पृष्ठम्:मालविकाग्निमित्रम्.djvu/१६८

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NOTES.
female ascetic, has the same sense that the Pratâparudra attaches
to it. Having been previously taught by Vidûshaka what part
she was to play in deciding the case of the two professors
of music and dancing, the Parivrâjikâ is sent for by the King
(p. 12, 1. 18). She tells the Queen Dhâriņì, when questioned by
her, that Gaņadâsa may safely venture on a competition with
his rival (अलं स्वपक्षावसदशङ्कया &c. p. 13, 1. 5). Further, she
declares that it will be no sufficient criterion to examine the
teachers orally, but that they must be judged by the performances
of their respective pupils also (प्रयोगप्रधानं हि नाट्यशास्त्रम् किमत्र
वाग्व्यवहारेण &c.p. 14, 1. 18, and शिष्टा क्रिया &c.p. 15,1. 12
et seq). Again when the Queen says the teachers might make
their pupils perform before the Parivrâjikâ alone, the latter replies
that it would be unjust to make the decision of the case dependent
upon a single individual’s judgment (नैतन्न्याय्यम् &c, p. 17, 1. 13)
Having thus prevailed upon the Queen that she should allow
Gaņadâsa to prove his abilities by making Mâlavikâ, his pupil,
perform before an assembly where the King should be present,
she orders, taking as good care to avoid suspicion as an interested
party could, that the teachers should bring forward their pupils
unencumbered by their stage-dresses (निर्णयाधिकारे ब्रवीमि &c., p.
20, II. 8,9), thus contriving that the King should see Mâlavikâ in
a state that would impress him most favourably. Further the Pari.
vrâjikâ, to avoid any mischance, decides doubtless somewhat
partially, that so far as knowledge was concerned the teachers
being equally old-though this was the very matter in dispute--
Gaņadâsa deserved precedence on the ground of his seniority by
years (ननु समानेपि ज्ञानवृद्धभावे &c.p. 22, 1, 5), and gives him the
opportunity of presenting Mâlavikâ first. And lastly the ascetic,
being questioned as to what she thought of the performance of
Mâlavikâ, pronounces it to be a complete success
(अङ्गैरन्तर्निहितवचनैः &c., p. 26 II. 2-5).Having thus far contributed
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