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20260414-Ancient Greek Intensive Course - Part 2

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Let's see. Armen. Hey Cruz, can you hear me? >> Hey, what's up Armen? >> [laughter] >> We hear you did

All right. Fantastic.

Cruz, are you still making videos Cruz? Yes, I am. I've been taking a break cuz I I've been doing a lot of studying this this week. Okay, well you got to do what you got to do, right? So Yeah. Awesome. Mad collaborations in the future. Yes. >> that is that right? Yeah. Who is that? Who is that? This is Jeff. Hey Jeff, how are you? Do you do you collaborate? I hope so, man. >> [laughter] >> Powerful woman, man. I can tell you your resolution of your

Pixels are so much better than before with Discord. Yeah. Yeah, the audio is better, too. It looked like 2 years ago last night, you know what I mean? Oh, did it? It did. Exactly. I can't see what I'm looking You might

Fantastic. I thought I heard you. I thought I heard you. Good, Sabatomical. They're both here. Oh my god, are you guys studying along with Madelaina? Oh, yeah. Absolutely. >> [laughter] >> No, no, we're trying. She's something else. >> of [\\h__\\h] if I gave you a if I gave you a vocabulary quiz right now, would you be able to pass it? >> [laughter] >> Do it. No, sorry. Test me. I'll test me. Shoot, test me. I'll try it. >> [laughter] >> Sons of [\\h__\\h] Madelaina, are you out

There? Totally. You hear me? Yes. And tell me something, you have What you do last night? Just tell us all. Tell the voices in your head and me what you did today before class or how you prepared for class. Um well, I made an audio recording and I listened to it about 500 times. Um and read through unit two and had about five mental breakdowns and then um took care of my kids and uh here we are. Fantastic. [snorts] Just five mental breakdowns, huh? Good. Good, good, but you I see you're here,

So you you unbroke. Yes. >> Which is which is nice. You've read >> and then you you you mend back together, right? You have read unit two. I'm sure it's probably the reason for your break, one of your breaks at least. Yeah. Tell me uh what you think of unit two. Just give me your impressions. Um intro to verbs, uh I kind of um understand the the the concepts of um

>> [Snorts] >> like tenses. Yeah. Yeah, concept of tenses, which is weird because it's not the same thing as English. Yeah. Yeah, I was reading today online um somebody was explaining why Greek is so much more difficult, ancient Greek is so much more difficult than any language, especially any modern language. And they were comparing it to some another difficult language, which is old Irish, I guess. Um how anyway, they were trying to explain to the world, the authors of this article were trying to explain to the world

Why it is so difficult to learn. >> [sighs] >> That's what you're going through. Realize what you've bitten off is big. And it's going to be a lot of chewing and a lot of, you know >> [sighs] >> thinking to yourself, "Oh my god, did I do the right thing? Right?"

>> [Laughter] >> Okay. Um

I want you before we begin, I want you to look at this, Madelaina. Okay. >> This is the Smyth grammar. Oh, yeah. >> Which camera do I have on you? Is it that one? This is the Smyth grammar. Mhm. Okay, I know that you guys have this online, correct? Yeah.

Okay. So, you have access to this? >> [snorts] >> Uh yes, but not presently. >> Uh yes, but not presently. Okay. I mean Um you don't need it presently. I just want you to start thinking in your mind about this book. Okay. >> Okay? This book will go into far more detail than you need right now. You shouldn't be anywhere close to it, right? But I want you, since you're in this intensive program, to be thinking about it in the back of your mind. It's got a very good

Section on particles. One of the reasons ancient Greek is so difficult is because of its highly specialized use of particles to set up

Things like the speaker's intentions. What came before this that has to be considered? What is the conclusion from the thing that came before? What does it naturally conclude? And what is my as the speaker, what is my impression? There are words. Little tiny words in Greek called particles.

And you're going to be introduced to some of these particles. We do not do this in English. We do not do this. You mean we don't have conjunctions? We don't have adverbs? No, we do. We do have conjunctions and adverbs. But the Greek is operating on a higher level. It is telling you

Exactly how the sentence that you're in relates to every other sentence around it, both what's been in the past and what's coming in the future. It's a structural step up. That's what the particles are doing. Now, having said that, I'm going to introduce you to a few particles cuz we always begin with vocabulary. But I want you to realize that they are very advanced calculations.

Okay? Okay. They're entire There's a book by Duckworth. I think it's Duckworth. Um British classicist, I think that's Any who, um an entire book just on the ancient Greek particles. I'm I'm telling you. And there'll be places where they will say, "Well, we think it means this. We think it probably means this or that, right? Or it's leaning towards this or that." That's how complicated it gets. That's part of your new operating system is these particles. So, I want you to turn with me to page 53.

This is the unit two vocabulary. And I just want you to look at the first particle that we see, it's the third word down. Ara. Good. Ara. And notice Notice for the translation, it says introduces a question. So, you don't translate ara. You just realize that it's trying to tell you. Ara is telling you, "Hey, I'm Yeah, I'm Oh, did I freeze? God bless America.

Did I freeze? So No, you didn't freeze. No, I didn't. Oh. Maybe Maddie froze. Madelaina, you there still there?

Oh, I think we've lost contact. But she's probably coming back. This is probably the best quality we've ever had seeing you, Doc. Is it fantastic quality? Can you see all my blemishes? Oh my god, he's fatter than I thought he was. You know what I mean? God, Chewie told me I looked like I was having a baby today. Couldn't believe it. God. We love you, you sexy beast. >> [laughter] >> You know it. You know it. Okay, where is Madalena? Did she Did she come back yet?

Okay, let's see.

Didn't act too manually with Madalena. Oh, that can happen.

So, she's not there? No, she completely dropped. She completely dropped. She's probably going to restart and everything. Fantastic. >> [laughter] >> Do I want to test somebody who's sitting there? Tell me something, people who are sitting there. Let's go, Boris Sarpov. >> [laughter] >> Oh gosh. Hey, look Look on page 53 of Brill's wall we may wait for Madalena. Look at number the page 53 read the

Fourth word down. Oh, god. What does it say in parentheses that God is it's a post positive conjunction.

It's a post positive conjunction. And what does it mean post positive? It's got cannot come as that first word, right? It's got to follow that first word. Why is that? Dude, it's a metrical thing. Right? I I'm I'm back.

Madalena, fantastic. Look, Madalena, look at ara, the particle introducing a question. I just want you to see that. Look, we don't really use concepts as sophisticated as these particles in English. So, it is a hell of a hard time learning them. For an English speaker, this is going to be the hardest thing that you do.

Okay? The hardest thing that you do. All right, fantastic. Hey. Madalena, you just tell me if you need to go do what you need to do. No, I'm all right. >> Let me know. You can also put yourself on just the privacy channel. You know what I mean? Just put it up put up your icon if you want and get some I'll know you're there. I don't have to necessarily but there you go. Here we go. Can we all see this? Yes. Chewie said, can we all see this? Okay.

That way Madalena can just look at what's on the screen. Perfect. Okay, Madalena, you still there with me? Can I hear you? >> you. Yeah. Fantastic. >> Okay. Here we go. Blow that up, Chewie. So, the old men in the group like me can see it. People, look down at that particle ara. Right? Realize it's different. Look at these conjunctions, the gar and the dar. Right? I I thought you said, "Hey there, baby." I thought you said these words The word for but is alla. Right? Oh, god. It is.

But here's another one for but. But this but is different. Madalena, this this dar is different from the other but that we have in Greek. So, look at that. What do you mean? Wait a minute. I thought, you know, but is but. What?

Yeah, no, not really. In Greek it's not. Now, look at the next word down. Hex. Notice there's a rough breathing on it. It's an indeclinable numeral. It's ending is not going to change. It's always going to be hex. Which is nice, right? Oh, finally, I don't have to memorize goddamn endings. Oh, sorry. I'll put the nice language on for the little ones. Okay, ew. Look at the adverb underneath that. Madalena, this is what we're doing. We're trying to figure out different words. And I want you to see what a variety

Of different kinds of words that we've got. This ew is an adverb. >> [sighs] >> Right? Just means well. It's never going to change its form. It's always going to be ew. Ew. Yeah, nice. Did you hear the w sound in that? There's your digamma. Nice. And this grammar by Smyth, it's going to have digammas all over it. Right? Um like most people don't realize that kalos has a just the word for fine or beautiful that it has the digamma in it, right? It's amazing. But okay, anyway.

Um next word down, let me hear you say it, zoion. And I'm going to go ahead and pronounce the iota subscript because as I was reading today Madalena, listen how current this is. I was just reading today in by 400 BC

They are starting to phase out the pronunciation of the iota subscript. But in the Attic you can still hear it. So, that's why, you know, come on, man. Let's just get as close as we can to that rarefied purified Attic.

That was one of the reasons one of the things the people online were saying today about why ancient Greek is so hard to learn and they're right is because of the dialects. And you really are dealing with different music

In each of the dialects. So, anyway, any who, let's keep going down the vocabulary. A being your conjunction, right? A A. Right? Either A or B. A A. Right? Or you could just have it by itself and it just means or. You're making a choice. It's telling you you're A is telling you you're making a choice. You mean just that one vowel is its own word? Not really.

Notice now that the A that can represent a choice. And I want you to be thinking about that the rest of the time that you're learning classical Greek. It'll come in handy. Now, underneath that Madalena is the verb. We've got all six principal parts. I want you to pronounce them nice and loud and I will correct you on those, please. It's the verb to order or command.

Keleuō.

Keleusō. Ekeleusa.

And um sorry. Um

Hek- is that No, it's e k l a u s t h e n. Yeah. Yeah, that's six principal part. That's an aorist passive and it's it's difficult to pronounce. It is ekeleusthēn. Now, I want you to hear I want you to say them again. But this time I want you to focus on the accent and hitting the accent. So, go ahead. Give it a shot. Do it again but focus on the accent.

Maybe baby will absorb some of this. You know what I mean?

Yeah, you just put in your grade school that, you know, at home we speak Koine Greek. >> [laughter]

>> All righty. So, keleuō keleusō

>> [Snorts] >> ekeleusa kekeleuka kekeleusmai

Okay, ekeleusthēn. >> [laughter] >> Okay, good. Okay, good. Now, listen to me as I say it. Okay. And I want you to mimic me exactly. Keleuō. Keleuō. Notice on that first one the upsilon. Mhm. And again, this is training, right? I'm As I say upsilon, your eyes go to the upsilon Yeah. that is in keleuō. Keleuō.

So, that upsilon is the digamma. So, really it's it's own consonant. It's not a vowel there. It's not acting as a vowel. Right? Yes. So, people try to run that together. The Brits do this. They run the epsilon upsilon together and they say you. Yeah.

Kaluo, they'll say, right? Right? I think the more attic pronunciation is with the digamma vocalizing. So, it comes out kalelwo. Okay. Kalelwo. It's got the It's got it in there. But, kalelwo kalelso ekalelso ekalelso Good. Ekalelso. Good. Here the Here the digamma is still there. The attic is still asserting a digamma. Ekalelso. Good. Good. The fourth principal part kekalelka. kekalelka

Good. kekalelosmai kekalelosmai Good. And ekalelosthen.

Ekalelosthen Yeah. Good. Good. Good. Underneath that is luo and I want you to memorize luo because it's going to be your paradigmatic example of what a verb does. Okay. It's a regular verb, okay? Luo, luso, elusa, lelukam,

Lelumai, eluthen. Go ahead. Luo, luso, elusa, lelukam, lelumai,

Eluthen. Beautifully done. Right? Listen to that, little one. Mommy's doing it perfectly. Luo, luso, elusa. Now, before we jump from this opportunity, I want you to look at the screen, look at the verb luo, and I want you to realize it's six principal parts.

The first principal part luo is going to give you the present. The second principal part luso is going to give you the future. Yeah. The third is going to give you the aorist. Right? Mhm. That's all we've learned so far in unit two. We've learned those. We learned present, the imperfect, the future, and the aorist. All of those are coming from these three principal parts. Luo, luso, elusa. Luo, I destroy.

Luso, I will destroy. Elusa, I destroyed. Nice. That's awesome. Yeah. Yeah. And then if you want to make the imperfect, eluon, I was destroying.

Right? And you say, "What the hell's the difference between I was destroying in the imperfect and I destroyed in the aorist?" The difference in those tenses is the aspect, something they call the aspect. Go ahead and pull blow me up, Chewie. That's the aspect

Of the verb. It's whether the verb is ongoing, the action is ongoing, or whether it's a specific point terminus in time. Right? I'm telling you, these Greek verbs, they cap

I'm in froze now. Okay. Cool. I [clears throat] thought I lost it again. Keep complex the way they're doing this. I'm in you froze for a bit. Can you start Go back about 2 minutes? Do Oh, go back. Um the complexity, thanks for telling me. The complexity

Of what is being packed into the verb is mind-boggling. You learned in unit two, Madelena, that ancient Greek has these tenses. It's verbs, it's words of action and being that these words have tense to them. And it's not really tense like we know it. It's a more rarefied kind of specified

Activity or being. Is the activity ongoing? Is the activity something that happens habitually? Or is it something that is a one-shot wonder? And so, I just want you to know that as you're learning all of the basics about the Greek verb,

It's going to be overwhelming. There's a lot There's a lot being programmed in there. Go ahead and turn with me to page 39.

Turn with me to page Oh, you know what? Madelena's busy. Put with her hands. Put the Put on page 39 for Blow it up. Fantastic. Chewie, look at this. You got to show me how to do this. 39, yeah.

There we go. Blow it up. Fantastic. Madelena, I want you to see. Give me a shout-out if you can see that person, number, tense, mood, and voice there at the bottom. I can see it. Okay, fantastic. I just want to go through these a little bit with you just to make sure you've gotten it. Okay? That person, we've got three of them. First, second, and third. Right?

Now, of those people, that first, second, and third people, we've got singulars and then we've got plurals. So, what do we have? We've got first, second, third singular and first, second, third plural. That is both person and number in a verb. Every verb is going to have

This person, number, tense, mood, and voice thing. Right? Some of them will be weird, and they don't because they're infinitives, they don't have person and number. Right? But they've got this instead. They've got tense. Oh god. But it's only aspect. What? How the hell are you supposed to memorize all of that? Right? You can't. I just want you to see the complexity of it and I want you to get your mind around what's going on conceptually. Okay? So, every verb, when it comes to person and number, has a first, second,

Third singular and a first, second, third plural. The first singular is I. Second singular, you. Third singular, he, she, or it. First plural, we. Second plural, you all. Third plural, they. Okay? Does person and number make perfect sense to you? Yeah. Okay. So, when the verb is going to do something, it'll do it through either an I, a you, a he, she, it, a we, a you, or a they. Excellent. Go ahead and move down to tense. This is the kicker that kicks everybody's guts out. Are you

Ready to see why this is so complex? Tense always Look, they put everything in caps, right? Yelling. Tense always conveys information about aspect and sometimes conveys information about aspect and time. Oh god. What is time? Time is your present, past, or future. Right? I'm doing something. I will do something. Right? I did something. Fantastic. But what is aspect? Aspect indicates how the occurrence of the action is viewed, whether the action simply occurs, is in progress, is repeated, or is already

Completed. Okay? The action that you're doing, what is it? Is it in progress? Are you falling right now? Right? Yeah. Nice. Look at the four examples they give you. We fell, we were falling, we used to fall, we had fallen. Look at the fourth one. We had fallen. That is nice completed action. Mhm. Right? It's already done. When you're talking about it in the past, it is already done.

Okay? Those are aspects, and they give you the bold three at the bottom. Simple aspect, progressive or repeated aspect, and completed.

Right? Your aorist is going to be that simple aspect. Right? It's a simple action, one-timer. It's not something that's being repeated. It's not progressive.

>> [Sighs and gasps] >> And why are they so consumed? Why are they so consumed with these concepts? Because when you're identifying what an action is doing, you can identify it with respect to all sorts of things like time. So, the Greek mind saw this and said, "We're going to have to capture this." The present tense describes an action in present time with progressive, right? Or repeated

Aspect. I am falling. I fall habitually. I fall every time I walk by the ice cream. Right? I fall to the temptation. That's my habitual falling. I am falling. Right now, I'm falling. The ice cream is calling. Right? Look at the future. The future describes an action in future time, right? That can be simple, I will fall, or progressive, I will be falling.

Okay? Do you see how there's My God, man, you have to consider all of these for each of these tenses you Yes. It's easier than you think.

It will solidify itself in your brain. We'll do it together. The perfect tense, look, whose name comes from the Latin word completed, right? Perfectus. Describes an action in present time and always has completed aspect. Look at Just look at how they translate in English. I have fallen.

Do you see how that's present time? Yeah. >> Right. Right now, in the present, I have fallen to the temptation of the ice cream. Right? I've already done it. It's It's completed. But it's completed at present. Right now, as we're talking right now. So, the perfect tense is actually a present time,

But it has a completed accent uh a completed aspect. So, it sounds to us like it's what you would call a past. Wouldn't you just call that a past tense? No, you wouldn't. It's a present tense. Oh God. See, the people don't expect these things. Then we got the pluperfect. I had, right? It's just a perfect that's kicked into the past time. Yesterday, I had mowed the lawn. I had mowed in English. I had mowed. Yesterday, I had eaten the spaghetti when somebody barged in and blah blah blah.

So, you can see that in the past, that pluperfect is already done. It's done in the past. Fantastic. Look at the future perfect and don't worry about it cuz we're not going to get it. It's just will have. Right? I will have done something. Good. But it's so rare that you're not going to get it in this text. You don't need to worry about it, okay? Then we get six and seven, the imperfect and the aorist. And that imperfect is that past time again that's progressive,

Right? I was doing something. I was in the past, I was doing something progressively, repeatedly, right? And then the um aorist tense is a past time, but it has simple aspect. It's just a simple action, right? I fell. That's it. Boop. That's it. Done. Don't need to describe it. Describes an event which happens once and for all. Once and for all. Okay. Then they give you this chart. They give you this giant chart. Now, you can look at that and if you're the type of [clears throat] person who likes to put things together, this chart is useful. If you're a person who's like

Me, who looks at something and hopes to see a circle but sees instead [\\h__\\h] boxes, you know what I mean? It's a pain in the butt. But it puts your tenses in the right place to show you which are present, past, or future, right? Okay. Fantastic.

Um [snorts] you're welcome to that if you want it. Okay. Now, >> Thank you. >> Madalena, I want to step I want to step back and before we finish off by going to mood and voice,

>> [Sighs and gasps] >> with this section, before we go to mood and voice, I want to step back and ask you, this is a lot on verbs. How's it you think you're absorbing maybe 60, 70%, 80%? Where are you?

Um I'd say yeah, probably like 70, 80%. Good. So, conceptually, it's making sense to you. Yeah. Uh-huh. Okay. Fantastic. That's good news because units two and three are notoriously um the breaking points. Anybody who was unsure of themselves for a good reason, those people will find that the verb in Greek is devastatingly complex. It is, yeah.

Okay. So, everybody is sitting there with your brain like Fine. Shall we go to the appendix? Madalena, I want you to get used to going to this appendix when you don't feel It's in the No, very bottom. When you don't feel like reading and you don't feel like trying to translate, but you want to do some Greek, um find your personal space where you can be private and just open this chart. Chewie, look how far it is. >> [laughter] >> It's not even halfway through. Okay, now

>> Chewie. Yeah. Did you beat me to it? Go to Here, let me Here. Oh my God, can we scroll with this? No? >> [sighs] >> That's ridiculous. Okay, here. We got to figure out some kind of bookmark because

Because um I'm going to be jumping to this appendix over the next 4 weeks, I'm going to be jumping to this appendix quite frequently. Okay. Oh, there we go. >> You could type in the page number, maybe? Yeah. That would be way too easy. Come on. What are you talking about, man? Come on. Does she know who she's dealing with?

Okay. I was Yeah, some of those charts are, right? Okay, here's what I want you to do. I want you to go to the very beginning of the appendix, which is on page Madalena, you're there. What page is that on?

Um 589. Yeah. Here. I want you to go to

Right now, I want you to go to page 689. Yeah. Go Jump 100 pages down. Why don't we just plug in the page number next time? That's genius. Look at these verbs. Can she see my screen? Okay. Madalena, look at these verbs. Yeah. You see the 1 2 3 4 5 6 across the top? That's their principal parts. These are all the most used verbs, the ones that you're going to see all over the place. Right? Most of them very sexy. I mean, some good verbs here, man, like

Let me show you the Lord, right? Oh God. What is that? I'm going to make something clear to you. Right? I'm not going to sacrifice. Anyway, look uh realize that you're going to be looking over charts like this.

Just look at this verb θύω. I'll put it at the top. It means to sacrifice. θύω θύσω ἔθυσα τέθυκα τέθυμαι ἐτύθην

To sacrifice, to burn that incense. Um Does that look like λύω? It looks like λύω, doesn't it? What was λύω? λύω λύσω Yeah, do you remember? Can you do λύω? To destroy. Yes. Yeah, do you remember the principal parts though? λύω λύσω I want you to be looking at θύω, but I want you to be thinking λύω. λύω λύσω >> λύσ δα ἐλύθην >> ἐλύθην um uh

Ἐλύθην ἐλύθην >> ἐλύθην ἐλύθην >> [laughter] >> Yeah? λύω um ἐλύθην Yes. uh λύσαιην Good. >> Yeah. >> λύσαιην. You got it, right? You got it. Look how everything is going to be fitting together like that and you're just pretty soon going to recognize. Yeah, that first principal part is the present or an imperfect. Yeah, that second principal part is the future. Right? Yeah. Okay, you're only going to get that. You're only going to get that from looking at this stuff. So, I want part of your preparation to be looking

At it and that's where we go to the beginning of this appendix. You're just starting verbs and I want to go to the verbs. Notice the nouns. Good. Notice the nouns are only a short section. The verbs, all of a sudden you're in a giant world. Here too, let me take a word. Yeah, no. What do you do? No. Here we go.

Okay. Will you sit Will you sit down, please? I sit down. Okay. Um these are the charts. I'm sorry. I should have had this marked. Um but we'll go there.

Okay. There So, here are your nouns. Look at this if everything's you'll see my screen. Here are your nouns, right? We got first declension nouns here. Second declension. Uh-oh, look here's some third declension nouns. Ooh, they get weird. Look at that. And nominatives and ada versus alpha. Right, shorties and alpha. Well, here it is more ada sigma. You haven't learned those yet, right? Second declension nouns, here they are. Whole bunch, right? You're looking at the morphology. You're looking at the changes that the words, the nouns are making and you're like, "Okay, that's not bad. I

Can see how these forms are." Here's some adjectives. Right? So, we went through the nouns already. We finished those. We went through adjectives.

>> [Sighs] >> Then we're going to hit participles. Participles come from verbs, people. Right? Do you understand? They're basically the verbs turned into that adjective. They're trying to describe things for you, just like an adjective is. And this is where we're going to get a lot of them. Um um but then we're going to hit Oop, there's a definite article. Oh, yeah. Right? Some demonstratives. Oh god, pronouns. Love of nouns and pronouns. You can't have You see how many pages we've gone? Now we get to the verbs.

Right? Now we get to the verbs. And this appendix will follow exactly the lessons that it has given you. Look, it's lined up the present, the imperfect, right? Fantastic. You can see luo. It's using the verb luo because luo is the standard regular. Right? God, I love it. Luo. Right? Luais, luai, oh god. Forget those duals, right? Cuz we're not concerned about this. Anywho, Madelaina, look what you're doing. You can just start perusing these verbs. You go on a couple of pages. Look, here's the future.

You're going down future. Here's the future infinitive, right? To do something to be about to do something. Isn't that nice? Future indicative middle. Oh god, we can change our voice. Active, middle, and passive. Look, there's a ton. It's going to keep going forever. It seriously is going to keep going forever. Look, how many pages of these forms do you want? How many pages of these verb forms? Right? Here's some of the common one ones, the me verbs. Didomi, histami.

Right? Now, here's the problem. These are your bases for a whole [\\h__\\h] ton of your vocabulary. Look at their endings. They're odd. Don't they have odd endings? Oh god, they have odd forms. They're not exactly like the verbs that I've learned. Yes. And they're going to have all page after page after page cuz these are very popular verbs, man. I'm telling you, this will go on and on until you get down finally to your list. What have you done? You have looked at the complex machinery. Take it out.

You've looked at the complex machinery. That is what you have started just today. Okay? I want you to realize that you're taking off you're taking a giant chunk a giant bite out of Greek when you start working with the verbs. Okay.

Madelaina, what questions do you have for me? And uh Um yeah, what questions do you have for me right now?

Okay, so the um when you are taking a verb and you are changing its form, uh you do you are there specific letters that you add um consistently with every one or does it depend on the word? Yes, yes, there's very specific endings in each tense.

The moods will have their different indicative or subjunctive. They'll all have their own endings. That ending will completely identify for you. It'll tell you that person and number. So, for What's How do you What's the easy way to think about this? Each tense is going to have specific endings that tell you all the information like is it a first person or a second person? Is it singular or plural? All of that information they're going to have packed in there. So, you need to learn different endings for each tense.

For example, on page 45 45. Look at these endings. Should we bring up 45? Look at these endings. Oh god.

Is it No, down here. I need the bottom part. There we go. Look at these endings for the present indicative [clears throat] active. Present indicative active.

Right? That's all we're going to learn is indicative active right now for a while. But this is the present tense. Are you ready? What are the endings? The endings are o, ais, a, omen, ete, ousi. Or notice for that third person plural, the ousi can also be an ousin with a new. It's got what's called a movable new at the end of it. Okay. So, for your present verb like luo, I destroy, luo.

All you do is you take off the omega and you add these endings to change the person and number. So, first person singular, I destroy is luo. Second person singular, you destroy luais. Luai, he she it destroys, right? Luoamen, luoete, luousi. They destroy,

Luousi. They destroy. Hear how that's just the present tense? Present tense. It can be they are destroying or they destroy. Right? And you say, "How Well, how do I know which is which?" You'll know from the context. You'll know from the context. Oh god.

[clears throat]

You mean there's [\\h__\\h] that I learn in context, too? On top of all this technical? Yes. Yeah. Right? Yeah. >> How many pages? If I'm not scaring you, how many pages? This Smyth grammar is 700 and 50-ish pages. 750 pages just to explain

The grammar of mother Greek. And the writing is tiny. Have you seen it, Madelaina? It's I have, yeah. It's tiny. Look at Look at how tiny it is. I could spend 45 minutes on this page. Right?

What? It's ridiculous. So, do you feel overwhelmed? Not too bad. Um I'm following, so. Okay, good. Good, good, good. Here's what I want you to do. I want you to take a break, a 10-minute break. And then I want you to come back and I want you to be able to take a vocab quiz from this chapter and I want us to be able to drill your um present, imperfect,

Future, and arist endings. Let me say that again. Your present, your future, your imperfect, and your arist endings. Those are the four tenses. You'll find those, Madelaina, on page 45 is where they start. So, I'll ask you, "What are What are the present endings?" And I want you to be able to say o, ais, a, omen, ete, ousi. Good. I want you to be able to do that for the imperfect, for the future, and the arist as well. Okay. >> Okay? So, that's what I'd like for you

To practice cuz that's what we got to grind into your head. I'll come back in at 30 minutes after. And we may start, depending on how ready you are, we may just start. But if you can do the vocab by then, that would be fantastic, okay? Okay. I can do that. >> Okay. Fantastic. We'll see you in 30 40 minutes. All right. Okay.

>> All right. All right. Is Madeline ready for her quiz?

Yeah. >> [snorts] >> Oh, fantastic. Okay, you know the drill. You know the drill. Page 53. Put your right hand over the English. Okay. And I just want to hit the verbs to start with. So, do you remember what keleuo keleuso ekelesa means? Um order.

Good. To order somebody to do something, right? It usually has an infinitive with it. Keleuo, right? To order somebody to do something. Good. How about luo? What does luo mean? To destroy. Excellent. How about paideuo? Um paideuo, to educate. Good. And pempo.

Oh, um send. Good. Fantastic. I want you to concentrate on those Okay. verbs. And I want you Yep, good. And I want you to um try to be solidifying their how they're working in your mind during this during this process. Okay. Um now, let's go back and do a little bit of a little bit of reps. Some time in the gym.

Go back to the present indicative active. This is page 45. But I want you just to give me the forms of the present indicative active. Those endings. Tell me what those endings are. O eis ei omen ete ousi. Beautiful. How about the imperfects?

Um on eis ei omen ete on. That's the future. You're giving me the future after I switched over and I went to the imperfect. Imperfect, on eis ei omen ete on. Good. I have it all memorized, but >> Right. Right. Right. And of course you did it from present to future. You jumped to that before the imperfect, right? Just naturally cuz it's the second principal part. Okay. Let's do So, the future is the same as the present, o eis ei omen ete ousi. How about the aorist? What do the aorist endings look like? Um a as a

E a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a Good. A as e omen ete on. Yes, you got it. You got it. Okay, so one more time. After me. The present, o eis ei omen ete ousi. O eis ei omen ete ousi. Good. The imperfect, on eis ei omen ete on. On eis ei omen ete on. Good. The aorist, a as e omen ete on.

A as e omen ete on. Good. Fantastic. What I'd like to do now is I'd like to apply those endings to make sure that you understand how they are being used. So, please turn to the exercises now. Righty.

And this is page 59. Okay. Did you screw >> [laughter] >> Just screw >> I haven't laughed at these yet. Go ahead. Here's the Here is the Nope, down. The exercises. Yep, there you go. See how it says exercises? Perfect. You're a great teacher, Zade. You You got to put that on your resume. Okay. Are you ready for this? I just want you to look at the first exercise. And I want you to tell me Just relax. Okay. And I want you to tell me which

Word is the verb. Uh epaideues. No, this is Look at my screen. This is the exercises. That's the word. >> My bad. Um >> [laughter] >> epempon. Good. Yeah. Epempon, right? There it is. Nice. Now, let's identify it. You have to be able to identify it. And when I say that, I mean I need to hear the person and number. Right? I want to hear the tense. What tense is this? Verb, right? Yeah. So, go ahead. Tell me what tense is this and what is the person and number. I

Mean, I want first person singular, first person plural, whatever. Right? And the tense. What [clears throat] What is your guess on tense? Um

I'm I was thinking it it was Um I'm I was thinking it it was imperfect. imperfect. Good. Why? Uh the on. Good. What else tells you this is this is at least a past tense. It's got to be either an imperfect or an aorist. That Go ahead. What tells you that? The e the eta. The epsilon augment. Yeah. It's okay.

That's okay. The epsilon augment at the front, epempon. You know it's got to be either that imperfect or the aorist from the ones we've learned so far. Right? It's got to be one of those. And it happens to be the imperfect. How do you know it's not the aorist besides the omicron nu ending? It's also the wrong principal part. I just want you to look at that word. And if we take off the ending, the on, and we take off the augment the at the front, we get pemp. Uh-huh. We get pemp.

That That is the first principal part. Pempo. Right? And if it were aorist, it would have a psi in it because it's pempo pempso epempsa. Okay. So, you can know this thing is an imperfect based on its ending, based on its augment, and based on its stem, its root, the pemp. We know that's the We know So, anyway Anyhoo, that's how we're identifying verbs. Now, look, I didn't have you translate anything, right? By itself By itself, how would you just translate epempon?

Um I mean E epempon, so I don't know what it means.

Um Go back to your endings and think. Where is that on? On. >> that on? >> Okay. Sorry. On eis ei >> be um uh we were sending. Right? Okay. We would be a first person plural. >> Um yeah. Yeah, you're right. We have to identify which person and number this thing is. >> Or they it would be they were sending cuz it's Is it >> Good. Good. Hold it right there. Good. So, it can be a third person plural. It can be a they. Or it can be In this case, this ending can also be a first

Person singular, I. >> Okay. Now, it's not the first person singular >> Oh, I see. Yeah. cuz our subject is plural. Look, hoi theoi. Yeah. >> That is in the nominative plural masculine, right? For the noun

Theoi. So, that has to be the subject. So, it's hoi theoi epempon. How would you just translate hoi theoi epempon? Um the gods um were sending. Good. A good. And I'd accept either were sending or sent there as well, either one. Excellent. Good. The gods were sending what? Dora.

Dora. Um Yeah. The What's that? Uh gift? There you go. Gifts, right? Gifts. And it's plural, gifts. Good. And where are they sending them? Asten horon. Horon.

Our gods. Yeah, what does that word mean? See Look, it's flat. You won't remember it until you see it the seventh time. >> Yeah. Yeah. Horon. Remember? We had it yesterday. >> No, that's good. That's good. You're thinking oikia, maybe, but that's not No. This is the countryside. Just say countryside. >> Countryside. In the countryside, yeah. >> Yeah. Good. Good. Fantastic. Now, none of that is important except for the verbs. Yeah. Look at number two. Forget about the entire sentence but the verb. Epempsan. Epempsan.

So, then that that psi would mean that it's aorist. Good. It's an aorist. Now, let's say what person and number. Think about your aorist endings. And I want you to think a as e omen ete on. Is this an a at the ending? Yeah, it is. They've added a nu. But you can do that. You can add a nu when there's a vowel at the end of the word. Like just put on a nu there. Fantastic. >> I see. Mhm. So, it's a What person and number is that? It's a third Yeah. Good. Third singular, right?

Uh-huh. He, she, or it sent. Yeah. He, she, or it sent. Good. It just so happens that right next to that verb is the subject ho Homeros. Yeah. >> So, he is the he of the he sent. Yes. >> So, how would you translate epempsen ho Homeros?

Um ho- Homer sent. Good. Beautiful. Right? You see, forget everything else. Forget the rest of the Right? That's all you [clears throat] need. You're seeing how the You're seeing how the verb is driving the sentence. It's the machinery of the sentence. Look at the next one. Okay. >> Number three, and let's cut to the chase. Just take me to the verb.

Okay. Hold on a second. My mouse is kind of a lot here. And notice, too, that you are scanning. Now you have to You're having to scan these words, and you're having to figure out No, that thing doesn't look like a verb. That thing doesn't >> Okay. So, let's see. >> for you. And um pempsousi

Good. Pempsousi. So, identify pempsousi. Tell me what tense, person, and number. Okay. Um

Is it um third per- uh third third person future indicative? Good. Third person what? Singular or plural? Um uh plural. Sorry. Good. Third person plural future. Right? You got it exactly, and you knew it was a future because of that pemps. Right? Pemps. It's got the future third person plural ending, and it's got the future root to it. Right? Fantastic.

So, how would you just translate it? It's the third person plural future for Um >> sent.

Uh they'll be sending. Good. They will send. Oh. >> to you.

Oh. Did you freeze, or is it me?

As the men will send. Good. Beautiful. Does everybody see that? And by everybody, I mean all the voices in the head of my >> [laughter] >> Yeah, for real. Number four, Madalena, number four is a question. I want you to notice that the front of it has ara on it. >> Ara ara, yeah. And at the end of it, it has the semicolon, which is their way of expressing a question mark. Who is they? You know, some smelly Byzantine monks. This is not the original Greeks. Why How

Do we know that for sure? I mean, just think about it. The ara is already telling you it's a question. Yeah. >> Why Why would you need to signify that twice? Anyhoo, look at number four.

It's a question, and I want you to find the verb, and just identify and translate the verb for me. Okay. Um number four. So, that um luo is destroy, right? And so, luete Um luosete luosete

Um it would be

Is it you um Oh, second second um plural. Good. Um uh future? Good. Second person plural. >> like asking, will you be um destroying? Good. Yeah. >> [laughter] >> Right. And now, look, people, what do we have here? Mhm. We have kai after it, and you were told in the vocabulary that kai can be a conjunction or an adverb. As a conjunction, it's joining two things. So, it means and. It means and as a conjunction. But as an adverb Oh. Right? It is even. You translate it as even.

Right? So, try it as an adverb here. Even so. And And finish this translation cuz you You know what phileon is? What phileon >> Phileon friendship Yeah, good. Good. Good. Good. Yeah, yeah. Good. Oh, um will you be destroying even

Um the gods' friendship? Good. Good. And what's under that god's skirt? Oh, uh uh circumflex Look at the article on >> Oh, um theis >> theou. Yeah, good. >> Yeah. What gender is theis? >> theis

Is that a masculine or feminine or neuter? Um Is it neuter? No, it's feminine. It's feminine. >> Right? You just earned yourself [snorts] some reps. >> [laughter] >> Right? Yeah. It's We'll do some reps. That's okay. We'll do some reps. It's feminine. It's feminine. So, theis theou is actually Yeah. A goddess. And why is it important? It's important because the Greek is giving you that much information. Okay. Trying to tell you that this is a goddess, right? So, and look at the gloriousness, just for a minute, of the article tain

With its noun phileon. Yeah. So, the definite article is separated from its noun. Yeah. Sandwiched between the definite article tain and its noun phileon Mhm. is this attribution. Right? Where is this Where is this friendship from? It's the friendship of the god. >> So, okay. Let me see. Yeah. That's cool. Yeah. It's a gorgeous Isn't it a gorgeous way of just kind of sandwiching something in there? It's kind of nice. Yeah, I like it. Okay. Look at number five. The verb is at the very end, eluomen.

Where is What is eluomen? What is its Identify it for me. What is its tense, person, and number?

Eluomen. So, >> [snorts]

>> Um Is that ares- Wait. So, uh the the epsilon means without its uh

Oh, god. Okay. Um

Shoot. I'm sorry. No, take your time. Take your time.

Oh, it means it's uh is No, I'm I'm wrong.

What does the epsilon on the front tell you? Oh, is it that it I keep thinking that it's a a aor- aorist, I mean. Um but it would don't That epsilon That epsilon augment tells you it's either

An imperfect or an aorist. Those are the only two choices we have with an epsilon augment. >> imperfect becau- Yeah, because it's >> Good. But it's imperfect [clears throat] because of the ending, right? Because I know. That's why I keep getting scrambled up. There [clears throat] you go. For the voices in your head, what you're doing is you are identifying based upon many things. The augment, the stem, and the ending. When you slide all those together, the right combo comes up in your head, and you say, "Oh, right. It's

Imperfect." The augment says it's got to be imperfect or aorist for us so far. And the ending omen, right? Is that an aorist ending? That's not even an aorist ending. So, it's got to be that imperfect, right? And look, the stem The stem is that first principal part. Right? It's the lu from the luo. So, many ways of identifying those three different components come together. Good. Okay. Right? Eluomen.

So, how would you translate it? It's first person plural.

Um

They she uh

First plural. First plural. Oh, they So, it'd be Nope. We. We? Oh. Yeah. Okay, so it would be Well, we destroyed We're destroying or destroyed. >> Good. Good. Either we destroyed is acceptable or we were destroying. Yeah. Okay. Brilliant. Fantastic. Absolutely fantastic. One more. Look at number six at the ending at paideusos. >> At paideusos. >> Tell me the tense, the person, and the number. Okay.

Um So

Oh, okay. It'd be aorist, right? And it would be um

Oh, man. Give me first, second, third singular So, it'd be Okay, yeah, it'd be um Yeah, it would be second, right? Good. Second >> Second singular. Good. Yeah. >> Second singular. So, you figured out it's aorist, second person singular. Can you tell us you got aorist first? Yeah. >> get How did you get that aorist? What clicked to tell you it was aorist? Cuz it was a a say a a as Cuz and that's the only one with the um alpha. Right. Right. Look. Look what you did.

You recognized what you did. >> Right? You're using that ending to tell you there which it is. Good. And notice that the stem, if you take off the epsilon augment on the front, which we would expect for an aorist, so that fits. Notice that what you've got left when you take that and the ending off is paideusos.

Paideusos with a sigma. And when you're going over the principal parts in your head, paideo, paideuso, epaideusa.

Yeah. >> Right? You can see that Oh, yeah, it's got the sigma. That >> Then it would be Yeah. Yeah. So, every element of that tells you all three elements tell you that is an aorist. Beautiful. Beautiful. Okay.

Now what you just did was you spent some time figuring out how the verbs worked through these four different tenses. In the next chapter, you're going to get um more tenses to work with. Right? And we're going to start we're going to build for you kind of the whole verb by telling you everything you can do with that verb tense-wise. All right. >> one of the things that we did not cover I need you to go back. Um We focused on tense because, honestly, tense is the one that throws everybody.

>> Yeah. But I want to show you on page 43. I want to show you on page 43 that there are you can describe the voice of a verb. Every verb is going to have one of three voices, the active the passive Yeah. and the middle. Now, most people get this before they understand tense with its aspect. Yeah. >> this right away because it's pretty much the same in English. Actively, I kick the ball. Yeah. >> That verb is active. It's acting upon something. You have a direct object,

Right? Passive the ball is kicked by me. Okay. There, the subject is having the verb act upon it. Yeah. >> Right? That subject, the ball is kicked. Fantastic. Okay. And then we have middle. The Greek has something that's we don't have in English. What We do. We compensate for it in certain ways. But for them, it's an art. It's an art to use this voice. And that's the middle voice. Yeah. That's the middle voice. And that middle voice means you've done something but you've done it for your

Own benefit. Mhm. Right? You have Think of it in English. I think the closest we get is Well, I'm having my kids educated. Okay. Yeah. >> Right? It's It really is a process that comes back to me. It benefits me in the long run. That's crazy. Right. >> [laughter] >> Yeah. Isn't it great? So, it's a voice that you can shift the verb into in order to expose

The intent of the one doing the action. Right? If you think about that for a minute, what it shows you is the intent. You're doing this thing so that you will derive X, Y, or Z. Mhm. Right? >> [laughter] >> So, it's a kind of uh Yeah, it's a it's a You have to get used to this voice, this type of voice. Okay. And um that's one thing, and the other that I want to talk about is mood. Go back to 42. >> Explain Explain that.

Yeah. What the hell is the mood? Now, the only mood that we dealt with in the exercises is the indicative mood. Right? And it tells you here What is the indicative mood? Go ahead and shine up sh sh The indicative mood is the mood of factual statements and factual questions. Right? It's reality. The indicative mood is the exercise of reality.

It's the true. That's the indicative. But you can have other moods like the subjunctive mood. Right? The subjunctive mood cannot be

Mhm. It froze.

We can't hear him either. Okay.

Subjunctive, optative, and imperative moods.

We're back. We can hear you now. >> [laughter] >> Okay. Can you explain subjunctive >> subjunctive, yeah. >> Yeah. Yeah. So, subjunctive. Look at the English types at the bottom. If we do something Uh-huh. >> Right? That's not we are eating. That's an indicative. We right now are eating. Right? A subjunctive would be if we eat now, then we can go to the store. Wait. Wait. Wait. Are we eating now? No. This is a condition. This is We're just thinking. These are just thought experiments. If something,

Then something else. Yeah. >> That's the kind of thing the subjunctive can be used for. Let's go to the store. Let's go to the store. And that's not we are going to the store. That's a suggestion. Mhm. So, the subjunctive mood is potential. Yeah, it really is potential along with the optative. The optative. Look at the examples of the optative here. Right? We might do something. Right? We could do [snorts] something. We should do something. Think about that for a minute. Right? What does it What does it mean to say we might do something? What does it

Mean to say we should? It's not saying we're actually doing it. It's We're still in this world of potentiality. So, it's like hypothetical almost. Yeah, it's very It's very hypothetical. Right? You've taken yourself out of the indicative and put yourself into a an iffy world. Yeah. >> Right? And finally, the easiest mood for anybody to remember is the imperative. It's just a command. It's just a command. Instead of saying we are eating dinner Yeah. >> it's a command. Hey, you, eat dinner. Right? Yeah. >> That's the imperative.

Right? So, the imperatives here that you'll see they're in the second person singular and plural. They're you, like if you're talking to your kid or something. Hey, you, singular. Um go eat your dinner. Yeah. Go eat, right? Or go there is the command. S- Um you can do it in the plural, too. Hey, group of people, go do something. Right? Now, you're going to think that that's the only type of imperatives that exist, but it's not. They'll show you later the use of third-person imperatives. Let that jackass go get it.

Right? That Let that person go do it. That's a command. Right? Hey, you. Right? Go do it. That's a direct command, indirect. Let that jackass go get that box. Yeah. Right? Oh god, it's like a forceful suggestion that he has to follow up on. So, you get all sorts of imperatives like this. Don't think that the only ones you get are the ones they show you here because Yeah. we've got more coming. Okay, otherwise we covered everything on verbs. I want to ask you, how do you How

Do you feel about verbs? Uh pretty mind-blown. I've I've pretty good. I just have to associate the patterns with the concepts. Yeah. Correct. Correct. And you have to sit down and you have to say, "O A S A Omen A Te Ousi." Present. Yeah. Right? Imperfect. On S E Omen E Te On. Right? You just kidding. You have to get the tenses down. Know exactly what those endings are so you can identify verbs. Right? And you think to yourself, "How good is this? What what is this going to to do for me?" I am telling

You, Madelaina, right from the start here, you need to understand when you get into a Greek sentence and you get lost, which you will, Yeah. because you're waiting for order and you're not getting it, when you're in that Greek sentence, you will start to go numb in your brain until you come across at the verb. Yeah. As soon as you hit the verb, you can figure out exactly what the majority of the sentence is doing. Mhm. Right there, with just that verb. So, I tell all my students, I tell them

All and half of them don't believe me until it gets demonstrated. When you're translating, if you are confused, stop what you're doing. You're spinning your wheels. Stop what you're doing Yeah. and go to the verb. Mhm. Identify the verb and translate the verb just like you and I did and you're going to get the sentence. It's going to start up again. Cool. Okay, good. Good. Good. I want to take you to the Bible real quick in the middle of all of this. Chewie, give me John.

Give me BibleHub John 1:1, please.

This is something it's in the book, but it it's around page 150 or something. When they start using text, but I'll just pull it up here. Mhm. You give me >> No, that works. Pull it Make it blow it up big so she can see it. Boom. Okay.

Now, Madelaina, I just told you we just looked at verbs, right? Yeah. I'm going to tell you where the verbs are in the sentence. See the ain here? Yeah. The ain here, the third word in? That's a verb. Yeah. Ain here again, that's a verb. You say, "What do I mean? Those don't look a damn thing like any verb that I just saw." Yeah. another one here at the end, ain.

Those are the >> Ain. Yes, ain. Those are all the verb to be. Be. Yeah. Okay? Mhm. And they are showing you a past tense. There was. In arche ain ho logos. It's just the verb to be. In the beginning was the logos. Mhm. Kai ho

Logos ain. Look, it's just doing the same thing again. If you know what your verbs are, Yeah. the verb here is just was. Something was something else. In the beginning was the word. And the word was pros ton theon.

In the presence of God. Right? Mhm. Okay, so I wanted you to see, if we just keep going and just pick here. Let's just pick something at random here. This is just using the boring verb to be a little bit. If we go here, look, Mhm. where do we find our verb? Here's one right here, egeneto. Egeneto. Yeah. Right?

Oh god, then we're set. I'm telling you, this entire sentence makes sense around its verb or verbs. Right? When you get multiple verbs, you're going to those are the center of gravity. All I want you doing now is thinking analytically. Mhm. Thinking analytically. Looking at a sentence and saying, "Damn, where's the verb?"

"Where's the verb?" Look, here it is, finally. Finally. See the ending? Oh, that's nice. Yeah. That's nice, the A. O A S A. Right? Mhm. >> there it is. Right? Faino. Oh, it's beautiful. What is happening here? Something is shining. En tais skotiais.

In the darkness. Tais. And what is that thing? It's to phos, dude. Right? All of that is driven All of that is driven by the verb. Look, here's another one. You keep going in that verse. Kai he skotia auto ou katelaben. Look, here's the verb, katelaben.

Yeah. Katelaben. Oh god, what is that? It's from katalambano.

>> [Sighs] >> Lambano lepomai elabon. This is an aorist and it's a goofy aorist, too. Okay. God. Laben? Look at what they Look at what they did. Yeah, laben, right? Look at what they did. They put the Look at It's supposed to be kata Mhm. plus lambano. Katalambano is the verb. But look what you can do. You can take that prefix and the end of it, you can turn You can put your epsilon augment right there. Mhm. They screw you to the alpha that's there and just turn

It into an epsilon. Mhm. And it's katelaben instead of katalaben. Katelaben. Yeah. Oh god. Anyway, the exercise I'm trying to show you is just analyzing a sentence based upon where its verbs Okay. >> verbs? Where are we going What are we going to do with the verbs? Here, elthon, there's one. Erchomai eleusomai elthon. Elthon. Right? Mhm. Oh god, is that a second aorist? It is. Oh [\\h__\\h] On S E Omen E Te On. It's going to have goofy-looking endings now. Yeah. Right? That you haven't learned the second aorist yet.

It's coming up, though. >> Oh yeah. Right? But notice what I'm doing. All I'm doing is working with verbs. Okay. >> Right? Going sentence by sentence, working with verbs. Okay, take it down. I beat her over the head with that enough. Okay. All right. So, you can see, look, we've had two units and I want to get to a few more exercises before we go. Okay. But you can see we've had two units and what you have to do is there's a certain amount you have to have memorized.

Certain endings. You're going to get endings and believe me, for the first seven, eight units, the memorization is awful. Okay, it's all it's a whole bunch. Mhm. After that, things drop off. You're not memorizing so much because you have patterns set in your head. Yeah. >> Right? Now, you needed a little extra workout with the with the articles. So, I want you to go to page

I want you to go to page

28. Chewie, bring that up on page 28. And I want you to look at this with me. Yeah. Madelaina, please. Look at it directly, masculine, feminine, and neuter. Look at that. We've got our nominative singular there and genitive, dative, accusative. Then we got the nominative plural. Everything's lined up. Look at the masculine column. Ho tou toi ton.

Plural. Hoi ton tois tous. Mhm. Oh, nice. Ho tou toi ton. Hoi ton tois tous. Ho tou toi ton. Hoi ton tois tous. Now, you do it. Start reading it and then when you You don't need to read it anymore, just take your eye off the words and say it. Ho tou toi ton. Hoi ton tois tous.

He tes te ten. Hai ton tais tas. To tou toi to. Ta ton tais ta.

Is that right? Notice that the neuter genitive and dative look just like the masculine. Mhm. Yeah, both in the singular and the plural. They're going to look just like the masculine. So, if you want to think about it, that neuter's only different by its nominative and accusative, which are always the same thing. Mhm. Right? So, it's the if you for that for memory aid, right? Is all there. Those are your endings. You also needed me to check spot check your declensions of your nouns. So, go to page

Boom. Start on page let's do second declension first. Second declension first, I want you to go look

At page 26. Look at the word adelphos. Adelphos, right? Adelphos adelphou

Go ahead. You finish it off. Um Ah ah adelphoi adelphon adelphai Yeah, forget the vocative. But, keep going. Oh, yeah. Yeah. Adelphoi adelphon adelphois adelphous Good. And you notice those endings are exactly the same as the article. Look at the Look at the plurals there. Oi on ois ous. Yes. >> same thing as those articles. Good. Good. Jump over to doron the gift. Give me doron the paradigm now. Just read those off. Doron dorou doroi doron dora doron

Dorois >> [snorts] >> dora Good. Now, focus on the accent. Okay.

So, it's doron. Good. Dorou Good. Doroi Uh-huh. Doron Doron Oh, wait. Sorry. Uh dora Good. Doron Dorois and dora Good. Good. Right? Just like the explorer. Right? Fantastic. Fantastic, right? You're reviewing those. You're looking at those trying to figure out what those endings are and how you can recognize them. Now, go to page 23. I'm going to give you that ada the feminine first declension nouns ending in ada first with techne. Please hit the accents on the first try. Go ahead. So, with the ada but techne so

Tech techne technas technai, right? Am I doing this right or no? Finish and then I'll correct. Okay. Technon

Um techne

Technon techneis technas Okay. E- Every voice in your head should recognize you're starting to get tired. Right? No, I'm serious. I'm serious. You're starting to get tired and you're you're going back to thanking. You're thanking your way through it. Right? Don't. Let me say them for you. Let me say [clears throat] them for you and then I want you to say them again. Ready? Techne Techne >> Techneis Techne

Technen Okay. Technai Technon Techneis Technas. Go ahead. >> Oh, okay. You do it. All right. Techne techneis Good. Techne Good. Techne tech-

Non Nein. Nein. >> Nein. Okay. Techne technon techneis technas

>> The nominative plural is technai. Tech- technai Good. Good. Good. Good. Good. Okay. Now, revert to the alpha in the first declension. You get hora. Hora horas horai horan horai horon horais

Horas. Go forth. Hora horas horai horan horai

Horon horais horas Beautiful. Beautiful. Fantastic. Okay? Now, final exam for the evening. Jump to the exercises that are on page >> Brain scrambled. Yes. We're almost No, it's only so much Greek you can take anyway before overload sets in. Um Ch- ch- ch- Go to page 60. Okay. I'm already there. 60. Fantastic.

And I want you to look at Just take the last one, 23. Okay. And I want you to say Um first of all, find the verb. Can you find a verb in here somewhere? Uh pempain

Okay. That's a very Good. Good. That's your infinitive to send, right? Is there another verb in here? Kaleusai Good. Kaleusai. Look how fast Look at how fast you got that. Good. Just uh identify kaleusai for me. Um it's a third person singular and future. Good. So, translate it. How would you translate that? >> Um oh Uh

They Oh, shoot. Singular. Make it third singular. Third singular. Okay. Not they, but >> We we No, no, no. No, he, she, or it. He, she, or it is third singular. >> Um

So, it's Oh, come on. Why? >> [laughter] >> Okay. Because you're exhausted at the end of your workout. That's why. Right? Oh, okay. So, third person is is not they. Right. Third person singular is he, she, or it. Good. So, it destroys.

Kaleuo. What does kaleuo mean? To destroy. What? Sorry. My >> [laughter] >> brain is broken now. My brain is Yes, no. It's to order. So, he it command. Yeah. Mhm. Okay. Um so

It it commands. It will command. Yeah, it's a future though, right? It's a future. So, um It will Good. be commanding. Good. It will be commanding. He, she, or it will be commanding. All right. Right? Beautiful. And it's going to command somebody to do something, right? Right? Uh-huh. Okay. So That's why you get that infinitive in there. That's why you get that infinitive. Now, all of the other words in that sentence, you can piece together. They're just nouns that have been stacked up in the nominative, genitive,

Dative, or accusative cases. Yeah. All you have to do is understand how that verb is working. If you can translate that verb Uh-huh. you can translate the whole sentence. Sometimes Sometimes when I'm reading Galen, he's real five-fluting in his style and he'll have seven, eight lines and then the main verb at the end of the sentence. It'll be like the last word in the sentence cuz he wants you to concentrate on it. So, I've had to hold my breath all six sentences. I don't know what the hell's

Going on. I'm just getting nouns and adjectives and adverbs. I don't know what the hell's going on until I get to that verb at the end. And when I translate that, everything all of those little other things that I was juggling, they'll fall into place. Okay. So, So, a great professor once told me. He said, "Don't um don't try to translate. Don't start to try to translate a sentence until you've read every word of it." Right? So, you get to the end cuz it's not going to come together otherwise.

Nice. Good. Okay, you've done an excellent job tonight. What I want you to do tomorrow, I want you to read unit three. Mhm. Study the unit three vocabulary. Okay. And realize that it's just the completion of the tenses. We're just going to complete the tenses. That's most of what you're getting in the in that chapter. Okay. You can just casually read it. Just try to understand it. You're going to notice this is a phenomenon. You're going to notice that you will start learning more of each chapter because you're becoming used to all the technical terms that are being used.

Yeah. >> So, you're going to understand 90% of this one as opposed to your 80 of last one. So, um because you're getting all that basic terminology down. You don't realize that I'm teaching you that, but you are. It's part of the process. So, keep it up. Keep it up and please please relax as you read it and say this you know, it's only going to be 5 days this week. >> [laughter]

[clears throat]

>> Uh it's great. It's like mind-blowing. You know. How do you feel overall? Give me some feedback how you feel. I feel um enlightened in a way. Um and like like my brain is swelling. Yeah. Good. Good. Oh God, I love it. Okay, and notice that you want the Bible. Right? You want that. So, notice tonight we jumped into the Bible, not in the way that you think. And I didn't just say, "Hey, translate this." >> [laughter] >> But just in a way to identify where are

The verbs. Biblical scholars don't do this. This is not how they learn. Yeah. So, it's very important that you recognize you're getting that broader foundation that's being laid. Next time that we come, I'm going to start off the session with a translation, something wonderful, something complex,

And something involving the physics of the cosmos. Now, when you get And why am I doing that? Because I can drown you as a student. The more morphology you learn, the more you'll be questioning, "Why am I learning this morphology? It's really bothering me." Right? Is that all Is that all Greek is is a bunch of different endings and I have to memorize them? So, what I have to do every once in a while is bring you something that will give you that aha moment and you'll be like, "Oh, that's

Why we're bothering to do all this morphology so we can get the goodies like that." So, I'll bring that eye-opening thing to start with. I don't want to quiz you on vocabulary, but I do want you to start studying the vocabulary from unit three, okay? >> Okay. Cool. Okay. Cool. Awesome. >> All right. All right, it's very nice. Um I think the setup's good with what you've got and let me know any questions, you know, in the meantime. I'll see you tomorrow in class. Sounds good. Thank you. >> Okay, good. Good night, voices of the brain. Good night. >> Good night. Amen. Thank you. Thank you. Thank you. [laughter]