Table Of ContentCORNELL
UNIVERSITY
LIBRARY
GIFT OF
The Estate Of
Ernest W. Schoder
Cornell University Library
An inductive Greeic primer
3 1924 031 239 944
ol,.in,anx
p^
Cornell University
Library
The original of tiiis book is in
tine Cornell University Library.
There are no known copyright restrictions in
the United States on the use of the text.
http://www.archive.org/details/cu31924031239944
BY
ARPER, Ph.D., D.D.
UNIVEESITT or CHICAGO
AND
L CASTLE, Ph.D.
EE8ITY OF CHICAGO
oo^O^o
Copyright, 1898, by
AMEEIOAN BOOK OOMPANT.
H. & C. Ind. Gr. Prim.
Iptintei bs
nam. Ivteon
newJBorli, in.S.B.
PREFACE.
' This volume, designed like the "Inductive Greek Method" for a begin-
ner's Greek book, will meet the needs of younger pupils as well as of those
to whom the "Method" is adapted. While retaining all the good features
of the "Method," the "—Primer" will be found to differ from it in several
important particulars
:
1. TheLessons are shorter.
2. The "Notes" are more copious and elementary in character. In their
preparation help has been obtained from the best American editions of
the Anabasis, to which credit is here given.
3. The Lessons are based upon Chapters I.-VIII. of Book I. of the
Anabasisinstead of on the whole of Book I.
4. There are no references to the grammars in the first half of the
volume. In this part, the "Primer" contains all the grammar that is
needed. In the last half, the grammatical references which are found are
intended partially for a topical review of principles alreadyknown to the
pupil.
5. The "Exercises" are simpler. Greek sentences for translation are
abandoned early in the book, and more attention is given to the text of
the Anabasis, and to rendering in Greek, English sentences based upon it.
Much practice is given in rendering English in Greek, orally, as well as
in written exercises.
6. As the "Latin Primer" proceeds from English Grammar to Latin
by drawing on the pupil's knowledge of English Grammar to illustrate and
facilitate the acquisition of Latin Grammar, so this volume calls to the
pupil's aid his knowledge*of Latin Grammar. An elementary comparison
between principles of Latin and Greek Grammar has been made in the
"Introduction." This comparison has been supplemented by fuller state-
ments and additional matter in the "Appendix.'' In the Lessons the
Greek declensions are also built up partially by a comparison with the
Latin. The study of Latin in our schools and acacdemies so uniformly
pi'ecedes that of Greek that it seems wise to let the former serve as the
stepping-stone to the latter, by calling attention to the analogies between
the twolanguages.
3
,
.
4 INDUCTIVE GREEK PRIMER.
7. The pupil is taught to read Greelc in the order of the original, and
attention is calledin many placesin the "Notes" to the significance of this
order. In regard to this point,as well as others pertaining to the methods
of instruction, the attention of teachers is directed to the "Suggestions
to Teachers" (pp. 7-9)
8. The fii-st occurrence of words is indicated in the text by full-faced
type, and in the "Vocabulary" by the number of the chapter and section
in which the wordoccurs.
9. This volume articulates with the "Greek Prose Composition" of the
same authors. The pupils who complete the "Primer" are prepared to
take upthe exercises of the "Composition" based on Book I., Chapter IX.,
of the Anabasis, or, if it is desired to defer reading Chapter IX. because
ofits difficulty, to proceed to the exercises based on Chapter X.
10. In the treatment of the declensions, the pupil's attention is first
called to the "facts" of the second declension for a twofold reason: more
second declension forms occurin the text of thefirst fewLessonsthan forms
belonging to other declensions, and this declension is naturallythe easiest
for a beginner. Moreover, it is easy to show the similarity between this
declension and the Latin second declension. The first declension is treated
next. Then the pupil's attention is directed toverb-forms, review of the
first two declensions, and adjectives and other words declined accordingto
thevowel-declension, while the third declension is gradually built up from
the textread. By thisplan of procedure the pupil will have sufiicient time
to fix in memory the forms of the vowel-declension without confounding
them with those of the consonant-declension.
In the preparation of this volume we have received much help from
Professor E. B. Clapp, of Yale University, Mr. I. B. Burgess, Mr. F. M.
Bronson, and Mr. M. C. Gile, of the Morgan Park Academy of the
University of Chicago, and Dr. F. J. Miller and Mr. E. J. Goodspeed, of
the University of Chicago. The constant and efiioient aid of the editors of
theAmerican BookCompany has added not alittle to whatever of merit the
volumemay possess.
The "Primer"is issued with the hope that it'may aid in making the
elementaryworkin the studyof Greekless ataskand more awork of love.
We shallbe grateful to anywho will kindlyindicate to us any errors which
thebook may contain, or who willsuggest improvements.
William R. Harper.
Clarence F. Castle.
The University of Chicago,
August, 1893.
