sometimes made into one; in translation, you must resolve come is meant. Sometimes a question is used instead of the compound into its component parts: e.g.

τίς τίνος αιτιος εστιν ;

who is to blame? and for what is he to blame?

As to negatives in indirect questions, ou is employed when you wish to ascertain whether a predicate should be denied of a subject, but un when a doubt is expressed whether a predicate should be annexed to a subject: e.g.

ου τουτο με θανατος ονομάζεται, χωρισμος ψυχῆς απο

σώματος ;

is not this called death, namely, the separation of the soul from the body ?

πότερον βιαν φῶμεν ειναι, η μη φῶμεν ;

should we affirm or not affirm this to be violence?

Our yes is represented by the Greek ναι, and our no by the Greek ουκ and ουχι; ναι and ove, however, are employed less frequently than the corresponding English particles, since affirmative and negative answers are given by the repetition of some word in the question, or by some other form. You may answer “Yes,” by means of adverbs; as, πανυ, μαλα, μαλιστα, πανταπασι, mostly in union with με and και, which strengthen the affirmative; also with the intensive, μεν, μεντοι, τοι, δῆτα. As negatives, we fud ουδαμῶς, ηκιστα γε An affirmative may also be uttered by φημι, οι φημ' εγώ, “ granted;” εστι ταύτα, “ it is so;” εστιν ούτως; and a negative, by ου φημι, “I deny it.”

Repetition is often employed: e.g.

ηδης τα κηρυχθεντα;

ηδη

didst thou know the proclamation ? i knew it.

ουκ οἶδα

οὖν,

οἶσθ ̓ οὖν ὁ λέξαι σοι θελω ;
dost thou know what I wish to say to thee? I do not know.
ουκ ακούετε τοῦ κηρυκος;

command; as,

*Αρ ̓ οὖν οἶσθα τινας, οἱ ανωφελεῖς οντες ωφελιμους δύνανται φίλους ποιεῖσθαι; Ποτέρα δε ουδενι αρεσαι δύναται Χαιρεφών, η εστιν οἷς και πανυ αρέσκει ; Τί δη ούτω πρῳ αφίξαι; 'Αρ' ειμι μαντις; "Αρα γε ου χρη παντα ανδρα, ήγησαμενον την εγκρα τειαν αρετῆς εἶναι κρηπίδα, ταυτην πρωτον εν τη ψυχῇ κατα· σκευάσασθαι; Η τεθνηκε Πολυβος; "Η που καμ (και εμε) αποκτεῖναι θέλει; Μῶν μη σου αρχουσιν οἱ διδασκαλοι; Τί οὖν μαθοντες εμαρτυρεῖτε ὑμεῖς; Αλλο τι η οἱ γε φιλοκερδεις φιλοῦσι το κέρδος; Τίς ανευ αρετῆς μαθοι τι αν αγαθον; Πῶς μεν αν τις ἧττον ὑπὸ πολεως ζημιοῖτο, πῶς δ' αν μαλλον τιμῷτο, η ει τοῖς νόμοις πειθοιτο; Ποτέρως αν μαλλον ανθρωποι σωφρονεῖν, αργοῦντες, η των χρησιμων επιμελουμενοι ; Τίνα τροπον θαπτωμεν σε, ὦ Σωκρατες ; Εφη ὁ Κρίτων; Ει τις σε ηγετο ειπε μοι, μελλεις τελειν Ιπποκρατει μισθον ὡς τίνι οντι; Τί αν απεκρίνω; Εἶπον αν, ὅτι ὡς ιατρῳ. Ει ετυγ χανον σε ερωτῶν, τίς εστι τῶν ζωγράφων Ζεύξις, ει μοι εἶπες, ότι ὁ τα ζῶα γραφων, ἆρ' ουκ αν δικαίως σε ηρόμην, ὁ τα ποια των ζωων γραφων; Σωκρατης ευχετο προς τους θεους ἁπλῶς ταγαθα διδοναι, ώς τους θεους καλλιστα ειδότας όποια αγαθα εστι. Τα αγαθα και τα κακα όποια εστι παντως που γιγνώσκεις. Οἱ των Ελλήνων στρατηγοι εβουλευοντο όπως αν καλλιστα τον ποταμον διαβαιεν. Σκεψιν ποιωμεθα περί έρωτος, είτε ωφέλειαν, είτε βλάβην παρέχει. Ο Σωκρατες, τίνα γραφην σε γεγραπται ὁ Μέλητος; Ήντινα ουκ αγεννῆ, ὡς ἔμοιγε δοκεί. ποιοῦντες οἱ Ἀθηναῖοι αναλαβοιεν την αρχαίαν αρετήν ; Επι ποτέραν με παρακαλεις την θεραπειαν της πόλεως; φιλεῖ, ὁ δε φιλεῖται· ὁπότερος ουν αυτῶν ποτέρου φίλος εστιν; Τί νομίζεις δῆμον εἶναι; Τους πένητας των πολίτων εγωγε. Εξεστιν όν αν τις βούληται τροπον τους θεους τιμᾶν; Ουκ, αλλα νομοι εισι, καθ ̓ οὖς δει τοῦτο ποιεῖν. Εαν τις σοι καμν τῶν οικετῶν, τουτου επιμελῇ και παρακαλεῖς ιατρους, όπως μη αποθανη, Σοφόρα γε· ουκουν τοῦτο δῆλον ὅτι ειπερ τιμᾶσθαι βουλει, ωφελητεα σοι ή πολις εστιν; Πανυ μεν ουν· τίνι γαρ An imperative sentence contains an expression of the speaker's will. As this expression is more or less decided, αλλῳ τις αν είη σοφος, ει γε μη επιστημη; Αλλα μην ευνόμος you have either a request or a wish. A request is set forth γ' ή Λακεδαίμων; Πῶς γαρ ου ; Ούκουν οἱ γε τα δικαια ποι by the imperative, a wish by the optative. The negative in οῦντες δικαιοι εισι; Τινες γαρ αλλοι; 'Αρα μαλλον αν εβουλου imperative sentences is the particle μη. The imperative of με ὁρᾶν δικαιως η αδίκως αποθνησκοντα; Τοιαυτα τίς ουκ αν the aorist and the imperative of the present are employed, with this difference, that the imperative of the aorist is used when a strictly single act is intended, and the imperative of the present when continuance or repetition is meant. In the passive, the Greeks have a perfect imperative, by which they expressed a completed and continued condition. To the optative, as expressive of a wish, there may be prefxed the particles εt and ειθε, Ο that,

ακουόμεν
we hear him.

do you not hear the herald?
Sometimes in the answer more is implied than in the ques-
tion; that is, the matter asked is affirmed and something is
edded : e.g.

Εσωσα δητα σ' εξεπεμψα τε χθονος; (εσωσας με) ὥστ ̓
have I indeed saved thee and sent thee from the earth?
ειςορᾶν γε φεγγος ήλιου τοδε
(Yes, thou hast saved me) and sent me to behold this
light of the sun.

Imperative Sentences.

The imperative, which properly expresses a command, may be used so as to imply a concession of permission (imperativus concessivus) : e.g.

|

|

Τι αν

Ο μεν

ώκνησε φθεγξασθαι; Φυλαττεσθαι φημι δεῖν μη προφασιν δῶμεν βασιλεῖ; Ο Κλέαρχος εφοβεῖτο μη κυκλωθείη αμφοτερωθεν. θελεις τι μεῖζον η κατακτεῖναι μ ̓ ἑλων; Εγω μεν ουδεν. Και δῆτ ̓ ετολμας τους δ ̓ ὑπερβαίνειν νόμους; (sc. ετολμα). Ου γαρ τι μοι Ζευς ἦν ὁ κηρύξας ταδε. Ει τινος ετι ενδεῖσθαι δοκεῖτε, προς εμε λεγετε, και ει τις ειπεῖν τι βουλεται, λέξετω. Θηρα το καλον, ὦ παι. Βραδέως μεν φίλος γιγνου, γενόμενος δε πειρῶ διαμένειν. Ὦ παι, γένοιο πατρός ευτυχέστερος. Μη μοι γενοιθ ά βουλομ', αλλ' ά συμφέρει. Ειθε αφανισθείη το κακον εξ αν θρώπων. Ει γαρ γενοίμην, τεκνον, αντι σου νεκρος. Εξεις ατρέμας ;

ENGLISH-GREEK.

Am I a philosopher: Be thou sound-minded. Would he were safe! Young men, seek (hunt) for the beautiful! Ο boys, may ye be more fortunate than your mother. Be ye quiet. Is your father dead: Surely your father is not dead? Tell me whether your circumstances are good or not. How are you? I know not how I am. When will the calamity end? I know not when the calamity will end. Which of these two is your brother? Which? Tell me which of the girls is the fairest.

Rule 53.-Altro, signifying differently, something else, an-, other, etc., may be used alone or with a substantive; in the latter case, it agrees with the substantive in gender and number.

Rule 64.-The Conditional Present denotes that an action or Accertare, to assure event would take place if certain conditions are fulfilled.

Sino, meaning except, is used after an interrogation or after a negative; and menos, also meaning except, is used when no interrogation or negative precedes; both words being rendered in English by but, as,

self¿Quién lo hizo sino el carpintero? | Ninguno hay bueno sino solo who did it but the car- Dios, there-is no one good penter? but God alone.

Spanish language. In the latter, "but" is not used with ten para que no; and when it means simply, that not, by que no; different meanings as in English.

I doubt whether (that) thouhast any oil, dudo que tengas aceite.

I asked him whether (if) his mother would come, le pregunté si su madre vendría.

Whether he-may have grapes or not, is nothing to me,

no,

Que tenga uvas ó nada
me importa.
Whether it rains, or whether
it does not rain, que llueva
ó que no llueva.
Whether or

not we-may-be
(let us be or not) worthy

of such an honour, seamos
ó no dignos de tal honra.

The conjunction "as" is rendered by como, when used by way of comparison; by asi como, when followed by "so;" by cuando, when it means "when;" and after mismo by que; as,

John is as strong as a lion, Juan es tan fuerte como un leon.

As modesty attracts, so dissoluteness repels, así como la modéstia atrae, asi huye la disolucion.

iba é casa.

It-is not the same to-promise
as to fulfil, no es lo mismo
prometer que cumplir.

as,

I what has already been said, it has been been more than
hinted that there are higher attributes than emulation, which
the teacher should address, and which, if he is successful in
calling them into exercise, will be quite sufficient to ensure
the
have the merit, moreover, of being safe. They do not unduly
proper application of his pupils to their studies. They
stimulate the intellectual at the expense of the moral faculties.
Their very exercise constitutes a healthy growth of the moral
nature. Some of these we may briefly allude to.

1. A DESIRE TO GAIN THE APPROBATION OF THEIR PARENTS

AND TEACHER, The love of approbation is as universal in the

human mind as emulation. Not one in a thousand can be found who does not possess it. Within proper limits, it is a He-saw her as (when) he-was-desirable trait in human character. It is, to be sure, one of going home, la vió cuando the selfish propensities; but among them all, it is the most innocent. Carried to an extreme, it would lead its possessor to crave the good opinion of the bad as well as of the good, and to become an obsequious seeker after popularity. This, of course, is to be deprecated. But there can be no danger of this extreme, as long as the approbation of parents and teachers is the object aimed at. It implies in the child a respect for the opinions, and a confidence in the justice of his parents and teachers; and hence it implies in him a generous desire to please as a condition of being commended by them.

The conjunction "neither," followed by "nor," is rendered in Spanish by ni; and "nor" also by the same word; as,

In this sense, the love of approbation may be appealed to

Swear not, neither by heaven, nor by the earth, nor any other oath, no jureis, ni por el cielo, ni por la tierra, ni otro jura-by the teacher. He perhaps need not frequently use the mento alguno. language of praise. It will generally be sufficient, if the smile At the end of a sentence, "neither," and also "either," if as well as just, this boon soon becomes a precious one to the If he is judicious of approval beams forth in his countenance. preceded by a negative, are rendered by tampoco; as, child. It is a reward, moreover, which

"is twice blest; It blesseth him who gives and him who takes.'

II. A DESIRE OF ADVANCEMENT. This is emulation in its

The conjunction "either," followed by "or," is rendered in good sense. It leads the child, as before remarked, to compare both cases by ó, as,

Either he-is a knave or he-is a fool, es picaro ó es tonto. The conjunction “both," followed by "and," is rendered by asi or tanto, and the “and” by como; as,

Both in time of peace and in | Both John and James will-be
time of war, tanto en here, asi Juan como Diego
tiempo de paz, como en
estarán aquí.
tiempo de guerra.

These examples might be rendered by, as well as; thus, "in time of peace as well as in time of war;" "John as well as James will be here."

The conjunction “lest," when it means, for fear that, is rendered by no sea que; when it means, in order that not, by

The first "as" is here an adverb, qualifying the adjective "strong."

his present standing and attainments with what they should be, and to desire to surpass himself. This is ever commendable. Man was made for progress; and it is no unworthy aspi ration when this desire fires the youthful breast. The teacher, then, may appeal to this desire, may kindle it into a flame even with safety, because it is a flame that warms without consuming that on which it feeds.

III. A DESIRE TO BE USEFUL. The good teacher should never fail to impress upon the child that the object of his being placed on earth was, that he might be of some use to the world by which he is surrounded."No man liveth to himself, and no man dieth to himself." He can be thus useful by storing the mind with knowledge and the heart with right affections. He may be reminded of the connection between his present studies and the pursuits of life to which they may be applied. Some judicious hint at the future application of any branch is always a good preparation of the mind to pursue it. If there is a definite object in view, there will always be more alacrity in the labour of study; and this may be made to influence the young pupil as well as the more advanced. It is no small