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A Sanskrit Primer

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A Sanskrit Primer A SAN SK RIT PRIM ER BASED ON THE LEITFADEN ELEMENTAR- CURSUS DES SANSK RIT OF J PROF E SSOR GE ORG BUHL E R OF VI E NNA EDWARD DELA AN ERRY V R , L M BI A OL L E E N EW - OR OF C O U C G , Y K . (a ’I/ BOSTON GI N N A N D COM PA N Y 1 88 5 . E n ter ed a cco r din to Act o f C o n r ess i n th e y ea r 1 88 g g , 5 , B E . D P RY Y . E R , I n th e Offi c f th L ibr a r ia n o f C o n r ess a t W a sh in to n e o e g g . Qromp ositi on fig iat rssfn ork 11g GE BR D R R O H N W I L N E U N GE , J S ON A N D S ON , C E E 1 A u m v s ns n v p es s S HON E B RG R S T R AS SE , 7 , n . E I N W C A M B RI D E B RL , S . G , M A S S . P f e r e ac . * I n a t o k o f a v the p ref ce the wor which the following is re ision , ii H L E R a s : Prof. B writes follows The following L ei tf a den w a s writte n l a st winter [1881 a n d m a u w a s u d u o f , p rinted in n scrip t form , se in the instr ction I t u u q u ite a l a rge n u m ber o f schol a rs . is b a sed p on the p rely a a m a k u w a s du a t p r ctic l ethod of S ns rit instr ction , which intro ced ’ H AU G s a n d m o w n a I a da y inst nce into the ndi n secon ry schools , ’ n d h a BH K N D RK AR a a s become esta blished there by me ns o f R. G . K S - k a a E a u n i text boo s . The ttemp t to tr nsfer this method to u rop e n ve r si ti es u a a u a s is j stified by the p r ctic l s ccess which , my ex “ e r i e n ce s b a th e r e . F o r I a v u a p hows , is to e g ined hy h e fo nd th t a u o f a v a d a n d beginners m ster the first diffic lties S nskrit ery r pi ly, th a t le a rners ta ke the m ost li vely a n d contin u ed interest in the u d u t a v o n o wn a v n st y, if opport ni y for cti ity their p rt is gi e them v a n d a r e. du d a t v from the ery first , they intro ce once into the li ing d a u a . v th e u o f o f m a l ng ge Moreo er, q estion economy time is e the m ore weighty by the fa ct th a t the elem ents of S a nskrit form a n Leitfa den fii r den Ele m e n ta r c u r su s des S a nskrit ; m i t U e b u n gs stii ck e n u n z lo r e n o n E O R 3 . d ssa . V G RG B UI I L E . W 188 wei G ien , I h a ve tra nsl a ted a bo ve a little freely. i v a a i d u d o f C a a a n d m a e t imp ort nt to st ents l ssic l G er nic Philology, y to a l a rge n u mber o f su ch a r e a ccessible only when the s u bject c a n a d a a d di sa d be m stere in short time . On the other h n , the va nt a ges necess a rily enta iled by the p u rely p ra ctica l method m a y rea dily be remo ved l a ter by a short methodica l exp osition o f the gra mm a r The verses in the exercises a r e t a k en chiefly ‘ from B OE H TL I N GK S I n di schen Sp r a chen ; the sentences a r e in p a r t d v va u a k k o r d d a f a a eri ed from rio s S ns rit wor s , mo elle ter p ss ges a k a v cont ined in them . To the l a st lessons no S a ns rit exercises h e a d d a d N a la o f been pp en e , since the re ing of the or some other e a sy S a n skrit work m a y v ery well be begu n a s soon a s the form h a ” a tion of the p erfect s been lea rned . After u sing the L ei tf a den for some time in the instru ction o f a a I w a s v d o f a m a s a a a cl ss , con ince its gre t erits pr ctic l intro d u ction to the l a ngu a ge ; while o n the other h a nd it seemed v ery u n u a t a d t u u to a v a a fort n e th t it hel hro gho t the n ti e system of gr mm r, ’ W I E a a a o f . H T Y k which , since the pp e r nce Prof N S wor , we in d u America a t le a st h a v e lea rned to distru st . U n er these circ m ’ sta nces i t seemed a d vis a ble to a ttem pt a combin a tion o f Bfi H L E R s ’ p ra ctica l exercises with W H I TN E Y S theory ; a n d to this e n d the k h a s a u t h a s e a dd boo been re lly rewritten . An introd c ion be n ed , gi ving a genera l view o f the str u ct ure o f the l a ngu a ge ; the exo r ‘ a v u d h e r e a n d v cises h e been p r ne there , chiefly to remo e forms which seemed too u n u s u a l or do u btfu l to h a ve a j u st cl a im o n ’ the beginner s memory ; a n d the n u mber o f lessons h a s bee n r e d u c e d - t - fi ve b d d from forty eight to for y , y con ensing the escrip tion , d u o f a a t v a n d d nee lessly f ll for beginners , the orist, p rec i e , secon r a v a y conj ug tions . I h a e endea vored to reta in nothing b u t wh a t wo u l d s u pply the re a l wa n ts o f those fo n wh o m the book is de e t an d r a v m a a k signed ; y here the e , h ing in mind those who y t e u u d u a a I a v a dd d a a p this st y witho t te cher, h e e expl n tions which d a v fo r a u a b u I sho ul otherwise h e left or l comm nic tion y the instr ctor . A deta iled expl a n a tion of the ch a nges in the gra mm a tica l p a rt v o f the boo k wo u l d req u ire to o m u ch sp a ce to be gi en here . They m a y be s u mm a ri z ed in th e s ta tement th a t I h a v e stri ven t o remo v e “ ” a t n o n - a I n a a ll forms p resent qu ot ble . the explic tion of the u I a v u be bu t v a a r les h e so ght to brief, ne er to the s crifice of cle r n v a a u a bu t a ness .
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