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Société Archéologique Du Département ;.«^ i^s^ ^f^?^&?^',:v;i^:^' .i^t^ >>^f' 21^ x^^ UNIVERSITY OF FLORIDA LIBRARIES bc?ci.eLf..^ rrrch^c ^ U I in I Conslanline. — Typ.-liib. AIE8S1 ET ARNOLET. ] DIALOGUES FRANCAIS-ARABES AVEC LE MOT A MOT ET LA FIGUIUTION EN CARACTERES FRANQAIS PAR ^ T.%HAU BEN ri'i!:€.:€.i%U INTKKPRfiTB MILITAiKG GONSTANTINE ^ Typoorajihic d lilhoyriipliic ALESSl cl AR^OLET, libraircs-l^ilitcurs, riic du Palais. \ ^ 1863 CONSTANTLNE L. ARNOLET, Libraire-Editeur, rue du Palais PREFACE Le nombre des personnes qui apprennenl la langue arabe devient tons les jours de plus en plus restreint. Soil decouragement, soil manque de livres elementaires, les uns renoncent des le debul aux etudes commencees, les autres, reduits aune pliraseologie vulgaire, n'osent pas memo aborder le style adminislratif. En composanl ce livre, j'ai voulu aplanir a ceux-ci les difliculles et inspirer aux autres le gout qui leur manquait. MM. Martin, Cher- bonneau et Dclaporte, m'avaient devance depuis longtomps dans la carriere, el c'est a I'inilialive de ocs doctes arabisants que les Eu- ropeens doivenl en grande j)artie leurs progres dans rintelligencc de I'idiome algerien. Le desir d'etre utile a mon lour m'a inspire I'idee de suivre leurs traces. Dedie a I'armee d'Afrique, dont j'ai I'bonneur de faire partic^ le present ouvrage pent se diviser en cinq parlies. La premiere partie, tout a fait elementairc, comprcnd un corlaiii nombre de phrases delacliees reprcsenlant les principaux idiotismcs VI lie la langue tVan^aise, ties coriseils adresses aux indigenes sur I'li- tilit6 de la langue Irancaise et les formules de politesse les plus usilees. Dans la seconde parlie on trouvera des entreliens relatifs aux repas, aux maladies, el un chapilre consacre a la structure du corps humain, avec des developpements qui ne laisseront pas d'etre profi- tables aux medecins. La 3e partie, dont la lecture suppose deja une certaine experience de la langue arabe, deroule sous les yeux du lecteur difTerentes affaires portees devant le cadi et des conseils adresses aux chefs arabes. II est naturel que les etudiants s'allachent a la lecture de la 4'"<^ partie, non seulement parce qu'elle est plus pratique, plus animee et pour ainsi dire plus pittoresque, mais encore parce que des specimens varies du style epistolaire se rencontrent fa et la au milieu des reclamations de toute nature. La 5'"^ partie a quelque chose de plus special. Elle conticnt des renseignements sur la marche, la conduile et I'approvisionnement d'une colonne expeditionnaire dans le Sahara. L'idee m'en appar- tient : elle est completement neuve. Je I'ai redigee pendant I'expedi- tion de Touggourt. Malgre les diflicultes dont la langue franfaise est herissce, j'ai essaye d'ecrire le present dialogue dans le style familier, a(in de montrer aux musulmans, mes coreligionnaires, qu'il n'est pas impossible de profiter de I'instruction qui est donnee dans les ecoles creees par le Gouvcrnement en Algerie. A I'imitation de quehpies auleurs, j'ai joint au lexte arabe la transcription en caracteres franpais, avec une traduction litlerale. Celle methode, qui est la plus rationnelle, lend a rendrc aussi claire que possible la phrase arabe, laquelle, par sa lournure, dill'ere si souvent de la Ibrnic I'ranpaise. Ml OuanI a la Iradiiclion dcs jilirnscs nsuolles on aral»n classiqiir*, il n'cntrait pas dans mon plan dc Tecrire : C'est scnlnmonf pour nic conformer aux conseils de iM. Porron, Diroctnur du Coliogf! imperial arrbe, a Alger, que je I'ai ajoutee a mon premier tra- vail. Tel est, en resume, le recueil de conversations usuelles que j'ai riionneur d'offrir au public, Puisse-t-il profiler en mcme temps aux indigenes et aux europeens ! Puisse-t-il faire naitre entre eiix ces relations si favorables aux progres de la civilisation ! II me reste a reclanier I'indulgence des lecteurs pour le pre- mier livre oil un arabe d'Afrique ait ose essayer ses forces. DIALOGUE ENTRE UN PROFESSEUR . DE Est-ce que lous Ics eleves sunt pre- ^1L jf^L^ j.--s^lM «€nls ? (^--r^ .. Y Non, Monsieur, il en manque deux ^^ ^-- u^ ou Irois. Ouand ils viendronl lous, vous ni'en pr§viendrez. Monsieur, lous les eleves sonl ici. AUons, ines enfanls, je vous donne un quart d'beure de recrealion, el a])i'es vous entierez en elasse. <JJ "^ >V^^X^—' I 1^ '^^^^ Je vous recommande de ne pas vous dispute!' en jouanl et de me signaler celui d'entre vous qui mallraiterait ses cauiarades. c Vous avez aux qualre coins de la cour des baquets pleins d'eau, FRANQAIS ET SES ELbVES INDIOeNES. el-Jelamid koull'lioum h'adrin les el^vfs lous eux presents ouella el sinon (:>» non) ~J la id sifli ikhoiiss men'houm IjU:,^.s^ viCS":. CJ^-.... L Y noil 6 Monsieur il manqii«' d'eiitre eux o znoudj Oil ella Ihelalha Ifi: j\ deux el sinon Irois y kif ia'oudou kouH'houm h'adr'in .ijjo* ^A.!^ l2^r:. ..w>w quand ils seronl lo<is eux presenls ta'lemni tu in foi moras nioi ia sidi et-telamid rahoum liena 6 Monsieur les elfeves voila eux ici kouiriioum tous eux ia aouladi rani nekliallikoum 6 mes enfanls voici moi jo vous iaisse lehibou rebou' saa' on ba'd vousjouerez (nn) quart d'heure el aprfes ledkolou lebit el'-la'lim W ^JS LTV ^ vous enlrerez ^ la cliambre de I'elude nouassikoum ma lelkabd'ou clii je vous recommande ne vous dispulez pas fel-la'b ou elli techoufouh dans le jeu el celni que vous verrez . k'abbah' fi as'h'abbou men il mallraile ses cainarades de koum k'ouloii li a'lih vous diles a moi sur lui raboum a'ndkoum arba' bramel voilJi eux pr^s de vous qualre lonneaux melianin ma fi cboueck s'b'an pleins d'eau dans les coins de la cour pour que celiii donl la figure, "^./^ les mains ou les pieds seraient sales, aille se laver. r L'elude cxigc beaucoup de pro- J S^^aO i^LJhi V A!^ ^1x^:1 prete. L) ..3 Li , Monsieur, esl-ce qu'en France il LvJl ^3 I CAJ^ y a des ecoles comme la noire? L_: ^^-^ uV Des ecoles existent partout en ^ ^_? ^ij._ii LJu? ^ France; dans les villages comme dans les t-randes villes. fAia-o J Ces ecoles sont-elles frequentees par beaucoup d'eleves? Tons lee frangais envoient leurs enfanls aux ecoles, exceple les plus pauvres qui n'ont pas de quoi payer les iionoraires du professeur. c" " CommeiU ! les paients d'un enfant pavcnt pour I'cnvoyer a I'ccole? cl-medr'^a becli olli ikoun de I'ficole pour que celiii qui est sa oudj'liou ou ella iddili ou figure el ou bien sos mains et ella redjli'h mouesskhin irouh' ou bien ses picds sales il aille iar'celhoum il les lave el'-taMini illob nedafa kebira IVlude deniande (une) proprel6 grande ia sidi kan-clii fi franca medares 6 Monsieur y a-l-il en Fiance des ecoles kif niedrcetna ^_.wvOU3 ^3 1- •• V V comme noire ^cole? J- ^' fi franca el-medares fi kouU ma Lxo IJ J> , w»m1Js[i Jh^XaJ en France les «5coles dans lous en- d d'rob h'abb fed-dechour ou ella : Jul ^ .0 L^ iL^vJLiL) drolls soil dans les villages el ou bien fi el-beldan el-kobar dans les villes les grandes fihoum chi telamid bezzef had yO jj.^ ^wv1J4' 25 «^ > y a-t-il daits elles des ^Ifeves beaucoup ces el-medares 3>A.-« ecoles? djemi menhou francis iba'l aou- toul celui qui est frangais envoie ses ladou lil-medr'Qa ella el-k'allil enfanls k I'ecole except^ le pauvre khias' elli ma a'ndou men ein toul-ti-faitlequel non chez lui de oii icellek h'ak'k' ech-cheikh il paye le droit du professeur kifach kif iba'l hadd ebnou commenl ! quand envoie quelqu'un son lils lil-medr'ca laboud ikhalles a'iih a Vecolc il faul qu'il paye pourlui? 1—ls3' Ceiiainement, loul le monde tluil payer. El nous, Indigenes, pourquoi nc nous fait-on ricn payer? ^^ Lls.W 1a\,1.vwJ C'est le gouvernemenl qui paye pour vous, mes enfants. Et pour quelle raison? C'est parce que vos pa?'en(s ne comprenncnt pas encore les avanlages que produit I'etude de la languc francaise; el, comme le gouvernemenl fran- cais veille sur les inlerels des Indigeups, il lienl a les eclairer (w</ -^ J' ^ pour qu'ils connaissent leur di- gnile d'homraes. I a. X/^ i Le gouvernemenl montre une Ircs- a.5 ^AwO ^.S ^J^»^.^ ik)^^Jl grande generosite en inslituant dcs ecoles arabcs-frangaises oi^i vous apprcnez toules les scien- ces gratuilemenl. nia'Ioum en-nds kouiriiouiu idaou cuuiiu les gens tous eux payviil ou Ii'na illi arab oualccli et uous qui (soiiiiiies) arabes el pounjiioi ma icellliou alina h'al'l'a lio I'ail-ou pas payer par nous ni^iue uue chei chose enl'oiim eJ-daoula elli lali vous (c'esl) le gouverueuienl qui douue alikoum ia aouladi pour vous 6 tiies eufauts ala ina seblta el pour quel iiioiif ala k'haleur oualdikoum ma zalou par I'idee (que) vos pareuls ne onl cesse ma iaiiou chi faidel I'alim el- , Lvv.)J i^Jjo' 'i L^ , 2)1 , Jo U . ne saveul pas I'ulilite de Tetude du IVangipa ou zid ala khateur ed- tran^als el ajoule par I'idee (que) le daoula el-francaouia Ick'ra goiiverueiueut le liaiiyais calcule slali' ol-aiab ou ma d'a riiiterfit des arabes el ce qui (esl) en -rO' t^ bilia t'ebassaihoum b'alla if - e lui il les reud clairvoyaiils pour que lis ouasselou leh'kikel cheraf -V" c?- arriveut a (voir) la realile de la noblesse er-icdjal des Lomuies .€d-daoula d'ahharet kercin ij —y^ ^ 4e gouviirnenienl a nionlre pour vous (utie) ^e- kebir kif h'allel Ic- ^1 X5 U-W? utM'osile {^raiide quaud il a ouverl a \ koum el-medares elli leta'- \ous les ecoles lesquelles vous llemou fihoum koull el-a'loiim apprenez dan« elles loules les sciences bal'ol pour rieu ; Jo vous engage a profiler do la bienveillance que deploie le gouvernement pour vous crcer, dans Tavenir, unc position ho- norable.
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