________________
62
SÂNKHẤYANA-GRIHYA-SÛTRA.
2. (There should be) one knot, or also three, or also five.
3. He adjusts the sacrificial cord with (the words), • The sacrificial cord art thou. With the cord of the sacrifice I invest thee.
4. He fills the two hollows of (his own and the student's) joined hands (with water), and then says to him: What is thy name?'
5. 'I am N. N., sir,' says the other.
6. Descending from the same Rishis ?' says the teacher.
7. * Descending from the same Rishis, sir,' says the other.
2, 2. Râmakandra : 'Let him make one, or three, or five knots, according to the student's) Arsheya,' i. e. accordingly as he belongs to a family that invokes, in the Pravara ceremony, one, or three, or five Rishis as their ancestors. Comp. Weber, Indische Studien, vol. X, p. 79.
3. On the sacrificial cord (upavita) comp. the Grihya-samgrahaparisishta II, 48 seg.
4. Narayana : Âkârya âtmano mânavakasya kâñgali udakena půrayitva, &c.
6, 7. A similar dialogue between the teacher and the student at the Upanayana is given in the Kausika-sûtra (ap. Weber, Indische Studien, X, 70). The student there says, 'Make me an Ârsheya (a descendant of the Rishis) and one who has relations, and initiate me.' And the teacher replies, ' I make thee an Ârsheya and one who has relations, and I initiate thee.' As in this passage of the Kausika-sätra the teacher is represented as having the power of making, by the Upanayana ceremony, an Arsheya of the student, thus, according to the view expressed by Professor Weber (loc. cit., p. 72 seq.), Sânkhâyana would even give it into the teacher's power to make the student his samânârsheya, i. e. to extend his own Arsheya on as many pupils as he likes. Professor Weber understands the sixth Sūtra so that the teacher would have to say, sa mânârsheyo bhavân brûhi (Narayana : bhavân brûhîti brahmakârî bhavân brâhîty atah (Sûtra 8] simhâvalokananyayenâtrânushagyate. According to Ramakandra's Paddhati he is
Digitized by Google
