GREEK LESSONS: CONSISTING OF SELECTIONS FROM XENOPHON'S ANABASIS, WITH A VOCABULARY, BY ALPHEUS CROSBY, PROFESSOR EMERITUS OF THE GREEK LANGUAGE AND LITERATURE IN DARTMOUTH COLLEGE. WOOLWORTH, AINSWORTH, & COMPANY, NEW YORK AND CHICAGO. 1873. HARVARD. “Εκαλεῖτο δὲ καὶ ̓ΑΤΤΙΚΗ ΜΟΥΣΑ, γλυκύτητι τῆς ἑρμηνείας.” DIOGENES LAËRTIUS on Xenophon. "Quid ego commemorem Xenophontis illam jucunditatem inaffectatam, sed quam nulla consequi affectatio possit? ut ipsæ sermonem finxisse Gratiæ videantur, et, quod de Pericle veteris comœdiæ testimonium est, in hunc transferri justissime possit, in labris ejus sedisse quandam persuadendi deam.” QUINTILIAN. "The language of Xenophon is remarkable for sweetness, variety, perspicuity, and elegance; rich without a superfluity of figures, and smooth without sameness and tedious uniformity. His sentiments are such as might have been expected from the most faithful and judicious of all the disciples of Socrates. They are just, elevated, and apposite; and do credit both to his heart and his understanding." DUNBAR. "Xenophon's pure strain, Like the clear brook that steals along the vale." THOMSON. Entered according to Act of Congress, in the year 1871, by Alpheus Crosby, in the office of the Librarian of Congress, at Washington. PREFACE. Ir might once have been necessary to introduce a work like this with a labored argument to prove the importance of connecting exercises in reading and writing a language with the study of its grammar. Happily for the cause of education, that necessity no longer exists. At the same time, it appears to me entirely obvious, that it is best, in most cases, that the student should learn the first principles of a language from the grammar which he is afterwards to use, and not from a book of lessons or exercises which he will study for a short time, and then throw aside not to be again taken up. No one is ignorant of the peculiar tenacity of first impressions, and of the great dependence of the memory upon local association. It may be added, that, in the gradual work of learning the grammatical system of a language, it contributes greatly to rapid, thorough, and permanent attainment, that each point, as it is learned, should be learned in its appropriate place as a part of the system. Classification thus goes hand in hand with acquisition; and, instead of constituting a separate work requiring additional labor, presents itself as a lightener of the student's toils. For these reasons, the |