Shloka 20

Kāraṇānvēṣaṇam: The 32 Marks of Hari, Defects (Doṣas), Death-Omens, and Hari’s Omnipresence in Social & Household Life

जानाति लक्ष्मीर्लक्षणं वायुरूपे स्वापेक्षया ह्यतिरिक्तं खगेन्द्र / स्वलक्षणापेक्षया भारती तु शतैर्गुणैरधिका वेधसोपि

jānāti lakṣmīrlakṣaṇaṃ vāyurūpe svāpekṣayā hyatiriktaṃ khagendra / svalakṣaṇāpekṣayā bhāratī tu śatairguṇairadhikā vedhasopi

Wahai Khagendra, Lakṣmī mengenali tanda luhur itu dalam wujud Vāyu sebagai sesuatu yang melampaui dirinya; dan Bhāratī (Sarasvatī), bila ditimbang menurut ciri hakikinya, seratus kali lebih unggul—bahkan melebihi Vedhas (Brahmā).

जानातिknows
जानाति:
क्रिया (Verb)
TypeVerb
Rootज्ञा (धातु)
Formलट् (Present), प्रथमपुरुष (3rd), एकवचन; परस्मैपद
लक्ष्मीःLakṣmī
लक्ष्मीः:
कर्ता (Subject)
TypeNoun
Rootलक्ष्मी (प्रातिपदिक)
Formस्त्रीलिङ्ग, प्रथमा (1st), एकवचन
लक्षणम्the characteristic
लक्षणम्:
कर्म (Object)
TypeNoun
Rootलक्षण (प्रातिपदिक)
Formनपुंसकलिङ्ग, द्वितीया (2nd), एकवचन
वायुरूपेin the form of Vāyu
वायुरूपे:
अधिकरण (Locative/अधिकरण)
TypeNoun
Rootवायु+रूप (प्रातिपदिक)
Formतत्पुरुष समास (वायोः रूपम्), नपुंसकलिङ्ग, सप्तमी (7th), एकवचन; locative of state/guise
स्वापेक्षयाin comparison to herself
स्वापेक्षया:
करण (Instrument/standard of comparison)
TypeNoun
Rootस्व+अपेक्षा (प्रातिपदिक)
Formतत्पुरुष समास (स्वस्य अपेक्षा), स्त्रीलिङ्ग, तृतीया (3rd), एकवचन; comparative standard
हिindeed/for
हि:
सम्बन्ध (Particle)
TypeIndeclinable
Rootहि (अव्यय)
Formनिपात/particle (reason/emphasis)
अतिरिक्तम्exceeding/superior
अतिरिक्तम्:
विशेषण (Adjectival complement)
TypeAdjective
Rootअति+रिक्त (प्रातिपदिक)
Formनपुंसकलिङ्ग, द्वितीया (2nd), एकवचन; predicative/qualifying लक्षणम्
खगेन्द्रO lord of birds (Garuḍa)
खगेन्द्र:
सम्बोधन (Address)
TypeNoun
Rootखग+इन्द्र (प्रातिपदिक)
Formतत्पुरुष समास (खगानाम् इन्द्रः), पुंलिङ्ग, सम्बोधन (Vocative), एकवचन
स्वलक्षणापेक्षयाin comparison to her own attribute(s)
स्वलक्षणापेक्षया:
करण (Instrument/standard of comparison)
TypeNoun
Rootस्व+लक्षण+अपेक्षा (प्रातिपदिक)
Formतत्पुरुष (स्वस्य लक्षणस्य अपेक्षा), स्त्रीलिङ्ग, तृतीया (3rd), एकवचन; comparative standard
भारतीBhāratī (Sarasvatī)
भारती:
कर्ता (Subject)
TypeNoun
Rootभारती (प्रातिपदिक)
Formस्त्रीलिङ्ग, प्रथमा (1st), एकवचन
तुbut
तु:
सम्बन्ध (Contrast)
TypeIndeclinable
Rootतु (अव्यय)
Formअव्यय; विरोध/contrastive particle
शतैःby hundreds
शतैः:
करण (Instrument/measure)
TypeNoun
Rootशत (प्रातिपदिक)
Formनपुंसकलिङ्ग, तृतीया (3rd), बहुवचन; numeral used instrumentally
गुणैःby qualities
गुणैः:
करण (Instrument/measure)
TypeNoun
Rootगुण (प्रातिपदिक)
Formपुंलिङ्ग, तृतीया (3rd), बहुवचन
अधिकाgreater/superior
अधिका:
विशेषण (Predicate)
TypeAdjective
Rootअधिक (प्रातिपदिक)
Formस्त्रीलिङ्ग, प्रथमा (1st), एकवचन; predicate adjective for भारती
वेधसःVedhas (Brahmā)
वेधसः:
कर्ता (Subject, implied with 'api')
TypeNoun
Rootवेधस् (प्रातिपदिक)
Formपुंलिङ्ग, प्रथमा (1st), एकवचन; (Vedic/epithet) Brahmā
अपिalso/even
अपि:
सम्बन्ध (Particle)
TypeIndeclinable
Rootअपि (अव्यय)
Formनिपात/particle (also/even)

Lord Vishnu (speaking to Garuda/Vinata-putra)

Concept: Lakshana-viveka: discerning distinguishing attributes and recognizing relative excellence among divine principles.

Vedantic Theme: Saguna-brahma upasana uses attributes as pedagogical aids; relative gradations belong to vyavahara while the ultimate is beyond comparison.

Application: Cultivate discrimination: do not judge solely by surface similarity; learn the defining qualities of what you revere or study.

Primary Rasa: adbhuta

Secondary Rasa: shanta

Related Themes: Garuda Purana 3.22.21-24 (continuation on lakshanas and their limits)

L
Lakshmi
V
Vayu
G
Garuḍa
B
Bhāratī (Sarasvatī)
B
Brahmā (Vedhas)

FAQs

The verse uses lakṣaṇa to compare divine functions and capacities—showing that specific defining powers (like Vāyu’s nature or Bhāratī’s faculty) can be described as exceeding others within a theological hierarchy.

Indirectly: by outlining gradations of subtle powers among deities, it frames the Purāṇic worldview in which cosmic forces (like Vāyu) govern subtle processes that also affect embodied life and post-death movement described elsewhere in the text.

Cultivate respect for distinct roles and competencies—recognize that different capacities (knowledge, vitality, order) have their own excellence, encouraging humility and disciplined learning (Bhāratī/Sarasvatī) in daily life.