AN URDU MANUAL

BY THE

PHONETIC INDUCTIVE M ETHOD

R E V. THOS . F . CUM M INGS

FIT FABR ICANDO FABER

PUBL ISHED

AT THE D IRECTION OF THE UNITED PRESBYTERIAN M ISSION

GU JRANWALA IND IA 1909 .

w . DRUGULm,

m sxc,

ORIENTAL

TO MY FELLOW M IS S IONAR IES

WHOSE HELP AND ENCOURAGEMENT HAVE MADE

THE PUBL ICATION OF THIS M ANUAL THUS

EARLY A POSSIBIL ITY

THIS VOLUME IS GRATEFULLY DED ICATED

2234892

PREFACE .

The publication of another “help” to U rdu is justified bythe success of this method during the eight years that it hasbeen under trial . By the aid of type-writer and mimeograph

,

the lessons have so proved their utility that the Mission orderedall new missionaries to use this method , and that the Manualshould be published .

The author regrets the necessity of publishing,while so

far from India, and without having brought the book up tohis ideal of what it ought to be. That the principles of theManual are final is beyond question . That the application isso , is too much to hope for .

The principles are: I . A scientific application of phonetics,through diagrams and practical examples

,to the solution of

the difficulties of pronunciation . 2 . The sentence,the unit of

speech . 3 . The ear, the medium of instruction and the governor of the tongue . 4 . A limited vocabulary, a prime necessity .

5 . Thoroughness,a repetition of idioms until they are absolutely

fixed in the memory. 6. Grammar teaching, not by paradigms,but by concrete examples . 7 . Oral composition, within a smallvocabulary

,to lead up to the mastery of all ordinary expression .

8 . Ready,

fluent, accurate speech and hearing to be attained,wit/tin narrow limits

,as the basislof the ability to use Urdu well .

Thanks are due to Prof. A . Graham Bell for permissionto use his cuts , illustrative of the position of the organs of

speech and to Miss M . R . Martin for valuable assistance inreading the MS .

It is my hope that I may soon be able to work out,on

these same principles in English,such a basic manual, as, con

fined to the limits of the vocabulary of St. John plus that ofeveryday affairs , shall give a good working vocabulary and

lay a firm foundation for the future full mastery of the Punj abi,

or whatever other tongue it may be transmuted into .

The past success of the Method may be due to the in

sistence that every lesson should be thoroughly in hand be

fore another was doled out. The pupil will have to be his ownmentor to this end .

With a request for criti cism and suggestion , but with also,a warning that these lessons are not automatic, and that amere reading

,or cursory study will give no mastery of the

tongue,the Manual is sent forth

,to lighten

,I trust, the task

of learning U rdu .

N ew Wi lm i n g t o n,Pa. , U . S . A .

June , 1 909.

THE TRUE METHOD OF LANGUAGE STUDY.

1 . In beginning language study, the question of method

is of the first importance. Of al l the various books for the

learning of Urdu,there is none that appears to meet the diffi

culties. The ordinary method would seem to be something

like turning a man loose in the forest, and telling him to find

his way out,as others have done before him . If he asks for

a path, or a guide, he is given the hobby-horse of the primer,and told to sally forth . Those who have thus become prac

tical linguists, have done so in spite of, and not by any help

that this method is supposed to afford them. How many havefound the old way

,a method of blunders, by a blunderer, and

for blunders, and that“Blundering into power is a slow,

dis

couraging, and costly, not to say impossible way to attain

success”. What discouragements have laid hold of the fol

lowers of this method ! If by any chance they have succeeded

in getting one tongue,it has not materially lightened the task

of learning another, so that having learned U rdu, it may

be, they pass all their lives in the midst of the people of anothertongue Hindi

,Punjabi, or other dialect but never learn to

use it. This reader grammar method has many advocatesand more followers , because the beginner, though he be firmly

persuaded of its defects, is impotent to block out a path forhimself. It would be very easy to write pages in condemnationof this scholastic method

,but unless our criticism is constructive

rather than destructive merely,we cannot hope to help toward

the solution of the problem .

In working out this method, anything that would help me

has been freely used . No claim of originality is made,but it

is believed that the combination of principles and their prac

tical application in this phonetic inductive method is unique and

helpful . Sweet’s Primer of Phonetics, and Bell’s Visible Speechfor phonetics

,and Prendergast’s Mastery Method have been

particularly helpful .

2 . A good method is imperative, and it should be scientific and practical . Power is lost by failure to be methodical.

When one first comes to India, and with enthusiasm takes up

the study of the language, the success of the first months is

vital to the success of his whole life . If he is now started in

the right way, his daily progress will lead him on to greater

attainments ; but if his success is indifferent, he may pass hiswhole life here, and never get away from the indifferent pronunciation and false idiom that too often characterise

.

the

foreigner.

Just as Capt. Eads put jetties into the shallows of the

Mississippi,and by confining its waters to a narrow channel,

succeeded in making a way for the most heavily laden steamersto pass in and out

,so we must confine our efforts in the be

ginning to proper channels and limit them so straitly that

they must accomplish something. If not thus limited,effort

will be dissipated,sometimes hither sometimes thither, so that

,

instead of “wearing channels” for new thoughts‘

in our brains,

we shall find it a quagmire, and, when we try to talk, our

selves becoming,rather, mired in some marsh of ex pression,

unable to find a way out. Necessarily these channels must atfirst be shallow, able to carry only the simplest barques of

thought, but as time goes on, they shall wear deeper and deeper,till soon the most heavily laden may float easily along a well

deepened outlet.

3 . The true,scientific method will proceed from the known

to the unknown,in a gradual and practical manner. It must

cultivate the ear for hearing, the tongue for speaking, and thememory for guiding both. It should confine the pupil at first

to the commonest idioms, and in the course of six months

or a year fit him to converse on simple subjects .4 . Let us note the principles that lie at the basis of

language, which must be followed in learning any tongue.A language is a method of expressing ideas by articulate

speech. The English language is that method which is usedby the English people for expressing their ideas . Ideas arethe foundation

,and words the material for the superstructure.

It is very fortunate that our ide as are largely the same asthose of the Indians . Consequently we have simply to get newclothes for old dolls. When we run across new ideas, as we

frequently do,now in words and continually in idioms

,we have

a good deal more difficulty in mastering them .

The child method of teaching, that is followed so often,is faulty for this, if for no other reason, that the child has tolearn ideas along with his words , while the adult has a world

of ideas crying for expression . Consequently, the confinement

of the adult learner to the ordinary,simple sentences, suited

to a child,is an outrage on the adult intellect. The simple

is much easier evolved from the complex, than the complex

from the simple. Hence, to begin with a complex sentence

is best for the adult foreigner for, such a sentence, when

mastered , can be made into various simple sentences .

A child,when learning its mother, or, indeed, any, tongue,

hears the same sounds and words over and over again, till,all unconsciously, they crystallise into correct concepts . The

adult foreigner must consciously and intentionally make suchopportunities of hearing these words and sounds repeated,until he secures them correctly

,and not trust to securing a

clear concept from the babel of sounds, as they pass rapidly

over his untrained ear.This , owing to his prejudiced adult mind, takes longer

than for a child , who has no preconceived notions of km a

thing ought to be said,or how a “t”, for example, ought to

sound,as has his grown brother .

Our ideas are expressed ' by words, which we divide into

nouns,pronouns

,verbs, adjectives , adverbs, prepositions, con

junctions,and interjections. Urdu nouns may occur in about

ten different forms, according to genders, cases, and numbers ;two or three forms will cover all those of the preposition ; fourwill include all those of the adjective in the simplest form,

which in English has but one ; the personal pronouns haveabout twenty forms, a few less than in English ,

and these,

’

together with the other pronouns,sum up about the same

number of forms as we have in the English pronouns ; adverbs

have a number of regular forms, but many irregular ; the verb,however

,is unusually rich in forms, for one root, as

“

tutna”

,

to be broken,

“

pitna” to be beaten

,may give in the intransitive

paradigm thirty ; in the active, forty five ; and in the passive,one hundred and eight variant forms ; add to these the causalswith their passives, and we get over three hundred forms fromone root . All verbs do not

,of course

,have so many ; but few

have less than thirty,while most have about one hundred.

When we note further, that the active parti ciple “pitta”

, éeating ,

“torta”, areaking ,may occur in nineteen different places, with

a differing form for masculine singular and plural,and for the

feminine, thus multiplying it by three, giving it in fifty sevenplaces ; when we consider that the past participal form,

“pita”,

beaten, “tora”, broken, may be found in twenty four places in

the active, and fifty four in the passive, where it may have ,in each of these seventy eight places

,one of three forms,

according as it must agree with its subject, masculine in“a

”

,

plural in “e” or feminine in “i”

,or most anomalously with its

obj ect, and, furthermore. that many of these verbs have avariant form with “diya”

,or

“gaya”,as the speaker is

pleased to use them, to convey a slightly different idea, and

sometimes with no difference at all; when to all these forms,we add the various idiomatic compound verbs, which express cnstom ,

desire, permission, oegznnzng , and several other

ideas the fact that the Urdu verb is rich in forms beginsto be impressed on one, and the difficulty of having all these

variant forms at one’s command so thoroughly that in therapid flow of conversation they may come without thought

or hesitation,the problem of learning this verb is seen to be

no easy one, and one can appreciate the fact that learning alanguage is more than learning a word , or series of words, inone form . Fortunately the Urdu forms are rather regular

,so

that though difficult in one way, yet we do not have the . con

tinual irregularities to contend with that are found in the

English . verb . We must,then

,for all parts of speech

,save

the verb, learn to use about sixty forms, while for the neuter

verb thirty,and for the active and causal , forty five each

,and

for the passive,it is more an art of combination than of learn

ing new forms,

so that we may reduce the total of verbforms to about one hundred and fifty

,or about two hundred

and ten form s for all the parts of speech . The difficulty of

learning these is lessened by the fact that nouns, adjectives,and participles ordinarily have the same ending for the samegenders . The great difficulty really comes in acquiring thenew idea of looking at neuters as feminine or masculine

,of

thinking “she

”of a book and saying “he” of water, of having

verbs agree with this new idea, and of expressing word relations

by -

‘

changed ending s, as well as by additional words.

5 . Though words are the superstructure of language, yetthe learning of words, merely, will not give one

,as has been

noted,command of a language. The problem is much more

complex . It requires the learning of all the various forms thatthese words may assume

,and the acquiring of the ability to

use these in the correct place,without hesitation, as occasion

may demand . Words no more make a language than do

bricks a house . They are the building material, which mustbe fitted and joined together to make the whole . They maywell be likened to building blocks, whose ends are sometimes

jointed, and sometimes square . These cannot be thrown together

at random,but each must have its own proper adjustment,

else the structure will fall. A feminine adjective,for example

,

cannot go with a masculine noun,a nominative form cannot

go with a preposition (and, again, may be, it can) ; a masculineverb should not be compelled to associate with a fem inine

subject. To think , or attempt,to master a langu age by

learning fifty words a day for a given number of weeks,invi tes

failure. Even if such a task were completed,the language has

not been mastered . We must learn to fit these words together

so that they shall correctly represent our idea. A word itself,it is true, does represent an idea , but its ending and position

in the sentence gives its relation to the other ideas therein

expressed,and it is the correlation of ideas that expresses

thought . This word - learning method wil l often give goodability in understanding a language , as written, but it willnot give a productive command of any language . If we

throw down the words “boy”,

“stick”,

“man”,“beat”, “with”

,

we have expressed ideas,but have not conveyed any clear

thought to the bearer. In whatever way our language

expresses these inter-relations,we must learn to use that

method. Hence,the great fundamental principle of our

method is this,THE SENTENCE IS THE UNIT OF LAN

GUAGE.

6 . Shall the ear or the eye be the medium of impartingthe new language ? Shall we study the printed page

,or shall

we talk with the people ? Both . But the word language, from“lingua”

,a tongue

,tells primarily what to do. Speech comes

before books . Hence, the scholastic method of learning languagesfrom books is contrary to nature. U se the printed page by

all means, but only to assist the memory in teaching the tongue

7

to speak. Reading is not difficult after one has learned to

speak.

To learn a language is only learning to associate ideas

with certain sounds . We hear “rose”, and think of the familiarflower. The Hindustani hears the sound “roz”, and it conveys

to him an entirely different idea, that of day. His association

of idea and sound is different. Let our associations of ideasbe of sound to the ear

,not of printing to the eye .

7. The true language method , then, must comprise First,A training for the ear to enable it to hear the words uttered

and to catch them with discrimination,so that they will be

differentiated from those of similar sound in our own , or the

Urdu language: for example, bari’ “large”, must be distinguished

from English berry, and from barf

“free”, bhari’ “full”, and barhi

“increased” , a simple matter for the trained eye, but a different

and difficult problem for the untrained and adult ear.Second

,After this ear- training , there must be a training

of the vocal organs to enable them to reproduce the Urdusounds so correctly that the Indian , accustomed to his own

peculiar distinctions of t’s and d ’

s,may hear nothing that

will confuse him or violate his sense of phonetic harmony.

As the old Dutch masters when they set about to draw the

Magi, unconsciously clothed those Easterners in the Dutchnational costume, so too often we reproduce Urdu words in our

own brogue,speaking our own “

o’s” and “i’s

” and “d ’s” and

to the confusion of the hearer and the ridicule of our own

learning. It is for this reason that the new missionary, after

his best effort in Hindustani has often been told by the puzzled

hearer,

“We do not understand English”

Third , The method must be such as will secure the expres

sion of our ideas in correct idiom . This requirement is more

easily stated than either of the preceding,but it is , perhaps,

the most difficult of attainment, and here is the crucial test of

any method . This train ing must include the training the

memory to understand the meaning of the sounds uttered in

our hearing, and, also, the irnparting to it the ability to prompt

the tongue to a ready and accurate utterance of any soundsthat we may wish to make. If our eye wanders, it will be

evident that we do not understand ; if the tongue hesitates,when

'

it ought to run freely, it will show our weakness .The value of a correct concept, for accuracy of speech, was

shown one day, by a small boy, who while eating his dinner, wasasked a question by his sister

,which he did not wish to answer.

“Don’t bother me”,said he

,

“I am eabing No, eating my

dinner”. His ear at once recognised the mistake , and he

righted it himself. When we have reached the point whereour ear sits as corrector over our tongue , then , and not till

then,may we hope to attain the mastery of any language.8 . Intonation . Pronunciation of individual words

,however

important in itself it may be , is not all that there is of pro

nunciation in a sentence , for there is also intonation , whichdep ends on emphasis , organic basis and voice timbre , and itis in many ways more important than the pronunciation of

i ndividual words. This , ordinarily , can only be acquired by

long association with those who speak the language, and even

such association never enables some to get rid of their nativebrogue

,though they may live abroad for many years .

9 . Idiomatic Expression . Correct models must be tno

rongnly learned , until there is no hesitation in their repro

duction . These models should contain examples of all the

idioms that need to be used . They must contain all differingforms of gender, number, and person ; of case, mood, and tens e,until the pupil is familiar with them in actual examples, firmly

fixed in his memory by hundreds of repetitions. If he will

confine himself to ten or fifteen hundred words,he will likely,

in the course of six months , be able to converse on simple

subjects,being able to change these words through all their

inflections.

To secure this, an idea should be presented to the mind

in connection with its audio/e Urdu expression,over and over

again , until the concept of the sounds is formed.

Then the tongue must learn to repeat it readily , fluentlyand accurately. As all voice-sounds are produced by imitation

,

all defects in hearing entail defects in utterance . Those who

are born deaf remain dumb . Not because they cannot speak,

as has been shown by the schools that have trained the dumb

to speak , but because they do not hear anything to imitate.As the novi ce is deaf to all peculiar foreign sounds

,we must

first train his ear to hear, in order to train his tongue to speak.

To secure this the pupil must learn at the mouth of one who

speaks the language properly . Almost any native is betterfor this than the best foreigner, and if our instructor i s speakinghis mother tongue , we are almost sure to have the sounds intheir purity. At first , all study should be carried on at themouth of the teacher . To sit down to the printed page , assome do, and fix our own improper conception of these sounds,by repeating what we think they are

,is sheer folly. Those

who imagine that they can learn Urdu by having a teacherone or two hours a day, may get it to their own satisfaction,but they are not likely to be adepts in pronunciation

,or con

versation .

10 . Success. The secret of success li es in repetition. Few

people have the ability for hard work , which Carlyle calls“genius”, the ability to repeat a sentence often enough tomaster it. “No one ever gained a fluent command over manywords , without first mastering a few at a time . Repetition

of the same words in varied combinations,thus disclosing their

various forms and uses,is the method whereby languages

reveal their secrets Let your motto be REPETITION . First

by the teacher,while the pupil carefully listens ; then , when a

concept of the sound has been formed,repetition by the pupil,

until the nooit of thus saying it has been formed . A habit,

be it understood,is the ability to do a thing without thinking

of how you are doing it. Every habit is the result of a greatnumber of conscious acts , which gradually pass over into therealm of unconscious acting. Patient , concious , conscientious

repetition of the sounds and idioms will beget a habit,till

, 10 ,

we speak without thinking of the medium whereby we speak.

Language is like any other instrument so long as the in

strument takes our thought , the work fares badly ; but when

the instrument answers our bidding,as though it were a part

of ourselves,then our work is in a fair way to be well done.

“Yet, mere practice will never bring the highest skill . It mustbe heedful, thoughtful practice, with close observation of othersand a sharp watching of ourselves , and all this controlled bygood sense and good taste .

”

I I . The Standard of Attainment. This is where most fail.

All their education has not taught them what it is to learna thing . The old school standard ability to translate a sen

tence hesitatingly or after a moment’s thought must be

thrown away. Perfection is what we aim at . The desired idea

must be expressed readily,without hesitation or corrections ;

clearly, without confusing the hearer’s mind

,as to what is meant ;

and , lastly , correctly , in tae idiom of tae Urdu. This ac

curacy should be attained in the study,and not be left to be

secured in the strife of actual speech . It takes a good manythousand shots at the butts to make a good marksman

,but ,

when good shooting wins the battle, we say that it was am

munition well spent. It will take many thousands of repetitionsof sentences and sounds in your study

,before you can be a

good linguist,but it will be worth all the repetition . Repeat

till you wear channels in your brain . Failure here means failureeverywhere . Oh

,yes

,the people may understand you , you

may even be an acceptable speaker because of the excellenceof your spirit , but you can never be half the profit to othersthat you might have been. Ordinary advice is “Go and talk to

https://www.forgottenbooks.com/join

Exercises for training the ear and tongue are fully given.The pupil should listen to these ear -exercises , until lie has

cangnt some difi‘erence

,between the t’s

,for example

,and then

attempt to say them . Trying to say them before any difference is recognised

,is l ike having the blind draw

,or the deaf

sing. Let the pupil use sight and touch to supplement his

defective hearing , and so gain a quick recognition of whether

it is dental or cerebral “t”,trilled or flapped

“r”,aspirate or

unaspirate “k”. Train your ear to answer all these questionsfor itself, without more than a repetition of the word . Do not

go through life asking,

“Is it ‘hard’ or “How do you

spell it ?” etc .

S ti ll more subtl e differences of pronunciation are found inthe vowels

,which though usually said to be like the corres

ponding English vowels , do yet differ from them by a verynoteworthy difference . This difference is not apparent to one

just from the West , and it remains unnoticed by many all

their lives. See sec.

1 3 . Difficulties of Syntax . These are most manifest in

the matter of genders,but this is not so much the case with

the Urdu pronouns, as with the English , for the Urdu pro

nouns are of one form for al l genders in each of the persons,

but it is in the noun,adjective

,and verb

,that this gender diffi

culty comes to the fore . We learn that kala’ means black androji bread , but we must not say kala

’

rotz’

, but lea/i rojz’

,since

ka’

la is the form that goes with the masculine , and rotz’

is

feminine . Yet we must say ka’

ld paint, for pa’

nz’

is masculine.

This is for some an a lmost insuperable obstacle , yet it mustbe overcome , otherwise the effect is often painful and alwaysgrotesque. It is as bad for us to say “kala roti”, as it i s for

them to say of a woman,

“He went to town” .

Case, tense and gender forms of the other parts of speechare a very great difficulty , but they must be systematically

attacked and thoroughly mastered . It is the aim of this manual

to introduce nothing that shall not aid in the solution of these

difficulties,and to leave none such difficulty unprovided for.

1 4 . Grammar by Paradigms . To teach grammar by paradigms is contrary to the inductive method . It is rather taught

by ‘ the introduction of these forms in sentences. To teach

Main h i“,hi hai, wub hai, ham hai“, tum ho, wub hai" , I am,

thou art,he is , we are ,

,you are, they are, is worse than use

less , for the instant that you wish to use one of these forms

in a sentence, you must unlearn the combination taught and

say it in another order. E . g. Wuh hai He is , but to say“He is black” we must not say wub hai kala but change

and say“wub kala hai”. Nothing should be learned in juxta

position, which does not so occur in speech. If forms are

learned from paradigms,that will give no practical mastery

of them,while if learnt by this system in sentences from slips,

one will be able to use them in every day speech .

1 5 . Diversification.

“Oral composition”, as Prendergast

calls it, or the changing of model sentences by the substitution

of other common words in the place of those that occur in

the model , is the only way to secure facility in conversation .

When we have learned the sentence ,“John is going to the

city for meat”,and have also learned other sentences

,such

as“We will take you to the station to get the box ”

,we can

take the sentences and change them thus,We are going to the

city for meat — for the box for you . John will take youfor the meat

,etc., and thus by the gradual introduction of

nouns and pronouns as subjects , of verbs , adverbs , etc .

,we

get command of the language. This is really the true path

to the mastery of any language. Not a “royal road” perhaps,but a sure and fixed path

,from which the wayfarer need

not go as tray . Few,however , have the moral stamina,

shall I say ? Certainly, few have the perseverance , to do thisas it ought to be done . Few teachers have that true appre

ciation of what it is to learn a language which will enable them

to insist on intelligent repetition of the s ame words and idioms,until they are firmly fix ed in the minds of their pupils . Few

teachers " or pupils really know the almost numberless repetitions that are required before any new idiom is thoroughly

grasped . It requires wonderful patience on the part of the

teacher,with a kindly encouraging of the pupil , rather than

hard looks and upbraiding for a failure of memory, or slip of

the tongue. “You had that yesterday” is not a thing to be

said very often . Ex pect from yourself, and from every pupil,numerous lapses of memory , when it comes to the fix ing of

Urdu idioms . Be patient with your memory. Do not expect

it to learn more than a limited number of words at first . Ex

peot it rather to require twenty repetitions for each word,perhaps a hundred for each idiom

,and thousands for every

difficult pronunciation , before that is fix ed correctly in the

memory and on the tip of the tongue . The Diversification

Taole at the end of the book should be begun in the second

or third month, and used until thoroughly familiar.

URDU PHONETICS .

16. Phonetics . The science of speech - sounds is calledphonetics

,or sometimes , phonics . These sounds are formed

from the breath . The lungs are the bellows,from which the

stream of breath is forced out through the vocal passages, asrequired . This breath is modified in various ways, as it passesout. If unchanged, it forms pure breath sounds, but if the

vocal chords in the larynx are thrown in front of it,it becomes

vocalized, just as the organ reed makes the air from the bellowsresonant . Such sounds are called sonant

,or voiced, while the

unvoiced sounds are called surd,voiceless

,or breath . The old

division was vocal (vowel), sub-vocal (voiced) , and aspirate (breath) .

1 7 . Unmodified breath . This gives no sound . When

If your teacher is ignorant of this fact, teach him a sentence in English,or other unknown tongue, till he is able to give it fluently, as a demonstration .

vocalized it is usually called “voice”. Vocalised breath is thebasis of the vowels. This is formed into different vowels bythe varying shape of the mouth . A vowel, then, may be definedas a sound formed with an open oral passage . As there may

be almost unlimited shapes of the mouth cavity,so there are

numberless vowels, just as there are countless colors ; but, as thereare seven primary colors so are there according to Bell, nineprimary vowel positions, from which the others are formed byvarious modifications . Urdu, however, has three primary vowelsonly

,a,i,u,from which the others are formed . See sec. 2 5 .

1 8 . Consonants . If the stream of breath,as it is thrown

out is obstructed in its passage by compression, through nearapproach of upper and lower organs

,or shut off entirely by

close contact of the organs, then we have a class of sounds

that are called consonants . These are often wrongly defined

as sounds that cannot be made alone (con-sonant) , althoughwe can make 3 -5 -5 and z-z -z , sh-sh-sh, zh-zh—zh

,as long as

our breath lasts,without associating any vowel sound at all.

Properly, a consonant is a sound that is produced by stopping

or squeezing the stream of breath,vocalised or not, at some

particular point or points in the mouth . Hence our consonants

go in pairs of breath and voice,as p and b, s and z, t and d,

sh and zh,ch and j , t and d, k and g, kh and g, the only differ

ence between the two being that breath in the first is changed

to voice in the second . Any one putting his fingers in his ears

or laying a finger on his larynx — Adam’s apple - and sayings-s-s - and z-z -z alternately

,can recognise the difference by the

vibration . Care must,however, be taken not to call them by

their names, ess and zee, but simply to give the hiss and buzz .The consonants that are formed by squeezing the breath tillit produces friction are called

“fricatives”,or by some “continu

ants”,as their sound is continuous .

19. Primary Positions. There are in U rdu,and most Indian

languages, five primary positions,where the sound is “stopped”

— the lips, teeth, arch, roof, and soft palate, as shown in the

diagram . (p .

If the nasal passage is left Open while any one of these

stops i s maintained,then we have the corresponding nasal

letters ; at the lips, m ; at the teeth, n ; at the arch, 6 , whichis common to Punjabi and Span ish ; at the palate, n, which isfound in Punjabi

,Hindi and Sanscrit ; and, at the soft palate,

n, usually written ng in English, and though occurring in Urdu

is included in,and not distinguished from

,the “nun gunna” (n) ,

which latter is not usually a separate sound, but only a modification of a vowel sound

,caused by leaving the nasal passage

open. Many Westerners do this unconsciously, and so fail tod istinguish between liai, is, and Izai“, are. This nasality oftenarises from a catarrhal condition which prevents the completeclosing of the passage into the nasal chamber, and so the soundechoes about in the nose cavity

,and the speaker says things

he does not intend . The nose ordinarily plays only the officeof a sounding board

,and the larger the nose the more resonant

should be the voice but it is not to be kept open for talking

through . Nasality in speaking can be tested by laying thefinger on the side of the nose. If there is a slight tremor

,the

sound is coming through the nose. In prolonging the sounds

of m,n,ng , the holding of the nose will soon stop the sound,

showing the character of their formation to be nasal. Comparecuts ! VI and XVII.

2 0 . Kinds of Consonants . Consonants, then, are divided

into stops,fricatives, nasals, aspirates, and trills, as shown in

the accompanying table. Aspirates are those stops that havea bit of breath following them

,while trills are a mixture of stop

and fricative. If we name the consonants by the position ofthe tongue and other organs in their formation

,we have labials,

dentals,palatals, cerebrals, and gutturals . H is a pure aspirate

with a slight friction, now at one point in the mouth and now

at another.

7

N a m e s b y F o r m a t i o n

Labial

D en tal

Palatal

Guttural 71 , ng

-x h is a breath fricative, with friction now in one part, now in anoth erpart of the mouth ,

1' f and v may be called labio-dentals.

1 , A lips.

E lower front teeth2 lower edge of upperfron t teeth .

3 back of upper fron t teeth4 gums above upper front

teeth .

5 arch of palate6 roof of mouth, hard pa

late.

7 fron t of soft palate .

8 back of soft palate .

9 U vula.

1 0 back wall of pharynx .

1 1 nasal passage.

1 2 Epiglottis .

1 3 , 1 4 vocal cords.

1 5 larynx , “Adam ’s apple

I 6 gullet.1 7 stream of breath .

1 8 where its direction is

determined by the

uvula.

I, O, U , Y , tongue, in different portions.

L et H represent th e2 H represent th eV represen t th e

2 V represen t th eN represent th e

voicedvoiced

aspirate stream of breathaspirate stream of breath divided

s tream of breathstream of breath divided

nasal passage open.

Breath and a closed nasal passage are assumed in all unless otherwiseex pressed .

Then of the S tops Aspirates Nasals

A + 1 = p (A+ I)H =ph = f

(A 1 )V= b = v (I+3>VN =n 6

1 + s= t 1 ==th = s

a+ s>v= a =z

O + 4 = wh m+ g n =amfl w fiw l

(0 4)V==i

I + 6= t (1+ 6)H = th

(1+ 6)V==d dh

U + 7 = k (U+ 7)JH =kh

(U + 7W= g w+qwm=a

Y + 8 = q

1 E nglish t is I 4 Italian t is I 3 Turkish t is I 52 This means th e lower lip placed against th e upper teeth, that th e

stream of breath is divided, which also keeps lips and teeth apart . g,

2 H 2 V

from I in being fron t divided, while I is back divided.

4 That is, th e tip of the tongue is kept from touching th e teeth bythe breath.

5 Th at is, a touching and then an opening of that position.

6 (O 4)NV= fi, Punjabi, Spanish (I 6)NV n Punjabi, cerebral n .

E ng . th in thin E ng . tfi in thee, but it d ifl'

ers

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has any aspiration , and from that we may learn to make to,also without aspiration . T here is probably no point where we

English speaking foreigners are more commonly at fault thanin

.

failing to eliminate the aspirates . This same difficulty arisesin China, where it is said a missionary has all his life, insteadof praying to

“tien fu”

- heavenly father , prayed to “thien

fu”

— crazy father. This method of distinguishing aspirates willapply also to the letters t

,th ; d, dh ; ch, chh ; j, jh ; t, th ; d,

and dh .

Sweet says that French and German do not have thesebreathy consonants . To acquire the ability to form the stopswithout aspiration

,let the pupil stand erect , take a fairly full

breath and keeping the ribs expanded,hold the breath in by

taking a good grip on it with the throat. While thus holding thebreath

,let the pupil form p

,t, ch, t, k, and after he is able

to do this without the escape of any voice,let him say pa, ba, ta,

da,etc .

( a) p and b are formed by the closing of the lips on

breath and voice respectively,

Cut I.

Formulae,A 1 p ,

(A I )V= b ,

(A I )“

ph ,

(A I )"H bh .

(b) t and d though called dentals in English are not so,being formed against the upper gums

,but in Urdu they are

made against the teeth . In diagram p . 1 7 , 4 is the posi

tion of English t , and 3 of the Urdu t.

N. B . S ec. 2 3 requires not less than an hours study in connectionwith pp . 1 7. 1 8 . It cannot be understood as algebra.

Cut II.

Formulae,I 3 t

,

(I d.

(I 3)H th ,

(I dh .

(c) Urdu f is made with the upper teeth on top of the

tensed lower lip and v is made with the lips and teeth in thesame position, but with the same effort that one makes whenhe says the English w

,or, in phonetic phraseology , aecom

panied by“inner rounding”

Cut III.

A 2

2 H

A 2

2 V

but modified

acc . to sec . 2 7

(d) ch and j . These are simple stops formed by the olaa’e ,a half inch back of the tip of the tongue

, not the tip,coming against the palate

,just above the gums

,rather forward

of the English position .

Cut IV.

0 ch

(0 4 )v = i

(O 4 )H

chh

(0 4)VH = ih

Most phoneti cists claim that ch and j are compounds of

tsh and dzh , as x is of ks . This is not correct , as may be

shown in several ways. T is made by the tip of the tongue .

Now eliminate the tip by catching it under the lower teeth,

or by protruding it,and stil l you can make a “ch”. It has

been heard as a single consonant by many peoples , and it hasa corresponding nasal

, ii, and sib ilants, sh , zh, as have, also, the

other stop positions. The fact that it is written tch, as in watch,makes many

,who cannot trust their own ears, feel that it must

have a t in it. That “t” effect arises from a doubling of the chsound . In India “kachcha” is written by Englishmen “kutcha” .

and we see that the English word “suggestion” is given in thedictionaries as “sud -jestyun

” although there is no “d” in it,

only the “shut” j,which to untr ained ears gives the “d” effect.

ch and j are “top-shut” consonants,made by having the

top”, or blade,of the tongue , about one half inch from the

point , come against the hard palate. sh , zh , are sibilants

formed in about this same position,y a little further in.

l/ (e) t and d are called cerebral because they are formedright up under the cerebrum

,by the tip of the inverted tongue

Cut VII .

1 + 6=t

(I + 6 VH = dh

shutting against the roof of the mouth. They are invertedpoint-stop consonants .

(f) r is a trill made by the tip of the tongue vibratingagainst the upper gums, just at the base of the teeth. It

takes some many months to get it. In its formation it isnecessary that the back of the tongue"be depressed , while in

forming one of our English r’s the back of the tongue rises very

high. Take a mirror,open your mouth and try to say

“r ”.

Note how your tongue rises . It must be kept down, else you

cannot make the “soft” r,which is made by the a! . With

mirror in hand depress your tongue by yawning and then note

the muscular sensations, when your tongue is down . Cultivate

those till you are able to keep it down. A speedier method

is to hold the front finger of either hand right under the

middle of the tongue in front of the larynx , and push up

toward the eyes . Resist with the muscles of the tongue, and

this will depress the back. While'

thus pushing and resisting,try to make the point r.

r is an “inverted-flap” consonant . It is formed by the

tongue going to the “d” position the tip being far enough fromthe “roof” to allow voice to pass freely over, and then flapping forward, with a new impulse, flat between the lower teeth.

Cut IX.

v _V

(E + I) — r.

(g) k and g are quite like the English sounds but must

be made carefully, without any escape of breath .

Cut ! .

U + 7= h

(U so

(U + nm=mt

(U 7)"H

sh

2 5

q is farther back in the throat. If you will say key, kay,kaw, carefully , you will note that the tongue recedes . Putit back one step farther and you will have the “q”

(h) kh and g are formed by the friction, of breath andvoice respectively

,between the back of the tongue and the

soft palate . Any one who can make th e Scotch ch in loch,or the German ch in ach, can easily make the g by changingbreath to voice

,as z is made from s.

( i) ain is usually denoted by a dot under, or an reversed apostrophe before or after the vowel . It is ordinarily not sounded

in Urdu, although its presence often modifies a vowel’s sound .

Ain is not formed,as Czermak claims

,simply by passing voice

through the approx imated vocal chords,but

,in addition to

this , the posterior pillars of the uvula are so drawn togetherthat the passage of breath produces the fricative Hha

,and

voice gives Ain . Eliminate the raised tongue from the kh andthe g, and you will get the Hha and the Ain .

(j) m, n, and ng, are the nasals formed from holding theorgans in the position for b

,d and g , respectively, with the

nasal passage open.

Cut ! III. Cut ! IV.

(A I )VN m) (1 + 3)

VNHi

If we hold our tongue at the j position and open the

nasal passage as we make a sound , we get the Spanish ii,and from the d position the Punjabi, Sanscrit, Hindi n .

(k) n,signifying “nun gunna

”,is not properly a separate

sound worthy to be ranked as a consonant, but is only a nasal

modification of a vowel . Yet before 2 and g it usually denotesthe sound of ng in sing .

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generally tensed organs , but in another very material particularthey are perfectly level . English long vowels invariably end

in a glide, if final,and usually in other positions, though when

unaccented they are Often without the glide. If you will

prolong the “ey

”Of they ,

or the “i” of machine , then

you will find that they finish off with an upward movement

of the tongue, giving a slight“y” effect . If you do not notice

it,make it with opened mouth and you will see it. The same

effect is noticed in the “ai” of aisle . In 0 , u , ow ,as in so

,

rule , and cow, we notice another glide , but here of the lips,which gives a “w” effect. If the ear does not admit it, the eyewill , if you use a mirror. In most English mouths , also , “a”

as in father has a slight glide . It seems almost impossiblefor the English speaking races to hold a sound perfectly level

,

and finish it off without a glide. (Can this be the reason thatin spelling oow ,

they,etc .

,the w and y , which seem needless

to most of us,have been put on ?) New and Old Englanders

also insert a sound, as in “keow” for cow,hyer, for here, etc .

This is counted provincial except when it comes before u , asin “cute”, which is

“rightly” pronounced “kyoot but “kyow”

never .The vowels of Urdu are pure and level .2 6. Vowel Sounds. (a) a

’ is as a in fat/zer ; e as first e in

elite ; i as in maonine ; o as in obey ; it as o in w/io, but without

glides .

(b) a i s said to be like a in out, nevertheless , it is quite

different,owing to the differing organic basis ; i is similar to i

in it; it resembles oo in g ood , but is unlike it , in that it has

only “inner” rounding. See 5 . 2 7.

(c) The two diphthongs an and ai,differ no little from

the supposedly corresponding sounds in English of ow and

long i, for they are composed of different elements. English ow(au) is composed of an 0

,but Urdu an of a (short) 0

(short) . English long i is a diphthong made up of an ee,but

29

Urdu ai has a (short) a shortened e . Skillful singers,of

course,prolong the first , not the second, element of these

diphthongs, in either tongue.

2 7 . Rounding . This is a making of the mouth round, at

the lips,called outer rounding

,or

,at the back of the tongue,

called inner rounding . It is found in English 0 , u, w,and wh .

It is exaggerated by the Scotch,as in good

,and is reduced

by Urdu speakers to simply inner rounding,where the lips

are spread,but the back of the mouth is made round between

the tongue and soft palate. It is of course possible to make0 and a, with outer rounding alone , but until the pupil cangive them with only the inner rounding he must fail to get

the peculiar native effect. Inner rounding is the peculiarcharacteristic of the U rdu “w”

or“v”

,as you choose to

write it.

2 8 . Catching Sounds. To get a true conception of Urdu

sounds is the first thing. TO do this,either get the teacher

,

or other Hindustani,to prolong the sounds, or get him to sing.

If you cannot get a singer,have some native, who is rather

unfamiliar with English,repeat one of the following sentences

after you, while you note the peculiar quality'

of the recurring

vowel. ( a) He , she, we eat meat. (b) Make a plate for eightapes . ( c) Joe, own no oats , no oaks . (d) Fool , you , to woo

a shrew. (e) Up, ugly umpire , up ,up

,up . (f) It hit it. (g)

A bull could pull it full. (h) A cow now found a sow. ( i) I

might fight to night.

It will require much and patient listening before the con

cept of a strange sound is correctly fixed,but until then it

cannot be reproduced at will. Whispering the sounds , and

hearing them whispered,will Often reveal the secret of their

difficulty.

As we cannot hear ourselves well when we are trying tomake these sounds correctly

,it is a good idea to hold a

30

slate or Other hard substance before our mouth, to reflect thesound to our outer ear.

2 9 . Double Letters . These give some trouble , because

we seldom double letters in English , and in Hindustani , we

fail to do more than give a “doubled” “stop” , one and a halftimes. This Urdu doubling can best be explained by notingBell ’s explanation of a consonant , as consisting of two parts,“a position and an action ; the position , one of conjunction,and the action , one of separation

,and both are necessary to

perfect articulation” . Urdu doubling , then ,takes place in the

following manner: e. g .,dabbi , the lips closing for the first b ,

give the b effect, and then , Opening by a new impulse, we say“bi

”

; achchha, the tongue shuts Off the a by conjunction with

the palatal arch,giving to an English ear the “t” effect

,and

then by a new impulse , we say chha . In the English words,

oooé -ease ,and nzg/zt-time , the k and t are doubled in this

manner.Note

,however

,full doubling continuants

,w/zolly as con

trasted with lzoly .

30 . Intonation . This is a very important subject , which

I hope to be able to elucidate some day . So far as Urdu

is concerned,all I can say now is

,that the measure seems to

be “staccato” with a prominence given to the last emphati csyllable. Most Indians , and foreigners brought up in India,speak their English with this intonation , and in their mannerof making 5 , z, and n, betray the place of their birth . If the

Indian and those English , who are brought up in India , areever taught to speak English properly

,it will be when pho

netics is taught in such a way that they can discriminatebetween the two modes and give each at will . U nrecogniz ed

brogue and intonation are difficult to acquire or cast off.

3 1 . A Good Ear . A good car is not necessarily a musicalear

,but one that can recognise differences , and enable the

voice to imitate them . The best ears need cultivation , and

the training,which can only come from a thorough analytic

study of sounds and their elements. It will require the bestear and careful work to master all these sounds

,so that they

can be made naturally, within six months . Few will accomplishit under a year

,and for some it may take several years of

careful watching , before the brogue , which you brought with

you,is content to remain in the background .

32 . Phonetic Training . What a splendid equipment sucha training would be ! When this problem is taken up as itought to be

,no one will be allowed to go as a missionary

without this most necessary preparation. For those who go

to lands whose people have no written tongue,such a training

should be obligatory. It is high time that haphazard ways bedisplaced by time and labor saving devices .

33 . Learning to Read. After the language has beenlearned , there will be no trouble in learning to read it , if it isprinted in Roman, orEnglish, letters, but if it i s in some strangecharacter , as Persian U rdu , Hindi , Tamil , Arabic, or Russian,then it may take some effort . Beginning with the primer iss imply wasting time. The best plan will be to have the

character worked in along with these model sentences, so that

as they are being committed,the strange forms of these words

may be impressed on the eye. The munshi should do this

writing clearly on the slips. If, however, this cannot be done(and circumstances have prevented this book being publishedon that plan) , then it would seem best to go about it thus :Take a chapter of St. John’s Gospel, and read it in the Romanuntil you are thoroughly familiar with it, then take it up in thecharacter. After your copy is familiar , read out of another

copy of the same edition. Then take another edition , or

another version , and thus train your eye to a quick recognition of the words . Repetition will here

,too

,be the key to

success .

34 . Future advancement in speaking Urdu will be partly

through unconscious imitation of those who speak Urdu with

you, but, for those in the Punjab, whose Opportunities of hearings

good Urdu are limited , such advancement will be made by

consciously memorizing the correct idioms and by diversifying

them,until they are thoroughly fam iliar . The student will under

stand that this manual deals only with the simplest Speech .

To stop here will never en titl e any one to be called an Urdu

scholar. Hooper’s Help to Hindustani Idioms will be useful inadvance work .

3 5 . Memorizing. It has been shown that the power of the

human memory in committing word lists such as those of aforeign language is very limited . One half is forgotten in anhour

,and 60 over night . Consequently to master the whole

and retain 1 00°

/o, as we demand, will necessitate a good manyrepetitions .

36 . RULES FOR THE ACCENTUATION OF URDU

WORDS .

1 . The vowels a, e, f, o and a, and th e diphthongs au and

ai are called long ; while a, i, and u are called short.A final syllable takes the accent only when it contains a long

vowel followed by a consonant, or a short vowel followed bytwo consonants .

2 . Final open syllables (that end in a vowel) never take theaccent, unless the words are roots, or foreign importations: 86rd ,bard ,

dono,but jut/é , Knudé , saz é (foreign) , and lzafé , bard

(roots) .

3 . Final closed syllables with a long vowel,take the accent

oayén, diler, saldm.

4 . If the penult has a long vowel with the ultima also long,and closed, there will be even stress, as asma

’

n,farmdn, sa’

i’

s, saman .

5 . If the ultim a is short or Open,accent is on the first pre

ceding long syllable: as a’

ushman, daboz'

,batti

,momsanioa,

bania.

6 . As root words are accented, so are the derivatives

accented:ufarna, atarta utarnewdlia’

n .

7. Compound words retain the accent of the original words

Kutno-farosb, a'

b-o-nawa'

, bam-khidmat, Imm-jamd‘

at, chat/ki

8. An apparent exception may be found in the ad

verbs,ka/zan, jalzan, yana

’

n, but it is likely owing to the fact

that these are compounds of the word ”han“,place

,with a

word of sub-ordinate rank, hence by rule 7 , the accent is on“him”

37. If you will note the accent of the foreign words that

have been adopted into Urdu, you will catch the key to their

accentual measure .

Afsar Officer ChargeAkat Act (of Law) Chik Cheque

Aldar Elder Cnimnf Chimney ( lamp)Anglais (English) Daoal Double (strong)

Apil Appeal Daktar M. D .

Ardali Orderly Dares Dress

Astaobal Stable Darill Drill

B ag gi Buggy D arjan Dozen

B azb al Bible Dig rf Decree (of court)B akas Box D ipu Depot (military)Bank Bank Falalain Flannel

B amba Pump water Farak Frock

pipe Faram Form (tobe filled)Bearing (to pay) Faransz

’

sf French

Brooch Farangf Frank, foreigner

Button [vant Fail Fire (a volley)Bearer, head ser Fut, do-fnta Foot, two- foot

Biscuit rule.

Bishop GlassBottle Kirche

,Kirk,

Board church

Breeches Gi'

rja-

gnar Church building

Boot Gowarnmant The Governmen t

Haspita’

l

Hofal

Inglista’

n

yet/fat

Jel

Jel-blzana

J arnail

HospitalHotel

EnglandJacket

Ja ilThe Jail

General

J arnailfSarak Grand Trunk

aKaisar

KalarKamotKamaraKampani

Kanastar

Kanstabal

Kapta’

n

Kartiis

Kannsil

KoelaKot

Wa'skot

LainsLaltain

Lamp

Lat

L ekchar

L ekchara’

r

M a’

chaz

Mani Adar

Marl n'

t

Mas/tin

RoadJean

,cotton cloth

CaesarCollarCommode

Room,camera

CompanyCanister (ofoil)ConstableCapt . (Supt. POlice)

CartridgeCouncil

Coal, charcoal

Coat

WaistcoatLines (of police)Lantern

LampLord

Lectu re

Lecturer

Matches

Money Order

Market

Machine

Ras i’

a’

S apic/z-en

MajorMinute

Meeting-s

Number

Padre (Rev.)Packet

Pot,chamber

Pantaloons

ParadePolice

Regiment

Report

Reporter (from

the village to

Gov ’t)Receipt

Reel (of thread) ,spool

SecondSecretaryS lippersSpeech-sSergeantCertificateCheroot

Sessions (house)CigaretteCement

TomatoTobacco

tumtum,dog-cart

TheaterTax

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Kamittf Committee

M imbar Member

S iti Puls City Police

Sasaiti SocietyBaris/ztar BarristerJ ai Judge

38 . Indian Words in Common English U se .

yangalCooly i i

Typhoon Tuf a’

n,a storm

Monsoon M ansim,season

Faker,fakeer Fagir, a holy

beggar

L ittna, to plun

der

Bazaar Baz ar

B angla

Bucksheesh Bakhsm’

sn, gift

Howdah Handa, elephantsaddle

Mahout M alzawat, ele

phant driverSultan Sulta’nHooka Hngqa

Moslem Mussalma’nMohamme M ohammadf

danHindu H induKohinoor KOh -i-nur (mt. of

light)

Attar,orOtto

, Itr, essence, ex

Of roses tractPa

’

eja’

ma, leg

clothes

Punkha Pankha, fanDacoity Dakaitf, robbery

Dacoit D akait, Da’ku,

highway rob

ber

Thug Thag ,assassin

Vizier Waz i'

r,prime mi

nister

Kismet Qismat, fate

Nabob Nawa’o,ruler

E 513 6”

PanjaoCowry-shell Kanrf, a shell

Sepoy S ipa’

nf, soldier

g rou n drice) Ka

’ rf, spiced meat

Mogul Mugal,Afghan

family

Koran Quran, Moslem

Bible

39 . Indian Words in ordinary Anglo-Indian U se.

Shasters Skastra, HinduBible

Durbar D aroar,court

assembly

Gharry Gari,carriage

,

cart

Syce Sails,groom

Ayah Al

ya, nurse

maidKhidmatg a

’

r,

waiter

a itthf, letter

Beesty

Almaira

Deccan

Maund

Chittack

Charpoy

Teapoy

Godown

Dufter

Q

Biliis/ztf, water

man (ordinaryeducated na

tive says

bhishti)Alma

’

rf,wardrobe,

cup-board

Dakkhan , the

south

Man,forty ser,

83 lbs .

Ser, two pounds,one qt

Chhaza’

ne, 1/16

of ser, 2 oz .

Topf, hat, cap

Sun helmetRupae, 1 6 annas

Ana, a penny,two cents

Paisa, annaPal, I /1 2 ann a

Tola, weight of

rupee

Dari, cotton car

pet

Cka’

rpaib edsted,

i . e . a four

poster

Tipa’

f, 3 footed

table

Goda’

m, store

house

Daftar,Office

Kutcha

Chutnee

Tliana

Kutcherry

Rajah

Allah

Nautch

Ra iyat, subject

(of a king)Kacna/i rf, court

house

Kacncha, poorly

made,unripe

P aleka,well madeN a

’ la, a ditch

M aulavi, Moslem

teacher

C/zatnf, hot pick

les

R a’ j a

,king

Alla,God

Nach , dance

U rdu(Oordoo) Urdu, campM ussock

Veds

Z amindary

Lakh,Lac

Carore

MelaChaprassy

Chowkidar

Lumberdar

Dooly

M unsiff

M asnak, water

skin

Veda,HinduWrit

Z aminda’ri,Ranch

Lakh

Karon iooooooo

M ela’

,a fair

Chaprasi, servant:

Chaukfdar,

watchmanL ambardar,

headman

Dolf, palankeen

Judge of small

court

T/za’

na,police

station

Tndneda’

r Dep . Inspector Chowney

Police

Tahsi’l A county, town M ufussil

ship

Tahsildar County officer,

revenue collec Ekka

tor

Putwaree Patwari, villageland recordingOfficer

EAR AND TONGUE E! ERCISES .

Directions for Study. Have the moonshee (munshi) pro

nounce the Oordoo (U rdu) words until you can catch themclearly. He may have to repeat them eight or ten times before you are ready to try even to give them . Cultivate the abilityOf careful accurate hearing. Watch his lips and his tongue.Have him put a little stick

,half an inch long

,between his j aw

teeth, so that you may see the working of his tongue. This

is especially important in learning the cerebral sounds . Havehim Open his mouth widely

,when he gives the a and a sounds,

and note how the prolonged sounds ring against the teeth .

Observe how, when he says khana, and kana, the li of the first

comes against the back of your hand, when held close to hismouth . Practice these exercises for fifteen or twenty minutes ,twice daily

,for the first two months . When you are able to

recognise the differences,as you watch the munshi’s mouth

,try

to catch them when his back is turned . Get others to give you

the same sounds. When the munshi tells you that you havethese sounds very well

,test him by making mistakes intention

ally . Make a list from the exercises,one word from the t’s, two

from the aspirates,etc and dictate them to him. You can

easily tell by his writing whether he has told you the'

truth .

Cn/iaoni’

, military

stationM ufassil, out

lying, as Oppo

sed to city

E kka,one horse

cart

Chief of Police

Police StationZif fin ,

lunch

Yet it may be that he recognises, not the sound, but your

facial contortion,so try them on some one else.

Do not expect too much of yourself,but expect to master

these not sooner than six months, and that, perhaps, it maytake a good while longer . Never despair.listening to the ex act words that fall from people’s mouths .

When you find that your temper is rising too high,at the

munshi’s,or your own, stupidity, change to something else .

When you are reading , do not allow more than two or three

corrections of any one pronunciation. If you cannot get the

vowel sounds,try to imitate the sound which the native makes

in yawning audibly. Take a mirror and throw your tongueviolently

'

back and forth ; or sing a-a-a,keeping the tongue

low down at the back. Until it is low, you cannot give thevowels correctly. Practise the exercise of sec . 2 2 .

Never get beyond

E x ercises for E ar and Tongue .

x

1 . (a) Wuh ata hai .

(b) -Wuh ata hai .

2 . (a) Yih rotf hai .

(b) Yih rotf hai .

(a) Wuh arf hai .

(b) Wuh arf hai.

(c) Wuh a rahf hai .

(a) Yih dal hai .

(b) Yih dal hai .(c) Yih dha l hai.

5 . (a) Wub ghore a rahe hain.

(b) Wuh gore a rahe hain .

v 6. (a) Wub khana hai .

(b) Wuh kana hai.

(c) Wub khana hai .

(a) He is coming.

(b) That is meal (of wheat) .

(a) She (this one) is crying.

(b) This is bread.

(a) That is a saw.

(b) He is obstinate.

(0) She is coming .

(a) This is pulse (dal) .

(b) This is dal (d) .(c) This is a shield .

(a) Those horses are coming.

(b) Those whites (soldiers) are

coming.

(a) That is dinner.

(b) He is one-eyed .

( c) That is the compartment .1 The meaning also must not be neglected .

Wub barf hai .Wub barf hai .Wub bhari hai .Wub barhi hai.

Yih kha h’

hai .

(b) Yih khali’

hai .

( c) Yih kalf hai.

9. (a) Wuh gol hai .

(b) Wuh gol hai. “

10 . (a) Gul kyun kiya ?

(b) Gul kyun kiya ?

(b) This is empty.

(0) This (female) is black.

(a) He is or, That is round .

(b) That is a crowd .

(a) Why did you put it out

(b) Why did you make a noise ?

1 1 . Note the difference between the sounds of the contrasted

English and Urdu words .

Mali, gardener Molly Hai,is High

B flli,cat Billy E k, one Ache

Kar, do Cur Sach,truth Such

Par,on Purr Mili

, got Milly.

Dur,far Doer Mez , table Maize

Dak, post, mail Dock Sa’ u’s , groom SycePet

,belly Pate Faram

,corruption of form

Pit, bile Pit Pur,as Nurpt

’

ir Poor

Ho,be Hoe L O

,take Low

Pu],a bridge Pull D O

,give Dough

Douoled L e

1 2 . (a) Yih mera galla hai.

(b) Yih mera gala’

hai.(c) Yih mera galla hai .

v’I 3. (a) Larka leta hai .

(b) Larka'

letai hai.

(a) This is my flock.

(b) This is my neck.

( c) This i s my grain .

(a) The boy takes ( it) or is

taking it.

(b) The boy is lain down .

He (She) is free .

She is big .

She (It) is full .She has grown, increased .

She) has eaten

V I4 .

1 5 .

16.

1 7 .

1 8 .

1 9.

20 .

2 1 .

(a) Is ko do dena.

(b) Is ko dho dena.

(c) Is ko duh dena

(d) Is ko dho dena

(a) Mere pas khara hai .

(b) Mere pas khara hai .

(c) Mere pas kara hai .

(d) Mere pas kara (Pun

jabi) hai .

(a) Yihc

aurat khatf hai .

(b) Yihc

aurat kattf hai .

(c) Yihc

aurat katti hai .

(a) Larke deke gaye.

(b ) Larke dekhke gaye.(c) Larke dekhe gaye .

(a) Pata mujh ko do .

(b) Patta mujh ko do .

(c)‘Patta mujh ko do.

(d) Patthamujh ko do.

(e) Mera kapra phata hai.( f) Mera kapra phatta hai.

(a) Yih bakra mera bakhra

hai.

(b) Khuda khaliq hokarkhud hamari khidmatkarta hai.

(a)‘

Anraten saith hain .

(b)‘Anraten sat hain .

(c)‘

Auraten sath hain .

(a) Wuh “gol” kahta hai .

(b) Wuh “gol” kahta hai.(c) Wub “g

'

hol” kahta hai .

(a) Give him two.

(b) Wash this.

(c) Milk this (cow) .

(d) Carry this away.

(a) I have the genuine.

(b) He is standing by me.

(c) I have a bracelet.

(d) I have the bran (of gram) .

(a) This woman eats .

(b) This woman spins .

(c) This woman bites.

(a) The boys gave and went .

(b) The boys saw and went.

(c) The boys were seen .

(a) Give me the information.

(b) Give me the leaf.

(c) Give me the lease.

(d) Give me the young one .

(e) My garment is torn .

( f) My garment is tearing.

(a) This he-goat is my portion.

(b) God although ( lit . being)Creator does himself serve

us.

(a) The women are along.

(b) There are seven women .

(c) There are sixty women.

(a) He says“gol” (round) .

(b) He says “gol” (crowd) .

(c) He says“ghol (dissolve) .

2 2 . (a) Wub chizen gharon men

parf rahfn .

(b) Wub chfzen gharon men

pari rahi’n.

(c) Wub chi’

zen garhon men

pari rahfn .

2 3 . (a) Ismit Sahib daure gayehain .

(b) Ismit Sahib daure gayehain .

2 4 . (a) Admi chhappar men

baitha tha.

(b) Admi chhappar men

baitha that. (P)

(c) Admi chhappar men

baithta tha .

(a) Those things were lying inthe houses .

(b) Those things were lying in

the water jars .

( c) Those things were lying in

the forts .

(a) Mr. Smith has gone to camp(itinerating) .

(b) Mr. Smith has gone running.

(a) Amanwas sitting (lit. seated)in the hut.

(b) A man was sitting in the

pond .

(c) A man was sitting in the

but (yesterday) .

Note that it is “baitha tha” , not “baitha ta”, noroait/ita’

ta,but did .

2 5 . (a) U s ne barf minnat kfthi.

(b) Us me barfmihnat kfthi’

.

2 6. (a) Wub gayi hai .

(b) Wub gayi hain .

( c) Wuh gaye hain .

(d) Wub gae hai .(e) Wub gae hain .

2 7. (a) Wub kahan para hai ?

(b) Wuh kahan parha hai ?

2 8 . (a) Wub thatti hai .

(b) Wuh tatti’ hai .

( c) Wub tatti’ hai

(a) He pleaded very hard .

(b) He worked very hard.

(a) She has gone .

(b) They (women) have gone .

( c) They (men) have gone.

(d) That is a cow.

(e) Those are cows .

(a) Where is it (or, he) lying ?

(b) Where did (you) read it ?

(a) That is the “thatti”-outcaste

quarter.(b) That is a screen (privy,latrine) .

( c) That is warm .

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(k) Dana (k) Wise ( 1) S ina ( 1) To sew

Dana Grain a a Breast

(m )U s se lado. (m)Bring it from (n) Hammen (11) In us

him Hamen To us

U se la do . Bring it and Tumben To you

give it to him Tum men In you .

(o) Bachcha (0) Child (p) Banna (p) To be made

Bacha’. Escaped Bana Is made

Kam Work Kam Little

Kham Immature Kham Curved

(q) Bura (q) Evil (r) Bherf (r) Ewe, sheep .

Bhura Brown, earth Beri’

Boat,handcuff

colour Berf Punjab plumBurha’. O ld Berhf Crooked

Bura SawdustMeri burhi bheri’ bht’iri berf men berhf beri ke bare bure

p atte kharahf thi. My old ewe was eating the very bad leavesof the crooked “her” in a brown boat.

(5 ) Ka (5 ) Of (t) Ra (t) Name of r

Kah Grass Rah Way, path

Ja Go Ma Mother

Jah Grandeur Mah Month

Many other words are found in the language, which arethus distinguished by only one sound

,but if these are well

mastered,so that the pupil can give them without facial con

tortion, and in such a way that the untutored native readily

catches them,he will have no difficulty with any others that

he may run across.It will be best if the munshi puts these single words in

simple sentences as 1Not in frequent use.

MODEL INDUCTION SENTENCES .

LE SSON 1. PAHLA SAB AQ .

I. Bahut achchha khana taiyar karna chabiye.

very good food ready to-do is-desired .

[You] must get a good dinner ready .

Directions for study. Write off the above three lines ona stiff slip of paper. Have the munshi utter the clause in twoparts

,as printed

, of three words each. Learn it thus in two“breaths”

,not from the printed page but from the munshi ’s

mouth. It may be necessary to say each part at first , word

and word about. x Keep your eyes on the English translation,so as to carry the idea of the clause in your mind . Work

away at this repetition,until you can say the six words without

pausing . Now , continue to say them alternately,with the

munshi,noting as much as possible his expression and into

nation, and trying to imitate them . When you can say them

fluently alone,then begin to try to get up to a speed of 300

syllables per minute. Your first lesson may not give you morethan the ability to repeat them alone

,for it should not last

longer than a half hour,lest it weary you. After a rest you

may take it up again . One week is not too long to spend

on lesson I, with reviews continued over another week or two,

until it simply cannot be forgotten . There is nothing in it thatyou can afford not to get. S low, you may think, but it will

often be found that what one has learned one day has completely slipped the mind by the nex t. The Derivative Sentencesshould be so well in hand , that you can instantly expressthe ideas , as well as understand them when you hear them .

Write them off,too, on slips of paper, and learn them in the

following manner:Repeat 1 until you can give it at the aboverate. Now take up 2 . Repeat it in conjunction with I, and I .

I Write only th e English translation or th e other side of the slip and

later use on ly that.

When you can give the three , twelve times in a minute, then

you can take up 4 . Repeat 4 thus, I and 4 , 1 and 4 , 2 and 4,3 and 4 . Get the whole list of sentences so that you can givethem in regular

,inverse

,any

,order

,at this same rate of speed ! [

If you lay them aside for a few days , you will find that thespeed test can not be met . One’s ability in mastering combinations of strange sounds is very limited. See p . 59, SpeedTests .

1 . Bahut Much,very

2 . A chchha

A chchhf Good

3 . Khana Food,dinner to ser

4 . Taiyar Ready

5 . Kar-na To do, make6. Chahiye Is wished

,ought

7. Sahib S ir, Gentleman ,Mr

8 . M emsahibaM rs .

9 . M issahiba Miss

1 0. Hai Is.

D erivative Sentences .

1 . Khana taiyar hai ? or, 1 . Is dinner ready ? or What,

Kya, khana taiyar hai ? is dinner ready ?2 . Taiyar hai . or

,Han

,taiyar 2 . It is ready , or, Yes , it is

hai . ready.

3 . Khana achchha hai ? 3 . Is dinner good ?

4 . A chchha hai, or, Han 4 . It is good , or , Yes , it is

achchha hai good .

I I have heard it suggested that it is easier to memorize by threes.

After tiring of I , take up I , then when you hav e wearied of that, try 2 for

1 5 minutes and then come back to I . It is worth while trying this methodat first . R epeat clause I six times in 1 5 seconds . R epeat th e whole lessonin 40 seconds .

Vocaonlary .

1 1 . Kya?

1 2 . Han

I 3 . Nahin14 . Ap

19. Yih

20. Wub

indeed

indeed , emphaticparti cleThis

That .

I O.

1 2 .

1 3 .

1 4 .

1 5 .

16.

1 7 .

1 8 .

Khana ap ko chahiye?

20.

2 1 .

2 2 .

2 3 .

2 4 .

2 5 .

2 6 .

2 7 .

2 8 .

Bahut achchha hai. 5

M emsahiba,khanataiyarhai. 6.

Bahut achchha. 7

Khana’ chahiye? 8

Han,chahiye. 9

Khana taiyar ka/

rgaf, ” IO.

Bahut achchha, Sahib . 1 1 .

Bahut achchha khana 1 2

chabiye .

Achchha,memsahiba.

Khana taiyar kw .

Khana bahut hai ?

Han, bahut hai .Khana bahut achchhahai ?Nahin

, achchhanahfn hai !

Nahi’n chahiye .

Ap kobahutkhanachabiye ?

Nahi’n, bahut nah i’n chahiye,thora chahiye .

Khana to bahut thora hai .Ap ko thora khana chahiye ?

Han, thora hf chahiye .

Khana thora hai ?

Thora ? Hai hf nahfn .

Sahib hain ?

Han,hain .

Hai nahin .

Yih kya hai ?

Wub kya hai ?Kya hai ?

It is very good .

Madam, dinner is ready .

Very well.

Do you wish dinner ?

Yes,I do .

Get dinner ready .

Very well, sir.

I want a good dinner.

1 3.

14 .

1 5 .

16.

1 7 .

1 8 .

19.

20 .

2 1 .

2 2 .

2 3.

2 4 .

2 5 .

2 6.

2 7 .

2 8 .

2 9.

30 .

3 1 .

32 .

33°

Certainly,madam .

Get dinner ready.

Is there dinner enough ?

Yes,plenty.

Is the dinner very good ?

No,it is not good.

Do you require dinner ?

No,I don ’t. (It is not requir

ed .)Do you wish a good dealof food ?

No,I don’t want a lot, only

a little .

There ’s very little dinner.

Doyouwant but little dinner?

Yes, just a little.Is the food short ?

Short ? There is none at all .Is the gentleman of the

house in ?

Yes,he is ( lit. They are) .

He is not, It is not, She is not.What is this ?

What is that ?

What is it ?

48

LESSON II. D t’

J SRA SABAQ .

II. Apn1’ roti’ jaldi

’

khao .

own bread speed [with] eat.

Eat your food quickly.

Directions . Write the three lines on one slip . Have themunshi repeat them till you are able to give them alone , andthen take them up in connection with clause I . Acquire speedup to nine repetitions of this four-word clause in fifteen seconds .

Watch your watch . Write English on the reverse and usethat only, after the first day.

Vocaoulary.

Own-referring to Gosht,

the supject of the achchha Meat.

verb— my, his Alli,achchhe Potatoes

their,your etc . Chapati’,

Rotf bread,food . achchhf Bread

,loaf

,cake

Jald i quickness Age, thora Meal

Kha-o eat-you Kari bhat,Ana to come thori’ Curry rice

Rona to cry Ct tfHazirf Little breakfastAta ati

’

,ate coming “tea and toast”

Rota,rotf, rote crying Barf Hazirf “Big” breakfastHuzt

’

ir Your Presence Hazirf AttendanceJanab Your Honour Bhf too

The adjectives by their endings in a, f, and e , Show thegender . It is not

,however, necessary to remember that gosht

is masculine, rotf feminine, etc .,but only to associate the a, f,

or e ending with the particular word .

D erivative S entences .

I . Rotf khao . 1 . Eat bread .

2 . Khana khao . 2 . Eat dinner (food) .

3 . Kya, roti taiyar hai ? 3. Is the bread ready.

kit

-b.

10 .

1 1 .

1 2 .

1 3 .

14 .

1 5 .

16.

Han,huzur

,taiyar hai .

Kya,rotf achchhf hai ?

Han , janab, bahut achchhfhai .Yih roti

’ to bahut achchhf

hai . Kyawub bhf achchhf

hai ?

Khana taiyar karo .

Roti taiyar karo .

Jaldi karo.

Khana jaldf khao .

Khana jaldf taiyar karo .

Khana jaldf chahiye .

Roti’

jaldf chahiye .

Bahut thori’

roti’

chabiye.

Khana jaldf khana chabiye .

Roti’

bahut nahfn hai, thori’

hai .

Apu i rotf taiyar karo.

Ap ko ek hi rotf chahiye ?

N ahfn , mujh ko do,tin

rotian chahiyen .

Yihf rotf Sahib ko chahiye .

Khansaman, chapatian

taiyar karo .

Ata nahin,memsahiba.

A chchha, bazar se 1510 .

Yes, sir,it is ready ?

Is the bread good ?

Yes, sir,it is very good.

This bread is veryi good,indeed . Is that good

, too?

paties

2 3. There is no meal , ma2 4 . Well, get (bring) some from

the market.

Get dinner ready.

1 0.

1 1 .

1 2 .

1 3.

1 4 .

1 5 .

16.

1 7 .

1 8 .

19 .

2 0.

2 1 .

2 2

Get the bread ready (or,the meal ready) .Hurry up .

Eat dinner quickly.

Get dinner ready quickly .

I want dinner quickly.

The bread is needed quickly.

Very little bread is needed.

( I , you ,or

,he) must eat

dinner quickly.

There is not much bread ,only a little.Get your own bread (food)ready.

Do you want only one loaf?No

, I want two or three

loaves .

The master wants only thisbread .

Make some

50

Vocaonlary .

‘

Misri,thori Sugar Do Two

Chfni’

,thori Sugar Tin Three

Cha (or, chae) Tea D o Give

Cha achchhf Lao, le ao Bring

Dudh,thora Milk Lo

,le 10 Take

Namak, thora Salt L e-jao Take awayPan i

’

,achchha Water Jao Go

Gilas Glass,tumbler D ikhao Show

,pass .

2 5 . Kya a’

li’

i achchhe hain ? 2 5 . Are the potatoes good ?

2 6. Han ,achchhe hain .

Ap achchhe hain ?

Tum achchhe ho ?

Cha le jao, achchhf nahfn

hai .

30.

3 1 . D O gilas dudh hamenchahiyen .

32 . Thori chfnf do .

Yih namak thora hai .

Kari bhat dikhao.

Panf do .

34

35

36.

Grammar.

Yih misri le lo,achchhf hai .

Achchhagosht ham kO do .

2 6 .

2 7 .

2 8 .

2 9 .

30 .

3 1 .

32 .

33

34 .

351

36.

Yes, they’re good .

Are you well ? (never “tip”

to a servant .)Are youwell (to an inferior)Take th e tea away

,it is

not good .

Take this sugar,it’s good .

We want two glasses (of)milk.

Give (me) a little sugar .Give us good meat.This is too little salt .“Pass”me the curry and rice .Give me ( some) water .

Note that the declarative and interrogative forms of sentences are often on paper

,though differing in intonation, the

same, yet the latter may have a “kya”,

“what ?” The infinitive

khana,is from the root “kha”

, to which add for the impe

rative“khao” ; and so kar-na gives kar-o. Thus the imperative,

I Th e best way to learn the genders of n ouns is to associate them withan adjective or verb in a or i, and not try to remember them as

“masculineor

“femimin e”

.

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Directions to the munshi (who should see to it that the

pupil uses these and not English) .

1 . Phir bolo , or, Phir kahiye 1 . Say (it) again .

OO

\I

IO .

I I .

1 2 .

4.

5 .

6 .

(polite) . a it 0“ 5 a ft? it

Ahi‘staAbolo.

Batmeri samajh men nahfn

atf.

S amajh men at?

Thik hai ?

Han,thik hai . N ahfn, thik

nahin hai .Wuh lafz phir kaho (kabiye) .Is katalaffuz mujh se nah fn

hota .

Pata nahfn .

Bas .Bas karo .

Thahr jao .

D erivative

Jaldf karo, kyunkimere liye

bahut achchhf rotf taiyar

karni chabiye.

J aldf karo kyunkimera bhfkhana taiyar karna hai .Apne liye rotf taiyar karo .

A chchhf bat,j anab .

Kya, yih m erf rotf hai ?

Han, yih ap kf rotf hai.

2 . Speak slowly.

3. I don’t unde rstand . (The

matter into my understanding comes not .)Did you understand ? (Did

it come in ?)Is it correct ?

Yes,it’s right . No, it

’s not

correct.

Say that word again .

I can ’t pronounce this .

9 . I don ’t know . (There is no

trace .)10. Enough . That will do .

1 1 . Stop .

1 2 . Wait.

S entences .

1 . Hurry up for you must get

some very good bread

ready for me.2 . Be quick ,

for my dinner,too

,is to be gotten ready.

3. Get bread ready for your

self.

4 . Very well, sir. (Good word ,sir.)Is this my bread ?

6 . Yes, this is your bread.

U1

I I .

1 2 .

1 3.

1 4 .

1 5 .

16.

2 0.

2 1 .

2 2 .

2 3.

2 4 .

Kya wub rotf achchhf hai ?

Yih Sahib kf rotf hai .

Kya, wub gilas ap ka’

. hai ?

M emsahiba kf rotf kahan

hai ?

Aj ke lfe rotf hai ?

Han (aj ke lfe) bahut hai .

Ap ke lfe rotf bahut hai.Ap ka khana taiyar hai .Ap ke khane ke lfe char

rottan hain .

Bas hain.

Tum apui rotf jaldf khao ,kyunki do Sahibon ke lfe

khana taiyar karna hai .Aj panch Sahib logon ke

l ie khana taiyar karna hai.

Bazar j ana hai,gosht lana

hai, khana pakana hai, bahut kam karna hai .Khane ke lfe do rotfan le a’ o .

Chake lfe dudh misri le ao.

Wub rotian bahut achchhfhain .

Aur rotf lao, kyunki yih

thorf hai .

Ap kO dudh aur rotf, dono,chahiyen

?

2 3 . Bring more bread, for thisis not enough (is little) .

2 4 . Do you want both milk

and bread ?

I I .

1 2 0

Is that bread good ?

This is sahib ’s bread (of

the gentleman) .

Is that glass yours ?

IO . Where is the madam ’s

bread ?

Is there bread [enough] forto-day ?Yes

,there’s plenty (for to

day)1 3 .There is enoughbread foryou .

14 .

1 5 .

16.

1 7 .

1 8 .

1 9 .

20.

2 1 .

2 2 .

Your dinner is ready.

There are four loaves for

your dinner.

It’s enough. (They areenough)Eat your own food quickly,for dinner must be gotten

ready for two gentlemen .

D innermustbe gotten ready

for five sahib log (Eu

ropeans) to-day.

(I have) to go to the shops,to bring meat, to cook thedinner— to do a lot ofwork .

Bring two loaves fordinner.Bring milk and sugar forthe tea .

Those loaves are very good

2 5 . Yih rotf lo, khansaman, yih

bahut hf achchh f hai .

Note that “ka” is the equivalent of The sahib’s dinner,

sahib ka khana, which would be , sahib kf rotf, sahib ke alu

according to gender and number.definite article .

Phir

Bolo, bolna

Ahista*

Mat

SamajhM en

Bat

Thik

Pahla, pahlf

Dusra, dusrfTfsra

,tisri

L afz,alfaz

Talaffuz

SePata

2 5 . Take this bread, cook, thisis most excellent .

Vocaonlary Alfaz .

againSpeak , to speakS lowlyMustn ’t Don 7

U nderstanding

In

thing,idea

,

sayingright, correct.

first

second

third

word, words

pronunciationfrom

trace,address

Nahin (na-hai) N O, is notChar

Panch

Bas

Log

Pakana’

Kam

M eta, meri,

mere

four

five

enough

people

to cook

work

to-day

my,mine

There is no word for the

Naukar log servants , ser

vant-folk

Bearer,head-ser

vant

Khansaman butler, cook,steward'

Khidmatgar “khit”,table - ser

vant

Bihishtf waterman“beesty

Mihtar sweeper

Bawarchi cook

M asalchf scullion

Sal’

s Syce,groom

Aya ayah , nursemaidGhas-kat grasscutter

Mali gardenerGwala

,gawalaCowman

Darzf tailor

Dhobi washerman

D hobin washerwoman

Chaukfdar watchmanChaprasi messenger boyMunshi teacher

Pankhe-wala punkha-puller

M ihtara’

m’ sweeperess

This, contrary to rule, has the accen t on th e first syllable.

Liye,or lie for Khansamin

Kyunki because, for,since Pankhe-walf

of

Servants Malin

LESSON IV. CHAUTHA SABAQ .

IV. Ai khansaman,zara pfne ka panf abhf mujh ko dekar

O cook,a little drinking of water now me to having-given .

Cook,please give me a drink now

,and

Note the change of “

pfna” to “

pfne”

, before ka, being used

as a verbal noun. Pf-na gives the root pf, to this the ending“kar” forms the participle which denotes a time precedent toits verb

,and may often be translated by and

,and it is '

in con

sequence called the “conjunctive” participle . Z ara is used with

imperatives to soften the command .

D erivative S entences .

1 . a e kapanfdo. ( Tneyzsay) 1 . Give me a drink.

Panf do .

Wuh rotf bhf de do .

S zihib kakhana dekarArotf

khao .

Khidmatgar, zara panfpilaO.

5 . Rotf khakar khana taiyar

karo .

6. Rotf khakar bahut panfna pio.

Apui rotf mujh ko do .

Panf jaldf pikar zara’

. mujhe

bhf do .

Panf pfne ke liye aur rotf

kha’ ne ke liye ham kode do .

00

V

cook,or cook’s

wife

punkha-

puflen

(woman)gardener’s wife.

Give that bread too .

Serve the Master’s dinnerand then eat .

Waiter,please give me a

dfink .

Eat and then get dinnerready.

Don’t drink a lot of water

after eating .

Give your bread to me.

Drink quickly and give me

some too .

Give us some water to drink

and bread to eat .

1 0 .

I I .1 2 .

1 3 .

1 4 .

1 5 .

16.

1 7 .

1 8 .

19 .

2 0 .

2 1 .

2 2 .

2 3 .

2 4 .

2 5 .

26 .

2 7 .

2 8 .

2 9 .

Khansaman meri rotftaiyarkarta hai. [hai

Wub malf apui rotf pakata

Main dabal rotf khata hun,tum kya khate ho ?

Wub larka dt’idh pita hai .Yih larki cha piti hai .Larki

,

*ti

’

i kya khatf hai ?Larke

,ti

’

1 bhfyihf rotfkhata

hai ?

Han , ham sab yihf rotf

khate hain .

Tum logwubi rotfkhate ho ?

Wub sab larke makkhanrotf khate hain .

Wuh admi do do rotian

khate hain . [ha1n .

Yih larkian bahut d i’idh pitiKhuda ham -

I ko aur tum ko

bhf rotf deta hai .Khuda tujh ko aur us ko

bhf deta hai .Ap khansaman ko dudhdete hain ?

Nahin,wub ap hf leta hai .

Khidmatgar ap ka namakkhata hai .Ap un se dt

’

idh aur makkhan lete hain ?

Wuh dudh mere liye hai .Yih namaktumhare lfenahfnhai .

2 5 .

26.

2 7 .

2 8 .

29 .

Not used in address, save to God.

‘

l‘ Often used for th e singular, mz

‘

éj lz to.

No, he takes it himself.The khit eats your salt

(serves you) .

Do you get milk and butter

from them ?

That milk is for me.This salt is not for you .

IO.

I I .1 2 .

1 3 .

1 4 .

1 5 .

16 .

1 7 .

1 8 .

19 .

2 1 .

2 2 .

2 3 .

24

The cook gets my bread

ready. [own food .

That gardener cooks hisI eat raised bread

,what do

you cat?

That boy drinks milk.

This girl drinks tea .

(My) girl, what do you eat ?

My boy,dost thou eat tais

bread ?

Yes,we all eat this bread .

[bread ?Do you all eat only thatAll those boys eat bread

and butter.Those men eat two loaveseach. [milk .

These girls drink lots of

God gives me (us) and youtoo (our) food .

God gives to thee and tohim

,too .

Do you give the cook milk ?

30. Yih rotfan hamare lfe hain.

3 1 . Yih panf tere lie hai.

32 . Chhe rotfan us ke lfe hain .

33 . Un ke lfe Sat chaukian

chahiyen, bazar se lao.

34 . Sahib khana khate hain .

35 . Naukar log kam karte hain .

36 . Un admfon ke liye rotfjaldf

37. Is admi ke liye ath das

rotfan le £10 .

38 Wub admi larkfon ke liye

rotf la raha hai .

39 . In nau larkon ke liye chef

315. do .

40. Is larke kfrotfbarfkharab hai.

Main rotf khata hunTt

’

i rotf khata haiWub rotf khata hai

Ham rotf khate hainTum rotf khate ho

Ap rotf kha’

te hainWub rotf khate hain

Main achchh f rotf khati hun

Tu achchhf rotf khatf hai

Wuh achchhf rotf khaff hai

Ham achchhf rotf khati hain

Tum achchhf rotf khatf ho

I eat’ breadThou eatest breadHe eats breadWe eat breadYou eat breadYou eat breadThey eat bread .

I eat good breadThou eatest good breadShe eats good breadWe eat good bread

You eat good breadR emember that these paradigm sen ten ces must not be learned by

rote, but from slips .

b e freely used .

So that any one, at any time, in any connection , may

30 . These loaves are for us .

3 1 . This water is for thee .

32 . S ix loaves are for him .

33. Seven chairs are requiredfor them

,bring them from

the shop .

34. The master is eating dinner.

35 . The servants are at work .

36. Bring bread for those menquickly .

37. Bring eight or ten loavesfor this man ‘

a n h’

n u aj38 . That man isibringing br d

for the girls .

39 . Bring tea for these nine

boys .

40. This boy’s bread is verybad .

Ap achchhf rotf khati hain You eat good breadWuh achchhf rotf khatf hain They eat good bread

Main apna kam karta h i’in I am doing my own work

Tu apna kam karta hai Thou art doing thine own work

Wuh apna kam karta hai He is doing his own work

Ham apna kam karte hain we are doing our own work

Tum apna’. kam karte ho You are doing your own workAp apna kam kart e hain You are doing your own work

Wuh apna kam karte hain They are doing their own work .

Main apna kam karti hunTu apna kam karti haiWub apna kam kartf hai She etc . ,

Ham apna kam karti hainTum apna kam kartf ho

Ap apna kam karti hainWub apna kam kartf hain

Note that “wub” is used as the personal pronoun for “he”,

she” and “ it”

,but also as “that”

,and that “wuh” and “yih”

have each the same form for both singular and plural .Write

"

out the declension of the personal pronouns from

the lessons thus far.

The present tense is composed of the present participle,

which is formed by adding “ta, ti, te

” to the root,compound

ed with the required form of the verb hun , hai , ho, hain .

This present has the meaning of “he eats and “he is eating”,

for which latter they have also another present, watt rotz

’

k/za

ra/za’

lzaij as 38 .

Note the two case forms of mas . nouns in “f”,the three

of fems . in “f”, the four of mas. in “a”. Observe the formation

of ferns . from mas. as larki from larka . Nouns have two usual

forms in each number,absolute

,used for nom . and obj. and

an “oblique” or “formative”, which had best be called a prepositional form . To these we may add the vocative .

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E k, pahla’

,

pahlf One, first

Do,dusra,

dusri Two,second

Tfn,tfsra

’

,

tisri Three,third

Char,chautha

,

Four,fourth

Panch,panch

wan,

-wfn Five, fifth

Chha chhatha,

-thl Six,sixth

sat, satwan,

satwfn Seven,seventh

Ath,-wan,

-win eight,eighth

Nau,-wan ,

-winNine. ninth

Das,-wan,-winTen, tenth ,

Gyara,

-wan,

-win Eleven, eleventhBara, -wan

,

I .2 .

-win Twelve, twelfth

Interrog ative E x ercises .

All interrogative words begin with the sound of “k”,as

does question,as do our English interrogatives with wh .

Kya yih ap ka larka hai ?Yih kya bat hai .

Yih larka kaun hai ?Daktar sahib ka larka hai .Han han , thik hai . Unh l

’

n

ka larka hai.

Ap ka’

l bara’l larka kahan hai ?

I2

A

Is this your boy ?

What do you mean by this ?

(What’s this thing ?)Who is this boy ?

He’s the Dr. ’

5 boy.

Yes,yes

,that’s right . It’s

his boy.

Where is your older boy?

(or oldest .)

Pishpash

t r, thori

Khicharf

kachchf

Maida, thora’

.

Chawal,

achchhe

S ujf, thori

Sabzi, thorf

Putfn

S irka,thora

rice and meatcooked

rice boiled in

milk

ri ce and dal,dry

cooked

fine flour

rice husked,in

grainwheat-germ mealvegetables,greens

Pudding

vinegarGae kagosht Cow ’s meat, beef

Bheri kagosht sheep ’s meat,

Hem

Phal,taza

mutton

Ham,bacon

fruit,fresh

Wah to shahr men hai ?

S‘hahr men kylin hai ?

Thik pata nahin . Ap kylin

plichhte hain?

Daktar sahib ke kitne larkehain ?

Khansaman,tum kya karte

Kof hai ? ibO i'

Kof nahin . or, Han, baba

log hain .

Sahib kidhar gaye hain .

Wub to shahr ko gaye hain .

Yih admf kaisa kam kartahai ?Yih to bahut achchha’ kamkarta hai ?

Sa’ hib shahr se kabatehain ?

Wuh panch baje ate hain .

Wuh tiffin kab khate hain ?

Interrog ative E x ercises . Sawa’

liye yumle.

Kya baja hai ? I . What time is it ? (What hasstruck ?)

2 . E k baja hai . Sawa baja hai . 2 . It is one o ’clock. more

than one .

He is in the city ?

Why is he in the city ?

I don’t know exactly. Why

do you ask ?

How many boys has theCivil Surgeon ?

Cook,what are you doing ?

Is any one here ?

No, no one , or, Yes , the

children are .

Whither has sahib gone ?He has gone to the city.

What sort of work does

this man do ?

He does very good work

indeed .

When does themaster come

from the city ?

He comes at five o ’clock.

When does he take lunch ?

Vocaoulaiy . Alfa’

z .

Kaisa, kaisi,kaise What kind of?

Kab ? When ?

Kai ? How many ?

Shahr City

Baja,baje Struck

,o ’clock

Derh baja hai .

4 . Paune do baje hain .

Do baj e hain. Tin baje hain .

Dhal baj e hain . Char baje

hain .

Paune tfn baje hain . Sawatin baj e .

Sawa tin, sarbe tfn, paune

char baj e hain .

Sawa chair,sarbe char

,

paune panch .

Sawa panch,sarbe panch

,

paune chha .

Sawa chha,sarbe chha

,

paune sat .Sawa sat

,sarbe sat

,paune

ath

Sawa ath, sarbe ath, paunenau .

[das.Sawa nau

,sarbe nau

,paune

Sawa das,sarbe das, paune

gyara (or, yara) .Sawa gyara

,sarhe yara,

paune bara.

Sawa bara,sarbe bara,

pauna ek baja .

I O.

I I .

1 2 .

1 3.

14 .

1 5 .

16.

1 7 .

4

It is half past one.less than two have

struck.

It is two O ’clock. It is three

o’clock.

Two and a half have struck .

It is four.

less than 3 . more

than 3 .

3 3 3

4 4

or,

5 5 5

6 6 6

7 7 7

8 8 8

9 I /4 . 9 9

1 0 1 0 10

1 1 1 1 1 1

1 2

Note that in numbers,

“sawa is a qr . more than , and “paune

a qr. less than, the number it precedes . ‘ Baja changes to baj e,

beyond “derb”, one and a half, as it is a participle, and agrees

with its noun,

“two lzave struck”. Avoid saying “tfn baja”

,

rather, tin baje, do baje . Sawa does not change its form, but

paune is pauna with ek .

63

Vocaoulary .

Bajné. to strike, ring Sarbe one half more thanBaja, baje struck Derh one and a half

Sawa a quarter more than Dha i two and a halfPauna

,-e, a quarter less than

E x ercises in money .

1 . Is ka kya dam hai ? 1 . What’s the price of this ?or

,Is kf kya q at hai ? What’s the value of this ?

2 . E k rl’

lpaya. Do rl'

lpae . 2 . One rupee. Two rupees .

3. Bara paf ek dual. 3. Twelve pie one anna.

4 . Chair paise ek ana. 4 . Four pice one anna .

5 . Sola ane ek rl’

lpaya. 5 . S ixteen annas one rupee.

6. D o athannfan ek rupaya. 6. Two eightannabitsone rupee .

P udra rupae ek savran . 7 . Fifteen rupees one sovereign .

Note that “rupee” is not the U rdu form, but that we say“ek rupaya

”

,and not “

ek rupee but “do,tfn rupaie

”

,not rupee.

Note the accented syllable in Urdu .

Get these numbers at your tongue’s end, for you may lose

money some time if you are not well up in “sawa’s” and1 , 1 1 1 2

,2 2 3,

3 3 3 4 . 4 4 4 5 5

6.6 6 6 7. 7 7 7 8. 8 8 I/2 .

8 9. 9 9 1 9.10 Io 1 9 1 1 ,

1 1 1 1 1 1 1 2,

1 7, 1 8, 19, 2 0, 2 5 , 50,100 .

Pau,adha, ti ll

,pauna ser, tera chauda, pandra, sola,

satra,athara

,unnis

,pachis

,pachas, sau, ek korf ya bis.

3 a n t h e r s

ocaoulary .

price Pa isa pice,money

value Athannf eight anna bitrupee

,money Chauannf four anna bit

one-twelfth anna Pau a quarterone-sixteenth ru Chauthai one fourth

pee Chautha hissa a fourth part

Tfsra hissa a third part Do daf‘a two times

Adha half Tfn daf‘a three times

Tfn chauthai three fourths Korf a score, twenty

E k daf’a one time Ya or

These exercises should be practiced daily for fifteen or

twenty minutes with answers of place,money, time, quantity,

etc . for two months or longer, till t/zoroug/ily mastered .

LESSON V. PAN CHWA'

N SARAQ .

( a) Main 1"lipar i lota lene gayi thi

I above pitcher to -get gone was

(b) walid akele haithe h l’le ] kitab parh rahe theparent alone seated been l book read- ing were

( c) Ma in ane lagf to miyan nel/apka nam liya/aur kaha

unko bhej-den

I to - come began then Mr. your name took and saidthem send

(a) I went up stairs to get the pitcher, (b) your fathe r wassitting alone reading a book

, (0) I started to come, then yourfather taking your name said “Send him”

.

Directions . Learn in three clauses, (a) , (b) , (c) . Note that the

50 syllables should be repeated in nine or ten seconds . A womanservant is speaking

,hence the fem . g ayi

’

, t/ n’

, and lagt. She alsouses plurals out of respect to her master and his son, just aswe in English say you for thou, and Germans, Sie, tlzey, for thou .

Vocaoulary . Alfa’

z .

Upar above A na to come

Ke l’ipar above (prep .) Akela,

Lota pitcher,jug akeli, akele alone

*Gaya,gayf,went, he, she, they Baithna to sit

gaye Baithe hlie seated

Tha, thi was

, (he, she) Parhna to read, studyThe

,thfn were, (they) Kitab, kitaben book , booksIn the Punjab this is usually pronounced as if spelled gia.

Kahna to say Kaha said

Lena to take Bhejna to send

L iya,liye, lf takenJ Dena’ to give

Lagna diya, diye , di gave

Miyan Khaya ateNe sign of subj . in past Bola’ spoke

tense of trans. Kiya did, made

verbs D ikhaya showed

name L e-gaya took awaywa nd parent (mas ) Laya brought

Wélida parent (fem .) Ma‘llim known

Wélidain parents (Arabic Taza, tazi fresh

dual) Basf stalethat

Note that in “Iota lene [ko] gayf thf’

,lene is the inf. with

no understood, tho it is sometimes expressed.

“Ane lagf” is the

usual way of expressing beginninoiTO

eTfI/

le inflected infinitivewith “lagna”. Jane laga

,he started to go. Khane laga

,he began

to eat . Khana pakane lagi,

hai . She has begun to cook.

“Liya”

agrees with “nam”,its object . Why ? Because it does. Don

’t

waste your time on “why” the first year’

. After that you canask it all you wish .

“Kaha, also follows the same rule, its obclause

,being considered mas .

the inf. is often used as a softer form of command,

and frequently refers to the future. Abhf do,Give it at once.

Kal dena, Give it to-morrow.

D erivative S entences .

1 . Miyan ne ap hé lota le liya. 1 . The master took your

pitcher.

Miyan me ap ke lote le liye . 2 . Master togkypg

r

‘pir

t'

chers .

Miyan ne ap kf rotf le lf thi. 3 . Master took your b readM iyan ne ap kf rotfanle lfn . 4 . Master took your loaves .Main ne ap ka

’

nam liya. 5

Main ne ap kf kitab li hai. 6

I took your name.I have taken your book .

5

Ol

in

-A

co

rn

7.

8 .

9 .

IO .

U s ne tumharf kitab lf hai .

Ham ne miyan kfkitab lfthi.

U nhon n kitaben mujh ko

din .

Main ne do basf rotlan

qkhafn,aur tum ne tazf tazi

I I .1 2 .

‘

rotf khaf.

Ap nejkyaachchhf ahf.

Larke ahutrot ai .

Larke neikahaki Main ne

nahfn li.

L arkon ne barf ‘kitab mujh

se lf.

L arkfon ne kursi apko bhej

di.

U n admfon ne yihf kam

kiya hai .Ap ks ismmubarak kya hai ?

Ap ks ism sharif kya hai ?

Tumbara nam kya’. hai ?Mera nam Khuda Bakhshhai.

Aiye , janab, zara baithiye .

Sahib khana’. kharahe hain.

Tashrif laiye.

Ap tashrif le j ate hain ?

OO

\1

10.

I I .1 2 .

1 3 .

14 .

1 5 .

16.

17.

1 8 .

19 .

2 0 .

2 1 .

He has taken your book .

We had taken the master’s

book .

They gave me the books .

I ate two stale loaves , and

you ate nice fresh bread .

What a good thingyou said .

The boy has eaten plentyof bread .

The boy said he had not'

taken it ( lit. “I have nottakenThe boys took (got) the

big book from me.

The girls sentyou the chair.

Those men have done thiswork.

What is your name ? (What

is your blessed title ? Whatis your noble cognomen ?)My name is K. B . (The

reply is always given thus ,mera nam thus and so hai) .Please come and take a seat,sir. Master is eating dinner.Bring inyourennoblingness,i . e. Come in .

Are you going ? (Are you

taking awayyour ennoblingness

Indire ct discourse is seldom used in Hindustani.

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4 1 .

47 .

4 8 .

49

5o.

Kis ne kaha tha ki yih

kitab barf achchhf hai ?

Bera ne akar kaha hai kisais ne baggi (bagghf) taiyarkar lf hai .Kya sahib ne ab tak khananahfn khaya ?

Abhi kha rahe hain . Apzara baithen .

In ath achchhe loton ke

liye kya q at deni cha

hiye ?

Wub lote achchhe nahfn

hain ; yih un se bahutachchhe ha in .

In das jharanon ke liye

main ne das das paise, ya

'

nf

dha i, dhai ane diye .

Tumhare bap kakya 11am

hai ? Ap ke walid ks ism

mubarak kya hai ?Yahan kof admi hai

, jo

Shahr se aya hai ?

Ma‘lum nahfn,janab .

Us larke ne tum ko kitne

lote diye ?

Yih kapra char ane gazliya tha .

L arkon ne yihf kapra mujh

ko diya .

Main tumhare l iye kitab

laya hun .

Larkian larkon ke lfeikhanalaf hain .

4 1 . Those jugs are not good .

These are much better.

42 . For these ten dusters, I gave

43

ten pice each , that is twoand a half annas each.

What is your father’s name ?

3

37

38 .

39

40 .

4 5

46 .

47

48 .

49 .

50.

flat!6. Who

/ (said that this book

was (is) very good ?The bearer has come andsays that the syce has thebuggy ready .

Has not the sahib eatenhis dinner yet ?

He is j ust eating. Will you

be seated for a little .

What ought one to give forthese eight good jugs ?

Is there any man here whohas come from the city ?

Don’t know,sir.

How many jugs did thatboy give you ?

I got this cloth at four annas

a yard .

The boys gave this cloth .

tom e

I have brought a book foryou .

The girls have brought thedinner for the boys .

5 1 . Larka aya aur kaha “Sab 5 1 . The boy came and said

log ae hain”

.

5 2 . Kh ansaman khana lanelaga hai

“All the people have come”

5 2 . The cook has begun to

bring the dinner.

Note . The exaggerated politeness of the East is shown in1 7

— 2 2 , and though it may sound ridiculous at first,it is polite

usage among the educated native gentlemen, and the missionaryshould accustom himself to using it. The agreement of verbwith object in 1

,2, 3 , 4 , 2 5 , 26, 33, 34 , 35 , 37, 38, 42 , 46, 47 ,

is curious, but it must be accepted and learned so thoroughlythat one cannot fail to use it properly . Master these few sen

tences aosolutely . Intransitive verbs agree with their subjects,as in 44 , 49 , 50, 5 1 , and la

’

ya is reckoned as intransitive be

cause it is a compound of te le-aya. B IG/figObserve the comparison of adjectives in 2 4 and 4 1 . It is

the regular way of forming the comparative, un se acncnna’

,and

the superlative , sao se ackcfifidf

Past Tense.

Main rotf lene gaya, gayf]Tl

’

l rotf lene gaya, gayi

Wub rotf lene gaya, gayiHam rotf lene gaye , gayfnTum rotf lene gaye, gayfn

Ap rotf lene gaye, gayfn

Wuh rotf lene gaye, gayfn

Main shahr se ayahun , af blinTu shahr se aya hai , a i hai

Wuh shahr se aya hai, ai haiHam shahr se ae hain , ai hain

Tum shahr se ae ho, af hoAp shahr se ae hain, a i hain

Wub shahr se ae hain , ai hain

I went to get breadThou wentest to get breadHe, she, went to get breadWe went to get bread

You went to get breadYou (polite) went etc .

They went to get breadI have come from the city

Thou hast come from the city

He,she

,has come from the city

We have come from the city

You have come from the cityYou (polite) have come etc .They have come from the city

The teacher should in troduce th e comparison of a number of adjectiveswith se, sab se

, and ki nishat .1‘ L et th e pupil get both forms well, but especially learn well one’s own gender.

i Hargiz nahfn

i

Mai n bazar se laya tha, lal thi

Tl’

l bazar se laya tha, laf thi

Wuh bazar se laya tha, lal thiHam bazar se la’ e the

,laf thin

Tum bazar se lae the,lat thin

Ap bazar se lae the, laf thfn

Wuh bazar se late the, laf thin

Main ne apnf kitaben nu ko din

Tu ne apnf kitab unko di

U s ne apui kitab unko diHam ne apnf kitab unko di

Tum ne apui kitab unko diAp me apui kitab unko diU nbon me apui kitab unko di

Main ne , tl’

l ne,us ne

,ham ne,

tum ne,ap ne, unhon ne

uski kitab (mujhe) di thi

(tumko) .

Main me,tl

’

l ne,wagaira, rotlan

unse li hain .

Main ne, tl

’

i no, wagaira, tfn

rotfan khaf thin .

Main ne, tli ne , wagaira, khana

pakaya hai

never

M ittf earth

I bro’ t (or, had bro’t) it from the

bazarThou bro’

test it from the bazarHe , she , bro

’t it from the bazarWe brought it from the

'

bazar

You brought it from the bazar

You etc .

They brought it from the bazar

I gave them my books ‘

Thou gavest them thy bookHe gave them his bookWe gave them our book

You gave them your bookYou gave them your bookThey gave them their book

I gave you his book,thou gavest

me his book . [Write each

person and gender on asepa

rate slip and so master it ]I,thou

,etc . have got bread

from them

I , thou , etc .,ate three loaves .

I,thou

,etc ., have cooked dinner.

lMubarak blessed Chadar sheet

Ism name,noun l/ Dak post, mail

Sharif a” noble [nour Dak-khana postoffice

Tashrif I! making noble,ho

‘1 Dak-wala postman

Rakhna to put,keep 11 Roti

’wala breadman‘i Kitna

,kitnf,

“

how much ? how

kitne ? many ?

Substitute, after learning,_any familiar nouns .

letter / Jharan

by, with

key Kaprabearer

,head ser Sab

vant in English Log

housholds VWagaira

father VPakana

city / M a ' lumSir

,your honour / Kursi

LESSON VI . CHHATA SABAQ .

(a) Main 7pahle ichhoton se shurli‘ karlinga

I first littles with beginning make-will

(b) aur ummed hai/kt wub jald hbf rah par/a jaen

and hope is that they so way on'

may-come

(c) magar yih main khlib j anta mmbut this, i I well knowing am

(d) ki yih naya dhang dekhkar/baron ke kan l‘

khare houge .

that this new fashion seeing big ones’

ears standing will-be .

(a) I shall begin with the little children first, (b) and I hope

that they may quickly come on the true path, (0) but I knowthis well, (d) that when the big children see this new fashion

(having family prayers) , they will be dumbfounded ( lit. theircars will stand) .

Learn these four clauses separately,alternating with those

already learned . Remember the clauses are to be sowell learnedthat they can be given in regular or irregular order at the

re quired speed. Tae w/iole sentence in ten seconds .

Note that adjectives are frequently used as nouns , cn/ioton,

baron . Many verbs are formed like snurii karna, as canotakarna,tomake small

,oara

’

karna’

, to enlarge, k/zara'

karna, tomake stand .

“J ald

” is the real adverb and jaldf is the noun, which with se,

frequently understood,is often used as an adverb .

Pronunciation . It is time that the pupil was beginning to

cloth for wiping

dusting

cloth

all

people

etc . “and other’

to cook

known

cha ir.

make a decided difference between English final a,as in America

,

and final “a” as in chhota, and between final “f” , as in jaldf, and

final “y” in hurry.

Warning . Remember our threefold rule, Readiness, Accuracy, Fluency . Do not neglect the slips and the watch. Carefully

check your speed .

D erivative

1 . Main chhote se shuri’

l‘

karke

bara kam bhf karlinga.

2 . Ab to ma‘

ll’

im nahin , magar

ma’

ll’

lm karl’

lnga.

3 . Main to nahin janta, tumjante ho ?

4 . Main pahle apna kam

karunga .

5 . Jab khal’inga , tab jal’

lnga.

Kat‘i i /ngq

6 . Main ap jald dunga . Kya

tum bhf doge ?

7. Mera kam kab karoge ? kal

ya parson ?

8 . Main kal ap kf kitab par

hungf

9 . Yik larka’. mera kam karega.

1 0 . Ham kal ap ka kot chhotakarenge .

1 1 . Pahla larka paj'hega.

1 2 . Yih larki pahle meri kita’

b

pail-hegf.

1 3. Ummed thf ki chhota larka

kuchh hoga (direct dis

course) .

S entences .

I .

ZR

3 .

I I .1 2 .

1 3 .

Beginning with the small,

I’

ll doothe

big job too.

.

L

fidononot know now, but

out.

I know , do you ?

I shall do my own work

first.

. When shall eat (haveeaten) ,I shall give it soon . Will

you too give ?

When will you do my work ?

To morrow or day after ?. I shall read your book

tomorrow .

This boy will do my work.

10. We will make your coatsmaller tomorrow .

The first boy will read .

This girl will read my book

first .

I had hoped that the younger boy would amount tosomething. ( lit. There was

hope that the small boywill be something) .

1 4 .

1 5 .

Khana kab taiyar hoga ?

Ap kf chaukf kal zarlir

taiyar ho jaegf.

Rotfan abhi taiyar ho

jaengfn .

Hamari chhoti larkian ajb

awengln wil l; "K a ta-4 5

“

Panl’

abhf garm ho jaega.

Larko , khare ho jao. Ab

khare raho.

Sab ke sab aj jaenge .

Ham ap se ek ek piyala

lenge .

Ap do do rotlan khaenge,

na ?

Main aun ?

Ham a jaen ?

Main jaun ?

Main kya’ karlin ?

Ham kya karen ?

Kal ap ke pas bfs rotlan

bhejen ?

Nahi’n,sirf pandra darkar

hongin .

Kya khidmatgar bazar kojae ? 5

Main pahle Sadr bazar kojal

’

lnga, aur ummed hai kiwahan se sab chfzen sasti

mil jaengfn .

When will dinner be ready ?Your chair will ready tomorrow without doubt.

The bread will be readyP l

’

A7“ 7 70 M)

Our little girls will come

to-day.

The water will be warm ina little while.

Boys, stand up . Now stand .

(Become standing. Remainstanding .) [day.

All (the whole lot)will go to

We shall each take a cupof you .

You ’ll eat two loaves each,

won’t you ?

May I come ? Shall I come ?

Shall we come in ?

May I go ? or, Shall I go ?What can I do ?

What can we do ? (It’s not

our fault)Shall we send you 20 loavestomorrow ?

No, only fifteen will be re

quired .

Shall the khit go to themarket ?

I shall go to the big bazarfirst, and I think that weshall get everything cheapthere (all things from there

cheap will be met) .

M ujhe ijazat hai ? 32 . May I go ? (Is there to me

“4 10

‘ 5

girl/ 91 permission ?)Ab rukhsat

ohai. Kal phir 33 . You may go now . Come

aria . again tomorrow.

L arkon ko 15:11amkar do . 34 . Make the boys stand up .

Khlib . Khl’

lb hai. Khlib kiya. 35 . Excellent. That’s good.

Well done.

Yih naya dhang bahut khl’lb 36. This new fashion is very

hai good .

Naf ko kh abar do ki mere 37. Tell the barber to come

bal kat j ae . and cut my hair. (havingcut to go away. )

Khidmatgar, ketlf de j ao . 38. Waiter, bring me the kettle .

(giving g0)Kya b l

’

i a ? 39 . What’s the matter ? (Whathappened ?)

Yih akhbar sahib ko de 40 . Go and give this paper toaria. the sahib . (giving come .)

Is kutte kaek hf kan kyl’

ln 4 1 . Why has this dog but one

hai ? ear ?

aWags 7 8

M a1n kaunsa nek kam karun taki main hame a kf zindan aun ?

Tl’

l kaunsanek kam kare taki tli hamesha kf zindagf pae?

Wuh kaunsanek kam kare taki wuh hamesha kf zindagf pae?

Ham kaunsanek kam karen taki ham hamesha kf zindagf paen ?

Tum kaunsanek kam karo taki tum hamesha kf zindagf pao?

Ap kaunsanek kam karen taki ap hamesha kf zindagf paen ?

Wuh kaunsanek kam ka ren taki wub hamesha zindagf paen?

What good work can I do, that I m tem al life ?

Note that, as in 6 and 2 1 , the future endings coalesce withthe root vowels of [ end and dena’ . All other stems add theseendings for the future . The subjunctive

,which many call “Aorist”

for some unknown reason,is the same as the future, minus the

B oth genders are the same.

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76

verbs bolna, lana, bhulua, to forget, are used as intransitives .Lena, dena, karna, have the perfects liya,

~diya, kiya, while

jana, mam a, to die, hona, have gaya, m l’

ia,hl

’

la. All other verbs

are regular. The transitive verb in its past tenses agreeswith its objects . The mastery of this peculiarity can be securedonly by memorizing these sentences most thoroughly . If your

past work is “kacnc/za” be your own master sufficiently to go

back and work it up . You cannot afford to go on on the suppo

sitiou that it will come somehow . The only secret of this method

is t/zoroug /zness .

1 . Main Iota laya blin . 1 . I have brought the jug.

2 . Main ne Iota bheja . 2 . I sent the jug .

3 . Main ne Iota bheja hai . 3 . I have sent the jug.

4 . Ham ne Lahaur men liya 4 . We got it in Lahore . (liya

that. and liya t/za are often usedindifferently.)

5 . Us ne yihf kitab tum ko 5 . He sentyou this very book.

bhejf.

6. U nbon ne mere j ane se 6. They had sent you these

pahle yihf kitaben Lahaur books from Lahore, beforeso bhejf thin . I got there .

7 . Turn me achchhf rotf nahin 7 . You have not sent good

bhejf. bread .

8 . L arkon me achchha kam 8 . The boys did not do good

na kiya . work.

9 . Ap achchhf kursran lae 9. You have brought good

hain . chairs .10 . Dak-wala wilayati dak laya 1 0. Has the postman brought

hai ? the foreign mail ?

1 1 . Dak-ghar ke babli ne wila 1 1 . The postmaster sent awayyati dak kal yaparson bhej the foreign mail yesterdaydi thi. or day before .

1 2 . Wilayati dak a i hai ? Han , 1 2 . Has the foreign mail come ?

a gayi hai. Yes, it has come .

1 3.

1 4 .

1 5 .

16.

1 7.

1 8.

1 9 .

20.

2 1 .

2 2 .

2 3.

2 4 .

2 5 .

2 6.

27.

2 8 .

29 .

Ayameri kitab lai’

hai .

Tum me aj achchhf khfr

pakaf hai .

Tumbaric

aurat yihf lota de

gayi thi.

U s‘

aurat ne merf larki ko

mara.

Wub‘

auraten kidhar gayihain ?

U n‘

auraton ne yihf lota

tum ko diya.

Wuh larki bolf ki “Ghar sed lir ho jao

”.

Us larke me kaha ki “Ham

gae lae hain

Mere admi ne kal kitab

bhej di .

Tum makkhan rotf lae ho ?

U sne kaha tha,ki “Sahib

ae hain”

Larka bola ki “Hamne hf

usko bheja haiQulf log hamara asbab legaye hain .

U n larkon ne mere liye ek

rotf di hai .Kis ne yihmailebartan diye ?

Yih, janab, galati seae hainKya rotf pak gayi hai ? Pak

gayf

1 3.

14 .

1 5 .

16.

1 7 .

1 8 .

19 .

2 0.

2 1 .

2 2 .

2 3 .

24 .

2 5 .

2 6.

2 7.

2 8 .

2 9 .

The ayah has brought my

book.

You have cooked good“khir” to-day.

Your wife brought this jug.

( lit. gave this jug and wentaway .)

That woman beat my girl .

Whither have those womengone ?

Those women gave you

this j ug.

The girl said , “Get awayfrom the house

The boy said“We have

brought the cow

My man sent the bookyesterday.

Have you brought the breadand ' butter?

He said “The gentleman

has come

The boy said “We sent

him (or,The coolies have taken off

our luggage .

Those boys have given aloaf for me.

Who gave (us) these dirty

dishes ?

These,sir, came by mistake.

Is the bread baked ? It’

s

baked .

30 .

3 1 .

32 .

33

34

35

36 .

37°

38 .

39

40.

H4

42 .

43.

44

Hamne to nahfn diya, usn’

e‘

ap hf ham se le liya hai .

Kis ne hamare loton ko liya,or, kis ne bamare lote liye?

Main ne to nahin liya ( liye) ,unhon ne liya .

Tum ne apu i kitab le lf thi?

Kya sab naukar shahr seho ae hain ?

Kin logon ne tum ko chau

kian din ?

Kin logon ne larkikomara ?

Main tin tin rupae ko do

lote lai bl’in .

Main das ane gaz kapralaya hun .

Tumne kis kis ko lote diye

the ?

Kya usne yih bat tum se

kahf thi ?“Nahin”

,

<

aurat boli,“Larka

mujh se nahin ,wub apui

man se bolta tha” .

Kin admion ne yih chorf

ki hai ?

Kin larkfon ne tumkogalfdi ?

Kya tumne chaukf ko liya ?

Note that in 4 , 1 1 , an,

30 .

3 1 .

32 .

33°

34

35

36.

37

38 .

39

40.

4 1 .

42 .

43.

44 .

on,

We did not give it,he him

self took it from us (has

taken)Who took our jugs.

I didn’t do it. They did.

Did you get your book ?

Have all the servants re

turned from the city ?

What people gave youchairs ?

What people beat the girl ?I have gotten two jugs atthree rupees each .

I have brought cloth at ten

annas a yard .

To whom did you give the

jugs ?

Did he say this to you ?

“No”, said the woman,

“the

boy did not speak tome, he

was talking to his mother”.

What men have done thisthieving ?

What girls were abusing

you?

Did you take the chair ?

t/ n’

n do nor change the

tense to pluperfect but are properly translated as simple past.

Nevertheless, as in 6, they often give this pluperfect idea.

In 7 and 8 nahin and na ‘ are thus regularly used with thepresent perfect and simple past.

79

In 1 5 and 34 as in VI , 38 , 40 ,the emphasis is on the

second action, going and coming .

Where the object i s a thing,there the verb‘ agrees, unless

the concord be broken by “ko”, when it takes the absoluteform in “a”.

Note how" in the answer in 29 the gender of the

subject,though unexpressed is carried over into the verb .

This is a nicety of speech , that , no matter , how difficult,must be well acquired, else one

’s talk will Often be unintelli

gib‘lo. We must learn to think of things in terms of “a”,“f”

,

and “e”.

Intransitive verbs are much given to using the root withsome form of as in 1 2

,1 5 , 29 . Transitive verbs use

“dena” in some form , when the action goes toward another,while a reflex termination is often shown by use of “liya

”

,

like the Greek Middle Voice .

All perfect participles are regularly formed by adding “a”

to the root .

In 44 ,as usual , to with chauki makes it definite , and so

we translate tae chair.

Wilayat England,foreign

country

foreign, English

post Office

clerk,gentleman

rice boiled in milk

our

your

woman

house

far

become

work

cooly

stuff, luggagedirty

dish

mistake

to cook ( intrans )chairyard

, 3 ft.

mother

theft

abuse .

LESSON VIII. SABAQ ATHWAN .

Sari chfzen nske wasile se paida hl’

lin

All things his means by born were .

All things were made by him.

aur kof chfz bhf nske bagair paida na hlii.

and any thing, even,him besides born not was

and without him was nothing made .Learn to repeat three times in fifteen seconds .

Note that “paida” is an indeclinable adjective .

“Wasfle” may

be used with, or without, the“se

”. All prepositions which have

the ending in “e”,take “ke

” and not “ki” before them .

Vocaoulary . Alfaz .

Sara sari,sare entire

,whole

,all Paida born

,created

Wasna a-means Bagair besides, except.

D erivative Sentences .

1 . Kya hlia? Tum to isliye 1 . What’s the matter ? Youpaida nahin hl’le . were not born for this .

2 . Main dak—khane ho aya’

. hun . 2 . I have been tothepostoffice .

( lit. I am come from thep . o. ,

having been there) .

3 . Turn kahan paida’. hl’ie ? 3 . Where were you born ?

4 . Yih bachcha das din ka 4 . This child has been born

paida blia hai. ten days .5 . Jab billikebachchehote the, 5 . When there were kittens,to bara tamasha hota tha. then therewas agreat Show .

6. Kya tumharakam ho gaya 6. Is your work done ?

hai ?

7 . Janab , khana abhf taiyar 7. D inner’ll be ready in a

ho jata hai . minute,sir.

8 . Larke waqt par hazir kylin 8 . Why are not the boysnahfn hote ? present on time ?

9 . Kal to shahr men bara 9 . There was a great spectamasha blia. tacle in the city yesterday.

Yih kis tarah ma’ll’im hl’la?

Is larke ke siwa aur koinahin hai ?

Nahin,garib -parwar.

Panjab men achchhe seb

paida nahfn hote (or, nahinhote hain) .

naukar hazir

In logon ke larke bare berahm aur zalim hote hain .

Bachcha mota taza hota

gaya .

Wahan j akar unke larkapaida has.

Ajmunshike ghar larka hua.

Bara larka kharab ho gayahai .

Ba‘z desi dawaian kam ki

hotf hain .

U rdl’

l kitaben aksar sasti

hotf hain .

Yih Hindi kitaben bari sasti

hain .

Sahib aise kam se nakhushhote hain .

Kya merf kitab apke pas

hai ?

Rel par charhnahaiaurwaqtbahut hftang hai . Bat karneki bhi fu

/

rsat nahfn hai.

C F )

2 3 . I have to catch (mount) thetrain and the time is short

(strait) . I have not time tosay a word .

IO.

I I .

1 2 .

1 3.

How was this found out? or,How did this becomeknown .

Isn’t there any other servant

present but this boy N0 ,Sir.(No, nourisher of the poor) .

Good apples do not grow

in the Punjab .

These people’s children are

very merciless and tyrants

(are by nature) .14 . The child went on getting

1 5 .

16.

1 7 .

1 8 .

19 .

20.

2 1 .

2 2 .

fatter.

Theywent there and a childwas born to them (in their

A boy was born to the

munshi to-day.

The elder boyhas gone bad .

Some xnative medicines are

useful .

U rdu books are usuallycheap .

These Hindi books are very

cheap .

Master does not like suchwork.

DO you have my book ?

24 .

2 5 .

2 6.

2 7.

2 8 .

29 .

30.

3 1 .

32 .

33

34 .

35

37

38 .

39

Shahr ho ae ho ?Kya dak ap komil gayihai ?

Kya sab log ghargayehain ?

Ap khana kha chuke hain ?

Ap ke kitne larke larkfanhain ?

Meri kitaben kis kepas hain ?

Rel se bahut chfzen chorf

ho jati hain .

Main abhi rawana hota hun .

Ab kam shuru ‘

blia hai,

usko fursat na hogf.M ujhe Panjab ae das barashlie hain .

Ajkal garmi bahut hotf hai .Main ap ke dekhne se barakhush hota hun .

Jab baz kabachcha tin charmahfne ka ho jata hai, tabwuh ur jata hai .Ajsabhon kakam ho jaega.

Jab yih kam ho jae, to aurdunga .

Is chaukf ke siwa do aur

chahiyen .

24 .

2 5 .

26.

2 7.

2 8 .

2 9.

30 .

3 1 .

32 .

33.

34»

35 °

36 .

37°

38 .

39 °

40 . Janab ke wasile se merakam 40 .

while general facts are given by “hotel nai, note nain .

ho jaega.

Have you been to the city?

Have you gotten your mail ?

(post) .

Has every body gone home ?

Have you finished dinner ?

How many boys and girls

have you ?

Who has my books ?

Lots of things are stolenfrom the railway .

I am starting at once .

Work has begun now, he’ll

have no time.

I have been in the Punjabten years . (To me, come

to the P.,ten years have

been) .

It is very warm these days.

I am very pleased to seeyou .

When the hawk’s fledgling

gets to be three or four

months,it flies away.

Everybody’s work will be

finished to-day .

When this work is done,I’ ll give more .

We want two chairs besides this .

By your honour’s means mywork will be accomplished .

Note that Izai and nain are used to state particular facts,While

“nona” means to become , yet this meaning is more usually

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I . Yih kya’ ho raha hai .2 . Sahib khana kharahe hai n?

U1

Main apna’ kam kar raha hun .

Tum apna karo.

Munshi apui man ko likh

raha haiTum kya kar rahe ho ?

6. Main chaukfbana raha hl’ln .

Murgi darakht kf taraf ur

rahi hai.Kaunsa admi hamari tarafa raha’. hai ?

Ham log apu i apui rotitaiyar kar rahe hain ?

Larki shahr ki taraf kylin

ja rahi hai ?

Alli pak rahe hain,abhi

taiyar ho jaenge .

Ap kidhar ja rahe hai n?

Wuh lakrian khl’

lb jal rahihain .

Tum yih chfzen kahan se

la rahe ho ?

Munshijf, bazarsearahe ho ?

Jab main bazar kf taraf jaraha tha to kya dekhtahtinki sahib bhf ja rahe hain .

Tum log kal kya kar rahethe ?

Sahib de rahe the,par main

ne na liya.

1 . What is this that is goingon ?

Is the Sahib eating dinner ?

3 . I’m doing my own work .

U!

You do yours .

The munshi is writing tohis mother.

What are you doing ?

6 . I am making a chair.

I O.

I I .

1 2 .

1 3 .

14 .

1 5 .

16 .

1 7.

1 8 .

The hen is flying towardthe tree .

What man is that comingtoward us ?

We (folk) are getting ourmeals ready (that is , each isgetting his own ready) .Why is the girl going toward

the city ?

The potatoes are cooking,

and will be ready very soon.Where are you going ?

Those sticks are burningwell .

Where are you bringingthese things from ?

Are you coming from the

market, munshi ?

When I was going to thebazar, what should I see butthat master

,too

,is going.

Whatwereyou fellows doingyesterday ?

Sahib offered it to me, butI would not take it. (wasgiving it but I took it not.)

19 . Jab ma lik baten kar rahatha’. (karta tha) larki gaurse suntf thi.

1 9 . When the master was talking

,the girl listened atten

tively.

Conjugation .

Main larkon ke liye khana pakaraha hun

Tl’

l larkon ke liye khana paka’

raha haiWuh larke ke liye khana pakaraha haiHam apne larkon ke liye khana

paka rahe hainTum apne larke ke liye rotipakarahe ho

Ap apne apne larkon ke liye

khana paka rahe hainWuh hamare larkon ke liye

paka rahe hainM ain larkfon ke waste dalpaka

rahi thi

Tu larkfon ke waste dal paka

rahi thiWuh larkfon ke waste dalpakarahi thi

Ham larkfon ke waste dal paka

rahi th inTum us admi ke waste dal paka

rahi thinAp sab admion ke waste pakarahi thin

Wuh larke larkfon ke waste

paka rahi thfn

Main kutte se bahut darti thi,darta tha

I am cooking dinner for the

boys

Thou art cooking dinner fortheboys

He is cooking dinner for the

boy

We are cooking dinner for ourboys

You are cooking a meal foryour boy

You are cooking dinner eachfor your own boys

They are cooking for our boys

I was cooking da l for the girls

Thou wast cooking dal for thegirls .

She was cooking dal for thegirls

We were cooking dal for thegirls

You were cooking dal for thatman

You were cooking for all the

men

They women were cooking for

the children

I was much afraid Of the dog

Tl’

l kutte se bahut darti thi,

darta tha

Wuh kutton se bahut darti thf,darta thaHam bille se bahut darti thfn,darte the

Turn billon se bahut darti thin,darte the

Apbillfsebahut dartithi,darte theWuh billian ham se bahut dartithin

Thou wast much afraid Of thedog

She , he , was much afraid of

the dogs

We were much afraid Of the

tom- catYou were much afraid of the

cats .

You were much afraid of the c’

at

Those (tabby) cats were muchafraid of us .

Though these continuative tenses are never given in theparadigms

,yet they are most frequently used . Those in the

past,tense with “raha

,rahi” refer to some definite past time ; e. g.

Jab bachcha tha,to main kutte se bahut darta tha, when I

was small,I was much afraid of a dog (for you could not

use “dar raha tha,in this place) ; but, Jab ap ne kal kutte ko

mara,main bahut dar raha tha.

yesterday,I was very much afraid .

When you struck the dog

Vocaoulary . Alfaz .

which one ? Malik

toward Gaur

why ? Sunnapotatoes Darnawood Billa

whither ? Billi

where ? Kutta

sir Kutti

LESSON X. DASWA’

N SARAQ .

Uses of t/ze Infinitive .

1 . His coming (and going) here

is not a good thing.

1 . Uska yahan aria

achchha nahfn hai.

jana

I O.

I I .

1 2 .

1 3

1 4 .

1 5 .

1 7 .

Yih bat kahni achchhfnahfn

Jh lith bolna bura hai .Is tarah serotfkhaniachchhfnahfn hai .

Mere wapis ane tak len

den karna .

U s waqt jan lena kimeraana nazdik hai.Wahan kabhi na j ana.

Ajwahan unke pas mat jao .

Kal usko lekar zarlir ana.

U s admi ko shara’ b pinekf

‘

adat hai .M ujh ko abhi j ana hai.

M ujhe kal usko khatt likhna

hoga.

Golf ka lagna tha ki ghora

mar gaya .

Wuh Bambai jane ko hain .

Unke wilayat jane par yihkam ho jaega.

Namaz kabura kahna unkokyl

’

ln bura laga ? or, Namazko bura kahna etc .M ujh ko to zara bura lagnekf nahfn .

It would never offend me

a bit .

I O.

I I .

1 2 .

1 3 .

1 4 .

1 5 .

16.

It’s not right to say that(this) .

It is evil to speak lies .

It is not good [manners] toeat bread thus (in thisfashion) .Trade until I return . (Till

my coming back, do taking

and giving.)Know then that my comingis nigh .

Never go there (but note“jao” not

“jana” inDo not go there to them

to-day.

You must surely bring him

to-morrow.

That man has the habit ofdrinking liquor.

I have to go at once. (Tome

,going is .)

I shall have to write himto-morrow.

The horse died the instant

the ' b ll struck him .

They aféh

ab'

out to go to

Bombay.

lThis work can be done when

they go to foreign parts .Why should calling prayers“bura” (evil) Offend her ?

a

Na mujh men qudrat kahneki na tujh men taqat sunne

kf rahegf.

Parhne se sabaqyad nahfn

hota .

Baithne se mujhe thakao

ho jata hai .

Ham ap ka asbab bhejne

hf ko the .

Larka sahaq yad karne kewaste aya hai.Log nske marne ke liye ae

hain .

Main wahan j ane kanahin.

Wuh larki marne ke qarib

hai .

Main tumko rakhne ka

nahfn,magar

, han, tumbari

madad karlinga .

Aj tum ghar mat jana.

Aj to Shahr jana hai, na ?

Aya’ bazar se ata lene gayihai .Kitab parhni chabiye .

Kitab parhna chahiye tha,or,Kitab parhni chabiye thi.

Khane m en yih to bahut

achchha hai,lekin dekhne

men nahfn .

Sahib kalikhna thakiwuhaya .

26. I’ll never employ you , butyes

,I will help you .

33 . As soon as the masterwrote, he came .

1 8.

19 .

2 0.

2 1 .

2 2 .

2 3.

24 .

2 5 .

2 7.

2 8.

29 .

30.

3 1 .

32 .

Neither should I have powerto tell you, nor would you

have strength to hear.A lesson can’t be learnedby reading.

I get tired sitting (From

sitting to me tiredness be

comes) .

We were just going to send

your stuff.

The boy has come to learnhis lesson.

People have come to beat

him .

I’ll never go there .

That girl is near death .

Don ’t you go home to

day.

You have to go to the citytoday

,don’t you ?

The ayah has gone to getmeal from the bazar.

You ought to read the book.

You ought to have readthe book

This is very good to eat,but not to look at.

34 .

“Kal ky l’in na ai?” Jab larkon 34 .

“Why did I not comeyester

ko khilana hota , aur roti day ? When I had to feedpakani hotf aur ghar kasab the children

,and bake the

kam ap se karna hua , kis bread, and do all the worktarah alin ? of the house myself, how

could I come ?

35 . Kal jo kam karne the main 35 . What jobswere todoyesterne kiye. day

,I did .

36. Kitabonkeparhne se ankhen 36. (My) eyeshave gone entirely

bilkull kharab ho gayi hain . bad from reading books .

Note the Urdu infin itive is used as our participle, “readingcalled in British grammars “gerund” . It may take an object orsubject, and the object may be in the absolute form , as in2, 3 , 30, 3 1 etc .

, or with“ko

”

,as in 9, 1 6, 26, 34 , or it may

be with “ka, ke”

, as in 16, 2 3, 36 but the subj ect is always inthe possessive form, as 6. Where the infinitive has an object

,

as in 2 , 3, 4 , 30, 3 1 etc . , the infinitive may, or may not agreewith it. If it agrees it is called “Gerundive” by some . If apreposition governs the infinitive

,it is always in the masculine

form . As in 7 and 8, the future, as contrasted with the presentcommand takes the infinitive . In 2 9 is the infinitive of purpose .

The “na” at the end of 2 8 is like the German“nicht wahr ?”

is it not so?

Master al l these forms,as they

,or their equivalents , are

in constant use.

Practice oral composition by substituting other infinitivesin place of those in the sentences . In 1 1 und 1 2 ,

use ana’

,

kaltna,oolna

’

,éfia

’

na’

,lit/ind

,roti teem; pina, wilayat ja

’

na’

,

onejna’

, ma’

rna’

,lena

’

, dena’

, parnna’

,paka’

na’

, oait/ina, until perfect

familiarity is secured . Try it several weeks in succession anddo not take it for granted because you did it “last week

”, you

can do it tod ay .

In 2 3 , use for uske , mere , tere , tumnare ,liama

’

re,a’

p ke,

nu be, larkon kc, lafki’

on ée, kutton te, sanioée, larke ke .

In 2 4, put in the correct form of the above infinitives, andmake other changes as you see your need of perfect familiarity,

and ready command of these words and Expressions .

Vocaoulary . Alfaz'

.

Khana,khilana to eat, to feed

Mam a to die

Mam a to kill, beat

Len den trade,

“taking giving

” from lena

denaWafpis backN azdik near

Qarib nearKabhi sometimes

Kabhi. nahfn never

Sharab strong drink

Admi man,person

‘

Adat habitKhatt letter

LESSON XI.

Likhna

Gol

Golf

Ghora, ghori

Namaz

Bura,burf

Qudrat

TaqatRahnaThakna

Thakao

MadadBilkull

Ap ,ap Se

Yahan

GYARAWA’

N SABAQ .

R epeated Words .

E k ek paisa larkon ko do .

Main ne admion ko sarhe

tin,tin rupae diye .

3. Main ne sawa das das rupacko liye .

Yih paune ath ath ane komilte hain .

Ap ne si kya kya kam kiye

hain ?

1 . Give the boys a pice each .

2 . I gave the men three andone-half rupees each .

3 . I got them at R s . each .

4 . (You) get these at 7annas each .

5 . What various jobs have youdone to- day ?

to write

round .

ballhorse

,mare

prayersevil

power

strength

to remain, restto get tired

tiredness

help

en-tirely

self,by one ’s self

here

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bers, and genders .

A5achchhe achchhe khanepakane hain .

Us ke narm narm balmujhe

achchhe lagte hain .

Kitaben parh parhkarmeri

ankhen bilkull kharab hogayi hain .

Jab kabbi yih karo to meriyad m en karo .

Namaz men kof kof hazir

hota hai .Koi na kofnamazmen zarlir

awega.

wub kabhikabbiashai aurmain kabbi na kabbi aunga.

Jo jo ae do do am le jae.

Kuchh na kuchh mil jaega.

2 2 .

2 3.

24

2 5 .

26.

2 7 .

2 8 .

2 9 .

30 .

Good foods must be cooked

today .

I like the touch of her

soft hair. (Her , his, soft

hairs touch me n icely. )

My eyes have gone entirely

bad from much reading

(reading and readingbooks) .Whenever you do this

,do

it in my remembrance .

A very few come to prayer .

Some one or other will

surely come to prayer .He comes sometimes andI shall come sometime orother.

Whoever comes may takeaway two mangoes .

(You) will get something

or other .

Note that repetition of the word repeats the idea . This mayindicate distribution

,as in 1 —6, emphasis as in 10, 2 1

— 2 4 , or conti

nuance as in 8, 9, 1 1 , 1 2 , 1 3, 1 4 — 17 . This repetition of sounds in 19and 20 is much like our “baby” talk

,roly poly

,hurly burly

,pell mell.

Diversification . The pupil must take these sentences, afterthey have been thoroughly committed , and change nouns,pronouns

,verbs and adjectives to other persons

,tenses

,num

The numerals must be at one ’s tongue ’send . Skill in talking can on ly come as a result of the abilityto diversify forms already mastered .

Vocaoulary .

brother

before

Alfa’

z .

with,beside

vi llageto ask for, begto tell

to go

to make go

to fallto escape

,be

saved,recover

tree

piece (of bread)meaningless followers ofroti

,cha

LESSON XII . BARAWAN SABAQ .

Conditional S entences .

Agar wub na ata,to main

usko na marta .

Agar tum usko na marte,

to wuh na marta.

Agar turn isko thik na karte,

to main dam kabbina deta .

Chil dekhkarSahib ne kahaki

“

Agar mere pas bandl’lqhotf, to main mar deta.

Agar larki yih na kahtf towub us se na-khush na hota .

Agar ap yih ghora mujhe

na dikhate, to main dusrazarl

’

lr leta .

Agar mere pas ghori na

hotf,main zarl

’

lr paidal jati.

I .

Saarti 7 umle .

If he had not come, I shouldnot have beaten him .

If you had not beaten him,

he would not have died .

. .If you had not made itright, ,

I should never have

given the price .

Seeing the kite,the master

said “If I had a gun, I’d killit”.

If the girl had not said this,he would not have beendispleased with her.If you had not shown me

this horse I’d surely have

bought another .

If I had not had the mare ,I’d surely have gone afoot .

NarmAnkh

JabKabhf

Jab kabbiYad

NamazKabbi kabbiKabbi na kabbi

would set you right (which he does not) .

Agar main nu se larta,to

mujh se ziyada na-laiq kof

na tha.

Agar ap is kasabab mujh

se na puchhte , to bahut

bihtar hotel (or, that) .

Agar log usko chhura na

dete,to main usko adh

m l’

la karke chhorte .

M umkin na tha ki M asfli

maut ke qabze men rahta.

Agar sahib yahan hote,to

tumko thik kar dete .

Agar w ub mujh se lartf to

main usko kh lib marti.

Agar mujhe ana hotel to

main be puchhe giche a

jata .

I O.

I I .

1 2 .

1 3 .

I 4

If I had fought with him,

no one could have been

(was) more unworthy than I.If you had not asked methe reason of this, it wouldhave been much better .If people had not rescuedhim, I

’d have halfki lled himbefore I let him go.

It was impossible that Christshould remain in the grasp

of death .

Ifmasterwerehere,hewould

give you a setting rightIf she were to fight with

me, I’d beat her well .

If I had been going to come,

I’d have come without re

quest.

Note that these conditions are contrary to fact and takethat form of the verb ,

which is called “past conditional” (mazisharti) , but might better be called in English, past subjunctive.It is used not on ly in past conditions that are contrary to fact,but also for a present condition and resulting conclusion, bothcontrary to reality. If master were here (which he is not) he

If she should fight

with me (which she will not), I would beat her (which I sh all not) .This tense is a lso used in a class of allied idioms as 1 1 above .

See,also

,sentences , Lesson XIX .

Hai or hain never occurs with this form of the verb .

Vocaoulary . Alfa’

z .

kite,hawk

gun

Paidal jana

Larnato go afoot

to fight

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Agar yih char din ki bathotf, to mujhe khabar na

hotf?

Jo (agar) usne rl’

lpae diye ,to lete ana .

JO (agar) usne kitab di, tolenf hogi.

Jab (agar) main wahan gayato mara jaunga.

. Jab (agar) wub is baraskhatre se bach gaya, touski

‘

umr barf hogf.

Agar unbon ne use mara

ho , to jaldf mujhe khabardo .

Agar log aen,to girja hoga .

. Agar log aenge to girj ahoga.

Agar tum us ke nazdik

jaoge, to tum gunagar hoge .

Agar yih kam us se ho

saka, aur ba-kh l’

lbi anjam

diya, to main qanl o qararkarta h l’ln ki main badshahse ziyada sall

’

ik karunga.

Agar wuh j ata hai, to mainbhf chalta hun .

Agar main apne qanl parata hun , to uski saltanat

khak men mila deta hun .

Agar ham se ho sakta, toham manzur karte hain .

IO.

I I .

1 2 .

1 3.

14 .

1 5 .

16.

1 7.

1 8

19 .

20.

2 1 .

If this had happened fourdays ago, should not I know

it ? (a thing of 4 days .)If he gives the money ( andhe will) then bring it along .

If he gives the book, you

’l l

have to take it .If I go there I shall be

killed .

If he escape (d) danger thisyear, he

’ll live long. (his

life will be long.)If they have beaten him

(as we hear) then give meword quickly.

If people come, there will

be church .

If people will come , there

will be church service.

If you go near him ( it) , youwill be blameworthy (sinners) .

If this work can be doneby him, and he brings it toa (good) end, then I promiseyou that I will treat himbetter than (could) any king.

If he is going (as you say) ,then I, too , will go along .

If I come according to mypromise

,then I’ll mingle his

kingdom in the dust .

If we could we could .

2 2 . Agar us waqt pahunche

hon , tab yih bat kah saktethe .

2 3 Agar bachche ke marne

se pahle chaloge, to kuchhfaida hoga .

2 4 . Agar kof us ke Masih honeka iqrar kare, to kharij ho .

2 5 . Agar turn me mujhe j anahotel, to mere bap ko bhf

2 2 . If they had (were) arrivedat that time, then they

could have said this .2 3 . If you will go ere the child

die , then it will be of some

avail.2 4 . If any one confesses him

to be the Messiah , let him

be expelled.

2 5 . If ye had known me, yewould have known myfather also .

Vocaoulary . Alfa’

z .

jante .

loss,damage

knowing

perception,know

ledge

Be-wuql'

lf a fool

Khatra danger‘

Umr age, life

Gunah sin

Gunagar sinner

Ba with

Khlib well , excellent

Khl’

ibf excellence

Anjam end

Bulana’ to call, cause tospeak

Khabar

Qanl

QararS altanat

KhakKhakiMilna

Milana

ManzurSaknaSalt’ikPuchhna

D urust

Iqrar

Faida

LESSON ! IV. CHAUDAWAN SABAQ .

C/zalna and ja’

nd .

1 . Hawa jidhar ko chahti hai,chalti hai.

2 . Meri gharf nahin chalti.

1 . The wind goeth to whither

it wishes .

2 . My watch won ’t go .

Mera admi sath nahfn jata.

Yih tupaya bazarmen nahfn

chalta .

Yih bandliqnahfn chalti.

Chaukian le jao . Chaukianle chalo .

Ghora le chalo .

Uski tang men itna dardhai kiwuh chal nahfn sakta.

U sko itna kam par gayahai ki wuh nahfn ja sakta.

Kab jaoge ? (or) Kab cha

loge ?

Main yahan se chha bajechallinga aur wahan pa

hunchkar Daktar ke pas

jald jaunga.

Main shahr chala hun,tum

bhi chaloge?

Yih ghora khl’

lb chalta hai.Yih sarak kidhar jati hai ?Yih bat sunkar naukar chaldiya.

Yih nahr kidhar jati hai ?Chalti chakki dekhke wub

ro para .

Sham ke waqt bazar j anamana ’ hai .Bhir ke sabab chalna bahutmushkil hai.

Main roz shahr jata hlin .

Ab jets hun .

0)

IO.

I I .

I 2 .

1 3.

14 .

1 5 .

16.

1 7 .

1 8.

19 .

20.

My man won ’t go along.

This rupee won’t pass in

the bazars .

This gun won’t go off .

Take the chairs away.

Bring the chairs along.

Bring the horse along.

There is so great a painin his leg that he is not

able to walk .

So much work has fallento h im that he cannot go.

When will you go? (or)

When will you go (with

me) ?

I shall start from here at

six o’clock and having arrived there

,will go at once

to the Civil Surgeon’s .I am started to the city.

Will you go too?

This horse goes finely .

Whither does this road lead ?Hearing this the servantstarted off.

Where does this canal go to?

Seeing the moving mill, hewept (fell a weeping) .

It is forbidden to go to the

bazar in the evening.

It is difficult going on ac

count of the crowd .

I go to the city daily. I

am going now.

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LESSON ! V. PANDRAWAN SABAQ .

E x ercises in L agna’

,

Pata nahin lagta .

Kyun nahin lagta ? Aj hilaga lo .

Ghar ghar se laga hai .

M ujhe bahut dar lagta hai .Yih bat tumko achchhf

nahfn lagtf.

Bachchon kf baten mithi

lagtf hain .

U ske sakht chot lagf. Chotlagf

?

Ghora age garf kalaga hl’

la’

.

hai .Yih kitab tumben kahan se

hath lagi ?

Tala darwaze par laga hi’lahai .Bag men tarah tarah ke

bute lage hain .

Sahib ke kam men kitne

mazd l'

lr lage hain ;Wub sawere n ikla taki apnebag men mazd lir lagawe.

Is kothi par kitna rupaya

laga hai ?

J i se jf laga hai .

I .

3 .

4 .

You do not like this affair .

I O.

I I .

1 2 .

1 3.

14 .

1 5 .

I cannot find out. (Tracedoes not touch . )Why can’t you ? Find out

this very day. (Why doesn’t

it “lag” ? Make itHouse touches (with)house.

I’m very much afraid .

Children’s sayings please

people.

He was badly hurt Didyou get hurt ?

The horse has been driven

before .

Where did you get this

book ?

A padlock is fastened on'

the doom

In the garden all sorts ofshrubs are planted , (or ,various sorts of) .How many labourers areon the gentleman’s work ?

He went out early that hemight set labourers to workin his orchard .

Howmuchmoneywas spent

on this house ?

Heart answers to heart .

16

1 7.

1 8.

1 9

20.

2 1 .

2 2 .

2 3.

24 .

2 5 .

2 6.

2 7 .

2 8.

29 .

30 .

3 1 .

at“

VTambaku mere munh lag

Zy/f32 .

33

Uske kurte men paiwandlaga hai .Takhte par kya

’

ishtihar

laga hai ?

Wub apne kam men lagarahta hai .Sab masalih lag chuka hai.Sahib ke ane ki ummed

lagi hl’li hai .U se llzam kylin laga ?

Sab chizen durusti se laggayi hain .

Lahaur jane men do gbantelagenge .

Dhl’

lp men ankhen nahfn

lagtin .

Shahr men barf ag laggayi hai .Kot ko kitna kapra lagega?

D imak ‘ darf ko lag gayihai .Munshi sahib ke munh lagahai .Char din . se mujhe sardilagtf hai .Is darakht parbare achchhephlil phal lagte hain .

Us ko bimari lag gayi hai.

gaya hai

Is hisab men barf galatilag gayi hai .

16.

1 7.

1 8.

19 .

2 0 .

2 2

24 .

2 5 .

2 6.

2 7 .

2 9.

30.

3 1 .

32 .

33 0

He has a patch on his

shirt .

What notice is (fastened)on the board ?

He sticks to his work.

All materials are spent .We are expecting the gentleman .

Why was he accused ?

All things are set in order .

It will take two hours to

reach Lahore .

(My)eyes won’t stand the

sun .

There is a big fire in the

city .

How much cloth will it take

for a coat ?

The white ants are at thecarpet.The munshi has the earof the sahib .

I have been chilly for four

days .

This tree bears beautifulflowers and fruit .He has contracted the

disease.

I’ve ‘ acquired a taste fortobacco .

There is a big mistake inthis account .

34

35

Is lakri par pital laga do .

Kh lib zor lagao .

Mali, sab bliton ko qatar

men lagao .

Dawai uske hath par lagao .

Dawal us kfa nkhmen dalo .

Mez lagao . (Palang, dari,sab chfzen) .

Is lifafe par do paise ka

tikat lagao .

Itui der kylin lagf? Phir

mat lagana .

U s ne mere bhal se dostilagai hai .U ske chabuk lagao . (kore

lagao. )

J f lagakar Khuda ka kamkarna chahiye .

Ilzam na lagaya karo .

Baggi par rang lagana

chahiye.

Apna’

. ikka d lisre ke sath

lagao .

Mera unke sath kya lagao

haiM ain unse alag (a + lag)rahta hlin .

44 . One ought to do God ’s

4 5

46.

47°

48 .

work with the whole heart.

(putting the mind to .)

Do not make accusations .You ought to paint the

buggy.

Put your ekka alongside

the other.

What have I to do withthem ?

49 I stay apart from them.

34

35

36.

37

38.

39

40.

4 1 .

42 .

43

Fasten the brass to this

wood .

Exert yourself. Put to your

strength.

Gardener, put all theseplants in a row.

Put the medi cine on his

hand .

Put the medicine in his eye.

Set the table . (Make thebed . Put down the carpet.

Put everything in place) .Put a two pice stamp on

thi s envelope.

Why have you spent so

much time ? Don’t do it

again. (Why so great late

ness spent ?)He has made friends with

my brother.

Whip him . (S courge him) .

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Main das baj e roti pakane lagtah l

’

ln , lagtf htin

Tu das baje rotipakane lagta hai,

lagtf hai .Wub das baje roti pakane lagtahai, lagtf hai .

Ham das baje rotipakane lagtehain ,

lagtf hain .

Tum das baje roti pakane lagte,lagtf, ho. [lagtf, hai n.

Ap das baje roti pakane lagte,Wuh das baj e roti pakane lagte,lagtf, hain.

Main kal subh likhne lagungalagungf

Tl’

l kal subh likhne lagega, la

gegi

Wuh kal subh likhne lagega,

lagegf

Ham kal subh likhne lagenge,lagengf

Tum kal subh likhne lagoge,

lagogi

Ap kal sawere likhne lagenge,lagengf.

Wuh kal fajr likhne lagenge,lagengf.

Main kal sawere banane laga

tha,lagi thi.

Tl’

l kal sawere banane lagatha

,lagf thi.

Wuh kal sawere banane lagatha

, lagf thi .

I begin to cook the meal atten o ’clock.

’

Thou beginnest to cook at ten .

He,She, begins to cook at ten.

We begin cooking at ten .

You begin cooking at ten.

You begin baking bread at ten .

’

They begin baking bread atten.

I shall begin writing to-morrow

morning .

Thou wilt'

begin writing in the

morning.

He, She, will begin writing to~morrow morning .

We ’ll begin writing to-morrow

morning.

You’ll begin writing to-morrow

morning.

You ’ll begin writing early tomorrow.

They’ll begin writing to-morrow

morning.

I began to make it early yester

day.

Thou didst begin early yesterday tomake it.

He, She, began early yesterday to make it.

ios

Wub parson sham banane lagatha, lagf thi.

Ham parson banane lage the,lagf thin .

Tum parson sham ko banane

lage the,lagf thin .

Ap parson sham ko banane

laga tha,lagf thi.

Wuh parson sham ko banane

lage the,lagf thfn.

LESSON ! VI.

He, She, began to make it daybefore yesterday evening .

We began to make it day before yesterday .

You began at even,day before

yesterday,to make it.

You began at even,day before

yesterday,to make it .

You began at even,day before

yesterday, to make it.

S OLAWAN SABAQ .

Passives .

1 . D ekha’

. jaega. (U sko dekha

jaegaJM ujhe ap kazer sa

’

ya diya

jae .

Wub shahr ke pas dekhe

gaye the.

Qismat se lara nahfn jata .

Mango to tumhen diya

jaega. Khatkhatao to tum

hare waste khola jaega.

Kyl’

lnki j is ke pas hai use

diya jaega, magar jis ke pas

nahfn hai , us se wuh bhfjonske pas hai , le liya jaega.

Madrase kaband kiya janaunke liye barf taklif ki bat

thi .

Makkhan kal bhej agayatha.

Pachas admi laraimen mare

gaye .

1 . I’ll see about it. (It’1] be

seen to .)

2 . May I be taken under your(shadow) care .

3 . They were seen near thecity.

4 . One can’t fight with fate.5 . A sk and it shall be givenunto you . Knock and it

shall be opened for you .

6. For whoso has to him shallbe given , but whoso hasnot, from him even that hehas shall be taken away.

7. The school’s being closed

was a great vexation tothem .

8 . The butter was sent yester

day .

9. Fifty men were killed in the

fight

1 2 .

1 3 .

14 .

Yih kamroz roz kiya jatahai .I I Yih kam mujh se nahin

kiya j ata,or, Yih kam mujh

se nahin hota .

Kya wuh rotlan unko di’

gayi hain .

Tin lote laye gaye hain.

Aj mujh se roti khal nahfnjati.

Sab darwaze band kiye gayehain .

. Agar us taraf le jao , to

ghora mara jaega.

Chauki kyl'

ln na bheji gayf?

Chauki kyl’in nahfn bhejf

gayi?

Roti larke ko kyl’

ln nahin

di gayi?

Ghora kyl’in na laya gaya. ?

Agar main wahan gayi, tomari jal

’

lngi.

Yih mera bara larka “Qazi”

kahlata hai .Wub is laraimen bhej a gayataki wahan par jakar mara

jae .

Z arl’

lr hai ki yih kam a)kiya jae .

Chabiye ki yih thag aj hf

mara j ae .

Lazim that ki yih bat apse pl

’

ichhi jae .

1 0 . This work is done daily.

1 1 . I can’t do this work .

1 2 .

1 3.

14 .

1 5 .

1 7.

1 8 .

19 .

2 1 0

2 2 .

2 3 .

24 .

2 5 .

26 .

Have those loaves beengiven them ?

Three jugs have been

brought .

I can’t eat to-day .

All the doors have been

shut ?

If you take him that direction, the horse will be kil led .

Why wasn’t the chair sent ?

Why has not the chair

been sent.

Why has not the bread

been given to the boy ?

Why was not the horse

brought ?

If I went there, I’d be killed.

My elder boy is called“Judge” .

He was sent into the fight

that he might go there andbe killed .

It is imperative that this

work be done to-day.

It is fitting that this thug

be killed to-day.

It was proper that this thing

be asked of you.

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Baba so raha hai , kyl’

inki

aya ne sawere sula diya,

is liye kimem sahiba roz isi

waqt aya se sulwadeti hain .

Ap ki gari ban rahi hai ?Han ,

mistri Ibrahim bana

raha hai . Main apna kulllakri kakam usi se banwata

b lin .

S liji as, alli , ysbsn biktehain .

Yih bania ajkalkapra sastabech raha hai

,is liye ki

mausim guzarne par dlisredukandar apna mal yahfnbikwate hain .

Masih salib par d lisron keliye mar gaya .

S ipahion ne usko mara tha

(mar dala) .

Yahlidlon me milkarPilatlis

ke hukrn se usko marwaya

tha .

. Jab sahib darwaze khul

wane lage, to bera kholnegaya, lekin wuh ap se apkhul gaye.

Jaldi uthkar yih sandliqutha lo

,kyl

’

lnki main is

kamare se sab chfzen uthwadeti hlin .

I I .

1 2 .

1 3 .

14 .

1 5 .

1 6 .

1 7.

1 8 .

19 .

The baby is sleeping, for

ayah put it to sleep early,

because madam has himdaily put to sleep by the

ayah at this time .

Is your carriageYes

,master-workmanAbra

ham is making it . I havehim do all my wood work.

Soojee, meal, and potatoesare sold here.

This shopkeeper is selling

cloth cheap these days, forwhen the season is over(passing), other shopkeepershave their goods sold

here .

Christ died on the cross

for others .

The soldiers kill ed him .

TheJews agreeing together(meeting) had him killed byPilate’s order .When the master beganto have the doors opened,the bearer went to Open

them then, but they came

open themselves .

Get up quickly and takeup this box for I am havingall these things taken out

from this room.

Ghore ne e

pani pf liya hai ?

Han,main har subh nau

baje pilata h l’

ln ,kylinki

malik safar se pahle pilwatehain .

Ya to is chaukf ko bhejo

ya lejao. Zarl’

ir hai ki aj

pahunch jae . Aj pabunchaoge

? Pahlinchalinga.

Main ne cha pf li, aur uskO bhf pila di.

Aya ne roti kha li aur usnebaba ko bhf khila diya hai.

Chahe tumkato chahekatao,zarl

’

ir hai ki aj kat jae .

Khah (khwah) larka ap isbandobast ko tore, khahkisi se torae, aj hi tl

’

itjaega.

Chahe larkian kutte ko aj

bechen cha’ he kisi naukarse bikwaen , aj zarlir bike .

Tota kis tarah tumhare hathse chh lita?

Main ne to nahfn chhora,

baba me mere hath se

chhuraya.

20.

2 1 .

2 2 .

2 3 .

2 4 .

2 5 .

2 6.

2 7 .

2 8.

29 .

Has the horse been watered

(drunk) ?

Yes , I water him every

morning at nine o’clock,for the master has himwatered before a journey.

Either send this chair or

take it . It must be thereto-day . Will you get it

there to-day?(Willyou cause

it to arrive ?) I will.

I drank tea and gave to himtoo (also made him drink) .The ayah has eaten her

food and has also fed thechild . (Note the

“If” for

her own food , and the“diya” for the other’s .)Whether you cut it or have

it cut , it must be cut to

day.

Whether the boy breaksthis arrangement himself,or has some one else breakit,it will be broken to-day.

Whether the girls sell the

dog to-day or have some

servant sell it,it must be

sold to-day.

How did the parrot getout of your hand ?

I did not let it go, the child

took it from my hand.

U n char larkon ne barf

bhari lakri uthai.Han, ham ne Charon larkon

se uthwaf thi .

Malikne gaemujhsemurwai,

aur main ne bahuterf mori,

par wub na muri.

Sardar mujh se murgfan

nikalwate the, aur go main

ne bahut koshish kiki unko

n ikal dun, wuh na niklin .

Vocaoulary. Alfaz .

vessel, dish

to break ( itself)to break something

to have breakto be cut

,cut off

to cut,bite

to have cutfoot, feet

use

to sell (neuter)to sell (active)to have sell

to dnnk

to water,make

dunk

to have wateredday

,daily

master -workmanwhole

,entire

Bilkull

S liji

Parhna

ParhanaParhwana

Harna

SonaS ulana

S ulwana

BannaBananaBanwana

Mam a

Marna

M arwana

U thna

Those four boys picked up

a very heavy stick .

Yes, we had the four boys

pick it up .

Its mas ter had me headoff (turn) the cow , and Itried to (turned her a lot) but

she did not turn (would not) .

The chief was having meput out the chickens

,and

although I made a greateffort

,they did not go out.

entirelymeal of wheat

germ

coarse wheatmealto read

,study

to teachto cause to read .

to lose

to sleep

to put ‘ to Sleep

to have one put

another to sleepto be madeto make

to have madeto die, be beatento

,kill, beat

to cause to beatto get up

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Mere kapre dlisre tisre roz dhoejate hain

Mere kapre klien par dhoe jarahe hain

P assive

Main wahan par j akar mara

jalinga (mari jal’

lngf)Tliwahan par jakar mara jaega(mari jaegf)Wuh wahan par j akar mara

jaega (mari jaegf)Ham wahan par jakar

jaenge (mari jaengin)Tum wahan par jakar

jaoge (mari jaogin)Ap wahan par jakar

jaenge (mari jaengfn )Wuh wahan par jakar

jaenge (mari jaengfn).

mare

mare

mare

mare

My clothes are washed everyday or so ( lit. second third) .

My clothes are being washed

at the well .

I shall go there and be killed

Thou wilt go there and be killed

He, She will go there and‘be

killed

We’ll go there and be killed

You ’ll go there and be killed

You ’ll go there and be killed

They ’ll go there and be killed

P ast Tense Passive .

Mai nkal mara gaya (mari gayi)Tli parsonmara gaya (mari gayi)

Wuh atarson mara gaya (ma’

r i

sayfl

Ham ajmare gaye (marigayfn)Tum kal mare gaye (mari

sayin)Ap parson mare gaye (marigayfn)

Wuh parsal mare gaye (mari

sayin)

I was beaten yesterdayThou wast beaten day beforeyesterday

She,He was beaten day be

fore thatWe were beaten to-dayYou were beaten yesterday

You were beaten day beforeyesterday

They were beaten last year.

LESSON XVIII . ATHARAWAN SABA’

Q .

R elative Pronouns .

Jo ghora kal hamko mila

tha, wuh bahut hf achchhahai .

J is admi ne mujh ko mara,wuh mera bhai hai .

. Jis‘

aurat se ap ne meri

kitab lf, wub meri aya hai .Jis larke ko hazur ne paisediye

,wuh mere bhai ka

beta hai .Wuh dukandar j iuhou ne

ap ke pas kitaben bhejf

hain,kutub -farosh hain .

Wuh ghorejinkoap nebazar

men dekha,wuhc

Arabfhafn .

Khudawand ne um admion

ko, jO uske pichhe ho chale

the , kaha ki JO kof meri

pairawi karna chahe, wubapnf sal ib roz utha le.

Jo laiz ap ne abhf isti‘

mal

kiya, uske kya ma’

ne hain ?

Jo . ho, so ho .

J O aya malamal hokar chala’

.

gaya.

Jo huzur ki marzi , mujhemanzur hai .

I O.

I I .

Those

lsm-i-zam i’

r.

The horse we got yester

day is a very good one .

(What horse yesterday tous met , he is very good)The man that beat me ismy brother .

The woman fromwhomyougot my book is my ayah.

The boy to whom you gavethe coppers is my brother’s

son .

shopkeepers who

sent you the books arebook- sellers .

Those horses that you saw

in the city are Arabians .The Lord said to th e menwho were following him ,

Whoever wishes to follow

me,let him take up his

cross daily

What is the meaning of thatword you used just now ?

Let come what may , or,What will be, will be .

Whoever came , went awayrich . (Chala gaya thoughpassive in form

,cannot be

mean ing ) .

Whatever is your honour’s

will,is acceptable to me. ’

8

I 2 .

1 3.

14 .

1 5 .

16.

2 2 .

Tab wub firishta, jis ne us

se baten kin, chala gaya.

Wuh tum se aisi batenkabega , j in se tum aurtumhara gharana najat

paega.

Jo jalsa kam karega, waisa

paega.

[wuhf karo .

Jo kuchh wub tum se kahe,

J aisa kiya waisa paya

[le 10 .

J itnatum ko chahiye, utua

Jab tak sans tab tak as .

WuhiSindbad j ise tum mliajante ho

,main blin .

. Jin larkon me mere larke

ko mara , wuh bazar ke

sharir larke hain . or, Wuh

larke j iuhou ne mere larkeko mara ,

bazar ke sharir

larke hain.

Wub larka jo kalmujhe gali

de raha tha, main ne usko

khlib mara. or, Jo larka kalmujhko gali de raha that,

main ne usko khlib mara.

Jis jis kalena dena hai likbado to jiska jitnamunasib

hai,diya jaega.

2 1 . I beat that boy, who was

2 2 .

blackguarding me yester

day,most thoroughly .

Write down (to me) the

credits and debits of everyone

,and whatever is proper

shall be given to each one .

1 2 .

1 3.

1 4 .

1 5 .

16.

1 7.

1 8 .

19 .

2 0 .

Then the angel, that had

spoken to him,went away .

He will tell you such things

from which you and your

household shall obtain salvation .

Whatever work whosoeverdoes

,according to that he

will Obtain. (Each one will

receive his deserts .

Do whatever he tells you .

As he did,so he got . He

got tit for that.Take as much as you need .

While there is life there is

hope.

That S indbad that you

thought ( think) dead, I am

he .

Those boys who beat my

boy are the bad boys ofthe street.

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Vocabulary Alfaz .

Kutab books . Pana to get by effort

Parosh selling Jo kof whosoever‘Arab Arabia Jo kuchh whatever‘Arabi Arabian sans breathKhudawand lord

,Lord As hope

Pichhe behind J itna, jitni however much

Pair foot U tna, utui that much

Pairawi following J O ,j is

, jo, j in who, whose

S O that M unasib fitting,proper

Mal wealth Sharir wicked

Malamal wealthy Gali abuse (of theMarzi will, wish tongue)Badma ash a bad character Faida advantageFirishta angel Faidamand advantageousMa’ne meaning Phenkna to throw

Ghara’

na househould J idhar Whither

Najat salvation U dhar thither.

The relative may be with ' its antecedent,as in 1 , 2 ,

3 , 4 , or it may follow it as in 5 , after the English manner.So” in 9 , i s not much used in U rdu but a good deal inHindi .

In 1 4 ,2 2

,and 37, is an idiom much used by the Indians .

Take the nouns roti,

rotlan ,admi, panf, kitab ,

kitaben,

mez, ghoria’

n, larke, rlipaya,

rl’

ipae , and substitute for “

g—hora”

,

making the necessitated changes in sentence,until you can do

so without hesitation . It will be a most valuable exercise ingenders, as well as in relatives .

Take sentences 2, 3, 4 , 5 , and change numbers .

Let the teacher after these relative sentences in one formare mastered, give the other form also .

IO .

I I .

1 2 .

1 3.

LESSON XIX U N I'

SWAN SABAQ .

Suojunctive (Present and Past, so called “Aorist”and Past

Chabiye ki yih gosht aj

pakaya jae.Jab tak bartan na S likhe,

pani na dala jae .

Wuh is liye bheje gaye, taki

wahan par jakar mare jaen .

Chabiye ki yih kam abhikiya jae .

Chabiye ki sab log Khudakf handagi karen .

Chahiye tha ki yih kam kalho jata.

Chabiye tha ki ap mujh

ko khatt likhte .

Lazim tha kiap pahle mera

kam karte .Zarlir hai ki yih kam pahlekiya jae .

Zarlir tha ki yih kam pahlekiya jata. .

Kash kiap kal ate , tab thik

tha .

Main chahta hlin ki ap

aen .

Chalo, tumhen aj badshah

pas le challin .

1 3 . Come along,I’ll take you

to the king to-day.

1 . This meat ought to be

cooked today.

2 . Don ’t put in the water tillthe vessel dry (Let it notbe put in) .

3 . They were sent for this

(purpose) that they might

go there and be killed .

4 . This work ought to be done

at once.All people should serve

God.

6 . This work ought to havebeen done yesterday.

7 . You should have written

U1

.

me a letter .8 . You l uld have done mywork first.

9 . It is necessary that thiswork be done first.

10 . It was necessary that thiswork be done first (which

it was not) .

I 1 . 0 that you had comeyesterday, then it would havebeen (was) all right.

1 2 . I wish you to come.

or as I prefer to call it,past subjunctive .

Uska jl chaha

Khuda j ane kya kuchhbanega .

Shaid taiyar ho.

Main darta htin ki baddu

‘

a na kare .

M umkin hai ki taiyar ho.

Kya yih larka ap ke liye

jae .

? Koi jae.

Kya ap chahte hain kimainisi tarah batan lagal

’

in ?

U s ne chaha ki larke komarlin

,parwub marna saka .

ki ghar

chhorke main aur kahfn

chala j alin .

Chor ko chor hf pahchane .

Marta kya na karta.

Khiyailf pilao pakae .

Samp ka kata (hlia) rassise dare .

14 .

1 5 .

16.

1 7.

1 8 .

19 .

ZCL

2 1 .

2 2 .

God knows what may bethe outcome.

Perhaps it’s ready.

I fear lest he may curse (me) .

It is possible that it is ready .

Shall this boy go for you ?Any one may go.

D O you wish me to put

the buttons on this way ?

He wished to kill the boy

(“may I kill the but

was not able to (kill) do it .His heart desired to leavehome and go somewhere

else .

Only a thief recognis es a

thief. “Set a thief to catcha thief ”

.

Whatwon’t a dyingmando?

He cooks imaginary “pilao”.

He builds castles in the air .

He whom a snake has bittenfears a rope .

The (present) subjunctive may be called the indefinitefuture

,as it is used to express ideas which may be true, things

that may come to pass. Consequently, after verbs Of hope orfear , doubt , wish, purpose, or obligation we use this indefinite

future , or“present subjunctive” ; while to express ideas th at

mignt have come true, but did not, we use the past conditional

6 and 7, 8 and 9 and 10 .

Compare 4 and 5 ,

Why they do not say“jf ne chaha” , I have not been able to

find out

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6 . U nhon ne jan bujhke kiya.

Dawa i pilakar j ao .

Dawai pilate hi j ao .

Dawai pilate jao (or, pilateraho)Dawai pilate hi larki achcbhi ho gayi.U sko marte hi lakri tlit

gayf

Golf ke lagte hf ghora mar

gaya .

Wahan chalkar mere liyethahre raho .

Rel ke ate hf dhobi nikal

aya .

Pahunchte hf uska ghora

gir para .

Wub khara hokar kahnelaga

,kiyih bat sunkarmain

bhi gusse b lia .

Main ne usko beta’ karkepala .

Ba ‘

z Hind l’i is patthar koKhuda karke mante hain .

Main me us komazblitkarkebandha’ .

Main uske sath gulam hokeraha .

Garfwan ne ghora mar

marke chalaya that.

14 .

1 5 .

16 .

1 7 .

1 8 .

19 .

20 .

2 I .

The washerman came outthe instant the train came .

His horse fell on arrival .

Standing up he said,On

hearing this I, too,grew

angry (in anger I became) .I brought him up as a son .

Some Hindus honour thisstone as God .

I tied it tight (making itstrong) .

I lived with him as a slave .

The coach -man beat andbeat the horse to makeit go.

I O.

I I .

1 2 .

1 3 .

They did it knowingly(having known) .

Give the medicine beforeyou go .

As soon as you have giventhe medicine

,go .

Go on giving the medicine .

The girl recovered as soonas they gave the medicine.The stick broke on strik

ing him .

As soon as the ball struck

him,the horse died .

Go there and wait forme.

2 2 . Main ande bechkarmurgfan 2 2 . I’ll sell the eggs and buy

kharid ll’

lnga. hens .

Note . The time denoted by the participle in “kar or

“ke ” both of which are in good usage, though “kar is ordinarily preferred, is time previous to that of the verb, and so

.may be used for past time, as in I, 4 , 6 &c . ; or for future,

as in 2,or

,as in 3 and 1 8

,to denote a course of action ; while

karke and hoke are some times used as “as ”,1 7, I 8

,2 0 .

Diversification. Make a number of sentences on the model

In 8,10

,1 1 , 1 2

,I 4 , 1 5

“par on, is understood with

participle,so it takes the prepositional form in “ e ”

Vocaoulary .

Betf daughterM azblit strong

Gulam slaveGariwan coachmanAnda egg

Kharidna to buy

Patthar stone

LESSON XXI . IKKfswAN SAHAQ .

I . Main ne usko ghar parbaitha dekha.

2 . Ham me unko shahr se

ate dekha.

U n larkon ne usko shahr

kf taraf jate dekha.

L arkfon ne tum ko daurte

dekha.

Log ham ko rotikhate dekh 5 . The people were watching

rahe the . us eat.

1 . I saw him (seated) sitting

at home .

2 . I saw them coming from

the city .

Those boys saw him goingtoward the city .

The girls saw you running.

6 . Main dhobi ko kapre dhotedekh raha blin .

Man roti pittf beti ke ghar

gayi.

8 . Larki yih kahtf hu i ghar

chali gayi.

Kutta bhaunkta bhaunkta

m eri taraf aya .

Kya tumne uskomlia dehha ?

Yih bhai leta h liajagta tha.

Gyara baj e se lekar cha r

baj e tak usne mujhe pas

bithae rakha .

Din hote hote wuh a pa

hunche.

Din hote hlie larke pahunchgaye .

Main darta, daita (darte,darte) us pas gaya .

Sote se uthkar wub Misr

ko chala gaya.

Ham gate jate hain .

c

Wuh apui roti khata’

. gaya’

.

Khar-gosh aj tak kanon kedar ke mare bhagta phirtahai .Ketlf phl

’

ltapani hath men

liye ata hai .

Itnf rat gayi ap kylin ae

hain ?

6 .

9 .

I O .

I am watching the washerman wash clothes .

The mother went to her

daughter’s house , weepingand beating her breast e

The girl went home sayingthis (as she went) .

The dog came barking

toward me .

Did you see him dead ?

1 1 .This brother was lying awake .

1 2 .

1 3.

14 .

1 5 .

16.

1 7 .

1 8 .

19 .

2 0 .

2 1 0

From 1 1 O ’clock to four

he kept me seated by him .

They came as it was get

ting day .

The boys arrived while it

was yet day .

I fearq y afraid went tohim .

Arising from sleep (ing) , he

went to Egypt.

We go on singing, or, we

go singing .

Hewent on eating his bread .

The hare (ass-ears) for fearof his ears goes fleeing

about till now.

He is coming with a kettleof boiling (broken) water

in his hand .

Why have you come so

late at night ? (so much

night having gone) .

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38 . Mera phata blia saya darzi 38 . Give my torn skirt to the

ko dedo,ki wub uski ma tailor that he may mend it.

rammat kare .

39 . Is d likan m en bane banae 39 . (You) can get ready—made

jlite aur sile silae kapre boots and clothing in tlu'

s

mil jate hain . shop . (boots, clothes made,had made

,sewn

,had sewn) .

40. Agar paki pakai roti mil 40. It will be better if (we) can

jae to bihtar. get ready cooked food

(bread) .4 1 . Is d l

’

ldh men pani milab lia There is water mix ed inhai .

4 2 . Kylinkiham iman par chalte 4 2 . For we walk by faith andhain

,na ki ankhon dekhe not by sight (not on that .

par . seen [by] eyes) .

Parti ciples are used either,in agreement or in the

declined form in “e”

. It is safe, however, to make the participle agree with its noun

,or pronoun

,if that is a subject ; if

it,however, is an object, with or without the participle

may be in the form . When parti ciples are repeated, as

in 9 ,1 3, 1 5 , they more commonly are in

“e” . In 2 1,

“se

”is

understood “

gayz’

se”

,as it is expressed in 2 2 . In 2 4— 2 8 ln

’

ca’

,

line, may be expressed or understood

,as desired .

Vocaoulary . Alfaz .

to cry Misri

to make cryto be beatento beatto have beatento barkto lie down

to lay downEgyp t

sugar (from

Egypt ?)hare (ass-ear)to flee

to make flee

to turn, go about

to make turnto make go aboutto breakout( intr.)

Phorna to break Open (tr)<

Ibadat

Phatna to be torn JahanPharna to tear Batti

Mangna to ask for. want Najat

Mangana to send for,‘Ilm

Bana banaya ready made Ma‘

l l’

im (same

Paka pakaya ready cooked root) known

S ila silaya ready sewn Hasil acquirement

D hona to wash Hasil karna to get, acquire

Daurna to run Saya skirt,shadow

Itna,itnf, itne so much

,thus I

’

man faith (neverbelief)much M arammat mending

Mam a to die Darzi tailorMl

’

ia dead Ji’

ita, jl’

ite, jl’

itf shoe , shoes

Dana grain Kapra cloth, garmentParna to lie, fall Kapre clothes

Bagair without Rat night

Bin,Be without S ir head

D iversification . Interchange the nouns and pronouns of

the first ten sentences until you can do it readily. Interchange

all the verbs O f 1 1 — 1 8, then make all future.

In 37 ask“studying Urdu, writing Urdu, living in this city,

reading this book”,then use foraaras, din , malti

’

ne, der; ifyou have

much trouble or hesitation in this, your past work is “kachcha”

In 1 — 10 substitute any participles that may be formedfrom verbs in these sentences

,e . g.

,in 6 say

,Main dhobi ko

kapre late dekh raha ht’in .

Have the teacher give sentences showing the usage ofthese verbs in double and treble roots .

LESSON XXII . BAfsws SABAQ .

E x ercises in

1 . Yih admi khlib daurne 1 . This man is an excellent

wala hai . runner .

Kamirti in lakri ghas charewalon ko shahr men bin

mahsul liye jane nahin deti.

Yih marnewala j ism baqaka jama pahinega.

Ghorewale Kabul se bahutate hain .

Yih admi bara chalnewala

hai .Tez daurnewalf ghori hamko chabiye .

Gariwala’ ap ko ek bakaswala dikhaega, aur ap usse do paisewala tikit lekaraur apnf chitthi par lagakar, pattharwale ghar kebambe men dal dena.

Gaonwale bare khanewalehote hain .

Yih dag-walla ghora bikauhai

,kylinki yih bara khal

’

i

hai.U parwalon men se lena, ki

wub achchhe hain .

Never say“Achchewala dedo, as many do, i . e .

I O .

The (municipal) committee

does not allow these woodgrass and fodder-men to

go into the city without

having taken tax (octroi) .This dying body shall put

on a garment of immortality .

Lots of horse-dealers come

from Kabul .

This man is a great walker .

We want a swift runnin gmare .

The cartman will show youa boxman

,and from him

you will get a two-pice

stamp and put it on yourletter and cast it into thepipe of the stone house .

Villagers are great eaters .

This spotted horse is for

sale,as he is a big eater .

Take from the upper onesfor they are good .

“Give

a good one”

, but say“Kof achchhasadedo, Ac/ic/i/ze all

’

i de do,

Acncn/ n'

roti do”

I I .

1 2 .

In Dilli-walon ke sath mat

rahna.

Yih larka pas ho jaega.

Bara bouhar hai .

I I .

1 2 .

Don’t stay with these menof Delhi .

This boy will pass .a very likely lad .

He is

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M ah S lil(hasil) tax

Tahsil (hasil) tax- collecting

Tahsildar tax-collecter

Jism body,flesh

Baqa (baqi , immortality

left)Jama clothes

paejama (leg pyjamasclothes)

Pahinna to put on

Kabul Capital ofAfghanistan

sharp,swift

box

stamp,ticket,card

letter

m-Fk

Galf

LESSON XXIII . TE ISWAN SABAQ .

Permissives .

Wuh ham ko ane nahfn

dete.

Main tum ko kal hf ane

dunga.

Baba mujh ko kam karnenahfn deta .

Rahne do, kof dar nahfn .

Jane do, kof bat nahin .

Chhor do . D iqq mat

karo .

Rahne dijiye . Kuchh parwa

nahfn .

bakne do . Kuchh

muzaiqa nahfn .

I .

Never mind .

Let him blackguard .

They won’t let us come

(lit. They do not give us

to come) .

I will let you come to

morrow, indeed .

The child won’t let me do

my work .

Let it alone,it’s no matter.

Let it go, it’s nothing .

Quit it . Don’ t vex me .

It’s no dif

ference .

It’s

no difference.

KhattDagUpar

Pas

Honhar

Kala, kali,kale

Qissa

epistle,letter

spot,blemish

above“passed

likely”, of parts

black

tale

S unna,sunanato hear, to tellShadiGathri

Kinara

M uqaddas

Bona

Qablil

marriagebundle

edge

holy

to sow (seed)acceptable

100

I I .

1 2 .

list p . 1 , in 1 53, 2 , 9, 1 1 , and 17.

Bimari usko parhne nahfn

deti.

Meri ankhen mujh ko

parhne nahfn detin

Walid ne mujhko jane nadiya.

M emsahiba larkon ko ane

na denginTum ne panl kylin na pinediya ?

Barish ham ko bahar ni

kalne nahin deti.Shor baba ko sone nahfn

deta .

Janab ‘

alf,ek admi ap ki

mulaqat k e liye aya hai.

A chchhaane do (or, Khair,salam bolo) .Jis tarah usne larkon ko

ane diya main ne bhf usf

tarah ane diya .

Sickness won’t allow himto go to school .

My eyes won’t let me read .

Father did not let me go .

Vocaoulaiy . Alfa’

z .

child,old man

annoyedmatter of thought

of importance

sick

Bimari

Barish rainShorM ulaqat

Salam

sickness

noise

meeting

peace, greeting

Diversification . Substitute ten verbs from the diversification

. Madam will not let the

boys come .

Why did you not let him

drink ?

Rain won ’t let us go out.

The noise won’t let the

baby sleep .

S ir, a man has come tosee you (meet) . Well, let

him come in. (Well , ask

him in . )

I let the boys in just as he

did . (In what way he let

theboys come, in that veryway did I .)

LESSON XXIV. CHAUBISWAN SABAQ .

Tumko kal Lahaur j ana

parega.

M ujh ko likhna parega.

Hamen chha baj e subh kampar j ana parta ha i.Roz roz do daf ‘a dlidh ui

kalna parta hai.Munshi ko har waqt U rdl

’

i

bolna chahiye .

Shagird ko imtihan m en

Urdli bolna parega, is liye

chahiye ki abhf bola’

kare .

M ujhe ghar ka Sara asbabbechna para.

Tum ko likhna hoga’

.

9 . U nko apne hath se lakrikatnf paregf.

Agar jana para, to Kh air,j anuga .

U se yih bat kahnf pari aurtumko bhf paregf.

Roz gharwale ko chitthi

likhni parti hai .Larkon ko bare bare kamkarne pare .

What we translate as subject is

I O

2 .

You ’ll have to go to Lahore

to-morrow . (To you going

will fall . )I’ ll have to write . (To me

writing will fall .)We have to go to work atsix A . M .

We have to milk twice

daily.

The munshi ought to speakUrdu at all times .The pupil will have to speak

U rdu in examination , so he

Ought to speak it now.

I had to sell all my furniture .

8 . You will have to write .

9 . They ’ ll have to cut wood

I O .

I I .

1 2 .

1 3 .

with their own hands .

If I have to go, then, — Well,I’ll go.

He had to tell it and so

will you .

She has to write to herhusband every day.

The boys had to do a lot

of big jobs .

really in the dativecase with “ ko” and parna may be us ed in mas., or fem. of

present, past, future, but of course only in the third person,

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Kylin ghabrate ho ? Wuh 1 0 . Why are you so nervous ?

ati hogi? She must be coming.

Yih charpai ap ko chahiye 1 1 . You must be needing this

hogf. bedstead .

Ap me bare bare safar kiye 1 2 . You must have taken wonhonge . derful journeys .

This “hoga” is never used in the present tense,so far as

I have observed, with the first person . If indefiniteness is re

quired for the first person , then the indefinite future, the sub

junctive,so-called “aorist”, is used as, “

5 t jalin”,perhaps

I may go,but in the past tense

,where failure of memory

comes in it i s quite common .

Diversification . Substitute the verbs of the table p . 1 5 3 .

LESSON XXVI. CHHABBISWAN SARAQ .

Continuative wit/i “ranna

”.

Wuh din bhar yihf kam 1 . They keep doing this work

karte rahte hain . all day .

Yahin khare raho,jab tak 2 . Stayhere tillI come (Stand) .

main na alin .

Baithiye Baithe rahiye . 3 . Be seated . S it sti ll .Chup raho . Chupke se 4 . Be quiet. S it in silence .baithe raho .

Wuh Sara din baitha rahta 5 . He sits all day.

hai .

Wub kha rahi hai. Wub 6 . She is eating. She eatskhati rahtf hai . right along .

Darzi sf raha hai . Wub 7 . The tailor is sewing . He

sita rahta hai . sews all the time .

Wuh likh rahe hain . Wub 8 . They are writing . They dic

likhate rahte hain . tate all the time.Go main ne usko mana‘ 9 . Though I forbade him,

he

kiya tha,wuh sharab pita goes on drinking liquor.

jata hai .

10. Wuh Sara din sharab pita

rahta hai.

1 1 . Agarchi man me bulaya

tha, wub parhta gaya.

1 2 . Ustad ne mariac kiya, lekinwuh gata gaya .

1 3. Khushi ke mare wub gatirahtf hai .

1 4 U ska Saramal jata raha hai .

1 5 . Mere dorlipae j ate rahe ha in .

16 . Baba se le 10,nahin to golf

jati rahegf.

1 7 . Larki yahan se dikhai na

deti thf.

1 8 . Yih bat sunkar sab ke sab

chal diye.

19 . Wub sitara kis waqt dikhaidiya tha?

2 0 . Top kf awaz aj sunal na di.

2 1 . Dono shagird nske pichhe

ho liye .

Note the differences in the couplets 6, 7 ,

8 , etc .

I O.

I I .

1 2 .

1 3.

14 .

1 5 .

16 .

1 7 .

1 8 .

19.

20 .

2 1 .

He drink-s liquor all day.

Although his mother calledhim, he went on reading.

The teacher forbade him

but he went on singing.

She sings for j oy all thetime.

All his property has been

lost.

I’ve lost two rupees .

Take it from the child,else the ball will b e lost.The girl could not be seen

from here (was not giving

appearance from here) .Hearing this everybodywent off (gave a start) .When did that star appear?

We didn’t hear the cannonto-day.

Both disciples followed him

(took after him) .

In 1 4 ,

I 5 , 16, the meaning is slightly different perhaps , though if athing keeps going ,

it is likely to be “lost —which is the usualmeaning of “jata rahna” . Note that verbs of 1 8 — 2 1 agree withsub. not with obj.

Vocaoulaiy . Alfaz .

ChupnaDin day

Tak till

Jab tak na until

M anac

Kh ush

do that for?”

happinessto speakto callto sing

to be lost

wealth,cattle

D iversification .

Substitute the verbs of the table in the first thirteen

sentences .

LESSON XXVII. SATTAiswAN SABAQ .

Prepositions .

Some insist on calling these “postpositions”,because

, for

sooth,they come af ter the word they govern . Such pedantry

would call “for” a postposition

,in the sentence “What did you

a white feather .I . Tin piyale cha hamko

121 do .

M ujh ko cha ke chha pirch

piyale dedo .

Is dawai ko ek chammach

cha men gholkar, pf 10 .

. Cha ka ek chammach

bhar dawai pf 10 .

E k ek gilas panf ham ko

la’

. do .

Sahib lohe ke do gilas

mangwate hain .

Yih to bare ta‘

ajjub ki bat

hai .

Master

As well say that a“blackbird” could not have

Bring us three cups (of) tea.

Give me six tea-cups and

saucers .

Dissolving this medicine in

a spoonful of tea, drink it.Take (Drink) a teaspoonful of the medicine .

Bring us each a glass Ofwater.

orders two iron

tumblers .

This is a very wonderfulthing (thingOfgreat wonder

ment) .

to show

appearanceto make hearsounding

,audi

bilify .

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2 3 .

2 4 .

2 5 .

Itne ( arse) men larka agaya .

Ap mujh par gusse na hon .

Yih le Jab, but, Is ko le jao.

Is men ka pani pf 10 .

Khuda asman par hai, hamzamin par.Do mfl par ap ko ek pul

milega .

Main waqt muqarrar par

aunga.

Khuda kf bandagi karnf

mujh par farz hai .U s ke hath men anglithf aur

uske paonmen jlitipahinao.

. Jab main raste men tha,

to main ne sarak par dekhi.Sach jh lith men pahchan

rakho .

S am S lin admion men zora~

war that.M ujh ko yih chfzen darkarnahfn hain .

Sahib ghar par hain ? Baharh ain .

Wub sawar hokar gaya hai .

Das baras kalarka jarahatha.

Khajur ka darakht meraha i, arli ka tera.

2 3 .

24 .

2 5 .

26 .

2 7.

2 8 .

29 .

30.

3 1 .

32 .

33 .

34

35

36.

37

38 .

39

In the meantime the boycame .

Don’t be angry atme.(Don’t

be in anger at me) .Take it away, but Takehim (her) away.

“KO” with

person.

Drink water out of this .

God is in heaven , we onearth.

Two miles on a bridgewill “meet” you .

I’ll come at the appointed

time .

To serve God is an 0i

gation on me .

Put a ring on his handand shoes on his feet .

When I was on my way,

I saw it in the road .

Keep recogni tion of truth

and lying.

Samson was the strongestof men .

I don’t need these things.

Is the master at home ?

He is away .

He has gone on horseback

(b eing a rider) .

A ten-year old boy was

going along.

The date tree is mine, the

peach thine .

I S7

40 . Unbon me Agra kf rah If. 40. They took the Agra road( lit . Agra

’s road) .4 1 . Yih kahan ki rah hai ? 4 1 . Where does this road go to ?

4 2 . Hamarftarah aram se raho . 4 2 . Be quiet like us .

43. Kot pahino. 4 3. Put on your coat .

Remember that repetition of these idioms again and againis necessary to fix them in the memory . Get them so you

can use them freely.

Diversify by going through and changing nouns, pronouns,and tenses .

Vocaoulaijy. Alfaz .

cup Pahinna

saucerspoon

glass

iron

order

earthheaven

toward

like (outwardly)like (apparently)like

,according to

like

astonishment

strength

strong

rider

anger

( in) anger, angry

to put clothes

on another

to put on one’s

clothing

difference

interval

bridge

servantservice

obligationto dissolve

way

pathhighwaythumb

, bigtoe

ring

foot

peachrequired

truth

lie

recognition

date fruit

. Unhon ne char

LESSON XXVIII. ATHAiswAN SABAQ .

Prepositions continued .

R aS lilon men se do gaon

ki taraf gaye.Sab ke sab kahte the ki

yih baniye len den ke khare

hain .

U s ne wa‘da kiya ki jo

kuchh main dlingad lidh kadudh dunga.

din ka

wa‘

d a kiya tha .

Yih zamindar sone rlipe kabara daulatmand hai .Sab ke sab munh dekhte

ke dekhte rah gaye .

Main ne apna ghora faqirke hath becha .

Larki soti ki soti rahi.

9 . Unke aulad na thi (Umke

I O.

I I .

han)

Is kitab ko mere larke kepas bhej do .

Yih kitaben daftar ko bhej

do .

Yih ghorian kitne kitne

1 3 .

men lin ?

Barf to main me sau ko li,

aur yih do chhotfan main

ne sawa sawa sau se lfn .

I .

I O .

I I .

1 2 .

1 3 .

Two of the apostles wenttoward the village .

Everybody said that these

shopkeepers are honest in

deahng .

He promised that Whatever I Shall give, I will givepure milk .

They promised ( it) in four

days

This farmer is very wealthyin gold and silver .

The whole lot stood look

ing in each other’s faces

[in blank astonishmen] .

I sold my horse to the faqir.

The girl slept right on .

They had no children . (In

their place .)

Send this book to my boy .

Send these books to theOffice.

How much did you payfor each of these mares ?I got the big one for 100

and the two small ones for1 2 5 each .

n ote the 3 prepositions of price .

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2 8 .

29 .

30.

3 1 .

32 .

33

34 .

35

Pani

Fabli ayat se lekar das(daswin) tak parho.

U stad meri babat kya kah

ta tha?

Wuh ap ke haqq men ba

hut buri bat kahta tha.

Sahib ghar ke idbar udhar

bonge .

Kitab mez par hai (or, kelipar) .Kapra mez ke lipar (notpar) tanga hai .Kapra mez parlipar) para hai .Sahib ghar par hain (but,ghar ke upar hain) .

(or, ke

Ap ke sath shahr tak ho

annga.

Main ne barason tak uski

khidmat ki.

Wuh ghar par do baje takhaithe rahe.

koson tak phailta

gaya.

Banda akhiri dam tak khidmat karega.

S ipahi jan tak farq nahinkarta .

Ap ne kahan tak parha ?

. Jahan tak ho sake hasil

kiye jao.

2 8.

2 9.

30.

3 1 .

32 .

Read from the first verse

to the tenth (and includ

ing) .

What was the teacher saying about me ?

He was saying a very badthing of you.

The master must be about

the house .

The book is on the table.

33

34 .

35 ;

36 .

37

38 .

39

40.

4 1 .

4 2 .

43 .

The garment is hangingabove the table.The garment is lying on

the table.

Mr. is at home (but, is ontop of the house, or above

it [ if on a hillI ’ll go as far as the citywith you .

I served him for years.

They sat at home till

two o ’clock.

The water went spreading

for miles.

I (your servant) will serve

you till the last breath.

A soldier does not regardhis life. (Makes no difference up to life.)How far did you read ?

As far as possible go on

acquiring.

44 . Sahib kitnf der tak thairerahe ?

4 5 . Sahib log tar ke ane takbaithe rahe

46. Wub kal mere pas tha.

47 . Wub kal mere sath that

48. Khabardar! Isko barf kha

bardari se le j ana .

49 . Main pahle yih bat j antihlin .

50 . Yih chauthe roz ki bat hai .

5 1 . Idhar udhar ki baten hone

lagin .

Vocabulary Alfa’

z .

R aS lil Apostle,sent one ,

Mohammedverse

promise

earth,land

landholderwealthwealthyfakeer, holy manoffspring

office

quiet, slow

quietness

servantservice

to go up

Charhana to make go up,put up

river

to come down,

go over

U ta’

rna to take down,put

over

Tangna to hang

Tangna to make hang

Tang,tangen leg, legs

Bukhar fever

Kos miles

Dam breathE k darn se with one breath,

quickly

Khidmat service

How long did the gentle

man wait ?

The gentlemen waited tillthe (wire) telegram came .

He was with me yesterday(sitting) .

He was with me yesterday(going) .

Look out ! Take this withgreat care (manner) .I have known this before .

(This is a matter of the

fourth day. ) This happenedfour days ago.

All sorts of talk now be

gan.

time,but by “

pichhe”

,when it refers to place .

life

wire,telegram

news

Khabardar Look out

Khabardarf care .

U stad teacher

LESSON XXIX . UNTISWAN SABAQ .

Log ghar ke age pichhe

khare the . [tha.

Wub hamare age age j ata

Billi chuhiye ko pakarke

larki ke samne lai .

Yih pahle kf bat hai .Jo mere ba

‘d ata hai,wuh

mujh se pahle tha’ .

Samne se (or, Age se) hatj ao .

Wuh ohizen ghar ke pichhe

hain .

Yih log mere ba‘

d pahun

chenge .

(“After is translated by

I . People were standing before and behind the house .

He was going on before us .The cat caught the mouseand brought it before the

girl .

4 . This happened before .

He who comes after mewas before me .

6 . Get out of the way (fromin front) .

7 . Those things are behindthe house .

8 . These folk will arrive afterme .

ba’

d”,when it refers to

“Before in

time,is

“pahle but of place it is “samne” or“age which two

are interchangeable .)

9 .

10.

I O .

I I .

Iske badle men kof dlisrf

chauki dedo .

Yih admimere badle (men)kam karega .

Yih admi meri jagah (meri‘

iwaz) kam karega .

M ahsul kf chaukian shahrke ware pare hain .

9 .

10.

10.

I I .

Give some other chair inexchange for this .This man will work in myplace .

This man will work in my

place .

Tax-houses (“Seats of cus

tom”

) are on this and thatside of the city. .

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Wuh darakht, jo dono ko

thion ke bich men hai,

mere liye karo .

Ap is sabaqki babat kya

p lichhte hain ?

Jaisa hai waisa hf lao .

Jaisa ap munasib janen,waisa hf karen .

. Mera nam wuhf hai jouska hai .Jahan tak main gaya

,wub

wahan tak mere sath gaya .

Jis qadr khabardarf mumkin hai ki jaegi.Main aisa kam nahin kartahlin .

Main itna kam nahfn karta

h lin.

Aisa bura kam mat karo.

U sne itna bura kam kiya

ki kya kahen ?U tui almarfan mujhko cha

hiyen jitnitumhare pas hain .

Itne rlipae diye, jitne ya

han hain .

Itna hf kam hai .Jaisa main kahtin (waisa)karo .

Jaisa usne kiya main ne

bhf kiya.

2 7 .

2 8 .

2 9 .

30.

3 1 .

32 .

33

34

35

36.

37

38 .

39

40 .

4 1 .

4 2 .

Cut that tree for me thatis between the two houses .

What are you asking about

this lesson ?

Bring it just as it is .Do as you think proper.

My name is the same as

his.

He went along with me asfar as I went .

As far as care is possible,it will be taken .

I do not do such work .

I don’t do so much work .

Don ’t do so evil 3. thing.

He did so evil a thingthat How shall I tell it ?

I want as many cup-boards

(wardrobes) as you have .

(I) gave as many rupees,as are here .

This i s all the work there is .Do as I tell you .

I did as he did .

Be careful to attain speed and readiness in the use of

these prepositions, and be accurate with the “ke”

or“ki

”

,

always thinking of them as,not that “

for” is “waste , liye”

,but

“ke waste,ke liye” ; “about” is not “babat but “kf babat”.

Diversification . Learn these sentences very completely,

and then take any nouns from the list that seem suitable andsubstitute .

Take sentences 1,1 1 , 14 , 1 8, and substitute , ke ird gird,

ke ware pare, kf is taraf, kf us taraf, ke p as, ke nazdik,ke

peshtar, ke pichhe, ke bajae , ke liye, kf khatir, ke mare, ke

ba‘is,ke sath, kf tarah, kf taraf, se, ki taraf se, ke darmiyan,

kc sipurd , ke wasile .

Vocabulary . Alfaz .

Chhedna to pierce Almari cup-board,

Chhidna to be pierced wardrobe

Chuhiya mouse Khirki window

Qarfban nearly Qadr degreel/ N azdfl< near

,opinion of

“ Aisa this sort

Khilaf (bar opposing f'

Itna this much

khilaf) V’

U tna that muchM uqabale opposite

,oppos / J itna as much

ing r'

J aisa as

except Ki ma’

rifat by means of

LESSON XXX . TISWAN SARAQ .

Conjunctions .

1 . Agar main pahle chhoton

se shurli° karlin

, (or, Agarmain ne pahle chhoton se

shurli’

kiya) to wub jald

rah-i- rast par a jaenge .

2 . Bare meri sunkar rah-i- rast

par jald a jaenge, warna

ghar se nikal dlinga.

3 Agar wub haqq kf rah parna aen

,to ghar se nikal

j aen .

1 . If I should begin with the

little ones first,they will

speedily come on the right

path .

The big ones,hearing me

,

will quickly come to the

right path,else I’l l put

them out of the house .

.. If they do not come on

the right path then letthem get out of the house.

1 0

. Agarchi (Go) main ne

baron se shurli‘

karke barfkoshish ki, tau bhf ( taham)wah be -farman rahe the .

Main ne chhoton se barfkoshish kf lekin (magar,par) wub ziyada khara’ bhote gaye .

Chlinkiwuh tattli sau rlipae

kamail that, wub us se kamna leta tha.

Khwah wub ae khwah naae , tumben ana’ hoga .

Chahe yih lo,chahe wub

,

mujhe parwa nahfn .

Na chhota a’ ya na bara,

dono ke dono be-farmanrahe .

Is kam koahistagi se shuru

karna chabiye,a isa na ho

ki yih naya dhang dekhkar,

larke hat j aen .

Peshtar is ke ki main jasaklin

,wuh gaya.

Jab tak zindagf hai, tab takummed bhf hai . Jab taksans tab tak asJab tak main na aun

,yahin

baithe raho .

. J idhar se aya,

udhar ko

gaya.

. Jis taraf se aya usf tarafchala gaya.

1 5 . He went the direction he

came .

I O.

I I .

1 2 .

1 3 .

1 4 .

Although I began with thebig ones and worked hard

(made a big effort) stillthey remained disobedient.

I worked hard with the

little ones but they went

on getting worse .

Since the pony was worthRs . 100,

he would not takele ss than that (property ofR s .

Whether he come or not,

you must.

Take either this or that,

to me it is no difference .

Neither the big nor the little

one came,both remained

disobedient .

This work should be begun

slowly,lest the children,

seeing this new fashion,

drawn back .

Before I could go,he went.

While there’s life,there

is hope . (While there i s

breath,till then i s hope.)

Stay here till I come (whileI do not come) .

He went the way he came.

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2 9 .

30 .

3 1 .

32 .

33

34 .

3 5

36.

37

38 .

39 .

40 .

4 1 .

4 2 .

4 3.

Kash ki yih admi mera

bhai Fazl ho .

Kash ki log is bat ko

samjhen .

Kya khlib hota ki ap ate .

I lawa iske ek aur bat hai .

Kala kya! Lo, sahib, yih

to ulta tawa hai .Chunanchi yih /kitab men

likba hai .

Chhote bare ae hain .

Dotin rlipae de dfjiye .

Kam o besh bis bais dinlagenge .

Sahib ne kaha ki fulane se

mang 10 .

Main kisi se mang launga .

E k din kf bat hai ki usne

kaha’. ki main kisi na kisidin alinga .

Main ne dekha,wub bahut

achchha ghora hai .Yih waqa

‘

i bat hai ki yihkagaz achchhe hain .

Wub to kab ka pahunchahoga.

Vocabulary Alfaz .

Kam o besh ‘less and moreTamiz discretion

2 9 .

30.

3 1 .

32 .

33 .

34 .

35 .

Give (me) two (or) three

37

38 .

39 .

40 .

4 1 .

4 2 .

4 3

Oh, may this man be my

brother Fazl .Oh that people may understand this .How well it would havebeen if you had come .

Besides this there is one

more thing .

Black,indeed ! Come sir

,

he is an up-turned griddle.

According to which it i s

written in the book .

Small and great have come .

rupees .

It will take at least 2 0 or2 2 days .He said

'

to'

ask it from a

certain (definite) person .

I’ll get it from somebody

( anybody)One day he told me thathe would come some day

or other.

I saw it, (and) it’s a verygood horse .

It is a fact that this is

good papenHe must have arrived along time ago .

endowed Khwah (khah)Fulana a certain (defin ite) khwah (khah), either or

M arz i will either or

Agar if Ya ya either or

/'

To then, indeed Na na . Neither nor

Warna else, otherwise na [neither] nor“Agarchi, although ‘Ilawa is ke Besides

GO though r Phir AgainTau bhf stil l Kash ki 0 thatTaham nevertheless Aya whether

/Lekin but Peshtar is ke before this

/ Magar but .

7 Is liye Wherefore

Par but 2 U s liye therefore

Balki rather Jab tak while

Chlinki since 7 Jab tak na unti lf Chunanchi accordingly Man len ki granted

Aisa na ho ki\lest Tab tak till when f t

LESSON XXXI .

1 . Wub lamba satarkhan apnebap ka sa kam karta hai.

2 . Larka murda s‘

e’

. para tha.

3 . Tujh sé‘

aqlmand admi

mujh ko darkar hai .

4 . M ujh sé dukhiya ap ne

k’

abhf na dekha hoga.

5 . M ujh garib ko kylin diqqkarteho

?

6 . M ujh gunagar par rahm kar. 6. Have mercy onme a sinner.

7 . Mera sé dukh ap ne kabhi 7 . You have never seen such

nahin dekha. trouble as mine.

8 . Wub gora sé larka ap ka 8 . Is that fairish boy yours ?

hai ?

IKTISWAN SABAQ .

1 3sa

1 . That longish carpenter does

work like his father’s .

2 . The boy lay as dead .

3 . I need a wise man like

thee .

4 . You can never have seenone so distressed as I.

5 . Why do you vex poor me ?

. Wub larai men Sher sé

admi hai .Yih darakht bahut sé phallata hai .

U s karang o raugan kuchh

ka kuchh ho gaya .

Sab admi ek se nahfn hote.

Uski Sher ki sf S l’

lrat da

raunf’

thi.

Bahut se ghore yahan par

mauj lid hain .

Jab main mar gaya, to kaisa

unka parhna’

?

Khidmatgar ne kaha ki

“Laya, j anab”

.

Is men ziyada panf hai,thora nika

’

lo.

Yih bara admi hai . Kuchh

na kahna .

Yih ba ‘ra kharab admi hai .Mar da

’

lega.

Ba’zon ko jhlith bolnaasan

hai,ba

‘

zon ko mushkil .

Ap subh, do pahar se peshtar

,do pahar ko

, ya do

pahar ke ba‘

d awenge ?

Khidmatgar,chabhigo do.

Janab,panch minit blie ki

bhigo di hai .Kof admi aya hai ?

(a) Chand admi ae hain .

9 . He is like a tiger in fight .

1 0. This tree bears a lot '

of

2 3 . Has any one come ?

(a) Several have come .

I I .

1 2 .

1 3 .

His colour and complexion

quite changed .

All men are not alike (one~

ish) .

His tiger- like form was

terrible .

1 4 . There are lots of horses

1 5 .

1 6.

17 .

1 8 .

19 .

2 0.

2 1 .

2 2 .

here (present) .

When I am dead,how can

they go to school?

The wa iter said, “I have

brought it,Sir

”

, (but means ,“I’ll bring it in a few

There i s too much waterin this

,take out a little .

This is a great man . Saynothing.

This is a very bad man.

He’ll kil l you .

To some lying is easy, to

others difficult.

Will you come in the mor

ning,forenoon

,at noon, or

after noon ?

Wet the tea, waiter ? S ir,I wet it five minutes ago .

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4 . Kam to kar chuka tha,

sible,to other persons and genders.

lekin j ana na chahta tha .

Apne kapre kahan tanga

karte ho ?

Is patthar ka kya wazuhai ? Ap utha sakte hain ?

Ap cha ya kafi’

piya kartehain ?

Pahle to kaff piya kartatha

,magar jab se Hindu

stan men ae,ham cha piya

karte hain .

Ghora to bhagne laga hitha

,l ekin sahib ne bhagne

na diya .

R elgari abhiayachahti hai .Bandagi, janab .

Bandagi.

Salam alaikum .

Walaikum salam .

4 . Yes , he had finished his

9 .

I O .

I I .

1 2 .

1 3 .

14 .

work,but he did not wish

to go.

Where do you hang your

clothes (as yourWhat is the weight of thisstone ? Can you lift it ?

Do you drink tea or coffee ?

I used to drink coffee, but

since we came to India,

we drink tea .

The horse indeed began

to run, but master di d not

let him (run) .

The train is just coming .

Good evening sir. (Service , sir) .

Good evening . (Service) .Peace to you .

And to you peace .

Diversification . Change pronouns of 1— 8, so far as pos

Change all the tenses.

A fter the model of 1 0, use“clock strike”

,

“dinner ready”,

“tiger fight”,

“girls

Substitute list verbs in 7 .

sing”, “people

Vocabulary . Alfa’

z .

Kaff coffee

R elgarf rail carriage,train .

U sed only by M oslems .

DIVERSIFICATION TABLE .

N ouns . Boy, girl, horse, mare , man, woman, king ( raja) ,queen, foot, village , book, night, cow

,buffalo

,buffalo-bull

,

ox,he-ass, she-ass, bird, brother, sister, river , fan ,

curtain,

paper (kagaz-at) , place . (Singulars and plurals) .

Verbs . Dena’ , lena, aria, j ana, urhna, bairhna, hona, chalna,karna

,mama’

,mam a

,dekhna

,sunna

,bolna, kahna, rakhna,

kharidna (mol lena) , lana , bulana, milna , bhejna, chahna,nikalna

,bachna, dhona, it appears , ougbt, have (of possession,

as I,thou, etc .

,have it) . (In all persons and tenses) .

Causals . Mam a, mam a, marwana, tiitua torna, torana, bolna,bulana

,bulwana, chhlitna, Chhorna, chhurana, dekhna, dikhana,

dena,dilana

,dilwana, uthna, urbana, uthwana, karna, karana,

samajhna, samjhana, rakhna, rakhana, rakhwana, sunna, su

nana,kahna

,kahlana

,milna

,milana

,nikalna

,nikalna, nika l

wana,bachna, bachana, bikna, bechna, bikwana. (In all

persons, moods, and tenses) .

Personal Prounous Main,ham ; tli, tum, ap ; wuh,

yih: (Obj ) mujh, mujhe ; tujh, tujhe ; ham, hamen ; tum,tum

hen, ap ; us, use , un, unhou,unhen ; (Poss . ) M eré-i-e ; tera-i-e ,

apka-f-e ; uska-f-e, unka-f-e :hamara-f—e, tumbara-i-e

, apkaé e ;

unka-i-e , inka-f-e ; apna—f-e . (In all genders) .Prepositions . M en

, se, par, tak, ko, lie (waste) , ka-i-e , ke lie

(ke waste), men se, par se, ke pas, ke age (ke samne) , ke

pichhe, ke niche, ke andar, ke bahar, ke bich, ke sath, keba

‘

d,ke pahle, ke lipar, ke siwa, ke barabar, ke sabab, ke

laiq , ke ird gird, ki babatj lkf khatir, ki taraf, kf tarah, kfma

’

rifat, ki manind ,ki nisbat

,kf jagah (with all classes

of nouns) .

Adverbs . J aise , j ahan,kahin

,ab kf daf’a

,ab

,abhf

,kabhi

,

kabhi nahin, bar bar, aj, kal, parson, yahan,wahan

,han,

nahfn, na , mat, bahut, hamesha, idbar, udhar

, ylin, is tarah ,

us tarah,jhat pat

,to

,bhf, par, sawere, zor se, bara, masalan,

faqat, qariban,

hargiz nahfn .

Adjectives . Good,bad, cold , hot, heavy, light, close, far,

hard,easy

,harsh

,soft

,wide, narrow, clean ,

dirty,ready

,

enough,high

,low

,true

,false

,young, old , rich, poor, in the

three degrees,and with bona’ and barnaf.

R elatives,[ nterrogatives and ot/i ers . Yih, wub, aur, ziyada,

aisa, waisa, aksar, baqi, dono, gair, ba‘ z

,bahut

,kaf

,

kuchh, Sab, kull, Chand .

Kab ? kidhar ? kaisa ? kylin ? kaun ? kya ? kis tarah ? Jab, jldhar,jaisa, jyl

’

ln .

Jo, kof, jo kof, jo jo, jo kuchh . Fulana,ek dusra

,sab kuchh

,

aur kuchh,har

,har kof

,sab kof

, ap, khud .

N umbers . One, two , three, four, five,six

,seven

,eight

,nine

,

ten, eleven etc . E k,do

,tin,char

,panch

,chha

,sat, ath, nau,

das,gyara

,bara

,tera

,chauda

,pandra

,sola

,satra

,athara

,

unnis, bis, pachis, pachas, sau,sainkra. First second etc .

Pahla-i (or. awwal), d lisra-i, tfsra-f, chautha-f, panchwan ,-win

,

chhatha-f, satwan , athwan ,

etc .

Time Table for S tudy (sugg ested ) .

1 5 minutes Ear and Tongue exercises .Read over the past sentences .

1 5 minutes learning new sentence .

1 hour’s practic e on slips .

hour reading U rdu character.As much “Oral composition”

,sentence formation

,

diversification, as possible .

Repeat in the afternoon .

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Stops , 1 5 — 1 8

Subjunctive,1 1 7

— 1 19

Tongue, 7 , 8 , 2 2 — 2 7

Verbs

of ability, 1 5 1 — 1 5 2

Cause, 1 07— 1 1 1

Completion , 1 5 2

Compulsion, 1 30

Continuation,8 5 — 86, 1 32 , 1 33

Permission , 1 2 8

U ncertainty, 1 3 1 — 1 32

Verbs

Participles, 1 19— 1 2 8

Passives , 105 — 107, 1 1 I

Permission, 1 2 8

with “ne

”

75—

79

Voice, 1 4— 1 5

Vowels , 1 2, 2 8— 2 9

defined 14 , 1 5

W é la, 1 2 5— 1 2 8

Whispering, 2 9— 30

Yawning, 2 7