Section One I

Commentary

1              no^^a: enlarge on the numerous poly- compounds.

yiyvraoKW (cf. Latin cognosco): cf. gnostic, agnostic (negative a-), gnome (a being full of wise thoughts). Try to fix yiyvraaK® (yvo-, yv®-) as firmly as possible before yiyvo^ai is met in Section 2a.

2               d^a^8£UTO^: here, if not before, the relationship of nai5- stems can be explained. Make sure the a- prefix showing a negative is known - cf. agnostic, asymmetrical, asphalt (‘non-slip’ a + a^a^®, aa^a^c;).

5              rcote^iKa: cf. polemic, -ical.

£pya: cf. erg (unit of work), energy, ergonomics.

6               OTpaTnyiKa: cf. strategy, -egic.

8         explain empirical knowledge as knowledge gained from experience.

Section One H

Examples
(1) Supplementary transformation exercises
If o Ku^epv^xnc avaPaivei means ‘the captain comes up’, what would oi Ku^epv^xai avaPaivouai mean?
If o vawn; piTCTei eauTov means ‘the sailor throws himself’, what would oi vavrai pinTouaiv eauTov; mean?
If eyra Pon0ra means ‘I run to help’, what would ov Pon0et; mean?
If apa ovx opa; TOV nap0evrava; means ‘Don’t you (s.) see the Parthenon?’, what would apa ov% opaTe TOV nap0evrava; mean?
(2) Supplementary substitution exercises
If TO nlotov nlet npo; TO; ’A0fva; means ‘the boat sails towards Athens’, how would you say in Greek:
(a) TO nlotov nlet towards Chios
(b) TO nlotov nlet towards Euboia
(c) TO nlotov nlet towards Peiraieus
(d) TO nlotov nlet towards Byzantium?
(3) Supplementary expansion exercises
If ^evye means ‘Flee!’, how would you say in Greek:
(a) You ^evye!
(b) You ^evye too!
Vocabulary learning
A constant check must be kept on this. It is suggested that students learn the lists from passages already translated as the first part of their home preparation before translating ahead for the next class. A short, routine review of the vocabulary before the start of every class is important to establish.
Test Exercise
The Test Exercises are essential and it is worth explaining that they are meant to be tackled unseen. If they cannot be translated in class (which is best), they should be set as written exercises, with careful instructions to the students to note and learn anything that they have to look up.
Note: The methodology outlined above - students reading aloud and translating, the teacher eliciting from the students the grammar, which is inserted on a grid or in the morphology charts (always in comparison with forms already met) - will now no longer be outlined in detail for each section. New grammar and its important features are noted but this methodology is now taken for granted. Teachers will of course make their own modifications.
Background
Homer 1.101; 8.1 Socrates 8.33-6
Arguing and the power of words 8.27
TE%vn 8.83ff. cTpaTnyoq 6.24-6 War 7.1-17
Grammar
Accidence for 1H-J: present indicative of ei^ and oiSa. Most forms can be deduced by pupils, then entered on grids.
Neuter plural of adjectives TS ... ^
A group with a sound grasp of 1A-G can tackle this in a one-hour session.
Commentary
p. 18 line
2 £pwTa: can be deduced from nofi following.
EIOW: emphasize the -civ ending denoting the third person plural. oa^ra^: ask for the part of speech.
3 vv^ = Latin nox, cf. nocturnal.
5 opnP^£i: establish the part of speech. Ask if a well-known person is recog¬nizable in the verb-stem.
rca^Ei: the meaning can be elicited by reference to naiS- derivations, e.g. paediatric, encyclopaedia. A navq (boy or girl) needs training; hence rcaiSev® = train, cf. pedagogue, orthopaedic. naiZ® = play, joke may be elicited at length from all this, and the effort is worthwhile.
6 pa0nTa^: cf. polymath, mathematics.
8 £op£v: parts of ei^i, ovSa are generally introduced with pronouns on their first appearance. Note that the plurals have -^ev, -ts, -ci(v), like regular verbs. Warning: the plural of oiSa does not appear in the text but is used in the Test Exercise. Forms can be deduced from the stem ic-, and these must be learnt before the Test Exercise is set.
11 For the rhapsode’s Homeric extracts, give the vocabulary; there is little point in attempting guesses. ovvona = ovvoq + oy = ‘wine-faced’, ovvoq was originally povvoq, hence Latin vinum, English ‘wine’.
15 8^ov: cf. psychedelic - ‘revealing the soul’.
13 : cf. melanine, the substance in the skin which aids suntan; melanite,
the chemical which brings up the black in photographic negatives.
19 prapo^: cf. moron.

Section One C Commentary

7 If students notice the singular verb with the neuter plural subject, this should be explained; otherwise it can be passed over for the moment.
8 9&01: cf. all the philo- and phile- words; note Philadelphia, the city of brotherly love.
11 rco0€v: refer to the stage direction which follows and ask what the question must have been. Mention the -0ev suffix, comparing no-0ev and Kax®-0ev ‘where from?’, ‘below-from’. For k&x® (koto) cf. cathode, with its opposite, anode (ava in Section ie), being routes (o5oi) up and down.
Discussion
By the end of Section 1C, the present indicative and second person imperatives have been met; not all -a® forms have been encountered, but enough to summarize rules for contraction (e.g. a + o/® = ®; a + other vowels = a; iota becomes subscript). The definite article is complete but for the accusative masculine plural, and this can be added. If two hours ’ teaching per week is available, Section 1 C can be reached by the end of the first week (excluding time spent on alphabet practice). All the major linguistic points of Section 1 have been met. This is a good time to ask students to learn the regular verb endings and the nominative and accusative (with genitive and dative, if you wish) of the definite article. It may be worth revising nouns, the definite article and adjectives by constructing a comparative grid as follows:
s. pi
Nom. Acc. m. Gen. Dat. o Ka^o^ xov Ka^ov av0p®noc
av0p®nov oi
xouc
* — *P oo
KK av0p®noi
av0p®nouc
*

Nom. Kalf t ai Ka^
f. Acc.
Gen.
Dat. Tfv Kalfv Td^
* Kald^
* *

Nom. TO Kalov Spyov Td Kald Spya
n. Acc.
Gen.
Dat. TO Kalov Spyov Td
* Kald
* Spya
*

* Genitive plural to be added in Section 2, the genitive singular in Section 8, the dative in Section 9.
t Feminine nouns to be added in Section 2.
Section One D
Grammar
-£® contractions (enough occur to provide simple rules for contraction: e + e = ei; e + o = ou; e + long vowel or diphthong = e disappears). These contractions are particularly helpful when third declension nouns are met. Note that the first and second persons plural of the present indicative do not occur, neither does the singular imperative. In general in Section 1D watch out for tricky word order.
Discussion
Section 1D introduces the fraud and this can be elicited from the students. The captain and Dikaiopolis go down into the hold and find Hegestratos hacking away at the hull. What should be in the hold? If the hold is full, how can H. be hacking away at the hull? That is, the hold must be empty/low. Why attempt sabotage? Here help may be necessary. Students may be groping towards the idea of an insurance fraud but be reluctant to suggest it in the context of the ancient world. Why might a modern ship-owner/captain scuttle a vessel?
Section 1D-G is a good target to aim for in week 2. Its content is self-contained and its accidence light (vocabulary, however, is heavy).
Commentary
p. 10 line
3-4, 14: not ‘O Hegestratos’, a common error. This introduces an important principle - that, when the structure of a sentence has been misunderstood, it should be tackled word by word (or phrase by phrase) in the order in which it comes, the teacher commenting, or demanding comment, on case, form etc. as each phrase is tackled. So lines 2-3: K&T® Se - ‘and below’; TOV - indicates object; 'HyecTpaTov - ‘Hegestratos’ (hold and wait); Op®civ - ‘they see’, probably ‘they see Hegestratos’ - is there a subject?; o - subject; TS - there’s another one too; Ku^epv^Tn? Kai oi vafiTai - problem solved. Now translate the whole sentence. This is an important and constructive analytical technique to be used on all occasions when a sentence causes difficulty, and encourages students to ‘hold’ problems until they can be solved - an important skill. Challenge students to carry out this exercise in class on difficult sentences.
18 rc£X^KUv: cf. pelican, probably so called from its action in eating, a slow, dipping motion.
19 av0prono^: as well as mentioning ‘man = mankind’, note the derogatory usage. With complimentary adjectives, av^p is used; cf. homo scelestus but vir optimus.
20 KaTa8foi: stressing the KaTa- element should give the meaning.
26 piftTW £pauTov: students may need help in deducing what is going on in the picture! Once the meaning is established, give the literal meaning (ceauTov, eauTovq occur later).
Section One E
Commentary
p. 12 line
12 noi: refer back to noGev, after establishing nov as an interrogative.
13 Xippo<;: Greek ‘lifeboats’ were towed behind the vessel.
14 OM^E: stress the c®- stem (several other examples of this stem occur soon). Draw a Christian fish and explain the acronym: IXOYZ (’Incofiq XpicTO? Oeofi
Yioq £®rnp). It may help to fix the c®- stem as ‘save’. Cf. creosote (‘flesh- preserver’).
OEauTov: compare with E^auTov.
Section One F
Background
Value of human life 4.25-7 Friends and enemies 4.1-2, 14-15
Commentary
p. 14 line
2 £auTov<;: should pose no problem if E^auTov, ceauTov have already been mentioned. 
8 This is a good moment to review nov, not, no0ev.
8 arco0v^oKw: accept ‘drown’ (a frequent guess), but add ‘die’ as the more correct meaning.
15 KaKou cf. cacophony/euphony.
Discussion
This section is a useful introduction to some Greek moral values. A Greek tended to judge a man’s worth by his value to the community, not by any inherent, automatic worth in the eyes of God. In the speech which is the source for this passage, the speaker says the men met an evil end as they deserved. He says this because he expected the jury to respond favourably to that judgement. It is unlikely that in a modern court of law such a thing would be said in quite that way.
Section One G
Background
Sacrifice 3.28-32 Prayers 3.34; 8.13
Commentary
p. 16 line
2 oraov: what part of speech? Where has ara- stem occurred? IX0YZ ...
3 rapioKorcra: nepi- (perimeter, periphery) + -scope suffix in English (micro¬scope, telescope etc.) will elicit the exact meaning better than the direct derivation ‘periscope’. Cf. kal-eido-scope = ‘beautiful shape/pattern-examiner’.
aKpipra^: note -ra; as the usual ending for adverbs, e.g. aa^ra; (cf. the English adverbial ending -ly).
5 owTnp^a: establish the correct part of speech, pointing if necessary to the definite article. Refer again to the ara- stem.
15 oirana: expressive reading or guessing from the stage direction should elicit the meaning.
16 £v Kiv8wro: if we are araoi, what are we not in?
Vocabulary
The longer vocabulary on p. 31 of GE should be consulted at this point and it is worth going through the list with students. It can be done as an oral test with students being asked to write down words they have forgotten (some may recognize words written on the board even though the sound of them is puzzling). Stress Greek-English, not English-Greek.
Discussion
The form of Dikaiopolis’ prayer is common to many religions, and typical of pagan Greek religion. There is first a form of address which identifies the proper god (essential in religions where there are many to choose from, each with their own sphere of interests: cf. Roman Catholic or Greek Orthodox saints); often a safety clause is added of the type ‘ and any other gods who may be listening and are interested’. Second, there is a review of the god’s past services. Third, there is a brief statement of the problem, and fourth, there is a reason why the god should answer favourably. Here the tit-for-tat principle is strongly in evidence in Greek religion, where gods are regarded as powerful beings who are immortal and care for men only in so far as men acknowledge (= vo^i£®) their power.
Exercises
The number of exercises done depends upon the time available and the ability of the students. Use exercises to reinforce grammar if needed, but if the students seem justifiably confident, do not feel guilty about omitting exercises - apart from the Test Exercises.
Note: There is a very useful Appendix on p. 144, where all the regular nouns, verbs and adjectives to be learnt are listed by section. These can be used when the teacher decides that a supplementary exercise is needed.
Supplementary exercises
Some teachers have felt that the exercises in RG are rather difficult, and would welcome more simple practice before they are attempted. This has been tackled in the 2nd edition by the addition of short, one-word exercises. Many of these are ‘transformation exercises’ - i.e. changing one form of the Greek word into another and asking for the translation (if possible); e.g. give a series of nominative singulars and ask for them to be changed into accusative plurals; some first person singulars for changing into second person plurals, and so on. More challenging, and no less important, is the ‘expansion’ exercise - e.g. add the appropriate form of the definite article to certain suitable words. By consulting the lists in the Appendix, the teacher can construct such exercises very quickly, and put them on the board for the students. The teacher can thus check that students understand the basic forms and constructions, in preparation for the full exercises - or for carrying on with the reading. Using these lists also helps drill the vocabulary.
A vital principle: always begin supplementary exercises with very simple examples indeed.

Section 1A (second paragraph)

Ask the students to read the paragraph in Greek and then begin translation. p. 4 line

8               ^£v ... 8£: ignore this to start with, then, when the whole sentence has been translated, try to elicit the idea of a change of subject. If that fails, explain the idiom. Mention ‘on the one hand ... on the other’ as a literal, but forbidden, translation. Establish P^etcei as the verb in the second clause, then rcpoc; as ‘towards’ x^v y^v. Hence Sd. is doing something towards something.

y^v: cf. geography, geology - explain the literal meanings, then P^etcei should fit in.

r^v should be entered on the grid.

9               If punctuation has not been mentioned before, read the sentence with the intonation of a question, and ask about; = ? Establish Sd. as subject; if the students cannot translate, give them x^ = what? Draw attention to opa. What person? Draw attention to the iota subscript (sometimes printed as an adscript) and its connection with the -ei ending. For opara, cf. panorama, diorama, cyclorama.

9               aKpono^iv: note acro- as in acronym, acrostic, acrobat (acro- + Pawra); for -tcoA,ic; cf. politics etc.

10               rov: enter on the grid.

11               oprooiv: stress the ending - what person? Note the similarity with -oumv.

13                f^a^vn? will probably have to be given, but aKovoumv can be guessed via derivations (acoustic etc.); yo^ov will then easily be deduced.

Again, reread the passage encouraging questions about uncertainties. Refer to the grids so far filled in (the complete singular of the definite article can be shown by reference to ev; + accusative which gives the accusative neuter in lines 2 and 3 twice).

Two points to stress are the importance of the definite article as indicating the cases of nouns, and the verb inflections. Filling in grids must be seen as the recording of clues met during reading. Always ask students to tell you precisely what any new form is before it is entered on the grid.

Note: If the students have learnt Latin, it may be assumed that they all know what a subject and an object are. Do not assume this if they have learnt a modern language by oral, ‘active’ methods. For non-Latinists, note that the verb inflec­tions mean that subject pronouns may be omitted. At the same time stress that inflections of both noun and verb mean that greater flexibility in word order is possible, and in Greek freely used. If the lessons of Section 1a are firmly fixed, ib and c go at a lively pace. If the pace needs increasing, read the Greek yourself before the students translate.Background

Clarity of air 2.6 Ku^Epv^Tn; 7.34, 37, 43, 46

Commentary

p. 6 line

0               8€vpo f^0£: ‘acted’ reading by the teacher, coupled with reference to the stage direction, should enable students to translate this correctly. Note the phrase care­fully; ensure that they know which word means ‘over here’ and which ‘come’. Treat e^0E as a regular imperative (it has a regular imperative ending). Ensure that the students note the stem e^0-; this will help with strong aorists in Section 7g.

1               opra, opa?: the inclusion of pronouns eyra, au should ensure that these are correctly translated. Enter these forms on the -ara grid: if the students have absorbed the idea of contraction in Section 1a, they should be able to deduce -ei; from -a;. Always ask them what the ending is; in this way attention is drawn to the stem. As soon as mu is learnt, watch out for its being mistaken for ov.

8ff. Ka^o? begins to appear. Fill in the endings on the grid as they occur, pointing out the similarities with the definite article. Some students may take in nouns simultaneously as early as this. Otherwise fill in Ka^o; first and av0prano;/ epyov later, reinforcing the endings.

Ka^o^: cf. calligraphy, callisthenics. ‘Kal-eido-scope’ is a ‘beautiful shape/ pattern-examiner’. But to express ‘goodness’ or ‘badness’, eu- and dys- are more common prefixes in English (and Greek) than kal- and kak-. At 10, try the word eulogy; and at 21, connect eido- with evSov iS-. Frequent repetition of KaAoq in this section is introduced not just to practise morphology but to show how Greeks viewed their cities; a poet will refer to his city almost as though he were in love with it. (Sophocles’ Kolonos was little more than a patch of laurel, shrubs and ivy on a stony hillside, but it still evoked a hauntingly beautiful ode - OC 668­719.) That the Acropolis and Parthenon are beautiful causes no surprise. Yet it would be an unusual voyager up the Thames who exclaimed ‘How KaAoq is Rotherhithe Dock’; line 19 generally raises a laugh. Yet point out that the Acropolis and the Parthenon are not just beautiful in themselves but also visible signs of prosperity and pride. The admiration of the dockyards is not unintelli­gible. In nineteenth-century Newcastle in the UK, for example, any visitor would have been shown straight to the Elswick docks as the heart of the town’s prosper­ity; and if a local said ‘Fine docks’, he would be expressing a sentiment close to Sdenothemis’ here.

This section is based on an anonymous comic fragment:

Ssorcoiv’ anao®v novTi’ ’AGnvatov noAi, p,oi KaAov cou ^alvsTai to vsrapiov, raq KaAoq O napGsv®v, KaAoq S’ O nsipasy^. aA.cn Ss ilq n® ToiaS’ so%’ aAAn noAiq;

Kai Towpavofi ^aolv, scTiv sv KaAffl.                     (PCG viii.155)

Mistress of all, dear city of the Athenians,

How fine your dockyard seems to me,

How fine the Parthenon, and fine the Peiraieus.

What other city ever had such groves as these?

And the light from heaven too they say is fine.

Cf. Plutarch and Demosthenes:

There was one measure above all which at once gave the greatest pleasure to the Athenians, adorned their city and created amazement among the rest of mankind, and which is today the sole testimony that the tales of the ancient power and glory of Greece are no mere fables. I mean, Pericles’ construction of temples and public buildings.                                                                         (Plutarch, Pericles 12)

Once the Athenians possessed greater wealth than any other Greeks, but they spent it all for love of honour: they contributed from their own property and shirked no danger for the sake of glory. Because of this an immortal heritage comes down to the Athenian people: on the one hand the memory of their deeds, onthe other the beauty of the memorials set up for them - the Propylaea, the Parthenon, the porticos, the docks.                                                                          (Demosthenes 22.76)

Interestingly, this is one of the very few places in Greek literature where the Parthenon is called by that name.

15                ^povTiZ^: the ^pev- stem gives frenetic, frenzied, phrenology, frantic. Phrenology combines ^pev- with the ^Ey-/^oy - stem met in ^Eyeic; (line 21), the root of numerous-logy compounds. Note here the common e ^ o change in Greek (as in English, cf. foot ^ feet).

21                i8ov: treat as an oddity, cf. ecce! or Lo! Ensure that the 15- stem is highlighted (for ei5ov later) (15- was originally pi5-, hence video; digamma was possibly sounded but not written, in fifth-century Athens). Cf. epyov/pepyov = work (German Werke) (e ^ o again). 

Commentary Section 1A: p. 4, para. 1

Read the English introduction in the Text p. 3, referring students to the map for place-names. If asked by students, comment on the use of the definite article with place-names on the map. (If not, wait until to n^ovov and ask what to means, then explain that it is used with place-names also.) Ask students to read aloud the whole of Section 1a in Greek and give much help (see pp. 4, 6). Alert the students to the accidence to be met (present indicative; definite article) and use available tech­nology to construct empty grids which all can see and duplicate as follows:

Nouns (similarly articles, adjectives)

s.                               pi.

m. f. n. m.                              f.             n.

Nom._________________________________

Acc._________________________________

Gen._________________________________

Dat. _____________   ___________________

nay®                   opa®                  note® nay-® Op® noi®

Verbs

Indicative 1

2 3

1

2 3

imperative s.

p^l.

Similarly for ei^ and oiSa later.

These plain, simple grids are probably most effective here: they emphasize clearly what is being learnt, at this stage. Fill in the forms and endings as they occur, or at the end of the section.

Now reread, sentence by sentence, and ask the students to translate, e.g.: p. 4 line

1* to rc^oiov: What is the meaning? (See picture opposite.) What part of the article is to? Does Byzantium give a gender clue to Latinists?

£otw: (cf. il est; est). Fill this in on the grid (the students can add -v ephelkus- tikon later; often they spot it themselves).

o: elicit its number, case and gender and fill this in on the grid.

2               paw€i: refer to the English introduction - what does H. do? Fill in -ei on the grid. graira: give this meaning at once.

3              t£^o<;: should follow from ErcEvra; otherwise give the meaning.

0                   Kup€pv^rn?: what functions does o indicate? Guess the meaning from the English introduction, then explain some derivations - cybernetics; Lat. guberna- tor etc.

1                          vavrai: Latinists should guess this correctly; others may say ‘crew’. Acknowledge this as nearly correct, then give the exact meaning (cf. nautical, astronaut, aeronaut etc.). Fill in oi on the grid.

€iopawouoi: elicit ‘go into’ - what person? Enter -oum on the grid.

5               ntei to rc^oiov: if ‘the ship goes ... ’ is given, ask for a more precise meaning. Point out the -ov ending, and the similarity of n^otov/n^EV.

In general, students may ignore noun endings for the moment. It is the article that indicates a noun’s case. Hence if students ask about Ev^ovav, tell them it is accusative, but point out that the article indicates the case. xac;, xov may be queried: if so, explain and enter on the grid.

Now reread the whole of Section 1a (first paragraph) in Greek and urge the students to ask about anything they do not understand. Mention rcpoc; and evc; at the end - it helps with Section 1a (second paragraph) to have them clearly differ­entiated in meaning.

Teachers' Notes to Reading Greek

Introduction
The notes in this book are designed to help teachers to use RG in such a way that their students may be able to read fluently and competently some of the finest works of one of the greatest literatures the world has produced.
Throughout this Course we encourage the student to learn through reading in preparation for learning through drills and memorizing. Intelligent, inquisitive reading encourages students to deduce the forms or rules for themselves and to learn to apply them by analogy, while the teacher acts as guide or mid-wife. This is an ideal, admittedly, but one that is of enormous value to any student. If they can work out the rule themselves, they are much more likely to absorb it.
Some preliminary recommendations: (1) Underline the first occurrences of examples illustrating new grammatical points in your own text and encourage students to look for the rules behind them. (2) In the early stages (a) stress that endings, not word order, determine sense; (b) watch for a tendency to look at the first few letters and guess the rest. (3) Practise reading aloud and writing, espe¬cially in the first month.
All these imperatives are a shorthand way of saying ‘this is what I do or have done’. In a sense, these notes are counterproductive: the aim throughout is to allow the thoughts to arise from the text, not to stipulate what you should do. Many other and better thoughts may occur to you as you use the Course.
James Neville
Section One A
Background (all references to WOA)
Survival of Greek literature 8.5 Greek alphabet 8.2-3 Ships and sailing 2.4, 19 Rhapsode and festivals 3.42-5
Grain trade 1.61, 105; 1.20; political importance of 6.65-9 Trade 5.55-60; 6.60
Loans on ships and source of this story 5.59 
Peiraieus 1.32, 41; 2.12, 21-5, 32
Parthenon 1.51; 2.7; history of 2.26-78; art and 8.87; temples and sanctuaries 3.37-8
It is, of course, possible for the teacher to mediate the background material to the students. But if possible, get individual students to prepare this beforehand and be responsible for reporting to the class on cue from the teacher. Two or three copies of WoA in the library are a minimum requirement for this.
Grammar Section 1a-g
Present indicative active -ra, -ara, -era Present imperative active -ra, -ara, -era The definite article o ^ TO (nom., acc.)
Ka^-oc;, -^, -ov (n^ETEpoc;) (nom., acc.) avBprarcoc;, epyov (nom., acc.)
Some prepositions (EI;, npoc, ano, EK, ev)
^ev ... 5e
Adverbs in -ra;, -era;
Discussion
Make sure that the Greek alphabet and pronunciation have been revised or reviewed with many simple Greek-English and English-Greek examples on the board. Tell a well-known Greek myth, e.g. the story of Odysseus, or an incident from Greek history, writing the names of the participants on the board in Greek, and demanding their recognition.
For suggestions on pronunciation and writing, see p. 4 of these Notes.
Preliminary material
Use the map and the pictures on p. 3 of the Text and WOA (see references above) to supply some background material to the first episodes in the story. For example, the map is useful for talking about the grain trade: the poor quality of the soil in many parts of Greece and its unsuitability for cereal crops, the necessity for importing grain and the main grain-supply routes. The map can also be used to talk about ancient ships, sea-routes and the universal practice of sailors staying in sight of land as much as possible (the lack of the compass is worth noting, as is the notoriously unpredictable weather in the Aegean). Make sure the Greek names on the map can be written correctly in English.
The picture of the Acropolis gives the opportunity of talking about Athens and the port of Peiraieus, and how the Acropolis and the Parthenon can still be seen by the traveller arriving at the port by sea (Pausanias reported that in his day one could see the spear on the famous statue of Athene Promakhos glinting in the sun). 
CD
The whole of Section 1 a-j (Text pp. 4-21) is recorded with melodic accent on the Speaking Greek CD tracks 9-19.

The Speaking Greek CD

The pronunciation of Ancient Greek, by Professor David Langslow, with sample illustrative sentences from RG Section 1a, spoken by Dr Philomen Probert.
Reading of Section 1A-J (involving the whole reading team) Reading of Section 2A-D Reading of Section 3A-E 


CD 2
Tracks 29-32 Reading of Section 4A-D
Tracks 33-6 Reading of Section 9E-H
Tracks 37-9 Reading of Section 10A-C
Tracks 40-2 Reading of Section 14A, B, E
Tracks 43-5 Reading of Section 15A-C
Tracks 46-9 Reading of Section 16A, B, C, G
Tracks 50-1 Reading of Section 18A-B
Tracks 52-4 Reading of Section 19A, E, F
Tracks 55-7 Reading of Section 20D-F
Choosing between the accents
Before the teacher can read the Greek aloud, he or she must choose between the melodic accent, used before AD 300, and the dynamic accent, used later (and still in modern Greek). The differences between these two accents are explained by Professor Langslow in track 6 of his talk, ‘Pronouncing Ancient Greek’, on tracks
1- 8 of the Speaking Greek CD which is sold with the RG Course. (See also the written explanation of the two accents in Chapter 6, ‘Accent’, of W. S. Allen’s Vox Graeca (2nd edn, Cambridge University Press, 1974).) Teacher and students alike may hear the difference between the two accents by listening to track 8 of the CD.
By listening to these comparative readings, the listener will note that the melodic accent, though it contributes to vivid performance, is difficult for English speakers and demands considerable practice before perfected. However, if the class has time and determination to practise melodic accents, this will reinforce students’ knowledge of written accent marks, since only the melodic 
The Speaking Greek CD 7
accent differentiates between acute (Allen’s ‘rising tone’), circumflex (Allen’s ‘rising and falling tone’) and grave (Allen’s ‘modified tone’) sounds. The dynamic accent, when properly emphasized on the syllable marked by acute or circumflex, will reinforce students’ memory of the syllable on which to position an accent mark, but not of which mark to use. Despite this mnemonic disadvantage, many students prefer to practise dynamic accents since they are also used in English and therefore come more easily.
Because practice of both accents is beneficial, the teacher may want to use both with students, but at different times. Pitching (‘intoning’) accents is recommended in the early months of the course when students are learning both accent position and accent mark of basic words, or in later months when texts are unadapted and particularly beautiful to hear (notably Section 15a-c (from Euripides’ Alkestis), Section 18a-e (from Plato’s Protagoras) and Section 20a-g (from Homer’s Odyssey)). Stressing (‘breath-emphasizing’) accents is recommended when students are secure with accent marks and their position, and the text is adapted prose. Using both accents together is not recommended, since, as Allen states in his recorded talk, English-speaking readers tend to stress the syllable they intone. The position of stressed, as opposed to intoned, syllables in classical Greek prose is unknown; in verse, stressed syllables are marked by poetic beat, or ictus. Thus a reader who, when reading verse aloud, stresses beat and pitched tone can distort the rhythm; for verse has stress (= ictus) separate from intoned syllable (= marked with acute or circumflex). Too many stressed syllables in orally read verse can change, say, the potential ‘thum pe ty thump thump’ of the dactylic hexameter into an eventhumpier ‘thum pe ty thump thump’