pharr homer and the study of greek

Clyde Pharr : Homer and the study of Greek
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CLYDE PHARR
HOMER AND THE STUDY OF
GREEK
Excerpts from a study contained in Homeric Greek - A Book for Beginners, University of
Oklahoma Press 1985. The text contains some words in Greek, download proper fonts, if you
don't have.
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Clyde Pharr : Homer and the study of Greek
OMER is the best possible preparation for all later Greek literature,
much of which is unintelligible without a fair knowledge of him. He was
to Greek literature what the Bible has been to English, and a great deal more as
well. He leads us somewhere, not merely into a blind alley as does Xenophon,
both with reference to later Greek literature and to much of the best in later
European literature as well, where his influence has been incalculable and
perhaps greater than that of any other single writer. In him are the germs of so
many things. We have the narrative highly developed, the beginning of the
drama, oratory, statecraft, seamanship, war, adventure, and religion - in fact,
life as it was to the old Greeks in its manifold aspects.
Then the student who has taken only a very little of beginning Greek, even if
he has progressed no farther than the end of the first book of the Iliad, has
come into vital contact with the magic and the music of the Greek language,
used in one of the most beautiful, one of the most varied, and one of the most
influential literary compositions of all ages ; and though he may have devoted
considerable labor to mining the gold, he cannot truthfully say, and probably
will not want to say, that Greek for him has been a waste of time."[1] (...)
T IS only fair to state that although this idea of beginning Greek with the
reading of Homer is original with the writer, it is not new. This was the
regular method employed by the old Romans in teaching their boys Greek, and
it was highly commended by that capable and judicious old schoolmaster,
Quintilian, as the best possible plan. [Also in the whole history of Byzantium,
Homer was used as the foundation of learning Greek - (Elpenor's note)]. Since
that time it has been used now and then by some of the world's ablest
educators and scholars. It was thus that Joseph Scaliger (de la Scala), one of the
most brilliant names in the whole history of classical scholarship, taught
himself Greek at Paris, and many more of the great scholars of the past learned
their Greek through Homer. It was tried also by Herbart, who began a series of
experiments in Switzerland, in 1797, where he employed this method with
marked success in private tutoring. Later he continued his experiments on a
larger scale in the teachers' training college at Koenigsberg, with such good
results that he was thoroughly convinced that this was the only suitable
method of teaching beginning Greek. At his suggestion it was tried by Dissen,
by Ferdinand Ranke, and by Hummel, all of whom were hearty in its praise ;
and, most important of all, by Ahrens, at Hanover, where it was used for thirty
years (1850-1881), with great success, but was finally abandoned because of the
lack of suitable text books and because of the opposition of other Gymnasia
which refused to adopt such a revolutionary plan. It has also been
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Clyde Pharr : Homer and the study of Greek
recommended occasionally, but without success, by other scholars and
humanists, notably by Goethe, by Andrew Lang, and by Wilamowitz, in
Europe ; while in America it has been advocated in one form or another by
Seymour, Bolling, Shorey, Lane Cooper, and others. (...)
In the first place it is essential that we disabuse our minds of the once
prevalent notion, long since exploded, but still more or less consciously held by
many, that the Attic dialect is the norm by which all other Greek is to be
judged. The language of Homer is earlier and naturally differs from it in many
essentials ; therefore it was long maintained that Homeric Greek is irregular,
crude and unfinished. Hellenistic Greek, which represents a later development
of the language, has its differences ; therefore Hellenistic Greek must be
degenerate. Such an idea is utterly unscientific and ignores completely the
modern historical point of view of the development and growth of languages.
Any period which has given birth to literary productions of surpassing merit
and artistic excellence is justified by its own works ; it contains its own
linguistic standards, and will richly repay those who take the trouble to study
it. To call Homeric Greek anomalous and irregular, because it differs in some
particulars from the Attic dialect, is as misleading as it would be to say that the
language of Shakespeare is immature and eccentric because he does not write
the same type of English as does George Ade or Stephen Leacock. (...)
According to our present system, students are taught a smatter-ing of Attic
Greek. Then they are given a smattering of Homer, who represents a period
several centuries earlier. Then again comes some more Attic Greek, and if the
student continues in his work he usually gets some Doric, with sometimes a
little Lesbian, and the Ionic of Herodotus, to which is commonly added a dash
of the Koine for further confusing variety. All of this comes at such times and at
such points in his development that it is practi-cally impossible for the ordinary
student to obtain a clear concep-tion of what the Greek language is like and
what are the funda-mental processes of its development. As a result grammar
becomes a nightmare to be dreaded instead of an opportunity to study the
structure of one of the most interesting and instructive languages in existence.
This has reference to the linguistic features, apart from its literary value. If on
the other hand we begin with Homer and obtain a good grounding in his
language, the transition from that to later Greek is simple and natural and in
accordance with well-established laws, so that a student who once gets a grasp
of the processes involved not only has acquired a valuable scientific point of
view, but he might be untrue enough to the traditions of countless students of
the past to find Greek grammar interesting.
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Clyde Pharr : Homer and the study of Greek
Furthermore, since most of us learned our Attic Greek first, when we came
to Homeric Greek and found so many different forms, the feeling very
naturally arose with many that Homer has many more forms than Attic Greek,
and that they are more difficult. On the contrary, the Homeric forms are not
only simpler and more transparent than the Attic and as a consequence more
easily learned - many Attic forms have to be explained by a reference to the
Homeric ones - but the Homeric forms are considerably fewer in number. (...)
Many Atticists have maintained that the great number of irregularities in
Homeric Greek would be an added difficulty to the beginner. It is true that they
are troublesome, but not so trouble-some as the considerably greater number of
irregularities in Attic Greek. Any one who will take the trouble to count them
will find that the irregular formations in Attic Greek considerably outnumber
those in Homer. There is not space here to catalogue the various irregularities,
heteroclites, metaplastic forms, etc., of Attic Greek, but the lists given in
Kuehner-Blass, or any other of the more elaborate Greek grammars, are enough
to convince the most skeptical.
If we leave aside the irregularities and look at a few regular formations
which must be memorized, the evidence is none the less conclusive. For
example, the "regular" declensions of such words as Ą�ą�, �ą�ą��, �ąć�,
ĄĆ��, ��, comparatives in - ą��, and other forms which will readily occur
to any one who has studied Attic Greek, are so complicated that they are not
ordinarily mastered by students of beginning Greek, and it would be rather
remarkable if they were. Or let us consider a single class, such as typical words
of the third declension in ��, as ĄĆ��, �ŻĄ��, !��, ł��, 0��. If the
student learned the declension of any one of these, and attempted to decline the
rest accordingly, he would go far astray; for of these five words, all of the third
declension, and all ending in �� in the nominative, no two are declined alike
throughout. A comparison of the declensions of ł�� (eel) with that of
0�� (fish) will illustrate the point. It seems that the old Athenians were never
able to decide definitely whether an eel was a fish or a serpent. Accordingly, we
find that they declined ł�� the first half of the way like 0��, while the
other half was different. What a pity that there are not a few more such
convenient mnemonic devices to help the student keep his bearings on his way
through the maze of Greek morphology! If a student finally learned to decline
such a word as �ąć�, he would not know how to begin the declension of
another word formed in the same way, such as ł�ąć�; nor would a student
who had learned the declension of �żć� in Attic Greek know the de-clension of
the next word like it, �żć�, and he might be led very far astray by such a simple
and common word as �żć�. All of these forms, and many more which could be
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Clyde Pharr : Homer and the study of Greek
cited, are highly interesting to philologists, as they illustrate so beautifully
certain abstruse principles in Greek phonology and morphology. Un-
fortunately they do not usually have the same strong appeal to the beginner
who is trying very hard to learn how to read Greek.
The whole system of contraction, which is regular at times, and the
variations caused by it in the general rules of accent and quantity, all of which
are so confusing and so difficult to the ordinary beginner, are so little used in
Homer that they can very profitably be omitted, or else touched quite lightly,
and the time saved can be invested elsewhere to much greater advantage.
In the field of syntax Homer is so much simpler than Xenophon, that
students ordinarily find him a great deal easier. Thus Homer lacks the articular
infinitive ; long and involved passages in indirect discourse never occur, as
well as many other strange and foreign characteristics of Attic Greek and
Xenophon, all of which give a great deal of trouble to the ordinary beginner.
These elements all contribute to a quicker and an easier learning of Greek
through Homer, as has been abundantly proved by experi-ments also. Thus
students who begin with Homer regularly read more Greek in the time devoted
to him than do those who begin with Xenophon and spend this time on the
Anabasis.
It has long been a commonly accepted myth that Homer has such an
enormous vocabulary that students would have more than ordinary trouble
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Clyde Pharr : Homer and the study of Greek
with it. In fact the vocabulary of the first six books of the Iliad is no larger than
that required for reading the Anabasis, and one can read the whole of the
omeric poems, including the hymns, without having to learn many more
words than to read Xenophon, and without having to learn so many words as
are necessary for the reading of Plato.
There are, it is true, a great number of words in
Homer which are used only once (Ąą� �ł��ą).
[2] The Iliad has 1097 of these, while the Odyssey has
868, making a total of 1965. However, this is not
nearly so large as the number used by Xenophon,
who has 3021 Ąą� �ł��ą,[3] of which 433 are in
the Anabasis, as compared with 266 (238 if we omit
the Catalogue of Ships) in the first six books of the Iliad.
It is highly important too in gaining a vocabulary
to learn words which will be used in other authors
read later in the course, and to acquire so far as
possible the more fundamental meanings of words
from which their later uses are derived. Ahrens, who
made a careful study of this problem, gives the palm to Homer here with-out
question. According to him, the words in Homer are much nearer their
fundamental meanings, and take on different shades of significance in the
various later authors. If one wishes to obtain a clear grasp of Greek
onomatoloby and semasiology, he should begin with Homer by all means and
would thus be prepared to see more readily the later turns in the meanings of
words and phrases, which in many cases vary considerably in authors of the
same period, and sometimes even in the same author. Thus there are over 400
words in the Anabasis which either do not occur at all in Xenophon's other
works, or else with a different signifi-cation. Rutherford (The New Phryn., 160
ff.) says : "It did not escape the notice of later Greeks that Xenophon's diction
was very different from that of pure Attic writers, and there are still extant
several remarks upon this point. [] A busy man, living almost wholly abroad,
devoted to country pursuits and the life of the camp, attached to the
Lacedaemonian system of government, and detesting the Athenian, Xenophon
must have lost much of the refined Atticism with which he was conversant in
his youth. It is not only in the forms of words that he differs from Attic writers,
but he also uses many terms - the @��ą�ą ł��ą�ą�Ź of Galen -
altogether unknown to Attic prose, and often assigns to Attic words a meaning
not actually attached to them in the leading dialect."
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Clyde Pharr : Homer and the study of Greek
When it comes to the actual number of words of Xenophon and Homer
which enter into the vocabulary of other Greek writers, the following tables
will show their relation to some of the most important authors read in college.
The following table indicates the authors whose vocabularies have more
words in common with Homer than with Xenophon, the figures showing the
excess.
AUTHOR WORDS PAGES
Hesiod 904 87
Aeschylus 524 309
Elegiac and Iambic Poets 514 160
Pindar 485 236
Theocritus 466 93
Euripides 428 916
Sophocles 400 365
Bacchylides 347 73
Aristophanes 148 612
The following table indicates the authors whose vocabularies have more
words in common with Xenophon than with Homer, the figures showing the
excess.
AUTHOR WORDS PAGES
Thucydides 371 645
Isocrates 371 514
Demosthenes 366 1379
Lysias 362 246
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Clyde Pharr : Homer and the study of Greek
New Testament 209 543
Menander 176 102
Lucian 119 1301
Herodotus 100 799
Plato 90 2442
Plutarch 19 5639
The vocabularies of Xenophon and
Homer, which are compared in these
lists, are : Xenophon's Anabasis entire,
and Homer's Iliad, books I-VI. The
pages as given above are according to
the Teubner texts. The number of
words in Xenophon's Anabasis is
approximately the same as that of
Homer's Iliad, books I-VI.
In these lists, words which are
closely enough related to others that
ordinary students who know the
meaning of one may infer the other are
counted but once, as �Ź�ą�ż�,
�Ź�ą�ż� ; �ąŻ��, ��ąŻ��,
�ą�ą�ąŻ��, �ą�ąŻ��, etc. Proper
names are also omitted.
From this table it will be seen that
Homer is a much better preparation for
the Greek drama, Hesiod, the elegiac
and iambic poets, than is Xenophon,
and it is along these lines that the
course should be developed. For Plato
the difference is so exceedingly slight
that in the matter of vocabulary one is
practically as good a preparation as the
other, and a few of his easier dialogues
should find a place after some of the
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Clyde Pharr : Homer and the study of Greek
best poetry has been read. After that
the Greek course ought to be able to take care of itself. Herodotus might come
at any point. There is a slight advantage here on the side of Xenophon in the
matter of vocabulary, but his language is so much closer to that of Homer, as
well as his general style and imaginative genius, that he would be very easy
and stimulating to those who had read any considerable amount of Homeric
Greek. Those who wished to read Thucydides and the orators would find
Xenophon's vocabulary somewhat better for their purpose, and the same is true
if they wished to read the New Testament and Menander ; but in all these the
advantage is relatively slight, and in most cases the difference would probably
not be noticeable. In the case of the New Testament, for example, the difference
is less than one word in two Teubner pages of Greek text.
It is generally recognized that for the best results in the study of the New
Testament, students should read a considerable amount of other Greek first. In
the whole circle of Greek literature the
two authors most important for the
student of the New Testament are Homer
and Plato. (...) Homer and the ideas he
represents are infinitely more important
for the student of the New Testament and
of the early Church than is Xenophon ;
and if one can study not more than a year
or so of Greek before taking up the New
Testament, he should by all means have
some Homer followed by Plato.
Experience has shown that after a year of
Homer, students can and do pass with
little difficulty into the New Testament.
The passage from Homer to Attic, or to
Hellenistic, Greek is of course a great deal
easier than vice versa, and occupies very
little time and effort.
Some have urged that since the bulk of the work in the ordinary college
course in Greek is in the Attic dialect, students who begin with this would get a
firmer grasp of it than if they began with Homer. Some even feel that a student
who did his beginning work in Homeric forms would never be able to feel
thoroughly at home in Attic Greek. Yet few teachers would be rash enough to
suggest that because a student has had a thorough training in Attic Greek he is
thereby disqualified from doing first-class work in the language of the
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Clyde Pharr : Homer and the study of Greek
Hellenistic period, nor would many teachers of New Testament Greek, e.g.,
object to a student who wished to specialize in their subject, or even in Patristic
Greek, if he came to them with a good knowledge of Plato. Students who wish
to specialize in Pliny and Tacitus, or even in Mediaeval Latin, do not find
themselves handicapped because they did their earlier work in such authors as
Caesar, Cicero, Vergil, Horace, and Catullus. Teachers of the Romance
languages also universally recognize that a thorough course in Latin is a
prerequisite for the highest type of scholarship in their field, and no student
could hope to do advanced linguistic work in any of these languages without a
thorough training in Latin. In the same way Homer offers an unexcelled
preparation not only for all later Greek literature but for the later language as
well ; and instead of the present system of confusion in the teaching of Greek
grammar, particularly with reference to the various dialects, some attempt
should be made to develop the subject in a more scientific fashion.
Some feel that Homer is too beautiful and too
exquisite to be used as a corpus vile for the
teaching of Greek grammar. But the very fact that
he is so beautiful and so exquisite is the very
reason why he should be used at this early stage,
that the students may have an added incentive for
learning their grammar, and may not come to
hate and despise the whole subject. Thus they
may see, even from the beginning, that Greek is
something worth working at, and they may have
material interesting enough that the necessary
grammatical drill will not seem so much useless
drudgery.
A highly important consideration in placing Homer before Xenophon in the
curriculum is the fact that as matters now stand such a large per cent of our
students never reach Homer. The problem before us with regard to these
students is whether we are to give them Xenophon or Homer. Since they
represent a very large element, not all of whom are loafers either, we owe it to
ourselves and to the cause of Greek, as well as to them, to give them that which
will be of most lasting value to them.
Furthermore, Homer is interesting not only to older students, but is
particularly adapted to the youngest who now take Greek, as the earliest
experiments, made with boys from nine to fourteen years of age, have amply
demonstrated. He serves the double purpose of introducing them adequately to
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Clyde Pharr : Homer and the study of Greek
the language and of furnishing them with reading material as interesting as can
be found in any literature, something too of permanent value ; and he should
come by all means as early as possible in the course, that he may serve as a
suitable basis for the development of those qualities of taste and appreciation,
without which the study of all art is in vain. And after we have begun with
him, we find his treasures inexhaustible. In Herbart's expressive phrase,
"Homer elevates the student without depressing the teacher." (...)
In conclusion the writer would earnestly
suggest that it is high time that Xenophon be
omitted completely from at least the first three
years of Greek study. The time and labor now
devoted to both Xenophon and Homer should
be spent on Homer alone, and for the three
books of the Iliad and the four books of the
Anabasis usually read should be substituted a
course in Homer which would be extensive
enough to give the students a real insight into
his poetry, that they may learn to wander for
themselves in the realms of gold, that they
may be allowed to become so familiar with his
lan-guage and his style that reading from him
will be a pleasure and not a lot of hard work
to be waded through, that they may become
Elpenor's Greek Forum: a place to
so filled with his spirit that they may catch a
talk with each other on (or even
glimpse of what it means to be Homeric, and
in) Greek
in later years, if they have gone out into other
fields and would like to turn back to Greek
literature, it would be a comparatively simple matter for them to bring out their
old book and enter again with delight into his world of song.
[1] Andrew Lang, "A Year - or more - of Greek", Classical Journal, February 1918, 13,5.
[2] L. Friedlander, Zwei hom. Worteruerzeichnisse.
[3] G. Sauppe, Xen. Op. V, 298.
Related: Pharr's complete book in the edition of 1918 W. Harris, The
intelligent person's guide to Greek & Reading Homeric Poetry, a project for
independent study in Greek, Seymour: Introduction to the language and verse of
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Clyde Pharr : Homer and the study of Greek
Homer, Homer: Achilles' Grief, Returning to Ithaca & The Underworld,
Cavafy, The Horses of Achilles, Helen Keller, It was the Iliad that made Greece my
paradise, Plato Home Page
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