Level 1-Month 1 Lessons 1-9: WWW - Chitrap U R M Ath - Ne T

Step by Step Sanskrit Learning Programme Month 1
Lesson 1. Wonder Why?

Have you ever wondered why Aham is sometimes written as - and
sometimes as - ?
Have you ever wondered why Poojya Swamiji , when singing bhajans,
sometimes pronounces say !or e"amp#e$ Aham as - and
sometimes as - ?
%he curious may move onto Lesson &o. %wo.
Level 1-Month 1 Lessons 1-9
www.chitrap u rm ath.ne t
Lesson '. - versus -
%o answer those ridd#es, we must !irst get !ami#iar with the s
vowe#s$ and the s consonants$.
] ] , . | | : are the s. %hey
are comp#ete in themse#ves and do not re(uire the he#p o! another #etter to
be pronounced. s are si"teen in number.
%he s, on the other hand, are incomp#ete. %hey can be
pronounced on#y with the he#p o! a .
)or e"amp#e, the we *now and recogni+e, is actua##y a combination o!
and . = + . Without the , the is unpronounceab#e..is
there such a word ? , $
= + and so on and so !orth.
A HAS to join up with a to be pronounced. -! the
is
a combination o! two s, as in o , you sti## need a , in this case
an , to be added to the to pronounce the .conjunct. o |
%he s are
S C
Z

s
o z

-
%hirty !ive o! them.
-nteresting !act..Si"teen s p#us thirty !ive s ma*e up the
| Add to it , three s , it gives us !i!ty !our. )i!ty !our p#us
!i!ty !our, add up to a hundred and eight. We go over the entire
twice, !orwards and bac*wards, when we do one o! o |
%he s high#ighted in the tab#e are ca##ed
s | %he ob#i(ue stro*e at the bottom o! the consonants is ca##ed a - |
%hat means the sound o! that consonant is c#ipped.
A sma## e"amp#e...the /ng#ish word .cup. is pronounced as "o " and o is
cuppa as in - wanna cuppa tea...gottit? $
-n a sentence #i*e - i am Anami*a$ the is written as
to
enab#e it to join with the ( a ) in , to !orm the comp#ete
#etter | %he sentence then becomes - |
-! the sentence were - , the is unab#e to join with the
in the a $ o! the , to !orm a sing#e comp#ete #etter. -t
cou#d become , but that wou#d ma*e it a conjunct and not a sing#e
comp#ete #etter. 0oes the di!!erence come through c#ear#y?
When !aced with the prospect o! becoming a conjunct, converts
itse#! into a dot and p#aces itse#! above the previous #etter. 1aintaining an
identity o! its own, it now ca##s itse#! an |
%he correct !orm o! the sentence then becomes - |
So is written as , in two cases.....
1. when is the #ast #etter in a word and when the #etter a!ter it , in
the ne"t word , is a and
'. when it is at the end o! a sentence...eg. - | (Why does
remain a at the end o! a sentence? 2eats me. Some ru#es are just
stated and we, poor things, just accept them.$
-nteresting !act.. 3n#y has the authority to be used as an .
%his changes the entire concept on how to write and pronounce a word
correct#y. 0etai#s in Lesson &o. %hree. Answers to ridd#e two in Lesson three
too.
Lesson 4. %he Anunasi*s justi!ication !or e"isting.
A #ong #ong time ago, *now#edge was passed on !rom guru to shishya
verba##y. &o boo*s. &o revision. 5ehearing, de!inite#y. %he prospect o!
ma*ing a mista*e was great. Pronunciations had to be accurate. -! one invited
: instead o! : to one6s !east, one cou#d be assured o! hurt
neg#ected re#atives and a smi#e on every canine !ace on the street.
%he word itse#! means 6that which has been systemi+ed.6
7ust ta*e a #oo* at our tab#e again, you6## begin to appreciate how
systematic it is. -t a#so gives us e"ce##ent c#ues on how to pronounce the
s. %hose are the ones that rea##y trip us up.
%he !irst row beginning with is ca##ed the S, #itera##y
meaning 8#ass . -t inc#udes a## the s in that c#ass... S C |
&otice how the tongue remains in e"act#y the same p#ace when you say these
words out #oud. &ow, just as you wou#d say , say C, but bring out the
sound nasa##y as we##. %he S is ca##ed the :, since the sounds o!
this group are based in the throat.
S | %his group is ca##ed the . is the pa#ate. 9eep the
tongue in the same position as you wou#d when saying then say which
rough#y is a | %he rest S ....s the top o! the pa#ate$, the S
...: the tongue touches the teeth every sing#e time$ and the o S...
: here the #ips are used$ are easy to pronounce.
%hat6s a## very we## but what in heaven6s name are that C and
doing there? When are they used? %he ru#e is that one ought to use that
with on#y those consonants that be#ong to the same
c#ass.
Shri Chitrapur Math 2002-2012
WH/& W5-%-&:
)or e"amp#e, the correct !orm o! the word Shan*ar is and not
.
%he tric* is to #oo* at the immediate#y a!ter the nasa# sound in a
word and then decide which one to write. A#so, on#y has the
s to be used as an ... the dot on top o! a #etter at the end
o! a word. %here!ore to give you e"amp#es o! words !rom a## the S s......
is correct and not | o is correct and not o | and not
kb | and not | o and not o.
WH/& P53&3;&8-&:
Sans*rit is #i*e water . -t !#ows. -t shou#d be easy !or us to voca#i+e words.
%here!ore the in words adapts its pronunciation to !#ow in with the ne"t
word . -n the sentence - , the dot is pronounced #i*e to !#ow with
the ne"t #etter to whose c#ass the be#ongs. Pronounced, - and
not - And written - | $ - is pronounced as -C
. %he shou#d sound #i*e C | %here!ore - o is
pronounced as - o | -! we have roya##y con!used you, #et us
*now.
****************
Lesson <. P#acating =isarga
S , the two dots sometimes !ound at the end o! a word, is not p#eased
with me. Here is what he has been thin*ing......
0on6t want him unhappy. We
need him a great dea# in the days
to come and we can6t a!!ord to get him
mad. So here goes...
%he S too is e"treme#y adaptab#e. -n an iso#ated word, he ta*es the
sound o! the #etter just be!ore him. )or e"amp#e...: is pronounced -.
-: is pronounced --. S: is pronounced S- , : is - ,
: is - | z: is z- | And so on and so !orth.
- thin* he is happy now.
-nteresting !act? &o... sad, sad !act. 1any schoo#s have dropped the C and
the !rom the because they might .con!use. our *ids. %hese so
ca##ed do>gooders have spawned an entire generation o! chi#dren who read
Mj as Shad*ar instead o! Shan*ar. )orget the :ods, the 5ishis have not
been spared either...i have heard that | wi## soon be given a 6termination o!
services6 notice. And *eep this to yourse#ves...rumour has it that the S
too wi## be struc* o!! the ro##s. i #oathe to thin* what S wi## !ee# when
he hears this bit o! se#! de!eating news.
3;5 #essons W-LL stic* to the origina# | i6d #i*e to be#ieve that
she , i mean$ !ee#s sa!e and protected with us.
Lesson ?. 1eet our e"uberant 7agadeeshaha
When we entered our Sans*rit c#ass !or the very !irst time, we were
greeted very enthusiastica##y by an energetic and bubb#y youngster ca##ed
7agadeesh. He spo*e on#y in Sans*rit but in the space o! a !ew minutes, we
!igured out what was happening.
7ust by as*ing (uestions and answering them himse#! and with e"aggerated
gestures and an in!ectious smi#e,$our vocabu#ary jumped up !rom +ero to !ive.
&o *iddin6. %a*e a #oo*...
He #oo*ed at 1a#a and said.. S: | 1y name is 7agadeesh.$
- S: | - am 7agadeesh.$
z ? Who are you? ....z is the respect!u# !eminine !orm o! you
as in the Hindi o..... @ !eminine who$
z: ? What is your name?$
1a#a answered | - |
7agadeesh ne"t pointed to 8haitanya. z :| Who are you?$ (z @
mascu#ine o .....: @ mascu#ine who$
z: ? What is your name?$
8haitanya answered - : | :|
3ur 7agadeesh grabbed 8haitanya by the shou#der and said : : %his
is 8haitanya$ and pointing to a man seated some distance away as*ed....
: : ? who is he?$
8haitanya answered : :| He is 5avi $
7agadeesh then said... | %his is 1a#a$
and to 1a#a said...: : | %his is 8haitanya$
Pointing to 5avi and Saraswati seated some distance away,$
: : ? ? : : | |
7agadeesh ne"t ca##ed out to 5avi... ? Who is she?$
5avi answered | | %his is Saraswati. %hat is 1a#a$
Those sitting close to you are : or (depending on whether it is a
man or a woman.)
Those at a distance from you are : or (ditto)
:ame !or a game?
Aou are Suraj. &e"t to you are seated 5am and Sita. Away !rom you are
La*shmi and Shibi yup, the same person in the dove and eag#e story ...and
!or those o! you who want to *now the story, write to me$ -ntroduce
yourse#! to the others and then as* the others their names. Listen to their
answers and then introduce each one to the other. Pay specia# attention to
when z: and when
z: are used.
Lesson ?. and we are socia#i+ing in Sans*rit a#ready,,
Lesson B. A!!ronted S spea*s up.
0ears a##,
- was going through the #essons that have a#ready been sent to you
and - can6t be#ieve that - have not been given my due.
Let me introduce myse#!. - am S go$. - am a root word ca##ed a s and
#i*e my other !riends, spea*$, o readC study$, eat$,
write$ etc, - am e"treme#y versati#e. 2y the simp#e addition o! su!!i"es or
pre!i"es, - can become a verb, or a noun, or an adverb, or an adjective....And
that is !ar more than the visargas and the anusvaras o! this wor#d can even
hope to be.
- thin* - better introduce you very gent#y to my mu#ti!aceted persona#ity.
2y the way, chec* out de!initions !or verbs, nouns, adverbs , adjectives and
grammatica# whatchamaca##its in the co#umn to your #e!t.$
%o ma*e me into a verb, you have to use my avataar SZ | Add di!!erent
su!!i"es ca##ed o s and hey presto - am ready to be used, Loo* at the
!o##owing sentences, a## in the present tense and you wi## see what - mean. 1y
!riends have a#so chipped in to he#p.
: SZ | : | : o | : | : |
He goes. He spea*s He reads He eats He writes
SZ | | o | | |
She goes She spea*s She reads She eats She writes
SZ | | o | | |
-t goes -t spea*s -t reads -t eats -t writes
:SZ | : | : o | : | : |
SZ | | o | | |
Aup, the is added to the root verb, which ma*es it compatib#e with he,
she, it, and with any name whether mascu#ine or !eminine 2;%
SZ | | o | | |
Aou go Aou spea* Aou read Aou eat Aou write
A&0
- SZ | - | - o | - | - |
- go - spea* - read - eat - write
1. 0o you see how the same su!!i" o $ has been added to a## the
s s to ma*e the verb compatib#e with a particu#ar subject?
'. is #oya# to :, and or !or that matter to, say, , s,
:, :, o , : etc. s o -
...gettit?$
4. is #oya# on#y to A&0 is #oya# on#y to - |
<. P#ease note that it is SZ and not SZ | %here is an
added to the s be!ore the o is added.
?. SZ conveys both meanings .goes. and .is going.
B. %hus you can sa!e#y trans#ate - as - spea* and - am
spea*ing.
D. A#so, i! you notice, since is #oya# to - , - can simp#y say
and the message that - am the one who is spea*ing and &3 3&/
/LS/, has been conveyed. 0itto with ...the minute - say.. ,
it6s A3; who are eating and &3 3&/ /LS/. - do not have to even
mention the - or the | %he though, does need a
speci!ied subject. 5e!er to ' !or reasons why$
9nowing this, you can now ma*e two word sentences in Sans*rit using
-, , :, and .Let me provide you with a !ew more . everyday.
s s. - #augh, o coo*, protect, namas*aar to sa#ute.$
&ow , i! you noticed, S yours tru#y$ becomes SZ be!ore the
su!!i"es are added. A## the rest remain the same. Simi#ar#y, two very
important s s .. o drin*$ becomes o and see$ becomes o.
Hence!orth, i! the s 6s !orm must be changed be!ore it can be used, the
usab#e !orm wi## be given in brac*ets egE S (SZ) or
o ( o ). ;se o (o ) and (o) too to ma*e some more two
word sentences.
-! you !ind this #esson di!!icu#t or need c#ari!ication o! any *ind, p#ease
do not hesitate to write. %hese guys out here can6t wait to be use!u#.
2esides, they have to impress their teacher Smt. %arangini 9hot. A Sans*rit
wi+ard, i! you as* me. 2esides having a post graduate degree and a 2./d.
!or good measure$ she spea*s and thin*s FLUENTL Y in Sans*rit. %his may be
my coming out ba##, my debut, but honest#y, - have no troub#e sharing the
#ime#ight with %arangini. 3n the contrary, - am honoured. 1ore ne"t wee*.
A## #ove, S |
Lesson D. Present ing the entire present tense dea#.
%hou sha#t not press the panic button.
Panic 2utton.
%hou sha#t te## thyse#!,. So what, i! Sans*rit has not just a singu#ar
and a p#ura# but a dua# as we## , .
o: | %hey two study.
o: | Aou two study.
o: | We two study.
%hou sha#t reassure thyse#!, .%han* the good Lord that we do not need to
#earn a trip#e,.
o | 2oo*s, just boo*s.
Here, my dears, is the wor*s.
S to go$ the present tense.$
-
Singu#ar 0ua# P#ura#
: He %wo He s 1any He s
She %wo She s : 1any She s
-t %wo -t s 1any -t s
SZ SZ: SZ
/ / /
Aou Aou two A## o! you
SZ SZ: SZ
-/ - / /
- We two A## o! us
SZ SZ: SZ:
1. 3n#y the oo has distinct words based on gender. Phew,,$ 1@
1ascu#ine. )@ )eminine. &@&euter.
'. %he oo contains within it ALL the nouns and pronouns in the
who#e wide wor#d /F8/P% !or you, you two, a## o! you, -, two o! us , a##
o! us. %here!ore....
4. When the verbs o! the s and the , are used, the subject
need not be given. )or e"amp#e, i! - say :, the subject can be
none but . -t is on#y !or the o , that the subject has to be
speci!ied.
<. 5e!er to Lesson ', on when - is used and when - |
?. %his sty#e o! presentation is what is origina#. Here the !irst
pre!erence, in true a#truistic sty#e, is given to he, she and it. %hese
become the !irst person. Aet *nowing that the 0ivine Aatman resides
in onese#!, one re!ers to onese#! as the ,o|
B. %o ma*e Sans*rit avai#ab#e to a generation a#ready accustomed to
/ng#ish grammar, the sty#e that you see in various te"t boo*s wi## be
the other way around where , is re!erred to as the oo
..!irst person, the s is re!erred to as o ...the second
person, and the third person is ca##ed the o ...where, in this
tab#e, is the o. So certain te"ts wi## have the tab#e the way it is
written here and certain other te"ts wi## have it .upsidedown.
D. -t doesn6t rea##y matter which way you #earn it as #ong as the right
!orm o! verb is used with the right subject.
2rain %easer....-n the second stan+a o! the bhajan o
o, who is the subject? What is the verb?-gnore the other
words that have not been taught as yet.$ %hose o! you who do not *now the
bhajan, here are the words....
S
s |
/"ercise...;sing the given tab#e as a guide, use the correct !orm o! the verb
given in brac*ets and trans#ate the !o##owing ..
1. He spea*s. ( )
'. We two eat. ( )
4. A## o! them )eminine$ see. ( - o )
<. o |
?. |
B. o: |
:o over the tab#e at #east twice a day !or the ne"t !ew days and
you wi## see how easi#y you wi## begin to match the verb with its
subject.
%he tab#es !or the s s , o , , , - , o ,
, , o ( o ), ( o ) are a## there !or your ready
re!erence in the inde". Have tit#ed it .=erb conjugations in the
present tense..
1ay i #end you a shou#der?
When i !irst #anded up with this memori+ing process, i wasn6t too
sure i cou#d do it... i had #e!t schoo# years ago. 2ut once i got
started, my #earning abi#ity adapted itse#! to my new re(uirements.
3nce you remove the . - can6t, . b#oc* !rom your mind, the words
begin to !#ow. ;se the words o!ten during the day, it ma*es it
simp#er. When !aced with a #imited vocabu#ary, i have even
constructed sentences #i*e
"- mi#*am boi ," to connect the right verb o s with
its
subject. %ry it. -t6s !un.
3nce you are more or #ess com!ortab#e with this, we can move onto
our ne"t set o! #essons.
%i## we meet again, . Adios Amigos,.
***************************
Lesson D A. .:ender and Person combinations..
Sushma &ad*arni !rom Austra#ia, had a very interesting (uestion to as*.
What subject !orm does one use, or , i! you want to say ,.%hey two
go, . A&0, i! one person is a man and the other a woman?
3*ey 0o*ey ,....here is what happens...2y the way, a subject is the one who
per!orms the action in a sentence.$
5;L/S %HA% APPLA %3 A&0$
&3%/ E %here are two ways in which and $ is added in a
sentence.
List a## the objects and add a!ter the #ast #isted object. )or
e"amp#eE %he cat, dog, e#ephant, mouse p#ay. %his is the most
common usage and is %H/ P5/)/55/0 one whi#e conversing.
Put the in between a## #isted objects. )or e"amp#eE %he cat dog
e#ephant mouse p#ay.
1usica#, but a mouth!u#,,, )i#e this usage, correct but rare, away in
your memory ban*.
2ac* to Sushma6s (uery.
When the two are a man and a woman, the 1ascu#ine !orm o! the
pronoun a#ways ta*es the pre!erence. So one can say SZ: | )or
a## the !eminists out there, there6s a way out. Say instead >>> :
SZ: |
: : | %he dua# !orm o! the verb is used to match with
the two subjects. :ottit?
: : | %he p#ura# !orm o! the verb with more
than two subjects.
Sometimes one may come across a sentence #i*e. . -n him neither
c#ean#iness, nor character nor truth e"ists.. %he verb HAS to be
singu#ar. %here!ore, even though the sentence contains three
subjects, the verb !orm HAS to be singu#ar. :
| ( + ) the root !orm meaning . be ..
What i! you have subjects !rom two or three di!!erent o s ? -n
that case, use the dua# or the p#ura# !orm o! the verb depending on
the number o! subjects$ and give pre!erence to , o !irst ,
then to s o and #ast o! a## to o o. )or e"amp#e...
1. - SZ: | Since there are two peop#e, use the dua# !orm
o! the verb. Since , o !eatures in the sentence, use the dua#
!orm o! the verb !or the , o.
'. : - SZ: | P#ura# !orm A&0 , o |
4. : SZ: | 0ua# And s.
<. SZ | P#ura# And s |
5;L/S %HA% APPLA %3 35$
%he verb matches the subject that you p#ace #ast in your sentence.
- SZ | - SZ | -
SZ | Aup, pre!ers to be between a## the words and at the
end....he insists on ma*ing his presence !e#t,$
- must than* Sushma !or her (uestion. %his got me a reading and a
re!erring again. %his *ind o! interaction bui#ds a (uic*er, greater and a very
.use!u# understanding .o! the #anguage, don6t you thin*? /verybody bene!its.
A## (uestions are we#come. Loo*ing !orward to active participation !rom a##
o! you. And a very . :6dai to you mate,.
GGGGGGGGGGGG
Lesson D 2. Sans*rito!ying /ng#ish,,,
Something happened a !ew days ago...something that !i##ed my heart with
deep appreciation, pride and hope... &imish ;bhaya*ar, a !i!teen year o#d,
born and brought up in the ;.9., wrote to us. 0eep#y interested in -ndia and
Her cu#ture, he #earnt the 0evanagiri script to be ab#e to #earn Sans*rit.
With young peop#e #i*e him, we can be assured that the !uture o! Sans*rit
#ies in good and caring hands.
Lesson D. seems to need !urther e"p#anations. So here goes...
)irst #et6s get a !ew concepts abso#ute#y c#ear...
Lesson B. dea#t with the introduction o! a root word ca##ed a s H
A s is the most !#e"ib#e thing in the universe. -t is the basic !orm o! a
verb and can be converted into a noun or an adjective etc. by the addition o!
pre!i"es and su!!i"es. Let us just concentrate on the verb aspect !irst. %he
others wi## be introduced by and by.
-n /ng#ish we have a singu#ar and a p#ura#.... 2oy. 2oys. A boy goes. 2oys go.
Sans*rit has an additiona# .dua# . besides a singu#ar and a p#ura#. So we
have...a boy goes, two boys go and many boys go.
7ust as in /ng#ish where the verb has to match the subject .2oys goes. is
an abso#ute how#er.$ in Sans*rit too, the verbs HA=/ to match the subject .
&ow that Sans*rit has an additiona# dua#, we need separate verb !orms to
distinguish the dua#s !rom the singu#ars and the p#ura#s.
%o understand grammar better, Sans*rit verbs are a#ways shown in a tabu#ar
!orm. =ertica##y they denote .&umber. and hori+onta##y the .person.. Let6s
ta*e a pee* at the tab#e again .
%he present tense S to go$
words that mean the Present %ense.$
o
Person Singu#ar
o SZ
s
,
9eep the S tab#e that has ear#ier been given in Lesson D. a#ongside this one
and begin to compare the two.
%hese concepts shou#d come through c#ear#y...
1. /very noun and pronoun in the dictionary !a## into the o ...whether
cat ,dog, museums, two cobs o! corn , many !ish, one bird, two rats.
%hese verbs wi## there!ore be used !or the third person... ;se SZ
with singu#ar !orms o! A&A noun. ;se SZ: with dua# !orms o! A&A
noun. ;se SZ with p#ura# !orms o! A&A noun. )or e"amp#e...3ne
cat SZ . %wo cats SZ: .%hree or more cats SZ | Aes,
the noun !orm .cat. is written di!!erent#y !or one cat, two cats and
three or more cats...but that wi## be e"p#ained in Lesson I. )or the
moment, combine /ng#ish and Sans*rit to .remember. which verb !orm
goes with which subject !orm. Simi#ar#y...one tadpo#e , two
tadpo#es : and three or more tadpo#es | to swim$ being
the s |
'. Aou, two o! you, three or more o! you ....these !a## into the s |
%he subject is so speci!ic here that just by #oo*ing at the word
the su!!i" is the indicator$ i *now that it is you who are
eating and nobody e#se. -! i say :, the su!!i" : indicates .two
o! you..
4. %here!ore since both s and , have predetermined subjects, i
needn6t add the subject at a## in my sentences. -! i say .sing. it is
unc#ear as to who is singing...i? you? we?...but i! i say S, the
te##s me that .- am singing..
<. %o identi!y the verb !orms, you must #oo* at its tai# end. 8atch a ho#d
o! the su!!i"... is it , :, , , :, , , :, : ...and then
!igure out who the subject is. &ow #et6s tease the brain teaser in
Lesson D. into giving us a so#ution...
S
s |
te##s you that the one who is per!orming the namas*aar is none but
.-.. Simp#e.
;se these verb su!!i"es with their matching subjects to !orm
Sans*ritC/ng#ish sentences...unti# our vocabu#ary grows.- sing ,
meditate , two e#ephants trumpet:, 1other coo*, )ather snore |
...sentences #i*e that , ti## the verb su!!i"es> subject combinations have more
or #ess been memori+ed. :o on to the ne"t #esson. 3nce you have !inished
reading Lesson I and Lesson I A, come bac* to Lesson D, things wi## begin to
ma*e sense then. -! you are sti## in a soup, write to the che! yours tru#y$.
Let6s see i! i can tease my brain into coming up with better e"p#anations,
Loo*ing !orward to your !eedbac*.
GGGGGGG
Lesson I. -nsights into z s
Have a #oo* at these two sentences...
%he cat drin*s mi#*.
1i#* drin*s the cat.
-n most #anguages, the minute the words are shi!ted around, the meaning o!
the sentence changes.
Sans*rit is musica#. -t is rhythmic. A#most everything that we have in our
shastras , our scriptures, our te"ts, are a## set to a particu#ar metre in the !orm o!
poetry. We needed the !reedom to be ab#e to put words in any order in a sentence,
without any changes to the meaning o! what had to be conveyed.
%he on#y way to ensure that was to convert a preposition into a su!!i", a o,
and then add that to the noun. %he noun p#us the preposition>turned> into> su!!i"
became a comp#ete#y new word whose meaning became crysta# c#ear. A preposition
is a word in a sentence that shows the re#ationship between two or more
nounsCpronouns. )or e"amp#e.. She sat under a tree. 9rishna spo*e to 5aghava.
%hey p#ayed with bats and ba##s. What we essentia##y do in Sans*rit is write the
word .under tree. as .treeunder., .to 5aghava . as .5aghavato. and .with bats and
ba##s. as .batsba##swith. %he subject6s word !orm, as in the one per!orming the
action, remains unchanged. %he changes occur with the other noun or pronoun in
the sentence with whom the subject see*s to estab#ish a re#ationship. 8#arity any
c#earer??,, $
-t was a #ong time ago. %he ear#y morning was vibrant in the si#ence o!
meditation. %he 5ishi 2udha*aushi* had disappeared within himse#!. %he Lord
Shiva, in His in!inite grace, gave to the 5ishi the 5amara*sha stotra. -n it, is a
beauti!u# verse...
: ( ) : z |
z- : : ||
o o - |
: z - , ||
&otice how the word appears in many di!!erent !orms in the verse.
/ach o! them convey a di!!erent meaning. Let6s go through each one o! them in
se(uence.
: is the subject !orm. becomes the object !orm. means 6by or with
5ama.6 signi!ies 6!or 5ama.6 is 6!rom 5ama.6 conveys the
meaning 65ama6s.6 is 6in 5ama.6 And by itse#!, is the !orm the word ta*es
when ca##ing out to someone named 5ama.
Let us put it in the !orm o! a tab#e to ma*e it easier to re!er to.
oquu
z -
singu#ar dua# p#ura#
o subject :
object
by, with
!or
o !rom
denotes
possession$
o in, on
s used (-)
when ca##ing
out to..$
&ow, : is an oquu word. %hat means that it ends in the sound J
and is a mascu#ine word. -! you remember, = +
%here are #ots o! mascu#ine words that end in . )or e"amp#e, boy$,
tree$, S boo*$, ear$, Z student$ besides so many names #i*e ,
-, etc.
Since Sans*rit is so musica#, a## - have to do is ma*e sure that my words rhyme.
)or e"amp#e i! - have to say .!rom the boo*,. - #oo* at the word !or .!rom 5ama.
-t says, | So there!ore, .!rom the boo*. 7;S% HAS to be S | Simp#e.
- can see eyebrows raised over the b#an* spaces !or the dua# and p#ura#s. Are they
www.chitrap u rm ath.ne t Shri Chitrapur Math 2002-2012
needed? Aou can betcha bottom do##ar that they are, What in the wor#d wou#d you
say !or . - hear with my two ears ?. 3r !or that matter ,. A## my students !e##
as#eep whi#e reading my #esson? .
%here!ore, here now is the entire tab#e.
oquu 7ust to #oo* at my dears, don6t get !#ustered,$
z -
o subject : :
object
by, with z :
!or z z:
o !rom z z:
shows :
possession
o in, on :
s used (-) (-) (-) :
when addressing$
- have tried to show you that certain words are repeated in the tab#e by c#ubbing
them together in the same co#our. %hey are used not too o!ten , that is why the
need to create new words did not present itse#!. %han* :od !or sma## mercies
...there is so much #ess to memori+e.
&ew 8oncepts taught in this #e s so n
Aou can arrange the words in any manner in a Sans*rit sentence.
Let me give you some concrete e"amp#es..
: | : | : | :
|
: | : | A## these sentences mean e"act#y the
same thing, 5ama does &amas*aar to Shiva. Since 5ama does the action, the
5ama is pic*ed !rom the o z | Since Shiva is the object to whom the
namas*aar is done, you use the z !orm which is |
A word K a preposition is used in Sans*rit...a word is &/=/5 used by itse#!.
-! - use the word , you may sa!e#y assume that - am ca##ing out to 5am.
-! - intend using 5am as the object o! my adoration , - 1;S% use the word
| -! 5am is the person per!orming the action, - must use the word
: |
Hope these two concepts have been dea#t with c#ear#y in this #esson.
-n a #ighter vein ...
Here is a #itt#e #imeric* that might amuse you.
%he study o! Sans*rit shou#d not ma*e one tense.
)or, #oo* at the sentence, .the birds sat on the !ence..
-! you mi" up the words,
-n the end, put the birds,
-n Sans*rit, it wi## sti## ma*e sense,
******************
Lesson I A . 5ein!orcing =ibha*tis.
- remember going into a comp#ete ti++y when !irst introduced to the
vibha*ti idea. - as*ed more (uestions than a ta#*ative !our year o#d. Luc*i#y
!or me, %arangini had the patience o! a growing pear#. Here is what -
gathered in an oyster.
%a*e a #oo* at the S present tense verb tab#e. 2esides the conjugations
o! the verb, the matching subject !orms are a#so given. -gnore the verb
!orms and just concentrate on the subject !orms. %he tab#e is bro*en
hori+onta##y into three o s. 0ivide the #ot comp#ete#y as so...

Singu#ar 0ua#
: He %wo He s
She %wo She s
-t %wo -t s
/ /
Aou Aou two
-/ - /
- We two
&ow #et6s concentrate on the o o.

Singu#ar 0ua#
Shri Chitrapur Math 2002-2012
o M : He %wo He s 1any He s
:, -:, S:|
F She %wo She s : 1any She s
, :,
N -t %wo -t s 1any -t s
S-, ,
At the ris* o! sounding terrib#y repetitious and boring..
1. %he o o accommodates every sing#e noun and pronoun in the
dictionary e"cept !or those o! the s and the , .
'. %here!ore, : SZ, S: SZ, SZ, SZ, S-
SZ, SZ .
7ust as there are oquu words #i*e , etc, there are
, oquu words #i*e S, z sun$, chi#d$, s etc... and
there are ] oquu words #i*e , -, S etc...
1. A## oquu words are dec#ined #i*e made to rhyme #i*e$
|
2. A## , oquu words are dec#ined #i*e S |
3. A## ] oquu words are dec#ined #i*e - |
, oquu words and ] oquu words are dec#ined
di!!erent#y !rom oquu words 2;% the most beauti!u# thing is
that Sans*rit a##ows us the !reedom to convert a## words into
oquu words and dec#ine them #i*e | )or instance, why not convert
S into S or maybe - into ? 1a*es conversation simp#e,
%hese antics are a#right in the beginning but eventua##y we wi## have to #earn
a## the !orms o! di!!erent words simp#y so that we may recogni+e them in
sh#o*as and te"ts. We6## ta*e it easy... i shan6t give you more than you can
chew. And that6s a promise.$
Simi#ar#y we have di!!erent ending !eminine words and neuter words. A##
rhyming words are dec#ined in the same manner. 2;%
remember that a mascu#ine word is rhymed with its mascu#ine counterpartL a
!eminine one with its !eminine rhyming counterpartL and a neuter with a
neuter.
7ust try and understand this concept. %hings wi## become c#earer as we
proceed and i wi## *eep e"p#aining and repeating concepts !or as #ong as you
re(uire me to.
7ust hit the !eedbac* button on our Sans*rit page, re#ate your woes and
we6## provide instant re#ie!, %he Agony Aunts and ;nc#es here are a prompt
#ot.
See you ne"t wee*,
GGGGGGGGGGGGGGGGGGGGGGGG
Lesson M . 3! 8aterpi##ars and &on>8aterpi##ars.
1uch as you have been introduced to verbs and nouns that change their
shape and si+e at the drop o! a hat, there are some heartwarming, steady
ones that never, ever .metamorphosi+e.. Ah, &3W the re!erence to
caterpi##ars becomes c#ear, $
Aou can use them with any noun, verb, vibha*ti, gender, tense, you name it,
they ho#d their own, in a changing wor#d. %hey are ca##ed s. Let6s go
through a group o! them in every #esson .
/ng#ish
what
here
there
!rom>where
where
a## together
everywhere
e#sewhere
So - can accurate#y say
- SZ | SZ | : SZ | : SZ |
SZ: | ....and so on and so !orth.
Having introduced our &on> 8aterpi##ars, sha## we get !ami#iar with our
8aterpi##ars?
-n a sentence such as . 5am is eating a #adoo,. %he 5am is the subject.
%here!ore you pic* the word 5am !rom the o z | : |
%he verb is . is eating. and HAS to !o##ow the subject. Since : is !rom
the oo %hird Person Singu#ar...according to /ng#ish
:rammar$ the verb a#so has to be !rom the oo ... |
%he object that is being gobb#ed up is the #adoo ( ...the root word$
%he object !orm o! the word is ...
%here!ore the sentence becomes.. : |
8L;/E Whenever a sentence is constructed or trans#ated, grab !or dear
#i!e$ the verb and its subject. %H/& add the rest o! the words to comp#ete
the sentence.
Let6s add an .
: | 5am is eating a #adoo here.
: | 5am is eating a #adoo there.
Let6s change the subject A&0 a#ong with it, the verb.
- | - am eating a #adoo here.
- | - am eating a #adoo there.
| Aou are eating a #adoo e#sewhere.Probab#y
averse to sharing it. $
| Aou are eating a #adoo everywhere.0on6t even try
and imagine it.$
&ew 8oncept is a mascu#ine word. Whenever i introduce &/W
mascu#ine words to you, i sha## put an 1$ ne"t to it. neuter words wi## be
introduced with an &$ and !eminine words with an )$. %o use them in
sentences, change the word according to the z tab#e to inc#ude a
preposition $
5u#es that must be !o##owed.
1. %he verb HAS to agree with the , the subject.
- SZ is an abso#ute no no.
'. %he conjugation8hanges in a verb !orm$ o! the verb in its
various !orms remains the same !or a## three genders. %he verb
is bound by o person and number, not by gender.
: , , , |
4. %he subject ALWAAS is in the o z and the
object is ALWAAS in the |
S e#ephant, 1 $ #addoo, 1$
S: is trans#ated as %he e#ephant is eating a
#addoo.
S : is ... %he #adoo is eating an e#ephant.
%hou s ha#t tread this path with care .
&ew 8oncept
Whenever you use S in its verb, or other yet to be introduced !orms,
the p#ace to where the .going to. happens ALWAAS is in the
z| /asier to say, add the or the anuswaar to wherever you are
going to.$
- SZ | S: SZ | : S- SZ |
SZ - |
%he !aith!u# sha## !o##ow me into so#ving the e"ercises in Lesson M A.
GGGGGG
Lesson M A .../"ercises in sentence bui#ding.
Let6s bui#d a vocabu#ary now. %he ending mascu#ine ( oquu ) noun
" " has a#ready been introduced. We wi## wor* with just the !irst two
vibha*tis
today. Subse(uent #essons wi## introduce one vibha*ti at a time.
%ime now t o introduce a new concept ....
Whenever new verbs are introduced, the o o wi## be given in
brac*ets a#ongside the s | )or e"amp#e, ( o )| A## you have to do is
separate the word o into o + and understand that the usab#e verb
!orm is the !irst part o! the word. Aou can bui#d an entire present tense tab#e
based on this by the addition o! o s su!!i"es$ as so..
(o ) to see present tense $
o -
Person Singu#ar 0ua# P#ura#
o o o: o
s o o: o
, o o: o:
)or (uic* re!erence to he#p you do the e"ercises, are the !irst two 0
oquu
z -
o subject : :
object
0o you have a noteboo* , a penci# and a H;:/ eraser ready? %hen #et6s
gettagoin6 ,
&ouns C Pronouns. =erbs. Avyayas.
: he z ( z to be$
two he s o (o to read or
study$,
a## the he s S ( SZ to go$

( 1) - (-- - to
#augh$
] ( 1)
boy 1$
man 1$
o *ing 1$
schoo# 1$
S vi##age 1$
/"amp#e sentences.
1. He is reading. : o |
'. %hose two men are reading. o: |
5eca##...A## nouns and pronouns e"cept !or the , , , -, ,
and
!a## into the o o H %here!ore #ogica##y, two men HA=/ to be
matched with o: the dua# o o verb. And since there are two men,
the word !or two men HAS to rhyme with which ma*es it |
4. What is happening there? z?
Whatever is happening a#so !a##s into the o o | Since it appears to
be
singu#ar, z is used.
<. %he boy is going there. : SZ |
%ry doing the rest on your own. Answers are provided in Lesson M2. 2ut you
sha## be honest and ta*e a pee* on#y a!ter you have tried comp#eting the
e"ercise.
%rans#at e .
1. He is reading.
'. He is #aughing there.
4. %he boy is going to schoo#.
<. 5am is going to the vi##age.
?. %he *ing is going e#sewhere.
B. Where is the boy #aughing?
D. 5am and -shwar are studying 5e!er to #esson D A$.
I. 5am is namas*aaring !or #ac* o! an appropriate word,$ -shwar.
M. %he two are reading here.
1N. %wo boys are #aughing.
11. %wo men are going to the vi##age.
1'. %wo boys are going to schoo#.
14. A## the boys are #aughing.
1<. A## the men are going to the vi##age.
1?. A## the boys are namas*aaring 5am.
1B. 5am is namas*aaring a## the boys.
8orrect these sente n ces.
1. : o:|
'. : o |
4. o |
<. o |
?. : - |
B. : SZ |
D. : S: SZ |
I. o |
M. o |
Seems more than enough !or a !irst time session. Wi## see you ne"t wee*. 2y
the way, you may ta*e that pee* now. Aou have my b#essings.
******************
Lesson M 2. Answers to (uestions in Lesson M A
1. He is reading. : o |
'. He is #aughing there. : -|
4. %he boy is going to schoo#. : SZ|
<. 5am is going to the vi##age. : S SZ|
?. %he *ing is going e#sewhere. o: SZ |
B. Where is the boy #aughing? : - ?
D. 5am and -shwar are studying. : ]: o:|
I. 5am is namas*aaring -shwar. : ] |
M. %he two are reading here. o:|
1N. %wo boys are #aughing. -:|
11. %wo men are going to the vi##age. S SZ: |
1'. %wo boys are going to schoo#. SZ: |
14. A## the boys are #aughing. : - |
1<. A## the men are going to the vi##age. : S SZ |
1?. A## the boys are namas*aaring 5am. : |
1B. 5am is namas*aaring a## the boys. : |
8orrected senten c es .
1. : o: | : o |
'. : o | o|
4. o | o:|
<. o | o|
?. : - | : -|
B. : SZ | : SZ |
D. : S: SZ | : S SZ |
I. o | o|
M. o | o |
How was the goin6 ?
Summing up 1onth 1.
What you wou#d have achieved at the end o! 1onth 1.
9now...
When to use and when to use an |
How to correct#y write a word with s.
How to correct#y pronounce or an ending word depending
on what #etter !o##ows it.
%hat nouns and pronouns may be mascu#ine, !eminine or neuter.
%hat nouns, pronouns and verbs can be singu#ar, dua# or p#ura#.
%hat a## .same ending. mascu#ine words are dec#ined a#i*e.
0itto !or same ending !eminine words. 0itto neuter.
Su!!i"es have to be added to a verb root !orm to match the subject.
%hat nouns or pronouns have to be attached to a preposition be!ore
they can be used.
%hat the subject is pic*ed !rom the o z|
%hat the object is pic*ed !rom the z |
%hat Sans*rit verbs are so !ami#iar simp#y because we use them
everyday when spea*ing our own mother tongue.
%hat wherever is the p#ace that one is going to, the p#ace !a##s in the
z | %hat is, it ends in a or an |
%hat s are words that do not change their !orm.
And that6s tremendous progress, i! i do say so myse#!,
********************

Level 1-Month 1 Lessons 1-9: WWW - Chitrap U R M Ath - Ne T

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Step by Step Sanskrit Learning Programme Month 1

Lesson 1. Wonder Why?

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