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This granted, if we conceive that the arcs a and y are de- of domestic life, or that tend to its elevation and refinement. scribed from the points p and c 18 centres, with a ray equal This state of things cannot last. The time is not far distant to a unity, and it from the point p we describe the arc d e with when many social tendencies must at length necessitate a cheap, the ray PA, we have the proportions

efficient, and systematic education of the people. Till such is 1

based upon system, and that of an enlarged and unsectarian

character, no effectual power will be brought to bear upon Ad

much of the ignorance, and many of the social demoralisations, whence we inaw

which are justly complained of. For considered in its noblest

and most essential principles, in all that constitutes a foundaani ani y=

tion for what is enlarged and progressive in the individual, enlightened education will recognise no difference of sects or sociai position. It will give principles and afford enlightenment-iearing the individual to advance therefrom in such social direction of duty as shall best suit his position and

aparide. assum.n.v=. wir wing te ne, i by the

La the meanwhile young women, of the classes referred to,

-r şarkus enign: io muca for themselves. Presuming an ability to read, **

ra east the wish to learn, an incalculable power of self-immy yo

provement les open before them. They want, I think, but to

1 uerstand the immense amount of social good that depends ning I=3"

e rise

ripen their individual culture, of the refinement that is its consangent, of the enlightenment and morality they may be

prouucers of, of the lofty principles they may infuse into the

generation to come, to be at once a ware of their great indivi

! iuai inty, and to prepare for it by self-culture and discipline. 4.84** ***

'In sus spealcng. I do not refer to book-knowledge only, or to

ans speciai ciass amongst the great industrial masses, but to )=;

I woman generily, however poor and lowly, and to every act

and iury which can improve her in person, in manners, in be. T.C'S

jars'ur, and in the conduet of her home. These matters, * meriace TVLLI as they may seem, are amongst the greatest needs of the **** sunt * Deva netur, sge : and winist men are so immensely progressing as they are,

anu suuwing the sterling character of this progress by their irst for science, it will shame woman if she be behindhand in the improvement of her mind, the culture of her person, her

better knowledge of domestic duties, and the adornment of her R** t re n inisi. Wind For et it be recollected that refinement is but a thing

J Jegree, and all that is worthiest in it, and most essential, is in ***.*** 91 is n'sible for the poorest homes as the richest, and that there

men may be as much gentleromen in habits, manners, and quats, is in the proudest homes of the land. Granting that

IV 1.jve worš for daily bread—so much the better ; the svoneelchat adorns labour is the noblest of its kind.

This apring Trung women of the industrial classes in that S6'll del , mesatare ourse u duty which is and must be theirs, these papers

wili relee pure tu the culture of personal and domestic life, via dieta dan tu Wx-kaowledge actually as such, though, situated as

eyre is mostly from books alone that any true informa

$20 a these faints can be derived. Manuals and cheap books ile uge, and the un ceking, house, all-work, needlework, the moral manage

rept und education of infancy, and other relative subjects, exist in abundance ; but it is to these subjects as allied, and to their effects in educating woman, that I shall direct my attention,

as well as to what relates to the decoration and management **** re the same sigu, but of homes-the latter a somewhat novel feature, as refinement

in alliance with narrow means has been little understood, or even considered, by our most advanced thinkers.

So much has been done by Mr. Cassell for the self-education

of the masses, in his admirable series of the POPULAR EDUCATOR, de med by the same that it will be only necessary for me to refer to some few points

connected there with. The first important one is that of perseverance. Patient endeavour will win a victory over the hardest educational ditficulties; and let what is done, be done well.

Scholarship, even when relating to merely rudimentary matters,

10. I.
to !
ho

admits of nothing which is slovenly. Another thing of import-
aucu is, that when the power of reading is acquired, and there

tints a taste for it, let what is low and trashy in periodical Torte od in het country hillerature or books be passed by, as unworthy the countenance

has been dy young woman who aspires towards some degree of selfWe of the lion and improvement. Tales relating to seductions, Hill, i arduisimprobable marriages, and profligate courses of life,

wid Go bare no charms for her. The eye, and ear, and mind

Web an, of whatever degree, cannot be kept too pure and Noorteve MIXED hallotti di and all publications which refer to these hi ALS Puht to be avoided as so much moral poison. Their

A B bus tura dar-once educate the great industrial masses,

pok..benoble training which geometry and mathematics, Dj Xammar kl geography, languages and history will afford,

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and all these corrupt and sensual excrescences of a cheap press tion with current events, such as emigration, colonisation, or
will be heard of no more, simply for the reason that there will the existing war, the value is really great of knowing some-
be no market for them. Not but what fiction, in its best kinds, thing objectively of such places as Melbourne, Canada, or
performs a noble educative duty, besides affording healthy and Sebastopol. With knowledge of this kind, vague generalities
innocent amusement. Perhaps, as far as woman is concerned, become valuable facts, that in many cases may serve to
even when all classes shall be generally and efficiently edu- influence all the future incidents of individual life,
cated, fiction will always preponderate as the section of litera-

Of history a word must be said. Of that of her own country,
ture most favoured; but this much may be observed, because every young woman of whatever rank should be ambitious to
a thing worth remembrance, that proportionately as the mental have some knowledge. The time will come, when she will
faculties become strengthened by study and thought, and as prepare herself as though she were to be an open and well-
soon as education gives discipline to the mind, the taste for written chronicle for her children to read, and think what
fiction diminishes. For the period of youth it will always homes will be, what domestic life-even where humble-when
have a charm, and in many senses an educative effect-just as instead of scolding them, or telling idle tales, a mother can
dations in their first beginning are amused and instructed by impart pretty facts and interesting points of history to her little
ballads and legends. Of those branches of fiction destined to listening children. There are hundreds of such alone in the
instruct and delight, the novels of Sir Walter Scott will always history of our own country; and considering this history as a
stand pre-eminent. Exquisitely pure in their moral tendency, means, direct and indirect. of individual improvement, I know
picturesque as Creswick’s and Gainsborough's landscapes in nothing better. The relation of the past to the present and
their delineation of scenery, fresh and spirited in depicting the future can never, with advantage, be overlooked; and the
character, they are destined to enchant unborn millions, and knowledge of what noble men and women have done for the
the broadest sign of mental advance and moral purity will be advance of civil and religious truth in this our country, should
on those days when they pass from hand to hand as readily lead each individual to renewed efforts for self-improvement
amidst the masses, as they do at present amongst the pro- and culture. To such amount of historical knowledge there
visionally educated. One thing has alone to be guarded against may be additions. The history of the Jews is a deeply inter-
in their perusal. They underrate, and in some senses ridicule, esting one : whilst some knowledge of both Greek and Roman
the Puritanism of the seventeenth century; But this defect history lays, as it were, the true foundation of much which is
the popular knowledge of history begot by education will valuable and interesting in the history both civil and political
rectify; for the time will come when English men and women of modern times--so much have the literature and fine arts of
will look back with as much pride on this phase of their the Greeks, and the laws, the literature, and the conquests of
national history, as educated Americans to their War of Inde- the Romans, influenced all the circumstances of our modern
pendence and Washington. Dickens, too, and Thackeray, are civilisation and advance.
eminently moral teachers; and there is yet another class of

Passing from these matters connected with rudimentary
fiction worthy of all attention, though but in its germ: that learning and general eelf-culture, I have a still more important
which gives vitality to many abstract questions, and to points study to urge upon the attention of all sensible young women
of social and industrial reform, painting pictures, as it were, of of the middle and operative classes. It is that of PhysioloOY,
life under better and approaching aspects.

or an acquaintance with the functions of the body, and how
Pains should be taken to write a fair and open hand. This best disease is avoided and health ensured. It is a new study,
is attainable by writing large-hand copies for a sufficient period at least as far as the general public are concerned ; but it is
till the hand has obtained facility and the eye accuracy. One not less a need or less true for all that-and it is especially a
large-hand copy written well and carefully every day for some study befitting woman. On her depends so much the health
months, would go far to ensure a handwriting of character and of children and the health of homes, that were this admirable,
firmness. Nothing, next to grammar and spelling, betrays caste this priceless knowledge spread, as I earnestly believe and
and breeding so much as handwriting. This ought not to be; trust it will be, two-thirds of the disease, the crime, the early
and with the present facilities for self-improvement which deaths, would be prevented; whilst so far from there being
exist, and with the leisure left from their hours of labour, most anything indelicate or improper in a knowledge of the human
young women of the industrial classes might learn to write a body and its functions, that I think it is one which may be
good hand and spell well. The acquirement of these advanc called emphatically, considering the vfice which is so especially
{ages is so mere a fact of simple industry and attention, as to herg–Tue STUDY OF Woman! To meet this need of a general
be scarcely excused when absent. When large hand is written understanding of the laws of life and health, Lessons in Phy-
well, and a smaller one undertaken, great advantage would be siology have been given in the pages of the Popular EDUCATOR.
found in making short extracts in a copy-book from a book or An attentive perusal of these I would recommend, as well as
newspaper: this would improve style and spelling, and lead to that of two little books by the late Dr. Andrew Combe of
the habit of expressing ideas on paper, not only with facility, Edinburgh. The first is entitled, “The Principles of Phy,
but without mannerisın or vulgarity. Of all habits of self help, siology applied to the Preservation of Health,” and the second,
none exceeds this, especially when habit and facility are so far “A Treatise on the Medical Management of Infancy.". They
advanced as to enable the copyist to condense the material into are published at the price of half-a-crown each, by Simpkin
a few lines and into her own language, so that it thus becomes and Marshall, London; and are thus placed within the reach
what is called by lawyers and students “note taking." In of the provident and industrious, who, for the suke of a noble
this way grammar and correct spelling are not only acquired, self-respect and self-improvement, will themselves, or joining
but a precision given to remembered facts and habits of thought with other young women, save an occasional sixpence from the
which become invaluable.

week's wages.
Lessons in Arithmetic are given in the POPULAR EDUCATOR, But this is such an important subject, and so intimately
and my only duty here is to impress upon the minds of young connected with improved personal habits and domestic duties,
women its iwo-fold value as an acquirement. It is obviously that I must resume it in my next paper.
of much utility to those who have to make many small pur-
chases, and to calculate matters connected with work or wages;
but there is a higher point still, namely, that its acquirement
and use have certain faculties in a woman's mind, which, by Les hommes sont tourmentés par l'opinion qu'ils ont des choses,
a curious physical law, are often reflected in the capacity of non par les choses mêmes.-Epictete.
her children. And, as I shall presently show, no fact of this L'homme n'a guère de maux que ceux qu'il s'est attirés lui-
kind can be relevanıly disregarded in woman's true culture of même : c'est l'abus de ses facultés qui le rend malheureux. La
herself.

nature lui fait payer cher le mépris qu'il fait de ses legons.-J.J.
In relation to Geography, much that is valuable relating Rousseau.
thereto may be acquired by the study of maps. There are Il n'est d'affreux que le commencement du malheur: au comble
excellent ones to be found in the Popular Educator, and

in de l'adversité on trouve, en s'éloignant de la terre, des régions
these pages, which will serve every purpose of study and tranquilles et sereines.--Chateaubriand.
reference. Points in history have an added interest, when

Le malheur, loin de dégrader l'homme, l'élève, s'il n'est pas un
their localities are thus prefigured to the mind, and in connec- lâche.-

Silvio Pellico.

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3. TOV Plur, 1. Mev

2. TE

ΔΟ. .

The subjunctive of the verbs in vfu departs not from the

formation in υω, as δεικνύω, υης, etc. LESSONS IN GREEK.--No. XLII.

The optative of the imperfect and aorist has the mood-vowel By John R. BEARD, D.D.

4, which immediately joins on to the characteristic vowel,

blending with it to form a diphthong, as THE VERBS IN hi.

Opt. impf. act. Aor, 2. act.

Impf. mid. The chief peculiarity of the conjugation in consists in this,

i-otal-nv=i-oral-nv σται-ην i-oral-jeny that the verbs which belong to it, in the present, the imperfect,

τι-θε-ι-ην=τι-θει-ην Θει-ην τι- θει-μην and several in the second aorist active and middle also, take

öt-00-1-9v=ol001-9v

δι-δοι-μην special person-endings different from those of the conjugation in w, and in the indicative of the other tenses want the moodvowel. The formation of all the other tenses, with a few The optative formation of the verbs in € (rionue) is followed

by the optative of the two passive aorists of all verbs, as exceptions, coincides with the formation of the verbs in w. Several verbs in pe, which have a monosyllabic stem, take ora-Ost-nv, tvp.Del-nv, TUT-E1-ny.

The optative of the imperfect of the verbs in vp follows, as in the present and imperfect a reduplication, which consists in this, that when the

stem begins with a single consonant or a well as the subjunctive present, the formation in w, as duxvvolje, mute and a liquid, the first consonant of the stem is repeated ous, and so forth. with 1, or if the stem begins with ot, it, or an aspirated vowel, an aspirated e precedes the stem ; as

Person-er.dings. 40- Öl-ow-fli, I give. XPA- Kt-xpn-ju, I led. In the active, the following are the terminations which ΣΤΑ- ί-στη-μι, I place. 'E- i-n-ui, 1 send.

mark the persons.

1. Person-endings of the indicative present : Division of Verbs in jul.

Sing. 1. jue

ι-στη-μι The verbs in u are divided into two chief classes ;

2. 5

i-ornos 1. Such as append the person-endings immediately to the

3. σι(ν)

i-orn.ol stem-vowels. The stem of this class ends

Dual 2. Tov

i-grå-TOV

ί-στά-τον
in a, as i-orn-ul, I place, Stem ETA.
και ε, και τι-θη-μι, I set,
OE.

ί-στά-μεν
» 0, » 01-0w-ul, I give,

i-oră-TE I.

3. [vri

, vou(v) » ln » El-fee, I shall go,

[i-στά-ντι, ί-στά-νσι (ν)] 2. Those to whose stem the syllable vvü or vű is appended, The termination of the third person plural, vou, was changed and which receive the person-endings at the end of this sylla- into ào, and then contracted with the foregoing stem-vowel of ble. The stem of the verbs of this class ends :

the verb. The Attic dialect, however, admits the contraction

only in the stems which end in a; thus : a. In one of the three vowels, a, e, o, and takes vvü; as

From i-ota-you was formed i-orãou
a. oreča-vvv.je, I scatter, Stem ΣΚΕΔΑ. .
&kope- vvv-fi, I satisfy,

KOPE.

τι-θε-νσι

τι.θεϊσι Attic τι-θε-άσι 0- orpw-vvv-ul, 1 spread out (strew), ΣΤΡΟ. .

δι-δο-νσι

δι-δούσι δι-δο-άσι δεικ-νυ-νσι

δεικ-νύσι δεικ-νυ άσι b. In a consonant, and takes võ. In a mute, as deck-vū-u, I show, Stem AEIK.

The person-endings of the subjunctive present and second

aorist do not deviate from those of the conjugation in w. In a liquid, as ou-vū.je, I swear, OM. Of this second class only the verb oße-vvv-ju (EBE), I extinguish,

2. Person-endings of the forms the second aorist.

Indicative Imperfect and Second Aorist.
Mood-Vowel.

Sing. 1. v Impf. ί-στη-ν ε-τι-θην The indicative of the present, imperfect, and second aorist,

2. s

i-ornos

ε-τι-θης wants the mood-vowel, and the person-endings are added

3,

i-orn

E-71-01 immediately to the verbal stem, as

Dual 2. TOV
2, Aor. ε-στη-τον

ε-θε-τον ί-στα-μεν. ε-τι-θε-μεν. ε-ο-μεν.

ε-στη- την

8-01-TYY ί στα-μεθα. ε-τι-θε-μεθα. ε-δο-μεθα.

έ-στη-μεν ε-θε-μεν έ-στη-τε

E-DE-TE The subjunctive, as in verbs in w, has the inood vowels w which, however, blend into one with the characteristic

έ-στη-σαν

ε. θε σαν model

, which causes contractional deviations from the conja. According to the second aorist corny is formed the indicata nopeus gation in w, as an and ar melt into ñ and (not into à andą, both norises passive of all verbs, t-Tupo-qv, e-run-qv, e-ota-onv, as in contracted verbs in a w); op melts into ý (not into oi, as in contracted verbs in ow).

ης, η, ητον, ηταν, ημεν, ητε, ησαν.

The person-endings of the optative in the imperfect and i-ora-w=i Otū i-ora.ps=i-otýs i-ora-n tai=i-orn-tal second aorists, except the first person singular, differ from στα-ω-στώ στα-ης Ξστής

those of the optative of the historical tenses in the conjugation T1-0-w=72-Ow τι-θε-ης =τι-θώς τιθε-ω-μαι = τι θα μαι -σται-ην

in w only in this, that it is preceded by an : as

σται-ην τι-θει-ην Del-ny 81-801-ny dol-ny Öt-00-w=Öl-ow ôt-co-pc=ôt-ôục ct-co-g=ót- tp. In the dual and plural of the optative imperfect then is This formation of the subjunctive of iorque and -10nuu is fol. plural, noav, is usually shortened into ev, as

commonly dropped and the termination of the third person lowed by the subjunctive aorisi first and second paszire of all verbs, as

τιθει-ημενΞτιθείμεν Tuptw -vs-ū, etc.

σταθώ roιη ιστημι. τιθει-ησαν=τιθείεν

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Plur. 1. MIEV

2. TE
3. σαν

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3. TW D. 2. τον

3. των P. 2. TE

into ov,

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The same obtains in the optative of the passive aorists of all is lengthened, a into ng into y, and into & (in the perfect
verbs, as τυφθειημεν τυφθείμεν, τυπειημεν, τυπείες (quite active of τιθημι and ίημι), also o into ω; but is retained in the
like τιθειην).

other tenses of the middle and in all the tenses of the passive
In the optative second aorist of the verbs ιστημι, τιθημι, ω, excepting the perfect and pluperfect of τιθημι and ίημι,
diewel, on the contrary the shortened forms are very rare, which receive the Elof the perfect active (Tabelka, Tebetuai, cika,
except the third person plural.

είμαι).

The first aorist active and middle of τιθημι, ίημι and διδωμι
Person-Endings of the Imperative Present and Second Aorist. have for their tense characteristic not o but k:
S. 2.0i (i-ora-01) (TC-66-01) (@t-00-00)

8-01-K-a

1 x-a

E-ow-k-a.
ι-στα-τω
τι-θε-τω

δι-δο-τω
-στα-τον
τι-θε-τον

δι-δο-τον

The forms of the first aorist active, εθηκα, ηκα, and εδωκα,
-στα-των
τι-θε-των

δι-δο-των

however, are used only in the indicative and especially in the
-στα-τε
Tl-DE-TE

δι-δο-τε singular; in the other persons commonly, and always in the
3, τωσαν ί-στα-τωσαν

τι-θε-τωσαν Öl-do-Twoav other moods and the participle, the forms of the second aorist
Or i-στα-ντων τι-θε-ντων διδο-ντων. .

are employed. So instead of the forms of the first aorist
middle of τιθημι, ίημι, and διδωμι, those of the second aorist

middle are used. On the contrary the indicative forms of the
The second person singular imperative present throws away singular second aorist of Tionui, inui, and dowji (80-nv, wv, and
the ending 01, and in compensation the short characteristic cowv) are not to be employed.
vowel is lengthened, that is, a is changed into n, e into el, o
and ŭ into ū; thus :

The verb iornu forms the first aorist active and middle, like

the verbs in w, with the tense characteristic o, as .0T9-0-a,
i-ota-Oı becomes i-077
TL-De-0. becomes 71-0EL E-OT7-O-ajsv.

The second aorist middle cotajnu is never
di-80-0.
dr-dov
-9.

used. Some other verbs, however, have the form, as Et Taunu,
δεικ-νυ.

επριάμην. .
The ending or in the present is preserved in only very few The second aorist passive and the second future passive are
verbs. In the second aorist of rionue, inje, and drowni, the wanting in these verbs, also the third future, except in iornje
ending We has been softened into o, thus 0-0. becomes des; -ontw, or cornšouai.
dO=is, 80-61=oos; in the second aorist of iornjh, however, the

In regard to the signification of iornji, observe that the pre-
termination be remains, thus orn-0.; also in the two aorists sent, imperfect, future, and first aorist active, have the transi-
passive of all verbs, as Tu-on-te, taldevon-Ti, instead of live import of to place, the second aorist, the perfect, and the
παιδευθη θι. .

pluperfect active, and the third future, on the contrary, have a
The termination of the infinitive in the present and second reflex or intransitive meaning, to place oneself, or to stand, thus
aorist is val. This syllable is in the present added to the short cotny, I placed myself, I stood, cornka, I stand in Latin stn),
characteristic vowel, but in the second aorist is lengthened, as OTNKELV, I stood (stabam) dottw, I shall stand (stabo), adeormĚw,
a into n, e into el, and o into ov.

I shall stand away, that is, I shall leave or abandon, desert. The
Present i ota-vat

middle signifies either to place for yourself, or to cause to be done,
τι-θε-ναι δι-δο-ναι δεικ-νυ-γαι

or to staird in or consist of (Lat. consistere). The passive means
Second Aor. στή: ναι
Dei-vat δού-ναι

to be placed.
The infinitive of all passive aorists follows orñvai, as tuas. vai,
βουλευθήναι. .

2. The Second Class of the Verbs in fel.
The terminations of the participle in the present and second
aorists are vis, vroa, and vr, which unite with the charac- The tense formation of the second class of the verbs in je
teristic vowel according to the ordinary rules :

has no difficulty: After cutting off the termination vvūpe and

vūjul you add the tense-forms to the stem. The verbs in o i-ora.vis=isorās, i-otãoa, i-orav στας, στάσα, σταν which lengthen this o into w in the present, retain the w in all τι-θε-ντς=τι-θεις, τι-θείσα, τι θες θεις, θείσα, θεν the tenses, as στρω-γνύ-μι, ρω-ννυμι, έω-ννυμι, χω-ννύμι; δι-δο-ντς-δι-δους, ούσα, ον

δους, δούσα, δον future στρω-σω, ρω-σω, εω-σω, χω-σω, and so on. δεικ-νυ-ντς= δεικ-νυς, ύσα, ύν.

But the verbs whose stem ends in a liquid take for the for

mation of some tenses a theme ending in a vowel, as ou--fl,
The participles of the two passive aorists of all verbs follow aorist wi-o-oa, from the theme OM00. The second aorist and
the participle τιθεις Ο θεις, as τυπ-εις, τυπ-είσα, τυπ-εν; second future passive are found in only a few verbs, as ζευγ-
βουλευθ-εις, είσα, εν.

vv-ul, aor. 2. pass. Göyny, fut. 2. pass. Súyngojai.
The person-endings of the middle voice coincide with those
of the verbs in w, only that in the second person singular

Remarks on the Models.
indicative and imperative of the present and imperfect they
retain σαι and σο in their full forrms; yet επιστω, ηπιστω, δυνω,
ηδυνω, πριω, επριω, are the regular forms of good prose.

In the dual and plural of the indicative, and in the other
The singular imperfect active of ribnjui, with the exception moods and the participle, for the first aorist active, the second
of the first person, is commonly formed from Tiera, and that aorist active is used.
of drồwpi generally from Alaod with the usual contractions. Instead of the forms e-On-ka-jny, cow-ka-mv, first aorist
For the verbs in jp you may employ the forms in vw in the indicative middle, the Attic forms are used.
whole present indicative, and generally in the imperfect, espe- The middle optative forms of the imperfect and second aorist
cially in the third person plural indicative and the participle ; of the verbs in ė, namely, ou, as tiDownv, Bovunv, are preferred
the forms in vw are to be exclusively used in the subjunctive to those in el, as tibeluny, déinv.
of the present and the optative of the imperfect, as ενδεικνυω, The perfect and pluperfect, έστηκα, έστηκειν (but not είστηκειν),

μνύω, συμμιγνύω, together with ενδεικνυμι, ομνυμι, συμμιγνυμι. form the dual and the plural immediately from the stem, as
The middle, however, admits these forms only in the subjunc- perfect, :-ora-tov, é oră -jev, é-oră-te, é-orã.01(v); pluperfect,

έ-στά-τον, έ-στά-την, έ- στά-μεν, έ-στά-τε, έ-στά-σαν; instead

of έστηκεναι, εστάναι is usually employed. The participle runs Formation of the Tenses.

έστως, ώσα, ως. g. ώτος, ωσης, as well as έστηκως, υία, ος, g.

With έστατον compare τετλαμεν (ΤΛΑ), and In the tense-formation of the entire active, as well as of the τεθναμεν, τεθνατε, τεθνάσι(ν), int. τεθνάναι froin τεθνηκα, middle future and first aorist, the short characteristic vowel Ovnokw (ONA).

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lum

tive and optative.

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οτος, υιας.

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1

. Indicative.

. Present.

Subjunctive.

S. 1 ι-στημι

τι-θη-μι
δι-δω-μι
δεικ-νύμι
ι-στά-μαι
τι-θε-μαι

δι-δο-μαι δεικ-νύ-μαι
2|ι-στη-ς
τι-θης δι-δω-ς

δεικ-νυς
1 στα σαι

δεικ-νι-σαι

τι-θε-σαι,-θη δι-δο-σαι 3 | i-στη-σι(ν) τι-θη-σι(ν) δι-δω-σι(ν) δεικ-νύ-σι(ν) εστά-ται τι-θε-ται

δεικ-νυται

δι-δο-ται D.

ι-στά μεθον | τι-θε-μεθον | δι-δο-μεθον | δεις-μυ-μεθον ιστά-τον τι-θε-τον δι-δο-τον δεικ-νύ-τον -στα-σθον τι-θε-σθον δι-δο-σθον δεικ-νυ-σθον

-στα-τον τι-θε-τον δι-δο-τον δεικ-νύ-τον ί-στα-σθον τι-θε-σθον δι-το-σθον δεικ-νι-σθον Ρ. 1 ι-στά-μεν τι-θε-μεν δι-δο-μεν δεικ-γύ- μεν

ί-στά μεθα τι-θε-μεθα δι-δο-μεθα δεικ-ν-μεθα
ι-στά-τε
2

τι-θε-τε δι-δο-τε δεικ-νύ-τε ί-στα-σθε τι-θε-σθε δι-δο-σθε δεις-γυ-σθε
3 | i-στά-σι(ν) τι-θε-άσι(ν) | δι-δο-άσι(ν) δεικ-νύ-ασι(ν) ε-στα-νται τι-θε-νται δι-δονται δεις-νυ-νται
(fr. ίστα-ασι) τι-θεϊσι(ν) δι-δούσι(ν) δεικ-νύσι(ν)

ί-στώ S.1

τι-θώ
δι-δώ
δεικ-νύ-ω
-στώ-μαι
τι-θώ-μαι
δι-δώ-μαι

δεικ-γνωμαι
ι-στής
2
τι-θυ-ς δι-δε-ς δεικ-νυ-

ί- στη
τι-θη

δι-δω δεικ-νυ-και
3 | ι-στη τι-θη δι-δη

-στη-ται τι-θή-ται δι-δώ-ται D, 1

etc. ί-στο-μεθον τι-θω-μεθον | δι-δω-μεθον etc.
2| i-στη-τον τι-θή-τον δι-δω-τον

-στη-σθον τι-θή-σθον δι-δω-σθον
ί-στη-τον τι-θή-τον
δι- δω- τον

ί-στη-σθον τι-θή-σθον δι-δώ-σθον Ρ. 1 στώμεν τι-θώ-μεν δι-δώ-μεν

ί-στω-μεθα τι-θω μεθα δι-δω-μεθα 2| -στη- τε τι θή-τε δι-δω-τε

ί-στη σθε τι θη σθε δι-δω-σθε 3 | i-στώ-σι(ν) τι θώ·σι(ν) δι-δώ-σιν

ιστώνται τι-θω-νται δι-δω-νται S. 2. ί. στη

τι.Ρει

δι-δου δεικ-νυ ι-στα-σο, or τι-θε-σο, or δι-δο-σο, Or δεικ-νι-σο
[(from ιστάθι) (froιη τιθεθι) (from διδοθι) (fr. δεικνύθι) -στω τι-θου δι-δου
3 ιστά-τω τι-θε-τω

δι-δο-τω δεικ-νύ-τω -στα-σθω τι-θε-σθω δι-δο-σθω δεικ-νυ-σθω
D. 211-στά-των τι θε- τον δι-δο-τον δεικ-νύ-των 1-στα-σθον τι-θε-σθον δι-δο-σθον δεικ-νυ-σθον

3 -στα-των τι-θε-των δι-δο-των δεικ-νύ-των ι-στα-σθων τι-θε -σθων δι-δο-σθων δεικ-νυ-σθων Ρ. 2 ι-στά-τε τι-θε-τε διδο-τε δεικ-ν-τε ι-στα- σθε τι-θε-σθε δι-δο-σθε δεικ-νυ-σθε 3 ί-στά-τωσαν τι-θε-τωσαν | δι-δο-τωσαν δεικ-νύ-τωσανι-στα- σθωσαν τι-θε-σθασαν δι-δο-σθωσαν δεικ-νυ-σθωσαν or

or

or
ι. στα-ντων τι-θε-ντων δι-δο-ντων δεικ-νυ-ντων -στα-σθων τι-θε-σθων δι-δο-σθων δεικ-νυ-σθων

. Imperative.

or

or

or

or

or

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Ρar. Inf.

G, αντος

G, εντός

, ον

ι-στας,άσα,άντι-θεις, είσα,ενδι-δους, ούσα, δεικ-νύς, ύσα. -στά-μενος, τι-θε-μενος, | δι-δο-μενος, | δεικ-νύμενος,
G. οντος [ον G. υντος [ύν

[η, ον [η, ον [η, ον
S. 1

ί-στη-ν ε-τι-θουν ε-δι-δουν ε-δεικ-νυν ί-στά-μην ε-τι-θε- μην | ε-δι-δο-μην ε-δεικ-νύ-μην 2|ι-στη-ς ε-τι-θεις ε-δι-δους ε-δεικ-νυς ί-στα-σο, or ε-τι-θε-σο, or ε-δι-δο-σο, οι ε-εικ-νι συ

-στω

ε-τι-θου ε-δι-δου 3 | ι-στη

ε-τι-θει ε-δι-δου ε-δεικ- νυ ι-στά το ε-τι-θε-το ε-δι-δο-το ε-δεικ-νι-το

Indicative. Imperfect.

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ί-στα-μεθον Ιε-τι-θε-μεθον ε-δι-δο-μεθον | ε-δεικ-νύ-μεθον
ε-δεικ-νύ -τον ί-στα-σθον ε·τι θε-σθον | ε-δι-δο-σθον ε-δεικ-νυ-σθον
ε-δεικ-νύ-την ί-στα-σθην ε-τι-θε-σθην ε-δι-δο-σθην Ιε-δεικ-νυ-στην
ε-δεικ-νύ-μεν ί-στάμεθα ξ-τι-θε μεθα εδι-δο-μεθα | ε-δεικ-νύ-μεθα
ε-δεικ-νύ-τε ί-στα-σθε ε-τι-θε-σθε ε-δι-δο-σθε

ε-δεικ-νυ-σθε
ε-δεικ-νύ-σαν ίστα-ντο ε-τι-θε-ντο ε-δι-δο-ντο

ε-δεικ-νυ-ντο

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δεικ-νύ-οιμην
δεικ-νύ-οιο

etc.

Optative.

S. 1

-σται-ην 2|ι-σται-ης 3

1-σται-η D. 1

2 ί-σταί-τον

3 ί-σται-την Ρ. 1 έ-σταϊ-μεν 2

ί-σταϊ-τε 3

1-σταί-εν

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ί-σται-μην
τι-θοι- μην

δι-δοι-μην
ι-σταϊ-ο τι-θοί-ο δι-δοί-ο
-σταί-το
τι- θοί-το

δι-δοί-το
ί σται-μεθον τιθοι- μεθον | δι-δοιμεθαν
ί σταϊ-σθον τι-θοί-σθον δι-δοί-σθον
ί σται-σθην τι. θοι-σθην δι-δοι-σθην
ι-σται μεθα

τι θοι- μεθα δι-δοι-μεθα
ι-σταί-σθε

τι θοί-σθε δι-δοι-σθε ί-σταϊ-ντο τι-θούντο

δι-δοί-ντο

1 and δεικνύω, εις, and so on, especially δεικνύουσι (ν). So in the impf. : εδεικνύον, ύες, είν), and in the partic, commonly δεικνύ-ων, ουσα, ν.

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