Comparative Teaching of Old Greek and Latin/Lesson 02 Part 3
Comparative Teaching of Old Greek and Latin Lesson 02 Part 3
Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"
LESSON 02 PART 3. Grammatical and structural analysis of Old Greek and Latin texts .
2.3.1. Analyse and translate the dialogues:
Α. Old Greek
Teacher: Τίς ἀγορεύειν βούλεται;
Student: Ἔγωγε, ἄσμενος, διδάσκαλε.
Teacher: Ποῖός (of what kind) ἐστιν ὁ μῦθος τῆς ἀληθείας;
Student: Ἁπλοῦς ὁ μῦθος τῆς ἀληθείας ἐστί.
Teacher: Τίς ἐστιν ὁ αἴρων τὴν ἁμαρτίαν τοῦ κόσμου;
Student: Ἰησοῦς Χριστός ἐστιν.
Teacher: Τίνος οἱ ἄνδρες γεγόνασι γυναῖκες καὶ τοῦ (whose) ἕνεκα;
Student: Ξέρξου, ἐπεὶ δειλίᾳ ἔλιπον τὴν τάξιν.
Teacher: Οὐκοῦν (well, then) βούλει σὺν Ἀθηνᾷ καὶ χεῖρα κινεῖν.
Student: Πάνυ μὲν οὖν (of course).
Teacher: Φέρε δὴ (go on) τὴν βύβλον ἀνοίξας ἀνάγνωθι τὸ δρᾶμα!
Student: Ἀνέωχα καὶ ἀναγιγνώσκω, διδάσκαλε.
Teacher: Ἄγε δή (go on)!
Student: Ὦ κοινὸν αὐτάδελφον.
Teacher: Τίς ὁ λέγων ἐστί;
Student: Ἀντιγόνη, ἡ Οἰδίποδος θυγάτηρ.
Teacher: Εἶεν! Τίς ὁ συγγράψας ἐστί;
Student: Σοφοκλῆς Κολωνῆθεν.
Teacher: Πηλίκος (how old) εἶ, ὦ παῖ;
Student: Πεντεκαιδεκέτης (fifteen years old), ὦ διδάσκαλε.
Teacher: Εὖγε! Ἴθι!
Student: Χαῖρε, ὦ διδάσκαλε!
Teacher: Ἔτι ἐνταῦθα εἶ (are you yet here ); Καὶ σύ γε χαῖρε!
Β. Latin:
Praeceptor: Quis (who) loqui (to speak) vult (he wants)?
Discipulus: Ego, magi’ster.
Praeceptor: Veni (come) in ta’bulam (the blackboard)!
Discipulus: Libe’nter (with pleasure), magi’ster.
Praeceptor: Ubi (where) stat ve’ritas?
Discipulus: Ve’ritas stat in me’dio.
Praeceptor: Mens sana in quali (of what kind) co’rpore est?
Discipulus: Mens sana est in co’rpore sano.
Praeceptor: Utrum (which of two) poe’tae nascu’ntur an (or) fiunt?
Discipulus: Poe’tae, certe (certainly), nascu’ntur, non fiunt.
Praeceptor: Quis casti’gat bene?
Discipulus: Qui (whoever) amat bene casti’gat.
Praeceptor: Quae (which) lex opo’rtet (it must) supre’ma (supreme) lex esse?
Discipulus: Salus po’puli, certi’ssime (of course).
Praeceptor: Ubi est liber (the book) tuus?
Discipulus: Meo in sa’cculo (in my bag), magi’ster.
Praeceptor: E’xtrahe (take out) eum et lege (read)!
Discipulus: Quid legam (what to read), magi’ster?
Praeceptor: Lectio’nem (the lesson) hodie’rnam (of today) lege!
Discipulus: Ecce (here you are), lego!
Praeceptor: Habe’sne (do you happen to have) a’liquid ede’ndum (something to eat) in sa’cculo?
Discipulus: Ita est (yes), magister, ha’beo panem (bread), lac (milk) et li’quamen fru’ctuum (marmalade).
Praeceptor: Bene (well), puer, i (go) in sedi’le (bench) tuum!
Discipulus: Gra’tias tibi ago (I thank you), magi’ster!
2.3.2. Analyse structurally the following sentences:
1. Σιλανὸς ὁ μάντις ἀπεκρίνατο τὰ ἱερὰ καλὰ εἶναι.
2. Μετὰ ταῦτα οἱ στρατηγοὶ βραχέα ἕκαστος ἀπελογήσατο.
3. Ὦ παῖ, σὺ μέγα ἤ μικρὸν ἀγαθὸν ἤ κακὸν ἔσει.
4. Ἔγωγε διδάσκειν σε ἐβουλόμην.
5. Οὐ πείσονται οἱ πολλοὶ ὅτι σύ οὐκ ἠθέλησας ἀπιέναι (to leave).
1. Claros (famous) scripto’res (writers) lauda’mus (we praise).
2. Ro’mulus Romam co’ndidit (he founded ).
3. Vectiga’lia (the taxes) necessa’ria (necessary) sunt civita’tibus (to the states).
4. In Grae’cia multi (a lot of) scripto’res vixe’runt (they lived).
5. Archime’des anti’quus (ancient) Graecus erat (he was).
2.3.3. Analyze the following expressions:
1. Ἀντιβολῶ σε μὴ φεύγειν! (Please, do not leave!!)
2. Πῶς λέγεις; Τὶ φῇς; (What do you say?)
3. Δεῦρο, παῖδες, λάβετε τὸ ἀκράτισμα (breakfast)!
4. Δεινόν γε (it is terrible) τὸν παῖδα ἀπιόντα ( leaving) ὁρᾶν (to see)!
5. Εἰς καιρὸν ἥκεις. (you came on the right time).
6. Ἄγω εἰρήνην. (I live quietly)
7. Εὖ φρονῶ. (I think rightly)
8. Ὀρθῶς γε λέγεις (you speak rightly)!
9. Magnum mihi gau’dium est! (how do you do)
10. Vale! Vale tu quoque! (Hello! Hello!)
11. Quid Oly’mpus est? (What is Olympus?)
12. Ubi est stultus ami’cus meus? (Where is my foolish friend?)
13. Pater et mater cari’ssimi! (My dear father and mother!)
14. Age, vi’dulos para! (Go and prepare your suitcases!)
15. Terram atti’ngo. (I am landed )
16. Salu’tem dico. (I say farewell)
2.3.4. Recognize grammatically and syntacticly the words of the following expressions:
1. Ἄβυσσος ἡ ψυχὴ τοῦ ἀνθρώπου (Soul is unexplored).
2. Ἀπεκδύομαι τῆς εὐθύνης (I deny any responsibility).
3. Περὶ ὄνου σκιᾶς (About the shade of a donkey, for insignificant things).
4. Φθείρουσιν ἤθη χρηστὰ ὁμιλίαι κακαί (Bad companies corrupt good characters).
5. Ὁ σῲζων ἑαυτὸν σωθήτω! (Whoever can be saved let him be saved !)
6. Ἔχουσιν γνῶσιν οἱ φύλακες (The guardians have knowledge, i .e. they have been taken all necessary measures).
7. Διὰ πυρὸς καὶ σιδήρου (Through fire and iron, i.e. by any hard way).
8. Ἐν τούτῳ νίκα! (By this win, i.e. using this be victorious!).
9. Μέμνησο τῶν Ἀθηναίων! (Remember of Athenians, i.e. do not leave unpunished ).
10. Πορεύου ἐν ειρήνῃ! (Go in peace!).
11. Ve’ritas o’dium parit (Truth gives birth to hate).
12. Ta’bula rasa (Unwritten board).
13. Dra’matis perso’nae (The persons, the characters of a play).
14. Bis dat qui cito dat (He gives twice whoever fast gives).
15. A’lea jacta est (Dies have been fallen, i.e. decisions have been taken).
16. Audia’tur et a’ltera pars! (Let us hear and the other side!)
17. Carpe diem! (Live the day, enjoy your life!)
18. Manus manum lavat (One hand washes the other).
19. Graecum est, non le’gitur (It is Greek, it is not readable, i.e. it is difficult).
20. Credo in unum Deum (I believe in one God ).
2.4. Information about the Classic Culture.
1. οἱ μὲν ἄνδρες γεγόνασι γυναῖκες, αἱ δὲ γυναῖκες ἄνδρες: (The men have become women and the women have become men)
1. During the naval battle of Salamis, 480 B.C., according to Herodotus, Xerxes had set up his throne on the mountain Aegaleo, in the city of today’s Perama, and he watched the development of the naval battle. He sometime saw Artemissia, the girl of Lygdamis, king of Halicarnassos, who participated with five boats in the expedition of Persians against Greeks, beat a Persian boat, in her effort to slip. Xerxes thought that she had beaten a Greek boat and said the above written phrase, in order to honour Artemissia, because he had been disappointed with the men leaders of Persian fleet.
2. σὺν Ἀθηνᾷ καὶ χεῖρα κίνει: (Together with Athena and you move your hand!)
This is an ancient proverb also known from Aesop’s fable (Aesop lived in the 7th century B.C. and is considered as the father of Mythography), ” shipwrecked man” , identical to the Modern Greek proverb " Without oars and sails, Saint Nickolas help with!". This proverb declares the conviction of Ancient Greeks that human beings should use their own forces, in order to create work, and not to expect all from gods. This faith and philosophy led to the growth of Ancient Greek cities. In this conviction, which did not come in conflict with the faith in the gods in the ancient years, all the creative efforts of Greeks were and are based diachronically.
3. mens sana in co’rpore sano: (The healthy mind is in healthy body )
Latin translation of the saying «Νοῦς ὑγιὴς ἐν σώματι ὑγιεῖ». Romans, as Ancient Greeks, believed that the mental health presupposes the bodily health, that is why they gave big attention to athletics and to exercising the body, both through the system of education and through athletic fights. Apart from the teaching of gymnastics by teachers there were developed also sports that aimed at the growth of body and spirit and were also established "international" for that era games, as Olympic Games, with games as chariot races, running one, two, twenty four stadiums, fight, boxing, pentathlon, soldier races etc.
4. salus po’puli supre’ma lex esto: (The salvation of the people let be the supreme law)
The big offer of Romans in the world culture is the Roman Right. Romans advanced in coding their legislation much later from Dracon’s, So'lon’s and Cleisthenis’ reforms (from end of 7th century B.C. to end of 6th century B.C.). In 451 B.C. Roman Laws, after hard fights between Patricians and plebeians, were written in twelve tables that constituted the Dodecadeltos. Extracts from the tables have been saved up to today. Basic principle of this legislation was the safeguarding of salvation of population, which is also included in modern democratic constitutions.
To continue look at: Lesson 03 Part 1
To see the Introduction look at: Introduction