Introduction to Sanskrit Tuomas EGENES PART ONE MOTILAL BANARSIDASS PUBLISHERS PRIVATE LIMITED « DELHIFirst Indians Bition: Dei, 1994 Second Revised Eiition: Dei, 1996 “Third Revised Editon: Debs, 2003 First Published: California, 1989 (© THOMAS EGENES All Rights Reserved ISBN: 81208-11402 Alo available at MOTILAL BANARSIDASS AU UA, Bungalow Road Jayahar Nagar, Delhi 110 007 ‘8 Mahalaumi Chamber, 2 Bhilabhal Desai Road, Mumbai 400 026 336, Sth Main Ill Block, Jayanagar, Bangalore 560 011 126 Royapettah High Road, Mylapore, Chena 600 004 Sanas Plaza, 1502 Baji Rao Road, Pune 41] 002 8 Camac Street, Kolkata 700 017 ‘Ashok Rajpath, Patria 800 004 ‘Chowk, Varanasi 221 001 ‘PUR SALE IN SOUTH AND SOUTHEAST ASIA ONLY Printed in Ynia BY JAINENDRA. PRAKASH JAIN AT SHRI JAINENDRA PRESS, ‘M45 NARAINA, PHASES, NEW DELHI 110 028 AND PUBLISHED BY NARENDRA PRAKASH JAIN FOR MOTILAL BANARSIDASS PUBLISHERS FRIVATE LIMITED, BUNGALOW ROAD, DELHI 110 007CONTENTS PAGE INTRODUCTION xi LESSON ONE 1 Alphabet: The vowels in roman script 2 ‘The first six vowels in devandigari 4 Grammar: How a verb is formed 5 ‘The singular ending for verbs 5 Vocabulary: The verbs Ygam and Vprach 6 ‘The word for “and” 6 How to write simple sentences 6 LESSON TWO 8 Alphabet: Most of the consonants and how they are organized 9 ‘The last seven vowels in devanag: 12 Grammar: Verbs in the dual 13 Vocabulary: More verbs 14 ‘The word for “where” 4 LESSON THREE 18 Alphabet: The remaining letters in roman script 19 ‘The first ten consonants in devanagari. 23 Grammar: The plural 24 ‘The grammatical terms to describe a verb 25 Accent 27 Vocabulary: More verbs 28CONTENTS LESSON FOURTEEN Alphabet: The sandhi rules for final h Grammar: Verb prefixes and the imperfect active Vocabulary: More verbs LESSON FIFTEEN Alphabet: The sandhi rules for final m Grammar: More verb prefixes The imperfect middle Vocabulary: More verbs LESSON SIXTEEN Alphabet: ‘The sandhi rules for final n Grammar: Nouns in an ‘The imperfect for Vas The dvandva compound 210 Vocabulary: Nouns in an, more adjectives LESSON SEVENTEEN Alphabet: The sandhirules for final t Grammar: Nouns ending in r, the future tense Vocabulary: Nouns in r LESSON EIGHTEEN Alphabet: All remaining sandhi rules Grammar; Nouns inu ‘The karmadharaya and tatpurusa compound Summary of compounds Vocabulary: Nouns in u, more adjectives 181 182 188, 191 195, 196 197 199 200 204 205 208 210 214 217 218 220 224 228 229 232 233 235 238CONTENTS ANSWERS TO EXERCISES TABLES Masculine a Neuter a Feminine Masculine i, feminine i Feminine i Masculine an Neuter an Masculine f, feminine ¢ Masculine u, feminine u Pronouns Verbs Prefixes Numerals sandhi ‘VOCABULARY ENGLISH-SANSKRIT VOCABULARY SANSKRIT QUOTATIONS READING FROM THE BHAGAVAD GITA INDEX OF GRAMMATICAL TERMS GENERAL INDEX. 242 298 299 300 301 302 303 304 305 306 307 312 318 319 320 328 342, 352 371 376 382REASONS FOR STUDYING SANSKRIT VEDIC AND CLASSICAL SANSKRIT INTRODUCTION ‘There are several reasons to study the subtle and refined language of Sanskrit. The sound, script, grammar, and systematic nature of the language is charming in itself, something of great beauty. ‘The study of Sanskrit creates orderliness within the mind because Sanskrit is a highly systematic language, reflecting the orderliness of nature itself. Most students who study Sanskrit also have an interest in the content of the Sanskrit literature. This large body of literature is enormously diverse, including such fields as philosophy, science, art, music, phonology, grammar, mathematics, architecture, history, education, and logic (to name just a few). The literature can be understood in greater depth when itis studied in its original language. Even a little Sanskrit will give you control over English translations of the Sanskrit literature, so you will be able to decide if a crucial word has been mistranslated, While you may not become an expert translator of the Sanskrit literature, you'll find that an introductory knowledge of Sanskrit has great worth, Even a small knowledge of Sanskrit is useful when reading Sanskrit texts in English, And who knows? The study of Sanskrit could lead to something far beyond what you anticipated. Sanskrit (samskrta) means “perfected,” or “put together” (“put,” krta and “together,” sam). Sanskrit is divided into two principal parts: Vedic Sanskrit and Classical Sanskrit, The older language is Vedic Sanskrit, or Vedic, the language of the Samhita andxii TEXTS ON SANSKRIT FEATURES OF THIS TEXT INTRODUCTION Brahmana. Vedic Sanskrit begins with the Rk-Samhita. Classical Sanskrit, which includes several aspects, is the language of the Bhagavad-Gita, Ramayana, and the rest of the Sanskrit literature. ‘This text focuses on the beginning study of Classical Sanskrit, although several of the quotations are in Vedic Sanskrit. Normally, Vedic Sanskrit is studied after Classical Sanskrit is learned, Over the past several hundred years, few Western scholars have written grammars or introductory textbooks for Sanskrit. In the 17th and 18th centuries, a few introductory materials for Sanskrit were written by Jesuit missionaries living in India. Some 19th Century works are by: Bartholome (1801), Foster (1804), Colebrooke (1805), Carey (1806), Wilkens (1808), Hamilton (1814), Yates (1820), Bopp (1827), Wilson (1841), Monier-Williams (1846), Ballantyne (1862), Benfey (1863), Miiller (1866), Kielhorn (1870), Whitney (1879), and Perry (1886). Some 20th Century works are by: MacDonell (1911), Renou (1942), Antoine (1954), Burrow (1955), Tyberg (1964), Gonda (1966), Hart (1972), Coulson (1976), and Goldman (1980). This text is written to fulfill a need that still remains, which is to make the introductory study of Sanskrit simple, concise, and systematic, thereby making it more accessible and enjoyable for a beginning student. The text is not a complete survey of Sanskrit grammar, or even a primer. It is meant to be a “pre-primer,” a step-by-step introduction to the fundamental aspects of the language.INTRODUCTION ALPHABET. xiii Some of the features of this text are: + Small, learnable steps + Sequential organization + A balance between alphabet, grammar, and vocabulary in each lesson + As few unnecessary complications as possible + Gradual integration of sandhi rules After completing this text, you should be able to study any of the above Sanskrit textbooks more comfortably, or begin Part IT of this text. Part IT will feature the reading of selected verses from the Bhagavad-Gita, accompanied by a more thorough explanation of unfamiliar rules of grammar as they are encountered in the reading. Both volumes together will cover the basic rules of Sanskrit grammar. For college classes, Part I covers the standard material for a one-semester course and Part II for the second semester. After completing Part Il, the student should be able to read the Bhagavad-Gita with the aid of a Sanskrit dictionary and a word-by-word English translation. In this text, each lesson has thr 1. Alphabet 2. Grammar 3. Vocabulary The study of any language begins with the study of the alphabet— both pronunciation and script. From the beginning, the pronunciation of Sanskrit should be relaxed and natural, without straining. One of the texts of Siksa states that Sanskrit should beGRAMMAR VOCABULARY 3. AN LKUBUL HUN One challenge for the beginning student is learning the rules, called sandhi rules, which describe how the sounds of words change in different environments. In the past, students have found these rules demanding, because they cannot be used until they are memorized, and they are difficult to memorize without being used. By introducing sandhi in small steps that are easy to master, this text attempts to overcome this problem. Beginning in Lesson 2, the exercises will be given without sandhi (pada-patha), but will also be observed with sandhi (samhita-patha). Beginning in Lesson 8, the sandhi rules will be given in chart form, so that the charts can be used temporarily as a quick reference to gain understanding of the general context of the rules. After using the charts for some time, it will be easy to memorize the rules, which begin in Lesson 13. The study of grammar is from Vyakarana, of which the primary text is the Astidhyayi of Panini. The Astadhyayi is a concise and complete grammar of Sanskrit, containing about 4,000 siitras, or aphorisms. While sanskrta means to “put together,” Vyakarana means to “undo” or to “take apart.” It gives the details of the structure of the language. Many of the grammatical terms are given in Sanskrit. Memorizing these terms will be useful for several reasons. It will give you a better understanding of the tradition from which these rules came. It will allow you to feel more comfortable when studying more advanced Sanskrit textbooks, of which many use these terms. It will increase your vocabulary, which will be useful in many areas, since most of these terms are also found in other areas than grammar. According to Yaska’s Nirukta (the Vedaiga dealing with word meaning), all Sanskrit words can be divided into four categories: verbs (Jkhyita), nominals (nouns, pronouns, and adjectives)INTRODUCTION HOW TO STUDY THIS TEXT ACKNOWLEDGEMENTS (naman), prefixes (upasarga), and indeclinables (nipata). Verbs, as well as nominals, are systematically derived from verb roots (dhatu), of which there are about 2,000. In this text, the limited vocabulary is aimed at eventually providing you with an entry into the reading of the Bhagavad-Gita and the Ramayana. Review the alphabet, grammar rules, and vocabulary frequently and in a relaxed state of mind before doing the exercises. Then the exercises will be more enjoyable, with fewer difficult areas. The exercises in this text contain as few idiomatic Sanskrit expressions as possible, so that you will not be overburdened with learning too much at one time. If the exercis s seem difficult, you should review more. The answers to the exercises are given in the back of the text (p. 242) In general, you should review as often as possible during the day, taking a few minutes to bring the material to mind. If there is any hesitation in recall, immediately look at the written form, rather than straining and thus “programming” your mind to forget. The best way to memorize is to speak the words out loud, if possible. Memorization should be easy, comfortable, and frequent. ‘The following individuals have kindly offered inspiration and creative suggestions, and have cheerfully assisted in the preparation of this text: Bryan Aubrey, Niels Baumann, Harriet Berman, Laurie Couture, Michael Davis, Carol de Giere, Katherine Doak, Lawrence Eyre, James French, June French, Peter Freund, Elizabeth Goldfinger, Shepley Hansen, Jean Harrison, Monica Hayward, Park Hensley, Jos Hindriks, Sherry Hogue, Jan Houben, Robert Hiitwohl, Alicia Isen, Vernon Katz, Lee Keng, John Kremer, John Konhaus, Sara Konhaus, Margaret Lerom, Sherry Levesque, Dawn Macheca, Richard Marsan, Devorah McKay, Meha Mehta, Christine Mosse, Anthony Naylon, Patricia Oates, Dafna O'Neill, Helen Ovens, Craig Pearson, David Reigle, Beatrice Reilly, Beth Reilly, John Roberts, Robert Roney, Frederick Rosenberg, Sus:GRAMMAR VOCABULARY 3. AN LKUBUL HUN One challenge for the beginning student is learning the rules, called sandhi rules, which describe how the sounds of words change in different environments. In the past, students have found these rules demanding, because they cannot be used until they are memorized, and they are difficult to memorize without being used. By introducing sandhi in small steps that are easy to master, this text attempts to overcome this problem. Beginning in Lesson 2, the exercises will be given without sandhi (pada-patha), but will also be observed with sandhi (samhita-patha). Beginning in Lesson 8, the sandhi rules will be given in chart form, so that the charts can be used temporarily as a quick reference to gain understanding of the general context of the rules. After using the charts for some time, it will be easy to memorize the rules, which begin in Lesson 13. The study of grammar is from Vyakarana, of which the primary text is the Astidhyayi of Panini. The Astadhyayi is a concise and complete grammar of Sanskrit, containing about 4,000 siitras, or aphorisms. While sanskrta means to “put together,” Vyakarana means to “undo” or to “take apart.” It gives the details of the structure of the language. Many of the grammatical terms are given in Sanskrit. Memorizing these terms will be useful for several reasons. It will give you a better understanding of the tradition from which these rules came. It will allow you to feel more comfortable when studying more advanced Sanskrit textbooks, of which many use these terms. It will increase your vocabulary, which will be useful in many areas, since most of these terms are also found in other areas than grammar. According to Yaska’s Nirukta (the Vedaiga dealing with word meaning), all Sanskrit words can be divided into four categories: verbs (Jkhyita), nominals (nouns, pronouns, and adjectives)INTRODUCTION HOW TO STUDY THIS TEXT ACKNOWLEDGEMENTS (naman), prefixes (upasarga), and indeclinables (nipata). Verbs, as well as nominals, are systematically derived from verb roots (dhatu), of which there are about 2,000. In this text, the limited vocabulary is aimed at eventually providing you with an entry into the reading of the Bhagavad-Gita and the Ramayana. Review the alphabet, grammar rules, and vocabulary frequently and in a relaxed state of mind before doing the exercises. Then the exercises will be more enjoyable, with fewer difficult areas. The exercises in this text contain as few idiomatic Sanskrit expressions as possible, so that you will not be overburdened with learning too much at one time. If the exercis s seem difficult, you should review more. The answers to the exercises are given in the back of the text (p. 242) In general, you should review as often as possible during the day, taking a few minutes to bring the material to mind. If there is any hesitation in recall, immediately look at the written form, rather than straining and thus “programming” your mind to forget. The best way to memorize is to speak the words out loud, if possible. Memorization should be easy, comfortable, and frequent. ‘The following individuals have kindly offered inspiration and creative suggestions, and have cheerfully assisted in the preparation of this text: Bryan Aubrey, Niels Baumann, Harriet Berman, Laurie Couture, Michael Davis, Carol de Giere, Katherine Doak, Lawrence Eyre, James French, June French, Peter Freund, Elizabeth Goldfinger, Shepley Hansen, Jean Harrison, Monica Hayward, Park Hensley, Jos Hindriks, Sherry Hogue, Jan Houben, Robert Hiitwohl, Alicia Isen, Vernon Katz, Lee Keng, John Kremer, John Konhaus, Sara Konhaus, Margaret Lerom, Sherry Levesque, Dawn Macheca, Richard Marsan, Devorah McKay, Meha Mehta, Christine Mosse, Anthony Naylon, Patricia Oates, Dafna O'Neill, Helen Ovens, Craig Pearson, David Reigle, Beatrice Reilly, Beth Reilly, John Roberts, Robert Roney, Frederick Rosenberg, Sus:xvi FOR FURTHER STUDY INTRODUCTION Rosenfield, William Sands, Peter Scharf, Barney Sherman, Barbara ‘Small, Thomas Stanley, Dale Stephens, Jan Storms, Sheila Terry, Roxie Teague, Susan Tripp, Agnes Maria Von Agris, Douglas Walker, Keith Wegman, Geoffrey Wells, Julan White, and Elinor Wolfe. Many other students who have studied this text have given valuable feedback. Peter Freund and Eric Vautier developed the devandgari and transliteration fonts used in this text. My wife, Linda assisted in editing and offered continuous guidance and support. The Sanskrit quotations beginning on page 352 (Part One) and the verses from the Bhagavad Gita (Part Two) are from translations by Maharishi Mahesh Yogi + Sanskrit Manual, Roderick Buknell, Motilal Banarsidass + A Sanskrit-English Dictionary, Moniet Monier-Williams, Motilal Banarsidass + The Bhagavad Gita, translated by Winthrop Sargeant, State of New York University Press + Devavanipravesika: Introduction to the Sanskrit Language, Goldman and Sutherland, University of California, Berkely + Sanskrit, An Introduction to the Classical Language, Michael Coulson, Teach Yourself Books, Hodder and Stoughton + A Sanskrit Grammar for Students, Arthur MacDonell, Motilal Banarsidass + Samskrtasubodhini: A Sanskrit Primer, Madhav Deshpande, University of Michigan + Sanskrit: An Easy Introduction to an Enchanting Language, Ashok Aklujkar, University of British Columbia + Sanskrit Grammar, William Dwight Whitney, Motilal Banarsida: + Sanskrit Reader, Charles Lanman, Motilal Banarsidass + A Higher Sanskrit Grammar, M. R. Kale, Motilal Banarsidass + A Manual of Sanskrit Phonetics, C. C, Uhlenbeck, Munshiram + A Dictionary of Sanskrit Grammar, K. V. Abhyankar, Baroda Oriental Institute + A Critical Sudy of Sanskrit Phonetics, Vidhata MishraINTRODUCTION DEDICATION xvii This book is dedicated with deep appreciation and gratitude to Maharishi Mahesh Yogi. Maharishi describes Sanskrit as the Tanguage of nature, the language of the impulses within pure consciousness, the Self. Maharishi explains how the ancient Vedic rishis of the Himalayas, fathoming the silent depth of their own pure consciousness, cognized these impulses. These cognitions were recorded in the Vedic literature, a vast body of beautiful expressions that embodies the mechanics of evolution in every field of life. Over the years, Maharishi has emphasized the most significant passages from this literature, of which many are included in the section of this text entitled “Sanskrit Quotations.” The knowlege contained in these expressions can be found at the foundation of every culture and tradition. From the Vedic tradition of India, Maharishi has brought to light practical procedures for experiencing pure consciousness and promoting evolution in daily life—Maharishi’ s Transcendental Meditation and TM-Sidhi program. This simple, natural program has brought happiness and fultillment to millions of people around the world, and has been verified by more than 500 scientific studies on every continent. Maharishi has provided the means for removing stress and suffering and for unfolding the full potential within every individual—for creating perfect health, progress, prosperity, and permanent peace in the world.LESSON ONE Alphabet: Grammar: Vocabulary: ‘The vowels in roman script ‘The first six vowels in devanagari How a verb is formed The singular ending for verbs The verbs ¥gam and Vprach ‘The word for “and” How to write simple sentencesALPHABET: VOWELS LESSON ONE ._ In Sanskrit, each letter represents one and only one sound (varna). In English, the letter “a” may indicate many sounds, but not so in Sanskrit. The alphabet is systematically arranged according to the structure of the mouth, . There are two basic divisions to the alphabet: a. Vowels @vara, or sounded) b. Consonants (vyafijana, or manifesting) . Vowels can be either short (hrasva) or long (dirgha). Short vowels are held for one count (mitra), and long vowels are held for two counts. Some vowels are called simple (6uddha), and some are called complex (samyukta). SHORT LONG Simple a a i i u ai r F 1 LONG LONG Complexe ai ° au . In Vedic Sanskrit, but rarely in Classical Sanskrit, there are also vowels held for three counts, called pluta, which are marked in devandigarl and roman script by the short vowel followed by the numeral 3. For example: a3, or a times 3. You may also see it marked with a long vowel: 83. Panini (1.2.27) compares the three counts to the calling of a rooster: u @ u3.LESSON ONE 5. Here is the pronunciation of the vowels: like the first “a” in like the “a” in Tike the “ea” in like the “ee” in us like the “u” in like the “oo” in like the “ri” in F like the “ri” in 1 Tike the “Iry” in like the “a” in ai like the “ai” in 0 like the “o” in au like the “ou” in America father heat beet suit pool river (usually not rolled) reed jewelry aisle pole loud 6. The lines and dots are called “diacritics,” or “diacritical marks.” ‘They are used because the Sanskrit alphabet has more letters than the English alphabet, Diacritics are combined with roman letters to represent new sounds. 7. A vowel by itself, or a consonant or group of consonants followed by a vowel, is called a syllable (aksara).10. LESSON ONE, Sanskrit is written in the deva gari script. The word devanagari means the “city (nagari) of immortals (deva).” There are no capital letters. The ideal way to lear the script will be to memorize approximately one letter each day, writing it 20 times or so, and putting it on a flash card (devandgari on the front and roman on the back). Continue to practice regularly with your flash cards throughout the course. Practice for small amounts of time, several times a day. Here are six vowels in devanagari. The small numbers inside each etter indicate the order in drawing the various parts of the letter. In general, write left to right, top to bottom, writing the bar last. (Alternate forms for a and a will be leamed in Lesson Seven.)LESSON ONE, GRAMMAR: VERBS: . Sanskrit roots are divided into ten classes (gana) in order to form the present stem. We will study the four classes whose stems end in a. The root (dhitu), written with V before it, forms a stem (afiga), and the stem adds an ending to form a verb (titianta). Root Vgam go Stem gaccha 0 Verb gacchati_ —_he, she, or it goes \ wat Stem + Ending (ti) Verbs are in three persons (purusa): third (prathama, or first), second (madhyama, or middle), and first (uttama, or last). (Students in the West have leaned these upside down.) Third person he, she, or it Second person you First person I . The stem stays the same, but the ending changes for each person. ‘This form is called the present indicative, because it is in the present tense, and it indicates. It is singular (eka-vacana). Third person gacchati she goes, he goes (gaccha + ti) Second person _gacchasi you go (gaccha + si) First person gacchami Igo (gaccha + a+ mi)VOCABULARY 1. LESSON ONE Here is the vocabulary in Sanskrit and in English. Each verb appears in its root form, followed by the third person singular form. The stem can be found by removing the endings. SANSKRIT ENGLISH gam (root) gacchati (3rd per. sing.) he goes. she goes ca (indeclinable*) and (placed after the last word of the series, or after each word) (never first in a sentence or clause’ \prach (root) prechati (3rd per. sing.) he asks, she asks *Some words do not have endings, and so are called “indeclinable” (avyaya). Included as indeclinables are: prepositions, adverbs, particles, conjunctions (like ca), and interjections. A few nouns (ike svasti) are also treated as indeclinables. ._ Here are some sample sentences: gacchami I go. (ot) 1am going. prechati gacchami ca He asks and I go. prechati ca gacchami ca He asks and I go. gacchasi ca prechasi ca You go and you ask. (ox) You go and ask.LESSON ONE EXERCISES 1 Memorize the vowels and their order in roman script. Learn to pronounce them correctly. Leam to write and recognize the first six vowels in devandgarL. |. Memorize the forms for the first, second, and third person singular verbs in the present indicative. |. Memorize the vocabulary. . Translate the following sentences into English. Pronounce each sentence several times out loud, both before and after translating, Compare with the correct answers given on page 242. a. prechasicagacchatica _e, _prechati prechaimica b. gacchami prechiimica —f,_gacchasi ca gacchati ca ¢. prechaticagacchatica _g._prechami gacchasi ca 4. gacchasi prechimi ca h. prechati ca gacchimi ca . Translate the following sentences into Sanskrit: a. Igo and Iask. e. You ask, b. You ask and he goes. f. Task and you go. ¢c. He asks and you go. g. Igoand you go 4. He goes and asks. h. He goes and you go.LESSON TWO Alphabet: Most of the consonants and how they are organized The last seven vowels in devanagari Grammar: Verbs in the dual Vocabulary: More verbs The word for “where”LESSON TWO 9 ALPHABET: 1, The first 25 consonants, called stops (sparéa), are arranged CONSONANTS according to five points of articulation (sthaina): . Teeth (dantay Roof (mmirdhan) Palate (talu) Lips (ostha) ‘Throat (kantha) 2. Here are the five sets (varga), arranged according to point of articulation. For example, all the consonants in the velar row (ka varga), are pronounced in the throat. The labial row is pronounced at the lips. The a is added for the sake of pronunciation. Ist 2nd 3rd 4th Sth Velar (kanthya) ka kha gas gha_—sfta Palatal (talavya) ca cha ja jha fia Retroflex(mirdhanya) ta tha. «= da_—s dha_—sna Dental (dantya) ta tha das dha.—sona. Labial (osthya) pa pha ba bha = ma wu a Aspirated Aspirated Nasal tet Voiced» S a LESSON TWO . Each set of English letters represents one Sanskrit sound. For example, gh is one sound. It is the aspirated, voiced velar. The sound ka is called kakdira (“ka” maker). The sound ga is called gakara (“ga” maker), and so on, The only exception is that ais not called rakara, but just ra or repha, “snarl.” (In the next lesson we will leam ra.) . Each row is divided into five sounds: the first (prathama), the second (dvitiya), the third (trtiya), the fourth (caturtha), and the fifth (paficama). For example, ka, ca, ¢a, ta, and pa are all first in their rows. Some sounds are aspirated (mahii-pr&ina)—more breath is used in pronouncing these sounds. Some are unaspirated (alpa-praina). Some are voiced (ghosavat)—the vocal chords are used in pronouncing these sounds. Some are unvoiced (aghoga). The a, fi, 1B, n, and m are called nasals (anundisika). . Here is how the consonants are pronounced: k likethe“k"in skate bunkhouse g likethe“g”in go gh likethe“gh” in loghouse a like the “n” in sing ce like the “c” in cello ch likethe“‘ch”in charm (using more breath) J likethe“j?in just Jh like the“ in just (using more breath) fi likethe“n"in enjoyableLESSON TWO. th like the “t” in @ slike the “d” in dh like the “dh” in slike the “n” in stable (for this group the tongue is touching the hard palate, as in the diagram on page 9.) table (using more breath) dynamic redhead (using more breath) gentle In English, we normally pronounce “t” and “d” somewhere between these two groups (retroflex and dental). t like the“ th like the “t” in d_ilike the “d” in dh like the “dh” in ns like the “n” in p_ likethe “pin ph like the “ph” in Db like the “b” bh like the “bh” in m like the“m” in in stable (tongue at base of teeth) table (using breath, tongue at base of teeth) dynamic (tongue at base of teeth) redhead (using breath, tongue at base of teeth) gentle (tongue at base of teeth) spin shepherd beautiful clubhouse mother . In Vedic Sanskrit, whenda or dha have vowels on both sides, they may become la or Jha. The example used is that when white has crimson on both sides, the white changes its color slightly. ‘Therefore, when da has a vowel on both sides, it changes to Ja. For example, agnim ide is found in the Rk Sambit® as agnim fle.9. a a a a: Here are the remaining vowels in devanaiga LESSON TWO ou JsLESSON TWO 3 GRAMMAR: 1, Unlike English, Sanskrit has dual verbs. The dual (dvi-vacana) DUAL VERBS is formed like this: Third person gacchatah those two go (gaccha + tas) Second person gacchathah you two go (gaccha + thas) First person _gacchav: we two go (gaccha +a + vas) ‘We will leam the pronunciation of hi in the next lesson, Note that the ending tas becomes tah when it forms a verb. This change is, because sandhi is applied. (See the following page for an introduction to sandhi.) 2. In English, interrogative words usually begin with “wh,” such as where, when, etc. In Sanskrit, interrogative words usually begin with k. The word for “where” is kutra. It is usually placed at the beginning of a sentence. The other words do not need to be rearranged to make a question out of the sentence, For example: kutra gacchati Where is he going? 3. Totranslate kutra gacchati into English, first write “where” for kutra and then write “he goes” for gacchati, Literally it would then be translated as “Where he goes?” However, it is important to form correct English sentences. For “Where he goes?” write “Where is he going?” or “Where does he go?” you mustVOCABULARY SANDHI LESSON TWO SANSKRIT ENGLISH Kutra (indeclinable) where bhi (root) bhavati (3rd per. sing.) _he is, he becomes (you are, I am) ‘vas (root) vasati (3rd per. sing.) he lives \smr (root) smarati (3rd per. sing.) he remembers Before doing the exercises, we will have an introduction to sandhi (samdhi), the rules for how sounds are combined. In English, we say “an apple” but “a pear.” The word “the” is often pronounced differently, depending upon the following word. For example, “the house” and “the other house.” Some sounds are modified according to their phonetic environment. In Sanskrit, many sounds make these same changes, and unlike English, all of these changes are written. The rules for these changes are called sandhi, which means “junction,” “putting together,” or “combination.” Sandhi is now an English word and appears in most English dictionaries. The Sanskrit word is samadhi, The exercises in Lesson 1 are written the same even after sandhi rules have been applied. However, in Lesson 2 the sentences would be written differently if they were to appear in a Sanskrit text. At this point, however, you do not need to learn these rules. Just observe the sentences in parentheses, and notice that these sentences are written slightly differently with sandhi.LESSON TWO. EXERCISES 1 Leam the five sets of consonants, their order, and their pronunciation, Learn to write the last seven vowels in devandigarL. . Be able to identify each consonant by its classification. For example, the aspirated, voiced palatal is jha. . Learn the dual endings for verbs. . Learn the vocabulary. . Translate these sentences, using the sammary sheet on page 17. Just observe the sentences in parentheses with sandhi, (See page 14.) Answers are given on pages 243 and 244, a. kutra vasavah (kutra vasavah) b. bhavasi ca bhavavah ca (bhavasi ca bhavavas ca) ¢, vasdmi smaratah ca (vasdmi smaratas ca) d. prechathah ca smarati ca (prechathas ca smarati ca) e. kutra gacchavah (kutra gacchavah) f. kutra bhavami (kutra bhavami) g. kutra gaccha (kutra gacchami16 LESSON TWO |. prechiimi ca smarati ca (prechami ca smarati ca) vasasi ca gacchavah ca (vasasi ca gacchavas ca) kutra gacchasi (kutra gacchasi) 6. Translate the following sentences into Sanskrit: Where are you two going? . live and those two live. . We two ask and those two remember. . You go and he goes. . Where am I going? Tam and you two are. . Where are you? (Use the singular.) |. Where is he going?LESSON TWO. SUMMARY SHEET ‘Third gacchati (he, she goes) Second —_gacchasi (you go) First gacchami (go) l 1 Singular VERBS Vgam gacchati Vprach —prechati Vbha —_bhayati vas vasati Vsmr smarati INDECLINABLES kutra where ca and v7 gacchatah (they two go) gacchathah (you two go) gacchavah (we two go) l ' Dual he goes, she goes he asks heis he lives he remembersLESSON THREE LESSON THREE Alphabet: The remaining letters in roman script The first ten consonants in devandigari Grammar: The plural The grammatical terms to describe a verb Accent: Vocabulary: More verbsLESSON THREE ALPHABET: THE REMAINING LETTERS .. The previous consonants are sometimes referred to as “stops,” because they stop the flow of air. They are formed by “complete contact” (sprsta). The remaining letters are consonants, but they allow more flow of air. .. There are four consonants, formed by “slight contact” (isat-sprsta), called semi-vowels. They are voiced, but not aspirated: They are considered to be between vowels and consonants, and so are called antahstha, or “in-between”: ya, ra, la, va .. The sibilants are formed by “half contact” (ardha-sprsta). They are aspirated, but not voiced. They are called Usman, or “heated”: Sa, ga, sa }. The aspirate (voiced, but sometimes classified as a sibilant) is: ha . Here is how these sounds are pronounced: like the “y” in yes like the “rin red like the “I” in law like the “v" in victory (but closer to a “w") «taeLESSON THREE like the “sh” in shine like the“c”in efficient (similar to the §) like the“s”in sweet Tike the “h” in hero as . Two additional sounds are the anusvara (m) and the visarga (h), which both follow vowels. |. The anusvara (m) causes the last portion of the vowel before it to be nasal (like the French word “bon”). The anusviira changes its sound according to the following sound. It may sound like the nasal of the set to which the sound following it belongs. For example, samkhya is pronounced similar to saikhy&. In the dictionary, the anusvaira is found in the same place as the nasal to which it refers. If the anusvaira comes before a semi-vowel or sibilant, it is found in the dictionary before ka. . The visarga (h), or visarjaniya, is an unvoiced breathing that occurs in many contexts instead of an s or r. In modern India it is often pronounced, at the end of a line, as an echo of the vowel before it. For example, after an a it would be a short ha. After an i it would be a short hi: ah = ahe ih = ihi uh = uhY ‘The jihvamiillya (h) is sometimes used in place of a visarga before ka or kha. The upadhmaniya (h) is sometimes used in place of a visarga before pa or pha. These letters, used more in Vedic Sanskrit, indicate a subtle difference in the breath before ka and pa, which is like breathing through the throat (h) or breathing through the lips (h).LESSON THREE a 9. We have now learned all the letters in their transliterated form (their roman letter equivalents). There are other ways of representing some letters, At times you may see: 10. fa as sha roast a as B cha as chha ca as cha Santi, shanti rk, rik Safkara, Safikara chandas, chhandas candra, chandra All the sounds can be classified according to the part of the mouth they come from: Ver a a Palatal oi 7 Retroflex rf Dental | Labial ou ka kha ga gha ta ha ca cha ja jha fia ya Sa fa tha da dha na ra sa ta tha da dha na la sa o au pa pha ba bha ma va ‘The complex vowels are pronounced at two points of contact: ‘The sounds e (which can be said to be composed of a and i) and ai (composed of & and f) are both velar and palatal. The sounds 0 (composed of a and u) and au (composed of & and u) are both velar and labial, Also, the sound va is both dental and labial.22 LESSON THREE 11. Here is the entire alphabet: VOWELS (svara) Simple (Suddha) a a i i u a r F ! Complex (samyukta) € ai o au Nasalization (anusvara) m Aspiration (visarga) h CONSONANTS (vyaiijana) Velar (canthya) ka kha ga gha— sta Palatal (talavya) ca cha jas hafta Retroflex(mirdhanyayta tha da dha pa Dental (dantya) ta tha da dha na Labial (osthya) pa pha. soba bha—s ma Semi-vowels(antahstha) yas rasa. va Sibitants (agman) fa ga sashaLESSON THREE B 13. Here are the first ten consonants in devandgarl script. Each symbol includes the sound a. For example, ka and not just k is meant by the first symbol. aaa ka kha ga gha na Aasthot ca cha ja jha fiaGRAMMAR: THE PLURAL LESSON THREE 1. Here is the plural (bahu-vacana) for the verb ¥ gam: ‘Third person gacchanti they (all) go (gaccha - a + anti) Second person _—_gacchatha you (all) go (gaccha + tha) First person gacchamah we (all) go (gaccha + a+ mas) Notice that the third person is gaccha minus a plus anti. v . Now we have the complete conjugation (or verbal paradigm) for the present indicative (lat): gacchati gacchatah gacchanti gacchasi gacchathah, gacchatha gacchimi gacchavah gacchimah he goes those two go they all go you go you two go you all go Igo we both go weall go t \ \ ' \ Singular Dual Plural Students of Sanskrit in India memorize these conjugations horizontally. Students in Europe and America have learned them vertically. It would be better to follow the system of India and memorize horizontally (for both verbs and nouns).LESSON THREE GRAMMATICAL TERMS 25 3. Here are the standard endings: 4. 3rd ti tas anti 2nd si thas tha Ist mi vas mas ws La Lo Singular = Dual Plural Note that when a word is formed, final s becomes h due to sandhi. Verbs can be classified in four basic ways: tense/mood, voice, person, and number. This is similar to, but slightly different from, how verbs are classified in English. Here is a simplified overview: Tense/Mood: The tenses and modes are grouped together in the ten lakara, or “I” sounds, because they are each abbreviated by Panini with a word beginning with the letter “1.” We have leamed the present indicative (abbreviated as lat). Other tense/moods are the perfect (lif), the periphrastic future (Iut), the simple future (Irt), the subjunctive (lef), the imperative (lof), the imperfect (Iai) the optative or potential (lin), the aorist (lui), and the conditional (Ira). Voice (upagraha): We have learned the active voice (parasmaipada), which takes active endings. In Lesson 9 we will lear the middle voice (@tmanepada), which takes middle endings. Usually, when the fruit of an action comes back to the agent (Gtman), the dtmanepada is used. When the fruit of an action goes to another person (para), the parasmaipada is used (although this distinction does not seem to be strictly followed in the literature). Some roots are conjugated in both voices (ubhayapada) and some usually in one voice. All the verbs we have leamed so far are usually seen in the active voice.LESSON THREE Person: We have learned the three persons (purusa): ‘Third (prathama) he, she, or it Second (madhyama) you First (uttama) 1 Number: We have learned the three numbers (vacana): Singular (eka) Dual (dvi) Plural (bahu) .. Each verb may be classified according to these categories. For example, gacchati (he goes), is present indicative, active, third person, singular. Using abbreviations, called parsing codes, we could identify gacchati as: pres. indic. act. 3rd per. sing —present indicative, active, third person, singular. (This isn’t as hard as it may seem, since all verbs so far are present indicative and active. All we need to determine is the person and number.) Here are some examples: gacchimi I go pres. indie. act. Ist per. sing. bhavanti they are —_pres. indic. act. 3rd per. pl. prechavah — we both ask _ pres. indic. act. Ist per. dualLESSON THREE ACCENT . Accent consists of higher and lower tones (svara). There is a raised tone (udatta), an unraised tone (anudatta), and a “moving” tone (svarita). In the Rk Samhita the udatta is unmarked, the anudaitta is marked by a low horizontal bar, and the svarita is marked by a high vertical bar. For example: ain yated sare sagas, In classical Sanskrit texts, the accents are not marked. . In most Sanskrit dictionaries, a mark is placed over the udatta for Vedic words only. For example: Manu médhu rétna ini does not give rules for stress accent. |. For now, an important rule for proper pronunciation is to maintain a clear distinction between the short and long vowels (discussed on pages 2 and 3).28 VOCABULARY: MORE VERBS EXERCISES LESSON THREE SANSKRIT ENGLISH na not (placed before the verb) Vyad (root) vadati (3rd per. sing.) he says, he speaks Vsthai (root) tisthati (3rd p ing.) he stands All vocabulary is given in the order of the Sanskrit alphabet, An additional rule you'll need to know to do these exercises is that if a member in a series has more than one word (such as na gacchati), ca usually comes after the first word, For example: gacchdimi na ca gaechati I go and she does not go. You may also seeea at the end of a clause (less often). For example: gacchamina gacchati ca 1 go and she does not go. . Lear the pronunciation and order of the semi-vowels, sibilants, anusvara, and visarga. Learn the first ten consonants in devanagari. . Write, in correct order, the entire alphabet (in transliteration, or roman script). . Conjugate each verb we have learned, and learn the nine endings. Be able to give the parsing code for each form we have learned.LESSON THREE, 5. Translate the following sentences into English, using the summary sheet on page 30. Underneath each sentence is the sentence with sandhi, Just observe the sentence with the sandhi, (Answers are on p. 245.) a, vadati na ca vadami (vadati na ca vadami) b. vadathah smaratah ca (vadathah smaratas ca) c. na gacchanti (na gacchanti) 4. tisthamah gacchamah ca (tisthamo gacchamas ca) . bhavathah ca vasathah ca (bhavathaS ca vasathas ca) . kutra bhavasi (kutra bhavasi) . tisthanti gacchanti ca (tisthanti gacchanti ca) . na ca prechati na ca vadati (na ca prechati na ca vadati) 6. Translate these sentences into Sanskrit, Unless “two” is used, it will be understood that the plural form is intended. a. Where are they going? b. We do not speak. ¢. He asks and they speak. d. Where are we standing? &. h . Where do those two live? We are not going. Task and they remember. Where are we?30 SUMMARY SHEET Third gacchati (he, she goes) Second gacchasi (you go) First gacchami (go) Ls Singular VERBS Vgam gacchati \prach prechati Vbha bhavati Vvad vadati Vvas yasati Vstha tisthati Vsmr smarati INDECLINABLES kutra where ca and na not LESSON THREE gacchatah —_gacchanti (they two go) (they all go) gacchathah —_gacchatha (you two go) (youalll go) gacchavah gacchimah (we two go) (we all go) 1 Io ' Dual Plural he goes he asks heis he speaks, he says he lives he stands he remembersLESSON FOUR Alphabet: Ten more consonants in devanagari ‘The nominative case The accusative case Grammar: Vocabulary: Nouns that end in short a32 LESSON FOUR ALPHABET 1. Here are ten more consonants to lear: ta tha da dha na qacad ta tha da dha na 2. There are two additional consonants, la and Iha. (See p. 11.) ‘The Ja is written as: oO ‘The Iha is written as: COeLESSON FOUR GRAMMAR: NOUNS. 33 . Sanskrit nouns are formed in a similar way as verbs—the root (dhatu) forms a stem (pritipadika), and endings (sup) are added to form a noun (subanta). Nouns are in various cases (vibhakti, division), depending upon their role in the sentence. . We will learn two cases. The nominative (prathama) is used for naming the subject, as in “Rama goes.” The nominative case is also used for a predicate nominative identified with the subject, as in “Rama is the king.” In India, words are normally cited independently in the nominative, or “naming” case. The accusative (dvitiya) is the direct object. The accusative is also the object of motion, as in “He goes 10 the city.” |. For example, in the sentence, “The man goes to the horse,” the word “man” would be in the nominative and the word “horse” would be in the accusative: ‘Theman goes 9 the horse. (nominative) (accusative) . Here is the formation of masculine nouns whose stems end in a: Stem: nara (masculine) man Nominative narah narau narah Accusative naram narau Lo D ' \ 1 Singular Dual Plural (eka-vacana) (dvi-vacana) (bahu-vacana) Notice that narah is formed by nara + s. The s changes to h because of sandhi.LESSON FOUR . The verb and subject must agree in number in both English and Sanskrit. For example, if the subject is singular, then the verb must also be singular: The man goes to the horse. (Subject and verb are singular.) The men goto the horse. (Subject and verb are plural.) . The direct object need not agree with either the subject or verb. We are learning the rules for the agent construction (kartari prayoga), which is like an active construcition. Here the agent of action (kartr) is in the nominative, and the object of action (karman) is in the accusative. . Anoun in apposition, such as “Rama, the boy,” is put in the same ‘case as the noun it follows. For example, in the sentence “She speaks to Rama, the boy,” both “Rama” and “boy” are accusative. - The normal word order is: subject direct object verb narah asyam ——_gacchati (without sandhi) (nao *$vam gacchati) (with sandhi) the man to the horse goes Because narah ends in h, we know that it is the man who is doing the going and not the horse, While English relies on the order of the words, Sanskrit relies more on the word endings for meaning. ). Articles, such as “the” or “a,” must be put in the English translation as needed.LESSON FOUR VOCABULARY 35 SANSKRIT ENGLISH agvah (masculine) horse gajah (masculine) elephant narab (masculine) man putrah (masculine) son mrgah (masculine) deer ramah (masculine) Rama Va (indeclinable) or (used like ca) (never first in sentence or clause) Nouns will be cited in the nominative case because traditionally that case is used for citing words independently. Nouns, as well as verbs, may be connected with ca and va, When ‘two nominatives are connected with va, the verb agrees with the nominative closest to it, as in English. For example: asvah gajah va gacchanti (without sandhi) (aSvo gaja va gacchanti) (with sandhi) The horse or the elephants go. “Hie goes” is gacchati. “The man, he goes” is narah gacchati (with sandhi, naro gacchati). However, when there is a subject, the “he” is dropped. Therefore, narah gacchati (naro gacchati) would be translated as “The man goes.” Always write English sentences using the rules of correct English.36 EXERCISES LESSON FOUR . Continue to learn the consonants in devandigari, . Memorize the singular, dual, and plural forms for the masculine nouns ending with a short a (like nara) in the nominative and accusative. These should be learned horizontally. . Leam the vocabulary and continue reviewing all vocabulary from past lessons. .. Translate the following sentences into English, using the summary sheet. Translate the verb first, then the nominative, and then the accusative, if any. Continue to observe thesandhi. a. narah mrgam smaranti (nara mrgam smaranti) b. rimah asvau gacchati (ramo 'évau gacchati) ¢. kutra gajah vasanti (kutra gaja vasanti) d. narau ramam vadatah (narau rimam vadatah) e. putrah smarati prechati va (putrah smarati prechati va) f. rimah mrgam gacchati (rimo mrgam gacchati)LESSON FOUR a . a$vau na vadatah (aSvau na vadatah) . ramah putram vadati (ramah putram vadati) 5. Translate the following sentences into Sanskrit: a. b. ‘The men speak to the deer. (one deer) Rama speaks to the horses. . The son goes to the horse and stands. |. Elephants do not remember. . Where are the horses standing? Where is the elephant? . Raima speaks and the son remembers. . They stand or they go. Where does Rama stand? Rama or the son goes. . Rama and the son go.LESSON FOUR 6. Translate the following sentences into English: a. narau putram vadatah (narau putram vadatah) b. kutra aSvah ca gajah ca gacchanti (kutrasvas ca gajas ca gacchanti) c. aévah mrgah va gacchati (aSvo mrgo va gacchati) 4. rimab putrau vadati (ramah putrau vadati) e. mygah aSvah gajah ca gacchanti (mrgo ’Svo gajas ca gacchanti) f. putrah mrgan na smaranti (putra mrgan na smaranti) g. kutra narau vasatah (kutra narau vasatah) h. rAmam prechami (ramam prechami)LESSON FOUR 39 i, narau putran na vadatah (narau putrain na vadatah) j. kutra mrgah bhavanti (kutra mrga bhavanti) 7. Translate the following sentences into Sanskrit: a, Where is Raima going? b. Ramais going to the horse. c. The son does not speak to the horses. d. The two elephants remember the man. e. Where do the two deer live? £. You go to the horse. g. Where are we standing? h. Theson goes to the horses and the elephants. i. Youare all speaking to the elephant. j. The elephant does not remember.SUMMARY SHEET LESSON FOUR VERBS Third —_gacchati gacchatah —_gacchanti (he, she goes) (they two go) (they all go) Second gacchasi gacchathah —_gacchatha (you go) (you two go) (youall go) First gacchami -—gacchvah —gacchimah (go) (we two go) (welll go) L 1 Ls Singular Dual Plural Vgam gacchati he goes Vprach prechati he asks Vbha bhavati heis Vvad vadati he speaks, he says vas vasati he lives Vstha tisthati he stands Vsmr smarati he remembers NOUNS Nominative { narah narau nardh (subject) | a$vah horse ! Accusative | naram naray nardn gajah elephant (object) | nara man Singular Dual Plural putrah son mrgah deer rimah Rama INDECLINABLES kutra where ca and na not va orLESSON FIVE Alphabet: ‘The rest of the alphabet in devanagari Grammar: The instrumental and dative cases Vocabulary: More nouns that end in short a2 LESSON FIVE ALPHABET 1. Here are the last five stops: 3 pa pha ba bha ma 2. Here are the semi-vowels: tid ya ra la vaLESSON FIVE a 3. Here are the sibilants and aspirate: THATS 4, Here is the anusvara and visarga following a: OD: am = 5. Here are the Jihvamiliya (h) and upadhmaniya (h). They are usually written the same way. If followed by ka or kha, itis a Jihymiliya. If followed by pa or pha, it is an upadhmaniya: Vee” Vee a™ a™ h b The upadhmaniya (b) may appear as ©LESSON FIVE 6. Here is the entire alphabet in devanagari script: Vowels. Velar Palatal Retroflex Dental Labial Semi-vowels Sibilants Ba WW zai Sou F Br Tt Te & ato at BH amon) We Fhka Akha Dea Ocha Sta S tha T ta Atha TW pa Wpha Aya Tra Mia Ta B ai au ah (h) TT ga ja S da @ da aT ba dia sa FT gha WF jha @ dha & dha F bha a va Tha Sita Tita Una Wona F maLESSON FIVE, GRAMMAR; INSTRUMENTAL AND DATIVE 45 . We will now learn two new cases: the instrumental (trtiya) and the dative (caturthi). . The instrumental is used for accompaniment. For example: gajena saha ramah gacchati (without sandhi) (gajena saha ramo gacchati) (with sandhi) Rama goes with the elephan (instrumental) The word saha, “together,” is sometimes used after the instrumental to indicate accompaniment. The instrumental is also used to express instrumentality, or “by means of.” (Although this usage is derived from the first, itis used more frequently.) For example: T write witha pen. (instrumental) .. The dative is used for the indirect object. It shows “purpose.” For example: ramah putraya a$vam gacchati (without sandhi) (ramah putrayasvam gacchati) (with sandhi) Rama goes to the horse for the son. (dative) ramah putraya pustakam pathati (without sandhi) (ramah putraya pustakam pathati) (with sandhi) Rama reads the book to the son. (dative)LESSON FIVE Here is how they are formed: Stem: nara (masculine) man Instrumental narena* narabhyam —_naraih Dative naraya —narabhyam —_narebhyah Lott tt Singular Dual Plural “with the elephant” is gajena (See below.) . We will learn the following sandhi rule in more detail in Lesson 11. For now, when a word contains an r or F, it often changes the following n to n. For example: narena, putrena, mrgena, rdmena. But asvena, gajena. . The word order is not rigid in Sanskrit. Usually the instrumental goes near the word most closely associated with it, and the dative goes before the verb. (More will be said about word order later.) . The verbs vadati (he says) and prechati (he asks) often take a “double accusative”: the object talked about and the person addressed. Usually the person addressed is placed closer to the verb. The context will give you the correct meaning. For example: ramah mrgam putram vadati (without sandhi) (rimo mrgam putram vadati) (with sandhi) Rama speaks to the son about the deer.LESSON FIVE, VOCABULARY 47 SANSKRIT ENGLISH tatra (indeclinable) there nrpah (mas.) king balah (mas.) boy virah (mas.) hero saha (indeclinable) with, together (sometimes used after the instrumental as a marker of accompaniment) Remember that word order is less rigid in Sanskrit than in English, Even more than English, words can be placed in several different orders and still be correct.EXERCISES LESSON FIVE . Learn the alphabet in devanagari. ._Leam the forms for the instrumental and dative. By now you have learned four cases. . Learn the vocabulary and keep up with all past vocabulary. . Translate the following sentences. (Remember that more than one word order will still be correct in Sanskrit as well as English.) a. kutra virah tisthanti (kutra viras tisthanti) b. balau gajena saha tatra bhavatah (balau gajena saha tatra bhavatah) ¢. nypah avam gacchati (arpo 'évam gacchati) d. avena saha virah nrpan gacchati (aSvena saha viro nrpin gacchati) e. mrgena saha rimab vasati (mrgena saha rdimo vasati) f. gajaih saha balah gacchanti (gajaih saha bala gacchanti) g. narah putram vadanti (narah putram vadanti)LESSON FIVE 49 . virah mrgan ramam prechanti (same as 5b. below) (vira mrgan ramam prechanti) tatra balah nrpaya gacchati (tatra bilo nrpaya gacchati) Translate the following sentences into Sanskrit: The boys go to the horses. ). The son asks the king about the deer. (double accusative) . The king remembers the man. i. The hero lives with the son. The boy asks the king and the king remembers. ‘There are no elephants with the son. . Where does Rama live? .. The king or the hero speaks to the boy. The hero goes for the boy. ‘The elephants are there with the horses. Iremember the king. You are going there with the boy.LESSON FIVE 6. Translate the following sentences into English: a. asvaih saha virah gacchati (aSvaih saha viro gacchati) b. tatra nrpaya narah gacchanti (tatra nrpiya nara gacchanti) c. virau tisthatah vadatah ca (virau tisthato vadataé ca) 4. mrgah tatra vasanti (mrgas tatra vasanti) e. kutra balabhyam saha nrpah gacchati (kutra balabhyam saha nrpo gacchati) f. rfimah asvam putram prechati (ramo ’Svam putram prcchati) g. tatra gajah na tisthanti (tatra gaja na tisthanti) h. virah nrpam bilam vadati (viro nrpam balam yadati) i. mrgaih aSvaih ca saha gajah vasati (mrgair aSvais ca saha gajo vasati) j. kutra tisthamah (kutra tisthamah)LESSON FIVE an 7, ‘Translate the following sentences into Sanskrit: a. The king lives there with the two boys. b. Where are you going with the elephants? ¢. The man goes there for the horse. d. The boy does not remember the king. e, Lam speaking to the king about the two elephants. f. The king goes to the horse for the son. g. Where are we standing? h. The man asks the boy about the horse. i. Rama goes there for the man. j. Where are all the deer?52 SUMMARY SHEET VERBS. Vgam Vprach Vbhii Vvad vas vstha \smr Third —-gacchati gacchatah (he, she goes) (they two go) Second gacchasi (you go) First. gacchami (go) Singular gacchati prechati bhavati vadati vasati tigthati smarati gacchathah (you two go) gacchaivah (we two go) t ' Dual he goes he asks heis he speaks, he says he lives he stands ‘he remembers LESSON FIVE gacchanti (they all go) gacchatha (you all go) gacchimah (we all go) ' PluralLFSSON FIVE 8 NOUNS Nominative | narah narau narah (Subject) | agvah horse I Accusative | naram narau narén gajah elephant (object) | I narah = man _Instrumental!_narena* narabhyam naraih (with) I nrpah king ! Dative | narfya narabhyam narebhyab putrah son — (for) I I $$ balah boy Singular Dual Plural mpgah deer *gajena, biilena (See page 46.) ramah Rama virah hero INDECLINABLES kutra where ca and tatra there na not va or saha with, together (used after instrumental)LESSON SIX Alphabet: How vowels are formed when they follow consonants Grammar: The ablative and the genitive The use of iti Vocabulary: More nouns in aLESSON SIX ALPHABET: VOWELS AFTER CONSONANTS 58 . Words are formed by putting letters together. The vowel characters leamed so far are used only when they are the first letter of a word. For example, eka (one) is written: Uh eka . A consonant without a vowel following it is written with a short stroke (virdima) beneath it. For example: h ka T pa ek Le }. When a vowel follows a consonant, the vowel is written in contracted form. The a is replaced by other vowels, Here are the vowel forms: ga | l | | &LESSON SIX or oF ge gai g0 gau |. Note that the sign for the i is written before the consonant, even though the i is sounded after the consonant. When written by hand, the curved line on top should touch the vertical line of the consonant. For example: fr Often, due to typesetting, the i will not touch at all. For example: fr 5. These vowel signs may follow all consonants, including the semi-vowels, sibilants, and aspirate. For example:LESSON SIX 7 Fe 4 a sy 2 & 4 2 co cau 4 4 a 4 ra ro) oi] “Al ja i ji i ju ja oF uF a 3 a Wt Je jai jo jau 6. Sometimes these signs are put in different places. For example: ruis writen: © ritis written: & hris writen: © ‘We will leam more of these forms in the next lesson. 7. Here are more examples of how words are formed by putting letters together: ™ ae =o aafr gaja vira vasatiGRAMMAR: ABLATIVE AND GENITIVE LESSON SIX 1. Now we will learn the ablative (paficami) and genitive (gagthi) cases (vibhakti). 2. The ablative is used for origin or source. It usually means “from.” It is also used for comparison, For example: gajat agacchati (gajad agacchati) He comes from the elephant. (ablative) ‘One learns from practice. He is taller than she, (ablative) (ablative) 3. The genitive is used for possession. For example: narasya aSvah (narasyasvah) the horse of the man. (genitive) 4, The genitive is always used in relation to the noun which follows it. Forexample: rdimasya putrah the son of Rama (or Rama’s son) (rdimasya putrah) amrtasya putrah sons of immortality (amrtasya putrah) 5. The genitive is sometimes used as a substitute for other cases, such asthe dative. inetmimental ablative and IneativeLESSON SIX Here is the formation of the ablative and genitive: Stem: nara (masculine) man Ablative — narit narabhyam —narebhyah Genitive narasya narayoh naranam* l 1 l — Singular Dual Plural *gajandm, balantim (See page 46.) |. Now we will learn the use of iti. This important particle is used at the end of a quotation, For example: aSvah gacchati iti ramah vadati (aSvo gacchatiti ramo vadati) “The horse goes,” says Rama. Notice that iti is a convenient point to break the sentence down into smaller, more manageable parts. . When translating from English to Sanskrit, indirect quotations must first be tumed into direct quotations before iti can be used. For example: He says that he is going. (indirect quotation) “Lam going,” he says. (direct quotation) gacchami iti vadati (gacchimiti vadati) Notice that the change from an indirect quotation to a direct ‘auotation changes the clause from “he is going” to “I am going.”VOCABULARY LESSON SIX SANSKRIT ENGLISH attra (indeclinable) here + Vgam (root) agacchati * he comes iti (indeclinable) indicates the end of a quotation grfimah (mas.) village *Note that d is a verb prefix. It changes the meaning of gacchati from “he goes” to “he comes.”LESSON SIX EXERCISES follow consonants. a iti . mara rama . gaja vira vasati 1 . bhavavah . vadasi nrpah na . Write the following words in devandigart: m, a °. . Leam to recognize and write the devanigari for vowels that . Learn the forms for the ablative and genitive. ri devata guna . jaya guru deva |. Translate the following sentences into English, using the summary sheet. Remember to read each sentence out loud several times. a, balasya gajah gramam gacchati (balasya gajo grimam gacchati) b. rdmasya putrah aSvam gacchati (rmasya putro *6vam gacchati) ¢. atra aSvah bhavati iti nrpah vadati (atragvo bhavatiti nrpo vadati) (grimit putra igacchati)LESSON SIX e. kutra gajah tisthanti iti nrpah prechati (kutra gajas tisthantiti nrpah prechati) f. balah nrpasya grimam gacchati (balo nrpasya gramam gacchati) g. atra virah vasanti iti narah vadanti (atra vira vasantiti nara vadanti) h. kutra gacchasi iti ramah prechati (kutra gacchasiti rimah prechati) 5. Translate the following sentences into Sanskrit: a. “Tlive here,” the son says. b. The horses and elephants are coming from the village. ¢. “Do you remember the men?” the king asks the boy. 4. Rama says that he is going to the village. e. “Tam going to the village for the boy,” says Rama. £. Where does the hero go? g. “The hero goes to the village,” says the king. h. The son of the king lives here.LESSON SIX i. The king’s sons come from the village. J. The man speaks to Rama about the elephants. 6. Translate the following sentences into English: a, narau gramat Sgacchatah (narau grimad agacchatah) b. atra bhavami iti bala nrpam vadati (atra bhavamiti balo nrpam vadati) c. kutra vasasi iti virah putram prechati (kutra vasasiti virah putram prechati) . ramena saha atra vasimi iti putrah vadati (riimena sahatra vasimiti putro vadati) e, narasya putrah tatra tisthanti (narasya putras tatra tisthanti) f, atra virasya gajah bhavati (atra virasya gajo bhavati) balah naram prechanti (rmam smarasiti bala naram prechanti) h, kutra graimah bhavati iti narah putram prechati (kutra gramo bhavatiti narah putram prechati) putrah naram vadati (gramas tatra bhavatiti putro naram vadati)LESSON SIX j. gajaya grimam gacchami iti narah vadati (gajaya gramam gacchamiti naro vadati) 7. Translate the following sentences into Sanskrit: a. “Where are you going?” the king asks the boy. b. “Lam going to the horse,” the boy says. cc. The king of the villages speaks to the men. 4. The two boys are coming from the horse and the elephant. ©. The boy lives with Ra “Here are the sons of Rama,” says the hero. g. The king says that the boys are standing there. h. “Tam going to the village,” says the son of the hero. i, The two horses are coming here together with the two deer. 4. The king’s two horses are there.LESSON SIX SUMMARY SHEET Third gacchati gacchatah (he, she goes) (they two go) Second gacchasi First ‘VERBS a+ Vgam gam ‘prach bhai Wad was Ystha \smr (you go) gacchami (Igo) t Singular Agacchati gacchati prechati bhavati vadati vasati tisthati smarati gacchathah (you two go) gacchavah (we two go) \ Dual he comes he goes he asks heis he speaks, he says he lives he stands he remembers gacchanti (they all go) gacchatha (you all go) gacchimah (we all go) ' PluralLESSON SIX NOUNS Nom. { narah — narau narah (subject) aSvah horse ‘Ace. naram narau naran gajah — elephant (object) ! \ | I \ ! grimah village Inst. | narena* narabhyim naraih (with) | narah = man ! Dat. | 1 | I I I \ nrpah king (for) naraya narabhyam narebhyah putrah — son Abl. narit | narabhyim narebhyah (from) balah boy Gen, narasya narayoh —narfindm* mrgah deer (of, 's) gular Dual Plural rimah Rama . *gajena, gajanam (See page 46.) virah hero INDECLINABLES atra here itt end of quote kutra where ca and tatra there na not va or saha with, togetherLESSON SEVEN Alphabet: Conjunct consonants Grammar: ‘The locative and vocative Vocabulary: More nouns ina8 LESSON SEVEN ALPHABET: 1. We will now learn how to write two or more consonants without CONJUNCT vowel coming between them. To write tva, remove the vertical CONSONANTS line from the t. For example: tava TH or ta CT 2. Here are examples of other clusters of consonants that are written side by side: tma ga ya OT ya TT bhya TA nt 7 w FT og 3. Some clusters are written on top of each other. For example: ava aa & ga ddho alLESSON SEVEN 4, Consonant conjuncts are read left to right and top to bottom. They will be learned most easily by close observation to their formation as we continue with the exercises. ‘5. When the semi-vowel r comes immediately before another consonant, the r takes the form of a small hook above the consonant. For example: a | rya at rgo tT Notice that the r is placed as far to the right as possible. 6. When r immediately follows a consonant, the r takes the form of a ‘small slanted stroke, written near the bottom of the vertical line (danda, meaning “stick”), if there is a vertical line. For example: pa OT bra sa ea ma are K70 LESSON SEVEN 7. Some forms are completely different than the two letters that make them up. These must be learned: tra A ina aahya GA wa A RT aya wa TR on FT ta ksa Ao bm ira Pen nna BH wa @ ‘The? represents a missing a. Itis written in devanagari as S For example: aatsey vedo "hamLESSON SEVEN n 8. A vertical line (danda) is used as a period at the end of a sentence. Itis also used to mark the halfway part of a verse. Two vertical lines mark the end of a paragraph or the end of a verse. For example: Th Teeht | 9. There are other ways of forming certain letters, which you should be able to recognize: or or or or 4 4 4 q x 494 4 4 & nan GRAMMAR: LOCATIVE AND VOCATIVE LESSON SEVEN . Now we will leam the locative (saptami) and vocative (sambodhana—“awakening,” “arousing”). . The locative case is used to express location. For example: grime vasati gaje tisthati (same with sandhi) He lives inthe village. He stands on the elephant. (locative) (ocative) ‘The vocative is used for address. The vocative often, but not always, begins a sentence. For example: rama atra agacchasi (rama atragacchasi) QRama, you are coming here. (vocative) Indian grammarians do not consider the vocative a true case (vibhakti) like the seven other cases, but a modification of the nominative, or naming case. |. Here is the formation of the locative and vocative: Stem: nara (masculine) man Locative nare narayoh — naresu Vocative nara narau narah Singular Dual PluralLESSON SEVEN 5. Like verbs, there is a parsing code, or way of classifying nouns. They are classified according to: Gender (lifiga): Masculine (pum-lifiga) (mas.) Feminine (stri-linga) (fem.) Neuter (napumsaka-liiga) — (n.) Case (vibhakti): Nominative (prathama) ——_(nom.) Accusative (dvitiya) (ace.) Instrumental (t inst.) Dative (caturthi) (dat.) Ablative (paficami) (abl.) Genitive (sasthi) (gen.) Locative (saptami) (loc.) Vocative Gambodhana) —(voc.) Number (vacana): Singular (eka-vacana) (sing.) Dual (dvi-vacana) (dual) Plural (bahu-vacana) (pl) 6. The word narah would be classified as masculine, nominative, singular. Its parsing code would be mas. nom. sing. The word nardn would be classified as masculine, accusative, plural. Its parsing code would be mas. acc. pl.4 LESSON SEVEN 7. Here is the entire short a masculine declension: Stem: nara (masculine) man Nominative At: at AT: (subject) narah narau narah Accusative TH At Core (object) naram narau narain Insirumenal «AMT RTT aR: (with) narena* narabhyam naraih Dative ara TaN: (for) naraya narabhyam —_—narebhyah Abaive = AT ARTE T: (from) narat narabhyam _narebhyas Gevitve RET RAT: RIT, (of,’s) narasya narayoh naranam* Locative Rr wea: (in, on) nare narayoh naresu Vocative aw WT: © nara nara Loot Singular Plural *gajena, gajanam (Sce p. 46.)LESSON SEVEN VOCABULARY 78 SANSKRIT ENGLISH Ara: acaryah (mas.) teacher AK candrah (mas.) moon Req Ycint (root) cintayati he thinks wy pag (root) pasyati he sees (dr$ is also considered to be the root.) FeAT —vina (indectinable) without (used like saha) FRA: sisyah (mas.) student Wa: saryah (mas.) sun16 EXERCISES 1. LESSON SEVEN Learn the examples given for consonant conjuncts. Put these words into roman letters (transliterate them): a 86. Teett . wa rd . ae ee oe, Tare, fRrea: . Learn the forms for the locative and vocative. . Parse the following words and give their meaning: a, narah f. mpgena b. hastau g. gajaih c. balanam h. viran d. nrpat i. gramesu . rimaya j. earyayaLESSON SEVEN n 4. Translate the following sentences into English. (Use the summary sheet.) Cover the devandgari with a sheet of paper, write it yourself, and then compare: o. ferea: a aA a Tate | Sisyah candram siryam ca pasyati (Gisyas candram siryam ca pasyati) ». UT Tat: TT faery rama gajah grame tisthanti (rma gaja grame tisthanti) «ae: TA aaa sft Brad: fray aefe | virah grame vas: (viro grame vasatity dcdryah Sisyam vadati) a OA TH: Tala Sit Ga: year | kutra candrah bhavati iti putrah prechati (kutra candro bhayatiti putrah prechati)LESSON SEVEN aa 1st are faga: | tatra gaje balau tisthatah (tatra gaje balau tist OF ea ae: Tafa sta are: are Goat | putra kutra candrah bhavati iti virah balam prechati (putra kutra candro bhavatiti viro balam prechati) arartes Pree: fester aefer a1 Aicryasya Sisyah tisthati vadati ca (Acdryasya Sisyas tisthati yadati ca) Tee Fear alter: OAT, BOTT | ramena vind virah gramat agacchanti (ramena vind vira grimiid agacchanti) met cant ef dives ara: ferevate grime vasimi iti virasya balah cintayati (grame vasamiti virasya balaé cintayati)LESSON SEVEN »v 5. Translate the following sentences into Sanskrit: a. The king tells the hero that the boys are going to the village. b. Without the king, the boys come. c. In the hand of the hero is the son. d. “Where am 1?” thinks the boy. e. He asks the son of the hero where the men are. f. The teacher tells the student that the sun is not the moon. g. The king lives in the village. h. There are the elephants of the king. 6. Translate the following sentences into English: 2 Tae faa are: WAT See | rimena vind bilah grimam gacchati (rmena vind balo gramam gacchati)80 s LESSON SEVEN a TORT TT: TaPT | kutra nrpasya gajah bhavanti (kutra nrpasya gaja bhavanti) Oa vat sft aret: TEL aeher atra bhavami iti balah naram vadati (atra bhavamiti balo naram vadati aaa fat aay a oeaie | siiryena vind candram na pasyasi (siryena vind candram na pasyasi) mrad: rear Tah | Acdryah Sigyan vadati (Gcaryah Sisyan vadati) aor Usate eft are: Faratater candram pasyimi iti blab cintayati (candram pasyamiti balas cintayati) Wa TAT qa: aes | atra graméanam nrpah agacchati (atra gramandm nrpa dgacchati)TESSON SEVEN a1 no: deg way uate | nrpah virasya agvam pagyati (nrpo virasyasvam pasyati) kutra siiryah candrah ca bhavatah iti balah prechati (kutra siiryas candrag ca bhavata iti balah prechati) 3. Perea: ae Gee Sisyah naram na smaranti (Sisya naram na smaranti) 7. Translate the following sentences into Sanskrit, writing first in roman script and then in devandigari: a. “Where are you going?” the boy asks the king’ b, The two deer are in the village. c. The teacher speaks to the hero’s son.2 LESSON SEVEN |. The king sees the sun and the moon, . Without the sun we do not see the moon. The hero is on the elephant of the king. . “We live in the villages,” the boys say. . Rama goes from the horses to the elephants. “Where are we going?” the boy asks the king. The teacher lives in the village with the students.LESSON SEVEN . Transliterate the following: 1 TT 2, WT 10. ST 1 ae v. Fat 14. 15. 19. 20. 21 22. 23. 24.SUMMARY SHEET Third gacchati (he, she goes) Second gacchasi First VERBS a+Vgam gam Veint \ pag (V drs) \prach Vbhi vad sth sry (you go) gacchami (Igo) Singular Agacchati gacchati cintayati pasyati prechati bhavati vadati vasati tisthati smarati gacchatah (they two go) gacchathah (you two go) gacchavah (we two go) Dual he comes: he goes he thinks he sees he asks he is LESSON SEVEN gacchanti (they all go) gacchatha (you all go) gacchimah (we all go) 1 1 Plural he speaks, he says he lives he stands he remembersLESSON SEVEN 85 NOUNS Nom. | narah — narau narah (Subject) | agvah horse 1 Acc. | naram narau naran Gcaryah teacher (object) | \ gajah elephant Inst. | narena* narabhyam naraib (with) | gramah village i Dat | maraya narabhyim narebhyah candrah moon (for) | 1 narah man Abl. | narat narabhyam narebhyah (from) | nrpah king I Gen. | narasya narayoh —nardinim* putrah son (of,’s) | i balah boy Loc. |! mare narayoh —_—naresu in, on) | mrgah — deer 1 Voc. | mara narau narah ramah Rima = (0) virah hero Singular Dual Plural Sisyah student *gajena, gajanam (Sce page 46.) siryah sun hastah hand INDECLINABLES atra here iti end of quote kutra where ca and tatra there na not va or vini —_without (used like saha) saha withLESSON EIGHT Alphabet: ‘The sandhi rules for combining vowels Grammar: Neuter nouns in short a Vocabulary: Neuter nounsLESSON EIGHT ALPHABET: VOWEL SANDHI 87 . The word “sandhi” means “combination” or “junction point.” The rules of sandhi insure that sounds will combine in a pleasing, euphonic way. Panini (14.109) also refers to these junction points as samhita, or “togetherness.” There are two types of sandhi rules: a, Extemal sandhi, or changes at the junction between words b. Internal sandhi, or changes within a word . The sandhi rules involve sound changes so that the flow of the language is smooth, As mentioned in Lesson 2, “an apple” is “The house” is smoother to pronounce than “a apple. pronounced differently than “the other house.” These are examples of external sandhi. The sandhi rules of Sanskrit exist because the Sanskrit tradition has been primarily an oral tradition, and because its grammatical insights were so sophisticated. (The term sandhi has been adopted by modern linguists to describe sound modifications between words in any language.) . Don't allow the sandhi rules to overwhelm you. There are many rules to learn, but with practice you will gradually assimilate them, We will begin our study of the external sandhi rules using charts, and then after we have used the rules for some time, we will memorize them. There will be three charts, because external sandhi can be divided into three groups: a, Vowelsandhi (svara-sandhi) Lesson Eight b. Final h sandhi (visarga-sandhi) Lesson Nine © Consonant sandhi (hal-sandhi) Lesson Ten88 LESSON EIGHT The chart on page 89 describes what happens if a word ends with a vowel and the next word begins with a vowel. For example, if one word ends with a short i, and the next word begins with an a, then the two combine (sandhi) to form ya: TATA + WAT would be written TAAL gacchati + aSvam would be written gacchaty aSvam wa , waterad - warafsreat eva + avasisyate = evvasisyate va . ate - verter brahma + ast i brahmasmi Wa. WaT - Tait bhava +arjuna = bhavarjuna On the following page is the chart describing the sandhi change if the first word ends in a vowel (the vowels at the top of the chart) and the second word begins in a vowel (the vowels in the right column). Ifa vowel has ¥ above it, then it refers to a short ora long vowel . This chart need not be memorized. It should be used in the exercises, and the rules will be memorized later, once the pattems of change are more clear.LESSON EIGHT 89 VOWEL SANDHI FINAL VOWELS INITIAL, ¥ ¥ . | VOWELS i i ii roe ai au a ya ova ome Aa Wa a ya va ow aad a4 wa a e i vi ni aioai wi i e i vi - ai ai wi i ow a m au 4@u_ ava u ° yo oa md oat oat ai @ ar yow fF ar &fr a fF ai ye ve rw ac fe we e ooo aa aah au yo vo m ao 4&0 ao 0 au yau vau rau a au «3 au van au90 LESSON EIGHT 7. Here are some examples: itusyu Trafa. f= mead gacchati + iti = gacchatiti Additional examples are given on pages 167-170. 8. Remember that the apostrophe (* ) represents the missing letter a. It is called avagraha, meaning “separation.” Itis written in devandgari as: y Wa. wa = WasT grime + atra = grame’tra 9. Once the sandhi rules have been applied, there is no further application of sandhi rules. The sandhi rules are only applied once. 10. In this text, words are always separated in transliteration (roman script), unless two vowels have formed one long vowel, such as i + In devanigari script, words involving vowel sandhi are joined except when there is a space (hiatus) between the vowels in the chart, Until you learn more sandhi rules, all other words should be kept separated. For example:LESSON EIGHT 1 Treett. fa- meade gacchati + iti = gacchatiti Trefd. Wa = WSeatay gacchati +asvam = gacchaty aSvam 11. In vowel sandhis, often a vowel will be replaced by the semi-vowel that corresponds to it. For example, i will be replaced by. According to Panini, the change from the corresponding semi-vowel to the vowel is called samprasarana (“spreading out,” “extension”) because the semi-vowel “spreads out” to form the vowel: Palatal ii y Retroflex or F r Dental I 1 Labial ua v 12. Some vowels (pragrhya) are not subject to sandhi, They are: a. The vowels i, u, and e when they are dual endings. b. The final vowel of an interjection (usually a vocative). For example, rima dgacchanti (Rama, they come.) needs no sandhi, 13. The rules for this lesson are written out in Lesson 13. We will memorize them at that time.92. GRAMMAR: NEUTER NOUNS LESSON EIGHT All the nouns that we have studied so far have been masculine. Now we will study the neuter nouns that end in shorta. Here is the formation of the neuter short a nouns: Stem: phala (neu! +) fruit, Nominative WAAL wa phalam phale Accusative HOTA wa phalam phale Instrumental WOT wares, phalena phalabhyam —_ phalaih Dative wad area, TT: phatiya phalibhyam —_ phalebhyah Abie = WA HATTA eT: phatat phalibhyam —_phalebhyah Genitive FAT BAT = FART phalasya phalayoh phalanam Locaive = HT watt: = Fa phale phalayoh phalesu Vocative Ga wel Ga 7a phale phalani I ngular Dual PluralLESSON EIGHT VOCABULARY SANSKRIT ATT amrtam (n.) HAA katham (ind.) SAY jfanam (n.) We path (root) pathati WETHA pustakam (n.) SAA phalam (n.) ar vanam (n.) TAA sastram (n.) m (n.) GEA saktam (n.) 8 ENGLISH immortality, an immortal how (used like kutra) knowledge he reads book fruit forest scripture truth hymn Notice that neuter nouns are also given in their nominative singular form, For example, amrta (stem form) is listed as amrtam (nominative form). Notice that the neuter nouns decline like the masculine nouns, except in the nominative , accusative, and vocative.EXERCISES LESSON EIGHT . We had learned that r or r changes the following n to n. This change will not occur if a t comes between, because the t changes the position of the tongue. Therefore: amrtani, amrtena, amrtanam, But: astrena, $astranam. This sandhi rule will be studied in more detail in Lesson 11. strani, . Put the following words together, using correct sandhi rules, and then write the final form in devanagari: a. putrena atra f devau Sgacchatah b. saha dcaryah g. nareatra c. tata iti h. vane iti d. itiatra i. phalani iti e. itiacaryah j. smarati atra Write in roman script and take out the sandhi. a Treader 5 yore: ». TATAanaaa: s. WASA Gest Ak, HATA: a. Tear i wate wet aft TeerLESSON EIGHT 4, 95 In the following exercises, remember that the subject and the predicate nominative are put in the nominative case, since they both refer to the same subject. (See page 33.) For example: ramah putrah bhavati (rmah putro bhavati) Raima is the son In this text, the predicate nominative is usually placed after the subject, although other word orders are equally common, (See 5b, ¢; 6a, fg.) In the following sentences, cover up the roman script and transliterate each sentence (write in roman script). Then cover the devandgari and write in devanigari, Then take out any sandhi. Only the sandhi rules learned so far have been applied—that is, only when one word ends in a vowel and the next word begins in a vowel, Finally, translate into English: a WA: TAT aA Te | rmah grimat vanam gacchati (rimo gramad vanam gacchati) >. WAT ATE HAA Fala | amptam jiianasya phalam bhavati (amrtam jitanasya phalam bhavati)Katham dcdryah siktani smaranti (katham acary meg wer uvartifa wa: acta | tresu satyam pa (SAstresu satyam pa ‘ih suktani smaranti) yyamiti riimah vadati imo vadati)LESSON EIGHT 6. Translate the following sentence: kutra siktanam jiiinam bhavatiti virah putram prechati (kutra suktanam jiianam bhavatiti prechati) virah putram ». TO: ATA YEH Wate | nrpah baliya pustakam pathati (orpo balaya pustakam pathati) into Sanskrit, First write them without sandhi, then with (vowel) sandhi, and finally in devanagari. a. The elephant is not the king of the forest, b. How do you see the moon? ¢. Rama thinks that he sees the deer. d. The fruit is in the hands of the boy. e. How does the king live without Rama? f, Rama is the king.LESSON EIGHT g. The king is Rama, h. The hero lives in the village of the immortals. 7. Translate the following sentences into English. First write in roman script, then take out the sandhi, and finally write in English: a BAY ae faa aT: TIT aeateT (ea yet fast at ad owas 1) ». Perea, arard: Geren wate 1 (Rrearmrar: ger watt 1) c WA at Halls saad are: dey aha Gr at warts vacdifa are att acta 1 a: aa cata me a ot gate 1 Grit ay gata maa ot aate 1 (When a phrase or clause is joined by ea, it usually takes the second position. See p. 28.) e SAW yeaa sadiearard: arate | (art Gert vadreararat aefa 1)LESSON EIGHT 99 ¢. Yeterd feat Perea: ary eae (Geert fet fereat art ere 1) 2s. WA Ba ie we wesaiit ga: yeote | Qa ea Fie ae mesdifa ga: geata 1 h, AE: ATA YRTHH Tare CR area Yet Tate ty 8. Translate the following sentences into Sanskrit. Translate, put in the vowel sandhi, and write in devanagari: a. Where do you read the knowledge of immortality? b. How does Rima go to the forest without the horses? c. “The hymns are in the book,” the teacher tells the students. d. Rama sees the truth and speaks the truth. e. “see the sun and the moon,” says the son of the king. f. Without knowledge, there are no teachers or students. g. The hero speaks to the boys about immortality.9. Transliterate the following: are 2. 1 RT 4, Weta 5. Wat LESSON EIGHT 3. TRS 14. waar is, eT 16, Frat 17, TTA 18, Wate 19. aT 20. TE 21. Wea 22, VAT 23, Aart 24, AachenLESSON EIGHT SUMMARY SHEET VERBS Third gacchati (he, she goes) Second gacchasi First a+Vgam Vgam Veint Vpath pas (V.drs) \prach Vbhii Vvad Vvas Vstha \smr (you go) gacchami (Igo) Singular Agacchati gacchati cintayati pathati pasyati prechati bhavati vadati vasati tisthati smarati gacchatah (they two go) gacchathah (you two go) gacchavah (we two go) he comes he goes he thinks he reads he sees he asks heis he speaks, he says he lives he stands he remembers 101 gacchanti (they all go) gacchatha (youall go) gacchamah (we all go)102 MASCULINE NOUNS Nom. (subject) Ace. (object) Inst. (with) Dat, (for) (from) Gen. 1 ! 1 ' 1 ( 1 I 1 ’ i 1 Abl. ! t 1 1 (of,’s) I ! 1 1 | 1 | MASCULINE NOUNS asvah acaryah gajah grdimah candrah narah nrpah putrah balah mrgah horse teacher eleph hant village moo man king son boy deer nm narah naram narena* naraya narat narasya nare Singular *gajena, ramah virah Sisyah siiryah hastah LESSON EIGHT narau narah narau naran narabhyam naraih narabhyam narebhyah narabhyam narebhyah narayoh —_narnim* narayoh —naresu narau narah Dual Plural gajdndim (See page 46.) Rama hero student sun hand:$SON EIGHT NEUTER NOUNS Nom. | phalam (subject) | ! Acc. | phalam (object) | \ Inst. | phalena* (with) 1 | Dat. | phalaya (for) | \ Abl. | phalat (from) | 1 Gen. | phalasya (of,’s) | 1 Loc. | phale (in, on) | \ Voc. | phala ©) 1 Singular *Sastrani, NEUTER NOUNS (given in nominative form) amrtam immortality jfanam —_ knowledge pustakam book phalam fruit vanam forest Sastram scripture satyam truth siktam = hymn 103, phale phalani* phale phalani* phalabhyam phalai phalabhyam phalebhyah phalabhyam phalebhyah phalayoh — phalinam* phalayoh —_phalesu phale phalini* Dual Plural , Sastrena, Sastranam INDECLINABLES atra here ith end of quote katham how (used like kutra) kutra where ca and tatra there na not va or vind without. saha with104 LESSON EIGHT THE MONKEY AND ‘Translate the following, using the vocabulary on the next THE CROCODILE page. Words not given you should already know. 1 wal Tara ean: wate | (wa Tarat Eee vats p 2 Ae: ae aaa | (are gate 1) 3. ame: waft eeinra fferatt 1 amt: waft eeinra Afeafe » 4. gee: watt arefe (eran: warht wrefet 1) 5. Wat arawet eaay grote | (arat areca zeahtreste 1)LESSON EIGHT VOCABULARY (IN ORDER OF APPEARANCE) 105 . Sea gal adie are: aaa 1 (eed Fa Tada art aes 1 . BP eeay aradifer are: Take | cwreqed arradtia art aefr 1 . Way erie: are: a Per fae: (ta Heit ara sx fess: . gaiigi (fem. noun) Ganges. This follows the feminine declension for long a. The locative is gaiigayim, “in the Ganges.” kumbhirah (mas. noun) crocodile . vinarah (mas, noun) monkey tatah (mas. noun) bank (of the river) . niksipati (3rd per. sing. verb) he throws down khidati (3rd per. sing. verb) he eats }. bharya (fem. noun) wife. This, again, follows the feminine declension for long a. The stem, as well as the nominative, is bharya.106 LESSON EIGHT hrdayam (neuter noun) heart. The ris written next to the h (See Lesson 6, page 57.) icchati (3rd per. sing. verb) she wants (to eat) .vrksah (mas. noun) tree . ah (mas. pronoun) who cit (ind.) (makes kab indefinite) kaScit someone corayati (3rd per. sing. verb) he steals evam (ind.) therefore mitram (neuter noun) friend (Here it is used in the nom dual.) tigthati (rd per. sing. verb) he remains, or stands as (Here used in the dual.) (The story will become more clear when itis studied in detail in Lesson 11.)LESSON NINE Aphabet: The sandhi rules for final h Grammar: The middle voice and “have” Vocabulary: Verbs in the middle voice108 ALPHABET: 1. SANDHI RULES FOR FINAL h LESSON NINE, ‘The following chart describes the changes that take place when the first word ends in h (which was originally s). There are three categories: ah, ah, and h preceded by any other vowel. FINAL LETTERS OF FIRST WORD Any vowel r INITIAL Any vowel h LETTER OF (except ah and ah) ah ah SECOND ____ WORD vowels (a) r a Io gen r a io ih r a i 0 adh rool a 10 adh — (b) rot @ I 0 b/bh r a b ° nasals (n/m) r a i 0 yw a a io r r a | 0 ! r 10 h hoot 1 ah k/kh s 1 as c/ch sl 1 as tith so 1 as uth ho| | ah piph hoot | ah ‘ b 1 ah sis hoot tah end of line (1) The h disappears, and if i or u precedes, it becomes for ti. The r disappears, and if a, i, or u precedes, it becomes 4, i, or i. (2) Except thatah +a= 0’ Forexample: UH: . Wa - Wiss rimah +atra = rimo’traLESSON NINE 5. After these sandhi rules have be 109 2. If the first word ends in ah, then use the third column. If the first word ends in ah, then use the middle column. If the first word ends in any other vowel before the ht or any vowel before the r (including ar or ar), then use the first column. 3. Here are some examples: Withoutsandhi Withsandhi wr: Weett wit Testa ramah gacchati ramo gacchati dnt: Teeter virah gacchanti a: oat rdmah pasyati ramah pasyati dnt: wear ara: wearer ih pasyan pasyanti Additional examples are given on pages 183-187. 4. Final s should be treated as h. For example, ramas follows the same rules as ramah. Either would become ramo before gacchati. applied, if the first word ends ina vowel (including h), then there is a break between words in devanagari. For now, words that do not follow the sandhi rules presented in Lessons 8 and 9 should be kept separate.10 LESSON NINE, In this text, when writing in roman script, words are usually separated, unless the sandhi change is a result of two vowels joining together, such as bhavarjuna. For example: Withoutsandhi With sand! wa: Rrrafa waaaatet ramah cintayati ramaé cintayati mw: fasta wateaste rimah tisthati amas tisthati gacch: bhava arjuna bhavarjuna 6. Notice that the chart is divided into three groups on the right side: (a), (b), and (c). These three groups are determined by the first letter of the second word. The groups are: (a) Vowels (b) Voiced consonants (c) Unvoiced consonants (The end of the line is considered to be unvoiced.)LESSON NINE 7 ul ‘The following chart (described in more detail in Lesson 14) puts the sandhi changes into these three groups. It gives the same information as the first chart, but in a more conceptual form, so that later on it will be easier to memorize. Each group represents the first letter of the second word: a i u (a) r Vowels I e ai o au h ka kha! ga gha_sta $ ca cha | ja jhasfia s ta tha | da dha na s ta tha | da dha na h pa pha! ba bha_s ma [ya ora la va h sa sa sa | ha h end of line ' (©) Unvoiced consonant (b) Voiced consonant (a) If the second word begins in a vowel: ah becomes a (except ah +a=0’) ah becomes & vowel h becomes r (b) If the first letter of the second word is a voiced consonant: ah becomes 0 ah becomes a vowel h becomes r (except before a word beginning in r) (©) Ifthe first letter of the second word is an unvoiced consonant, the h changes to the letter in the far left column.1 GRAMMAR: MIDDLE VERBS “HAVE” v LbSUN NINE Now we will learn the middle endings (tmanepada). For the middle voice, the fruit of action is said to go to the agent (Atman). For the active voice, the fruit of action goes to someone else (para). Many verbs usually take active endings, many usually take middle endings and some verbs take both endings. Here is the formation of the middle verb V bhi (to speak): Third bhisate bhasete bhasante Second bha bhasethe bhasadhve First bhase bhasavahe —bhasmahe Lo Ld 1 J Singular Dual Plural Note that the present middle endings are listed on p. 316. Although most of the verbs we have leamed (before V bhai) are usually seen with active endings, they occasionally take middle endings also (in situations where the fruit of action goes more to the agent). One verb, Vcint, regularly takes both active and middle endings, and so is classified as ubhayapada. (See p. 25.) Verbs that regulary take both endings will be listed like this: cintayati -te. There is no verb for “haye” in Sanskrit, “Have” is formed with the genitive and ¥ bhii. For example: aieeg gat vata 1 virasya putro bhayati Of the hero a son is. (becomes) The hero has a son.LESSON NINE 3 VOCABULARY SANSKRIT ENGLISH wd eva (ind.) only, ever Tet grham(n.) house TL jalam (n.) water fF \ji (active) jayati he conquers SAL dubkham* (n.) suffering ay \V bhi (middle) bhagate he speaks wy ‘man (middle) manyate he thinks ‘AT Viabh (middle) labhate he obtains TAA sukham (n.) happiness aq ‘sev (middle) sevate he serves *When the h occurs in the middle of a word, it is pronounced as a breath of air.LESSON NINE Putin the corrvet sand tor tne woliowing phrases: a WH Treat oT: aft >. Stat: Brest |, Zar: BRAT . at ares: Ua: avatar a. Req: at h, Wa: aeta ‘Take out the sandhi in the following phrases: a WAT esha e WaT area tet b. Gane © Wa: Waa «. Waret 2 1: ae a. Tad: h, eraser Translate the fo entences into English. Take out the sandhi (for vowels and final h), und then wanslate: a Sees are watt 1 virasya balo bi (areez arat state 1)LESSON NINE us Taq ae Fay Tait | sukham jfidnasya phalam bhavati (ae aes wet Taher 1) . RAT Ter Way arrata aA | Sisya grhat jalam dcaryaya labhante (Bret qerssveaararata at 1) wre ware teadifa art aefe 1 ramas tatra jaya gacchatiti viro vadati (TRA Tara treadifa aR ake 1) Rrra ararey aad | Sigya dcdryam sevate (freq araré Fat 1) . Rear ary arate | Sisya jfiinam acaryat labhante (fre arrararatcerst 1)LESSON NINE g. UT Say Say Tala | rma katham duhkham jayasi (TT wT Best TART 1) h. Vat Yard Trearayg Wess | putro grhat nrpasy&svesu gacchati (ait Tergreaay Teste |) i, WIT Gast way vada Read | amrtam sukhasya phalam bhavatiti cintayate (aa Garr wet sada Frag yp) j. Wrarat arrest Gere Rreare wee | Acdryo jfianasya pustakam éisyaya pathati (ararat area Gere fRreara vata 1) . Translate the following sentences into Sanskrit. First write in roman, then devandgari, and then write again with the (vowel and final h) sandhi: a. The water is in Rama’s hands. b. The boy reads the book.LESSON NINE, 7 . The hero stands ever in the house of the king. |. The boys obtain the fruits from the forest. “You conquer suffering with knowledge,” the teacher says. From the fruit the boy obtains water. (Use singular for “fruit.”) “T sce truth in the sun and the moon,” says Rama. . Without knowledge there is suffering. “Ido not come from the village,” the king’s son says. ‘The hero and the boy live in the forest.8 SUMMARY SHEET Third gacchati (he, she goes) Second gacchasi (you go) First gacehaimi (I go) Singular LESSON NINE gacchatah ——gacchanti (they two go) (they all go) gacchathah —_gacchatha (you two go) (youall go) gacchavah ——_gacchimah (we two go) (we alll go) 1 ! Dual Plural VERBS PRIMARILY TAKING ACTIVE ENDINGS (parasmaipada a+ gam — agacchati Vgam gacchati Nii jayati Vpath pathati \pas (Vdrs) — pasyati \prach prechati Vbhit bhavati Vvad vadati vas vasati Ystha tisthati Vsmr smarati he comes he goes he conquers he reads he sees he asks he is he speaks, he says he lives he stands he remembersTECCON NINE, Third — bhagate (he speaks) Second bhigase (you speak) First. hase (I speak) \ 1 Singular 119 bhasete bhasante (they two speak) (they all speak) bhasethe bhasadhve (you two speak) (you all speak) bhasavahe —_bhagamahe (we two speak) (we all speak) 1 Dual Plural ‘VERBS PRIMARILY TAKING MIDDLE ENDINGS (@tmanepada) Vbhas bhasate he speaks man ‘manyate he thinks Viabh labhate he obtains ‘sev sevate he serves VERB REGULARLY TAKING BOTH ENDINGS (ubhayapada) Yeint cintayati -te he thinks120 MASCULINE NOUNS vah acaryah gajah gramah candrah narah nrpah putrah balah mrgah ramah Nom. (subject) Loe. (in, on) horse teacher elephant village moon man king son boy deer Rama 1 ! | ! 1 I ' 1 1 ! ! ! 1 | | i ! l I t ! 1 \ LESSON NINE, narah — narau narah naram —narau naran narena* narabhyam naraih hardya narabhyam narebhyah narat | narabhyam narebhyah narasya narayoh naranam* mare narayoh —naresu nara narau narah Singular Dual Plural *gajena, gajanam (See page 46.) hero student sun handLESSON NINE phale phale phalabhyam phalabhyam phalabhyam phalayoh phalayoh phale Dual 121 phalani* phalani* phalaih phalebhyah phalebhyah phalanam* phalesu phalani* Plural *Sastrani, Sastrena, Sistranam NEUTER NOUNS Nom. | phalam (subject) | \ Acc. | phalam (object) | ' Inst. | phalena* (with) 1 I Dat. | phalaya (for) i AbL | phalat (from) | \ Gen. | phalasya (of,’s) | | Loc. | phale in, on) | \ Voc. | phala oO | Singular amrtam immortality grham —_ house water knowledge duhkham suffering pustakam book phalam fruit vanam —_ forest Sastram satyam truth sukham —_ happiness siktam = hymnLESSON NINE INDECLINABLES atra iti eva katham kutra ca tatra na va vind saha here end of quote only, ever how (used like kutra) where and there not or without withLESSON NINE RAMAYANA Translate the following, using the vocabulary given afterward: 1, WarearaMy aeeAT AT TUT TART | (warearat seat ATA TaT sara 1) 2, TRAST ACA: _YaT Aah | (RAE Aca: Yat Talat 1) 3. Gal Wal aed SUT: AAMT Tatar | (Gar WT eat ASAT: MTA TAT 1) 4 UT: Gee: MA dea sate (Ta: Gee Tat ara vate 1 5. rat wa ferafa 1 (rat wa ferafer 1) 6. Wat fafeary cama we reste | amt fafaat canis ae eater 1) 123,124 VOCABULARY . siti (fem.) Sita (The accusative is LESSON NINE aa we: arava qeata | (aa wa: rat aerate 1) . Prarany Ferarctifer wat sete (ararat Ferarcifea wat aefa 11) ayodhya (fem.) the city of Ayodhya (The locative is ayodhyaydm, “in Ayodhya.”) dasarathah (mas. noun) DaSaratha, the king of Ayodhya nama (ind.) by name catvarah (nom.) four (used as an adjective) bharatah, laksmanah, Satrughnah names of Rama’s brothers sundara (adjective) beautiful SAnta (adjective) peaceful vira strong (here an adjective—strong like a hero) . snihyati (3rd per. sing. verb) he loves (used with locative) . mithila (fem.) city of Mithila (The accusative is mithilam.) . The locative of sita is sitayam.LESSON TEN Alphabet: The remaining sandhi rules Grammar: Pronouns and adjectives The verb Vas Vocabulary: Adjectives and particles126 LESSON TEN ALPHABET: 1. Here is the chart for the sandhi rules for final t, n, and m: REMAINING SANDHI RULES FINAL LETTER OF FIRST WORD: INITIAL LETTER OF t a m SECOND — - WORD: ad oi ow loom vowels doin i om ggh i 1a (om Sih aq oto. | om adh d oto. {om didh qin oom b/bh mn ojoon i om nasals (n/m) d oto {oom yiw dion loom r 1 !oom ot oom 1 a(dh}}| n 1 m h t boon (om k/kh ) eich t | ms | m th t {ooms 1 om th t hoon | om piph ech) | teh)? fm § t ion i om sis t ion i oom end of line 1. Ifthe vowel before n is short, n becomes nn, nv ‘The following § may become ch, 3. The following h becomes dh. 4. The following § becomes eh. Examples for this chart can be found on p. 196 (for final m) pps. 205-207 (for final n) pps. 218 and 219 (for final t)LESSON TEN 127 |. Many of the changes on this chart occur because the last letter of the first word is “getting ready” to say the first letter of the next word. This rule, which often involves a change of voicing, is called “regressive assimilation.” The prior sound is assimilated. There are a few additional rules, which are used less often. They are discussed in Lesson 18. . There are no sandhi changes if the first word ends in a vowel (excluding h and m) and the second word begins with a consonant. . Atone time the manuscripts didn't have any breaks between words, sentences, or paragraphs in the written script. Fortunately, modem editions have introduced some spaces between words. Words are separated indevanagari s much as possible without changing how they are written and without adding a vir’ima. . Here are the cases that result in a break between words. After the sandhi has been applied, there is a break in the devandgari between words when the first word ends in a vowel, which includes h or mp. For example: TH: Tests = WAT TeaPT owen Te: Geeta = WT: Test my Ta Tests = WH Wes on) rimah gacchati rimah prechati ramam gacchami amo gacchati (vowel) rimah prechati (h) ‘mam gacchami (m) |. If the first word ends in a vowel and the second word begins in a vowel and together they form a new vowel (bhava + arjuna = bhavarjuna), then there can be no break in devanagari or roman script, (See point 10 on page 90.)18 GRAMMAR: PRONOUNS 1 2. LESSON TEN Pronouns (sarva-naiman) decline exactly the same way that nouns decline, This table does not give, however, the endings, but the entire first person pronoun (I, we two, we, etc.): Stems: mad (singular) I; asmad (plural) we. Both are any gender. Nom. wey, aay, aay I, we aham avim vayam Ace ama warm at | eA: me, us mam (ma) vam (nau) asman (nah) nse WAT mara re: with me, us maya avabhyam asmabhih Dat Tae wrarcary at wera a: forme, us mahyam (me) dvabhyam (nau) asmabhyam (nah) Al. Wa ware, from me, us mat avabhyam asmat cn Aa at TA: my, our mama (me) — divayoh (nau) asmakam (nah) Loe. ufa raat: Weg onme,us — mayi avayoh asmasu Singular Dual Plural ‘The Sanskrit words in parentheses are sometimes used. For example, mA is sometimes used instead of mam (except beginning a sentence).LESSON TEN 129 3. Here is the second person pronoun (you): Stems: tvad (singular) you; yusmad (plural) you, Both are any gender. Nom, Ta Far, Ty you tvam yuvam yayam ac TMT Baa _Mma you tvam (tv) —_yuvaim (vam) yusmin (vah) Inst. aT garam TAT: with you tvaya yuvabhyam yusmabhih pa TAA FAA a, Aa a: for you tubhyam (te) yuvabhyim (vam) yusmabhyam (vah) Ab. TAT, area, aT from you tvat yuvabhyam yusmat Gea, TAT gaat: ar, TEA a: your tava (te) yuvayoh (vim) yusmakam (vah) “Loc. Tae aaa: Fag on you tvayi yuvayoh yusmasu reid i aaa Singular Dual Plural ADJECTIVES 4, Adjectives (viSesana) are considered nominals (subanta), or noun forms. They are declined like nouns. They are usually placed before the noun that they modify and agree with it in number, case, and gender. For example, the adjective for “beautiful” is sundara:130 LESSON TEN Oat ait weate | sundaro gajo gacchati (with sandhi) The beautiful elephant goes, Ifa genitive is also modifying a noun, the genitive goes closest w ue noun, For example: WT TET Tat Teste | sundaro nrpasya gajo gacchati (with sandhi The beautiful elephant of the king goes. ares Frey Ta reste | sundarasya nrpasya gajo gacchati (with sandhi) ‘The elephant of the beautiful king goes. VAS 5. One of the most common roots in Sanskrit is Yas, which means “to be.” We have had another root, bhi, which also means “to be,” but Vas is more common, It is used to mean “there is” and as a copula. For example: ‘There is the horse. waster agvo ’sti Rama is the king, wat qarstet Fimo nrpo ’stiLESSON TEN 131 6. Here is the present indicative (lat) for Vas. These are not the endings, but the entire verb: Thied TET asti santi Second BAA tq: wa asi sthah stha Fist TST ta: a: asmi svah smah Singular Dual Plural Note how closely this is related to the endings for the active verbs. Note also that the singular forms begin with a, and the dual and plural begin with s. 7. This verb is often understood. That is, the verb is meant, but is not written in the sentence. For example: WT TASTE or TUT TT ramo nrpo ’sti nrpo ramah Rama is the king. Rama is the king. Notice that when the verb is understood, the predicate nominative (king) is sometimes placed before the subject (Rama). 8. Often this verb begins the sentence. For example: afer sat cera are asti nrpo dasaratho grame There is a king, DaSaratha, in the village.132 VOCABULARY ada satt LESSON TEN SANSKRIT ENGLISH ativa (ind.) very api (ind.) also, too (placed after the word it is associated with) Aga agagaaa Tae 4 Yas (root) asti (3rd per. sing.) he, she, or it is asmad (plural pro.) we aho (ind.) aha! hey! evam (ind.) thus, in this way kupita (adj.) angry tvad (sing. pro.) you dharmika (adj.) virtuous nama (ind) by name (placed after the word itis associated with) punar (ind.) again bhita (adj.) aftaid mad (sing. pro.) 1 yusmad (plural pro.) you sundara (adj.) beautifulEXERCISES 133 « Putin the correct sandhi, write in devanag: a, mama putrah gacchati b. tava gajah mat tvam gacchati c. mama hastau pustakesu stah d. aham ngpah asmi e. vayam agve tisthamah f. tvam mama pustakam pathasi g. rfimab tava nrpab asti h. ydyam grhe stha i, asmakam nrpab kupitah as j. tvaya saha aham gacchami k. dharmikah nrpah bhitah asti 1. sundarah tvam 2. Take out thesandhi and translate the following: a. ToeT YaTstet134 LESSON TEN ». Wal Wa: Grate oc. Bendre stat starr 4. Barat waft ere water o. Wee Fa WaT ATT aT ‘Ha Ta We Teardifa Perea: yesta 1 . at aa ort waht | n. Oh Gena TT | i. Wea Fear geaaee | i. UT est ee Gat FT |LESSON TEN 135 3. Translate the following sentences, writing them first without sandhi (in devanigari) and then with sandhi (in devanaiga a, The student is not afraid of the teacher. (Use ablative for teacher.) b. You obtain knowledge from the scriptures. c. “The boy is there,” says the hero to the teacher. d. Task the teacher about the deer. e. “Where are you going?” the boy asks. f, Again the hero comes to my house. g. Your teacher speaks the truth. h. Ourhorses are standing in the village. i. There is a king, Rama by name, in our village. j. How do I obtain the king's horses from you?136 SUMMARY SHEET Third — gacchati he, she goes) Second gacchasi {you go) First gacchimi (Igo) | Singular LESSON TEN gacchatah gacchanti (they two go) (they all go) gacchathah —_gacchatha (you two go) (youall go) gacchavah —_gacchamah (we two go) (we all go) Le Dual Plural VERBS PRIMARILY TAKING ACTIVE ENDINGS (parasmaipada) a+Vgam Vgam \Vpath pas (v drs) \prach Vbhi \vad vas Ystha Vsmr Agacchati gacchati jayati pathati pasyati prechati bhavati vadati vasati tisthati smarati he comes he goes he conquers he reads he sees he asks heis he speaks, he says he lives he stands he remembersLESSON TEN 137 Third —-bhagate —_bhagete bhasante (he speaks) (they two speak) (they all speak) Second bhasase —_bhagethe bhasadhve (you speak) (you two speak) (you all speak) First hase bhasavahe —_ bhasamahe (speak) (we two speak) (we all speak) \ ma Singular Dual Plural VERBS PRIMARILY TAKING MIDDLE ENDINGS Gtmanepada) Vbhas bhasate he speaks man manyate he thinks Viabh labhate he obtains sev sevate he serves VERB REGULARLY TAKING BOTH ENDINGS (ubhayapada) Veint cintayati-te he thinks THE VERB Vas Third asti stah santi Second asi sthah stha First asmi svah smah Lo Lo Lo Singular Dual Plural Charts for pronouns are listed on pages 307-311.138 LESSON TEN MASCULINE NOUNS agvah acaryah gajah gramah candrah narah nrpah putrah balah mrgah ramah Nom. | narah narau narah (subject) | \ Acc. | naram —narau naran (object) | ! Inst. | narena* narabhyam naraih (with) | | Dat | naraya_ narabhyam narebhyah (for) I Abl | narat — narabhyam narebhyah (from) | \ Gen. | narasya narayoh —naranam* (of,’s) | \ Loc. | mare narayoh = naresu (in, on) 1 \ Voc. | mara narau narah oO | Singular Dual Plural *gajena, gajanam (See page 46.) horse virah hero teacher sisyah student elephant siryah sun village hastah hand moon man king son boy deer RamaLESSON TEN 139 NEUTER NOUNS Nom. | phalam — phale phalani* (subject) | \ Acc. | phalam — phale phalani* (object) | ! Inst. | phalena* phalabhyam phalaih (with) 1 | Dat. | phaliya phalabhyam__phalebhyah (for) I Ab | phalabhyam phalebhyah (from) | \ Gen. | phalasya phalayoh —_phalinam* (of,’s) | \ Loc. | phale — phalayoh ~—_phalegu in, on) | I Voc. | phala —phale phalani* oO | Singular Dual Plural *6astrini, Sastrena, Sastranam amrtam immortality satyam truth grham house sukham happiness jalam water siktam hymn jfiinam knowledge duhkham suffering pustakam book phalam _ fruit vanam —_ forest Sastram scripture140 LESSON TEN ADIECTIVES kupita angry dharmika virtuous bhita afraid sundara beautiful INDECLINABLES ativa very atra here api also, too (placed after the word it is associated with) aho aha! hey! iti eva evam katham kutra ca tatra na nama punar va vina saha end of quote only, ever thus, in this way how where and there not by name (placed after the word it is associated with) again or without withLESSON ELEVEN Alphabet: Internal sandhi rules Grammar; Feminine nouns in & and third person pronouns Vocabulary: Feminine nouns142 LESSON ELEVEN ALPHABE: 1, We will learn only two internal sandhi rules at this time. These INTERNAL need not be memorized, but are mainly for recognition. SANDHI 2. The first rule is that s changes to § if immediately preceded by any vowel buta or 4, or preceded by k or r. The rule does not apply if the s is final or followed by an r. It applies even if an anusvara (m) ot visarga (h) comes between the vowel, k, or r—and the s. This rule is clearer in chart form: | any vowel | inspite of | changess | unless final | 1 (buta or a), | intervening! tos | orfollowed | | kore | omorh 1 | immediately | | \ I I byr | L | 1 3. If the sound following the s is t, th, or n, it is also retroflexed. For example: stha becomes tisthati 4, The second rule is that n changes to n if preceded anywhere in the same word by r, r, , or §. Certain sounds may interrupt the process, Study this chant: Jh, fi, | changes n lif followed by | 1 Tunless ¢ eh, Irot tthd,dhn, fon lvowels, m, y, IF 1, §, sinterferes | i | t, th, d, dh, ' ly,orn ! | H 1 \ 2LESSON ELEVEN 143, 5. Retroflex sounds, such as r, r, fF, and g, leave the tongue in a retroflexed position. Unless certain sounds interfere, such as retroflex sounds of the releasing type, like f, or sounds from the row above or below, then n becomes retroflexed. (The ka varga and pa varga don’t seem to move the tongue enough to change out of the retroflex position.) For example: rmena (The r changes the n ton.) putrena (The r changes the n to n.) putranam (The r changes the n ton.) 6. In this chart, the sounds which could interfere are in bold. They are all the consonants in three rows except for yaz ka kha gas gha—ota ha ca cha ja jha—sfia’_—sya a ta tha da dha na ra sa ta tha da dha_— na la ssa pa pha ba = bha.—Ss—sma—svk 7. Ifanother n immediately follows the n, they both become np.144 GRAMMAR: FEMININE NOUNS IN A 2 LESSON ELEVEN - There are standard endings to nouns, and it will help to compare all future declensions with the standard endings. Some declensions follow these endings more closely than other declensions. The standard endings are the same for all genders, except the neuter nominative and neuter accusative, which are m, i, and i Nom os om am i as i Ace. am om au i as ii Inst. a bhyam bhis Dat e bhyam bhyas ADI. as bhyam bhyas Gen. as os am Loc. i os su a) \ ! Ls Singular Dual Plural These endings are generally applied to most stems using sandhi mules. For example, the masculine nominative plural standard ending is as. When as is added to nara, the word for “men” becomes nards (narah with sandhi). These standard endings are listed by Panini in a siitra (4.1.2) that begins with su and ends with p. Panini therefore calls the nominal endings sup. On the following page is the declension for feminine nouns ending with d in their stem form:Stem: send (feminine) army Nom, Ace. Inst. Dat. ADL Gen. Loe. Voc. a sen ary senam aat senaya ara senayai senayah BATA senayam ‘Singular sene a sene area senabhyam rear, senabhyam areal senabhyam wat: senayoh aaa: senayoh 145 senabhih aaa: senabhyah aaa: senabhyah arr senanam wag senasu . Feminine nouns must have feminine adjectives. Masculine and neuter adjectives normally are declined like nara and phala, If the noun is feminine, the adjective is declined like & or I stems. (The feminine stem eiding in I will be studied in Lesson 13.) The dictionary will indicate how the feminine adjective is formed. For example:THIRD PERSON PRONOUNS 4, kupita mf(ayn dharmika miG)n LESSON ELEVEN bhita mf(a)n. sundara mf(@n If the dictionary entry is marked (mfn), the word is an adjective, and the feminine adjective is usually formed with &. ‘While the first and second person pronoun have only one declension, the third person pronoun has three declensions—one for each gender: Stem: tad (masculine) he Nom. (he, they) Ace. (him, them) Inst. (with him, them) Dat. (for him, them) Abl. (from him, them) Gen. (his, their) Loc. (on him, them) a: sah A tam aid tasmai i tasmat 1 ' Singular att tau at tau area tabhyam areary, tabhyam areary tabhyam aa: tayoh tebhyah aa: tebhyah rary tesam a tesu 1 1 Plural:LRSSON 147 5. With sandhi, sah, the masculine nominative singular, drops the final h before all consonants and all vowels but a. It usually appears as $a. At the end of a line, it appears as sah, and before a it appears as so (and the a is dropped). For example: areata ast sagacchati He goes. so’tra He is here. 6. Here is the neuter third person pronoun: Stem: tad (neuter) it Nom. a a a (it) tat te tani Ace. a a att (it—object) tat te tani Inst Co way ot (with it) tena tabhyam taih Dat wet area AEs: (for it) tasmai tabhyam tebhyah Ab Ta: (from it) tasmat tabhyam tebhyah Gen, Tw wat: Ty (of it, its) tasya tayoh tesim Loe. area wat: iy (on it) tasmin tayoh tesu 1 om 1 Ll 1 Singular Dual Plural48. LESSON ELEVEN 7. Notice that the nominative and accusative are the only forms in which the neuter differs from the masculine. 8. Here is the feminine third person pronoun: Stem: tad (feminine) she Nom. a (she, they) si Ac Tw (her, them) tam Inst. war (with her, them) taya Dat. wet (for her, them) — tasyai Abl. Tea: (from her, them) tasyah Gen. wat: (her, their) tasyah Loc. (onher, them) — tasyam dt Singular area: tabhyah area: tabhyah aren, ‘sim ag tasu 1 PluralLESSON ELEVEN 149 9, The third person pronoun can act as a pronoun or a demonstrative pronoun meaning “that.” For example: anetd | sa gacchati He goes. (“He” is a pronoun.) aa este | sa naro gacchati ‘That man goes. (“That” is a demonstrative pronoun.) ‘The demonstrative pronoun is usually referred to in English as a demonstrative adjective. In Sanskrit, itis called a pronoun. 10. The demonstrative pronoun goes in front of the noun it is used with and corresponds to the noun in case, gender, and number. For example: a ae Teste | sa balo gacchati ‘That boy goes. areted od Tate | balas tam gramam gacchati ‘The boy goes to that village. IVA 11. The word “iva” indicates “like” or “as if.” For example: ya ga aret af nrpa iva bilo vadati. The boy speaks like a king.150 VOCABULARY SANSKRIT oferen wa way avidya (fem.) iva (ind.) katha (fem.) kanya (fem.) kupita (fem. adj.) chaya (fem.) putrika (fem.) praja (fem.) bala (fem.) bharya (fem.) bhita (fem. adj.) mala (fem.) vidya (fem.) sita (fem.) sena (fem.) LESSON ELEVEN ENGLISH ignorance asif, like (used after verbs, nouns or adjectives) story girl angry shadow daughter child, subject (of a king) girl wife afraid garland knowledge Sita (wife of Rama) armyLESSON ELEVEN EXERCISES 151 . Write in devanagari, with correct internal and external sandhi, and translate. Use the vocabulary list and tables located in the back of the text. a. rlimena saha h. tam gacchati b. sastrani i. sah balah gacchati c. phale agve stah j. si bala gacchati d. sah gacchati k. sah balah iva gacchami e. sah balah Sgacchati 1. aho rama f. bilah mam gacchati —m,_tasmin vane sah vasati g. si bali mam agacchati on. sitayah mala Take out the sandhi and translate the following: a UT Mar at ware ». WF a are smitnrsher c, TA UM Hat Tate | 4. TART PST WAMTET ETAT | (Notice thatch becomes cch after a short vowel. See p. 230 #5.)152 LESSON ELEVEN 4 ; ; i 4 i i a area thar We Teste | Translate the following into Sanskrit, including sandhi, and then write in devandigari: » . There is a girl, Sita by name, in that village. b. The daughter of the virtuous king is very afraid. c. “He tells me again,” that subject says. d. “Aha! [remember that story!” the girl says. e. With knowledge, you obtain immortality; with ignorance, you obtain suffering. f. Like those girls, Sita reads books. g. “Where is our daughter?” the hero asks his wife.LESSON ELEVEN 153 h. The wife of Rama is Sita. i, The hero obtains a garland and thus obtains a wife. j. “Without Sita, am as if without the sun,” Rima says. THE MONKEY AND 4. Translate the following story. The vocabulary is given afterward: THE CROCODILE ». Bike ara Brae o, aaretee Ft Tararede aaRT | c. Uiafet are: weranit wenta Paferafer 1 a. Bre: wenhy arefe | e. Uae tea Rrecedifa eater arat aia | 1, aTat ead eaeareste t e. Wel at ay Teaesta Sei art aefe | », Vanfecata Arey rahe | i. Tere Eri ant gets |VOCABULARY LESSON ELEVEN 3 Taree Tey ETA: At aia | «Wa ted ga adie ara ae | 1 Gant aa vate ara aa | m. SPA At THTaTEATS TARA | a, WA TATA | o. Ur Tareq fae weahet p. Say eed arate Ais are seh a. Ua BT ara HAF fears: a. gaigi (fem., # declension) Ganges kumbhirak (mas,) crocodile b. mitram (n.) friend vanarah (mas.) monkey. Appears first as an appositional (his friend, a monkey) tatah (mas.) bank (of the river) c. pratidinam (jind,) everyday pakya mf(@)n (adj.) ripe niksipati (3rd per. sing.) he throws down d. Khadati (3rd per. sing.) he eatsLESSON ELEVEN 155 .) sweet bharya (fem., 4 declension) wife | khaditum (infinitive—treated like an accusative) to eat icchati (3rd per. sing.) he wants (khaditum icchati = he ‘wants to eat) . Agaecha (2nd per. sing, imperative) evam astu (ind.) O.K., so let it be prstham (n.) back vahati (3rd per. sing.) he carries madhyam (n.) middle .vekgah (mas,) tree nayati (3rd per. sing.) he takes, he carries, Second person imperative is naya (combined with iti is nayeti). ucchalati (3rd per. sing.) he jumps up bilam (n,) hole kah (mas. pronoun) who cit (ind.) (makes kah indefinite) kascit someone corayati (3rd per. sing.) he steals sma (ind.) makes verb before it in past tense . tisthati (rd per. sing.) he remainsLESSON TWELVE Alphabet Numerals; cardinal and ordinal numbers Grammar; Nouns in i and the gerund Vocabulary: Nouns in iALPHABET: 1. Here are the numerals (sarpkhy@) and cardinal numbers from one NUMBERS to ten. Alternate forms for some numerals are given in parentheses. NUMERALS CARDINAL NUMBERS Arabic. devandgari English Sanskrit 1. g one Uh eka 2. R two fav 3 2 three ai 4. 8 four dt catur 5. 4 (4) five Wa pafica 6. & six TT sas 7. 9 seven TA ssapta 8. GB (e+) eigh FE asta 9. & (8) nine Aq nava 10. Ro ten GT dasa 2. The devandigari numerals combine just like Arabic numerals (ince Arabic numerals were formed from Sanskrit). For example: iL RR 12 RR 13 RR 20 Re158 LESSON TWELVE . FOF NOW, We WII Not use we cardinal numbers (eka, dvi, etc.) as part of the sentences, since their declensions are complex. At the end of each sentence in the exercises, we will use the numerals 3 2% 8, ete) }. Here are the ordinal numbers: First prathama Sixth sastha Second —dvitiya Seventh saptama Third trtiya Eighth astama Fourth caturtha (or turiya) Ninth navama Fifth paficama Tenth daSama . The ordinal numbers will be used in the exercises, because their declensions are easier than the cardinal numbers. The ordinal numbers are used like adjectives, going before the noun they modify and agreeing with it in gender and case. The number will be singular. The ordinal numbers follow the short a declension for the masculine and neuter. Here are the feminine stems. (The feminine? will be learned in Lesson 13.) First prathama Sixth sasthi Second i) Seventh saptami Third = trtiya Eighth —_astami Fourth caturthi (or turiya) Ninth navami Fifth paficami Tenth dasami Compare the devanagari numerals with other scripts:LESSON TWELVE 159 COMPARATIVE TABLE OF NUMERALS Se DROTD ER e en eK CARene , % ’ 4 q a 4 ‘ b qa 6 a 9 Re vEmo aPoue ame 6QYene BP M2 AOD BRN YE GN Aw aaens FOR Ve pe SeueTrang atte FROR OCP OSG Mr U SEP Le EN Fe op ee%er se ooeere)= S223 PP BAYS GC cHL omy a 3 Q0< © 2 PPL ve we mNY nee 7. Compare the cardinal numbers with numbers from several Romance languages: English Sanskrit ——_Ttalian French Spanish one eka uno un uno two dvi due deux dos three tri tre trois tres four catur quattro quatre cuatro five pafica cinque cing cinco six sag sei six seis seven sapta sette sept siete eight asta otto huit ‘ocho nine nava nove neuf nueve ten dasa dieci dix diez160 GRAMMAR: NOUNS IN I 1 LESSON TWELVE Here are the masculine and feminine declensions fori nouns. They differ only in the accusative plural and the instrumental singular, Stem: agni (masculine) fire; kirti (feminine) glory Nom. Ace. Inst. Dat. Abl. Gen. Loe. Voe. a: agnih any agnim ater areat agnina / kirtya wart FTeh agnaye (kirtyai) am: teat: agneh (kirtyah) am: Area: agneh (kirtyah) ant Arai agnau (kirtyam) Singular agni ot agni ates agnibayam afar, agnibhyam ahr agnibhyam wT: agnyoh aa: agnyoh oat agni p 1 Dual wa: agnayah sai ra agnin/ ofa: agnibhih aire: agnibhyah wires: agnibhyah agnayah ni Plural ‘The singular dative, ablative, genitive, and locative have an optional feminine form. For example, the feminine dative singular is kirtaye or kirtyai. The feminine instrumental singular is kirtya only.LESSON TWELVE, THE GERUND 161 3. Now we will study the gerund, which is a participle. A participle is, formed from a verb, but does not take verb endings (tif). The gerund (ktvanta) indicates prior action. The sentence, “Rama speaks and goes,” could be formed with a gerund. It would be: “Having spoken, Rama goes.” “Having spoken’ is the gerund. uditva rimo gacchati Having spoken, Rama goes. (gerund) 4. Because the gerund continues the action, it is sometimes called a continuative or conjunctive participle. 5. The gerund is used with only one subject. 6. ‘The gerund has the meaning of doing something first, whether the main verb is past, present, or future, A series of gerunds may be used, but they must always be followed by a main verb. Each gerund follows in time the one before it, and the main verb comes last in time, as well as position in the sentence. For examp! gajam drstvi jalam labdhva ramo gacchati Having seen the elephant, having obtained water, Rama goes. 7. There are several alternative translations: Seeing the elephant, obtaining water, Rama goes. After seeing the elephant and after obtaining water, ama goes. Afier having seen the elephant and after having obtained water, Rama goes,LESSON TWELVE 8. Everything that goes with the gerund, such as the accusative, is usually placed immediately before it. (See the example in #6.) 9. The gerund is easy to recognize because it is not declined. It is sometimes called the absolutive, because it stays in the same form. Itis usually formed from the root by adding -tva to the end (called ktva by Panini). If there is a prefix, -ya is added at the end (Iyap). 10, Here are the forms for the gerund ('as has no gerund): Root 3rd Per. Sing. = Gerund 4+Vgam agacchati Agamya —_—having come (also agatya) Vgam gacchati gatva having gone Vint cintayati -te cintayitva having thought Nii jayati jitva having conquered Vadré (pas) pasyati drstva having seen Ypath pathati pathitva having read Vprach — prechati prstva having asked Vbhas —_bhiisate bhasitva having said VbhG —_bhavati bhitva having been Vman manyate matva having thought Vlabh —_labhate labdhva having obtained Vvad vadati uditva having said Vvas vasati usitva having lived sev sevate sevitva having served Vstha tisthati sthitva having stood Vsmr smarati smrtva having rememberedLESSON TWELVE VOCABULARY 2 > Zz & 7 & a 5 ; 2 3 2 aa 237 agnih (mas.) atithih (mas.) rsih (mas.) kavih (mas.) Idrtih (fem.) bhimih (fem.) santih (fem.) siddhah (mas.) siddha (fem.) siddhih (fem.) 163 ENGLISH fire guest seer, sage poet glory, fame earth peace one who attains perfection one who attains perfection perfection, attainment, proof164 LESSON TWELVE EXERCISES 1. Translate the following sentences. Use the vocabulary and tables listed at the end of the text. a Bit Get Teresa Teste 121 ». Fereat ont gate 121 co. WTA: Mara WET TART 131 a. WH ceaataft Aad ix c. Ue farcar ar: iff eat yt «. Peet ort aaa iat g Wel wa Ha vests fadrat are: yeart 101LESSON TWELVE 165 n. Gate Uforat arantadaa 151 i Wer Fe MTS et i. Wat were ata at aahr 101 2. Write the following sentences in Sanskrit: a. After conquering the army, the hero obtains fame on earth. b. Like Sita and Rama, the student goes to the forest. c. After serving her third guest, Sitd speaks to Rama, d. In the story, Rama obtains fame. e. The hero does not conquer ignorance. f. The king, Rama by name, is very virtuous. g. “How do you obtain perfection?” the second student asks. h. Having lived in the forest with his wife, the king, Raima by name, goes to the village. i. Having obtained peace, perfection, and glory, the seer goes to the beautiful forest. j. Thus having seen his wife on the elephant, the hero goes to her.LESSON THIRTEEN Alphabet: The sandhi rules for combining vowels. Grammar: Feminine nouns ini Relative-correlative clauses Vocabulary: Nouns ini Relative and correlative adverbsLESSON THIRTEEN 167 ALPHABET: 1. The following chart shows the changes that vowels often undergo. VOWEL SANDHI These changes are called guna and vrddhi changes: a a a a a a ui e ai y ui ° au v r ar ar r 1 al al 1 LW Lo WI guna vrddhi__ Corresponding Semi-vowel 2. This important chart will help you understand how vowels combine in both internal and external sandhi. Later on, it will help you understand how roots are strengthened (by gupa or vrddhi) to form verbs and nominals. For example: Vid veda vaidya \div deva daivika Vyuj yoga yaugika Nahr dharma dharmika Lo 14 1 Root guna =——vrddhi 3. Memorize the above chart and then memorize the sandhi rules for combining vowels that follow: 4, SIMILAR VOWELS a Wy + Wa: = Waa: rma + aSvah = rimasvah +8 sa168 LESSON THIRTEEN Treata . sf - Weesdifa gacchati + iti = gacchatiti Us ea We. TT -eT guru + upa = gurdipa peret fag. sa rghe pitr + rsi = pitrsi ‘These rules apply first. Then the following rules apply. 5. DISSIMILAR VOWELS vowel = yvowel ("vowel means any short or long vowel) Treata . Haq = Teeeray gacchati + aSvam = gacchaty aSvam T+ vowel = wow —- 8+ WA = Tea guru +asvam = gurv ajvam r+ vowel = rvowel fag. aa = fr pitr +atra = pitratraLESSON THIRTEEN 169 WA. WT = WAST grame+atra = grime ’tra e+vowel =a vowel = TY + Sf = rT eet grime + iti = grima iti 6. e+a 1. aitvowel =a vowel «=A WA = TT HT tasmai+atra = tasmda atra Ano seldom occurs in a final position before sandhi is applied. au+vonel = dwowed Tit. gfat= manta gajau+ iti = gajaviti 8. FINAL “a” FOLLOWED BY DISSIMILAR VOWELS wa + ofa - waft tatra+ iti = tatreti E+ =0 ws + TOR. HST katha + upanisad = kathopanisad er sar Wes WA = Ta, satya + rtam = satyartam170 LESSON THIRTEEN Yee, ai = al Wa. Ua -aate tatra + eva = tatraiva F+o, au = au ra. Bile: - wale: atra + okah = atraukah 9. Some vowels (pragrhya) are not subject to sandhi. They are: a. thelettersi, fi, and e, when they serve as dual endings. For example, bale dgacchatah (The two girls come.) needs no sandhi. b. the final vowel of an interjection (usually a vocative), For example, aho ava ( horse!) needs no sandhi.LESSON THIRTEEN GRAMMAR: NOUNS IN I m 1. Here is the declension for feminine nouns ending with fin their stem form: Stem: nadi (feminine) river Nom, 7a wet wa: nadi nadyau nadyah nO war: nadim nadyau nadih Inst. WET ade TAR: nadya nadibhyam nadibhih Da 7a ade aera: nadyai nadibhyam nadibhyah ab. Wer: aera ATTA: nadyah nadibhyam nadibhyah Gen, TET: welt: weary nadyah nadyoh nadinam Loc. TEL welt: aay nadyam nadyoh nadisu vo. Ate wet wa: nadi nadyau nadyah Ld Ld Singular Dual Plural172 RELATIVE- CORRELATIVE CLAUSES LESSON THIRTEEN 2. Now we will learn about relative and correlative clauses. In English, the sentence “I see where the king lives,” contains two separate clauses: “I see” and “where the king lives.” The sentence contains a subordinate, or relative clause (“where the king lives”), and an independent or correlative clause (“I see”). For example: I see where the king lives. ' correlative relative 3. In Sanskrit, the relative clause usually goes first and the correlative goes second, The relative clause is introduced by a relative adverb (indeclinable) and the correlative clause by a correlative adverb. Where the king lives, there I see. \ os relative clause correlative clause ‘Where the king lives, there I see. Lo Lo relative adverb correlative adverb yatra nrpo vasati tatra aham pasydimi 1 tN relative clause _ correlative clause yatra nrpo vasati tatra aham paSyami 1 Lo relative adverb _ correlative adverbLESSON THIRTEEN 173 4. Here are the relative adverbs and their correlative partners (none are declined): yatah yatra yatha yada yadi since, when tatah where tatra since tatha when tada if tada 5. Here are some examples: When he goes, then I remember. yada gacchati tada smarami I go if you go. (becomes) If you go, then I go. yadi gacchasi tada gacchami therefore there so, therefore then then You obtain fruit where the forest is. (becomes) Where the forest is, there you obtain fruit. yatra vanam asti tatra phalani labhase 6. There is also a relative-correlative pronoun, yad and tad (“who” and “he”). This construction would be used to translate this sentence: ‘The man who goes is the king. \ 1 relative clause14 LESSON THIRTEEN 7. In Sanskrit, the relative clause contains the relative pronoun yad, and the correlative clause contains the correlative pronoun tad. Sometimes the correlative pronoun may be omitted. The pronoun -yad follows the declension of tad (See p.177.): who man goes, he is the king \ tt ' relative clause correlative clause yo naro gacchati sa nrpo °sti \ Po relativeclause correlative clause 8. Both “who” (yo) and “he” (sa) refer back to the man, who is called the antecedent. In English, the antecedent goes directly before the relative pronoun (who), In Sanskrit, the antecedent usually follows the relative pronoun (who) or the correlative pronoun (he): who man goes, he is the king yonaro gacchati sa nrpo ’sti mo antecedent or who goes, that man is the king yo gacchati sa naro nrpo ’sti fa antecedentLESSON THIRTEEN 175 9. The relative and correlative pronouns take the gender and number of the antecedent. The case of the antecedent depends upon its role in each clause. Study the following examples: Isee the man who is going. (becomes) which man is going, him I see yo naro gacchati tam pasyami Lo antecedent Le relative clause correlative clause or who is going, that man I see yo gacchati tam naram pasyami Lo antecedent 1 relative clause correlative clause The king sees the elephant on which I stand. (becomes) on which elephant I stand, him the king sees yasmin gaje tisthami tam nrpah pasyati relative clause _correlative clause176 LESSON THIRTEEN or on which I stand, that elephant the king sees yasmims tisthdmi tam gajam nrpah pasyati Los antecedent relative clause correlative clause 10. Notice that the relative pronoun (yad) and the correlative pronoun (tad) agree with each other in gender and number, but may differ incase. Like the antecedent, the relative word and the correlative word take a case (vibhakti) that is determined by their role in the clause. Study the following examples: 1 see the man with whom Rama goes. (becomes) with which man Rama goes, him I see aa aT ae TA eat TAS TATA | yenta narena saha rimo gacchati tam aham pasyami or with whom Rama goes, that man I see a wt weata tae eat 1 yena ramo gacchati tam naram aham pasyamiLESSON THIRTEEN Rama lives in the village from which I am coming, (becomes) from which village I am coming, in it Rama lives 17 FeTreTenests ASAT Tare | yasmiid grimid Agacchdmi tasmin rimo vasati or from which [am coming in that village Rama lives qerenrents afar wat vate 1 yasméd Agacchami tasmin grime riimo vasati 11, The pronoun yad follows the same declension as tad (mas., n., fem.), except that the masculine nominative singular follows normal sandhi rules, and therefore appears as yah, yo, etc. Observe, for example, the masculine: Stem: yad (masculine) who, what, which Nom. (who) a: ‘Acc. (whom) a Inst. (with whom) Dat. (for whom) aay Abl. (from whom) FCAT Gen. (whose) aw Loc. (on whom) ATL a at178 VOCABULARY SANSKRIT. antteht aa wt Pry aq ant rat SANSKRIT (relative adverbs) Od: yatah FA yatra aT yatha eT yada ate yaai dharmiki (fem. adj.) nadi (fem.) patni (fem.) mitram (n.) yad (pro.) vapi (fem.) sundari (fem. adj.) LESSON THIRTEEN ENGLISH virtuous river wife friend who, what, which pond beautiful ENGLISH SANSKRIT ENGLISH (correlative adverbs) since, when Wt? tatah therefore where TA tatra there since,as TAT tatha _s0, therefore when TeT tada then if WET tada thenLESSON THIRTEEN 179 EXERCISES 1. Translate the following: a. aa enirera fae: 121 b. aT AA Wea: UPrerfer ar areas gates 121 c. Gat Gad ares abraredife wat aefe 131 4. Fal BA ANTeS ts TAT AM Tea TA Treatt 1st e. Wat Treat FAA Gerwt Tea: 141 Ser Bar TE Aaa ser often Ta wafer 1a! g. afe ae: Fate aad ver a tat 101180 LESSON THIRTEEN », Serenatetate wet area aa: Pat Watt tt i We fern ae Gat ae Tesh 12) j. Tees F ord ate: ares iol 2. Translate the following into Sanskrit: a. The boy obtains water from the river. b. The wife sees the fruit which is in the pond. c. Having obtained a garland, our guest goes to the village. d. He lives like a king when his wife serves him. e. Sita, who is the wife of Rama, obtains fame on earth. £ The virtuous king sees the boy who is coming. g. The student, having thought, asks the poet about the river. h. That beautiful wife lives without suffering. i, Ignorance is like a shadow for the man who sees. j. When the daughter of the king comes, then the subjects stand.LESSON FOURTEEN Alphabet: The sandhi rules for final h Grammar: Verb prefixes and the imperfect active Vocabulary: More verbs182 LESSON FOURTEEN ALPHABET: Now we will memorize the sandhi rules for words ending in h. SANDHI RULES These rules were presented in charts in Lesson 9. Both charts in FOR FINAL h Lesson 9 present the same rules, but it will be easier to follow the structure of the second chart on page 111, While the first word ends inh, the second word may begin with any letter of the alphabet. Notice that the chart breaks the alphabet into three parts. The chart is arranged according to which section of the alphabet the second word begins. Here is one way of dividing the alphabet in order to leam these rules: (a) Vowels (c) Unvoiced consonants (b) Voiced consonants\ LESSON FOURTEEN 183 (a) If the second word begins in a vowel, there are four rules: Second word begins in any of the following: a a i i u a r F 1 e ai o au (1) If the first word ends in ab and the second begins in a, the ah changes to 0, and a is deleted (marked by an apostrophe in roman script or avagraha in devaniigari). For example: ah+a=o0? WE: . Wa = WaT ramah + atra =ramo’tra (2) If the first word ends in ah and the second word begins in any vowel (except a), alt changes to a: ah + vowel =a vowel Ta: . Beat. we BTS ramah + Sgacchati = rama gacchati184 LESSON FOURTEEN (3) If the first word ends in ah and the second word begins in any vowel, ah changes to a: ah + vowel = + vowel WU + Sa = AT Stet narah +iti = narditi (4) If the first word ends in any other vowel before the final h, and the second word begins in a vowel, then the h changes to r. For example: oh + vowel = orvowel Wal: + Wa = TENT nadyoh + atra = nadyor atra (b) If the second word begins in a voiced consonant, there are three rules: Second word begins in : ga ghasa ja jha fia da dha na da dha ba bha_s ma ya ora ia va haLESSON FOURTEEN 185 (1) If the first word ends in ab, it becomes o: ah + voiced consonant =o voiced consonant wr: . Teaft. wat West raimah + gacchati= ramo gacchati (2) If the first word ends in ah, it becomes A: ah + voiced consonant = @ voiced consonant WT: « Teetat = Test narah + gacchanti= nara gacchanti (3) If the first word ends in any other vowel before the final h, the h becomes r (unless the second word begins with an 1). For example: oh + voiced consonant = orvoiced consonant mat: Teafe - aan narayoh + gacchati= narayor gacchati A double r does not occur. If the second word begins in r, the first r is dropped and the preceding vowel made long, if itis short, Note that the last two rules (2 and 3) are the similar to the rules (3 and 4) for second words beginning in a vowel.186 LESSON FOURTEEN (c) For the third group, the second word begins in an unvoiced consonant. For this group, the rules are the same when the first word ends in ah, ah, or any other vowel before the h. ‘There are four rules: Second word begins in: ka kha ca cha ta tha ta tha pa pha fa sas sa_—sendof line (1) If the second word begins in ea or cha, the h (with any vowel preceding it) changes to §. For example: ah + ca =a6ca Wa: + A = TA ramah +ca = ramagca (2) If the second word begins in ta or tha, the h changes to $: ah + {= ast We: « ELeaT = TABTHT ramah + tika = ramas tikiLESSON FOURTEEN 187 (3) If the second word begins in ta or tha, the h becomes s: ah+ta = asta Was WA = WaT ramah + tatra = ramas tatra The above three rules might best be learned visually, using the devanagari script. In each case the h becomes the sibilant that corresponds with the following letter, whether palatal (ca, cha), retroflex (fa, tha), or dental (ta, tha) 4% ©8 at Tt fea scha sta _stha sta. stha (4) All other unvoiced consonants (ka, kha, pa, pha, $a, sa, and sa) cause the h to stay h. The end of the line also causes the h to stay hh. For example: ah+k = ahk Wa: + GA = Ta: SA rdmah + kutra = rimah kutra188 LESSON FOURTEEN GRAMMAR: 1. Verb prefixes (upasarga) are placed before verbs to modify the VERB PREFIXES basic meaning of the verb. They are used much like verb prefixes in English, such as “receive” and “perceive.” We have already learned one prefix, &, which changes “he goes” (gacchati) to “he comes” (gacchati). 2, Here are two additional prefixes upa towards, near upagacchati he goes toward, he approaches prati back to, against pratigacchati he goes back to, he returns, THE IMPERFE! 3. The imperfect (lait indi es past action. It is traditionally described as action done “not of today,” (anadyatana), or in the past, It is formed by putting an augment (Zigama), a, before the present stem. The a is called “maker of the past tense” (bhiita- karana). The imperfect uses slightly different endings, called secondary endings, or the imperfect endings. For example: a+ gaccha +t becomes agacchat he went a+ vada +t becomes avadat he spoke wooo \ ' augment stem ending imperfect.LESSON FOURTEEN IMPERFECT ACTIVE VERBS 4. Here is the formation for the imperfect: ad TST ATTA agacchat agacchatam and ATC: Wee Ty agacchah agacchatam ist AT DWTesTe agaccham agacchava ie Singular Daal 189 BTL agacchan agacchata Tes agacchima \ 1 Plural Note that the imperfect active endings are listed on p. 317. 5. Here are the endings for the present indicative that we have already learned. Notice that the imperfect has similar endings, but shorter: ad TTT Te: gacchati gacchatah rnd TTA Tea: gacchasi gacchathah is Testa Testa: gacchami gacchavah an) Singular Dual Treeatt gacchanti Tea gacchatha TreBTA: gacchimah \ \ Plural190 LESSON FOURTEEN 6. The imperfect puts the augment, a, after the prefix but before the stem. The sandhi rules apply here. Study these examples: Wits B+ Tee + T= TT prati+ a+ gaccha + t = pratyagacchat he returned ee \ prefix augment stem ending —_ imperfect. Ws H+ TH+ T = STS upa + a + gaccha+ t = updgacchat he approached Ws Ws 1S. Hs WL. WIT a + a + gaccha-a + am = dgaccham Toame 7. Often a prefix may affect whether a verb takes active or middle endings. The dictionary will indicate which endings should be used.LESSON FOURTEEN VOCABULARY 191 SANSKRIT ENGLISH os at arate a + Vni (active)* Ginayati he brings TT soreatt upa + ¥gam (active) upagacchati he goes toward, approaches \gup (active) gopayati he protects ni (ubhayapada)* —_nayati -te he leads 7 frate pa (active) pibati he drinks wie. 7 utara prati+Vgam (active) pratigacchati —_he goes back, returns ay arate \budh (ubhayapada) bodhati -te he knows has (active) hasati he laughs ‘The gerund forms for each of these verbs is listed in the back of the text (pages 312-314). Remember that if a verb has a prefix, it forms a gerund with -ya rather than -tva, *Note that Vni and Vbudh are ubhayapada, but 4 + Vni is active.192 EXERCISES L LESSON FOURTEEN Memorize the sandhi rules that take place when the first word ends inh. Memorize the endings for the imperfect active, Translate the following sentences into English: a Fer fereat seat aerarteaferater 121 b. Atel adh WATT 121 «. Aa umTeata t afadater 131 a. ote: eftrarsorant troradif witsaad ie e. Wat mst geftieaaeaS 14! © Get ca uct atarhtt ear drvaad 1&1LESSON FOURTEEN 193 g. ARTS UTA ATT TITS 191 n. : at et Pafenad Te a alata is! i ae: Saran aA 1€1 j. ETT TET ATH SeAT [Rel . Translate the following into Sanskrit: a, The poet read the book as if he were drinking water. b. The hero asked, “How dg I protect the village from the army” / ¢. How did sages live without fire? t 4, If the horses go bapk to the river, then the boy leads them to the forest. (Use douple accisative.) e. When aman dges not know suffering, then he approaches perfection.194 LESSON FOURTEEN ‘The king, named Rama, brought his wife, Sit, a garland. By means of knowledge, a man conquers ignorance. ‘The child drank the water which came from the river. Having seen the river, the girl returned to her house. The boy led the horses from the forest to the river. (double accusative)LESSON FIFTEEN Alphabet: The sandhi rules for final m Grammar: More verb prefixes and the imperfect middle Vocabulary: More verbs196 LESSON FIFTEEN ALPHABET: 1, If the first word ends in m, there are only two rules: SANDHI RULES FOR FINAL M (a) If the next word begins in a consonant, the m becomes m and is pronounced (and could be written) as the nasal corresponding to the first letter of the next word. For example: or reat = yt reek putram + gacchimi = putram gacchami (b) If the next word begins in a vowel or the m is at the end of a line, the m remains the same. The m remains the same because the ‘mouth is not preparing to close at a specific point of contact as it would if the next word began with a consonant, For example: Tay +s areas - aa putram +dgacchami = putram dgacchamiLESSON FIFTEEN 197 GRAMMAR: 1. Here are two more verb prefixes. Some prefixes hardly change VERB PREFIXES the meaning of the original stem, while others change the meaning: ud up, up out uttisthati he stands up (The d changes to t because of sandhi.) udbhavati he is born ava down, away, off avagacchati_ he goes down, understands 2. Here is a list of the major prefixes (given in Pani i 1.4.58). Prefixes can also be used in front of nouns. ati adhi anu apa api abhi ava 4933484 5 $4 across, beyond, surpassing, past (atindriya, beyond the senses; atyanta, beyond the end, infinite) above, over, on (adhyatma, pertaining to the Self; adhivigva, above all, responsible for the universe) after, following (anusvara, “after sound”) away, off (apna, downward breath, elimination) on, close on (apihita, placed into) to, against (abhyaiga, rubbing against) down, away, off (avatiira, crossing down) back, return, to, fully (Gedra, to go toward, conduct; ficBrya, teacher of conduct198 4 al “34 977 4 av 4 aA ud upa dus ni nis pari pra prati vi sam su LESSON FIFTEEN up, up out (udaina, upward breath) towards, near, subordinate (upanisad, sit down near; upasarga, “discharged near,” prefix) il, bad, difficult, hard (duskrta, badly done; duhkham, suffering) (usually used with nouns) down, into (upanigad, sit down near) out from, forth, without, entirely (nistraigunya, without the three gunas) 4 away, forth, along, off (pardsara, “crusher”) around, about (parindima, transformation) forward, onward, forth (prana, vital breath; prakrti, nature) back to, in reverse direction, every (pratyahara, food from the reverse direction) apart, away, out (vyina, moving breath, circulation) together (samiina, even breath, digestion; samskrta, put together, perfected) well, very, good, right, easy (sukrta, well-done; sukham, happiness) (usually used with nouns)LESSON FIFTEEN IMPERFECT MIDDLE 199 . Here is the imperfect middle, which is also used as a past tense: Root: V bhai (middle) speak sd WATT ATA SATORT abhasata abhasetim —_abhiisanta and ATTA: | BATTAL abhasathah — abhasetham =—abhasadhvam is ATT warafe saramate abhase abhasavahi = abhasamahi Lo Lo Ls Singular Dual Plural Note that the endings are given on page 317. }. Compare the imperfect endings with the present indicative endings: aa TTT ret wt bhasate bhasete bhisante and ATT ayy amped bhasase bhasethe bhasadhve is TT amas = aS bhase bhasdvahe —bhdsdmahe \ ‘Singulares VOCABULARY LESSON FIFTEEN SANSKRIT ENGLISH wa. 1 waneata ava + Vgam (active) avagacchati he understands Sa+ FT seata ud + Vbhii (active) udbhayati he is born Sq + Fa stasta ud + Vstha (active) _uttisthati he stands up W mt ram (middle) ramate he enjoys Vgubh (middle) Sobhate he shines smi (middle) smayate he smiles ‘The gerund forms for cach of these verbs is listed at the back of the text (pages 312-314).LESSON FIFTEEN EXERCISES Memorize the sandhi rules that take place when the first word ends inm, . Memorize the endings for the imperfect middle. |. Translate the following sentences into English: a. BAAATA BAA 121 >. UA: a a Fat AAA 121 c. Welaremrestt Ter ae SkrSrT 131 a. AeAVITTST AT Ae Saray 1 e. Wa Meta TS YI ¢, Ufrar yet Ye seats 1e1 ,. faaarteat fra a gaff: sg N01202 LESSON FIFTEEN », Wal Ua Hes aaare strech areit STRICT! Loa waht tar dea aelt We WeaTeSaT 18! Ft Tae Gaet WASATAT 1X01 x. Feraratsaaeer Ferear Tafa Aah |. Translate the following sentences into Sanskrit: a. Since the guest enjoyed the fruit, (therefore) he returns to the house again. b. Having smiled, Sita spoke to the beautiful girl. c. Having come from the elephant, the boy approached that village. d. He understands that the man has a son. e. After drinking the water from the fruit, the girl stands up.LESSON FIFTEEN 203 When the moon shines, then you see shadows in the forest. . When the boy sees the elephant, then he smiles and laughs. The man and his wife enjoy that beautiful house. ‘When his son was born, the hero smiled. The girl obtained fruit from the man who is standing. . When the sun shines on the moon, then the moon shines on us.LESSON SIXTEEN Alphabet: Grammar: Vocabulary: The sandhi rules for final n Nouns in an ‘The imperfect for Vas The dvandva compound Nouns in an More adjectivesLESSON SIXTEEN ALPHABET: SANDHI RULES FOR FINAL N 205 . Now we will learn the sandhi rules for when the first word ends in n. In the majority of cases it remains unchanged. The chart below contains eight rules (a - h) in which n changes. . For each rule, those letters in the alphabet that are in bold represent the first letter of the second word, which causes the change. The letters outside the alphabet are the change the n undergoes. See the examples on the following pages. preceding n becomes (a) ms (b) ms © ms (d)fi(ch) ga BEBE ET E sa sa end of line SERRE Eoe mE Te ha os Ja va preceding 1 becomes nn (e) (if preceded by a short vowel) a © n (@) ml (h)3. LESSON SIXTEEN Here are examples for each of these eight rules: @ We. a - aa tasmin + ca = tasmims ca WW +a = Tia naran +ca = naram$ca a OA + o= THE hardn + (a= narims {a © RA + W -TeT narn + tatra = narams tatra @ TH + TT Test narin + Sobhante = naraii chobhante " or (rarely) AO + MT = TTT narin + Sobhante = narafi Sobhante ul © TH+ WA = Wat rajan + atra + Wa RT nariin+ atra. =narin atra rajann atraLESSON SIXTEEN o WA. Tate = Teale naran +jayati = narafi jayati oss = WS narfin+da = narin da AUT + TAS = AAT TT naran + labhate = naraml labhateGRAMMAR: NOUNS IN AN 1. Here is the declension for nouns ending in an: LESSON SIXTEEN Stem: rjan (masculine) king; étman (masculine) Self Nom. 1S raja Ace, TAL rajanam Inst. Tall BTAAT rajna/atmand pa. Tat Wet rAjfie/atmane Abl Wat? AIHA: rajfial/atmanah Gen, Ua SIA: rajfiah / atmanah ERC UCICE rajfi/atmani wart rajanau rajanau TaTeITy, rajabhyam Tae, rajabhyam weary rajabhyam wert: rAjfioh / tmanoh Walt: BST rAjfioh/atmanoh wart rajanau raijfiah/atmanah waft: rajabhih Wats: rajabhyah wt: rajabhyah Tay, BIT rAjiiim / Stmandm weg rajasuLESSON SIXTEEN 2. Note that the only difference between rajan and atman is that since the tmn combination cannot occur, atman always keeps the a before the n. Sometimes that a may be long. If so, the form is considered strong. The neuter is similar to the masculine: Stem: nfiman (neuter) name Nom. AT nama Ace, ATT nama Inst. ATHT namna Dat TT namne Abl. ATH: namnah Gen, “TH: namnah Loc. APH ATP namni/ndmani Voo, AT AT naman/nama Lt ‘Singular aTet are namni/namani aret arett namni/namani aay, namabhyam ATT namabhyam area namabhyam aret art namni/namani 1 1 Dual arate namani namabhih aaa: namabhyah amry: namabhyah Arar namnam ag namasu ara namani Lt Plural210 THE IMPERFECT FOR YAS THE DVANDVA COMPOUND 3. 4. LESSON SIXTEEN Here is the imperfect for Vas: ad TTT TT TAT. asit stim aisan and TAT: TRL, ret aisih aistam asta is Wat wea aret asam asma _ od Singular Plural Remember that these are not the endings, but the entire verb. Now we will begin our study of compounds (samésa). Sanskrit has several different types of compounds, which are members joined together to create one unit. In devanagari, compounds are written without a break. With transliteration, in this text the members of a compound are joined by a hyphen, when sandhi permits. For example: WhAAT eka-vacana (singular number) Nominal compounds join nouns, adjectives, or pronouns. They are usually formed by taking the base form (nara, phala, etc.) and putting them together, using sandhi rules. Generally only the last member is declined, and prior members have loss (luk) of case ending (sup). ‘The first type of compound that we will study is the dvandva compound. A dvandva (related to the word “dual”) is a series of‘LESSON SIXTEEN 2 equal items that would normally be joined by “and.” For example, “Siti and Rama” could be written as a dvandva compound: 7. Allcompounds may undergo an analysis (vigraha), which is how the words would appear if the compound were dissolved. For example: AATTATvigraha: = AAT WT sita-ramau sit rmas ca “Sid-Rama” analysis: Sit and Rama 8. This dvandva (above) is called an itaretara-dvandva, because it names its members in a distributive sense. (See #13.) In it, the last member is in the dual because two persons are named. 9. Ifmore than two persons are named, the last member is in the plural. For example: Baa: vigraha: BTA: FRAT Scdrya-Sisyah AcAryah Sisyas ca “teacher-students” analysis: _the teacher and students 10. A dvandya with three members is always plural. For example: BATT: —vigraha: WAY TST PTT aSva-gaja-mpgah agvo gajo mrgaé ca “horse-elephant-deer” analysis: horse, elephant and deer22 LESSON SIXTEEN 11. The gender is determined by the last item named. For example: WaT —vigrana: «= WT: AAT rama-site ramah sita ca “Rama-Site” analysis: Rama and Sita 12. The first member is in its stem form even if it refers to something plural. Because of this, there is sometimes ambiguity concerning whether a member is singular, dual, or plural. For example: BVATAPRTCAT: could be analyzed as: “wacher-students” teacher and students (or) teachers and student (ot) teachers and students ‘You must judge the correct translation by the context, and in most contexts, the first example would be what is meant: “the teacher and the students.” 13. There is an additional kind of dvandva, called samahara, in which the ending is always singular and neuter. The members are referred to collectively as a single unit. The meaning of the individual members is not as important as the collective sense of the whole compound. Often pairs of opposites are put in samahara- dvandva form. For example: TESTA vigrahs: TS GAT sukha-duhkham sukham duhkham ca “happiness-suffering” analysis: happiness and suffering 14. Words ending in-an usually act in compounds like words that end in -a. For example, dtman is often reduced to atma, when it isLESSON SIXTEEN 213 prior to the last member of the compound. Some words, such as jan, take the -a ending as a prior member and also as the last member of the compound. For example: aeRrit raja-ramau The king and Rama rima-rajau Rama and the king THE NEGATIVE 15. Another type of compound is negating, or the negative compound COMPOUND (nafi, or negative samisa). A noun can be negated by placing a before it. For example: vidya avidya knowledge ignorance 16. A gerund is also negated with a. If the gerund begins with a, and there is no prefix, the ending is -tva. For example: array atv not having gone agi 17.1 the word begins with a vowel, then it is negated with an. For example: weer anuditva not having spoken24 VOCABULARY SANSKRIT aT atma (mas.) at karma (n.) Fat krsna mf()n (adj.) pou: krsnah (mas. noun) a nama (n.) fra priya mf(@n (adj.) wart ramaniya m{(@n (adj.) wt raja (mas.) Wat $ukla mf(a)n (adj.) xiet Sobhana m{(@ or i)n (adj.) LESSON SIXTEEN ENGLISH Self (usually has capital “S” (follows the an declension) action (an declension) black Krsna name (an declension) dear, beloved pleasant king (an declension) white shining, bright, beautifulLESSON SIXTEEN 215 EXERCISES 1, Memorize the sandhi rules for final n. 2. Memorize the masculine and neuter for the an declension. 3. Memorize the imperfect of Vas. 4, Review the formation of dvandva compounds, 5. Translate the following sentences into English: a. PUSTPUTATTNATAT 121 o. ret Wat THT UNTeT aTATETAT 121 «. ST Wat TatrearesrraniTag 131 a. Fe Seats Hater TAT 1x! c. WAT PUMA SAAT 1X! 1 Fel A TT AMTaAaAaT Ae Safas G1 s. Ort cer Gaqorer atseraT 101LESSON SIXTEEN h, TASTES SITET TA: WS ET: 1S i Ba Wal Aq AAT 1a j. BRATS TAT APT TTT 1201 6. Translate the following sentences into Sanskrit: a, The black horse drinks the water from the river. b. He who knows the Self enjoys action and inaction, c. Theking’s name was Krsna. d. The king enjoys the pleasant actions of the son, €. The beloved hero understood perfection and imperfection (success and failure). £. The boy comes from the elephant and returns to the house. g. That which neither comes nor goes is the Self. h, When the king approached, the boys and girls stood up. i, The man who was king came from the black forest. j. Knowledge of the Self is knowledge also of the sun and the moon,LESSON SEVENTEEN Alphabet: The sandhi rules for final t Grammar: Nouns ending in r and the future tense Vocabulary: Nouns in r218 LESSON SEVENTEEN ALPHABET: 1. When the first word ends in t, in the majority of cases it remains SANDHI RULES the same if the following letter is unvoiced, and it changes to d if FOR FINAL T the following letter is voiced. Those letters which are in bold are exceptions. See the examples that follow. t remains t t changes except: tod except lai a ti i hou a lor oF td le ai (before all nasals) lo au n @) ka kha | ga gha fa fe ca cha | ja jha fia ji © (byt ta tha | da dha na qf ta tha | da dha na pa pha | ba bha ma | ya ra la va 1@® ()e(ch) Sa ga sasha dh) (h) end of line 2. Here are examples for each of these eight rules: @ WAd+ T= WATS ramat + ca = rimiccaLESSON SEVENTEEN 219 () WAT + C= TTS ramat +a =ramatta © TAIL + MAT = WATT ea, ramat + $astram = ramic chastram @ Wad + Wat - waa ramit + manyate = raman manyate © WAT+ AAT = TASC rdmat + jalam = rdimaj jalam © TALs S= TAS rimat + da= rimadda @ WAT + AAA = TTT AT ramat + labhate = ramal labhate (a) WATT + SET: = TAT ET: ramat + hastah = ramad dhastah20 GRAMMAR: NOUNS INR LESSON SEVENTEEN 1. Here is the declension for nouns ending in F, These nouns are usually an agent of action or a relation, such as father or mother. Stem: datr (masculine) giver; svasr (feminine) sister Nom, Acc. Inst Dat. Abl. Loc. arat data datarau aay aTaret dataram datarau wa gary datra datrbhyam a aay datre datrbhyam ad: agar datuh datrbhyam ald: at: datuh, datroh arate arat: datari datroh datar datarau | Lo Singular Dual ara: datarah SIT T Faq: datfn / svasth craft: datrbhih age: ditrbhyah ager: datrbhyah gary, datfpam ag datrsu ‘Tee: datrah 1 PluralLESSON SEVENTEEN 22 2. Father, mother, and brother have a weaker form (looking at the second syllable) in the nominative and vocative (dual and plural), and the accusative (singular and dual): Stem: pity (mas.) father; m&ty (fem.) mother; bhrtr (mas.) brother fort frat: Nom. pitarau pitarah Ace. fort = faq qT ATE: pitarau pitfn bhratfn matrh Vor oA firae: pitar pitarau pitarah a eee Singular Dual Plural 3. Ina few but frequently used dvandva compounds of pairs, such as “mother and father,” the first word usually ends in 4, the nominative singular, For example: aranftrest pitarau mother and father THE FUTURE TENSE 4. Now we will study the future tense. Sometimes the present indicative may indicate the immediate future. For example: TresTht gacchami Iwill go 5. More often, the simple future is used. The future tense (Irt) is used for any future action. It is formed by adding sya or igya to theLESSUN SEVENIEEN strengthened root. (Remember that s becomes § when immediately preceded by any vowel except a or 8. See internal sandhi, p. 142.) 1. Most roots are strengthened by adding guna changes to the vowel. (See page 167.) The standard active and middle endings are then added. |. Here is the third person singular future for some of the verbs we have learned: upa + Vgam gam Vgup Neint Vii Nars path ‘pas upagamisyati gamisyati gopsyati cintayigyati -te Jesyati draksyati nesyati -te pathisyati draksyati pasyati he will approach he will go he will protect +he will think he will conquer he will see he will lead he will read he will see he will drinkLESSON SEVENTEEN Vprach Vbudh Vbha man ram Miabh Vvad vas Véubh sev Ystha smi \smr vhas praksyati bodhisyati -te bhavisyati mamsyate ramsyate lapsyate vadisyati vatsyati Sobhisyate sevisyate sthasyati smesyate smarisyati hasigyati 223 he will ask he will know he will be he will think he will enjoy he will obtain he will speak he will live he will shine he will serve he will stand he will smile he will remember he will laugh224 VOCABULARY: NOUNS INR SANSKRIT HET kad (indeclinable) Sat karts (mas,) AT karti fem) SA kulam (n.) GIA data (mas.) aTaT aati em) FAT pita (mas.) OTAT bhrata (mas.) TAT mata (fem.) TAAT | svasai (fem.) LESSON SEVENTEEN ENGLISH when (used like kutra) maker, doer (follows the declension) maker, doer (follows long I declension) family giver (follows the r declension) giver (i declension) father (r declension) brother (¢ declension) mother (F declension) sister (f declension)LESSON SEVENTEEN EXERCISES . Memorize the sandhi rules for final t. . Memorize the declension for nouns ending in r. . Make yourself familiar with the future third person singular forms. . Translate the following sentences into English: a AA frat aa afreardiit arrest HIST 121 b. Hel Ta MAT Set AeA Shet frag ST 121 c Prat Sereped Tea: 131 a het SaaS ETT MATES SI e. Wee frat Afacar we wat afeacatet iy226 5. LESSON SEVENTEEN f Fel Tea Mae Hat Tay AT BTA 1G) 2. Wal Cea: WaT Gas art Tae 101 h OWA ate SMe: Hat 1S i, Wet Ucar Tea AT: Gere Ufsvate ial j. SAT Te TN at aeeae iol Translate the following sentences into Sanskrit: a. When my sister was born, she smiled at my mother. b. My family’s name is from the name of a seer. c. “When will I speak to the king?” her father thought, d. Her father’s wife is her mother.LESSON SEVENTEEN 227 . My father is the maker of peace in our family. '. The brother and sister will obtain fruit from the forest. . The hero will protect the king from the fire in the forest. . The son of the king has no brothers. When will the students obtain knowledge from the virtuous teacher? “T have seen you in the pond,” the king says to the beautiful son.LESSON EIGHTEEN Alphabet: All remaining sandhi rules Grammar: Nouns in u The karmadharaya and tatpuruga compound Summary of compounds Vocabulary: Nouns in u, more adjectivesLESSON EIGHTEEN 29 ALPHABET: 1. We will now study the remaining sandhi rules, which include ALL REMAINING final r, p, t, k, , n, and initial ch. SANDHI RULES 2. Here are the rules for final r: (a) Before a word beginning with a voiced letter, the r remains the same, For example: Wy. teeta - grivete punar + gacchati = punar gacchati Oy. areata = Gest punar + agacchati = punar dgacchati (b) Before an unvoiced letter or the end of a line, r follows the same rules as final s. For example: FE +R = UF Te punar + punar = punah punah WRT = eT punar + tatra = punas tatra (©) Final r, whether original or derived from s, cannot stand before another r. The final r is dropped and the vowel before it made long if it is short. For example: Wa: =: punar + rimah = puna rimah20 LESSON EIGHTEEN 3. Here are the rules for final p, t, and k: (a) Before a voiced sound these letters become voiced, and before an unvoiced sound they remain the same. For example: Wes As aS rk + veda =rgveda We + a ed = Weed rk + sambité = rk samhita (b) Before a nasal these letters become the nasal of their row (varga). For example: Way = Gat sup + nima =sumnima (©) Before h these letters become voiced and the h becomes their voiced aspirated counterpart. For example: are + gate - aerate vak + hasati = vag ghasati 4. Here is the rule for final ft and n: (a) Like final n, final it becomes ith before vowels if the th is preceded by a short vowel. Also, final n becomes nn if the mis preceded by a short vowel. 5. Here is the rule for initial ch: (a) Initial ch becomes ceh if the first word ends in a short vowel. The ch also becomes cch after & and ma, For example:LESSON EIGHTEEN 21 Ha + BUT = HA WAT kutra + chaya = kutra cchaya 6. Ambiguities can sometimes be created by sandhi. Two different sets of words could appear the same after sandhi has been applied. For example: Wa. Ua =a we ramah + eva = rama eva TW. Uae wae rime + eva = rma eva aa: +4= We 7 balah +na = balana Te A= ae 7 bali +na= balana You can usually judge from the context of the sentence which words are correct.232 GRAMMAR: NOUNS IN U LESSON EIGHTEEN . Here is the declension for final u: Stem: hetu (masculine) cause; dhenu (feminine) cow Nom. @@? a aa: hetuh hetii hetavah Ace. BTL eq aay aE hetum hetii hetiin / dhentih in. SETA «Bra = Aa hetuna/dhenva —hetubhyam hetubhih Da Ba TT ay ea: hetave (dhenvai) hetubhyam —_hetubhyah ay. Bat: Bat: aay sara: hetoh dhenvah) —hetubhyam hetubhyah Gen, Bat: Fea: Beat: Tar hetoh (dhenvah) —_hetvoh hetiinam hetugsu Loc. @at ary aa: hetau (dhenvam) — hetvoh Voc. Bat a Raa: heto hetii hetavah \ \ \ a) Singular Dual Plural The singular dative, ablative, genitive, and locative have an optional feminine form. For example, the feminine dative singular is dhenave or dhenvai. This entire declension is the same as the declension ending in i (page 160). The only differences are due to sandhi.‘LESSON EIGHTEEN COMPOUNDS KARMADHARAYA 3. 23 Now we will study another kind of compound: the tatpurusa compound. Unlike the dvandva, whose members are considered equal, in the tatpurusa the last member is usually principal (pradhdna) and the prior member is subordinate (upasarjana). ‘The tatpurusa is sometimes called a “determinative compound,” because the subordinate member qualifies or determines the sense of the principal member, which could stand alone. One type of tatpurusa is the karmadhdraya. In a karmadhiraya compound, both members refer to the same object, and if separated, would be in the same case (samanadhikarana). The simplest kind of karmadharaya is the adjective and noun: USAT vigraha: YC Ae Sukla-mala Sukla mala “white-garland” analysis: the white garland FTAA: vigraha: FAT aTeT priya-balah priyo balah “the dear-boy” analysis: the dear boy Note that even if the second member of the compound is a feminine noun (mala), the adjective often takes the form of a masculine stem (a). (Feminine nouns keep their gender in these compounds.) Another type of karmadharaya is the noun and noun: RISILE vigeaha: — Usiftt raja-rsih raja rsih “king-seer” analysis: the king seer234 LESSON EIGHTEEN TATPURUSA 6. Inother tatpurusa compounds (here usually referred to as tatpurusa), the members refer to different objects and would be in different cases (vyadhikarana) if the compound were dissolved and the last member is put in the nominative. The compound is further named after the case of the first member, which would be in cases two through seven if the compound were analyzed, For example, if the first member is genitive, the compound is called a genitive tatpurusa. Here are two genitive tatpurusa compounds: UATE: vigraha: «UST: ORT raja-purusah rajfiah purugah “king-man” analysis: the king’s man AOETHA vigraha: | ARE TET nara-pustakam, narasya pustakam “man-book” analysis: the man’s book 7. Acompound, like a simple word, may become a member in another compound. In these cases, in India, the analysis usually begins with the smaller pieces, For example: / THATS rima-putra-pustakam “Rama-son-book” ay Tae FA: ramasya putrah the son of RamaLESSON EIGHTEEN 235 (2) WHET CAS Tea rimasya putrasya pustakam the book of the son of Rama In the West, analysis of a compound begins at the right and goes to the left. In India, analysis begins with the smaller units. Rather than “taking apart” a compound, the analysis starts with smaller units and shows how the compound is “built up.” SUMMARY OF 8. Compounds may be classified into four groups. The following is a COMPOUNDS generalized description, for background information, to which exceptions may be added later: (1) dvandva. In this compound, each member is considered principal. There are two types: (a) itaretara. The members are viewed separately. For example, rdma-site, “Rama and Si () samahira. The members are viewed as a whole. For example, sukha-duhkham, “happiness and suffering.” (2) tatpurusa, In this compound, the first member qualifies and is subordinate to the second member. There are several types: (a) tatpurusa (vyadhikarana-tatpurusa). This name is normally used for the compound that refers to different objects. The first member would be in a different case than the second if the compound were dissolved. This compound has six types, corresponding to cases two through seven. For example, rija-purusah, “the king's man.”236 LESSON EIGHTEEN (b) karmadhdraya (samanadhikarana-tatpurusa). Both members refer to the same object and therefore would be in the same case if the compound were dissolved, For example, Sukla-mala, “the white garland.” If the first member is a number, it is called a dyigu. For example, dvi (©) upapada. The second member is an adjusted verbal root. ‘acana, “dual number.” For example, brahma-vit, “the knower of brahman.” (d) naa. This is a tatpurusa compound in which na is reduced to aor an, used to negate. For example, avidya, “ignorance.” (See p. 213.) (©) pradi. The first member is one of the twenty upasargas given by Panini, which he listed as beginning with pra. (See pps.197-199.) The entire compound is used as a nominal. For example, anusvara, “after-sound.” (©) gat The firs and the entire compound is used as a nominal, For member is another type of prefix, called gati, example, antarydmin, “inner ruler.” (3) bahuvrihi. In this compound, the actual principal is outside of the compound. The compound serves as an adjective, describing something else. The members may be in the same or different cases. For example, mahi-rathah, “having a great chariot,” means one whose chariot is great, or a “great hero.” To use an example in English, “redcoat,” meaning “having a red coat,” refers to a person whose coat is red, or a British soldier. (4) avyayibhava. This compound usually begins with an indeclinable. The entire compound is used as an adverb. For example, yathanaima, “by name,”LESSON EIGHTEEN 237 9. ‘These four groups of compounds may be understood from the perspective of which member is principal: (1) dvandva Both members are principal. (2)tatpurusa Second member is principal. (3) bahuvrihi Neither member is principal. (4) avyayibhava First member is principal. 10. If pronouns are used as prior members of a compound, they are put in base forms, which are used regardless of the case, gender, or number of the pronoun: mad I asmad we tvad you yugmad you (plural) tad he, she, it, they For example: mad-bilah my boy (genitive tatpurusa) tat-purusah his man (genitive tatpurusa)238 VOCABULARY SANSKRIT ACT alpa mi@)n (adj.) guru mi(vin (adj.) aq guruh (mas, noun) a dhenuh (fem.) piirna mf(a)n (adj.) bahu mf(vi or u)n (adj.) Satruh (mas.) aa 4 zt Sighra mf(a)n (adj.) & hetuh (mas.) LESSON EIGHTEEN ENGLISH little heavy teacher full much, many enemy swift cause, motiveLESSON EIGHTEEN EXERCISES 239 . Memorize the last of the sandhi rules. . Memorize the declension for u. . Review how to form karmadbaraya and tatpurusa compounds and memorize the short forms of the pronouns used in those compounds. |. Translate the following sentences into English: a Wraadqatar frets wet a frat ie ». AT: TATA 12 o. Ae at woes yainfer wer daar Treatat 121 a Waaet Ger vata aaaa TY . TETAS Sa WE: 1K ¢ Worse: Yaga Fa VNTT 161LESSON EIGHTEEN g. AaAaeala act wt ACT Baa 191 b. eT aT Tae Set MAPA 151 i ler aren Wert Ge aATeMTewHT a1 i. Ue: Geer Baers Rrearat ferzat raft Wel x, Frere: warfare sachet areitsaaq 1221 5. Translate the following sentences into Sanskrit: a. The beautiful little cow drank water from the pond. b. The swift black horse stands in the little village.LESSON EIGHTEEN . Having conquered the enemy, the army will enjoy peace and happiness. . Ignorance is the enemy of truth, . Having known the Self, he understood the cause of action and inaction. . The child was born in a little house in the beautiful forest. . The student will bring the beautiful garland for his teacher. . The forest is full of fruit and the pond is full of water. Seeing his family, the father went to the forest for water. When will the beautiful cow come here from the swift river? . Having seen the cow, the beautiful boy enjoys the water in the pond.242 ONE ANSWERS TO EXERCISES ANSWERS TO EXERCISES 5. a. b. c d. You ask and he goes. T go and I ask. (or) I go and ask. He asks and he goes. (or) He asks and goes. You go and I ask. He asks and 1 ask. (or) He and I ask. You go and he goes. (or ) You and he go. g Lask and you go, He asks and I go. gacchiimi prechami ca (or) gacchiimi ca prechimi ca prechasi gacchati ca (ca may also go in the middle.) prechati gacchasi ca gacchati prec prechasi prechdmi ca gacchasi ca (or) prechami gacchasi ca gacchati gacchasi caANSWERS TO EXERCISES LESSON TWO 5. 243, a, Where do we two live? b. You are and we two are. c. Tlive and those two remember. d. You two ask and he remembers. e. Where are we two going? f Where am 1? g. Where am I going? (or) Where do I go? ‘h. Task and he remembers. i. You live and we two go. ‘Where are you going? (or) Where do you go? Use only-one verb, The auxiliary verb “are” need not be translated when there is another verb, (ust observe the sentences in parentheses, written with the sandhi included.) a. kutra gacchathah (kutra gacchathah b. vasami vasatah ca (vasami vasataé ca) ¢. prechayah smaratah ca (prechavah smaratas ca) 4. gacchasi gacchati ca (gacchasi gacchati ca)244 ANSWERS TO EXERCISES LESSON TWO e. kutra gacchami (CONTINUED) (kutra gacchami) f. bhavami ca bhavathah ca (bhavami ca bhavathas ca) g. kutra bhavasi (kutra bhavasi) h. kutra gacchati (kutra gacchati)ANSWERS TO EXERCISES LESSON THREE 5. 245 a. He speaks and I do not speak. (or) He says and I do not say. b. You two speak and those two remember. c. They do not go. d. We all stand and go. e. You two are and you two live. (or) You two are and live. f. Where are you? g. They stand and go. (or) They stand and they go. h. He does not ask and he does not speak. (All the following sentences are written the same with sandhi.) a. kutra gacchanti b. navadamah c. prechati ca vadanti ca d. kutra tisthamah . kutra vasatah f, nagacchimah g. prechami smaranti ca h. kutra bhavamah246 LESSON FOUR 4. ANSWERS TO EXERCISES a. The men remember the deer. b. Rama goes to the two horses. c. Where do the elephants live? 4, The two men speak to Rama. e. The son remembers or asks. £, Rama goes to the deer. g. The two horses do not speak. h, Rama speaks to the son. (The sentences in parentheses are with sandhi.) a. narah mrgam vadanti (nara mrgam vadanti) b. rimah asvan vadati (ramo Svan vadati) c, putrah asvam gacchati tisthati ca (putro ’Svam gacchati tisthati ca) d. gajah na smaranti (gaja na smaranti) e, kutra aSvah tisthanti (kutra aévas tisthanti) f. kutra gajah bhavati (kutra gajo bhavati)ANSWERS TO EXERCISES LESSON FOUR (CONTINUED) 247 . rmah vadati putrah ca smarati (imo vadati putras ca smarati) isthanti va gacchanti va isthanti va gacchanti va) kutra ramah tisth: (kutra rimas tisthati) rama putrah va gacchati (rimah putro va gacchati) . Mimah putrah ca gacchatah (rmah putras ca gacchatah) . The two men speak to the son. 1. Where are the horses and elephants going? . The horse or the deer goes. ._ Rama speaks to the two sons. The deer, horse and elephant are going. The sons do not remember the deer. (Deer is plural.) . Where do the two men live? |. Task Rama. The two men do not speak to the sons. ‘Where are the deer?LESSON FOUR (CONTINUED) 2 ANSWERS TO EXERCISES kutra rimah gacchati (kutra ramo gacchati) . ramah aSvam gacchati (mo °évam gacchati) . putrah aSvan na vadati (putro ’Svan na vadati) |. gajau naram smaratah (gajau naram smaratah) kutra mrgau vasatah (kutra mrgau vasatah) agvam gacchasi (asvam gacchasi) . kutra tisthamah (kutra tisthamah) . putrah aSvan gajain ca gacchati (putro *évan gajams ca gacchati) gajam vadatha (gajam vadatha) gajah na smarati (gajo na smarati)ANSWERS TO EXERCISES LESSON FIVE . Where do the heroes stand? . There, together with the elephant, are the two boys. . The king goes to the horse. . With the horse, the hero goes to the kings. Rama lives with the deer. The boys go together with the elephants. . The men speak to the son. . The heroes ask Rma about all the deer. ‘The boy goes there for the king. balah agvan gacchanti (bald agvan gacchanti) . putrah mrgam nrpam prechati (putro mrgam nrpam prechati) .nypak naram smarati (nrpo naram smarati) putrena saha virah vasati (putrena saha viro vasati) . blah nrpam prechati nrpah ca smarati (balo nrpam prechati nrpas ca smarati) putrena saha tatra gajab na bhavanti (putrena saha tatra gaja na bhavanti)250 LESSON FIVE (CONTINUED) ANSWERS TO EXERCISES g. kutra ramah vasati (kutra rimo vasati) h, nrpab virah va balam vadati (nrpo viro va balam vadati) i. virah baliya gacchati (viro balaya gacchati) tatra gajah asvaih saha bhavanti (tatra gaja asvaih saha bhavanti) Kk. nrpam smarami (arpam smarami) 1. tatra balena saha gacchasi (tatra bilena saha gacchasi) . a. The hero goes with the horses, b. The men go there for the king. ¢. The two heroes stand and speak. d. All the deer live there. e. Where does the king go with the two boys? f. Rama asks the son about the horse. g. The elephants are not standing there. h. The hero speaks to the boy about the king. The elephant lives with the deer and the horses. Where are we standing?ANSWERS TO EXERCISES LESSON FIVE (CONTINUED) 7. 251 tatra balabhyam saha nrpah vasati (tatra balabhyam saha nrpo vasati) . kutra gajaih saha gacchasi (kutra gajaih saha gacchasi) . tatra narah asvaya gacchati (tatra naro ’Svaya gacchati) |. balah nrpam na smarati a ilo nrpam na smarati) gajau nrpam vadami (gajau nrpam vadami) nypah putraya asvam gacchati (orpah putrayasvam gacchati) . kutra tisthamah (kutra mah) . narah aSvam balam prechati (naro ’svam balam prechati) tatra rimah naraya gacchati (tatra ramo nardya gacchati) kutra mrgah bhavanti (kutra mrga bhavanti)252 LESSON SIX d4qaa44 ANSWERS TO EXERCISES 4 aaqgays 1a rn The boy's elephant goes to the village. . The son of Rama goes to the horse. “Here is the horse,” the king says. |. The son comes from the village. “Where are the elephants standing?” the king asks. The boy goes to the village of the king. . “The heroes live here,” the men say. . “Where are you going?” asks Rama, atra vasami iti putrah vadati (aSva gajas ca grimad agacchanti)ANSWERS TO EXERCISES LESSON SIX (CONTINUED) . mara smarasi . virah graimam gacchati 253 nrpah bilam prechati (naran smarasiti nrpo balam prechati) (The question is understood.) |. grimam gacchimi iti rimah vadati (gramam gacchamiti riimo vadati) balaya gramam gacchami iti ramah vadati (balaya gramam gacchamiti ramo vadati) kutra virah gacchati (kutra viro gacchati) i nrpah vadati (viro gramam gacchatiti nrpo vadati) |. atra nrpasya putrah vasati (atra nrpasya putro vasati) nypasya putrah gramat agacchanti (nrpasya putra gramad agacchanti) narah gajan rimam yadati (naro gajain ramam vadati) . The two men come from the village. . “Here Iam,” the boy says to the king, ‘Where do you live?” the hero asks the son. |. “Tlive here with Rama,” the son says. . The sons of the man are standing there.254 LESSON SIX (CONTINUED) “Wher . aévam gacchimi ANSWERS TO EXERCISES Here are the hero’s elephant. . “Do you remember Rima?” the boys ask the man. is the village?” the man asks the son, “The village is there,” the son says to the man. “Iam going to the village for the elephant,” the man says. kutra gacchasi iti nrpah balam prechati (kutra gacchasiti nrpo balam prechati) balah vadati ilo vadati) (aSvam gacchamit grimandm nrpah naran vadati (gramanaim nrpo nardn vadati) |. aSvat gajat ca balau dgacchatah (aSvad gajac ca balavagacchatah) mena saha balah vasati (ramena saha balo vasati) atra rimasya putrah bhavant (atra ramasya putra bhavantiti viro vadati) hanti iti nrpah vadati antiti nrpo vadati) ami iti virasya putrah vadati (grimam gaccha irasya putro vadati) atra mrgabhyam saha agvau agacchatah (atra mrgabhyam sahasvavagacchatah) tatra nrpasya aSvau bhavatah (tatra nrpasyasvau bhavatah)ANSWERS TO EXERCISES LESSON SEVEN 1 Ferme poge i 255 purdna . gacchati i agva gandharva =f. candra j. putrasya chandah g. jyotisa Kk. Sisyah vyakarana —h,_kalpa 1. tisthanti the men (mas., nom., pl.) the hands (mas., nom., dual or mas., acc., dual) of the boys (mas., gen., pl) from the king (mas., abl., sing.) for Rama (mas., dat., sing.) with the deer (mas., inst,, sing.) with the elephants (mas., inst., pl.) the heroes (mas., ace., pl.) in the villages (mas., loc., pl.) for the teacher (mas., dat., sing.) ‘The student sees the moon and the sun. O Rama! The elephants are standing in the village. “The hero lives in the village,” the teacher tells the student. “Where is the moon?” the son asks. The two boys are standing there on the elephant. “Son, where is the moon?” the hero asks the boy. The student of the teacher stands and speaks. Without Raima the heroes come from the village. The hero’s boy thinks that he lives in the village.256 LESSON SEV! (CONTINUED) |. _kutra bhavami . tatra_ nrpasya g ANSWERS TO EXERCISES balah gramam gacchanti iti nrpah viram vadati (bala gramam gacchantiti nrpo viram vadati) nrpena vina balah agacchanti (nrpena vina bala agacchanti) virasya haste putrah bhavati (virasya haste putro bhavati) balah cintayati balaé cintayati) (kutra bhavamit kutra narah bhavanti iti virasya putram prechati (kutra nara bhavantiti virasya putram prechati) siiryah candrah na bhavat (siryas candro na bhavatityacaryah Sisyam vadati) icdryah Sisyam vadati . grime nrpah vasati (grime nrpo vasati) bhavanti (tatra_nrpasya gaja bhavanti) hhe boy goes to the village without Rama. Where are the king's elephants? “Here Iam,” the boy says to the man, |. Without the sun you cannot see the moon. The teacher speaks to the students.ANSWERS TO EXERCISES LESSON SEVEN (CONTINUED) 257 “T see the moon,” the boy thinks. . Here comes the king of the villages. .. The king sees the horse of the hero. “Where are the sun and the moon?” the boy asks. ‘The students do not remember the man. . a Teate ete ae: FIT Weta | kutra gacchasi iti balah nrpasya putram prcchati (kutra gacchasiti balo nrpasya putram prechati) ait wa va: | mrgau grime bhavatah (mrgau grame bhavatah) (@caryo virasya putram vadati) Te: aay aT Tai | nrpab siiryam candram ca pasyati (orpab siryam candram ca pasyati) . Ga fat aay a aT: | siryena vind candram na pasyamah (siryena vind candram na pasyamah)258 LESSON SEVEN (CONTINUED) ANSWERS TO EXERCISES ae: yaeq st rater | virah nrpasya gaje bhavati (viro nrpasya gaje bhavati) ag aa: eft area: aaha | gramesu vasimah iti balah vadanti bala vadanti) (grdmesu vasim: a: 3a: Ta TFs ramah aSvebhyah gajan gacchati (ramo *svebhyo gajan gacchati) wa resra: sft ater: TTT Geos | iti balah nrpam prechati kutra gacchaiva (kutra gacchava iti balo nrpam prechati) fered: ae Wa Arad: aaa 1 Sisyaih saha grime ficdryah vasati aih saha griima ScAryo vasati)ANSWERS TO EXERCISES LESSON SEVEN (CONTINUED) 8. 1. si (seer) 1 2, sana (seat) 14, 3, ahamkdra (ego, “I maker”) 15. 4, guna (quality) 16, 5. jfidina (knowledge) 17. 6. kuru-ksetra (field of the Kurus) 18. 7. karma (action) 19. 8. dhyana (meditation) 20. 9. darSana (vision, or 2 system of philosophy) 10. dubkha (pain) 22. 11. veda (knowledge) 23. 12. citta (mind) 24. » 259 citta-vrtti (impulse of the mind) avidya (ignorance) avyakta (unseen) dharani (steadiness) aitman (the Self) dnanda (bliss) astiga-yoga (eight limbs of yoga) tat tvam asi (thou art that) . niima-riipa (name and form) upanigad (sit down near) nitya (eternal) dharma (duty, or that which upholds)260 ANSWERS TO EXERCISES LESSON EIGHT wa wrt « aranreea: vo. Were: e RT c. Watt nwt aft 4. 3a i wart e. Feared: PRT 3. a gacchatt iti f. nrpasya aSvah b. gajau agacchatah & asveatra ©. prechatidgacchatica -h,_-kutra aSvah d. gacchami iti i, kutra iti e. haste iti i. gacchati atra 5. a, Rima goes from the village to the forest. ‘b. Immortality is the fruit of knowledge. c. “Knowledge is truth,” the boys read in the scripture. d. “You are the sons of immortality,” the teacher tells the students. ¢. How do the teachers remember the hymns? f, Rama says that he sees the truth in the scriptures.ANSWERS TO EXERCISES LESSON EIGHT (CONTINUED) 261 . “Where is the knowledge of the hymns?” the hero asks the son. 1. The king reads the book to the boy. . gajah vanasya nrpab na bhavati gajah vanasya nrpah na bhavati (with vowel sandhi) TST: AACA TT: AT AAPA | (with vowel sandhi) (aT ALT FAT 7 TAP 1) (complete sandhi) . katham candram pasyasi katham candram pasyasi way AHey Weare | (HS AST TAA 1) with complete sandhi) mrgam pagyaimi ramah cintayati mrgam pasydmiti ramah cintayati Ay eared wa: Faraatet | (at weartifa wafaate 1) . phalam bilasya hastayoh bhavati (or phalani) phalam balasya hastayoh bhavati HAT TAS TTA: TAT | (met aTeres BETaTFAAT 1)262 LESSON EIGHT (CONTINUED) ANSWERS TO EXERCISES katham ramena vind nrpah vasati katham ramena vind nrpah vasati may wae faa za: aaa | (ea wre fear zor aater 1) . rlimah nrpah bhavati ramah nrpah bhavati wa: yu: wate | (arat Fat safe 1) . nrpah rama bhavati nrpah ramah bhavati To: Wa: qatar | CaaT wat state 1) . virah amrtandm grame vasati virah amrtanam grame vasati ar: ayaay oy aah | (aRisyart ort aart +) . How can the men see the king without the sun? . The students’ teacher reads the book.ANSWERS TO EXERCISES LESSON EIGHT (CONTINUED) 263 . “Here in the forest is fruit,” the boy says to the hero. |. The deer lives in the forest and the elephant lives in the village. “Knowledge is not in the book,” the teacher says. Without the book the student remembers the knowledge, . “Rama, where are you going with the deer?” the son asks. 1. The man reads the book to the boy. kutra amrtasya jfiinam pathasi kutramrtasya jfianam pathasi (with vowel sandhi) PAT AAT TSH 1 (with vowel sandhi) (HAPTTET APT TSP 1) (with complete sandhi) . katham afvaih vind ramah vanam gacchati katham a$vaih vind ramah vanam gacchati wa wa: fT we: aT Teste (manatear wat at Teste 1) . pustake siktani bhavanti iti acaryah Sisyan vadati pustake siiktani bhavantity dcdryah sisyan vadati Gare gamit vartarat: rear aie | (Gere Gait sariearart: Frearaefe 1)LESSON EIGHT (CONTINUED) da. ANSWERS TO EXERCISES rimah satyam pasyati satyam ca vadati rimah satyam pasyati satyam ca vadati Ue: aay Uae Tea a aaa | a: wet aeafa et a aaa 1) . siiryam candram ca pasyami iti nrpasya putrah vadati siryam candram ca pasydmiti nrpasya putrah vadati aay aay a oeanifa ques ga: aaia 1 (ad aH a Tranter Foes gat safe 1) h va na bhavanti Jiinena vind tatracaryah Sigyah va na bhavanti aa feat cararat: ferear: at a wart (ara feat aararat: ferear ar a vata 1) . virah amrtam balin vadati virah amrtam balan vadati alt: Wydy aay defect | (dRisad araraefet 1)ANSWERS TO EXERCISES LESSON EIGHT (CONTINUED) . grdimat asvah gajah balah ca agacchanti gramat asvah gajah balah cagacchanti WAT War: Wa: TAT: ANTEST 1 (OATS TST STATA ESET 1) (truth) purana 13. (ancient) rama 14. (Rama, hero of the Ramayana) purusa 15. (man, or consciousness) prakrti 16. (nature) prajia 17. (intellect) sita 18, (Sita, Rama's wife) sukham 19. (happiness) samyama 20. (last three of the eight limbs of yoga) samsira 21. (creation) ). samskira 22. (impression) |. samskrta 23. (perfected, put together) . satyam 24, rima-rijya (kingdom of Rima) rdmayana (life of Rama) Sisya (student) . sthita-prajfia (man of established intellect) . bhagavad-gita (Song of the Lord) . samadhi (even intelligence) . yoga (anion) buddha (Buddha) mahabhirata (Great India) prajfiaparadha (mistake of the intellect) vedanta (culmination of the Veda) veda-lila (play of knowledge)266 THE MONKEY AND THE CROCODILE . hrdayam vrkse bhavatiti . kaScit hrdayam corayatit ANSWERS TO EXERCISES . tatra gahgayam kumbhirah bhavati (tatra gafigiyam kumbhiro bhavati) . vinarah tate vasati (vanaras tate vasati) . Vanarah phalani kumbhiraya niksipati (vanarah phalani kumbhiraya niksipati) . kumbhirah phalini khadatt (kumbhirah phalani khadati) . bhiry vanarasya hrdayam iechati (bharya vanarasya hrdayam icchati) Jinarah vadati (hrdayam vrkse bhavatiti vanaro vadati) vanarah vadati (kascid dhrdayam corayatiti vinaro vadati) . evam kumbhirah vanarah ca mitre tisthatah (evam kumbhiro vinaraé ca mitre tisthatah) . There is a crocodile in the Ganges. . A monkey lives on the bank (of the river).ANSWERS TO EXERCISES . The monkey throws down fruit for the crocodile. . The crocodile eats the fruit. 5. The wife wants (to eat) the monkey’s heart. “The heart is in the tree!” the monkey says. . “Someone steals the heart,” the monkey says. .. Therefore, the crocodile and the monkey remain friends (stand in friendship).LESSON NINE Ut reat TAT BUTS RT . ararresa: . Freitsr ett . Ba arrearea . Fa eT _ Tt ate: ANSWERS TO EXERCISES e WH aft £ at: arr e Oa: uate h. Wat aah 2 1st ae Wea: TAL The hero has a boy. (Of the hero a boy is.) . Happiness is the fruit of knowledge. The students obtain water from the house for the teacher. |. “Rama goes there for the water,” the hero says. . The student serves the teacher. ‘The students obtain knowledge from the teacher. . ORma! How do you conquer suffering?ANSWERS TO EXERCISES LESSON NINE (CONTINUED) h. The son goes from the house on the king’s horses. i, “Immortality is the fruit of happiness,” he thinks. j. The teacher reads the book of knowledge to the student. a, WL UAT SETA: TALS | (without sandhiy FAL TTT BETAS 1 ovith vowel and final h sandhi) (Set WHET SETA TAT 1) (with complete sandhi) b. Oe: GeTHH Tete | ale: Gere Veta | (ale: Geter watt 1) c. Oe: Trea We wa fasta dt area We wa fersfe (att qr Ye wa fasts 1)210 ANSWERS TO EXERCISES LESSON NINE a Wet: Tard Ha TAT | (CONTINUED) et Sart Welha TAT | (alent aarenenht AAT 1) e. ana gan wate sta rad: aft 1 ana g2ay sadircararat safe | (ane ea warararat safe 1) Wad Wea: TA AT | ward Ae FAT TAA | (watearel Het TAT 1) Wa aS a Terr Tea fat oH: aaET qa ees Te Tear TAT Teh | (qa ae a ae Gears oat safe |)ANSWERS TO EXERCISES LESSON NINE (CONTINUED) h. WA feat Gay vate ara feat gay vata | (ara Fear 24 tafe 1) . WAT A ares Stet Taet Ya: aaa | Wand aearhfa Toes Gat aafe arrears Tat aakT 1) |. Ae: aT: TAT AAA: | aR serra at Ta: | (aR arerea aA TAA: 1)m RAMAYANA ANSWERS TO EXERCISES ayodhyayam daSaratho nama nrpo vasati (ayodhyayam dasaratho ndma nrpo vasati) daSarathasya catvarah putra bhavanti (dagarathasya catvarah putra bhavanti) putra rimo bharato laksmanah satrughno bhavanti (putra rimo bharato laksmanah Satrughno bhavanti) ramah sundarah Santo viras ca bhavati (rimah sundarah santo viras ca bhavati) nrpo rime snihyati (nrpo rame snihyati) m laksmanena saha gacch: (ramo mithilam laksmanena saha gacchati) tatra rdmah sitam pasyati (tatra ramah sitam pasyati) sitayam snihyamiti rimo vadati (sitayam snihyamiti ramo vadati) In Ayodhya lives a king named DaSaratha. DaSaratha has four sons, ‘The sons are Rama, Bharata, Laksmana, and Satrughna, Rama is beautiful, peaceful, and strong. The king loves Rama, Rama goes to Mithila with Laksmana, There Rama sees Sita,ANSWERS TO EXERCISES LESSON TEN 23 _ Gat TesFe 1 My son goes. . Ta Tet Tat Teste | Your elephant goes from me to you. Ty Beat TeAHY ET | My hands are on the books. . We FASS | Lam the king. sana Front: We are standing on the horse. . wa AH Geteh Tate t You are reading my book. _ Wea TOTS | Rama is your king. aa sea I ‘You are all in the house. wer za: aitrstee 1 Our king is angry. waa Hard TeSTA | Tam going with you.24 LESSON TEN (CONTINUED) ANSWERS TO EXERCISES erfttent sat sfritster 1 ‘ ‘The virtuous king is afraid. Terry | You are beautiful. a, The king has a son. . Aha! Rama is speaking again. . Tam very afraid, |. Even teachers read books. ‘There is a king named Rama in the forest. “How do I go to your house?” the student asks. The hero conquers my village. |. The son obtains water from the beautiful fruit. Without happiness there is suffering. The son thinks that the elephant is beautiful. fereq: sararatet strat: FT APET fereq araratadrat afer 1ANSWERS TO EXERCISES LESSON TEN (CONTINUED) b. TAL MT: IA TS I wet a aa c. Wa ate: Bier ete ae: sreardy ache wa aretisehtfe de ara sete 4. WELTY BT TESTA | we Taras Teste | e Ga Teale sft ae: Fata | aa meade are: Festa . Wa: ae yey arrest | Wadia oa yearreste | g. Ta WN: AA aahe | wareard: aes aah | 28276 ANSWERS TO EXERCISES LESSON TEN b, BRATRA Bat: OT FaSrT (CONTINUED) wereaar ort fasta | i Wet To: TH: AT eT UTA | alee Tat WaT ares OT | ji PA A TIT Bary TH we aqTeaicay |ANSWERS TO EXERCISES LESSON ELEVEN La WaT ae « Wa Ba a Tee | e Waa BMS | g OTe WMI | i Uae weft | i. A ae Teste | x OW oet Fa Tes | m. aera a gate | m with Rima scriptures The two fruits are on the horse. (The dual ends in a pragrhya vowel. See page 91.) He goes. ‘That boy comes. The boy comes to me. ‘That girl comes to me. He goes to her. That boy goes. That girl goes. Like that boy, I go. Hey Rama! He lives in that forest. Sita’s garland278 LESSON ELEVEN (CONTINUED) 2. a. ANSWERS TO EXERCISES ‘That army conquers the king. . Like Rama, the boy is virtuous. . Your child reads the story. . The children stand in the shadow of the elephant. . Sitd is the daughter of the king. He serves the teacher's wife. . The king has a daughter. . With knowledge the student obtains immortality. Like that girl, Sita goes to the house. afta eer drat ae afer oT fea ar drat art afer attaee yore afret adra sirat vate 1 afters zoe ufserdra drat rate | . RAT sate sta at ost arate | want aedifa ar oat ate 1ANSWERS TO EXERCISES 29 LESSON ELEVEN a. wel Tey AT aT GY eft AMT (CONTINUED) ait wal we ot eat erie ea aefea | e. Feeren arya ere | afererar Fa NTS | farargd aaa 1 afar gat ara fT: Heat: Fa Aa YerHres Tate | oi: Hea Fa Atal Geran Tete 1 gs. Ba Baa: ofr wales ete dre: wet ATA TEST | our" is dual.) pared: ofrenrediia arenes svat Teste 1 bh. Tee aTat Ata BET | wes arat arate |280 LESSON ELEVEN (CONTINUED) THE MONKEY AND THE CROCODILE peepee f ANSWERS TO EXERCISES ae: area rata way a erat aa | att orett aad Ua a aah aa 1 dren faar gaa feat va afer ef wa: ata | dian fast gaa fararetite way safe | There is in the Ganges a crocodile. His friend, a monkey, lives on the bank of the Ganges. . Everyday the monkey throws down ripe fruits. |. The crocodile eats the fruits. “The heart of the monkey is sweet!” says the wife of the crocodile. The wife wants to eat the heart. ‘Hey monkey! Come to my house!” the crocodile says to the monkey. “OK” the monkey says. The crocodile carries the monkey on his back. In the middle of the Ganges the crocodile tells the truth, . “My heart is in the tree!” the monkey says. “Take me there again,” the monkey says. . The crocodile takes the monkey to the bank of the Ganges. The monkey jumps up to the tee. . The monkey looks in the hole of the tee. .. “Someone has stolen my heart!” the monkey says. . Therefore the crocodile and the monkey remain friends.ANSWERS TO EXERCISES LESSON TWELVE 1. a Having scen the fire, the horse goes from the house. .. The student lives in the village. . The seers see the hymns of the scriptures. |. The king serves the tenth guest. Having conquered the village, the hero obtains fame. The siddha lives in the village. . “Hey Rama! Where are you going?” the second hero asks. Having read the book, the poet thinks about it, With truth comes peace. “We live on the earth,” the people say. _ day Rarer aie: ait brig era 12 Sat rear art et HF aA 121 . Arar a: Se Pet: Ta TMS 121 trar waate reat at wrest 121 . Tara cer: faery Afacar strat wa ‘aafd 121282 ANSWERS TO EXERCISES LESSON TWELVE ada ae ata afacar dren wet (CONTINUED) ata 131 4. BATA Ta: Arf AAT 11 mara wa: ate aT 1x ce. Oe: Waar A WaT 1X1 anisfrat + waa 1x1 £ 7a: Wa: are ada afte: PET 1 Tay wea arardra anftfenrstet 161 g way farey are eta facta: freq: qeatd tot awd fate ova fa facta: free: qeate i!ANSWERS TO EXERCISES LESSON TWELVE (CONTINUED) bn Wea AAT Ae aA Sle TT: TA: ATT Tay Tests 151 wea area ae at Sfecar Ta WaT aT Ort Testt 151 i UPN] Pater iid a cteear whe: Gary aay esis tal wit fats até a cseaft: qt ad Teaid 181 i TT Way wee aay get ae: ATL TreBtT 1201 Ta ud aaa ovat eer deca TBA 1201LESSON THIRTEEN L a ANSWERS TO EXERCISES Where there is peace, there is perfection. . The girl who is my wife’s daughter lives here. . “Sitd is the beautiful daughter of the king,” Rima says. |. Since the horses are not coming here, the men and the boys are going there. ._ Having gone to the river, the two friends read books. When the army serves the king, then the virtuous king conquers. . Ifaman obtains perfection, then he becomes a sage. . The poet reads the story to the boy who is his guest. With the friend, the man goes to the beautiful river. The hero remembers the village from which I come. FE: HAL ATA: AAT 121 FE Set Ae AAT 121 . AE area Bet A HHL TT RAPA Rh agrarated acne welt oxatt 121 . ATA sea eT aaa: IT Testa 131 Tat qecarareeataraatey Wests 131ANSWERS TO EXERCISES LESSON THIRTEEN (CONTINUED) d. e. £ & . FET TES TAT OY Ba TaN TTT: ST att 1x1 aa wea UT Tt Aaa Tel ATT sa aaa il a mes sat tater ar ater gat Atte wad 1X1 ar aes arat rate ar drat yet at wad 1X1 a: et: Brreata TH afte: qT: arate 161 at ora srreate ft anitiet qa: oeait 14 . Perea: arat aay fay eSsT 191 fereat ear dt ae Geate 191286 ANSWERS TO EXERCISES LESSONTHIRTEEN oh. OT Grae Ut gear fet gale is (CONTINUED) at Gat uot gaa faa gates ist a Te wate cet fear ora Fat water 181 are: wats ven afar ora watt 181 i Wer Tes ara Breet Tear OST frat tgot Far Foes Oars a Tet Waheasted 1x01ANSWERS TO EXERCISES LESSON FOURTEEN 3. a When the student brings water, then the teacher drinks it. b. The boy led the elephants to the pond. (A double accusative is a common formation in Sanskrit.) . The poet speaks to the man who is approaching the village. |. Rama said that the hero protects the village from the angry king. . After seeing the elephant in the pond, the seer laughed and laughed. “Tknow your beautiful wife,” the girl said to the hero. ,. The wife returned to the house in which she lived. |. The sage knows peace, truth, perfection, immortality, and happiness. The hero protected the village from the army. Having seen the beautiful king, the boy laughed. ofa: ecay WIS Tey Bia Fa 121 ofa: Gerarrsaeattated 121 . wa SAAT: UT TTaTeY set ate: WTSI 121 eo art OM torarhfe aisqest 12LESSON FOURTEEN (CONTINUED) ANSWERS TO EXERCISES ce HAY WIS: BHAT faa WaT 121 payreaistin fara 131 . ate wat: Fahy Uf T Tear Aer: ay ary rata st aaa adt ofrrestet cer areredat wate 11 Fel A: AAA AAT Tay fafer, sarestet 1x1 Fer a GST TTA Tey fateqnreste 141 Ta: UH: aT ae aT area TAL BATT 1&1 aH we are wee rata Arar ATATATA aT 1&1 9ANSWERS TO EXERCISES 289 LESSONFOURTEEN —.g. TE: BET, FAT Taha 11 (CONTINUED) Tastrat fara waft 191 b. WLW TE: ANTS A WaT Brag 1s! qead Tal BrsTasMtad 151 i We TSN FET TET: TR WT eaT 181 Br Tat GET TEA WS UMTS NEI j. WR: TAY ANY WATT ATA Ifo Set FATASTATATAT 1201LESSON FIFTEEN ANSWERS TO EXERCISES a. Having understood the story, the poet smiled. b. Rama and Sitd enjoyed the water in the river. ¢ When the guest approaches, then the boys stand up. 4. When the guest approached, then the boys stood up. ‘Where there is peace, there is happiness. m9 A daughter is born in the house of the king. Having conquered ignorance with knowledge, the sage shines @ like the sun. h. “Hey Rama! How do you stand up on that elephant?” the boy asked. i. Having enjoyed the fruit in the forest, the wife of the hero returned to the house. j. Rama smiled at the boy who is his son. k, When the teacher spoke, then the students stood up. . Sentences will be given with sandhi. If the sandhi is difficult, the sentence will be given without sandhi first. a Vaaha: waa Tat We YA: ierreste 121 », fercat dat Gath are aNT 121 co. TAT STetet TMI EST 131