AN U R D U M A N U A L

B Y THE

P H O N E TIC I N D U C TIVE M E TH O D

RE V . T HO S F C U M M I N G S
. .

FIT FA B R I CA ND O F ABER

H ED
P U BL I S

AT THE D IR ECTI O N O F THE U NI TED PR ES B Y TER I AN M I S S I O N

G U J R AN WA L A IND I A 1 909 .
w . D R U GUL m , OR I E N T AL

m sx c ,
 T O M Y FE L L O W M I S S I ON A R IE S

WH O SE H EL P AN D EN C O U R A GEM ENT
H AVE M A D E
THE P U B L I C ATI O N O F TH IS M AN U AL THU S
EAR L Y A P OS S IB I L ITY

THI S VO LU M E I S E
G R AT F U LLY D E D I C ATED

22 3 4 8 92
 PR EFA C E .

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The publication of another help to U rdu is justified b y “

the su ccess of this method during the eight years th a t it has

been under trial By the aid of type writer an d mimeograph
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the lessons h av e so proved their utili ty that the Mission ordered

all new missionaries to u s e this method and th a t the Manu a l ,

should be published .

The author regrets the necessity of publishing while s o ,

fa r from Indi a and without ha ving b rought the book up to

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his ideal of what it ought to be Th a t the prin ciples of th e .

Manual a re final is beyond question That the applic a tion is .

so is too mu ch to hope for

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The principles a re : I A scientific applicatio n of phonetics

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throu gh di a gr a ms and practic a l ex a mples to the solutio n of ,

the di fficulties of pro n unci atio n 2 The sentence the u n it of . .

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speech 3 The e a r the medium of instructio n a nd the gover

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nor of the tongue 4 A limited v oc abul a ry a prime necessity

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5 Thorou ghness a repetition of idioms until they a re a bsolutely

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fixed in the memory 6 Gramm a r teachi n g not by par a digms

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but by concrete examples 7 O ral composition within a sm a ll

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vocabulary to lead up to the mastery of a ll ordinary expression

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8 Re a dy flue n t accur a te speech a nd hearing to be attained

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wit/tin n a rrow lim its a s the b as islof the a bility to use Urdu well
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Th a n ks a re due to Pro f A Gr a ham Bell for permission . .

to use his cuts illustrative of the position of the org a ns of

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speech and to Miss M R Marti n for valuable a ssistance in

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re a ding the M S .
 It is my hope th a t I m ay soon be a ble to work out on ,

these s a me principles in E n glish such a b a sic m a nual a s c on

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fi n ed to the limits of the vo cabulary of S t John plus th a t of .

everyd a y a ffairs shall give a good working voc abul a ry an d

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lay a firm foundatio n for the future full m a stery of the Pu nj abi ,

or whatever other to n gue it m a y be tr a n smuted i n to .

T he p a st su ccess of the Method may be due to the in

sisten ce th a t every lesso n should b e thoroughly in ha n d b e
fore a nother w a s doled ou t T he pupil will h a ve to be his own
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mentor to this e n d .

With a request for criti cism a nd suggestion but with a lso , ,

a warn ing th a t these lessons a re not autom a tic and th a t a ,

mere re a ding or curso ry study will give n o m a stery of the

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to n gue the Ma n u a l is sent forth to lighten I trust the task

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of le a r n i n g U rdu
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N e w W i l m i n g t o n Pa
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, U . S A . .

Ju n e 1 90 9
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 THE T R U E M E TH O D O F L AN GUA G E S T U D Y .

1 .In beginning langu a ge study the question of method ,

is of th e first importance O f all the various books for the .

learning of Urdu there is none that a ppears to meet the diffi

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c u lties . The ordinary method would seem to be something

like turning a man loose in the forest a nd telling him to find ,

his w ay out as others have done be fore him I f he asks for

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a path or a guide he is given the hobby horse of the p rimer

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and told to sally forth Those who have thus become p rac .

tic al linguists h av e done s o in spite of and not by any help

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th a t this method is supposed to a fford them How ma n y ha v e .

found the old way a method of blunders by a blunderer and

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for blunders and that Blundering into power is a slow dis
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c ou ra g in g and costly not to s ay impossible way to attain

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su ccess What discouragements ha v e laid hold of the fol

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lowers of this method ! If by any chance they have su cceeded

in getting on e tongue it has not mate rially lightened the t a sk
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of le a rning a nother so that having le a rned , U rdu it may ,

be they p a ss all their lives in the midst of the people of another

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tongue Hindi Punjabi or other dialect

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but ne v er learn to
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u se it This reader gr a mm a r me thod has many a dvocates

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a nd more followers because the beginner though he be firmly

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persuaded of its defects is imp otent to block out a p a th for ,

hims el f It would be very easy to write pages in condemn a tion

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of this scholastic method but unless our criticism is constructive,

r a ther than destru cti v e merely we cannot hope to help toward ,

the solution of the problem .

 In working out this method anything that would help m e ,

has been freely used No claim of originality is made but it

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is believed that the combination of principles and their p rac

tical application in this phonetic inductive method is u nique and
help ful S weet s Primer of Phonetics an d Bell s Visible S peech
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for phonetics and Prendergast s Mastery Method ha v e been

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particularly help ful .

. 2 A good method is imperati v e and it should be scienti ,

fi c and practical Power is lost by failure to be methodical

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When one first comes to India and with enthusiasm takes up ,

the study of the language the su ccess of the first months is

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vital to the su ccess of h is whole life If he is now started in .

the right way his da ily progress will lead him on to greate r
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a ttainments ; but if h is success is indi fferent he may pass h is ,

whole li fe here and ne v er get away from the indi fferent p ro

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n u n c iation a nd false idiom that too o ften characterise the

foreigner .

Just as C a pt Eads put j etties into the sh allows of the

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Mississippi and by confi ning its waters to a narrow channel

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su cceeded in making a way for the most heavily laden steamers

to pass in and out so we must confine ou r e fforts in th e b e
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ginning to proper channels and limit them s o straitly that

they must accomplish somethin g If not thus limited e ffort .
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will be dissip ated sometimes hither sometimes thither s o that

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instead of wearing channels for new th ou gh ts in our brains ” ‘

we sh all find it a quagm ire and when we try to talk our , , ,

sel v es b ecoming rather mired in some marsh of e x pression

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unable to find a way out Necessarily these ch a nnels must at

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first be shallo w able to carry only the simplest barques of

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thought but a s time goes on they sh a ll wear deeper and deep e r

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till soon the most hea vily laden may float easily along a well
deepened outlet .

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3 The true s cientific me thod will proceed from the known
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to th e unknown in a gradual and practical man ner It must

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 culti v ate the ear for h ea rin g the ton gu e for speaking and the
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memo ry for guiding both It should confine the pupil at first

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to th e commonest idioms and in the course of s ix months

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or a year fit him to con v erse on simple subj ects .

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4 Let us note the principles that lie at the basi s of
l a n g u a ge which must be followed in learning any tongu e
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A language is a method of expressin g ide as by a rticulate

speech The English l a ngu age is that m ethod which is used
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by the English peo ple for expressing their ide a s Id eas are .

th e found a tion and words th e material for the superstru cture

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It is v e ry fortunate that our ide as are l a rgely the s a me as

those of the Indians Consequently we h av e simply to get new
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clo thes for old dolls When w e run a cross new ide a s as we
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frequently do n ow in words and continually in idioms we ha v e

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a good deal more difficulty in mastering them .

The child method of teaching th a t is followed s o o ften , ,

is faulty for this if for no other reason that the child h a s to

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learn ideas along with his words while the adult has a world ,

of ideas crying for expression Consequently the confinement

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of the adult learner to the ordinary simple sentences suited , ,

to a child is a n outrage on the adult intellect The simple

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is mu ch easier evolved from the complex than the complex ,

from the simple Hence to begin with a complex sentence

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is best for the adult foreigner for such a sentence when , ,

m as tered can be mad e into various simple sentences

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A child when le a rning its mother or indeed a ny tongue

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he ars the same sounds and words over and over again till , ,

all unconsciously they crystallise into correct concepts The

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adult foreigner must consciously and intentionally m a ke such

opportunities of he a ring these words and sounds repe a ted ,

until he secures them correctly and not trust to securing a ,

clear concept from the babel of sounds as they pass rapidly ,

o v er h is untrained ear .

This owing to h is prejudiced ad ult m ind t a kes longer

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than for a child who has no preconceived notions of km a
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thing ought to be said or how a t for example ought to

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sound as has his grown brother

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O ur ide a s are expressed by words which we divide into '

nouns pronouns verbs adj ectives ad v erbs prepositio n s con

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j unctions a nd interjections Urdu nouns may occur in about

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ten di fferent forms according to genders cases a nd numbers ;

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two or three forms will cover a ll those of the preposition ; four

will include all those of the adj ective in the simplest form ,

which in English has but one ; the personal pronouns h a ve

about twenty forms a few less than in English and these
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together with the other pronouns sum up about the same ,

number of forms as we have in th e English pronouns ; adverbs

hav e a number of regular forms but many irregular ; the verb , ,

however is unusually rich in forms for one root as tutn a

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to be broken n a to be be a ten may gi v e in the intransiti v e

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p it , ,

paradigm thirty ; in the active forty five ; and in the passive , ,

one hundred a nd eight v a ri a nt forms ; a dd to these the causals

with their passives a nd we get over three hundred forms from

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on e root All v erbs do not of course have s o many ; but few

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ha v e less th a n thirty while most have a bout on e hundred , .

When we note further that the activ e parti ciple p itt a éea ting
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tort a are aking may occur in nineteen di fferent places with
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a di ffering form for masculine singul a r and plural and for the ,

feminine thus multiplying it by three giving it in fifty se v en

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places ; when we consider that the p a st p articip al form p it a “

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b eaten tor a broken may be found in twenty four places in
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the a ctive a nd fi fty four in the p a ssive where it may have

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in each of these s eventy eight places one of three forms , ,

according as it must a gree with its subject masculine in a “ ”

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plur a l in e or feminine in i or most anomalously with its

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obj ect a nd furthermore that many of these verbs h a ve a

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v a ri a nt form with diy a

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or gay a
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a s the speaker is , ,

ple a sed to use them to con v ey a slightly di fferent idea and

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 sometimes with no di ff erence at all; when to all these forms ,

we add the various idiom a tic compound v erbs which ex ,

press cns tom d es ire p erm iss ion oeg znn zng and sever a l other
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ideas the fact th a t the Urdu verb is rich in forms begins

to be impressed on one a nd the difficulty of having all these ,

v a riant forms at one s command s o thoroughly th a t in the ’

rapid fl ow of conversation they may come without thought

or hesit a tion the problem of le a rning this verb is seen to be
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no e a sy on e and one can appreciate the fact th a t learni n g a

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langu a ge is more than learning a word or series of words in , ,

one form Fortunately the Urdu forms are r ather regul a r s o

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that though difficult in on e w a y yet we do n ot h a ve th e c on ,

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tinu al irregul a rities to contend with th a t are found in the

English verb We must then for all parts of speech save

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the verb learn to use about sixty forms while for the neuter
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v erb thirty and for the a ctive and causal forty five each and
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for the p a ssive it is more an art of combin ation th a n of learn

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ing new forms s o that we may redu ce the tot a l of verb

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forms to about one hundred and fi fty or about two hundred ,

and ten form s for all the parts of speech The di fficulty of .

learning these is lessened by the fact th a t n ouns adj ectives , ,

and participles ordinarily ha v e the s a me endin g for the same

genders The great di fficulty re ally comes in acquiring the
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new idea of looking at neuters as feminine or m a sculine of ,

thinking s h e of a book and s aying he of water of ha ving

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v erbs agree with this new ide a and of expressing word relations ,

by changed e n d ing s as well as by additional words

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5 Though words are the superstructure of langu a ge yet

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the learning of words merely will n ot give on e as has been

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noted command of a langu a ge The problem is much more

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complex It requires the learnin g of all the v a rious forms that

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these words may a ssume and the a cquiring of the ability to ,

us e these in the correct place without hesitation as occ a sion , ,

may demand Words no more make a lan guage th a n d o

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 bricks a house They a re the building material which must
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be fitted a nd joined together to m ake the whole They may .

w ell be likened to building blocks whose ends are sometimes ,

jointed and sometimes square These cannot be thrown together

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at random but e a ch must have its own proper adjustment

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else the structure will fa ll A feminine adjective for example .

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c a nnot go with a masculine noun a nomin a tive form cannot ,

go with a prep osition ( and a gain m a y be it can ) ; a mas culine , , ,

v erb should not be compelled to asso ciate with a fe m inine

subj ect T o think or attempt to master a langu age by
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le a rning fi fty words a day for a gi v en number of weeks in vites ,

fa ilure Even if such a task were completed the language h as

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n ot been mastered We must le arn to fit these words together

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s o that they sh a ll correctly repres ent our idea A word itsel f .

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it is true does represent a n idea but its ending an d position

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in the sentence gives its relation to the other ideas therein

expressed and it is the correlation of ideas that expresses
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thought This word learning method w ill o ften gi v e good

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a bility in understandin g a langu age as written but it will , ,

not gi v e a produ ctive comm a nd of any langu a ge If we .

” ” “ ” “ ”
thro w down the words boy “
stick man beat “
with “
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we ha v e expressed ideas but have not conveyed any clear ,

thought to the b e are r In whate v er way ou r language .

expresses these inter rel a tions we must learn to us e that -

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method Hence the great fundamental principle of ou r

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method is this TH E S ENTENCE I S THE U NIT O F L AN

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GUAGE .

.6 S h a ll the ear or the eye be the medium of imp a rting

the new langu a ge ? S hall we s tu dy the printed page or sh all ,

we talk with the p eople ? Both But the word la n gu a ge from .

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lingu a a tongue tells primarily what to do S peech comes
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before books Hence the scholastic method of learning langu a ges

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from books is contrary to nature U s e the printed page by .

all m eans but only to assist the memory in teaching the tongu e
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to speak Reading is n ot diffic ul t after on e h as learned to

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speak .

To learn a language is only learning to asso ciate ideas

with certain sounds We hear rose and think of the famili a r
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fl ower The Hindustani hears the sound roz and it conveys

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to him an entirely di ff erent idea that of d ay His association ,

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of idea and sound is di fferent L et ou r asso ci ations of ideas

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be of sound to the ear not of printing to the eye , .

7 The true language method then must comprise

. First , , ,

A trai ning for the ear to enable it to hear the words uttered
and to catch them with dis crimination s o that they will be ,

di fferentiated from those of similar sound in ou r own or the ,

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Urdu language : for example bar i large must be distinguished,
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from English berry and from barf free bhari full and barh i
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increased a simple matter for the trained eye but a d ifferent
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and difficult problem for the untrained and adult e a r .

S econd A fter this ear training there must be a training

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of the vocal org a ns to enable them to reprodu ce the Urdu

sounds s o correctly that the Indian a ccustomed to h is own ,

peculiar distinctions of t s and d s m a y hear nothing that

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will con fuse him or violate h is sense of phonetic harmony .

A s th e old Dutch masters when they set about to draw the

Magi unconsciously clothed those E a sterners in the Dutch
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n a tional costume s o too o ften we reproduce Urdu words in our

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own brogu e speaking ou r own o s and i s and d s and
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to the confusion of the hearer and the ridicule of our own

learnin g It is for this reason that the new missionary a fter
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his best e ffort in Hindustani has o ften been told by the puzzled
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hearer We do not understand English
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Third The method must be su ch as will secure the expres

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sion of ou r ideas in correct idiom This requirement is more .

eas ily stated than either of the preceding but it is p erhaps , , ,

the most difficult of att ainment and here is the crucial test of ,

any method This train ing must include the trainin g th e

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 memo ry to understand the meaning of the sounds uttered in
ou r hearing and also the irnp artin g to it the ability to prompt
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the ton g ue to a ready and accurate utt erance of a ny sounds

that we m a y wish to make If our eye wanders it will be .
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e v ident that we d o n ot understand ; if the tongue hesitates ,

wh e n it ought to run freely it will show our we akness

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The v alue of a correct concept for a ccuracy of speech w a s , ,

shown one d a y by a sm all b oy wh o while e a ting h is dinner was

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asked a question by h is sister which he did n ot wish to answer ,

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Don t bother me s a id he I a m e abin g
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N o ea ting my
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dinner His ear at once recognised the mistake and he
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righted it himself When we ha v e re a ched the point where .

our ear sits a s corre ctor over ou r tongue then an d not till , ,

then may we hope to a ttain the mastery of any l anguage

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8 Intonation
. Pronunciation of individual words however
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important in itself it m ay be is not all that there is of pro ,

n un c iation in a sentence for there is a lso inton a tion which , ,

dep ends on emph a sis organic basis an d v oice timbre and it , ,

is in many ways more import a nt than the pronunciation of

i ndi vidual words This ordinarily can only be acquired by
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long asso ciation with those who speak the langu age and even ,

such associ a tion ne v er en a bles some to get rid of their n a tive

brogue though they may li v e abro a d for m an y years
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9 Idiomatic Expression
. Correct models must be tno .

rong nly learned until there is no hesitation in their repr o

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du ction T hese models sho uld contain ex a mples of all the

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idioms that need to be used They must cont a in all di ffering .

forms of gender number and person ; of cas e mood and tens e

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until th e pupil is fa m ili a r with them in actu al ex a mples firmly ,

fixed in his memory by hundreds of repetitions I f he will .

confine himsel f to ten or fi fteen hundred words he will lik ely , ,

in the cours e of s ix months be able to converse on simpl e ,

subjects being able to ch a nge these words through all their

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in fl ections .
 To secure this an idea should b e presented to the mind
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in connection with its a ud io/e Urdu expression o v er and over ,

again until the concept of the sounds is formed

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Then the tongue must learn to repe a t it readily fl uently ,

and accurately As all v oice sounds are produced by imitation

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all de fects in hearing entail de fects in utterance Those who .

are born deaf remain dumb N ot bec ause they c a nnot spe a k .
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as has been shown by the s chools that have trained the dumb

to speak but bec a use they do not hear anything to imit a te

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A s the no vice is dea f to all peculi a r foreign sounds w e must ,

first train his ear to hear in order to train his tongue to speak
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To secure this the pupil must learn at the mouth of on e who

speaks the l a nguage properly Almost any n a tive is better .

for this than the best foreigner and if our instructor is spe aking ,

his mother tongue we are almost sure to ha v e the sounds in

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their purity At first all study should be c a rried on at the

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mouth of the te a cher T o sit down to the printed p a ge as

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some d o and fix our own improper conception of these sounds

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by repeating what we think they a re is sheer folly Thos e ,

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wh o imagine that they can learn Urdu by ha v ing a teacher

on e or two hours a day m ay get it to their own satisfaction
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but they are not likely to be adepts in pronunciation or con ,

versation .

10 S uccess The secret of success lies in repetition Few

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people have the ability for h a rd work which C a rlyle calls ,

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genius the ability to repeat a sentence o ften en o
, ugh to
m as ter it “
N o on e ever g ained a fl uent comm a nd o v er many
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words without first m as tering a few at a time Repetition

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of the same words in v aried combin ations thus disclosi n g their ,

various forms and u ses is the method whereby l a n gu a ges

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reveal their secrets L et your motto be RE P E TITI O N First .

by the teacher while the pupil carefully listens ; then when a

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concept of the sound has been formed repetition by the pupil , ,

unt il the nooit of thus saying it has been formed A habit .

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 be it understood is the ability to do a thing without thinking
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of how you are doing it Every habit is the result of a g reat

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number of conscious acts which gradually pass o v er into the

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realm of unconscious a cting Patient c on c iou s conscientious .

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repetition of the sounds and idioms will beget a habit till 10 , , ,

we speak without thinking of the medium whereby we speak .

Language is like any other instrument s o long as the in

strument takes ou r thought the work fares badly ; but when ,

the instrument a nswers ou r biddi n g as though it wer e a part ,

of ourselves then ou r work is in a fair way to be well done

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Yet mere practice will ne v er bring the highest skill It must
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b e heed ful thought ful pr a ctice with close observ a tion of others
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a nd a sh a rp watchi ng of ourselves a nd all this controlled by ,

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good sense and good taste .

I I The S tand a rd of Attainment This is where most fail

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All their educ a tion h a s not taught them what it is to lea rn

a thing The old s chool stand a rd ability to translate a s e n
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tence hesit atingly or after a moment s thought must be ’

thrown away Per fection is what we aim at The desired idea

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must be expressed readily without hesitation or corrections ; ,

clearly without confusing the hearer s mind as to wh a t is meant ;

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and l a stly correctly in tae id iom of tae Urd u

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curacy should be a tt a ined in the study and not be le ft to be ,

secured in the strife of actu a l speech It takes a good m a ny .

thousand shots at the butts to m ake a good marksm a n but , ,

when good shooting wins th e battle we s ay that it was am ,

munition well spent It will take many thous a nds of repetitions

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of sentences and sounds in your study be fore you can b e a ,

good linguist but it will be worth all the repetition Repeat

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till you wear channels in your brain F ailure here means fa ilure .

everywhere O h yes the people may underst a nd you you

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m a y even be an acceptable speaker because of the excellence

of your spirit but you can ne v er b e h alf the profit to others
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that you might ha v e been O rdinary advice is Go and talk to

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 Exercises for training the e ar and ton gu e are fully gi v en .

The pupil should listen to these ear exercises un til lie h as -

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ca ng nt s om e d
ifieren ce b etween the t s for ex a mple and then
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attempt to s ay them Trying to s a y them before any di ff er .

ence is recognised is like h a ving the blind dr a w or the deaf

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sing Let the pupil u s e sight and touch to supplement his

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de fecti v e hearing a nd s o gain a quick recognition of whether

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“ ” ”
it is dental or cerebral t trilled or fl app e d r aspirate or ,
“
,

unaspirate k “ ”
Tr a in your ear to answer all these questions
.

for itsel f without more th a n a repetition of the word Do not

, .

“
go throu gh life asking Is it hard or “
How do you ‘ ’

”
spell it etc
? .

S till more subtl e di fferences of pronunciation are found in

the vowels which though usually s aid to be l ike the corres
,

ponding English v owels do yet di ff er from them by a very ,

noteworthy di fference This di ff erence is not apparent to one .

just from the West and it remains unnoticed by many all ,

their lives S ee se c . .

13 . Di fficulties of S yntax These are most manifest in .

the m a tter of genders but this is not s o much the case with ,

the Urdu pronouns as with the Eng lish for the Urdu p ro
, ,

nouns are of one form for a ll genders in e a ch of the persons ,

but it is in the noun adjecti v e and v erb th a t this gender diffi

, , ,

culty comes to the fore We learn th at k ala means black and

’

roj i bread but we must not s ay kala rotz but lea/i rojz since ’ ’ ’

, , ,

kala is the form th a t goes with the masculine and rotz is

’ ’

feminine Yet we must s ay k ald p ain t for p a nz is masculine ’ ’ ’

. .
,

This is for some an a lmost insuperable obstacle yet it must ,

be o v ercome otherwise the e ffect is o ften painful and always

,

grotesque It is a s bad for us to say k al a roti as it is for

.
“ ”
,

them to s ay of a wom a n He went to town

“
,
”
.

C a se tense and gender forms of the other parts of speech

,

are a v ery great difficulty but they must b e systematically ,

attacked and thoroughly mastered It is the aim of this man ual .

to i ntroduce nothing that shall n ot aid in the solution of these
di fficulties a nd to leave none such di fficulty unpro vided for
,
.

14 . Grammar by Paradigms To teach gramm a r by para .

dig m s is contra ry to the indu ctive method It is rather tau ght .

by the introduction of these forms in se ntences T o teach

‘

Mai h i h i hai wub hai ham hai tum ho wub hai I am

n “
,
“
, , , ,
"
, ,

thou art he is we are you are they are is worse than u s e

, , ,
,
, ,

less for the instant that you wish to u se on e of these forms

,

in a sentence you must unlearn the combination taught and

,

say it in another order E g W uh hai He is but to s ay

. . .
,

“
He is bl a ck we must not s ay wu b hai k a l a but change
”

“ ”
and s ay wub k a l a hai Nothing should be learned in j uxta
.

position which does n ot s o o ccur in sp eech I f forms are

, .

le a rned from paradigms that will give no practical mastery ,

of them while if learnt by this system in s entences from slips

, ,

on e will be able to use them in every d a y speech .

15 . Di v ersification “
O ral composition ”
as Prendergast
.
,

calls it or the changing of model sentences by the substitution

,

of other common words in the place of those that occur in

the model is the only way to secure fa cility in con v ers a tion
,
.

“
When we have learned the sentence John is going to the ,

city for meat and have a lso learned other sentences such
”
, ,

”
as
“
We will take you to the station to get the b ox we can ,

t ake the sentences and change them thus We are going to the ,

city for meat for the box —

for you John will t ake you .

for the meat etc and thus by the gradual introductio n of

, .
,

nouns and pronouns as subjects of verbs adverbs etc we , , ,

.
,

get command of the language This is really the tru e path .

to the mastery of a ny language N ot a royal ro a d perhaps

“ ”
.
,

but a sure and fixed path from which the wayfarer need ,

not go as tray Few however have the

.
,
mor a l stamina , ,

shall I s ay ? Certainly fe w have the persever a nce to do this

, ,

as it ought to be done Few teachers have th a t true app re .

c iation of what it is to learn a l anguage which will enable them

to insist on intelligent repetition of the s ame words and idioms ,

until they are firmly fix ed in the min ds of their pup ils Few .

teachers or pupils re a lly know the almost n u mberless repeti

"

tions that a re required be fore any new idiom is thoroughly

grasped It requires wonder ful patience on th e p art of the
.

teacher with a kindly encouraging of the pupil r a ther than

, ,

hard looks and upbr a iding for a failure of memory or slip of ,

Y ou h a d that yesterd ay is n ot a thing to be

“ ”
the tongue .

said v ery often E x pect from yoursel f and from every pupil
.
, ,

numerous lapses of memory when it comes to the fix ing of ,

Urdu idioms B e patient with your memo ry D o not expect

. .

it to learn more than a limited number of words at first Ex .

pe ot it rather to require twenty repetitions for each word ,

perhaps a hundred for each idiom and thousands for every ,

difficult pronunciation be fore that is fix ed correctly in the ,

memory and on the tip of the tongue The D iv e rs ification .

Tao le a t the end of the book should be begun in the second

or third month and used until thoroughly fa miliar, .

URD U PHON ET I CS .

16 Phonetics The s cience of speech sounds is c alled

. .
-

phonetics or sometimes phonics These sounds are formed

, ,
.

from the bre a th The lu n gs are the bellows from which the
.
,

stream of bre ath is forced out through the v o cal passages as ,

required This breath is modified in v a rious w ays as it p a sses

.
,

ou t If unchanged
. it forms pure breath sounds but if the
, ,

v oc al chords in the larynx are thrown in front of it it becomes ,

voc alized just a s the org a n reed makes the air from the bellows
,

reson an t S uch sounds are c a lled sonant or voiced while the

.
, ,

unvoiced sounds are called surd v oiceless or bre ath The old , ,
.

division w a s voc a l ( vowel) s u b v ocal ( voiced ) a nd aspir a te ( bre a th )

,
-
,
.

17 Unmodified bre ath This gives no sound

. When
. .

If y o u t eacher is ign o a t of this fact teach h im a se te c e in E glish

r r n ,
n n n ,

or oth er un kn ow to gu e till h e is abl e to give it fluentl y as a demons tration

n n , ,
.
v ocalized it is usu a lly c alled v oice Vocalised bre ath is the “ ”
.

basis of the v owels This is formed into di ff erent vowels by .

the v arying shape of the mouth A v owel then m ay be defined .

, ,

as a sound formed with an open oral passage A s there m ay .

be almost unlimited shapes of the mouth c a vity s o there are ,

numberless v owels just as there are countless colors ; but as there

, ,

are seven prima ry colors s o a re there ac cording to Bell nine ,

prim a ry v owel positions from which the others are formed by ,

va rious modifications Urdu however has three prim a ry vowels .

, ,

only a i u from which the others are formed S ee s e c 2 5

, , , , . . .

18 Consonants If the stre a m of bre ath as it is thrown

. .
,

out is obstructed in its p a ss a ge by compression through ne a r ,

approach of upper and lower organs or shut off entirely by ,

close contact of the organs then we have a class of sou n ds ,

that are called consonants These are often wrongly defined .

as sounds that c a nnot be made a lone ( con sonant) although -

,

we c a n make 3 5 5 and z z z s h s h s h z h z h z h as long as

- - - -
,
- -
,
- —
,

ou r breath lasts without associating any vowel sound at all

, .

Properly a consonant is a sound that is produ ced by stopping

,

or squeezing the stream of bre a th vocalised or n ot at some , ,

particular po int or points in the mouth Hence ou r consonants .

go in p airs of breath and voice as p a nd b s and z t and d , , , ,

sh and z h ch and j t a nd d k a nd g kh and g the only di ffer

, , , , ,

ence between the two being that breath in the first is changed
to v oice in the second Any one putting h is fingers in his ears .

or laying a fin ger on his larynx Ad a m s a pple a nd s aying —

’
-

s s s and z z z alternately
- - - can recognise the di fference by the
- -
,

v ibration Care must however be taken not to call them by

.
, ,

their names ess an d zee but simply to give the hiss a nd buzz
, ,
.

The consonants that are formed by squeezing the bre ath till
”
it produces f riction are called fricatives or by some continu
“ “
,

”
ants as their sound is continuous
, .

1 9 Pri m a ry Positions There are in U rdu an d most Indi a n

. .
,

“ ”
languages five prim ary positions where the sound is stopped
, ,
 —
the lips teeth arch roof and soft palate as shown in the
, , , , ,

diagram ( p . .

I f the nasal passage is left O p en while any on e of these

stops is m a intained then we ha v e the correspondi n g nas al
,

letters ; a t the lips m ; at the teeth n ; at the a rch 6 which

, , , ,

is common to Punj abi and S pa n ish ; a t the pal a te n which is , ,

found in Punj a bi Hindi a nd S anscrit ; and at the so ft palate

, , ,

n ,usually written n g in English and though occurring in Urdu ,

“ ”
is included in and not distinguished from the nun gunna ( n )
, , ,

which l a tter is not usually a separate sound but only a m od ifi ,

c a tion of a vowel sound caus e d by leaving the n a sal pass a ge ,

open M a ny Westerners do this unconsciously and s o fa il to

.
,

d istinguish between li ai is and Izai “

are This nas a lity often , , ,
.

arises from a cat a rrhal condition which prevents the complete

closing of the pass a ge into the nasal chamber a nd s o the sound ,

e choes about in the nose cavity a nd the spe a ker s ays things ,

he does n ot intend The nose ordinarily pl a ys only the o ffice

.

of a soundi n g board and the l a rger the nose the more reson a nt
,

should be the voice but it is not to be kept open for talki n g

through N a s ality in speaking can be tested by l aying the
.

finger on the side of the nose I f there is a slight tremor the .

,

sound is coming through the nose In prolon gi ng the sounds .

of m n ng the holding of the nos e will soon stop the sound

, , , ,

showi n g the char a cter of their formation to be nasal Comp a re .

cuts ! VI and X VII .

2 0 Kinds of Consonants
. Consonants then are divided .
, ,

into stops fricati v es nasals aspirates and trills as shown in

, , , , ,

the ac companying t a ble Aspirates a re those stops th a t h a ve .

a bit of breath following them while trills a re a mixture of stop ,

a nd fricative If we name the consonants by the position of

.

the tongue and other org a ns in their formation we have labials , ,

dentals p a l atals cerebr a ls and gutturals H is a pure aspir a te

, , ,
.

with a slight friction now at one point in the mouth and now ,

a t a nother .
 Names by Fo rmation

L ab ial

D en t
a l

P alata l

Gu ttu ra l 71 , n g

-
x h is a b re ath fric ativ e , with fric tion n ow in on e p art, n ow in an oth e r p art of th e u
mo th
ll d l bi
,

1 f
'
a nd v m ay b e ca e a o- d e n tals .

1 , A lip s .

E l ow f o t t th er r n ee

2 l ow dg of u p p er e e er

f o t t th
r n ee .

3 b ck of u pp f o t t th
a er r n ee

4 gu m bo v u pp f o t
s a e er r n

t th ee .

5 arch of p l t a a e

6 roof of mo u th h d p , ar a

l t a e.

7 f o t f oft p l t
r n o s a a e .

8 b c k of of p l t
a s t a a e .

9 U vul a .

10 b ck w
a a ll of ph y ar nx .

11 n as a l p as s ag e .

12 Ep igl ott is .

1 3, 1 4 v oc al co rd s .

1 5 l ary n x “Ad am s appl e

,
’

I 6 gull e t .

17 t m of b th
s re a re a .

18 wh it d i ct io i
e re s re n s

d t mi d by th
e er ne e

uvul a .

I , O U Y to gu i d iff
, , , n e, n er

t po t io
en r n s.
 L et H rep res e n t t t m of b
th e as ira e s p re a re a th
2 H re p re sen t th pi t t m of b
e as ra e s re a re a th divid e d
V re p re s e n t th v o ic d t m of b
e e s re a re a th
2 V re p re s e n t th v o ic d t m of b
e e s re a re a th d ivid e d
N re pre s e n t th e l p g op
n as a as s a e en .

B re a th an d a c l o se d n as a lp g um d i
as s a e are as s e n all u n l ess oth wi er se

ex p re s s e d .

T h en of th e S top s A sp irat e s N as al s

A + 1 =p (A + )
I H = ph =f

(A 1 V
) = b = v ( + 3>
I VN =n 6

1 + s=t
1 =
=th =s

a+ s>
v =a = z

O + 4 = wh m+ g n = am
fl w fiw l

(0 4) V =
=i

I + 6 =t (1 + )
6 H = th

(1 + 6)V =
= d dh

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

(U + 7 =
W g w+q w m =a

Y +8 = q
ht 1 E n gl is is I I t ali an t is I
4 3 Turk is h t is I 5
Thi m 2 s e an s th e l ow e r lip p l ac e d ag ain s t th e u pp e r t e e th ,
th t a th e
t m of b th
s re a re a is d iv id e d wh ich al s o k e e p s l ip s an d t e e th ap art
, .
g,

2 H
E ng thi. th
V
E g tfi i th
in n b u t it d ifl
2
n . n ee ,
'

e rs

f om
r I in b e in g f o t d iv id d whil I i b ck d ivid d
r n e , e s a e .

4 T h at is , th tip of th
e to gu i k pt f om to u chi g th t th b y
e n e s e r n e ee

th e b thre a .

5 Th at is a to u ch in g an d th en an op e n in g of
, th t po itio
a s n.

6
( O 4 )N V = fi P un ab i S p an is h
j ( I, 6) NV
, n Pu j bi c bn a ,
ere ra l n.
has any aspiration and from that we may learn to make t o , ,

also without aspiratio n T here is probably no point where we .

English spe a king foreigners are more commonly a t fa ult th an

in fa iling to elimin a te the aspirates This s a me difficulty a ris es
.

in Chin a where it is said a missionary has all his li fe instead

, ,

of pr a ying to hea v enly father prayed to thien

“ “ ”
tien fu -
,

fu
”
crazy father This method of distinguishing aspir a tes will
—
.

apply also to the letters t th ; d d h ; ch c hh ; j jh ; t th ; d , , , , , ,

and d h .

S weet says th a t French and German d o not have these

bre a thy consonants To a cquire the ability to form the stops .

without aspir a tion let the pupil st a nd erect t a ke a fairly full

, ,

breath and keeping the ribs exp a nded hold the breath in by ,

taking a good grip on it with the throat While thus holding the .

breath let the pupil form p t ch t k a nd after he is able

, , , , , ,

to d o this without the escape of any voice let him s ay p a b a ta , , , ,

d a etc
, .

( a) p and b are formed by the closing of the lips on

breath and voice respectively ,

Cut I .

Formulae ,

A 1 p ,

V=
(A I) b ,

“
(A I) h
p ,
"H
(A I ) bh .

( b) t and d though c a lled dent a ls in English a re not s o,

being formed ag a i n st the upper gums but in Urdu they are ,

m a de ag a inst the teeth In di a gr a m p 1 7 4 is the posi . .

,

tion of English t and 3 of the Urdu t , .

N . B . S ec . 2 3 re
quire s n ot l e ss th an an ho u rs s u t dy in co nn e ctio n

with p p . 1 7 . 1 8 . It c an n ot be u n d erstoo d as a lge b ra.

 Cut II .

Formulae ,

I 3 t,

(I d.
H
(I 3) th ,

(I dh .

( c) Urdu f is made with the upp er teeth the on top of

tensed lower lip a nd v is made with the lips a nd teeth in the

same position but with the s a me e ffort that on e makes when
,

he s ays the E n glish w or in phonetic phraseology aecom

, , ,

”
p anie d by inner rounding
“

Cut III .

A 2

2 H
A 2

2 V
but modified
acc to sec 2 7
. .

( d ) ch a nd j These a re simple stops form ed by the ola

.
’
ae ,

a hal f inch back of the tip of the tongue n ot the tip , ,

coming ag a inst the p alate just above the gu ms r a ther forward

, ,

of the English position .

Cut I V .

0 ch
(0 4) = i
v

H
(O 4) c hh

VH =
(0 4) ih
 Most phoneti cists cl a im that ch a nd j are compounds of
tsh and d z h a s x is of ks This is not correct as may be
, .
,

shown in several ways T is made by the tip of the tongue

. .

Now eliminate the tip by c atching it u n der the lower teeth ,

an d still you c a n m a ke a
”
or by protruding it ch It has
“
.
,

been he ard as a si n gle consonant by many peoples and it h as ,

a corresponding n as a l ii and sibil a nts s h z h as have also the

, , , , , , ,

o ther stop positions The fa ct th a t it is written tch as in watch

.
, ,

m a kes man y who ca nnot tru st their own ears feel that it must
, ,

have a t in it Th a t t e ffect arises from a doubling of th e ch

.
“ ”

sound I n India k a chcha is written by E nglishmen kutcha

.
“ ” “ ”
.

and we s e e that the English word suggestion is gi v en in th e

“ ”

dictionaries a s sud je styu n although there is no d in it

“ ” -
“ ”
,

only the shut j which to u n tr ained e a rs gives the d e ff e ct

“ ”
,
“ ”
.

ch a nd j a re top shut consonants m a de by having th e

“ ” -
,

”
top or blade of the tongu e about on e hal f inch from the
, , ,
point come against the hard p al a te s h z h are sibilants
, .
, ,

formed in about this same position y a little further in , .

l/ ( e) t a nd d a re called cerebr a l because they a re formed

right up under the cerebrum by the tip ,
of the inverted ton g ue

Cut VII .

1 + 6 =t

(I + 6
VH = dh

shuttin g against the roof of the mouth . They are in v erted

point stop consonants
-
.

( f) r is a trill made by the tip the tongue vibrating of

a g ainst th e upper gums just at the base of the teeth It

, .

takes some many months to get it In its form a tion it is .

"
necessary that the back of the tongue be depressed while in ,

formin g one of ou r English r s the b a ck of the tongue ris es very

’

“ ”
high Take a mirror open your mouth and try to s ay r
.
,
.

Note how your tongu e rises It mu st be kept down else you .

,

“ ”
cannot m ake the soft r which is made by the a! ,
With .

mirror in hand depress your tongue by yawning and then note

the muscul a r sens a tions when your tongue is down Cultivate
,
.

those till you are able to keep it down A speedier method .

is to hold the front finger of either hand right under the

middle of the tongue in front of the larynx and push up ,

tow a rd the eyes R esist with the muscles of the tongue and
.
,

this will depress the back While thus pushing and resisting
'

.
,

try to make the point r .

 r is an inverted fl ap consonant It is formed by the
“ -
”
.

“ ”
tongue going to the d position the tip being far enough from
the roof to allow voice to pass freely over and then fl app
“ ”
,

ing forward with a new impulse fl at between the lower teeth

, , .

Cut IX .

v _
V
( E + I) — r
.

( g) k and g are quite like the English sou n ds but must

be made care fully without any escape
,
of breath .

Cut ! .

U + 7=h
(U s o

(U + m =mn t
"H
(U 7) sh
 2 5

q is farther back in the throat If you will s ay key kay

.
, ,

kaw c a refully you will note that th e tongue recedes Put

, , .

“q ”
it back on e step fa rther and you will have the

g are formed by the friction of breath and

( h) kh and ,

voice respectively between the b a ck of the tongue and the

,

so ft p a late A y on e who can m a ke th e S cotch ch in loch

. n ,

or the German ch in ach c a n easily make the g by changing

,

breath to voice ,
as z is made from s.

an re v ersed apo
( i) ain is usually denoted by a dot under , or

strophe before or after the vowel It is ordinarily not sounded

.

in Urdu althou gh its presence often modifies a v owel s sound

,
’
.

Ain is not formed as Czermak cl a ims simply by passing voice

, ,

through the appro x imated vocal chords but in additio n to , ,

this the posterior pill a rs of the uvula are so drawn together

,

that the p a ssage of breath produces the fricati v e Hha and ,

voice gives Ain E limin a te the raised tongue from the
. kh and
the g and you will get the Hha and the Ain
,
.

( j ) m n and
, , are the nas als fo rmed from holding the
n
g ,

organs in the position for b d and g respectively with the , , ,

nas a l p ass a ge open .

Cut ! III . Cut ! IV .

VN
(A I )
VN
m ) (1 + 3) Hi

If we hold our tongue at the j position and open the

nasal passage as we m a ke a sound we get the S panish ii , ,

and from the d position the Punjabi S anscrit Hindi n , ,

.

( k) signi fying nun gunn a is n ot properly a separate

n,
“ ”
,

sound wo rthy to be ranked as a consonant but is only a nasal ,

modification of a v owel Yet before 2 and g it usually denotes

.

the sound of ng in s ing .

 generally tensed organs but in a nother very materi a l particul a r
,

they are perfectly le v el E ng lish long vowels invariably en d .

in a glide if final and usually in other positions though when

, , ,

u n a ccented they a re O ften without the glide I f you will .

” “ ”
prolong the ey O f they or the i of machine then
“
, ,

y o u will find that they finish o ff with an upward movement

“y ”
of the ton g u e givi n g a slight
,
e ffect If you do not notice .

it make it with opened mouth and you will s e e it The s a me

, .

e ffect is noticed in the a i of aisle In 0 u ow as in s o “ ”

.
, , , ,

rule a nd c ow we notice another glide but here of the lips

, , , ,

which gives a w e ff ect I f the e a r does not admit it the eye

“ ”
.
,

will if you u s e a mirror In most E n glish mouths also

, .
“
a , ,
”

as in fa ther h a s a slight glide It seems a lmost impossible .

for the English spe a king races to hold a sound perfectly level ,

and finish it off without a glide ( C a n this be the reason that .

in spelling oow th ey etc the w and y which seem needless

, ,
.
, ,

to most of us h a ve been put on ?)

,
New a nd O ld E nglan ders
also insert a sound as in keow for cow hyer for here etc
“ ”
, , , , .

This is counted provinci a l except when it comes be fore u a s ,

“
in cute which is rightly
”
,
“ ”
pronounced k yoot but kyow
“ “ ”

ne v er .

The vowels of Urdu are pure a nd level .

26 V owel S ounds ( a) a is as a in f a t/zer ; e a s first e in

’
. .

elite ; i as in m a onin e ; o as in obey ; it as o in w/i o but without ,

glides .

( b ) a is s aid to be like a in ou t nevertheless it is quite , ,

di ff erent owing to the di fferin g org a nic b a sis ; i is sim ilar to i

,

in it ; it resembles oo in g ood but is unlike it in that it h as , ,

only inner rou n ding S ee 5 2 7

“ ”
. . .

( c) The two diphthongs a n an d ai di ffer no little from ,

the supposedly corresponding sounds in E ng lish of ow and

long i for they a re composed of di fferent elements English ow
, .

( au ) is composed of an 0 but Urdu a n of a ( sh ort) 0 ,

( short ) English long i is a diphthong made up of a n e e but

.
,
 29

Urdu ai has a ( short ) a shortened e . S killful sin gers ,

of

course prolong the first not the second

, , ,
element of these
diphthongs in either to n gue , .

72 Rou
. n di ng This is a m a king of the mou th rou nd at
.
,

the lips called outer rounding or at the b ack of the tongue

, , , ,

called inner rounding It is fou n d in English 0 u w a nd wh.

, , ,
.

It is exaggerated by the S cotch as in good and is reduced , ,

by Urdu spe akers to simply inner roundi n g where the lips ,

a re spread but the back of the mouth is m a de round between

,

the tongue and so ft p a l a te It is of course possible to make .

0 and a with outer rounding a lone

, but until the pupil c a n ,

give them with only the inner rou n ding he must fail to get
the peculiar n a tive e ffect I nner roundi n g is the peculi a r .

char a cteristic of the U rdu w or v as you choos e to

“ “ ” ”
,

write it .

28 C a tching S ounds To get a true conception of Urdu

. .

sounds is the first thing T O do this either get the te a cher .

, ,

or other Hindustani to prolong the sounds or get him to sing

, , .

If you c a n not get a singer have some native who is rather , ,

un fa miliar with English repeat one of the following sentences ,

a fter you while you note the peculi a r quality of the recurring
'

vowel ( a) He s h e we eat me a t ( b ) M a ke a pl a te for eight

.
, , .

apes ( c ) J oe own no o a ts no o a ks ( d ) Fool you to woo

.
, , .
, ,

a shrew ( e) Up ugly umpire up up up ( f) It hit it ( g )

.
, , , , . .

A bull could pull it full ( h) A cow now found a s ow ( i ) I . .

might fight to night .

It will require much and patient listening be fore th e con

cept of a str a n ge sound is correctly fixed but until then it ,

c a nnot be reproduced at will Whispering th e sounds and .

,

he a ring them whispered will O ften re v e al the secret of their ,

di fficulty .

As we cannot hear oursel v es well when we a re trying to

m ake these sound s correctly it is a good idea to hold a ,
 30

slate or Other h a rd subst a nce be fore our mouth to re fl ect the ,

sound to our ou ter ear .

29 Double Letters These give some trouble because

. .
,

we seldom double letters in English and in Hin dustani we , ,

fa il to do more th a n give a doubled stop on e and a half

“ “ ” ”
,

times This Urdu doublin g c a n best be expl ained by noting

.

Bell s expl a nation of a conso n ant a s consis tin g of two p arts

’
, ,

“
a position a nd an action ; the position one of co njunction , ,

and the action on e of separation an d both a re necess a ry to

, ,

p er fect articulation Urdu doubling then t a kes pl a ce in the

”
.
, ,

following m a nner : e g dabbi the lips closing for the first b

. .
, , ,

give the b e ffect a nd then O peni n g by a n e w impuls e we s ay

, , ,

”
“
b i ; ac h c h h a the tongu e shuts O ff the a by conjunction with
,

the palatal arch giving to a n E nglish ear the t e ffect and

,
“ ”
,

then by a new impulse we s a y chh a In the E nglish words , .

,

oooé eas e an d n zg/z t tim e the k and t are doubled in this

-
,
-
,

m a nner .

Note howe v er full doubling continuants w/zolly a s con

, , ,

tras te d with lzoly .

3 0 Inton a tion
. This is a very important subject which
.
,

I hope to be a ble to elu cidate some d a y S o far as Urdu .

is concerned all I can s a y now is th a t the measure seems to

, ,

be st a ccato with a promine n ce given to the last emph a ti c

“ ”

syll a ble Most In di a ns a nd foreigners brought up in Indi a

.
, ,

speak their English with this inton a tion an d in their m a nner ,

of making 5 z and n betr a y the pl a ce of their birth I f the

, , ,
.

Indi a n a nd thos e English who a re brought up in India are , ,

ever t a ught to spe a k English properly it will be when pho ,

n e tic s is taught in such a w ay that they c a n dis crimi n a te

betwee n the two modes and gi ve e a ch a t will U nrecogniz ed .

brogue and i n ton ation are di fficult to a cquire or cast off .

31 A Good E ar A good c ar is not necess a rily a musical

. .

ear but one that c a n reco gn i s e di fferences a nd en able the

, ,

v oice to imit ate them The best e a rs need cultiv a tion and .
,
the tr a ining which can only come from a thorough an alytic
,

study of sounds a nd their elements It will require the bes t .

ear and care ful work to master all these sou n ds s o th a t they ,

can be made n a turally within s ix months Few will accomplish

,
.

it u n der a year and for some it may t ake se v eral years of

,

care ful watching be fore the brogue which you brought with
, ,

you is content to rem a in in the backgrou n d

,
.

32
. Phonetic Tr aining Wh a t a splendid equipment su ch
.

a tra ining would be ! When this problem is taken up a s it

ought to be no on e will be allowed to go as a mission a ry
,

without this most necessary prep a r a tion For those who go .

to lands whose people have no written tongu e such a tr a ining ,

should be obligatory It is high time that h a phazard w a ys be

.

displaced by time and l abor saving devices .

33
. Learning to Read After the langu a ge has been .

le a rned there will be no trouble in le a rning to re a d it if it is

, ,

printed in Roman or English letters but if it is in some str a nge

, , ,

character as Persian U rdu Hindi T a mil Ar abic or Russian

, , , , , ,

then it may t a ke some e ffort B eginning with the primer is .

simply wasti n g time The best plan will be to have the

.

ch a r a cter worked in along with these model sente n ces s o that ,

as they are being committed the strange forms of these words ,

m ay be impressed on the eye The munshi should do this .

writing clearly on the slips I f however this c a nnot be done

.
, ,

( and circumstances h av e pre v ented this book bein g published

on th a t pl a n ) then it would seem best to g o about it thus :
,

Take a ch apter of S t John s Gospel a nd re a d it in the Rom a n

.
’
,

until you a re thoroughly fa mili a r with it then take it up in the ,

character A fter your copy is fa m ili a r re a d out of another

.
,

copy of the s a me edition Then take a nother editio n or

.
,

another v ersion and thus train your eye to a quick recog

,

nition of the words Repetition will here too be the key to

.
, ,

suc cess .

34
. Future ad v ancement in speaking Urdu will be partly
through unconscious imit a tion of those who speak Urdu wi th
ou but for those in the Punj ab whose O pportuniti es of hearing
y , , , s

good Urdu are limited su ch advancemen t will be made by ,

consciously memo rizing the correct idioms and by diversi fyin g

them until they are thoroughly fa m ili a r The student will under
,
.

stand th a t this manu a l de als only with the simplest S peech .

To stop here will never e n titl e a ny on e to be c alled an Urdu

schol a r Hooper s Help to Hindusta n i Idioms will be useful in
.
’

a dv a nce work .

35 Memorizing It has been shown that the power of the

. .

human memor y in com m itting word lists such a s those of a

foreign lan g uage is very limited O ne h a lf is forgotte n in an .

hour and 60
,
over night Consequently to master the whole .

and retain 1 00 /o as we demand will necessit a te a good many

°
, ,

repetitions .

3 6 RULE S F O R T HE ACCENTUATI O N O F U RDU

.

WOR D S .

1 The vowels a e f o and a and th e diphthongs au and

.
, , , ,

ai a re called long ; while a i a nd u a re c alled short , ,

.

A final syllable takes the accent only when it contains a long

vowel followed by a consonant or a short vowel followed by ,

two conson a nts .

2 Final open syllables ( th at end in a vowel) ne v er take the

.

accent unless the words a re roots or foreign importations : 8 6rd

, , ,

bard don o but ju t/é Knu dé s az é ( foreign)

, ,
and lza fé bard , , , ,

( roots ) .

3 Final closed syllables with a long vowel take the accent

.
,

oay é n , d iler , s aldm .

the penult has a long vowel with the ultim a also long
4 . If ,

and closed there will be even stress as as m an f armd n s a i s s am an ’ ’ ’

, , , , ,
.

5 I f the ultim a is short or O pe n a ccent is on the first pre

.
,

ceding long syllable : as aus hm an daboz batti moms anioa bania ’

,
'

, , , .

6 As root words are accented s o are the derivativ es

.
,

accented : u farn a atarta u tarnewdlia n ,

’

.
 7 Compou.nd words retain the accent o f the original words
Kutn of a rosb ab o na wa bam khidm at I mm j amd a t
' '

ch at/ ki
‘
- - - - -
, , , ,

8An a pp a rent exception may be found in the ad

.

v erbs k a/zan jalzan yana n but it is likely owi n g to the fact

, , ,
’

“
that these are compounds of the word h an place with a ”
, ,

word of sub ordinate r a nk hence by rule 7 the accent is on

-
, ,

“ ”
hi m

37 If you .will note the accent o f the foreign words that

have been adopted into Urdu you will catch the key to their ,

a c centu a l me a sure .

Af s ar O fficer Ch a rge
A kat Act ( of Law) Chik Cheque
A ld a r Elder Cnim nf Chim n ey ( lamp )
Anglais ( English ) Da oal Double ( strong )
Ap il Appeal D aktar M D . .

A rdal i O rderly D ares Dress

A s taob al S table Da rill Drill
B ag gi Buggy D arj a n Dozen
B azb al Bible Dig rf D ecree ( of court )
B ak as Box D ipu Depot ( military)
Ban k B a nk Falala in Flan n el
B amb a Pump water Farak Frock
pip e F aram Form ( to be filled)
Bearin g ( to pay) F arans zs f French
’

Broo ch F arang f Frank foreigner ,

Button [ v ant Fail Fire ( a v olley)

Bearer head ser F ut d o f nta Foot two foot
, ,
-
,
-

Biscuit rule .

Bishop Gl a ss
Bottle Kirche Kirk , ,

Board church
B reeches Gi r j a g nar Church bu ilding
'

Boot G owarnm an t The Go v ernm en t

Has p ital
’
Hospit a l M ajor
Hofal Hotel Minute
I n g lis tan
’

Engl a nd Meeting s -

yet/fat Jacket Number

Jel J a il Padre ( Rev ) .

Jel blzan a
-
The Jail Packet
J a rna i l Gener a l Pot chamber
,

J a rn a i lf S arak Gr a n d Trunk Pantaloo n s

Ro a d P a r a de
a Jean cotton cloth
, Police
K aisar Caes a r Regiment
K al a r Coll a r Report
K a m ot Commod e Repo rter ( from
Ka m ara Room c a mera ,
the village to
K a m pani Comp a ny Gov t)
’

K an as tar Canister ( of oil) Ras i a

’
’
Receipt
K an stab al Const a ble Reel ( of thread ) ,

Kap tan Capt ( S upt P O spool

’

. .

lice) S econd
K artii s C artridge S ecret a ry
K a n n s il Council S lippers
K oel a Coal charcoal
, S ap ic/z -
en S peech s -

K ot Coat S ergean t
Was kot
'

Wa istcoat Certific a te
L a ins Lin es ( of police ) Cheroot
L altain Lantern
Lamp L a mp S essions ( house )
L at Lord Cig a rette
L ek c h ar Lectu re Cement
L e k c h arar Lecturer
’

Tom ato
M a c h az
’

Matches Tobacco
Mani Ad ar Money O rder tumtum dog cart
,
-

M arl nt
'

Market T he ater
Mas /tin Machine T ax
K am ittf Committee S as aiti S ociety
M imb a r Member B aris/ztar B a rrister
S iti Puls City Police J ai Jud ge
8 Indian Words in Commo n English U s e
3 . .

yan g a l Att a r or O tto I tr essence ex

, , , ,

Cooly i i O f roses tr a ct
Typhoon Tuf a n a storm
’

,
P a eja m a leg
’ ’

Monsoon M a n sim se a son ,

clothes
F aker fakeer F a gir a holy
, , P u n kh a P an kh a fan ,

beggar D a coity Dakaitf robbery ,

L ittn a to p lu n
,
D a coit D akait Da k u ,
’

der highway rob

Bazaar B az ar ber
B an gla Thu g Th ag assassin ,

B u ck s h ees h B ak h s msn gi ft Vizier Waz i r prime mi

’ '

, ,

Howdah H a n d a eleph a nt, nist er

s a ddle Kismet Qis m at fate ,

Mahout M alzawat ele N a bob ,

N a wao ruler ’

ph a nt dri v er E 5 13 6 P a njao
”

S ultan S ul tan
’

Cowry shell K a nrf a shell

-
,

Hooka H n g qa S epoy S ip anf soldier

’

Moslem Mus s a l m a n g ou r
’

n d

M oh amm e M oh a m m ad f rice) K a rf spiced meat

’

dan Mogul Mu g al A fgh a n ,

Hindu H in d u family
Kohinoor K O h i n u r ( mt of
- -
Koran Quran Moslem
.
,

light) Bible
39 Indian Words in ordinary Anglo Indian U s e
.
-
.

S hasters S k as tr a Hindu S yc e
, S ails groom l
,

Bible Ayah Ay a nurse ,

Durb a r D aro ar court ,

m a id
assembly Khidmatg ar ’

Gharry Gar i c a rriage

, ,
waiter
cart a itth f letter ,
 Q

B e e sty Bili is /ztf,water Ra i yat subj ect ,

m a n ( ordinary ( of a king)
educ a ted na Kutcher ry K acna/i rf court ,

tive says house

bhishti) Kutcha K a cnc h a poorly ,

Alm aira A lm a rf,ward robe,

’
m a de u n ripe ,

cup board -
P alek a well m a de ,

D ecc a n D akkhan the ,

N a l a a ditch
’

south M a ulavi Moslem ,

Maund Man forty s e r , ,

teacher
8 3 lbs . Chutnee C/zatn f h ot pick ,

S er two pounds
, ,
les
one qt Raj ah R aj a king
’

Chittack Ch h azan e
’

, 1 /1 6 Allah A l la God ,

of s e r, 2 oz . Nautch N a ch dance ,

Top f hat cap , , U rd u ( O ord oo) Urd u camp ,

S un helmet M u ss oc k M as nak water ,

Ru
p a e, annas 1 6 skin
Ana a penny , ,
Ve d s Ve d a Hindu Writ,

two cents Z amind a ry Z a m in d a ri

’

P aisa a nna ,
R a nch
P al I / 1 2 ann a
, Lakh Lac
,
L a kh
Tola weight of , C arore K aron i o ooo ooo
Mel a M ela , a fair
’

rupee
D a ri cotton car
, Chaprassy Ch a p ras i serv ant ,
:

pet Chowkidar C h au kfd ar,

Ch a rpoy Ck arp ai b e d s te d
’

,
watchm a n
i e a four
. . Lumb erdar L amb ard ar,
poster he a dman
Teapoy Tip a f 3 footed
’

, Dooly Dol f p alan keen

,

table M un si ff Judge of small

Go d own Go d am store
’

, court
house Tli a n a T/za na police
’

Dufter D aft a r O ffice ,

station
Tnd n ed ar
’

Dep Inspector
. Chowney Cn/i aon i,
’

military
Police st ation
T a hs i l A county town M u fu ssil M uf as s il,
’

, ou t

ship lyi n g as O ppo

,

Tahs il d ar County o fficer ,

s e d to city

revenue c olle c Ekka E kk a on e horse

,

tor cart
P u twaree P a twari v illage
,
Chie f of Police
l a n d recording Police S t a tion
O fficer Zif fin lunch ,

E AR AND T ON G U E E! E R C I S E S .

Directions for S tudy Have the moonshee ( munshi ) pro

.

nounce the O ord oo ( U rdu ) words u ntil you c a n catch them

clearly He m ay h a ve to repeat them eight or ten times b e
.

fore you are ready to try even to give them Cultivate the a bility .

O f c a reful ac curate hearing Wa tch his lips and his tongue . .

H a v e him put a little stick hal f an inch long between his j aw

, ,

teeth s o that you m ay see the working of his tongue This

, .

is especially important in le a rning the cerebr a l sounds Have .

him O pen his mouth widely when he gives the a and a sounds , ,

an d note how the prolo n ged sounds ri n g against the teeth .

O bserve how when he s ays kh a n a and k a n a the li of the first

, , ,

comes a g ainst the back of your h a nd when held close to his ,

mouth Pr a ctice these exercises for fi fteen or twenty minutes

.
,

twice d a ily for the first two months When you a re able to
, .

recognise the di fferences a s you w atch the munshi s mouth try

,
’
,

to catch them when his b a ck is turn ed Get others to give you .

the same sounds Whe n the munshi tells you th a t you have
.

these sounds very well test him by making mistakes in ten tion
,

a ll
y . Make a list from the exercis es on e word from the t s two ,
’
,

from the aspir a tes etc a nd dictate them to him

,
You c a n .

easily tell by his writing whether he h as told you th e truth '

.
 Yet it may be that he recognises n ot the sound but your , ,

fa ci a l contortion so try them on some on e else

, .

Do not expect too much of yourself but expect to master ,

these not sooner than six months and th at perh a ps it m a y , , ,

t ake a good while lo n ger Never desp a ir Never get beyond . .

listening to the e x act w ord s th a t fa ll from people s mouths ’

.

When you find that your temper is rising too high at the ,

munshi s or your own stupidity ch a nge to somethi n g else

’
, , ,
.

Whe n you are reading do n ot allow more th a n two or three ,

corrections of any one pronunciation If you cannot get the .

vowel sounds try to imitate the sou n d which the native makes
,

in y a wning audibly Take a mirror and throw your tongue

.

violently back a nd forth ; or sing a aa keeping the tongue

'

- -
,

low down a t the b a ck Until it is low you cannot gi v e the

.
,

vowels correctly Pr a ctise the exercise of s e c 2 2

. . .

Ex e rc s es i f or E ar an d Tong ue .
x

1 .
( a) Wu h ata hai .
( a) He is coming .

( b) Wu h at a hai ( b) That is meal ( of wheat )

-
. .

2 .
( a ) Yih rot f hai .
( a) S he ( this on e ) is crying .

( b ) Yih rot f hai .

( b ) This is bre a d .

( a) W u h arf hai .
( a) That is a s aw .

( b) W u h arf hai .
( b ) He is obstinate .

( c) W uh a rah f hai .
( 0) S he is coming .

( a) Yih d a l hai .
( a ) This is pulse ( d a l) .

( b) Yih d a l h a i .
( b ) This is d al ( d ) .

( c) Yih dh a l hai .
( c ) This is a shield .

5 ( a ) W u b ghore a rahe hai n

. .
( a) Those horses are coming .

( b ) W uh gore a r a he hain .
( b ) Those whites ( soldiers) are
coming .

v 6 .
( a ) W u b kh a n a hai .
( a ) That is dinner .

( b ) W u h k a n a hai .
( b) He is on e eyed -
.

( c ) Wu b kh a n a h a i .
( c ) That is the compartment .

1 Th e m e an in g al s o m u s t n ot b e n e gl e ct e d .
 W ub b a rf hai . He ( S he ) is free .

W ub b a rf hai . S he is big .

Wu b bh ari hai . S he ( It) is full .

Wub b a rh i h ai . S he h a s grown increased , .

Yih kh a h hai
’

. S he) has eaten

(b ) Yih k h a l i h a i ( b ) This is emp ty

’

. .

( c) Yih k al f hai .
( 0) This ( fem ale) is black .

9 .
( a) Wu h gol hai .
( a) He is or That is roun d
, .

( b ) W u h g ol h a i ( b ) That is a crowd
“

. .

10 . a
( ) Gu l ky u n kiy a ?
( a) Why did you put it out

b
( ) Gu l ky u n kiy a ? b
( ) Why did you make a noise ?

1 1 Note the di fference be tween the sounds of th e contrasted

.

English and Urdu words .

M al i gardener , Molly H a i is High ,

B flli c a t ,
Billy E k on e Ache ,

Kar do , Cur S ach truth S u ch ,

P a r on ,
Purr Mili g ot Milly ,
.

D u r far ,
Doer Mez t able Maize ,

Dak post m ail S aus groom S yce ’

Dock
’

, , ,

Pet belly ,
Pate F a ram corruption of form ,

Pit bile Pit P u r a s N urp tir Poor

’

, ,

Ho b e ,
Hoe L O take Low ,

Pu ] a b ridge
,
Pull D O give Dough ,

D ouole d L e

12 .
( a) Yih mer a galla h ai .
( a) This is my fl ock .

( b) Yih mer a gal a h a i ( b ) This is my neck

’

. .

( c) Yih mer a g all a hai .

( c ) This i s my gr a in .

’
v I 3 .
( a) Lark a let a hai .
( a) The b oy t akes ( it) or is
taking it .

( b ) L a rk a letai h ai
'

.
( b) The boy is lain down .
V I4 .
( a) Is ko do den a .
( a) Give him two .

( b ) Is k o dho den a .
( b ) Wash this .

( c ) I s ko duh den a ( c ) Milk this ( c ow) .

( d ) Is k o d ho den a ( d) C a rry th is aw a y .

1 5 .
( a) Mere p as khar a hai .
( a) I have the genuine .

( b) Mere p as khar a hai .

( b ) He is st a ndin g by me .

( c) Mere p a s kar a hai .

( c ) I ha v e a bracelet .

( d) Mere p as kar a ( Pun

j abi) hai .
( d ) I ha v e the bran ( of gram) .

16 .
( a) Yih aurat kh atf hai .
( a) This woman eats .

kattf hai ( b) This wom a n spins

c

( b) Yih aurat . .

( c ) Yih aurat k atti hai .

( c) This woman bites .

17 .
( a) Larke deke gaye .
( a) The boys gave and went .

(b ) L a rke d e kh k e gaye .
( b ) The boys s aw and went .

( c ) L a rke d e kh e gaye .
( c ) The boys were seen .

18 .
( a) Pat a m ujh ko do .
( a) Gi v e me the information .

( b) P a tt a m ujh ko do .
( b) Give me the le a f .

( c) m ujh ko do ( c) Give m e the lease

Pa a
‘ t t . .

( d) P atth a m ujh k o do .
( d) Give me the young on e .

( e) Mer a k a pr a phat a hai .

( e) My garment is torn .

( f) Mer a kapr a p h atta hai .

( f) My garment is tearing .

19 .
( a) Y ih bakr a mer a b akhr a
hai .
( a) This h e goat is my portion
-
.

( b ) K hud a kh aliq hokar ( b ) God although ( lit being ) .

k hud ham a ri kh id m at Creator does himsel f serve

kart a hai . us .

( a) The women a re along

‘
20 .
( a) A n raten s aith hain . .

( b) A n r ate n s at hai n ( b) There a re seven women

‘
. .

( c) A u rate n s a th hain ( c ) There a re sixty women

‘
. .

“
( a) Wuh g ol kaht a hai ( a) He says gol ( round)
” “ ”
2 1 . . .

( b) W u h g ol kaht a hai
“ ”
.
(b ) He s ays
“
g ol ”
( crowd ) .

Wu b g hol kaht a hai

'

( dissol v e)
“ ” “
( c) .
( c ) He says ghol .
22 .
( a) W u b ch ize n g h aron m e n ( a) Those thin gs were lying in
p arf rah fn . the houses .

( b) W ub c h fz e n g h aron m en ( b) Those things were lying in

p a ri rah in ’

. the w a ter j a rs .

( c ) Wu b c h i z e n h m en ( c) Those th ings were lyin g in

’

g ar on

pa ri rah fn . the fo rts .

23 .
( a) Ismit S a hib d aure gaye ( a) Mr S mith h a s gone to camp
.

h a in .
( i tiner ating) .

( b ) Ismit S ahib d a ure gaye ( b ) Mr S mith has gone running

. .

h ai n .

24 .
( a) A dm i chh a ppar m en ( a) A m a n was sittin g ( lit seated ) .

b aith a th a in the hut . .

( b ) A dm i c h h a ppar
m en ( b ) A man was sitting in the
baith a th at ( P ) pond . .

( c ) A dm i chh a ppar m e n c
( ) A man was sittin g in the
b aith ta th a b u t ( yesterd ay)
. .

Note th a t it is b aith a th a n ot b aitha t a nor oa it/i ta ta but d i d

“ “ ” ” ’

.
, , ,

2 5 ( a) U s
. ne b a rf min n at kf
th i
.
( a) He pleaded very hard .

( b ) Us me b a r f m ih n at kf th i ( b ) He worked ve ry hard
’

. .

26 .
( a) W ub g ay i hai .
( a) S he h as
gone .

( b) Wu b gayi h a in .
( b) They ( women ) h a ve gone .

( c) W uh gaye hain .
( c) They ( men ) have gone .

( d) Wu b g a e h ai .
( d) Th a t is a c ow .

( e) Wub g a e h a in .
( e) Those a re cows .

( a) W b k a h a n par a hai ? ( a) Where is it ( or he) lying ?

27 . u ,

(b ) Wu h kah an parh a hai ? ( b ) Where did ( you ) re a d it ?

( a) Wu b th a tt i h ai ( a) Th a t is the thatti outcaste

“ ”
2 8 . .
-

qu a rter .

( b ) W uh t a tt i h a i ( b ) Th a t is a screen ( privy
’
.
,

l a trine) .

( c) Wub a tt hai ( c ) Th a t is w a rm
’

t i .
( k) D a n a ( k ) Wise ( 1) S in a ( 1) To sew
D an a Grain a a B reast
( m ) U s s e lad o ( m ) B rin g it from
.
( n ) Ham m en ( 11) In u s
him H a me n To us
U se l a do . Bring it and Tumben T o you
give it to him Tum m e n In you .

( o) B achcha ( ) Child
0 ( p ) B a nn a p
( ) To be made
B a ch a Esc a ped Ba n a Is mad e
’

K am Work Kam Little

Kh a m Imm a ture K ham Curved
( q) Bur a ( q) Evil ( r) B h e rf ( r) Ewe sheep
,
.

Bh u r a Brown e a rth Ber i

, B oat h an d cu ff
’

colour B e rf Punj a b plum

B u rha O ld B e rh f Crooked
’

B u ra Sa wdu st
Meri b u rhi bher i bh ti ri b e rf m en b erh f beri k e bare bure
’ ’

p atte kh arah f th i My old ewe was eating the very bad leaves
.

of the crooked
“
h e r in a brown bo a t ”
.

(5 ) Ka (5 ) Of ( t) R a ( t) Name of r
K ah Grass Rah Way path ,

Ja Go Ma Mother
J ah Grandeur M ah Month
M a ny other words ar e found in the langu a ge which a re ,

thu s disti n guished by o n ly on e sound but if these a re well ,

m a stered s o th a t the pupil c a n give them without fa ci al con

,

tortion a nd in s u ch a w a y th a t the untutored n a tive re a dily

,

c a tches them he will h a ve no di fficulty with any others th a t

,

he m ay run across .

It will be best if the munshi puts these single words in

simple sentences as 1
Not in fre qu e n t us e .
 M O D E L I ND U C T I ON S E NTE N C ES .

LE SSO N 1 . PAHLA S AB A Q .

I Bahut
. kh a n a t a iy a r
ac h c h h a
karn a ch a b iye .

very good food ready to do is desired - -

.

[ Y ou] must get a good dinner ready .

Directions for study Write off the abo v e three lines on .

a sti ff slip of paper H av e the munshi utter the cl a use in two .

p a rts a s printed of three words e a ch Le a rn it thus in two

, , .

“
breaths not from the printed page but from the munshi s
”
,
’

mouth It m a y be necessary to s ay each part at first word

. ,

and word ab ou t Keep your eyes on the English transl a tion

.
x
,

s o as to carry th e idea of the clause in your mind Work .

away at this repetition until you can s ay the six words without ,

p ausing Now continue to s ay them altern ately with the

.
, ,

munshi noting as mu ch as possible his expression and into

,

n a tion and trying to imitate them When you can s ay them

, .

fluently alone then begin to try to get up to a speed of 3 00

,

syll ables per minute Your first lesson m ay not give you more .

th a n the a bility to repe a t them a lone for it should n ot last ,

longer th a n a half hour lest it we a ry you A fter a rest you , .

m ay t a ke it up a g a in O ne week is n ot too long to sp end .

on lesson I with re v iews continued over another week or two

, ,

until it simply cannot be forgotten There is nothi n g in it th a t .

you c a n a fford not to get S low you may think but it will .
, ,

o ften be fou n d that wh a t one h a s learned on e day has complet

ely slipped the mind by the nex t The Derivati v e S entences .

should be s o well in hand that you c a n inst a ntly express ,

the ide a s as well as underst a nd them when you he a r them

, .

Write them off too on slips of paper and learn them in the
, , ,

following man n er : Repe at 1 until you can gi ve it at the above

r ate Now take up 2 Repeat it in conj unction with I a nd I
. .
, .

I W it o ly th E
r e n e n g lis h t ran s a l t io n or th e oth er s i de of th e s l ip an d

l at e r u se o l y th t n a .
When you can gi v e the three twel v e times in a minute then , ,

you c a n t a ke up 4 Repe a t 4 thus I and 4 1 a nd 4 2 and 4 .

, , , ,

3 and 4 Get the whole list of sentences so th a t you c a n give

.

them in regular inverse a ny order a t this same rate of speed !

, , , ,
[

I f you l a y them a side for a fe w d ays you will find th at the ,

speed test can not be met O ne s ability in m a stering com .

’

b in ation s of strange sounds is very limited S ee p 5 9 S peed . .

,

T ests .

Vocaonla ry .

1 . B a hut Much very ,

1 1 . K ya?
2 . A c h c hh a 12 . Han
A c h c hh f Good I 3 . N a h in
3 Kh a n a
. Food dinner , 14 . Ap to ser
4 T a iy a r
. Ready
5 K ar n a To do m a ke
-
.
,

6 . C h ahiye Is wished ought ,

7 . S a hib S ir Gentlem a n
, ,
indeed
Mr indeed emph atic,

8 M e m s ah ib a M rs
. . p arti cle
9 M is s ah ib a
. Miss 19 . Yih This
10 . H ai Is . 20 . Wub Th a t .

D e riv a tiv e S e n te n ces .

1 . Kh a n a taiy a r hai ? or , 1 . Is dinner ready ? or What ,

Ky a kh a n a t aiy a r h a i ?
, is di n ner re a dy ?
2 . T a iy a r h a i or Han taiyar .
, ,
2 . It is re a dy or Yes it is , , ,

h ai . re a dy .

3 . Kh a n a ac h c hh a h a i ? 3 . Is di n ner good ?
4 . A c h c h h a h ai or Han , , 4 . It is good or Y es it is , , ,

ac h c hh a h ai good .

I
I h a e h
d it s ugg e s t e d th at it is e as ie r to m e mo riz e by th re es
v e ar .

A ft e r t i i g of I t ak e u p I th e n wh en yo u h a e w e arie d of th at try 2 for

r n , , v ,

1 5 m in u t e s an d th e n com e b ac k to I I t is wo rth wh il e t y in g this m e tho d . r

at fi rs t R e p e at c l au se I six t im e s in 1 5 s e co n d s
.
R e p e at th e who l e l e s s o n .

in 4 0 s e co n d s .
 Bahut ac h c h h a hai It is very good
.
5 .

M e m s ah ib a,kh an ataiyarh ai . 6 . Mad a m dinner is ready

,
.

Bahut ac h c hh a .
7 V ery well .

Kh a n a c h ah iye ?
’

8 D o you wish dinner ?

Han , chah iye .
9 Y e s I do
, .

I O Kh a a t aiy a r karg af
. n
/
, ” IO . Get dinner ready .

B a hut ac h c h h a Sa hib , . 1 1 . V ery well sir , .

12 B a hut ac h c h h a kh a a
. n 12 I w a nt a good dinner .

ch a b iye .

1 3 A c h c h h a, m e m s ah ib a
. . 1 3Cert a inly mad a m
.
,
.

1 4 Kh a n a t a iy a r k
.

w . 1 4 Get dinner ready

. .

1 5 Kh. a n a bahut h a i ? 15 Is there dinner enough ?

.

1 6 Ha. n b a hut hai

,
. 1 6 Yes plenty
.
,
.

1 7 Kh a n a b a hut ac h chh a hai ?

. 1 7 Is the dinner very good ?
.

1 8 N a h in ac h c h h a n ah fn hai !
.
, 18 No it is not good
.
,
.

Kh a n a ap ko c h ah iye ? 1 9 Do you require dinner

.
?

2 0 N a h i n c h ah i e 2 0 N o I don t ( It is not re q u ir
’
’
.
y . .
, .

ed ) .

2 1 . Ap ko b ah utkh an ach a biye ? 2 1 Do you wish a good de a l

.

of ood
f ?

22 N a h in b a hut n a h in c h ah iye
.
’

,
’

,
22 No I don t want a lot only
.
,
’
,

thor a c h ah iye . a little .

2 3 Kh a n a to b a hut thor a hai 2 3 There s very little dinner

’
. . .
.

2 4 Ap ko thor a kh a n a c h a
. h iye ? 2 4 Do you w a t but little dinner
. n ?

25 Han thor a h f c h ah iye

.
, . 25 Yes just a little
.
, .

2 6 Kh a n a thor a h a i ?
. 2 6 Is the food short ?
.

2 7 Thor a ? Hai h f n ah fn
. . 27 S hort ? There is none at a ll
. .

2 8 S a hib hai n ?
. 2 8 Is the gentlem a n of the
.

house in ?
Han h a i n
, . 2 9 Yes
. he is ( lit They are)
, . .

Hai n a h in .
3 0 H.e is n ot It is n ot S he is,
n ot ,
.

Yih ky a h a i ? 3 1 Wh
. a t is this ?

Wu b ky a h a i ? 3 2 Wh
. a t is that ?

Ky a hai ? 3 3 What is it
°
?
 48

LE SSO N II D tJ S R A S AB A Q
’

. .

I I A p n 1 rot i jald i kh a o
’ ’ ’

. .

own bread speed [ with] eat .

Eat your food quickly .

Directions Write the three lines on on e slip H a ve the

. .

munshi repe a t them till you a re able to give them alone and ,

then t a ke them up in connection with cl a use I Acquire speed .

up to nine repetitions of this four word cl ause in fi fteen seconds -

.

Watch your w a tch Write English on the re v erse a nd use .

that only a fter the first day , .

Vocaoulary .

O wn referring to -
Gosht ,

the s upje c t of the ac h c h h a Meat .

v erb m y his —
,
Alli ,
ac h c h h e Potatoes
their your etc , . Chap a ti ’
,

Rotf bread food , . ac h c h h f B read loaf cake, ,

J aldi quickness Age thor a ,

Meal
K h ao -
e a t you -
K a ri bh a t ,

An a to come thor i ’
Cu rry rice
Ron a to cry Ct tf Haz irf Little bre ak fa st
Ata ati a te coming ’

,
“
tea and to a st ”

R ota rotf rote crying

, , B ar f Haz irf “
Big bre a k fa st
”

Hu z tir Your Presence Haz irf Attend a nce

’

J a n ab Your Honour Bhf too

The a dj ectives by their endin gs in a f and e S how the , , ,

gender It is not however necessary to remember th a t gosht

.
, ,

is m a sculine rot f feminine etc but only to asso ciate the a f

, ,
.
, , ,

or e end ing with the p a rticular word .

D e riv a tive S en ten ces .

I . Rotf kh a o . 1 . Eat bre a d .

2 . Kh a n a kh a o . 2 . Eat dinner ( food) .

3 . K ya roti taiy a r hai ?

, 3 . Is the bread ready .
 b-
.

Han huz u r, taiy a r h a i

,
. Yes, it is ready
s ir, ?

k
t
i Ky a ,
rot f ac h c h h f h ai ? Is the bread good ?
Han j a n ab bahut
, ,
ac h c hh f Yes s ir it is very good
, ,
.

h ai .

Yih rot i to bahut ac h c h h f

’

This bread is veryi good ,

hai K ya wu b b h f ac h c hhf
.
indeed Is th at good too ?
.
,

h ai ?
Kh a n a t a iy a r k a ro . Get dinner re a dy .

Ro ti taiy a r karo . Get the bre a d ready ( or ,

the me a l re a dy) .

10 J a ld i k a ro
. . 1 0 Hurry up
. .

1 1 Kh a n a jald f kh a o
. . 1 1 E a t dinner quickly
. .

12 Kh a n a jald f taiy a r k a ro
. . 12 Get dinner ready quickly
. .

1 3 Kh a n a jald f c h a
. h iye . 1 3 I w a nt dinner quickly
. .

14 Rot i jald f c h ah iye

.
’

. 14 The bre a d is needed quickly

. .

Bahut thor i rot i ch a biye Very little bread is needed

’ ’

15 . . 15 . .

1 6 Kh a n a jald f kh a n a ch a biye
. . 1 6 (I you or he ) must eat
.
, , ,

dinner quickly .

Rot i bahut n ah fn h ai thori ’

1 7 There is not much bre ad

’

.
, ,

hai . only a little .

Ap u i rot f taiy a r k a ro . 1 8 Get your own bread ( food )

.

ready .

Ap ko ek hi rot f c h ah iye ? 1 9 Do you w a nt only one loa f ?

.

N ah fn , m ujh ko do tin ,
2 0 N o I want two or three
.
,

ro
tian chah iyen . loaves .

Yih f rot f Sa hib ko ch ah iye . 2 1 The m a ster wants only this

.

bre a d .

K h a ns a m a n c h ap atian ,
22 M a ke some p atie s

t a iy a r karo .

At a n a h in m e m sah ib a ,
. 2 3 . There is no meal m a ,

A ch c hh a , b az ar se 151 0 . 24 . Well get ( bri n g) some from

,

the market .
 50

Vocaonlary .
‘

Misr i thor i ,
S ugar Do Two
C h fn i thor i
’

S ug a r
,
T in Three
C h a ( or ch a e ) Tea , Do Give
Ch a ac h c h h f La o , le ao Bring
D u dh thor a Milk ,
L o, le 10 Take
N a m a k thor a S alt ,
L e jao -
T ake away
P an i a c h c h h a W a ter J ao Go
’

Gil a s Gl a ss tumbler ,
D ik h ao S how p a ss,
.

2 5 . K ya a l ii
’ ’

a c h c hh e hai n ? 2 5 Are. the pot a toes good ?

Han ac h c h h e 2 6 Yes they re good

’
26 .
,
hai n . .
,
.

Ap h ain ? ( ne v er tip
“
ac h c hh e 2 7 Are you well ? ”
.

to a serva n t ) .

Tum ac h c h h e ho ? 2 8 Are you well ( to an inferior)

.

C h a le jao , a c h c hh f n ah fn 2 9 T a ke th e tea a way

. it is ,

hai . not good .

Yih misri le lo ac h c hh f hai 3 0 T a ke this sugar it s good

’
30 .
,
. .
, .

31 . D O gil a s d u dh hame n 3 1 We w a nt two glasses ( of)

.

ch ah iye n . milk .

32 . Thor i
do c h fn f .
3 2 Give ( me ) a little su gar
. .

A c h c h h a gosht ham k O do .
3 3 Give us good me a t .

3 4 Yih n amak thor a hai .

34 This is too little s a lt
. .

3 51 Pa ss me the curry a nd rice

”
3 5 K ari bh a t d ikh ao
“
. .

3 6 P an f do
. .
36 Give me ( some) water
. .

Gramm ar .

Note that the decl ar ative a nd interrogative forms of s e n

te nc e s a re o ften on paper though di fferi n g in intonatio n the , ,

s a me yet the latter m a y have a ky a

,
” “
what ? The infi n itive “
,
”

kh a n a is from the root kh a to which add

,
for the impe “ ”
,

rativ e kh a o ; a nd s o k a r n a gives k a r o Thus the imper a tive

“ ”
- -
.
,

Th e b e s t way to l e arn th e g e d e rs of o u ns is to ass oc iat e th e m w ith

I n n

adj c tiv e o v e b in a or i a d n ot t y to re m e mb e th e m as m as c ul i e “
a n e r r , n r r n

“ ”
or fe m im in e .
 Directions to the munshi ( who should see to it that the
pupil uses these and not E nglish) .

1 . Phir bolo or P h ir k ah iye

, ,
1 . S ay ( it) again .

( polite) a i t 0“ 5 a f t? it
.

Ah istaA b olo
‘

. 2 . S peak slowly .

B at meri s am ajh m e n n ah fn 3 . I don t unde rstand ( The ’

.

atf .
m atter into my u n derstand
ing comes not ) .

S am a jh m e n at? Did you understan d ? ( Did

it come in ?)
T h ik hai ? Is it correct ?
Han th ik hai N ah fn th ik Yes it s right N o it s not ’ ’
.
,
.
, , ,

n a hin h ai . correct .

\ Wu h lafz phir k aho ( kabiye) . Say that word a gain .

O
O Is k atalaffuz m ujh s e n ah fn I can t pronou n ce this
’
.

hot a .

P a ta n ah fn .
9 . I do n t know ( There is no
’
.

trace ) .

I O Bas . . 10 . E n ough Th a t will do . .

I I B a s k a ro
. . 1 1 . S top .

12 T h ah r j a o
. . 12 . W a it .

D eriv a tiv e S en te n ce s .

J ald f karo kyunki mere liye

, 1 . Hurry up for you must get
b a hut a c h c h h f rot f t aiy a r some very good bread
karni ch a biye . re a dy for me .

J ald f k a ro k yun ki mer a b h f 2 . Be quick for my di n ner , ,

kh a n a taiy a r k a rn a h ai . too is to be gotte n ready

,
.

A p n e liye rot f taiy a r karo .

3 . Get bread ready for your
sel f .

4 . A c h ch h f b a t j an a b , .
4 . V ery well s ir ( Good word ,
.
,

sir )
.

5 . K ya, yih m e rf rot f hai ? 1

U Is this my bread ?
6 . Han , yih ap k f rot f h a i . 6 . Yes this is your bre ad
, .
 Ky a wu b
rot f hai ac h c h h f ? Is th a t bread good ?
Yih Sa hib kf rot f hai . This is s a hib s bread ( of ’

the gentleman ) .

K ya, wu b gil a s ap k a hai ? Is that gl a ss yours ?

’

M e m s ah ib a k f rot f kah a n I O Where is the m a dam s

’
.

h ai ? bread ?
II . A j k e lfe rot f hai ? I I Is there bre a d [ enough] for
.

to d a y ? -

Han ( aj ke lfe ) b a hut h a i Yes there s plenty ( for to ’

12 . . 12 0
,

d ay)
1 3 . Ap k e lfe rot f bahut h ai . 1 3 T h e re is enough bre a d foryou
.
.

14 . Ap k a kh a n a taiy a r h a i . 14 Your dinner is re a dy

. .

1 5 . Ap k e kh a ne ke lfe ch a r 15 There are four loaves for

.

rotta n hai n . your dinner .

16 . B a s h ain . 1 6 It s enough
.
’
( T hey a re .

enough )
Tum ap u i rot f jald f kh a o , 1 7 Eat your own food quickly
. ,

kyun ki do S ah ib on k e lfe for dinner must be gotten

kh a n a t a iy a r karn a h a i . ready for two gentleme n .

Aj p a n ch Sahib logo n k e 1 8 . D in n e rm u st b e g otte n re ad y

lie kh a n a t aiy a r karn a h a i . for fi v e s a hib log ( Eu
rop e an s ) to d a y -
.

B a z a r ja n a hai gosht l a n a
, 19 .
( I h a ve) to go to the shops ,

hai kh a n a pak a n a h ai b a
, ,
to bri n g me a t to cook the ,

hut k a m k a rn a h a i . din n er to do a lot of work

—
.

20 . Kh a ne k e lfe do rotfan le a o ’

. 20 . Bring two lo a ves for dinner .

2 1 . C h a ke lfe d u dh misri le ao . 2 1 . B ring milk and sug a r for

the tea .

22 . W u b roti an b a hut ac h c h h f 22 . Those loave s are very goo d

hain .

2 3 . Aur rotf lao kyun ki yih , 2 3 . Bring more bre a d for this ,

th orf hai . is not enough ( is little ) .

24 . Ap kO d u dh a ur rot f dono , ,
24 . Do you wan t both milk
c h ah iyen ? and bre a d ?
2 5 . Yih rot f lo kh a ns a m an yih
, , 2 5 . T ake this bread cook this , ,

bahut hf ac h c hh f hai . is most excellent .

Note th a t k a is th e equivalent of “ ”
The sah ib s din ner ’
,

s a hib k a kh a n a w hi ch would be s a hib k f rot f s a hib k e alu

, , ,

according to gender an d number There is no word for th e .

d efinite article .

Vocaonla ry Alf az .

Phir a gain Naukar log s erv a nts s er ,

Bolo b oln a S peak to speak

,
vant folk
,
-

Ah ista *
S lowly B earer head s e r ,
-

Mat Mus tn t D on 7 ’
vant
S am ajh U nderstanding Kh a ns a m an butler cook , ,

M en steward '

In
B at thi n g idea Khidm atg a r khit table se r
,
“ ”
, ,
-

s aying vant
Th ik right correct B ih is h tf ,
w a terman .

“
Pahl a p ah lf first
, b e e s ty
D u sr a d usrf second
, Mihtar sweeper
T fs ra t isri , third B a warch i cook
L afz alfaz , word words M as a lc h f ,
scullion
T alaff uz pronunci a tion S als S yce groom ’

Se from Aya ay a h nursemaid ,

Pat a tr a ce a ddress Gh a s kat ,

grasscutter -

N a h in ( na hai ) N O is not
-
M al i ,
g a rdener
Ch a r four Gw al a gaw a l a Cowm a n ,

P a nch five D arz f tailor

B as enough Dhob i w asherman
L og people D h ob in was her woman
Pak an a C h auk fd ar w a tchm a n
’

to cook
K am work Chapr a s i messenger b oy
to d ay Munsh i-
teacher
M e t a meri , ,
P an kh e w al a p u nkh a puller - -

mere my mine M ih taram sweeperess

’ ’

T his co t rary to rul e h as th e acc e t o th e fi s t s yll ab l

, n ,
n n r e.
L iye lie for Kh an s amin cook or cook s ’
,
or ,

K yun ki because for , , wi fe

since P an kh e -
w alf pun kh a p u fle n
-

of ( woman )
S erv a nts M a lin g a rdener s wi fe ’
.

LE SSO N I V . C HAU TH A S AB A Q .

IV Ai kh a ns a m an z a r a p fn e ka p an f ab h f m ujh k o dekar
.
,

O cook a little drinking of water now me to having given

,
-
.

Cook please give me a drink now and

, ,

Note the ch a nge of p fn a to p fn e be fore k a b eing used

“ ” “ ”
, ,

a s a verbal noun P f n a gives the root p f to this the ending

.
-
,

“
kar forms the p a rticiple which denotes a time precedent to
”

its verb and may o ften be t ranslated by a n d a nd it is in con

'

, ,

“
sequence called the conjun ctive participle Z ar a is used with ”
.

im peratives to soften the command .

D eriv ativ e S en te n ces .

1 . a e kap an f do ( Tney z
s ay )
. 1 . Gi v e me a drink .

P an f
do .

W uh rot f bh f
de do . Give th a t bread too .

S zih ib k a kh a n a d ek ar rotf A
S er v e the Master s dinner ’

kh a o . and then eat .

Khidmatg a r zar a p anf p ilaO , . W a iter ple a se give me a ,

d fi nk .

5 . Rot f kh a kar kh a n a taiy a r E a t and then get dinner

k a ro . ready .

6 . Rot f kh ak a r b ahut p an f Don t drink a lot of water

’

na p io . a fter e ating .

Apu i rot f m ujh ko do .

V Give your bread to me .

P an f jald f p ik a r z a r a m ujh e D rink quickly and give me

’
0
. 0

bh f do . some too .

P an f p fn e k e liye aur rot f Give us some water to drink

kh a ne k e liye h a m ko de do a nd bre a d to eat
’

. .
 10 . K h a ns a m an mer i rot f t aiy a r
The cook gets my bread IO .

k a rt a h a i .
[h ai
ready [ own fo od . .

I I Wub m alf ap u i rotf p akata I I Th a t gardener cooks his

. .

12 M a i n dab a l rot f kh a t a h un
. 12 I eat raised bre a d what do , .
,

tum ky a kh ate ho ? you c at ?

1 3 Wu b l a rk a d ti d h p it a h a i 1 3 T h a t b oy drinks milk
’

. . . .

14 Y ih lark i c h a p it i h ai
. 14 This girl dri n ks tea . . .

Lark i tii ky a kh atf h a i ?

*
My girl wh a t do e a t
’

15 .
, 15 ( ) yo u ?
.
,

1 6 Larke ti1 b h f yih f rot f kh a t a 1 6 My boy dost thou e a t tais

’

. .
, ,

hai ? bre a d ?
1 7 Ha. n ham s ab yih f rot f 1 7 Yes we all e a t this bre a d
, .
,
.

kh ate h ain bread

[ ?
.

18 Tum log wub i rot f kh a te ho ? 1 8 D o you a ll eat only th at

. .

1 9 W u b sab l a rke makkhan

. 1 9 All those boys eat bread .

rot f kh a te hain a nd butter

. .

2 0 W uh
. a dm i do do rotian Those men e a t two lo a ves
kh a te h a i n [ h a1n. each [ milk . . .

2 1 Yih lark ia n b a hut d ii d h p it i 2 1 These girls d ri n k lots of

.
’

22 . K hud a h a m I ko au r tum ko 2 2 God gives me ( u s) a nd you

-
.

b h f rot f det a h ai too ( our) food . .

2 3 K hud a tujh k o aur u s k o

. 2 3 G od gives to thee a nd to .

bh f det a h a i him too

.
,
.

24 Ap k h a ns a m an ko d u dh 2 4 Do you give the cook milk ?

.

dete hain ?
25 . N a h in wu b ap h f let a h a i 2 5 No he t a kes it himsel f
, .
.
, .

2 6 K hidmatg a r a k a n a m a k
.

p 2 6 The khit e a ts your s a lt .

kh a t a h a i .
( serves you ) .

27 . Ap u n se d ti d h a ur mak 2 7 Do you get milk an d butter

’
.

khan lete hain ? from them ?

28 . W u h d u dh mere liye hai 2 8 Th a t milk is for me .
. .

2 9 Yih nam a k tu m h are lfe n ah fn

. 29 This s a lt is not for you . .

h ai .

N ot u se d in add es s s av e to G od r , .

l O ft e n u s e d for th e s in gul ar m éj lz t o
‘ ‘ ‘

,
z .
30 . Yih rotfan h amare lfe hai n .
30 These lo a ves a re for u s
. .

31 . Yih p an f tere lie hai .

3 1 This w ater is for thee
. .

32 . Chhe rotfan us ke lfe h ai n .

3 2 S ix lo a ves are for him
. .

33 . U n k e lfe S a t chauk ian 3 3 S even chairs are required

.

ch ah iye n b a z a r se lao
,
. for them bring them from ,

the sh op .

34 . S a hib kh a n a kh ate hai n .

34 The master is e a ti n g dinner
. .

35 . N a ukar log k a m k a rte h ai n .

3 5 The servants ar
. e at work .

36 . U n ad m fon k e liye rot f jald f 3 6 B ring bre a d for those men

.

quickly .

37 . Is a dm i ke liye ath das 3 7 Bring eight or ten lo a ves

.

rotfan le £1 0 for this m an

h n u aj
’
. ‘

3 8 That m an isi
a n

38 W u b a dm i larkfon k e liye . b rin gin g b r d

rot f la rah a h a i . for the girls .

39 In nau lark on k e liye c h ef

.
3 9 Bring te a for these n ine
.

315. do . boys .

4 0 Is l a rke kf rot fbar fkhar ab hai 4 0 This boy s bread is v e ry b ad

’
. . . .

M a i n rot f kh a t a hun I e a t bre a d

’

T ti rot f kh at a h a i Thou e atest bre a d

’

W ub rot f kh at a hai He e a ts bre a d

H a m rot f kh a te h a i n We e a t bre a d
Tum rot f kh a te ho You e a t bread
Ap rot f kh ate h ai n You eat bre a d
’

W u b rot f kh a te h ai n They eat bre a d .

M ai n ac h c h h f rot f kh a t i h un I e at good bread

T u ac h c h h f rot f kh atf hai Thou e a test good bre a d
W uh ac h c h h f rot f kh af f hai S he eats good bread
Ham a c h c h h f rot f kh at i hai n We eat good bread
Tum ac h c h h f rot f kh atf ho Y ou e a t good bre a d
R m mb r th at th e s
e e p arad ig m s en t c e s m u st ot b e l a d by
e e en n e rn e

rot b u t f om sl ip s S o th at a y o e at a y t im e i a y co nn e ct io m ay
e, r . n n , n , n n n,

b e f e ly us ed
r e .
Ap ac h c h h f rot f kh a t i h a in Y oue a t good bre a d
Wu h a c h c h h f rot f k h a tf hain They eat good bre a d
Main apn a k am k a rt a h ii n
’

I a m doi n g my own work

Tu apn a k a m kart a h ai Thou art doing thine own work
W h apn a k a m kart a h a i
u He is doing his own work
H a m a pn a k a m k a rte h a in we a re doing ou r own work
Tum apn a k am k a rte ho You a re doing your own work
’

Ap apn a k a m k a t e hai r n Y ou are doi n g your own work

W h a pn a k a m k a rte h ain
u They a re doing their own work .

M a in apn a k a m k a rt i h un
T u ap n a k a m k a rt i h a i
W u b a p n a k a m k artf h ai S he etc .
,

H a m a p n a k am k a rt i h a in
Tum a pn a k a m k artf ho
Ap ap n a k a m k a rt i h ai n
W u b ap n a k a m k artf h a in
Note that wub is used as the perso n a l pro n oun for he
“ ” “ ”
,

h
s e a nd it but a lso a s that a nd th at wu h a nd yih
” “ “
”
,
“ “ ”
,
” ”

h a ve e a ch the same form for both singul a r and plural .

Write ou t the declension of the personal pro n ouns from

"

the lesso n s thus far .

The present tense is composed of the present p a rticiple ,

which is formed by a dding ta ti te to the root compou n d

“ ”
, , ,

ed with the required form of the v erb h un h a i ho hain , , ,

.

This prese n t h a s the me a ning of he e a ts and he is e a tin g

“ “ ”
,

for which l a tter they h a ve also a nother present watt rotz k/za
’

ra /za lza ij 38
’

as .

“ ”
Note the two case forms of mas nouns in f the three .
,

of fems in
“ ”
f the four of mas in a
.
,
“ ”
O bserv e the formation . .

of fe rns from mas a s l a rk i from l a rk a

. Nou n s have two usu al
. .

forms in e a ch number absolute used for nom an d obj and , ,

. .

a n obliqu e or formative which h a d best be called a p rep

“ ” “ ”
,

os itional form To these we may add the voc a tive

. .
 rice a nd meat
’

E k, pahla , Pishp a sh
p ah lf O ne first ,
cooked
Do d u sr a
, , t r, thori rice boiled in
d u sr i Two second ,
milk
K h ic h arf rice an d dal dry
’

T fn , tfs ra, ,

t isr i Three third ,

k ac h c h f cooked
M aida thor a fi n e fl our
’

Ch a r chauth a , , , .

Four fourth ,
C h awal ,

P a nch p a nch ,
ach ch h erice husked in ,

wan wfn Five fi fth ,

-
, gr a in
Chh a chhath a , S ujf thor i
,
whe a t germ meal -

th l
-
S ix sixth , S abzi th orf v egetables
, ,

s at , s atwan , greens
satwfn S even seventh , P u tfn Pudding
Ath ,
-
wan , win eight, -
eighth S irk a thor a vineg a r
,

N au ,
-
wan ,
-
win Ni n e ni n th . G a e kagosht Cow s meat bee f ’
,

D as wan ,
-
,
-
win T e n tenth , , Bheri k agosht sheep s m ea t ’
,

Gy a ra wan ,
-
, mutton
-
win Ele v en eleventh , Hem Ham b a con ,

B a ra ,
-
wan , Ph a l t a z a
,
fruit fresh ,

-
win Twelve twel fth ,

I n te rrog a tiv e E x e rcis es .

All i n terrogative words begin with the sound of

“
k ”
,
as
does ques tion a s do ou r English interrog a tives with
,
wh .

I Ky a yih
. ap ka l a rk a h ai ? I Is this your boy ?
2 . Yih kya b a t hai . 2 What do you me a n by this ?
( Wh a t s this thing ) ?
’

Yih lark a kaun h a i ? Who is this boy ?

D akt a r s a hib ka lark a h a i .
A He s the Dr 5 b oy
’
.
’
.

Han h an th ik hai U nh ln ,
.
’

Yes yes th a t s right

, ,
’
. It s
’

ka lark a h ai . his boy .

Ap k al b a r al lark a kah an hai ? Where is your older boy ?

’ ’

( or oldest ) .
 Wah to shahr m en h ai ? He is in the city ?
S hahr m e n ky lin h ai ? Why is he in the city ?
‘

T h ik pat a n a h in . Ap ky lin I don t know exactly Why

’
.

p li ch h te hai n ? do you ask ?

D a kt a r s a hib k e k itne l a rke How m a n y boys h as the
hai n ? Civil S urgeon ?
K h an s a m an tum ky a k a rte
,
Cook wh at are you doing ?
,

ib O i '

Is any on e here ?
K of hai ?
K of n a h in or Han b ab a
.
, ,
N o no on e or Y e s the
, , , ,

log h a i n . children a re .

S a hib kidh a r gaye hain . Whither h as s a hib gone ?

Wu b to sh a hr ko g aye hain . He h a s gone to the city .

Yih ad m f k ais a k a m k a rt a What sort of work does

h ai ? this man do ?
Yih to b a hut ach ch h a k a m
’

He does very good work

k a rt a hai ? i n deed .

Sa hib sh a hr s e kab ate h ain ?

’

When does the master come

from the city ?
W uh p a nch baj e a te hai n . He comes a t five o clock ’
.

W uh tiffi n k ab kh a te hai n ? When does he take lunch ?

Vocaoula iy Alfaz
’

. .

Kais a kais i , ,

k aise Wh a t kind of ?
Kab ?
When ?
Kai ? How many ?
S hahr City
B aj a baj e S truck o clock
, ,
’

I n te rro
g a tiv e E x e rcises S a waliy e yu m le
’

. .

K ya b aj a hai ? I . Wh at time is it ? ( Wh a t has

stru ck ?)
2 . Ek b aj a hai . S aw a baj a hai . 2 . It is on e o cloc k more ’
.

th a n one .
 De rh baj a hai . It is h al f p a st one .

4 . P a une do baj e hai n . less than two hav e

struck .

Do b aj e hain . T in baj e hai n . It is two O clock It is three’

.

o clo ck
’
.

Dh al b aj e hain Ch a r baje . Two and a half h a ve stru ck .

h ai n . It is four .

Paune tfn baj e hain S aw a . less th a n 3 more .

tin b aj e . th a n 3 .

Sa w a tin s a rb e tfn paune

, , or ,

ch a r b aj e hai n 3 3 3 .

Saw a ch air s a rbe ch a r 4 4, 4 ,

p aune p a n ch .

S aw a p an ch s a rbe p a nch I O 5 5 , 5 , .

pau ne chha .

S aw a chha s a rbe chh a II 6 6, 6 , .

p a une s at .

Saw a s a t s a rb e s at p aune 1 2 7
, 7 7 , .

a th
S aw a a th s a rbe a th p a u n e 1 3 8
, 8 8 , .

nau
[ d as
.

Sa w a n au s a rb e nau pau n e 1 4 9 I /4 9
, 9 ,
.
.

Saw a d as s a rbe d as p a une 1 5 1 0

,
10 10 , .

gy a r a ( or y a r a ) ,
.

Sa w a gy a ra s arh e y a ra 1 6 1 1 1 1 ,
1 1 , .

p a une b a r a .

S aw a b a r a s a rb e b a r a 17 12 , ,
.

p a un a e k b aj a .

Note that in numbers s a w a is a qr m ore th a n and paune

“ “
, .
,

a qr less th a n the n umber it precedes B aj a changes to b aj e

.
,
.
‘

beyond d erb on e a nd a h a l f a s it is a p a rticiple a nd a grees

“ ”
, , ,

“
with its noun two lzav e struck ”
,
Avoid s ayin g tfn b aj a
“
.
”
,

r a ther tin baje do b aje Sa w a does n ot ch a nge its form but

, ,
.
,

p a une is p a u n a with e k .
 63

Vocaoula ry .

B ajn é to strike ring

.
, S a rb e on e h a lf more th a n
B aja b aje struck
, De rh on e and a hal f
S aw a a qu a rter more than Dh a i two and a h al f
Paun a e a quarter less than
,
-
,

E x e rcis es in m oney .

1 . Is ka ky a d a m h a i Wh a t s the price of this ? ? 1 .

’

or Is k f ky a q at hai ?
,
What s the v a lu e of this ? ’

E k rl lp aya Do rll p ae O ne rupee Two rupees

’ '

2 . 2 . . . . .

3 . B a ra p af e k du al 3 Twelve pie on e a nn a . . .

4 . Ch air paise e k an a 4 Four pice on e anna . . .

5 . S ol a a ne e k rll p aya 5 S ixteen a nn a s on e rupee

’

. . .

6 D o ath ann fan e k rup aya

. 6 Two e ig h t an n a bits one ru p e e . . .

P u dra ru p ae e k s a vran 7 Fi fteen rupees on e sovereign . . .

Note that rupee is n ot the U rdu form but th a t we s ay

“ ”
,

“ ” “
n d not e k rupee but do tfn rup aie not rupee
” “
e k rup y
a a a , , ,
.

Note the a ccented syll a ble in Urdu .

Get these numbers a t your tongue s e n d for you may lose ’

money some time if you are not well up in s a wa s and

“ ’ ”

1, 1 1 1 2, 2 2 3,
3 3 3 4. 4 4 4 5 5
6. 6 6 6 7. 7 7 7 8. 8 8 I /2 .

8 9. 9 9 19 .
10 Io 19 1 1,

1 1 1 1 1 1 12, 1 7 , 1 8 , 1 9, 2 0, 2 5 5 0,
,
1 00 .

P a u a dh a ti , ,
ll, paun a s er ter a ch a uda p a ndra sol a
, , , ,

satr a a th a r a unn is
, , ,
pach is pach a s sau e k korf ya b is
, , ,
.

3 a nt h e r s

ocaoulary .

price P a is a pice money

,

v a lue A th ann f eight a nn a bit

rupee money , C h au an n f four a nn a bit
one twel f th a nna
-
P au a qu a rter
on e sixteenth ru
-
Chauth a i one fourth

pee Ch a uth a hiss a a fourth part

T fsra hissa a third part Do d a f a ‘
two times
A dh a h alf T fn da f a
‘
three times
T fnch a uth ai three fourths Korf a score twenty ,

E k da f a
’

one time Ya or

These exercises should be practiced d aily for fi fteen or

twenty minutes with a n swers of pl a ce money time qu a ntity , , , ,

etc for two mo n ths or longer till t/zoroug /i ly m a stered

.
, .

L E SSO N V PA N C HWA N S AR A Q
'

. .

a
( ) M a in "
1
lip a r i lot a le ne g a y i th i

I above pitcher to get gone w a s -

( b ) w a lid a kele h a ithe h l le ] kitab p a rh rahe the

’

p a rent alo n e se a ted b e e n book read ing were

l
-

( c ) M a in a ne lag f to miy an n e /ap ka n a m liya/au r k a h a l

u nko bhej d e n -

I to come beg a n then Mr

-
your n a me took a nd s a id .

them send
( a ) I we n t up st a irs to get the pitcher ( b) your fa the r was ,

sittin g a lone re a din g a book ( 0) I st a rted to come then your , ,

fa ther t a kin g your name s a id S e n d him

“ ”
.

Directions Le a rn in three cl a uses ( a) ( b) ( c ) Note th a t the

.
, , , .

5 0 syll a bles should be repe a ted in nine or ten seconds A wom a n .

serva n t is speaking he n ce the fe m g ay i t/ n a nd lagt S he a lso

’ ’

.
,
.
, ,

u ses plur a ls ou t of respect to her m a ster and his s on just a s ,

we in English s ay y ou for thou an d Germans S ie tlzey for thou , , , , .

Vocaoulary A lf az
’

. .

Up a r a bove A na to come
Ke l par
’

i above ( prep ) . Akel a ,

Lot a pitcher jug ,

a kel i ,
a kele a lone
G ayag ayf went he s h e they B aith n a to s it
*
, , , , ,

g a ye B aith e h lie seated

Th a th i w a s ( he s h e )
, , ,
P arh n a to re a d study ,

The th fn were ( they)

, ,
K itab kitab e n book books
, ,

I th e P u jab th is is u s u all y
n n p ro n o un c e d a if s p e ll e d gia s .
K ahn a to s a y Kah a sai d
Len a to take B h ejn a to send
D en a to give
’

L iya, liye , lf takenJ

Lagn a diy a diye , , di gave
Miy an Kh a y a a te
Ne sign of subj in past Bol a spoke
’

tense of tr a ns . Kiy a did made

,

verbs D ikh aya showed

name L e g ay a -
took a way
wa nd p a rent ( mas ) L ay a brought
W é lid a p a rent ( fe m ) M a l lim
‘
. k n own
W é lid ain p a rents ( Arabic T a za t a z i ,
fresh
dual) B a sf st a le
that
Note th a t in Iota lene [ ko] g ayf th f lene is the in f with
“ ’

,
.

no understood tho it is sometimes e x p ressed

,
“
Ane lagf is the .
”

usu a l w a y of expressing be g in nin iTeTfIl e in fl ected infinitive

o O /

with lagn a J a ne l a g a he started to g o Kh a ne l a g a he began

“ ”
.
,
.
,

to eat Kh a n a p a k a
. ne lag i h a i S he h as begun to cook Liy a
,
“ ”
. .

a grees with n a m its obj ect Why ? B ecause it does Don t

“ ”
, . .
’

w aste your time on why the first ye a r A fter th a t you c a n

’

“ ”
.

ask it a ll you wish “

K a h a a lso follows the s a me rule its ob
.
, ,

cl a u se being considered m as
, .

the in f is o ften used a s a so fter form of command

.
,

and freque n tly refers to the future A b h f do Give it at once .

, .

K a l den a Give it to morrow

,
-
.

D eriv a tiv e S e n tences .

1 . Miy a n ne ap h é lot a le liy a . 1 The master took your

.

pitcher .

n Miy a n me ap ke lote le liye 2 Master to k itc h e rs

g ypg‘ pr
r . . r .

'

Miy an n e ap kf rot f le lf thi 3 M a ster took your b re a d

o
c . .

A- M iy an n e ap k f rotfan le lfn .
4 M a ster took your lo a ves
. .

Main n e ap k a n am liy a 5 I took your n a me

’

n
i . .

Main ne ap kf kit ab li h ai
l

O . 6 I have taken your book .

5
7 U s n e tu m h a
. rf kit ab lf hai .
1

\ He h a s t a ken your book .

8 H a m ne miy a n kf kit a b lf th i
.
.
O
O We h ad taken the master s ’

book .

9 U n h on
.
n kitab en m ujh k o They g a ve me the books .

d in .

IO . M a in do b a s f rotl an
ne 10 . I a te two stale loaves a nd ,

q k h afn a ur tum n e ta
,
z f t a zi you a te nice fresh bre a d .

rotf kh a f .

I I Ap e j
. kyaac h c h h f
n ah f . I I Wh a t a good thin g yo s aid
. u .

12 L a rke
. ah t rot u ai . 12 The boy h a s e a ten ple ty
. n

of
bread .

L a rke ikah a ki M a i n
'

ne ne 1 3 The boy said he had n ot

.

n ah fn li
. taken it ( lit I h av e not
“
.

t a ken
L arkon ne b a rf kit a b
‘

m ujh 1 4 The boys took ( got ) the

.

se lf . big book from me .

L arkfon ne kursi a
p k o bhej 1 5 The girls sent you the ch a i r
. .

di .

Un ad mfon ne Those men h a ve done this

yih f k am 16 .

kiy a h a i . work .

Ap k s is m m u b arak ky a hai ? 1 7 What is your name ? ( What .

Ap ks ism sh a rif ky a h ai ? is your blessed title ? Wh a t

Tum b a r a n a m ky a h a i ? is your n oble cognomen ?)
’

Mer a n a m K hud a B a khsh 1 8 My n a me is K B ( The . . .

h ai . reply is alw ays gi ven thus ,

mer a n a m thus a nd s o h a i ) .

Aiye j a n a b z a r a b aithiye 1 9 Ple a se come a nd t a ke a se a t

, , . .
,

S a hib kh a n a kh ar a he hain ’

. s ir M a ster is eating dinner

. . .

Ta shrif laiye . 2 0 Bring in your e nn ob lin g n ess

. ,

i e Come in . . .

Ap t a shrif le ja te h a in ? 2 1 Are you going ? ( Are you .

t a king awayyour ennobling

ness
In d ir ct dis co urse is s e l d om us e d i H in dus t ani
e n .
 flat!
Kis n e k a h a th a ki yih 36 . W h o/ ( s ai d th at this book
kit a b b a r f ac h c h h f h a i ? w a s ( is ) very good ?
B er a n e a k a r k a h a h a i ki 37 The b e a rer h a s come a nd
s a is n e b a gg i ( b ag g h f) t a iy a r says th a t the syce h a s the
k a r lf h a i . buggy re a dy .

Ky a s a hib n e a b t a k kh a n a 38 . Has n ot the sahib e a ten

n ah fn kh a y a ? his di n ner yet ?
Abh i kh a r a he h a i n Ap .
39 He is j ust e a ting Will you .

z a r a b a ith e n . be seated for a little .

In a th ac h c h h e loton k e 40 . Wh a t ought on e to give for

liye ky a q at deni ch a these eight good jugs ?
hiye ?
4 1 W u b lote ac h c h h e n ah fn
.
41 . Those jugs a re not good .

h a i n ; yih u n se b a hut These are much better .

a c h c hh e h a in .

In d a s jh aran on ke liye 42 . For these ten dusters I g av e ,

m a in n e d a s d a s paise ya n f te n pice e a ch th a t is two

'

, ,

d h a i dh a i a ne diye
, . a nd a h a l f a nn a s e a ch .

T u m h are b a p k a ky a 11 am 43 What is your fa ther s n a me ? ’

h a i ? Ap k e wa lid ks ism
mub a r a k ky a h ai ?
Y a h a n k of a dm i hai jo ,
Is there a ny m a n here who
S h a hr s e a y a h a i ? h a s come from the ci ty ?
M a lum n ah fn j a n ab
‘
, .
45 Don t know sir
’
, .

Us l a rke n e tum ko kitn e 46 . How m a ny j ugs did that

lote diye ? boy give you ?
4 7 Yih k a pr a ch a r a ne g a z
.
47 I got this cloth at four annas
liy a th a . a y a rd .

4 8 L ark on n e yih f k a pr a m ujh

.
48 . The boys gave this cloth .

k o diy a
to me
.

4 9 M a i n tu m h are liye kit a b 49 . I h a ve brou ght a book for

l ay a h un . you .

5 o L a rk ian larkon k e lfe ikh an a

.
50 . The girls h a ve brought the
laf h a i n . dinner for the boys .
5 1 . Lark a aya The aur k a h a
b oy came and said “
S ab 51 .

log ae hain “”
All the people hav e come
.
”

5 2 Kh a ns a m a n kh a n a l a ne
.
5 2 The cook h a s begun to .

lag a hai bring the di n n er .

Note The ex a ggerated politeness of the East is shown in

.

17 22 a nd though it may sound ridiculous a t first it is polite

—
, ,

us a ge a mo n g the educ a ted native gentlemen and the mission a ry ,

should a ccustom himsel f to usi n g it The a greement of verb .

with obj ect in 1 2 3 4 2 5 2 6 3 3 34 3 5 3 7 3 8 4 2 4 6 4 7

, , , , , , , , , , , , , ,

is curious but it must be accepted and le a rned so thoroughly

,

th a t one cannot fail to use it properly M a ster these fe w s e n .

te n c e s ao s olu tel
y Intr a nsitive verbs agree with their subj ects
.
,

as in 44 4 9 5 0 5 1 and lay a is reckoned as intransitive b e

’

, , , ,

c a us e it is a compound of te le a a B IG/fi
y g
-
.

O bserve the comp a rison of adj ec tives in 2 4 a nd 4 1 It is

the re g ul a r way of for m
.

ing the compar a tive un se a cncnna a nd ,

’

the superl a ti v e s a o s e a ckcfifid ,

f

P as t Ten s e .

M a in rot f lene g ay a g ayf] , I went to get bre a d

T ll rot f lene gay a gay i Thou wentest to get bre a d
’

W u b rot f lene g ay a g a y i , He, s h e went to get bre a d

,

H a m rot f lene g aye g ayfn , We we n t to get bread

Tum rotf lene gaye g ayfn , You went to get bre a d
Ap rotf lene gaye g ayfn , Y ou ( polite ) we n t etc .

W u h rot f lene gaye g ayfn , They went to get bre a d

M a in shahr s e aya h un af b lin ,
I have come from the city
T u sh a hr s e a y a hai a i hai ,
Thou hast come from the city
W u h shahr se aya h ai a i hai ,
He she has come from the city
, ,

H a m sh a hr s e ae hain ai hain ,
We have come from the city
Tum sh a h r se ae ho af ho ,
You h a ve come from the city
Ap sh a hr s e ae hai n a i hai n ,
You ( polite) h a ve come etc .

W u b shahr s e ae hai n a i hai n , They have come from the city

Th e t e ach e s ho uld in t o du c e th e
r r comp ariso of a u mb e r of adje ctiv e s
n n

with se, s ab se, an d htki n is a .

1
‘
L e t th e p up il g e t both fo m w ll b u t r s e , es p e c iall y l e arn w ll o
e ne s
’
own g e n d er .
 Mai n b a z a r se l ay a th a l al ,
th i I bro t ( or had bro t) it from th e
’
,
’

b a zar
b az a r se l ay a th a laf th i Thou b ro te s t it from the b a zar
’

T ll
’
,

W uh b a z ar s e l ay a th a l al thi ,
He she bro t it from the b a z a r
, ,
’

H a m b a z a r se l a e the laf thin

'

We brought it from th e b az ar
’

Tum b a za r s e l a e the lat thin ,

You brought it from the bazar
Ap b a z a r se l a e the laf th fn , You etc .

W uh b az a r se late the laf th in ,

They brought it from the b a z a r
M a i n n e ap n f kitab e n n u k o d in I g a ve them my books ‘

T u n e ap n f kit ab unko d i Thou g avest them thy book

U s n e a p u i kit a b unko d i He g a ve them his book
Ham n e ap n f kit a b unko d i We g a ve them ou r book
Tum n e a p u i kit a b unko d i Y ou g av e them your book
Ap me a p u i kit ab unko d i You g a ve them your book
U n bo n me a p u i kit a b unko d i T hey g a ve them their book
M a i n n e tll n e us n e h a m n e I g a ve you his book thou gavest
’

, , , , ,

tum n e ap n e u nh on n e
, , me his book [ Write each .

usk i kit a b ( m ujh e ) di th i person an d gender on asepa

( tumko ) .
r a te slip an d s o m a ster it ]
M ai n me tll n e wagaira rotl an I thou etc h a ve got bread
’

.
, , , , ,

u n se li h a i n . from them
M ain n e tli n o wagaira tfn I thou etc ate three lo a ves
’

, , , , , .
,
.

rotfa n kh a f th in .

M ai n n e tli n e wagaira kh a n a
, , , I thou etc have cooked dinner
, ,
.
,
.

p ak ay a h ai
l Mub ar ak blessed Ch a dar sheet
Ism n a me noun / Dak ,
l post m a il ,

S h a r if a” noble [ nour D a k kh a na -
p os toffi ce

T a shri f I! m aking noble h o 1 D ak w a l a ,

‘ -
postman
R ak h n a to put keep 11 Ro i w a l a
t ,
’

bre a dman
i H arg iz n ah fn never i K itn a kitn f ‘
, ,
“
how much ? h ow
i M ittf e a rth kitn e ?
many ?
S ub s titut e, a ft er le arn in g, _y
an f mili
a ar n ou ns .
 letter / J h a an cloth for wiping
r
by with , dusting
key K a pr a cloth
bearer he a d ser S ab ,
all
v a nt in English Log people
V W
h ou s h old s agaira etc and other
“
.
’

fa ther V Pak an a to cook

city / M a lum known
'

S ir your honour / Kursi

,
ch a ir .

LE SSO N VI . C HHATA S AB A Q .

i
( a) Main 7 p a hle c h h oton kar lin g a s h u rli
‘

se

I first littles with begi n n in g m ake will -

/
b
( ) aur ummed h ai kt w u b jald
/
h b f r ah pa r a j a e n

an d hope is th a t they so w a y on may come

'

( c ) magar yih mai n kh lib ja nt a mm

but this i I , well knowing a m
( d ) ki yih nay a d hang d e kh k ar/b aron k e k an l kh are ho u ge
‘

th a t this new fa shio n seei n g big on e s e ars st a nding will b e ’

-
.

( a) I shall begin with the little children first ( b ) and I hope ,

th a t they m ay quickly come on the tr ue p a th ( 0) but I know ,

this we ll ( d ) that when the big children see this new fa shion
,

( h a ving family prayers ) they will be dumb founded ( lit their

,
.

c ars will stand ) .

Le a rn th ese four cl a uses sep a rately a lternating with those ,

already le a rn ed Remember the cl auses are to be s o well le a rned

.

that they can be gi ven in regul a r or irregular order at the

re quired speed Tae w/i ole s e n ten ce in ten s e con ds
. .

Note that a djectives a re frequently used as nouns cn/i oton , ,

baron Many verbs a re formed like s nu rii karn a as canota karn a

.
, ,

to make small o ara karn a to enlarge k/zara karn a to make st a nd

’ ’ '

, , , , .

J ald is the real adverb and jald f is the noun which with se
“ ”
, ,

frequen tly understood is often u sed as an a dverb ,

.

Pronunci ation It is time that the pupil was beginning to

.
m ake a decided di fference between English final a as in America , ,

and final a as in chhot a and between fi n al f as in jald f and

“ ” “
,
”
, ,

“y
final in hurry ”
.

W a rning Remember our three fold rule Re a diness Accu

.
, ,

racy Fluency Do not neglect the slips and the w a tch Carefully
, . .

check your speed .

D e riv a tive S en ten ces .

1 . Mai n chhote se shur il karke

’ ‘

I Begi ning with the small

. n ,

bar a k a m b hf k a rlin g a I ll do
’
big job too
RL
. .

n othe
Ab to ma l li m n a h in magar Z fi d o not kn ow n ow
‘

but
’

2 .
, .
,

’
m a lll m k arll n g a
’

out
’

. .

3 M a in to n a h in j ant a tum I know do you ?

.
, 3 .
,

j a nte ho ?
4 M ai n
. pahle apn a k am I shall do my own work
kar u n g a . first .

l tab jalln g a sh a ll e a t ( have

’

Jab kh in ga When
’

5 . a , . .

Kat ‘
i i/ n q e a ten)
g ,

6 M ai n ap jald
. K ya d un g a . I shall give it soon Will .

tum bh f doge ? you too give ?

7 Mer
. a k a m kab karoge ? kal When w ill you do my work ?
y a p a rso n ? To morrow or d a y after ?
8 Mai n kal ap k f kit a b par
. . I shall read your book
h un g f tomorrow .

Yik l a rk a mer a k a m k a reg a This boy will do my work

’

9 . . . .

10 . H a m k a l ap k a kot chhot a 10 . We will m a ke your coat

kare n ge . sm a ller tomorrow .

1 1 . P a hl a l a rk a p ajh e g a '
. II . The first boy will re a d .

Yih l a rki pahle me ri kitab This girl will read my book

’

12 . 12 .

ilh e f first
-
pa g . .

1 3 . Ummed th f ki chhot a lark a 1 3 . I h a d hoped that the youn

kuchh hog a ( direct d is ger boy would a mount to
course) . somethin g ( lit There was
. .

hope th a t the sm a ll boy

wi ll be something ) .
14 . Kh a n a kab taiy a r hog a ? When will dinner be re a dy ?
1 5 . Ap k f c h aukf kal z arlir Your ch air will ready tomor
t aiy a r ho jae g f . row without doubt .

R otfan abh i t a iy a r h o T he bre a d will be re a dy

“
jae n g fn A7 7 7 0 M)
’

. P l

H a m a ri chhot i lark i an aj O ur little girls will come

awe n gln wil; to day
b

a a-4 5
l
" “ -
.

K t

P an l
’

abh f g a rm h o jae g a . The water will b e w a rm in

a little while .

L a rko kh a re ho , jao . Ab Boys st a nd up N ow st a nd

, . .

khare raho .
( Become standing Rem ain .

standing ) .
[ day .

Sab ke s ab aj j ae n g e . All ( the whole lot) will go to

H a m ap se ek ek piy a la We sh a ll e a ch take a cup
len ge . of you .

Ap do do rotl an kh ae n g e , You ll e a t two lo a ves each

’

na ? won t you ?
’

Main aun ? M a y I come ? S h all I come ?

H am a j a en ? S hall we come in ?
M a i n j a un ? M a y I go ? or S hall I go ? ,

Main ky a karlin ? ’

Wh at ca n I d o ?
Ha m kya karen ? What can we do ? ( It s n ot ’

ou r fault )

Kal ap k e p as b fs rotl an S hall we send you 2 0 lo a ves

b h e je n ? tomorrow ?
Nah in s irf p a ndra d a rk ar
’

,
No only fi fteen will be re
,

ho n g in .
q uired .

Ky a k hidmatg a r b a z a r ko S hall the khit go to the

j ae ? 5 m a rket ?
M ain pahle S adr b a z a r ko I shall go to the big b a z a r
jal ln g a aur ummed h a i ki first a nd I think th a t we
’

, ,

w a h an s e sab c hfz en s asti sh all get everythi n g che ap

mil jaen g fn . there ( all things from there
cheap will be met) .
 M u jh e ijaz at h ai ? 32 M a
. y I g o ?
( I s there to me
“4 1 ‘

o
0
5
1
g r i
l/ 9 permissio n ?)
Ab ru kh s a
t h ai K a l phir .
33 You m a y go now Come
. .

ari a . a g ain tomorrow .

L ark on k o 15:11 a k r do ma .
34 M ake the boys s ta n d up
. .

Kh lib Kh ll b h ai Kh lib kiy a 3 5 Exce llent Th at s goo d

’
’
. . . . . .

Well done .

Yih n ay a d hang b ahut kh ll b

’

36 This new fashion is very

.

h ai good .

N af k o kh a bar do ki mere 3 7 Te ll the barber to co me

.

b al k at j a e . a nd cut my hair ( h aving .

cut to g o away ) .

K hidmatg a r , k e tlf de j ao .
3 8 W aiter bring me the kettle
.
,
.

( g iving g 0 )
K ya b li a What s the m a tter ( What
’
? ’ ?
39 .

h appened ?)
Yih akhb a r s a hib ko de 4 0 Go an d give this p a per to
.

ari a . the s a hib ( gi vi n g come )

. .

Is kutte k a e k hf k an kyl ln 4 1 Why h as this d og but one

’

hai ? e ar ?

M a1 n k au ns a nek k a m k aru n t a k i m ain aun ?

W a s
hame g a k f
a 7 8
z in d a
n
T ll k au n s a n e k k am k a re t a ki tli h am es h a k f z in d ag f p ae ?
’

W u h k au n sa nek k am k a re t aki wuh h am e sh a k f z in d g pa

a f e ?

H a m k au n s a n e k k am k a re n t a ki h a m h am e sh a k f z in d ag f p a en ?

Tum k au n s a nek k am k a ro t a ki tum h am e s h a kf z in d ag f p ao ?

Ap k au n s a nek k a m kare n t a ki ap h am e sh a k f z in d g p a e a f n ?

W u h k au n s a nek k am k a re n t aki wu b h am e s h a z in d ag f p a e n ?

What good work can I do th a t I m te a l li e

m ,
f ?

Note th at a s in 6 a nd 2 1 the future e n din gs coalesce with

, ,

the root vowels of [ e nd a nd d ena A ll other stems a dd these ’

endi n gs for the future The subjunctive which m a ny c a ll A orist

.
“ ”
,

for some unknown re ason is the s a me a s the future m inus the , ,

B oth g e d e s are th e am e n r s .
 76

v erbs l a n a bhulu a to forget a re used a s intransitives

b oln a, , , , .

Len a den a karn a have the perfects liy a diy a kiy a while
, , , ,
~

, ,

j a n a m a m a to die hon a have gay a m li a h ll a All other verbs

’ ’

, , , , , ,
.

a re regul a r The tr a nsitive verb in its past tenses a grees

.

with its obj ects The m a stery of this peculi a rity c a n be secured
.

only by memorizing these sentences most thoroughly If your .

p a st work is k acnc/za be your own master su fficiently to go

“ ”

back and work it up Y ou can not a fford to g o on on the suppo .

sitio u th a t it will come somehow The only secret of this method .

is t/zoroug /zn ess .

1 .Main Iota l ay a b lin 1 I have brought the jug . . .

2 .M a i n n e Iota bhej a 2 I sent the j ug .

. .

3 M a i n n e Iota bhej a hai

.
3 I have sent the jug . . .

4 H a m n e L ah a ur m e n liy a
.
4 We g ot it in L a hore ( liy a . .

th a
t . a nd liy a t/za are o ften used
indi fferently ) .

5 Us n e yih f kit ab tum ko

.
5 He s e n t you this very book . .

bh ejf .

6 . U nbo n ne mere ja ne se 6 They had sent you these

.

p a hle yih f k itab e n Lahaur books from L a hore before ,

so b h ejf th in . I g ot there .

7 . Tu rn me ach ch h f rot f nahin 7 You h a ve n ot sent good

.

b h ejf . bre a d .

8 . L ark on me ac h c h h a k am 8 The boys did not d o good

.

n a kiy a . work .

9 . Ap ach c h h f ku rs ran l a e 9 Y ou have b rought good

.

h ai n . ch a irs .

10 . D a k w a l a wil a y a t i d a k l ay a
-
1 0 Has the postman brought
.

h ai ? the foreign m a il ?
1 1 . D a k ghar k e b ab li n e wil a
-
1 1 The postmaster sent a w a y
.

y a ti d a k k a l ya parso n bhej the foreign m a il yesterday

di th i . or d a y be fore .

12 . Wil a y a t i d ak a i hai ? Han , 12 H a s the forei g n mail come

.
?

a g ayi h a i . Yes it h a s come

,
.
 Aya meri kit ab lai hai The ayah h as brought my
’

1 3 . . 13 .

book .

14 . Tum me aj ac h c h h f kh fr 14 You have cooked good

.

p hai ak af .
“
khir to d a y ”
-
.

15 Tumb a ri au rat
.
yih f lot a de 15 Your wi fe brought this jug
.
.

g ay i th i .
( lit gave this jug a nd went
.

away ) .

m e rf larki ko 1 6 That wom a n be a t my girl

‘
16 . Us au rat n e . .

m a ra .

Wub kidhar g ay i Whither ha v e those women

‘
17 . au raten 17 .

hai n ? gone ?
8 Un yih f lot a Those women gave you
‘
1 . auraton ne 1 8 .

tum ko diy a . this j ug .

19 . W u h l a rk i bol f ki Ghar se
“
19 . The gi rl s a id Get aw ay
“
,

jao
d lir h o from the house
”
.

20 . Us larke me k a h a ki H a m
“
20 . The b oy said We ha v e
“

g ae lae h ain brought the cow

2 1 . Mere a dm i n e kal kit ab 2 1 . My m a n sent the book
bhej di . yesterd ay .

22 . T um m akkhan rotf l a e ho ? 22 . H a ve you brought the bread

an d b u tte r?
'

2 3 . U sn e k ah a th a, ki “
S a hib 2 He s a id The gentleman
3 .
“

hain ae ”
has come
2 4 L a rk a bol a ki Ham n e h f
“ “
. 2 4 The . boy said We sent
u s k o bhej a h a i him ( or ,

25 Qul f log ham a r a a sb ab le

. 2 5 The coolies have taken off
.

g a ye h a in . our lugg a ge .

2 6 U n lark on n e mere liye e k

. 2 6 Those boys have given a
.

rot f d i h ai . loaf for me .

2 7 Kis n e yih m aile b artan diye ?

. 2 7 W h o gave ( us ) these dirty
.

dishes ?
2 8 . Yih jan ab ga lat i se ae h a in
, ,
2 8 These s ir came by mistake
.
, ,
.

Ky a rot f pak gayi h ai P a k 2 9 Is the bread b a ked ? It s

’
29 .
? .

g ayf b a ked .
 Ham ne n ah fn
diy a u s n e We did not give it h e him
’ ‘

30 . to , 30 .
,

ap h f h a m se le liy a h ai . sel f took it from us ( has

taken)
31 . K is ne h am are loton ko liy a , 31 . Who took ou r jugs .

or kis , a m are lote

ne b liy e ?

3 2 M a i n n e to n a h in liy a ( liye ) I didn t do it They did

’
.
, 32 . . .

u n h on n e liy a .

33 Tum n e a p u i kit a b l e lf t h i ?
33 Did
° you get your book ?

34 Ky a s a b n a uk a r shahr se 34 Have all the serva n ts re

ho ae hain ? turned from the city ?
3 5 K in logo n n e tum ko chau 3 5 Wh at people gave you
k ian d in ? chairs ?
6 K i logo lark i k m a r a 3 6 Wh a t people b eat the girl ?
o ?
3 . n n n e .

37 M° a i n tin tin ru p a e k o do 3 7 I h a ve gotten two jugs a t

lote lai b li n ’
. three rupees each .

3 8 M. a i n d a s a ne gaz kapr a 3 8 I. have brought cloth at ten

l ay a h un . ann a s a y a rd .

39 T u m n e kis kis ko lote diye 39 To whom did you gi ve th e

the ? ju gs ?
4 0 Ky
. a u sn e yih b a t tum se 4 0 Did
. he s ay this to yo u?

k a h f thi ?
4 H N a h in No said the wom an the
“ ” < “ ” “
au rat boli Lark a “
, , 41 .
, ,

m ujh se nahi n wu b ap u i , boy did n ot speak to me he ,

m an s e b olta th a was t a lking to h is mother ”

”
.
.

4 2 Kin ad m ion ne yih c h orf

.
42 . Wh a t men h a ve done this
ki hai ? thieving ?
43 Kin . lar k fo n n e tum k o g a l fdi ?
43 . Wh a t girls were a busing
o ?
y u

44 Ky a tu m ne c h au k f k o liy a ?
44 Did you take the chair ?
.

Note th a t in 4 1 1 a n on t/ nn do n or chan ge the

’

, , , ,

tense to pluperfect but a re properly tran slated as simple past .

Nevertheless as in 6 they o ften give this pluper fect ide a

, , .

In 7 an d 8 nahi n a nd na a re thus regularly used with th e

‘

present per fect and simple past .

 79

In 1 5 and 34 as in VI 3 8 4 0 the emphasis is on the

, , ,

second action g oing and com ing,

.

Where the obj ect is a thing there the verb a grees unless ,
‘

the co n cord be broken by k o when it t a kes the a bsolute

“ ”
,

“ ”
form in a .

Note h ow in the a n swer in 2 9 the gender of the

"

subject though unexpressed is c a rried over into the verb

,
.

This is a nicety of speech that no m atter h ow di fficult , , , ,

must be well acquired else one s t a lk will O ften be u n in te lli

,
’

“
gib l o We must lear n to think of things in terms of a f
‘

.
”
,
“ ”
,

a nd e “ ”
.

Intransitive v erbs a re much given to using the root with

some form of a s in 1 2 1 5 2 9 Tr an sitive verbs use , ,
.

“
d e n a in some form when the a ctio n goes tow a rd a nother
”
, ,

wh ile a reflex termin ation is o ften shown by use of liy a “ ”

,

like the Greek Middle Voice .

All perfect participles are regul a rly formed by a dding a“ ”

to the root .

In 44 as usu al t o with ch auki makes it definite a nd so

, , ,

we transl a te tae chair .

Wil a yat Engl a nd foreign , work

c ountry cooly
foreign English
, stu ff lugg a ge
,

post O ffice dirty

clerk gentlem an
, d ish
rice boiled in milk mistake
our to cook ( intr a n s )
your ch a ir
woman y a rd 3 ft ,
.

house mother
far the ft
become abuse .
 LE SS O N VI II S AB A Q ATH W AN . .

S a ri ch fz e n n ske was ile se paid a h ll in

’

All things his me a ns by born were .

All things were m a de by him .

aur kof c h fz bh f n ske b ag air p a id a na h lii .

and a ny thi n g even him besides born n ot was

, ,

an d without him w a s nothing m a de .

Learn to repe a t three times in fi fteen seconds .

Note that p a id a is an indeclinable adjecti v e W as fle m ay

“ ” “
.
”

be used with or without the s e

,
“
All prepositions which h a ve
,
”
.

the e n di n g in e t a ke ke and not ki be fore them

“ ” “
,
“ ” ”
.

Vocaoulary . Alf az .

S ar a s a i s are entire whole all

r , , ,
Paid a born cre a ted
,

Was na a
-
means B ag air besides except ,
.

D eriv ativ e S en ten ces .

1 . Ky a h lia?Tum to isliye 1 Wh a
. t s the matter ?’
You
p a id a n a h in h ll e were not born for this
’

. .

M ain d ak kh a ne ho aya h un I have been to the p ostoffi c e

’

2 .
—
. . 2 . .

( lit I a m come from the

.

p o h aving been there)

. .
,
.

3 Turn
. k a h a n paida h li e ?
’

.
’

3 Where . were y ou born ?

4 Yih bachcha d as din ka

.
4 This . chil d has been born
p aid a b lia h a i . ten d a ys .

5 J ab billi k e b ac h c h e h ote the

.
, 5 When there were kitte n s
.
,

to b a r a tam a sh a hot a th a . then th e re was a g re at S how .

6 Ky a tu m h ara k a m ho gay a
. 6 Is your work done ?
.

h ai ?
7 J a n ab kh a n a ab h f t a iy a r D inn er ll be ready in a
’
.
, 7 .

ho j a t a hai .
minute s ir ,
.

8 L a rke waq
. t p a r h a zir ky lin 8 . Why a re not the boys
n ah fn hote ? present on time ?
9 K al to sh a hr m en bar a
.
9 . There was a great spec
tam a sh a b lia . tacle in the city yesterd a y .
Yih kis tar a h ma l li m h l la?
’
How was this found ou t ? or
’ ’

IO .
,

How did this become k n own .

Is l a rke k e si wa a ur koi II . Isn t there any other serva n t

’

n auk a r h a zir n a h in hai ? present but this boy N 0 S ir , .

N a h in ga r ib p a rw a r
,
-
.
( No nourisher of the poor)
, .

Pa nj ab m e n ac h ch h e s e b 12 . Good a pples do n ot grow

p aid a n ah fn hote ( or n a hin , in the Punjab .

hote hai n) .

In logon ke l a rke b a re b e 13 These people s children are

.
’

rahm a ur z a lim hote hai n . very merciless a nd tyr a nts

( a re by nature ) .

B a chcha mot a t a za hot a 1 4 The child went on getting

.

g ay a . fatter .

W a h an jak a r unke lark a 15 They went there and a child

.

paid a h as . w a s born to them ( in their

Aj munsh ik e ghar lark a hua . 16 A boy was born to the

.

munshi to d ay -
.

B a r a l a rk a khar ab ho g ay a 1 7 The elder b oy h as gone bad

. .

h ai .

B a z desi
‘
d awaian k am ki 1 8 . S om e x n ativ e medicines are
h otf hai n . useful .

U rd ll kitab en U rdu books are usu a lly

’

aksar sasti 19 .

h otf h ain . che a p .

Yih Hindi kitab e n bari sasti 20 . These Hindi books are very
h ai n . che a p .

S a hib a ise k a m se nakhu sh 2 1 . M a ster does not like such

hote h a i n . work .

Ky a m e rf kit a b apke p a s 22 . D O you ha v e my book ?

hai ?
Rel p a r c h arh n ah aiau rwaqt 2 3 . I have to c a tch ( mount) the
b ahut h ft a ng h a i B a t k a rne . tr a in and the time is short
ki bhi fu rs at n ah fn h ai .
( str a it ) I h a ve not time to
.

/
s ay a word .

C F)
 24 . S h ahr hoho ? ae Have you been to the city ?
24 .

25 Ky a d a k ap k o mil g a yi h a i ?
. 25 H a ve you gotten your m a il ?
.

( post) .

2 6 Ky a s a b log gha rg aye h ain ?

. 2 6 Has every body gone home ?
.

2 7 Ap kh a n a kh a c h u k e h a i n ?
. 2 7 Have you finished dinner ?
.

2 8 Ap k e kitn e l a rke lark fa

. n 2 8 How many boys and girls
.

h ai n ? have you ?
2 9 Meri kita
. b en kis k e p a s hain ? 2 9 Who has my books ?
.

30 Rel se b a hut c h fz e n c h orf 3 0 Lots of things a re stolen

. .

ho j a ti h a i n . from the ra ilw a y .

3 1
. M a i n abh i r a w a n a hot a hun 3 1 I am st a rting a t once
. . .

3 2 Ab k a m shur u b li a hai
‘

3 2 Work h as be g un now he ll
’
.
, .
,

u sk o fu rs at n a h og f . have no time .

3 3 M ujh e P a nj ab ae d a s baras 3 3 I h av e been in the Punj a b

.

h lie hai n . ten years ( To m e come .

,

to the P ten ye a rs h a ve .
,

been) .

34 Ajkal garm i b a hut h otf h a i

.
3 4 It is ve ry warm these days
. » .

3 5 M a i n ap k e dekhne s e b a r a 3 5 I am very ple a sed to se e

°

khush hot a h un . you .

Jab b az k abachch a tin ch a r 36 When the h a wk s fledgling

.
’

m ah fn e ka ho j at a h ai t a b ,
gets to be three or four
wu h u r j at a h a i . months it flies a w a y , .

37 A j s a bh on k a k am ho a
j ge a 37 Everybody
. ° s work will be ’

finished to day -
.

3 8. J a b yih k a m ho ja e to
,
aur 3 8 Whe n this
. work is done ,

d unga . I ll give more ’

.

3 9 Is c h au k f ke siw a d o aur 39 We want two ch a irs b e

°

ch a h iyen . sides this .

4 0 J a n ab k e w a s ile s e mer a kam

.
4 0 By your honour
. s me a ns my ’

ho jae g a . work will be a ccomplished .

Note th a t Izai a nd nain a re used to st a te p a rticul a r fa cts ,

while gener a l fa cts a re given by h otel nai note na in While

“
,
.

non a means to become yet this me a ning is more usually

“ ”
,
 Y ih ky a ho r a h a hai Wh a t is this that is goi n g on ?
’

I . . 1 .

2 . S ahib kh a n a kh a r a he hai n ?
Is the Sa hib e a ti n g dinner ?
M a in a p n a kam k a r r a h a h un 3 I m doing my own work
’
’
. . .

Tum a p n a k a ro . You do yours .

Mu n sh i a pu i m an ko likh T he munshi is writing to

r a h a h ai his mother .

U Tum ky a k a r r a he ho ? !

U What are you doing

?

Mai n c h au k f b a n a rah a h ll n 6 I a m m a king a ch a ir

’

6 . . . .

Mur g i d a r akht k f tar a f u r The h e n is flying tow a rd

r a h i h ai . the tree .

K au ns a a dmi h a m a r i t a r a f Wh a t man is th a t coming

a r a h a hai ? tow a rd u s ?
’

H a m log a p u i a p u i rot i We ( folk) a re getti n g our

taiy a r k a r r a he h a in ?
me a ls re a dy ( that is e a ch is ,

gettin g his own re a dy) .

L a rki sh a hr k i t a r a f ky lin I O Why is the girl going toward

.

j a rahi h a i ? the city ?

Al li p a k r a he h a in a bhi ,
I I The potatoes are cooking
.
,

t a iy a r ho jae n g e . a nd will be re a dy very soon .

Ap kidh a r ja r ahe h a i n ? 12 Where a re you going ?

.

W u h lakri an k h llb j al r a h i’

1 3 Those
. sticks a re bu rning
h a in . well .

Tum yih c h fz e n kah an s e 14 Where a re you b ringi n g

.

l a r a he ho ? thes e things from ?

a
Munsh i jf b z a s e a a ho
r ,
r h e ? 1 5 Are you coming from the
.

m a rket mu n shi ?
,

J a b main b a z a r kf t a r a f ja 1 6 Whe n I w a s goi n g to the

.

r a h a th a to ky a d e kh tah tin b a z a r wh a t should I s e e but

,

ki s a hib bh f ja r a he h a in . th a t m a ster too is goin g, , .

Tum log k a l kya kar r a he 1 7 W h at we re you fe llows d oin g

.

the ? yesterd ay ?

S ahib de r a he the p a r m ain , 18 Sa hib o ff ered it to me but

.
,

n e n a liy a . I would not take it ( w a s .

giving it but I took it not ) .

19 . Jab m a lik b a te n kar r a h a 19 . When the m a ster was talk
th a ( kart a th a ) larki gaur
’

.
ing the girl listened a tten
,

se s u n tf thi . tiv e ly.

Conj ug a tion .

Mai n larkon ke liye kh a n a p ak a I a m cooking dinner for the

r ah a hun boys
T l l lark on ke
’

liye kh a n a p a k a
’

Thou a rt cooking di n ner for the

r a h a hai boys
W uh l a rke ke liye kh a n a p ak a He is cooking dinner for the
ra ha h ai boy
H a m ap n e larkon k e liye kh a n a We a re cooking di n ner for ou r
p ak a r a he h a i n boys
Tum ap n e l a rke ke liye ro ti p a k a Y ou are cooking a meal for
r a he ho your b oy
Ap ap ne ap ne larkon ke liye Y ou a re cooki n g dinner e a ch
kh a n a p a k a r a he h a i n for your own boys
Wu h h am are larkon ke liye They a re coo king for ou r boys
p a k a r a he hai n
M ai n larkfon k e w a ste d al pak a I w a s cookin g d a l for the girls
rah i th i
Tu larkfon ke w a ste d a l pak a Thou wast cooki n g d a l for the
r a h i th i girls .

W uh larkfon k e w aste d al p a k a S he w a s cooking d a l for the

rahi thi girls
Ham larkfon ke w a ste d a l pak a We were cooking d a l for the
r a hi th i n girls
Tum us a dmi ke w aste d a l pak a You were cooking d a l for th a t
r a h i th in man
Ap s ab ad m ion k e w a ste p ak a Y ou were cooking for all th e
r a hi th in men
Wu h l a rke larkfon ke w a ste They women were cookin g for
pak a r a hi thfn the children
Main kutte s e b a hut darti th i ,
I w a s much afraid Of the dog
da rt a th a
T ll kutte se b a hu t d a rti thi Thou w a st mu ch a fraid Of the
’

dart a th a dog
W u h ku tton se b a hut d a rt i th f S he he was mu ch a fr a id of
, , ,

da rt a th a the dogs
H a m bille s e b a hut d a rti th fn We were much afraid Of the
,

d a rte the tomc a t -

Turn billo n se b a hut d a rt i th in You were mu ch afraid of the

,

da rte the cats .

Ap billfse b a hut d a rtith i darte the You were mu ch a fraid of the c at

’

W u h billia n h a m se b a hut d a rti T hose ( t abby) c a ts were mu ch

thin a fr a id of us .

T hough these continu a tive tenses a re never given in the

p a r a digms yet they a re most frequently used Those in the
, .

p a st tense with r a h a r a h i re fer to some d efi n ite p a st time ; e g

,
“
,
”
. .

J a b b a chch a th a to m a in kutt e s e b a hut d a rt a th a whe n I

, ,

w a s sm a ll I was mu ch a fr a id of a dog ( for you could not

,

use dar r a h a th a in this pl a ce) ; but J a b ap n e k a l kutte k o

“
, ,

m a r a m a in b a hut d a r r a h a th a When you stru ck the d og

,
.

yesterday I w a s very much a fraid

,
.

Vocao
ulary . A lf az .

which on e ? M a lik
toward Gaur
why ? S unn a
pot a toes Da rna
wood Bill a
whither ? Billi
where ? Kutt a
s ir Kutti

LE SSO N X D A S WA N S AR A Q
’

. .

Us e s o f t/ze I nfi nitiv e .

1 . Usk a yah a n ari a j an a 1 . His c om ing ( an d going) here

ac h c h h a n ahfn hai . is not a good thing .
 Yih b a t k a h n i ac h c h hf nahfn It s not right to say th a t
’

( this ) .

J h lith b oln a bur a h a i . It is evil to spe ak lies .

Is t a r a h se rotfkh an i ac h c h h f It is n ot good [ m a nners] to

n ah fn h a i . e a t bread thus ( in this
fa shio n) .

Me re wap is a ne tak len Trade until I return ( Till .

den karn a . my coming back do taking ,

and givi n g ) .

U s waqt ja n len a ki mer a Know then th at my comi n g

an a n az dik h a i . is n igh .

W a h an k ab h i na ja n a . Never go there ( but note

“
j a o n ot j a na in
” “ ”

Aj wah a n unke p as mat ja o . Do not go there to them

to day
-
.

K al us ko lekar z arli r an a . You must surely bring him

to morrow
-
.

IO . Us a dm i k o shar a b p ine
’

I O Th a t man h a s the h a bit of

.

kf a d a t hai
‘
. drinking liquor .

II . M ujh k o abhi j a n a h ai . I I I h ave to go at once ( To

. .

me going is )
,
.

12 . M ujh e kal us ko khatt likhn a 12. I sh all ha v e to write him

hog a . to morrow
-
.

1 3 Golf k a lagn a th a ki ghor a 1 3 The horse died the i n stant

.

m ar g a ya . the b ll struck him

'

a
W u h Bamb a i j a ne 1 4 They a fé about to go to
h '

14 . ko hain . .

Bombay .

l
15 . Unke wil a yat ja ne p ar yih 15. This work can be done whe n
k a m ho jae g a . they go to foreig n p a rts .

Nam a z k abur a k a hn a unko 1 6 Why should c a lling pr a yers

.

k yll n bur a l a g a ? or Nam a z “

bur a ( e vil) O ffend her ?
’
”
,

k o bur a k a hn a etc .

17 . M ujh k o to zar a bur a l a gne It would never o ff end me

kf na hfn . a bit .
N a m ujh m en qudr a t k ah n e 18 Neither should I h a ve power
.

ki na tujh men t a qat sunne to tell you nor would you ,

kf rah e gf . h a ve strengt h to he a r .

P arh n e s e s ab a y a d n ah fn 1 9 A lesson can t be le a rned

’

q .

hot a . by re a ding .

B aith n e se m ujh e th ak ao 2 0 I get tired sitting ( From

.

ho j a t a hai . sitting to me tiredne ss b e

comes) .

Ham ap k a asb a b b h ejn e 2 1 We were just going to send

.

h f ko the . your stu ff .

L a rk a s ah a q y a d karne k e 22 T he boy h a s come to learn

.

w a ste a y a h a i . his lesson .

Log n ske m a rne k e liye ae 2 3 People have come to b eat

.

h ain . him .

M a i n wah a n ja ne ka n a hi n . 2 4 I ll never go there

.
’
.

W u h larki marn e k e qarib 25 That girl is near death

. .

hai .

M a i n tumko rakh n e ka 26 . I ll ne v er employ you but

’
,

n ah fn m a g a r h an tumb a ri
, , ,
yes I will help you
, .

mad a d k a r lin g a .

Aj tum ghar m at j a n a . 2 7 . Don t you g o home to

’

d ay .

Aj to S h a hr j an a h ai na ? ,
28 . You ha v e to go to the city
today don t you ?,
’

Ay a b a z a r se a t a lene gayi
’

29 . The a y a h h a s gone to get

h ai . meal from the bazar .

Kit a b p arh n i ch a biye .

30 . You ought to re a d the book .

Kit a b p arh n a c h ah iye th a , 31 . Y ou ought to h a ve read

or Kit ab p arh ni ch a biye th i
, . the boo k
Kh a ne m en yih to bahut 32 . This is very good to eat ,

ac h c h h a hai lekin dekhne ,

but n ot to look at .

men n ah fn .

S a hib k a likhn a th a ki wu h 33 . As soon a s the master

aya . wrote he c a me ,
.
34 .
“
Kal ky li n n a a Jab larkon
’

i ? ”
34 .
“
Why did I not come yester
k o kh ilan a hot a au r rot i , d a y ? When I had to feed
p ak a ni h otf a ur ghar k as ab the childre n a nd b a ke the ,

k am ap se karn a h u a kis ,
bre a d a nd do a ll the work,

tar a h a lin ? of the house myself how ,

could I come ?
35 . K a l jo k a m karne the mai n 3 5 Wh a t jobs we re to d o yester
.

n e ki e
y . d ay I did ,
.

36 . Kitab on k e p arh n e se a nkhen 36 ( My) e ye s h av e gone entirely

.

b ilku ll kh a r a b ho g a yi h a in . b a d from reading books .

Note the Urdu infi n itive is used as ou r p a rticiple re a di n g ,

“

c a lled in British gr a mm a rs gerund

“
It m a y t a ke a n obj ect or ”
.

subj ect and the object m a y be in the absolute form a s in

, ,

3 30 3 1 etc or with k o a s in 9 1 6 2 6 34 or it may

“ ”
2 , , , .
, , , , , ,

be with k a ke a s in 1 6 2 3 36 but the subj ect is a lw a ys in

“ ”
, , , ,

the possessive form as 6 Where the infi n itive h a s a n obj ect , .

,

as in 2 3 4 30 3 1 etc the i n finitive m ay or m a y not a gree

, , , ,
.
, ,

with it If it a grees it is c a lled Gerundive by some I f a

.
“ ”
.

preposition governs the infinitive it is alw a ys in the m a sculine ,

form As in 7 and 8 the future a s contr a sted with the present

.
, ,

command t a kes the infi n itive In 2 9 is th e i n finitive of purpose . .

The n a a t the end of 2 8 is like the Germ an nicht w a hr ?

“ ” “ ”

is it n ot s o ?

M a ster a ll these forms ,

a s they ,
or t heir equivalents , a re
in const a nt use .

Pr a ctice or a l composition by substituting other in fi n itiv e s

in pl a ce of those in the sentences In 1 1 u nd 1 2 an a ,
’

.
,
use

kaltn a, ooln a , éfia n a , lit /i n d , t eem; p in a, wila

roti j
’ ’ ’ ’ ’

y a t a n a,

onejn a m a rn a le n a d e na p arnn a , p aka na , oa it/i n a, until per fect

’ ’ ’ ’ ’ ’ ’ ’

, , , ,

fa mili a rity is secured Try it sever al weeks in su ccession a nd .

do ot t a ke it for granted because you did it last week you

n
“ ”
,

c a n do it to d a y .
 In us ke , m ere , tere , tu m na
for re , li a m are , ap ke ,
’ ’

2 3 ,
use

be la rk on kc , laf k i on é e ku tton t e , s anio ée , larke ke

’

nu , , .

4 put in the correct form of the abo ve in fin itiv e s a nd

In 2 , ,

make other ch a n ges a s you see your ne e d of p erf e ct f am iliarity ,

an d re a dy com m an d of these words a nd Expressions .

Voca o
ulary A lf az
'

. .

K h an a,khilan a to eat to feed , Likhn a to write

M am a to die G ol round .

M am a to kill beat , Gol f b a ll

Len den tr a de t aking giv
“
, Ghor a gho ri horse m a re
, ,

in g ”
from len a Nam a z pr a yers
den a Bur a b u rf evil
,

W afp is b a ck Qudrat pow er

N az d ik near Ta q at strength
Q a rib ne a r R a hn a to rem a in rest ,

K ab h i sometimes T h akn a to get tired

K abh i . n ah fn n ever Th ak ao tiredness
S h a r ab strong drink M adad help
A dm i man person
,
B ilku ll e n - tire ly

Ad a t
‘

h abit Ap ap S e ,
self by one s sel f
,
’

Kh a tt letter Y a h an here

LE SSO N XI G YAR A W A N S AB A Q
’

. .

R epe a te d Word s .

Ek ek p a is a larkon k o do . 1 . Give the boys a pice e a ch .

M ain ne ad m ion k o sarh e 2 . I g a ve the m e n three a nd

tin , tin diye ru ae
p . on e h a l f rupees e a c h
-
.

3 M a in n e saw a d a s d as rup a c
.
3 . I got them a t R s e a ch . .

k o liye .

Yih p a une a th a th ane k o 4 .

( Y ou) get these at 7
m ilte h a i n . a n a s e a ch
n .

Ap n e si ky a ky a k a m kiye 5 . Wh a t v a rious jobs have you

hai n ? done to d a y - ?
 A5 ac h chh e a c h chh e kh a ne 22 Good foods must be cooked
.

p a k a n e hai n . tod a y .

Us k e n a rm narm b a l m ujh e 2 3 I like

. the touch of her
a c h c h h e la g te hai n . so ft h a ir ( Her his so ft .
, ,

hairs touch me n icely ) .

K itab e n parh p arhk ar meri 24 My eyes have gone e n tirely

a nkhen bilku ll kh a r a b ho b a d from mu ch re a ding
g a y i hain .
( re a ding a nd reading books ) .

J a b k a bb i yih k a ro to meri 25 Whenever you do this do

.
,

y a d m e n k a ro . it in my remembr a n ce .

N a m a z m e n k of k of h a zir 2 6 A very fe w come to prayer

. .

hot a h a i .

K oi na k of n a m a z m e n z arlir other will 2 7 . S ome one or

awe g a surely come to pr a yer

w
. .

u b k ab h i kab b i a s h a i a u r 28 He comes sometimes a nd .

m a in k a bbi n a k a bbi aun g a I sh a ll come sometime or

.

other .

Jo jo ae do d o a m le j a e 2 9 Whoever comes m a y t ake. .

a way two m an goes .

Ku chh n a ku chh mil jae g a 30 ( You ) will get something . .

or other .

Note that repetition of the word rep ea ts the idea This m a y .

indicate distribution a s in 1 6 emphasis as in 1 0 2 1 2 4 or co n ti

,
—
, ,
—
,

nu ance a s in 8 9 1 1 1 2 1 3 1 4 1 7 This repetition of sounds in 1 9

, , , , ,
—
.

a nd 2 0 is mu ch like ou r b a by t a lk roly poly hurly burly pell mell

“ ”
, , , .

Diversific a tio n The pupil must t a ke these sentences a fter

.
,

they have been thoroughly commi tted and ch a nge nouns , ,

pronou n s verbs a nd a dj ectives to o ther persons tenses num

, , ,

bers a nd genders The numerals must be a t one s tongue s

, .
’ ’

end S kill in t alking c a n o n ly come a s a result of the ability

.

to diversi fy forms alre a dy mastered .

Voca oular Alf az

’

y . .

brother
be fore
 with beside ,
N a rm
vill a ge An kh
to a sk for beg , Jab
to tell K ab h f
to g o J a b k ab b i
to make go Yad
to fa ll N am az
to esc a pe be ,
K a bb i kab b i
saved reco v er ,
K a b b i n a k a bb i
tree
piece ( of bread)
me a ningless fol
lowers of roti c h a ,

LE SSO N XII . B AR AWAN S AB A Q .

Con d ition al S e n te n ces . S aa rti 7 u m le .

Agar n a at a to mai n
wu b , I . I f heh a d not come I should ,

u s k o n a m a rt a . n ot h a ve beaten him .

Ag a r tum u sko n a m a rte ,

I f you h a d not be a te n him ,

to wuh n a mart a . he would n ot h a ve died .

Ag a r tu rn isko th ik na karte ,
. I f you h a d not m a de it
.

to m a in d a m k a bb i n a det a . right I should never have

, ,

given the price .

Ch il d ekh kar S a hib n e kah a S eeing the kite the m a ster ,

k i Ag a r mere p a s b an d ll q said I f I h a d a gun I d kill

“ ’
“ ’
,

h otf to m a i n m a r det a
, . it ”
.

Ag a r lark i yih n a kah tf to I f the girl h a d not s a id this ,

wu b us se n a khush na hot a
-
. he would not h a ve been
disple a sed with her .

Ag a r ap yih ghor a m ujh e I f you had not shown me

na d ikh ate to m ai n d u sr a
, this horse I d surely have ’

z arll r let a . bought another .

Agar mere p as gho ri na If I had not h a d the mare ,

h otf m a in z arll r paidal j at i I d surely h a ve gone afoot

’ ’
.
, .
 Agar m a i n n u s e larta to , If I had fought with him ,

m ujh s e ziy a da n a l a iq k of -
no on e could have been
na th a .
( was ) more u nwo rthy th a n I .

Agar ap is k a s a b a b m ujh I f you h a d n ot a sked me

se n a p uc hh te to bahut , the re a son of t his it would ,

b ih tar hot el ( or th at) ,

. h av e been much better .

Ag a r log u s k o chhur a na IO . If people h a d not rescued

dete to mai n u s k o adh
, him I d h a ve h alf killed him
,
’

m ll a k a rke c h h orte
’

. be fore I let him go .

M u mkin n a th a ki M as fli II . It was impossible th a t Christ

m a ut k e qab z e m e n raht a . should remain in the g ras p
of de a th .

Ag a r s a hib y a h an hote to ,
12 . I fm as te rwe re h e re , h e wou ld
tumko th ik k a r dete . give you a setting right
Ag a r w u b m ujh s e lartf to 1 3 . If sh e
were to fight with
m ai n u sk o kh lib m art i . me I d be a t her well
,
’
.

Ag a r m ujh e an a h otel to I4 If I had been going to come ,

main be p uchh e giche a I d have come without re

’

j ata . quest .

Note th a t these conditions a re co n tr a ry to fa ct an d take

that form of the verb which is called p ast con d itional ( m azi
,
“ ”

s h arti)
,
but might better be c alled in English p a st subju n ctive , .

It is used n ot o n ly in p a st conditions that a re contr a ry to fa ct ,

but also for a present conditio n a nd resulti n g conclusion both ,

contrary to re a lity I f m aster were here ( which he is n ot) he

.

would s e t you right ( which he does n ot) I f s h e should fight .

with me ( which she will not) I would be a t her ( which I sh all not)
,
.

This tens e is a lso used in a cl a ss of allied idioms a s 1 1 above .

S ee also sente n ces Lesso n XIX

, , , .

H ai or hai n never o ccurs with this form of the verb .

Voca oula ry Alf az

’

. .

kite h a wk
,
Paid al j a n a to g o afoot
gun Larn a to fight
 Ag a r yih ch a r din ki b a t If this had h ap pened four
h otf to m ujh e khabar n a
, days ago should not I know ,

h otf? it ? ( a thing of 4 d a ys ) .

Jo ( a gar) us n e rll p a e diye IO I f he gives the mo n ey ( a nd

’

, .

to lete a n a . he will ) then bri n g it a long .

J O ( a g a r) u s n e kit a b d i to I I I f he gives the book you ll ’

, .
,

le n f hog i . h a ve to t a ke it .

J ab ( a g a r) m a in wah a n g ay a 12. I f I go there I shall be

to m a r a jau n g a . killed .

. J ab ( a g a r) wu b is b a ras 1 3 I f he esc a pe ( d ) d a nger this

.

kh a tre se b a ch gay a to , year he ll live long ( his

,
’
.

usk i umr b arf h og f . life will be long ) .

Ag a r unbo n n e use m a r a 1 4 I f they h a ve b e a ten h im

.

ho to jald f m ujh e kh ab a r
, ( a s we he a r) then give me
do . word quickly .

Ag a r log ae n to girj a hog a , . 15. If people come there will ,

be church .

. Ag a r log aen g e to girja 1 6 If people will come there

.
,

hog a . will be church service .

Ag a r tum u s k e n az d ik 1 7 I f you go n e a r him ( it) you

.
,

j a oge to tum gun a g a r hoge

, . will be bl a meworthy ( sin
n ers ) .

Ag a r yih k a m u s s e ho 1 8 I f this work c a n be done

s a k a a ur b a kh ll b i a nj a m by him a nd he bri n gs it to
’
-
, ,

diy a to main qanl o q a r a r

, a ( good) end th e n I promise ,

k a rt a h ll n ki m a in b a dsh a h you th a t I will tre a t him

’

se ziy a d a s alli k k a r u n g a better th a n ( could) a ny king

’

. .

Ag a r wuh j at a h a i to main , 1 9 I f he is go ing ( a s you s ay)

. ,

bh f ch a lt a h u n . then I too will go a lo n g

, , .

Ag a r m a i n ap n e qan l p a r 2 0 I f I come a ccording to my

.

a t a h un to usk i s altan at
, promise then I ll mingle his
,
’

kh ak m en mila det a h un . kingdom in the dust .

Ag a r ham s e ho s a kt a to , 2 1. If we could we could .

h a m manz u r karte hain .

22 . Agar us waqt p ah u n c h e 22 . If they had ( were) a rrived
h on t a b yih b a t kah s akte
, at that time the n they ,

th e . could h a ve said this .

2 3 Ag ar b ac h c h e k e marne 2 3 . I f you will go ere the child

s e p a hle c h alog e to ku chh , die then it will be of some
,

fa id a hog a . a v a il .

24 . Ag a r kof us k e M a s ih hone 24 . If a ny on e con fesses him

k a iq rar k a re to kh a rij ho , . to be the Messiah let him ,

be expelled .

2 5 . Agar turn me m ujh e j a n a 2 5 . I f ye h a d known me ye ,

h otel to mere b a p ko bh f
, would h a ve known my
j a nte . father also .

Vocaoular A lf az
’

y . .

loss dam a ge
,
Kh ab a r
know ing Q an l
p e rc e p tion ,kn ow Q a r ar
ledge S altan at
B e wu qll f
-
'

a fool Kh ak
K h atr a danger K h ak i
U mr
‘
age li fe
, Miln a
Gun ah s in Mil a n a
Gun a g a r sinner Man z u r
Ba with Sakn a
Kh lib well excellent
, Sal ti k ’

Kh li b f excellence P uc h h n a
Anj a m end D u ru s t
Bul a n a to c a ll cause to
’

, I qrar
speak F aida

LE SSO N ! IV . CHAU D A W AN S A B A Q .

C/zaln a and ja n d
’

1 . Haw a jid h ar ko ch a hti hai , 1 The wind goeth to whither

.

c h alti h ai . it wishes .

2 . Meri g h arf n a h in c h alti . 2 My watch wo n t go

.
’
.
Mer a a dm i s a th n ah fn j a t a .
)

0 My man won t go along ’

.

Yih t u p aya b az a r m en n ah fn This rupee won t pass in ’

ch a lt a . th e bazars .

’
Yih b an d liq n ah fn ch alti . This gun won t go off .

Chauk ia n le j a o Ch a ukian . Take the chairs a w a y .

le ch a lo . Bring th e chairs a long .

Ghor a le chalo . Bring the horse along .

Usk i t an g m e n itn a d a rd There is so g reat a p a in

hai ki wu h chal n ah fn s a kta . in his leg that he is n ot
able to walk .

U s ko itn a k a m p a r g ay a S o mu ch work h as falle n

hai ki wu h n ah fn ja s akt a . to him that he cannot go .

Kab jaog e ? ( or) Kab cha I O W hen will you g o ? ( or)

.

loge ? When will you go ( with

me) ?
M a in yah an chh a baje
se I I I shall start from here at
.

c h allin g a a ur w a h an p a s ix o clock a nd havi n g a rri

’

h u n c hk ar Da ktar k e p as ved there will go at once

,

jald jaun g a . to the Civil S urgeon s ’

.

M a i n sh a hr chal a h un , tum I2 I am st a rted to the city

. .

bhi c h alog e ? Will you g o too ?

Yih ghor a kh ll b ch a lt a hai ’

. 1 3 This hors e goes finely

. .

Yih sarak kidhar j a ti h a i ? 1 4 Whither does this ro a d le a d ?

.

Yih b a t su nk ar naukar ch a l 1 5 He a ring this the

. serv a nt
diy a . st arted off .

Yih n a hr kidhar j a t i hai ? 1 6 Where does this c a n a l go to ?

.

C h alti chakk i d ek hk e wu b 17 S eein g the moving mill he

.
,

ro p a r a . wept ( fell a weeping) .

S h a m k e waqt b az a r j an a 1 8 It is forbidden to go to th e
.

m a na hai
’
. bazar in the eve n ing .

Bhir k e sabab chaln a b a hut 1 9 It is di fficult going on ac

.

mushkil hai . count of the crowd .

Main roz sh a hr j a t a h lin . 2 0 I go to the city daily

. I .

Ab j et s h un . a m going now .
 L E SS O N ! V . P AN D R A W AN S A B A Q .

E x ercises in L ag n a
’

P a t a n a h in l a gt a . I I c a nnot find
. ou t .
( Tr a ce
does not touch ) .

Ky u n n a h in la g t a ?
Aj hi Why c a n t you ? Find out
’

l a g a lo . this very d a y ( Why doesn t.

’

it l a g ? M ake it
“ ”

Gh a r ghar se l a g a hai .
3 . House touches ( with)
house .

b a hut d a r l a g t a hai
M ujh e .
4 . I m very much a fr a id
’
.

Yih b a t tumko ac h c hh f You do n ot like this a ff a ir .

n ah fn lag tf .

B a c h c h on b a te n m ith i Children s sayings please

’
kf
lagt f h ain . people .

U s k e s a kht chot lagf . Chot He w a s b a dly hurt Did

lag f? you get hurt ?
Ghor a a ge g arf kal a g a h ll a The horse h as been driven
’ ’

h ai. be fore .

Yih kit a b tum b e n k a h an se Where did you get this

h a th l a g i ? book ?
T al a d arwaz e p a r l a g a hil a ’

IO . A p a dlock is fa stened on '

h ai. the doo m

B a g m en t a r a h t a rah k e II . I n the g a rde n a ll sorts of
b u te l a ge h a in . shrubs a re pl a n ted ( or , ,

v a rious sorts of) .

S a hib ke
k a m m en kitn e 12 . How m a n y l a bourers a re
m az d l lr l a ge hai n ;
'

on the gentleman s work ? ’

W ub s awere n ikl a t a ki ap n e 13 . He we n t out e a rly th a t he

b a g m en m az d lir l a g a we . might s e t l a bourers to work
in his orch a rd .

Is ko th i par kitn a rup aya 14 . How m u c h m on e y was sp e nt

lag a h a i ?
on this house ?
J i s e jf l a g a hai .
1 5 . Heart a nswers to hea rt .
 16 U sk e kurte m en p a iwand 16 He h a s a patch on his
.

l a g a h ai . shirt .

T a khte p ar ky a ish tih ar 1 7 Wh a t notice is ( fa stened )

’

17 . .

l a g a h ai ? on the board ?

1 8 . W u b ap n e k a m m e n l a g a 1 8 He sticks to h is work
. .

r a ht a h a i .

19 Sab m as alih l a g chuk a hai . 19 . All m a teri a ls a re spent .

20 . S a hib ke a ne ki ummed 20 . We a re expecti n g the gen

l a gi h ll i hai tle m an
’

. .

2 1 . U s e llz am ky lin l a g a ? Why w a s he a ccused ?

22 . Sa b chizen d u ru s ti se l a g 22 All things a re set in order .

g a y i hain .

2 3 . L a h a ur j a ne m e n do gb a nte It will take two hours to

lag e n g e . re a ch L a hore .

24 D h ll p m en an khe n n ah fn
.
’

24 ( y) y
M e e s won t st a nd the
.
’

lagt in . sun .

25 S hahr m en b arf ag l a g 2 5 There is a big fire in the

. .

g a yi h a i . city .

2 6 K ot k o kitn a k a pr a lag e g a?
. 2 6 How mu ch cloth will it take .

fo a coat
r ?

2 7 D im ak
. d a r f k o lag gay i 2 7 The white a nts are at the
‘

h ai . c a rpet .

2 8 Munsh i s a hib k e mu n h l a g a
. The munshi h a s the e a r
h ai . of the s a hib .

29 Ch a r din s e m ujh e s a rd i 2 9 I have been chilly for four

.
.
.

lagtf h a i . days .

30 I s d a r ak ht p a r b a re a c h ch h e
.
30 This tree be a rs be a.uti ful
p h lil phal lagte hai n flowers a nd fruit
. .

3 1 Us ko b im ar i l a g g ay i hai
.
3 1 He h a s co n tr a cted the
. .

t
“ disease .

V
a

y
f
/ 32 T am b a k u mere mun h lag I ve acquired a t a ste f o
’

Z gay a h ai 3 2 r
‘

. .

tobacco .

3 3 Is his a b m e n b arf g al a t i 3 3 There is a big mist ake in 0

lag g a y i h a i this a ccount

. .
34 Is l a kri p a r p ital l a g a do .
34 F a sten the brass to this
wood .

35 Kh lib z or l a g ao .
3 5 Exert yourself Put to your .

stren gt h .

M al i , s ab b liton ko qat a r 36 G a rdener put all these

.
,

m enl a g ao . pla n ts in a row .

Daw a i u s k e h ath par l a g a o .

3 7 Put the me d icine on h is
h a nd .

Daw al us k f a nkh m e n d alo .

3 8 Put the medic ine in his eye
. .

Mez l a g a o ( Palang d a r i.
, , 3 9 S et the table ( M ake the .

s a b c h fz en) . bed Put down the carpet

. .

Put eve rything in pl a ce) .

I s lifafe par do paise k a 4 0 Put a two pice stamp on

.

tikat l a g a o . this envelope .

Itu i der kylin lag f? Ph ir 4 1 Why have you spent s o

.

mat l a g a n a . mu ch time ? Don t d o it ’

again ( Why s o g reat late

.

ness spent ) ?

Us ne mere bh al s e dosti 4 2 He h as made friends with

.

lag a i h a i . my brother .

U s ke ch a buk l a g a o ( kore .
4 3 Whip him ( S courge him ) . .

l a g ao ) .

J f lag ak ar Khud a ka k a m O ne ought to d o God s ’

44 .

karn a c h ahiye . work with the whole heart .

( putting the mind to ) .

Ilz am na lag aya karo .

45 Do n ot make a ccusatio n s .

B a gg i p ar rang lag an a 46 . Y ou ought to paint th e

ch ahiye . buggy .

Apn a ikk a d lis re k e s a th

.
47 ° Put your ekka alon g side
l a gao . the other .

Mera unke s a th ky a lag a o 48 . Wh a t ha v e I to d o with

h ai them ?
M ain u nse ala g ( a + lag) 49 I stay apart from them .

rahta h lin .
Main das b aj e roti p ak a ne l a gt a I b egin to cook the meal a t
h ll n lagtf h tin te n o cloc k
’ ’
’
, .

T u d as baje rotip a k a ne l a gt a h ai Thou beginnest to cook at ten

,
.

lag tf h a i .

Wu b d a s baj e roti pak a ne lagt a H e S he begins to cook at ten

, , .

h a i lag tf hai
, .

H a m d as baj e ro ti p akan e lag te We begin cooking at ten .

hain lag tf h ain

, .

Tum das b aje rot i p ak a ne lag te You begin cooking at ten

,
.

lagt f ho , [ lagtf hai n

.
, .

Ap d a s b aje rot i pak a ne lagt e You begin baking bread at ten

,
’

Wu h das b aj e roti pak a ne lagte They begin b aking bread at

,

lagtf h ai n , . ten .

Main k a l subh likh n e lagun g a I shall begin writing to morrow -

lag un g f morning .

'

Tll kal subh likh n e lag e g a la

’

Thou wilt begin wri tin g in the

,

gegi morning .

W u h k a l subh likh n e lag e g a He S he will begin writing to

, , ,

lag e g f morrow mornin g

~
.

Ham k a l subh likh n e lag e n g e We ll begin writing to morrow

,
’
-

lag e n g f morning .

Tum kal subh likh n e lag og e You ll begin wri tin g to morrow
,
’
-

lag og i morni n g .

Ap k al sawere likh n e lag en g e You ll begin writing e a rly to

,
’

lag e n g f . morrow .

W uh kal fajr likhn e lag en g e They ll begin writing to morrow

,
’
-

lag en g f . morning .

Mai n kal sawere ban a ne lag a I b e g an to make it early yester

th a lag i th i
,
. d ay .

Tll kal sawere ban ane l a g a Thou didst begi n e a rly yester
’

th a lag f thi
, . day tom a ke it .

Wuh k a l sawere ban ane lag a He S he beg an e a rly yester , ,

th a lag f thi
, . day to m a ke it .
 i os

Wu b parso n sh a m ban a ne l a g a He S he began to make it d a y

, ,

th a, lagf th i . be fore yesterday eve ning .

Ham p a rso n b a n a ne lage the , We began to m ake it d ay b e

lag f th in . fore yesterday .

Tum parso n sh a m ko ban a ne You beg a n at even d a y be fore ,

l a ge the lag f th in ,
. yesterday to m ake it , .

Ap p a rson sh a m k o ban a ne Y ou beg a n at even d a y before ,

lag a th a lag f th i ,
. yesterday to m a ke it ,
.

W uh parso n sh a m ko ban a ne Y ou began at eve n d a y be fore ,

l a ge the lag f th fn ,
. yesterd ay to make it ,
.

LE SSO N ! VI . S O L A WAN S AB A Q .

P as s iv es .

D e kh a jae g a ( U sko d e kh a I ll s e e about it ( I t 1] be

’
’ ’
1 . . . 1 . .

jae g aJ seen to ) .

M ujh e ap ka zer s a y a diy a M ay I be taken u n der your

’

2 .

jae .
( sh a dow) care .

W u b shahr k e p as d e kh e 3 They were seen ne a r the

.

g a ye the . city .

Q is m at s e l a r a n ah fn j a t a 4 O ne can t fight with fa te

’
. . .

M an go to tu m h e n diy a 5 A sk a nd it sh a ll be given
.

a
j ge a K h atkh
. atao to tum unto you Knock an d it .

h a re w a ste khol a jae g a . shall be opened for you .

K yll n ki jis k e p as hai use 6 For whoso h a s to him sh a ll

’
.

diy a jae g a magar jis k e p as,

be given but whoso h a s ,

n ah fn h a i us se wu h b h f, n ot from him even th a t he

,

jo n ske p as hai le liy a j ae g a , . h a s shall be taken aw a y .

M a dr a se k a b a nd kiy a j a n a 7 The school s being closed

.
’

unk e liye barf taklif ki b at was a gre at vex a tion to

thi. them .

M a kkhan kal bheja g ayath a . 8 The butter was sent yester

.

day .

P a ch a s a dmi l a r a i m en m a re 9 Fi. fty men were killed in the

gaye . fight
 Yih kam roz roz kiy a j a t a h ai . 10 . This work is done daily .

I I Yih k a m m ujh s e nah in 1 1 . I c a n t do this work

’
.

kiy a j at a or Yih k am m ujh

, ,

s e n a h in hot a .

Ky a wu h rotl an unko d i Have those loav es been

’

12 . 12 .

g ay i h a in . give n them ?
1 3 . Tin lote l aye gaye h ain . 1 3 . Three jugs ha v e been
brou ght .

14 . Aj m ujh se roti kh al n ah fn 14 . I can t e a t to day

’
-
.

j at i.

Sa b d arwaz e band kiye gaye 1 All the doors have been

5 .

h a in . shut ?
. Ag ar us taraf le j a o to , I f you t a ke him th at dire c
ghor a m a r a jae g a . tion the horse w ill be killed
, .

Ch a uk kyll n n a b eji g y
h 1 7 Why w a sn t th e ch a ir sent ?
'

i f ? ’
a .

Ch auk i kylin n ahfn b h ejf

’

1 8 Why . has not the chair

g a y i? been sent .

Rot i larke ko kylln nahin 1 9 Why h a s n ot the bread

’

d i g a yi? bee n given to the boy ?

Ghor a ky li n na l ay a gay a ? Why was n ot the horse
’

brought ?
Agar main w a h an g ay i to , 2 1 If I went there I d be killed
0
,
’
.

m a ri jalln g i
’

Yih mer a b a r a l a rk a Q az i
“ ”
22 My elder b oy is called
.

k ah lata h a i .
“
Judge ”
.

W u b is l a r a i m en bheja gay a 2 3 He was sent into the fight

.

t a ki wah an p a r j a k a r m a r a th a t he might g o there and

jae . be killed .

hai ki yih k a m a)
’

Z arll r 24 It is imperative that this

.

kiy a j a e . work be done to day -

.

Ch a biye ki yih th ag aj h f 25 It is fi tting that this thug

.

m ar a j a e . be killed to day - .

L azim th at ki yih b a t ap 2 6 It was proper that this thing

.

se p li c h h i jae be asked of you

’

. .
 B ab a s o r a h a h a i kyli n ki I I The b aby is sleeping for
’

,
.

ay a ne s a were sul a diy a , ay a h put it to sleep early

bec a use m
,

is liye ki m e m s ahib a roz isi a dam h a s him

waqt a y a s e s u lwadeti hai n . daily put to sleep by the
ay a h a t this time .

Ap g a ri b a n r a hi h a i ?
ki 12 . Is your c a rri a ge
Han mistri Ibr a him ban a
, Y e s , m as te r work m an A b ra
-

rah a h a i Main a pn a kull

. h a m is m a king it I have .

l a kri kak a m u s i s e b an wata him do all my wood work .

l
b in .

S liji a s, a l li , ysb sn b ikte 13 . S oojee me a l a nd potatoes

, ,

hai n . a re sold here .

Yih b a ni a ajk al k a pr a s asta 14 This shopkeeper is sellin g

.

bech r a h a h a i is liye ki , cloth che a p these days for ,

m a usim g uz arn e p a r d lis re when the se a son is over

d u k an d ar a pn a m a l yah fn ( p a ssing) other shopkeepers
,

b ikwate h ai n . have their goods sold

here .

M a sih salib p a r d lisron k e 15 Christ died on the cross

.

liye m a r g a y a . for others .

S ip ah ion n e u sk o m a r a th a 16 The soldiers killed him

. .

( m a r d a l a) .

Y ah lidlon me m ilkar Pilatlis 1 7 . The Jews a greeing together

k e h u krn s e u sk o m arwaya ( meeting ) h a d him killed by
th a . Pil a te s order
’
.

. J a b s a hib d arwaz e khul 1 8 . When the master beg a n

w a ne l a ge to ber a kh oln e , to h a ve the doors ope n ed ,

g ay a leki n wuh ap se ap
,
the bearer wen t to O pen
khul g aye . them th en but they came
,

open themselves .

Jald i u thk ar yih s an d liq 19 . Get up quickly an d t ake

up this b ox for I am h a ving
’

uth a lo k ylln ki mai n is

,

kamare se s ab c h fz e n uth wa a ll these things taken ou t

deti h lin . from this room .
Ghore ne e

p an i p f liy a hai ? 20 H a s th e horse been watered

.

( dr u nk ) ?

Han , m ai n har subh nau 2 1 Yes

.
,I water him every
baj e pil at a h l ln kylin ki
’

,
morning a t nine o clock , ’

m a lik sa fa r s e p a hle p ilwate for the m a ster has him

hain . w a tered be fore a journey .

Y a to is c h au k f ko b h ejo 22 Either send this chair or

.

rli r hai ki a j t a ke it It must be there

’

y a le jao Z. a .

p ah u n ch j a e A j p a bu.n to day Will you get it

-
.

h
c a ge
o ? P ah lin c h alin g a . there to d ay? ( Willyou cause
-

it to arrive ?) I will .

M a in ch a p f li a ur us
ne ,
23 I dr an k te a and gave to him
.

kO b h f pil a d i . too ( a lso m a de him drink) .

Ay a n e rot i kh a li aur u sn e 24 The ayah has eaten her

.

b ab a ko b h f khil a diy a hai . food and h as a lso fe d the

“
child ( Note the If for
.
”

her own food and the ,

“ ”
diy a for the other s ) ’
.

Ch a he tum k a to ch a he k a t a o , 25 Whether you cut it or have

.

z arli r hai ki a j k at j a e
’

. it cut it must be cut to

,

day .

Kh a h ( khw a h) l a rk a ap is 2 6 Whether the boy bre a ks

.

b a ndobast ko tore kh a h , this arr angement himsel f ,

kis i se tor a e aj hi tli tjae g a or h a s some on e else break

’

.
,

it it will be broken to day

,
-
.

Ch a he l a rki an k utte k o aj 2 7 Whether the girls se ll the

.

beche n ch ahe kisi n a uk a r dog to day or have some

’
-

s e bik wa en aj z arlir bike

,
. servant sell it it must be ,

sold to day -
.

Tot a kis t a rah tum h are h a th 2 8 How did the p a rrot get
.

se c h h lita? ou t of your hand ?

M ai n ne to na h fn c hh ora, 2 9 I did n ot let it go the child

.
,

b ab a me mere h ath se took it from my hand .

c h h u raya .
Un ch a r lark on n e b arf Those four boys picked up
bh a ri l akr i uth a i . a very heavy stick .

Han ham n e C h a ro n larkon

, Y e s we had the four boys
,

se u th waf thi . pick it up .

M alik n e g ae m ujh s e m u rwai , Its mas ter had me he a d

a ur m ai e b ah te rf mor i
n n u ,
off ( turn ) the cow an d I ,

p a r wub n a muri . tried to ( turned her a lot) but

she did not turn ( would n ot) .

Sa rd a r m ujh se m urgfan The chief w a s h aving me

n ik alwa te the aur go main
,
put out the chickens and ,

n e bahut k os h is h k i ki unko although I made a great

n ik a l d un, wu h n a n iklin . e ffort they did not go ou t
,
.

Voca oulary . A lf az .

vessel dish, B ilku ll entirely

to break ( itsel f) S liji me a l of wheat
to bre a k some germ
thing co arse whe at
to h a ve bre a k me a l
to be cut cut off ,
P arhn a to read study ,

to cut bite ,
P a rh a n a to te a ch
to h a ve cut P arh wan a to c a use to read .

foot feet
, H a rn a to lose
use S on a to sleep
to sell ( neuter) S u lan a to put to S leep
‘

to sell ( a ctive) S ulwan a to have on e put

to have sell a n other to sleep
to d nnk B a nn a to be m a de
to w a ter m ake ,
B an an a to make
d unk B an wan a to h a ve m a de
to h a ve watered Ma m a to die be be aten
,

d ay d aily
,
M arn a to kill be a t
, ,

m a ster workma n -
M arwan a to cause to be a t
whole entire
,
U th n a to get up
Mere k a pre d lisre tisre roz d h oe My clothes a re washed every
j ate hain day or s o ( lit second th ird )
. .

Mere k a pre k lien p a r d hoe ja My clothes a re bei n g washed

rahe h a in a t the well .

P ass iv e

Mai n w a h an p a r j ak a r m a r a I shall go there a nd be killed

j g j n g f)
’

alin a ( m a ri a l l

Tli w a h a n p a r j a k a r m a r a jae g a Thou wilt go there and be killed

( m a ri jae g f)
W uh w a h an p a r j ak a r m a r a He S he will g o there a nd be
,
‘

jae g a ( m a ri jae g f) killed

H a m w a h an p a r j a kar m a re We ll g o there a nd be killed
’

jaen g e ( m a r i jae n g in )
Tum w a h a n p a r j a k a r m a re You ll go there
’
an d b e killed
jaog e ( m a r i jaog in )
Ap w a h an p a r j ak a r m a re You ll go there and be killed
’

jae n g e ( m a ri jaen g fn )
W u h w a h an p a r j ak a r m a re They ll go there ’
a nd be killed
jaen g e ( m a ri jae n g fn ) .

P as t Ten s e P a ss iv e .

M a i n k a l m a r a g ay a ( m a r i gayi ) I w a s beaten yesterday

T li p a rso n m a r a g ay a ( m a ri gay i) Thou w a st be a ten day be fore
yesterd a y
W uh atars on m a r a g a y a ( mari
’

S he He w a s beaten d ay b e
,

s flay fore th a t
H a m aj m a re g a ye ( m a r i g ayfn) We were be a ten to d a y -

Tum k a l m are gaye ( m a ri Y ou were be a ten yesterd a y

ayin)
s
Ap p a rso n m are g aye ( m a ri Y ou were beaten d a y be fore
g ayfn ) yesterd a y
Wu h p ars al m are gaye ( m a r i They were beaten l a st year .

s ayi n )
 LE SSO N X VIII
’

. A T HAR A WAN S A B A Q .

R ela tiv e P ron ouns . ls m i

- -
z am ir .

Jo ghor a kal h am k o mil a The horse we got yester

th a wu h b a hut h f ac h c hh a
,
d a y is a very good one .

hai .
( Wh a t horse yesterd a y to
u s met he is very good )
,

J is a dmi n e m ujh ko m a r a , The m an th a t be a t me is

wu h mer a bh a i h a i . my brother .

. Jis au rat s e ap n e meri

‘
The wom a n from whom you
kit ab lf wu b mer i ay a h ai , . got my book is my ay a h .

Jis l a rke ko haz u r n e p a is e T he boy to whom you g a ve

diye wu h mere bh a i k a
,
the coppers is my brother s ’

bet a h a i . s on .

W u h d uk an d ar j iu hou ne Those shopkeepers who

ap k e p a s k itab e n b h ejf se n t you the books a re
hain kutub farosh h a in
,
-
. book sellers -
.

Wu h g h ore jinko ap n e b az ar Those horses that you s aw

in the city a re Arabi a ns
c

m e n d e kh a, wu h A rab f h afn . .

Kh u d awan d ne um ad m ion The Lord s a id to th e men

ko, jO us k e p ic h h e ho ch ale wh o were following him ,

th e , kah a ki J O kof meri W h oever wishes to follow

a irawi k a rn a ch a he wu b me let him t a ke up his
p , ,

ap n f s a lib roz uth a le . cross daily

a What is the me a ning of that
‘

J o l iz a p n e ab h f is ti m al
’

kiy a u sk e ky a ma ne hain ?
, word you used just now ?
Jo ho so ho
.
, . Let come what m a y or , ,

Wh at will be will be , .

J O ay a m a l a m a l hok a r chal a IO Whoever c a me went a w ay

’

.
.
,

g ay a . rich ( Chal a gay a though

.

p a ssive in form c a nnot be ,

mean i ng ) .

Jo huz u r ki m a rzi mujh e II Whatever is your honour s ’

, .

m a nz u r hai will is a cceptable to me

’

. .
,

8
I2 . Tab wub firish ta jis n e us , 12 Then the angel that had
.
,

s e b a te n k in ch al a gay a , . spoken to him went away , .

1 3 . W uh tum s e aisi b aten 1 3 He will tell you such thin gs

.

k ab eg a jin s e tum a ur
, from which you and your
tu m h ara g h aran a n aj a t household sh a ll obtain sal
p ae g a . va tion .

14 .
Jo j al s a k a m kareg a wais a , 1 4 W h a tever work whosoever
.

ae
p g a . does a ccordin g to th a t he
,

will O btain ( E ach one will .

karo [ wu h f . receive his deserts .

1 5 J o ku chh wu b tum se kahe

. ,
1 5 Do whatever he tells you
. .

1 6 J ais a kiy a wais a p ay a

. 1 6 As he did s o he got
. He , .

[ le 10 .
g ot tit for th a t .

J itn a tum k o c h ah iye ut u a ,

1 7 Take as mu ch a s you n eed
. .

Jab tak s an s t a b tak a s . 1 8 While there is li fe there is

.

hope .

Wu h i S indb a d j i se tum m lia 1 9 That . S indb a d that you

j a nte ho m a i n b lin
,
. thought ( think) dead I am ,

he .

. Jin larkon me mere larke 2 0 Those boys who beat my

.

ko m a r a wu h b a z a r k e
,
boy are the b a d boys of
s h arir larke h a in or Wu h .
, the street .

l a rke j iuho u n e mere l a rke

k o m a r a b a z a r k e s h arir
,

larke hai n .

W u b l a rk a jo k al m ujh e g al i 2 1 . I be a t that boy who w a s ,

de r a h a th a main n e u s ko ,
blackguarding me yester
k h lib m a r a or J o lark a k a l
.
,
d ay most thoroughly
,
.

m ujhko g a l i de r ah a th at ,

mai n n e u s ko kh lib m a r a .

22 . Jis jis k alen a den a h a i likb a 22 . Write down ( to me ) the

do to jisk a jitn a m un as ib credits a nd debits of every
hai diy a jaeg a
,
. on e a nd wh a tever is proper
,

shall be given to e a ch on e .
 Vocabula ry Alfaz .

Kut ab books . Pana to get by e ff ort

P a rosh selli n g Jo k of whosoever
‘
Arab Ar a bi a Jo kuchh wh a tever
Ar abi
‘
Arabi a n s an s bre a th
Kh u d awan d lord Lord ,
As hope
P ic h h e behind J itn a jitn i however much
,

P a ir foot U tn a ut ui that much

,

P airawi following J O jis jo jin who whose

, , , ,

SO th a t M u n asib fittin g proper ,

M al we a lth S h arir wicked

M al a m a l wealthy G al i abuse ( of th e
M a rzi will wish
, to n gue )
B ad m a a sh a b a d ch a racter F ai d a a dv a n t a ge
F iris h ta a n gel F aid am an d a dv a n t a geous
M a ne me a ning
’
P h e n kn a to throw
Gh aran a h ou s e h ou ld J id h ar W hither
’

N aj a t s a lv a tio n U d h ar thither .

The rel a tive m a y be with its a nte cedent a s in 1 2 '

, , ,

3 4 or it m ay follow it as in 5
, , a fter the E nglish m an ner ,
.

S o in 9 is not mu ch used in U rdu but a good de al in

”
,

Hi n di .

In 1 4 2 2 a nd 37 is an idiom mu ch used by the Indi a ns

, , ,
.

T ake the ouns rot i ot a a dmi p a f kit ab kitab e n

n ,
r l n , ,
n , , ,

mez ghor ia l a rke ip aya p ae a nd substitute for g hor a ”

’ ’
“
, n, ,
rl ,
rli ,
—

m a king the e cessit a ted ch a ges in sentence u til you c a do

n n ,
n n

so without hesit a tion It will be a most v a lu able exercise i

. n

ge ders a s well as i rel a tives

n , n .

Take sente ces 2 3 4 5 a nd ch a nge numbers

n , , , , .

Let the te a cher a fter these relative se tences in one form n

are m a stered give the other form also

, .
 L E SSO N XIX
'

U N I S W AN S AB A Q .

”
S uo an d
“
P as t, s o calle d A oris t P as t
j u n ctiv e ( P res e n t an d

Ch a biye ki yih gosht aj 1This me a t ought to be

.

p a k ay a j a e . cooked tod a y .

J a b tak b a rtan n a S likh e ,

2 Do n t put in the w a ter till
.
’

p an i n a d ala j a e . the vessel dry ( L et it not

b e put in ) .

W uh is liye b h eje gaye t aki , 3 They were sent for this

.

wah a n p a r j ak a r m a re j a e n .
( purpose ) th a t they might
g o there a nd be ki lled .

Ch abiye ki yih k a m a bh i 4 This work ought to be done

.

kiy a j a e . a t once .

Ch ab iye ki s ab log K hud a All people should serve

.

1
U

k f hand a g i k a ren . God .

C h ah iye th a ki yih k a m k a l 6 This work ought to h a ve

.

ho j a t a . bee n done yesterd ay .

Ch a biye th a ki ap m ujh 7 You should h a ve writte n

.

ko khatt likh te . me a letter .

L a zim th a ki ap pahle mer a 8 Y ou l . u ld h a ve do n e my

k a m k a rte . work first .

Z arlir h a i k i yih k a m p a hle 9 It is n ecess a ry that this

.

kiy a jae . work be do n e first .

IO . Z arlir th a ki yih k a m p a hle 1 0 It was necess a ry th a t this

.

kiy a j a t a . . work be done first ( which

it was n ot) .

I I K a sh
. ki ap kal a te tab thik
,
I 1 0 th a t you had come yester
.

th a . day then it would h a ve

,

bee n ( was ) a ll right .

12 . Main ch a ht a h lin ki ap 12 I wish you to come

. .

ae n .

1 3 . Ch a lo ,
tu m h e n aj b a dsh a h 1 3 . Come a long I ll t ake you ,
’

p a s le c h allin . to the king to d a y -

.
 Kh ud a j a e ky a ku chh n 14 . God kn ows what m a y be
b a neg a . the outcome .

S h a id t aiy a r h o . 1 5 . Perhaps it s ready ’

.

M a i d a rt a h ti ki b a d
n n 16 . I fe a r lest he m a y curse ( me) .

d a n a k a re
‘

u .

M m kin hai ki t aiy ar h o

u It is possible th a t it is re ady . 1 7 . .

Ky a yih l a rk a ap ke liye 18 S h a ll this boy go for you ? .

j a e ? K oi j a e
. A n y on e m a y g o
. .

Ky a ap c h ah te h a in ki m a i n 1 9 D O you wish me to put .

is i t a ra h b at a n lag alin ? the butto s on this w a y

’

n ?

U s n e ch a h a ki l a rke ko Z CL He wished to kill the boy

m ar lin p a r wu b m ar n a s ak a
, ( m ay I kill th e but .
“

was n ot able to ( kill ) do it .

Usk a jl ch a h a ki ghar 2 1 His he art desired to lea v e .

c h h ork e main aur kahfn home an d go somewhere

ch al a j a lin . else .

Chor ko chor h f p ah c h an e 22 O nly a thief recognis es a . .

thie f S et a thie f to c atch .

“

a thief ”
.

M a rt a kya na kart a Wh a t won t a dying m a n d o

.
? ’

Kh iyailf pil a o p a k a e
”
He cooks imaginary p ilao .
“
.

He bu ilds castles in the air .

S amp k a k at a ( h lia) r a ss i He whom a snake h a s bitten

s e d a re . fears a rope .

The ( present) subjunctive m ay be c alled the indefinite

future as it is used to express ide a s which m ay be true things
, ,

th a t m a y come to pass Consequently a fter verbs O f hope or .

,

fe ar doubt wish purpose or obligation we u s e this in definite

, , , ,

future or present subjunctive ; wh ile to express id eas th a t

“ ”
,

m ig nt have come true but did n ot we us e th e p a st conditional , ,

or as I pre fer to c all it p ast subj unctive Compare 4 a nd 5 ,

. ,

6 a nd 7 8 and 9 a nd 1 0 , .

Wh y th e y do n ot s ay
“
jf ne chah a ”
, I h
a e v n ot b e en b l to
a e

fin d ou t
6 . U n h on ne jan b ujhk e kiy a . T hey did it knowingly
( havin g know n ) .

D aw a i p ilak ar j ao . Gi v e the medicine be fore

you go .

D a w a i pil a te hi j ao . As soon a s you have gi v en

the medicine go , .

Daw a i pila te jao ( or pil a te ,

Go on gi vi n g the medicine .

raho )
D aw a i pil a te h i lark i ach I O T he girl reco v ered a s soo n
.

cbhi h o g a y i . a s they gave the medici e n .

U sk o m a rte h i l akr i tlit I I . The stick broke on strik

g ayf ing him .

G olf k e lag te h f ghor a mar 12 . As soon as the ball struck

gay a . him th e horse died
,
.

W a h an ch a lk a r mere liye 13 . Go there an d wait for me .

th ah re r a ho .

Rel k e a te h f dhobi nikal 14 The w a sherman came out

.

ay a . the inst a nt the train came .

P ah un c h te h f usk a ghor a 15 His horse fell on ar riv al

. .

gir p a r a .

W u b kh a r a hok a r k ah n e 16 . S t a nding up he said O n ,

l a g a ki yih b at s u n k ar main
,
he a ring this I too grew , ,

b h i g usse b lia . angry ( in a nger I became ) .

M a in n e u sk o bet a karke I brought him up a

’

1 7 . as s on .

p al a .

B a z Hind li is patth a r ko
‘ ’

1 8 . S ome Hindus honour this

K hud a karke m a nte h ain . sto e a s God
n .

M a in me us ko m az blit k a rke 19 . I tied it tight ( m a king it

b a ndh a strong)
’

. .

Mai n u ske s a th g ul a m hoke 20 . I lived with him as a sl a ve .

rah a .

G arfwan n e ghor a m ar 2 I . The co a ch m an beat a nd

-

m a rke chal a y a th a t . beat the horse to m ake

it g o .
 22 . M ai n an d e b e chkar m u rgfan 22 . I ll sell
’
th e eggs and buy
k har id lll n g a hens
’
. .

Note The time denoted by the participle in k a r or

.
“

ke both of which are in good us a ge though k a r is ordi

“ ” “
,

n arily pre ferred is time previous to th a t of the verb a nd s o

, ,

m ay be used for p as t time a s in I 4 6 & c ; or for f u ture

.

, , ,
.
,

as in 2 or a s in 3 and 1 8 to denote a course of a ction ; while

, , ,

k a rke and hoke a re some times used a s as 1 7 I 8 2 0

“ ”
, , ,
.

Diversification M ake a number of sentences on the model

.

In 8 ,
1 0, 1 1, 12, p a r on is understood with
I 4, 1 5
“
,

participle ,
so it t a kes the preposition a l form in e ” “

Voca oulary .

B e tf d a u ghter
M az b lit strong
Gul a m sl a ve
G ariwan coachm a n
An d a egg
Kh arid n a to buy
Patth a r stone

L E SSO N XXI . IKK fswAN S AHA Q .

I . M ai n n e u s ko ghar p a r 1 . I saw him ( seated) sitting

b a ith a d e kh a . at home .

2 . H a m me unko sh a hr s e 2 . I s aw them coming from

a te d e kh a . the city .

U n larkon n e u s ko shahr Those boys s aw him going

kf taraf j ate d ekh a . tow a rd the city .

L ark fon n e tum ko d aurte The girls s aw you running .

d e kh a .

Log h a m ko roti kh ate dekh 5 . The people were watching

rahe th e . u s eat .
6 . Main dhob i k o k a pre dhote 6I a m w a tching the washer
.

dekh r a h a b lin . man wash clothes .

M an rot i p ittf beti k e ghar The mo ther we n t to her

g ay i . d aughter s house weeping
’
,

an d beating her bre a st e

8 . Larki yih kah tf h u i ghar The girl went home s ayin g

chal i gayi . this ( as she went) .

Kutt a b h au n k ta bh aun kta 9 The dog came barking

.

m eri t a r a f a y a . tow a rd me .

Ky a tu m n e u s ko m lia deh h a ? I O Did you s e e him dead ?

.

Yih bh a i leta h liaj a gta th a . 1 1 This brother w a s lying awake

. .

Gy a ra b aj e s e lekar ch a r 12 From 1 1 O clock to four

.
’

b aj e tak us n e m ujh e p as he kept me seated by him .

bith ae rakh a .

Din hote hote wu h a p a 1 They came as it was get

3 .

h u n ch e . ting d a y .

Din hote h lie l a rke p ah u n c h 1 4 The boys arrived while it

.

g a ye . was yet d ay .

Main dart a da it a ( d a rte , ,

1 5 I fe arq y a fraid went to
.

d a rte ) u s p as g a y a . him .

S ote se u th kar wub Misr 1 6 Arisin g from sleep ( ing) he

.
,

k o chal a g ay a . we n t to Egypt .

Ham g ate j a te hai n . 1 7 We go on singing or we

.
, ,

c go singing .

W uh ap ui roti kh ata gaya ’

.
’

. 18 He went on eating his bread

. .

Khar gosh aj t ak k a non k e

-
1 9 The h a re ( ass e a rs ) for fe a r
.
-

d a r ke m a re bh a gta p h irta of h is e a rs goes fleei n g

h ai . about ti ll n ow .

K e tlf p h ll tap a n i h a th m e n 2 0 He is coming with a kettle

’

liye ata h a i . of boiling ( broken ) water

in his hand .

I tn f r a t gay i ap ky lin ae 2 1 Why h a ve you come s o

0

h ai n ? late at ni ght ? ( s o mu ch
night having g one) .
38 . Mer a ph a t a b lia s ay a darz i 38 . Give my torn skirt to the
ko dedo ki wu b usk i ma ,
tailor that he m ay mend it .

ra mm at k are .

39 . Is d likan m en b an e b a n a e 39 .
( You ) c a n get re a dy made —

jlite aur sile sil a e k a pre boots an d clothi n g in tlus

'

mil j a te hain . shop ( boots clothes ma d e

.
, ,

h a d made sewn h a d sewn ) , ,

.

40 . Ag a r p a k i pak a i rot i mil 40 . It will be better if ( we) c an

jae to b ih tar . get re a dy cooked food
( bre a d ) .

Is d lld h p an i mila b lia There is w a ter mix ed in

’

4 1 . m en
h ai.

42 . K ylin ki h am iman p ar ch alte 42 . For we w alk by faith and

h ai n n a ,
ki an kh on d e kh e not by sight ( n ot on th at .

p ar . see n [ by] eyes) .

P a rti ciples a re used either in a greement or in th e ,

d eclined form in e It is s a fe however to make the p a rti

“ ”
.
, ,

c i le
p a gree with its noun or pronoun if th a t is a subject ; if , ,

it however is a n obj ect with or without

, , the p a rticiple ,

may be in the form When p arti ciples a re repe a ted as .

,

” “ ”
in 9 1 3 1 5 they more commonly are in e
, , ,
“
In 2 1 se is .
,

” “
understood g ay z se as it is express ed in 2 2 In 2 4 2 8 ln ca
’ ’ ’
—
, . ,

li ne m a y be expressed or understood a s desired

, ,
.

Vocaoulary . A lf az .

to cry Misr i sugar ( from

to m ake cry E gypt ?)
to be be a ten hare ( as s e a r) -

to be a t to flee
to h a ve beate n to m ake flee
to b a rk to turn g o a bout ,

to lie down to m a ke turn

to l a y down to make go about
E g yp t to bre a k out ( intr ) .
 to break O pen ( tr) Ib ad at
<

P h orn a
Ph atn a to be torn J ah an
Ph a rn a to te a r B att i
M an gn a to ask for want Naj a t .

M an g an a to send for Ilm ,

‘

B an a b a n ay a re a dy m a de
‘

Ma l li m ( same
’

Pak a p ak ay a re a dy cooked root) known

S il a sil ay a ready sewn H a sil acquirement
D h on a to wash H a sil k a rn a to get acquire ,

D aurn a to run S ay a skirt sh a dow ,

Itn a itn f itn e s o mu ch thus I m a n faith ( n e v er belie f)

’

, , ,

much M aram m at me n di n g
Ma m a to die D a rzi t a ilor
M li a de a d Jiit a jlite jli tf shoe shoes
’ ’ ’ ’

, , ,

D an a grai n Kapr a cloth g a rment ,

P a rn a to lie fall K a pre, clothes

B ag air without R at night
Bin B e ,
without S ir head
D iversific a tio n Interchange the n ouns an d pro n ouns of
.

the first ten sente n ces until you c a n do it re a dily Interchan ge .

all the v erbs O f 1 1 1 8 then m ake all future

—
, .

“
In 3 7 as k studying Urdu writing Urdu living in this city , , ,

re a ding this book then u se for aaras d in m alt in e d er; if you have
” ’

, , , ,

much trouble or hesit a tion in this your past work is kachch a “

,
”

In 1 1 0 substitute a ny p a rticiples th a t m a y be formed

—

from verbs in these sentences e g in 6 s ay M a in dhob i ko ,

. .
, ,

k apre l ate dekh r ah a h tin ’

H a ve th e te a cher give sentences showing the us a ge of

these verbs in double a nd treble roots .

LE SSO N XXII . B Afsws S AB A Q .

Ex e rcis e s in
1 .
Yih a dmi kh lib d au rne 1 . This man is an excellent
w al a h ai . runner .
 K am ir
ti in l a kr i gh a s ch a The ( municipal) committee
re walon ko shahr m e n bin does not a llow these wood
m ah s ul liye j a ne n ah in det i . gr a ss an d fodder men to -

go i n to the city without

h a vi n g t a ken t ax ( octroi) .

Yih marnew al a j i sm baq a This dyi n g body shall put

k a j a m a p ah ine g a . on a g a rment of im m or
t ality .

G h ore wale K a bul se b a hut Lots of horse dealers come -

a te h a in . from Kabul .

Yih a dm i bar a c h aln ewala This m a n is a great walker .

h ai .

Tez d au rn e walf ghori h a m We w a nt a swi ft runnin g

ko ch a b iye . m a re .

G a riw a l a ap ko ek bakas The c a rtm a n will show you

’

w a l a dikh ae g a a ur ap us a boxm a n and from him

, ,

s e do p ais e wa la tikit lek a r you will get a two pice -

a ur ap n f c hitth i p a r l a g a st a mp a nd put it on your

k a r p atth arwale ghar k e
, letter a nd c a st it into the
b a mbe m e n d a l den a pipe of the stone house
. .

G aon wale b a re kh an e wale Villagers a re gre a t e a ters .

hote h a i n .

Yih d a g w all a ghor a bik au

-
This spotted horse is for
h ai kylinki yih bar a kh a li sale as he is a big eater
’

, , .

h ai .

U p arwalon m e n s e len a ki I O T a ke from the upper o n es

, .

wu b ac h c h h e h a i n for they are good

. .

Never s ay A c h c h e wala dedo a s m a ny do i e Give

“ “
, ,
. .

a good on e but s ay K of ac h ch h a s a dedo A c/i c/i /ze a l li de d o

” “ ’

, , ,

”
A cncn/ n rot i do
'

I I In Dilli walon k e s a th mat I I Don t st ay with these men

.
-
.
’

rah n a . of Delhi .

12. Yih l a rk a p a s ho jae g a 1 2 This boy will p a ss He is. . .

B a r a bo uh a r h ai a very likely lad

. .
M ah S lil( h as il) tax Kh att epistle letter ,

T a hs il ( h a sil) tax collecting -

D ag spot blemish ,

T a hsild a r tax collecter -

Upar above
Jism body flesh ,
Pa s “
passed
B aq a ( b a qi immortality
,
Hon h ar ”
likely of parts ,

le ft) K al a k a li, , bl a ck
J a ma clothes k a le
p ae jam a ( le g pyj a m a s Qissa tale
clothes) S un n as u n an ato he a r to tell
, ,

P ah in n a to put on S h a di marri a ge
K a bul C a pit a l of A fgh a G ath ri bundle
nistan Kin a ra edge
sh a rp swi ft ,
M uq add as holy
box Bon a to s ow ( seed )
s tam
p ,tic k et, c ard Q ab lil a ccept able
letter

L E SSO N XXIII . T E I S WAN S A B A Q .

P erm is s iv es .

Wu h h am ko a ne n ah fn I They won t let us come

.
’

dete .
( lit They do not give
. us

to come ) .

M a i n tum ko kal h f a ne I will le t you come to

d un g a . morrow indeed ,
.

B ab a m ujh k o k a m k a rne The child won t let me do ’

n ah fn det a . my work .

- R a hne do kof d a r n ah fn Let it a lone it s no m a tter ’

k
F . .
, ,

mJ a ne do kof b at n ahin
, . Let it go it s n othi n g ,
’
.

Chhor do D iq q mat . Quit it Don t vex me .

’
.

k a ro .

R a hne d ijiye Kuchh parw a . Never mi n d It s no dif .

’

n ah fn . ference .

G al f b akn e do . Kuchh Let him bl a ckguard It s .

’

m u z ai qa na hfn . no di fference .
 Bim a r i u sko p arh ne n ah fn S ickn ess won t allow him ’

deti . to go to school .

10 0 Meri an khe n mujh k o My eyes won t let me re a d ’

.

p arh n e n ah fn det in
II . W alid n e m ujhko j ane na Father did not let me go .

diy a .

12 . M e m s ahib a larkon ko ane . M a dam will not let the

n a den gin boys come .

Tum n e p an l ky lin na p ine Why did you not let him

diy a ? d rink ?
B a rish h a m ko b ahar ni R a in won t let us go out
’
.

k al n e nah in det i .

S hor b ab a ko sone n ah fn The noise won t let the ’

det a . baby sleep .

Jan ab alf ek a dm i ap ki
‘

,
S ir a m a n has come to
,

m u laqat k e liye aya hai . see you ( meet) Well let .

,

A c h c h h a a ne do ( or K hair , ,
him come in ( Well ask .
,

s a l a m bolo ) . him in ) .

Jis tarah u sn e larkon ko I let the boys in j ust as he

a ne diy a m ai n n e b h f u sf did ( In what way he let
.

t a ra h an e diy a . th eb oys come in th a t very ,

w ay did I ) .

Vocaoulai y Alf az
’

. .

child old m a n
, B im ar i sick ness
a nnoyed B a rish r a in
matter of thought S hor noise
of importance M u laqat meeting
sick Sal a m pe a ce greeting ,

Diversific ation . S ubstitute ten verbs from the diversification

list p 1 in 1 5 3 2
.
, , , 9, 1 1, and 17 .
 LE SSO N XXI V . CHA UB IS WAN S A B A Q .

Tumko k a l L a haur j an a I O You ll have to go to Lahore

’

p a re g a . to morrow ( To you going

-
.

will fa ll ) .

M ujh k o likhn a p are g a . 2 . I ll h av e to w rite ( To me

’
.

writing will fa ll ) .

H a men chh a b aj e subh k am We h a ve to go to work at

p a r j an a p a rt a h a i . s ix A M . .

R oz roz do d a f a d lid h ui W e have to milk twice

‘

k aln a p a rt a h a i . daily .

Munsh i k o h a r waqt U rd li The munshi ought to spe a k

’

b oln a c h ah iye . Urdu a t a ll times .

S h a gird k o im tih an m en The pupil will have to speak

U rd li b oln a p are g a, is
liye U rdu in ex a min a tio n s o he ,

cha hiye ki ab h f bola k a re O ught to spe a k it n ow

’

. .

M ujh e gh a r ka Sar a asb ab I h a d to sell a ll my fu rn i

b echna par a . ture .

Tum k o likh n a hoga Y ou will ha v e to write

’

. 8 . .

U nko ap n e h ath s e l a kri They ll h av e to cut wood

’
9 .
9 .

k atn f p are gf . with their own ha n ds .

Agar j a n a p a r a to Kh air , , IO . If I have to g o then Well , ,

—
,

j a nu g a I ll g o
’
. .

U s e yih b a t k ah n f p a ri aur I I He h a d to te ll it and

. so

tumko b h f p are g f . will you .

R oz g h arwale ko c h itth i 12 . S he h as to write to her

likh n i p a rt i h ai . husb a nd every d ay .

L arkon ko b a re b a re k am 13 . The boys had to do a lot

k a rn e p a re . of big jobs .

Wh a t we tr a nslate as subj ect is really in the d a tive

case wi th ko a nd p a rn a m ay be us ed in m as or fem of
“ ”
.
, .

present past future but of cours e only in the third person

, , , ,
 Kylin g h ab rate ho ? W uh Why a re you s o nervous ? 10 .

a ti hog i ? S he must be co m in g .

Yih ch a rp a i ap k o c h ah iye 1 1 Y ou must be needing this .

h og f . bedste a d .

Ap me b a re b a re s a fa r kiye 1 2 You must have t aken won .

h on g e . d e rful jo u rneys .

This hog a is never used in the present tense s o fa r as

”
“
,

I h a ve observed with the first person I f in d e fi nite n e s s is re

, .

quired for the first person then the indefinite future the s ub , ,

j u n ctive s o called a orist is used a s 5 t

,
-
“ ”
j a lin perh a ps
”
, ,
“
,

I m a y go but in the p a st tense where fa ilure of memory

, ,

co mes in it is quite common .

Diversification S ubstitute the verbs of the table p 1 5 3

. . .

LE SSO N XX VI . C H HAB B I S WAN S AR AQ .

Con tin ua tive wit/i “ ”

rann a .

W u h din bh a r yih f k am 1 . They keep doing this work

k a rte rah te hain . all d a y .

Y a h in kh a re r a ho j ab tak ,
2 . S tay h e re till I c om e ( S tan d ) .

m ai n n a a lin .

B aithiye B aith e rahiye .

3 . Be se a ted . S it still .

Chup r a ho C h up k e se
.
4 . Be quiet . S it in silence .

b aith e r a ho .

W u h Sar a d in b a ith a rahta 5 . He sits all d a y .

hai .

W ub kh a r a h i hai W u b . 6 . S he is eating . S he e a ts
kh a t i rah tf h a i . right along .

D a rz i s f r a h a h a i W u b .

7 The tailor is sewing

. He .

sit a r aht a h a i . sews all the time .

W u h likh r a he hai n Wu b . 8 They a re writing They dic

. .

likh ate rah te hai n . t ate a ll the time .

Go main n e u s ko mana 9 T h ou g h I forb a de him he

‘
.
,

kiy a th a wuh shar a b p it a

,
goes on drinking liquor .

j ata h a i .
 10 . W u h Sa r a din shar a b p it a I O He drink s liquor a ll day
.
-
.

r aht a hai .

1 1 . A g arc hi bul ay a
m an me I I Although his mother c a lled
.

th a wu b p arh ta gay a
,
. him he went on reading , .

Ust a d n e m ari a kiy a lekin

c

12 .
, 12 The teacher forbade him
.

wu h g a t a g ay a . but he went on si n ging .

13 . K hush i ke m are wu b g a ti 13 S he sings for j oy a ll the

.

rah tf hai . time .

14 U sk a Sar a m al j at a rah a hai . 14 All h is property has been

.

lost .

1 5 . Mere do rlip ae j ate rahe h a in . 15 I ve lost two rupees

.
’
.

16 . B ab a s e le 10 n a hin to gol f
,
1 6 T a ke it
. from the child ,

j a t i rah e g f . e lse the b a ll will b e lost .

1 7 . L a rk i y a h an s e d ikh ai na 17 The girl could n ot be seen

.

det i th f . from here ( was not givi n g

appear a nce from here) .

18 . Yih b a t s un k ar sab k e s ab 1 8 Hearing

. this everybody
chal diye . went off ( ga v e a start) .

19 . W u b sit ar a kis waqt dikh ai 1 9 When did th a t st a r a ppe a r ?

.

diy a th a?
20 . T op k f a w a z aj su n al na d i . 20 . We didn t hear the c a nnon ’

to d a y-
.

2 1 . Dono sh a gird n ske p ic hh e 2 1 . Both disciples followed him

ho liye .
( took a fter him ) .

Note the di fferences in the couplets 6 7 8 etc In 1 4 , , , .

,

I5 16
, the meaning is slightly di fferent perh a ps though if a
, ,

thing keep s g oing it is likely to b e lost which is the usu a l

,
“ —

me a ni n g of j at a rahn a Note th a t verbs of 1 8 2 1 a gree with

“ ”
.
—

su b not with obj

. .

Voca oulaiy . Alf az .

Din day Ch upn a

T ak till M an a
c

Jab tak na until Kh ush

 h a ppiness to show
to spe a k a ppe a rance
to c all to m ake he a r

to si n g sounding a udi ,

to be lost bilify .

wealth cattle
,

D iv e rsification .

S ubstitute the verb s of the table in the first thirteen

s enten ces .

LE SSO N XX VII . S A TTAiswAN S AB A Q .

P rep os ition s .

S ome i sist n c alli n g these postpositions because for

on
“ ”
, ,

sooth they come af te r the word they govern S uch ped a ntry
,
.

would call for a postposition in the se n tence Wh at did you

“ ”
,
“

d o that for ?
As well s ay that a blackbird could n ot h a ve
” “ ”

a white feather .

I T in p iyale ch a h am ko
. Bring us three cups ( of) tea .

121 do .

M ujh ko ch a k e chh a pirch Give me six tea cups and -

p iy ale dedo . s au cers .

Is daw a i k o e k c h am m ac h Dissolvi n g this medic ine in

ch a m e n g h olkar p f 10 ,
a spoon ful of te a dri n k it
.
,
.

. Ch a k a e k c h am m ac h T a ke ( Drink) a te a spoon
bh a r d aw ai p f 10 . ful of the medicine .

E k e k gil a s p an f h a m k o Bri n g u s each a gl a ss O f

la do water
’

. . .

S ahib lohe k e do gil a s M a ster orders two iro n

m an g wate h a i n . tumblers .

‘
Yih to bare ta ajjub k i b a t This is a very wonderful
hai . thing ( thing O f great wonder
ment) .
2 3 . Itn e ( arse) m e n l a rk a a 2 3In the me a ntime the boy
.

g ay a . c a me .

24 . Ap m ujh p a r gu sse na h on . 24 Don t be angry at m e ( D on t

.
’
.
’

be in a nger a t me) .

2 5 . Yih le J ab, but , I s ko le jao . 25 T a ke it a way but Tak e

.
,

him ( her) aw a y K O with

“ ”
.

person .

I s m e n k a p an i p f 10 . 2 6 D rink water ou t of this

. .

Khud a a sm a n p a r h a i h a m ,
2 7 God is in hea v en
. we on ,

zam in p a r . e a rth .

Do m fl p a r ap k o ek pul 28 Two miles on a b ridge

.

“
mileg a . will meet you ”
.

Mai n waqt m uqarrar par 2 9 I ll come at the appointed

.
’

aun g a . time .

Khud a k f b an d ag i k arnf 3 0 T o serv e God is an 0 i

.

m ujh p a r farz h a i .
g ation on me .

U s k e h a th m e n an g lith f aur 3 1 Put a ring on his hand

.

u s k e p a o n m e n jliti p ahin ao . and shoes on his feet .

. Jab m a i n r a ste m e n th a , 3 2 When I w a s on my way

.
,

to m a in n e sarak p a r dekhi . I s aw it in the road .

Sa ch jh lith m e n p ah c h an 3 3 Keep recognition of truth

.

r a kho . an d lying .

S am S lin ad m ion m e n zor a 34 Sa mson was the strongest

~

w a r th at . of men .

M ujh k o yih c h fz en d a rkar 3 5 I don t need these thin gs

’
.

n ah fn hain .

S a hib gh a r p a r hai B ahar

n ?
36 . Is the m a ster a t home ?
h ain . He is aw ay .

Wub saw a r hokar gay a hai .

37 He h as gone on horseback
(b eing a rider) .

D as bar a s k a lark a ja rah a 38 . A ten year old b oy was

-

th a . going along .

Kh aj ur ka
darakht mer a 39 The date tree is mine the ,

h a i arli
, k a ter a . peach thine .
 I S7

40 . Unbo n me Agra kf rah If

.
40 . They took the Agr a road
( lit Agr a s ro a d )
’
. .

4 1 . Yih k a h an ki rah hai ? 41 . Where does this road go to ?

42 . Ham arf tarah a r a m se raho .
42 . B e quiet like us .

43 . Kot p ah ino .
43 . Put on your co a t .

Remember th a t repetition of these idioms a g a in an d a gain

is necessary to fix them in the m emory Get them s o you .

c a n use them freely .

Diversi fy by going t h rough and ch a nging nouns pronouns , ,

an d tenses .

Voca oula i y
j . Alf az .

cup P ah inn a to put on one s ’

s a u cer clothing
spoo n di fference
glass interval
iron bridge
order serv a nt
e a rth service
heaven oblig ation
toward to dissolve
like ( outw a rdly) way
like ( appare n tly ) p a th
like a ccording to
,
highw ay
like thumb big toe
,

astonishment ring
strength foot
strong pe a ch
rider required
anger truth
( in) anger angry , lie
to put clothes recogn it ion
on a nother date fruit
 LE SSO N XX VIII . A TH AiswAN S AB A Q .

Prep os ition s con tin ue d .

R aS lilon m e n se do g a o n I Two
. the a postles went
of

ki t a r af g aye . toward the village .

Sa b ke s ab kah te the ki Everybody said that these

yih b an iye len den ke khare shopkeepers are honest in
hai n . d e ahn g .

U s n e w a d a kiy a ki jo He p romised that Wh at

‘

ku chh m a i n d lin g a d lid h ka ever I S h a ll give I will give ,

d u dh d u n g a . pure milk .

. U n h on n e ch a r din k a They promised ( it ) in four

w a d a kiy a th a
‘

. d ays
Yih z a m in d a r sone rlip e k a This farmer is v ery wealthy
b a r a d aulatm an d h a i . in gold an d silver .

S ab k e s ab mun h d ekh te The whole lot stood look

k e d e k h te r a h gaye ing in each other s faces ’
.

[ in bl a nk aston ish m e n ] .

Main n e a pn a ghor a fa q ir I sold my horse to the fa qir .

ke h ath bech a .

L a rk i soti ki soti rah i . The girl slept right on .

9 . U n ke a ul a d na th i ( U m ke They had no children ( In .

h an ) their pl a ce ) .

I O Is kit ab
. ko mere l a rke ke IO . S end this book to my boy .

pas bhej do .

I I . Yih kitab e n daftar ko bhej I I S end these books to the

.

do . O ffice .

Yih ghoria n k itn e kitn e 12 . How mu ch did you p a y

m e n lin ? for e a ch of these m a res ?
1 3 . Bar f to m ain me s au ko li , 13 . I got the big one for 1 00
aur yih do c hhotfan main and the two sm a ll ones for
n e s a w a s a w a sau se lfn . 1 2 5 each .

n ot e th e 3 p re po s ition s of p ic r e.
2 8 F bl i
. a ay a t s e lek a r d as 28 . Re a d from the first verse
( d aswin ) t a k p arh o . to the tenth ( and includ
ing ) .

29 . U st a d meri b abat ky a kah 29 . Wh at w a s the teacher s a y

ta th a? ing a bout me ?
30 . Wuh ap k e
haqq m e n b a 30 . He was saying a very b a d
hut buri b a t kaht a th a . thing of you .

3 1 S a hib gh a r k e idb a r u d h ar
.
31 . The master must be about
bo n ge . the house .

3 2 Kit a b m ez par h a i ( or k e
.
, 32 . The book is on the table .

lip a r) .

33 Kapr a mez ke lipar ( not 33 The garment is h a nging

par) t a ng a h a i . abo v e the table .

34 K a pr a mez par ( or ke
.
, 34 The garm ent is l ying on
.

lip a r) p a r a h a i . the table .

3 5 S a hib gh a r par hain ( but , 3 5 Mr is a t home ( but is on

; .
,

ghar ke up a r hai n ) . top of the house or above ,

it [ if on a hill
Ap ke s a th shahr tak ho 36 I ll go a s far as the city
.
’

a nn g a . with you .

M ai n n e b aras on tak uski 3 7 I served him for years .

kh id m at k i .

W u h gh ar p a r do baj e tak 38 . They s at a t home till

h a ithe rahe two o clock ’
. .

P a n i koso n t ak p h ailta 39 The water went spreading

g ay a . for miles .

B a nd a a khiri dam t ak khid 40 . I ( your serv a nt) wi ll serve

m a t kareg a .
you till the l a st breath .

S ip a hi j a n t a k fa rq n a hi n 41 . A soldier does not reg a rd

k a rt a . his li fe ( M a kes no di ff e
.

rence up to li fe ) .

Ap ne k a h an tak parh a ? 42 . How far did you re a d ?

. Jah an tak ho sake h a sil 43 . As far a s possible g o on
kiye jao . acquiring .
44 . S ahib kitnf der tak thaire How long did the gentle
r a he ? m a n w a it ?
45 . S ahib log t a r ke a ne t ak The gentlemen w a ited till
b aith e rahe the ( wire) telegr a m came .

46 . W ub k a l mere p a s th a . He was with me yesterd a y

( sitti n g ) .

47 . Wu b k a l mere s ath th a
t He was with me yesterd a y
( going ) .

48 .
Kh ab ard ar! Isko b arf kha Look out ! T a ke this with
b a rd a ri s e le j a n a . gre a t c a re ( m a n n er) .

49 . Mai n p a hle yih b a t j a nti h lin . I have known this be fore .

5 0 . Yih c h auth e roz k i b a t h a i .

( This is a matter of the
fourth day ) This h a ppened
.

four d a ys ag o .

51 . I d h ar u d h ar ki b ate n hone All sorts of t a lk now b e

lag in . gan .

Vocabulary A lf az
’

R aS lil Apostle se n t on e
, , C h arh an a to m a ke go up ,

Moh a mmed put up

verse river
promise to come down ,

earth l a n d
,
go over
l a n dholder U tarn a to t a ke down put
’

we a lth over
we a lthy Ta n gn a to h a n g
fa keer holy m a n
, Ta n gn a to make hang
o ffspri n g Tan g tan g e n
,
leg legs
,

o ffice Bukh a r fever

quiet slow
,
Kos miles
quietness Dam bre a th
ser v a n t E k d a rn se with on e breath ,

service quickly
to go up Kh id m at service
 li fe Kh ab ard ar Look out
wire telegram , Kh ab ard arf care .

ne ws U st a d te a cher

L E SSO N XXIX . U N TIS WAN S AB A Q .

Log gh a r k e a ge p ic hh e I People were st a nding

. be
kh a re the .
[ th a . fore and behi n d the house .

W u b h am are a ge a ge j at a He w a s goi n g on be fore us .

Bill i c h u h iye k o p ak arke The c a t caught the mous e

l a rki k e s am n e lai . an d brought it be fore the

girl .

Yih pahle k f b a t h a i .
4 . This h a ppened be fore .

Jo mere b a d a t a h a i wu h He who comes a fter me

‘

m ujh s e pahle th a was before me

’

. .

S amne s e ( or Age se) hat ,

6 . Get out of the w a y ( from
j ao . in front) .

W u h oh ize n ghar k e p ic hh e 7 . Those thi n gs a re behi n d

h ain . the house .

These folk will a rrive a fter

‘

Yih log mere ba d p ah u n 8 .

che n ge . me .

“
is tr a nsl a ted by ”
’

( A fter ba d when it re fers to ,

time but by p ic h h e when it re fers to pl a ce

,
“
B e fore in
”
,
.
“

time is p a hle but of pl a ce it is s a m n e or ag e which two

,
“ “ “ ”

a re i n terchangeable ) .

9 . Iske b a dle m e n k of d lis rf 9 . Give some other ch a ir in

ch a uk i dedo . exch a n ge for this .

10 . Yih a dm i mere b a dle ( m e n ) 10 . This m a n wi ll work in my

k am k a reg a . place .

IO . Yih a dm i meri jag ah ( meri 10 . This man will work in my

iw a z) k a m kareg a pl a ce
‘

. .

II . M ah s ul k f ch a uk ian sh a hr II . T a x houses ( S e a ts of c u s
-
“

k e ware pare h ai n . tom ) a re on this a nd that

”

side of the city . .

 Wuh darakht jo dono ,
ko 27 . Cut th a t tree for me th a t
th io n k e b ich m e n hai ,
is between the two houses .

mere liye k aro .

Ap is s ab aq k i b abat ky a 28 . What are you aski n g about

p li c hh te h a i n ? this lesso n ?
J a is a h a i w a is a h f l a o . 29 . B ring it just a s it is .

Jais a ap m un as ib
jan e n , 30 . Do as you think proper .

wais a h f kare n .

. Mer a n a m wuh f h a i jo 31 . My name is the s a me as

usk a h a i . his.

J a h an t a k m ai n g a y a wub , 32 . He went a long with me a s

w a h an t a k mere s ath g a y a . far as I went .

Jis q a dr kh ab ard arf mum 33 As far as c a re is possible ,

kin h a i ki jae g i . it will be taken .

Mai n ais a k a m n a h in k a rt a 34 I do not do such work .

h lin .

M ai n itn a k a m n ah fn kart a 35 I don t do ’

so much work .

h lin .

Ais a bur a k a m m a t k a ro 3 6 Don t do s o . evil 3 thi

. ng
’
. .

U s n e itn a bur a k a m kiy a 3 7 He did so evil a thing

k i ky a k a he n ? th a t How shall I tell it ?
U t u i alm arfan m ujh k o ch a 3 8 I w a n t a s m a n y cup bo a rds
.
-

h iye n jitn i tu m h are p a s h a i n ( w a rdrobes ) a s you h a ve

. .

Itn e rlip ae diye jitn e ya 3 9 ( I) g a ve as many ru pees

, ,

h an h ai n . as a re here .

It n a h f k a m h a i 4 0 This is a ll the work there is

. . .

J ais a mai n k a h tin ( w a is a) 4 1 D o a s I tell you . .

k a ro .

J ais a u s n e kiy a m a i n n e 4 2 I did as he did . .

b h f kiy a .

B e c are ful to a tt a in speed a nd re a diness in the use of

these prepositions an d be a ccur a te with the ke or ki
,
“ ” ” “
,

always thi n kin g of them a s not th a t for is wa ste liye but

“ ” “
,
”
, ,

k e w a ste ke liye ; a bout is n ot b a bat but kf b a b a t

“ “ ” “ ” ” “
,
.
 Di v ersification Learn these sentences very completely
.
,

a nd the n take any nouns from the list th a t seem suitable an d

substitute .

T ake sente n ces 1 1 1 1 4 1 8 an d substitute k e ird gird

, , , , , ,

k e w are p a re kf is t a ra f k f us t a r a f k e p a s k e n az d ik k e
, , , , ,

p e s h tar k e p ic h h e k e b ajae k e liye k f kh a tir k e m a re k e

, , , , , ,

b a is k e sath k f tarah k f tar a f se ki t a r a f se k e darmiy a n

‘
, , , , , , ,

k c s ip urd k e was ile ,

.

Voca bulary . A lfaz .

Chh e dn a to pierce Alm a ri cup board -

,

C h h id n a to be pierced wardrobe
C h uhiya mouse Khirk i window
n e a rly Q a dr degree
Q arfb an
l/
N az d fl< ne a r opinion
, of
“
Ais a this sort
Kh ilaf ( b a r opposi n g I tn a this much
'

kh ilaf) V
’
U tn a th a t much
M u qab ale opposite oppos ,
/
J itn a as much

in g J ais a
'

r as
’

except K i m a rifat by means of

LE SSO N XXX . T I S WAN SAR A Q .

Conju n ctions .

1 . Ag a r m a i n p a hle c h h oton 1 . If I should begin with the

s e s h u rli k a rli n ( or Ag a r little ones first they wi ll
°

, , ,

m a i n n e pahle c hh oton s e speedily come on the right

’

s h u rli kiy a) to wub jald path .

r ah i r a st p a r a jae n g e
- -
.

2 . B a re mer i s u n k ar r a h i r a st - -
The big o n es he a ri n g me , ,

par jald a jae ng e warna ,

will quickly co me to the
gh a r s e nik a l d lin g a . right path else I ll put ,
’

them out of the house .

3 Agar wub h a qq k f r a h par .

.
I f they do not come on
n a ae n to gh a r se nikal
,
the right p a th then let
j aen . them get out of the house .

10
. A g arc h i m ai n n e
( Go ) Although I beg a n with the
b a ro n s e s h u rli k a rke b arf
‘
big o n es an d worked hard
k oshis h k i tau b h f ( t a ham )
, ( m a de a big e ffort) still
wah b e farm a n r a he the
-
. they remai n ed disobedie n t .

M a in n e c h h oton s e b a r f I worked hard with the

k os h is h k f lekin ( m a gar ,
little ones but they went
p a r) wu b ziy a d a khara b on getting worse
’

hote g a ye .

C h lin k i wu h tattli s au rlip ae S i ce the pony w a s worth

n

t, wu b
k a m ail th a us se k am Rs 1 00 he would ot t a ke
.
,
n

n a let a th a . le ss tha th a t ( property of

n

Rs .

Khw a h khw a h na
w ub ae Whether he come or n ot ,

ae tum b e n a n a hog a you mu st

’

. .
,

Ch a he yih lo ch a he wub , ,
T a ke either this or th a t ,

m ujh e p a rw a n ah fn . to me it is n o di fference .

N a chhot a a y a n a b a r a Neither the big n or the li ttle

’

do n o k e dono b e fa rm a n -
on e c a me both remaine d ,

rahe . disobedient .

Is k a m k o ah istag i se shuru I O This work should be begun

.

k a rn a ch abiye a is a n a ho ,
slowly lest the children
, ,

k i yih nay a dhang d e kh k ar ,

seei n g this new fa shion ,

l a rke hat j a e n . dr a wn back .

P e s h tar is k e k i m a i n ja I I B efore I could go he went

.
,
.

s a klin wu h gay a
, .

J a b t a k z in d ag f h a i t a b t a k , 12 . While there s li fe there ’

,

ummed bh f hai J a b tak . is hope ( While there is

.

s an s tab t a k as bre a th till the n is hope )

, .

J a b tak m a i n n a aun y a h in ,
1 3 . S t a y here till I come ( while
b aith e raho . I do not come ) .

.
J id h ar s e a y a u dh ar k o , 14 . He went the w a y he came .

g ay a .

. Jis tara f s e a y a u s f t a r a f 1 5 . He went the direction he

ch a l a g a y a . c a me .
29 . K a sh ki yih a dm i mer a 29 . O h may this man be my
,

bh ai Fazl ho . brother F a zl .

30 . K a sh ki log is b at k o 30 . O h th a t people m a y under

s am
jh en . st a nd this .

31 . Ky a kh lib hot a k i ap a te .
31 . How well it would h ave
been if you had come .

32 . I l a wa iske ek aur b a t h a i .
32 . Besides this there is on e
more thi n g .

33 K a l a k ya! Lo s a hib yih , , 33 . Black i n deed ! Come s ir

, ,

to ult a t a w a h a i . he is an u p turned grid dle -

.

34 . C h u n anc h i yih /kitab m e n 34 . A c c ordin g to which it i s

likb a hai . written in the book .

35 Chhote bare ae h a i n .
35 . S m all an d gre a t h a ve come .

36 . D otin rlip ae de d fjiye . Give ( me) two ( or) three

rupees .

37 K a m o besh b is b a i s din 37 It will t a ke a t le a st 2 0 or

lag e n g e . 2 2 d a ys .

S ahib
'

38 kah a k i ful a ne 38 He s aid to ask it from a

'

. ne se .

m a n g 10 . certain ( defi n ite ) person .

39 . M a i n kis i se m a ng l a un g a .
39 . I ll get it from somebody
’

( a nybody )
40 . Ek din kf
b a t h ai ki u s n e 40 . O ne d a y he told me that
k a h a ki m a i n kis i na kis i he would come some day
’

din a lin g a . or other .

41 . Mai n n e d e kh a wub bahut , 41 . I s aw it ( a nd) it s a very

,
’

a c h c h h a ghor a h a i . good horse .

42 .
Yih waqa i b a t h a i ki yih
‘

42 . It is a fact that this is

k agaz ac h c h h e hai n . good p a pe n
43 . W u b to k a b k a p ah un c h a 43 He must ha v e arrived a
hog a . long time a go .

Voca bulary Alf az .

Kam o b e s h les s ‘
and more
T a m iz discretion
 endowed Khw ah ( k h ah )
Ful a n a a cert ain ( defi n ite) k hw ah ( kh ah) either
, or

M a rz i will either or
Agar if Ya ya either or

na
'

/ To then indeed Na Neither n or

, .

Warn a else otherwise

, na [ neither] nor
“
A g arc h i , a lthough ‘
Il a wa is ke B esides
GO though r Phir Ag a in
Tau b h f still K a sh ki 0 th a t
T a ham nevertheless Ay a whether
/
Lekin but P e s h tar is k e be fore this
/ M a gar but .
7
Is liye Where fore
P ar but 2 U s liye therefore
B a lki r a ther Jab tak while
C h linki sinc e 7 J a b tak na until
f C h u n anc h i ccordingly M an len ki gra n ted
a

\
Ais a n a ho k i le s t T a b tak till whe n ft

L E SSO N XXXI . I K TIS WAN S AB A Q .

13
sa

1 . W ub lamb a s at arkh a n ap n e 1 That lo n gish carpe nter does

.

b a p k a s a k a m k a rt a h ai . work like his father s ’

.

L a rk a murda s e p ar a th a The boy lay as dead

‘ ’

2 . . . 2 . .

lman d a d m i
‘

3 . T ujh s é aq 3 I nee d a wi se m an like

.

m ujh k o d a rk a r h a i . thee .

4 . M ujh sé d ukh iya ap ne 4 You c a n never have seen

.

k ab h f
na d e kh a hog a on e s o distressed as I
’

. .

5 M ujh g a rib k o ky lin d iqq Why do you vex poor me ?

.
5 .

k a rt ho ?
e
6 M ujh gun a g a r par r a hm k a r
. . 6 . Have mercy on me a sinner .

7 Mer. a s é d u k h ap n e kab h i 7 . Y ou have never seen such

nah in d e kh a . trouble as mine .

8 W ub gor a s é l a rk a ap k a
. 8 . Is th a t fairish b oy yours ?
hai ?
. Wub l a ra i m en S her sé
9 . He is like a tiger in fight .

a dm i h a i .

Yih dar a kht bahut s é phal 10 . This tree bears a lot '

of

l a t a hai .

U s k ar a ng o rau gan ku chh I I His colour and complexion

.

k a k uchh ho gay a . quite changed .

S ab a dmi e k s e n ah fn hote . 12 . All men a re n ot alike ( on e ~

is h ) .

3 His tiger like fo rm was

’

Us ki S her ki sf S ll rat da 1 .
-

rau nf th i . terrible .

B ahut s e ghore yah an par 1 4 There are lots of horses

.

m a uj lid hain . here ( present) .

Jab main mar gay a to kais a , 1 5 When I am dead h ow can

.
,

unk a p ar h they go to s chool

’
? ?
n a

K hidmatg a r n e kah a ki 1 6 The w a iter said

. I have ,
“

“ ”
L ay a j an ab
,
. brought it S ir ( but means ,
”
, ,

“
I ll bri n g it in a fe w
’

Is m en ziy a d a p anf hai , 17 . There i s too much w a ter

thor a n ikalo in this take ou t a li ttle
’

. .
,

Yih bar a a d mi hai Kuchh .

1 8 . This is a gre a t m a n S ay .

n a k a hn a . nothi n g .

Yih b a r a khar a b a dm i h a i
‘

.
19 . This is a very bad man .

M ar d ale g a He ll kill you

’
’
. .

B a zo n k o jh lith b oln a a s a n
’

20 . To some lying is easy to ,

hai ba zo n k o mushkil
‘

,
. others di fficult .

Ap subh do p a har s e pesh

, 2 1 . Wi ll you come in the m or
tar do p a har k o ya do
, ,
ning forenoon at noon or
, , ,

pahar k e w
ba d a g e n e ?
‘
a fter noon ?

K hidmatg a r c h ab hig o d o ,
. 22 . Wet the tea w a iter S ir
?
, ,

J a n a b p an ch minit b lie ki
,
I wet it five minutes a go .

b hig o d i h a i .

K of a dmi aya hai ? 23 . H a s any one come ?

( a) Chand a dmi ae hai n .

( a) S everal ha ve come .
 4 . Ka m to kar chuk a th a , 4 . Y es , he h a d finished his
lekin j an a na ch a ht a th a . work but he did n ot wish
,

to g o .

A pne kapre kah an t a ng a Where do you hang you r

k a rte ho ?
clothes ( a s you r
Is p a t th a r k a ky a w a z u Wh a t is the weight of this
hai ? Ap u th a s akte hain ? sto n e ? Can you li ft it ?
Ap ch a y a k a fi piy a k a rte ’

Do you d rink te a or co ffee ?

h ain ?
Pahle to k aff piy a k a rt a I used to d rink co ffee but ,

th a mag a r jab s e Hi n du
,
si n ce we came to Indi a ,

st a n m e n ae h a m ch a piy a
,
we drink te a .

karte h ain .

Gho ra to b h ag n e l a g a h i 9 . The horse indeed began

th a leki n s a hib n e b h ag n e
, to run but m a ster di d n ot
,

n a diy a . let him ( ru n ) .

R e lg ari a bh i ayach a ht i h a i . IO . The tr a i n is just comi n g .

B an d agi j a n a b
,
. II . Good eve n i n g s ir ( S er .

vice sir) ,
.

B an d agi. 12 . Good evening ( S ervic e) . .

Sal a m alaiku m . 1 3 . Pe a ce to you .

W alaiku m s al a m . 14 . And to you pe a ce .

Diversific a tio n Cha n ge pronouns of 1 8 so far as p os

.
—
,

sible to other persons an d genders Change all the tenses

, . .

“
A fter the model of 1 0 use clock “ ”
strike din n er
, ready ”
, ,

“ ” “
tiger fight girls sing “
people
,
”
,

S ubstitute list verbs in 7 .

Voca bulary A lf az
’

. .

K a ff co ff ee
R elg arf rail ca rriage ,

train .

U sed o l y by M o l m
n s e s .
 D I VE R S IFI C ATI O N TA B LE .

N ouns B oy girl horse mare man wom a n king ( raj a )

.
, , , , , , ,

queen foot vill a ge book night c ow bu ffa lo bu ffa lo bull

, , , , , , ,
-
,

ox ,
h e a ss s h e as s bird brother sister river fan curtai n
-
,
-
, , , , , , ,

p a per ( k agaz at) place ( S i n gulars a nd plurals ) -

,
. .

Verbs De n a len a ari a j a n a u rh n a b airh n a hon a chal n a

’

.
, , , , , , , ,

k a rn a m a m a mam a dekh n a su n n a b olna k a hn a rakhn a

’

, , , , , , , ,

k h aridn a ( mol le n a) l a n a bul a n a mil n a b h ejn a ch ahn a , , , , , ,

n ikalna b a ch n a d h on a it app e a rs oug b t h a v e ( of possessio n

, , , , , ,

a s I thou etc have it) ( In all persons a nd te n ses)

, , .
,
. .

Caus a ls . M a m a m am a
t iit u a torn a tora n a b oln a , ,
m arwan a, , , ,

bul a n a b ulwan a c hh litn a C h h orn a c hh urana dekh n a dikh an a

, , , , , , ,

den a d ilana dilw an a uthn a u rb a n a uth wan a karn a kara n a

, , , , , , , ,

s am ajh n a s a mjh an a rakhn a rakh a n a rakh wan a sunn a s u

, , , , , ,

n a n a kahn a kah l an a mil n a mil a n a n ik aln a n ik aln a nik a l

, , , , , , ,

w a n a b a chn a b ac h an a bikn a b e ch n a b ikwan a ( In all

, , , , , .

persons moods and tenses ) , ,

.

P ers onal P rou n ous M a i n h a m ; tli tum ap ; wuh , , , ,

yih : ( O bj ) m ujh m ujh e ; tujh tujh e ; ham hame n ; tum tum , , , ,

h e n ap ; u s u s e u n unho u u nh e n ; ( Poss ) M e ré i e ; ter a i e

, , , , ,
.
- - - -
,

ap k a f e ; usk a f e unk a f e :h a m a r a f e tumb a r a i e a

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p kaé e ;
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,
- - - —
,
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,

unk a i e ink a f e ; apn a f e ( In a ll genders )

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,
- - — -
. .

P rep os ition s par tak k o lie ( w a ste) k ai e k e lie

. M en, s e, , , , ,
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,

( ke w a ste) m e n s e par s e k e p as k e ag e ( ke s a mne ) k e

, , , , ,

p ic hhe k e niche k e a ndar , k e b a har k e b ich k e s a th k e , , , , ,

ba d k e pahle k e lipar k e siw a k e b a r a bar k e s a b a b k e

‘

, , , , , ,

l a iq k e ird gird k i b ab atj lkf kh a tir k i t a r a f kf t a r a h kf

, , , , ,
’

m a rifat k i m anin d k i n is b at kf jag ah ( with all classes

, , ,

of nou n s ) .

Ad v erbs J ais e j ah an k a h in a b kf daf a a b abh f k ab h i

’
.
, , , , , , ,

k abh i n a h in b a r b a r aj kal parso n yah an w a h a n h an

, , , , , , , ,

n ah fn , n a m a t bahut h am e s h a idb a r u d h ar ylin is tarah

, , , , , , , ,
us tar a h j hat pat to b h f p a r sawere zor se b a r a
, , , , , , , ,
m as alan ,
fa qat qarib an h arg iz n ah fn
, , .

A dj e ctiv es
Good .
,
b a d cold h ot heavy light close far
, , , , , , ,

hard e a sy h a rsh
, , ,
so ft wide narrow cle a n dirty ready
, , , , , ,

e n ough high low , , ,

true fa lse you n g old rich poor in the
, , , , , ,

three degrees a nd ,
with b on a a nd ba rnaf ’

R ela tiv e s ,
[ n terrog a tiv e s and Yih ot/i ers .
,
wub, aur ziy a da
, ,

ais a wais a a ksar b a q i

, , , ,
dono ga ir b a z , ,
‘

,
b a hut k af , ,

ku chh S ab kull C hand , , ,

.

K a b kidhar ? k a is a ? kylin ? kaun ? ky a ?

?
k is t a rah ? J a b , j l d h ar,

jais ajyl ln
’

.
,

Jo k of jo k of jo jo jo kuchh Ful a na e k dusr a

, , , ,
.
, ,
s ab kuchh ,

aur kuchh h a r h a r k of s ab k of ap khud , , , , ,

.

N u m be rs O ne two three four five s ix seven eight nine

.
, , , , , , , , ,

ten eleve n etc E k do tin ch a r p a nch chh a s at a th n au

, .
, , , , , , , , ,

d a s gy a r a b a ra ter a chaud a pandr a sol a s a tr a a th a ra

, , , , , , , , ,

unnis b is p a ch is p a ch a s s au s ain kra First se co n d etc

, , , , ,
. .

P a hl a i ( or a ww a l) d lis ra i tfs ra f ch a uth a f p an c h wan win

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.
,
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,
-
,
-
, ,
-
,

chh a th a f s atwan a thw an etc -

, , ,
.

Tim e Ta ble f or S tu dy ( s ugg es ted ) .

1 minutes E a r a nd To n gue exercises

5 .

Read over the past senten ces .

1 5 minutes le a rning new sentence .

1 hour s practic e on slips

’
.

hour readi n g U rdu ch a racter .

As much O r a l composition sentence form a tion

“ ”
, ,

di v ersific a tion a s possible , .

Repe a t in the a fternoo n .

S tops 1 5 1 8
,
—
V erbs
S ubjunctive 1 1 7 ,
—
1 19 P a rticiples 1 1 9 1 2 8 ,
—

To n gue 7 8 2 2 2 7
, , ,
—
Passives 1 0 5 1 0 7 1 1 I,
—
,

V erbs Permission 1 2 8 ,

“ ”
of ability 151 1 52
,
—
with n e 7 5 79 —

C a use 1 0 7 1 1 1
,
—
V oice 1 4
, 15 —

Completio n 1 5 2 , V owels 1 2 2 8 2 9
, ,
—

Compulsion 1 30 ,
defined 1 4 1 5 ,

Continuation 8 5 8 6 1 3 2 ,
—
, , 1 33 W é la 1 2 5 — 1 2 8
,

Permission 1 2 8 ,
Whispering 2 9 30 ,
—

U ncertainty 1 3 1 1 32 ,
— Y a wning 2 7 ,