moroccan arabic (intermediate reader) vol. 1

Preface This Moroccan Arabic reader is one of a series of texts originally in- spired by the needs of the Feace Corpse Both a hesic course Scholes, Alami 1966a and an intermediate reader

GR 9-E-03/

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intensive Language Training Center

Preface

This Moroccan Arabic reader is one of a series of texts originally in-

spired by the needs of the Feace Corpse Both a hesic course (Scholes, Alami 1966a) and an intermediate reader (Scholes, Alami 1966b) were written under Peace Corps auspices It was hosed that both of these could be thoroughly ree

vised and put into finel form A revised version of the first, pre-speech,

part of the basic course has been prepared (Ifigliazza-Alami 1966), but the

active phase has not been worked on further

When epplication was made to the U.S Office of Etucation for funés with which to prepare an intermediate reader, it was intended to use the Scholes-

Alami text (19660) as a beginning, to be revised ard expended This was not

done, and the present volume is completely newe

All of the texts and drills were written by Hr Alami, uncer the general

Girection of the editor The latter has furnished the introcuction

Cerleton T Hodge

Note

This is a preliminary edition Corrections are in progress by the authors, and suggestions from others are welcomed.

ity (FifeMielsen 1961.16) ‘he Arabic dialects of North Africa were here sub-

sumed under 'Maghrebit Since that time there has been considerable effort

expended to provide naterials in these Cialects The present work is part of

this contanving programe

The a50ve report also listed the types of language materials recomended for preparation, with Priorities given (18-21) The second highest priority,

Of these items (listed on 19) 'readers' were given first, presumably as

“of higher priority

The implementation of the National Defense Education Act has seen numer~

ous ‘readers! in many languagese iiost of these have been of a fairly conven-

tional type, being selections from written texts An apparently neglected

section of the above report is the article on ‘Tools for the atquisition of a

second language’ by Austin E Fife (86-98) Fife's remarks on 'reacers' are

well worth quoting:

!"Readers" are usually tnought of after basic courses Certainly

we need readers of graced cifficulty anc with variety in subject matter

- to meet the needs of students at given levels of ecmpetence, to reflect

the variety of the target culture and the varying needs of specialists

wno are learning the target language for sundry purposes Too often at

this level the lancsuage as en audio~lingual vehicle is lost sight of Certainly at the so-called intermeGiate levels of study we need to think

MY

3431

more than ue ever neve before of aucio-linzuel materials, or of texts supplemented by lecture materials and materials desi ened to be used for

exercises in oral comprehensione Haterials for acvanced listening, to-

gether with intermedizte and ecvanced conversetional Grills and exerci- ses, are also needed

Tae accompanying treader! is, I trust, more in line with what Fife had

in mind than many others The object is threefolé: 1) to provide a text which will be articulateble with a basic courses 2) to give natural language

acvanced colloquial, so to speak, not a titersry styles 3 3) to furnish material

which is culturally insightful

The first aim is in some respects the hardest to fulfil True articu-

lation of interneciste materials camot be achieved until a completely accent~

able basic course is available | There exist at least four recent »asic courses,

‘none of waich is wholly setisfactory ( (Satid 19553 Smith 1265; Harrell > Atu-

Malis, Carroll 19655 Scholes, Alemi 1966a, pert one replaced by HMigliazza-

Alani 1966) The present work assumes that the reader has been through the

Herrell text or its equivalent It has long been the- conviction of the present

writer that materials to be used immediately following the completion of a

basic course must be written svecificelly for this purpose This may not be true of certain basic courses in specific languages, but as-a general rule it _ , dis believed to be velid, perticularly for the less usual languages Basic

courses in these are not apt to prepare the student.to plunge into ordinary

‘literary material The gap between must be filled This gep may be in struc-

‘4ure, vocabulary, style, etc It is the further conviction of the writer that

the material written for this purpose needs to be comprenensive in its cultural

_ coverage (see point 3 below} je +5 must provide the set sttảng an which materials

oa lifted out of the culture (as Doo! Sĩ articles, ebe.) may be understood

‘Tt is also assumed that the user of: the present reader has at hand

‘several: standard referencese The first is Harrell!s erammar (] 1962) Je This work

has recucec the necessity for many notes, ard explanations to the texts are

largely semantic rather than znamuaticals It is, however, expected that the

available dictionaries will be used when necessary (Harrell, Abu-Talib 19663

Sobelman, Harrell 19633 ‘Wehr 1961) It is hoped that the notes, as well as the

translations of Part I pre-drills, will keep dictionary use to a minimum An

effort has been made in the notes to explain Arabic words in Arabic in order to reduce the use of English, including bilingual Cictionariese —

The secorỏ aim, the use of natural language, is closely related to the

problem of articulation ‘Interesting gly enough, when there is close adherence

+0 a principle of naturalness, the texts serve better as audio~lingual material

(2 la Fife above quoted) Each text is preceded by a conversational pre=dri11,

the purpose of wrich is to introduce both the vocabulary and structures met in

the text Part I has in eddition translations of these pre-drills, to reduce

student Gepencence on speaker cr Cictionarye Questions are included after the

“notes to help stin jnvlate auéio-lingual use of the materialse If so cesired, the

‘texts mey be useé 2s comprehension cxercises following the pre-drill (that is, they can be read by the speaker or played on the tape before the student has

‘looked at the printed text, with aprr ropriate checks made on the student's

The use of Erabic script for Part II is intended to enhance rether than

detract - ‘from the naturalness The conventions used-—sometimes approximating

‘classical Arabic spellings——are representative of those used by Moroccans in writing colloquial Lrabice io introduction to the script is given, es several

adequate ones already existe In order 40 provide a bridge between such Arabic script as the reader may be fami ‘liar with and that here used, an Lrabic version

of the first seven pre-drills is givens As this ‘4s also given in transcription,

the student may study these before beginning Part IT

Vv

The trird aim, to provide material upich is culturally insightful,

sounds trite It has been the purpose of more language texts than one cen

- count It is hoped that the approach used here will furnish insights which

will prove valuable to the person interested in interacting with members of the

Moroccan cvilture

The basic concent behind the present reader is that of tcultural

vignettes’ If one has an overall cultural view, one may underteke to give

-Isamples? of each facet of the culture These ‘samples! represent incidents,

oréinary everyday characteristic happeningse The text which embodies this

_ sample may: be narrative, conversation, description, or all combined None of

the texts is to be a generalized description—a ciscussion of custom, geography,

etc Zach is to be typical, not comprenensivee

In order to furnish even representative vignettes of the different

facets of culture would entail a reader running to thoysands of pagese It vould

_ be necessary to have first a complete evltural outli ine which coulé % then be

‘systematically followed This would give that may be terueẻ minimal represenb-

other intermeẻiate xeaders being prepared at the Center has referred the

authors of these to the cultural map ceveloped by Hduard T Hall anc others at

the” Foreign Szrvice Institute ard published by Hall in his Silent Language

(218-225) This is a provocative chart, one which can be used to stimulate the

_ thinking of writers tho may have little or no anthropological awareness e

ducged againsb such an ideal—rough though the latter be-~the present

- work can only be cesoribed as a fragmente The editor feels that it is a true

_ reflection of the vignette concept but within the Limits of time and space can a

only be a small part of what may be written Due to the manner, of its execu-

tion two major parts, each consisting of a group of related texts—its ecope

vi

is not as broad as completely isoletec texts would have furnisned It is felt,

however, thet the addec uncerstanding Geveloped by such connected texts out~

weighs this apparent disacvantage.s

Chviously any literature or other yritten records from a culture reflect

aspects of that culture A comprehensive culture~orientec reader would include

samples of all sorts In making a short reader such as the present one, a

choice must be made as tc what aspects of the culture are to be represented

Te choice here has been that of inter-personal relationships Part 1, for

example, is meant to portray a typical generation~gap situation The develop= ment of this theme brings in other cvltural features, as does the theme of Part

II Such vignettes are meant to immerse the reader in a real-life kind of

situation, to help him think like the Horoccans who are representede

Tn a speech area where there is a great ceal of literary procuct:on,

such vignettes may be founc veedy~madee Even literature, however, has its craw- backs, ag there is 2 purpose to it over and above the presentation of life as

it is, an ulterior motive Here the motive is to present pictures of life,

nothing wore (A previous intermediate reeder-~Scholes, Alami 1966b has a

number of short isolated texts and may be usec as a supplement to this reader,

Part III, by those whe want some edditional material.)

It is hoped that this approach, that of overall cultural representation,

will find favor with future reader-writers and that We will eventually have a

culturally comprehensive Moroccan frabic readere

Fach Lesson of Part I consists of five parts: 1 Pre-Grill sentences;

2 Translation of pre-¢rill sentences; 3 Texts 4 Hotes; 5« Questions and other

drill In Part II there ere no translations (2) The actual order in Part I

is somewhat cifferent: The pre-drill and texts of the lessons are given seria=- tim, followed »y all of the notes anc questions, the translations being given

vii

he’ end e ; ‡ 4 e last 3 - reduce reliance unen

at the’ end ef the volume ‘he position of the last is to reduce reli

theme They are there for reference, but every effert should te made to keep

classroom work as well as individual study in Arabice

Bibliography

Fife, Austin E and Hielsen, Marion Le 1961 Report of the conference on

neglected lancuages held under the auspices of the Modern Language

Association of fmerica and the U.S Office of Féucatione New York

Foreign Language Program Research Genter

Hall, Edward T 1959 The silent lenguegee Garden City, Doubleday and

Company e

Oe PS O86 on OE Eh sh OP ee se Ga:

map 218~2256

Harrell, Richard S 1962 A short reference grammar of Morocean Arabic, with

an appendix of texts in uxban Moroccan Arabic by Lowis Prunot (Georgetown

krabic Series, No ie) ‘Washington, Georgetown University Presse

Harrell, Richard 5.3 sbu-Talib, Mohammed and Carroll, Willian 5 19656

A basic course in Moroccan Arabic (The Richard Slade Harrell Arabic

Series, No 8.) Washington, Georgetown University Presse

Harrell, Richard S., ed and Abu-7a1ib; Mohammed 1966 A dictionary of

Moroccan Arabic: Arabic-English (Georgetown Arabic Series)

teshington, Georgetoun University

Migliazza, Ernest and Alami, Wali 1966 Spoken Moroccan Avabice pre-speechs

Bloomington, Intensive Language “raining Center, Indiana University

can frabic (intermed:

4 Wald 1966b Spoken Moroccan srabic (interme

“Indiana University =

Bloomington, Intensive Languege Training Center,

ith, Harlie Tey dr 1965e Moroccan drabice introductory course, mits" 1+20

~~ Prelim ede Tangier, Foreign Service Institutes

belman, Harvey and Harrell, Richard S., ede 1963 4 dictionary of Horeccan

krabies Inglish-Arabice (Georgetown Lrabic Series, No 3) Washington,

“Wehr, Hans 1961 A dictionary of modern written Arabic, ede by J Milton

Cowan Ithaca, Cornell University Presse

96

33 _ 6T

10

yyin, nzail u rah fariian la hwia wala bbah

~-sead ya®mal Gaba? a

~~iwa smaft b.lli gađ ydxol 1.,1q1sa lbidagozi , waqila bea ywalli ustad

a ` _ -

—-nasi qbiH, sHal f°awru đaba?

- =-thanTas ›1Cam b¿DDabT, ˆ

‘iwliyyid nzib tharkallah, u dei ˆ

m-llah yawaddiii ae ẽMHaẼš

~-~xlaq Hdaya sir lbaril; ddunya bial -lmanaan,”

Chapter T

Text A

Mogaddimat Hayaat Rasiid

Ra¥iid ¥aabb Candu tminTa¥ 1°am, had 1°am HaSSal

Cal Ubakaloria dyalu, u kaysta°idd: bat yadxol 1~1Xaami°a

© nóu minHa mi1 1uizaara baŠ ydxol 1-lqism lbidagoZi

f-RRbaT, Hit kayfaDDal ykun ustaad, 5

had ¥¥aabb 114 gadi niki 1~-kum 1Hayat đya1u

xlaq Héaya mayn kunt ana brasi kandras f-ttaanawi

milli kanat Cendu xams sniin, u dxal 1-lmadrasa, u

huwa mnayn kayZi 1-DDaar, kaybda ymal bHal Imu“allim

đya1u; kayugaf abalat bbah u yimmah, u xutu SSgar,

u Hatta yla kanu ¥i nas uxrin f-DDar, u ybda za “ma

kayoarrihum đak Xši 11i øra huwa ubbah kayfraH uyqgo+

1-yimmah: ‘had luliyyid gadi ykun muHaaDir kbir

£-l%aami a

u dabe gadi n°Tikum raDra “al 1Hayat d-had Xšaabb

RaXiid milli xlaq Hdaya, hadi tmanTa¥ 1°am, bHal 1managm,

Text B

gir 1bariH wana u bball “zara ma kanifarqus, Gima kansafru bavz Usess ;

ssi Comar razul Tiyyib, milli kuona drari Sear, “aznmru, ma tbaddal

ssi Cumar uld Satila, llah ya waddi -

Hatta dak ssiyda mratu mskina bint nnasi u mazala Sgir Be

llah ya waddii bint 1Haz iioHammad 1bardỦi

=iy7in, gbaL ma độztwuaz kanat katqra £ „1madrasa đ„ssae De

- —wA gir si jyan qlila u xlaS yallah ! xa t°raf tictab saiyytha be i Ta

¬ wa, ara u kan; hhadal: wagt u hada wagt; 11a ghannik £,nậ ssafa,

Candi - “mid a&a ssi “omar £,1qahwa, nsufak mắn b ba°d

Text B

_ bban Ragiid kan Sdiai min chal ma ydzuwwaz

umin ¥a y°mal 1°urs, ma Hta¥¥i ystad°ini; xamsTa¥

lyum qbal mal i°urs ma kunnas kantfarou, u kan ma

kaydir ixayT flibra Hatta kaysta£ar m aya, wila

ma, ttafaonaé kaybaddal naDaru ¡ hađi đaba teaCTaš

1° am, sana min baCd, xlaq luliyyid Ra¥iid kadalik

- HDart nha? sebuf, u kunt wagaf wact ssmiyya bHal yla

kunt “ammu ew xalu,~ ddinya Bhal lmenaam, hadi tmanTak

_ issanal! wa ma “lina¥i; lmuhimm ana HaSSalt C1a minHa

bas nn¥i ntxaSSaS ‘f-lxaariz; hadik seafa Rašiid kanat

mnin réa°t 1-bladi Zbart Ra¥iid tbarak liah, walla

Cazri, kaywSalli taHt baTi, u bbah farHan bih kaygolli:

"tbarak liah wliyyid dki u nZiib, u hnak galli bbah"

dyalu u kaydba yaarrihum ddurus dyaiu f-DDar

waHad nnhar kunna galsin ana u bban Ragiid f-lqahwa,

Ya huwa CraD 11 (gir bfammu) bas ntca¥¥a u naaSSar m°ahum f-DDar hna Ra¥iid gadi ybda y°ayyaT 14 Cammi, u gadi

ybđa yuarrini 1knaniš u 1ktuba đyalu baš nraÝ“u đđurus

ana wiyyah, lHaaSil kabrat bini u bin dak luliyyid $i

maHHibba, tquiu waldi, mafi gir wald Sdigi

Text C

* '

be-anlan b.ssi Comaree OF Aduktur cal sslama, waqtas ziti min Ámirika?i

B Llah ysallmak, wa rana Tai°a l.sab’a shur

-Text C

_ đazat Euhuur u- acwam, u ddinya bHal 1manam;

_ukunt, y1a ma šuf¿ši Rašiid, kanšufu marra f-1 usbuuc,

uhuwa £ugnma yšufni kayZib 1miHfaDa dyalu, u yzbad

1knaaniš u 1ktuba minnha, u ÿbđa kayraza® maya, wana

gir CaTih bali u huwa 11i kaywarrini kul11ši wyeu113:

ˆ” qeaS41 ma Clina¥i; 1°am fa¥ kan gadi ytqaddam

1¥¥ahaada libtidaa' iyya, mmayn kammal tnaš 1Cam, kunt

Candhum bHal 1°aada, u Re¥iid kaywat%ad l-mtitiaan f-1biit

.-fayn kayn°as huva u sutu SSgar smaCni kanhdar mổa

u huwa ytama ma%i “la rus hnanu, u 2a Canđi uga111

£-wadni: " Cafak a Cammi ma triếi Hatta nđưi m”ak,

wa=1a~budđa„"

goltiu Hatta ana f-wadnu: '? yak la bas."

galli Cowyad f-wadni: " f-lgaaya, gir Candi bik

lgaraD."

~~-Text D

-~anni, Casmi, bagi nhdar m °ak gbal ma tise

~—=wua gol.li daba

lai mnayn tkun xari2 đus Candi 1.1bit SSgir

“la rasi

nta, ela baba, la mama matbafqin?

nattafgin (m°arasu): y°lam llah gnu f.had zzua 111 “Tani Rasiidi

—=wa lla yhannik a Camai daba

-~il lliga ya waldi Rasiid (m°a rasu): walayinni tqila had 25a Í

ww .3 “, +

_yflam 11ah Šmin sirr fiha , ma fiya ma hqra daba, nus nDrab na°sa

na “andi ma nsalak a waldi Rakiid wa štbi” 111 kayzbahad kaynzaH,

babak u mamak ma ykunu gir farHanin bia qya5l

_ bla Sakk /Canni, dak 1*anana 114 °Titak, skan minnha?

~-iwa, Hallit ze au suft 1li fina walakin

_—Aia mzyan, deba gadi mmsi Cand baba 1.lma°mal, candu biya lgarad

Text D

gabla kulli šay! Clas bga ytkallam m°aya Rašiiđ

gbal ma nxruš (ha) địk 1111211 1uag1 mnayn méit

Candu 1~1biit fayn kan kayTala°, gir Xafni qarrabt,

u huwa yucaf uyZi Candi l-lbab, u £~yađđu waHad ˆ

¥¥wa kbira, u ma¥duda; makkalhali, u galli: "a Cammi,

Cangi Pik ttica lkamla; hak had ¥%wa, raha fiha diftar

kbir kullu maktub; yla beiti tHallha u tagra dak E¥i

1li maktub f-ddiftar, ma nzuwwallak®, palHag ma tgol walu

l-baba aw l-mama, Hatta nduwwaz 1amtiHan, u ana gadi nši

Canđak 1=maHallak u nddakar ana wiyyak cac

xait Z%wa u m¥it 1-DDar, u bgit Hayir wat nHallha

walla la, ma £adni gi nn°as dak llila, u liagadda

11i “Tani Ra¥did, kar%bar fiha ‘anna’; Zi myat warga

kullha maktuba, b-ttarrix, u nnhar, ya°ni mudakkira

yawmiya dyal Ra¥iid, bdaha f-¥¥har d-Ctubar u hedak

_kan $¥har d-jwan, C1ayn tis® Xhur , 01 ma fadni gir

¥addit 1muđakkira dyal SaHbi SSgiir, u xabbitha f-lamZar

dyal 1maktab dyali, u golt m°a rasi: ® ma ngraha Hatta

yzi Candi Ra¥iid; huwa yara ktabtu b-zzirba, u naCraf

C‡iaš CTani Jmudakkira dyalu, ana, u maŠši 1=babah!,

kan hadak nhar larba®, u Ra¥iid ¥a Candi 1-DDar nhar

¥¥am°a, farHan kayDHak min wadnih Hit nZaH f¥¥ahaade,

tCammag fiya: !0a “ammi nšaHt, a Cammi nšaHt, "

vwana kanharmih u ni ¬aH bih, u đaxxal2u 1-lbiit ikbiir;

u huwa yhazz Caynu fiya mtammar zaCma bHa1 š1 ra5i1,

u galli: " Cammi, ,¿alaCti “1a đak ¥¥i đyali." goltlu

lHaqigqa, %a huwa bqa kayhazz rasu u g«lli: !! 1a mzyan;

đaba 11ah yhamnik, nsưfak min bata, 1"

-8-

-Text E

~-sgad t°mal f.had SSif?

~-gad naxud gir si usbuỀ 6.1°uTla, vu gad nduww2u £,1fran,„ /u uk

_ ttlata đ.1'asabi° loxra gađ nxalliha Hatta 1,1°am zzev/ beit ntsara

suiya f.*urubba

_=-hadi fikra au°tabara /walakin had 1'usbu° 11i gađi dduwwaz

£sifran, yallan ndduwwznh zmi© f.sla aw f ,tiahđiya aw f.zzdida, coe

~-la ya axi /b.ssraHa ma tayuafoqnis lhaua đ,1bHar/ kanaraD, u aa

kanzba+ nasaT/ ma kanbga la nakul mzyan wala nnCas mayan, 1lHaSil

mttafgin a sidi, yallah nduwyzeu had l'usbu® mzau°in f.ifran/ u nasiw

nsvfu lauxayyamat lnadrasiya Hdana tamma f.ban Snim, u f.Ras lna/ bzazaf d.drari dyanna rahua tamma f.lauxayyan/ wlad ubnat

Hatta Rasiid, wald Sdiqi ssi Comar, rah tamma f.ban Smim hadi

daba , Clayn tlata đ.1!asabi°/ msitz sbtu nhar lHadd 111 đaz,

masi hađa, 11i qbal minnu,

~=C1ih 1°anal a ductor, nmsiw n°awidu nsufvh mzm°in, /iwa maw°idna

nna bial 1°ada, bas nttafqu Cal lbarnamaz

~-la snail 1i/ zadda nsa'Allah mstad°i Cand Sdigi ssi “omar,

daba n°mal lak tilifun

Text E

hadik ttalt Xhur dyal SSif, RaSiid duwwaz minnha sitta dal asaabi® f-lmuxayyam, m¥a 1-Z%bal Hit ma

-kaywafqué lhawa dlbHar; ba©da, gbal ma ymếi 1-lmuxayyan,

waHad llila kunt Sandhum waalli bbah: "™ gadda f-1fZar

Ra¥iid gadi yoalla® 1-1muxayyam," Xuft f-ddirri, u

¥af fiya, u hazz li rasu ugalli: " min ba°d nZi mal

Commi ® Hmna zafma kantfahmu imuxayyam nSufak a

bafDivyatna, u f-1Hiin sallam Clina u mša ynCas baš

vfid bkri, ana zatt mmurah ¥wiya uméit Hatta ana -

mnayn fact, tqol $i Ha% kanat katxaSSni Cad bHal 1li Crani beTar¥a u golt: "iiih' Ra¥iid-wlidi daba rah

WwSal 1-1moxayyam‡*,¿ neit 1mudakkira, u bga bali gir

ma mulaha bHal 11i ma XuftuŠ hađi mudda dak SSbaH

kullu ma ¥bart ¥ahiya 1-1ftuur, ma ¥bart Saal ba¥ nbaga

f-DDar; ma fadni gir Lbact Hwayši tu xraŠt hakkak bla

fTuur; yallah yailah ma fagtbrasi Hatta ugaft f-bab

Ima°mal d-bban Ra¥iid, u huwa min b°iid kay¥iyyir 11

gi" Hsaas goltlu: ! 1°azr1 msafir, Triq ssalama, rana

Zit n¥amm rriHa đya1u f==bbah,* Sdiai bqa kayDHak u calli: *! a sidi daba Cad Chart yala kan dak lwald

kayHabbak bHali aw ktar, Sandu lHaga! ta zad galli:

" min hna ma tmši Hatta lwaqt igda unnéiw maXmu“in,

Ra¥iid daba bssalaama msafir, Sammu ywannasna f-lagda, '!

Sdigqi kayxdam wana galis Hdah, marra kalma, tu

marra Hikma Hatta ¥a waat lagda u ¥add RRazul Ima°mal

dyalu u gbaTna TTridq 1=fandu 1-DDar, wana miyyit bššXuu£,

-10~

Text, A

mulat DDar: mraliba b.had rrazal / fayn had lgyub?

mul DDar: wa lalla đaba RaXiiđ masi hna b„85alama./ Skun gadi

zzaayir: lawah ya waddi / ntuna wkad min Rasiid

mmlat DDar: vwallah ya ductor yla wlidatna wala Hna kanHasbuk

bial wahad minna / wma RaSiid xlaS , bla sakk

kayHabbak bHal bbah / aw swiya ktar kayqol—li Cagliees

bla đđucbor u / ta aranna ba” đa ntfassay bas ngalsu ngassru “la si kisaan datay / Dfi Clina dak ttilifizyuo

daba, xallina nddakru ai a dduktur

(min ba®d 1°Sa.) zzaayr: ta 1Ha3i1 11a yhannikun f.had ssa s / nmsi nrtaH swiyyis

£.DDar / kanHass b.rasi “ayyan swiya

aul DDar: wa sidi katte°bu £.Sseul dyalkum / Wah lnin / *#va 1a

tfmalhasi hiya hadik / Hna ma kanbgiwsi nbasslu CLik b.ttilifunat sa°a - sa°a, v nta la teayyibsi Clina

ddrari SSgar kullhua: azi Candna a “ammi, dima

gzaayr (kaydHak): nsatallah a wlidati / wa, ssi Comar, thalla

ml DDar: razul SeDiim had dduktur

mit DDar: 1°ilm ya ssi Sonar nuwa kullsi / masi kaygol lmatal|

« lgari la turih? ?-/ daba wlidna Rasiid rah kayrva C14 dduktur / lHamdu llah bade 114 Rasiid kay°raf

Chapter II Text A

gir gabbalt C1a bah DDar uŠbarha xaliya tgol

BaXiid huwa 111 kan m°ammarha buHớu; ssiyyda katmarHab

biya u ddrari SSgar, xut Rašiid Hatta huma bHalu

kaydoluli ! Commit wana gir kangangam ma Craftši Rasi

gnu kanqol bảa Sđigi kayDHak mÈa mratu ugallne:

Ima zagi bas ysufna, øa gi? yŠšamm rriHa d=Rašiid fina, '

Yat mratu galat lu: 'ya hu ya buh 11ah yCTina “la

wzeh min nđuzu, ara wikcam, !

Klina 11i kattah 11ah f-1biit 1Ebiir u mayn nzlu

c

sewaani, bđa 1sani kaydur f-fammi: waŠ ngol ma “andi,

wualla nktam ssir?; w f-ttaali qolit m”a rasi: ‘lla!

Sdici SSgir Rafiid waSSaani ma ncol walu lbahah u

mamoh; wallah ma ngadru wala nfSi serru, SSamt Hikma

f-%4u% u rba° hakkak, Sdici wqaf bas yr⁄a” 1~1maCma1 dợa1u u ae raÝna ma zmufin baš nuši Hatta ana 1-¥gaali,

u !akkdat ssiyyda “1iya baš nši nt°a¥¥a u ngaSSar

walakin Ctadart

llah ¥ahad, malli dxait 1-DDar, ma staTa°t® nHsar

ddmu® wala Craft Caš 3 u mŠit bla ma ndri 1-imzZarr

d-Imaktab dyali, u Hallitu u Zbatt mannu 1muđakkira

đyaL Sđiqi SSgiir RaXiid, u Hallitha f-SSafHa 11u1a,

u bđit kangra min taHt đảmu”,

~DBe

Text B

milat DDar: si Haza frasu, | adikt fur / gir kayxaanen

aul DDar: a waddi haduk nnas huma haduk: dima kayfakkru, u ma

humasi f had 1°aalaa,

mulat DDar: la, lay klamakt huwa lkbir / hada Rasiid rah qa1,1u

5i Haza, uv ma Habbsi y golhanna / kattbat dak nnhar

11i qal.lu: « ma tmsis a Cami Hatta nsufak, “andi

mul DDar: * ntina ya had lnPa dina katxlag Si masaTil .! /

dak nnhar a 1a11a, Rasiil bga ytsauar s°a "Oamau”

12 đđiraasa đya1u bHal 1°ada, u ##nabina Pin

sa11ina

mmlat DDar: wa ma n°raf / thya tinea / u dak Z2va 1i kanat

" f.yidd dduktur anayn xraz min Cand R giiỏ, sau hiya?

ml DDar: wa snu qolne lak a lalla, 1aasa!11 d.iktub u 1knanas,

u waldak a lalla” 'zbar Gduktur msa đu, zah kaybassal

Clin u Hna manna? / binathun bzuz

‘mlat DDar: was Hna nai waldih? / yle kenat Si Haza Cand

mul DDar: ma Candu Hatta Haza gir ntina katsri Thana b.iflus H /

xaSSu?, (aul DĐar naD u asa yn€as / mulat DDar bạat f.1bit

1⁄bir a°a wladhe katsuf tiilifizyun)

—-galli laa ye ifina, n°anlu si kas datay / wa galsu

b.Cgalkum ya ddrari / yla Caplin SSda° nSifaTkua

đaba 1,bitkua tna”su

a -11:~

ddrari: waxxa a mana / ngalsu ba qa1na ngu?u ttilifizyun

1bnita S5gira: ta ba°ad minni aw agolha 1,maia,

luliyyid: sss! daba tsna°na mana,

mlat DDar: iwa ya ddrari, bditu be°da?!

_đổrari: lai a mana 1a, la i

Text B

faatiH ktuubar 196

! Ana RaXiid bín .; f~=“amri Hdaš l1sana

u rabCa Xhur, lyum f-ttmanya u nuSS dxalt 1-aism

xdamé ma yakul¥; mama bint Ca'ila mutawassita ma

katCtamad gi? Cal 11ah u Cla zzu% dyalha, 11i huwa

liya f-Imustagbal! RRZa f-llah

1yum, jiah yzazih bixiir u y°awnu Cia hamm zzamaan,

~l6=

Me

Text _C

—-mama snu “Ta Rasiid 1 aami dak nnhar?

~ ynkcan ši kkab aw sỉ kunnaš, ma n°raf / u °laS katsuwwal?

= Rasid ma “TaSi dak 331 l.baba / yokan xa® minnu

“aéliyyah babak go} kayakul nnas?

~na' ntrat á finn’ / Hit Rasid kaybda ybki si marrat £.,11i1 / t ma

¬ Yaybgiš Si yeol.na Clas,

kaybda ybki f,1111?

yyih a mama / u kaybga ykt tab f.waliad licnnas kbir, u kayxabbih

-£.lmzar w kaysadd Clin b„ssarut t yTlag ssarub faŠãbue

~-Canđak tqo1 had ssi 1.babak / vana ngat1ak, _+-la, a mana wallah ma ngolha.lu / nxaf ainnu,

í xa siru tnaCsu ya ddrari / hadi l“asra / (to the mai) naCCas

đảrari va lina u gaTTihua u Dfi DDuv / u azi yla bgiti tsufi

%tji???!—' un m° aya

iiina—-sidi Rasii id, a lalla kaybqa fayq Hatta lagn-wa-leyn, kayktab /

vu save sa°a kayxruz 1.waST DDar, f.DDlam u ybaa ybki

—-1 “las Cammnak ma golti-li had ssi?

Hina~-huwa, a lalla, sidi Rasiid, Hlaf,li u golt.lkum si Haze

Hatta “yxroz min had DDar, u Cammru ma yzislha

_—=ana “arfa wlidi kayfham kullsi, u Sakit la ma fin / yallah nna®su ?,Hanna ya lina

Minea tSabHi “la xir a lalla

~-ina, f„SSbaH wazzad 1fTur l.ssi Comar qbal ma yxroz / ana

Habbit(abadjnbaa na°sa Swiyyis / Candak ddrari y°anlu SSda° /

mnayn yfaTru SifaThum 1,zzanga yla°bu / ana ma nfiq Hatta 1.1°asra aw 1HDas -17-

Text C

faatiH nuwambir 196

thadi Shar baS dxalt l-cism ¥¥ahaada libtidea'iya 1Eamdu 1i11aah kanCma1l Zuhdi, u rabbi makayxayyabnix 3

nnugaT dyali xullha mzyana jliah ykammal bixiir, u hana

Candak a baba; u la txaf¥i a mama, waldak Ra¥iid f-ktafak,

ymkallax tCawwual “lih, u Hatta xuti SSgar,

tlaTTaZ (13) nuwambir 196

Rašiil Claš ykunu rabC€a đttalaamid fug mammak‡ f=1limtEiHaan

ttaani, Haawal ttgaddem u 11i ttkal ©al llah ma yxiib

tmanya u “a¥riin (28) nuwambir 196

ya HafiiD ya sattaar; bada Cayyan; ma m¥a¥ lyum

1~1maCmal ya rabbi ana ma zal Ssiir u baba Ragul

Da“iif, xalliiu SShiHa dyalu ba¥ n°i¥ ana u mama u

xuti S5gar,

tssCuua u “ašzin nuwambir 196

=18~

Zext_D

mmìat DDar: sma°ti ya sidi Comar, Zarti qalt.1i b,lli nhar ZZam°a

Sat hiya u razalha ysufu waldhum f.lavxayyam / Hit Hatta wlidhua rah f.lmuxayyaa, b,lHaq ngấi m°a Rasiid

f,ban Smim, la, huwa f„!ázru,

ssi Comar: iưa msyan / wlas msaw, waldhum ma gadisi yskun tamna,

daba yzi / onas ma Candhua sgol, tqol

mlat DDar: nhan zzam°a ya waddi rraZal ma kayzdams, iue mSaW zf54

ysufu wlidhuum kif kay°is f.lmuxayyen u / Hatta hadik

msarya, aw 1a?

ssi “omar: iwa, bgiti Hatta Hna nasiw nsufv Rasiid ?„3zzuxayyam;

walla?

mulat DDar: yla za “la xaTrak, rah yfraH wlidi u yt°anna bina anaya

ysufne - / ma Canởna 111 yhuwuasna, ddrari SSgar ybqaw

ma Mina, bHal dima, ddrari: omsiw m°akum a mama lla yxallik

ssi Comar: ma gadi nmsiwsay / Sftuna daba xarzin “la bab DDar?

milat DDar: "hash! bagi Hatta ma qal5i babahum "yyih" / Sgadi

tosiw t°anlu ntuma f.lmuxayyam? ; mnayn tkabru, min

daba Cam aw Camayn tmsiw Hatta ntuma 1,lauxayyam bHal

dérari; wa nsufu lauxayyam daba ba°da, a mama

mụlat DDar: ya leTif ya laTif, ma yxelliwak t°mal Hatta xalfa bla

bihua!

ssi Comar (1.ddrari): ma gedi nmsiw la Hna wala ntvma / xakua Rasiid

rah tenna nÊa granu, u Camm Bubkar huwa laursid

1°aamn, ma Candna las nmsiw

-19—-e mmlat DDar: ta đaba “andak flisat ya sidi omar, gadda sadd

lmacnal $i xams yyaan aw Casr yyam, u nasiw gir

ana wiyyak 1,iqniTra Cand see Ch eee

ssi Comar: iwa baCda, hadi “layn shar ma sufna duk nnas

Text D

rabfa u Cašrin đisambir 196

t°ụT1at, ra!s seana; hađ1 ktar min ghar ma ktabt

walu: kxuLlŠši 1Hamdu 11ah f-lgaaya lbarak bảat 1 u11a;

u qalbi ma¥guul b-baba mskiin tu mama ¿: tya tfham;

tacCud wea¥rin disamber 196

yallah r¥act min Sand Cammi, f-déar lbida; xti

S8gira kenat mriDa; baba đa” flus TTbiib u flus ddwe;

llah yxlaf C1ih u yCawnu Cla hamm zzmaan

Hda¥ janviy 196

1yum šafu ššhar; gadda ramDaan, Xahr SSiyyam

u ©andha ddrari, ya rabbi Cinhum Ca1 ddunya u ddiin,

-umma ana gir Sabiy Sgiir, ina yHaqq C1iya Syaam

tesCud-u-Cazriin janviy 196

mama waldat bnita, u baba kbar lu 1Hmal; kull zaayid

brazqu, u rabbi yxa11i baba Cla xiir, wana farhan

~2le

_-¥a £.?Tumbil u xallaha b°ida Swiya min lxayma d.lmrsid /

ymkan m°ah si waHad, ma n”rafl

yokan mama u xxuti SSgar / Oh! muHaal

~-wa zri dgya / ma t°raf ? ws

euh „ai! kif °amla TTumul, kaHla?

la, Hamra, kaDDwi, u «bira

Safi, hada Cammi, euh ya°ni dduktur

~-duktur? Cammak / yak “ammak huwa laursid

1°aanm, l'ustad Bubkar, aw 1a?

ma Candak Suq / ana Craft daba skun 11i za / Hasan xoya

gabbal 1°afya Candak ttaHrag Imakla 11i foq minnha

gir bir *wala Salik / yla kan dduktur, qolha.li / sm Tbib walla?

xla€ a Hasan masi Sogaki ˆ

~-heu! heu! heu, °ammi, dduktur / ra “amnak f.lxayma yak

gir ustad / u smu ssi Bubkar oeooe , Ya xoya u sHal fik

kayna hadi gir dxol Sog rasak a ssi Hasan

—-wa gir kanDaHku a Rasiid / was nta mngor?

waas! a Hasan sHal fik d.lklan,

~-wa sri đgya ra Cammak u dduktur, u dduktur u ssi Bubkar,

wu ssi Bubkar u Cammak, u Hatta 1mursiđ 1°aamm u 1'ustad

“ammak, kaysaynuk

«2? =

_ Rasiid: kat“raf ttfalla a Hasan / ma “andi ma nsalek / ha 1°afya,

Dabbar m aha Hatta nầi,

~-vaxxa a “amni dduktur euh a ssi Ra5iid,

Text E

tmantaS (18) janviy 196

Commi ma kayxTana$; u ktir i b-lmunaasaba huwa

114 Xra 1Hawli d-ssmiya; baba makayerZa°S llura walakin

1!aSđiga! karaama min llah! xti ssgira smmawha 'amal

waHad u Ca¥riin janviy 196

baba; w1iđdat 1H1aal kayšabhu 1-waldihum ya HafiD ya

sattaar mal baba lyum za°fan !2 Ch! !Amal katbki bla

gyaaS; ma kayn bas

lyum 1ilt sab°a u Ca¥riin, lilatu lgadr; baba gadi ybaa kaySalli f-%¥%aama° Hatta lwagt SSHuur, u Zab nna lfaakiya u lHalwa; wana Samt lyum; mama “ratni ryal

wact 1fTuur ana muslim bHal baba

tiar7Taš (13) mars 196

lyum 1°iid SSgir; baba m¥a 1-lmSaila f-SSbaH bkri;

11i ma Candu diin ma Sandu Hayaat

lowrsia Vamas „ Rasii id, Sicun 114 mgabbal 1°afya?

_ wana tu Hasan ya ustad, -

laursid 1°amm: Ohi ., gol 1.Hasan ydir ¿ zua đ.1kisan đatay u

za° nha 1,hna,

Rasiid;, waxxa a Con sesse na “am ya ustad

đzaalir: iwa a Rasiid, SaHHiti hna f -lommayyea / CaZbak 1Ha1? /

sou kaTTabxu 1 elgda? / keTTla® 1.ras ZZba1 irayzaD

_ Swiya? / Candak noqaT àyanin Le nnasaT ayalak? | ses 1mrsid 19aanm: sir a waldi “awn Hasan £.1aaTbax Hatta n°awwg

nSifaT “lik,

zzaa'ir: qolt lak a ssi Bubkar, hadi yalleh si rab°a yyan bas

kunt Sand xak ssi Comar ?,DDar, u t°assina mzmin,

u ma gallisay b.11i nota huwa 11i mkellaf b.had lmuxayyan hada,

lmrsid 1°gamn; Hagiga, kunt Tlabt: Z2điđda, aw ásfi, aw tagzut

aw tagzut aw Azru, u xallit ban Snim huwa llaxxar,

walekin huwa 11i Tla®,

zzaa'ir; walakin xak ssi Sonar “araf b.11i nta hna, aw la?

1mursid lÊsamm; bla sekk / walakinn kat°raf đưk nnas / ma keyHakku

°1a đabra, u ma humas f.had 1°alea,

zzaa'ir: a ssi Bubker, was ymakallak txalli Rasiid ymsi yteadda

maya ?.ifran / fug mna qolti-1i nrađdu 1,hna,

lmursid 1°aamm: ma fiha bas walekin wa 4 qoleli ba°da «

© =m25=

gzeatir: ma Sandi ma ngol,lak / dak ssi 111 gađi ngol.lak,

ynkallak tharfu b,luasa!li1 dyg1lak Ä1xa5S5as«e

lmursia 1°aam; hađa 1mafcol, / 11a yxallik ya doctor, Rasiid

xaSSu ykun hna gbal Zz03; Candna ztima® Camm bas ncamlu ttagrir d.nnaSaT d.had l'usbu® Li

zzaa! ir: “tamad “liya a ssi Bubkar

lmurtia 1°aamm: fayn mwa RaSiid, qolo.lu ybaddal Hwayzu bas

yaoi ma ddvklur 1,ifran.

Text F

tmanya u “a¥in mars 196

Hadi Eher ma ktabt walu Ei Zéid ma kayn; ddirasa

fi aman llah, baba “andu lxadma mindaha Hatta 1' awwal

SS4f Cal 1'agall SbbaTi mqaTTa° u 1kabboT đ-1€aam

1aT71f, had 1 am Ša 1bard ba3xoSoS,

~ .weHad u tlatin mars 196

1mtiHaan đ-ttalt Xhuzr ttaniya zad Ea%Za°ni;

‘lMandu llah taaddawt f-ddara%at uZit talit “1a xamsa

a tlatin f-loiem ya “win llah!

tani mayi 196

dabe ma bga mzaaH 1mtiHaan d~šếahaada garrab;

wana mSammam baS nnZaH yla nZaHt, u hadak ma kantmanna

Cal llah, gad ngtašar m°a Cammi wa¥ ndxol 1-imadrasa

1filaHiya, aw 1-lImadrasa SSina“iya, ‘aw 1~-1madrasa

lHarbiya; Hit ddirasa ttanawiya Twila, wana kantmanna

nHaSSa1 “1a ši Camal min daba “amayn, y1a Tuwua1t

t1aTTaš mayi 196

.Cammi mskin mŠgu1 biya, u baba raul baDfa, ma

kayfhamÉay f=1'iđara: “ammi đaba đar 1wa5ibat kullhba

baŠ ntoadđam 1-1mubaara đ(yal) lmineH, wila n¥alit fiha

gađi ymkalli:ndxo1 1~ttanavi, tu tkưn Candi minHa mil

1wizarai hada Samal ha'til; xa8S gir 11Z%tihad u nnaZak.