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Study Notes
First Book Lessons 1-30 (of 44)
Table of Contents
Overall Syllabus From TEM to the ......................................................................... viii
Why the TEM ? ........................................................................................................................ viii
TEM and other grammar texts.................................................................................................... ix
Prior knowledge of ........................................................................................................... x
Textbooks ................................................................................................................................... x
Optional reference books ........................................................................................................... xi
Before you begin your study of the TEM . . . .............................................................................. xi
Marking up the bare .................................................................................................... xii
How to read the TEM ............................................................................................................... xiii
How to use these notes............................................................................................................ xiv
Collaborative notes .................................................................................................................. xiv
Lesson 1 .................................................................................................................................... 1
1.
Goal ................................................................................................................................ 1
Lesson 2 .................................................................................................................................... 1
2.
Goal ................................................................................................................................ 1
3.
4.
Lesson 3 .................................................................................................................................... 2
5.
Goal ................................................................................................................................ 2
6.
7.
8.
Lesson 5a .................................................................................................................................. 4
9.
Goal ................................................................................................................................ 4
Lesson 5b .................................................................................................................................. 6
10. Goal ................................................................................................................................ 6
ii
iii
iv
vi
Other.........................................................................................................................................46
114. When looking at , what commentaries should I look at? ........................................46
Errata ..........................................................................................................47
Numbering in the .......................................................................................47
TEM Errata ...............................................................................................................................48
Books Referenced in the TEM ..................................................................................................50
The format of the books .............................................................................................51
Sample marked up portion of the ................................................................................53
.............................................................................................................................54
References ...............................................................................................................................55
vii
These notes were compiled by students during their self-study of The Tested Easiest Method of
Learning & Teaching Sanskrit, (hereafter referred to as the TEM). It is largely a collection of
various notes that supplement the TEM text. Many people have contributed to this document.
viii
sutras of the being shown can be explained. However, this is impossible for those of us
who have not memorized the .
The , recognizes that this memorization is not possible for everyone, and in
his book, the TEM, he has bridged the gap. The purpose of his book is to gain enough familiarity
with the structure of the , through all the fundamental kinds of , so that the student
(who has not memorized the text) can begin the study of the proper.
There are 6 fundamental kinds of namely , , , , and . A
quick look at the of the examples () for the very first sutras of the
cover words from all these kinds of . And a look through the TEMs table of contents
shows that this is precisely what the book teaches.
In other words, the TEM allows those of us who have not memorized the , to
understand the application of the very first sutras of the , within the context of .
ix
In terms of the number of sutras taught, the TEM is no lightweight. The and cover
1188 and 2117 sutras respectively. In comparison, the two parts of the TEM cover 450 and
3295 sutras respectively.
Prior knowledge of
Before embarking on the study of the TEM, some functional knowledge of is essential 1.
Consider the classes and study sessions arranged by -. In particular, spoken
samskritam and its revision through her publication , followed by a refinement of
basic communication skills through and . Basic grammatical
knowledge (for daily use) can be picked up through books like -, - etc.
Textbooks
1. [Required] The Tested Easiest Method of Learning and Teaching Sanskrit, by
Brahmadatta Jignasu. Available from http://www.exoticindiaart.com/ for $23 including
shipping.
2. [Required] Bare ( numbering) without markings. (e.g.
by ). A pdf version of the necessary portions of this
edition (previously made available by the Digital Library of India) is distributed along with
this document. Be sure to print it double-sided, so that you can see as many sutras at
one time as possible.
3. [Required] (3 Vols) by and . Available from
http://www.bibliaimpex.com/ for $39 including shipping.
xi
xii
be very helpful. Also, for each section of lessons, periodically do some , so that you do not
forget what you have learnt in previous lessons. This kind of constant re-inforcement is helpful.
If you had to do this, please drop us a note . . . help us make these notes more useful.
xiii
Collaborative notes
Let us work together to refine and expand this document into a copious set of notes, truly fit for
self-study. Please send additional questions (optinally with the answers) and notes for inclusion.
Comments are welcome. Together, through these notes, we can help the ongoing revival of
grammar through
xiv
xv
Lesson 1
1.
Goal
In our opinion, students of should be well beyond this point, making this lesson
unnecessary. Going through grammar without basic facility in a language is unnatural. Students
should have basic skills in spoken .
Lesson 2
2.
Goal
The goal of this lesson is to gain familiarity with terminology. These should be explained
by using examples from a domain other than . The last two , (, ) can be
left until later (when we see []).
Later, in lesson 7, we will see the meaning of the 10 -s. In order to facilitate this, we will
also see examples of each of these -s. The fact that + [] + / is merely a counting
system should also be understood.
3.
--
--
--
-- ,
--
--
--
4.
--
--
--
--
-- ( , )
--
--
-- / ?
-- ( / / )
-- ,
Lesson 3
5.
Goal
The sutras are like headings. As you mark them in the bare text, think about
them, and what they are trying to convey. (i.e. dont mark them blindly). This lesson should take
at least 45 minutes. It cannot be completed in 10 minutes.
6.
Obviously, these are two different lists written by the author at two different times. Start off with
the 15 . If you have time, mark the additional in your copy of the bare .
8.
First, there is a section on (4) which goes from 1.4.23 to 1.4.55. This is followed by a
section on (13) from 2.1.3 to 2.2.38.
(1) and (2) Where there is of these two sutras (3.1.1 5.4.160), many
affixes () are indicated, which come at the end () of the word. Within this section, there
are two major headings (3) or roots (from 3.1.91 3.4.117) and (5) or nouns
(from 4.1.1 to 5.4.160). Notice that these two sub-headings are completely contained within the
of .
The derivative affixes that come after a is known as a (14) affix (from 3.1.93 to 3.4.117).
Notice that this covers the entire of and . A subset of these affixes
are known as affixes (15) (from 3.1.95 to 3.1.132) which have the sense of must / should
like / / . Again, notice that this is a subsection of / / .
Amongst derivative verbal affixes, those that indicate the past-tense are covered by the
of (from 3.2.84 3.2.122).
Following the major section of verbal affixes, we have the major section of derivative nounaffixes. These come after a and are known as (6) affixes (from 4.1.76 to
5.4.160).
Lesson 5a
9.
Goal
In our opinion this lesson should be split into 2 parts. Before delving into the etc, the
- should be thoroughly introduced in this lesson. The purpose they play, as well as
how they related to the should be thoroughly explored.
Lesson 5b
10.
Goal
This is Lesson 5 proper from the TEM. This forms the foundation for the - that we
will encounter throughout the TEM, starting with the derivation of + . Thus, the import of
the sutras themselves should be understood.
11.
12.
The places from which letters are uttered are relatively straightforward and consist of , ,
, , and .
13.
The internal efforts are of 4 kinds: , , and . Following the - vowels are all (open)
letters are (semi-contact)
letters are (contact)
letters are (semi-open)
14.
( )
()
Table 1
Lesson 6
15.
Goal
. The use of - corresponds to the use of the - in --s. And the use of
to represent the , and to represent the is very natural. The -s should
be understood as something natural and logical, and not as something artificial.
16.
Believe it or not, it will be self-evident based on the available for a given sutram (with full
). With -, something (an ) comes in the place of something else (the
).
Fundamentally, there are 4 5 { 6 1 } 7.
The (6) is replaced by the (1) when preceded by (5), and followed by (7). It is that
simple. If all 4 conditions are specified, we have 5.6.1.7. On the other hand, if a sutra does not
require anything to precede the , 5 is omitted, and we have 6.1.7. If an addition is
indicated, nothing is replaced. Thus, 6 is omitted and we have 5.1.7. If the of a term is
indicated, the is replaced by nothing, and 1 is omitted.
To make the connection between the various options explicit, weve ordered the numbers
differently from the TEM text. It really doesnt matter, as it is a matter of convention. The exact
ordering is less important that the concept conveyed by the .
i.e. just as has the same meaning as , the ordering of the numbers
does not change the meaning. However, a convention is always useful, and the author has
picked different conventions based on that are available.
Lessons 7-9 ()
17.
Goal
In lesson 7, we start off with the -s. - will not be introduced until a later lesson.
What needs to be internalized is that the major portion of the -s are logical and unartificial.
Towards this end, we pick a ending with so that there wont be any changes.
In lessons 8 and 9, we look at other simple words. Here, it is important that the are
clearly linked with the -, and -. Using the , the transformations
from to to to should be shown diagramatically. The notion of substitutions based on
rows & columns (i.e. and ) should be clear. This marks the difference between
internalizing the and artificially applying them.
18.
of the -s
The 21 are , ,
1. causes of the nasalized and .
2. [] [] causes of and .
3. [] [] prevents of and .
4. [ ] [] causes of , and .
5. [ ] causes of .
19.
, and /
At this point, through [] , it becomes a letter -- i.e. the third among the . For letters in the or , we will end up with a 4. For letters in , and , we end
up with , and respectively.
With , we dont have of the portion because does not have -.
Here, we have - of the entire + portion, and of the is
established after causing the of . First, is elided with , and is elided
through [ ]. Now, through the same procedure described above,we
have possible followed by required . However, we also have an optional form
through [] [ ]. The letters include the first among the and
the letters , , . These two sets ( and ) have slightly different (as
described in the ). Since the omits the letters, the
effectively becomes a , though doesnt use the in his text.
In we have something similar to . happens through resulting in
. The only difference is that is replaced by ca, since the is still followed
by . The is the same, giving us [] [ ]. Of the 6 different kinds of
derivations found in the , we have now laid the foundation for the first one.
20.
For a ending with a letter from the , it first becomes , and then becomes .
10
and .
11
25.
and the
When deriving , we first form pada of when it is followed by . Then with and
, we come to the derivation step + . In order to turn into , we have to
apply , and in order to turn into , we have to apply . A careful reading of the
TEM shows that the ordering is (8.2.30), (8.2.38), (8.2.59) and
finally (8.4.54), which preserves the logic of .
26.
and
Exercises
Practice
1.1.1
1.2.41
1.2.41
1.3.7
1.3.8
1.4.18
12
In the derivations of and , ingore the portions of the derivations prior to the
introduction of the affix , as we have not learnt those .
Goal
The derivation of in -
The is known as since the - is the first root listed there. Through
, all ~2000 roots get -, and as a result, we can access the which require
of . Then, we can perform of any that are found on the .
After choosing the like [ ] , and removing from via the
-, we choose one of the affixes by [] --. Like before,
we have some through , --, and
[ ]. Out of the 18 -, the first 9 are said to be through
the two sutras and . The takes the endings through
.
Now, we need to add the - inbetween the and the . Since the
of is required, we use , and then invoke it with [ ]
[]. Note that here, of does not come from the -, and comes
instead from an earlier . This affix applies to roots of the all -s by default (though other
13
-s will invoke sutras that are exceptions to this). Once again, we do the of , and
. This is the general pattern that is applicable to any verbal derivation.
The - needs to be understood for each of the 10 --s, which will be discussed
next.
31.
On and recursion
14
The concept of is not specific to verbal affixes, or the derivation of verbal forms. It applies
to anything after which an affix is enjoined. As we will see in lesson 24, is termed as in
the derivation step + (since the - are enjoined after a ). This is
important to derive the final form, .
34.
, and
There are a couple of caveats that go along with . Firstly, though the shows the
of , the and disagree. The in particular explains this.
Secondly, why do the include ? In some cases, we have like that
precedes , and the entire + + is considered to be the . Does is specifically
brought out in the .
35.
( )
Three sutras are listed above. In the first sutra, has no , and is required to form the
. Following this, we have two sutras -- has from 3.1.22 to 3.1.90, and the
from 3.1.91 to 3.4.117. It seems like would suffice, and the sutra is
redundant.
3.1.91 is immediately followed by () which provides - for all
words in - within this . This is desired only for the scope of this , and
not for the scope of the previous . The word is repeated and followed by to
highlight this difference. Note that has as a result of which other sutras are also
scoped to this section. For example, is also scoped to this section.
Sutras which simply fall after 3.1.91 are not scoped to this section. In 3.4.113 we have -
[ ] and 3.4.114 which provides and
wherever there is the presence of .
15
36.
Excercises
Practice the derivations of all forms of , for each of the following , all of which are in the
-- , , , , .
An extra lesson
The concept of / , as well as how this related to the - should not be buried
within these lessons, but should be explicitly brought out right at the beginning. Sutras that are
common to many -s, like , should also be brought out up front.
(The TEM attempts to do this, but here, we make it explicit). In addition, the focus of this extra
lesson is not on the derivation of all the forms of the various -s, but is on the derivation of
the forms of the -s. Rather than pick the first of each , we pick a more
representative . This extra lesson does not add any new material, but only rearranges
material to first establish the general framework.
38.
Lesson Outline
After finishing lesson 12, first derive to understand within the context of
. Then, reinforce the concept of with the sutras and . Now
introduce - with , and link this to known -s like , and contrast this
other -s like . Now, explain the with .
Now, explain the concept of -s, and --s. Derive the following forms, in order to
establish a framework of -s. Look at , , , and to understand , ,
. After this is done, bring out these same forms with the to bring out the role
of within the -s.
The details of these derivations are present in lessons 12-14, but should be taught separately,
before getting into the detailed derivations for each .
16
39.
and
From here on, and play crucial roles, and need to be understood. As we have seen
before, only the form of a vowel is given in the , but represents all the 18
varieties. When specifically wants to mention a vowel with a given length, he uses the to indicate it like , etc.
is defined with i.e. , and . Similarly is defined with i.e. ,
and . In the , replacements by either and are prescribed in many places, and
these should only be understood as comin in place of the letters , , , , , and with
the sutra ().
There are also a standard set of exceptions that have been defined. With the sutra ,
whenever we have proximity with the , or , prescribed or dont take place. In the
derivation of verbal forms, it is a more restricted set. With [], we have an
extension (-). i.e. when a affix follows a root, and the doesnt, prescribed
/ dont take place. This is described for each in a later note.
40.
17
etc. are of . In reality, does not apply in the derivation process of other
than (with the exception of and , where / of
occurs). Otherwise, due to the , , all of the affixes would be considered
, and - of the could never occur. Consequently, in place of , we
would be required to form .
Even in the case of and , where and of occurs, - does
not remain due to the , . Both of these are explained in lesson 20.
43.
What are / ?
This is brought down to indicate that this only applies when with a or
is brought about by the word or themselves. i.e. if is specified as the , the
will not apply, even though is a letter. The word itself should have been used
in order to apply this .
45.
The - is the affix that comes inbetween a and its endings. i.e. or its .
18
the portion that follows has an indicatory , or is a which doesnt have an indicatory ,
the is prohibited. In the case of + + , the of the can always occur, since the
has a (and therefore, never happens).
Thus, in the derivational step + () + (), we see that both the and the
end in suitable letters, and through , the form might be formed. Now, should
be considered. Since the is , and doesnt have an indicatory , it is
termed as . Thus, it prevents of . of , on the other hand, is not prohibited, since
what follows is a with an indicatory . Thus, we have + + = .
46.
If what follows is (), of the always occurs. On the other hand, if it is followed
by (), occurs when it is followed by . What follows are an explanation for all
the -s. Please note that this includes information that will be covered in lessons 12-13.
occurs since is
19
47.
and -
Excercises
First, practice the derivations of all forms of , mixing and matching with all the following
, all of which are in the -- , , , , , , , , , , , , , ,
and .
Now, practice the derivations of the following forms, only with the or .
- -- , , , , , ,
- -- , , , , ,
-- , , , , ,
-- ,
Lesson 12 ( / / ) +
49.
Goal
20
This lesson shows the full of one in , and -s. It is best if you have
first gone through the extra lesson 11b, which establishes the general framework of what we are
trying to accomplish.
After lesson 11b, we already know how to derive all the forms of the - with
representative -s like . At this stage, introduce which brings about the elongation in
. The - has been fully covered in lesson 11b.
For the -, first show the derivation of the . When deriving , this requires
the sutra () which is not covered in the TEM. Then, for the
optional form , we have the sutra . Once all the forms of have been
derived, introduce as an exception to , which results in
rather than .
The - can optionally be introduced in this lesson itself, since it requires no new sutras.
Only 4 sutras are introduced in this class, which allows time to digest the -.
50.
21
- has of , and we have seen the impact that has on . Here, at the
stage + , we must apply this sutram. It cannot be applied earlier, because this sutra is in
the . How does (, , ) include ?
The actuallys grabs the second from the . Thus, it actually includes
, , , , , , , , , , , , , . Thus, it includes the -, and we have our for
, which results in .
Lesson 13 ( / / / ) +
53.
Goal
Before starting on this lesson, the from previous lessons should be clear. If not, this
lesson will result in an overload of material, and ultimately, confusion. The derivation of
can be included in lesson 12 itself, and can be shown here as revision, since it requires no
additional sutras.
22
With and , we have elision of the last through . This has the
of . Since is a part of the affix , it can be elided. However, is the
itself, and not a , and thus, no elision takes place.
55.
After the reduplication, we have + + , and the sutra causes the replacement of
with -. From Table 1 (page 7), is and . Amongst the letters of the -, only
is and . Thus, we have + + . Now, we apply [ ]. The
sutra does replaces vowels with or , which are incompatible with each other. The says , . i.e. the first and second columns of the -
are replaced by . The first, third and fourth columns are replaced by . i.e. and
terms are replaced by like terms.
In our case, is a which is clearly replaced by using . Thus, we replace
with and end up with + + = .
56.
which must be explicitly specified in the sutra. However, in the case of these two -s,
since we don't seek to apply these sutras, this is not required. As a result it can be inferred. By
placing these sutras prior to , is able to make use of the of for
the and then ues the of for the -.
Lesson 14 ( + ) +
57.
Goal
The goal here is to understand the last two -s. appears needlessly complicated. In our
opinion, it is better to first derive the forms of the , which is more representative of this
, and then show the peculiarities of . In our opinion, the should be skipped
altogether. It serves no purpose here.
58.
This appears to be a typo. There are discrepancies between the forms given in the Hindi and
English versions of the TEM text. Unfortunately, for the forms of the + , neither edition is
error free. According to us, the correct form is .
Both the and only show the forms after the elision (which was
accomplished by [ ]). i.e. , , , ,
, , For some reason, these books do not show the optional forms prior to
elision. [ Is this because they do not accept the of , thus making the elision
mandatory? ]
M.R. Kale shows both forms, as described here. For , is formed, and there is no
elision, since is not preceded by a . For , and we have and with optional
forms and . For , have + = . There is no or subsequent elision.
Similarly, with , and , there is no , and no elision.
24
The optional elision only occurs when you have a preceded by . In the derivation of
, its form with the is . None of the endings begin with a which would allow
for elision with [ ].
However, with the sutra , endings which begin with or are changed to .
i.e. this is only applicable to four , namely , , and . But, in order for to be
preceded by , we need of s - by [ ]. Since is not
, its is not elided, and the optional elision does not occur.
Thus, the optional elision only occurs for remaining three affixes , and , each of which
is . As a result of the elision of for the affixes, is preceded by a (i.e. ). Since
are adjacent letters, the elision occurs optionally.
60.
In reality, this is no more difficult that the forms of other . The peculiarities are the
addition of () within the , and elision of its for the forms. However, for the ,
this is combined with , the change of from with a new sutra, and optional reduplication
everywhere, which complicates matters.
Let us take a different example from the same (). Because of , the final
becomes before most endings through . And, we easily end up with the final forms
, / , , , , ,
Let us look at the full derivation. For , we have + . Through , we have .
For , we have + . Again, we have , and elision of through giving
. Through , we have optional elision, results in two forms and .
25
In , shouldnt be ?
and -
Note the inclusion of the common - in the sutram . Again, the distinction
between and is important, and the three affixes, i.e. affixes, are treated
differently (excluded from the ). Thus, we have , , , , , ,
With this sutram, and the standard application of the -, we can form all 9 forms
of the - in - !
63.
and
26
64.
and
Please note that since this is followed by , the sutra effectively contains . In the
derivation of , for example, only applies when it is followed by , i..e .
65.
Exercises
from the
Look at the derivations of the following. In the derivations of - and -, note the
similarities to what we have already learnt. Ignore the new peculiarities.
1.1.2
1.1.2
1.1.5
1.1.5
1.1.5
1.1.46
1.1.46
1.1.46
1.1.60
1.2.4
1.2.4
3.1.69
27
3.1.73
3.4.84
3.4.84
3.4.84
Lessons 15-16 ()
67.
Goal
These are short lessons that enumerate a handful of sutras. Students who have some grasp
over spoken will be able to quickly grasp the underlying concept. It is worth spending
some time on each of the -s. Since these lessons are short and light on details, a few
additional points are given in these notes. Even so, both lessons can be completed in a single
class.
68.
There is a some difference of opinion in understanding this sutra, and what is means. The
, and each go into detail in this subject. There are a few points:
Whether of not terms like get -. Different texts (e.g. , ) differ on
the subject, and it's not worth splitting hairs. In -, it is understood as having , and there's no reason to explicitly dispell that notion.
should be understood as / , i.e. it is . Thus, it should not be
taken merely as - which has .
applies to that are generally understood as (be it of ). For
example, we have , and , with the examples ,
and . On the other hand, is applicable for the remaining , due
to the of even though there are some counter-examples like
and .
28
69.
and
in this context refers to words that are directly bound to the , and not to other words
in the sentence. In particular, - and - are excluded. Furthur, words first gain
some kind of - (, etc) followed by a in practice. Let us look at the following
two sentences and . In both sentences has - , and has
-. Yet, in the first sentence, takes , while in the second, it takes
. In this lesson, we look at the straightforward - .
70.
Excercises
There are only a few new sutras that were introduced in these lessons, and their application is
relatively straghtforward. Depending on the , the requisite for each future -
is determined. At this point, using and -- , we can
continue with the -.
With the that one would expect, derive the following sentences. Derive the - and
- when possible.
+ + ()
+ ()
29
Lessons 18-19 ()
72.
Goal
It may be better to teach new -s at the end of the lessons, as indicated by the author in his
note after lesson 21. At this point in time, it is better to review / teach all -s that are directly
referenced by sutras that we have used. i.e. () () () , () () , ()
() () () () () () () () () ()
(-) () () () () () () () ()
() () () () () () () ()
() () () () () , (**) , , , , ,
, , , , and .
73.
Letters that have the same (place of utterance) and (effort) are considered .
Examples of the are , etc. Efforts are of two kinds: and . This sutra only
considers efforts, and not efforts. This is important because it forms the basis of the
sutra which we will see shortly.
74.
The TEMOLAT somewhere (page number ???) describes in two ways: (a) it is the pause
that follows the last letter of a word, or (b) it is the last letter of a final word. The has a
rather lengthy discussion on the subject starting with " -- - ,
", but doesn't pick one point of view over the other.
Taking [ ] as an example, we could phrase this in two ways: (a) a letter which
is followed by a pause is replaced optionally by , or (b) a letter which occurs in a pause is
30
replaced optionally by . In both cases, the application of the sutra remains the same. As a
result, furthur discussion is better left to professional grammarians.
75.
What is the purpose of understanding sutras 4.1.162, 4.1.163 and 4.1.172 at this time?
We dont know. Presumably, the of etc. will be used in Part 2 of the TEM book. It
doesnt seem particularly important at this stage, and probably could have been introduced
later.
Lessons 20-21 ()
77.
Goal
The point here is to teach that are directly invoked in sutras that we have used. In some
cases, it is useful to teach additional sutras to complete the topic. The following sutras will be
easy to teach since they relate to concepts that the students already apply unknowingly -- ()
, () , () , () , () () , ()
, () , () , () , ()
, () , () , () , ()
() , () , () , ()
,
() .
31
78.
They are important only because they explain the sutra under discussion. If you
understand the , good enough. If you dont understand it, you might want to take a quick
look at the example sutra in the . Dont spend too much time on it.
79.
By the definition, the vowel that precedes the is limited to a given length. By the
definition, the vowel that comes after is limited to a given length. Thus, in the very first sutram,
, is seen as + . By the , the vowel that precedes , i.e. is
limited to the variety (i.e. and are not considered). Similarly, by the ,
32
the vowel that comes after , i.e. ( and ) are limited to the variety (i.e. is not
considered). The usage (i.e. , etc. ) is the one used primarily in the .
82.
Though the domain of these sutras is different, they sometimes seem very similar. The first
sutra is applicable in the , while the second sutra gives us the relationship between the
() and its (if such an adjective is specified).
Let us look at the example given in the , [ ] . Here, is the ,
and is an adjective that describes the . In these cases, the adjective is understood to
come at the end of the , i.e. it becomes . This was accomplished by
. Thus, the is the -.
Similarly, in [], the is described by , and we have the meaning
. What does the
replace? Does it replace the entire ? To
answer this question, we have the sutra which states that the , by default,
comes in the place of the last letter. In this case, it will replace the that is the last letter in
the . See note #80 to see the exceptions to this rule.
83.
Read them in the if you wish. Understanding them is not necessary at this point.
Lessons 22-25 ()
84.
The sutra occurs in the portion of the after which sutras like become
inapplicable. However, without the application of , we cannot derive our desired form.
The exaplains that we must overlook because of , or else many
-s can never be invoked.
33
85.
is an -. The word simply implies the locative, and not the precise
location. It could have implied the beginning, middle or end. The meaning comes from the intent
of the author, as showed by the . In this case, it is . The word implies
the natural state. This negates the altogether. Rama Nath Sharma quotes the ,
which states that this only applies to Vedic usage.
Why is a sutra which applies only in Vedic usage taught at this point? Were not sure.
86.
Take a look at your marked up copy of the , from 6.1.70 to 6.1.121, where we have
studied many . The of occurs throughout. The of also occurs
throughout, except in the places where it is temporarily negated.
First, we have a few sutras (namely and ) where the occurs in the
place of the first letter of the . Then, all replacement occurs in the place of both letters of
the ( ). Starting with (6.1.91), the last letter replaces the , and then
starting with (6.1.98), the first letter replaces the .
87.
At the end of the lessons, one of the sutras listed without explanation was
(8.2.1). This sutra divides the into two parts. Simply put, from the perspective of the
sutras of the first 7 and the first of the 8th , it is as if the remainder of the
sutras (called ) dont exist (or dont apply).
The first sutra has from 6.1.70 to 6.1.151, and the second one has
from 8.2.108 to 8.4.67. i.e. they belong to the two different sections outlined below.
Let us look at + . Through , we have + . Through (8.3.19),
there is according to the (from our perspective, the is optional). Without
, we have , and with , we have .
34
Lessons 24 ( + )
88.
It does. After the discussion of debarment in the formation of , the author does not explicitly
state the exceptions in the derivations of other forms of + . However, it still functions in
the same way.
For example, in the derivation of + = , we have () () ()
. By applying the first sutra, we would have (i.e. the final form ). This
is debarred by the second sutra, which is then debarred by the third sutra. The same desired
form, is formed by applying either , or by applying .
If the final form for + is derived by applying , why do we cast it aside with
? In the formation of , the word applies to the sutra which
35
precedes it. i.e. only . Without the debarment, in the application of (desired
form is ) we would end up with + = (). By the debarment and
application of , we end up with the same immediate form. However, it is not the
final form, and is taken one step furthur by to form .
90.
Depending on the length of the , the entire or just its last letter is replaced. In ,
the is usually just a single letter, so there is no difference between the two. Or, through
, we have an explicit instruction. However, with , the is
which consists of more than one . Thus, if the is a single letter, only the last letter is
replaced. However, if it consists of more than one letter, the entire , is replaced. Since
is a single lettered , we have .
91.
36
93.
Perhaps it was an arbitrary choice? It looks to have the same end result, especially since it is
only applicable to stems ending in .
94.
What does replacement mean? What was there before goes away, and something else comes
in its place. Thus, the function of whatever was there before does not remain. With the ,
, we have seen that a s effect continues to occur when its is
indicated. Through this , continued influence applies only to (i.e. not to ).
In the derivation of (), we have - of through . Then, [] comes to form . Before this step, it is still , since the - (which causes
, and thus, -) lives on.
When deriving , the situation is different. The lengthening occurs through [
]. At the derivational step + , the affix is . But, once is replaced by , it is no
longer one of the 21 affixes known as . If it is not , lengthening through is not
applicable.
The , now plays a role. It says that the new replacement, ,
acts like its predecessor. This occurs in the 8 cases outlined in the -- --- -. Since is one of these 8 cases, and is an which replaces
( in this case), is still considered . Thus, is indeed applicable, and we end up
with .
By , the individual letters are exempted. Quoting Singh in his encyclopedia, When the
occasion for the grammatical operation is furnished by the letters, the substitue does not behave
like its substituend. i.e. it applies to the word and not its letters. Figure 2 below, also from
Singh, is helpful.
37
Figure 2
Intuitively, this makes sense. If is extended to the point where all the letters
continue to live on, replacement becomes meaningless, and cannot function post
replacement. An example of the this is given in the of (page 740, vol 1), amidst
that we have not yet seen.
95.
We have seen that + = . Earlier, when looking at + , we saw that after the
application of , the sutra resulted in the form followed by resulting
in the optional form . Similarly, + had forms / . Here, with , we have
another . From the previous discussion, we know that continues to be known as
, and thus, is .
, in his commentary gives the form which becomes through .
However, most books, including -s omit the form . The
reasoning is unclear.
38
96.
and -.
We have discussed - before (note 72). Since and words ending in or are
always , two words, and are given as examples. In and , with
-s following, the application of [] followed by results in and .
Let us now consider a ending in or (e.g. ). With [ ] (1.4.6), it is
optionally termed . This means that it is optionally termed as well ! Thus, just like , it
optionally has the form .
97.
of in
has from 7.1.54 to 7.1.57. Unlike other affixes, , due to comes before
the . Thus, when the does not explicitly state the (i.e. ), and instead
references what comes before () and after (), there is a conflict.
precedes . By , in such cases, the later (i.e.
) wins, and does not come before the . The net result is that the
is effectively turned into the , and is thus treated as a .
Why wasnt it specified as a in - to begin with? It isnt clear to us either.
98.
from the
1.1.54
1.1.55
Lessons 26-29 ( -)
99.
of affixes and
In the introduction to lesson 26, the text says that only occurs before for the vowels
which are followed by / affixes which are . However, as discussed
39
42
10
11
12
13
14
15
16
43
It is interesting to note that there are other peculiarities in the sense. With the sutram
(3.1.125), -- which normally take the affix instead take the affix .
109. What does mean in ?
The first portion of refers to whatever has an formed by the known as .
From the , we know this to be , and . The second portion , is not a . It is
a . The does not list a plain-old , so which is it?
Here are relevant () , , - () , , - ()
, , - () , , -, , , , -
As per the commentaries, is the with form . Based on this, it is and refers
to the third or fourth above. Perhaps it refers to both.
110. What is a strong case (page 173) ?
A strong case simply means a affix, i.e. .
111. doesnt apply in ? But there are counter-examples . . .
Using the Paninian sutras, it shouldnt apply in . The purpose of this sutra is to
qualify words in other , e.g. . There are some traditional examples in
like . And the use of - in is quite common in
modern . Rama Nath Sharma has a long discussion on the subject. For our purposes,
suffice it to say that the common use of in is a post-Paninian development.
Relying on , we find no fault in its usage (See the column in -s
Apr 2009 issue for a discussion and list of exemplary usages).
112. Location of the verbal sutras
From 3.1.1 up until the end of 5.4, we have of . Starting from 3.1.93 we have
the of until the end of 3.4. After the addition of these verbal affixes (with the
exception of ), we thus have the addition of affixes through --. Thus, what
44
precedes are verbal affixes that do not require the addition of affixes. Which are
these?
In the formation of , we have + + . Through , all the affixes are
already exempt from being called . Thus, they dont take the affixes. How about the
-? In the derivation of , is not a affix. If it comes in the of
, we would have the undesireable derivation + + + . Thus, Panini has
placed this sutra prior to such that it is a verbal affix which is not .
Why dont they have of ? It is a topic for the (i.e. we dont know ).
Note that these sutras do have the of from
(3.1.22). Again the - through which we have derivative roots should not take
affixes. Thus, they also precede the of .
On the other hand, within the of / / , we have the sutras
(3.2.102) as well has the sutras for and (3.2.110-1). The former is a affix.
However, the shouldnt take affixes ! How is this resolved? They are replaced by the
affixes. Even if they are first considered by , they will also be ,
and cannot be considered through . Thus, and do not need to be placed in a
separate section outside the of (presumably with of ) .
We can also look at the known sub-sections under / / . We have
from 3.1.95 132, from 3.2.84 122, from 3.2.123 188, from 3.3.3 15,
from 3.3.18 112 and finally from 3.4.77 117.
The of in and with and characteristics precedes
altogether.
113. from the
Look at the derivations of:
3.1.3
45
Other
114. When looking at , what commentaries should I look at?
Historically, we have three periods of development.
1. - -- , ,
2. (and it's commentaries , ) and the -
3. (and it's commentaries and )
Even though the is rightfully studied by everyone, it is by no means the final word on
. Thus, when a question arises, one can do the following until one is satisfied
1. look at the -- and (hindi)
2. look at the and
3. look at the and /
4. for related questions, look at the -
5. if the doubt remains, look at the / .
46
Errata
This errata is specific to the bare that we have suggested, and was provided by our
. The second typo has already been corrected in the pdf text.
-
Numbering in the
There are some variations in the exact text of the used by different commentarial
traditions. The followers of the , including use the short () edition,
which is prepared from the . Most other texts follow the numbering of the , which
is the longer () edition. Since we are following the TEM and of , it is
best to follow a bare text which uses the same numbering. Otherwise, you have to convert
between the numberings every time a , or the scope of is mentioned.
The pdf that we have provided was prepared by a follower of the , and generally
follows the numbering. Unfortunately, some minor differences still exist. Finding a text
with identical numbering isnt easy . . . the bare -- edited by himself
differs from the numbering of the in the same places !
pdf text
47
Thus, in the pdf text, sutras 4.3.117 and 4.3.118 should be merged into a single sutra, and
sutras 4.3.119 4.3.166 shift up. Sutra 6.2.107 is split into two, and sutras 6.2.108 6.2.198
shift down.
For completeness, please note that the itself does deviate from the text as shown
below. However, since were working towards the , were sticking with its numbering.
For additional details, see the second part of published by the Ram Lal
Kapoor Trust.
TEM Errata
This errata was carefully compiled by a member of our study group.
Page
Line
45
3.2.34
3.2.84
45
17
4.1.55
1.4.55
48
10
54
10
56
65
67
67
16
72
20
72
22
1.1.42 after
73
12
1.1.49 after
74
20
8.4.55 after
74
24
6.1.64 after
77
12
1.4.102 after
3.2.115 after
48
Page
Line
77
14
1.4.102
1.4.103
77
16
80
80
1.4.96
1.4.99
81
23
82
1.1.50
1.1.59
82
12
8.3.84
8.3.15
83
9.4.1
6.4.1
86
6.1.73
6.1.74
90
14
3.4.112
3.4.113
91
10
91
16
93
17
1.2.4
1.1.4
94
98
8.5.52
8.4.52
98
107
18
2.3.20
2.3.28
109
16
1.5.42
1.4.42
110
12
2.8.36
2.3.36
111
13
1.4.45
1.4.54
123
24
2.1.42
1.2.42
124
129
20
4.1.62
4.1.162
130
130
6.1.4
6.1.5
132
18
142
21
1.4.42
1.4.2
145
6.1.78
6.1.70
146
6.1.77
6.1.74
152
6.1.10
6.1.110
154
23
1.1.42
1.1.49
155
15
1.1.52
1.1.55
3.4.77 after
is misprinted
6.1.4 after
49
Page
Line
157
14
2.3.48
2.3.47
159
159
20
160
10
5.1.110
6.1.110
160
22
8.3.39
8.3.19
163
12
7.3.85
7.3.86
165
10
163
12
7.3.85
7.3.86
168
13
, , ,
are not
169
14
1.1.91
3.1.91
170
28
171
16
add before
172
23
add of 6.4.13
174
add of 3.3.17
177
16
8.2.20
8.2.23
181
19
4.1.82
4.1.81
50
51
in the details in a later lesson. Eventually, all the sutras will be taught the as taught in the
should be the standard reference.
Very often, the from the will be missing many sutras. This is because the full
structure has been previously taught, and the very, very frequently used sutras are omitted from
mention in each and every .
The examples chosen to desribe a sutra via are not arbitrary. They are standard examples
from the grammatical tradition. Thus, you can often find the same given under the same
in other books for example, Rama Nath Sharmas textbook.
In this document, example from the are listed, when appropriate. In some
cases, the entire has been previously studied. In other cases, only a portion is familiar.
The purpose of these in these notes is to put sutras that we have learnt into context, and
not to introduce new sutras.
52
...
...
...
has till 93
Different for ,
...
53
of ends
from 1.3.2 to 1.3.9
from 1.3.12 to 1.3.77
from 1.3.78 to 1.3.93
from 1.4.23 to 1.4.55
from 1.4.56 to 1.4.97
from 2.1.3 to 2.2.38
from 2.3.1 to 2.3.73
from 3.1.1 to 5.4.160
from 3.1.91 to 3.4.117
from 3.1.93 to 3.4.117
from 3.1.95 to 3.1.132
from 3.2.84 to 3.2.122
from 3.3.3 to 3.3.17
from 4.1.1 to 5.4.160
from 4.1.3 to 4.1.81
from 4.1.76 to 5.4.160
from 6.1.70 to 6.1.151
from 6.4.1 to 7.4.97
from 8.1.16 to 8.3.54
from 8.1.17 to 8.1.69
from 8.2.108 to 8.4.67
54
References
, -
,
--,
- (- -)
The Astadhyayi of Panini. Rama Nath Sharma.
A Dictionary Of Sanskrit Grammar. Kashinath Vasudev Abhayankar, and J.M. Shukla.
Encyclopedia of Hinduism. Nagendra Singh.
A Higher Sanskrit Grammar. M.R. Kale.
Panini: His Work And Its Traditions (Volume One). George Cardona.
55
56