Note 31 — INTRODUCTION

Quoted by T. D. Goodell School Grammar of Attic Greek p. 296. ἡμεῖς seems to owe some at least of its emphasis to its late insertion. If placed immediately after ηὐξήσαμεν, it would, surely, lose a little in weight. Goodell does right to include some treatment of the question of Greek word-order in a Grammar intended primarily for use in schools. It should be pointed out even to beginners that so simple a sentence as οἱ δ’ Ἀθηναῖοι ἐνίκησαν τοὺς Λακεδαιμονίους can be arranged in half-a-dozen ways, each with its own separate shade of meaning. Compare the remarks of W. H. D. Rouse with regard to the teaching of Latin: “It is possible by question and answer to make clear from the first the essential structure of an inflected language, as depending for emphasis on the order of words; and this lies at the root of style. Thus a simple sentence may give matter for several questions. Take Caesar Labienum laudat. I may ask, Quem laudat Caesar? Answer: Labienum laudat Caesar. Question: Quid facit Caesar? Answer: Laudat Labienum Caesar. If all the texts read are treated in this way, the pupils become used to correct accidence, syntax, and order, and learn the elements of style” (Classical Review xxi. 130; cp. also W. H. S. Jones The Teaching of Latin p. 33). An instructive contrast might be drawn, with reference to the context in either case, between Romanus sum civis in Livy ii. 12, and Civis Romanus sum in Cicero Verr. II. v. 65, 66.