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Shloka 56

Prahlāda Rejects Demonic Diplomacy and Proclaims Navadhā Bhakti

ते तु तद्गौरवात्सर्वे त्यक्तक्रीडापरिच्छदा: । बाला अदूषितधियो द्वन्द्वारामेरितेहितै: ॥ ५६ ॥ पर्युपासत राजेन्द्र तन्न्यस्तहृदयेक्षणा: । तानाह करुणो मैत्रो महाभागवतोऽसुर: ॥ ५७ ॥

te tu tad-gauravāt sarve tyakta-krīḍā-paricchadāḥ bālā adūṣita-dhiyo dvandvārāmeritehitaiḥ

હે રાજેન્દ્ર! પ્રહ્લાદ મહારાજ પ્રત્યે આદર‑સ્નેહથી તે બધા બાળકો રમકડાં છોડીને, દ્વંદ્વ અને દેહસુખમાં રત ગુરુઓના ઉપદેશોથી હજી અદૂષિત બુદ્ધિ ધરાવી, તેમને ઘેરીને બેસી ગયા; હૃદય અને નજર તેમની ઉપર સ્થિર કરીને શ્રદ્ધાથી સાંભળવા લાગ્યા।

तेthey
ते:
Karta (कर्ता/Subject)
TypeNoun
Rootतद् (प्रातिपदिक)
Formसर्वनाम (pronoun), पुंलिङ्ग, प्रथमा (1st/Nominative), बहुवचन
तुbut/indeed
तु:
Sambandha (सम्बन्ध/Discourse particle)
TypeIndeclinable
Rootतु (अव्यय)
Formनिपात (particle), विरोध/अन्वयार्थे (but/indeed)
तत्-गौरवात्from/owing to that reverence
तत्-गौरवात्:
Hetu/Apādāna (हेतु/अपादान: cause/from)
TypeNoun
Rootतत् (प्रातिपदिक) + गौरव (प्रातिपदिक)
Formषष्ठी-तत्पुरुष (genitive determinative) ‘तस्य गौरवम्’, नपुंसकलिङ्ग, पञ्चमी (5th/Ablative), एकवचन
सर्वेall
सर्वे:
Karta (कर्ता/Subject-qualifier)
TypeAdjective
Rootसर्व (प्रातिपदिक)
Formपुंलिङ्ग, प्रथमा (1st/Nominative), बहुवचन; विशेषण (qualifier) of ‘ते’
त्यक्त-क्रीडा-परिच्छदाःhaving abandoned playthings and gear
त्यक्त-क्रीडा-परिच्छदाः:
Karta (कर्ता/Subject-qualifier)
TypeAdjective
Rootत्यक्त (कृदन्त; त्यज् धातु) + क्रीडा (प्रातिपदिक) + परिच्छद (प्रातिपदिक)
Formबहुव्रीहि समास (possessive): ‘येषां क्रीडा-परिच्छदाः त्यक्ताः’; पुंलिङ्ग, प्रथमा (1st/Nominative), बहुवचन
बालाःboys/children
बालाः:
Karta (कर्ता/Subject-apposition)
TypeNoun
Rootबाल (प्रातिपदिक)
Formपुंलिङ्ग, प्रथमा (1st/Nominative), बहुवचन; ‘boys/children’ in apposition to ‘ते’
अदूषित-धियःwhose minds were untainted
अदूषित-धियः:
Karta (कर्ता/Subject-qualifier)
TypeAdjective
Rootअदूषित (कृदन्त; दूष् धातु) + धि (प्रातिपदिक)
Formबहुव्रीहि: ‘येषां धियः अदूषिताः’; पुंलिङ्ग, प्रथमा (1st/Nominative), बहुवचन
द्वन्द्व-अराम-ईरित-ईहितैःby acts prompted by delight in dualities (worldly play)
द्वन्द्व-अराम-ईरित-ईहितैः:
Karana (करण/Instrument)
TypeAdjective
Rootद्वन्द्व (प्रातिपदिक) + अराम (प्रातिपदिक) + ईरित (कृदन्त; ईर्/ईरय् धातु) + ईहित (कृदन्त; ईह् धातु)
Formसमास-समूह (determinative chain): ‘द्वन्द्वेषु अरामः’ (द्वन्द्व-अराम) + ‘ईरित’ (prompted/impelled) + ‘ईहित’ (endeavour/act); नपुंसकलिङ्ग, तृतीया (3rd/Instrumental), बहुवचन; साधन/हेतु-भावे (as instrument/means)

The words bālā adūṣita-dhiyaḥ indicate that the children, being of a tender age, were not as polluted by materialistic life as their fathers. Prahlāda Mahārāja, therefore, taking advantage of the innocence of his class friends, began teaching them about the importance of spiritual life and the insignificance of materialistic life. Although the teachers Ṣaṇḍa and Amarka were instructing all the boys in the materialistic life of religion, economic development and sense gratification, the boys were not much polluted. Therefore, with great attention they wanted to hear from Prahlāda Mahārāja about Kṛṣṇa consciousness. In our Kṛṣṇa consciousness movement, the gurukula plays an extremely important part in our activities because right from childhood the boys at the gurukula are instructed about Kṛṣṇa consciousness. Thus they become steady within the cores of their hearts, and there is very little possibility that they will be conquered by the modes of material nature when they are older.

P
Prahlāda Mahārāja
H
Hiraṇyakaśipu
P
Prahlāda’s schoolmates (sons of demons)

FAQs

This verse shows that when a saintly child like Prahlāda speaks, other children with unspoiled minds can naturally set aside play and become receptive to spiritual instruction.

Because they felt reverence for Prahlāda’s gravity and purity, and his words directed them toward what is truly beneficial beyond material dualities.

Create space to pause distractions and hear genuine spiritual guidance—especially in formative years or daily routines—so the mind stays clean and oriented toward bhakti.