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Varaha Purana 183.29: Adhyaya 183, Shloka 29

Installation of a Clay Icon (Mṛnmayārcā) and the Ritual Protocol of Worship

तुष्टो ददाति कृच्छ्रेण ग्राममात्रं नराधिपः ॥ आब्रह्मपदपर्यन्तं हेलया यच्छते गुरुः ॥

Sanskrit recitationVaraha Purana 183.29

tuṣṭo dadāti kṛcchreṇa grāmamātraṃ narādhipaḥ || ābrahmapada-paryantaṃ helayā yacchate guruḥ ||

แม้กษัตริย์จะพอพระทัย ก็ยังประทานได้ด้วยความยากลำบากเพียงเท่าหมู่บ้านหนึ่งเท่านั้น; แต่ครูบาอาจารย์ย่อมประทานได้โดยง่าย แม้ถึงฐานะพรหมา

तुष्टःpleased
तुष्टः:
Karta (कर्ता)
TypeAdjective
Rootतुष् (धातु) + क्त (कृत्)
Formक्त-प्रत्ययान्त (past participle used adjectivally), पुंलिङ्ग, प्रथमा, एकवचन
ददातिgives
ददाति:
Kriyā (क्रिया)
TypeVerb
Rootदा (धातु)
Formलट् (present), प्रथमपुरुष, एकवचन; परस्मैपदम्
कृच्छ्रेणwith difficulty; reluctantly
कृच्छ्रेण:
Karaṇa (करण)
TypeNoun
Rootकृच्छ्र (प्रातिपदिक)
Formनपुंसकलिङ्ग/पुंलिङ्ग (प्रयोगे), तृतीया-विभक्ति, एकवचन; क्रियाविशेषणवत्
ग्राम-मात्रम्only a village (just a village)
ग्राम-मात्रम्:
Karma (कर्म)
TypeNoun
Rootग्राम (प्रातिपदिक) + मात्र (प्रातिपदिक)
Formतत्पुरुष-समास (विशेष्य-विशेषणभावः: ‘ग्राम एव मात्रम्’), नपुंसकलिङ्ग, द्वितीया, एकवचन
नर-अधिपःking; lord of men
नर-अधिपः:
Karta (कर्ता)
TypeNoun
Rootनर (प्रातिपदिक) + अधिप (प्रातिपदिक)
Formतत्पुरुष-समास (षष्ठी: ‘नराणाम् अधिपः’), पुंलिङ्ग, प्रथमा, एकवचन
आ-ब्रह्म-पद-पर्यन्तम्up to the state/position of Brahmā
आ-ब्रह्म-पद-पर्यन्तम्:
Deśa/Parimāṇa (देश/परिमाण)
TypeIndeclinable
Rootआ (उपसर्ग/अव्यय) + ब्रह्मपद (प्रातिपदिक) + पर्यन्त (प्रातिपदिक)
Formअव्ययीभाव-समास (आ + X), द्वितीया-एकवचनरूपेण अव्ययवत्; सीमा/पर्यवसानवाचक (up to the limit)
हेलयाcasually; with disregard
हेलया:
Karaṇa (करण)
TypeNoun
Rootहेला (प्रातिपदिक)
Formस्त्रीलिङ्ग, तृतीया-विभक्ति, एकवचन; क्रियाविशेषणवत्
यच्छतेgrants; bestows
यच्छते:
Kriyā (क्रिया)
TypeVerb
Rootयम् (धातु)
Formलट् (present), प्रथमपुरुष, एकवचन; आत्मनेपदम् (यच्छते)
गुरुःthe teacher
गुरुः:
Karta (कर्ता)
TypeNoun
Rootगुरु (प्रातिपदिक)
Formपुंलिङ्ग, प्रथमा-विभक्ति, एकवचन

Varāha (default, per dialogue framework)

C
Classical Literature
P
Purāṇa
P
Political Culture
T
Teacher-Student Culture

FAQs

It contrasts political and pedagogical authority, illustrating how Purāṇic discourse elevates the teacher’s role in conferring status and merit.

No geographic location is mentioned.

To recognize the formative power of learning and guidance, not only material patronage.

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