation [cf. cyma,
cyme, kymograph]
(postpos. particle) then, therefore
(never elided)
(enclitic particle, often attached
to an adv., conj., or rel. pronoun;
strengthens preceding word)
indeed, the very
are
(if indeed);
(who
indeed, which indeed, the very one who, the very thing that);
were a
detached enclitic.
276. Exercises
1.
2.
3.
4.
5.
6.
7.
8.

9.
10.
1.
Our parents made (use
use
2.
I am amazed at the force of the waves, she said, hastening

(use
3.
Why are you lying down on the couch, young man? Throw the
book away and stand up.
4.
You (pl.) were not able to follow those ancestors of yours who
indeed led a noble life.
5.
If indeed we wish to establish peace, I say, let us release our

passion and forgive our enemies.
Reading
(adapted from Book 5 of Platos Republic 457a-458b)
for this will produce the best guardians and the best city. As we rejoin the conversation, Socrates is concluding that no better plan exists than to give identical
education to the male and female guardians.
10
15
Lesson 47 353
20

(line 1) they have established it in their minds, not in real life
(line 2) thus, i.e., yes
(line 3)
deliberative subjunctive
i.e., in the
course of their discussion, they have overcome at least one
imagined criticism, namely, the objection that it would be
neither possible nor good for the city to have female and male
guardians sharing responsibilities)
(when
is put after its object, its accent shifts to the penult
see line 14 too)
overwhelm
(line 4) begins indirect discourse (making a claim that)
(line 6) another way to say yes

(line 8) hortatory subjunctive (let me see [it])
understood command ([the law saying] that wives should be
held in common)
dat. fem. sg. used as adverb)
(lines 14-15) with regard to its being bothand
mid.)
become lazy
.): desire (to)
mid.) postpone
(line 17) how, in which way (rel. adv.
things how they are possible, i.e, the feasibility of those things)
(lines 17-18) making the assumption that theyre
possible
(line 19) as they happen

(line 19) supply a verb like I shall argue [that]
(pred. adj. with
but translate as if an adverb)
(potential optative
.) (often in mid. voice): try (to)
Lesson 48
(Alas, what a great storehouse of evils lies open!)
Ion 923-924
277.
personal endings are added directly to each verbs basic stem, i.e., to its
between their basic stem and the
personal endings.
The paradigm on the next page contains the present and imperfect indicative
the present and imperfect active indicative, in the second-person singular

present active imperative, and in some of the forms of the present active
the personal endings.
355
278. In Lesson 36 (221), you learned that a wish may be expressed by a verb in
the optative mood looks toward the future, the wish that it represents is
To express a wish that a situation were not the way it truly is, or a wish
that a situation had not been the way it truly was, a different construction
is needed. Because an unattainable wish desires things to be contrary
to reality, it can be made to resemble the protasis of a contrary-to-fact
condition:
aorist indicative
indicative:
Would that (If only) you had a better teacher [but you dont]!
Would that (If only) we had had a better teacher [but we didnt]!
356
Lesson 48 357
Would that (if only) you had a better teacher [but you dont]!
Literally: You ought to have a better teacher.
Would that (if only) we had had a better teacher [but we didnt]!
Literally: We ought to have had a better teacher.
279.
Prolepsis (anticipation) is an important feature of Greek syntax. The

nominative subject of a dependent clause (e.g., an indirect question) will
often be placed ahead of its clause and transformed into the accusative
(sometimes genitive or dative) direct object of the main verb.
Examples of prolepsis with indirect questions:
I am investigating what sort of house it is.

Literally: I am investigating the house of what sort it is.
Point out where the children were lying.

Literally: Point out the children where they were lying.

280. Vocabulary
show, point out (with indir. disc.

ptcple. or
apodictic, epideictic]
The compound
(imperf.
, , ,
(demonstrate, prove) is very common.
(
) (with indir. disc.
dat.) agree (with); (with

) agree, confess, promise
or
,
added:
owe, be in debt; (second aor.) ought

race, birth, class, type, kind [cf.
genocide]
sun;
as a god) [cf. heliacal, helium,
perihelion]
(voc. sg.
) dog [cf. cynic,
cynosure]
In the genitive and dative, singular and plural, the accent
noun with monosyllabic stem (see 99.6 in Lesson 16).
model, example [cf. paradigm]

dat.) similar (to), like [cf.
homeopathy]
(adv.) entirely, very; (in positive
answers) by all means; (in
negative answers) [not] at all
(postpos. prep gen.) for the
sake of, on account of [similar
to postpos
gen.]
Lesson 48 359
281.
Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
Will you (sg.) agree, for the sake of an example, that horses are
very similar to dogs? Not at all, Socrates.
2.
If only the Athenians had experienced better types of generals

in the time of the war!
3.
We wish to examine what sort of thing the sun is (use

prolepsis). Would that it were visible in the sky!
4.
Point out where your parents are standing (use prolepsis), child.
5.
If only I did not owe her so much money and had not promised
to give it to her today!

Reading
(adapted from Book 5 of Platos Republic 472c-473e)
After describing marriage practices and child-rearing in the ideal city, Socrates
munal ownership of wives and children would be of the greatest good. He then
gets so carried away imagining what life would be like for the guardians that
whether this polis could ever really exist.
tion is to determine the nature of justice and injustice. The dialogue continues as
follows, with Socrates speaking.
10
15
A few lines later, Socrates makes a radical suggestion:
20
Lesson 48 361
(line 3)
the participle has conditional force (if)
lines 1-3 are meant to be used over again with these two other
substantives
with
acc.): gaze upon
(lines 4-5) this whole clause is the

those hypothetical persons, we are made to realize that a fate
very similar awaits whichever one of us is the closest possible
match to those persons)
(line 6) for the sake of this, i.e., for the reason given in
(line 6) that these things are [supply
indir. disc.same construction in lines 8-9)
(lines 8-9)
as the verb in the apodosis

(line 11)
no, by (negative particle
(line 14)
(line 15)
acc., used in oaths)
for the sake of this, i.e., under the condition set
correlatives (in such a wayas)
linked to the predicate adj.
the phrase
by an understood
is
(lines 17-18) those who are now called kings
practice philosophy
gen.): pause (from), rest (from)
denial (nor will it ever grow)

adv.)
second aor. intrans.
act.) grew
(line 20)
into a possibility
contracted from
Lesson 49
(About the rest, Im silenta great ox has stepped on my tongue)
the palace guard is afraid to say more in Aeschylus Agamemnon 36-37
282.
intransitive active (neither verb has an aorist middle).
Aorist Active Subunctive
363

283.
substantives to indicate a location, a departure point, or a destination.
localities,
with demonstratives, and with certain other words that specify a particular
place or reference point. You should learn all of the adverbs in the list below.
Directional adverbs
in/at Athens
from Athens
to Athens
at home
from home
home(wards)
in/at
another place
from
another place
to
another place
in/at
from
to
the same place the same place the same place
there
thence
thither
here,
there
hence,
thence
hither,
thither
If the context permits, directional adverbs may indicate time rather than
up to this time.
284. Accusative of respect. A noun in the accusative case may be used to make
is virtuous in her nature). The accusative of respect occurs mostly with

adjectives and verbs that denote qualities, attributes, or states of being. It
eyes).
Lesson 49 365
The dative of manner can be comparable to the accusative of respect (e.g.,
285. Vocabulary
walk, step, go [cf. acrobat,

amphisbaena]
(with indir. disc. ptcple.)
recognize, come to know,
.) know
how (to) [cf. agnostic, diagnosis,
prognosticate]
ing. An important compound of this verb is
read.
, meaning
(fut. perf.
) remind;
(mid., aor. pass., or fut. pass.
indir. disc. ptcple. or
recall, remember [cf. amnesia,
amnesty, mnemonic]
ent middle: I am recalling; imperfect middle: I was recalling; aorist passive (with middle sense): I recalled; future passive (with middle
sense): I shall recall; perfect middle: I remember; pluperfect middle:
I remembered; future perfect middle: I shall remember.
fall [cf. peripeteia, ptomaine,

symptom]
Athens;
Athens;
Athens;
house, household, family;
(
is long)
diocese,
ecology, economy, parish]

(gen. pl.),
(dat. pl.),
(acc. pl.)
(reciprocal pron.) one another

[cf. parallel]
This pronoun occurs only in the genitive, dative, and accusative plural. It
1 John 4:7).
each, every (sg. often used with a

plural verb)
the one (of two), the other (of
two), different [cf. heterodoxy,
heterogeneous]
same;
place;
place;
place [cf. homogeneous,
homogenize]
(adv.) in/at another place;
(adv.) in/at that place, there;
or
(adv.) in/at this place, here, in/

at that place, there;
or
hence, from there, thence;
there, thither
times they show a destination and are better translated as hither or

thither. In Attic prose they are preferred to
(here, there), the
adverb from which both are derived.
or
286. Exercises
1.
2.
(adv.) then, next
Lesson 49 367
3.
4.
5.
6.
7.
8.
9.
10.
1.
I know that we are fond of walking home through the market,

but today let us choose the other road.
2.
(While) stepping from there to here, the child fell and began to
cry, having been hurt in respect to his hand.
3.
I remember that you were reading two books very different in

both type and nature, but I do not recall the names.
4.
The wives each dismissed their maids to another place and

stood in the same place, talking to one another.
5.
Next you (sg.) must ride to Athens and must announce there
that twenty soldiers have fallen in battle.
Reading
(adapted from Book 10 of Platos Republic 614d-619a)
The last book of Platos Republic contains an argument for the souls immortality. Socrates concludes the discussion with a tale illustrating the rewards and
punishments that await the soul after the death of the body.
According to Socrates, there was once a brave soldier named Er who, after being killed in battle, suddenly came back to life on his funeral pyre and described
what he had experienced while dead. His soul, he said, had traveled along with
many others to a place where there were two openings leading down below the
earth and two leading up into the heavens. Judges would weigh the merits of
each soul and assign it to go either up or down. Every soul was required to travel
for a thousand years, either along the pleasant path through the sky or via the
torturous subterranean route. At the end of its thousand-year journey, the soul
would be required to choose the life it wished to lead during its next incarnation.

Er was permitted to watch the souls as they left for their journeys (through one
of the upper or lower openings) or returned from them (through the other upper
or lower opening). The following excerpt begins with the encounter between Er
and the judges of the souls. Since Socrates is reporting someone elses story, he
uses
tence seems to lack a main verb, it is just that Socrates has not bothered to repeat
, assuming that you will supply it.
10
Later on, Er observed each returning soul choosing its next life:
15
20
Lesson 49 369
(line 2)
beyond
of the things there, i.e., of the things in the world
: behold
gen.): full (of)
pres. has perf.

sense)
, : greet
(line 9)
experiences
the things with those, i.e., the others
supply
as the subject of
here
acc. of respect)
this
spokesperson for the Fates supervised the distribution of lots)
the souls are thought of as
persons)
showed the order of choosing)
subject
(line 15)
here, i.e., at the moment of choosing a life (Socrates

interrupts his own recounting of Ers story to make a comment)
(gen. sg. is used to mean [the house of] Hades)

pl.) riches
(line 22)
according to possibility, i.e., as much as
possible
(lines 22-23) in all the [time] thereafter, i.e., forever
Lesson 50
Attraction of Relative Pronouns
Socrates in Platos Apology 29d has no intention of retiring
287.
After verbs of hinderingwhich include verbs of forbidding, preventing,
sympathizes with, the negative notion inherent in the verb of hindering
stealing the money.

Literally: I am on guard against you [not] to steal the money.
If the verb of hindering itself has a negative combined with it, a redundant
your stealing the money.
Sometimes an
accusative or genitive case (with or
stealing the money.
371

288.
subjunctive mood to indicate that the speaker is making an assertion

describes what the speaker thinks is true (indicative) or may prove to be
thinks is not true (indicative) or may prove not to be true (subjunctive).
Translating cautious assertions and denials requires creativity on your
part since a literal rendering is usually inadequate to convey the speakers
cautiousness. See the examples:
Examples of cautious assertions
Examples of cautious denials
289.
indicative to indicate an emphatic denial that something will happen. Here

are two examples:
Examples of emphatic denials
These denials happen to be threats as well. The quotation at the beginning

of this lesson is an example of an emphatic denial that is not a threat; it
up being a philosopher).
Urgent prohibitions.
future indicative indicates an urgent prohibition rather than an emphatic
290. The case of a relative pronoun, as you know, is normally determined by
attracted into the case of its antecedent. This happens most often when
the antecedent is in the genitive or dative and the relative pronoun should
logically be in the accusative. Here are two examples:
Examples of relative pronouns attracted into the case of their antecedents
They are worthy of the names that they have.
Lesson 50 373
We do not wish to follow the general whom you chose.
are nouns. If the antecedent happens to be a demonstrative pronoun, that

pronoun often drops out, leaving the relative pronoun to serve, essentially,
as its own antecedent:
Examples of attracted relative pronouns replacing their demonstrative
antecedents
A relative adverb may also be attracted to a demonstrative antecedent and

take its place:
Example of attracted relative adverb replacing its demonstrative
antecedent
291.
Back in Lesson 23, you were told that

means while or as long as (i.e., during the time when); now you should
may have that meaning in positive as well as negative sentences. Whether it
is always followed by a clause
clauses correspond to those used in
clause as if it were a protasis (just the way
you would treat a conditional relative clause; see Lesson 38). The context
condition).
and taking an object in the genitive case.

292. The accusative absolute is an alternative to the genitive absolute, suitable
expressions that use the verb to be. In place of a personal noun/pronoun

and a participle, both in the genitive case, the accusative absolute has an
participle.
Examples of accusative absolute
293. Vocabulary
.) hinder, prevent
acc.) escape the notice of;
suppl. ptcple.) escape the
notice; (mid. gen.) forget [cf.
lanthanum, lethargy, Lethe]
more than show that the action expressed by the participle is/was/will
be done without someones being aware of it. The participle conveys the
without my knowing it [literally, in becoming wise, they escaped the
without knowing it [literally, they escape their own notice that they
are becoming wise). The compound
gen.) forget is
(imper.
),
drink [cf. symposium]
run [cf. hippodrome, trochee]

dat.) befall, happen (to);
suppl. ptcple.) happen;
gen.) hit (a target), chance
upon, meet, obtain
more than show that the action expressed by the participle is/was/will be
literally, they happened being
wise]).
(contracted from
mind [cf. paranoia]

mountain, hill [cf. oread, orogeny]
plain (
)
Lesson 50 375
(voc. sg.
) foot [cf. octopus,
pew, podiatrist, podium]
dat. pl.:
). In the gen. and dat., sg. and pl., the accent shifts from
monosyllabic stem (see 99.6 in Lesson 16).
chance, fortune, luck;

Chance, Fortune (
as a goddess)
water [cf. clepsydra, dropsy,
hydraulic]
lying, false, untrue; (irreg. superl.)
[cf.
pseudepigrapha, pseudonym]
(prep gen.) until, up to; (conj.)
until
(conj.) until
294. Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

1.
You (sg.) must not hinder the dogs from running eagerly to
where (attraction) their master is waiting.
2.
It escaped my notice that Fortune rules all that (attraction) we

see and is the very mind of the universe.
3.
The strangers will not drink this water (emphatic denial) until
they cease to say lying words to us.
4.
Because I happen to be swift of foot, I may arrive at the plain

beyond the mountains on the same day (cautious assertion).
5.
accusative
absolute), what prevented you (pl.) from beginning to seek it
immediately?
Reading
(adapted from Book 10 of Platos Republic 620d-621d)
Er watched in amazement as each soul chose its next life. The choice seemed to
depend upon the kind of life the soul had previously led; the soul of Agamemnon, for example, who had been murdered by his wife, wanted to avoid human
beings and thus chose the life of an eagle. The soul of Odysseus, remembering
all the sufferings it had endured in its former quest for fame, happily chose the
inglorious life of a private citizen. When all of the selections had been made, it
was time for the processing of the souls by the three Fates: Lachesis, Clotho,
and Atropos.
What follows is the conclusion not only to Ers story (as told by Socrates), but
also to the entire Republic. Like the previous reading, this one begins in indirect
said that).
10
Lesson 50 377
15
20

(line 1)
a verb in a dependent clause may become an
indirect discourse
Lots
(line 3)
each life had a guardian spirit associated with it

dat.): send along with (as
guardian)
the souls chosen fate, while Atropos spinning makes it

irreversible)
mid./pass.) go, journey
usually mid.): encamp
(lines 9-10) i.e., whichever souls were

not wise enough to drink moderately and thus save part of their
memory
(line12) suddenly (adv.)

(line 12) one to one place, another to another place
dat. fem. sg. of
used as adv.: to another place)
(lines 13-14)
(line 15)
[any] of the water (partitive genitive)
at dawn (adv.)
(line 19)
keep to)
potential optative)
the upward path (gen. with
Grammatical
Appendix
Nouns
First-Declension Nouns Feminine
Singular
Dual
Plural
First-Declension Nouns Feminine

Singular
Dual
Plural
379

First-Declension Nouns Masculine
Singular
Dual
Plural
or if the word is a compound or the name of a nationality; otherwise it
Second-Declension Nouns Masculine

Singular
Dual
Plural
denoting persons/animals may be either masculine or feminine.
Second-Declension Nouns Neuter

Singular
Dual
Grammatical Appendix Nouns 381

Plural
Third-Declension Nouns
Stem ending in a stop
Singular
(fem.)
(fem.)
(masc.)
(neut.)
Dual
Plural
Stem ending in a liquid or a nasal
Singular
(masc.)
(masc.)
Dual
Plural
Stem ending in a vowel or a diphthong
Singular
(fem.)
(neut.)
(masc.)
(masc.)
(masc.)

Dual
Plural
Stem ending in sigma (contracted)
Singular
(masc.)
(fem.)
(neut.)
(neut.)
(fem.)
Dual
no dual
Plural
no plural
Singular
Dual
Plural
(masc.)
(fem.)
(fem.)
(masc.)
Grammatical Appendix Pronouns 383
Singular
Masculine
Feminine
Neuter
Masculine
Feminine
Neuter
Dual
Plural
Pronouns
Demonstratives
Singular
Dual
Plural

Demonstratives
Singular
Masculine
Feminine
Neuter
Masculine
Feminine
Neuter
Dual
Plural
Demonstratives
Singular
Dual
Plural
Interrogative
Dual
Plural
Grammatical Appendix Pronouns 385
Dual
Plural
Relative Pronouns
Singular
Masculine
Feminine
Neuter
Dual
Plural
Singular
Dual
Plural
Masculine
Feminine
Neuter

Personal Pronouns
First-Person Dual
Second-Person Dual
First-Person Plural
Singular
Masculine
Feminine
Neuter
Plural
Masculine
Masculine
Third-Person Singular
Masculine
Feminine
Feminine
Feminine
First-Person Plural
Masculine
Feminine
Masculine Feminine
Neuter
Grammatical Appendix Adjectives 387

Third-Person Plural
Masculine
Feminine
Neuter
In Attic prose the third-person alternative forms are relatively rare

the subject of the subordinate clause in which they appear, but to the
subject of the main clause in the sentence).
Reciprocal Pronouns
Adjectives
Singular
Dual
Plural
Masculine
Feminine
Neuter
Singular
Masculine
Feminine
Dual
Plural
feminine gender.
Third-Declension Adjectives
Stem ending in a nasal
Dual
Plural
Third-Declension Adjectives
Stem ending in sigma (contracted)
Neuter

Dual
Plural
Adjectives of Mixed Declension

Singular
Masculine
Feminine
Neuter
Dual
None
Plural
Adjectives of Mixed Declension

Singular
Dual
Plural
Masculine
Feminine
Neuter

Irregular Adjectives
Singular
Masculine
Feminine
Neuter
Dual
None
Plural
Irregular Adjectives
Singular
Masculine
Dual
Plural
Corresponding Adjectives
Possessive Adjectives
Feminine
Neuter

Regular Comparison of Adjectives
Irregular Comparison of Adjectives
Paradigm for Irregular Comparative Degree
Dual
Plural
)
Numerals
Masculine
Feminine
Neuter
Masculine
Feminine
Neuter
or nobodies.
Cardinals
Ordinals
Numerical Adverbs
Grammatical Appendix Numerals 393
Adverbs
Adverbs formed from adjectives in a predictable way
Adverbs formed from adjectives in an unpredictable way
Comparison of adverbs
Corresponding Adverbs
Directional Adverbs
395
be encountered in Attic prose. Second- and third-person duals are
Indicative Mood
Singular
)
Dual
Plural
Singular
Dual
Plural
Future Active
Future Middle
Singular
)
Dual
Plural

Indicative Mood
Future Passive
Singular
)
Dual
Plural
).
First Aorist Active
First Aorist Middle
Singular
Dual
Plural
Singular
Dual
Plural
Aorist Passive
Singular
Dual
Plural
).
397
Indicative Mood
Singular
Dual
Plural
). In later
Greek the third-person plural ending of the perfect active indicative is
).
Labial Stem
Palatal Stem
Dental Stem
Liquid Stem
Singular
Dual
Plural
Singular
Dual
Plural
). In
later Greek the pluperfect active indicative has a different set of
, etc.).

Indicative Mood
Labial Stem
Palatal Stem
Dental Stem
Liquid Stem
Singular
Dual
Plural
Future Perfect Active

Singular
or
or
or
Dual
or
or
Plural
or
or
or
( )
) have a periphrastic
future perfect active.
Future Perfect Passive
Singular
(
or
or
or
Dual
or
or
Plural
or
or
or
Subjunctive Mood
Singular
Dual
Plural
399
Subjunctive Mood
First Aorist Active
First Aorist Middle
Singular
Dual
Plural
Singular
Dual
Plural
Aorist Passive
Singular
Dual
Plural
).
Perfect Active
Singular
or
or
or
Dual
or
or
Plural
or
or
( ) or
( )
).

Subjunctive Mood
Singular
Dual
Plural
( )
Optative Mood
Singular
Dual
Plural
Future Active
Singular
Dual
Plural
Future Passive
Singular
Dual
Plural
).
Future Middle
401
Optative Mood
First Aorist Active
First Aorist Middle
Singular
)
( )
Dual
Plural
)
Singular
Dual
Plural
Aorist Passive
Singular
Dual
)
)
Plural
)
)
)
).
Perfect Active
Singular
or
or
or
Dual
(
(
Plural
) or
) or
(
(
) or
) or
) or
).

Optative Mood
Singular
Dual
(
(
Plural
(
(
(
Imperative Mood
Singular
Dual
Plural
In later Greek the third-person plural ending of the present active

), and the third-person plural
).
First Aorist Active
First Aorist Middle
Singular
Dual
Plural
), and the third-person

Singular
Dual
403
Plural
In later Greek the third-person plural ending of the second aorist

), and the third-person
).
Imperative Mood
Aorist Passive
Singular
Dual
Plural
); in the
). In later Greek the third-person plural ending of the aorist
).
Perfect Active
Singular
or
or
Dual
or
or
Plural
or
or
Singular
or
or
Dual
or
or
Plural
or
or
In later Greek the third-person plural ending of the perfect middle/

).
Future Active
Future Middle
Future Passive
).
First Aorist Active
First Aorist Middle
Aorist Passive
).
).
Labial Stem
Palatal Stem
Dental Stem
Liquid Stem
Participles
Present Active
Singular
Masculine
Feminine
Dual
Plural
( )
Neuter
405
Participles
Future Active
Singular
Masculine
Feminine
Neuter
First Aorist Active

Singular
Masculine
Feminine
Neuter
Dual
Plural
Dual
Plural
( )
Singular
Masculine
( )
Feminine
Neuter
Dual
Plural
( )
( )

Participles
Perfect Active
Singular
Masculine
Feminine
Neuter
Genitive
Dative
Accusative
Dual
G./D.
Plural
Genitive
Dative
Accusative
(e.g.,
( )
( )
Future Perfect Active
participle)
Singular
Masculine
Feminine
Neuter
Masculine
Feminine
Neuter
Dual
Plural
Future Middle
Singular
407
Dual
Plural
Participles
Future Passive
Singular
Masculine
Feminine
Neuter.
Feminine
Neuter.
Dual
Plural
First Aorist Middle

Singular
Masculine
Dual
Plural

Participles
Singular
Masculine
Feminine
Neuter.
Feminine
Neuter.
Dual
Plural
First Aorist Passive

Singular
Masculine
Dual
Plural
( )
).
Singular
Nominative
Genitive
Dative
Accusative
Dual
G./D.
Masculine
Feminine
Neuter.
409
Plural
Genitive
Dative
Accusative
A consonant at the end of the stem may undergo euphonic change
Participles
participle)
Contract Verbs
Indicative Mood
( )
Singular
Dual
Plural
Subjunctive Mood
( )
Optative Mood
Imperative Mood

Singular
Masculine
Feminine
Neuter.
411
Dual
Plural
( )
( )
Indicative Mood
( )
Singular
Dual
Plural
Subjunctive Mood
( )
Optative Mood
Imperative Mood

Singular
Masculine
Feminine
Neuter.
Dual
Plural
( )
( )
413
Indicative Mood
( )
Singular
Dual
Plural
Subjunctive Mood
( )
Optative Mood
Imperative Mood

Singular
Masculine
Feminine
Neuter.
Dual
Plural
( )
( )
Verbs with Contracted Futures

Indicative Mood
( )
415
Contracted Futures
Indicative Mood
Future Active
Future Middle
Singular
)
Dual
Plural
( )
Optative Mood
Future Active
Future Middle
Future Active
Future Middle
Future Active
Future Middle
Participles
Verbs with Liquid or Nasal Stem in First Aorist

Indicative Mood
First Aorist Active
First Aorist Middle
( )
Subjunctive Mood
First Aorist Active
First Aorist Middle
( )
Optative Mood
First Aorist Active
First Aorist Middle
( )
Imperative Mood
First Aorist Active
First Aorist Middle
417
First Aorist Active
First Aorist Middle
First Aorist Active
First Aorist Middle
Participles
Indicative Mood
Aorist Active
Aorist Middle
Subjunctive Mood
Aorist Active
Aorist Middle
Aorist Active
Aorist Middle
Optative Mood
419
Imperative Mood
Aorist Active
Aorist Middle
Aorist Active
Aorist Middle
Aorist Active
Aorist Middle
Participles
Indicative Mood
Indicative Mood
Perfect Active
Pluperfect Active
Subjunctive Mood
421
Subjunctive Mood
Aorist Active
Perfect Active
Optative Mood
Present Active
Perfect Active
Imperative Mood
Perfect Active
Participles

Perfect Active
Indicative Mood
423
Indicative Mood
Aorist Active
Aorist Middle
Subjunctive Mood
Aorist Active
Aorist Middle
Optative Mood
Aorist Active
Aorist Middle
Imperative Mood
Aorist Active
Aorist Middle
Aorist Active
Aorist Middle
425
Participles
Indicative Mood
Aorist Active
Aorist Middle
Subjunctive Mood
Aorist Active
Aorist Middle
Aorist Active
Aorist Middle
Optative Mood
427
Imperative Mood
Aorist Active
Aorist Middle
Aorist Active
Aorist Middle
Aorist Active
Aorist Middle
Participles
Indicative Mood
Subjunctive Mood
Optative Mood
Present
Participle
Indicative Mood
429
Indicative Mood
Present subjunctive and present optative add regular endings to the
Imperative Mood
Participles
Indicative Mood
Present Active
Future Middle
Imperfect Active
Subjunctive Mood
Present Active
Optative Mood
Present Active
Future Middle
Imperative Mood
Present Active
Present Active
Future Middle
Participles
Present Active
Singular
Masculine
Feminine
Neuter
431
Dual
Plural
Future Middle
Indicative Mood
Present Active
Subjunctive Mood
Present Active
Optative Mood
Present Active
Imperfect Active
Imperative Mood
Present Active
Present Active
Participle
Present Active
Singular
Masculine
Feminine
Neuter
Dual
Plural
Indicative Mood
Present Active
Imperfect Active
433
Subjunctive Mood
Present Active
Optative Mood
Present Active
Dual
none
none
Imperative Mood
Present Active
Present Active
Participle
Present Active
Verbs with Athematic Aorist

Indicative Mood
Aorist Active
Subjunctive Mood
Aorist Active
Optative Mood
Aorist Active
Imperative Mood
Aorist Active
435
Aorist Active
Participle
Aorist Active
Indicative Mood
Aorist Active
Subjunctive Mood
Aorist Active
Optative Mood
Aorist Active
Imperative Mood
Aorist Active
Aorist Active
Participle
Aorist Active
Irregular Verbs
Indicative Mood
Perfect Active
Subjunctive Mood
Perfect Active
Pluperfect Active
Future Perfect Middle
437
Optative Mood
Perfect Active
Imperative Mood
Perfect Active
Perfect Active
Participle
Perfect Active
Indicative Mood
Perfect Active
Pluperfect Active
Imperative
Perfect Active
Perfect Active
Participle
Perfect Active
Word Lists
Lesson 3
Lesson 5 Reading
Lesson 6
Lesson 4
Lesson 6 Reading
Lesson 5
Lesson 7
439
Lesson 7 Reading
Lesson 9 Reading
Lesson 10
Lesson 8
Lesson 10 Reading
Lesson 8 Reading
Lesson 11
Lesson 9
Word Lists 441
Lesson 11 Reading
Lesson 14
Lesson 12
Lesson 14 Reading
Lesson 12 Reading
Lesson 15
Lesson 13
Lesson 15 Reading
Lesson 13 Reading

Lesson 16
Lesson 16 Reading
Lesson 18 Reading
Lesson 17
Lesson 19
Lesson 17 Reading
Lesson 18
Lesson 19 Reading
Word Lists 443

Lesson 20
Lesson 22 Reading
Lesson 20 Reading
Lesson 23
Lesson 21
Lesson 23 Reading
Lesson 21 Reading
Lesson 22
Lesson 24
particle
ptcple.)
Lesson 24 Reading
Lesson 26 Reading
Lesson 25
Lesson 27
Lesson 25 Reading
Lesson 26
Lesson 27 Reading
indir. qtion.)
interrog.)
interrog.)
interrog.)
interrog.)
interrog.)
Word Lists 445

Lesson 28
Lesson 30
Lesson 28 Reading
Lesson 30 Reading
Lesson 29
Lesson 29 Reading
Lesson 31

Lesson 32 Reading
exclam. adv.)
Lesson 31 Reading
Lesson 33
Lesson 32
comp.)
superl.)
Word Lists 447
Lesson 33 Reading
Lesson 34 Reading
Lesson 34
Lesson 35
Lesson 35 Reading
Lesson 37
in conditions)
introducing conditions)
Lesson 36
potential optative)
Lesson 37 Reading
Lesson 38
Lesson 36 Reading
Word Lists 449

Lesson 39 Reading
indef. rel. adv.)
indef. rel. adv.)
indef. rel. adv.)
indef. rel. adv.)
indef. rel. adv.)
rel. adv.)
Lesson 38 Reading
Lesson 40
conj.
indir. discourse)
conj. indir. discourse)

prep.)
Lesson 40 Reading
Lesson 39
purp. cl.)
neg. purp. cl.)
purp. cl.)
purp. cl.)
quotation mark)

Lesson 41
Lesson 43
Lesson 41 Reading
Lesson 43 Reading
Lesson 42
Lesson 42 Reading
Lesson 44
Word Lists 451
Lesson 44 Reading
Lesson 46
Lesson 45
Lesson 46 Reading
fear cl.)
effort cl.)
effort cl.)
Lesson 45 Reading
Lesson 48
Lesson 47
Lesson 48 Reading
Lesson 47 Reading
Lesson 49
Word Lists 453

Lesson 50
Lesson 49 Reading
Lesson 50 Reading
Glossary
Lesson numbers appear in brackets. R means that the word is found in the
reading but not in the vocabulary for that lesson.
a
abandon
able (to)
against
about
[23]
above
accomplish
[R45]
according to
accusation
acquire
act
act insolently
action
activity
add to
addition
admire
adornment
advantageous
affair
(the) aforesaid
[R10, 13]
after (conj.)
after (prep.)
again
mid.) [15]
age (of a person)

[27]
age (span of time)
[R28]
agree (to)
agree (with)
aid
aim at getting
Alexander
[R41, R42]
all
alliance
R37, R38]
allied (with)
[R34, 35]
allow
ally
alone
already
also
alter
although
always
ambassador
[R35, R41]
among
an
ancestor
ancient
455
and
and not
and yet
animal
announce
announce to
anoint
another
answer
mid
[27]
any
anyone
anything
Aphrodite
appear
pass
(mid. & intrans.) [R30,
R32, 35]
approach
archon
argument
army
around
arrange
arrest
arrive (at)
art
as (conj.)
[38]
rel. adv
as ever (indef. rel. adv.)

as far as regards
as for the rest
as if (particle)
(rel. adv.
as it were
as long as
as many as (rel. adj.)
[46]
as much as (rel. adj.)
[46]
Asia
ask
assembly
30]
assert
assign
associate with
[R44]
at
at all
at another place
at another time
at any rate
at Athens
at home
at least
at length
at night
[R19, 23]
at that place
at that time
at the house of
at the same place
[R45]
at the side of
at the very place
at this place
at this time
at war (with)
dat. [12]
Athenian
R34, R35, 37]
Athens
athletics
(supply
Atropos
attack
attempt (to)
[R46]
automatic
[R33]
avoid
awaken
away from
457
back
backwards
bad (at doing a thing)
bad (morally)
bad condition
[R31, R32]
bad name
[R44]
badly
banish
bat (animal)
[R23]
battle
be
be a citizen
be a coward
be a slave (to)
be able (to)
be about (to)
[6]
be accustomed (to do)
be afraid (of)
[45]
be afraid (to)
[45]
be amazed (at)
be ashamed
mid.) [44]
be asleep
be at home
be born
32]
be captured
be content (to)
suppl. ptcple. [41]
be eager (to)
mid.)
be encouraged
be fond of (doing)
be governed
be grateful (to)
[16]
be grown up
be happy
be healthy
be ignorant of
be in danger
be in debt
be in excess
be in exile
be in the marketplace
[R44]
be killed
be king
be laid down
be late
be lying down
be negligent
be of age
be on guard against
(mid.) [11]
be placed
be powerful enough (to)
be present
be punished
be self-controlled
[R42]
be settled
be situated
be standing
be strong
be subject to
be surprised
be suspicious
be treated badly
[40]
be treated well
be unjust
be willing (to)
bear (animal)
[R10]
bear (carry)
to
beat out (metal)
beautiful
perf.) [46]
give birth
[33]; most beautiful

beauty
body
boldness
bonus
book
R49]
because (conj.)
[R32, R36]; (particle
ptcple. [24]
become
32]
become hateful (to)
become lazy
[R47]
bed
befall
before (adv.)
before (conj.)
beget
begin
mid.
or ptcple. [38]
beginning
behind
behold
mid.)
believe
believe (in)
bequeath
beside
best (in ability or worth)
best (in might)
[33]
best (morally)
[33]
betake oneself
mid.) [11]
better (in ability or worth)
better (in might)
better (morally)
beyond
big
birth
bramble bush
brave
bring
bring about
[R44]
bring forth
bring safely (to)
bring to a stop
brother
bundle
burden
burning heat
[R50]
but
but yet
buy
by (in oaths)
by (in various idioms)
by (location)
by (under the agency of )
gen. [11]
by all means
by land
by night
[R19, 23]
by sea
call
camp
can
care for
career
carry
carrying hoplites
blame
blameworthy
blind
blow
cart
Carthaginian
459
cash
come forward to speak
cast aside
[R45]
cat
cattle
cause
cavalryman
cave
caw
cease
mid.) [25]
(a) certain
certainly
chance
)
Chance (
come into
come on now!
chance upon
[R40, 50]
change
character
charge
chase
chasm
chastise
child
choose
chorus (
circumstances
[42]
citizen
city
city-state
class
clean
clear
clearly
clever
cloak
close
clothes
Clotho
collect
come
[40]
mid.) [40]
)
come out
come (to)
come to know
command (to)
commit an outrage (against)
[R42]
commit suicide
[R45]
common (to)
or gen. [30]
companion (female)
companion (male)
compete
competition
complete
[R43, R48]
comrade (female)
[41]
comrade (male)
[41]
conceited
concerning
concord
confess (to)
confusion
conquer
consider
contemplate
contemplation
[R43]
contest
contrary to
contrivance
contrive (to)
[R44, 45]
cook
copper, copper money

Corinth
corrupt
couch
council
council-chamber
country
countryside
courage
courtesan
cowardice
cowardly
craft
create
crew of rowers
[R34]
critical moment
[R30]
crocodile
[R21]
crow (noun)
[R20]
crow (verb)
crud
crush
cry
cry out
custom
Cyrus
daily
damage
dance (noun)
dance (verb)
danger
daring
Darius
daughter
dear (to)
death
Death (
decide (a contest or dispute)

[27]
decide (to)
declare
deed
defend oneself
delay (to)
deliberate (how to)
effort cl. [45]
delight
demonstrate
deny
descendant
describe
deserving (of, to)
desire (to)
desperate situation
despot
destiny
Destiny (
destroy
determined
[R49]
device
devise
devoid (of)
[44]
die
die early
differ
different
dig
dawn
day
day by day
dine
dinner
dirt
disbelief
mid.) [R36]
461
disciple
discover
discreet
discretion
discussion
disgrace
disgraceful
dishonor
dismiss
display
distrust
divine being
division of opinion
do
[10]
do wrong
dog
R46, 48]
donkey
door
double
doubt
down (adv.)
down (prep.)
down along
down from
(the) downstairs
downwards
drachma
drag
dramatist
[25]
draw (drag)
draw (write)
draw near
R50]
dreadful
drink
drive
drive away
drive back
drive out
dust
each
eager (for, to)
eagerness
ear
earlier (adj.)
earlier (adv.)
earliest
earth
Earth (
earthquake
easily
easy
[33]
eat
eat dinner
eat lunch
educate
education
egg
eight
eighth
Elatea
eleven
eleventh
empty (of)
[R34, 44]
en masse
encamp
endure
enemy (in war)
[12]
enemy (personal)
[12]
engage in business
[R43]
enough (to, for)
enslaved
entire
entirely
envy
Epigenes
equal (to)

equip
Eratosthenes
experience (verb)
err
error
escape
explain
extravagant
eye
[R47]
escape the notice
suppl. ptcple. [50]
escape the notice of
acc. [50]
escort
establish
[47]
fail
failure
fair (impartial)
fair (of appearance)
[8]
fairly
fall
fall upon
false
eunuch
Euphrates (river)
[50]
fame
family
family member
far
far away from
far off
fare badly
even
evening
eventually
ever
every
evident
evil
examine
example
[48]
exceed
excellence
excuse
exercise (noun)
[R43]
exercise (verb)
[R44, R46]
exercise partner
fare well
[40]
farewell!
farmer
fast
mid.)
fate
Fate (
)
[5]
father
exhortation
[R36]
(an) exile, exiled person
exist
expedition
expense
expensive
experience (noun)
fatherland
favor
fear (noun)
fear (to) (verb)
[45]
feather
feel ashamed
mid.) [44]
463
female
feminine
fever
few
force (noun)
[R29, 47]
force (verb)
forge
forget
mid.)
[33]
dat. [35]
[33]
supply
[50]
forgetfulness
Forgetfulness (river in the
underworld)
[R50]
forgive
forgiveness (of)
former
(the) former
formerly
fortunate
fortune
Fortune (
four
fourth
fox
[R46]
R22]
free (of, from)
friend (female)
friend (male)
follow
follow closely
[R30]
following
[R29]
(the) following
food
foot
footstep
for (conj.)
for a little while
for indeed (conj.)
for the sake of
friendly
friendship
fright
frighten
frog
from
gen. [22]
from another place
from Athens
from here
[49]
from home
from somewhere
from the same place
from the side of
from there
from under
gen. [50];
gen.

from where (rel. adv.)
good (morally)
(indir.
from wherever (indef. rel.
adv.)
full (of)
good condition
good experience
function
funeral
funeral pyre
furnish
further (adv.)
gardener
gather together
gathering
gaze upon
acc. [R48]
general
gentlemen
gift
girl
give
give back
give birth to
[R27, 28]
give oneself in marriage (to a
mid
man)
[39]
Glaucon
R49, R50]
glory
gnaw
go
mid./pass.) [R33,
go down
go forward to
R50]
go into
go out
go up
god
goddess
gold
good (at doing a thing)
good sense
[R50]
goods
goodwill
grace
grain
grandeur
grasp
gratitude
great
[33]
greatly
Greece
Greek
(a) Greek
Greek inhabitant of Italy
Greek inhabitant of Sicily
greet
grew
[R48]
grief
ground
grow old
guard (noun)
guard (verb)
guard together
[R46]
guardian (female)
guardian (male)
[16]
guardian spirit
[17]
guest
guest-friendship
guilt
guilty (of)
[19]
465
habit
Hades
hand
hand over
handsome
happen
(a) Hellene
[20]
Hellenic
hello!
help
helpful
hence
her
Hera
herald
herd
here
[50]
happen (to)
happiness
[R43]
happy
hard
harm
hasten (to)
mid.)
hateful (to)
Hermes
herself (
.)
hesitate (to)
[6]
hill
him
himself (
.)
have
have come
have faith (in)
hinder
hit (with a thrown weapon)
a target)
have leisure
have need (of)
[R41]
have (someone) taught
hither
healthy
hear
hold
hold a contest
hold a wedding
hold out (against)
[R38]
home(wards)
honor (noun)
honor (verb)
hope
hoplite
horse
host
hostile (to)
[42]
hear about
acc. [42]
heart
heaven
Hellas
hour
house
mid.) [11]
having authority
[28]
having done no wrong
having to do with trade
having to do with women

household
how (rel. adv.)
R46, R47]; (conj. indir.
disc
conj. effort
clause
indir. )
how!
(indir.
[46]
how great a!
(indir.)
[46]
how many!
imitate
immediately
immortal
impartial
impressive-looking
[R34]
in
in a leisurely way
in a mob
in accordance with
[20]
in all respects
in another place
in Athens
in common
in order that
46]; (indir.
conj. + neg. effort
cl.)
[45]
however
howsoever (indef. rel. adv.)
[38]
human
human being
humankind
hundred
hunt
hunt together
hunter
hurl
hurt
husband
I
if
if (ever)
if (ever) indeed
if indeed
if only
ignominious
[R44]
illogical
in place of
in that place
in the future
[32]
in the same place
in the time of
in this place
in this very way
in this way
in time
in truth
in turn
in want (of)
[R31]
in which way (rel. adv.)
R46, R47]
indeed
[47]
indict
mid.) [11]
infer
inhabit
injure
injury
injustice
inquire (of someone)
467
inside
intend (to)
interpreter
into
inundate
investigate
invite
it
itself (
[19]
knowledge
46]
labor
Lacedaemon
Lachesis
lacking
ladder
lady
.)
Jesus
Lady (title of goddess)
journey (noun)
lake
land
R50]
journey (verb)
[R33, R50]
joy
judge (noun)
[R49]
judge (verb)
judgment
[20]
mid./pass.)
just
just as
just now
justice
R50]
kill
kin
kind
kindly (adv.)
king
kiss
know (by being skilled in or
familiar with)
[46]
know (by observing)
[49]
)
know (
R27, 28]
know how (to)
large
[33]
last
lasting a thousand years
later (adj.)
later (adv.)
latest
(the) latter
[R10, 13]
laugh (at)
[15]
laughable
law
lawsuit
lay (eggs)
lay down
lead
lead a life
mid./pass.) [R39]
learn (by inquiry)
gen. or acc. [42]
learn (by study)
learn about (by inquiry)
acc. [42]
learn how (to)
[42]
least
least of all (adv.)

leave
leave behind
leisure
lengthen
less
[33]
lest (conj. + neg. purp. cl.)
conj. + fear
cl
conj. + neg. fear cl.)
let go
let pass
letter
lie
lie asleep
lie dead
lie down
life
[22]
life of a tyrant
[R49]
lifetime
lift up
light
like
lion
listen (to)
little
lot
loud noise
love (noun)
love (verb)
[41]
luck
Lycurgus
lying
machine
maid
maiden
Maiden (another name for
Persephone)
make
(a) little
[31]
little child
little house
live
[R39]
live together
livelihood
long
long ago
long for
longer (adv.)
long-lasting
look (at)
[R7, R9, R10, 13]
look down at
look into
look up
loosen
lord
mid./pass.)
[47]
make a difference
make a mistake
make appear
35]
make begin
make clear
make go
make stand
make stand up
make trial of
make war
male
man
manage
manager (of the household)
[R39]
469
mankind
manner
many
R9, 18]
(the) many
many times
march
mare
market
marketplace
marriage
mid
marry (a man)
[R6, 39]
act.)
marry (a woman)
[R6, 39]
marsh
marvel (at)
marvelous
masculine
master (of the household)
matters of state
me
meal
measure
meat
Mede
meet
meeting
message
messenger
messmate
middle
military
military force
[R34, 35]
mina
mind
mine
miracle
miserable
misfortune
[R44]
miss
miss (a target)
[28]
miss out on
mistake
mistress (of the household)
model
moderate
modesty
money
money-lender
[R23]
monkey
more (adj.)
more (adv.)
Moses
[R28]
most (adj.)
most (adv.)
mother
29]
mountain
mouse
move
mid.) [11]
much (adj.)
[R7, R9, 18]
much (adv.)
mud
murderer
music
supply
must
my, my own
myself (
[19]
naked
name (noun)
name (verb)
native country
[30]
.)

nature
naval
navy
near
nearly
necessary
no more
no one
nobility
R49]
noble
none
non-professional
[R31]
nor
necessities
[R31]
necessity
[43]
need
not
not awed
[R49]
not dazzled
[R49]
not deserving (of, to)
[43]
not even
not know
neglect
neglect to mention
[R44]
negligence
)
[R7]
net (for hunting)
[R15]
never
nevertheless
new
next (adj.)
net (
next (adv.)
night
Nile (river)
nine
ninth
no (adj.)
not yet
nothing
now
number
nurse (a baby)
O!
obey
mid.
obol
observe
obtain
occupation
of some quantity
of some size
of some sort
of such a sort
(indir.
of which quantity (rel. adj.)
of which size (rel. adj.)
oath)
no longer
of which sort (rel. adj.)
471
of whichever quantity (indef. rel.
adj.)
of whichever size (indef. rel.
adj.)
of whichever sort (indef. rel.
adj.)
offer
opportunity
or
orator
order (noun)
order (verb) (to)
[5]
other
(the) other (of two)
[49]
ought (to)
offspring
often
old
old age
old man
old woman
Olympia
R33]
on (location)
on (the surface of )
on account of
gen. [14]
hand
on the other hand
one at a time
one by one
only (adj.)
only (adv.)
our
our own
ours
ourselves (
.)
out of
outside
over
overhanging bank
on behalf of
on the grounds of
[24]
on this side (of)

once
once (and for all)
once more
one
(the) one (of two)
[49]
one another
open (adj.)
open (verb)
[R26, 27]
open up
27]
opening
opinion
gen. [R41]
overlook (neglect)
(put up with
[R44]
overthrow
overwhelm
owe
pain
painter
pardon (for)
gen. [R40]
parent
Parmenion
[R41]
participate in politics
(mid.) [R43]
particle with potential optative or
in conditions
pass by

pass over
pass up
passage (in a book)
[11]
passion
path
pause (from)
[R48]
pay attention to
pay out
peace
penalize
penalty
plot (against)
[R38]
plunder
point out
political
pond
position
possess
possible (to)
(it is) possible (to)
(the) people
perceive
perfect
[R43, R48]
perhaps
Pericles
permit
Persian
person
personal
persuade (to)
Pharisees
[R26, R27]
Philip
philosopher
[13]
philosophical
philosophy
pick up
piece of gold
piece of silver
[35]
pious
place (noun)
place (verb)
place upon
plain
plan (noun)
[R5]
plan (verb) (how to)
effort cl. [45]
plant
pleasant
postpone
potter
power
mid.) [R47]
powerful (enough to)

practical
practice
practice philosophy
[R48]
pray (to)
prefer (to)
preparation
[R34, 35]
prepare
present circumstances
preserve
pretend
prevent
price
prime of life
private
private citizen
[R31]
privately
privilege
prize
probably
produce
mid.) [17]
473
promise (to)
property
prophet
prosperity
[R44]
prosperous
protect
prove
provide
provisions
prudence
prudent
prytanis
punish
punishment
pure
pursue
[R47, R50]
pursuit
put
put back
put in order
put up with
quarrel
question
question expecting the answer
question expecting the answer
question not expecting a particular
answer
quick
[41]
quite
quotation mark equivalent
[R40]
rabbit
race
racecourse
rather
read
ready (to)
[36]
real
really
rearing
reasoning
rebel
rebuke
recall
mid., aor. pass.,
or fut. pass.)
[49]
receive
recently
reckon together
[R30]
recognize
regret
reject
[R45]
rejoice (in)
related
relative
relax
release
remain
remaining
remember
mid., aor.
pass., or fut. pass.
acc. [R36, 49]
remind
renewal
reply
mid
report
report back
reproach
republic
reputation
resembling
[R46]
resist
resource
respect
respectable
responsibility
responsible (for)
gen. [19]
rest (adj.)
(the) rest

rest (from)
[R48]
reward
riches
ride
ridicule
ridiculous
right (adj.)
right (noun)
right time
rightly
risk
river
road
rooster
R19]
row
ruin
rule (noun)
rule (verb)
run
run a risk
sabbath
sabbath-day
[R26]
safe
safety
R30]
sail out (from)
[R34]
sail together
sailing-voyage
sailor
same
save
say
schism
school
science
scold
scorn
sculptor
[R18]
sea
seagull
search for
season
second
secretly
see
seek (to)
seem (to)
seize
[R29]
-self (intens. adj.)
[14]
self-acting
[R33]
self-control
[42]
self-controlled
sell
send
send along (with)
dat. [R50]
send away
sense
separate
[27]
servant (female)
servant (male) (of the household)
serve
service
set
set down
set in motion
[47]
set up
seven
seventh
shake
shame
shameful
475
small
sheep
shield
ship
shop
shoot
shout (noun)
shout (verb)
show
small portion
[R38]
snake
snare
snatch
sniff at
so
so as
so great
Sicilian
Sicily
sight
sign
silence
silver
similar (to)
[48]
sin (noun)
sin (verb)
since
so many
so much
so that
Socrates
soften
soldier
some
[R45]
somehow
something
someone
sometime
sometimes
somewhere
son
sincere
sinful
R28]
singly
sister
sit
six
sixth
size
skill
sky
Sky (
slave (female)
slave (male)
slavery
slay
sleep (noun)
sleep (verb)
slow
soul
sound
space
span of time
Sparta
[R35, R44]
speak
speak in the assembly
[R30]
speaker

spectacle
speech
spindle
spinning
spirit
[14]
strike at
stade
stadium
staircase
stand
perf.) [46]
stand guard
stand near
stand out
stand up
mid. or second
aor. act.
(mid. or second aor. act.)
[46]
star
start out
(a) starting out
starting-point
[R32]
state
statue (of a god)
stay
steal
step
step aside
stick
still (adv.)
stillness
stir up
stone
stop (bring to a stop)
stop (come to a stop)
[25]
storehouse
storm
story
stranger
strength
stretch out
strike (with direct blow)
mid.)
[14]
strike down
strive (to)
stroke
strong
struggle
stumble into
such
such a!
such as (rel. adj.)
suddenly
suffer
(it) suits
summon
[R29]
sun
Sun (
[48]
support
suppose
surely
[44]
suspect
suspicion
suspicious
sweet
[33]
swift
swifter
swiftest
Syracusan
[R38]
tail
take
take a rest
take as a wife
mid.) [R33]
act.) [R6,
477
39]
take care (of)
[45]
take care (to)
[45]
take counsel
take delight (in)
take heart
take in exchange for
(mid acc. & gen.) [11]
take up
tale
talent
tall
tanner
task
teach
teach discretion to
[45]
teacher
tell
temperance
[42]
temperate
ten
ten thousand
tent
tenth
tentmate
terrible
terrify
test
than
that (conj. + indir. disc.)
conj. + effort cl.)
conj. +
fear cl
that (dem. adj/pron.)
[19]
then (at that time)
47]
then (next)
thence
there
[49]
therefore
these
thief
thing
think
think little (of)
gen. [R31, R32]
third
this
thither
thorn
those
thousand
thranite
three
thrice
thrifty
through
throughout
throw
throw away
throw out
thunder
thus
time
that (rel. pron.)

the
them
themselves (
then (drawing a conclusion)
.)
to

to a place over
to a place under
to another place
to Athens
to here
to somewhere
to the same place
to the side of
to there
to where (rel. adv.)
indir.)
[26]
to wherever (indef. rel. adv.)
[38]
today
together with
tolerable
torch
toward
track
trade
train
tranquillity
transfer
transport ship
[R34]
trap
treasure
treasury
treatment
tree
trierarch
trip up
trireme
troops
trouble
true
truly
trumpeter
[R29]
trust (in)
[28]
truth
try (to)
turn (noun)
turn (verb)
twelfth
twelve
twenty
twice
two
R11, 34]
type
tyranny
tyrant
ugly
under
understand
[46]
understanding
[46]
undertake (to)
[R46]
undulation
undying
unexpected
[R39]
unfed
universe
unjust
unleisured
unless
until (conj.)
until (prep.)
untrue
unworthy (of, to)
up (adv.)
up (prep.)
up along
up to
upbringing
upon
gen. [13]
479
uproar
(the) upstairs
upwards
urge (to)
us
use (noun)
use (verb)
useful
[R47]
value
very (adv.)
(the) very (intens. adj.)
intens. particle)
(the) very one who
[47]
(the) very thing that
victory
vine
vineyard
virtue
virtuous
visible
voice
wag
wagon
wait for
walk (noun)
[R33]
walk (verb)
walk around
(a) walking around
wall (of a city)
wall (of a house or enclosure)
war
ward off
wash
water
50]
wave
way
we
weak
wealth
wealthy
weasel
wedding
weep
well
well-disposed (toward)
well-intentioned
[R30]
(the) well-known
well-reasoned
adj./pron.)
indir.
whatever (indef. rel. pron.)

[38]
when
(rel. adv
indir
[26]
whence (rel. adv.)
(indir.
whencesoever (indef. rel.
adv.)
whenever (indef. rel. adv.)
[38]
where (rel. adv.)
indir
[26]
wherever (indef. rel. adv.)
[38]
whether
which (rel. pron.)
indir.

which indeed
whichever (indef. rel. pron.)
[38]
which(ever) (of two)
while
whip
whither (rel. adv.)
indir
[26]
whithersoever (indef. rel.
adv.)
who (rel. pron.)
indir
[26]
who indeed (rel. pron.)
whoever (indef. rel. pron.)
whole
work (verb)
workshop
[R18]
world
worse (in ability or worth)
worse (in might)
worse (morally)
worship
worshipping God
[R28]
worst (in ability or worth)
worst (in might)
[33]
worst (morally)
[33]
worth
worthless
worthy (of, to)
wicked
would that
wow!
wrestling-bout
wickedly
wife
win
wing
wisdom
wise
wish (to)
wrestling-school
write
wrong (adj.)
wrong (noun)
year
yes
with
[19]
with the avowed intention of
ptcple. [24]
with the help of
within
gen. [R41]
without
woe is me!
wolf
woman
womankind
wonder (at)
word
work (noun)
oath)
yet
yield
yoke
you (pl.)
[14]
you (sg.)
you know
you see
young
young child
young man
your (more than one persons)
481
your (one person s)
[21]
your own (more than one persons)
yourself (
([19]
yourselves (
your own (one persons)

yours (more than one persons)
a youth
Zeus
R48]
yours (one persons)

[21]
.)
.)
Glossary
Lesson numbers appear in brackets. R means that the word is found in the
reading but not in the vocabulary for that lesson.
good (at doing
a thing), brave, strong,
(morally) good, virtuous [8]
statue (of a
god) [R18]
sculptor
[R18]
or suppl. ptcple.) be fond of

(doing), be content (to) [41]
love [41]
announce,
report [18]
messenger [18]
imper. of
strengthens
another imperative) come
on now! [40]
herd [R46]
not know, be
ignorant of [R5]
marketplace,
market [4]
be in the
marketplace, shop [R44]
speak in the
assembly [R30]
countryside [R39]
lead [22]
contest,
competition, struggle [16]
hold a contest [16]
compete [R31]
determined [R49]
unfed [R19]
sister [7]
voc. sg
brother [7]
be unjust, do
wrong, injure [37]
injustice, wrong,
injury [37]
unjust, wrong [37]
adv.) always, ever [25]
immortal, undying
[9]
(adv.) to Athens [49]
Athenian [R31,
R34, R35, 37]
Athens [49]
(adv.) from Athens
483

[R33, 49]
(adv.) in Athens, at
Athens [R33, 49]
prize, reward [R37,
R50]
Hades (god of the
underworld) [R49]
shame (either good
or bad sense), modesty,
respect [17]
seagull [R23]
cat [R19]
gen. of person heard or

acc. of thing heard) hear,
listen, listen to [5]
rooster [R5,
R19]
Alexander the
Great (king of Macedonia
in 4th century BCE, son of
Philip II) [R41, R42]
truth [10]
in truth, truly, really
[10]
true, real, sincere [17]
stem
mid.)
adj.
choose [40]
(verbal
acc./gen.
in indir. disc.) perceive,

sense [42]
superl.
of
shameful, most disgraceful
[33]
comp. of
more shameful,
more disgraceful [33]
shameful,
disgraceful [31]
disgrace;
(mid.) feel ashamed, be
ashamed [44]
blame, guilt,
responsibility, accusation,
charge, cause [19]
blameworthy;
gen.) guilty (of),
responsible (for) [19]
span of time, age
[R28]
,
dat.) follow [R46]
be
captured [R31]
see
(conj.) but [6]
but yet [32]
change, alter [6]; (mid

acc., gen.) take (something)
in exchange for (something)
[11]
adv.) to another place (dat.
fem. sg. of
[R50]
(reciprocal pron.) of
one another, to one another,
one another [49]
(adv.) from another place
[49]
(adv.) at another place, in
another place [49]
the others, the rest [22]
other, another [22]
(adv.) to another place
[49]
(adv.) at another time
[R36]
illogical [R38]
fox [R17, R20,
R22]
(adv.) at the same time [R45]
485
cart, wagon [11]
make a
gen.) miss (a target), miss
out on [28]
mistake, failure,
error, sin [28]
sinful [R26, R27,
R28]
(comp. of
) better (in ability or
worth) [33]
negligence [R33]
be negligent,
neglect, overlook [R33,
R42]
vineyard, vine
[R8]
ward off; (mid.) defend
oneself [R36]
see
(prep. gen.) about,
concerning; (prep. acc.)
around (basic meaning of
before a vowel [23]
particle used with subjunctive
in protasis of present
general or future more
vivid condition, with
indicative in apodosis of
contrary-to-fact condition,
with optative in apodosis of
future less vivid condition,
or with potential optative
[36, 37]
see
(prep. acc.) up,
up along, by (in various
idioms
before a vowel
[23]
day by day,
daily [23]
put back; (mid.)
postpone (see
look up [R50]
read (see
force [R48]
necessary;
(as a neut. pl. substantive)
necessities [R31, 43]
(superl. of
) most
necessary [R29]
& dat. or acc.
) there
is need (to), it is necessary
(to), one must [43]
take up, pick up (see
having done no
wrong [R45]
renewal [R38]
gen. or
.) unworthy (of, to), not
deserving (of, to) [9]
stop, bring to a stop;
(mid.) take a rest [R33]
lift up [R42]
gentlemen
(vocative used in addressing
an audience) [R40]
not dazzled, not
awed [R49]
go up (see
[R49]
(prep. gen.) without [24]
man, husband
[30]
human [R48]
(masc.) human
being, person, man,
mankind, humankind; (fem.)
woman, womankind [7]

let go,
, be a coward [R31]
give back, assign (see
pass up [R38]
(intrans.
intrans.)
fut. perf.
make
intrans.
stand up; (intrans. forms)
stand up [R30]
imperf.
open, open up
[R26, 27]
if (ever) indeed [47]
dat.) hold out (against),
resist (see
(prep. gen.) in place of
[R44]
(adv
gen.
)
worthy (of, to), deserving
(of, to) [8]
see
report back (see
(adv.) once [34]
drive back [R44]
dat.) become hateful

(to) [R45]
dat.)
distrust [R45]
disbelief, doubt
[R47]
prep. gen.)
before
smooth breathing,
before rough breathing [7]
cast aside, reject [R45]
(with
acc.) gaze
upon (see
demonstrate, prove
(see
(fut. perf
die,
be killed [21]
separate, choose; (mid.
dat.) answer, reply (see
kill [21]
leave, leave behind,
[R12]
desperate situation [R36]
unexpected
[R39]
see
introduces a question
expecting the answer yes
[26]
(postpos. particle) therefore,
then; never elided [R46, 47]
(interrog. particle
inferential particle
)
introduces a question not
expecting a particular
before a vowel
[26]
expecting the answer no
[26]
piece of silver;
(pl.) money, cash [35]
silver [35]
virtue, excellence
[43]
number [34]
eat lunch
[R33]
(superl.
of
487
(in ability or worth) [33]
bear [R10]
seize, snatch,
plunder [15]
male, masculine [R46]
(adv.) just now [27]
beginning, power,
gen
gen.) make begin; (mid.
gen.,
.)
begin [38]
archon (one of
the 9 chief magistrates of
Athens) [38]
weak [R36]
Asia [R42]
greet [R49]
shield [16]
star [R50]
city [29]
safe [R35]
engage in
business [R43]
unleisured [R43]
(particle ptcple.) because of
[24]
dishonor [R44]
spindle [R50]
Atropos (one of
the three Fates) [R50]
see
see
(adv.) again, further, on the
other hand, in turn [R37, 42]
(adv.) again, further, on the
other hand, in turn [R41,
42]
self-acting,
automatic [R33]
same; (intens. adj.)

-self, very; (pers. pron.)
him, her, it, them [14]
(adv.) at the very place,
here, there [R35]
see
(adv. of
;
irreg. accent) in this very
way [31]
crud, dirt [R49]
see
throw away, send away,
dismiss (see
(with
or
acc.) arrive (at),
come (to) [30]
starting-point,
resource [R32]
Aphrodite
(goddess of love) [R6]
(exclamation of surprise or
amazement) wow! [R24]
walk,
step, go [49]
throw, hit (with
a thrown weapon), shoot
[15]
king [R22, 29]
be king,
rule [R48]
bramble bush [R23]
frog [R11, R25]
(superl. of
) best
(morally), most virtuous
[33]
(comp. of
) better (morally),
more virtuous [33]

book [14]
lead a life [22]
life, lifetime,
livelihood [8]
harm, hurt [5]

see, behold;
(with
acc.) look (at)
[R7, R9, R10, 13]
cry, cry out, shout [39]
shout [39]
plan [R5]
councilchamber [R29]
[R6]
take (a woman)
as a wife, marry (a woman);
(mid dat.) give oneself in
marriage (to a man), marry
(a man) [R6, 39]
hold a wedding [39]
marriage, wedding
[39]
postpos. conj. introducing
an explanation) for, for
indeed [13]
(enclitic particle) at least, at
before a vowel
[12]
laugh; (with
dat.) laugh at, ridicule
(mid. voice
preferred in Attic) take
effort clause)
) decide (to) [45]
plan, counsel,
council (a group of 500
citizens, 50 from each of
the 10 tribes, chosen by lot
to serve as Athens senate
for a year) [R29, 30]
) wish
(to), desire (to), prefer (to)
[30]
slow [41]
(superl. of
) slowest
[41]
(comp. of
) slower
[41]
thunder [R50]
tanner [R9]
see
[15]
laughable,
ridiculous [R46]
birth [R46, R50]
beget, give
birth to, bear [R27, 28]
race, birth, class,
type, kind [48]
prize, privilege [17]
old man [R16, 42]
farmer [R8, R13]
earth,
(
[20]
)
old age [R17]
grow old
[R33]
be
born, become, happen
[R14, R27, R28, 32]
489
imperf.
with indir.
disc. ptcple. or
recognize, come to
know, know (by observing);
.) know
how (to) [49]
Glaucon (one
of Socrates friends) [R48,
R49, R50]
judgment, opinion
[R37]
father, ancestor;
(pl.) parents [R27, 47]
write, draw [3];
(mid.) indict [11]
old woman [42]
train; (mid.)
exercise (in the nude) [R44,
R46]
supply
athletics [R46]
naked [R40, R46]
having to do
with women [R47]
woman, wife
[39]
see
divine being,
guardian spirit [17]
money-lender
[R23]
expense [R34]
Darius (king of
Persia in 4th century BCE)
[R41, R42]
torch [R40]
(postpos. conj.
before a vowel [10]
pluperf.
acc.) fear, be afraid

)
fear (to), be afraid (to) [45]
gen.)
) it is necessary
(to), one must [R14, 43]
show, point out
[48]
cowardice [R37]
cowardly,
miserable (comp.
cowardly) [R25]
terrible, dreadful,
marvelous, clever [32]
dine, eat
dinner [R24, R33]
meal, dinner [24]
(indecl. numeral) ten [34]
tenth [34]
tree [20]
gen.) need,
have need (of) [R41]
bundle [R13]
mistress (of the
household), lady, Lady (title
for goddess) [5]
voc. sg.
master (of the
household), lord, despot [9]
(adv.) to here, hither, to
there, thither [49]
second [34]
(postpositive particle)
certainly, quite, indeed
(emphasizes preceding
wordcan be ironic) [44]
(neut. acc. pl. of
used as adv.) clearly [31]
(neut. acc. sg. of
used as adv.) clearly [31]
clear, visible,
evident [R8, 15]

make clear,
show, explain [15]
see
(prep gen.) through,
throughout; (prep. acc.)
on account of;
before a
vowel [12]
punishment, lawsuit [37]

be punished [46]
punish someone [37]
net (for hunting)
[R15]
because (contraction of
double
think [R32]
[R39]
(adv.) twice [34]
imperf
support; (mid./
pass.) lead a life, live [R39]
pursue, chase,
hunt, drive away, banish [6]
disc
think [R32]
arrange [R47]
differ, make a difference
(see
complem.
) seem (to); (thirdpers. sg. impersonal subj.
) it seems (to), it seems
good (to) [R31, R39, 43]
opinion, reputation,
fame, glory [25]
slavery [R37, R45]
(see
corrupt, ruin
[37]
teacher,
dramatist [25]
dat.) be a
slave (to), serve [9]
slave (female) [9]
enslaved [9]
slave (male) [9]
snake [R21]
drachma (unit
of money and weight = 6
obols) [18]
teach [25]
give
[R34, 46]
describe [R49]
just, right [37]
justice [R48,
R50]
judge [R49]
justice, right, penalty,
(verbal adj
.) be powerful (enough
to), be able (to), can [47]
power, force,
strength, military force,
troops [R29, 47]
)
powerful (enough to), able
(to), possible (to) [R35, 47]
gen.,
(nom., acc., voc.
491
dat.) two [R10, R11, 34]
(indecl. numeral) twelve
[34]
twelfth [34]
gift [8]
(
.)
himself, herself, itself,
themselves [19]
seventh [34]
(pers. pron.) I, me [14]
.)
be willing (to), wish (to) [3]
custom [R46]
(conj. introducing an indir.
question) whether [26];
(conj. introducing protasis
of a condition) if [37]
you are (second-pers. sg. pres.
indic. of
particles introducing a
wish) if only, would that
[36]
conj. introducing protasis of
a condition) if not, unless
[37]
see
particle introducing a
wish) if only, would that;
before a vowel [36]
(indecl. numeral) twenty
[34]
imperf
, be, exist; (thirdpers. sg. with acc.
.)
it is possible (to) [R6, R7,
R11, 12]
verbal adj.
go, come, travel
[40]
if indeed [47]
peace [12]
(prep. acc.) into, to [4]
go into, come into
(see
see
(adv.) then, next [49]
(correlatives
introducing
alternative indir.
questions) whether...
before smooth
breathing,
before rough
breathing [26]
(prep. gen
before
a vowel [4]
each, every (sg.
often used with a plural
verb) [49]
(indecl. numeral) one
hundred [34]
throw out, reject (see
descendant,
offspring [R47]
(adv.) in that place, at that
place, there [49]
(adv.) from there, thence
[49]
(dem. adj./pron.)
that, those, the well-known,
the former [13]
(adv.) to there, thither
[R33, 49]
assembly (from
because the
citizens were called forth
to assemble) [R29, 30]
gen.)
sail out (from) [R34]

stretch out
[R33]
pay out [R31]
sixth [34]

funeral [R39]
town in
) [R29]
(comp. of
or
)
smaller, less, fewer [33]
drive,
ride, march, row, beat out
(metal), forge [44]
(superl. of
) smallest,
least [33]
gen.)
free of, free from [9]
drag, draw
[R7]
Hellas, Greece
[20]
a Hellene, a
Greek [20]
Hellenic,
Greek [20]
.)
hope [24]
(
.) myself
[19]
(poss. adj.) my, mine,
my own [21]
experience [R7}
fall upon, stumble into
(see
having to do
with trade [R23]
(prep. dat.) in [4]
be of age, be
grown up [27]
ninth [34]
gen.) lacking, in
want of [R31]
(indecl. numeral) eleven
[34]
eleventh [34]
(adv.) inside [R39, 40]
postpos. prep. + gen.) for
the sake of, on account of
[48]
activity, exercise
[R43]
(adv.) here, there, hither,
thither [49]
(adv.) at this place, in this
place, here, at that place,
in that place, there, hither,
thither [49]
(adv.) from here, hence,
from there, thence [49]
some [R45]
(indecl. numeral) nine [34]
by night, at night;
(comp. adv.
more by night, i.e., earlier
in the morning) [R5]
(adv.) at this place, in
this place, here, at that
place, in that place, there,
hither, thither [49]
(adv.) from here, hence,
from there, thence [49]
(prep. gen.) within, on
this side (of) [R41]
see
(indecl. numeral) six [R33, 34]
(adv.) suddenly [R50]
[R34]
drive out [R29]
go out, come out (see
.) it is possible
(to) [43]
start out
[R33]
adv.) outside [40]
see
493
awaken [R40]
(conj.) when, after, since,
because [5]
(conj.) when, after, since,
because [5]
(adv.) then, next [49]
(prep. gen.) upon,
on (the surface of ); in the
time of; (prep dat.) on,
at, by (location); (prep.
acc.) to, against (basic
meaning of
[14]
ptcple. in
indir. disc.) understand,
know (by being skilled in
or familiar with
.)
know how (to) [46]
understanding,
knowledge, skill, science
[R36, 46]
letter, message
[4]
necessary; (as
a masc./fem. substantive)
friend; (as a neut. pl.
substantive) necessities,
provisions [40]
pursue,
practice [R47, R50]
dat.)
place upon
plot (against) [R38]

[R45]
penalty [R31]
addition, bonus
R33]
display [R34]
[R34]
be at
home [R40]
(+
.)
desire (to) [R47]

bad name,
reproach [R44]
gen.) forget
(see
.) undertake (to),
attempt (to) [R46]
imperf.
dat.)
follow [39]
ignominious
[R44]
(indecl. numeral) seven [34]
gen.) take
workshop
clause) take care (to) [45]

[R18]
dat.) strike
at, rebuke (see
imperf
work, task,
occupation, deed [8]
Hermes (one of the
Olympian gods, famous as

messenger and trickster)
[R18]
imper.
irreg. accent in sg.),
go, come
[R28, R29, 40]
[R34]
imperf.
double acc.)
ask, question [18]
respectable [R32]
eat
[R15, R17, R19, 45]
evening [29]
he/she/it is (third-pers. sg.
pres. indic. of
comrade (female),
companion (female),
courtesan [41]
comrade (male),
companion (male) [41]
the one (of two),
the other (of two), different
[49]
(adv.) still, yet, longer [6]
.) ready
(to) [36]
year [23]
(adv.) well, kindly [17]
fare well [17]
be treated well, fare
well [40]
fare well [17]
happiness,
prosperity [R43, R44]
happy, fortunate,
prosperous [17]
good condition
[R32]
(adv.) immediately [R29,
40]
well-reasoned [R37]
wellintentioned [R30]
eunuch [R42]
good experience
[R49]
impressive-looking
river
) [R41]
dat. ) pray
(to) [R9, R42]
see
(superl. of
dat.)
most hateful (to), most
hostile (to) [33]
(comp. of
dat.) more hateful
(to), more hostile (to) [33]
dat.) hateful
(to), hostile (to); (as a
substantive) enemy
(personal) [12]
imperf.
verbal adj
have, hold,
.) be able
(to), can [6]; fare [17]
(adv.) at dawn [R50]
(conj.) while, as long as [23];
until [50]
live [31]
voc. sg.
Zeus
(king of the Olympian
gods) [R42, R46, R48]
or
penalize,
damage [R45]
seek,
.) seek (to) [20]
495
yoke [R45]
painter [R48]
animal [R17, 22]
(conj.) or [16]; (conj. following a
comparative) than [32]
(correlatives) either...or [16]
(adv.) already [27]
(superl. of
) sweetest, most
pleasant [33]
(comp. of
) sweeter, more pleasant
[33]
sweet, pleasant [33]
(rel. adv.) how, in which way
[R44, R46, R47]
(superl. adv. of
) least of all [33]
(superl. of
) worst (in might),
weakest, least [33]
have come
(pres. has perf. sense) [R49]
age, prime of life
[27]
be of age, be grown
up [27]
(
) [48]
(pers. pron.) we, us [14]
day [23]
(poss. adj.) our,
ours, our own [21]
3rd sg
imperf. 1st sg.
3rd sg
(occurs only in pres. &
sg.) say [47]
(
ourselves [19]
tranquillity [4]
(comp. of
) worse (in might),
weaker, less [33]
see
sea [5]
god) [10]
take heart, be
encouraged [R35]
boldness,
courage [R36]
(comp. of
) faster, quicker,
swifter [41]
wonder (at),
marvel (at), be amazed (at),
be surprised (at), admire
[R28, 44]
goddess [4]
sight, spectacle [R49]
behold [R49]
voc. sg.
god, goddess [7]
worshipping God,
pious [R28]
servant
(female), maid [5]
service,
treatment [R42]

Hera (queen of the
Olympian gods) [R18]
they were (third-pers. pl.
imperf. act. indic. of
[R11]
leisure, stillness,
serve [R37]
contemplate
[R43]
contemplation
[R43]

nurse (a
baby) [R39]
female, feminine
[R46]
treasure,
treasury, storehouse [8]
crush [R13]
uproar, confusion
(conj. introducing purp.

clause) in order that [39]
(conj. introducing neg.
purp. clause) lest, in order
that...not) [39]
cavalryman [R34]
horse, mare [7]
dat.) equal (to);
fair, impartial [37]
pluperf.
[29]
thranite (rower
who sat in the top level of
benches and guided the
strokes of the two rowers
beneath him) [R34]
daughter [29]
spirit, soul, heart,
passion (usually courage or
anger) [38]
door [24]
offer
(dat. fem. sg. of
used as adverb) privately
[R47]
private, ones own,
personal [R5, R47]
private citizen, a
non-professional [R31]
private [R31]
set in motion, let
go, send, throw; (mid.
.) hasten (to), be eager
(to) [47]
Jesus (Hebrew name)
[R26, R27, R28]
(imper. of
strengthens
on now! [40]
)
(to, for) [36]
cloak; (pl.)
clothes [14]
fut.
make stand,
perf
set (up); (perf. act.) have
stood (up), am standing;
(pluperf.) had stood (up),
was standing; (second aor.
act.) stood (up); (fut. perf.
act.) will be standing [46]
be strong [R32]
(adv. of
) fairly,
perhaps, probably [37]
Greek
inhabitant of Italy [R35]
footstep, track
[R17]
see
one by one, singly [30]
day by day, daily
[23]
clean, pure
[R49]
imperf.
, , , (verbal adj.
sleep, be
asleep [45]
perf. tense only) sit
[R44]
set down, establish
(see
(conj.) and; (adv.) also, even
[3]
(correlatives) both...and
[3]
(adv.) yes [R46]
497
and surely, and yet [32]
(abbreviated
etc. [32]
(particle ptcple.)
although [24]
critical moment,
right time, opportunity
[R30, R38]
(superl. of
) worst
(morally), most wicked [33]
(comp. of
) worse (morally), more
wicked [33]
misfortune
[R44]
ugly, bad (at doing
a thing), cowardly, weak,
(morally) bad, evil, wicked
[9]
(adv.) badly, wickedly [17]
fare badly [17]
be treated badly,
fare badly [40]
fare badly [17]
(prep acc.) down, down

along, in accordance with,
according to, by (in various
idioms
before smooth
breathing
before
rough breathing [20]
by land [20]
by sea [20]
one by one [R13]
go down (see
[R39, R49]
call,
summon, invite, name [24]
(superl. of
) most
[R45]
(comp. of
) more beautiful,
, lie down, be lying

down [R40]
inundate,
seize (see
leave behind,
bequeath (see
aor. pass.
strike
gen.)
think little of [R31, R32]
,
beauty, nobility
[R43, R49]
beautiful,
handsome, fair (of
appearance), (morally)
Carthaginian
(inhabitant of Carthage, a
city on the North African
coast opposite Sicily) [R35]
see
(prep gen.)
down from, against;
obj.
.) accomplish, bring
about [R44]
(adv.) down, downwards
downstairs [R39]
burning heat
[R50]
bad condition
[R31, R32]
lie,
lie asleep, lie dead, be
laid down, be placed, be

situated [47]
crow [R20]
maiden, girl,
(with acc.
or dat.
) order (to),
command (to), urge (to) [5]
conceited [R18]
gen.) empty (of),
devoid (of) [R34, 44]
potter [R9]
tail [R24]
gardener [R9]
herald [30]
(another name for

Persephone, daughter of the
goddess Demeter) [6]
Corinth (city
)
[R35]
order, adornment,
world, universe [28]
caw, crow [R19, R20]
(superl. of
) best (in
might), strongest [33]
power [R42]
run a risk,
be in danger [R39]
danger, risk [10]
set
in motion, stir up [R35]
weep [R49]
verbal adj.
steal [3]
lot [R49]
ladder, staircase
[39]
couch, bed [5]
Clotho (one of the
three Fates) [R50]
thief [16]
dat. or gen.)
common (to) [30]
adv. of
commonly, in
common [31]
care for, carry,

escort; (mid.) acquire [15]
dust [R49]
R22]
(comp. of
) better (in might),
stronger [33]
overhanging bank
[R25]
judgment [R28]
separate, choose,
judge, decide (a contest or
dispute) [27]
crocodile
[R21]
(adv.) secretly [R35]
[32]
loud noise [R25]
wave, undulation
[47]
hunter [R15]
having authority;
(as a substantive) (masc.)
lord, master, (fem.) lady,
mistress [28]
Cyrus (Persian king
in the 6th century BCE,
conqueror of Babylon)
[R45]
499
voc. sg
dog [R12, R24, R46,
wolf [R12]
Lycurgus
(legendary giver of laws to
the Spartans) [R44]
pain, grief [7]
48]
.)
hinder, prevent [50]
rabbit [R25]
loosen,
release, destroy [12]
Lacedaemon, Sparta
(
)
[R35, R44]
take, receive,
grasp, understand [19]
,
acc.) escape the

suppl. ptcple.)
escape the notice; (mid.
gen.) forget [50]
Lachesis (one of
the three Fates) [R50]
(
particle acc., used in
oaths) yes, by...; no, by...
[R48]
cook [R24]
student, disciple
[9]
(neut. acc. pl. of
used as adv.) at
length [31]
(neut. acc. sg. of
used as adv.) at
length [31]
long, long-lasting
[11]
(adv.) very, much [33]
say,
speak, tell [10]
leave, leave
behind [8]
lion [R15, 16]
Forgetfulness (a river in the
underworld) [R50]
stone [7]
marsh, lake, pond
[11]
word, speech, story,
argument, reasoning [12]
soften;
(mid.) become lazy [R47]
(superl. of adv.
)
most [32]
(comp. of adv.
)
more, rather [R31, 32]
verbal
adj
ptcple. or
in indir.
disc.) learn (by study);
.) learn
how (to) [42]
reproach
[R28]
(adv. of
for the rest [32]
) as
whip [R40]

(verbal
dat.
adj.
(against) [35]
(neut. acc. sg. of
used as adv.)
greatly, much [25]
(neut. acc. pl. of
used as adv.)
greatly, much [25]
masc. voc. sg.
big, large,
great, tall [R14, 25]
size, grandeur
[R43]
(superl. of
)
greatest, largest [33]
see
release, relax, permit (see
greater, larger (comp.
degree of
) [R14, 33]
fut.
.) be about
pres.
.) hesitate (to), delay
(to) [6]
(postpos. particle) indeed [10]
(correlatives) on the one
hand...on the other hand
[10]
(postpositive particle)
surely, however [44]
, (verbal adj.
acc.) wait for [R16, 19]
middle, moderate
[R49]
gen.) full (of)
[R49]
see
(prep gen.)
among, with, together with;
(prep acc.
[19]
(usually mid.) send
after, summon (see
[R29]
moderate,
tolerable [R33]
measure [R50]
(prep gen.) until, up to;
(conj.) until [50]
(adv.) not (used with
subjunctives, imperatives,
discourse, optatives in
wishes, and participles
with conditional or general
force) [3]; introduces a
question expecting the
answer no [26]; (conj.
introducing neg. purp.
clause) lest, in order that...
not [39]; (conj. introducing
fear clause) lest, that
[45]; introduces cautious
assertion [50]
(conj. introducing neg. fear
clause) that...not, lest...not
[45]; introduces cautious
denial [50]
see
(conj.) and not, nor;
(adv
before
a vowel [22]
(correlatives) neither...
nor [22]
none, no;
(as a substantive) no one,
nothing [30]
a Mede [R42]
see
(adv.) no longer, no more
[6]
lengthen
[R33]
(postpos. particle) surely, yet,
however [32]
501
see
see
(adv.)
before
smooth breathing,
(adv.) not yet [28]
see
(conj.) and not,
before smooth
breathing
before
(correlatives)
neither...nor [22]
mother [R14, R19,
29]
or effort clause) contrive

(to), devise (to) [R44, 45]
machine, device,
contrivance [45]
(neut. acc. pl. of
used as adv.) a little, for
a little while [R29, 31]
(neut. acc. sg. of
used as adv.) a little,
for a little while [R29, 31]
small, little [11]
imitate [R44]
fut. perf.
remind;
(mid., aor. pass., or fut.
pass. gen. or acc., comp.
ptcple. or
remember [R36, 49]
mina (a
weight or sum of money
equal to 100 drachmas) [41]
as a goddess) [5]
(neut. acc. sg. of
used as adv.) only [18]
alone, only [18]
small portion
[R38]
supply
story, tale [R50]
ten thousand [34]
mouse [R6, R15]
particle
introduces a
question expecting the
answer no [26]
Moses
(Hebrew name) [R28]
(adv.) yes [R46]
ship [R23, R34]
sailor [R34]
naval; (as a neut.
substantive) navy [R38]
young man, (a)
youth; (pl.) youth [R6, 9]
Nile (river in
Mediterranean Sea) [R21]
put
in order, manage [R42]
(neut. acc. sg. of
used as adv.) recently [31]
young, new [27]
(
acc.,
used in oaths) yes, by...
[R46]
spinning [R50]
wash [R26]
conquer, win
[37]
victory [36]
think,
consider, believe [R30, 41]

law, custom [22]
mind [R43]
bat (animal)
[R23]
(adv.) now, at this time [13]
night [R19, 23]
hospitality, guestfriendship [24]
stranger, guest, host
[24]
(def. article) the [4, 7, 8]
(correlatives) this
one...that one; the one...the
other; (pl.) some...others
[10]
obol (small unit of
money and weight) [18]
eighth [34]
(dem. adj./pron.)
this, these, the following;
before a vowel
[13]
way, path, road,
journey [7]
see
(rel. adv.) from where,
whence [38]
(rel. adv.) to where, whither [38]
pluperf
, , , (verbal adj.
know (by
.) know
how (to) [R26, R27, 28]
(adv.) home(wards) [R40,
49]
servant (of the
household), family member
[9]
inhabit,
be settled, be governed
[R48]
house, household [6]
little house
(diminutive of
(adv.) from home [49]
(adv.) at home [R33, 49]

manager (of
the household) [R39]
house, household,
family [49]
see
(exclamation of distress)
woe is me! [R17]
to
imperf.
(with indir. disc.
suppose [R46, 48]

(rel. adj.) of which
sort, such as; (exclam. adj.)
such a! [R45, 46]
.) able (to),
possible (to) [46]
(indecl. numeral) eight [34]
(neut. acc. pl. of
used as adv.) a little, for
a little while [31]
(superl. of
) least, fewest
[33]
(neut. acc. sg. of
used as adv.) a little,
for a little while [31]
little, few [18]
Olympia
(sanctuary of Zeus in
)
[R31, R33]
(adv.) from the same place
[49]
dat.) similar (to),
like [48]
dat.)
agree (with); (with
disc.
) agree,
confess, promise [48]
concord [R13]
503
same [49]
(adv.) to the same place [49]
(adv.) in the same place, at
the same place [49]
(particle) nevertheless [R29]
name [16]
donkey [R9]
carrying
hoplite (heavyarmed foot-soldier) [R34]
see
(indir. interrog. adv.)
from where? whence?
[26]; (indef. rel. adv.) from
wherever [38]
(indir. interrog. adv.) to
where? whither? [26];
(indef. rel. adv.) to wherever
[38]
(indir. interrog.
adj.) of what sort?
[46]; (indef. rel. adj.) of
whichever sort [46]
(indir. interrog.
adj.) how much? how
many? [46]; (indef. rel.
adj.) of whichever size, of
whichever quantity [46]
see
[38]
(indir.
interrog. adv.
(indef. rel. adv.) whenever
before smooth
breathing,
before
rough breathing
which(ever) (of
two) [R40]
(indir. interrog. adv.) where?
[26]; (indef. rel. adv.)
wherever [38]
(indir. interrog. adv.) how?
[26]; (indef. rel. adv.)
howsoever, as ever [38];
(conj. introducing purp.
clause) in order that [39];

(conj. introducing effort
clause) how, that [45]
purp. clause) lest, in
order that...not [39]; (conj.
introducing neg. effort
clause) how...not, that...not)
[45]
imperf
imper
see, behold, look
(at); (pass.) be seen, appear
[23]
(adv.) rightly [R30]
a starting out [R33]
mountain, hill [50]
dance
[R7, R22]
(relative pron.) who,
which, that [23]
(rel. adj.) of which
size, of which quantity, as
much as, as many as [46];
(exclam. adj.) how great a!
how many! [46]
who indeed,
which indeed, the very one
who, the very thing that
[47]
(indir. interrog.
adj./pron.) (adj.) what?
which?; (pron.) who?
what? [26]; (indef. rel.
pron.) whoever, whatever,
whichever [38]
sniff at [R10]
see
(rel. adv
before
smooth breathing,
(conj.) because, since;
never elided [28];

(particle preceding and
strengthening a superlative)
as...as possible [32];
discourse) that [40];
equivalent of a quotation
mark beginning a direct
question [R40]
(adv.) not (used
with indicatives, optatives
in indirect discourse,
and participles without
conditional or general
force; proclitic except
at end of a clause
before smoooth breathing,
[3]; introduces a question
[26]
(rel. adv.) where [38]
see
(conj.) and not, nor;
(adv
before
a vowel [22]
(correlatives)
neither...nor [22]
none, no;
(as a substantive) no one,
nothing [30]
see
see
(adv.) no longer, no more
[6]
(correlatives)
not only...but also [18]
particle
[26]
(postpos. particle) therefore,
then [10]
(adv.)
before
smooth breathing
(adv.) not yet [28]

sky, heaven;
(
) [20]
ear [R10]
see
(conj.) and
before smooth
breathing
before
(correlatives)
neither...nor [22]
(dem. adj./
pron.) this, these, that,
those, the aforesaid, the
well-known, the latter
[R10, 13]
(adv.) in this way, so,
before a vowel
[31]
see
owe, be in debt;
(second aor.) ought [48]
eye [26]
trap, snare [R22]
education [R46]
teach,
educate; (mid.) have
(someone) taught [3]
young child, little
child (diminutive of
[25]
gen. pl.
child, son, daughter
[25]
(adv.) long ago [27]
old, ancient [27]
wrestlingbout [R44]
wrestlingschool [R46]
(superl. of
) oldest,
505
most ancient [32]
(comp. of
) older,
more ancient [32]
(adv.) back, backwards,
again, once more [6]
(adv.) in a mob, en
masse [R36]
(adv. of
)
entirely, in all respects [31]
(adv.) entirely, very; (in
positive answers) by
all means; (in negative
answers) [not] at all [48]
see
(prep. gen.) from,
from the side of; (prep.
dat.) at, at the side of,
beside, at the house of;
(prep. acc.) to, to the side
before
a vowel [22]
model,
example [48]
hand over,
transfer [R42, R45]
exhortation
[R36]
follow closely [R30]

associate with
(someone as a...) (see
pass over, neglect to
mention (see
close,
resembling [R46]
prepare,
provide, furnish [R34, 35]
preparation,
military force [R34, 35]
yield, step
aside [R44]
imperf
pass by [R23]
imperf.
be present [R30]
pass
by, come forward to
speak [R30]
offer, furnish, produce
(see
let pass, allow, forgive
(see
circumstances (see
[R46]
Parmenion
(Macedonian noble and
general, Alexanders
second-in-command) [R41]
all, every, whole,
entire [23]
, suffer, experience
[40]
father [R13, 29]
fatherland, native
country [30]
gen.) pause
(from), rest (from) [R48]
verbal
stop;
adj
(mid.) stop oneself, come to
a stop, cease [25]
plain (
country) [50]

(with acc.
) persuade (to); (mid.
dat
dat.) trust [20]
(often in mid.
gen.) test, make
.) try (to)
[R6, R8, R35, R47]
voice
send
[4]
(indecl. numeral
34]
(enclitic particle, often
attached to an adv., conj.,
or rel. pronoun; strengthens
preceding word) indeed,
the very [47]
(prep gen.) concerning,
about; (prep dat.)
around; (prep acc.)
around (basic meaning
of
never
elided [18]
Pericles
(Athenian leader in the 5th
century BCE) [R34]
overlook, put up with,
endure [R44]
walk
around [R33]
a walking
around, a walk [R33]
aim at getting (see
a Persian [R42]
mud [R26]
monkey [R22]
imper.
drink [R24, 50]
, fall [49]
dat. or
with
acc.) believe (in),
trust (in), have faith (in)
[28]
(superl. of
) most
[33]
(comp. of
) more
[33]
blow, stroke [R44]
gen.) full (of) [R29]
strike (with a
direct blow) [14]
sailingvoyage [R35]
wealthy [R30]
wealth; (pl.)
riches [R49]
see
see
(direct interrog. adv.) from
where? whence? [26]
(enclitic adv.) from
somewhere [26]
long for, miss, regret
[R9]
(direct interrog. adv.) to
where? whither? [26]
(enclitic adv.) to somewhere
[26]
make, create,
do [R8, R13, 16]
(direct interrog. adj.)
of what sort? [46]
(indef. enclitic adj.)
of some sort [46]
507
make war
[R43]
military [R43]
dat.) at war
(with), hostile (to); (as a
substantive, usually pl.)
enemy (in war) [12]
war [12]
city-state, city, state
[29]
state, republic
[R48]
be a citizen;
(mid.) participate in politics
[R43]
citizen [43]
political [R43]
(neut. nom. pl. of
)
many [R17]; (neut. acc.
pl. of
used as adv.)
much [18]
adv.) many times, often
[25]
(fem. acc. pl. of
)
many [R9]
(acc. masc. sg. of
)
many [R7]
(neut. acc. sg. of
used
as adv.) much [18]
much, many
the many, the people [18]
expensive,
extravagant [R34]
work, labor
[R33, R50]
(adv.) far, far off; (prep
gen.) far away from [11]
(direct interrog.
adj.) how much? how
many? [R18, 46]
(indef. enclitic
adj.) of some size, of some
quantity [46]
(from
: how
much?) at what price??
[R18]
see
see
river [7]
(direct interrog.
adv.
before
smooth breathing,
(enclitic adv.)
sometime, sometimes, ever,
before smooth
breathing
before
(correlatives
introducing alternative
questions, direct or
indirect) either...or;
whether...or [26]
(direct interrog. adv.) where?
[26]
(enclitic adv.) somewhere [26]
voc. sg
foot
[50]
deed, affair,
thing; (pl.) circumstances,
matters of state, trouble
[R30, 42]
practical [R43]
action, pursuit,
activity, career [R43, R49]
[R5]
journey [R33, R49,
do, act [10];
R50]
fare [17]
carry, make
go; (mid./pass.) go, journey
dat.
it suits [R46]

ambassador
[R35, R41]
(conj.
) before; (conj.
subjunctive
or past
tense of indicative) until
[43]
(adv.) before [32]
die early, commit
suicide (see
[R45]
sheep; (pl.)
cattle [R12]
stand out (see
eagerness,
goodwill [38]
.)
dat. or
acc.) well-disposed
(toward) [R36, 38]
(prep gen.) from, by (in
oaths); (prep dat.) at,
near; (prep acc.) to,
toward, against (basic
meaning of
direction of, facing) [17]
announce to (see
dat.) attack (see
draw near,
approach, go forward to
(see
dat.)
worship [R28]
add to; (mid
.)
pretend (to) (see
(neut. acc. sg. of
used as
adv.) formerly, earlier [R23,
31]
(comp.; pos.
degree adv.
) former,
earlier [9]
excuse [R37]
prophet,
interpreter (of the gods
will) [R26, R49]
prytanis (one of
the 50 members of a tribe
chosen by lot to run the
administration of Athens
for a month) [29]
(neut. acc. pl. of
used as adv
earliest [32]
(neut. acc. sg. of
used as adv
earliest [32]
(superl. of
earliest [32]
feather, wing
[R20]
(of someone
verbal adj.
gen.) inquire
gen./acc.
in indir. disc.) learn (by

inquiry), learn (by inquiry)
about, hear, hear about [42]
funeral pyre [R50]
fever [R16]
sell [18]
(direct interrog. adv.) how?
[R24, 26]
(enclitic adv.) somehow [26]
stick [R13]
easy [31]
(adv.) easily [R13]
(superl. of
) easiest [33]
(comp. of
) easier [33]
orator, speaker
[16]
throw, hurl,
cast aside [20]
509
sabbath,
sabbath-day [R26]
net (
)
[R7]
trumpeter
[R29]
see
.) be eager (to),
hasten (to), strive (to) [3]
cave [R17]
(pl.
) stade (distance
),
racecourse, stadium [44]
(
.)
yourself [19]
earthquake [R50]
quarrel
[R13]
shake, wag
expedition [R34]
general (one
[R24]
sign, miracle
[R26]
silence [R40]
Sicily (large island
just south of the Italian
peninsula) [R35]
Greek
inhabitant of Sicily [R36]
Sicilian [R35]
nom. pl.
grain,
food [45]
dig
[R8]
annually to run Athens

army and navy) [29]
army [36]
soldier [36]
camp [36]
army [36]
(pers. pron.) you (sg.) [14]
related (by birth),
kin; (as a substantive)
relative [R21, R37]
gen.) pardon
(for), forgiveness (of) [R40]
exercise
partner [R44]
see
(usually mid.)
encamp [R50]
tent [4]
thorn [R16]
gather
together, collect, arrest [19]
is not used in Attic),
reckon together, infer

[R30]
gathering,
meeting [R41]
verbal adj.
fear or neg.
effort clause) look at, look
into, examine [45]
(poss. adj.) your,
yours, your own (one
persons) [21]
wisdom [13]
wise [13]
happen [R29]
alliance [R35,
R37, R38]
see

dat.) allied (to);
(as a substantive) ally [R34,
35]
dat.) send along
(with) (see
safely (to) [32]

Socrates
(famous Athenian
philosopher in the 5th
century BCE) [17]
body [25]
safety [R10, R21,
R30]
sail
together [R34]
advantageous,
be selfguard together (see
controlled [R42]
(prep. dat.) with, together

with, with the help of [19]
hunt
together [R46]
meeting [R22]
live together
[R47]
Syracusan
[R38]
tentmate,
messmate [R44]
trip up (in
wrestling), overthrow [R32]
(adv.) nearly [R33]
schism,
division of opinion [R26]
leisure, discussion,
school [43]
in a leisurely way, at ones
leisure [43]
have leisure [43]
verbal adj.
save, bring
teach discretion to,

chastise [R45]
prudence,
discretion, temperance,
self-control [42]
prudent, discreet,
temperate, self-controlled
[42]
see
talent (a weight
or sum of money equal to
60 minas) [41]
see
see
these (neut. pl. acc. of
(superl. of
) fastest,
quickest, swiftest [41]
fast, quick, swift
[R35, 41]
(enclitic conj.
(correlatives) both...
and [22]
(correlatives)
both...and [22]
wall (of a city) [17]
child, offspring [8]
complete, perfect [R43, R48]
fourth [34]
511
four [34]
art, skill, craft, trade
[46]
(adv.) today [23]
pay attention
to, observe [R26]
place,
put, set, lay down,
establish, make [47]
give birth to, lay
(eggs) [R19]
honor, value
[15]
honor, worth, price
[15]
(interrog. adj.) what?
which?; [21] (interrog.
pron.
(neut. acc. sg. used as adv.)
why? [21]
(indef. adj., enclitic) a,
an, a certain, some, any
[21]; (indef. pron., enclitic)
someone, something,
anyone, anything, some,
any [21]
see
(enclitic postpos. particle) you
know, you see [44]
(postpos. particle)
therefore, then [44]
of such
a sort, such (strengthened
form of
of
such a sort, such
(strengthened form of
Attic usually adds
to
wall (of a house or
enclosure) [R16]
daring [R36]
place, passage (in a
book) [11]
so
great, so much; (pl.) so
many (strengthened form of
so
great, so much; (pl.) so
many (strengthened form of
Attic usually
adds to
see
adv.) then, at that
before smooth
before
breathing
rough breathing
see
see
this (neut. sg. acc. of
)
[R10, 13]
three [34]
turn; (mid. or
pass.) betake oneself, move
[11]
run [50]
trierarch (rich
Athenian citizen who
a trireme as his public
service) [R34]
trireme (warship
with three banks of oars)
[17]
(adv.) thrice [34]
third [34]
turn, way, manner,
habit; (pl.) character [R6,
11]
rearing, upbringing
[R46]
gnaw [R15]

dat.)
suppl.
ptcple
gen.)
hit (a target), chance upon,
meet, obtain [R40, 50]
tyranny, life of
a tyrant [R49]
tyrant (ruler who
seizes power rather than
inheriting it) [R38]
blind [R26, 27]
chance, fortune, luck;
(
[50]
act
insolently, rebel; (with
acc.) commit an outrage
(against) [R42, R45]
be healthy [R32]
healthy [R32]
water [R11, 21,
50]
son [27]
(pers. pron.) you (pl.) [14]
(poss. adj.) your,
yours, your own (more than
one persons) [21]
(
.)
yourselves [19]
see
(prep. gen.) over, above,
on behalf of; (prep
acc.) over, to a place over,
beyond [20]
exceed, be in excess
(see
look
down at, scorn [R36]
crew of rowers
[R34]
sleep [R19, 45]

(prep gen.) from
under, by (under the agency
of ); (prep dat.) under;
(prep acc.) under, to a
before
smooth breathing
be
suspicious, suspect [R39]
suspicious; (as a
neut. substantive) suspicion
[R38]
(superl. of
) latest, last
[39]
following, next
[R29]
, be late [R33]
(neut. acc. sg. of
used as adv.) later
[39]
(comp.; no
positive degree exists) later,
next [39]
see
(intrans.
(intrans.
make
appear, show; (mid. &
intrans. forms) appear
[R30, R32, 35]
visible, evident,
open [35]
Pharisees (a
sect of Jews who believed
in strict obedience to the
law of Moses) [R26, R27]
thrifty [R39]
(imper. of
strengthens
on now! [40]
513
verbal adj.
bear, bring,
dat.) dearer (to)

[32]
carry [14]
verbal adj.
escape, be in exile [10]
verbal
say, assert;
adj
dat.) envy [R22]

(superl. of
dat.)
dearest (to) [32]
(comp. of
dat.)
dearer (to) [32]
.) be fond of (doing), be
accustomed (to)[15]
friend (female) [10]
friendship [R35, 41]
friendly [R36]
Philip II (king
of Macedonia in the 4th
century BCE and father of
) [R29]
dat.) dear (to) [10]
friend (male) [10]
practice
philosophy [R48]
philosophy [13]
philosophical; (as
a substantive) philosopher
[13]
(superl. of
dat.)
dearest (to) [32]
(comp. of
frighten; (mid./
pass. acc.) be frightened
(of), be afraid (of), fear
[R16, 21]
fear, fright [R19, 21]
murderer [R21]
burden [R45]
tell, declare,
explain [40]
good sense
[R50]
exiled person,
an exile [R45]
guardian
(female) [R47]
guard, guardian
[16]
stand guard,
guard, protect, preserve [3];
(mid.) be on guard against
[11]
nature [37]
plant, tree
(something that is grown in
a garden or an orchard) [8]
, produce, bring
forth; (second aor. intrans.)
grew [R48]
voice, sound [R20,
30]
light
[R48]
suppl. ptcple.)
dat.) rejoice

[50]
copper, copper
money [R23]
joy, delight [7]
(acc. sg. of
used as postpos. prep.
gen.) for the sake of [16]
dat.) be grateful (to)
[16]
grace, favor,
gratitude [16]
opening, chasm
[R49]
storm [R23]
dat. pl.
hand [R16, 42]
(superl. of
) worst (in
ability or worth) [33]
(comp. of
) worse (in ability or
worth) [33]
lasting a thousand
years [R50]
one thousand [34]
dance, chorus (of a
) [44]
dat.) use, be subject to,
experience [36]
use, function [R32]
(indecl.
acc.
) there is need
(to), it is necessary (to), one
ought (to) (imperf
fut. indic
pres. subj.
pres. opt.
indeclin. ptcple
thing; (pl.)
goods, property, money
[35]
useful,
advantageous [R32, R35,
36]
anoint [R26]
time [23]
in time, eventually [R39]
piece of gold;
(pl.) money, cash [35]
gold [35]
land, country,
countryside, space, position
[4]
lying, false, untrue
[50]
(superl. of
) most lying,
most false, most untrue [50]
spirit, soul, life [22]
(interj. vocative) O! [4]
(adv. of
) in this
way, so, thus [31]
imperf.
buy
(
principal parts only) [46]
egg [R19]
season, hour; (with
.) it is
time (to) [5]
(particle participle) as if,
with the avowed intention
of, on the grounds of [24];
(causal/temporal conj.)
as, since, because, after,
when [24]; (adv. adj.
or adv. in exclamation)
how! [31]; (particle
superlative) as...as possible
[32]; (rel. adv.) how, as [38];
discourse) that, how [40];
(prep. acc.; only with
persons as its object) to
[40]; (conj. introducing
effort clause) how, that [45]
purp. clause) lest, in
order that not [39]; (conj.
introducing neg. effort
clause) how...not, that...not
[45]
515
as if, as it were, just as [47]
(conj
.) so as; (conj
)
so that [31]
help, aid [15]

helpful, useful
[R47]
Index
All references are to section numbers (not to page or lesson numbers).
Absolute, see Accusative case,
Genitive case
Accents, pitch, 11; marks (acute,
article with, 30
of, 12-14
Accenting, general principles of, 15;
Accompaniment, see Dative case,

Genitive case
20; of proclitics, 24; persistent, 29;

58; of second-declension nouns,
adjectives, 52; of enclitics, 80;
demonstratives, 84; of contract
verbs, 92; of third-declension
stop-stem, liquid/nasal-stem
nouns, 99.6; of third-declension
monosyllabic-stem nouns, 99.6;
of third-declension sigma-stem
nouns, 104.6; of third-declension
second-person singular middle

imperative, 115; of perfect active
Accusative case, overview, 28;

uses: direct object, 18, 28; subject
253, 287; double accusative,
112; extent of time, 142; cognate
accusative, 208; accusative of
respect, 284; accusative absolute
(with impersonal verbs), 292; see
Prepositions
second declension (two-ending),

59; demonstrative, 84; intensive,
87.2; third declension nasal-stem,
105; third declension sigma-stem
163; of perfect middle/passive

141; participles, 146; irregular
147-148, 156, 170, 175; of aorist
declension vowel-stem nouns, 180;
of third-declension syncopatedstem nouns, 181.3; of comparatives
and superlatives, 196; of irregular
comparatives, 204; of subjunctives,
210; correlative demonstrative,

193; regular comparative and
superlative, 197; irregular
comparative and superlative, 203corresponding direct and indirect
517

interrogative, corresponding
with nouns, 53; position of,

predicate and attributive, 54;
used as substantives, 60; positive,
comparative, superlative degrees,
comparison of, 196; comparative/
comparison, 198; comparative/
superlative with partitive genitive,
irregular comparison of, 203-204;
comparative with adverb or dative
of degree of difference, 206; no
comparative/superlative of verbal
Adscript, see Iota

Adverbs, paradigms: positive
degree, 190; comparative
and superlative degrees, 196;
corresponding direct and
indirect interrogative, 163,
Agreement, of adjectives with

nouns, 53; plural subject with
singular verb, 51; singular subject
with plural verb, 285
Alpha privative, 59
Alphabet, 3
Antecedent, of relative pronouns,
140; omitted, 140, 290; relative
pronoun attracted into its case, 290
permissible on, 14
Aorist of verbs with liquid/nasal
stems (or of other verbs that drop
aorist (sigmatic or weak aorist)

active/middle, 109; second aorist
(asigmatic or strong aorist) active/
second aorist passive, 171; verbs
aorist passive, 171
163; corresponding relative and

189; positive degree: derived
from adjectives, 190; neuter
accusative substituting for adverb,
190; not derived from adjectives,
191; regular comparison of, 196;
or genitive of comparison, 198;
comparative/superlative with
partitive genitive, 199; superlative
Aoristic aspect, 18, 38, 109

224
Aspect (imperfective, aoristic,
Aspiration, see Breathings
comparison of, 203-204; used with

participles and in indirect discourse
to clarify time relative to main verb,
150, 244, 247
verbs
Agent, see Dative case, Genitive

case
Attic reduplication, see

Reduplication
Index 519
Attraction, see Relative Pronouns
Attributive participle; see
Participles
Attributive position, see Position
109, 115. 122, 133; temporal, 67,
109, 115, 122, 133; in compound
verbs, 67; double, 143, 173
Basic stem, may be different from
present stem, 109, 118
Breathings, rough (aspirated), 6;
smooth (unaspirated), 6; placement
of, 6, 12
question, 165; indirect discourse,

239, 244, 247; effort (object), 262;
fear (object), 264
Cognate accusative, see Accusative
case
Commands, see Imperative mood,
Subjunctive mood
Comparative degree, see
Adjectives, Adverbs
Comparison, see Genitive
Compensatory lengthening of
vowels, 20, 79, 99.2, 123, 141, 147
Capitalization, of proper names, 9;

word in long section, 9
case, Genitive case, Dative case,
Cardinals, see Numerals
Causal clause, see Clauses
Cautious assertion or denial, 288
Circumstantial participle; see
Participles
Clauses, subordinate (dependent):
adjectival clauses: relative,
140; attributive participle, 151;
adverbial clauses: temporal, 36,
143, 253, 291; causal, 36, 178;
circumstantial participle (adjectival
in form but adverbial--temporal,
causal, concessive, conditional,
etc.--in sense), 151; natural result
(consecutive), 192.1; actual result
(consecutive), 192.2; protasis
of a condition, 224; conditional
relative (adjectival in form but
adverbial in sense), 229; conditional
substantival (noun) clauses: indirect
Conditional relative clause, see

Clauses
and past simple particular, 225A;
present and past contrary-to-fact,
225B; present and past general,
225C; future most, more, and less
vivid, 225D; imperative replacing
indicative in apodosis, 226;
circumstantial participle replacing
protasis, 226; relative clause
replacing protasis, 229; temporal
clause replacing protasis, 231;
restrictions on optative option when
conditions are used in indirect
discourse or indirect questions, 240

192-193
Corresponding adjectives, see
Adjectives
Corresponding adverbs, see
Adverbs
Consecutive clause, see Clauses

Consonant-stem nouns, see Thirddeclension nouns
Consonants, pronunciation of, 3;
to end a word, 7
of contracting, 92; lengthening of

than present and imperfect, 92, 109,
170
Contracted comparative adjectives,
204
Contracted futures (mostly of
verbs with liquid/nasal/zeta stems),
cases), 28; uses: direct object of

indirect object with verbs of giving,
offering, presenting, dedicating,
entrusting, promising, 31; indirect
object with verbs of commanding,
willing, wishing, 36, 251.5; dative
of means, 46, 118; of manner,
46, 118; of possession, 88; of
of (personal) agent, 137, 257; of
of degree of difference, 206; of
respect, 284; see Prepositions
Second-, Third-declension nouns
50; used with abstract nouns and
35; position of, 54; consecutive, 62;
Degree of adjectives and adverbs
(positive, comparative, superlative),
Contraction, principles of, 92, 102

Contrary-to-fact conditions; see
Conditions
Degree of difference, see Dative

case
Deliberative subjunctive, see
Subjunctive mood
Demonstrative adjectives/pronouns,
of, 84; used in genitive to show
possession, 84; as antecedent of
relative pronoun, 140
Index 521
Dependent clauses, in indirect
discourse, 240, 244, 247
Deponent verbs, in future only,
275
293; in all or most principal parts,

middle/passive, 135
case
vs. passive deponents, 184; passive

deponents with future middle and
future passive differing in aspect,
184; middle deponents with regular
aorist passive, 222, 271
Fear clause, see Clauses

Feminine, see Gender
Final clause, see Clauses
Ionic, Koine), 2
First aorist, see Aorist tense
Digamma, 3
First-declension nouns, paradigms:
Diphthongs, pronunciation, 5;
Direct object, see Accusative case
Direct questions, see Questions
First perfect, see Perfect tense

Future conditions, see Conditions
clauses, 262; in emphatic denials or

urgent prohibitions, 289
Double accusative, see Accusative
case
Gender, feminine, 27; masculine, 27;

neuter, 27; epicene (common), 45
General conditions, see Conditions
Dual, see Number

direct object of certain verbs, e.g.,
Impersonal verbs, 251.6
noun in predicate or attributive

position, 62; personal pronoun in
Adjectives, Pronouns
pronoun in attributive position,

117; demonstrative in attributive
position, 117; genitive of (personal)
agent, 74; of value (price), 111;
118; of time within which, 142;
genitive absolute, 185; genitive of
comparison, 198; partitive genitive,
199; see Prepositions
Indicative mood, paradigms:

present active, 20; present middle/
passive, 71; imperfect active, 67;
imperfect middle/passive, 71; future
active, 38; future middle, 71; future
aorist passive, 170; second aorist
active, 115; second aorist middle,
Head, of participle, 247

Negatives
Historical tenses, see Secondary
tenses
Hortatory subjunctive, see
Subjunctive mood
Imperative mood, paradigms:
115; second aorist passive, 171;
perfect active, 120; perfect middle/
perfect active, 122; second perfect

active, 122; perfect middle/passive
(basic stem ending in a vowel),
133; perfect middle/passive (basic
stem ending in a consonant), 135;
pluperfect active, 122; pluperfect
middle/passive (basic stem ending
in a vowel), 133; pluperfect middle/
passive (basic stem ending in a
consonant), 135; future perfect
active, 176; future perfect
Indirect discourse, three methods:
of thinking or believing, 244;

imperative preferred to present
subjunctive, aorist subjunctive
preferred to aorist imperative, for
prohibitions, 216.2
main verb of showing, knowing,

or perceiving, 247; summary of
methods, 247
Indirect object, see Dative case
Imperfective aspect, 18, 38, 66

Impersonal use of verbal adjective
257
Indirect questions, see Questions
Index 523
active, 21; present middle/passive,
72; future active, 39; future middle,
passive (with basic stem ending
in a vowel), 133; perfect middle/
passive (with basic stem ending in
a consonant), 135; future perfect
active, 176; future perfect middle/
Lengthening, see Compensatory

lengthening
Linking (copulative) verb, 54
Liquid-stem verbs, see Contracted
futures, Aorist of verbs with liquid/
nasal stems
Long mark, see Macron
Lunate sigma, 3
Macron (long mark), use of, 9
Manner, see Dative case
Masculine, see Gender
a noun in the dative case, 109;

general observations, 254; uses:
Means, see Dative case

Metathesis, see Quantitative
metathesis
impersonal verbs of necessity or

possibility, 21, 36, 81, 251.6, 255;
Mixed declension, see Adjectives
commanding, willing, wishing,
36, 77, 251.5; in natural result
clause, 192.1, 251.2; in indirect
discourse after verbs of thinking
or believing, shows relative time,
244, 251.4; with adjectives, 251.1;
mood, Indicative mood, Subjunctive

mood, Optative mood
third-declension endings, 99.4, 126,

278; with verbs of hindering and
193
Mutes, see Stops
Intensive adjective, see Adjectives

Interrogative adjective/pronoun, see
Adjectives, Pronouns
Nasal-stem verbs, see Contracted

futures, Aorist of verbs with liquid/
nasal stems
Interrogative adverbs, see Adverbs

Intervocalic sigma, see Sigma
verbal adjective, 257
Iota, adscript, 5; subscript, 5

with prepositional phrases used

substantively, 61; compound
Numerical Adverbs, see Numerals
single, making a positive statement,
Object clause, see Clauses

Omega, meaning of name, 5
Omicron, meaning of name, 5
hortatory, prohibitive, deliberative
234; negative of direct discourse

retained in indirect discourse,
in cautious assertions/denials, 288;

indicative in emphatic denials or
urgent prohibitions, 289
Neuter, see Gender
Nominative case, used for subjects,
predicate nouns, 28, 55; used for
predicate adjectives, 54; used for
natural result clause, 192; used
participle, 244, 247
Nu, see Movable consonants
Number (singular, dual, plural), of a
verb, 18; of a noun, 27
Numerals, paradigms: 210; cardinal,
209; alphabetic and acrophonic
systems, 211; with partitive
199, 211
Optative mood, paradigms: present

active, 220; present middle/passive,
220; future active, 220; future
middle, 220; future passive, 220;
220; second aorist active, 220;
second aorist middle, 220; second
aorist passive, 220; perfect active,
220; perfect middle/passive, 220;
future perfect (rare
18, 219; meaning of name, 221.1;
independent uses of: attainable
dependent uses of: in conditions,
225; in conditional relative clauses,
229; in conditional temporal
clauses, 231; optional in purpose
clauses after secondary main verb,
234; optional in indirect questions
after secondary main verb, 235;
optional in indirect discourse after
secondary main verb, 239, 244, 247;
or with a secondary tense of the
indicative in a dependent clause,
in indirect discourse or indirect
questions, 240, 244, 247; optional
(but rare) in effort clauses after
secondary main verb, 262; optional
in clauses midway between effort
and purpose, after secondary
main verb, 262; optional in fear
clauses after secondary main verb,
264; optional in clauses midway
between fear and negative effort,
after secondary main verb, 265
Ordinals, see Numerals
Index 525
Persistent accent, see Accent
Parallelism in syntax, 68
Participles, paradigms: active,
146; middle/passive, 155, 170;
relative time, 150, 185; future
tense expressing purpose, 150;
attributive, 151; circumstantial,
151; genitive absolute, 185;
supplementary, 159; imperative
replacing indicative in apodosis,
226; circumstantial participle
circumstantial participles except
18
Personal agent, see Genitive case,
Dative case
Personal pronouns, paradigms:
preferred with prepositions, 87;
substitutes for the third person, 87;
used in genitive to show possession,
117
Pitch accent, 11
Place where, whence, whither, see
pluperfect, 122; second pluperfect,

122
introducing questions, 164, 167;
Partitive genitive (with

comparatives, superlatives,
pronouns, substantives, numerals),
199
Parts of speech (nouns, pronouns,
adjectives, verbs, adverbs,
conjunctions, prepositions,
particles), 17
Plural, see Number

Position, attributive, 54, 68;
predicate, 54; of adjectives,
54; of prepositional phrases,
61; of demonstratives, 84; of
demonstratives showing possession,
84; of personal pronouns showing
pronouns showing possession,
117; of possessive adjectives, 128;
of attributive and circumstantial
participles, 151; of supplementary
participles, 159; of partitive
genitive, 199
permissible on, 14
Positive degree, see Adjectives,

Adverbs
perfect, 122; second perfect, 122
Possession, see Genitive case,

Dative case
Possessive adjectives, 128;
Periphrastic forms, perfect and

pluperfect middle/passive, 135, 159;
future perfect active and middle/
passive, 176; perfect subjunctives,
215; perfect optatives, 220
129
Possibility, expressions of, third
verbal adjective, 258

Subjunctive mood
Potential optative, see Optative
mood
Predicate position, see Position

Prepositional phrases, with verbs
of sending, writing, or saying, 31;
position of, 61; used substantively
Prolepsis (anticipation), 279

Pronouns, paradigms:
demonstrative, 84; personal, 87;
140; indirect interrogative, 165;
correlative demonstrative, 193;
direct and indirect interrogative,
reciprocal, 285
Pronunciation, of single letters, 3; of
diphthongs, 5
Punctuation (comma, period, colon
or high dot, question mark), 9
Purpose, expressed by future
participle, 150; expressed by
Quantitative metathesis, 143, 173,
180.3, 180.5
Quantity of syllables, 4
Price, see Genitive case

Primary endings, 20, 71, 79, 122,
175, 176, 215
Primary tenses (principal tenses),
overview, 18; present, 20; future,
38; perfect, 121; future perfect, 176
second, 38; third, 108, 110; fourth,
172
Principal tenses, see Primary tenses
Prohibitive subjunctive, see
Questions, direct, 163; introductory

particles expecting yes or no,
expecting a positive answer,
expecting a negative answer, 164;
indirect, 165; direct alternative
(double), 166; indirect alternative
(double), 166
Recessive accent, see Accent
Reciprocal pronoun, see Pronoun
Reduplication, occasionally in
aorists, 115, 138; regularly in
perfect and pluperfect tense, 121;
Attic, 123, 136, 238
116; combined with possessive
adjective, 129
Index 527
Stops (labial, dental, palatal),
Relative clause, see Clauses
Relative pronouns, paradigms:
with antecedent in gender and
number, 140; attracted into case of
antecedent, 290; see Pronouns
case, 36, 81; of participle in genitive

absolute, 185; of participle in
indirect discourse, 247
Subjunctive mood, paradigms:
Respect, see Accusative case,

Dative case
Result clause, see Clauses
Root of the verb, used for second
aorist, 115
Rough breathing, see Breathings
consonant, in second perfect active,
Second aorist, see Aorist tense
Second perfect, see Perfect tense
paradigms: masculine, 43; neuter,
49; feminine or epicene (common)
gender, 45
Secondary endings, 67, 71, 79, 109,
115, 122, 133, 170, 220
Secondary tenses (historical
tenses), overview, 18; imperfect, 65;
aorist, 109, 170; pluperfect, 121

passive, 215; of contract verbs,
thematic vowel, 215; meaning of
name, 216; independent uses of:
hortatory, 216.1; prohibitive, 216.2;
deliberative, 216.3; for prohibition,
aorist subjunctive preferred to aorist
imperative, present imperative
preferred to present subjunctive,
216.2; dependent uses of: in
conditions, 225; in conditional
relative clauses, 229; in conditional
temporal clauses, 231; in purpose
clauses midway between effort and
purpose, 262; in fear clauses, 264;
in clauses midway between fear
and negative effort, 265; in cautious
Subscript, see Iota

lunate), 3; intervocalic, 102; added
before perfect middle/passive
ending in some verbs, 134; see
Movable Consonants
Superlative degree, see Adjectives,

Adverbs
Simple particular conditions, see

Conditions
Supplementary participle; see

Participles
Singular, see Number
Syllables, dividing words into,

8; determining length of, 15; see
Smooth breathing, see Breathings

Transliteration, 3, 10
Syncopated stems, see Thirddeclension nouns
permissible on, 14
Syntax, Greek compared with

Temporal clause, see Clauses
showing relative time, 150, 185;
original tense retained in indirect
question, 165.1; see Present
tense, Imperfect tense, Future
tense, Aorist tense, Perfect tense,
Pluperfect tense, Future Perfect
tense, Primary tenses, Secondary
tenses
Thematic vowel, in present, 20,
71; in future, 38, 71; in imperfect,
second aorist active/middle, 115;
in optatives, 220; lengthened in
243, 269, 273, 277
(capability or possibility) with

dative of agent, 258
see Imperative mood, Indicative

mood, Optative mood, Subjunctive
67, 71, 109, 115, 122, 133, 135, 170,
93, 215, 220; contracted futures of
aorist active/middle, 109; absent in

perfect/pluperfect middle/passive,
133; absent in aorist passive, 170;
268
Third-declension nouns, paradigms:
stop-stem, 98; liquid/nasal-stem,
98; sigma-stem (contracted), 103;
vowel-stem, 180; syncopated-stem,
181; irregular syncopated-stem
97; special features of stop- and
liquid/nasal-stem, 99; sigma-stem,
sigma-stem, 104; special features of
vowel-stem, 180; special features of
syncopated-stem, 181
Time, expressions of, 142: genitive
of time within which, 142; dative of
time when, 142; accusative of extent
of time, 142; may also be indicated
always identical with nominative

plural, 29; irregular vocative forms,
43, 63, 236, 280, 293
from passive, 74; middle may have

have special meaning, 75; aorist
passive may be intransitive, with
active forms may be intransitive,
271
Index 529
grade in root (second aorist stem),

122
Word order, Greek compared with
5; quantity (length) of, 4; see

Wishes, attainable (optative with
Zeta-stem verbs, see Contracted

futures
One of the most successful Classical Greek introductory textbooks, this edition
provides an introduction to Classical Greek with an encouraging, pleasant,
and accessible presentation for todays modern students. Fifty short lessons
presume no knowledge of Latin, and allow students to master a concept before
moving on to the next. Each lesson is accompanied by numerous exercises,
as well as manageable selections of Ancient Greek writings (edited in early
chapters) from Aesops most amusing and curious fables to concise Greek
passages from The New Testament, Aristotle, Arrian, Demosthenes, Lysias,
Plato, Thucydides, and Xenophon.
The fourth edition of From Alpha to Omega retains all the features that have
made it a best-selling introductory Greek textbook, many of them improved or
expanded:
various academic schedules
and readings, both Greek-to-English, and English-to-Greek

Online exercises, audio recordings, video tutorials, and more accompany each
chapter at courses.pullins.com.
An Ancillary Exercise Workbook and a Greek Reader are also available.
Anne H. Groton
chaired the Department of Classics and directed the programs in Ancient
Focus Publishing
R. Pullins Company
www.pullins.com
FOREIGN LANGUAGE STUDY | Ancient Languages

From Alpha To Omega - A Beginning Course in Classical Greek

Uploaded by

Copyright:

Available Formats

From Alpha To Omega - A Beginning Course in Classical Greek

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

From Alpha To Omega - A Beginning Course in Classical Greek

Uploaded by

Copyright:

Available Formats

A Beginning Course in Classical Greek

From Alpha to Omega

-Verbs: Present Active Participle, Future Active Participle,

GREECE AND THE AEGEAN

From early childhood, their whole lives through,

Preface to the Fourth Edition

one of Pythagoras sayings, quoted by Iamblichus in Pythagoras 162

Used in works such as

2 From Alpha to Omega

n [or gamble; before

rolled r [or rocky]

After epsilon used to come digamma

w), until it fell out of use.

4 From Alpha to Omega

A diphthong is two vowels combined in pronunciation; the sound of the

Pronounced like the italicized letter(s) in the

Pronounced like the italicized letter(s) in the

Breathings. Many Greek words begin with an h-sound followed by a vowel;

whether it is aspirated (rough) or unaspirated (smooth).

Consonants. Of Greeks seventeen consonants, nine are stops (also called

by a different liquid or nasal or by a stop, they are pronounced separately

consonant, the pronunciation is ambiguous, so the two may be regarded

6 From Alpha to Omega

Punctuation. Greeks in the Classical age used little, if any, spacing or

marks to indicate exclamations or quotations; some publishers of ancient

Zeus Cuts the Camel Down to Size

comment by a woman in Aristophanes Ecclesiazusae 115

The accents of Greek words occasionally make a difference in what the

denotes a gliding up of pitch, the grave

If a syllable is to be accented, an accent is placed above the vowel or

10 From Alpha to Omega

The acute can appear on the antepenult

recognize whether a syllable is long by nature, long by position, or short:

Two General Principles of Accenting

[Assume that the accent wants to be on the antepenult.]

[Assume that the accent wants to be on the penult.]

ainigma, acute on antepenult, proper diphthong

12 From Alpha to Omega

syllogismos, acute on ultima

autarkeia, acute on antepenult

basileus, acute on ultima

B. Two of the words in each group are incorrectly accented. Pick

one of Augustus sayings, quoted by Suetonius in Augustus 25

14 From Alpha to Omega

16 From Alpha to Omega

known as conjugating (joining together).

(teach) will serve as a paradigm (i.e., a model) for the

Present Active Indicative

(we teach/are teaching)

ending is actually a combination of a thematic vowel (a mark of

18 From Alpha to Omega

Negative Adverbs. In the indicative mood the normal negative adverb is

write, draw [cf. autograph]

(conjunction) and; (adverb) also, even

ately follows it, or a correlative conjunction

20 From Alpha to Omega

pl.) and do not steal!

Also hasten (sg.) to teach!