Abstract
This unique approach to Greek was developed over many years by Richard Gibson (p. vii). The authors state that ‘The pedagogical philosophy embraced here is called minimalism. Students are introduced to essential information—no more and no less’ (p. xiii). This is accurate. The grammar (textbook) includes 83 brief lessons. Twelve are two-part lessons and with one exception (verbal aspect, pp. 31–32), each is covered on a single page (thus 95 one-page sessions). Most lessons have three columns (enhanced by its 11x8.5-inch layout): new topic, items for memorization (vocabulary [over 400 words], paradigms, rules), and examples and exercises. The book covers the basics as well as some more recent topics (e.g., verbal aspect; pp. 31–32). Translation of Mark begins at lesson 42b (p. 45). Once the course is completed, the diligent student will have a basic grasp of Greek and will have translated Mark chapters 1–4. Appendices include an answer key to exercises (pp. 97–106), vocabulary lists (pp. 107–12), various rules and paradigms (pp. 113–25), and indexes (pp. 126–29).
The workbook provides introductory material, the Greek text, unfamiliar vocabulary and forms, and space for translating the text of Mark 1–4. Although convenient, the workbook is not necessary for a student who has access to other tools that can provide the same information. The DVD does not replace a teacher but supplements the book by walking the student through each chapter. The DVD remains close to the textbook’s content. Constantine Campbell’s presentation is clear. Greek is pronounced with both Erasmian and Modern pronunciations. Campbell appears natural and is easy to watch. This is rather rare for a DVD of this type.
The textbook has a number of helpful features. These include: First, the book is well organized and each lesson focuses on a single topic. Second, the book introduces general language concepts such as parts of speech, verbs, etc. (pp. 11, 26). Third, new vocabulary is not introduced in each lesson (only 30 of 95 sessions). Fourth, the student will begin translating Mark’s Gospel as soon as he or she has the tools to do so. The goal of translating Mark 1–4 is a nice motivator.
Campbell’s rather unique view that the perfect and pluperfect tenses are imperfective aspect (‘internal viewpoint’) is suggested (p. 32, 67; DVD lesson 60a). Since this is a basic Greek text, introducing and teaching a rare view does not help the student for future study.
This ‘minimalist’ approach should not be understood as simple. The authors provide the tools to begin one’s study of Greek. They meet their goal of clarity (p. xiii). The single topic approach is appealing. However, one wonders how easily these short lessons will be absorbed. Much will be dependent up the instructor’s approach and especially the diligence of the student. More exercises would reinforce the lessons. The book is brief, but the task of learning Greek is immense. This set provides a well-organized approach towards this worthwhile goal.