Pāḷi grammar studies through the use of library in Myanmar Monastic Education
Ven. Nyanissaralankara
Senior teacher
Mahavihara Forest Monastery
Hmawbi, Yangon
Abstract
In Myanmar monastic Education, the oldest Pali grammar books are still used. But, skillful monks in
Pali Language are very few in present situation. Therefore, how Pali Grammar is learnt and what
should be done for it are discussed in this paper. In addition, the libraries are essentially used in the
modern universities all over the world while the libraries in Myanmar monasteries are life-less. So, to
revivify libraries in Myanmar monasteries, the possible method is also explored in this paper.
Although this paper explores Pali grammar studies in particular, the studies of other subjects are also
related in this discussion.
Keyword: Pali grammar studies, topic-centred learning, text-centred learning
Introduction
In Myanmar, there are two major Monastic Examinations. They are Pathamapyan
Examination and Tharmanekyaw Examination. The former is held by ministry of religious
affair and culture and the latter is held by each organization representing their state or region
around Myanmar. For both of these examinations, Pali Grammar is one of the subjects,
playing vital role to pass.
In Pathamapyan Education system, Kaccāyana Pali Grammar, the oldest Pali
Grammar book and Padarusiddhi, the explanatory book of Kaccāyana are to be learnt. In
early days of Pathamapyan Exam, Moggallana Pali Grammar was allowed. In those days,
students had a chance to choose their favorite book, Kaccāyana or Moggallāna.
In Tharmanekyaw Education system, Kaccayana Pali Grammar and Rupasiddhi are
generally used by students. But teachers have to read and look for in saddanīti, Moggallāna,
niruttidīpanī, abhidhānaṭīkā etc. and they give the notes to students. But students do not have
time to read such books.
1.1 How these two Grammar books are organized
Kaccāyana grammar book is the earliest Pali grammatical text whose original
authorship is widely accepted as Kaccāyana. The fact that the author may be either Mahā
Kaccāyana, one of the most senior disciples of the Buddha or a person of the similar name
who appeared at a much later date is debatable.1
The ancient Pali grammar books, including Kaccāyana, are organized in the four
component parts: (a) sutta, which forms the brief grammatical rules (b) Vutti, which is a more
detailed explanation of a Sutta (c) Udāharaṇa or payoga, the example words, (d)
Paccudāharaṇa, the inapplicable examples which mean that rules of Sutta is not applied due
to lack of some necessary factor as prescribed in the sutta but the word is just an acceptable
variation still usable as an established and applicable word in a wider areas of the Pāḷi texts.2
The other text is Pada- rūpasiddhi. It is written by the great Pāḷi scholar monk named
Buddhapiya of Sri Lanka (Circa 13 A.D). It is a very extensive, broad treatment of the
Kaccāyana’s work with a more systematic explanation of thematically arranged Suttas.3
1
Kaccāyana Pāḷi Vyākaraṇa, the foreword by U Thizana, First edition, pariyatti Press,(2015) p.3
2
Kaccāyana Pāḷi Vyākaraṇa, the foreword by U Thizana, First edition, pariyatti Press,(2015) p.5.
3
Kaccāyana Pāḷi Vyākaraṇa, the foreword by U Thizana, First edition, pariyatti Press,(2015) p.20.
1.2 How Pāḷi Grammar is taught
When we say “Grammar”, it is naturally understood as the book of how to write and
how to read. But, Ancient Pāḷi Grammar books, such as Kaccayana etc. do not directly show
how to write Pāḷi sentence or how to read Pāḷi.
It seems an Etymological approach to Pāḷi Literature. For brief information, the chart 4
is as follows:
Sandhi Grammar Fundamentals and euphonic combination of
words
Nāma Nouns
Kāraka Case-endings of nouns specifically termed as Kāraka and
non-kāraka
Samāsa Compound nouns
Taddhita Taddhita-affixed nouns
Akhyāta verbs
Kitaka Kita-affixed nouns and some verbs
Unādi Unādi-affixed nouns and a few verbs
In most monasteries, students start their Pāḷi-learning with Sandhi chapter of
Kaccāyana_ how a word is joined and disjoined etc. It is a great heavy burden for very young
students who haven’t learnt how to read Pāḷi or write Pāḷi sentences.
So, what should be done is to learn, at the same time, both of ancient Kaccāyana Pāḷi
Grammar and modern Pali Grammars such as Pali Sikkhā written by Mahagandaryon
Sayadaw and Pali-Bodhi written by Ven. Gunissara and so on. In this way, theory given by
Kaccayana can be applied in real Pāḷi writing and reading. Learning just theory is very
boring.
In samāsa, taddhita, kitaka Chapters, students have to learn how to define a Pali word
in the traditional way. Some words have different kinds of definition given by various
Grammarians and commentators. Tharmanekyaw students mostly have to try hard to
memorize various ways of definition. These etymological definitions cannot give greater
result in real Pali writing or reading. They can help in reading commentaries or sub-
commentaries because these commentaries use such way of definition. Here it does not mean
that Viggaha or Etymological Definition must be totally removed.
Another notable fact is that most of Pali teachers in Pariyatti centres do not emphasize
on how to write Pali. Therefore, even after learning Kaccayana Pali Grammar for about 5-
years, a Pali Student cannot write a Pali sentence correctly. Common mistake, often occur in
writing is, for example, the usage of Tvā or Tvāna suffix.
Ahaṃ gantvā tvaṃ sayasi. (I go and you sleep)
In this sentence, because of different subjects, Tvā usage is incorrect. Sometimes, tvā
is used despite of different subjects. E.g.
Disvāna assa [Link]. (Seeing, the thought arose)
But, Tvā or Tvāna must be of the sence of reason or the cause.
According to Ven. Tilokābhivamsa, Insein-Ywama Sayadaw, there are three stages to
be skillful in Pali Language. They are (1) to digest declension of nouns and declension of
verbs, (2) based on these declensions, to write and to speak in Pali and (3) to skillful in
methods of how a Pali word is completed. (It is doctorate level).
4
Kaccāyana Pāḷi Vyākaraṇa, the foreword by U Thizana, First edition, pariyatti Press,(2015) p.35
He continued “1 and 2 levels can be finished within two or three months. By only
these two levels, a student can study Pali Pitaka with ease. For 3 rd level, it will take year-long
period. In Myanmar style Pali-Grammar learning method is started with third level, which is
doctorate level. Therefore, many students cannot reach the final spot of Pali studies.” 5
2. Use of Library
The method used in monastic Education is text-centred learning. Topic-centred
learning method is used in modern universities over the world 6. To paraphrase, in Myanmar
Pariyatti monasteries, the teachers and the students try to digest the whole text, described for
each examination. For example, abhidhammatthasangaha and its tika are preescribed for
exams so they have to digest that texts. The other books related with this text are not
important for them. Mahavihara Sayadaw once had taught Pali Grammars, comparatively
with Kaccayana, Moggallana, Rupasiddhi, Saddaniti ect. But it could not exist longer because
students tend to study the texts for only exams. But, university students try to view the main
topics from various ways or multidisciplinary view. They need to have a wide-reading,
dealing with the topic. To use this method, it is not possible without using library.
3.1 Topic-centred learning of Ven. Buddhaghosa
An approach to the text or topic from multi-disciplinary view can be seen in
commentaries written by Ven. Buddhaghosa. In samanta pasadika, the commentary of
Vinaya, Ven. Buddhaghosa expounded what was Bījagāmabhūtagāma from the point of
different views.
Mahāpaccariyādīsu 'anantakatilabījakaudakakappaṭakādīni dukkaṭānī"ti vuttaṃ, tattha
kāraṇaṃ na dissati, andhakaṭṭhakathāyaṃ "sampuṇṇabhūtagāmo nāma tatiyo koṭṭhāso, neva
pāḷiyaṃ na aṭṭhakathāsu āgato, atha etaṃ bījagāmabhūtagāmamūlakattā tādisassa
bījagāmassāti, api ca 'garukalahukesu garuṭṭhe ṭhātabba"nti etaṃ vinayalakkhaṇaṃ. (vi, ṭṭha,
29)
Herein, Ven. Buddhaghosa wrote the view of Mahapaccari Commentary. Then, that
of Andhaka Commentary. Both of those views were disapproved by means of showing their
weak points. Eventually, his own standpoint was stated.
In Visuddhimagga also, multi-disciplinary approach is found. Ven. Buddhaghosa
wrote different views on what is Arañña and his own view on what should be taken.
Araññaṃ pana vinayapariyāye tāva ṭhapetvā gāmañca gāmūpacārañca sabbametaṃ araññanti
vuttaṃ, abhidhammapariyāye nikkhamitvā bahi indakhīlā, sabbametaṃ araññanti vuttaṃ,
imasmiṃ pana suttapariyāye araññakaṃ nāma senāsanaṃ pañcadhanusatikaṃ pacchimanti
idaṃ lakkhaṇaṃ. (visuddhimagga, 70)
Herein, firstly the expression of Vinaya Pitkaka about ‘Arañña’ was stated. Secondly
the expression of Abhiddhamma Pitaka about ‘Arañña’ was stated. Finally, that of Suttanta
Pitaka about ‘Arañña’ was stated. And, the last expression was his own view.
In Atthasālinī, Ven. Buddhaghosa give the definition of the word ‘Vicikiccha’ in two
ways.
Vigatā cikicchāti vicikicchā. Sabhāvaṃ vā vicinanto etāya kicchati kilamatīti
vicikicchā.
Although these definitions seems normal, actually, his vast knowledge can be seen.
According to the first definition, the word ‘vicikiccha’ is completed by only one verbal root.
In terms of second definition, the word ‘vicikiccha’ is completed by two verbal roots. This
5
Mahavihara Dhamma-vinaya University Annual Magazine,(2019) p.1
6
Admonitory talk to Myasakkyar Monastery in Saging, delivered by Ven. K. Dhammasami (oxford Sayadaw)
on 24.12.2017
reflects on the situation of Grammarians in those days because there were two Grammarian
schools one of which held the view that a word must be completed by only one verbal root
and the other school held that the view that a word can be completed by one or two or three
roots, believing that completion is important, not number of roots. Ven. Buddhaghosa used
both of those views.7
These are just examples to show the multi-disciplinary approach or topic-centred
learning of Ven. Buddhaghsa. That is why it is sure that topic-centred learning or multi-
disciplinary approach was applied by ancient Buddhist Scholars. To use such method, library
plays a vital role.
3.2 Situation of libraries in Ancient and today Buddhist monasteries
Mahavamsa, the Great Chronicle of Sri Lanka, mentioned that Ven. Buddhaghosa
compiled his commentaries living in Ganthakara Building. It is assumed that that building is
the library of Mahavihara in Anuradhapura.8 Today Myanmar monasteries have libraries.
However, they are not systematically used for the academic purpose but only for relax
reading. As a result, many Pitaka treaties are still on the book-shelf, covered with dust.
4. Conclusion
Therefore, it is necessary to revivify libraries in the monasteries. The possibility to
revivify them is to request students to write weekly or monthly essays or articles. Students
who are to write essay will surely go to the library. For Pali students, teachers should ask
them for writing essay or articles in Pali Language. By writing essay or articles in Pali, many
advantages will come to existence: library will be alive again in Monasteries, students will
know Pali Grammar practically and studies of Pali Grammar will be pleasurable and
delightful.
References
Pacityadi-atthakatha
Atthasalini
Visuddhimagga
Kaccayana Vyakarana, English Translation, by U Thizana (2015)
Mahavihara Dhamma-Vinaya University annual Magazine (2017) (2019)
Dhammasami,Ven. Oxford Sayadaw, admonitory talk delivered to Myasakkyar
Monastery on 24.12.2017 (audio file)
Rahula, Wapola History of Buddhism in Ceylon, 3rd edition, 1993
Shwe Aung.U., The reader, 3rd Edition, Yangon,2002
7
Shwe Aung,U., the readers, Yarpye Press, third edition, 2002 p.81,
8
Rahula. Wapola., History of Buddhism in Ceylon,3rd edition,1993 p.134
Brief biography
-Ven. Nyanissaralankara was born on 5.12.1995 in Minbya.
-ordained as novice at the age of 11
-fully-ordained as monk in 2015 with MahaviharaSayadaw as the preceptor in
Mahavihara Forest Monastery in Hmawbi, Yangon
-learnt in Yetakhon Theinguttara Monastery, Minbya, Rakhine State, Mahavihara
Forest Monastery in Hmawbi, Yangon
-holding degrees: Tharmanekyaw (2014), Sasanadhaja-Dhammacariya (2019),
Diploma in Dhamm-vinaya (2021)
-became a Ganavacaka (Teacher) in Mahavihara since 2014
-has written 16 articles and papers of which 4 are in Pali, 7 are in English and the rest
are in Burmese.
-has published two books: (1) How to answer Tharmanekyaw in Pali (2) The life and
works of Ven. Devadatta