Previous Verse
Next Verse

Shloka 16

ब्राह्मणस्य पूर्वतरा वृत्तिः — The Earlier Ideal Conduct of a Brahmana

River-of-Saṃsāra Metaphor

श्रैष्क्यं प्राप्प स्वजातीनां महाभोगाननुत्तमान्‌ | ह्ृतस्वरत्नराज्यस्त्वं ब्रूहि कस्मान्न शोचसि,“तुमने अपने जाति-भाइयोंमें सबसे श्रेष्ठ स्थान प्राप्त किया था और परम उत्तम महान्‌ भोगोंपर अधिकार जमा रखा था; किंतु इस समय तुम्हारे रतन और राज्यका अपहरण हो गया है, तो भी बताओ, तुम्हें शोक क्‍यों नहीं होता है?

śraiṣkyaṃ prāpya svajātīnāṃ mahābhogān anuttamān | hṛtasvaratnarājyas tvaṃ brūhi kasmān na śocasi ||

ท่านเคยได้ฐานันดรสูงสุดในหมู่พวกพ้อง และเสวยมหาภคอันหาที่เปรียบมิได้; บัดนี้รัตนะและราชอาณาจักรถูกชิงไปแล้ว—จงบอกเถิด เหตุใดท่านจึงไม่เศร้าโศก?

{'śraiṣkyam''pre-eminence, the highest/foremost status', 'prāpya': 'having attained, having obtained', 'svajātīnām': 'of one’s own people/kinsmen/caste-group', 'mahābhogān': 'great enjoyments, abundant pleasures, worldly prosperities', 'anuttamān': 'unsurpassed, excellent beyond compare', 'hṛta': 'taken away, stolen, deprived', 'svara': 'jewels/treasures (as in ‘ratna’)
{'śraiṣkyam':
here part of a compound indicating valuables', 'ratna''gem, jewel', 'rājyaḥ / rājya': 'kingdom, sovereignty, royal power', 'tvam': 'you', 'brūhi': 'tell (me), speak', 'kasmāt': 'why? from what cause?', 'na': 'not', 'śocasi': 'you grieve, you lament'}
here part of a compound indicating valuables', 'ratna':

भीष्म उवाच

B
Bhishma
S
svajātīnāṃ (one’s own kinsmen/people)
R
ratna (jewels/treasures)
R
rājya (kingdom)

Educational Q&A

The verse frames an ethical inquiry into non-attachment: even after losing sovereignty and wealth, a wise person may remain unshaken. Bhishma’s question invites reflection on the grounds of true stability—whether one’s well-being depends on external possessions or on inner understanding of dharma and impermanence.

In Shanti Parva’s instructional dialogue, Bhishma addresses a person who once held the highest standing among his people and enjoyed great prosperity, but has now been deprived of jewels and kingdom. Bhishma challenges him to explain his lack of sorrow, setting up a teaching on composure, values, and the right response to loss.