Whilst the greatest effort has been made to ensure the quality of this text, due to the historical nature of this content, in some rare cases there may be minor issues with legibility. The first greek book is an attempt to make, within proper limits, a book which shall appeal to both teacher and pupil, from its logical sequence of subjects, from its directness of statement, and its conciseness and freedom from unnecessary details which hamper and confuse the learner. We have intentionally departed from the beaten path in several important particulars. The second aorist, a tense constantly used, is introduced early in the book. Contract nouns and adjectives, always a stumbling-block, are postponed to a more natural position than is usually given them. The dual has been removed to its proper place, the appendix. For the purpose of increased interest and freshness, as well as to introduce the learner early to practice in the translation of a continuous text, dialogues, fables, and reading exercises are given as early as possible and continued through the book. It has seemed to us more sensible to begin the study of forms with the verb, followed by the O-declension of nouns, as pupils find it easier to learn adjectives in the order of their declension, than to learn first the feminine, and later the masculine and neuter.

The first greek book is an attempt to make, within proper limits, a book which shall appeal to both teacher and pupil, from its logical sequence of subjects, from its directness of statement, and its conciseness and freedom from unnecessary details which hamper and confuse the learner. We have intentionally departed from the beaten path in several important particulars. The second aorist, a tense constantly used, is introduced early in the book. Contract nouns and adjectives, always a stumbling-block, are postponed to a more natural position than is usually given them. The dual has been removed to its proper place, the appendix. For the purpose of increased interest and freshness, as well as to introduce the learner early to practice in the translation of a continuous text, dialogues, fables, and reading exercises are given as early as possible and continued through the book. It has seemed to us more sensible to begin the study of forms with the verb, followed by the O-declension of nouns, as pupils find it easier to learn adjectives in the order of their declension, than to learn first the feminine, and later the masculine and neuter.