A Reader in Modern Literary Arabic 0866855564, 9780866855563

Table of contents :
A READER IN MODERN LITERARY ARABIC
CONTENTS
اللغة العربية بلا٠عذلم
الأدب للذب
أن نآءى به عن أردشير ومحنثه عن أينثزن وعن إلغاء الغغر والجهل نلرض؛ وعن حق
٢ - ألف الكانب كأ.دا . ٣ — حس أننه يطل.
مدكهف خبل تي الدن
— إن :م يكن الأسوجينوف أرفى أهل الشال فهم ض أدباهم .
لغبفة امحامين في محكمة الاستئآف فضل كبر

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A READER IN MODERN LITERARY ARABIC

A READER IN

MODERN LITERARY ARABIC By FARHAT j . ZIADEH

1964 PRIN CETO N U NIV ERSITY PRESS PRINCETO N, NEW JERSEY

COPYRIGHT

©

1964

BY PRINCETON UNIVERSITY PRESS

LONDON : OXFORD UNIVERSITY PRESS

All rights Teserued

L. c .

Card : 62-11966

The research reported herein was performed in part pureuant to a contract with the United States Office of Education, Department of Health, Education, and Welfare. P R IN T E D IN T H E U N IT E D STATES O F A M E R IC A

CONTENTS

page ix

Introduction I

‫اﺑﺮﻫﻢ ﻋﺪ اﻟﻘﺎدر اﻟﻤﺎزﻧﻰ‬

‫ﻋﻠﺘﻢ‬٠‫اﻟﻠﻐﺔ اﻟﻌﺮﺳﺔ ﻳال‬

I. ،A. al.M azim

Arabic Self-Taught II

1

‫األدب الﺛﻌﺐ‬ Literature for the People

‫ﺳالﻣﺔ ﻣﻮس‬

9

Salamah Musa

III

‫ﻣﻠ ﺤﺎﺗ ﺨﺒﻠﺘ ﻔ ﻲ'اﻟ ﺪ ن‬ Memoirs ofK h. Taqiyy al-Din

‫ن‬.‫ﺧﻠﻴﻠﺘﺔي'اﻟﺪ‬ Kh. Taqiyy al-Din

16

TV

‫ﻳﻦ‬٠‫ﻏﺮﻓﺔاى‬ Advocates’ Chamber

‫ﻣﺤﻤﻮد ﻛﺎﻣﻞ‬

24

‫ﻗﺎﻣﻢ أﻣﻴﻦ‬

34

‫أﻣﻨﺔ ا ﻟ ﻤ ﺪ‬

41

‫أﺣﻤﺪ أرن‬

48

‫ﺟﺮان ﺧﺒﻞ ﺟﺮان‬

54

V VI

MahmUd Kamil

‫ﻋﺮدﺑﻚ اﻟﻤﺮأة‬ The Slavery of Women

Qasim Amin

‫ﺷﺎﻛﺪاﻟﻤﺈة اﻟﻤﻠﻤﺔ‬ Aminah al -Sa'id

Problems of Muslim Women V II

V III IX X

‫ج؛الوﺟﺘﻠﺜﻢ‬ O ur Generation and Yours

Ahmad Amin

١‫األرﻟﺔ ض‬ The Widow andH erSon

j . Khalil Jubran

‫ﻣﺤﻤﻮﻫﺎ ﺗﻴﻤﻮر‬

‫ررك‬.‫وئﻣﻔﻴﺬﻳﺮ‬ A Day in New York

62

MahmUd TaymGr

‫ إلﻫﻢ ﻋﺪاﻟﻘﺎدراﻟﻤﺎزﻟﻲ‬١ 70

' ‫ﻛﻴ ﻒ ﻛﻨ ﺖ ﺀﻏﺮﻳﺘﺎ'ﻣﻦ اﻟﺠﻦ‬ How I Was a Demon

I. 'A. al-Mazini V

CONTENTS

XI

‫ اﻟﺤﻜﺎم‬,'yip

‫ﻛﻨﺰ ﻣﺼﺮﻓﻰ ا ﻗ ﻞ‬ Egypt’s Treasure in the H eart

X II

Tawfiq al-H akim .

‫ﻋﻨﻖ اﺳﺪ‬ Iraq of the Future

X III

‫اﺣﻤﻞ ﻣﺤﺮاﺛﻚ آل'س‬

XVI

١٩١٩‫ﺛﻮرة‬ ‫ﻣﻦ اﻟﻐﺎ ب اﻟﻰ ﻣﺎﻟﻄﺔ اﻟﻰ ;ارﻳﺲ‬ From Cairo to M alta to Paris

‫أﺣﻤﺪ ﺣ ﺶ اﻟﺰ ﻳﺎت‬

‫ب‬/‫ﻟﺮﺀألوﻧﻞ‬ A.

٠‫اﻟﺤﻞ'األدﺑﻲ‬ ١٩٥٢ ‫ا ﺳﺎ ن ﺛﻮرق ﺳﻨﺔ‬

‫ﻧﻴﻪ أ ى ﻓﺎرس‬

127

‫ﻗﻄﻨﻄﻴﻦ زرﻳﻖ‬

133

‫ﺻﺪ اﻟﺮﺣﻤﻦ اﻟﻨﺪي‬

139

‫ﻣﺼﻄﻔﻰ ﺻﺎدق اﻟﺰ ﻓ ﻰ‬

146

(A. al-R afi'i

‫ﻗﺮن اﻟﻔﺠﺮ‬

M .S. al-Rafi'i

‫ وي‬٧‫ﺳﻬﻴﺮاق‬

‫اﺳﻤﺎﻋﻴﻞ آلالرس‬ Isma'il and the Mos­ quitoes

X X II

157

Suhayr al-Qalamawi

‫اﻟﻤﺪ ﻓﻰ ﻣﻨﻬﺮﻳﺲ‬ Holidays at Santris

164 Zaki M ubarak

‫اﻟﺜﺮﻳﻚ‬

X X III

114

^u stantin Zurayq

The Koran at Dawn XXI

107

N. A. Faris

Causes o f the 1952 R e­ volution XX

101

H. al-ZayySt

‫اﻟ ﺮﻳﺔ واالﺳالﻣﻴﺔ‬

The Basic Solution X IX

94

‘A. M. al-'Aqqad

Arabism and Islamism X V III

‫ﺧﺒ ﺪاﻟ ﻜﺎ ﻛﻨ ﻲ‬

‫ﻣﺤﻤﺌﺪ ﺣﺴﻴﻦ ﻫ ﻜ ﻞ‬ M. H .H aykal ‫وي اﻣﻘﺂد‬٠‫ﻋﺂ سﻣﺢ‬

Pharaohs and Arabs X V II

82

Khalil al-Sakakini

The 1919 Revolution XV

‫رالﺑﺪﺑﻬﺮ‬ Rufa’il Batti

Garry Your Plow and Follow Me X IV

76

‫ رﺀ‬٠ " ‫ذ‬ ‫أ س اﻟﺮﻳﺤﺎﻓﻲ‬

The Sharecropper

Amin al-Rayhani VI

170

CONTENTS

‫ﻋﺪ ﻣﺎر ﺟﺮ ﺳﻰ‬

X X IV

‫ﻣﺤﺔ‬.‫ا 'ﺳﻔﺮ‬ Anis Furayhah

St. George's Day

‫ﻃﻪ ﺳ ﺶ‬

188

‫أﺣﻤﺪ أﻣﺶ‬

194

‫ ىاﻟﻜﺄﻟ ﻲ‬٠‫ﺳﺎ‬

201

‫ ذ ﻛ ﺮ د ﺀﻟ ﻲ‬٠‫ﺀ‬

207

‫ﻣالﻟﺔ‬

219

‫ﻣﺼﻄﻔﻰ ﻟﻄﻐﻲ اﻟﺘﻌﻠ ﺾ‬

225

‫الزﻫﺮ‬٠‫ﻓﻲ‬

XXV

Taha Husayn

At al-Azhar

‫رﻓ ﻲ‬

X XVI My City Quarter

Ahmad Amin

X X V II

‫ﻳﻦ اﻟﺮ^ﻓﻲ‬٠‫ا‬ Amin al-Rayhani ‫ﻟ ﻒ أ ﻣﺒﺄ‬ X X V III O ur Family’s Name X X IX

‫ﺑﻌﺾ األدﺑﺎﺀ اﻟﻨﻴﻦ ﻋﺮﺗﻢ‬ Some Writers I Knew

Sami al Kayyali M. K urd ‘Ali ‫ﻣﻮ س‬

Salamah Mftsa

‫ﻏﺮﻧﺔ األﺣﺰان‬

XXX XXXI

vn

Chamber ofSorrows ‫اﻟﺤﻔﻴﻴﺔ‬

M. L. al-ManfalUti

The Suitcase

Rose Ghurayyib ‫اﻟﺤﺒ ﺐ اﻟﻤﺌﺜﺮ‬

X X X II

The Sought-after Lover ‫أ ر ﻃﺌﺔ‬ X X X III ,

‫روز ﻏ ﺮﺑﺘ ﺐ‬

233

‫ﺧﻠ ﻞ اﻟﻬﻨﺪاو ى‬

241

Khalil al-Hindawi ‫ﻣ ﻴ ﺨﺎ ﺋ ﻴ ﻞ ﻧﻌﻴﻤﺔ‬

Abu Battah

254

M ikha’Il Nu'aymah

‫ﺗﺠﺘﺌﺔﺑﺬﺗﺎ!ﻏﻐﻲ‬

X X X IV

‫ﻣﺤﻤﻮ ﺗﻴﻤﻮر‬ MahmUd TaymUr

Najiyyah Bint al-Fiqi

262

.

.

275

Arabic-English Vocabulary .

.

295

About the Authors

.

.

405

Index of Idioms and Set Phrases Index of Grammatical Points

.

419

INTRODUCTION

This book is intended for the student who has covered the essentials of Arabic morphology and syntax, presented in such "vateoktar‫ ؟‬works as An Introduction to Modern Arabic by F. j . Ziadeh and R. B. Winder, and who has read simple selections of prose like that found in newspapers. It can, there­ fore, be described as an intermediate reader. The thirty-four selections found in the book represent the modern literary style of writing in the Eastern Arab coun­ tries. The writers hail from Egypt, Iraq, Jordan, Lebanon, and Syria. No poetry or selections from works of North African writers are included as these two subjects merit separate treat­ ment. The selections may be divided into five categories: Selections 1-X III are either of the essay type or represent the attempt of the writer to deal with particular issue or experience; Selections X IV .X IX deal with political subjects; Selections X X -X X IV represent local color; Selections X X V -X X IX are biographical; and Selections X X X -X X X IV are short stories. In most cases the selection is an abridgment of a longer piece; the original language, however, is kept, and only minor transi­ tional phrases are employed to keep the continuity of the meaning. Moreover, the original punctuation is kept so as to accustom the student to the lack of system in this field. Only a few commas were changed to periods where the sense would otherwise be misleading. Sentence numbers are inserted in the text for the dual purpose of annotation and ready reference while reading in class. Numbering, however, does not always follow sentence sequence and many long clauses are given numbers for easier reference. IX

INTRODUCTION

The notes are self-explanatory except perhaps to say that, in giving the meaning of phrases and sentences, paren­ theses are used to enclose material necessary in English and brackets are used to enclose material necessary in Arabic. Trans!iteration is employed to avert the necessity of using Arabic vowel signs, which are problematical in printing. In transhterating, case endings are not given except when the point needing explanation involves them. A main feature of the book is a very carefill count of all words in the selections. These were found to number 5,048 separate vocabulary units. In determining what constitutes a unit the criteria used by Jacob M. Landau's A Word Count of Modem Arabic Prose (New York: American Council of Learned Societies, 1959) was adopted. Further, every occurrence of each word was recorded to the end that if a word which is among the first two thousand most-used words (according to the Landau count) occurred less than ten times in the selections, it was used again in the exercises with a view to raising its number to ten. Thus, stress was laid upon the most recurring words in the language so as to aid the student in surmounting the vocabulary hurdle. O f the first two thousand words of the Landau count, 1,609 occur in the reader, with 1,429 repeated ten times or more, 116 words repeated more than five times but less than ten, and 64 words repeated only five times. No attempt was made to repeat numbers, relative pronouns, demonstrative pronouns, foreign words, and geographical names. The first one thousand words of the Landau count were found to represent between 70 and 75 percent of all words counted by him ‫ ؛‬so the 1,609 words stressed in this reader should represent a higher ratio of any given work in modern literary Arabic. In addition to their fonction in repeating the vocabulary units, the exercises are designed to review points of grammar, to X

INTRODUCTCON

emphasize syntactical and idiomatic points raised in the parti­ cular lesson, and to test the student’s power of comprehending what he reads. No English to Arabic or composition exercises are included as these are beyond the scope of the present work which is essentially “ a reader." Following every fourth lesson are supplementary exercises intended to repeat the vocabulary unite. The exercises and supplementary exercises are limited to the words and idioms occurring either in the particular selection or in previous ones. The list of Arabic-English vocabulary needs some firrther comment. First, following Landau, participles are listed under the verb unless they represent a separate entity, in which case they are listed separately. Second, some comparative adjectives are listed as such instead of under the original adjective, as is the case with most adjectives, to guard against deducing a wrong meaning for those comparative adjectives. Third, a verb that can take different prepositions is given only one listing but with the different meanings provided. A list of the most common verbs with their prepositions can be found in Ziadeh and Winder, Introduction to Modern Arabic. The index of idioms and set phrases contains, in addition to these items, all individual words which needed some sort of explanation in the notes. It is pleasant to acknowledge the help I received from my friends and colleagues. M y thanks go first to M r. Noury alKhaledy, formerly of Princeton and now of Portland State College, who assisted me through the various stages of this work. His cheerful cooperation made our exacting task much more enjoyable. M y colleague M r. Majed Sa'id was generous with his time in discussing with me the plan of the book and making several suggestions, and in being always willing to let me test XI

INTRODUCTI.N

my ideas with him. Mr. Michel Mazzaoui of Princeton aided in several ways, Mrs. Dorothy Dalby often supplied the English idiom needed, and M r. Kennett Love spotted a number of words originally missing from the glossary. To all these friends my thanks are due. Finally, I would like to extend my thanks to Professor T. Cuyler Young, Chairman of the Department of Oriental Studies, for his engouragement and the extra time provided me to undertake this work, to the Five-University Summer Language Committee for financial help toward the first sum­ mer’s work on the reader, to the National Defense Education Act Administration for similar support in the summer of 1960 and to the staff of Princeton University Press, the publisher, and the Imprimerie Catholique, the printer, for completing an exacting task. Princeton, N .J . ;January 1964

F. j . z.

LITERARY SELECTIONS AND EXERCISES AND

A NOTE ON THE AUTHORS

‫‪SELECTION I‬‬

‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﺑال‪٠‬ﻋﺬﻟﻢ‬ ‫(‪ ) ١‬ﻓﻐﺖ ﻣﺮة ﺑﺒﺎب‪ ٠‬ﻛﺘﻴﺔآذأﻗﻞ ﻣﻌﺮوﺿﺎﺗﻬﺎ ‪ ،‬ﻓﺄﺧﺬت ﻋﻴﻲ ﻛﺘ ﻴﺎ ﻣﻐﻴﺮا ﻳﻌﻘﻢ‬ ‫األﺟﺎب اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﺑال ﻣﻌﺘﻢ ‪ ) ٢( .‬ﻧﺰﻋﺘﻲ ﻫﺬه اﻟﺠﺮة ‪ ،‬وﻧﻤﺘﻞ ﺗالﻃﺮي ﻣﺎ ﻳﻜﺎﺑﺪه‬ ‫األﺳﺎﺗﺬة ﻣﻦ اﻟﻌائﺀ ﻓﻲ ﺑﺪرﻳﺲ ﻫﺬه اﻟﻠﻐﺔ ‪ ،‬ﻳﻞ ﻣﺎ ﻧﻌﺎﺗﻴﻪ ﻧﺤﻦ اﻟﻨﻴﻦ ﻧﺰﻋﻢ أﻧﻔﺸﺎ أدﺑﺎﺀ وﺷﻌﺰﺀ‬ ‫ﻣﻦ اﻟﺠﻬﺪ ‪< )٣( .‬إل أﻃﻴﻞ ‪ ) ٤( .‬اﺛﺰﻳ ﺖ اﻟﻜﺘﺎب ﺑﺜﻤﻦ ﻏﺎل ﺛﻢ اﻣﺤ ﺖ ﻳ ﺎ ﻓﻲ ﻗﻬﻮة‬ ‫و ‪ -‬أ ﻗ ﺘ ﺒ ﻪ ﻓﺈذا ‪٠‬و ال أ ﻛ ﺮ ض أﻟﻔﺎظ وادث'ت ﺑﺎﻟﻠﻐﺔ اإلﻧﺠﻠﺰﻳﺔ و‪ ٠‬ا ﻟﺠﺎﺑﻠﻬﺎ ﺑﺎﻟﻠﻐﺔ‬ ‫اﻟﻌﺮﺑﻨﺔ ‪ ) ٠( .‬ﻓﺘﺤﺘﺮﻳﺖ ض‪ .‬ﻣﺎ ﺑ ﻨ ﻖ ﻓﻴﻪ الا« ك ﺷ ﻲ ﻣﺎذا أﺻﻎ ﺑﻪ ؟ ﻛﻴ ﻒ أﻋﺬض‬ ‫ﺧﺎﻟ ﻲ ؟‬ ‫(‪ ) ٦‬ذق أﻛﺮم ﻣﻦ ان ﻳﻀﺦ ﻋﺘﻰ ﻓﻘﻴﺮ ﻣﺜﺘﻰ ﻣﺎﻟﻪ اذا ‪ ٠‬ح ان ﺗﻤﺘ ﻰ اﻟﻔﺮش ﻣﺎال ‪.‬‬

‫(‪ )٧‬ﻓﺄﻟﻬﻤﻨﻲ ان أﻧﺘﺰع ﻣﺘﻪ ﻣﺘﻌﺔ الأﻇﻦ ﻣﻤﺮﻳﺎﻏﻴﺮي ﺣﻠﻢ ﺑﻬﺎ او ﻃ ﻊ ﻓﺘﺰ ‪ )٨( .‬ﻧﻠﻠﺚ‬ ‫أﻧﻲ ﻓ ﻐ ﺖ ‪ -‬ﺟﺪال— اﻧﻲ ‪9‬ﻣﺎﻟﻌﻠﻲ » ؤﻧﺤﻨﺖ ﻫﺬا اﻟﻜﺘﺎب ﻣﻬﺪا ﻟﻲ ﻟﺠﻠﺖ اﻓألﺗﻘﻴﻨﺪ‬ ‫ﻳﺠﻤﻠﻪ وﺻﺎزﺗﻪ ﻓﻲ اﻧﺎدﺛﺄت اﻟﻨﻲ اﺿﻄﺬاﺑﻬﺎﻧﻲ ﺗﺠﺰﻟﻲ ﻓﻲ اﻟﺪﻳﻨﺔ)) ‪ ) ٩( .‬ﻟﺠﺎ ﻛ ﺖ (ﺳﺎﺗﺤﺎ))‬ ‫ﻟﺠﻮإرع اﻟﺪﻳﻨﺔ ﻣﺘﺪاﺧﻠﺔ ﺗﻀﻞ اﻟﻔﺮ ﻳﺐ ﻧﻘﺪ ؤﺟﺐ — ﻃﺒﻘﺎ ﻟﻤﺜﻮر اﻟﻜﺘﺎب — ان أﻳ ﺐ‬ ‫ﻋﺮﺑﺔ زن أﺣﺘﻤﻞ ﻫﺬا اﻟﺰف اﻟﻀﺮوري ‪ ) ١٠( .‬ﻓﻔﺘﺤﺖ اﻟﻤﻔﺤﺔ اﻟﺜﺎﻧﻴﺔ ﻋﺾ ﺣ ﺚ‬ ‫اﻟﺤﺪﻳﺚ ﻣﻊ ﻣﺎﺋﻖ اﻟﻌﺮﺑﺔ ﻟﺪﻧﻮﻳﺖ ﻣﻦ اﻳﺒ ﻒ رﺿﺖ ﺑﻌﺼﺎ اﻓ ﺰﻳﺒﺎ ﺧ ﻌﻴ ﻤﺎ ﻟﻬﺬه اﻟﻤﺘﺎب‬ ‫اﻟﻌﻴﺪة وﺻﺖ ﺑﻨﺎ ن ﻣﻠﺘﻮ ‪ ٥‬أرﻳﻲ » (ﻋﺮﻋﻲ) ‪ ) ١١( .‬ﻓﻌﺪا اﺑﺎﺛﻖ ﻳﺠﺰدﻳﻪ اﻟﻲ‪٠‬‬ ‫(‪ ) ١٢‬ﻓﺮ‪ ١‬ﺻﺎر ﻋﻨﺪي ﻋﻠﺖ اﻟﻰ اﻟﻜﺂ ب أﺳﻮﺟﻴﻪ اﻟﺠﻤﻠﺔ اﻟﺜﺎﻧﻴﺔ اﻧﻲ ﻳﻨﺒﻨﻲ ان ﺗﺘﻠﻮاﻟﻨﺪاﺀ ‪،‬‬ ‫ﺛﻢ ﻟﺠﻤﺖ اﺑﻪ رﻣﻲ ﻟﺠﻚ ‪ 9‬روه ﻫﺎت أرﺑﻪ ‪( 9‬رح ﻫﺎت ﻋﺮﺑﺔ) ‪.‬‬ ‫(‪ ) ١٣‬ﻓﻜﺄﻧﻲ ﻟﻄﻤﺖ اﻟﺮﺟﻞ ﻋﺘﻰ وﺟﻬﻪ ‪ ) ١٤( .‬ﻓﺎﻧﻄﻠﻖ ﻳﻤﻄﺮﻧﻲ زﺑالض اﻟﻜالم‬ ‫ﺛﻢ أﻓﻬﻤﻪ ﻛﺎ ﻫﻮ اﻟﻐﺮوض إذا ﻛﺌﺖ ﻏﺮﻳﺎ ﻋﻦ ﻫﺬه اﻟﺪﻳﺎر ‪ ) ١٠( .‬وﻟﻜﺘﻲ ﺗﺒﻴﻨﺖ ‪ ٠‬ن‬ ‫ﻟﻬﺠﺔ اﻟﺰﺟﻞ وإﺷﺎرﺗﻪ ان اﻟﻤﻌﺎﻓﻲ ﺟﻴﻠﺔ ﺟﺪ ا زن ﺟﻠﻰ راﺗﺘﺪﻛﺎ ﺛﻢ ﻳﻨﻪ ﺛﻲﺀ ﻓﻲ ﺣﻴﺎﺗﻪ ‪.‬‬ ‫(‪ ) ١٦‬وﻋﺪت اﻟﻰ اﻟﻜﺘﺎب أﺳﻤﻴﻪ اﻟﺠﻤﻠﺔ اﻟﺜﺎﻟﺜﺔ ﻟﻌﻨﻬﺎ ﻧﺤﻞ ' اإلﺛﻜﺎل ﻓﻘ ﻚ (( ‪.‬ا‬ ‫أرﺑﻲ اﻧﺖ ﻓﺎﻓﻲ ؟ » دا ﺀر‪.‬ض أﺗﺖ ﻓﺎض) ‪ ) ١٧( .‬رﻣﺎﻓﻲ ﺑﻨﻈﺮة ﻣﻐﺘﻆ ﺛﻢ أدر ﻣﺎ‬ ‫ﻳﻴﻬﺎ ‪ ،‬ﺛم دغ ﻧﻬﺒﻪ و ﺷﻪ اﻟﻰ اﻟﻤﺎﺀ ‪ ،‬ﺛﻢ ﺻﺎح ﺑﺎﻟﻨﺎس ‪ ) ١٨( ٠‬ﻓﺎﻟﺘﻒ' ﺣﻮﻟﻲ ﻣﻴﻢ‬ ‫اﺛﺄن ﻛﻠﺌﻤﻨﻲ أﺣﺪدا ﺑﺎﻟﻔﺮﺳﻴﺔ ﻓﻬﺰؤﺑﺖ ﻟﻪ آلﻣﻲ ‪ ،‬ﻓﺨﺎﻃﺒﻨﻲ ‪ ٠‬اﻟﺘﺰاﺑﺔ ﻓﻈﻠﻚ أ . (Com‬‬ ‫‪pare the English expression “no sooner had ... than ...”) In the‬‬ ‫‪following sentences indicate the sequence of events :‬‬ ‫‪ _ ١‬ﺛ ﻢ ﺗ ﻜﺪ اﻟﻠ ﻄﺔ ﺗﻠﻐﻲ اﻟﻘﺒﺾ ﻋﻠﻰ اﻧﺠﺎﺀ األرﺑﻌﺔ ﺣﺘ ﻰ ﻗﺎﻣﺖ ﺛﻮدأ ﻧﻲ اﻟﺒالد ‪.‬‬ ‫‪٢‬‬

‫— ﺀ‪٠‬ﻟﻢ ﻫ ﻲ‬

‫األ ﻣﺎﻋﺎت ﺣﺘﺒﻰ ﺟ ﺌ ﻒ ﻣﻐالﻫﺮه ﻛﻴﺮى اﺷﺘﺮك‬

‫وأألﻓﻨﻴﺔ ‪.‬‬ ‫‪2‬‬

‫ﻓﻴﺎ‪1‬‬

‫اﻟﻄالب ؤل‪٠‬ة‪ ١‬ل‬

‫‪SELECTION XV‬‬

‫‪ — ٣‬وﻣﺎ ﻫﺮ األ أن ﻋﻠﻤﺖ زؤﺟﺔ ﺳﻌﺪ ﺑﺎالﻋﺘﻘﺎد ﺣ ﺘ ﻰ أﺑﺴﻠﺖت‪٠‬ﺀوة اﻟﻰ ﻧﻤالﻧﻪ أﻋﻔﺎﺀ‬ ‫‪ ١‬ﻟﺮد ﻟﻴﻌﻘﺪز ﺣﻠﺘﻬﻢ ﻓﻲ ﻣﻜﺘﺐ زﺟﻬﺎ ‪.‬‬ ‫‪ — ٤‬وﺛﻢ ﻏﺾ ﻟﺤﻈﺎت ﺣﺘ ﻰ ةﻳﺬ‪ ١‬ﻗﺬة ﻣﻦ اﻟﺠﺘﻮد ﺗﺤﺎﻣﺮ ﻗﻤﺮ اﻟﻤﻠﻚ ^اﻓﺔ أن ﻳﺪﺧﻠﻪ‬ ‫اﻟﻤﺘﻈﺎﻫﺮون ‪.‬‬ ‫‪ — ٠‬وﻛﺎز‪ ٠‬ﻣﻮؤﺗﻒ اﻟﻤﻄﺎر ال ﻳ ﻜﺎ د ﻳﻄﻮﻳﻪ اﻟﺒﺎب ﺣ ﺘ ﻰ ﻳﻌﻮد ﺛﺎﻧﻴﺔ ﻳﻘﺒ ﻊ اﻟﺤﺞﺀ‪ ٠‬ال ﻳﻌﺘﻴﻪ‬ ‫‪ ٠‬ن أﻣﺰﻳﺎ ﺛﻲﺀ ‪.‬‬ ‫‪"Several idioms have occurred so far to mean (‘cannot .5‬‬ ‫‪or “cannot but .” Translate the following sentences which‬‬ ‫‪incorporate such idioms :‬‬

‫‪ _ ١‬ال ﻣﻐﺮ ض االﻋﺮاف ﺑﻌﺠﺰ اﻟﻤﺈة اﻟ ﺮﻳ ﺔ ‪ iij‬ﺗﺼﻴﻬﺎ ﻣﻦ اﻟﺘﺤﻔﺌﺮ‪.‬‬ ‫‪ - ٢‬ﺛﻢ ﺗﺮ اﻟﻠﻄﺔ االﻧﺠﻠﻴﺰﻳﺔ ﻣﺘﺎﻣﺎ ‪ ٠‬ن إﻃالق ﺳﺒﻴﻞ اﻟﺰﺟﺎﺀ‪٠‬‬ ‫ﻣﻐﺮﺑﺜﻢ اﻟﻰ ﺣﻴﺚ ﻳﺜﺎﺀوف ‪.‬‬ ‫‪ — ٣‬وﻟﻢ ﺗﺠﺪ ﻳﺪ ا ﻣﻦ أن ﺗﺰﻓﻖ‬ ‫‪ - ٤‬ال ﺣﻴﻠﺔ ﻟﻲ ﻓﻲ اﻟﺘﺨﻠﺌﺺ ﻣﻦ اﻟﺪﻋﺆ ﻟﺤﻀﻮر اﻟﺸﺎﺀ ‪.‬‬ ‫‪ — ٥‬ال ﺳﻌﺘﻰ األ أن أﻗﺒﻞ ﺗﻠﻚ اﻟﺪﻋﺆ ‪ ،‬وال أ‪٠‬وي ﻋﻠﻤﻰ ﺧالف ذﻟﻚ ‪.‬‬ ‫)‬

‫‪SELECTION XVI‬‬

‫ﻓﺮﻋﺰﺑﺘﻮزورب‬ ‫(‪ ) ١‬ﻋﻔﺎ اﻟﻠﻪ ﻋﻦ ﻛﺘﺎﺑﺄ و ﺣﻔﻴﺘ ﻦ ‪ )٢( .‬ﻣﺎ أﻗﺪرﻫﻢ ﻋﺈى أن ﻳﺚ‪١‬رر ﻋﺎﺻﻐﺔ ض‬ ‫ﻏﻨﺮ رﺑﺢ‪ ،‬وﻳﺒﻌﺜﺆ ﺣﺮﺑﺎ ﻣﻦ ﻏﺮ ﺟﻨﺪ ‪-‬‬ ‫(‪ )٣‬ﺣال وﺑﻌﻀﻬﻢ ﻧﺎت ﻳﻮم ان ﻳﻜﺒﻦ ﺑﺜﺰﻧﻄﻴﺂ ﻳﺒﺎدل ﻓﻲ اﻟﺪﺟﺎﺟﺔ ؤﻟﺘﻴﻐﺔ أﻳﺖ‪ ٠‬ا‬ ‫أﺻﻞ‪١‬ألﺗﺮى ‪ ) ٤( .‬ﻧﻘﺎل ﻋﻠﻰ ﻫﺬا اﻟﺘﻴﺎس— أﻓﺮﻋﺮﺑﻴﻦ ﻧﺤﻦ أم ﻋﺮب ؟ أﺷﻴﻢ ﺛﻐﺎئ‬ ‫‬

‫ﻣﺎ ﻟﻴﺲ ﺣﺈﺑﻴﻌﻴﺄ‪ )٣١( ،‬ﺑﺜﻲ‪ ١‬ان اﻟﻄﺒﻴﻌﻲ ﻋﻨﺪ اﻟﻌﺒﻲ— أن ﻳﻜﺬر أﻣﺔ ‪ -‬ال ﻳﺰال ض‬ ‫ﺀﻗ ﻖ ‪ )٣٢( .‬وﻋﻨﺎ اﻟﻐﺎﻟﻰ اﻟﻐﺎﺻﻞ ‪.‬‬ ‫(‪ )٣٣‬إن إرإدة اﻟﺒﻘﺎﺀ ألﻟﻜﻔﺎح ال ﺗﺼﺪ إأل ﺑﺈألدة ﻣﺜﻠﻬﺎ أو أﺗﻮى ﻣﻨﻬﺎ ‪ )٣٤( .‬ووﺣﺪة‬ ‫‪١‬ﻟﻮالﺀ ال ﺗﻘﻬﺮ اآل ﺑﺠﺪة أﻧﻢ ووالﺀ أﺷﺪ ‪( .‬ه‪ )٣‬ألﻟﻨﻈﺎم اﻟﻘﺎﺛﻢ ‪۶‬ﻟﻰ اﻟﺪﻧﻴﺔ اﻟﺤﺪﻳﺜﺔ ال‬ ‫ﻳﻐﻠﺐ األ ﺑﻨﻈﺎم أوب أﺧﻨﺎ ﻟﻬﺬه اﻟﻤﺪﻧﻴﺔ ألﺀوﻓﺮ ﺗ ﺘ ﺤ ﺎ ﺑﻘﻮإﻫﺎ ‪ )٣٦( ,‬ألﻟﺬﻫﺌﻴﺔ اﻟﻤﺘﻄﻮر‬ ‫اﻟﻤﺘﻮﺑﺔ (ن ﺗﻘﻒ أﻣﺎﻣﻬﺎ ذﻫﻨﻴﺔ‪ ٠‬داﺑ ﺔ ألﻛﺪة ‪.‬‬ ‫(‪ )٣٧‬وﺑﺎإلﺟﺎل ﻛﻮر— ان اﻟﺨﻄﺮ اﻟﺼﻬﻴﻮﻧﻲ ‪ ،‬ل ﻛ ﻞ ﺧﻄﺮ اﺟﻨﺒﻰ ال ﻳﺪخ‬ ‫األ ﺑﻜﻴﺎن ﻋﺮﻧﻲ ﻣﺘﺤﺪ ﻣﺤﻘﺌﻖ ﻟﻬﺬه اﻟﺼﻔﺎت‪ )٣٨( ٠‬وﻣﺜﻞ ﻫﺬا اﻟﻜﻴﺎن ال ﻳﺘﺄﺗﻰ الﻋﺒﻲ‬ ‫اآل ﺑﺎﻧﻘالب أﻣﺎﺳﻲ ﻓﻲ ﻧﻈﻢ ﻋﻴﺸﻬﻢ ‪ )٣٩( .‬ﻓﺈﻟﻰ ﺗﻔ ﻬﻢ ﺣﻘﻴﻘﺔ ﻫﺬا اﻟﻜﻴﺎن‪ ،‬ألﻟﻰ ﺗﻠﻤﺌﺲ‬ ‫ﻣﻴﻞ إﻳﺤﺎده ‪ ،‬ﻣﺤﺐ أن ‪ ٧‬ﻣﻤﻒ أﻧﻬﺎن اﻟﻤﻔﻜﺌﺮﻳﻦ ألﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ اﻟﺒالد اﻟﻌﺮﺑﻴﺔ‪ ،‬اﻟﺮﻏﺒﻴﻦ‬ ‫ﻓﻲ ﺣﻞ اﻟﻘﻀﻴﺔ اﻟﺼﻬﻴﻮدة‪ ،‬ل اﻟﻘﻀﻴﺔ اﻟﻌﺮﺑﻴﺔ ﺑﻜﺎﻣﻠﻬﺎ ‪^ ،‬أل أﺳﺎﺳﻴﺂ ﻧﺎﺟﻌﺎ ‪.‬‬ ‫ة‪٠‬ﺳﻄﺌﻄﺌﻦ زرﻳﻖ— ﻣﻌﺘﻰ اﻟﺘﻜﺒﺔ‪( ،‬ﺑﻴﺮوت‪،) ١٩٤٨ ،‬‬ ‫ص‪ ٤١‬ا‪ ٤٤‬ا‬

‫‪34‬ل‬

SELECTION XVIII

NOTES (3)

‫ ﻟﺪ;دة األﻓﻖ‬: “long-range,” lit. “long of horizon.” ‫ د ة األﺟﻞ‬. : “long in duration.” (4) ‫ارع اﻟﻰ اﻟﻬﻮل‬٠‫ وف‬: “let us hasten to say.” (6) ‫ ض ﻫﺬا‬: “ other than this (present situation).” (8) ٥‫ ﻣﺮد‬: "its cause,” lit. “its point of return (or origin).” (10) ‫ ﻓﻲ ا أل د‬: “in the main.” (14) ‫ م‬٠ ‫ ال‬: “cannot be realized,” lit. “does not become complete.” (16)

‫ ب‬. ‫ ﻟﻮﻫﻮئ‬: “dependent upon it,” lit. “specially dedicated to it.”

٠‫ >ا ﺑ ﺠﺎ ح‬/ : “related to its success,” lit. “ mortgaged to its success." (17) ‫( ﺛﻢ‬thamma): “ there.” (19) ٠‫ ﺛﺎذ‬٠‫آل‬١‫ يﺀ‬: “ upholding its cause.” ‫ ه‬٠‫ ا ز ا د ﺗ ﻘ ﺪ‬: "continuity of its progress.” The word ‫اﺻﺮاد‬ is Form V III masdar of ‫ ر د‬. (21) ‫ اذا أردﻧﺎ ﻳﻨ ﻒ‬: “if we mean by that.” t } ‫ﺳﻄﻮي‬٠ : “holds within itself.” (22) ‫( أ ش‬anna): “wherever.” (24) ‫ائ‬٠‫ ﺷﻮ‬...]/]as ; “ they made progress,” lit. “ they crossed a course.” (26) ‫ م‬۶ ‫ أ ﺻﻞ ﻗ ﻮ‬٠ ; “ their spirits striking roots."

(28) ‫ ﻇ ﻬ ﺤﻘﺎﻟ ﺪ ة‬٠‫ﺟﻮن‬٢‫ ف‬: “ have different ways of life (lit. courses (29) ‫أ‬٠‫ ﻓ ﺤ ﻨ ﺖ ﺀﻟﻤﻪ‬: “sharpened their zeal.” (33) ‫ ﻣ ﺪ‬٠ (tusadd ): passive voice. (35) ••• ‫ ﻃال م أال ع أﺧﺬا ل‬: “by an order which adopts more of ...” ‫ “ • أوض ' ذ ا‬better armed,” lit. “more with regard to being armed.”

135

‫‪SELECTION XVHI‬‬

‫‪EXERCISES‬‬ ‫‪1. Translate into English:‬‬

‫ﻓﻲ ﻋﻔﻴﺪة اﻟﻤﺆﻟﻒ ان اﻟﺘﻐﻨﺐ‪ ١‬ﻟﻬﻲ : both words are accusative of specification. (22) ‫ ﺻﻴﺮا‬... ‫ ﻓﺜﻢ‬: The whole sentence may be translated thus: “passion Ibr her affected me to such an extent that I could not withstand it any longer,” lit. “there befell my soul of passion for her that which I was not able to have, with it, any patience.” (25) ‫ أن أﻓﻲ‬: “that I fulfill;” from the verb . ‫وﻧﻰ‬ ‫ أو أﻓﻬﺒﻌﺤﺘﻞ ود ﻫﺎ‬: "or that I sever the bond {lit. rope) ofher love.” (27) ‫ ﻣﺎ اﻧﻲ‬: “the following,” lit. “what is coming.” (28) ‫ ﻟﻮ ﻛﺎن ﻓﻲ‬: " i f l were able,” lit. “if it were in me.” (30) ‫ ﺑﻴﻦ ﺟ ﻨ ﺪ ي‬: "within me,” lit. “between my two sides.” ‫ ﺗﻠ ﻚ‬: refers to ‫“ 'ار‬fire.” ‫ ذاك‬: refers to ‫ن‬.‫“ ﺟﺬ‬unborn child.” (31) ‫ ﺣﺪ ى ال ﺗﺤﻤﻞ ﻧﺪﻣﺎن ﻣﺮوة اﻟﺘﻈﺮ‬: "so that you do look,” lit. “so that you do not load yourself with the trou­ ble of looking.” ‫ اﻟﻰ ﺷﻐﺎﺀ أﻧﺖ ﺻﺎﺣﺒﻪ‬: “ to a misery of which you are the cause ‫؛‬lit. o w ie t y ”

‫ ﻣﻤﺢ دﻣ ﻮ ع أﻧﺖ ﻣﺮﺳﻠﻬﺎ‬: “wiping off tears of which you are the cause [lit. sender forth).” (33) ‫ ﻛ ﻞ ا ﻓﻲ األﻣﺮ‬: “all that was to it.” 529

‫‪SELECTION XXX‬‬

‫‪ : "you would not have knocked at a door of‬ﻣﺎ ﻃﺮﻗﺖ ﻟﻲ ‪.‬ا‪.‬ال‬ ‫­‪ makes it pos‬ﻟﻲ ‪mine.” The use of the prepositional phrase‬‬ ‫­‪ as indefinite; otherwise a pro‬ﺑﺎﺑﺎ ‪sible to keep the word‬‬ ‫‪ would render it definite and would‬ﺑ ﺎ ب ‪noun suffixed to‬‬ ‫"‪make it mean “my door.‬‬ ‫"‪ (ibiJishrat): “with the companionship o f‬ﻳﻤﻌﺜﺮة‬ ‫”‪ : “nobody knocks at its door.‬ال ﻳ ﺮ ق ‪,‬اﺑﻪ ﻃﺎرق‬ ‫”‪ : “what is left.‬اﻟﺒﻘﻴﺔ اﻟﺒﺎﻗﻴﺔ‬ ‫”‪ : “then do recieve her.‬ﻓﺨﺬﻫﺎ إ ف‬ ‫”‪ : “what happened to him.‬ﻣﺎذا ﻧﻢ ﻟﻪ‬ ‫”‪ (... haraka...): “motionless.‬ال ﺣﺮاك ‪.‬ا‪٠‬ا‬ ‫‪ : “ I was thunder-struck by the dre‬ﻓﺼﻌﻘﺖ ﻟﻬﻮل ﻣﺎ رأ‪.‬ت‬ ‫”‪what I saw.‬‬ ‫‪ : “act gently.” This is a cognate object of a presumed‬دﻓﻬﺎ‬ ‫”‪ “be gentle.‬أرﻓﻘﻮإ ‪verb‬‬

‫)‪(35‬‬ ‫)‪(36‬‬ ‫)‪(40‬‬ ‫)‪(42‬‬ ‫)‪(43‬‬ ‫)‪(44‬‬ ‫)‪(46‬‬

‫‪EXERCISES‬‬ ‫‪1. Translate into English:‬‬ ‫ﻛﺎ ن ﻟﻲ ﺻﺪﻳﻖ ض أرﺑﺎ ب‪ ١‬ﻟ ﻐ ﻔ ﻞ و ألد ب ال ﻣﻦ أرﺑﺎ ب اﻟﺼالح ؤﻟﺪﻳﻦ‪ ٠‬وﻟﻘﺪ‬ ‫ﺻﺒﺘﻪ ﻋﻬﺪا ﻃﻮﻳال ﺛﻢ ﻓﻘﺪﺗﻪ ﻓﺠﺄة وﻟﻢ أﻋﺜﺮ ﻋﻠﻴﻪ ‪ .‬وﻳﻴﺐ أﻧﺎ ﻋﺎﺋﺪ اﻟﻰ ﻣﻨﺰﻟﻲ ﻓﻲ إ ﺣﺪ ى‬ ‫اﻟﻠﻴﺎﻟﻲ ﻣﺮزت ﻳﻬﺎق‬

‫وﺑﺠﻮر ﻛﺄ'ده‬

‫ﻣﻮﻃﻦ اﻟﺠﺎن ‪ ٠‬ﺛﻢ ﺳﻤﻌﺖ ﺑﻜﺎﺀ ﺻﺎدز ﻣﻦ أ ﺣﺪ‬

‫ووﻧﺮﻗﺖ‬

‫اﻟﺒﺎب ‪ .‬ﻓﻔﺘﺤ ﺖ ﻟﻲ ﻓﺂة ﻣﻐﻴﺮة ﻳﺪ ل ﻣﻨﻈﺮﻫﺎ < ؛‬

‫اﻟﻤﺘﺎزل ﻓﻨﺄﺛﻨ ﺖ ﻟﺬﻟ ﻚ اﻟﺒﻜﺎﺀ‬

‫اﻟﺒﺰس وﻧﻢ ‪ .‬و ﺳ ﻲ اذا ﻛﺎ ن ﻧﻲ اﻟﺒﻴﺖ ﻣﺮ ض ‪ ،‬ﻓﻔﺎدﺗﻲ اﻟﻰ اﻟﺪاتﺀل ﻓﺎذا ﺻﺪﻳﻨﻲ‬ ‫اﻟﺬي ﻛﺎﻧ ﺖ أﺧﺒﺎره اﻧﻘﻄﻌﺖ ﻋﺬي ﻗﺪ أﺻﺒﺢ ﻗﻔﺼﺎ ﻣﻦ اﻟﻌﻈﺎم ‪ .‬ﻓﺠﺰﻋﺖ ﻟﺬﻟ ﻚ اﻟﻤﺘﻈﺮ‬ ‫اﻟﻬﺎﺋﻞ واﻟ ﺘ ﻪ ﻣﺎ ﺑﺎﻟﻪ ‪ ،‬ذأﻧﺸﺄ ﻳﻔﻌﺒﻲ إﻟﻲ ﺑﻘﺼﺘﻪ ‪.‬‬

‫ﻗﺎل اﻧﻪ ﻓﻲ دﺑﺎﺑﻪ ﺗﻊ‬

‫ﺷﻬﻮﺑﻪ وأﻫﻖﺀه‬

‫ؤ د اﺑﺬة ﺟﺎر ﻟﻪ ﻣﻦ أرﺑﺎب اﻟﻠﻰ‪١‬ﺀ ﻗﺎﺑﻬﺎ‬

‫ﺿﻐﻬﺎ ﺑﻌﺪ أن وﻋﺪﻫﺎ ﺑﺎﻟﺰواج ‪ .‬وت ﺀﺛﻢ أن ﺟﻨﻴﻨﺎ ﻳﻐ ﻄﺮ ب ﻓﻲ داﺧﻠﻬﺎ ﻫﺠﺮﻋﺎ وﻟﻢ ﻳﻌﺪ‬ ‫ﻳﻌﻠﻢ ﻣﻦ أﺻﻬﺎ ﺛﻴائ ‪ .‬ﻓﺎﺿﻄﺮت اﻟﻰ اﻟﻐﺮإر ﻣﻦ ﺑﻴﺘﻬﺎ اﻟﻰ ﻫﺬا ‪١‬اذزل اﻟﺤﻘﻴﺮ ﻟﻘﻀﺎﺀ اﻟﺒﻘﻴﺔ‬ ‫اﻟﺒﺎﻗﻴﺔ ﻣﻦ ﺣﻴﺎب اﻟﺒﺎﺋﺴﺔ ‪ .‬وﻋﻨﺪﻣﺎ أ ﺻﺪﺣﺖ ﻋﺎى ﺑﺎب اﻟﻘﻴﺮ‬

‫أرﺳﻠﺖ اﻟﻴﻪ ﻛﺬاوأ‬

‫ﺑﺎﻟﻴﺮ؛د‬

‫‪١‬لﺀد ﺑﻞ اتﺀﺗﻢ ﺑﺄﻣﺮ اﺑﺘﺘﻪ ﻣﻦ ﺑﻌﺪ وﻓﺎﺗﻬﺎ ‪ .‬ﻓﺄﻣﺮع اﻟﻰ ﻣﺘﻬﺎ ﻓﺎذا‬ ‫ال ﺑ ﺠ ﺪﻳ ﺪ اﻏﺒﺔ و‬ ‫‪ 3٠‬ة‬

‫هي‬

‫‪SELECTION XXX‬‬

‫ﺟﺌﺔ ال ﺣﺮاﻟﺪ ﺑﻬﺎ واﻳﺘﻬﺎ اﻟﻰ ﺟﺎﻧﺒﻬﺎ ? ‪ i f‬ﺑﻜﺎﺀ ﻣﺮا ‪ ,‬ﻓﻌﺎﻫﺪ اﻟﻠﻪ أ أل ﻳ ﺮ ح اﻟﻐﺮﻧﺔ ﺣﺘ ﻰ‬ ‫‪٠‬ﺑﻤﻮت ﻣﻮﺑﻬﺎ ‪ .‬ﺟﺎ ذﺀﺗﻢ ﻛالﻣﻪ ﺣ ﺘ ﻰ ﺳﻨﻨﻘﻞ ﻋﻠﻰ ﻓﺮﺷﻪ وأﺳﻠﻢ ارو ح ‪.‬‬

‫‪2. Fill in the blanks in the following sentences and then‬‬ ‫‪translate them into English. (Numbers at the end of sentences‬‬ ‫‪indicate where aid may be sought in the text or the notes):‬‬ ‫‪ ۵ - ١‬اﻧﻘﻄﻌﺖ ﻛ ﺐ ﺻﺪﻳﻐﻲ ﻋﺘ ﻲ ر‪.‬ي ض أﻣﺮه ‪ -‬رﺑﻲ (‪- ) ٤‬‬ ‫‪ — ٢‬ﻣﺮرت ﺑﺰﻗﺎق ﻣﻬﺠﻮر — ﻟﻐﺘﺎﻇﺮ اﻟﻴﻪ أﻧﻪ ﻣﻮ‪ ١‬ﻃﻦ اﻟﺠﺎن (‪. )٧‬‬ ‫‪ - ٣‬وﻓﻲ ذﻟ ﻚ اﻟﻈالم ﺗ ﻠ ﺖ — اﻟﻰ اﻟﺘﺰل اﻟﺬ ي ﺻﺪر ﺀﻧﻪ اﻟﺒﻜﺎﺀ (‪. ) ١١‬‬ ‫‪ — ٤‬ﻗﺎﻟﺖ اﻟﻔﺘﺎة ‪( :‬ا أدوﺑﺬ أﺑﻲ‪ ٠‬أﻳﺘﻬﺎ ارض ﻓﻬﻮ ﻣﺮﻳﺾ ﺟﺪ ا ‪ ،‬ال ل ﻳﻌﺎﻟﺞ ﺳﻜ ﺮ ت‬ ‫_ أ (‪. ) ١٤‬‬ ‫‪ - ٥‬ﻃﺄ رأﻳﺖ ﺻﺪﻳﻘﻲ ﻗﻠ ﺖ ‪ « :‬اﻗﺪ ﻋﺮت ﺑﻐﺎﻟﻨﻔﻲ ا؛ي ﻛﻨ ﺖ — )) (‪. ) ١٧‬‬ ‫‪ — ٦‬ﻛﺎ ن ﺟﺎرﻧﺎ ﻣﻦ أرﺑﺎ ب األﻣالك زﻟﺮاﺀ وﻫﺎن ﻗ ﻌ ﺮ ﻳ ﺬ م ‪ -‬ﺟ ﺂ ﺣ ﻴ ﻪ ﻓﺘﺎة ﺟﻴﻠﺔ (‪.) ٢١‬‬ ‫‪ - ٧‬اﻧﻨﻚ ﻓﺮﻧﺖ ﻣﺪي ﺣﺘ ﻰ ال ﺗﺤﻤﺘﻞ ﻧﻔﺴﻚ ‪ -‬اﻟﻨﻔﺮ اﻟﻰ ﺷﻘﺎﺀ أﻧ ﺖ ﺻﺎﺣﺒﻪ (‪)٣١‬‬ ‫‪ - ٨‬ﺗﺮﻛﺖ اﻟﻔﺘﺎة ذ ك اﻟﻘﺼﺮ اﻟﻜﺒﻴﺮ اﻟﻰ د؛ت ﺣﻘﻴﺮ ال ‪ -‬ﺑﺎﻳﻪ ﻃﺎرق (‪. )٣٦‬‬

‫‪3. Translate the following sentences and state all the‬‬ ‫‪grammatical and idiomatic facts you know about the words‬‬ ‫‪in bold-faced letters:‬‬ ‫‪ — ١‬ﻟﻤﺄ ﺛﻢ أﻋﺮ ﻋﺘﻰ ﺻﺪﻳﻘﻲ ﻧﻬﺒ ﺖ اﻟﻰ ﻣﻨﺰﻟﻪ ﻓ ﺤﺪ ؤﻓﻲ ﺟﻴﺮاﻧﻪ أﻧﻪ ﻫﺠﺮي ‪ ٠‬ن‬

‫ﻋﻬﺪ‬

‫ﺑﻌﻴﺐ ‪.‬‬

‫‪ ٠ - ٢‬ا ﺗﻮﺳﻨﻄﺖ ازﻫﺎق ﺣﻨﺘﻰ ﺳﻤﻌﺖ ﺑﻜﺎﺀ ﻳﺮد د ﻓﻲ اﻟﻠﻴﻞ ‪.‬‬ ‫‪ - ٣‬ﻓ ﻘ ﻚ ‪ ٠( :‬ا؛ا ل‪ ٠‬ﻋ ﺠ ﺐ‪ ،‬ال ﻳﺨﻠﻮ ﻫﺬا اﻟﺮل ض أﻣﺮر اﻟﺒﺎﺋﻴ ﻦ؛) ‪.‬‬ ‫‪ — ٤‬ﻓﺎﻟﺘ ﻪ ﻣﺎ ﺑﺎﻟﻪ وﻣﺎ ﻫﺬ‪ ٥‬اﻟﺤﺎل ارﺗﺌﺔ ا!ﻓﻲ ‪ ١٠‬ار اﺑﻬﺎ ‪.‬‬ ‫‪ — ٥‬ﻓﺎ س‪ .‬ﺟ ﺎ ﺑ ﺎ ألﻧﻔﺄ ‪٠‬‬

‫< ﻋﺎﻓﻲ ﺋﻌﺘ ﻪ ﺑ ﻜ ﻞ ﺻﺰوة ‪.‬‬

‫‪ -- ٦‬ﺻﺮﻳﺖ أﺗﺮد د ﻳﻴﻦ أن أﻓﻲ ﻟﻬﺎ ﺑﻤﺎ وﻋﺪرا أو أت أﻗﻈﻊ ﺣﺒﻞ ود ﻫﺎ ‪.‬‬ ‫‪ - ٧‬ﻣﺎ ﻛﻨ ﺖ ﻣﺤﺐ اآل ﻧ ﻐ ﻠ ﺚ ‪ ،‬ﻫ ﻞ ﻣﺎ ﻓﻲ األﻣﺮ أﻧﺘ ﻚ وأﻳﻨﻲ ا ﻟ ﻴ ﻞ إﻟﻰ إرﺿﺎ؛‪-‬ال ‪.‬‬ ‫‪ - ٨‬ا ﻟ ﺘ ﻪ ‪ « :‬ﻣﺎذا ﺗﻢ ﻟ ﻚ ﺑﻌﺪ ذ ك ؟‬ ‫‪ - ٩‬رﻳﺘﻬﺎ ﻋﺘﻰ ﻫﺬا اﻟ ﺮﻳ ﺮ ﺟﺬة ﻫﺎﻣﺪة ال ﺣﺮك ‪٠‬ﻫﺎ ‪.‬‬ ‫‪ _ ١٠‬وﻓﻢ‪ ١‬أﻳﺘﻬﺎ ارﺟﺎل ﺑ ﺼﻔﺎﺀ اﻟﺘﻐﺲ ﻣﻦ ا ف ﺀ ‪.‬‬

‫ت ‪3‬ة‬

‫‪XXX‬‬

‫‪SELECTION‬‬

‫‪4.‬‬ ‫‪In the light of the selection state whether the following‬‬ ‫‪sentences are true or false:‬‬ ‫‪١‬‬

‫‪ -‬ﻛﺎن اﻟﻤﺆﻟﻒ داﺗﻤﺎ ﻳﻨﺘﻘﺪ ﺻﺪﻳﻘﻪ ألﻧﺌﻪ ﻛﺎن ﺳ ﻴ ﻰ األﺧال ق ‪,‬‬

‫‪ — ٢‬ﻟﻤﺂ اﻧﻘﻄﻌﺖ ﻋﺘﻪ ﻛﺘ ﺐ ﺻﺪﻳﻘﻪ ﺟﻌﻞ أﻛﺒ ﺮ ﻫﺘﻪ أن ﻳﻠﻘﺎه ﻓﻄﻠﺒﻪ ﻓﻲ ﺣﻤﻴﻊ اﻟﻤﺆﻃﻦ‬ ‫ا ي ﻛﺎن ﻳﻠﻘﺎه ﺿﺎ ﻧ ﻢ ﻳﺠﺪه‪.‬‬ ‫‪ — ٣‬وﻋﻨﺪﻣﺎ وﺟﺪه ﻣﺮﻳﻀﺎ ﻓﺘﺢ ﻋﻴﺘﻴﻪ وﻃﺎل اﻟﺘﻈﺮ ﻓﻲ وﺟﻬﻪ ﺛﻢ ﻧﻄﻖ ﺑ ﺼ ﺖ ﺧﺎﻓ ﺖ‬ ‫ﻗﺎﺋال « أﺣﻤﺪ اف ﻓﻘﺪ ؤﺟﺪت ﺻﺪﻳﻘﻲ ‪. ٠‬‬

‫‪ — ٤‬وإذﺀ ﻫﺬا اﻟﻤﻨﻈﺮ ﺷﻌﺮ اﻟﻤﻦﻟﻨﻒ‬

‫ﺑﺎﻟ ﺮ و ر ألﻧﻪ أﻗ ﺢ ﻟﻪ أن ﻳ ﻰ ﺻﺪﻳﻘﻪ ﻋ ﻲ‬

‫ﻫﺬه ا ﻟ ﺤ ﺎ ل ‪.‬‬ ‫‪ — ٥‬ورﺛﻢ اﻟﻤﺪاﺑﺔ ي‪٠‬ﺀ‪ ١‬ﻟﻢ ﻳﻐﺬى اﻟﻤﺮﻳﺾ اﻟﻰ ﺻﺪﻳﻘﻪ ﺑﺜ ﻲﺀ ﻋﻦ ﻗﻬﺘﺘﻪ وﺛﻢ ﻳﺒﺜﻦ‪،‬‬ ‫ﺣ ﻲ ﺀ ض ﻫﻤﻪ ‪.‬‬ ‫‪ — ٦‬ﻛﺎن ﻳ ﻜ ﻦ ﻓﻲ اﻟﺒﻴﺖ ‪١‬ﻟﻤﺎور ﻟﺒﻴ ﺖ اﻟﺼﺪﻳﻖ ﻓﺘﺎة ﺛﻢ ﺗﺤﺘﻮ اﻟﻘﺼﻮر ﻋ ﻲ ﻣﺜﻠﻬﺎ‬ ‫ﺣ ﺄ و‪ ٠‬ﻣ ﺎ ﺀ ‪.‬‬

‫‪ — ٧‬ﻛﺎ ن اﻟﺼﺪﻳﻖ ﺻﺎدى ﻓﻲ دﻋﻨﻪ ﺑﺄذن‪ ،‬د ب اﻟﻔﺘﺎة‪ ،‬واﻟﻨﻔﻊ أن ا أل ﺣﻨ ﻞ ا ال ﻳ ﻤ ﺎ ﻧ ﻴ ﺔ‬ ‫ﺣﺎﻟ ﺖ دﻧﺖ زذﺟﻪ ا‪٠-‬ا ‪.‬‬ ‫‪ — ٨‬ﻛﺎﻧ ﺖ‬

‫ذ ه‪ ٠‬ﻳ ﺤ ﺔ‬

‫اﻟﻤﺆﻧﻒ أن ﻳﺮﻓﻖ اﻟﺮﺟﺎل ‪.‬اﻟﻨﺎ ﺀ وﺧﻌﻮف ﺑﻒ*ﻏﺎﺀ اﻟﻨﻔﻮس ﻣﺾ ‪.‬‬

‫‪ 2‬ة‪2‬‬

‫‪SELECTIO N X X XI‬‬

‫اﻟ ﺤﻴﺔ‬ ‫(‪ ) ١‬ﻛﺎ ن اﻟﻴﻮم ئ ﻓﻴﺎ ﻣﺸﺮﺑﺎ ﻳﺪ ح ﻓﻲ اﻟﻨﺎس اﻟ ﺪﻧﺄ ؤﺑﻬﺠﺔ‪ ) ٢( ٠‬ﻟﻜﺘﺘﻬﺎ ﻟﻢ ﺗﺠﺪ‬ ‫ﻓﺮﻗﺎ‪٠‬د‪٠‬ن ﻫﺬا اﻟﻴﻮم وﻏﻴﺮه ‪ ،‬ﻓﺄﻧﺎﻣﻬﺎ — ﻫﻲ — واﺣﺪة ﺑﺘﻴﻴﺔ ﺗﺎﻧﻤﺔ ‪ )٣( .‬وال ﺗﻨﻜﺮ ﻣﻦ‬ ‫أﻳﺂﻣﻬﺎ اﻟﻤﺎﺿﺔ أﻳﺂﻣﺎ ﻣﺸﺮﺑﺔ ﻛﺎوي ﺗﻄﻊ < ‪ ،‬وﺟﻮه ﻏﻴﺮﻫﺎ ﻣﻦ اﻟﻐﺘﻴﺎت اﻳﺘﺴﺎﻣﺔ األﻣﻞ‬ ‫ؤب‪ ٠‬ى ‪ ) ٤( .‬ﻟﻘﺪ ا ﺑ ﺖ اﻟﻰ االﻋﺘﻘﺎد ﺑﺄن ﻟﻴﺲ ﻓﻲ اﻟﺤﻴﺎة ﺳﻌﺎدة ‪.‬‬ ‫(‪ ) ٥‬ﻟ ﻴ ﺎ ر‪ ٥‬ﺗﻨﺴﺎب ‪ If:‬ﺣﺜﻴﺜﺎ ﻋﺘﻰ اﻟﻄﺮﻳﻖ اﻟﺬي ﻳﺤﺎذي اﻟﺸﺎﻃﺊ اﻟ ﺠ ﻤ ﻴ ﻞ*‬ ‫(‪ ) ٦‬وذ‪٠‬س اﻟﺼﺒﺎح ﻳﺪاﺻﺐ ﺷﻌﺮﻫﺎ ‪ ،‬ﻟﻜﺘﺬﺑﺎ ال ﺗﺸﻌﺮ ﺑﻪ وال ﺗﺤﻔﻞ ﺑﻤﺎ ﺣﻮﺑﺎ ‪ ٠‬ن ﻣﺒﺎﻫﺮ‬ ‫ﻧﺸﺎط أو ﺳﻜﻮن ‪ )٧( .‬ﻳﺠﺎﻧﺒﻬﺎ ﻧﻲ ا ﻟ ﻴ ﺂ ر زﺣالن ﻗﺪ ﻳﺤﺘﺎ ﻧﻲ ﺻﻤﺖ ﺣﻤﻴﻖ ﻛﺄﺗ ﻬﺎ أ ﺧﻨﺎ‬ ‫‪.‬ﺳﺤﺮ ﻫﺬا اﻟﺼﺒﺎح ﻧﺠالﻟﻪ ‪ )٨( ١‬ﻟﻜﺘ ﻬﺎ ل ﺗﻠﺘﻔﺖ ا ﺑ ﻂ ‪،‬‬

‫ل ﻣ ﻐ ﺖ ﻋﻴﻨﻴﻬﺎ‬

‫واﻣﺸﻠﻤﺖ ألﻓﻚ‪ ١‬آلا ‪ ،‬ﻟﻌﺎﻟﻤﻬﺎ اﻟ ﺪا ﺧ ﺮ‪^ ،‬ﺗ ﻬﺎ ﺗﻮد‪ ٠‬أن ﺗﻢﺀ ﺣﺠﺎﺑﺂ ﺑﻴﺘﻬﺎ وﻳﻴﻦ اﻟﻨﺎس ‪.‬‬

‫(‪ ) ٩‬وﻣﺎ ﻳﻌﺘﻨﺈ ﻣﻦ أﻣﺮ ﻫﺆالﺀ اﻟﻨﺎس ؟ ﻓﻬﻲ ﻣﺘﻦ ﻃﻐﺮﻓﺈ ﻟﻢ ﺗﻜ ﻦ‪٠‬ب‪ ٠‬م األ ﻏﺮﻳﺔ ‪.‬‬ ‫(‪ ) ١٠‬ﻟﻤﺎذا ؟ ‪ . . .‬ﻟﻤﺎذا ؟ ﻃﺎﻟﻤﺎ ا ﻟ ﺖ ﺷ ﻬﺎ ﻫﺬا اﻟﺴﺆال ‪ ) ١١( .‬ﻣﻨﻒ أ ﺧﺬ ت ﺗالﺣﻆ‬ ‫اآلﺷﻴﺎﺀ ﺣ ﺒ ﺎ ‪ ،‬أ ﺣ ﻤ ﺖ ﺑﻬﺬه اﻟﻐﺮﺑﺔ ؤﺧﺘﺒﻬﻬﺎ ﺣﺪ ى ﺻﺎﻣﺖ ﻋﻨﺪﻫﺎ ﺷﻴائ ﻣﺄﻟﻮﺑﺎ ‪٠‬‬ ‫(‪ ) ١٢‬ﻋﺎﺷﺖ ﻏﺮﻳﺒﺔ ﻓﻲ ﺑﺒﺖ أل ﻟ ﺒ ﺎ ‪ ،‬ألﻧ ﻬﺎ ل ﻳﻌﺮاﻫﺎ أ ي اﻫﺖ م ‪،‬ف‪ ٠‬ي واﺣﺪة ‪ ٠‬ن‬ ‫ﺧﻤﺔ أوالد — ش‪٠‬ن ﺑالﺛﺔ ﺻﺒﻴﺎف ‪ ) ١٣( .‬و ي ﺋﺄف ﻟﺒﻨﺖ ‪۶‬ادﺛﺘﺔ اﻟﺜ ﻜ ﻞ ﻓﻲ أﻣﺮة‬ ‫ﻓﻘﻴﺮة ﻛﺌﺮة اﻟ ﻌﻨﺪ ؟ (‪ ) ١٤‬ﺣﻴﻊ ﻫﺬا ‪ ،‬ﻛﺎﻧ ﺖ ﺗﻘﻮم ﻓﻲ اﻟﺒﻴﺖ ﻳﺄﺷﻖ األﺣﻤﺎل وأﺗ ﺐ‬ ‫أل ﺟ ﻞ ؤﻟﺪﻳﻬﺎ وذﺧﺆه‪ ، ١‬ر ﻏ ﻨ ﺮ أن ﺗﻨﺘﻈﺮ ﻣﺘﻬﻢ ﻛﻠﻤﺔ ﺀﻫﻠﻒ أ و ﺷﻜ ﺮ ‪.‬‬

‫(‪ ) ١٥‬ﻋﻞ أﺗﻬﺎ ﻧﻲ ﻋالﻗﺎﺗﻬﺎ ﺑﻊ اﻓﺎس ﺛﻢ ﺗﻜﻦ أﻣﻌﺪ ﺣ ﻈﺄ ‪ ) ١٦( .‬ﻛﺎن ﺣﻤﻠﻬﺎ‬ ‫ﻧﻲ اﻟﺘ ﻄ ﺮﻳ ﺰ ﻣﺪ ة ﺳﺘﺔ ﺛﺪﻳﻬﺎ ا ﻟ ﺬ ه ‪ ،‬زﻛﺎن أﺑﻮﺟﺎ ﻳﻘﺒﺾ أﺟﻠﻬﺎ ﻧﻲ آ ﺧﺮ ﻛ ﻞ ﺛ ﻴ ﺮ ﺀ‬ ‫ﻧﺼﻒ ﻟﻴﺮة ض ﻛ ﻞ ﻳﻮم ﺛ ﻐ ﻞ ‪ ) ١٧( .‬ﺛﻢ ﺑ ﺾ ﻟﻬﺎ د ﺧﻔﺎ ﻣﺪرﻣﺔ ﺳ ﻞ ﻓﻬﺎ أ ﻛ ﺮ‬ ‫اﻟﻬﺖ ﻓﻲ اﻟﺘﻄﺮﻳﺰ ورئ اﻟﺒﺎ ب وﻧﺪرس ﻧﻲ ﻣﺎ ﻳﻘﻲ ﻣﻨﻪ ‪ ) ١٨( .‬وﻣﻊ ﻫﺬا اﺳﺘﻄﺎﻋﺖ‬ ‫أن ﺗ ﺮ ع ﻓﻲ اﻟ ﺤﺎ ب وأن ﺗﺤﻨﻖ اﻟﻐﺮﺑﻴﺔ ﻓﻲ ذﻟ ﻚ ا دﻳ ﻂ اﻟﻤﺴﺘﻐﺮب ﺣﺘ ﻰ ﻛﻠﻜﺘﻬﺎ ﺻﺎﺣﺒﺔ‬

‫اﻟﻤﺪرﻣﺔ ﺗﻌﻲ ﺑﻌﺾ األوالد ﻓﻲ أوﻗﺎت ﻓﺮاﻏﻬﺎ ‪ ) ١٩( .‬ﻛ ﻞ‪ ٠‬ﻫ ﺬا ﺑﺪون ﻣﻐﺎﺑﻞ ‪) ٢٠( .‬‬ ‫ﻓﺮﺧﺒﺖ وﻟﻢ ﺗﻘﻞ ﻧﻴائ ألﻧﻬﺎ ﺑ ﺪ ت ﻟﺬ ة ﻧﻲ اﻟﻤﺴﺆوﻟﻴﺔ ‪ ) ٢١( .‬أﺧﻴﺮا ﺗ ﺘ ﻬ ﺎ‬ ‫أ ﺣﺪ اﻟﺼﻔﻮق األوﻟﻴﺔ ﻣﻘﺎ ل أﺟﺮة ال ﺗﺴﺎوي أ ﺟﻪ ؤﺣﺪة س اﻟﺨﺎدﻣﺎ ت؛ ورض‪٠‬ت‬ ‫اﻟﻔﺘﺎة ألﻧﻬﺎ ﻣﺎ ﺗﻌﻮد ت ﻗﻴﻞ ﻫﺬا أن ﺗﻔﻜﺌﺮ ﻧﻲ ا أل ﺟﺔ ل ﻛﺎ ن ﻫﻤﻠﻬﺎ ﺣﺬى اآلن ﻧﺬال‬

‫‪233‬‬

‫‪SELECTION XXXI‬‬

‫وﺣﺪﻣﺔ وﻋﻄﺎﺀ ‪ ) ٢٢( .‬ﻧ ﻜ ﺒ ﺌ ﺖ ﻋﺶ ﺣﻤﻠﻬﺎ ﺑﺤﺎﺳﺔ اﻟﻔﺘﻨﺔ ؤﻧﺪﻓﺄﻋﻬﺎ ﻣﺪ ة ﺳﻐﺘﻴﻦ ﻣﺘﻮإﻟﻴﻦ‬ ‫ﺣﻤﻌﺖ ﻓﻴﻬﻪ‪ ١‬ﻣﻘﺪارإ زﻫﻴﺪا ‪ ٠‬ن اﻟﻤﺎل دﻓﻌﺘﻪ اﻟﻰ أﻳﻬﺎ ﺑﻌﺪ أف ﻗﺘﻮﻳﺖ ﻋﺶ ﻧﻔﺴﻬﺎ ﻓﻲ ﺛﺮإﺀ‬ ‫اﻟﻜﻤ ﺮ ال*‪٠‬وإﻫﺎ ﻣﻦ أﺷﻴﺎﺀ‪٠‬‬ ‫(‪ ) ٢٣‬وﻓﻲ ﺑﻌﺾ زﻳﺎرأﺋﻬﺎ ﻟﺒﻴﺮﺟﻴﺖ ﻟﻤﺸﺘﺮى ﺣﺎﺟﺎﺋﺒﺎ ﻟﻘﻴﺖ اﺣﺪ ى اﻟﻤﻌﺒﺎت ﻧﻲ‬ ‫ﻣﺪوﺳﺔ ﻫﻨﺎك ‪ ،‬ﻓﺒﺪأ ﺑﻴﺸﺎ ﻋﻬﺪ ىد‪١‬ةة أد ى اﻟﻰ اﻧﺘﻘﺎﻟﻬﺎ ﻣﻦ ﻣﺪرﺑﺘﻬﺎ اﻟﻘﺮوﻳﺔ اﻟﻰ ﻣﺪدﻳﺔ‬ ‫ﻫﺬه اﻟﻔﺘﺎة ‪،‬‬

‫(‪ ) ٢٤‬ألن اﻟﻤﺪر رﺿﺒﺖ ﺑﺄن ﺗﻌﻄﻴﻬﺎ زﺗﺒﺎ ﺑﺎ و ي ﺿﻌﻒ ﻣﺎ ﻛﺎﻧ ﺖ‬

‫‪٠‬ﻫﺎ‬ ‫ﺗﺘﻨﺎوﻟﻪ ﻓﻲ اﻟﺪ ر‪٠‬ة األﻳﻞ ‪ ) ٢٥( .‬ﻓ ﺄ ﺑ ﻴ ﺖ اﻟﻤﻜﻴﻨﺔ أن ﺗﻠ ﻚ اﻟﻤﺪر ا أل ئ ﻛﺎذﺗ ﺖ‪٠٠‬ﻣﺘﺜﻤﻢ‬ ‫ﺑﻐﺮ ﻋﻠﻤﻬﺎ ‪ ) ٢٦( .‬ﻟﻜ ﻦ ﺣﻤﻠﻬﺎ اﻟﺠﺪﻳﺪ أ ﻧﺎ ﻫﺎ اﻟﻔﻴﻦ اﻟﻘﺪﻳﻢ‪ ،‬وﺷﻌﺮﺑﺖ أﻧﺌﻬﺎ ﻣﺪﻳﺌﺔ ﻟﺘﻠ ﻚ‬ ‫اﻟﺼﺪﻳﻘﺔ وﻟﺪﻳﻨﻬﺎ اﻟﺠﺪﻳﺪة اﻟﻨﻲ أﻧﻘﺬﺗﻬﺎ ﻣﻦ اﻟﻔﻴﻦ ؤال‪ ٠‬ﺑﺘﺜ ﺮ ‪ ) ٢٧( .‬ﻓﻮإﺣﺖ ﺗﻌﻤﻞ داﺋﺒﺔ‬ ‫ﺟﺎﻫﺪة ﺳﺘﺔ ﺑﻌﺪ ﺳﻨﺔ وإألﻳﺂم ال ﺗﺰﻳﺪﻫﺎ اآل ﺗﻌﺘﻘﺎ ﺑﺼﺎﺣﺒﺘﻬﺎ ﺟﺪﻳﺮﺑﻬﺎ ‪ ) ٢٨( ،‬ﺣﺘ ﻰ‬ ‫ﻋﺮﻓﺖ ﻳﻮﺑﺎ ض اﺣﺪ ى ﻣﻌﻠﻨﺎت اﻟﺪرﺑﺔ أن ا أل ﻳ ﺮ اﻟﻲ ﺗﺘﻨﺎﻟﺠﺎ ﻫﻲ ﻧﺼﻒ ﻣﺎ ﺗﺘﻘﺎﺿﺎه‬ ‫اﻟﻤﻌﻠﻨﺎت اﻟﻠﺆﻧﻲ ﻳﻘﻤﻦ ﺑﻤﺜﻞ رﻟﻬﺎ وال ﻳﻔﻘﻨﻬﺎ ﻓﻲ اﻟﺘﻮﻳﻰ اﻟﺜﻘﺎﻓﻲ ‪ ) ٢٩( ,‬ﻓﻔﻬﻤﺖ أﻧﺌﻬﺎ‬ ‫وﺿﻊ‪٠٠‬ت ﺛﻘﺘﻬﺎ ﻓﻲ اﻧﺎس ﻏﻴﺮ ﺟﺪﻳﺮﻳﻦ ﺑﺎﻟﺜﻘﺔ ‪ ،‬ﻳ ﻤﻘ ﺖ أن ﺻﺪﻳﻘﺘﻬﺎ ﻗﺪ ﺧﺎﻧﺘﻬﺎ وﻋﺒﺸﺖ ﻳﻬﺎ ‪.‬‬ ‫(‪ )٣٠‬وﻣﻦ ﺟﺎﺀت اﻟﺒﻴﺖ آ ﺧﺮ ﻣﺮة ﻟ ﻘ ﻔﺎ‪ ٠‬ﻋﻄﻠﺔ اﻟﻌﻴﺪ ‪ ،‬دﺧﻠﺘﻪ وﻓﻲ ﻧﻔﺴﻬﺎ ﺣﺌﻴﻦ‬ ‫وﻣﻞ ﺑﺄن ﺗﺠﺪ ﻫﻨﺎك ﺑﻌﻐﻰ اﻟﺰﺣﺔ أو ﺑﻌﺾ اﻟﻌﺰإﺀ ﻛﺄﻧﺌﻬﺎ ﻧ ﺒ ﺖ اﻟﻤﺎﺧﺒﻲ ‪* )٣١( .‬ﺳﻴﺖ‬ ‫أﻧﺌﻬﺎ ﻣﺎ أﻗﺎﻣﺖ ﻫﻨﺎك ﺑﻌﺾ أﻳﺂم اﻟﻌﻄﻠﺔ اآل وﺑﺎﻗﺖ اﻟﻰ اﻧﺘﻬﺎﺗﺠﺎ ﻟﺠﺎدوﻳﺖ اﻟﺒﻴﺖ ﻓﺒﻞ اﻧﺘﻬﺎﺋﻬﺎ‪.‬‬ ‫(‪ )٣٢‬وه‪ ١‬ﻫﻲ اآلن ﺗﻌﻮة‪ ٠‬وﺗﺎ ﺗﻨﺘﻪ اﻟﻌﻄﻠﺔ ‪ ،‬ﺗﻌﻮد وﻧﻲ ذف‪٠٠‬ﻫﺎ ﺧﻴﺒﺔ ﺟﺪﻳﺪة آلﻣﻞ ﻣﺤﻌﺘﻢ ‪. . .‬‬ ‫(‪ )٣٣‬ﻟﻘﺪ وﻋﺪﻫﺎ أﺑﻮﺟﺎ ﺑﺄن ال ﻳﻤﺲ ﺛﻴﺌﺄ ﻣﻦ ﻣﻌﺎﺷﻬﺎ اﻟﺠﺪﻳﺪ ﻓﻲ اﻟ ﺪ ﺑ ﺔ اﻟﺠﺪﻳﺪة ‪،‬‬ ‫ﺑﺄن ﻳﺒﻘﻲ دﺑﺎﻫﻤﻬﺎ ﻓﻲ اﻟﺤﺰاﻧﺔ ﺣﻴ ﺚ ﺗﻴ ﻬﺎ ﻣﻠﻔﺌﺔ ﻓﻲ ادﻓﻔﻠﺔ اﻟﺼﻔﻴﺮة ‪ )٣٤( ،‬و ﻫ ﺎ ﻫﻮ‬ ‫ﻳﺨﻠﻒ ﺑﻮﺀده ﻓﻴﻤﺪ ﻳﺪه اﻟﻰ اﻟﻤﺎل رﺷﻤﺄ أﻧﻪ اﺣﺘﺎج اﻟﻴﻪ ﻣﻦ أ ﺟ ﻞ إﺧﺌﻬﺎ وش أ ﺟ ﻞ ﺗﺠﺎﻧﻪ ‪.‬‬ ‫(‪ )٣٥‬أﻣﺂ ﻫﻲ ﻓﻠﻢ ﺗﻨﺒﺲ ﺑﺒﻨﺖ ﺛﻐﺔ ﺑﻞ ﻗﺎﻣﺖ ﻓﻲ اﻟﺼﻴﺎح اﻟﺒﺎﻛﺮ ﻛﻌﺎدﺗﺠﺎ وﺟﻌ ﺖ‬ ‫أﺷﻴﺎﺀﻫﺎ وﻳﺎﻳﻬﺎ وﻛﻞ ﻣﺎ ﻛﺎﻧ ﺖ ﻗﺪ ﺗ ﻴ ﻪ ﻓﻲ اﻟﺒﻴﺖ ‪ )٣٦( ،‬ووﺿﻤﺖ ﻛ ﻞ ذﻟ ﻚ ﻓﻲ‬

‫ﺣﻔﻴﺪﺗﻬﺎ اﻟﺠﻠﺪﻳﺔ‪ ١‬ﻟ ﻔ ﺨ ﻤ ﺔ ‪ ،‬وﺿﺎﻗﺖ اﻟﻴﻬﺎ روﺗ ﺐ األﺛﻬﺮ اﻟﺜالﺛﺔ األﺧﻴﺮة ‪ ،‬وﻫﻲ ﻛ ﻞ‬ ‫ﻣﺎ ﺗﺒﻘﻰ ﻟﻬﺎ ﻣﻦ ر ل ﺧﻤﺲ ﺳﻨﻮإت أو أﻛﺜ ﺮ ‪ )٣٧( ,‬ﺟﻌﻠﺖ ﻫﺬا اﻟﺒﻠﺪ ﻓﻲ اﻏﻐﻐﻠﺔ ‪،‬‬ ‫ﺛﻢ أدﺧﻠ ﺖ ازﻗﻈﺔ ﻓﻲ أﺣﻞ ﺟﻴﻮ‪ ٠‬ب اﻟﺤﻘﻴﺒﺔ اﻟﻨﻲ وزﺣﻬﺎ اﻟﺴﺎﺛﻖ ﻓﻲ ﺻﻨﺪوق اﻟﺴﺂوق ‪,‬‬ ‫(‪ ) ٣٨‬ﻫﺬه اﻟﺤﻘﻴﺒﺔ ‪ ...‬ﻫﻲ ﻛ ﻞ ﻣﺎ ﺑﻌﻲ ﻟﻬﺎ ﻓﻲ اﻟﺆﺟﻮد ‪.‬‬ ‫(‪ )٣٩‬وﺟﺎﻧﺖ ﻣﻨﻬﺎ اﻟﺘﻔﺎﺗﻪ اﻟﻰ اﻟﻮزﺀ ﻛﺄﻧﺌﻬﺎ ﺗﺮﻳﺪ اﻟألوﻓﻲ ر أن اﻟﺼﺪوق ﻣﺎ ﻳﺰإل‬ ‫ﻣﺤﻜﻢ اإلﻏالق وأن ﺣﻘﻴﺒﺘﻬﺎ ﻣﺎ ﺗﺰال ﻓﻲ ﻣﻜﺎﺗﺠﺎ ﺛﻢ ﻳ ﺼﺎ ﺛ ﻲﺀ‪ ) ٤ ٠( ٠‬ﻟﻜ ﻦ ‪ ،‬ﻧﻲ ﻫﺬه‬ ‫اﻟﻠﺤﻨﻈﺔ ﻋﻴﻨﻬﺎ ‪ ،‬وﻗﻔﺖ اﻟﺴﻴﺂرق وﻫﺮك ا ﻟ ﻴ ﺎ ب ﻟﻨﺘﺰود ‪ ) ٤١( .‬ﻟﻘﺪ ﺑﻠﻐﺖ ﺑﻴﺮوت ﻣﻦ‬

‫‪234‬‬

‫‪XXXI‬‬

‫‪SELECTION‬‬

‫ﻏﻴﺮ أن ﺗﺸﻌﺮ ‪،.‬رور اﻟﻬﺖ ‪ ) ٤٢( .‬وﻧﻬﻀﺖ ﻣﻦ ﻣﻜﺎ ب ﻛﺄﻧﺘﻬﺎ ﺷﺘﻴﻘﻆ ﻣﻦ ﺣﻠﻢ‬ ‫ﻣ ﻰ ‪ ،‬آلﻧﺎ ﺑﺎﻟﺼﺎﺋﻖ ﻳﻨﺰل ﺣﻘﻴﺒﺘﻬﺎ اﻟﻜﺒﻴﺮة ﻗﻴﺮم‪:‬ﻫﺎ‪٠‬ﺀاى اﻟ ﺮ ﺑ ﻒ‪ 1‬ﻟ ﻐ ﺒ ﻰ وﻳﻄﻠﻖ ‪C-J‬ﺗﺘﻪ‬ ‫اﻟﻌﻨﺎن وﻋﻮ ال ﻳﻠﻮي < ‪ ،‬ﻧ ﻲﺀ ﺀ‬ ‫(‪ ) ٤٣‬ﻛﺎ ن اﻟﺮﺻﻴﻒ ﻣﺰدﺣﻤﺎ ﺑﺎﻟﻤﺎذة ؤﻟﺒﺎﻋﺔ ‪ ) ٤٤( .‬ﻓﻮﺑﻔﺖ اﻟﻔﺘﺎة ﻣﺮﻳﻜﺔ وﻳﺪﻫﺎ‬ ‫< ‪ ،‬اﻟﺤﻘﻴﺒﺔ ‪ ،‬ﻧﻢ ﺗﻄﻠﻨﻤﺖ ﺣ ﻬﺎ ﺗﺒ ﺤ ﺚ ﻋﻦ ﻋﺘﺂل ‪ ،‬ﻓﻈﻬﺮ ﻟﻬﺎ ﻋﺈى ﺑﻀﻌﺔ أﻣﺘﺎر ض‬ ‫ﻣﻜﺎﻧﻬﺎ ﻋﺪد ﻣﻦ اﻟﻌﺘائوﻳﻦ‬

‫ﻣﺤﺘﻤﻌﻴﻦ ﺣﻮل‪ ٠‬ا ﺳﻴﺎرق‬

‫ﺷﺤﻦ ﻫﺎﺋﻠﺔ اﻟﺤﺠﻢ ‪.‬‬

‫(ه‪ ) ٤‬ﻓﺄﺷﺎوﻳﺖ‬

‫اﻟﻰ وإﺣﺪ‪ ٠‬ذ‪٦‬م ‪ ،‬ﻫﺎ ن ذ‪.‬ﺳﺨﺄ أﺑﻴﺾ اﻟﺜﻌﺮ أﺧﻤﺶ اﻟﻌﻴﻨﻴﻦ ﻳ ﺌ ﺪ ي ﺛﻴﺎﺑﺄ ﻣﻤﺰﻗﺔ ‪.‬‬

‫(‪ —) ٤٦‬ﺗﻌﺎل ﻣﻦ ﻓ ﻀﻠﻚ اﺣﻤﻞ ﻟﻲ ﻫﺬه اﻟﺸﻨﺘﺔ اﻟﻰ ﺗﺮام (‪ ١‬اﻟﻴﺮج )؛ ‪ ٠‬ﺳﺄﻃﺈع ﺑﺎﻳﺘﺎﻟﺚ‬ ‫ﻓﻲ اﻟﺘﺮام آلدﺑﻊ ﻋﻨﻚ األﺟﺮة اﻟﻰ ﻣﺤﻌﻠﺘﺔ (ا ﻏﺈﻫﺎم‪. )٠‬‬ ‫(‪ ) ٤٧‬و‪ ٠‬ﺷﺎ وﻣﻂ اﻟﺰﺣﺎم ‪ ،‬و‪ I٠‬ﺑﻠﻐﺎ ﺳﺎﺣﺔ ال اﺑﺮج » ﺣﺘ ﻰ أﺑﺼﺮإ اﻟﺘﺰام ﻗﺎدﻣﺄ ذ‬ ‫ﻓﺼﺎﺣﺖ اﻟﻔﺘﺎة (‪ ) ٤٨‬ﻫﻴﺂ ‪ .‬ﺗﻌﺎل ‪ ،‬ﻟﻨ ﻤ ﻌﺪ ‪٠‬ﺳﺮﺀة ﻗﺒﻞ أن ﻳﻤﺜﺒﻲ اوام ‪.‬‬ ‫(‪ ) ٤٩‬وﺧﻴﻨﻞ ﻟﻬﺎ أﻧﻪ ﺻﻌﺪ ﺑﻴ ﻦ اﻟﺼﺎﻋﺪﻳﻦ ‪ ،‬اﻟﻬﺎﺟﻴﻦ ﻋﻠﻰ اوام ﻫﺠﻮم اﻟﺬائ ب‬ ‫ﻋﻠﻰ اﻟﻐﺮﻳﺴﺔ ‪ ،‬ﻓ ﺜ ﺜ ﺖ ﻟﻨﻔﺴﻬﺎ ﻃﺮﻳﻘﺄ ألذ‪ ۴‬م وﺻﻌﺪت آل ﺧﺬ ت ﺗﺘﻠﻐﺌﺖ ﺑﺎﺣﺜﺔ ﻋﻦ اﻟﻌﺘﺂل‪،‬‬ ‫ﻓﻠﻢ ﺗﻘ ﻒ ل ﻋﺎى أﺛﺮ ‪ ) ٠٠( .‬وآﺑﻤﺖ اﺑ ﺤ ﺚ ؤﻟﺘﻐﺬس ﺑﻌﻴﻨﻴﻬﺎ اﻟﺤﺎد ﺗﻴﻦ ‪ ١( ٠‬د ) ال ا‬ ‫إن أ ﻛ ﺘ ﺪ ت أﻧﻪ ﺛﻢ ﻳﻜ ﻦ ﻓﻲ اﻟﺤﺎﻓﻠﺔ ﺣﺪ ى اﻧﺪﻓﻤﺖ ﺧﺎرﺟﺄ و ي ﺗﺜﻖ ﻃﺮﻳﻘﻬﺎ ﻣﺮة أﺧﺮى‬ ‫ورﺑﺖ ﺑﻨﻔﺴﻬﺎ اﻟﻰ اﻟﺸﺎر‪ ۶‬واﻟﺤﺎﻓﻠﺔ ﺷﺤﺮك ﻟﻠﻤﺴﻴﺮ ‪ ) ٥٢( ٠‬وأﺧﺬت ﺗﺘﻐﺮ‪٠‬س ﻓﻲ ؤﺟﻮآل‬ ‫اﻟﻮإﻗﻔﻴﻦ ؤﻟﻤﺎرﻳﻦ ﻋﻠﻰ اﻟ ﺼﻴ ﻒ وﻓﻲ ﻛ ﻞ ﻣﻜﺎن ‪ ،‬ﻓﻠﻢ ﺗﺠﺪ ﺑﻴﺬ‪ ۴‬م اﻟﻌﺘﺂل ‪٣( .‬ه)ﻓﺘﺴﺎرﺀت‬ ‫ﻧﺒﻀﺎت ﺗﺪﺑﻬﺎ وأﺣﺴﺖ‪٠‬ﻟﺪةر ﻳﻜﺎد ﻳﺮﻳﻬﺎ أرق‪ ٠‬أ ‪ ) ٥٤( .‬ﻟﻜ ﻞ ب ﻧﻤﺎ وﻛﺖ وأﺧﺬت ﺗﻬ ﺾ‬ ‫ﻛﺄذذوذة ﻧﺤﻮ ﻣﺨﻔﺮ ا‪ ٠‬اﻟﻴﺮج )) ‪ ،‬وال ﺗﺪري ﻛﻴ ﻒ ﻗ ﺼﺖ ﺣﻜﺎﻳﺘﻬﺎ ﻋﺎى اﻟ ﺸﻠ ﻲ ‪.‬‬ ‫(‪ ) ٥٥‬وﻟﻤﺘﺎ آلت ﻣﻨﻪ ﺑﺮودة وا‪ ٠‬ﺳﺘﺨﻐﺎﻓﺂأﺧﺬت ﺗﺘﻮﻳﺪل اﻟﻴﻪ ﺑﺄن ﻳ ﻤ ﺢ‪٠‬ﻫﺎ ﻟﻠﺘﻔﺘﻴﺶ ﻋﻦ اﻟﻌﻨﺎد‬ ‫(‪ ) ٥٦‬ﻓﻬﺰ اﻟﺸﻴﻠﻲ وأﻣﻪ آلﺧﺬ ﻳﺎﻟﻬﺎ ‪:‬‬ ‫ﻫﻞ ﺗﻌﺮﻓﻴﻦ اﺳﻤﻪ ؟‬ ‫ال ‪.‬‬

‫ﻫﻞ ﺗﻌﺮﻓﻴﻦ رﻗﻪ ؟‬ ‫ال‬

‫‪.‬‬

‫إذن ﻣﺎذا ﺗﺮﻳﺪﻳﻦ أن أﻫﻤﻞ ؟‬ ‫(‪ ) ٥٧‬ﻓﻔﺎدرﻳﺖ اﻧ ﺾ ﻛﺴﻴﺮة اﻟﻐﺆاد ‪ ،‬ﻓﺎ^ة اﻟﻴﺪﻳﻦ ‪ ) ٥٨( .‬ﻓﻲ ﻳﻮم وإﺣﺪ أﺿﺎﻋﺖ‬ ‫ﻛ ﻞ ‪ ٠‬ا ﺑﻔﻲ ﻟﻬﺎ ﻣﻦ ﻣﺎل الت‪1‬ع ‪ ) ٥٩( .‬ﻫﻮ ﻳﻘﻲ أ ﺣﺪ ﺗﺜﻖ ﺑﻪ أو ﺗﺸﻜﻮ اﻟﻴﻪ ﻟﻬﺎن‬ ‫‪235‬‬

‫‪SELECTION XXXI‬‬

‫األﻣﺮ ‪ ،‬ﻟﻜﺘﻬﺎ ﻓ ﻘ ﺪ ت ﺛﻘﺘﻬﺎ ﻓﻲ أﻗﺮب اﻟﻨﺎس اﺑﻬﺎ ‪ ،‬ﻓ ال ﻋ ﺠ ﺐ أن ﻳ ﺮﺑ ﻬﺎ ﻫﺬا اﻟﻌﺘﺎل‬ ‫اﻟﻔﺮﻳﺐ ‪ j z J‬ﻳﺤﻘﻴﺒﺘﻬﺎ ‪.‬‬ ‫(‪ ) ٦٠‬و ﺳ ﺪ ت ﺣﺎﻓﻠﺔ اﻟﺮام ﻣﺘﺜﺎﻗﻠﺔ ﺗﻜﺎد ﺗﺸﺎ ﻗ ﻂ اﻋﻴﺎﺀ وﻳﺄﺳﺎ ‪ ) ٦١( ,‬وح‪ ٠‬ن‬ ‫ﺻﺮخ ﻗﺎﻃﻊ اﻟﺘﻨﺎﻛﺮ —‪ B‬ﻣﺤﻄﺔ ﻏﺮإﻫﺎم}) ﻗﻘﺰت ﻛ ﻦ ﻟﻨﻌﺘﻪ ﺣﻤﺮة ‪ ) ٦٢( .‬وﻟﻜﻦ ﻣﺎ‬ ‫ﺑﻠﻐ ﺖ ارﺻﻴ ﻒ ﺣ ﺘ ﻰ ﺟ ﺪ ت ﻓﻲ ﻣﻜﺎ ب ك‪١‬ﻟﻤﺼﻌﺔة ‪ ) ٦٣( .‬ﻟﻘﺪ ﻛﺎ ن اﻟﻌﺘﺎل ا أل ﺛ ﻴ ﺐ‬

‫األﺣﻤﺶ اﻟﻌﻴﻨﻴﻦ ﺟﺎﻟﺴﺂ ﻋﻖ ﺣﺠﺮ ﻫﻨﺎك ﻳﺌﺘﻈﺮﻫﺎ وﻳﺠﺎﻧﺒﻪ ﺣﻘﻴﺒﺘﻬﺎ اﻟﻀﺨﻤﺔ‪٠‬‬ ‫(‪ ) ٦٤‬وﺟﻠﻔﺮ اﻟ ﺪ ح ض ﻋﻴﻨﻴﻬﺎ ﻓﻠﻢ ﺳ ﻄ ﻊ اﻟﻜالم ﻓﻲ ﺑﺎدئ األﻣﺮ ‪ .‬ﺛﻢ ﺗﻘﺪ ﻣ ﺖ‬ ‫ﻣﻨﻪ وﺑﺎﻟﺖ ‪:‬‬

‫ﻣﺎذا ﺣ ﺪ ث ؟ ﻣﺠﻒ وص‪.‬ﻟﺖ اﻟﻰ ﻫﻨﺎ ؟‬

‫(‪ ) ٦٥‬ﻓﻘﺎل ﺑﻌﺸﻪ اﻟﺬ ي ﺗﻤﺎﻳﺠﻪ ﻳﺠﺌﺔ اﻟﻜﺒﺮ — وأﻳﺖ ﺣﺎﻓﻠﺔ األﻣﺎم ﻣﻜﺘﻈﺌﺔ ﺑﺎﻟ ﺠﺎ ب‬ ‫ﻗﻠ ﺖ ‪]*( ،‬‬

‫زﻟﺖ ﻣﻨﺘﻈﺮإ ‪...‬‬

‫ﻓﺼﻌﺪت ﻓﻲ ﺣﺎﻓﻠﺔ اﻟﻮآلﺀ وﻧﺰﻟﺖ ﻋﻨﺪ ﺀﻃﺌﺔ (( ﻏﺮاﻫﺎم )) ك‪1‬‬

‫(‪ )٦٦‬ﺛﻢ ﺗﻌﺮﻳﻞ ﻛ ﻴ ﻒ ﺗﻌﺒﺮ ﻟﻬﺬا اﺑ ﺤ ﻞ ﻋﻦ ﺛ ﻜ ﺞ وﺗﺄﺛﻤﻪ‪. ١‬‬

‫(‪ ) ٦٧‬وﺑ ﺤ ﺞ‬

‫ﻋﻐﻮﻳﺬة أﻗﺒﻠﺖ ﻋﻠﻴﻪ ﻛﺄﻧﻨﻬﺎ ﺗﻮد ﺗﻘﺒﻴﻠﻪ ﻟﻜﺌﻨﻬﺎ أﺣﺠﻤ ﺖ ‪ ) ٦٨( .‬و ﺳ ﺖ ﺟﺰداﺗﻬﺎ اﻟﺼﻔﻴﺮ‬ ‫ﻫﻌﻄﺘﻪ ﻛ ﻞ ﻣﺎ وﺟﺪ ت ﻓﻴﻪ ﻣﻦ ﻗﻄﻊ ﻧﻘﺪﻳﻨﺔ ﺻﻐﻴﺮه ﺑﻴﻦ ﻟﻴﺮات آلﻧﺼﺎف ﻟﻴﺮات آلﺀرﺑﺎع‬ ‫وﻋﺶ ت ﻏﺮوش ‪^ )٦٩( .‬افب‪ ٠‬ن أ ﺗ ﺒ ﺎ رﻳ ﺔ وﺿﻌﺖ ﺑﻬﺎ ﻋﺪد ا ﻣﻦ األوﻏﻔﺔ وأﺑﻊ‬ ‫اﻟﺤﻠﻮى ؤﻟﻐﺈﻛ ﻪ اﺧﺘﺮﺗﻬﺎ ض د ﻛ ﺄ ن اﻟﻘﺮﻳﺔ‪ ،‬ﻓﺪﻓﻌ ﺖ اﻟﻴﻪ ﺑﺎﻟﺮﻳﺔ وﺑ ﻜ ﻞ ﻣﺎ ﺑﻬﺎ ‪٠‬‬ ‫(‪ ) ٧٠‬ﺀإذا ﺑﺼﻮت ﻳﻨﺎد ي ‪ ٠) :‬ﻋﺒ ﺪ‪٠ ،‬ا ﻋﺒﺪ » ‪.‬‬ ‫ﻓﺎﻟﺘﻔﺘﺖ وآل ت ﻋﺘﺄ ال ﻳﻐ ﻒ ﻓﻲ اﻟﺠﺎﻧﺐ اآلﺧﺮ ﻣﻦ اﻟﺜﺎرع‬

‫و ر د ﻣﺨﺎﻃﺒﺄ اﻟﺬ ي‬

‫ﻳﺠﺎﻧﺒﻬﺎ —‬ ‫(‪ « ) ٧١‬ﻋﺒﺪ‪ ،‬ﻳﺎ ﻋﺒﺪ ‪ .‬أﻳﻨﻬﺎ األﺑﻠﻪ ‪ .‬أﻳﻦ ﻛ ﻨ ﺖ ﻣﺨﻨﻔﺈ ﻫﺬا اام‪ ٠‬ﺑﺎح؟ ﻟﻘﺪ ﻣﺄ ل‬ ‫ﻋﺘﻚ اﻟﺤﺰﺟﺎ ﻣﺤﻦ ﻋﺪ ة ﻣﺮات ﻟﺘﻘﻞ األﻛﻴﺎ س ‪ .‬أﻳﻦ ﻛﻨ ﺖ أﻳﻨﻬﺎ اﻟﻐﻔﻨﻞ اا ؟‬

‫روز ﻏ ﺮﻳ ﺐ — (‪ ,‬اﻟﺨﻘﻴﺒﺔ)) ‪ ،‬ﻳﺠﻠﻨﺔ ا أل د ب ‪ ،‬ﺳﺔ ‪، ١٤‬‬ ‫ﺟﺰﺀ ‪>( ، ١‬ﺛﺮﺀﻳﺖ‪ ،‬ﻳﺄﻳ ﺮ ‪ ، ) ١٩٠٥‬ص ‪. ٦—٤‬‬

‫‪NOTES‬‬ ‫”‪ : " she ended up with the belief.‬ا;ﺑ ﺖ اﻟﻰ االﻋﺘﻔﺎد ( ‪)4‬‬ ‫‪)7( ... ٨‬‬ ‫‪ukhidha...) : “they were taken by the magic‬؛) أﺧﻨﺎ‬ ‫”‪of...‬‬ ‫‪236‬‬

SELECTION XXXI

(12) ‫ م‬١‫( ﺛﻢ ﻳﻌﺮاﻫﺎ أ ي اﻫﺔ‬... yulraha... ) : "they did not pay any attention to her.” (14) ‫ “ ؛ ح ﻫﺬا‬and with all this," “despite this." (15) ‫ ﺛﻢ ﺗﻜﻦ أ ﺳﻌﺪﺣﻈﺂ‬: “she did not have a better luck.” (17) ‫ى‬٠‫( أﻳ ﺾ‬iquyyida...): “it was destined for her.” (18) ‫ أوﻧﺎت ﻓﺰﻧﺠﺎ‬: '‫؛‬her free time.” (23) ‫ا‬٠‫ ﻓﻲ ﺿ ﺰ ﻳﺎ ﺋ ﺖ‬: “on one of her visite.” (26) ‫( ﻣﺪﺑﺔ‬:madinah) : “indebted‫ ”؛‬passive participle of Form I (27)

‫ ؤألﻳﺄم ال ﺗﺰﻳﺪﻫﺎ األ ﺗﻌﻠﻨﻘﺄ ﺑ ﺼﺎ ﺣﺒﺘ ﻬﺎ‬: “and attachment to her friend,” lit. “and days did not impart to her except attachment to her friend.” (31) ‫ األ ؤاﻗﺖ‬. . . ‫ ﻣﺎ أ ﺗﺎ ت ﻫﺘﺎك‬: ‫؛؛‬she had ne without longing for...” The waw preceding ‫ ﺗﺎﻗﺖ‬is super, fluous. (32) ٠‫ وع ﺗﻚ‬: “while it has not as yet come to an end.” The ne­ gative particle ۵ , like ‫ ﺛﻢ‬, introduces the jussive, but dif­ fers from ‫ ﺛﻢ‬in that it negates the action up to the time of speaking, while ‫ ﺛﻢ‬negates the past generally.. This particle should be distin'guished from the adverb ۵ “when." (34) ‫ ﻳﺪه اﻟﻰ اﻟﻤﺎل‬٠‫ ﻓ ﺪ‬: “so he helps himself to the money.” (35) ‫ ﺛﻢ ﺗ ﻨ ﺒ ﺲ ﺑ ﺒ ﻨ ﺖ ﺷﻐﺔ‬: “did not utter a word {lit. a daughter of a lip).” (37) ‫ ﺟﻌﻠﺖ ﻫﺬا اﻟﻤﻴﻎ ﻓﻲ‬: “she put {lit. made) this sum in...” (40) ‫ ﻓﻲ ﻫﺬه اﻟﻠﺤﻈﺔ ب‬: "in this instant, itself” (42) ‫ﻃﻠﻖ ﻟ ﺴﺄره اﻟﻌﻨﺎق‬٠‫ و‬: ‫؛؛‬and speeds away,” lit. “ and le the reins of his car.” ‫ ال ﻳﻠﻮي د ى ﻧ ﻲﺀ‬: “not paying attention to anything," lit. “not leaning towards a thing.” (43) ‫ األﻧﺔ ؤﺑﻌﺔ‬: “passers-by and vendors.” (For this type of collectives see above, X III, 46.) (46) ‫ ﻣﻦ ﻏﻀﺎﻟﻎ‬: “please,” lit. “out of your graciousness.” «‫ )) اﻟﺒﺮج‬: Beirut’s central square. 37

‫‪SELECTION XXXI‬‬

‫‪'،, ascend) with you.” Note‬إﻟﻢ ( ‪ : “I shall ride‬اﻃﻠﻊ وإﺋﺂك‬ ‫‪ is in the accusative case because it‬إﻳﺎﻟﺚ ‪that the pronoun‬‬ ‫­‪follows the waw of accompaniment. This w£w, which si‬‬ ‫­‪gnifies that an action performed by an entity is done in con‬‬ ‫‪junction with another entity, always governs the accusative.‬‬ ‫”‪(48) 0 ، : an interjection meaning “make haste.‬‬ ‫‪ “to go‬ﺗﻌﺎﻟﻰ ‪come;” an imperative of Form VI verb‬؛' ‪ :‬تىل‬ ‫”‪higher.‬‬ ‫)‪(49‬‬ ‫”‪ : “did not find a trace of him.‬وم ﺗﻔﻒ ﻟﻪ ﻋ ﺮ أﺛﺮ‬ ‫‪ ٠ : “throws her to the ground.” The use of the‬رﺑﺎ ارى )‪(53‬‬ ‫­‪ as an adverb of place instead of in the preposi‬أرض ‪word‬‬ ‫‪ is an idiomatic usage peculiar to‬ﻋﻠﻰ األرض ‪tional phrase‬‬ ‫‪this expression.‬‬ ‫”‪ (... ‘ajaba) : “then no wonder.‬ىد‪ ٠‬ﺀ ج‪ ٠‬ب )‪(59‬‬ ‫”‪ : “conductor,” lit. “cutter of tickets.‬ﻗﺎﻃﻊ ا س ‪(61) /‬‬ ‫”‪ : “ and she gave him the parcel.‬ﻓﺪﻓﻌﺖ اب ‪.‬ا ر زة )‪(69‬‬

‫‪EXERCISES‬‬ ‫‪Translate into English:‬‬ ‫ﺗﺪور ﻫﺬه اﻟﻘﻌﺌﺔ ‪1‬ﻟﻘﺼﺒﺮة ﺣﻮﻟﻰ ﻓﺘﺎة ﺗﻌ ﻮد ت ا آل ﺗﻨﺘﻈﺮ ﻣﻦ اﻟﻐﺎ س‬

‫‪1.‬‬

‫إأل‬

‫اﻟ ﻲ‬

‫‪ ٠‬ن األﺷﺪاﺀ ‪ ،‬ﺳﺆﺀ أﻛﺎن ﻫﺆالﺀ ض أﻫﻞ ﺑﺪﺗﻬﺎ أم ‪ ٠‬ن اﻟﻐﺮﺑﺎﺀ ‪ .‬ﻓﻘﺪ ﻛﺎن واﻟﺪﻫﺎ ﻳ ﻄ ﺢ‬

‫ﻓﻲ ﻣﺎ ﺗﺮﻳﺤﻪ ض ﺣﻤﻠﻬﺎ‪ ،‬ؤك‪ ١‬ن ال ﻳﻜﺘﻔ ﻲ ﺑﺎﻟﻘﻠﻴﻞ ﺑﻞ ﺗﺰداد ﻣﻄﺎﻟﺒﻪ ﻳﻮ‪٠‬ا‬

‫ﺑﻌﺪ ﻳﻮم ‪ .‬ؤاذ‪٠‬ت‬

‫ﻣﺾ ت ﻋﻠﻴﻬﺎ ﻣﺪﻳﺮة ﻣﺪرﺳﺔ ﺧﻤال ﺑﺰﺳﻄﺔ ﺻﺪﻳﻘﺔ ﻟﻬﺎ ﻓﻘﺒﻠ ﺖ ﺷﺎﻛ ﺆ ﺣﺎﻣﺪة ‪ ،‬وﻟﻜﻦ ﺑﻌﺪ‬ ‫ﺣﺜﺰ‪ ٠‬اﻛﺘﺸﻔﺖ أن ا أل ﺟ ﺆ اﻟﻲ ﺗﺘﻨﺎائ ﻫﻲ ﻧ ﺼ ﻒ ﻣﺎ ﺗﺘﻨﺎوﻟﻪ اﻟ ﻌ ﺰ ت اﻟﻠﺆﻓﻲ ﻳﻘﻤﻦ ﺑﻤﺜﻞ‬ ‫ﺣﻤﻠﻬﺎ ‪ ،‬ﻓﻔﻬﻤ ﺖ أﻧﻬﺎ ﻛﺎﻧ ﺖ ﺗﺜﻖ ﻓﻲ أ'اس ﺋ ﺪ ﺧﻠﺆ ض ﻋﺘﻌﺮ األﻣﺎﻧﺔ‪ ،‬وﻟﻜﺘﻬﺎ ﻟﺰﻣﺖ‬ ‫اﻟ ﺼﻤﺖ ألﻧﻬﺎ أ ﺑ ﺤ ﺖ ال ﺗﺜﻖ ‪.‬اي اﻧﺴﺎن [ ‪ /‬؛ ﺗﺒﺘﻪ ﻣﺎ ﻓﻲ ﻗﺎﺑﻬﺎ ‪,‬‬

‫ﻏﺜﺮ أن ﺛﻘﺘﻬﺎ ﺑﺎالﻧﺴﺎﻧﻴﺔ ﻋﺎﺑ ﺖ اﻟﺘﻬﺎ ﺑﺆﺳﻄﺔ ﻋﺘﺄل ﺷ ﺦ ‪ .‬ﻓﻘﺪ ﻛﺎﻧ ﺖ دﻓﻌ ﺖ اﻟﻴﻪ‬ ‫ﺣﻘﻴﺒﺔ اﺣﺘﻮﻳﺖ ﻋﺎى ﻛ ﻞ ﻣﺎ ﻧﻤﻠﻚ ﻓﻲ ﻫﺬا اﻟﻌﺎﺛﻢ‬ ‫(ا‬

‫ﻏﺮإﻫﺎم‬

‫ا)‬

‫ا ﻳﻨﻘﻠﻬﺎ ﻣﻦ ﺳﺎﺣﺔ(< اﻟﺒﺮج » اﻟﻰ ﻣﺤﻌﺘﺔ‬

‫ألﺳﻄﺔ اﻟﺰام ‪ .‬ﻫﻜ ﻦ ﻋﻨﺪﻣﺎ ﺻﻌﺪت اﻟﻰ اﻟﺘﺮام ﺛﻢ ﺗﺒﺪه ﻓﺮﻳﺖ ﺑﺘﻨﺴﻬﺎ اﻟﻰ‬

‫اﻟ ﺜﺎ ع ﻟﺘﺒﺤﺚ ﻋﻨﻪ‪ ،‬وأذﺛﺄت ﺗﺘﺎح اﻟﺘﻘﺆس ﻓﻲ ﺀﺣﻮه ﺻﻔﻮف اﻟﻤﺎرة ﻓﻠﻢ ﺗﻌﺜﺮ ﻋﻠﻴﻪ ‪.‬‬

‫‪ 8‬ة‪2‬‬

‫‪SELECTION XXXI‬‬

‫ﻓﻘﺎ ق ﻓﻲ ﺷﻤﻬﺎاﺗﻬﺎﻓﻘﺪ ت ﺛﻘﺘﻬﺎﻓﻲ أﻗﺮب اﻟﺘﺎس اوﻳﻬﺎ ﻓالﻋﺠ ﺐ أن ﺑﺮﺑﻬﺎ ﻫﺬا اﻟ ﻌﺘﺎ ل‬

‫اﻟﻐﺮ؛ب ‪ .‬ﻫﻜ ﻦ ﻋﻨﺪﻣﺎ اﻣﻨﺄﻧﻔﺖ ﺳﻨﺮﻫﺎ اﻟﻰ ﻣﺤﻄﻨﺔ ل( ﻏﺮﻫﺎم )) وﺟﺪت اﻟﻌﺘﺎل ﺟﺎﻟﺴﺎ‬ ‫ﻳﻨﺘﻈﺮﻋﺎ وﻳﺠﺎﻧﺒﻪ ﺣﻘﻴﺒﺘﻬﺎ ‪ .‬ﻓﻠﻢ ﺗﻌﺮف ﻛﻴ ﻒ ﺗﻌﺒﺮ ﻟﻪ ﻋﻦ ﺷﻚ^ا ‪٠‬تﺀئ;ه‪'،‬ا ‪.‬‬

‫‪2. Fill in the blanks in the following sentences and then‬‬ ‫‪translate them into English. (Numbers at the end of sentences‬‬ ‫‪indicate where aid may be sought in the text or the notes):‬‬ ‫‪ — ١‬ﻛﺎ ن ﻟﻠﻐﺂة أ ﺧ ﺖ ؤال?ة اﺧﺆن ‪ ،‬ﻟﺬالت ﻓﺎن وﻟﺪﺋﺈ ﻟﻢ ﻳﻌﺜﺮاﻫﺎ أ ي— (‪. ) ١٢‬‬ ‫‪٢‬‬

‫‪ ,‬آﻳ ﺾ — أن ﺗﺪ ﺧ ﻞ اﻟﻤﺪدﺑﺔ ﺗﻌﻤﻞ ﻧﻴﻬﺎ ﻛ ﻌﺘ ﻤ ﺔ (‪. ) ١٧‬‬

‫‪ — ٣‬ﻫﺎ ﻫﻮ واﻟﺪﻫﺎ ﻳﺨﻠﻒ ﻳﻮﻋﺪه ﻓﻴﻤﺪ — اﻟﻰ ﻣﺎﻟﻬﺎ رﺧﻤﺎ أﻧﻪ ﻳﺤﺘﺎﺟﻪ ﻣﻦ أ ﺟﻞ‬ ‫‪٠‬ﻣﺠﺎزده (‪. )٣٤‬‬ ‫‪ — ٤‬أﻣﺂ ﺀي ﻓﻠﻢ ﺗﺘﺒ ﻰ‬

‫‪ —٩‬وﻋﻠﻤﺖ أده ال ﺑﺪ ﻣﻦ أن ﺗﻐﺎدر اﻟﺒﻴﺖ (‪. )٣٥‬‬

‫ﺲ‪ ٠‬ﻳﺂره —‬ ‫‪ — ٥‬ﻋﻨﺪﻣﺎ وﺻﻠﺖ ا ﻟ ﻴ ﺂ ر اﻟﻰ ﺑﻴﺮﺑﺖ أﻧﺰﻟﻰ اﻟﺴﺎﺋﻖ ﺣﻘﻴﻴﺔ اﻟﻔﺘﺎة ة‪٠‬ﻟﻠﻖ ﻟ‬

‫وﻫﻮ ال ﻳﻠﻮي ض ‪٤٢( -‬‬ ‫‪ — ٦‬أ ﺧﺬ ت اﻟﻔﺘﺎة ﺗﺘﻠﻐﺘﺖ آل س ﻓﻲ اﻛﻔﺘﺒﺶ ﻋﻦ اﻟﻌﺘﺂل ‪ ،‬وﻟﻜﺖ ﻟﻢ ﺗﻘ ﻒ ﻟﻪ‬ ‫)‪.‬‬

‫ﺀاى ‪٤٩( -‬‬

‫)‪.‬‬

‫‪3. Translate the following sentences and state all the‬‬ ‫‪grammatical and idiomatic facts you know about the words‬‬ ‫‪in bold-faced letters:‬‬ ‫‪ — ١‬ﻛﺎ ن ﻳﺠﺎﻧﺒﻬﺎ زﺟالن ﻗﺪ ﻏﺮﻗﺎ ﻧﻲ ﻣﺤﻤﺖ ﺧﻤﻴﻖ ﻛﺄ ﻧ ﻤﺎ أﺧﻨﺎ ﺑ ﺤ ﺮ اﻟﺼﺒﺎح زﺟالﻟﻪ ‪.‬‬ ‫‪ — ٢‬ﺛﻢ ﻳﻜ ﻦ ﻟﺒﻨ ﺖ أ ي ﺛﺄ ن ض ﻋﺎﺋ ﻘﺎ ‪ ،‬وﻫﻊ ﻫﺬا ﻛﺎﻧ ﺖ ﺗﻔﻮم ﺑﺎألﺣﻤﺎل اﻟﻲ ﺗ ﻄ ﻨ ﺐ‬ ‫ﻣﺠﺮدا ﻛﺒﺮا ‪.‬‬ ‫‪ — ٣‬ﻧﻲ ﺑﻌﺾ زﻳﺎرﺗﻬﺎ ﻟﺒﺮوﻳﺖ ﻟﻘﻴﺖ إ ﺣﺪ ى اﻟﻌﻠﻨﺎت وﺑﺪأ ﺑﻔﻪﺀ‪ ١‬ﻋﻬﺪ ﺻﺪاﻗﺔ ‪.‬‬ ‫‪ — ٤‬ﻧ ﺒ ﺖ أﺛﻬﺎ ‪ ٠‬ا أﻗﺎﻣﺖ ﻓﻲ اﻟﺒﻴﺖ ﺑﻌﺾ أﻳﺂم اﻟﻌﻄﺎة وأل وأﺗ ﺖ اﻟﻰ اﻧﺘﻬﺎﺗﺠﺎ ‪.‬‬ ‫ه ‪ -‬وﻋﺎ ﻫﻲ اآلن ﺗﻌﻮد رت‪ ١‬ﺗﻨﺘﻪ اﻟﻌﻄﻠﺔ ‪.‬‬ ‫‪ — ٦‬ﻓﻲ ﻫﺬه اﻟﺪﻗﻴﻘﺔ ﻏﻴﻨﻬﺎ وﺑﻐﺖ ا ﻟ ﻴ ﺂ ر وﻓﺮﺀﺳﺖب‪ ٠‬رﺀة ^ن اﻟﺮﻗﺂب‪٠‬‬ ‫‪ — ٧‬ﻗﺎﻟﺖ اﻟﻔﺘﺎة الﻣﺘﺎل ﺳﺄﻃﺒﻊ وإﻳﺎﻟﺔ ﻓﻲ اﻟﺘﺮام آلدﻓﻢ ﻋﺌﻚ األﺟﺮن ‪.‬‬ ‫‪ — ٨‬ﺗﺎ ر ﻋ ﺖ ﺗﺒ ﻐﺎ ت ﻗﻴﻬﺎ آل ﺣ ﺖ ﺑﺪؤر ﻳﻜﺎد ﻳﻄﺮﺟﻬﺎ أرﻧﺤﺎ ‪.‬‬

‫‪239‬‬

‫‪SELECTION XXXI‬‬

‫‪4.‬‬ ‫‪In the light of the selection state whether the following‬‬ ‫‪sentences are true or folse:‬‬ ‫‪ — ١‬إزاﺀ ﺟ ﻊ اﻟﺤﻔﺎﺋﻖ اﻟﻤﺆاة ﺑﺒ ﺖ اﻧﻐﺄة ﺗﻌﺘﻘﺪ ﺑﺄن اﻟﺤﻲ‪١‬ة ﻛﻔﻬﺎ ﻣﻤﺎدة ‪.‬‬ ‫‪ — ٢‬ﻛﺎ ن واﻟﺪاﻫﺎ ﻳﻌﻴﺮاﻧﻬﺎ ﻛﺜﻴﺮا ض االﺳﺎم وﻳﺜﺠﺌﻌﺎﺗﻪﺀ < ا أن ﺗﺜﻖ ﺑﺎﻟﻨﺎس ص‬ ‫ﻳﻜﻤﻦ ﻧﻤﻨﻬﺎ آلﻫﻠﺬرﻋﺎ ﻃﺒﻴﻌﻴﻨﺲ ‪٠‬‬

‫‪ — ٣‬ﻗﺎﻧ ﺖ اﻟﻔﺂة ﺛ ﺪﻳ ﺪ ة اﻟﻨﻜﺎﺀ ﺣ ﺘ ﻰ أن اﻟﻤﺪﻳﺆ ﻛﻠﻘ ﻬﺎ ﺗﻌﺪﻳﻢ أ ﺣﺪ اﻟﻤﻔﻮف‬

‫) أل ﻧ ﻴ ﺔ ‪.‬‬ ‫‪ - ٤‬وﻓﻲ ﺧ الل ﺳﻐﺖ‪١‬ن ﺣﻤﻤﺖ ﻣﺒﻠﻐﺎ زﻫﻴﺪا ﻣﻦ اﻟﻤﺎل دﻓﻌﺘﻪ اﻟﻰ أﻳﻬﺎ ﺑﻌﺪ آ ن ﻛﺎﻧ ﺖ‬ ‫ﻫﻲ ‪ ٠‬أ ل االﻧﺘﻤﺎﺀ ﻓﻲ ﺷﺮ‪٠‬ﺀ ﺣﺎﺟﺎﺗﻬﺎ ‪.‬‬

‫‪ — ٠‬رﺧﺒﻰ اﻟﺸﺮﻓﻲ ﺑﺄن ﻳ ﺼﺤ ﺐ اﻟﻐﺄة ﻟﻠﺘﻔﺘﻴﺶ ﻋﻦ اﻟﻌﺘﺎل ‪.‬‬

‫‪ - ٦‬ﻛﺎﻧ ﺖ اﻟﺤﻔﻴﺒﺔ ﺗﺨﻮي ض ﻣ ﺦ ض اﻟﻤﺎل و ش ﻛ ﻞ‪ ٠‬ﻣﺎ ﺑﻔﻲ ﻟﻠﻔﺘﺎة ﻓﻲ اﻟﻮﺟﻮد ‪.‬‬

‫‪ 0‬ه‪2‬‬

‫‪SELECTION XXXII‬‬

‫اﻟﺤﺒﻴﺐ اﻟﻤﻨﺸﻮد‬ ‫(‪ ) ١‬ﺣﺪ ﺳﻲ دﻓﻔﻲ ﺋﺒﺬه اﻟﻘﺼﺔ ‪.‬‬ ‫(‪ ) ٢‬ﻟﻘﺪ‬

‫‪ W‬ﺑﻠﺤﻤﻬﺎ ودﻣﻬﺎ ‪ ،‬وﻣﺎض‪٠‬ﺀا وح‪ ١‬ﺿألا ‪ . . .‬ﺑﻞ ﻧ ﻬﺒ ﺖ اﻟﻰ أﺑﻌﺪ ض‬

‫ذﻟﻚ ﻓﻲ ﻫﺬه اﻟﻤﻌﺮﺑﺔ ‪ ،‬ﺣﺪى ﻋﻘﺪت ﻣﺎ ﺑﻴﻲ وﺑﻴﺌﻬﺎ ﺻﺪاﻗﺔ ﻗﻮﻳﺘﺔ ﺛﺎﺑﺘﺔ ﻫﻲ ﺻﺪاﻗﺔ‬ ‫اﻟﻔﻜﺮ ؤﻟﻌﺎﻃﻐﺔ ‪,‬‬ ‫(‪ VV )٣‬ﻓﻲ اﻟﻴﻮم اﻟﺬي ﻛ ﺘ ﺎ ﻧﻠﺘﻘﻲ ﻓﻴﻪ ﻣﻌﺄ— ﻋﻨﻰ اﻟﻄﺮﻳﻖ ‪ ٠‬اﻟﻰ اﻟ ﺪ ﻳ ﺔ ‪.‬‬ ‫(‪ ) ٤‬وﻓﻲ اﻟﻄﺮﻳﻖ ﻃﺎﻟﻤﺎ ﺗﺒﺎدﻟﻨﺎ األﻓﻜﺎر ﻓﻲ ﻛ ﻞ ﺛﻲﺀ ‪ ،‬وﻛﺎﻧﺖ ﺗﺼﺎزﺣﻲ ﺑﻤﺎ ﺗﻠﺘﻰ ﻓﻲ‬ ‫ﺣﻴﺎﺋﻬﺎ ‪ ،‬وﻛﻨﺖ أﺻﺎدﺣﻬﺎ ﺑﻤﺎ أﻟﻨﻰ ﻓﻲ ﺣﻴﺎﻧﻲ ‪ ) ٠( .‬ﻳﺎﻧ ﺖ ي ﻛالﻣﻬﺎ أﺣﻴﺎﻧﺎ ﺑﺘﻨﻬﺌﺪة‬ ‫ﺗﺮﺳﻠﻬﺎ ﻣﻦ وزﺀ اﻟﻨﻬﺎب اﻟﻜﺜﻴﻒ ‪ ،‬أو ﺑﻨﻐﺐ ﺷﺎردة ﺗﻤﺘﺪ اﻟﻰ األﻓﻖ اﻟﺒﻌﻴﺪ ‪.‬‬ ‫(‪ ) ٦‬الﻳﻨﻘ ﺺ ﺣﻴﺎﺗﻬﺎ ﺛ ﻲﺀ ﻣﻦ دوا ي اﻟﺮف واﻟﺤﻴﺎة ‪ ،‬واﻛﻦ ﻳﻨﻘﺼﻬﺎ ﺷﻲ ﺀ أ ز‬

‫ض اﻟﺮف ‪ ،‬ﻳﻨﻘﺼﻬﺎأن ﺗ ﻜ أل‪ ٠‬ﻟﺤﻴﺎﺗﻬﺎ ﻗﻴﻤﺔ ﻣﻌﺘﻘﻠﺌﺔ ﺻﺮﻳﺤﺔ ﺣﺬة ‪ )٧( .‬ألﻧﻰ‬

‫ﻟﻬﺎذﻟﻚ ؟‬

‫‪٠‬ﻫﻲ اﻟﻨﻲ ﻧﺠﺎ ﻓﻲ ﺑﻴﺌﺔ ﺀاﻓﻈﺔ ‪ ،‬ﺗﻀﻴﻖ ﺑ ﻜ ﻞ ‪ ٠‬ا ﻳﺘﻨﻔﺌﻰ ‪١‬ﻟﻬآلﺀ‪ )٨( ٠‬ﻫﺬه اﻟﻴﻴﺌﺔ اﻟﻲ‬ ‫ﻛﺎﻧ ﺖ ﺗﺰداد ‪٠‬ﻫﺎ اىﻫﻠﺪا‪ ٠‬أ ﻛﺎ ذ‪ ١‬ازداد ؤﺀي‪٠‬ا‬

‫ؤﻓﺖ‪ ٠‬ﺣ ﺖ‬

‫ﻧﻔﺴﻬﺎ ﻟﻤﻌﺎﻧﻲ اﻟﺤﻴﺎة ؤﻟﺤﻨﻴﺌﺔ ‪،‬‬

‫وﻛﺎن ال ﺑﺪ ﻟﻬﺎ آن ﺗﺪاﻋﻴﻬﺎ ‪ ،‬وأن ﺗﻘﻌ ﻦ ﻟﻬﺎ ‪ ) ٩( ،‬ألن أﻗﻞ ﻋﺂد ﻣﺘﻬﺎ ﻗﺪ ﻳﺰول اﻟﻰ‬ ‫ﻧﻔﻬﺎ ﻋﻦ اﻟﺪراﺳﺔ وﻟﺰوﻣﻬﺎ ﺑﻴﺘﻬﺎ ‪ ) ١٠( .‬وﻟﻰ ﺑﺪﺗﻬﺎ‪ ،‬ﻋﻨﺪﻫﺎ‪ ،‬ا أل اﻟﻘﻴﺮ ﻓﻲ ﺻﺮر ﻗﺼﺮ‪.‬‬

‫ر د را ز ‪ ،‬ألﺛﻬﺎ ﺗﺆﻣﻞ أن ﺗﺮى‬

‫(‪ ) ١١‬وﻋﻲ ﺣﺮﻳﻤﺔ ﻛ ﻞ اﻟﺤﺮص ز أن ﺗﺄﺑﺮ‬ ‫ﻓﺖ‪ ٠‬ا اﻟﻨﺠﻠﺔ ض ‪٠‬ﻳﻮد ﻫﺬه اﻟﺤﻴﺎة اﻟﻜﺎذﺑﺔ اﻟﻲ ﺗﺠﺎﻫﺎ ﻓﻲ أﻣﻤﺘﻬﺎ ‪.‬‬

‫(‪ ٠ ) ١٢‬ﺛﻞ ﻫﺬا اﻟﺘﻨﺎﻗﺾ ﺟﻌﻞ ﻧﻔ ﻬﺎ ﻓ ﺮﻳ ﺔ األﺛﻢ ‪ ،‬ألﻧﺌﻬﺎ ال ﺗﺪري— أﺗﺮﺧﻲ‬ ‫ﻛﺮﻳﺎﺀ أ ﺻ ﺎ ‪ ،‬أم رﻓ ﻲ ﻧﺆزع ﻧﻔﺴﻬﺎ ؟ (‪ ) ١٣‬وﻓﻲ ﻛ ﻞ ﻣﺎ ر ﻳﺪه ال ﺳ ﺘ ﻞ ﻟﻬﺎ‬ ‫األ اﻟﺜﻔﺎﺀ ‪ ،‬وﻟﺬﻟﻚ ﻛﺎﻧ ﺖ ﺗﺨﺘﺎرﻧﻲ ﻣﻦ دف رﻳﻘﺎﺗﻪ‪ ١‬رﻓﻴﻘﺔ ﺗﻴﺜﻨﻲ ﻣ ﺎ ﺗﺤﺲ ب‪ ٠‬وﻟ ﻰ‬ ‫ﺗالﻗﻴﻪ ‪. . .‬‬ ‫(‪ ) ١٤‬ض األﺣﺎدﻳﺚ‪ 1‬ﻟ ﻲ ﻛ ﺘ ﺄ ﺗﺠﻨﺲ ﻗﻴﻬﺎ ﻣﺎ ﻳﺘﻌﻠﻨﻖ ﺑﺎﻟﻤﺴﺘﻘﺒﻞ ‪ ...‬آلﻳﻨﺔ ﻓﺘﺎة ﺗﻘﻊ‬ ‫ﻳﺎﻟﻤﺎﻓﺒﻲ ؟ (‪ ) ١٥‬وﻟﻰ دام‪ ١‬د ﺷﻘﺒﻞ ﻳﻐﺮﻳﻨﺎ ‪ ،‬ﻓﻦ اﻟﻤﺘﻘﺒﻞ أن ﻧﺘﺤﺪ ث ﻋﻦ ﺣﺒﺬذ‪ ١‬وﺑﻴﺘﻨﺎ‬ ‫اآلﻧﻲ ‪ ) ١٦( ...‬وزادﻧﺎ ﻓﻲ ﺛ ﺮ ح اﻟﺤﺒﺔ أن ﻧﻬﻤﺄ ﺗﻠ ﻚ اﻟﺮؤﻳﺎت ﻋﻦ أﺑﻄﺎﻟﻪ وﺑﻄالﺗﻪ ﻗﺰﺀة‬ ‫ﺑ ﺔ ‪) ١٧( .‬‬

‫م ﻗﺼﺔ أردﻧﺎ اﺑﺘالﻋﻬﺎ‪ ٠‬ن ﻓﺎﺗﺤﺘﻬﺎ اﻟﻰ ﻧﻬﺎﻳﺘﻬﺎ ﻓﻲ ﺟﻠ ﺔ‬ ‫ل‪4‬‬

‫ة‬

‫وا ﺣ ﺪ ة ‪،‬‬

‫‪SELECTION XXXII‬‬

‫(‪ ^ ) ١٨‬دﻣﻌﺔ ﻧﺮﺑﻨﺎﻫﺎ ألن ﻓﺘﺎة أﻣﻴﺔ ﺧﺎﻧﻬﺎ ﻓﺘﺎﻫﺎ ‪ ،‬وض ﺗﺘﺴﺎﺀل — ﻣﺘﻰ ﻳﻀﻢ اﻟﻘﺪر‬ ‫ﻓﻲ ﺣﺌﺮﻳﻘﻨﺎ اﻟﺤﺒﻴ ﺐ اﻟﻤﻨﺜﺮ ؟‬ ‫(‪ ) ١٩‬اﻟﺤﺒﺪب اﻟﻤﻨﺸﻮد ‪ .‬ﻫﺬ‪ ١‬ﻫﻮ رﺟﺎﺀ ﻛ ﻞ ﻓﺘﺎة ‪ ،‬ﺗﺮاه ﻓﻲ ﻳﻘﻔﺈﺗﻬﺎ وﻓﻲ أﺣالﻣﻬﺎ ‪،‬‬ ‫ﻓﻲ ﺑﺪﺗﻬﺎ وﻓﻲ ﻃﺮﻳﻘﻬﺎ ‪ ،‬ﻳﺪﻓﻌﻬﺎ اﻟﻰ أن ﺗﻜﻮﻳﺔ ﻧﺎ ت روﻧﻖ وﻟﻌﺎن ‪) ٢٠( .‬ﺀإل ﺗﺰال اﻟﺪﻧﻴﺎ‬

‫ﻛﻠﺌﻬﺎ ﺿﻲ‪٠‬ﻋﺔ < ى ﺗﺄﻧﻲ ﺑﺎﻟﺤﺒﻴ ﺐ اﻟﻤﻨﺸﺮ ‪ ٠..‬ﻓﺎذا ﺑﻪ ﻳ ﺼﺒ ﺢ اﻟﺪﻧﻴﺎ ﻛﻠﺌﻬﺎ ‪...‬‬ ‫(‪ ) ٢١‬أﻧ ﻜ ﺮ ﻣﺮة أﻧﺌﺄ ﻣﺮﻧﺎ ﻣﻌﺎ ﺑﻌﺮاﻓﺔ ‪ ،‬ﻓﺄﺣﺒﺒﻨﺎ أن ﻧ ﻘﻠ ﻰ ‪ 5 ،‬أ ﺗ ﺎ وأﺣﺪﻗ ﺖ ﻓﻴﺄ‬ ‫ﻃﻮﻳ ال‪ ...‬وﻟﻢ ﺗﺰد أن ﻓﺎﻟ ﺖ ﻟﻨﺎ ‪ :‬ﻋﻠﻰ ﻃﺮﻳﻖ ﻛ ﻞ آلﺣﺪة ﻣﻨﻜﺎ ﺣﺒﻴ ﺐ ﻣﻨﺸﻮد ‪.‬‬ ‫(‪ ) ٢٢‬ﺳﻤﻌﻨﺎ ﻫﺬ‪ ٠‬اﻟﻜﻠﻤﺔ ﻫﻌ ﻬﺎ ﻫﺎ ﻓﻲ ؤﺣﻜﺔ ﻣﺘﻘﻄﻨﻌﺔ ﺗﺒﻴ ﻦ ﺧﻤائ ﻳﺠﻨﻨﻲ ﻓﻲ ﻧﻔﺴﻴﻨﺎ ‪،‬‬

‫(‪ ) ٢٣‬ؤﻟﻌﻨﺎالت ﻳﺘ ﻌ ﻔ ﻦ ض وزﺀ ﻋﻴﻮﻣﻦ اﻟﻰ ﻛ ﻞ ارأة ﺑﻌﺮﻓﻲ ر ﻏ ﺒﻨﺎ ‪ ،‬واﻟﻤﺮة‬ ‫ﻋﻨﺪﻫﻦ ﻧﺎﺀﻋﺎ ﻫﻲ اﻟﻤﺰة ‪٠‬‬

‫(‪ ) ٢٤‬ﻋﻴﻦ اﻟﻘﺪر ﻟﺮﻓﻴﻘﻨﻲ ﻃﺮﻳﻘﻬﺎ ا؛ﻓﻲ ﺷ ﻠ ﻜ ﻬ ﺎ ﻓﻲ اﻟﺤﻴﺎة ‪ ،‬ﻓﺄ ﺻﺒ ﺤ ﺖ ﻣﻌﻠﺌﻤﺔ‪...‬‬

‫“‪،‬ر ﺗﺤﺖ ﻳﺪﻫﺎ ﻓ ائ ت ﺛﺬﺗﻠﻐﺔ ﻣﻦ اﻟﻐﺘﻴﺎت ‪ ) ٢٠( .‬ﻧ ﻜ ﻦ ﻫﺬه اﻟﻬﻠﻴﻐﺔ ل ﺗ ﻜ ﻦ ﻟﺘﻨﻤﻴﻬﺎ‬

‫ذﻟﻚ‬

‫اﻟﻨﺪاﺀ‬

‫اﻟﺬي‬

‫ﻳﺪﻋﻮﺟﺎ ﻧ ﺪ ﻫ ﺎ وروﺣﻬﺎ ‪ ) ٢٦( .‬وﻛﺎن ﻣﻦ ﺣﻘﺌﻬﺎ أن وداد ﻧﻘﻤﺔ‬

‫ى ل‪ )£‬ض ﻃﺎﻟﺒﺎﺗﻬﺎ ﻣﻦ أ ﺻﺒﺤﻦ ﻓﻲ ﺀﺑﻐﺎة اﻟﺤﺒﻴ ﺐ اﻟﻤﺘﺸﻮ ‪ ،‬وﻫﻲ ال ﺗﺰال ﺗﻨ ﻘ ﺐ وﻋﺪ‬ ‫ﺗﻠﻠﺚ اﻟﻌﻨﺎﻓﺔ ﺑﺄن ﻳﺄﺗﻴﻬﺎ اﻟﺤﺒﻴ ﺐ اﻟﻤﻨﺸﻮد ﻓﻲ اﻟﻬ ﺖ اﻟ ﺠﻴﺮ ‪.‬‬

‫(‪ ) ٢٧‬أ ي ﻣﺘﻰ ﻳﺤﻴﻦ ذﻟ ﻚ اﻟﻬ ﺖ؟ وﻫﻞ ﻳ ﺨﺒ ﻰ ﺣﻘائ ﻟﻬﺎ اﻟﻘﺪر ﺣﺒﻴﺒﺎ‬

‫أن‬

‫ﺑﻌﺪ أن‬

‫أﻳﻘﻨ ﺖ‬

‫ﻟﻴﺲ ﻫﻨﺎك ض ﺣﺒﻴ ﺐ ﻳﻘﺒﻞ ﻋﻨﻴﻬﺎ ؟‬

‫(‪) ٢٨‬‬

‫‪f‬‬

‫ﻣﺮة ﻧﻜﺘﺰ ي ﺑﻮﻋﺪ ﻫﺬه اﻟﻌﻨﺎﻓﺔ ‪ ،‬وﻛﺎﻧﺖ ﻛﺄﻧﺌﻬﺎ واﺛﻘﺔ ﻛ ﻞ اﻟﺜﻘﺔ ألن‬

‫ﻧﻔﺴﻬﺎ ﺗﺮﻳﺪ ﺗﺤﻘﻴﻖ ذﻟﻚ‬

‫اﻟ ﺠﺪ ‪ ) ٢٩( .‬وﻛﻢ ﻣﺮة ﺷﺄﻟﻲ ﻋﻦ ﺣﻴﺎﻧﻲ اﻟﺠﺪﻳﺪة ﻓﺄدرك ﻏﺎﻳﺔ‬

‫ﺳﺆاﻟﻬﺎ ‪ ،‬ﻓﺄﺗﻈﺎﻫﺮ ﺑﺄن‬

‫ﻛ ﻞ ﺣﻴﺎة ﻟﻬﺎ ﻣﺘﺎﺀﺑﻬﺎ ‪ ،‬ووأن اﻟﺤﺒﻴ ﺐ اﻟﻤﻨﺸﻮد ﺷ ﻪ ال ﻳﺞ"ﻟﺺ‬

‫ﻣﻦ اﻟﻤﺘﺎﻋﺐ ‪...‬‬ ‫(‪ )٣٠‬أﺟﺎﺀ ت ﺳﺎﻋﺔ اﻟﺤﺒﻴ ﺐ اﻟﻤﻨﺸﻮد ؟ أﻃﺮق ﻫﺬا اﻟﺤﺒﻴ ﺐ اﻟﺒﺎ ب ﺑﻴﺪه ؟‬ ‫(‪ )٣١‬ان ﺑﻔﻴﻘﻲ اآلن ﺧﻄﻴﺒﺔ «( ر ﺟ ﺪ )) ‪،‬‬

‫ﻧ ﻜ ﻦ ﻫﻞ ﻛﺎن ﻫﺬا اﻟﺮﺟﻞ ﻫﻮ‬

‫اﻟﺤﺒﻴﺐ اﻟﻤﻨﺸﻮد ؟‬

‫(‪ )٣٢‬اﻧﺌﻪ زﺟﻞ ﺀﻓﻲ ﻣﻮف ‪ ،‬ﻟﻜﺬ‪ 4‬ﻓﻲ ﻣﺰﺣﻠﺔ اﻟﺜﻴﺨﻮﺣﺔ ﻣﻦ‬

‫ره‬

‫‪ ،‬ﻳﺮﻳﺪ‬

‫أن‬

‫ﻳﺘﺴﻠﻰ ﺑﻘﻄﺎ ف ﺟﺪﻳﺪ ‪ )٣٣( .‬ﻓﻜﻴ ﻒ ﺗﺠﺢ ر ﺑ ﺎ اﻟﻐﻐﻰ اﻟﻰ ﺧﻤﺮ ؟ ﻛﻴ ﻒ ﻳﻨﺼﻬﺮ‬ ‫ﻫﺬا اﻟﺸﺒﺎب اﻟﻤﺘﺪﻓﻖ ﻣﻊ ﻫﺬ‪ ٠‬اﻟﺜﻴﺨﺆﺧﺔ اﻟﺒﺎرة ؟‬

‫(‪ )٣٤‬أأﺧﻞ‪٠‬ﺗﻪ ﻃﻤﻌﺄ ﺑﺎﻟﻔﺘﻰ ‪ ،‬ﺑﺎﻟ ﺠﺎ ه ‪ ،‬ﺑﺎﻟﻨﺴﺐ ؟‬ ‫(‪ )٣٥‬ه ﺀ‪ ٠‬ى ﻳﻘﻴﻞ‪ .‬ﻛ ﻞ ﻫﺬا iSjk ‫ ه‬٠‫ﻳﺢ‬ ‫ ال‬: “he hardly thinks him able to.” (For an explanation of verbs taking a verbal clause as objects, see below, sentence 16.) ‫ أ س ا ﻟ ﻈﺮ‬: “he looked intently.” (12) ‫ ﺋ ﻜ ﻢ‬: “how often!” The fa' is a conjunction; the lam is for affirmation. (14) ‫ ي م‬٠‫ ض ض ﺀﻫﺎ‬: “different from what I have known him to be,” ‫'إﻟﻢ‬،, “on other than my experience with him .” (15) ‫ ﻣﻦ زﻣﺎن‬: “ for some time.” (

SELECTION XXXIII

)16( ‫ ﺣﺒﺘ ﻲ أدرﻛﺖ‬: “ I thought that I perceived ," ‫'إﻟﻢ‬،. ‫ﺀﺀ‬thought 1 ‫؛‬myself ‫ ز‬I perceived .‫ ’؛‬This usage is identical in meaning with ‫ ﺣﺒ ﺖ أﻧ ﻲ أدﻳﻤ ﺖ‬. In our sentence the verb ‫ﺣ ﺐ‬ takes two objects, the pronominal suffix and the clause ‫ أدﻳﻤ ﺖ‬. Note that the verb ‫ ﺣ ﺐ‬, and a few others like it which signify a mental act , may take two objects, the second of which may be a verbal clause as here , )17( ،< ‫ ﻣﺎ ﻇﺘﻪ ﻳﻘﺪر‬: “ he did not think him able to,” “he did not think that he was able to .” The verb ‫ “ ﻇﻦ‬to think ” is one of the verbs referred to in the preceding sentence , ) 18( ‫ ؤ'ﻏﻖ‬: “ and it chanced .” )19( ‫ ﻣﻦ ﺣﻴ ﺚ اﻟﻘﺪره‬min haythu al qudrati): “from the point of view of power,” “ as regards power.” Note that ‫ ﺣﻴ ﺚ‬-is invaria ble , and that here it is in construct with the following noun . W hen ‫ ﺣﺘ ﺚ‬-precedes a nominal sentence it is consi -dered in construct with the whole sentence so that the sub ject within that sentence remains in the nominative , )21( ‫ ن ض‬٠ : “without.” ‫ ﺻﻔﻌﻪ ﺻﻐﻌﺔ‬: “-he slapped him one slap .” When a ta ’ m ar butah is added to the ma ‫؟‬dar of a verb the resulting noun ,indicates that the action took place once. See above X X IV , 51. )26( ‫ ﺟﺪدر ب‬: “it is fitting for him .” )27( ...‫ ﺑﻄﺬة اآل‬٤‫“ ; ئ ﻛﺎن ﻣﻦ أبﺀ‬abu-Battah could not but ...,” ‫'ﻫﻠﻢ‬،. " there was not from abu-Battah except...” )28( ‫أ س‬ : “it was yesterday . ” ، < ٠/ ‫ وش < ؛‬: “”.he dedicated his entire life to J r (> : “slowly )29(.” )31( ... ‫ اﻟﻨ ﻲ‬: “he hurried and said .” )32( ‫ ﺟﺌﺖ ﻓﻲ ﻫﺘﻚ‬: “you came in time )‫ﻟﻢ‬٤،. in your time (." )33( ‫ ض ش‬J i i : “shies away from carrying it . ” ٠‫ ﻳﻬﺤﻲ ﺀال‬: “is able to handle it . ” )34( ‫ أن ;أﻧﻲ اﺑﺘﻪ‬: “ that we bring his son.” }

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2 58

SELECTION XXXIII

(36) ‫ ﻧﺎدوه‬: “call him ." (39) ‫ ي ر ج ﻣﺤﺪه‬: "in the spring o f his glory ." (40) ٤‫ وﺑﺤال ﺀﻏﻲ‬: “ and with an impatient lit nervous) move­ ment .” ‫ آ ك ﻗﺪ'د ﺷ ﻚ‬٠‫ أص‬: “ I'll put you in your place ,” lit “ I'll let you know' the value of yourself.” (41) . . . 1 ‫ض‬. ‫ ﺳﻮﻧﻰ‬: “ bring me somebody who ...” ‫ ﺀالوه

‫ﻟﺢ‬٠ being consecu - ittirad tive, continuous ‫إﻧﻄﻊ‬ to continue (saying)

‫إﻧﻄﺒﺎع‬

&

expelling

354

istatrada tard

‫إ

‫اﺧﻤﺶ‬

‫ﺧﻤﻖ‬ ‫أﺧﻤﺎق‬

‘amiq 1amilala'‫؛‬ ‘amala

‫ﺧﻤﻞ‬ ‫ﻋﺎﻣﻞ‬

treatm ent , deal - muamalah ‫ﻣﻌﺎﻣﻠﺔ‬ ing with

‫ﺗﻢ‬ ٢

wearing a turban mu‘ammam ‫ م‬paternal uncle

‘umq

to do to treat , deal with

١ ‫؛‬

-

depth

.‫ﻃﻲ‬ ‫ ﻋﻠﻲﺀ‬deep

‫ﺧﻤﺎرة‬

to work upon

i،tamala

work ; action

‘amal

‫ص‬

a،mal

‫أﺧﻤﺎل‬

‫إﻋﺘﻤﻞ‬

paternal uncles

a،mam

٢‫أﺣﻤﺎ‬

works ; actions

prevalence ; all

‘umum

‫ﺧﻤﻮم‬

operation

‘

amaliyyah

‫ﺣﻤﻠﻴﺘﺔ‬

worker ; factor

‘amil

‫ﻋﺎﻣﻞ‬

workers

‘ummal

‫ﺧﻤﺂد‬

general, public idmm common , general ‘ammah

٠‫ﺀام‬ ‫ﻋﺎﻣﺔ‬

363

.

VOCABULARY

factors

‘a i m i l

‫ﻋﺰﻣﻞ‬

a kind o f singing mu‘anna

‫ ﻣ ﻰ‬٠‫م‬

fectories

ma‘amU

‫ﻣﻌﺎﻣﻞ‬

m eanin gs

rrufanin

‫ﻣﻌﺎن‬

‫ﺗ ﻌﺎ ى‬

m oral {adj.)

mcfnawiyy ‫ﻣﻌﻨﻮي‬

‫ﺗﻌﺎم‬

to co v en a n t ,

‘ahada

to feign blindness ta'dma preten din g to

ta‘amin

‫ﻋﺎﻫﺪ‬

prom ise

be b lin d , ign orin g

'‫ص‬

treaty

mu،ahadah

‘indn

‫ﻋﺄن‬

e p o c h ‫ ؛‬tim e ‫؛‬

‘alid

reins

aHnnah

‫أ ﻋﺘ ﺔ‬

ad dress ; title .

‫ﺀ‬unwdn

‫ﻋﺘﺰن‬

to appear to

‘

rein

anna

(\‫ أ أ‬, ‫ا \ أ‬

‘inab

a t ; n ea r ; chez

‘inda

then

‘

w h en

‘indama

stubbornness

‘inad

elem en t

‫ﺀ‬unsur

elem ents

‘anasit

harshness

‘unj

harsh

‘anif

to em brace

‘anaqa

neck

‫ﺀ‬unq

trea ties ‫ ؛‬e p o c h s ; ‘uhud

to m e a n ; to c o n - ، ana(\i١

‘dm

suffering

‫؛‬and:١ ‫ﺀ‬inayah

atten tion , taking

ca ll o n a sick person

‫ﻋﺌﺪ‬

to accustom to

‫ﻋﺘﺎد‬ ‫ﻋﻨﺼﺮ‬ ‫ﻋﺘﺎﺻﺮ‬ ‫ﻋﻨﻒ‬ ‫ ف‬٠‫ﺀذ‬

ma‘mn

‘aiEWJada

‫