ABHISAMAYALAMKARA

358 ANALYSIS OF
8. The fact of the p u p i Ts being
able to understand the Doctrine
from a b r i e f ,i n» ! d i e a t i o n, while the
teacher is fond of communicating
in detail and indulges in verbosity.
(We have here likewise the opposite case, i.e. when the
pupil needs an explanation in detail, whereas the teacher
is accustomed to express himself in a too laconic
style). (28).
[Abhis. aloka, MS. 238b, i6.] ^felffTfif^W I
[Rnam-bsad, 224b. 1.] nan~pa~po mgo-smos-pas goba
dan cig-sos mam-parspros-pas go-ba-nid. 1
9. The fact of the p u p i l's b e i n g
capable of apprehending clearly the
meaning of the Sutras etc. i.e. the 12
classes of sacred writings while the teacher
is deprived of this faculty (and the
(reverse.) (29).
[Abhis. aloka, MS. 239a. 6.J ^rf^Wf^RfWlfRf^WT I
[Rnam-bsad, 224b. 1-2.] nan-par-po mdo4a-sogspahi
gsun-rab yan-lag bcu-gnis-kyi chos mnon-par-ses-pa
dan. cig-sos de mnon-par mi-ses-pa-fiid. 3
10. T h e fact of t h e p u p i l's b e i n g
e n d o w e d w i t h t h e s i x T r a n s c e n
w i s h e s to present... a n d if the t e a c h e r d o e s
not a c c e p t , etc.
1 Pane. III. 44a. 4-7.—Rab»hbyor gzan-yan chos-smra-ba-ni
glens-patsam-gyis ses-la. chos-fian-pa-ni dk.ri dgos-sin tshig Ihur-lenpar~gyur-na.i.g£an-yan
chos-nan-pa-ni glens-pa-tsan-gyis ses-na etc.—
Moreover, O Subhuti, it may be the case that t h e e x p o u n d e r
of t h e D o c t r i n e u n d e r s t a n d s a t a m e r e h i n t ,
whereas t h e h e a r e r of t h e D o c t r i n e n e e d s
g u i d a n c e a n d r e q u i r e s a v e r b o s e e x p l a -
n a t i o n...There may be also the case w h e n t h e h e a r e r
a p p r e h e n d s a t a m e r e h i n t , etc. (i.e. the reverse).
2 dvadasanga-dhcbrma'prat)acana = gsun-rab yan-leg bcu-gnis.
3 Pane. III. 44a. 7—b. 5—Rab-hbyor-gzan-yan chos-smra-ba-n'i
mdo- ( = sutra) dan. dbyans-kyis bsnad-pa ( = geya) f dan. lun-bstan-pa
(t=byafiarana) dan, tshigs-su-bcad-pa ( = gatha) dan. ched-du-brjod-pa
(=:udana) dan, glen-gzi ( = nidana) dan. hdi~ltar-hdas-pa ( = itwrttaka)
dan, sfyyes-pahurabs (=jatak.a) dan. sin-tu-rgyas~pa ( = vaipulya)
dan. choB-rmad-du-byun-pa (=adbhuta~dharma) dan. rtogs~pa-brjod~
pa ( = avadana) dan. gtan-la-dbab-pa bstan-pahi (^=upadesa) chos-kyi
khyad-par ses-la etc.
THE ABHISAMAYALAMKARA
dental Virtues and the desire to practise them,
whereas the teacher on the' contrary is
deprived of the said virtues. (The
opposite case viz. that the teacher can be endowed with
the six Virtues and the pupil—deprived of them is
likewise to be taken into consideration here). (30).
[Abhis. aloka, MS. 239a. 7.]
[Rnam-bsad, 224b. 2.] nai~pa~po pha-rol-tu-phyinpa
drug dan-ldan-pa dan. cig^-sol mi-ldan-pa. 1
II. The fact of the pupil's being skilful in
expedients through the practice of the six Virtues
aforesaid, while the teacher on the contrary is
obtuse. (31).
[Abhis. aloka, MS. 239a. 11-12.] OTFI^RrT#a% I
[Rnam-bsad, 224b. 2-3.] nan-pa-po sans-rgyd-bahi
thabs~mkjhas-pa 2 dan. cig-sos thabs~ma-yin~pa~la mkhaspa.
3 12. The fact of the pupil's being possessed
of the power of memory through
which he retains words and sense, while the
teacher is deprived of this power.
(The reverse, as with the preceding paragraph must be
likewise taken into consideration). (32).
[Abhis. aloka, MS, 239a. 12.] f