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20260415-Ancient Greek Intensive Course - Part 6
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>> Hello Madelena, how are you? Good, how are you? I'm doing well, thanks. Doing well. Fantastic. How's your weekend been? Did you get some Did you get some vocabulary work done? I I got a little done. Yeah. Good, fantastic. Now, I've been looking over what we need to do and what we need to cover. Um and uh by the way, I hope the kids are healthy. Return to health. Yeah. >> [laughter] >> I remember how that was. Seems like they're sick all the time, doesn't it?
>> One one gets one gets sick, the other gets sick. Yeah. And then you get sick, right? Eventually. Yeah. Oh, I remember the days of tonsillitis and Oh, what were some of the Yeah, anyway. Strep strep throat. People used to get strep throat all the time. Anyhow, how about we go to page 109 and wake ourselves up? I was looking at what we have to do Okay. to [clears throat] keep up our schedule. Yeah. And we need to for today, we need to be able to do some exercises here in the first
Section. We'll do some exercises together from unit four just to see what the conditionals look like. Then we'll go over completely um unit five. Okay. Unit five. And I hope to be through the discussion of unit five today so that you can start on some exercises and next time tomorrow we meet you we can go over some exercises from unit five. Yeah. We'll slowly catch up and we're only like a half a chapter behind at this point. Okay. All right. to make it, but right? Okay.
Let's do some actual Greek on page 109. Just go to 109. >> Okay. All right. And I want you to look at these Menander Mhm. fragments, right? These are just little quotes attributed to Menander. Right? Oh god. Well, just look at that first one, 293. Go ahead and read that. And um it gives you all the vocabulary you need underneath it. So, feel free to use that um and you do one and I'll do one. So, you do the first one, I'll do the next one.
Ka karpon kakoi philoi. Perfect. Well said. Well read out. I like that. Go. Okay, sorry. Sorry, I won't interrupt again. Well, that vocabulary in this is nice. Look at that Look at that first verb that you've got there, pherousi. Mhm. Right? That's the only one. Don't Don't mistake it. There's no other, but Okay. >> Look at its entry down at the bottom. That's one of the most common verbs. And looks what Look what happens to its forms. It goes from phero to oiso. The They don't
>> Oiso They don't look anything like each other, do they? That means there's Yeah. And then in the aorist, they don't even look like either of those forms in the aorist, right? Enenka. Right? Enenka. Yeah.
So, they're they're weird. And you usually don't see them in >> Enenka. You usually don't see phero in anything but its present and sometimes it's aorist form, but mostly it's present form. But anyway, um cool. Sorry. I I won't interrupt now. Go ahead and try to translate that sentence. Look at, you know, just peruse it, think it out. >> And then I'm going to do one. Okay.
Oh, to bear bad fruit is to um
What does hoi What does hoi mean? Is it a bad friend, right? >> That's your That's your definite That's your definite article, remember? >> Oh, yeah. definite article Go up and put the definite articles up there, Chewy. It's back in chapter one. >> Okay. chapter one Put those up there. We need to see those. Yeah. She needs to see those. Okay, sorry. Go ahead. Keep going. So, yeah. Yeah, hoi is the definite article. Kakoi philoi. There's your There Those are your subjects, right? Yeah.
Um Oh, uh bad bad friends produce um bad fruit. Okay. Look. Look, did you see how it clicked in? >> Yeah. Right? And you're like, "Oh god. It finally makes sense, right?" And you're there working with it and you had to figure out what went with what. Exactly. Yeah. Three 303, I'll do that one. Okay. kalon [clears throat] pherousi karpon hoi semnoi tropoi
Oh, isn't that nice? Look, we Look, we've got the same setup there. It's basically the same construction. Yeah. we end in the same place, but this time it's hoi semnoi instead of hoi kakoi. Mhm. So, if you look down at semnos, which is a nice word, means august, majestic, or honorable.
Yeah, can I like holy, too. I use holy for this every once in a while. Ah, those ways that are honorable, those tropoi. Those are kind of your habits, right? What do they give you? Tropos? Yeah, they give manner, character, your way. Right? Things that you do. Yeah, those holy ways, those good ways, man, they produce good fruit.
Yes. >> [sighs] >> So, you can see same construction. >> Yeah. Okay. Everything hinging on that verb. And this is real Greek [snorts] now. These are not your sentences. Right? It's real Greek. Look at number 316. See that anthropoisi? Mhm.
Anthropoisi Look at the note they put at the bottom. They say that equals anthropois. So, it it looks like a goofy form. Um and it is, but it's just equivalent to the dative. Okay. Yeah, so those [snorts] lupoi there, notice that's the Mhm. nominative
Plural, right? From Do they have lupai here? Yep, they've got lupai. >> Yeah. Those pains, right? Lupoi. Pains, right? Mhm. birth illness for mortals, right? Oh, is that Is that the Does pain make you sick? That's what it's saying, right? What do you think about that? That's an interesting one. Yeah. >> Um yeah. Mental pain, too. Not just physical pain. Right? >> Yeah. Mhm. Have you been having some mental pain lately? Not too bad. No. >> [laughter]
>> See, I can take it. I can take it. I know. Okay, I just wanted you to see some real Greek and to see how Yeah. much more sensical it is than our exercises.
But having said that, now I want you to turn back. I want you to turn back to page 107. Okay. And I want you to look at that first sentence. And this is what I want to do. I just want to do four or five or six conditionals here. Okay. Yeah.
Just so we can know exactly how to do it. And I'm going to do the first one. And this is how I want you to This is how I want you to do the second one. So, Okay. I'll read [clears throat] it first. Mhm. Ean hoi mousai ton agathon poietein
Mhm. e didaxosin grapse kalon biblion peri ton en agoraithousion. Okay. Nice. I give myself good points for that. Um
Where is the if clause? We're going to have an if clause and a then clause. The if clause, the protasis is the ean. That's what we start with, the ean. There's our if. And when we jump to our verb in that sentence in that first part of the sentence, the main clause, it's the if clause. Um What's the didaxosin?
That's Looks like it's subjunctive. So, I'm going to say this is an a on plus a subjunctive. And then I'm going to say where's the verb in the second half? Right? They're really not main clause and subordinate. This This not shouldn't be using that. Graps, this is the apodosis. Grapsei, the apodosis, right? Just as a protasis and apodosis, if and then. Grapsei, what is the grapsei doing? It's a future. From grapho. So, this is an a on plus a subjunctive followed by a future.
Which one of those do you think this would be? Probably a future more vivid, right? Yeah. Right. And how >> a on the a on and subjunctive and then so if does then will do. Yeah. Does will do. So, I'm going to translate that thing. Okay. >> Does will do. So, here, let me get my book back up here. I don't like that.
Okay. So, if the muses teach the good poet well he will write a good book [clears throat] about the Thruseon, the sacrifices in agorai, in the marketplace. Okay? Does will do. If the teach If the muses teach, that's a does. Then he will do something. This does will do. The only way we know. Okay. Um number two is a most It's not an a conditional. But it's a most excellent men and death construction. I want you to do this one and I want you to realize that the verb
Is invisible. When you don't see a verb, it's invisible. Okay. >> it's got to be a verb to be. Go ahead. Okay. Emen mache stratiotais kakai
Yeah. Take a couple minutes there. Okay. Um
The soldier's battle is bad. And then
Victory is good. I don't know how >> Okay, on the other hand No, stop right there. You did very well. You did very well. On listen to your um to the day clause. On the other hand victory is good. That is perfect. On the one hand, something is something. And that I want you to notice that stratiotais there. >> Uh-huh. That is in the dative plural >> Listen. Okay. for the soldiers.
Hemache. Hemache, do you remember what mache is? Uh a battle, right? >> Battle, good. For soldiers, battle is kakai. Okay. Yeah, bad. Yeah, good. Yeah. Okay. Victory is good. On the one hand, yeah. Okay. I get that. That makes more sense. Like Yeah, it does. That little that >> Getting all the Getting all the wires crossed is so hard. Mhm. No, no, no, no, yeah. And it's a matter of playing with it in order to make it fit that slot, right? You hit the day clause perfectly. But you should
Notice that the hemache, that's the subject for the first one. It's in the nominative case, so it's got to be the subject. >> Yeah. Good. Good. Good. Good. Good. Let's do Oh. Ophile stratiotao good. Okay. Look at this next one. Let's do three together, kind of half and half. Um I I'm going to get the protasis for you. I see an a. Mhm. I see an a then we get horon metaton dikaiou. None of that is verb. anthropon. Oh, there we go. ephulatas.
Okay. This looks like an a plus an imperfect. A plus imperfect. And what is the apodosis? That's your that's your doing. Um
So, mhm Um um And if you And if you want to keep one finger on page 97 so you can flip back quickly and see the chart at the bottom that here put just put that up, Chewie. Leave that up, yeah. Um Right? So, I said a plus imperfect. Yeah. A plus
Imperfect. Mhm. Um so, it would be it I would be looking for an imperfect indicative plus the on, right? Wait. Yeah. >> Is that Is that what you've got? Look there on page >> Yeah. Well, I see the on. There you go. Where's your imperfect verb? Um
You do have it, so. Is it elouan? Yeah. >> Good. >> Elouan. And yeah. Good. So, what Which Which conditional did we pick there? A plus an imperfect. Imperfect plus on. Which one is that? That's one of those. That's present contrafactual. Present contrafactual. And what is the translation formula for the present contrafactual? Um
Oh, it's uh If you're doing if you were doing something then you would do something, right? >> Good. Good. So, let's translate this. E ephulatas, if you were guarding Okay. tain choran, the field
Okay? metaton dikaiou anthropon with the just men. If you were doing that what? The neaniai, the young people would If you were doing that, they would what? Release? Yeah. Release. Break, maybe. They would break the eirene. What was that eirene? Oh god. I don't remember the eirene. I remember the peace, yeah. I mean Yeah, eirene. Yeah. And it's got an ouk before it. So, see that ouk there before the on? They would not break the peace. Yeah. Who? These these youths apotais naisou the youths from the island. Apparently
>> Apparently this island has a bunch of hoodlums on them or something, you know what I mean? Okay. So, the big picture there is it's a present contrafactual. If there were, there would. Right? Or if they would, they would. They were, they would. Etc. etc. Good. Okay. How about number seven? Jump down to number seven really quick. Let's just I Let's identify it. Um
I'm going to think about it for a minute. You think about it, too. Okay. And when you come up with it, let me know. Okay. >> [sighs and gasps]
>> Oh, there it is. >> [snorts] >> No. Which one did I say? Yeah, that's what I thought, yeah.
Notice what you're doing, too, Madalena. You're looking at a sentence and you're trying to break it down. Yeah. You're trying to analyze it. You're not jumping in saying, "Oh, let me translate." Right? No, that's not how this is done. All right. Okay. >> Yeah. But tell me what kind of What do you think? Um
I'm not sure yet. Okay, the protasis is a plus epimpsas. Epimpsas and and that's uh that's aorist, right? >> Good. Good. Nice recognition. >> Well, yeah, so then it would be
Past contrafactual then. Okay, what's the apodosis? Let's make sure. >> Apodosis the the phulaxousin. Uh-huh. No, no, not the phulaxousin. Cuz look Cuz look notice that that's in a hos. Notice that's in a hos clause. >> Mhm. So that is a true subordinate clause that is in that is attached to this conditional. But but I missed a etaxamen. >> There you go. >> That's why I was like, what? That That's um oh
Um that's aorist indicative uh Good. So we've got a plus aorist aorist plus on, right? It's got an on in it. >> Yeah. Mhm. >> So what You're right, that was a past contrafactual. What's the translation formula for that one? Um it's uh had had done would have done, so um yeah, if uh
If if someone had then they would, right? >> Yeah, epimpsas. If you had sent If you had sent, okay. >> Good. The soldiers into the battle soon hoplois with weapons. Apparently this dumbass sent soldiers out without weapons. Right? If you had sent those stratiotas, those soldiers, eis ten machen into the battle soon hoplois with weapons
Etaxamen, we would have would have Yeah. >> [snorts] >> It and this verb is really means to >> It and this verb is really means to station or to put. So we're we would have stationed the young men in the agora.
In the marketplace? Yeah, in the marketplace, sorry. In order hos >> hos, yeah. >> Yeah. Well >> In in order that they phulaxousin. Which kind of Is that a subjunctive or optative phulaxousin? Um it's uh
Um optative. Good. Cuz it's got that oi. Love that oi. >> Present optative, right? Mhm. In order that what? They might
Guard >> They might guard the house. Good. Houses. It's plural houses. Good. Nice. Nice. [snorts] Nice. You see how it's clicking in? It's just slowly, yeah. >> [laughter] >> Yeah. Okay, fantastic. Um Number nine is a little tiny shrimpy little guy. But I want you to see just structurally. It is an if then. It is a conditional cuz it's got an ean [clears throat] in it, right? Yeah. >> But they they've reversed the the if and the then clauses. So they just They just put the then second [snorts] uh first, excuse me.
Yeah. So what is that verb? It's thuo. Is that a what tense is that? Um uh it's that's uh present. A present. Good. [laughter] And the protasis is an ean plus epimpses. [clears throat] Epimpses. So that's an ean plus a
Subjunctive, right? Yeah. Good. So we have an ean plus subjunctive followed by a present. Which one is that? Ean plus subjunctive followed by a present. Um oh, that's a present general. Present general translated is do do. Mhm. Yeah. >> Does does, yeah. Does does. Yeah, right. So if ean cuz in English we're going to start with the if clause. Okay. Right? So if you translate this, I don't care if you if you, you know, bring the second half of the sentence and put it in front of the first in your translation. I don't
Care. Yeah. So how would we translate ean agathon zoion What is an agathon zoion? That's a >> Uh that's a good life. That's a good life. >> sending
How about animal? Let's say animal. >> So Oh, yeah, animal. Living thing. No, that's okay. That's okay. It's from the word for life, right? It's from the Yeah. So pimp says ean pimp says if you do what? If you pimpo If you may uh or if you may send or Just if you do, right? It's a does does. So it's a does does do do. So if you send Good? the good animal Yeah.
They'll have a No, not will. Why are you putting the will in the apodosis? >> Oh. If you send the good animal, I what?
Thuo. Remember what thuo is? >> Yeah, I sac- I sacrifice. I was just >> Yeah. If you Okay. Then I guess then you sacrifice um
To the to the god? There you go. To >> the the hot the good god to the hot No, to the hot goddess. Hot goddess, okay. >> Right? >> [laughter] >> Right? If you wanted to be the good god, you can say that. But realize in English that beauty is good in Greek. Yeah. Right? Mhm. We We don't do ugly things. We do what's beautiful. So the goddess is beautiful. Ean, if you send a good animal I sacrifice
To a good goddess. Right? Nice. Okay. So see how it's just if you do this then I do this. It's the It's just a does does, right? Yeah. >> I wanted to hit you with I think that's I think you got all of them. Here. Um here here. Number 12. I'm not going to say it I'm not going to say a goddamn thing. Just >> Okay. Yep, I'm not going to say anything. Go ahead. Okay. Um oh
Hang on. Sorry. I'm uh >> No, no, no, no. I'm telling Chewie to hang on. Oh, okay. >> I'm trying to let you concentrate. I'm not saying anything. You're going to translate this thing perfectly. Okay. >> Nice. Okay. Go ahead. Take your time. Um
Sorry, it's just the simple stuff that's tripping me up. Um it's
Do you have all the vocab? Yeah. I have all the vocab, but I'm just trying to trying to think in my brain with the genitive, right? Of uh the the stratiot stratiotou is And isn't it like um Okay. But I that's why I'm all messed up cuz I can't think with my brain. >> translate How do we translate that genitive? What's that little word in English we put on front of the word when it's in the genitive case? o f of >> of Always try of. With every genitive
You get from now on, try of. Okay. I'll write that down. Um of >> [sighs]
Battles the fate of >> [snorts]
>> Um a soldier Excellent. You did that perfectly. I didn't say a damn thing. You've got it all, right? Right? And it makes sense. Doesn't that feel good? Yeah. Yeah. It does. Okay. All right. Um congratulations. You did conditional sentence practices about 15 minutes earlier than you need to. So I want you to take a 10-minute break. Uh no, let's take a 15-minute break. Okay. Well, okay, here's what we're going to do. We're going to start unit five and it has a [\\h__\\h] ton of stuff. So I'll I'll
I'll give Yes, yes. Did you read it already? >> I I was reading it, yeah. I got to like I got to the consonant stems. Okay, let's just take a 10-minute Let's take a 10-minute break cuz that's a lot of translation that you've been doing. Cool your brain off, go do something else, and then we'll come back and we'll start working through unit five. Okay, cool.
Fantastic. Did you get a break? I did. Excellent. Because this is a lot to swallow in this chapter. Oh my god, right? [laughter] Yeah. Okay, let's just take a bird's-eye view of it before we jump in. Okay. On page 111 you've got the passive voice, and they introduce you the passive voice present. On the next page they give you the imperfect.
On the next page they give you the present subjunctive passive. Okay, fine.
Then they give us the optative present optative passive on 114. 115 we get the present infinitive passive to be something dry as to be educated. Great. Oh, then we get the aorist indicative passive.
Right? We find out that we find out that the aorist is based on the sixth principal part. The aorist passive is based on the sixth principal part. So, now we know why we have the funny theta there and the aim ending, right? Okay. Yeah. Then we got aorist Well, I'm sorry, go ahead. Oh, I was just agreeing. Mhm.
Aorist subjunctive passive, aorist optative passive, then we go to page 118. Future indicative passive. Oh god, a future passive. They're even going to teach us that. And And that's not a common verb form. Right? You very rarely get
Mhm. Um I will be somethinged. Right? Um Okay, anyhoo, there it is, but you know, we're going to use it every once in a while, so we're going to learn it. Uh perfect passive. Perfect passive, I have been somethinged on page 119 120. Plu perfect passive, it's all the passive forms. And they give you those endings, men, soto methus the unto. Oh, [sighs] god. I'm going to have to memorize those, right? Yeah. Then we have consonant stems. >> [sighs] >> Fantastic. Here's what I want to do.
Go to page 125 and they Then they get into a little bit of, you know, grammar and syntax that we can understand. Some Okay. a substantive? We'll look at what a substantive is.
Oh, what do you do with the article? You can just use the definite article as a substantive. That's nice. We get an articular infinitive, and that's it. The articular infinitive is little I think it's easy to understand, but it's used a lot, and it's becomes confusing when people see it. They're like, "How is that exactly?" So, I do want to take a look at those with you. So, that's the bird's-eye view. Everything passive. Everything passive.
We'll jump into it, but before I do, I want to do the vocab that's particular to this unit. Okay. And I just want you to go to page 129. And I want to look at a few of these. I want to look at a few of these. I want to do some verbs that second word down, archo. I'm going to do that one, archo. Ar- Actually, you do it. What am I doing? You do it. Archo, [sighs and gasps] ar- arxō.
Ergmai. Yeah. Erchthēn. Good. Good. Archo arxō erxa ercha ergmai erchthēn. Yeah, that's a >> Erchthēn. Unfortunately, that's That one's hard to pronounce, and it's like one of the most common verbs, right? Yeah. So, they tell you it means to rule or command for now. Um
Yeah, for now that's okay. Yeah, rule command. Um blaptō underneath it. Try blaptō. It's a little easier, I think. Blaptō blapsō eblapsa biblapha biblamai ebiblēn or eblaphthēn. Yeah, good. So, it can have an aorist passive that is two different forms, right? Mhm. There's gaia or gē as earth.
Um didaskalos is a teacher. Doxa is really glory, a person's glory. Thanatos is death. Yeah. The adjective. Now, death is a noun, right? That's why it's got its definite article there. There's an adjective underneath it, athanatos.
And that is a two-termination adjective. That means it's masculine and feminine are both athanatos. Right? But it It's going to look masculine. It's going to It's going to look masculine, but it's going to have It's going to be both masculine and feminine. And then athanaton is the neuter there. Yeah. Um hieros hiera hieron. The holy, the sacred. Hieron is a shrine. Hikanos is, you know, is it enough? Right? Sufficient. They give you sufficient or capable. Right? Is that man capable? Hikanos anthrōpos?
>> [Laughter] >> Right? >> Hikanos, yeah. Yeah. Is he capable? Is he sufficient? Good. Hippos. I could have said, "Is the horse sufficient?" But, you know, hippos hippos. That's a nice word, horse, right? >> Mhm. Kindunos, danger. Lithos, stone.
Right? Stone. We've got makros, long, and mikros, short. Mhm. Pedion is an open field. Now, you say this verb. Um a- Peisō. Uh-huh. M- peisō. Epeisa. Pepeika. Pepeismai.
Epe- epeisthēn. Epeisthēn. Yeah. And this verb is so so common. Um they should have a really good note. I think they've got a really good note on this one. Boom boom boom. Where is the Yeah, there it is. Page 131.
They tell you in the middle there. Mhm. Magdalena, [clears throat] it says, "The root of peithō peisō epeisa pepeika pepeismai epeisthēn persuade. Its root is peith. Peith peith peith peith. The final theta of the root disappears in the future, the aorist and the perfect active. In the perfect passive and the aorist passive, it has been replaced by a sigma.
Huh. Okay. Um Jump down. Like kaleō, peithō can also be followed by an object infinitive. That is, you can peithō somebody to do something. All right? You can persuade. You can persuade and somebody to do something. This verb is ultimately where we get pistis, which is our word for faith. So, for you who are Yeah, right? Because what is it What is it when you are persuaded of something? You have faith in it. >> [laughter] >> Right? That's great. So, you're You're looking at it from its original
Um approach, right? I I want you to remember this verb as to persuade. Okay. Yeah, fantastic. Peithō. Fantastic. Okay. And I think there was one more. Is there one Yeah, there's Go to prattō the on page 129, prattō. The verb to do. Mhm. Now, because this is Athenian, we're saying prattō. But, if we were not If we're Thessalians, we say prassō. Prassō, yeah. Right? So, okay. Prassō eprassa pepracha or pepraga, right? Peprāgmai
Eneprachthēn. We'll look at the transitive and intransitive in a second. Okay. And I think Yeah, that's all. Okay. All right, let's get down to it. Do you understand what a passive is? Mhm. Yes.
So, concep- conceptually, you have no problem with English, I kick the ball as active, right? Um the ball is kicked. Mhm. Right? That's passive. When the subject is having the action act upon itself, you've got the passive. Okay. So, I want to look at some morphology here. Very simply on page 111, the present passive, right? So, they they use um
Paideuō. Right? So, paideuō is is means I educate. But, if you add the ending instead of the omega, if you add the ending o mai, and you get paideuomai, you get I am being taught. I'm being taught, yeah. Yeah. Paideuomai.
Good. omai aetai ometha esthe ontai. Memorize that. That's why it's They should have a box around that, but Yeah. omai aetai ometha esthe ontai. And notice on the second person singular, your alpha can be an eta iota or an epsilon iota. Yeah. Right? Mhm.
>> [Clears throat] >> So, were those just being pronounced the same way? Were those just being pronounced? Is that why, you know, they both have an iota on them? Right? And people say, "Well, don't People say, "Well, don't pronounce the iota subscript when it's a subscript." [\\h__\\h] because sometimes it's written out as an epsilon iota, and you do pronounce that vowel. It's a. So, yeah. Yeah. I e Yeah. Yeah, exactly. So, omai aetai ometha esthe ontai.
That is your present. Okay. Keep going down, or keep I'm scrolling down. Go to the next page, page 112, I'm sorry. And look at the imperfect indicative passive. Look at the imperfects. Look at those endings. omen oueto ometha esthe onto
I can say those in my sleep, right? omen oueto ometha esthe onto. Imperfect indicative passive. You remember what the imperfect indicative active were? Those were the on ss omen ete on. Mhm. Right? Now you've learned the passive, the omen oueto ometha esthe onto.
Oh [sighs] god, which are what? Those are just the endings men so to. You know what happens? They take that men ending, and they say, "Add an omicron to indicate the imperfect." Okay, fine.
Look at number two. That's an I told you it's so, right? men so to. Look, they dropped the sigma. And the vowel length changed to eu. Fine, good for you. eto, that's the to with an epsilon. They want the epsilon. ometha, so you have to memorize those. omen oueto ometha esthe onto. And how do you translate it? epideuomen,
I was being educated. Okay. All right. Now, if you translate that I was educated, I'm not going to I'm not going to say that's wrong. Right? Okay, fine. epideuou, you were being educated. epideuoto,
He she or it was being educated, right? Imperfectly. Okay. And then we're going to get Oh god. Here are the subjunctives. Just look at the subjunctives on the bottom of a page 1 113. Okay. 113. Morph because we're doing morphology now. Once again, the subjunctives all use those long vowels. omai aetai
Ometha esthe ontai. And the only Look, it's still the my si tai metha sthe ontai endings of the passive. Right? Yeah. Still the same thing. my si tai metha sthe ontai. They're just messing with the vowels. They're tuning with the vowels. Oh god. Yeah.
Okay. Let me stop for a minute and say, "How are you doing on morphology?" Good. You know, I'm throwing a lot at you. What do you think? I think it's awesome. I think I'm following along. Yeah, I know you're following cognitively, but it's a lot of things to memorize, right? Mhm. Right? So, um let me know if you're getting overwhelmed and whatnot. Um Cuz there's cheats. Like look at this present optative passive on page
114. Yeah. Right? Look at You've got the You've got the optative markers. >> pattern, yeah. Yeah. Yeah. Okay. Is it coming alive? [clears throat] Are you Are you saturated enough that you're getting it? Yeah. Yeah. And do you recognize that the metha, for example, the first person plural, oimetha, notice that the metha is a lot like men Mhm. in the first person plural otherwise in the active. So, there's certain things that you're going to notice that oisthe, the sthe, looks like a second person plural. Right? Yeah.
>> Second person person plural. Fantastic. men so to metha sthe onto. It's the same goddamn And so, if you remember that one in set of endings that are at the beginning of this unit, the men so to, yeah, metha sthe onto. I think they put a I think it's at the Oh, it's at I think it's um I don't know. They should make a box. Yeah, they should. >> own box. They should, wherever that thing is. Let me see real quick. It's on page do do do do
Oh, did we miss it? Where was the men so to? Oh, well. Let's keep pressing forward. Look at the present infinitive passive on page 115. All right. What do you do? You add sthai. Right? >> sthai, yeah. To the present stem ending. So, paideuo, knock off the o of that first principal part, and add sthai, and you get paideusthai, which means to be taught. Right? Mhm. The I know it looks stupid. They say, "To be being educated."
What What does that mean? Okay. Then below that is the aorist indicative passive. Now, how do we use the aorist indicative passive? Somebody did Somebody had something done to them, right? Mhm. So, let's see. The endings
Here they give us on page 116. ain ais a aimen ate aisan. What can you say about the aorist passive endings? Just memorize them. They at least they all have aidas. Yeah. Right? I see the a, yeah. Right? Okay. Okay. Look at that the meaning, though. How to translate it? epideuthen,
I was educated. Not I was being educated, but I was educated. So, it is a one-time shot here that we're taking, right? He or she or it was educated. Good. Right? Taught, right? I was instructed or whatever. Good.
Good. Then we get the aorist passive. Right? Aorist subjunctive passive. o ais a. Surprise, surprise, it looks just like everything else. omen ete osai. And you say, "Well, wait a minute. If it's got the same subjunctive endings, o ais a, omen ete osai." This is page 117, I'm sorry. Yeah, yeah. Okay. Yeah, um it has it there, those endings, but look Look at the base. paideuth paideuth, yeah. >> Right? That's from the sixth principal part. >> yeah. Yeah. Right, exactly. It's from the sixth principal part.
So, you should be able to do it easily, right? You should be able to tell that that is an aorist passive. Just because you know those principal parts. Right? Aorist optative, we'll do some principal part fun, too. Aorist optative passive, then how do we get that passive for the optative in the aorist tense. ain. Look at that. We're going to be using epsilon iota, right? Plus an eta following it in an alternative ending. Look. The plurals The plurals, you can have that extended ain
Aeta and aisan. You can You can retain that eta and just add the epsilon iota to it, or you can drop the eta together, and it's just ain aeta ain. Interesting. Oh god. You know what you do on these? You just say, "Screw this. It's It's optative. I know it's optative, because it's got that iota." Yeah. Yeah, right? Remember oi and i are those present and aorist optatives, right? Well, yeah, the passives are the same way. They're going to be using those iodas for the for the optatives. Good. So,
That would be like That would sounds like um um like I What would it be? Like I might have been Right. Yeah. Right. Right. I Right? Exactly. Might. May, might, could, would, all of those can be used by the optative. There's an optative called the optative the potential optative.
And in that type of optative, it's a you know, I could do this. You know, they also translate that one as might or may, both, which is weird. It's like, okay. I thought I understood that there's a difference here with the subjunctive. No, but in English, that's what you got to use. Ah. aorists
>> [Laughter] >> Go Go to the next page. >> Go Go to the next page. Look at the aorist infinitive passive. We get the passive for the aorist, the sixth principal part. So, ainai, you just add it to paideuth, and you get paideuthenai. Again, it's to be educated. All right, that's it. That's it. So Okay.
Look at the That's actually a good note at the bottom of page 118. That's kind of the middle half. Where it says like all other infinitives the aorist infinitive passive shows aspect only. Just you know, it doesn't help to take it doesn't hurt to take a look at this. Look at present infinitive passive
Paideuesthai to be educated and they have the little parentheses habitually like it's an ongoing process, right? You can you can express it that way. Whereas the aorist is just going to express it to be educated and then they have the parentheses you know, once and for all. It makes sense. But then they yell at you in capital letters with the observation in an infinitive the syllable preceding the ending nai is always accent. Why have they always been so goddamn nonchalant about the accents up until this point? Now all of a sudden
Oh god it's so important. I don't know. It doesn't I don't know why this deserve like it's own special observation. That's nice. You know, good information but you're memorizing so much from this chapter who cares? All right. Good. And finally the future indicative passive. How do we do a future? Notice they tell us the future indicative passive is formed on a stem different from that of the future indicative active. So it's not going to be the second principal part. In this respect it is similar to the aorist indicative passive
Which is also formed on a stem different from that of the aorist indicative active. To form they're they're they're toying with us. They're You know what I mean? They're playing fast and loose. Get to the get to the point people. To form the future indicative passive to the unaugmented aorist passive. So you're taking that sixth principal part taking off its augment and then take off its ending and add eta sigma
To form the future passive. Wait a minute. I'm going to I'm going to add eta sigma and what am I going to do? Okay. I'm going to take the aorist passive. I'm going to take I'm going to take off its augment. I'm going to add eta sigma to its stem
And then add an ending one of these new endings to form the past the future passive. I will be something. And when you look at how that's done if you go to page 119 look at the they use paideuo. So the sixth principal part of paideuo epaideuthen
All right, so I take the ain I take the ain off cuz that's the ending. That's the aorist passive ending. I take the epsilon augment off and I'm left with paideuth. To paideuth I add good health. To paideuth
I add an eta sigma and then an ending and I get paideuthesomai I will be educated.
I will be. It's a future passive. Future passive I will be and you won't trip over it because you'll see it's made of this Oh, I can't outline here. It it's made of this unique you know, sixth principal part plus an eta sigma. Yeah. Anytime you see the face you're going to know. Oh god. Not at not every sixth
>> [Laughter] >> Yeah, how do you pronounce that? paideustheis Yeah. Yeah, paideustheis Yeah. Yeah, good. paideusontai they will be taught. They will be educated. All right, that's a future passive. Future passive. >> [sighs] >> God. And then we're going to get just never ends here. Stop right there. We're going to stop at the perfect passive. We'll come back. We'll come back for the perfect passive. I want to go and just do a couple couple of gram grammatical stuff. One page 127. Page 127 couple of grammatical
Constructions we've got. The first is the articular infinitive or the first I'm going to cover is the articular infinitive. Cuz that's the really important one. They're going to start doing this in these units now Madalena where they they're going to start giving you less morphology and they're going to give you more grammar. They only gave you a tiny bit of grammar in this chapter because you have a giant chunk of morphology to to memorize start memorizing, right? So what is the articular infinitive? It's a it's they tell you right at the beginning the infinitive is a verbal
Noun. All right. Like other verb forms the infinitive has tense and voice. Like the noun the infinitive can appear in various cases which indicate its function in a sentence. Okay, let's give us some examples, right? When used with the verb keleuo command the infinitive is an object infinitive.
All right, look at their example we order the brother to send gifts. To send is your infinitive there. It's an it's an object infinitive. It's it's acting as the object of keleuo. It's the thing keleuo is acting on, right? Good. In this example they tell us in that paragraph the person commanded ton adelphon is in the accusative case and is a direct object of keleuo. All right, so that's who's being ordered the brother, right? The infinitive pempsai is also a direct object of keleuo men and can be considered to stand in the accusative case.
But infinitives are indeclinable verbal nouns. So that context not case endings shows the relation of this infinitive to the rest of the sentence. Attic Greek developed a way of employing the infinitive more freely in various cases by having it accompanied by a neuter singular form of the definite article. So all this is saying to indicate the infinitive's case. All this is saying is the infinitives are inflexible in a certain way. They can't show you case. So the so the Attic Greek said hey, why don't we just tag an an article
Onto that infinitive and that's how we can tell the case of the infinitive. So yeah, it's a peculiar development of Attic Greek, right? The Ionians are not going to be into this, right?
It's just going to the Dorians, right? The Dorians I don't know if they've if the Ionian has any articular infinitive but I'm trying to think through my Hippocrates remember back how much he was using it or not using it but I can't. Attic Greek also developed a way of employing the infinitive, right? You have to understand it's Attic. Okay, good. So let's see some examples. They tell you though the infinitives it's best translated by the English gerund writing rather than by the English infinitive to write. So okay,
Yeah, okay. They tell us don't confuse stuff. Just let's look at examples people on page 128. Just look at the example of what they give you. It's in the nominative case because it's article to is nominative.
So to graphein to write to write or look at the end of it writing. If you want to say writing you when we start translating you'll see why that makes it easy. tou graphein of writing
All right, toi graphein by writing. All right, see the infinitive graphein just means to write. But now you're trying to put it into a situation where it can be where writing can be the subject or the object or the indirect object, right?
All right, so that's what is going on here. Okay. Yeah. Yeah, let's look at the examples in Greek and English that they've got about halfway down the page. Where they tell you our particular infinitive is used like any other noun. Let's well, let's just see what the hell they're talking about. kalon to graphein So there's your articular infinitive in bold. to graphein to write
Or writing. All right. And there's an invisible verb to be there. So to write is kalon is good. Yeah. All right. Look at you can put it in a prepositional phrase pro to grapsai. Look, we're going to use an aorist infinitive there. All right, pro to grapsai before writing.
Before writing. >> [sighs] >> So you're going to have to be flexible with this articular infinitive. You can translate as to write or writing. Watch what happens in the dative toy graphein. To for or with writing. Right? By means of writing. What do you do it with? I did it with a screwdriver, right? Yeah. That with That That with is a um instrument. It's showing you the instrument that I'm using is the screwdriver. The writing here is in the infinitive is doing the same thing in the dative. By means of writing. The The tool is the writing.
Yeah. >> Yes. So, it's That's how they Look at the negative at the bottom. Kakon to me graphein. Right? To me graphein. To not write. >> Yeah. Yeah. Yeah. Yeah. To not write. Good. Not writing is bad or to not write is kakon, right? So, okay. How do you feel about the articular infinitive? You feel pretty good? Yeah. Yeah. Okay.
The The other The other point I want to teach you and then I'm going to give you another break and then we're going to come back to sentences. Um is the substantive on page
126. What is a substantive? Right? They tell you since the definite article has gender, number, and case, it can accompanied by an adverb, prepositional phrase, or other modifier, which you don't need to know. It can be used as a substantive.
Right? Its gender and number indicate the person, thing, blah blah blah. Go to I forgot to show you this. Go to page um 125. Look at the bottom where it says substantive use of the adjective. Mhm. Oh, [\\h__\\h] They got us the genitive of personal agent. No, we got to go back to this as well. Okay. Um we're going to come to page 125 and continue. Take a Take a um 20-minute break. You know, let's come back uh at 8:00 at 30 after at half after you
Know, half past. And and get back on it. It's It's so much information. I feel so bad for you >> [laughter] >> receiving all of this information, but we're going to jump into some sentences so that you can kind of exercise it and maybe make it stick. Okay. Cool. Okay. Yes. And we'll do that with the passive, by the way. You said, "Hey, don't skip the passive." Right. I know. Who's teaching this? Right? Okay. Yeah. All right. >> [laughter] >> All right. Sounds good. >> Okay. I'll see you in 20. Okay.
All right. Let's [clears throat] get back up on that horse. All righty. >> [clears throat] >> We've got one little section to cover. Yeah, this is page 125. Okay. >> [snorts] >> At the top of 125, because they've introduced you to the passives, they're going to have to give you personal agents, right? Yeah. Personal They're They're going to start by using the genitive case. So, if you ever want to say something is done by someone, you can use a genitive case or in certain circumstances, like when you
Have a perfect, you can use a dative. You can use a dative. So, the most of the time you're going to be seeing this as hupo with the genitive. >> Mhm. Let me Just look at some examples. Look Look on page 125 at the first Greek example they give you. Ho logos hupo tou Homerou graphetai. So,
Ho logos is your subject. Graphetai is your verb. So, the writing, whatever it is, graphetai is written. >> [clears throat] >> Okay? This The address is written by Homer. Hupo tou Homerou. That hupo is your agent. It's the one doing Right. the verb Right. The one who's actually doing the action. The speech there is the subject, but it is being acted upon by Homer, right? So,
The speech is written by Homer. Nice. Nice. Nice. Now, underneath that, they give us another hupo clause, right? So, another we can got another agent here. Ho polemos the war Jump to the end with the verb epauthe. Was stopped. The war was stopped. Good.
Who That's an aorist passive. So So, if you can stop something actively or you can be stopped, here it's the war was stopped. And then we have Well, who's doing the actual verb? Who's doing the actual stopping? Well, it's the soldiers. Hupo ton stratioton.
By the soldiers. Okay. >> Yeah. Okay. So, that's not too hard to you know, too hard to get. But, there's another way to do this genitive. I mean, this agent. That's when you have a perfect or a pluperfect and you've got a personal agent expressed by the dative. So, just look at the examples. Ho logos
Gegraptai. This The speech has been written. You hear how that's a perfect passive? Yeah. Yeah. The perfect passive. Something has been somethinged. >> [gasps] >> Right? Uh-huh. Perfect [clears throat] and passive. Which has been written Homeroy. So, your agent there, when you have done something in the perfect, which the pluperfect is just a part of the perfect. When you have done something perfectly or pluperfectly,
The agent can be expressed with the dative case. By itself. Just standing alone. Look how it's No preposition. You don't need a hupo. You don't need anything like that. >> Yeah. It's just a dative by itself. The speech has been written Homeroy by Homer.
Nice. Okay. Okay. Yeah. And then underneath that, the war has been stopped by the soldiers. The war has been stopped by the soldiers. Good. Okay. Okay.
And that's Yeah. That's That's it. I also wanted you to see the substantive on the bottom of that. >> Oh, yeah. What is a substantive? Just go to the top of page 126. Okay. All right. Mhm. Look at the example. Ho agathos, the good man. Yeah. Right? Agathos just means good. But, we know with that definite article there that it's the good something. It's the good masculine something. The good man. >> Right? Uh-huh.
The good Get uh Here's what I want to do though. I want to show you They tell you >> [clears throat] >> Look at the paragraph starting on page 125 at the bottom. Since both the article and the adjective, as well as the noun, have gender, number, and case, phrases such as ho agathos anthropos, the good man, were considered redundant. Where the noun had a general meaning, man, woman, or thing, Greek often left the noun out and let the adjective stand as a noun. And they say They say, "Compare the English sentence, The good die young."
Where the adjective good takes the place of good people, right? Yeah. So, that adjective there is just doing It's basically just the adjective doing the job of a noun. Yeah. >> Right? Ho agathos just means the good person. Hey agathe, the good woman. Mhm. Right? Fantastic. Okay. I knew that wouldn't be None of that would be difficult for you. Let's get some sentences. Okay. Let's get Well, um
Yeah, we have the perfect passive back on page whatever, but I'm going to I'm going to plug ahead. We need to get to We need to get to There's a lot of passives, not just the perfect. We need to get to some exercises. Now, I don't know if you've noticed, but the exercises are getting considerably more lengthy. Yeah. I see that on 135. Yes.
Go to number six, which is relatively short. Okay. Oh, actually, go to 10. Okay. Go to 10. Look at that. Ouk agathoi. Let's do that one. That's Look, that can't be too hard. Come on. Ready.
Ouk agathoi toisi hippois hoileisoi hoi entoi pedioi. Mhm.
Is there a verb in that sentence anywhere? Probably an invisible one. Yes, there is. An invisible one. You got it. So, it's just that verb to be. Go for it. Now, I'll shut up. All right.
>> [Clears throat] >> This one is extremely practical. It must make perfect sense. When it clicks, when it clicks, I want you to in your own brain, I want you to realize that moment and I want you to say, "Okay, this is why it clicked for me." But, okay, now I'll shut up. You go ahead, work on it. All right.
It's still Greek. >> [laughter] >> It's still Greek and it's still hard. It's a small [clears throat] sentence, but it's still hard. Right? All [laughter] right, yeah.
Well, I don't even know where to look for the be. >> [laughter] >> Yeah? Yeah, I mean >> [sighs]
>> Hasn't made sense yet, has it? Mm, no. Okay, give me what makes some sense of it. What What do you got so far? >> [clears throat]
>> I mean, I have not got the horses, the stone, and the plane. But, I haven't uh I haven't broken it really down. >> You're almost there. You're almost there. Say that to yourself a couple of times till it makes sense.
You suck, Chewie. Oh. >> [laughter] >> Chewie Chewie refuses to do it while you're sitting here. Aw. No, so it's just you, Madalena. Oh. All right. Well, thanks a lot, Chewie. Um
I don't know. This one is like Okay.
I'm like trying to think about what we just discussed.
But, I'm kind of like Yeah. Take I'm going to make one slight adjustment on your Take hoi lithoi. Hoi lithoi. Yeah. As your subject. And then your verb to be. Mhm, go. Which stones? The stones hoi en tois pediois.
In the plains? Good. The stones in the plain are what? Ouk agathoi. Um okay. So, the the stones
In the plain are not good for the horses. Nice. Do you see? It clicked. Right? Wasn't as much >> But, how do you know I mean, I guess >> you know what?
How do you know the stones are the subject? >> Well, that's the it would be the Yeah, I don't >> [clears throat] >> No, your question is perfect because you don't know if agathoi there, that looks like a nominative plural. That could be your subject, right? The good people. Yeah. You don't know if the lithoi are your subject there cuz that looks That's also in the nominative plural. Um how do you tell? Look, you've got the definite article with hoi lithoi. Right? You don't have it with agathoi.
So, it's trying to kick to you the little cheat that the lithoi are the stones. Okay. Right? Good. Good. The stones on the plain are not good for the horses. Right? Look at number 12. Hikanoy hoi poietai tous politas ten areten didaskein.
That's a question. Didaskein? Yeah. You Are those poietai? Are they sufficient? >> [snorts] >> Are they enough? Yeah, are they enough, didaskein, to teach? Now, look at tous politas. There is your citizen Yeah, good. The citizens. And what are they teaching the citizens? Ten areten.
Virtue. Yeah, virtue. Okay. >> There you go. There you go. >> it looks like, yeah. There you go. Right? Now, I want you to see this next one, number 13. I want you to see it's a conditional. And it's And it's [clears throat] confusing. That's what we're going to come back to that I want you to hit. But, before we do, >> [clears throat] >> I want you to go to this page, 137. Okay. And Now, this is actual Greek. I'm going to quiz you here. Line Line 371 is actual Greek. You have all the vocabulary that you need down below. So,
So, it says um young wife without
To have freedom of speech Yeah, I would give that a thumbs up, right? She's not able to have free speech. God. God, fantastic. I don't know what kind of lesson that is cuz that's actual Greek, right? That's Menander. And Menander is is is [snorts] you can see from the next one is is negative all the time. That one says gamost got anthroposin
Euk daion kakon. Mhm. He says marriage you know, for people for it marriage is a terrible thing that you just can't get beyond. You just got to do it. You you know, you got to seek out for it. You know, you got to pray for it.
And it's and it's an evil kakon. Euk daion kakon, it's an evil to be prayed for, right? Mhm. >> [sighs] >> Interesting. Interesting. To be prayed for.
You think it's kind of negative? Yeah, I think it's interesting. The an evil to be prayed for. Yeah. Mhm. Mhm. Yeah. Yeah. Look at number 523. Hupnos deinon anthropos anthropois, excuse me, kakon. Again, there's no verb there. So, they're just using the verb to be. They're trying to hit you over the head with that just to get you to realize you don't need a verb. Right? If you don't have one, it just you just have a verb to be. Something is something else. Yeah. So, hupnos is a deinon kakon.
Hupnos, what do you get for hupnos? Sleep, right? Sleep. >> it's hupnos, yeah. Sleep and hupnos deinon they give you Sleep is a terrible thing, man. It's a deinon kakon. Oh, God. Right? And they give you what do they give you for deinon? They give you fearsome marvelous. Yeah.
Fearsome, it's a fearful evil for people. Why is he so negative? You know >> Yeah, what is that?
See how and you're going to be working with authors like this and you're going to be like, oh God, you know, this is a classical author and I love the Greek experience but this guy is awful. You know, he's No, he is Menander's totally negative all the time. But anyway, he's like, oh you're lucky if you die without being raped, you know, stuff like that. He's just terrible. Um look at okay, back to the exercises. Okay. >> [clears throat] >> Look at number nine. Yeah. Look at number nine. A e blabes
Okay, so I see an A Mhm. plus what is e blabes? Um that is an uh
Uh is it an imperfect? E blabes, what principal part? What's the first principal part of this verb? That's what we got to figure out. >> Oh, um the second second, right? No, what's it just tell me what the first princi- What we need to do is we need to find what the first principal part is. Go back to your vocabulary. Mhm. It's in this chapter. Oh.
Okay. Oh, yeah, see. Mhm. E blabes >> Oh, so it'd be this. Yeah, six. Mhm. Good. Six principal part, what is the sixth principal part? It's that aorist passive, right? Uh-huh. So, then it would be Where's my chart? So, what do we have? Exactly, where's my chart, right? I usually have to scream with the students and say, go to your chart, right? Not you.
A e blabes e blabes. So, A plus an aorist A plus an aorist A Yeah, A plus an aorist would be past contrafact. Okay, good cuz and what are we expecting in that past contrafactual where you're sitting there looking at the chart? An aorist indicative. Good. And what Yeah, an aorist plus on, right? E pemsas on dora e pemsas on past contrafactual.
A plus aorist aorist plus on Oh, God. And how do we pas- how do we translate this? What's the translation formula? Um Oh, it's a uh if I if I were then I would. No, that's a present contrafactual. >> Oh, my bad. Um that's two imperfects. What is this one? This is the >> Oh, if someone had then they would have. Good. Yeah, my bad. I wrote that wrong. Good. A e blabes, so let's translate it. A e blabes Mhm.
That's an aorist. What person number is that? Ace. Mhm. Uh uh second Good. >> if you uh if you So, had >> If you had if you had harmed Except it's passive. It's an aorist passive. You >> had been harmed. Good. >> Been harmed, yeah. Okay. Hupo tu now look at the hupo tu didaskalu. By the teacher, yeah. Good. Good. And keep going. You're doing it. >> Um dora um
Then they then they would have sent a gift. Or would not have sent a gift. Good. Yes Yeah, it's got an oak. Would not have sent a gift, right? You wouldn't have sent a gift. Look at that. Look, you just got a whole conditional sentence. Be proud of yourself. That thing is then they're hard. They're not easy, right? No, yeah. Good. Good. Forget the rest of it. Go to the Go to number three cuz I I just want you to identify this conditional. A A A plus what? Where's our verb?
Pisteute Good. Yeah. Now, what is pisteute? Go back to your vocabulary list and say, what is pisteute? brom
Is that Is that not from um uh to teach? Or no? >> No. No, uh-uh.
Mhm. A Oh, persuade, yeah. There you go, persuade. What principal part is that? What principal part is that? Uh the the fifth. peisteute >> peisteute peisteute peisteute >> They Oh, it's the Yeah. >> Well, it's it's it's e peisteuten, okay. Yeah.
So, that's the aorist passive, right? Yeah. And what you've got here is an aorist passive without an augment. It's not e peisteut. Yeah. Right? So, what can we have there? It's got >> Uh oh, it's the it's the aorist optative. Good. Good. So, all of that so we can say, okay, it's an A plus an optative. Mhm. Right? Now, what's the what's the apodosis?
Postein Good. pau sain, right? [clears throat] >> pau sain, okay. >> Which is what? Um
Power, right? Power pau sain e pau sain >> Yeah, that's um
Look at the vowels on it. Alpha iota on that e. >> Yeah. It's Oh, it's uh opt Good. optative Yeah. >> Good. Aorist optative, right? Mhm. I me ice I I'm an ice to ion, right? >> Yeah, okay. There you go.
Just from the vowels, right? And it doesn't have an augment on it cuz subjunctives and optatives don't use augments, right? So >> Mhm. Good. An aorist optative. So, we have A plus optative optative plus on cuz it's got an on there. So, which one of those conditionals was an A plus an optative optative plus on?
Mhm. Oh, that would be uh >> [groaning] >> future less vivid. Good. And what's the translation formula for future less vivid? If he should then they would. Good. If Now, just look at the sentence. A peisteute, if you should persuade
Right? Just stop right there. If you should persuade u pauain on they would not stop. They would not stop, okay. Excellent. Should would. I just want you to see it's a should would. Now, do you see we've done the same thing we did with that uh last unit. We've gone down and we've broken down the sentence before we're ever charging into it, before we're ever trying to figure out what the hell's going on. Yeah. If you don't you're welcome to play with it if you don't have a verb and you know
It's a verb to be, you know, it's just the verb to be. Okay. >> But if you've got an actual non-verb of being but a doing, then you've got to pay it close attention to the overall structure. And that's all I'm trying to get you to do. If you you don't have to do it, but if you just looked at number eight, you can identify boom right away what kind of clauses do you have. You have some kind of if clause there, but look, then you got a henna at the end of the first line, so
You've got a purpose clause. >> Yeah. Yeah, you've got a purpose clause tacked onto that. >> [clears throat] >> When you tr- When you translate When you translate what I am teaching you is this is the way. You are not sitting there just reading. Yeah. >> You are analyzing. You are analyzing. You have to analyze that entire sentence before you can really before it clicks and it puts itself together. Good. Okay. Um I want to say turn to page 138 now. Okay.
Turn to page 138 and there is real Greek. There is some real Greek. This is from Sophocles, from some of his fragments. Um that means these are not like um you know, survivable plays. They're just a couple of lines that we get here and there, somebody quoting. Okay. I want you to look at 14 p. Mhm. Sophoy turanoy ton sophon xynousiai.
What are our vo- What are our vocab there? Sophoy, right? From sophos, meaning wise. Turanoy, you can figure that one out, right? And then xynousia, which is our they give you the they they give you the being together with or in company with. It's literally a being ousia's being
Xyn with someone. So, see if you can figure out what sophoy turanoy ton sophon xynousiai means. Okay.
Uh yeah, for everybody watching Madelena translate real Sophocles, by the way, she was just learning the alphabet last week, right? So, right? Tons of work that she's being that she's putting in this stuff in. Granted, she had a little bit of just a little bit of you know, pre-exposure, but people she's reading it from the sources, so please please uh make a note of it, right? Okay, sorry, Madelena. Take your time. Okay. See if you can figure out what When it clicks, you yell at me and I'm
Going to I'm going to listen to your translation. Okay. >> [sighs and gasps]
Um a It would be a a wise ruler is in company with wisdom. Almost perfect. Almost perfect. Almost perfect. Turanoy, yes, is your subject, right? >> Yeah. Rulers. Rulers. Now, there's got to be a verb to be somewhere in here. Yeah. >> say the wise rulers are something, but then there's nothing there that works because you got a dative. You just got a dative xynousia, right? By means of the company ton sophon of the wise. By means of the company of the wise. >> Sophoy turanoy.
So, your verb to be is going to have to be like turanoy, right? Then your verb, then sophoy. Tyrants are wise by means of the company of wise people. Okay. Does that Does it click? Yeah. Mhm. Okay, [clears throat] how about 850 p? Can you make that one click? And that first kai I mean that kai that starts off the line, translate that as the adverbial kai, which is even, not >> Okay, even so. >> Yeah, good. Even.
And let me hear you say it. I want to hear you say it, too, please. Okay. Uh kai tha ton seon
Dies gods don't. I don't know. Okay, you're you're you're approaching. You're approaching. Now, he- here's I'm going to there's a couple of things in this just this one line or this [snorts] these two lines, but it's half and half, so it's a full line. Okay. There's There's a couple of things here that are going on that you would never catch that are peculiar to the Greek. Okay. The first thing here, you translated the ends right the end right with the gods are not, right? The gods don't,
Whatever. But at the front, kai te even kai ta, excuse me, even the things the things ta by itself, just that article, it's a neuter plural and it just means the things. Things. Even Yeah, go. Now you can do it. Even the things ton theon Even the things the
God Mhm. the with the god of the the god Mhm. the with the god of the god. Even the things of the god Good. god. Even the things of the god Good. Good. Even the things of the gods. Good. Now you got it. Keep going. Even the things of the gods >> die. Good.
Don't. Right. But you can say but the gods don't. >> don't. Even the things of the gods die, but the gods don't. There you go. There you go. And you're just reading Sophocles, who is like who is like one of the most highly revered Athenian authors of antiquity. So, okay. Right? Now, what this is doing Go ahead and take it down straight. Okay, let's stop there. What it's doing is it's giving you the ability It's giving you the ability to break down the sentence, to examine it, and then to restructure it, put it back
Together into English. And that's exactly what you're going to be doing. Okay? You're going to be looking at the language enough to realize all of its ins and outs and its foibles and the things that are unique about it. And oh, you can use a neuter plural for this and oh, you can do this with a conditional and flip this around. Ah.
Just getting used to that and the process of translating is all about standing back and analyzing the sentence and saying What is the Where is the verb? You know, is there a dependent purpose clause? Is this a conditional? What kind of sentence is this? There's no verb. Oh, it's one of those. Right? So, it's not exactly what you think it would be. Classical philology, you'd think it would be just fluent reading. And trust me, when I'm reading So, for example, I just found some stuff by Cece's. And so, I've got I'm going
Through it and I'm reading it, right? As I translate it to Chewie, right? If she's sitting there listening, as I translate it to her, I have to read the whole sentence, analyze the structure, and then go back and translate it. Now because I've been doing it for so long, it's automatic. Mhm. So, it is like reading.
It is like reading like just like you would in English, just translating directly. Yeah. But um behind the scenes, behind the curtain, I'm sitting there analyzing each sentence saying, "There's the main verb, you know, all that kind of stuff." So, Yeah. You don't do that in English when you learn to speak English. You don't sit there and analyze the sentence grammatically while you speak. Right? And you don't do that at all, but you have to do that with the Greek. And when you throw in that this is all Attic
That you're going to be learning You know, I can throw a different dialect to you and suddenly you've got different endings. What are you What are you What are you going to do then? Right? Oh, God. If you've had your Attic, you'll be able to say, "Oh, look, this is a vowel. They're just changing the vowels here. This is actually the main sort of tau endings. They're just changing the vowels." So, I can deal with that. Right? It's That's how Greek is. You have to really be on your toes with it.
Uh Luke Gordon, who will be coming back, Danny reinvited him. I decided to go ahead have a debate. Only this time, all the gloves are off and I get to sodomize him as I see fit with just >> with >> [laughter] >> translating Greek. That's all we're going to do is I'm going to throw Greek at him and he's going to throw Greek at me. And we're going to see which [\\h__\\h] one of us can actually translate this stuff. That's great. Yeah, no, it's it's yeah, it's the only way I told Danny I
Yeah, no, that's okay. So, um uh what Let me give you a little breakdown. You are faster than the average student, okay? You're obviously operating in the 90% and above, which is good. But you're assimilating the material faster. I don't have to remind you to just little stuff like check the chart, you know what I mean? You do that, you plug it in, then boom. Then you just translated that Sophocles. I didn't really have to hold your hand. I just have to get out there in front of you
And let you go do it on your own. So, that was unit five that we've just had. There was a lot of morphology. I would love to have extra time to quiz you on the morphology. Mhm. But because we're doing this the way we're doing it, I'm just going to have to correct you while we're doing exercises because there's so so much material. Yeah. What I want you to be doing in the off time Mhm. is firming up your morphology. If you can, just look at those Look at those passive
Forms. Make sure you've kind of got to go over them a couple of times, you know, whenever you get five extra minutes, go over Take five minutes, go over them. Try to firm that up. But you are so fast that we can now proceed on schedule. I can do unit six now tomorrow. Okay. Yeah. I can I can ex- I can expect for you to be able to complete unit six Mhm. and if all goes well, maybe even a little more than that. That's a [\\h__\\h] ton. Okay?
If If um if we do And by the way, when we're doing the exercises, if we do together a third of them to a half of them Okay. That is what you should really shoot shoot for. So, when I say like tomorrow, I want you to have read unit six and this time, just because you're a little bit faster than the rest of the horses, I'm going to put you in the fast position. I'm going to say, "Also do
Somewhere between one and five exercises of your choosing. If you want to just flip through those exercises, say, 'Fuck these first three. They're too long. Let me Let me try the the next couple of exercises and then maybe come back and pick up one of these or something.' You do five roughly five exercises Okay.
To see where you stand so that you when you come into it tomorrow, you're already keyed into that. So, that's that's a lot more work than you think it is because you you still got to do vocabulary. You still got to read the whole chapter. But tomorrow, I want to try it with you doing three or four five sentences that you that you have prepped. If you can get that far, I know this You still have a life and you still have children. You still have a [\\h__\\h] ton
Of stuff to do. Okay? If you can make it through this with as much that you have to do, nobody will have any excuse. Right? Not to be able to do this, right? Everybody should be able to do this. So, unless you're just a phenomenon, you could be a phenom. And in which case, you know, we're all screwed because then the you're not I'm going to try this another way with a different person I mean, I'm going to try this the same way with a different
Person and they're going to you know, flounder. I'm going to be like, "What's wrong?" Well, you weren't the phenom. Right? So, Yeah, my bad. >> [laughter] >> Madalena is the Madalena has skewed the results now, right? Now I got to curve everybody's exam because right? She's blew it out of the water. But that's what I want to do cuz and I think you can. I think you can and I think we can do this in the four-week time. So, um I'm going to say, "Let's end there tonight." I want to ask
You, do you have any overall questions for me? Um I don't think so. I I'm going to try to memorize uh some of these passive endings and the vocab from the last few units and the next one, so.
And work on that, so. It's [laughter] so much work. It is so much work, okay? I'm going to talk about you again and I'm going to let people know she's still there, right? She's still there and she's functioning at 100%, right? So,
Um thank you. Thank you for doing this because this is taking out a serious chunk of your life. I appreciate you doing it. >> Yeah. Of course. Okay. Okay, we're going to end a little bit early. Get some All right. I I hope you have a good night and Thank you. >> Godspeed to your brain Thank you. and what it's doing. Awesome. Thank you. See you. Talk to you guys. Thank you.