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Narada Purana — Purva Bhaga, Shloka 22

The Explanation of the Twelve-Month Caturthī Vrata

आचार्याय विधिज्ञाय सत्कृत्य विनिवेदयेत् । कृत्वैवं पंच वर्षाणि समुपास्य यथाविधि ॥ २२ ॥

ācāryāya vidhijñāya satkṛtya vinivedayet | kṛtvaivaṃ paṃca varṣāṇi samupāsya yathāvidhi || 22 ||

Après avoir honoré comme il convient l’ācārya versé dans les rites et la juste procédure, on doit se remettre formellement à lui. Ainsi, durant cinq années, on doit demeurer auprès du maître et le servir selon la règle prescrite.

आचार्यायto the teacher
आचार्याय:
Sampradana (सम्प्रदान)
TypeNoun
Rootआचार्य (प्रातिपदिक)
Formपुंलिङ्ग, चतुर्थी (4th), एकवचन
विधिज्ञायto the knower of rites
विधिज्ञाय:
Visheshana (विशेषण)
TypeAdjective
Rootविधि-ज्ञ (प्रातिपदिक)
Formपुंलिङ्ग, चतुर्थी (4th), एकवचन; तत्पुरुष-समास
सत्कृत्यhaving honored
सत्कृत्य:
Kriya (क्रिया)
TypeVerb
Rootसत्-√कृ (धातु)
Formक्त्वान्त (absolutive/gerund), अव्यय; √कृ (करणे)
विनिवेदयेत्should present/offer
विनिवेदयेत्:
Kriya (क्रिया)
TypeVerb
Rootवि-नि-√विद्/√वेद् (धातु)
Formविधिलिङ् (optative), परस्मैपद, प्रथमपुरुष (3rd), एकवचन; √विद्/√वेद् (निवेदने)
कृत्वाhaving done
कृत्वा:
Kriya (क्रिया)
TypeVerb
Root√कृ (धातु)
Formक्त्वान्त (absolutive/gerund), अव्यय; √कृ (करणे)
एवम्thus
एवम्:
Desha-Kala (देश-काल)
TypeIndeclinable
Rootएवम् (अव्यय)
Formअव्यय (adverb): प्रकारवाचक
पञ्चfive
पञ्च:
Visheshana (विशेषण)
TypeAdjective
Rootपञ्च (अव्यय/संख्याशब्द)
Formसंख्यावाचक (numeral), अव्यय-प्राय; वर्षाणि इति विशेष्यस्य संख्या
वर्षाणिyears
वर्षाणि:
Karma (कर्म)
TypeNoun
Rootवर्ष (प्रातिपदिक)
Formनपुंसकलिङ्ग, द्वितीया (2nd), बहुवचन
समुपास्यhaving worshipped/served
समुपास्य:
Kriya (क्रिया)
TypeVerb
Rootसम्-उप-√आस् (धातु)
Formक्त्वान्त (absolutive/gerund), अव्यय; √आस् (उपासने) उपसर्ग: सम्+उप
यथाविधिaccording to rule
यथाविधि:
Desha-Kala (देश-काल)
TypeIndeclinable
Rootयथा-विधि (अव्यय/समास)
Formअव्ययीभाव-समास; अव्यय (adverb): विधिना यथा

Narada

Vrata: none

Primary Rasa: shanta

Secondary Rasa: bhakti

FAQs

It teaches that knowledge becomes fruitful when received through humility and proper discipline—by honoring a qualified ācārya and serving him according to vidhi, the student becomes fit to receive dharma and sacred learning.

While not naming a deity directly, it supports bhakti through the bhāva of reverence and service: guru-sevā is treated as a sacred practice that purifies the student and aligns one’s conduct with dharma, which sustains devotional life.

The emphasis on विधि (proper procedure) points to the Vedāṅga orientation of disciplined learning—especially kalpa (ritual procedure) and śikṣā (right conduct/discipline in study)—under a teacher who is विधिज्ञ (expert in rules).