Bhakti-rasa

prītir yato yasya sukhaṁ ca yena

prītir yato yasya sukhaṁ ca yena
samyag bhavet tad-rasikasya tasya |
tat sādhanaṁ śreṣṭhatamaṁ susevyaṁ
sadbhir mataṁ pratyuta sādhya-rūpam ||
(Bṛhad Bhāgavatāmṛta: 2.3.152)

“The sādhana related to him [i.e., Śrī Bhagavān] of a relisher of him for which one’s complete affinity (__prīti__), and by which [one’s complete] satisfaction, shall come about is the best of all, [is] to be excellently performed, and [is] considered, rather, the goal and a form [of that goal] by the sat.”

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yadavadhi mama cetaḥ kṛṣṇa-pādāravinde

yadavadhi mama cetaḥ kṛṣṇa-pādāravinde
nava-nava-rasa-dhāmany udyataṁ rantum āsīt |
tadavadhi bata nārī-saṅgame smaryamāne
bhavati mukha-vikāraḥ suṣṭhu niṣṭhīvanaṁ ca ||
(Bhakti-rasāmṛta-sindhu: 2.5.72)

“Ever since my mind began to delight in the lotus feet of Kṛṣṇa, the abode of newer and newer rasa, oh, whenever remembrance of [past] association with women occurs, my face recoils sharply and I spit.”

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sakhyāṁ sva-sneho, yathā

sakhyāṁ sva-sneho, yathā—
śaila-mūrdhni hariṇā viharantī
roma-kuḍmala-karmabita-mūrtiḥ |
rādhikā salalitaṁ lalitāyāḥ
paśya mārṣṭi lulitālakam āsyam ||
(Ujjvala-nīlamaṇi: 13.104)

“Personal [i.e., a nāyikā’s own] affection for sakhīs is [described] as follows: ‘[Rūpa Mañjarī says to a sakhī of Lalitā:] Look! While sporting with Hari atop the mountain, her figure inlaid with budding pores [i.e., horripilation], Rādhikā wipes Lalitā’s charming face with disheveled locks.”

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sañcārī syāt samāno vā kṛṣṇa-ratyāḥ suhṛd-ratiḥ

sañcārī syāt samāno vā kṛṣṇa-ratyāḥ suhṛd-ratiḥ |
adhikā puṣyamāṇā ced bhāvollāsā ratiḥ ||
(Bhakti-rasāmṛta-sindhu: 2.5.128)

“Rati for a friend (suhṛt) that is equal or otherwise to [i.e., lesser than] rati for Kṛṣṇa shall be [considered] a sañcāri [-bhāva]. If it is [sometimes] greater and flourishing [more so than one’s Kṛṣṇa-rati], [then] it is [called] bhāvollāsa-rati.”

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asyānyatrātma-paryante syāt sarvatraiva mūḍhatā

asyānyatrātma-paryante syāt sarvatraiva mūḍhatā |
kṛṣṇa-sphūrti-viśeṣas tu na kadāpy atra līyate ||
(Bhakti-rasāmṛta-sindhu: 2.4.98)

“One’s [i.e., one who has entered the state of moha’s] stupor in regard to everything otherwise, including one’s self [i.e., body] can occur, but herein [i.e., in this state of moha, that is, stupor of the mind (hṛn-mūḍhatā), as defined previously in BRS 2.4.82] a particular manifestation (sphūrti) of Kṛṣṇa is never withdrawn.”

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suptir nidrā-vibhāvā syān nānārthānubhavātmikā

suptir nidrā-vibhāvā syān nānārthānubhavātmikā |
indriyoparati-śvāsa-netra-saṁmīlanādi-kṛt ||
(Bhakti-rasāmṛta-sindhu: 2.4.176)

“Sleep (nidrā) wherein there are variegated bhāvas constituted of experience of various objects shall be [called] supti [i.e., light sleep, or, dreaming]. It is a cause of inactivity of the senses, heavy breathing, shutting the eyes, and so forth.”

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yuktāsya sphūrti-mātreṇa nirviśeṣeṇa kenacit

yuktāsya sphūrti-mātreṇa nirviśeṣeṇa kenacit |
hṛn-mīlanāt puro’vasthā nidrā bhakteṣu kathyate ||
(Bhakti-rasāmṛta-sindhu: 2.4.176)

“The state, prior to the shutting [down] of the mind (hṛt) [i.e., the state prior to the state of an absence of external functions (bahir-vṛtty-abhāva) in the citta], endowed only with some unspecific manifestation (sphūrti) of him [i.e., Śrī Kṛṣṇa] is called nidrā (sleep) in the case of bhaktas.”

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kāla-yāpanāyām asamarthatvam autsukyam

kāla-yāpanāyām asamarthatvam autsukyam | … utkaṇṭhā ca tasyaiva sūkṣmāvasthā |
(Durgama-saṅgamanī-tīkā on Bhakti-rasāmṛta-sindhu: 2.4.194)

“‘Eagerness’ (autsukya) is incapability to pass time [i.e., being so eager for something that it becomes difficult to pass time unless and until one attains that object], … and ‘longing’ (utkaṇṭhā) is a subtle state of that itself [i.e., of eagerness].”

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śāstrādīnāṁ vicārottham artha-nirdhāraṇaṁ matiḥ

śāstrādīnāṁ vicārottham artha-nirdhāraṇaṁ matiḥ ||
atra kartavya-karaṇaṁ saṁśaya-bhramayoś chidā |
upadeśaś ca śiṣyāṇām ūhāpohādayo’pi ca ||
(Bhakti-rasāmṛta-sindhu: 2.4.140)

“Ascertainment of an object based on deliberation upon śāstra and so forth is [called] understanding (mati). Herewith, performance of what is to be done, cutting away doubts and misunderstandings, instructing students, positive and negative reasoning, and so on occur.”

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