Awestisches Elementarbuch by Hans Reichelt

By Hans Reichelt

Excerpt from Awestisches Elementarbuch

Mein awestisches elementarbuch hat den Zweck, jedem, der für die Sprache und die Literatur des Awesta Interesse hat, die Möglichkeit zu bieten, sich damit wissenschaftlich oder praktisch bekannt zu machen. Es setzt allerdings eine gewisse Kenntnis des Altindischen voraus, ohne die das Awestische wegen des geringen Umfangs und der mangelhaften Überlieferung nur schwer verständlich wird, und geht darum speedy durch wegs vom Arischen als der Grundlage beider Sprachen aus; gleichwohl will es auch dem, der das Altindische nicht genauer kennt, ein ausreichendes Hilfsmittel sein, indem es durch die Anlage der Formenlehre und Syntax, sowie durch die Einrichtung des Glossars seinen Be dürfnissen gerecht zu werden sucht.

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The syntax has been explained in as simple and unpedantic a manner as possible and illustrated by a large number of examples. ) but have been worked in naturally as the terms first appear in the text. 4. FORMS AND THEIR PRESENTATION The varieties of inflected and uninflected forms presented here are normal for a beginners’ book. However, the general practice in this text has been to alternate lessons containing noun or adjective forms with lessons containing verb forms. This should help reduce the ennui which results from too much of one thing at a time.

D. 14) During the first century before Christ the Roman writers perfected their literary media and made Latin literature one of the world’s greatest. It is particularly famous for its beautiful, disciplined form, which we think of as “classic,” and for its real substance as well. If Lucretius complained about the poverty of the Latin vocabulary, Cicero so molded the vocabulary and the general usage that Latin remained a supple and a subtle linguistic tool for thirteen centuries and more. ). The literary work of the Ciceronian Period was produced during the last years of the Roman Republic.

If the author of a textbook can start with a predetermined sequence of vocabulary and syntax, for example, and is free to compose sentences based on that material, then it should be fairly simple to make the sentences of succeeding lessons repeat the items of the previous few lessons, especially if the intellectual content of the sentences is not a prime concern. But the challenge of providing readings based instead, and exclusively, on ancient texts is considerably greater; and so, while most of the items introduced in a given chapter do re-appear in the Sententiae Antīquae of the following chapters, the author frankly concocted the “Practice and Review” sentences (only a few of which were inspired by ancient sources) to fill in the lacunae, to guarantee further repetition than could otherwise have been secured, and to provide exercises for continuous review.

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