Introduction to Sanskrit THomas EGENES PART ONE MOTILAL BANARSIDASS PUBLISHERS PRIVATE LIMITED e DELHIFirst Indian Edition: Delhi, 1994 Second Revised Eciton: Delhi, 1996 ‘Third Revised Edition: Delhi, 2003 First Published: California, 1989 ‘© THOMAS EGENES All Rights Reserved ISBN: 81.208:11402 Also available at MOTILAL BANARSIDASS 41 U.A. Bungalow Road, Jawahar Nagar, Delhi 110 007 8 Mahalaumi Chamber, 22 Bhulabhal Desi Road, Mumbai 400 026 236, 9th Main IMI Block, Jayanagar, Bangalore 60 011 126 Royapetah High Road, Mylapore, Chennai 600 004 Sanas Plaza, 1302 Baji Rao Road, Pune 411 002 8 Camac Sureet, Kolkata 700 017 ‘Ashok Rajat, Pana 800008 ‘Chowk, Varanasi 221 001 OR SALE IN SOUTH AND SOUTHEAST ASIA ONLY Printed in Inia BY JAINENDRA PRAKASH JAIN AT SHRI JAINENDRA PRE ‘AB NARAINA, PHASE, NEW DELHI 110028 AND PUBLISHED BY NARENDRA PRAKASH JAIN FOR -MOTILAL BANARSIDASS PUBLISHERS PRIVATE LIMITED, BUNGALOW ROAD, DELHI 110007CONTENTS PAGE INTRODUCTION xi LESSON ONI 1 Alphabet: ‘The vowels in roman script 2 ‘The first six vowels in devanagari 4 Grammar: How a verb is formed 5 ‘The singular ending for verbs 5 Vocabulary: The verbs Vgam and \prach 6 The word for “and” 6 How to write simple sentences 6 LESSON TWO 8 Alphabet: Most of the consonants and how they are organized 9 ‘The last seven vowels in devandgari 12 Grammar: Verbs in the dual 13 Vocabulary: More verbs 4 The word for “where” 4 LESSON THREE 18 Alphabet: ‘The remaining letters in roman script 19 ‘The first ten consonants in devanagari 23 Grammar: The plural 24 ‘The grammatical terms to describe a verb 25 Accent 27 Vocabulary: More verbs 28LESSON FOUR Alphabet: __Ten more consonants in devandigari 32 ‘Theaccusative case _33, Vocabulary: Nouns that end in short a 35 LESSON FIVE Alphabet: The rest of the alphabet in devandgari 42 G Theis i ‘ Vocabulary: More nouns that end in short a 47 LESSON SIX 54 Alphabet: ___ How vowels are formed when they follow consonants _5$ Gamma; Theablative and the genitive 58 a Vocabulary: More nouns in a 60, LESSON SEVEN Alphabet: ~~ Conjunct consonants 68 Gamma Th i - 2 Vocabulary: More nouns in a 15 LESSON EIGHT 86 Alphabet: ‘The sandhi rules for combining vowels Grmmsr; Neuter nouns in shor a 92 ‘Vocabulary: Neuter nouns 93CONTENTS LESSON NINE Alphabet: The sandhi rules for final h Vocabulary: Verbs in the middle voice LESSON TEN Alphabet: The remaining sandhi rules Grammar, Pronouns and adjectives ‘The verb Yas Vocabulary: Adjectives and particles LESSON ELEVEN, Alphabet: Internal sandhii rules ‘Third person pronouns Vocabulary: Feminine nouns LESSON TWELVE Alphabet: Numerals; cardinal and ordinal numbers Grammar, Nouns in i and the gerund Vocabulary: Nouns ini LESSON THIRTEEN Alphabet: ‘The sandhi rules for combining vowels 166 167 Relative-comelative clauses Vocabulary: Nouns ind Relative and correlative adverbs 172 178 178CONTENTS LESSON FOURTEEN Alphabet: The sandhi rules for final h Grammar: Verb prefixes and the imperfect active Vocabulary: More verbs LESSON FIFTEEN Alphabet: The sandhi rules for final m Grammar; More verb prefixes The imperfect middle Vocabulary: More verbs LESSON SIXTEEN Alphabet: The sandhi rules for final n Grammar: Nouns in an The imperfect for Vas The dvandva compound 210 Vocabulary: Nouns in an, more adjectives LESSON SEVENTEEN Alphabet: The sandhi rules for final t Grammar; Nouns ending in y, the future tense Vocabulary: Nouns int LESSON EIGHTEEN Alphabet: All remaining sandhi rules Grammar: Nouns inu The karmadharaya and tatpurusa compound Summary of compounds Vocabulary: Nouns in u, more adjectives 181 182 188 191 195, 205 208 210 214 217 218 220 224 228 229 232 233 235 238CONTENTS ANSWERS TO EXERCISES TABLES — Masculine a . Neuter a Feminine & Masculine i, feminine i Feminine i Masculine an Neuter an Masculine r, feminine r Masculine u, feminine u Pronouns Verbs Prefixes Numerals sandhi VOCABULARY ENGLISH-SANSKRIT VOCABULARY SANSKRIT QUOTATIONS READING FROM THE BHAGAVAD GITA INDEX OF GRAMMATICAL TERMS GENERAL INDEX 242 298 299 300 301 302 303 304 305 306 307 312 318 319 320 328 342 352 371 376 382REASONS FOR STUDYING SANSKRIT VEDIC AND CLASSICAL SANSKRIT INTRODUCTION There are several reasons to study the subtle and refined language of Sanskrit. The sound, script, grammar, and systematic nature of the language is charming in itself, something of great beauty. The study of Sanskrit creates orderliness within the mind because Sanskrit is a highly systematic language, reflecting the orderliness of nature itself. Most students who study Sanskrit also have an interest in the content of the Sanskrit literature. This large body of literature is enormously diverse, including such fields as philosophy, science, art, music, phonology, grammar, mathematics, architecture, history, education, and logic (to name just a few). The literature can be undersiood in greater depth when it is studied in its original language. Even a little Sanskrit will give you control over English translations of the Sanskrit literature, so you will be able to decide if a crucial word has been mistranslated. While you may not become an expert translator of the Sanskrit literature, you'll find that an introductory knowledge of Sanskrit has great worth. Even a small knowledge of Sanskrit is useful when reading Sanskrit texts in English, And who knows? The study of Sanskrit could lead to something far beyond what you anticipated. Sanskrit (samskrta) means “perfected,” or “put together” (“put,” krta and “together,” sam). Sanskrit is divided into two principal parts: Vedic Sanskrit and Classical Sanskrit. The older language is Vedic Sanskrit, or Vedic, the language of the Samhita andTEXTS ON SANSKRIT FEATURES OF THIS TEXT INTRODUCTION Brahmana. Vedic Sanskrit begins with the Rk-Samhita. Classical Sanskrit, which includes several aspects, is the language of the Bhagavad literature. Ramayana, and the rest of the Sanskrit This text focuses on the beginning study of Classical Sanskrit, although several of the quotations are in Vedic Sanskrit. Normally, Vedic Sanskrit is studied after Classical Sanskrit is learned. Over the past several hundred years, few Western scholars have written grammars or introductory textbooks for Sanskrit. In the 17th and 18th centuries, a few introductory materials for Sanskrit were written by Jesuit missionaries living in India. Some 19th Century works are by: Bartholome (1801), Foster (1804), Colebrooke (1805), Carey (1806), Wilkens (1808), Hamilton (1814), Yates (1820), Bopp (1827), Wilson (1841), Monier-Williams (1846), Ballantyne (1862), Benfey (1863), Miiller (1866), Kielhorn (1870), Whitney (1879), and Perry (1886). Some 20th Century works are by: MacDonell (1911), Renou (1942), Antoine (1954), Burrow (1955), Tyberg (1964), Gonda (1966), Hart (1972), Coulson (1976), and Goldman (1980). This text is written to fulfill a need that still remains, which is to make the introductory study of Sanskrit simple, concise, and systematic, thereby making it more accessible and enjoyable for a beginning student. Phe text is not a complete survey of Sanskrit grammar, or even a primer. It is meant to be a “pre-primer,” a step-by-step introduction to the fundamental aspects of the language.INTRODUCTION ALPHABET xiii Some of the features of this text are: + Small, learnable steps + Sequential organization + A balance between alphabet, grammar, and vocabulary in each lesson + As few unnecessary complications as possible + Gradual integration of sandhi rules After completing this text, you should be able to study any of the above Sanskrit textbooks more comfortably, or begin Part II of this text, Part II will feature the reading of selected verses from the Bhagavad-Gita, accompanied by a more thorough explanation of unfamiliar rules of grammar as they are encountered in the reading. Both volumes together will cover the basic rules of Sanskrit grammar. For college classes, Part I covers the standard material for a one-semester course and Part II for the second semester. After completing Part II, the student should be able to read the Bhagavad-Gita with the aid of a Sanskrit dictionary and a word-by-word English translation. In this text, each lesson has three sections: 1. Alphabet 2. Grammar 3. Vocabulary The study of any language begins with the study of the alphabet— both pronunciation and script. From the beginning, the pronunciation of Sanskrit should be relaxed and natural, without straining. One of the texts of Sik states that Sanskrit should beGRAMMAR VOCABULARY 3. AN LKUDUL UN One challenge for the beginning student is learning the rules, called sandhi rules, which describe how the sounds of words change in different environments. In the past, students have found these rules demanding, because they cannot be used until they are memorized, and they are difficult to memorize without being used. By introducing sandhi in small steps that are easy to master, this text attempts to overcome this problem. Beginning in Lesson 2, the exercises will be given without sandhi (pada-patha), but will also be observed with sandhi (samhit’-pitha). Beginning in Lesson 8, the sandhi rules will be given in chart form, so that the charts can be used temporarily as a quick reference to gain understanding of the general context of the rules. After using the charts for some time, it will be easy to memorize the rules, which begin in Lesson 13. . The study of grammar is from Vyakarana, of which the primary text is the Astadhyayi of Panini. The Astadhyayi is a concise and complete grammar of Sanskrit, containing about 4,000 siitras, or aphorisms. While samskrta means to “put together,” Vyakarana means to “undo” or to “take apart.” It gives the details of the structure of the language. Many of the grammatical terms are given in Sanskrit. Memorizing these terms will be useful for several reasons. It will give you a better understanding of the tradition from which these rules came. It will allow you to feel more comfortable when studying more advanced Sanskrit textbooks, of which many use these terms. It will increase your vocabulary, which will be useful in many areas, since most of these terms are also found in other areas than grammar. According to Yaska’s Nirukta (the Vedaiiga dealing with word meaning), all Sanskrit words can be divided into four categories: verbs (Akhydita), nominals (nouns, pronouns, and adjectives)INTRODUCTION HOW TO STUDY THIS TEXT ACKNOWLEDGEMENTS xv (naman), prefixes (upasarga), and indeclinables (nipata). Verbs, as well as nominals, are systematically derived from verb roots (dhatu), of which there are about 2,000. In this text, the limited vocabulary is aimed at eventually providing you with an entry into the reading of the Bhagavad-Gita and the Ramayana. Review the alphabet, grammar rules, and vocabulary frequently and in a relaxed state of mind before doing the exercises. Then the exercises will be more enjoyable, with fewer difficult areas. The exercises in this text contain as few idiomatic Sanskrit expressions as possible, so that you will not be overburdened with learning too much at one time. If the exercises seem difficult, you should review more. The answers to the exercises are given in the back of the text (p. 242). In general, you should review as often as possible during the day, taking a few minutes to bring the material to mind. If there is any hesitation in recall, immediately look at the written form, rather than straining and thus “programming” your mind to forget. The best way to memorize is to speak the words out loud, if possible. Memorization should be easy, comfortable, and frequent. The following individuals have kindly offered inspiration and creative suggestions, and have cheerfully assisted in the preparation of this text: Bryan Aubrey, Niels Baumann, Harriet Berman, Laurie Couture, Michael Davis, Carol de Giere, Katherine Doak, Lawrence Eyre, James French, June French, Peter Freund, Elizabeth Goldfinger, Shepley Hansen, Jean Harrison, Monica Hayward, Park Hensley, Jos Hindriks, Sherry Hogue, Jan Houben, Robert Hiitwohl, Alicia Isen, Vernon Katz, Lee Keng, John Kremer, John Konhaus, Sara Konhaus, Margaret Lerom, Sherry Levesque, Dawn Macheca, Richard Marsan, Devorah McKay, Meha Mehta, Christine Mosse, Anthony Naylon, Patricia Oates, Dafna O’ Neill, Helen Ovens, Craig Pearson, David Reigle, Beatrice Reilly, Beth Reilly, John Roberts, Robert Roney, Frederick Rosenberg, SusanGRAMMAR VOCABULARY 3. AN LKUDUL UN One challenge for the beginning student is learning the rules, called sandhi rules, which describe how the sounds of words change in different environments. In the past, students have found these rules demanding, because they cannot be used until they are memorized, and they are difficult to memorize without being used. By introducing sandhi in small steps that are easy to master, this text attempts to overcome this problem. Beginning in Lesson 2, the exercises will be given without sandhi (pada-patha), but will also be observed with sandhi (samhit’-pitha). Beginning in Lesson 8, the sandhi rules will be given in chart form, so that the charts can be used temporarily as a quick reference to gain understanding of the general context of the rules. After using the charts for some time, it will be easy to memorize the rules, which begin in Lesson 13. . The study of grammar is from Vyakarana, of which the primary text is the Astadhyayi of Panini. The Astadhyayi is a concise and complete grammar of Sanskrit, containing about 4,000 siitras, or aphorisms. While samskrta means to “put together,” Vyakarana means to “undo” or to “take apart.” It gives the details of the structure of the language. Many of the grammatical terms are given in Sanskrit. Memorizing these terms will be useful for several reasons. It will give you a better understanding of the tradition from which these rules came. It will allow you to feel more comfortable when studying more advanced Sanskrit textbooks, of which many use these terms. It will increase your vocabulary, which will be useful in many areas, since most of these terms are also found in other areas than grammar. According to Yaska’s Nirukta (the Vedaiiga dealing with word meaning), all Sanskrit words can be divided into four categories: verbs (Akhydita), nominals (nouns, pronouns, and adjectives)INTRODUCTION HOW TO STUDY THIS TEXT ACKNOWLEDGEMENTS xv (naman), prefixes (upasarga), and indeclinables (nipata). Verbs, as well as nominals, are systematically derived from verb roots (dhatu), of which there are about 2,000. In this text, the limited vocabulary is aimed at eventually providing you with an entry into the reading of the Bhagavad-Gita and the Ramayana. Review the alphabet, grammar rules, and vocabulary frequently and in a relaxed state of mind before doing the exercises. Then the exercises will be more enjoyable, with fewer difficult areas. The exercises in this text contain as few idiomatic Sanskrit expressions as possible, so that you will not be overburdened with learning too much at one time. If the exercises seem difficult, you should review more. The answers to the exercises are given in the back of the text (p. 242). In general, you should review as often as possible during the day, taking a few minutes to bring the material to mind. If there is any hesitation in recall, immediately look at the written form, rather than straining and thus “programming” your mind to forget. The best way to memorize is to speak the words out loud, if possible. Memorization should be easy, comfortable, and frequent. The following individuals have kindly offered inspiration and creative suggestions, and have cheerfully assisted in the preparation of this text: Bryan Aubrey, Niels Baumann, Harriet Berman, Laurie Couture, Michael Davis, Carol de Giere, Katherine Doak, Lawrence Eyre, James French, June French, Peter Freund, Elizabeth Goldfinger, Shepley Hansen, Jean Harrison, Monica Hayward, Park Hensley, Jos Hindriks, Sherry Hogue, Jan Houben, Robert Hiitwohl, Alicia Isen, Vernon Katz, Lee Keng, John Kremer, John Konhaus, Sara Konhaus, Margaret Lerom, Sherry Levesque, Dawn Macheca, Richard Marsan, Devorah McKay, Meha Mehta, Christine Mosse, Anthony Naylon, Patricia Oates, Dafna O’ Neill, Helen Ovens, Craig Pearson, David Reigle, Beatrice Reilly, Beth Reilly, John Roberts, Robert Roney, Frederick Rosenberg, SusanFOR FURTHER STUDY Sy INTRODUCTION Rosenfield, William Sands, Peter Scharf, Barney Sherman, Barbara Small, Thomas Stanley, Dale Stephens, Jan Storms, Sheila Terry, Roxie Teague, Susan Tripp, Agnes Maria Von Agris, Douglas Walker, Keith Wegman, Geoffrey Wells, Julan White, and Elinor Wolfe. Many other students who have studied this text have given valuable feedback. Peter Freund and Eric Vautier developed the devanagari and transliteration fonts used in this text. My wife, Linda assisted in editing and offered continuous guidance and support. ‘The Sanskrit quotations beginning on page 352 (Part One) and the verses from the Bhagavad Gita (Part Two) are from translations by Maharishi Mahesh Yosi. + Sanskrit Manual, Roderick Buknell, Motilal Banarsidass + A Sanskrit-English Dictionary, Monier Monier- Williams, Motilal Banarsidass + The Bhagavad Gita, translated by Winthrop Sargeant, State of New York University Press + Devavainipravesika: Introduction to the Sanskrit Language, Goldman and Sutherland, University of California, Berkely + Sanskrit, An Introduction to the Classical Language, Michael Coulson, Teach Yourself Books, Hodder and Stoughton +A Sanskrit Grammar for Students, Arthur MacDonell, Motilal Banarsidass + Samskrtasubodhini: A Sanskrit Primer, Madhav Deshpande, University of Michigan + Sanskrit: An Easy Introduction to an Enchanting Language, Ashok Aklujkar, University of British Columbia + Sanskrit Grammar, William Dwight Whitney, Motilal Banarsida: + Sanskrit Reader, Charles Lanman, Motilal Banarsidass + A Higher Sanskrit Grammar, M. R. Kale, Motilal Banarsidass + A Manual of Sanskrit Phonetics, C. C. Unlenbeck, Munshiram + A Dictionary of Sanskrit Grammar, K. V. Abhyankar, Baroda Oriental Institute + A Critical Study of Sanskrit Phonetics, Vidhata MishraINTRODUCTION DEDICATION xvii This book is dedicated with deep appreciation and gratitude to Maharishi Mahesh Yogi. Maharishi describes Sanskrit as the Tanguage of nature, the language of the impulses within pure consciousness, the Self. Maharishi explains how the ancient Vedic rishis of the Himalayas, fathoming the silent depth of their own pure consciousness, cognized these impulses. These cognitions were recorded in the Vedic literature, a vast body of beautiful expressions that embodies the mechanics of evolution in every field of life. Over the years, Maharishi has emphasized the most significant passages from this literature, of which many are included in the section of this text entitled “Sanskrit Quotations.” The knowlege contained in these expressions can be found at the foundation of every culture and tradition, From the Vedic tradition of India, Maharishi has brought to light practical procedures for experiencing pure consciousness and promoting evolution in daily life—Maharishi’ s Transcendental Meditation and TM-Sidhi program. This simple, natural program has brought happiness and fultiliment to millions of people around the world, and has been verified by more than 500 scientific studies on every continent. Maharishi has provided the means for removing stress and suffering and for unfolding the full potential within every individual—for creating perfect health, progress, prosperity, and permanent peace in the world.LESSON ONE Alphabet: The vowels in roman script The first six vowels in devanagari Grammar: How a verb is formed The singular ending for verbs Vocabulary: The verbs Vgam and Vprach The word for “and” How to write simple sentencesALPHABET: VOWELS LESSON ONE. ._ In Sanskrit, each letter represents one and only one sound (varna). In English, the letter “a” may indicate many sounds, but not so in Sanskrit. The alphabet is systematically arranged according to the structure of the mouth, . There are two basic divisions to the alphabet: a. Vowels @vara, or sounded) b. Consonants (vyafijana, or manifesting) . Vowels can be either short (hrasva) or long (dirgha). Short vowels are held for one count (mitra), and long vowels are held for two counts. Some vowels are called simple (6uddha), and some are called complex (samyukta). SHORT LONG Simple a a i i u ii r F 1 LONG LONG Complexe ai ° au }. In Vedic Sanskrit, but rarely in Classical Sanskrit, there are also vowels held for three counts, called pluta, which are marked in devandgari and roman script by the short vowel followed by the numeral 3. For example: a3, or a times 3. You may also see it marked with a long vowel: 83. Panini (1.2.27) compares the three counts to the calling of a rooster: u 0 u3.LESSON ONE, 5. Here is the pronunciation of the vowels: a like the first “a” in @ like the “a” in i like the “ea” in i like the “ee” in u_—ilike the “v” in like the “oo” in like the “ri” in F like the “ri” in 1 ike the “Iry” in e like the “a” in ai like the “ai” in © like the “o” in au like the “ou” in America father heat beet suit pool river (usually not rolled) reed jewelry gate aisle pole loud 6. The lines and dots are called “diacritics,” or “diacritical marks.” ‘They are used because the Sanskrit alphabet has more letters than the English alphabet, Diacritics are combined with roman letters to Tepresent new sounds. 7. A vowel by itself, or a consonant or group of consonants followed by a vowel, is called a syllable (aksara),4 LESSON ONE 8. Sanskrit is written in the devanagari script. The word devandgari means the “city (nigari) of immortals (deva).” There are no capital letiers. 9. The ideal way to learn the seript will be to memorize approximately one letter each day, writing it 20 times or so, and putting it ona flash card (devanagari on the front and roman on the back). Continue to practice regularly with your flash cards throughout the course, Practice for small amounts of time, several times a day. 10. Here are six vowels in devanagari. The small numbers inside each letter indicate the order in drawing the various parts of the letter. In general, write left to right, top to bottom, writing the bar last. (Alternate forms for a and will be learned in Lesson Seven.) UY zo TOPLESSON ONE GRAMMAR: VERBS: «Sanskrit roots are divided into ten classes (gana) in order to form the present stem. We will study the four classes whose stems end in a. The root (dhatu), written with V before it, forms a stem (anga), and the stem adds an ending (tif) to form a verb (tifanta). Root Vgam go. Stem gaccha go Verb gacchati he, she, or it goes \ Nat Stem + Ending (ti) . Verbs are in three persons (purusa): third (prathama, or first), second (madhyama, or middle), and first (uttama, or last). (Students in the West have learned these upside down.) Third person he, she, or it Second person you First person I . The stem stays the same, but the ending changes for each person. This form is called the present indicative, because it is in the present tense, and it indicates. It is singular (eka-vacana). Third person gacchati she goes, he goes (gaccha + ti) Second person _gacchasi you go (gaccha + si) First person gacchami Igo (gaccha + a + mi)6 LESSON ONE, VOCABULARY 1, Here is the vocabulary in Sanskrit and in English. Each verb appears in its root form, followed by the third person singular form, The stem can be found by removing the endings. SANSKRIT ENGLISH Vgam (root) gacchati (3rd per. sing.) he goes, she goes ca (indeclinable*) and (placed after the last werd of the series, or after each word) (never first in a sentence or clause’ \prach (root) prechati (3rd per. sing.) he asks, she asks *Some words do not have endings, and so are called “indeclinable” (avyaya). Included as indeclinables are: prepositions, adverbs, particles, conjunctions (like ca), and interjections. A few nouns (ike svasti) are also treated as indeclinables. 2. Here are some sample sentences: gacchami Igo. (or) Iam going. prechati gacchimi ca He asks and I go. prechati ca gacchiimi ca He asks and I go. gacchasi ca prechasi ca You go and you ask. (or) You go and ask.LESSON ONE EXERCISES . Memorize the vowels and their order in roman script. Learn to pronounce them correctly. . Learn to write and recognize the first six vowels in devandigarl. |. Memorize the forms for the first, second, and third person singular verbs in the present indicative. . Memorize the vocabulary. . Translate the following sentences into English. Pronounce each sentence several times out loud, both before and after translating. Compare with the correct answers given on page 242. a. prechasicagacchatica _¢._prechati prechiimica b. gacchamiprechamica —f._gacchasi ca gacchati ca c. prechaticagacchatica g._prechAmi gacchasi ca d. gacchasi prechami ca ‘h. prechatica gacchamica . Translate the following sentences into Sanskrit: a. Igo and Iask. e. You ask. b. You ask and he goes. f. Task and you go. cc. He asks and you go. g. Igoand you go d. He goes and asks. h, He goes and you go.LESSON TWO Alphabet: Most of the consonants and how they are organized The last seven vowels in devandgari Grammar: Verbs in the dual Vocabulary: More verbs The word for “where”LESSON TWO 9 ALPHABET: 1. The first 25 consonants, called stops (sparéa), are arranged CONSONANTS according to five points of articulation (sthina): . Teeth(dantay Roof (mardhan) Palate (tatu) Lips (ostha) ‘Throat (kantha) 2, Here are the five sets (varga), arranged according to point of articulation. For example, all the consonants in the velar row (ka varga), are pronounced in the throat. The labial row is pronounced at the lips. The a is added for the sake of pronunciation. Ist 2nd 3rd 4th Sth Velar (kanthya) ka kha ga gha_—s fia Palatal (talavya) ca cha jas jha— fia Retroflex(murdhanya) ta tha da dha_— ma Dental (dantya) ta tha das dha._—s na Labial (osthya) pa pha ba_—s bha_—s ma Lu Lo wo Aspirated Aspirated Nasal et VoicedLESSON TWO |. Each set of English letters represents one Sanskrit sound. For example, gh is one sound. It is the aspirated, voiced velar. }. The sound ka is called kakdra (‘ka” maker). The sound ga is called gakara (“‘ga” maker), and so on. The only exception is that rais not called rakira, but just ra or repha, “snarl.” (In the next lesson we will leam ra.) . Each row is divided into five sounds: the first (prathama), the second (dvitiya), the third (trtiya), the fourth (caturtha), and the fifth (paficama). For example, ka, ca, ta, ta, and pa are all first in their rows. 9. Some sounds are aspirated (mah&-prfina)—more breath is used in pronouncing these sounds. Some are unaspirated (alpa-priina). Some are voiced (ghosavat)—the vocal chords are used in pronouncing these sounds. Some are unvoiced (aghoga). The f, fi, ‘Rn, and m are called nasals (anunasika). . Here is how the consonants are pronounced: k likethe“k” in skate kh likethe“kh” in bunkhouse g likethe“g”in go gh likethe“gh” in loghouse fh likethe“n”in sing c like the “c” in cello ch likethe“ch”in charm (using more breath) j likethej"in just jh like the just (using more breath) i likethe“n"in enjoyableLESSON TWO th = like the “t” in @—like the “d” in dh like the “dh” in np likethe “n” in stable (for this group the tongue is touching the hard palate, as in the diagram on page 9.) table (using more breath) dynamic redhead (using more breath) gentle In English, we normally pronounce “t” and “d” somewhere between these two groups (retroflex and dental). t like the “t” in th like the “t” in ds ilike the “d” in dh like the “dh” in nm silike the “n” in Pp likethe “p”in ph like the “ph” in b like the “b” in bh like the “bh” in m like the “m” in stable (tongue at base of teeth) table (using breath, tongue at base of teeth) dynamic (tongue at base of teeth) redhead (using breath, tongue at base of teeth) gentle (tongue at base of teeth) spin shepherd beautiful clubhouse mother . In Vedic Sanskrit, when da or dha have vowels on both sides, they may become la or |ha. The example used is that when white has crimson on both sides, the white changes its color slightly. Therefore, when da has a vowel on both sides, it changes to Ja. For example, agnim ide is found in the Rk Samhita as agnim tle.12 LESSON TWO, 9, Here are the remaining vowels in devandigari: t JV Js au am a aTLESSON TWO B GRAMMAR: 1. Unlike English, Sanskrit has dual verbs. The dual (dvi-vacana) DUAL VERBS is formed like thi Third person —_gacchatah those two go (gaccha + tas) Second person gacchathah you two go (gaccha + thas) First person _gacchavah we two go (gaccha +a + vas) We will learn the pronunciation of tin the next lesson, Note that the ending tas becomes tal when it forms a verb. This change is because sandhi is applied. (See the following page for an introduction to sandhi.) 2. In English, interrogative words usually begin with “wh,” such as where, when, etc. In Sanskrit, interrogative words usually begin with k. The word for “where” is kutra. It is usually placed at the beginning of a sentence. The other words do not need to be rearranged to make a question out of the sentence. For example: kutra gacchati Where is he going? 3. To translate kutra gacchati into English, first write “where” for kutra and then write “he goes” for gacchati. Literally it would then be translated as “Where he goes?” However, itis important to form correct English sentences. For “Where he goes?” you must write “Where is he going?” or “Where does he go?”VOCABULARY SANDHI LESSON TWO SANSKRIT ENGLISH kutra (indeclinable) where Vbhii (root) bhavati (3rd per. sing.) _he is, he becomes (you are, Iam) ‘vas (root) vasati (3rd per. sing.) he lives smr (root) smarati (3rd per. sing.) he remembers Before doing the exercises, we will have an introduction to sandhi (samdhi), the rules for how sounds are combined. In English, we say “an apple” but “a pear.” The word “the” is often pronounced differently, depending upon the following word. For example, “the house” and “the other house.” Some sounds are modified according to their phonetic environment. In Sanskrit, many sounds make these same changes, and unlike English, all of these changes are written, The rules for these changes are called sandhi, which means “junction,” “putting together,” or “combination.” Sandhi is now an English word and appears in most English dictionaries. The Sanskrit word is samadhi. ‘The exercises in Lesson 1 are written the same even after sandhi rules have been applied. However, in Lesson 2 the sentences ‘would be written differently if they were to appear in a Sanskrit text, At this point, however, you do not need to learn these rules. Just observe the sentences in parentheses, and notice that these sentences are written slightly differently with sandhi.LESSON TWO EXERCISES . Leam the five sets of consonants, their order, and their pronunciation, Leam to write the last seven vowels in devandgarl. . Be able to identify each consonant by its classification. For example, the aspirated, voiced palatal is jha. . Lear the dual endings for verbs. . Leam the vocabulary. . Translate these sentences, using the summary sheet on page 17. Just observe the sentences in parentheses with sandhi. (See page 14,) Answers are given on pages 243 and 244, a. kutra vasivah (kutra vasavah) b. bhavasi ca bhavavah ca (bhavasi ca bhavavas ca) c. vasami smaratah ca (vasimi smaratag ca) d. prechathah ca smarati ca (prechathaé ca smarati ca) e. kutra gacchavah (kutra gacchavah) f. kutra bhavami (kutra bhavami) g. kutra gacchami (kutra gacchami)16 LESSON TWO h. prechami ca smarati ca (prechami ca smarati ca) i. vasasi ca gacchvah ca (vasasi ca gacchavas ca) j. kutra gacchasi (kutra gacchasi) 6. Translate the following sentences into Sanskrit: a. Where are you two going? b. Tlive and those two live. c. We two ask and those two remember. 2 . You go and he goes. e. Where am I going? f. Lam and you two are. g. Where are you? (Use the singular.) h, Where is he going?LESSON TWO SUMMARY SHEET Third = gacchati (he, she goes) Second —_ gacchasi (you go) First gacchami (go) \ 1 Singular VERBS Vgam gacchati Vprach — prcchati \bhi —_bhavati vas vasati Vsmr —_smarati INDECLINABLES kutra where ca and gacchatah (they two go) gacchathah (you two go) gacchavah (we two go) \ ' Dual he goes, she goes he asks heis he lives he remembersLESSON THREE LESSON THREE Alphabet: The remaining letters in roman script ‘The first ten consonants in devandgari Grammar: The plural The grammatical terms to describe a verb Accent Vocabulary: More verbsLESSON THREE ALPHABET: THE REMAINING LETTERS 19 . The previous consonants are sometimes referred to as “stops,” because they stop the flow of air. They are formed by “complete contact” (sprsta). The remaining letters are consonants, but they allow more flow of air. .. There are four consonants, formed by “slight contact” (igat-sprsta), called semi-vowels. They are voiced, but not aspirated: They are considered to be between vowels and consonants, and so are called antahstha, or “in-between’ ya, ra, la, va . The sibilants are formed by “half contact” (ardha-sprsta). They are aspirated, but not voiced. They are called tisman, or “heated”: $a, sa, sa }. The aspirate (voiced, but sometimes classified as a sibilant) is: ha |. Here is how these sounds are pronounced: y _ likethe“y"in yes. ry like the “r” in red ! like the “I” in Jaw v__ like the “v" in victory (but closer to a “w”)LESSON THREE likethe“sh”in shine like the “c” in efficient (similar to the §) like the “s” in sweet like the “h” in hero Am 6. Two additional sounds are the anusvara (m) and the visarga (h), which both follow vowels. 7. The anusvara (m) causes the last portion of the vowel before it to be nasal (like the French word “bon”). The anusvaira changes its sound according to the following sound. It may sound like the nasal of the set to which the sound following it belongs. For example, samkhya is pronounced similar to safkhya. In the dictionary, the anusvara is found in the same place as the nasal to which it refers. Ifthe anusviira comes before a semi-vowel or sibilant, itis found in the dictionary before ka. 8. The visarga (h), or visarjaniya, is an unvoiced breathing that occurs in many contexts instead of an s or r. In modern India itis often pronounced, at the end of a line, as an echo of the vowel before it. For example, after an a it would be a short ha. After ani it would be a short hi: ah = aha ih = ini uh = uht The jihvAmilllya (h) is sometimes used in place of a visarga before ka or kha. The upadhmaniya (h) is sometimes used in place of a visarga before pa or pha. These letters, used more in Vedic Sanskrit, indicate a subtle difference in the breath before ka and pa, which is like breathing through the throat (h) or breathing through the lips (h).LESSON THREE 2 9. We have now learned alll the letters in their transliterated form (their roman letter equivalents). There are other ways of representing some letters. At times you may see: 10. fa as sha roast hoas fi cha as chha Santi, shanti rk, rik Sankara, Saikara chandas, chhandas candra, chandra All the sounds can be classified according to the part of the mouth ca as cha they come from: Velaro a Palatal i Retroflex r F Dental | Labial ou a ka kha ga gha fa ha e ai ca cha ja jha fia ya ga fa tha da dha ma ra sa ta tha da dha na la sa o au pa pha ba bha ma va The complex vowels are pronounced at two points of contact: The sounds e (which can be said to be composed of a and i) and ai (composed of & and i) are both velar and palatal. The sounds 0 (composed of a and u) and au (composed of and u) are both velar and labial. Also, the sound va is both dental and labial.2 LESSON THREE 11, Here is the entire alphabet: VOWELS (svara) Simple (6uddha) a a i i u a Fr F 1 Complex (samyukta) € ai ° au Nasalization (anusvara) m Aspiration (visarga) h CONSONANTS (vyafijana) Velar (kanthya) ka kha gas gha_—sta Palatal (talavya) cao cha. jas jha”sfta Retroflex(mirdhanya)fa tha «da = dha_—s na Dental (dantya) ta thas das dha_—s na Labial (osthya) pa pha bas bha_—s ma Semi-vowels(antabstha) yas rasa va Sibilants (Gsman) fa ga sahLESSON THREE 2B 13. Here are the first ten consonants in devaniigari script. Each symbol includes the sound a. For example, ka and not just k is meant by the first symbol. as ka kha ga gha na hot ca cha ja jha fiaGRAMMAR: THE PLURAL LESSON THREE 1. Here is the plural (bahu-vacana) for the verb Vgam: Third person gacchanti they (all) go (gaccha - a + anti) Second person _gacchatha you (all) go (gaccha + tha) First person gacchamah we (all) go (gaccha + a + mas) Notice that the third person is gaccha minus a plus anti. 2. Now we have the complete conjugation (or verbal paradigm) for the present indicative (lat): gacchati gacchatah gacchanti gacchasi gacchathah gacchatha gacchami gacchavah gacchamah he goes those two go they all go you go you two go you all go Igo we both go we all go t 1 IL 1 \ 1 Singular Dual Plural Students of Sanskrit in India memorize these conjugations horizontally. Students in Europe and America have learned them vertically. It would be better to follow the system of India and memorize horizontally (for both verbs and nouns).LESSON THREE GRAMMATICAL TERMS 3. 4, Here are the standard endings: 3rd ti tas anti 2nd si thas tha Ast mi vas mas Lo Lu Lo Singular Dual Plural Note that when a word is formed, final s becomes h due to sandhi. Verbs can be classified in four basic ways: tense/mood, voice, person, and number. This is similar to, but slightly different from, how verbs are classified in English. Here is a simplified overview: ‘Tense/Mood: The tenses and modes are grouped together in the ten lakara, or “I” sounds, because they are each abbreviated by Panini with a word beginning with the letter “1.” We have leamed the present indicative (abbreviated as lat). Other tense/moods are the perfect (lif), the periphrastic future (Iut), the simple future (Irt), the subjunctive (lef), the imperative (lot), the imperfect (lan), the optative or potential (lif), the aorist (Ii), and the conditional (Ira). Voice (upagraha): We have learned the active voice (parasmaipada), which takes active endings. In Lesson 9 we will Jearn the middle voice (4tmanepada), which takes middle endings. Usually, when the fruit of an action comes back to the agent (@tman), the Atmanepada is used. When the fruit of an action goes to another person (para), the parasmaipada is used (although this, distinction does not seem to be strictly followed in the literature). Some roots are conjugated in both voices (ubhayapada) and some usually in one voice. Alll the verbs we have learned so far are usually seen in the active voice.6 LESSON THREE Person: We have leamed the three persons (purusa): Third (prathama) he, she, or it Second (madhyama) you First (uttama) I Number: We have learned the three numbers (vacana): Singular (eka) Dual (dvi) Plural (bahu) 5. Each verb may be classified according to these categories. For example, gacchati (he goes), is present indicative, active, third person, singular. 6. Using abbreviations, called parsing codes, we could identify gacchati as: pres. indic. act. 3rd per. sing —present indicative, active, third person, singular. (This isn’t as hard as it may seem, since all verbs so far are present indicative and active. All we need to determine is the person and number.) 7, Here are some examples: gacchami Igo pres. indic. act. Ist per. sing. bhavanti —theyare_—_pres. indie, act. 3rd per. pl. prechavah we both ask _ pres. indic. act. Ist per. dualLESSON THREE n ACCENT 1. Accent consists of higher and lower tones (svara). There is a raised tone (udatta), an unraised tone (anudatta), and a “moving” tone (svarita). In the Rk Samhita the udatta is unmarked, the anudatta is marked by a low horizontal bar, and the svarita is marked by a high vertical bar. For example: aint gated aret seater In classical Sanskrit texts, the accents are not marked. 2. Inmost Sanskrit dictionaries, a mark is placed over the udatta for Vedic words only. For example: Ma4nu médhu rétna 3. Panini does not give rules for stress accent. 4. For now, an important rule for proper pronunciation is to maintain aclear distinction between the short and long vowels (discussed on pages 2 and 3).2B VOCABULARY: MORE VERBS EXERCISES . Learn the pronunciation and order of the semi-vowels, LESSON THREE SANSKRIT ENGLISH na not (placed before the verb) ‘vad (root) vadati (rd per. sing.) _he says, he speaks Vstha (root) ti hati (3rd per. sing.) he stands All vocabulary is given in the order of the Sanskrit alphabet. An additional rule you'll need to know to do these exercises is that if a member in a series has more than one word (such as na gacchati), ca usually comes after the first word, For example: gacchdimi na ca gacchati I go and she does not go. You may also seeca at the end of a clause (less often). For example: gacchdimi na gacchati ca I go and she does not go. anusvara, and visarga. Learn the first ten consonants in devanagari. . Write, in correct order, the entire alphabet (in transliteration, or roman script) . Conjugate each verb we have learned, and learn the nine endings. Be able to give the parsing code for each form we have learned.LESSON THREE, 29 5. Translate the following sentences into English, using the summary sheet on page 30, Underneath each sentence is the sentence with sandhi. Just observe the sentence with the sandhi, (Answers are on p. 245.) a. vadati na ca vadami e. bhavathah ca vasathah ca (vadati na ca vadami) (bhavathag ca vasathaé ca) b. vadathah smaratah ca f. kutra bhavasi (vadathah smaratas ca) (kutra bhavasi) c. na gacchanti g. tisthanti gacchanti ca (na gacchanti) (tisthanti gacchanti ca) 4. tisthamah gacchimah ca h. naca prechati na ca vadati (tigthamo gacchamas ca) (na ca prechati na ca vadati) 6. Translate these sentences into Sanskrit. Unless “two” is used, it will be understood that the plural form is intended. a. Where are they going? e. Where do those two live? b. We do not speak. f. We are not going. ¢. Heasks and they speak. g._ Task and they remember. d. Where are we standing? h, Where are we?30 SUMMARY SHEET Third gacchati (he, she goes) Second gacchasi (you go) First gacchami (go) Lt Singular VERBS Vgam gacchati Vprach prechati bhi bhayati Vvad vadati Vvas vasati Vstha tisthati Vsmr smarati INDECLINABLES kutra where ca and na not LESSON THREE. gacchatah —_gacchanti (they two go) (they all go) gacchathah —_gacchatha (you two go) (youalll go) gacchavah gacchimab (we two go) (weal go) Lhe Dual Plural he goes he asks heis he speaks, he says he lives he stands he remembers.LESSON FOUR Alphabet: ‘Ten more consonants in devangari Grammar: ‘The nominative case ‘The accusative case Vocabulary: — Nouns that end in short a32 LESSON FOUR, ALPHABET 1, Here are ten more consonants to learn: 5 NX | ta tha da dha na qa¢cad ta tha da dha na 2. There are two additional consonants, la and Jha. (See p. 11.) The lais written as: oO The Iha is written as: COGLESSON FOUR GRAMMAR: NOUNS 33, . Sanskrit nouns are formed in a similar way as verbs—the root (dhatu) forms a stem (pratipadika), and endings (sup) are added to form a noun (subanta). Nouns are in various cases (vibhakti, division), depending upon their role in the sentence. . We will learn two cases. The nominative (prathama) is used for naming the subject, as in “ oes.” The nominative case is also used for a predicate nominative identified with the subject, as in “Rama is the king.” In India, words are normally cited independently in the nominative, or “naming” case. The accusative (dvitiya) is the direct object. The accusative is also the object of motion, as in “He goes to the city.” . For example, in the sentence, “The man goes to the horse,” the word “man” would be in the nominative and the word “horse” would be in the accusative: ‘The man goes to the horse. (nominative) (accusative) . Here is the formation of masculine nouns whose stems end in a: Stem: nara (masculine) man Nominative narah narau narah Accusative naram narau naran L ' 1 ' \ 1 Singular Dual Plural (eka-vacana) (dvi-vacana) (bahu-vacana) Notice that narah is formed by nara + s, The s changes to h because of sandhi. beLESSON FOUR The verb and subject must agree in number in both English and Sanskrit. For example, if the subject is singular, then the verb must also be singular: ‘The man goes to the horse. (Subject and verb are singular.) The men goto the horse. (Subject and verb are plural.) . The direct object need not agree with either the subject or verb. We are learning the rules for the agent construction (kartari prayoga), which is like an active construcition. Here the agent of action (kartp) is in the nominative, and the object of action (karman) is in the accusative. . Anoun in apposition, such as “Rama, the boy,” is put in the same case as the noun it follows. For example, in the sentence “She speaks to Rama, the boy,” both “Rama” and “boy” are accusative. - The normal word order is: Subject direct object verb narah aSvam gacchati (without sandhi) (naro*Svam gacchati) (with sandhi) the man tothe horse goes Because narah ends in h, we know that it is the man who is doing the going and not the horse. While English relies on the order of the words, Sanskrit relies more on the word endings for meaning. . Articles, such as “the” or “a,” must be put in the English translation as needed.LESSON FOUR VOCABULARY 35 SANSKRIT ENGLISH a$vah (masculine) horse gajah (masculine) elephant narah (masculine) man putrah (masculine) son mrgah (masculine) deer rmah (masculine) Rama Va (indeclinable) or (used like ea) (never first in sentence or clause) Nouns will be cited in the nominative case because traditionally that case is used for citing words independently. Nouns, as well as verbs, may be connected with ca and va. When two nominatives are connected with va, the verb agrees with the nominative closest to it, as in English. For example: asvah gajah va gacchanti (without sandhi) (aSvo gaja va gacchanti) (with sandhi) The horse or the elephants go. “He goes” is gacchati. “The man, he goes” is narah gacchati (with sandhi, naro gacchati). However, when there is a subject, the “he” is dropped. Therefore, narah gacchati (naro gacchati) would be translated as “The man goes.” Always write English sentences using the rules of correct English.36 EXERCISES LESSON FOUR, . Continue to learn the consonants in devanagari. . Memorize the singular, dual, and plural forms for the masculine nouns ending with a short a (like nara) in the nominative and accusative. These should be learned horizontally. . Lear the vocabulary and continue reviewing all vocabulary from past lessons, .. Translate the following sentences into English, using the summary sheet. Translate the verb first, then the nominative, and then the accusative, if any. Continue to observe the sandhi. a, narah mrgam smaranti (nard mrgam smaranti) b. rimab asvau gacchati (raimo ‘Svau gacchati) c. kutra gajah vasanti (kutra gaja vasanti) d. narau ramam vadatah (narau ramam vadatah) ©. putrah smarati prechati va (putrah smarati prechati va) f. ramah mrgam gacchati (ramo mrgam gacchati)LESSON FOUR ” g. aSvau na vadatah (aSvau na vadatah) h. ramah putram vadati (ramah putram vadati) 5. Translate the following sentences into Sanskrit: a, Themen speak to the deer. (one deer) b. Rama speaks to the horses, c. The son goes to the horse and stands. d. Elephants do not remember. e, Where are the horses standing? f. Whereis the elephant? g. Rama speaks and the son remembers. h. They stand or they go. i, Where does Rama stand? j. Rama or the son goes. k. Rama and the son go.LESSON FOUR 6. Translate the following sentences into English: a. narau putram yadatah (narau putram vadatah) b. kutra aSvah ca gajah ca gacchanti (kutrasvas ca gajais ca gacchanti) c. aval mrgah va gacchati (aSvo mrgo va gacchati) 4. ramah putrau vadati (ramah putrau vadati) e. mrgah aévah gajah ca gacchanti (argo °Svo gajas ca gacchanti) f. putrah mrgan na smaranti (putra mrgin na smaranti) g. kutra narau vasatah (kutra narau vasatah) h. ramam prechami (ramam prechami)LESSON FOUR i, naran putran na vadatah (narau putrin na vadatah) j. kutra mrgah bhavanti (kutra mrgai bhavanti) 7. Translate the following sentences into Sanskrit: a, Where is Rima going? b. Rima is going to the horse. ¢. The son does not speak to the horses. d. The two elephants remember the man, e. Where do the two deer live? £. You go to the horse. g. Where are we standing? h. The son goes to the horses and the elephants. i. You are all speaking to the elephant, j. The elephant does not remember.SUMMARY SHEET LESSON FOUR VERBS Third gacchati gacchatah —gacchanti (he, she goes) (they two go) (they all go) Second gacchasi gacchathah —_gacchatha (you go) (you two go) (youall go) First gacchami = gacchvah —_—gacchiimah go) (we two go) (we all go) ve Po Singular Dual Plural Vgam gacchati he goes Vprach prechati he asks Vbhi bhavati heis \vad vadati he speaks, he says ‘vas vasati he lives Vstha tisthati he stands Vsmr smarati he remembers NOUNS Nominative | narah narau narah (subject) | agvah horse ' Accusative | naram naraw naran gajah elephant (object) | 1 nara man Singular Dual Plural putrah son mpgah deer ramah Rima ~ INDECLINABLES kutra where ca and na not va orLESSON FIVE Alphabet: The rest of the alphabet in devandgari Grammar: The instrumental and dative cases Vocabulary: More nouns that end in short a2 LESSON FIVE ALPHABET 1. Here are the last five stops: Tad pa pha ba bha ma ev 2. Here are the semi-vowels: Tid ya ra la vaLESSON FIVE a3 3. Here are the sibilants and aspirate: Sa sa sa ha 4, Here is the anusvara and visarga following a: wD: am & 5. Here are the jihvamiiliya (h) and upadhminiya (h). They are usually written the same way. If followed by ka or kha, it is a jihvamiliya. If followed by pa or pha, it is an upadhmaniya: - I ww ~~ h The upadhmaniya (h) may appear as O44 6. Here is the entire alphabet in devanagari script: Vowels Velar Palatal Retroflex Dental Labial Semi-vowels Sibilants Ba WT zi Soa F Mr agi Te @ at. oat a am (m) Fe Hka Wkha Aca Ocha Sta S tha T ta Atha WT pa Wpha Gy Tr Wea T sa a ah (h) TT ga WT ja S da G da Tl ba dh G sa LESSON FIVE. Agha Sha Wjha Dita Taha Wha Hana Tna a bha A ma aT va ThaLESSON FIVE GRAMMAR: INSTRUMENTAL AND DATIVE 45 . We will now learn two new cases: the instrumental (trtiya) and the dative (caturt! . The instrumental is used for accompaniment, For example: gajena saha ramab gacchati (without sandhi) (gajena saha ramo gacchati) (with sandhi) Rama goes with the elephant. (instrumental) The word saha, “together,” is sometimes used after the instrumental to indicate accompaniment. ‘The instrumental is also used to express instrumentality, or “by means of.” (Although this usage is derived from the first, itis used more frequently.) For example: I write with a pen. (instrumental) |. The dative is used for the indirect object. It shows “purpose.” For example: ramah putraya aSvam gacchati (without sandhi) (ramah putrayaévam gacchati) (with sandhi) Rama goes to the horse for the son. (dative) ramah putraya pustakam pathati (without sandhi (rdmah putraya pustakam pathati) (with sandhi) Rama reads the book to the son. (dative)LESSON FIVE Here is how they are formed: Stem: nara (masculine) man Instrumental narena* —narabhyam —naraih Dative nardya narabhyam —_narebhyah Le Wy \ Singular Dual Ploral “with the elephant” is gajena (See below.) |. We will learn the following sandhi rule in more detail in Lesson 11. For now, when a word contains an r or f, it often changes the following n to n. For example: narena, putrena, mrgena, ramena. But aSvena, gajena. .. The word order is not rigid in Sanskrit. Usually the instrumental goes near the word most closely associated with it, and the dative goes before the verb. (More will be said about word order later.) . The verbs vadati (he says) and prechati (he asks) often take a “double accusative”: the object talked about and the person addressed. Usually the person addressed is placed closer to the verb. The context will give you the correct meaning. For example: rmah mrgam putram vadati (without sandhi) (ramo mrgam putram vadati) (with sandhi) Rama speaks to the son about the deer.LESSON FIVE 47 VOCABULARY SANSKRIT ENGLISH tatra (indeclinable) there nrpah (mas.) king balah (mas.) boy virah (mas.) hero saha (indeclinable) with, together (sometimes used after the instrumental as a marker of accompaniment) Remember that word order is less rigid in Sanskrit than in English. Even more than English, words can be placed in several different orders and still be correct.EXERCISES ‘LESSON FIVE . Learn the alphabet in devanagari. ._Leam the forms for the instrumental and dative. By now you have learned four cases, . Lear the vocabulary and keep up with all past vocabulary. . Translate the following sentences. (Remember that more than one word order will still be correct in Sanskrit as well as English.) (kutra virds tisthanti) b. balau gajena saha tatra bhavatah (balau gajena saha tatra bhavatah) c. nppah agvam gacchati (orpo ‘Svam gacchati) d. a$vena saha virah nrpan gacchati (agvena saha viro nrpn gacchati) e. mrgena saha ramab yasati (mpgena saha rimo vasati) jah gacchanti (gajaih saha bala gacchanti) g. narah putram vadanti (narah putram vadanti)LESSON FIVE 49 h. virah mrgan ramam prechanti (same as 5b. below) (vird mrgan ramam prechanti) i. tatra balah nrpaya gacchati (tatra balo nrpaya gacchati) Translate the following sentences into Sanskrit: a. The boys go to the horses. b. The son asks the king about the deer. (double accusative) c. The king remembers the man. d. The hero lives with the son. e. The boy asks the king and the king remembers. £, There are no elephants with the son. g. Where does Rama live? h. The king or the hero speaks to the boy. i, The hero goes for the boy. j. The elephants are there with the horses. k. _Iremember the king. 1. Youare going there with the boy.LESSON FIVE 6. Translate the following sentences into English: agvaih saha virah gacchati (a$vaih saha viro gacchati) . tatra nrpaya narah gacchanti (tatra nrpaya nara gacchanti) virau tisthatah vadatah ca (virau tisthato vadatag ca) |. mrgah tatra vasanti (mrgis tatra vasanti) ._kutra balabhyam saha nrpah gacchati (kutra balabhyam saha nrpo gacchati) ramah a$vam putram prechati (imo °Svam putram prechati) . tatra gajah na tisthanti (tatra gaja na tisthanti) . virah nrpam balam vadati (viro nrpam bilam vadati) mrgaih asvaih ca saha gajah vasati (mrgair agvais ca saha gajo vasati) kutra tisthamah (kutra tisthimah)LESSON FIVE 1 7. Translate the following sentences into Sanskrit: a. b. ‘The king lives there with the two boys. Where are you going with the elephants? . The man goes there for the horse. . The boy does not remember the king. ._ Lam speaking to the king about the two elephants. The king goes to the horse for the son. . Where are we standing? .. The man asks the boy about the horse. Rama goes there for the man. Where are all the deer?52 SUMMARY SHEET VEKBS Vgam \prach Vbha Vvad Vvas sth Ysmy ‘Third —_gacchati gacchatah (he, she goes) (they two go) Second gacchasi gacchathah (you go) (you two go) First gacchmi gacchavah (go) (we two go) Lt Le 1 Singular Dual gacchati he goes prechati he asks bhavati he is vadati he speaks, he says vasati he lives tisthati he stands smarati he remembers LESSON FIVE gacchanti (they all go) gacchatha (you all go) gacchimah (we all go) f 1 PluralLESSON FIVE NOUNS. asvah horse gajah elephant narah = man nrpah king putrah = son balah boy mrgah deer ramah Rama virah hero INDECLINABLES kutra where ca and tatra there na not va or saha Nominative | (subject) Accusative (object) (with) Dative 1 | 1 | 1 Instrumental | 1 ! | (for) ! o 533 narah narau nara naram = narau narin narena* narabhyam naraih naraya naribhyim narebhyah Singular Dual Plural *gajena, balena (See page 46.) with, together (used after instrumental)LESSON SIX Alphabet: How vowels are formed when they follow consonants Grammar: ‘The ablative and the genitive ‘The use of iti Vocabulary: More nouns ina‘LESSON SIX ALPHABET: VOWELS AFTER CONSONANTS 55 1. Words are formed by putting letters together. The vowel characters learned so far are used only when they are the first letter of a word. For example, eka (one) is written: UH eka 2. A consonant without a vowel following it is written with a short stroke (virdima) beneath it. For example: bh ka WT opa Rk Tp 3. When a vowel follows a consonant, the vowel is written in “contracted form. The a is replaced by other vowels. Here are the vowel forms: -T wm Tt om -T .LESSON SIX er er ge gai 0 gau 4, Note that the sign for the { is written before the consonant, even though the i is sounded after the consonant. When written by hand, the curved line on top should touch the vertical line of the consonant. For example: ft Often, due to typesetting, the i will act touch at all. For example: fr 5. These vowel signs may follow all consonants, including the semi-vowels, sibilants, and aspirate. For example:LESSON SIX 37 aunff#taza_eaqiq ca a a a cu cil iid et + aa a 4 4 @ 4 (ca) a oa oe] 3 3 a wt Je jai jo jau 6. Sometimes these signs are put in different places. For example: ruis written: © Tilis written: & briswritten: @ We will leam more of these forms in the next lesson. 7, Here are more examples of how words are formed by putting letters together: Tt ade oaafa gaja vira vasatiGRAMMAR: ABLATIVE AND GENITIVE ‘LESSON SIX 1. Now we will learn the ablative (paiicami) and genitive (gasthi) cases (vibhakti). 2. The ablative is used for origin or source. It usually means “from.” It is also used for comparison, For example: gajat agacchati (gajad Agacchati) He comes from the elephant. (ablative) One learns from practice. He is taller than she, (ablative) (ablative) 3. The genitive is used for possession, For example: narasya agvah (narasyasvah) the horse of the man. (genitive) 4, The genitive is always used in relation to the noun which follows it. For example: rimasya putrah the son of Rama (or Rama’s son) (ramasya putrah) amrtasya putrah sons of immortality (amrtasya putrah) 5. The genitive is sometimes used as a substitute for other cases, such as the dative inctmmental ablative and IncativeLESSON SIX 9 6. Here is the formation of the ablative and genitive: Stem: nara (masculine) man Ablative — narat narabhyim —_narebhyah Genitive narasya narayoh narandm* 1 \ —— Singular Dual Plural *gajandim, balainam (See page 46.) ITI 7. Now we will lear the use of iti, This important particle is used at the end of a quotation. For example: aSvah gacchati iti ramah vadati (aSvo gacchatiti ramo vadati) “The horse goes,” says Rima. Notice that iti is a convenient point to break the sentence down into smaller, more manageable parts. 8. When translating from English to Sanskrit, indirect quotations must first be tumed into direct quotations before iti can be used. For example: He says that he is going. (indirect quotation) ie says. (direct quotation) gacchiimi iti vadati “Lam going,” (gacchamiti yadati) Notice that the change from an indirect quotation to a direct quotation changes the clause from “he is going” to “I am going.”VOCABULARY LESSON SIX SANSKRIT ENGLISH atra (indeclinable) here 4+ Vgam (root) agacchati * he comes iti (indeclinable) indicates the end of a quotation gramah (mas.) village *Note that a is a verb prefix. It changes the meaning of gacchati from “he goes” to “he comes.”LESSON SIX EXERCISES . Leam to recognize and write the devaniigari for vowels that follow consonants. . Learn the forms for the ablative and genitive. . Write the following words in devaniigari: a. iti g. bhavavah =m. rsi b. nara h. vadasi n, devata c. rama i. arpah ©. guna d. gaja ji. na p. jaya e. vira kK. va q. guru f. vasati Loca r. deva . Translate the following sentences into English, using the summary sheet. Remember to read each sentence out loud several times. a. balasya gajah gramam gacchati (balasya gajo gramam gacchati) b. rdmasya putrah asvam gacchati (raimasya putro ’svam gacchati) ¢, atra agvah bhavati iti nrpah vadati (atraSvo bhavatiti nrpo vadati) d. grimat putrah agacchati (grimat putra agacchati)LESSON SIX e. kutra gajah tisthanti iti nrpah prechati (kutra gajas tisthantiti nrpah prechati) f balah nrpasya grimam gacchati (balo nrpasya gramam gacchati) g. atra virah vasanti iti narah vadanti (atra vira vasantiti nara vadanti) h. kutra gacchasi iti ramah prechati (kutra gacchasiti ramah prechati) . Translate the following sentences into Sanskrit: a, “Tlive here,” the son says. b. The horses and elephants are coming from the village. ¢. “Do you remember the men?” the king asks the boy. d. Rama says that he is going to the village. €. “Tam going to the village for the boy,” says Rama. £. Where does the hero go? g. “The hero goes to the village,” says the king. h. The son of the king lives here.LESSON SIX 6 i. The king’s sons come from the village. j. The man speaks to Rama about the elephants. 6. Translate the following sentences into English: a. narau gramat agacchatah (narau gramad Agacchatah) b. atra bhavami iti balah nrpam vadati (atra bhavamiti balo nrpam vadati) c. kutra vasasi iti virah putram prechati (kutra vasasiti virah putram prechati) 4. rdimena saha atra vasami iti putrah vadati (rfimena sahatra vasimiti putro vadati) e. narasya putrah tatra tisthanti (narasya putras tatra tisthanti) f. atra virasya gajah bhavati (atra virasya gajo bhavati) g. rdimam smarasi iti balah naram prechanti (cdmam smarasiti bala naram prechanti) h, kutra gramah bhavati iti narah putram prechati (kutra gramo bhavatiti narah putram prechati) i, gramab tatra bhavati iti putrah naram vadati (gramas tatra bhavatiti putro naram vadati)LESSON SIX j. gajya gramam gacchami iti narah vadati (gajaya grimam gacchamiti naro vadati) 7. Translate the following sentences into Sanskrit: a. “Where are you going?” the king asks the boy. b. “Tam going to the horse,” the boy says. ¢. The king of the villages speaks to the men. 4d. The two boys are coming from the horse and the elephant. e. The boy lives with Rama. f “Here are the sons of Rama,” says the hero. g. The king says that the boys are standing there. h. “Tam going to the village,” says the son of the hero. i. The two horses are coming here together with the two deer. j. The king’s two horses are there.LESSON SIX SUMMARY SHEET Third gacchati (he, she goes) Second gacchasi First ‘VERBS a+Vgam gam \prach bhi wad Ystha \smr (you go) gacchmi (Igo) Lu 1 Singular Agacchati gacchati prechati bhavati yadati vasati tisthati smarati gacchatah —_-gacchanti (they two go) (they all go) gacchathah —gacchatha (you two go) (youll go) gacchavah gacchimah (we two go) (we all go) ' \ Dual Plural he comes he goes he asks he is he speaks, he says he lives he stands he remembersLESSON SIX NOUNS Nom. | narah narau narah (subject) asvah horse Ace. param —narau naran gajah elephant (object) gramah village Inst. narena* narabhyam naraih | | I | 1 ! 1 | nmarah man ! I 1 1 1 | 1 1 I (with) Dat. naraya narabhyim narebhyah nrpah king (for) putrah son Abl. narat narabhyim narebhyah (from) balah boy Gen. narasya narayoh naranam* mrgah = deer (of,’s) IL Singular Dual Plural ramah Rama . *gajena, gajanam (See page 46.) virah hero INDECLINABLES atra here iti end of quote kutra where ca and tatra there na not va or saha _with, togetherLESSON SEVEN Alphabet: Conjunct consonants Grammar: The locative and vocative Vocabulary: More nouns ina8 LESSON SEVEN ALPHABET: 1. We will now learn how to write two or more consonants without a CONJUNCT vowel coming between them. To write tva, remove the vertical CONSONANTS line from the t. For example: tava TH ot tv CT 2. Here are examples of other clusters of consonants that are written side by si a rn a» @ w» oye FT aa w FO T 3. Some clusters are written on top of each other. For example: ava KR aaa & ica WT ddho alLESSON SEVEN 4, Consonant conjuncts are read left to right and top to bottom. They will be learned most easily by close observation to their formation as we continue with the exercises. 5. When the semi-vowel r comes immediately before another consonant, the r takes the form of a small hook above the consonant. For example: oa O rma TA wm At gw TE Notice that the ris placed as far to the right as possible, 6. When r immediately follows a consonant, the r takes the form of a small slanted stroke, written near the bottom of the vertical line (danda, meaning “stick”), if there is a vertical line. For example: pa ba FT sa on ma dra K70 LESSON SEVEN 7. Some forms are completely different than the two letters that make them up. These must be learned: ta A ja dahya GA wa Ao kT aya wa Ro HT ta isa con A hma @ ka DOH hna BH wa @ ‘The’ represents a missing a. Itis written in devanagari as 5 Forexample: ACtSEA vedo *hamLESSON SEVEN n 8. A vertical line (danga) is used as a period at the end of a sentence. Itis also used to mark the halfway part of a verse. Two vertical lines mark the end of a paragraph or the end of a verse. For example: TH Teste | 9, There are other ways of forming certain letters, which you should be able to recognize: 2 Wa BT oo ja hor rr aaa 49 4 ma UoGRAMMAR: LOCATIVE AND VOCATIVE LESSON SEVEN . Now we will learn the locative (saptami) and vocative (sambodhana—“awakening,” “arousing”). . The locative case is used to express location. For example: grdme vasati gaje tig¢hati (same with sandhi) He lives in the village. He stands on the elephant. (locative) (locative) The vocative is used for address. The vocative often, but not always, begins a sentence, For example: rma atra dgacchasi (rma atragacchasi) QRama, you are coming here. (vocative) Indian grammarians do not consider the vocative a true case (vibhakti) like the seven other cases, but a modification of the nominative, or naming case. . Here is the formation of the locative and vocative: Stem: nara (masculine) man Locative nare narayoh —naresu Vocative nara narau——narah Lot 14 \ Singular Dual PluralLESSON SEVEN 5. Like verbs, there is a parsing code, or way of classifying nouns. They are classified according to: Gender (lifiga): Masculine (pum-liitga) Feminine (stri-tiiga) Neuter (napumsaka-liiga) Case (vibhakti): Nominative (prathama) Accusative (dvitiya) Instrumental (trtiya) Dative (caturthi) Ablative (pajicami) Genitive (sast Locative (saptami) Vocative ¢ambodhana) ‘Number (vacana): Singular (eka-vacana) Dual (dvi-vacana) Plural (bahu-vacana) (mas.) (fem.) (n.) (nom.) (ace.) (inst.) (dat.) (abl.) (gen.) (loc.) (voe.) (sing) (dual) (pl) 6. The word narah would be classified as masculine, nominative, singular. Its parsing code would be mas. nom, sing. The word narain would be classified as masculine, accusative, plural. Its parsing code would be mas. acc. pl.14 7 LESSON SEVEN Here is the entire short a masculine declension: Stem: nara (masculine) man Nominative AR? at AT: (subject) narah narau narah Accustive FA at AT (object) naram narau naran Instrumental «TTT Tray at: (with) narena* narabhyam naraih Dative Wa | MANNA: (for) naraya narabhyam —_narebhyah Abltive = - AT ARTETA: (from) narat narabhyam narebhyas Genitive TART: RTT (of, ’s) narasya narayoh narandm* Locative AR weet: Ae (in, on) nare narayoh naresu Vocative AL at aT: 0) nara narau narah eee Singular Dual Plural *gajena, gajanam (See p. 46.)LESSON SEVEN VOCABULARY 15 SANSKRIT ENGLISH PATE: acaryah (mas.) teacher AK candrah (mas.) moon FAT Veint (oot) cintayati he thinks wT V pas (root) pasyati he sees (Vdr$ is also considered to be the root.) FAAT ving (indectinabte) without (used like saha) FRET: sisyah (mas.) student Wa: saryah (mas.) sun6 EXERCISES ‘LESSON SEVEN 1. Learn the examples given for consonant conjuncts. Put these words into roman letters (transliterate them): a . weet . wa co. Ora: . wafas . freq: 2 oe , HoT, fasted . Learn the forms for the locative and vocative. . Parse the following words and give their meaning: a. narah f. mrgena b. hastau 8. gajaih cc. balanam h. viran d. nrpat i. gramesu e. ramaya j. AcaryayaLESSON SEVEN n 4, Translate the following sentences into English. (Use the summary sheet.) Cover the devanagari with a sheet of paper, write it yourself, and then compare: 2. rea: aa aay T Ueaee | Sisyah candram siryam ca pasyati Gisyas candram siiryam ca pasyati) >. TT TT: TTA FAST rama gajah grame tisthanti (rama gaja grame tisthanti) o ae: WA arate ete rad: fereaq aefe | virah grame vasati iti acdryah Sisyam vadati (viro grime vasatity acdryah Sisyam vadati) a. BA GH: Tale sit Ga: Toate | kutra candrah bhavati iti putrah prechati (kutra candro bhavatiti putrah prechati)B LESSON SEVEN e Ta TS Tet fae: | tatra gaje balau tisthatah (tatra gaje balau tisthatah) Ua ea a: safe eta dr: act Geate | putra kutra candrah bhavati iti virah balam prechati (putra kutra candro bhavatiti viro balam prechati) artes fereq: festa vat Acdryasya Sisyah tisthati vadati ca (Acaryasya Sisyas tisthati vadati ca) ware feat efter: OTT BATES TT | rdimena vind virah grimat agacchanti (rimena vind vird graméd Agacchanti) ma aenfe sf tees ater: Faarate 1 grame vasimi iti virasya balah cintayati (grame vasamiti virasya balas cintayati)5. Translate the following sentences into Sanskrit: a, ‘The king tells the hero that the boys are going to the village. b. Without the king, the boys come. ¢. In the hand of the hero is the son. 4. “Where am 1?” thinks the boy. e. He asks the son of the hero where the men are. f. The teacher tells the student that the sun is not the moon. g. The king lives in the village. h. There are the elephants of the king. 6. Translate the following sentences into English: . Ware Paar ater: ae Tate | rmena vind balah grdmam gacchati (rimena vind balo geimam gacchati)80 s LESSON SEVEN . BA TUT Ts: TAT I kutra nrpasya gajah bhavanti (kutra nrpasya gajd bhavanti) Wa Ta sit area: ATL ache | atra bhavami iti balah naram vadati (atra bhavimiti balo naram vadati) . aaa far aa At Oeare | siryena vind candram na pasyasi (sdryena vind candram na pasyasi) rad: rear. Tart | Acaryah sisyfin vadati (@caryah Sisylin vadati) ary uae sfa are: Fastate | candram pasyami iti bilab cintayati (candram pasyamiti balas cintayati) aa TTT ya: BrTeSes 1 atra grimanim nrpah agacchati (atra gramanam nrpa agacchati)TESSON SEVEN 81 noe: dest Bay waa | nrpah virasya aSvam pasyati (arpo virasyasvam pasyati) : Ba Wa: Sa: St aa: sf ae: qeate | kutra siryah candrah ca bhavatah iti balah prechati (kutra siryas candraé ca bhavata iti bilah prechati) ; Rrear: aay SRT Sisyah naram na smaranti (Gisy@ naram na smaranti) 7. Translate the following sentences into Sanskrit, writing first in roman script and then in devanigari: a. “Where are you going?” the boy asks the king’s son. b. The two deer are in the village. ¢. The teacher speaks to the hero’s son.LESSON SEVEN |. The king sees the sun and the moon. Without the sun we do not see the moon. The hero is on the elephant of the king. . “We live in the villages,” the boys say. . Rima goes from the horses to the elephants. “Where are we going?” the boy asks the king. The teacher lives in the village with the students.LESSON SEVEN |. Transliterate the following: 1 att 2, Wat 10. GT 1. a v. Fad 20. 21 22. 23. 24. 83& LESSON SEVEN SUMMARY SHEET Third — gacchati gacchatah gacchanti (he, she goes) (they two go) (they alll go) Second gacchasi gacchathah —_gacchatha (you go) (you two go) _(youall go) First gacchami —gacchavah ~—gacchiimah (Igo) (wetwo go) — (we all go) Bo Singular Dual Plural VERBS a+Vgam gacchati he comes Vgam gacchati he goes Veint cintayati he thinks V pag (Vdré) _ pasyati he sees Vprach prechati he asks Vbhi bhavati he is Vvad vadati he speaks, he says Vvas vasati he lives Ystha tisthati he stands Vsmr smarati he remembersLESSON SEVEN 85 NOUNS Nom. | narah — narau narah (subject) | asvah horse 1 Acc. | naram narau naran ficaryah teacher (object) | \ gajah elephant Inst. | narena* narabhyam naraih (with) | gramah village 1 Dat | naraya narabhyam narebhyah candrah moon (for) | 1 narah man Abl. | narat —narabhyim narebhyah (from) | nrpah king I Gen. | narasya narayoh —narnam* putrah son (of,’s) | | balah boy Loc. | mare marayoh —naresu (in, on) | mrgah deer 1 Voc. | nara narau narah ramah Rima (©) | virah hero Singular Dual Plural Sisyah student *gajena, gajanam (Sce page 46.) siryah sun hastah hand INDECLINABLES atra here. iti end of quote kutra where ca and tatra there na not va or vind —_without (used like saha) saha withLESSON EIGHT Alphabet: The sandhi rules for combining vowels Grammar: Neuter nouns in short a Vocabulary: Neuter nounsLESSON EIGHT ALPHABET: VOWEL SANDHI . The word “sandhi” means “combination” or “junction point.” The rules of sandhi insure that sounds will combine in a pleasing, euphonic way. Panini (1.4.109) also refers to these junction points as samhit8, or “togetherness.” There are two types of sandhi rules: a, External sandhi, or changes at the junction between words b. Internal sandhi, or changes within a word . The sandhi rules involve sound changes so that the flow of the language is smooth. As mentioned in Lesson 2, “an apple” is smoother to pronounce than “a apple.” “The house” is pronounced differently than “the other house.” These are examples of external sandhi. The sandhi rules of Sanskrit exist because the Sanskrit tradition has been primarily an oral tradition, and because its grammatical insights were so sophisticated. (The term sandhi has been adopted by modern linguists to describe sound modifications between words in any language.) . Don'tallow the sandhi rules to overwhelm you. There are many rules to learn, but with practice you will gradually assimilate them. We will begin our study of the external sandhi rules using charts, and then after we have used the rules for some time, we will memorize them. There will be three charts, because external sandhi can be divided into three groups: a. Vowelsandhi (svara-sandhi) Lesson Eight b. Final h sandhi (visarga-sandhi) Lesson Nine © Consonant sandhi (hal-sandhi) Lesson Ten88 LESSON EIGHT 4, The chart on page 89 describes what happens if a word ends with a vowel and the next word begins with a vowel. For example, if one word ends with a short i, and the next word begins with an a, then the two combine (sandhi) to form ya: TTA + AAA would be written TAT gacchiti + aSvam_ would be written gacchaty afvam ua . wafer = waraferert eva + avasisyate = eviivasisyate va waft - wae brahma+asmi = brahmasmi Wa. wat - Tait bhava +arjuna = bhavarjuna 5. On the following page is the chart describing the sandhi change if the first word ends in a vowel (the vowels at the top of the chart) and the second word begins in a vowel (the vowels in the right column). If'a vowel has = above it, then it refers to a short ora long vowel 6. This chart need not be memorized, It should be used in the exercises, and the rules will be memorized later, once the patterns of change are more clear.LESSON EIGHT VOWEL SANDHI sc ~ ya ya ye yai yo yau FINAL VOWELS i roe va ase va moa vi ri a vi nt a vr F a ve ra vai Tai a vo to a vau rau a Bo 89 INITIAL VOWELS au m8 aa a aii avi i iva ow ai avr r ive oe vai ai avau au90 LESSON EIGHT 7. Here are some examples: itusyu Tata. sft- Tread gacchati + iti = gacchatiti Additional examples are given on pages 167-170. 8. Remember that the apostrophe (’ ) represents the missing letter a. It is called avagraha, meaning “separation.” It is written in devandgari as: s ma. wa = UST grime + atra = grame’tra 9. Once the sandhi rules have been applied, there is no further application of sandhi rules. The sandhi rules are only applied once. 10, In this text, words are always separated in transliteration (roman script), unless two vowels have formed one long vowel, such as i+ i= i In devanigari script, words involving vowel sandhi are joined except when there is a space (hiatus) between the vowels in the chart. Until you learn more sandhi rules, all other words should be kept separated. For example:LESSON EIGHT on Teatt. sfa- weadife gacchati + iti = gacchatiti Treaft. Bah. Wea gacchati +asvam = gacchaty aSvam 11. In vowel sandhi, often a vowel will be replaced by the semi-vowel that corresponds to it. For example, i will be replaced b y. According to PAnini, the change from the corresponding semi-vowel to the vowel is called samprasirana (“spreading out,” “extension”) because the semi-vowel “spreads out” to form the vowel: Palatal = iT y Retroflex or F r Dental 1 1 Labial ua v Vowels — Semi-vowels. 12, Some vowels (pragrhya) are not subject to sandhi. They are: a, The vowels u, and e when they are dual endings. b. ‘The final vowel of an interjection (usually a vocative). For example, rama agacchanti (Rama, they come.) needs no sandhi. 13. The rules for this Jesson are written out in Lesson 13. We will memorize them at that time.92 GRAMMAR: NEUTER NOUNS LESSON EIGHT All the nouns that we have studied so far have been masculine. Now we will study the neuter nouns that end in short a. Here is the formation of the neuter short a nouns: Stem: phala (neuter) fruit Nominative Accusative Instrumental Dative Ablative Genitive Locative Vocative way phalam PAL phalam wet phalena eat phaliya hal phalat Rae phalasya wa phale wa phala LL. wa phale we phale Bata phalabhyam wera phalabhyam warren phalabhyam werat: phalayoh weal: phalayoh watt phalani watt phalani we: phalaih wars: phalebhyah weary: phalebhyah Parry phalanam wag phalesu watt phalani Lo PluralLESSON EIGHT VOCABULARY SANSKRIT BATA amrtam (n.) AY katham (ind.) QA finam (n.) ag path (root) pathati WETHA pustakam (n.) GAT phalam (n.) a vanam (n.) TAA sastram (n.) ATL satyam (n.) QA stiktam (n.) 93 ENGLISH immortality, an immortal how (used like kutra) knowledge he reads book fruit forest scripture truth hymn Notice that neuter nouns are also given in their nominative singular form. For example, amrta (stem form) is listed as amrtam (nominative form). Notice that the neuter nouns decline like the masculine nouns, except in the nominative, ative, and vocative.94 EXERCISES LESSON EIGHT We had learned that r or r changes the following n to n. This change will not occur if a t comes between, because the t changes. the position of the tongue. Therefore: amrtai , amrtena, amrtanam, But Sastrani, Sastrena, sastrinam. This sandhi rule will be studied in more detail in Lesson 11. . Put the following words together, using correct sandhi rules, and then write the final form in devanagari: b. d. ° putrena atra f. devau Sgacchatah saha acaryah g. nareatra tatra h. vane iti itiatra i. phalani iti ryah j. smaratiatra . Write in roman script and take out the sandhi: Treaditat ‘. Fea: TRENT: 2 Bast Paamestt 7 on. Baa:LESSON EIGHT 4. 95 In the following exercises, remember that the subject and the predicate nominative are put in the nominative case, since they both refer to the same subject. (See page 33.) For example ramah putrah bhavati (rmah putro bhavati) Rama is the son. In this text, the predicate nominative is usually placed after the subject, although other word orders are equally common, (See 5b, c; 6a, f, g.) In the following sentences, cover up the roman script and transliterate each sentence (write in roman script). Then cover the devanagari and write in devanagai Only the sandhi rules learned so far have been applied—that is only when one word ends in a vowel and the next word begins in a vowel. Finally, translate into English: . Then take out any sandhi. a WT: WT AA TA ramah grdmat vanam gacchati (ramo gramad vanam gacchati) » WIA ar Bay Tae amrtam jfianasya phalam bhavati (amrtam jidnasya phalam bhavati)LESOUN EtGrtL aay aeay sadifa are: eer Wated | dinam satyam bhavati i balah Sastre pathanti ih Sastre pathanti) mares wat: saacarard: Rreary acta | amrtasya putrah bhavathety acirya sya pura bhavathety dcaryah gi m bhavatiti Sigyan vadati ain vadati) (amrt way wrarat: GPA GRIT | ka (katham Acaryah sGktdni smaranti) 1 suktani smaranti (Sastresu satyam pasyamiti rimo vadati)LESSON EIGHT ” e SF TEM ay sade ae: Tay qed | kutra siktanam jiiinam bhavatiti virah putram prechati (kutra siiktanam jiinam bhavatiti virah putram prechati) ». TO: Waa Garey Vata | nrpah balaya pustakam pathati (apo balaya pustakam pathati) 6. Translate the following sentences into Sanskrit. First write them without sandhi, then with (vowel) sandhi, and finally in devandigai a. The elephant is not the king of the forest. s . How do you see the moon? c. Rama thinks that he sees the deer. . |. The fruit is in the hands of the boy. e. How does the king live without Rama? . Rama is the king,98 LESSON EIGHT g. The king is Rama, h. The hero lives in the village of the immortals. ‘Translate the following sentences into English. First write in roman script, then take out the sandhi, and finally write in English: a way qa faa ar: yoy owas 1 (ea wae fear aT TG weather 1) ». Perea ara: Gere wate | (Rranmarard: ger vate 1) « Ba at wat vaxhia are: arey aia (aa at was sada arett are afer 1) a. WT: at aafa Ta: | Oa cafe 1 (aT at aaa wat oa aa 1) (When a phrase or clause is joined by ea, it usually takes the second position. See p. 28.) e WAY Gere Fadia: aft | (aM gered vadreararat aefer 1)LESSON EIGHT 99, ¢. Oates fet ferea: ary area (Gated fat fereit art arte 1) s. UF ea Wie ae mesa Ya: grote | Qa ea oir ae meade ga: Teak ty bh. AE TATA GET Tater t Ct area Gerh wate 1) 8. Translate the following sentences into Sanskrit. Translate, put in the vowel sandhi, and write in devanagari: a, Where do you read the knowledge of immortality? b. How does Rama go to the forest without the horses? c. “The hymns are in the book,” the teacher tells the students. d, Rama sees the truth and speaks the truth, e. “see the sun and the moon,” says the son of the king. f. Without knowledge, there are no teachers or students. g. The hero speaks to the boys about immortality. h. The horses, elephants, and boys come from the village.9. Transliterate the following: yqgagaqagq 10, TERTE net 12. AL 13. TRIS 14. Tara 15, Fret 16. ATA 17. TTTaTAT 1s, GATT 19. aT 20. TK 21, FETA 22, TAT 23, Wert 24, deel LESSON EIGHTLESSON EIGHT SUMMARY SHEET VERBS Third gacchati gacchatah (he, she goes) (they two go) Second gacchasi First a+Vgam Vgam Veint Vpath Vpas (Vdrs) \prach Vbhi Vvad Vvas Vstha \smr (you go) gacchami (Igo) Singular Agacchati gacchati cintayati pathati pasyati prechati bhavati vadati vasati tisthati smarati gacchathah (you two go) gacchavah (we two go) Dual he comes he goes he thinks he reads he sees he asks he is he speaks, he says he lives he stands he remembers 101 gacchanti (they all go) gacchatha (you all go) gacchamah (we all go) ' 1 Plural102 MASCULINE NOUNS Nom, (subject) Ace, (object) Inst. (with) Dat (for) Abl. (from) Gen. (of, "s) Loc. (in, on) Voe. (O) MASCULINE NOUNS asvah horse Acaryah teacher gajah elephant gramah village candrah moon narah man nrpah king putrah son balab boy mrgah deer ! 1 I 1 1 i ! I 1 ! I ' 1 t | ' 1 | | | | { 1 LESSON EIGHT narah — narau narah naram —narau naran narena* narabhyim naraih nariya narabhyam narebhyah narit narabhyam narebhyah narasya narayoh —naranim* nare narayoh —naresu nara narau narah Singular Dual Plural *gajena, gajanam (See page 46.) ramah Rama virah hero Sisyah student siryah sun hastah handLESSON EIGHT NEUTER NOUNS Nom. | phalam (subject) | ! Acc. | phalam (object) 1 ! Inst. 1 phalena* (with) { | Dat. | phalaya (for) | | Abl. | phalat (from) | ! Gen. | phalasya (of,’s) | ! Loc. | phale (in, on) | \ Voc. | phala ©) { Singular *Sastrani, NEUTER NOUNS (given in nominative form) amrtam immortality jianam —_ knowledge pustakam book phalam fruit vanam forest Sastram scripture satyam truth siktam = hymn 103 phale phalani* phale phalani* phalabhyam phalai phalabhyam phalebhyah phalabhyam phalebhyah phalayoh —phalnam* phalayoh —_phalesu phale phalini* Dual Plural: , Sastrena, Sastranim INDECLINABLES atra here iti end of quote katham —_ how (used like kutra) kutra where ca and tatra there na not va or ving without saha withTHE MONKEY AND THE CROCODILE LESSON EIGHT Translate the following, using the vocabulary on the next page. Words not given you should already know. L wa Tara een: vata | (wa Tavat Ee safer 1 2. SMe: ae aata | (arte vate 1) 3. ae: went aeinra Prfearate t (amt: werft eeirra Perot} 4 erie: watt arefa | (ear: weft areata 1) 5s. aat ares Tea Seoa | (arat area ecahreste |)LESSON EIGHT VOCABULARY (IN ORDER OF APPEARANCE) 10s . Teaq za aadifa are: sete (ea Fa Fadia aad aefa p . war eeaq dada are: aefe | c@iaged aad art aefe 1) way erie: are: a fia fasa: 1 (Ga Se area AS ferwa: 1) = gaiigl (fem. noun) Ganges. This follows the feminine declension for long &. The locative is gangayam, “in the Ganges.” kumbhi h (mas. noun) crocodile . vnarah (mas. noun) monkey tatah (mas. noun) bank (of the river) . niksipati Grd per. sing. verb) he throws down khadati (3rd per. sing. verb) he eats . bharya (fem. noun) wife. This, again, follows the feminine declension for long &. The stem, as well as the nominative, is bharya.106 LESSON EIGHT hrdayam (neuter noun) heart. The ris written next to the h, (See Lesson 6, page 57.) icchati (3rd per. sing. verb) she wants (to eat) vrksah (mas. noun) tree kah (mas. pronoun) who ind.) (makes kah indefinite) kaScit someone corayati (3rd per. sing. verb) he steals - evam (ind.) therefore mitram (neuter noun) friend (Here it is used in the nom, dual.) tisthati (3rd per. sing. verb) he remains, or stands as (Here used in the dual.) (The story will become more clear when it is studied in detail in Lesson 11.)LESSON NINE Aphabet: The sandhi rules for final h Grammar: The middle voice and “have” Vocabulary: Verbs in the middle voice108 ALPHABET: 1. SANDHI RULES FOR FINAL h LESSON NINE, The following chart describes the changes that take place when the first word ends in h (which was originally s). There are three categories: ah, ah, and h preceded by any other vowel. FINAL LETTERS OF FIRST WORD, Any vowel r INITIAL Any vowel h LETTER OF (exceptah and ah) ah ah SECOND WORD The h or r becomes vowels (a) roo 10 g/gh rool a a) jh r | a | ° d/dh rool a 10 didh — (b) rool a on) b/bh rol a i 0 nasals (n/m) rool a 10 yy a i 0 r r | a | oO 1 ro 10 h hot ahoL ah k/kh s \ 1 as clch 5 \ 1 as tith s \ 1 as uth h | ah ph () h | ah § hoo 1 ah sis hoot) ah tah end of line (1) The h disappears, and if i or u precedes, it becomes i or a. ‘The r disappears, and if a, i, or u precedes, it becomes &, i, or i. (2) Exceptthatah += 0? Forexample: Wa: . Wa = Wasa ramah +atra = rimo ’traLESSON NINE 3. Here are some examp 2. If the first word ends in ah, then use the third column. If the first word ends in ah, then use the middle column, If the first word ends in any other vowel before the h or any vowel before the r (including ar or ar), then use the first column. Withoutsandhi With sandhi wa: Treat wat rest ramah gacchati ramo gacchati arr: Teestet air Wester h gacchanti vira gacchanti wa: uata wa: Weate ramah paéyati ramah pasyati art: watt arr: water virah pasyanti pasyanti Additional examples are given on pages 183-187. 4, Final s should be treated as h. For example, ramas follows the same rules as ramah. Either would become ramo before gacchati. 5. After these sandhi rules have been applied, if the first word ends in a vowel (including by), then there is a break between words in devanagari, For now, words that do not follow the sandhi rules presented in Lessons 8 and 9 should be kept separate.110 LESSON NINE, In this text, when writing in roman seript, words are usually separated, unless the sand hange is a result of two vowels joining together, such as bha Arjuna, For example: Withoutsandhi With sandhi am: frerafa waar ramah cintayati ramaé cintayati wm: fasta ramah tisthati qeata ett gacchati iti gacchatiti bhava arjuna bhavarjuna . Notice that the chart is divided into three groups on the right side: (a), (b), and (c). These three groups are determined by the first letter of the second word. The groups are: (a) Vowels (b) Voiced consonants (c) Unvoiced consonants (The end of the line is considered (0 be unvoiced.)LESSON NINE, ul 7. The following chart (described in more detail in Lesson 14) puts the sandhi changes into these three groups. It gives the same information as the first chart, but in a more conceptual form, so that later on it will be easier to memorize. Bach group represents the first letter of the second word: a i u a (@) r F Vowels 1 e ai ° au h ka kha! ga gha a ‘ cas cha | ja jha fia s fa tha | da dha na s ta tha | da dha_ona h pa pha! ba bha_s ma [ya ora la va h fa sas sa | ha h end of line | (©) Unvoiced consonant (b) Voiced consonant (a) If the second word begins in a vowel: ah becomes a (except ah +a=0”) ah becomes a vowel h becomes r (b) If the first letter of the second word is a voiced consonant: ah becomes 0 ah becomes a vowel h becomes r (except before a word beginning in r) (©) If the first letter of the second word is an unvoiced consonant, the h changes to the letter in the far left column.uz GRAMMAR: MIDDLE VERBS “HAVE? . Although most of the verbs we har LEESSUN NENE: . Now we will learn the middle endings (@tmanepada). For the middle voice, the fruit of action is said to go to the agent (Gtman). For the active voice, the fruit of action goes to someone else (para). Many verbs usually take active endings, many usually take middle endings and some verbs take both endings. . Here is the formation of the middle verb V bhag (to speak): Third bhisate bhiasete bhasante Second —_bhagase bhasethe bhisadhve First bhase bhasivahe ——_bhiismahe L L 1 L Singula Dual Plural Note that the present middle endings are listed on p. 316. learned (before V bhas) are usually seen with active endings, they occasionally take middle endings also (in situations where the fruit of action goes more to the agent). One verb, Veint, regularly takes both active and middle endings, and so is classified as ubhayapada. (See p. 25.) Verbs that regulary take both endings will be listed like this: cintayati -te. There is no verb for “have” in Sanskrit. “Have” is formed with the genitive and V bhii. For example: aver wat rata | sya putro bhavati Of the hero a son is. (becomes)LESSON NINE, 113 VOCABULARY SANSKRIT ENGLISH UW eva (ind.) only, ever Fey erham (n.) house Act jalam (n.) water fF ‘ji (active) jayati he conquers SAL dubkham* (n.) suffering \ bhi (middle) bhasate he speaks man (middle) manyate he thinks sukham (n.) happiness ay aT aT Vlabh (middle) labhate he obtains Tar aq ‘sev (middle) sevate he serves *When the h occurs in the middle of a word, it is pronounced as a breath of air.4 LESSON NINE EXERCISES 1. Putin the correct sandr tor ine 1ofiowing phrases: a TE Teeter e WE a > Wat: are |, Fa: ERT 5 «. ant areas: «. Peg: wa ‘Take out the sandhi in the following phrases: a. WaT Weft e. War arrester b. parresta 6 WA: Wag «. Waa eT: ae 6. Tata: n, WaT, 3. Translate the following entences into English, Take out the sandhi (for vowels and final h), and then translate: a deg are safes virasya balo bhavati (arez arent Taft 1)LESSON NINE 15 . FST aes HY Tare sukham jiinasya phalam bhavati (qa aAet wei Taha 1) . Brean yer ery ararata eat | Sisya grhat jalam acaryaya labhante (Rear qerssrerararata az 1) . Weta Fara weadifa art area 1 ramas tatra jalaya gacchatiti viro vadati Qa Tears teadiia art arate 1) . rea areas Gad | Sisya acaryam sevate (fra ara Fat 1) | Rear aay ara AT | Sisya jfianam acaryat labhante (fren arrararatcerst 1)116 LESSON NINE, 2 UT way Say Tara | rma katham duhkham jayasi a SF Fat TAS 1) h. Oat Yer Frag Teste 1 putro grhat nrpasyasvesu gacchati (aa erqretag reste 1) i FAT Gass Gey sadifa ead amrtam sukhasya phalam bhavatiti cintayate (aad Gaet wet sad Tae 1) j. Barat aeret Terey Rreara weft 1 Aciryo jfianasya pustakam sisyaya pathati carat area Gere fereart water 1) . Translate the following sentences into Sanskrit. First write in roman, then devanagari, and then write again with the (vowel and final h) sandhi: a. The water is in Rama's hands. b. The boy reads the book.LESSON NINE a7 c.. The hero stands ever in the house of the king. |. The boys obtain the fruits from the forest. “You conquer suffering with knowledge,” the teacher says. From the fruit the boy obtains water. (Use singular for “fruit.”) . “I see truth in the sun and the moon,” says Rama. . Without knowledge there is suffering. “J do not come from the village,” the king’s son says. The hero and the boy live in the forest.SUMMARY SHEET Third gacchati (he, she goes) Second gacchasi First (you go) gacchami U go) Singular LESSON NINE gacchatah ——_gacchanti (they two go) (they all go) gacchathah —_gacchatha (you two go) (youall go) gacchivah —_gacchaimah (we two go) (we all go) VERBS PRIMARILY TAKING ACTIVE ENDINGS (parasmaipada a+ Vgam Vgam Nii Vpath pas (Vdrs) Vprach Vbhii Vvad Vvas Vstha Vsmr agacchati gacchati jayati pathati prechati bhavati vadati vasati tisthati smarati he comes he goes he conquers he reads he asks he is he speaks, he says he lives he stands he remembersTESSAN NINE Third — bhasate (he speaks) Second — bhagase (you speak) First. hase (speak) \ ' Singular bhasete bhasante (they two speak) (they all speak) bhagethe bhasadhve (you two speak) (you all speak) bhasavahe —_ bhagmahe (we two speak) (we all speak) VERBS PRIMARILY TAKING MIDDLE ENDINGS @tmanepada) \bhas bhasate he speaks man manyate he thinks Vlabh labhate he obtains sev sevate he serves VERB REGULARLY TAKING BOTH ENDINGS (ubhayapada) Vcint cintayati -te he thinks120 LESSON NINE. MASCULINE NOUNS Nom. | narah narau narah (subject) | I Acc. | naram narau narfin (object) | | Inst. | marena* narabhyim naraih (with) 4 | Dat. | naraya_ narabhyam narebhyah (for) | 1 Abl. | narat —narabhyam —narebhyah (from) | \ Gen. | narasya narayoh —naranam* (of.’s) | I Loc. | mare narayoh —_naresu (in, on) | I Voc. | nara narau narah oO | Singular Dual Plural *gajena, gajandm (See page 46.) agvah horse virah hero Acaryah teacher Sisyah student gajah elephant siiryah sun gramah village hastah hand candrah moon narah man nrpah king putrah son bala boy mrgah deer rimah RamaLESSON NINE 121 NEUTER NOUNS Nom. | phalam _ phale phalani* (subject) | | Acc. | phalam _ phale phalani* (object) | | Inst. | phalena* phalabhyam_phalaih (with) | | Dat. | phalaya phalabhyam _phalebhyah (for) | | Abl. | phalat — phalabhyam _phalebhyah (from) | | Gen. | phalasya phalayoh — phalanim* (of, ’s)_ 1 | Loc. | phale phalayoh —_phalesu (in, on) | | Voc. | phala phale phalani* (0) I Singular Dual Plural *Sastrani, SAstrena, Sastranam amrtam immortality satyam truth grham house sukham —_ happiness. jalam water siktam hymn jfianam —_ knowledge duhkham suffering pustakam book phalam fruit vanam forest Sastram’ scripture122 INDECLINABLI atra iti eva katham kutra ca tatra na vind saha LESSON NINE here end of quote only, ever how (used like kutra) where and there not or without withLESSON NINE. RAMAYANA 123 Translate the following, using the vocabulary given afterward: 1. Baearany eee AT Ta aaa | (aaearat cea aT FUT gare 1) 2, TAC AA: Yar AateT | (Saraegq Aca: Yar Talat 1) 3. UAT WaT aa TMT: TTA TaTaT | (Gar TAT ae TTT: TTA TATA 1) 4. UF: Gee: MAT aa Tafa 1 Qt: Ge: SA area Taft 1) 5. gar we ferarta (Fat TA ferater 1) 6. TH afar ae We Tee rn fafrat aerit ae Tete 1)128 VOCABULARY LESSON NINE _ wa ae: Arar aerate 1 (aa wy: Arat weatt 1) drarary ferarctifer wat aete 1 (dtarar feraftte wat areata 11 . ayodhya (fem.) the city f Ayodhya (The locative is ayodhyayam, “in Ayodhy dagarathah (mas. noun) Da nama (ind.) by name aratha, the king of Ayodhya catyarah (nom.) four (used as an adjective) . bharatah, laksmapah, Satrughnah names of Rama's brothers . sundara (adjective) beautiful Santa (adjective) ps vira strong (here an adjective—strong like a hero) . Snihyati (3rd per. sing. verb) he loves (used with locative) . mithila (femn.) city of Mithila (The accusative is mithilam.) . Sit (fem.) Sita (The accusative is sitam.) . The locative of sitLESSON TEN Alphabet: The remaining sandhi rules Grammar; Pronouns and adjectives The verb Vas Vocabulary: Adjectives and particles126 LESSON TEN ALPHABET: 1. Here is the chart for the sandhi rules for final t, n, and m: REMAINING SANDHI RULES FINAL LETTER OF FIRST WORD: INITIAL LETTER OF t a m SECOND _ WORD: dion tom vowels d loon 1 om ggh i 1 fi (om gh qo! on tm didh dion {om didh aqooiog oom b/bh n | oan om nasals (n/m) dolor {om yi a) ! r ! ' | 1 \ I h t \ \ n k/kh cof ms tom c/ch t | ms | m th t !ooms | om tth t ion | oom piph e(eh)* | (ch)? | 1 6 r ion i oom sis t loon 1 om end of line 1. If the vowel before n is short, m becomes nn. 2. The following § may become ch. 3. The following h becomes dh 4. The following § becomes ch. Examples for this chart can be found on: p. 196 (for final m) pps. 205-207 (for final m) pps. 218 and 219 (for final t)LESSON TEN 127 . Many of the changes on this chart occur because the last letter of the first word is “getting ready” to say the first letter of the next word. This rule, which often involves a change of voicing, is called “regressive assimilation.” The prior sound is assimilated. . There are a few additional rules, which are used less often. They are discussed in Lesson 18. . There are no sandhi changes if the first word ends in a vowel (excluding h and m) and the second word begins with a consonant. . Atone time the manuscripts didn't have any breaks between words, sentences, or paragraphs in the written script. Fortunately, modem editions have introduced some spaces between words. Words are separated indevanagari as much as possible without changing how they are written and without adding a virima. . Here are the cases that result in a break between words. After the sandhi has been applied, there is a break in the devandgari between words when the first word ends in a vowel, which includes h or m. For example: we: Teatt = WA TBP T owen aw: grata = we: yeatt TAH Tee = TH TESTA any rimah gacchati = ramo gacchati (vowel) ramah prechati = rimah prechati (h) riimam gacchim ramam gacchimi (m) . If the first word ends in a vowel and the second word begins in a vowel and together they form a new vowel (bhava + arjuna = bhavarjuna), then there can be no break in devandgari or roman script. (See point 10 on page 90.)128 GRAMMAR: PRONOUNS 1. LESSON TEN Pronouns (sarva-naman) decline exactly the same way that nouns decline, This table does not give, however, the endings, but the entire first person pronoun (I, we two, we, etc.): Stems: mad (singular) |; asmad (plural) we. Both are any gender. Nom WEE TAT aa I, we aham avam vayam ac TAT armyat E me, us mam (ma) fivam (nau) asman (nah) Inst, wat sara, ETAT: with me, us maya avabhyam asmabhih Dat wat wrarcan al were a: for me, us mahyam (me) Avabhyam (nau) —asmabhyam (nah) Ab. aa mara, ETT from me, us_ mat avabhyam asmat Gen ape oad: at wea my, our mama (me) — dvayoh (nau) asmakam (nah) Loc. nfa wraat: ware, onme, us mayi avayoh asmasu 1 L 1 — I Singular Dual Plural . The Sanskrit words in parentheses are sometimes used. For example, mA is sometimes used instead of mam (except beginning a sentence).LESSON TEN ADJECTIVES 3. Here is the second person pronoun (you): 129 Stems: tvad (singular) you; yusmad (plural) you. Both are any gender. gary yuvam Nom, Taq you tvam Ace. TAT TAT you tvam (tva) Inst. TAT with you tvaya Da GAT for you tubhyam (te) Ab. = Ta. from you tvat Ge, Tat your tava (te) “Loc. Tate on you tvayi \ \ Singular gary a yuvam (vam) gars yuvabhyam garry a yuvabhyaim (vam) area yuvabhyam gaat: ary yuvayoh (vim) yuvayoh Dual TAH yayam gary a yusmin (vah) RULE yusmabhih aren a: yusmabhyam (vah) aR yusmat garry a yusmakam (vah) yusmisu Plural 4, Adjectives (visegana) are considered nominals (subanta), or noun forms. They are declined like nouns. They are usually placed before the noun that they modify and agree with it in number, case, and gender. For example, the adjective for “beautiful” is sundara:130 LESSON TEN Gat wait weft 1 sundaro gajo gacchati (with sandhi) The beautiful elephant goes. Ifa genitive is also modifying a noun, the genitive goes closest 1 ue noun. For example: Watt yas at teste sundaro nrpasya gajo gacchati (with sandhi) The beautiful elephant of the king goes. aaa yes Tait Teste | sundarasya nrpasya gajo gacchati (with sandhi) ‘The elephant of the beautiful king goes. VAS 5. One of the most common roots in Sanskrit is Vas, which means “to be.” We hay be,” but Vas is more common, It is used to mean “there is” and ad another root, bhi, which also means “to asa copula. For example: There isthe horse. ATSPRT asvo ’sti Rama is the king aT qarstet ramo nrpo ’sti131 6. Here is the present indicative (lat) for Vas. These are not the endings, but the entire verb: Thicd PET cn att asti stah santi Second ART ea: wa asi sthah stha Fist OTA ta: a: asmi svah smah rena ___t Singular Dual Plural Note how closely this is related to the endings for the active verbs. Note also that the singular forms begin with a, and the dual and plural begin with s. 7. This verb is often understood. That is, the verb is meant, but is not written in the sentence. For example: WA TUSTET or | TUN TA I amo nrpo ’sti nrpo ramah Rama is the king. Rama is the king. Notice that when the verb is understood, the predicate nominative (king) is sometimes placed before the subject (Rama). 8. Often this verb begins the sentence. For example: afer Fat caeat ory 1 asti nrpo dasaratho grame There is a king, DaSaratha, in the village.132 VOCABULARY LESSON TEN SANSKRIT ENGLISH qqAa4 4gaggaga a4 ativa (ind.) very api (ind.) also, too (placed after the word itis associated with) ‘Vas (root) asti (3rd per. sing.) he, she, or it is asmad (plural pro.) we aho (ind.) aha! hey! evam (ind.) thus, in this way kupita (adj.) angry tvad (sing. pro.) you dharmika (adj) virtuous nama (ind.) by name (placed after the word it is associated with) punar (ind.) again Dhita (adj.) afraid mad (sing. pro.) I yusmad (plural pro.) you sundara (adj.) beautifulEXERCISES 133 . Put in the correct sandhi, write in devandgari, and translate: a, mama putrah gacchati b. tava gajah mat tvam gacchati c. mama hastau pustakesu stah d. aham nrpah asmi e. vayam aSve tisthamah f. tvam mama pustakam pathasi g. ramah tava nrpah asti h. yayam grhe stha asmakam nrpah kupitah asti tvaya saha aham gacchami k. dharmikah nrpah bhitah asti 1. sundarah tvam 2. Take out the sandhi and translate the following: a, ToeT arses |134 LESSON TEN », Wet wa: Grate | o. Benda frat svarke | a. Brarat wher Geteths watt c. Witt TA WaT ATT aT 1 ea Ta We Teale Pea: gests | s. ot ae we waft nO: Gereraaet TA | i Wer feat grater t j. WaT et fA Gat TT135 3. Translate the following sentences, writing them first without sandhi (in devanigari) and then with sandhi (in devandgari): a. The student is not afraid of the teacher. (Use ablative for teacher.) b. You obtain knowledge from the scriptures. c. “The boy is there,” says the hero to the teacher. d. Task the teacher about the deer. ¢. “Where are you going?” the boy asks. f. Again the hero comes to my house. g. Your teacher speaks the truth. h. Ourhorses are standing in the village. i, There is aking, Rama by name, in our village. j. How do I obtain the king's horses from you?136 SUMMARY SHEET Third gacchati (he, Second gacchasi (you go) First. — gacchami (Igo) LESSON TEN gacchatah —_gacchanti she goes) (they two go) (they all go) gacchathah —_gacchatha (you two go) —_(youall go) gacchavah —_gacchamah (we two go) (we alll go) es Dual Plural VERBS PRIMARILY TAKING ACTIVE ENDINGS (parasmaipada) a+Vgam Agacchati Vgam gacchati Nii jayati Vpath pathati \pas (Vdrs) — pasyati \prach prechati Vbhit bhavati vad vadati Vvas vasati \Vsthai tisthati Vsmr smarati he comes he goes he conquers he reads he sees he asks he is he speaks, he says he lives he stands he remembersLESSON TEN 137 Third —bhagate —_—bhasete bhasante (he speaks) (they two speak) (they all speak) Second bhasase bhasethe —-bhagadhve (you speak) (you two speak) (you all speak) First bhage bhasivahe —_bhasimahe (I speak) (we two speak) (we all speak) \ m4 Va ' Singular Dual Plural ‘VERBS PRIMARILY TAKING MIDDLE ENDINGS (atmanepada) Vbhas bhasate he speaks man manyate he thinks Viabh labhate he obtains sey sevate he serves VERB REGULARLY TAKING BOTH ENDINGS (ubhayapada) Veint cintayati-te he thinks ‘THE VERB Vas Third —asti stah santi Second asi sthah stha First asmi svah smah Lo Lo Lo Singular Dual Plural Charts for pronouns are listed on pages 307-311.MASCULINE NOUNS asvah acaryah gajah gramah candrah narah nrpah putrah balah mrgah ramah LESSON TEN narah —narau narah naram narau naran narena* narabhyam naraih naraya narabhyam narebhyah narit | narabhyam narebhyah narasya narayoh —nardndm* hare narayoh = naresu nara narau narah Singular Dual Plural *gajena, gajanam (See page 46.) virah hero Sisyah student siryah sun hastah handLESSON TEN 139 NEUTER NOUNS Nom. | phalam _ phale phalani* (subject) | ! Acc. | phalam — phale phalani* (object) | \ Inst. | phalena* phalabhyam phalaih (with) | I Dat. | phaldya phalabhyam _phalebhyah (for) | I Abl | phalat-—phalabhyam__phalebhyah (from) | Gen, | phalasya phalayoh —_phalindm* (of,’s) | 1 Loc. | phale — phalayoh —_phalesu in, on) | I Voc. | phala —_ phale phalani* (0) L Singular Dual Plural *$astr strena, sastranam amrtam immortality satyam wuth grham house sukham happiness jalam water siktam hymn jfianam knowledge dubkham suffering pustakam book phalam | fruit vanam —_ forest Sastram scripture40 LESSON TEN ADIECTIVES kupita angry dharmika virtuous bhita afraid sundara beautiful INDECLINABLES ativa very atra here api also, too (placed after the word it is associated with) aho aha! hey! iti end of quote eva only, ever evam thus, in this way katham — how kutra where ca and tatra there na not nama by name (placed after the word it is associated with) punar again va or vind without saha withLESSON ELEVEN Alphabet: Internal sandhi rules. Grammar: Feminine nouns in @ and third person pronouns Vocabulary: Feminine nouns142 ALPHABET: INTERNAL SANDHI LESSON ELEVEN . We will learn only two internal sandhi rules at this time. These need not be memorized, but are mainly for recognition. The first rule is that s changes to § if immediately preceded by any vowel but a or &, or preceded by k or r. The rule does not apply if the s is final or followed by an r. It applies even if an anusvara (m) or visarga (h) comes between the vowel, k, or r—and the s. This rule is clearer in chart form: | any vowel 1 inspite of | changess 1 unless final | 1 (buta ora), | intervening! tos | orfollowed | Iokorr |) morh | 1 immediately | | \ | byr \ | i | L i 1 . Ifthe sound following the s is t, th, or n, it is also retroflexed. For example: sth becomes tisthati |. The second rule is that n changes to n if preceded anywhere in the same word by r, r, F, or s. Certain sounds may interrupt the process. Study this chart: Ir luntesse, ch, j, jh, fi, | changes nif followed by Ir ot fthd,dhya, | ton I vowels, m, y, lFol t, th, d, dh, | \yorn lors | 1, S, sinterferes | | I I 1 | 1 1 |LESSON ELEVEN 143, 5. Retroflex sounds, such as r, r, F, and §, leave the tongue ina retroflexed position. Unless certain sounds interfere, such as retroflex sounds of the releasing type, like {, or sounds from the row above or below, then n becomes retroflexed. (The ka varga and pa varga don’t seem to move the tongue enough to change out of the retroflex position.) For example: rdimena (The r changes the n ton.) putrena (The r changes the n to n.) putranam (The r changes the n ton.) 6. In this chart, the sounds which could interfere are in bold. They are all the consonants in three rows except for yat ka kha gas gha—sta ha ca cha ja jha.ss fia’ Sa fa tha da dha na ora ga ta tha da dha_— na lassa pa pha ba—stbha Ss masa 7. Ifanother n immediately follows the n, they both become np.GRAMMAR: FEMININE NOUNS IN A 2. LESSON ELEVEN . There are standard endings to nouns, and it will help to compare all future declensions with the standard endings. Some declensions follow these endings more closely than other declensions. The standard endings are the same for all genders, except the neuter nominative and neuter accusative, which are m, i, and i. fem Nom. s m au i as i Ace, an om au i as i Inst. a bhyam bhis Dat. e bhyam bhyas Ab. as bhyam bhyas Gen. as 0s am Loc. i os su a) a) io Singular Dual Plural These endings are generally applied to most stems using sandhi rules. For example, the masculine nominative plural standard ending is as. When as is added to nara, the word for “men” becomes naras (narah with sandhi). These standard endings are listed by Pai with p. Panini therefore calls the nominal endings sup. ina siitra (4.1.2) that begins with su and ends On the following page is the declension for feminine nouns ending with d in their stem form:LESSON ELEVEN 145 Stem: send (feminine) army Nom. @AT a at: send sene senah Acc, SARL mw a: senaim sene senah Ins, STAT area: aah: senayai senabhyam senabhih Da. Gare area, aaa: sendyai senabhyam senabhyah a Sava: = Saree, SATE: senayah senabhyam senabhyah Gen. art: arr senayoh senanam Loe. ara: arg senayam senayoh senasu Voc. Ot wR aa: sene sene senah Ld t __ LL _—! Singular Dual Plural . Feminine nouns must have feminine adjectives. Masculine and neuter adjectives normally are declined like nara and phala. If the noun is feminine, the adjective is declined like & or I stems. (The feminine ill be studied in Lesson 13.) The dictionary will indicate how the feminine adjective is formed. For example: stem ending iTHIRD PERSON PRONOUNS 4. LESSON ELEVEN kupita mf(@)n bhita mf(@)n dharmika mf(n sundara mf()n If the dictionary entry is marked (mfn), the word is an adjective, and the feminine adjective is usually formed with . While the first and second person pronoun have only one declension, the third person pronoun has three declensions—one for each gender: Stem: tad (masculine) he Nom. a at a (he, they) sah tau te Ace. 7 at aw (him, them) tam tau tan Inst a mam a: (with him, them) tena tabhyam taih Dat re way | ae (for him, them) tasmai tabhyam tebhyah Abl. wen oo aeary TT: (from him, them) —_tasmat tabhyam tebhyah Gen. wat: ay (his, their) tayoh tesam Loc. ay (on him, them) tesuLESSON ELEVEN 147 5. With sandhi, sah, the masculine nominative singular, drops the final h before all consonants and all vowels but a. It usually appears as sa. At the end of a line, it appears as sah, and before a it appears as so (and the a is dropped). For example: amreta asa sagacchati —_He goes. so’tra He is here. 6. Here is the neuter third person pronoun: Stem: tad (neuter) it Nom. TL a art (it) tat te tani Ace. a + arr (it—object) tat te tani Inst. co wat (with it) tena tabhyam taih Dat. aay awa, area: (forit) tasmai tabhyam tebhyah Abl Ta Ta: (from it) tasmat tabhyam tebhyah Gen. Tw. wat: ary (of it, its) tasya tayoh tesam Loe, afer wat: ay (onit) tasmin tayoh tesu \ Lo ss Singular Dual Plurala8 7. Not which the neuter differs from the masculine. 8. Here is the feminine third person pronoun: Stem: tad (feminine) she Nom. a (she, they) si Ace. a (her, them) tam Inst. wa (with her, them) taya Dat. wey (for her, them) tasyai Abl. Tet: (from her, them) tasyah Gen, Tea: (her, their) tasyah Loe. Tar, (onher, them) — tasyam t \ Singular ap 8 ay te aa tabhyam ata tabhyam array tabhyam LESSON ELEVEN that the nominative and accusative are the only forms in tabhyah area: tabhyah Tra tasim ag tasu t PluralLESSON ELEVEN 149 9. The third person pronoun can act as a pronoun or a demonstrative pronoun meaning “that.” For example: a nate | sa gacchati He goes. (“He” is a pronoun.) aa waft! sa naro gacchati That man goes, (“That” is a demonstrative pronoun.) The demonstrative pronoun is usually referred to in English as a demonstrative adjective. In Sanskrit, itis called a pronoun. 10. The demonstrative pronoun goes in front of the noun it is used with and corresponds to the noun in case, gender, and number. For example: a are Wee | sa balo gacchati That boy goes. area OTF Teste | balas tam gramam gacchati The boy goes to that village. IVA 11. The word “iva” indicates “like” or “as if.” For example: 7a ya wet aefa 1 nrpa iva bilo vadati. The boy speaks like aking.150 VOCABULARY SANSKRIT afer za Pay avidya (fem.) iva (ind.) Katha (fem.) kanya (fem.) kupita (fem. adj.) chaya (fem.) putrika (fem.) praja (fem.) bala (fem.) bharya (fem.) bhita (fem. adj.) mali (fem.) vidya (fem.) sita (fem.) sena (fem.) LESSON ELEVEN ENGLISH ignorance as if, like (used after verbs, nouns or adjectives) story girl angry shadow daughter child, subject (of aking) girl wife afraid garland knowledge Sita (wife of Rama) armyLESSON ELEVEN EXERCISES 1. 151 Write in devanagari, with correct internal and external sandhi, and translate. Use the vocabulary list and tables located in the back of the text. a. ramena saha . strani phale agve stah |. sah gacchati . sah balah digacchati balah mam Agacchati . $i bala maim Agacchati 1 n tam gacchati sah balah gacchati sa bala gacchati sah balah iva gacchami aho rama tasmin vane sah vasati sitayah mala Take out the sandhi and translate the following: a Waar ye waa | >. Ua Fa are aftenrster 1 c, Ta WMT Ht Tate | a. TET PSTATAT TSMTEABPRT | Notice that eh becomes cch after a short vowel. See p. 230 #5.)152 LESSON ELEVEN e. Treat fret drake 1 © @ arardeq arat Bae g. Fae OTST | n. Feerar Rreatsgd aaa | i A area arn we Wester | . Translate the following into Sanskrit, including sandhi, and then write in devanagari: a. There isa girl, Sita by name, in that village. b. The daughter of the virtuous king is very afraid. c. “He tells me again,” that subject says. d. “Aha! [remember that story!” the girl says. e. With knowledge, you obtain immortality; with ignorance, you obtain suffering. f. Like those girls, Sité reads books. g. “Where is our daughter?” the hero asks his wife.LESSON ELEVEN 153 h. The wife of Rama is Sita. i, ‘The hero obtains a garland and thus obtains a wife. j. “Without Sita, 1 am as if without the sun,” Rama says. THE MONKEY AND = 4. Translate the following story. The vocabulary is given afterward: THE CROCODILE a. fer Tara BE: | ». avers FAS TaTaTETS aaAT | c. Uidtet ame: weatt warts afer 1 a Bete: went Arete | e arrest eed Pronehia eeiees arat aefe 1 1 wat eed eregeste | 2g. Wet aes yeanresit SANT art ala | ». Vanfeeata art vate 1 i. were Sait ant ast |VOCABULARY LESSON ELEVEN Tara wey Eri: Wet aahT | ay eed gat vada areata | waat aa wate are aT | era art Wrrarede Tare | oe Faas | . ar gereq feet aeafe . ery eas ata Saft are ache | . We Brit arava PT fered: | |. gafiga (fem., a declension) Ganges kumbhirah (mas.) crocodile . mitram (n,) friend vanarah (mas.) monkey. Appears first as an appositional (his friend, a monkey) tatah (mas.) bank (of the river) . pratidinam (ind.) everyday pakva mf(@)n (adj.) ripe niksipati (3rd per. sing.) he throws down ._khdati (3rd per. sing.) he eatsLESSON ELEVEN .hpdayam (n.) heart mista mf(@)n (adj.) sweet bharya (fem., & declension) wife . khdditum (infinitive—treated like an accusative) to eat icchati (3rd per. sing.) he wants (khaditum icchati = he wants to eat) . Agaccha (2nd per. sing, imperative) evam astu (ind.) O.K., so let it be prstham (n,) back vahati (3rd per. sing.) he carries madhyam (n.) middle . vrkgab (mas,) tree nayati (3rd per. sing.) he takes, he carries. Second person imperative is maya (combined with iti is nayeti) . ucchalati (3rd per. sing.) he jumps up . bilam (n.) hole ._kah (mas. pronoun) who cit (ind.) (makes kah indefinite) kaScit someone corayati (3rd per. sing.) he steals sma (ind.) makes verb before it in past tense . tigthati (Grd per. sing.) he remainsLESSON TWELVE Alphabet: Numerals; cardinal and ordinal numbers Grammar: Nouns in i and the gerund Vocabulary: Nouns iniLESSON TWELVE ALPHABET: NUMBERS 1 157 Here are the numerals (samkhya) and cardinal numbers from one to ten. Alternate forms for some numerals are given in parentheses. NUMERALS CARDINAL NUMBERS Arabic devandgari English Sanskrit 1 g ‘one Uh eka 2. R two fe avi 3. 3 three ai 4. v four dt catur 5. 4 (4) five Was pafica 6. & six TT sas 7. 9 seven TA sapta 8. G (e) eight WE asta 9. & (8) nine qq nava 10. Ro ten eM dasa . The devandgari numerals combine just like Arabic numerals (since Arabic numerals were formed from Sanskrit). For example: iB Re 12 RR 13 RR 20 Re158 LESSON TWELVE |. FOF NOW, We WIIL not use te cardinal numbers (eka, dvi, etc.) as part of the sentences, since their declensions are complex. At the end of each sentence in the exercises, we will use the numerals 3% 3, ete). . Here are the ordinal numbers: First prathama Sixth sastha Second Seventh saptama Third trtiya Eighth —_astama Fourth caturtha (or turiya) Ninth navama Fifth paficama Tenth daSama . The ordinal numbers will be used in the exercises, because their declensions are easier than the cardinal numbers. The ordinal numbers are used like adjectives, going before the noun they modify and agreeing with it in gender and case. The number will be singular. . The ordinal numbers follow the short a declension for the masculine and neuter. Here are the feminine stems. (The femininei will be learned in Lesson 13.) First prathama Sixth sasthi Second _dvitiya Seventh — saptami Third trtiya Eighth astami Fourth caturthi (or turiya) Ninth navami Fifth paficami Tenth dagami Compare the devanagari numerals with other scripts:LESSON TWELVE 159 COMPARATIVE TABLE OF NUMERALS * + 4 % wa . »r 22 ee 23 23 38 ca) 200 ao 1 tm am om V2 wm we 5 SFROZCEV TC eR mE FXOROP ORAS ASE UTTH Mv EMo gfe ern me 6 Ayre ENG pe e%orseercervde Fe hnogebpe ene Tray aii« BP MD aAD IRN YE GNaaRUnKS 5 aa 7. Compare the cardinal numbers with numbers from several Romance languages: English Sanskrit Ttalian French Spanish one eka uno on uno two dvi due deux dos three tri we trois tres four catur quattro quatre cuatro five pafica cinque cing cinco six ‘sag sei six seis seven sapta sette sept siete eight asta otto huit ocho nine nava nove neuf nueve ten dasa dieci dix diezGRAMMAR: NOUNS IN I LESSON TWELVE, 1, Here are the masculine and feminine declensions for i nouns. They differ only in the accusative plural and the instrumental singular. Stem: agni (masculine) fire; kirti (feminine) glory Nom. ZH: Inst. Dat. Abl. Loc. agnih agnim agnaye (kirtyai) aa: brat: agneh (kirtyah) ar: areat: agneh (kirtyah) aot reat agnau (kirtyam) at agne ee Singular agni afar agnibayam aia, agnibhyam aia, agnibhyam agnyoh wat: agnyoh waa: agnayah mary cbrdt: agnin /kirtih safata: agnibhih aire: agnibhyah aire: agnibhyah wer agninam “airy agnisu waa: agnayah 1 Plural . The singular dative, ablative, genitive, and locative have an optional feminine form. For example, the feminine dative singular is kirtaye or kirtyai. The feminine instrumental singular is kirtya only.LESSON TWELVE, THE GERUND 7. 161 Now we will study the gerund, which is a participle. A participle is formed from a verb, but does not take verb endings (tin). The gerund (ktvanta) indicates prior action. The sentence, “Rama speaks and goes,” could be formed with a gerund. It would be: “Having spoken, Rama goes.” “Having spoken” is the gerund. uditva ramo gacchati Having spoken, Rima goes. (gerund) Because the gerund continues the action, it is sometimes called a continuative or conjunctive participle. ‘The gerund is used with only one subject. The gerund has the meaning of doing something first, whether the main verb is past, present, or future. A series of gerunds may be used, but they must always be followed by a main verb. Each gerund follows in time the one before it, and the main verb comes last in time, as well as position in the sentence. For example: gajam dr lam labdhva rimo gacchat Having seen the elephant, having obtained water, Rama goes ‘There are several alternative translations: Seeing the elephant, obtaining water, Raima goes. After seeing the elephant and after obtaining water, Rama goes. Afier having seen the elephant and after having obtained water, Rama goes.162 LESSON TWELVE 8. Everything that goes with the gerund, such as the accusative, is usually placed immediately before it. (See the example in #6.) . The gerund is easy to recognize because it is not declined. It is sometimes called the absolutive, because it stays in the same form. Itis usually formed from the root by adding -tva to the end (called ktva by Panini). If there is a prefix, -ya is added at the end (lyap). Root Vgam Veint Vii 3rd Per, Sing. a+Vgam 4agacchati gacchati cintayati -te Jayati Vdré (pas) pasyati Vpath Vprach \bhas Vbhi Vman Vlabh Vvad Vvas ‘sev Vstha Vsmp pathati prechati bhasate bhavati manyate labhate vadati vasati sevate tisthati smarati Gerund agamya (also agatya) gatva cintayitva jitva drstva pathitva prstva bhasitva bhitva matva labdhva uditva usitva sevitva sthitva smytva ). Here are the forms for the gerund (Vas has no gerund): having come having gone having thought having conquered having seen having read having asked having said having been having thought having obtained having said having lived having served having stood having rememberedLESSON TWELVE VOCABULARY SANSKRIT BTA: agnih (mas.) BTAPA: atithih (mas.) FATT: esi cas.) Aa: kavih (mas.) aif: kirtih (fem.) qf: bhiimih (fem.) SUPA: santih (fem) fare: siddhah (mas.) FAST siaana fem) a Gt siddhih (fem.) 163 ENGLISH fire guest seer, sage poet glory, fame earth peace one who attains perfection one who attains perfection perfection, attainment, proof164 LESSON TWELVE, EXERCISES 1. Translate the following sentences. Use the vocabulary and tables listed at the end of the text. a, Aft ser Yereat Teste 121 ». Fereat ara qatar 121 o, WI: Mara BT Tay 131 4. TH aerratafes Fat 1st e. UNG facar ate: Sift aa 1x1 «. Fast ot aafe tei . Wel Wa Sa Teaehfa fedrar are: qeatt ist165 h. Gate ofocar Slaeaatate ts i. We Ae Mahe eI i. Tt sare sta gat aah 1g! 2. Write the following sentences in Sanskrit: a. Afier conquering the army, the hero obtains fame on earth. b. Like Sita and Rama, the student goes to the forest. c. After serving her third guest, Sit speaks to Rama. 4. In the story, Rima obiains fame. ¢. The hero does not conquer ignorance. {. The king, Rama by name, is very virtuous. g. “How do you obtain perfection?” the second student asks. h. Having lived in the forest with his wife, the king, Rama by name, goes to the village. i. Having obtained peace, perfection, and glory, the seer goes to the beautiful forest. J. Thus having seen his wife on the elephant, the hero goes to her.LESSON THIRTEEN Alphabet: The sandhi rules for combining vowels Grammar: Feminine nouns ini Relative-correlative clauses Vocabulary: Nouns in Relative and correlative adverbsLESSON THIRTEEN 167 ALPHABET: 1. The following chart shows the changes that vowels often undergo. VOWEL SANDHI ‘These changes are called guna and vrddhi changes: a a a a a a ii e ai y ua o au v r ar ar r 1 al al 1 Lo Lo Ls guna vrddhi-_ Corresponding Semi-vowel 2. This important chart will help you understand how vowels combine in both internal and external sandhi. Later on, it will help you understand how roots are strengthened (by guna or vrddhi) to form verbs and nominals, For example: vid veda vaidya \div deva daivika Vyuj yoga yaugika Vdhr dharma dharmika mo 14 ' Root guna —vrddhi 3. Memorize the above chart and then memorize the sandhi rules for combining vowels that follow: 4. SIMILAR VOWELS Wy + Wa: = Waa: rama + avah = rimasvah a oe +168 +i rtr=f LESSON THIRTEEN trate . fa = resdifet gacchati + iti = gacchatiti Ue + BT -TET guru + upa = gurdipa Fig att Fg pitr + rsi = pitrsi These rules apply first. Then the following rules apply. . DISSIMILAR VOWELS 1+ vowel = yvowel ("vowel” means any short or long vowel) ii + vowel = vowel r+ vowel = rvowel Treatd . Way = Tear gacchati + aSvam = gacchaty asvam Te + Way = Tay guru +a6vam = gurv a6vam fag. wa - far pitr +atraLESSON THIRTEEN 169 6. etaze? Wea. wa = Usa grame+atra = grime ’tra e+vowel =a vowel = WT + fet = UT eft grime +iti = grama iti 1. aitvowel =a vowel TEN. HT = TOT HT tasmai+atra = tasmd atra Ano seldom occurs in a final position before sandhi is applied. au+vowel = Awowel Tat + fats Tanta gajau+ iti = gajaviti 8. FINAL “a” FOLLOWED BY DISSIMILAR VOWELS: wa. fa - wate tatra+ iti =tatreti +t =o wes + TUPI - Ha katha + upanisad = kathopanisad Ber car aa. Mas Wa satya + rtam = satya rtam170 LESSON THIRTEEN Bese, ai = ai Wa. Ug we tatra +eva = tatraiva ¥+0, au = au Wa. We: - ale: atra + okah = atraukah 9. Some vowels (pragrhya) are not subject to sandhi. They are: a the letersi, ii, and e, when they serve as dual endings. For example, bile agacchatah (The two girls come.) needs no sandhi. . the final vowel of an interjection (usually a vocative). For example, aho asva (O horse!) needs no sandhi.LESSON THIRTEEN GRAMMAR: NOUNS IN I m 1, Here is the declension for feminine nouns ending with Tin their stem form: Stem: nadi (feminine) river Nom, al ae Ta: nadi nadyau nadyah ac AY aa: nadim nadyau nadih nt. WET aarti: nadya nadibhyam nadibhih pa. 7a waar TET: nadyai nadibhyam nadibhyah Ab WET: adress TTT: nadyah nadibhyam nadibhyah Gen, EMT: wet: aeArL nadyah nadyoh nadinam Lo. = TEL welt: aay nadyam nadyoh nadisu voc. WE wer we: nadi nadyau nadyah a Ud Ld Singular Dual Plural172 RELATIVE- CORRELATIVE CLAUSES LESSON THIRTEEN 2. Now we will learn about relative and correlative clauses. In English, the sentence “I see where the king lives,” contains two separate clauses: “I see” and “where the king lives.” The sentence contains a subordinate, or relative clause (“where the king lives”), and an independent or correlative clause (“I see”). For example: see where the king lives. bo correlative relative 3. In Sanskrit, the relative clause usually goes first and the correlative goes second. The relative clause is introduced by a relative adverb (indeclinable) and the correlative clause by a correlative adverb. ‘Where the king lives, there I see. 1 me 1 relative clause correlative clause Where the king lives, there I see. Lu Lo relative adverb correlative adverb yatra nrpo vasati tatra aham pasyaimi 1 My telative clause correlative clause yatra nrpo vasati tatra aham paSyami a Lo telative adverb correlative adverbLESSON THIRTEEN 173 4. Here are the relative adverbs and their correlative partners (none are declined): yatah since, when —tatah ~— therefore yatra where tatra there yatha since tathd so, therefore yada when tada then yadi if tada then 5. Here are some examples: ‘When he goes, then I remember. yada gacchati tada smarami I go if you go. (becomes) If you go, then I go. yadi gacchasi tada gacchami ‘You obtain fruit where the forest is. (becomes) Where the forest is, there you obtain fruit. yatra vanam asti tatra phalani labhase 6. There is also a relative-correlative pronoun, yad and tad (“who” and “he”). This construction would be used to translate this sentence: ‘The man who goes is the king. \ \ relative clause174 LESSON THIRTEEN 7. In Sanskrit, the relative clause contains the relative pronoun yad, and the correlative clause contains the correlative pronoun tad. ‘Sometimes the correlative pronoun may be omitted. The pronoun yad follows the declension of tad (See p.177.): who man goes, he is the king \ Poo relative clause correlative clause yo naro gacchati sa nrpo ’sti eee relative clause _ correlative clause }.. Both “who” (yo) and “he” (sa) refer back to the man, who is called the antecedent. In English, the antecedent goes directly before the relative pronoun (who). In Sanskrit, the antecedent usually follows the relative pronoun (who) or the correlative pronoun (he): who man goes, he is the king yo naro gacchati sa nrpo ’sti mo antecedent or who goes, that man is the king yo gacchati sa naro nrpo ’sti mo antecedentLESSON THIRTEEN 175 9. The relative and correlative pronouns take the gender and number of the antecedent. The case of the antecedent depends upon its role in each clause. Study the following examples: Isce the man who is going. (becomes) which man is going, him I see yo naro gacchati tam pasyami Lot antecedent 1 V ! relative clause correlative clause or who is going, that man I see yo gacchati tam naram pasyami Lo amtecedent L 11 ! relative clause correlative clause The king sees the elephant on which I stand. (becomes) on which elephant I stand, him the king sees yasmin gaje tisthami tam nrpah pasyati Lo antecedent VA t relative clause correlative clause176 LESSON THIRTEEN or on which I stand, that elephant the king sees yasmims tisthami tam gajam nrpah pagyati Lo antecedent \ 4 st telative clause correlative clause 10, Notice that the relative pronoun (yad) and the correlative pronoun (tad) agree with each other in gender and number, but may differ in case. Like the antecedent, the relative word and the correlative word take a case (vibhakti) that is determined by their role in the clause. Study the following examples: I see the man with whom Rama goes. (becomes) with which man Rima goes, him I see Wr ae ae WH eta TAS UAT I yena narena saha ramo gacchati tam aham paSyami or with whom Rama goes, that man I see ar wht weata ¢ ae oeaTht yena ramo gacchati tam naram aham pasyamiLESSON THIRTEEN m7 Rama lives in the village from which I am coming. (becomes) from which village I am coming, in it Rama lives aerenrarenreanes aferarat arate | yasmad gramad agacchimi tasmin rimo vasati or from which I am coming in that village Rama lives qerenrants aaa wat gate 1 yasmiid dgacchiimi tasmin grime riimo vasati 11. The pronoun yad follows the same declension as tad (mas., n., fem.), except that the masculine nominative singular follows normal sandhi rules, and therefore appears as yah, yo, etc. Observe, for example, the masculine: Stem: yad (masculine) who, what, which Nom. (who) a: at a Ace. (whom) a at a Inst. (with whom) a aa a: Dat. (for whom) TET array aq: Abl. (from whom) ACT = ATTA aeq: Gen. (whose) a aa: a Loc. (on whom) = AL AT ay178 VOCABULARY SANSKRIT arfticet SANSKRIT (relative adverbs) Ad: yatah GA yatra AT yatha Tel yada Ate yaai dharmiki (fem. adj.) nadi (fem.) patni (fem.) mitram (n.) yad (pro.) vapi (fem.) sundari (fem. adj.) LESSON THIRTEEN ENGLISH virtuous river wife friend who, what, which pond beautiful ENGLISH SANSKRIT ENGLISH (correlative adverbs) since, when OC: tatah therefore where TA tatra there since,as TAT tatha so, therefore when Tel tada then if Tel tada thenLESSON THIRTEEN 179 EXERCISES 1. Translate the following: a. a Mfereta FATS: 121 bo. ata Ue: Ofxerfet ar area Taha 121 c. tat Gat wes ybreredft aay aafet 131 6. AMAT Wa AST TA AT AANA TT Tatts! e, at Tear FAA Gernift Tse: 1X1 Fel Gar Te Baa sear after yar wate iat s. ate ae: fate aad var a wfetat ror180 LESSON THIRTEEN n, Tereafaetate wea area aia: Hat Watt 151 i, We fare ae att Tet Tessa 121 3. Tessa F OTT are: GAT R01 2. Translate the following into Sanskrit: a. The boy obtains water from the river. b. The wife sees the fruit which is in the pond. c. Having obtained a garland, our guest goes to the village. d. He lives like a king when his wife serves him. e. Sita, who is the wife of Rama, obtains fame on earth. f. The virtuous king sees the boy who is coming. g. The student, having thought, asks the poet about the river. h. That beautiful wife lives without suffering. i, Ignorance is like a shadow for the man who sees. j. When the daughter of the king comes, then the subjects stand.LESSON FOURTEEN Alphabet: The sandhi rules for final h Grammar: Verb prefixes and the imperfect active Vocabulary: More verbs182 LESSON FOURTEEN ALPHABET: Now we will memorize the sandhi rules for words ending in h. SANDHI RULES These rules were presented in charts in Lesson 9. Both charts in FOR FINAL h Lesson 9 present the same rules, but it will be easier to follow the structure of the second chart on page 111. While the first word ends. inh, the second word may begin with any letter of the alphabet. Notice that the chart breaks the alphabet into three parts. The chart is arranged according to which section of the alphabet the second word begins. Here is one way of dividing the alphabet in order to learn these rules: (a) Vowels - (c) Unvoiced consonants (b) Voiced consonants\ LESSON FOURTEEN 183 (a) If the second word begins in a vowel, there are four rules: Second word begins in any of the following: a a i i u a r F 1 e ai o au (1) If the first word ends in ah and the second begins in a, the ah changes to 0, and a is deleted (marked by an apostrophe in roman script or avagraha in devanagari). For example: ah+a=o ” WH: WA = WHT ramah + atra =ramo ’tra (2) If the first word ends in ah and the second word begins in any vowel (except a), ah changes to a: ah + vowel =a vowel 7: . watt wa aS rdmah + dgacchati = rama dgacchati184, LESSON FOURTEEN (3) If the first word ends in ah and the second word begins in any vowel, ah changes to a: ah + vowel = 4 + vowel a+ Ste rT se narah+iti = nara iti (4) If the first word ends in any other vowel before the final h, and the second word begins in a vowel, then the h changes to r. For example: oh + vowel = orvowel Wah: + Oa = TaN nadyoh + atra =nadyor atra (b) If the second word begins in a voiced consonant, there are three rules: Second word begins in : ga ghaha ja jha fia da dha na da dha na ba bhas ma. ya ora la va_ haLESSON FOURTEEN 185 (1) If the first word ends in ah, it becomes o: ah + voiced consonant =0 voiced consonant wr . reatt= wat Tesh rdimah + gacchati= ramo gacchati (2) If the first word ends in ah, it becomes &: @h + voiced consonant = 4 voiced consonant We: 4 Teste. TT Test narah + gacchanti= nara gacchanti (3) If the first word ends in any other vowel before the final h, the h becomes r (unless the second word begins with an r). For example: oh + voiced consonant = orvoiced consonant narayoh + gacchati= narayor gacchati A double r does not occur. If the second word begins in r, the first r is dropped and the preceding vowel made long, if it is short. Note that the last two rules (2 and 3) are the similar to the rules (3 and 4) for second words beginning in a vowel.186 LESSON FOURTEEN (©) For the third group, the second word begins in an unvoiced consonant. For this group, the rules are the same when the first word ends in ah, ah, or any other vowel before the h. There are four rules: Second word begins in: ka kha ca cha ta tha ta tha pa pha fa sas sa_—sendofline (1) If the second word begins in ca or cha, the h (with any vowel preceding it) changes to §. For example: ah + ca =asca Wa + FT = Was ramah +ca = rimagca (2) If the second word begins in ta or tha, the h changes to §: ah + ¢ = ast TA: + Srepr = TABTAaT ramah + ¢ika = ramas tikiLESSON FOURTEEN 187 (3) If the second word begins in ta or tha, the h becomes s: ah +ta = asta Ws A = WaT ramah + tatra = ramas tatra The above three rules might best be learned visually, using the devanagari script. In each case the h becomes the sibilant that corresponds with the following letter, whether palatal (ca, cha), retroflex (ta, tha), or dental (ta, tha): gw FT at fea cha sta stha sta’ stha 4) All other unvoiced consonants (ka, kha, pa, pha, 6a, a, and sa) cause the h to stay h. The end of the line also causes the h to stay h. For example: ah+k = ahk WH + SF = 0 St ramah + kutra = ramah kutra188 LESSON FOURTEEN GRAMMAR: 1. Verb prefixes (upasarga) are placed before verbs to modify the VERB PREFIXES basic meaning of the verb. They are used much like verb prefixes in English, such as “receive” and “perceive.” We have already learned one prefix, a, which changes “he goes” (gacchati) to “he comes” (gacchati). 2. Here are two additional prefixes: upa towards, near upagacchati —_he goes toward, he approaches prati back to, against pratigacchati he goes back to, he returns. THE IMPERFECT 3. The imperfect (lan) indicates past action. Its traditionally described as action done “not of today,” (anadyatana), or in the past. It is formed by putting an augment (Agama), a, before the present stem. The a is called “maker of the past tense” (bhiita- karana). The imperfect uses slightly different endings, called secondary endings, or the imperfect endings. For example: a + gaccha +t becomes agacchat —_he went a+ vada +t becomes avadat he spoke be ou \ ' augment stem ending —_imperfectLESSON FOURTEEN IMPERFECT ACTIVE VERBS 4. Here is the formation for the imperfect: 3d WT OTL. agacchat and = STS: agacchah ist AT 1 agaccham 1 ' Singular BTSs ay agacchatam WTS, agacchatam WTSI agacchava 1 ' Dual 189 WTS agacchan West agacchata BTS agacchima 1 \ Plural Note that the imperfect active endings are listed on p. 317. Here are the endings for the present indicative that we have already learned. Notice that the imperfect has similar endings, but shorter: 3rd Tete gacchati 2nd THR a gacchasi is Tee gacchami Lo Singular Ted: gacchatah Tessa: gacchathah Testa: gacchavah 1 1 Dual Teestt gacchanti Tease gacchatha Testa: gacchamah i 1 Plural190 LESSON FOURTEEN 6. The imperfect puts the augment, a, after the prefix but before the stem, The sandhi rules apply here. Study these examples: Ut. Ws Wee + T= WTSI prati+ a+ gaccha+ t= pratyagacchat he returned \ uo Pou 1 prefix augment stem ending —_ imperfect STs B+ WH + T = TTT upa + a + gaccha+ t = upigacchat he approached B+ Ws Tee - H+ WA = ATT a + a + gaccha-a + am = Agaccham Tcame 7. Often a prefix may affect whether a verb takes active or middle endings. The dictionary will indicate which endings should be used.LESSON FOURTEEN VOCABULARY 191 SANSKRIT ENGLISH at + AT arate a+ Vni (active)* Gnayati he brings Sa TH soar upa + gam (active) upagacchati he goes toward, approaches Vgup (active) he protects ni (ubhayapada)* —_nayati-te he leads WT frate pa (active) pibati he drinks Ufa. 7 ufereate prati+\gam (active) pratigacchati he goes back, returns ay arate Vbudh (ubhayapada) bodhati -te he knows we ware has (active) hasati he laughs The gerund forms for each of these verbs is listed in the back of the text (pages 312-314). Remember that if a verb has a prefix, it forms a gerund with -ya rather than -tva. *Note that Vni and Vbudh are ubhayapada, but 4 + Vn1is active.192 EXERCISES Ll LESSON FOURTEEN Memorize the sandhi rules that take place when the first word ends in h. . Memorize the endings for the imperfect active. . Translate the following sentences into English: a. Ger Perea werrrate derarieaferater 121 >. Welt aTdt TSATTAT 121 c. WaT ueTeata & wfadefa 121 a. or: Bftargarart woreda watsaad 1x1 ce. Wat wet seftieqesra IY! Get ca ust dtantifa waar drva|d 161LESSON FOURTEEN 193 eg. AAAS UTA TANTS 191 ». Be: Mt oes fafengd Ge a staat is! i oe: Gare apeniarag 181 ji PTT FET ATeHSSAT 1201 4. Translate the following into Sanskett: a, The poet read the book as if he were drinking water. b. The hero asked, “How dg I protect the village from the army?” } c. How did sages live without fire? / 4. If the horses go bagk to the river, then the boy leads them to the forest. (Use douple accusative.) e. When a man dges not know suffering, then he approaches perfection.194 LESSON FOURTEEN ‘The king, named Rama, brought his wife, Sita, a garland. By means of knowledge, a man conquers ignorance. |. The child drank the water which came from the river. Having seen the river, the girl returned to her house. The boy led the horses from the forest to the river. (double accusative)LESSON FIFTEEN Alphabet: The sandhi rules for final m Grammar: More verb prefixes and the imperfect middle Vocabulary: More verbs196 LESSON FIFTEEN ALPHABET: 1. If the first word ends in m, there are only two rules: SANDHI RULES FOR FINAL M (a) If the next word begins in a consonant, the m becomes m and. is pronounced (and could be written) as the nasal corresponding to the first letter of the next word. For example: Way + teat - ot eet putram + gacchami = putram gacchimi (b) If the next word begins in a vowel or the m is at the end of a line, the m remains the same. The m remains the same because the mouth is not preparing to close at a specific point of contact as it would if the next word began with a consonant. For example: Way + areata = GaAs putram + dgacchami = putram agacchimiLESSON FIFTEEN 197 GRAMMAR: 1. Here are two more verb prefixes. Some prefixes hardly change VERB PREFIXES the meaning of the original stem, while others change the meaning: ud up, up out uttisthati he stands up (The d changes to t because of sandhi.) udbhavati he is born ava down, away, off avagacchati he goes down, understands 2. Here isa list of the major prefixes (given in Panini 1.4.58). Prefixes can also be used in front of nouns. = ati across, beyond, surpassing, past (atindriya, beyond the senses; atyanta, beyond the end, infinite) adhi above, over, on (adhyatma, pertaining to the Self; adhivisva, above all, responsible for the universe) anu after, following (anusvara, “after sound”) apa away, off (apna, downward breath, elimination) api on, close on (apihita, placed into) abhi to, against (abhyaiiga, rubbing against) ava down, away, off (avatiira, crossing down) 4qa395 34 4 back, return, to, fully (Aedra, to go toward, rya, teacher of conduct conduct; a198 9 5 "7434 PY AAA A a ud upa dus ni nis para pari prati vi sam LESSON FIFTEEN up, up out (udaina, upward breath) towards, near, subordinate (upanigad, sit down near; upasarga, “discharged near,” prefix) ill, bad, difficult, hard (duskrta, badly done; duhkham, suffering) (usually used with nouns) down, into (upanisad, sit down near) out from, forth, without, entirely (nistraigunya, without the three gunas) away, forth, along, off (parasara, “crusher”) around, about (parindma, transformation) forward, onward, forth (prana, vital breath; prakrti, nature) back to, in reverse direction, every (pratyahara, food from the reverse direction) apart, away, out (vyna, moving breath, circulation) together (samina, even breath, digestion; samskrta, put together, perfected) well, very, good, right, easy (sukrta, well-done; sukham, happiness) (usually used with nouns)LESSON FIFTEEN IMPERFECT MIDDLE 3. Here is the imperfect middle, which is also used as a past tense: Root: Vbhas (middle) speak ad ATT | ATA, TATOT abhasata abhisetim —_abhiisanta and ATT: | SATA, STAT, abhasathah — abhasetham = abhasadhvam it TT warrate sree abhase abhagavahi — abhaismahi Le Singular Dual Plural Note that the endings are given on page 317. 4. Compare the imperfect endings with the present indicative endings: ad TT aret aT bhasate bhasete bhasante and TT ayy area bhasase bhasethe bhasadhve ix TY areas |= aaa bhase bhasavahe bhasimahe Singular Dualmare 200 VOCABULARY SANSKRIT wa. 1 wane ava + \gam (active) avagacchati t+] seater ud + VDbhi (active) udbhavati 3h 4 EAT shasta ud + Vstha (active) _uttisthati wW mat ram (middle) ramate Wl aiert \Subh (middie) Sobhate fer aaa smi (middle) smayate LESSON FIFTEEN ENGLISH he understands he is born he stands up he enjoys he shines he smiles The gerund forms for each of these verbs is listed at the back of the text (pages 312-314).LESSON FIFTEEN EXERCISES 1. 201 Memorize the sandhi rules that take place when the first word ends inm. Memorize the endings for the imperfect middle. . Translate the following sentences into English: a HATA HATAAT 121 b. WH: Ma A Tat TAA 121 c. Fatataerreste Ter aa SPABIAT 131 a. Fefafaearres aed ae Tats 1 e. 4a WTA Get 1X! £. OPT Hest Te SHahe 1a .. faaafaat frat at aft: sr7g 101202 LESSON FIFTEEN ». Wal Ta ae afer strech areit STOTT! i ot Wats war dies uot Ts WaT EST 18! j. AT ares GSE THT STAT 1201 x. Feraratsaaer Perea Safrsy 1g Rt . Translate the following sentences into Sanskrit: a. Since the guest enjoyed the fruit, (therefore) he returns to the house again. b. Having smiled, Sita spoke to the beautiful girl. c. Having come from the elephant, the boy approached that village. d. He understands that the man has a son. e. After drinking the water from the fruit, the girl stands up.LESSON FIFTEEN 203 When the moon shines, then you see shadows in the forest. .. When the boy sees the elephant, then he smiles and laughs. The man and his wife enjoy that beautiful house. When his son was born, the hero smiled. The girl obtained fruit from the man who is standing. . When the sun shines on the moon, then the moon shines on us.LESSON SIXTEEN Alphabet: Grammar: Vocabulary: The sandhi rules for final n Nouns in an The imperfect for Vas The dvandva compound Nouns in an More adjectivesLESSON SIXTEEN ALPHABET: SANDHI RULES FOR FINAL N 205 « Now we will learn the sandhi rules for when the first word ends inn. In the majority of cases it remains unchanged. The chart below contains eight rules (a - h) in which n changes. . For each rule, those letters in the alphabet that are in bold represent the first letter of the second word, which causes the change. The letters outside the alphabet are the change the n undergoes. See the examples on the following pages. preceding n becomes (@) ms (b) ms © ms (d)fi(ch) sa ka ca ta ta pa sa kha cha tha tha pha sa end of line SERB ERC TIE Te ug jha dha bha la va preceding n becomes nn (e) (if preceded by a short vowel) a Ss ml (h)LESSON SIXTEEN 3. Here are examples for each of these eight rules: TW +a 2 narin +ca = naram$ca cs (b) THT += wie narin +{a= nardmsta © WH + aa = eT narin + tatra = nariims tatra OTs TT = REST naran + Sobhante = narafi chobhante or (rarely) AW + Stay = TS TTART naran + Sobhante = narafi Sobhante HW © Ws Wa = Wat rfjan +atra = rajannatra WH WA = RAT naran+ atra = naran atraLESSON SIXTEEN o WA waa = Tat nardn +jayati = narafi jayati (g Ws S = RIS nardn + da = naran da AT + TAT = AeA naran + labhate = narémpl labhate208 GRAMMAR: NOUNS IN AN 1. LESSON SIXTEEN Here is the declension for nouns ending in an: Stem: rajan (masculine) king; atman (masculine) Self Nom. UT wart Tet: raja rajanau rajanah Ace. UST wart Wa: BI: rajanam rajanau rajfiah/atmanah inst. TST BATT UTA TTP: rajia/atmana rajabhyam rajabhih pa Ua ae UT TTT: rajfie/atmane —rajabhyam rajabhyah ab, Ua: AIC: UTIL TTA: rajfiah/atmanah = rajabhyam rajabhyah Gen, TH: wat: Ta a: arena: AAT rajiah /atmanah rajioh /atmanoh rajiam /atmandm Loc. UH BTA Wa: ATA: wg rajfi/atmani rajfioh/atmanoh —rajasu Voe. TI, WH Wet: rajan rajanau rajanah PluralLESSON SIXTEEN 209 2. Note that the only difference between rfijan and &tman is that since the tmn combination cannot occur, atman always keeps the a before the n. Sometimes that a may be long. If so, the form is considered strong. The neuter is similar to the masculine: Stem: naman (neuter) name Nom. A nama Ace, ATT nama Inst. ATAT namnai Da. ATT namne Abl. ATH: namnah Gen. ATH: namnah Loc. ATH ATA namni/namani _ A ATT naman/nama Le Singular aret are namni/namani avait areett namni/namani qa, namabhyam aay namabhyam ATA, namabhyam ara: namnoh art: namnoh namni/namani — ar namabhih ary: namabhyah arrey: namabhyah aTar, namnam ag namasu namani Plural210 THE IMPERFECT FOR VAS THE DVANDVA COMPOUND LESSON SIXTEEN . Here is the imperfect for Vas: ad TET TTL BT. asit astam asan and Te: Te, wet Ast Remember that these are not the endings, but the entire verb. . Now we will begin our study of compounds (sama). Sanskrit has several different types of compounds, which are members joined together to create one unit. In devanagari, compounds are written without a break. With transliteration, in this text the members of a compound are joined by a hyphen, when sandhi permits, For example: WHAAT eka-vacana (singular number) . Nominal compounds join nouns, adjectives, or pronouns. They are usually formed by takirig the base form (nara, phala, etc.) and putting them together, using sandhi rules. Generally only the last member is declined, and prior members have loss (luk) of case ending (sup). . The first type of compound that we will study is the dvandva compound, A dvandva (related to the word “dual”) is a series ofLESSON SIXTEEN 21 equal items that would normally be joined by “and.” For example, “Sita and Rama” could be written as a dvandva compound: drarrat sitd-ramau ’ 7. Allcompounds may undergo an analysis (vigraha), which is how the words would appear if the compound were dissolved, For example: MATT vigrana: «| Aha TT siti-ramau sita ramas ca -Rama” analysis: Sita and Rama 8. This dvandva (above) is called an itaretara-dvandva, because it names its members in a distributive sense. (See #13.) In it, the last member is in the dual because two persons are named, 9. Ifmore than two persons are named, the last member is in the plural. For example: TATERTCAT: vigraha: TATA: FRreara Scarya-Sisyah Acaryah Sisyas ca “teacher-students” analysis: _the teacher and students 10. A dvandyva with three members is always plural. For example: DATA: — vigraha: BAY AY TTT aSva-gaja-mrgah aSvo gajo mrgaé ca “horse-elephant-deer” analysis: horse, elephant and deer212 LESSON SIXTEEN 11. The gender is determined by the last item named, For example: wWTaTT ——vigraha: rama-site “Rama-Site” —_ analysis: Rama and Sita, 12. The first member is in its stem form even if it refers to something, plural. Because of this, there is sometimes ambiguity concerning whether a member is singular, dual, or plural, For example: DATASET: could be analyzed as: “teacher-students” teacher and students (or) teachers and student (or) teachers and students ‘You must judge the correct translation by the context, and in most contexts, the first example would be what is meant: “the teacher and the students.” 13. There is an additional kind of dvandya, called samahara, in which the ending is always singular and neuter. The members are referred to collectively as a single unit. The meaning of the individual members is not as important as the collective sense of the whole compound. Often pairs of opposites are put in samahara- vandva form. For example: TESA vigrans: TS TST sukha-duhkham sukham dubkham ca “happiness-suffering” analysis: _ happiness and suffering 14, Words ending in-an usually act in compounds like words that end in-a. For example, atman is often reduced to Atma, when it isLESSON SIXTEEN 213 prior to the last member of the compound. Some words, such as rajan, take the -a ending as a prior member and also as the last member of the compound. For example: aR raja-ramau The king and Rama rima-rajau Rima and the king THE NEGATIVE 15. Another type of compound is negating, or the negative compound COMPOUND (nafi, or negative samisa). A noun can be negated by placing a before it. For example: fat ss ET vidya avidya knowledge ignorance 16. A gerund is also negated with a. Ifthe gerund begins with a, and there is no prefix, the ending is -tva. For example: aa agatva not having gone 17. If the word begins with a vowel, then it is negated with an, For example: wafer anuditva not having spoken214 VOCABULARY SANSKRIT aT ‘tma (mas.) Ht karma (n.) ea krsna mf(@)n (adj.) Fou: krsnah (mas, noun) ae nama (n.) fra priya mf(@)n (adj.) wrt ramaniya m{(@)n (adj.) wit raja (mas.) Wart Sukla mf(@)n (adj.) inet Sobhana mf(& or in (adj.) LESSON SIXTEEN ENGLISH Self (usually has capital “S” (follows the an declension) action (an declension) black Krsna name (an declension) dear, beloved pleasant king (an declension) white shining, bright, beautifulLESSON SIXTEEN EXERCISES 215 . Memorize the sandhi rules for final n. . Memorize the masculine and neuter for the an declension. .. Memorize the imperfect of Vas. }. Review the formation of dvandva compounds. . Translate the following sentences into English: a. PANSAPUMATATNATAT 121 b. Brat ear eat aTTes ATAATETAT 121 c. PT Wat Gahrearesrarariarad 131 a. Fat Sate a Hae TAT 1x1 e. Tat PUIETAST HASAT 1X! f. Fel OT At AMTaASaT Aer Salas 181 s. fe wer gages SseraT 101LESSON SIXTEEN bh. STARTS MINT TT: WT ET: 1G i. BF Wal aA ATA 1a 3. reser WaT ATT OTT 1201 6. Translate the following sentences into Sanskrit: a. The black horse drinks the water from the river. b. He who knows the Self enjoys action and inaction. c. The king’s name was Krsna. d. The king enjoys the pleasant actions of the son. e. The beloved hero understood perfection and imperfection (success and failure). f. The boy comes from the elephant and returns to the house. g. That which neither comes nor goes is the Self. h. When the king approached, the boys and girls stood up. i. The man who was king came from the black forest. j. Knowledge of the Self is knowledge also of the sun and the moon.LESSON SEVENTEEN Alphabet: The sandhi rules for final t Grammar: Nouns ending in r and the future tense Vocabulary: Nouns in218 LESSON SEVENTEEN ALPHABET: 1, When the first word ends in t, in the majority of cases it remains SANDHI RULES the same if the following letter is unvoiced, and it changes to d if FOR FINAL T the following letter is voiced. Those letters which are in bold are exceptions. See the examples that follow. t remains t t changes except: tod except laa toi 1 | pus roF i 4 le (before all nasals) lo a 1 @ ka kha | ga gha fa @e ca cha | ja jha fia i© Ot fa tha | da dha na qo ta tha | da dha na pa pha | ba bha ma | ya ra la va 1@ I (©e(ch) fa sa sa end of line ha d (dh) (h) 2. Here are examples for each of these eight rules: @ Wd + T= Was rimat + ca = rimiecaLESSON SEVENTEEN 219 (b) TAT + C= TATE ramat + {a =ramat ta © TAs = WASTE ramat + $astram = ramiac chastram @ Ws Fa - TR ramat + manyate = réman manyate © WAM Wey = ste rimat + jalam > = rim@j jalam (® Was S= WATS ramat + da= ramadda (@ WAT AAA = TTT ramat + labhate = ramal labhate (o) TAT + SET: = TAT ET: ramat + hastah = ramad dhastah20 GRAMMAR: NOUNS INR lL LESSON SEVENTEEN Here is the declension for nouns ending in r, These nouns are usually an agent of action or a relation, such as father or mother. Stem: dtr (masculine) giver; svasr (feminine) sister Nom. Inst. Abl. Loc. aat data datarau dataram datarau aa agar, datra, datrbhyam a Tear datre datrbhyam ald: ada datuh datrbhyam ad: aa: datuh datroh ‘OTA: datarah aIdd cag: datfn /svasth raft: datrbhih datrbhyah ag: datrbhyah arqury, datfnamLESSON SEVENTEEN 221 2, Father, mother, and brother have a weaker form (looking at the second syllable) in the nominative and vocative (dual and plural), and the accusative (singular and dual): Stem: pity (mas.) father; mtr (fem.) mother; bhrtr (mas.) brother Nom, fat fart == fame: pita pitarau pitarah ac fee feet faa TATE: pitaram _pitarau pitfn bhratfn matrh voc. faat = fret ft: pitar pitarau pitarah ey ey ‘Singular Dual Plural 3. Ina few but frequently used dvandva compounds of pairs, such as “mother and father,” the first word usually ends in @, the nominative singular. For example: arent mata-pitarau mother and father THE FUTURE TENSE 4. Now we will study the future tense, Sometimes the present indicative may indicate the immediate future. For example: Tesh gacchami Iwill go 5. More often, the simple future is used. The future tense (Irt) is used for any future action. It is formed by adding sya or isya to theLESSUN SEVENIBEN strengthened root. (Remember that s becomes § when immediately preceded by any vowel except a or &. See internal sandhi, p. 142.) 1. Most roots are strengthened by adding guna changes to the vowel. (See page 167.) The standard active and middle endings are then added. . Here is the third person singular future for some of the verbs we have learned: upa + Vgam Vgam ‘gup Neint ars Voi ‘path pas upagamisyati gamisyati gopsyati cintayisyati -te Jesyati draksyati nesyati -te pathisyati draksyati pasyati he will approach he will go he will protect he will think he will conquer he will see he will lead he will read he will see he will drinkLESSON SEVENTEEN Vprach Vbudh Vbhii man ram Viabh vad vas Vgubh vsev stha I v smi \smr vhas praksyati bodhisyati -te bhavisyati mamsyate ramsyate lapsyate vadisyati vatsyati Sobhisyate sevisyate sthasyati smegyate smarigyati hasisyati he will ask he will know he will be he will think he will enjoy he will obtain he will speak he will live he will shine he will serve he will stand he will smile he will remember he will laugh 223224 VOCABULARY: NOUNS INR SANSKRIT HET kada (indeclinable) HAT kata (mas. alt kartri (fem, FTL kulam (n.) TAT asta (mas.) rat datri (fem.) FRAT pita cas.) ATAT — phrata (mas.) TAT mata (fem.) TAA svasa (fem.) LESSON SEVENTEEN ENGLISH when (used like kutra) maker, doer (follows the r declension) maker, doer (follows long i declension) family giver (follows the F declension) giver (I declension) father (r declension) brother (r declension) mother (f declension) sister (¢ declension)LESSON SEVENTEEN EXERCISES 225 . Memorize the sandhi rules for final t. . Memorize the declension for nouns ending in r. . Make yourself familiar with the future third person singular forms. . Translate the following sentences into English: a Fa fra aa aftreadiia arereteat ATA 121 b. Hel Te MM Vet eA sha frargesT 121 e fread Seareect Tera: 121 a. Ber Farernaeaeer TTT TTA ST ts ce We frat Afacat wa wT afacafa iusLESSON SEVENTEEN £ AST A Mae TAT Tay AT HAT 1G g. Wal Te: aT Gees att Tae 101 b TW Tala @ Met: Hat ts i Wet deat aes Ae: Yate fowate 11 j WAT Ae We A Tea 1201 . Translate the following sentences into Sanskrit: a, When my sister was born, she smiled at my mother. b. My family’s name is from the name of a seer. c. “When will I speak to the king?” her father thought. d. Her father’s wife is her mother.LESSON SEVENTEEN 227 . My father is the maker of peace in our family. ‘The brother and sister will obtain fruit from the forest. .. The hero will protect the king from the fire in the forest. . The son of the king has no brothers. ‘When will the students obtain knowledge from the virtuous teacher? ““[have seen you in the pond,” the king says to the beautiful son.LESSON EIGHTEEN Alphabet: All remaining sandhi rules Grammar: Nouns in uw The karmadhiraya and tatpurusa compound Summary of compounds Vocabulary: Nouns in u, more adjectivesLESSON EIGHTEEN ALPHABET: ALL REMAINING SANDHI RULES 29 1. We will now study the remaining sandhi rules, which include final r, p, ¢, k, , n, and initial ch. 2. Here are the rules for final r: (a) Before a word beginning with a voiced letter, the r remains the same. For example: Ws Teate - grteata punar + gacchati = punar gacchati Gy. arrest = Great punar + agacchati_ = punar agacchati (b) Before an unvoiced letter or the end of a line, r follows the same rules as final s, For example: Oy +O = TE Ot punar + punar = punah punah Wd - et punar + tatra = punas tatra (©) Final r, whether original or derived from s, cannot stand before another r. The final r is dropped and the vowel before it made long if it is short. For example: GU: = aT TA: punar + ramah = pun ramah230 LESSON EIGHTEEN 3. Here are the rules for final p, t, and kz (a) Before a voiced sound these letters become voiced, and before an unvoiced sound they remain the same. For example: WE+ Ae WIS rk + veda = rg veda We + a a = mat o rk + samhita = rk samhita (b) Before a nasal these letters become the nasal of their row (varga). For example: Wa -a - Ga sup + nima =sumndma (©) Before h these letters become voiced and the h becomes their voiced aspirated counterpart. For example: are «vata - areata vak + hasati = vag ghasati 4. Here is the rule for final and n: (a) Like final n, final f becomes ith before vowels if the # is preceded by a short vowel. Also, final n becomes np if the 11s preceded by a short vowel. 5. Here is the rule for initial ch: (a) Initial ch becomes ech if the first word ends in a short vowel. The ch also becomes cch after 4 and ma. For example:LESSON EIGHTEEN 21 Ba OT - Ha WT kutra + chaya = kutra cchaya 6. Ambiguities can sometimes be created by sandhi, Two different sets of words could appear the same after sandhi has been applied. For example: Wa: Ua =a UT ramah + eva = rama eva WH Ua = UH Ue rime + eva = riima eva ae: +4= Ae 7 balah + na = balana Se + T= ATT 7 bala +na= balana ‘You can usually judge from the context of the sentence which words are correct,232 GRAMMAR: NOUNS IN U LESSON EIGHTEEN 1, Here is the declension for final u: Stem: hetu (masculine) cause; dhenu (feminine) cow Nom. 3a ca ada: hetuh hetii hetavah acc. STL a SEL hetum hetii hetan / dhenah Inst, BOAT AAT Ia eats: hetuna / dhenva hetubhyam hetubhih pa, eta Fat away ages: hetave (dhenyai) hetubhyam hetubhyah au. Bat at: | BqVNL BTA: hetoh (dhenvah) hetubhyam —_hetubhyah Gen, Bat: Fea: Bea: Ie hetoh (dhenvah) hetvoh hetinam Lo. Bit aa Bea: aay hetau (dhenvam) — hetvoh hetusu Voc. Ba a aaa: heto hetii hetavah j roe Singular ‘Dual Plural: The singular dative, ablative, genitive, and locative have an optional feminine form, For example, the feminine dative singular is dhenave or dhenvai. This entire declension is the same as the declension ending in i (page 160). The only differences are due to sandhi,LESSON EIGHTEEN COMPOUNDS KARMADHARAYA 3. 233 . Now we will study another kind of compound: the tatpurusa_ compound, Unlike the dvandva, whose members are considered equal, in the tatpurusa the last member is usually principal (pradhiina) and the prior member is subordinate (upasarjana). The tatpurusa is sometimes called a “determinative compound,” because the subordinate member qualifies or determines the sense of the principal member, which could stand alone. One type of tatpurusa is the karmadharaya. In a karmadhdraya compound, both members refer to the same object, and if separated, would be in the same case (samanadhikarana). . The simplest kind of karmadharaya is the adjective and noun: FAA vigraha: YF ATeAT Sukla-mala Sukla mala “white-garland” analysis: the white garland fRaaTe: §vigraha: fA ATT: priya-balah priyo balah “the dear-boy” analysis: the dear boy Note that even if the second member of the compound is a feminine noun (mala), the adjective often takes the form of a masculine stem (a). (Feminine nouns keep their gender in these compounds.) . Another type of karmadharaya is the noun and noun: Taft: vigraha: «Taft: raja-rsih raja rsih “king-seer” analysis: the king seer234 LESSON EIGHTEEN TATPURUSA. 6. In other tatpurusa compounds (here usually referred to as tatpurusa), the members refer to different objects and would be in different cases (vyadhikarana) if the compound were dissolved and the last member is put in the nominative. The compound is further named after the case of the first member, which would be in cases two through seven if the compound were analyzed. For example, if the first member is genitive, the compound is called a genitive tatpurusa. Here are two genitive tatpurusa compounds: WATT: ~—vigraha: «Wat: TET: raja-purusah rajfiah purusah “king-man” analysis: __ the king’s man ARGETHH vigraha: | ET ETH, nara-pustakam narasya pustakam “man-book” analysis: the man’s book 7. Acompound, like a simple word, may become a member in another compound. In these cases, in India, the analysis usually begins with the smaller pieces. For example: , WATT rama-putra-pustakam “Rama-son-book” a) Tae TA: rmasya putrah the son of RamaLESSON EIGHTEEN 235 (2) TA aes Gee rmasya putrasya pustakam the book of the son of Rama In the West, analysis of a compound begins at the right and goes to the left. In India, analysis begins with the smaller units. Rather than “taking apart” a compound, the analysis starts with smaller units and shows how the compound is “built up.” SUMMARY OF 8. Compounds may be classified into four groups. The following is a COMPOUNDS generalized description, for background information, to which exceptions may be added later: (1) dvandva, In this compound, each member is considered principal. There are two types: (a) itaretara, The members are viewed separately. For example, rfima-site, “Rama and S' (b) samahara. The members are viewed as a whole. For example, sukha-duhkham, “happiness and suffering.” (2) tatpurusa. In this compound, the first member qualifies and is subordinate to the second member. There are several types: (a) tatpurusa (vyadhikarana-tatpurusa). This name is normally used for the compound that refers to different objects, The first member would be in a different case than the second if the compound were dissolved. This coipound has six types, corresponding to cases two through seven. For example, raja-purusah, “the king's man.”LESSON EIGHTEEN (b) karmadharaya (samanddhikarana-tatpurusa). Both members refer to the same object and therefore would be in the same case if the compound were dissolved. For example, Sukla-mala, “the white garland.” If the first member is a number, it is called a dvigu. For example, dvi-vacana, “dual number.” (c) upapada. The second member is an adjusted verbal root. For example, brahma-vit, “the knower of brahman.” (dni to aor an, used to negate. For example, avidya, “ignorance.” (See p. 213.) (c) pradi. The first member is one of the twenty upasargas is a tatpurusa compound in which na is reduced given by Panini, which he listed as beginning with pra. (See pps.197-199.) The entire compound is used as a nominal. For example, anusvara, “after-sound.” ( gati, The first member is another type of prefix, called gati, and the entire compound is used as a nominal. For example, antaryamin, “inner ruler.” (3) bahuvrihi, In this compound, the actual principal is outside of the compound. The compound serves as an adjective, describing something else. The members may be in the same or different cases. For example, maha-rathah, “having a great chariot,” means one whose chariot is great, or a “great hero.” To use an example in English, “redcoat,” meaning “having a red coat,” refers to a person whose coat is-red, or a British soldier. (4) avyayibhava. This compound usually begins with an indeclinable. The entire compound is used as an adverb. For example, yathanaima, “by name.”LESSON EIGHTEEN 237 9. ‘These four groups of compounds may be understood from the perspective of which member is principal: (1)dvandva Both members are principal. (2)tatpurusa Second member is principal. (3)bahuvrihi Neither member is principal. (4) avya hava First member is principal. 10. If pronouns are used as prior members of a compound, they are put in base forms, which are used regardless of the case, gender, or number of the pronoun: mad 1 asmad we tvad you yusmad you (plural) tad he, she, it, they For example: mad-balah my boy (genitive tatpurusa) tat-purusah his man (genitive tatpuruga)238 VOCABULARY SANSKRIT ACT alpa mi(a)n (adj.) guru mf(vi)n (adj.) qa guruh (mas. noun) a dhenuh (fem.) piirna mf(A)n (adj.) bahu mf(vi or u)n (adj.) ad A & Satrub (mas.) df Sighra mf(a)n (adj.) a hetuh (mas.) LESSON EIGHTEEN ENGLISH little heavy teacher cow full much, many enemy swift cause, motiveLESSON EIGHTEEN EXERCISES 239 . Memorize the last of the sandhi rules. . Memorize the declension for u. . Review how to form karmadhraya and tatpurusa compounds and memorize the short forms of the pronouns used in those compounds. |. Translate the following sentences into English: a Yraaqarat frets wet a frafa ie v. WAT: MIATA 121 ce. Oe at wares atnfet Tar Fae Teestet 131 a. WANS Get Tate TATA A yl c. AEG STA WE: 1M . Weraea: warg Fa BAT 181LESSON EIGHTEEN 2g AIMAaeSa Aal wa AGa STAT 191 4. eT MTT Maes Het MAT 1S i Mer Set Welt Ae AAEM Teo a1 j. Tt: Gores Mgeres Rrearat farsat vat Rol x, rarer: waaen sachet areitsaaq 1221 5. Translate the following sentences into Sanskrit: a. The beautiful little cow drank water from the pond. b. The swift black horse stands in the little village.LESSON EIGHTEEN at ._ Having conquered the enemy, the army will enjoy peace and happiness. . Ignorance is the enemy of truth, Having known the Self, he understood the cause of action and inaction. ‘The child was born in a little house in the beautiful forest. . The student will bring the beautiful garland for his teacher. . The forest is full of fruit and the pond is full of water. Seeing his family, the father went to the forest for water. When will the beautiful cow come here from the swift river? . Having seen the cow, the beautiful boy enjoys the water in the pond.242, ANSWERS TO EXERCISES ANSWERS TO EXERCISES LESSON ONE 5. a. You ask and he goes. b. Igo and Lask. (or) I go and ask. c. He asks and he goes. (or) He asks and goes. d. You go and Lask. e. He asks and L ask. (or) He and I ask. f. You go and he goes. (or) You and he go. . Task and you go. rom . He asks and I go. 6. a. gacchimi prechami ca (or) gacchami ca prechdmi ca b. prec acchati ca (ca may also go in the middle.) c. prechati gacchasi ca e . gacchati prechati ca ¢. prechasi f. precha ni ca gacchasi ca (or) prechami gacchasi ca g. gacchdmi gacchasi ca h, gacchati gacchasi caANSWERS TO EXERCISES LESSON TWO 243 . a, Where do we two live? b. You are and we two are. ¢. live and those two remember. d. You two ask and he remembers. e. Where are we two going? £ Where am I? g. Where am I going? (or) Where do I go? h. Lask and he remembers. i, You live and we two go. j. Where are you going? (or) Where do you go? . Use only one verb, The auxiliary verb “are” need not be translated when there is another verb. (Just observe the sentences in parentheses, written with the sandhi included.) a. kutra gacchathah (kutra gacchathah) b. vasimi vasatah ca (vasami vasataé ca) ¢. prechavah smaratah ca (prechavah smarataé ca) d. gacchasi gacchati ca (gacchasi gacchati ca)244 LESSON TWO (CONTINUED) ANSWERS TO EXERCISES kutra gacchami (kutra gacchami) bhavami ca bhavathah ca (bhavami ca bhavathas ca) . kutra bhavasi (kutra bhavasi) . kutra gacchati (kutra gacchati)ANSWERS TO EXERCISES LESSON THREE 5. AS a. He speaks and I do not speak. (or) He says and I do not say. b. You two speak and those two remember. c. They do not go. d. We all stand and go. e. You two are and you two live. (or) You two are and live. Where are you? g. They stand and go. (or) They stand and they go. h. He does not ask and he does not speak. . (All the following sentences are written the same with sandhi.) a, kutra gacchanti b. na vadamah c. prechati ca vadanti ca d. kutra tisthimah e. kutra vasatah f, na gacchimah g. prechdmi smaranti ca h. kutra bhavamah246 LESSON FOUR 4. ANSWERS TO EXERCISES a. The men remember the deer. b. Rama goes to the two horses. c. Where do the elephants live? d. The two men speak to Rama. e. The son remembers or asks. £. Rama goes to the deer. g. The two horses do not speak. h, Rama speaks to the son. . (The sentences in parentheses are with sandhi.) a. narah mrgam vadanti (nara mrgam vadanti) b. ramab asvan vadati (ramo ’van vadati) c. putrah asvam gacchati tis{hati ca (putro ’Svam gacchati tisthati ca) d. gajah na smaranti (gajai na smaranti) ce. kutra agvah tisthanti (kutra aSvas tisthanti) {, kutra gajah bhavati (kutra gajo bhavati)ANSWERS TO EXERCISES LESSON FOUR (CONTINUED) . imah vadati putrah ca smarati (rmo vadati putras ca smarati) . tisthanti va gacchanti va (tisthanti va gacchanti va) kutra rimah (kutra rimas tisthati) ramah putrah va gacchati (rimah putro va gacchati) . Mimah putrah ca gacchatah (ramah putras ca gacchatah) . The two men speak to the son. .. Where are the horses and elephants going? . The horse or the deer goes. . Rama speaks to the two sons. .. The deer, horse and elephant are going. The sons do not remember the deer. (Deer is plural.) . Where do the two men live? . Lask Rama. The two men do not speak to the sons. Where are the deer?248 LESSON FOUR (CONTINUED) 7. a. ANSWERS TO EXERCISES kutra rimah gacchati (kutra rimo gacchati) .ramah agvam gacchati (ramo ’Svam gacchati) putrah asvan na vadati (putro ’Svan na vadati) |. gajau naram smaratah (gajau naram smaratah) . kutra mrgau vasatah (kutra mrgau vasatah) aévam gacchasi (aévam gacchasi) . kutra tisthamah (kutra tisthamah) |. putrah a$van gajan ca gacchati (putro ’Svan gajamé ca gacchati) gajam vadatha (gajam vadatha) gajah na smarati (gajo na smarati)ANSWERS TO EXERCISES LESSON FIVE 4. a ° r @ 9 Where do the heroes stand? . There, together with the elephant, are the two boys. . The king goes to the horse. |. With the horse, the hero goes to the kings. . Rama lives with the deer. The boys go together with the elephants. The men speak to the son. . The heroes ask Rama about all the deer. The boy goes there for the king, . balah agvan gacchanti (bala aévan gacchanti) . putrah mrgam nrpam prcchati (putro mrgam nrpam prechati) . nypah naram smarati (nrpo naram smarati) |. putrena saha virah vasati (putrena saha viro vasati) blah nrpam prechati nrpah ca smarati (balo nrpam prechati nrpas ca smarati) putrena saha tatra gajah na bhavanti (putrena saha tatra gaja na bhavanti)250 LESSON FIVE (CONTINUED) .nypah ANSWERS TO EXERCISES ._kutra ramah vasati (kutra ramo vasati) h va balam vadati (nrpo viro va balam vadati) irah balaya gacchati (viro balaya gacchati) tatra gajah asvaih saha bhavanti (tatra gaja asvaih saha bhavanti) . nrpam smarami (arpam smarami) tatra balena saha gacchasi (tatra balena saha gacchasi) The hero goes with the horses. The men go there for the king. The two heroes stand and speak. . All the deer live there. . Where does the king go with the two boys? Rama asks the son about the horse. . The elephants are not standing there. |. The hero speaks to the boy about the king. The elephant lives with the deer and the horses. Where are we standing?ANSWERS TO EXERCISES LESSON FIVE (CONTINUED) 7 a ._kutra gajaih saha gacchasi tatra balabhyam saha nrpah vasati (tatra balabhydm saha nrpo vasati) (kutra gajaih saha gacchasi) tatra narah asvaya gacchati (tatra naro ’Svaya gacchati) |. balah nrpam na smarati (balo nrpam na smarati) gajau nrpam vadami (gajau nrpam vadami) nrpah putraya agyam gacchati (arpah putrayasvam gacchati) . kutra tisthimah (kutra tisthamah) . narah aSvam balam prcchati (naro *Svam balam prechati) tatra ramah naraya gacchati (tata rimo naraya gacchati) kutra mrgah bhavanti (kutra mrga bhavanti)252 LESSON SIX gaaa43 “Where are thé ANSWERS TO EXERCISES x. oT @ 4 aqagagq4 Lo rn The boy's elephant goes to the village. . The son of Rama goes to the horse. “Here is the horse,” the king says. |. The son comes from the village. phants standing?” the king asks. The boy goes to the village of the king. . “The heroes live here,” the men say. . “Where are you going?” asks Rama. . atra vasami iti putrah vadati (atra vasamiti putro vadati) . asvaih gajah ca gramat agacchanti (ava gajas ca grimad agacchanti)ANSWERS TO EXERCISES LESSON SIX (CONTINUED) Maran smarasi |. grdmam gacchami 253 iti nrpah balam prechati (marin smarasiti nrpo balam prechati) (The question is understood.) i ramah vadati (gramam gacchamiti rimo vadati: . balaya gramam gacchami iti ramah vadati (balaya grimam gacchamiti ramo vadati) kutra virah gacchati (kutra viro gacchati) . Virah gramam gacchati iti nrpah vadati (viro gramam gacchatiti nrpo vadati) |. atra nrpasya putrah vasati (atra nrpasya putro vasati) nrpasya putrah grimat agacchanti (nrpasya putra grimad dgacchanti) narah gajan ramam vadati (naro gajan ramam vadati) |. The two men come from the village. .. “Here I am,” the boy says to the king. . “Where do you live?” the hero asks the son. |. “Tlive here with Rama,” the son says. . The sons of the man are standing there.254 LESSON SIX (CONTINUED) . tatra balah t ANSWERS TO EXERCISES Here are the hero’s elephant. “Do you remember Rama?” the boys ask the man. “Where is the village?” the man asks the son. “The village is there,” the son says to the man. “Lam going to the village for the elephant,” the man says. kutra gacchasi iti nrpah balam prechati (kutra gacchasiti nrpo balam prechati) aSvam gacchimi iti balah vadati (aSvam gacchamiti balo vadati) gramandm nrpah narn vadati (gramandm nrpo naran vadati) aévat gajat ca bilau Sgacchatah (aévad gajiic ca balavagacchatah) rimena saha bilah vasati (rimena saha bilo vasati) atra ramasya putrah bhavanti iti virah vadati (atra ramasya putra bhavantiti viro vadati) thanti iti nrpah vadati (tatra balis tisthantiti nrpo vadati) . gramam gacchami iti virasya putrah vadati (gramam gacchamiti virasya putro vadati) atra mrgibhyiim saha asvau dgacchatah (atra mrgabhyam sahasvavagacchatah) tatra nrpasya aévau bhavatah (tatra nrpasyasvau bhavatah)ANSWERS TO EXERCISES LESSON SEVEN 1, 255 a. purdna e. gacchati i, agva b. gandharva £_ candra j. putrasya c. chandah g. jyotisa k. Sisyah d. vyakarana sh. kalpa 1. tisthanti a. the men (mas., nom., pl.) b. the hands (mas., nom., dual or mas., acc., dual) c. of the boys (mas., gen., pl.) d. from the king (mas., abl., sing.) ¢. for Rama (mas., dat., sing.) f. with the deer (mas,, inst., sing.) g. with the elephants (mas., inst., pl.) h. the heroes (mas., acc., pl.) i. in the villages (mas., loc., pl.) j. for the teacher (mas., dat., sing.) a, The student sees the moon and the sun. b. OR&ma! The elephants are standing in the village. c. “The hero lives in the village,” the teacher tells the student. d. “Where is the moon?” the son asks. e. The two boys are standing there on the elephant. f. “Son, where is the moon?” the hero asks the boy. g. The student of the teacher stands and speaks. h. Without Rama the heroes come from the village. The hero’s boy thinks that he lives in the village.256 LESSON SEVEN (CONTINUED) |. baLh grimam gacchant . mrpena vina b: ANSWERS TO EXERCISES nrpah viram vadati (bala gramam gacchantiti nrpo viram vadati) al: fh Agacchanti (arpena vin Agacchanti) . Virasya haste putrah bhavati (virasya haste putro bhavati) . kutra bhavami iti bilah cintayati (kutra bhavami cintayati) kutra narah bhavanti iti virasya putram prechati (kutra nara bhavantiti virasya putram prechati) stiryah candrah na bhavati ryah Sisyam vadati (sdryas candro na bhavatityacaryah sisyam vadati) . grime nrpah vasati (grame nrpo vasati) . The boy goes to the village without Rima. ‘Where are the king's elephants? “Here I am,” the boy says to the man, . Without the sun you cannot see the moon. . The teacher speaks to the students,ANSWERS TO EXERCISES LESSON SEVEN (CONTINUED) “Tsee the moon,” the boy thinks. . Here comes the king of the villages. . The king sees the horse of the hero. “Where are the sun and the moon?” the boy asks. The students do not remember the man, . ea reste ete are: Foes Ga Tare | kutra gacchasi balah nrpasya putram prechati (kutra gacchasiti balo nrpasya putram prechati) . it ona tat: | mrgau grame bhavatah (mrgau grame bhavatah) . wrrd: ares yay acta | cAryah virasya putram vadati (Gcaryo virasya putram vadati) . To: Gay aL aah | nypah siiryam candram ca pasyati (arpah siiryam candram ca pasyati) . Fa frat a RTT: | siiryena vind candram na pasyamah (siryena vind candram na pasyamah)258 LESSON SEVEN (CONTINUED) ANSWERS TO EXERCISES h nrpasya gaje bhavati (viro nrpasya gaje bhavati) may car: eft are: safer | gramesu vasimah iti balah vadanti (grmesu vasima iti bala vadanti) UF: aa: TL Teese | ramah aSvebhyah gajan gacchati (imo *évebhyo gajan gacchati) iti balah nrpam prechati (kutra gacchaya iti balo nrpam prechati) fered: we ora aad: ata Sisyaih saha grime ficdryah vasati (isyaih saha grama dcaryo vasati)ANSWERS TO EXERCISES LESSON SEVEN (CONTINUED) 8. 1. gi (seer) 2. Asana (seat) 3. ahamkara (ego, “I maker”) 4, guna (quality) 5. jiidina (knowledge) 6. kuru-ksetra (field of the Kurus) 18. 7. karma (action) 8. dhydina (meditation) 9. dargana (vision, or system of philosophy) 10. dubkha (pain) 11. veda (knowledge) 12. citta (mind) 15. 16. 17. 3 19. 20. 21. 22. 23. 24. 259 . citta-vrtti (impulse of the mind) |. avidya (ignorance) avyakta (unseen) dharani (steadiness) atman (the Self) dnanda (bliss) astanga-yoga (eight limbs of yoga) tat tvam asi (thou art that) nima-riipa (name and form) upanisad (sit down near) nitya (eternal) dharma (duty, or that which upholds)260 ANSWERS TO EXERCISES LESSON EIGHT Ba wraat £ Qararresa: ». Waray: eg AST c. wate n OA sft a 3a i. wert e. Sarat: jo aR 3. a. gacchatt iti f nrpasya ava b. gajau agacchatah g. asveatra ¢. prechatiagacchatica bh. _-kutra a6vah 4. gacchami iti i, kutra iti e. haste iti j. gacchati atra 5. a. Rama goes from the village to the forest. b. Immortality is the fruit of knowledge. c. “Knowledge is truth,” the boys read in the scripture. d. “You are the sons of immortality,” the teacher tells the students. e. How do the teachers remember the hymns? f. Rama says that he sees the truth in the scriptures.ANSWERS TO EXERCISES LESSON EIGHT (CONTINUED) 261 . “Where is the knowledge of the hymns?” the hero asks the son. . The king reads the book to the boy. . gajah vanasya nrpah na bhavati gajah vanasya nrpah na bhavati (with vowel sandhi) TST: TACT TA: AT TAL | with vowel sandhi) (AT TACT TAT AT TAA 1) (complete sandhi) . katham candram pasyasi katham candram pasyasi Pay ae Ueata | (HF AS TAP 1) (with complete sandhi) . mpgam pasyami iti ramah cintayati mrgam pasyami AT avandia wa: Paerate | cat weanitfs merTatet 1) ramah cintayati |. phalam bilasya hastayoh bhavati (or phalani) phalam balasya hastayoh bhavati wa Tees BETA: Taha | (eet area Berattater 1)262 LESSON EIGHT (CONTINUED) ANSWERS TO EXERCISES ._katham ramena vind nrpah vasati katham ramena vind nrpah vasati way wae feat za: aac | (wa wa feat Fa aah 1) ramah nrpah bhavati ramah nypah bhavati Wa: Ta: Taha | (TAT Fa stafe 1) . appa rimah bhavati nrpah ramah bhavati To: Wa: att 1 (at wat sata 1) . virah amrtandim grime vasati yirah amrtanam grame yasati aie: sya et ava | (@Risqarat ort aaa 1) How can the men see the king without the sun? . The students’ teacher reads the book,ANSWERS TO EXERCISES LESSON EIGHT (CONTINUED) 263 . “Here in the forest is fruit,” the boy says to the hero. The deer lives in the forest and the elephant lives in the village. . “Knowledge is not in the book,” the teacher says. Without the book the student remembers the knowledge. . “Rama, where are you going with the deer?” the son asks. |. The man reads the book to the boy. kutra amytasya jiinam pathasi kutramrtasya jiianam pathasi (with vowel sandhi) HAAS AAT TST 1 (with vowel sandhi) (BATTET ATT TST 1) (with complete sandhi) ._katham asvaih vind ramah vanam gacchati katham afvaih vind ramah vanam gacchati wa wa: PT we: ST Tae | (@aaatear wat at Teste 1) pustake siiktani bhavanti iti acdryah sisyan vadati pustake suktani bhavantity dcaryah sisyan vadati Tere gat sara: rear ata | (Gere Gantt tacdrearars: Frearaake 1)LESSON EIGHT (CONTINUED) ANSWERS TO EXERCISES rmah satyam pasyati satyam ca vadati rimah satyam pasyati satyam ca vadati Tr: Wey wate Te aT ache | (rt: Uet wats At A ace 1) . siiryam candram ca pasyami iti nrpasya putrah vadati siiryam candram ca paSydmiti nrpasya putrah vadati aay aa a oeantita goer a: ache (at +e a crane yore Gat afer 1) jianena vind tatra dcdryah sisyah va na bhavanti jiianena vind tatracaryah Sisyah va na bhavanti a feat qararat: fSrear: at 4 tater 1 (ara feat cararat: ferear ar a stat 1) . virah amrtam balan vadati virah amrtam balan vadati ae: Byty aea aefa | (artisyd araraefe 1)ANSWERS TO EXERCISES LESSON EIGHT (CONTINUED) 10. 11, 12. 265 . grdimat aévah gajah balah ca igacchanti gramat aSvah gajah balah cagacchanti WL WAT: TST: STE: ATT ESART CUMATeAT TST ATT ATT ES TT 1) purana {ancient ) rama 13. 14, (Raima, hero of the Ramayana) purusa (man, or consciousness) prakrti (nature) prajfia (intellect) sits (Sita, Rama’s wife) sukham (happiness) samyama (last three of the eight limbs of yoga) samsara (creation) samskira (impression) samskrta (perfected, put together) satyam (euth) 15. 19. 20. 21. 22. 23. 24, rama-rajya (kingdom of Rama) rdimayana (life of Rima) Sisya (student) . sthita-prajfia (man of established intellect) . bhagavad-gita (Song of the Lord) . samadhi (even intelligence) yoga (union) buddha (Buddha) mahabharata (Great India) prajiiaparadha (mistake of the intellect) vedanta (culmination of the Veda) veda-tili (play of knowledge)THE MONKEY AND THE CROCODILE p ANSWERS TO EXERCISES . tatra gaigayam kumbhirah bhavati (tatra gafigiydm kumbhiro bhavati) . vinarah tate vasati (vanaras tate vasati) . vanarah phalani kumbhiraya niksipati (vanarah phalni kumbhiraya niksipati) . _kumbhirah phalini khadati (kumbhirah phalani khadati) . bhryd vanarasya hrdayam icchati (bharya vanarasya hrdayam icchati) . hrdayam vrkse bhavatiti vanarah vadati (hrdayam vrkse bhavatiti vanaro vadati) . kaScit hrdayam corayatiti vanarah vadati (kaScid dhrdayam corayatiti vanaro vadati . evam kumbhirah vanarah ca mitre tisthatah (evam kumbhiro vanaraé ca mitre tisthatah) . There is a crocodile in the Ganges. . A monkey lives on the bank (of the river).