AN U R D U M A NUA L

BY THE

PHO N ETIC IN D U C TIVE M ETHO D

M M IN G S . C R E V THO F . U . S

FIT FABR ICA ND O FABER

PU BL ISHED AT THE D IR ECTION OF THE U NITED PR ESBYTERIAN M ISSION

R GUJ ANWAL A IND IA 1 9 0 9 . m OR I EN AL . D R U GUL T w ,

m sxc, TO MY FEL L OW M IS S IONAR IES

WHOSE HELP AN D ENCOU R AGEM ENT HAVE M ADE THE PU BL ICATION OF THIS M ANU AL THU S EAR L Y A POSSIBIL ITY

THIS VOLU ME IS G R ATEFULLY D ED ICATED

2234892

PR F E ACE .

“ ” The publication of another help to U rdu is justified by the success of this method during the eight years that it has

of - an d been under trial . By the aid type writer mimeograph , the lessons have so proved their utility that the Mission ordered

us e all new missionaries to this method , and that the Manual should be published .

of so The author regrets the necessity publishing, while far from India, and without having brought the book up to his ideal of what it ought to be . That the principles of the

Manual are final is beyond question . That the application is so , is too much to hope for .

n f : I . o The principles are A scientific applicatio phonetics,

n of through diagrams and practical examples, to the solutio

ff of n n . 2 . n of the di iculties pro unciatio The sentence, the u it

. . of n speech 3 The ear, the medium instructio and the gover

f . . o . nor the tongue 4 A limited vocabulary, a prime necessity o of 5 . Thor ughness, a repetition idioms until they are absolutely

6 n fixed in the memory . . Grammar teachi g, not by paradigms, but by concrete examples . 7 . Oral composition, within a small

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

8 . n Ready, flue t , accurate speech and hearing to be attained ,

wit/tin narrow limits b asislof . , as the the ability to use Urdu well

n for Tha ks are due to Prof. A . Graham Bell permission of o of to use his cuts , illustrative the position f the organs

. n for speech and to Miss M . R Marti valuable assistance in reading the MS . on It is my hope that I may soon be able to work out,

n c on these same principles in E glish , such a basic manual , as,

n of of fi ed to the limits the vocabulary St . John plus that of ff everyday a airs , shall give a good working vocabulary an d

f n for f of n lay a firm oundatio the future ull mastery the Pu jabi,

n n n or whatever other to gue it may be tra smuted i to . The past success of the Method may be due to the in sistence that every lesso n should be thoroughly in han d be f ou t own ore another was doled . The pupil will have to be his mentor to this e n d .

for With a request criticism and suggestion , but with also ,

n a war ing that these lessons are not automatic, and that a

or n o of mere reading, cursory study will give mastery the

n n to gue, the Ma ual is sent forth, to lighten, I trust, the task of n n U lear i g rdu .

Pa . U . . N e w W i l m i n g t o n , , . S A

n 1 0 . Ju e , 9 9 H D THE TR UE MET O OF L ANGUAGE S TUDY.

1 . of In beginning language study, the question method

e is of th first importance . Of all the various books for the

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

c ulties . The ordinary method would seem to be something f l like turning a man loose in the orest, and tel ing him to find

a f fo s f . I r his way out , others have done be ore him he asks

or - of r a path, a guide, he is given the hobby horse the p imer,

a and told to sally forth . Those who have thus become pr c

a s o of tic l linguists, have done in spite , and not by any help

n that this method is supposed to afford them . How ma y have old of found the way, a method blunders , by a blunderer, and “ for is blunders, and that Blundering into power a slow , dis c oura in sa g g , and costly, not to y impossible way to attain ” of success . What discouragements have laid hold the fol lowers of this method ! If by any chance they have succeeded

t one in get ing tongue, it has not materially lightened the task of U learning another , so that having learned rdu , it may i of of be, they pass all their lives in the m dst the people another

or tongue Hindi, Punjabi , other dialect but never learn to use t it . This reader grammar me hod has many advocates and more followers , because the beginner, though he be firmly

of o for persuaded its defects , is imp tent to block out a path f himsel . It would be very easy to write pages in condemnation of this scholastic method , but unless our criticism is constructive rather than destructive merely, we cannot hope to help toward the solution of the problem . out In working this method , anything that would help me of has been freely used . No claim 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

’ f ’ of an d V help ul . Sweet s Primer Phonetics , Bell s isible Speech

’ for phonetics, and Prendergast s Mastery Method have been particularly helpful .

2 . A good method is imperative, and it should be scienti

fic and practical . Power is lost by failure to be methodical .

a When one first comes to India, and with enthusiasm t kes up of of the study the language, the success the first months is h i vital to the success of is whole l fe . If he is now started in

i on to e the right way, his da ly progress will lead him great r

his f his attainments ; but if success is indi ferent, he may pass

f f i ff ro whole li e here, and never get away rom the ndi erent p . nun ciation and false idiom that too often characterise the foreigner. al of Just as Capt. Eads put jetties into the sh lows the

ni its Mississippi , and by confi ng waters to a narrow channel, succeeded in making a way for the most heavily laden steamers

out ou r ff be to pass in and , so we must confine e orts in the ginning to proper channels and limit them so straitly that

not ff they must accomplish something . If thus limited, e ort

so will be dissipated, sometimes hither sometimes thither, that,

“ ” ‘ of for thou hts in instead wearing channels new g our brains ,

i our we shall find it a quagm re, and, when we try to talk,

of x selves becoming, rather, mired in some marsh e pression, unable to find a way out . Necessarily these channels must at a w of first be sh llo , able to carry only the simplest barques t on e hought, but as time goes , they shall wear deeper and deep r, till soon the most heavily laden may float easily along a well deepened outlet .

. t f 3 The true , scientific me hod will proceed rom the known

n . to the unknown, in a gradual and practical ma ner It must e r u cultivate the ear for h a ing, the tong e for speaking, and the

for memory guiding both. It should confine the pupil at first

th e six to commonest idioms, and in the course of months or to a year fit him converse on simple subjects .

4 . Let us note the principles that lie at the basis of

u . language , which must be followed in learning any tong e A language is a method of expressing ideas by articulate speech . The English language is that method which is used by the English people for expressing their ideas . Ideas are the foundation , and words the material for the superstructure . It is very fortunate that our ide as are largely the same as t hose of the Indians . Consequently we have simply to get new

t f d as or ol . clo hes dolls When we run across new ideas, we

n ow l in frequently do, in words and continual y idioms, we have a good deal more difficulty in mastering them .

of so f The child method teaching, that is followed o ten , is for for faulty this , if no other reason, that the child has to

his i learn ideas along with words , wh le the adult has a world of for ideas crying expression . Consequently, the confinement of the adult learner to the ordinary, simple sentences, suited i o l n . to a ch ld, is an outrage the adult intel ect The simple is much easier evolved from the complex, than the complex

f . x rom the simple Hence, to begin with a comple sentence

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

mastered . , can be made into various simple sentences

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

a i he rs the same sounds and words over and over again, t ll,

i t . all unconsciously, they crystallise nto correct concep s The adult foreigner must consciously and intentionally make such of opportunities hearing these words and sounds repeated, until he secures them correctly, and not trust to securing a

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

his over untrained ear .

to his u i This , owing prejudiced ad lt m nd, takes longer of than for a child , who has no preconceived notions km a “ ” or thing ought to be said , how a t , for example, ought to sound, as has his grown brother .

' b Our ideas are expressed y words, which we divide into

n nouns , pronouns, verbs, adjectives , adverbs, prepositio s , con junctions, and interjections . Urdu nouns may occur in about ff f to ten di erent orms , according genders, cases , and numbers ; two or three forms will cover all those of the preposition ; four of will include all those the adjective in the simplest form, which in English has but one ; the personal pronouns have f ’ about twenty orms, 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 of have a number regular forms, but many irregular ; the verb, “ ” for as however, is unusually rich in forms, one root, tutna , “ ” to itna be broken , p to be beaten, may give in the intransitive f paradigm thirty ; in the active , orty five ; and in the passive , one hundred and eight variant forms ; add to these the causals with their passives , and we get over three hundred forms from on f o e . o s root All verbs do not, course, have many ; but few

on e . have less than thirty, while most have about hundred “ ” i éeatin When we note further, that the active participle p tta , g , “ ” areakin in ff torta , g , may occur nineteen di erent places, with

ff for a di ering form for masculine singular and plural, and the f i eminine , thus multiplying it by three, giv ng it in fifty seven “ ” artici al f i places ; when we consider that the past p p orm, p ta , “ ” f beaten, tora , broken, may be ound in twenty four places in f the active, and fi ty four in the passive , where it may have , of f in each of these seventy eight places, one three orms, “ ” its i a according as it must agree with subject, mascul ne in , “ ” “ ” or f i or its plural in e eminine in , most anomalously with t of object, and , furthermore . hat many these verbs have a “ ” “ ” f or is variant orm with diya , gaya , as the speaker ff pleased to use them , to convey a slightly di erent idea, and i ff all f somet mes with no di erence at ; when to all these orms, we add the various idiomatic compound verbs, which ex

cnstom d esire ermission oe znnzn press , , p , g g , and several other ideas the fact that the Urdu verb is rich in forms begins

on one of to be impressed , and the difficulty having all these

’ variant forms at one s command s o thoroughly that in the rapid flow of conversation they may come without thought or of hesitation , the problem learning this verb is seen to be

on e n no easy , and one can appreciate the fact that learni g a

is t or of language more han learning a word , series words , in

f . so one orm Fortunately the Urdu forms are rather regular,

f on e not th e . c on that though di ficult in way, yet we do have tinual irregularities to contend with that are found in the

English . verb . We must, then , for all parts of speech, save

for the verb, learn to use about sixty forms , while the neuter i t verb th r y, and for the active and causal , forty five each, and of for the passive, it is more an art combination than of learn

f s o of ing new orms , that we may reduce the total verb

one f or forms to about hundred and fi ty, about two hundred

m for o f of and ten for s all the parts f speech . The di ficulty

ni is n lear ng these lessened by the fact that ouns, adjectives , and participles ordinarily have the same endin g for the same f genders . The great di ficulty really comes in acquiring the

of as f or of new idea looking at neuters eminine masculine, “ ” “ ” ki sh e of of thin ng a book and saying he water, of having

r of verbs ag ee with this new idea, and expressing word relations

‘ - b endin s . y changed g , as well as by additional words of 5 . Though words are the superstructure language, yet

n of not one the lear ing words, merely, will give , as has been of noted, command a language . The problem is much more complex . It requires the learnin g of all the various forms that of these words may assume , and the acquiring the ability to us e as these in the correct place , without hesitation, occasion may demand . Words no more make a language than do bricks a house . They are the building material , which must m be fitted and joined together to ake the whole . They may

s well be likened to building blocks, whose end are sometimes jointed, and sometimes square . These cannot be thrown together

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

f f for else the structure will all . A eminine adjective, example, f cannot go with a masculine noun , a nominative orm cannot go with a prep osition ( and, again, may be , it can) ; a masculine verb should not be compelled to associate with a feminine

To or to subject . think , attempt , master a langu age by ft of learning fi y words a day for a given number weeks, invites if h f . as ailure Even such a task were completed , the language a n ot been mastered . We must le rn to fit these words together f s o our . that they shall correctly represent idea A word itsel ,

and it is true , does represent an idea , but its ending position in the sentence gives its relation to the other ideas therein of expressed, and it is the correlation ideas that expresses

- f thought . This word learning method will o ten give good

n l ability in understandi g a language , as written, but it wil not give a productive command of any language . If we w “ ” “ ” “ ” “ ” “ ” thro down the words boy , stick , man , beat , with , we have expressed ideas , but have not conveyed any clear

be are r our thought to the . In whatever way language

- us e expresses these inter relations, we must learn to that

f of our method . Hence , the great undamental principle U L AN method is this, THE SENTENCE IS THE NIT OF

GUAGE . 6 of . Shall the ear or the eye be the medium imparting

? t or l the new language Shall we s udy the printed page, shal ? . n we talk with the people Both But the word la guage, from “ ” l i . lingua , a tongue , te ls primar ly what to do Speech comes f f . o be ore books Hence, the scholastic method learning languages f is U se rom books contrary to nature . the printed page by all m u eans , but only to assist the memory in teaching the tong e 7

not u t one h s d to to speak . Reading is diffic l after a learne speak. To learn a language is only learning to associate ideas “ ” . of f with certain sounds We hear rose , and think the amiliar “ ” flower. The Hindustani hears the sound roz , and it conveys

ff of d a . to him an entirely di erent idea, that y His association of is ff our of idea and sound di erent . Let associations ideas f o of . be sound to the ear, not 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

so l and to catch them with discrimination , that they wi l be

ff f of ou r own or di erentiated rom those similar sound in , the

’ “ ” : i Urdu language for example, bar large , must be distinguished “ ” ’ “ ” and f f i i from English berry, rom bar free , bhar full , and barh “ ” for i increased , a simple matter the trained eye , but a d fferent and difficult problem for the untrained and adult ear .

f - Second , A ter this ear training , there must be a training of the vocal organs to enable them to reproduce the Urdu

so l his own sounds correct y that the Indian , accustomed to

’ ’ i i i of t s d s peculiar d st nct ons and , may hear nothing that

f or his of will con use him violate sense phonetic harmony . A s the old Dutch masters when they set about to draw the

u Magi, nconsciously clothed those Easterners in the Dutch

so f our national costume, too o ten we reproduce Urdu words in

“ ’ ” “ ’ ” “ ’ ” own our o s i s d s brogue, speaking own and and and to the confusion of the hearer and the ridicule of our own

. t f learning It is for this reason hat the new missionary, a ter his best effort in Hindustani has often been told by the puzzled “ ” not hearer , We do understand English

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

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

i t is ha eas ly stated han either of the preceding , but it , per ps,

a is of the most difficult of att inment, and here the crucial test any method . This training must include the training th e memory to understand the meaning of the sounds uttered in our irn artin to hearing, and, also, the p g it the ability to prompt the tongue to a ready and accurate utterance of any sounds f . I our that we may wish to make eye wanders, it will be

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

'

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

one bo who his shown day, by a small y, while eating dinner, was

hi i not s . asked a question by sister, wh ch he did wish to answer

“ ’ ” “ e abin N o eatin Don t bother me , said he , I am g , g my ” dinner . His ear at once recognised the mistake , and he righted it himself. When we have reached the point where

our and our ear sits as corrector over tongue , then , not till

of . then , may we hope to attain the mastery any language i 8 . . Intonation Pronunciation of indiv dual words, however

not all of important in itself it may be , is that there is pro n unciation is i in a sentence , for there also ntonation , which

on an d dep ends emphasis , organic basis voice timbre , and it is in many ways more important than the pronunciation of

v i i indi idual words . This , ord nar ly , can only be acquired by

u long association with those who speak the lang age , and even such association never enables some to get rid of their native

l for n . brogue, though they may ive abroad ma y years n . i t o 9 Idiomat c Expression . Correct models must be r n nl is i o o g y learned , until there no hesitation in the r repr

u o all duction . These models sho ld contain examples f the ff idioms that need to be used . They must contain all di ering f of of s orms gender, number , and person ; case, mood , and ten e,

th e i until pupil is fam liar with them in actual examples, firmly of f l fixed in his memory by hundreds repetitions . I he wi l

f or f k confine himsel to ten fi teen hundred words , he will li ely,

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

all subjects , being able to change these words through their inflections . To secure this, an idea should be presented to the mind

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

of is again , until the concept the sounds formed . to Then the tongue must learn repeat it readily , fluently

- . all and accurately As voice sounds are produced by imitation, f all defects in hearing entail de ects in utterance . Those who N ot are born deaf remain dumb . 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 .

A s f the novice is dea 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 better for if our this than the best foreigner, and instructor is speaking his mother tongue , we are almost sure to have the sounds in their purity . At first , all study should be carried on at the of To mouth the teacher . sit down to the printed page , as

do fix our own of some , and improper conception these sounds , f i we . by repeat ng what think they are , is sheer olly Those who imagine that they can learn Urdu by having a teacher one to own or two hours a day, may get it their satisfaction,

or but they are not likely to be adepts in pronunciation, con versation .

1 0 of . . Success . The secret success lies in repetition Few

for i people have the ability hard work , wh ch Carlyle calls “ ” f genius , the ability to repeat a sentence o ten enough to “ master N o on e a it. ever g ined a fluent command over many

m asterin . words , without first g a few at a time Repetition of n the same words in varied combinations, thus disclosi g their

f is n various orms and uses , the method whereby la guages 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, i n t of . unt l the ooi thus saying it has been formed A habit, t i be it understood , is the abili y to do a thing w thout thinking of of how you are doing it . Every habit is the result a great of l number conscious acts , which gradua ly pass over into the

of con cious realm unconscious acting . Patient , , conscientious

of 10 repetition the sounds and idioms will beget a habit, till, , of we speak without thinking the medium whereby we speak . Language is like any other instrument so long as the in

our t f strument takes hought , the work ares badly ; but when

our n as e the instrument answers biddi g , though it wer a part f i f o our s . ourselves , then work in a air way to be well done “ l . Yet, mere practice will never bring the highest ski l It must f f of be heed ul , thought ul practice, with close observation others n of and a sharp watchi g ourselves , and all this controlled by ” good sense and good taste . o f I I . f . The Standard Attainment . This is where most ail All their education has not taught them what it is to learn

l sen a thing . The old school standard abi ity to translate a

’ tence hesitatingly or after a moment s thought must be

f . thrown away . Per ection is what we aim at The desired idea

or must be expressed readily, without hesitation corrections ; ’ to clearly, without confusing the hearer s mind , as what is meant ;

in tae idiom o tae Urd u . ac and , lastly , correctly , f This f curacy should be attained in the study , and not be le t to be secured in the strife of actual speech . It takes a good many thousand shots at the butts to make a good marksman, but ,

w the sa am when good shooting ins battle, we y that it was f munition well spent . It will take many thousands o repetitions of f ou sentences and sounds in your study , be ore y can be a good linguist , but it will be worth all the repetition . Repeat till you wear channels in your brain . Failure here means failure

w . ou ou every here Oh , yes , the people may understand y , y may even be an acceptable speaker because of the excellence of your spirit , but you can never be half the profit to others “ ou that y might have been . Ordinary advice is Go and talk to

for Exercises training the ear and tongue are fully given.

i - until h The pup l should listen to these ear exercises , lie as

‘ ’ can nt s ome d eren ce t s for g ifi , between the , example, and then

a attempt to s y them . Trying to say them before any differ

or f ence is recognised , is like having the blind draw, the dea sing . Let the pupil us e sight and touch to supplement his

f so i of de ective hearing , and ga n a quick recognition whether “ ” “ ” is or or fla e d it dental cerebral t , trilled pp r , aspirate or “ ” unaspirate k . Train your ear to answer all these questions f of . for itsel , without more than a repetition the word Do not

“ ‘ ’ “ or How ou go through life asking , Is it hard do y ?” spell it etc . Still more subtle differences of pronunciation are found in to i the vowels, which though usually said be l ke the corres ff ponding English vowels , do yet di er from them by a very

ff ff to one noteworthy di erence . This di erence is not apparent just from the West , and it remains unnoticed by many all

c . their lives . See se

1 f of x . 3 . Di ficulties Synta These are most manifest in

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

as l for ro the Urdu pronouns , with the Eng ish , the Urdu p

of for of nouns are one form all genders in each the persons, diffi but it is in the noun , adjective , and verb , that this gender

’ kala culty comes to the fore . We learn that means black and

’ ’ ’ ro i sa kala ro z lea/i ro z j bread , but we must not y t , but j , since

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

’ ’ ’ f . a k nt f z s ald ai or an . eminine Yet we must y p , p is masculine

for This is some an almost insuperable obstacle , yet it must

ff is f be overcome , otherwise the e ect o ten painful and always “ ” . for i for grotesque It is as bad us to say kala rot , as it is “ ” s a of n . them to y a woma , He went to town f of of Case, tense and gender orms the other parts speech t are a very great difficul y , but they must be systematically

of i n attacked and thoroughly mastered . It is the aim th s ma ual to introduce nothing that shall not aid in the solution of these f f to . di ficulties, and leave none such di ficulty unprovided for 1 To 4 . Grammar by Paradigms . teach grammar by para di ms g is contrary to the inductive method . It is rather taught ‘ of To by the introduction these forms in sentences . teach

n h i“ h i wub “ wub " Mai , hai, hai, ham hai , tum ho, hai , I am ,

are , ou us e thou art, he is , we , y are, they are, is worse than

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

ou in a sentence , y must unlearn the combination taught and

Wuh s a say it in another order. E . g . hai He is , but to y “ ” He is black we must not say wub hai kala but change “ ” and say wub kala hai . Nothing should be learned in juxta

not so If position, which does occur in speech . forms are f l learned rom paradigms , that wil give no practical mastery of if in them , while learnt by this system sentences from slips, on e will be able to use them in every day speech . “ ” 1 . 5 . Diversification Oral composition , as Prendergast

l or of ca ls it, the changing model sentences by the substitution of other common words in the place of those that occur in

to f . the model , is the only way secure acility in conversation “ When we have learned the sentence , John is going to the ” city for meat , and have also learned other sentences , such “ ” as box We will take you to the station to get the , we can take the sentences and change them thus, We are going to the

— ou ou city for meat for the box for y . John will take y for n of the meat , etc . , and thus by the gradual introductio

of . nouns and pronouns as subjects , verbs , adverbs , etc , we of get command the language . This is really the true path “ ” of . N ot to the mastery any language a royal road perhaps, but a sure and fixed path , from which the wayfarer need

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

s a ? few to shall I y Certainly, have the perseverance , do this

a re as it ought to be done . Few teachers have that true pp ciation of what it is to learn a l anguage which will enable them to of insist on intelligent repetition the s ame words and idioms,

x n of until they are firmly fi ed in the mi ds their pupils . Few teachers " or pupils really know the almost numberless repeti tions that are required before any new idiom is thoroughly

f o the o grasped . It requires wonder ul patience n part f the of teacher , with a kindly encouraging the pupil , rather than

for of hard looks and upbraiding a failure of memory, or slip “ ” Yo n the tongue . u had that yesterday is ot a thing to be

x f said very often . E pect from yoursel , and from every pupil,

of x of numerous lapses memory , when it comes to the fi ing

D o not r . Urdu idioms . Be patient with your memo y expect it to learn more than a limited number of words at first . Ex

o t for pe t it rather to require wenty repetitions each word,

for and for perhaps a hundred each idiom , thousands every

f x difficult pronunciation , be ore that is fi ed correctly in the memory and on the tip of the tongue . The D iversification Taole at the end of the book should be begun in the second

or . third month, and used until thoroughly familiar

URD U PHONETICS .

- l 1 6 . Phonetics . The science of speech sounds is ca led

or . f phonetics, sometimes , phonics These sounds are ormed

n f f . rom the breath The lu gs are the bellows, rom which the

of out stream breath is forced through the vocal passages , as

. r required This breath is modified in va ious ways, as it passes f if out. If unchanged , it orms pure breath sounds , but the f of vocal chords in the larynx are thrown in ront it, it becomes f vocalized, just as the organ reed makes the air rom the bellows

n or resona t . Such sounds are called sonant, voiced, while the ld or . o unvoiced sounds are called surd , voiceless, breath The

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

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

r ea er is i n ran is a ea him a sen en e in E n is If you t ch g o t of th f ct, t ch t c gl h,

or er n n n n e i he is a e i e it fl en as a de ns rati n . oth u k ow to gu , t ll bl to g v u tly, mo t o l “ ” V l vocalized it is usually cal ed voice . oca ised breath is the of ff basis the vowels . This is formed into di erent vowels by

of . the varying shape the mouth A vowel, then, may be defined

ma as a sound formed with an open oral passage . A s there y

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

as numberless vowels, just as there are countless colors ; but, there

so are seven primary colors are there according to Bell, nine f primary vowel positions , from which the others are ormed by various modifications . Urdu , however, has three primary vowels

f i se c 2 only, a , i , u , rom wh ch the others are formed . See . 5 .

. of is 1 8 . Consonants If the stream breath , as it thrown out is obstructed in its passage by compression , through near

of or off approach upper and lower organs , shut entirely by

of t of n close contact the organs, hen we have a class sou ds that are called consonants . These are often wrongly defined as - sounds that cannot be made alone (con sonant) , although

3 -5 - 5 z - z - z sh-sh- sh zh - z h — z h as we can make and , , , long as our all breath lasts, without associating any vowel sound at .

is Properly, a consonant is a sound that produced by stopping or of not squeezing the stream breath, vocalised or , at some

i or o particular po nt points in the mouth . Hence ur consonants

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

zh h ff sh and , ch and j , t and d , k and g, k and g, the only di er ence between the two being that breath in the first is changed o h to voice in the second . Any ne putting is fingers in his ears

’ or laying a fin ger on his larynx — Adam s apple - and saying

- - - - s s s - z z z ff and alternately, can recognise the di erence by the vibration . Care must, however , be taken not to call them by

and . their names, ess zee, but simply to give the hiss and buzz The consonants that are formed by squeezing the breath till “ ” “ riction it produces f are called fricatives , or by some continu ” ants , as their sound is continuous .

1 . ri U an d 9 P mary Positions . There are in rdu , most Indian “ ” is languages , five primary positions, where the sound stopped — as the lips, teeth, arch , roof, and soft palate, shown in the

diagram . (p . 7 If the nasal passage is left Open while any on e of these

n stops is maintained, then we have the correspondi g nasal 6 letters ; at the lips, m ; at the teeth, n ; at the arch, , which

is n common to Punjabi and Spa ish ; at the palate , n, which is f found in Punjabi, Hindi and Sanscrit ; and, at the so t palate ,

n n, usually written g in English, and though occurring in Urdu “ ” f n is included in, and not distinguished rom , the nun gunna ( ) , m odifi which latter is not usually a separate sound , but only a

of e cation a vowel sound , caus d by leaving the nasal passage

. so f open Many Westerners do this unconsciously, and ail to “ d li i a Izai . istinguish between , is , and , are This nasality often arises from a catarrhal condition which prevents the complete

of so closing the passage into the nasal chamber, and the sound

echoes about in the nose cavity, and the speaker says things

he does not intend . The nose ordinarily plays only the office

of n a soundi g board , and the larger the nose the more resonant should be the voice but it is not to be kept open for talki n g

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

sound is coming through the nose . In prolonging the sounds

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

n of r showi g the character thei formation to be nasal . Compare

cuts ! VI and XVII . f 2 0 . o Kinds Consonants . Consonants, then, are divided

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

the accompanying table . Aspirates are those stops that have f t a bit of breath ollowing hem, while trills are a mixture of stop

and fricative . If we name the consonants by the position of f the tongue and other organs in their ormation, we have labials ,

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

now o with a slight friction, at one p int in the mouth and now

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

L abial

D en tal

Palatal

G ra 71 n uttu l , g

x- h is a b re ath fricative with friction n ow in on e art n ow in anoth e r art of th e mo th , p , p u ,

' m e a io- d e ntal 1 f and v ay b c lle d lab s .

1 A li s . , p E lowe r fron t t eeth 2 lower e dg e of upp er n fro t teeth . 3 b ack of upp er fron t t e e th 4 gums abov e upp er fro n t

t e e th . 5 arch of p al ate 6 r ard a oof of mouth, h p a e l t . r n of s a a e 7 f o t oft p l t .

8 b ack of s oft p al ate .

9 U vul a. 1 0 a a r b ck w ll of ph a ynx .

1 1 n asal p ass ag e .

1 2 Epiglottis . 1 a rd 1 s. 3 , 4 voc l co “ ’ 1 ar n x a s a e 5 l y , Ad m ppl I 6 gullet . 1 s re a 7 t m of b re ath . 1 8 whe re its dire ction is d et ermin e d by th e

uvul a. U Y n e i d ff r I, O, , , to gu , n i e ent n po rtio s. L et H represen t th e aspirate stre am of b re ath 2 H repre sent th e as pirat e s tre am of b re ath divid e d V repre s en t th e voic e d s tre am of b re ath 2 V re p re sen t th e voic e d stre am of b re ath divid e d en N re pre sen t th e n asal p as sage op .

B re ath an d a clo se d n asal p assage are as sume d in all unl ess oth erwise ex pres s e d .

Th en of th e Stop s Aspirat es Nas al s

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

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

1 + s = t 1 ==th = s

v = a+ s> = a z

O + 4 = wh m+ g n = am fl w fi w l

(0 4)V ==i

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

(1 + 6)V==d dh

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

m (U + 7W= g w+qw =a

Y + 8 = q

1 E n glish t is I 4 Itali an t is I 3 Turkish t is I 5

2 is e an s th e er li a e a ain s th e er e e a th e Th m low p pl c d g t upp t th , th t s rea re is i i e i a s e e s i s an d a ee a ar . t m of b th d v d d , wh ch l o k p l p t th p t g,

'

E n th in in E n . tfi in ee it d ifl e rs g . th g th , but 2 H 2 V

r I in ein r n i i e i e I is a i i e . f om b g f o t d v d d , wh l b ck d v d d

4 a is th e ti th e n e is e r in th e e e Th t , p of to gu k pt f om touch g t th by th e rea b th.

5 h a is a in an d en an en in a si i n . T t , touch g th op g of th t po t o 6 N V = N V fi P n a i anis 6 n P n a i ere ra n . (O 4) , u j b , Sp h (I ) u j b , c b l

t o has any aspiration , and from that we may learn to make ,

n T also without aspiratio . here is probably no point where we English speaking foreigners are more commonly at fault than

. i f in failing to eliminate the aspirates . Th s same di ficulty arises in f China , where it is said a missionary has all his li e, instead “ ” “ of to fu - praying tien heavenly father , prayed to thien ” fu — of crazy father . This method distinguishing aspirates will

th dh c hh h th apply also to the letters t, ; d , ; ch, ; j , j ; t, ; d, and dh . Sweet says that French and German do not have these To f breathy consonants . acquire the ability to orm the stops without aspiration , let the pupil stand erect , take a fairly full breath and keeping the ribs expanded , hold the breath in by

on taking a good grip it with the throat . While thus holding the f breath , let the pupil form p , t, ch, t, k, and a ter he is able

do of sa a ba ta to this without the escape any voice , let him y p , , , da , etc . ( a) p and b are formed by the closing of the lips on breath and voice respectively,

Cut I .

Formulae ,

1 A p ,

I V = ( A ) b , “ A I h ( ) p , "H h (A I ) b .

so (b) t and d though called dentals in English are not ,

n being formed agai st the upper gums , but in Urdu they are i . . 1 s made against the teeth In diagram p 7 , 4 the posi of of tion English t , and 3 the Urdu t .

s d in nn e i n . B . S e c 2 re ire s n ot ess an an rs u N . 3 qu l th hou t y co ct o i . 1 d . 1 8 an n b e n ers as a e ra. w th pp 7 . It c ot u d too lg b Cut II.

Formulae , t I 3 , d (I . H th (I 3) , dh (I .

(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 the

ff on e same position , but with the same e ort that makes when

n or he says the E glish w , , in phonetic phraseology , aecom “ ” p anied by inner rounding

Cut III. A 2 2 H A 2 2 V but modified 2 acc . to sec . 7

’ f olaae ( d) ch and j . These are simple stops ormed by the ,

f of of n ot a hal inch back the tip the tongue , the tip ,

u coming against the palate, just above the g ms, rather forward of the English position .

Cut IV. 0 ch (0 4 )v = i H (O 4 ) c hh H (0 4) V = ih Most phoneticists claim that ch and j are compounds of of k dz h s . is as tsh and , as x is This not correct , may be

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

i n Now eliminate the tip by catch ng it u der the lower teeth , “ ” or an d ou by protruding it , still y can make a ch . It has

n as n h bee heard a si gle consonant by many peoples , and it as

n ii sh z h as a corresponding asal , , and sibilants, , , have, also , the

t f as o her stop positions . The act that it is written tch , in watch ,

n n r own f t makes ma y, who ca not trust thei ears , eel that it mus “ ” t ff of th e have a in it . That t e ect arises from a doubling ch “ ” “ ” In l n sound . India kachcha is written by Eng ishme kutcha . “ ” and we s e e that the English word suggestion is given in th e “ ” “ ” - est un is dictionaries as sud j y although there no d in it, “ ” “ ” n i ff . only the shut j , which to u tra ned ears gives the d e ect “ ” - th e ch and j are top shut consonants , made by having ” or of on e f f top , blade , the tongue , about hal inch rom the a . sh zh point , come against the hard p late , , are sibilants f l ormed in about this same position , y a ittle further in. l/ (e) t and d are called cerebral because they are formed of right up under the cerebrum , by the tip the inverted tongue

Cut VII . 1 + 6 =t

(I + 6 VH = dh

n of shutti g against the roof the mouth . They are inverted

- point stop consonants .

(f) r is a trill made by the tip of the tongue vibrating

th e of against upper gums , just at the base the teeth . It i takes some many months to get it. In its formation it s of " necessary that the back the tongue be depressed , while in

’ forming one of our English r s the back of the tongue ris es very “ ” s a . high . Take a mirror , open your mouth and try to y r

Note how your tongue rises . It must be kept down , else you “ ” a cannot make the soft r , which is made by the ! . With mirror in hand depress your tongue by yawning and then note

is . the muscular sensations, when your tongue 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

of of x middle the tongue in front the laryn , and push up i of toward the eyes . Resist w th the muscles the tongue, and ' i i . th s will depress the back While thus pushing and resist ng, try to make the point r . “ ” - fla r is an inverted p consonant . It is formed by the “ ” tongue going to the d position the tip being far enough from “ ” f the roof to allow voice to pass reely over, and then flapp ing forward, with a new impulse, flat between the lower teeth .

Cut IX .

v _ — (E + I) r. V

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

f of . be made care ully, without any escape breath

Cut ! . U + 7 = h

(U s o m (U + n = mt "H (U 7) sh 2 5

s a q is farther back in the throat. If you will y key, kay,

ou th e . kaw, carefully , y will note that tongue recedes Put “q” it back on e step farther and you will have the

kh f of (h) and g are ormed by the friction, breath and of voice respectively, between the back the tongue and the

f . A n on e th e so t palate y who can make Scotch ch in loch , or the German ch in ach , can easily make the g by changing

to as is f s . breath voice, z made rom

or (i) ain is usually denoted by a dot under, an reversed apo

is strophe before or after the vowel . It ordinarily not sounded

’

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

f as Ain is not ormed, Czermak claims , simply by passing voice

x in n through the appro imated vocal chords, but, additio to of this , the posterior pillars the uvula are so drawn together of that the passage breath produces the fricative Hha, and l voice gives Ain . E iminate the raised tongue from the kh and the g, and you will get the Hha and the Ain .

n (j) m , n, and g , are the nasals formed from holding the

for organs in the position b , d and g , respectively, with the nasal passage open .

! V . ! I Cut III Cut .

N VN A I V m 1 H ( ) ) ( + 3) i

If we hold our tongue at the j position and open the ii nasal passage as we make a sound , we get the Spanish ,

n and from the d position the Punjabi, Sanscrit, Hindi .

“ ” n f is not (k) , signi ying nun gunna , properly a separate

r sound wo thy to be ranked as a consonant, but is only a nasal of 2 modification a vowel . Yet before and g it usually denotes

of n sin the sound g in g .

l genera ly tensed organs , but in another very material particular l they are perfectly level . Eng ish long vowels invariably end if in a glide, final, and usually in other positions, though when If u n accented they are Often without the glide . you will “ ” “ ” e O f of prolong the y they , or the i machine , then you will find that they finish off with an upward movement “y” of e n ff . ou the tongu , givi g a slight e ect If y do not notice

i s ee it, make it with opened mouth and you w ll it. The same “ ”

ff of . 0 as so e ect is noticed in the ai aisle In , u , ow , in ,

cow of l rule , and , we notice another glide , but here the ips, “ ” f ff . I which gives a w e ect the ear does not admit it, the eye “ ” if ou u se . n will , y a mirror In most E glish mouths , also , a as in father has a slight glide . It seems almost impossible for f the English speaking races to hold a sound per ectly level, and finish it off without a glide . ( Can this be the reason that

oow the . in spelling , y, etc , the w and y , which seem needless to of on ? n most us , have been put ) New and Old Engla ders “ ” for . also insert a sound , as in keow for cow , hyer, here, etc f This is counted provincial except when it comes be ore u , as “ ” “ ” “ “ ” in l k oot k ow cute , which is right y pronounced y but y never .

The vowels of Urdu are pure and level .

’ in 2 6 . as at/zer e e Vowel Sounds . (a) a is a in f ; as first elite i m a onine o be it o w/i o ; as in ; as in o y ; as in , but without i gl des .

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

ff ff n i i i di erent, owing to the di eri g organic basis ; is sim lar to

it it oo ood h as in ; resembles in g , but is unlike it , in that it “ ”

n 5 . 2 only inner rou ding . See 7 .

i an an d ai ff l f (c) The two d phthongs , di er no litt e rom the supposedly corresponding sounds in English of ow and

i for of ff ow long , they are composed di erent elements . English au of an 0 an a o 0 ( ) is composed , but Urdu of (sh rt)

. i is of an ee (short) English long a diphthong made up , but 2 9

ai a e . of Urdu has (short) a shortened Skillful singers , of course , prolong the first , not the second, element these

n diphthongs , in either to gue .

2 n n is of t n 7 . Rou di g . This a making the mou h rou d , at of the lips , called outer rounding, or, at the back the tongue,

h . . f n 0 w called inner rounding It is ou d in English , u , w, and

is It exaggerated by the Scotch , as in good , and is reduced

n by Urdu speakers to simply inner roundi g , where the lips

of is are spread , but the back the mouth made round between f of to the tongue and so t palate . It is course possible make

0 a and , with outer rounding alone , but until the pupil can give them with only the inner roun ding he must fail to get

ff I n the peculiar native e ect . nner roundi g is the peculiar “ ” “ ” of U or to characteristic the rdu w v , as you choose w rite it .

. T of 2 8 Catching Sounds . o get a true conception Urdu

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

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

n If you ca not get a singer , have some native , who is rather

f l one of f un ami iar with English , repeat the ollowing sentences

' f ou ou ualit of a ter y , while y note the peculiar q y the recurring

sh e for vowel . ( a) He , , we eat meat . (b) Make a plate eight to woo o wn no . . e o apes ( c) J , no oats , oaks (d) Fool , you , a shrew . (e) Up, ugly umpire , up , up , up . (f) It hit it . (g)

sow. A bull could pull it full . (h) A cow now found a (i) I might fight to night. It will require much and patient listening before the con

of n cept a stra ge sound is correctly fixed , but until then it

th e cannot be reproduced at will . Whispering sounds , and

f al of hearing them whispered , will O ten reve the secret their f di ficulty .

A s we cannot hear ourselves well when we are trying to m ake these sounds correctly , it is a good idea to hold a 30

or O f our to slate ther hard substance be ore mouth, reflect the sound to our outer ear .

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

in in we seldom double letters in English , and H dustani , we “ ” “ ” f one ail to do more than give a doubled stop , and a half

n times . This Urdu doubli g can best be explained by noting

’ of n t n of two Bell s explanation a conso ant , as consis i g parts , “ of n a position and an action ; the position , one co junction ,

on e of an d and the action , separation , both are necessary to ” f n per ect articulation . Urdu doubling , the , takes place in the

. fo fir : . r following manner e g , dabbi , the lips closing the st b ,

ff n n ew sa give the b e ect, and then , Openi g by a impulse, we y “ ” bi ach chh a O ff a ; , the tongue shuts the by conjunction with “ ” ff the palatal arch, giving to an English ear the t e ect, and then by a new impulse , we say chha . In the English words , oooé - ease an d nz /zt- time i , g , the k and t are doubled in th s manner .

w/zoll Note , however , full doubling continuants , y as con l trasted with lzoy .

0 . 3 . Intonation This is a very important subject , which

I hope to be able to elucidate some day . So far as Urdu is is concerned, all I can say now , that the measure seems to “ ” be staccato with a prominen ce given to the last emphatic

n in syllable . Most I dians , and foreigners brought up India,

and in speak their English with this intonation , their manner

of 5 of . If making , z, and n , betray the place their birth the

in Indian and those English , who are brought up India , are l ever taught to speak English properly , it wi l be when pho n etics is taught in such a way that they can discrimin ate

n i U betwee the two modes and g ve each at will . nrecognized brogue and in tonation are difficult to acquire or cast off.

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

n s ff ear , but one that can recog i e di erences , and enable the voice to imitate them . The best ears need cultivation , and f the training , which can only come rom a thorough analytic study of sounds and their elements . It will require the best

f n so ear and care ul work to master all these sou ds , that they

l six . can be made natural y, within months Few will accomplish

n for of it u der a year , and some it may take several years f f care ul watching , be ore the brogue , which you brought with

n you , is content to remain in the backgrou d .

32 . Phonetic Training . What a splendid equipment such a training would be ! When this problem is taken up as it

on e as ought to be , no will be allowed to go 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 be displaced by time and labor saving devices .

33 . Learning to Read . After the language has been l if learned , there wi l be no trouble in learning to read it , it is

or if printed in Roman, English , letters, but it is in some strange

as U or character , Persian rdu , Hindi , Tamil , Arabic, Russian,

n ff the it may take some e ort . Beginning with the primer is

n i simply wasti g t me . The best plan will be to have the

n so character worked in along with these model sente ces , that f of as they are being committed , the strange orms these words

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

on If writing clearly the slips . , however, this cannot be done ( and circumstances have prevented this book bein g published

o : on that plan) , then it would seem best to g about it thus

’

of . in n Take a chapter St John s Gospel, and read it the Roma

ou f until y are thoroughly amiliar with it, then take it up in the

. f f m out of character A ter your copy is a iliar , read another

of n copy the same edition . Then take another editio , or another version , and thus train your eye to a quick recog nition 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

ou for i of i y , but, those in the Punjab , whose Opportunit es hear ngs

l n good Urdu are imited , such advanceme t will be made by consciously memorizing the correct idioms and by diversifying

f m . them , until they are thoroughly a iliar The student will under stand that this manual deals only with the simplest Speech . To stop here will never en title any one to be called an Urdu

’ n l scholar . Hooper s Help to Hindusta i Idioms wi l be useful in advance work .

3 5 . Memorizing . It has been shown that the power of the human memory in committing word lists such as those of a

n f n foreig language is very limited . One half is orgotte in an

60 . to hour, and over night Consequently master the whole

1 00 ° as and retain /o, we demand , will necessitate a good many repetitions .

36 . RULES FOR THE ACCENTUATION OF U RDU

WOR DS .

a f a th e t 1 . au The vowels , e, , o and , and diph hongs and

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

f l or f vowel ol owed by a consonant, a short vowel ollowed by two consonants .

2 . Final open syllables (that end in a vowel) never take the

l or o : 8 6rd accent, un ess the words are roots, foreign imp rtations , ba d don o u t/é nudé saz é f lza fé bard r , , but j , K , ( oreign) , and ,

(roots) .

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

oa én diler saldm . y , , If . i 4 the penult has a long vowel with the ult ma also long ,

’ ’ ’

asman armd n sais s aman . and closed , there will be even stress, as , f , ,

. If m or n 5 the ulti a is short Ope , accent is on the first pre

’ ' aus hman daboz bat mom nio bania : ti sa a . ceding long syllable as , , , ,

6 . so i As root words are accented, are the derivat ves

’ : ufarna ata t ut r a a ian . accented , rnewdl r of 7 . Compound words etain the accent the original words

' ' ‘ Kutno- arosb ab-o- nawa bam-khidmat I mm- amd at ch t/ki f , , , j , a

8 ad . An apparent exception may be found in the

’ /zan alzan nan n to f verbs, ka , j , ya , but it is likely owi g the act ” “ of han that these are compounds the word , place, with a

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

of f 37 . If you will note the accent the oreign words that

ou l have been adopted into Urdu, y wi l catch the key to their accentual measure . Afsar Officer Charge Akat Act (of Law) Chik Cheque Aldar Elder Cnimnf Chim n ey (lamp) Anglais (English) Daoal Double (strong)

il D ak . Ap Appeal tar M D . Ardali Orderly Dares Dress A staobal 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 Flann el B amba Pump water Farak Frock pipe Faram Form (tobe filled)

’ Bearin g (to pay) Farans zsf French

Fara f Brooch ng Frank , foreigner Button [vant Fail Fire (a volley)

ser ut do- nta two - f Bearer, head F , f Foot, oot

Biscuit rule . Bishop Glass

Bottle Kirche , Kirk , Board church

' Breeches Gi rj a -g nar Church building Boot Gowarnm an t The Governmen t ’ Haspital Hospital Major Hofal Hotel Minute

’ Inglistan England Meeting- s yet/fat Jacket Number

Jel Jail Padre (Rev . )

Jel - blzan a The Jail Packet arnail J General Pot, chamber J arnailfS arak Gran d Trunk Pantaloon s Road Parade a Jean , cotton cloth Police Kaisar Caesar Regiment Kalar Collar Report Kam ot Commode Reporter (from

Ka mara Room , camera the village to

’ K ampani Company Gov t)

’ ’ K anas tar Canister (of oil) Ras i a Receipt

Kan stab al of Constable Reel ( thread) ,

’ Kaptan Capt . (Supt . PO spool lice) Second K artiis Cartridge Secretary K annsil Council Slippers

Ko a ic/z- - s ela Coal, charcoal S p en Speech K ot Coat Sergeant

' Was kot Waistcoat Certificate Lains Lin es ( of police) Cheroot L altain Lantern Lamp Lamp Sessions (house) Lat Lord Cigarette L ekch ar Lectu re Cement

’ L ekc harar Lecturer Tomato

’ M a ch az Matches Tobacco

Ad - Mani ar Money Order tumtum , dog cart

' Marl nt Market Theater Mas/tin Machine Tax

Kamittf Committee S asaiti Society M imb ar Member B aris/ztar Barrister S iti Puls City Police J ai Judge

n U s e 38 . Indian Words in Commo English .

an Itr y gal Attar, or Otto, , essence, ex Cooly i i O f roses tract

’ ’ ’ an Pae am a Typhoon Tuf , a storm j , leg

M an Monsoon sim, season clothes

f ir Punkh a P an fan Faker, akeer Fag , a holy kha,

akaitf beggar Dacoity D , robbery

’ L it n a lun D akait a t , to p Dacoit , D ku, der highway rob Bazaar Baz ar ber

B an h a gla Thug T g , assassin

’ ' B u cksh eesh B akhsmsn f V z ir , gi t izier Wa , prime mi

Han e Howdah da, elephant nist r

is m at f saddle Kismet Q , ate

’ M alzawat wao Mahout , ele Nabob Na , ruler ” phant driver E 5 13 6 Panjao

’ tan - K anrf Sultan Sul Cowry shell , a shell

’ Hn a S i anf Hooka gq Sepoy p , soldier

’ Moslem Mussalman g rou n d ’ M oh amme M ohamm adf Ka f rice) r , spiced meat f dan Mogul Mugal, A ghan Hindu H in du family

- - K O h i . of an Kohinoor nur (mt Koran Qur , Moslem light) Bible

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

S kas ails Shasters tra, Hindu Syce S , groom l A Bible Ayah ya, nurse

D aroar Durbar , court maid

’ ar assembly Khidmatg , Ga i Gharry r , carriage, waiter a t hf cart it , letter Q

B eest Biliis/ztf i y , water Ra yat, subject man (ordinary (of a king)

r K acna/i rf educated na Kutcher y , court tive says house

i Kacnch a bhisht ) Kutcha , poorly

’ Almaira Almarfwardrobe n , , made, u ripe

- P aleka cup board , well made

’ D ak n N a Deccan kha , the la, a ditch

M aul south avi, Moslem

ser Maund Man, forty , teacher

8 . C/za nf hot 3 lbs Chutnee t , pick

Ser, two pounds, les

’ t R a one q Rajah ja, king

’ i Chh a ane 1 1 6 Al God Ch ttack z , / Allah la,

of s er 2 oz . , Nautch Nach , dance

o f U rd u O ordoo Ur T p , hat, cap ( ) du , camp

M ussoc M asnak Sun helmet k , water

R u ae 1 6 s p , anna skin

Ana Ved s Ve , a penny, da, Hindu Writ

’ Z Z i d ar two cents amindary am n i,

P ai sa, anna Ranch

P al I 1 2 n , / an a Lakh , Lac Lakh

Tola K aro i ooooooo , weight of Carore n

’ M el rupee Mela a , a fair

D a i ra i : r , cotton car Chaprassy Chap s , servant

Ch aukfdar pet Chowkidar ,

’ Ckar ai e dste d Charpoy p b , watchman

L amb ardar i . e . a four Lumberdar , poster headman

’ Ti af f n Teapoy p , 3 footed Dooly Dol , pala keen table M un siff Judge of small

’ d am Godown Go , store court

’ Tliana T/za i house na, pol ce f Dufter Daftar, O fice station ’ ’

Tnd ned ar . Cn/iaoni Dep Inspector Chowney , military Police station

’ sil M ufussil M u assil out Tah A county, town f ,

n as ship lyi g, Oppo

i dar f s e d Tahs l County o ficer, to city

collec E k one revenue Ekka ka , horse tor cart

Putwaree ari f of Patw , village Chie Police lan d recording Police Station

f i fin O ficer Zf , lunch

E AR AND TONGUE E! ER CIS ES .

for Directions Study . Have the moonshee (munshi) pro nounce the O ordoo (U rdu) words until you can catch them

or b e clearly . He may have to repeat them eight ten times

ou fore y are ready to try even to give them . Cultivate the ability

O f careful accurate hearing . Watch his lips and his tongue .

f an Have him put a little stick, hal inch long , between his jaw

so ou of . teeth, that y may see the working his tongue This is especially important in learning the cerebral sounds . Have a him Open his mouth widely, when he gives the and a sounds, an d n note how the prolon ged sounds ri g against the teeth .

O n li bserve how, when he says khana, and ka a, the of the first i of comes aga nst the back your hand, when held close to his

o f or mouth . Practice these exercises f r fi teen twenty minutes ,

for twice daily, the first two months . When you are able to ff ’ recognise the di erences, as you watch the munshi s mouth , try

n to catch them when his back is tur ed . Get others to give you

n o ou the same sounds . Whe the munshi tells y u that y have

inten tion these sounds very well , test him by making mistakes l ’ a l . f e on e f t s y Make a list rom the exercis s , word rom the , two f rom the aspirates, etc and dictate them to him . You can

' easily tell by his writing whether he h as told you the truth . not Yet it may be that he recognises , the sound, but your

on one facial contortion , so try them some else . of Do not expect too much yourself, but expect to master

these not sooner than six months, and that, perhaps , it may

n . take a good while lo ger Never despair . Never get beyond

’ t rd f listening to the ex ac wo s that fall rom people s mouths .

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

’ or to n . munshi s , your own, stupidity, change somethi g else

n n ot t or Whe you are reading , do allow more han two three

corrections of any one pronunciation . If you cannot get the

n vowel sounds , try to imitate the sou d which the native makes

in yawning audibly. Take a mirror and throw your tongue

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

low down at the back. Until it is low, you cannot give the

f e c 2 2 o s . . vowels correctly . Practise the exercise

x E x ercises f or E ar and Tong ue .

h ata . 1 Wu . . (a) hai (a) He is coming

- (b) Wuh ata hai . (b) That is meal (of wheat) .

2 f . one is . (a) Yih rot hai (a) She (this ) crying . f (b) Yih rot hai . (b) This is bread .

uh arf . saw ( a) W hai (a) That is a .

Wuh arf (b) hai . (b) He is obstinate.

Wuh a rahf 0 . (c) hai . ( ) She is coming

( a) Yih dal hai . (a) This is pulse (dal) . d l (b) Yih dal hai . (b) This is a (d) .

is . (c) Yih dhal hai . (c) This a shield

Wub 5 . (a) ghore a rahe hain . (a) Those horses are coming .

Wuh n (b) gore a rahe hai . (b) Those whites (soldiers) are

coming . v 6 Wub . (a) khana hai . (a) That is dinner .

- Wuh . on e (b) kana hai (b) He is eyed .

ub (c) W khana hai . ( c) That is the compartment .

1 Th e m e anin g als o mus t n ot b e n egle ct ed . b f i Wu . s bar hai He ( She) free .

Wub f . bar hai She is big . b f u . l W bhari hai She (It) is u l .

Wub i . barh hai She has grown , increased .

’ Yih kha h hai . She) has eaten

’

i . t (b) Yih khal hai (b) This is emp y .

f 0 f is ( c) Yih kal hai . ( ) This ( emale) black .

h . is or Wu n . 9 . (a) gol hai (a) He , That is rou d

“

uh . (b) W gol hai (b) That is a crowd .

1 0 Gul k n ? . (a) yu kiya (a) Why did you put it out

(b) Gul kyun kiya ? (b) Why did you make a noise ?

ff t of 1 1 . Note the di erence be ween the sounds the contrasted

English and Urdu words .

i is Mal , gardener Molly Hai, High

B flli l E k one , cat Bil y , Ache

Kar, do Cur Sach, truth Such

on ot . Par, Purr Mili, g Milly

far Dur, Doer Mez , table Maize

’ ’ ak au D , post, mail Dock S s , groom Syce l of f Pet, bel y Pate Faram , corruption orm

’ N ur tir Pit, bile Pit Pur, as p Poor

L O Ho, be Hoe , take Low

] l D O Pu , a bridge Pu l , give Dough

D ouoled L e

1 2 . h (a) Yih mera galla ai. (a) This is my flock .

’

is . (b) Yih mera gala hai. (b) This my neck

(c) Yih mera galla hai . ( c) This is my grain .

’ v I bo a or 3 . (a) Larka leta hai . (a) The y t kes (it) is

taking it .

'

tai is . (b) Larka le h ai. (b) The boy lain down I ko . two. V 4 . ( a) Is do dena (a) Give him

k . (b) Is o dho dena (b) Wash this .

l c (c) Is ko duh dena (c) Mi k this ( ow) .

(d) Is ko dho dena (d) Carry this away .

a . 1 . s 5 (a) Mere p khara hai (a) I have the genuine .

(b) Mere pas khara hai . (b) He is standing by me .

(c) Mere pas kara hai . (c) I have a bracelet . (d) Mere p as kara (Pun f . o jabi) hai (d) I have the bran ( gram) .

c aurat khatf 1 6. ( a) Yih hai . (a) This woman eats .

c

aur k ttf . (b) Yih at a hai . (b) This woman spins

c a a (c) Yih ur t katti hai . (c) This woman bites .

1 7 . ( a) Larke deke gaye . (a) The boys gave and went .

b d ekhke s aw . ( ) Larke gaye . (b) The boys and went

d . (c) Larke ekh e gaye . (c) The boys were seen

. m u h ko 1 8 (a) Pata j do . (a) Give me the information . h m u ko f. (b) Patta j do . (b) Give me the lea

m u h ko (c) tt j do . (c) Give me the lease . ‘Pa a h u ko n o e . (d) Patt a m jh do . (d) Give me the young

(e) Mera kapra phata hai . (e) My garment is torn .

f a a . ( ) Mera kapra ph tt hai. ( f) My garment is tearing

1 Yih 9. (a) bakra mera bakhra

- h . hai . (a) This e goat is my portion God (b) Khuda khaliq hokar (b) although (lit . being) khud hamari khidmat Creator does himself serve

karta hai . us .

‘

2 n n ai . . 0 . ( a) A rate s th hain (a) The women are along

‘ (b) Anraten sat hain . (b) There are seven women .

‘

Auraten n . (c) sath hai . (c) There are sixty women

“ ” “ ” l . 2 1 . uh o (a) W g kahta hai . (a) He says gol (round) “ ” “ ” uh . (b) W gol kahta hai . (b) He says gol (crowd) ' “ ” “ Wub . ( c) ghol kahta hai . (c) He says ghol (dissolve) ub i n h aron m en n i 2 2 . (a) W ch ze g ( a) Those thi gs were ly ng in

p arf rahfn . the houses . (b) Wub chfz en gharon men (b) Those things were lying in

’

i in . par rah . the water jars

’ (c) Wub chizen g arhon m en ( c) Those things were lyin g in

rahfn f r . pari . the o ts

2 3 . (a) Ismit Sahib daure gaye (a) Mr. Smith has gone to camp

n . i hai ( tinerating) .

. m (b) Ismit Sahib daure gaye (b) Mr S ith has gone running .

n hai .

m i i en was s ttin lit. 2 4 . (a) Adm chhappar (a) A man g( seated)

baitha tha . in the hut . (b) Admi chhappar m en (b) A man was sitting in the

at . baitha th . (P) pond (c) Admi chhappar m en (c) A man was sittin g in the

ai hta b t . b t tha . u (yesterday)

” ” ’ “ “ o t t ta tha not b nor a /i a did . Note that it is baitha , aitha ta , i , but

2 U s n e f min n a 5 . (a) bar t kf h t i. (a) He pleaded very hard .

’ me f mihn at kf hi (b) Us bar t . (b) He worked very hard.

2 6 b . Wu h a . . (a) gayi hai (a) She s gone W ub n . (b) gayi hai . (b) They (women) have gone h Wu n . ( c) gaye hai . ( c) They (men) have gone

Wu b c ow. (d) gae hai . (d) That is a

Wub . (e) gae hain (e) Those are cows .

2 Wu b n ? ? 7 . (a) kaha para hai ( a) Where is it (or, he) lying (b) Wuh kahan parha hai ? (b) Where did (you) read it ?

“ ” 2 Wu i - 8 . b (a) thatt hai . (a) That is the thatti outcaste

quarter .

’

Wuh i . (b) tatt hai (b) That is a screen (privy ,

latrine) .

’ ( c) Wub tatti hai ( c) That is warm .

(k) Dana (k) Wise ( 1) Sina ( 1) To sew Dana Grain a a Breast

m s s e lado m B rin f Ha m en 11 ( )U . ( ) g it rom (n) m ( ) In us him Hamen To us

ou U se la do . Bring it and Tumben To y

give it to him Tum m en In you .

(o) B achcha ( 0) Child (p) Banna (p) To be made

’ n Bacha. Escaped Ba a Is made Kam Work Kam Little Kham Immature Kham Curved h B erf . (q) Bura (q) Evil (r) (r) Ewe , sheep

’ i B oat h an d cuff Bhura Brown, earth Ber , colour B erf Punjab plum

’ rh Burha. Old B e f Crooked Bura Sawdust

’ ’ Meri burhi bheri bhti ri berf m en b erhf beri k e bare bure

kharahf thi old p atte . My ewe was eating the very bad leaves “ ” of h r the crooked e in a brown boat .

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

Kah Grass Rah Way, path J a Go Ma Mother Jah Grandeur Mah Month f Many other words are ound in the language, which are

n n on e if thus disti guished by o ly sound, but these are well

so f l mastered, that the pupil can give them without acia con tortion u , and in s ch a way that the untutored native readily f catches them , he will have no di ficulty with any others that he may run across . It will be best if the munshi puts these single words in simple sentences as 1

Not in frequ en t use . M OD EL IND U CTION S ENTENCES .

AB A . LE SSON 1. PAHLA S Q

ach chha n b . I . Bahut khana taiyar kar a cha iye

- - very good food ready to do is desired .

[You] must get a good dinner ready .

off on Directions for study . Write the above three lines ff i f a sti sl p o paper. Have the munshi utter the clause in two of two parts , as printed , three words each . Learn it thus in “ ” ’ breaths , not from the printed page but from the munshi s

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

x a out. on and word b Keep your eyes the English translation, s o as to carry th e idea of the clause in your mind . Work

ou s a away at this repetition, until y can y the six words without

s a pausing . Now , continue to y them alternately , with the munshi , noting as much as possible his expression and into

ou s a nation , and trying to imitate them . When y can y them i of 00 fluently alone , then beg n to try to get up to a speed 3 syllables per minute . Your first lesson may not give you more

to for not than the ability repeat them alone , it should last

ou f longer than a half hour , lest it weary y . A ter a rest you

no may take it up again . One week is t too long to spend on or lesson I, with reviews continued over another week two, until it simply cannot be forgotten . There is nothin g in it that

ff ou you can a ord not to get. Slow , y may think , but it will often be foun d that what one has learned one day has complet

x ely slipped the mind by the ne t . The Derivative Sentences

so ou should be well in hand , that y can instantly express the ideas , as well as understand them when you hear them .

off on i of Write them , too, sl ps paper, and learn them in the following man n er : Repeat 1 until you can give it at the above 2 rate . Now take up . Repeat it in conjunction with I, and I .

I W rit e o nly th e En glish tran sl ation or th e oth er s id e of th e slip an d

a e r use n l t o ly th at . ou When y can give the three , twelve times in a minute, then

ou . 1 2 y can take up 4 Repeat 4 thus, I and 4 , and 4 , and 4, of 3 and 4 . Get the whole list sentences so that you can give of ! [ them in regular, inverse, any, order, at this same rate speed

If for few you lay them aside a days , you will find that the

’ speed test can not be met . One s ability in mastering com

inations of . . b strange sounds is very limited See p 5 9 , Speed

Tests .

Vocaonlar y . K ? 1 . 1 1 a Bahut Much , very . y

A ch c hha an 2 . 2 H 1 .

A ch chh I in f Good 3 . Nah

n 1 . A 3 . Kha a Food, dinner 4 p to ser

4 . Taiyar Ready

- na 5 . Kar To do , make

hahi e 6 . C y Is wished , ought

7 . Sahib Sir, Gentleman , indeed

Mr indeed , emphatic

8 . M ems ahiba M rs . particle

M i h . 9 . ssa iba Miss 1 9 Yih This

1 0 . b . Is . 2 Wu Hai 0 . That

D r t e iva iv e S enten ces .

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

? n ? Kya , khana taiyar hai is di ner ready

2 . . o Han t i a r a r 2 . or Taiyar hai , , y It is ready , , Yes , it is

hai . ready . ? ? . c 3 Khana a h chha hai 3 . Is din ner good

. A c h chha or Han Yes 4 hai , , 4 . It is good , or , , it is

ac h chh a h ai good .

I a e e ar it s I h v h d uggest e d th at it is e asie r to m emoriz e by th rees .

er irin a e I en en av e i a tr 2 for Aft t g of I , t k up , th wh you h w e ar e d of th t, y

1 in es an d en e a 5 m ut th com b ck to I . It is worth whil e t ryin g this m ethod at firs . R e e a a se six i e s in 1 e a th e e ss t p t cl u I t m 5 s econ ds . R ep t whol le o n in 4 0 s e con d s . ach chha Bahut hai . 5 It is very good .

M e msahiba khanatai arhai 6 . , y . . Madam, dinner is ready

ach chha Bahut . 7 Very well .

’ Khana c hahiye ? 8 D o you wish dinner ? Ha hahi n c e . Y es , y 9 , I do .

n k ” . . ar IO Kha a taiyar gaf, IO . Get dinner ready / ach chha 1 1 . V sir. Bahut , Sahib . ery well,

1 2 . ach chh a n 1 2 Bahut kha a I want a good dinner . b cha iye .

c h a 1 . A ch h m em a s hiba. 1 . 3 , 3 . Certainly, madam

1 . n k . 1 4 Kha a taiyar w 4 . Get dinner ready. ? ? 1 . n 1 5 Kha a bahut hai 5 . Is there dinner enough

an . 1 H 6 . 6. 1 , bahut hai . Yes , plenty a ? ? 1 . ach chh 1 7 Khana bahut hai 7 . Is the dinner very good

. in c h h a 1 8 . a c h n ahfn 1 8 . Nah , hai ! No, it is not good a ko hi ? ? Khana p cha ye 1 9 . Do you require dinner

’ ’ 2 h h re uir 0 . i a i 0 o . n c e . 2 . Nah y N , I don t (It is not q

ed . ) ? 2 1 A . . p ko bahutkhan achabiye 2 1 Do you wish a good deal of food ?

’ ’ ’

2 2 . in in chahi e 2 2 . Nah , bahut nah y , No, I don t want a lot, only

chahi e . thora y . a little

’

2 . n 2 . 3 Kha a to bahut thora hai . 3 . There s very little dinner

2 k ? n ? . A o 2 4 p thora khana chahiye 4 . Do you wa t butlittle dinner a 2 . H n hf c hahi e 2 . . 5 , thora y . 5 Yes, just a little

2 n ? 2 6 f ? 6 . Kha a thora hai . Is the ood short ? ? 2 . hf n h 2 . . 7 Thora Hai a fn . 7 Short There is none at all

2 n ? 2 8 n of 8 . Sahib hai . Is the gentlema the house in ?

Han n 2 . . . , hai . 9 Yes , he is (lit They are)

t not. in . 0 not n o Hai nah 3 . He is , It is , She is ? 1 ? Yih kya hai 3 . What is this ? ? Wub kya hai 32 . What is that ? ? Kya hai 33 ° What is it 4 8

’ D B A SR A S A . LESSON II . tJ Q

’ ’ ’

II . A n1 i i p rot jald khao .

own bread speed [with] eat .

Eat your food quickly .

on e Directions . Write the three lines on slip . Have the

ou munshi repeat them till y are able to give them alone , and then take them up in connection with clause I . Acquire speed

of - f up to nine repetitions this four word clause in fi teen seconds .

Watch your watch . Write English on the reverse and use

f . that only , a ter the first day

V c o aoulary .

- Own referring to Gosht,

su e ct of ach chha the pj the Meat .

— m i ach chhe verb y, his All , Potatoes

’ their, your etc . Chapati, f h f . ach ch f Rot bread , ood Bread, loaf, cake ge Jaldi quickness A , thora Meal

Kha- o - i eat you Kar bhat,

’ An a to come thori Curry rice Rona to cry Ct tf Hazirf Little breakfast

’ “ ” Ata ati , ate coming tea and toast “ ” R ota rotf rote f Hazirf f , , crying Bar Big break ast

’ Huztir Your Presence Hazirf Attendance Janab Your Honour Bhf too

n a f The adjectives by their endi gs in , , and e , Show the

is gender . It not, however , necessary to remember that gosht f f f is masculine, rot eminine, etc . , but only to associate the a, , or i e end ng with the particular word .

D eri ati e S enten ce v v s .

I . f Rot khao . 1 . Eat bread .

2 . . Khana khao 2 . Eat dinner (food) . ? . K a 3 y , roti taiyar hai 3 . Is the bread ready . . ? Han . Yes sir is b- , huzur, taiyar hai , , it ready ? t f ach chhf ? i Kya , rot hai Is the bread good k

Han ach chhf sir . , janab , bahut Yes, , it is very good

hai .

’ i ach chhf Yih rot to bahut This bread is veryi good , ? K a wub bhf ach chhf . too hai . y indeed Is that good, hai ?

n . Kha a taiyar karo . Get dinner ready

i . or Rot taiyar karo Get the bread ready ( ,

the meal ready) .

1 0 i 1 0 . . Jald karo . . Hurry up

1 aldf . 1 1 . 1 . Khana j khao . Eat dinner quickly

ld . 1 2 a f . 1 2 . Khana j taiyar karo Get dinner ready quickly .

l hahi 1 . n a df c e . 1 3 . Kha a j y 3 I want dinner quickly .

’

hahi 1 is . 1 i aldf c e . . 4 . Rot j y 4 The bread needed quickly

’ ’ i i b 1 V 1 5 . Bahut thor rot cha iye. 5 . ery little bread is needed .

d . 1 6 ou r l f . o 1 6. a Khana j khana chabiye (I , y , , he) must eat

dinner quickly.

’ ’

i n ahfn i 1 . d Rot bahut hai, thor 7 There is not much brea ,

hai . only a little. f u 1 . ow Ap i rot taiyar karo . 8 Get your n bread (food)

ready . hi ? Ap ko ek hi rotf cha ye 1 9 . Do you want only one loaf?

N ahfn mu h ko 2 0 N o or , j do , tin . , I want two three

r otian chahiyen . loaves .

Yihf f ko chahi 2 1 e . rot Sahib y . The master wants only this

bread .

n ch a atian 2 2 aties Khansama , p Make some p

taiyar karo .

i m em sahi 2 n ba. . Ata nah , 3 There is no meal , ma

A ch chha s 1 . 2 n e 510 . f , bazar 4 Well, get (bri g) some rom

the market. 5 0

Vocaonlar ‘ y . i i Misr , thor Sugar Do Two

’ hfni i Tin C , thor Sugar Three Cha D o (or, chae) Tea Give

ac h chhf le Cha Lao, ao Bring

L o le 10 Dudh , thora Milk , Take

L e - ao Namak, thora Salt j Take away

’ Pan i ac h c hha , Water Jao Go D khao i . Gilas Glass, tumbler Show, pass

’ ’ ? ? 2 K a ii ach chhe n 2 . 5 . y al hai 5 Are the potatoes good

’

. 6 . 2 6 Han ach chh e n 2 . . , hai Yes , they re good “ ” h chh e n ? 2 ? ti Ap ac hai 7 . Are you well (never p

to a servan t . )

h ? 2 8 Tum ac chh e ho . Are you well (to an inferior)

h hhf nahfn 2 th e Cha le ao ac c . j , 9 Take tea away, it is

hai . not good . h hhf 0 ’ le ac c . 0 . . . 3 Yih misri lo , hai 3 Take this sugar, it s good

1 D O n 1 . f 3 . gilas dudh hame 3 We want two glasses ( o )

chahi en . y . milk

h nf 2 2 i c f . . 3 . Thor do 3 Give (me) a little sugar .

h h kO A c c ha . gosht ham do 33 Give us good meat .

n too l 34 Yih amak thora hai . 34 . This is ittle salt . “ ” Kari dikhao. 1 s 35 bhat 35 Pa s me the curry and rice .

6 . Pa f . n 6 . 3 do . 3 Give me (some) water

Grammar.

Note that the declarative and interrogative forms of s en tenc es f ff n n are o ten on paper , though di eri g in intonatio , the “ ” “ ” ? n same, yet the latter may have a kya , what The infi itive “ ” f to for khana, is rom the root kha , which add the impe “ ” rativ e so - -o khao ; and kar na gives kar . Thus the imperative,

I Th e b e s t way to le arn th e gen ders of n ouns is to associat e the m with “ an a e ti e or er in a or i an d n ot tr re e er e as as in e dj c v v b , y to m mb th m m cul “ ” or femimin e .

Directions to the munshi (who should s e e to it that the pupil uses these and not English) .

1 or h kahi e 1 . . . Phir bolo , , P ir y Say (it) again

“ ( polite) . a i t 0 5 a f t? it

‘

Ahista bolo. 2 . . A Speak slowly ’ ahfn e . Bat meri samajh m en n 3 . I don t und rstand (The atf n t d . matter into my u ders an

ing comes not . ) ? S amajh m en at? Did you understand (Did it come in ?) Thik hai ? Is it correct ?

’ ’ h n N a fn i . N o it s Han i . ot , th k hai , th k Yes, it s right ,

nahin hai . correct .

I h l fz . \ Wu a phir kaho (kabiye) . Say that word again O ’ ff z m u h s f n n O Is katala u j e nah n I ca t pronou ce this .

hota .

’

. is nahfn n . Pata . 9 I do t know (There no

trace . )

. 1 0 . n . . IO Bas . E ough That will do

. 1 1 . I I . Bas karo Stop .

T h . 1 2 h a r 1 2 . . jao Wait .

D eri ti va ve S en tences .

ldf u a k nki 1 . for J karo , y mere liye Hurry up you must get bahut ach c hhf rotf taiyar some very good bread

karni chabiye . ready for me .

aldf k un ki bhf 2 for n J karo y mera . Be quick , my di ner,

. n khana taiyar karna hai too , is to be gotte ready .

A n e f for p liye rot taiyar karo . 3 . Get bread ready your f sel .

A ch chhf . . V sir. 4 bat, janab 4 . ery well, (Good word ,

sir. )

? 1 ? . K a m erf f 5 y , yih rot hai U Is this my bread

6 . Han a kf f 6 , yih p rot hai . . Yes, this is your bread . ? ? Kya wub rotf ach chhf hai Is that bread good kf f ’ of Yih Sahib rot hai . This is sahib s bread (

the gentleman) . ’ ? ? K a wub i a ka. y , g las p hai Is that glass yours

’ M emsahib a kf rotf kahan I O . Where is the madam s hai ? bread ?

ke lfe ? for A f . I I . j rot hai I I Is there bread [enough] ? to- day

’ for Ha k l 0 2 n a e fe . 2 1 . 1 ( j ) bahut hai Yes, there s plenty ( to day)

k f h e is for ou . 1 . e l e f . T e r 3 Ap rot bahut hai 1 3 . enoughbread y

A ka 1 . 1 . . 4 p khana taiyar hai 4 . Your dinner is ready

k ke lf for 1 . A e e 1 5 p khane char 5 . There are four loaves

t n n . rot a hai . your dinner

’

6 n . 1 1 6. . . Bas hai It s enough (They are enough)

u i f aldf 1 Tum ap rot j khao , 7 . Eat your own food quickly, kyunki do S ahibon ke lfe for dinner must be gotten

n for n . kha a taiyar karna hai . ready two gentleme

A n D in n r u stbe otten read j pa ch Sahib logon ke 1 8 . e m g y

for lo lie khana taiyar karna hai . five sahib g (Eu

- rop eans) to day.

1 . Bazar jana hai, gosht lana 9 (I have) to go to the shops,

b a n hai, khana pakana hai , to bri g meat, to cook the

n — of hut kam karna hai . din er to do a lot work . 2 0 k ’ lfe f . . e rot a 2 for . Khane do n le ao 0. Bring two loaves dinner Ch k f 2 1 . a e l e l 2 1 for dudh misri e ao. . Bring milk and sugar

the tea .

2 2 . Wub rotian ach c h 2 2 s d bahut h f . Those loave are very goo

hain .

2 . f lao k for i unki 2 . 3 Aur rot , y yih 3 Bring more bread , th s

thorf is . hai . is not enough ( little)

2 . A kO f 2 n 4 p dudh aur rot , dono, 4 . Do you wa t both milk chahiyen ? and bread ? f 2 . n 2 5 Yih rot lo, khansama , yih 5 . Take this bread, cook, this

h c . bahut hf ac hh f hai . is most excellent

“ ” ’ ka th h n Note that is e equivalent of The sa ib s di ner, s ka kf f ke alu ahib khana, which would be , sahib rot , sahib

and for th e according to gender number. There is no word definite article . l Vocaonlary Afaz .

n s er Phir agai Naukar log servants ,

boln a - f Bolo , Speak , to speak vant olk * Ahista - se r Slowly Bearer , head Mat Mustn ’ t Don 7 vant

U n l Samajh nderstanding Khansama but er, cook,

' M en In steward “ ” B at n - se r thi g, idea, Khidmatgar khit , table saying vant

i B ihishtf n Th k right, correct. waterma “ ahlf b e e st Pahla, p first y

dusrf Dusra, second Mihtar sweeper

Tfsra i i i , t sr third Bawarch cook

L afz alfaz M as alchf , word, words scullion

’ Talaffuz i S als pronunciat on Syce , groom

Se from Aya ayah , nursemaid

- Pata trace, address Ghas kat grasscutter

in - N O i Nah (na hai) , is not Mal gardener f Char our Gwala, gawala Cowman Panch five D arz f tailor B as enough Dhobi washerman L og people D hobin was herwoman

’ Pakana to cook Ch aukfdar watchman Kam work Chaprasi messenger boy to -day Munshi teacher

M et a i Pankh e - unkh a- , mer , wala p puller

’ ’ M ihtaram mere my, mine sweeperess

is n rar r e h as th e a en on th e firs s a e . Th , co t y to ul , cc t t yll bl ’ i or lie h ansamin L ye, for K cook , or cook s

K unki f y because, for, wi e since P ankh e - walf punkh a - pufle n of (woman) ’ f Servants Malin gardener s wi e .

V A AU S ABA . LESSON I . CH TH Q

IV. n fn e ka an f abhf m u h ko Ai khansama , zara p p j dekar

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

Cook, please give me a drink now, and “ ” “ ” of fn a fn e f ka Note the change p to p , be ore , being used

Pf- n a f . to as a verbal noun gives the root p , this the ending “kar” forms the participle which denotes a time precedent to

' f r and its verb , and may o ten be t anslated by , and it is in con “ ” Z sequence called the conjunctive participle . ara is used with m i peratives to soften the command .

D e ivati e t n r v S en e ces . f n T e s . 1 a e ka a . n a 1 . p do ( yz y) . Give me a drink

n Pa f do . f W uh rotf bh de do . Give that bread too .

’ S zihib ka an a d ekar rotf S v kh A er e the Master s dinner

khao . and then eat .

anf l Khidmatgar, zara p pi aO. Waiter , please give me a k dfi n . f 5 . Rot khakar khana taiyar Eat and then get dinner

karo . ready .

’ f nf 6 . Rot khakar bahut pa Don t drink a lot of water

io. na p after eating .

Apui rotf m ujh ko do . V Give your bread to me .

’ 0 Panf aldf i mu e 0 j p kar zara. jh Drink quickly and give me bhf do . some too . Panf pfn e ke liye aur rotf Give us some water to drink ’ k e k . khane liye ham o de do . and bread to eat i 1 0 n f I . . Khansama mer rot taiyar O The cook gets my bread i . h a . own f karta hai [ ready [ ood .

Wub malf u i f akata I I . ap rot p I I . That gardener cooks his

1 2 n f hun 1 2 . Mai dabal rot khata , . I eat raised bread, what do tum kya khate ho ? you cat?

’

. W b ti h . 1 u d d i 1 . b o 3 larka p ta hai 3 That y drinks milk .

Yih i c ha i i n . 1 . 1 4 lark p t hai . 4 . This girl dri ks tea * ’ i kh f ? u ? 1 . tii at 1 o 5 Lark , kya hai 5 . (My) girl, what do y eat

’ 6 i1 hf i 1 b h f . tai . t f 1 6 s Larke, y rot khata My boy, dost thou eat hai ? bread ?

1 Han a hf . . s b i f 1 7 , ham y rot 7 . Yes, we all eat this bread

khate hain . [bread ? l i ? 1 8 . o f 8 D o Tum g wub rot khate ho 1 . you all eat only that

1 Wub 9 . sab larke makkhan 1 9 . All those boys eat bread

f n rot khate hai . and butter . h 2 0 . Wu admi do do rotian Those men eat two loaves

n h . . . 1n khate hai [ a . each [milk

’ 2 1 . i n of Yih lark an bahut d ii dh piti 2 1 . These girls dri k lots

- 2 2 . ko 2 2 us ou Khuda ham I aur tum ko . God gives me ( ) and y bhf f f too . rot deta hai . (our) ood

2 . God 3 Khuda tujh ko aur us ko 2 3 . gives to thee and to bhf deta hai . him , too . 2 ? 4 . Ap khansaman ko dudh 2 4 Do you give the cook milk dete hain ?

2 . in wub a h f 2 . f. 5 Nah , p leta hai . 5 No, he takes it himsel

2 6 . 2 6 Khidmatgar ap ka namak . The khit eats your salt

khata hai . (serves you) .

’

2 . 7 Ap u n se dtidh aur mak 2 7 . Do you get milk an d butter ? khan lete hain ? from them 2 8 . Wuh 2 8 . dudh mere liye hai . That milk is for me .

2 2 for 9 . Yih namak tumhare lfe n ahfn 9 . This salt is not you .

hai .

se in a res s s a e G od Not u d dd , v to .

‘ ‘ ‘ en se for th e sin ar m zé lz to l Oft u d gul , j . h lf n for u . 0 rotfan amare e . 0 . s 3 . Yih hai 3 These loaves are

for . anf lie . 1 1 . 3 . Yih p tere hai 3 This water is thee

k lfe n for . 2 . ro fan e . 2 3 Chhe t us hai 3 . Six loaves are him

ke lf i n . n e 33 U Sat chauk a 33 . Seven chairs are required

for chahi en lao. f y , bazar se them , bring them rom o the sh p .

n . n . 34 . Sahib khana khate hai 34. The master is eati g dinner

n r . . a e 35 . Naukar log kam karte hai . 35 The servants at work

admfon k f aldf 6 for U n e . 36 . liye rot j 3 Bring bread those men

quickly . k ath i e . 37. Is adm liye das 37 Bring eight or ten loaves

ro fan le £10 for m an ’ t . this ‘ a n h n u aj ub i larkfon ke 8 m an is b rin in br 38 W adm liye 3 . That i g g d

rotf la raha hai . for the girls .

larkon ke ch ef for n 39 . In nau liye 39 . Bring tea these ine 1 35. do . boys . ’ kf f f v b ad 0 er . 40 . Is larke rot bar kharab hai . 4 . This boy s bread is y

’ Main rotf khata hun I eat bread

’ Tti rotf khata hai Thou eatest bread Wub rotf khata hai He eats bread Ham rotf khate hain We eat bread Tum rotf khate ho You eat bread

’ Ap rotf khate hain You eat bread

Wub rotf khate hain They eat bread .

Main ach chh f rotf khati hun I eat good bread Tu ach chhf rotf khatf hai Thou eatest good bread Wuh ac h chhf rotf khaff hai She eats good bread Ham ach chh f rotf khati hain We eat good bread Tum ach chhf rotf khatf ho You eat good bread

R em emb er that th es e p aradigm s en ten c es mu st n ot b e le arn e d by

n i n m a r e r s i s . a an on e at an i e in a nn e ot , but f om l p So th t y , y t m , y co ct o , y b e r e f e ly us e d . A p ach chhf rotf khati hain You eat good bread Wu h ach chhf rotf khatf hain They eat good bread

’ Main apna kam karta h iin I am doin g 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 ’ a Tum apna. k m karte ho You are doing your own work

Ap apna kam kart e hain You are doin g your own work

Wuh n own apna kam karte hai They are doing their work .

Main apna kam karti hun Tu apn a kam karti hai

W u b n kartf ap a kam hai She etc . , Ham ap n a kam karti hain Tum apna kam k artf ho Ap ap n a kam karti hain W ub ap n a kam kartf hain

“ ” “ ” wub as n n for Note that is used the perso al pro oun he , ” “ ” “ ” “ ” “ ” sh e wuh and it , but also as that , and that and yih

f for have each the same orm both singular and plural .

" Write ou t the declension of the personal pron ouns from

n f r the lesso s thus a . of The present tense is composed the present participle, “ ” is f ta ti n which ormed by adding , , te to the root, compou d

f of hun n . ed with the required orm the verb , hai , ho, hai “ “ ” n of n This prese t has the meaning he eats and he is eati g ,

’ for watt ro z k/za which latter they have also another present, t

’ a/z lzai as 8 r a j 3 . of “f” Note the two case forms mas . nouns in , the three “ ” ” o f “ f . f of f ems in , the four mas . in a . Observe the ormation f of f r . i f n a e ns rom mas . as lark rom larka . Nou s have two usu l

f . n d o for a b . orms in each number , absolute , used nom j and “ ” “ ” f re an oblique or ormative , which had best be called a p p ositi l ona f . orm . To these we may add the vocative

E k ’ , pahla, Pishpash rice and meat

ahlf p One, first cooked

t r i in Do , dusra, , thor rice boiled i dusr Two, second milk

’ Tfn tfsra Khich arf r and , , ice dal, dry

i i k ach chf t sr Three, third cooked

’ fine Char, chautha, Maida , thora. flour

f Chawal Four, ourth ,

ach chh e in Panch , panch rice husked ,

wan -wfn f , Five , fi th grain

S u f i - Chha chhatha, j , thor wheat germ meal

- thl thorf Six, sixth Sabzi, vegetables , sat s atwan , , greens

s atwfn Putfn Seven, seventh Pudding

-wan -win Ath , , eight, eighth Sirka, thora vinegar

’ - - win n n ka f wan . Nau , , Ni e ni th Gae gosht Cow s meat, bee

’ - wan - win Ten ka e Das , , , tenth , Bheri gosht sheep s m at ,

- wan Gyara, , mutton

- win Eleven, eleventh Hem Ham , bacon

- wan f f Bara, , Phal , taza ruit, resh

- win f Twelve, twel th

I n terr ati og ve E x ercises .

“ ” n of All i terrogative words begin with the sound k , as

u wh uestion o r . does q , as do English interrogatives with a ka ? ? I . Kya yih p larka hai I Is this your boy ? 2 . k a 2 Yih y bat hai . What do you mean by this (What ’ s this thing ?) Yih larka kaun hai ? Who is this boy ?

’ ’

ka 5 bo . Daktar sahib larka hai . A He s the Dr . y

’ ’ ’

Han han i . U nh ln . , th k hai Yes, yes, that s right It s

a h ai . k larka his boy .

’ ’ Ap kal baral larka kahan hai ? Where is your older boy?

(or oldest . ) ? ? Wah to shahr m en hai He is in the city

‘ ? Shahr m en kylin hai Why is he in the city ?

’ in A . Thik pata nahin . p kyl I don t know exactly Why ? ? plichhte hain do you ask Daktar sahib ke kitne larke How man y boys h as the ? hain ? Civil Surgeon

n n ? Kha sama , tum kya karte Cook, what are you doing bO i' Kof hai ? i Is any one here ?

r Han N o on e or Y Kof in . o es nah , , baba , no , , , the

log hain . children are .

n h as ? Sahib kidhar gaye hai . Whither sahib gone

u ko n . W b to shahr gaye hai He has gone to the city . Yih admf kaisa kam karta What sort of work does hai ? this man do ?

’ Yih to bahut ach chha kam He does very good work

? n karta hai i deed .

’ Sahib shahr se kab ate h ain ? When does the master come from the city ?

’

Wuh n . panch baje ate hai He comes at five o clock . W uh tiffin kab khate hain ? When does he take lunch ?

’

oc o A az . V a ulaiy . lf i Kaisa, kais , kaise What kind of ? Kab ? When ? Kai ? How many ? Shahr City

’ Baja, baje Struck, o clock

’ In ter o wal l r ative E x ercises . S a i e um e g y y . K a ? ? y baja hai I . What time is it (What has struck ?) E k ’ 2 . . . 2 . one baja hai Sawa baja hai It is o clock. more

ne than o . erh . f D baja hai It is hal past one .

4 . Paune do baje hain . less than two have

struck .

’

n Tin n . Do baje hai . baje hai It is two O clock . It is three

’ o clock .

n . lf Dhal baje hai Char baje Two and a ha have stru ck .

i . ha n . It is four

tfn n . Paune baje hai Sawa less than 3 . more

tin baje . than 3 .

tin b tfn Sawa , sar e , paune or,

char baje hain . 3 3 3

ai Sawa ch r , sarbe char, 4 4 4

paune pan ch .

n Sawa pa ch, sarbe panch , IO . 5 5 5

paune chha . 6 6 6 Sawa chha , sarbe chha, I I .

paune sat .

b sat 1 2 Sawa sat, sar e , paune . 7 7 7 ath

n 1 8 8 Sawa ath, sarbe ath, pau e 3 . 8

nau . [das . n au b n 1 I Sawa , sar e nau , pau e 4 . 9 /4 . 9 9

d 1 1 0 1 as das 1 . 0 0 Sawa , sarbe , paune 5

or gyara ( , yara) .

s arh e 1 6. 1 1 1 1 1 1 Sawa gyara , yara ,

paune bara .

b 1 . 1 2 Sawa bara , sar e bara, 7 k pauna e baja . “ “ is m ore n Note that in numbers , sawa a qr . tha , and paune

‘

less n . a qr . than , the umber it precedes Baja changes to baje,

“ ” one f is beyond derb , and a hal , as it a participle , and agrees “ ” “ ” lzave n tfn with its noun, two struck . Avoid sayi g baja ,

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

n k paune is pau a with e . 63

Vocaoular y . b a né. n B j to strike , ring Sar e o e half more than

B a a ba e erh on e f j , j struck D and a hal Sawa a quarter more than Dhai two and a half

- e a Pauna, , quarter less than

ercises in mone E x y .

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

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

’ '

E ll a rll ae . 2 . 2 k r a. . . p y Do p One rupee Two rupees .

d al a k u . f e . on e 3 . Bara p 3 Twelve pie anna .

k ana i e . . o a n e . 4 . Ch r paise 4 Four pice anna

’

ek rll a a. . one 5 . Sola ane p y 5 Sixteen annas rupee .

fa e u a a i ht n a k . n n ru n 6 e a bits o e e e . 6 D o ath an n r . . p y Two g p

f on . P udra rup ae e k savran . 7 . Fi teen rupees e sovereign “ ” not U f sa Note that rupee is the rdu orm , but that we y “ ” “ “ ” e k ru a a an d ek tfn ru aie . p y , not rupee but do, p , not rupee

Note the accented syllable in Urdu .

’ e n d for Get these numbers at your tongue s , you may lose “ ’ ” money some time if you are not well up in sawa s and

1 1 1 1 2 2 2 , , 3,

3 3 3 4 . 4 4 4 5 5 6 6 6 6 8 8 8 I 2 . 7 . 7 7 7 . / .

8 1 9 1 0 I o 1 9 1 1 9. 9 9 . ,

1 1 1 1 1 1 1 2 1 1 8 1 2 0 2 0 1 00 . , 7 , , 9, , 5 , 5 ,

ti ll s er Pau, adha, , pauna , tera chauda, pandra , sola ,

i i ek f a bis . satra , athara, unn s, pach s, pachas, sau , kor y 3 a n t h e r s

ocaoulary .

price Paisa pice, money value A th annf eight anna bit

Chau annf f rupee , money our anna bit one - twelfth anna Pau a quarter one - 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 i chautha three fourths Korf a score, twenty

’ E k daf a one time Ya or These exercises should be practiced daily for fifteen or

t i n of twen y m nutes with a swers place, money, time , quantity,

n t/zorou /i l . etc . for two mo ths or longer, till g y mastered

' V PA N CHW N LESSON . A SAR AQ .

n "i i n i thi ( a) Mai 1 l par lota le e gay I above pitcher to - get gone was

’ (b) walid akele haithe h lle ] kitab parh rahe the l parent alon e seated b e en book read - ing were ( c) Main ane lagf to miyan ne /apka nam liya/aur kaha l u nko bhej -d en

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

I went to f e was (a) up stairs get the pitcher, (b) your ath r

in n 0 sitt g alone readi g a book, ( ) I started to come, then your “ ” f n ather taking your name said Se d him .

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

5 0 syllables should be repeated in nine or ten seconds . A woman

’ ’ n n fem i t/ n la t a . serva t is speaking, he ce the . g y , , and g She also

out of son uses plurals respect to her master and his , just as

sa ou for and tlze for . we in English y y thou , Germans , Sie , y, thou

l ’ Vocaoular A az . y . f Upar above A na to come

’ K e i l par above (prep . ) Akela, i Lota pitcher, jug akel , akele alone

* Ga a a f sh e B aithna sit y ,g y , went, he, , they to gaye B aith e hlie seated

thi she Parhna Tha, was, (he, ) to read, study

thfn Kitab kitaben The, were , (they) , book , books f I n the Punjab this is usually p ron oun c e d as i sp ell e d gia. Kahna to say Kaha said Lena to take Bh ejna to send

’ L i ali e lf n y , y , takenJ De a to give di Lagna diya, diye , gave Miyan Khaya ate

’

Ne sign of subj . in past Bola spoke of tense trans. Kiya did, made verbs D ikhaya showed name L e -gaya took away wa nd parent (mas ) Laya brought

‘ i n Wélida parent (fem . ) Ma ll m k own

Wélidain i f parents (Arabic Taza, taz resh dual) Basf stale that “ ’ Iota ko a f thf in f. Note that in lene [ ] g y , lene is the with “ ” la no . f understood , tho it is sometimes expressed Ane g is the o O / usual way of expressing beginnin iTeTfIle inflected infinitive “ ”

n . o. with lag a Jane laga, he started to g Khane laga, he began “ ” a i has to eat . Khana pak ne lag hai . She begun to cook . Liya , “ ” ? ’ i s . agrees with nam , t object . Why Because it does Don t ’ “ ” n f waste your time o why the first year. A ter that you can “ ob ask it all you wish . Kaha, also follows the same rule , its

m as clause, being considered . f in . is f f of the o ten used as a so ter form command ,

f n f . Abhf and reque tly refers to the uture do, Give it at once .

to- Kal dena, Give it morrow .

D erivative S entences .

a h 1 1 n ne é le . . Miya p lota liya . The master took your

pitcher .

n r a . o k r itc hers . Miyan me p ke lote le liye 2 . Master t y g pg‘ pr' o a k o b c Miyan n e p f rotf le lf thi. 3 . Master to k your read k M n a f ro . A- iyan e p tfanle lfn . 4 . Master took your loaves

’ n a ka n n ne am . . i Mai p liya 5 I took your name

l O n ne a kf li 6 Mai p kitab hai . I have taken your book . 5 1 U s ne tumharf lf . . 7 . kitab hai \ He has taken your book O ad ’ 8 ne n kf lf thi. O h . Ham miya kitab We taken the master s

book .

U nh on kitaben mu h ko . 9 . n j They gave me the books

din .

f rotlan 1 0 . IO . Main n e do bas I ate two stale loaves , and

az ou f khafn ne t f i . q , aur tum taz y ate nice resh bread ‘

rotf khaf.

hf thin hh a . . ou a A n e k aach c f . I I . p jy I I What a good g y s id

ah utrot . 1 2 . n 1 2 . Larke ai The boy has eaten ple ty of bread .

' 1 no Larke n e ikaha ki Main ne 3 . The boy said he had t “ ah li n fn . taken it (lit . I have not taken

r ‘ m u h L a kon n e barf kitab j 1 4 . The boys took (got) the

s e lf. f big book rom me .

L arkfon ne a ko 1 i r. kursi p bhej 5 . The g rls sent you the chai di .

n admfon ne ih 1 6 i U y f kam . Those men have done th s

kiya hai . work. ? ? Ap ks is m m ubarak kya hai 1 7 . What is your name (What Ap ks ism sharif kya hai ? is your blessed title ? What

’ b ? n oble ? Tum ara nam kya. hai is your cognomen )

1 8 . Mera nam Khuda Bakhsh . My name is K B . (The

h ai . reply is always given thus ,

mera nam thus and so hai) .

ai hi . 1 b e . Aiye , janab , zara t y 9 Please come and take a seat,

’

. kha n. sir Sahib khana rahe hai . Master is eating dinner.

if lai e . 2 0 in our ennoblin ness Tashr y . Bring y g ,

i . e . Come in .

A if le n ? 2 ? p tashr jate hai 1 . Are you going (Are you taking awayyour ennobling ness

n ire dis rse is s d d i I d ct cou el om us e in H n dus tani.

flat! n ki Wh o s aid e a a 6 . i Kis kah th yih 3 / ( that th s book kitab barf ach chhf hai ? was (is) very good ? Bera n e akar kaha hai ki 37 The bearer has come and sais n e baggi (baggh f) taiyar says that the syce has the f kar l hai . buggy ready .

n e 8 Has n ot Kya sahib ab tak khana 3 . the sahib eaten n ahfn khaya ? his din ner yet ?

i n A Abh kha rahe hai . p 39 He is just eating . Will you f en or . zara baith . be seated a little

ch hh on e f r In ath a c e loton ke 40 . What ought to give o liye kya q at deni cha these eight good jugs ? hiye ?

1 Wu b ac hh e n ahfn h c 1 . . 4 . lote 4 Those jugs are not good

n un hai ; yih se bahut These are much better .

ach c hh e n hai .

haranon ke 2 I av e In das j liye 4 . For these ten dusters, g

' in n e a n f ten ma das das paise , y pice each , that is two

i . f . dhai , dha ane diye and a hal annas each

’ Tu mhare bap kakya 11 am 4 3 What is your father s name ? hai ? Ap ke walid ks ism mubarak kya hai ?

n kof i o Yaha adm hai , j Is there any man here who Shahr se aya hai ? has come from the city ?

‘ ’ n ahfn Ma lum , janab . 4 5 Don t know , sir .

Us larke n e tum ko kitne 46 . How many jugs did that lote diye ? boy give you ?

47 . Yih kapra char ane gaz 4 7 I got this cloth at four annas

liya tha . a yard .

L arko . 8 . n ne ihf m u h 4 y kapra j 4 8 . The boys gave this cloth t o m e ko diya .

n tumhare for 49 Mai liye kitab 49 . I have brought a book h un . laya you .

o. i n larko k lf ik a 5 Lark a n e e h na 5 0. The girls have brought the

laf n for hai . dinner the boys . a a “ 1 bo 1 . 5 . Larka y aur kaha Sab 5 The y came and said ” “ ” lo ae n g hai . All the people have come

2 h n 2 to 5 . K ansama khana lane 5 . The cook has begun

n n laga hai bring the di er . f Note . The exaggerated politeness o the East is shown in

1 — 2 2 7 , and though it may sound ridiculous at first, it is polite

n usage amo g the educated native gentlemen, and the missionary

f n of should accustom himsel to usi g it . The agreement verb 1 2 2 2 6 8 2 6 with object in , , 3 , 4 , 5 , , 33 , 34 , 35 , 37 , 3 , 4 , 4 , 47 , i s curious , but it must be accepted and learned so thoroughly

one f few s e n that cannot ail to use it properly . Master these l ten c es aosolute . y Intransitive verbs agree with their subjects,

’ as 0 1 la a as b e in 44 , 49 , 5 , 5 , and y is reckoned intransitive

- I cause it is a compound of te le aya. B G/fig of t 2 1 Observe the comparison adjec ives in 4 and 4 . It is

’ u of f m un se acncnna the reg lar way or ing the comparative , , and f sao se ackc the superlative , fifid

P ast Tense .

n f a Mai rot lene gaya , g yf] I went to get bread

’ Tll f i rot lene gaya , gay Thou wentest to get bread

Wub f i h rot lene gaya , gay He, s e , went to get bread

a n n Ham rotf lene gaye , g yf We we t to get bread

f a fn Tum rot lene gaye, g y You went to get bread

A f a fn You n . p rot lene gaye, g y (polite) we t etc

Wuh f a n rot lene gaye , g yf They went to get bread

n s e a ahun af i f Mai shahr y , bl n I have come rom the city

se f Tu shahr aya hai , ai hai Thou hast come rom the city

Wuh a a f shahr se y hai , ai hai He , she , has come rom the city

s e ae n ai f Ham shahr hai , hain We have come rom the city

r ae af f Tum shah se ho, ho You have come rom the city

A s e ae n n . p shahr hai , ai hai You (polite) have come etc

ub s ae n f t W shahr e hai , ai hain They have come rom the ci y Th e t e acher should in troduc e th e comp arison of a n umb e r of adje ctive s

i s e sab s e an d ki n is a . w th , , h t

‘ ’ L e t th e i e r s we e s e i e arn e n e s own en er. 1 pup l g t both fo m ll, but p c ally l w ll o g d ’ ’ n s e thi or th e Mai bazar laya tha, lal I bro t ( , had bro t) it from bazar

’ ’ T ll laf thi bro te st f bazar se laya tha, Thou it rom the bazar

’ W uh s e thi f bazar laya tha, lal He , she , bro t it rom the bazar

' ’ laf n f th e b az ar Ham bazar se lae the , thi We brought it rom

s e lat n f Tum bazar lae the, thi You brought it rom the bazar

A laf thfn ou . p bazar se lae the, Y etc

Wuh late laf in f bazar se the, th They brought it rom the bazar

Main n e apn f kitaben n u ko din I gave them my books ‘ Tu n e apn f kitab unko di Thou gavest them thy book U s n e apui kitab unko d i He gave them his book Ham n e ap nf kitab unko di We gave them ou r book Tum n e apu i kitab unko di You gave them your book Ap me apui kitab unko di You gave them your book U n bon me apu i kitab unko di They gave them their book

’ n n e tll n e n e n e Mai , , us , ham , I gave you his book, thou gavest

n a e n e u nhon n e . tum , p , me his book [Write each uski kitab (m ujh e) di thi person an d gender on asepa

(tumko) . rate slip an d s o master it ]

’ me n tll n e wa aira rotlan . Mai , , g , I, thou, etc have got bread

n li n u se hai . from them

’ n n e tli n o wa aira tfn Mai , , g , I , thou , etc . , ate three loaves .

rotfan f kha thin .

n n e tli n wa e aira . Mai , , g , khana I, thou, etc . , have cooked dinner pakaya h ai l Mubarak blessed Chadar sheet

/l ak Ism name, noun D post, mail

if - Shar a” noble [nour Dak khana postoffic e

‘1 f I ho - Tashri ! making noble, Dak wala postman

’ k n 1 i Ra h a to put, keep Rotwala breadman i “ Har iz n ahfn i‘ kitnf ? how g never Kitna, , how much ? i M ittf earth kitn e many ?

s i learn in an i r n n s e a er a i a . Sub t tut , ft g, _ y f m l ou letter / Jharan cloth for wiping

by , with dusting key Kapra cloth

bearer, head ser Sab all vant in English Log people “ ’ h ou shold s V W a aira g etc . and other father V Pakan a to cook city / M a ' lum known / Sir, your honour Kursi chair .

I A S AB A . LESSON V . CHHAT Q

i ‘ (a) Main 7pahle chhoton se shurli karlin ga I first littles with begin nin g make -will / (b) aur ummed hai/kt wub jald hbf rah para jaen ' an d hope is that they so way on may- come ( c) magar yih main khlib janta mm

but this , i I well knowing am ‘ k k ar (d) i yih naya dhang d ekh ar/b aron ke kan lkh e hou ge .

’ - that this new fashion seein g big ones e ars standing will be . l (a) I sha l begin with the little children first, (b) and I hope

t on 0 that hey may quickly come the true path, ( ) but I know l f this we l , (d) that when the big children see this new ashion f f (having amily prayers) , they will be dumb ounded (lit . their cars will stand) . e f Learn th se our clauses separately, alternating with those

n so already lear ed . Remember the clauses are to be well learned that they can be given in regular or irregular order at the

e /i l sen t e i r quired speed . Tae w o e en c n ten secon ds .

f as cn/i o on Note that adjectives are requently used nouns , t , b f snur karn ca o aka a a on . ii a n rn r Many verbs are ormed like , as t ,

’ ’ ' to o k k to ra arna /za a karna . make small, a , to enlarge , r , make stand “ ” ald aldf se J is the real adverb and j is the noun , which with , f t . requen ly understood, is often used as an adverb i to Pronunciation . It s time that the pupil was beginning ff make a decided di erence between English final a, as in America, “ ” “ ” fi n f as ldf and nal a as in chhota, and between fi al , in ja , and “y ” final in hurry .

our f Warning . Remember three old rule , Readiness , Accu

. f racy, Fluency Do not neglect the slips and the watch . Care ully check your speed .

D erivative S en ten ces .

’ ‘

1 n il . n i . Mai chhote se shur karke I Begi n ng with the small,

’ hf in l b too. bara kam karl ga . I l do big job RL o ‘ ’ n the Z fido n 2 li in . n ow . Ab to ma l m nah , magar not k ow , but

’ ’ ’

a ll m karll . m l nga out . ? . n to in . 3 Mai nah janta, tum 3 I know , do you j ante ho ?

n l k m ow 4 . Mai pah e apna a I shall do my n work

n . karu ga . first

’ ’

in alln a . 5 . Jab khal ga , tab j g . When shall eat (have ‘ Ka i i / n t gq eaten) , l n a a d n . K . 6 . Mai p j du ga ya I shall give it soon Will tum bhf doge ? you too give ? ? i ? 7 . Mera kam kab karoge kal When w ll you do my work ya parson ? To morrow or day after ?

. I 8 Main kal ap kf kitab par . shall read your book

hun gf tomorrow . ’ i a. . 9 . Yik lark mera kam karega . Th s boy will do my work

1 0 k 1 . l . Ham kal ap a kot chhota 0 We wi l make your coat

karen ge . smaller tomorrow .

' 1 1 . a h . . Pahla larka p j e ga. I I The first boy will read ’ 1 2 ki 1 2 i ir . Yih lar pahle meri kitab . Th s g l will read my book

i -h f e . pal g . first 1 thf ki 1 t 3 . Ummed chhota larka 3 . I had hoped hat the youn kuchh hoga (direct dis ger boy would amount to

was n . . course) . somethi g (lit There hope that the small boy

will be something) . 1 ? ? 4 . Khana kab taiyar hoga When will dinner be ready

kf c h aukf z arli 1 5 . Ap kal r Your chair will ready tomor f ai e . t yar ho ja g row without doubt. R otfan abhi taiyar h o The bread will be ready

’ “ aen fn P l j g . A7 7 7 0 M) Hamari chhoti larki an aj Our little girls will come

“ b - awen ln " . g wl 5 to day il K -4 ; a t a ’ abhf ho a a Panl garm j eg . The water will be warm in

a little while .

ao w . N o Larko , khare ho j Ab Boys, stand up . stand .

khare raho . (Become standing. Remain

standing . ) [day .

k e lot Sab e sab aj jaen g . All (the whole ) will go to Ham ap se ek ek piyala We shall each take a cup

len ge . of you .

’ A rotlan khaen e p do do g , You ll eat two loaves each ,

’ n a ? won t you ? Main aun ? May I come ? S hall I come ? Ham a j aen ? Shall we come in ?

n n ? ? or ? Mai jau May I go , Shall I go

’ Main ky a karlin ? Wh at can I do ?

’ Ham kya karen ? What can we do ? (It s n ot ou r fault) Kal ap ke pas bfs rotlan Shall we send you 2 0 loaves bh ejen ? tomorrow ?

’ in sirf f re Nah , pandra darkar No , only fi teen will be

n i . ho g n quired . Kya khidmatgar bazar ko Shall the khit go to the jae ? 5 market ? Main pahle Sadr bazar ko I shall go to the big bazar

’ alln a ki j g , aur ummed hai first, and I think that we wahan s e sab chfzen sasti shall get everythin g cheap

mil jaen gfn . there (all things from there l cheap wi l be met) . ? M u h e i azat I o ? Is j j hai 32 . May g ( there to me

‘ 5 ? 4 1 1 l/ 9 n “ g ir permissio ) 0o rukh h i sat . . Ab a . Kal phir 33 You may go now Come

i ar a . again tomorrow .

L arkon ko 1 11 . n am . t d . 5: kar do 34 Make the boys s a up

’ ’ li h ll i lib l h b . h b h . . a . . K K K kiya 35 Exce lent That s good .

Well done .

’ n khllb Yih aya dhang bahut 36 . This new fashion is very h i a good . N af ko h ki l k abar do mere 37 . Te l the barber to come l ba kat jae . and cut my hair . (having

cut to g o away. )

k lf . et . 8 . Khidmatgar, de jao 3 Waiter, bring me the kettle (giving g 0 )

’ ’ K a i ? ? y bl a 39 . What s the matter (What happened ?)

ko 0 an d Yih akhbar sahib de 4 . Go give this paper to

ri a. n a i . the sahib . (g vi g come )

’ kae k hf kan k lln 1 h as do Is kutte y 4 . Why this g but one hai ? ear ?

a Wa s 7 8 M a1n kauns a nek kam karun taki main hamega kf z ind an aun ? ’ ? Tll kaunsan ek kam kare taki tli h am esha kf z in dagf pae W uh k au nsanek kam kare taki wuh h am esh a kf z in dagf p ae ? ? Ham kaun san ek kam karen taki ham h am e sh a kf z ind agf paen ? Tum kaun sanek kam karo taki tum ham esh a kf z in d agf pao ? Ap kau ns anek kam karen taki ap h am esha kf z in d agf paen ? Wuh kau nsanek kam karen taki wub h am e sh a z in dagf paen m f ? What good work can I do, that I m te al li e

in 6 2 1 f n n Note that, as and , the uture e di gs coalesce with

’ of [ end d ena All the root vowels and . other stems add these “ ”

n for f . A endi gs the uture The subjunctive, which many call orist i for some unknown reason, is the same as the future , m nus the

B oth ge n d ers are th e s am e .

76

l u bo na . verbs , lana, bhul a, to forget, are used as intransitives

~ Lena , dena, karna , have the perfects liya , diya, kiya, while

’ ’

n m i h ll a. ja a, ma a, to die, hona , have gaya, ml a, All other verbs are regular . The transitive verb in its past tenses agrees with its objects . The mastery of this peculiarity can be secured only by memorizing these sentences most thoroughly . If your “ ” past work is kacnc/za be your own master sufficiently to go

You n ff o on back and work it up . ca not a ord to g on the suppo

u of sitio that it will come somehow . The only secret this method is t/zoroug /zness .

1 . n Iota in . . Mai laya bl 1 . I have brought the jug

I a . 2 . n n e ot 2 . Mai bhej a . I sent the jug

. n n e Iota 3 Mai bheja hai . 3 . I have sent the jug .

. n e m en ot . li a 4 Ham Lahaur liya 4 . We g it in Lahore ( y

th at. and liya t/za are often used

indifferently .)

ihf nt ou . ne k . se 5 . Us y kitab tum o 5 He y this very book

bh e f j .

n e ou t 6 . U nbon mere jane se 6 . They had sent y hese ihf kita a f pahle y ben L haur books rom Lahore , before

h e f in o s o b t . j th . I g there

m h c hf f n . r e ac h i not 7 Tu n rot nah 7 . You have sent good bh f e . j bread .

8 L arko m ac h ch a do n e h 8 . . kam The boys did not good

na kiya . work . h . A ach c h f k r ran You 9 p u s lae 9 . have brought good

n . h ai chairs .

- i 1 0 . Dak wala wilayat dak laya 1 0. Has the postman brought hai ? the foreign mail ?

1 1 - ke i n e 1 1 . Dak ghar babl wila . The postmaster sent away yati dak kal yaparson bhej the foreign mail yesterday t o f . di hi. r day be ore ? ? 1 2 . H Wilayati dak ai hai an , 1 2 . Has the foreign mail come

a . gayi hai . Yes, it has come ’ lai h 1 A a i . 1 . as 3 . y mer kitab hai 3 The ayah brought my

book .

me a ach chhf khfr 1 1 4 . Tum j 4 . You have cooked good “ ” kaf - a . p hai khir to day .

c

i aurat ihf . f 1 . b 5 Tum ar y lota de 1 5 Your wi e brought this jug .

hi. gayi t (lit . gave this jug and went

away . )

‘ 1 6 s aurat n e merf ko 1 6 U . . larki That woman beat my girl .

mara .

‘

1 . Wub auraten i 7 kidhar gay 1 7 . Whither have those women hain ? gone ? ‘ i f n auraton ne h 8 . 1 8. U y lota 1 Those women gave you k t i o . s tum diya h jug . h “ “ 1 Wu i f ki 1 . i 9 . lark bol Ghar se 9 The g rl said , Get away ” f d lir ho jao . rom the house “ “ 2 0 m ki 2 0 o . b Us larke e kaha Ham . The y said We have gae lae hain brought the cow

2 1 i ne 2 1 . . Mere adm kal kitab My man sent the book

bhej di . yesterday . ? 2 2 . f 2 2 Tum makkhan rot lae ho . Have you brought the bread

and ' b utter?

“ “ 2 U sn e tha ki 2 3 . kaha , Sahib 3 . He said The gentleman ” ae hain has come “ “

2 ki 2 . 4 . Larka bola Hamne hf 4 The boy said We sent

u sko bheja hai him (or,

2 f le 2 . off 5 . Qul log hamara asbab 5 The coolies have taken

our gaye hain . luggage .

6 n larko n 2 6 U n e ek . 2 . mere liye Those boys have given a

for f di . rot hai loaf me . 2 ? Who Kis n e maile bartan 2 . 7. yih diye 7 gave (us) these dirty dishes ?

2 a 8 r . 8 . i i e in 2 . s Yih , janab , galat se ha These, , came by mistake ? ? ’ 2 . It s 9 Kya rotf pak gayi hai Pak 2 9 . Is the bread baked

g ayf baked . ’ ‘ mne to nahfn usne not 0 . Ha 0 . h e 3 diya, 3 We did give it, him

ap hf ham se le liya hai . self took it from us (has taken)

i n amare loton ko 1 ou r 1 K s e h . 3 . liya, 3 Who took jugs .

n e b e? or, kis amare lote liy

’

2 n ne in 2 . . 3 . Mai to nah liya (liye) , 3 I didn t do it They did .

u nh on n e liya .

n e u le lf thi? ? 33 Tum ap i kitab 33 ° Did you get your book 34 Kya sab naukar shahr se 34 Have all the servan ts re ho ae hain ? turned from the city ? 35 Kin logon n e tum ko chau 35 What people gave you kian din ? chairs ?

6 K in n n e i ko ? 6 ? 3 . logo lark mara 3 . What people beat the girl

n tin ru ae ko 37 ° Mai tin p do 37 I have gotten two jugs at a ’ l i lin . lote b three rupees each .

8 . n 8 3 Mai das ane gaz kapra 3 . I have brought cloth at ten

hun . laya . annas a yard 39 Tum ne kis kis ko lote diye 39 To whom did you give th e the ? jugs ?

0 u sn e ih 0 sa ou ? 4 . Kya y bat tum se 4 . Did he y this to y kahf thi ? “ ” < “ “ ” “ H in aurat 1 n 4 Nah , boli, Larka 4 . No , said the woma , the

m u h n wub u not to j se nahi , ap i boy did speak me , he ” ” man s bolta was his . e tha . talking to mother

adm on ne ih chorf 2 i 2 . 4 . Kin y 4 What men have done this ki hai ? thieving ?

larkfon n e ko f ? i 4 3 . Kin tum gal di 4 3 . What g rls were abusing you ?

tu mne c h aukf ko ? ? 44 Kya liya 44 . Did you take the chair

’ 1 1 an on t/ nn nor n Note that in 4 , , , , do cha ge the

f n as tense to pluper ect but are properly tra slated simple past.

v a 6 f s f . Ne ertheless, in , they o ten give this pluper ect idea

‘ In 7 an d 8 nahin and na are thus regularly used with th e f present per ect and simple past . 79

1 in VI 8 0 on In 5 and 34 as , 3 , 4 , the emphasis is the

min oin co . second action, g g and g

‘ Where the object is a thing, there the verb agrees, unless “ko” the con cord be broken by , when it takes the absolute “ ” form in a .

" Note how in the a n swer in 2 9 the gender of the

is . subject, though unexpressed carried over into the verb of how f This is a nicety speech , that , no matter , di ficult,

’ f u nintelli must be well acquired, else one s talk will O ten be “ ” “ ” ‘ n to of of a f o. gibl We must lear think things in terms , , “ ” and e . Intransitive verbs are much given to using the root with

f of 1 2 1 2 . n some orm as in , 5 , 9 Tra sitive verbs use “ ” dena n in some form , when the actio goes toward another, ” i f of “li a wh le a reflex termination is o ten shown by use y ,

like the Greek Middle Voice . All perfect participles are regularly formed by adding “ a” to the root .

as to chauki In 44 , usual , with makes it definite , and so we translate tae chair .

f n Wilayat England, oreig work c ountry cooly f ff oreign, English stu , luggage post Office dirty

a i clerk , gentlem n d sh rice boiled in milk mistake our to cook (intrans ) your chair

woman yard , 3 ft . house mother far theft

become abuse . AB A LESSON VIII . S Q ATHWAN .

’ Sari ch fz en nske wasile se paida hll in

All things his means by born were .

All things were made by him . aur kof chfz bhf n ske bagair paida na hlii.

n not was and any thi g, even , him besides born

an d without him was nothing made . f Learn to repeat three times in fi teen seconds . “ ” “ ” Was fle Note that paida is an indeclinable adjective . may “ ” All se . be used with , or without, the prepositions which have “ ” “ ” “ ” n n k f ke i . the e di g in e , take and not be ore them

l l . Vocaou ary Afaz .

s ari s are Sara , entire, whole, all Paida born , created

- n a . Was a means Bagair besides, except

D erivative S en tences . h ia? ’ ? 1 . l isli Kya Tum to ye 1 . What s the matter You

’

i . paida nah n hlle . were not born for this

’ — 2 n dak h to ostoffice . . a a. un 2 . Mai khane ho y . I have been the p f (lit . I am come rom the

o vi . p . . , ha ng been there) ’ ’ ? ? . n hli e . ou 3 Turn kaha paida. 3 Where were y born

. d as ka l 4 Yih bachcha din 4 . This chi d has been born b i paida l a hai . ten days .

. billike bach ch e hote n 5 Jab the, 5 . When there were kitte s,

th er w s a re at . to bara tamasha hota tha. then e a g Show

tumhara ? 6. 6 Kya kam ho gaya . Is your work done hai ?

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

. sir. ho j ata hai minute,

8 . wa t k in 8 Larke q par hazir yl . Why are not the boys n ahfn hote ? present on time ?

. m en 9 Kal to shahr bara 9 . There was a great spec m b . ta asha lia . tacle in the city yesterday ’ ’ ’ i hlla? ou ? or I O . t Yih kis tarah ma ll m How was this found ,

n How did this becomek own .

’ ke w n Is larke si a aur koi I I . Isn t there any other serva t

in ? 0 naukar hazir nah hai present but this boy N , Sir .

- b . of in i . Nah , gar parwar (No, nourisher the poor)

n m n ac h chh s b not Pa jab e e e 1 2 . Good apples do grow

n ahfn or n . paida hote ( , nahi in the Punjab

n hote hai ) .

’ n ke be 1 In logo larke bare 3 . These people s children are

n rahm aur zalim hote hai . very merciless and tyrants

(are by nature) .

1 Bachcha mota taza hota 4 . The child went on getting gaya . fatter .

Wahan jakar unke larka 1 5 . They went there and a child has paida . was born to them (in their

A ike . was jmunsh ghar larka hua 1 6 . A boy born to the

- munshi to day .

bo h as . Bara larka kharab ho gaya 1 7 . The elder y gone bad

h ai .

‘ d awaian ki 8 S om e x nativ e Ba z desi kam 1 . medicines are o f h t n . hai useful .

’ U rdll kitaben i U aksar sast 1 9 . rdu books are usually hot n f hai . cheap .

kitaben 2 0 Yih Hindi bari sasti . These Hindi books are very

n . hai . cheap

nakhu sh 2 Sahib aise kam se 1 . Master does not like such

n hote hai . work .

m e rf a D O ou ? Kya kitab pke pas 2 2 . y have my book hai ?

c h arh n ah ai u wa t Rel par a r q 2 3 . I have to catch (mount) the

is t bahut hftang hai . Bat karne train and the time shor ki fur t n ahfn h . bhi sa ai. (strait) I have not time to /

say a word .

C F ) a ? ? 2 . e 2 n 4 Shahr ho ho 4 . Have you bee to the city a ko ? ? 2 . i 2 5 Kya dak p mil gay hai 5 . Have you gotten your mail

(post) . h ? ? 2 . a e ain 6 Kya sab log gharg y 2 6 . Has every body gone home

2 A c huke n ? 2 ou ? 7 . p khana kha hai 7 . Have y finished dinner

8 A ke kitne l rk n 8 2 a . . p larke a f 2 How many boys and girls hain ? have you ?

2 kitab en ke n ? 2 ? 9 . Meri kis pas hai 9 . Who has my books

chfz en c horf 0 . of 30 . Rel se bahut 3 Lots things are stolen

ho jati hain . from the railway . i 1 n hun 1 . . 3 . Mai abh rawana hota . 3 I am starting at once

‘ ’ 2 . i 2 h as 3 Ab kam shuru bl a hai, 3 . Work begun now, he ll

ko ur u s f sat ho f. na g have no time .

M u h ae 33 j e Panjab das baras 33. I have been in the Punjab

hlie n . . hai ten years (To me, come P to the . , ten years have

been) . ho f t kal t . r . 34 . Aj garmi bahut hai 34» It is ve y warm hese days

a s e e e 35 Main p ke dekhne bara 35 ° I am very pleased to s

hun . khush hota . you

’ az ka 6 Jab b bachcha tin char 3 . When the hawk s fledgling

m ah fne ka to ho jata hai, tab gets be three or four

uh u r w . . jata hai months, it flies away

’

o k . 37 Ajs abh n ka am ho jaega 37 ° Everybody s work will be

- finished to day .

k m n is 8 . a 8 3 Jab yih ho jae, to aur 3 . Whe this work done,

’ dunga . I ll give more .

c h aukf ke do two b e 39 Is siwa aur 39 ° We want chairs

ha n c hiye . sides this .

’ 0 ke i se k m 0 4 . Janab was le mera a 4 . By your honour s means my

ho jaega. work will be accomplished .

Izai nain Note that and are used to state particular facts , “ i f h otel nai note nain . while general acts are given by , Wh le “ ” non a i means to become , yet this mean ng is more usually

’ ? Yih . 1 . is n on I . kya ho raha hai What is this that goi g ? kha n n ? 2 . Sahib khana rahe hai Is the Sahib eati g dinner

’ ’

k m hun . n n a own . Mai ap a kar raha 3 . I m doing my work

n . Tum ap a karo You do yours . Mun shi apui m an ko likh The munshi is writing to i raha h a his mother .

1 ? ! ? U Tum kya kar rahe ho U What are you doing

’ h ll n kf . n ch au 6 . . 6 . Mai bana raha I am making a chair Murgi darakht kf taraf ur The h en is flying toward h i ai. rah the tree . K au ns a admi hamari taraf What man is that coming

’ ? us ? a raha. hai toward Ham log apu i apui roti We (folk) are gettin g our

n ? is taiyar kar rahe hai meals ready (that , each is

n his own getti g ready) . i Larki shahr ki taraf kyl n IO . Why is the girl going toward ja rahi hai ? the city ?

i n . All pak rahe hai , abhi I I The potatoes are cooking,

aen e . taiyar ho j g and will be ready very soon. ? ? Ap kidhar ja rahe hai n 1 2 . Where are you going

’ 1 Wuh lakrian kh llb jal rahi 3 . Those sticks are burning

hain . well .

ih hf n s e Tum y c z en kaha 1 4 . Where are you bringin g la rahe ho ? these things from ?

a r r h e ? f i f b za s e a a 1 . Munsh j , ho 5 Are you coming rom the

n ? market, mu shi

Jab main bazar kf taraf ja 1 6 . When I was goin g to the

dekhta tin s ee raha tha to kya h bazar , what should I but a ki bhf n . n sahib j rahe hai that master, too , is goi g .

k atw e f llo Tum log kal ya kar rahe 1 7 . Wh er you e ws doin g the ? yesterday ?

n 1 8 . ff Sahib de rahe the, par mai Sahib o ered it to me, but

n e . na liya I would not take it . (was

giving it but I took it not. ) 1 i n 1 . 9 . Jab mal k bate kar raha 9 When the master was talk ’ i tha. (karta tha) lark gaur ing, the girl listened atten

n h tiv el . se su tf t i . y

Conjug ation . Main larkon ke liye khana paka I am cooking dinner for the raha hun boys

’ ’ Tll larkon ke liye khana paka Thou art cooking din ner for the raha hai boys Wuh larke ke liye khana paka He is cooking dinner for the raha hai boy Ham apne larkon ke liye khana We are cooking dinner for our paka rahe hain boys Tum ap n e larke ke liye roti paka You are cooking a meal for rahe ho your boy Ap apne apne larkon ke liye You are cookin g dinner each khana paka rahe hain for your own boys Wuh h amare larkon ke liye They are cooking for ou r boys paka rahe hain

M ain larkfon ke waste dal paka I was cookin g dal for the girls rahi thi Tu larkfon ke waste dal paka Thou wast cookin g dal for the

rahi thi girls . Wuh larkfon ke waste dal paka She was cooking dal for the rahi thi girls Ham larkfon ke waste dal paka We were cooking dal for the rahi th in girls Tum us admi ke waste dal paka You were cooking dal for that rahi thin man Ap s ab admion ke waste paka You were cooking for all th e rahi thin men Wuh larke larkfon ke waste They women were cookin g for paka rahi thfn the children

n se i thi O f Mai kutte bahut dart , I was much afraid the dog darta tha ’ Tll t i f Of kutte se bahu dart thi, Thou wast much a raid the darta tha dog

Wuh kutton i thf f of se bahut dart , She , he , was much a raid darta tha the dogs

se thfn Of Ham bille bahut darti , We were much afraid the

darte the tom- cat

n i in f of Turn billo se bahut dart th , You were much a raid the

darte the cats .

’ A billf tithi arte f of p sebahut dar , d the You were much a raid the cat Wuh billian ham se bahut darti Those (tabby) cats were much

in f of th a raid us . Though these continuative tenses are never given in the f paradigms , yet they are most requently used . Those in the “ ”

f . i d e nite . past, tense with raha, rah re er to some fi past time ; e g

n e s e w n Jab bachcha tha , to mai kutt bahut darta tha, he I

f of for not was small , I was much a raid a dog ( you could “ in a n e ko use dar raha tha , this place) ; but, Jab p kal kutte d o n . ou mara , mai bahut dar raha tha When y struck the g f yesterday, I was very much a raid .

Vo r l caoula y . Af az .

which one ? Malik toward Gaur why ? Sunna potatoes Darna wood Billa whither ? Billi where ? Kutta sir Kutti

’ W R D AS A . LESSON X . N SA AQ

t I n niti e Uses of /ze fi v .

1 . n ari a 1 c omin and Uska yaha jana . His g ( going) here

ach chha n n . ahf hai . is not a good thing ’ Yih bat kahni ach chhfnahfn It s not right to say that

(this) .

J h lith b olna bura hai . It is evil to speak lies . Is tarah se rotfkhaniach chhf It is n ot good [manners] to

n ahfn hai . eat bread thus (in this

fashion) .

w is Mere ap ane tak len Trade until I return . (Till

den karna . my coming back, do taking

n and givi g. ) U s waqt jan lena ki mera Know then that my comin g

is n an a az dik . n hai . igh

Wahan kabhi na jana . Never go there (but note “ ” “ ” jao not jana in

Ajwahan unke p as mat jao . Do not go there to them

- to day .

z arlir an Kal u sko lekar a. You must surely bring him

- to morrow .

’

s ko i . IO . U admi sharab p ne IO That man has the habit of ‘ kf adat hai . drinking liquor .

M u h k ai. to . o i h T I I j abh jana I I . I have go at once . ( o

me , going is . ) h M u e u sko 2 . 1 2 . j kal khatt likhna 1 I shall have to write him

- hoga . to morrow .

ol k 1 n 1 3 G f a lagna tha ki ghora 3 . The horse died the i stant

'

m ar . gaya the b ll struck him .

h ' a

u h ko n . 1 afé a ou o W . b t t 1 4 . Bambai jane hai 4 They go to

Bombay . l ar 1 n 1 5 . Unke wilayat jane p yih 5 . This work can be done whe

a f n kam ho j e ga. they go to oreig parts .

Namaz kabura kahna unko 1 6. Why should calling prayers ’ “ ” k ll n ? or z ff ? y bura laga , Nama bura (evil) O end her ko bura kahna etc .

1 M u h ko o ff m 7 . j t zara bura lagne It would never o end e k f na . hfn . a bit u h m en k ahn Na m j qudrat e 1 8 . Neither should I have power ki tu h na j men taqat sunne to tell you, nor would you

h e f kf ra . t g have streng h to hear .

’ Parhne s e s abaqyad n ahfn 1 9 . A lesson can t be learned hota . by reading . kao 2 B aith n e se mujhe th a 0 . I get tired sitting (From ho j ata hai . sitting to me tiredness be

comes) .

a ka bh e ne 2 1 Ham p asbab j . We were just going to send

ko . hf the your stuff.

h ke 2 2 Larka sa aq yad karne . The boy has come to learn waste aya hai . his lesson .

n k a 2 Log ske marne e liye e 3 . People have come to beat

n hai . him . ka ’ n n n 2 . Mai waha jane nahi . 4 I ll never go there .

Wuh i n ke b . lark mar e qari 2 5 That girl is near death . hai .

’ n rakh n e ka 2 6 Mai tumko . I ll never employ you , but n hfn han b a i . , magar, , tum ar yes , I will help you

in madad karl ga .

’

A 2 . o j tum ghar mat jana . 7 Don t you g home to

day .

A n ? 2 8 j to Shahr ja a hai, na . You have to go to the city ’ ? today, don t you

’ Aya bazar se ata lene gayi 2 9 . The ayah has gone to get hai . meal from the bazar .

rh n . a i 0 . Kitab p chabiye . 3 You ought to read the book

arh n a You a c h hi e 1 . Kitab p y tha, 3 ought to have read

r k a hni thi. or , Kitab p chabiye the boo

m en 2 i Khane yih to bahut 3 . Th s is very good to eat,

ac h chha not . hai, lekin dekhne but to look at h m e n n a fn . k ha Sahib alikhna t ki wuh 33 . As soon as the master aya . wrote, he came . “ ’ ?” “ in ai larkon . 34 . Kal kyl na Jab 34 Why did I not comeyester

k k lana au r i ? f o hi hota , rot day When I had to eed

o kasab n pakani h tf aur ghar the childre , and bake the kam a p se karna hua , kis bread , and do all the work

in ? of tarah al the house myself, how could I come ?

. n we tod 35 Kal jo kam karne the mai 35 . Whatjobs re o yester

k . n e . iye day, I did a Ki bo e rh 6 . e e s h ave 36 . t n k pa ne se ankhen 3 (My) y gone entirely

ilk l f . b u l kharab ho gayi hain . bad rom reading books

“ n ou r n Note the Urdu infi itive is used as participle, readi g “ ” called in British grammars gerund . It may take an object or f subject, and the object may be in the absolute orm , as in “ ” k 2 6 or 2 0 1 . or o 1 6 , 3 , 3 , 3 etc , with , as in 9 , , , 34 , it may “ ” ka ke 1 6 2 6 is in be with , , as in , 3, 3 but the subject always

6 . n the possessive form, as Where the infi itive has an object,

as 2 0 1 . n or in , 3, 4 , 3 , 3 etc , the i finitive may, may not agree “ ” If is . f with it . it agrees it called Gerundive by some I a

is in preposition governs the infinitive, it always the masculine

f . 8 orm As in 7 and , the future , as contrasted with the present

n 2 i n . command takes the infi itive . In 9 s the i finitive of purpose “ ” “ ” The na at the end of 2 8 is like the Germ an nicht wahr ? is it n ot s o?

or t Master all these forms , as they, heir equivalents , are in constant use .

Practice oral composition by substituting other infinitiv es

’ f u u e n o . 1 1 d 1 2 s a a in place those in the sentences In n , ,

’ ’ ’ ’ ’ kaltna oolna éfiana lit/i nd ro i teem ina wila at an a , , , , t ; p , y j ,

’ ’ ’ ’ ’ ’ ’ ’ one na marn a lena dena a nn a akana oait/i na f j , , , , p r , p , , until per ect f amiliarity is secured . Try it several weeks in succession and “ ” not for ou do take it granted because y did it last week , you can do it tod ay . ’ ’ In 2 u s e for uske m ere tere tumnare li am are a ke 3 , , , , , , p ,

’ be l rk n kc l ki n é e k tt n t nioée l rke k nu a o a o u o e sa e . , , f , , , a

In 2 in f of v in fin itiv es 4, put the correct orm the abo e , and

n e of er ect amiliarit make other cha ges as you see your ne d p f f y, d an d rea y command of these words and Expressions .

ol ' Voca u ar Al az . y . f

Khan akhilan a f , to eat, to eed Likhna to write

Mam a to die Gol round . m f Ma a to kill , beat Gol ball “ Len den trade, taking giv Ghora, ghori horse , mare ” in g from lena Namaz prayers

bu rf dena Bura, evil Wafpis back Qudrat power N az dik near Taqat strength i Qar b near Rahna to remain, rest Kabhi sometimes Th akn a to get tired

K abhi n ahfn n Th akao . ever tiredness Sharab strong drink Madad help

i Bilku ll e n -tirel Adm man , person y ‘ A a ’ f Adat habit p , p Se self, by one s sel Khatt letter Yahan here

’

GYAR AWAN S AB A . LESSON XI. Q

R epeated Words .

E k k 1 . . e paisa larkon ko do . Give the boys a pice each

a r m en Main n e dmion ko sah e 2 . I gave the three and

- tin tin ru ae one f c . , p diye . hal rupees ea h

. R s . 3. Main n e sawa das d as rupac 3 I got them at . each

ko liye .

u Yih paune ath ath ane ko 4 . (Yo ) get these at 7

i n n . m lte hai . a nas each

ou Ap n e si kya kya kam kiye 5 . What various jobs have y ? hain ? done to- day

ach chh ach c 2 A5 e hhe khane 2 . Good foods must be cooked

n paka e hain . today .

k n m u h e 2 of Us e arm narm bal j 3 . I like the touch her

f . ach chh e la te n . f g hai so t hair (Her , his, so t

n hairs touch me icely . ) Kitab en parh p arhkar meri 2 4 My eyes have gone en tirely ankhen bilkull kharab ho bad from much reading

i n . gay hai (reading and reading books) .

i to i 2 . Jab kabb yih karo mer 5 Whenever you do this, do

m en . n yad karo it in my remembra ce .

k k few m en of o 2 6 . o Namaz f hazir A very come t prayer .

hota hai .

K oi na kofnamaz m en z arlir 2 7 . Some one or other will

a a. to we g surely come prayer . s 2 wub kabhi kabbia hai aur 8 . He comes sometimes and

main kabbi n a kabbi aunga. I shall come sometime or

other .

2 . Jo jo ae do do am le jae . 9 Whoever comes may take

away two man goes .

a. Kuchh na kuchh mil jaeg 30 . (You) will get something

or other .

Note that repetition of the word repeats the idea . This may

1 — 6 as 1 0 2 1 — 2 or n indicate distribution, as in , emphasis in , 4 , co ti

— f 1 in 8 1 1 1 2 1 1 1 . o nuance as , 9, , , 3, 4 7 This repetition sounds in 9 “ ”

2 0 our . and is much like baby talk, roly poly, hurly burly, pell mell f n . Diversificatio The pupil must take these sentences, a ter t they have been thoroughly commi ted , and change nouns,

n o pronou s , verbs and adjectives to ther persons , tenses, num

’ ’ bers, and genders . The numerals must be at one s tongue s

in n of end . Skill talking can o ly come as a result the ability f f to diversi y orms already mastered .

’

V cao l az . o ulary . Af brother before with , beside Narm village Ankh

for to ask , beg Jab to tell K abhf to go Jab kabbi to make go Yad to fall Namaz i bi to escape, be Kabb kab bi i saved, recover Kab na kabb tree piece ( of bread) meaningless fol

of roti cha lowers ,

LESSON XII . BAR AWAN SAB AQ .

ndit l Co iona S en tences . S aarti 7 umle .

wub n If Agar na ata, to mai I . he had not come, I should u sko na marta . n ot have beaten him .

u sko If n Agar tum na marte, you had not beate him,

wuh n o . to na marta . he would t have died

r i f u . I o Agar tu n isko th k na karte , . y had not made it

n i . I to mai dam kabb na deta right, , should never have

given the price .

i d ekhkar n e Ch l Sahib kaha Seeing the kite, the master “ ’ “ ’ ki ban dll If Agar mere pas q said I had a gun, I d kill ” hotf n , to mai mar deta . it .

i kahtf If Agar lark yih na to the girl had not said this, wub - us se na khush na hota . he would not have been

displeased with her . Agar ap yih ghora m ujh e If you had not shown me

’ dikhate n na , to mai dusra this horse I d surely have

’ z arllr leta . bought another .

as If Agar mere p ghori na I had not had the mare ,

’ h otf ’ n z arllr i. . , mai paidal jat I d surely have gone afoot n n u se larta If f Agar mai , to I had ought with him, m ujh se ziyada n a- laiq kof no on e could have been

th a. was r na ( ) more unwo thy than I . Agar ap is ka sabab m ujh If you had not asked me se uchhte of h na p , to bahut the reason t is, it would

bihta el o at r r th . hot ( , ) have been much better .

u sko Agar log chhura na IO . If people had not rescued

’ n u sko alf dete, to mai adh him , I d have h killed him ’ h ll ch orte . f m a karke be ore I let him go.

M fli w M umkin na tha ki as I I . It as impossible that Christ

maut k e qab z e m e n rahta. should remain in the gras p of death . f to 1 2 . I m as te rwe re here h e would Agar sahib yahan hote, ,

tumko thik kar dete . give you a setting right

lart Agar w ub mujh s e f to 1 3 . If sh e were to fight with

’

n u sko kh lib a i. . mai m rt me , I d beat her well

m u h e an a h otel to I Agar j 4 If I had been going to come,

’ main be puchh e giche a I d have come without re

jata . quest.

Note that these conditions are con trary to fact an d take f of i “ d ” that orm the verb , wh ch is called past con itional (mazi

sharti l in i n . ) , but might better be cal ed Engl sh, past subju ctive

t n to f It is used n o o ly in past conditions that are contrary act,

o n n h but also f r a present conditio and resulti g conclusion, bot

If n ot contrary to reality . master were here (which he is ) he

not If sh e would s e t you right (which he does ) . should fight

h . with me (which she will not) , I would beat her (which I s all not)

This tense is also used in a class of allied idioms as 1 1 above .

n n See, also , sente ces , Lesso XIX .

Hai or hain never occurs with this form of the verb .

l ’ V c A az . o aoulary . f i o kite , hawk Pa dal jana to g afoot gun Larna to fight

Agar yih char din ki bat If this had hap pened four

h otf m u h e n a , to j khabar days ago, should not I know hotf? ? of it (a thing 4 days . )

’

usne rll ae . If n Jo (agar) p diye , IO he gives the mo ey ( and

. n to lete ana he will) then bri g it along .

’ O f usne di . I J (agar) kitab , to I I he gives the book, you ll

len f i hog . have to take it .

Jab (agar) main wahan gaya 1 2 . If I go there I shall be

aun . to mara j g a killed . b wu is 1 . If . Jab ( agar) baras 3 he escape (d) danger this

’ l his khatre se bach gaya, to year , he l live long . (

‘

i b arf ho f. usk umr g life will be long . )

n n e 1 If him Agar unbo use mara 4 . they have beaten

aldf m u h e ho , to j j khabar ( as we hear) then give me

do . word quickly . If aen 1 . l Agar log , to girj a hoga . 5 people come, there wi l

be church . If . en i 1 6. Agar log a ge to g rja people will come , there

hoga . will be church service .

u 1 If ou n s ke n az ik . Agar tum d 7 y go ear him (it) , you

j aoge , to tum gunagar hoge . will be blameworthy (sin

ners) . Agar yih kam u s se ho 1 8 If this work can be done

’ b a- kh llbi n n saka, aur a jam by him , and he bri gs it to

n anl th en I diya, to mai q o qarar a (good) end , promise

’ karta h ll n ki main badshah you that I will treat him

’ s alli k n n se ziyada karu ga . better tha (could) any king .

wuh If i sa n 1 . Agar j ata hai, to mai 9 he is go ng (as you y) ,

bhf n chalta hun . then I , too , will go alo g .

n a n e anl 2 If Agar mai p q par 0. I come according to my

’ hun i s altan at ata , to usk promise, then I ll mingle his

m en l n . khak mi a deta hu . kingdom in the dust

l . s e 2 1 . Agar ham ho sakta , to If we cou d we could

ham manzur karte hain . h u ch 2 2 wa t a n e 2 2 . . Agar us q p If they had (were) arrived

hon sakte n , tab yih bat kah at that time, the they

the . . could have said this

2 3 Agar bach che ke marne 2 3 . If you will go ere the child

se ch alo e of pahle g , to kuchh die , then it will be some

faida hoga . avail .

kof ke i 2 . If one f 2 4 . Agar us Mas h hone 4 any con esses him

k i rar to a q kare , kharij ho . to be the Messiah , let him l be expe led .

m m u e 2 f r e h . I 2 5 . Agar tu n j jana 5 ye had known me , ye

hotel ko bhf , to mere bap would have known my

jante . father also .

’

caoul A a . Vo ary . lf z

loss, damage Khabar knowing Qanl

erc e tion know p p , Qarar ledge S altanat

' B e - wu qllf a fool Khak Khatra danger Khaki

‘ U m r f age , li e Milna Gunah sin Milana Gunagar sinner Man zur Ba with Sakna

’ hlib ti K well , excellent Sal k

’ Kh li bf excellence Puchh na Anjam end D u rust

’ rar Bulana to call , cause to Iq speak Faida

W ! IV. H D LESSON C AU A AN S ABA Q .

’ C/zalna d an an j d .

1 . idh ar ko i 1 to Hawa j chaht hai , . The wind goeth whither

chalti . hai . it wishes

’ 2 . i h f in c n a h ti 2 . Mer g r nah al . . My watch wo t go ) ’ na fn . Mera admi sath h jata. 0 My man won t go along

’ Yih t upaya baz ar m en n ahfn This rupee won t pass in

th e . chalta . bazars

’

h al o off . Yih bandliq n ahfn c ti. This gun won t g

i n le i n . Chauk a jao . Chauk a Take the chairs away th e . le chalo . Bring chairs along

le . Ghora chalo . Bring the horse along Uski tan g m en itna dard There is so great a pain

not hai ki wuh chal n ahfn sakta. in his leg that he is

able to walk . U sko itna kam par gaya So much work h as fallen hai ki wuh n ahfn ja sakta . to him that he cannot go .

? ou o? or Kab jaoge (or) Kab cha I O . When will y g ( ) loge ? When will you go (with me) ? I Main yahan se chha baje I . I shall start from here at

’ c hallin ga aur wahan pa six o clock and havin g arri hun chkar ke as Daktar p ved there , will go at once

’ un ld . ja ja ga. to the Civil Surgeon s

n hun I 2 Mai shahr chala , tum . I am started to the city . bhi ch alog e ? Will you go too?

’

k ll 1 . h b . Yih ghora chalta hai . 3 This horse goes finely ? i ? Yih sarak kidhar jati hai 1 4 . Wh ther does this road lead

Yih bat su nkar naukar chal 1 5 . Hearing this the servant off diya . started . ? ? Yih nahr kidhar jati hai 1 6. Where does this canal go to h l C a ti i d ekhke wu 1 . i chakk b 7 See ng the moving mill , he

ro f . para . wept ( ell a weeping)

ke wa t 1 8 is f th e Sham q bazar jana . It orbidden to go to

’ n mana hai . bazar in the eve ing.

k f on ac Bhir e sabab chalna bahut 1 9 . It is di ficult going k of mush il hai . count the crowd .

i 2 0 . n h l n . Mai roz shahr jata . I go to the city daily I ow e s hun n . Ab j t . am going

P W AB A . LESSON ! V. AN D R A AN S Q

’ E x ercises in L a na g ,

in . out. Pata nah lagta . I I cannot find (Trace

does not touch . ) ’ ? Kyun n ahin lagta ? Aj hi Why can t you Find out

’ laga lo . this very day . (Why doesn t it “lag” ? Make it

Ghar ghar s e laga hai . 3 . House touches (with)

house .

’

h f . M uj e bahut dar lagta hai . 4 . I m very much a raid

Yih bat tumko ach chhf You do n ot like this affair . n ahfn la f gt .

’ B ach c hon kf baten mithi Children s sayings please la f n t . g hai people .

s ke t U sakht chot lagf. Chot He was badly hur Did lagf? you get hurt ?

’ ’ f k hll h as Ghora age gar alaga a. The horse been driven

f . hai . be ore Yih kitab tumben kahan se Where did you get this hath lagi ? book ?

’ da f on ' Tala rwaz e par laga hil a IO . A padlock is astened hai . the doom

m n n Bag e tarah tarah ke I I . I the garden all sorts of

n . n bute lage hai shrubs are pla ted , (or ,

various sorts of) .

ke m n ki 1 2 n Sahib kam e tne . How ma y labourers are

' ’ ? m az d llr lage hain ; on the gentleman s work

W ub n a n sawere ikla taki pn e 1 3 . He we t out early that he

m en m azd lir et bag lagawe . might s labourers to work

in his orchard .

i k n Is koth par itna rup aya 1 4 . Howm u c h m o eywas sp ent ? laga hai on this house ?

i se f . 1 J j laga hai 5 . Heart answers to heart . n 1 6 U ske kurte men paiwand 1 6. He has a patch o his

laga hai . shirt . ’ f 1 ar ishtihar 1 . 7. Takhte p kya 7 What notice is ( astened) laga hai ? on the board ?

m n 1 his . 1 8 . u a n e e 8 W b p kam laga . He sticks to work

rahta hai .

1 m as lih . . 9 Sab a lag chuka hai 1 9 . All materials are spent

ki n 2 0 . k Sahib e ane ummed 2 0 . We are expecti g the gen

’

hlli l n . lagi hai . t e ma

2 e i ? ? 1 . U s llz am kyl n laga Why was he accused

2 2 . Sab chizen d uru sti se lag 2 2 All things are set in order .

gayi hain . 2 3 . Lahaur jane m en do gbante It will take two hours to

lag en g e . reach Lahore .

’ ’

2 . D hll m en n nahfn e s 4 p ankhe 2 4 . (M y) ye won t stand the i la t n . g sun .

m en rf 2 . ba a 5 Shahr g lag 2 5 . There is a big fire in the

gayi hai . city . 6 K k l ? 2 . ot o a e a kitna kapra g g 2 6. How much cloth will it take for a coat ?

k ‘ 2 D im a f ko i . 7 . dar lag gay 2 7 The white ants are at the

hai . carpet .

2 i ke n 8 . Munsh sahib mu h laga The munshi has the ear

hai . of the sahib .

. m u e for 2 . s e h i 9 Char din j sard 2 9 . I have been chilly four

la tf . g hai days .

0 . I s ach chh e f 3 darakht parbare 30. This tree bears beauti ul

hlil la . p phal gte hain . flowers and fruit k i 1 . o i i hai. 1 n 3 Us b mar lag gay 3 . He has co tracted the

“ . a t disease V ’ f 2 ‘ fo . Tambak u n r Zy/ 3 mere mu h lag 32 . I ve acquired a taste h ai gaya tobacco .

men barf i in 33 Is hisab galat 33 0 There is a big mistake

i . lag gay hai this account . i n 34 Is lakri par p tal laga do . 34 Faste the brass to this

wood .

h lib z or . 35 K lagao 35 Exert yourself. Put to your t streng h . ko i s ab bliton 6. Mal , qatar 3 Gardener , put all these

m n en lagao . pla ts in a row.

Dawai uske hath par lagao . 37 Put the medicine on his

hand .

k m n . . Dawal us f a nkh e dalo 38 Put the medicine in his eye .

i . Mez lagao . (Palang, dar , 39 Set the table (Make the

chfz n . . sab e ) bed Put down the carpet.

Put everything in place) .

Is lifafe par do paise ka 4 0 . Put a two pice stamp on

tikat lagao . this envelope.

? s Itui der kylin lagf Phir 4 1 . Why have you spent o ? ’ do mat lagana . much time Don t it

so again . (Why great late ness spent ?)

U s n e h as mere bhal se dosti 4 2 . He made friends with i laga hai . my brother . k U s e . S him . chabuk lagao . (kore 4 3 Whip him ( courge )

lagao . )

’ f la akar do J g Khuda ka kam 44 . One ought to God s

ch hi . karna a ye . work with the whole heart

(putting the mind to . )

Ilz am l n a a not . na g ya karo . 4 5 Do make accusatio s

i You i th e Bagg par rang lagan a 46. ought to pa nt h hi c a . ye . buggy

’

a. d li k Apn ikka sre e sath 47 ° Put your ekka alongside

lagao . the other .

r do Me a unke sath kya lagao 48 . What have I to with hai them ?

M ain unse alag (a + lag) 49 I stay apart from them .

h lin rahta .

Main das baje roti pakane lagta I begin to cook the meal at

’ ’ ’ h lln la tf tin ten k , g h o cloc .

d as i Tu baje rot pakane lagta hai , Thou beginnest to cook at ten .

lagtf hai .

Wub to das baje roti pakane lagta He, She, begins cook at ten .

la tf hai, g hai .

Ham d as baje roti pakane lagte We begin cooking at ten . l f n a t n . hai , g hai Yo i la te u . Tum das baje rot pakane g , begin cooking at ten

la f la t . tf n g , ho [ g , hai .

A i a ’ l t e . p das baje rot pakane g , You begin baking bread at ten

Wuh i la te i das baje rot pakane g , They begin bak ng bread at

la tf n . g , hai ten . Main kal subh likh ne lagun ga I shall begin writing to -morrow

lagungf morning .

' ’ Tll likh ne la e a i in kal subh g g , la Thou wilt begin wr t g in the i geg morning .

Wuh likhne la e a i to kal subh g g , He, She , will begin writ ng

la e f ~ r g g mor ow morning .

’ likhn e la en e i - Ham kal subh g g , We ll begin writ ng to morrow

la en f g g morning .

’ likhn e la o e i in - Tum kal subh g g , You ll begin wr t g to morrow la o i g g mornin g.

’ A likh ne la en e p kal sawere g g , You ll begin writing early to

la en f g g . morrow .

’ Wuh f likhn e la en e - kal ajr g g , They ll begin writing to morrow

la en f g g . morning . Main kal sawere banane laga I beg an to make it early yester

i thi. tha, lag day .

’ Tll kal sawere banane laga Thou didst begin early yester

la f . to . tha, g thi day make it

Wuh kal sawere banane laga He, She, began early yester

la f tha, g thi . day to make it . i os

n n to Wub parso sham banane laga He , She, bega make it day

f n . tha la f thi. , g be ore yesterday eve ing

be Ham parson banane lage the, We began to make it day

f . lagf thin . ore yesterday

n ko You f Tum parso sham banane began at even , day be ore f la in . . lage the , g th yesterday, to make it

n ko You Ap parso sham banane began at even, day before f t i to la h . laga tha, g . yesterday, make it

uh n ko You n f W parso sham banane began at eve , day be ore

hfn . la f t . lage the, g yesterday, to make it

! VI S OL AWAN AB A LESSON . S Q .

P s i es a s v . ’ k ’ ’ ae s o d ekha 1 . e e ] 1 . D kha. a. U s It 1 e j g ( I ll about it. ( be

jae gaJ seen to . )

’ i n M ujh e ap kazer saya d ya 2 . May I be taken u der your

jae . (shadow) care .

u ke as kh W b shahr p d e e 3 . They were seen near the

gaye the . city .

’

t n h . f isma se a fn . Q lara jata 4 One can t fight with ate .

umh k Man go to t en diya 5 . A s and it shall be given

ae Kh atkh atao ou an d j ga. to tum unto y . Knock it

for ou . hare waste khola jaega. shall be opened y ’ him Kyllnki jis ke pas hai use 6 . For whoso has to shall

ae a is ke as n diya j g , magar j p be give , but whoso has

n ahfn se wuh bhf not f hai , us , rom him even that he

o n as le ae a . j ske p hai , liya j g . has shall be taken away ka k ’ Madrase band iya jana 7 . The school s being closed unke liye barf taklif ki bat was a great vexation to

thi . them .

8 . Makkhan kal bheja gayatha. The butter was sent yester

day .

im en f Pachas admi lara mare 9 . Fi ty men were killed in the

gaye . fight 1 0 . Yih kam roz roz kiya j ata hai . . This work is done daily

’ I I Yih kam m ujh se nahin 1 1 . I can t do this work .

i or kam mu h k ya j ata, , Yih j

s e nahin hota .

’ d 2 1 2 wuh rotlan i 1 . . Kya unko Have those loaves been

n ? gayi hain . give them

in . 1 . 1 3 . Tin lote laye gaye ha 3 Three jugs have been

brought .

’ - 1 A m u h i n ahfn 1 . 4 . j j se rot khal 4 I can t eat to day .

jati.

z 1 Sab d arwa e band kiye gaye 5 . All the doors have been ? hain . shut

. le to If ou dire c Agar us taraf j ao , y take him that

ae a. il i ghora mara j g tion, the horse w l be k lled .

' ’ i k lln bhe i a f? 1 th e ? Chauk y na j g y 7 . Why wasn t chair sent

’ i in n ahfn bhe 1 Chauk kyl jf 8 . Why has not the chair ? gayi been sent.

’ i k k lln i not Rot larke o y nah n 1 9 . Why has the bread di gayi? been given to the boy ?

’ in ? not Ghora kyl na laya gaya. Why was the horse brought ?

’ n n i to 2 1 0 If Agar mai waha gay , I went there, I d be killed .

’ ll i mari ja ng . “ ” bo Yih mera bara larka Qazi 2 2 . My elder y is called “ ” k ahl t aa hai . Judge .

was Wub is larai m en bheja gaya 2 3 . He sent into the fight taki wahan par jakar mara that he might go there and

e il . ja . be k led

’ Z rll is i a r hai ki yih kam a) 2 4 . It imperat ve that this

- to . kiya jae . work be done day

Chabiye ki yih th ag aj hf 2 5 . It is fitting that this thug

- mara j ae . be killed to day .

Lazim that ki yih bat ap 2 6 . It was proper that this thing

’ of o li hhi . se p c jae be asked y u.

’

s o k linki . fo Baba raha hai , y I I The baby is sleeping , r

ne a a a a a, y s were sul diy ayah put it to sleep early, is liye ki m em sahib a roz isi because madam has him

waqt aya s e sulwadeti hain . daily put to sleep by the

ayah at this time . ? Ap ki gari ban rahi hai 1 2 . Is your carriage

Han i Ye s m aster- wo k , mistr Ibrahim bana , r manAbra

. n i raha hai Mai apna kull ham is mak ng it . I have

ka usi s e banwata lakri kam him do all my wood work .

blin .

S li i a i sb n ikt s s b e 1 . j , all , y 3 Soojee, meal , and potatoes

n hai . are sold here .

Yih bania ajkal kapra s asta 1 4 . This shopkeeper is sellin g

is ki for bech raha hai , liye cloth cheap these days, mausim g uz arn e par d lis re when the season is over

d ukandar ahfn apna mal y (passing) , other shopkeepers

bikwate hain . have their goods sold

here .

d lisron ke 1 Masih salib par 5 . Christ died on the cross

for . liye mar gaya . others

S ipahion n e usko mara tha 1 6 . The soldiers killed him .

(mar dala) .

a li l m kar P li Y h d on me il ilat s 1 7 . The Jews agreeing together ke h ukrn s e u sko m arwaya (meeting) had him killed by

’ tha . Pilate s order .

d a w z . Jab sahib r a e khul 1 8 . When the master began

kholn e n wane lage, to bera to have the doors ope ed,

n wuh a a n gaya, leki p se p the bearer we t to Open

khul gaye . them then, but they came

open themselves .

u hkar s andli an d Jaldi t yih q 1 9 . Get up quickly take

’ k llnki n box for utha lo , y mai is up this I am having kamare se sab chfzen uthwa all these things taken out

s o . deti hlin . from thi ro m ? e the Ghore n e pani pf liya hai 2 0. Has horse been watered (dru nk) ?

Han n 2 1 . Yes , mai har subh nau , I water him every

’ ’ h lln k linki baje pilata , y morning at nine o clock , malik safar s e pahle pilwate for the master has him

n f . hai . watered be ore a journey

ukf ko bh o 2 2 or Ya to is cha ej . Either send this chair ’ k o Z arlir i a . ya leja . hai j take it It must be there

- n . p ahun ch jae . Aj pabu to day Will you get it ? ? - d a Will ou chaog e Pahlin chalinga. there to y ( y cause ? it to arrive ) I will .

in ne f li 2 . n Ma cha p , aur us 3 I dra k tea and gave to him kO bh f pila di. too ( also made him drink) .

li u s e Aya ne roti kha aur n 2 4 . The ayah has eaten her

hf f h as fed baba ko b khila diya hai . ood and also the “ ” If for child . (Note the

own f her ood , and the

“ ” ’ diya for the other s . )

2 . or Chahe tum kato chahekatao, 5 Whether you cut it have

’ z arli r ki a . hai j kat jae it cut , it must be cut to

day .

a is 2 Khah (khwah) larka p 6. Whether the boy breaks

ko a f bandobast tore, khah this arr ngement himsel ,

’ a li i ae a. or one kis se torae , j hi t tj g has some else break

- it , it will be broken to day .

i n u ko a 2 l Chahe lark a k tte j 7 . Whether the girls se l the

’ bechen chahe kisi naukar dog to - day or have some

se bikwaen a z arlir . , j bike servant sell it, it must be

- sold to day.

tum o Tota kis tarah hare hath 2 8 . H w did the parrot get s e c hh lita? out of your hand ?

n ne n ahfn chhora 2 . not Mai to , 9 I did let it go, the child baba me mere hath s e took it from my hand . chhu ra a y . U n char larkon ne barf Those four boys picked up i i. bhari lakr utha a very heavy stick .

Han ne C n larkon Yes f , ham haro , we had the our boys

uth af . se w thi pick it up .

M alik n e ae m u h se mu wai s g j r , Its ma ter had me head

n n e b ah uterf i off aur mai mor , (turn) the cow , and I

wub i t par na mur . tried to ( urned her a lot) but

n ot she did not turn (would ) . Sardar m ujh se murgfan The chief was having me nikalwate n out the, aur go mai put the chickens, and n e bahut koshish kiki unko although I made a great n dun wuh ikl n in . ff out. ikal , na e ort, they did not go

l Vocaoulary . A faz .

Bilku ll i vessel, dish ent rely to break (itself) S liji meal of wheat to break some germ thing coarse wheat to have break meal

off Parhn a to be cut, cut to read , study

to cut, bite Parhana to teach

to have cut Parhwana to cause to read . f f oot , eet Harna to lose u s e Sona to sleep

‘ to sell (neuter) S ulan a to put to Sleep to sell (active) S ulwana to have one put to have sell an other to sleep to dnnk Bann a to be made

n to water, make Ba ana to make dunk B anwana to have made m to have watered Ma a to die, be beaten l day, daily Marna to, ki l , beat

master - workman M arwana to cause to beat

U thna whole, entire to get up

Mere kapre dlisre tisre roz dhoe My clothes are washed every

o so i . jate hain day r (lit . second th rd) Mere kapre klien par dhoe ja My clothes are bein g washed

rahe hain at the well .

P ass iv e

Main wahan par j akar mara I shall go there and be killed

’ jalin ga (mari jalln gf) Tli wahan par jakar mara jae ga Thou wilt go there and be killed (mari jae gf)

Wuh n o ‘ waha par jakar mara He, She will g there and be jae ga (mari jae gf) killed

’ Ham wahan par j akar mare We ll go there and be killed jaen g e (mari jaeng in)

’ Tum wahan par jakar mare You ll go there an d be killed jaog e (mari jaogin)

’ Ap wahan par j akar mare You ll go there and be killed jaen g e (mari jaen gfn )

’ Wuh wahan par j akar mare They ll go there and be killed

aen e aen fn j g (mari j g ) .

P i e P ast Tense ass v .

Mai n kal mara gaya (mari gayi) I was beaten yesterday Tli parson mara gaya (mari gayi) Thou wast beaten day before yesterday

’ W uh atarson b e mara gaya (mari She , He was beaten day sayfl fore that

Ham ajmare gaye (mari gayfn) We were beaten to - day Tum kal mare gaye (mari You were beaten yesterday sayin) Ap parson mare gaye (mari You were beaten day before gayfn) yesterday

Wuh arsal p mare gaye (mari They were beaten last year. sayin) ’

V ATHAR AWAN S AB A . LESSON X III . Q

’ - - m i lati e P n sm i z a r. R e v ro ouns . l

Jo ghora kal h amko mila The horse we got yester

tha wu h hf ach chha a one . , bahut day is very good to hai . (What horse yesterday

u s met , he is very good)

is ne m u h ko m an J admi j mara, The that beat me is i wuh mera bha hai . my brother .

‘ aurat s e a ne i f ou . Jis p mer The woman rom whom y i lf wub . kitab , mer aya hai got my book is my ayah . Jis larke ko hazur n e paise The boy to whom you gave

’ wuh i ka diye , mere bha the coppers is my brother s

son . beta hai . W uh d ukandar j iuhou ne Those shopkeepers who ap ke pas kitaben bh ejf sen t you the books are

- - arosh n . n f . hai , kutub hai book sellers Wuh ghore jinko ap n e baz ar Those horses that you s aw

c d kh wuh A rabfhafn n m e n e a i . , . the city are Arabians Kh u dawan d ne u m admion The Lord said to th e men

ko O uske ichh e who , j p ho chale were following him ,

the ki O kof i h , kaha J mer W oever wishes to follow

airawi wub p karna chahe, me , let him take up his

a n roz le p f salib utha . cross daily

‘ J o laiz ap ne abhf istimal What is the meaning of that

’ u ske n ? ? kiya, kya ma ne hai word you used just now

Jo . ho , so ho . Let come what may , or,

What will be, will be .

’ O J aya malamal hokar chala. IO . Whoever came , went away

gaya . rich . (Chala gaya though f passive in orm , cannot be

n n mea i g) . ki ’ mu he . is Jo huzur marzi , j I I Whatever your honour s

’

manzur hai . will, is acceptable to me. 8 b firishta is n 2 wu e 1 . I 2 . Tab , j us Then the angel, that had

s e n kin . to bate , chala gaya spoken him, went away .

Wuh s e i n 1 . 1 3 . tum ais bate 3 He will tell you such thin gs

b s e f ka ega , jin tum aur rom which you and your tumhara gh aran a najat household shall obtain sal

pae ga. vation . l 1 W 1 . a . 4 Jo j sa kam karega, waisa 4 hatever work whosoever

ae a. p g does , according to that he

will Obtain . (Each one will

wuhf [ karo . receive his deserts .

wub 1 . 1 o . 5 . J kuchh tum se kahe, 5 Do whatever he tells you 6 aisa 1 . s o . 1 6. J kiya waisa paya As he did , he got He

le 10 ot [ . g tit for that .

itn ko chahi e u 1 as ou n J atum y , ut a 7. Take much as y eed .

n . 1 8 is f Jab tak sa s tab tak as . While there li e there is

hope.

i tum i 1 Wuhi Sindbad j se ml a 9 . That Sindbad that you

n in jante ho, mai bl . thought (think) dead, I am

he .

la kon me 2 0 . . Jin r mere larke Those boys who beat my

ko wuh ke of mara , bazar boy are the bad boys

u h . W r n . sh ari larke hai or, the street larke jiuhou n e mere larke

ko ke sh arir mara , bazar

larke hain . h i kalm u e 2 1 . Wub larka jo j gal I beat that boy, who was

n n e u sko de raha tha, mai blackguarding me yester

kh lib . or o . mara , J larka kal day, most thoroughly

i th at m ujhko gal de raha ,

main ne usko khlib mara .

ka b 2 2 . 2 2 . Jis jis lena dena hai lik a Write down (to me) the do to jiska jitn a m un asib credits and debits of every

ae a. one hai, diya j g , and whatever is proper

to on e shall be given each .

Vocabulary Alfaz .

ff Kutab books . Pana to get by e ort P arosh sellin g Jo kof whosoever ‘ Arab Arabia Jo kuchh whatever ‘ Arabi Arabian san s breath

h u dawand K lord, Lord As hope

itn a itn i Pichh e behind J , j however much

f U tn a ui Pair oot , ut that much

P airawi f O o ollowing J , jis , j , jin who , whose

O M un asib n S that fitti g, proper Mal wealth S h arir wicked Malamal wealthy Gali abuse (of the

n Marzi will, wish to gue) B adm a ash a bad character Faida advan tage Firishta an gel Faid am an d advan tageous

’ Ma ne meaning Ph enkna to throw

’ Gh aran a h ou seh ould J idh ar Whither

Najat salvation U dhar thither .

' 1 2 The relative may be with its antecedent, as in , ,

or f as f n . 3 , 4 , it may ollow it in 5 , a ter the English ma ner ” in U So in 9 , is not much used rdu but a good deal in

Hin di .

1 2 2 In 4 , , and 37, is an idiom much used by the Indians .

n i rotlan i an f kitaben Take the ouns rot , , adm , p , kitab , , ’ ’ “ ” i n rli a a rli ae for — mez, ghor a , larke, p y , p , and substitute ghora ,

n n n c an making the ecessitated cha ges in sentence , u til you do so without hesitation . It will be a most valuable exercise in

n in ge ders, as well as relatives .

n 2 Take sente ces , 3, 4 , 5 , and change numbers . Let the teacher after these relative sen tences in one form f are mastered, give the other orm also . ' LESSON XIX U N I SWAN S AB AQ .

“ ” P esent an d P as t s o called Aorist an d P as t S uojunctiv e ( r ,

to Chabiye ki yih gosht aj 1 . This meat ought be

. pakaya jae . cooked today

’ i n S l khe 2 . Jab tak bartan na , Do t put in the water till

pani na dala jae . the vessel dry (Let it not

be put in) .

h e f Wuh b e k . or is liye j gaye, ta i 3 They were sent this t wahan par j akar mare jaen . (purpose) that hey might

go there and be killed .

Chabiye ki yih kam abhi 4 . This work ought to be done

kiya j ae . at once.

. 1 Chabiye ki sab log Khuda U All people should serve

kf i n . handag kare . God C hi ha ye tha ki yih kam kal 6 . This work ought to have

n . ho jata. bee done yesterday

u h You n Chabiye tha ki ap m j 7 . should have writte

ko lik t . khatt h e me a letter .

u ul Lazim tha ki ap pahle mera 8 . Yo l d have don e my

kam karte . work first .

Z rlir k n a hai i yih kam pahle 9 . It is ecessary that this

e . n kiya ja work be do e first .

Z a r . rli ki l 0 IO tha yih kam pah e 1 . It was necessary that this

. kiya jata . work be done first (which

n t it was o ) .

. ki 0 a 1 . I I Kash p kal ate , tab thik I that you had comeyester

. da tha y, then it would have

n bee (was) all right .

1 2 . n hlin ki 1 2 a . Mai chahta p I wish you to come .

aen .

’ 1 . tu mh n e a 1 . 3 Chalo, j badshah 3 Come along , I ll take you

le lli - cha n . to pas to the king day. n d n Kh uda ja e kya kuchh 1 4 . Go k ows what may be

banega . the outcome . h ’ o. 1 . it s Shaid taiyar 5 Perhaps ready .

n tin ki 1 6 f Mai darta h bad . I ear lest he may curse (me) .

‘ d u a na kare .

u m h o M kin ki . 1 . is hai taiyar 7 It possible that it is ready .

k 1 8 bo for ou ? Kya yih larka ap e liye . Shall this y go y ? . A n on e o. jae Koi jae . y may g

Kya ap chahte hain ki main 1 9 . D O you wish me to put

’ isi tarah batan lagalin ? the button s on this way ? U s n e chaha ki larke ko Z CL He wished to kill the boy “ in wub m l th e l ar a . m ar , par na s ka ( may I kil but

n was ot able to (kill) do it .

l ki 2 1 to Uska j chaha ghar . His heart desired leave chhorke main aur kahfn home an d go somewhere i n . chala j al . else

ko h . 2 O s Chor chor f p ah c hane 2 . nly a thief recogni es a “ f to thief. Set a thie catch ” a thief . ’ o ? Marta kya na karta . What won t a dying man d “ ” Khiyailf pilao pakae . He cooks imaginary pilao .

He builds castles in the air . Samp ka kata (hlia) rassi He whom a snake has bitten

s e dare . fears a rope . The (present) subjunctive may be called the indefinite f r as m a be utu e , it is used to express ideas which y true, things

f Of or o . that may come t pass Consequently, a ter verbs hope f a or us e n n e r , doubt , wish , purpose, obligation we this i defi ite “ ” f or i to h uture , present subjunctive ; wh le express ideas t at mi nt n ot us e th e l g have come true, but did , we past conditiona or f as l . I pre er to cal it , past subjunctive Compare 4 and 5 , 6 8 1 0 . and 7 , and 9 and

“ ” Wh e n ot sa f n e a a a e n ot e en a e y th y do y j ch h , I h v b bl to

fin d out

ho n n n n e a b u hk . 6 . U j j e kiya They did it knowingly

in ( hav g known ) .

i ilakar Dawa p jao . Give the medicine before

you go .

Dawai pilate hi j ao . As soon as you have given

the medicine, go .

i l ao or on i n Dawa pi ate j ( , pilate Go g vi g the medicine . raho)

Dawai pilate hi larki ach IO . The girl recovered as soon

h o i. n cbhi gay as they gave the medici e . ko hi U s marte lakri tlit I I . The stick broke on strik

g ayf ing him .

Golf ke la t f 1 2 l g e h ghora mar . As soon as the ba l struck

gaya . him, the horse died .

n 1 . Waha chalkar mere liye 3 Go there an d wait for me .

th ahre raho .

ke h f out Rel ate dhobi nikal 1 4 . The washerman came

aya . the instant the train came .

Pahun hte hf f on r a . c uska ghora 1 5 . His horse ell ar iv l

gir para .

Wu b kahne 1 6 . khara hokar Standing up he said, On

ki sunkar n too laga, yih bat mai hearing this I, , grew

i . bhi gusse bl a . angry (in anger I became)

’

as s on . Main n e usko beta karke 1 7 . I brought him up a

pala .

‘ ’ i Ba z Hindl is patthar ko 1 8 . Some Hindus honour this

n . Khuda karke mante hain . sto e as God

Main me us ko m az blit karke 1 9 . I tied it tight (making it

’ bandha . strong) .

Main uske sath gulam hoke 2 0 . I lived with him as a slave .

raha .

G rfw n n - man a a e ghora mar 2 I . The coach beat and to marke chalaya th at. beat the horse make

it go. ’ h e 2 n chkarmur fan 2 2 . t 2 . Mai ande be g I ll sell eggs and buy

’ kharid llln ga. hens .

“ or Note . The time denoted by the participle in kar “ ” “ ke of both which are in good usage, though kar is ordi

n aril f of so y pre erred, is time previous to that the verb , and

. fo tu for ast I 6 & c . or r u re may be used p time, as in , 4 , ; f ,

2 or 1 8 of as in , , as in 3 and , to denote a course action ; while “ ”

1 I 8 2 0 . karke and hoke are some times used as as , 7, ,

of on Diversification . Make a number sentences the model

“ 8 1 0 1 1 1 2 I 1 on In , , , , 4 , 5 par , is understood with “ ” so f participle, it takes the prepositional orm in e

Vocaoulary . B etf daughter M azblit strong Gulam slave Gariwan coachman Anda egg Kh aridna to buy Patthar stone

LESSON XXI . IKKfswAN SAHAQ .

n n k I . e us o Mai ghar par 1 . I saw him (seated) sitting

d ekh baitha a. at home . m 2 . e aw f Ham unko shahr se 2 . I s them coming rom d ekha. ate the city . U n larkon n e usko shahr Those boys saw him going kf d kh e . taraf jate a toward the city .

L a kfon n e ko a r r tum d u te The girls saw you running. d kh e a.

ko rotikh t Log ham ae dekh 5 . The people were watching

the . rahe us eat. in i ko 6 . Ma dhob kapre dhote 6 . I am watching the washer

in . dekh raha bl man wash clothes . M an roti pittf beti ke ghar The mother wen t to her

’

i. gay daughter s house , weeping

an d beating her breast e

ki kahtf hu i 8 . Lar yih ghar The girl went home sayin g

i . a chal gayi this ( s she went) .

Kutta bh aunkta bh aun kta 9 . The dog came barking m eri taraf aya . toward me . ? ? Kya tum n e u skomlia dehha IO . Did you see him dead

i h li h 1 1 . i a t . Yih bha leta jagta a. This brother was ly ng awake

’ Gyara baje s e lekar char 1 2 . From 1 1 O clock to four

usne m u h baje tak j e pas he kept me seated by him .

bith e a rakha . w Din hote hote wuh a p a 1 3 . They came as it as get

h un ch e . ting day . i Din hote hlie larke pahun ch 1 4 . The boys arrived wh le it

was . gaye . yet day f q f in it 1 . e ar Ma darta, da a (darte, 5 I y a raid went to

us . darte) pas gaya . him f se uthkar wub 1 6 . n Sote Misr Arisi g rom sleep(ing) , he

ko n . chala gaya . we t to Egypt

n . 1 . on or Ham gate jate hai 7 We go singing, , we

c go singing .

’ ’

W h 1 8 . on u ui i . ap rot khata. gaya . Hewent eating his bread

- - for f Khar gosh aj tak kanon ke 1 9 . The hare (ass ears) ear dar ke mare bhagta phirta of his ears goes fleein g w l n o . hai . about ti l

’ K etlf phlltapani hath m en 2 0 . He is coming with a kettle t of liye aa hai . boiling (broken) water

in his hand .

so Itnf rat gayi ap kylin ae 2 1 0 Why have you come ? hain ? late at night (so much

night having gone) .

i i . 38 . Mera phata bl a saya darz 38 Give my torn skirt to the

ko ki wub i dedo , usk ma tailor that he may mend it .

ramm at kare .

— 39 . Is d likan m en ban e banae 39 . (You) can get ready made

' jlite aur sile silae kapre boots an d clothin g in tlus

mil n . . jate hai shop (boots, clothes made,

had made, sewn, had sewn) .

0 i i if c a i . ll 4 . Agar pak paka rot mil 4 0 It wi be better (we) n

ae htar f j to bi . get ready cooked ood

(bread) .

’ 4 1 . Is d lldh m en pani milablia There is water mix ed in

hai .

2 K lin k h am a l 2 l f 4 . y i iman p r cha te 4 . For we wa k by aith and

n ki ankhon d ekh e not on . hai , na not by sight ( that

par . seen [by] eyes) .

th e Participles are used either, in agreement or in “ ”

f e . f declined orm in It is sa e, however, to make the parti ci le or if if p agree with its noun , pronoun , that is a subject ;

or it, however, is an object, with without the participle

in f . as may be the orm When participles are repeated , “ ” “ ” in 1 1 l In 2 1 se is 9 , 3, 5 , they more common y are in e . ,

“ ’ ” ’ ’ — 8 ln a z se as 2 2 . 2 2 ca understood g y , it is expressed in In 4 ,

line or . , may be expressed understood, as desired

Voc o . l a ulary A f az . to cry Misri sugar (from to make cry Egypt ?) to be beaten hare ( as s - ear) to beat to flee to have beaten to make flee o to bark to turn , g about to lie down to make turn to lay down to make go about

out Egyp t to break ( intr . ) < Phorn a to break Open (tr) Ibad at Ph atna to be torn Jahan Pharna to tear Batti

to for Man gna ask . want Najat

‘ Mangana to send for, Ilm

‘ ’ Ban a banaya ready made Ma l lim (same Paka pakaya ready cooked root) known Sila silaya ready sewn Hasil acquirement

D h on a to wash Hasil karna to get, acquire

run Daurna to Saya skirt, shadow

’ itnf itn e s o faith n ev er f Itna, , much , thus I man ( belie ) much M aramm at men din g Mam a to die Darzi tailor

’ ’ ’ ’ li ii lite litf M a dead J ta, j , j shoe , shoes

n Dana grai Kapra cloth, garment f Parna to lie , all Kapre clothes Bagair without R at night

Bin , Be without Sir head

D n an d n of iversification . Interchange the ouns pro ouns the first ten senten ces until you can do it readily . Interchan ge

— O f 1 1 1 8 f . all the verbs , then make all uture “ ask in In 37 studying Urdu , writing Urdu , living this city ,

” ’ n for aaras din m altine d er if reading this book , the use , , , ; you have “ ” much trouble or hesitation in this , your past work is kachcha In 1 — 1 0 substitute any participles that may be formed

f . . 6 n i ko rom verbs in these sentences , e g , in say, Mai dhob

’ n kapre late dekh raha hti . Have th e teacher give sentences showing the usage of these verbs in double and treble roots .

. B Af w S AB A LESSON XXII s s Q .

E x ercises in

1 . khlib d a r Yih admi u ne 1 . This man is an excellent

wala hai . runner . K amirti in lakri ghas cha The (municipal) committee rewalon ko shahr m en bin does not allow these wood

h ul n an d f - m a s liye jane ahin deti. grass odder men to go in to the city without

n havi g taken tax (octroi) . Yih marnewala j ism baqa This dyin g body shall put k a jama p ahine ga. on a garment of immor

tality .

Ghore wale Kabul se bahut Lots of horse - dealers come

n . f ate hai rom Kabul .

i c h alnewala Yih adm bara This man is a great walker .

hai .

Tez d aurn ewalf ghori ham We want a swift runnin g

ko b . cha iye mare .

’ Gariwala ap ko ek bakas The cartman will show you

dikhae a a wala g , aur p us a boxman , and from him

s e do p aisewala tikit lekar you will get a two - pice aur apn f c hitthi par laga stamp and put it on your

atth arwale ke kar, p ghar letter and cast it into the

m en . of bambe dal dena pipe the stone house .

Gaonwale khanewale bare Villagers are great eaters .

hote hain .

Yih dag-walla ghora bikau This spotted horse is for

’ k linki i hai , y yih bara khal sale, as he is a big eater .

hai .

U arwalon m en s f n e ki . p lena, IO Take rom the upper o es

u b h for . w ach c h e hain . they are good “ “

s a A ch c h ewala . . Never y dedo, as many do , i e Give ” “ ’ one sa Kof ach chha s a A c/i c/i /ze i do a good , but y dedo, all de , ' ” A cncn/ n roti do

’ - lon ke I I . In Dilli wa sath mat I I . Don t stay with these men

n of rah a. Delhi .

e 1 2 . . 1 2 . Yih larka pas ho ja ga. This boy will pass He is

Bara bo uhar hai . a very likely lad .

M ah S lil hasil ( ) tax Khatt epistle, letter

il - Tahs (hasil) tax collecting Dag spot, blemish Tahsildar tax - collecter Upar above f “ Jism body, lesh Pas passed ” Honhar of Baqa (baqi , immortality likely , parts f i le t) Kala, kal , black Jama clothes kale pae jam a (leg pyjamas Qissa tale

S un n asun ana clothes) , to hear , to tell P ahin n a to put on Shadi marriage Kabul Capital ofAfgh a Gathri bundle nistan Kinara edge

f M u addas sharp, swi t q holy box Bona to sow (seed)

stam ticket c ard ablil p, , Q acceptable letter

T W N AB . LESSON XXIII . E IS A S AQ P ermiss ives .

’ W ko n ahfn u h ham ane I . They won t let us come

lit. u s dete . ( They do not give

to come) . Main tum ko kal hf ane I will let you come to

n . . du ga morrow, indeed

’ Baba m ujh ko kam karne The child won t let me do

ah n . n f deta . my work

k ’ ko n . F f ahfn . - Rahne do, dar Let it alone , it s no matter

’

kof in n n . mJane do, bat nah . Let it go , it s othi g D i ’ Chhor do . qq mat Quit it . Don t vex me .

karo .

’

d i . It s dif Rahne ij ye Kuchh parwa Never min d . no

n ahfn . ference .

’ b ak f ne . Gal do Kuchh Let him blackguard . It s

m uz i n a n . a qa hf no difference . ’ Bimari usko parhne nahfn Sickn ess won t allow him

deti. to go to school . k ’ i n n mu h o . 1 0 0 Mer a khe j My eyes won t let me read p arh ne nahfn detin

n e mu hko . I I . Walid j jane na Father did not let me go

diya . k 1 2 M e m sahiba larkon o ane . . Madam will not let the

na den gin boys come . Tum ne p anl kylin na pine Why did you not let him diya ? drink ?

’ Barish ham ko bahar ni Rain won t let us go out.

n kal e nahin deti.

’ Shor baba ko sone nahfn The noise won t let the

deta . baby sleep .

‘ alf ek i a ki Janab , adm p Sir, a man has come to

m ul t k a a e a . . q liye ya hai see you (meet) Well, let

A ch chha or . ane do ( , Khair, him come in (Well , ask

salam bolo) . him in . ) Jis tarah u sn e larkon ko I let the boys in just as he

ane diya main ne bhf u sf did . (In what way he let

n theb tarah a e diya . oys come , in that very

way did I . )

l l ’ Vocaou ai A az . y . f

i i k child , old man B mar sic ness annoyed Barish rain matter ofthought Shor noise of importance M ulaqat meeting

sick Salam peace, greeting

Diversification . Substitute ten verbs from the diversification

. 1 1 2 1 1 1 . list p , in 5 3, , 9, , and 7 V. CHA WAN AB LESSON XXI UBIS S AQ .

’ to Tumko kal Lahaur jana I O You ll have to go Lahore

- . o p are ga to morrow . (T you going

will fall . )

’

k k are . 2 ri . M ujh o li hna p ga . I ll have to w te (To me l f writing wi l all . ) Hamen chha baje subh kam We have to go to work at

ix . par j ana parta hai . s A M .

‘ R oz roz do daf a dlidh ui We have to milk twice

kalna parta hai . daily .

’ Munshi ko har waqt U rdli The munshi ought to speak

boln chahi e . a y Urdu at all times . Shagird ko imtihan m en The pupil will have to speak

U rdli boln a are is U in i n so p ga, liye rdu exam natio , he

’

c h hi e ki abhf . n ow a y bola kare Ought to speak it . M ujhe ghar ka Sara asbab I had to sell all my fu rni

b e c h n . a para . ture

’

ko n 8 You . Tum likh a hoga. . will have to write

’

a n e t . to cut 9 . U nko p ha h s e lakri 9 They ll have wood

w n o n . katnf p aregf. with their ha ds

— h . If to o Agar j ana para, to K air, IO I have g , then , Well,

’

nu I ll o. j a ga . g

U s e yih bat kah nf pari aur I I . He had to tell it and s o

l . tumko bhf paregf. wi l you

R oz harw l c h 2 h as g ae ko itthi 1 . She to write to her

ni i likh part hai . husband every day .

L arkon ko lot bare bare kam 1 3 . The boys had to do a

n of kar e pare . big jobs .

What we translate as subject is really in the dative “ ”

ko m as o . o t s . r f case wi h and parna may be u ed in , fem f of present, past, uture, but course only in the third person,

ha r ? ? Kylin g b ate ho Wuh 1 0 . Why are you so nervous

i? m n ati hog She must be co i g .

i ko c h hi e 1 You Yih charpa ap a y 1 . must be needing this

h . ogf bedstead . 1 Ap me bare bare safar kiye 2 . You must have taken won h d . on g e . e rful journeys “ ” so as This hoga is never used in the present tense , far

f n d fini n ess is re . I i e te I have observed, with the first person

for sub quired the first person , then the indefinite future , the “ ” “ ” n i so- 5 t in ju ct ve , called aorist , is used as, j al , perhaps in f of I may go, but the past tense, where ailure memory comes in it is quite common .

of 1 . Diversification . Substitute the verbs the table p . 5 3

W CHHAB B A R . LESSON XXVI . IS N SA AQ

“ ” Con tin ua tive wit/i ranna .

Wuh din bhar yihf kam 1 . They keep doing this work

ah . karte r te hain . all day

in ta h re tillI com e S tand . 2 . S e Yah khare raho, jab tak y ( )

main n a alin .

i e rahi . . B ai hi e B a th e . t y y 3 . Be seated Sit still

h . . Chup raho . C upke se 4 . Be quiet Sit in silence

b aith e raho .

Wuh Sara din baitha rahta 5 . He sits all day .

hai . W b i W ub 6 . . u kha rah hai . She is eating She eats

ra khati htf hai . right along .

i s f . u i . Darz raha hai W b 7 . The ta lor is sewing He

sita rahta hai . sews all the time . h Wuh lik n . rahe hai Wub 8 . They are writing . They dic

likh e a t i . at r h e hain . tate all the t me

‘ n ne usko Th ou h I f Go mai mana 9 . g orbade him, he

tha wuh i on kiya , sharab p ta goes drinking liquor .

j ata hai . h i -s i Wu . . 1 0. Sara din sharab p ta IO He drink l quor all day

rahta hai .

me A arc hi m an . 1 1 . g bulaya I I Although his mother called

h . tha wub ar ta on . , p gaya him, he went reading

c

1 2 n e ri i 1 2 . f . Ustad ma a kiya, lek n The teacher orbade him

. n wuh gata gaya but he went on si ging .

i ke wub i 1 . for 1 3 . Khush mare gat 3 She sings joy all the

rahtf hai . time . hi 1 4 U ska Sara mal jata raha hai . 1 4 . All s property has been

lost . i ’ rl ae n . 1 . two . 1 5 . Mere do p jate rahe hai 5 I ve lost rupees

l 10 n to f 1 6 . 1 6 . se e Baba , nahi gol Take it from the child, h l jati ra e gf. e se the ball will be lost .

1 di h 1 i n se k ai . not 7 . Lark yaha na 7 The girl could be seen

i h n det t f. from here (was not givi g f appearance rom here) .

1 . 8 Yih bat sunkar sab ke sab 1 8 . Hearing this everybody

off . chal diye . went (gave a start)

Wub wa t i h i ? 1 d 1 . 9 . sitara kis q k a 9 When did that star appear diya tha? d ’ 2 0 . To f n i 2 0 . the p k awaz aj su al na . We didn t hear cannon

- to day . i f 2 1 . n chh e 2 1 Dono shagird ske p . Both disciples ollowed him

f . ho liye . (took a ter him)

ff 1 6 8 . Note the di erences in the couplets , 7 , , etc In 4 , I 1 6 ff if 5 , , the meaning is slightly di erent perhaps , though a “ kee s oin is — thing p g g , it likely to be lost which is the usual “ ” n of of 1 8 — 2 1 meani g jata rahna . Note that verbs agree with

sub ob . . not with j

Vocaoul l ai A az . y . f

Din day Chupna

c Tak till M an a Jab tak na until Kh ush happiness to show to speak appearance to call to make hear

n to si g sounding , audi f to be lost bili y .

wealth, cattle

D iv e ti rsifica on .

Substitute the verbs of the table in the first thirteen

n sente ces .

ATTAiswAN ABA . LESSON XXVII . S S Q

s P rep osition .

“ ” n on n for Some i sist calli g these postpositions , because ,

a ter . sooth , they come f the word they govern Such pedantry “ ” “ for n would call a postposition, in the se tence What did you ” “ ” do that for? As well s ay that a blackbird could not have a white feather . T i h I . in p yale cha amko Bring us three cups (of) tea.

121 do . M ujh ko cha ke chha pirch Give me six tea - cups and

i ale . p y dedo s aucers . Is dawai ko e k c h amm ach Dissolvin g this medicine in h f n . men olkar f 10 . f o cha g , p a spoon ul tea, dri k it

. Cha ka e k ch amm ach Take (Drink) a teaspoon i o f 10 . ful f bhar dawa p the medicine . E k ek gilas panf ham ko Bri n g us each a glass O f l ’ a. . do water . Sahib lohe ke do gilas Master orders two iron

m a n gwate hain . tumblers .

‘ Yih to bare ta ajjub ki bat This is a very wonderful

i t O f hai . th ng ( hing great wonder

ment) .

i bo Itn men 2 . 2 3 . e ( arse) larka a 3 In the meant me the y

gaya . came .

’ ’

m . D n m hon . 2 . e o t 2 4 . Ap ujh par gusse na 4 Don t be angry at (

be in anger at me) .

Y l b Is ko le o. 2 . 2 . ih e a a 5 J , but, j 5 Take it away, but Take “K ” him (her) away . O with

person . o t of 2 6 . u . Is m en ka pani pf 10 . Drink water this

2 . on Khuda asman par hai , ham 7 God is in heaven , we

i . zam n par . earth

on Do m fl par ap ko ek pul 2 8 . Two miles a bridge “ ” milega . will meet you .

’ n wa m u r Mai qt qarra par 2 9 . I ll come at the appointed

u . a nga. time

an d a To od Khuda kf b gi karnf 30 . serve G is an 0 i

m ujh par farz hai . gation on me .

U s ke m n an li f 1 his hath e g th aur 3 . Put a ring on hand f e n n li i a o on his . usk pao m e j t p hina . and shoes eet

m en th . . n a 2 Jab mai raste , 3 When I was on my way,

in n s aw . to main e sarak par dekhi. I it the road

h li m en c n of Sach j th p ah ha 33 . Keep recognition truth

n rakho . a d lying . S am S lin admion men zora~ 34 Samson was the strongest

war th at. of men .

’ M u h ko chfz en j yih darkar 35 I don t need these things .

n ahfn hain .

n ? 6 Is ? Sahib ghar par hai B ahar 3 . the master at home

in . h a He is away . h Wub sawar hokar gaya hai . 37 He as gone on horseback

(b eing a rider) .

- o D as baras kalarka jaraha 38 . A ten year old b y was

h . t a going along .

ka is Khajur darakht mera 39 The date tree mine, the i ka . . hai, arl tera peach thine I S7

kf r h If n me a . 0 . 4 0 . Unbo Agra 4 They took the Agra road

’ (lit . Agra s road) .

r h ? ? n ki a 1 . t 4 1 . Yih kaha hai 4 Where does his road go to

2 . 4 2 . Hamarftarah aram se raho . 4 Be quiet like us .

ahino. . 4 3 . Kot p 4 3 Put on your coat .

Remember that repetition of these idioms again an d again

so ou is necessary to fix them in the memory . Get them y can use them freely . f h Diversi y by going t rough and changing nouns, pronouns,

an d tenses .

V caoul l A az . o aijy. f

’ cup Pahinn a to put on one s saucer clothing spoon difference glass interval iron bridge order servant earth service heaven obligation toward to dissolve like (outwardly) way like (apparen tly) path i l ke, according to highway

bi toe like thumb , g astonishment ring strength foot strong peach rider required anger truth

(in) anger, angry lie to put clothes recognition on another date fruit V A HAiswAN AB A LESSON XX III . T S Q .

sit n c n tin d Prep o io s o ue .

li m en of R aS lon se do gaon I . Two the apostles went

ki taraf gaye . toward the village . Sab ke s ab kahte the ki Everybody said that these yih baniye len den ke khare shopkeepers are honest in

d e ahn . hain . g

‘ U s n e wa da kiya ki jo He promised that What

n dlin ad lidh ka kuchh mai g ever I Shall give, I will give

n . dudh du ga . pure milk

nhon n e ka . U char din They promised (it) in four

‘ wa d a kiya tha . days Yih zamin dar sone rlipe ka This farmer is very wealthy

d aul tm and . n n bara a hai i gold a d silver . Sab ke s ab munh d ekhte The whole lot stood look ’ f ke d ekhte rah gaye . ing in each other s aces

[in blank astonishm en] .

ne f i f Main apna ghora aq r I sold my horse to the aqir.

ke hath becha . i k i Larki sot i soti rah . The girl slept right on .

m ke n thi U . 9 . U ke aulad na ( They had no children (In

han) their place .)

k . o ke . i I O . Is kitab mere larke IO Send th s book to my boy

pas bhej do .

kitaben f ko . I I . Yih da tar bhej I I Send these books to the

f . do . O fice

i n kit e kitn 1 2 Yih ghor a n e . How much did you pay m en lin ? for each of these mares ?

f me s au ko li 1 one for 1 1 . 00 3 Bar to main , 3 . I got the big aur yih do c hhotfan main and the two small ones for

1 2 . n e sawa sawa sau se lfn . 5 each

n e t si i n ot h e 3 p repo t o s of pric e .

. f t 2 8 Fabli ayat s e lekar d as 2 8 . Read rom he first verse

d aswin arho ( ) tak p . to the tenth (and includ

ing) .

2 U 2 . 9 . stad meri babat kya kah 9 What was the teacher say ta tha? ing about me ?

u . a 30 . W h ap ke haqq m en ba 30 He w s saying a very bad

i of ou hut bur bat kahta tha . thing y .

1 . 1 3 Sahib ghar ke idbar udhar 3 . The master must be about

n . bo ge . the house

2 . m 2 . o ez ke n . 3 Kitab par hai (or, 3 The book is the table

li par) . 33 Kapra mez ke lipar (not 33 The garment is hanging

par) tanga hai . above the table .

. ke . 34 Kapra mez par (or, 34 The garment is lying on

i . l par) para hai the table .

n ; . on 35 Sahib ghar par hai (but, 35 Mr is at home (but, is

k f or e n . o ghar upar hai ) top the house, above it [if on a hill

’ Ap ke sath shahr tak ho 36 . I ll go as far as the city

nn ou a ga . with y .

Main n e b arason tak uski 3 7 I served him for years .

khidm at ki . h W u ghar par do baje tak 38 . They sat at home till h ’ aithe rahe . two o clock . Pani koson tak ph ailta 39 The water went spreading

. for l gaya mi es . l Banda akhiri dam tak khid 4 0 . I (your servant) wi l serve

mat karega. you till the last breath .

i f n 1 Sipah j an tak arq nahi 4 . A soldier does not regard

. ff karta his life . (Makes no di e

rence up to life . )

n e ? ou ? Ap kahan tak parha 4 2 . How far did y read

. n o on Jaha tak ho sake hasil 4 3 . As far as possible g

kiye jao. acquiring. kitnf How 44 . Sahib der tak thaire long did the gentle rahe ? man wait ?

ke 4 5 . Sahib log tar ane tak The gentlemen waited till

bai h e t rahe the (wire) telegram came .

W ub . was 4 6. kal mere pas tha He with me yesterday

n (sitti g) .

Wub that was 4 7 . kal mere sath He with me yesterday

( going) .

hab ardar! barf ! 4 8 . K Isko kha Look out Take this with

le n i s e . n bardar j a a great care (man er) .

i hlin n . 49 . Mai pahle yih bat j ant I have known this before . k 0 c h authe i . of 5 . Yih roz bat hai (This is a matter the

fourth day . ) This happened

four days ago.

Idhar udhar ki n of b 5 1 . bate hone All sorts talk now e

a in . l g . gan

l ’ Vocabu ary Alf az .

R aS lil n one Charhan a to Apostle, se t , make go up , Mohammed put up verse river to promise come down,

n earth, la d go over

’ n U tarna la dholder to take down , put wealth over wealthy Tangna to han g

f n akeer, holy man Ta gna to make hang

ff n an tan e n o spri g T g , g leg, legs office Bukhar fever

quiet , slow Kos miles quietness Dam breath

v n E k se one ser a t darn with breath, service quickly to go up Kh idmat service life Kh abardar Look out

h ab ardarf wire , telegram K care . news U stad teacher

A . LESSON XXIX . U N TIS W N SAB A Q

ke ichh e b Log ghar age p I . People were standing e

. f n khare the [tha . ore and behi d the house .

Wub h am are n on f age age j ata He was goi g be ore us . Billi c hu hiye ko p akarke The cat caught the mouse

k n n larki e sam e lai . a d brought it before the

girl . kf f Yih pahle bat hai . 4 . This happened be ore .

‘ wuh f Jo mere ba d ata hai , He who comes a ter me ’ m u h e s . j pahle tha . was before me

r 6 out of f se o . Samne ( , Age se) hat Get the way ( rom

j ao . in front) .

Wuh o i n ke ichh n n h ze ghar p e 7 . Those thi gs are behi d

hain . the house .

‘ lo hu f Yih g mere ba d p a n 8 . These olk will arrive after

n . che ge . me “ f ’ ” f ( A ter is translated by ba d , when it re ers to “ ” “ f ichhe f . time, but by p , when it re ers to place Be ore in “ “ ” “ is of n or a e time , pahle but place it is sam e g which two

n are i terchangeable . )

k dli rf in 9 . Iske badle m en of s 9 . Give some other chair

n chauki dedo . excha ge for this . 0 l i men 1 0 . 1 . Yih adm mere badle ( ) This man wi l work in my k m a karega . place .

. in IO Yih admi meri jag ah (meri 1 0 . This man will work my

‘ iwaz) kam karega . place . “ M ah sul k i n - of c u s . f I I chauk a shahr I I . Tax houses ( Seats ” k on e ware pare hain . tom ) are this and that

side of the city . .

Wuh ko fo o 2 . r darakht, j dono 7 Cut that tree me that

i n ke i m e n two . th o b ch hai, is between the houses

mere liye karo .

s n Ap is ab aq ki babat kya 2 8 . What are you aski g about p lichhte hain ? this lesso n ?

J ais a hai waisa hf lao . 2 9 . Bring it just as it is .

i mun sib n a sa a a a en 0 . . J p j , 3 Do as you think proper

hf n waisa kare .

. wuhf o 1 as Mera nam hai j 3 . My name is the same

uska hai . his .

n n wub 2 Jaha tak mai gaya, 3 . He went along with me as

n far . a waha tak mere sath gaya s I went .

h ab ardarf far Jis qadr k mum 33 As as care is possible , ki i kin hai jaeg . it will be taken .

Main aisa kam nahin karta 34 I do not do such work .

hlin .

’ Main itna kam n ahfn karta 35 I don t do s o much work .

h li n .

’

6. 3. n . Aisa bura kam mat karo . 3 Don t do so evil thi g U sn e itna bura kam kiya 37 He did so evil a thing ki kya kahen ? that How shall I tell it ?

U u i alm rf n m u hko n n - t a a j cha 38 . I wa t as ma y cup boards

hi e n itnitumh re n ou . y j a pas hai . (wardrobes) as y have

Itne rli ae itne a u p diye , j y 39 (I) gave as many r pees,

h n n . a hai as are here .

n hf . It a kam hai . 4 0 . This is all the work there is

aisa n tin ou . J mai kah (waisa) 4 1 . Do as I tell y

karo .

aisa u sn e n 2 . J kiya mai n e 4 . I did as he did bhf kiya . Be careful to attain speed and readiness in the use of “ ” “ ” and ke or ki these prepositions, be accurate with the , “ ” “ ” n in of for always thi k g them as , not that is waste , liye , but “ ” ” “ “ ” ke k “ e not kf . waste , liye ; about is babat but babat Diversification . Learn these sentences very completely, and then take any nouns from the list that seem suitable an d

substitute .

n 1 1 1 1 1 8 an d ke Take sente ces , , 4 , , substitute , ird gird ,

ke kf f kf f ke ke n az dik ke ware pare, is tara , us tara , p as , ,

eshtar ke ic hh e ke ba ae ke kf ke ke p , p , j , liye, khatir, mare,

‘ ke kf kf f ki f ke ba is, sath , tarah, tara , se, tara se, darmiyan, d k i kc si ur e . p , was le

c l A az . Vo abu ary . lf

Chh e dn a to i - pierce Almar cup board , Chhidn a to be pierced wardrobe Ch uhiya mouse Khirki window Qarfban n early Qadr degree “ l/ N az dfl< of near , opinion Aisa this sort

' Khilaf (bar opposin g f Itn a this much

’ khilaf) V U tn a that much / M u abale itn a as q opposite , oppos J much

' in g r J aisa as

’ except Ki m a rifat by means of

T R I WA . LESSON XXX . S N SA AQ

n ns Co junctio . 1 If c hh on 1 . . Agar main pahle ot I should begin with the

° se shu rli in or l karl , ( , Agar little ones first, they wi l main ne pahle c hhoton se speedily come on the right

’ shu rli kiya) to wub jald path .

- i- rah rast par a jaen g e .

2 i u k - - n n . s n ar i Bare mer rah rast The big o es, heari g me ,

ald aen e m par j a j g , warna will quickly co e to the

’

s e dlin a. ghar nikal g right path , else I ll put f them out o the house .

. I on 3 Agar wub haqq kf rah par . f they do not come

aen se na , to ghar nikal the right path then let f n . o j ae them get out the house . 1 0 A archi n n e . g (Go) mai Although I began with the

‘ baron se sh urli karke b arf big on es and worked hard

koshish ki bhf ff , tau (taham) (made a big e ort) still

- wah be . n e n farman rahe the they remai ed disob die t . Main ne c hh oton se barf I worked hard with the

koshish kf lekin (magar, little ones but they went

’ par) wub ziyada kharab on getting worse .

hote gaye . Ch linki wuh tattli sau rlip ae Si n ce the pony was worth

ka ai that wub u s se . 1 00 n ot m l , kam Rs , he would take

na leta tha. less than that (property of

R s .

wub ae or n ot Khwah khwah na Whether he come ,

’

ae b n . . , tum e ana hoga you must

wub Chahe yih lo, chahe , Take either this or that,

u h n ahfn n ff m j e parwa . to me it is o di erence .

’ n a n or t Na chhota aya bara, Neither the big the li tle

n ke be - f on e do o dono arman came, both remained

rahe . disobedient .

ko hista i Is kam a g se shuru IO. This work should be begun

n kar a chabiye, aisa na ho slowly, lest the children ,

ki d ekhkar n yih naya dhang , seei g this new fashion ,

n . larke hat j ae . drawn back P htar is ki . e s ke n a . mai j I I Before I could go, he went

in wuh sakl , gaya .

’ z in da f 1 2 f Jab tak g hai, tab tak . While there s li e , there bhf ummed hai . Jab tak is hope . ( While there is

n as n sa s tab tak breath, till the is hope . )

n n a aun in 1 Jab tak mai , yah 3 . Stay here till I come (while i ba th e . raho I do not come) .

idhar u . dh k s e ar o 1 . J aya, 4 . He went the way he came

gaya .

. f s e usf 1 Jis tara aya taraf 5 . He went the direction he

chala gaya . came .

ki i 2 . 2 9 . Kash yih adm mera 9 Oh, may this man be my

bhai Fazl ho . brother Fazl .

0 ki is bat ko 0. 3 . Kash log 3 Oh that people may under

s amjh en . stand this .

khlib ki . 1 . 3 1 . Kya hota ap ate 3 How well it would have if been you had come . I k 2 2 e . . on 3 . lawa iske aur bat hai 3 Besides this there is e

n more thi g .

k ! n ir a . ! s 33 Kala y Lo , sahib, yih 33 Black , i deed Come ,

u - to ulta tawa hai . he is an p turned griddle .

Ch un n i i c n . k A c rdi 34 a ch y h / itab m en 34 . o g to which it is

likba hai . written in the book .

e . and . 3 5 Chhote bare a hain 35 . Small great have come 6 D oti . n rli a 3 p e de dfjiye . Give (me) two (or) three

rupees . 37 Kam o besh bis bais din 37 It will take at least 2 0 or

l e a n e 2 2 . g g . days

' '

. o a k f 38 Sahib n e kaha ki fulane se 38 . He said t s it rom a

n i n . ma g 10 . certa n ( defi ite) person

’ n f 39 . Mai kisi s e mang laun ga . 39 . I ll get it rom somebody ( anybody) E k 0 . kf 4 din bat hai ki usne 4 0 . One day he told me that

’ ki n kaha. mai kisi na kisi he would come some day i n . din al ga or other.

’ 1 . n ne d ekha wu 1 w it s b . s a 4 Mai , bahut 4 I it, (and) a very

ac h c . hha ghora hai . good horse

‘ 2 . wa a i ki 2 f 4 Yih q bat hai yih 4 . It is a act that this is

ka az ach chh n g e hain . good pape

W u 4 3 . b to kab ka pahun cha 4 3 He must have arrived a

hoga. long time ago .

b l Voca ulary Afaz .

‘ Kam o b e sh less and more Tamiz discretion endowed Khwah (khah)

n n or Fula a a certain (defi ite) khwah (khah) , either M arz i will either or Agar if Ya ya either or

' / nor To then, indeed Na na . Neither

Warna else, otherwise na [neither] nor “ ‘ A archi ke g , although Ilawa is Besides GO though r Phir Again Tau bhf still Kash ki 0 that Taham nevertheless Aya whether / Lekin but P eshtar is k e before this / 7 Magar but . Is liye Wherefore 2 Par but U s liye therefore Balki rather Jab tak while Chlinki since 7 Jab tak na until f Chunanchi accordingly M an len ki granted

k f t Aisa na ho i\le st Tab tak till whe n

. IKTI W LESSON XXXI S AN S AB A Q .

1 3 sa

W n 1 ub s a a a n e 1 . . lamba t rkhan p That lo gish carpenter does

’ k s h f ai. bap a a kam karta work like his ather s .

‘ ’

2 s e. . 2 . as . . Larka murda para tha The boy lay dead

‘

Tu i . 3 . jh sé aqlmand adm 3 I need a wise man like

m ujh ko darkar hai . thee .

M u h s d ukhi a a n e é . 4 . j y p 4 You can never have seen

’ kabhf na dekha hoga. on e s o distressed as I .

M u h in di ? r ko . 5 . j ga ib kyl qq 5 Why do you vex poor me karte ho ? 6 on M u h . 6. . . j gunagar par rahm kar Have mercy me a sinner

kh n e k hi You . d u ab 7 Mera s é ap 7 . have never seen such

in d kha s . nah e . trouble a mine ? 8 . Wub sé a ka 8 f bo gora larka p . Is that airish y yours hai ? Wub i m en s é . . . lara Sher 9 He is like a tiger in fight

admi hai .

' s é 0 of Yih darakht bahut phal 1 . This tree bears a lot

lata hai .

k o rau an u i U s arang g k chh I I . His colour and complex on

ka kuchh ho gaya . quite changed .

~ i ek s e n ahfn . 2 n ot on e Sab adm hote 1 . All men are alike (

ish) .

’ ki ki sf S llrat - f was Us Sher da 1 3 . His tiger like orm ’

r unf thi. a terrible .

s e n 1 of Bahut ghore yaha par 4 . There are lots horses

lid n . mauj hai here (present) .

n how Jab mai mar gaya, to kaisa 1 5 . When I am dead, can

’ unka parhn a ? they go to school? “ ne ki 6 Khidmatgar kaha 1 . The waiter said , I have “ ” ” . S ir Laya, janab brought it, , (but means ,

“ ’ I ll brin g it in a few

I s m en anf 1 ziyada p hai, 7 . There is too much water

’

l . nika o. out t thora in this, take a li tle

i . 8 i . Yih bara adm hai Kuchh 1 . Th s is a great man Say

. n na kahna nothi g .

‘

k i . Yih bara harab adm hai 1 9 . This is a very bad man.

’ ’ e . M ar dal g a He ll kill you .

’ n ko h lith bolna Ba zo j asan 2 0. To some lying is easy, to ‘ k i n o . f . hai , ba zo mushk l others di ficult

A s e 2 l mor p subh , do pahar pesh 1 . Wi l you come in the

ko a or tar, do pahar , y do ning, forenoon, at noon ,

‘ pahar ke ba d aweng e ? after noon ? ? c habhi o do. 2 2 Khidmatgar, g . Wet the tea, waiter Sir,

n i ki . Janab , pa ch minit bl e I wet it five minutes ago

bhigo di hai . ? ? one Kof admi aya hai 2 3 . Has any come

(a) Chand admi ae hain . (a) Several have come .

Y s . e i 4 . Kam to kar chuka tha, 4 , he had fin shed his

. not lekin j ana na chahta tha work , but he did wish

to go. Ap n e kapre kahan tanga Where do you hang your karte ho ? clothes (as your Is pat thar ka kya wazu What is the weight of this ? hai ? Ap utha s akte hain ? ston e Can you lift it ?

’ Ap cha ya kafi piya karte Do you drink tea or coffee ? hain ? l ff d ff Pah e to ka piya karta I used to rink co ee, but

ab se n n tha, magar j Hi du si ce we came to India , m en ae stan , ham cha piya we drink tea .

karte hain .

bha n hi Ghora to g e laga 9 . The horse indeed began

n n e bha n e n ot tha, leki sahib g to run , but master did

n a . ru n diya let him ( ) .

l ri i i . n e n . R ga abh ayachaht hai . IO The trai is just comi g

B an da i . n n i s r. g , janab I I . Good eve i g (Ser

sir . vice , )

B n da i. a 1 2 . g . Good evening ( Service) .

laiku m . a 1 ou . Salam 3 . Peace to y

iku Wala m . 1 . salam 4 And to you peace .

— n . n of 1 8 far os Diversificatio Cha ge pronouns , so as p

to an d all sible , other persons genders . Change the tenses . “ ” “ ” A of 1 0 n fter the model , use clock strike , din er ready , “ ” “ ” “ tiger fight , girls sing , people

Substitute list verbs in 7 .

’

Vocabula z . ry . Alf a

Kaff coffee

R el arf r g rail ca riage,

train .

U s e d on ly by M o sle m s . DIVER SIFICATION TAB LE .

N ouns . Boy, girl , horse , mare , man, woman , king (raja) ,

c ow ff ff - queen , foot, village , book, night, , bu alo , bu alo bull,

ox h e - she - ass fan n , ass, , bird, brother, sister, river , , curtai ,

- k az t . n a a . paper ( g ) , place (Si gulars and plurals)

’ n i u hn a bai hn a n Verbs . r r De a, lena, ar a, j ana, , , hona, chal a,

’ am n n bolna karna, mama, m a, dekh a, su na, , kahna, rakhna, kh aridn a n n n bhe na (mol le a) , lana , bula a, mil a , j , chahna, n ikalna n dh on a it a ears ou bt h ave of n , bach a, , pp , g , ( possessio ,

n . as I, thou , etc . , have it) . (In all persons and te ses)

l m m m arwana ii u b ln Causa s . o a Ma a, ma a, , t t a torna, torana, ,

b ulwana c hhli na C hho n a c hh urana n dikhana bulana, , t , r , , dekh a, ,

dilana uthn a r u hwana n dena, , dilwana, , u bana, t , kar a, karana, sama hn a sam hana rakhwan a s u j , j , rakhna, rakhana, , sunna,

h n n nikalna n ikaln a nana, kahna, ka la a, mil a, milana , , , nikal

bach n n a bikw n a a be ch a a. wana, bachna , , bikna, , (In all

r . pe sons, moods, and tenses)

P ers onal P roun ous n tli a wuh Mai , ham ; , tum , p ; ,

: Ob m u h m u he tu h tu he n yih ( j) j , j ; j , j ; ham, hame ; tum , tum

- - - - h en a us u se u n u u nh e n . M e ré i e i e , p ; , , , unho , ; (Poss ) ; tera , a ka- f- e - f- e - f-e : - f—e b - i- e a k é e p ; uska , unka hamara , tum ara , p a ;

- - - - — - i e f e f e . . unka , inka ; apna (In all genders)

- - P re ositions . M en s e ko lie kai e ke lie p , , par, tak, , (waste) , ,

ke me n s e se k e as ke a e ke ke ( waste) , , par , p , g ( samne) ,

ic hhe ke ke ke k e i ke ke p , niche , andar, bahar, b ch, sath,

‘ ba d k e ke i ke ke ke ke , pahle , l par, siwa, barabar, sabab,

ke ki bab at kf ki f kf kf laiq , ird gird, j l khatir, tara , tarah, ’ ma rifat ki manind ki n isbat kf a ah all , , , j g (with classes of n nou s) . Ad i ’ bh v erbs . a s e n in kf abhf ka i J , jaha , kah , ab daf a, ab, , , kabhi in a n n n han nah , bar bar, j, kal, parso , yaha , waha , , n ahfn h am esha u dhar lin is , na , mat, bahut, , idbar, , y , tarah , bhf m asalan us tarah , jhat pat, to, , par, sawere , zor se , bara, , f iban h a iz n ahfn ar r . aqat, q , g

d h t A ectiv es . o far j Good, bad, cold , , heavy, light, close, ,

f n hard, easy, harsh , so t, wide , narrow, clea , dirty, ready,

n f n e ough , high, low, true , alse , you g, old , rich , poor, in the ’ b bon a arnaf. three degrees, and with and

R elatives [ n terro atives and ot/i ers wub , g . Yih , , aur, ziyada,

‘ i kaf aisa, waisa, aksar, baq , dono, gair, ba z, bahut, ,

C kuchh , Sab , kull , hand .

? ? ? in ? ? ? kis ? ldh ar Kab kidhar kaisa kyl kaun kya tarah Jab , j , i ’ a sa lln . j , jy

kof k k s b o of o o o . e a Jo , , j , j j , j kuchh Fulana, dusra, kuchh, k f o s ab kof a . aur kuchh , har, har , , p, khud

N umbers f six . One , two , three , our, five, , seven , eight, nine,

n E k in t n au . t s a ten , eleve etc , do , , char, panch, chha, , ath, , das , gyara, bara, tera , chauda , pandra, sola, satra, athara,

inkr bis i u s a . n sa a . unnis, , pach s, pachas, , First seco d etc

- - - - - i or. d lisrai tfsraf f anchwan win Pahla ( awwal) , , , chautha , p , ,

- f satwan n . chhatha , , athwa , etc

Time Table or S tu d f y (s ugg es ted ) .

1 n 5 minutes Ear and To gue exercises .

Read over the past sentences .

1 5 minutes learning new sentence . 1 ’ hour s practice on slips .

n hour readi g U rdu character . “ ” f As much Oral composition , sentence ormation,

diversification , as possible .

f n Repeat in the a ternoo .

1 — 1 8 V Stops , 5 erbs

1 1 — 1 1 1 1 — 1 2 8 Subjunctive, 7 9 Participles, 9

n 8 2 2 — 2 1 0 — 1 0 1 1 I To gue , 7 , , 7 Passives , 5 7, V 1 2 8 erbs Permission , “ ” f 1 1 — 1 2 n e — o ability , 5 5 with 75 79

1 0 — 1 1 1 V 1 — 1 Cause , 7 oice , 4 5

n 2 V 1 2 2 8 — 2 Completio , 1 5 owels , , 9 1 0 1 1 Compulsion , 3 defined 4 , 5

8 — 86 1 2 1 W é la 1 2 — 1 2 8 Continuation , 5 , 3 , 3 3 , 5

1 2 8 i 2 — 0 Permission , Whisper ng , 9 3

1 1 — 1 2 2 U ncertainty, 3 3 Yawning, 7