ШЕРАБВступление на срединный путь (текущий курс, Аризона), занятие 9
Вступление на срединный путь (текущий курс, Аризона) · записи курса ↗
Автоматическая расшифровка записи. Возможны ошибки распознавания: имена, тибетские и санскритские слова. Расшифровки постепенно вычитываются.
[Speaker 1] Geshe-la had some business to take care of today and so he asked me if I'd do this. At very short notice, he didn't tell me until like yesterday just before we climbed the mountain, so I didn't have much time to prepare. Anyway, I'll just go. Basically he wanted me to cover what we're trying to accomplish in this course and then a bit of hypertexting. So I just thought, especially for the sake of people who are not here and maybe people who are new, I thought I would just go over the basis of Geshe-la's project, where it's all coming from. So you have to start with the Buddha, Lord Buddha. So as you know, Lord Buddha taught 2,500 years ago in India and the things that he taught directly were collected in the sutras and those have been passed on, some of them have been passed on to us. Now after that time, his teachings spread all over Asia and some of them went to places like Sri Lanka and Burma and China and at different times, the teachings would spread there. After Lord Buddha died, then teachers came, like Nagarjuna for instance. Nagarjuna was predicted by the Buddha to come and clarify his teachings, but there were others. Chandrakirti also clarified Nagarjuna's teachings and there were others like we've had Master Shantideva. That was the second wave of teachings. During that period, the Mahayana, it wasn't like it was started then because it came from the Buddha, but it was elaborated on and became well known and that was maybe from 200 to, well, actually all the way until the time that Buddhism disappeared from India. And then at the same time, later in that period, maybe around 1000 AD, something like that, I think Vajrayana started to become more prevalent and about the same time, the teachings were taken to Tibet. So all these three different schools of teachings were taken to Tibet and started to translate. And then about the same time, there was an invasion and the monasteries in India were destroyed. Before that point, all these three different traditions were side by side taught in the Indian monasteries and people kind of did what appealed to them. So some people might be interested in Mahayana and some people might be interested in Vajrayana and they would be practicing maybe both. Like in the great monasteries like Nalanda, some of the teachers would be teaching one thing and some would be teaching others and people would just go as they're... It's almost like the way it is now. You have your Vipassana teachers and then you have Zen teachers and it was kind of the way it is here, that people would go where they felt an appeal and you might go and study with one teacher for a while. Anyway, those were all destroyed in India. But meanwhile, the teachings had pretty much successfully been transmitted to Tibet and translated. They had translators who... They set up special dictionaries so that it was very one-to-one. The word for one thing in Sanskrit became something in Tibetan that was always translated the same way. And so as a result, you can back-translate from Tibetan and you can get the Sanskrit text exactly as it was in the Sanskrit, which is something that we're not doing. And I think it's very valuable in a way because it makes it really clear and it's a very pure transmission. Then after that, the teachings were all over. Some of the different schools only went... Some of the different places only got one or two of these schools. So for instance, in some of the southern countries, the Mahayana teachings didn't go and the Vajrayana teachings, either they weren't transmitted there or they died out. In China, it was predominantly... They didn't have such a strong Vajrayana tradition. In Tibet, they had all three flourishing. And so actually the teachings in Tibet were the most complete in terms of their scope. Then in 1959, Tibet was invaded. All their libraries were burned. And people, most of the monks and the teachers were either killed or escaped barely with just whatever they could carry. They carried out their most precious texts. They were the ones that they needed to keep close to them. So many of the lineage holders were killed. In Seremey, the tantric school was destroyed. All the teachers in that school died. And as a result, none of that came out of Tibet. Some of the books... For instance, the tsars in Russia were very much interested in Tibetan Buddhism. The comics and other displaced Mongolian tribes were actually in what was included in the Soviet Union. So there was a lot of crossover in places like Siberia. In St. Petersburg, they set up a big library. I think it was Tsar Peter, Peter the Great. I think he was the one who set up the library in St. Petersburg. So there's a big collection of Tibetan texts that actually... Many of them were destroyed in Tibet. Didn't make it out of Tibet, but they were preserved there. But actually, when they set up the monasteries in South India, they didn't have any of that. They were using things like... They memorized them, which was a good thing. They memorized their textbooks. So they could go and they could recreate them from memory, pretty much. And then the great teachers, a few of them, Trijang Rinpoche got out. The monks were living in a concentration camp. It had been formerly a concentration camp where Gandhi had been held. And they were living there in Buxa. And Trijang Rinpoche was teaching, and he was teaching all of them from all the different schools, even though he was from one monastery. But he was teaching all of the lamas there. And so he became actually a lineage. He was in... A lot of the lineages that were preserved came through him. And there were some others who made it out, and they were teaching. But a lot of times without books or with very primitive conditions. When Geshe-la first went to Sara, he was saying that they didn't have any water and they were drinking out of mud puddles. And it was really difficult. And it looked like Buddhism might die out at that point because it had already died out or was very much suppressed in a lot of the Asian countries. So then it struck me while I was preparing for this that at the end of the Diamond Cutter Sutra, the Buddha talks about how the teachings will die out, remember? And first you have... First the practice dies out. And then the teachings die out. So first people stop practicing. Then they lose the teachings in their heart. They no longer understand. And then finally the books die out. And so it looked like it was getting to that point. And I've never talked about this with Geshe-la, but I can see what he's... I've seen his plans for what he has in mind. And it looks to me like what he was trying to do is to reverse this process. So first you start with the texts. And that's always... When he's ever made a flowchart of what his plans for the world are, it starts with saving the texts. So he started ACIP. He went to Russia. First of all, he got the texts that existed and he got the monks to type them in and then he paid them to do it and then he used the money... He gave the individual operators a certain salary and then he gave the monastery three times that much to feed all the rest of the monks to try and help them keep going. So they started typing in texts. And so those are being preserved. And also he was sending them out on... Well, first of all, it was on floppy disks and then on CDs. And now we're trying to do it on the Internet so that they're accessible to anybody, anywhere. So that's the purpose of ACIP. It's mainly just to preserve the texts and also to make them accessible in a really unique way, but I'll get to that later. So that was the first thing. The second thing... So that's preserving the texts. Since then he's gone to... St. Petersburg has this big collection. They're cataloging them. And he found a lot of the textbooks from the different monasteries, which they had lost. And he's reprinted them and given them back to the monasteries. So now they have their textbooks back and they can really... You know, it's not just from memory. It's not written with cow urine on a piece of scratch paper. You know, it's real printed and using the ACIP database. So those are all being preserved now. Then more recently, in the past maybe five years, the monks are a little reluctant. You know, they have other things to do and they're not quite as hungry as they were before. So he started using as input operators the women in the refugee camps, the Tibetan women refugees. And they turned out to be much better at inputting than the monks were. And so a lot of the texts are being input by women refugees now. And it's nice for them because they can take their children. Normally they wouldn't have any kind of income other than... Generally what they do is they make carpets, they knit sweaters and that's pretty much what the women do in the refugee camps. There's not much... It's hard to sell sweaters in South India because it's, you know, maybe three days out of the year you might need a sweater. So it's really good work for them and it gives them... They don't have to leave home in order to do the work. So he's got them doing that. More recently he's been looking for Sanskrit texts for the yoga stuff. And also in Mongolia, cataloging the books there. And there's a few other places I think now, Hadak, starting to go there. And just finding books, you know, all these different... All the different books from the Tibetan translations. The ACIP collection is in three different sections. This is important for this course because we're using, we're searching these collections. The first one is what they call Kangyur. Those are the actual words of the Buddha, the sutras. And when everyone gets to the database on your computer, you'll have three sections, Kangyur, Tangyur and Sungum. Kangyur is the words of the Buddha. Tangyur is the Indian commentaries. So those would have been from like, I guess even shortly after the Buddha up through pretty much 1000 AD. And then subsequently, the Tibetan commentaries, those are called Sungbum. Sungbum means, it's like a collection, collected works. And usually it's a sungbum of a particular teacher. They'll say, you know, the Je Tsongkapa Sungbum will be the collected works of Je Tsongkapa. But he just sort of briefly calls it sungbum. So when you look for, if you're, for instance, you're looking for a text, you start out with sungbum, then you go to Je Tsongkapa and then, you know, or else you can go through by category. But you always go to one of the three, Kangyur, Tangyur or Sungbum. Okay, so that's the text. Then the next one is, the next thing that, the second to the last thing that dies out is the teachings themselves. And so what he's done in that case is, well, as we all know, is that he's been doing ACI courses and teaching people, all of us for years. And one of the things that's really emphasized from the very beginning in the ACI courses is that it's the teacher's translation program and teaching people to translate, teaching people to teach. And in both those ways, it's helping to preserve the Buddhist teachings in a way that's relevant to people. And quite a few people have learned Tibetan through these courses, particularly the text Tibetan, like what we're doing now. The other thing that has been really important has been to teach people, and he's emphasized this more than most teachers I've come across, is to really teach to the level of the people who you're teaching. So first of all, it was ACI courses for people who are interested in Buddhism, and now it's kind of branching out. People are interested in other things, and how do you teach Dharma to people who are really interested in health or yoga or something like that? And so I think we'll see more and more of the teachings popularized in a way that makes sense to people who haven't got the mental seed to be studying Buddhism. Oh, I forgot to mention that under teachings, that before he started teaching, he trained himself. He was trained completely in the lineage of the Tibetan Buddhist lineage going through the monastery, finishing and getting the Geshe degree. So he has the same credentials that any Tibetan Lama that would come here has. And I think that's really important because it means that we can do it too. And otherwise, we might think that you have to have a Tibetan come and teach, whereas now I think it's becoming, and not just in our group, but in other groups too, that it's becoming more and more accepted that Westerners can teach. But aren't some of us reincarnated Tibetans? I'm sorry? Aren't some of us reincarnated Tibetans? Well, who knows? Who knows? Maybe, maybe not. And maybe the Tibetans are reincarnated Americans. But, you know, there's this kind of popular thought that you have to have an Asian face in order to teach Dharma. And I think one of the things that Geshe-la has done for people is to make that, to sort of debunk that. Okay, so that's the teachings. And then Diamond Mountain is the practice. And also Godstow. And I think the purpose is to create a place where people can actually really do these things and get the realizations. And that's when this process is reversed like that. And at that point, when people are starting to get realizations and retreats here, then we'll know that the Dharma hasn't died out after all. And so that's sort of what we're trying to accomplish here. Okay, so where we fit in with this course is translation. Making the teachings available to... There's so many books in the Tibetan, so many amazing books that haven't been translated. And I think what Geshe-la wanted to do, because he sits and translates like all day long, but it's just one person. And I think he thought, well, he needs to clone himself. And so that's why he wants to do this, to teach people how to translate. And especially on the Internet so that people who aren't here or even aren't online when it's being taught can go in later and find out, okay, this is how you translate it. And here's the thought that went into it. And one of the really good things that he wants to demonstrate with this is the database, how the database works. Let me see. I have it on here. I don't have Gopher because there's no Gopher program that works on a Macintosh, unfortunately. It's prettier. Yeah. So let's see. I have a couple of websites here. There's this... When it goes on the screen, it becomes much bigger. I don't know what's happening. Weird, huh? Anyway, so I'll make it smaller so I can look at it. Okay, so here's the website for the translator's course. It's www.dmes.org slash t-i-b-t-r-a-n-s. And that's the website for this course. And it has... As you can see, you can download the root text here. You can download the current translation of the text, what we're working on. And then... Let's see. And then see every class is here with the quizzes, homeworks, answer keys. Okay. And then here's the ACIP database. So by going through this website, you can get to the database. Hopefully it'll work. Okay, here it is. So anyone can download from this. So this will be www... I'm just repeating this for the sake of people who are only hearing the audio. So www.dmes.org slash tibtrans slash acip-gmr slash. So this has... You can download the... This is a little different from the way it's arranged on the ACIP website because it's arranged according to the way Geshe-la has it on his computer, which is how he's going to demonstrate in class. And it's a lot... There's a lot of stuff here that really... We're probably not going to use... Well, like newdata.zip hasn't been processed. Hopefully people in this class will be processing it. But so let me just do Kongier. That's the sutras, right? As you're opening this? Oh, wait a second. It doesn't open like that. Never mind. Yeah? [Speaker 2] At this point. [Speaker 1] The... I think... Which one? One of them was almost finished. I think it might be the Kongier. Do you remember? [Speaker 2] I heard rumors that the Kongier was 95% done. [Speaker 1] I think so. [Speaker 2] We actually have a couple of different Kongiers, parts of a couple of different Kongiers, as well as pretty close to complete Kongier. But the main challenge is that we have them all input. We don't necessarily have them all cataloged and split up. [Speaker 1] Listening to someone... By the way, probably didn't hear that. I'm sorry, what was it? Say it again and I'll repeat it. We have about 95% of the Kongier. [Speaker 2] 95% of the Kongier. [Speaker 1] A lot of it hasn't been broken up. Uh-huh. I have a good question. You see Geshe-la searching, rendering his searches. Is it possible to do that on a Macintosh? It is. Ted's working on the search engine. But not quite? It's not ready yet. No, I've lost my file. That's kind of bad. It changed all my icons when I did this thing. [Speaker 2] This is why I always have it sort the icons into a specific order. Oh, how do you do that? [Speaker 1] Clean up? Oh, okay. It's still not going to do it because one of them disappeared into one of the others. Huh? I think it might be in here, but I'm not sure. Oh, yeah, here we go. I think it's in here. Oh, there it is. Okay, cool. Okay, this is how Geshe-la does it. He does it in an A file. He calls it A. And it's the easiest thing to do. Okay, so here's all these things. I'm going to get that out of the way so I don't show you. Just so you can see how he arranges it. So I'll do Seungbum. Then you have all these different categories. I don't even know what most of them are. Well, Chang'e is... Yeah, Chang'e. Dua is Vinaya. Gyu is... Middle Way, right? Lojong is Lojong. Lamrim is Lamrim. Namtara is Spiritual Biographies. Oh, that's Perfection of Wisdom. So then within that, there are... And see, this is why it's easy to search it, right? So here's Chonidrapa Shedrapa, right? And so all of his works on that particular topic are in this one file. And so then... So if you know you're looking for one of his works on a particular topic, then you can just search that particular area and you don't have to search the entire database. Then I think you've all seen him demonstrate the gopher thing. So basically, you define your search in a certain way and then you go through these... these... trees, as he calls them, to find the one you're looking for. So here's Tangyur. Not as much stuff in Tangyur. I think there's even less in Kangyur. So these are all the teachings from the Buddha. Here's the Vinaya texts. See, there's just a couple of each one. Okay, so that's basically how those are set up and you can download them from that website. And then if people have DOS, then you can use the gopher program, which is available, I think... It might be on the ACIP website, and if not, it's... Is it on ours? Oh, okay, so it's on the Tibtran site. So... And then the other ones will be available soon, I think. We hope. Okay, let's see. What else did I want to say? Oh, I remember. So... Oh, that's not very pretty. Let's put something else up. Oh, this is an interesting thing to know about, too. This is the... bulletin board. For... Really? Oh. Cool. It's fitting the screen, isn't it? No, maybe it isn't. You're right. Yeah, okay. That's worse? This is more or less fitting the screen, but not really. Anyway, so... This is for people who are somewhere else. This is the Diamond Mountain Translator's Bulletin Board. And we post all the announcements and all the... translations. Instructions on how to do it. So anyone who wants to participate in this program, it's www.dmes.org slash trans dash bboard. And that's the bulletin board. So it has a lot of... You know, you can ask questions and hopefully somebody answers you. So here's hypertexting. So we have... We had a lot of different people sign up to... or tell us that they were interested in this program. So we kind of rather hopefully set up areas for French translations, Italian translations, German, Spanish, Chinese, Greek, Hebrew, Mongolian, Polish, Portuguese, Russian, and European Spanish. And... We're hoping that people will... The whole point of this translation program is to make translations available in all different languages. And so we're really hoping that the people who are listening in other places will... will start to translate and to upload them to this website so that other people who translate can look at them. What would be really nice is if people start... We're hoping it'll stimulate some kind of dialogue. And that could be on the B-board between people who are translating these things. And then ultimately the point is to make a translation dictionary from all the different languages so that there becomes... There comes to be a dictionary, say, in French, one in German, one in English. And... So in order to do that, that's where the hypertexting comes in. The hypertexting is a kind of an easy way to make a dictionary. Let me show you how that works. Let's see. Oh, actually. Here's the English hypertexting. This is English, so we're doing English today. This is the English translation area here. And so there's a thing for the working version of the translation. And then the... which doesn't seem to be current. That's also posted on the other website. And then there's the hypertexting, English hypertexting, which... I'll show you that. Let's see. I think the most current one... Here's the most current one. Anthony has been doing some hypertexting and he seems to be doing very complete and... thorough and up-to-date hypertexting. So it's... it's very nice. Let's see. I'm going to get the... Wait a second, is that it? No. The text... Here's the translated text. So you can see how it looks before it's hypertexted. It's a little bit slow. Maybe while we're waiting we can look at the other one. This isn't really typical. This is sort of the title. The title is a little bit different style. But... This is kind of how it looks. But I'll go through and show you how to do it. It might be easier. This is something that's kind of cool. This is a dictionary search thing. And see this thing? GMR... GMR... This is the dictionary that comes from the hypertexting. So somebody give me a word and I'll... Well, here's a word right here. I was looking that up earlier. You just type it in. And then you do find entry. And then you get this. This is how... According to the... the hypertexting, these are the... these are the words that have come up with hypertexting. So a good explanation. True thought. Nomche gomparapsel. Perfect explanation. Illumination of true thought. So these are the things. There's another thing you can do with this particular dictionary. And this is just sort of a generic dictionary search function program that is actually not part of our thing. But it's something that I had. And I plugged this dictionary into it. You can do all instances. And then you get... Well, there might not be any more. But one thing that I think is kind of cool that I do sometimes is like... say like that. And then you do find all instances. Then you can find all the English times where it's used. And then you can see... see explanation. Then you get all the different Tibetan words. It's sort of a backwards. It's almost like English-Tibetan. [Speaker 2] Where is the GMR dictionary? [Speaker 1] Oh, you can... Is that available? It's Ted's thing that comes from... [Speaker 2] I don't know if I protect dictionary. I'm sorry? Right, you just have a paper thing. [Speaker 1] Yeah. [Speaker 2] Yeah. This is just how I use it, you know? [Speaker 1] Because everyone doesn't have this function. But it's really cool. And if you have something like this, you can... [Speaker 2] Yeah. [Speaker 1] Oh, yeah. That's Ted's code for the person who input it. Who did the hypertexting. Yeah, and so then... One hypertexter is very knowledgeable about Tibetan. Another hypertexter is less knowledgeable about Tibetan. If you have a question about what Shepa means, then you would probably trust the hypertext that the more experienced hypertexter did. And so, of course, the way this works is that over time we all get more experience. And so you have some basis for figuring out what's going on. [Speaker 2] Yeah. [Speaker 1] Right, yeah. And hopefully... See, as more and more people are doing hypertexting, obviously this thing expands and becomes more and more accurate. And so that's what we're doing in English. Now, we're also hoping that people who are other native language speakers will do the same hypertexting different languages. Like, I think there was an Italian who did a bit. And then, you know, gradually they can create dictionaries with all the different languages. And that'll make it a lot easier for people to translate. Now, if you do have this particular text file with a dictionary, it's recommended not to use it for translating or not to use it for hypertexting because then if there's a mistake in there, then you just reintroduce the same mistake again and again. So it's better to use a different dictionary. If you have one, if you're needing to use a dictionary. Better not to, yeah. Don't use this when you're... Well, actually, for... Bookjimba is just a personal use. Personal use, it's okay. [Speaker 2] Yeah. I usually just use online one. [Speaker 1] I just... Not really. Well, I often use Rangjin Yeshe because it looks to me like they've done the same thing that we're doing here and that they've done a hypertexting. It looks like. Or they've done a lot of translations. But the thing is that... A lot of the stuff, they don't have a lot of the Galupa stuff in there because they're Kagyu. And so I think when we finish ours, it'll be a little bit... There'll be more of the Galupa monastic textbook words, terms used in it. And it'll all be more defined by Geshe-la, who's graduated from the monastery. So I think it'll be maybe a little bit more appropriate for what we're doing. They have an online one. Yeah, I haven't used it too much, but I think it's good. I mean, it would have to be, wouldn't it? [Speaker 2] What? [Speaker 1] Oh, okay. Okay, so the dictionary... The current version of the hypertext dictionary is now available on the TibTrans. That's the Bboard or the other one? The TibTrans is the other one. Okay. Let's see if we have it. No, don't have it there. [Speaker 2] Yeah. [Speaker 1] So that would be... Okay, that's on this website. Okay, so here's the... current working version. Is it big enough for you guys, or should I make it bigger? Can you read it? I can make it bigger, yeah. Let me just figure out... I think I can make it bigger. How do you make it bigger on this thing? Where is it? Oh, makes text bigger, yeah. Okay, is that big enough, or should I make it bigger even? Okay, that should do it, huh? Okay. Okay, so this is the current working version of what we're translating in this class. And this also gets updated on the website after every class. That is attempted to anyway. Usually we manage. Maybe I could use this as a demonstration of... Oh, I can't because it's... Anyway, so you see what it looks like, and then I'll get the other one, and we'll do that. Where is it? Everything got crammed up in the corner. I don't think this is a good way to do the icons. Is that it? Oh, God. [Speaker 2] Huh? [Speaker 1] What? They can either look at the one that's... Yeah, people who are online can either look at the one that's on the bulletin board, or they can look at the one on the... Either on www.dmes.org slash tibtrans, and then click on the current translation, or you could go to www.dmes.org slash trans-bboard, and then the topic that has the current hypertext. Okay. Okay, so maybe we'll just use this one. It's easier, I think. I'll make that bigger. Yeah, that's pretty good. Okay. So... I'm going to go down a little bit farther, because this is a little bit more complicated later. But basically, here's how you do it. You... He does it a little bit differently from how I do it. Okay, so let me just get a different one then. I think it's here. Text. So here's the current Omochidon. Okay. So here's how you do it. First, you bracket off the words. And you put a number there. Ted, you tell me if I'm doing it wrong, okay? [Speaker 2] Okay. [Speaker 1] If you don't know the words, you'd probably bracket off each syllable. But if you do know the words, you can get away with just doing it like this. So what you're doing, basically, is you're bracketing off each of the words. Now, you see here? This apostrophe I, that's a grammar particle. So it's probably translated... It'll be translated with a different word in English. So you want to bracket that off separately. Yeah, you see right here? There's no space here. Because it's all the same word. So seven... Oh, is it rab or rabsel? Oh, he did them all together. I'll do it the way he did it. Yeah, it's the text. It's the title of the book. I could. Yeah, yeah, you're right. Yeah, I will. Okay. So I guess I should do the whole thing first. But I don't think I will. This would be a good time to maybe start. Huh? To start what? Actually... To actually hypertext? Actually hypertext. Okay. Okay, who knows what tensho is? Anybody? [Speaker 2] Classical commentary. [Speaker 1] Classical commentary. Okay, tensho. So that's here, right? What? Oh, wrong one. There. [Speaker 2] Oh, you deleted the three. [Speaker 1] It wasn't supposed to be there. [Speaker 2] Oh, sorry. Oh, wrong one. [Speaker 1] Yeah. Okay, so tensho is one. And you hypertext it to classical commentary. Just like that. With the brackets. And you put a one before classical commentary. And you put a one before tensho. And then... Champo. Great. Right, so that's just before. And you do like that. What is it? Two, right? Okay. Uma. So that one is number three. And that's at the end here. Now, when you do this, bear in mind that... You're going to end up with this text file with... Say, tensho and one. And classical commentary next to it. So I've seen sometimes... Just to bear in mind. Like sometimes there's... Like with up here. You have matiba. And it's been translated. It's been transliterated into Sanskrit transliteration. But it's not translated. So there's really no point in hypertexting it. Because you end up with matiba. And that's matiba. And it's just kind of like... You know, it looks a little lame when you end up with the dictionary. [Speaker 2] But you could hypertext the Sanskrit to the English. [Speaker 1] You could hypertext the Sanskrit to the English. Yeah. Well, you could. I think eventually we're going to do Sanskrit hypertexting as well. Or we already are, I guess. Okay. Then... Uma. La. Where's the la in here? Hmm. Hmm. So I think what I would do in this case is say... La jupa. La jupa. Yeah, that's what I was going to do. So you take this thing out here. And you make it la jupa. And then you put entering. Yeah. [Speaker 2] Oh, okay. [Speaker 1] Right. Okay. So we'll take it one step back from here then. Um... Four. Okay. So... La jupa. Okay. So say you... Okay, the next one is chidon, right? S-P-Y-I-D-O-N. I have no idea what that is. Okay, so you get your dictionary. And I'll just use this online dictionary because that's what I have. But you can use any dictionary. Um... And... You put in... Chi... We learned how... What? Oh. Oh, yeah. Well, normally you wouldn't. But in this case, because it's what I have and it's easy to show, then we'll use this one just for now. Okay, so chidon is overview, right? So what you do... What I did when I first started was... Okay, you got your word. It means overview. Okay, then you go through and you look through something that looks like overview. Maybe I'll do it. I also have the Rangjin Yeshe dictionary in here. So... Suppose you're doing Rangjin Yeshe. They might have something more. Okay, so they have quite a bit. General meaning, chapter, common good, main point, basic principles. So this is more like a normal dictionary. Ours will look more like this when we get more data. Okay, so now you know what you're generally looking for and how would that translate according to the words that are in this paragraph. You see? It comes very quickly once you start doing it. Then you say, oh, that must have been how they translated it. It must be overview. Actually, with us, you know, you can actually listen to the tapes in this case and say, well, this is what was translated because we kind of went over it pretty thoroughly. So there you go. There's your chidon. [Speaker 2] Right. [Speaker 1] When you're just starting... When I first started, I'd look up every single word and then try and figure out where they go. And then... And gradually, I mean, more quickly than you would think, you learn them and then... Shockingly, it depends on, yeah, sort of like if you get into crossword puzzles or something, then, you know, pretty soon, you know all these really obscure words that... It's like that. [Speaker 2] Yeah. [Speaker 1] It's a similar... And that's actually, I mean, if you're like... I know I used to have a job where I just sit there all day and wait for something to happen. And then when it happened, I'd do it and then I'd have to wait a long time. And I got into crossword puzzles. But, you know, if you have a job like that, hypertexting is a really great thing to do because it's sort of a similar skill. You can drop it, pick it up and drop it. And you're learning something and you're helping the cause to translate Tibetan books. Okay. So are there any questions on this in particular? Yeah. [Speaker 2] Can you show on screen the name of the dictionary that you're about to use? [Speaker 1] The one what? Oh, Rongjun Yeshe. That's up here. Actually, it's not on... They have a website. It's R-A-N-G-J-U-N-G-Y-E-S-H-E. If you do a Google search, you can find them. And it's $50 to get the... Nitarta? N-I-T-H-A-R-T-A, yeah. I'm not even sure where I got this. It's probably better not to say. I think it came with another dictionary that I had and I just plugged the data. I think actually what happened was I had it on my... Where did I get it? I think it was... No, that wouldn't work. I was thinking it might have been a Windows thing, but I don't know if it is or not. Well, I don't know what it's called. That's the thing. [Speaker 2] I mean... [Speaker 1] So, where is that? Where did you download it? [Speaker 2] Hyperview? [Speaker 1] Is that got to do with... Here's your... Is it related to this? Okay, here's Ted's hypertexting project. Andrea's version of... Andrea's website for Ted's hypertexting project. And where is it? Is it on here? Is it on here? Hypertexting starter kit. Yeah, this is probably what you want. Let me see if I can make it the right size. Yeah. Okay, so... Yeah, oh, this tells you all the stuff. Okay, so this is www.dmes.org slash hypertext. H-Y-P-E-R-T-E-X-T. And that has everything you need to know about hypertexting. Including a preliminary version of the hypertext dictionary. The couple dictionaries that you can... Well, you can download Valby, or you can order the other one. General advice, stuff like this. So if... Not if, when. When you get involved in hypertexting, this is the website to go to. Okay, well, she's going to update it really soon, right? But anyway, if people go to hyperview.sourceforge.net. Where is it? Hyperview.sourceforge.net. [Speaker 2] Where's that? [Speaker 1] Hyperview. Hyperview. Is it just like... Delete, delete, delete. How far back? To the slash, slash. Okay, so http://hyperview. H-Y-P-E-R-V-I-E-W. Yeah. Sourceforge. You can just do a search in the Google window for Sourceforge and Hyperview comes up virtually. Then... Okay. But I'm getting errors trying to install it. Uh-oh. So here's this. Yeah. [Speaker 2] How is the workload of all these things distributed? In other words, if 50 people want to hypertext, how do you avoid duplications? Who's in charge? [Speaker 1] Is it you or is it Eric? [Speaker 2] Eric. [Speaker 1] You go to Eric, you say, I want to text to hypertext, and Eric will give you one. [Speaker 2] How do we find Eric? [Speaker 1] Yeah, but he won't be here in two days. What's your email? Or is that just something you feel comfortable getting in? [Speaker 2] Oh, okay. [Speaker 1] So people can go to the hypertext website and click on the thing and it'll go to... Okay. No, you can get around that. [Speaker 2] Yeah, so... [Speaker 1] So here's Hyperview. I haven't personally gotten into it myself, but anyway... What are you doing, Ted? Are you looking for something? Oh, okay. Okay. This is all his stuff. We need to link all this stuff. [Speaker 2] Yeah. [Speaker 1] Oh, really? Oh, yeah, because everyone was... Yeah. Caught up. And we have more stuff to hypertext now, too. Oh, everyone suddenly had to finish the 18 courses. [Speaker 2] Yeah. [Speaker 1] Yeah. Yeah. [Speaker 2] Yeah. Well, I think Ted sort of... [Speaker 1] Oh, Aaron is asking about if people don't hypertext the same text in the same way, then how would you go looking for problems or things that aren't accurate. I think, actually, if it's the same translation, then the hypertexting, hopefully, is very close to the... They would hypertext very similarly because, ideally, it's almost word for word. You take one and then... [Speaker 2] Oh, yeah, yeah, yeah. [Speaker 1] It's a judgment call. Yeah, exactly. That's a judgment call. [Speaker 2] Yeah. [Speaker 1] Sometimes it adds to it, you know, because sometimes, I think... Yeah, hopefully, when you send in your hypertext work, then the person who receives it has a little idea about how Tibetan works, and then they kind of give it a look over and make sure it's correct. Just so you know, my experience with that is that nobody could ever possibly have the time to do that. It took me as long to review people's hypertexts as it did for them to hypertext, I think. Maybe not, but it's really time-consuming. So the reality of it is that a couple of things you can do is, one, as you hypertext, like, now you don't know Tibetan very well, if at all, and that's okay, but as you hypertext, you will get to know Tibetan a lot better. Like, I'm starting to understand prepositional phrases in Tibetan, which is really freaky because I've never been taught it. So once you've been hypertexting for a while, you will start to notice that your Tibetan is getting a lot better, and then you'll go back over your old hypertexts and discover just how bad they are and fix them. And that's a good thing. The other thing is that I think it would be really great if more than one person would hypertext each text. And then we'll have... Then instead of looking at every hypertext in the entire text, all you have to do is look at the ones that are different and say, oh, that's a trivial difference. I don't care about it. Oh, that's a real difference. I'd better look at it. And then you're maybe looking at 1% of all the hypertexts in the file instead of 100%. [Speaker 2] I don't know if anybody online heard that. One person could be really good at Tibetan, and the other ones could be beginners. [Speaker 1] Yeah, I don't even know how important that is. The other thing is that you should go to somebody who's better at Tibetan if you really have a problem. Generally speaking, you won't. But if you really have a problem, just ask for help. Yeah, you can always ask for help if you have a question. Is this a good time to mention? I don't want to interrupt. No, no, go ahead. I'd really like to... If people have any kind of, like, if they feel a calm for this, if they feel interested in this, I'd like to have maybe a weekly online meeting. We have all of the stuff that we've been using for the translation class to gather online. And I'd like to continue that. I don't want people to feel like they're obligated to come every week or even a lot. But I'd like to be able to say, like, there'll be a particular time on a particular day when everybody who's interested will gather. Like a chat? A chat thing, and maybe we'll even do some voice, I don't know. Okay, yeah. We'll see how it goes. So just in case people didn't hear that, Ted is proposing that we have a weekly online gathering of people who are working on translations, and sort of maybe a chat or something. [Speaker 2] Yeah, no obligation to show up every time. [Speaker 1] And just people who have that day free and want to come and participate. How are you going to set it up? If people could maybe send me their e-mail addresses, I'll set up an e-mail list. But we should have a link from the website. We'll get a link from the website. I'm kind of jumping in on top of what you're going to be doing. Well, that pertains to this class, I think. You're talking about hypertexting or translating or both? Hypertexting. Oh, okay. So then it would link to the hypertext website. Yeah. Yeah, and Eric would be... He's starting to look kind of glassy-eyed. [Speaker 2] He would like the idea. [Speaker 1] Yeah? Oh, good. [Speaker 2] Okay. [Speaker 1] Okay. Oh, cool. Okay, so... That's very good. Yeah? [Speaker 2] Could you talk a little bit about what it was like to just start hypertexting? [Speaker 1] Yeah, okay. Chucky wants me to talk about how it was like to start hypertexting. Actually, what... And I think people can do that here now. But when I started hypertexting, I was using tapes of Geshe-la translating something. And it was very similar to what we're doing here. And he would go over the thing and say, this word means this, and not every word, but a good number of the words he would give a translation. And then he would say, you know, sometimes this word means this other thing, and sometimes it means this. And it was really very helpful, because when I went through and tried to hypertext it, then I had the tapes of him talking about the words. And that made it a lot easier. And I think people who are hypertexting this particular text, since we have that same... You know, it's not like just looking at it and trying to figure out what's what, but you actually have... You can hear him saying, well, it means this. And so that's good for a start. And even if it's only half the words, that gives you half the words, and then you can guess at the rest of them. Sometimes when you're hypertexting, some of the words are similar. You know, like even with this, we're talking about... Let me see if I can pull it up again. Is this it? Yeah. Like with the text that we're hypertexting here. I think that went too far. Oh, this is the one that Anthony... Anyway. It says like, hearing contained is a lamp for those of clear mind, which is an illumination of the true thought of the illumination of true thought. Now, that kind of thing is a little bit... You know, sometimes that can be tricky because it's the first true thought that he's... You know, that he's trying to tell you is the second time it's mentioned, or it's a lamp, you know, and you have all these illuminations. And so, you know, it's a bit of a challenge. And sometimes you just guess and you learn. I think it's fun, actually. Then if you're doing like the classes, you know, a lot of the hypertexting that needs to be done are the ACI courses. And a lot of that material is also covered in tapes or in the notes or, you know, it's accessible what it means to some extent anyway. It gives you a bit of a foothold. So it's good to use the tapes if you have them. Yeah. [Speaker 2] Yeah. [Speaker 1] Yeah, that's why I started my own version because I thought it would be easier to follow. But now I don't know what I did with it. It's probably buried somewhere. Let's see. Is this it? Yeah, here we are. Okay. So, yeah. And I think with the Hyperview, is that the program that you wrote to? Yeah. That sort of eliminates the numbering, I think, in some ways, doesn't it? I mean... Right. Right. Yeah. Yeah, to do it this way becomes very cumbersome after about three pages because you're up to, you know, 578, 579. And before you do anything, you have to bracket everything off and put the numbers in it. It becomes really cumbersome. Not necessarily, no. [Speaker 2] Yeah. Big. Yeah. [Speaker 1] Yeah, right. Yeah. You just have to have some way to connect them. It's a way of connecting the... There isn't... You could, like, draw a line between the two words or something like that, but then that's much harder. It's much harder to write a program that lets you do that. [Speaker 2] Carrots do that, don't they? [Speaker 1] What's that? [Speaker 2] Carrots draw a line. [Speaker 1] Well, how do you know? Like, if you put carrots around Chen Ho and you put carrots around Tekpa, how do you know that Tekpa refers to vehicle and Chen Ho refers to grain? [Speaker 2] Can you put, like, numbers and letters? Just numbers. [Speaker 1] The way we have it set up, we just use numbers. [Speaker 2] You can't put in letters. [Speaker 1] It gets like that real quick. Which is when you wrote the program, right? [Speaker 2] Yeah, it gets really... [Speaker 1] You know what, I usually just start another text. Like, you can always hypertext each chapter separately, or when you start getting... The numbers start getting way out of hand, you just start another file. And then whoever is sorting it out sorts it out. I don't know how they do it, but that's Ted's job. So it seems to work. Any other questions or comments? Sorry? We just invented this whole... The thing is that if you use numbers and letters, then it actually... It just makes it harder. It's not so much that it slows it down, it's just like it's harder to implement the code, and it's harder to tell what you're doing. Yeah, I can see why you'd want to do that. Oh, I didn't do it. I don't think I will either. Okay, I just want to show you one more thing. Gombra Rabsal, Illumination of True Thought, right? So, then... Whoops. Also, within that, there's Gombra Rabsal is a number of words, and Illumination of True Thought is a number of words. So within that, you can nest more hypertexting stuff. So... Let's see. So what you do is you pull out your dictionary, right? And you make it smaller if you can. I don't think it's going to go smaller. Let's see. Okay, that's as small as it goes. Oh, it doesn't even want to go off the page. That's very stubborn. Okay, so... Okay, so let's start with Gombra. Let's see, what did I start with there? You could do command tab between applications. Yeah, I could do that. Okay. Okay, Gombra. D-G-O-N-G-S-P-A. Okay, so... Find Entry. Bam. Oh, too much. So I'm going to go to Geshe-la's dictionary, which tends to not have as much. So that's True Intent, Thought, True Thought. Did you have a question? Oh, okay. Oh, okay. So that's True Thought. Let's do it like that. Ted's right. Okay, so True Thought is Gombra, right? So you bracket that one off. You put a new number in. How far did we get on that? So this is where you start getting complicated with numbers. I think we don't have... We haven't used 10 yet. So I'll put 10 here. Okay, so within Gombra-Rabso, Gombra means True Thought. Then what about Rabso? So let's do Rab. Highest. Highest Ability. Burst forth with a blaze. Yeah. So according to this dictionary, Rabso means Illumination. So I was hoping to break it down further, but I don't think... It's not broken down any further in this text. But anyway, you get an idea of how that works. You have to make sure you put the brackets. See, there's two brackets on the end. [Speaker 2] Oh, actually, you're right. [Speaker 1] Well, actually, there is no... I think you could go either way, couldn't you? I think for a dictionary, you would probably want to have no the there, because it makes it too confusing. So there. So it's the Illumination of the. So you see... I'm sorry, I shouldn't have hurt you. I think the way you've done it is more correct, because if you did it the other way, then the definition for Rabso would be the Illumination. Right, yeah. That makes sense. Whereas, illuminating Gombra-Rabso to the Illumination of the True Thought is correct, because now you're saying this title translates to this title. So that's sort of a way... It's sort of to just demonstrate that it's always a good idea to think in terms of how is it going to look in a dictionary. Do you want to have Rabso come out as the Illumination, or do you want to have it come out as the Illumination? Even though there's no article like the in Tibetan, you don't want to leave it in there. You wouldn't take it out. And then you see here that Da isn't translated, Av Da isn't translated, because they're not in the title. They're not in the title explicitly, they're sort of implicitly in the title. So that's... And that's always a good thing to do, when there's a bunch of different things like this, like in a title or in a phrase, to translate individually and the whole thing as a phrase, because it gets more colloquial. It's more of a colloquial dictionary that way, and how things are actually used. And it's helpful for people who are translating later. Yeah? [Speaker 2] The other cool thing about Rabso is that, because one of the things I find frustrating, because I'm not very good at this, is trying to guess. Like you get more used to that Tenchu is one word, and it's two syllables, but until you do, sometimes if you look up Rab, I forgot what you got for it. Heist. [Speaker 1] Heist. [Speaker 2] And you look up sel, which means aluminum light or something. And then you can't find it in the hypertext, so try Rabsel together. And it's something that takes patience, I think, because I get impatient with myself. [Speaker 1] But it's a really good way to learn Tibetan. [Speaker 2] Yeah, it is. Can we finish doing that? [Speaker 1] Sure, why not? Okay. How far did we get? We actually didn't. But okay, we can start there. We got as far as Lajupa, I think. Jukpei is entering, so I'm going to take this out and leave it the way it was. Sometimes it means something else, but in this case, that's how it's used. Okay, then Chidun. Who wants to venture a guess as to what Chidun means? Did we do it already? Oh, okay, good. Then Namshe. Did we do that? No, okay. Who wants to guess what Namshe means? I don't know. Huh? Well, see, then when you... Yeah, go to the dictionary. So... What was it? B-S-H-A-G? [Speaker 2] Yeah, B-S-H-A-G. [Speaker 1] Good explanation. True thought. Perfect explanation. Yeah, so... Okay, so... So how would that be? True thought. Okay, Namshe. Yeah. Jukpei, Chidun. Oh, yeah, you're probably right. Let's see. Entering. No, it isn't in this case. Yeah. Okay, so then we've got to go over up, so... Key. Huh? Sometimes I start at the other end. Yeah. But let's go through and do the rest of these. Is it selwa or is it sel... [Speaker 2] Selwa is... [Speaker 1] Yeah, right, okay. So in that case, the R means... It's a... Some kind of a grammatical particle. And so you add it like that with no space here. Like the same way we did before. [Speaker 2] Huh? Am I? [Speaker 1] Oh, God. If I'm the star hypertexture, then you've got problems. Why do you think Vesala's always giving me those strong notes? Is it dromei or dronmei? I'll do them both. When in doubt, just do them both, and then you can take one out. I think... Shejewa is a really common phrase, so I think I'm going to put it all in one. And then... And then we can break it down later. Okay, so... Shukso is hearing-contained. I just know that because it's every... Every time you turn around, there's a shukso. And then... Let's see. A lamb. This is when it starts getting a little tricky. Especially when you're... Online. Dromei. Shall we look it up? Let's look up dromei. [Speaker 2] Dromei. [Speaker 1] Lamb. Dromei. Lamb. Okay, so that's a lamb. So I can't... I wasn't sure if I could take that up, but I'm going to take them out in between. Yeah. But see, now you can't translate it, even if it means helpful fire. You can't translate it that way, because it's a lamb. If it was... [Speaker 2] If it wasn't... Yeah. Actually, if you look up dromei by itself, you get... [Speaker 1] I don't think I did gonpa yet. Did I? [Speaker 2] Gonpa? [Speaker 1] Yeah. [Speaker 2] Gon is... [Speaker 1] Oh yeah, I think we did that. Okay, so... What? [Speaker 2] It seems like you just pasted a drone up there. [Speaker 1] Did I? [Speaker 2] Yeah. Up above matiba. Oh. [Speaker 1] A lamb for... See, you can either go through the Tibetan and try to figure it out, or you can go through the English and try to figure it out. But it's actually probably better to pick one or the other. Unless you get stuck, and then you can change. You see what I mean? Like, you can go through the Tibetan for a while and figure out what you're doing, and then switch over to the English and say, Oh, well, I don't know any more Tibetan words, so I'm going to look at the English. Oh yeah, here's hearing-contained, and I always know what that is. [Speaker 2] It's like going across and then down. [Speaker 1] Yeah. Yeah, yeah, sort of like... Very similar to Across the Republic. Okay. So, let's see. Chidun. Do we do chidun yet? [Speaker 2] Yeah. [Speaker 1] I think you got everything up to... Namshe? [Speaker 2] You did with namshe, but we couldn't figure that one out. [Speaker 1] Oh, did we look it up? [Speaker 2] Oh, wait, no. [Speaker 1] Namshe explanation? [Speaker 2] Yeah, yeah, we did get that. [Speaker 1] Oh, okay. Then, gongpa rapsa, we did that. Gi. [Speaker 2] Gongpa rapsa, gi. Gongpa. Gongpa. [Speaker 1] Oh, so gi would be of, right? [Speaker 2] So, wait. So, gongpa is true thought. I think maybe... [Speaker 1] Yeah, you're right. Namshe is commentary or explanation. Yeah, so maybe namshe is illumination. So, wait a sec. So, this one's... And then the gi would be of, right? [Speaker 2] Yeah. Okay. Yeah, that's a problem because... [Speaker 1] Yeah. Which one are you looking at? This one. So, which illumination is it, though? [Speaker 2] But we have cell 1. [Speaker 1] Yeah, cell j is elucidate. So, cell j is just a long way of saying the same thing. So, where are we? Which illumination are we looking at? So, I think that cell j is the illumination you have in hypertexting. Okay. And maybe namshe is presents. That's what it is. You're right. Namshe would be presents. So, which... This is cell j? 14? Cell j. [Speaker 2] Cell j. [Speaker 1] Okay. Okay. See, this is very much a group project here. 7 is presents? I think it would be more correct to say that namshe... Sorry. Chidu namshe translates as presents an overview. [Speaker 2] Yeah, because namshe... [Speaker 1] And then not say that namshe means presents. [Speaker 2] Chidu namshe. [Speaker 1] Chidu namshe. So, 8 would be presents, right? Well, no, 8 would be presents an overview. See, this is a case where I don't think... [Speaker 2] Oh, I see what you mean. [Speaker 1] It's a hypertext. I see, I see. Yeah. Okay. And as you can see, this is all very subjective. No, no, no. 7 is still overview. Oh, okay. So, you're just... Oh, I see. It's a nesting hypertext. Okay. [Speaker 2] Oops. Why are you doing that? Okay, so presents doesn't mean namshe. [Speaker 1] Namshe isn't a synonym for presents. [Speaker 2] Namshe means an explanation or a commentary. Okay. [Speaker 1] But Geshe-la translated namshe... Sorry, translated Chidu namshe as presents an overview, I think. So, therefore, it makes sense to say that Chidu namshe translates to presents an overview. But it doesn't make sense to say that namshe translates to presents. This is something that I run into a lot, actually, because he's translating poetically to make it sound... [Speaker 2] Yeah, I like what Ellie... Ellie just nested it, and that's good, I think. [Speaker 1] Oh, we did Jome already. Okay, so what are we missing? We got it mostly, right? Where's that? Oh, okay. Yeah. [Speaker 2] Here? [Speaker 1] So this is... [Speaker 2] Here? [Speaker 1] So, Chidu namshe is... Did I do it right? Oh, but namshe is eight? Space? No, no. Don't move, just add the open angle bracket there. [Speaker 2] Oh, okay. [Speaker 1] After the eight. Well, after the eight. After? After, yeah. Space. Open angle bracket. That's not how I do it. No, no. Back up. What? [Speaker 2] Back up. No, delete that space. Seven. [Speaker 1] No, we're just delete, not back up. [Speaker 2] No, this is confusing. Seven. Oh, okay. Oh, okay, so this is... [Speaker 1] Yeah, right, okay. Yeah, yeah, yeah. Okay. Okay. Okay, so it's Chidu namshe... That's seven. Right. Okay, and... This is great until you've done it a few times, and then it becomes pretty obvious. Yeah, okay, and then this is like that, right? Yeah. So the whole thing is Chidu namshe is eight, right? Which presents an overview down here. See, and then overview itself is Chidu, and that's bracketed off separately. You see how that works? [Speaker 2] What about the nine? It's a mistake. [Speaker 1] Where's the nine? Oh, nine is a mistake. That should have come out. [Speaker 2] And what is namshe? [Speaker 1] Well, look at it. [Speaker 2] Namshe generally means... [Speaker 1] But you can find out by looking at the hypertext. Presents an overview. [Speaker 2] Nine is where we grouped the illumination of the true thought together. No, no, that's good. [Speaker 1] Is it? [Speaker 2] We're not getting rid of that. Yes, it is. Number eight. Number eight is the whole proof. I just don't understand. Yeah, it's confusing. [Speaker 1] Oh, I see. Okay, yeah, got it. Okay. Is everyone thoroughly confused? That was here, right? Yeah. Too many cooks. Okay, and then there has to be... Okay, that's it. So the whole thing is gongpa rabsel, right? And if you look... So that's nine. Nine is gongpa rabsel. Look down here to nine. That's the whole thing. The illumination of the true thought. Then within the nine, you have gongpa, which is true thought. And you have rabsel, which is illumination. Okay? That's how nesting works. [Speaker 2] Will you do the nesting for chidin also? [Speaker 1] Are people confused about chidin? I thought I explained it a couple times. Okay, eight is chidin namshe. And then you look down here to eight. Presents an overview. Okay? Then you look up again. Chidin itself is bracketed off. Separately. And down here below also is overview. So we could, in theory, we could also bracket off namshe as presents. And we didn't do it. [Speaker 2] Oh, you're right. Sorry. [Speaker 1] Yeah, okay. That was from before. But let's put one in anyway. And we can do namshe separately. Okay? Presents. It's translated here as presents, though. [Speaker 2] That's how he's using it. Is that really what namshe means? Or is it just the case that namshe... [Speaker 1] Well, but when it's used... I mean, my understanding is that when you're hypertexting that, if it's used in a particular case, then it kind of goes to the bottom of the list when you make the dictionary, but it's one of the possible translations. But you're the dictionary guy, so if you don't... You really ought to be able to mark it and say, this isn't really what the word means, but it can be used this way. Well, how do you want to do it? I don't have a way to mark that. Okay, so let's don't do it. Okay? [Speaker 2] Yeah. [Speaker 1] Okay, so that's basically how it's done. And it's... Usually when one person's doing it, it's a little bit easier because you don't have all these conflicting opinions. But it's kind of cool because sometimes I found that, you know, I work on it for a while, and then I go to sleep, and the next day I look at it again. That's not how it is at all, you know? So that's kind of fun, you know? Okay, so... What? I'm sorry. Oh, I've lost it. The folks in the world. I don't know. I'm trying to go up. I'm pressing as hard as I can, and it's not going anywhere. Here we are. Is that it? No. Oh, farther. Huh? [Speaker 2] Really? [Speaker 1] Oh, wow. What happened? [Speaker 2] There we are. [Speaker 1] Okay. [Speaker 2] Why do you teach everyone Tibetan instead of Sanskrit? Most of the work came from Sanskrit. [Speaker 1] Well, the reason that Geshe Michael wants to teach people Tibetan is because the... Many, many texts were translated into Tibetan before they were destroyed in India. And then they were subsequently destroyed in India, and they don't exist at all. There are a few Sanskrit texts that are still available that aren't available in Tibetan, but by far and large, the most of them were already translated into Tibetan. And so there's actually the largest collection of Buddhist texts exists in Tibetan only. And the reason he's teaching everyone Tibetan is so that they can be translated as quickly as possible. When Buddhism went to Tibet, I think they had something like a 400-year period during which they translated, and then the mothership was cut off, right? The Buddhism was destroyed in India. We don't really even have that buffer. Buddhism has already been destroyed in Tibet. And so we have some advantages. You know, we have the computers and a lot of... And so we're using those advantages that we have to speed up the process. But it still needs a lot of wise people to do the translations, and that's why he wants to teach as many people as possible, as quickly as possible. Yeah, I mean, he says that it's probably about 200 years' worth of work to translate what we've entered in so far. Right. So you do the math. [Speaker 2] Yeah. [Speaker 1] We need more translators. We need people that really speak Tibetan well. And not just for this lifetime, but also we need to be able to pass on the lineage, because apparently there really aren't very many Tibetan monks left who understand these various different languages well enough to pass them on to us. So it's shaky. [Speaker 2] Yeah, even now it's... [Speaker 1] If we don't do this, nobody's going to. That's true. And a lot of the Tibetans who are even trained don't seem to have the kind of compulsion, certainly not to translate into English, because that's not their language, and it's our language. Can I make a suggestion about this hypertext? Yeah. I think we should hypertext lamp for the leap of clear minds as one thing also. Oh, right, okay. Because it's the title. Yeah, you're right. Okay, so we're doing a lamp of clear... I'm going to put the A in there as well. [Speaker 2] Why do you know it's a title? [Speaker 1] Because it's capitalized. [Speaker 2] It's capitalized. [Speaker 1] So... So, Ted, help me here. Which one is it? Umalajupa, right? Yeah, Umalajupa is the whole thing. So I have to find a new number that we haven't used, 24. Okay, so 24 is Umalajupa. And I'm going to cut it off at here. So I'm leaving the AI off. And then this will be 24. And then I have to separately do AI. Oh, I'm sorry. See how you are, Ted. Which one is it? Which one is it? Oh, yeah, you need to hypertext that too. Might as well do that one now since you're on it. Do I have to? [Speaker 2] It starts at 18. [Speaker 1] Huh? [Speaker 2] It starts at 18 in Tibetan. [Speaker 1] At 18. For the one you were doing. You might as well finish Uma since you've already... Yeah. Yeah, okay. So which one is it then? It's the... Entering the Middle Way. Entering the Middle Way. Oh, okay, yeah, yeah. Okay, so... Entering the Middle Way is 24. Right? And Umalajupa is... Where is it? [Speaker 2] Um... [Speaker 1] Where did it go? Oh, yeah, okay. Oh, okay, here it is, yeah. And that'll be 25. Okay, there we go. Okay, Lam for Those of Clear Minds, which is 25. [Speaker 2] Because it didn't get translated. [Speaker 1] Some things don't get translated because they don't get translated. [Speaker 2] It's understood. [Speaker 1] Yeah, in different languages you have different things that are understood and... Now you happy? Mm-hmm. The only thing is... No. Sorry? Where's that? Oh, interesting. J-Pie is actually Lam, or... yeah. Anyway, you guys get the idea, right? Okay, any more questions? Before we stop. And that's... Actually, what he just said and what I just said is really interesting. Because this happens to me when I go back and look at the text. [Speaker 2] Yeah. [Speaker 1] Wait a minute, J-Pie means Those. Don't look at it. This whole thing means Lam. Right. Yeah, I know. Yeah, so you look at it later and it's different. Yeah. Yeah. [Speaker 2] Isn't it A-Lam for Those of Clear Minds? The word A is part of the title of Lam. [Speaker 1] Yeah, that's why I put... See that 24 here? The 25? 25 is the entire title. And that connects to... Where's 25 above? Did I do it? Oh, yeah. See? 25. 25. Lo Seldranme, right? Lo Seldranme goes to A-Lam for Those of Clear Minds. See? [Speaker 2] It doesn't need two characters on the left of 25 because... Right. Because the A is a hypertext. [Speaker 1] Yeah, isn't that cute? Yeah, it's all very tricky. But it's kind of fun to think about it. It's a bit of a... [Speaker 2] You can just do this for like a couple of hours and it'll start to feel very natural. [Speaker 1] Yeah, and you learn your grammar really well, too. You kind of get the grammar sort of like the way you do in English without thinking about it. Yeah, okay. That's it. [Speaker 2] Thank you so much. [Speaker 1] No, no, you're welcome to interrupt. That's what it's all about. Okay. Okay.