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Originally published in 1791, this work by classical scholar and connoisseur Richard Payne Knight (1751–1824) attempts to reconstruct the original pronunciation of ancient Greek. Emphasising the importance of knowing what the various ancient dialects sounded like in order to better appreciate surviving works of ancient literature, Knight engages in textual criticism of certain notable writings, including the poetry of Homer and Hesiod and the plays of Sophocles. Representing a learned contribution to classical philology, the essay also goes some way towards analysing the ways in which Greek sounds were distorted by their inclusion in other languages. Several plates at the end of the text reproduce a selection of ancient inscriptions on stone, coins and ceramics. Knight's Analytical Inquiry into the Principles of Taste (1805) and Inquiry into the Symbolical Language of Ancient Art and Mythology (1818) are also reissued in this series.
Henry John Roby (1830–1915) was a Cambridge-educated classicist whose influential career included periods as a schoolmaster, professor of Roman law, businessman, educational reformer and Member of Parliament. His two-volume Grammar of the Latin Language went through seven editions during his lifetime. It provides in-depth analysis of Latin phonetics, noun and verb construction, and syntax and morphology, taking a descriptive approach. Drawing examples from the corpus of classical writings dating from circa 200 BCE. to 120 CE, this first volume (1872) discusses sounds and syllable quantities, noun and verb inflexions, and the basic elements of word formation, organized according to noun and verb stems. Appendices include pronoun tables, lists of weights and measures, and a chronological compilation of inscriptions from the republican era. A work of remarkable breadth and depth, Roby's book remains an essential resource for both historical linguistics and the study of Latin grammar.
This volume provides a unique overview of the broad historical, geographical and social range of Latin and Greek as second languages. It elucidates the techniques of Latin and Greek instruction across time and place, and the contrasting socio-political circumstances that contributed to and resulted from this remarkably enduring field of study. Providing a counterweight to previous studies that have focused only on the experience of elite learners, the chapters explore dialogues between center and periphery, between pedagogical conservatism and societal change, between government and the governed. In addition, a number of chapters address the experience of female learners, who have often been excluded from or marginalized by earlier scholarship.