Lesson - 7 Part-1 Mohan and Usha
In this lesson, the student is introduced to the
concept of past tense. The lesson is presented
through a story. The thoughts mentioned herein
are those of "Sanathana Dharma" as found in the
ancient texts from India and relate to the creation
of the universe.
It is late in the evening, around 8.00PM. Usha
and her younger brother Mohan have finished
dinner and are watching TV. They get bored with
what they see.
maEhn
-
B¢g¢n
,
AhaE
kT|
id|
pÜyEv
?
AæO
sda
cl¢ÅcæOÞT|
gan|
ntIn|
c
.
Sister, Oh! How can we watch this?
Always songs and dances from movies.
uxa
-
Aa|
,
t¢hI
¢k|
k[vI:
?
¢ptamh|
p¦ÅCav:
.
s:
AavyaE:
kam¢p
kTa|
vdEt
.
Yes, what shall we do then ?
(let us) ask Grandfather. He will tell
us a story.
maEhn
-
sØykq
Good
---------They go to their Grandfather--------
maEhn
,
uxa
-
tat
tat
!
kTa|
vdt¤
kTa|
vdt¤
.
Grandfather, tell us a story, tell us a story.
¢ptamh:
-
ka|
kTa|
½aEt¤|
iÅCT:
?
BgvtkTa
va
,
p·tÓæa|
va
,
ut
AÓya
va
?
What story do you wish to hear,
about God, Panchatantra or something else?
uxa
-
Bvan
p¥vI|
Avdt¢kl
,
kT|
p¤ra
Bgvan
b#'aÎf|
As¦jt
i¢t
.
ta|
kTa|
kTyt¤
.
Once you mentioned how the Lord created the
universe. Tell that story.
¢ptamh:
-
AÞt¤
AÞt¤
,
ekag#tya
S¦N¤t|
.
p¤ra
............
Well, well, Listen attentively. Long time ago.....
maEhn
-
shÞa#vx©I×y:
p#akq
?
A thousand years ago ?
¢ptamh:
-
n
kEvl|
shÞa#vx©I×y:
p#akq
,
¢kÓt¤
kaE¢zkaE¢z
vx©I×y:
A¢p
p#akq
.
kalÞy
gNna|
AÓy¢Þmn
¢dnE
vda¢m
.
Not merely a thousand years ago, but crores
of years ago. Another day I will tell you how
to reckon Time.
---------------------------------------------------------------------
Lesson-7 Part 2. Avyaktam
¢ptamh:
-
sdEv
Aad¬
idmg#
Aas£t
.
In the beginning, only "Sat", the Supreme Being
was there.
maEhn
-
tat
tat
,
st
iÏyÞy
kaE{TI:
?
Grandpa, What is the meaning of
Supreme Being (here)?
¢ptamh:
-
st
i¢t
kEvl|
cWtÓy|
ev
Aas£t
.
tdan£|
¢dkq
,
kal:
vÞt¤
va
¢km¢p
n
Aas£t
.
Sat, only pure conciousness, was present.
At that time, there was no space, time
or matter.
tda
kalÞy
ÞP[rNm¢p
nas£t
.
yda
s¦¾E:
smy:
ABvt
tda
tÅcWtÓyÞy
iÅCa
ABvt
.
idan£|
s¦¢¾|
smarBE
i¢t
.
At that time, there was not even the perception
of time. When it was time for creation, the
desire arose in the Supreme Being.
I shall start creation.
¢ptamh:
-
tt:
tt
AÛy³|
ABvt
.
Then the Supreme (being) transformed itself
into the "Avyakta" form.
uxa
-
AÛy³|
i¢t
¢k|
?
What is Avyaktam ?
¢ptamh:
-
AÛy³|
i¢t
yt
id|
tt
i¢t
Þp¾tya
n
¢nN©It¤|
SÀy|
tt
.
That cannot be clearly ascertained is called
Avyakta.
yt
i¢Ód#yW:
d#¾¤|
SÀy|
tt
Ûy³|
.
That which can be perceived by the senses is
called Vyaktam.
AÛy³Þy
tt
Þvãp|
i¢Ód#yW:
n
d#¾¤|
SÀym
.
tÞmat
AÛy³|
i¢t
nam
.
That form of the Supreme Being cannot be
perceived by any of the senses. So it is called
Avyaktam.
---------------------------------------------------------------------
Lesson-7 Part-3 Creation
maEhn
-
tat
tat
,
¢k¢·d¢p
n
AvgÅCa¢m
.
Grandfather, I don't understand anything !
¢ptamh:
-
¢t¿
¢t¿
,
AvDanEn
S¦N¤
.
Wait Wait, hear patiently.
sØykq
AvgÅCE:.
You will understand well (it will be clear)
¢ptamh:
-
tt:
pr|
tÞy
st:
AÛy³|
Þvãp|
BEdåOanay
yaEÂy|
mht
ABvt
.
Then, the form prone to differentiation
began to manifest. Then the Avyakta
form of the Lord changed to the form
of Mahat.
uxa
-
mht
i¢t
¢k|
?
What is Mahat ?
¢ptamh:
-
mht
i¢t
n
¢km¢p
vÞt¤
.
prÓt¤
sm¾YaÏmn:
b#'aÎfÞy
s¦¾E:
p¥vIÞvãp|
mht
i¢t
Áyatm
.
Mahat is not any matter (which you see).
Mahat is the state of the Supreme
being before the creation of the Universe,
(referred to as the whole - yet to take
different forms).
tt:
pr|
tt
mht
AhÄðar:
ABvt
.
Then the Mahat form became the Supreme Ego.
AhÄðar:
æOEDa
ÛyBjt
.
The Ahankara divided into three.
tE
sa¢Ïvkraj¢sktam¢skahÄðara:
.
They are Satvik Rajasik and Tamasik
Ahankaras.
maEhn
-
tm:
i¢t
?
Thamasa means ?
¢ptamh:
-
tm:
i¢t
AÓDkar:
.
Thamas is Darkness.
AæO
AÓDkar:
n
p#kaSÞy
ABavvt
.
Here, Darkness is not like the absence of Light.
prÓt¤
,
cWtÓyÞy
p#ay:
Ap#kaSta|
ev
åOapy¢t
.
But it shows the near absence of Conciousness.
---------------------------------------------------------------------
Lesson-7 Part 4 The five elements
¢ptamh:
-
tamsahÄðarat
Gn£BavEn
p·B¥ta¢n
ABvn
.
From the Tamasa Ahankara emerged the five
prime elements by becoming gross (visibly big)
uxa
-
ka¢n
eta¢n
B¥ta¢n
?
What are these elements ?
¢ptamh:
-
AakaS:
,
vay¤:
,
tEj:
,
udk|
,
ev|
p¦¢Tv£
.
Ether (Space) , Air, Fire, Water and the Earth.
p#Tmtya
AakaS:
Aa¢vrBvt
.
tÞy
SÖd:
ev
g¤N:
.
First emerged the element called Akasa or Ether.
Its quality is Sound.
tÞmat
AakaSat
vay¤:
Ajayt
.
From Ether(space) emerged Vayu or motion.
tÞy
vayaE:
¹¬
g¤N¬
.
SÖd:
ev|
ÞpSI:
c
.
Vayu possesses two qualities. Sound and touch
(feeling)
vayaE:
tEj:
ABvt
.
tEjÞy
æOy:
g¤Na:.
SÖd:
ÞpSI:
ãp|
c
.
From Vayu came Tejas. It has three qualities,
Sound, touch and Form.
tÞmat
udk|
Ajayt
.
udkÞy
cÏvar:
g¤Na:
.
From it came Water. Water has four qualities.
SÖdÞpSIãprsa:
.
tt:
p¦¢Tv£
ABvt
.
Sound, touch, form and taste are they.
Finally came the Earth.
tÞya:
p·
g¤Na:
up¢r
u³a:
cÏvar:
g¤Na:
ev|
gÓD:
A¢p
c
.
It has five qualities. In addition to the above
four, the quality of smell.
----------------------------------------------------------------------
Lesson 7 , part-5
maEhn
-
eta¢n
B¥ta¢n
ka¢n
?
ya¢n
vy|
pÜyam:
?
What are these elements ? Those which we see ?
¢ptamh:
-
n,
eta¢n
s¥ßmB¥ta¢n
.
No, these are subtle elements.
yda
eta¢n
s¥ßmB¥ta¢n
prÞpr|
¢m½£
Bv¢Ót
,
tda
AÞmak|
袾gaEcra¢N
Bn¢Ót
ta¢n
l¬¢kkB¥ta¢n
.
When these subtle elements combine with each
other, they become perceivable by us: the worldly
elements.
ev|
p#karEN
AÞmak|
èÜyman|
id|
jgt
ABvt
.
In this manner the visible universe was formed.
¢ptamh:
-
Aï
Aæ¬v
smapyam:
.
Today we shall conclude with this.
maEhn
-
Aæ¬v
smapy¢t
¢k|
?
kT|
s¥yI:
,
cÓd#:
,
B¥¢m:
ev|
dEvmn¤Ýyady:
p#aBvn
?
Are you going to stop here ? How were the
Sun, Moon, Earth and the Devas, Humans
were created ?
uxa
-
n
n
,
man¤xm¦gad£na|
s¦¢¾:
kT|
ABvt
?
No No, How did the creation of humans and
animals take place ?
¢ptamh:
-
idan£|
At£v
¢vlØb:
ABvt
.
y¤va|
¢nd#at¤I|
gÅCtm
.
AnÓtr|
AÓy¢Þmn
¢dnE
svI|
vda¢m
.
It is quite late now. You two go to sleep.
Another day I will tell you everything.
----------------------------------------------------------------------
Lesson-7 Grammar: Part-1
This lesson has introduced many new concepts to
the student. Among these, the concept of sandhi
s¢ÓD:
will be taken up for discussion now.
(Since this concept is very important, a separate
lesson is planned to provide additional details.
The presentation here will suffice to give the
student an idea of the formation of
s¢ÓD:
)
It is a common practice in Sanskrit to present
combinations of words as a single word. What this
means is that in a sentence two or more words may
be written together as a single combination replacing
the original individual words. So what may be seen
as a single word in a sentence could well be the
combination of of more than one word which could
well have been used independently in the sentence.
When words are combined, Vowels may combine
leading to Vowel combinations called
Þvr
s¢ÓD:
or consonants may combine leading to
hl
s¢ÓD:
.
Let us now look at some of the words used in the
lesson.
The word
Þp¤rNm¢p
is obtained as a combination
of
Þp¤rN|
and
A¢p
Thus
Þp¤rN|
+
A¢p
=
Þp¤rNm¢p
Other examples are:
n
+
Aas£t
=
nas£t
The word
gjannm
means elephant faced and is
actually a combination of
gj
+
Aann|
=
gjannm
So one can see that a word ending with vowel
A
or
Aa
and a word beginning with vowel
A
or
Aa
results in
Aa
as the combination.
This is true also when the both the combining vowels
are
A
. Look at an example:
¢hm
+
Acl|
=
¢hmaclm
or snow clad mountain.
The student may well ask at this point, how does
one find out if a given word is actually a combination
of other words. That is, are these rules to separate out
a given word into more words? The answer is that
one must have knowledge of the words forming the
sandhis, which comes only after periods of training
in the language. We shall therefore give only the rules
for combining words.
Combining consonants.
The word
tÅcWtÓy|
is obtained by combining
tt
and
cWtÓy|
. This is an example of hal sandhi or
consonant combinations.
Here are a few more examples.
tt
+
¢cÓtn|
=
t¢ÅcÓtn|
Aa¢vrq
+
ABvt
=
Aa¢vrBvt
kam
+
A¢p
=
kam¢p
The consonant sandhi are quite complicated and
we will not be able to deal with them in any detail
except to indicate some and show the manner in
which the sandhi is formed.
Avd¢Ókl
is the combination of
Avdn
and
¢kl
.
In this case, when the consonants combine they
merely form a conjunct.
i.e.
n
+
¢k
=
¢Ók
likewise
BgvÓS¦N¤
is
Bgvn
+
S¦N¤
m¢ÓæaÓvd
is
m¢Óæan
+
vd
Let us look at
idmg#
Aas£t
This is a combination of
idm
+
Ag#E
+
Aas£t
Note that the text combine
Ag#
where as we have split
it as
Ag#E
. The rule for sandhi in this case says that when
the swara
e
is followed by the long vowel
Aa
, the
e
becomes
Ay
and
y
becomes silent.
Thus
Ag#E
becomes
Ag#
. Here
Ag#
means first.
idm
+
Ag#E
follows the same principle as mentioned
earlier and would become
idmg#E
if not followed
by any word beginning with
A
. ex.
idmg#E
Bv¢t
When however the same
e
if followed by the short
vowel
A
,
the
A
will become silent in the combined
word.
Ex:
idmg#E
+
ABvt
->
idmg#E{Bvt
Note that between
g#E
and
B
a special symbol has
been written.
This symbol known as the
Avg#h:
(avagraha)
denotes that in the combination the swara
A
has been rendered silent but will appear when the
words are split and pronounced separately.
We have now seen a few examples of combinations
involving
e
as the initial or first vowel. If the second
word begins with a swara (vowel) different from
A
,
the
e
in the first word becomes
A
and the swara in
the second word is retained as it is.
When the swara in the second word is
A
it is rendered
silent but shown through the
{
avagraha symbol which
looks similar to the english letter s.
The student may keep in mind the fact that sandhis
involving
e
as the ending vowel in the first word
will in general change to
A
.
More examples of sandhi.
iÏyÞy
is
i¢t
+
AÞy
AÏyÚpm
is
A¢t
+
AÚpm
iÏya¢d
is
i¢t
+
Aa¢d
The coombinations of
i
and
A
results in
y
.
Consider a new case.
kaE{TI:
k:
+
ATI:
In this particular instance, the sandhi between
k:
and
ATI:
takes the form
kaE{TI:
. This is quite a
common case of sandhi involving the visarg.
Whenever a combination of a consonant with
Visarg occurs before a short
A
, it will take the
form
AaE
. As explained earlier, the avagraha denotes
the silent
A
and when the combined word is
split the
A
will come back to the second word.
At this point, the student will do well to remember
the different types of sandhis by memory, even
though there are rules expounded in the Vyakarana
of Panini as to how such sounds are derived. It is
beyond the scope of this short course to go into
the finer details of the sandhis at this point. There
will be a separate lesson devoted to this topic.
Examples of combinations involving a change
of consonants.
s¢d¢t
st
+
i¢t
t¢d¢t
tt
+
i¢t
tdEv
tt
+
ev
td¢p
tt
+
A¢p
td[³|
tt
+
u³|
One may take it in general that the consonant
t
ending a word followed by any vowel(short or long)
in the next word will transform into a
d
.
¢d±al
¢dkq
+
kal
is a single consonant sandhi.
Aæ¬v
AæO
+
ev
The general rule is to change
e
or
eE
ending a
second word to
e
,
when the first word ends in
A
or
Aa
:
mmWv
mm
+
ev
ydWv
yda
+
ev
mmWÀy|
mm
+
eEÀy|
General caution on sandhis.
Please note that splitting a word cannot be done
arbitrarily. It would require a lot of reading and
practice and sizeable vocabulary on the part of
the student.
For reference and also to present the intricacies
of sandhis has been derived from the information
provided in the Sanskrit Reader prepared by the
Samskrit Education Society.
For this reason the student should not attempt to
split any word into constituent words, until his/her
understanding of the language is good and he/she is
familiar with many roots from which words are
derived.
--------------------------------------------------------------------
Lesson-7 Grammar: Part-2
1.Word repetitions:
¢t¿
¢t¿
,
AÞt¤
AÞt¤
etc.,
These repetitive words are frequent in Sanskrit
and other Indian languages as well. One finds
them used in conversations. There are generally
no rules about which words can repeat. Typically
when a person answers a question with a single
word or commands one with a single word, such
repetitions are heard. It is common practice for
many Indians to retain this in their converstions
in English too ! You might find someone saying
wait wait, no no, good good etc. Amusing is it not ?
yes yes !
¢t¿
means wait and
AÞt¤
means alright or yes.
2.Negation of nouns.
It is to Sanskrit that most ancient languages have
their tradition of negating a noun by the additions
of a short vowel
A
as a prefix.
ex:
Ûy³m
- clear, manifested, perceivable clearly
by the senses.
When
A
is added as a prefix the word becomes
AÛy³m
- unclear
Other examples are:
sÏym
- Truth
AsÏym
- Falsehood
mrNm
- death
AmrNm
- immortality
Now, when the noun begins with a Swara
(i.e.vowel) the
A
prefix becomes
An
.
These are some examples:
AÓtm
- end,
AnÓtm
- endless
§tm
- Truth
An¦tm
-
false
(note
§
is a swara)
uÝNm
- heat
An¤ÝNm
- lack of heat
The reader's attention is drawn to the presence
of similar usage in the Romantic languages
and English as well.
Theist atheist
gnostic agnostic
aerobic anaerobic
official unofficial
ending unending
A Word of Caution
The student is advised that he\she should remember
that the meaning of a word is negated with the
prefix
A
only when the word is a noun or adjective.
Any word beginning with
A
is not a negation of the
word without the
A
. When
A
precedes a verb, the
meaning may be different. The student is informed
that most verbs in their simple past tense take the
prefix
A
. This will be explained later in the course
of the lesson. We did see however in lesson 2 that
the prefix
Aa
(long vowel) will give the opposite
meaning of the verb as in the example:
gÅC¢t
AagÅC¢t
goes comes
ny¢t
Aany¢t
takes along comes back with
For the beginner who is eager to speak Sanskrit as
quickly as possible, some of these discussions
may seem unimportant. Yet these points are given
primarily to reinforce the idea that many words in
Sanskrit are built from related words and in all cases
from fundamental roots.
--------------------------------------------------------------------
Lesson-7 Grammar: Part-3
In this lesson, a few examples of what are known
as
smasa:
have been used. A
smas:
is basically
a combination of two nouns, adjectives or nominal
stems. A detailed explanation of
smasa:
is beyond
the scope of this on-line series of lessons. The
student is however introduced to the concept through
examples used in the lesson.
The word
mhtÞvãpm
is a combination of two
nouns
mht
and
Þvãpm
. The components of the word
are in neuter and are in the nominative case.
This is an example of
¹Ó¹smas:
.
Consider the somewhat long word:
sa¢Ïvkraj¢sktam¢skahÄðara:
This is a combination of
sa¢Ïvk
AhÄðar:
raj¢sk
AhÄðar:
and
tam¢sk
AhÄðar:
When joined together, the three attributes of the
same noun
AhÄðar:
, which means self or ego, will
naturally become plural. so the ending becomes
AhÄðara:
Also note the
s¢ÓD
in the final part of the word
tam¢skahÄðara:
.The word
tam¢sk
and
AhÄðara:
combine into
tam¢skahÄðara:
.
Let us see another example:
dEvmn¤Ýyady:
is
dEv
+
mn¤Ýy
+
Aady:
This word means the Gods, the humans and
others. In the English language, one would probably
write this as gods, humans, etc.
Consider the word:
SÖdÞpSIãprsa:
This will be identified as
SÖd:
+
ÞpSI:
+
ãp:
+
rs:
This is another example of a samasa similar to
mhtÞvãpm
explained earlier. Here four nouns
have been combined into a single word. However
note the difference in this example. The final
component noun
rs:
is ending as
rsa:
in plural.
This is the indication that all the four nouns are
taken together.
In the previous example of
mhtÞvãpm
, the
component
mht
was actually an adjective of the
noun
Þvãpm
and so together they formed a
Nominative singular. In the present case however,
SÖd:
,
ÞpSI:
,
ãp:
and
rs:
are distinct and
independent from each other. Collectively they
form one word in plural.
Use of respectable form
BvÓt:
(Bvan)
The student will note that the children when
addressing their grandfather, use the respectable
form of addressing a person. This is not really very
common. However most children in India were
taught to use the respectable form with all elders.
So instead of saying
Ïv|
, the child addresses the
grandfather as
Bvan
.
Difference between
iÏyad£¢n
and
iÏya¢d:
Both words are used to signify the meaning of
etcetera (and so on, & others). However, unlike in
English the singular and plural are differentiated.
For instance, if one were using a string of singular
words such as
Aá:
,
gj:
.... then
iÏya¢d
would be used to
signify etcetera. When used in the context of a string
of words in plural form like
Pla¢n
,
p¤Ýpa¢N
......
then
iÏyad£¢n
would be the correct usage.
iÏyady:
is the adjective form.
-------------------------------------------------------------------
Lesson-7 Grammar Part-4
Deriving nouns and adjectives from other nouns :
In Sanskrit, one can derive nouns and adjectives
from other nouns by slightly transforming them.
Let us look at
ram:
dSrTÞy
p¤æO:
.
Rama (is) Dasaratha's son.
We can say this as:
ram:
daSr¢T:
where
daSr¢T:
denotes Dasaratha's son.
Likewise
lßmN:
s¤¢mæOaya:
p¤æO:
would become
lßmN:
s¬¢m¢æO:
The student will observe that such derivations
generally apply to the genitive case where a noun
is derived to indicate something relating to or
derived from it.
In the Upanishads, one finds the name
gag£I
(gargi).
This is derived from
ggIÞyE
.
ggIÞyE
p¤æO£
ga¢gI
.
Similarly in Kenopanishad one
sees
hWmvt£
which is derived from
¢hmvt:
p¤æO£
hWmvt£
In our lesson, the terms
sa¢Ïvk:
is derived from
the
sÏv
which denotes a gentle or good quality.
An ahankara which partakes of the satvaguna is
sa¢ÏvkahÄðar:
(note the sandhi).
Similarly words are derived from the qualities
rjs
and
tms
respectively.
Let us look at some other interesting derivations.
S¤n:
means dog and
p¤ÅCm
means tail. Thus
S¤n:p¤ÅCm
means dog's tail. If a word is derived from
S¤n:p¤ÅCm
then it would be
S¬n:p¤ÅCm
.
Consider another example. The idea of a gedanken
experiment is from Einstein. It is a thought
experiment performed by the mind. Let us see
how we will derive the word for it in Sanskrit.
In Sanskrit, mind is
mns
. Any activity relating to
the mind may be termed
mansm
and the gedanken
experiment may therefore be termed as
mans
yåO
.
yåO
means an activity to achieve
something, typically a religious activity aimed
at the well being of the society.
Another example is
½¬tkmI
, an activity ordained
by the Vedas.
½¤¢t
means the vedas and
½¬t
means
from the, of the, by the Vedas.
------------------------------------------------------------------
Lesson 7 Principles of Sandhi
This section deals with the basic rules of Sandhi.
When two words in Sanskrit are combined to form
one word, the rules specify the transformations that
must be applied depending on the vowel in the last
letter of the first word and the vowel in the first
letter of the second word.
Another section in this lesson deals with many
examples taken from the lesson itself. Given below
are the most important rules to be followed.
1.
Þvrs¢ÓD:
Specifies the rules for combining short and long
vowels.
A+A=Aa,
A+Aa=Aa,
Aa+A=Aa,
Aa+Aa=Aa
i+i=iI,
i+iI=iI,
iI+i=iI,
iI+iI=iI
u+u=U,
u+U=U,
U+u=U,
U+U=U
§+§=§
2.
g¤Ns¢ÓD:
Rules to be applied when
A
/
Aa
combine with
i
,
u
,
§
and
¯
A+i=e
,
Aa+i=e
,
Aa+iI=e
,
A+iI=e
A+u=AaE
,
Aa+u=AaE
,
A+U=AaE
,
Aa+U=AaE
A+§=Arq
,
Aa+§=Arq
,
A+¯=Al
3.
v¦¢¼s¢ÓD:
Rules to be applied when
A
/
Aa
combine with
e
eE
AaE
and
A¬
A+e=eE
,
Aa+e=eE
,
A+eE=eE
,
A+AaE=A¬
Aa+AaE=A¬
,
Aa=AaE=A¬
,
Aa+A¬=A¬
4.
yÎs¢ÓD:
Sandhi that results in
y
i+A=y
,
i+Aa=ya
,
i+u=y¤
,
i+U=y¥
i+§=y¦
,
i+e=yE
,
i+eE=yW
,
i+A¬=y¬
iI+A=y
,
iI+eE=yW
,
u+Aa=v
,
u+U=v
u+iI=v£
,
u+e=vE
,
u+A¬=v¬
,
§=A=r
§+Aa=ra
,
§+eE=rW
5.
Ayvayav
s¢ÓD:
Specifies the rules for combining
e
,eE
,
AaE
,
A¬
with an
Ac
.
e
+
Aa
=
Aay
eE
+
Aa
=
Aay
AaE
+
Aa
=
Aav
A¬
+
u
=
Aav
We will include detailed discussions on Sandhi Rules
in a separate lesson. For the present, The above may
just be noted by the student.
----------------------------------------------------------------------
Lesson 7 Past Tense
In this lesson we have introduced sentences. Some
sentences use verbs in the Past Tense. Past tense
refers to an action that has already taken place. In
the previous lessons we saw how some verbs
conjugate in the present tense through the addition
of appropriate suffixes to the root form of the verb.
In deriving the form of the Past tense of a verb, a
similar procedure may be adopted, though the
derivation will involve both a prefix and a suufix
to the root form.
Let us look at the conjugations of
pZq
1.Present Tense
Singular Dual Plural
III person
pZ¢t
pZt:
pZ¢Ót
II person
pZ¢s
pZT:
pZT
I person
pZa¢m
pZav:
pZam:
2.Past Tense
Singular Dual Plural
3rd person
ApZt
ApZta|
ApZn
2nd person
ApZ:
ApZt|
ApZt
1st person
ApZ|
ApZav
ApZam
Let us recall the suffixes added in the case of the
Present Tense.
Singular Dual Plural
3rd person -----
¢t
----
t:
-----
A¢Ót
2nd person -----
¢s
----
T:
-----
T
1st person -----
¢m
----
v:
-----
m:
Past Tense Singular Dual Plural
3rd person
A
----
t
A
---
ta|
A
---
n
2nd person
A
----
:
A
---
t|
A
----
t
1st person
A
----
m
A
----
v
A
---
m
The rule given above applies to many verbs used in normal
conversations.
----------------------------------------------------------------------
Lesson 7 Exercise -1
Here are some questions from the lesson.
Answers are mostly found in the lesson itself.
So read the lesson again.
1.
tt
iÏyÞy
kaE{TI:
?
2.
AÛy³||
iÏyÞy
kaE{TI:
?
3.
mht
i¢t
¢k|
?
4.
tm:
i¢t
pdÞy
p#kaSÞy
ABav:
i¢t
ATI:
va
?
5.
ka¢n
eta¢n
p·B¥ta¢n
?
6.
AakaSÞy
k:
g¤N:
?
7.
vayaE:
k¢t
g¤Na:
?
8.
tEjs:
k¢t
g¤Na:
?
kE
tE
?
9.
udkÞy
k¢t
g¤Na:
?
10.
p¦¢TÛya:
k¢t
g¤Na:
?
----------------------------------------------------------------------
Lesson 7 Exercise -2
In this lesson, we have introduced the compound
words formed through sandhis. It is useful for the
student to remember the simple rules to be applied
depending on the vowels and consonants at the end
and the beginning of the combining words. In the
sentences below the words to be combined are
indicated the underscore symbol. Try and form
compund words froms from the given words.
At the same time see if you can understand the
sentence as well.
1.
BvÓt:
p¥vI|
Avdn
¢kl
kT|
p¥vI|
AayIBÊó:
----------------
gaElÓtrSÞæaE
p¤Þtk|
.
2.
sdq
ev
saEØy
id|
Ag#E
Aas£t
_
i¢t
----------
up¢nxt
vaÀym
.
---------------------
3.
st
i¢t
AÞy
k:
ATI:
?
----------
4.
tt
cWtÓy|
laEks¦¢¾|
Akamyt
.
-------------
5.
tatÞy
kTa|
½¤Ïva
¢k¢·t
A¢p
n
AvgÅCa¢m
.
----------------
---------------------------------------------------------------------
Lesson-7 Exercise -3
1. Try and read the following sentences. They
contain some verbs in the past tense. You
should be able to translate the sentences as well.
a.
eb#ha|
¢lÄðn
AmE¢rka
dESÞy
p#E¢sfEÎz
Aas£t
.
b.
lE¢nn
ev|
Þza¢ln
rÝya
dESÞy
nEtar¬
AaÞtam
.
c.
s¤BaxcÓd#
bs¤
,
srq
s£
v£
ramn
,
haEm£
baba
iÏyEtE
sv©I
laEkp#¢s¼a:
Aasn
.
The sentences have used the past tense of the verb
A¢Þt
in singular, dual as well as plural.
2. Fill up the blanks in the following sentences with
the appropriate form of the verb, as in the sentences
above:
1.
SÄðrraman¤j¬
BartE
AacayaªI
------
.
2.
½£¢nvasraman¤j:
g¢NtE
¢np¤N:
------
.
3.
jvhlaIl
nEhâ
BartÞy
p#DanmÓæa£
------
.
4.
ASaEkc@vt£I
A¢h|satÏvÞy
p#cark:
------
.
5.
¢vvEkanÓd¢cÓmyanÓd¬
AaÒya¢ÏmkacayaªI
------
.
6.
AayIBÊó
BaÞkracayI
vrah¢m¢hra:
ÇyaE¢tBaIlSÞæaåOa:
------
.
7.
ka¢ldas:
k¢v
------
.
8.
½£Ïyagraj:
p#¢s¼mak:
------
.
9.
i¢ÓdragaÓD£
raj£vgaÓD£
c
BartE
p#DanmÓæa£N¬
------
.
10.
valm£¢k:
Ûyas:
c
p#ac£nacayaªI:
------
.
II. Change the following sentence into first person
and past tense.
Ex:
s:
gtmasE
¢SkagaE
ngrE
Aas£t
.
Ah|
gtmasE
¢SkagaE
ngrE
Aasm
.
1.
mÓæa£
gt¢dnE
¢d¢ÚlngrE
Aas£t
.
2.
sa
gtmasE
jpan
ngrE
Aas£t
.
3.
¢vjy:
/:
kayaIlyE
Aas£t
.
4.
¢vÚyØs
/:
cl¢ÅcæO|
d#¾¤|
gtvan
Aas£t
.
5.
nr:
gtsçaahE
s|Þk]t|
p¢Ztvan
Aas£t
.
---------------------------------------------------------------------
Lesson 7 Exercise -4
Change the following 3rd person singular sentences
in the past tense into 3rd person plural as well as
second person singular.
ex:
s:
s|Þk]t|
ApZt
.
tE
s|Þk]t|
ApZn
.
Ïv|
s|Þk]t|
ApZ:
.
1.
sa
kayaIly|
AgÅCt
.
AgÅCt
- went
2.
bal:
Pl|
AKadt
.
AKadt
- ate
3.
s:
bal|
Anyt
.
Anyt
- led
4.
nr:
ngrE
Avst
.
Avst
- lived
5.
maDv:
jl|
A¢pbt
.
A¢pbt
- drank
2. Choose the appropriate word from those given in
parantheses to fill up the blanks. (you will also have
to use the appropriate conjugation).
1.
CaæO:
svIda
s|Þk]t|
---------
.
(
A¢t¾t
,
Avdn
,
Aptt
)
2.
nra:
Pl|
---------
.
(
Ahst
,
A¢pbt
,
AKadt
)
3.
mata
p¤æO|
---------
.
(
A@£ft
,
Ac¤Øbt
,
AKadt
)
4.
Ïv|
iIár|
---------
.
(
AyÅCt
,
Anmt
,
A¢lKt
)
5.
Ah|
cl¢ÅcæO|
---------
.
(
AgjIt
,
Ajyt
,
ApÜyt
)
6.
vy|
d¢rd#EÜy
Dn|
---------
.
(
A@£ft
,
A¢lKt
,
AyÅCt
)
d¢rd#Üy
- to the poor
7.
Aava|
sda
sÏy|
---------
.
(
Avdt
,
Anmt
,
A¢pbt
)
8.
y¥y|
/:
¢k|
---------
.
(
AgjIt
,
A¢lKt
,
ApZt
)
9.
y¤va|
p#¢t¢dn|
¢k|
---------
.
(
ApÜyt
,
Ahst
,
AkraEt
)
10.
ta¢n
Pla¢n
v¦Xat
---------
.
(
ApÜyt
,
Aptt
,
A¢t¾t
)
----------------------------------------------------------------------
Lesson 7 Exercise 5
Fill up the blanks in the following sentences.
(Choose the appropriate word from the following)
Ah|
,
Aava|
,
vy|
,
Ïv|
,
y¤va|
,
y¥y|
1.------
/:
d\rdSIn|
ApÜym
.
2.------
ngr|
AgÅCav
3.------
¢kmTI|
Ahst:
?
4.------
kda
BaEjn|
AKadt
?
5.------
gtsçaahE
pæO|
A¢lKt|
.
6.------
dEv|
¢Sv|
Anmam
.
7.------
¢nrÓtr|
s|Þk]t|
ApZam
.
8.------
s|Þk]tpr£Xaya|
Ajyav
.
-------------------------------------------------------------
II
See if you can write Ten simple sentences about
your childhood. The list of verbs given in section
will be more than adequate for you to form the
required sentences.