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F 1r A 1 i t\i\ UI IA\s 1u ' UIDE TO T T. GRAHAME BAILEY T. CUMMINGS Digitized by the Internet Archive in 2019 with funding from Public.Resource.org https://archive.org/details/panjabimanualgraOOtgra PANJABI MANUAL AND GRAMMAR ‘ W- ■ PANJABI MANUAL AND GRAMMAR A GUIDE TO THE COLLOQUIAL PANJABI T. GRAHAME BAILEY T. CUMMINGS ASIAN EDUCATIONAL SERVICES =:NEW DELHI ★ MADRAS ★ 1994= ASIAN EDUCATIONAL SERVICES •31, HAUZ KHAS VILLAGE, NEW DELHI-! 10016. CABLE : ASIA BOOKS, PH. : 660187, 668594, FAX : 011-6852805 •5 SRIPURAM FIRST STREET, MADRAS-600014 (¥1 AES First Published: 1912 AES Reprint: New Delhi, 1994 ISBN: 81-206-0918-2 Published by J Jetley for ASIAN EDUCATIONAL SERVICES C-2/15, SDA New Delhi-110 016 Processed by Gaurav Jetley for APEX PUBLICATION SERVICES New Delhi-110 016 Printed at New Gian Offset Priners New Delhi-110 035 PREFACE. This Grammar is intended as a Guide to the spoken Panjabi of the Northern Panjab, i.e. the Panjabi spoken in the districts of Sialkot. Gujranwala, Lahaur, Gujrat, Firozpur and to some extent in the adjoining districts. The language of the northern part of Gujranwala has been taken as the standard. It is a guide to spoken Panjabi, not to the Panjabi found in books, and in particular it is not meant to deal with the Panjabi of the Sikkhs. usually written in Gurmukkhi letters. The Panjabi treated of in this work is as a rule found printed in Persian letters. It is now generally admitted that the old method of learning a language is unsatisfactory. To attempt to learn Panjabi as we learned Greek and Latin and Hebrew can only result in failure. In the following pages, therefore, great stress is laid on the modern oral method, and an exhaustive series of short questions and answers will be found in Part II, the Guide to Conversation, and of longer sentences in Part III, the Guide to Connected Speech. The responsibility for the various parts of the work has been divided between us as follows Mr. Cummings has written the Introduction on the Right Method of learning a language ; Part I, a Phonetic account of the Pronunciation ; the English of Lessons I to XL in Part II on Conversation ; Lessons I to XXL with the English of XXII to XXXV, in Part III on Connected Speech ; the Diversification Table. I have written the Panjabi Grammar which forms the second section of this Volume ; the Preface, the Pronunciation Exer¬ cises ; the Panjabi of the first forty lessons and the whole of the succeeding lessons in Part II, the Panjabi of Lessons XXII to XXXV in Part III; have revised the Panjabi of Lessons I to XXI at the request of Mr. Cummings, who has resided now for some time in America, and have corrected all the proofs of the work. I should like to make grateful mention of the assistance IV PREFACE. rendered by Lala Sundar Das, teacher in the Church of Scotland High School, Gujrat. He is particularly well acquainted with the niceties of his native language, and he has made many valuable suggestions. Romanising. The values of thedifferent letters will befouudin the Phonetic Introduction, Part I. It will be useful here to draw attention to the difficulties of accurate Romanising. It is easy to transliterate from Persian or Gurmukkhi letters to Roman, for each letter in that case has its value, but when the standard is the spoken sound the difficulty is very great. Indeed to romanise accurately one would need new signs. Sounds varj' in different places, so that what is a correct repre¬ sentation for one district may not be quite correct for a neigh¬ bouring district. A teacher with Urduising tendencies may affect an Urdu pronunciation. Such a teacher would pedan¬ tically say sahib for sahb; bimar for bamar, ill; zamin for jiwi, land; Arabi for Arbi, Arabic. In the following pages an effort has been made to avoid forms which are confined to illiterate villagers, to avoid also imitations of Urdu and to preserve the forms which are commonly used in daily speech amongst people of moderate education, such as schoolboys or shopkeepers. Thus for penknife kacu is avoided as illiterate, caqu as Urdu, and cakktl is employed as the ordinary word ; so also for road the word is not sharak or sarak, but sarak. It follows that all special Arabic signs are rejected. Words like haqq, huqqa, ta‘rif, liyaqat, are changed to hakk, hukka, tarif, liakat and so on. The determination of the length of yowels, especially un¬ accented vowels, is a matter of great difficulty. Thus a is quite different from a, the former being generally considered long. Yet we have words like saje, sasu, sane (see Pronom. Suffixes, pp. 84, 86), where the a is the same vowel as a, but is quite short. Similarly the final unaccented a in pata, bhijjna^ tuhadda is the vowel a, but is shorter than an accented a. We find the same difficulty with e and e, o and o. Should we write hoke or hoke, hoea or hoea, ki e or ki e; is the second vowel in tft § short or long ? A question arises also about words