The Tested Easiest Method of

Learning & Teaching Sanskrit

Study Notes
First Book Lessons 1-30 (of 44)

Draft: February 24, 2010

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.

What are the various kinds of sutras? .............................................................................. 1

4.

What are the 10 -s? ................................................................................................. 2

Lesson 3 .................................................................................................................................... 2
5.

Goal ................................................................................................................................ 2

6.

What are the major ? ................................................................................... 2

7.

Here, 15 are shown. On page 281, a different list of 21 sutras is given . . . 3

8.

What is the meaning of the -? ...................................................................... 3

Lesson 5a .................................................................................................................................. 4
9.

Goal ................................................................................................................................ 4

Lesson 5b .................................................................................................................................. 6
10. Goal ................................................................................................................................ 6

ii

11. What are the various -? .............................................................................. 6

12. ................................................................................................................................. 6
13. What are the efforts? .......................................................................................... 6
14. What are the (external efforts)? ...................................................................... 7
Lesson 6 .................................................................................................................................... 7
15. Goal ................................................................................................................................ 7
16. We have 5.7.6.1, 5.7.1 and 6.1.7. When is what ordering applicable ? ............................ 8
Lessons 7-9 () ............................................................................................................. 8
17. Goal ................................................................................................................................ 8
18. of the -s .................................................................................................. 9
19. , and / ................................................................................... 9
20. Why doesnt of in + cause the form ? ...........................................10
21. Why doesnt undergo changes like etc, due to -? ...................................11
22. Why isnt the final form due to ? ............................................................11
23. What does mean? .................................................................................................11
24. and . .............................................................................................11
25. and the ...........................................................................................................12
26. and ...................................................................................12
27. Exercises........................................................................................................................12
28. Practice ..........................................................................................................................12
Lessons 10-11 and .......................................................................................13
29. Goal ...............................................................................................................................13
30. The derivation of in - ...................................................................................13
31. Why dont we have of in ? ...............................................................................14
32. On and recursion ..............................................................................................14
33. What does mean?...................................................................................................14
34. , and ....................................................................................................15
35. Why are there two sutras with in contiguous sections? ..........................................15
36. Excercises ......................................................................................................................16

iii

Lesson 11b (--s) ............................................................................................................16

37. An extra lesson...............................................................................................................16
38. Lesson Outline ...............................................................................................................16
39. and ...................................................................................................................17
40. What is the substitute of ?......................................................................................17
41. Other features common to many -s ............................................................................17
42. What is the relationship between and the other affixes etc? ...............................18
43. What are / ? .......................................................................................18
44. In why do we have of and ? ..................................................18
45. How does work? ...............................................................................................18
46. When does of the / occur? ...............................................................19
47. and - ...................................................................................................20
48. Excercises ......................................................................................................................20
Lesson 12 ( / / ) + ....................................................................................................20
49. Goal ...............................................................................................................................20
50. Why doesn't protect the last letter in ? .............................................................21
51. In the derivation of , why do we need for -? ......................21
52. In the derivation of , how does - apply? ..............................................22
Lesson 13 ( / / / ) + .............................................................................................22
53. Goal ...............................................................................................................................22
54. Why dont and have optional forms and ? .......................................23
55. In the derivation of , how is replaced with in the ? .................................23
56. Why aren't the sutras for and -s under the of ? 23
Lesson 14 ( + ) + .......................................................................................................24
57. Goal ...............................................................................................................................24
58. In the derivation of + + , why do we have and not ?...................24
59. In the derivation of + + , when does the elision of occur? ............................25
60. Why are the forms of - so complicated?............................................................25
61. In , shouldnt be ?............................................................................26

iv

62. and - ................................................................................................26

63. and .............................................................................................26
64. and ...................................................................................................27
65. Exercises........................................................................................................................27
66. from the ..................................................................................................27
Lessons 15-16 () .............................................................................................................28
67. Goal ...............................................................................................................................28
68. ...............................................................................................................................28
69. and ..............................................................................................................29
70. ..........................................................................................................................29
71. Excercises ......................................................................................................................29
Lessons 18-19 () .................................................................................................................30
72. Goal ...............................................................................................................................30
73. - ...........................................................................................................30
74. ..................................................................................................................30
75. Does - apply only to words? .....................................................................31
76. What is the purpose of understanding sutras 4.1.162, 4.1.163 and 4.1.172 at this time?31
Lessons 20-21 () ...........................................................................................................31
77. Goal ...............................................................................................................................31
78. In the explanation of the , many sutras are referenced by number only . . ..........32
79. In the sutram , how does refer to ? ............................................................32
80. When does replacement of a single letter / entire term occur? .......................................32
81. In , why is interpreted as both and ? .............................32
82. / .............................................................................................33
83. What are the extra - at the end of lesson 21 ..............................................33
Lessons 22-25 () ...............................................................................................................33
84. Why doesnt cause the inapplicability of after ? .......................33
85. Why doesnt apply to the end of the verse (due to ) ...........................34
86. The structure of this set of ..........................................................................34

87. Why do we have two different sections for ? .....................................34

Lessons 24 ( + ) ..............................................................................................................35
88. In the formation of , why is there so much debarring? .............................................35
89. Why doesnt similar debarring occur for , etc? ......................................................35
90. In the formation of (), why is the , quoted? .............................36
91. Doesnt the derivation of + effectively require memorization of word endings? ....36
92. When deriving , why doesnt suffice? ............................................36
93. When deriving , why bring of instead of ? .............................................37
94. When deriving , why introduce the sutram ? ................................37
95. Are there alternate forms of + ? .........................................................................38
96. and -. ......................................................................................................39
97. of in ........................................................................................39
98. from the ..................................................................................................39
Lessons 26-29 ( -) ........................................................................................................39
99. of affixes and .......................................................................................39
100. and the derivation of ...............................................................................40
101. What are / / ? ................................................................................................40
102. What is the difference between and ? .......................................................41
103. We have / on page 166 / 168. But theres no mention in the errata . . . .........41
104. What is the purpose of (7.2.10) ? ....................................................41
105. Isnt in overly inclusive? ........................................................42
106. Why dont , etc. have ? .............................................................................42
107. Which of the 16 - in these lessons has ? ................................................42
108. In the illustration of , what is the purpose of ? ..........................................43
109. What does mean in ? .........................................................44
110. What is a strong case (page 173) ? ..............................................................................44
111. doesnt apply in ? But there are counter-examples . . . ......................................44
112. Location of the verbal sutras...........................................................................................44
113. from the ..................................................................................................45

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.

Overall Syllabus From TEM to the

1. TEM Part 1 Introduction to the method and the structure of the in 44 lessons,
with approximately 450 sutras
2. TEM Part 2 Commonly used sutras and (approx. 3295 sutras)
3. First reading, , of all 4000 sutras of the , in order
4. Verbal forms, , (with -)
5. Noun forms, , (with / - and )
6. Second reading, (-) of the , with the
7.

Why the TEM ?

The method of learning directly through the bare has tremendous advantages.
The first reading, , of all 4000 sutras found in the , in order, traditionally begins
after committing the to memory. Each sutra is studied along with , ,
, , , , and .
The final forms of the given for each sutram are formed after the application of many
. The sutram being studied should be understood within this context of the relevant
derivations (). If the has been memorized, the simple meaning of all the other

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 .

TEM and other grammar texts

Some grammar texts (like the ) teach without relying on the ordering of sutras in the
. Others (like the and of )
teach on the basis of . However, the emphasis is squarely on the at the
expense of understanding the sutra, and how its meaning is derived.
The TEM book also teaches . However, it does so by teaching , and expecting the
student to understand the source of this , based on an understanding of the structure of
the (i.e. ). The student is expected to reorder the full form of the sutram to form
his own commentary. The TEM expects the student to have a copy of the bare in hand
at all times. The TEM is designed to lead the student to the and, eventually, to a
thorough mastery of the .

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.

In the TEM, says otherwise, but this seems impractical to us.

Optional reference books

1. , , by . Most of the sutras that we will study are also
found in the -, and this commentary does an excellent job of clearing lingering
doubts.
2. with commentary named (3 vols) by . Available from
http://www.easternbookcorporation.com/ for $52.08 + shipping.

Before you begin your study of the TEM . . .

1. Purchase the three primary textbooks. We found them essential for our study.
2. Read the introduction and instructions provided in the TEM book by . This is
provided in two places the content that precedes the First Day Lesson, and the
content after the Forty fourth Lesson. i.e. pages 1-36, 272-329. Gloss over the sections
that dont make sense, but try to get a general sense of the authors method. Pages 3133 and 324-328 are particularly important.
3. We wanted to provide an edition of the bare , with good typesetting, whose
numbering is the same as the numbering of the . Unfortunately, though we
found an edition that comes close, there are some differences. Please correct the
numbering to make it match the as shown on page 47 of this document.
4. As you look for sutras in the bare pdf that weve provided, you will realize that it
would be useful to mark each page with the range of sutras that it contains. Go through
all 88 pages, and number them (with the first sutra, last sutra, or both . . . whatever helps
you find the sutras quickly). While you are at it, correct the typos from the errata listed at
the end of this document.
5. The TEM text contains many printing mistakes. Some of them are minor, but many of
them can seriously confuse the reader. We have provided a list of errata at the end of
this document. Take the time to go through it and fix these typos.

xi

Marking up the bare

The purpose of these instructions, provided by the is to mark up and so
as to get a feel for the structure of the text. The is underlined, and is made to
stand out. Furthur, indicate the sutras that you have learnt, so that you can go through all such
sutras from the bare text. For an example of a marked up portion of the , please see
page 53 of this document.
1. For -, place the range of its between quotes. i.e. . . . . Put the
starting red quote before the sutram, and indicate the range of . After the last
sutram covered by the , put the ending quote, and optionally indicate the sutram
whose has lapsed.
2. When a sutram has been learnt, underline the number that precedes it to indicate that
this is a sutram that you can revise from the bare text. [ The tells us to underline
the entire sutram in red once it has been learnt. I prefer to mark the number alone in
black, in order to make the and stand out. ]
3. When a word from a sutram has that has been learnt, underline it, and indicate
the range of its application (i.e. the number of the sutram until which the
extends).
In order to help with the markings, we have provided the appendix from
s commentary on the which is nicely typeset, and follows the same
numbering scheme as the .
From your personal marked up copy of the alone, for each sutra that you have learnt,
you should be able to tell the and that flow down to it, and rearrange these
words to generate a meaningful . In addition, especially for -, you should be able
to given a relevant example.
Periodically, go through all of the sutras that you have learnt in the bare marked-up ashtadhyayi,
with the in hand. Read the , , , , and . This will

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.

How to read the TEM

The first few lessons are simple, and can be covered quickly. Expect to spend 2-4 hours on
most of the 44 lessons. Some of this will be spent on the new lesson, and marking up your copy
of the . Some of it will be spent revising old material through the bare marked-up
.
The instructs students to have a copy of the bare in hand, and to mark it up
(with , , ) according to his instructions. Doing this, and revising these
sutras from the bare text, is essential to gain a good understanding of the structure of the text,
which is a primary goal of studying TEM. The importance of this markup and subsequent
revision of the marked-up bare text should not be underestimated.
The sutras mentioned in the TEM should be understood with , , , ,
and . If any of these facets is unclear from the TEM, you should go through the same
sutram in the . In many cases, the full is omitted in the TEM, and it would be
preferrable to refer to the whenever you come across a new sutram (For a discussion
on the format of the books, see page 51 in this document.)
If the sutram is still unclear, and the notes were not helpful, go through one of the optional
reference books on the .2 More than likely, the - will suffice. Dont worry about
difficult advanced details found in these sources. Those details are meant for (the
second reading). Rely on these books merely to throw light on the . Use it to clarify
your doubts, but ignore it when it confuses you furthur.

If you had to do this, please drop us a note . . . help us make these notes more useful.

xiii

How to use these notes

One problem with the TEM, is that it gives equal weight to all sutras. However, some sutras are
much more important than others, because they help establish the overall pattern. To help with
this problem, the notes include Goals for each set of lessons. This is intended to lay out the
purpose of the lesson. This should be used to figure out which sutras are more important than
others. Also, in a few places, the goals enumerate minor variations from the TEM lessons.
These are suggestions based on our experience that make it easier to internalize the material.
Other than the errata and goals sections, it would be best if you first tried to digest the material
on your own (i.e. come up with your own questions and answers), and then read the relevant
portions of this document. Where the from the are indicated, consider looking at
them for furthur reinforcement. (Note: There are multiple editions of the , and the page
numbers may be incorrect. In this case, look for the under the indicated .)
Aim to understand each lesson, and to be able to generate the full of the examples given
in the TEM, saying all relevant sutras (along with and ), without referring to any
books (except the bare when necessary). From your knowledge of spoken , try to
think of other cases in which this may be applicable. This process requires some effort, but
the closer you get to it, the better your understanding will be.
Some of the notes in this document may refer to advanced details, or concepts that show up in
a later lesson. If the questions that are surfaced themselves dont make any sense, you can skip
the note and come back to it at a later time.

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.

What are the various kinds of sutras?

--

--

--

-- ,

--

--

--

4.

What are the 10 -s?

--

--

--

--

-- ( , )

--

--

-- / ?

-- ( / / )

-- ,

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.

What are the major ?

from 1.4.23 to 1.4.55

from 2.1.3 to 2.2.38
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 4.1.1 to 5.4.160
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
7.

Here, 15 are shown. On page 281, a different list of 21 sutras is given . . .

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.

What is the meaning of the -?

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).

This is followed by a section on or . This is followed by a section that deals with

(8) that we will deal with in Note #29. An is anything after which an affix in enjoined (i.e. be
it a verbal affix or a noun affix). Again, this is followed by a section on words / ,
including rules that only apply between words. (Yes, applies inside words as well.
Some books refer to this as internal ). There are two sections on , and we will
discuss the difference later in note #87.
The list on page 281 adds a few more sections on (11) dealing with the indicatory letters
of affixes. (12) deals with feminine affixes (e.g. ; ). (14)
and (13) deal with determining which set of affixes a given takes. (16)
deals with words that are . (21) deals with affixes that convey the future tense.
And (18) deals with affixes that are not covered by the other cases (i.e. verbal, ,
and ).

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.

Figure 1: formation based on the

The - are ordered by in terms of and are ordered by vertical columns

(from 5 1). In addition, relies on the order of the as well. Firstly, this is defined
in terms of efforts, as described a little later. In addition, he uses the to grab each of the
horizontal rows by the terms , , , and respectively. For the other columns, the -s
themselves (, , and ) are sufficient. Thus, has taken the advantages of the
, married it with additional grouping properties via the -, and used both
techniques in his .

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.

What are the various -?

12.

The places from which letters are uttered are relatively straightforward and consist of , ,
, , and .
13.

What are the efforts?

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.

What are the (external efforts)?

External efforts are of eight kinds, namely , , , , ,

, , . Some add three kinds of efforts specific to vowels, namely ,
and .
and (unaspirated and aspirated) are well known. When the movement of air
from the navel is unrestricted (i.e. throat is open), it is . If it is restricted, it is .
When breath comes from the mouth, it is , and when accompanied with sound without the
breath exiting the mouth, it is . These two sets are also and respectively, i.e.
voiceless and voiced.
The vowels are all . Other than , and , the remainder of the
do not apply.
( )

( )

()

Table 1

Lesson 6
15.

Goal

This lesson explains the meaning of -s as employed by . However, this use by

is actually very natural and intuitive. The use of corresponds to the use of -

. 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.

We have 5.7.6.1, 5.7.1 and 6.1.7. When is what ordering applicable ?

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 /

require additional transformations of the end of the . This is accomplished

by bringing about of the desired portion. In the derivation of non 3 (the 16
affixes from to ) , we have of the portion through [],
where is defined as [].
We can now modify the last of the portion with - as follows. Through [] [
], a letter of the - moves to the -. In the , the letters are organized by .
Thus, the letter simply moves up in the diagram, and becomes , or becomes etc.

are not considered here.

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.

Why doesnt of in + cause the form ?

In the of , the of was changed to . At the derivational step + , the

full unit is considered through . In order to change to , - of is also
caused for this derivational step. Then, through , is changed to . This
occurs by .
In the lesson, was previously derived. is also , and thus, at the derivational
step + , of should cause the form .
There is an additional sutram (1.4.18) which follows . It is an and
causes - instead of -, since the starts with an . The sutra applies to (
4

For a ending with a letter from the , it first becomes , and then becomes .

10

 , , .) Thus, in the step + is not considered . Since the

of is required for , it only applies to , and not to . Thus, + becomes
. In the TEM, - is explained in lesson 19.
21.

Why doesnt undergo changes like etc, due to -?

, and [ ] both have a as the . Since the omits all nasals

() including , these sutras do not apply.
22.

Why isnt the final form due to ?

Since [] - comes under the of , how can we go backwards and

apply which is a -? There is a general principle called - which states
that nothing that said can be considered useless. Here, since the in is , it
must serve some purpose. It can only be meaningful if we go back and apply . Thus,
this is an exception to . Elsewhere, the itself states in a
similar context, and we can understand all such instances as exceptions to .
23.

What does mean?

In the - , makes an appearance. The - summarizes the views of the

-- refers to the -, , , , and . In each of
these cases, the final gets -.
Taking the example above, at the derivational step , we have the constituent parts +
+ . This happened throught he sutra , where was the . Thus, is also ,
as a result of which, the final is termed .
24.

and .

has of , , , and . In , the caused the change

in the of the . Similarly, letters from the also cause this change, as seen
in , 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

Usually, when of a term is enjoined, it is a -- for example , where

means . However, in this case, , and are all -. Furthur is
defined as , and this is effectively - .
has from 6.1.64, where it has the regular meaning of . For some reason, it
changes to only with in sutras 6.1.66-7. The reason for this difference is unclear.
We have seen how the condition in the operates with like and .
Similarly, the and conditions work in + = , + = etc.
27.

Exercises

Derive forms using various affixes for the following -s -- , , , ,

, , , , , , , , , .
28.

Practice

In the , look at the derivations of:

+

page 657, vol 1

1.1.1

page 789, vol 1

1.2.41

page 790, vol 1

1.2.41

page 803, vol 1

1.3.7

page 805, vol 1

1.3.8

page 828, vol 1

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 .

Lessons 10-11 and

29.

Goal

Through + , we are introduced to the general pattern of -. It should be made

clear that isnt particularly representative of the -, and is more representative.
The - of should be clearly indicated. The use of should be used to
explain - and - and the overlap between them. and
should be used to introduce the concept of . The focus should not be on the specifics of
these two sutras, but on the general pattern.
30.

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.

Why dont we have of in ?

Through , the leading is marked as an , and is subsequently elided by .

However, in this case it doesnt happen. The says . In other
words, if is considered to be an , the sutra can never apply, and would be wasted.
Thus, could not have intended for to have been considered an .
32.

On and recursion

The sutra [] enjoins the of the before a term with .

Since the affix itself is , it is also according to . Thus,
could be applied to the previous as well, leading to an infinite number of terms.
Obviously this is undesireable, and we dont proceed down this path.
33.

What does mean?

is defined as , . In the derivation of , we start with the

. Then, in place of , we have . i.e. + . Through , we have + + .
Here, both and are that comes after . Everything starting with the portion after
which the affix is enjoined, is considered , including portions that intervene. Here, both
and are enjoined after . Thus, is that comes before . At the same time, +
is also that comes before .
This may be easier to understand with the derivation of [] []. Here,
we know that this sutra causes the elongation of the in + + . However, the here
is the -. Thus, even though came after , the entire intervening portion, starting
with itself (i.e. + ) is an with relation to .

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.

Why are there two sutras with in contiguous sections?

( )

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
-- , , , , .

Lesson 11b (--s)

37.

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.

What is the substitute of ?

is defined as , , or . However, in the case of (or ) we invoke the sutra

. According to this sutra, when is replaced by an letter (, or ), it is followed by a letter (i.e. or ). Thus, the possible - for are actually , , and . The
letter is a letter. Of the possible replacements, the only substitute that contains a
effort is , since is and is . Thus, the substitute of is .
Please see note #79 as well.
41.

Other features common to many -s

By [] [], the is prescribed for any portion that precedes

, i.e. what precedes the (any with an indicatory ) and any affix.

17

With [ ] , what precedes and from and have their short

(from some --s) replaced with a long .
42.

What is the relationship between and the other affixes etc?

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 / ?

Through , all the 18-affixes are . In addition, any 5 with

an indicatory are also . Thus, , , etc are , while only and are
not. The sutra following , namely, defines all other affixes under
the of as having -.
44.

In why do we have of and ?

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.

How does work?

occurs whenever we have an appropriate (i.e. ) at the end of a , or in its . It

also occurs whenever the ends in an appropriate (i.e. ). However, whenever

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.

When does of the / occur?

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

Since there is elision of , the is directly followed

by the affixes. Thus, occurs for , and

Same as above. occurs for , ,

does not occur, since is i.e.

does not occur, since is i.e.

does not occur, since is i.e.

does not occur, since is not suitable for

does occur, since is

does not occur, since is i.e.

does occur, since is

On the other hand, of suitable (end in ) occur for the terminations ,

and . This occurs for and . Here, is and is . However, it doesnt
matter, since occurs to the when it is followed by . Since , ,
are , of these does occur.

19

47.

and -

The for ca specifically mentions that the is -. Due to , if

is understood as -, the has to follow the . In the case of
there is no problem. However, with , what follows the is the last letter of the
itself, while applies to what follows the . Therefore, - cannot apply. In order
to ensure that - also applies to , the is specifically called out as
-. This is really a matter of terminology as pointed out in the . It does
mention how can be achieved while continuing to think about this as - by
carefully qualifying with . In both cases, is not strictly adhered to.
48.

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

Note: For an introductory course on -, lessons 12-15 (with the exception of

) are of limited interest. The general model has already been communicated with what we
have seen thus far, and with the exception of , these lessons are clearly focused on minor
details. It may be worth skipping these lessons until the end of the course.

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.

Why doesn't protect the last letter in ?

Even though the is in the -, the - by requires - through

[ ]. Since is neither nor , it is not a , and thus undergoes
through .
51.

In the derivation of , why do we need for -?

We have already learnt that - can be effected by . At the derivation step +

+ , why doesnt this sutram suffice (just like it does in the derivation of )?
The author provides the derivation of the first in each , to make the substitution of the
- easy to understand. Perhaps a different like would have been a better
choice here. ( ) also belongs to the . However, from the equivalent derivation
step + + , we have to form . If were applied, we would end up with

21

the undesirable form . We apply - (6.4.77), and the of is

replaced by . Thus, we have + + = .
In the same way, should apply in the derivation of + + . But, if
this were applied, we would once again end up with an undesirable form, namely . Thus,
, is an , which applied due to . Unlike which is
, is . Thus, + becomes , and the result is once again .
In short, in the derivation of , at first glance, should apply. However, this is
preempted by . And this second is also preempted by
!
52.

In the derivation of , how does - apply?

- 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

Instead of , first use the to derive , without the complication of . This

requires 2 new sutras, and . Now, can be introduced with
.
Deriving the forms of is simple. The notion of and should be introduced. The rest is
straightforward, since it is accomplished by which we already saw in the derivation of .
The major concept in this lesson is the reduplication introduced in forms. This will take
the bulk of the time for the lesson.
54.

Why dont and have optional forms and ?

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.

In the derivation of , how is replaced with in the ?

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.

Why aren't the sutras for and -s under the of ?

All the - -s have either or . However, in the case of these

two -s, all that we seek to do is cause the of which was affixed through . In
the case of and , the clearly specifies , as a result of
23

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.

In the derivation of + + , why do we have and not ?

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

Showing the derivation for , we have + + + . Thus,

following the method and sutras shown in the TEM, the forms are , / ,
, / , / , ,
59.

In the derivation of + + , when does the elision of occur?

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.

Why are the forms of - so complicated?

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

For , we get + , and with mandatory elision of , we have . With , the

elision doesnt occur resulting in . Again, with the next two we have and .
Since and are not , does not apply. For , like and , we have
. Since is not , () does not change to (). And, for and , we have
and respectively. Again, in both cases, and are not , and the final remains as is.
With this , a few things happen moves into the , and can change into , or
can occur. Also, the last letter of the is not followed by a , and - can apply.
is an easier since it does not contain any cause for or . Furthur,
occurs via , which is a that we are familiar with from previous derivations.
61.

In , shouldnt be ?

Yes, however this is an exception as noted in the -- ().

62.

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

In the derivation of , + + = is considered . Thus, it becomes

, and + + . There are 11 such affixes with start with . It starts with
(3.1.5) and continues until indicated by (3.1.30). Following this,
(3.1.32) defines these () as . Since is defined in this
group by (3.1.25 which is between 3.1.5 and 3.1.32), whatever ends in
(in our case ) is also considered to be a ..

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

Having gone through the derivation of from each in the , it is interesting to

peruse through a book on verbal forms, and see how much weve learned.
You might notice that a with an - ends up with a - inside the (e.g.
). With the sutra
(7.1.58), comes after the if it contains a --
as . In , Both and are , leaving . Due to the indicatory , using the ,
, (which was used with the ), is placed after the last vowel of the .
Thus, () becomes , () becomes , etc.
66.

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.

page 669, vol 1

1.1.2

page 670, vol 1

1.1.2

page 678, vol 1

1.1.5

page 679, vol 1

1.1.5

page 679, vol 1

1.1.5

page 716, vol 1

1.1.46

page 716, vol 1

1.1.46

page 716, vol 1

1.1.46

page 745, vol 1

page 755, vol 1

1.1.60

page 762, vol 1

1.2.4

page 762, vol 1

1.2.4

page 883, vol 1

3.1.69

27

page 884, vol 1

3.1.73

page 914, vol 1

3.4.84

page 914, vol 1

3.4.84

page 914, vol 1

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.

means . As described above, a given may be used in other prayogas ... in

these cases, the is overriden. Thus, sutras under the of express
themselves only when the has not already been expressed elsewhere. This is relevant
not only for straightforward expressions of , but also in cases when the is implicitly
hidden. For example, in a -, the words took - -s for which occured. These are
also excluded from regaining a particular - through . For additional details,
see Ram Nath Sharma's commentary.
71.

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

Determine the of the in the following sentences:

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.

Does - apply only to words?

By (1.4.3), ending in or are termed . The sutras that follow,

1.4.4 1.4.6 furthur define and restrict . Finally, we have - by - []
(1.4.7). Amongst , those that end in or and are not known as . Also all
and words that end in or are known as . Thus, can apply to
words in all three .
76.

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.

In the explanation of the , many sutras are referenced by number only . . .

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.

In the sutram , how does refer to ?

Just as the - of is , is etc, the 6.1 form of is . The also

explains as --.
For a discussion about , please see note #100.
80.

When does replacement of a single letter / entire term occur?

In note #51, we discussed the derivation of . At the derivational step + + , is

to be replaced by () through the sutra . Since consists of
more than one letter, through the , , the undesirable form would
be formed. However, we wish for the to stay. Phrased differently, should only replace the
last letter of . This is accomplished with and the sutra , which restricts the
substitution to the last letter of the . Thus, we have .
When the consists of a single letter, it normally replaces a single letter through
. When it consists of multiple letters, it normally replaces the entire through
. When the opposite is desired, the and markers results in the replacement
of the last letter and entire respectively through the sutras , and .
81.

In , why is interpreted as both and ?

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.

What are the extra - at the end of lesson 21

Read them in the if you wish. Understanding them is not necessary at this point.

Lessons 22-25 ()
84.

Why doesnt cause the inapplicability of after ?

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.

Why doesnt apply to the end of the verse (due to )

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.

The structure of this set of

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.

Why do we have two different sections for ?

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

Once the functions, + should cause with resulting in the undesireable

form . How is this resolved? Due to , from the perspective of , it is as if
(which belongs to the second section) does not exist, and its effect does not occur. In
other words, with the formation of due to a sutra which comes after , the sutras
of the previous section no longer continue to function.

Lessons 24 ( + )
88.

In the formation of , why is there so much debarring?

For ( + ), four sutras were shown () () () ()

. Depending on the sutra used, any of the following forms could have resulted: ,
and .
Some authors directly show the applicable (e.g. ) at a given derivational step.
However, the author of TEM, who is an ardent disciple of is unwilling to overlook the
general rule. Instead, he first states the general rule, and then states the rule which is more
applicable. This helps us understand the relationship between sutras, and to get a feel for their
spheres of influence.
89.

Why doesnt similar debarring occur for , etc?

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.

In the formation of (), why is the , quoted?

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.

Doesnt the derivation of + effectively require memorization of word endings?

through does not supplant memorization. It merely avoids the meaningless

memorization of the , when memorization of will suffice. These rules are as generic
as possible, thus reducing memorization to the essentials.
92.

When deriving , why doesnt suffice?

In the derivation of , lengthening of the , + = before the affix occurred

through . The sutram follows, with full of . There is an
important difference. The of extends to , but not to . Thus, for
the derivation of nouns, we need .
Why didnt Panini stop the of earlier so that nouns could also benefit from
? This is because verbal forms are exempt from this lengthening.

36

93.

When deriving , why bring of instead of ?

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.

When deriving , why introduce the sutram ?

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.

Are there alternate forms of + ?

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

Look at the derivations of:

page 728, vol 1

1.1.54

page 731, vol 1

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

previously, the - based on / only applies to affixes based on the

, []. This confusing reference to and does not occur in
the Hindi edition of TEM. based on / / (where there is no of )
does occur before both and affixes.
100. and the derivation of
The derivation of exemplifies the application of . The affix is enjoined after .
Through , is enjoined, and through the sutram , is allowed
in place of . Which letter replaces ? Through , it is replaced by followed by .
What is ? Looking at the , it would be + and . In this case, it is a little
different. In the -, the that follows the consonants is only for the ease of
pronounciation. Thus is actually . In the case of , however, there is a real
that follows the . Thus, here refers is the which starts with the - that follows
. (Just like there are two occurences of in the , there are also two occurances of in
the ).
Thus, + , where occurs through first becomes + . However, is
defined as and . Thus, through , the letter comes in the place of , and we
have .
101. What are / / ?
The are classified based on usage. We have seen the classification into 10 based on
the . Similarly, based on the presence (or absence) of - ( ) with some
(--) like , the are classified as ( ), ( ) and ( ).
The takes an if the is , and optionally if it is . Since we know () to
be (with ) from the , we get + + = . On the other hand, since we
know ( ) to be (without ), we get + = . () is (optionally
with ), and can be + + = or + = . (Notice the prohibition of with
the affix which is , thus invoking , resulting in ).
40

To determine if a is , or , you have to resort to a reference book on (e.g.

/ ), or .
102. What is the difference between and ?
The pratyayas come after to form verbal derivatives. This is usually contrasted with
pratyayas which come after (nouns) to form noun derivatives.
has from 3.1.91 up to the end of 3.4. has from 3.1.95 3.1.132.
Thus, has wherever has . In other words, the pratyayas are a
subset of pratyayas. They posses the sense of what should be done. This is exemplified by
the words , and .
is an example of a -. The - occurs by precisely because it is
also a -.
103. We have / on page 166 / 168. But theres no mention in the errata . . .
Both forms are correct. Through [ ] (8.4.45), the of the -
optionally occurs. When an is followed by or , which is followed by a (any except
), optionally occurs. Note that this can be applied very frequently. The gives the
common word as an example, which also has the form !
We have previously seen , by which of letter occurs. Since is a subset
of , how are these sutras related? Remember that with the of , the elision
was optional. So, with , the reduplication is optional, and with , elision
is optional.
104. What is the purpose of (7.2.10) ?
During Paninis time, the was memorized with svara markings, and it was possible to tell
if a was , or with sutras like . Though the svara markings in this
text were lost with time, some scholars have reconstructed them on the basis of the desired
outcome. Without sutras like this one, even the alone does not suffice.
41

105. Isnt in overly inclusive?

Among the consonants, it is almost all-encompassing, and excludes only . Notably, it excludes
all the . In addition, there are exceptions as noted below.
106. Why dont , etc. have ?
does not include , so cannot have through . Therefore, we
have , , for -. The - take the affix instead of . Since falls
in , it should have . However, the TEM shows and without . . .
The TEM mentioned that the sutras from 7.2.10 7.2.34 cover the subject of . According to
the , the -- actually starts from (7.2.8). Because of 7.2.8,
does not occur before pratyayas that begin with ( , , , ).
This is an important exception to .
The pratyayas and are both --s, since has from 3.1.93 upto the
end of 3.4. is also since falls within the , . Thus, it is not subject to
.
107. Which of the 16 - in these lessons has ?
Two of them, and are through - . Since
requires , these two affixes are not prefixed with . Three of them, , and
are not and do not take . Amongst the remainder of these -, four of them are
(, , and ), and have -. The remaining 7 , , , ,
, and are prefixed with . The same logic is shown in table form below, by
applying the logic above in the same order.

42

10

11

12

13

14

15

16

108. In the illustration of , what is the purpose of ?

The sutra causes because of . Thus should become , and
should become . The sutra is an which applies in the sense of must be
done. Thus, and (with ) mean to be cooked and to be said. and
(without due to ) mean must be cooked and must be said.
Though the standard commentaries give examples , etc. in , Cardona gives the stand-alone examples. Furthur, he seems to give a weaker
sense From the verb say, speak are derived, with the suffix , both , which refers
in general to anything that can be said or is to be said, and , which denotes in particular a
speech unit, an utterance or sentence.

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:

page 863, vol 1

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

, , ,

is not ; although , and are

are not

, they are also (7.2.8)

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

Books Referenced in the TEM

This is a portion of s -, which deals with the

formation of verbs.

A standard commentary on the by -.

This is a running commentary on all sutras of the . The standard

grammatical tradition of the - is based on the of , of
and of . The differs from these texts in a few
places, and relies on a slightly different reading of the (the
numbering). It is named after its place of origin ( / ), and is held in
very high esteem.

50

This is a portion of s -, which deals with the

formation of nouns.

A standard commentary on the by .

The final authority on sanskrit grammar, written by .

This is a portion of s -, which deals with .

The format of the books

There are several editions of the , and there may be some differences between them.
In particular, the page numbers indicated in this document may not tally with your edition. In that
case, look for the material by firt locating the relevant sutra.
Each of the books is split into two parts in the first portion, the sutra is explained,
and in the second potion (i.e. appendix) the various relevant to the sutra are given. The
sutras (explanation from part one, along with its example -s from the appendix) are meant
to be read serially. Sometimes, a given sutras explanation (usually in the hindi portion) will
reference a by sutram or page number. It is worth looking at them.
Please note that the scope of is always listed in the . However, to find it, you
will have to look at the Hindi . It is usually mentioned in the last line of the Hindi commentary.
The book has indices for the words whose full derivation is given. The two indices for the first
and second volume can be found at the end of the second volume. An index of the words in the
third volume (much fewer by comparison) has not been given. Given that volume 1 consists of
most of the , start there. Some words in the index are prefixed with . When that symbol
is shown, the word is mentioned after the of some other word, and its similarity or
peculiarity in the derivation is mentioned. Howver, its full is not given.
When you find a in the , you may see sutras that were not explained in the TEM.
Sometimes, the author of the TEM teaches the primary structure of a given in first, and fills

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

Sample marked up portion of the

Red flag indicates

...

has until 126

This sutra has been studied

Full sutra until 107

...

...

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