Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

Lesson 71. सितसमी सतःष

ीच
The Locative and Genitive Absolutes.
"Let me sing you a song while you try and fall asleep."
"Even if you have been naughty, I love you."
How often would we have heard those beautiful words from the person
we loved most as children?

So far we've used the words यदा /तदाand यिप/तथािप to express these
kinds of ideas. Here's another way to do this….
Whenever we wish to put two different ideas or actions together in one
sentence (wherein one action is performed with reference to the other),
and where the subjects of both actions are different, we use the सित
समीor theसतःष
ी|
The former - सितसमी- is used in both, a general sentence conveying
contempt and a simple straightforward idea, whereas the latter - सतःष
ी
- is used only when one wishes to show contempt or disregard.

There are a few points that we must keep in mind. But before you go
further, please go over all the participle lessons and recall howthey are
used.

To come back to the subject we are studying:

1. That part of the sentence which says…." While / when such and
such a thing was happening / had happened / will happen …
"MUST" contain a participle. The participle and the noun it
qualifies must both be in either the समी or the ष
ीिवभिः|

So a simple sentence like

When the mango fell, Kishore laughed
्
यदाआॆमअपतत ्
तदािकशोरःअहसत ्
is converted into
्
आॆेपितते,िकशोरःअहसत|
• The यदा तदाare first dropped and

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

• the noun and the verb in the first part of the sentence
which indicates when the action took place are then
्
chosen. आॆमअपतत ्
• The verb is converted into a participle to match the tense in
the sentence. अपतत ् first gets converted into पिततम ्
• Both the noun and the participle are put into the समी or
the ष
ीिवभिः (based on whether you want to show
contempt or not.)

Lets look at another example:

The boy is reading a book when the teacher enters the class
यदाबालकःप$कं ्
ु पठनअि$तदाअ(ापकःवग* ूिवशित
ु पठितअ(ापकःवग*ूिवशित
बालके प$कं

Some more examples:

• When the sun shone, the birds sang.सूय- ूकािशते,खगाः
अगायन|्

• काककृ 0िपककृ 0कोभेदःिपककाकयोः|

वस1मयेूाेकाकःकाकःिपकःिपकः ||
काक: The crow कृ 0: (is) black िपक: The cuckooकृ 0: (is) black को
(कः) what is भेदः the difference िपककाकयोः: between the cuckoo
and the crow?
वस1मयेूाे When Spring is obtained ( When it is Spring, the
difference becomes apparent) काकःकाकःिपकःिपकः that the crow
is a crow and the cuckoo, a cuckoo.

2. That participle and noun which will be placed in the समी or the
ष
ीिवभिः indicates the time that the second action is done. In
other words, the second action is done with reference to the
action placed in the समी or the ष
ीिवभिः|(When the child cried,
the mother came running).

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

्
अप3ेबि5तेमाताधाव7ीआग8त|

्
3. The participle can be either past (पिठतवत,पिठत), present (पठत,्
प9मान) or the potential (पिठत:, पठनीय, प9), depending on the
tense you wish to convey.

4. The passive participle of an अकम;क-धातु can be used along with the

subject in a कत;िरवा<रचना|
ु
For example: रामःसः
् both correct.
रामःगतःand रामेणगतमare

Naturally, in the सितसमीor theसतःष

ीformation, the कता; and
the participle will be in the समी or the ष
ीिवभि|
For example
While the lion slept, the deer played
>सहेसेु मृगाःबीिडतव7ः|


5. In the case of सकम;क–धातु s, you can use two different
participles..... one in the active voice and the other in the passive.
For example,
"While the boy ate a modak, a mouse came in the classroom." I
could translate this in two ways:
बालके मोदकं खिदतवित (समीof खािदतवान)् एकःमूषकःवग*ूािवशत|
्
्
बालके नमोदके खिदतेएकःमूषकःवग*ूािवशत|

The कम; and the participle will be in समी or the ष

ीिवभकितः if
you use the ू3य|
Theकता; and the participle will be in समी or theष
ीिवभकितःif you
ु
use theवतू3य|

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

6. Since they are participles, they will work as adjectives…

(While he ate a modak / while a modak was being eaten by him:
्
तिAनमोदकं खिदतवित /तेमोदके खिदते |
While she eats two modaks / while two modaks were being eaten
by her
तBांमोदके खादCाम ् / तयामोदकयोःखामानयोः|
When many modaks will /should be eaten by it.
ु
तेनमोदके षखिदत:े ु
ष/खदनीये ु
ष,/खाे ु
ष|
The participle agrees with the noun in gender and number.

7. The participle here works as the verb for one part of the
sentence. Either a participle or an actual verb does the same job
for the rest of the sentence.
तेनमोदके खिदतेसाततःगतवती/ अग8त ् , While a modak was being
eaten by him, she went from there.

8. The subjects in the two ideas / actions you wish to talk about
MUST not be the same. In the example in sentence 1, one subject
is the sun, the second, the birds.

9. If the subjects were the same, the सितसमी or theसतःष

ी can't
be used.
Rama, after he had taken Lanka, returned to Ayodhya.....  Here
the subject 'Rama' is the same in both the parts of the sentence. It
would therefore be translated asलEांगृहीFा,रामः अयो(ांू3ाग8त ्
ु
/पनरागतः|
Rama, after the monkeys had taken Lanka, returned to Ayodhya.
With the first subject being 'Rama' and the second being
'monkeys' theसितसमी can be very artistically used.किपषु लEां
ु
गृहीतवGरामःअयो(ां ू3ाग8त ् /पनरागतः|
ु

10. A look at how the सतःष

ी is used.
The thieves stole the money even as the policeman was guarding
the house.

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

्
नगररHकBगृहंरिHतवतःचोराःधनमअचोरयन ्
|
The thieves stole the money even as the house was being guarded
by the policeman.
्
नगररHके णगृहBरिHतBचोराःधनमअचोरयन ्
|

11. A look at how the three different participles are used:

While the boy watched T.V, the girl read a book.

बालके रदश;नं KवितबािलकामMंपिठतवती
While T.V. was being watched by the boy, the girl read a book.
बालके नरदश;न ेKेबािलकामMंपिठतवती
While Vikramaditya is looking after the kingdom, the enemy
cannot do anything .
िवबमािद3ेराNंपालयित,िरपवःिकमिपकत* ु नशOुवि7|
If the teacher should enter, please sit quietly.
्
अ(ापके ूिवK:े,कृ पयातू0ीमउपिवश7 ु
|
Note:

A) Use the सतः ष

ी if you wish to suggest the following:
1. In spite of
2. Notwithstanding
3. For all (For all / notwithstanding / in spite of the shopkeeper's
looking on, the rat steals the ladoo. ) आपिणकBपँयतःमूषकःमोदकं 
चोरयित|

B) Use the सितसमी if you wish to suggest the following:

1. When
2. While
3. Since
(Since death is certain, why fear? मृ3ौिनिTतेभयेनिकम)्

C) Use theसितसमी with एव or माऽ or withमाऽ with or without एव

attached to the participle if you wish to suggest the following:
1. As soon as
2. No sooner-than

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

3. Scarcely when
4. The moment that
(As soon as / no sooner / scarcely when / the moment that..... he
entered, the people cheered.
्
ूिवKमाऽएवतिAनजनाःजयजयकारान ् ु व;न|)
अक ्

Worksheets
A) Translate:..... Please try your hand at both the active and passive
participles in the same sentence whenever it is warranted.

सतःष
ी
1. In spite of your looking on, the cat will definitely steal the milk
from the vessel.
2. The people talked loudly, notwithstanding that the Guru was
sitting on the dais in the assembly hall.
3. For all her scolding, he does not study.
4. In spite of the child crying with hunger, the mother did not give it
milk.
5. Men commit misdeeds, though Gods see them.
6. While the parents were sleeping, Siddharth ran away from the
palace.
7. Even if it should rain, the crops may not grow.
8. Inspite of the gardener protecting the garden, the old ladies took
away the flowers.
9. The thieves stole the car, notwithstanding the policemen walking
on the road.
10. Inspite of the Guru’s advice, the disciples were lazy.
11. Inspite of my looking on, the milk boiled over and fell onto the
kitchen platform.

सितसमी
The moment the food is ready, come and tell me.
1. When Rama had gone to the forest, Dasharatha breathed his last.
2. When Rama went in search of the golden deer, Ravana kidnapped
Sita.
3. No sooner was an arrow discharged, than the hunter heard
someone crying.
4. When the Sun rises in the East, the whole world is filled with light.
5. When man is besieged by calamities, even friends become
enemies.

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

6. As soon as the lecture is over, the students will run out of the
school.
7. Who can trouble us, while God protects us?
8. The moment that the child cries, the mother picks it up.
9. Scarcely had the bus started to move, than there was a loud
explosion.
10. While the students were thus laughing, the teacher walked into
the class.

B) Read and understand:

सितसमी
1. HीणेपWये ु म3 ;लोकं िवशि7| (९ :२१)
2. अॅेषधावGु ु
शशीधावन ्
इवँयते | (आ]बोध)
3. इि^येष:ापृ ु ु
तषे आ]ा:ापारीइवँयते |(आ]बोध)
ु
4. भूतषे नँयG ु
सःननँयित| (८ : २०)
5. इि^येषaे ु षaे ु षअथ- ु षवत; ु मान ेष,य ु ः“अहं
ु करोिम“इितनमcते|(५:८
,९)
6. उभयोःसेनयोःयोeकामेषअज ु ;ु
नःतान ्
ईिHत मु  इ8ित|(१: २२,२३)
7. पाWडवेिवषीदित,माधवःतिAनूसीदित|(२:१०,११) ्
8. मियित
ित,कुतःतवभयम?्
9. ौे
े पिततेइतरेअिपजनाःपति7| (३:२१)
ु
10. kीषKास ु
वा0- यजायतेवण;सEरः| (१:४१)
11. शnेु नीरेकःकासारः?(भजगोिव5म)्
12. वयिसगतेकःकामिवकारः? (भजगोिव5म)्
13. Hीणेिवoेकःपिरवारः(भजगोिव5म)्
14. pातेतqेकःसंसारः? (भजगोिव5म)्
15. कुलधम-षउGrेष ु ु sाणां
मन ु नरके वासःभिवsित| (१:४४)
16. महtषषFां ु $वG ु ,िविAताःगuवा;
ु ःFांवीH7े| (११:२२)
17. तवदशना7ेरष े के ु षिचतचू
ु ु
tणतेषअcे ्
के िचततववvािणिवशि7| (११:२७)
18. दिHणासिनयमानास ु ु
निचके तसंःखमआिववे ् श|(कठोपिनषद ्)
19. च^शेखरेमांरHित,>ककिरsितवैयमः?
20. ःखेषूाेु ु
षनतBउyै गः,सखे ु
ु षूाे ु
षनzृ हा| (२: ५६)

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

; िबयािवचारः
Lesson 72. Causal verbs. ूेरणाथक

Mohan cooked the rice.

Ramesh got the rice cooked by Mohan.

In both the cases, the person doing the action of cooking is Mohan. But
in the first case, he becomes the subject, the कता; and in the second
Ramesh is the subject providing inspiration to Mohan to cook the rice.
मोहनःओदनंपचित|
रमेशःमोहनेनओदनंपाचयित|

्
In the second sentence, theिणचू3य has been added to the धातःु | ,
With that addition, the verb now changes its meaning. From anaction
which is being done by someone, it now becomes a
ूेरणाथ ;किबया an action which someone makes another (or himself) do.
Please note that the actual doer of the action needn't be different.

It must be observed that whenever the ूेरणाथ ;क – धातु s are made use of,
the actual कता;is always in theतृतीयिवभिः and the object remains in
the िyतीय as compared to the root sentence where the कता; is in the
ूथमािवभिःand the object in the िyतीय| Remember to match the verb
with the ूथमािवभिः at all times.

भृ3ःकाय*करोित| ..... the root sentence

देवदoःभृ3 ेनकाय*कारयित|ूेरणाथ ;क
जनाःभृ3ने काय*कारयि7| ूेरणाथ ;क

्
When is the िणचू3य used?
्
1. Whenever you wish to add the ूेरणा to a धातु , the िणचू3य is
added.
2. Sometimes, to convert an अकम;कधातु to a सकम;कधात,ु theिणज7
is made use of.

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

् Parvati, with her austerities

पाव;तीअहtनशंतपोिभः}लपयितगाऽम|
which she performs day and night, emaciates her (own) body. Here,
}लपयित is the िणज7ूयोग of the अकम;कधातु .....}लायित|

How are these forms recognized?

्
1. Between theधातु and the ू3य the िणच(अय)िवकरण is added
ु of the॑aaर of the उपधा(except for अ ) is made. 3ज्
and a गण
- 3ाजयित,कृ - कारयित|
2. Generally आकारा7धातु s (and those ending inए ,ऐ,ओwhich
become आकारा7 in the ूेरणाथ ;क) have an extra प ् attached after
the आ , For example: दा - दापयित, ग ै - गापयित, €ा – €ापयित|
3. In िज, मा, िम (ूHेपणे), मी९, दी, बी too an extra प ् is attached and
the इकार becomes an आकार|जापयित,मापयित,दापयितबापयित|
्
4. Except for अम,कम ्
,चम ्
,शम ्
,यम ् in the otherअम ् ending धातु
s, वृिe of the अकार of the उपधा does not take place. For example:
गम ् - गमयित but कम् - कामयित|
ु
5. िणज7 forms are like the धातु s in the चरािदगण|
6. िणज7forms are generally उभयपदी|

Here are examples गण wise:

1. भूभवित becomes भावयित–ते|
2. अद ्अिo becomes आदयित–ते|
3. ु
‚जहोित becomes हावयित-ते|
्
4. िदवदी:ित becomesदेवयित-ते|
5. ु नोित
सस ु becomes सावयित-ते|
6. तदु ्तुदित becomes तोदयित-ते|
्
7. „ध„णिebecomes रोधयित–ते|
्
8. तनतनोितbecomes तानयित-ते|
9. बीबीणाितbecomesबापयित–ते|
10. चरु चोरयित
् becomes चोरयित-ते|
And a few more that are often used :

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

1. इण-गमयित|
2. ूित + इ–ू3ाययित|
3. अिध+ इ -अ(ापयित|
4. िच– चाययित / चापयित|
5. जागृ - जागरयित|
6. ष -् षयित /दोषयित|
7. „ह ् - रोहयित /रोपयित|
8. वा (डोलना) – वापयित / वाजयित|
9. हन ् - घातयित|
10. हा (छोडना) – हापयित|
11. ॑ी(लजाना) – ॑ेपयित|
12. आर‡ - आर‡यित|
Generally, whenever you use the िणज7 forms, the person doing the
action falls into the तृतीयािवभि|
For example:
ु
1. (रमेशःदोषं3जित) – ग„ःरमे शणे दोषं3ाजयित|
2. (रामःमारीचंहि7) – सीतारामेणमारीचंघातयित|
े धनंदापयित|
3. (नृपःधनंददाित) – मˆीनृपण
4. (िपताबीडनकं बीणाित) – बालःिपऽाबीडनकं बापयित|
ु
5. (समˆःरामं ु णरामंवनंनाययित|
वनंनयित) – राजसमˆे

ु in which the कता; of the action is placed in the िyतीया

There are 12धातs
िवभि|Besides them, ‰and कृ  are used in both, the िyतीया and the
तृतीया|
् गमयि7|
1. गमन - (पाWडवाःवनंग8ि7) – कौरवाःपाWडवानवनं
2. दश;न - (बलःच^ंपँयित) – माताबालं च^ंदश;यित|
3. ौवण - (नृपःगानंŠणोित) – सानृपं गानंौावयित|
4. ूवेश- (ॄŒचारीगृहंूिवशित) – आचय;ःॄŒचािरणंमहंूवेशयित|
्
5. आरोहण - (सःवृHमआरोहित) ्
–कृ 0ःतंवृHमआरोहयित|
्
6. तरण - (नािवकःगांउoरित) – सःनािवकं गामउoारयित|

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

7. महण - (िनध;नःभोजनंगृŽाित) – भःिनध;नंभोजनंमाहयित|

8. ूाि - (बलःनगरंूाोित) – िपताबालंनगरंूापयित|
ु
9. pान- (सःशkंजानाित) – ग„ःतं
शkंpापयित|
्
10. पठ ्आिद - (छाऽःशkमअधीते ु
) – ग„ःछाऽं ्
शkमअ(ापयित|
11. पान - (िशशःु }धंिपबित) – मातािशशं ु }धंपाययित|
्
12. भोजन - (except for आद ् ,खाद ्,भH where the ूयोN–कता; is in the
ु
तृतीयािवभि - मातािशशनािम
ाrं खादयित,आदयितवा|)कृ 0ःअrं
्
भेु ) – यशोदाकृ 0मअrं भोजयित|

‰ (भृ3ःभारंमामंहरित)सःभृ3ं / भृ3ने भारंमामंहारयित , (for नी, वह ्
the ूयोN-कता;is only in the तृतीयिवभि|सःभृ3ने भारंमामंनाययित
/वाहयितवा|

कृ  - (सेवकःकाय*करोित) – aामीसेवके न / सेवकं काय*कारयित|
्

जलप,भाष ्
,िवलाप ्
,आलप ्
 ् and षthe ूयोN-कता; only in the िyतीया
िवभि|देवःरामंस3ंज‘यित|

Do remember that these forms are now completely new verbs and can
be conjugated in the 10 लकार s|
Worksheets

Translate:
1. The sun makes the lotuses bloom.
2. Vishwamitra got Rama and Janak's daughter, Sita, married.
3. I will get the tailor to stitch me some clothes.
4. The servant bathes his master who is troubled by the heat,
with cold water.
5. The villagers make the devotee tell them a story.
6. The singing-teacher got the girls to start singing.
7. Piyush got the servant to carry his books to school.
8. Radha fed Seeta some cold water.
9. Mother made Kumuda enter the temple.
10. He showed me his house.

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

Lesson 73. ि’ूयोगः

Once upon a time there was a forest. A peaceful dense forest with not a
man treading its hallowed precincts. One day a hunter chanced upon
this natural beauty and proceeded to build a hut on its very edge. "I
must let my family know of this wonder. My cousins too would like a
home here."
Alas, the hunter had converted the forest into a village!
कःएषं:ाधःयःतपोवनंaाpयामामीकरोित|
् Whenever you wish to bring into अि$F
The wordममीकरोित is a ि’“पम|
, into existence, something that was hitherto not present in an object,
theि’ूयोग is available for your use.

Let's look at a few more examples before I explain to you how you can
form these words.

ु धवलीकरोित|
1. फे रअॅWडल–ीमखं
'Fair and Lovely' makes one's face fair.

2. मातःु ःखंलघूकत* ु ,बािलकातBाःकृ तेप—ािणआनयत

ु ्
|
To lessen the unhappiness her mother was feeling, the girl bought
her flowers.

्
3. मातःु ःखंलघूकृ3,बािलकाबीडाणमअग8त ्
|
Having lessened her mother's unhappiness, the girl went to the
playground.

4. गाईड ्इितिचऽपटे देवान5ःसाधूभत

ू ः|
In the film 'Guide', Dev Anand became a sadhu.

5. aBइ8ातेनूकटीकृ ता|
He expressed his wish.

6. सव-कपोताःएकिचoीभूयउ™य7|
All the pigeons flew as one.

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

How about just a few more words?

ु
सरभीकरोित,गृ ् णœभिवsित,
ु तः,सफलीभूता,औषधीकतमु; ,चू
हीभवित,शिšभू
्
zKीकरणम|

So what's the common thread? Obviously the following…

1. The first part of the words ALL seem to end in either ई or ऊ ,
2. The endings of the words can be ALL forms of the कृ  or the भूधातु
|

Let's get into the basics now….

1. The beginnings of the words can be either nouns (नाम) or
ु  (िवशेषण).
adjectives (िवशेषण). For example, either गृह (नाम) or शš
2. Those nouns or adjectives are converted into either an ई or an ऊ
depending on whether the original word ended in an अ,आ or an
उ| माम+ कृ  = ममीकरोित|सफला + भू = सफलीभूता|साधु + भू =
साधूभतू ः|
3. There can never be a Fा7 word, only a žब7, simply because a
prefix has been added.
मूतœभूय and notमूतœभूFा|
4. Though all forms of the कृ  or theभूधातु can be used, while
forming the past tense, the addition of the अ before the धातु can
pose a problem. (Pose?? IT DOES!!!! ) Circumvent this by using the
ू3य| Then you must remember that with the कृ धातु which is
सकम;क you will need to use the कम;िण construction. This is not
applicable to the भूधात,ु simply because it is an अकम;कधातु |
For example:
भयेनदमय7ीकातरŸभूता|
ु ता| Gotit?
अ(ापके नकृ 0फलकःशšीकृ

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

Practice time!

Worksheets

्
Translate the following. Convert the bold type into theि’“पम|
1. Tarakasura treats (makes) the three worlds as grass.तृण
2. By the boon received from Brahma, he has become arrogant. गव;
3. The Devas and the people become unhappy. ःख
4. They express their unhappiness to Brahma. ूकट
5. Brahma explains his idea. zK
6. Parvati, having become Shiva's servant, serves Him with
devotion. दासी
7. Shiva, having made Madana into ash, sits in meditation. भA
8. Seeing her husband in such a state, Rati becomes very uneasy.
:ाकुल
9. The Devas go to Shiva and then do pradakshina.ूदिHणा
10."Tarakasura having become an enemy, troubles us," they sayवैरी
+ भू
11." To make us happy, forgive Madana and make Parvati a bride."
ु /वधू
सख
12.Shiva's anger cools down. शीतल
13. He accepts Parvati. अ
14. " Madana will become Pradyuma and Rati too will become
ु /सख
happy." says Shiva. ूध  ु

Try converting the same present-tense sentences into the past for
further practice. Remember to use the passive construction.

*****

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

Lesson 74. Nominal verbs नामधातःु 

Have we often not heard someone say, "Look at that nut! Does he
think himself to be Amitabh Bachhan?" Wouldn't it be great to say
that in the Sanskrit?
That's when the नामधातःु comes to the rescue.
It is quite similar to the ि’ूयोग and you will find that you can often
substitute one form for the other. Viva la options!!
ु
The नामधातdoesn't ु It uses the
make use of theकृ  or the भूधात|
root noun or adjective and converts it into a new verb altogether by
the addition of a य at the end of the noun / adjective and the ू3य|
There are numerous kinds of नामधातःु  but we shall concentrate on
only two oft used forms..... examples…
A) ग„डायते
B) ूासादीयित
्
The first is an A.P form …the आ]न ेपद“पम|
् In this case, if the
The second is a P.P form …the परA ैपद“पम|
original noun ends in an अ then it is necessarily converted into an ई
|
Though a completely new verb form has been created, generally only
the present tense form is seen used.
A) The first option is used when you want to say...
1. Someone believes himself to be / behaves like a particular thing.
Here the noun forms are used.
For example:
By adorning himself with a peacock feather, the crow thinks that he
is a peacock. मयूरिप8ेनअलE¡ तःकाकःमयरु ायते|
2. The adjectives add a new dimension to something.
For example:
Cool coals blackens the hand.
शीतःअारःकरंकृ 0ायते|
B) The second option, if used without an object, is used when you
wish to say someone desires something.
For example:

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

The farmer wishes for a palace.

कृ षकःूासादीयित|
The second option, if used with an object, is used when someone
considers somebody something.
The teacher treats his shishya as his own son.
ु
अ(ापकःिशsंपऽीयित|
Please note that a sentence like the one above requires an object.
ु
If I had just saidअ(ापकःपऽीयित, I would have meant that the
ु
teacher desires a son. Since the नामधातitself has an ई at the end of
the noun, it would be difficult indeed to figure out if the teacher
wanted a son or a daughter. The solution is simple. Read the
sentence in context with the passage that you picked it from; and
not in isolation.
I could also say that one desires a son by using का¢ in the middle of
ु
my word. For example: पऽका¢ित|
Now let me add another problem to your lives:
The addition of य is not a hard and fast rule. There are words like
कृ 0ितwhich are also नामधातs, ु which would mean that someone is
like Krishna. Whenever you come across a word which is a
combination of a noun/adjective with a verb ending, it might be a
नामधातु , Read the sentence and then try figure out what the word
might mean.
There are several rules that define how a नामधातु can be created. As
and when my understanding of the subject grows, I'll pass that unto
you... till then I'm afraid, this lesson will have to suffice.

Sometimes I dare to wonder if the Harappan and Mohenjodaro

script may be easier to decipher.
Let's look at a few sentences to see how these forms are used and as
homework, just try and translate them into English. These sentences
may be popular subhashitas, from our classics or are standard
sentences often used by teachers to teach this concept…
1. ूासादिशखर£ःअिपकाकःनग„डायते|
2. िनर$पादपेदेशे एरWडोऽिपिुमायते|
;ु
3. कण ;ःअजनायते
|

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 Step by Step Sanskrit Learning Programme – Level 2, Month 19, Lesson 71-74

ु
4. आपGसताम ्
अिपमितःदोलायते
|
5. िकEरःगृहीयते|
6. वा;साःमिु नःअc ैमिनिभःसहकलहायते
ु |
ु
7. भोिyज,िचरायतेतवपऽः|
8. गृिहणीसेिवकांसखीयित|
ु
9. अीकृ तस‰¦ाया; ःस§नाःनकदािपम5ायते|
्
10.ःखायतेखमे‰दयम|
ु
11.स§नमखेदोषाःग ु
णाय7े ु
ज ;नमुखे तु गणाःदोषाय7े
|
्
12.कािनिचतिद:ािनर©ािनराऽौदीपाय7े |
13.मूख ;ःpानका¢ित|
ु
14.छेदऽे िपच5नत„ःसरभयितम ु ं कुठारB|
ख
15.बािलकाअªाित|
16.स«ूण ;कु‡ःश¬ंनकरोितपर7अध;ःघटःश¬ायते
ु |
17.जनcाूे­ादीयमानंपयःअिपअमृतायते|
18.ज ;नाःमंपीFाकलहाय7े|
ु
19.वृeBशरीरंजीयि; तपर7तBतृ0ात„णायते|
्
20.पूtणमायामउदिधःफे नायते|
21.ःिखतBनरBसवा;ःिदशःँयामाय7े|
22.आवेिKतंमहासप®ःच5नंनिवषायते|
23.ज ;नसःअAाकं मनःमिलनयित|
्
24.नूनमअनप3ामां ्
वGलयितइितs7ःअॄवीत|
25.आौमे(ानपराःऋषयःतपBि7|
This should be sufficient practice.

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