AN

U RD U MA N U A L
OF T HE PHON ET I C , IND U CTI V E o r D I RECT MET HOD

B A SE D ON T HE G O SPE L OF JO H N

WI T H A PR OG R ESSI V E I NT R O D U CT I O N T O THE
C O N S T RUC T I O N S OF TH E UR D U L A N G U A G E .

TH O M AS F . C U MM I N G S ,
D D . .
,

’
B ib le T eac h er s T r ain ing Sch o o l , N e w Yo r k , fo rm er l y of t he
U n i t ed Pr es b y t er ian Pu njab M i s si o n .

T h e Ear is t h e M e di u m of Lang uag e .

Seco n d a nd Re vis ed E dit i o n .

L H E D BY THE S I A LKO T M ISS I ON OF THE UN ITE D

PU B IS
PR E S B Y TE R I A N C H UR C H O F N O R TH A M E R I C A .

1 916 .

[ A ll rig h t s r eser ved ]

 D E D I C A TE D
T O MY F ELL O W S E R V A NT S
-

WH OS E A I M I T I S T O E S T A BL IS H
H I S KI N G D O M
.

2 0 6 8 1 79
 PREF A C E .

T HE sale o f the First E dition and the conse q ue n t demand

,

for a s e cond perm its the realisation of the hope e x pre ssed
.

in the Pre face of the First the pu b lication o f a Manual

,

worked o u t o n the b asis o f the Gospel o f Joh n and t h e ,

ne c essary t erms in d aily use This Manual is the product

.
,

as it ought t o b e o f class room work

, b u t it has n o t b een
-

t ested with s u ccess ive classes Under the c ircumstan c es

.
,

it is t h e b est that could b e d one Spe c ial thanks are due

.

t o R e v Henry Forman f o r reviewing the b ook and s e ein g

.
,

it thro ugh t h e press .

The Manual is the res ul t o f fifty odd years o f language

study b ut it is parti c ularly the outgrowth o f e x perien c e
,

in learning and helpi n g others t o l e arn Urdu and Panj ab i

, ,
.

It owes most to a severe l e sso n from Providence that ears

an d not e yes were given u s to learn languages as well as ,

to further sick leave leisure t o prosec u te these studi e s

-
.

From b ooks Prendergast s idea o f a d efinite speed

,
’

standard of attai n ment has b een most helpful Swe et s .

’

Pr imer o f Phonetics gav e the cl u e to analysis of sounds .

Many many methods have b een e x amined and the student

, ,

may fi n d nothing that seems t o him new for it is possi b le ,

t o parallel many of these id e as with thos e from other

sourc e s Indeed it w as a surprise and satisfa c tion t o fi nd

.
, ,

after its pu b lication that the First E dition clos e ly paral

,
 vi

lele d the R e form Metho d o f G e rm an v which is called ,

the D irect Method in E ngland and America In France .

,

it goes b y t h e name o f Phonetic or In d u ctive “

The .

Berlit Method is a dir e ct m e thod b u t h as no a d e q u at e

z ,

provision f o r sec uring a good pronunciation .

In this b ook the u se of t h e fi v e syllab l e p e r s e cond

,
-

standar d and t h e h o m o in y m ic sentences f o r training in

,

pron u nciation is s o far as is known uni qu e So also is

, , ,
.

t h e methodi c al d e velopment in progressiv e ord e r of th e ,

constructions b y u sin g this Gosp e l Some may o b j ect to

, .

thi s u se of the Gospel b u t it has many things in its favo u r

,
.

It is simple yet compl e x In reading it s ve ry familiarity

, .

s upplies the idea o f whi c h t h e new word gives u s the

,

e x pression It ab o un d s in common wor d s incidents and

.
, ,

d isco u rse and has almost all the ordinary constr u c t ions o f
,

the Urdu If it is o b j ected to as a translation s o is o u r

.
,

Bib le a translation and y e t f o r all that it is a classic It

,
.

is prob ab l e that few ob j e ct o rs will ever u se b etter Urd u .

Some who u sed the First E dition got little or nothing

o u t of it D ou b tless they never read t h e warn ing in the
.

Pre fa c e O thers will likely do t h e same with this As a

. .

b ook no claim is ma d e f o r it for a b ook cannot and nev e r

, ,

h as ta u ght a language That can b e do n e only b y a living

.

tea c her thro u gh a living c ar not thro u gh the e y e He who ,

.

makes the e y e his m e diu m is b ound to fail and this b ook ,

cannot help him As a m e thod every possi b l e claim may b e

.

made f o r this It produc e s res ults It gives the ab ility to

. .
talk It c omp e ls s u cc e ss N o dou b t some will stop wh e n
. .

they should know that they have o nly b egun b ut the b ook
, ,

if mastered will lay a good foundation an d a W is e master

, ,

b uil der may erect on it a spacio u s dwelling — ,

and the
indolent may make o u t to ge t o n fairly we ll in the b ase
m e nt Although t h e Gospel has b een made t h e b asis o f
.

the work yet the aim has not b een t o develop a te c hni c al
,

voca b ul ary b u t rather to give dr ill in those ordinary

,

constru ctions which must b e the foundation of all fut u re

successful work .

T H O MA S F CUM MI N G S
. .
 C ON T EN T S .

P R E FA C E
E RRATA
I N T R OD U C T I O N HO W t o Le arn a Languag
. e

PH O N ET I C S

R OM A N I SAT I O N xxxviii
PR O N U N C I AT I O N C H A R TS

PB O N U N C I A I I O N E X E RC I SES
' ‘

R ESU M E o r MET H OD
L EA RN I NG T o R EA D
L ESS O N S I — L XXXV I
A PPE N D I X U R D U G R A MM A R
. .

Ge nd r e

D cle nsi o n o f n o u ns
e

V e rb
O rd r o f w o rd s in s e nt nc
e e e

I nt rro gat ive s

e

D rill ta b l s e

Ex rcis s in D e cl e nsi o ns
e e

G nd e r e

A d j e ctiv s Po ss es sive s
e ,

V rb Syn ps s
e o e

Sp e cial i d i o m atic v r b f rms

e o

Ex rcis s in Pr p o sitio n s
e e e

R e lative s
C o n j uncti ns o

IN D Ex
 ER RA T A .

ag
P e 7 4t h li n fro m b o tto m
e , for ( first ) t h at r ead th a
1 2, 1 3 ,
’
Y isu Yis u
13, 7t h fr mo bo tto m p iy as a p iy as a
1 7, l 0t h w ith with
21 4t h Gari b Gari b
3 0, l st ek hi us i

3 2, 7t h fr m b o t t o m
o , sachch a sachcha
38, 11th Gari b Gari b
41 , 4t h de k k h e de k h k e

g ar ib o garib
last to rn a t o rna
5 th khush kh ush
_

1 0t h chira g chi rag

6t h
'

Y a h ii d io n n e Yahud i
an d re p e at e dly G inti Ginti
7t h lin e fro m b o tt m o ,
k e par k pa r
e

1 2th chaki chakhi

2n d cho ri ch o ri
2nd fro m b tto m
o utha , uth a

1 st m aus am i mansam - i
m aujud ag i
'

20t h m aujii d g i
last u nh o n n e we . . sam
s am jh i jh e
78, 3 rd jat am as i jat am as i
79 , 2nd li n fo charge d with read g uilty o c o nvict d f
e, r r e o

81 , 9 t h lin e fo k a r ad k r e e

1 4th Dh ulai D h ula i

3 d
r from b o ttom maskin m askan
 I N T RO D U C T I O N .

H OW T O L EA R N A LA N GU A G E .

L A NG U A G E is a method Of conveying thought b y means o f

sym b ols whether a u di b l e or visi b le A u di b le sym b ols
,
.
,

word s are the material o f ordin ary spee c h Visi b l e sym

,
.

b ols include all S ign language as well as writing and print

ing Spoken lan guage is primary and fundam e ntal whil e
.
,

writing is artificial and s e condary In r e ally learning a .

language we m u st b egin with speech and permit the ,

artificial reading t o await t h e maste ry o f the natu ral

, , ,

speakin g To learn a lang u ag e is t o a c q uire t h e ab ility to

.

ex press and understan d thought in the sym b ol s u sed b y

any particu lar people While w e S hall aim t o inclu d e b oth
.

the natural and artificial sym b ols y e t pri maril y our ,

purpos e is to le a rn to speak s o as t o b e u nd e rstood and to ,

hear s o as to u nde rstan d .

The method which we S hall follow is not that of the

schools There nat ure is violate d T h e e y e is p ut in place
. .

o f t h e ear an d reading and writing hav e us u rpe d t h e place

,

o f t h e living voice The ideal of the school is to read and

.

un d erstand the b ook Yet to this b eca u s e th e ir method

.
,

is fa ulty th e y s e ldom attain T H E E A R I S T H E M E D I U M

, .

O F L A NG U A G E is o u r motto and t h e e y e m u st b e used

,

mer e ly as an assistant to t h e ear .

The natural m e thod wh e re b y infants learn t o speak is ,

1 To b e a r ; 2 T o r e m e m b er the so u nd ; 3 T O associate
. . .

the sound and the idea This is the passive S ide an d .

engrosses t h e child s att e ntion for the first y e ar or two of

’

life Along with this com e s the activ e S id e ; 4 Thi nking ;

. .

5 R ecoll e cting t h e sounds that stand f o r the ideas ; 6

. .
 x ii

Utte ring thes e so u nd s that is speaking the lang uage In

, , .

all normal cas e s this is the process Shall we follow it or .

,

shall we improve o n nature 7

The infant m u st l e arn to hear t o re mem b er to associate
, , ,

t o think to recollect to speak

, ,
T h e adult learner has
.

alrea d y a command o f these proc e sses and needs b u t t o ,

give them a new direction It takes the chil d a de c ade or

.

t w o to master his mother tong tie b u t if we take the child

,

of e ight to a foreign country w e shall find him in a few

,

months a b le to talk a b o u t almost everything Hence we .

may fairly c oncl u d e that thre e to si x months sho uld e nab le

o n e to gain a good working knowledge o f a fore ign tong u e .

Accordingly w e find schools in Germany advertising to

teach p upils the German language in thr e e months if they ,

will p u t aside all use o f the mother tongue and imm e r se ,

themselves in the vernacular D o ub le the tim e and it

.
,

wo ul d seem that six months should give o ne a fair com

mand o f Urd u .

C ertainly the adult h as some very great advantages ove r

the child 1 He has learned to think 2 He knows that
. . . .

repetition is the secre t o f memorising 3 He is a b le t o . .

ap p ly himself much b ett e r than is the child so that ,

although the child has a more retentive memory yet t h e ,

adult from h is greater application is ab le to outdistan c e

the child In o n e point the adult is handicapped his
.
,

h e aring has b e come dulled —o r at least h e has grown car e

less He does not discriminat e He h e ars not the e x act
. .
,

so u nds of t h e foreign tong u e b u t t h e simil ar sounds o f his

,

moth e r tong u e an d he speaks with his o w n nativ e accent

,
.

This is wh e re t h e adult is in n e e d Of S pecial h e lp Ph o .

n e t ic s
,
the science o f pron u nciation stands read y t o solv e ,

h is di ffi c u lties The d i ffi c ul ties o f reme mb erin g an d asso

’

M
c iat in g soun d s an d i d eas ar e to b e overcome b repetition
y .
H e re is where the tru e method will point o u t t h e psy c ho
.

logical laws involved and lead the a d ult through h is in

, ,
~

c reased c apacity for repetition t o attain ment b eyond the .

ab il ity o f the ch ild .

We Ob serv e that every language has three d iffi c ult ie s

those Of pronun c iation vocab ulary and co n stru c tion The
, ,
.

mastery Of individual sounds o f word s and o f the peculiar , ,

rhythm o f the lang u age as present in its s e nte n c e s these ,

all ar e a part o f the di fficult pronun c iation pro b lem .

Vario u s ideas possi b ly o l d an d famil iar ar e e x pressed in

, ,

com b inations of so unds that may b e new an d strange To .

fi x thes e in the memory is t h e pro b lem o f voca b ulary .

Then c om e those matters o f word order case en di ngs -

.
, ,

signs of mood tense whereb y the logical and grammatical

, ,

interrelationship Of id e as is clearly in d i c ated — these mak e

up that great pro b lem of idiomatic construction the most ,

difficult o f the three A mastery o f t h e simpl e s and prin

.

c ip al words a ready use of all those methods where b y t h e

,

langua g e reveals t h e logi c al union of its parts o f S peech a ,

pro n u n ciation that is clear and a cc urate and an ear that

‘

readily apprehends these thin gs when heard is the very ,

l e as t that we can demand Beyo nd thi s elegance and .

,

e lo q uence the a b ility to read and compose are much to b e

, ,

desired b u t the form e r ar e ab sol u tely essential and when

, ,

we have them w e may b e said to know t h e la n guage .

By what method however shall we insure tha t steady

, ,

progress we e k b y week and month b y mo n th whi c h in

, , ,

due time shall b ri ng us t o the desired e nd The se c ret of .

this is fo u nd in setting aut o mat icit y as the standard of o ur

attainment If o ur me ntal respo n se is insta nt and accu
.

rate we know the thing E very art has its b asic principles
, .
,

and he w h o would b e mas t er o f that art must b e master of

these principles to the degree that they have b e co me
 x iv

automatic as f o r e x ample t he response to the q u ery What

, ,

is t h e product Of nine times s e ven 7! He w h o h e sitate s f o r

the r e ply is no mast e r o f arithmetic .

A pply this criterion to lang u ag e speaking and w e find a -

r e ady and acc urate standard to test lang u age proficiency .

If yo u r command Of foreign e x pr e ssions is as re a dy fl u ent , ,

and acc urat e as is yo u r knowl e dg e of t h e multiplicati on

ta b les then you know t h e lang uage But if y o u halt at
, .

vocab ulary stumb le Ove r pro n u nciations and e rr in con

, ,

struction t hat is b u ngling n o t mastery

, , .

It may b e easily asc e rtain e d b y taking a b i t o f prose

, ,

e Lord s Prayer co u nting the sylla b les in it an d th e n

’
sa
y t h , ,

reciting it at no rmal spe e d that an ordinary rate o f speech

,

is five syllab l e s p e r s e cond I f day b y day week b y week

.
, ,

and month b y month we b ring o ur work up t o this rat e

a n d keep it th e re w e shall soon have the satisfaction o f
,

fi n ding that it has b e c o me a u tomatic and is a ready tool ,

to do o ur b idding .

The aim o f this Man ual is to give t h e student material

eno u gh for three to si x months study d uring which h e may
’
,

learn a vocab ulary of a tho u sand to fifte e n h u ndred words ,

master all the pron u nciation d ifficulties g e t an insight into ,

the rhythm and b e come ac q u aint e d with the f u ndame ntal

,

constructions o f the Urdu languag e The Ma nu al d oes n o t .

cont e mplate an e x haustive sci e ntific study of the scie nce

O f Urdu g rammar b ut rath e r aims to l e ad the st u d e nt t o
,

t h e practical u se o f the language as a means o f e x pression .

Toward the end of the year o n e may profitab ly take up

the stu dy o f the grammar b u t it must b e rem e mb e re d
,

that correct e xp ression is not mastered b y learning gram

m at ic al r ules b ut b y memorising and imitating correct
,

model sentences .

The pro b lem of getting a language is largely a pro b lem

Of memory It is not however the intellectual r e c o l le c
.
, , ,

t ive memory that is involved b ut the motor memory which,

-

is sometimes called the mechani c al sometimes t h e rote ,

memory It is the same memory that is involv e d in the

.

learning to knit o r play t h e piano ; b ut ins t ead o f t h e ,

fingers it means the training o f the vocal organs to make

,

the move ments that are required to produce the proper

soun d s .

Speech from one poi n t of view is a hab it and a hab it

, , ,

is a prod u ct o f many conscious acts until at last it passes , ,

over into t h e realm of t h e unconscio u s o r a u tomatic .

.

L earning a ne w languag e is t h e ac q uiring o f a new hab it of

e x pressing o u r tho u ghts Inste ad of saying What is
.
“

”
this ? we must say
”
Y i h ky d h a i ?
, an d s o o n The .

pro b lem here is the pro b lem o f ha b it formation In con .

s id e r in g t h e su b j ect from this sta n dpoint then w e n ote , ,

that the hab it o f sp e aking E nglish is so far as Urd u is ,

concerned a b ad hab it ,
The tende n cy to indiff er e n c e
.

whether our c onsonants are aspirated or not which is quit e ,

immater ial i n deed in English is perfe c tly s ub versive o f ,

good Urdu Our Englis h method Of forming t and d must

.

b e changed into two other metho d s O ur disregard o f .

gen ders in o ur verb and adj e ctive forms o ur r e fusal to ,

hold the ver b t o the e nd o f the sentence — this all m u st

‘

b e changed and the changing o f it is as d ifficult as is t h e

,

relin q uishment Of any o ld hab it an d t h e sub stitu tio n of

another If we could ab sol u tely giv e ov e r speaking Eng
.

lish it would pro b ab ly simplify the learning o f Urdu sin c e

, ,

o ur holding o n to E n glish and making it our daily m e dium

.
,

o f spee c h c o m plicates the pro b l e m still further in that the ,

o l d hab it is kept up as we try t o develop the n e w along

,

side They who c an make the plunge and stop the use o f
.

their mother tongue for some mo nths will find their pro b lem
 x vi
made consid e rab ly easier I t is this that h as e volve d the .

dictum of t h e R eform Method E ach la ngua g e m us t b e t h e ,

m ed i um o f i t s o w n i mp ar tat i o n N ever speak English when .

t e aching Urdu Speak Urdu to teach Urd u . .

The question as to what constru c ti o ns we must learn

can b e b est an swered b y conside ring how langu age sho ul d
b e classified The unit o f langua e is the se nten ce
. .

Sent e nc es are ass e rtive imperative assumptiv e an d these , , ,

may b e thrown into interro gative f cM e w e may

s ay that it will b e necessary f o r the p u pil to l earn to u se

t h e indicative the i mperativ e o r Optativ e the conditional

, ,

or sub j un c tive and these in th e ir ordinary negative

, , ,

emphatic and interrogative forms O ne of each o f thes e

m
.

M n fir e memory will form the b asis ,

from which all its ordinary v ariations may b e worked o u t ,

an d when th u s fi x ed it will b e a thought mould into ,

-

which all similar e x pressions o f t h e language naturally fall .

The laws that govern language learning may b e stated

thus
1 The sentence n o t t h e single word
.
,
is the Unit of ,
*

Speech .

the pu pil c an give it alone and many many times

daily for many w e M
, ,

r e it has b e c ome au t o c

matic .

3 . Senten c es have a tern o and e a rate and rh y th m ,

The rate is 5 sylla b les per se c ond and the rhythm ,

varies T h e tea c her S houl d speak the sentenc e s

.

O ur c h ild re n s t il l le arn t h e l an g u ag e s t h ey s pe ak b y fi rs t ac q u ir in g the

k n o w le g e d o f c e r t ain ph r as e s an d s e n t e n c e s an d th en g ra d u al l y an aly si n g

t h mie n t o w or d s an d d
t h e a u l t w h o W is h es t o g a in a s uc c e ss f ul acq u ain

—S y
,

t an c e w it h an o t h er t o n g ue , m ust p u rs u e t he sam e p 1a n .
”
a ce , N at u r e

an d Sc i enc e o f Lan gua g e .

 x viii
special attention to thes e at t h e tim e of p ro
n u n c iat io n drill .

(i ) Wh e n your sp e aking has b ecom e aut o matically

correct yo u r motor memory is trained
,
-
.

Some may b e inclin e d t o u se this b o ok as th e y wo ul d

any other If they do they are s u re to fail This b ook
.
, .

can o nly b e used through t h e medi u m of a t e ach r s voice e

’
.

w h o as living mo u thpi e c e shall t e ach his p upil to hear

it all Thos e who wish t o stu d y b y themselve s along

.
,

classical lines h ad b etter get some o th e r b ook If any

, .

o ne will giv this m e tho d o n e month s thoro ugh trial

e
’
,

holding hims e lf fast to r u les an d d ire ctions and th e n allow ,

some one w h o knows the fail ure o f t h e O ld method t o advis e

him he is sur e to continu e this
,
.

It is possib l e some woul d lik e t o use this w h o yet fee l

that t h e co u rs e which their C ommitt e e h as laid o ut f o r
e x amination is so h e avy that they dare n o t e x perim e nt on
an untried thing To s uch it would b e well to s ay put
.
,

three months o n this and le arn t h e langu age so that yo u r

futu re work will b e done rapidly and well and if y o u d o ,

fail in e x tent do no t fail t o get the language T h e e x te nd e d

,
.

course o f reading that many committees mistake nly saddl e

o n the b e ginn e r is only a hindrance t o intensiv e and good

work .

In taking up this course e x p e ct some thing new and ,

s u spend judgment for a f e w weeks unt il t h e method Of ,

r e petition has had a chance to crystallise into hab it .

D ang er s t o b e avo id ed b y t h e P u p il .

l . Trying t o study alone .

2 . Thinking you can learn Urdu b y re ading whether in ,

t h e R oman 3 Pe rsian character

! , ,
.
P ermitting your teach e r to use E nglish whe n h e ad
dress e s y o u .

Feari ng to make mistakes b efore oth e r foreigners .

T ranslating E nglish phrases and u si ng th e m witho u t

your teach e r s approval ’
.

Thinking your teacher s compliments mean attainm e nt

’

inst e ad o f enco u rag e ment .

S upposin g yo ur Urd u so unds b ett e r than the English

o f the r a w school —b oy .

R e s e nting b y word o r manner criticism O f yo u r a b u s e

of the Ur d u in s o und o r idiom when y o u S hould ,

e x press your thank s for such interest in your progress .

Thinking it does not matter wheth e r y o u l e arn t h e

character o r not .

Thinking it immaterial wh e th e r y o u can r e ad and

writ e l e tters .

Thinking you ever get to the point where y o u know

t h e lang u age b etter than t h e native
”
.

Working too long at a tim e and wh e n you are tired

, .

Bett e r many an d shorter tim e s than one long time ,

.

D ang er s t o b e a vo id ed b y t h e T eac h er .

Usin g E nglish .

T hinking yo u r pupil can n e ver ac q u ire a good p ro

n un c iat io n .

Thi nking that yo u r pronunciation of E nglish is mu c h

sup e rior to the way yo u r p u pil pronounces Urdu and ,

Forgetting that Urd u pronunciation is no e asi e r f o r him

than E nglish is for you and that pro b ab ly accord
,

ing t o the degree that he misses Urdu b y that same ,

degree do you miss the E ngli sh .

[ 3 and 4 f o r the In di an teach e r ] .

 XX

5 . Forgett ing that he cannot h e ar the d i ff e renc e s b etween

Urdu t t h t and th and all the other sounds in the
, , ,

C harts and that it is your work to teach him t o

,

h ea r th e se di ff erenc e s b efore he can sp e ak them

,
.

6 . Forg e tting that it w ill take hundre d s Of rep e titions

b efore he learns t o s ay things corr e ctly and that ,

thes e m ust b e kept at patiently for many months .

F orgetting that the pupil is more an x ious to l earn tha n

t h e t e acher .

8 . Forgetting that as children S peak t h e way th e ir pare n ts

d o s o pupils copy their teacher h e nce y o u m u st b e
, ,

caref ul to see that they learn to use corre c t sentences ,

f o r this will b e your c ert ificate of good work .

9 . Forge tting that when y o u corre c t him witho u t pointing

o ut the e rror it does no good b u t onl y irritates
, ,

”
Y o u may tell him It is not Ioh d b ut led b ut
“
hi m .
, ,

he b e ar s no di ff eren c e although it is perfe c tly plain

,

to y o u .

Permitt ing yourself to grow careless ab out mistakes of

the pupil .

Failing to revi e w t h e same thing over and ove r again

till he has it .

PH O N E T I OS .

Phoneti c s is the scienc e of pron u n c iation Techni c ally .

it may b e defined as the s c ien c e of the pos it i ons te nsions ,

and actions of the vo c al organs in the produ c tion o f speech

so u n d s and is sometimes called phoni c s
, .

Speech soun ds are formed from t h e b reath as it is b eing

-

e x pelled O ne may s ay a few words o n an inspiration b ut

.
,

this is the e x ception n o t the rule By a steady contraction .

o f the di aphragm o r walls of the chest

, the b reath in the ,

lungs is forced up through the windpipe At the t o p o f .

 the windpipe in the laryn x o r Adam s apple are t w o lips
, ,
’
, ,

the vocal chords b etween whi c h t h e b reath current is forced

,

b y this pressure This changes it into a vocal c urrent

. .

If the chord s are slightly app ro x imated it gives a current ,

that makes 3 f sh t et c b ut if they are held tightly

, , , , .
,

together as are t h e lips o f the mouth in b lowin g a trumpet

, ,

then the curre nt b ecomes voiced and o u t of it are formed ,

s u ch l e tte rs as z v d b etc and also all vowels The Ol d

, , , , . .

nomen c latur e w as vocals sub vocals and aspirat e s which

,
-
,

we shall c all vowels V oic e and b reath consonants

,
.

A V O W E L is a voi c ed speech so u n d made b y passing a

‘

voiced vocal c urrent thro ugh the oral passage while it is ,

h e ld in an Open and fi x ed position In co n trast with the .

si x teen or eighte e n vowels o f English Urdu has eight an d , ,

t w o diphthongs t o o u r fo u r .

O rgan i c Bas is — Urd u vowels di ff er from t h e S imilar

E nglish vow e ls b ecause of the di ff erent organic b asis Urdu .

S p e akers draw b ack the corners o f th e ir mouth flatten ,

their ton gue and lower it at the b ack and tense all t h e ,

s oft par t s o f the mo u th s o that the voice seems to b e pro

,

je c t e d o n the upper front teeth and this gives it a distin c t ,

m e tallic quality This position Of the vocal organ s colo u rs

.

all the so u nds o f the language With t h e E nglish normal .

position it is imposs ib le to Sp eak good Urdu and w ith the ,

Urdu position it is impossi b le to speak good E nglish .

A mirror is i ndispensab le f o r learning a foreign lang u age .

The b est is o ne where the faces o f teacher an d pupil are

reflected side b y side Failing that a han d mirror must b e
.

u se d The pupil should Ob serve caref ully h is teacher s ’

.

mouth nostrils j aw and laryn x an d imitate th e ir actions

, , ,

in his own speech

Lev e l vowels are characteristic o f the Urdu b ut n o t of ,

English . If one will con trast in the mirror English 0 and ,

 xx ii

N ames b y Formation

L a ial b

D e n t al

P al at al

G u t t ur a l k , q g

h is a b re at h f r ic at iv e , wit h f rict io n no w in o ne p ar t , no w in ano t h e r p art o f t h e m o ut h .

f f an d v m ay b e c alle d l ah io de n t als
-
.

1 A li s p
f h
.

E lo w e r ro n t t e e t
2 low e r e ge o f u d pp er
fron t h teet
3 b pp f
.

k ac f tO u er ro n

t th ee
4 g m bv pp
.

u s a o e u er

f t t th ro n ee

h fp l t
.

5 ar c o a a e
f f m th h d
.

6 ro o o ou ar
plt
,

a a e.

7 di vi i f
s on ft d o so an
h dp l t ar a a es
ft p l t vl m
.

8 so a a e or e u .

9 Uv l
,

u a
10 b k w ll f ph y x
.

ac a o ar n
l p
.

11 n as a g as s a e
1 2 E p igl t t i
.

o s
13 14 v d
.

l o ca co r s

15 l y x Ad m
, .

“ ’
ar n a s

ppl
,

a e .

1 6 g ll t u e

m f b th
.

17 t s re a o re a

18 w h di t i i
.

it e re s rec on s
d t mi d b y t h
e er ne e

vl u u a .

I t g ont ipue

gu b l d
.

0 t on e a e.

U t gu b k
on e ac
xt m b k
.

Y e re e ac .
 xx iii
Le t B p re r e se n t t h e as ir at e p st re am f b th o re a

2 B p re re se n t the as pi r a t e s t re a m f b t h d ivid d
o re a e

V p re r e se n t the vo i ce d s t re a m f b th o re a

2V p re rese n t the v o i ce d s t re a m f b t h di vid d

o re a e

N p re r e se n t the n as a l p as s a g ep O en .

Bre a t h an d a c l o se d n as a l p as sa g e ar e a s s u m d i ll l e th n a un e s s o e r wis e

e xp re s s e d .

T h en of t h e St o p s p
A s ir a t e s N asa l s

A + 1 = p ( A + I ) B f
v

I + 3 = t i
(I + 3)B s

= z

O + 4 = ch ( O + 4 ) B

to I + E = r

I + 6 = t

(I ( I + 6 ) VB = dh

U + 7= k ( U + 7) B = kh

( U + 7) V = g ( U + 7) V E

Y + 8= q

1 E n g li s h t is I 4 5 - -
I t a lian t is I + 3 T ur k is h t is I + 5 , 6
2 Th i m th
s l w e an s e o pl
er li p ac e d ag ain s t the u pp er te e t h th
, at the
s t re a m f b t h i d iv id d
o re a s w hi h
e , c also k ee p l ip
s s an d t ee t h p a ar t .

3 E ng . t h i t hin n. Eng . ih in t h ee , b ut it di f f e rs

f m Ii b
ro n e in g f ro n t d ivid d w h il
e , e 1 is b ac kd ivid d e .

Th t 4 a is , t h e t ip of t he t o n g u e is k e pt f m t ro o uc hi ng t he t ee t h by
th b th
e re a .

5
(O 4)N V fi, P j b i Sp
un a , an is h (I 6 )N V P j bi
n, un a , ce r e b r al n .

5 Th at is , a t o uc hi g d t h
n an e n an o p e n in g O f t h t p it i
a os on
 xx iv
Urd u 0 h e will at onc e see the di ff erenc e All E nglish
, .

long vowels ha v e a glide o r vanish at the end when final , ,

a n d t h e st u d ent m u st eliminate this from the Urd u vowels ,

giving them with immo b ile and te nsed organs D a ily .

C hart practice will secure this Where E nglish 0 and u .

hav e protruded and ro u n d ed lips Urdu o an d u are made ,

w ith lips spr e ad wide i s drawn b ack at the corners ,

. .

The d iphthongs ai and au are really comp o unde d of

a +e ai a + o ,
au all short so u nds ,
.

A C O N S O N A N T is a speech so u n d mad e b y the vocal cur -

re n t when it is s t e p pe d or s q u e e ed b y a complete or par

,
z

tial closure o f t h e oral passage at o n e o r more given points .

This gives u s consonants of seve ral class e s stops and con ,

t in u an t s nasals an d trills and a comb ination o f b oth ,

.

V o i ce a nd B ea t h — I f y o u will lay your fingers on your

r

laryn x o r stick th e m in your e ars hiss ssss and b u zz z zzz

, , , ,

you will feel a vib ration for the latter That shows a .

voice d sound C ompare 3 f v sh h eat aid up e b b

.
r
, ,
e , , ,

etch edge oak egg an d se e which has t h e vi b ration C o m

, ,
.

pare with the tab le .

AR TI C U LATI O N — This m e ans the b ringing of the organs

.

into the position necessary to mak e the given sound It .

shoul d b e qu ick and d efinite in assuming t h e position an d ,

also in releasing it E very consonant has a normal position

. ,

to which there is an o n and off glid e This O ff glide i s -

.
-

also calle d re coil .

T h e organs of articulation are the lips t e e th tong u e , , ,

palate and velum or nasal veil also called the soft palate ,
-

and occasionally the glottis an d epiglottis

, ,
.

St o p s a nd A s p irat es — St 0 p consonants ar e of two kinds

. ,

simple and e x plosive or aspirate A c e rtain amo u nt of .

fre e b reath over and ab ove that which is u s e d to form the

,

letter ru shes o ut along with t h e recoil and gives it this

, ,
 xx vi

I
C ut .

Form u lae .

"

l
"
l P,
w
+ r =
a
ph ,
VH
l ) bh .

( 2) t an d p u re de ntals in Urdu b ut are not in

d ar e

E nglish With many E nglish they are p r e palatal and with

.
-

others alveolar that is on the gums b u t in Urdu they are

, , ,

p u re d entals b eing made b y stopping the passag e as y o u

,

press the tong ue tip against t h e b ack of t h e upper front tee th .

Urd u th and dh ar e f o rme d in the sam e place o nly with ,

the e x plosiv e action as for p h and bh If the tong ue .

draws b ack e n o ugh from t h e t positi o n to leav e a central

channel its si d es still re maining against t h e S ide g u ms an d
,

te e th we shall get 8 and with voic e z If w e p ut t h e

, , , ,
.

tip forward as f o r d w e get l and n Urdu n is as when

"
,
.

w e s ay n in m o nt h o u r n is made o n t h e b ack o f the te e th

, ,

tho ugh in m o n the n is high e r u p

o .

II C ut .

Form u la e .

+ 3 = u
+ sr = !
a —
+ m w ,

HV
3) db .

( 3) Ur d u f is not indigen ous b u t b rought in with Pe r ,

sian and is made b y putting the upper teeth against the

,

inner sid e o f t h e lower lip and e x pelling a b reath vocal ,

c urrent So E nglish v is made with the same arti c ulatio n

.
 xxv fi

by a voice d c urrent There is a so u nd which pass e s c ur .

re nt as f ma d e b y b lowing through the ne arly clos e d and

spre ad lips .

and 7are simpl e stops made b y pressing the b lade

°

ch
*
( 4)
( front mm of the tongue against t h e hard palat e w hi le ,

the tip o f the tongue is incidentall y a t the upper tee th , , .

Pu t o n the press u re an d y o u get ch h and ih .

C ut IV .

0 4 = ch ,

V =
(0 4) i ,

(O
VH
( O 4) =
jh .

Man y ph t i i o ne c an s c l ai m th a t c h an d
'

7 ar e co mp o un d s o un d
Th ys. e

w e re p b b ly l d i
ro a e nt o t hi s e rr o r b e c ause t he s o un ds ar e no t h di e ar n

F re n c h dG m
an er an , an d t h ey w e r e l e d t o an al y s e t h em as c o mp d o un s

of ts h an d d zh in or d er to e x pl a in t hm e . A ll n at io n s t h t a h v th m
a e e

h v h d th m
a e e ar mp l e d T h p it i i
as si l be s o un s . e os on s a c ar di na o ne , e

c a useit h it mp l m t f
as s co l 1 d tw ti
e en t h h d o a n as a , 1 , an o con n u an s s z , an

l
a so l t a l i Th
a e ra d iffi l t y h b
”
. i th i ebilit y t h t h cu as een n e na o e ar e

diff b tw
e re n ce l e d h d t l d 7 d d th t k h h
e e n a c o se c an a , a c o se
°

an a , so a ac c a

i u u ll y A g li i d k t h
s s a n T h vit l h
c ze t i ti f h
a c d h a.d e a c ar ac e r s c o c an s an

zh i th t th f i ti
s a f th p
e i g
r c t i v t h id g m
on o e w ll a ss n c urr e n s o er e s e u s , as e

as i thn t A
e ce n re mp d w it h h i m d b y w id fl t
. S co ar e t s, e s a e a e a c urre n ,

w h il t h te f ia d dd p
o s s r o un an ee .
 xx viii
R elease t h e tongue sli ghtly from the ch position an d
pass your vocal curre nt and y o u get sh and zh If y o u will .

now b e n d the tip o f yo u r tongue still f urther downwar d ,

you w ill get the sound o f y It is unfortunat e that we do

.

not u se 0 for this so u nd rather than ch .

( 5 ) t an d d ar e cacuminals high palatal stop consonants

, ,
.

As a preliminary to their formation it is necessary to drop .

t h e tong u e v e ry l o w at the b ack and th e n it can b e e asil y

,

put in t h e right position Hin di u ses an l n and s formed

. , ,

in this position as well as the which we hav e in Urdu

,
r .

T o form this draw the lips b ack at the corners p u t t h e ,

tip o f t h e tongue almost to t h e roof o f t h e mo uth w ide n ,

o ut the sides o f t h e tongue till th e y press hard against

the sides Of t h e palate and te e th from a b o u t t h e s e con d
,

b i c u spid let the vocal c u rr e nt flow over t h e r e tract e d tip

-

an d th e n flap it down q u ick l y so that the tip c o m e s d own

b elow t h e lower gu ms It may b e called an inverted .
“

”
flap consonant b ut the to n gue is nearer perpendicular
,

at the fro n t than i n verted .

C ut V I I .

I 6 l! ,

(I th,
V =
( I 6> d .

"H
(I 6) db .

( 6) k and are simple velar stops More air press u r e

g .

gives u s kh and gh If you permit yo u r tongue to Open

.

slightly from the k position and then pass a b reath vocal

current thro u gh you will get lgb Voice this and you have
,
.

the ghain g sometimes writ t en g

‘

,
‘

,
.

C ut VIII .

U 7 k ,

(U a.
H
(U 7) kh ,

(U
VH
7) g h .
 XXX

( 7) r is a tip d e ntal trill and ofte n h as b u t o ne flap , ,

rather than many as the real trill h as Some have gre at .

d ifli c ul t y in making this It w o ul d se e m that it is ca us e d

.

b y a c u rr e nt of voice o r b reath passing ov e r a point that

, ,

is so rela x ed that it is b lown fo rward and b ack b y t h e

c u rre nt T h e tongu e m u st b e tens e d up to with a half
.

inch o f the tip b u t that m u st b e wholly rela x ed T o do

, .

this b ite t h e tong u e o n t h e si d e s j ust b ehind the tip fix ,

t h e att e nti o n o n thos e points as th e y press against t h e ,

side teeth and then forc e the current over t h e tip If this .

does not accomplish it practising with a mirror t h e w o rds

, ,

t h r r e e t h r ro ugh t h ir r t y d ir r t and compelling t h e tongue

, , , ,

to touch the teeth f o r the t s an d d s without any tho ugh t ’ ’

,

Of the r will event u all y r e s u lt in a trill

,
.

C ut XI .

(I J
9
m
r
I) V == r .

’
( 8) A i n and Hh a two letters that have come fro m
ar e

t he Arab ic , b ut their sounds along with those of the t o e ,

zo e , s w ad , have fortunately b e en lost T h e ain
zw ad , .
’

Ofte n modifies the suc c eeding vowe l It is prob ab ly an .

e piglottal fricati v e lik e t h e conte nted b lat of the wat e r

,

b uff alo an d Hh a is it s b reath twin

,
H h a h as a vow e l .

valu e in words like s ub h s u lh fa th b u t is u sually like h

, , .

( )
9 h is a glottal b r e ath contin u ant tho u gh fr e q u ently ,

modifi e d b y t h e succ e e d ing vowel A s a final it is rath e r .

pu z z ling Hold your han d close to t h e mouth and s av h i t

. ,
.

N ote h o w t h e b reath strikes the hand f o h in h i t R ev e rs e r .

it an d make it give the same result wh e n y o u say t ih .

Fre q ue ntly it s val u e in Urdu print is t o in d icat e a higher

pitc h f o r t h e syllab l e which it clos e s as i n ah w ay rah nd ,
r , , ,

t o stay

( 1 0) m n n g are nasals co rr e sponding t o the positions

, ,

for b d g The nasals Of t h e stop positi o ns d and j ( n

, ,
.

a n d a) are not u sed in Ur d u Th e s e are formed b y hold .

ing t h e stop position in di cated and at t h e same tim e ,

Openin g the n asal passag e when the sound pass e s o u t that ,

way Holding the nose soon b rings a nasal to an e n d

. .

( )
1 1 l is call e d a lat e ral o r divid e d consonant b eca
,
u se , ,

t h e vo c al c u rrent flows O ff at either side O f the to ngue .

T h e tong u e should b e in the position f o r d tip and sides ,

C ut X II . C ut X III .

(A m (I n
VN VN =
1) . 3) .
 x xx ii

C ut X IV
(U
YN
Z)

against t h e teeth b u t Openings at the sides farther b ack

,
.

In E nglish final I m n ng and r for thos e w h o sound it

, , , , ,

at all have a p e c uliar downward gli d e at t h e end o f a

,

sent e nce and many b ring this glide along with all their
, ,

oth e r E nglish pec uliariti e s into Urdu They are as a re

,
.

s ult fre qu e ntly mis understood .

( ) n o r n u n g u nn a is t h e e q u ivalent o f the French

“
1 2
’

, ,

n, which is sometimes called a nasal n As all n s are .

’

nasal howe ver the d e si gnation is not p e rmissib le parti

, , ,

”
y as it is often not really an at all It is a “
c u l arl n .

modifica tion of the vow e l sound ca u sed b y havin g the ,

nasal passage op e n On e must learn to disting u ish care

.

full y b etween h ai and hai n a and an 0 and o n et c It , , . .

wo uld b e more corre ct to print it hai a 5 than hain an , , , ,

o n b u t the latter is the commoner w ay

,
Before c onso .

nants nu n g u nna takes a consonantal value according to

,
’

the fol lowing consonant Sd np is and should b e spelled

.
, ,

sa mp ; i n p h enlcn a it has the force of ng as in E n glish ,

finger as distinguish e d from ng in S inger

, .
 xx x iv
Transli t erations of E nglish words are interesting as show
ing how our sounds are heard . T i ka t shows o ur t is mor e

like t h e high t So d dk tdr b ut [ s kil l shows their i n ab ility

.
,

t o s t art with a doub le c o n sonant Syce gharry godown

' "

.
, , ,

an d c harpoy seem to indicate lack of a b il ity o n the oth e r

,

side t o hear well

,
.

C ut X VII a
N
 XXXV

D O U B L I NG C o N SO N A N T s —While w e have many co n so .

nan t s dou b led in E nglish S pelling they are seldom if ever ,

b oth pro n ou n c ed unless the word b e a compou n d o n e

,
.

I n h i tt i ng the tt i n di c ates the pre c eding vowel is short In .

w h o l ly as distinguished from h o ly the ll sho u ld b e sounde d ,

a s in mil l lo c k -
Wh e n we say hillock comparing it with
.

mill lo c k w e note t h e di ff e rence So in r e cas e and b ook

-

,
-

case A little at t e n tion w ill make the matter cle ar In

. .

Urdu dou b led st e p c onsonants the first is formed b y t h e ,

o n glide
-

, and the second b y a ne w impu ls e as the o ff glid e -

takes place In continuants as in b i lli e at a ne w impuls e

.
, ,

in t erj e c ted right into the first l gi v es the second l an d , ,

the b eginning o f the se c ond syllab le In ach ch ha the c losin g .

,

O f the tongue for ch gives the untrai n ed ear the e f fe c t o f a t ,

b u t it is not and it follows the pre c e di ng description of a

,

doub led st 0 p formation .

SY LL AB L E s — A syllab le is the least measure o f spee c h

. ,

an d is made b y a sin gle impulse o f the voi c e The U rdu .

grammarian s followin g Arab i c r ules tea c h that every

, ,

syllab le b egins with a c onso n an t b ut it is n o t so in Urdu , .

.

The real syllab i c atio n is bar d l ikh a li d whi c h last though -

,
-

,
-

usually spelled l iy d never soun ds the y Every Urdu ,

.

syllab le has a vowel even though as in s ubh the vowel is , , ,

indi c ated b y h as it n e v er re c ognises syllab i c con so nan ts

,

s u c h as o ur l m n in words like hidden ( hidn ) pri sm

, , , ,

( t w o syll ab les ) evil ( evl ) n either does it have the O b s c ur e

, ,

soun ds that o cc ur in our fin al syllab les b u t it b rings o u t ,

clearly the dis tin c tion b etw e e n short a i an d u However ,

.
,

Arab i c spelled words fas l is m qab r hav e t w o syl la b les , , ,

si n c e the I n dian c annot p ro n oun c e t hem in o ne as does t h e ,

Arab .

ACCE N T Man y i nsi st that U rdu has no a cc en t b ut t hi s

.
-

is qui t e un true I t s ac c ent s are not so o b vious t o us as

.
'
 xxx vi
those o f E nglish b u t th e y are non e the less evident It is
,
.

rather that the range of pitch in Urdu is much less than in

E nglish b u t it is a mistak e to deny it
,
All words t hat .

e n d wi t h a long vowel follow e d b y a consonant ta k e t h e

accent o r stress on this last syllab l e * or if it has a short

, , ,

vowel followed b y two consonants it takes the a c cent ,

pas and d fi kan though some say p as and If it is n o t o n

, ,
.

the ultima it reverts till it finds a long syllab le T h e

,
.

stress e d syllab le of an infinitive retains the stress through

all its derivatives as utar nd and utar newal idn with only , ,

s e c ondary acce nt o n the w ai Foreign words do n o t always .

conform to these r ules as we have Khud a with acc ent o n ,

n o w the first and n o w t h e last sylla b le So other words .

,

as jud d sazd , .

R H YT HM —The rhythm o f Urd u is vastly di ff erent from

.

that o f the E nglish R hythm is that p e c uliar rise and fall .

o f pit c h which characterises the sent e nces o f e ve ry lan

“

guage It might b e call ed the sent e nc e tune o r melody

.
, .

It is the speaking of Urdu in the E nglish rhythm and vic e ,

.

v ersa that makes o u r b est e ff orts seem ri di c ulous

, .

Speak t h e sen tence He w as seated and c ompare its

rhy t h m with He se at e d w as and ”
'

an d ,

further note that it s Urdu e q ui valen t has n e arly the rhythm

of the latter w uk b aith at h d Practi c e in hum
, ,

mi ng o u t E nglish rhythms will b e the b est aid to catc hi n g

Urdu rhythm Begin with short senten c es and when they

.
,

are well in hand go to longer ones ,

.

Ham , w in d ; da wd , m di i
e c ne ; b al a, c al a m it y ; dar y a, ri v er ;

a c ce nt e d al so o n t h e fina l y ll b l
s a e.
 Xx xV l l

I N T O N ATI O N The tonal sv st e m o f t h e C hinese m an

.
-

adaptation o f their language to the ne c essity of t h e c ase .

They c an make only 4 00 o r 500 s vllab l e s so they have t o ,

give each sylla b le many meanings and they make them ,

selves in t e lligib le b y putting these in di ff eren t pit c hes In .

”
E nglish w e have two to n es the li t eral and the meta ,

p h o r ic al The seco n d has the higher pitch We c all a

. .

man a b ear o r a sheep b u t w e put it in a higher pitch

, ,

than when w e speak o f t h e q u adruped If w e call a .

woman a e at it is n o t in the level tone b u t the higher t h e

,
.
, ,

”
metaphorical SO when w e put a glass o n t h e tab le
.
,

as c ompared with putt in g a motio n o n the tab le “

,

the latte r is higher D o e s this r un through the whole

.

language ? Urdu has a trace o f tones in those syllab les

that have their higher p it c h i ndi c ated b y h rah uti sak ud , , ,

Icah nd as compared with k a is d

, So w e find the higher .

pit c h in t umh en u nhe n W e have b oth spellin gs in thahr

, .

nd , and thair nd t o st e p Further than this some o ne else

, .

should i n vestiga t e .

PE R SO N A L A N D N A T I O N A L D i F F I C U L T I E s —O c casio n ally .

a perso n goes to India w h o is tongue tied and mus t find t h e -

,

t and d class o f s o un ds impossi b le A simple Operation wi ll .

solve the diffi culty b ut it m ust b e done b y a sk ill ed sur

,

geon .

N ational difficulties arise fro m a tendency that some

have to slur a final r This must b e c arefully avoided and
.
,

such words as dur b e given as they ought to b e no t like ,

English do e r Some have the tenden c y to nasalise all

.

vowels making no di ff eren ce b etween h ai and hai n This

, .

mu st b e c arefully corre c ted All o ur t enden c y t o im p o rt .

o u r o w n sounds in to U rdu must b e stu d iously overcome

A GO O D E A R —
.

Few ad ults have this b y nat ure b ut it

.
,

c an b e acqui red b
y a painstak ing following o f the C ha rts .
 x xx v iii

G E ST U R E s .
—A
th e se should b e mad e s o as t o
s t ud v o f

b e ab le to und e rstand an d t o u s e th e m .

C LI C KS T h e sound that we u se for calling a d o g o r

.
-

starting a horse is used in India to stop a horse They

, .

have oth e r clicks f o r driving animals and some f o r e x press

ing emoti o n Learn them . .

R O M AN ISATI O N .

The repre s e ntation o f Hindusta ni so u nds with English ,

o r R oman letters is a rather S imple pro c ess

,
The R oman .

alphab et with S impl e diacriticals is much more suitab le f o r

Hindu stani than it is f o r English T h e consonants have
,
.

b u t single values an d there are vowels eno u gh to cover all

,

the vowel sounds o f the Urdu language and w e are n o t c o m ,

p e ll e d,
as in E nglish to make five vowel signs do,
duty f or

si x teen so u n d s The long vowels s e i o u have the sam e

.
, , , , , ,

value almost as in Italian while the short a i u are really

, , , , , , ,
.

the short so u nds o f d i it The diphthongs ai and au are , , .

slightly different b ut not hard to get , .

T h e c onsonants O ffer more difficulty Those sounds which .

do n o t occur in English should b e c arefully heard b e fore

they are com m itted to writing o r the pupil is permitted t o ,

read them It m u st b e noted that none o f the so un ds is

.

e x actly the equ ivalent o f that sound whi c h the same le t ter
represents in E nglish C o nsequently o ne must b e alert to
.

discover e x actly what they do stand for The distin c tion .

b etween the single c o n sona n ts and the dou b led ones b e ,

tween those alone and with the h as p an d p h must b e care , ,

fully appreciated b ut particul ar attention m u st b e given to

,

the mastery o f the t w o s e ts o f t e as they are very dis ’

,
37

tin c t fro mea c h other and from the English sou nds Those .

that are unmarked are almost the same as the Italian letters ,

b ut t hose with the d o t u nder t (1 t h dh r are q uit e , , , , , ,

 xxx i x
difi e r en t from o ur sounds though o ur t is heard b y t h e ,

Indians as t “
.

The spelling b a d S hows A rab i c ain thus ’

In the prevaili ng meth o d o f roman ising as shown in the ,

N e w Testament a f e w forms o cc ur without suffi c ient j usti

, ,

fi c at io n and are t o b e e x plain ed from a misapprehension

,

o f the Urdu S pelling as taught b y native grammarians o r , ,

a t o o slavish adherence to transliteration Of Urdu Persian ,

o r Arab i c S pel ling rather than a representatio n o f sound

,
.

The most glaring o f thes e erro rs is in t h e introduction o f y

in su c h words as dy a diy a liy d l iy e d i y e ro ti y an ch or i y dn
, , , , , ,

although the y is n o t sounded sa v e b y n ewly arrived f o r ,

e igners an d the words are p ronounced a id d i d li d l i e d i e

’

, , , , , ,

ro ti dn c h o ri dn
, B ut b e c ause the mu n shis teach fo llowin g
.
, ,

Arab ic rule that a syllab le cannot b egin with a vowel they

, ,

say the y here fou n d in the Urdu character is a conson ant ,

though it never has its conso n antal v alue in their pronuncia

tion W e have ruled it o u t at first and largely in the b ook
.
,

though afterward permitted as a concessio n to c ustom , .

I n Mat 1 5 : 1 9 we fi n d t w o ways Of spell ing cho r iy d n and

.
,

gaw dh i an the final syll a b les i du o f whi c h the latter is

’

, ,

preferab le .

The n umerals bdrah t erah etc are en ded with h al , , .

, ,

though it is n o t s ounded b ut it persists in t h e de cli n e d ,

form b drah o n so jagah o n and so it seems b etter t o retain i t

, , , .

C e rtai n Arab ic spellings pedanti c ally imported into Urdu , ,

are retain ed in the Urdu N T as i nstead of b il and fil w e . .

,

have b i lkull fi l h aqiqat where the ,

’
indi c a t es an anoma ,

lous and unpro n oun ced alep h D arb h w as t f o r a word p ro .

,

perly pro n ou n c ed darli i as t is justified b y its Persian S pelling , ,

al t ho ugh n o o ne proposes Ich wud o r Idi w ushi ”

So w e .

find a word pronou n c ed s dmp tra n sli t era t ed no t sp elle d , ,

s a ggp .
 xl
Possi b ly p dn w and
are prono u nce d as prin t ed
gdn w ,

b ut it seems as if p rio n an d gd o n would b e b etter .

In the case o f the N T proper names it may b e that it

. .
,

was intended to accent them o n their last sylla b le b ut no ,

rule is apparent as t h e v conform neither to Greek n o r t o

,

E nglish a c cent .

This transliteration o f foreign words in stead o f conform

ing them to U rdu standards will in due time b rin g roman , ,

Urdu into the same miserab l e c ase as that in w hich w e

fi nd E nglish spelling .

There is a strong prej u dice in the minds o f many against

t h e use Of roma n b y b eginners It is w e l l said that they
.

w h o b egin to read roma n never get a good pronu n c iation .

This is Ofte n true b u t it n eed not b e so although it is

, ,

likely to b e That there is danger in the use o f roman is

.

easily seen b ut that th e r e are advantages is q u it e as

,

ma n ifest The adva n tage is that the pupil is enab led to

.

remem b er more easily an d to re c all b y the use Of roman '

The dan ger lies in the fa c t that he is s ure at first to giv e

Old values to these letters and so mispro nounce the Urdu
words We see what we ar e used to seeing and when w
.
, e

se e t h d ,
for e x ample w e wish to pronoun c e it as ih in t h i n
,

o r in t hi n e we are not sure which b ut after hearing t h e

, ,

tea cher say it is n o t t it is t h w e pronounce it as ih in t h in

, , ,

o r perhaps w e make no di fference b etwee n t i an d t h i j ust ,

as in English w e pay n o at t ention to it in M ai Wh en .

a pup il b egins reading the character he is held up b y its ,

strangeness so that the t eacher usually has to pron ounc e

,

it for him b efore he c an utter it himself Thu s he gets .

'

the sound in his c ar b efore he speaks i t b ut if he b egins b y ,

reading roman he re c ognises the letters at o nce and strong

, ,

in this consciousness he calls them b y thei r E nglish values

, ,

a n d all u nknown to himself makes an appall ing mess o f it .

 1
‘

H o m o i n y m i c Se n t e n c e s f o r P r o n u n c i at i o n
E x e r c is e s .

1 . Wub a t a hai .

He i s o n e ey ed
-
.

He i s co mi ng .

Wub kh a na hai .

T hat i s t h e co m pa r t me nt .

T hat i s m ea l ( o f w h ea t ) .

Wub b ari hai .

2 Yih
. roti hai .

He ( Sh e ) is fr e e .

Sh e ( t h is o ne ) is cr y ng
i .
Wuh b ari hai .

Y ih roti hai .

Sh e is b ig .

T h is i s b read .

Wub b hari hai .

3 . Wuh a ri hai .
Sh e ( I t ) i s ful l .

T h at i s a s aw .
Wu h b arhi hai .

Wuh ari hai .

Sh e has gr ow n i ncreas ed , .

H e i s o b s t i na t e .
Y ih kh a Ii hai .

Wub a rah i hai .

( He ,
or , Sh e ) has eat e n

She i s co m i ng .
th is .

4 . Yih d al hai . .
Y ih kh ali hai .

T hi s i s pu ls e T h is is emp t
y
.
.

Yih d a l hai .
Yih k a li hai .

T his is a b ranch .
T h i s ( femin ine ) is b lac k .

Yi h d h al h ai .
Wub g o l h ai .

T h i s is a s h i eld .
He ( or T hat ) i s
, r o u nd .

5 . Wuh ghore a rahe hai n . Wub go l hai .

T ho se h o rs es are co m i ng . T ha t i s a cr owd

Wuh gore a rahe h am

. . Gul k y fin kiy a ?
T hos e wh i t es ( s o ldi ers ) Why d id y ou put it out

ar e com ing .
( lam p )
6 . Wub kh an a hai . Gul k y ii n kiy a ?
T hat is d i n n er .
'
Why d id yo u make a

Wub k a n a hai . n o is e
 x lvi ii

11 the di ff eren c e b etween t h e sou n d s o f t h e c o n

. N ot e
t r ast e d E nglish and Urdu words .

Mal i gardene r
,
Molly Hai is .
,

B illi c at ,
Billy Ek o n e .
,

K ar do ,
C ur Sach truth .
,

Par ,
on Purr Mili got .
,

D ur far,
D oer Me z ta b le Ma iz e .
, .

D ak post mail
, ,
D ock S a is groom Syce .
, ,

Pe t b elly
,
Pat e F a ram corruption o f form .
, .

Pi t b il e Pit Pur as N ur p iI r Poor

'

.
, , .

HO b e
,
Hoe L O tak e Low .
, .

Pu] a b ridg e
,
Pull D O giv e D ough .
, .

D o ub le d Let t e rs .

Yih m e r a galla hai . 1 5 Mere p a s khar a hai

.

T h is i s m y fl o ck ; I h a v e t h e gen u i n e .

Yih mer a gal a hai r

. Mere p as khar a hai .

T h is i s m y n ec k . He is s t a nd i n g b y me .

Y ih mer a galla hai . Mere p a s kar a hai .

T his i s m y gra i n . I h ave a b racel et .

Lark a let a hai . Mere p a s kar a ( Punj ab i )

T h e b o y t ak es ( it ) or is hai .

t ak i ng i t . I h ave t h e b ran ( of gram ) .

Lark a le t a hai . 16 . Yih ‘

aur at kh ati hai .

T h e b o y i s lai d d o wn . T hi s w o man ea ts .

IS k o do den a . Y ih
‘
aur at k a tti h ai .

Gi ve h i m t wo . T h i s w o ma n s p i ns .

Is k o dh o d en a . Y ih '

aur at k atti hai .

Wash th is .
T h is w o ma n b i t es .

IS ko duh den a .
17 . Larke deke gaye .

M ilk t h is ( co w ) . T h e b o y s ga v e and w ent .

Is k o dh o den a . Larke d e k hk e gaye .

C arr y t h is away . T h e b oy s s aw a nd wen t :

A ma n w as s i t t i ng in t h e Wu h tatti hai ( P) .

h u t ( y es t erday ) . T h at is war m .

N o te that it is b ai th d Us ne dhari dari par

” ”
t hd not b ai thd td
,
“
, dhari .

no r b ai t h ta td b u t t hd . He put th e 1 0 lb
-
. w eigh

Us ne b ari m inn at ki on th e car p et .

thi . Kaf aur as me n ky a

H e p l ead ed v er y hard . far q hai
Us n e b ari m ih n at ki thi . What i s t h e d ifier e nc e b e
He w or k ed ver y ha rd . t w een Ic and q

Wub gayi hai . Ham Kh ud a k e ham

Sh e has go n e . k h id m at hai n .

Wub gayi hain . We ar e God s co wor kers ’

-
.

T h ey ( w o m e n ) h a v e go n e . U s k i q ab r ki kha b ar
Wub gaye hain . deni c h ah iy e .

T h ey ( m e n ) ha ve go n e .
On e o ug h t to gi ve n ew s o f
Wub g ae hai .
h is gr ave .

T hat i s a co w .
(a) B at Thing matter , ,

Wub g ae hain . r es .

T ho s e are co ws . Bh a t R ice b o iled

, .

Wub kah a n par a hai B at *

Path w ay ,
.

Wh ere is it ( o r h e ) ly ing , t i t A b ard

*
.

Wub kah a n parh a hai 7 R ein .

Wh ere d id ( y o u ) r ead i t i Fortune

Wub t hatti hai .
( ver b ) R un ,
.

T hat i s t h e
“
thatti B ag Garden .

outcas t e quart e r ( Pun B a gh Tig e r .

jab ) . T a rik D ark night , .

Wub tat t i hai . T a b rik Instigation .

T ha t is a scr e e n ( pr i vy , T a rikh D at e ( as o f
lat r in e ) . month ) .

N o t in f r e q u e n t u se .
 Torn . Wis e ( 10) D a n a .

A little .D an a Grain .

Turn ip like ( l ) Sin a To s e w . .

plant .Sina B reast .

W ick lamp ,
( m ) U S se l a Bring it from
.

T wisted do .
him . .

Fu a r n c e
Use 15 do
.
Bring and .

Small weight give it

.
.

( n ) Ham men In us
S c ore twenty ,
.
.

N e w unused
Hamen T o us
.
.

A leper T um h e n
.
To you .

Tum m e n In y o u
An alley .
.

( 0 ) Ba c hcha C hild .

All .

Bach a E scap e d .

Let him b urn Ka m Work .

( P) .

Kh a m *
Immature .

more than Bann a T O b e m ade

.

( p) .

W orm insect ,
Ban a Is made .

C u cum b er K am Little
.

W ormy Kham
.

C urv ed .

A fairy ( q) Bur a
.

R ead ( past B h ii r a B rown earth

’

colour .

Lying recum , O ld .

b ent ( fem Sawdust .

.

part ) .
E w e S heep ,
.

Bu c kler .
Boat hand ,

L ateness . c uff .

On e and one Punj ab plum s .

half . C rooked .

D he r . Pile heap
,
.

N ot in f r e q ue n t u se .
 lii
M eri b urhi b h er i b hur i b e r i m en b e rhi b er i k e b are b ur e

pat t e Iohd rah i t h i My Old e w e was eating t h e very b ad

.

leaves the crook e d b er in a b rown b oat

of .

( )
3 K it O f .
( t ) R a N ame of r .

Ka h Grass .R ah Way path

, .

Ja Go . Ma Mother .

J a h * Grandeur Mah . Month .

It will b e well if the munshi puts these single words

( the las t thirty or so ) into simple sentences .

A f ew m os t n ec es s ar y i m p erat ives , j
o b ec t s and ad ver b s , ver b

alw ay s las t .

b ring e n ough
h as b as karo
s t Op it
give
take hold look o u t k h ab ard ar

take come ao
look at go
dek h o speak
see
lift up eat
pi c k up dfi nk

make hurry up
mak e hast e j aldi kar o
send
put pass i e
serve i
. .
,

place
fetc h make ready
having given d i nn e r
c ome b reakfast
wait early b reak j -

stop th ahr j ao fast

chhoti h a z ri
.

little b reak l
“
close
S hut fast ”
J
s i t dow n b i th u

N ot in f r e q ue n t us e .
 lii i
tea in t h e ro o m k am are
water
milk in the house
meat in the store roo m
b o x trunk
,
in this room
luggage
b ed ding
in that room
coat
hat
clothes from that room
shoes
money
carriage
chair
tab le
b ook this di rection
v egetab les
that direction
b read
in the verandah
b utter
s u gar
house in the cup b oard
city
post O ffi ce from t h e house
b ath from the statio n
letter from the shop
here t o the city
there from the city
to d ay
in the city
yesterday
at on c e , j ust .
in the canton
no w
ment
q uickly in this w ay
t o morrow
-
in that manner
 liv

D ir ect io ns to b e u s ed b y a nd w i t h t h e t each er .
*

Speak slowly Ahi s t aj ‘

b olo .

Say it again Phir kab iye .

C ame the thin g into u nder B at s am a jh men ai ?

standing [ ing .

It c ame n o t into understand Sam ajh men nahin ai .

Is it right Y e s it s correct ,
’
Thik hai ? Han sahih hai ,
.

Say that w o rd again Wuh l af z phir kab iye .

D O y o u u n derstand me Ap meri b at s am ajh t e hain ?

I do not un derstand N ah ig main nahin s am ajh t e
,
.

( s am ajh t i fem ) h un . .

Sir ,
I will e x plain it t o y ou . S a hi b main ap k o
, s am jh a
det a h i m .

I can t pronounce this

’
Is k a t alaff uz m ujh se thik
n ahin a t a .

Grammat ical Q u es t i o ns !
Is this a verb ? or a noun ? Y ih fi l hai y a ism is m i ’
-

adj ective p r o n O u n o r, sifat z amir y a harf , , ,

harf
Is it singular or plural Yih w a hid hai y a j ama ’

Is it masculine or f e m imn e Y ih m u z ak k ar hai ya m u ,

a n nis ?
I S this v erb pres e nt or Yih fi l h al hai y a mustaq ’

future b il
I t is n either pre s e n t nor N a h a l na m ust aqb il m a z i ,

future it is past ,
hai .

Is it simple past or remote M a i mutla q m a z i q ari b y a

, ,
z , ,

o r near m a z i b a id ’

Th e se s h o ul db e l e ar ne di n t h e fir s t w e e k or two .

T A c cen t on t h e an t e p e n ul t .

I Th e se m ay b e l e ar ne d ft
a er the se c o n dm ont h .
 lv
It is not imperativ e it ,
i s in Y ih amr nahin hai yih m as
’
,

fi n it iv e . dar hai .

Aya hoga is do u b tful Ay a hoga m a z i shakk a

past isn t it 2 ,
’
hai na ,

agar kart a present Ky a agar kart a

a h a l hai ? .

te nse
N o it is co n ditional
, . N ahin , w ub m azi s h ar t i
ya
hai .

Is hai a verb Ky a hai fi l

’
hai ?
N0 it is a particl e “
N ahin w u h harf h ai .

R ESU M E OF M E TH O D
A
.

I Write the se ntence t o b e learn ed o n a slip

.
.

II Memorise it b y repeating altern ately with the teacher

. .

( 1 ) In short phrases o f three t o five syllab les ( 2) In .

longer phrases ( 3 ) As a whole . .

III R epeat it till it can b e given at the ra t e Of five

.
,

syllab les per se c o n d .

IV Break it up and recom b in e in to simple short sen

.

t e n c es .

V While learning it hum out the rhythm —after t h e

.
,

teacher—and note the di ff erence b etw een your E ng

lish rhythm and that o f the Urdu .

VI Learn other n e w sente n c es in the same w ay

. .

V I I Al w ays interweave the ne w and Old till all c ome

.

flu e ntly in any ord e r ,

.

VIII K eep the S lips under daily review for a month

. .

I X Lay a b un c h of slips aside for a week then review

. ,

them and k e ep them u nd e r revi e w until they are

, ,

again b rought up t o speed The n try after t w o .

weeks and after a mo nth ,

.
 lv i

X . R eview
them from mo n th t o month N e ver allow .

anything t o b e forgott e n .

After the first t w o months use your D rill Tab le s o n e

o r two hours daily to gain a p ractical mastery o f the
,

parts of S p e ech .

Pra c tise t h e Interrogatives u n til y o u can ask an d

answer e v ery kind o f a question .

X III Practise the pronunciation e x e rcises o r C harts twice

.
, ,

daily for tw e nty mi nutes f o r si x mo n ths until ear , ,

and tongue are quick and fluent .

After a f e w months daily dictation to and b y t h e

,

stude n t will b e the b est drill f o r a c c u racy .

L E A R N I NG TO RE AD .

Ab ove the English nouns o r pri nc ipal words w rite o n

, ,

your slips in character the U rdu words .

On the b ack you may writ e the R oman Urdu with ,

character a b o v e .

After a few days write a noth e r an d then another

word o n the first slip u ntil all are o n and can b e re c og ,

n ise d .

N OW write the characters in reg ular order right t o ,

left on another slip

,
.

W rite all the slips in charact e r b oth ma j ors and ,

minors and practise reading them till y o u are as flu e nt

,

in readin g slips as you ar e in reciting .

N o w take u p the b ook an d b egin to read matter that

is ab sol ut e ly familiar Aim at the same readiness
.

in reading t h e b ook as in reciting S lips .

N ev e r b egin with u n f am il lar material R e a d what .

y o u know th u s
,
passing from t h e known t o t h e

u nknown .
 LESSON I
The first sentence to b e learn ed is What is this ? ”

It is to b e taught di re c tly b y the tea c her as he i ndicates ,

o n e o f these articl e s after the other He points to t h e .

ta b l e and says Yih mez hai Yih mez hai Yih mez hai
, , , .

Then h e asks t h e c lass saying Yih k y a hai ? and it is ,

pr o b ab le that some one will s ay Yih mez hai when the , ,

t e ach e r n o d s his head and says Th i k hai But if n o o ne ,

.

responds th e n h e must go through the repetition o f Yih

,

m e z hai until they do respond

,
When they re spond .

re a dily h e lifts u p a b oo k and says Yih kit ab hai repeat

, , , ,

ing t h e se ntenc e several times never l e ss than three and , ,

th e n says as h e lifts the b ook Yih k y ahai until he gets

, ,

t h e response Yih k i t ab h ai
‘

.
,

N o w h e again points to t h e ta b le and says Yih ky a hai ,

a n d gets the r e sponse Y i h mez hai ,

.

N o w he lifts up a pen and says Yih qalam hai several ,

tim e s as b e for e till o n h is asking Yih ky a hai the class

, , ,

re sponds N o w he indicates the tab le b ook and p e n and

. ,

re q uires a rea d y response to ea c h repetition of the q ues

tion Yih k y a hai
,
'

N ow h e do e s the sam e w it h a chair and a pen c il saying

o
,

r e spectiv e ly Yih k ur s i hai Yih p in s il h ai an d Yih k y a

, , , .

hai u ntil t h e class answers readily f o r all fiv e O b j e c ts

'

In a s e cond lesson he sho u ld introdu ce in this same ,

mann e r seve ral more words n ever e xc eeding ten new

, ,

w o rd s daily until the words in t h e list under Interroga

, ,

tions 1 are thoroughly fam iliar T h e aim in this e x ercise

, .

sh o uld b e to accustom the pupil t o the us e o f the U rd u

nam e s SO that th e y will occur t o him as re adily as do the
,

B
E nglish name s Sp e e d as well as a c c uracy in this an d
.

sub s e q u e nt e x e rcises is t o b e re q uir e d .

N o w let the teacher write in E nglish o n t h e b oar d so ,

all the class may se e *

I .A W OMAN C AM E F RO M T H E C ITY T o D R AW WAT E R ( 1 1 ) .

A b ove each no u n he may writ e the Urd u character f or

t h e same and then he m ay r e p e at t h e wh o l e s e ntenc e in

'

, ,

Urd u thre e tim e s b e for e he asks any o n e to re p e at it

, ,

after h i m If no one is a b le s o to giv e it l e t him b re ak

.
,

it up into b reath groups o f thre e to s ix syllab les as Ek

-

aur at s hahr s e p a n i b h ar ne ii i an d repeat e ach gro u p

’

, ,

u ntil the p u pils can r e peat it after him He m u st n o w .

u nite the gro u ps and c o ntin u e this alt e rnat e repetiti o n

until they can give t h e whole s e ven w ords of e l e ven syl

l ab le s twic e in fi v e or s ix seconds If th e y cannot d o this in .

a sh ort tim e say 1 5 or 20 min utes l e t him give o n t h

, ,
e

b oard the sent e nc e s

1 A woman cam e
. 2 A woman came from t h e city . . .

3 A woman came to draw wat e r A n d repeat th e ir Urd u

—
. .

e q uivalents Ek aur at a i ek aur at sh ahr se a i e k

~
’

,
’
,

aur at p a n i b h ar n e a i u ntil the p u pils giv e 1 2 3 at will

’
.
, , ,

N o w let him tak e up I again and it is pro b ab l e that t h e .

,

pupils will soon master it Wh e n they can r e peat th e s e .

at the normal rat e o f sp e e d fi v e syllab les per second i e , , . .

s ix o r seven seconds for I 1 2 and 3 the t e acher may .

, ,

pass o n to II It is pro b ab l e however that this will b e at

. , ,

another ho u r .

L E S S O N I I ( a) .

Begin t h e lesso n with a rapid revi e w Of mez k it a b , ,

q alam k u r s i p i
,
n s i 1 an d I l 2
,
3 watching for any,
e gr e gio u s .
, , ,

dvd
F o r t h e in i i u al s t u dy i g n al o n e w r it e on a 2 x 5 in c h s li p O f c ar d
b o ar d , Or p p t iff
a er s en ou gh t h o s uffl e .
b lunders and calling attention to th e m T O O gre at accu .

racy o f pronunciation sho uld not b e insisted on at this

stage O f l e arni ng It is sufficient t o call attention to t h e
.

fact that k it a b h as a de ntal t as has aur at that the r is ,

’
,

trilled an d that the vowels are l e vel in intonation and s o

, , ,

d i ffe rent from E nglish vow e ls : b u t d o not insist that t h e

p upil m ust always s o give them Flu e ncy first th e n . ,

acc u racy .

T h e t e ach e r may now take u p 1 1 which is a contin u a ,

tion o f I .

II A N D J E S U S W H O W A S SE AT E D O N T H E W E L L — H E
.

S A I D T O H E R PL E A SE G IV E M E A D R I N K ( 26 )
, .

Sinc e this is t o o long to learn rea di ly le t u s b egin with ,

t h e last clau s e first as that giv e s compl e te s e ns e

,
The .

te acher will write o n t h e b oar d

Please giv e me a drink — Me wat e r giv e d rink pl e ase - -

and write the Urdu script a b ov e o ver t h e wor d s they ,

re pres e nt M ujh e p dn i p ild dijiy e He will r e p e at this in

,
.

t w o s e ctions of fo u r and fi v e sylla b l e s alternat e ly with t h e ,

class until they can give the nine syllab les witho u t h e sita
,

tion N o w le t him re peat t h e s ix sylla b l e s He said to

. .

h e r U s n e us s e k ah a pr e vio u sly writing it s E nglish

, ,

e qu ivalent o n t h e b oard u ntil t his t o o can b e given with

,

fl u ency and that in conj uncti o n with muj h e p a ni pil a

,

dij iy e in thre e s e conds If it worri e s t h e p u pil t o attain t o

, .

s u ch S p e e d drop it and go b ack to I D raw a pict u re o f a

, .

city a w e ll a wo m an a man s e at e d o n t h e well another man

, , , ,

o n t h e path als o a b o near t h e man and a girl near t h e

y ,

w oman N o w ask as you point t o t h e city t h e woman Y i h

.
, , ,

hy d h a i Point to the man and s ay Y ih a dmi hai Then , .

ask Yih k y a hai Then point to t h e b o y and the girl an d ,

say Y ih lar k a hai yih lar k i hai and revi e w t h e q u esti o n

, , ,

Y ih Ioy d ha i u ntil t h e class answ e rs without h e sitation .

 2
. N ow introd u ce t h e s e ntenc e s 4 5 6 7 8 writing , , , , ,

only t h e E nglish o n the b oar d

4 Ek a dmi ay a
. 5 Ek l ar k a shahr se ay a
. . 6 Ek . .

a dmi p a ni b h ar ne ay a 7 Ek l ark i Si 8 Ek l ark i p ani

. . . .

b h ar ne Si . 4 A man c ame
. 5 A b o y c ame from the city
. . .

6 A man came to draw water

. 7 A girl came 8 A . . . .

girl came to dr aw water .

The t e acher may in q u ire as to any ob s e rvations th e y

hav e mad e o f r e sulting verb chang e s He should insist o n .

n o u nd u e promin e nc e b e ing given to the last sylla b le to ,

indicate the g e nde rs .

A b rief re view of t h e vario u s O b j ects in the room that

hav e alre ady b e e n ta ught should b e give n b y way o f rest .

There S hould e ach d ay b e introduced another new word

in t h e Urdu sc ri pt int o the sentenc e s F o r e x ample t h e .

s e cond day the sente nce A woman came should have “

di in character written a b ove came

,
Then thes e .

words sho uld b e written O fi at One s ide in charac t er and

the pupils S ho uld b e ask e d to re cogni e them as units z .

This sh duld b e continu e d until they recogni e all t h e word z s

o f I and 1 8 at sight
,
-

,
.

It will then b e time t o introdu ce the Slip method f o r

charact e r study though it is not yet safe t o permit t h e
,

student to study alone .

L E S S O N I I (b ) .

R eview with Y ih k y d h ai t h e pict u res woman man , , ,

b o y girl city and the c lass room O b j ects

, , ,
.

R e view also the maj ors ( R oma n ) an d minors ( Arab ic

n u m e rals ).

N o w take up t h e ad di t ional relative c la use w h o w as ,

”
s e ated on the well and write it o n the b oard and let t h e
,

p upils memorise it at the tea cher s mouth as b efore to ’

, ,
 MM do w e . 5

speed or nearly ,
add the ant e c e dent A n d ‘

Je s u s com b ining it with t h e re lative clause and wh e n th e se

,
’
,

are mast e re d f urther u niting with t h e pre c e ding lesson II

, ,

till t h e class can give t he wh ole witho u t h esitati o n—a u r

Y es u has pa r b a i th d th d— us
’
ne, j o ne us se k ahd m ujh e
d n i gp i ld di ji y e
p .

It may
hat during this process it w ill b ecom e ad v is
be t -

a b le o n adc o un t o f t h e w e arin e ss O f t h e class t o i n t e rmit

, ,

t h e repetiti o n and tak e up the m nors u nd e r I I i .

II .

1 . That mari Sa id t o that '

Us a dmi n e u s au r at s e ’

w o m an j Pl e ase give m e kah a Mujh e do k uTS a

'
'
’ '
U M

, 1

tw o chairs d ijiy e ( or d e d ijiy e )

‘
'
.
, .

T h e b o y said t o t h e Larke n e admi s e kah a

‘
)

N .
,

m an D r i nk
‘

,
. Pip .

3 . G ive me d r i nk ing wat e r . Mn

jh e pin e ks p a ni
'

de
do .

4 . That woman said to Us

’
a d mi s e
au r at n e u s

that man Pl e ase give , kah a Mu jh e tin k it ab e

,

me thr e e b ooks . d e d ijiy e .

That b o y said to that Us lark e n e u s a d m i s e

m an Pleas e give m e
,
kah a Mujh e , ch a r
fo u r p e ncils .
p in s il d e d ij iy e .

6 . That girl said to that Us larki ne us lark e s e

b oy Pl e ase giv e m e
, kah a ,
Nl ujh e p a nch
fi v e watch e s . ghar a i d e d ijiy e .

7 . The men sai d to h e r , Ad m i o kah a ne us se ,

G ive us a d rink . Ham k o p a ni pila o .

8 . A m an w as sitting o n Ek a dm h as par b aith ai

the well . th a .

9 . A b o y w as sitting o n Ek lark a k u rsi par

t h e chair . b aith at h a . .
 A girl w as sitting o n the Ek larki k ue par b ai t h i
well . thi .

The girls w e re si t ting L ark i a k u r S1 o par b ait h i

on chairs . t hi
’
.

T h e b oys we re sitting on Larke me zO par b ait h e

tab les . t he .

Th e re may now b e introd u c e d with t h e O b j e cts t h e

a d d itional q u e stion WH E R E ,

Where is t h e b ook chair tab le p e n p e ncil e t c .

The teacher should always re q uire a full answ e r as T h e b o o k , ,

”
i s o n t h e t ab l e n o t mer e ly
, On t h e t ab l e It p e rhaps may .

b e said that all n e cessary word s should first b e introd u ced ,

a s flo o r
, c ar p e t m a n t e l h and b e fore q u estions involving
, , ,

th e m are aske d .

The q u e stion I h ky d h a i 9 may now b e re qu ired o f

i .
’

the pupils from e ach other or from the t e acher w h o wil l

, ,

gi v e the full answ e r This S h o uld b e varie d until pupils

.

can readily ask and answer all q uestions Th e y S ho uld .

als o b e enco u raged to ask for the name o f any o b j ect not
yet introd u c e d which sh o uld then g o to mak e up t h e
, , ,

d aily total of ten new words f o r t h e day s l e sson

’
.

L E S S O N III .

R eview all the o b j e cts and picture s the maj o r and minor
,

sentences .

N o w diff e r e ntiate b e tw e e n t h i s and t h at yih and w ub , ,

an d
g et t h e p u pils to answer accor d ingly T h e teach e r .

hol d ing in h is hand a b ook says Yih ky a hai and t h e ,

p upils answe r Wub k it ab hai The teach e r points to a .

note— b ook o n t h e pupil s chair and says W ub k y ahai an d

’
,

t h e pupil answ e rs Yih k a pi hai ,

He points to t h e d oor
.

an d says Wuh k y a hai and t h e pupils answ e r Wuh

, ,
 Let the p u pils co unt aro un d adding a few additional ,

n u m b e rs occasionally N o w they are ab l e to co unt 1 5 .

-

e h do t in ch dr
, , p dn ch so add 6 7 ch h a s d t
, , , , , , .

N um b ers of b ooks might n o w b e introd u c e d and t h e

q stions ask e d
u e How many b ooks ar e on the tab le o n.
,

the chair etc requiring the repli e s .

, .

—
,

Two seven b ooks are o n the tab le : or O nly o ne b o o k ,

is o n the chair .

The slip method may now b e intr o duc e d for use in class
-

o r w ith the t e ach e r Up to this point no stu d y sho ul d b e .

carri e d o n b y t h e pupil wh e n alone as st u dy witho u t s o m e ,

o n e to ch e c k mistakes may result in more harm than goo d .

D irections Write on a S lip of paper 2 X 5 inches and

-

stiff enough to shuffle the E nglish Of I II III an d o f t h e , , , ,

minors of I and II At the right hand upper corner note .

-

the n u m b er of sy llab l e s O f the Urdu e q uivalent and o n t h e ,

rev e rs e hav e the teacher writ e in character t h e Urdu u nd e r ,

which v o u may write b oth int e rli ne arly and in reg ular o rd e r , ,

the roman Urdu Later on S lips on which Urdu alon e .

,

is writt e n in the character on o n e side shoul d b e p r e

pared t h e Urdu O f t h e pr e viously memori e d maj ors
,
z

and minors and thes e sho u l d b e review e d unt il they can

,

b e re ad with the same c ase and facility as t h e E nglish

slips .

We may also write a list of the familiar O b j e cts o n t h e

b oard in E nglish and re q u est the pupils t o su b stit u te t h e
, ,

nouns first in singular and then with 2 3 4 etc M n ih

, , , , ,
. e

k ur s i d ijiy e Ki t db m ez jutd k a y az
’

.
, , p in s a l , gh a r i , ko t , , ,

etc .

G ive m e a chair pl e ase m ujh e do ( 2 7) k urs id n d edij iy e ,

-
.

the n b ook tab le pencil watch coat S hoes pap e r etc

, , , , , , , .

Th e n 2 7 b ooks tab les e t c

-
, , .

Also Pleas e tak e a b o o k et c Ki t db l e l ij iy e e t c e t c

, ,
.
, ,
.
,
.
 LE SSON IV .

O n es — Wher had h is discipl e s gone U s k e sh agr id k aha

e
’

gay e the
A ns — U s k e S h a gird shahr m e etc , .

O n es — What did Jes u s say to t h e woman Y is u ne

aur at s e ky a kah a

A ns Y iSII n e aur at s e kah a k i m ujh e p a ni e t c

' ’ ’
. .
,

Q u es .
—Wh e re did t h e woman com e from ? A u r at k a h a
’ ’

se ai
A n s — A u rat shahr s e a
’
. i .

Q u es . Why d
-
i d s h e come ? Shahr se k y fi ai ? ’

A ns — Pam b h ar n e k o a i .

O n e s — Why d i d the discipl e s g o to the city ? Sh a gird

shahr m e k y ii gay e ’

A ns —. K h a n a mol le ne k o gae .

O n es — Wh e r e w a s J e s u s sitting ? Y is u kah a b aith a t h e

’
.

A n s — Y is u k ue par b aith a th a
’
. .

R evi e w all maj ors and minors .

U sk e sh agird shahr m e p a ni His d iscipl e s had gone in t o

b h arn e gaye the the city to draw water
. .

Ek au r at shahr m 6 kh a n a A woman came int o t h e

’

mol l e n e a i . city to b uy foo d .

S a t a dmi shahr m e k ur s ia S e ve n men cam e into t h '

e

mol len e ae . city to b uy chairs .

Pa nch l ar k ia shahr s e p a ni Fiv e girls went from t h e

’

b h ar ne gai t h i city t o draw wate r

’
. .

Ath lark e t o pi a len e g as E ight b oys w e nt t o ge t

’

the .
( tak e ) hats .

N au aurat e k it ab e n mol N in e women came t o b uy

’

len e ai ( tak e ) b ooks

’
.
.

D as a d mi ghari a mol l e n e ,
Ten men went t o b uy
’ '

gaye the . watches .

0
 N ow have the p upils c o unt in t u rn from o n e to t e n ,

until they can d o it with facility .

A b e ginning may b e ma d e on the ne x t maj or .

IV W H E N T H E Y C AM E RA C K N O O N E SAI D T O H IM
.
, ,

WH O I S T H IS ? O R WH AT D O Y O U W A N T ? O R WH Y A RE
, ,

Y O U TALKI N G T o H E R ? (3 4)
Writ e the Ur d u character ab ov e an d then it will b e b e st
to b egi n with t h e s ub ordinat e int e rrogative cla u s e s first .

Who is this i Yih k au n hai 9 Th e n y a Ap k y a ch ah t e ,

h ai Th e n y d I p us s e kis li e b dt e kart e h a i
- When
t h e p upils can r e peat th e s e write one q ue stion o n each o f
,

thre e slips an d rep e at at ran d o m till t h e thr e e can b e give n

witho u t hesitation .

Wh e n this r e sul t is r e ache d th e n giv e the principal

'

cla us e Whe n th e y came b ack no o n e sai d to him — Jab

, ,

w uh w ap as ac to ki s i ne us se n a kah a and r e p e at till the

, ,

whol e can b e given in s e v e n seconds Th e n repeat I IV . .

,

II IV II I IV in 3 1 s e conds Th e n giv e I II III IV in

.
,
.
, .
, , ,

1 8 s e conds .

L E SS O N V .

Re vi e w all previ o u s mat e rial .

Shahr s e kaun an Ky ii ai Who came from t h e city

’

Why d id sh e com e
Jab w uh shahr se a ] Wh e n she came from the
'

t ab ,

kaun k ue par b aith a th a city th e n w h o w as seate d ,

o n the w e ll

Jab sh agird w ap as ae t ab When the discipl e s cam e

,

Y is u ky a kart a th a
’
b ack what w as J e s u s ,

doing
K isi n e k Oi b at kahi K o i D id anyon e s ay anything
nah i ’

. N o t a thing .
Y ih kau n hai ? Kh ud aw an d Who is this The Lor d
Y is u E k S h a gird
’
. Jesus A discipl e
. . .

Ap ky a c h ah t e h ai ? Mai What do v o u want ? I

ek ,
do w agair a
,
k u rsi want one two etc chair
, , , ,
.
, ,

kit a b m e , kot p in sil z, b ook tab l e coat pencil

, , ,
.
, ,

ch a ht a h u ’
etc .

Ap ky a kart e h ai What are y o u doing ?

Take yo ur O b j e cts and illustrat e t h e u se of k e n i c he k e ,

p a s k e l ipar u nd e r b eside ove r holding the Ob j e cts now

, , , , ,

u nd e r now b eside n o w over other familiar O b j ects

, ,
These .

e x e rcises lik e t h e others m u st b e rep e ated again and again

, , ,

an d day b day a n d week after we k till the words f u nc

y , e

tion dire ctly as readily as do t h e E nglish Se e Int e rroga

, .

t iv e s II ( 2)
.

F u rth e r e x e rcises may b e carri e d on in Ap k i s par b ai t h e

h ai k i s k e p as Kit a b k i s k e n i c he k i s k e u p ar , ,

k i s k e p a s hai A lso k i t ab é k ur si a w agair a A lso ,

’
,
.
,

Wuh k y a c h a ht a hai Wuh ky a c h a hti hai Ap ky a

ch a h t e h ai What are you sitting o n ? By whom ( or ,

wha t ) are you s e ated What ? i s t h e b ok

o u nder over
? ?

b eside Also ask regarding b ooks chairs e t c Also what , , .

,

d o e s he wish ? What do e s sh e w ish What do y o u w ish

'

All answers sho u ld b e in c o mplet e s e ntenc e s S e ve ral half .

hours at various s e ssions may b e th u s profita b ly employ e d .

Introd u ce t h e first part o f V .

V ( a) W H O SO S H ALL D R I N K O F T H IS WAT E R S H ALL

.

T H I R S T A G AI N ( 1 8) .

Jo k o i is p ani m en se p ie g a w ah phir p i y as a ho g a
'

. .

By way o f r e creation one might t e ach : ,

C hh o t a Jack H o m er kone m e b ai t h a ,

Kh at a hai k is h m is h k a pai
.

U n gli k O d a l a k is h m ish nik al a , ,

K aht a kais a g o od b o y ham h ai

,
.
 Then the f ollowing q u e stions : Ko n e m e kau n b ai th e?
Ky d k h dt d h a i U s n e kh dn e m en ky d d d lci ? U s n e ky ai
Wuh ky a k ah i d h ai
’ ’

n i k dl a. 9 . .

Then teach V ( b ) : b u t whoso shall dr ink of that wat e r

which I shall give him shall neve r thirst V ( c) rath e r
that water in him S hall b ecome a fountain which S hall ,

re main flowing until lif e everlasting ( 28) ma g ar j o koi

us p a ni m e s e p i e g aj o m ai us k o d u n g a w ub a b ad t ak p i y asa ,

n a ho g a Then V ( c ) b al k i w ub p ani us m e e k c hashma b an

.

j ae g a j o h ame sha k i zi nd ag i t ak j a ri r ah e g a When th e se

,
.

75 sylla b les can b e repeat e d in 1 5 sec o nds then r e p e at t h e ,

maj ors I V I I V III V IV V u ntil th e y can b e giv e n

.
, .
,
.
,
.
,

with readiness in 80 seconds N o w re peat th e m in reg ular .

orde r in 3 3 s e conds and then give th e m in any ord er at

,

the same rat e o f sp e e d .

Us k ue m e ky a th a Pa ni What w as in that well ?

u S k ue m e th a . Water .

Us k ue k e p a ni k i b ab at What did Je s u s say a b o u t

Y is u n e ky a kah a
’ ’
the wate r o f that well
D usre p a ni k i b ab at ky a What did he s ay ab o u t
kah a anoth er wate r
Wub d usr a p a ni ky a What will that oth e r water
b a ne g a ? b e come
Wub chashma k ab tak Till when will that S pring
r ah e a ?
g remain
Wub d u sr a p ani ka u n deg a Who will give the o th e r
water
Pu pils sho uld l e arn to as k and ans w er thes e q uestions .

The te acher sho u ld procure a num b e r o f b ooks thin an d ,

thi c k large and small re d b l ack gre e n an d b rown and

, , , , ,

then sho uld e x ercise t h e p upils in disting uishing th e m .

Yi h k i t ab m o t é ha i . Wub p at l i hai . Ky ci l dl k i t f ib m o éi
 13

[ mi y d lglzci k i k i td b mo t i h ai 9
. B ar i k i t db k ah a , h ai 7
.

Kan ns e k i tdb Kdli k i tdb

’

chh o t i h ai 9
. ch h o t i hai . Sab z
ki t ab kak d h ai ? Sab z ki t db Mdk i
’
ki t db Ice n i ch e h az
w a aim w dg a im
g , .

Le t no l e sson pass witho u t e x ercisin g the pupils o n

asking and answering all sorts o f q u estions with kyci kaun , ,

ka h d ka u ns ci k i t n e k i t n d ky n what w h o which h o w
’ '

, , , , , , ,

many h o w m uch an d why 7

, ,

Wu b chhot a th a I S kamare m e ch a r pard e

.

Wa h b aith a th a h ai. .

Wub d a l a th a K ag az par
. Kh u d aw an d
likho .

N o t e the di ffe rence b etwe en h a i and the E nglish high , .

N ote the higher pitch O f the first sylla b l e in rah egd an d

ch d k t e h ai .

L E S SO N VI .

R eview and ask furth e r :

Kaun phir p iy as a hoga 7 JO koi us k ue k a p a ni piega ,

w ub phir p iy as a hog a K a u n a b ad tak p iy asa na hog a 7

.

JO k o i u s p a ni m 6 se pieg a jo Masih u sk o deg a w u b , ,

p iy asa na hog a Wub dusr a p a ni kis m e e k c hashma

.

b aneg a 7 Wu b d usra p a ni us p in e w al e m e e k c hashma

b an jae ga Ap p a ni k y ii p it e h ai ? Mai p iy as a h ii Ky a
' ‘ ’
. .

ap p a ni c h ah t e h ai 7 Ha m ai p a ni ch a ht a h fi Y is u n e ’ ' ’ ’ ’
.
,

k i s lie kah a Mu jh e p a ni pil a 7 K y u ki w u h p iy as a th a

’
.
,

N o w take up maj or VI and teach it Sir give me this .

,

wate r that I thirst not neither come hith e r t o draw ( 3 0 )

,
.

VI Ai Kh u d aw an d w ub p a ni m ujh k o d e t aki m ai na
.

i
p y a s i ho fi na p a ni b
’
h ar n e k o yah a tak a fi
’ ’
.

Teach it in thr e e clauses O f t e n nin e and el e ven syllab l e s , ,

an d when a b l e t o rep e at all to sp e e d in terweave it with ,

 14

the pre vious maj ors thus : I V I II VI III VI IV VI .

, .
,
.
, .
,

V VI u ntil t h e whole can b e give n in a b o u t 6 5 s e con d s

.
, .

Th e n rep e at in n umerical ord e r in 4 0 seconds then in any ,

o rd e r i n 4 0 secon d s .

D uring the pro c e ss Of attaining to this sp e e d l e t t h e

t e acher ask an d hav e answ e r e d o r hav e ask e d and answe r e d ,

t h e fo ll o wing

Jab Masih n e kah a D u sr a p a ni h a m e s h a k i in d ag i tak , z

j a ri r ah e ga to aura t n e ky a kah a 7 Jab

,
’
to kah a A i ,

Kh u d aw an d w agaira ,
.

Wuh d u sra p an i k is l ie ch ahti thi 7 Wub k i w ub

i
p y é si na h o w e na p ani b h ar n e k O wah a tak se Sh a g ird
,
’
.

S hahr m é kis l ie gaye t h e 7 Sh a gird S hahr m e is l ie gay e t h e

t aki w uh kh a n a mol l é n Jab ad mi p iv as a hai to w u h .
,

k y a kart i hai 7 Jab w u h pan p t a hai Jab yih

’
i i
-
.
.

’
a u r a t i
p y as i h u i to u s n e ky a kiy a 7 Jab w u h aur at
’

i
p y a s i h u i to w u h p a ni b h ar n e a i .

M a i k u rs i p ar b i t
a h t d h id — s u iting t h e action t o the word .

A nd so o n , . Ma i k ur s i pa r s e u th t d hnM a i dar wdze ko jdt d

’
.

k art ei h n M a i d a r w dz e k o
’
h LZ ll d ar wdze k o b a nd
’
. i ai .

Mai b a i th yat fi h il
’

kh o lt ai h ii
’
. d ar w ciz e s e ci t é he
? a ur . T he
pupils will also do this and the others may ,
s ay . Wuh
k urs i p ar b a i t h t a h a i
’

. . Wuh da r wcize ko jdt i h ai , acc o rd ing

to circ u mstanc e s .

C o u nt u p to 1 2 Bdm h t a k g in o . .

N ote t h e d i ffere nce in so und b e t w e e n d a and in how ’

Wu h roti hai Sh e is Age Kh a n h e k agaz b akh

.

crying . sh a Age Kh a n gave t h . e

Wub roti hai That is pap e r . .

b read . K an a kh a n a kh a t a hai .

O ne e y e is e ating dinn e r -
.
 Le t the teach e r e x hib it some strange article and s ay ,

Yih ky d hai The p upil shakes h is head and t h e te acher ,

say s M ai ,
nah i jdn td .

actions su it the word and t e ach

Le t t h e

Mai d arw a e k o j at a h fi Ham d ar w az e a te

’
z , se h ai
Mai d ar w a e s e a ti h fi a ti h ai '

z . .

Ap d arw a e k O j ate h ai Tum d arw é ze

z , se at e ho
Ap d a w a e se a ti h ai r a ti hoz . .

q h d ar w a e k O j a t a hai Wu b d ar w a
z , ze se at e h ai
Wu h d ar w az e se a ti hai a ti h ai . .

N ot e t h d ifi e r e n c e in t h e fi nal vow e l of Urd u m ai li

e ,

g arde ner b i lli cat an d E nglish molly and b il ly Prac tis e

, , , .

. é e i O (I
,
Also Kb nd d a p n i b ald sh i sh h am ko d et d ha i
, ,
.
,
? .

LESSON VIII .

VIII Sir the well is d eep tho u hast nothing to draw

.
, ,

w ith and wh e nce then hast tho u ( h as com e to the e ) that , ,

living water 7
Jan ab ter e p as t o p a ni b h arn e k o k u chh hai nahi n aur
,
,

k ua gahr a hai phir w u b z in d ag i k a p a ni ter e p a s kah a s e

’ ’

éyé 7
( 3 7)
ft e r r e p e ating these 3 7 syllab les in seven o r eight
A
seconds weave VIII in with t h e pr e ceding seven maj ors in
,

1 00 secon d s th e n in r e gu lar and shuffled order in 5 6

:

secon d s .

Q u estions f o r drill .

1 Wuh k ua kais a t h é 7 Wub k ua gahra th a Y is u k e

.
’ ’

a p ni b r n e k e liy e ky a t h e ? K chh b h i nah h

’

p s é h a u i t é .

Ky a w ub z in d ag i k a p ani k ue m e s e ay a 7 N ahi w ub ’

Khu d a k e p a s se ay a A urat k e p a s p a ni b h arne k e liy e .

’

k u chh t h é 7 Ha aur at k e p as e k gh aré th a aur e k rassi '

,
’
,

b h i hogi Yis u k e p as koi gh ara t h e 7 Ko i nahi Yis u

.
’
.
’
.
’
 17

k c p as koi sh a gird U s w aq t koi nah i th a t haWuh

t 7
’
.

’
au r at kah a r ah t i thi 7 Wu b S hahr m 6 r ah t i thi Sé mari
'

.
-

’
au r a t kis se b a t e karti thi 7 Wuh Yisu se b a t e karti thi .

K a un p a ni b harti thi ? Wub S a mari aur at p a ni b harti ’

thi S a mari aurat shahr se k ab a i 7 Jab Yisu k ue par

.
’ ’

b aith a th a w ub shahr s e a , i .

G e t a n u m b er o f b ooks O f various si es and colors an d z

as k Yi h ka is t k i t db ha t and k an ns t k i tab m ez pa r h a t
, ,

C h d r k i t db é m e s e kan n s t np ar h a i 9 w a ai r a
.
y .

Introdu c e my , y o u r, h rs ,
o ur , t
t h e i r , ui t h , h at , b o o k , ta b l e ,

sho e, p en , n o t eb o o k , ch a i r , etc .

A lso t h is i s t h e ma n
’
s . th e b oy
’
s, t h e gi r l
’
s, t h e w om a n
’
s

h at ,
et c .

Have ea c h pupil act an d say in turn : Mai k ur si s e ‘

ut h k ar d ar w aze k o j a t a hfi D ar w aze k o b a nd k ar k e
’

. ,

m ai k ur s i p as a t a aur b ai th j a t a h fi and t h e oth e rs may '

say Wuh uth k ar wag at ra

, , .

A N ote the higher pitch o f t h e first syllab le in g ahr a

.
,

raht a c h a ht a , .

N ote the di ffe rence b etw e en t h e final syllab l e s O f k ah a

’

and kah a in pitch as w e ll as in nasalisation

’
.

R e view C hart I .

LE SSON IX .

I X A r t thou greater than o ur fath e r Jaco b who gave

.

u s this w e ll an d drank thereof himself his sons and h is

, , ,

cattl e 7
Ky a t ii b am a re b ap Y a q ub s e b ara hai jis n e yih k h a
'
’
,
’

ham k O diy a au r kh u d us n e aur nske b e t O ne aur u sk e

, ,

maw e sh i n e us m e se piy a 7 ( 4 3 )
R ep e at in nine s e conds then inte rweav e with I — VI I I ,

in 1 28 s e c onds and in sh uffl ed o r regu lar order in 6 5

,

secon d s .

D
 D rill Q u e stions .

Ky a Y a qII b b ar a a d mi th a 7 Ha w u b b ah u t b ar a a d mi
’ ’
-
’

th a Y a qfi b ka u n th a 7 Wub Y ah II d iO k a b ap th a
.
’ ’

S a mari usk o ky a j a nte t h e 7 Sé m ar i b h i usk o b ap j a nt e t h e .

Ki s n e yih k ua Sam ar iO k O diy a 7 Ya q u b n e diy a Kis

’
’
. .

kis n e us k h e m e se piy a 7 Y a q ub ne aur nsk e b e t O me ’ ’

u s m e s e piy a Y a q u b k e k it n e b e t e t h e 7 Y a q fi b k ’ ’
. e

b a rah b e te t h e Y a q11 b k e p as au r ky a th a 7 Y a q i b k e ’ ’ ’

. I

p a s b ahut m a w e sh i t h e Ky a Y is u Y a q u b se b ar a th a 7 .
’ ’

H a Y is u Y a q ub s e b ah u t b ar a th a Ky a Y a q ub in d agi
’ ’ ’ ’
,
. z

k a p ani d e t a th a 7 N ahi K h u d aw an d Y is u in d ag i k a
’

, z

p ani det a hai K is k O d et a hai 7 JO koi m ange w ub u s

.
,

k o det a hai .

C o u nt to 1 5 T e ach the class .to say z— M ai b a d h a m r

b a r d h ai w ah b ara h ai h am b a r e ha t , t u m b a r e h o , ti p

b ar e ha i w uh b a r e h ai
, ,
discriminating g e nd e rs wh e n neces

sary . Also , Y i h k i t ab us k i t ab se b a r f ha i . Y i h d dm t as

l ark e se b ard ha i . Y 73h larki ac h ch h i hai . Yi h ch h o t i lark i

.

us b ar i la r k i , se a ch ch h t h ai . Ya ’
aa r at s ab se a chch h t

h ai .

Hav e the p u pils write on slips learnin g o n e slip at a ,

time the fol lowing according to m e thod until all are in

, , ,

automatic control .

The man said I will ,

Us a dmi ne kah a ,
ki Mai
y o u t w o b ooks .
’
t um ko do k it ab é dung a .

( 1 4)
The woman sai d I ,
US
’
au r at n e kah a Mai ,
ap k o
give you a drink .
’

p an i p il au ng i .
( I 4)
T h e b o y said He wi ll , Lark e kah a Wuk ham
ne ,

u s the w e ll k O w a h k ua deg a
’ ’
.
( I z) .

The girl said She will ,

Larki n e kah a Wuh t umko ,

you 5 chairs .
’
p a n c h k urs ia d egi ( I 4 ) ’
.
 19

The b oys said We wi ll giv e ,

U n l ar k O kah a k i ham ne .

them 6 eggs unko chha ande d e nge

’
. .

( 1 3)
The girls sai d We wil l give U n l ark iO n e kah a k i ham
,
’

her 7 tab les a sko s at me e dengi ( I 3)

’
. z .

T h e wom e n said Th e y will A urat O n e kah a Wub ham

, ,

give u s 8 pence k O a th an e de nge ( I 4)

’
.
.

The m e n sai d They will Ad m iO n e kah a Wub h am k o

, ,

giv e u s 9 b O O k S nau k it ab é de ngi ( 1 5 )

.
’
.

The y all sai d We will giv e U n sab hO n e kah a k i ham

, ,

y o u R s . a p k o pandrah r ii
p ae d e ng e
’

( 1 5)
The pupil sh ould persevere unti l th e s e can b e given in
any order in 25 s e conds .

Wuh b ari hai Wub b ari hai Wub b hari hai Wu b

. . .

b arhi h u i hai .

N t —Oo e.l d id t h i
ne m h w k i t hi t y h
c ass th i s uc or n r o u rs , an o er n

ly f t y
n e ar or .

LE S SON X .

X . On
this Jes u s said t o the woman GO call thy h u s b and ,

an d b ri n g him hither T h e woman replied I hav e n o .

,

h u s b an d ( I am husb andle ss ) .

Is par Y is u ne aur at s e kah a J a o apn e sh auh ar k O ’

, ,

yah a b ul a l a o A u rat n e kah a Mai b e sh auh ar h fi ( 3 3 )

' ’
-
’

Su w al aur Ja w ab —
.
, .

Pahl e pahal Y is u n e au r at se ky a
’
.

kah a 7 P p Y n a s kah a k i Mujh e p a ni pil a Jab

. . . .
’
. .
, .

u s au r at n e kah a Yih p a ni m u jh k o de to Kh ud aw an d
’
, ,

n e ky a kah a 7 Jab u s aur at n e yih b at kahi to K hud a

’
,

wand n e kah a k i apn e sh auh ar k O b ul a o Jab Kh udaw and

, .

n e sh au h ar b ul a ne k o kah a t o us aur at n e ky a j awa b ’

,

diy a 7 I S b at par us aur at n e j aw ab diy a k i m ai b e shauhat

’
,
-
hu Ky a yih ’
aur at ac h c h h i thi 7 N ah i
’
w uh ac h c hh i nahi '

thi .

Ap u i kit ab m ujh k o d ijiy e Mai ap ni k it ab ap k O d e t a h u .

Apn a q alam d fi sr e k o de d o Mai apn a q alam unko d e t a .

hfi
'
.Apui k api u s aur a t —larke larki— k c do Mai ap n i ’
, .

k a pi deta h fi ’
.

D istingu ish b etw e en y ah d and w ah a her e and th e r e

’
.

Yah d m ez par k y d h ai
’
Wah d '
m ez pa r k i t db ha i Wahd .
’

ky d ha i .
9 Wah d ’
darwd za h a i . C all f o r lists Of verb s in V
an d V I an d also ask f o r fut ure s in all persons and gen d e rs .

N ot e r e lation of f u t u re and s u b j u nctiv e C ount t o 20 . .

R evi e w all int e rrogatives thus far intro d u ced .

N ote t h e higher pitc h o f the first syll ab l e in pa h l e also ,

t h e full vowel so u n d s o f do in b a ldo ido l do R e vi e w , , , .

C harts I an d II .

LESSON XI .

X I J e s u s sai d to the woman Thou hast well said I hav e

.
,

no husb an d for tho u hast alread y had five hu sb an d s an d

,

he with whom thou now art h e is n o t thy h u sb an d This ,

.

thou saidst truly .

Y is u n e aur at s e kah a T 11 n e k h 11 b kah a ki m ai b e

’ ’
,
’ '

sh e nb e r h fi k y fi k i t ii p a nch sh auh ar kar chuki hai aur jis

’

,
’ ’

k e p a s t 11 ab hai w uh te r a sh au h ar nahi hai Yih t i i ne

’ ’ ’

.
,

sach kah a ( 49 ) .

S a mari aurat kaha r ah t i thi 7 S a shahr m e rah t i thi

’
.
’
. .

Kis k e p as r ah t i thi 7 Wu b kisi admi k e p a s rah t i thi .

U s k e k it n e sh auh ar h o o b u k e t h e 7 U s k e p a nch sh au h ar
h o ob u ke the Ki t n e sh auh ar kar chuki thi 7 Wub t o
.

p i nch sh auh ar kar chuki thi A b kis k e p a s hai 7 A b .

w ub chhat e a dmi k e p as hai .

R eview all pre vious questions b earing di rectly on t h e

te x t .
 Larki p ani p ie g i 7 Larki p a ni pi ch uki hai Larke t u .
,

yih b at kah d e g a 7 Jan ab m ai to kah chuk a h u Bahin , ,

t u m u s a dmi k o pil a dogi 7 Hu z r r mai to p il e c h u ki h fi

’ ’

I ,
. .

B ahi n tum p ani b h ar n e j at i ho 7 Gari b parwar Mai p a ni

,
-

b har chuki h fi M u nshi ji ap n e yih b at sach sach kahi 7

’
.
,

H a S ah i b m ai n e yih b at sach sach kahi hai

’
.
, ,

Writ e o n the b oard Jis ne yih k ua h am k o diy a and ’

s ub stit u te new sub j ects new di rect an d in di re ct O b j ects

, ,

o n e at a tim e with the res u lting verb chang e s

,
u ntil t h e ,

p u pils c an do this e x ercise readi ly in 30 seconds It might .

b e p u t on a char t and reviewed for many w e eks .

I
t h ou
he
Sh e

we
ga ve
y ou
p lit
y ou o e

h
t ey
th by e o s

t h e g irl s

Afte r perfect famil iarity is attain ed with thes e add the

v e r b b ro ugh t l a y a l a i l a e ; th e n a week o r two lat e r add
, , ,

the ve rb b hej a or b h ej d iy a , .

R eview the Ch arts Practis e particul arly Wa h b art gdri

.

m e b a i th t t t h i an d no t e the intonation and the compara

, ,

tive pitch Of t h e last thre e sylla b les .

LESSON XII .

X II Wh e n it b ecame known t o t h e Lord that the

.

Pharis e es had h e ard that Jesus was making mor e disciples

than John and was b aptising then leaving J u de a h e
, , , ,

went away to G alilee .

Ja b Kh u d aw an d k o ma l u m h as k i Parisi o n e s u n a k i
’

Y isu Y u hann a se z iy a da sh ag ird kart a au Q b ap t ism a de t a '

hai to Y ah fidi y a k o c h h o rk ar w uh Galil k o chal a gay a

, ,
.
 L e arn first Yah nd i y d c ha ld gay d
Kh u d aw an d kah a n
Y isu Y ah ud iy a m e n th a the .
7 Kh . .

Yah udiy a k o c h h o rk ar ki dhar ( kah a n k o ) chal a gay a 7 Y .

k o ob b w ub Galil k o chal a gay a

.
,
.

N o w lea r n Y i su Yuh an n a se d et a hai ( John iv

’
.

Kau n b ap t ism a det a t h e 7 Yuhanna b ap t is m a de t a t h e .

,

A u r kaun ? Y i s fi k e sh a gir d b ap t is m a d e t e t h e Fari s

’
‘
. i

n o ky a s u n a 7 F a is io n ne s un a k i Y isfi ap b ap t ism a ’
o n r

det a th a Ky é Y isfi ap b ap t is m a deta t h e 7 N ahi n

. .
’
.
*
,

w uh ap b ap t is m a nahin d e t a th a b alki nsk e sh a gird dete ,

the Kaun iy a da sh a gird kart a th a Y is h y a Y uhann a 7

. z ,
’
.

Yis u iy a da sh a gird kart a th a F ar isio n n e s un a k i Y isfi

’

z .
’

khu d b ap t ism a det a th e ky a yih b at sach thi 7 N ahi n ,

yih galat b at thi Y iSIi n e ap b ap t is m a na d iy a b alki .

' ’
,

usk e s h a g ir d o n n e d iy a Igh u d aw an d Y is u k o ky a ma l u m .
’

h as 7 U sk o m a lfi m h as k i F ar is io n n e yih galat b at s u ni
’

hai Y ih b at sun k ar Kh ud aw an d n e ky a kiy a 7 Y b s

. . . .

K n e Y k o c hh o r a Y ah u d iy a k o c h h o rk ar w uh kidhar
. . .

gay a 7 Y k O c h h w uh Galil k o chal a gay a G O T Y iSIi

. .
’
’

ap b ap t is m a nahin det a th a t au b h i j; F ar S o n n e s u n a k i ,
I I

w uh logo n k o b ap t is m a d e t a hai is liy e w u h Y k o chh o r ,

.

gay a .

E x e r c i s e i n A c t iv e P a s t T e n s e .

Write on i n divi d u al slips and learn o ne at a tim e , ,

following add ing a n e w slip as speed is attaine d on

,

pr e c e ding .

I gave you the tab le ( 7) Main n e ap k O m e di . z .

They gav e me the b ook ( 8) Un b on n e m a jh k o kit a b .

He gav e them t h e b ooks Us n e unko k it ab e n din . .

A n as al ise d v ow e
) is us u all y d
in i c at e d by af ll o o w in g n
. It is m o r e
c o r re ct t o w r it e 6 t h an o n , b ut t h e l at t e r is co mm oner .

T Th o ug h .
1 St ill , ne v ther e le ss .
S a maria shahr tak ey e jo S u kh ar k ab l é t a hai Y ih
ke ek , .

u s q i_t a k e n a dik hai jO Y a q li b n e ap n e b e t e Y fi su f k o

’ ’ ’

_ z

d iy é MU ) “
L e arn to S pee d writing first o n three slips then o n , ,

o ne * .

By what way did he go 7 Wub k is ra ste s e gay e ? .

Wu b kah a n se hokar gay a 7 Wuh S se hokar gay a . .

Wub u s r a h se ky u n gay a 7 U s r ah se j a n a ar ii r th a z
’

J a te j ate kah a n tak ey e 7 J j w ub S k e e k shahr tak . . .

ey e Wuh shahr ky a k ah l at a hai 7 Wub S u kh a r k ah l at a

.

hai U s shahr k a ky a n am th a 7 Us shahr k a n a m

.

S ukh a r t h e 7 S u kh a r shahr kah a n t h e 7 Wub S amaria .

men th a Han S m e n th a magar kis k e n a d ik th a 7

.
,
.
,
z

Wu h u s q it a k e n az d ik th a jO Y a q II b n e ap ne b et e Y Ii su f
’

,
’ ' ’

k o d iy a Y a qub n o ki s k O di y a th a 7 Y a qub n e apn e

’ ’
.

b e t e Y k o diy a th a . Y a qub k e k it n e b e te the 7 Y k e .

’
.

b a rah b et e t h e Ky a u ski k o i b eti thi ? Han,e k b e ti

.

thi .

U s q it a m e n ky a th a 7 U s q 11 1 e k h as t h e Wub k is
’
. .

k a k h a k ahl at a th a 7 Wuh Y a q ub k a k fi a k ah l ata th a

’ ’

Y II su f k e b ap k a ky a n a m th a 7 Y k b k n Y a qfi b
’
’
. . . . .

th a Shahr k e n az d ik ky a t h at 7 S k n e k k ua th a
. . . .
’
.

Masih Yis u k o ky a z arII r t h e 7 M Y k o ’

that ki S
'

. . . 2 . .

s e hokar ja Ky é yih z ar fi r hi tha 7 H an S a mari a s e

’

e . .
,

hokar j an a ar II r th a Kah a n tak ey e 7 Wub k ue tak ey e

z
’

. .

Wah a n akar w ub kah a n b aith a 7 Wah a n a nkar w ub k ue

par b aith gay a Jab w ub b aith a th a kau n a i 7 .
,

R e view E x in Past Te ns e b ringing u p to sp e ed. C ount .

1 20 in turn writ e each n o on the b oard an d as t h e t e acher

,
.
,

poin t s l e t o n e p upil as k an d another answer to k it n e ,

k it n i 7

A B
'

W hile XI —X I I an d o t h e r s li p x e e r c ise s ar e b e i ng m as t e r e dt o

—X
. .

s p d
ee re vi e w I .
 25

LE S S O N X I V .

E x e r c is e i n I n t r a n s it i ve P a s t T e n s e .

The girl said I came from Larki n e kah a k i main

, ,

the city . shahr se a i .

T h e b o y said I came f rom Larke n e kah a k i main shahr

,

t h e city . se ey e .

T h e girl said Mary y o u Larki n e kah a Mariam t u

, , ,

cam e from t h e city yest e r kal shahr se a i .

d ay .

The said John you Larke n e kah a Y u hann a

b oy , ,

came from the city yest e r t i i kal shahr se ey e

’

day .

We ( women ) came from the Ham kal shahr s e am .

c ity yes t erday .

We ( men ) cam e t o t h e city Ham parson shahr men ae .

day b efore yesterday .

Th e y ( men ) came hom e Wu h kal ghar de .

yesterday .

They ( women ) came home Wub parson ghar k O am .

day b efo re yes terday .

Men di d you com e hom e A i ad m io ky a t u m kal ghar

, ,

y st e rday
e a e 7

My b o y came h o m e d ay Mer a lark a parson ghar ey e .

b e for e yesterday (a .

Y o u r girl cam e t h e day T u m b a ri larki at ar so n ai .

b e f O r e day b e for e yeste r

- - -

day .

D id y o u com e y e ster d ay o r Ky a ap kal ae k i nahin 7

,

no t 7

R e view charts . Maj ors — may

I X be laid aside for a
week .
 LESSON XV .

Accord i ngly Jes u s tire d and worn from the j ourney j u st

s at down o n t h e well and it w a s a b o u t the si x th ho u r ,
.

C h u n anc h i Y is u safar se thak a m a nd a hokar y ng hi

’

k ue par b aith gay a aur yih chhat e gh an t e k e q ari b ,

th a ( 3 2 )
.

Suw a l O —
Jaw ab S ukh a r S hahr k e n a d ik ky a t h e 7 S
. z . .

s h k n e k k ua th a U S k i i é k e p as ka u n ey e 7 U s k k p
’ ’

. . . t . . . .

K h u d aw an d Y iSIi ey e Wah a n par ank e u s n e ky a kiy a 7

’ ’
.

W p ak e w uh b aith gay a Ky u n b aith gay a 7 Wuh thak a

. . .

th a Ky u n thak a t hat 7 Wuh safar se thaka th a K ah a n

.
’

. .
‘

s e safar karke e e t h e 7
y Wuh Y ah ud iy a se safar karke ey e
, .

th a Jab b aith gay a to k aun sa ghant a t h e 7 Y ih chh ate

.

gb ant e k e q arib th a Ky a Y isu ak e l aj t h at 7 H a n ak e l a .

L

th a u sk e sh a gird shahr gaye t h e

,
.

Jab w uh b aith gay a to shahr se kaun a gayi 7 J w b . . .

g t o sh s e k S a mari au r at e gai A urat k e n a d ik i yih

. . .
’
.
’
z

a dmi jO k fi e n par b ai t h a th a kau n t h e 7 Wuh u sk o .

Y ah u d i j anti thi Jab w ub e gayi to Yis u n e ky a kah a 7

.
,
’

J w a g t Y n kah a Mujh e p ani pil a Use Y ah u di

. . . . . . .
,
.

j a nkar aur at n e ky a j awa b diy a 7 U Y j a n j aw ab

’
. . .
’
. .

d iy a k i t u m u jh se p a ni k y Ii n m a ngt a hai 7
'

LE S SON XV B . .

G inti 1 25 e k s e l e kar pachis tak O rd inals pahl a

-
.
, ,

d u sr a t isr a cha u th a p an c h w an chhat a S a tw a g a thw a n

, , , , , , ,

naw a n d asw an , .

E it h er dn ke or dhe .

T A lo n e .

it N e ar in o ne s
’
vi ew or o pi n io n .
He w e nt int o the city Wa h shahr m e n gay a . .

Sh e w e nt into the city Wu h S hahr m e n gai . .

l V e ( men ) w e nt int o t h e city Ham shahr m e n gay e . .

We ( wom e n ) also went into

the city .
Ham b h i S hahr men gain .

Y o u w e nt into t h e cit y

( polite ) .
A p shahr m e n gay e .

Y o u w e nt int o the city T um S hahr men gay e .

.

I w e nt int o t h e city Main shahr m e n gay a .

.

Said sh e I too w e nt into U sn e kah a k i main b h i

, ,

t h e city .
shahr m e n gai .

Th e y went into t h e city Wu h shahr m e gay e .

.

Th e y ( wom e n ) t o o w e nt into
t h e city . Wub b h i shahr m e n g ay in * .

Writ e o n fi e o r ten slips an d re cit e in 1 1 s e cs

v .

R e view C harts .

LE SSON XV . C .

The Samaritan woman said to him Tho u b eing a Je w , ,

w h y ask e st wat e r from m e a Samaritan woman for the ,

Jews hav e no d e alings with the Samaritans .

S a mari aur at me u s s e kah a T li Y ah ii d i hokar m u jh

’ ’ ’

S a mari aurat se p a ni k y Ii n mangt a hai 7 k y unk i Y ah II d i

’ ' ’

S a marion s e kisi tarah k a h art a o nahin r ak h t e 50 ) .

‘

Teach in b re ath gro ups accord ing t o the spacing o f t h e

-

words .

S uw a l o J awa b Y ih a u r a t ka u n
'

thi
.
7
. Wu b S a mari
-
’ ’

thi Y iSII kaun th a 7 Wuh Y ah u d i th a Y ah u di S a ma

.
' ’
.

rion k e h at h T s e p ani pite t h e 7 N ahi n nahi n pite the , .

Ky a w u b roti S a mari k e h a th s e kh a te t h e 7 N a w uh roti

t
’

in Ud r u is n o t s t r e s se d em ph a t i c all y b u t s l u r re d v o er .

1 H d an .
kh a t e na p ani pit e t h e na kisi tarah k a h art a o u n s e
t he , ,

r ak h t e the Ky a Masih p iy as a tha 7 H a n w ub p iy as ath a

. .

Wuh ky li n p iy as a th a 7 Wuh safar karke Y ah udi a se ey e

'

th a Y isu us aur at k e h a th se p a ni pin a ch aht a th a 7

.
’ ’

Han ch a ht a th a Yih aurat ach c hh i thi 7 N ahi n w u b

’
.
, ,

a c h c hh i nahin thi K yn g nahi n 7 Wuh y un hi e k a dmi k e

.

p a s r ah t i thi jo u s k a s h auh ar na th a Masih n e us s e

,
.

p ani k y I n m ang a 7 Ky unk i w ub p iy é sa tha aur is liye

'

b h i k i w uh us se b a ten karn a ch a ht a th a N a j at kah a n s e .

hai 7 N a j a t Y ah ii dio n s e hai K au n naj a t det a hai 7

'

Kh ud aw an d Masih n aj a t d et a hai .

Ap kis tarah ae hai n 7 Tum kal kis tarah L a hau r gaye 7

Wub k is tarah ai hai 7 Ham kis tarah j ae n 7 Ap n e y ih
k it ab e n k it n e m e n l in 7 Main n e a th a th a ne k o l ir1 Ap _
.

n e yih k u rsi kis tarah se di 7 Mai n n e y un hi di Yih kis .

tarah k a a dmi hai Yih kaise log hain 7 Y ih b ahut ach

.

chh e l o g hain 7 Yih kais e p a ni hai 7 Y ih kis tarah k i b at .

hai 7
Take a clock an d ask the time —Ky d b aya h ai 9 o r .

K it n e b aje h ain ? and pra c t ise from time to tim e till t h e ,

p upil can r e ad ily answer .

C ompare I nterrogatives VIII .

R evi e w C harts .

L E SS O N XV I .

O ur fathers worshipp e d in this mo u n tain and y o u s ay

that the plac e wher e o n e o u ght to worship is in Jerusalem .

Ham ar e b ap d ad o n me is pah a r par p ar as t ish k i aur t u m ,

k ah t e ho k i w u b jag ah j ah a n p aras t ish karni ch ab iy e Yar d

sal e m m e n hai ( 4 0 ) .

Suw a l 0 Jaw a h — S a mari lo g p aras t ish kah a n kart e the 7

.

S 1 us pah a r par p k t Y ah II d i log p ar as t ish kah a n

. . . . .
'
karte the 7 Wu h Y ar fisal e m m e n p k t Y ar fi s ale m kin . . .

logo n k a shahr t h at 7 Y Y ah fi di o n k a shahr th a Sukh a r . .

kin logo n k a shahr t h e 7 S S a mari logon k sh t Y ah Ii d i . . . .

’

ky a k ah t e the 7 Y k t k i Y ar fi sal e m men p ar as t ish karni

. . .

ch a b iy e Parast ish kah a n karni c h ah iy e 7 Parast ish har

.

j ag ah karni ch ab iy e k y ii n k i Khud a har jag ah hai Masihi

, .

log g irjagh ar o n m e n Hin d fi log m an dir o n m e n M u ssalm a n ,

l o g Makka m e n au r ap n e ap n e m as jid o n m e n p ar as t ish karte

h ain A ur s ab log ap n e ap n e gh a o n men b h i karte ha in
. r .

Pa ni b harn a ch a b iye Kursi l a n a ch ab iye R oti kh a n a . .

ch a b iy e Y ih b at kahn a nahin ch ab i y e I t n e rup aé den e

. .

nahin c h ah iy e Y ih r I p ay a d en a nahin ch ah iy e Yih ’

I
’

. .

khar a nahi n hai Ham k o p a ni b harn a c h ah iy e T u m k o

. .

b im a r T hon a na hi n c h ah iy e U e yih topi mol l e n a nahin . s

ch a h iy e Ap k o d fi dh i pin a nahin ch ab iye Y ah a n mer e

. .

p as rahn a § c h ah iy e C hha b aj e u t h n ach ab iy e C h ah iy e

. .

k i yih au r at apn a sh auh ar b ul a c

’
.

R eview C harts .

LE SSON XVII .

Woman b e lieve me the ho u r is coming when y o u shall

, ,

worship the fath e r n e ither o n this mountain n o r in Jeru ,

sale m .

A i aur at m e ri b at k a ya q i n kar k i w u b w aq t a t a hai k i

’
, ,

tum na to is pah a r par b ap k i p arast ish karoge aur na ,

Y ar fi s ale m men ( 39 ) .

Su w a l 0 Jaw a h — Kis n e yih b at kahi 7 Kh u d aw an d Y

. .

M n e y b k Kis se kahi 7 Us n e u s S a mari au r at se kahi

. . . .
’
.

Wuh au r at u sk o k y é j a nti thi 7 Wub usk o Y ah II di nab i

’ ’

j anti thi Wub l o g Khud a k i p arast ish kah a n karte the 7

.

To b r in
g .
1 Mil k . To s t ay .
 30

Wuh ek hi jagah karte t he . Masih ne is b at k i b ab at ky a

kah a 7
Kh u da k i p ar ast ish k is jagah karni h ah iy e 7 Kb k p c . . .

har jag ah k arni ch ab iy e Kis w aq t karni ch a b iy e 7 Har .

w aq t k ch
. Pan d it ji ap log Kh u d a k i p ar ast ish kah a n
.
,

kart e hain 7 Jan ab ham log to m an d ir o n m e n kart e hain

,

B ih ish t i tum log kah a n p ar as t ish karte h o 7 H u zf r ham

,
i ,

to m asjid o n m e n karte hain .

Mai n n e tu mb e n w ub kh e t k a tne k e liy e b h e j a .

U S n o b ari m ih n at k i Us n e b ari m in n at ki . .

He la b ore d v e ry hard He implor e d v e ry hard . .

Wub chhat e gb ante k e q ari b uth a th a .

LE SSO N XVIII .

Y o u w o rship you know not what ( y o u perf rm his wor o

ship whom y o u d o not know ) We perform his worship .

,

whom w e know for salvation is ( out ) from t h e Je ws

, .

T u m j is e nahi n j ant e u s k i p ar as t ish kart e h o ,

Ham .

j is e j ant e hai ri us k i p arast ish k art e hai n k y li nk i naj a t

_ , ,
'

Y ah ii d io n m e n se hai
’

( 40 ) .

Su w a l 0 Jaw a h —Y ah fi di kis ki p ar as t ish kart e t h e 7 Y .

Khu d a k i p ar ast ish karte the S a mari log kis k i p ar ast ish .

karte t h e 7 S l u ski para stish karte t h e j is e w u b nahi n

. .
,

j a nte the Wub kau n th a 7 Wu h Kh u d a k i aur b u ton k i

.

b h i p ar ast is h karte the N aj a t kah a n se hai 7 N Y ah u

. .

dion m e n se hai K au n naj a t deg a 7 K h ud a n d eg a K is

.
_
. .

k e wasile s e deg a 7 Wuh Kh ud aw an d Y is u Masih k e

wasile se de t a hai Kis k o deg a 7 Man gne w ale k o de g a
. .

K a u n m a nge 7 Jo k o i ch a he m a ng e aur lewe b h i .

L e t the pupil give also t h e positive forms —M a t n a s ko

'

jd n t d h d n etc, .

By w h o se m e an s 7
se Kh u d a k i p aras t ish karni c h ah iy e 7 Khu d a k i p r ah .

se karni ch a b iy e A gar k o i a dmi s ach c h ai s e Kh u d a k o

.

d h un d h e g a to w uh n eko p ae g a
, .

Ap ap ni k it a b d h i m d h t e t h e Kv a w ub m ili 7 N ahin
’

. .

Main n e u s e b ah ut e ra d h fin d h a par w ah na mili Ap ap ne , .

l ie ky a karte hain 7 Mai n ap n e l ie k a m kart a h II n Masih '

S a maria m e n ap n e lie ky a d h u n d h t a th a 7 Wuh ap n i

b a ton k e lie jagah d h i i n d h t a th a Ky a koi jagah mili 7 ’

Han ,
w u h lo g a c h c h e n ik l e .

Main aj S hahr jaI n ga Y uhann a a b hi gay a -

’

A u rat
I . .
’

ab hi k ne k o jae g i Ham parso n shahr m e n jae nge Ap

. .

c h au t h e r o na jae nge 7 N ahi n parson t isr a r o hai Ham

z z .

parso n hi jae nge Z ar li r jae nge Wub ab hi jae ng e

.
’

. .

Main u ski b at k a ya q in Ap u nk i b at k a ya q in nahin

nahin kart a . karte .

Wub meri b at k a ya q in Wub tu m b a ri b at k a ya q in

nahin kart a . nahin karti .

Ham is b at k a ya q in nahin Larki a n meri b at k a ya q in

kart e . nahin k ar t in .

G i nt i — 1 3 1 3 2 23 23 23 3 33 33 3 3 4 43 4 3 4 3
13 1

5 5 3 5 3 5 3 6 63 6 3 63 7 73 73 73 8 83 83 83 9 9 3 9 3

9 3 1 0 1 03 1 03 1 03 1 1 1 1 3 1 1 3 1 1 3 1 2 1 23 1 23 1 23 3

3. C f I n t
. e rr o s
g VIII .

H av e p upil omit the n e gativ e an d giv e it

.

.
w
Sachch a sachch e sac h c h i sac h c h ai D h find h n a
, ,
.
,
t
’

in

d h a, d h li n d h t a d h i i n d h t i d h ii n d h t e
’ ’ ’

.
, ,

LESSON XX .

T h e woman sai d I know that Messiah who is call e d ,

C hrist is coming — Wh en he will com e he will te ll u s all ,

things I who speak u nto th ee am he

. .

A u r at n e kah a Mai n j a nti h ii n k i Masih jo Kr ist a s kah

’ ’

,
 33

l a t a hai ane w ala hai —jab w uh ae ga to w ah hamen s ab

b a te n b at a deg a Main jo t ujh s e b o l rah a h ii n w uh i h i m ’

. .

GU
Suw a l 0 Jaw a h — Masih k e an k i b ab at Y ah fi d i ky a
. e

k ah t e the 7 Wub k ah t the k i Masih an e w al ahai au a nkar e r

( a kar ) na j at d g a S a marion k Oe b h i i s b
. at k a ya q in th a 7

Han w uh b h i is b at k o j a nt the Masih akar ky a kareg a 7 e .

Masih akar ab b aten b at a d eg a I s b at k k ah n par Masih

s . e e

n e ky a kah a 7 Is par Masih n e kah a Mai n jO t ujh e b a ten ,

s

kar rah a h i n w uh i h II n A urat k o ya q i n ay a k i Yis u w uh

’

i
’

.
’

Masih hai 7 H a n ya q in ay a Y ah li di us an e w al e nab i k o

,
.
'

ky a k ah t t h 7 Wub u sk o Masih k ah t the Y fin ani

e e e .

a sko ky a k ah t e the 7 Y m ani u s k o K is t u s k ah t t h

'

i r e e .

a Wu h b l rah a hai
. Wub k a m kar rahi hai Ham
o . .

p a ni b har rahe hain Wub roti kh a rah hain Wu b . e .

b a ten kar rahi hai Ap ky a kar rah e hain 7 Ham g e nd j ‘

d h i i
’

n d h rahe hain Tum ky a kar rahe ho 7 Main e k

.

au at se b a ten kar rah a h i m Ham shahr m e n ja rahi

’
r .

hain Main i a dmi k o p ani pil a rahi h u n

. s .

b Practise all ho u rs o f t h clock b y q uart rs

. e e .

R evi w C hart — Practise the a b ove verse with special

e s

ref rence to the dental t s

e
’
.

N B —R evi w I — X again Periodically lay b y and

. . e .
,

p riodi cally revi w all familiar material u ntil it cannot b e

e e ,

forgotte n .

L E S SO N XXL
'

In t h e m e antim e h is di scipl e s came and b e g an t o wond e r '

that h e is tal king with a woman st ill any o n e did not s ay ,

anything re gard ing t h e matt e r .

I t n e men u s k e sh agir d a gay e aur t a ajjub karne lag e k i

’

G re e k s .
T B al l .
w uh se b a te n kar rah a hai t aham kisi n e is b at k e
’
a ur a t ,

b a re m e n k u chh nahin kah a ( 45 ) .

Su w a l 0 Ja w ah — U s k e sh a gird kah a n gay e the 7 Wu h

.

shahr m e r1 gaye t h e _
Kis lie gaye t h e 7 Wub kh a n a m o l
.

len e gaye the Jab Y is u aur at se b a t e n kar rah a th a t o

.
’ ’

ky a b i i a7 Jab Y iSI aur at se b at o n kar rah a th a nsk e

’ ‘

I
’ ’

sh a gird ae Jab ae to unk o ky a m a l fi m h u a 7 U nh e n

.
,
’

ma l u m ho gay a k i Y isfi S a mari aur at se b at chit kar rah a

’ ’ ’

hai Ky a karn e lage 7 U n h o n n e t a ajju b kiy a Is b at

.
’
.

k e b a re men kisi n e k u chh kah a 7 Kuchh nahi n Kisi k o .

itui jur at thi 7 K itn a p a ni c h ah iy e 7 Itn a b as hai

’
.

A u rat e n p ani b har rahi hain D O tin lark e ham a ri taraf

’
.

e rahe hain
. Ek lark i b h i shahr k i taraf se e rahi hai
. Ap . .

k a lark a ham a ri taraf d e kh rah a hai M a n apn o b ac h c h e .

k o d II d h pil a rahi hai Ust a d l ark o n se s u w al kar rah a

’

hai Larke j aw a b d e rahe hain Larki a n q alam s e l ik h

. .

rahi hain E k na e k din s ab log Khud a k i p ar as t ish

.

kare nge Quli log m ujh se z iy ad a paise m a ng rah e the

.
,

aur main ne sab k o thor a thora di y a Take ddln d n i kdlnd .

, ,

j d nd , b h ar n d , l en d , f i end , kh d nd , k ah nd , p in d , b ai th nd ,

b an nd , and form the continuative pre s e n t te nse o f each

a c cordin g to this model using diff e rent s ub j ects pronouns , ,

and nouns .

R epeat the a b ove v e rse w ith partic ul ar attention t o the

q u ality of the tril led r s and to the final vowels

’
.
,

LE SSON XX II .

SO t h e woman l e ft her wate r j ar and w e nt into t h e city -

a n d b egan t o s a
y to the p e ople C ome s ee a man who t o l d ,

m e all my deeds I s it possib le that t hi s is Messiah 7

.

Pas aur at apn a ghara c hh o rk ar shahr men chali gayi au r

’

T e m e r it y .
 — 35

logo n se kahme lagi Ao e k a dmi k o d e k h o jis n e mer e sab

.

k a m m ujh e b at a diye Ky a m u m k in hai k i Masih y ih i .

hai 7 ( 53 )
SuWal 0 J a wab — Shahr se ka u n a gay e 7 Sh agird
.

sh ahr se a Jab w u h ac to aur at n e ky a kiy a 7 Jab ae

’
e .
, ,

au r at n e apn a gh a ra c h h o r a aur shahr m e n chali ga y i

’
.

Wah a n Jakar ky a kiy a 7 Wah a n logo n se k ah n e lagi A O , ,

Y ih au r at Yis u k o ky a k ah t i thi 7 Wu h u sk o
’ ’
w a air a
y .

Masih k ah t i thi Yih aur at shahr m e n k v a kar rahi hai 7

.
’

Wuh shahr men logon s e b at kah rahi hai k i a o au r d e k h o .

Wub ki s b at se usk o Masih j a nti t h i 7 U en e aur at k o u s ’

k c S a re kam d ik h ae is lie w u b u s k o Masih j anti thi ,

.

AO do ad m io n k o d e k h o jin h o n n e ap n e s ab k a m m ujh e
, ,

b at a di ye A o tin aur at o n k o d e k h o jin h o n n e b am a re

’
.
,

s a b k a m ham k o b at a e hain A o sat l arki o n k o d e k h o jo .

,

k II é par b ait hi hain In logo n k o d e k h o jo shahr se ae

’

hain Is S a mari aura t k O d e k h o j is me logon k o b ul ay a

.
’
,

th a A O in S a marion k o d e k h o jo shahr k i taraf se a rahe

.
,

hain A iy e is na b i k o d e k h iy e jo k ne par b aith a th a U n

.
, .

Sh agir d o n k o d e kh o jo kh an a mol lene k o gaye the Ao .

,

um ad m io n k O d e k h o jin h o n n e kh a n a mol liy a th a .

R ev i e w th e C h art s —Watch the rhythm o f the a b ove

v e rse .

LE SSON X XII I .

They went o ut o f t h e city and b egan to come to him .

M e antim e ( in this m u ch [ tim e ] ) his d isciples b egan to b e g

him Sir e at something b ut h e said to them I hav e for
, , , ,

e ating s u ch food as which you d o not know .

Wub shahr se n ik alk ar nske p a s an e lage I t n e me n .

u sk e sh a gird u s s e y ih dar k hw a st karne lag e k i Ai R a b b i , ,

k u chh kh a l e lekin u sn e nu se kah a Mere p a s kh a ne k e

, ,

liye ai sa kh an a hai jis e tum nahi n j ante ( 63 ) .

 Su w a l O Jaw ab .
—
Shahr men ka un gayi
7 Logon s e ky a
k ah n e lagi 7 Shahr se ka u n n ikl e 7 L o g shahr se nik l e .

W u h kidhar j an e lag e 7 Wuh Masih k e p as j a ne lage U s .

w aq t Masih kah a n th a 7 U w M k ue k e p a s th a Us k e . . . .

s a th kau n t h e 7 U sk e sh a gird nsk e s a th the I t ne m e n wu b .

ky a d arkhw a st karne lag e 7 Unb on n e y ih darkhw a st k i ,

k i R ab b i k u chh kh a l e Masih k a ky a j aw ab th a 7 Masih

.

y i h j aw a b d en e lag a M e re
p as kh a n e k e liy e hai
, Kais a .

kh a n a nske p as th a 7 U sn e kah a k i ais a kh a n a hai jise ,

t u m nahi n j a nte .

Wuh roti kh a n e lagi Lark a d ii d h pine lag a I t n e m e n

’

. .

a dmi shahr se a ne lage Masih k Ii e k e p as au rat s e b a t e n

.
’ ’

karn e lag a Wuh ham k O d e n e lage Wuh ge n d d h un d h

. .

n e l ag in . Ji s w aq t w ub ham k o d e k h t a hai w ub ham se

pais e m an gn e lagt a hai Man k o d e k h k ar b achcha rone .

lagt a hai Lark e b a rah b ajn e par a ne lage nge

. .

Synopsis of ka n d K ark e karo mai n kart a h ug main

r .
-

, , ,

kart a th a main n e kiy a mai n n e kiy a h a main n e kiy a

, ,
i

th a kar un k ar ii nga So with dd ln d chh o r n a d en d l en d

, ,
’

.
, , ,
.

R ab b i dab b i b atti b achcha b ach a kachch a

, , , B ag b ag , ,
.
,

b h ag . R eview pre vious wor d s .

LE SSON X X IV .

SO the d iscipl e s said among themselv e s Has any one ,

b rought him something to eat 7 Jes u s said to th e m My ,

food is this that I d o works according to t h e will Of my

,

sende r and ful fil h is work .

Pas sh agi r d o n n e a pas m e n kah a K y a koi nske kh a ne k e ,

liy e k u chh l ay a h a i 7 Y iSIi n e u n se kah a Mer a kh an a y ih ’ ’

hai k i ap ne b h e jn e w ale k i mar z i k e m uw afi q amal kar un ’

aur u s k a k a m p u r a karfi n ( 4 8) .

Suw a l 0 Jaw ab — Masih k e na kh an e k e sab ab s e sh a gir

.
 37

don ne apas mer1 ky a kah a 7 U sk e na kh a ne se unh o n n e

_

a pas men kah a Ky a k o i usk e p as k u chh kh a ne k o l ay a hai 7

.

Masih k a kh a n a ky a th a 7 Kh ii d a k i mar z i p ii ri k ar ni ’

Kis n e Masih k o b hej a 7 Khu d a n e Kis liye b hej a ? I s .

liye k i w ub Khud a k i mar z i k e m uw afi q amal kare Bhej ’

.

ne w al a kau n hai 7 B h e jn e w al a Khud a hai Bhe j a h ua .

kaun hai 7 Masih b hej a h ua hai Khuda k i mar i ky a . z

hai 7 Khud a k i yih mar i hai k i Masih naj a t k ab ando b ast z

( arrangement ) p ar a kare N aj a t k e b ando b ast k e liye ky a .

z ar II r th a 7 Y ih z ar fi r th a k i Masih markar z inda h o jae

’

( dying b e come alive ) .

Mistri aisi kursi l e ni c h ah iy e 7 H u ru ki mar i ; yih

,
z
’
'
z

kursi ac h c h h i hai A c h c h h i b at y ih i de do I s k e muw a

.
, .

fi q do au r l a do K aun kh a n a l a y a th a 7 Main kh a n a
.

Isy a th a Kis h e kh a n a kh ay a 7 Ap k e larke h e kh a n a

.

kh ay a Us n e k ab kh a y a 7 U s n e chha b aj e se pahle
.

kh ay a th a Larke k e lie kau n roti l ay a 7 U s k i m a n l a i

. .

U m lark o n k e lie ka u n l ay a 7 U h k i b ah in e n l am Uh .

ad m io n k e li e ka u n kaun roti l a i hai 7 U m k i larki a n ap n e

ap n e b a p k e lie l a i hain .

Age Kh a n Ga z i Kh a n B eg k agaz b ali g

.
, , , , .

LESSON XXV .

D o y o u n o t say In t h e coming of harvest there are left

,

four months 7 B ehold I say unto y o u Lift up yo u r e yes ,

and look o n the fields that the harve st is rip e .

Ky a tum k ah t e nahin k i fasl k e an e men ch a r mab in e

b a q i hai n 7 D e k h o mai n tum se kaht a h ii n k i ap n i a nkhen
’

ut h a k ar k h e t o n par na z ar karo k i fasl pak gayi hai ( 50 ) .

Suw a l 0 Jaw ab Fasl k e an e k i b ab at l o g ky a k ah t e

.
-

t h e 7 L o g k ah t e t h e k i fasl k e a ne men ch a r m ah in e b a q i

hain Masih n e fasl k e b a re m en ky a kah a 7 U Sn e kah a

.
,
 38

ki fasl pak gayi hai Ankh e n ut h ak ar ky a d e khn a c h ah iy e

.

th a 7 Kh e t o n k O d e khn a ch a b iye th a Kh e t o n k e ky a .

ma ni ( m e anin g ) hai n 7 Ky a khet k e ma ne yah a n a mi n k e

’ ’
z

khet y a ad m io n k e k h e t hain 7 Yah a n kh e t o n k e ma ni

,
’

log hain Jab Masih ne kah a k i fasl pak gayi hai us k a

.
,

ky a matlab th a 7 Usk a y ih matlab th a k i S a mari log

Kh u d a par im a n l a ne k o taiy a r hain .

D e k h o j i b a rah b ajn e men kitni mi n it b a q i hain 7

,

Jan ab d as pan d rah mi nit b a qi hain I S k it a b par na z ar

,
.

( karo ) k ijiy e k i kaisi hai Us a dm i k o de k h o k i ky a kar .

rah a hai Gari b parwar w uh fas l k o k a t rah a hai R oti

.
-

pak gayi hai 7 Hu fi r pak gayi T um m ujh e ky a k ah t e

z ,
.

the 7 Mai n ap se yih kah rah a th a k i Ap k e k h e t o n m e n

fasl b ahut ac h c h hi h ai Han th ik hai aur t um h ar e kh e t o n
r .
, ,

m en b h i Han j an ab ab k i d af a s ab h o n k i fasl b ar i
’
.
,

ac h c h h i hai .

A p u i kit ab ut h ak ar m e par r ak k h o Jan ab main ap n i z .

,

kit ab ut h ak ar m e z par r ak h t a h un A b phir u t h ak ar ku rsi .

par r ak k h o — farsh par ; khirki d ar w a e S a hib k e p as ,

z , ,

w agair a , w agair a .

C h a r b aj ne men kitni minit b a q i hain 7 C h a r b ajn e m e n

1— 3 0 minit b a q i hain C h ah iy e k i u st a d yih su w alat b ah u t
.

d af a p fi c h h e
’
.

A p ni a nkhen ut h ak ar k h e t o n par na ar karo Partien z .

lar attention to pron u nciation and rhythm .

LESSON XXVI .

The r e aper re ceives wages and gath e rs fru it for et e rnal

lif e that t h e sower and t h e re ap e r b oth together may
,

rej oice f o r o n this occasion the prove rb is corre ct that o n e

,

T im e , o c c as io n , ti m es .
 40

LE SSON XXVI I .

I sent you to re ap that fie ld o n which y o u have p e r

form e d no lab our O th e rs did t h e lab o u r an d y o u b e cam e
.

partn e rs in the fru it o f th e ir la b o u r .

Main n e t u mb en w uh kh e t k a tn e k e lie b he j a jis par t u m

n e m ih n at nahin k i a u ron n e m ih n at k i aur tum u nk i
,

mih n at k e phal men sharik h u e (41 ) .

Suw a l 0 J aw ab Kh e t ky a hai 7 Khet w ub amin hai

.
-

j ah a n b ij b oy a j ae Yah a n khet k a matlab ( m e aning

.
,

int e ntion ) a dmi hai y a z amin hai 7 Y ah a n kh e t k a matlab

z amin nahi n b alki a d mi hai Katn e s e ky a m ur ad j hai 7
, .
‘

K a tne se m u ra d hai k i ad m io n k o Masih k i khab ar d e kar

u s k e p as l a n a Mih nat se ky a m u r a d h as 7 A d m io n k o
.

Kh uda k i b a ten kahn a y a Masih k i khab ar s u n a ni m ih n at

,

s e yih m u r a d hai I S k h e t par kis n e m ih n at k i 7 Is khet

.

par Masih n e kah a auron n e m ih n at k i Wuh aur ka un

, ,
.

Wuh i b o n e w al e t h e U n k i m ih n at
"

t h e 7 w e h na b i the . .

k e phal men kau n sharik h ue 7 Masih k e sh a gird un k i

m ih n a t k e phal m e n sharik h e
’

ii .

Main shahr k i taraf ja rah a Ham shahr k i taraf ja rah e

th a — rahi thi .
t h e — rahi thin .

T II S hahr k i taraf ja rah a Tum shahr k i taraf ja rah e

'

th a — rahi thi . the — rahi thin .

Wuh shahr k i taraf ja rah a Ap shahr k i taraf ja rah e

th a — rahi thi . the — rahi thin .

Ap S hahr k i taraf ja rah e Wuh shahr k i taraf ja rah e

t h e — rahi thin . t he r ah i thin m

.

Ki t ar af towar d in the d irection O f Write o u t t h e En g

'

.
, ,

lish Of th e s e o n 1 6 Slips an d re peat to sp e e d ,

.

Form similar s e ntences with s ub j e cts La k a la ki la k e r ,

r ,
r ,

Se e d .
j
"

In t en t , p p
ur o se .
 _
41

lark i an a n rat en , m an an d others using the verb s

,
k ah n a ,

idn a, an d , ldna, karn a , b o ln d , b at dn d , khdn d , w agair a , in

b o th Pres e nt and Imp e rf e ct .

D ek e d e k k h e d e k h e
, , . U s ne us g ar ib o k O de k k h e ,
au r u s e

r up aia deke us k i khushi d e khi Wub gore a rah e hain . .

Wuh ghore a rah e hain .

N B —H e who can pronou nc e t h e verses of this l e sson

. .

rap idly and well can n o t fail o n many Urd u sentenc e s .

LE SSON XXVIII .

A nd ma ny o f the Samaritans b eli e ved on C hrist b e ca u se

Of the woman s saying and coming to him they b egan t o
’
,

make req ue st Stay with u s Accordingly h e remaine d

,
.

there two days .

A u r b ah u t s e S a mari us au r at k e k ah n e s e Masih par

’

im a n l ae aur nske p as a kar k ah n e lage Ham ar e p as raho ,

.

C h u n an c h i w ah do r o wah a n rah a ( 45) z .

Suw a l 0 Jaw ab — A u r at kidh ar gayi 7 Ky a k ah n e l ag i 7

’
.

U sk e k ah n e s e ky a n at ija ( res u lt ) h as ? U s k e k ah n e s e
b ah u t se sa mari log Masih par im an l ae Jab S a mari l o g .

im a n l a e to ky a karne lage 7 Wuh Masih k e p as j akar dar

k h w as t karn e lage Unho u me ky a darkhw a st k i 7 U h k i
.

y ih darkhw a st thi k i h am ar e p as rah ,

Wu h k i t n e r o z .

u nk e pa s rah a 7 Wuh d o din rah a Wah a n r ah k ar Ma sih .

me ky a kiy a 7 U S n e logo n s e Khu d a k i b ah u t b a t e n

kahin .

Y is u n e yih b at ap n e sh agir d o n se kahi Sh agir d o n n e .

ap n e u st a d e kah a s Sh a gir d ap n e u st a d e b ar a nahin

. s .

A u r at me apn a ghar a c h h o r a Mai n ap n e b h e jn e w al e k i

’
.

mar i p u ri karne ay a h im Ham n e yih b at ap n e b a p d a

z
’

don se s u ni Y a q u b n e ap n e b ete Yu s uf k o diy a Mai n

.
’
.

apn a p in sil tum k o d ung a T u m n e ap u i topi k is k o di 7 .

G
Larke apn i ki t ab e n ap k o de nge Larki ap ni kit ab ap k e .

b h a i k e lie l ae g i Larko ap ni apni kit ab b and karo Ham

.
, .

apn a apn a k a m kar rahe hain T u m log apn a apn a karo . .

D o dh o d h o
, ,R evi e w C harts
. .

LESSON XX IX .

Onacco unt o f h is wor d many others also b e li eved o n

him and b e gan to say to the woman N o w we b e liev e not ,

m e rely from thy telli n g for we have h e ard him o ur ,

selves and we know that this is i n d e e d the Savi o u r Of t h e

worl d .

U sk e kal a m k e sab a b au r b h i b ah u t e r e im a n l a e aur

a ur at s e k ah n e lag e A b ham t e r e hi k ah n e s e im a n nahi n
’
,

l at e k y unk i ham n e kh u d sun liy a aur j ante hain k i yih

.

f ilh aq iq at duny a k a m u n j i ( na j at d e n e w al a) hai

’
( 62 ) .

Suw a l o Jaw a b — Wah a n r ah k ar Masih n e ky a kiy a 7

.

Wah a n r ah k ar us me log o n s e kal a m kiy a K al a m karne .

s e k v a h ua 7 K al a m karn e se yih nat ija b ii a k i aur b h i

b ah u t e r e a dmi im a n lae Im a n l akar log ky a k ah n e lag e 7
.

L o g k ah n e lage k i ab ham ap n e s u nne se im a n l ae hai n ,

kisi k e k ah n e s e nahin L o gon n e aur at se ky a kah a 7

.
’

Unb on n e kah a k i siri tere k ab n e se nahin b alki us k i

,

s unne s e ham e n y a q in hai K is sab ab se log im a n l ae 7 .

A ur at k e k ah n e k e sab ab a u r Masih ki b at sunne k e sab a b

’

se im a n lae I m a n k is tarah se a t a hai 7 Im a n Khud a k e

.

kal a m k O s u nn e se a t a hai Wuh log sunn e se ky a j a nt e .

the 7 Wuh sunne se j a nte t h e k i Masih d uny a k a m u nji hai .

M u n j i ky a hai 7 N a j at d e n e w al e k o m un j i k ah t e hai n ;
ya ne m u n j i k e ma n e naj a t d e n e w al a hai
’ ’
.

Kit h e a d mi au rat k e k ab n e s e iman l a e 7 Masih k e

’

sunn e se k it n e 7 Masih k it n e din rah a 7

O ther e x ercises with k i t nd c f Int e rrog I X , . . .
 M

LESSON XXXI .

SO wh e n he cam e to Galile e the Galilean s receive d him , ,

for as many works as h e had don e in Je ru salem at t h e

time o f the feast th e y had seen them for they too had
, ,

gone t o t h e feast .

Pas jab w ub Galil m e n ay a t o G alili o n n e u s k o q ab l

’

IJ

kiy a is li e k i jit n e k a m u s n e Y ar us al e m m e n id k e w aq t
,
’

kiye t h e u nb on n e u n k o d e k h a th a k y fi nk i w uh b h i id
, ,
’

m e n gaye the ( 58) .

Suw a l 0 Ja w a h —Masih S a maria k o c hh o r k e kah a n ay a 7

.

Masih Sam a ria k o c h h o rk e Galil m e n ay a K in logon n e .

u se q a b u l kiy a 7 G alil k e logon n e us k O qab iI l kiy a ’

Kis sab a b se u s e qa b ul kiy a 7 Is sab ab se k i w uh log b hi

’
id men gaye t h e Wu h id karne k o kah a n j ate t h e 7
.
’

Y ar us al e m men id karte t h e
’
W ah a n u nh o n n e ky a ky a .

d e k h a 7 Un b on n e wah a n Masih k e k a m d e k h e Kit n e .

k a m d e k h e ? Jit n e k a m u s n e kiye t h e unb o n n e s ab k o

d e k h a D ekhn e s e ky a h e me
. h as ? Y ih n at l j a h h e k i
u n h o n n e Masih k O q ab i l l kiy a
’

Us n e y ih k a m kiy a U nh o n n e b ar a k a m kiy a Us n e
. .

b are b are k a m kiye I n ad m io n n e kitn a k a m ki y a 7 U n

'

l ark o n n e kais a k a m kiy a 7 In l ar ki o n n e ac h c h h a k a m

kiy a K is n o yih b at k i 7 Kin b on n e yih b aten kin 7
.

Sab h o n me yih k a m kiy a .

Gi nt i —B k se l e kar pach a s tak 1 —50 .

Q ab u l w aqt fa q ir Gay i g ay n gay e gay a g ae g ae n

, ,
.
,
i
, , , , .

Wuh gayi thi Wu h gayi thin Wu b gae t h e Wa h

. . .

g a e thi Wub g ae n thi n

. .

N B —
. The lessons up to this point sho u ld req u ire all the
.

st u dents tim e f o r four to si x weeks an d th e n t h e st u de n t

’
,

R e sul t .
should b e ab le to tell the story or to ask and answ e r an y ,

sort o f te x tual question witho u t t h e b ook He should .

read thus far Jn O iv 1 —4 5 readily in R oman and he may

, . .
,

b e gin now to read thi s in character .

I n th e fo llo wing les s o ns ,

us e a map a nd an y p ic t u r es t h at
ar e ava ilab l e to g i ve v i v id n es s t o t he w ork . L et t h e t eac h er

fir s t t ell t h e s t o ry o
fi h and , t h o ugh h e w ill o f co ur s e ma k e h is
p r evio us p r eparat i o n , i n tr od uci ng t h e n ew w o r ds a nd e x p la i n

i ng t h e m . T h en h e w i l l r ead t h e t ext , t h e p u p i ls l i s t en i n g , as

t h ey fo l l o w on t h e ir b o o k s . T he nex t da y h e w i l l as k t h e i nd i
cat ed a nd o t h er qu es t i o n s fr o m th e p up i ls . P up ils s h o u ld

c o m pa re the E n gl i s h v er s i o n to n o t e h o w t h e s am e id ea i s
d ifler en t ly r end e r ed i n to t h e t w o la nguag es ,
an d t o g e t t h e id i o

ma t ic equ i val ent s . P r e vi o us w o r k s h o u ld b e k ep t und er con

s ta n t r evi ew a s h er ei na ft er i nd i cat ed . N0 co n s t r u ct i o n s h o u ld

re ma in u n am il i ar
f t o th e p u p il . E ac h m us t h av e a r e ady

mas t er y o f e v e ry co ns t r u ct i o n .

P u p i ls s h o uld r egu lar ly be re

qu i r ed w ith , Op e n E ng l i sh t ex t ,

t o as k qu es t i o n s o n eve r
y i nc i d e nt .

LESSON XXXII .

John iv 4 6 5 4 . .

The pupil will b e ab le t o answer without the Urd u ,

b ook the following questions

,

Kis n e p a ni k o mai b an ay a 7 K ah a n b an ay a th a 7
Kaf ar nah um m e n kaun raht a th a 7 W ah a n kaun b im a r
th a 7 M u l a im n e ky a sun a 7 Y ih khab ar sunk ar usn e
z

ky a kiy a 7 Yis ri k e p a s j a kar ky a darkhw a st ki 7 Y is ii

' ’ ’

n e ky a j aw a b diy a 7 Ky a mul a z im n e ap n i d arkh w as t k O

chhor diy a 7 Phir ky a kah a 7 Us k e b ete ki ky a h alat
thi 7 Uski d ark hw as t ( ar z ) do b a ra sunk ar Masih n e ky a
’

kah a 7 M ul a z im n e is par ky a kiy a 7 Ki dhar k O raw a na

 — 46

h ua 7 Us k e nau kar us e kah a n mile 7 Un b on n e ky a

khab ar d i 7 B ap n e k y a suw a l k iy a 7 N au k ar o n n e ky a
j aw ab diy a 7 I s se b ap ky a j a n gae 7 Mu l a z im k e ghar
a ne ne is m u j i e ke sab ab ky a kiy a 7 Q an a men Masih
’
z

k a pahl a m u jiz a ky a th a 7 D u sr a ky a 7
’

L e t the pupils w rit e and hand in t h e Urd u O f the follow

ing and then let the same b e gone over rapidly in class
,

u ntil all have it at command .

This is t h e we ll place city ho use room where I first , , , , ,

s aw him the b o y girl man woman b oys men wom e n

, , , , , , , ,

girls —at least ni n e sentences .

In the following sent e nces su b stitute o n e at a tim e the , , ,

al t e rna t e wo rds and p hras e s as indicated b y t h e capital

letters .

Yih w ah ( A ) h ai ] l S ] l n k a k e ki ( B ) b im a r th a , , , , , .

A sh akh s m u l a im naukar b a dsh a h a dmi au rat

.
,
z , , , ,
’
,

sing and pl
. .

B b et i larki larke larki a n b achcha b ap m a n b ach

.
, , , , , , ,

c he aurat aur at e n ghor a ghori a n

,
’
,
’
, , .

Stay here until etc Yahin raho jab tak na

, tap . . .

ut re ,
b ac h c h e k O a r a m ho S a r a gh ar an a im a n l ae S ahi b , ,

p aise b a k h s h e use mile m u jiz a d ik h ae koi b ar a nish an

, ,
’
,

d e k h o b im a r ho turn se p uc hh l e
, ,
.

D ictation in R o m an Urd u sho u ld b e r e gularly practis e d

n o w and the marking o f all vowels and consonants r e
, .

q uire d D. O it at the b lack b oard if possi b le , .

N e w words may now b e f r e q ue n t ly r e v ie w e d b ackward s '

an d forwards from E nglish to Ur d u and vice v e rsa as w e ll ,

as re q uiring their u s e in sentences .

Let the p upils co u nt in turn first second third fourth , , , ,

fi f t h —tenth in the form pah l d later p ah l i then p ah l e

, , ,
.

Pahl a dusr a t is r a chauth a p anc h w an chhat a s at w an

, , , , , , ,

a thw a n n auw an d asw an

, .
 Bhe j a h fi a Yih b har a h ua ghar a le j a o Y ih dh o s h u e
.

kapr kis
e k e hain 7 Mai n n e u sk o k ue par b aith a h i l a ’

dek ha .

Let the pupil copy out all e x amples in v ss 1 —1 2 o f .

s ub j ects with n e with their verb s and their O b j e c ts and

, ,

d e duce the r u le O f this tense S e ve ntee n e x amples . .

R eview b riefly C hap t er IV .

N O further reg u lar refer e nces b ut daily practice of p r o ,

n un c ia t io n e x ercises .

LESSON XXXIV .

John i x . 1 3 —23 .

Suw al at .
—Log us kah a n l e gay e 7 F ar is io n ne
Sh a k h s ko
ky a p ach h a7 U s sh ak h s ne ky a j aw ab diy a 7 Wub k au n s a
d in th a k i ] 1 8 men w u b b in a h Ii a 7 I s w a ste b a z Farisi
’
’

kya k ah t e t h e 7 Aur b a z b a n e ky a kah a 7 Pas un m e n

’ ’
z

ky a h ua 7 Yih s h a k h s Masih k e haq q men ky a kaht a th a 7

Ky a F ar SI O n k o ya q in ay a k i yih pahle andh a th a 7 Is
I

sab ab se unh o n n e kis kis k O b ul ay a 7 Ky a ky a s uw a l

p fi c h h e ? U sk e m a n b ap n e ky a j aw a b diy a 7 W u b k in
s e d ar t é the 7 K is w a ste d arte t h e 7 K ah a n s e lgh arij
kiy a jae g a7 Y ih sh ak h s chhot a th a y a b ar a 7 Y ah u
dion n e ky a ek a kiy a th a 7
N ote the forms p i n d to drink p il an d to give another
, ,

d rink ; d e k h n d to s e e d ikh dnd to make o n e s e e S how ;

, , ,

kh ul nd to come Op e n kh o l n d to make Open ; b ann d t o b e

, , , ,

made b an dn d to make n i kaln d t o go o ut n ikdln d t o p u t

, , , , ,

o ut or take o u t a th na t o r ise u th d nd to raise lift up ;

, , , ,

pa k n d to b ecome ri p e or to cook ( in transitive ) ; pa kdnd

,

t o cook ( transitiv e ) ; kah n d to s ay kah ldn d t o make o r , , ,

ca u se or have another say U se these forms in appropriate .

sentences in various ten ses Use also the forms for custom .

ary action and with ch u knd and s akn d See b elow . .

 Vss 4 1 6 end nah in kar s aktd di kh d s ak t d ha i b oth
.
, , , , ,

in present tense though the former has no h ai appare n tly

, , .

R eally the hai is in the n ah in so that ordinarily h ai is ,

omitte d wh e n nah in o c curs U s n e nahin diy d He has .

,

not given ; U e ne di y d hai He h as given U s n e na diyd , ,

He d id n o t give U s n e d iy d He gave , .

E x press a b ility with s ak n a ,in present tense usi n g ana

, , ,

j ana k ar n a k h a na puch h na b ai t h na w agair a

, , , , , .

Use the same forms with k yi ink ar and k i s tar ah .

LE SSON X XXV .

John i x . 24 4 1 -
.

Suw alat —Farisi us sh akh s k o do b ara b ul ak ar ky a k ah ne

.

lage 7 Wuh Masih k e haqq men ky a k ah t e the 7 Wuh

,

s h ak h s ky ak ah n e lag a 7 Si b a ra u nh o n n e ky a suw a l kiy a 7

Us n e is t i re suw a l par ky a kah a 7 Un hou n e us e b ur a b hal a
s

ki w a ste kah a 7 Farisi k is k e sh a g ird the 7 Ky fi n k ah t e

s

t h e k i Ham M u sa k e sh a gird hai n 7 Unb on n e Masih k e

,

h aq q men phir ky a kah a 7 U s a d mi k e n a dik ank h o n k e z

kh o l n e s ky a m a l ii m hot a th a 7 Kh ud a k in ki nahin
’ ’

sunt a hai 7 Kis ki sun t a hai 7 K au n si b at d uny a k e

shuru se su nne men nahin a i 7 Jo sh a k h s Khud a k i tara f
se nahin hai w ub ky a kar sakt a hai 7 Unb on me us e ki s
,

w as te b ahar nik al diy a 7 I k e b a d kau n us a dmi k o S

’

m il a 7 Mil k a ky a k ah n e lag a 7 Us n e ky a suw al kiy a 7

r

Use ky a jaw ab mil a 7 Us n o sijd a karne se pahl e ky a

kah a 7 Masih duny a men k is w a s t e ay a 7 Ky a F aris i
andhe the 7 A ndh a ho n e se ky a h o t a 7 G un ah gar kau n
t h ah r t a hai 7 K is k a gun a h q a im raht a hai 7

G am mar —
r C o n ditio n al sen t e n ces
. C f vi 1 0 i x 3 1 3 3 . . .
, .
,

4 1 and note the si mi larity and diff erence

, A gar md ngt . i .

t o d et d , h o t d t o kar s ak t d , ho t e . to thah rt é an d A gar ho au r

c ha l e , to s u n ta h ai . The las t is a simple co ndi tion th e ,
th ree former indicat e it as contrary to fact With t h e .

former t h e n egative is always

A gar ap na at e t o mai n j a t a ,
Agar y ih k it ab e n ac h ch hi .

hotin to main w ap as na kart a Agar sh agird sab b a ten .

ah l i b ar s ikh t e to u st a d k O do b a ra S ikh a n a na hot a A gar

p ,
.

ap shuru s e U r dii b olte t o ab a c h c h h i tarah se b o l s ak t e

,
.

Agar ap Hindust a n m e n paid a hote t o Urdu h oln a as a n

( eas y ) hot a Agar Masih us a dmi s e na m il t a to w ub
.
,

a ndh a hi raht a A gar lark a kisi s e p ii c h h t a t o w ub yih

.

b at na kaht a Agar larki in logo n k o j a nti to w ub un k i

.
,

b at k ab h i na m a nti A gar w ub andh a m ujh s e b hikh

.

m ange to main de sakt a hi m Agar k o i a dmi Khud a ki

,
.

marz i par c hal e ( o r marz i k e m uw afi q amal kare ) w ub

,
’

a c h c hh a a dmi hog a Agar ap kahen to mer a naukar ap

.

k e p a s rah s ak e g a .

N ote the ver b form that follows td k i k i o f purpose in , ,

vss 3 6 3 9
.
, .

LESSON XXXVI .

Th e tea c her w ill tell the sto ry o f Jno v i 1 1 1 and then . .

-
,

ass ign it f o r the n e x t day s reading So for future lesson s ’

. .

T h e tea c her should te l l the i n c ide n ts b riefly and then

e x plai n ing as many n e w words as possi b le in Urdu assign ,

t h e l es so n for further study

'

R evi ew —T ell the sto ry o f chap ter iv

.

C hh at e b ab k e s h ur ii ( b eg in ni ng) men Y isii kah a n gay a

’ ’

th a 7 U s j h il k a ky a n am th a 7 Us k e pich h e kaun ae 7
B hir us k e pic hh e k y ii n ho Ii ? Kaunsi id n az dik t hi 7 ’

Y is ii n e ap ni t ar af ky a a te d e kh a 7 Ise d e kh k ar F ilip p u s
’

se ky a kah a 7
-

Yih b at k yii n kahi 7 F ilip p us ne ky a

j aw ab diy a 7 K itni r o t ian leni ch ab iye thin 7 Wah an e k

Ch p t
a er .
 -
52

karn e k a h ukm k y i m di y a 7 Ki tni r o t i an thin 7 Ki t ni

m ac hhli a n b h i thi n 7 K itni t o kr ian b harin 7 Y ih t uk re
kah a n se b a che 7 Wub log yih m u jiz a d e k h k ar ky a k ahn e ’

lage 7 D u ny a men an e w al a kaun th a 7 Yih m u ji a ’

z

d e k h k ar logo n n e ky a karn a ch a h a 7 Masih n e ky a kiy a 7

Sh a gird kidhar gay e 7 K is w aq t j hil k e ki n are gaye 7
K is par c h arh e 7 Kis shahr k o chale gay e 7 K y a yih din
k a w aq t th a y a r a t k a 7 Mau je n k y i m u t h n e l agin thin 7
,

Kitni d ii r gay e the jab Yis u unke p a s ay a 7 K is tarah ’

ay a 7 Kishti k is tarah s e chal a te t h e 7 Jab un b on n e

d e k h a to ky a kah a 7 Ky i m 7 U s n e ky a kah a 7 Wub
kis b at par r a zi h ii e 7 K ishti kah a n p ah unc h i 7 Kab 7
O b se rvat i o ns —N ote vs 1 2 b ach e hd e vss 1 4 1 5 1 7 .
, , .
, , ,

d e kh ka r d kar ch arhkar vs 1 9 kh et e ch a lt e dt e and their

, ,
.
, , , ,

E nglish value N ote locatives vss 1 6 21 jh i l k e k i nd r e

.
,
.
, , ,

and us jagah N ote S imple and causative forms vss 1 7

.
, .
,

21 charh n d and charhd n d

, , .

Grammat ical D rill —Pu t all possi b le ve rb s in the past

.

progressive as b ac h rah e t h e N ote that idt d h ai and id

,
.
,

r aha h ai jdt d t hd and id rah d t h d may b e used with

, ,

identi c al meanings U se these verb s also with lagnd and

.
,

ch u k nd in diff erent g e ns and n o s

Idi oms to b e mastered —Ham jama kar ch u k e ha in

. .
,

’
.

M ai n ma lum ’
ka r ch u k d hd n . Wa h k ur s i b a n d ch u k d ha i .

Wu h g ho r e k o pa ka r ch u k d ha i 4 p k i t db d e k h ch a k e ha i n 7 . .

Ma i n k al tak d ekh ch ukungd Ky d , dp s ah i b k o r azi kart e .

ha i n 9
. Wa h t o r azi h o ch u k e hai n D ary d k e h i ndr e kaun .

ha i n 7 D o ad m i us id gah k hare ha i n .

D as das karke pach as tak gin o E k e k karke pa c h as se .

lekar assi tak gin o .

Jis tarah ch a ho us i tarah karo Jis q ad r c h a ho usi q adr .

k h ao . Jis jagah c h aho u si jagah b ait h o I t n e admi ae , .

k i ham gin n a sake .

 53

Wub mere p a s hai sa hi b k e p a s l e j ao S ahi b k o d e

. .

do . Mere p a s a rahi hai Main ap k e p a s ai m 7 Wu h

.

mere p a s ay a hai Meri kit ab ap k e p a s hai 7 Shahr k e

.

n az dik k ii a hai
'
.

See further e x ercises in I n terrogative E x er c ises an d ,

foll ow them until all are mastered b u t in c onj un c t ion with ,

these lesson s .

LE SSON XXXVIII .

vi . 22 29
-
.

Revi ew —Tell the st ory of iv from the sta ndpoint

. of

a disciple .

D ii sr e di n b hir kah a n thi Agle din kitni k ish t i an roti

7 *

kh an e k i jagah thi n 7 U si e k kishti men kaun saw a r h ii e 7

Y isii us w aq t kidhar gay a th a 7 Au r c hhoti k is h t ian
’

kah a n se am 7 K idhar k o a m ? Log nu c hhoti k ish t iOn

m e n k y ii n s aw a r h ii e 7 L o g kidh ar k o ae 7 Yis u s e mil
kar ky a kah e lage
m 7 Yis u k e k ah n e k e m uw afi q log use
’
,

k y i m d h im dh t e the 7 Mu jize k e sab ab y a roti kh a ne k e

’

sab ab 7 K is k e lie m ih n at karn i ch ah iy e 7 F a ni khur a k

ky a hai 7 D ash k hur ak k ab tak t h ahr t i hai ? Gairf ani
khura k kaun det a hai 7 Kis ne I b n i A dam par muhr kar - -

digh ai 7 Unb o n n e K hud a k e k a m karne ki b a b at ky a

suw al kiy a 7 Khud a k a k a m Yisu k e k ah ne k e m ut ab iq ’

( m u w a fi q) ky a hai 7 K hud a n e k i s k O b he j a 7

O b serve a b o v e D Ii sr e d in and in the same c ase ag le d i n

, ,

indi c at ing t im e wh en vs 24 na . .na Make a list o f .

verb s in past t e nse whi c h agree with their sub j ec t and of

those agreeing with their o b j e c t
D ri ll —
.

Put all these verb s in prese n t past and future

.
,

te nse of di ff erent genders and b oth n um b ers

, .

P vire o us .
 Gi nt i .
—Ek ek karke s ath se n aww e tak and das das
,

karke s ath tak .

E x p with h e ke na zd i k , ke b a d See D ri ll Tab le

’
. s iw d e, .
,

N ouns .

LE SSON X XX IX ,

R ead vi 3 0 4 0
v ss . .
-
.

R evi ew the sto ry o f ix Tell the story in class . .

Wub log ky a d e khn a c h ah t e the 7 U n ke b ap d ad o n k O

k va nish an mi l a th a 7 Kit ab i m uq add as m e n ( B aib al - -

m e n) ky a likb a hai 7 K is n e w u b roti as m an se di t hi 7

Khud a ki roti ky a b ak h sh t i hai 7 Jab unh o n n e sun a k i
Khud a k i di h ii i roti ind agi b a kh sh t i hai t o unb o n n e ky a
z

dar k hw a st ( ar ) k i 7 Kis ne kah a k i z in d agi ln roti main

’
z
'

h i m 7 B h ii k h a au r p iy as a kaun na hog a 7 Masih k e p as

°

kaun a jae ga7 Ky a wu h kisi k o nik ale g a7 Mas ih kah a n

se utr a 7 Ky ii n utr a 7 U sk e b h e jn e w al e k i mar zi ky a
hai 7 A p n e logo n k o k ab z in d a kar e g a 7
Ob s er vat io ns —N ote the su b j unctives O f purpose after
h i and t dk i vss 3 0 3 8—
,
4 0 and of possi b ili ty in vs 3 5 yo
.
, , .
,

d e io i man ld e
, Also vs 3 4 diy d kar C f li e v ss 3 1 with
. .
,
. . .

h e as preposition and 3 8 without k e with conj unction forc e .

C f vss 3 5 3 7 h argiz and kab h i

D r i ll —Pu t all thes e verb s in the pres su b j and future
. . .
, ,

. .

ind tenses and note the relation b etwee n the t w o tenses

.
,
.

They are somet imes di stinguished as indefin ite and d efi nite

fu ture .

D as das karke s au tak gino E k e k karke s au tak gin o

E xx —
. .

. k e li e k e p as se men se k o
, , , ,
.

LE SSO N X L .

R e ad
’
v ss vi 4 1 71
. .
-
.

Revi ew i x —Write o u t
. the s t ory b rie fly .
 un k o b uri k y ii n lagi 7 18 . Y ah ii di us k o k y ii n q at l karn a
ch ah t e the 7 1 8 .

B a p b ete k o a zi z rak h ne k e sab ab ky a di k h at a hai 7

’

20 Masih n e m u r d o n aur z in d o n k i b a b at ky a kah a 7 21

. .

’
Ad alat kis k e sip urd hai 7 22 B ap k i aur B e te k i i zz at .
’

m e n ky a t a all uq ( attachment relationship ) hai 7 23

’
.
,

N ew w o rds — B h er sheep ; pazhmurda adh mad half

.
,
-

dead ; mub t i ld i n volved in muddat length o f time hd la t

, , .

state c ondition ; t and urus t b ody ri ght well h ildnd t o

, ,
-
,
°

shake ; r awd permissi b le ; chdrpdi

,
four leg the light ,
-

I ndi an b edstead ; ch drp de four foo t ed animals ; talna t o ,

-
,

slip away ; dfat calamity ; aisd na ho lest ; aisd su c h ;

, , ,

Lh ab ar news ; s atd nd p e rs e c u t e ; ko s hi sh endeavour ; iaqat

, , , ,

o nly ; t ds s spe c ial particular ; b arab ar e q ual ; to rud t o

, , , ,

b reak ; azi z dear b e loved ; addlat j udgment co u rt ; s dr d

’ ’
, , , , ,

whole ; s i p urd c harge care ; i zzat hon our

, ,
’
,
.

T ujh e ch a rpa i u t h an a raw a nahin hai Mujh e aisi kit ab .

p ar h n a w aji b nahin hai Ham k O ais a k a m kar n a raw a .

nahi n hai Aise logon k o p ak jag ah a n a raw a nahin hai

. .

Ad m io n k o Sab t k e d in shif a den a raw a hai T umh e n .

b ac h ch o n k o sat an a w ajib nahi n hai Yih na karn a a is a . .

n a ho k i b im a ri tum k o lage Wub ap k e p a s a n a c h a ht a .

hai Wub ap ne r ii p ae ap k e sip urd karn a c h ah t e hai n

. .

U sn e m ujh se kah a Ko i kh a ss b at n a thi e k T m a m ifli

’
.
,

b at thi Agar ap k o m an zii r hai mai n c h aut h e r o z ank e

.
,

lgi ab ar d i mgi Mujh e ap se ku c h h kah n a hai Jis tarah

. .

w u h a z i z h ii a usi tarah ap b h i a zi h o j ae ng e
’
, Wub do ’
z .

din k e b a d gay a Mere sip urd karo T u mh ar e liye mere

’
. .

siw a koi Kh ud a na ho U s n e S ahi b k e s ip urd kar diy a . .

R up aé is , p oss i bly , the o n ly wo rd w it h a s h ort p

e n ul t w hi h
c t ak e s
t h e ac ce n t t h e re o n .

T Co mm o n .
 57

Us ne e k ke siw a s ab b hej die . Yih khab ar ap k o k is se

mili 7
O b s ervat ions—I n vs 3 se is n o t prep b ut an intensive . .
,

affi x There is also a 89 which is an a ff i x of like n ess k al e

. ,

s e a d mi b la c kish men , This set se si is O f different origin .

, , ,

i e from s a d o r s ar and we hav e in Panjab i kd ld s d d

. . r , ,
r

dd m i The prep se has many meani n gs and ea c h o n e

. .
,

must b e fi x ed in mi n d Make a list o f them N ote v s 6 . . .

p ar a h as and v s 1 9 k arte after d e k h a

, B oth c ommon
. . .

Vss 7 8 ut ar na ut ar na an d u th nd u th dnd Vss 1 0 1 3

—
.
.
, , , , ,
.
,

j i s u s an d j o W hy 7 N ote the di re c t discour se in 1 3 and

15 . In 1 4 20 n o t e the comparison of adj ectives i s s e
, ,

zi y ada in se b ar e R egular form

E cr u —l e b a d k e s ip urd k e s i w d with nouns and pros
, . .

’
e , , ,
.

o f D rill Tab les in sin gs an d

p ls . .

Pu t ach ch hd , b i mar , b ar d , b urd li ,

t us h , r dzi , gah r d , t ha kd ,

s ac hch h d , ch ho t d , according to vs
in the comparative . 14 .

Th e superlative is s ab se ac h c h h a the b est et c , , .

LE SSON X LII .

V . 24 4 7 .

R e vi ew —Wri t e
the story o f vi o ut

N ew Wo rds —
.

A rs a S pace o f time ; r aus h n i o r r o sh n i

’
.
, ,

light ; manzd r ac ceptab le ; d dkhi l entering ; s aed punish

, , ,

ment ; dw dz voi c e ; n ek i goodn ess ; b ad i evil ; r ds t

, , , ,

right ; sh ikdyat complaint ; samajh nd to u nderstan d ; , ,

ri nd t o live ; jalnd to b urn ; chama knd t o shine ; ch i r dg

, , , ,

a lamp ; ya n i i e that is ; s arat form ; pay dm message

’
, . .
, , ,

ma hab b at love ; maqaddas , holy ; wdhid o n e si ngle ; , , ,

qab d l k to receive ; umm ed hope ; lagand t o apply t o

.
, , , ,

a tt ach to plant ; rahh n d to put ; n aw ish ta writings

, , , ,

scri p ture dddm zdd man b orn so n o f m an - -

Ob s ervat io ns —N o t e s az a k a h u k m pu nishment order

, , .

-
, ,
 — 58

cond emnation v s 24 In vs 3 5 j alt a h Ii a and ch am ak t a

, . . .

h ii a h ii a is omitted with the first when the t w o are u ni t ed

, ,

th o u gh it might b e used In 29 the verb k i has a hi gher .

pitc h than k i o f Ku c hh ar s e t ak k u c hh is not declin

, .
’

a b le k hu sh rahn a sub j ect O f manz ur h Ii a t um k o da tive

, ,

aft e r had C f v ss 1 4 3 9 mil na with k c and dat also

. . .
, , , .
,

use d with m en and se b ut with slightly di ff erent m eanings , .

Persons meet o n e another wi th s e b u t if more in c ident ,

ally th e n k o A thing meets a person k o 0 person o r

.
,
.
,

dat ch i t th i mujh k o m ili ; dii dh p ani men mil a the milk

.
, ,

u nit e d with the water Make a list o f and compare t h e .

”
agar s and jab s
,
”
N ote vario u s u ses of s e in this .

chapt e r
—
.

”
D r i ll Mak e a synops is of verb s qab al manzd r ddldt il
*
,
"

ho n d ka rnd kar d n d to b e b ig to make b ig to hav e

”
b ard , , , , , ,

m ade b ig etc in pre s past f u t in all persons gen s no s

, .
, , , , , .

E z ra —I f he c ome I will go ; give take gi ve b rin g ; say , , , ,

writ e ; ask do ; send go , , .

Also If he had come I would have gone etc ,

.

Gi nt i —B k e k karke sau tak

, ,

Suw al at — Sa z a k ah u km kis par na hog a 7 24 Maut

. .

aur z in d agi kis k e ikhtiy a r men hai n 7 Murde ky a sun k e

j l e nge
7 25 Ad alat karne k a ikhtiy a r kis n e kis
.
’
k o diy a 7

Q iy am at k e w aq t ky a hog a Q iy a ky a hai 7
27 .
7 29 m a t .

Masih ( h an har e k sachch a m u nsif ) k is tarah ad alat kart a

,
’

hai 7 3 0 Masih k i gaw ah i kau n de t a hai 7 3 2 Yuhann a

. .

n e ky a g aw a hi di 7 3 3 Masih kis k i gaw ah i m an z ii r kart a .

hai 7 3 4 3 6 Y ii h ann a kais a chir ag th a 7 3 5 Y ah ii dio n

, . .

k o kuchh arse tak ky a m an z ii r h ii a th a 7 3 5 Masih k e

’
.

ky a ky a gaw ah the 7 3 6 Kis tarah m a lil m h ii ak i Y ah ii .

’

di Khu d a k e kal a m k o ap n e d il o n men nahin r a k h t e the 7

P p il h
u s s o ul db e a bl e t o as k t h e se f m th
ro e key .
 — 60

ch ah a 7 1 Khiy a m m e n j ane k e b are men u sk e

.
’
I d i
’
- -

b h aio n n e ky a kah a 7 3 Ky ii n kah a 7 5 Masih n e ky a . .

j aw ab diy a 7 6 Phir id men kaun kaun gaye 7 1 0 I d .

’
.
’ ’

men l o g ky a k ah t e the 7 1 1 Ky i1 n 7 1 2 Masih k ab . .

z a hir h i1 a7 1 4 K ah a n 7 U sn e ap ni ta lim ki b ab at ky a ’
.

kah a 7 1 6 I z z at k i nis h a t ky a b ol a 7 1 8 Mii s a k e b are

.
’
.

men ky a f ar m ay a ( kah a ) 7 1 9 22 , .

Hon a : Wuh r o z isi w aq t b im a r h o j at a hai Ap yih roti .

kh a ne se b im a r ho jae nge Ky a h as ? Ap k s b h a i b im a r .

hokar gir par a ( fell do w n ) Y ih b at m ash hii r ho jae gi . .

Kai mere b ap ghar se raw a na h ii e C hup ch a p b ait h o b at .

,

na karo Unho u n e do gh an t e tak a pas m e n g uf t gii k i

. .

U n k i ad aw at p o sh id a na rah saki
’
Wub unk i ank h o n se .

c h h ip gay a Us n e mere b h a i k o gu mrah kar diy a Wub

. .

ta l im p ae b agair kis tarah shari at j a nt a hai 7 Khatna

’ ’

karn a Mussalm an o n k ad ast ii r hai Yih kursi kis tarah s e .

t ii ti 7 S a f h at to y ih i hai ki y ih f ais al a b il k ull b ur a hai ,

.

Jab ath din gu z re t o un b o n n e larke k a kh atna kiy a .

N ote in vs 5 n o and vs 6 n ah in with past perf and

. . . .

pres perf tenses Ba gair p arh e without having read

. . .
, ,

studied Fi x this idiom in mind In v s 23 gusse is n o t as

. . .
, ,

o n e might s u ppose an adj in m as

p l b u t a nou n with m en,
. . .
,

understood s o that w e say aur at gusse h iii a dmi guss e

,
’
,

mm and a dmi gu sse h ue Sab t k e din lo c ative o f time

, .
,
.

D r i ll —Use the in fi ni t iv e s with lag n d in pres past fut .

,
.

Use all verb s in simple p ast te nse with o b j e c t o r preposi

t io n al modifier

E x am—
.

Make a list o f the t e n o r twelve prepositio n s and

use them with various n o uns till they are readi ly handl ed .

TO us e f ar md nd ( t o s p e ak ; f mP i f
ro e rs an a rm dn , a c o mm d ) i di an n

m d p p ki g N h ld v
—
cat e s ar k e r es ect for t h e o ne s ea n . 0 o ne s ou it
e f er us e o

hi m lfse , e .
g .
, Ap ne kya j ur ma y a ? W h t d id y a o u sa y r d p li
an o n e re es

M ai n n a kah a, e t c .
 — 61

Gi nt i . ahl a
-
P ,
d ii sr a, t isr a, chauth a ,
p an c h w an , c hhat a ,

s at w an ,
a thw a n ,
n auw an, d as w an .

LE SSON X LIV .

vi i 25 5 2 -

—Write the story

. .

R evi ew of v .

N ew wor ds —Sar dar to call ; k ah in priest ;

, c hief ; p u k d r nd , ,

pi y dda footsoldier ; id b a id pla c e after place ; akh i

, , , r,

last andar inside nad i stream river ndzi l c ome down

, , , ,

pah u nc h nd t o arriv e b e s ha kk without dou b t nas l seed -

, , , ,

rac e ; gdon gdnw village i kh t ild f a division bhald well

, , , , ,

good amm common ; la na t

’
c urse la nat i c urs ed
,
’
,
’
,

muyr i m guilty h dth dd l nd t o lay han ds o n

'

.
, ,

Suw al at —U s k i s u nk ar Y ar ush ale m i ky a k ah n e lage 7

.

25 7 -
Masih n e u n ke j aw ab men ky a kah a 7 Piy ad o n k O
.

ky a hukm m il a 7 3 2 Aur u nb on n e ky a j aw ab diy a 7 4 6 . .

M asih n e dh i md h n e aur na p a ne k i b ab at ky a k ah a 3 4 . .

I d k e akhir d in ki b a ton k O b at a o 3 7 4 4
’
F ar isio n piy a
’
-
. .
,

don aur N ik ude m us k i b a te n b ay a n karo 4 5 52 Logon .

-
.

men Masih k e watan k i b ab at ky a ik h t il af h ii a 7 5 3 .

Ob s er vat io n s —Of d ek h na 5 2 and d ik h ana 3 1 d inon

.
, , , ,

t ak , 3 3 , d o t in d i n t ak ; j ab a j a , 3 5 , d i n b a d in .

Mas t er t h e —Ko sh ish h o rahi hai 25 s af s af kaht a

idioms .
,

hai 26 ; sach sach j an liy a kah a n k a j ah a n k a 27 4 2 ;

, , , , ,

ta lim dete w aq t 28 ; c h up k e c h up k e 3 2 ; c hal a jaii nga

’

, , ,

3 3 ; I d k e akhir din 3 7 ; n az il na h ii a th a 3 9 ; j ise w u b

’ ’

, ,

p a ne k O the nahin u t h n e k a 5 2 , ,
.

Yih b akh shish Igh ud a k i taraf se a hai S ahi b n e yih i .

kit ab ap ki taraf b he j hai Haikal k a sard a r k ah n e ( p u 1 .

k a rne ) lag a Ky a chha d in nahi n hai n j in men anke

.

shi f a p ani ch ab iye 7 Ka hin qurb ani par h a th dalt e the 7

Y ih admi shahr k e andar j a kar jab a japais a m an gt a p h irt a
hai Panj ab men p a n ch nad i a n hain Gang a b ari n adi
. .
 62

hai . h Pin t e k us t k e di n n a il b ii a th a Arab i n asl

Pak R ii z .
’

k e ac h c h h e ac h c h h e ghor e is g a o n men hain I n b ato n m e n .

i kh t il af nahin hai A mm log is b at k O j ante hain JO .

’
.

muj rim hai w ub la nati hai Wuh j a ne k o the ’

. .

D r ill — Ho s ak t d h ai in all perso n s and ge n ders and n o s , .

o f pr e s synopsis of sak ud in pre s past fut with kah nd

.
, ,
.
,

jdn nd and , , pu k dr nd ,
b h ejn d , kar nd , hd t h ddlnd ,
d e kh n d ,

p a kar nd , d e nd .

thr ough the verb s o f the le sso n p ut t in g them in the

R un ,
.

past tense and where already in that change gender o r

,

num b er o r person .

Gi nt i —F ab li ( a e ) d ii sr i tisri c h aut h i pan ch win ch hati

.
, , , , , ,

s at w i n at h w i n ,
n au w i n, d as w in .

L E S S O N X LV .

viii . 1 30
-
.

R evi ew —Writ the story Of vi e .

N ew w o rds —Z aitd n Olive s ub h morning saw er e early , , ,

zi nd adultery a in fe l v ery act faqih s c ri b e b i ch

,
’ ’
, , ,

middle ; T auret the Mosaic Law ; sangsdr stoned ; ilzd m , , ,

acc usation jh uknd t o s t o op s idha straight b e ga ndh , ,

-
,

s in less ;
-

p a t t ha r s t one ; h u km order ; h dk im r uler ; mu, , ,

Igh dt ib addressing ; pa ir foot ; pai rawi foll o w in g ; agar

, , ,

ch i although
, jis m fles h b ody chho nd t o let go ch hat , , r ,

na t o es c ape ; ch h u t kdr d es c a p e ; ma r n a t o di e ; md nd
, , ,
r ,

t o kill t o b eat ; mdr d dlnd to k ill ; Bait u l M d l house o f

, ,
- -

treasure ; d nch e hi gh ; pasand pleasing duny d world ; , , ,

n d r light
,
.

C f v ii 3 3 3 8 an d write o ut the future o f idna an d d end

. .
-
,

i n b oth genders all pers o n s ,

.

Suw al at Yis i1 k e kah a n j an e k ab ay a n at h w e n b ab k e

.
-
’

m e n hai 7 Faqih F a risi kis k o l a e 7 U nh o n n e ky a

’
s h ur ii

s uw al kiy a 7 Y is ii n e ky a kiy a 7 Jab un h o n n e do b ara

’
 64

p il r a karn aaur b at hai Agar us n e ap ne ap k o m a r d al a .

hai t o ap k o y a d hog a k i main y ih i b at kaht a ay a h ii n .

M11 ] h par il am lag an e k a koi sab ab nahi n haiz .

Gi nt i — Pahle d ii sr e ti ere c h aut h e p an c h w e n c hhate , , , , , ,

sat w e n at h w e n n au w e n daswen
, , ,
.

L E S S O N X LV I .

v iii . 3 1 59 -
.

R ev i ew —Write o ut the story of vii Tell the stori es .

of iv . i b riefly
,
v .
,
v . .

N w w o ds —Q d i m estab lished ; t hah r n d t o sta n d stop

e r , , , ,

b e stationary b e determi n ed ( arranged fi x ed ) ; th ah r dn d

, , ,

t o c ause to stand t o determine appoin t fi x settle w aqif , , , , ,

ac quainte d ; dzdd fre ; g uldm slave g ulam i slavery ; ,

e , ,

w dqa i truly ; ha dm forb idden u nl awful ; jhath lie ;

’
,
r , , ,

jh d thd fa ls lying ; k e y ahdn place neigh b ourhood ; far

,
e, , ,

za nd so n
, sons ; jagah place ; s db it firm estab lish ed
, , , , ,

pro v ed ub at proof ; maza taste ; b anna t o b ecome b e

:

s , , , ,

made ; um age ; b aras year years ; p es htar b efore ; b e

r, , ,

i zzat witho u t ho n o u r disgrac Im an b lood kh d n i mur

’
, ,
e , ,

derer ; ldt ush happy ; lfi ush i happi ness ; b ad b ad evil ; ,

i , , ,

badi b a d n ss evil ; kh ub e x cellent good ; l dt ub i good

,
e , _ , , ,

ness ; ldt d b su at b eautiful ; b u urg nob le honorab le agedr ,

z , , ,

b aza rgi honour o l d age b a d great b ardi greatness ,

r , .

Ob s e vat i ns —N ote how adjs form nou n s b y adding i

, ,

r o .

and how nouns b ecome ad js in t h e same way o r if o f .

, ,

Hi n di origin a and i as from j h li t h we get j h ut h a j h ii t h i , , .

Passive a z a d k iye j aog e 3 3 k c s e k am k ar t e 39 41 . . , ,

.

Memorise idioms Of v 4 0 s . .

D i ll A —
r He h I we thou you you ( polite ) they ( in s e, ,

—
, , , , ,

b oth genders ) have ( and have not ) o n e ( or two ten ) , , ,

b ooks hands yes ta b les dollars rupees clo c ks horses

, ,
e , , , , ,
.
 . 65

Al so the b o y s girl s man men woman wom e n have have

-

,
-
, , , , , ,

n o t b ooks etc ,
A lso have y o u two b ooks etc
.
, ,
.

E ms —With a b ove su b jects u se alternately kah a b o l d , ,

b o li b o l e ( said — will come to morrow )

,
-
.

Suw al at —A dmi kis t arah Masih k a sh a gird b an sakt a

.

hai 7 3 1 Sach c h ai k e w a qif hone se ky a b ant a h ai 7 3 2

. .

Ky a suw al O jaw ab gul a m a z a d k i nis h at h i1 a7 3 3—

” “
36 .

B ap aur f ar an d o n k i nish at ky a g uf t g ii h i1 i 7 3 8—
,

z 44 .

Y ah ii di I b r a him k i b a b at ky a k ah t e the 7 3 9 Yis u n e

'
’
.

ky a kah a 7 3 9 U sne I b lis k i b ab at ky a kah a 7 4 4 B ad

. .

r ii h k a il z am k y ii n h ii a7 4 8 I b r a him ki b ab at ky a kal am .

h i1 a7 5 2—5 7 Y ah ii d io n n e Y is ii k o sangs ar karn a k y ii n

’
.

ch ah a 7 5 8 .

Gul a m Muhammed Mu ssal m ano n men amm n a m h ai

'
'

Ba
’
z a dmi jh ii t h b olne se khush hote hai n lekin haqiqa t ,

men yih b ah u t b u ri b at hai Sach c h ai jh ii t h b olne se s ab i t .

nahin hoti Y a q il b k a b et a Y ii suf Misr k i gul a mi men

.
’
.

b ahut b aras rah a Wuh gul a m rah n e se ap n e b h aio n s e

.

b ar a ho gay a b alki b a dsh a h k a s a i lgi t iy ar pay a Pe sh t ar .

us se k i us k e b h a i Misr m e n a gaye us n e b a dsh a h k e lie ,

b ahut kuchh a n a j ( grain ) j ama kiy a Us w aq t us k i ’

.

’
umr c h alis b aras se kam thi ya n i w ub c h alis b aras t ak n a ,
’

p ah u n c h i t h i Agar Y ii suf haqq p ar q aim na raht a t o w ub

.

q aid k h_
a ne men n a part a aur a g ar q aid men n a part
, a to ,

w ub b a dsh a h k e p a s n a p ah u n c h t a Is se s ab it hot a ha i .

k i t akl if se f a ida m il t a hai Yih jh ii t h i b at nahin hai . .

B ac h c h e d u dh k e ma z e se kh u sh hote hain Khuda k e .

logo n k i k h w ah ish yih hai ki ham gun ah se a z a d ho j a en

( b ach j a e n) .

D ic ta t io n — iv 3 8 — D i c tate the di ffi cult words t o the

. .

munshi in irreg ular order .

Pah un c h a or p ah u n ch i — f
Y us u p ah u n c h a or U m r p ah un c h i
’
.
 66

L E S S O N X LV I I .

iii . 1 21
-
.

R evi ew —Write the story of vi ii .

N ew w or ds —Rat night ; Rab b i ustdd te ac her ; nay d , , , ,

n e w ; s i r d end ; b e g in ning ; pa idd b orn : b dds hdhat kin g

, , ,

dom ; burhd o ld ; p e t b elly stom ac h wom b hawd wind

, , , , , ,

air ; jid har whi ther ; ds md n heaven ; ut arnd t o des c end

, , , ,

t o go down ; s d m p serpent ; b ay dbd n wilderness desert ; , , ,

ha m es ha always ; mahab bat love ; i k lautd o nl y b orn ; ha

, , ,
-

ld lc destr oyed ; was i la means ; td ik dark ; ta ri ki dark

, . r , ,

n es s ; dus h man en my ; du shmani enmity ; mald mat e

,
e , ,
r

proach b lame scolding

, , .

O b s e vat io ns —N ote r at k o at night so din k o b y day

r , , ,

ust ad h o k ar as a teac her N ote the use o f jab ta k

, na . .
,

till when or while n ot ie unl ess What te n se fo r m

foll o ws purpose conj unctio n s 7 See 1 4—
. . . .
, , , ,

1 7 20 21 N ot , ,
. e

pas s i v es at end o f 1 4 , 20 21 .

Suw al at .
—R at
Y is u k e p as kaun ay a 7 2 Wuh kaun
ko .

th a 7 1 U s n e ky a kah a 7 2 Ky a j aw ab u se mil a 7 3
. . .

Sard ar n e kau n s a t a ajjub k a suw al kiy a 7 4 Khud a k i ’

.

b ad s ah
h a t m n
e d a k h il hone k e lie ky a z a r ii r hai 7 25 Jo .

jo paid a hot a hai w uh ky a hai 7 6 Yisi1 n e haw a k e

’
.
,

c h aln e k e b a re m e n ky a kah a 7 8 Y is ii me k is b at par

’
.

t a jjub ki y a 7 1 0 Masih k in kin b at on k a zik t ( acc oun t )

’
.

kart a hai 7 1 2 A sm a n par kaun eb arb gay a hai 7 1 3

.

M u sa n e ky a k iy a 7 1 4 U si tarah se ky a z arii r hai 7 .

Ti e re b ab k i solah w in ayat ( 3 1 6 ) sun ao ( re c ite ) Khu d a .

_

n e ap ne b e te k o k y i mb hej a 7 1 6 Saz a k e hukm k i b ab at .

ky a li kb a hai 7 k is par hai 7 K is par n ahi n h ai 7 ky a sa b ab

hai 7 1 7 1 9 N i1 r aur t a riki k i do ch a r b a t e n b at ao 1 9—
-
. 21 . .

Jab tak mai n n a ai m tum yahi n hai t he raho Jab tak,

.

p ani na pare is dary a par kishti ja na sak e gi Jab t ak .

 —6 8

th a 7 Ky a kart a th a 7 Ky ii n 7 23 B a d is k e Y ah an na .
’

kis jagah d al a gay a th a 7 24 Kis kis ki b ahs h ii i 7 K is .

b at k i b a b at h i1 i 7 25 Logo n n e Y ii h an n a k o ky a kah a 7
.

Ins a n k y ii nk ar k uc hh p a t a hai 7 27 Y ii h ann a n e

'

26
’

. .

ap n e b a re men k i mai n Masih h ii n y a nahi n ky a kah a 7 28 .

Y ii h an n a n e b arh n e aur gh at n e k e b a re men ky a kah a 7

30 . JO z am i n se hai w uh ky a kaht a hai 7 3 1 Ham kin .

b a ton k i gaw ah i de s ak t e hai n 7 3 2 K aun Khud a k o .

sa c hch a t h ah rat a hai 7 3 3 K aun Khu d a k i b a te n kaht a .

hai 7 3 4 Kh u d a k a ga z ab kis par hai 7 3 6

. .

Meri us k e s a th b ahu t b ahs h ii i Meri s uno U n k a . .

lark a b ar a ho gay a hai Yih lark a b ap k i nahin m a nt a . .

I ns an b agair dosti kh u sh rah nahi n sakt a Agar rii p ae .

b ar h e n to ham is k o khushi k i b at sam ajh t e hai n ; a gar

gh at e n to ham k o af s o s ( sorrow ) hot a hai Is gari b a dmi .

k o do man d a na n apke den a I s k am re m e n ap kitni .

c h iz e n gin s ak t e hai n 7 Sh a di u a aur

'

T m e n d lh d u lh an k e

b agair thore a dmi na h o ng e Jab ap ap n e m ul k men kh u sh .

the to k y ii n u s k o c h h o r k e gair mulk m e n chale ae 7 Ham

,

is lie ae k i yah a n k e logon k o t a lim d e n

’

D r ill —
.

I ( y o u we s h e he they ) heard him ( them u s

.
, , , , , , ,

me you y o u )
, ,
.

Ea rn — D ary a jhil k e par k e a ge — ghar ko t hi b angla

, , , , ,

shahr k ii an mere t u m h are

, , ,
.

G i nt i —R eview the time o f day all q uarters ,

.

LESSON X LIX .

ii . 1 12-
.

—Write the s t ory of iii and tell it in c lass

Revi ew .
,
.

D a wat invitat ion khadim servant khid

’
N ew wo rd s .
-

, ,

m at servi c e lgh id matgdr servant tab le serv ant dast ar

, ,
-
,

We igh t 1 We dd ing
“
of 82 1h . .
 — 69

custom large mo u thed j ar ; man 4 0 q t s o r 82 lb ;

; ma t ka ,
-
, .

gu njai sh capacity m ir maj lis chief Of t h e assem b ly ;

, ,

na g is d e fective ; jaldl glory ; p es h b e fore

,
ra kh n d
,
to , ,

place t o keep chand some b a ld nd to c all

, , , .

Suw al at —Yis i1 k a pahl a m u jiz a ky a t h a 7 Us k a z ik r

’ ’
.

karo Us S h a di men ky a chi z ghat gayi 7 3 Ki s n e Y is ii

.
'

.
’

k o is b at ki khab ar di 7 3 Y is ii n e ky a j aw ab di y a 7 4
’
. .

Mariam n e kh adi m o n se ky a kah a 7 5 Kit n e matke .

wah a n the 7 6 Kis k a m k e lie the 7 U n men kitni kitni

.

g u n j ais h thi 7 Y is u n e u n k h ad im o n k o ky a hukm diy a 7

7
. Un b o n n e ky a kiy a 7 Masih n e do b ara ky a hukm diy a 7
8. Jab mir majlis n e mai chaki to us n e kis k O b ul ay a 7
8
. Us n e dii lh ase k y akah a 7 1 0 Ky a mir majlis k o pat a
‘

.
-

th a k i yih mai kah a n 86 i d thi 7 9 K aun j ant e the 7 Is .

m u ji a se ky a ahir h i1 a 7 1 1 Y is ii ap ni m a n au r ap n e
’ ’
z z .

s h a ir d o n k e s a th kah a n gay a 7 1 2
g Wuh k it n e di n tak .

wah a n rahe 7
JO d as t ii r k i b at h o us k e k h il af ( c ontrary ) c haln a b ar a
,

mushkil ( di ffic ult ) hai Patthar k e matke b ahut kam ( f e w

.
)

hai n lekin mitti k e b ahut hain T ah arat k e b ahut d ast ii r

,
.

Mus s al m an o n men hain Is b artan k i g unjaish do tin s e r .

k i hogi Ma lii m hot a hai k i Y ah ii dio n k a d as t ii r th a k i

.
’

e k a dmi sh a di o n men mir majlis b an ay a j a t a th a aur kh a -

di m s ab o hi z en u s k o d ikh at e the ; aur w a h Im c h iz o n k o

‘

chakh a kart a th a .

K al sh a m k e kh a ne m e n ap k i da wat hai D a wat kis ’

.
’

k i t araf se hai 7 D a wat h am a ri taraf se hai Main yih

’
.

ch i t t hi a p k i k h id m at m e n l ay a h i m
,
Bahut ac h chh a . .

Ab hi is k o m e m sah ib a k e s a mne pesh karo Kh ud a k a .

j al a l d uny a se z ahir hot a hai Yih c h iz e n b ilk ul l n aq is .

hai n .

D r i ll —Use a ha lf do ze n mas and fem no un s w ith past . .

te nse s o f ve rb s o f lesson as sub j ec ts and o b j ects , .

 70

E xx .
—
C hh ak a chakha , . C hor chori chhoro . Ai choro ,

chori chhoro .

LE SSO N L .

ii . 1 3 35
-
.

R e v i ew —Tell b riefly the stories o f iv and i x

N w words —
. .

I d i F as ah Pas c al Feast ; kab utar pige on ;

’
e .
- -

, ,

b h newdld seller ; b ech nd to sell ; b i hud to b e sold ; b i k

ec , , ,

wd nd t o sell t hrough another

, s a ra f mo n ey len d er ras s i r ,
-

rope ; ko d scourge ; takh ta plank ; ultd nd t o turn over

r , , ,

( i n trans ) ul td upside down jar o sh sel ler ( in compo u nd s

.
, ,

only as kut ub ja osh ) t ajdrat commerce g ai rat eal r , ,

z

n sh a
i n sign , maqdis temple ; dh dnd to c ast down ; b ad a n ,

b ody m u rda ( n o r adj ) dead ; y dd a nd to com to mi n d ;

. .
,
e

qaul saying i t ib dr trust hdjat need d i l heart

’
.
, , , ,

Suw al at —Y ah i1 d io n k i b ari id k au nsi thi 7 I d kah a n

’ ’ ’
.

kart the 7 1 3 Masih n e k in kin k o haikal men so n ik al a 7

e .

14 . Logo n ne us se ky a suw al kiy a 7 U nh e n ky a j aw a b

mil a 7 1 8 1 9 Y
,
ih b at s h
. ag i r d o n k o k ab y a d a i 7 2 2 .

W h u ma q di s k i t n b aras men b an a 7 2
e0 Us w aq t l og .

im a n k yii n l a e the 7 23 Y isu n e un par i t ib ar k y i m na .

’

kiy a 7 24 Y isii k o kis b at k i haj at na thi 7 25

.
’
.

Mai n ne sarraf o n k o h ai t he hi d e k h a Us n e ad m io n ie .

k o h e c hte hii e p ay a Kh ud aw an d k ab ii t ar f ar o sh o n k o
.
-

t aj a at karte h ii e d e k h k ar gussa b ii a
r Us n e logo n k o m aq .

d is m e n t ajar at karte h ii e d e kh a Us n e m e k o ulat di y a . z .

Main n e r assio n k akor a par a h ii a d e k h a Maqdis k e dh a ne .

s e aur us k e khar a karne s e Masih k anish a n p ii r a b ii a Yih .

b at m u jh e u s w aq t y ad a i Is b at k i b ari gairat mere dil .

m e n thi lekin ap k e na i t ib ar karn e se w ub gair at na rahi

’
.
,

Meri jit ni h ajat e n hai n s ab ap k o y a d ho ngi Murda apn a .

q a n l kis tarah p ii r a kareg a 7 J a b Masih m u r d o n m e n se j I

uth a t ab uski b a te n i t ib ar k e l a iq ( worthy ) s ab it h ii in

,
’
.

D r il l —Put all verb s in participle w a l a and use wi th -

he shahr k o makr se hal ak kiy a A nj r o n ki fasl m aus am i . i

garma men hai D O darakht b are aur do chhote hain Ap . .

ri e yih
'

m a j a ra kah a n d e k h a 7 B agair ch ab i k e darw a z a

‘

khul a F irish t a a y a aur Pat rus k e a ge a ge chal a phir w ub

. ,

darw a z a ap s e ap khul gay a aur do n o k e dono q aid k h a n e ,

-

se b ahar nikal gaye .

E xam—Take s u b js Yd ha nn d Pat r us I m am ud D i n .
, , ,
- -
,

Ramzdn Rd n i M u mt dz B i bi with a do z en verb s of this

, , ,

lesson afte r the form in 3 6 id raha t hd Also write , .

W ith a u r .

LE SSON LI I .

i 1 9 34 -

—Tell t h story
. .

Revi ew e ii of .

N ew w o rds —Lew i . iq d confes sion i n kd

,
Levites r r ,
r,

denial ; pu kd r a call ; p ukd nd to call ; darm iyd n in t he r

midst amid among ; tas ma a strap o strip o f leather

, , ,

, , ,
r

L diq fit worthy ; w dq i occurr d ; m uqaddam , prior also ’

, , ,
e ,

h eadman o f a vill age ( Kashmir ) ; m uqadd ama l aw suit ; ,

-

p ah c h d n re c ognition
, p a hc h d n n d t o r cog n ise qu d s ,
e ,

holy maqdi s holy place ma in dicating p l ace as in m as

, , ,

j id pla c o f s ijda worship qudd us holy maqaddas holy

,
e , , , ,

from o ne root .

Suw al at — F ari sio n n e kis k e p a s a d mi b h je 7 1 9 ] Yih

. e

admi kis b at k e p ii c h h n e k e lie b h je gaye the 7 Y i h ann a

:
e i

n eap ne ha q q m e n ky a kah a 7 23 Jab un b on n p ii ch h a

'

. e

k i t ii b ap t is m a k y ii n det a hai t o Y il h an n a n ky a j aw ab ,
e

diy a 7 26 D us din Y i h anna n e Y is u k o d k h k a ky a

. re i
’
e r

kah a 7 29 Yu hann a p a ni se b ap t i m a k y ii n det a th a 7

. s

33 Masih k e ha qq men Y i h ann an e ky a gaw ah i di 7 3 1

. i .

Y ah an n a kis tarah s e b ap t ism a det a th a 7 Y i i kis tarah

’
s i

se 7 3 3 .

at Ob s e vat ion s —N o t e mer e b a d k aane w ala lik e i s men

r e
’
, . .
 73

ka p a ni pi c Of the three occurrences o f apn a in thre e

. .
,

persons I n 3 1 d et a b ii a ay a t w o contemporaneo u s actions

.
, .

Passive b h ej e g aye the 24 N ote the dif in 3 0 b e tween . . .

k ah a th a and pahch d nt d n a t hd the latt e r continu ous past ,

progr e ssive tense whereas kahd t h d h as the significanc e Of,

a simple past as it fre q uently has or a past which is long

, ,

d istan t or may b e a past that is previous to some oth e r

, , ,

action .

D r i l l —There is ( a man ) standing in ( your ) midst whom

( you ) d o not kn ow .

S u b stitute men woman women and o ur th e ir t h e , , , , ,

city s village s and I you you p we he they the b oys

’
,
’
, , , , ,
*
, , , ,

E xx .
-
Ke darmiy a n ,
ke p ar ,
ke la i q .

LESSON LIII .

i . 1 18-
.

R evi ew —Tell the story o f i 3 5 5 1 .

-
.

N w w or ds — I b t idd b eginn ing ; k aldm word ; ma ujdd

e .
, , ,

present ; m aujudagi presenc e ; fa zand son ; kh w dhi sh ,

r , ,

wish ; i dd a p u rpose ; m ujas sam in the flesh b ecome

r , , ,

fles h ; ( jis m b ody ) ; fazl grac ; ma mu filled b uilt u p

, ,
e
’
r ,

w ith ; ma mar i fullness ; ma ifat means kn owledg ;

’ ’
,
r , ,
e

god lap, .

Suw al at —Sh u ru men kal a m ki b ab at ky a l ikh a hai 7

.
1

Us k e wasil e s e ky a ky a paid a b ii a 7 Z in d ag i kah a n 3

thi Khud a k i taraf se kaun b he j a gay a 7 U s k aky a 6

k am th a 7 K is k o Khuda n e far and b anne k a ha qq

7
. z

b akhsh a 7 Y ih far and kis se paid a h i m

17
.
7 3
K al a m z
‘

k ab m ujas sam h i1 a 7 Mujass am hokar w ub kal am kah a n

rah a 7 Wub k is se m a m ii r th a 7 M ii s a ki m a rif a t ’ 14
.
’

P o l it e .
 — 74

ky a di gayi Yis u Masih ki m arif at ky a p ah u n ch i 7

7 ’ 17
.

Kh ud a duny a m e n kis tarah se z a hir ki y a gay a 7 Yu ‘8

.

hann a n e u s ki b ab at ky a g aw ah i di 7 ‘5

ob s ervat i o ns —A p non is used as nou n ; so j i t non else

.
,

they would have the en ding e The di ff ere nt uses o f s e .

are partly owin g t o the fact that t w o distin c t words o n e ,

mean ing w it h and the other from and another li k e hav e ,

b een corr upted into the same pro n un c iation s e Make a ,

.

list o f the preps o f this chapter Also of the uses of . .

h ona h ua .

—From i 6 1 7 24 iii 1 4 20 21 24 27 28
,

D r ill
make a stu dy of the passives and write o u t —I hav b e n
.
, , .
, , , , , ,

,
e e

s nt thou has b een sent he has b ee n se n t et c b oth g e ns

e , , ,
.
,
.

and nos .

E an —Ki m a ri f at k e b agair k e wasil s e k e s a th

’
r , ,
e ,
.

LE SSO N LIV .

R evi ew —Tell t h story e of iii .

R ead x
—Baku rob b r ;
.

N ew wor ds door kee per ; b ah ar

, e dar b an , - -
,

outside ; yair strange ; b hdgnd to flee ; tams il parab le ;

, , ,

chd rd graz ing fodder food ; charw dhd gra z er shepherd ;

, , , , ,

c ho r thief ; ch u rdnd t o steal ; kas rat ab undan c e mdl i k

, , , ,

m aster ; b h e iy a wolf ; pardga nda s c attere d : fikr thought

r , , , ,

a n x iety ; jdn life ; galla flock ; chhi nnd to snatch ; ikht i

, , ,

y ar authority ; diw d na mad ; di wd nag i m adn e ss ; T aid id

, , , ,

renewal ; jdrd cold w i n ter ; maus i m season corrup

, , , ,

ted i n to monsoon g i rd arou n d ; d d n w d do l b ack and ,

forth ; s df clean ; k ufr b lasphemy ; tahalna t o walk

, , ,

a b ou t ; b dt i l futile ; dy d whether ; b ak ud t o t alk foolis hly ;

, , ,

k ujr b aku d t o b laspheme , .

Suw al at —T a m sil sun a o 1 5

. K y a unh o n n e y ih tam .
-
.
 76

att ar, perfum e ; bd l hair ; ponchh nd to wipe rub ; az iz , , ,

’
,

d ear ; maut de a th ; tho ka stumb l e ; so nd t o sleep ; s u

, r ,

l d nd t o put to sleep ; jdgn d t o wak e ; jagdnd to waken

, , ,

o n e ; b ach nd t o es c ape dang e r ; b ach and t o save ; fas i la

, .
,

space distan c e ; tasalli comfort ; qiy dmat resurrectio n ;

,
.
,

kh ay dl tho u ght idea qad am footstep ; gi r nd t o fall

, , , ,

n i hd y at e x ceedin gly ; ra n id a grievin g ; ran

, j j grief ; ghab , ,

rd nd t o b e c onf used agitate d also transitive

, ( ) dns u te ar
, , ,

tears b ah nd to flo w gdr a cave dhar nd to pla c e

, , ,

b ad bu stench ; kl t us hb u pe rf u me ; b a is r e ason ; b ala nd

-

, , ,

lofty kafan winding sheet ba nd h nd to b e b oun d ;

,
-

b d ndh n d t o b ind ; ch i h ra
,
fa c e ; rumdl handkerchief ’

, ,

li pa t nd t o b e rolled up
,
s ad r chief qau m nation tri b e ; , , ,

qab ed poss ession ; u mma t people o f a faith o r sect ; n ub u

, ,

wa t prophecy ; n ab i proph e t ; s dl year years ; mas hwa ra

,
.

, , ,

conf eren c e ; ald n iy a Op e nl y ; ja ngal woo ds was te lan d ;

’
, , ,

l dqa di s trict ; d i h dt c o u ntry as Opposed t o city ; i tt ild

’
, , , ,

intimation information n i nd sleep , ,

.

Suw al at — K inb on n e kis b at k i kh a b ar kahl a b h e j i 7 3

. .

Jab Mas ih j a ne lag a to ky a g uf t gii h ii i 7 7 1 4 Tom a n e

,
-
.

apn o s a th k e sh agird o n se ky a kah a 7 1 6 U m k e a ne par .

L a z ar k O q ab r men r ak k h e h ii e k it ne din h o gaye the 7

‘ ’

1 71 Mas ih se mil t e hi dono b ah in o n n e ky a ky a kah a 7 21 ,

3 2 Marth a n e kis tarah se apui b ahin Mariam

. k o b ul ay a 7

Is par Mariam n e ky a kiy a 7 Us k e s a th kaun gay e 7 29 ,

3 1 Y is ii k e ansii d e k hk ar l o g ky a ky a k ah n e lage 7 3 6
’
.

37 . Jab Mas ih n e patthar hat a n o k o kah a t o us mare hii e ,

k i b ahin n e ky a kah a 7 Wub kaisi q ab r thi 3 8 Masih

7 .

n e kis b a t k a S hukr kiy a 7 4 1 42 Sh u kr karke ky a ,

.

i
p uk a r a 7 4 3 L a z ar k is tarah se nikal ay a 7 4 4 Masih
.
’
.

n e ky a hukm diy a 7 4 4 Is m u j i e se ky a d o n at i j e h ii e 7.
’
z

Sadr adalat m e n ky a m ash w ar a h ii a 7 4 7 5 3 Y is il al a

’ ’ ’

niya y ii n na phir a 7 Ky a hukm diy a gay a th a 5 4—

-
.

k 7 57
‘

: .
 — 77
Ob s ervat io ns —N ot the particular idioms
e in the ques
tions and their te x tu al answers Master these I n 28 5 4 . .
, ,

y ah in w a b in are intensive forms of ya han w ah an I n 9

, , , .
'

1 0 d i n k o r a t k o b a r ah b aj e k o do p e hr k o s h a m k o po in ts
, , , , , ,

o f time at whi c h o r during which the event take s plac e

, , .

I n v s 6 do d i n aur measure o f time w ithout the prep

.
, , .

C ompare the sentences with a g ar As at end o f 1 1 and 1 4 .

,

note the two ways o f e x pressing purpose I n 4 4 h a th p a on .

,

b and h e h ue might b e constr u ed as an ac c u sative a b solu t e .

h is hands and feet b eing b ound — with the shroud .

D r i ll —
V s 29 . S u b stitu te b o lt e kaht e u th t e b uldt e
. .
, , , ,

d ekh t e with any other proper c hanges U se these verb s .

with the synopsis ta b le .

E xx — Ke a s p as k e b a i s
.
,
.

C h and e k b a ten E k lark a is g a on k i taraf a r ah a h ai

. , .

E k larki us k e s a th hai Wuh uski b ahin hai U sk e . .

lam b e lam b e b al it r s e k h ush b ii d ar hain Wub ap ni m a n

’
.

k o b ar a a i z h ai Agar us larke par maut ae to us k i

’
z . .

m an k o b ar a s ad m a ( sho c k grief ) hog a A b b achcha thak ,

.

gay a hai aur larki ap ne b h a i k o sul ane lagi hai A b w ub .

so gay a hai Larki chali gayi hai Tum c h up k e se chalo

.
‘
.
,

u sk o mat ja a
g o Agar w u h j a ge
. to kaun n e ko tasalli de

s ak e
g a 7

Us yih b at kal m ujh e kahl a b h e j i Ky a tum din k o

ne .

j a o g e y,a r a t k O 7 Tum ap n e s a th k e logon k 0 is b at ka

it t il a do D O q adam a ge b arb o Ky u n gh ab r at e h 0 7
’ ’
. .

Ham s ab b a c h jae nge J a n e do A ne d o Rah ne do . . .

.
fl
.

Marne d o Kahn e do Kh o l n e d o K arne diy a U t hane

. . . .

d iya . A p n e naukar k o hukm d o k i b aland pah a r par ,

7

chahr j a o M e r i k y ii n n ahi n su nt e ho 7
.
 — 78

L E S S O N LV I . .

R e ad xii .
—Tell the story .

R evi e w — T e ll the story of x i .

N ew w or ds — Ji n d t o live ; ji ld n d
. make t o live ; , ,
to
t ai y dr ready ; kh id ma t service ; lgh dd i m servant ldt id ma t
, , , ,

g d r servant ( among E nglish ta b le servant ) ; jatdmas i -

, ,

spikenard ; ddh half ; s er two pounds quart ; li t dli s , , , ,

p u re ; b es h qima t priceless ; qimat price worth ; qimat i

-
, : , ,

val u ab le ; maha k nd to e x hal e perfum e s ; di nar shilling , , ,

d enari u s ; g ar i b pl g ur b a poor ; dm pl com ’

aw dm
’
.
, , , .
,

m o n ; t ha i li b ag ; s i rf o nl y ; kh ajur dat e ( s and

, d ate , , .

palm dd li b ran c h m ub ara k b lessed gadhd gadh i ass

, , , ,

s aw dr ride r b et i daughter s uld k treatm e nt s och ua to

, , , ,

thin k c onsider b an par nd t o b e made attain ed pai rau

, , , ,

follower ; gehan wheat ; dd nd grain Jandb sir ; phal , , , , ,

fruit ; kho na t o lose ; addwat enmity ; m ahfd z guarded

,
’
, ,

bddal cloud ; garajn d t o th u nder ; kh ench nd t o d raw ;

, , ,

i s hdra S ign hint ; pai g dm message ; s akh t hard ; r uj u

’
, , , _ ,

turning towards .

Ob s ervat i o ns — N ote pric e in vs 5 with m en In 6 ni k al . .

l e na where le n a gives the signification o f for o ne s s elf ;

,
’

n ik a l d e n a would b e t o take o u t and give t o another

. .

Gur b a an d aw amm are Arab i c p l s A w a m nu nas men

’ ’
.
,

in general all men ; Yun an Greece an d Y unani Grecian

, , , , .

In 1 9 b an p ar na b elongs t o a class Of verb s where t h e ,

sec o n d mem b er does not apparently ad d any especial

meanin g to the first part T h e last word o f 27 b a ch a h as .
, ,

the a c cent o n the last syllab le which is owing to the fact ,

that it is from b ach ana n o t from b a ch na It illustra t e s , .

t hat o n e m u st know a language b efore he can pronounc e

it N ote the direct discourse in 3 3 an d the passives in 3 1

.
, ,

32 34 42
,
In 4 6 mi r h ok ar b eing a light as a light
, .
”
, , ,
.
 80

cloth e s o n an o ther ; dh o nd t o wash ; dh u ld nd to cause to , ,

wash ; n am d nd patte rn ; b a shart e o n condition ; n aw is ht a

,
-
, ,

s cripture ; lat m dr nd to kick sh ub ha dou b t ; s i n d b reast ;

, , ,

c h h dt i b re ast b osom ; s ah ara s u pport ; n iw dla morsel ;

, , , ,

d d b nd du b o nd to S ink ; s a mdnd to b e contained in

, , jald , .

q uickly ; d a r kdr nec e ssary ; m u h td j poor n e edy ; m u rg

, , ,

cock ; m urgi hen ; b d ng voice call ; b dr time ; idn lif e;

, , , , ,

farz O b ligation duty

, , .

Ob s er vat io ns — N ot e that j ai s a in 1 and 1 5 does n o t hav e

the correlativ e as it do e s in 3 3 Urd u rather more than .

Hin d i inclines to omit the correlatives Why at the end

, .

o f vs 5 is it k iye and not k iy a ? In 7 b a d m e n shows

’
.
, ,

that b a d is really a noun D ho ne na p aeg a is the regular

’
.

p e rmissive form infle c ted inf with p d nd In 1 0 s ab k e s ab

, . .

m e ans all of all every whit Ko t pah i n o put o n yo u r co at

, , ,
.

B db d k d k o t pah i ndo put the ch ild s coat o n hi m In 1 4 ’

.
,

m uj h Kh ud aw and n e dh o e se e ms ine x plicab le where we

"

sho ul d e x p e ct main Khud awand n e b ut we have as w e ,

might e x p e ct in L k x viii 1 3 Be merciful to me a s in ner

. .
, ,

m uj h g un ah g ar par rahm k ar N ote d h oy ak aro and k iy a .

k aro ne x t v s
, N au k ar b ar a n ah in hot a i s n e ver as a rul e
.
, , ,

b u t nahin hai would mean is n o t in this particular instanc e ,

.

Jat ae d et a b li n e x presses authority in the form fatas as ,

compar e d with the thought o f the form jatdt d h i m I n .

3 3 b achch a o is the regul ar vocative pl e nding

, ,
. .

Suw al at Masih duny a s e ru kh sat hokar kidhar j at a

.
-

th a 7 Wa h apno n se kais i muhab b at r akh t a th a 7 Y ah ii

dah k e d il m e n ky a b at thi 7 Mas ih ne k is t ariqe ( tarah )
se unk e pair dh o e 7 4 1 0 U n par ky a farz th a 7 1 4 -
Us . .

n e ky a n am im a diy a 7 1 5 K aun b ar a nahi n hot a 7 1 6 . .

Kaun s a n aw ish t a Mas ih k e haqq m e n p ii r a h i1 a7 Jo

koi b h e je h ire k o q ab ii l kart a hai w ub k is k o q ab il l kart a , ,

hai 7 20 A p n e pakre j ane k e b a re m e n Mas ih ne ky a

.
-
 81

kah a 7 21 Is men Pat rus aur Yuhan n a k i taraf se suw a l

.

kaise kiy a gay a 7 23 26 Masih ne Y ah ii d ah se ky a kah a -

.

aur b a qi sh agird o n n e ky a s am jh a7 29 Ky a nay a hukm .

Sh a ird o n k o mil a 7 3 4 P at ru s k e b a re men ky a b at h i i 7

g i .

36 3 8-
.

D r i ll —B hoy a karo Yih kit ab liy a karo Waq t par

. . .

p ah u n c h a karo B a rah b aj e ru k h s at diy a karo

. Ust a d k e .

p a s j ay a karo E k dii sre se mahab b at rakkh a karo Is

. .

m e n p a ni dal a karo Goli pakar a karo Sh a m k a ath b aj

. . e

kh an a kh ay a karo R u lgi sat gy a rab b aj e h i1 a kare SO

. .

with the verb s in t h e vss 3 1 1 .

-
.

E G — . Mujh e u k h at hai 7 D ast ar kh w an b ichh a b ii a hai

. r s .

Yih b artan kharid lo ach c h h e hain Ap ne Urdi1 p a h n a ,

. r

k ab shur u kiy a 7 I n k ap r o n k o dh o o D hul a i kit n i hogi 7

’
.

Wub Hindi1 r o nah a t a hai Yih a dmi s ar as ar jh ii t h a hai

z . .

B ab a k ak o t p ah in ao Jan ab mai n n e b ah u t e r a p ah in ay a.
,

m agar w ub p ah int a nahin Y ih i n am i ma k ursi k ahai Isi ‘

. .

k e m u t ab iq b an ay a karo Is k am re men das a dmi mushkil ;

se sam a sak t e hain Yih m urgian moti hai n Bih t ar k i . .

ap khari d len b ash a rt e k i dark a r hon

, Is lakri k a sah a ra .

lo nahin to tu n d ii b k e m ar o ge Yih murg b ahut sawere

,
r .

b a ng diy a karte hain .

L E S S O N LV I I I .

R ead x iv .

Write story of x iiit he .

N ew w or ds — M akd n pl ace dwelling ; madadgdr helper

.
, , ,

madad help ; hd s il produce gai n ; yat i m orphan ; t ho rd

, , , , ,

li ttle ; d e lateness delay ; chd n k i since ; p iy drd dear

r, , , , ,

b eloved ; s u kunat dwel ling ; s dk in dweller ; mas ki n

, , ,

dwe llin g place sukd na t gdh dwel ling place ; y dd di ld nd t o

- -

,
-

remind ; ( d e nd ) di ld nd t o c ause t o give ; i t m i nd n assur , ,

 82

a nce ; kdfi s u fficient ; m udd at l e ngth o f time ; b dqi left

, , , ,

r emaining
Ob s er vat i o ns —N ote t h e S u b junctive mood in g h ab r ae
.

al so at end O f 27 Afte r t a k i w e always have it and as

.
, ,

k i is freq u ently u sed with t h e same meaning as t a k i w e ,

have t h e Sub j fre que ntl y aft e r k i as in e nd o f 1 6 and in

.
, ,

3 1 k i j a n e k i o f purpose an d a little farther on k i in t r o d u c

, ,

ing t h e direct O b ject cla u se Of j a n e W ah a n k i r ah as .

,

.i gr d ki rdh the road t o Agra D i b li k i r a h the r o ad t o

, , ,

D e lhi In 7 A g ar j an a hot a is an infre q u e nt past pe rf

. .

conditional e q uivalent to the co m mon a gar jd nt d C f

, . .

1 3 : 1 9 with 1 4 : 27 d iye j a t a hun and j at ae d et a h un .

C ollate the aga r s an d note t h e d i ff e r e nce in meaning ,

according t o mood and t e nse .

D r i ll Use all the verb s of v s s 25 3 1 in se nte nces with

.
-
.
-

s ak n a and c hu k na varying the s u b j ects thro u gh persons

,

a nd genders b y S y nopsis Ta b le ,
.

E G —Ap kitni m u d d at s e Hind u st a n men hain 7 Y ih

. .

kah a n k i r a h hai 7 I t n e r ii p ae k a fi b o nge 7 Ko i a dmi

is admi k e wasile k e b agair Bare S a hi b k e p a s ja nahin
sakt a In se b are mak a n ap k e p as nahi n hain Ap k o
. .

is kam men koi m ad adgar ch ab iy e Us me k it n e rii p ae .

h a sil kiye 7 I s yatim larke k e m an b ap k ab mar gay e 7

Main thori der b ad jaii ngi Y ih lark a ap k o b ah u t piy a ra
’
.

hai G ari ab hi ay a ch a hti hai Kitni der hogi 7 D e r

. .

ku c hh nahin D O minit men aw e gi Ap k i su k i mat gah

. .

kah a n hai 7 Main do mab ine se A gr a men suk i mat kart a

h i m Main ap k O i t m in an de t a h i m k i y ih k a m kal tak
.

arii r ho jae g a
z .

E ase —I did it b efore ( after ) h e came went read t h e .

, ,

b ook sent it b o u ght it

, All pronouns , . .
 -
84

D r i ll — Ch a n ge all the verb s with ag a r t o t he contrary

to fact form ”
.

E xam—Kc li e k e s ab ab ki ta rah with all prono u ns and

, , , ,

d ost phal da l i an g ur d ara k ht ag nau k ar b at b o t h s ingu

, , , , , , , ,

lars and pl u rals .

LESSON LX
—
.

R ead x vi . .

R e i ew —T ll the story o f x i th n write it

v e ,
e .

N w w d s —Gu m d n tho u ght idea yam sorrow ; g am

e or , , ,
-

g i n ,
sorrowful ; f aida profit advantage ; fd ida rhand , , ,

advantag o u s ; ds t righteous ; dst b d i righteo u sness ;

e r ,
r z ,

qu sd fault ; qu s d rw d faulty ; b a dds h t endu ranc e : t amd m

r, r, r ,

entire ; d yand a fut ure coming ; matam we ping wailing ;

, , ,
e ,

f a n ud t o b
,
ring forth ; d u kh pai n ; gh a ri ho u r time , , ,

b ac h cha young ( noun ) ; dard b odily pain ; ch h i n nd t o

, , ,

snatch away ; mus ibat trou b le ; y dlib over c omin g vic , , ,

t o r io u s ; kh at i heart sake ; lghdt i jama rakkh keep up

'

’
r, ,
r o,

heart lit ke p together heart

,
. e .

Ob s e vat i o ns — N ote di rect discours in 2 end and 1 9

r e , , ,

second l ine In 1 2 learn aur b h i b ahut si b a ten k ahni

.
, ,

h ain The sub j Of hain is b aten k ah ni the inf as a gerun

. .
, .
,

dive agreeing w ith its O b j In 3 2 apne ap n e ea c h his .

,

o wn .

Se n t e nces —Gu m a n na karo k i Urd i1 b agair k o sh ish h a sil

.

kiy a jae ga warna ( else ) af s o s ho ga R ast b a hon a f a ida

,
. z

mand hai magar n a r a st a dmi gam g in b o nge M a b ap ap n e

,
-
.

b ach c h o n k e q u sii ro n k i b ard ash t karte hain A yanda k o .

t u m in q u s ii rw ar o n se alag raho n ah i n to ( warna ) m u sib at ,

men p a o g Is b ac h c h e k o d ukh na den a Mere h a th

r e . .

men b ar a dard ho rah a hai Us larke n e apn i t opi mere .

h ath se c h hin li JO larke lar ( fight ) rahe the u m m n .

,
e

kaun ga li b ay a 7 Meri kh a tir e k ghari yah a n par t h ah o r .

 85

D r ill —Pu t the verb s of 25 3 8

-
in the future all pers ,
.

and no s

—Xi kh dti
.

E ran r, k i t arah k e p ds , k e b d re , ,
with nouns o f
new lesson sings ,
. and p l s .

LE SSON LX I .

R ead x vii .

R evi ew — Write story

v in class of . .

N e w w o rd s —B ar e v e ry ; b as ha r mankin d humanity ; , , ,

w dh id S ingle alone singular num b e r ( grammar ) ; b a haqq

, , ,
r ,

true very truth ; paidd b orn ; pa id d is h b irth ; p es h ta

, , ,
r ,

b efore ; yaldl glory ; jald l i glorious ; p ah u n chd nd to cause

'

, , ,

t o arrive ; x iv 26 qud s qudd us m aqaddas holy ; n i gahb an i

.
, , , ,

guard ; n igah sight ; n igahbd n watchman ; h i/dzat pre ser

, , ,

vation ; halakat destru c tion ; haldk karnd t o d e stroy ; , ,

s har ir w i c ked ; b i nd fo u n d ation ; dl am world ; dd il just ;

’ ’
, , , ,

’
adala t j ustice ; w aqif knowing ; w aqat kn owledge ;
, , ,

b ew uqd f a fo o l
Ob s er va t io ns —U s e p e sh t ar with eith e r s e o r k e as in 5
.
,

and 24 In 8 and 1 3 s a c h s a c h and p ii ri pur i the d o ub l

.
, , ,

ing giv e s an intensive idea C ollate the o b j ects Of d iy d in .

vss 2 9 22 24 and e x plain why always diy d

.
-

, , ,
.

Sent e nc es — Ky a yih l af z w ahid hai y a j ama 7 Yih l a i z

’

Wahi d hai k y im k i u s k e s a th hai m il a hai

,
Jo b ashar .

paid a hot a hai so hi mar j at a hai Jal a li f arish t e maqad

,
.

das logo n ki n igah b ani karte hain Khud a ham a ri hif az at .

karke hamen b al akat se b ach at a hai Agar yih a dm i .

b e w uq ii f na hot a t o sh arir na b ant a Bin a e alam se ’

- - -
.

p e sh t ar Kh u d a th a .

D r il l —Pu t all verb s Of 22 26 in past tense retaining -

,

same su b j ects
E xam—JO ( kuchh ) u s n e m ujh e diy a w a h sab t eri hi taraf
.

s e hai .
 — 86
Sub s t it u t e .
—Gho re, g ho r ian dd m i larki an la
,
rke , , ,
s h dgi rd ,

za m i n , k aldm , yaldl pa is a , f o r k uch h

'

z i nd ag i , ,
.

LE SSON LXI I .

x viii
R ead .

R e vi ew stories Of and tell in class i .

,
.

N ew wo rd s — N d ld water co u rse small stream ; aks ar

.
,
-

, ,

u sual ly ; s ip d h i s e o sol er ’

p y di ; p a l ta n b at t a1io n
. ; m as h ala , , ,

torch ; hathy dr weapon tool ; t alwdr sword ; dah i na , , , ,

right ; kd n e ar ; u rnd to fly ; urd nd to make fly ; ( chal nd )

, , ,

c ha ld nd to make go drive ; m iy an sheath ; sub ad ar

, , , ,

Officer ; p iy dda footsoldier ; s usar s us r d father in l aw , , ,

-

s aldh advice ; b ih tar b e tter yan pahchd n a c q uaintanc e ;

, ,
°

d i w an kh dna offic e c ourt hall ; darb an i d o o r k e e p e r( es s ) ;

-

, , , ,

la u n dd serv ant ; la un di
,
serv ant girl ; ko ela charcoal ; ,
-

d ah k dnd t o light a fire ; ta p fever ; ta pnd o r td p n d t o get

, , , ,

warm b y a fire ; tamd n cha slap o r b low ; r ishta relation , ,

ship ; r isht eddr relation ; qal a qila fort ; ndpd k un c lean ;

,
’
, , ,

fary dd petition complain t ; b ad kar evil worker ; kd

, ,
-
,
-
r

kh dn a workshop ; t ar i q fashion mann e r ; haw ala c harg e

, , , , ,

custody ; nazar sight ; m anzur seen i e a c cepted ; ch i lld , , , . .

n d to scream c ry o u t
, , .

Ob s er vat io ns —I n v s 3 mash al on aur ch i r agon aur .

’

, ,

h at h y ar on are j oined b y aur whi c h is sometimes inserted

, ,

where in E nglish w e would say torches lamps and weapons , .

I n some co nne c tions a ur is omitted where w e wo u ld u se ,

it as ro ti mak k h an b re ad and b ut t er b e te b e t ion k e li e

, , , ,

f o r his sons and daughters [ b e to n b e t i o n k e l i e would n o t ,

b e idiomatic ] In 4 hon ewd li means the t h i ng s ab o ut t o

.

h ap p en In 1 4 mar nd is the su b j a common use o f t h e

. .
,

inf In 21 ky d ky d mean s what d ifl e r e n t things I have

.

done In 23 b ur di is the ab stra c t n o un formed from b ur d

.

N ote the parti c iple b and h d h ad us e d with use In 3 3 j an .

,
 — 88

scarlet ; po shak clothing ; dddb r e spect ; sali b cross ; ah l

, , , ,

people ; qal l killing ; lgh air kh w dh we ll wisher ; m akh alif

,
-

,
-

Oppo nent taiyd i preparation ; chabutara a moun d or ter

r ,
l
,

race t o sit o n ; Qaisar C ae sar ; I b r d ni He b rew ; kho p i ,

’
,
r ,

skul l ; kitdb a o r kat b a motto ins c ription ; m aqdm place , , , ,

e ncampm e nt ; k urt a shir t ; h i s s a part ; b i n s i ld un se wn ;

, ,
-

,
-

b u nn a to knit weave ; p ha n a to t e ar spli t ; qur a lot ;

’
,
r , ,
,

b d n t n a t o divi d e ; b iw i wif e ; s i r kd v inegar ; b h ig nd t o get

, , , ,

wet ; b h igo nd to wet ; isfa ny sponge ; zd fa hyssop ; shal gi

'

, , , ,

twi g b ranch ; jh u kd nd to b end something ; td ng le g ; las h

, , , ,

b ody corpse ; t o u d to b reak ; u t dr n d t o take down ; mas

,
r , ,

lab ( from sali b cross ) cr u cified ; bh dld spear ; ch h ed nd t o

, , ,

pierce ; pas li rib ; h addi b one , ,

.

Ob s er va t i o ns —Kore l ag w ae h ad som e one la g an ak ore , ,

and so kore l ag g aye I n 3 us k e [b ad an m e n] t amanch e .

m ar e N ote the participles in 5 r ak k h e ; 1 7 ut h ae h ue

.
, ,

p a hi n e 1 9 2 0 li,
k h a h a s 23, b u n a m m and 2 9 b har
. a h Ii,
a , , ,

b h i g o e h as In 1 2 it is hard t o se e what diff e renc e it

would make if the comm o n form c h hor d et a were u sed .

C ollate the passives .

Suw al at — Sip ah io n n e Y is u k o ky a ky a p
.
a h in ay a 7 2 .

P il a tus ne sali b dene k e b a re men ky a kah a 7 6 Jab Pil a .

~

t u s n g h h o rn a
c ch a a
h to Y ah i i di o n n e ky a kah a 7 12 Sip a ’

hi on n e us k e k ap r o n k e s a ky a ky a kiy a 23 24 U n
t h 7 -
.

h o n ne Masih k o k y ii n a u r k i s tarah s e pil a y a 7 28 29 -

.

Y ah ii di o n k i ky a darkhwast Pil a tus se thi 7 3 1 Kannse .

do n aw ish t e kis tarah p ii re h i1 e 7 3 4 3 6 -

.

D r ill — The ( tab l e ) was given t o him Sub stitute tab les
.
. ,

b o ok crown clothing kit db a kh Op i shirt vin e gar b ody

, , , ,
r , , , ,

sh a _kh also in p l s
,
.

Earn — Put verb s o f 3 1 3 7 in t o pres e nt tense -

.
 89

LE SSON LX IV .

R ead —x x 3 1 T e ll the story

x ix . 33 . . .

Re vi e w — Write the story o f x viii .

secret ; taur mann er ; iydza t per

'

N e w w or d s .
, ,

mission ; murr myrrh ; dd incense ; s at i linen ; kh us hb iiddr ,

’
, , ,

fragrant ; ka/nd nd to enshro ud ; daf n b u rial ; tar k e early ; , , ,

h a tn a to p u sh asid e put o u t o f the w ay ; dau r n d t o run ;

, , ,

b ar hnd t o g o forward t o get ahead ; ba md j ib according , ,

t o ; s ated white ; s i rh dn d p illow b e d —

,

,
head ; pde nt i b e d , , ,

foot ; m iydn sir f riend ; ch hund t o touch saldmat i peace

, , , , ,

prosperi ty ; melgh p e g b ig nail ; s u rdLh hole ; i t iqdd tru st ; , , ,

’
,

b e i t iqdd fait hl ess

’
-
.
,

Ob s er va t io n s — I n 3 9 and 26 se r and r o z as meas ures d o ,

n o t take the ending o n In 4 Pat r us k e ag e if it were .

, ,

at rest b ut se ag e since it is motion I n 5 n az ar k i y o u

, ,
.
,

w ill note the higher pit c h o f k i as compared with k i of in , , ,

42 . See also vs 1 1 In 4 6 1 1 the repetition Of the word . .

, , ,

indi c at e s a repeate d act o r condition C ollate parti c iples .

,

a nd passives M aster part i c ipial idioms of 29

Suw al at —
. .

Kis n e Y is u k i l ash m angi 7 Kis k is n e kaf

’
.

n ay a 7 3 9 K ah a n d af n ay a 7 4 2 K aun tarke q ab r par

. .

ai 7 1 Us n e sh agir do n k o ky a lgi ab ar di 7 1 2 D aurk e

.
,
.

unb on n e ky a ky a d e k h a7 Kaun pahle p ah un c h a7 4 6 ,

.

Mariam n e ky a kuchh d e k h a7 1 1 1 7 Usi sh a m k o sh a -

.

gird kah a n the 7 1 9 Masih n e p a s a ke ky a kiy a 7 1 9 23 .

-
.

K aun u s w aqt gair h a z ir th a 7 24 Us n e ky a kah a 7 25 -

. .

Ath r o z k e b a d ky a h as ? 25 27 29 Yih b a ten is kit ab ’

, , .

men k y i m likhi g ay in 3 0 3 1 ,
.

D r ill — This these b ook—

. s ta b le s chair s thing s cloth s
, ,
-

,
-

,
-

,
-
,

person S b o y s girl s were sent will b e sent are b eing

-

,
-

,
-

, , ,

s e nt .

E r z Sen t e nces —Kh u f y a sip a hi ( t h e sec ret p o lic e ) k o

.
b ul a n a c h ah iy e Us taur se likhn a n ahin ch ab iye is taur
.
,

s e likho Is q aid a k e b am i jib us k o b ari sa z a m ile g i i .

Mujh e I j az at hai k i mai n j ai1 n 7 Kaf n d af n k e lie ku c hh

r ii p ay a c h ah iy e Hat j ao dauro da u ro t ab hi b arb oge
.
, , , .

Jis k o a dmi iz z at den a ch aht a hai usi k o w ub sirh a n e

’

b it h at a hai Ap s al am at i se ae hain 7 K al tak hame n

.

pach a s m e k h e n c h ab iye M e re kapre m e n y ih sii rak h kis .

tarah se ay a hai 7 Yih a dmi i t iq ad k e l a iq n ahin hai ’

.

Miy a n j i p ae n t i na b ait h o Sirh a ne b ait h o

, . .

E rma —C hange all verb s o f 1 1 0 into oth e r genders and -

num b ers .

LE SSON LXV
R ead xx i — Tell the story
. .

Tell story of x x .

N ew w o rds —Sh i k dr hu n ting ; ral net ; ka s r at a b un

‘

, , ,

dance nangd naked kdd nd to j u mp ; dongi a b oat ; dd r

, , , ,

far ; b dwuidd i s he with this e x isting in spite o f this ;

”
, ,

p ha tn d to tear j at te merity ; gallab dn i her di ng ;

’
, u r , ,

di lgir sorrowful raw dn young man ; b u h d o ld ; hdl state ;

, , r , ,

gu njai s h room capa c ity

, ,
.

O b s er va t i o ns — I h 4 note hote hi a very common i di om , .

In 8 h ath is cu b it In 1 ] k asr at k e b aw uj ud
, along
.
,
“

with i e in spite o f the a b undance In 1 2 p l i ch h t a is

,
. .
, .

past conditional to no o n e b e c ame temerity that he ,

“

s h o ul d ask him w h o art thou 7 ,

Suw al at —Mur d o n men s e j 1 u t h n e k e b a d Y isii t isri b ar

’ ’
.

kah a n ap n e sh agird o n par z ahir h as ? 1 1 4 Sh a gird r a t , .

k o ky a karte the ? 3 Sub h hote hi kau n kan a re par a .

khar a b ii a 7 4 Us n e u nb o n ky a hukm diy a 7 6 Sh a gird

. .

use p ah ch a n k ar kis kis tarah se kan a re par a gay e 7 7 8 . .

K itni machhli a n pakri gay in 7 1 1 K is b at k i j u r at n u .

’

k o na hi1 i 7 1 2 U s n e Pat r u s se ky a suw a l kiy a 7 1 6

. .
 2
. Me r a n a m Kh u d a My n ame is K . B .

B akhsh hai * _ .

A iye j an ab ar a b ai
, ,
z 3 . P lease come and take a
t h iy e s a hi b kh a n a . seat sir Master is
, .

kh a rah e hain . e ating dinner .

Tashrif l aiy e . 4 . C ome ( respectful ; l i t

b ring your hono u r ) .

Ap tashrif l e j ate hai n 7 5 . Are you going7

( R esp e ctf u l ) .

Ap tashrif kah a n r ak h t e 6 . Where d o you li ve 7

hain 7
Ky a u nh o n n e y ih i lot a 7 D id
. they give y o u this
tum k o diy a th a y a lo t or not 7 T his
nahin 7 Y ih t o unk a is not theirs at all it s ,
’

h arg i nahin yih t o z ,

mine .

mer a hi hai .

Ap is kit ab k o p arh iy e ,
8 . K indly read this b ook .

yih m e ri s ab se ach It is my b est .

o b hi kit a b hai .

Ap n e yih lot a k it ne 9 . Ho w m u ch d id you ge t

men liy a 7 this lo td for 7
Main n e yih lot a e k I go t this lo td f o r o n e
rii p ae k o liy a . rupee .

Mai n n e yih ch a dar chha I go t this sheet at six o r

-

sa t a ne g az li t hi . seven annas a yard .

T he re ply is al w ay s mpli d gi v
pt en t h us ; t h e us e or e ve n i e ac ce an ce

o f h ifi l
onor g g c i g an lf b i g
ua id d b d f m Th
e c o n ce rn n o n e se e n co n s e re a or . us

if on e i q i A p k b t h if l d
n u re s ,
l

d t d I di w l d ply
a as r e no e uca e n an ou re

s i mp l y k l E a p ft d as t h i i mp li
ur o e ansM in k l t h if o en o as s es , a a as r

l ay a —b t h imm di t l y h
, ,

u g t
e h t e d p l
a ei M in k l c an es e se n e n ce an re es ,
a a

ply t A p k d i m h i/ ky d h i pl y impl y
l

dy a S i
. o n re o m y t s s ar a o ne a no re s

Kh da B lgh hu J h Sm it h
a s
”
t h i i mp li
or M a i m h if
“
o n , as s es et s S ar

[g b B. h i b .t m t
a p l y,i f
”
ll i u t h i mp
us l f m M re d a m K b B n u , n e s e or , or n . .

ha i .
[H . F .
]
1
”
A sm all r o u n dm e t al
po t .
 93

D ak kh a ne se meri ( d a k
-
12 . Get my le t t ers from the
ki ) c hi t t hi an mer a ,
post office giving my ,

na m lek a r le ao ,
. n ame .

Ap k e n a m ki koi ch it t h i The postman h as n o

d ak w a le k e p a s n a hin
-
let t e rs f o r y o u .

hai .

Sard ar ne a kar kah a hai ,

14 . The head servant h a s -

k i Sai s me b aggi ( b ag come and says that

ghi ) taiy a r kar li hai . the sy c e has the b uggy
ready .

Ky a S ahib me ab tak 15 . Has n o t the sahi b eat e n

kh a n a nahin k h ay a 7 hi s din n er yet 7
A b hi kh a rahe hai n .
16 . He is j ust eatin g Will .

Ap z ar a b ait h e n . y o u b e sea t ed for a

little .

In a th ac h c h h e lo t o n k e 17 . What Ought o n e t o give

liy e ky a q imat deni for these eight good
ch ah iy lo ta s 7

Wub lot e nahin ac h c h h e 18 . Those lo tas are n o t good ;

hain yih un S e b ahut these are much
ac h c h h e hain .
b etter .

In das jh aran o n k e liye For these t e n du s t ers I

'

19 .
,

main n e das das paise ,

gave t e n pi c e each ,

ya ni d h a i d h a i a ne
‘
,
that is t w o and a half
diy e . annas each .

T umh ar e b ap k a ky a 20 . What is yo u r father s ’

n am hai 7 Ap k e n ame 7

walid k aism mub arak

ky a hai 7
Ma l u m nahi n j an ab D ont know
’ ’
21 .
, .
21 .
,
s ir .

22 . Us larke n e t u m k o kitni 22 . Ho w many “

b reads
r o t ian din 7 did that b oy give
o u 7
y
23 . Y ih kapr a ch a r ane ga 23 I go t this cloth at fou r z .

liy a th a annas a yard

.
.

2 4 Mai n t u m h ar e li v e kit ab
. 24 I have b rought a b ook .
'

l ay a h i m for y ou
. .

No te — The ceremoniousness o f t h e E ast shown in som e

.
,

o f t h e a b ove sentences is polite usage and t h e occidental , ,

sho u ld accustom himself to using it The agr e ement o f .

v erb with O b j ect in 9 1 0 1 4 1 5 22 23 is c u rio u s b u t , , , , , , ,

it m u st b e accepted and learn e d so thoroughly that o n e

c annot fa il to use it properly Master these f e w sente nc e s .

a b so lut e ly Intransitive verb s agree with th e ir su b j ects as

.
,

in 24 L dy d is reckon e d as intransitive b e ca us e it is a
.

compound o f le dnd l e dy a -

,
-
.

O b serve the comparison o f adj ectives in 24 and 4 1 It .

is the regular w ay o f forming the comparative n u s e ach ,

chhd and t h e superlative s ab s e a ch chh d

*
, , .

C j o n u g at i o n —P as t T e nse.

Mai n roti lene gay a gayi T ,

I we nt to get b rea d .

T il roti lene gay a gayi , Thou wente st to get b re ad .

Wu h roti lene gay a gayi , He Sh e went t o get b r e ad

, , .

Ham roti l e ne gaye gay in ,

. We went t o ge t b read .

T u m ro t i len e gaye g ay in ,
Y o u went to get b read .

Ap roti lene gaye gay in ,

Y o u ( polite ) went etc .

Wu h ro t i lene gaye gay in ,

. Th e y w e nt t o get b r e ad .

Mai n b a z ar s e l ay a th a l ai ,
I b ro ugh t ( o r had b rought ) it ,

thi . from the b a z ar .

T il b a z a r se l ay a th a l ai thi ,
Tho u b roughtest it from t h e
b a z ar .

T h e t e ac h er s h o ul di n t r o d uc e the co mp ar is o n of a nu mb er of ad e c j
t iy es w it h s e , s ab se ,
an d hi n i s ba t .

T Le t the p p il g t b t h f m
u e o or s w e ll , b u t es p e c ia lly l e ar n w e ll o ne s
’
own

gen d e r.
 96

LESSON LXVI I .

Ab to m a lil m nahin ‘
,
1 . I do not know no w , b ut
magar m a lil m k a ‘
I ll find o u t
’
.

ril ng a .

Main ai m 7 May I come 7 Shall I

come 7
Ham a ja en 7 Shall we come in 7
Main jail n 7 May I go 7 or Shall I ,

o 7
g
Main k y d k ar il n . What ca n I d o 7
Ham ky a karen . What can w e do 7 ( It s ’

not o u r fault ) .

Main pahle sadr b a z ar I shall go to the b ig

ko jail nga ,
au r um b a z ar first and I ,

med hai k i wah a n se think that w e shall

s ab o hi en sasti mil z get e v erythin g cheap
jae ngi n . th e re ( all things from
there cheap will b e
met ) .

Mujh e ijaz at hai 7 May I go 7 ( Is there t o

me permission 7)
Ab r u k h s at hai . Kal Y o u may go n o w C ome .

phir an a . again to morrow -

.

L ark o n k o khar a kar do . Make the b oys stand up .

Kh il b . Kh il b hai Kh il b . E x c e llent That s goo d

.
’
.

kiy a .
Well done .

Ky a h il a 7
What s the matt e r 7
’

( What happened 7
)
Yih akh b a r s a hi b ko de G O and give this paper
to the sahi b ( giving
come ) .
 C o n j ug a t i o n .

Main k au n s a n e k k a m k ar il n t aki main h am e sh a k i z in d a

g i

p ailn 7

T il k aun s a nek k a m kare t a ki t il h am e sh a k i z in d a

g i
p ae 7

Wub k au n s a nek k a m kare t a ki w uh h am e sh a k i z in d ag i

p ae 7

Ham k aun sa nek k a m karen t a ki ham h am e sh a k i z in d ag i

p a en 7
T u m k aun sa nek k a m karo t a k i t um h am e s h a k i z in d ag i

p ao 7

Ap k aun s a nek k am karen t aki ep h am e sh a h i z in d ag i

p ae n 7
Wuh k aun s a nek k a m karen t aki w ah h am e sh a k i z in d ag i

p a en 7
What good work can I do that I may inherit eternal life 7 ,

N ote that the future e n d ing s c o al e s ce with the root vow e ls

‘

of l en d and d en d All oth e r st e ms add these endi ngs for

.

the future .

E x e r c i s e s in ne .

N ote that all tra n sitiv e v e rb s in t h e past tenses tak e

their sub j ects in the prepositional case form with n e ”
,
“
.

The verb s b o l nd ld nd b h aln d are used as intransitives

, , , .

L end d e n d kar n d have the perfects l iy d d iy d k iy d whil e

, , , , , ,

rdn d md r n d h and have gay d m ud h ud All other ver b s

, , , , ,
.

are regular The transitive verb in its past tenses agr e es

.

with its o b j e c t The maste ry of this pe c uliarity c an b e

.

secured o nl y b y memori ing thes e sentences most thorough z

ly If your past work is kachch d b e yo u r o w n mas t er

.
” “

suffi ciently to go b ack and work it up You c ann ot a ff ord .

B th g d
o en e r s ar e t h e sa m e .
to go o n o n t h e s u pposition that it wil l come som e how .

T h e only s e cret o f this method is t h or o ugh n e ss .

“ Main lo t a l ay a h il n 1 I have b ro u ght the lo td . .

9
6 Main n e lot a b he j a 2 I sent t h e lo td
. . .

3
0 Main me lot a b hej a h ai 3 I have sent the lo t d
. . .

$ Ham n e L a haur men We go t it in Lahore

h y at h a .
( l iy a and liy a t ha ar e
Often used indifl e r
e ntly ) .

Us n e y ih i kit ab t u m k O He sent y o u this v e ry

b he j i . b ook .

U n h o n n e m e re j a ne s e They h ad sen t you these

pahle y ih i k i t ab e n b ooks from Lahor e ,

L a haur s e b h e ji thi n b efore I went . .

.Tum n e ac h ch h i roti Y o u have n o t s e nt g o od

nahin b h e ji . b read .

L ar k o n n e ac h c h h a k am The b oys did n o t d o

na kiy a . good work .

D ak W al a W il a yati d ak
-
H as t h e postma n .

l ay a hai 7 b rought t h e foreign

mail 7
1 0 D ak ghar k e b a b il
.
-
ne 1 0 The postmas t er sent t h e .

W il ayati d ak kal y a foreign mail yesterd ay

parson b hej di t hi o r day b efore
. .

Us ‘
au r at ne meri l arki T hat woman b eat my
ko* mara . girl .

Wuh ‘
aur at e n ki d har Wh ither have t h 0 s 8 .

gayi hain 7 women gone 7

Un
‘
aur at o n n e y ih i lot a Those women gave y o u
tum ko diy a . t his j ug .

X 0 is al w ay s us e d wh en t he O bj ect is a p
e rs o n o r a d e fi ni t e t hi
ng .
28 . K in l ark io n n e tum ko 28 . What girls were ab u sin g
g ali d l 7 you 2
29 . Ky a t umn e chauki ko 29 . D id y o u take the chair 7

N ote
that t h d t hi t h in do not always change the se nse
, ,

to p ast perfe c t b u t are properly translated as simple past

-
.

N evertheless as in 6 they Often give this pl u perfect idea

, , .

In 7 and 8 nah i n and na are thus reg ularly use d with t h e

present perfect and simple past .

In 21 the emphasis is o n the s e c ond a c tion going an d ,

co m i n g .

Where the o b j ec t is a thing there a past transitive v e rb ,

agrees in gen and no u nless the c on c ord b e b roken b y

. .
,

”
ko
”
when it takes the ab sol ut e form in d
,
“
.

N ote how the gender of the sub j ect though u ne x pressed

is carried over into the verb This is a nicety of S pee c h .
,

that no matter how difficul t must b e well ac quire d else

, , ,

one s talk will Often b e unin tel lig i b le We must l e arn t o

’
.

” ”
think o f things in terms of d i and e ” “
,
“
,
.

Intran sitive verb s are much giv e n t o u sing the root

with some form o f jdnd as in 1 2 1 5 29 Transitive
“ ”
, , , .

verb s use d end in some form when the actio n goe s ,

toward another while a refle x termination is Often shown

,

”
b y use o f
“
l iya
”
l en d like the Greek Middl e Voi c e
,
“
, .

A ll perfect participl e s are regul arly formed b y adding

”
d to the root .

In 29 as u sual ko with chau ki makes it definite and so

, , ,

we translate t h e chair .
 -
1 01

LESSON LXVII I .

S e nt e n ce s .

Ky a hil a Tu rn to is
7 What s ’
the matter 7
liye paid a nahi n h il e Y o u were not b orn
f o r this .

Mai n d a k kh a ne
-
ho ay a I have b een t o the post
hi m . Office ( lit I am c ome
.

from the p O having . .

,

b een there ) .

Tum kah a n paida hi m 7 Where were y o u b orn 7

Yih b ach c ha das din k a T his child has b e e n b orn
paid a hil a hai . ten days .

Jab b illi k e b ac h c h e When there were kittens ,

hote the to b ara ta

,
then there w as a
m a sh a hot a th a . great show .

Ky a tu mb ar a k a m h o Is your work don e 7

gay a hai 7
Jan ab kh a n a ab hi tai
,
ready in a
D in n e r ll b e
’

y a r ho j a t a hai . minute sir ,

.

Larke w aqt par h a z ir Why are not t h e b oys

k y i m nahin hot e 7 present o n time 7
K al to shahr m e n b ar a There was a great spec
tam a sh a h il a . ta cle in the city y e s
t e r d ay .

Y ih k is tarah m a l il m
‘
Ho w did this b e c ome
h il a 7 known 7
Is lark e k e siw a aur koi Isn t there any other
’

naukar h a z ir n ahin servant prese n t b ut

hai 7 N ahin gari b , this b o y 7 N O Sir , .

parwar .
( N O nourisher of the
,

poor )
 1 02

12 . Bach c ha mot a t az a hot a I2 . The ch ild we nt o n get

gay a ting fatter .

13 . Wah a n j akar u n k e 13 . They went there and

lark a paid a h il a . a ch ild was b orn
to them ( in their

14 . Aj munshi k e ghar lark a 14 . A b oy was b orn t o the

hil a . munshi to d ay .

15 . R e l par c h arh n a hai au r 15 . I have to c atch ( mount )

w aq t b ahut hi tang t h e tra in and the time

hai B a t karn e ki
. is short ( st r agit ) I .

b h i f u rs at nahin hai . have not time t o say

a word .

16 . Shahr ho ao h o 7 16 . Have y o u b e e n to t h e
city 7
17 . Ap k e k it n e larke larki an 17 . Ho w many b oys and girl s
hain 7 hav e y o u 7
18 . Meri k it ab e n kis k e p as 18 . Who has my b ook s 7
hain 7
19 . R e l se b ahut c h iz e n 19 . Many things are s t ole n
chori ho j a ti hain .
from the rail way .

20 .
Main a b hi raw a na hot a 20 . I am starting at On c e .

hi m .

21 . Ab k a m shuru h ii é h am ’

.
,
21 . W ork has b eg u n I1 0 W .

n eko f urs at na hogi .

he l l have n o time
’
.

22 . Mujh e Panj ab ae das 22 . I have b een in the Pun

b aras h il e hai n .
j ab ten years ( T o .

me come to the P
,
.

ten years have b een ) .

23 . Ajk al garmi b ahut hoti 23 . It is very warm thes e

hai .
days .

In 13 “
unk e , not
“
unk o , s in ce
“
h d n, h o u se , p l ace , is un d er

s to o d an d h dn ,
” '

is l o o at iv e .
 1 04

7 Jab
. m alik b aten kar 7 . When the master w as
rah a th a ( kart a th a ) talking the girl lis,

larki gau r se sunti thi . ten e d attentively .

8 . Mai n l ark o n k e live 8 . I am cookin g dinner for

kh a n a pak a rah a h i m t h e b oy s .

9 . Ham ap n e l ark o n k e liye 9 . We ar e cooking dinner

k h an ap ak arahe hain . for our b oys .

10 . Ap ap n e a n e
p l ark o n k e 10 . Y o u ar e cooking dinner
li ye kh a n a pak a rahe each f o r yo u r o w n
hain . b oy s
11 . Wuh b am a re l ark o n k e 11 . Th e y are cooking f o r o u r
liye pak a rahe hain . b oys .

Wub ’
aur at e n lark e 12 . They ( women ) w e r e
l arki o n k e w a s t e pak a cooking for the chil
rah i thin . dren .

13 . Main kutte se b ah u t 13 . I was much afraid o f t h e

darti thi . do g .

T ho u gh these c ontin u ative tenses are never given in the

paradi gms yet they are most fre q uen tly u sed Those in
, .

the past te nse with rahd r ahi r e fer to some d efini t e

“
,

past time ; e g Jab b ach ch a t h d t o ma in kutt e s e b ahu t

. .
,

dart a t h d when I w as a ch ild I was much afraid O f a d o g

, ,

( f o r y o u could n o t us e dar rah a t h d in this pla c e ) b u t ,

Jab dp ne ka l k ut t e loo m dr d ,
mai n b ah u t dar r ah a th d

When you struck the dog yest e rday I was very much ,

afraid .

LE SSON LXX .

U ses of the I n f i n it i ve .

1 . Usk a yah a n ari a ja n a 1 . His coming and going

ac h c h h a nahin hai here is n o t goo d .
 Yih b at kahni ac h c h h i It s n o t right t say that
’
o

n ahi n hai .
( this ) .

Jh il t h h oln a b ur a hai . It is evil to speak l ies .

Is tarah se rot i kh a ni It is n o t well to eat

ac h c h h i nahin hai . b read th u s ( in this
manner ) .

Mere w ap as ane tak len Trade until I return .

den karn a .
( Till my coming b ack ,

d o taking and g iving ) .

Us w aq t j an len a ki mer a Kn ow then that my

a n a n az dik hai . coming s nigh I .

W ah a n kab b i na j an a . N ev e r go there ( b u t note

”
“
7ao not rand ” “

in
Aj wah a n unke pas mat D O not g o th e re to them
j ao . to day-
.

K al usk o lek a r z ar il r Y o u must s u rely b ring

an a . him to morrow -
.

Us a dmi k O S har ab pine That m an has the hab it

ki a dat hai o f drink in g liq u or
‘
. .

Mujh k o a b hi j an a hai . I have t o go at o nce .

( T o me going n o w is ) .

Mu jh e kal u sk o khatt I shall hav e t o write

likhn a hog a . him to morrow -
.

. Goli k a lagn a th a ki T h e hors e die d the l n

ghor a mar gaya . stant the b all str u ck
him .

. Wub Bam b ai j ane ko Th e y ar e a b o u t to go t o

hain . Bom b ay .

U nke W il a y at j ane par This work will b e done

yih k a m ho jae ga when th e y g o to
'

fore ign parts .

N am a z k a b ur a kahn a Why should call ing

O
 u nko k y il n b ur a lag a 7 pray e rs b urd ( e v il )
or , N am a z k o b ur a offend her 7
kahn a etc .

Mujh k o to ar a b ur a z It wo uld never O ff end

lagne k i nahin . me a b it .

N a m u jh m e n q udrat N e ith e r shoul d I have

k ah n e k i na t ujh men power t o tell you n o r ,

t a q at sunne ki r ah e gi . wo uld y o u h a v e
stre ngth to h ear .

Par h n e se saha q y ad A le sson can t b e learn e d

’

nahin hot a . b y re ading .

B ait h n e se m ujh e t h ak ao I get tired sitting ( from

ho j at a hai . sitting to m e tiredness
b ecomes ) .

Ham ap k a asb ab b hej We were j u st going t o

nehi k O t h e . send your stu ff .

Lark a sah a q y a d karne T h e b o y h as com e to

k e w a st e ay a hai . learn his lesso n .

L o g u sk e m a rn e k e liye People have come t o

ae hain . b eat him .

Main wah a n j ane k a I ll never go th e re

’
.

nahin .

Wuh larki marne k e That girl is n e ar death .

q ari b hai .

Main t u mko rak h ne k a ’

I ll never employ y o u ,

nahi n magar — han , , b ut y e s I will help

,

tumb ari madad k a y ou .

r ang a .

Aj t u m ghar mat j ana D on t y o u go home t o

’
.

day .

28
. Aj to shahr j an a hai na 7 ,
28
. Y o u have t o go to t h e

city t o day don t -

,
’

o u 7
y
infini tive has an o b j ect as in 2 3 4 3 0 3 1 e t c the infini , , , , ,
.
,

tive may o r may n o t agree with it If it agrees it is call e d

,
.

Gerund ive b y some If a prepositio n governs the infi n i .

tive it is always in the masc ulin e form As in 7 and 8

,
.
,

the fut u re as contrasted with the present command takes

, ,

the infinitive In 29 is the infinitive o f purpose T h e . .

0

na at the e n d o f 28 is like the G erman n i ch t wah r 9 .

is it no t s o .

Master all these forms as they o r their e q uival e nts are , , ,

in constant u se .

D i v e r s i f i c at i o n .

Practise oral composition b y su b stituting oth e r in fin it iv e s

in place o f those in the s e ntences In 1 1 an d 1 2 use dn d .
, ,

kah nd b o l n d kh d nd l i kh n d r o t i kh dn i p i nd w
, , i ldy at yand
, , , , ,

b h efnd mdr n d l e nd d en d pa h n d pa kdn d b a i th na u ntil

, , , ,
r
, , ,

perf e ct familiarity is secured Try it several weeks in suc .

c ession an d do n o t take it f o r granted b e cau se you did it

“
last week you can do it to day
”
,
-
.

In 23 use for us k e m ere t er e t um h dr e hamdr e dp k e nu

, , , , , , ,

k e la r k o n k e , la rki an k e k u tt o n k e ,
, , s ah i b k e l ar k e k e
,
.

In 24 p u t in the corr ect form o f the ab ove infi nit iv e s and

, ,

make other changes as y o u se e yo u r need o f p er fect fami li

a itr and r ead co m m a nd o f th e se words and e x pressions
y y ,
.

LESSON L XXL
R e p e at e d VV o r d s .

1 . Ek ek paisa l ar k o n k o 1 . Give the b oys a pic e

do . each .

2 . Main n e ad m io n k o s ar 2 . I gav e the men three and

he tin tin r il p ae diye ,
. one half rup e es each
-
.

3 . Main n e saw a d as das 3 . I go t them at R s .

rup ae k O liye . each .

 Y ih paune a th a th ane get these at 7
( Y o u)
k o milte hain . annas each .

Ap n o aj ky a ky a k a m What various j o b s have

kiye hain 7 y o u do n e t o day 7 -

K aun kaun a dmi av a Who has come 7 ( Ans .

hai 7 John C has Tho s

, , ,

. K aun kau n a dmi ae Who have come 7 ( Ans .

hain 7 Hindus M O s ] e m 8 ,

Age a ge mat j ao c hh e D on t go ahead com e

’
, p i ,

p ic hh e chalo . along b ehind .

Pic h h e mat a o
p ic h h e , . D on t come b e h i n d
’

mere s ath s a th chalo . come along with me .

. Bare b are larke ae ,

10 . Th e larger b oys came t h e ,

chhote na ae . smaller did not .

l l . Mai n ghar ghar gay a par 11 . I went to house ( after )

roti na mili . h o u se b ut
,
got no
b read ( b read met n o t ) .

1 2 U sn e
. ga o n ga on j akar 12 . He asked for it at vil
ma ng a par use na age after vill age b ut ,

mil a . did n o t get it ( to him

it met not ) .

13 . Thik thik b at a o T hi k . Tell it e x actly Speak .

thi k b olo . the e x act word .

14 . Ghore k o m a r m arkar 14 . He b eat the horse again

chal ay a th a . an d again to mak e it

go ( b eating b eating
made it go ) .

15 . Saw a r gir t e g irt e b ach a . 15 . Th e rider almost fell

( fallin g fallin g e s
, ,

[ b ach a . caped ) .

16 . Lark a to mar markar 16 . The b o y nearly died .

D arakht d arakht se ( He They ) plucked fr uit
,

phal tor a . from every tree .

Ku c hh kuchh paise I have some mon e y( c Op

mere p a s hain .
pers ) .

R oti woti kh a li b h a i 7 ,
Have y o u had dinner ,

R oti t u k ra kh a liy a ,
b rother 7
b h ai 7
Ch a w a pi li b h a i 7,
Have y o u d runk tea ,

b rother 7

Aj ap ne b are b are kam Y o u ve done a numb e r

’

k iye hain . Of b ig piec e s o f work

to d ay .

Aj ac h c h h e a c h c hh e Good foo d s must b e

kh a ne pak a ne hain . cooked t o day -
.

Us k e narm narm b al I like t h e touch of her

m ujh e ach c h h e l agt e soft hair ( He r his .
, ,

hain . soft hairs touch m e

ni c ely ) .

Kit ab e n parh p arh k ar My eyes have b een b adl y

meri a n khen b ilk ul l injured from much
kharab ho gayi h ain . reading ( re ading an d
reading b ooks ) .

Jab kab b i ( or jab jab ), Whenever y o u do this ,

yih karo t o m e ri y a d d o it in my remem

men karo .
b rance .

N am a z men koi koi A very f e w come t o

h a ir hot a hai
z . prayer .

Ko i n a k o i nam a z men Some o n e o r other will

z ar il r aw e g a . su rely come t o prayer .

Wub k ab h i kab b i a t a hai He comes sometimes

aur main kab b i na and I shall c ome some
kab b i ail nga . time o r other .
 112

Agar larki yih na k ah t i If the girl had not said

t o wu h us se n a kh u sh -
this h e wo uld n o t
,

na hot a . have b e en displeased

with her .

A gar ap yih ghora m ujh e If y o u had not shown

na dik h at e t o main , m e this horse I d sure ’

d il sr a ar il r let a
z . ly have b ought an
other .

Agar mere p a s ghori na If I had not had t h e

hoti main z ar il r pai
, mar e I d surely have
,
’

dal j a ti .
go n e afoot .

Agar main um se l art a , If I had fo ught with

to m ujh se z iy a da n a him no one coul d
,

l al q koi na th a .
have b een ( was ) more
unworthy than I .

Agar ap is ka sab a b If you had n o t asked

m u jh se na p il c h h t e , me the reason o f this ,

to b ahut b ih t ar hot a it would have b een

( o r
,
th a ) . m u ch b ett e r .

Agar log usk o chhur a 10 . If people had not res

na dete to main ,
c u ed h im I d have ,
’

u sk o adh m il a karke half kill ed him b efore

chhort a . I let him go .

Mu m k in na th a k i Ma l l . It was impossi b le that

s ih maut k e q ab z e C hrist should remain
men raht a . in t h e grasp Of death .

Agar s ahib yah a n hote ,

12 . If mas t er were here he ,

t o tumko thik kar would give you a s e t

de t e . ting right .

Agar w ub m ujh s e l art i 13 . If sh e were t o fight with

t o main u sk o k h il b me I d b eat her well
’
.
,
 113

14 . Agar m ujh e a n a hot a t o 1 4 If I had b een going t o .

main b e p il c h h e a c om e I d have c ome ,

’

j ata . witho u t re qu est .

N ote that th e se condi t ions ar e co n trary to f act and tak e

that form of the verb whi ch is c alled past c onditional
,

( m dz i s h a rt i ) b u t might
,
b et t er b e called in E nglish past , ,

s ub junctive It is u sed n o t only in past conditions that

.

are c ontrary to fact b u t also for a present condition and

,

r e sulting conclusion b oth contrary to reality If master

, .

we re here ( which he is not ) he w oul d s e t y o u right ( which

h e do e s not ) If s h e should fight with me ( which sh e will
.

not ) I woul d b eat her ( which I shall not )

, .

Ha i o r ha i n nev e r occurs with this form o f the ver b .

D i v e r s i f i c at i o n .

In 1 , 2, 3 , change o ne o r b oth verb s by sub stitu tin g any

o ne of a do z e n familiar v e r b s until , y o u th u s s ub stit u t e

read ily .

E x e r c i s e s i n C o n d it i o n a l s .

A gar w u h aw e to main ,
1 If he com e may I go 7
.
,

j aun 7

Agar main a sm a n k i b at If I tell y o u things o f

en kahun t o t u m k y i m h e a v en h o w will y o u
kar ya q in karoge 7 b elieve 7

A gar im a n na l a oge to If y o u do n o t b eli e ve

c
c ,

t u rn ap n e g u n ah o n y o u will d ie in your

men m ar o ge . s ins .

Agar koi m ujh men q ai m If any o n e does n o t

na rahe to w ub sil k h ,
a b id e in me he dr ies ,

j a t a hai . up .

Agar us k o ut h ay aho t o If y o u have taken him

,

m ujh e b at a o . up then tell me , .

 1 14

Agar t um m ujh e j ante If y o u had known m e y o u

to mere B ap k o b h i w o uld hav e known
j a nte . my Father t o o .

Agar tum ne m ujh e j an a If they had known me

hot a to mere B a p k o
, they would h a v e
b hi j a nte known my Father t o o .

8
. Ja b w u b n aw i sh t o n ka If they do n o t b eliev e
ya qin nahin karte to , the Script u res how ,

meri b a ton k a ya qin shall th e y b elieve my

k y im k ar kar e nge 7 words 7
Agar t il yih k am kart a If tho u do e st these
hai to ap n e ap k o
, works S how thys e lf t o
duny a par z ahir kar .
the worl d .

A gar main sach b o l t a If I te ll the truth w h y ,

h i m to tum m e r a do y o u not b elieve

yaq i n k y i m n a h i n me 7

karte 7
Agar w ub s o gay a hai , If h e h as fallen as leep ,

t o b ach j ae g a .
he wil l recover .

Jab m ujh Kh ud aw an d If I t h e Lo rd h a v e
ne t um h are pair dh o e , washed yo ur f e e t ,

t o tu rn par far hai z then it is o b ligatory

k i e k d il s r e k e pair on
y ou that y o u
d h o y a karo . should was h the feet
o f o n e another .

Agar un hou n e m ujh e If they have p er sec t ut e d

sat ay a to w ub tum
, me they will perse
,

hen b hi sat ae nge . cute you .

Jab ham ad m io n k i I f w e ac cept the testi

g aw ah i q ab il l kar lete mony o f m e n the ,

hai n t o Kh u d a k i
,
te stimony of Go d is
gaw ah i us s e kahin grea ter .
Jo ( agar ) u sne r il p ae di ye ,
10 If he give s the mon e y
.

t o lete a n a .
( and he will ) t h e n
b rin g it along .

Jo ( agar ) usn o kit a b ( ii ,

l l If he gives the b ook
.
,

to leni hogi . you ll have to tak e it

’
.

Jab ( agar ) main wah a n 1 2 If I go there I shall b e

.

gay a t o m a ra jail ng a . killed .

Jab ( agar ) w u b is b aras 1 3 If. he e scap e danger

khatre s e b ach gay a ,
this y e ar he l l live ,
’

t o uski umr b ari hogi

‘
.
long ( hi s lif e will b e
long ) .

A gar unh o n n e u s e m a r a I 4 If th e y hav e b eate n hi m

.

ho to jald m ujh e
, ( as we h e ar ) th e n giv e

khab ar d o .
me word q u ickly .

Agar log ae n to girj a 1 5 If people come

. th e re ,

hog a .
will b e ch u rch .

A gar log ae nge t o girj a 1 6 If people will come there

.
,

hog a .
will b e chu rc h s e rvi c e .

Agar t um u s k e n azdik 1 7 If y o u go near him ( it )

.
,

j ao ge to tum guna
, y o u will b e b lame
g a r hoge .
worthy ( sinners ) .

Agar yih k a m u s s e h o If thi s work can b e d one

sak a aur b a k h il b i
,
- b y him and he b rings
,

anj a m diy a to main ,

it t o a ( good ) e n d ,

q a u l o qar a r kart a then I promise y o u

h i m k i main b a dsh a h that I will treat him
se z i y a d a s a l ii k b etter than ( co ul d )
k aril ng a .
any king .

Agar w ub j at a hai to ,
1 9 If he is going ( as you
.

main b h i chalt a h i m . say ) then I t oo will

, , ,

go along .

Agar main ap n e q anl 20 If I come a c cord ing t o

.

par a t a h i m t o uski ,
my promise then I ll ,
’
 s al t an at k h ak men mingle his kingdom
m il a det a h i m . in the dust .

A gar ham s e ho sakt a t o , If w e c o ul d we would .

ham m an zil r karte .

A gar us w aq t p ah un ch e If they had ( were ) arriv

h o n t ab yih b at kah
, e d at that time then ,

s ak t e the . t h e y c o ul d have sai d

.

this.

Agar b ac h ch e k e marn e If you will go e re the

se pahl e c h al o g e t o , ch ild die th e n it wil l
,

ku chh fa i da hog a . b e o f some avail .

A gar koi us k e Masih If any o ne confe sses

hone k a i qr ar kare t o ,
him to b e the Messiah ,

kh a rij h o . l e t him b e e x pelled .

Agar tum n e m ujh e j an a If ye had known me ye ,

hot a to m e re b ap k o
, would have known
b h i j a n te . my father also .

LE SSON LXXIV .

C h a l n a an d j an a .

Haw a jidh ar k o ch a hti 1 The wind goeth whith e r

hai c h alt i hai
, . it wishes .

M e ri ghari nahin c h al t i . My wat c h wo n t go ’

.

Mer a a dmi s a th nahi n My man w o n t go along ’

.

j a ta .

Y ih ril p ay a b a z a r men This rupe e won t pass in ’

nahin c halt a . t h e b a ars

z .

Y i h b an dil q nahin c h al t i This gu n wo n t go Off ’

. .

C hauki a n l e j ao C hau .
~
Take the chairs away .

ki a n l e chalo . B rin g the chairs along .

Ghor a le chalo . Bring the horse along .

Uski t a ng m e n itn a dard 8 . T here is so great a pain

 1 18

hai k i w uh chal n ahin in his le g that he is

sakt a .
not ab le t o walk .

9 . U s k o itn a k a m par gay a 9 . So much wo rk has fallen

hai k i w ub nahin ja t o him that h e ca nn ot

sa kt a . go .

Kab a
j g
o e 7
( o r) Kab When will you go 7 ( o r )
c h al o g e 7 When will y o u g o
( with m e ) 7

Main yah a n se chha I shall start from here

b aj e c h al il ng a a u r at six o clo c k and ’

wah a n p ah il n chk ar having arrive d there ,

D aktar k e p a s jal d w ill go at once to t h e

jafi nga D octor s
’
. .

Main shahr chal a hi m ,

I am started t o the city .

t um b h i c h al o
g e 7 Will y o u go too ?
Yih ghor a k h il b c halt a This horse goes fin e ly .

hai .

Y ih sarak kidh ar j a ti Whither does this road

hai 7 lead 7
Y ih b at s u n k ar nau kar Hearing this t h e s e rvant
chal diy a . started o ff .

Yih nahr k idh ar jat i h ai 7 Where does this canal

go t o 7
C h al t i chakki dek h k e Seeing the moving mill ,

w ub ro par a . he w e pt ( fell a weep

in g ) .

Sh a m k e w aq t b a z a r It is forb idden to go t o
j an a mana hai ‘
. t h e b a z ar in t h e ev e n
ing .

19 . B hi r k e sab ab c haln a 19 . It is difficult going on

b ahut m u shkil hai . ac co u nt o f the crowd .
 1 20

LE S SON LX XV .

Ex e r c i s e s i n L ag n a .

Pat a nahin lagt a . 1 I cannot fin d o u t ( Tr ac e

. .

does n o t touch ) .

Ky il n nahin lagt a 7 Aj 2 Why can t y o u 7 Fin d

.
’

hi lag a lo . o ut this very d av .

Ghar ghar se lag a hai . Hous e to uches ho u se .

Mu jh e b ahu t dar lagt a I m v e ry m u ch afrai d

’
.

hai .

Yih b at tumko ac h ch h i Y ou do not lik e this

nahin l agt i . affair .

B ac h c h o n k i b a te n mithi C hildr e n s say in gs please

’

l agt i hain . p e o ple .

U sk e sakht chot lagi . He was b a d ly hurt D i d .

C hot lagi tum k o 7 y o u get h u rt ?

Ghor a g a ri m e n lag a The hors e is hitch e d t o

h il a hai . t h e carri a ge .

Yih ki t ab tu mb en kah a n Wh e re did y o u ge t this

s e h a th lagi 7 b ook 7
T a l a d ar w az e par lag a 10 . A padl ock is fast e ne d o n
hil a hai . t h e door .

B ag m e n tar ah tarah k e 11 . In the garden all sorts o f

h il te lage hain . shru b s are plan t e d
( or vari o u s sorts o f )
,
.

S ahi b k a m men k it n e
ke 12 . How many lab ourers are
m az d il r lage hain 7 on t he gentl e man s ’

work 7
Wub sawere nikl a t a ki 13 . He w e nt o ut early that
ap n e b ag men m az dil r he might se t lab ourers
lag awe . to work in h is orchard .

Is kothi par ki tn a r il p ay a 14 . How m u ch mon e y w as

lag a hai 7 sp e nt o n thi s ho u s e 7
Ji se lag a hai
]1 . Heart answers to heart .

U sk e kurte men paiwan d He h as a patch o n h is

lag a hai . shirt .

Takhte par ky a ish t ih ar What notice is ( fast e ned )

lag a hai 7 o n the b oar d 7

Wub ap ne k a m m e n lag a He sticks t o h is work .

r aht a hai .

Sab mas al eh lag ob uke All m at e rials are spent .

hain .

sahi b k e an e k i u mmed We are x p e cting the

e

lagi h u hai i . g e ntleman .

U se il z am k y il n lag a 7 Why w as he accused 7

Sab o hi en d u r u s t i se lag
z A ll things are set in
gayi hain . orde r .

L a haur j ane men d o It w ill take t w o hours

gb ante l age nge . t o r e ach Lahore .

D h il p m e n a nk h en nahin I cann ot sleep in the

l ag t in .

Shahr men b ari ag lag There is a b ig fi re in the

gayi hai . city .

K ot k o kitn a kapr a How much cl o th w ill it

l age g a7 tak e f o r a coat 7
D im ak dari ko lag gayi Th e white ants are at
hai .
t h e carpet .

Munshi s a hi b k e munh T h e m u nshi has the ear

lag a hai . o f the sahi b .

C h ar din s e m u jh e sardi I hav e b e en chilly for

l ag t i hai . four days .

Is d arakht par b a r e Thi s tre e b e ars e x cellent

ac h c h h e ph il l p h a l flowers and fruit .

l ag t e hain .

Us k o b im a ri lag gayi He h as contracted the

hai . disease .

Q
T am b ak il mere m unh I ve ac q uire d a taste f o r
’

lag gay a hai . to b acco .

Is hisab men b ari galati Th ere is a b ig mistake in

lag gayi hai . thi s account .

Is lakri par pital lag a Fast e n the b rass to this

do . wood .

Kh il b zor lag a o . E x ert yours e lf Pu t to .

your stre ngth .

M ali ton k O q at a r
s ab b il Garde ner p ut all th e se
,

m e n lag a o . plan ts in a r o w .

D awa i u sk e h a th par Pu t t h e m e di cin e o n his

lag a o hand .

D aw a i us k i a nkh men Pu t the medi cin e in h is

d alo . eye.

Me z lag a o ( Palang .
, Set the tab le ( Mak e .

dari sab o hi z en )
,
. the b e d Pu t down .

the carpet Pu t e very .

thing in place ) .

I S lif af e par do paise k a Put a t w o — pic e stamp o n

tikat lag a o . this enve lop e .

I t n i der k y i ml ag i 7 Phir Why have y o u sp e nt so

mat lag a n a . mu c h time 7 D on t ’

do it again .

Us ne mere b ha se dosti i H e has made friends

laga i hai . with my b rother .

U s k e ch ab u k l a g a 0 Whip him ( S c o u r g e .

( Kore lag a o ) . him ) .

Ji l agak ar Khud a k a On e o u ght to do G o d s

’

k am karn a ch ab iye .
work with the whole
h e art .

na l agay a karo
I l z am . D o n o t mak e acc u sations .

Baggi p ar rang lag an a Y ou o u ght to paint t h e

ch ah iy e . b uggy .
 1 24

Ham k al sub h We will b egin writing to

lik h n e l ag e ng e ,

l age ng i . morrow morning .

Turn kal s u b h lik h n e l ago ge You ll b egin writing t o ,

’

l ag o gi . morrow morning .

Ap kal saw e re lik h n e l ag e g ge Y o u ll b egin writing early t o

,
’

l age ngi . morrow .

Wub kal faj r lik h n e l age ng e They ll b egin writing t o ,

’

l ag e ngi . morrow morning .

Main kal sawe re b an ane lag a I b e gan t o make it early

th a lagi thi
, . y e st e rday .

T il kal sawere b an a ne l ag é Tho u didst b egin early yes t er

.

th a lagi thi
, . d ay to make it .

Wub kal sawe re b an ane lag a He Sh e b egan early y e st e r .

, ,

th a lagi thi
, . d ay t o make it .

Wuh parso n sh a m b an a n e He She b e gan t o mak e it , ,

lag a th a lagi thi , d ay b efore y e sterday even

.

ing .

Ham parson b an a ne lag e We b egan t o mak e it d ay

the lagi thin
, . b efore yesterday .

T u m parson sh a m k o b an a ne Y o u b egan at even day b e ,

lage t h e lagi thi n

, fore y e sterday t o make it
. ,
.

Ap pars on sh a m k o b an a ne Y o u b egan at e ven day b e ,

lage the lagi thin ,

fore yester day to make it
. ,
.

Wuh parso n sh a m k o b an an o Y o u b e gan at e ven d ay b e ,

lage the lagi thin ,

fore ye ste rd ay to make it
.
,
.

L E SSO N LX XVI .

P as s ive s .

1 . D ek h é .
Jae g a .
(U s k o 1 . I ll
’
ab out it ( It ll
se e .
’

d e k h a Jae g a ) . b e s e en t o ) .

2 . Mai n ap k e zer s ay a 2 . May I b e taken u nde r

liy a jam) . y o ur ( shadow ) care .
 Wu b shahr k e p as d e k h e Th e y w e re se e n n e ar the
gaye the . city .

Q is m at s e lar a nahin Jat a On e can t fight with fat e

’
.
4 . .

O M a ngo t o tum b en diy a 5 . A sk and it shall b e given

Jae ga Kh at k h at ao to
. u nto you K nock and
.

t u m h are w a ste kh ol a it shall b e Op e ned f o r

jae g a .
y o u .

Ky i mk i JI S k e p a s hai use F or whoso has to him

diy a jae ga magar jis ., shall b e given b ut ,

ke p a s nahin hai us se whoso h as not from ,

w ub b hi j o u sk e p as him even that he has

hai l e li y a jae ga
, . shall b e taken away .

Madrase k a b and kiy a The s c hool s b eing closed

’

j a na u nke liy e b ari w as a great v e x ation

t akl if k i b at thi to th e m .

Makkhan kal b hej a ga v a . The b u tt e r was s e nt

th a . y e sterday .

Pach a s a dmi lara 1 men Fifty men were killed in

m a re gay e . the fight .

Yih k a m r o ro z kiy a z 10 . This work is don e dail y .

j a t a hai .

Yih k a m m ujh se nahin 11 . I can t do this work

’
.

ky a j a t a o r Yih k a m
, ,

m u jh s e nahin hot a .

Ky a w ub ro t ian u nko di 12 . Have thos e loave s b ee n

gayi hain . given them 7
Tin lo t e l ay e gaye hain .
13 Three jugs have b ee n
b rought .

Aj m u jh se roti khal 14 . I can t e at t o day

’
-
.

nahi n Jati .

Sab d ar w az e b and kiye 15 . All t h e doors hav e b ee n

gav e hai n .
shut 7
Agar us taraf l e Jao ,
to If you tak e him that
ghor a m a r a jae ga . direction the h o rs e ,

W ill b e kill ed .

Agar main wah a n gayi , If I went there I d b e ,

’

to m ari jail ngi . kill e d .

Y ih m e r a b ara lark a ’

. My e lder b o y is call ed
Q a i k ah l at ahai
z . Ju d ge .

Wub is lara i men b he j a H e w as sen t into t h e

gay a t aki wah a n par fight that h e m ight
j akar m a r a Jae . go th e re and b e kill e d .

Z arii r hai k i y ih k a m a ] It is imperative that this

kiy a Jae .
work b e d o ne to day -
.

C h a b iy e k i yih t h ag a ] It is fitting that this

hi m a r a jae . th u g b e kille d to day -
.

L azim th a k i yih b at ap It was prop e r that this

se p uc h h i jae . thing b e asked o f y o u .

LESSON LXXVI I .

P as s i v e s an d C au s a l s .

Kis neyih b artan tor a 7 1 . Who b roke this di sh ?

Me m s ahib a yih to m u jh
, 2 . Madam I b roke it ( ac ci
,

se t ii t a. dentally ) .

s a hi b Urdu p arh t e hai n , 3 . Sahi b is studying Urd u ,

mun shi u nko parb a ta the munshi is teachin g

hai k y i mk i mishan
, hi m for the mi ssion

( s ark a r ) p h w at i hai
ar .
( t h e Govt ) makes hi m .

lea rn it .

Y ih shart h ii i k i jo h a r e This wager ( condi tion )

u sk e k an k a te j ae n . w as laid that whoever

lose h is ears b e cut o ff

, .

B ab a so rah a hai k y imk i ,

5 . The b ab y is sleeping for ,

ay a n e sawere s ul a ayah put it t o slee p

 is kamare se s ab c h ize n having all these thi ngs
u t h w a deti h i m . taken o ut from this
room .

Ghore me p ani pi liy a Has t h e hors e b e e 11

hai watere d ( d r unk )
H ag main b ar su b h nau
,
Y es I water hi m every
,

b a j e pil a t a h i m k y i m , morning at n i n e
k i m alik safar s e pahl e o clock for the master
’
,

p il w at e hain . has him watered b e

fore a j ourney .

C h ah e t u m k at o ch a he Wheth e r y o u cut it o r
kat a o ,
z ar ii r hai k i aj hav e it c u t it m u st,

kat jae . b e cut to day -

.

Tot a k is tarah t u m h ar e H o w d id t h e parrot g e t

h ath s e chh u t a ? o u t o f your hand

Main n e to nahin c h h o ra I did n o t let it go t h e ,

b ab a n e m e re h a th se child t o ok it from my
c h h ur ay a . hand .

M a lik ne g ae m ujh se Its maste r had me hea d

m urw ai main n e
,
aur o ff ( t u rn ) t h e c o w and ,

b ah u t c ri mori par , I tried t o ( turned h e r

w uh na m u ri . a lot ) b ut she did n o t
turn ( wo uld n o t ) .

C o n j ug at i o n .

P a s s i v e P r e s e n t I n d i c at i v e a n d
,

S ub j u n c t i v e .

Pa ni garm kiy a j a t ahai Water 1 8 b eing warm ed

. .

Pa ni garm ho rah a hai W ater is getting warm

. .

Yih k a m ab hi kiy a j a e Let this work b e done at

.

on c e .

Log p ak saf kiye Jaen Let the people b e cleansed

.

I1 0 W .
Y ih lark an ab hi
i
p arh ai Jaen . Let the girls b e tau ght at
on c e .

Yih mere kapre a] d h o e Jae n . Let thes e c lothes o f mine b e

washed t o day -
.

Mere kapre d il sre t isre ro z My c lothes are washed every

dh o e j a te hain . se c on d o r third day .

Mere kapre k iren par dh o e My c lothes are b eing washed

Ja rahe hain . at the well .

P a s s iv e F u t u r e .

Main wah a n par Jakar m a ra I shall go th e re and b e killed .

jaug ga ( m a ri jaii g gi) .

T il wah a n par j akar m a r a Thou wil t go there and b e

Jae g a ( m a ri jae g i ). kill e d .

Wub wah a n par j akar m ara He She will go th e re and b e

, ,

jae ga ( m ari ja c gi ) . killed .

Ham wah a n par j akar m a r e We ll go there and b e kill ed

’
.

jae g g e ( m a ri jae ngin) .

T u m wah a n par j a kar m a re Y ou ll go there an d b e ki ll ed

’
.

jao g e ( m a ri jao gi n) .

Ap wah a n par j akar m a re Yo u ll go there an d b e killed

’
.

jae nge ( m ar i jae g gin) .

Wub wah a n par Jakar m are They ll go there and

’
be

jae g ge ( m a ri jae ng in) . killed .

P a s t T e n s e P as s ive .

Main kal m ar a g ay a ( m a ri I w as b eaten yesterday .

gayi )
T i1 parson m ar a g ay a ( m a ri Thou wast b eaten day b e
gayi )
. fore y e st e rd av .

Wu b at ars o n m a r a g ay a He She was b eaten 3 days,

( m a ri gayi )
.
ago .

R
 1 30

Ham aj m a re gaye ( m a ri We were b eaten to day -

.

gay in) .

T um kal m a re gaye ( m a ri Y o u were b eaten yesterday .

gay i n)
Ap parson m a re gaye ( m a ri Y o u w e re b eat n day b efor e e

s ayi n) y e sterday .

Wub p ars al m are gaye ( m a ri Th e y were b e ate n last y e ar -

.

g ay in ) .

LE SSON LXXVIII .

R e l at iv e Pro n o un s . Is m i - -
zam ir .

Jo ghora kal h am k o mil a l . The horse w e go t y e ste r

th a w uh b ahut hi
,
day is a very goo d
ac h c h h a hai . o ne ( W hat h o r s e
.

yesterday to us met ,

h e is very good ) .

Jis a dmi n e m ujh k o 2 . The man that b eat me

m ara w ub mer a b h a i
, is my b rother .

hai .

Jis au ra t s e ap n e meri
‘
3 . T he woman from whom
kit ab li w uh meri ,
y o u g o t my b ook is
ay a hai .
my ayah .

Jis larke k o h az ii r ne 4 . The b o y t o whom y o u

paise diye w uh mere , gave the C opp e rs is
b h a i k a b e t a hai my b roth e r s s o n ’
. .

Wub d uk and ar jin h o n 5 . Those shopke epers who

ne p a s k it ab e n
ap k e se nt y o u the b ooks
b h e ji hai n kutub ,
are b ook sellers -
.

f ar o sh hai n .

Jo la i z ap n e ab hi isti
‘
6 . What is the meaning of
m a l kiy a u sk e ky a ,
that word y o u u s e d
ma ne hain ‘
j u st n o w
 132

The relative is usually with its ant e c e d ent as in l 2 3 , , , ,

4 o r it may follow it as in 5 after the E nglish mann er

, , .

So in 7 i s n o t mu c h used in Urd u b ut a good d eal in

,

D i v e r s i f i c at i o n .

Take the no u ns r o ti , r o t i d n, cid m i , p é n i , k zt ri b , k i t db en ,

'

m ez gho ri ain lark e mi pay ci mi pa e

, , ,
s u b stitute in 1 for
, ,
an d
”
gh o rd mak ing the necessitated changes in s e ntence until
, ,

y o u c an do so without hes itation It wi ll b e a most valu .

ab le e x ercise in ge nders as well a s in re latives, .

Likewise take sentenc e s 2 3 4 5 and chang e n um b ers , , , , .

L e t the tea c her afte r these relativ e sentences in o n e form

are mastered give the other form also
,
.

LE SSON LXXIX .

S ub j u n c t i v e ( P r e s e n t a n d P a s t s o c a l l e d ,

A o rist an d P a s t C o n d i t i o n a l ) .

1 C h ahi y e
. k i yih gosht 1 This meat ought t o b e .

aj pak ay a j a e cooked to day

.
-
.

2 Jab tak b arta n na s il k h e 2 D on t put in the wat e r

’
. .
,

p ani na d al a j a e till the vessel dry ( Let

.

it not b e put in ) .

3 Wub is liye b h e je gaye

. 3 They were sen t for this
, .

t aki wah a n par j akar ( purpose ) that they

m are Jaen . might go there and
b e kil led .

4 Ch a
. h iy e ki y ih k a m ab hi 4 Th is work ought t o b e .

ki y a j ae . d one at once .

5 C h ahi y e th a ki y ih k a m
. 5 This work o u ght to hav e .

kal ho j a t a . b een done yesterday .

6 C h ah iy e th a k i ap m ujh Y o u should hav e writte n

3
. 6

k o khatt lik h t e me a letter

. .
 1 33

7 Z . arii r hai k i yih k am 7 . It is nec es sa ry that this

pahl e kiy a jae . work b e don e first .

8 . Z ar ii r th a k i y ih k a m 8 . It w as n ecessary that
pahl e kiy a j a t a . this work b e don e
first ( whi c h it w as
not ) .

9 . Main c h a ht a h i m k i ap 9 . I w ish you to c ome .

a en .

C halo t u m b e n aj b ad C om e along I ll tak e ’

, ,

sh a h p a s le chal i m . you to the king to

day .

Kh u d a j ane ky a k u chh God kn ows what m av b e

b aneg a . the outcome .

Sh ay ad taiy a r h o Perhaps it s ready

’
.

Main d art a h i m k i b ad I fear lest he may c urse

du a na kare
‘
.
( me ) .

Mum k in hai k i taiy a r ho . It is possib le that it is

ready .

Ky a ap ch ah t e hai n k i D o y o u wish me to put

main isi tarah b atan the b utto n s o n this
l ag ai m . w y
a 7

Us n e c h a h a k i larke k o He wished t o kill the b o y

m ar li n par w uh m ar
,
may I kill the
na sak a . b ut w as no t

ab le to ( kill ) do it .

Usk a ch a h a k i ghar
31
* His heart desir ed t o
c h h o rk e main aur leave home and go
kahin chal a jail n . somewhere else .

C hor k o chor hi pah O nly a thi e f re c ognis e s

ch a ne . a thi ef Set a thief
to cat c h a thief ”
.

Wh y t h ey do not s ay 71 n a c h d hd , I h v
a e not b e en a bl e to fin d
19 . Mart a ky a na kart a . 19 . What won t a d ying man ’

do
20 . Igh iy ali pil ao pak a e . 20 . He cooks i m a g i n a r y
”
p ilao He b uilds.

castles in t h e air .

21 . S a mp k a k at a ( h il a ) rassi . 21 . He whom a snake h as

se dare . b itte n fears a rope .

The ( present ) sub j unctive may b e called t h e indefinite

f u t ure as it is used to e x press ideas which may b e tru e
, ,

t hings that may come to pass C onse q uently after v e rb s .

,

of h Op e o r fear doub t wish purpose or o b ligation we use

, , , ,

this indefinite future o r present su b j un c tive ,

while to
e x press ideas that m igh t have come t rue b u t di d not we , ,

u se the past con di tional o r as I prefer to c all it past s ub , ,

j unctive .

The present s ub j unctive is u sed to se t forth ax iomati c

truth as in 1 1 20 21
, , , .

In 1 0 we have p ds used with t h e person where a ,

place woul d take ko Take it to the lady M e ms ak ib a

.
,

Ice p ais l e jao b u t T ake it to t h e city Shah r k o l e jcio

, , ,
.

D iv e r s if i c at i o n .

In 1 s ub stitute l iy d , di y d, kh dy d , bh eya , lclzar id d ( b o u ght ) ,

b i ke .

In 4 su b stitute for kdm ,

ro ti , go s h t , ci l zi , d id , with
”
pa k ciy ci , p a k ci e .

In 6 and 7 s ub stitute in pro p er form li mit l i kh t e b uldt e ,

and lainci d emi lend ro k nd b at dnd d i khd nd dhd n dh n d

, , , , , , .

I n 9 p u t any of these verb s .

 Mai n n e u sk o b e t a karke 13 . I b rought him up as a
p ala . son .

14 . Ba Hind u is patth ar
‘
z 14 . Some Hindus h o n o u r
k o Khud a kark e m a n this sto ne as Go d .

te hain .

15 . Main n e us k o m a b fi t z 15 . I tied it tight ( making it

karke b a ndh a . strong ) .

16 . Main nske s ath gul a m 16 . I lived with him as a

hoke r ah a . slave .

17 . G ariw an n e ghor a m a r 17 . The coachman b eat and

m a rk e c h al av a th a . b eat the horse to make
it go .

18 . Mai n an de b e c h k ar m ur 18 . I ll sell t h e egg s and b uy

’

gian khari d l u ng a . hens .

Not e The time d enoted b y the participle in kar o r

.
-

Ice b oth o f which are in good us age tho u gh ka r is ,

“

ordinarily preferre d is time previous t o that o f the ve rb ,

.

an d s o may b e us e d f o r a s t time as in l 4 6 & c or for

p , , ,
.

f u t u r e or, as i n 1 8,
to de n ote a course o f action
, ; whil e

k a k e and h o k e are som e times used as

”
r as 13 14 16 , , ,
.

D i v e rs ificat i o n —Mak e a n u m b er of sentenc e s on t h e

model o f 4 .

In 5 7 8 9 1 1, p ar,
on is
,
u nderstoo
,
d with
,
the , ,

p articiple so it take s t h e prepositional form in

,

LESSON LXXX I .

P ar t ic ip l e s .

1 . Main n e u sk o ghar par 1 . I saw hi m ( s e ate d ) sit

b aith a d e k h a . tin g at home .

2 . Ham n e unko shahr se 2 . I saw them coming from

i te d e k h a
s . the city .
 1 37

U n l ar k o n n e u sk o shahr Those b oys saw him go

ki taraf j a te de k h a . in g toward the city .

L ark io n ne t um k o daur The girls s aw y o u run

t e dek h a . ning .

Lo g ham k o roti kh a te T h e people w e re watch

d e kh rah e t h e . ing u s e at .

Main d hob i k o kapre I am watchi ng t h e

dhote dekh rah a h i m . washerman w a s h

clothes .

M a n roti pitti b e ti k e The moth e r went to her

ghar gayi . dau ght e r s h o u s e
’
,

weeping and b e at in g
her b reast .

Larki yih k ah t i h u1 ghar The girl went home say

chal i gayi . ing this ( as sh e went ) .

K u t t a b h au n k t a b h a The d o g came b arking

u n k t a meri taraf a y a . toward me .

Ky é t u m n e a sko m il a
-
D id you s e e him dead
de k h a 7
Yih b ha let a h il a j a gta
r This b roth e r w as lying
th a . awake .

Gy a ra b aj e s e lekar From 1 1 o clo c k t o fo ur

’

ch ar b aj e tak u sn e h e kept me seate d b y

m ujh e p as b it h ae him .

rakh a .

D in hot e hote w ub a They came as it was

p ah u n c h e . getting day .

D in hote h ire larke p a The b oys arriv e d whil e

hunch gaye . it was yet day .

Main dart a dart a ( darte I went to him in fear .

dart e ) u s p as gay a .

Sote se u t h k ar w ub Misr A risin g from sleep ( ing ) .

k o chal a gaya . h e w e nt to E gypt .

8
 Ham g ate j ate hain . We go o n singing o r , ,

w e go singing .

Wu b ap n i roti kh a t a He went o n eating his

gay a . b read .

Khar gosh aj tak k a non

-
The hare ( ass ears ) f o r
-

k e dar k e m a re b h a gt a fear o f hi s ears goes

p h ir t a hai . fleeing ab out till n o w .

K e bli p h ii t a p a ni h a th H e is c oming with a

m e n liye a t a hai . kettle of b oiling wat e r
in his hand .

I t ni r a t gayi ap k y i m Why have you come so

ae hain . late at night ? ( so
much night h av m g
gone )
Me m sah ib a kuchh rat Madam has b ee n wor
rahe s e u t h k ar Kh ud a shiping G o d sin ce b e
ib ad at kar rahi fore dawn ( arising
‘
ki
hain . while yet night ) .

Wuh d aur t a h ii a chal a '

. He is coming running .

a t a hai .

. Sir nich e kiy e ( h ue ) He is standing with h e ad

khar a hai . down .

Us k e s a mne d ane pare T h e grains wer e lying

h ue t h e . b efore him .

Y ih lark a parh a h il a . This b o y is edu cated .

hai .

Yih parh a h ii a lark a This is an edu cated b oy .

hai .

D arw aze se s ir nik al e The y were standing w t h

khare the . heads thrus t out o f
the door .

Mang e b a gair t um n e Why did you take it

kyi mliy a 2 without asking
41 . Is d irdhmen p a ni mil a 41 . There is water mix ed in
h il a hai . . this milk .

42 . Ky ii n k i ham im a n par 42 . F or w e walk b

y faith and
chalte hai n na k i ,
n o t b y sight ( n o t o n

an k h o n d e k h e par . that seen [ b y ] eyes ) .

Participles are used either in agreement o r in the de cli ned

form in e ”
It is safe however to make the parti c ipl e
.
, ,

agree with its noun or pronoun if that is a s ub j e c t if it

, , ,

”
however is an o b j e ct with o r without k o the participle
, , ,

may b e in the d form Wh en participles are r e peate d .

,

as in 9 1 3 1 5 they more commonly are in e

, , ,
”
In 21 “
.
,

“
se is understood gay i s e as it is e x pressed in 22
”
,
.

In 24—28 k it ti k it e m ay b e e x pressed o r understood as

, , ,

des ired .

D ivers ifica t io n — In terchange the no u ns and prono uns o f

.

the first t e n sentences until y o u c an d o it readily Inter

change all the verb s o f 1 1 —1 8 then make all futur e
.

.
,

I n 3 7 ask st u dying Urdu writing Urdu living in this , ,

”
city reading this b ook then use for b aras di n mahi n e
,
.
, , , ,

d er ; if y o u h av e much trou b le o r h e sitation in this yo u r ,

past work is poorly done .

In l —l o sub stitute any parti c iples that may b e formed

from verb s in these senten ces e g in 6 say M ai n dh o b i ko ,
. .
, ,

k ap re l dt e d ekh r ah ti h im .

Have the teach e r give sentences showing t h e u sage of

these verb s in doub le and treb le roots .

LE SSON LXXXII .

“
E x e r c is e s in w al e E n g l is h
"
,
er .

1 . Yih a dmi k h ii b d aurn e 1 . This man is an e x c ellent

w al a hai . ru n ner .

2 . Kam it t i in lakri gh as ,
2 The .
( m un ic ip al ) c o mm it
 141

ch shah r
ar e w al o n k o tee does n o t allow
men b in m ah sul liye these wood grass
j ane n ahin deti . and fodder men t o go -

into the c ity without

hav ing t a k e n t a x
( octroi ) .

3 . marnew al a ] 1 8m
Y ih 3 . This dyin g b ody shall
b aq a k a j ama pahi , put o n a garment o f
neg a . immortality .

4 G h o r e w al e Kab ul se b a
. 4 . Many hors e dealers come-

hut a te hain . from K a b u l .

5 Yih a dmi b ar a c h al ne
. 5 . This man is a great
w al a hai . walker .

6 T ez
. d aur n e w ali ghori 6 . We wan t a swift ru nn ing -

ham k o c h ab iye . mar e .

N ever say A ch ch ew dlai d ed o ,

as many do i e Giv e a ,
. .

”
good o n e b u t say Kai ack chhd
,
“
sé d ed o , A ch chh e d lit d e
do A ch chh i
, r o ti do .

7 In D . illi w alo n k e s a th
-
7 D . on t stay with these
’

mat rahn a . men o f D e lhi .

8 . Yih lark a p a s h o j ae ga . This b o y will pass He .

B ar a b ouh a r hai . is a very l ikely lad .

9 . Mai n ap n e b h e jn e w ale 9 . I go to him w h o sent me .

p as j a t a h i m .

10 . Jis k aq issa main s un ane

, 10 . Whose story I a m ab out
w al e h i m . to relate .

11 . Pak an e w al i k o i n ahin 11 . I ve no ho u se keeper s o

’
-
,

hai is liye S h a di kar

,
I am gettin g married .

ta h i m .

12 . G h arw al i ka b ue lagi k i 1 2 The . woman o f the ho u s e

gh ar w al a b a har gay a b egan to s ay Hu s ,

h il a hai . . b and is go n e away

( o ut ) .
13 . Sab b a ton k o hone jo 13 . K nowing all things that
w ali thin j a nkar Ma , were ab out to hap
sih shahr i m u qad d as - ’
pen C hrist started t o
,

k o chal a . the holy city .

14 . B o n e w al aaur hai k a tne , 14 . O ne sows ( and ) anoth e r

w al a aur . r e aps ( Sower oth e r
.

is reaper other )
,
.

15 . Jo mere h ii e k o
b h e je 15 . He w h o re c eives my s e nt
q ab il l kart a hai mu , o ne receive s m e
,

jh e — b alki mere b hej rather he rec e ive s my

,

new ale ko , q ab il l s e nder .

kart a hai .

This e nding w cilci w dli added to a no un o r inf in , ,

”
.

”
“
d
”
changes t h e a t o e as kd t nci b ut kdt ne wdlci
,
” “ I

,
, ,

g h o r ci g h o,
e w i
c l e In
r many instances it has
. the force of an
.
”
adj e c tive Also h air and b é ret ”
This is a c o mmon
,
“ “
.

i d iom in t h e Punjab i .

LE S SON LX X X I II .

P e r m i s s ive s .

1 . Wub ham k o ane nahi n 1 They won t let u s come .

’

dete .
( li t They do not .

give us t o c ome ) .

2 . Main tum k o kal a ne 2 I will let y o u come t o .

d u ng a . morrow .

B ab a m ujh k o k a m kar 3 The child won t l e t me

’
3 . .

n e n ahin det a do my work . .

J a ne d o k o i b at nahin
, Let it g o it s n o thing .
!
u
.
,
’
.

R ah n e di jiy e Kuchh 5 Let it b e

. It does not . .

parwa nahi n matter : .

6 Bim ari usk o p a r h n e 6 Si c kness won t allow him .

’

nahin de ti to go t o school
. .
 1 44

10 . Agar j an a par a to ,
10 . If I have to go then , ,

khair jail nga ,

. Well I ll go ,
’
.

11 . U se yih b at kah n i pari 11 . He had t o tel l it and so

aur tumko b h i kahn a w ill y o u .

p ar e g a .

12 . R o z gh arw al e k o She has t o write t o h e r c h it thi 12 .

likhni parti hai hu sb and every day . .

1 3 L ar k o n k o b are b ar e k a m
. 1 3 The b oys had t o do b ig .

karne pare j ob s . .

What w e translat e as su b j e c t is really in the dativ e

cas e with ko and pa n ci may b e u sed in mas or fem o f r .
,
.

present past fut ure b ut o f co u rse only in the third p e rs on

, , , ,

as t h e s ub j ect is always an infinitive C h cih iy c denot e s

”
.

moral o b ligation while p arn a is simple compulsion ,

.

H o gri denot e s a sti l l weaker c onstraint

“
.

D i v e r s i f i c at i o n .

C hange
the pronouns to all other p e rsons and num b ers .

Instead of no u ns and pronouns su b stitute b o y b oys girl , , , ,

girls man men woman women in 6 For verb s sub stitute

, , , , ,
.

b uy sell e at feed b reak open o r any oth e r familiar

, , , , , ,

verb s with these o r other nouns as ob j e c ts

,
.

LE SSON LXXXIV .

P o t e n t i al s .

l Wub isi w aqt b a z a r j at a

.
1 He must b e going t o the .

hog a . b a z ar j ust now .

U nko b ari t aklif hoti 2 They must b e end u ring .

hogi . great tro ub le .

3 Mai n n e w ub ghor a de
. 3 I must have se e n the .

kh a hog a y a d nahin horse I don t r e

,
. .
’

mem b er .
Diy a hog a Pata n ahin.
4 . I suppos e I did give it .

rah a .
I don t recoll ect
’
.

Sach hog a ( Sach b at .

5 . It may b e true .

hogi ) .

Wu b shahr gaye h o nge .

Th e y must have gone t o
the city .

Unho u n e ap k o c h it t hi They no dou b t wrote

likhi hogi y o u a l e tter .

Larki aj tak mar gayi The girl m u st have died

hogi .
b y to day
-

Wu b d h ii p men marte Th e y m u st b e dyi ng in

ho g g e .
the sun ( hyperb ole ) .

Ky in i g h a b r at e h o ?
_
Why are y o u so di s
Wub a ti hogi ? t urb e d ? Sh e must
b e coming .

Y ih ch arpa ap k o ch a i Y o u m u st b e nee d ing

hiye hogi . this b edst e ad .

Ap n e b are b are safar Y ou must have taken

kiye b onge .
wond erful j o u rneys .

C o n t i n u at i v e w it h r ah n af ’

Wub di n b har y i h i k am 1 . They keep doing thi s

karte rah t e hai g . work all day
C h up raho C h up k e se . Be q uiet Sit in silenc e
. .

h aith e raho .

Wub S ar a din b aith a He sits all day .

raht a hai .

Wub k h arahi hai Wub . She is ea t ing She con

.

kh a ti rah t i hai . t in u e s to eat .

G o main n e u s k o mana T ho u gh I forb ade hi m

‘
.

kiy a th a w u b shar ab ,
he goe s on drinkin g
pit a j a t a hai . li q uor .
 Wu b S ar a d in S har ab 6 . He drinks li q uor all day .

p it a raht a hai .

A g ar c h i m an neul ay a b q A lthough his m o t h e r

th a , w ub p ar h t agay a . called him h e went ,

on r e ading .

Usk a s a r a m a l j at a rah a 8 . All h is prop rty has b e e n

e

hai . lost .

Mere d o r u pac j a te rah e 9 . I v e l o st t w o r u p e e s

’
.

hain .

10 . Larki yah a n se d ik h a na i 10 . The girl co u ld not b e

deti thi . seen fro m here ( w as
n o t giving app e aranc e

from h re ) e .

l l . Y ih b at s u nk ar s ab ke l l . H e aring this e veryb o d y

s ab chal d iye . we nt o ff .

12 . Wub sit a ra kis w aq t 12 . Wh e n di d t h a t s t a r

d ik h ai diy a th a appear ?
T o p k i aw a a] s un a na z i 13 . The cann on was n o t
di . heard t o — day .

14 . D ono sh a gir d u sk e pi 1 4 . Both dis c ipl e s followed

chhe ho liye .

N ot e that ve r b s o f 1 1 — 1 4 agree with sub . no t with ob j .

L E SSO N i xxx v .

P r e p o s it i o n s .

A gar y ih Khud a k i taraf 1 . If thi s is of G o d then you ,

se hai to t u m se kuchh
, c an d o nothing .

na b ane g a .

2 . Y i h ch a r d in k i b at hai . 2 . This happened fou r d ays

Ap n e nahin suni ? ago Have y o u n o t
.

h e ard it
Kh u d a k i h an d agi
karn i To serv e G od is an ob li
m ujh par far z hai r g a t io n o n me .

Us k e h a th men ang ut h i Pu t a ring o n his hand

aur nske p a on men a nd shoes o n his feet .

j uti p ah in ao .

Sam si m ad m io n men Samson w as the strong est

z o r aw ar th a . o f men .

D as b aras k a lark a j a A t e n y e ar old b o y w as

-

rah a th a . going alo n g .

Yih kah a n k i r a h hai W here does this road go

to
Ham a ri tarah a r a m s e Be quiet lik e us .

raho .

R asii lo n m e n se d o g a on T wo of t h e apostl e s we nt
k i taraf gay e .
toward t h e village .

Sab k e s ab k ah t e the k i E v e ryb ody sai d that

y ih b an iy e len den k e
these shopkeep e rs are
khare hain .
honest in dealing .

U s n e wa da ki va k i jo
‘
He promised that What
kuchh ma i n d i mga ev e r I shall giv e I will ,

d ii dh k a d ii d h d i mga .
give pure milk .

Un b on n e ch a r din k a They promise d ( it ) in

wa da kiy a th a
‘
.
fo u r d ays .

Sab k e s ab m u nh d e k h t e The whole lot stoo d look

k e d e k h t e rah gaye e ach other s ’
.
in g n i

faces [ in b lank as ton

i sh m e nt ] .

Main n e apn a ghor a fa q ir I sold my hors e t o t h e

k e h a th b e c h a . fa q ir .

Larki soti k i soti rahi .

T h e girl slept right on .

U m k i a u l a d na thi ( Um They had no children .

ke hi m) .
( In their plac e ) .
 Y ih ghori an k it ne k it n e Ho w m u ch did y o u
men lin pay for each of the se
mares
33 . Bari to mai n ne sau ko I go t the b g o ne f o r 1 00 i

li ,
au r
y i h d o chh ot ian and the t w o small
main me saw a saw a o nes for 1 25 each .

lin
s au s e .

34 . Yih log apas men ky a What ar e th e se peopl e

b a te n kar rahe hain sayin g among them
selves
35 . Yih m al h at h o n h a th b ik These goods sell like hot
j a t a hai . c ake s ( from hands to
hand no t from ,

shelves ) .

36 . Alm a ri par s e topi ut a r Give m e my hat off t h e

den a . t o p of t h e ward ro b e -
.

37 . Sab log da ry a k e p a r Ev eryb ody h as crossed

u tar gaye hain ky a ,
ov e r t h e river will ,

m ujh e b h i na ut a ro you n o t put m e ove r

e ? too
g
38 . Ap ghar men ka u n
ke Wh o ( guest ) is st o pping
utar a hai at your hous e 7
G hore k i t a ng utar gayi T h e horse s le g is o u t o f
’

hai . j oint .

40 . D arv a k a p a ni aj hi utar The river h as j ust gone

gay a hai . down to day -
.

41 . Bukh a r s ub h c h ar h t aaur T h e fever go e s u p in the

sh a m k o u tar j a t a morning a n d g o e s
hai . down in t h e eve ning .

Maul vi me Khud a k e The Maulvi ( an Arab ic

N o t e t h e t h ree p p
re o s it i o n s o f p r ic e .
 nam ka , ghar b an ay a scholar ) has b uil t a
hai . ho u s e f o r G o d ( o f
God s name )
’
.

F ab li ayat se l e kar das R ead from the firs t verse

w i n tak parb o . t o the tenth .

Kapr a m e z k e i1 p ar ( n o t The garment is hangin g

par ) tang a hai . ab ove t h e tab le .

K apr a m e par ( o r k e z , T h e garment is lyin g o n

i1 p ar ) par a hai .
the tab le .

sahi b ghar par hai g .

Sahi b is at home Sahi b .

Sahib ghar k e upar i s on t 0 p of the house ,

hain . or ab ove it [ as o n a
h ill
47 . Ap k e s a th shahr tak h o I ll go as far as the city
’

aen g e .
with y o u .

48 . Main ne b ar as o n tak u s I served him f o r years .

k i k h id m at k i .

49 . Pani koson tak ph ail t a The wat e r w e nt spread

gay a . ing for miles .

50 . Sip a hi jan tak far q nahin A soldi er does n o t regard

kart a . his life ( Makes n o
.

diff erence up t o life ) .

51 . Ap nekah a n tak parh a Ho w far did y o u read ?

52 Jah a n tak ho sake h a sil A s far as possib l e g o on
kiye j a o . a c qu iring .

Wub kal mere p a s th a . He w as with m e yester

day ( sitti n g ) .

54 . Wub kal mere s a th th a .

He w as with me yeste r
day ( going ) .

55 . Kh ab ard ar ! Isko b ari Look o u t ! Take this

kh ab ar d ar i se l e j an a .
with great care ( man
ner ).
6 7 B ag k e
. n az dik koi sau 6 7 Ab
. out a hun dre d fakeers
fa qir rah t e hai n aur ,
live ne ar the gard en ,

mere n azdik w ub ac h an d in my Opinion

chhe admi nahin hain . they are n o t g o o d
men .

68 . M e ri ch it t h i an D aktar 68 . I ( usually ) ge t my lette rs

s ahi b ki m a r i f a t in the care of t h e
p ah au n c h akarti hain . doctor .

69 . L o g mere k h il af ( b ar kh i 69 . Why do peo pl e rise u p

l af ) k y i mut h t e hain 7 against me
70 . D o a dmi mere m u q ab al e 70 . Two men stood up
m e n kh are h ii e . against m e .

71 . Is kh irki k e m u q ab al e 71 . There ought to b e a d o o r

men darw a a ch ab iye z . Opposite this window .

72 . Siw a u sk e s ab b h a g gay e . 72 . All b u t him fled .

73 . Ap mere haw al e kar den , 73 . Pu t him in my care an d ,

aur mere imm e b a

,
z . I I assure y o u ( in
,

j ae iske main ap k i my re sp o n sib ilit y ) in ,

kh a tir koi ac h c h h a stead o f this will b ring ,

ghor a l a ung a .
y o u a good horse .

74 . Jais a u sn e kiy a main me 74 . I d id as h e di d .

b h i k iy a .

Be careful to attain spee d an d r e ad ine ss in t h e u se o f

these prepositions and b e acc u rate with t h e Ice o r k i
,
”
,

always thinking of th e m as n o t that f o r is w ais t e ,

“
,

” ”
liy e b ut
,
“
Ice w ds t e Ice li y e a b o u t is n o t b ab at
,
“
,

”
b ut lai b ab ait
—
.

D i v ers ificat i o n . Learn these sent n c s v ry completely

e e e ,

and then tak e any nouns from t h e list that s e m s ui tab l e e

and su b stitu te .

R em e m b er that r e p e tition of th e s e idioms again an d

again is ne c essary to fi x them in the m e mory G e t th e m .

so that you can u se th e m freely .

 LESSON LXXXVI .

C o n j u n ct i o n s
A gar main pahle chho I If I shoul d b e in with
g .

ton se sh u r il k ar fi n ‘
the littl e ones first
, ,

( o r ,
Agar main n e th ey will speed ily
pahl e c h h o t o n se sh u come on the right
‘
r ii kiy a ) t o w ub jald path .

rah i rast pa r a
- -

j ae ng e .

Agar w ub haq q k i r a h 2 . If they d o n o t come o n

par na a en to ghar se ,
the right path then
nikal j aen let them get o u t of
the hous e .

Agare b i ( Go ) main n e 3 . Alth ough I b egan with

b aron se shur u kark e
‘
the b ig o nes and
b ari k o shi sh k i t au ,
worked hard ( made a
b h i ( t a ham ) w ub n a b ig effort ) still they
farm a n rahe t h e . remained d iso b edi e nt .

Khw ah w uh ae khw ah 4 . Wh e th e r h e c o me o r n o t ,

na ae t um h e n ari a
, y o u must .

hog a .

C h ah c yih lo ch a he w u h , ,
5 . Tak e e ither this o r that ,

m ujh e parw a nahin .

to me it is o f n o con
cern .

N a chhot a ay a na b ar a ,
6 . N eith e r t h e b ig no r the
dono k e d ono b e far -
little o n e cam e b oth ,

m a n rahe . remain e d diso b e d i e nt .

Is k a m k o ah ist agi se 7 . This work sh o uld b e

s h u r ir kar n a ch a b iye b egun slowly l est t h e
‘
, ,

ais a na ho ki yih nay a childre n s e e ing this

,

dhang d e kh k ar larke ,
new fashion d raw ,

h at j a e n . b ack .

U
8 . Pe s h t ar is
main ke ki 8 . B e fore I c o u l d go he ,

j a s ak i m w u b gay a , . went .

Jab tak in d ag i hai t ab While there s life there ’

9 . z , 9 .
,

tak ummed b hi hai . is hope While there

.

Jab tak s a ns t ab tak is b reath till then is ,

as . hop e .

Jis w a q t yih b at m u jh e When I re call this I ,

y a d parti main ( us ,
cannot keep f r o m
w aq t ) b e i k h t iy ar h o lau ghing ( At what .

kar hanst a hi m . tim e this falls to mind ,

1 o u t o f hand la u gh )
, ,
.

M a n len k i yih b at sach G ranted that this is

hai tum b en ky a
, tru e what s that t o
,
’

you 7
Admi t il k o i k y i m na
, Man who e ver tho u art
, ,

ho tere p a s koi u zr
,
‘
tho u h ast no e x cus e .

nahin .

Main m an sil k h k a r n e I cam e not to ab olish ,

nahin b alki p ii r a b ut t o f ulfil .

karn e ay a h i m .

14 . U s se puc h h o k i K h a n a Ask him Is dinn e r re ady

,

taiy a r hai y a nahin o r not

Mujh e shakk th a k i ay a I w as in dou b t wheth e r

mai n j agti h i m y a , I was awake o r s e e in g
khw a b d e k h t i h i m . a dream .

16 Ka sh k i yih tami jo z Wo uld that this d is c re

Kh ud a ne t u m k o tion which God has
,

at a k i hai s ab m e n
‘

, given y o u were in all ,

.

hoti .

17 . Ka sh k i yih a d mi mer a Oh ,
may this man be
b h a i Fa z l h o . m y b roth e r Fa zl .
33 . B an d agi ,
j an a b .

34 . Sal a m al ai k um * . 34 .

35 . Walaik um sal a m . 35 . And t o you

U d by M
se o s le m s .
 A PPE N D I X .

U RD U G RA M MA R .

The most o utstanding feat u re o f Urdu is its distinction s

o f GEN D ER N o t only animals b ut all inanimate o b j e c ts
.

and ab stract no u ns are e ither masc uline o r fe minine This .

distinction sh o ws itself most prominently in t h e ve rb and

ad j e ctive forms G enerally S peaking d is the ending which
.

d enotes t h e masc u line and i that which denot e s the fe mi

,

nine This is s o f o r ve rb s and us u all y so for adj ectives and

.
, ,

predominantly s o for nouns There are of co u rs e e x c e p .

, ,

tions b u t only e ight such words in i are masc u line pd n i

, ,

b e ing t h e most common D a wai m e dicine ; h aw d air ; o n

.
, ,

the oth e r hand fe minine though t h e form daw d i also occ u rs

, , .

Such words as tar kai la k i gh o d gho ri k ut t fi k att i show

,
r ,
r , , , ,

the masc ulin e s in d b o y horse d o g with t h e correspondin g

, , . ,

fe rns in 5 A lso words in ish t are ordinarily fem T h e

. .
-

,
-
.

ge n d e rs of oth e r words e nding in vario u s consonants m u st

b e l e arne d .

PRO N O U N S have b u t o n e for m for b oth gend e rs Wh e re .

w e say He cam e Sh e cam e They came Urd u wou l d have

, , ,

Wuh dy a Wuh ii i Wuh ci e Wuh cu l t which convey t h e

, , , ,

sam e idea with the added refinement that Wuh d e is they

,

( men ) came W u h a
,
m Th e y ( women ) cam e. It i s a b i t .

p u ling at first to think o f gen d ers in all things b u t con

zz ,

stant practice makes it second nat u re .

The Urdu no u n is very simpl e in its D E C L E N SI O N as the ,

o u tl ine b elow indicates All masculin e n o uns in ti and a

.
,

e x c e pting titles as R a j a L a l a hav e two forms in the

, , ,

si n gular and th ree in the plural All other mascul in e noun s .

e nding in vowe l s or consonants hav e b u t o n e form in t h e ,

 2

s ingular and that sam e form d o e s duty in the plu ral sav e
, ,

in the vocative which is in o an d the form that goes with

,
-
,

prepositions which ends in o n Thus w e hav e t h e ab eo

,
~
.

l ute form ( for t h e nomi n ative and o b j ective cas e s ) t h e ,

vocative an d t h e pr e positional form

, .

Si n g . Pln r .

lark a larke
lark e l ark o n
lark e larko .

a dmi a dmi
a dmi ad m io n
a d mi ad m io

kh a ns a m an kh a ns a m a n
kh a ns a m a n k h an s am an o n
kh a ns am a n k h an s am an o

have b u t o ne fo rm in the singular ; the plu

F em i n in es
ral ab solut e o f those en di ng in i is formed b y adding tin -
,

whil e t h e prepositional form is made b y addin g o n and -

,

the voc with o Fem no u ns e nding in other vowels o r in

.
-
. .

consonants have no chang e in singul ar and form t h e pl u ral

b y adding e7i o n 0 -
Thus w e hav e
_ ,
-
_ ,
-
.

Si ng . Plu r .

larki larki a n
larki l ark io n
larki l ar k io

kit ab ki t ab e n
kit ab k it ab o n
kit a b kit ab o
A D JE C TIVE S e nding in any l e tter sav e a have b u t
o r ci

o n e form Th ose ending in a or ai hav e

. two forms in t h e
m as and one in the fem that in i
,
. . .
 4

m stly u se d w ith Ic or k i t o j oin t h e no un and preposi

o e, ,

tion A few n ever u s e Ice ki as m e n s e ko Ice k i lai tak

.
, , , , , , , , ,

pa r . K 0 sometimes mea n s to and so m etimes it is

”
,

mere ly t h e sign of the o b j ective case .

A good deal o f dive rsity is possi b le in the ord e r of words

in t h e sentence b u t the usual order is t h e sub j e ct with it s
, ,

m o difi e rs then the o b ject with it s m o difi e rs the adverb

, , ,

and t h e predicate last .

Many poi nts of grammar ar e o f cours e no t e ven hinted

at in this b ri e f stat e m e nt b u t if the s e ntences are thorough
,

lv mastered and the D rill work is faithf u lly d on e there ,

will not b e m u ch left that is a b solu tely new .

To w ard the e n d of the first y e ar Platt s Hindustani ,

’

G rammar Kellogg s Hindi Grammar and Hooper s Idioms

,
’
.
’

will b e u sefu l .

D e m o n s t ra t i v e .

I nt e rr o gat i v e . R ela t i ve .

h e re th e re wh e re
this many that many which many
 D emo ns tr at i ve .

I nt er r o gat ive . Relat i ve .

which sort o f
whither
whichever w ay
when
in which w ay

In t e rr o
g at i v es .

I W HAT ? KY A .

What is this ? This is a B ook tab le chair c arpet

, , ,

rug floor door window

, , ,

What is that ? That is a room matting ,

.

Kit ab m e z kursi ,
ari , ,

Y ih kya hai ? Yih gah c h a farsh khi rki , ,

r
.
,

hai . kamra c hat a i ,

.

Wub kya h ai ? Wub

hai .

2 D ish pla t e knife spoon

.
, , , , 2 D is ,
. pl e t chhuri k a nt a , ,

fork c up sau c er
, , , c h am m ac h p iy a l a , ,

glass water t e a , , ,
pirch gil a s p a ni ch ae. , ,

c off ee . k a fi .

3 House verandah
.
, b ed , 3 . Ghar b ar am ada sone k a
, ,

room dinin g room

,
-
,
kamra kh a ne k a ,

draw ing room o fli c e -

, ,
kamra gol kamra ,
-
,

pant ry kitc hen store , ,

daftar b o t al kh a na ,
-
,

room b a t h r o o m -

,
b a w a r c h i kh a n a -
,

dr e ss m g room -
. god a m gusl kh a na ,
-

sin g a r kamra -
.

4 . Bread b u tter meat rice

, , , ,
4 . R oti makkhan gosht
, , ,

fruit potatoes peas

, , ,
ch a w al mew a al ii , , ,

vegetab l e s 0 n i o n s , ,
mat ar Sab zi piy a z , , ,

chicken . mur gi .
Meal flour germ m e al
, , ,
A t a mai d a s u j i mi sri
, , , ,

sugar salt b oiled , ,

namak b h at k a l i , ,

rice pepper b la c k red

, , ,
mirch l al m i r c h , ,

vinegar walnu ts ,
. sirk a akhrot ,
.

Paper ink ,
pen post , , ,
K agaz siy a hi qalam
, , ,

n e wspaper s t a m p , ,
d ak akh b ar tikat
, , ,

post o ffi c e postman
-

, ,
d ak Q a na d akw al a
-
, ,

lett e r pencil ,
. c h it t h i pinsal ,
.

Be d co u ch c u rtain wall
, . , , Palang or c h a r p a1 .

b ook cas e cup b oard

-

, ,
k au n c h parda di w a l , . ,

b e d ding b o x l u ggag e , , , a l m a r i b i st a r .
,

b ag . s an d i
q as b a b b e g o r
i , .

t h aili .

Broom d ust e r shove l

, , , Jh aril j h aran b e lc h a
, ,

tongs b rush h a t , , , c hi mt a h u rsh topi , , ,

clothes dr ess shoes , , , kapre dare s j u ti k o t , , , ,

coat b oots , . b ut o r j ii t a .

Train station ticket

, , , G ari ist e sh an t i k a t ,

carriage fare ra ilway , , ,

garl kir aya re l q uli
, , ,

p o rt e r gu ard e ngin e , , , g ad i n j a n b r e k
, ,

luggage van b ooking -

, t ik at w al a b ab ii b ilt i -

, ,

c lerk luggag e re c eipt

,
-

,
d arj a .

class .

Hand foot nose mouth

, , , , H a th pair n a k mu nh
, , , ,

eye e ar head arm

, , ,
ankh k a n sir b a zil
, , , ,

( b etween sho u lder and mun h t an g u n g l i , ,

el b ow ) face leg fin , , , un gli dahin a b a y a n

, ,
.

ger t o e right left

, , ,
.

Hair b eard e lb ow knee

, , , ,
B al d arhi k uhni gh ut
, , ,

ank l e joint b a c k , , ,
n a j or pith chh ati
, , , ,

b r e as t shoulder , ,
kandh a t ak h n a pet , ,

stomach waist heart , , ,

kamar dil d ant , ,
.

to oth .
 8

Sat urday S u n d a y , , Ju m
’
ar at a , Ju m
Sab b ath rainy se a , San ic h ar Itwar ,

so n ,warm seaso n , Sab t : b arsa t garmi , ,

Winter Spring Spring , , j a r a b ah ar r a b i

, ,

harvest F ull harvest , . kharif .

Servan t c ook s c ullion

, , ,
N aukar kh an s a m a n
, _ ,

waterman g r o o m , m as al c h i b i h i s h t i , ,

gardener sweepe r , ,
sal s m ali mihtar , ,

tab le servant coach

-

,
mez , khidmatg a r ,

m an wat chman
, .
k o c h w an ,
c h au k id ar,

carpente r b lack ,
b arha l , ( t ar lg i an ) ,

smith pe d lar c o w , ,
loh a r ,
b is at i ( Eng .

man grassman , . b ak asw al a) gwala ’

ghas i ara .

Stab le c o w stab le s e r
,
-

, , s a gar
A s t ab al g au s al a,
vants houses garden ’

, ,
pesha b ag sarak
, , ,

road t h a t c h r o o f
, ,
chhappar ch ab i a n , ,

ke ys any musical
,
b a j a t asw ir p h ii ]
, ,

instrument picture ,
chhat k h a p r a i l
,

flowers stone o r earth ,

gaml a .

roof tile roof fl o w e r

, ,

po t .

Tools hammer a x
, ,
An z a r m ar
( h at h y ar ) ,

hatc het plane saw , , ,

t au1 k ul h ar a ku lh a ri
, , ,

fil e nail tack ad e
, , ,
z ,
randa a ri reti kil , , , ,

screw s c rew driver ,

-
, b iranj i t h e s a p e c h , , ,

matto ck t row el , , p e c h k ash kahi ram ,

sickle rope c ooking , ,

‘

ba ,
daranti rass i , ,

vessel . d e gc h i .

Metal iron gold silver

, , , ,
ch a ndi
D h at , l o h a, s o n a , ,

copper tin sheet tin , , . t a mb a qal ai t in sis a

, , , ,

lead glass mirror

, , ,
shisha a in a ainak , ,

eye glasses b r a s s
-

, ( chashma ) p i t a l ,

leather . c hamr a .
 9

T his lesson is to be taught during t h e first s ix o r twelve

months and is no t t o b e completed b efor e the second is
,

b e gun .

II W H R
. E E 2
”
K A H AN ?

Where is the ( I ) ( l ) Kah a n hai ?

The ( I ) is the ( I ) K it a b m
( I ) ( I II hai
e .
z
.

par hai .

1 Se e I ( 1
.

k e pa
2 O n u nder b eside here 2 par niche
k e s .
.
,
.
, , , ,

there ,
.
yah a n waha n ,
.

Ki t ab m e z p ar hai m e z k e niche hai m e k e p a s hai

,
,
z ,

y ah a n hai wah a n hai ,

.

These q ue stions must b e practis e d u ntil the pupil gi es v

each answer r e adil y .

III WH Y ?. Karim
Why did ( the woman ) come ( A u r a t ) shahr s e k y im a ?’ i

from the city ? go t o the wu b ? t u m ? gayi ? k iren

k o ? shahr k o ghar
? k ?
w e ll go to t e city to
? h ? o

t h e hous e ? t o this coun is mulk k o ham a ri kothi

try to o ur b ungalow
? ko K u
y g a rahi hai j a ,

Is ( she ) coming going ? ? kh a b ol dekh b hej m o l

, , , ,

l e rahi ( rah a rahe ) hai

?
e ating ta l king ? looking ,

sending t h e chair b uying kit a b kh a n a a t a w a g a ira

. , ,
.

food ? the b ook ? the

meal ? e t c .

kit a b ) k i m
*Why d id y o u ( give ) him Ap n e u s k o ( y

t h e ( b ook ) the tab le the d i m e z r ii p ay a

,
ch a r , ,

money t h e b eds t h e
,
pa ra n ghare ,
ghar i a n ?
,
,

waterp o ts t h e wat c h e s w aga

,
ir a liy a b h e j a ?
, ,

take b ring s e n d
?
,
? l a y a ?

Th i s se c t io n w il l b e us e d fta er a m o nt h or t wo .
 —T h man
Sub s t i t u t es e ,
the men ,
t he wom e n the b oys , ,

t he girls y o u he they
, , ,

IV WH O ?
. KAUN
Who is this b o v ? man Y ih ( lark a ) ka u n hai adm i ?
woman ? girl au r at ? larki ?
’

Hindu Sikh Mosl e m wate r

.
, ,
Yih Hind u Sik h M u ssal , ,

man o u r servant cook

, , ,
m a n b ih ish t i ham a r a
, ,

gardener groom , . naukar kh a ns a m a n m ali, , ,

Who is coming from the sal s hai , .

city going t o the ho u s e ,

Shahr se kaun a rah a hai ?
well tre e , j a? ghar k u en da rak ht , , ,

ko

Wh o drew water ? gav e K is n e p a ni b har a t u m k o

the

y o u t h e b ook ? s e nt the kit a b di ? m ez b hej a

tab l e to o k the mo ne y r u a a liy a
p y
Who said this Who told
? K is n e y ih b at kahi ? K is
this n e b at a y a

V WHO S E ? W HO M ?
.
K rs R . i
~
,
KI S KO ?
Whos e l is this Yih kis k i ( kin k i ) ( kit ab )
hai ?
T hat is m v b ook o urs yo u rs , , , Wu b meri kit ab hai ham a ri , ,

his th e irs yo u rs the

, , , t u m h ar i us k i u m ki ap , , ,

b oy s the gi rl s the b oys k i larke larki k i l ar k o n

’ ’ ’
, , , , , ,

the women s the girls ’

k a au r at o n k e l ark io n
,
’
, ,
’
,

t h e man s the men s k e a dmi k a ad m io n k i

’ ’
*
. .
, , ,

Whom d id he strik e ? kil l ? Us ne k is k o m ar a ? m a r

ask ? d al a ? p uc h h a?
To whom is he speaking ? Wub k is k o b o l t a hai ? de
giving rah a hai

U se y o ur m o st vi v i d im ag in at io n t o gi ve li f e to t h e se e x e r c ise s .
 12

I n t r o g at i v E e r c i s e s
er e x . Saw al i y e Iu m l e .

Ky a b a j a hai ? o r k it ne 1 . What tim e is it ? ( What

b aje hai n . has struck ?) o r how
many have struck ?
Ek b a j a hai Sawa b a j a. It is o ne o clock 1 / 4 ’
.

hai . more than o n e .

D e rh b a j a hai . 3 . It is half past o n e .

Pa u n e do b aj e hain . 4 . l ss than t w o have

e

str u ck .

Do b aj e hain Tin b a j e .
It is t w o o clock It is ’
.

hain .
three o clo c k ’
.

D h ai b aje hain C h ar .
T w o and a half hav e

b aj e hain .
stru ck It is fo u r
. .

. Paune tin b aj e hain .

l e ss than 3 1 / 4 .

Saw a tin b aj e .
more tha n 3 .

Saw a tin s arh c tin , ,

or,

paune ch a r b aj e h ain .
3 3 3

Saw a ch a r s a re ch a r , ,
4 4 4

pau ne p a nch .

Sawa p anch s a r h e ,
10 . 5 5 5

panch pau n e chha ,

.

Saw a chha s a rb e chha , ,

ll . 6

paune s at .

Saw a s a t s a rb e s at
'

.
, ,
7 7

pau ne a th .

. Saw a at h s a rb e ath , ,
13 . 8 R

paun e n au .

Saw a nau s a rb e nau , ,

14 . 9 9 9

paun d as e .

Saw a d as sarh e d as p au
, ,
15 . 10 10 10

n e gy a ra ( or y a r a ) ,
.
 13

16 .Saw a gy ara s arh e gy a ra 1 6 l l ,

1 1 11 , .

paun e b a rah .

1 7 Saw ab ar ah s a r b e b a rah
. 17 12 ,
1 2 30 1 2 45 , .
, .

pau n b a ja .

N ote that in num b ers saw d is a q r mo re than and

”
, .
,

pa un e a qr l es s than t h e n u m b er it prece des Pa un

. .

m e ans three q uart e rs and is used of o n e o r t h e unit onl y

-

th u s pa un s e p aun s av thre q uart e rs o f a s e r thre e

r, . e -

q uart e rs o f an h u ndred ; p au n e d o p au n d a s I f 9 g ,
e .

B ayd chang e s t o b aje b eyond le k o n e and a half as it

'

,
c r ,

is a participle and agre e s with its no un two h ave st ru ck

,
”
, .

Avoid say ing t in b ajd rather t i n b aje d o b aje Sa wd

“
,
’
, ,
.

d oes not change it s f o rm b ut pa u n e is pa a n d with e h , .

IX H o w M U o H ? H o w
. K IT N A ? K I T N i ? KI T N E ?
M AN Y
H o w m any m e n hav e come Kit n e ad m l hain ? as

How many ( chairs ) are in Kitni ( k u r sian ) is k am re m e n

this room hain
Th e re is only o n e chair Ek hi k u rsi is kamar e m e n
'

hai .

Tab le s curtains b o oks men

, , , ,
Me parde k it ab e n a dmi
z, , ,

wome n b oys girls sho e s

, , , ,
au r a t e n larke l a r k i a n , ,

han d s e y e s e ars
, ,
j u ti a n h a th ankh e n k a n
, , ,

l to 1 2 ; E k do tin ch a r p a n c h
, , , , ,

chha s at a th n au d as
, , , , ,

13 to 1 00 .
gy a r ah b a rah ; t e r a h , ,

chau dah pan d rah sol ah , , ,

satrah ath a rah unis b is ; . , ,

ikkis b a is t e is c h aub is , , ,

pach i s c h h ab b is sat a is
, , ,

at h ais , u n t is , t is ; ik t is ,

b attis ,
t e nt is , c h aun t is ,
 14

p a i nt is , c h h at t is , s ai n t is ,

at h at t is , u nt alis , ch alis ;
ik t alis , b at t al is ,
t e n t al is ,

c h au n t al i s , p a i n t al i s ,

ch h i
y al is ,
ath a s ai n t al is ,

lis u n ch as pach a s ik a
, ,

w a n b aw a n t irp an c hau
,
'

, ,

wan p ac h p an ch h app an
, , ,

s at a w an ath a w a n u n
, ,

sath s ath ; ik s at h b as at h
, , ,

t re s at h c h au s at h
,
pain ,

sath c h hi y asat h s a r
, ,

sath at h sat h unh at t ar

, ,

sattar ik h at t ar b ah at t ar , ,

t ih at t a r c h au h a t t ar
, ,

p a c h h at t ar chhi b a t t a r, ,

s a t h at t an at h a t t ar

un asi , assi ik a si b e 5 s i ,

t ir as i chaur a si pach asi

, , ,

c h h ras n sat a si a t hasi , ,

n aw a l s ,
n aww e ik an w e ,

b anawe ,
t ir an aw e , chau
r an a w e , p ac h an a w e ,

ch h i an a wsatanawe e , ,

ath a n a w e mi n a n a w e , ,

hu n d red tho usa n d,

s a u ; s a in k r a h a z a r , ,

lac karor
,
.
l akh karor ,
.

T h e mast e ry of th e s e b e d istri b u t e d o ver sev e ral

months .

X Ho w M U C H
.
? K IT N A ? KI T N i ?
What is the pric e of this Is k é k it n e d a m hai
What is t h e val u e o f this Is k i kitni q imat hai ?
 16

vessels letter sen t chair kursi b an gayi ? b at b at a

made ? thing told ? wer e di ? b o l rahe the ? d h i m
talking were hunting d h t e the ? dek h liy a ?

d id se e d id go had gay a ? a i thi ? mar gaye ?

come ? did die
When did this happ e n ? To Yih k ab k i b at hai Y ih to
day . aj k i b at hai .

Wh e n d id this 0 o m e Yih k ab k a ay a hai ? Yih

Ye sterday . kal k a ay a h ai '

How long has the letter b een C h it t h i v ah a n k ab se hai ?

h e re ? Two hours D o g b ant e se
. .

Since wh e n h as the wat e r Pa ni k ab s e b har a h a i .

b e e n h e re Since morn S ub h s e .

ing .

How long h as he b een gon e Wii h k ab k a gay a hai

He has b een gon e since d ay Parson k a gay a hai .

b efore y e sterday .

N B — Use D r ill Ta b le o f adver b s f o r answe rs also

. . .

X II W H IT H E R ?
. K I DH AR
Whither are y o u goi ng ? Ap kidhar j ate hain
W hi ther d id he go ? Wub ki dhar gay a
We you she th e y the Ham tum w ub w ub
b oy s -
the girl s the larka l a r k e l a r k i
- ? ?

men ? the women l ark a n a dmi au r at e n l

’

A na — To the city t h e school Jaw db —

,
Shahr m a d a r s e
,
.
, ,

t h e well the hous e home

,
kil e k o ghar k o ghar
, , , , ,

t h e station t h e P O ,
i s t e sh an d a k kh a na
. .
,
-
.

X III W H E N C E
. K AHA N
’

SE

Whenc e did y o u g e t this Ap ne yih kit ab kah a n se li

b ook thi
I took it o ff your tab le .
Main n e ap k e m e z p ar se li
 17

Wh ere did this stone c om e Yih patthar kah a n se ay a

from
From where you put it . Jah a n se ap ne rakkh a .

X IV . Ho w ? IN WHAT KY ON K A R ? K rs TARAH
M AN N E R ? KI s TA R A H SE ?

Ho w did this happen Y ih k y i mk ar hua

How have y o u c ome ? i e . . Ap kis tarah ( waj ah s e ) ae '

f o r what p up o se hai n
Ho w did he earn so many U s n e it n e r ii p ae kis tarah s e
r upees kam ay a
How did this dish b re ak Yah b artan k is tarah s e t ut a
What was h e ( they ) saying Wu b ap k o k is tarah b olte
t o y ou t he ?

In what manner ( as ru dely , Wuh ap k o kis tarah se b olte

po litely etc ) w a s h e
,
. the ?
speaking to y o u
How will he give it to u s Wub ham k o k y i mk a r deg a
Ho w can you s ay this Tum yih b at k y im k ar k ah t e
ho
Ho w d id he send it ? For Us n e kis tarah b he j a
nothing ? tell se e hear Muf t b at a di y a ? de kh
liy a sun liy a
XV . or ? K AH E Ki K I S C HI Z H A ?
?*

What is this made o f Yih k a he k i b ani hai

It is made o f b rass . Yih pital k i b ani hai .

What is this tab le made o f Yih m e z ki s chi z k i b ani

knife ? ring ? s p o o n ? hai
kettle chair j ar ? b ullet ? Jaw db —H a thi d a nt s o n a
.
-

b ottle b ukka ? house ch a ndi loh a t a m b a lakri

, , , ,

mitti sis a shish a q al ai

, , , ,

dh a t patthar ,
.

C mm
o o nl y us e d , b u t n o t e l e g an t .
 18

OT H E R S . D HSR E .

X VI . W IT H AN S W E R YES

E XPE C T E D .

Y ou have my b o ok have n t ,
’
Meri kit ab ap k e p a s hai ,
.

you
D id h e g o y e st e r d ay Ky a w ub kal gay a ? .

He went y e st e rday didn t ,

’
Wu b kal gay a na ,

he
A r e y o u going to day ? -
Ap a] j at e hain
Y o u are going to— d ay ar e n t Ap 5 j j a te hain na ?
’
, ,

y ou
Sahib orders this b re ad , S a hib y ih i r o ti m an gat e hain ,

d oesn t he na
’

T h e b oys will come won t Lark e parson ae n ge na

’
, ,

th e y
Shall I go ? Main jai m
Shall we d o it o r not ? Ham karen k i nahin
We shall go shan t w e,
’
Ham jae g ge na ? ,

Sh e went yest e rday didn t ,

’
Wub kal chali gayi na ,

she
You sent t h e b read di d n t ,
’
T um ne roti b h ej i , na ?
ou
y
C an you d o this work Tum kal yih k a m k a r
t o morrow
-
s ak o g e ?

C an you go now Ab hi jas ak t e ho

Hav e y o u t h e girl s b ooks Larki k i k it ab e n t umh ar e
’

p a s hain
Have y o u s e nt all the T u m n e s ab o hi z en b h e j i

things hain
Has Mr Smith my mare ?
. M e ri ghor i Ismit S ahi b k e '

p a s hai
I am to go am I not ?
,
Mujh k o j an a hai na ,

H e had to come hadn t ,

’
he Us k o a n a th a na ? ,
 20

What did t h e shopkeeper D ii k an d ar n e ap k o ky a

send y o u b hej a ?
What did the gentle m an sa hi b n e qul io n k o ky a ky a
give each of t h e coolies diy a
He gav e them four annas Un b on n e ch a r ch a r a n e
e ach . diye .

He aske d wheth e r this was Un b on n e p iI c h h a a y a y i h ,

true or a lie b at sach hai y a jh ii t h

.
.

Well ! W hat d id y o u t e ll Kh a i r ! T u m n e k y a
him ? b at ay a

ll T ab l fi D ri es
“

N o uns —Lark a larki ghor a ghori aur at a dmi R aj a , , , ,

’
, ,

R a ni p a o n g a o n kit ab r a t g a e b hai ns b hains a b ail

, , , , , , , , ,

g adh a gadh i chi riy a b h a i b ahin dary a b al a haw a daw a

, , , , , , , , ,

pa nkh a parda k am k aga jag ah kh a ns a m a n ( s i ngs and

, , ,
z, , .

w a lid w alid ain k agaz at w aqt auq a t hukm ahk am

, , , , , , ,

khab ar akh b a r h a l ahwa l sharif ashr a f ta li m t a li m at

, , , , ,
’
,
’
,

suw al suw alat sab ab as b a b nar m a da m a din

, , , , , , .

V erb s —( a ) D en a len a a n a j a n a u t h n a b ait h n a hon a , , , , , , ,

karn a c hal n a b ann a b an a n a dekh na dikh an a sunn a

, , , , , , ,

b o ln a b ul an a kahn a rak h n a k h ar id n a mol len a l a n a

, , , , , , ,

miln a b h ejna d b ou a dh ul an a b achn a ch ah n a nik aln a

, , , , , , ,

h o jan a .

(b ) Marn a m a rn a , , m ar w an a ,
t iI t na, to rn a ,
tor an a ,

b ul w an a, c hh ii t n a, c hh o r n a ,
c h h ur an a ut h an a, ut h w an a,

d ilan a dilw a n a karn a kara n a sam ajh n a s am jh ana rakhn a

, , , , , , ,

rakh a n a rakh w an a s un a n a kahl a n a mil a n a n ik aln a

, , , , ,

n ik alw an a b ac h an a b ikn a b e c h n a b ik w a
,
n a kat n a k a t n a , , , , , ,

k at w an a, c h arh n a c h arh an a, ,
u t arn a,
ut arn a, p hir n a, p h e rn a
and p hir an a l ikhn a , ,
li k h an a, l e t n a, lit an a , b harn a , b har a n a .

Th e se ar e t o b e us e d wh e re no te d in t h e l e ss o n s , an d in c o n n e c t io n

w it h th f e o ll o w in g E x e r c is e s as a co n c r e t e d ill i r n c o rr e c t o r al c o mp o s it io n .
 21

Taiy a r hon a karn a ; j ama h k ; p ii ra

( c) ,
’
. . h k ; b ar a
. .

h k khar a h k paid a h k m azb ii t h k

. . . . . . . . yaqin h k .

sha q q h k hukm h k p iy ar karn a S h ukr k

. . . .
, .
,
ummed k
m adad k gun a h k k h id m at k : y a d a n a y ad
.
, .
, . d ilana y a d ,

karn a kar a n a ,
.

Pro no u ns —( a ) Mai n ham t il turn ap w ub , , , , , ,

yih ; m ujh ,

m ujh e t ujh t ujh e ham hame n tum t u mh e n

, , , , , , , ap us use , , ,

un , un h o n, u nb e n .

Mer a—
(b) c i ter a e i t um h ar a e i ap k a e i us k a— e i -

,
- -
,
- -

,
- -

,
-
,

n u k a e i ham a r a e i in k a e i apn a e i
- -

,
- -
,
- -

,
- -
.

( c ) K aun k i s kau n kin k inh o n : j o jis jo j in j i nb e n

, , , , , , , , ,

jin h o n .

—Men se par tak k o k a k e k i men se

Pr ep os it i o n s , , , .
, , , ,

par se men k a k e lie k e W a ste k c pas k e a ge k e s amne

, , , , , ,

k e p ic h h e k e n c he k an d ar k e b a har k e b ich k e s a th
. i ,
e , , , ,

k e b a d k e pahle k e i1 p a k e siw a k b ar a b ar k e b a h s "

’
, ,
r, ,
e , ,

k e sa b a b k e l a i q k e ird g ir d =k e a s p a s k e b adle k e was ile

, , , , ,

se
( ) k e p
,
a r ; k i b a b at ki kh a tir k i taraf k i taraf se k i , , , ,

ch a ro n taraf k i tarah k i m a if at k i m an in d k i n isb at k i , ,

’
r , , ,

“V s f
jag ah .
/

—Aj kal parso n at a

A d v er b s r s o n n ars o n
. p a r s al ab , , , , , , ,

ab hi ab k i daf a ; ja is e j ah a n kahi n j ah a n k ah ig jab

,
’
, , , . ,

k ab h i jab k ab h i kab b i kab b i k ab h i n ah in n ah ir1 h ag n a

, , , , _ , , ,

mat ; yah a n wah a n idb ar u d h ar jid h a y ii g is tarah , , , ,

r, , ,

u s i tarah b a r b ar h am e s h a b ahut ,
to b h i saw re b ar a , , , , ,
e , ,

m as al e n fa q at q ar ib an h arg iz nahi n z o r se c k dam se

, , , , , ,

w ap as jan j aldi jhat pat sh ay ad phir

, , , , ,
.

Adj ect ives —A ch ch h a b u r a thand a garm b h a ri halk a .

, , , , , ,

n a d ik d ii r sak li t a s a n mushkil narm chaur a tang

z , ,
s af _ _ , , , , , , ,

mail a taiy a r b as i mob a nich a sa c h c h a jh ii t h a khar a

, , , , , , , ,

khot a nay a p il rana b iI rh a gari b d aul at m an d b ara

, , , , , , ,

c hhot a lam b a a mm s ab ni ch go l c h auras mo t a patl a

, ,
’
, , , , , ,

z ar ii r b and k hul a desi w al a

, y a t i a d h a aur pah
, l a d l sr a
i , , , , , ,

z
 22

thor a mihrb a n , , b ahut , agl a z iy a da kam , , , p ic h h l a, m u mk in ,

s h uk ar g u z ar .

y I nt er ro gat i ves a nd I nd efini t es , an d 0 t h ers —Y ih w ub

.
, ,

aur ais a wais a dono gair b a z

, , , , ,
’
k ai ku c hh k ul l
, , ,

chand b a q i aksar , , .

Kab ? K idhar ? K aun ? Ky i m ? Ky i mk ar ? Kis

tarah K ais a ? Kaun sa K y a
Jo jo koi koi jo jo jo kuchh ful an a e k diI sra sab
, , , , , ,

ku c hh jit n a aur ku c hh har har e k har k o i s ab k OI ap

, , , , , , , ,

kh ud koi k o i koi na koi , ,

.

j N n umer als — E k d o tin ch a r p a nch chha s a t ath n au , , , , , , , ,

das b is pa chis tis ch alis pach a s sau saink ra ha ar l akh

, , , , , , . ,
z , ,

karor kori sadi , ,

.

Awwal pahl a d il sr a t isr a chauth a p anc h w an c hhat a

, , , , , , ,

s a tw a g at h w aig nauw a h d asw ag b isw a n p ac h asw ag

, , , , , .

C o njun ct io ns —A u r k i t a ki lekin par b alki to magar .

, , , , , , , ,

pas phir phir b h i j is tarah

,
us tarah khw a h
,
khw a h , , _ ,

na na . . c h a he ,
y a t a ham t au b h i t ab , , , ,

b h i jab tak jab tak

,
n a ; is lie is h e k i k y imk i c h i m
,
ki . , , , ,

ais a na ho k i war n a nahi n to h al ank i agar e b i go go k i

, , , , , , ,

,
goy a lih az a tis par b h i
y
’
, ,
fi é .

9K
Ex r c i s s i n D e l n s i n e e c e o s .

1 Man b o y horse dog jar

.
,
I Admi lark a ghor a kutta
, , , , .
, , , ,

J house water city answer ,

ghar a ghar p an I shahr
, , , , , ,

time word people fru it ,

j aw ab w aqt kalam log
, , , , , , ,

spring c urtain m o n t h ,
phal c hashma p a r d a , , , ,

day day field R a j a h ,

mahma r o z din khet
, , , , ,
, ,

uncle cook ,
R aj a c h a ch a m a m ii
. , , ,

kh a ns a m a n .

II Woman girl mare dog II A urat larki g h o r i

.
, , , , .
’
, , ,

d watch daughter w i l l ,kutt a kutt i j eb i ghari , , , , ,

wages b ook eye spirit ,b et i marzi m a z d il r i

, , , , , ,
 24

7 . From thes e ( I II ) learn ,

7 . In ( I II ) ,
se d ana i sikh o .

wisdom .

8 . F ro m this ( I II ) learn ,
8 . Is ( I II ) se dan ai s ik h e
,
.

Ex e r c i s e s i n A d je c t iv e s .

Th es e ( I ,
II ) are ( good , b ette r b , es t ) II I . 1 . Yi h ( I 1 1 ) ,

( III ) ha in .

II I .
( a ) D e clin ab l e . A ch c h h a b ur a , , p ii r a sa c h c ha b ara , , .

(b ) I n de c l j a ri b ari .
, ,
k h iI b , b a qi thik umda b h ari
, , , .

T hi s ( I II ) is ( III ) ,
.

Ex e r c i s e s i n Po s s e s s iv e s .

1 . Th is ( I II ) is yours h is , , ,
1 . Y ih ( I , II ) t umh ara h ai ,

hers mine o u r s , , ,
uska us k e , ,
meri ,

yours thine th e irs , , ,

ham ar a ap ,
k e teri, ,

the b oy s the girl s ’

,
’
,
un ka larke , k e larki
,

t h e b oys the girls ki l ark o n k a larki o n

’ ’
, , , ,

the man s t h e men s ’

,
’
ke , a dmi k a, ad m io n
the woman s t h e ’
,
ki 3, 11 13 13 k e , “
1 11 1 3 50 12
wom e n s ’
.
ka .

2 Thes e ( I II ) are yo urs , .

2 .

h is h e rs etc , , . us k é us ,
k e w agair a
, .

V erb Sy n o p s e s .

1 .m .
, W9 , m .
,
Still; them a daily -
td h ag )
f y o u f y ou m
.
, , .
, , .
,

2 am b g i gd i g
se n n c h airs
I1 0 W
then he , ,
°

ri n n t a les b
y o u p she , .
,
b an) .

they m they fem , .

, , .
,

The b o y s -

girl s -

man m e n , ,
them th e b o oks at

woman w omen , , that time ( i rah ci thd) .

 25

su b jects 10 d the women a letter

20 ,
5 . shall a ?
“
d ic at e s ,
to morrow ( angd)
- J .

O ther verb s f o r t
h i m the b read and b utter
s ub s titution , bf gh t
sg
d en a, day b efore yesterday ( b h ej a ,

p ah un ch dn d , l ay a) .

1?n
mo l l en d
7 . did no t them the b read ( na

b anana,
bh ej i )
a
.

rakh n
the
,

them l e av es
r ak h an a, 8 . hav e n o t
n ik aln a, ( nah i n b h ej in) .

b ech n d
b i kwana,
,
9 . hav e 2 355 them$ the m eat ,

milk read
b potatoes , ,
!

,
v e ge

b h eja
tab les rice dal sugar , , , (
-
i -
e ) .

the b efore
10 .
had sent them
I c ame d t h d) - .

* Send the mo n ey at on c e o) -
.

Bring them the tab les soon .

Sending is b et t er n a b i h t ar h ai ) - .

Bringin g is b etter than sendi ng

-
n a, -
ne se b ih tar ha i ) .

m
Hav in g ht g b
se n t

ro ug
co

o
e

( Jear a M) o .

T his is t h e sender
-
w dl d) .

C ome as soon as y ou send -

te

h i a fate ) .

se n t
b ook i hai )
I S bb l s the m s
- -
.

O ne
v bi
er n t en f m
or s w it h 20 b j su ect s in e ac h f m or ,
c an b e go ne

t
h rou g
h i tn en
mi nu te s. Bu t k p ee one fi n ge r on th bj e su e ct , t he ot
h er

on t h p di
e re c at e .
 26

I saw h im n fg t w o tab les to you .

I s aw him sea t e d .

I gave him the mon ey to ( that he ) b rin g ( t dk i w uh l de ) .

I we nt to b uy b read ( lch ar id ne gay d) _ .

I wen t t o send loav es ( b h ejne ko gay d) .

Sp ec ial I d i oma t ic V erb F o rm3 .

*

b egan to d o et c , .

C h uk nd t o finish doing something

, .

Past . P as t Per f . Pr es ent . F u t ur e .

All n ou n s h u k a chuk a hai c h uk t i hai

c c h u k e g a,

All pro n s . h o c h uk i c huki hai c h u k t i hai ob u keg i ,

k ar c h uk e ch u k o hain ch uk t e hain c h uk e nge ,

kh a c h ukin ch u ki hain c h u k t i hain c h uk e n i

g n .

Sak nd ,
t o b e ab le t o d o give et c , ,

Pr es en t .

All noun s sakt a hai

All p ro n s de kar sakti hai
.
, ,

s ak t e hai n

sakti hai n
C h ahna wi th in f to wish to do give , , et c .

P r es en t .

A llnou n s an a de na karn a ch aht a hai

, , ,

All p ro ns . c h a hti hai

ch a h t e hain
ch a hti hai n
N B
.
—U
. se the v b er s of D r il l T bla e w it h th e se e x e rc is e s.
 T h ey garde n -
s .

Yo u
)

N Main gayi
g ay é , k amr e
Ham gaye gayi .
k ue
T um b az ar
Wub g ay é shahr
Wub gay e d uk an
Wub gayi ghar
Wub gayi b ag ,
-
on

AP gaye , gay in dara kht ,

-
or
_1

3 I ( We Y o u He They
.
,
3 Mai n ( Ham Tum Wub , , , .
, , ,

She They Y o u ) ,
Wuh Wub Wuh Ap ) , , , ,

went ( came ) to ( into ,

a
g y é ( gay e g a y i ) , »
,

toward up to fro m k am r e k o ( m e n k i
, , , ,

n ear ) the room ( well , taraf tak se k e p a s ) , , , ,

market c ity shop k ué, b a z ar , s h a h r , , , ,

house garden g a r d uk a n ghar b e g

, , , , ,

dens tree trees ) , b agic h e darakht

, .
,
.

II to into toward u p to II k o m e g k i taraf tak

.
, , , , , .
, , , ,

from near , se k e p a s
.
,
.

4 He p u t ( took ) the things

. 4 U s n e s ab o hi z en koth i .

in the ho u se from m e n r ak k h in kothi , ,

the house m e n se liy a li lin

.
, , ,
.

da l a d al i d ali n ,
.

Thi ngs —mea1 flo u r cloth Ohi z en —at a maid a kapr a

, , , , ,

v egeta b les meat water sa b z i gosht p a ni dudh

, , . , , ,

milk mon e y hat shoes

,
r u ae t opi j u
p ,
ti a n r o t ié g , , , , , ,

loaves tab les chairs pens

,
mez k ur s i i n
, qal a m , , , , , ,

watches b ooks ,
ghar an k it ab e n . i , .

5 D o this work ( Eat this

. 5 Y ih k a m mere lie karo . .

b read ) f o r me With Yih roti mere w a ste .

,

af t er b efore for sake ,

kh a o Sé t h b a d ,
.
,
’
,
 29

o f, like ; b y means o f ; pahle , k i k h a tir ,

ki
like in place o i —me
, ,
m an in d ; k i m a r if at
’
,

us him the b oys the

, , ,
ke w as ile ; k i tarah ,

girls the man the

, ,
ke b adle mere ham a-

b oy ,
the girl t h e ,
re , us k e , k i , l ar k o n
women . k e , k i l ar kio n k e , ki
, ,

a dmi k e ,
ki , larke ke ,

k i larki k e ki
’
, , ,
au r at

ke ki , .

6 Take th is
. t o Mr 6 Yih Ismit Sé h ib . . ke
Smith and give it to p as l e j a kar u n k o de
him . ao .

Go to Mr Smith and get I s mi t Sé h ib se w ub (

.

that and b ring it t o m a n gke m e re p a s lete ,

me . l e ao .

l t iv Ex e r c i s e s i n R e a es .

What ever a man sows that Jo kuchh a dmi b ot a hai s o ,

h e will reap .hi k at e ga .

R eap as mu c h as you s o w Jit n a b o u t n a k a t l o . .

A s y o u measure so will it Jis tarah n ap t e h o u s i tarah

,

b e meas ured f o r you t u m h are lie n a pa Jae g a

. .

As you s o w so you reap ,

Jais a b ot e wais ak atoge . , .

Just as y o u give you take Jis t arah do u si tarah l o

,
.
, .

Just wh e n y o u wish b ring Jab hi ch a ho t ab h i l é o

, .

it .

Whi c hever w ay you t u rn Jidh ar moro u d h ar Jat a hai , .

hi m thither he goes
,
.

As soon as y o u re q uest it i t Jis w aqt m a ngo m auj ud hai , ,

.

is present .

1 This w as
. the ( m a n l Y ih w ub ( a dmi ) th is 1 18 , .

wom an women m e n ,
n e kal ham se b z
, i t en ,

S b t it t li t f u s u e s o n o uns .
 30

b oy girl s )-
o
s, -

,
w h k in, ( aur at e n, -
a d mi ,

spoke to us yesterday lark a lark i -

e,

—jo r o z r o z ham se
, , ,

—w h o speaks to us
ev ery day . b a ten kart a ( e i ) hai ,

( hai n) .

2. This is the that 2. Y ih w ub i ( ki t ab e n m e z -

, ,

w as in the shop day qalam t e pi é n a dmi

,
-

, ,

b efore y e s t e r d a y ;
’
au rat e r1 lark a e
—that we b o ugh t ( s aw )
_ , ,

larki ,
hai ( n) jo
yesterday ( b ook s ,
-

,
parson d uk a n m e n
tab le s pen s hat s -

,
-

,
-
,
th a ( the t h i thi n) ; , ,

man m e n woman , , ,
j is e ( jisk o j inb e n jin , ,

women b o y s girl s ) k o ) ham n e kal kharid

‘

- -
.
, ,

liy a ( or jo liye li , ,

l in ; d e k h a, -
e ,
-
i ,

The pupil should work at these until he c an r e adily give

these un d er 1 si x tee n sentences in a minute and those
, ,

under 2 thirty two sentences in two and a half minutes

,
-

,
.

If h e can do this he will have a fair command o f t h e ,

r e l at ives .

Ex e r c i s e s i n C o n ju n c t i o n s .

P u rp o s e —lai and t dk i , with I rdda .

Su b !

He c ame that he might b uy Wub ay a t aki kh an a mol le .

food .

She came that she might Wuh ai ki p ani b hare .

draw water .

I went that I might do this Main ey e t aki main ap k e

for y o u . lie yih k arii n '

We will come t o do thi s Ham ae nge t aki ham yih

work q uickly . k a m jald karen .
 32

A l t ernat iv es —y é y a
y a khw ah kh w a h ch aho
, , ,

c h a h e ch a he
,
ch a he k i n ah in to warn a , , .

Shall I c o m e o r go ? Mai n sag ya j aun ?

Shall he go o r stay ? Wub ae k i j a e
Is this correct o r not ? Yih th ik hai k i n ahi n ,

Whether the b o y com e o r Kh w é h lark a ae k hw ah jae _ ,

go what s that to me ? m ujh e ky a ?

’
,

Wh ether I am to go o r stay C h a he j a n a ho ch a he rahn a , ,

I am satisfi e d ho m ujh e man zur hai

.
,
.

Is this right o r a mistake ? Y ih t hik hai y a galat hai

Y o u o u ght to go at once Ab hi j a n a c h ab iye n ahin t b , , /
/

otherwise there will b e b ar a n u q san hog a .

great l e ss .

Y o u must go else the b o y Ap z ari i r j a e n w arna larka

’

, ,

will die . m ar jae ga .

E x cep t iv e—jab tak na jab tak .

, .

N o o n e can do this work Ko i a dmi yih k a m n ahi n kar ,

unless God b e with him sakt a jab tak Khud a us .

,

k e s a th n a ho .

While t h e master wishes Jab tak m alik c h ahe n tum ,

wait . h ai t he raho .

C o nc l us zve ph ir so pas c h un anchi

'

v is li e , , , ,
.

These are used as int roductory to a sentence o r paragraph ,

summin g u p the conclusion from what has pre c eded .

N egat iv e P ur po s e— ut e ri na h o k i that it may no t b e ,

th at i e les t
,
. . .

a is a na ho k i lark a mar j a e ais a na h o k i ghor a d are , ,

ais a na h o k i w ub ham k o m a re
C ondit io na l—
.

agar jab if See Lesson L XX I V , , . .

C aus al—k i jo is l i e k i i s w ris t e lei ck uy k i ky im

, ,
ki o f , , , ,

which the e x erc ises have man y e x amples .

 33

So if the Son shall make y o u Pas , agar B et a tum k o a z a d

f ree y o u shall b e free
,
. kareg a to a z a d hoge .

S in c e y o u are n o t o f the Ch unk i tum duny a k e nah in ,

world the world hat es

,
du ny a tum se ad aw at ’

you . r ak h t i hai
.

Ho w lon g will y o u stay ? Ap kitni der r ah e n ge ?

A s lo n g as you d o o r Ho w
, ,
Jit ni der ap rah e nge o r Jitui
, .

ever long y o u stay that, der é p r ah e nge ut ni der

lo ng I will stay
. mai n r e h ung a .

I will give as much as you Ap k e m uw afi q dung a o r , ,

do .
jit n aap denge utn e main
,

d ung a .

Ho w mu c h will y o u give ? Ap kitn a denge

 G d en er

E x e r ms e s in
R u l es f o r
G e s t u re s

Gra mm a t ic al q u es t io ns
D r ill

H o m o in y m ic Se n t e n ce s
I iod m a t ic V bF m
er or s

I m p e r a t iv e s . L is t o f co mm on

In fi nit i v e , U se s o f

Int e r ro gat ive s

D ill t b l
r a es of

Ex i e rc se s in
P ti l
ar c es

P r o n o uns

I n t o n a t io n w xx x v u

J dn d ,E x e rc ise in s 1 17 1 1 9 —
L agn d E x c ise s in
, er 1 20 1 23 —
L an g uag e H o w t l o e ar n x —
xx ;
i Rés um é of IV lv i
dy —
xv
, , ,

L aw s of , st u xv i iii
Ma t e r ial xi

Me t ho d x i
L t t e rs
—li ; Tabl
e

Co n s o n an t s xx v xx v
i x xv m x e o f xx x m
D bl d xxx v x l viii—
, , ,

ou e iii
N m f p
a es o o s it io n al an d by f m ti
or a on xx ii
xxx i— xxx iv
,

N as a k xxn ,
P ro n u n c ia t i o n o f i xxx iv
i—
xx -

V o w e ls xx iv l
xx ,
x

Medi m f I u o n s t r u c t io n i xv
x ,
i , xv

M m i i g
e or z n x u , x iv , lv
M m y
e or xn , x m , x iv , xv , xvi ; T raini n g of xvu , x vi ii
N as al s x xu , xxx i x xx n

—
,

N e, E xe r c ise s in 9 7 1 00

N o un
D l i f e c en s o n o

D il l t b l f
r a es o

N mbu e rs
C di l ar na

O di l r na s
F ti l rac o na

N m u l D ill t bl
era s ,
r a es o f

O d r f w d i
er o or s n a se n t e n ce

P t i ip l E x i
ar c e , e r c se s in
P iv V i
as s e o ce

C j g tion u f a on o

Ex i i erc s es n
 P ag e

P m i iv
er ss es , E xe r c is e s in 1 42. 1 4 3

Ph t i xx—xxx iv
xx vi—
one cs

Cut s x xn , xxx iv
P iv
o ss e s s es 24

P t t i l Ex i i
o en a s , e r c se s n 1 44 , 1 4 5

P p it i
re os p t p it io ns o r os os on s 3, 4
D ill t bl f 21
—
r a es o
Ex i i e r c se s n 1 4 6 1 5 2, 27— 29

P D m t t iv
ro n o u n , e o n s ra e
D ill t b l f r a es o

I t g t iv
n e rr o a e

P iv os s e s s e 3 E xerci ses in 24
R l t iv e a e 1 30 1 3 2 -

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