Muttmmamat

The Tra٧els of
Ibn Battuta
A GUIDED ARABIC READER
Da٧ ‫؛‬d DiMeo and Inas Hassan
The American University in Cairo Press

Cairo NewYork
First published in 2016 by
The American University in Cairo Press
115 Sharia Kasr el Aini, Cairo, Egypt
420 Fifth Avenue, NewYork, NY 10018
- a u c p r e s s .c o m
Copyright © 2 0 l6 b y David DiMeo and Inas Hassan
All rights reserved. No part of this publication maybe reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior w itten permission of the publisher.
Exclusive distribution outside E ^ p t and North America by I.B. Tauris & Co Ltd., 6 Salem Road,
London, W 42BU
DarelKuttibNo. 25559/14
ISBN 9789774167157
Dar el Kutub Cataloging-in-Publication Data
DiMeo, Da١ dd
The Travels oflbn Battuta: A Guided Arabic Reader / David DiMeo,
Inas Hassan— Cairo: The American University in Cairo Press, 2016.
p. cm.
ISBN 978 9774167157
1. Arabic literature
2. Ibn Battuta, Mohamed, 150^1587
I Hassan, Inas (‫ او‬auth.)

II Title
892.7
12 5 4 5 20 19 18 17 16
Designed by Shehab Abdullah

Printed in the United States of America
Contents
In tro d u c tio n Vll
1. Setting off on the Greatest Journey 1
2٠The Lighthouse at Alexandria, One of 15

the Wonders of the World
3. ^ e Mamluk Sultan of E ^ t 29
4. Jerusalem and the Dome of the Rock 43
5. Damascus, Paradise ofthe East 57
6. ^ e Hajj Journey and Medina 73
7. The Hajj to Mecca 87
8. Baghdad, City of Caliphs 101
9. Yemen, Gateway to East Asia 117
10. The African Coast 131
11. Travels along the Arabian Gulf 145
12. ^ e Golden Horde ofM ongol Russia 159
13. Constantinople, Capital ofthe Byzantine Empire 173
14. ^ e Sultan oflndia 187
15. Delhi, Capital ofM uslim India 201
16. Judge in the Maldives 215
17. The Rich Kingdom of China 229
Contents
18. Islamic Spain (al-Andalus) 241
1 9 . T ie Return Home 255
20. To Mali and Timbuktu 269
Glossary 285
Grammar and Structure Points by Lesson 301
Index ofPeople M entioned in the Text 306
Index ofpiaces (in Arabic alphabetical order) 308
Index ofP laces(in English alphaljetical order) 312
Further Reading 316

Introduction
I Travels oflbn Battuta: A Guided Reader is designed for Arabic students

striving to reach, or already at, foe Advanced level of proficiency It introduces
sttidents to classical Arabic literature through a detailed, but prided, study of
one the greatest works of classical literature— Travels oflbn Battuta. In
fois book, students will read the acttral text ofthe great travel writer, but with
sufficient supporting explanatory notes to make foe text accessible to students
at foe third or fourth year of Arabic sttrdy. From there, students are offered an
extensive series of exercises to test, foeir comprehension, develop interpret-
ing and critical-reading skills, and apply foe linguistic structures to their own
speaking and writing. To suit students of vailing proficiency levels, the exer-
cises cover a spectrum of tasks from the Intermediate to the Advanced level.
Beyond la n ^ a g e proficiency this book is designed to offer a window into

an important period in Arab culture and world history. W ithout question,
Ibn Battuta is one ofthe m ost fascinating writers ofthe medieval period. His
voyages offer unparalleled portraits ofM iddle Eastern, African, and Asian
societies during the height of Muslim power and influence. There is no bet-
ter lens to view the glories of Islamic civilization at the time, and its place
in the world than through the writings o ffo n Battuta. His was also a time
of great transition. The united Islamic empire o fth e caliphates had fellen,
and the Arab Muslim states were under attack from many sides. At the same
time, however, Muslim religion and culture were spreading throughout Asia
and Africa. For the first time, the m ost powerfifl Muslim states were non-
Arab and a large portion of the Muslim population lived as minori-
ties. It was into this milieu that Ibn Battuta traveled as an Islamic judge
to help establish Islamic law in recently converted states. This book
will offer sttrdents an opportunity to learn the histories of many cul
Introduction vii
tures, such as the Chinese empire, the Golden Horde, Timbuktu, Mecca,
and Constantinople through the eyes of a fourteenth-century traveler,
^ e lessons in this book do not have to be completed in order,, students and

teachers are free to use the chapters they choose in the order they desire.
The Source Text

^ e Arabic selections in this book come directly from the original text
penned over six centuries ago, rather than m odern paraphrases or revisions.
As such, the history ofthe text is of great importance in itself Shortly after
his return to Morocco in 1354, Ibn Battuta was directed by his sultan to
dictate the memoirs ofhis travels to a gifted scribe o fth e royal court. Mu-
hammad Ibnjuzayy, whom Ibn Battuta had m et earlier in Spain.! I s , the
authoritative version ofthe travels is a collaborationbetw eenlbn Battuta the
traveler, and Ibnjuzayy the writer. Much is based on Ibn Battuta's recollec-
tions, so in some places dates are uncertain and facts may be questionable.
As Ibn Battuta was a public o ffic ia l-a Muslim ju d g e -a n d an unofficial
anthropologist, he often does not distinguish bettveen what he sa١v firsthand
and stories he heard during his travels. Ibnjuzayy firrther embellished the
accounts. Tfre text contains, for instance, liberal quotation from an earlier
traveler Ibn Juba۴ , often without identffication. Later scholars have ques-
tioned some parts ofhis travels— for example his trip to Beijing during his
stay in China—but overall, the record is believed to be a generally honest
account o fth e world as he knew it.
This text, although today viewed as one of the most im portant medieval
historical narratives, was unknown in the West before the 1800s. ^ e Ger.
man explorer Ulrich Jasper Seetzen acquired and translated a selection
of excerpts from Ibnjuzayys text in 1818. The first English translatio.n of
the partial texts came in 1829 by Professor Samuel Lee. The most import-
ant discovery was the French acquisition of five copies o fth e ori^nal text
in Algeria in 1830, one of which carries foe signature of Ibn J u z a ^ him-
self In 1858, French scholars Charles Defremety and Beniamino San.
guinetti published the first fiill translation of I Travels and an annotated
1 See Lessons 18 and 19 for more information about Ibnjuzayy and the Marinid sultan.
viii Introduction
version o fth e Arabic text. The most authoritative English translation and
historical study of Ibn Battuta’s narrative was written by foe reknowned
Scottish historian Sir H.A.R. Gibb between 1929 and 1958 (foe final vol-
ume being completed by Charles Beckingham in 1994). In short, foe
excerpts that students wfil read in fois book come straight from one of
the most im portant historical and cultaral texts ever written in Arabic.
Lesson Format
Each lesson is divided into several parts, as described below:
Historical Background
This introductoty section sets foe stage for the reading and helps sttidents
frame what foey will encounter in Ibn Battuta’s tert. It begins with a general
overview o fth e historical context and the significance o fth e location visit-
ed (For example: W hy was Cairo so important at the time? W hat was foe
relationship beriveen China and the Muslim world? How was foe Muslim
influence in Spain changing?). Next, key terms, such as locations, dynasties,
people, groups, sects, and foctions are identified and placed in their proper
context. The emphasis is on the lasting legacy of these groups. For instance,
how is the Mamluk influence felt in Egypt today? W hat ^ e a t landmarks have
these people left behind? W hat terms and names in our present day came
from them?
From the Writings oflbn Battuta

Key excerpts, in the actual words o flb n Battuta, are presented with suffi-
cient e‫ ؟‬lanatory notes to situate them contextually Here, students will
not rely on paraphrases, but the actual words ofthe writer, and thus gain an
appreciation for his style and skill. Each sentence is numbered, and key or
difficult terms and phrases linked to explanatoty definitions.
Vocabulary Terms
Presented in the order they appear in the text, stadents will find both unfa-
miliar vocabulary andkey names and titles. The consolidated glossary at the
end ofthe book lists all terms from all lessons in alphabetical order.
Introduction
Comprehension Exercises
This section begins with questions to test students’ general understanding
o fth e text, then moves on to questions that prom pt students to identify
idioms and phrases based on their existing knowledge of Arabic. Hints are
given in parentheses as to from which lines o fthe text the questions come.
Interpretingthe Text
^ e s e questions, in Arabic, prom pt sttidents to read b e ^ e e n the lines, ap.
plying their knowledge of histoty and the background notes ^ v en for the
texts. They are often "why” questions, such as "W hy would Ibn Battuta visit
Cairo before going to Mecca?” ^ e s e questions can form the springboard
for class discussions or serve as usefol short answer questions for tests that
emphasize critical reading and reasoning.
Using Grammar and Context Clues

Taese are hints on reading strategies and stylistic devices that will better
enable students to read this text and other classical texts. They are also
designed to give sttidents practice in applying their knowledge o fth e lan-
guage and culture to effective reading. This section offers prided practice
on strategic reading of Arabic texts, providing students with techniques for
effectively breaking down difficult texts and using their knowledge ofArabic
structure to determine meaning. After describing a technique, the book will
direct students to apply it to specific lines o fth e text to sharpen their skills
and become more effective readers.
WritingExercises
^ i s section offers several different types of exercises to cement student
comprehension o fth e text as well as build student writing skills, ^ e exer-
cises prom pt students to apply the idioms and stylistic techniques discussed
in order to enhance their own writing, with hints given as to where to loot
in the text for clues. !
Discussion Questions
These are general, open-ended questions about Ibn Battuta, his travels, his
world, and the countries he visited. These encourage students to go beyond
the material in the text and apply foe information to their own interpretations
Introduction
of Arab culture. In this way, students do not merely comprehend the text, but
are encouraged to make it foeir own, and develop their own viewpoints.
Research and Presentation

This section offers a general question for forther research by stadents as a cap-
stone to their study o fth e lesson. These can serve for both written projects
and oral presentations that can be intepated into a classroom framework.
Classical Arabic literature need not be daunting for students nor involve an
excessively difficult .jump’ from intermediate texts. The sequence ofexer-
cises presented here will ^ride sttidents to become increasingly more confi-
dent and independent readers ofArabic Literattrre.
Happy travels with Ibn Battuta!
Introduction
Setting on the
Greatest Journey
(Tangier, M orocco, 1325)
Ibn Battuta's departure from his home c o u n ty the Marinid Sultanate ofM orocco
Although he is remembered today as the greatest traveler ofhis day, Ibn Bat-
ttita did not start out with that intent. The journey of some 75,000 miles
over nearly 30 years began as the m ost familiar of travels for a pious Mus-
lim— the Hajj to Mecca. Ibn Bataita grew up in a respected family ofMtis-
lim legal scholars in the coastal Moroccan city ofTangier ( ‫) ﻃ ﺌ ﺠ ﺔ‬, and his
primary vocation and reputation throughout his life was as a Muslim jurist
or qadi (‫) ﻗ ﺎ ص‬. In feet, it seems that this young scholar of exceptional tal-
ent had exhausted the limited educational opportunities in his hometown,
so that when he began his Hajj journey in 1325 at age twenty-one, he also
intended to visit some o fth e larger and more respected centers oflslam ic
learning. Throughout his travels, Ibn Battuta details foe great attention he paid
to the jurists and Islamic scholars of all foe cities he visited. This extension of
Setting off on the Greatest Journey I

his pilgrimage into a lifetime journey throughout the known world ofhis day
was the result of several fectors: foe demand for his service and expertise as a
particularly in foe more remote regions ofthe Muslim world) his pursuit of
learning in great centers of Islamic knowledge) the need to move due to shifting
political conditions) and lastly his own love oftiavel. In his early jo u rn e y we
see foe aufoenticity that made Ibn Battuta’s memoir so valuable. He openly con-
fesses his loneliness, longing for home, seasickness, fear, illness, and blunders.
I K i n g d o m ofMorocco
Ibn Battutas home country, though clearly in decline from the unified king-
dom which had ruled over Spain and much o fth e Maghreb, was enjoying
something ofa renaissance in his lifetime. The Marinid sultans (1 2 ^ -1 4 6 5 )
had built Fez into a major political and intellectual capital, and restored the
official statirs ofthe Maliki school oflslamicjurisprudence, of which fon Bat-
tuta was a scholar. The sultan o fth e day, Abu Sa'id Uthman II (1310-31),
had established relative calm with the neighboring kingdoms, which made
travel to the East possible. W ith the decline of Muslim Spain, the great cen-
ters of Islamic learning and power lay to the East, and it was to these that Ibn
B a l a headed. Nonetheless, wherever Ibn Battuta traveled, he never ceased
to consider Morocco his home, nor doubt that he would one day retiirn.
Tunis
W hen Ibn Battuta arrived there in 1325, Tunis was the most prosperous and
respected center of commerce and learning in the Maghreb. Many eminent
scholars from Muslim Spain had fled to Tunis over the previous century,
greatly enhancing its status. Its position on the N orfo African coastal route
also made it a major departure point for the yearly pilgrimage convoy. As
could be expected, the twenty-one-year-old Ibn Battuta spent his time in
one o fth e leading Islamic schools ofTunis. His talents were quickly recog-
nized, however, and this young man found himself appointed as the qadi for
the annual Hajj caravan from this great city. Here, the pattern was set for the
rest ofhis travel.s, as his skills as a jurist, diplomat, and leader would call him
to travel to the farthest corners o fth e Muslim world.
The Travels o f lb n Battuta

‫‪From the Writings o f fljn Battuta‬‬
‫‪The greatest journey begins w ith a very simple purpose. Here, Ibn B atota‬‬
‫‪describes his humble intent upon setting out from his home on a journey‬‬
‫‪that would ttirn out to be m uch longer than he ever envisioned:‬‬
‫)‪( ١‬ﻛﺎن ﺧﺮوﺟﻲ ﻣ ﻦ ﻃﻨ ﺠﺔ ﻣ ﻘ ﻂ رأﺳﻲ ﻓﻲ ﻳ ﻮ م اﻟ ﺨﻤﻴ ﺲ اﻟﺜﺎﻧﻲ ﻣﻦ ﺷﻬﺮاﻟﻠﻪ ر ﺟ ﺐ اﻟﻔﺮد‬

‫ﻋﺎ م ﺣﻤﺴﺔ و ﻋﺜ ﺮﻳ ﻦ و ﺳﺒ ﻌﺈﺋ ﺔ’ )‪ ( ٢‬ﻣ ﻌ ﺘ ﻤ ﺪ أ ﺣ ﻎ ﺑ ﻴ ﺖ اﻟﻠﻪ اﻟﺤﺮام وزﻳﺎرة ﻗﺒ ﺮاﻟ ﺮ ﺳ ﻮ ل‪،‬‬
‫ﻋﻠﻴ ﻪ اﻓ ﻀ ﻞ اﻟ ﺼ ﻼة و ا ﻟ ﻼ م ‪ ( ٣) ،‬ﻣﻨﻔ ﺮ دأ ﻋ ﻦ رﻓﻴ ﻖ ص ﺑ ﺼ ﺤﺒﺘﻪ‪ ( ٤) ،‬و رﻛ ﺐ ﴽ ﻛ ﻮ ن‬
‫ﻓﻲ ﺟﻠﺘ ﻪ ‪ ،‬ﻟﺒﺎ ﻋ ﺚ ﻋ ﻞ اﻟﻨﻔ ﺲ ﺷ ﺪﻳ ﺪاﻟ ﻌ ﺰاﺋ ﻢ ‪ ،‬و ﺷ ﻮ ق إﻟﻰ ﺗ ﻠ ﻚ اﻟﻤﻌﺎﻫﺪ اﻟﺜ ﺮﻳﻘ ﺔ ﻛﺎ ﻣ ﻦ ﻓﻲ‬
‫اﻟﺤﻴﺎزم‪ ( ٥) .‬ﻓ ﺠ ﺰ ﻣ ﺖ اﻣ ﺮ ي ﻋ ﻞ ﻫ ﺠ ﺮ ا ﻷ ﺣﺒﺎ ب ﻣ ﻦ ا ﻻﻧﺎ ث واﻟﺬﻛﻮ ر‪ ( ٦) .‬ﻓﻔﺎ رﻗ ﺖ‬
‫و ﻃﻨ ﻲ ﻣﻐﺎرﻗﺔ اﻟ ﻄﻴﻮ رﻟﻠﻮﻛﻮر‪ ( ٧) .‬وﻛﺎن واﻟﺪا ي ﺑ ﻘ ﻴ ﺪ اﻟ ﺤﻴﺎة ﻓ ﺘ ﺤ ﺘ ﻠ ﺖ ﻟﺒﻌﺪ ﻫ ﻤﺎ و ﺑ ﺄ‪،‬‬
‫وﻟﻘﻴ ﺖ ﻛ ﻤ ﺎ ﻟ ﻘ ﻴ ﺎ ﻣ ﻦ اﻟﻐﺮاق ﻧ ﺼﺒﺎ‪ ،‬و ﺳﻨ ﻲ ﻳ ﻮ ﻣﺌ ﺬﺛﺘﺘﺎ ن ر ﻋﺜ ﺮو ن ﺳ ﺬة‪2.‬‬
‫‪Early on, Ibn Battuta is struck by the physical hardships of a fourteenth-‬‬

‫‪century land journey, yet demonstrates his determination to continue until‬‬
‫‪death:‬‬
‫وﻟ ﻤﺎ و ﺻﻠ ﺬاإﻟ ﻰﺑ ﺠﺎ ب ‪. . .‬ا ﺻﺎ ﺑﺘ ﺬﻳﺎ ض )‪ ( ٩‬ﻷ ﺷ ﺎ ر ﺀ ﻻً ﺑ ﻮ ﺀ ﻳ ﺪ ا ﻟ ﻠ ﻪ اﻟ ﺆﺑﻴ ﺪ ي‬

‫ﺑﺎ ﻹﻗﺎﻣﺔ ﻓ ﻴ ﻬ ﺎ ﺣ ﺘ ﻰ ﻳ ﺘ ﻤ ﻜ ﻦ اﻟﺒﺮﺀ ﻣﻨ ﻲ )‪ ( ١٠‬ﻓﺎﺑﻴ ﺖ و ﻗﻠ ﺖ ‪» :‬إف ﻗ ﻐ ﻰ اﻟﻠﻪ‪ ،‬ﻋ ﺰ و ﺟ ﻞ ‪،‬‬
‫ﺑﺎﻟﻤﻮ ت ﻓﺘ ﻜ ﻮ ن وﻓﺎﻧ ﻲ ﺑﺎﻟﻄﺮﻳﻖ‪ ،‬وأﻧﺎﻗﺎ ﺻ ﺪا ر ض اﻟ ﺤ ﺠﺎ ز‪ ( ١ ١)« .‬ﻓ ﻔﺎ دﻟ ﻲ ‪» :‬ا ﻣﺎإ ن‬
‫ﻋﺰﻣ ﺖ ﻓ ﺒ ﻊ داﺗﺘ ﻚ و ﺛ ﺌ ﻞ اﻟﻤﺘﺦ واﻧﺎأ ﻋ ﺮ ك داﺳﻪ و ﺧﺒﺎﺀ‪ ،‬وﺗ ﺼ ﺤﺒﻨﺎ ﺧ ﻐﻴ ﻐﴼ ‪ ( ١٢) ،‬ﻓﺈﺗﻨﺎ‬
‫ﻧ ﺠ ﻦ ا ﻟ ﻮ ز ﺧ ﻮ ف ﻏﺎرؤ اﻟ ﻌ ﺮ ب ﻓﻲ اﻟﻄﺮﻳﻖ‪ ( ١٣) ((.‬ﻓ ﻜ ﻨ ﺖ أ ﺷ ﻦ ﺷ ﺒ ﻲ ﺑ ﻌﺈ ﻣ ﺔ ﻓ ﻮ ق‬
‫ﻣ ﻦ اﻟ ﺨﻮ ف‪.‬‬ ‫ﺐ اﻟ ﻀﻌ ﻒ‪ ،‬و ﻻﻳ ﻤ ﻜﻨﻨ ﻲ اﻟﺘﺰول‪.‬‬ ‫اﻟ ﺮ ج ﺧ ﻮﻓﻨﺎﻟ ﺴﻘ ﻮ ط ﺑ ﺒ‬
‫‪Upon arriving in Tunis, IbnB attuta is struck by emotional hardship, as lone-‬‬

‫‪liness and homesickness affect him. Yet he also experiences the kindness of‬‬
‫‪those he meets along the w ayw hich will sustain him in much ofhis journey:‬‬
‫ﻓﻴ ﺮ زا ﻫﻠ ﻬﺎ ﻟﻠ ﻘ ﺎ ﺀ ا ﻟ ﺸ ﺦ اﺑﻲ ﻋ ﺒ ﺪ اﻟﻠﻪ اﻟ ﺰﺑﻴﺪ ي )‪ ( ١٥‬ﻓﺄﻗﺒ ﻞ‬ ‫)‪ ( ١٤‬و ﺻﻠﻨﺎ ﻣﺪﻳﻨ ﺔﯮﺋﺲ‪،‬‬
‫ﺑ ﻌ ﻀ ﻬﻢ ﻋ ﻞ ﺑﻌﻐ ﺲ ﺑ ﺎ ﻟ ﻼ م و ا ﻟ ﺆ ا ل )‪ ( ١٦‬وﻟﻢ ﺳ ﺜ ﻢ ﻋ ﻞ ا ﺣ ﻨ ﻠ ﻌ ﺪ م ﻣﻌﺮﻓﻲ ﺑ ﻴ ﻢ )‪( ١٧‬‬
‫ﻓ ﻮ ﺟ ﺪ ت ﻣ ﻦ ذ ﻟ ﻚ ﻓﻲ اﻟﻨﻔ ﺲ ﻣﺎﻟﻢ أ ﻣ ﻠ ﻚ ﻣ ﻌ ﻪ ﺳ ﻮاﺑ ﻖ اﻟﻌﻴﺮة‪ ،‬واﺷﺘﻖ ﺑﻜﺎﺋﻲ )‪ ( ١٨‬ﻓ ﺸ ﻌ ﺮ‬
‫ﺑﺤﺎﻟﻲ ﺑﻌ ﺾ اﻟ ﺤ ﺒﺎ ح ﻓ ﺎ ﺑ ﻞ ﻋ ﻞ ﺑ ﺎ ﻟ ﻼ م واﻹﻳﻨﺎ س‪٠‬‬
‫‪1 1325 CE‬‬

‫‪2 lunar (Islamic calendar) years‬‬
‫‪Setting off on the Greatest Journey‬‬ ‫‪3‬‬

Ibn Battuta is chosen to be the qadi o fth e pilgrims leaving Tunis. He will
serve as a qadi throughout his life in locations all over the Muslim world:
‫ ( و ﺑ ﻤ ﺪ ﻣ ﺬ ة ﺗﻤﻬﻦ ﻟ ﺮ ﻛ ﺐ اﻟ ﺤ ﺠﺎ ز اﻟﺜ ﺮﻳ ﻒ ﺷ ﻴ ﺌ ﻪ ﻳﻌ ﺮ ف ﺑﺄﺑﻲ ﻳ ﻌ ﻘ ﻮ ب اﻟ ﺴﻮ ﺳ ﻰ‬١٩)

( ٢١) ‫ ( ﻓﻘﺪﻣﻮﻧ ﻲ ﻗﺎ ﺿﻴﺄ ﺑ ﻴ ﻨ ﻬ ﻢ‬٢٠) ،‫ واﻛﺜﺮه اﻟﻤﺼﺎدﻣﺔ‬،‫ﻣ ﻦ ا ﻫ ﻞ ا ﻗ ﻞ ﻣ ﻦ ﺑ ﻼ د إﻓﺮﻳﻘﻴﺔ‬
. ‫و ﺧ ﺮ ﺟﻨﺎ ﻣ ﻦ ﺗ ﻮﻧ ﺲ ﻓﻲ ا وا ﺧ ﺮ ﺷ ﻬ ﺮ ذ ي اﻟ ﻘ ﻌ ﺪ ة‬
Vocabulary
( ١) ‫ﺷ ﺘ ﻂ رأس‬ birthplace
( ١) ‫ز ﺟ ﺐ‬ Rajab, the seventh m onth ofthe
Islamic calendar
( ٢) ‫ﻛ ﺪ أ‬ intending, targeting
(٣ ) ‫ﺛﻐ ﺮدآ‬ alone, solitary
( ٤) ‫اﻟﻌﺰاذم‬ intentions, resolutions
( ٤)(‫ ﺟ ﺊ ؟‬.- ‫ﺣﻴﺰوم )اﻟﺤﻴﺎزم‬ the front ofthe chest
( ‫ﺟﺬم ) ه‬ to assert, resolve
( ‫إذاث ) ه‬ females
( ‫ةﻛﻮر ) ه‬ males
( ٦) ( sing .- ‫وﻛﻮر ) وﻛﺮ‬ nests
( ٧ ) ‫ ﻟﺤﺎة‬1‫ﺑﺔﻳﺪ‬ alive, still living
( ٧) ‫ ﺛ ﺬ‬٠‫ﻳﻮ‬ at this time
( ٧) ‫ ﻧ ﻌ ﺒ ﺄ‬،ً‫ذ ﻧ ﺒ ﺎ‬ pain (in classical usage)
( ٨) ‫اﻟﺨﺘﻰ‬ fever
( ٩) ‫ا و ﺀ‬ healing, cure
( ١. ) ‫ا ﻳ ﻦ‬ Irefosed
( ١٠) ‫ﻗﻔﺒﻰ‬ to predestine
( ١٠) ‫اﻟﺤﺠﺎز‬ ^ e Hijaz (region in Saudi Arabia
where Mecca&Medina are located)
( ١١) ‫داآة‬ ride
( ١١) ‫ﻳﺒﺎﺀ‬ tent
( ١٢) ‫ذ ﺟ ﺬ ا ﺑ ﺬ‬ speedup
( ١٣) ‫ﺛ ﺬ‬ to tighten
( ١٧) ‫اﻟﺌ ﺮة‬ crying, weeping
( ١٨) ‫ا ﻹﻳﺂ س‬ sociability
( ٢١) ‫ذ ﻳﺎﻟ ﻘ ﻌ ﺪ ة‬ the eleventh m onth o fthe Islamic
calendar
4 The Travels o f lb n Battuta

Com prehension Exercises
A. Answer the following questi.ns in complete Arabic sentences (numbers

refer to the lines in which the information can be found):
( ٢- ١) ‫ ا ذ ا ﻛ ﺎ ﻧ ﺎ ﺑ ﺎ ر ﺻ ﺮ ﺧ ﻪ ؟‬٠‫ﺷ ﺒ ﺪأا ﺑ ﻨ ﺒ ﻄ ﺮ ﻃ ﺔ ر ﺣ ﻒ ؟ و‬ ١
( ٨- ٥) ‫ﻣﺎ اﻟ ﺴ ﻮ ﺑﺎ ت اﻟﺘﻲ واﺟﻬﻬﺎو اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻨﺪﻣﺎ ﺑﺪا رﺣﻠﺘﻪ ؟‬ .٢
( ١٠- ٨) ‫ أﺑﻮ ﻋﺒﺪ اﻟﻠﻪ اﻟﺰﺑﻴﺪي اﺑﻦ ﺑﻌﻠﻮﻃﻪ ﻋﻨﺪﻣﺎ اﺻﺎﺑﺘﻪ اﻟﺤﻤﻰ ﻓﻲ ﴽول اﻟﺮﺣﻠﺔ؟‬4‫ﺑﺈذا دﺻﺢ‬ .٣
( ١٢~ ٩) ‫ اﺑﻦ ﺑﻄﻮﻃﺔ ﻧﺼﻴﺤﺔ ﺻﺪﻳﻘﻪ؟ ﻣﺎذا ﻗﺎل ﻟﻪ؟‬5‫ﻫﻞ اﻗ ﻊ‬ .٤
3 faced
4 adWsed
5 followed
Setting offon the Greatest Journey s

( ١٩~ ١٤) ‫ ع اﺑﻦ ﺑﻄﻮﻃﻪ ﻋﻨﺪ وﺻﺮﻟﻪ؟‬٠‫ﻣﺎذا ﻓﻌ ﻞ اﻫﻞ ﻣﺪﻳﻨﺔ ﺗﻮ ض‬ .٥
B. Find Arabic phrases in the text that approximate the following meanings
in English:
1. without a com panion:_________________________________________
2. Ih adresolved:
3* if God has destined :
4. for fear of :
5. each other ‫؛‬
c. Find Arabic synonyms or equivalents in the text for the following words
and phrases:
---------------------------------------------------------------------------------- : ‫ﺻﺪ ﻳ ﻒ‬ ٠١
________________________________ : ‫ﺛ ﻨ ﻲ‬ .٣
______________________________________________________ ‫د ؛‬ ‫ا‬ .٤
-------------------------------------------------------------------------------: ‫ر ﻓ ﺾ‬ .٥
D. Find Arabic antonjnns or opposites for each ofthe following words in the
text and use each in a complete sentence:

‫ﻏﺎدر‪.:‬‬ ‫‪.١‬‬
‫اﻟﺮ ض‪.:‬‬ ‫‪.٢‬‬
‫ا ﺷ ﺰ ى‪.:‬‬ ‫‪.٣‬‬
‫ﺛﻘﻴ ﻞ‪:‬‬ ‫‪.٤‬‬
‫‪Interpreting the Text‬‬
‫اﻳﻦ ؤك اﻳﻦ ﺑﻄﻮﻃﺔ ؟ ﻛﻴﻒ ﻋﺮﻓﻘﻢ ذﻟ ﻚ؟ )‪( ١‬‬ ‫‪١‬‬
‫‪ . ٢‬ﻛﻴﻒ وﺻﻒ اﺑﻦ ﻳﻄﻮﻃﺔ ﺣﺎﻟﺘﻪ ﻋﻨﺪﻣﺎﻓﺎرق وﻃﺌﻪ و أ ﻫﻠﻪ ؟ ر ﻫ ﻞ ﺑﺎﺑﻊﺀﻓﻲ ﻫﺬااﻟﻮ ﺻ ﻒ؟)‪٣‬ل‪( ٦‬‬
‫ﻟ ﻤﺎذا ﻛﺎﻧﺎﻟ ﻤﺎﻧ ﺮ وﻧﺒ ﺮ و ن ﺑ ﺮ ﻋ ﺔاﺛﻨﺎﺀ ر ﺣﻨ ﻬ ﻢ ؟ )‪( ١٢‬‬ ‫‪.٣‬‬
‫‪6 exaggerated‬‬
‫‪Setting offon the Greatest Journey‬‬ ‫‪7‬‬

( ١٨- ١٤) ‫ ﻋﻞ ذﻟ ﻚ ؟‬7‫ ورذ ﻓﻌﻠﻪ‬،‫ﻣﺎ راﻳ ﻜ ﻢ ﻓﻲ ا ﺳﻘﺒﺎ ل ا ﻫ ﻞ ﻣﺪﻳﻨﺔ ﺗﺮ ض ﻻﺑ ﻦ ﺑﻄﻮﻃﺔ‬ .٤
( ٢ ١—١٩) ‫ﻛ ﻢ ﻛﺎن ﺋ ﻤ ﺮ اﺑ ﻦ ﺑﻄﻮﻃﺔ ﻋﻨﺪﻣﺎ ا ﺻ ﺢ ﻗﺎﺿﺘﺄ ؟‬ .٥
Grammar, Structure, and Context Clues
1. In line 2‫ د‬Ibn Battuta describes himself as "‫ ﺀﺛﻌﺘﻤﻴﺄ ﺣ ﻎ ﺑﻴﺖ اﻟﻠﻪ‬.

^ i s sentence is a good example o fthe importance of reading for con-
text. The word ‫ ﻣﻌﺘﻤﺪ‬is an active participle derived from the verb ‫ا ﻋﺘﻤﺪ‬.
In this text, the word means intending, planning, or targeting.
In other contexts, the verb may cari^ many different meanings, such
as: .to approve,' as in ‫ اﻋﺘﻤﺪ اﻟﺮﺋﻴﺲ اﻟﻘﺮارات اﻟﺠﺪﻳﺪة‬o r ‫ﺀ‬to accredit; as in
‫ اﻋﺘﻤﺪ اﻟﺮﺋﻴﺲ اﻟﺪﺑﻠﻮﻣﺎﺳﻴﻴﻦ اﻟﺠﺪد‬. W hen followed by the preposition ‫ رﻋﻞ‬the
verb means .to rely on or to depend on,, as in the sentence:
‫ ا ﻋﺘﻤﺪ اﻟ ﻄﺎ ب ﻋﻞ اﻟﻜﺘﺎ ب ﻓﻲ اﻟﺬاﻛﺮة‬. The verb in this configuration can also
mean *to base (something) on.' The contert o flb n Battuta describing
his departure on a trip, however, indicates that the word refers to his
intended destination.
2. In line 10, Ibn Battuta begins his oath ‫ﺀ‬.‫ ﻋﺰ وﺟﻞ‬،‫ان ﻗ ﻐ ﻰ اﻟﻠﻪ‬.” The verb
‫ﻗ ﻐ ﻰ‬, like many Arabic verbs, has multiple meanings and is used in
many idioms. In this case,‫ ﻗ ﻐ ﻰ‬means .to predestine,, or .to decree., ^ e
context ofbeing collocated with 'if...G od' indicates that this is the
proper meaning, ^ e same verb can also mean to judge. ( ‫) ﻗ ﻐ ﻰ ﺑﺎﻟﻌﺪل‬
7 reaction

and r£lates to Ibn Battuta's career tide as a ‫ ﻗﺎ ض‬. Yet it can also mean
to accomplish' ( ‫)ﻗﻐ ﻰ اﻟﻐﺮض‬,‫ ﺀ‬to carry o u t ( ‫) ﻗﺨﻰ اﻟﻌﻬﺪ‬, or even to
urinate' ( ‫) ﻗ ﻐ ﻰ ﺣﺎﺟﺘﻪ‬. The objects which collocate with the verb are
important clues to the meaning. The modern day usage most familiar
to you maybe 'to spend (a unit of time ); as in ‫ ﻗﻔﺒﻰ اﻟﻌﻄﻠﺔ ﻣﻊ اﻣﺮﺗﻪ‬.
3. In line 6, Ibn Battuta claims ‫ " ﻳ ﺤ ﻴ ﺪ وﻃﻨﻲ ﻟ ﻸ اﻟﻄﻴﻮر ﻟﻠﻮﻛﻮرﺀﺀ‬. ‫ ح ؛‬word

‫ دﻣﻐﺎرﻗﺔ‬in this sentence is used as an absolute object ( ‫) ﻣﻔﻌﻮل ﻣﻄﻠﻖ‬, a dis-
tinctive form of object that serves to highlight the main verb. The ab-
solute object uses the masdar (‫ )اﻟﻤﺼﺪر‬form ofthe primary verb placed
in the accusative case. The absolute object is very often modified by
adding an adjective or idaafa that forther qualifies the meaning.
For example:
٠‫ئ ﻗﻮﻳﺎ‬ ‫ﺿﺮﺑﻪ‬
Literally, "He hit him a strong hitting... ^ e underlined word is foe abso-
lute object. It repeats foe meaning of foe basic verb, but when qualified
here with the adjective, makes it clear what ^ e ofhitting was involved,
^ i l e a literal translation sounds very awkward in English, foe root
and pattern system gives this a rather poetic quality in Arabic, as in the
example above.
Another example:
.‫رﻛﺾ رﻛﻀﺎ ﻣﺮﻳﻌﺎ‬
He ran fast ( literally, "He ran a fast running ”).
4. The absolute object can also be modified by making it part of an idaafa,

to clarify the type of action.
.‫ ت اﻟﺸﻬﺪاﺀ‬fr*‫ﻣﺎت اﻟﺮﺟﻞ‬
" ^ e man foed the death of martyrs.”
Setting offon the Greatest Journey 9

In line 6, Ibn Battuta has used this form, saying that he has left his
homeland “‫ زﻓﺎرﻗﺖ وﻃﺌﻲ‬describing this as the departure ofthe birds
from the nest ‫ ﺀاﻣﻐﺎرﻗﺔ اﻟﻄﻴﻮر ﻟﻠﻮﻛﻮر؛ﺀ‬This meaning could be approximat-
ed in English by using a simile "like the departure ofa bird from its
nest," but the Arabic constriction conveys more power, as it does not
rely on a like' or as/
5. In line 16, ‫ أﺣﺬﺀﺀ‬...‫ ”ﻟﻢ‬is a general negation meaning "no one” (in this
case, "no one greeted me..). Anegative particle ( ‫ ﻟﻦ‬،‫ ﻟﻢ‬،‫ ) ﻻ‬followed by
an accusative noun has the meaning o fa general, category negation,
and can be translated as “no less” , “non- ”, or any
general negative in English. For example,‫ ﻻ ﺳﻠﻜ ﻲ‬from the word ‫ ﻣ ﻠ ﻚ‬,
meaning .wire,, thus means 'wireless.'
W hat do you think the following compounds mean?
‫ﻻ ﺟﻨﺴﻤﻴﺔ؛‬
‫ﻻ دﻳﻴﺖ‬
‫ﻻ ﻣﻜﺎن؛‬
6. ^ e p a r t i e d has many uses and can be a useftil signal of changes in the

flow ofthe text. Since it attaches directly to the beginning ofthe word, it
is im portant to be on the lookout for it. The ex cep t from lines 8-13 in-
eludes several examples. I n used in conjunction with a conditional
'if. ( ‫ إذا‬،‫ ﻟﺮ‬،‫ ) ف إن‬it signals the follow-on .then' statement. Although the
'if. clause must always be in the perfect (past) tense, the ‫ ذ‬also allows
the 'then, clause to be in a tense other than foe perfect, ^ i s is instra-
mental in line 10, where t h e j allows the author to put foe resulting
clause in foe imperfect, thus strengthening the dramatic impact ofthe
first clause, which indicates that God's will on future events is sealed:
.‫ ﺑﺎﻟﻤﻮت ﻓﺘﻜﻮن وﻓﺎﻧﻲ ﺑﺎﻟﻄﺮﻳﻖ‬،‫ ﻋﺰ و ﺟ ﻞ‬،‫< ﻗﻐ ﻰ اﻟﻠﻪ‬

‫إي‬
10 T ie Travels o f lb n Battuta
“If God has ordained [my] death, then my death will be on the road.”
The other uses of ‫ ذ‬in the paragraph (at the beginning oflines 9,10,
11, and 12) all introduce new statements. In these cases, the particle
‫ ذ‬fonctions like ‫ ذ‬and need not be translated into English, but has the
effect of indicating a closely related series ofimmediatelyfollowing
events. This increases the dramatic effect ofthe peril and urgency in
the narrative, and supports the repeated use of ‫( ﺧ ﻮ ن‬fearing), by in-
dicating that Ibn Battuta and his companions are moving rapidly from
one action to another w ithout delay.
7. Inline 1, Ibn B atata refers to the monfo ofRajab as ‫ ر ﺟ ﺐ اﻟﻔﺮد‬, with ‫ﻓﺮد‬
meaning .solitary,' or 'alone: This refers to foe feet foat Rajab is foe only
one ofthe four sacred months (‫م‬۶ ‫ )اﻷﺷﻬﺮ ا‬ofthe Islamic calendar foat
does not come in sequence with the rest. I four sacred monfos in which
fighting was not allowed, as identified in foe cîran (Quran 9:36), are:
foe elevenfo m onth ofthe year - ( ‫ )ذ واﻟﻘﻌﺪة‬Dhu a l - ^ d a
the twelfth m onth ofthe year — ( ‫ ) ذو اﻟﺤﺠﺔ‬Dhu al-Hijja
foe first m onth ofthe year — (‫ )ﻣﺤﺮم‬Muharram
Rajab, as foe seventh monfo, is non-consecutive with foese.
Writing Exercises
A. Translate the following sentences into Arabic, using vocabulary from

this reading. Hints in parentheses indicate which lines to look at for similar
structures:
Setting off on the Greatest Journey 11

1. Ileft my birthplace, intending to travel to the Middle East (1 -2 ):
2. He lived alone in the desert (3):
3. My grandfather was still alive when I left hom e (7):
4. I was struck by a fever, and was unable to talk, due to weakness (9):
5. T ie people ofth e city greeted one another (16):
12 ‫ ﺀ ﻵ‬Travels o f lb n Battuta
‫‪B. Rearrange foe words below into coherent sentences:‬‬
‫واﻟﺪ ي ﻛﺎن ذﻟ ﻚ اﻟﺤﻴﺎة ﻓﻲ ﻋﻞ ﻗﻴﺪ اﻟﺮﻗ ﺖ‬ ‫‪.١‬‬
‫ﺳ ﺸ ﺪ ﺧ ﺮ ﺟ ﻦ ا ﻷ و ﻣ ﻂ زﻳﺎرة اﻟﺜ ﺮ ق ﻣﻌﺘﻤﺪﴽ‬ ‫رأﺳﻲ ص‬ ‫‪٠٢‬‬
‫ﻣ ﻠ ﻢ ﻋﻞ اﻟﻤﺪﻳﻨﺔ ﺑﻌﻀﺎ‬ ‫ﴽﻫﻞ ﺑﻌ ﻀﻬﻢ‬ ‫‪٠٣‬‬
‫اﻟﺒﻴﺖ اﻟﻨﺰول ﻣﻦ ﻳﻤﻜﻨﻨ ﻲ اﻟﺮد ﻻ ﺑ ﺠ ﺐ‬ ‫‪.٤‬‬
‫‪ ٠٥‬ﻓﻲ ﻟﻢ ﻳﺰرﻧﻲ اﻟ ﺸﺜ ﻐ ﻰ ﴽ ﺣﺪ‬
‫‪Setting offon the Greatest Journey‬‬ ‫‪13‬‬

‫‪D iscussion Q uestions‬‬
‫‪ . ١‬ﻣﺎ ﴽول رﺣﻠﺔ ﻗ ﻤ ﺖ ﺑﺒﺎ ﻓﻲ ﺣﻴﺎﺗ ﻚ ‪ ،‬و ﻛﻢ ﻛﺎن ﻏﻤﺮك ﺣﻴﻨﺌﻨﻪ؟‬
‫‪ . ٢‬ﻣ ﺎ ا و ﺟ ﻬ ﻔ ﺌ ﻼ ﻳ ﺦ‪ ٠‬ﺑﻴﻦ ا ﻟ ﻔ ﺮ اﻵن و ا ﻟ ﻔ ﺮ ﻓﻲ زﻣﻦ اس ﺑﻄﻮﻃﺔ؟‬
‫‪ .٣‬ﻫﻞ ﻳ ﻤ ﻜ ﻦ و ﺻﻔ ﻪ‪ ٦‬اﺑﻦ ﺑﻄﻮﻃﺔ ﺑﺎﻟﻤﺼﻄﺎح‪ ١١‬اﻟﻌﺮﺑﻲ اﻟﻘ ﺪﻳ ﻢ ؛ " ﺷ ﺪﻳ ﺪ اﻟﺒﺄ ست أ ؟ ﻟﻤﺎذا؟‬
‫‪ . ٤‬ﻫﻞ ﺗﺸﻌﺮون ﺑﺎﻟﻮ ﺣﺪة ﴽوﺑﺎﻟﻐﺮﺑﺔ ﻓﻲ ﺑﻌﺾ اﻷﺣﻴﺎن؟ ‪ ٠‬ش رﴽﻳﻦ؟‬
‫‪ . ٥‬ﺗﺤﺘﺎج رﻇﻴﻐﺔ اﻟﻘﺎﺿﻲ ﻟﻤﺆﻫ ﻼﺗﻮ‪ ١‬ﻋﻠﻤﻴﺔ وﺷﺨ ﺼﻴﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻣﺎ أﻫﻢ ﻫﺬه اﻟﻤﺆﻫﻼت ﻣﻦ رﺟﻬﺔ‬
‫ﻧﻈﺮﻛﻢ؟‬
‫‪Research and Presentation‬‬
‫اﺑﺤﺜﻮا ﻓﻲ ا ﻻﻧﺮﻧ ﺖ ﻋﻦ وا ﺣﺪة ﻣﻦ أﻫﻢ اﻟﻤﺪن ﻓﻲ ﺑﻼد اﻟﻤﻔﺮب اﻟﻌﺮي‪ ،‬واﻛﺘﺒﻮا ﺗﻘ ﺪﻳﺈ ﻣﺼﺮرا ﻋﻨﻬﺎ‬
‫وﻳﻬﺘﻮا ﺳﺒ ﺐ اﺧﺘﻴﺎرﻛﻢ ﻟﻬﺬه اﻟﻤﺪﻳﻨﺔ ﺗﻘﺮﻳﺮأ‪.‬‬
‫‪8‬‬ ‫‪at this time‬‬

‫و‬ ‫‪similarities and differences‬‬
‫‪10‬‬ ‫‪describe‬‬
‫‪11‬‬ ‫‪idiom‬‬
‫‪12‬‬ ‫‪stouthearted‬‬
‫‪13‬‬ ‫‪qualifications‬‬
‫‪14‬‬ ‫‪T ie Travels o f lb n Battuta‬‬

2
T ie ¥ ‫ ا و‬٠‫ ا ل‬: ٠‫ ج‬Alexandria,One
(Alexandria, E ^ p t, 1326) ‫ﻧﻜﺮ ﻣﻨﺎراﻹﺳﻜﻨﺪرﻳﺔ‬
Ibn Battuta followed the coastal route to reach Alexandria
Ibn B atata was an asttite observer of world political events and history. T ie
fall ofthe eastern reaches ofthe once-great caliphate to the Mongols and the
decline oflslamic Spain during the Spanish Reconquista contributed to foe el-
evation of M am lukE^qrt as the most powerfol state in the Islamic world. Sue-
cessfully checking the Mongol advance and establishing firm control over the
trade connections beriveen the Mediterranean and the Red Sea, the Mamluks
led Egypt into a new era ofpower foat was quite evident to Ibn B atata as he en-
tered foe Mediterranean port city of Alexandria. Although Cairo to foe south
was the largest city in the world and the êatest center oflslamic teaching, Ibn
B atata stayed in Alexandria for a few weeks to sriidy its history and architec-
ture. He later ranked it as one ofthe five greatest port cities ofthe world.
!lighthouse at Alexandria IS
Alexandria
Named after Alexander foe Great (356-23 BC), who founded the cityin 331
BC, Alexandria ( ‫ اﻹﺳﻜﻨﺪرﻳﺔ‬in Arabic) was a cosmopolitan port from the very
start. Although the Suez Canal was more than 500 years in the future, E ^ p t
in Ibn Battuta's time had already become the vital connection bettveen
Asian and Mediterranean maritime trade. Goods from Asia were unloaded
at the Red Sea port of Aydhab (‫ ) ﻗ ﻴ ﺬ ا ب‬and carried overland by camel to
Aswan on the Nile, eventually traveling to the Mediterranean port of Alex-
andria. I n , as now, it was a city foil ofEuropean shippers and merchants.
I Lighthouse of Alexandria
One o fth e 'Seven Wonders o fth e World,' as described by Philo ofByzan-
tium, the lighthouse was for several hundred years the second-tallest struc-
ture in the world, after the Pyramids of Giza. Constructed by the Ptolemaic
(Greek) Iirlers o fE ^ rp t in approximately 280 BC, it was situated on Pharos
Island in Alexandria's harbor, connected to the mainland by a causeway, and
stood around 120 meters tall. It was foe model for lighthouses around the
world, but by Ibn B atata'stim e had fallen into disrepair. Although it was re-
portedly in use as late as the twelfth centuty CE, well over a millennium after
its construction, three major earthquakes, the last occurring shortly before
Ibn Battuta's visit, had damaged the structure. Despite being unable to enter
the lighthouse, Ibn B atata was a keen sttident ofhistory and architecttrre,
and nonetheless marveled at the significance o fth e building. A centuty
later, the remnants o fth e lighthouse would be removed by Mamluk sultan
^ y tb a y to build foe fort bearing his name, which still stands in Alexandria's
port.
AnAmazingPrediction
W hile in Alexandria, Ibn Battuta visited its scholars. Jurists, and Sufis. One
o fth e last, al-Zahid Burhan al-Din, predicted that Ibn Battuta would jour-
ney to China and India, although foe young man had given no thought to
going farther than Mecca. I prediction would remain in Ibn Battuta's
mind throughout the following decades as these outlandish fortunes came
to pass. O f course, the only record ofthe incident is Ibn Battuta's own recol-
lection after his long Journey, so we will never know what may have actually
occurred. Nonetheless, the story does capture the improbability o fa minor
scholar in his early ttventies traveling from Morocco to China.
16 ! T r a v e l s o f lb n Battuta
‫‪From the Writings o flb n Battuta‬‬
‫‪Ibn Battuta describes the glory ofthe city of Alexandria:‬‬
‫)‪ ( ١‬و ﺻﻠﻨﺎ ﻓﻲ ﴽول ﺟﺎ د ى اﻷوﻟﻰ إﻟﻰ ﻣ ﺪﻳ ﻨ ﺔ ا ﻹ ﺳﻜﻨﺪ رﻳﺔ‪ ،‬ﺣﺮ ﺳ ﻬﺎ اﻟﻠﻪ )‪ ( ٢‬و ﻫ ﻲ اﺑﺜﻔ ﺰ‬
‫اﻟﻤ ﺤﻨﻮ س واﻟﻘ ﻄﻨﺎﻟ ﻤﺄﻧ ﻮ س‪ ،‬اﻟ ﻌ ﺠﻴﺒ ﺔ اﻟ ﺸﺎ ن ا ﻷ ﺻﻴﻠﺔ اﻟﺒﻨﻴﺎ ن‪ ( ٣ ) ،‬ﺑ ﻬﺎ ﻣ ﺎ ﺷ ﺌ ﺚ ﻣ ﻦ‬
‫ﺗﺤﺴﻴﻦ وﺗﺤﺼﻴﻦ‪ ،‬و ﻣﺂﺛ ﺮ د ﻧ ﻴ ﺎ ودﻳ ﻦ )‪ ( ٤‬ﻓ ﻬ ﻲ اﻟﻐﺮﻳﺪة ﻓﻲ ﺗ ﺠ ﻞ ﺳﻨﺎ ﻫﺎ‪ ،‬واﻟﺨﺮﻳﺪﺀ ﺗ ﺠ ﻞ ﻓﻲ‬
‫ﺣ ﻼ ﻫﺎ‪٠‬‬
‫‪The port and gates ofAlexandria are among the greatest in the known world:‬‬
‫)‪ ( ٥‬ﻟﻤﺪﻳﻨﺔ ا ﻹ ﺳﻜﻨﺪ رﻳﺔ أرﺑﻌﺔ أﺑ ﻮا ب‪ ( ٦) ،‬ﺑﺎ ب اﻟ ﻨ ﺪ ر ة ‪ ،‬وﻟ ﻴ ﻪ ﻳ ﺜ ﺮ غ ﻃﺮﻳﻖ اﻟﻤﻔﺮب‪( ٧) .‬‬
‫وﺑﺎ ب ر ﺷﻴﺪ‪ ،‬وﺑﺎ ب اﻟﺒ ﺤﺮ‪ ،‬واﻟﺒﺎ ب اﻷﺧﻀﺮ‪ ،‬وﻟﻴ ﺲ ﻳ ﺸ ﺢ إﻻ ﻳ ﻮ م اﻟﺠﻤﻌﺔ‪ ( ٨) ،‬ﻓ ﻴ ﺨ ﺢ‬
‫اﻟﻨﺎ س ﻣﻨ ﻪ إﻟﻰ ﻛﺎ ر ة اﻟﻘﺒ ﻮ ر )‪ ( ٩‬وﻟﻬﺎاﻟﻤ ﺰﻧ ﻰ اﻟ ﻌ ﻈﻴﻢ اﻟ ﺸﺄ ن‪ ( ١٠) ،‬وﻟﻢ ﴽزﻓﻲ ﺗﺮا ﺳ ﻲ اﻟ ﺪﻧﻴﺎ‬
‫ﻣﺜﻠﻪ‪ ،‬إ ﻻ ﻣﺎ ﻛﺎ ن ﻣ ﻦ ﺗ ﺰ ﺗ ﻰ ﻛﻮﻟﻢ وﻗﺎﻟﻴﻘ ﻮ ط ﺑﺒ ﻼداﻟ ﻬﻨﺪ‪ ،‬و ﺗ ﺰ ﺗ ﻰ اﻟ ﻜﻔﺎ رﺑﺜ ﺰا د ق ﺑﺒ ﻼد‬
‫—ﻧﻦ و ﺳﻴﺒ ﻊ ذﻛﺮﻫﺎ‪.‬‬
‫اﻷﺗﺮاك‪ ،‬و ﺗ ﺮ ﺗ ﻰ اﻟﺰﻳﺘﻮن ﺑﺒﻼداﻟ ﺺ‬
‫‪Description o fth e lighthouse ofAlexandria, one o fth e Wonders o fth e‬‬

‫‪World:‬‬
‫)‪ ( ١١‬ﻗ ﺼ ﺪ ث اﻟﻤﻨﺎرﻓﻲ ﻫ ﺬ‪ ٥‬اﻟ ﻮ ﺟ ﻬ ﺔ ﻓ ﺮأ ﻳ ﻦ أ ﺣ ﺪ ﺟ ﻮاﻧ ﺒ ﻪ ﻣﺘ ﻬﻨ ﻤﴼ‪ ( ١٢) .‬و ﺻﻔﺘﻪ ﴽ ذ ه‬

‫ﺑﻨﺎ ﺀ ﻣ ﺮﺑ ﻊ ﻧ ﺎ ﻫ ﺐ ﻓﻲ اﻟﻬﻮاﺀ‪ ،‬وﺑﺎﺑﻪ ﻣﺮﺗﻔﻊ ﻋ ﻞ اﻷر ض )‪ ( ١٣‬و دا ﺧ ﻞ اﻟﻤﻨﺎرﺑﻴﻮ ث‪ .‬ﻛﺜ ﺮ ة‬
‫)‪ ( ١٤‬و ﻫ ﻮ ﻋ ﻞ ﺗ ﻞ ﻣﺮﺗﻔﻊ‪ ( ١٥) .‬و ﺳﺎ ﻓ ﺔ ﻣ ﺎ ﺑﻴﻨ ﻪ وﺑﻴ ﻦ اﻟﻤﺪﻳﻨﺔ ﻓﺮ ﺳ ﺦ وا ﺣ ﺪ ﻓ ﻲ ﺑ ﺰ‬
‫ﺳ ﻨ ﻄ ﻴ ﻞ ﻣﺤﻴﻂ ﺑ ﻪ اﻟﺒ ﺤ ﺮ ﻣ ﻦ ﺛ ﻼ ث ﺟ ﻬ ﺎ ت إﻟﻰ ﴽن ﻳﺘ ﺼ ﻞ اﻟﺒ ﺤ ﺮ ﺑ ﺴﻮر ا ﻟ ﺒ ﻠ ﺪ )‪ ( ١٦‬ﻓ ﻼ‬
‫ﻳ ﻤ ﻜ ﻦ اﻟﺘ ﻮ ﺻ ﻞ إﻟﻰ اﻟﻤﻨﺎر ﻓﻲ ا ﻟ ﺰ إ ﻻ ﻣ ﻦ اﻟﻤﺪﻳﻨﺔ‪ ( ١٧) .‬و ﻓ ﻴ ﻬ ﺬ ا ا ﻟ ﻞ اﻟﻤﺘ ﺼﻞ ﺑﺎﻟﻤﻨﺎر ﻣ ﻘ ﺮ ة‬
‫ا ﻹ ﺳ ﻜﻨ ﺪﻧ ﺔ‪.‬‬
‫‪^ ir te e n years later, upon Ibn Battuta's return trip, the lighthouse had fallen‬‬
‫‪into disrepair:‬‬
‫ﻦ و ﺳﺒ ﻌﺎﺋ ﺔ‪ ٠‬ا ﻓ ﻮ ﺟ ﺪ ﺗ ﻪ‬
‫)‪ ( ١٨‬ﻗ ﺼ ﺪ ذ اﻟﻤﻨﺎر ﻏ ﺬ ﻋ ﻮ د ي إﻟﻰ ﺑ ﻼ د اﻟﻤﻔﺮ ب ﻋ ﺎ م ﻓ‬
‫ﻗ ﺪ ا ﺳﺘ ﻮﻟ ﻰ ﻋﻠ ﻴ ﻪ اﻟﺨﺮا ب ﺑ ﺤ ﻴ ﺚ ﻻ ﻳ ﻤ ﻜ ﻦ د ﺧ ﻮﻟ ﻪ و ﻻاﻟ ﺼﻌ ﻮدإﻟﻰ ﺑﺎﺑ ﻪ‪ ( ١٩) .‬وﻛﺎن‬
‫اﻟﻤﻠ ﻚ اﻟﯫﺻﺮﺀ‪ ، ١‬رﺣﻤﻪ اﻟﻠﻪ‪ ،‬ﻗ ﺪ ﺛ ﻊ ﻓﻲ ﺑﻨﺎ ﺀ ﻣﻨﺎ ر ﻣﺜﻠ ﻪ ﺑﺈزاﺋﻪ ﻓﻌﺎ ﻗ ﻪ اﻟﻤﺮت ﻋ ﻦ إﺗﻤﺎﻣﻪ‪.‬‬
‫‪14 1349 CE‬‬

‫‪15 See Lesson 3 for more on Sultan al-Nasir Muhammad.‬‬
‫‪The Lighthouse at Alexandria‬‬ ‫‪17‬‬

W hile in Alexandria, Ibn Battuta receives auspici.us predictions from the
Imam al-Zahid Burhan al-Din about fattrre travels which he had not yet
even considered ‫؛‬
( ٢ ١) " .‫ أﴽراك ﺗ ﺤ ﺐ ا ﻟ ﻴ ﺎ ﺣ ﺔ واﻟﺠﻮﻻن ﻓﻲ اﻟﺒ ﻼد‬: ‫ ( د ﺧ ﻠ ﺬ ﺀ ﻟ ﻴ ﻬ ﻴ ﻮ ﻣ ﺎ ' ﺷ ﺎ ﻟ ﻠ ﻲ‬٢ >)

‫ ( وﻟ ﻤﺒ ﻤ ﻦ ﻣ ﻌ ﻦ ﺑ ﺨ ﺄ ﻃ ﺮ ﻳ ﺎ ز ﺋ ﻠ ﻔ ﻴ ﺎ ﻟ ﺒ ﻼ د‬٢٢) ' ' . ‫ ’’ ذ ﻋ ﻢ ؛ ﻟ ﻴ ﺒ ﺬ ك‬: ‫ﻓ ﻘ ﻠ ﻦ ﻟ ﻪ‬
‫ ’’ ﻻ ﺑ ﺬ ﻟ ﻚ إن ﺷﺎﺀ اﻟﻠﻪ ﻣ ﻦ ى ر ة ﴽ ﺧ ﻲ ﻓ ﺮ د‬: ‫ (ﻓ ﻐﺎ ل‬٢٣).‫اﻟﻘﺎ ﻣﻴ ﺔ ﻣ ﻦ اﻟﻬﺬدراﻟ ﺼﻴﻦ‬
( ٢٤) .‫ رأ ﺧ ﻰ ﺑﺮﻫﺎن اﻟﺪﻳ ﻦ ﺑﺎﻟ ﻌﻴ ﻦ‬،‫ وأ ﺧ ﻰ رﻛ ﻦ اﻟﺪﻳ ﻦ زﻛﺮﻳﺎﺀ ﺑﺎﻟﺠﻨﺪ‬،‫اﻟﺪﻳ ﻦ ﺑﺎﻟﻬﻨﺪ‬
‫ وﻟﻢ ازل ا ﺟ ﻮ ل ﺣﺘ ﻰ ﻟ ﻘ ﻴ ﻦ‬،‫ﻓ ﻌ ﺠ ﺒ ﺬ ﻣ ﻦ ﺗﻮﻟﻪ وأﻟ ﻐ ﻰ ﻓﻲ ﻧﻮ ﻋ ﻲ ا ﺗ ﻮ ﺑ ﻪوﻟﻰ ﺗ ﻠ ﻚ ا ل ﺀد‬
.‫اﻟﺜﻼﺛﺔ اﻟﻨﻴ ﻦ ذﻛﺮﻫﻢ وﺑﻠ ﻐﺘ ﻬﻢ ﺳﻼﻣﻪ‬
Vocabulary
( ١)‫ﻧﺠﺎدىاﻷوﻟﻰ‬ Jumada al-Wa, the fifth m onth of

the Islamic calendar
( ٢)‫اﻟﺜﻐﺮ‬ a coastal city or town, a fortified
border city
( ٢)‫ااﻷذوس‬ popular, familiar
(٣ )‫ﺀآﺛﺮ‬ finest works
( ٤) ‫اﻟﺨﺮﻳﺪة‬ virgin girl or pearl
( ٤) ( ‫ﺗﺠﻠﻰ) ﻷ‬/( ‫ﺗﺠﻠﻲ) ة‬ (a) to flaunt/(b) to appear,
transfigure
( ٤) ‫ت‬ glow
( ٦)‫ﻳﺜﺰ ع‬ to begin, pave
( ١.)‫ﻛﻮﻟﻤﻮﻓﺎﻟﻴﻘﻮط‬ Kollam and Calicut, India
( ١٠)‫اﻟﻜﻐﺎر‬ infidels
( ١.)‫ﺛ ﺰاد ق‬ Sudak, in the Crimea
( ١٢)‫ذا ﻫ ﺐ‬ going
( ١٢)‫اﻟﻬﻮاﺀ‬ air
( ١٥) ‫ﻓ ﺮ خ‬ old measure of distance (approx.
five kilometers)
( ١٦) ‫اﻟ ﺮ‬ mainland
( ١٧) ‫اﻟﻤﺘﺼﻞ‬ linked, connected
( ١٨) ‫اﺳﺘﻮﻟﻰ ﻋﻠﻴﻪ‬ to seize
18 ^ r e Travels o f lb n Battuta
( ١٩) ‫وزاﺀ‬ in the face of
( ١٩) ‫ﻋﺎق‬ to prevent hinder
( ٢ . )‫اﻟ ﺠﻮ ﻻ ن‬ wandering
( ٢٢) ‫ﺗﻮﻏﻞ‬ to go deep into
( ٢٣) ‫ا ﺑ ﺪ‬ the Sindh, a region of southern
Pakistan
( ٢٤) ‫ذ ؤ ي‬ my mind
( ٢٤) ‫ًا ي‬ to convey
A. Answer the following questions in complete Arabic sentences (numbers

( ١) ‫ﻫﺶ و ﻫ ﻞ اﺑﻦ ﺑﻄﻮﻃﺔ وﻟﻰ ﻳﺪﻳﺘﺔ ا ﻻ ﺳﻜﻨﺪﺑ ﺔ ؟‬ .١
( ٤- ٢) ‫ اﻟﻤﺪﻳﻨﺔ ؟‬٠‫ﻛﻴ ﻒ وﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ﻫﺬ‬ .٢
(٨- ٥) ‫ ؤ ﻫﺎ؟‬١‫ﻛ ﻢ ﻋﺪد آﺑ ﻮا ب ا ﻹ ﻣ ﻜ ﻨ ﺪ ﻧ ﺔ وﻣﺎ ل ﺀ‬ .٣
The Lighthouse at Alexandria 19

( ١٦- ١١) ‫ﺿ ﻬﺎا ذا ر ر د زا رةاﺑﻨﺒ ﻄ ﻮ ﻃ ﺔا ﻷ وﻟﻴ ﻚ ؟‬ .٤
( ٢٤- ٢٣) ‫د و ﻃ ﺔ ؟ و ﻛ ﻴ ﻔ ﻜ ﺎ ﻓ ﺆ ة أ ﻃ ﺎ س ﺀ ﻟ ﻴ ﻪ ؟‬
in English:
1. well built) of solid construction:________________________________
2. vety tall) reaching into the s ^ : _________________________________
3. fallen into ruin:
4. such that) to the extent th a t:____________________________________
5. had not occurred to me ‫؛‬
and phrases:
__________________________________________________________ : ‫ا ﻟ ﺒ ﻠ ﺪ‬ ١
______________________________________________________ : ‫ﻣﺎ ﺗ ﺮ ﻳ ﺪ‬ ٠٢
16 shape
17 impart
20 ^ i e Travels o f fo n Battuta
: ‫ﺟﺎﻟ ﻬﺎ‬ .٣
:‫ا ب ﺀ‬ .٤
‫ﺑ ﺪ أ ﻓﻲ‬ .٥
D. Find Arabic antonyms or opposites for each ofthe following words in the
.: ‫اﻻﺧﺮة‬ ١
‫ﻣﻨﺨﻔﺾ‬ .٢
.:‫ﻳﻨﻔ ﺼ ﻞ‬ .٣
.:‫اﻟﻬﺒﻮ ط‬ .٤
Interpreting the Text
(٨- ٧) ‫ﻟﻤﺎذا ﻛﺎن ﻳﻨﺘ ﺢ اﻟﺒﺎ ب ا ﻷ ﺧ ﻐ ﺮ ﻳﻮم اﻟﺠﻤﻌﺔ ﻓﻘﻂ ﻣﻦ ﻛ ﻞ أﻣﺒﺮع؟‬ ١
( ١٩- ١٨) ‫ﻣﻨﻰ ﻛﺎﻧ ﺖ زارة اﺑﻦ ﺑﻄﻮﻃﺔ اﻟﺜﺎﻧﻴﺔ ﻟﻠﻤﺘﺎر؟ وﻣﺎ اﻟﺘﻐﻴﺮا ت اﻟﺘﻲ و ﺟﺪﻫﺎ ﻋﻠﻴﻪ؟‬ ٢

‫ﻣﺎ اﻟﻔﻜﺮة اﻟﺘﻲ أراد اﻟﻤﻠﻚ اﻟﻨﺎ ﺻﺮﺗﺘﻐﻴﺬﻫﺎو ؟ ﻫﻞ ﻧ ﺠ ﺢ ﻓﻴﻬﺎ؟ ﻟﻤﺎذا؟ )‪( ١٩‬‬
‫ﻓﻲ رأﻳﻜﻢ‪ ،‬ﻛﻴ ﻒ ﻻﺣﻈﻪ‪ ١١‬ﻹﻣﺎم ﺑﺮﻫﺎن اﻟﺪﻳ ﻦ ﺛ ﻐ ﻒ‪ 2٠‬اﺑﻦ ﺑﻌﻠﻮﻃﺔ ﺑ ﺎ ﻟ ﻔ ﺮ واﻟﺰ ﺣﺎ ل ؟ )‪( ٢٠‬‬ ‫‪.٤‬‬
‫‪ . ٥‬ﻟﻤﺎذا ﺗ ﻌ ﺾ اﺑﻦ ﺑﻄﻮﻫﻼ ﻣﻦ ﻃ ﺐ اﻹﻣﺎم ﺑﺮﻫﺎن اﻟﺪﻳﻦ؟ )‪( ٢ ٤‬‬
‫‪18 implement‬‬
‫‪19 recognize‬‬
‫‪20 passion‬‬
‫‪22‬‬ ‫‪ Travels o f lb n Battuta‬ج‪ ١‬ﻵ‬

1. A lth o u g h n o t w ritten in p o e tty , Ib n Battuta's sty le m akes u se ofp aral-

le lism and rh ym e to e n h a n ce its se n se o f e lo q u e n c e , or ‫ﺑﻼﻏﺔ‬. In th e first
excerp t (lin e s 1 - 4 ) , h is d e sc r ip tio n o f A lexan d ria u se s m a n y pairs o f
rh ym es or near-rhym es that h ave c o m p le m e n ta r y m ea n in g s. N o t e th e
fo llo w in g pairs:
‫ واﻟﺨﺮﻳﺪة ﺗﺠﻞ‬... ‫اﻟﺜﻔﻨﺎﻟ ﻤ ﺤ ﺮ و س واﻟﻘ ﻄﻦاﻟﻤﺄﻧﻮس؛ ﺗﺤﺴﻴﻦ وﺗﺤﺼﻴﻦ؛ اﻟﻐ ﺮﻳﺪة ﻓﻲ ﺗﺠﻖ‬
U n d ersta n d in g th is stru ctu re can h e lp y o u dedirce w h a t h is overall

th e m e is as w e ll as p r e d ic t th e m e a n in g o f u nfam iliar w ord s. ‫ﺗﺤﺴﻴﻦ‬, for
exam ple, m ea n s 'em b ellish in g ' or 'b eau tifyin g,' w h ile its pair , ‫ﺗﺤﺼﻴﻦ‬
m ea n s 'stren gth en in g' or 'fortifyin g: Ib n B attuta is pairing, in a m e m o -
rable way, th e qiralities o f A lexandria's fo rtifica tio n s an d beauty, w h ic h
are tw o central characteristics o f t h e architecture o f a great m ed iev a l
city. T his stresses b o th th e strategic im p o r ta n c e o fA le x a n d r ia an d its
elevated culttrre. A s y o u read th e rest o f f o n B attu tas text, lo o k o u t for
th e se rh etorical d e u c e s . It fo llo w s lo g ic a lly th at th e o th er pairings w ill
have sim ilar th em es, w h ic h can h e lp y o u d e d u c e unfam iliar w ord s.
T h ese tec h n iq u e s te n d to appear o fte n in h is d escrip tiv e passages o f
cities an d lo ca les, an d less so in h is narrative se c tio n s.
2 ٠ In lin e 5, Ibn Battuta u ses a fr o n te d p r e d ic a te in th e sen ten ce ‫ﻟﻤﺪﻳﺌﻪﺀﺀ‬

‫" اﻹﺳﻜﻨﺪرﻳﺔ ارﺑﻌﺔ ﴽﺑﻮاب‬, ^ e su b ject o f this se n te n c e is ‫ أرﺑﻌﺔ أﺑﻮاب‬and ‫ ارﺑﻌﺔ‬is
th e w ord that carries fo e ca se-en d in g m ark o f th e subject. A lth o u g h Ibn
Battuta w an ts to com m u n ica te fo a t fo e city ofA lex a n d ria has four gates,
an A rabic sen ten ce ca n n o t start w ith an in d efin ite n ou n , so h e has
delayed th e subject b y starting w ith th e p rep osition al Jjhrase ‫ﻟﻤﺪﻳﻨﺔ‬
‫ اﻹ ﺳﻜﺬدﻻة‬٠
W h a t are so m e o th e r w ays to express th is b a sic idea? R em e m b e r in g

foat fo n B attu tas goal in fo is excerp t is to stress th e greatn ess o fA le x -
andria, hoW d o e s p la c in g th is p red icate first stren g th en o r w e a k e n th e
descrip tion ?
٠ e Lighthouse at Alexandria 23
B y contrast, w o u ld th e se n te n c e ‫ ﻫﻨﺎك ارﺑﻌﺔ آﺑﻮاب ﻓﻲ ﻣﺪﻳﻨﺔ اﻹﺳﻜﻨﺪرﻳﺔ‬carry
th e sam e p o w er o f em p h a sis o n th e g lo r y o fA le x a n d r ia as a w h o le?
3 ٠ In lin e 7, Ib n B attuta n o te s o f t h e g ate:" i ^ - ١‫ وﺑ ﺲ ﻳﻔﺘ ﺢ( ﻻ ﻳﻮم‬." L a ysa

(‫)ﻟﻴﺲ‬, as y o u have learn ed , is o n e o f t h e sisters o fk a a n a ' ( ‫ﻓﻌﻞ ﻧﺎﻗﺺ ﻣﻦ‬
‫) أ ﺧ ﻮا ت ﻛﺎن‬, and is u se d to n eg a te n o m in a l (n o n -v erb a l) se n te n c e s. You
m ay have b e e n taugh t in M o d e r n Standard A rab ic n ev er to u se ‫ ﻟﻴﺲ‬to
n egate a verb, ^ i s c o n stru ct, h ow ever, is u se d in classical texts. W h e n
u sed th is way, y o u can a ssu m e th ere is an im p lie d p r o n o u n th at acts
as th e n o u n o d a y s a ( ‫ ) ا ﺳ ﻢ ﺑ ﺲ‬an d th e en tire verbal se n te n c e is b e in g
n egated , th u s b e in g e sse n tia lly th e p red icate o f laysa ( ‫) ﺧ ﺮ ﻟﻴﺲ‬. In th is
sen ten ce, th e im p lie d p r o n o u n is ‫ﻫﻮ ﻳ ﻔ ﻊ‬ ‫ﻫﻮن ﻟﻴﺲ‬.
4. In lin e 10, th e w o rd s "‫ "ﻟﻢ او‬are u se d w h e n d escrib in g th e p o r t at

A lexandria. T he verb n eg a ted in th is in sta n c e is ‫( راى‬to s e e ), ^ i s is
o n e o f t h e trick iest verb s in th e lan gu age to r e c o g n ize an d th u s it is
w o r th learn in g its different form s. T his is a 'd ou b ly w eak , verb, in th e
se n se that it has a h a tn za for a m id d le radical an d an a liftn a q su ra for
th e final radical. A s y o u m a y know , th e p article ‫( ﻟﻢ‬d id n o t) requires
that th e verb b e in th e jussive, w h ic h is a m o o d b a se d o n th e p r e se n t
ten se. This creates so m e p r o b le m s w ith th is verb, as th e m id d le radical
n orm a lly drops o u t en tirely in th e p resen t ten se, ^ e ju ssiv e m o o d , as
y o u m ay rem em ber, cau ses th e final lo n g v o w e l to drop as w ell, ^ u s ,
ou r three-letter verb is r e d u ced to o n e letter: ‫ ز ؤ ر ا ى‬. in itial a lif is
a co n ju g a tio n prefix for T: It is im p o rta n t to r e c o g n ize th is verb w h e n
y o u se e it, b eca u se tr^dng to lo o k it u p u n d er its th ree-letter r o o t w h e n
o n ly o n e letter rem ains can b e q u ite difficult.
Writing Exercises
A . Translate th e fo llo w in g se n te n c e s in to A rabic, u sin g v o ca b u la ry from

th is reading. H in ts in p a ren th eses in d ica te w h ic h lin e s to lo o k at fo r sim ilar
str u c tu r e s‫؛‬
24 ‫ ﺳ ﻶ‬Travels o f lb n Battuta
1. I had never seen a city like Cairo ( 10):
2 ٠ T he n e w c o m m erce b u ild in g stretch es in to th e s t y (1 2 ):
3. H e w e a k en ed to th e ex ten t th at h e co u ld n 't w a lk (is):
4. ^ e c ity h ad fallen in to ru in after th e w ar ( 1 8 ) :
5. W h e n lfir s t w en t to college, it had n o t occurred to m e to study A rab ic(22):

‫‪B. R earrange th e w o rd s b e lo w in to c o h e r e n t sen ten ces:‬‬
‫ﴽز اﻟﺪﻧﻴﺎ ﻣﺜﻠﻬﺎ ﻟﻢ ﻣﺪن ﻓﻲ‬ ‫‪١‬‬
‫ﻳﻤﻜﻨﻤﻨ ﻼاﻟ ﻰاﻟﻤﻨﺎراﻟﻮ ﺻﺮل اﻟﻤﺪﻳﺬةاﻻ‬ ‫‪.٢‬‬
‫ﻓﻲ ﻧ ﻴ ﺎ ن ﻣﺪﻳﻨﺔ ﺷﻬﺮإﻟﻰ اﻟﻘﺎﻫﺮة وﺻﻠﻨﺎ ﴽزل‬ ‫‪.٣‬‬
‫ﺋﻔﺘﺢ اﻟﻤﺪﻳﺔ إ ﻻ اﻟﺠﻤﻌﺔ ﻳﻮم أ را ب ﻻ ﻫﺬه‬ ‫‪.٤‬‬
‫ﺧﺎﻃﺮي ﻳﻜﻦ ﺣﻴﻨﺌﺬ د ﻟﻢ اﻟﻐ ﺮإﻟ ﻰ اﻟﺼﺒﻦ‬ ‫‪.٥‬‬
‫‪26‬‬ ‫‪The Travels o f lb n Battuta‬‬

‫‪Discussion Q uestions‬‬
‫ﻣﺎ اﻟﺪﻳﺔاواﻟﻤﺪ ف اﻗ ﻲ ﻳ ﻤ ﻜ ﻨﴼ ﻧ ﺬ ﺻ ﻐ ﻬﺎ ي وﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ﻣ ﺪﻳ ﺔ ا ﻹ ﺳ ﻜ ﺼ ﺔ ؟ ﻟﻤﺎذا؟‬ ‫‪١‬‬
‫ﻣﺎ اﻏﺮب'ﺀ و ﻣ ﻒ ﻧ ﻜ ﺮ‪ .‬اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻦ ﻣﺪﻳ ﺔ اﻹﻣﻜﺌﺪرﺑﺔ وﻣﻌﺎﻟﻤﻬﺎ “ ؟‬ ‫‪.٢‬‬
‫ﺑﺈذا ﺗ ﻤ ﺮ وﻧ ﻞ‪ 2‬زﻳﺎرة اﺑﻦ ﺑﻄﻮﻃﺔ ﻟﻤﻨﺎر اﻹﺳﻜﻨﺪرﻳﺔ ﻣﺮة أﺧﺮى ﻓﻲ ﻃﺮﻳﻖ ﻋﻮدﺗﻪ؟‬ ‫‪.٣‬‬
‫اﻟﻄﺒﻴﻌﻴﺔ اﻟﺘﻲ ﺗﺤﺪث ﻓﻲ اﻟﻤﻨﺎﻃﻖ اﻟﺴﺎﺣﻠﻴﺔ ؟ اﻧﻜﺮوا أﻣﺜﻠﺔ ﻟﻬﺎ‪.‬‬ ‫ﻣﺎ أ ﻫﻢ اﻟﻜﻮار ث‬ ‫‪.٤‬‬
‫ﻫﻞ ﺳﺸﻄﻴﻌﺮن رﺻﻢ ﺻﻮرة ﻟﻤﻨﺎر اﻹﺳﻜﻨﺪرﻳﺔ وﻓﻘﺎ‪5‬ﺀ ﻟﻮﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ؟‬ ‫‪.٥‬‬
‫اﺑﺤﺜﻮا ﻓﻲ ا ﻹﻧﺰﻧ ﺖ ﻋﻦ أ ﻫﻢ ﻣﻌﺎﻟﻢ ﻣﺪﻳﻨﺔ اﻹﺳﻜﻨﺪرﻳﺔ اﻟﻘﺪﻳﻤﺔ واﻟﺤﺪﻳﺜﺔ واﻛﺘﺒﻮا ﻣﻘﺎﻻ ﺗﻐﺼﺒﻠﻴﺎ ﻋﻦ‬
‫أ ﺣﺪ ﻫﺬ‪ ٠‬اﻟﻤﻌﺎﻟﻢ وأﺳﺒﺎ ب اﺧﺘﻴﺎرﻛﻢ ﻟﻪ‪.‬‬
‫‪21‬‬ ‫‪strangest‬‬
‫‪22‬‬ ‫‪landmarks‬‬
‫‪23‬‬ ‫‪explain‬‬
‫‪24‬‬ ‫‪disasters‬‬
‫‪25‬‬ ‫‪based ٠n‬‬
‫‪Lighthouse at Alexandria‬‬ ‫‪27‬‬

3
The Mamluk Sultan ofEgypt
(Cairo, Egypt, 1326) ‫ﻧﻜﺮ ﺳﻠﻄﺎن ﻣﻌﺮ‬
^ e Islam ic w o rld w as g o in g th ro u g h a great tra n sitio n d uring Ib n Battu-

tas lifetim e, ^ e u n ified calip h ate o f th e G o ld e n A g e w as in ruins, its great
capital o f B aghdad sack ed b y th e M o n g o ls. Salah al-D inS ( ‫) ﺻ ﻼ ح ا ﻟ ﺪ ﻳ ﻦ‬
A ^ i b i d d ynasty, w h ic h h ad b a ttled C rusader arm ies in P alestin e, h ad fallen.
In its place, th e M a m lu k state in E ^ p t em erg ed as th e m o st p o w erfu l force
in th e M id d le E ast. A s th e M a m lu k w arriors d efea ted b o th th e M o n g o ls and
Crusaders, C airo b e c a m e th e cen ter o f e c o n o m ic , p olitica l, an d m ilita ty
pow er in th e M id d le E ast, a p o sitio n it a r ^ a b ly retains to th e p resen t. B y all
estim ates, C airo w as th e largest c ity o u tsid e o f C h in a at th e tim e, as w e ll as a
refiige for sch olars and artists from b e sie g e d territories. F or b etter o r w o r se ,
b o th th e lo c a tio n and nattire o f p o w e r in th e Islam ic w o rld had shifted. A n
The Mamluk Sultan ofEgypt 29

astute p o litica l o b server and d ip lo m a t Ib n B a ta ita r e co g n iz e d th at h e was
en terin g th e m o s t im p orta n t c ity o f h is day, and th at th e su p p o rt and favor
o f th e M am lu k su ltan — w h o m h e m ay have n ev er actu ally m e t— w o u ld be
crucial for th e su ccess o f h is fa rth er travels.
Mamluks
T he M am lu k s w ere origin ally slaves train ed to b e w arriors du rin g th e A yyu-
b id d y n a sty (th e term ‫ رﻣﻤﻠﻮك‬fro m th e r o o t j - J - f .to ow n,' m ea n s (owned)
or p o s s e s s io n ) . S elected for th eir p h y sica l stren gth and u su a lly from Turkic
fam ilies, th e y w ere taken aw ay from th eir h o m e s for sp ecia lized train in g and
b e ca m e fiercely loyal fighters. R isin g to k e y p o sitio n s in th e A y ۴ b id arm y
M am lu k leaders w o u ld e v e n ta a lly seize p o w e r an d fo u n d th eir o w n d y n a sty
S h ortly b efo re Ib n Battuta's birth, th e great M a m lu k ruler Baybars h ad de-
feated th e S ev en th C rusade, cap tu red K in g L o u is IX o fF r a n c e , and en d ed
th e w estw ard ex p a n sio n o f t h e M o n g o ls. M a m lu k co n tr o l ranged fro m Syria
d o w n in to presen t-d ay S au d i Arabia, an d th e M a m lu k su ltan b e c a m e th e
p ro tecto r o f t h e T w o H o ly S ites o f M e c c a and M ed in a .
‫؛‬ e M a m lu k p erio d w as m arked b y great tu rb u len ce as w e ll as a ch iev em en t.

R ather th an estab lish in g a m onarchy, M a m lu k s ru led as 'sultans' (th e Ara-
b ic term ‫ ﺳﻠ ﻄﺎ ن‬, related to ‫ ﺳﻠ ﻄ ﺔ‬or .power,' m ea n s ex a ctly t h a t - t h e .h o ld -
er o f p o w e r .). th ree cen tu ries o f M a m lu k rule w ere m arked b y very
sh o rt reigns, freq u en t co u p s, a ssassin ation s, an d d o m e stic stru ggles. The
sultan that Ibn Battuta d e sc r ib e s— al-N asir M u h a m m a d — se iz e d p o w er
three tim es, and w as o n e o f fe w to d ie o f natural cau ses w h ile in office. D e t
sp ite th e v io le n c e o f t h e tim e s, h o w ev er, M a m lu k rulers w ere o fte n prolific
b u ild ers and gen ero u s su p p o rters o f arts and o f religion . M u c h o f t h e clas-
sical architecture o f Islam ic Cairo, in fact, is th e result o f M a m lu k b u ild in g
projects, and th e n a m es o f M a m lu k su ltan s can b e fo u n d o n h u n d red s o f
h isto ric b u ild in g s in th e c ity
Interestingly, th e m o st fa m o u s o f E ^ q >t ٠s m o n u m e n ts w as o f o n ly m in o r in-

terest to Ibn Battuta. In d eed , from h is b r ie f d e sc r ip tio n o f t h e P y ra m id s o f
G iza, it is clear that h e didn't actu ally v isit th em . Yet th is d o e s n o t serio u sly
u n d erm in e th e va lu e o f h is narrative. M o re than ju st a w itn e ss, Ib n Battuta
30 T ie Travels o f fa n Battuta
‫‪was a collector of stories and reports that he heard along the way. In some‬‬
‫‪ ) but often not, as‬ﺣ ﻜﺎ ﻳ ﺔ ( ‪cases, these are identified as secondhand accounts‬‬
‫‪in the case ofthe Pyramids. Ibn Battuta was extremely accurate about those‬‬
‫‪things that concerned him and his readers, ^ e pharaonic monuments,‬‬
‫‪which would only receive great attention after the arrival ofthe Europeans,‬‬
‫‪were of so little interest in Ibn Battuta.s time that they were being used as‬‬
‫‪spare bricks in Cairo walls. Mamluk Cairo was the political, militaty and‬‬
‫‪cultural capital o fthe Islamic world, and its glories lay vei^ much in the‬‬
‫‪present. Accordingly Ibn Batata's narrative focuses on the Mamluks.‬‬
‫‪Before arriving in Cairo, Ibn Batatta first describes the Nile River:‬‬
‫)‪ ( ١‬ﻧ ﻴ ﻞ ﻣ ﺼ ﺮ ﻳ ﻔ ﻀ ﻞ أﻧﺒﺎ ر اﻷر ض ﻋﻨﻮﺑﺔ ﻣﻨﺎ ق‪ ،‬وال_اع ﺗ ﻄ ﺮ‪ ،‬و ﻋ ﻈ ﻢ ﻣﻨﻔ ﻌﺔ‪( ٢) ،‬‬
‫واﻟ ﺪ ن واﻟﻘ ﺮ ى ﺑ ﻀﻔﺘﻴﻪ ﻣﻨﺘ ﻈﻤﺔ ﻟ ﻴ ﺲ ﻓﻲ اﻟﻤﻌﻤﻮرﻣﺜﻠﻬﺎ‪ (٣ ) .‬وﻻ ﻟ ﻌ ﻠ ﻢ ﻧﺒ ﺮﻳ ﺰ ر ع ﻋﻠﻴ ﻪ ﻣﺎ‬
‫ﺋﺰرغ ﻋ ﻞ اﻟﻨﻴ ﻞ )‪ ( ٤‬وﻟﻴ ﺲ ﻓﻲ اﻷر ض ل ‪ :‬ﺳ ﻐ ﻰ ﺑ ﺤ ﺮأ ﻏﻴ ﺮه‪.‬‬
‫‪fon Bataita then relates his impression of Cairo at the time ofhis arrival:‬‬
‫ﺛ ﻤ ﺎ ﺑ ﻼ د ‪ ( ٧) .‬ذ ا ﺗ ﺎ ﻷ ﻗ ﺎ ﺑ ﺎ ﺷ ﻀ ﺔ و ا ﺑ ﻼ د‬
‫اﻷرﻳﻀﺔ اﻟﻤﺘﻨﺎﻫﻴﺔ ﻓﻲ ﻛﺜ ﺮة‪ ١‬ﻟﻌﻄﺮة اﻟﻤﺘﺒﺎﻫﻴﺔ ﺑﺎﻟ ﺤ ﺴ ﻦ واﻟﻨﻀﺎرة‪ ( ٨) .‬ﻣﺠﻤﻊ اﻟﺮاردواﻟﺼﺎدر‪،‬‬
‫وﻣﺤﻂ ر ﺣ ﻞ اﻟ ﻀﻌﻴ ﻒ واﻟﻘﺎ د ر وﺑ ﻬﺎ ﻣﺎ ﺷﺌ ﺖ ﻣ ﻦ ﻋﺎﻟﻢ و ﺟﺎ ﻫ ﻞ و ﺟﺎﻧ ﻮ ﻫﺎ ز ل و ﺣﻠ ﻴ ﻢ‬
‫و ﺳﻔﻴ ﻪ وو ﺿﻴ ﻊ وﻧﺒﻴﻪ و ﺷ ﺮﻳ ﻒ ر ﻣﺜ ﺮ و ف و ﻣﻨ ﻜ ﺮ و ﻣ ﻌ ﺮ و ف‪ .‬ﻗ ﻬ ﺮ ت ﻗﺎ ﻫ ﺮﺗ ﻬﺎا ﻷ ﻣ ﻢ‪.‬‬
‫)‪ ( ٩‬وﺗ ﻤ ﻜﻨ ﺖ ﻣﻠ ﻮ ﻛ ﻬﺎ ﻧ ﻮا ﻣ ﻲ اﻟ ﻌ ﺮ ب واﻟ ﻌ ﺠ ﻢ ‪ ( ١٠) .‬وأ ر ﺿﻬﺎ ﻣ ﺴﻴ ﺮة ﺷ ﻬ ﺮ ﻟﻤ ﺠ ﻦ‬
‫ا ﻟ ﻴ ﺮ ‪ ،‬ﻛﺮﻳﻤﺔ اﻟ ﺰﺑ ﺔ ﻣﺆﺷﺴﺔ ﻟ ﺬ و ي اﻟﻐﺮﺑﺔ ‪ ( ١١) .‬وأﻣﺎاﻟﻤﺪا ر س ﺑﻤ ﺼﺮ‪ ،‬ﻓ ﻼﻳ ﺤﻴ ﻂ أ ﺣ ﺪ‬
‫ض ﺀ ذ د ﺷ ﺒ ﺔ اﻟ ﻤﻠ ﻚ اﻟﻤﻨﺼﻮر‬ ‫ﺑﺤ ﺼﺮﻫﺎ ﻟ ﻜﺜ ﺮﺗﺒﺎ‪ ( ١٢)،‬و ﴽ ﻣ ﺎ اﻟﻢ‪ 1‬ر ﻣ ﺄ ﻧ ﺎ ﻛ ﻴ ﺴ ﺎ‬
‫ﻗ ﻼ و و ن‪ ( ١٣) ،‬ﻓﻴ ﻌ ﺠ ﺰاﻟ ﻮا ﺻ ﻒ ﻋ ﻦ ﻣﺤﺎﺳﺘﻪ‪.‬‬
‫‪Ibn Battuta's description ofthe sultan ofE ^ p t :‬‬
‫)‪ ( ١٤‬و ﻛ ﺎ ﻧ ﺴ ﺎ ﻃ ﺎ ﻧ ﻤ ﺼ ﺮ ض ﺀ ﻫ ﺪ د ﺧ ﻮ ﻟ ﻴ ﺈ ﻟ ﻴ ﻬ ﺎ اﻟ ﻤﻠ ﻚ اﻟﻨﺎ ﺻﺮ ﴽ ﺑ ﻮ ا ﻟ ﻔ ﺘ ﺢ ﻣ ﺤﻤﺪ ﺑ ﻦ‬

‫اﻟﻤﻠ ﻚ اﻟﻤﻨ ﺼﻮرﺳﻴ ﻒ اﻟ ﺪﻳ ﻦ ﻗ ﻼوو ن اﻟ ﺼﺎﻟﺤﻰ‪ ( ١٥) .‬وﻛﺎن ﻧ ﻼ و و ن ﻳﻌﺮ ف ﺑﺎ ﻷﻟﻔ ﻰ ﻷن‬
‫ا ﻟ ﻠ ﻚ اﻟ ﺼﺎﻟ ﺢ ا ﺷ ﺰا‪ .‬ﺑﴼﻟ ﻒ دﻳﻨﺎ ر ﻧ ﻬ ﺒ ﺎً‪ ،‬وأ ﺻﻠﻪ ﻣ ﻦ ﻗ ﻐ ﺠ ﻖ‪ ( ١٦) .‬وﻟ ﻠ ﻤ ﻠ ﻚ اﻟﻨﺎ ﺻ ﺮ ‪-‬‬
‫رﺣﻤﻪ اﻟﻠﻪ— ا ﻟ ﻴ ﺮ ة اﻟﻜﺮﻳﻤﺔ واﻟﻔ ﻀﺎﺋ ﻞ اﻟﻌ ﻈﻴﻤﺔ ‪ ( ١٧) .‬وﻛﻔﺎه ﺛ ﺮﻧﴼاﻧ ﺘﺈ ؤ ه ﻟ ﺨﺪﻣﺔ اﻟﺤﺮﻣﻴﻦ‬
‫اﻟﺸﺮﻳﻔﻴﻦ‪ ( ١٨) ،‬و ﻣ ﺎ ﻳ ﻐ ﻔ ﻠ ﻪ ﻓﻲ ﻛﻞ ﺳﻨ ﺔ ﻣ ﻦ أﻓ ﻌﺎ ل اﻟﻴ ﺮاﻟﺘ ﻲ ﺋ ﻌﻴ ﻦ اﻟ ﺤ ﺠﺎ ج ﻣ ﻦ اﻟﺤﻤﺎل‬
‫‪ eM am luk Sultan oE gypt‬؛‬ ‫‪31‬‬

‫ ( وﺗ ﺤﻤﻞ ﻣ ﻦ ﺗﺄ ﺧ ﺮﴽ و ﺿ ﻌ ﻒ ﻋ ﻦ‬١٩) ،‫اﻟﺘ ﻲ ﺗ ﺤ ﻤ ﻞ اﻟ ﺰاد واﻟﻤﺎﺀ ﻟﻠ ﻤﻨﻘﻌﻠ ﻌﻴ ﻦ واﻟ ﻀﻌﻔﺎﺀ‬
.‫ا ﻟ ﺌ ﻲ ﻓﻲ اﻟﺪ رﺑﻴ ﻦ اﻟﻤﺼﺮي واﻟ ﺸﺎﻣ ﻲ‬
‫ﻟ ﺠﻌﺪﻟﻠﺬ ﻇﺮﻓﻴﺎﻟﻤﻐ ﻼﻟﻢ و رﻓ ﻊ ﻗ ﺼ ﺺ اﻟﻤﺘﺸﻜﻴﻦ ﻛ ﻞ‬-‫ رﺣﻤﻪ اﻟﻠﻪ‬- ‫ ( ﻛﺎ ن اﻟﻤﻠ ﻚ اﻟ ﻨﺎ ﻣ ﺮ‬٢٠)

. ‫ ( وﻳﻘ ﻌ ﺪ اﻟﻘ ﻀﺎة اﻷرﺑﻌﺔ ﻋ ﻦ ﻳ ﺎ ر د‬٢١) .‫ﻳ ﺮ م اﺛﻨﻴﻦ وﺧﻤﻴﺲ‬
Vocabulary
( ١) ‫ﻃﺎ ق‬ taste
( ١) ‫ﻣﺸﻌﺔ‬ usefulness, benefit
( ٢) ‫اﻟﻤﻌﻤﻮر‬ civilization, the civilized world
(٧ ) ‫ﻣﺘﻨﺎﻫﻴﺔ ﻓﻰ‬ ofthe greatest...
( ٧ ) ‫ ﺗﺒﺎ ﻫﻴ ﺔ د‬٠ flaunting, showing off
( ٧ ) ‫ﻧﻀﺎرة‬ grace, beauty
( ٩) ‫ﻧﻮا ص‬ front o fthe head (the finest)
( ٩) ‫اﻟﻌ ﺠﻢ‬ Persians, or more generally.
non-Arabs
( ١٠) ‫ﺑ ﺬ ا ﻟ ﻴ ﺮ‬ diligent traveler
( ١٠) ‫ﻣ ﺆﻧ ﺔ‬ welcoming, friendly
( ١٢) ‫ﻣﺎرﺳﻈﻦ‬ medieval hospital, usually part of
a mosque complex
( ١٤)‫اﻟ ﺼﺎﻟ ﺤ ﻰ‬...‫اﻟﻤﻠﻚ اﻓﺎﻣ ﺮ‬ Mamluk sultan, known as al-Nasir
Muhammad (reigned 1293-94,
1309-1341)
‫اﻟﻤﻠﻚ اﻟ ﻌ ﻮ ر ﺳﻴ ﻒ اﻟﺪﻳ ﻦ ﻗﻼرون‬ ^ la w u n al-Salahi, father of
( ١٤)‫اﻟ ﻤﺎﻟ ﺤ ﻰ‬ al-Nasir Muhammad, Mamluk
sultan 1229— 90
( ١‫ﻗﻐﺠﻖ ) ه‬ Kipchak, a Turkic state in Central
Asia
( ١٨) ‫ﺑﺬ‬ charity, reverent deeds
( ١٨) ‫زاد‬ (as used here) food and provisions
( ١٨) ‫ﺷﺔﻃﻌﻴﻦ‬ cut-off, i.e. those without support
( ١٩) ‫اﻟﺪرﺑﻴﻦ‬ the ‫ئ‬ paths
32 Travels o f Ibn Battuta

( ١٩) ‫ ي‬٠‫ﺛ ﺎ‬ Syrian or L ev a n tin e
( ٢٠ ) ‫ﻳﻘ ﻌ ﺪ‬ to sit (to h o ld a u d ien ce)
( ٢ ٠) ‫ﻣﺘﺜﻜﻴ ﻦ‬ th o se w ith co m p la in ts
A. A n sw er th e f o ll.w in g q u e s t i.n s in c .m p le t e A rab ic se n te n c e s (n u m b ers

refer t . th e lin e s in w h ic h th e information can b e fo u n d ):
( ٤- ١) ‫ ﻳ ﺰﺛ ﻤ ﺮاﻳﻠ ﻀﺒ ﺔﻳ ﺔﴽﺑ ﺮاﻟ ﻌﺎﻟ ﻢ ؟‬٠‫بﺀاذاﻳﺖ‬ ١
( ١٥) ‫ ﻟﻤﺎذا ﺋﺮ ف ا ﺳ ﺎ ن ﻧﻼوون ﺑﺎﻣﻢ ”اﻷﻟﻔﻲ"؟‬. ٢
( ١٣- ‫ﻛﻴ ﻒ ﻳﺼﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ﻣﺪﻳﻨﺔ اﻟﻘﺎﻫﺮة وﻣﺪارﺳﻬﺎ؟ ) ه‬ .٣
( ١٩- ١٧) ‫ ﻛ ﻤﻨﻴ ﻬﺎ ؟‬٠‫ ﻣ ﺎ رأ‬.‫ﺣﺎﻟ ﺤ ﺠﺎ ج‬ ‫ ا ا ﻇ ﻚ‬٠‫ا ذ ﻛ ﺮ و ا ﺑ ﻌ ﻀ ﺎ د ا ﺗ ﺎ ﺷ ﺔ ا ﻣ ﺖ‬ .٤
‫ ؛‬e M a m lu k S u lta n o fE .p t 33
( ٢ ٠) ‫ﻣﺎ اﻟﻤﻬﻤﺔ اﻟﺘﻲ ﻛﺎﻓ ﺖ ﺗ ﺸﻐﻞ اﻟﻤﻠﻚ اﻟﻨﺎﺻﺮ ﻳﻮﻣﻲ اﻻﺛﺘﻴﻦ واﻟﺨﻤﻴﺲ؟‬ .٥
B. F in d A rabic phrases in th e tex t that ap p roxim ate th e fo llo w in g m ea n -

ings in E nglish:
1. ^ e r e is n o n e lik e th e m in th e c iv iliz e d w o rld :
2. N o o n e c o u ld c o u n t th e m ‫؛‬
3 ٠ ^ r e ir g o o d n e ss c a n n o t b e d e s c r ib e d :______________________________
4. T he w ork s w h ic h h e d o e s ev ery y e a r : ______________________________
5. ^ r o s e w h o d elayed o r b e c a m e w e a k : ______________________________
c. F in d A rabic sy n o n y m s or eq u iv a len ts in th e tex t for th e fo llo v d n g w o rd s

and phrases:
: ‫اﺣﺴﻦ ﻣﻦ‬ ١
: ‫ ﻣ ﺴ ﻄ ﺮ وا ﺀﻟ ﻰا ﻛ ﺮ ﺑ ﻮا ﻷ ﺟﺎ ب‬٠ . ٢
34 The Travels ٠f Ibn Battuta

:‫ي و ق‬ ٠
: ‫ﻻﻳﺴﺘﻄﻴﻌﻮن ﴽن ﻳ ﻤﺜ ﻮا‬ .٤
: ‫ﻳﺤﻠﺲ وﻳ ﺴ ﻤ ﻊ‬ .٥
D. F ind A rabic a n to n y m s or o p p o site s for each o f t h e fo llo w in g w o r d s in th e

text and n se each in a c o m p le te sen ten ce:
.: ‫ﺿﻴ ﻖ‬ ٠١
.:‫ﻧ ﺮ ي‬ .٢
‫ﻣﺘﺒﻌﺜﺮة‬ ٠٣
I Mamluk Sultan ofEgypt 35

‫ﻣﻮﺟ ﺸﺔ‬ ‫‪٠٤‬‬
‫ﻧﺎ ﻛ ﺮﻳ ﻦ ‪.:‬‬ ‫‪.٥‬‬
‫ﻟ ﻤﺎ ذاﺑﺘ ﻲ اﻟ ﻬ ﺮﻳ ﻮﻓﺬ‪ ٠‬راﻟ ﻴﻠ ﺒ ﺤ ﺮأ ؟ )‪( ٤- ١‬‬ ‫‪١‬‬
‫ﻛﺎن اﻟﻤﺈﻟﻴﻚ ﻣﻘﺎﺗﻠﻴﻦ ﺑﺎرﻋﻴﻦ‪ .‬ﻓﻲ رأﻳﻜﻢ‪ ،‬ﻟﻤﺎذا ﻧﻜﺮ اﺑﻦ ﺑﻄﺮﻃﺔ ﺷﻬﺮﺗﺒﻢ وﺗﻔﺮﻗﻬﻢ ﻓﻲ ﻓﻦ‬ ‫‪.٢‬‬
‫اﻟﻌﺎرة ؟ )‪( ١٢- ١١‬‬
‫ﻫﻞ ﻛﺎن اﻟﻠ ﻄﺎ ن اﻟﻨﺎﺻﺮ ﻋﻞ ﻗﻴﺪ اﻟﺤﻴﺎةه‪ 2‬ﻋﻨﺪﻣﺎ ﻛﺘ ﺐ اﺑﻦ ﺑﻄﻮﻃﺔ ﻫﺬا اﻟﺘﻘﺮﻳﺮ؟ ﻛﻴ ﻒ ﻧﻌﺮف‬ ‫‪.٣‬‬
‫ذﻟ ﻚ ؟ )‪( ٢٠‬‬
‫ﻣﺎ ﻋﻼﻗﺔ اﻟ ﻄ ﻄﺎ ن ﻗﻼوون ﺑﺎﻟﻤﻠﻚ ا ﻛ ﺎ ﻟ ﺢ ؟ )‪( ١٥‬‬ ‫‪.٤‬‬
‫‪26 the idiom here means *alive.‬‬
‫‪36‬‬ ‫‪3 h e Travels o f Ibn Battuta‬‬

‫ﻫﻞ ﺗﻈﻨﻮن أن اﺑﻦ ﺑﻄﻮﻃﺔ اﻟﺘﻘﻰ اﻟﻠ ﻄﺎ ن ﺧ ﻼل زﻳﺎرﺗﻪ ﻟﻠﻘﺎﻫﺮة؟ ﻣﺎ اﻟﺪﻟﻴ ﻞ ؟‬ .٥
Grammar, stru ctu re, and C ontext C lues
1. N am es: Id en tify in g n am es can b e ٠n e o f t h e trickiest parts o f reading a

classical t e x t as m o st n a m es are also c o m m o n adjectives or n o u n s, ^ i s
is m u ch m o re o f an art than a scien ce, and th e m o st u sefifi tech n iq u e is
to b e aware o fte r m s th at are u se d freq u en tly in th e text and se e m to b e
in th e p o sitio n o f sub jects o f sen ten ces. A n A rabic n a m e is u su ally a se-
quential en u m eratio n o f t h e person's lineage, and m ay co n ta in titles and
accom p lish m en ts. In c o m m o n address, m o st o f th e se are drop p ed , b u t
for im p ortan t person s, th e fo il se q u e n c e m a y b e u sed to em p h asize th e
person's significance, ty p ica lly th e first tim e th e y are m e n tio n e d . L o o k
at th e fo il n am e o fS u lta n al.N asir M u h a m m a d from lin e 14.
‫اﻟﻤﻠﻚ اﻟﻨﺎﺻﺮ ﴽﺑﺮ اﻟﻔ ﺢ ﻣﺤﻤﺪ ﺑﻦ اﻟ ﺼﺮر ﻣﻴ ﻒ اﻟﺪﻳ ﻦ ﻗﻼوون اﻟﺼﺎﻟﺤﻲ‬
This n a m e co n sists o f th ree m a in parts. U sin g th e sign al w o rd s ‫ﺑﻦ‬

( so n ) an d ‫ ( أ ب‬fath er), can y o u id e n tify th e c o m p o n e n ts o f t h e sultan's
?n a m e
H is title ‫؛‬
H is n a m e ‫؛‬
H is n ick n a m e or k u n iya ‫________________________ ؛‬
Mamluk Sultan o f Egypt 37

Father's nam e:
S ee th e analysis b e lo w for fo rth er explan ation :
‫اﻟﻨﺎﺻﺮ ﴽﺑ ﻮ ا ﻟ ﻔ ﺢ ﻣﺤﻤﺪ ﺑﻦ اﻟﻤﻨﺼﻮر ﺳﻴ ﻒ اﻟﺪﻳﻦ ﻗﻼوون اﻟﺼﺎﻟﺤﻲ‬
T he sultan's n am e is ‫ داﻟﻨﺎﺻﺮﻣﺤﻤﺪ‬b u t Ib n Battuta w ill refer to h im in th e

text sim p ly as ‫اﻟﻨﺎﺻﺮ‬. N o tic e th e title ‫' اﻟﻤﻠﻚ‬king' is u se d o u t o f r e s p e c t
a lth ou gh al-N asir is a sultan.
H is fa th ers n a m e is th at fo llo w in g ‫ رﺑﻦ‬in th is case: ‫اﻟﻤﻨﺼﻮر ﺳﻴ ﻒ اﻟﺪﻳ ﻦ‬

‫ رﺗﻼوون اﻟﺼﺎﻟﺤﻲ‬and h e is c o m m o n ly referred to as ‫ دﻗﻼوون‬as Ib n Battuta,
d o e s in lin e 15.
L a stly Ib n Batarta in c lu d e s ‫ ﴽﺑﻮ ا ﻟ ﻔ ﻊ‬in h is title. This c o u ld in d ica te

that h e is th e father o f a so n n a m e d ‘al-Fath,. or, as is th e case h ere, th e
n a m e is an h o n o rific, m e a n in g th e 'Father o f C o n q u e st: S u ch titles
w ere o ften g iv en to p o w erfu l p e o p le . In an y case, it is a part o f t h e
n a m e and n e e d n o t b e translated.
2. In vok in g b lessin gs: Ib n Batarta u se s several form u laic religiou s

b lessin g s as th e situ a tio n requires. F or exam ple, ‫ رﺣﻤﻪ اﻟﻠﻪ‬or ‫' اﻟﻠﻪ ﻳﺮﺣﻤﻪ‬G o d
have m ercy o n him . is u se d to refer to th e dead, an d in d ica tes h ere that
Sultan al-N asir M u h a m m a d w as d ea d b y th e tim e th is m e m o ir w as
w ritten.
3. ‫ﻏﻴﺮ‬: I term ‫ ﻏﺮ‬, m eaning Other th a n .. .‫ ؛‬is often u sed in com p ou n d s. In

line 4, for exam p le, ‫ ﻏﺮه‬m eans Other than it’ or 'besides i t l s is frequent-
ly u sed w ith a negative statem ent, to s a y ‘there is n o b esid es it.) W ith
this structure in m ind, w hat is lin e 4 saying about th e N fie River?
4. A rtiv e and p assive verbs: N o t e th e verb strucftire ‫ د‬. ..‫ ﻳﻌﺮف‬in lin e 15:
‫وﻛﺎف ﻗﻼوون ﻳﻌﺮف ﺑﺎ ﻷﻟﻔ ﻲ‬. W h a t w o u ld b e th e v o w e lin g (a n d th u s th e
correct p ro n u n cia tio n ) o f t h e verb? H in t: Is th e verb h ere p a ssiv e or
active? Is Q alaw u n k n o w in g or b e in g kn ow n ?

5. j: p r e p o sitio n ‫( ل‬.for. or 'b e lo n g in g to ') can change th e m e a n in g
o f an en tire se n ten ce . It is v e r y ea sy to o v e r lo o k particularly w h e n
attached to th e d efin ite article. N o te h o w ‫ ﻟ ﻠ ﻤ ﻠ ﻚ اﻟﻨﺎﺻﺮ‬at th e b e g in n in g
o f lin e 16 co u ld easily b e m ista k en f o r ‫اﻟﻤﻠﻚ اﻟﻨﺎﺻﺮ‬.
W ith atten tio n to th is fim c tio n o f ‫ وﻟﻲ‬h o w sh o u ld th o se o p e n in g w o rd s

o f lin e 16 b e read? H o w sh o u ld th e en tire se n te n c e b e translated?
6 ٠ U sin g case e n d in g s to id e n tify su b ject and ob ject: In lin e 17, w h ic h

reads ‫ ﻟﺨﺪﻣﺔ اﻟﺤﺮﻣﻴﻦ اﻟﺸﺮﻳﻔﻴﻦ‬٠‫ ﺛ ﺮ ﻓﺄ اذﻏﺎؤ‬٥‫ ووﻛﻔﺎ‬id e n tify in g th e su b ject o f t h e
se n te n c e w ill assist in u n d ersta n d in g th e m ea n in g . H ere, as is co m -
m o n , th e first w o rd is a v e r b - 1 ^ (to su ffice). C o n te x t tells US that th e
p r o n o u n s u f f ix ^ (h im , h is) refers to th e sultan.
W h ic h o f t h e n ex t tw o w ord s, h ow ever, tells US w h a t su fficed th e

sultan? T he clu e is in th e case en d in g s for ea ch w ord . N o tic e ‫ﺛ ﺮﻓﴼ‬
(h o n o r ) is in th e accu sative case, m e a n in g it c a n n o t b e th e su b ject o f
th e verb t o su ffice him.' R e w o r d ‫( اﻧﺘﺈؤه‬h is a sso c ia tio n ), h ow ever, is
in th e n o m in a l case, in d ic a te d b y th e ‫ ؤ‬, m e a n in g it co u ld b e th e sub-
ject. G iv en th e se lim ita tio n s, h o w w o u ld y o u translate lin e 17?
Writing Exercises
A . T ranslate th e fo llo w in g se n te n c e s in to A rabic, u sin g v o c a b u la ^ from
this reading. H in ts in p a ren th eses in d ica te w h ic h lin e s to lo o k at for sim ilar
structures:
1. k in g w a s k n o v m as . . e Father o f t h e Sw ord. (1 5 ):
‫ ؛‬e M a m lu k S u lta n o lE .p t 39
2 ٠ ‫ ؛‬ere was n . other person besides him in the room ( 4 ) ‫؛‬
3. Her association with the universitywas sufficient ( 17):
4. ‫ ؛‬ere is no one who knows what he knows (3):
5. ‫ ؛‬e pilgrims candied the weak and old with them (18-19) ‫؛‬
B. Rearrange the words below into coherent sentences:
‫ف ﺳﻘﻮ ط اﻷﻳﻮﺑﻴﻴﻦ ﺑ ﻌﺪ اﻟ ﻤﺈﻟﻴ ﻚ‬ ‫ دوﻟﺔ‬٠١
40 ‫؛‬ e Travels o f Ibn Battuta

‫‪ . ٢‬ﻫﺰم اﻟﻤﻔﻮل اﻟﻤﻴﺎﻟﻴﻚ و‪١‬ﻟﺼﺎﻳﻴﻴﻴﻦ ﺟﻴﻮ ش ﻣﺤﺎرﺑﻮن‬
‫‪ .٣‬ﺑ ﻐ ﺪا داﻟﻘﺎ ﻫ ﺮة ﻣﺮﻛﺰاﻟﻌﺮ ب ﻣ ﻘ ﻮ ط ا ﺻﺒ ﺤ ﺖ ﺑ ﻌ ﺪ ﺳﻠ ﻄ ﺔ‬
‫‪ . ٤‬ﻛﺒ ﺮة‪ ١‬د ا ﻃ ﺎ ن ﺧﺪ ﻣﺔ ﻟﻠ ﺤ ﺠﺎ ج وﻓﺮ اﻟﻤﻤﻠﻮك‬
‫‪ . ٥‬اﻟﻤﻠﻮك اﻟﻤﺒﺎﻧﻲ اﻟﺪﻳﻨﻴﺔ ﻓﻲ اﻟ ﻌ ﺪﻳ ﺪ ﻣﻦ اﻟﻘﺎﻫﺮة ﺑﺌﻰ اﻟﻤﻤﻠﻮك‬
‫‪The Mamluk Sultan ofEgypt‬‬ ‫‪41‬‬

‫‪Discussion Questions‬‬
‫ﻛ ﺐ اﺑﻦ ﺑﻄﺮﻃﺔ ﻋﻦ أﻫﻤﻴﺔ وﻣﻜﺎﻧﺔ ﺋﻬﺮ اﻟﻨﻴﻞ ﺑﺎﻟﺴﻴﺔ ﻟﺼﺮ وﻟﻠﻤﻌﻤﺮﻳﻴﻦ‪ .‬وﺿﺤﻮا ذﻟ ﻚ‪ ٠‬ع ﺑﻴﺎن‬ ‫‪٠١‬‬
‫ﻣﺪى ﺗﻮاﻓﻖ ﻛﻼﻣﻪ‪ ٠‬ع اﻟ ﻮ ﺧ ﻊ اﻟﺤﺎﻟﻲ ﻟﻨﻬﺮ اﻟﻨﻴﻞ‪.‬‬
‫ﻣﺎ زا ق ﻣﺼﺮ ﺗﺤﺘﻔﻆ ﺑﺪورﻫﺎ اﻟﺮﻳﺎدي واﻟﻤﺤﻮري ﻓﻲ اﻟﺜﺮق ا ﻷ و ﻣ ﻂ ﻣﻨﻦ ﻋﻬﺪ اﺑﻦ ﺑﻌﻠﻮﻃﺔ‬ ‫‪.٢‬‬
‫وﺣﻨﻰ اﻵن‪ .‬ﻫﻞ ﺗﺘﻔﻘﻮن ﴽم ﺗﺨﺘﻠﻔﻮن ﻫﻊ ﻫﺬ‪ ٥‬اﻟﻤﻘﻮﻻ وﻟﻤﺎذا؟‬
‫ﻛﻴ ﻒ ﺗﺤﻖ اﻟﻤﻠﻚ اﻟﻨﺎ ﺻﺮﺑ ﺼﻔﺎت واﺧﻼق اﻟﻨﺎﺋﺪ ا ﻟ ﻮ ع‪ 2‬؟‬ ‫‪.٣‬‬
‫ﻟﻤﺎذا ﻛﺎﻓ ﺖ ﺧﺪﻣﺔ اﻟﺤﺮﻣﻴﻦ اﻟﺜ ﺮﻳﻔﻴﻦ وﺣﻤﺠﺎج اﻟﺒﻴ ﺖ ﺳ ﺮ وﻟﻴﺔ ﻣﻠ ﻄﺎ ن ﻣﺼﺮ ﻓﻲ ﻫﺬا اﻟﻌﻬﺪ؟‬ ‫‪.٤‬‬
‫و ش ﻳ ﻀﻄﻠﻊ ﺑﻬﺬه اﻟ ﺆ وﻟ ﻴ ﺔ اﻟﻴﻮم؟‬
‫ﻫﻞ زرﺗﻢ او ﻗﺮأﺗﻢ ﻋﻦ ﻣﺪﻳﻨﺔ ﻓﻲ اﻟﻌﺎﻟﻢ ﺗﻀﺎﻫﻲﺀد ﻣﺪﻳﻨﺔ اﻟﻘﺎﻫﺮة واﺑﻨﻴﺘﻬﺎ ﻛﺈ وﺻﻔﻬﺎ اﺑﻦ‬ ‫‪.٥‬‬
‫ﺑﻌﻠﻮﻃﺔ؟‬

‫اﺑﺤﺜﻮا ﻋﻦ ﻣﻘﺎﻻ أر ﺧ ﺮ ﻣﻘﺮوﺀ ﴽو ﻣ ﻤ ﺮ ع ﻋﻞ اﻹﻧﺰﻧ ﺖ ﻳﺘﺄ و ل ﻣﻮﻧﺤﺮﻋﺎ ﺛﻘﺎﻓﻴﺎ ﴽ و ﺳﻴﺎ ﻣﻴﺎ ﴽو‬
‫اﺟﺘﺈﻋﻴﺎ ﺣﻮل ﻣﺼﺮواﻟﻤﺼﺮﻳﻴﻦ ﻓﻲ اﻟﻘﺮن اﻟﺤﺎدي واﻟﻌﺜ ﺮﻳ ﻦ واﻛﺘﺒﻮا ﻣﻠﺨﺼﺎ وﻧﻘﺪا ﻟﻪ‪٠‬‬
‫‪27 godly‬‬
‫‪28 emulate‬‬
‫‪42‬‬ ‫‪The Travels o f lb n Battuta‬‬

Jerusalem and
the Dome of the Rock
(Jerusalem, 1326) ‫ﻧﻜﺮ ﻗﺑﺔ اﻟﺼﺨﺮة‬
Ibn Battuta had plan n ed to travel to M ecca across th e R ed Sea. T he E ^ t i a n

port o f A ydhab as a k ey lin k in th e sp ice trade, had a ferry lin k to Jeddah in
Saudi Arabia and w as a m ajor Hajj transit p o in t for pilgrim s. A local rebellion
o f the Beja b ed o u in s against th e M am luks had clo sed th e p ort and forced fo n
B a ta ta to return to Cairo. E ven th en , it w as clear that h e h ad m ore than a Hajj
journey o n h is m ind. R ather than jo in th e official M am lu k H ajj caravan o u t o f
Cairo, h e traveled northw ard throu gh Palestine tow ard th e city o f D am ascus,
the se c o n d great city o f th e M am lu k Sultanate, b efore h ead in g back o n th e
route to M ecca, fo n B a ta ta sto p p ed at m an y im p ortan t religious sites in Pales-
tine, in clu d in g th e city o fje r u sa le m , and recorded h is im pressions.
Jerusalem and the D om e o f the Rock 43

Jerusalem
W h ile Jerusalem tod ay is a h u g e c ity o f trem en d o u s p o litica l im p ortan ce,
in Ibn Battuta's tim e it w as a n e g le c te d to w n ad m in istered b y D a m a scu s. In
part this w as d u e to th e stab ility and secu rity that M a m lu k rule h ad b rou gh t
to th e region. T he C rusaders h ad b e e n driven o u t o f P alestin e at th e e n d o f
th e p revious cen tu ry and th e to w n w as n o lo n g er th e site o f m ajor religiou s
conflict. M ean w h ile, M a m lu k trade rou tes b i a s s e d Jerusalem , su ch that
o n ly religious pilgrim s h ad an in terest in visitin g. Ib n B attuta w as certainly
o n e o f these, b e in g fascin ated n o t o n ly b y its m o sq u e s, b u t b y its C hristian
churches as w ell. A b u d d in g historian, Ibn B a ta ta lo o k s b e y o n d th e ev id en t
d estru ction in th e to w n to th e w a y th e c ity ’s w alls reflect th e h e r o ic cam paign
o flib e r a tio n w a g ed b y th e e m in e n t Salah al-D in.
I Dome ofthe Rock

C o n stru cted in CE 691 b y th e U m a ^ a d C alip h A b d al-M alik, th e D o m e o f
th e R o c k w as at th e tim e, and rem ain s today, o n e o f t h e m o s t v isu a lly strik-
in g b u ild in gs in th e w orld . It w as co n str u c te d at th e cen ter o f t h e T em p le
M o u n t, b e liev ed to have b e e n th e site o f S o lo m o n ’s T em p le. T he m o sq u e
takes its n am e from th e sto n e at its center, b e lie v e d to h ave b e e n th e site‫؛‬
o f t h e P ro p h et M u h a m m a d ’s N ig h t J o u r n e y to H e a v en ( ‫) اﻟ ﻤ ﻌ ﺮا ج‬. A lth o u g h
M u slim s n o w pray facin g M ecca , th e origin al d ir e c tio n o f prayer w as tow ard
Jerusalem , ^ e octa g o n a l structure, w ith its eig h te e n -m e ter d o m e , w as pat-
tern ed after B yzan tin e ch u rch es. F or m u c h o f its early h is t o ^ , th e site w as
o p e n to C hristian pilgrim s, and attacks o n th e p il^ im s b e c a m e th e osten -
sib le ju stification for th e C rasad es. A fter th e C rusader o c c u p a tio n in 1099,
th e m o sq u e w as t o n e d in to a ch u rch an d th e K n igh ts T em plar se t up their
headquarters o n th e site. Salah al-D in , w h o recap tu red J eru sa lem in AD
1187CE, recon secrated th e site as a m o sq u e .
D e sp ite Ib n Battuta’s fascin a tio n w ith P alestin e, h e h ad to leave after ab ou t

a w e e k as th e annual Hajj caravan fro m Syria w a s d ep artin g. K n o w in g the
d esert p o r tio n o f t h e jo u r n e y (th ro u g h p resen t-d a y Saudi A rabia) to b e the
m o s t difficult, h e reco g n iz e d th e im p o r ta n c e o fjo in in g th e w e ll-p r o v isio n e d
caravan.
44 T i e Travels o f B a ta ta
‫‪From the Writings of Ibn Battuta‬‬
‫‪Ibn Battuta'S route through Palestine takes him to several holy sites:‬‬
‫)‪ ( ١‬ﻧ ﻢ ﺳﺎ ﻓ ﺮ ث ﻣ ﻦ ﻏﺰة إﻟﻰ ﻣﺪﻳﻨﺔ اﻟ ﺨﻠﻴ ﻞ‪ ،‬ﺻ ﻞ اﻟﻠﻪ ﻋ ﻞ ﻧﺒﻴﻨﺎو ﻋﻠﻴﻪ و ﺳ ﻠ ﻢ ﺳ ﻤ ﻴﺎ ‪( ٢) ،‬‬
‫و ﻫ ﻲ ﻣﺪﻳﻨﺔ ﺻﻐﻴﺮة ا ﺑ ﺎ ﺣ ﺔ ‪ ،‬ﻛﺒﺮة اﻟﻤﻘﺪار‪ ،‬ﻣﺜ ﺮﻗ ﺔ اﻷﻧﺮار‪ ( ٣ ) ،‬و ﺳﺌ ﺠ ﺪ ﻫﺎ أﻧﻴ ﻖ اﻟﺼﻨﻌﺔ‬
‫)‪ ( ٤‬وﻓﻲ دا ﺧ ﻞ ا ﻟ ﺤ ﺪ اﻟ ﻐﺎ زاﻟ ﻤ ﻜ ﺮ؛اﻟ ﻤﻘﺪ س‪ ،‬ﻓ ﻴ ﻪ ﻗ ﺰ إ ﺑ ﺮا ﻫ ﻴ ﻢ وإ ﺳ ﺤﺎ ق ﻧ ﻌ ﻘ ﻮ ب ‪،‬‬
‫ﺻﻠﻮا ت اﻟﻠﻪ ﻋ ﻞ ﻧﺒﻴﻨﺎ و ﻋﻠﻴ ﻬﻢ )‪ ( ٠‬ﻓ ﻤ ﺴﺎ ﻫ ﺮ ث ﻣ ﻦ ﻫﺂذه اﻟﻤﺪﻳﻨﺔ إﻟﻰ اﻟ ﻘ ﺪ س )‪ ( ٦‬ﻓﺰر ث‪.‬‬
‫ﻓﻲ ﻃﺮﻳﻘ ﻲ إﻟﻴ ﻪ ﺗﺮﺑﺔ ﻳ ﻮﻧ ﺶ‪ ،‬ﻋﻠﻴﻪ ا ﻟ ﻼ م ‪ ،‬و ﻋﻠﻴﻬﺎ ﺑ ﻴ ﺔ ﻛﺒﻴﺮة‪ ،‬و ﺳ ﺠ ﺪ )‪ ( ٧‬ورث أﻳﻀﴼ‬
‫ﺑ ﻴ ﺚ ﻟ ﺤ ﻢ ﻣﻮ ﺿ ﻊ ﻣﻴ ﻼ د ﻋﻴ ﺲ ‪ ،‬ﻋﻠﻴ ﻪ ا ﻟ ﻼ م ‪ ،‬وﺑ ﻪ أ ﺛ ﺮ ﺣ ﻨ ﻊ اﻟﻨ ﺨﻠ ﺔ ‪ ،‬و ﻋﻠﻴ ﻪ ﻋﺈ رة‬
‫ﻛﺜﻴﺮة )‪ ( ٨‬واﻟﻨ ﺼﺎرى ﻳﻌ ﻈﻤﻮﻧﻪ ﴽ ﺷ ﺪ اﻟﺘﻌ ﻈﻴﻢ‪ ،‬وﻳ ﻀﺈﻓ ﺮة ﻣ ﻦ ﻧ ﺰ ل ﺑ ﻪ‪.‬‬
‫‪U p o n arriving in Jerusalem , th e traveler reflects o n th e city's sig n ifica n ce in‬‬

‫‪Islam and its recen t h istory:‬‬
‫)‪ ( ٩‬و ﺻﻠﻨﺎإﻟﻰ ﺑﻴ ﺖ اﻟﻤﻘﺪ س ﺛ ﺰ ﻓ ﻪ اﻟﻠﻪ ﺛﺎﻟ ﺐ ا ﻟ ﺤ ﺪ ﻳ ﻦ اﻟﺜ ﺮﻳﻔﻴ ﻦ ﻓﻲ رﺗﺒﺔ اﻟﻐ ﻀ ﻞ)‪(١٠‬‬
‫و ﻣ ﺼﻌﺪ ر ﺳ ﻮ ل اﻟﻠﻪ‪ ،‬ﺻﻞ اﻟﻠﻪ ﻋﻠﻴﻪ وﺳﻠﻢ ﻧ ﺒ ﺎ ‪ ،‬وﻧﻌ ﺮ ﺟﻪإﻟﻰ ا ﻟ ﺰ ﺀ)‪ (١١‬وﻛﺎن اﻟﻤﻠ ﻚ‬
‫اﻟ ﺼﺎﻟ ﺢ اﻟﻐﺎ ﺿﻞ ﺻﻼﻟﺢ اﻟ ﺪﻳ ﻦ ﺑ ﻦ ا ﻳ ﻮ ب ‪ ،‬ﺟ ﺰاه اﻟﻠﻪ ﻋ ﻦ ا ﻹ ﺳ ﻼم ﺧﻴ ﺮاً‪ ،‬ﻟﻤﺎ ﻓ ﺘ ﺦ ﻫ ﺬ ه‬
‫اﻟﻤﺪﻳﻨﺔ ﻫ ﺪ م ﺑ ﻌ ﺾ ﺳﻮرﻫﺎ‪.‬‬
‫‪A m o n g th e m a rv els o fje r u s a le m , Ib n B attu ta is a m a zed b y th e D o m e o f‬‬

‫‪the R ock :‬‬
‫ﺸ ﻜ ﻸ ‪ ( ١٣)،‬ذ د‪ ٠‬ر ﻗ ﺰ ﺣ ﻈ ﻬ ﺎ ﻣ ﻦ‬ ‫ًﺑ ﻮ ا ﺑ‬

‫اﻟﻤﺤﺎﺳﻦ‪ ،‬وﴽ ﺧ ﺬ ث ﻣ ﻦ ﻛﻖ ﺑﺪﻳﻌ ﺔ ﺑ ﻄ ﺮ ق ‪ ( ١٤) ،‬و ﻫ ﻲ ﻗﺎﺋﻤﺔ ﻋﻞ ﻧﺸﺰﻓﻲ و ﺳ ﻂ ا ﻟ ﺤ ﺪ‪،‬‬
‫ﺑ ﺼ ﻌﻨﺈﻟ ﻴ ﻬﺎ ﻓﻲ درج ؤ ﺧﺎم‪ ( ١٥) ،‬وﻓﻲ ﻇﺎﻫﺮﻫﺎ وﺑﺎﻃﻨﻬﺎ ﻣ ﻦ أﻧﻮﻳﻊ اﻟﺰواﻗﺔ وراﺋﻖ اﻟ ﺼﻨﻌﺔ‬
‫ﻣﺎ ﺑ ﻌ ﺠ ﺰ اﻟ ﻮا ﺻ ﻒ‪ ،‬وﴽ ﻛﺜ ﺮ ذﻟ ﻚ ﻣ ﻐ ﻘ ﻰ ﺑﺎﻟ ﺬ ﻫ ﺐ‪ ( ١٦) ،‬وﻳﻔ ﺼﻞ ﻟ ﻤﺎ ن راﺋﻴﻬﺎ ﻋ ﻦ ﺗﻤﺜﻴﻠﻬﺎ‬
‫)‪ ( ١٧‬و ﻓ ﻴ ﺮ ﺳ ﻂ اﻟﻘﺒﺔ ا ﻟ ﺼ ﺨ ﺮ ة ا ﺳ ﺔ ا ﺿ ﺠ ﺎ ﺀ ذ ﻛ ﺮ ﺋ ﻔ ﻴ ﺎ ﻵ‪٠‬دار‪ ( ١٨) ،‬ﻓ ﺈ ذ اﻟﻨﺒ ﻞ‪،‬‬
‫اﻟ ﻤﺎ ﺀ ‪.‬‬ ‫ﻋ ﺢ ﻣﻨ ﻬﺎإﻟﻰ‬ ‫ﺻ ﻞ اﻟﻠﻪ ﻋﻠﻴ ﻪ و ﺳﻠ ﻢ‪،‬‬
‫‪D u r in g h is w e e k - lo n g v i s i t , h e a ls o n o t e d s o m e h i s t o r i c c h u r c h e s‬‬
‫‪in J e r u s a le m :‬‬
‫)‪ ( ١٩‬ﺑ ﺘ ﺪ و ذ ا ﻟ ﻮ ا د ي اﻟﻤﻌﺮوف ﺑ ﺮا د ي ﺟ ﻬ ﺘ ﻢ ﻓﻲ ﺛ ﺮ ﻧ ﻲ ا ﻟ ﺒ ﻠ ﺪ ﻋ ﻞ ﺗ ﻞ ﻣﺮﺗﻔﻊ ﻫ ﻨ ﺎ ﻟ ﻚ ﺑ ﻴ ﺔ‬

‫ﺑ ﻘﺎ ل إ ﺗ ﺒ ﺎ ﻣ ﺼ ﻌ ﺪ ﻋﻴ ﺴ ﻰ‪ ،‬ﻋﻠﻴ ﻪ اﻟ ﺴ ﻼ م‪ ،‬إﻟﻰ ا ﻟ ﺰ ﺀ )‪ ( ٢٠‬وﻓﻲ ﺑ ﻄ ﻦ اﻟ ﺮا د ي اﻟﻤﻨﻜﻮر ﻛﻨﻴ ﺴ ﺔ‬
‫ﻳ ﻌ ﻈ ﻤ ﻬﺎ اﻟﻨ ﺼﺎ ر ى‪ ،‬وﺗﻘ ﻮﻟ ﻮ ن‪ :‬إ ذ ﻗ ﺰ ﺳ ﻊ ‪ ،‬ﻋﻠﻴ ﻬﺎ ا ﻟ ﻼ م ﺑ ﺒ ﺎ )‪ ( ٢ ١‬و ﻫ ﻨ ﺎ ﻟ ﻚ ًا ًﻳ ﻀﺎ‬
‫‪Jerusalem and the D om e ofthe Rock‬‬ ‫‪45‬‬

‫ وﻳ ﻌﺘﻘﺪ و ن أ ذ ﻗ ﺮ‬،‫ و ﻫ ﻲ اﻟﺘ ﻲ ﻳ ﻜﻨﺒ ﺮ ق ﻋﻠﻴﻬﺎ‬،‫ﻛ ﻨ ﻴ ﺔ ﴽ ﺧ ﺮ ى ﻣﻌﻈﻤﺔ ﻳﺤﺠﻬﺎ اﻟﻨ ﺼﺎ ر ى‬
.‫ﻟ ﻠ ﺴ ﺸ ﻴ ﻦ‬ ‫ ( و ﻋ ﻞ ﻛﻞ ﻣ ﻦ ﻳﺤﺠﻬﺎ ﺿﺮﻳﺒﺔ ﻣﻌﻠﻮﻣﺔ‬٢٢) ‫ ﺑﻬﺎ‬،‫ ﻋﻠﻴﻪ ا ﻟ ﻼ م‬،‫ﻋﻴ ﺲ‬
Vocabulary
( ١)‫اﻟ ﺨﻠﻴﻞ‬ H e b ro n a c ity in th e W est Bank

( ٢ )‫ﻳﻐﺪا ر‬ size, extent, expanse
( ٤)‫ﻏﺎر‬ cave
( ٦) ‫ﺛﺮﺑﺔ‬ land, soil, burial ground
( ٧)‫ﺟﺬ ﻋﺎﻟﺘ ﺨﻠ ﺔ‬ tru n k o fth e palm tree
( ٨ ) ‫ا ﺷﺎ ر ى‬ C hristians
( ٨ ) ‫ﺗﻌﻈﻴﻢ‬ glorification, m agnification
( ٨ ) ‫ﻳ ﺼﻔ ﻮ ن‬ th ey host
( ١٠) ‫ﻳ ﺬ ﻗ ﺪ‬ elevator (in this case, place o f
ascent)
( ١٠) ‫ﺋﻌﺬ ج‬ route o f ascent (refers to the
P rophet M uham m adS ascent into
Heaven)
( ١١) ‫ﻓﺎ ﺿﻞ‬ excellent, kind
( ١١) ‫ﺻﻼح اﻟﺪﻳ ﻦ ﺑﻦ اﻳﻮب‬ Salah al.D in (Saladin 1 1 37-93),
founder o fth e A ^ b i d dynasty
in Syria and E ^ p t
( ١١) ‫ﺟﺰاه اﻟﻠﻪ ﺀ ﻧ ﺎ ﻻ د ﻻ ﻣ ﺨ ﺮ أ‬ Islamic expression m eaning m ay
G od reward him
( ١٣) ‫ﻣﺤﺎس‬ good qualities, advantages
( ١٣) ‫ﺑﺪﻳﻌﺔ‬ terrific, impressive
( ١٤) ‫ذﺛ ﺰ‬ elevated place
( ١٤) ‫ذ ذ ﺟ ﺬ ﺧﺎ م‬ m arble stairs
( ١‫ﺋ ﺌ ﺌ ﻰ ) ه‬ coated, plated
( ١٨) ‫ة ذ غ‬ to ascend, rise
( ١٩) ‫ﺟﻬﺘﻢ‬ the Valley o f G ehenna (w hich
gave its nam e to 'H ell)
( ٢٢)‫ﺿﺮﻳﺔ‬ tax
46 The Travels o f Ibn Battuta

A. Answer th e following questions in com plete Arabic sentences (num bers

refer to th e lines in w hich the inform ation can be fo u n d )‫؛‬
(٣- ١) ‫ﻛﻴ ﻒ وﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ﻣﺪﻳﻨﺔ اﻟﺨﻠﻴﻞ؟‬ ١
( ٨- ٦) ‫ ﻣﺎ اﻟﻤﻌﺎﻟﻢ اﻟﺘﻲ زارﻫﺎ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ اﻟﻄﺮﻳﻖ اﻟﻲ ﻣﺪﻳﻨﺔ اﻟﻘﺪ س؟‬. ٢
( ١١) ‫ﻣﺎذا ﻓﻌﻞ ﺻ ﻼ ح اﻟﺪﻳﻦ ﻋﻨﺪﻣﺎ ﻓﺘﺢ ﻣﺪﻳﻨﺔ اﻟﻘﺪ س؟‬ .٣
(29١٨“ ١٣) ‫ ؟‬2.‫ﻛﺘ ﻒ ﺻﺰر اﺑﻦ ﺑﻄﻮﻃﺔ ﺑﻨﺎﻳﺔ ﺳ ﺒ ﺪ ﻗﺒﺔ اﻟﺼﺨﺮة؟ وﻣﺎ أ ﻫﻢ ﻣﺎ ﻳﻤﻴﺰه‬ .٤
29 distinîishit
Jerusalem and the D om e o f the Rock 47

( ٢١- ١٩) ‫ﻢ ؟‬ ‫ﻣ‬ ‫ د ﻧ ﺒ ﻄ ﻮ ﻃ ﺔ ﻓﻲ وا د ي‬٠‫ﻣ ﺎ ذ ا ر ﴽ ى ا‬ .١٥
B. find Arabic phrases in the text that approxim ate th e following m eanings
in English:
1. o f elegant construction :_________________________________________
2. third in rank (or im portance) ‫___________________________________ذ‬
3. m ost unusual in shape ‫_________________________________________؛‬
4. to defy description ‫____________________________________________ذ‬
5. said to be, alleged to b e :_________________________________________
c. F indA rabic synonym s o r equivalents in the text for the following words
and phrases:
_____________________________________________________ : ‫اﻷ ﺿﻮاﺀ‬ .4
_____________________________________________________ : ‫ا ﻟ ﻜ ﻬ ﻒ‬ .٢
______________________________________________________ : ‫ا ﺣ ﺰا م‬ .٣
___________________________________________ - : ‫اﻟﻨﻴﺔ‬ .٤
________________________________________________ : ‫ﻣﻜﺎن ﻣﺮﺗﻨﺪع‬ .٥

D. Find A rabic anton^rans or opposites for each o fth e folloW ng w ords in the
text and use each in a com plete sentence:
.:‫اﻷرض‬ ١
.:‫ض‬ ٠٢
.:‫ﻫﺒ ﻂ‬ .٣
‫ﻣﻨ ﺨﻔ ﺾ‬ .٤
( ٦- ١) ‫ ﺿ ﺴ ﻮ ا ﻟ ﻘ ﺪ س ؟‬٠‫د ﻓ ﻴ ﻤ ﺪ‬ ١
‫ ﻫﻤﺎ اﻟﻤ ﺠﺪا ن اﻷول‬١‫فﺀ‬.‫ﺑﻴﺖ اﻟﻤﻘﺪس ﴽواﻟﻤﺴﺠﺪ اﻻاﻟﺤﻰﻟﺖ ﻫﻮ ﺛﺎﻟ ﺚ اﻟﻤ ﺠﺪﻳ ﻦ اﻟﺸﺮﻳﻔﻴﻦ‬ ,٢
( ٩)‫واﻟﺜﺎب؟‬
(301١٨- ١٢) ‫ﻻ ذا ﺋ ﻌ ﺪ ﻗ ﺒ ﺔا ﻟ ﺼ ﺨ ﺮ ة ﺀا ﻵ ﻃ ﺪا ﺀ ذا ﺳ ﻴ ﻦ ؟‬ .٣
30 messengers and prophets

31 the 'farthest mosque' as mentioned in the Prophet MuhammadS miraculous night
journey.
Jemsalem and the D om e ofthe Rock 49

‫ أ ﺣﺪ اﻷﻣﺎﻛﻦ اﻟﺘﻲ زرﺗﻤﻮﻫﺎدد ﻣﻦ‬-‫ ﻛ ﺈ وﺻﻔﻬﺎ اﺑﻦ ﺑﻌﻠﻮ ﺣﻠﺔ‬- ‫ ل ﺗﺸﺒﻪ ﺑﻨﺎﻳﺔ ﻗﺒﺔ اﻟﺼﺨﺮة‬٠‫ه‬ .٤
( ١٨- ١٢)‫ﻗﺒ ﻞ؟‬
( ٢٢- ١٩) ‫ﻣﺎ أرﺟﻪ اﻟﺜﺒ ﻪ واﻻﺧﺘﻼف ﺑﻴﻦ اﻟﻜﺴﺴﻴﻦ اﻟﻠﺘﻰ زارﻫﻤﺎ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ رادي ﺟﻬﻨﻢ؟‬ .٥
Grammar Structure, and Context Clues
1. It is a c o m m o n sign o f rev eren ce to fo llo w th e n a m es o fim p o r ta n t

M u slim f i b r e s w ith a standard b lessin g , ^ r e s e are d erived fro m th e
Q uran or h adith. Y ou are lik ely fam iliar w ith th e b le ssin g th at n o rm a lly
fo llo w s th e n am e o f t h e P ro p h et M u h a m m a d — ‫ دﺻﻖ اﻟﻠﻪ ﻋﻠﻴﻪ وﻣﺘﻢ‬o ften
ren d ered in E n glish as (peace an d b le ssin g s u p o n him ' or abbreviated
as (p B U H : A b b r e ^ a tin g th e se p h rases is con troversial, h o w ev er, as it
can b e se e n as a sig n o fla z in e ss. ^ e n a m e o f G o d is also fo llo w e d b y
a sta tem en t o f exaltation . A s y o u can se e from th e text, h ow ever, th ere
are a great m an y m o re standard b lessin g s, an d th e y are v e r y im p o rta n t
to a d ev o u t M u slim like Ib n Battuta. N o te so m e o f t h e fo llo v d n g , alon g
w ith their m ea n in g s and to w h o m th e y are n o rm a lly applied: 32
32 you (plural) visited
50 Tbe Travels o f Ibn Battuta

A rabic E nglish A p p lied to A b b rev iatio n
‫ﻋﻠﻴ ﻪ‬ ‫ﺻ ﻞ اﻟﻠﻪ‬ God's peace and bless- the P rophet PB U H

‫و ﻣﺘﻢ‬ in g su p o n him M uham m ad
‫اﻟ ﻼ م‬ ‫ﻋﻠﻴ ﻪ‬ peace u p o n h im (h er) any p ro p h e t or

archangel
‫اﻟﺼﻼة‬.‫ﻋ ﻠ ﻴ ﻪ‬ prayers and peace u p o n the P rophet

‫واﻟ ﻼ م‬ him (h er) M uham m ad
‫ﻋﻨ ﻪ‬ ‫رﺿﻰ اﻟﻠﻪ‬ m ay G od b e pleased w ith com panions of

him th e pro p h et
‫ ﻣﺒ ﺤﺎ ﺑ ﻮ ﺗ ﻌ ﺎ ل‬٠ exalted and glorified is G od SW T

He
2. M any o fth e com m on nam es found in Islamic texts are th e sam e as in

C hristian or Jew ish w riting, although spellings and pronunciations
may vary. A large nu m b er o fth e nam es m entioned in this section o f
the text are Biblical as well as Q uranic fib re s , and recognizing the
nam es will help to u n derstand Ib n B attutas account. Becom ing famil-
iar w ith th e m ost com m on pronunciation changes befrveen nam es
derived from A rabic and H ebrew will also help you recognize Q ira n ic
people and place names. N o te th e following im p o rtant nam es‫؛‬
( ٤) ‫ ﺑ ﻢ‬٠‫ﻟﺒﺮا‬ A braham
( ٤) ‫ا د ا ق‬ Isaac
( ٤) ‫ﻳ ﻌﻘ ﻮ ن‬ Jacob
( ٦) ‫ﻳ ﺮ ش‬ Jonah
( ٧ ) ‫ﺑﻴﺚ ﻟﺤﻢ‬ B ethlehem (B eth equates to ‫ﺑﻴﺖ‬
in Arabic and appears in a num -
b er ofplace nam es.)
(٧) ‫ﺑ ﻰ‬ Jesus
( ١١)‫ر ب‬ Job
( ١٩) ‫ﺟ ﻬﺘﻢ‬ G ehenna (the valley gave its
nam e to th e nam e for 'H ell' in
b o th A rabic and Hebrew)
( ٢٠ ) ‫ﻣﺮﻳﻢ‬ M ary
Jerusalem and the D om e ofthe Rock 51

3٠ In line 14, the word ‫ ﻧﺸﺰ‬is a noun , ^ e verb fomi of this word means 'to
be elevated’ or *to protrude : The unvoweled spelling gives no clue to
the usage, but the context makes it clear. The word is preceded imme-
diately by the preposition ‫ ﻋﻞ‬in the phrase ‫( " ﻗﺎﺋﻤﺔ ﻋﻞﺀﺀ‬situated upon ),
and followed by **‫( "ﻓﻲ وﺳﻂ اﻟﻤﺴﺠﺪ‬in the middle ofthe mosque ). This
arrangement clearly calls for the noun *a rise, an elevated place,’ rather
than the verb. Using context is very important, as a great number of
verbs have verbal nouns that look the same as the verb. The same word
‫ ﻧﺸﺰ‬can also be used in other contexts, giving a very different mean -
ing. When one says ‫ﻧﺸﺰ ﻓﻲ اﻟﻐﻨﺎﺀ‬, it means *he sang out of tone ,’ that is,
his voice protruded , or stood out from, the others . The related active
participle (‫ ) ا ﺳ ﻢ اﻟﻔﺎﻋﻞ ﻧﺎﺷﺰ‬thus means *discordant, inharmonious’ or
*elevated, protruding .’ ^ e context here is very important, since Ibn
Battuta is praising the beauty and glory ofthe Dome ofthe Rock and
the entire Aqsa complex, not criticizing the site as dishamonious .
4٠ ^ e verb ‫ >ج‬with the vowel pattern used in line IS means to ascend

and is related to the ‫ﻣﻌﺮاج‬, the Prophet Muhammad’s famous ascension
into Heaven. The same verb, however, with a kasra on the middle con-
sonant ‫ ر‬means *to be lame’ or *to walk lamely,' as in the sentence ‫ﻋﺮج‬
‫ اﻟﺮﺟﻞ ﻓﻲ ﻣﺸﻴﻪ‬. Since most texts are not voweled, the context is .of great
importance in extracting the correct meaning, as these two meanings
have vastly different implications.
5٠ Similarly, the participle ‫ ﻣﻌﻠﻮﻣﺔ‬in line 22 has several possible meanings.

It is most commonly used to mean *known’ as in ‫( ﻣﺨﺎﻃﺮ ﻣﻄﻮﻣﺔ‬a known
risk), ^ i s usage lends itself to the word ‫( ﻣﻌﻠﻮﻣﺎت‬information). As it
is used in this sentence, however., the word means *fixed, specified.’
Since it is associated here with the word ‫ ( ﺿﺮﻳﺒﺔ‬tax), this usage makes
the most sense. In other contexts, the word can function as a noun ,
meaning *a notion , a fact.’ The structure, however, of ‫ ﺿﺮﻳﺒﺔ ﻣﻌﻠﻮﻣﺔ‬shows
that it is not being used as a noun in this sentence.

. ‫؛‬ting Exercises
A. Translate th e folloW ng sentences into Arabic, using vocabulary from

this reading. H ints in parentheses indicate w hich lines to look at for similar
structures:
1. ^ i s p rin c e ^ was third in rank am ong the princes o fth e kingdom (9):
2. ^ e size o fth e city o f Cairo defies description (15):
3٠ H er dress was o fth e m ost unusual color (12):
4. Dam ascus is said to be th e oldest city in the w orld (19):
33 ‫ ﴽﻣﺮاﺀ‬، ‫ﴽ ﻣ ﺮ‬
Jemsalem and the D om e ofthe Rock 53

‫‪5.‬‬ ‫‪The people o fth e city h o st all p il^ im s w ho visit (8):‬‬
‫‪B. Rearrange the w ords below into coherent sentences:‬‬
‫اﻟﻠﻪ ﺧ ﺮا ا ﻹ ﻣ ﻼ م ﺟﺰاه ﻋﻦ‬ ‫‪.١‬‬
‫ﴽ ﺀ ﺟ ﺒﺎ اﻟﻤﺒﺎﻓﻴﺄﻫﺮاﻣﺎت و ﺷ ﻜ ﻼ ﻣﻦ آﺗﻘﺌﻬﺎ اﻟﺠﻴﺰة‬ ‫‪.٢‬‬
‫ﻳ ﺼﻔﻮن ﺳﻜﺎن واﻟﻤﺪﻳﺔ ﻛ ﻞ ﻳﻜﺮﻣﻮن اﻟﺮواو ﻫﺬه‬ ‫‪.٣‬‬
‫أ ﺟ ﻞ إن اﻟﺰﻳﺘﻮن ﻣﻦ ﺛﻘﺎل ﻓﻲ ﻛﻨﺎ ض دﻣﺸﻖ اﻟﻌﺎﻟﻢ ﻛ ﺒ ﺔ‬ ‫‪.٤‬‬
‫‪54‬‬ ‫؛‬ ‫‪e Travels o f Ibn Battuta‬‬

‫أﺷﻦ ﴽﻫﻞ ﻳﻌﻈﻤﻮن اﻟﻤﻜﺎن اﻟﺒﻠ ﺪ ﻫ ﺬا اﻟﺘﻌﻈﻴﻢ‬ ‫‪.٥‬‬
‫ﻟﻤﺎذا ﺗﻌﺪ اﻟﻘﺪ س ﺛﻬﻞ‪4‬ق اﻷدﻳﺎن ا ﻟ ﻴ ﺔ اﻟﺜﻼﺛﺔ؟‬ ‫‪١‬‬
‫ﻣﺎ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﻋﺮﻓﺘﻤﻮﻫﺎ ﻋﻦ ﻣﺪﻳﻨﺔ اﻟﻘﺪ س ﻗﺒﻞ وﺑﻌﺪ درا‪ ٠‬ﻣﺸﻜﻢ ﻟﻬﺬا اﻟﻐﺼﻞ؟‬ ‫‪.٢‬‬
‫ىﺀ‪5‬و اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﻫﺬا اﻛ ﺼﻞ؟‬ ‫‪.٣‬‬
‫ﻣﺎ أﺛﺮ اﻟ ﻤ ﺮإ ع اﻟﻌﺮﺑﻲ‪ -‬اﻹ‪٠‬ﻣﺮاﺋﻴﻠﻲ ﻋﻞ ﻣﺪﻳﻨﺔ اﻟﻘﺪ س ﻓﻲ اﻟﻌ ﺼﺮاﻟﺤﺪﻳﺚ؟‬ ‫‪.٤‬‬
‫إذا ﻗ ﻤﺘﻢ ﺑﺮﺣﻠﺔ إﻟﻰ ﻣﺪﻳﺌﺔ اﻟﻘﺪ س‪ ،‬ﻓ ﺈ اﻷﻣﺎﻛﻦ اﻟﻤﻔﻀﻠﺔ اﻗ ﻲ ﺣﺰوروﺋﻬﺎ وﻟﻤﺎذا؟‬ ‫‪.٥‬‬

‫اﺑﺤﺜﺮا ﻓﻲ ا ﻹﻧﺰﻧ ﺖ ﻋﻦ ﴽﻏﺬﻳﺔ زﻫﺮة اﻟﻤﺪاﺋﻨﻪ‪) 3‬ﻳﺎ ﻗﺪ س( ﻟﻠﻤﻄﺮﺑﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻓﺮوز‪.‬‬
‫ا ﺷﻤﻌﻮا ﻟﻸﻏﺘﻴﺔ وﺗﺮﺟﻮا ﺑﻌﺾ ﻛﻠﻌﺎﺗﺒﺎ ﻟﻺﻧﺠﻠﻴﺰﻳﺔ ﺛ ﻢ ﻗﻮﻣﺮا ﺑ ﺴ ﺒ ﻴ ﻞ ﻣﻘﻌﺒﻊ ﻣﻨﻬﺎ ﺑﺼﺮﺗﻜﻢ ﻟﻠﺘﻘﺪﻳﻢ‬
‫اﻟﺼﻒ‪.‬‬
‫‪3456‬‬ ‫ﻓﻲ‬
‫‪34 cradle‬‬
‫‪35 views‬‬
‫'‪36 the old name .(Jerusalem means .the flower of cities‬‬
‫‪Jerusalem and the D om e o f the Rock‬‬ ‫‪55‬‬

5
Damascus, Paradise o f the East
(Damascus, Syria, 1326) ‫ﻧﻜﺮ ﻣﺪﻳﻨﺔ دﻣﺸﻖ‬
Ibn Battuta's journey through Palestine was more roshed than he would
have liked. He had a Hajj caravan to catch from Damascus, and no doubt
had muCh interest in seeing the great city itself After a brief stay injerusa-
lem, he was off for one of the most celebrated cities in Islamic history.
Damascus is believed to be the oldest continuously inhabited city in the

world. An im portant center of ancient Christianity, it became the capital
of the U m a ^ a d Caliphate (661-750), the second Islamic caliphate, and, at
the time the largest empire the world had ever seen. Damascus' status fell
with the shift of the caliphate to Baghdad in 762 and several Crusader and
Mongol invasions. As was the case in so many places Ihn Battuta visited,
Damascus was enjoying something o fa renaissance at the time. It had been
spared from the Mongol conquest by the brilliant Mamluk victory over the
Damascus, Paradise ofthe East 57

Mongols at Ayn Jalut in 1260, and effectively became the second capital
of the Mamluk Sultanate. Mamluk rule had brought stability and solidified
Damascus' position as a major center of inland trade. As a terminus of the
'Silk Road,, it was so renowned, in fact, that it gave its name to a particular
silk fabric, (damask.. W hile the wars had greatly diminished this trade, the
power of Mamluk rule had not only driven offthe Mongol threat, but to n e d
Mongol states into valuable trading partners. Nonetheless, the Mamluks
maintained a sizable militaty presence in the city
^ e centerpiece of Damascus was the famous Uma^tyad mosque, built on

the site of an im portant church and named after the Umayyad Caliphs.
W hile Ibn Battuta gives due praise to the glory of the mosque, he is carefid
also to detail the history of its founding and construction as an example of
the governing practices of the Muslim caliphs. In an elegant im age-likely
more metaphoric than precise— he describes how half the cathedral on the
site was seized by force, while the other half was entered peacefiilly W hen
the two Uma^tyad generals met in the center of the cathedral, they decided
to keep the half willingly opened by the Christians as ,a church; the other
halfbecam e a mosque. The caliph Walid I (705-15) offered the Christians
compensation to sell their half, but when theyrefosed, he seized it by force,
^ e remaining church was destroyed and the Grand Mosque was built on
the site, ^ o s e same Christians predicted a curse would fail upon the Mus-
lims, but none did. Ibn Battuta's account implies clear lessons for those who
came under Islamic rule.
The most striking aspect of Ibn Battuta's account ofDamacus, however, is

its contrast with his later visit. W hen he returned through the city in 134837,
Damascus had been devastated by the Black Plague and countless people—
including his own s o n - h a d died from the disease. As in all the places he
visited during that period, the plague paralyzed economic, cu tural, and re-
ligious growth.
Little aware of any of these foture calamities, Ibn Battuta quickly acquired a
new wife and sired a son (whom he would never meet) and headed offwith
37 SeeLess٠n20
58 ^ r e Travels o f Ibn Battuta

the caravan for his long-anticipated Hajj to Mecca after less than a m onth in
Damascus.
-In his description of Damascus, Ibn Battuta quotes the frvelfth-century ge

ographer and traveler Ibnjubayr, who visited many of the locations on Ibn
-Battuta's route a centtrry earlier. In this account, he clearly attributes Ibn Ju
,bayrS words to him, but that is not always the case in the text. Ibn Battuta
in fact, makes frequent use of fon Jubayr's descriptions and those of other
travelers-som e sections of Ibn Battuta's text are copied directly from Ibn
Jubayr. This has caused some m odern historians to doubt the veracity of
-some o ffo n Battuta's accounts. Here, however, Ibn Battutas text clearly dis
(tinguishes first-person narrative (where he describes what "I" or "we" saw
from passages that are simply descriptions of people and locations written
in the third person. More importantly, Ibnjubayr's narrative is evidence that
Islamic exploration and travel writing was an established genre before Ibn
.BattutaS grand Journey
From the W ritings of Ibn Battuta

The surpassing beauty ofDam ascus ‫؛‬
،‫ ( وﻛﻞ و ﺻ ﻒ‬٢) ‫ ( ودﻣﺸﻖ ﻫ ﻲ اﻟﺘ ﻲ ﺛﻔﻌﻤﺴﻞ ﺟ ﻴ ﻊ اﻟﺒ ﻼ د ﺣ ﺴﻨﴼ وﺗﺘﻘﻨ ﻤ ﻬﺎ ﺟﺎ ﻻ ؛‬١)

‫ رﺣﻤﻪ‬،‫ ﻛﻴﺎ ﻗﺎﻟ ﻪ ﴽﺑ ﻮاﻟ ﺤ ﺴﻨ ﻲ ﺑ ﻦ ﻟ ﺠﺒ ﺮ‬۶‫( و ﻻأ ﺑ ﺪ‬٣ ) ‫ ﻓ ﻬ ﻮ ﻗﺎ ﺻ ﺮ ﻋ ﻦ ﻣﺤﺎﺳﻨﻬﺎ‬،‫وون ﻃﺎ ل‬
( ٤) ‫ ﻓ ﻬ ﻲ ﺟﺜ ﻪ اﻟﻤﺜﺮ ق و ﻣ ﻄﻠ ﻊ ﻧﻮرﻫﺎ اﻟﻤﺜ ﺮ ق‬، ‫ اﺀوأﯪ د ﻣ ﺲ‬: ‫ ﻓﻲ ذﻛ ﺮﻫﺎ ﻗﺎ ل‬، ‫اﻟﻠﻪ ﺗﻌﺎﻟ ﻰ‬
‫ ( ﺗ ﺰﻳﻨ ﺖ‬٥) ‫ و ﻋﺮو ش ا ﻟ ﺪ ن اﻟﺘ ﻲ ا ﺟﻌﻴﺎﻫﺎﺀﺀ‬،‫وﺧﺎﺗﻤﺔ ﺑ ﻼ د ا ﻹ ﺳ ﻼ م اﻟﺘ ﻲ ا ﺳﺘﻘ ﺰﺑﺎ ﻫﺎ‬
‫ وأدﻟﻪ ﻣﻨ ﻬﺎ‬، ‫ ﻋﻠﻴ ﻪ ا ﻟ ﻼ م‬، ‫ ( و ﺗ ﺜ ﺰ ﻓ ﺖ ﺑ ﺄ ن ﴽوى ا ﻟ ﻤ ﺞ‬٦) . ‫ﻓﻲ ﻣ ﻨ ﺌ ﺘ ﻬ ﺎ ﴽ ر ل ﺗ ﺰﻳﻴ ﻦ‬
‫ ان ﻛﺎﻧ ﺖ اﻟﺠﺜﺔ ﻓﻲ اﻷرض‬:‫ ( وش ﺻﺪ ى اﻟﻘﺎﺛﻠ ﺶ ﻋﻨ ﻬﺎ‬٧) . ‫إﻟﻰ رﺑﺮة ﻧﺎ ت ﻗﺮار ﻣ ﻌﻴ ﻦ‬
" . ‫ﻓ ﺪ ﻣ ﺲ ﻻ ﺷ ﻚ ﻓﻴ ﻬﺎ‬
The unmatched g lo ^ o fth e U m a ^ a d Mosque ofDamascus:
،‫وﻛﻤﺎﻻ‬ ‫ وأﺑﺪ ﻋﻬﺎ ﺣ ﻨ ﴼ وﺑ ﻬ ﺠ ﺔ‬،‫ وأﺗﻘﻨﻬﺎ ﺻﺘﺎ ﻋﺔ‬،‫ ( و ﻫ ﻮ أ ﻋ ﻈ ﻢ ﻣ ﺎ ﺟ ﺪ ا ﻟ ﺪ ﻧ ﻴ ﺎ ا ﺣﺘﻔﺎ ﻷ‬٨ )

‫ ( وﻛﺎن اﻟ ﺬ ي ﺗﺮﻟﻰ ﺑﻨﺎﺀه ووﺗﻘﺎﻧﻪ ﴽ ﻣ ﺮ‬١٠) . ‫ ( و ﻻ ﺋ ﻌ ﻠ ﻢ ﻟ ﻪ ﻧ ﻈﻴ ﺮ و ﻻ ﻳ ﻮ ﺟ ﺪ ﻟ ﻪ ﺷ ﺒ ﻴ ﻪ‬٩)
‫ ( ووﻟ ﺠﻪ اﻟﻰ ﻣ ﻠ ﻚ اﻟ ﺮ وم ﺑ ﺸ ﻄﻨ ﻄﻴﻨﻴﺔ‬١١) ،‫اﻟﻤﺆﻣﻨﻴﻦ اﻟ ﻮﻟ ﻴ ﺪ ﺑ ﻦ ﻋ ﺒ ﺪ اﻟ ﻤﻠ ﻚ ﺑ ﻦ ﻣﺮوان‬
.‫ ﴽن ﻳ ﺒ ﻌ ﺚ إﻟﻴ ﻪ اﻟ ﺼﺌ ﺦ ﻓ ﺒ ﻌ ﺚ إﻟﻴ ﻪ اﺛﻨ ﻲ ﻋ ﺜ ﺮ ﴽ ﻟ ﻒ ﺻﺎﻧﻊ‬٠‫ﻳﴼ ﻣ ﺮ‬
Damascus; Paradise ofthe East 59

‫‪The story o fth e founding ofthe U rn aâd Mosque:‬‬
‫)‪ ( ١٢‬وﻛﺎن ﻣﻮ ﺿﻊ اﻟ ﻤ ﺠ ﺪ ﻛ ﻨ ﻴ ﺴ ﺔ ﻓﻠﻨﺎ ا ﻓ ﺘ ﺢ اﻟ ﻤﻠ ﻤ ﻮ ن دﻣﺸﻖ د ﺧ ﻞ ﺧ ﺎ ﻟ ﺪ ﺑ ﻦ اﻟ ﻮﻟﻴﺪ‪،‬‬

‫رﺿﻰ اﻟﻠﻪ ﻋﻨﻪ‪ ،‬ﻣ ﻦ إ ﺣ ﺪ ى ﺟﻬﺎﺗﻬﺎ ﺑﺎﻟ ﺴﻴ ﻒ‪ ،‬ﻓﺎﻧﺘﻬ ﻰ إﻟﻰ ﻧ ﺼ ﻒ ا ﻟ ﻜ ﻨ ﻴ ﺔ ‪ ( ١٣ ) ،‬و د ﺧ ﻞ ﴽﺑﻮ‬
‫ﻋﺒﻴﺪة ﺑ ﻦ اﻟﺠﺮاح‪ ،‬رﺧﻲ اﻟﻠﻪ ﻋﻨﻪ‪ ،‬ﻣ ﻦ اﻟﺠﻬﺔ اﻟﻐﺮﺑﻴﺔ ﺻﻠ ﺤﴼ‪ ،‬ﻓﺎﻧﺘﻬ ﻰ إﻟﻰ ﺑ ﺼ ﻒ ا ﻟ ﻜ ﻨ ﻴ ﺔ ‪.‬‬
‫)‪ ( ١٤‬ﻓ ﺼﻨ ﻊ‪ ١‬د ا ﻣ ﻮ ن ﻣ ﻦ ﻧ ﺼ ﻒ ا ﻟ ﻜ ﻨ ﻴ ﺔ اﻟ ﺬ ي د ﺧﻠ ﻮ ه ﻋﻨﻮ؛ ﻣ ﺴ ﺠ ﺪآ‪ ،‬وﺑﻘ ﻲ اﻟﻨ ﺼ ﻒ‬
‫اﻟ ﺬ ي ﺻﺎﻟ ﺤﻮا ﻋﻠﻴﻪ ﻛ ﻨ ﻴ ﺔ ‪ ( ١٥) .‬ﻓﻠ ﻦ ﻋ ﺰ م اﻟ ﻮﻟ ﻴ ﺪ ﻋ ﻞ زﻳﺎدة ا ﻟ ﻜ ﻨ ﻴ ﺔ ﻓﻲ اﻟﻤﺴﺠﺪ ﻃﻠ ﺐ‬
‫ﻣ ﻦ اﻟ ﺮ وم أن ﻳﺒﻴﻌ ﻮا ﻣ ﻨ ﻪ ﻛﻨﻴ ﺴﺘ ﻬ ﻢ ﺗ ﻠ ﻚ ﺑ ﻤﺎ ﺷﺎ ؤ وا ﻣ ﻦ ﻋ ﻮ ض‪ ( ١٦) .‬ﻓﺄﺑ ﻮا ﻋﻠﻴﻪ‪،‬‬
‫ﻓﺎﻧﺘﺰﻋﻬﺎ ﻣ ﻦ أﻳﺪﻳ ﻬﻢ‪ ( ١٧) ،‬وﻛﺎﻧﻮاﻳ ﺰ ﻋﻤﻮ ن ﴽن اﻟ ﺬ ي ﺗﻬﺪﻣﻬﺎ ﻳ ﺊ ‪ ( ١٨) ،‬ﻓ ﺬ ﻛ ﺮ وا ذﻟ ﻚ‬
‫ﻟﻠ ﻮﻟ ﻴ ﺪ ﻓ ﻘ ﺎ ل ‪ :‬ﴽذاأ ز ل ﻣ ﻦ دﻗ ﻰ ﻓﻲ ﺳ ﺒ ﻴ ﻞ اﻟﻠﻪ ‪ .‬وأ ﺧ ﺬاﻟ ﻔ ﺄ س وﺟﻌﻞ ﺗ ﻬ ﺪ م ﺑﺸﻤﺴﻪ‪( ١٩) ،‬‬
‫ﻓﻠ ﻨ ﺮأ ى اﻟ ﻤﻠ ﻤ ﻮ ن ذ ﻟ ﻜ ﺘ ﺎ ﺑ ﻌ ﻮ ا ﺀ ﻻ ﻟ ﻬ ﺪ م ‪ ( ٢٠) ،‬و ﻣ ﺤﺬ ب اﻟﻠﻬﺰﺀ ‪ ۶‬اﻟﺮوم‪.‬‬
‫‪Vocabulary‬‬
‫أﺑﻮ اﻟﺤﺴﻨﻦ ﺑﻦ ﻟﺠﺒﺮ‬ ‫‪Abu al-Husayn Ibn Jubayr‬‬

‫‪(1145-1217), geographer and‬‬
‫‪traveler who preceded Ibn Bator-‬‬
‫‪ta by over a century‬‬
‫اﻓﻐﺰ'ﻳﺬا)‪( ٤‬‬ ‫‪we followed, tracked‬‬
‫ا ﺟ ﺌ ﺒ ﺎ )‪( ٤‬‬ ‫‪we explored‬‬
‫ﻣﻨﺼﺔ )‪( ٥‬‬ ‫‪podium, dais, stage‬‬
‫ا و ى ‪/‬أ و ى اﻟﻰ )‪( ٦‬‬ ‫‪to be sheltered, moved to‬‬
‫ﻧﺒﻮة )‪( ٦‬‬ ‫‪hummock, knoll‬‬
‫ﻧﺎ ت ﻗﺮار ﺋﻌﻴﻦ )‪( ٦‬‬ ‫‪fertile and flowing with water.‬‬
‫‪promised land‬‬
‫)‪(refers to Damascus‬‬
‫ﺻﺪق ) ‪( ٧‬‬ ‫‪honesty‬‬
‫ﴽﺗﻘﻦ )‪( ٨‬‬ ‫‪the most perfect‬‬
‫ﺑ ﺠ ﺔ )‪( ٨‬‬ ‫‪joy, delight‬‬
‫ﻧﺼﻴﻪ )‪( ٩‬‬ ‫‪one like it‬‬
‫ﴽﻣﻴﺐ اﻟﻤﺆﻣﺘﻴﻦ )‪( ١٠‬‬ ‫'‪'Com m ander ofthe Faithfol,‬‬
‫‪a title ^ v en to the caliph (also‬‬
‫‪used by Ibn Battuta to refer to the‬‬
‫)‪sultan of Morocco, his patron‬‬
‫‪60‬‬ ‫‪T re Travels o f Ibn Battuta‬‬

( ١٠) ‫اﻟﻮﻟﻴﺪ ﺑﻦ ﻋﺒﺪ اﻟﻠ ﻚ ﺑﻦ ﻣﺮوان‬ Al-Walid Ibn ‘A bd al-Malik Ibn
Marwan (668-715) ‫ ز‬Uma^rad
caliph
( ١١) ‫اﻟﺮرم‬ .Rome' here meaning Christen-
dom in general
( ١١)‫ﻗ ﻄﺬ ﻃﻴﺬﻳﺔ‬ Constantinople
( ١٢) ‫ﺧ ﺎﻟ ﺪ ﺑ ﻨﺎﻟ ﻮﻟ ﻴ ﺪ‬ Khalid Ibn al-Walid (592-642);
general who captured Damascus
along with Ibn aljarrah
( ١٣) ‫ﴽﺑﻮ ﻋﺒﻴﺪة ﺑﻨﺎﻟﺠﺰا ح‬ Abu U a y d a h Ibn aljarrah
(583-638), a Muslim commander
( ١٤) ‫ﻋﻨﻮة‬ forcibly
( ١٤) ‫ﺻﺎﻟﺤﻮا‬ they made peace with
( ١‫ ذ م ﺀ ل ) ه‬٤ he was determined to
( ١‫ﺷﺎؤوا ) ه‬ they wanted
( ١‫ﺀو ض ) ه‬ indemnity, compensation
( ١٦) ‫ًاﺑﻮا‬ they refused
( ١٨) ‫ًﻓﺎ س‬ axe
( ٢٠) ‫ًا ﻛ ﺬ ب‬ to prove a liar

( ٨- ١) ‫ﻋﻦ أﺋﻬﻬﻮ ﻣﺪﻳﺌ ﺔ ﻳﺘ ﺤ ﺪ ث اﺑﻦ ﺑﻄﻮﻃﺔ وﻛﻴﻒ رﺻﻨﻬﺎ؟‬ ١
38 which
Damascus, Paradise o f the East 61

‫‪ . ٢‬ﺋﻠﻤﻬﻮ ﻳﺘﻤﻴﺰ اﻟﺠﺎﻣﻊ اﻷﻣﺮي ﻋﻦ ﺑﻘﻴﺔ اﻟﺠﻮاﻣﻊ ؟ )‪( ١٠- ٨‬‬
‫ﺗﻦ ﺻﺎ ﺣ ﺐ اﻟﻐﻀﻞ ﻓﻲ ﺑﻨﺎﺀ اﻟﺠﺎ ح ا ﻷ ر ي ؟ وﺿﺤﻮا ذﻟ ﻚ‪( ١٢—١٠) .‬‬ ‫‪.٣‬‬
‫ب اﻟ ﺠﺎ ح اﻷﻣﻮ ي اﻗ ﻲ ذﻛﺮﻫﺎ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﻛﺘﺎﺑﻪ؟ )‪( ١٨- ١٢‬‬ ‫ﻣﺎ‬ ‫‪.٤‬‬
‫ﻣﺎ اﻟﺨﺮاﻓﺔ ‪ ..‬اﻟﺘﻲ ؤﺋﺘ ﻬﺎ اﻟﺮوم ﺣﻮل ﻫﺪم ا ﻟ ﻜ ﻨ ﺒ ﺔ ؟ وﻣﺎذا ﻛﺎف رذ ﻓﻌ ﻸ‪ ٠‬ﺧﺎﻟ ﺪ ﻳﻦ اﻟﺮﻟﻴﺪ‬ ‫‪.٥‬‬
‫ﻋﻠﻴﻬﺎ ؟ )‪(*401٢٠- ١٧‬‬
‫ﺑﺎذ‪39 1‬‬
‫‪40 myth‬‬
‫‪41 reaction‬‬
‫‪62‬‬ ‫‪Travels o f Ibn Battuta‬‬

in English:
1. he didn't exaggerate (lit. he didn't invent) ‫______________________ذ‬
2. it knows no equal ‫___________________________________________ذ‬
3. for (in exchange for) whatever they desired‫_____________________ ؛‬
4. they claimed, alleged:________________________________________
5. disproved, exposed as a lie ‫____________________________________؛‬
c . Find Arabic synonyms or equivalents in the text for the following words
and phrases‫؛‬
___________________________________________________________________ ١‫ آ ﺧﺮ‬:
________________________________________________________ . ٢‫ا ﺣ ﺲ‬:
___________________________________________________________ .٣‫ ﺑ ﻞ‬٠:
___________________________________________________________ . ٤‫ ر ﺳ ﻺﻟ ﻰ‬٠:
_______________________________________________________ . ٥‫ﻣﻜﺎن‬:
text and use each in a complete sentence‫؛‬
:‫ ﻟ ﺤ ﺬ ة‬1 ١

‫اﻷرض‪.:‬‬ ‫‪.٢‬‬
‫‪ 1 - ٤‬ﻋﻬﻲ‬
‫‪ . ١‬ﻣﺎ اﻟ ﺼﻮرة اﻟﻐﻨﻴﺔ اﻟﺘ ﻲ ر ﺳﻤﻬﺎ اﺑﻦ ﺑﻄﻮﻃﺔ ﻟﻤﺪﻳﻨﺔ دﻣﺸﻖ؟ )‪( ٧ - ١‬‬
‫‪ . ٢‬ﻣﺎ‪.‬اﻷﻫﻤﻴﺔ اﻟﺪﻳﻨﻴﺔ ﻟﻤﺪﻳﻨﺔ دﻣﺸﻖ؟ )‪( ٧ - ١‬‬
‫‪ .٣‬ﻟﻤﺎذا ﺋ ﻌ ﺪ اﻟﻤﺴﺠﺪ ا ﻷﻣﺮ ي ﻣﺤﻔﺔ ﻣﻌﻌﺎرﻳﺔ‪ 42‬ﻧﺎدرة؟ ) ‪( ١١- ٨‬‬
‫‪42 architectural masterpiece‬‬
‫‪64‬‬ ‫‪ Travels o f Ibn Battuta‬ﺀ ﻵ‬

( ١٤- ١٢) ‫ ﻟ ﺔ ة ﻫ ﺔ اﻟﻔﺘ ﺢ ا ﻹﻣ ﻼﻫ ﻲ ﻟﺪ ﻣ ﺸ ﻖ ؟ وﻣﺎ د ﻻﻟﺘ ﻬﺎ ” ؟‬٠‫ ﻛﻴ ﻒ ﻣ ﺰ ر ﻷ ا ﺑ ﻨ ﺒ ﻄ ﺮ‬. ٤
‫ اﻟﻮﻟﻴﺪ ﻣﻦ ﺧ ﺮاﻓ ﺔ ﻫ ﺪ م ﻛ ﻴ ﺴ ﺔ‬44‫ ﻫ ﻞ ﺗﺆﻣﻨﻮن أ ﺣﻴﺎﻧﺎ ﺑﺎﻟ ﺨ ﺮا ﻓﺎ ت ؟ و ﻫ ﻞ ﺗ ﺆﺋﺪ و ن ﻣ ﻮ ﻗ ﻒ‬. ٥
( ١٩- ١‫اﻟ ﺮ وم؟)ه‬
1. In line 1, Ibn B atata describes the city . ‫ ؛‬Damascus using the verb
‫ ﺋ ﻐ ﺜ ﻞ‬. ^ e vowel pattern indicates that this is measure (I) ofthe verb,
which means ‘it exceeds, it is better than: This is in distinction from
the more commonly used measure (II) verb ‫ وﺗﻔﺜ ﺮ‬meaning ‘she pre-
fers,'which lends itself to derived forms, like ‘favorite,' and ‘preferred'
(‫) ﺛ ﻐ ﺜ ﻞ‬. ^ i s is a fairly common pattern, in which the first measure o fa
root means to have a quality or characteristic, and the second mea-
sure means to cause or consider something to have that quality For
example‫؛‬
‫ دﺻﺪى‬to tell the truth, to be honest (I)
‫ ﻧﺼﺪق‬to believe, to consider truthfid (II)
۶‫ ةةث‬to be great (I)43
43 its significance
44 attitude

f i p : t . glorify, to treat as great (II)
In this case, th e v o w e l pattern o n th e verb in d ica tes th e w riter's in ten t,

b u t in u n v o w eled texts, th e c o n te x t w ill b e th e b e s t clue. E v en i f th e
phrase in lin e 1 w ere strip p ed o f its d iacritics, th e c o n te x t m ak es clear
that Ibn B a t o t a is talk in g a b o u t D a m a sc u s b e in g b etter th a n o th e r
cities, n o t prefereing o th e r cities:
‫دﻣﺸﻖ ﻫﻲ اﻟﺘﻲ ﺑﻔ ﺼﻞ ﺟ ﻊ اﻟﺒ ﻼد ﺣ ﻨ ﺎ‬
2. In lin e 6, th e fam iliar w o rd ‫ ﻗﺮار‬appears. In m o d e r n m ed ia texts, th is

w o rd a lm o st alw ays m ea n s d e c is io n : F rom th e c o n tex t, h ow ever, it is
clear that th is m ea n in g d o e s n o t w o r k ‫؛‬
‫ وﴽﺗﻪ ﻣﻨﻬﺎ إﻟﻰ رﺑﻮة ﻧﺎ ت ﻗﺮار ﻣﻌﻴﻦ‬، ‫ ﻋﻠﻴﻪ اﻟﺴﻼم‬، ‫ د ﺳ ﺢ‬١‫ﴽوى‬
In classical usage, th is w o r d h as several m ea n in g s, all related to th e

b asic m ea n in g o f t h e ro o t, w h ic h is t o b e stable, settled , at r e s t (as
in d eed , th e u sage o f d e c isio n ' also takes its m ea n in g , b e in g so m e th in g
that is 'settled). H ere, th e tex t refers to Jesu s an d h is m o th e r se e k in g
refuge, so th e m ea n in g o f'a p la ce o f rest' m ak es th e m o s t sen se.
3. A s y o u kn ow ,A rab ic prefers to attach prefixes and suffixes t o a b a s e

w ord w here E nglish w o u ld u se separate m o d if y n g w ords, ^ u s , A rabic
typ ically takes few er w o rd s to express th e sam e idea. In th is text, w e find
several exam ples o f an entire sen ten ce co n ta in ed in a sin gle w ord:
L in e 4 : ‫اﺳﺘﻘﺮﻳﻨﺎﻫﺎ‬
‫ا ﺳﺘﻘﺮ ى‬: verb (to f o llo w track)
‫ﻧﺎ‬: su b ject (w e )
‫ﻫﺎ‬: o b ject (her, it)
‫ اﺟﺘﻠﻴﻨﺎﻫﺎ‬: Sim ilarly in lin e 4 , Ib n B attuta n o te s
66 ^ e Travels o f fen Battuta

C an y o u fin d th e fo llo w in g :
verb:______________________________ m e a n in g _____________________
s u b je c t:___________________________ m e a n in g _____________________
o b ject:____________________________ m e a n in g _____________________
4 ٠ I n lin e 1, fo n B ataita u se s a ta m y iiz ( ‫ )ﺗﻤﻴﻴﺰ‬c o n str u c tio n fo llo w in g a

superlative adjective ( ‫)ﺗﻔ ﻀﻴ ﻞ‬, ^ e ta m y iiz, or n o u n o f sp ecifica tio n ,
is an in d efin ite n o u n in th e accu sative case (reco g n iza b le h ere b y th e
'‫ أ‬e n d in g ), w h ic h clarifies an e le m e n t in th e p r eced in g sta tem en t. Its
u se in c lu d e s an im p lie d p r e p o s itio n ^ or ‫ ﻣﻦ‬, im p ly in g .in term s o f: In
E nglish, th e c o n str u c tio n is ty p ic a lly translated u s in g 'in term s o f' o r a
sim ilar phrase. N o t e Ib n Battuta's d e sc r ip tio n o fD a m a sc u s:
‫د ﻣ ﺜ ﻖ ﻫﻰ اﻟﺶ ﺛﻌ ﺼﻞ ﺟ ﺢ اﻟﺒ ﻼد ًﺣ ﺴﻨﺎ وﺗﺘﻘﻨﻤ ﻬﺎ ﺟﻤﺎﻷ‬
W ith o u t th e tw o u n d e r lin e d w o rd s, w e w o u ld k n o w that D a m a scu s is

th e p lace that e x ceed s all o th e r co u n tr ie s an d p r e c e d e s th em , w h i l e
Ibn B attuta is n o t averse to su ch sw e e p in g praise in h is d e sc r ip tio n o f
cities, h e w a n ts to clarify in w h ic h a sp ects D a m a sc u s e x c e e d s its rivals.
T he u n d erlin ed n o u n s (p e r fe c tio n , b e a u ty ) tell US in w h a t categories
D a m a scu s to p s th e list. To express th e sa m e id ea in E n glish , w e w o u ld
n e e d to say 'in b ea u ty , 'in term s o f its b e a u ty , or so m e th in g similar.**
In th e se n te n c e b e lo w d escrib in g th e U m a ^ a d M o sq u e , from lin e s ,

n o te th e u n d erlin ed n o u n s o f sp ecifica tio n . A s y o u can see, m u ltip le
no'uns can b e u se d to clarify a sin g le ob ject. W h a t d o e s each m ean , and
w h a t is th e overall m e a n in g o f t h e se n te n c e ‫؟‬
‫ و ﻛ ﺈ ﻷ‬٤‫ﺻ ﺎ وﺗﻬﺞ‬ ‫ وأﺑﺪﻋﻬﺎ‬،‫ وأﺗﻘﻨﻬﺎ ﺻﻨﺎﻋﺔ‬،‫و ﻫ ﻮأ ﻋ ﻈﻢ ﻣ ﺎ ﺟ ﺪ اﻟﺪﻧﻴﺎ ا ﺣﺘﻔﺎ ﻷ‬
5. In lin e 14, n o te h o w th e o b je c t o f t h e se n te n c e is separated from th e

verb:
45 for more on the uses ofthe tamyiiz, see Lesson 12
Damascus/ Paradise ofthe East 67

‫ ﻻ ﻣ ﻮ ن ﻣﻦ ﻧﺼﻒ اﻟﻜﺌﺴﺔ اﻟﺬ ي دﺧﻠﻮه ﻋﻨﻮ؛ ًﻣ ﺴ ﺠﺪا‬١‫ﻓﺼﺒﻊ‬
Ih e case endings ( ‫ ون‬٠n the subject and ‫ أ‬on the object) tell US what
the function of each word is. However even without these, context
dictates that .mosque’ is the only logical object for the verb 'made’ in
this sentence. It is quite common in Arabic to have a large separation
befrveen the subject and verb. Ih e subject ofthe sentence often comes
between and m aybe quite elaborate. Here, however, not only the sub-
ject (‫ )اﻟﺴﻠﻤﻮن‬appears, but a clarification ofthe verb, specifically, out of
what the Muslims made a mosque. Typically, this information would
go after the object, but the writer’s intent here is to highlight this piece
ofinformation. In the narrative, the different way the Muslim con-
querors handled the two halves ofthe church is the key message in the
story, and Ibn Battuta foregrounds this theme by placing this clarifica-
tion before the object.
6. Note the construction in line 2:
‫ ﻓﻬﻮ ﻗﺎ ﻣ ﺮ ﻋﻦ ﻣﺤﺎﺳﻨﻬﺎ‬، ‫ وان ﻃﺎل‬،‫وﻛﻞ و ﺻ ﻒ‬
In this sentence, the phrase d\j is the key to the rhetorical device. In
his praise ofDamascus, Ibn Battuta tells US that 'all description’ ( ‫ﻛ ﻖ‬
‫ )و ﺻ ﻒ‬falls short ofits beauties or charms (literally, .is short ofits
beauties or charm s', ‫)ﻗﺎﺻﺮ ﻋﻦ ﻣﺤﺎﺳﻨﻬﺎ‬, ^ e com pound ‫ وان‬here means
'even if’ Here Ibn Battuta is not challenging whether other descrip-
tions are accurate, but is using the phrase in the sense of *no matter
how much.' In other words, all description, no matter how complete,
falls short o fthe true charm ofDamascus. This is an elegant phrase
emphasizing the magnitude of something.
68 The Travels o flb n Battuta

Writing Exercises
A. Translate th e fo llo w in g se n te n c e s in to A rabic, u sin g v o c a b u la ty from

this reading. H in ts in p a ren th eses in d ica te w h ic h lin e s to lo o k at for sim ilar
structures:
1. ^ i s c ity is th e fin est in th e w o rld , in term s o f it s c o n str u c tio n ( ! ) :
2. O u r u n iv ersity surp asses all u n iv ersities in th e c o u n t y in term s o f it s

research ( ! ) :
3. H e w as d eterm in ed to b u ild a m o sq u e in th e capital c ity (1 5 ):
4. T h ey claim that th eir c ity is th e o ld e st in th e w o r ld (1 7 ):
Damascus; Paradise ofthe East 69

5. The eye witnesses46 exposed his claim as a lie (20):
‫ﻟﻤﺪن ﻻ ﺟ ﺢ ﺻ ﺴﺄﺛ ﻐﺜ ﻞ‬١‫اﻟﻘﺎﻫﺮة و ﺟﺎ ﻷ‬ .١
‫ﺳ ﻪ ﻻ ﺋﻌﻠﻢ ﻟﻪ ﻧ ﻈ ﺮ ﻳ ﻮ ﺟﺪ و ﻻ ﻟﻪ‬ .٢
‫اﻟﻤﺒﻰ اﻷﻣﻨﻮ ﻣﻦ ﺻﻨﻊ ﺟﻴ ﻼ ًﻣ ﺴ ﺠﺪا‬ ٠٣
46 ‫ﺷﻬﺮدﻋﻴﺎف‬
70 ‫ ﺀ ﻵ‬Travels o flb n Battuta

‫أ ﺟ ﻞ اﻟﺘﺮو س ﻳﻮم ﺷﻴ ﻦ زﻓﺎﻓﻬﺎ ﺛﺬﺋﺘﺖ‬ ‫‪.٤‬‬
‫أﻧﻞ ﻣﻦ اﻟﺮﻃﻦ ﻓﻲ ﻣﻴﻴ ﻞ ﴽذا ﻳﺤﺎرب‬ ‫‪.٥‬‬
‫ﻛ ﺐ اﺑﻦ ﺑﻄﺮﻃﺔ ﻋﻦ ﺟﺎل وﻳ ﺤ ﺮ ﻣﺪﻳﻨﺔ دﻣﺜﻖ‪ .‬ﻗﺎرﻧﻮا ﺑﻴﻦ دﻣﺸﻖ اﻟﻤﺎﺧﻲ واﻟﺤﺎﺿﺮ‪.‬‬ ‫‪١‬‬
‫ﺀ ﻻ ‪ ٠٩‬ﺳ ﻴ ﻦ ‪ ٠٠‬ﻗﻮل اﺑﻦ ﺑﻄﻮﻃﺔ‪ ” :‬إن ﻛﺎﻧ ﺖ اﻟﺠﺔ ﻓﻲ اﻷرض ﻓ ﺪ ﻣﺜ ﻖ ﺑ ﻼ ﺷ ﻚ ﻗﻴﻬﺎ"؟‬ ‫‪.٢‬‬
‫ﻟﻤﺎذا ﺋﻤﺪ رواﻳﺔ ﻫﺄﻫﺪم اﻟﻮﻟﻴﺪ ﻟ ﻜ ﺒ ﺔ دﻣﺸﻖ‪ -‬ﻣﻦ وﺟﻬﺔ ﻧﻈﺮﻛﻢ ‪ -‬ﻣﻦ اﻟﺮواﻳﺎت اﻟﻤﺜﺮة‬ ‫‪.٣‬‬
‫ﻟﻠ ﺠﺪدهﺀ ﻓﻲ ﻛ ﺐ اﻟﺘﺎﺑ ﺦ اﻹﺳﻼﻣﻲ؟‬
‫ﻧﺎﺗﺸﻮا رﴽي اﺑﻦ ﺑﻌﻠﻮﻃﺔ ﻓﻲ ﻗﺼﺔ ﻫﺪم ا ﻟ ﻜ ﺒ ﺔ وﻣﺰاﻋﻢ اﻟﺮوم‪ .‬ﻫﻞ ﺗﺘﻔﻘﻮ ن أم ﺗﺨﺘﻠﻔﻮن ﻣﻌﻪ؟‬ ‫‪.٤‬‬
‫ﻳﺸﺘﻬﺮ اﻟﺠﺎﻣﻊ اﻷﻣﻮي ﺑﺎﺳﻢ ةزةاﺀ دﻣﺸﻖ‪ ،‬فﺀ‪ ١‬ﻣﺴﺐ ﻫﺬه اﻟﺘﺴﻤﻴﺔ ﻓﻲ رﴽﻳﻜﻢ؟‬ ‫‪٠٥‬‬
‫واﻟﺠﻐﺮاﻓﻴﺔ‪.‬‬
‫‪*48501‬‬ ‫اﻛﺘﺒﻮا‪ ٠‬ﺗﺎ ﻻ ﻗﻤﻴ ﺮا ﻋﻦ ﺑﻼد اﻟ ﻨ ﺎ م وأﻫﻤﻴﺘﻬﺎاﻟﺘﺎرﻳﺨﻴﺔ‬
‫‪47‬‬ ‫ﺀﻟﻰ‪.‬اذا‬
‫‪48‬‬ ‫‪prove‬‬
‫و‪4‬‬ ‫‪narration‬‬
‫‪50‬‬ ‫‪controversial‬‬
‫‪51‬‬ ‫‪pearl‬‬
‫‪Damascus, Paradise ofthe East‬‬ ‫‪71‬‬

6
Ihe Hajj Journey and Medina
(Medina, Saudi Arabia, 1326) ‫ﻣ ﺴ ﺠﺪ رﺳﻮل اﻟﻠﻪ ﺻﻞ اﻟﻠﻪ‬ ‫ﻧﻜﺮ‬
‫ﻋﻠﻴﻪ و ﺳﻠﻢ‬
I Hajj Journey andMedina 73

Hajj today is a marvel o f m odern te c h n o lo ^ , remarkable for the speed
and efficiency w ith w hich the Saudi Arabian governm ent manages the rapid
flow o f som e tw o m illion p il^ im s through specialized airline terminals and
into air conditioned, fireproof tent cities. M odern tech n o lo g y has changed
the journey so m uch, in fact, that the annual num ber o f pilgrim s today is
over 20 0 tim es what it was just a century ago. In Ibn Battuta's tim e, it was a
slow and very arduous journey on w hich m any lost their lives, ^ e journey
from Ibn Battutas starting p oin t in D am ascus to M edina was just over 1,300
kilom eters, but required som e fifty days o fla n d travel through unforgiving
desert. Ibn Battuta m entions a p oin t on a recent Hajj caravan w here water
sold for a thousand dinars a drink, but "both the drinker and seller died."
^ e n , as now, protection and oversight o f the Hajj travelers and the holy
sites was a key responsibility o f the M uslim sovereigns o f the area. Today,
the king o f Saudi Arabia is norm ally referred to in Arabic b y his title ‘Cus-
todian o f the Two H oly M osques' ( ‫ ) ﺧ ﺎ د م اﻟﺤﺮﻣﻴﻦ اﻟﺜ ﺮ ﻳﻔﻴ ﻦ‬to em phasize this
central responsibflity w hile a governm ent agency, the M inistry o f the Hajj,
overseas the logistics o f the m assive pilgrimage. In Ibn Battutas tim e, the
M am luk sultan in Cairo had em erged as the preem inent defender o f the
Islamic com m u n ity and in addition to ruling over E gypt and the Levant,
had effective control over the h oly cities o fM ecca and M edina. Organizing‫؛‬
equipping and protecting the large Hajj caravans from Cairo and Dam ascus
was a duty o fh ig h h onor for the M am luk sultan. T oday the Saudi king's role
as guardian o f the Hajj sites is sym bolized b y an annual cerem onial wash-
ing o f the Ka.ba, the black cube in the center o f the Great M osque. In the
1300s, the equivalent cerem ony was the E ^ p tia n sultan's presentation of
the k is w a , the huge em broidered black cloth covering for the Ka‘ba, which
traveled w ith his official caravan from Cairo. A side from the cerem onial valo
ue o f the M am luk caravans m aking the annual journey, Ibn Battuta notes
the very practical dangers that necessitated traveling in a convoy o f several
thousand p eop le under M am luk m ilitary escort.
A lthough the city o fM ed in a (referred to as ‫ ﻣ ﺪﻳﻨ ﺔ ر ﺳ ﻮ ل اﻟﻠﻪ‬b y Ibn Battuta

and ‫ اﻟﻤﺪﻳﻨﺔ اﻟﻤﻨﺰرة‬today) was n ot a required part o f the Hajj, m ost pilgrims
also m ade the journey there. Ibn Battuta's great joy u p on entering the city
74 Tre Travels o f fon Battuta

came n ot only from the spiritual experience o f seeing this h oly site, but also
relief on surviving a very perilous desert crossing. For those com ing from
the nbrth like Ibn Battuta, it w as a w elco m e rest before th e rem aining
32 0 -k ilom eter trip across th e d esert to M ecca.
Medina was the site o f the first Islamic com m unity, founded b y the Prophet
M uhammad after he was invited to live there by som e o f the p eople o f that
town. So significant was the date, C E 6 2 2 , that it marks the beginning o f
the Islamic ( h ijr i ) calendar. A m on g the m ost im portant sites in M edina was
the M osque o f the Prophet ( ‫ اﻟﻤﺴﺠﺪ اﻟﻨﺒﻮ ي‬or ‫) اﻟﻤﺴﺠﺪ اﻟ ﻜ ﺮﻳ ﻢ‬, w hich held the
tomhs o f the Prophet M uham m ad ( ‫)اﻟﺮوﺿﺔ اﻟﻤﻘﺪﺳﺔ‬, his daughter Fatima and
the R ashidun caliphs A bu Bakr and 'Umar. A s Ibn Battuta describes, the
arrangement o f the tom bs was o f great significance. Yet even upon reaching
one o f the tw o h oly sites, he still faced another very difficult 320-kilom eter
journey on to M ecca.
From the Writings o flb n Battuta
Ibn Battuta joins the annual Hajj caravan as it leaves D am ascus for M edina
and M ecca:
‫ ﺧ ﺮ ج ا ﻟ ﺮ ﻛ ﺐ اﻟ ﺤ ﺠﺎ ز ي إﻟﻰ ﺧﺎ ر ج دﻣ ﺸ ﻖ وﻧﺰﻟ ﻮا اﻟﻘﺮﻳﺔ‬.. ٠‫ ( ﻟ ﻤ ﺎ ا ﺳﺘ ﻬ ﻞ ﻗ ﺰ ا ن‬١)

‫( وﻛﺎن أﻣﻴﺮ اﻟ ﺮ ﻛ ﺐ ﺳ ﻴ ﻔ ﻨﺎﻟ ﺪ ﺑ ﻦ‬٣) ،‫ ( ﻓﺄ ﺧ ﺬ ن ﻓﻲ اﻟﺤﺮﻛﺔ ﻣ ﻌ ﻬ ﻢ‬٢) ، ‫اﻟﻤﻌﺮوﻧﺔ ﺑﺎ ﺻ ﻮ ة‬
.‫ ( و ﻗ ﺎ ب ﺛ ﺮ ف اﻟ ﺪﻳ ﻦ ا ﻷ ﻧ ﻨ ﻌ ﻲ اﻟﺤﺮراﻧﻲ‬٤) ،‫اﻟﺠﻮﺑﺎن ﻣ ﻦ ﻛ ﺒ ﺎ ر اﻷﻣﺮاﺀ‬
As the Hajj caravan travels through the desert to M edina, Ibn Battuta de-
scribes the hardships o f the journey:
‫ ( وﻧﺰﻟﻨﺎ ﻣ ﻦ ﻋﻘﺒ ﺔ اﻟ ﻀﺮان إﻟﻰ اﻟﺼﺤﺮاﺀ‬٦) ،‫ و ﻫ ﻮآ ﺧ ﺮ ﺑ ﻼ د اﻟ ﺸﺎم‬،‫ ( ارﺗﺤﻠﻨﺎإﻟﻰ ﺋ ﻌﺎ ن‬٥)

‫ ( وﺑ ﻤ ﺪ ﻣﺴﻴﺮة ﻳ ﺮﻣﻴ ﻦ ﻧﺰﻟﻨﺎ ﻧﺎ ث‬٧ ) ‘‫ "دا ﺧﺌﻬﺎ ﻣ ﻔ ﻘ ﻮ ة و ﺧﺎر ﺟﻬﺎ ﻣ ﻮﻟ ﺐ‬:‫اﻟﺘ ﻰ ﻳ ﻘﺎ ل ﻓﻴ ﻬﺎ‬
‫ ( ذﻟ ﻢ ﻳ ﺮ ﺣ ﻞ اﻟ ﺮ ﻛ ﺐ ﻣ ﻨ ﺒ ﺮ ك‬٩) .‫ ( ﺛﺮإﻟ ﻰ واوي ﻧ ﺪ خ وﻻ ﻣﺎﺀ ﺑﻪ‬٨) .‫ﺣ ﻎ وﻻ ﻋﺈ رة ﺑﺒﺎ‬
‫ وﻓﻲ و ﺳ ﻄ ﻬﺎ اﻟﻮاد ي ا ﻷ ﺧﻴ ﻀ ﺮ ﻛﺄﻧ ﻪ‬،‫ اﻟﺒﺮﻳﺔ‬٥‫وﻳﺤﻨﻮن اﻟ ﺴ ﻴ ﻨﻠ ﺒ ﻼ وﻧ ﻬﺎ را ًﺧ ﻮﻓﺎ ﻣ ﻦ ﻫ ﺬ‬
‫ ( وا ﺻﺎ ب اﻟ ﺤ ﺠﺎ ج ﺑ ﻪ ﻓﻲ ﺑ ﻌ ﺨ ﻰ ا ﻟ ﻨ ﻴ ﻦ ﻣ ﺸ ﻘﺄ ﺑ ﺴ ﺒ ﺐ‬١٠) ، ‫ ا ﻋﺎذﻧﺎاﻟﻠﻪ ﻣﻨ ﻬﺎ‬،‫وادي ﺟ ﻬ ﺘ ﻢ‬
،‫ ( واﻧﺘ ﻬ ﺖ ﺛ ﺮ ﺑ ﺔ اﻟﻤﺎﺀ إﻟﻰ ا ﻟ ﻒ دﻳﻨﺎ ر‬١١) ،‫ ﺛ ﻤ ﻐ ﺖ اﻟﻤﻴﺎه‬٠
‫ ﻓﺎﺗﺖ‬،‫ﺗ ﻬ ﺐ‬ ‫د ﻳ ﺢ ا ﻟ ﺜ ﻤ ﻮ م اﻟﺘ ﻲ‬
. ‫و ﻣﺎ ت ﻣﺜﺮﺑﻬﺎ وﺑﺎﺋﻌﻬﺎ‬
TheHajjJourney and Medina 75

‫‪After an arduous journey the caravan enters the city ofMedina:‬‬
‫^ اﻟ ﻜ ﺮ‪ -‬م ‪ ( ١٣)،‬ﻓ ﻮ ى ا ﻳ ﺎ ب ا ﻟ ﻼ م‬ ‫)‪ ( ١٢‬د ﺧ ﻠ ﺬ ا‬

‫ﺛﺴﺘﻤﻤﺊ‪ ،‬و ﺻﺘﻴﻨﺎﺑﺎﻟﺰو ﺿﺔ اﻟﻜﺮﻳﻤﺔ ﺑﻴ ﻦ اﻟﻘ ﺮ واﻟ ﻤﻨﺒ ﺮاﻟ ﻜ ﺮﻳﻢ‪ ( ١٤) .‬واﻧﺼﺮﻓﻨﺎإﻟﻰ زﺣﻠﻨﺎ‬
‫ﺳ ﺮ و ر ﻳ ﻦ ﺑ ﺒ ﺎ ه اﻟﻨﻌ ﻤ ﺔ اﻟ ﻌﻔﻠ ﻤ ﻰ ﺳ ﺘ ﺒ ﺜ ﺮ ﻳ ﻦ ﺑ ﺒ ﻞ ﻣ ﻨ ﻪ اﻟﻤﻘﺔ اﻟ ﻜﻴ ﺮ ى )‪ ( ١٥‬ﺣﺎ ﻣ ﺪ ﻳ ﻦ اﻟﻠﻪ‬
‫رﺗﻌﺎﻟ ﻰ ﻋ ﻞ اﻟﺒﻠﻮغ إﻟﻰ ﻣ ﻌﺎ ﻫ ﺪ ر ﺳﻮﻟﻪ اﻟﺜ ﺮﻳﻐ ﺔ و ﺷﺎ ﻫ ﺪ ه اﻟﻌ ﻈﻴﻤﺔ اﻟﻤﺒﻔﺔ داﻋﻴﻦ ﴽن ﻻﻳﺠﻌﻞ‬
‫ذ ﻟ ﻚ آ ﺧ ﺮ ﻋﻬﺪﻧﺎ ﺑ ﺒ ﺎ‪ ( ١٦) ،‬وأن ﻳﺠﻌﻠﻨﺎ ﻧ ﻦ ﻗ ﺒ ﻠ ﺖ زﻳﺎرﺋﻪ و ﺑ ﺘ ﺒ ﺖ ﻓﻲ ﺳﺒﻴ ﻞ اﻟﻠﻪ ﺳﻔﺮﺋﻪ‪.‬‬
‫؛ ‪Ibn Battuta describes the customs of Muslims upon entering the mosque‬‬
‫‪ ( ١٧) .‬ا ﻟ ﺒ ﺪ ا ﻟ ﻤ ﻌ ﻔ ﻠ ﻢ ﺳ ﺴ ﻄﻴ ﻞ )‪ ( ١٨‬واﻟﺮوﺿﺔ اﻟﻤﻘﺪﺳﺄ‪ ،‬ﺻﻠ ﺮا ناﻟﻠﻪ و ﺳ ﻼ ﻣ ﻪ ﻋ ﻞ‬

‫ا ﺳ ﺪ ا ﻟ ﻜ ﺮ ﺑ ﻢ ‪ ( ١٩) .‬و ﺷ ﻜ ﻠ ﻬ ﺎ ﺻ ﺐ‬
‫ﻻﻳﺘﺄﻗ ﻰ ﺗ ﻤ ﺜ ﻴ ﻠ ﻪ )‪ ( ٢٠‬و ﻫﻨﺎﻟ ﻚ ﻳ ﻘ ﻒ ا ﻟ ﻨ ﺎ ز ﻟ ﻠ ﻼ م ﻣﺴﺘﻘﺒﻠﻴﻦ اﻟﻮﺟﺔ اﻟﻜ ﺮﻳﻢ ﺛﺴﺘﺪﺑﺮﻳﻦ‬
‫اﻟﻘﺒﻠﺔ‪ ( ٢١) ،‬ﻓ ﺴ ﻬﻤﺮ ن وﻳﺘﻌﺮﻓﻮن ﻳﻤﻴﺬﴽإﻟ ﻰ و ﺟﻪ أﺑﻲ ﺑﻜﺮاﻟ ﺼﺪﻳ ﻖ‪ ( ٢٢) ،‬ورأس أﺑﻲ ﺑﻜﺮ‪،‬‬
‫— ل اﻟﻠﻪ ﻋﻠﻴﻪ و ﺳﺌﻢ‪ ( ٢٣) ،‬ﻧ ﻢ ﻳﻨﺼﺮﻓﻮن إﻟﻰ ﻋ ﻤ ﺮ‬
‫رﺧﻲ اﻟﻠﻪ ﻋﻨﻪ‪ ،‬ﻋﻨ ﺪ ﻗ ﺪ ﻣ ﻲ ر ﺳﻮ ل اﻟﻠﻪ‪،‬ص‬
‫ا ﺑ ﺮإا ﻟ ﺨ ﻔ ﺐ ‪ً ( ٢٤)،‬ورا ًش ﺀ ﻣ ﺰ ﺀ ﺋ ﺪ ﻛ ﻐ ﻴ ﺎ إ ﺑ ﺒ ﻜ ﺮ‪ ،‬د ﺧ ﻴﺎ ﻟﻠ ﻪ ﺀ ﺗ ﻬ ﺈ‪.‬‬
‫ا ﺳ ﻬ ﻞ )‪( ١‬‬ ‫‪it began‬‬

‫ﻗ ﺰا ل )‪( ١‬‬ ‫‪Shaw val, the ten th m o n th o f the‬‬
‫‪Islamic calendar‬‬
‫ى )‪( ١‬‬ ‫‪caravan‬‬
‫ًا‪ ٠‬ر ا ﻟ ﺮ ي ) ‪( ٣‬‬ ‫‪am ir (leader) o f the caravan‬‬
‫ا رﺋﺘﺎ ) ه(‬ ‫‪w e departed‬‬
‫ﺑﻼد اﻟ ﺜﺎ م )‪( ٥‬‬ ‫‪G reater Syria‬‬
‫ا ﻟ ﺒ ﺔ )‪( ٩‬‬ ‫‪w ilderness‬‬
‫ك‪٦‬ده )‪( ٩‬‬ ‫‪it is as if it were‬‬
‫ﺟ ﻬﺘﻢ )‪( ٩‬‬ ‫‪H ell‬‬
‫رﻳﺢ اﻟﺌ ﻤ ﻮ م )‪( ١٠‬‬ ‫‪a severe h o t and d ty w ind‬‬
‫اﻧﺘﻘﺜ ﺖ )‪( ١٠‬‬ ‫‪it ran d ty‬‬
‫ﻣﺜﻘﺔ )‪( ١٠‬‬ ‫‪difficulty‬‬
‫اﻧﺘﻬﺖ إﻟﻰ )‪( ١١‬‬ ‫‪to reach‬‬
‫اﻟﺤﺰﻣﺎﻟﺜﺮﻳ ﻒ )‪( ١٢‬‬ ‫‪th e N oble S anctuaty‬‬
‫‪76‬‬ ‫‪ e Travels o f Ibn Battuta‬؛‬

( ١٢) ‫ﻓ ﺠ ﺪ اﻟﻜﺮﻳﻢ‬ the Prophet's Mosque in Medina
( ١٣) ‫اﻟﻨﺮﺿﺔ اﻟﻜﺮﻳﻤﺔ‬ a section within the Prophet's
Mosque which holds the tomb of
the Prophet Muhammad and the
first ‫ئ‬ caliphs
( ١٤) ‫ﺷ ﺒﺜ ﺮ ﻳ ﻦ‬ optimistic
( ١٤)‫اﻟﻤﺘﺔ‬ merit
( ١‫ﺀ ﻫ ﺪ ) ه‬ time, era
( ١٥) ‫ﺗﻨﻴ ﻒ‬ lofty
( ١٨) ‫اﺑﻬﺔ اﻟﺆﺑﻠﻴﺔ‬ the direction of the Qibla
( ١٩) ‫ﻻ ﻳ ﺘ ﺄ ر‬ it is not easy
( ٢٠) ‫ﺛﺴﺘﺪﺑﺮﻳﻦ‬ unwelcoming, opposite of ‫ﻣﺴﺘﻘﺒﻠﻴﻦ‬
( ٢٢) ‫أي ﺑﻜﺮ اﻟﺼﺪﻳﻖ‬ Abu Bakr, the first caliph
( ٢٣) ‫ﻋﻤﺰ اﺑﻦ اﻟﺨﻄﺎب‬ ‘Umar ibn al-Khattab, the second
caliph
Com prehensionExercises

( ٣ - ١) ‫إﻟﻰ ﴽﻳﻦ ذﻫ ﺐ اﺑﻦ ﺑﻌﻠﻮﻃﺔ وأﺻﺤﺎﺑﻪ ﻓﻲ ﺑﺪاﻳﺔ ﺷﻬﺮ ﺷﺮال ؟‬ ١
( ٩) ‫ة أن ﺳﻴ ﺮ ﻳ ﺮ ﻳ ﻌ ﺎ ﻟﺘﺨﺮج ﻣﻦ ﻣﺪﻳﻨﺔ ﺗﺒﻮك ؟‬2‫ ﻟﻤﺎذا ﺗﺤﺎول اﻟﻘﺎﻓﻠﺔ‬. ٢
52 caravan
Hajj Journey and Medina 77

( ١١- ١ .) ‫ﻣﺎاﻟ ﻬ ﻌ ﺮﺑﺎ ت|ﻟﺘﻴ ﻮا ﺟ ﻬﺘ ﺪ ﺀاﻟ ﺤ ﺠﺎ ﺟﻔﻴ ﺮ ﺣﻠﺘ ﻬ ﻢ ؟‬ .٣
‫ﺀ؟‬٠‫ﻣﺎذا ﻓﻌﻞ اﺑﻦ ﺑﻄﻮﻃﺔ وأﺻﺤﺎﺑﻪ ﻋﺌﺪﻣﺎ وﺻﻠﻮا إﻟﻰ اﻟﺤﺮم اﻟﺜ ﺮﻳ ﻒ وﻣﺎذا ﻛﺎﻓﺖ اﻣﺴﻬﻢ‬ .٤
( ١٦- ١٣)
( ٢ ٤- ١٧) ‫ﻛﻴ ﻒ وﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ا ﻟ ﺤ ﺪ اﻟﻤﻌﻈﻢ واﻟﺮوﺿﺔ اﻟﻤﻘﺪﻣﺔ؟‬ .٥
in English:
1. known as:
2. waterless:
3. rejoicing:___________________________________________________
4. unique, distinct:_____________________________________________
5. at the feet of: 534
53 faced, confronted
54 their wish
78 ^ e Travels o f Ibn B atata

and phrases:
_________________________________________________________ : ‫ﺑ ﺪ ﴽ‬ ١
___________________________________________________________ : ‫ﻧ ﻬ ﺒ ﻨ ﺎ إﻟﻰ‬ .٢
_________________________________________________________ : ‫ﺗﺮﻛﺘﺎ اﻟﻤﻜﺎن‬ .٣
____________________________________________________ : ‫ﻓﻲ ﻣﻨﺘﺼﻔﻬﺎ‬ .٤
_________________________________________________________________: ‫ﺻﻤﻮﺑﺔ‬ ٠٥
D. findArabic antonyms or opposites for each of the following words in the

.:‫ًا ول‬ ١
: ‫ ﺟ ﺬ ة‬.٢
.‫وﻧﺼﺴﺖت‬ .٣
.:‫اﻟﻐﺮ ب‬ .٤
‫ ﻛﻴﻒ ﺗﻔﺴﺮونﺀﺀ ﻫﺬه‬.‫ داﺧﻠﻬﺎ ﻣﻔﻘﻮد وﺧﺎرﺟﻬﺎ ﻣﺮﻟﺮد‬:‫ﻳﻘﻮل اﺑﻦ ﺑﻌﻠﻮﻃﺔ ﻋﻦ اﻟﺼﺤﺮاﺀ‬ .١
(5٦ ) ‫اﻟﺠﻤﻠﺔ وﻫﻞ ﻫﻨﺎك ﻣﻜﺎن ﺗﻌﺮﻓﻮﻧﻪ ﻳﺌﻄﺒﻖﺀﺀ ﻋﻠﻴﻪ ﻧﻔﺲ اﻟﺮﺻﻒ؟‬
55 to explain
55 the same description applies to
٠ e Hajj Journey and Medina 79

‫ﻟﻤﺎذا ﺋﺮ ف ” اﻟﻮادي ا ﻷ ﺑ ﺮ ﻳﺎ ﻣ ﻢ ‪ .‬وا د ي ﺟﻬﻨﻢﺀ؟ )‪( ٩‬‬ ‫‪.٢‬‬
‫ﻣﺎ ﺳﺰهﺀ اﻟﻔﺮﺣﺔ واﻟ ﻤﺎ د ة اﻟﺘﻲ ﺷﻌﺮ ﺑﻬﺎ اﺑﻦ ﺑﻄﻮﻃﺔ وأﺻﺤﺎﺑﻪ ﻋﻨﺪ ﻧﻴﺎ وﺗﺒﻢ ﻟﻠ ﺤﺮم اﻟﺜ ﺮﻳ ﻒ؟‬ ‫‪.٣‬‬
‫)‪( ١٦“ ١٤‬‬
‫ﻣﺎ ا ﻟ ﺜ ﻜ ﻞ اﻟﻬﻨﺪﺳﻲﺀﺀ ا ﻟ ﺬ ﻳ ﻴ ﻨ ﻴ ﻌ ﻠ ﻴ ﻪ ا ﻟ ﺠ ﺪ اﻟﺒﻮ ي؟ )‪( ١٧‬‬ ‫‪٠٤‬‬
‫ﻣﺎ اﻟﺨﻄﻮات ا ﻟ ﻴ ﺒ ﺄ ﻧ ﻘ ﺒ ﻌ ﻬ ﺎ ز ا ﺷ ﻮ ا ﻟ ﺮ و ﺿ ﺔ ا ﺷ ﻠ ﺠ ﺔ ؟ )‪(5789٢٣- ٢٠‬‬ ‫‪.٥‬‬
‫‪57 was known‬‬

‫‪58 what is the secret o f‬‬
‫‪59 geometric shape‬‬
‫‪SO‬‬ ‫‪The Travels o f fon Battuta‬‬

Grammar; Structure, and Context Clues
1. Line 6 is an excellent example ofthe p .e tic qualities of the Arabic

language: “‫" داﺧﺘﻬﺎ ﻣﻔﻘﻮذوﺧﺎرﺟﻬﺎ ﻣﻮﻟﻮن‬, ^ e Arabic here is far more
concise than the English, which would require the addition of several
words hnplied in the Arabic phrase before producing the translation
"whoever enters it is lost, and whoever leaves it is born." This sentence
takes advantage ofthe distinct word shapes and case endings ofArabic
to make a m uch more compact, poetic statement than its English
equivalent. The words ‫ دا ﺧ ﺰ‬and ‫ ﺧﺎرج‬are both active participles,
referring to the 'doer' of an action, or the state of doing' that action,
in this case, entering and leaving. The *ending indicates we are talking
about the subject— the one who enters and leaves. The 'to be' verb
is implied by the equational sentence. The words ‫ ﻣﻔﻘﻮذ‬and ‫ ﻣﻮﻟﻮن‬are
passive participles, referring to one who has received an action, or the
state o fthat action being completed. Here again, the case endings on
the two words tell US they are the second halves of equational sentenc-
es— that is, the resulting information about 'one who enters' and One
who leaves: The predictable pattern of vowels and consonants for each
of these types ofwords, as well as the predictable case ending gives US
a compact sentence, the two parts of which share a common rhythm
and rhyme.
2. This text includes several examples ofthe hal (‫ )اﻟﺤﺎل‬construction,

also known as the circumstantial accusative. This construction defines
‘the conditions under which an action occurs, such as 'he entered the
hom e laughing* or ٠we made haste, fearing the desert wind.* ^ e hal
is frequently preceded by ‫ ؤ‬which is not itself translated. The circum-
stantial part ofth e phrase that tells how the action occurs will be in the
accusative case (mansubj ‫)ﻣﻨ ﺼﻮب‬, . e r e are many types of ‫ و ط‬clauses,
but the one used often in this text is an active participle—*praising,*
*fearing,* and so on. In line 13, for example, Ibn Battuta notes that he
and his companions stopped at the gate ‫ ﺛ ﺸ ﺬ‬. W hile in an unvow-
eled form this could look like the word *Muslims/ the vowel pattern
and the shadda indicate that this is an active participle meaning *salut
. ‫ج‬Hajj Journey and Medina 81

ing/ and describes what they were doing as they stopped at the gate
ofM edina after an arduous journey, ^ ris excerpt includes several hal
constructions o fth e same pattern.
Can you identify at least four more examples of this form and what the
sentences mean?
3. The word ‫ ﻳﺤﻨﻮن‬in line 9 means *to strive' or ‘to hurry.' Measure (II) of
this root can mean 'to renew: The shadda tells US that this is not the
verb ‫ ؤ ﺟﺪ‬meaning ‘to find,, although the two would look the same in
a completely unvoweled text, ^ e context here is the best clue to the
meaning, as Ibn Battuta describes traveling day and night (something
not typically done in a desert) due to the dangerous conditions. We
can assume that his party is making haste and striving to get across this
dangerous stretch of desert.
4. The word ‫ ﺗ ﻞ‬in line 14 is the masdar ofthe hollow verb ‫ ﻧﺎل‬meaning
‘to gain' or ‘to receive: Here it refers to the blessing and favor that Ibn
Battuta has received from his visit to the Mosque ofthe Prophet. This
form is similar to other hollow masdar forms, like ‫ ﻗﺰل‬from ‫ وﻗﺎق‬but
since the root letter in the middle of ‫ ﻧﺎل‬is ‫ دي‬the ‫ ي‬appears in the mas-
dar. It is im portant to remember that a hollowverb could have either a
‫ ر‬or ‫ ي‬in its masdar, depending on its root.
82 The Travels o f fen Battuta

Writing Exercises

structures:
1. W hen the caravan left, I went with it (1 -2 ):
2. The Empty g a r t e r in Saudi Arabia is a desert with no water and no

buildings (7 -8 ):
3. We made haste in our travel across the desert (9):
4. I price of oil60 reached $100 abarrel٥i ( l l ) :
60 ‫ﻟ ﻔ ﻞ‬1
61 ‫ﺑﺮﻣﻴﻞ‬
Hajj Journey and Medina 83

5. We entered the city rejoicing in our safe arrival (15):
‫ﴽ ﺳ ﻤﻨﺎﻟ ﺮ ﻛﺒﺎ ﻷ ﻣ ﺮا ﺀ ﻛﺎﻧﻴ ﺮ‬ .١
‫اﻟﻤﺪﻳﺌﺔ ﻳﻮﻣﻴﻦ ﻧﺰﻟﻨﺎ د ﺑ ﻌ ﺪ ﺳ ﻴ ﺮ ة‬ .٢
‫وادﻳﴼ ﻻ ﻣﺎﺀ ﻋﺮﻧﺎ ﺑﻪ‬ .٣
‫و ﻣﺜﻴﻠﻪ ﻋﺠﻴ ﺐ ﻻ ﻳ ﻮ ﺟﺪ اﺑﻨﺎﻳﺔ ﺷ ﻜ ﻞ‬ .٤
84 Travels o f fen Battuta

‫ا ل ‪-‬ﺑ ﺮ ﻟﻴﻼ اﻟ ﺜ ﻤ ﺪ ﻳﺪ ﺧﻮﻓﺎ ﻣﻦ اﻟﺮﻳﺢ وﺋﻬﺎوﴽﺛ ﺠﺪ‬ ‫‪.٥‬‬
‫ﻗﺎرﻧﻮا ﺑﻴﻦ ﴽﻃﻮل رﺣﻠﺔ ﻗﻤﺘﻢ ﺑﺒﺎ ورﺣﻠﺔ اﺑﻦ ﺑﻌﻠﻮﻃﺔ إﻟﻰ اﻟﺤﺒﺞ ﻣﻦ ﺣﻴ ﺚ‪2‬ﺀ اﻟﻬﺪف واﻟﺘ ﺤﻨﻴﺎ ت‬ ‫‪.١‬‬
‫واﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﴽن ﻧ ﺠﺪ ﻟﻬﺎ ﻣﻴ ﻼده ؟‬ ‫‪i‬‬ ‫أ )اا »ا‬ ‫ﻟﻤﺎذا ﻗﺎل اﺑﻦ ﺑﻄﻮﻃﺔ إن اﻟﺮوﺿﺔ اﻟﻤﻘﺪﻣﺔ‬ ‫‪.٢‬‬
‫ﺗﺒﺪﴽ ﻣﺬا‪ ٠‬ﻣ ﻚ‪٠‬ه اﻟﺤﺒﻎ ﻓﻲ ﴽواﺋﻞ ﺷﻬﺮ ذي اﻟﺤﺠﺔ‪ ،‬ﻓ ﻜ ﻢ ﻳ ﺮ ﻣ ﴼ ‪ -‬ﺗ ﻘ ﺮ ﻳ ﺎ ‪ -‬اﺳﺘﻔﺮﻗ ﺖ رﺣﻠﺔ اﺑﻦ‬ ‫‪.٣‬‬
‫ﺑﻄﻮ‪ ٠‬ﻟ ﺔﻟﻠ ﺤ ﻎ ؟‬
‫أرﻛﺎنﺀ ‪ .‬اﻹﺳﻼم ﺧ ﺔ‪ ،‬واﻟﺤﺦ ﻫﻮ اﻟﺮﻛ ﻦ اﻟﺨﺎ ص ﻣﻨﻬﺎ‪،‬ض‪ ١‬ﻫﻲ اﻷرﻛﺎن اﻷرﺑﻌﺔ اﻷﺧﺮ ى ؟‬ ‫‪.٤‬‬
‫ﻫ ﻞ ﻛﺎن اﺑﻦ ﺑﻄﻮﻃﺔ دﻗﻴﻘﴼ‪٠‬ه ﻓﻲ و ﺻ ﻒ رﺣﻠﺘﻪ اﻟﻰ اﻟﺤﺞ ؟ ﻟﻤﺎذا ؟‬ ‫‪.٥‬‬
‫اﻟﻤﻘﺪﻣﺔ ﻓﻲ اﻟﻌﺎﻟﻢ‪.62345‬‬ ‫اﻛﺘﺒﻮا ﺗﻘﺮﻳﺮا ﻣﺨﺘﺼﺮا ﻋﻦ واﺣﺪ ﻣﻦ ﴽﺷﻬﺮ ا ﻷﻣﺎﻛ ﻦ اﻟﺪﻳﻨﻴﺔ‬
‫‪62‬‬ ‫‪in terms o f‬‬

‫‪63‬‬ ‫‪one like it‬‬
‫‪64‬‬ ‫‪rituals‬‬
‫‪65‬‬ ‫‪pillars‬‬
‫‪66‬‬ ‫‪precise‬‬
‫‪Hajj Journey and Medina‬‬ ‫‪85‬‬

7
Ih e Hajj to Mecca
(Mecca, Saudi Arabia, 1326) ‫ ﻛ ﺔاﻟ ﻤﻌﻐﻠ ﻤ ﺔ‬٠ ‫ذ ﻛ ﺮ ﻣ ﺪﻳﺘ ﺔ‬
Ibn B ato ta originally set out for Mecca a n d more than a year later finally
reached his destination. Although Ibn Battuta's journey to Mecca was quite
different than that experienced by a modern-day pilgrim, his experience
once inside the holy city sounds very similar. Despite the dramatic increase
in the num ber of pilgrims and the expansion of the Great Mosque (‫اﻟ ﻤ ﻤ ﺠ ﺪ‬
‫)اﻟ ﺤ ﺮام‬, the Hajj rituals have remained the same as in Ibn Battuta’s time.
Ibn Battuta changed into the plain, white, unsewn ihram garment outside
Mecca, perform ed the seven circuits aroimd the Ka'ba {tawm ff ‫) ﻃ ﻮا ف‬,
kissed the foundation stone, drank from the well ofZamzam , and recited
prayers on the M ount ofArafat. At the same time, he details the layout ofthe
The Hajj to Mecca 87

mosque down to precise measurements for his readers, as if to emphasize
the central importance ofM ecca among his world travels.
In truth, this emphasis was more than just symbolic. Ibn Battutas freedom
to travel the extent of his known world owed much to the stabilizing role of
Islam, which had brought a temporary, tenuous peace between nations that
had been engaged in devastating wars less than a centary earlier. Indeed, his
ability to visit Mongol khanates in Russia, Central Asia, and Persia, newly
formed empires in India, and recently converted nations in Africa and Asia
was due to the rapid spread of Islam in the previous century. Mecca was
not only the spiritual center of this pax-Islamica, seiwing as the direction of
prayer for millions,, it was the meeting place ofMuslims from Spain to East
Africa and Central to Southeast Asia. Although the desert town, with little
water or resources, could not support a large year-round population, it was
the meeting place for Muslims throughout the world. From here comes the
common use of the word mecca. to refer to any great confluence of people
for a shared purpose. Indeed, Mecca had served this frmction long before
the coming oflslam, as a trading center and a place oftruce, where bedouins
of different pagan religions put away their swords temporarfly
It was here that, in addition to strengthening his knowledge of Islamic

law, Ibn Battuta would meet travelers from most of the countries to which
he would later venture and get a sense of the stable relations and vibrant
commerce that existed at the time. Likewise, Ibn Battuta discovered in this
center of Islamic learning and doctrine that there was a strong demand for
trained Islamic scholars in these recently converted regions. W hile his pro-
pensity for travel had been nurtured on his meandering route from Moroc-
CO to Mecca, it was here that the world traveler was really born, ^ u s , it is
no surprise that after completing his Hajj and staying in Mecca to study, Ibn
Battuta did not take the caravan back to Egypt and his hom e of Morocco,
but headed east instead.
88 ‫؛‬ e Travels o f Ibn B a ta ta

‫‪From the Writings o flh n Battuta‬‬
‫‪Ibn Battutas description o fth e surroundings of Mecca:‬‬
‫)‪ ( ١‬ﻫ ﻲ ﻣﺪﻳﻨ ﺔ ﻛ ﺒ ﺮ ة ﻣﺘ ﺼﻠﺔ اﻟﺒﻨﻴﺎ ن ‪ ،‬ﺳ ﺴﻄﻴﻠﺔ ﻓﻲ ﺑ ﻄ ﻦ وادﺗﺤﻔﻨﻦ ﺑﻪ اﻟ ﺠﺒﺎ ل )‪ ( ٢‬ﻓ ﻼﻳ ﺮاﻫﺎ‬
‫ﻗﺎﺻﺪﻫﻨﺎ ﺣ ﺘ ﻰ ﻳ ﺼ ﻺﻟ ﻴ ﻬﺎ ‪ (٣ ) .‬وﻟﻤ ﻰ ﻣ ﻦ ا ﻷﺑ ﺮا ب ﺛ ﻼﺛ ﺔ‪ :‬ﺑ ﺎ ب ا ﺋ ﻌ ﻞ ﺑﺄ ﻋ ﻼﻫﺎ‪ ،‬وﺑﺎ ب‬
‫أﻳ ﻀﴼ ﺑ ﺒ ﺎ ب اﻟﺜﻤﺮة‪ ،‬وﻫﻮإﻟ ﻰ ﺟ ﻬ ﺔ اﻟﻤﻔﺮب‪ ،‬وﻋﻠﻴﻪ ﻃﺮﻳ ﻖ‬ ‫اﻟ ﺸﺒﻴ ﻜﺔ ﻣ ﻦ أ ﺳ ﻔﻠ ﻬﺎ وﻳﻤﺮﻓﺊ‪.‬‬
‫اﻟﻤﺪﻳﻨﺔ اﻟﺜ ﺮﻳ ﻐ ﺔ وﻣ ﺼ ﺮ واﻟ ﺸﺎم و ﺟﻨ ﺔ ‪ ( ٤) ،‬وﺑﺎ ب اﻟﻤﺘﻐ ﻞ‪ ،‬و ﻫ ﺮ ﻣ ﻦ ﺟ ﻬ ﺔ اﻟﺠﻨﻮ ب‪ ،‬وﻣﻨﻪ‬
‫د ﺧ ﻞ ﺧ ﺎ ﻟ ﺪ ﺑ ﻦ اﻟ ﻮﻟﻴ ﺪ‪ ،‬رﺧﻲ اﻟﻠﻪ ﻋﻨﻪ‪ ،‬ﻳ ﺮ م اﻟﻔﺘ ﺢ‪.‬‬
‫‪He goes on to describe the Great Mosque and the Ka'ba:‬‬
‫)‪ ( ٠‬ا ﻟ ﺠ ﺪ اﻟ ﺤ ﺮام ﻓﻲ و ﺳ ﻂ ا ﻟ ﺒ ﻠ ﺪ )‪ ( ٦‬و ﻫ ﻮ ﻣﺘ ﺴ ﻊ اﻟ ﺴﺎ ﺣ ﺔ ﻃ ﻮﻟ ﻪ ﻣ ﻦ ﺛ ﺮ قإﻟﻰ ﻏ ﺮ ب‬

‫ﴽ ز ﻳ ﺬ ﻣ ﻦ أ رﺑﻌﺈﺋ ﺔ ﻧﺮح )‪ ( ٧‬واﻟ ﻜ ﻌﺒ ﺔ اﻟ ﻌ ﻈ ﻤ ﻰ ﻓﻲ و ﺳ ﻄﻪ‪ ،‬وﻣﻨﻈﺮة ﺑ ﺪﻳ ﻊ ‪ ،‬وﻣﺮآه ﺟ ﻴ ﻞ ﻻ‬
‫ﻳﺘﻌﺎ ﻃ ﻰ ا ﻟ ﻐ ﺎ ؛ و ﺻﻔ ﻦ ﺑﺪاﺋ ﻌﻪ )‪ ( ٨‬وا رﺗﻔ ﻊ ﺣﻴ ﻄﺎﻧ ﻪ ﻧ ﺤ ﻮ ﻋ ﺜ ﺮ ﻳ ﻦ ًﻧ ﺮا ﻋﺎ )‪ ( ٩‬واﻟﻜﻌﺒﺔ ‪. ..‬‬
‫ﻫ ﻲ ﺳ ﺔ ﻣﺮﺑﻌﺔ)‪ ( ١.‬ر ﻣ ﻦ اﻟﺠﻬﺔ اﻟﺮاﺑﻌﺔ ﻗ ﻲ ﺑﻴﻦ اﻟﺤﺠﺮ اﻷ ﺳﺮد واﻟﺮﻛﻦ اﻟﻴﻂﻧﻲ ﺳﺴﺦ‬
‫وﻋﺜﺮون ﻧ ﺮا ﻋﴼ )‪ ( ١١‬وﻋﺮ ض ﺻﻔ ﺤﺘﻬﺎ اﻟ ﺘ ﻰ ﻣ ﻦ اﻟﺮﻛ ﻦ اﻟﻌﺮاﻗﻰ إﻟﻰ اﻟ ﺤﺠﺮ اﻷ ﺳﺮد‬
‫ارﺑﻤﺔ وﺧﻤﺴﻮن ﺛ ﺮ آ )‪ ( ١٢‬وﻛﺬﻟ ﻚ ﻋﺮ ش اﻟ ﺼﻔﺤﺔ اﻟﺘ ﻰ ﺗﻘﺎﺑﻠﻬﺎ ﻣ ﻦ اﻟﺮﻛ ﻦ اﻟﻴ ﻂﻟﻰ إﻟﻰ‬
‫ﺋ ﺔ‪ ،‬رد ﻏﺘ ﺤﻔﻴﻴ ﺮ م‬
‫ﻣ ﻮﻟ ﺪ ر ﺳ ﻮ ل اﻟﻠﻪ‪ ،‬ﺻ ﻞ اﻷﺳﻌﻠﻴﻪ و ﻣ ﻠ ﻢ ﺳ ﻠ ﻴ ﺎ )‪ ( ١٤‬و دا ﺧ ﻞ اﻟ ﻜ ﻌﺒ ﺔ اﻟﺜ ﺮﻳﻐ ﺔ ﻣ ﻐ ﺮ و ز‬
‫ﻟ ﻜ ﺬ ﻟ ﻚ )‪ ( ١٥‬و ﯮ ذ ا ﺑ ﺎ ﻟ ﺜ ﺮ‪ ٠‬ﺷﺔ ﻣ ﻦ ا ﺿ ﺮ ا ﻷ ﺳ ﺮ د‬
‫ﻣ ﻜﺘ ﺮ ب ﻓﻴ ﻬﺎ ﺑﺎ ﻷﺑﻴ ﺾ )‪ ( ١٦‬وﻣﺶ ﻋ ﺠﺎﺋﺒ ﻬﺎ أ ﺑ ﺎ ﻻ ﻣﺨﻠﻮ ﻣ ﻦ ﻃﺎﺋ ﻒ ًا ًﺑ ﺪ ا‪ 1‬ﻳ ﻸ وﻻ ﺑ ﺎ ر آ‬
‫)‪ ( ١٧‬وﻟﻢ د ﻛ ﺮ أ ﺣ ﺪ ﴽﺋ ﻪ رآ ﻫﺎ ; ‪ I‬دون ﻃﺎﺋ ﻒ‪.‬‬
‫‪He praises the people ofMecca:‬‬
‫^ ﺧ ﻼ ؤ ا ﺋ ﺔ و ا ﻹ‪ ٠‬ﺷﺎ ذإﻟ ﻰا ﺷ ﻐﺎ ﺀ‬
‫واﻟﻤﻨﻘﻄﻌﻴﻦ وﺣﺴ ﺲ اﻟ ﺠﻮارﻟﻠﻐﺮﺑﺎﺀ )‪ ( ١٩‬و ﻣ ﻦ ﻣ ﻜﺎ ر ﻣ ﻬﻢ ﴽ ﺑ ﻢ ﻣﺘ ﻰ ﺻﻨ ﺦ أ ﺣ ﺪ ﻫ ﻢ وﻟﻴﻤﺄ‬
‫ﻳ ﺒ ﺪأ ﻓ ﻴ ﻬ ﺎ ﺑﺈ ﻃﻌﺎم اﻟﻔﻘﺮاﺀ اﻧﻘ ﻄ ﻤﻴ ﻦ اﻟﻤﺠﺎورﻳﻦ‪ ( ٢٠) ،‬وأﻛﺜﺮ ا ﻟ ﻤ ﺎ ﻛ ﻦ اﻟﻤﻨﻘﻄﻌﻴﻦ ﻳﻜﻮﻧﻮن‬
‫ﺑﺎ ﻷﻓﺮان ﺣ ﻴ ﺚ ﻳ ﻄ ﺒ ﺢ اﻟﻨﺎ س أ ﺧﺒﺎرﻫﻢ‪ ( ٢١) ،‬ﻓﺈ ذا ﻃ ﺒ ﻎ أ ﺣ ﺪ ﻫ ﻢ ﺧﺒﺮه وا ﺣﺘ ﻤﻠ ﻪ إﻟﻰ‬
‫و ﻻﻳ ﺮ ذ ﻫﻢ ﺧﺎﺋﺒﻴﻦ‪( ٢٢) ،‬‬ ‫ﻣﻨﺰﻟﻪ ﻳﺘﺒﻌ ﻪ اﻟ ﺴﺎ ﻛﻴ ﻦ‪ ٢‬ﻳﻌ ﻄ ﻲ ﻟﻜ ﻖ وا ﺣ ﺪ ﻣ ﻨ ﻬ ﻢ ﻣ ﺎ‬
‫وﻟ ﻮ ﻛ ﺎ ﻧ ﺖ ﻟ ﻪ ﻏﺒ ﺰ ة وا ﺣ ﺪ ة ﻓﺈﺗ ﻪ ﻳ ﻌ ﻄ ﻰ ﺛﻠﺌ ﻬﺎ أ وﺑ ﺼﺜ ﻬﺎ ﻃﻴ ﺐ اﻟﻨ ﻔ ﺲ ﺑ ﺬ ﻟ ﻚ ﻣ ﻦ ﻏ ﺮ‬
‫ﻓ ﺠ ﺮ ‪ ( ٢٣) .‬وﴽ ﻫ ﻞ ﻣ ﻜ ﺔ ﻟ ﻬ ﻢ ذﻟ ﺮﺛ ﻮ ذ ﻇﺎﻓ ﺔﻓﻴﺎﻟ ﻤﺎ ﻵﺑ ﺲ ‪ ( ٢٤) ،‬و ﻣ ﺤ ﺬ زﻟ ﺒ ﺎ ب اﻟﺒﻴﺎ ض‬
‫ﻧ ﺰ ى ﺛﻴﺎﻟ ﺠﻢ ًأ ﺑ ﺪ ا ﻧﺎ ﺻ ﻌﺔ ﺳﺎ ﻃ ﻌﺔ )‪ ( ٢٥‬ر ﻧ ﺎ ﺀ ﻣ ﻜ ﺔ ﻓﺎﺋ ﻘﺎ ث ا ﻟ ﺤ ﻦ ﺑﺎر ﻋﺎ ت اﻟﺠﻤﺎل‪،‬‬
‫ﻧ ﻮاﻳﺬ ﺻ ﻼ ح و ﻋﻔﺎ ف‪.‬‬
‫‪I‬‬ ‫‪Hajj to Mecca‬‬ ‫‪89‬‬

Vocabulary
( ١) ‫ﻳ ﻬ ﻠ ﺔ‬ connected^linked
( ١) ‫ة ذ ﺑ ﻪ‬ to be surrounded by
(٣ ) ‫ا ﺷ ﺮ ة‬ a minor Hajj, a visit to Mecca
conducted anytime ofthe year
( ٤) ‫ﺧﺄﻟ ﺪﺑ ﻨﺎﻟ ﻮﻟ ﻴ ﺪ‬ Khalidbinal-Watod (592-642),
companion ofthe Prophet and
leader ofthe Islamic armies
( ٤) ‫رﺧﻰ اﻟﻠﻪ ﻋﻨﻪ‬ May God be pleased with him
( ٦) ‫ؤرن‬ cubit; an old unit ofmeasure -
ment (ahout 206 centimeters)
(٧) ٠‫رآ‬ its sight, scene
( ١١) ‫ﺷ ﺮ‬ measure, the span ofa hand
( ١٤) ‫ﻣﺠﺬع‬ dappled, gained , spotted
( ١٥) ‫ﻣ ﯯر‬ curtains, hangings
( ١٦) ‫ﻃﺎﻟ ﻒ‬ one making the circuit around
the Ka‘ba ٠T^jically done seven
times during the Umrah or Hajj
( ١٧) ‫ﻗﻂ‬ never, not at all
( ١٨) ‫اﻳﺜﺎر‬ unselfishness
( ١٨) ‫اﻟﻤﺌﻘﻄﻌﻴﻦ‬ homeless people
( ١٨) ‫ﺣ ﺴﻦ اﻟﺠﻮار‬ good neighborliness
( ١٩) ‫إﻃﻌﺎم‬ nutrition , feeding
( ٢١) ‫ﻻ ﻳﺮذﻫﻢ ﺧﺎﺋﺒﻴﻦ‬ not let them do٦٨m, not disap-
point them
( ٢٢) ‫ﻏ ﺠ ﺮ‬ annoyance, unease
( ٢٣) ‫ر ف‬ elegance, style
( ٢‫ﻓﺎس)ه‬ supreme, surpassing
( ٢٤ ) ‫ﻧﺎﺻﻌﺔ‬ clear, pure


refer to foe lines in which the information can be found )‫؛‬
(٣ ) ‫ﻛﻤﺒﺎﺑﺂﻟﻤﺪﻳﺘﺔ ﻣﻜﺔ ؟ ﻣﺎ ﻫﻲ؟‬ ١
( ٤) ‫ﺗ ﻦ ﻓ ﻊ ﻣﺪﻳﻨﺔ ﻣﻜﺔ ؟‬ .٢
( ١٧- ١٦) ‫ﻣﺘﻰ ﻳﻄﻮف اﻟﻄﺎﺋﻔﻮن ﺣﻮل اﻟﻜﻌﺒﺔ اﻟﺜﺮﻳﻔﺔ؟‬ .٣
( ٢ . - ١٨) ‫ ﻛﺔ ﺣﺎﻟﻐﻘﺮا ﺀواﻟﻐﺮﺑﺎﺀ ؟‬٠‫ﻣ ﺎ ذا ﻳ ﻐ ﻌﻠ ﺲ‬ .٤
( ٢٤- ٢٣) ‫ ﻛ ﺔﻓﻴﺎ ﻻﺑﺎ س ؟‬٠‫ًﻣ ﺎ ﺀ ا د ا ﺗ ﺎ ﻫ ﻞ‬ .٥

B. Find Arabic phrases in the tert that approximate the following meanings
in English:
1. adornedwith :
2٠ among their kind deeds :________________________________________
3. without foss:
4٠ exceptionally beautihil:________________________________________
5. pious and virtuous :_________________________________________
c. FindArabic synonyms or equivalents in the text for the following words

and phrases:
‫ﻣﻨﺘ ﺼ ﻒ اﻟﻤﺪﻳﻨﺔ‬ ٠١
‫اﺑﺪﴽ‬ .٢
— :‫ﻣﺮوﺀة ﻛﺎ ﻣﻠ ﺔ‬ .٣
‫ﻣﺎﺋﺪة‬ .٤
: ‫ﺿﻒ‬ .٥
D. Find Arabic antonyms or opposites for each ofthe following words

in the text and use each in a complete sentence:

‫ﻣﺜﻔ ﺼﻠ ﺔ‪:‬‬ ‫‪.١‬‬
‫أ ﺳﻔﻠﻬﺎ‬ ‫‪.٢‬‬
‫اﻟ ﺸﻤﺎل ‪.:‬‬ ‫‪.٣‬‬
‫اﻟ ﻮا د‬ ‫‪.٤‬‬
‫^‪Interpreting the T e‬‬
‫ﻛﻴ ﻒ ﺗﺤﻤﻲ اﻟﻄﺒﻴﻌﺔ اﻟﺠﻐﺮاﻓﻴﺔ’ ‪ .‬ﻣﺪﻳ ﺔ ﻣﻜﺔ ؟ وﻣﺎ ﴽﺛ ﺮ ذﻟ ﻚ ﻋﻞ اﻟﻤﺪﻳﺔ؟ )‪( ٢- ١‬‬ ‫‪١‬‬
‫ﻟﻤﺎذا ﺟﺎﺀ و ﺻ ﻒ اﺑﺰﺑﻄﻮﻃﺔ ﻟ ﻠ ﻤ ﺠ ﺪ اﻟﺤﺮام ﻓﻲ ﻣﻜﺔ د ﻧ ﻔﺎ و ﺛ ﻐ ﺘ ﻼ'ﺀﺀ ؟ )‪( ١٧- ٥‬‬ ‫‪.٢‬‬
‫ﻣﺎ ﴽ ﺳﺎ ﺀ ارﻛﺎن اﻟﻜﻌﺒﺔ اﻟﻌﻈﻤﻰ؟ ﻫﻞﻟﻬﻦ ‪ .‬ا ﻷ ب ﺀ د ﻻ ﻻ ت ﻣ ﻌﻴ ﺔ ؟ ) ‪(678 ١٢- ١ .‬‬ ‫‪.٣‬‬
‫‪67 geographic situation‬‬

‫‪68 accurate and detailed‬‬
‫ة‬ ‫‪Hajj to Mecca‬‬ ‫‪93‬‬

‫“ ﴽ ﻫ ﻠ ﻬ ﻜ ﺔ ﺛ ﻌ ﺒ ﻜ ﺮ ﺑ ﻢ و ﻣ ﺨﻴﺎ ف‪ " .‬ﻣﺎ ﻣ ﺪ ى ﺻﺤﺔﻫﺬﻫﺎﻟﻤﻘﻮﻻ؟)‪( ٢٢- ١٨‬‬ ‫‪.٤‬‬
‫ﻛﻴ ﻒ ﺗﻌﻜﺲﺀ‪ ،‬ﻃﺮﻳﻘﺔ ﻳﺎ س ﴽﻫﻞ ﻣﻜﺔ أﺧﻼﻗﻬﻢ وﻋﺎداﺗﻬﻢ ؟ )‪( ٢٥- ٢٤‬‬ ‫‪.٥‬‬
‫‪69‬‬ ‫‪reflect‬‬
‫‪94‬‬ ‫‪^ e Travels o f Ibn Battuta‬‬

1. word ‫ ﻗ ﻂ‬used in line 17 means 'never, *not at all' and comes at the
end o fa negative statement (typically in the past tense) to stress the
absoluteness o fth e negation. W hen spelled with a kasra instead ofa
fatha, however the word means a male cat.. Even without the vowel,
the context will indicate the correct meaning. Notice Ibn BattutaS
statement: "‫ﻟﻢ ﺗﻨ ﻜ ﺮ أ ﺣﺪ أﻧﻪ رآﻫﺎ ﻗﻂ دون ﻃﺎﺋ ﻒ‬." The negative ‫ ﻟﻢ‬which is
further strengthened by the subject ‫( ﴽ ﺣ ﺪ‬thus, 'no o n e ...) suggests
the absolute negativity of this statement, indicating the reading of ‫ﻗ ﻂ‬.
Here, he is stressing that the circling ofthe Ka'ba never ceases.
2. The term ‫ ﻃﺎﺋ ﻒ‬in line 16 refers to one making the circuit around the
Ka'ba and is a key part ofthe description ofMecca. W ith the addi-
tion o fa taa marbuta, the word ‫ ﻃﺎﺋﻔﺔ‬indicates a party group, or sect.
This meaning lends itself to the adjective ‫ ﻃﺎﺋﻔﻲ‬frequently used in the
news to mean 'sectarian,, very often in the negative sense of'sectarian
violence, or 'sectarian conflict.. Careful attention to spelling as well
as the general context ofthe description indicates that Ibn B atota is
not talking about sectarian divides within Mecca, but the presence of
pilgrims circling the Ka'ba.
3. In lines 18,19, and 20, Ibn Battuta makes frequent reference to

‫ اﻧﻘﻄﻌﻴﻦ‬/ ‫اﻟﻤﻨﻘﻄﻌﻮن‬. The word comes from the verb ‫ ا ﻧ ﻘ ﺦ‬and means liter-
ally 'cut off.. In common use, however, this term has many meanings,
all related to something cut off or separated from that around it. In the
context of this paragraph, which describes the charity ofthe Meccans
and their giving food to those in need, the appropriate connotation is
'homeless.' In other contexts, however, some ofthe other meanings of
this term include‫؛‬
‫ ل = ة ز ﻋ ﻞ‬/ ‫= ﺛﻨﻘﺒ ﻊ إﻟﻰ‬dedicated to, devoted to, exclusively occupied

with
‫ = ﺛﺌﻘﻄﻊ اﻟ ﻈ ﺮ = ﻻ ﻣﺜﻴﻞ ﻟﻪ‬beyond comparison

‫ = ﻧﻨﻘﻄﻊ ﻋﻦ‬d is c o n tin u .u s
4. In lin e 2 5 , Ib n B attuta d escrib es th e w o m e n o f M e c c a as ‫ﻓﺎﻫﻘﺎﺛﺆ‬

‫ ﺑﺎر ﻋﺎ ن اﻟ ﺠﺈل‬، ‫ اﻟﺤﺴﻦ‬. ^ i s c o m m o n literary th e 'false idaafa is
an elo q u e n t w ay o f b e sto w in g praise. A s y o u k n ow , a n o rm a l idaafa
c o m b in e s tw o or m o r e n o u n s in a p o sse ssiv e rela tio n sh ip ( e .g . ‫ﺑﺎب اﻟﺒﻴﺖ‬
— *door o f t h e h o u s e ), ^ e false idaafa, h ow ever, u se s an ad jective
(or a p articip le) as its first term , as in th e cases a b o v e ‫* ؛‬surpassing in
fairness,' *brilliant in b eau ty: T his u sage is sim ilar to E n g lish expres-
sio n s su ch as *fair o f face,, *quick o f w it,, an d so o n . A s in E n glish , it
has a m o re p o e tic , eleg a n t u se th a n everyd ay c o n n o ta tio n . T he idaafa
is *false,, n o t in th e se n se o f b e in g in correct, b u t th at its m e a n in g is
fi^rrative.
In A rabic grammar, a d jectives and p articip les are classified as n o u n s.

In th e exam p les above, w e se e tw o in sta n ces o fp lu r a l fe m in in e partici-
p ies in th e n o m in a tiv e case. T he d efin ite id a a fa -ty p e s t r u c t o e is m ade
p o ssib le in A rabic d u e to th e fact th at g e n eric q u alities su c h as *beauty,
*wisdom,' *purity, and so o n all take th e d efin ite article.
5. T he w o rd ‫ واد‬in lin e 1 b e lo n g s to a sp ecia l c a te g o ty o f n o u n s, called

d efectiv e n o u n s. This m ea n s th e w ord's r o o t has a ‫ و‬or a ‫ ي‬as its final
radical, n o u n s and ad jectives d erived from th is ty p e o f r o o t m ay
drop th e final radical, d e p e n d in g o n th e case. T he w o r d ‫ واج‬c o m e s from
su ch a r o o t , ‫ ي‬-‫د‬-‫ و‬٠T he frill fo rm o f th is w o r d is ‫وادي‬. Sim ilar w o rd s
in clu d e Ib n Battuta.s p r o fe ssio n — ‫( ﻗﺎ ض‬Ju d ge), or th e w o r d *past.
‫) ﻣ ﺎ ب‬.
T h e final ‫ ي‬w ill b e rep laced b y tw o kasras w h e n th e w o r d is indefinite,

as in lin e 1 o f this text, ^ e s e tw o kasras d o n o t rep resen t th e gen itive
case in this in stance. T h ese tw o kasras w ill o ften n o t b e w ritten in
u n v o w eled texts, ^ e ‫ ي‬w ill b e restored i f th e n o u n h as ‫ ا ل‬attached, has
a suffix attached, or is u se d in an ida a fa. It w ill also b e p r e se n t in th e
accusative case. T he ex a m p les b e lo w illu stra te‫؛‬
96 The Travels o f fon Battuta

‫ — رﴽﻳ ﺖ وادﻳﺄ ﻛﺒ ﺮآ‬I saw a large valley (accusative case)
‫ “ ﺗﻘ ﻊ اﻟﻤﺪﻳﻨﺔ ﻓﻲ واج‬- The city is located in a valley (genitive case)
‫ — ﻳ ﺴﻜ ﻦ ﻓﻲ اﻟ ﻮا د ي‬H e lives in the valley (definite)
‫ — رﴽﻳ ﺖ وادﻳﻪ‬I saw his valley (possessive suffix)
Writing Exercises
A. Translate the following sentences into Arabic, using vocabulaty from

strictures:
1. A person approaching by car cannot see our house from the street (2 ) ‫ذ‬
2٠ Words cannot describe his good deeds ( 7 , 18 ) ‫ذ‬
3. N o one ever saw him without his glasses70 (17):
70 ‫ﻧ ﻈﺎ ر ة‬

4. H e c .m p le t e d h is w o r k w ith o u t an y fu ss (2 2 ):
5. T he in sid e o f t h e m o sq u e w as su rp assin g in b e a u ty (2 5 ) :
B. R earrange th e w o rd s b e lo w in to co h e r e n t sen ten ces:
‫ﻳﺮى ﺣ ﺶ ﻻ ﻳ ﺼ ﻞ اﻟﻤﺪﻳﺌﺔ إﻟﻴﻬﺎ ﻗﺎ ﺻﺪ ﻫﺎ‬ .١
‫ ا ﻓ ﺔ اﻟﻤﺪﻳﻨﺔ ا ﻷ ﺧ ﻼ ق ﻷ ﻫ ﻞ‬٠‫ﻫ ﺬ‬ .٢
‫ﻣﻨﻪ أ ﺣ ﺪ ﻃﻌﺎﻣﺄﻳﻌ ﻄ ﻲ ﻣﻨﻬﻢ ﺟ ﺮاﻧ ﻪ إذا ﻃﺒﻎ ﻟ ﻜ ﻞ‬ .٣

‫اﻟ ﺠﺒﺎ ل اﻟﻤﺪﻳﺌﺔ ﺑﻄﻦ واؤ ﺗﺤﻔﺖ ﺑﻪ ﺗﺒ ﻊ ﻓﻲ‬ ‫‪٠٤‬‬
‫ﺟﺪﻧ ﻲ ﻛ ﻞ ﺑﻌﺪ ﺟﻌﺔ ازور ﻳﺮم اﻟﺼﻼة‬ ‫‪.٠‬‬
‫‪Discussion ^ le s tio n s‬‬
‫ﻛﺎن ﻟﺮﺑﻊ ﻫﻜﺔ ا ﻻ ﻣ ﺰا ﻳ ﺠ ﻲ اﻟﺘﻤﻴﺰ اﻟﻐ ﺸ ﻞ ﻓﻲ اﻣﺎﻛﻬﺎﺑﺰﻣﺎم‪١‬ﺀ اﻟﺘﺠﺎرة ﻳﻴﻦ أﻃﺮافﺀﺀ ﺛﺠﻪ‬ ‫‪١‬‬
‫اﻟﺠﺰﻳﺮة اﻟﻌﺮﺑﻴﺔ ﻓﻲ اﻟﻌﺼﺮر اﻟﻘﺪﻳﻤﺔ‪ ،‬وﻗﺪ ﻛﺎﻧ ﺖ ﻣﺤﻌﻠﺔو‪ 7‬ﻟﻠﻘﻮاﻓﻞ ﺑﻴﻦ ا ﻟ ﻤ ﺎ ل واﻟﺠﻨﻮب‪ ،‬ﻓﻬﻞ‬
‫ﺗﺤﺘﻔﻆ اﻟﻤﺪﻳﻨﺔ ﺣﺶ اﻟﻴﻮم ﺑﻬﺬه اﻟﻤﻜﺎﻧﺔ و ﺗﻠ ﻚ اﻷﻫﻤﻴﺔ ؟ ﻟﻤﺎذا ؟‬
‫اﻟ ﻈ ﺮاﻟﻴ ﺮم إﻟﻰ اﻟﺤﺞ ﴽةل ﻣﺸﻘﺆ‪٠‬ح ﻣﻤﺎﻛﺎن ﻋﻠﻴﻪ ﻓﻲ ﻋ ﺼﺮاﺑﻦ ﺑﻄﻮﻃﺔ ‪ .‬ﻧﺎﻗﺜ ﻮا ﻫﺬه اﻟﻌﺒﺎرة‬ ‫‪.٢‬‬
‫ﺳ ﺸﻬﺪﻳ ﻦﺀد ﻋ ﻞ ذﻟ ﻚبﺀ‪ ١‬ﺟﺎﺀ ﻓﻲ اﻟﻨﺺ ؟‬
‫‪ .٣‬ﻓﻲ راﻳﻜﻢ‪ ،‬ﻟﻤﺎذا ر ﻛ ﺰ اﺑ ﻦ ﺑﻄﻮﻃﺔ ﻋ ﻞ وﺻﻒ ﻣﻜﺎرم ا ﺧ ﻼ ق أﻫﻞ ﻣﻜﺔ وﺣﻤﺶ ﺿﻴﺎﻓﺘﻬﻢ وأﻧﺎﻗﺔ‬
‫ﻟﺒﺎ ﺳ ﻬ ﻢ ﻣﺜﻞﺀ‪ ١‬رﻛﺰ ﻋ ﻞ و ﺻ ﻒ ﻣﻌﺎﻟﻢ اﻟﻤﺪﻳﻨﺔ اﻟﻤﻘﺪﻣﺔ ؟‬
‫ﺧﺮج اﺑﻦ ﺑﻄﻮﻃﺔ ﻣﻦ ﺑﻠﺪه ﻗﺎﺻﺪا اﻟﺤﺞ‪ .‬ﺑﻌﺪ ﺗﺤﻘﻴﻘﻪ ﻟﻬﺪﻓﻪ‪ ،‬ﻫﻞ ﻳﺒﺪوﴽذه ﻣﻴﻌﻮد إﻟﻰ ﺑﻠﺪه‬ ‫‪.٤‬‬
‫ﻣﺒﺎذرةﴽم ﺳ ﻮا ﺻﻠ ﺮ ﺣﻠﺘ ﻪ ؟ ًﻣ ﺎ ا د ﻟ ﺘ ﻜ ﻢ ﺀ ﻟ ﺬ ﻟ ﻚ ؟‬
‫ﻋﻞ ﻣﻮﺑﻊ ﻳﻮﺗﻴﻮ ب ‪ ،‬ﺷﺎﻫﺪوا ﻓﻴﻠ ﻢ رﺣﻠﺔ اﺑﻦ ﺑﻌﻠﻮﻃﺔ إﻟﻰ ﻣﻜﺔ ﺛ ﻢ ﻗﺎرﻧﻮا ﺑﻴﻦ آ ﺣﺪا ث اﻟﻔﻴﻠﻢ‬ ‫‪.٥‬‬
‫وﺑﻴﻦ ﻣﺎ ﻗﺮاﺗﻤﻮه ﻋﻦ ﻫﺬه اﻟﺮﺣﻠﺔ‪712345.‬‬
‫‪71‬‬ ‫‪control‬‬
‫‪72‬‬ ‫‪sides, parts‬‬
‫‪73‬‬ ‫‪station‬‬
‫‪74‬‬ ‫‪hardship, discomfort‬‬
‫‪75‬‬ ‫‪citing‬‬
‫‪ e Hajj to Mecca‬؛‬ ‫‪99‬‬

‫ا ﻹﻧ ﺰﻧ ﺖ‬ ‫و ﻛ ﺘ ﻴ ﺔ ‪ .‬ا ﺑ ﺤ ﺜ ﺮا ﻓ ﻲ‬ ‫راﻟﻤﺨﺘﻠﻐﺔ أﻛﺜﺮ ض ﺧﻤﻴ ﻦ ا ﺳﺎ‬ ‫ﻋ ﺮاﻟ ﻌ ﻌ ﻮ‬ ‫ﻋ ﺪ د ﴽﻣﻂﺀ ﻣﻜﺔ اﻟﻤﻜﺮﻣﺔ‬ ‫ﻳﺒ ﺢ‬
‫ﻋﻨ ﻬﺎ‪.‬‬ ‫ﻣﻠﺨﺼﺎ‬ ‫و ﻣ ﻌﺎﻧﻴ ﻬﺎ ‪ ،‬وا ﻛﺘ ﺒ ﺮا‬ ‫ﻫﺬه ا ﻟ ﺘ ﻤ ﻴ ﺎ ت وأ ﺳﺎﺑﺒﺎ‬ ‫ﻋﻦ ﺑ ﻌ ﺾ‬
‫‪100‬‬ ‫‪The Travels o f Ibn Battuta‬‬

Baghdad City of Caliphs
(Baghdad, Iraq, 1327) ‫ﻧﻜﺮ ﻣﺪﻳﻨﺔ ﺑﻐﺪاد‬
Several o f Ibn Battuta's side trips are not shown
Baghdad was once the largest and most prosperous cityin the world. Found,
ed in A D 762 by the victorious Abbasid Caliphate to be the crowning glory
0‫؛‬ die world.s largest land empire, the meticulously planned city was also
the leading center oflearning in the world. During their 500-year rule, the
Baghdad, City o f Caliphs 101

Abbasid caliphs recruited scholars from a wide range of disciplines to fill the
libraries and institutes of Baghdad. The famous Bayt al-Hikma ( ‫ﺳ ﺖ اﻟ ﺤﻜﻤﺔ‬
or .House of W isd o m ) which was founded by the Caliph H arun al-Rashid
( ‫ ) ﻣﺎ ر و ن اﻟ ﺮ ﺷ ﻴ ﺪ‬as a center for the translation of scholarly works from Per-
sian, Greek, Indian, and even Chinese sources, became the largest reposito-
ry ofbooks in the world. Tradition holds that the caliph paid the equivalent
in gold ofthe weight of any book translated, w h ile m ost likely a legend, this
speaks to Baghdad's reputation as a center ofknowledge.
Ibn Battuta knew Baghdad’s glorious pastwell and his travel narrative begins
with effosive praise for the city’s reputation. He also knew its more recent
history, however, and was not surprised to find the city in ruins when he
arrived, ^ e Mongol invasion that had been stopped successfully by the
Mamluks in E ^ p t had fallen foil force on Persia and Iraq. In 1258, Genghis
Khan’s grandson Hulagu had destroyed m uch ofBaghdad and killed most of
its inhabitants, including the last Abbasid caliph. The num ber ofbooks from
the famous Bayt al-Hikma that were thrown into the Tigris River were so
numerous it is said that it was possible to walk across the river on them. Is-
lamic civilization never completely recovered from the blow. W hat survived
went to Cairo, which became the center o fth e Islamic world.
Illk h a n a te
Despite having destroyed much oflraq and Persia, the Mongols quickly set
about rebuilding an efficient, if harsh state on the wreckage, ^ e Ilkhanate
was one o fth e four major Mongol kingdoms set up by the descendants of
Genghis Khan (the others being in China, Russia, and Central Asia). The
Mongol rulers o flra q and Persia posed somefoing o fa puzzle for Ibn Bat"
tuta. Although the Mongols had inflicted incalculable harm on the Islamic
caliphate, the ilkhan Ghazan publicly converted and made Islam the state
religion in 1295, although he privately practiced Shamanism and led wars
against the Muslim Mamluks.. Like most Mongol leaders, his successors
embraced numerous religions as political conditions dictated. Yet as often
happened, Ibn B a l a arrived in Baghdad at the right time. The ilkhan at
the time, Abu Said (1316-35) was acttrally a devout Muslim who enforced
Sunni Islamic law, sponsored the arts, and did m uch to re٦dtalize the coun-
102 ٠ e Travels o f fo n Battuta

‫‪try. He als. happened to be visiting Baghdad, by now a minor city, at the‬‬
‫‪time Ibn Battuta was there. He took great interest in this visiting scholar of‬‬
‫‪Islamic law and invited him to )oin his caravan to Persia. Ever the eager trav-‬‬
‫‪eler, Ibn Battuta went along, by his own account out of curiosity to see what‬‬
‫‪life was like among the Mongol converts.‬‬
‫‪Ibn Battuta pays tribute to the greatness of Baghdad in Islamic history, but‬‬
‫‪then contrasts that glory with its current condition:‬‬
‫)‪ ( ١‬ﻣﺪﻳﻨ ﺔ دار ا ﻟ ﻤ ﻼ م‪ .‬و ﺣ ﻀ ﺮ ةا ﻹ ﺳ ﻼ م‪ .‬ﻧﺎ ت ا ﻟ ﻘ ﺪ ر ا ﻟ ﺜ ﺮ ﻳ ﻒ‪ .‬واﻟﻔ ﻀ ﻞ ا ﻟ ﺒ ﻒ ‪.‬‬

‫ﻣﺜ ﻮ ى اﻟ ﺨﻠﻔﺎﺀ‪ .‬و ﻣﻘ ﺰ اﻟﻌﻠﻤﺎﺀ‪ ( ٢) .‬ﺗ ﺎ ل أﺑﻮاﻟ ﺤ ﺴﻤﻴ ﻦ ﺑ ﻦ ﻟ ﺠﺒ ﺮ‪ ،‬رﺿﻲ اﻟﻠﻪ ﻋﻨﻪ‪ :‬و ﻫ ﺬ ه‬
‫اﻟﻤﺪﻳﺔاﻟﻌﺘﻴ ﺊ‪ ،‬ﺋ ﻨ ﻠ ﻤ ﻠ ﻠ ﺤ ﻐ ﻶ ر ةا ﻟ ﺨ ﻼ ﻓ ﺔا ﻟ ﻌ ﺪا ﻟ ﺔ‪ ،‬وﻣﺜﺎﺑﺔ اﻟﺪ ﺀ رةا ﻹﻣﺎ‪ ٠‬ﻳ ﺔ اﻟ ﻐ ﺮ ﺑ ﺔ ‪،‬‬
‫ﻓ ﻘ ﺪ ذ ﻫ ﺐ ر ﺳﺜ ﻬﺎ ‪ ،‬وﻟﻢ ﻳ ﺒ ﺆ إ ﻵ ا ﺳ ﺌ ﻬ ﺎ ‪ (٣ ).‬و ﻫ ﻲ ﺑﺎ ﻹ ﺿﺎﻓﺔ إﻟﻰ ﻣ ﺎ ﻛ ﺎ ﻧ ﺖ ﻋﻠﻴ ﻪ ﻗ ﺒ ﻞ‬
‫وا د ث ﺀﻟ ﻴ ﻬ ﺎ واﻟ ﺘ ﻐ ﺎ ﺗ ﴼ ﺀ ﻳ ﻦ اﻟﻨ ﻮاﺋ ﺐ إﻟ ﻴ ﻬﺎ ﻛﺎﻟ ﻄﻠ ﻞ اﻟﺪا ر س‪ ،‬ﴽوﺗﻤﺜﺎل اﻟﺨﻴﺎل‬ ‫إﻧ ﺤﺎ ﺀ‬
‫اﻟ ﺸﺎ ﺧ ﺺ‪ ( ٤) .‬ﻓ ﻼ ﺣ ﻞ ﻓﻴ ﻬﺎ ﻳﺴﺘﻮﻗ ﻒ اﻟﺒﻌﺒﺮ ﻧ ﺴ ﺘ ﺪ ﻋ ﻰ ﻣ ﻦ‪ ١‬د ﺳ ﻮ ﻓ ﺰ اﻟ ﻐﻔﻠ ﺔ واﻟﻨﻈﺮ‪،‬‬
‫إ ﻷد ﺟﻠﺘ ﻬﺎ ا ﻟ ﺘ ﻲ ﻫ ﻲ ﺑﻴ ﻦ ﺷﺮﻗﻴﻬﺎ و ﻏ ﺮﺑﻴﻬﺎﻛﺎﻟﻤﺮآة اﻟﻤﺠﻠﺆة ﺑﻴ ﻦ ﺻﻔ ﺤﺘﻴ ﻦ‪ ( ٥) ،‬و ا ﺷ ﻦ‬
‫اﻟﺤﺮﻳﻤﻰ ﺑﻴ ﻦ ﻫﻮاﺋﻬﺎ وﻣﺎﺋﻬﺎ ﻳﻨ ﺸﺄ‪.‬‬
‫‪western section ofBaghdad, once the site o fth e ^ e a t Abbasid institu-‬‬

‫‪tions, had been devastated by the Mongols:‬‬
‫)‪ ( ٦‬اﻟﺠﺎﻧ ﺐ اﻟﻐﺮﺑﻲ ﻣﻨ ﻬﺎ ﻫ ﻮ ا ﻟ ﺬ ي ﻋﺘ ﺮأ ز ﻷ‪ ( ٧ ) ،‬و ﻫ ﻮا ﻵ ن ﺧ ﺮا ب ﴽ ﻛﺜ ﺮ‪ ( ٨ ) ،٥‬و ﻋ ﻞ‬

‫ذ ﻟ ﻚ ﻓ ﻘ ﺪ ﺑ ﺾ ﻣﻨ ﻪ ﺛ ﻼ ث ﻋﺜ ﺮ ة ﻣﺤﺘﺔ ﻛﻖ ﻣﺤﺘﺔ ﻛﺄﺗﺠﺎ ﻣﺪﻳﻨﺔ ﺑ ﻞ اﻟﺤﻤﺎﻣﺎن واﻟﺜﻼﺛﺔ‪( ٩) ،‬‬
‫وﻓﻲ ﺛﻤﺎ ن ﻣﻨ ﻬﺎاﻟ ﻤﺎ ﺟ ﺪاﻟ ﺠﺎ ﻣ ﻌ ﺔ‪ ( ١٠) .‬و ﻣ ﻦ ﻫ ﺬ‪ ٠‬اﻟﻤﺤ ﻼ ت ﻣﺤﻠﺔ ﺑ ﺎ ب اﻟﺒﺼﺮة‪ ( ١١) ،‬وﺑﺒﺎ‬
‫ﺟﺎ ﻣ ﻊ اﻟﺨﻠﻴﻐﺔ أﺑﺐ ﺟﻌﻔﺮاﻟﻤﻨ ﺼﻮر‪ ،‬رﺣﻤﻪ اﻟﻠﻪ‪ ،‬واﻟﻤﺎرﺳﺘﺎن ﻧ ﺒ ﺈ ﺑ ﻴ ﻦ ﻣﺤﻠﺔ ﺑ ﺎ ب اﻟﺒ ﺼﺮةوﻣﺤﺘﺔ‬
‫اﻟ ﺸ ﺎ ع ﻋ ﻞ اﻟ ﺪ ﺟﻠ ﺔ ‪ ( ١٢) ،‬و ﻫ ﻮ ﻗ ﺼ ﻞ ﺣ ﺮ ب ﺑ ﻘ ﻴ ﺖ ﻣﻨ ﻪ ا ﻵﺛﺎر‪.‬‬
‫‪The eastern section ofthe city, where most ofthe citizens settled, had fared‬‬
‫‪much better since the Mongol invasion:‬‬
‫ا ﻛ ﺮ ﺑ ﺔ ﻣ ﻦ ﺑ ﻐ ﺪا د ﺣﺎ ﻇ ﺔ ا ﻷ ﺳﻮا ق‪ ،‬ﻋ ﻈﻴﻤﻪ اﻟ ﺰﺗﻴ ﺐ ‪ ( ١٤) ،‬و ص‬ ‫)‪ ( ١٣‬و ﻫ ﺬ ه‬

‫أ ﺳ ﻮاﻗ ﻬﺎ ﺳ ﻮ ق ﻳﻌﺮ ف ﺳ ﺮ ق اﻟﺜﻼﺛﺎﺀ‪ ( ١٥) ،‬ﻛﻖ ﺻﺘﺎﻋﺔ ﻓﻴ ﻪ ﻋ ﻞ ﺣ ﺪ ة‪ ( ١٦) ،‬وﻓﻲ وﺳﺤﻦ‬
‫ﻫ ﺬ ا ا ﻟ ﻮ ق اﻟﻤﺪرﺳﺔ اﻟﻨ ﻈﺎﻣﻴﺔ اﻟ ﻌ ﺠﻴﺒ ﺔ اﻟﺘ ﻲ ﺻﺎر ت ا ﻷ ﻣﺜﺎ ل ﺋ ﻀ ﺮ ب ﺑ ﺤ ﺴﻨ ﻬﺎ ‪( ١٧) .‬‬
‫‪Baghdad, City o f Caliphs‬‬ ‫‪103‬‬

‫وﻓﻲ آ ﺧ ﺮ ه اﻟﻤﺪرﺳﺔ اﻟﻤﺴﺜﺼﺮﻳﺔ‪ ( ١٨) ،‬و ﺑ ﻴ ﺎ اﻟ ﻤﻨﺎ ﻫ ﺐ ا ﻷ ﻧ ﻌ ﺔ‪ ،‬ﻟ ﻜ ﻖ ﻣ ﻨ ﻬ ﺐ إ ﻳ ﻮا ة ﻓ ﻴ ﻪ‬
‫ا ﻟ ﺒ ﺪ‪ ،‬وﻣﻮ ﺿﻊ اﻟﺘﺪرﻳ ﺲ )‪ ( ١٩‬وﻓﻲ دا ﺧ ﻞ ﻫ ﺬ ه اﻟﻤﺪرﺳﺔ اﻟﺤﻨﺎ م ﻟﻠ ﻄﻠﺒ ﺔ وداراﻟﻮﺿﻮﺀ‪٠‬‬
‫‪Ibn Battuta describes the Muslim Mongol ruler oflraq:‬‬
‫واﻟ ﺴﻠﻄﺎن اﻟ ﺠﻠ ﻶ ﻻًﺑ ﻮ ﺳ ﻌ ﻴ ﺪ ﺑ ﺎ ذ ر ﺧ ﺎ ن ‪ ،‬و ﺧ ﺎ ن ﻋﻨﺪ ﻫﻢ اﻟﻤﻠ ﻚ ‪( ٢١) ،‬ا س‬

‫ﺿ ﻜ ﺎ ﻛ ﺶ ‪ ( ٢٢) .‬و ﺷ ﺬ ا‬
‫ﻋ ﻞ اﻟﺮﻓ ﺾ‪( ٢٣) ،‬وﻻ ﻣ ﺎ ت وﻟﻲ اﻟﻤﻠ ﻚ‬ ‫ﻛ ﻴ ﻔ ﴼ ر ا د ﴽ ﻧ ﻴ ﻤ ﻤ ﻞ اﻟﻨﺎ س ﻟﻤﺎ‬
‫وﻟ ﺪ ﻫﴼﺑ ﺮ ﺳ ﻌﻴ ﺪ ﺑ ﻬﺎ د ر ﺧﺎ ن ‪ ،‬وﻛﺎن ﻣ ﻠ ﻜ ﴼ ﻓﺎ ض_ﻷﻛﺮﻳﺎ ﻣ ﻠ ﻚ و ﻫ ﻮ ﺻﻔﺒ ﺮ اﻟ ﺴ ﻦ ‪( ٢٤) ،‬‬
‫ورأﻳﺘﻪ ﺑﺒ ﻐﺪاد‪ ،‬ر ﻫ ﻮ ﺷﺎ ﻣ ﻞ أ ﺟ ﻞ ﺧﻠ ﻖ اﻟﻠﻪ ﺻﻮرة ﻻﺛ ﻴﺎ ت ﺑﻌﺎر ﺿﻴﻪ‪.‬‬
‫‪Ibn Bataita is invited to join the Mongol sultans caravan into Persia. As an‬‬
‫‪experienced traveler he is quite curious to investigate the travel habits of‬‬
‫‪the Mongols:‬‬
‫ﺳ ﻌﻴ ﺪ و ﻏ ﺮ ﺧ ﻲ آن آ ﺷﺎ ﻫﺪﺗ ﺮﺗﻴ ﺐ ﻣﻠ ﻚ‬ ‫)‪ ( ٢٥‬ﺛ ﻞ ﺧ ﺮ ﺟ ﺖ ﻣ ﻦ ﺑ ﻐ ﺪا دﻓﻲ ﻣﺤﻘﺔ ا ﻟ ﻠ ﻄ ﺎ نل‬

‫اﻟﻌﺮاق ﻓﻲ ر ﺣﻴﻠ ﻪ وﻧﺰوﻟﻪ و ﻛﻴﻔﻴﺔ ﺗ ﻨ ﻘﻠ ﻪ و ﺳﻔ ﺮه‪ ( ٢٦) .‬و ﻋﺎدﺗﻬﻢ ﻣ ﻢ ﻳﺮﺣﻠﻮن ﻋﻨ ﺪ ﻃﻠ ﻮ‪۶‬‬
‫اﻟ ﻔ ﺠ ﺮﻧ ﻨ ﺰﻟ ﻮ ن ﻋ ﻨ ﺪ اﻟ ﻀ ﺤ ﻰ‪ ( ٢٧) ،‬وﺗ ﺮﺗﻴﺒﻬﻢ أﺋﻪ ﻳ ﺄ ﻧ ﻴ ﻜ ﻖ أ ﻣﺒ ﺮ ﻣ ﻦ اﻷﻣﺮاﺀ ﺑ ﻌ ﺴ ﻜ ﺬ ه‬
‫و ﻃﺒﻮﻟﻪ وأﻋ ﻼﻣﻪ )‪ ( ٢٨‬ﻓﻴ ﻘ ﻒ ﻓﻲ ﻣﻮ ﺿﻊ ﻻﻳﺘ ﻌﻨﺎ ه ﻗ ﺪ ﻋﺒﺲ ﻟ ﻪ ا ﺗ ﺎ ﻓﻲ اﻟﻤﻴﻤﻨﺔ ﴽ واﻟ ﻤﻴ ﺮة‪.‬‬
‫)‪ ( ٢٩‬و أ ﻧ ﻰ ﻛ ﻘ ﺂ ﻣ ﺤ ﺒ ﻤ ﺬ ﻫ ﻤ ﻔ ﻠ ﻢ ﺀ ﻟ ﻶ ﻟ ﻜ ﺮ ﺀ ا د ا ﻟ ﻰ ﻣ ﻮ ﻗ ﺬ ه‪.76‬‬
‫‪76‬‬ ‫‪In an earlier narrative not included here.‬‬
‫‪1 04‬‬ ‫‪The Travels o f Ibn Battuta‬‬

Vocabulary
( ١)‫ﺿﻰ‬ dwelling, habitation, home)

lodging
( ٢) ‫اﺑﻮاﻟﺤﺼﺖ ﺑﻦ ﻟﺠﺒﺮ‬ Abu al-Husayn Ibn Jubayr
(1145-1217), a Muslim geogra-
pher from al-Andalus
( ٢) ‫ﻋﺘﻴﻖ‬ ancient, old
( ٢)‫ ﺛﺎﺑ ﺔ‬٠ reflige, resort
( ٢) ‫ﻗﺮﺛﺔة‬ affiliated with the Q iraysh tribe
(the tribe ofthe Prophet Mu-
hammad)
(٣ ) ‫ ﻟ ﻐ ﺎ ت‬1 attention
(٣ ) ‫ﺋ ﻠ ﻞ‬ remains of something that has
decayed, collapsed, or been
destroyed
( ٤) ‫ﺷﺴﻮﻓﺰ‬ conftised, excited
( ٤) ‫ؤﺟﻠﺔ‬ Tigris River
( ٤) ‫ﻳ ﺰ ة‬ shiny, polished, gleaming
( ‫ ذ ) ه‬٠‫ﺣﺮي‬ characteristic of women
( ٨ ) ‫ﻣﺤﻨﺔ‬ a city quarter or district
( ١١) ‫اﻟﺨﻴﻔﺔ ﴽإي ﺟﻌﻔﺮ اﻟﻤﻨﺼﻮر‬ Abu Ja.far al-Mansur (a d 714-
75), the secondAbbasid Caliph
( ١٢) ‫ﺧ ﺮ ب‬ decayed, destroyed
( ١٣) ‫ﺣﺎﻓ ﻞ‬ frill of, loaded with
( ١٥) ‫ﺀ ﻟ ﺤ ﺪ ة‬ separately, has its own place
( ١٦) ‫ ﻳ ﺔ‬٠‫اﻟﻤﺪرﺳﺔ اﻟﺬﻏﻼ‬ the Nizamiya school, founded by
the Seljuks in 1065, one ofthe
leading Islamic schools ofits time
( ١٧) ‫ﻟﺴﺬﺻﺮﺗﺔ‬١‫اﻟﻤﺪرﻣﺔ‬ the Muntasariya school, built in
1234, one ofth e first to feattire all
four schools oflslam ic law
Baghdad; City o f Caliphs 105

( ١٨) ‫ﻣﻨ ﻬ ﺊ‬ a scho.1 of thought in Islamic law
(there are four in Sunni Islam:
Hanafi, Hanbali, shafil, and
Maliki, ofw hich Ibn Battuta was
a scholar)
( ١٨) ‫وﻳﻮان‬ iwflrt, a vaulted alcove offa central
courtyard
( ١٩) ‫وﺿﻮﺀ‬ the wudu — the Islamic proce-
dure for washing before prayer
( ٢ . ) ‫اﻟﺠﻠﻴﻞ ﴽﺑ ﻮ ﻣ ﻌ ﻴ ﺪ ﺑ ﺎ ذ ر ﺧﺎن‬ Abu Said Bahadur Khan (1305-
35), sultan ofthe Mongol Ilkhan-
ate, based in Iran
( ٢١) ‫ﺗ ﺰ‬ Tatars
( ٢٤) ‫ﻻ ﺋﺒﺎ ت ﺑﻌﺎرﺧﻴﻪ‬ no growth on his cheeks (i.e. no
h a ir a reference to his youth)
( ٢٥) ‫ﻣﺤﺔ‬ mahalla, a movable Mongol camp
( ٢٦) ‫اﻟ ﻐ ﺤ ﻰ‬ forenoon, the part ofthe day
before noon
( ٢٨) ‫ ة ًا و ا ﺑ ﺮ ة‬٠‫اﻟﻤﻲ‬ the right hand-side or the left
hand-side
( ٢٨) ‫ﺷﻌﺬاه‬ to exceed, go past
A. Answer the foll٠wing questi.ns in complete Arabic sentences (numbers

( ٧ - ٦) ‫ﻣﺎذا ﺣﺪ ث ﻻ ﻗ ﻢاﻟﻐﺮﺑﻲ ﻟﻠ ﻤ ﺪﻳﺘ ﺔ ؟‬ .١

( ١٢- ١١) ‫ًﻣﺎ ذا ﺑ ﺔ ﻳ ﻤ ﻨ ﻘ ﺼﺎﻟ ﺨﻠ ﻴ ﻐ ﺔاﺑﻴﺠﻌﻐﺮاﻟﻤﺬﺻﻮر ؟‬ ٠٢
( ١٤- ١٣) ‫ﻣﺎ ﴽﺀ ﻇﻢ ا ﻷﻣﺮا ق اﻟﻤﻮﺟﻮدة ﻓﻲ ا ﻟ ﻘ ﻢ اﻟﺜ ﺮﺗ ﻲ ﻣﻦ ﻣﺪﻳﺔ ﺑﻐﺪاد ؟‬ .٣
( ٢ ١- ٢ ٠) ‫ﻛﻠ ﻒ وﺻﻒ اﺑﻨﺒﻄﻮﻃﺔ ﻣﻠﻮك اﻟﺘﺮ اﻟﻨﻴ ﻦ ﺣﻜﻤﻮا اﻟﻌﺮاق؟‬ .٤
( ٢٥) ‫ ع ﻣﻠ ﻄﺎ ن اﻟﻌﺮاق ؟‬٠‫ ذ ض اﺑﻦ ﺑﻄﺮﻃﺔ ﻣﻦ ﻣﻐﺮه‬٤ ‫ﻣﺎذا ﻛﺎن‬ .٥
B. Find Arabic phrases in the text that appr.xim ate the following meanings
in English:
1. nothing remains but its n a m e :__________________________________
2. in addition to ‫ذ‬
3. nothing pleasing to the eye remains :____________________________

youthful 4٠ ‫___________________________________________________ث‬
teeming with markets .5 ‫_______________________________________ذ‬
c. Find Arabic synon۴ s or equivalents in the text for the following words
and phrases ‫؛‬
________________________________________________________ : ‫ﻣﻜﺎن‬ .١
_____________________________________________________ : ‫ا ﻟ ﻘ ﺪ ﻳ ﻤ ﺔ‬ ٠٢
________________________________________________________ : ‫د ﻣﺎ ر‬ .٣
_____________________________________________________ : ‫ﻣﻨﻔ ﺼﻠ ﺔ‬ ٠٤
---------------------------------------------------------------------------------- : ‫ﺳﺨﻄﻰ‬ ٠٥
t e ^ and use each in a complete sentence‫؛‬
:‫ر ﺟﺎﻟ ﻲ‬ .١
.: ‫اﻟ ﺼ ﺤ ﻮة‬ .٢
‫ﺑ ﺨﺒ ﻞ ز‬ .٣
.: ‫ذﻫ ﺐ‬ .٤
108 Travels o f Ibn B ataita

‫ﻣﻦ وﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ‪ ،‬ﻣﺎ ﴽﺑﺮز ﺻﻨﺎ ت ﻣﺪﻳﻨﺔ ﺑﻐﺪاد؟ وﻛﻴ ﻒ ﺗﻌﻜ ﺲ ﻫﺬه اﻟ ﺼﻔﺎ ت ﻣﻜﺎﻧﺔ ﻫﺬه‬ ‫‪.١‬‬
‫اﻟﻤﺪﻳﻨﺔ ﻋﻞ ﻣﺮاﻟﻌﺼﺮر‪ 77‬؟ )‪ “ ١‬ه (‬
‫ﻣﺎ ا ﻷد ﻻ ﻋ ﻞ أﻫﻤﻴﺔ ا ﻟ ﻘ ﻢ اﻟﻐﺮﺑﻲ ﻟﻠﻤﺪﻳﻨﺔ وﻛﻴ ﻒ ﻏﺮ ت ﻏﺰوة اﻟﺘ ﺰ ﻣ ﻦ ﻣﻌﺎﻟﻢ اﻟﻤﺪﻳﻨﺔ؟ )‪- ٦‬‬ ‫‪.٢‬‬
‫‪( ١٢‬‬
‫ﻓﻲ اﻟﻤﺪرﺳﺔ اﻟﺘ ﺼ ﺮﺗ ﺔ ﻛﺎن ﻫﻨﺎك ﻣ ﺴ ﺠﺪ وﻣﻮ ﺿﻊ ﺗﺪرﻳﺲ ﻟ ﻜ ﻞ ﻣﻨ ﻬ ﺐ ﻣﻦ اﻟﻤﻨﺎﻫﺐ اﻷرﺑﻌﺔ‬ ‫‪.٣‬‬
‫اﻟﺜ ﺴ ﺔ‪ .‬ﻫﻠﻴ ﺪ ل ذﻟ ﻚ ﻋﻞ اﻟﺘﻌﺪدﻳﺔ ًا وا ﻻ ذ ﻗ ﺎ ﻣ ﻔ ﻴ ﺎ ﻻ ﻣ ﻼ م ؟ ﻻذا ؟ )‪( ١٨- ١٦‬‬
‫ﻛﻴ ﻒ ﺗﻤﺖ ﻣﺮاﺳﻤﻪ‪ 7‬ﺗﻮدﻳﻊ‪٠‬ح أﻣﺮاﺀ اﻟﻤﻔﻮل ﻟﻠ ﻤﻠ ﻚ ﻋﻨﺪ ﺳﻔ ﺮه؟ )‪(789٢ ٩“ ٢ ٥‬‬ ‫‪.٤‬‬
‫‪77 throughouttheages‬‬
‫‪78 ceremony‬‬
‫‪79 farewell, goodbye‬‬
‫‪B agdad , City o f Caliphs‬‬ ‫‪109‬‬

( ١٦- ١٣ ) ‫ﻻ ازدﻫﺎر اﻟﺘﺠﺎرة إآاﻧﻬﻪ ﻟﺨﻜﻢ اﻟﻤﻔﻮل ﻟﻠﻌﺮاق؟‬ .٥
1. In lines 1-2, Ibn Battuta makes use . f a num ber of definite idaafas that
are meant to convey a special historical significance. Some of these
include:
‫ — ﺣﻀﺮ ؛ اﻹ ﺳ ﻼم‬the seat oflslam
‫ —ﻣﺜﻮى اﻟﺨﻠﻔﺎﺀ‬the hom e of caliphs
‫ — ﻣﻘﺰ اﻟ ﻄﺈﺀ‬the place ofthe 'ulama (scholars)
Unlike his use ofindefinite idaafas in describing other peoples and

places (eg. - ‫' ﴽﻫﻞ ﺟﻬﺎد‬a people of Jihad), these are meant to signify
unique places ofhonor, reflecting Baghdad's role as the capital ofthe
Islamic state, ^ e s e absolute terms set a dramatic opening for the
contrast he is about to establish when describing the degraded current
state ofthe city.
2. The word ‫ دارس‬used in line 3 looks like the active participle ofthe verb
‫ﻧﻨ ﺲ‬, meaning ،a learner: It would be easy to mistake the intent here,
as Ibn Battuta has Just made numerous comments about Baghdad as
a former center of education. However, the usage in this case means
something erased or forgotten. This reinforces the more fomiliar word
‫( ﻃﻠ ﻞ‬remains of something destroyed or abandoned), which is com-
monly used in classical Arabic poetry, typically describing the remains
of an abandoned campsite. For that description to be applied to the 80
80 during
110 ٦‫ ﺟ ﻶ‬Travels o f Ibn Battuta

former capital ofth e Islamic world is especially potent, ^ e combina-
tion ofth e two words adds extra emphasis to Ibn BattutaS description
ofthe city of Baghdad, in which the glories oflines 1 and 2 contrast
heavily with the ruin that follows.
3. The verb ‫ ﺛ ﺌ ﺰ ب‬in line 16 is in the passive voice, derived from the verb
‫ ﺻﺮ ب‬. If you consult an Arabic dictionary you will find a long list of
meanings for this verb (Hans Wehr, for example, lists close to two
pages, w orth of meanings for this verb). I s , context is extremely
im portant for deducing the intended meaning.
Look at the examples below ofthe verb ‫ ﺿﺮب‬in several collocations

and t ^ to fi^rre out the meaning intended in line 16 ofthe text٥J:
‫ ﺿﺮ ب اﻟﺒﺎب‬: to knock on the door
( ‫ ﺿﺮ ب )ﺛ ﺨ ﺺ(د)ﺛ ﻲﺀ‬: to hit (S.O.) with (s.th.)
‫ ﺿﺮ ب اﻷﻋﺪاد‬: to multiply numbers
‫ ﺛ ﻲ ﺀ ( ﻋﺮض اﻟﺤﺎﺋﻂ‬/‫ ﺿﺮ ب د )ﺛ ﺨ ﺺ‬: (expression) toignore/brush off

(s.o./s.th.)
‫ ﻳﻀﺮب اﻟﺮﻗﻢ اﻟﻘﻴﺎﺳﻲ‬: (expression) to break a record
‫ ﺿﺮب أﺧﻤﺎﺳﺎ ﻓﻲ أﺳﺪا س‬: (expression) to rack one's brain in order to find
way out, be at wits' end
‫ ﺿﺮب ﻣﻮﻋﺪا‬: (expression) to agreed on a time and place for a meeting
( ‫ د‬، ‫ ﻋﻞ‬، ‫ ﻣﺜﺎﻻ ) ذ‬/ ‫ ﻳﻀﺮب ﻣﺜﻼ‬: (expression) to say a parable, give an
example81
81 Examples based on the Hans Wehr D iction a^ of M odem Written Arabic
Baghdad, City ofCaliphs 111

4 ٠ The c٠m p٠un ٥ ‫ وون‬should not be confused with the partide ‫( إ ة‬verify,
indeed). Its meaning, instead of affirming, is 'although,' marking
contrast. Ibn B atata has Just given a long list of vety Iaudatoty superla-
tives about the place ofBaghdad in Islamic histoty. ‫ وان‬marks a shift in
tone, as he then turns to lamenting the sad state ofthe city.
Writing Exercises

structures:
1. He was once a powerfid king, but nothing remains today except his
name (2 ) ‫ذ‬
2. There is nothing pleasant in that city except for its main market (4) ‫ذ‬
3. T re great palace has fallen into disrepair (7) ‫ذ‬
112 ^ e Travels o f fo n B a ta ta
4. ٠ e Amir was a favorite even though he was young in age (23):
5. At his birthday, every child approached the father and paid their re.
spects to him (29):
B.; Rearrange the words below into coherent sentences
‫ﻣﻦ ﻟﻢ إ ﻻ اﻟﻘﺪﻳﻤﺔ اﻟﻤﻤﻠﻜﺔ ﻳﺒﻖ ا ﺳﺜ ﻬﺎ‬ .١
‫ ﻻ إ ﻵ ﺳﺎ ﺟ ﺪ ﻫﺎ ﻓﻲ‬٥‫اﻟﻤﺪﻳﻨﺔ ﺧ ﺴ ﺊ ﻫﺬ‬ ٠٢
‫ﻣﺎث اﺑﻨﻪ ؤﻟﻲ اﻟﻤﻠﻚ ﻟﻤﺎ‬ .٣

‫اﻟﻤﺪﻳﺔ ﺣﺎﻓﻠﺔ اﻟﺠﻬﺔ اﻟﺜ ﺮﻧﻴﺔ ا ﻷ ﻣ ﻮا ق ﻣﻦ‬ ‫‪.٤‬‬
‫اﻟﻔ ﺠ ﺮ ﻋﻨ ﺪ وﻳﻐﺰﻟﻮن ﻫﻢ ﻃ ﻠ ﻊ ﻳﺮﺣﻠﻮن اﻟﻔ ﺤ ﻰ ﻋﻨﺪ‬ ‫‪.٥‬‬
‫ﻛﺎن ﻏﺰواﻟﻤﻔﻮل ﺑﻤﺜﺎﻳﻪﺀه ﻛﺎ ر ة ﻛ ﺮ ى ﻟﻠﺪ و ﻻ اﻹﺳﻼﻣﻴﺔ‪ ،‬وﻳﻌﺪ ﻣﺮور ﺣﻮاﻟﻲ ﻗﺮف ﻋ ﻞ ﻫﺬا‬ ‫‪.١‬‬
‫اﻟﻐﺰو‪ ،‬ﻇﻬﺮ ﻧ ﻊ ﻣﻦ اﻻﻣﺘﺰاجوج ﺑﻴﻦ اﻟﺜﻰ ﻓﺘﻴﻦ اﻟﻌﺮﺑﻴﺔ واﻟﻐﻮﻟﻴﺔ‪ .‬ﻣﺎ ﺻﺮر وأﻣﺜﻠﺔ ﻫﺬااﻻﻣﺘﺰاج‬
‫ﻓ ﻴ ﺬ ﺻﺎ ﺑﻨﺒ ﻄ ﻮ‪ ٠‬ﻻ؟‬
‫ﻛﺎﻧ ﺖ ﺑﻐﺪاد ﴽ ﻫ ﻢ ﻣﺪﻳﻨﺔ ﻓﻲ اﻟﻌﺎﻟﻢ اﻹﺳﻼﻣﻲ ﻓﻲ ﻋ ﻤ ﺮ ﺧﻠﻐﺎﺀ اﻟﺪوﻟﺔ اﻟﻌﺒﺎﺳﻴﺔ‪ .‬ﻫ ﻞ ﻣﺎزاﻟﺖ ﻋ ﻞ‬ ‫‪.٢‬‬
‫ﻧﻔ ﺲ اﻟﻘﺪراﺀ ﻣﻦ اﻷﻫﻤﻴﺔ ﻓﻲ ﻋﺎف اﻟﻤﻌﺎﻣﺮ؟ ﻟﻤﺎذا؟‬
‫ﻣﺎ أرﺟﻪ اﻟﺜﺒ ﻪ واﻻﺧﺘﻼ ف ﺑﻴﻦ ﺗﺎ ر خ ﻣﺪﻳﻨﺔ ﺑﻐﺪاد وﺗﺎرﻳﺦ ﻣﺪﻳﺌﺔ اﻟﻘ ﻄﻨ ﻄﻴﻨﻴﺔ ؟‬ ‫‪.٣‬‬
‫ﻓﻲ رأدﻛﻢ‪ ،‬ﻣﺎ أ ﻫﻢ اﻟﺪ ن ﻓﻲ اﻟ ﺘ ﺎﺑ ﺦ اﻹﺳﻼﻣﻲ؟ إذا ﺷ ﻢ رﺣﻠﺔ اﻟﻰ ﴽ ﻫﻢ اﻷﻣﺎﻛﻦ ﻓﻲ اﻟﺜ ﺮ ق‬ ‫‪.٤‬‬
‫اﻷوﺳﻂ ﻧ ﺎ اﻟﻤﺪن اﻓ ﻲ ﻗ ﺰ و ر و ب؟ ﻫ ﻞ ﺑﻐﺪاد ﻓﻲ ﻗﺎﺋﻤﺘﻚﺀا ؟ ﻟﻤﺎذا ﻧﻌﻢ ﴽو ﻻ ؟‬
‫ﻣﺎ ﴽ ﻫ ﻢ اﻛﻔﻴﻴﺮا ت اﻟﺘﻲ ﻃﺮأتﺀه ﻋ ﻞ ﺛﻰﻓﺔ اﻟﻤﻔﺮل ﻣﻨﻨﺎﻟﻐ ﺰو؟ رى ﺗﺄﺛﺮﻫﺎ ﻋ ﻞ اﻟﺜ ﺮ ق ا ﻷ وﻣ ﻂ‬ ‫‪.٥‬‬
‫اﻵن؟‬
‫‪823456‬‬ ‫وآﺳﻴﺎ اﻟﻮﺳﻄﻰ‬
‫‪82‬‬ ‫‪as‬‬
‫‪83‬‬ ‫‪blending, intermixing‬‬
‫‪84‬‬ ‫‪same level of‬‬
‫‪85‬‬ ‫‪your list‬‬
‫‪86‬‬ ‫‪happened‬‬
‫‪114‬‬ ‫‪^ i e Travels o f Ibn Battuta‬‬

‫اﺑﺤﺜﻮاﻓﻲ ا ﻹﻧ ﺮﻧ ﺖ أوﻓﻲ ﻣﻜﺘﺒﺔ اﻟﺠﺎﺳﺔ ﻋﻦ ﻣﻮ ﺿ ﺊ اﻟﺘﻔﺎﻋﻞ اﻟﺜﻘﺎﻓﻲ واﻻﺟﺘﺈ ﻋ ﻲ ﻓﻲ اﻟﻌﺼﺮ‬

‫اﻟﻌﺒﺎﺳﻲ ﺛﻢ اﻛﺘﺒﻮا ﻣﻠﺨﺼﺎ ﻳﺘﻀﻤﻦ أﻫﻢ ﻧﺘﺎﺑﺞ ﻫﺬا اﻟﺒ ﺤ ﺚ واﻟﺪرو س اﻟ ﺴﻔﺎﻟ ﺔ ﻣﻨﻪ‪.‬‬
‫‪Baghdad, City o f Caliphs‬‬ ‫ة‪11‬‬

Yemen the Gateway to East Asia
(Yemen 1328-30) ‫ﻧﻜﺮ ﺳﻠﻄﺎن اﻟﻴﻤﻦ‬
Likely'exhausted from traveling the Mongol territories, Ibn Battuta made

his second Hajj to Mecca in 1327, and remained there for a year, during
which he broadened his study of Islamic law. Al'Masjid al-Haratn— the
Great M o sq u e -w a s a center for numerous Muslim teachers, and visitors
were welcome to join the teaching circles gathered around a teacher, . i s
was a tremendous opportunity for Ibn Battuta, and he made the acquain-
tance of jurists and teachers from all schools of Sunni jurisprudence. At the
Yemen, the Gateway to East Asia 117

same time, he m et travelers from all reaches ofthe Islamic w orld and this no
doubt stoked his curiosity for foreign travel.
Ibn B atata left Mecca in 1328٥7 with no plan other than to visit Yemen. His
path would take him m uch farther than that, although his first seajourneydid
not seem to be a vetypromising omen, ^ e Red Sea was a particularly treach-
erous body to cross, with frequent storms, coral reefe, rocks, and chan^ng
winds. It is somewhat humorous to read o fth e epic traveler's unease as he
boarded a ship for the first time, departing out ofjeddah. As always, Ibn Batd
tuta is not shy about revealing his fear and inexperience. After several un-
planned landings on the desert coast, he eventually reached Yemen.
As was often the case on his journey, Ibn B atata arrived in Yemen at just
the right time. The Rasulid dynasty (1229-1454), ori^nally governors dis-
patched by the Abbasid caliph in Baghdad, had established independence, as
Ibn B atata describes, and ushered in a golden age in Yemeni histoty. King
Mujahid al-Din.Ah (1322-63), whom fo n B a ta ta m e tin th e capital ofTalzz,
had recently suppressed local rebellions and brought m uch o fth e country
under central control. In the year prior to Ibn B atata's visit, Mujahid Ali had
seized the im portant port of Aden at the junction o fth e Red Sea and the
Indian Ocean, vigorous international trade brought wealth, knowledge,
and travelers from around the world to Yemen, and this could only serve to
forther foel Ibn Battuta's desire to travel. Likewise, as much ofthis trade was
facilitated b y and in turn helped to focilitate, the spread oflslam, the needfor
learned Islamic jurists in faraway lands was only strengthened.
In his description ofYemen, m uch o flb n B atata's talent narrating his travels
is evident. He carefolly contrasts the nattne o fth e main cities ofYemen:
haughty Ta'izz ("as are most cities where kings reside"), cosmopolitan
Aden, and hospitable Zabid. He is always interested in the nature ofthe
people, and as a qadi, particularly in their religious and moral character. Yet
even where he finds that character lacking, he is able to praise the economic
or political importance o fa town. As one whose record was commissioned
by his king, he takes care to note the governing habits— good and bad— ٠
87‫؛‬
87 The date is not certain in Ibn Battuta's text. It may have been as late as 1330.
118 The Travels o f fo n B a ta ta

leaders h e en co u n ters. H e r e a g a in as in h is record o f travel in E g y p t/ it is
q u estionable w h e th e r Ib n B attuta actu ally v isite d s o m e o f t h e p la ces h e d e .
scribes. H is a cco u n t o f Sanaa, has particularly b e e n ch a llen g ed b y m o d e m
scholars. Yet in h is age o f lim ite d c o m m u n ic a tio n / h e saw his role also as a
coUector o fr e p o r ts and sto ries from oth ers/ m o s t o fw h ic h w o u ld n ev er have
reached h is a u d ien ce o th e r w ise .
Lastly/ it is in terestin g to n o te that Ib n Battuta referred to th e In d ian O cea n

as the "G reatest Sea" ( ‫ ) ا ﻟ ﺒ ﺤ ﺮ ا ﻷ ﻋ ﻈ ﻢ‬. A lth o u g h Ibn BattutaS h o m e to w n o f
Tangier lies v e r y c lo se to th e A tla n tic O cean / w h ic h w as o f little im p o rta n ce
to th e Islam ic w o rld o f t h e fo u r te e n th century/ th e In d ian O c e a n w a s truly
the greatest b o d y o fw a te r for m a ritim e trade in h is w orld view . T he sigh t o f
this vast expanse/ and th e sto ries h e heard in its p o rts stirred h is im a g in a tio n
once again, and Ib n B attuta s o o n p u t th e terror o f h is first h arrow in g sea
journey a sid e and h ea d e d o ff for n e w cou n tries.
From the Writings o flh n Battuta
fen BattutaS first sea journey. Having completed the Hajj/ he sets out from
Jeddah (in modern-day Saudi Arabia) for Yemen ‫؛‬
. ‫ ( و ﻟ ﻤ ﻜ ﻨ ﺮ ﻛ ﺒ ﺖ اﻟ ﺒ ﺤ ﺮ ﻗﻠ ﻬ ﺎ‬٢) ، ‫ﻓ ﻴ ﻤ ﺮ ﻛ ﺒ ﺴ ﺘ ﻮ ذ ﻫ ﺎﻟ ﺠﻠ ﺒ ﺔ‬
‫( و ﻫ ﻢ‬٣ ) ،‫وﻛﺎن ﻫ ﻨﺎﻟ ﻚ ﺟﻠ ﺔ ﻣ ﻦ ا ﻫ ﻞ اﻟﻴ ﻤ ﻦ ﻗ ﺪ ﺟ ﻌﻠ ﻮا ا زواد ﻫﻢ وا ﻣﺘ ﻌﺘ ﻬﻢ ﻓﻲ اﻟﺠﻠﺐ‬
‫ و ﺗ ﻔ ﻮ ت اﻟ ﺮﻳ ﺢ ﺑ ﻌ ﺪ‬،‫ ( ﺳﺎﻓﺮﻧﺎﻓﻲ ﻫ ﺬا ا ﻟ ﺒ ﺤ ﺮ ﺑ ﺎﻟ ﺮ ﻳ ﺢ اﻟ ﻄﻴ ﺔ ﻳﻮﻣﻴﻦ‬٤) .‫ﻣﺘﺄﻗﺒ ﻮ ن ﻟ ﻠ ﻈ ﺮ‬
،‫ ( و د ﺧﻠ ﺖ اﻣﺮا ج اﻟ ﺒ ﺤ ﺮ ﻣ ﻌ ﻨ ﺎ ﻓﻲ اﻟﻤﺮﻛﺐ‬٥) ،‫ذ ﻟ ﻚ و ﺻﻨﺘﻨﺎ ﻋ ﻦ اﻟ ﺴﺒﻴ ﻞ اﻟﺘ ﻲ ﻗ ﺼﺪﻧﺎﻫﺎ‬
‫ ( وﻟﻢ ﻧ ﺰ ل ﻓﻲ ا ﻫ ﻮا ل ﺣ ﺘ ﻰ ﺧﺮ ﺟﻨﺎﻓ ﻲ ﻣﺮ ﺳ ﻰ ﻳﻌﺮ ف ﺑ ﺮا س‬٧) ، ‫ ( وا ﺷﺘﻨﺎﻟ ﻤﻴ ﺬ ﺑﺎﻟﻨﺎ س‬٦)
‫ ( و ر ﻛ ﺒ ﻨ ﺎ ا ﻟ ﺒ ﺤ ﺮ ﻣ ﻦ ﺟ ﺰﻳ ﺮ ة ﺳ ﻮا ﻛ ﻦ ﻧ ﺮﻳ ﺪ ار ض‬٨) .‫ ﻓ ﻴ ﺈ ﺑ ﻴ ﻦ ﻋ ﻴ ﺬا ب و ﺳ ﺮاﻛ ﻦ‬،‫دواﺋﺮ‬
‫ ﻳﺎ ﻓ ﺮ و ن‬١‫ ( ﺋ ﺌ ﻢ‬١٠) ،‫ ( و ﻫ ﺬا ا ﻟ ﺒ ﺤ ﺮ ﻻﻳ ﺴﺎ ﻓ ﺮ ﻓ ﻴ ﻪ ﺑ ﺎ ﻟ ﻠ ﻴ ﻞ ﻟ ﻜﺜ ﺮ ة ا ﺣ ﺠﺎ ر ه‬٩) ، ‫اﻟ ﻴ ﻤ ﻦ‬
‫ ( ﻓﺈذاﻛﺎ ن اﻟ ﺼﺒﺎ ح‬١١) ،‫ وﻳﺮﺳﻮن وﻳﻨﺰﻟﻮن إﻟﻰ ا ﻟ ﺮ‬، ‫ﻓﻴﻪ ﻣ ﻦ ﻃ ﻠ ﻊ اﻟ ﺸ ﻤ ﺲ إﻟﻰ ﻏﺮوﺑﻬﺎ‬
. ‫ﺻﻌﺪواإﻟﻰ اﻟﻤﺮﻛﺐ‬
O nce in Y em en , Ib n B attuta con trasts th e v a stly different characters o f t h e

inhabitants o f its m ajor c itie s‫؛‬
‫ ( وﻟﻴ ﺲ ﺑﺎﻟﻴ ﻤ ﻦ ﺑ ﻌ ﺪ ﺻﻨﻌﺎﺀ ﴽ ﻛ ﺒ ﺮ ﻣﻨ ﻬﺎ وﻻ‬١٣) ‫ ( ﻣﺪﻳﻨ ﺔ زﺑﻴ ﺪ ﻣﺪﻳﻨ ﺔ ﻋ ﻈﻴﻤﺔ ﺑﺎﻟﻴ ﻤ ﻦ‬١٢)

‫أ ﻏﺘ ﻰ ﻣ ﻦ أ ﻫﻠ ﻬﺎ‪ ( ١٤) ،‬و ﻷ ﻫﻠ ﻬﺎﻟ ﻄﺎ ﻓ ﺔ اﻟ ﺸﻤﺎﺗﻞ و ﺣ ﺊ ا ﻷ ﺧ ﻼ ق و ﺟ ﺎ ل اﻟ ﺼ ﻮ ر‪( ١٥) ،‬‬
‫و ﻟ ﻨ ﺎ ﺋ ﻬ ﺎ ا ﻟ ﺤ ﻦ اﻟﻔﺎﺛ ﻖ اﻟ ﻔﺎ ﺛ ﺖ ‪ ( ١٦) .‬ﻓﺘ ﻮ ﺟ ﻬﻨﺎإﻟﻰ ﻣﺪﻳﻨ ﺔ ﺛﻌﺰ ﺣ ﻀ ﺮة ﻣﻠ ﻚ اﻟﻴ ﻤ ﻦ‪( ١٧) ،‬‬
‫و ﻫ ﻲ ﻣ ﻦ أ ﺣ ﺴ ﻦ ﻣ ﺪ ن اﻟﻴ ﻤ ﻦ وأﻋﻈﻤﻬﺎ‪ ( ١٨) ،‬وأ ﻫﻠ ﻬﺎ ذوو ﺗ ﺠ ﺰ وﻧ ﻜ ﺮ وﻓ ﻈﺎ ﻇ ﺔ ‪( ١٩) ،‬‬
‫ﺳ ﻚ ‪ ( ٢٠) .‬ﺑ ﻔ ﺮ ﺗ ﻤ ﺬ ﻫ ﺎ إ ﻟ ﻰ ﻣﺪﻳﻨﺔ ﻗﻨﻦ‬ ‫و ﻛ ﺬﻟ ﻚ‬
‫ﻣ ﺮ ﺳ ﻰ ﺑ ﻼ د اﻟ ﻴ ﻤ ﻦ ﻋ ﻞ ﺳ ﺎ ﺣ ﻞ اﻟ ﺒ ﺤ ﺮ ا ﻷ ﻋ ﻈ ﻢ ‪ ( ٢١) ،‬و ﻫ ﻲ ﻣ ﺪﻳﻨ ﺔ ﻛﺒﻴﺮة‪ ،‬و ﻻ ز عب‪ ٠‬ا‬
‫وﻻ ﺷ ﺠ ﺮ و ﻻ ﻣﺎ ﺀ ‪ ( ٢٢) ،‬و ﻫ ﻲ ﺷ ﺪ ﻳ ﺪ ة اﻟ ﺤ ﻞ‪ ( ٢٣) .‬وﴽ ﻫ ﻞ ﻋ ﺪ ن ﻣ ﺎ ﺑ ﺒ ﻦ ﺗﺠﺎر و ﺧ ﺎ ﻟ ﻦ‬
‫وﺻﺴﺎدﻳﻦ ﻟ ﻜ ﺴ ﻚ‪ ( ٢٤) ،‬وﻟﻠﺘ ﺠﺎ ر ﻣﻨ ﻬ ﻢ أﻣﺮال ﻋﺮﻳﻀﺔ )‪ ( ٢٥‬و ﻣ ﻊ ﻫ ﺬ ا ﻛ ﻨ ﻪ‪ ،‬ﻓ ﻬ ﻢ ﴽ ﻫ ﻞ‬
‫د ﻳ ﻦ وﺗﻮا ﺿﻊ و ﺻ ﻼ ح وﻣﻜﺎ رم ﴽ ﺧ ﻼ ق‪ ( ٢ ٦) ،‬ﺑ ﺴ ﻨ ﻮ ن إﻟﻰ اﻟ ﻐ ﺮﻳ ﺐ ‪.‬‬
‫‪The hospitality ofth e sultan ofYemen:‬‬
‫)‪ ( ٢٧‬و ﻫ ﺮ ا ﻛﻠ ﻄ ﺎ ن اﻟﻤ ﺠﺎ ﻫﺪ ﻧ ﻮ ر اﻟ ﺪ ﻳ ﻦ ﻋ ﻞ ا ﺑ ﻦ ا ﻟ ﻠ ﻄ ﺎ ن اﻟﻤﺆﺑﺪ )‪ ( ٢٨‬ﺛ ﺴ ﻬ ﺰ ﺟ ﻨ ﻪ‬

‫ﺑ ﺮ ﺳ ﻮ د ﻷ ز أ ﺣ ﺪ ﺧ ﻠ ﻐ ﺎ ﺀ ﺑ ﻨ ﻲ اﻟ ﻌﺒﺎ ﺳ ﻲ أ و ﺳ ﺪإﻟ ﻰ ا ﻟ ﻤ ﻦ ﻟ ﻚ ‪ -‬و ﻧ ﺒ ﺎ ا أ ﻣ ﻴ ﺮ أ ‪( ٢٩) ،‬رﺛﻜ ﻲ‬
‫ا ﺳﺘﻘﻘﺄ و ﻻد ﻫﺒﺎﻟ ﻤﻠ ﻚ‪ ( ٣ ٠) .‬أ ﻧ ﻤ ﻨ ﺎ ﺑ ﺪ ا ﻧ ﻪ ﻓﻲ ﺿﺴﺎﻓﻘﻪ ﺛ ﻼﺛﺄ؛ )‪ ( ٣ ١‬د آ ﻛ ﺎ ن ﻓﻲ اﻟﻴ ﺮ م اﻟﺮاﺑﻊﺀ‬
‫وﻓﻴﻪ ﻳ ﺠﻠ ﺲ اﻟ ﺴﻠ ﻄﺎ ن ﻟ ﻌﺎﺋ ﺔ اﻟﻨﺎ س‪ ،‬د ﺧ ﻞ ﺑﻲ ﻋﻠﻴﻪ‪ ،‬ﻓ ﺌ ﻤ ﺖ ﻋﻠﻴﻪ‪ ( ٣٢ ) .‬و ﻗ ﻌ ﺪ اﻟﻘﺎ ض‬
‫ﻋ ﻦ ﻳ ﻤ ﻦ اﻟﻤﻠ ﻚ‪ ،‬وأﻣﺮﻧﻲ ﻓ ﻘ ﻌ ﺪ ت ﺑ ﻦ ﻳ ﺪﻳ ﻪ ‪ ،‬ﻓ ﺎ ﻟ ﻲ ﻋ ﻦ ﺑ ﻼ د ي و ﻋ ﻦ ﻣ ﻮ ﻻﻧﺎ أ ﻣﻴ ﺮ‬
‫ا ﻟ ﻤ ﻠ ﻤ ﻦ ‪ ( ٣٣ ) .‬وﻛﺎن وزﻳﺮه ﺑ ﻦ ﻳ ﺪﻳ ﻪ ‪ ،‬ﻓﺄﻣﺮه ﺑﺈﻛﺮاﻣ ﻲ واﻧﺰاﻟﻲ‪.‬‬
‫ﺟﻠﺒﺔ )‪( ١‬‬ ‫‪type ofboat used in the Red Sea‬‬

‫أزواد )‪( ٢‬‬ ‫‪provisions, supplies‬‬
‫ﻧﺘﺄ ﻧ ﺐ ) ‪( ٣‬‬ ‫‪ready to go‬‬
‫ﻣ ﺬﺗﻨﺎ ﻋﻦ )‪( ٤‬‬ ‫‪it held us back from, diverted‬‬
‫اﻟ ﺒ ﻴ ﻞ )‪( ٤‬‬ ‫‪the path‬‬
‫ﻗﺼﺪﻧﺎﻫﺎ )‪( ٤‬‬ ‫‪we headed for it‬‬
‫اﻟﻤﺘﺬ )‪( ٦‬‬ ‫‪swaying, shaking‬‬
‫ﻋﻴﻨﺎ ن )‪( ٧‬‬ ‫‪Aydhab (in E ^rpt), the main‬‬
‫‪crossing point on the Red Sea‬‬
‫‪befrveen Egypt and Arabia‬‬
‫ﻟﻄﺎﻓﺔ )‪( ١٤‬‬ ‫‪friendliness, courtesy‬‬
‫اﻟﺜ ﻄﺘ ﻞ )‪( ١٤‬‬ ‫‪characteristics, manners‬‬
‫‪120‬‬ ‫‪Travels o f Ihn Battuta‬‬

( ١‫اﻟﺤ ﺲ ) ه‬ elegance, beauty
( ١٥) ‫اﻟﻐﺎﺗﻖ‬ superior, surpassing
( ١‫افﺀت)ه‬ the utmost, preeminent
( ١٨) ‫ﺀ ؤ‬ to behave arrogantly or proudly
crudeness, harshness, roughness,
( ١٨) ‫ﻓﻈﺎﻇﺔ‬ rudeness
<١٨>‫ةﺋﺰ‬ lordliness
( ٢٠)‫اﻟﺒﺤﺮاﻷﺀﻏﻠﻢ‬ (the Greatest Sea. — The Indian
Ocean
( ٢٣) ‫ﺧﺎﻟﻴﻦ‬ carriers, porters
( ٢٤)‫ﺀرﻳﺾ‬ broad, ^ e a t
( ٢ ‫ﺗﻮا ﻏﻊ ) ه‬ state of humility, modesty
( ٢٦) ‫ﺗﺠﺲ‬ treat with kindness, give charity
( ٢٧) ، > ‫ا ﺳ ﺎ ن اﻟﻤﺠﺎﻫﺪ ﻧﻮر اﻟﺪﻳ ﻦ‬ Al-Mujahid N ur a l-.in , sultan
ofYemen (1322-63), known for
his genius in re fla tin g trade and
taxes
( ٢٨) ‫ﺋ ﻬ ﺮ د‬ to be renowned as
( ٢٨) ‫ﺑﻰ‬-‫ﺑﻨﻲ اﻟﻌﺂ‬ theAbbasid dynasty
( ٢٠٩) ‫ا ﺳﻔ ﻞ‬ to declare independence
( ٣ . ) ‫ﺛﻼى‬ here, meaning three days, the
standard period ofhospitality
given a b le s t
(٣١ ) ‫ﻋﺎﺗﺔ اﻟﯫ س‬ the general public
(٣٢ ) ‫ذﻋﺪ‬ to sit down
( ٣٢ ) ‫ﺑﻴﻨﻴﺪﻳ ﻪ‬ lit. ‘bertveen his hands‫ ؛‬an idiom
meaning *before him.
(٣٣ ) ‫إﻛﺮام‬ performing the duties o fa host to
ablest
(٣٣ ) ‫إﻧﺰال‬ lodging or sheltering someone

‫‪Comprehension Exercises‬‬
‫‪A. Answer the following questions in complete Arabic sentences (numbers‬‬
‫‪refer to the lines in which the information can be found):‬‬
‫ﻋ ﺬ ﺧﺮوﺟﻪ ﻣﻦ ﺟﺪة؟ )‪(٣ - ١‬‬ ‫اﻟ ﺮ ي‬ ‫ﻣﺎذا و ﺟﺪ ا ﺑ ﻦ ﺑﻄﻮﻃﺔ ﻧﻲ‬ ‫‪١‬‬
‫ﻒ و ﻋ ﻔﺎ ﺑ ﻨ ﺒ ﻄ ﻮ ﻃ ﺔ ا ﻫ ﻞ ﻣ ﺪﻳ ﺔ زﻳ ﺪ ؟ )‪( ١٥- ١٢‬‬ ‫ﻛﻴ‬ ‫‪.٢‬‬
‫ﻣﺎذا ﻧﺄل ا ﺑ ﻦ ﻳﻄﻮﻃﺔ ﻋ ﻦ اﻟﻄﻴﻌﺔ اﺑﻴﻐﺮاﻓﺘﺔ ﻟ ﺪ ^ ﻋﺪف ؟ ) ‪( ٢ ٢- ٢ .‬‬ ‫‪.٣‬‬
‫ل ‘ ؟ )‪( ٢٨- ٢٧‬‬ ‫اﻟﻴ ﻤ ﻦ ’ ر ‪ -‬و‬ ‫‪ . ٤‬ﻟﻤﺎذا ﻧ ﺠ ﻲ ﺟ ﺬ ﻃ ﻄﺎ ن‬
‫ﻣﺎذا ﻛﺎن ﻳﻔﻌ ﻞ ا ﻟﻠ ﻄﺎ ن ﻋﻨﺪﻣﺎ زار‪ .‬ا ﺑ ﻦ ﺑﻄﻮﻃﺔ؟ )‪(٣٣ - ٣ ١‬‬ ‫‪.٥‬‬
‫‪122‬‬ ‫‪ Travels o f Ibn Battuta‬ﺀ د ﻵ‬

in English:
1. which theycall:_______________________________________________
2. ofgoodm oral character:________________________________________
3. am arrogant rude) and self-important ‫____________________________؛‬
4. dry and barren :______________________________________________
5٠ despite all that :______________________________________________
and phrases:
‫د‬ : ‫ب‬ ‫ر‬ ‫ﺎ‬ ‫ﻗ‬ ١
:‫ﻓ ﻌ ﺪ‬ .٢
--------------------------------------------------------------------------- :‫ﻧﻮار اﻟﺒﺤﺮ‬ .٣
____________________________________________________ : ‫اﻟﺨﺼﺎﺋﺺ‬ .٤
______________________________________________________ : ‫وا ﺳﻌﺔ‬ .٥
D. FindArabic antonyms or opposites for the each ofthe following words in

the text and use each in a complete sentence:
:H i ٠١
Yemen, the G atew ay،. East Asia 123

‫اﻧﻘ ﺮ‬ ‫‪٢‬‬
‫اﻟﻴ ﺢ‬ ‫‪.٣‬‬
‫ا ﻟ ﺴ ﺎ ﺑ ﻚ ‪.:‬‬ ‫‪.٤‬‬

‫‪ ٠ . ١‬ا ا ﻟ ﻤ ﺎ ب واﻟﺘ ﺤﺪﻳﺎ ت‪ ..‬اﻟﻨﻲ واﺟﻬﻬﺎ اﺑ ﻦ ﺑﻄﻮﻃﺔ ﴽﺛﺄ ﺀ ر ﺣﻠﺘﻪ اﻟﻰ ﺟ ﺪ‪ ٠‬؟ )‪( ١٢- ٢‬‬
‫‪ .٠٢‬بﺀاذا و ﻣ ﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ﴽ‪ ٠‬ل ﻫﺪﻳﺔ ﺗﻌﺰ و‪ ٠‬ا د ﻻ ﻻ ﻧ ﻮ ل اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﺘﻬﻢ‪ ” :‬اﻟ ﻐﺎﻟ ﺐ ﻋ ﻞ اﻟﺒﻼد‬
‫اﻟﻨﻲ ﺑ ﻜﺘ ﻬﺎاﻟ ﻤﻠ ﻮ ك " ؟ )‪( ١٩- ١٦‬‬
‫‪ .٣‬ر ‪ ٣‬اﺑﻦ ﺑﻄﻮﻃﺔ ﺻﺮرة ﺧﺎﺻﺔ ﻟﻤﺪﻳﻨﺔ ﻋﺪن ﻳﻈﻬﺮ ﺑﻬﺎ ﻋﺪد ﻣﻦ اﻟﻤﺘﻨﺎﻗﻀﺎتﺀه‪،‬فﺀ‪ ١‬ﻫ ﻲ؟ )‪- ٢٠‬‬
‫‪89‬‬
‫‪٢٣‬‬
‫‪88‬‬ ‫‪challenges‬‬
‫‪89‬‬ ‫‪contradictions‬‬
‫‪124‬‬ ‫‪^ e Travels o f fo n Battuta‬‬

‫ﻳ ﻒ ﺣ ﻌ ﻞ اﻟﻴﻤﻦ ﻋ ﻞ ا ﻃ ﻼ ل‪ ٠٠‬ﻧﺎﻟ ﺨ ﻒ ﺀ اﻟﻌﺒﺎ ﺻﻴﻦ ؟ )‪(٣٠ - ٢٧‬‬ ‫‪.٤‬‬
‫ﻛ ﺘ ﻔ ﺎ‪ ٠‬ﺿﻐﺒﻞ ا ﺳ ﺎ ن اﺑﻦ ﺑﻄﻮﻃﻬﻌﻦ ﻧﺎ ر ﺗ ﻪ ﻟﻪ؟)‪(٣٣- ٣ .‬‬ ‫‪.٥‬‬
‫‪Yemen, ،he Gateway ،٥East Asia‬‬ ‫‪125‬‬

Grammar, Structure, and C ontext Clues
1. In line 31, Ibn B a l a describes his encounter with the sultan of

Yemen, writing “ ‫ ل( ﻋﻠﻴﻪ‬4‫” د ﺧ ﻞ‬. Although the text is not voweled, context
dictates the correct reading of the verb ‫ د ﺧ ﻞ‬٠This appears at first glance
to be the third person past form (he entered). I t does not make
sense in the context of the passage, however, and does not account
for the two following prepositions ‫بﺀ‬and ‫ﺀﻟﻰ‬٠Here, the two attached
object pronouns , ‫( ي‬me) and ‫ ( و‬him ) give clues to the intended
meaning. 'Me' obviously refers to Ibn Battuta and the ' he ' is logically
the sultan. I verb, then , is passive, indicating that Ibn Battuta was
entered into the sultan's presence.
I word ‫ ذوو‬in line IS is the plural ofthe word ‫ وذو‬which means

.possessor of ' or 'the one who has: This is one ofa category known as
the 'five nouns '9٥(‫ﻷﺳﻂﺀ اﻟﺨﻤﺴﺔ‬١). I s e words are unusual in that they
take long vowels rather than short vowels for case endings when they
precede another noun or an attached suffix. The three cases of ‫ ذو‬are:
‫ — ذو‬nominative, ‫ ذا‬- accusative and ‫ — ذي‬genitive, as shown in
these examples‫؛‬
1 - ‫ اﻟﺮﺟﻞ ذو اﻟﺰ ي اﻷﺑﻴ ﺾ اﺳﺘﺎذي‬man with the white outfit is my teacher
‫ — رأﻳﺖ اﻟﺮﺟﻞ ذا اﻟ ﺰؤ اﻷﺑﻴ ﺾ‬I saw the man with the white outfit
‫— ﻧ ﻬﺒ ﺖ إﻟﻰ اﻟﺮﺟﻞ ذي اﻟﺰخ اﻷﺑﻴ ﺾ‬I went to the man with the white outfit
‫ ذو‬is the masculine sinîlar form and the feminine singular form is
‫ ذا ت‬٠Review the different forms of ‫ ذو‬below :90
90 The other four are‫;؛‬ (father), ^ ( b r o t h e r ) , ‫( ﺣﻤﺮ‬father in law),‫( ﻓﻤﺮ‬mouth)
126 !T r a v e ls o ff o n B a la
Singular ‫ﻣﻔﺮد‬ Dual ‫ﻣﺜﻨﻰ‬ Plural ‫ﻣ ﻊ‬
Masculine ‫ ذ ي‬/‫ﻧ ﻮاﻧﺎ‬ ‫ ذ ى‬/ ‫ ذ و ي‬/ ‫ذوا‬ ‫ ذ و ي‬/‫ ذ و ي‬/ ‫ذوو‬
‫ﻣﻨﻜﺮ‬
Feminine ‫ﻧﺎ ت‬ ‫ ﺑﺎ ذ واﺗﺎا ذ و س‬- ‫ذا ﺗﺎا ذا‬ ‫ﻧﻮا ت‬
‫ﻣﺆﻧﺚ‬
The word ‫ ذو‬is frequently the first term o f an idaafa (‫)إﺿﺎﻓﺔ‬. N ote the
following examples:
‫ —اﻟﻌﻌﺎل ذوو ا ﻻ ﺣﺘﻴﺎ ﺟﺎ ت اﻟﺨﺎﺻﺔ‬The workers with disabfiities
‫ — ا ﺻﺪﻗﺎذي ض اﻷﻣﺮﻳﻜﻴﻴﻦ ذوي اﻷ ﺻﻮل اﻟﻌﺮﻳﺔ‬My friends are American of

Arabic descent
‫ — اﻟﺜ ﺮ ق اﻷو ﺳﻂ ﻣﻨﻄﻐﺔ ﻧﺎ ث اﻫﻤﻴﺔ ﺑﺎﻟﻐﺔ‬Middle East is a region o f great im-

portance
‫ آ ﻧ ﺎ ت ﻧﻮا ث ﺧﺮة ﻓﻲ اﻟﻄﻬﻲ‬:‫ — ﻣﻄﻠﻮ ب ﻟﻠﻌﻤﻞ‬Help wanted: wom en with

experience in cooking
In Line 28, Ibn Battuta describes the sultans family history noting ‫ﺛ ﻬ ﺰ‬
‫ ﺟﻨﻪ ﺑﺮﺳﻮل‬. ^ e verb ‫( ﺷﻬﺮ‬to make famous) is most often used in the
passive; meaning 'became famous' or 'was well known: ^ e accom-
panying preposition ‫ ب‬is very important; filling the role of'as' in the
expression. Here, we learn that the sultan's ancestor was well known
as 'the emissary/ The next particle; ‫( ﻷن‬because) tells US why, in this
case because he was sent by an Abbasid caliph as a vassal ( ‫ان ا ﺣ ﺪ ﺧﻠ ﻐﺎ ﺀ‬
‫) ﺑﻨﻲ اﻟ ﻌﺎ ﻣ ﻲ ارﺳﻠﻪ إﻟﻰ اﻟﻴﻤﻦ‬. Together these words form a fixed expression
often used to describe the title or nickname by which someone is
known or renowned.

Writing Exercises

structures:
1. In E ^ t , I traveled in a boat they call a felucca** (! ):
2. The desert is not traveled during the daytime, due to the intense sun
(9):
3. . e r e is no longer river in the world than the Nile (13):
4. Louis was famed as ‫ ا ﺀ‬Sun King. (28):
91 ‫ﻓﻠﻮﻛﺔ‬
128 . e Travels o f fo n Battuta

5. *Empty Q uarter'92 is an area of no water and with intense heat
( 21- 22):
‫ﻣﻦ ﻏﺮوﺑﻬﺎ ﺣﺘﻰ ﻃﻠﻮع ﺳﺎﻓﺮﻧﺎ اﻟ ﺸﻤ ﺲ‬ ١
‫ ﻷ ﺧ ﻼ ﻗ ﺴ ﺲ اﻟﺒﻠﺪ‬١‫ﻷﻫﻞ ﻫﺬا‬ .٢
‫ﻣﻠ ﻜ ﻪ اﻟﻮزﻳﺮ ﺑﻴﻦ ﻳﺪ ي ﻛﺎن ﻣﺠﻠﺲ‬ .٣
‫اﻟﻌﺎﻟﻢ ﴽ ﻗ ﺪ م وأﻋ ﻈﻤﻬﺎ ﻣﺪن دﻣ ﺸ ﻖ ﻣﻦ‬ .٤
92 ‫ﻟﺨﺎﻟﻲ‬١‫اﻟﺮإع‬
Yem entheG atew aytoEastA sia 129

‫إﻟﻰ اﻟﻤﻠﻜﺔ أ ر ﻣ ﻨ ﺪ ﻟﻴﻜﻮن اﻟ ﻬﻨﺪ ب ًﺣ ﺎ ﻛ ﺎ اﻟﺒﺮﻳﻄﺎﻧﻴﺔ‬ ‫‪.٥‬‬
‫‪D iscussion . e s t i o n s‬‬
‫ﻫﻞ ﻛﺎن ا ﻟ ﻔ ﺮ اﺑ ﺤ ﺮ ي أﻛﻨﺮ ﺧ ﻄ ﺮﴽ ﻣﻨﺎﻟ ﻐ ﺮ اﻟﺒﺪي ﻓﻲ ﻋﻤ ﺮا س ﺑﻄﻮﻃﺔ؟ ﻣﺎ ﻣﺰاﻳﺎ ا ﻟ ﻔ ﺮ‬ ‫‪١‬‬

‫ﺑﺎﻟﺒﺤﺮ ﻋﻦ ا ﻟ ﻔ ﺮ ﺑ ﺎ ﻟ ﺮ ﻓﻲ ﻋﻤ ﺮه؟‬
‫ﻟﻤﺎذاوﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ اﻟﻤﺤﻴﻂ اﻟﻬﺬي ﺑﺎﺑ ﺤ ﺮا ﻷ ﻋ ﻈﻢ؟ وﻣﺎذاﻛﺎن ﺗﺄﺛ ﺮ ‪ ،‬اﻻﻗﺘﺼﺎدي‬ ‫‪.٢‬‬
‫واﻟ ﻬﺎ ﻣ ﻲ ﻋﻞ اﻟﻨﻄﻔﺔ؟‬
‫‪ ٠٣‬ﻋﺮﻓﯫ ﻣﻲ إﻟﺘﻤﻦ ﴽن ﺳﺒﻄﺎن اﺑﻤ ﻦ ﻛﺎن ﺑﻠﻌﺲ ‪١r‬ﻟﺬاﺀس ﺑﺼﻮرة دو‪٠‬رﻟﻤﺔ ‪ ،‬ﻓﻬﻞ ﻫﺬه ﻋﺎدة‬
‫ﻣﺤﻤﻮدهﺀﺀ ﻟﻠ ﺤﺎﺗﻤﻤﻨﴼو‪ 1‬ﻟ ﺰ ﺑ ﻢ ؛ و ﻫ ﻠ ﺌ ﺨ ﺎ ﴽن ﺗ ﻌ ﺔﴽ ﻣﻠ ﻮ ﺑﺎ د ﺑ ﺘ ﺈ ر أ‪ ٠‬ﺛ ﻮ‪ 1‬ﺻﻞ ﺑﻴﻦ‪ ١‬ﻟ ﺜ ﻌ ﺬ ب‬
‫و ﺣﻜﺎ ﻣ ﻬﻢ اﻟﻴﻮم ؟‬
‫و ﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﺪدآﻣ ﻦ اﻟﺪن اﻟﻴﻤﻨﻴﺔ اﻟﻨﻲ زارﻫﺎ ‪ ،‬ي ﻳ ﺬ ق " ﻟﺬﻛﺮا ﻫﻢ‪ ٠‬ى ﺗ ﺎ ﻫ ﻠ ﻜ ﻞ‬ ‫‪.٤‬‬
‫ﻣﺪﻳﻨﺔ ﻋﻞ ﺣﺪة‪ .‬ﻓﻌﺎ ا و ﺟ ﻪ اﻟﺜﺒﺔ واﻻ ﺧﺘ ﻼ ف ﻧﻴﻌﺎ ﺑﻴﻨ ﻬﻢ ؟‬
‫ﻛﺎن اﻟﻴﻤﻦ ﻳ ﻤ ﻰ ﻓﻲ اﻟﻤﺎﻏﻲ ﺑﻼد اﻟ ﻌ ﺮ ب ا ﻟ ﻌ ﻴ ﺪ ‪ ،‬ﻓﺎ ﻣ ﺠ ﺐ ﺗ ﻠ ﻚ اﻟ ﺴﻤﻴﺔ ﻓﻲ راﻳﻜﻢ‪ ،‬وﻫﻞ‬ ‫‪٠٥‬‬

‫ﻫﺬا ا ﻻ ﺳﻢ ﻣﺘﺎﺻﺎ اﻻن ؟ ﻟﻤﺎذا ؟‬
‫اﺑﺤﯯاﻓﻲ ا ﻹﻧ ﺰﻧ ﺖ ﻋﻦ إ ﺣﺪ ى اﻟ ﺼ ﺤ ﻒ اﻟﻴﻤﻨﻴﺔ واﻗﺮؤواﴽ ﻫﻢ ﻋﻨﺎوﻳﻦ اﻷ ﺧﺒﺎراﻟﻮاردة ﺑ ﺒﺎ وﺗﺮ ﺟ ﻮا‬

‫ﻋﺜﺮة ﻣﻨﻬﺎإﻟﻰ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ‪.934567‬‬
‫‪93 periodically‬‬
‫‪94 habit‬‬
‫‪95 commendable‬‬
‫‪96 innovative‬‬
‫‪97 discussed‬‬
‫‪130‬‬ ‫؛‬ ‫‪e Travels o f Ibn B ataita‬‬

10
‫ ﺀا ﻵ‬African Coast
(s.m a lia , Kenya, and Tanzania, 1 3 3 1 -3 2 )
‫ﺳﻠ ﻄﺎ ن ﻣ ﻘ ﻨ ﺸ ﻮ‬ ‫ﻧﻜﺮ‬
Ibn Battuta's southward journey brought him to the great trading

ports ofMogadishu and Kilwa
‫ ؛‬eAfrican Coast ‫اؤ ل‬

Although Islam spread through the Middle East during its first centuries by
way of military conquest its wider spread throughout the medieval period
came through merchant trade, reaching all the way to Indonesia in South-
east Asia, down the eastern coast of Africa, and into the lands south of the
Sahara. These frontier regions were quite different than the Middle Eastern
areas that Ibn Eattuta had explored so far. In the latter, Islam was the state re-
ligion ofland empires, incorporating Arab and Persian culture and forming
the central identity of government, law, and culttrre. In Africa and Asia, Islam
spread to ports focused on international trade. In most of those areas, Islam
was still a minority religion, only gradually spreading into the hinterlands,
^ e political and economic power of the Islamic caliphate helped facilitate
this international trade, as did the uniform code oflslamic sharia law, which
could provide a stable set of rules applicable anywhere, ^ e Indian Ocean
had become the heart oflslam ic maritime trade, the firll potential of which
struck Ibn B atata when he visited the strategic port of Aden in Yemen.
It was a time and place of great opportunities for an ambitious young schol-
ar like Ibn B atata. As Islamic law was being increasingly adopted in these
coastal regions ofthe Indian Ocean, the need for scholars and jurists trained
in the great centers of Mecca, Cairo, and Tunis was expanding. Despite his
initial jitters about traveling by sea, Ibn Battuta was willing to go nearly
anywhere, and was not shy about prom oting himself or ingratiating him-
self with the people in power wherever he went. During his brief stay in the
teeming, international port ofAden, he sensed limitless opportunity while
Asia was the m ost lucrative destination, the seasonal m onsoon winds in the
Indian Ocean prevented an immediate departure in that direction. Never
hesitant to act, Ibn Battuta used this time to travel to East Africa.
Mogadishu andKilwa
Although its more recent history has been shadowed by tragedy, Mogadishu
(in modern-day Somalia) was the richest and most powerfol trading port
on the East African coast in Ibn BattutaS day. Two hundred years earlier,
Muslim traders had begun to build up the small fishing village into an inter-
national trading port, trading ivory and gold from the African mainland for
goods from China, India, and the Persian Gulf to the East. W hile local Afri.
132 Travels o f fo n Battuta

can lanîages predominated in the town, Arabic provided a linguafranca for
trade, law, and religion.
Ibn BattutaS description of the East African coast is the only eye witness
account from the time period, and as such, is a very valuable historical doc-
ument. Upon his arrival in M ogadishu-apparently unexpected— Ibn Bat-
tuta identified himself as a Muslim legal scholar and was quickly brought to
the sultan, who put him in the company of other scholars. Although speak-
ing the Somali dialect among themselves, all were able to communicate in
Arabic. Ibn Battuta notes well the distinctive practice of assigning local es-
corts to foreign traders as evidence ofthe business sa٦^ty that made Mogadi-
shu such a strong economic player.
Ibn Batatta then traveled on to Zanzibar and Kilwa (off the coast ofTanza-
nia), which was rapidly emerging as the chief rival to Mogadishu. Founded
byaPersian prince in A D 1000, the Sultanate ofKfiwa would eventually con-
trol the entire East African coast until its conquest by Portugal in the 1500s.
The mixture ofPersian, Arab, and Bantti lan^rage and culture created the
distinctive identity referred to as 'Swahili' (from Coastal' in Arabic). Ibn Bat-
tuta praised the local architecture and the sultan's dedication to jihad on the
mainland in Africa. As always, he takes care to note the character and gov-
eming styles ofth e leaders he met, sharply contrasting the generous former
sultan with the recent arrival on the throne who made no secret ofhis mi-
serliness. Although Ibn Battuta was clearly fascinated by the unique culture
and abundant riches ofthe East African ports, the changing m onsoon winds
cut his visit short and compelled him to head back to Arabia.
From the Writings o flh n Battuta
fen Battuta arrives in Mogadishu, at foe time a great trading port, and de-
scribes the distinctive trading practices o fth e city:
‫ ( وأ ﻫﺜ ﻬﺎ ﻟ ﻬ ﻢ ﺟ ﺎ ل ﻛﺜﻴ ﺮة ﻳﻨﺤﺮون‬٢) ،‫ و ﻫ ﻲ ﻣﺪﻳﻨ ﺔ ﻣﺘﻨﺎﻫﻴﺔ ﻓﻲ اﻟﻜﻴﺮ‬،‫ؤ‬٠‫ ( و ﺻﻠﻨﺎ ﺛﻌﺘﺶ‬١)

‫ وﺑﺒﺎ ﺗ ﺼﻨ ﻊ اﻟﺜﻴﺎ ب‬،‫( وأ ﻫﻠ ﻬﺎ ﺗﺠﺎرأﻗﻮﻳﺎﺀ‬٣ ) ،‫ وﻟﻬﻢ أ ﻏﻨﺎم ﻛﺜﻴﺮة‬،‫ﻣﻨ ﻬﺎ اﻟﻤﺌﻴﻦ ﻓﻲ ﻛ ﻖ ﻳ ﻮم‬
‫ ( وﻣﻦ ﻋﺎ دة أﻫﻞ‬٤). ‫ وﻣﻨﻬﺎ ﺗ ﺤﻤ ﻞ إﻟﻰ دﻳﺎ رﻣ ﺼ ﺮو ﻏﻴ ﺮﻫﺎ‬،‫اﻟﻤﺸﻮﺑﺔ إﻟ ﻴ ﻬﺎاﻟ ﺘ ﻲ ﻻﻧ ﻈﻴ ﺮﻟ ﻬﺎ‬
‫ة‬ African Coast 133

‫ﻫ ﺬ ه اﻟﻤﺪﻳﻨﺔ أﺋ ﻪ ﻣ ﺘ ﻰ و ﺻ ﻞ ﻣ ﺮ ﻛ ﺐ إﻟﻰ اﻟﻤﺮﺳﻰ ﺗ ﺼﻌﺪاﻟ ﺼﻨﺎﺑ ﻖ‪ ،‬ر ﻫ ﻲ اﻟﻘ ﻮا ر ب اﻟ ﺼﻔﺎ ر‬
‫إﻟﻴﻪ‪ ( ٥) ،‬ﺑ ﻜ ﻮ ن ﻓﻲ ﻛﻖ ﺻﻨﺒﻮق ﺟﺎ ﻋﺔ ﻣﻦ ﺳ ﺎ ن أ ﻫﻠ ﻬﺎ ‪ ( ٦) ،‬و ﻻ ﻳﻨ ﺰ ل اﻟﺘﺎﺟﺮ ﻣ ﻦ اﻟﻤﺮﻛﺐ‬
‫إﻻوﻟﻰ دارﻧﺰﻳﻠﻪ ﻣ ﻦ ﻫ ﺆ ﻻ ﺀاﻟ ﺸﺒﺎ ن )‪ ( ٧‬ﻓﺈ ذاﻧ ﺰ ل ﻋﻨ ﺪ ﻧ ﺰﻳﻠ ﻪ ﻳﺒ ﻊ ﻟ ﻪ ﻣﺎ ﻋ ﻨ ﺪ ‪ .‬وا ﺷ ﺰ ى ﻟﻪ‪،‬‬
‫و ﻣ ﻦ ا ﺷ ﺰ ى ﻣﻨ ﻪ ﺑﺒ ﺨ ﺲ أ و ﺑ ﺦ ﻣﻨ ﻪ ﺑ ﻀﺮﺣ ﻀﻮر ﻧ ﺰﻳﻠ ﻪ ﻓ ﺬ ﻟ ﻚ اﻟﺒﻴ ﻊ ﻣ ﺮد ود ﻋ ﻨ ﺪ ﻫ ﻢ ‪،‬‬
‫)‪ ( ٨‬و ﻓ ﻢ ﻣﻨﻔﻌﺔ ﻓﻲ ذ ﻟ ﻚ‪.‬‬
‫‪Upon arriving in Mogadishu, Ibn Battuta is honored as a ۴‬‬ ‫‪st:‬‬
‫)و ( وﻟﻤﺎ ﺻ ﻌﺪ اﻟﺸﺎﺑﺎن إﻟﻰ اﻟﻤﺮﻛﺐ اﻟ ﺬ ي ﻛ ﻨ ﺖ ﻓﻴ ﻪ ﺟﺎﺀاﻟ ﻰ ﺑ ﻌ ﻀ ﻬﻢ ﻓ ﻘ ﺎ ل ﻟ ﻪ أ ﺻﺤﺎﺑﻲ‪:‬‬

‫اﻟ ﻌﺎدة إذا ﺟ ﺎ ﺀ اﻟﻔﻘﻴ ﻪ آو اﻟ ﺜ ﺮ ﻳ ﻒ‬ ‫"ﻟﻴ ﺲ ﻫ ﺬ ا ﺑﺘﺎ ﺟﺮ‪ ،‬و ى ﻫ ﺮﻓﻘﻴﻪ‪.‬ﺀﺀ )‪ ( ١٠‬ﻓﻘﺎدﻟ ﻲ‪:‬‬
‫ﺳ ﺎ ن ﺀ )‪ ( ١١‬ﻃ ﺒ ﺘ ﺴ ﺈ ﻟ ﻴ ﻬ ﺴ ﺎ ﻃ ﻠ ﺒ ﺮ ا‪٠‬‬
‫)‪ ( ١٢‬و ﺳﻠ ﻄﺎ ن ﻗﻔ ﺪ ﺷ ﻮ ‪ ،‬إﻧ ﻤﺎﻳﻘ ﻮﻟ ﻮ ن ﻟ ﻪ اﻟ ﺸ ﺦ ‪ ،‬وا ﺳ ﻤ ﻪ ﴽﺑ ﻮﺑ ﻜ ﺮ اﺑ ﻦ‪ ١‬ﻟ ﺴ ﺦ ﻋ ﻤ ﺮ‪( ١٣ ) ،‬‬
‫وﻫﻮﻓ ﻲ ا ﻷ ﺻ ﻞ ﻣ ﻦ اﻟ ﺮﺑ ﺮة‪ ،‬وﻛ ﻼﻣﻪ ﺑﺎﻟﻤﻘﺪﺳﻲ‪ ،‬وﻳﻌﺮ ف ا ﻟ ﻘ ﺎ ن اﻟﻌﺮﺑﻲ‪ ( ١٤) .‬وأﺗﻴﻨﺎ‬
‫اﻟﺠﺎﻣﻊ‪ ،‬ﻓ ﺼﻠﻴﻨﺎ ﺧ ﻠ ﻒ اﻟﻤﻘﺼﻮرة‪ ( ١٥) ،‬ﻓﻠ ﻤﺎ ﺧ ﺮ ج اﻟ ﺸﻴ ﺦ ﻣ ﻦ ﺑﺎ ب اﻟﻤﻘﺼﻮرة ﻓ ﺮ ﺣ ﺐ‬
‫وﺗ ﻜﺘﻨﻢ ﺑﻠ ﺴﺎ ﺛ ﺒ ﻢ ﻣ ﻊ اﻟﻘﺎ ﻏﺒ ﻲ ﻧ ﻢ ﻗ ﺎ ل ﺑﺎﻟﻠ ﺴﺎ ن اﻟﺘﺮﺑﻲ‪ :‬ا ﻗ ﺪ ﻣ ﺚ ﺧ ﺪ ﻣ ﻘ ﻨ ﻢ ‪ ،‬و ﺛ ﺰ ﻓ ﺚ‬
‫ﺑﻼةذاوآذﺳﺘﺄ‪.‬ﺀﺀ‬
‫‪Ibn Battuta then travels to the Sultanate ofKilwa (in present-day Tanzania),‬‬
‫‪the great rival ofMogadishu:‬‬
‫إ‪ ( ١٦‬ﻧ ﻢ ر ﻛﺒﻨﺎ ا ﻟ ﺒ ﺤ ﺮ ﻣ ﻦ ﻣ ﺪﻳﻨ ﺔ ﻣ ﻘ ﺪ ﺷ ﻮ ﻣ ﺘ ﻮﺑ ﻬ ﴼإﻟ ﻰ ﺑ ﻼ د ا ﻟ ﺮ ا ﺣ ﻞ ﻗﺎ ﺻ ﺪأ ﻣ ﺪﻳ ﻨ ﺔ‬

‫ﺑ ﻠ ﻮ ا ﻣ ﻦ ﺑ ﻼ د اﻟﺰﻧﻮ ج ‪ ( ١٧) ،‬ﻓﻮ ﺻﻠﻨﺎ إﻟﻰ ﺟﺰﻳﺮة ﺳ ﻰ ‪ ( ١٨) .‬ورﻛﺒﻨﺎ اﻟ ﺒ ﺤ ﺮإﻟﻰ ﻣ ﺪﻳﻨ ﺔ‬
‫ﺑﻠ ﺰا ‪ ،‬و ﻫ ﻲ ﻣﺪﻳﻨﺔ ﻋ ﻬﻴ ﻤ ﺔ‪ ٠‬ﻣﺎ ﺣ ﻺة ﴽ ﻛﺜ ﺮ أ ﻫ ﻠ ﻬ ﺎ اﻟﺰﻧﻮ ج ا ﻟ ﺘ ﺤ ﻜ ﻤ ﻮ ا ﻟ ﺮ ا د‪ ( ١٩) ،‬و ﻟ ﻢ‬
‫ﻗ ﺰ ﻃﺎ ث ﻓﻲ و ﺟ ﻮ ﻫ ﻢ‪ ( ٢٠) .‬و ﻣﺪﻳﻨﺔ ﺑ ﯯ ا ﻣ ﻦ أ‪ ٠‬ﺻ ﺶ اﻟﻤﺪن وأﺗﻐﻨﻬﺎ ﻋﺈ رة )‪ ( ٢١‬و ﻛﻠ ﻬﺎ‬
‫ب )‪ ( ٢٣‬و ﻫ ﻤ ﺄ ﻫ ﻞ ﺟ ﻬﺎ د‬ ‫ى ﺳ ﺎ‬
‫ﻷﺗ ﺠﻢ ﻓﻲ ﺑ ﺰ و ا ﺣ ﺪ ﻣ ﺘ ﺼ ﻞ ﻣ ﻊ ﻛﻘﺎ ر اﻟ ﺰﻧ ﻮ ج‪ ( ٢٤) ،‬واﻟ ﻐﺎﻟ ﺐ ﻋﻠ ﻴ ﻬ ﻢ اﻟ ﺪﻳ ﻦ واﻟ ﺼ ﻼ ح‪،‬‬
‫)‪ ( ٢٥‬و ﻫ ﻢ ﺷﺎﻓﻌﻴﺔ اﻟ ﻤﻨ ﻬ ﺐ‪.‬‬
‫‪Ibn Battuta contrasts the character ofpast and present sultans ofKilwa:‬‬
‫)‪ ( ٢٦‬ﻛﺎ ن ﺳ ﻠ ﻄ ﺎ ﺑ ﻔ ﻲ ﺀ ﻫ ﺪ د ﺧ ﺮ ﻟ ﻴ ﺈ ﺑ ﻬ ﺎ أ ﺑ ﻮاﻟ ﻤ ﻈ ﻐ ﺮ ﺻ ﻦ ‪ ( ٢٧)،‬ر ﻛ ﺬ ى ﴽ ﻳ ﺼ ﺄ أ ﺑ ﺎ‬

‫اﻟﻤﺮا ﻫ ﺐ ﻟ ﻜﺜ ﺮ ة ﻣ ﻮا ﻫﺒ ﻪ وﻣﻜﺎرﻣﻪ )‪ ( ٢٨‬وﻛﺎن ﻛ ﺜ ﻨﺎﻟ ﻐ ﺰ واﻟ ﻰ ارض اﻟ ﺰ ﻧ ﻮ ﺟ ﺜ ﻐ ﺮ ﻋﻠﻴ ﻬ ﻢ‬
‫وﻳﺄ ﺧﺬ اﻟ ﻐﻨﺎﻧ ﻢ‪ ( ٢٩) ،‬و ﻳ ﺮ ج ﺿ ﺒ ﺎ ﻧ ﺼﺮﻓﻪ ﻓﻲ ﻣﺼﺎرﻓﺔ اﻟﻤﻌﻴﺔ ﻓﻲ ﻛﺘﺎ ب ادﻧﻪ ﺗﻌﺎﻟﻰ‪(٣ ٠) .‬‬
‫وﻟﻤﺎ ﻧ ﻮﻓ ﻲ ﻫ ﺬ ا ا ﻟ ﻠ ﻄ ﺎ ن اﻟﻐﺎ ﺿ ﻞ اﻟ ﻜ ﺮﻳ ﻢ‪ ،‬رﺣﻤﺔ اﻟﻠﻪ ﻋﻠﻴﻪ‪ ،‬وﻟﻰ ﴽ ﺧ ﻮ ه داودﻓﻜﺎن ﻋ ﻞ اﻟﻀﻦ‬
‫ﻣ ﻦ ذ ﻟ ﻚ ‪ (٣ ١) ،‬إذا أﻧﺎ ه ﺳﺎﺋ ﻞ ﻳ ﻘ ﻮ ل‪ :‬ﻣ ﺎ ت اﻟ ﺬ ي ﻛﺎن ﻳ ﻌ ﻄ ﻲ‪ ،‬وﻟﻢ ﻳ ﺰ ك ﻣ ﻦ ﺑ ﻌ ﺪ ه ﻣ ﺎ‬
‫ﻳﺜ ﻄ ﻰ‪".‬‬
‫‪134‬‬ ‫‪T i e Travels o f Ibn Battuta‬‬

Vocabulary
( ٢) ‫ ذﺣﺮ‬: to slaughter
( ٢) ‫اذﻳﻦ‬ hundredths
(٣ ) ‫اﻟﻤﺸﺮﺑﺔ‬ belonging to, associated w ith
( ٤) ‫اﻟﻬﺬاﺑﻖ‬ small boats
( ٦) ‫ﻧ ﺰ ل‬ visitor, guest
( ٧) ‫ﺑﺨ ﺲ‬ cheap, very low
( ٧) ‫ﻣﺮدود‬ rejected, tu rn ed dow n
( ٨) ‫ﻣﻨﻔﻌﺔ‬ benefit, profit
( ١٠) ‫ﺷﺮﻳﻒ‬ high-ranking, honored
( ١٠) ‫ﺻﺎﻟ ﺢ‬ devoted, honest, pious
( ١٣) ‫اﻟﺮﺑﺮة‬ Barbaty, from the African coast
( ١٣) ‫ﻻ ن‬ tongue, here m eaning lanprage
( ١٤) ‫اﻟﻤﻘﺼﻮرة‬ private room , com partm ent
( ١٦) ‫ا ﻟ ﻮا ﺣ ﻞ‬ the Swahili coast o fE ast Africa
( ١٧) ‫ﺗ ﺒ ﻰ‬ M om basa (in m odern-day Kenya)
( ١٨) ‫ﺋ ﺬ ا‬ Kilwa, great city state (in m odern-
day Tanzania)
( ١٨) ‫ﺳ ﺸ ﺤﻜﻢ‬ intense, severe
( ١٩) ‫ﺋ ﺰ ﻃ ﺎ ذ‬ incisions
( ٢١ ) ‫ س‬٠‫اﻟﺬ‬ bulrush
( ٢٣) ‫اﻟﺰﻧﻮج‬ people o fth e Zanj (African
interior)
( ٢٥) ‫ﺛ ﺎ ﺳ ﺔ‬ the Shafi'i school of Sunni Islam
( ٢٧) ‫ﻳ ﺶ‬ to call, to nicknam e
( ٢٧) ‫ﻣﻮاﻫﺐ‬ aptitudes, talents
( ٢٨) ‫ﻳ ﺒ ﺪ ﻋﻞ‬ to attack, invade, make a raid into
( ٣ . ) ‫ﺀﻟ ﻰاﻟ ﻐ ﺬ‬ c o n t r a l to , opposite of
T ie African Coast 135

‫‪n o m p le te A rabic sentences (numbers‬؛ ‪A. A nsw er th e fo ll.w in g q u e sti.n s‬‬

‫‪refer to th e lines in w hich the inform ation can b e fo u n d ):‬‬
‫ك ﺀ ﻓ ﻰ ﻧ ﻴ ﺮ ﺋ ﺴ ﻄ ﺪ ﺷ ﺒ ﺎ ز و‪ 1‬را ﻷ ﺟ ﺎ ب ؟ )‪( ٨- ٤‬‬ ‫‪.١‬‬
‫‪ . ٢‬ﻣﺎ ﻋﺎدة أﻫ ﻞ ﻣﻘﺪ ﺛ ﻮ ﻋﻨﺪ وﺻﻮل ﻓﻘﻴﻪ ﴽو ﺷﺮﻳﻒ إﻟﻰ اﻟﻤﺪﻳﺌﺔ؟ )‪( ١٠‬‬
‫ﻛ ﻢ ﻟﻐﺔ ﻛﺎف ﻳﺘ ﻜﻠﻢت‪ ٠‬ا ﻣﻠ ﻄﺎ ن ﻣﻘﺪﺷﺮ ؟ )‪( ١٥- ١٢‬‬ ‫‪.٣‬‬
‫ﻛ ﻴ ﻔ ﻮ ﺻ ﻔ ﺎ ﺑ ﻨ ﺒ ﻄ ﻮ ﻃ ﺔﴽ ﻫ ﻠ ﻤ ﺪ ‪ ,‬ﻗ ﺔ ﻛ ﻠ ﻮا ؟ )‪( ١٩‬‬ ‫‪.٤‬‬
‫ﻣﺎذا ﻛﺎن ﻳﻔﻌ ﻞ ﻣﻠ ﻄﺎ ن ﻛﻠﻮا ﺑﺎﻟﻐﻨﺎﺋﻢ اﻟﺘﻲ ﻛﺎن ﻣﺠﺼﻞ ﻋﺒ ﻬﺎ ض ﻏﺰراﺗﻪ ؟ )‪( ٢٨- ٢٧‬‬ ‫‪.٥‬‬
‫‪1 36‬‬ ‫‪Travels o f l b n Battuta‬‬

B. FindArabic phrases in the text that approximate the following meanings
in English:
1. which has no equal ‫__________________________________________؛‬
2. whenever a boat arrives ‫؛‬
3. they benefit from that ‫________________________________________؛‬
4٠ he was the opposite ‫__________________________________________ذ‬
5. he was called...because o f ‫؛‬
and phrases‫؛‬
- : ‫' ﻳ ﺬﺑ ﺤ ﻮ ن‬ ١
_ : ‫اﻟ ﺮ ف‬ .٢
‫ ﺷ ﺾ‬J١،> .٣
‫ﺑ ﺠﺎﻧ ﺐ‬ .٤
_:‫ﺳﺘﻰ‬. .٥
D. Find Arabic antonyms or opposites for each o fth e following words or

phrases in the text and use each in a complete sentence ‫؛‬
____________________________________________ : ‫ﻣ ﺪ ﻳ ﻨ ﺔ ﺻ ﻔ ﺮ ة ﺟ ﺪ ﴽ‬ ١
‫ ﻵ‬١‫ ج‬African Coast 137

‫ﻛﺎن ﺑ ﺨ ﻴ ﻼ'‪.:‬‬ ‫‪.٢‬‬
‫‪ .٣‬اﻟﺒﻠﺪ ﺗﻌﺎﻧ ﻲ ﻣ ﻦ اﻟﺠﻔﺎ ف‬
‫ﻳ ﺴ ﻜ ﺮن ًﺑﻌﻴﺪا ﻋ ﻦ‬ ‫‪,٤‬‬
‫ﻣﺎدور اﻟ ﺮﻳ ﻞ ﻓﻲ اﻟ ﻈﺎم اﻟ ﺠﺎ ر ي ﻓﻲ ﻣﻘﺪﻳﺜ ﻮ ؟ ) ه ‪( ٨ -‬‬ ‫‪.١‬‬
‫‪ . ٢‬ﺑﺎذا ﻗﺎل ا ﺳ ﺎ ن ﺳﻔﻴ ﻪ اﺑﻦ ﺑﻄﻮﻃﺔ ﺀ ﻧ ﺰ ئ ﺑﻼذﻧﺎ وآ ﻧﺘﺎ " ؟ )‪( ١٥‬‬
‫‪ .٣‬ﻣﺎ اﻟﺨﻨﻪﺀﺀ اﻟ ﺪ ﻳ ﺔ اﻟﻐﻲ ﻣﺪﺣﻬﺎ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﴽ ﻫ ﻞ ﻣﺪﻳﺔ ﻛﻠﻮا ؟ )‪( ٢٣‬‬
‫‪ً . ٤‬ك ﺀ ﻓ ﺎ ﺧ ﺄ ف ﺀ ﺻ ﺌ ﻄ ﺎ ﻧ ﻜ ﻠ ﻮ ا ا ًﺑ ﻮاﻟ ﻤ ﻐﻠ ﻀ ﺺ ﺀﻧﺎ ﺧ ﻴ ﻬﺎﻟ ﻈ ﻈ ﻨ ﺪا و د ؟ )‪(٣١ - ٢٦‬‬
‫‪ habits and customs, social behavior‬و‪8‬‬
‫‪138‬‬ ‫‪ Travels of Ibn Battaata‬ء ﻵ‬

‫ﻫ ﻠ ﺮا ى اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﺳﻠﻄﺎن ’ﻛﻠﻮاﺀ ﻧﻤﻮﻧﺠﺎ ﺷﺎﻟﻴﺎهﺀ ﻟﻠﺰﻋﻴﻢ ا ﻟ ﻠ ﻢ ا ﻛ ﺎ ﻟ ﺢ ؟ ﻛﻴ ﻒ ؟‬ .٥
(٣٠ - ٢٦)
Grammar) Structure, and Context Clues
1. The sultan of Mogadishu is referred t . here as being o f ‫' ﴽ ﺻﻞ اﻟﺮﺑﺮهﺀﺀ‬:

This t e m and its related forms had several uses in Ibn Battuta's time,
^ e term is related to the words 'barbaric,' 'Barba‫ ' ؟‬and 'Berber' and
derives from the Greek term barbaros, the sound of which was meant
to mimic the murmuring of an unintelligible language. The Greeks
generally used this term to refer to any non-Greek, but the Arabs
adopted it in reference to a num ber of non-Muslim peoples. Most
femiliar are the Berbers ofN orth Africa, but here it refers to Barbara, a
region in Somalia.
2. The other major demographic group Ibn Battuta identifies are the ‫زﻧﺮج‬
(sing.- ‫)زﻧﺞ‬. ^ e t e m was often used to refer to Negroid peoples in
general, and its use today can be considered offensive. Here, it refers
specifically to the region of southeast Africa, along the Swahili coast,
knovm as the Zanj. ^ i s same word is at the root ofthe name .Zanzi-
bar.' Ibn Battuta describes them as "deep black" in color (line 18 —
‫اﻟ ﺴ ﺤ ﻜ ﻤ ﻮاﻟ ﺴ ﺮاد‬, with ‫ﺷ ﻜ ﻢ‬ being 'profoundly,' or deeply), ^ e Zanji
territory began south of Mogadishu, which is where Ibn Battuta's nar-
rative shifts to a description o fthe Zanji. Ibn Bataita identifies them
as a clearly pagan people ( ‫ و)ﻛﺬار اﻟﺰﻧﻮج‬and the Muslim inhabitants of 9
99 ideal model
African Coast 139

Kilwa as ‫( ﴽ ﻫ ﻞ ﺟﻬﺎد‬line 23) for their proximity to them. I s , in his
narrative, he Justifies the numerous raids conducted against the Zanji.
3. In line 27, Ibn Battuta uses another ofhis favorite constructs when he
notes the sultan was:
‫ﻳﻜﻨﻰ ًاﻳ ﻀﺎ أﺑﺎ اﻟﻤﻮاﻫﺐ ﻟﻜﺜﺮة ﻣﺮاﻫﻴﻪ‬
The verb ‫ ﻛﻨﻰ‬means to be called by a kuniya (the pattern of calling

someone familiarly .the fother of...' or 'the m other o f...' normally fol-
lowed by the name ofthe oldest child,, e. g .‫ اﺑﻮ ﺻﺎﻟﺢ‬or ‫) ام ﺟﺎ ﺳﻢ‬. Here,
however, the person is named as 'the father of' a quality or thing, in
this case, gifts ( ‫ ) ﻣ ﻮاﻫ ﺐ‬. As such, it signifies high respect for the leader.
I second part ofthe construct, ‫( ل‬for) indicates why the person is
so named, in this case for his many gifts to the people. This practice
appears throughout Ibn Battuta’s Vtfitings to show how various famous
people were perceived. Ibn Battuta only reports, but does not endorse
this practice, which is considered offensive by many strict Muslims as
only God can be the 'Father, of such qualities.
4. Notice the difference in meaning befrveen these two words which

share the same root ‫ م‬- ‫ ن‬- ‫ غ‬:
a) inline 2, ‫ = اﻏﻨﺎم‬sheep or livestock
b) in line 28, ‫ = ﻏﻨﺎﻧﻢ‬loot taken from the enemy after war,, profits,
spoils, prizes ofwar
Writing Exercises
A. Translate the follovfing sentences into Arabic, using vocabulary from

structures:
140 ! T r a v e l s o f Ib n Battuta
1. Alexandria is a p . r t with no equal in the Middle East (3):
2. No foreigner enters the city, except to ٦dsit the sultan (6):
3٠ ٠e people of China benefitted from the silk trade (8):
4. He was of Indian origin, but his speech was Arabic (13) ‫ت‬
5. My wife loves to travel, but I am the opposite ofthat (3 0 )‫؛‬
^ e A fo c a n Coast 141
‫‪B. Rearrange the words below into coherent sentences:‬‬
‫ا ﻷ ﺻﻞ ﻳﻌﺮف ا ﺷ ﺎ ن اﻟﺮﺑﺮة وﻟﻜﻨﻪ ﻓﻲ اﻟﻌﺮي اﻟ ﺴﻠ ﻄﺎ ن‬ ‫‪١‬‬
‫ﻟﻠ ﺒﻠ ﺪ وﺟﻮﻫﻢ ﻗ ﺰ ﻃﺎ ن ﻓﻲ أﻫﻞ ﻫﺬا ﻋﻨﺪﻫﻢ‬ ‫‪.٢‬‬
‫اﻟﺒ ﺤ ﺮ اﻟﻬﻨﺪ ﻣﻦ ﻋ ﺪ ن ﻣﺘﻮﻟﺠﻬﴼ ﻣﺪﻳﻨﺔ إﻟﻰ ﺑﻼد رﻛﺴﺖ‬ ‫‪.٣‬‬
‫‪ . ٤‬اﺑﻨﻪ ﻟﻤﺎ ا ﻟ ﻠ ﻄ ﺎ ن وﻟﻲ ﺗﻮﻓﻲ اﻟ ﺼﻔ ﺮ‬
‫‪ . ٥‬اﻟ ﻀ ﻦ ﻛﺎن ذﻟ ﻚ اﻟﻤﻠﻚ ﺟ ﺪﴽ اً ﺧ ﻮ ه وﻟﻜ ﻦ ﻛﺎن ﻋﻞ ﻣﻦ ﻛﺮﻳﴼ‬

‫ﻳﻌﻦ اﻧ ﻈﺎم اﻳ ﺠﺎ ر ي ﻗ ﻌ ﺪ د اﻷﻃﺮا ف‪ ’..‬ا ﻟ ﻮ ﺑ ﻠ ﺔ اﻟﻤﺜﻠﻰ‪ ١٠١‬ﻟ ﻌ ﺒ ﻴ ﺪ ﺣﺮﻛﺔ اﻟﺘﺠﺎرة وﺗﺤﻘﻴﻖ‬ ‫‪١‬‬
‫اﻟﺘﻨﻤﻴﺔ اﻻﻗﺘﺼﺎدﻳﺔ‪ .‬اﺛﺮﺣﻮا ﻫﺬ‪ ٥‬اﻟﻌﺒﺎرة ﻓﻲ ﺿﻮﺀ ﻣﺎ ﻧﻜﺮه اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻦ اﻟﻌﺎدا ت اﻟﺘﺠﺎرﻳﺔ‬
‫ﻷﻫﻞ ﻣﻘ ﺪﺛ ﻮ‪.‬‬
‫ﻋﺮض ﻟﻨﺎ اﺑﻦ ﺑﻌﻠﻮﻃﺔ ﺻﺮرة ﻟﻤﺪﻳﺌﺔ ﻣﻘﺪﺷﻮﻓ ﻲ اﻟﻤﺎﻧﻲ‪ ،‬ﻓﺈذا ﺗﻌﺮﻧﻮن ﻋﻦ ﺻﺮرة اﻟﻤﺪﻳﺘﺔ ﻓﻲ‬ ‫‪٠٢‬‬
‫ﻋﺼﺮﻧﺎ اﻟﺤﺎﺿﺮ ؟‬
‫‪ .٣‬ﻫﻞ ﺗﻮاﻓﻖ اﺑﻦ ﺑﻄﻮﻃﻪ ﻓﻲ ذﻋﺘﻪ‪ 2‬ه‪ ٦‬ﺳ ﺎ ن ﯮا ﺑﺎﻟﻐﺎﺿﻞ واﻟﻜﺮﻳﻢ ؟ ﻟﻤﺎذا؟‬
‫ﻫﻞ ﺷﺨﺼﻴﺔ ﻣﻠ ﻄﺎن ﻛﻠﺮا ﺗﻀﺎﻫﻴﻮﻫﴼ ﺷﺨﺼﻴﺔ ﺑﻌﺾ اﻟﺰﻋﺈﺀ اﻟﺘﺎرﻳﺨﻴﻴﻦ ﴽواﻟﻤﻌﺎﺻﺮﻳﻦ اﻟﻨﻴ ﻦ‬ ‫‪.٤‬‬
‫ﺗﻌﺮﻓﻮﻧﻬﻢ ؟ ﻣﻦ ﻫﻢ؟‬
‫ﻣﻦ وﺟﻬﺔ ﻧﻈﺮﻛﻢ ‪ ،‬ﻫﻞ ﻛﺎن ﻟﻠﻌﺮ ب ﺗﺄﺛﺮ ﻋﻞ اﻷوﺿﺎع ا ﻟ ﺒ ﺎ ﻣ ﻴ ﺔ واﻟﺜﻘﺎﻓﻴﺔ ﻓﻲ ﻣﻘﺪ ﺷ ﻮ ﻓﻲ‬ ‫‪.٥‬‬
‫اﻟﻌﺼﺮر اﻟﻮﺳﻄﻰ ا ﻹﻣ ﻼﻣﻴﺔ؟ﻛﺘ ﻒ؟‬
‫‪1023‬‬
‫واﻟﺠﻐﺮاﻓﻴﺔ‪.‬‬ ‫اﺑﺤﺜﻮا ﻓﻲ ا ﻹﻧ ﺮﻧ ﺖ واﻛﺘﺒﻮا ﻣﻘﺎﻻ ﻗﺼﻴﺮا ﻋﻦ ﻣﺪﻳﻨﺔ ﻛﻠﻮا وأﻫﻤﻴﺘﻬﺎ اﻟﺘﺎرﻳﺨﻴﺔ‬
‫‪100 multilateral‬‬
‫‪101 idealist‬‬
‫‪102 his characterization description‬‬
‫‪103 match‬‬
‫‪^ e A & ica n Coast‬‬ ‫‪143‬‬

11
Travels along the Arabian Gulf
(Oman, Bahrain; and Saudi Arabia, 1330)
‫ﻣﻦ اﻟﺼﺤﺮاﺀ إﻟﻰ اﻟﺒﺤﺮﻳﻦ‬
proved the most treacherous
Along w ith his descriptions of im portant m onum ents and great leaders,
Ibn Battuta provides many anecdotes of hardship and adventure and
records the curious practices o f different peoples he encountered. His
travel back from East Africa to Arabia to em bark on another Hajj pro.
vides m any o f these examples. Some of his accounts provide an air of
authenticity to his travel record, while others have the opposite effect.
It is clear that many of his stories are secondhand reports he picked up
along the way, and while they may have seemed to his audience at least as
plausible as the wonders he actually did witness, today they stand out as
inaccurate. It is, therefore, im portant to bear the context in m ind when
judging his reports.
Travels alongthe Arabian G ulf 145

Ibn Battuta's description of pearl harvesting in the Arabian (Persian) Gulf is
an example ofthis tendency. He correctlynotes the importance of the pearl
industry to the Gulf Up until the d isc o v e r of oil in the tiventieth century
pearl diving was the principle economic acthfity of Gulf cities like Bahrain.
The very act of divers retrieving pearls from shellfish in the sea would have
been fascinating enough to readers in Morocco, who may have only seen
the final product. Yet his description of the actiial process of diving, with
accounts of divers holding their breath for two hours, obviously has some
problems. It is easy to understand, however, why such details would be be-
lievable to those who, like Ibn Battuta himself, never attempted the actirity.
Ibn Battuta's travels across the Omani desert after landing from Africa offer
a clearer delineation of eyewitness and secondhand reporting. The treach-
erous crossing, which he preferred to the dangers of a sea journey around
the coast of southern Arabia, nearly cost Ibn B ato ta his life once again. He
describes conditions in which the winds and heat threatened all travelers,
and many suiwived by robbery. In the rather lawless territory he was am-
bushed by a desert bandit, yet successfully defended his party with a spear.
He is carefol to contrast this adventure with a story he heard about a noble
bandit of the desert, who repented ofhis crimes and whose grave became
a pilgrimage site. Here, his mix of firsthand report and storytelling clearly
demonstrate the harsh conditions of the southern desert, far from the con-
trol of rulers to the north.
W hile these areas today constitute some of the richest and most developed
in the world, theArabian Gulf and southern Arabia appear in IbnBatataSac-
counts as undeveloped hinterlands. In his time, they had littlenaturalresohrc-
es to offer, and what international trade did occur was by sea. W hile coastal
ports could prosper, the desert behind them was largely barren. The contrast
bears evidence to how radically the d isc o v e r of oil has changed the region.
146 The Travels o f fe n Bataita

‫‪From the Writings o f Ibn Battuta‬‬
‫‪A treacherous crossing of the desert:‬‬
‫‪1‬ان ﺗ ﻠ ﻚ ا ﻟ ﻼ د ‪ ،‬و ﻻ ﻻ و ﻓ ﻬ ﺎ إ ﻻ ‪ /‬ﻋ ﻬ ﻢ‬ ‫)‪ ( ١‬ا ﻛ ﺸ ﺒ ﺎ د وا ت ﻣ ﻦ ا ﺟ ﻀ ﺎ ن ‪ ،‬و ﻟ ﻢ‬

‫ﻟ ﺸ ﺠﺎ ﻋﺘ ﻬ ﻢ وﻣﻌ ﺮﻓﺘﻬﻢ ﺑﺎﻟﻄﺮق‪ ( ٢) ،‬وﻓﻴ ﻬﺎ ﺻ ﺤ ﺮ ا ﺀ ﺑ ﺮ ة ا رﺑ ﻊ ا ﻳ ﺎ م ﻳﻘ ﻄ ﻊ ﺑ ﺒ ﺎ اﻟﻄﺮﻳﻖ‬
‫ﻟ ﺼﻮ ص اﻷﻋﺮا ب ) ‪ (٣‬و ﺑ ﺐ ﻓﻴ ﻬﺎ ر ﻳ ﻎ ا ﻟ ﺌ ﻤ ﻮ م ﻓﻲ ﺷﻬ ﺮ ي ﺗ ﻮ ز وﺣﺰﻳﺮان ﻓ ﻤ ﻦ ﺻﺎدﻗﻪ‬
‫ﻓﻴ ﻬﺎ ﻗﺌﻨﺘ ﻪ ‪ ( ٤) ،‬وﻟ ﻐ ﺪﻧ ﻜ ﺮﻟ ﻲ ا ذاﻟ ﺮ ﺟ ﻞ إ ذاﻗﺘﻠﺘ ﻪ ﺗ ﻠ ﻚ اﻟ ﺮﻳ ﺢ واراداﺻﺤﺎﺑﻪ ﻏ ﻠ ﻪ ﻳﻨﻔﺼﻞ‬
‫‪ ٠‬ﻛﻞ ﻋ ﻀ ﻮ ﻣﻨﻪ ﻋ ﻦ ﺳﺎﺋﺮا ﻷﻋ ﻀﺎﺀ‪ ( ٥) ،‬وﺑﻬﺎﺗﺠﺮن ﻛ ﺜ ﺮ ة ﻟ ﺬ ﻧ ﻴ ﻦ ﻣﺎﺗ ﻮا ﻓﻴ ﻬﺎ ﺑ ﻬ ﺬ ه اﻟﺮﻳﺢ‪،‬‬
‫)‪ ( ٦‬و ﻛ ﯫ ﻧ ﺎ ﻓ ﺮ ﻓ ﻴ ﻬ ﺎ ﺑ ﺎ ﻟ ﺒ ﻞ ‪ ،‬ﻓﺈ ذا ﻃﻠ ﻌ ﺖ اﻟ ﺸ ﻤ ﺲ ﻧ ﺰﻟﻨﺎ ﺗ ﺤ ﺖ ﻇ ﻼ ﻻ ﻷ ﺷ ﺤ ﺎ ر ﻣ ﻨ ﴼ‪۶‬‬
‫ﻏﻴ ﻼ ن‪.‬‬
‫؛ ‪Ibn Battuta describes a noble bandit of the Persian D esert‬‬
‫ا ﻟ ﺌ ﺬ ﻣ ﻨ ﺎ ﻫ ﻞ ﺳ ﺒ ﺘ ﺎ ن ‪ ،‬ﴽﺀﺟ ﻀﺎﻷ ص‪ ٣‬ل‪ ،‬واﻟﺌﻜ ﻤﻌﺬا ﻫﺎ ﻷة ﻃ ﻊ‪،‬‬

‫و ﻛﺎﻧ ﺖ ﻳ ﻨ ﻪ ﻗ ﻄﻌ ﺖ ﻓﻲ ﺑ ﻌ ﺾ ﺣﺮوﺑﻪ‪ ( ٨) ،‬و ﻛﺎﻧ ﺖ ﻟﻨﻪ ﺟﺎ ﻋﺄ ﻛﺜﻴ ﺮ ة ﻣ ﻦ ﻓﺮﺳﺎن اﻷﻋﺮاب‬
‫وا ﻷ ﻋ ﺠﺎم ﻳ ﻘ ﻄ ﻊ ﺑ ﻬ ﻢ اﻟ ﻄﺮ ق‪ ( ٩) ،‬وﻛﺎن ﻳ ﺒ ﻨ ﻲ اﻟ ﺰ واﻳﺎ و ﻳ ﻄ ﻤ ﻊ اﻟ ﺮا ر د واﻟ ﺼﺎ د ر ﻣ ﻦ‬
‫ﻟ ﺤ ﺎ ﻣ ﻨ ﺎ ﻟ ﺬ ا س ‪ ( ١٠) .‬ر ﻗ ﺎ ل إﺗ ﻪ ﻛ ﺎ ن ﺀ د ﺀ و ا ﻧ ﻰ ﻃ ﺎ ﻷ ﺀ ﻟ ﻤ ﻦ‬
‫ل ‪ ( ١١) ،‬ﻻﻟ ﺠ ﺪ ر ﻋﻠ ﻴ ﻪ ﻃ ﻜ ﺎﻟ ﻌ ﺮا ﻗ ﻮ ﻻ ﻏ ﻴ ﺮ ه ‪ ( ١٢) ،‬ﺑ ﺌ ﺒ ﻮ ﻛ ﺒ ﺪ ﺣ ﺘ ﻰ‬
‫ﻣﺎ ت‪ ،‬و ﻗ ﻮ ه ﺑﺰار ﺑﺒﻠ ﺪ ه‪.‬‬
‫‪From the hardship of the desert to the hardship of the sea, observing pearl‬‬
‫‪diving in the Arabian Gulf:‬‬
‫)‪( ١٣‬ﻛﺎن ﺷ ﻬ ﺮ إ ﺑ ﺮ ﻳ ﻞ و ﺷ ﻬ ﺮ ﻣ ﺎ ﻳ ﻪ ﻧﺎﻧ ﻲ اﻟﻘ ﻮا ر ب اﻟ ﻜﺜﻴ ﺮ ة ﻓ ﻴ ﻬ ﺎ اﻟﻐ ﻮا ﺻ ﻮ ن و ﻳ ﺎ ر‬

‫ﻓﺎ ر س واﻟﺒ ﺤ ﺮﻳ ﻦ واﻟﻔ ﻄﻴ ﻒ‪ ( ١٤) ،‬وﻳ ﺤﻌ ﻞ اﻟﻔ ﺰا ص ﺷ ﻴ ﯫً ﻳ ﻜ ﺮ ه ﻣ ﻦ ﻋ ﻔ ﻠ ﻢ ا ﻟ ﻘ ﻠ ﻴ ﻢ ‪،‬‬
‫وﻫﻲ ا ﻟ ﺘ ﺌ ﺤ ﻔ ﺎ ة )‪ ( ١٥‬وﻳﺼﺬ‪.‬ع ﻣ ﻦ ﻫ ﺬ ا اﻟ ﻌ ﻈ ﻢ ا ﻳ ﻀ ﴼ ﺷ ﻜ ﻶ ﺷ ﺒ ﻪ اﻟﻤﻔﺮاض ﻳ ﺸ ﻨ ﻪ ﻋ ﻞ‬
‫اﻧﻔ ﻪ‪ ( ١٦) ،‬ﺛ ﻊ ﻳ ﺮﺑ ﻂ ﺣﻴ ﻸﻓ ﻲ و ﺳ ﻄﻪ‪ ،‬ر ﻧ ﺮ ص‪ ( ١٧) .‬وﻳﺘﻔﺎ وﺗ ﻮ ن ﻓﻲ اﻟ ﺼﻴﺮﻓﻲ اﻟﻤﺎﺀ‪،‬‬
‫ﻓ ﻤ ﻨ ﻬ ﻢ ﻣ ﻦ ﻳ ﺼﻴ ﺮ ا ﺷ ﺎ ﻋ ﺔ وا ﻓﺎ ﻋ ﺘ ﻴ ﻦ ﻓ ﺈ دون ذ ﻟ ﻚ ‪ ( ١٨) ،‬ﻓﺈ ذا ﺿﺎ ق ﻧ ﺜ ﺜ ﻪ ﺣ ﻮ ك‬
‫ص ‪ ،‬ﻓ ﻴ ﺮ ﻓ ﻤ ﻬ ﺈﻟ ﻰ ى ر ب )‪( ١٩‬‬
‫ﻓ ﺘ ﺆ ﺧ ﺬ ﻣ ﻨ ﻪ ا ﻳ ﺨ ﻼ ة وﺑﻔﺘ ﺢ اﻟ ﺼﺪ ف‪ ،‬ﻓﻴ ﻮ ﺟﺪﻓ ﻲ ا ﺟ ﻮا ﻓ ﻬﺎ ﻗ ﻄ ﻎ ﻟ ﺤ ﻢ ﺋ ﻘ ﻄ ﺢ ﺑ ﺤ ﺪﻳ ﺪ ة ‪،‬‬
‫)‪ ( ٢٠‬ﻓﺈ ذا ﺑ ﺎ ﺛ ﺮ ت اﻟ ﻬ ﻮا ﺀ ﺟ ﺪ ت ﻓ ﺼﺎر ت ﺟﻮاﻫﺮ‪ ( ٢١) ،‬ﻓ ﻴ ﺠ ﻤ ﻊ ﺟ ﻴ ﻌ ﻬ ﺎ ﻣ ﻦ ﺻﻔﻴ ﺮ‬
‫و ﻛ ﺒ ﻴ ﺮ ﻓ ﻴ ﺄ ﺧ ﺬ ا ﺷﻠ ﻄ ﺎ ن ﺧ ﻤ ﻪ واﻟﺒﺎﻗ ﻲ ﻳ ﻘ ﺮ ﻳ ﻪ اﻟﺘ ﺠﺎ ر اﻟﺤﺎ ﺿﺮون ﺑ ﺘ ﻠ ﻚ اﻟﻘ ﻮا ر ب‪.‬‬
‫‪Travels along the Arabian Gulf‬‬ ‫‪147‬‬

Vocabulary
( ١) ‫ا ى‬ to grant or take on lease, hire

( ١) ‫ ( ﺑ ﻮا ق‬8‫ ﺟ ﻪ؛‬. - ‫)داﺑﺔ‬ any animal used for riding such as
horses, donkeys, camels, etc.
( ١) ‫اﻟ ﺰ ﻛﺎ ن‬ a Turkic people located primarily
in Central Asia, in the states of
Turkmenistan, Afghanistan, Iran,
N orthern Pakistan, Syria, Iraq,
and N orth Caucasus
( ٢) ‫ﺳ ﺮ ة‬ distance
( ٢) ‫اﻷﻋﺮاب‬ Arabs of the desert. Bedouins
(٣ ) ‫اﻟﺌ ﻤ ﻮم‬ a hot wind ofthe desert, sand-
storm
( ٧) ‫ﻳ ﺠ ﺘ ﺎ ز‬ Sijistan, a region ofEastern Iran
( ٧) ‫أ ﻋﺠ ﺲ‬ foreigner, non-Arab
( ٧) ‫اﻷﻗﻄﻊ‬ amputee, one-armed person
( ٩) ‫رارد وﺻﺎدر‬ arriving and departing passengers
( ٩) ‫ﺗ ﻠ ﺐ‬ to loot
<١٠) ‫ةز ش‬ payzafcat (charity) for poor
people
( ١٢) ‫ﺛﺎ ب‬ to forsake (his ways), repent
( ١٣) ‫ ﺟ ﺌ ﺔ ﻗﻮارب‬.- ( ‫) ذا ر ب‬ boats
( ١٣) ‫ﻏﻨﺎ ص‬ diver
( ١٣) ‫ﻓﺎرس‬ Fars, Persia
( ١٣) ‫اﻟﻐ ﻄ ﻒ‬ ^ t i f , a coastal region in Saudi
Arabia
( ١٤) ‫ﻇ ﻤ ﺎ ﻟ ﺌ ﻠ ﻴ ﻢ‬ the bones o fa small turde
( ١٤) ‫ﺻﻠﺤﻐﺎة‬ turtie
( ١‫ﻳﻘﺮا ض ) ه‬ clipper, scissors
( ١٧) ‫اﻟ ﺺ‬ patience, here refers to holding
breath
( ١٨) ‫ﻣﺤﺲ‬ to realize, feel, perceive by sense

( ١٩) ‫ﯮ ﺧ ﺬ‬ to be taken by
( ١٩) ‫ﺑ ﻼ ة‬ bag
( ١٩) . ‫ ' ة‬- seashell
( ٢ . ) ‫ﺑﺎﺛ ﺮ‬ exposed to
( ٢٠) ‫ﺟ ﺪ‬ to solidify
A. Answer the following questions in com plete Arabic sentences (num bers
refer to th e lines in w hich th e inform ation can b e found):
( ١) ‫ ؟‬٠‫ﻫﺄ اﻟﺰكﺀاز‬٠‫ﻟﻤﺎذا ﻳ ﻌ ﺮ ا ﺷﺎﻓﺮ و ن اﻟﺼﺤﺮاﺀ ﺑﺼﺤﺒﺔ‬ ١
( ٧ ) ‫ اﻟﻠ ﻚ ﻋﻞ اﻟﻠ ﺺ ﺟﺎ ل ؟‬١‫ﻟﻤﺎذا ﻳﻄﻠﻖ ﺑ ﻪ‬ .٢
(1045٨ ) ‫ض ﺗﺘﻜﺰن ﺟﺎﻋﺔ ﺟﺎ ل اﻟﺜ ﺚ ؟ وﻣﺎ ﻋﻤﻞ ﺗﻠ ﻚ اﻟﺠﺎﻋﺔ ؟‬ .٣
104 accompanied by
105 nickname
Travels along the Arabian G ulf 149

( ٩) ‫ أ ﻓﻲ اﻷﻣﻮال اﻟﺘﻲ ﺑ ﺼ ﻞ ﻋﻠﻴﻬﺎ ﻣﻦ اﻟﻨﺎس؟‬٠‫ ﻛﻴ ﻒ ﻛﺎن اﻟﺌ ﻚ ﻳﺘ ﺼﺮﻓﻪ‬. ٤
( ١٦- ١٤) ‫ ﻣﺎ اﻷدوا ت اﻟﺘﻲ ﻛﺎن ﺑ ﺨ ﺪ ﻣ ﻬﺎا ﺿﺎ ﺻ ﻨﻠ ﺼ ﻴ ﺪاﻟﻠ ﺆﻟ ﺆ ؟‬. ٥
in English‫؛‬
1. to happen upon by chance ‫___________________________________؛‬
2. to separate ‫__________________________________________________؛‬
3. to attack, set upon ;___________________________________________
4. run short of breath ‫؛‬
5. takes his fifth ‫؛‬
and phrases‫؛‬
‫اﺳﺄﺟﺮﻧﺎ‬ .١
.: ‫ﻓﺎ ر س‬ .٢
106 deal with

‫ﻫﻮاﺀ ﺷ ﺪ ﻳ ﺪ‬ ‫‪.٣‬‬
‫ﺑﺎ ﻗ ﻲ‬ ‫‪.٤‬‬
‫د ﺳﺮﻗﺬ_ _‬ ‫‪.٥‬‬
‫‪D. find A rabic a n to n y m s ٠r o p p o site s for ea ch o f t h e fo llo W n g w o rd s in th e‬‬

‫؛ ‪text and u se each in a co m p le te s e n te n c e‬‬
‫ﻋﺮى‪.:‬‬ ‫‪١‬‬
‫ﻏﺎﺑ ﺖ‬
‫ﻳ ﻄﻔ ﻮ‬ ‫‪.٣‬‬
‫د ‪,:‬‬ ‫‪.٤‬‬
‫ﻣﺎ أﺧﻄﺎر ا ﻟ ﻔ ﺮ ﻋﺒﺮ اﻟﺼﺤﺮاﺀ اﻳ ﻲ ذﻛﺮﻫﺎ اﺑﻦ ﺑﻄﺮﻃﺔ وﻛﻴ ﻒ ض ﻧ ﻔ ﻪ ﻣﻦ ﺗﻠ ﻚ اﻷﺧﻄﺎر؟‬ ‫‪١‬‬
‫)‪( ٦- ١‬‬
‫ﻣﺎ اﺑ ﻐﻴ ﺮا ت اﺑ ﻲ ﻃ ﺮ ك ﺀ ﻟ ﻤ ﻠ ﻮ ك’‪ ١٠‬ﺟﺎﻻﺷﻦ؟ وﻟﻤﺎذا ا ﻗ ﻢ اﺑﻦﺑﻄﺮﻃﺔ ﺑﺬﻛﺮﻫﺎ ﻓﻲ ﻛﺘﺎﺑﻪ؟‬ ‫‪.٢‬‬

‫)‪( ١٢- ٧‬‬
‫‪107 behaW.r‬‬
‫‪Navels along the Arabian Gulf‬‬ ‫‪151‬‬

‫ﻫﻞ ﺗﻈﻨﻮن ﴽف اﺑﻦ ﺑﻄﺮﻃﺔ ﻗ ﻬ ﺪ ﻃﺮﻳﻘﺔ اﺳﺘﺨﺮاج اﻟﻠﺆﻟﺆة ﻳ ﻨ ﻔ ﻪ ﴽم ﺑ ﻊ ﻋﻨﻬﺎ ﻓﻘﻂ ؟ ﻟﻤﺎذا ؟‬ ‫‪.٣‬‬
‫)‪( ٢١- ١٣‬‬
‫ﻣﺎ ﺟﺼﺔﻫﻪ‪ 1‬اﻟﻈﻄﺎن ﻣﻦ ﺗﺠﺎرة |ﻟﻶﻟﺊ؟ )‪( ٢ ١‬‬ ‫‪.٤‬‬
‫ﻛﻴ ﻒ ﴽ ش اﻟﺌ ﻚ اﻣﺰاﺣﺔ ﻟﻠ ﻤﺎﻓ ﺮﻳ ﻦ ﻋﺮ اﻟﺼﺤﺮاﺀ؟ )‪( ١٢- ٧‬‬ ‫‪.٥‬‬
‫‪108 share, portion‬‬

1. A s y o u m a y know , th ere are th ree different sy stem s for n a m in g m o n th s

in A rabic. In terestin g ly Ib n B attuta m akes u se o f all th ree in h is narra-
tive, w h ic h c o m p lica te s d a tin g th e ev e n ts h e d escrib es. In th is p assage,
for exam p le, h e u ses different calendar referen ces in lin es 3 and 13.
^ e c h o ic e is g en era lly b a se d o n th e p e o p le a b o u t w h o m h e is talking.
I h e m o n th s o f th e G regorian calen d ar (th at fam iliar to US in th e

W e st), are referred to eith er b y a se t o fn a m e s b a sed o n th e R o m a n
n a m es, or b y a s e t o fn a m e s b a se d o n th e A ram aic v ersio n s o f th e
B a b y lo n ia n calendar. In th e chart b e lo w th e n a m es th at so u n d c lo se
to th e E n glish eq u iv a len ts(‫ )اﻟﻤﻴﻼدي‬are th o se u se d c o m m o n ly in E g y p t,
Y em en , and N o r th A feica. ^ e s e c o n d se t (‫ )اﻟﺴﺮﻳﺎﻧﻲ‬are th o se b a sed
o n th e B a b y lo n ia n an d are c o m m o n ly u se d in Iraq an d th e L evant.
T he third calendar is th e Islam ic calen d ar (‫)اﻟﻬﺠﺮي‬, w h ic h is a lunar
calendar an d d o e s n o t m a tch th e d ates o f th e G regorian, b u t is u se d
freq u en tly b y Ib n B a to ta .
^ e G regorian C alendar
N am e N u m b e r o f D ays
1 ‫ﻳﻨﺎﻳﺮ‬/‫ﻛﺎﻧﻮن اﻟﺜﺎﻧﻲ‬ 31
2 ‫ﺛ ﺒ ﺎ ط ا ﻓﺮاﻳﺮ‬ 2 8 /2 9
3 ‫آﻧﺎ را ﻣﺎ ر س‬ 31
4 ‫ﺑ ﺎ ن ا اﺑﺮﻳﻞ‬ 30
5 ‫ا ﻳﺎ را ﻣﺎﻳﻮ‬ 31
6 ‫ﺣﺰﻳﺮان ا ﻳﻮﻧﻴﻮ‬ 30
7 ‫ﺗﻤﻮز ا ﻳﻮﺑﻮ‬ 31
8 ‫آ ن ا اﻏﺴﻄﺲ‬ 31
9 ‫اﻳﻠﺮل ا ﺳﺒﺘﻤﺒﺮ‬ 30
1. ‫ﺗﺜﺮﻳﻦ ' ﻷ و ل ا أﻛﺘﻮﺑﺮ‬ 31
11 ‫ﺗﺜﺮﻳﻦ اﻟﺜﺎﻧﻲ ا ﻧﻮﻓﻤﺒﺮ‬ 3٠
12 ‫ﻛﺎﻧﻮن اﻷول ا د ﺑ ﺮ‬ 31

2. The word O jy jc in line 2 has many meanings in Arabic and is used in a
large number o f idioms. Context is very important for determining the
intended meaning in a given phrase. Here are some examples o f the
numerous fimctions o f ‫ﺿ ﺮ ة‬
‫ ﻣﺴﺮة اﻟﺴﻔﺮ‬: a distance traveled, a route, direction
‫ ﻣﺴﺮة اﻟﺴﻼم‬: the peace process
‫ ﻣﺴﺮة وﻃﻨﻴﺔ‬: a national rally, march, demonstration
3 ٠ ^ e word ‫ ﺳﺎﺋﺮ‬in line 4 is related to ‫ وﻣﺴﻴﺮة‬as both com e from the same
root ‫ س “ ي “ ر‬which has the basic meaning o f ‘to head, to move, and
may be best known to you from the word ‫( ﺳﻴﺎرة‬car). W hile ‫ ﺳﺎﺋﺮ‬is.the
active participle ( ‫ ) اﺳﻢ ﻓﺎﻋﻞ‬o fth e first measure verb ‫ﺳﺎر‬, and logically
refers to one who travels, the word has many other idiomatic uses.
Like the word ‫ﻣﺴﻴﺮة‬, the corresponding passive participle ( ‫)اﺳﻢ ﻣﻔ ﻌ ﻮ ل‬
usage depends a great deal on context.
R e w o r d ‫ ﻣﺎﺋﺮ‬thus performs many Sanctions, as seen in the examples below:
‫ﺳﺎﻳﺮ اﻟﻨﺎس‬: A ll/th e rest o fth e people
‫ ﺳﺎﺋﺮ اﻷﻋﻀﺎﺀ‬: A ll/th e rest ofth e members or organs
‫ ﻧ ﻞ ﺳﺎﺋﺮ‬: a com m on proverb
‫ ر ﺟ ﺰ ﺳﺎﺋﺮ‬: a pedestrian man
‫ ﻃ ﻠ ﺐ ﺳﺎﺋﺮ‬: a current demand
^ e s e distinctions are very important, as Ibn Battuta's narrative in-

eludes many descriptions o f travel, as well as descriptions o f common
people and their habits. In line 4, for example, despite the fact that
Ibn Battuta is talking about a path oftravel through the desert, a close

reading o fth e context will indicate that the word is being used in this
case to refer to "all" the other body parts.
4. The two occurrences ofth e word ‫ ﺻﺪ ف‬in lines 3 and 19 provide

another example ofth e importance o f reading for context, ^ i s word,
when written w ithout vowels, can actually be ttvo different words with
two different and unrelated meanings. The verb ‫ ﺻﺖ ث‬can mean 'to
avoid' or, as in this case, 'to come- across unexpectedly., ^ e noun ‫ﺻﻨﻒ‬
, however, refers to seashells or oysters. From the context, it is clear
that the two instances o f ‫ ﺻﺪ ف‬in lines 3 and 19 are two different words
with different meanings. In line 3, Ibn Battuta is talking about the fete
of one who m ns into the s im o o m sandstorm. Line 19 is a description
o f pearl diving.
Writing Exercises

structures:
1. N o one travels to that island except by boat (1):
We traveled only by day and stopped whenever the sun went down
( 6 ):

3. It is said that he knew the only route through the desert (10):
4. He made a shape that resembled a cross from a bone* ٥9 ( ‫ ا‬5 ) ‫ذ‬
5. He repented ofh is crime*!. and gave his m oney to charity (9 ,1 2 ):
‫ﻟﺼﺴﻒ ﻓﻲ اﻟﺌ ﻤ ﺮ م رﻳﺢ ﻓﻲ ﺗﻴ ﺐ ﻧ ﺼﻞ اﻟﺼﺤﺮاﺀ‬١ . ١
‫ ب اﻟﺒﺤﺮ اﻟﺠﺰﻳﺮة ﻣﺎﺗﺮا ﻗﺒﻮذ ﻛﺜﺮة ﻟﻠﻨﻴ ﻦ ﻫﺬه ﻓﻲ‬.٢
109 ‫ﺻﻴ ﺐ‬
110 ‫ﺟﺮﻳﻤﺔ‬
156 ‫ ﻵ‬٦‫ ج‬Travels o f Ibn Battuta

‫ﻳﻨﻪ ﻓﻲ ﺣﺎ د ث ﻗ ﻄ ﻤ ﺖ‬ ‫ﺳﺎ ر ه‬ ‫‪.٣‬‬
‫ﻻ ﺑﺎﻟﺠﺒﺎل اﻟﻤﻨﻄﻘﺔ ﻫﺬه إ ﻷ ﻣ ﻌ ﻪ ﻟﻤﻌﺮﻓﺘﻪ ﻓﻲ ﺑ ﺎ ﻗ ﻦ‬ ‫‪.٤‬‬
‫ﻻ ا ﻟ ﻤ ﺪ ﻳ ﺌ ﺔ ﻣ ﻠ ﻜ ﻮ ﻻ ﻏ ﺮ‪ ٠‬ﴽ ﻧ ﺴ ﺈ ﻋ ﺆ ر ة ﻗ ﺪ ر ﻃ ﻬ ﻀ ﺎ ﻛ ﻴ ﻦ‬ ‫‪.٥‬‬
‫ﻛﻴ ﻔﺎ ﺀ ت‪ ٠‬د اﺑﻦ ﻳﻄﻮﻃﺔ ﻋ ﻞ ﺧ ﺮة اﻷﻫﺎﻟﻲ ا ﺳ ﻨ ﻔ ﻴ ﺌ ﺮ‪ ٠‬؟ و ﺀ ﻻ‪ ۶‬ا " ﺳ ﺪ و ﻧ ﺎ ﻵ ﻧ ﻨ ﻲ‬ ‫‪.١‬‬

‫ﻣﻨ ﺮ ﻛﻢ ؟‬
‫ﻫﻞ ﻳﻮ ﺟﺪ ﻓﻲ ﻧﻤ ﻰ اﺑﻦ ﺑﻄﻮﻃﺔ إ ﺷﺎرا ت" ا ﺗﺪ ل ﻋ ﻞ ﻣﺪ ى ﺗﻘﺪﻳﺮﺀد‪ ١١‬ﻟﻘﻮة اﻟﺼﺤﺮاﺀ اﻟﻄﺒﻴﻌﻴﺔ‬ ‫‪.٢‬‬
‫ب‬ ‫وﴽ ﺧ ﻄﺎ راﻟ ﻐ ﺮﻓﻴ ﻬﺎ ؟ ﻛﻴ ﻒ ( ﺿ ﺖ ﻫﺬه اﻷﺧﻄﺎر ﻣﻨﻦ ذﻟ ﻚ ا‬
‫ﻛﻴ ﻒ اﻇﻬﺮت ﺣﻜﺎﻳﺔ ﺟﺎ ل اﻟﺜ ﺬأ ﺧ ﻼﻗﻴﺎ ت أﻫﻞ اﻟ ﺼﺤﺮاﺀوﻛﻴ ﻒ ﺗﺨﺘﻠﻒ ﻋﻦ ا ﺧ ﻼﻗﻴﺎ ت ﴽﻫﻞ‬ ‫‪.٣‬‬
‫اﻟﻤﺪن ؟‬
‫ﻛﻴ ﻒ ﺗﻔﺮ اﻗﺘ ﺼﺎد اﻟ ﺨﻠ ﺞ اﻟﻌﺮﺑﻲ وﻣﺼﺎدر‪ .‬ﻣﻨﻦ ﻋﺼﺮ اﺑﻦ ﺑﻄﻮﻃﺔ ﺣﻨﻰ ا ﻷ ن ؟‬ ‫‪.٤‬‬
‫ﻋﺮ ض اﺑﻦ ﺑﻄﻮﻃﺔ ﺗﻘﺮﻳﺮا ﻣﻐ ﺼﻼ ﻋﻦ ﻛﻴﻐﻴﺔ ﺻﻴﺪ اﻟﻠﺆﻟﺆ ﻣﻦ اﻟ ﺨﻠ ﺞ ‪،‬فﺀ‪ ١‬اﻟﺠﺮاﻧﺐ ا ﻟ ﻠ ﺒ ﻴ ﺔ‪ ٠‬أ‪١‬‬ ‫‪.٥‬‬
‫‪5‬‬
‫‪4‬‬
‫‪2‬‬
‫‪1‬‬
‫*‬
‫واﻹﻣﺠﺎﺑﻴﻪﺀ ” اﻟﺘﻲ ورد ت ﻓﻲ ﻫﺬا اﻟﺘﻘﺮﻳﺮ؟‬
‫‪111‬‬ ‫ﺀ ﻟ ﻤ ﺎ ذ‪١‬‬
‫‪112‬‬ ‫‪signals‬‬
‫ة‪11‬‬ ‫‪his assessment‬‬
‫‪114‬‬ ‫‪negative‬‬
‫‪115‬‬ ‫‪positive‬‬
‫‪Tavels along the Arabian Gulf‬‬ ‫‪157‬‬

‫اﻛﺘﺒﻮا ﻣﻘﺎﻻ ﺑﻌﻨﻮان ﺛﺘﺎﻋ ﺐ اﻟﻤﻬﻨﺔ‪ ١’.‬ﺗﺘﻨﺎوﻟﻮن ﻓﻴﻪ أﻛﺜﺮ اﻟﻤﻬﻦ واﻃﺮف ﻣﺸﻘﺔ وأﻋﻼﻫﺎ ﺧﻄﻮرة ﻋﻞ‬
‫ﺣﻴﺎة اﻹﻧﺴﺎن‪.16‬‬
‫‪116 professional difficulties‬‬

The Golden Horde ofMongol Russia
(Russia, 1 3 3 2 -3 3 ) ‫اﻟﻠ ﻄﺎ ن ﻣﺤﻤﺪ ﴽوزﺑﻚ ﺧﺎف‬ ‫ﻧﻜﺮ‬
After h is travels th ro u g h E ast A frica and th e A rabian Gulf; Ibn B attuta m ad e

his third Hajj to M ecca; w h e r e h e rem a in ed to stu d y Islam ic law. B y th is
time; h e h ad b e ^ m to d istin g u ish h im s e lf as a q a d i and scholar. W h ile n o t
in the sa m e lea g u e as th e r e n o w n e d Islam ic teach ers w h o esta b lish ed th em -
selves in th e m ajor cen ters o fle a r n in g ; h e w a s certa in ly m o re th a n w illin g to
take h is ex p ertise abroad a n d offer h is serv ices to th e m a n y k in g d o m s in to
w hich Islam w a s spreading. A b o u t th is tim e; Ib n B attuta learn ed that th e
pow erful sultan o fD e lh i; in India; w as o n e su c h ruler w h o in v ited learn ed
The Golden Horde ofM ongol Russia 159

M u slim Jurists t . c o m e to h is cou rt. W ith th e gen eral in te n t o f seeking
su ch o p p o r tu n ity in India, y e t n o n e th e le ss w a n tin g to se e as m a n y new
lands as p o ssib le, h e h ea d e d n o rth th ro u g h T u rk ey an d C entral A sia o n the
in lan d route to India, ^ i s ro u te w o u ld take h im th ro u g h th e territory of
M o n g o l-c o n tr o lle d R ussia, later d u b b e d th e la n d o f t h e *G olden H o rd e:
I G olden H orde
A fter G en g h is Khan's death, h is vast la n d em p ire w a s d iv id e d in to fou r parts
to b e ru led b y h is d escen d a n ts. S o large w ere ea ch o f t h e s e parts th at Ibn Bat-
tuta lists all four o f th e m in h is e n u m era tio n o f t h e *seven great kingdom s,
o f h is day (th e o th er th ree b e in g h is o w n k in g d o m o f M o r o c c o , M amluk
E gyp t, and h is fotu re em p loyer, th e Sultanate o f D e lh i) . Ib n B attuta had al-
ready v isite d o n e o f t h e s e fou r M o n g o l k in g d o m s, th e Ilkhanate ofP ersia
an d Iraq, . e r e , h e fo u n d a state th at w a s rap id ly a d o p tin g Islam ic law and
P ersian culture. F rom th ere h e p a sse d in to th e la n d o f t h e K ip ch a k ,‫ ؛‬later
k n o w n as th e *G olden H o r d e .), th at c o n tr o lle d m u c h o f so u th e r n R ussia and
U kraine, b u t w h ic h at its greatest ex ten t stretch ed fro m P o la n d to C hina. In
th is step p e co u n tty , th e M o n g o ls retain ed m o s t o f th eir n o m a d ic cultare.
A s so o ften th e case, tim in g favored Ib n B a ta ta 's v isit. F or th eir first seventy

years o f rule, th e M o n g o ls o f t h e G o ld e n H o r d e p ra cticed th e Shamanist
relig io n o f th eir h o m ela n d . U z b e k K ip ch ak K han, w h o ru led fro m 1 3 1 3 -4 1
and w as in p o w e r d u rin g Ib n B a ta ta 's v isit, h a d r e c e n tly im p o s e d Islam as
th e state r e li^ o n an d v ig o r o u sly p r o m o te d th e Isla m iciza tio n o f t h e king-
d o m . U zb ek K han also esta b lish ed g o o d relation s w ith th e M a m lu k Sultan-
5
ate in E g ^ t and th e Ilkhanate to th e so u th . F or a traveling M u slim Jurist
w h o had stu d ied in th e great cen ters o f Islam ic learn in g, it w a s a g o o d time
to b e w e lc o m e d in to th is rap id ly Isla m icizin g state.
Ibn B attuta d ev o te s great a tten tio n to th e statu s o f w o m e n in that so ciety

W h ile h e m ay have exaggerated so m e w h a t in reg isterin g h is surprise (not-
in g sarcastically that a h u sb a n d o f a rich w o m a n c o u ld e a sily b e mistaken
for o n e o f h e r servan ts), th e role o f w o m e n w as certa in ly m o r e prom inent
and p o w erfo l th an that in h is h o m e la n d . In particular, th e khatuns, or wives
o f t h e ruler, h e ld significan t p ow er, and h e w o u ld o fte n fin d h im s e lf dealing
w ith a p o w e r fo l khatun rather th an an amir.
160 . e Travels o f Ibn Battuta

‫‪It was, in fact, o n e o f t h e s e p o w e r fo l khatutis— th e third w ife o f Sultan U z .‬‬
‫‪bek and daughter o f t h e B y za n tin e em p ero r— w h o p r o v id ed th e o p p o rtu -‬‬
‫‪nity for th e n e x t le g o f Ib n Battuta's jo u rn ey — as h e a c c o m p a n ied h er o n to‬‬
‫‪C on stan tin op le, th e greatest c ity o f t h e eastern C h ristian w orld .‬‬
‫‪From the W ritings o f Ibn Battuta‬‬
‫‪f o e M o n g o l khan, o n e o f t h e 'Seven G reat R ulers' o f t h e w orld :‬‬
‫)‪ ( ١‬وا ﺳ ﻤ ﻪ ﻣﺤﻤﺪ أ و زﺑ ﻚ‪ ،‬وﻣﻌﻨ ﻰ ﺧﺎ ن ﻋﻨﺪ ﻫﻢ ا ﺳ ﺎ ن ‪ ( ٢) ،‬و ﻫ ﺬا ا ﻟ ﻠ ﻄ ﺎ ن ﻋ ﻈﻴﻢ‬

‫اﻟﻤﻤﻠﻜﺔ‪ ،‬ﺷ ﺪ ﻳ ﺪ اﻟﻘﺰة‪ ،‬ﻛ ﺒ ﺒ ﺮا ﻟ ﺜ ﺎ ن‪ ،‬رﻓﻴ ﻊ اﻟﻤﻜﺎن‪ (٣ ) ،‬ﻗﺎﻫﺮ ﻷ ﻋﺪاﺀ اﻟﻠﻬﴼﻫﻞ ﻗ ﻄ ﻨ ﻄ ﻴ ﺒ ﺔ‬
‫اﻟﻌ ﻈﻤ ﻰ‪ ( ٤) ،‬ﻣﺠﺘﻬﺪ ﻓﻴ ﺠ ﻬﺎ د ﻫ ﻢ ‪ ،‬وﺑ ﻼ د ﻫ ﻢ ﻣ ﺘ ﻌ ﺔ وﻣﺪ ﻧ ﺒ ﺎ ﻋ ﻈﻴﻤﺔ‪ ( ٥) ،‬ﻣﻨﻬﺎ اﻟﺘ ﻜﻔﺎ ر‬
‫واﻟﺒ ﺮم واﻟﻤﺎ ﻟ ﺠ ﺮ وأراق وﻣﺮداق وﺧﻮارزم‪ ( ٦) ،‬وﺣﻀﺮﺗﻪ اﻟﺴﺮا‪ ،‬و ﻫ ﻮأ ﺣﺪاﻟ ﻤﻠ ﻮ ك ا ﻟ ﺒ ﻌ ﺔ‬
‫اﻟ ﻨ ﻴ ﻦ ﻫ ﻢ ﻛ ﺮا ﺀاﻟ ﺪﻧﻴﺎ وﻋﻄﺎؤﻫﺎ‪ ( ٧) ،‬و ﻫ ﻢ ﻣ ﻮ ﻻﻧﺎأ ﻣ ﺮاﻟ ﻤ ﺆ ﻣﻨﻴ ﻦ ‪. . .‬أﻳﺪاﻟﻠﻪ ﴽﻣﺮه وأﻋﺰ‬
‫ﻧ ﻤ ﺮه ‪ ( ٨) ،‬و ﺳﻠ ﻄﺎ ن ﻣ ﻤ ﺮ واﻟ ﺸﺎم‪ ،‬و ﺳﻠ ﻄﺎ ن اﻟﻌﺮاق‪ ،‬و ﺳﻠ ﻄﺎ ن ﴽ و زﺑ ﻚ ﻫ ﺬا ‪ ،‬و ﺳﻠ ﻄﺎ ن‬
‫ﺑ ﻼ د ﺗ ﺮ ﻛ ﺴﺎ ن و ﻣﺎ وراﺀ اﻟﻨﻬﺮ‪ ،‬و ﺳﻠ ﻄﺎ ن اﻟﻬﻨﺪ‪ ،‬و ﺳﻠ ﻄﺎ ن اﻟ ﺼﻴﻦ‪.‬‬
‫‪Ibn B a t a t a m a r a l s at th e role o f w o m e n in T urkish s o c ie ty :‬‬
‫)‪ ( ٩‬و رأﻳ ﻦ ‪ . i f‬اﻟﻴ ﻼد ﻋ ﺠﺒﺄ ﻣ ﻦ ﺗ ﻌ ﻈ ﻴ ﻢ اﻟﻨ ﻤﺎ ﺀ ﻋﻨﺪ ﻫﻢ ‪ ( ١٠) .‬وﻫﺮ‪ ٠‬ﴽ ﺀ ل ﺷﺄﻧﺄ ﻣ ﻦ‬
‫اﻟﺮ ﺟﺎ ل‪ ( ١١) .‬ﻓ ﺄ ﻗ ﺎ ﻧ ﺎ ﺀا ﻷ ﻣ ﺮا ﺀ ﻓ ﻜ ﺎ ﻧ ﺖ أزل ر ؤﻳﺘ ﻲ ﻟ ﻬ ﺰ ﻋ ﻨ ﺪ ﺧ ﺮ و ﺟ ﻲ ﻣ ﻦ اﻟﻌﺰم‪،‬‬
‫)‪ ( ١٢‬ر ﻛ ﺔ اﻟﺨﺎﺗﻮن زوﺟﺔ ا ﻷ ﻣ ﺮ ﺳﻠ ﻄ ﻴ ﺔ ﻓﻲ ﻋﺮﺑﺔ ﻟ ﻬﺎ‪ ( ١٣) ،‬وﻛﺘﻬﺎﻣﺠﺌﻠﺔ ﺑﺂﻟﻤﻠ ﻒ اﻷزرﻧﻰ‬
‫اﻟ ﻄ ﺒ ﺐ‪ ،‬و ﻃﻴﻔﺎ ن اﻟ ﺒ ﻴ ﺖ ﻣﻐﺘﻮﺣﺔ واﺑﻮاﺑﻪ )‪ ( ١٤‬وﴽ ﻣﺎ ﻧ ﺴﺎﺀاﻟﺒﺎ ﻋﺔ واﻟ ﺴﻮﻗﺔ ﻓﺮاﻳﺜﻬ ﻦ‪( ١٥) ،‬‬
‫را ﺣ ﺪا ﻫ ﻦ ﺗ ﻜ ﺮ ن ﻓﻲ اﻟﻌﺮﺑﺔ واﻟ ﺨﻴ ﻞ ﺗ ﺠﺮ ﻫﺎ‪ ،‬وﺑﻴ ﻦ ﻳ ﺪﻧ ﻬﺎ اﻟﺜ ﻼ ث وا ﻷ ر ﺑ ﻊ ﻣ ﻦ اﻟ ﺠ ﻮا ر ي‬
‫ﻳ ﺮﻓ ﻌ ﻦ أذﻳﺎﻟﻬﺎ و ﻋ ﻞ رأ ﺳ ﻬﺎ اﻟﺒﻔﻄﺎق و ﻫ ﻮ أﻗ ﺮ و ف ﻣﺮ ﺻﻊ اﻟﺠﻮﻫﺮ )‪ ( ١٦‬و ﺗ ﻜ ﻮ ن ﻃﻴ ﻘﺎ ن‬
‫اﻟ ﺒ ﻴ ﺖ ﻣﻐﺒﺤﺔ‪ ،‬و ﻫ ﻲ ﺑﺎدﻳﺔ اﻟ ﻮ ﺟﻪ ﻷ ن ﻧ ﺎ ﺀ اﻷﺗﺮاك ﻻ ﻳ ﺤﺘ ﺠﺒ ﻦ )‪ ( ١٧‬ورﺛﻢ‪ ١‬ﻛﺎ ن ﻣﺘﻌﺎﻟﻤﺮﴽ؛‬
‫ﻣﻨ ﻬ ﻦ ز وﺑ ﻬﺎ ﻓ ﻴ ﻈ ﺘ ﻪ ﻣ ﻨ ﻴ ﺮ ا ه ﺑ ﻌ ﺶ ﺧﺬاﻣﻬﺎ‪ ( ١٨) ،‬وﻻ ﻳ ﻜ ﻮ ن ﺀ ﻟ ﻴ ﻬ ﺲ ' ﺛ ﺒ ﺈ ﻻ ﻟ ﻮ؛‬
‫ﻣ ﻨ ﺤ ﻠ ﺪ ا ﻟ ﻐ ﺬ م‪٠‬‬
‫‪Ibn B a t a t a c o m m e n d s th e g e n e r o sity o f t h e Turks:‬‬
‫)‪ ( ١٩‬و ﻷ ﻫ ﻞ ﺗ ﻠ ﻚ اﻟﺒ ﻼدا ﻋﺘﻘﺎد ﺣﺴﺴﻦ ﻓﻲ اﻟﻔﻘﺮاﺀ )‪ ( ٢ ٠‬وﻓﻲ ﻛ ﻞ ﻟﻴﻠﺔ ا ﻧ ﻮ ن إﻟﻰ اﻟﺰ‪ ١‬وﻳﺔ‬
‫ﺑﺎﻟ ﺨﻴ ﻞ واﻟﺒﻘ ﺮ واﻟ ﻐ ﻨ ﻢ وﻳﺄﻧ ﻲ اﻟ ﺴﻠ ﻄﺎ ن واﻟ ﺨ ﻮاﺗ ﺊ ﻟﺰﻳﺎرة اﻟ ﺸﻴ ﺦ واﻟ ﺘ ﺰ ك ﺑ ﻪ ‪( ٢١) ،‬‬
‫وﻣﺠﺰﻟﻮن ا ﻹ ﺣ ﺴﺎ ن وﺛﻌﻄﺮ ن اﻟﻌﻄﺎﺀ اﻟ ﻜ ﺜ ﺮ ‪ ،‬و ﺧ ﺼ ﺮ ﺻﴼاﻟ ﺸﺎ ﺀ ﻓ ﺈ ﺑ ﺰ ﻳﻜﺜ ﺮ ن اﻟ ﺼﺪﻗﺔ‬
‫وﻳﺌ ﺤﺰﻳ ﻦ ﴽﻓ ﻌﺎ ل اﻟﺨﻴﺮ‪.‬‬
‫‪f o e Golden Horde ofM ongol Russia‬‬ ‫‪161‬‬

Vocabulary
( ١) ‫ﻣﺤﻤﺪ ًا وزآك‬ M u h a m m a d U z b e k (ru led

1 3 1 3 - 4 1 ) , lo n g e st ru lin g khan
( ٣) ‫ﴽﻫﻞ ﺗ ﻄﺌ ﻄﻴﻨﻴ ﺔ اﻟﻌﻈﻤﻰ‬ p e o p le o f G reater C o n sta n tin o -
p ie, i.e. B y za n tin es
( ٤) ‫ ﺗ ﻌ ﺔ‬٠ v a s t ,w d e
‫اﻟﺘﻜﻔﺎر واﻟﺒﻨﻢ واﻟﻤﺎ ﺟﺮ وﴽزاق وﻣﺮداق‬ reg io n s o f so u th e r n R u ssia and
( ‫وﺧﻮارذم ) ه‬ C rim ea, M achar, A zaq , Sudak,

K hw arizm
( ٧ ) ‫اﻳﺪ‬ to su p p o rt, b less
( ٧ ) ‫أص‬ c o n d itio n , situ a tio n
( ٧ ) ‫أ ﺀذ‬ to reinforce, stren g th en
(٧) ‫ﺋ ﺬ ر‬ v ic to r y c o n q u e st
( ٨ ) ‫اوراﺀ اﻓﻬﺮ‬. O xu s, r e g io n in C entral A sia
(to d a y in U zb ek ista n )
( ١٢) ‫اﻟﺨﺎﺗﻮن‬ khatun, title o f a w ife o f t h e sultan
( ١٣) ‫ؤﺋﻠﺔ‬ w rap p ed , co v ered up
( ١٣) ‫ﻃﻴﻘﺎن‬ arches, w in d o w o p e n in g s
( ١٥) ‫ ( ًا ذﻳﺎ ل‬sin g . - ‫) ذ ﻳ ﻞ‬ lo w e r parts, en d s, tails
( ١٥) ‫)ﺗﺎج ﻟﻠﺰﻳﺌﺔ ( اﻟﻨﻔﻄﺎق‬ bughtaq, a c o n ica l cro w n
( ١‫ًاﻗﺮوف ) ه‬ c o n su m e r je w e lr y
( ١٦) ‫ﺑﺎدﻳﺔ‬ visib le, e x p o se d
( ١٦) ‫ﻣ ﺠﺘ ﺠﺒﺎ‬ covered , v e ile d
( ١٨) ‫ﻓﺮو ؛‬ for, an im al skin
( ١٩) ‫اﻋﺘﻔﺎن‬ firm b e lie f w ith o u t p r o o f
( ٢ . ) ‫اﻟ ﺘ ﺒﺈ ﻛ ﺪ‬ asking th e b le ssin g o f
( ٢١)‫ﺗﺠﺆل‬ to d on ate and give w ith generosity

( ٢١) ‫ﺀﻃﺎﺀ‬ gift
( ٢١ ) ‫ﻳﺘ ﺤﺬ ى‬ se e k
Ih e '!'ravels o f Ibn ' 162 !‫ ؛‬atluta

‫‪A. A n sw er th e fo llo w in g q u e stio n s in c o m p le te A rab ic se n te n c e s (n u m b ers‬‬

‫؛) ‪refer to th e lin e s in w h ic h th e in fo r m a tio n can b e fo u n d‬‬
‫ﻣﺎ‪1‬ﻟﻤﺔﺻﻮدﺑﻜﻞ‪ ٠‬ة '' ﺧﺎن“ ﻓﻴﻠﻐﺔاﻟﻤﻐﻮل ؟ )‪( ١‬‬ ‫‪.١‬‬
‫ب اﻟﻨﻴ ﻦ ﻧﺎل ﻋﻨ ﻬ ﻢ اﺑﻦﺑﻄﺮﻃﺔ ر ا ﺀ اﻟﺪﻧﻴﺎ"؟ )‪( ٨- ٦‬‬ ‫ﺗ ﺰاﻟﻠ ﺮ ك ا‬ ‫‪.٢‬‬
‫ﻟﻤﺎذاﺛﺘﻨﺪور اﻟ ﺸﺎﺀﻓﻲ ﻫ ﺬااﻟ ﺠﺘ ﺢ ﻏﺮﻳﺄ ﻋﺠﻴﺒﺄ ؟ )‪( ٩‬‬ ‫‪.٣‬‬
‫ةن "اﻟﺨﺎﺗﻮن“ و ﻣ ﺎ ﺀ ﻻ آ ﺗ ﻬ ﺎ ا ﺑ ﺒ ﺴ ﻦ " ؟ )‪( ١٢‬‬ ‫‪.٤‬‬
‫ﻛﻨ ﻒ ﻳﺘ ﻌﺎ ر ا ﻫ ﻞ ﻫﺬه اﻟﺒ ﻼد ‪ .‬ع اﻟﻐﻐﺮاﺀ؟ )‪( ٢ ١- ١٩‬‬ ‫‪.٥‬‬
‫‪I‬‬ ‫‪Golden Horde ofMongol Russia‬‬ ‫‪163‬‬

B. F in d A rabic phrases in th e text th at ap p roxim ate th e fo llo w in g m eanings
in E nglish:
1. great in p o w er :______________________________________________________
2. h igh in status ‫________________________________________________________؛‬
3. o f m o re im p o rta n c e ٠
.________________________________________________
4. d o n o t v eil th em selv e s :
5. a n y o n e w h o sees h im w o u ld t h in k :____________________________________
c. F in d A rabic sy n o n y m s or eq u iv a len ts in th e text for th e fo llo w in g words

and phrases:
______________________________________________________________ : ‫ﻣ ﻬ ﻢ ًﺟ ﺪ ا‬ .١
_____________________________________________________ : ‫ﻗ ﺪ ﻳ ﺮ‬ .٢
____________________________________________ : ‫ﺳ ﺮ ﻋ ﻞ‬ .٣
: ‫ﻳﺴﺪ و أ ﻧ ﻪ‬ .٤
__________________________________________________________: ‫ دة‬٠‫ﺀﻣﺲ‬ .٥

D. F ind A rabic a n to n y m s or o p p o site s for each o f t h e fo llo w in g w o rd s or
phrases in th e tex t and u se ea ch in a c o m p le te sen ten ce:
.:‫ﺿ ﻌﻴ ﻒ‬ ١
.:‫ﺗ ﺼ ﻐ ﺮ‬ .٢
.: ‫ﻣ ﻦ اﻟ ﻤ ﺴﺘ ﺤﻴ ﻞ‬ .٣
.: ‫ﻟ ﺤ ﺠﺒﺎ ت‬ .٤
. : ‫ﻳ ﺒ ﺨﻠ ﻮ ﻧ ﻌ ﻞ‬ -٥
( ٧ ) ‫ راﻟﻤﺆﻣﻨﻴﻦ"؟‬٠‫ﺀ اﻟﻌﺎﻟﻢ وﺋﻠﻘﺒﻪ د " ﴽ‬١‫ﻟ ﻤﺎذاﻧ ﻜ ﺮاﻟ ﻜﺎﺗ ﺐ ﻣﻠ ﻚ اﻟﻤﻔﺮب اوﻷﻓﻲ ﻗﺎﻧﻌﺔ زﺀﺀ‬ ١
( ١٢- ٩) ‫ ﻟ ﺔ ﻓ ﻴ ﺮ ﺟ ﺎﻟ ﻬ ﺬ ااﻟ ﺒﻠ ﺪ ؟‬٠‫ﻣﺎذا رأ ىاﺑﻨﺒ ﻬﻠ ﻮ‬ .٢
Golden Horde ofMongol Russia 165

‫ﻇﺈﺀ اﻟﺘﻘﻰ اﺑﻦ ﺑﻄﺮ‪٠‬ﻻ ﺷﺨﺼﺴﴼ؟ ﺗ ﻦ ﻣﻨﻬﻢ اﻷﻋﻈﻢ‪ ،‬ﻣﻦ رﺟﻬﺔ‬ ‫‪.٣‬‬
‫ﻧﻈﺮه؟) ‪( ٨ - ٧‬‬
‫‪ . ٤‬وﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ اﻟﺨﺎن ﺑ ﺼﻔﺎت ﻋﺪﻳﺪة‪،‬فﺀ‪ ١‬ﻫﻲ ؟ و ﻫﻞ ﻟ ﻜ ﻢ ﻣﺂ ﺧﺬ‪ ١١7‬ﻋﻞ ﻣﺎ ﻧﻜﺮه؟ )‪- ١٢‬‬
‫‪ ١٣‬ﺀ ‪( ٢١ - ٢ ٠‬‬
‫ﻛﺘ ﻒ ﺗﺨﺘﻠﻒ ﻣﻜﺎﻧﺔ اﻟﻤﺮأة وﻣﺮﺗﻴﺘﻬﺎه‪ ١١‬ﻋﻦ اﻟ ﺮ ﺟﻞ ﻓﻲ ﻫﺬا اﻟﺒﻠﺪ ا ﻟ ﻠ ﻢ ؟ )‪(178 ١٨- ٩‬‬ ‫‪.٥‬‬
‫‪117 criticisms, objections‬‬

‫‪118 her rank‬‬
‫‪166‬‬ ‫‪ Ib n B attu ta‬؛ ‪^ e T ravels .‬‬

1. In his description o fth e khan, particularly in line 2, Ibn Battuta makes

frequent use o fth e 'false i d a a f a ’ (‫ )إﺿﺎﻓﺔ ﻏﺮ ﺣﻘﻴﻘﻴﺔ‬construction w hich
was discussed earlier.119 This construct, although taking the same form
as an id a a f a , is different in the sense that its first term is an adjective,
rather than a noun, ^ e usage in line 2 is a very typical fim ction o fth e
false id a a f a , that is, to impart a sense o f greatness or im portance to the
thing described. N otice the qualities Ibn Bataita attributes to the khan:
‫ﻋﻈﻴﻢ اﻟﻤﻤﻠﻜﺔ‬
‫ﺷﺪﻳﺪ اﻟﻘﺰة‬
‫ﻛﺒ ﺮ اﻟﺸﺄن‬
‫رﻓﺢ اﻟﻤﻜﺎن‬
In each case, the adjective conveys som e type ofin ten se im portance or
p'ower, and the nouns that follow are all attributes o fth e job o fa ruler,
i s construction is similar to English expressions like 'mighty in pow-
‫' ﺀح‬sure o f foot,' and so on. N otice h o w it conveys a stronger impression
than just saying ‫ ﻫﻮ ﻗﻮي ﺟﺪأ‬, for example, yet falls short o fa superlative,
such as ‫ أﻋﻈﻢ‬or ‫ أ ﻛ ﺮ‬. A s Ibn B a to ta has identified Uzbek Khan as o n e o f
the seven great rulers o fth e world, he cannot ascribe absolute superla-
tives to him , but this construction certainly em phasizes his pow er and
greatness m ore so than a normal adjectival construction.
2. In describing the M on gol treatm ent o f w om en in line 9 , Ibn Battuta

uses the word ‫ ﺗﻌ ﻈﻴﻢ‬. This form is easily recognizable as the m a s d a r
(‫ )ﻣﺼﺪر‬o fa m easure II verb ( ‫ ) ﺗﻔ ﻌﻴ ﻞ‬. A s you likely remember, the m ost
co m m on use o f this m easure is to cause som ething to b e or have the
basic m eaning o fth e root. The m a s d a r then is the act o f doing this. You
can also easily recognize that the root here ‫ م‬- ‫' ﺻﻶﺟﻶﻟﻊ “ ظ‬great' as in
the adjective ‫ﻋﻈﻴﻢ‬. In m any contexts, however, this form im plies the 19
119 See Lesson 7 for more discussion
The G.lden Horde ofMongol Russia 167

act of giving something a quality it would not necessarily have. When
used in this sense, it does not necessarily mean the Mongol women
are inherently great, but that they are being treated as such, and this
is what he finds curious. Look at the other examples of ‫ ﺗﻔﻌﻴ ﻞ‬words
below and notice that some can have a negative connotation .
‫ ﺗ ﻜ ﺒ ﺮ‬- (enlarging, but also exaggerating) from large ' ^
‫ ﺗ ﺼﻔﻴﺮ‬- (shrinking, but also to minimize, belittle) from ‫ﺻﻐﺮ'ﻻةﻵﻟﺬﺀ‬
‫ﺗﺒ ﺴﻴ ﻂ‬- ( simplifying, sometimes oversimplifying) from 'simple'‫ﺑﺴﻴﻂ‬
3. Ibn Battuta uses a special comparative to describe the position of

women and men in Mongol society in line 10:‫ ا ﻋ ﻞ ﺷﺄﻧﺄ ﻣﻦ‬This con-
struction is known as the tamyiiz (‫) ﻗ ﻴ ﺰ‬. The first word .higher (‫ﺀ)ﴽﺀﻟﻰ‬
and the third word 'than (‫ ')ﻣﻦ‬look like the normal comparative form.
Here, however., Ibn Battuta wants to distinguish how Mongol women
are higher than men , specifically in regard to importance or influence.
To do this, he uses the noun in the accusative form . This same pattern
could be applied to any ofthe statements of praise Ibn Battuta usQd in
the first excerpt. Following the example, try to turn these statements
into comparatives using the tamyiiz ‫ )ﺛﻤﻴﻴﺰم‬construction :
‫ أ ﺷ ﺬ ﻗ ﺰ ة‬- ( ٦) ‫ ﻣ ﺠ ﺪ ﻳ ﺪ اﻟﻔﺬة‬great in power
(_ ٦) ‫_ ________________ ؛ ﻛ ﺒ ﻴ ﺮاﻟ ﺸ ﴼ ن‬
٦) ‫ ) رﻓ ﻊ اﻟﻤﻜﺎن‬f ___________________
4. The hypothetical sentence in line 17‫ ع اﻟﻤﺮأة ﻣﻨﻬﻦ زوﻟﺠﻬﺎ ﻓﻴﻈﺘﻪ ﻣﻦﺀﺀر‬٠‫رﺑﺈ ﻛﺎن‬
‫ و”ﻳﺮاه ﺑ ﻌ ﺶ ﺧﺬاﻣﻬﺎ‬is an excellent example ofthe importance of referent
pronoun suffixes in understanding a complex text. You can identify
the subject ofthis sentence as ‫ زوﻟﺠﻬﺎ‬from the case ending or from the
context. This subject then appears twice more in the sentence in the
form of attached object pronouns - at the end of ‫ ﻳﺮاه‬and - ..ckiOne

ofthese means 'see him ' and the other 'think that he : Notice that the
word order of this sentence is very different from its English transla-
tion : 'Sometimes the husband was with of one ofthese women and
anyone seeing him would think him one ofher servants., ^ e attach-
ment ofthe pronoun suffixes makes this order possible in Arabic,
while still keeping the meaning clear. Note how awlavard a literal
translation into English would sound .
Writing Exercises
A. Translate the following sentences into Arabic, using vocabula^ from

structures :
1. He was once a man ofhigh position (2):
2. Their city is vast and its buildings are great (4 )‫؛‬
3. I found it interesting how these people glorified their scholars120 (9 )‫ة‬
120 ‫ﺀ‬١‫ﺀلﺀ‬
Golden Horde o f Mongol Russia 169

4. The merchants are ٠ f greater importance in that city than the teachers
( 10):
5. The people of this country hold abelief in the importance ofthe

family (1 9 )‫؛‬
B. Rearrange the words below into coherent sentences‫؛‬
‫ﻫ ﻮاﻟ ﺨ ﺴ ﺊ ا ﻷ ﺳﺎﺗ ﺬة اﻟﻌﺮﺑﻴﺔ اﻟﻨﻴ ﻦ ﻳﺪﻧ ﺴ ﻮ ن اﻟﻠﻐﺔ أ ﺣﺪ‬ ١
‫ﻣﻦ ﻳﺮى ﻳﻈﺘﻪ ر ﺟ ﻞ ﺑ ﺴﻴ ﻂ اﻟﻤﻠﻚ‬ .٢

‫اﻟﺒﻼد اﻋﺘﻔﺎن ﺑ ﺎ ﻟ ﺒ ﺔ ﻟﻴﺎ‪ 2‬ا ﻋ ﺠﻴ ﺐ ﺗﻠ ﻚ ﻷﻫﻞ‬
‫‪ . ٤‬إﻟﻰ ﻛﻖ ﻳﺄﺗﻮن اﻟﻨﺎس ﻓﻲ اﻟﺰاوﻳﺔ ﻟﺰﻳﺎرة اﻟ ﺸ ﺦ ﻟﻴﻠﺔ‬
‫أﻋﻞ اﻟﻤﻠﻚ ﻣﻦ اﻟﻮزﻳﺮ ﺷﺄ ﻧ ﺄ‬ ‫‪.٥‬‬
‫ﻓﻲ راﻳ ﻜ ﻢ ‪ ،‬ﻣﺎ ﺻﻔﺎت اﻟﺰﻋﻴﻢ اﻟﻤﺜﺎﻟﻲ اﻟﻴﻮم؟ ﻛﻴ ﻒ ﺗﺨﺘﻠﻒ ﻫﺬه ا ﻛ ﻔ ﺎ ت ﻋﻦ ﺻﻨﺎ ت ﻣﻠﻄﺎن‬ ‫‪١‬‬
‫روﻣﻴﺎ؟‬
‫وﺻﻒ اﺑﻦ ﺑﻄﻮﻃﺔ اﻟ ﻄ ﻄﺎن ﺑﺄﻧﻪ آ ﺣ ﺪ اﻟﻤﻠﻮك اﻟ ﺒ ﻌ ﺔ اﻟﻨﻴ ﻦ ﻫﻢ ﻛﺮاﺀ اﻟﺪﻧﻴﺎ وﻋﻈﺈؤﻫﺎ"‪ ،‬ﻓﻤﻦ‬ ‫‪.٢‬‬
‫ﻫﻢ " ﻛﺮاﺀ اﻟﺪﻧﻴﺎ وﻋﻄﺈﺗﻬﺎ" ﻓﻲ ﻋﺎﻟﻤﻨﺎ اﻟﻤﻌﺎﺻﺮ؟ وﻟﻤﺎذا؟‬
‫ﻫﻞ ﻣﺎزال ﻟﺘﺎ ر خ اﻟ ﻤﻠ ﻤﻴ ﻦ واﻷﺗﺮاك ﴽﺛﺮأﻓﻲ اﻟﺜﻘﺎﻓﺔ اﻟﺮوﻣﻴﺔ‪ .‬ﻛﻴ ﻒ ﺗﻐ ﺮ ت أﺣﻮال ا ﻟ ﺪ ن ﻓﻲ‬ ‫‪.٣‬‬
‫روﻣﻴﺎ ﻓﻲ اﻟﻌ ﺼﺮاﻟﺤﺪﻳﺚ؟‬
‫ﻟﻠﻤﺮأة دور ﻣﻬﻢ ﻓﻲ ﺗﻨﻤﻴﺔ اﻟﻤﺠﺘﻤﻊ وﺗﻄﻮره‪ ،‬هﺀا اﻟﺼﻮرة اﻟﻤﺜﻞ اﻟﺘﻲ ﻣﺤﺐ ﴽن ﺗﻜﻮن ﻋﻠﻴﻬﺎ ﻟﻜ ﻲ‬ ‫‪.٤‬‬
‫ﺗﻘﻮم ﺑﻬﺬا اﻟﺪور ﻋﻞ أﻛ ﻤ ﻞ وﺟﻪ‪ 22‬ا ‪*12‬؟‬
‫‪ -‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ ‪121‬‬ ‫‪in my opinion‬‬

‫‪perfectly 122‬‬
‫‪Golden Horde ofM ongol Russia‬‬ ‫‪171‬‬

‫ﻧﺎﻗﺜ ﻮا ﺑﻌﺾ اﻟﻤﻌﺘﻘﺪات و‪ ٠‬ﻻ و ﻛ ﻴﺎ ت اﻗ ﻲ ﻳﺮﻓﻀﻬﺎ ﻣﺠﺘﻤﻌﻨﺎ اﻟﻤﻌﺎﺻﺮ؟ ورأﻳﻜﻢ ﻓﻴﻬﺎ؟‬ ‫‪.٥‬‬
‫اﺑﺤﺜﻮاﻓﻲ ا ﻹﻧﺰﻧ ﺖ ﻋﻦ ﺛ ﻼ ث ﻣﻘﺎ ﻻ ت ﻋﻞ ا ﻷﻗ ﻞ ﺗﻨﺎﻗ ﺶ ﻣ ﺮ ﺧ ﻊ اﻟﻌ ﻼﻗﺎ ت اﻟﺮوﻣﻴﺔ اﻟﺰﻛﻴﺔ ﻗﺪيﺀ‪١‬‬

‫وﺣﺪﻳﺜﺎ‪ ،‬واﻛﺘﺒﻮا ﻣﻘﺎﻟﺔ ﺗﺤﻠﻴﻠﻴﺔ ﻧﺎﻗﺪة ﻋﻦ وﺟﻬﺎ ت اﻟﺌﻈﺮاﻟﻤﺨﺘﻠﻐﺔ اﻗ ﻲ وردت ﻓﻲ ﻫﺬ‪ ٥‬اﻟﻤﻘﺎﻻت‪.‬‬

13
Constantinople, Capital o f the
Byzantine Empire
(Constantinople, 1332)
‫ﻧﻜﺮ ﻣﺪﻳﻨﺔ اﻟﻘﺴﻄﻨﻄﻴﻨﻴﺔ واﻟﻜﻨﻴﺴﺔ اﻟﻌ ﻈﻤ ﻰ‬
Constantinople and what remained o f the once-great Byzantine Empire
C o n sta n tin o p le (m o d ern -d a y Istanbul, T urkey) had o n c e t e e n for C hris-

ten d om w h a t B aghdad w a s for th e Islam ic w orld . P la n n ed and d esign ated
by a p o w erfu l em p eror as th e n e w capital c f t h e largest em p ire o f it s d a y it
was th e largest c ity in th e w o rld for cen tu ries, and th e m o st r e n o w n ed cen ter
o f the arts, co m m erce, an d religion . N a m e d b y E m p eror C o n sta n tin e after
Constantinople, Capital ofthe Byzantine Empire 173

h im se lf w h e n h e c h .s e it as th e n e w capital o f t h e Eastern R o m a n Empire
C on stan tin op le w o u ld rem ain th e cen ter o f t h e E astern O r th o d o x Church
and th e B yzantine E m pire lo n g after th e fail o fR o m e . T he great H agia Sofia ٠‫؛‬
C o n stan tin op le w as th e w o r ld s largest cathedral for nearly a th ou san d years.
A lso like B aghdad, C on sta n tin o p le's g o ld e n years w ere b e h in d it b y Ibn

B attu tas tim e. T h e B yza n tin e E m p ire h ad b e e n gradually red u ced by the
exp an d in g territory o f t h e S eljuk (a n d later O tto m a n ) T urks u n til little re-
m a in ed o u tsid e o f C o n sta n tin o p le . C o n sta n tin o p le h ad also b e e n sacked in
th e 1 2 0 0 s and its great library d estro y ed , b u t in th is case, it h a d b e e n Euro-
p ea n C rusader forces, n o t M o n g o ls, w h o in flicted th e dam age. H aving en .
jo y ed s o m e th in g o f a ren ew al in th e p e r io d b e ttv e e n that in g lo r io u s takeover
and th e final O tto m a n c o n q u e st in 1 4 5 3 , C o n sta n tin o p le w h e n Ibn Battu-
ta v isite d it w as en jo y in g a p e r io d o f sta b ility and g o o d rela tio n s w ith its
n eigh b o rs. It w as as a direct result o f th e se relation s th at Ib n B attuta would
m ake h is first jo u rn ey o u tsid e th e realm o f ls la m in to th e o n ce-g rea t center
o f C h risten d o m .
H a v in g ingratiated h im s e lf in to th e co m p a n y o f t h e M o n g o l k h an o f Russia,
as w as h is habit, Ib n B attuta q u ick ly re c o g n iz e d th e sw ay th at th e khatuns,
or w iv e s o f t h e khan h eld . H e w o n th e favor o f t h e third khatun, Bayalun,
w h o w as so m e th in g o f an o u tsid e r h erself, actirally b e in g th e daughter ofthe
B yzan tin e em peror. W h e n h e heard th at sh e w a s p la n n in g to return to Con.
stan tin o p le for th e b irth o f h e r ch ild , Ib n B attuta jo in e d th e caravan, which
in clu d ed so m e five th o u sa n d p e o p le and tw o th o u sa n d h o rses.
In th is a to o s p h e r e o f red u ced te n sio n s, th e traveling M u slim jurist in the

co m p a n y o fM o n g o ls w as g reeted b y th e B y za n tin e em p ero r an d visited the
largest C hristian church in th e w o rld b e fo r e h e a d in g o ff to serv e in India.
A lth o u g h h e refo sed to en ter th e in terio r o f t h e cathedral, Ib n Bataata ob-
served th e habits o f t h e C h ristian w o rsh ip p ers w ith cu r io sity and recorded
th e m for h is readers. In particular, h e to o k n o te o f t h e C h ristian tendency
to ven erate relics w ith a r elig io u s c o n n e c tio n , so m e th in g th at w o u ld have
struck a strict M u slim as idolatry. H e n o te s th e req u irem en t for worshippers
to b o w befo re a cross th e y cla im ed to b e m a d e from rem n an ts o f t h e wood
from th e C ru cifixion .
174 Travels o f Ibn B atota

‫‪From the .‬‬ ‫‪tings o f Ihn Battuta‬؛‬
‫‪Ibn B a t a t a arrives in C o n sta n tin o p le, capital o f t h e B y za n tin e E m p ire and‬‬

‫‪once th e ^ e a t e s t c ity o n earth. H e d escrib es th e se c tio n o f t h e c ity g iv e n th e‬‬
‫‪nam e'Istanbul':‬‬
‫)‪ ( ١‬ﻫ ﻲ ﻣﺘﻨﺎ ﻫﻴﺔ ﻓﻲ ا ﻟ ﻜ ﺮ ‪ ،‬ﻣ ﻨ ﻘ ﺴ ﺔ ف—ﻣﻨﻦ‪ ( ٢) ،‬ﺑﻴﻨ ﻬﺈﺛ ﻬ ﺲ ﻋ ﻈﻴ ﻢ اﻟﻤﻨ ﻮاﻟ ﺠ ﺰ ر‪(٣) ،‬‬
‫و ﻛﺎﻧ ﺖ ﻋﻠﻴ ﻪ ﻓ ﻢ‪ ١‬ﺗﻔ ﻦ م ﻗﻨ ﻄ ﺮ؟ ﻣﺒﻨﻴﺔ ﻓ ﺨ ﺮﺑ ﺖ‪ ،‬و ﻫ ﺮا ﻵ ن ﻳ ﻤ ﺮﻓ ﻲ اﻟﻘ ﺮا ر ب )‪ ( ٤‬وأ ﺣ ﺪ‬
‫ا ﻟ ﻘ ﺴ ﻴ ﻦ ﻣ ﻦ اﻟﻤﺪﻳﻨﺔ ﺳ ﺘ ﻰ اﺛ ﻈﺒﻴ ﻮ ل ‪ ،‬و ﻫ ﻮﺑﺎﻟ ﻌ ﺪ وة اﻟﺪ رﻗﻴﺔ ﻣﻦ اﻟﻨﻬ ﺮ )‪ ( ٥‬وﻓﻴﻪ ﺛ ﻜ ﻨ ﻰ‬
‫اﻟﺴﻠﻄﺎن‪ .‬وارﺑﺎ ب د و ﻛ ﻪ و ﺳﺎﺋ ﺮاﻟﻨﺎ س‪ ،‬وأ ﺳﻮاﻗﻪ وﺷﻮارﻋﻪ ﻣﻔﺮو ﺷﺔ ﺑﺎﻟ ﺼﻔﺎ ح‪ ،‬ﻣ ﻘ ﻌ ﺔ‬
‫)‪ ( ٦‬وا ﻫ ﻞ ﻛﻖ ﺻﻨﺎﻋﺔ ﻋ ﻞ ﺟ ﺪ ة ﻻﻳ ﺸﺎ ر ﻛ ﻬﻢ ﺳ ﻮا ﻫﻢ‪ ( ٧) ،‬و ﻋ ﻞ ﻛﻖ ﺳ ﻮ ق آﺑ ﻮا ب ﺳ ﺪ‬
‫ﻋﻠﻴ ﻪ ﺑﺎﻟﻠﻴ ﻞ‪ ( ٨)،‬و ﴽ ﻛ ﺜ ﺮ ا ﺗ ﻌ ﻮ ا ب ﺀ ة ﺑ ﺒ ﺎ ا ف ﺀ ‪.‬‬
‫‪The o th er m a in d iv isio n o f t h e city, to d a y Galata:‬‬
‫)‪ ( ٩‬و ا ﯪ ا ﻟ ﻘ ﻢ اﻛﺎﻧﻲ ﺷ ﻬ ﺎ ﻓ ﻴ ﺘ ﻰ اﻟﻐﻠ ﻄﺔ‪ ،‬و ﻫ ﻮﺑﺎﻟ ﻌ ﺪ وة اﻟﻐﺮﺑﻴﺔ ﻣ ﻦ اﻟﻨﻬ ﺮ ﺷﻴﻴﻪ ﺑﺮﺑﺎط‬
‫اﻟ ﻔﺘ ﺢ ﻓﻲ ﻗﺮﻳﺔ ﻣ ﻦ اﻟﻨﻬﺮ‪ ( ١٠) ،‬و ﻫ ﺬا ا ﻟ ﻘ ﻢ ﺧ ﺎ س ﺑﻨ ﺼﺎرى اﻹﻓﺮﻧﺞ ﻳﺴﻜﻨﻮﻧﻪ )‪( ١١‬‬
‫و ﻫ ﻢ ا ﺻﻨﺎ ف‪ :‬ﻓ ﻤ ﻨ ﻬ ﻢ اﻟ ﺠ ﻮﻳ ﻮ ن واﻟﺒﻨﺎدﻧﺔ وأ ﻫ ﻞ روﻣﻴﺔ وا ﻫ ﻞ ﻓﺮﻧﺴﺔ )‪ ( ١٢‬و ﺟﻴ ﻌ ﻬ ﻢ‬
‫ا ﻫ ﻞ ﺗﺠﺎرة‪ ،‬وﺋ ﺮ ﺳﺎ ﻫ ﻢ ﻣ ﻦ ا ﺀ ظ ‪ -‬م اﻟﻤﺮاﺳﻲ)‪ ( ١٣‬و ا ﺳ ﻮ ا ﻗ ﻬ ﺬ ا ا ﻟ ﻘ ﻤ ﺤ ﺔ ا ﻷ ا ة‬
‫ا ﻷﻗﻨﺎ ر ﻏﺎﻟﺒﺔ ﻋﻠﻴﻬﺎ‪ ( ١٤) ،‬ﻧ ﺸ ﻘ ﻬ ﺎ ﺑ ﺬ ﺻﻔﺒ ﺮ ﻗ ﻨ ﺮ ﺛ ﺠ ﺲ ‪ ،‬و ﻛﻨﺎ ﺷ ﻬ ﻢ ﻻ ﺧﻴ ﻦ ﻓﻴ ﻬﺎ‪.‬‬
‫‪Ibn B a ta ta 's d e sc r ip tio n o f t h e H agia Sofia, th e largest C h ristian church in‬‬

‫‪the w o rld o f h i s day:‬‬
‫ﻰ ﻋﻨ ﺪ ﻫ ﻢ ا ﻳ ﺎ‬ ‫ﻲ‪ ٠‬ﺗ‬ ‫و ﻫ‬ ‫)‪ ( ١٥‬إﺗ ﻤﺎﻧﻨ ﻜ ﺮ ﺧﺎ ر ﺟ ﻬﺎ ‪ ،‬و ا ﻣ ﺎ د ا ﺧ ﻠ ﻬ ﺎ ﻓ ﻠ ﻢ أ ﺷﺎ ﻫ ﺪه ‪( ١٦) ،‬‬

‫ﻮ ا ﺑ ﻦ ﺧﺎﻟ ﺔ ﺳﻠ ﻲﺀ‪ ١‬ن‪ ،‬ﻋﻠﻴ ﻪ‬ ‫و ﻫ‬ ‫ﺻ ﻮ ﻓﻴﺎ‪ ( ١٧) ،‬وﻳﺬ ﻛ ﺮ ا ﺑ ﺎ ﻣ ﻦ ﺑﻨﺎ ﺀ آ ﺻ ﻒ ﺑ ﻦ ر ﺧ ﻴ ﺎ ﺀ‪،‬‬
‫ﻣ ﻦ أ ﻋ ﻈ ﻢ ﻛﻨﺎﻧ ﺲ اﻟﺮوم‪ ،‬و ﻋﻠﻴﻬﺎ ﺳ ﻮ رﺋ ﻄﻴ ﻒ ﺑ ﻬﺎ‪ ،‬ﻓ ﻜ ﺄ ﺑ ﺎ ﻣﺪﻳﻨﺔ‪،‬‬ ‫و ﻫ ﻲ‬ ‫‪) ٧‬م‪( ١٨ ) ،‬‬ ‫ا‬
‫ﺮ ﻧ ﺤ ﻮ ﻣ ﻴ ﻞ ‪ ،‬ﻋﻠﻴ ﻪ ﺑ ﺎ ب ﻛ ﺒ ﺮ ‪ ،‬و ﻻﻳ ﻤﻨ ﻊ‬ ‫ﻫ‬ ‫واﺑﻮاﺑﻬﺎ ﺛ ﻼ ﺛ ﺔ ﻋ ﺜ ﺰ ﺑ ﺎ ﺑ ﴼ ‪ ١٩) ،‬؛ وﻟﻬﺎ ﺣ ﺮ م‬
‫ا ﺣ ﺪ ﻣ ﻦ د ﺧ ﻮﻟﻪ‪ ،‬و ﻧ ﺪ د ﺧﻠﺘ ﻪ ﻣ ﻊ و اﻟ ﺪ اﻟﻤﻠ ﻚ‪.‬‬
‫‪Ibn B attuta furth er d escrib es th e p ractices o f t h e C h ristian w orsh ip p ers:‬‬
‫)‪ ( ٢٠‬و ﻋ ﻞ ﺑ ﺎ ب ا ﻟ ﻜ ﻨ ﻴ ﺔ ﺳﻘﺎﺋ ﻒ ﻳ ﺠﻠ ﺲ ﺑ ﻬﺎ ﺧ ﻨ ﺎ ﺛ ﻬ ﺎ اﻟ ﻨ ﻴ ﻦ ﻳ ﻘﺘ ﺮ ن ﻃﺮﻗﻬﺎ ﻧ ﻮ ﻧ ﺪ و ن‬

‫ﺛ ﺰ ﺟ ﻬﺎ ‪ ،‬ﻧ ﻐ ﻠ ﻘ ﺮ ن اﺑﻮاﺑﻬﺎ‪ ( ٢١) ،‬وﻻ ﻳ ﺪ ﻋ ﻮ ن ا ﺣ ﺪ أ ﺑ ﺪ ا ﺧ ﻠ ﻬ ﺎ ﺣ ﺘ ﻰ ﺳ ﺠ ﺪ ﻟﻠ ﺼﻠﻴ ﺐ‬
‫ا ﻷ ﻋ ﻈﻢ ﻋﻨﺪ ﻫﻢ‪ ،‬اﻟ ﺬ ي ﻳﺰﻋﻤﻮن أﻧﻪ ﺑﻘﻴﺔ ﻣ ﻦ اﻟﺨﺸﺒﺔ ا ﻛ ﻲ ﺛ ﻠ ﺐ ﻋﻠﻴ ﻬﺎ ﺷﺠﻴﻦ ﻋ ﻴ ﺲ ‪،‬‬
‫ﻋ ﻞ ﺑ ﺎ ب اﻟﻜﻨﻴﺴﺔ ﻣﺠﻌﻮل ﻓﻲ ﺟ ﻌﺒ ﺔ ذ ﻫ ﺐ ﻃ ﻮ ﺛ ﺎ ﻧ ﺤ ﺮ ﻋ ﺜ ﺮ ة‬ ‫ر ﻫ ﻮ‬ ‫ﻋﻠﻴ ﻪ اﻟﺴﻼم‪( ٢٢) ،‬‬
‫اذ ع‪ ،‬و ﻧ ﺪ ﻋﺮ ﺿﻮا ﻋﻠ ﻴ ﻬ ﺎ ﺟ ﻌ ﺒ ﺔ ذ ﻫ ﺐ ﻣﺜﻠ ﻬﺎ ﺣ ﺘ ﻰ ﺻﺎر ت ﺻﻠﻴﺒﺂ‪.‬‬
‫‪Constantinople, Capital ofthe Byzantine Empire‬‬ ‫‪175‬‬

Vocabulary
( ١) ‫ﺋ ﺘ ﻘ ﻢ‬ divided
( ٣) ‫ﻗﻐﻠﺮ ؛‬ building w ith a curved top and
straight sides supporting a bridge
( ٤) ‫ﺛ ﺪ و ة‬ riverbank, side
( ٥) ‫أرﺑﺎ ن‬ lords, officials
(‫ﺻﺜﺎح)ه‬ thin paving stones
( ٦) ‫ﻳﺜﺎ ر ك‬ to share
( ٦)‫ﻣﻮى‬ except, on ly
( ٧) ‫ﺋ ﺘ ﺬ‬ to b e closed up, b locked
( ٩)‫ﺷﺒﻴﻪ‬ similar
( ١٠)‫اﻻﻓﺮذج‬ W esterners, Europeans
( ١١) ‫ اﻟﺮوﻣﻴﺔ‬،‫ اﻟﺒﻨﺎدﻗﺔ‬،‫اﻟﺠﻨﻮﻳﻮن‬ peop le o f G enoa, Venice, Rom e
( ١٢) ‫ﻣﺮاﺳﻲ‬، ‫ﺗﺮ س‬ harbor, seaport
( ١٣)‫أﻗﺬار‬ garbage, junk, trash
( ١٤)‫ﺋﺠ ﺲ‬ filthy, extrem ely unclean
( ١٤)‫ﻳﺜ ﻖ‬ to cleave, split
( ١٦)‫ﴽﻳﺎﺻﻮذا‬ Aya Sofi (H agia Sofia, lit 'H oly
W isdom ' in Greek) Cathedral
( ١٧) ‫آ ﺻ ﻒ ﺑ ﻦ ﺑﺮﺧﻴﺎﺀ‬ A saph son ofBerechiah, legend-
ary builder o fH a g ia Sofia
( ١٨)‫ﺋ ﻄﻴ ﻒ‬ to encircle, surround
( ١٩) ‫ﺣﺮم‬ a sacred territoty or space

( ٢ ٠) ‫ﺳﻘﺎﺋ ﻒ‬ booths, sheds
( ٢٠)‫ﻳﻘﻠﻢ‬ to sw eep
( ٢ * )‫ﯮﻗﺪ‬ to enkindle, light
( ٢٠) ‫ذ ز ج‬ lamp, light
( ٢١) ‫ﻳ ﺰﺋ ﻢ‬ to claim, allege
( ٢١) ‫ﺛ ﺒ ﻴ ﺔ ﺀ ﻳ ﻰ‬ on e w h o resem bles Jesus (a ref-
erence to the Islam ic b elief that
Jesus h im self was n o t crucified)
( ٢٢) ‫ﻣﺠﻌﻮل‬ had put
( ٢٢) ‫ﻟﺠﻌﺒﺔ‬ case, frame
( ٢٢) ‫ ( اذ ي‬s in g . _ ‫) ﻧﺮ ح‬ cubit - a unit o f m easurem ent
about the length o f an arm

A. Answ er the follow ing questions in com plete Arabic sentences (num bers
refer to the lines in w hich the inform ation can be fo u n d ):
( ٩ ، ٤) ‫ﻣﺎ ا ﻟ ﻘ ﺈ ن ا ﻟ ﺮ ﻳ ﺎ ن ﻟﻤﺪﻳﺌﺔ ا ﻟ ﻘ ﻄﺌ ﻄﻴﺌﻴ ﺔ ؟‬ ١
( ١. ) ‫ﺗ ﻨ ﻴ ﻜ ﻨ ﻔ ﻴ ﻘ ﻤ ﺎ ﻟ ﺘ ﺘ ﻄ ﺔ ؟‬ .٢
( ١٥) ‫ﻫﻞ د ﺧﻞ اﻳﻦ ﺑﻄﻮﻃﺔ اﻟ ﻜ ﺘ ﻴ ﺔ ؟‬ .٣
( ١٨) ‫ﻛ ﻤ ﺒ ﺎ ﺑ ﺎ ﻟ ﻠ ﻜ ﺒ ﺔ ؟‬ .٤
( ٢١) ‫ﻣﺎ ذاﻳ ﻔ ﻌ ﻼﻟﻴ ﺤ ﻮ ﻧ ﻌ ﺬ د ﺧ ﻮﻟ ﻬ ﻢ ا ﻟ ﻜ ﺒ ﺔ ؟‬ .٥

in English:
1. in older times, in past days :___________________________________
2. they are of many types ‫_______________________________________ذ‬
3. unpleasant, dingy :___________________________________________
4. it is said, it is claimed :________________________________________
5٠ none may enter ... u n til :_______________________________________
and phrases:
_________________________________________________________________ : ‫ﻣ ﻌ ﻈ ﻢ‬ .١
------------------------------------------------------------------------------------------ :‫و ﺳ ﺦ‬ .٢
______________________________________________________________ : ‫ﻓ ﻘ ﻂ‬ .٣
------------------------------------------------------------------------ :‫ اﻷورﺑﻴﻮن‬. ٤
---------------------------------------------------------------------------------- : ‫ ﻳﻘﺮﻟﻮن‬. ٥
D . Find Arabic antonyms or opposites for each ofthe following words or

phrases in the text and use each in a complete sentence :
178 ^ e Travels o f Ibn Battuta

‫ﻛ ﺤﺪة‬ ‫‪٠١‬‬
‫ﻋﺪر ت‬ ‫‪٠٢‬‬
‫ﺑ ﻌ ﻀ ﻬ ﻢ ‪.:‬‬ ‫‪٠٣‬‬
‫ردﻳﺌﺔ‬ ‫‪.٤‬‬
‫ﻣﻐﺘﻮح ﻟ ﻌﺎ ﻣ ﺔ اﻟﻨﺎ س‬ ‫‪.٥‬‬
‫‪Interpreting tile Text‬‬
‫ﻣﺎ ا ﻷ دﻟ ﺔ ﻋ ﻞ ﺗﺪﻫﻮر ﻣﺪﻳﺌﺔ اﻟﻘ ﻄﺌ ﻄﻴ ﻌﻴ ﺔ ﻓﻲ ﻧ ﺺ اﺑﻦ ﺑﻄﻮﻃﺔ؟ )‪( ٤- ١‬‬ ‫‪١‬‬
‫ﻣﺎأﺑﺮز ﻧ ﻘ ﺎ ط اﻟﺨﻼف ﺑﻴﻦ ﻋﻘﺎﺋﺪ اﺑﻦ ﺑﻄﻮﻃﺔ و ﻋﻘﺎﺋﺪ اﻟﻤﺴﻴﺤﻴﻴﻦ ﻓﻲ ﻫﺬااﻟﻨ ﺺ ‪( ٢٢- ٢ ١) .‬‬ ‫‪.٢‬‬
‫ﻟﻤﺎذا ﺗﻌﻦ ﴽﻳﺎ ﺻﺮﻓﻴﺎ ﻣﻦ ا ﻋﻈﻢ ﻛﻨﺎﺋﺲ اﻟﻌﺎﻟﻢ ؟ اﻧﻜﺮوا اﻟﺪﻟﻴ ﻞ ﻣﻦ ﺗﻨﺮﻳﺮ اﺑﻦ ﺑﻄﻮﻃﺔ؟ )‪( ١٩- ١٥‬‬ ‫‪٠٣‬‬
‫‪Constantinople. Capital ofthe Byzantine Empire‬‬ ‫‪179‬‬

( ١٥) ‫ ﻓﻬﺎ ﻣ ﺒ ﺐ ذﻟ ﻚ ؟‬،‫ﻟﻢ ﻳ ﺸﺎﻫﺪ اﺑﻦ ﺑﻄﻮﻃﺔ ا ﻟ ﻜ ﻨ ﻴ ﺔ ﻣﻦ اﻟﺪا ﺧ ﻞ أﺛﻨﺎﺀ ﻧﻴﺎرﺗﻪ ﻟﻤﺪﻳﻨﺔ اﻟﻘ ﻄﻨ ﻄﻴﻨﻴ ﺔ‬ .٤
‫ ﻟﻤﺎذا ا ﺷ ﻤ ﺖ ﻣﺪﻳﻨﺔ اﻟﺸﻄﻨﻄﻴﺌﻴﺔ إﻟﻰ ﻗﺴﻤﻨﻦ؟ وﻣﺎ ﻣﺪ ى اﻟﺘﺄﺛﺮ اﻟﺬ ي ﻳﻤﻜ ﻦ ﴽن ﻳﺤﺪﺛﻪ ﻫﺬا‬. ٥
‫ا ﻹﻧ ﺸﺎ م ﻋﻞ اﻟﻌ ﻼﻗﺎ ت ا ﻻ ﻣ ﺔ واﻻﻗﺘﺼﺎدﻳﺔ ﻓﻲ ﻫﺬا اﻟﺒﻠﺪ؟‬
1. A t several places in his te x t Ibn Battuta uses the term ‫ — ﴽﻫﻞ‬a people)
— in an i d a a f a (‫ )إﺿﺎﻓﺔ‬construct to characterize the residents o f a place
(see lines 6 , 7 ,1 1, and 12 for exam ples), ^ i s is one o fh is m ost com-
m on idiom s to characterize the- nature o f apopulation, and indicative
o fth e kind o f study Ibn Battuta m ade o fth e com m on m em bers ofthe
societies he visited, rather than Just the rulers o fth e day. ^ i s term,
w h en paired w ith a definite noun, refers to a specific, recognized group
o fp e o p le such as:
‫ أﻫﻞ اﻟﻜﺘﺎ ب‬- People o fth e B ook (Jew s, Christians, and M uslim s)
‫ أﻫﻞ ا ﻓ ﺔ‬- P eople o fth e Sunna (Sunni M uslim s)
‫ ﴽﻫﻞ اﻟﺒﻴ ﺖ‬- M em bers o fth e H ou se o fth e Prophet
ISO Travels o f Ibn B a to ta

A s u sed here, w ith an in d e fin ite n o u n , it sign ifies ‘a p eo p le' an d is th u s
in d icative o f a general q u a lity h e o b serv ed , an d n o t exclu sive to o n e
group. In A frica (se e L e sso n 1 0 ), for exam p le, h e u se s th e term ‫ﴽﻫﻞ‬
‫ — ﺟﻬﺎد‬a p e o p le o f/ih fld , to refer to th o se liv in g in c lo se p ro x im ity
to in fid els. T h ey are n o t sin g led o u t as the p e o p le o f jih a d - i. e., th e
exclu sive k eep ers o fjih a d . H ere, th e citizen s o f C o n sta n tin o p le are
sin g led o u t p rim arily as 'p eo p le o f variou s crafts and arts, in d ica tiv e o f
th e h ig h lev el o f civiliza tio n rem a in in g in th e d eclin in g city, as w e ll as
(p eop le o f various fo reig n n ation alities:
‫— أﻫﺰ ﺗﺠﺎرة‬ p e o p le o f c o m m e r ce (lin e 1 2 )
‫ا ﻫ ﺰ ﻓﺮ ﺷﺔ‬ - p e o p le o fF r a n c e (lin e l l )
2. Ibn B a t o t a refers to th e in h ab itan ts o f t h e Galata se c tio n o fC o n sta n -

tin o p le c o lle c tiv e ly as ‫اﻹﻓﺮذج‬ (lin e 1 0 ). T he term m ea n s 'Franks, and
o rig in ally referred to th e G erm an ic trib es th at esta b lish ed th e first
em p ires in m ed iev a l E urope. D u r in g th e M id d le A g es, how ever, it
w as c o m m o n to u se th e term to refer to W estern E u rop e as a w h o le,
particularly a m o n g M u slim and E astern O r th o d o x w riters. Ibn B attuta
forth er id en tifies in th is ca teg o ry a n u m b er o f grou p s from all over
W estern E u rop e - ‫ اﻟﺒﻨﺎدﻗﺔ‬،‫ اﻟﺠﻨﻮﻳﻮن‬، ‫ﻓﺮﺷﺔ‬ ‫ﴽﻫﻞ‬ (F ren ch , G en o a n s, and
V en etia n s). In terestin g ly th e latter term is th e plural o f ‫ اﻟﺒﺪﻧﻴ ﺔ‬, th e
n am e for V enice, a lth o u g h th e se tw o w o rd s also refer to a cro ssb o w /
or (pellet b o w ‫ ؛‬and to d a y .rifle/ b o th in singular and plural, for th e
resem b lan ce o f t h e b u lle t to a ‫ ﺑﻨﺪق‬or h azeln u t.
3. In lin e 15 o f h is d esc r ip tio n o f t h e H agia Sofia church, as in m a n y o th p

er p laces in h is text, I b n B a t o t a u se s th e c o n str u c tio n ... ‫ ذ‬. . . ‫ ًا ﺗﺎ‬. This
v e r y c o m m o n con stru ct, so m e tim e s ca lled th e t o p ic - c o m m e n t'
sen ten ce, is m u c h m o r e p revalen t in A rab ic th a n its eq u ivalen t in En-
glish. T he first term , ‫ أﺗﺎ‬m ea n s 'as fo r .... and in tro d u ces a to p ic or thing.
T he se c o n d term , th e p article ‫ ذ‬, as it d o e s in m a n y co n stru ctio n s,
in tro d u ces th e result, or in fo rm a tio n clause o f a tw o -p a rt co n stru ctio n .
Constantinople Capital ofthe Byzantine Empire 1s1

The particle ‫ ف‬would not normally be translated in English, but in
similar statements, its fonction is typically carried by a comma ‫؛‬
...‫ ف‬...‫( اﺗﺎ‬as for . . . , . . . )
The fimction of this construct is to highlight and isolate for consider-

ation what comes between ‫ اﺗﺎ‬and ‫ ذ‬٠Obseiwe Ibn Battuta's usage in
line 15:
‫ — اﻣﺎ داﺧﻠﻬﺎ ﻓﻠ ﻢ أ ﺷﺎﻫﺪه‬as for the inside, I did not see it
Here, Ibn Batftita, before describing the exterior ofthe maiwelous

Hagia Sofia church in great detafi, makes a point of emphasizing that
he did not go inside, for clearly implied religious reasons. By using this
construct, he manages to shift the topic from his description ofthe
outside ofthe church, drawing a strong concepttral bounda^beriveen
describing the outside ofa building and entering an active place of
worship.
4٠ In line 6, Ibn Battuta uses a favorite phrase when he applauds the arti-
sans of Constantinople :
‫اﻫﺆ ﻛﻞ ﺻﻨﺎﻋﺔ ﻋﻞ ﺟﺪة ﻻ ﻳﺸﺎرﻛﻬﻢ ﻣ ﺮا ﻫﻢ‬
Tfrey are described as a people of every craft, to the ertent that "‫ﻻ‬
‫" ﻳﺸﺎرﻛﻬﻢ ﻣ ﺮا ﻫﻢ‬. The word ‫( ﻣ ﺮ ى‬equally' *the same as) is often used in a
negative construct with ‫ ﻻ‬, as here, to mean *none but .' ^ e verb ‫ﺷﺎرك‬
is familiar as meaning *to share: ^ e artisans of Constantinople are
craftspeople ofa level shared with none but themselves. The word ‫ﺳﺮى‬
can be combined with a suffix (as here ) or in an idaafa (‫ )إﺿﺎﻓﺔ‬in this
way to mean *no one but ( him , her, etc.): Ibn Battuta often uses this
construct in his description ofcities-each of which he seems to find
unique in some w a y -in the construct ‫ﺳﻮاﻫﺎ‬...‫ وﻻ‬with the feminine
singular suffix referring to the city.
182 ^ i e Travels o f Ibn Battuta

Writing Exercises
structures:
1. Yemen was divided into two parts; one was called N orth Yemen, the
other South Yemen (1 ,4 ,9 ):
2. The city of Baghdad is divided by the Tigris123 River (14):
3٠ I visited E ^ p t last summer; as for Tunisia, I have never visited it (15):
4٠ ^ a t city is overtaken with filth; there is nothing good there (13,14):
123 ‫دﺟﻠﺔ‬

5. N o one is allowed to enter the church except by the eastern door (21):
1‫ت‬٠‫ﻗ ﺴ ﻴ ﻦ ﻣﺪﻳﻨﺔ ﻧﺒﺮ ﺋ ﺸ ﺴ ﺔ ﺑﻴﻨﻬﺈ ﺑﺎرﻳﺲ ا ﻟ ﻴ ﻦ‬ .١
‫ أ اﻟﻘﺪﻳﻤﺔ ﻛﺎن ﻣﺪﻳﻨﺔ ﻫﻨﺎك ﻗ ﻢ اﻟﻘﺪ س ﺧﺎﻣﺶ ﻓﻲ‬2‫ﻟﻠﻤﺴﺤﻴﻦﺀ‬ .٢
‫ وأﻣﺎ ﴽزره داﺧﻠﻬﺎ ﻓﻠﻢ ﺷﺎ ﻫﺪ ت اﻟﺨﺎرج ﻣﻦ‬، ‫اﻟﻤﺪﻳﻨﺔ‬ .٣
12456‫ ا ﺳ ﺎ ﺟ ﺪ أﻋﻈﻢ‬2‫ ﻣﻦ اﻟﻌﺎﻟﻢ ﺑ ﺠ ﺪ ﻣﺤﻤﺪ ﺀﻟﻲﺀ‬. ٤
124 the Seine

125 Christians
126 the Muhammad Ali Mosque (Cairo)
184 ^ e Travels o f flm Battuta

‫ﻫﻲ اﻟﻔ ﻄﻨ ﻄﻴﻨﻴ ﺔ اﻵن إﺳﻄﻨﺒﻮل ﻣﺪﻳﻨﺔ‬ ‫‪٠٥‬‬
‫ﻣﺪﻳﻨﺔ اﻟﻘﻄﻨﻄﻴﺌﻴﺔ وإﻣﻴﺮاﻃﺮرﻳﺔ اﻟﺮوم ﻛﺎﻓ ﺖ ﺗﺤﺖ ﺗﻬﺪﻳﺪ اﻷﺗﺮاك ﻓﻲ ﻋﻌ ﺮ اﺑﻦ ﺑﻄﻮﻃﺔ‪ .‬ﻣﺎذا‬ ‫‪١‬‬
‫ﺣﺪ ث ﻟﻠ ﺸ ﻄﻨ ﻄﻴﺘﻴﺔ ﺑﻌﺪ ﻗﺮن ﻣﻦ زﻳﺎرﺗﻪ ﻟﻬﺎ؟‬
‫ﻇﻠ ﺖ ﻣﺪﻳﻨﺔ اﻟﺸﻄﻨﻄﻴﻨﻴﺔ )إﺳﻄﻨﺒﻮل( وﻋﻞ ﻣﺪ ى ﻋﺪة ﻋﺼﺮر ﻣﻦ أ ﻫﻢ اﻟﻤﺪن اﻟﺜﻘﺎﻓﻴﺔ‬ ‫‪٠٢‬‬
‫واﻟﺴﺎﺳﺔ واﻻﻗﺘﺼﺎدﻳﺔ‪ .‬ﻓﺈ اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺳﺎ ﻋﺪ ت ﻋﻞ ذﻟ ﻚ ؟ وﻫﻞ ﺣﺎﻋﻈﺢ‪ 2‬ا ﻣﺠﺘﻤﻊ ﻫﺬه‬
‫اﻟﻤﺪﻳﺔ ﻋﻞ ﻫﺬه اﻟﺴﻤﺔ‪ ١2٠‬ﺣﺘﻰ اﻵن ؟‬
‫ﴽﻟﺘﺬ‪٠‬ﻟﻞ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﻫﺬا اﻟﺘﺺ وﻏﺮ‪ ٠.‬ﻗﺎرر ﺛﻔ ﺨﻠ ﺔ ض أﻣﻮاق اﻟﻤﺪﻳﺔ‪ .‬ﻟﻤﺎذا ﻳﻌ ﻦ اﻷﺳﻮاق‬ ‫‪.٣‬‬
‫اﻟﺸﻌﺒﻴﺔ ﻣﺮآة ﺗﻌﻜ ﺲ ﺟﻠﻴﴼﻫﻮأ ﺛﻘﺎﻓﺔ اﻟﻤﺠﺘﻤﻊ وﻋﺎداﺗﻪ ؟‬
‫ﻫﻞ ﴽﺑﺪ ى وا اﺑﻦ ﺑﻄﺮﻃﺔ ا ﺣﺰاﻣﴼوا ﺿﺤﺎ ﻟﻠﺪﻳ ﻦ اﻟ ﺴ ﺤ ﻲ وﻋﻘﺎﺛﺪه ﻓﻲ اﻟﻨ ﺺ؟ ﻟﻤﺎذا؟‬ ‫‪.٤‬‬
‫ﻣﺎ أﻫﻤﻴﺔ ﻣﻔﻬﻮم وﻓﻜﺮة ﺣﻮ‪١‬ر اﻷدﻳﺎن ﻓﻲ ﺗﺤﻘﻴﻖ ا ﻟ ﻼ م اﻟﻌﺎﻟﻤﻲ واﻟﺘﻘ ﺮ ب ﺑﻴﻦ اﻟﺜ ﻌ ﻮ ب ؟‬ ‫‪.٥‬‬

‫ﻣﺪﻳﻨﺔ اﺳﻄﻨﺒﻮل‪.1278930‬‬ ‫ﻣﺼﻮرﻳﺘﻀﻤﻦ ﻣﻄﻮﻣﺎ ت ﺗﺎرﻳﺨﻴﺔ وﺛﻘﺎﻓﻴﺔ وﻣﺴﺎﺣﻴﺔ ﻋﻦ‬ ‫ﻗﻮﻣﻮا ﺑﺘ ﺼﻤﻴﻢ ﻣﺤﺐ‬
‫‪127‬‬ ‫‪continue, adhere to‬‬

‫‪128‬‬ ‫‪characteristic‬‬
‫‪129‬‬ ‫‪allocated‬‬
‫‪130‬‬ ‫‪clearly‬‬
‫‪131‬‬ ‫‪expressed‬‬
‫‪132‬‬ ‫‪brochure‬‬
‫‪Constantinople, Capital o f the Byzantine Empire‬‬ ‫‪185‬‬

Ihe Sultan of India
(Delhi, India, 1334-41) ‫ﻧﻜﺮ ﻣ ﻠ ﻚ اﻟﻬﻨﺪ‬
At long last, Ibn Battuta readied Delhi, capital o fa growing Islamic Sultanate
While E g ^ t had become the first center oflslam ic power in the 1300s, Ini
dia was rapidly emerging as the second, ^ ro u g h o u t its histoty, India had
been subject to waves of conquerors from Central Asia to the north, most
of whom settled into the existing culture and, in the long run, blended into
Indian civilization. Ibn Battuta had the fortune to have been born during
Sultan o f India 187

one such p erio d following the widescale Mongol conquests o fth e 1200s
and before the devastating invasion ofTamerlane at the end o fth e 1300s.
As he encountered in Iraq, Persia, and Central Asia, Ibn Battuta would find
in India an Islamic dynasty, founded by former Turkic invaders, that had
brought stability a resumption of cross-border trade and travel, and, most
importantly for Ibn B atata, a need for trained scholars.
I Sultanate ofDelhi
W hen Turkish Muslims (calling themselves the Mamluks after the success-
fill state in E ^ p t ) seized the city ofD elhi and turned it into a capital in
1206, India had not been unified for some eight centaies. By the time of
Ibn Battuta's arrival in 1334, the Tughluq sultan Muhammad had brought
most oflndia under his control. He successfully held off several Mongol at-
tempts at invasion, and by the time Ibn Battuta arrived, had built profitable,
if very tenuous, relations with the Mongol states around him. At the same
time, India occupied the eastern shore o fth e very active Islamic Indian
Ocean trade, the riches of which Ibn B a ta ta had seen firsthand in Yemen
andAfrica. Although Muslims were still a minority, they occupied the upper
levels of power, while the long-established Hindu social and administrative
system continued at the lower levels.
W hile in E ^ p t and the trading ports of Yemen, Ibn B a ta ta likely heard of

the career opportunities available for trained scholars from the Arab heart-
land. Although he had embarked on a Journey as far down the East African
coast as possible, then back up through Asia, his ultimate destination was
the court o fth e Sultanate ofD elhi. There, he would not be disappointed.
He was welcomed with lavish gifts and signed a contract to serve in India.
He would serve seven years in India as a Judge and administrator, attending
to such sensitive matters as tax collection during the famine that struck the
country. Indeed, had it not been for political intrigues in the sultan's court,
he may have stayed much longer, perhaps to the end ofhis days. Here, Ibn
Battuta showed the qualities that made him such a successfol and sought-af-
ter qadi. He could be very harsh in his punishments for infractions oflslam-
ic law, and very exacting in collecting the taxes that were of concern to the
sultan, while at the same time encouraging charity in the name of God for
those who were suffering.

Sultan Muhammad, however, emerges even in the highly flattering accounts
of Ibn B a ta ta as a somewhat dangerous character. Like many great rulers
o fth e time, he was capable of impressive victories, monumental building
projects, as well as extreme paranoia and cruelty. He spent m uch ofhis time
suppressing rebellions— real or im a g in e d -a n d punishing the disloyal. It
was Ibn Battuta's misforttme to wind up on the sultan's list of enemies, and
at one point, he folly expected to die. Given his position and his own ten-
dency to work for his own interests, it may be surprising that Ibn B atata
lasted as long as he did in Delhi.
From the Writings of Ihn Battuta

Ibn B atataS description of Sultan Muhammad Tughluq ‫؛‬
‫ ( ﻓ ﻼ ﻳ ﺨ ﻠ ﺮ ﺑ ﻰ ص‬٢) ، ‫ ﺑ ﺎ ﺛ ﺴ ﻔ ﻴ ﺈ ﺳ ﺪ ا ﺀ اﻟﻌ ﻄﺎﻳﺎ ﺋ ﺮا ﻗ ﺔاﻟ ﺪ ﻣﺎ ﺀ‬1‫ ( ﻫ ﺬ ا اﻟﻤﻠ ﻚ‬١)

‫( و ﻗ ﺪ ﺳ ﻬ ﺰ ت ﻓﻲ اﻟﻨﺎ س ﺣ ﻜﺎﻳﺎﺋ ﻪ ﻓﻲ اﻟ ﻜ ﺮ م واﻟ ﺸ ﺠﺎ ﻋﺔ‬٣) ،‫ﻓ ﻘ ﺮ ﺛ ﻔ ﻨ ﻰ ﴽ و ﺣ ﻲ ﺛ ﻘ ﺘ ﻞ‬
‫ ( و ﻫ ﻮ أ ﺛ ﺬ اﻟﻨﺎ س ﻣ ﻊ ذ ﻟ ﻚ ﺗﺮا ﺿﻌﴼ‬٤) ،‫واﻟﺒ ﻄ ﺶ ﺑ ﻨ ﻮ ي اﻟ ﺠﯫﻳﺎ ت‬.‫و ﺣﻜﺎﻳﺎﺋﻪ ﻓﻲ اﻟﻐﺘﻠ ﺚ‬
.‫وأ ﻛﺜ ﺬ ﻫ ﻢ إ ﻇ ﻬﺎ رأﻟﻠ ﻌ ﺪ ل واﻟﺤﻖ‬
-Ibn Battuta is appointed to the service ofthe sultan and receives lavish hos
pitality ‫؛‬
( ٧) ‫ ( ﻓ ﴼ ﺀ ﻃ ﺎ ﻧ ﻴ ﺒ ﺮ س ﻛ ﻖ ﺑ ﺪ ر ة ﻣ ﻦ ﴽ ﻟ ﻒ دﻳﻨﺎ ر د را ﻫ ﻢ‬٦) ، ‫ ( و ﺻﻠﺘﻨﺎ ﺿﻴﺎﻓﺔ اﻟﻠ ﻄﺎ ف‬٥)

‫ و ﺟ ﻌﻠ ﻮاآ رﺑ ﻌ ﺔ‬،‫ و ﻛ ﺘ ﺐ ﺣﻤﻴﻊ أ ﺻﺤﺎﺑﻲ و ﺧﺬا ﻣ ﻲ وﻏﻠﻤﺎﻧﻲ‬،‫وأﻋﻄﺎﻧﻲ ﺑ ﻠ ﻌ ﺔ ﻣ ﻦ اﻟﻤﺮﻋﺰ‬
‫ اﻟﺜﺎﻧﻲ‬.‫ راﻟﺼﻨﻔﺊ‬،‫ ( ﻓﺎﻟ ﺼﻨﻔﺌﻪ اﻷزو ﻣ ﻨ ﻬ ﺎ ﴽ ﺀ ﻃ ﻴ ﻜ ﻞ را ﺣ ﺪ ﻣ ﻨ ﻬ ﻢ ﻣﺎﺋﺘ ﻲ دﻳﻨﺎر‬٨) :‫أ ﺻﻨﺎ ف‬
‫ ( واﻟ ﺼﻨ ﺚ اﻟﺜﺎ ﻧ ﺚ أﻋﻄﻲ ﻛ ﻞ وا ﺣﺪ ﻣﺎﺋﺔ‬٩) ،‫آﻋ ﻄ ﻲ ﻛ ﻞ وا ﺣ ﺪ ﻣ ﻨ ﻬ ﻢ ﻫﺎ ﺋﺄوﺧﻤﺴﺴﻨﻦ دﻳﻨﺎرأ‬
‫ ( ﻧﻔﻲ أﺛﻨﺎ ﺀ ﻣﻘﺎ ﻣ ﻲ‬١٠) ‫ اﻟﺮاﺑﻊ أ ﻋ ﻄ ﻲ ﻛ ﻖ وا ﺣ ﺪ ﺧ ﻤ ﺴ ﻪ وﺳﺒﻌ ﺲ دﻳﻨﺎ رأ‬.‫دﻳﻨﺎ ذ واﻟﺼﻨﻔﺊ‬
.‫أ ﻣ ﺰاﻟ ﺴﻠ ﻄﺎ ن ﴽن ﻳ ﻌ ﺮﻟ ﻲ ﻣ ﻦ اﻟﻘ ﺮ ى ﻣ ﺎ ﻳ ﻜ ﺮ ن ﻓﺎﺋﺪة ﺧﻤﺴﺔ آﻻ ف دﻳﻨﺎرﻓﻲ اﻟ ﺴﻨﺔ‬
The sultan orders a cruel punishment upon a sheikh who defied his authority:
‫ ﺀ ﻗ ﺪ‬:‫ ( و ﻗ ﺎ ل‬١٢) ، ‫ د ا ﻃ ﺎ ن ﺑ ﻄ ﻌﺎ م ﻣ ﻊ ﻏﻠ ﻤ ﻰ اﻟ ﻤﻠ ﻚ ﻓﺄﺑ ﻰ ﴽن ﻳﺎ ﻛ ﻞ‬١‫ ( ﺑ ﻌ ﺚ إﻟ ﻴ ﻪ‬١١)

‫ ﴽ ﻣ ﺮ‬٠‫ ( ﻓﻠﺐ أﺧ ﺶ ﺑ ﺬ ﻟ ﻚ ا ﻻ ﻃ ﺎ ذ‬١٣) «.‫ذﻧ ﺦ رزﻗﻲ ﻣ ﻦ ا ﻷ ر ب ا ر ﺟ ﺢ ﺑ ﻄ ﻌ ﺎ ﻣ ﻜ ﺈ ﻟ ﻴ ﻪ‬
‫ ( و ﻫ ﻲ ر ﻃ ﻼ ن‬١٤) ، ‫ﻋ ﻨ ﺪ ذ ﻟ ﻚ ﴽن ﻳ ﻄ ﻌ ﻢ اﻟ ﺸ ﻤ ﺦ ﻓ ﺔ إ ﺳﺘﺎ ر )أ ﺳﺎﺗ ﺮ ( ﻣ ﻦ اﻟ ﺘﻨ ﺮ ة‬
‫ و ﻫ ﻢ ﻃﺎﺋﻔﺔ‬،‫ اﻷﻣﻮر‬٥‫ ( ﻓﺄ ﺧ ﺬ ذ ﻟ ﻚ اﻟﻤﻮﻛﻠﺮن ﺑﻤﺜﻞ ﻫ ﺬ‬١٥) ،‫وﻧ ﺼ ﻒ ﻣ ﻦ آرﻃﺎل اﻟﻤﻔﺮب‬

،‫ وﺣﺘﻮا اﻟﺘﻨ ﺮ ة ﺑﺎﻟﻤﺎﺀ‬،‫ ( وﻣﻨﻮه ﻋ ﻞ ﻇﻬﺮه وﻓﺘ ﺤﻮا ﻓ ﻤ ﻪ ﺑﺎﻟﻜﻠﺒﺘﻴﻦ‬١٦) ،‫ﻣ ﻦ ﻛﻨﺎ ر اﻟﻬﻨﻮد‬
.‫وﺳﻘﻮه ذ ﻟ ﻚ‬
Ibn Battuta's text a b .u n d s w ith accounts o fth e killings ordered by the

sultan:
‫ ( وﻛﺎن ﻣ ﺮ ؛ ﻋ ﻬﺎ ًﺣ ﺼ ﺎ ﻣ ﻦ اﻟﻌ ﺴﻜﺮﺗﺘﻮﻟ ﺠﻪ ﻣ ﻊ اﻟﻤﻠ ﻚ ﻳ ﻮ ﺳ ﻒ ﺑﻐﺮة اﻟﻰ ﻗﺘﺎ ل اﻟﻜﻘﺎر‬١٧)

،‫ و ﺧ ﺰ غ ﻣ ﻌ ﻪ ﻣﻌﻈﻢ ا ﻟ ﺴ ﻜ ﺮ‬.‫ ( ﻓ ﺨ ﺰ ﻏﻴ ﻮ ﺳ ﻒ‬١٨) .‫ﺑﺒﻌ ﺾ اﻟﺠﺒﺎل اﻟﻤﻘﺼﻠﺔ ﺑ ﺤ ﻮ ز د ﻫ ﻞ‬
‫ ( ﻧﺄ ﻣ ﻞ ﴽن ﻳﻄﺎف‬٢٠) ،‫ ﻓ ﻜﺘ ﺐ ﻳ ﻮ ﺳ ﻒ إﻟﻰ ا ﻟ ﻠ ﻄ ﺎ ن ﻳ ﻌ ﻠ ﺒ ﻪ ﺑ ﺬ ﻟ ﻚ‬،‫ ( وﺗﺨﺘﻔﺎ ﻗ ﻮ ؛ ﻣﻨﻬﻢ‬١٩)
‫ ( وﺋﺒ ﺶ ﻋ ﻞ‬٢١) ،‫ ﻓ ﺜ ﻌ ﻞ ذ ﻟ ﻚ‬،‫ ﺋ ﻘ ﺒ ﺾ ﻋ ﻞ ﻣ ﻦ ؤ ﺟ ﺪ ﻣ ﻦ أ وﻟ ﺌ ﻚ اﻟﻤﺘﺨﺘﻔﻴﻦ‬،‫ﺑﺎﻟﻤﺪﻳﻨﺔ‬
.‫ ﺋﺌﺘﻠﻮا‬،‫ﺛ ﻼﺛﺈﺋ ﺔ و ﺣ ﻤ ﻌ ﻤ ﺴ ﺜ ﻦ ﻣﻨ ﻬ ﻢ ﻓﺄﻣﺮ ﺑ ﻘ ﺘﻠ ﻬ ﻢ أ ﺟ ﻌﺜ ﻦ‬
Vocabulary
( ١) ‫إﺳﺪاﺀ‬ givings granting

( ١) ‫ اﻟﻌﻄﺎﻳﺎ‬- ( sin g rU a p ) something received as a gift
( ١) ‫إراﻗﺔ اﻟﺪﻣﺎﺀ‬ killing vdthout good reason
(٣ ) ‫اﻟ ﻨ ﻚ‬ violence, cruelty
(٣ )‫اﻟﻌﻄﺶ‬ annihilation, execution
( ٤) ‫ ﻋ ﺬ ك‬٠ although, in spite .of all that
( ٦) ‫ﻳﺪرة‬ sum ofm oney purse
( ٧) ‫ﺧﻠﻌﺔ‬ a robe given as a reward
( ٧ ) ‫اﻟﻤﺮﻋﺰ‬ cashmere
( ٧) ‫ؤ ﻹ ن‬ servant boys, slaves
( ٨) ‫ﺻ ﻒ‬ group, rank
( ١٠) , ، ‫ق‬ hospitality receiving as a ۴ st
( ١١) ‫ر‬ to refuse
( ١٣) ‫اﻟﺘﺬرة‬ human excrement
( ١٤) ‫رﻃﻞ‬ unit ofweight, approx, halfa
kilogram
( ١‫ ﺟ ﺌ ﺔ ( اﻟﻤﻮﺋﻠﻮن ) ه‬. - ‫)ﻣﻮﺗﻤﻞ‬ assignees, those charged
( ١٦) ‫اﻟﻜﻠﻴﺘﻴﻦ‬ pliers, pincers
( ١٦) ‫د ﺗ ﻰ‬ to give (someone) to drink

( ١٧) ‫ﺟ ﺊ‬ group, unit
( ٢٠)‫ﺋ ﻄﺎ ف‬ to patrol, circle
( ٢١)‫ًا ﺟﻌﻴ ﻦ‬ all together
( ٤- ١) ‫ﻣﺎ ﴽ ﻫﻢ ﺻﻔﺎ ت ا ﺳ ﺎ ن ﻗﻈﻖ اﻗﻲ ذﻛﺮﻫﺎ اﺑﻦ ﺑﻄﻮﻃﺔ ؟‬ ١
( ١ ١- ٦) ‫ﻣﺎذاﴽﺀﻃﻰ ا ﺳ ﺎ ن ﻻﺑﻦ ﺑﻄﻮﻃﺔ وأﺗﺒﺎ ﻋﻪ"'؟‬ .٢
( ١٧- ١٢) ‫ﻣﺎذا ﻧﻌ ﻞ اﻟﻠ ﻄﺎ ن ح ا ﻟ ﺜ ﺦ ؟‬ .٣
(13٢١- ١٨) ‫؟‬٠‫ب ﺀا ذا ﴽﻟ ﺮا ﺳ ﺎ ن ﺀ ﻛ ﺮ‬ .٤
133 follow ers
The Sultan oflndia 191

( ٢١- ١٩) ‫ﻫﻞ أﻃﺎع اﻟ ﺴ ﻜ ﺮأ وا ﻣ ﺮ ا ﻟﻠ ﻄﺎ ن ؟ وﻣﺎذا ﻛﺎﻧ ﺖ ﻧﺘﻴﺠﺔ ﻣﺎ ﻓﻌﻠﻮه ؟‬ .٥
in English:
1. his gates were never free from:_________________________________
2. stories circulated:
3. during my stay:______________________________________________
4. whomever:
5. once:
c. FindArabic synonyms or equivalents in the text for the following words

and phrases:
______________________________________________________ : ‫اﻟ ﻬ ﺪا ﻳﺎ‬ .١
________________________________________________________ : ‫أرﻻد‬ .٢
------------------------------------------------------------------------------------ : ‫اﻟﺘﻴ ﻊ‬ .٣
-------------------------------------------------------------------------------: ‫ر ﻓ ﺾ‬ -٤
------------------------------------------------------------------------------------ : ‫ﻳ ﺄ ﻛ ﻞ‬ .٥
t t e Travels 192. ‫ ؛‬ton Battuta

‫‪D. Find Arabic anton۴ s or opposites for each ofthe following words in the‬‬
‫؛‪text and use each in a complete sentence‬‬
‫ا ﻟ ﻜ ﺮ م ‪.:‬‬ ‫‪١‬‬
‫ﺗ ﻮا ﺧ ﻊ‬ ‫‪.٢‬‬
‫أ ﻋ ﻄ ﻰ ‪.:‬‬ ‫‪.٣‬‬
‫ردﻳﺌﺔ ‪. :‬‬ ‫‪.٤‬‬
‫اﻷرض‪.:‬‬ ‫‪.٥‬‬
‫‪ ” . 1‬وﻫﻮاﻧﻦ اﻟﻨﺎس ﻣﺢ ذﻟ ﻚ ﺗﻮاﺿﻌﺎ وأﻛﺜﺮﻫﻢ اﻇﻬﺎرا ﻟﻠﺤﻖ“ ﻟﻤﺎذا ﻳ ﺼ ﻒ ا ﺑ ﻦ ﺑﻄﻮﻃﺔ ا ﻟ ﻠ ﻄ ﺎ ة‬

‫اﻟﻜﻞﺀا ت؟وﻣﺎدﻻﻟﺔ ﺀﺑﺎرة‪ ” :‬ﺣ ﺬ ﻟ ﻚ“ ؟ )‪( ٤‬‬ ‫ﺑ ﻬﺬه‬
‫ﻛﻴ ﻒ ﺻﻨ ﻦ ا ﺳ ﺎ ن ا ﺑ ﻦ ﺑﻄﻮﻃﺔ ورﻓﺎﻗﻪ ﻋﻨﺪﻣﺎ ﻛﺎﻧﻮا ﻓﻲ ﺿﻴﺎﻓﺘﻪ ؟ )‪( ١ ٠- ٥‬‬ ‫‪.٢‬‬
‫‪ Sultan o f India‬ج ؛‬ ‫‪193‬‬

( ١٦- ١١) ‫ وﻣﺎ رأﻳﻜﻢ ﻓﻲ ﻫﺬه اﻟﻌﻘﻮﺑﺔ ؟‬،‫ﻛﻴﻒ ﻋﺎﻗﺐ اﻟﺴﻄﻄﺎن ا ﻟ ﺜ ﺊ اﻟﺬ ي رﻓﺾ اﻟﻄﻌﺎم‬ .٣
( ٢ ١- ١٧) ‫ﻣﺎ ﻓﺤﻮى*" اﻟﺮﻣﺎﻟﺔ اﻟﺘﻲ أرﺳﻠﻬﺎ ﻳﻮ ﺳ ﻒ ﺳ ﻄ ﺎ ن ؟‬ .٤
.٢ ‫اﻟﻠ ﻄﺎ ن ﺑﻘﺘﻞ ﺑﻌ ﺾ اﻟﻤﺴﻜﺮ ﻷﻧﻬﻢ‬ ‫أﻣﺮ‬ .٥

‫ ﻛﺎﻧﻮا ﻣﺘﺨﻠﻔﻴﻦ ذﻫﻨﻴﺎ‬- ‫ ع اﻟﻠ ﻚ ﻳﻮ ﺳ ﻒ‬٠‫ اﺧﺘﻠﻐﻮا‬-
‫ ﻛ ﺎ ذ و ا ﺻ ﺚ ﻋﻦ ﺑﺎﻧﻲ اﻟﻌﺴﻜﺮ‬- ‫ ﺧ ﺎ ﻟ ﻐ ﻮ ا أواﻣﺮ ا ﻟ ﺴ ﻠ ﻄ ﺎ ن‬-
1. In line 3, Ibn Battuta cites the sultan's ruthless punishm ent: ‫ﺑﻨﻮيﺀﺀ‬
‫ اﻟﺠﻨﺎﻳﺎ ت‬." The second word refers to serious crimes in Islamic law. ‫ﻵ ﻵ‬
particle ‫ ذو‬, which is used in an idaafa (‫ )إﺿﺎﻓﺔ‬with it, is one ofthe most
im portant and triclty particles in Arabic. We discussed this particle
earlier, in Lesson 9. In that instance, it was being used in the nomina-
tive case and had a ‫ و‬ending. As mentioned earlier, the meaning ofthe
particle is 'possessor of ‫ﺀ‬or One having' and here refers to 'those who
have [i.e. have guilt for] crimes: ‫ ذو‬is one o fth e 'five nouns' in Arabic,
noted for their quality of taking long vowel case endings (when
singular and followed by another noun in an idaafa construct or a pro.
noun suffix). Here, the word has a ‫ ي‬because it is in the genitive case
as a result ofbeing the object ofthe preposition ‫ د‬- The middle ‫ و‬vowel
indicates that it is plural. The particle ‫( ذو‬and its feminine counterpart)
are used in a large number of compounds, including:134
134 synonym o f ‫ﻣﻀﻤﻮن‬, content o fth e message
194 ^ e Travels o f fo n Battuta

‫ ذ و اﻟﻤﺎل‬- r ich , w e a lth y
‫— ذواﻟﺜﺄن‬ im p ortan t, p o w e r fo l
‫— ذواﻟﺼﺤﺔ‬ h ea lth y
Several w o rd s in A rab ic can b e c o n fo se d in u n v o w e le d texts. S in ce

fe w b o o k s, o th er th an th e Q uran, in c lu d e fo il v o w e lin g , it is im p o rta n t
to u se co n te x t to d eterm in e th e in te n d e d m ean in g. T h ese p assages
in clu d e several exam p les o fw o r d s w h ic h co u ld e a sily b e co n h rsed for
m o re c o m m o n , sim ilarly sp e lle d w ord s:
In lin e 6, Ib n B attuta n o te s th at th e su ltan se n t h im tw o —

‫دﻳﻨﺎ ر د را ﻫ ﻢ‬ ‫ ﻓﺄﻋﻄﺎﻧﻲ ﺑﺪرﺗﻨﻦ ﻛﻖ ﺑﺪره ﻣﻦ أﻟﻒ‬:‫آدرة‬
T he w o rd ‫ ﺑﺪره‬in te n d e d h ere m ea n s S u m o f m o n e y ' or 'm o n e y case,’

w h ile ‫ ﺑﺪرة‬w o u ld m ea n .pow der:
In lin e 10, Ibn B a t o t a is assign ed :
‫اﻟﻘﺮى ﻣ ﺎ ﻳﻜﻮن ﻓﺎﺋﺪة ﺧﻤﺔ آﻻف د ﻳ ﻨ ﺎ ر ﻓﻲ اﻟﺴﺔ‬
^ a e w o rd ‫ ﺋﺮى‬is th e plural o f ‫ﻗﺮﻳﺔ‬ (v illa g e ), w h ile ‫ ﻧﺮى‬can b e so m e th in g

^ v e n to a ^ rest, su ch as a lavish recep tio n . W h ile b o th c o u ld m ake
se n se in term s o f t h e sultan’s gen erosity, th e d escrip tio n o f annual reve-
n u es in d ica tes th e se are u lla g e s .
In lin e 7, th e sultan gives Ib n B attuta a ‫ ﻳﻠﻌﺔ‬or 'robe.’ W ith th e v o w e l,

in g ‫ ﺋﻠﻌﺔ‬, it w o u ld refer to a d ivorce at th e in siste n c e o f t h e w ife.
In th e v e r y bizarre narrative o f t h e sultan’s c r u e lty th e w o r d ‫( اﻟﺘﻨﺮة‬ex-

crem en t) is k ey to u n d ersta n d in g th e s to r y ^ l i s rather ob scu re w o rd is
easily m ista k en for th e m o r e c o m m o n ‫اﻟﺜﺬرة‬ (v irg in ity ) w h ic h d o e s n o t
m ake se n se in th e co n tex . T his is further m a d e d ifficu lt b y th e u se o f
th e verb ‫ﺣﻖ‬ (se e b e lo w ).

3. The verb ‫ ﺣﻖ‬has many related meanings, which creates challenges
for understanding . It can mean to ‘solve,' ‘break down,' ‘happen ,' and
‘analyze,' among its many meanings. Here, in describing the manure or
excrement that was used in the torture , it means to dilute with water.
This is related to the idea of solving or breaking down, in the sense that
the English word ‘solvent' or ‘dissolve, refers to breaking something
down , ^ e wide range of uses, however, makes context extremely
important in understanding the intended meaning.
4. Arabic has three grammatical cases, which is fewer than many Western
languages. TCrerefore, the ‫ ﻧﺼﺐ‬case, although normally translated as
'accusative,, actually performs the fimctions of several different cases
that maybe familiar from other lan^ rages. Tire accusative case is nor-
mally defined as identifying the direct object ofa verb. While the ‫ﻧﺼﺐ‬
case performs this fimction, it is also used to indicate how, when, and
where an action takes place, as well as identifying adverbs and indirect
objects. An example ofthe multiple fonctions of ‫ اﻟﻨ ﺼ ﺐ‬can be found in
line 17, which begins :
‫وﻛﺎن ﻣﺰة ﺀﴽئ ﺣ ﻘ ﺔ ﻣﻦ ا ﻟ ﻜ ﺮ ﺗﺘﻮﻟﺠﻪ‬
The first instance—‫ ^؛‬- t e l l s US when something happened (once).

The second— ‫ ﺣ ﻤ ﺄ‬- 1‫ ة‬the object ofthe verb ‫( ﻋﺊ‬a portion ofthe
army was charged). Here, the same case ending has two different
fimctions.
5. Ibn Battuta’s description ofthe sultan makes use of several stylistic

devices. In line 4, he describes the sultan as:
‫ ع ذﻟ ﻚ ﺗﻮاﺿﻌﺄ‬٠ ‫ﻫﻮ ﴽ ﺛ ﺬ اﻟﻨﺎ س‬
^ e superlative ‫( ﴽﺷﺬ‬most intense) is used in compounds with in -

definite nouns of character as a ve^ emphatic type of superlative
statement. Here, it is paired w ith ‫ ﺗﻮاﺿﻌﺄ‬to mean “the most [intensely]
humble ofpeople ." The case ending on the noun is the indicator of
196 h i e Travels o f Ibn Battuta

what is being intensified. The phrase ‫ ﻫﻊ ذﻟ ﻚ‬which is interposed is thus
an added modifier. It means *in spite o f and here refers back to the
preceding description ofthe sultan’s fame: "He was, in spite of all that,
the most humble of people .”
Writing Exercises

structures :
1. His house was never without guests (2):
2. Tales ofthe King’s mercy became femous throughout the kingdom

(3):
3. W hen I heard the news ofher death, I became very sad (13):
The Sultan oflndia 197

4. He was appointed the amirs ambassador135 ( 10):
5٠ He once refused the sultanS hospitality (5 ,1 1 ,1 7 ):
‫ﻣﻦ دﻳﻨﺎر اﻟﻤﻠ ﻚ ﻣﺌﺔ أﻋﻄﺎه ﻟﺪ رة‬ .١
‫ ا ﺛ ﻬ ﺰ ت‬٩‫اﻟﺤﻜﺊ ﻓﻲ اﻟﺒﻠﺪ ﻓﻲ ﺣﻜﺎائ‬ .٢
4‫رل‬١‫ رأ خ‬١‫ﻧﻔﺎرق أﺛﻨﺎﺀﻻﻟﺦ‬ .٣
135 ‫ﺳﻔﺮ‬
198 I Travels o f Ibn B a l a

‫ﻳﺘﻪ ﻣﻦ ﻳﻠ ﺮاﻟ ﺰا رﻳ ﻦ ﻻ‬ ‫‪.٤‬‬
‫ﻫﻲ ﻛﺮاﻣﺔ أ ﺷ ﺔ اﻟﻨﺎ ﺀ‬ ‫‪.٥‬‬
‫ﻣﺎﺗ ﺼﻮزﻛﻢ ﻟﻠﻌﻼﻗﺔ ﺑﻴﻦ اﺑﻦ ﺑﻄﻮﻃﺔ و‪ ١‬ﻻ ﻃ ﺎ ن ؟‬ ‫‪١‬‬
‫‪ . ٢‬ﻓﻲ راﻳﻜﻢ‪ ،‬ﻫﻞ ﻛﺎن اﺑﻦ ﺑﻄﻮﻃﺔ ودا ﺑ ﺎ ت ا ﺳ ﺎ ن ؟‬
‫اﺑﻦ ﺑ ﻄ ﺮ ﻃ ﺔ‪ ،‬و ﺿ ﻤﺎ زا ﻛ ﺴ ﺸ ﺨﺪ ﻣ ﺔﻓﻴﺒﻌ ﺾ اﻟﺒﻠﺪان اﻟﻰ اﻵن ؟‬ ‫‪.٣‬‬
‫ﻫﻞي‪ ٠‬ﻛ ﻦ ﻟﻠﺪﻳﻜﺘﺎﺗﻮرﻳﺔ ﴽن ﺗﺤﻘﻖ ﻧﻮﻋﺎ ﻣﻦ اﻟﻌﺪ ل واﻟﻜﺮاﻣﺔ ﻓﻲ اﻟﻤﺠﺘﻤﻊ ؟‬ ‫‪.٤‬‬
‫ﻫﺘﺎك ﺣﻜﻤﺔ ﻋﺮﺑﻴﺔ ﻣﺎﺛﻮرة ﺗﻘﻮل‪" :‬اﻷﺋﻨ ﺨﺰ اﻟﻨﺰﺗﺔ اﻧﺘﺎؤﺋﺔ ﻗﺈذ ﻫﺎﺗ ﻒ ﯪ و ة ؤﻵ ﺗ ﻔ ﺰ اﻟﺬؤﺗﺔ‬ ‫‪.٥‬‬
‫ﻋﺎﻧﺎ‬ ‫اﻟﻐﺎؤؤإذﻛﺎﺋﺖ ﺛﺆﻳﺘﺔ"‪ ،‬ﻣﺎ رﴽﻳﻜﻢ ﻓﻲ ﻫﺬه اﻟﻤﻘﻮﻟﺔ وﻫﻞ ﻫﻨﺎ ذ أﻣﺜﻠﺔ ﻟﻬﺬه اﻟﺪولﻓﻲ‬
‫اﻟﻤﻌﺎﺻﺮ ؟‬

‫اﻛﺒ ﻮا ﻣﻌﺎ ﻻﺗ ﺤﻠﻴﻴﺂﺑﻔ ﻮا ت‪ :‬ا ﺛ ﺮ ر ﺣ ﻠ ﺔ اﺑﻦ ﺑﻄﺮﻃﺔ إﻟﻰ اﻟﻬﺘﺪﻋﻞ اﻟﻌ ﻼﻗﺎ ت اﻟﻌﺮﺑﺘﺔ اﻟﻬﻨﺪﻳﺔ يﺀ‪ ١‬ﺑﻌﺪ‪،‬‬
‫وﺑﻌﺾ ارﺟﻪ اﻟﺘﺜﺎﺑﻪ ﻳﻴﻦ اﻟﺤﻔﺎرﺗﻴﻦ‪.‬‬
‫‪I‬‬ ‫‪Sultan of India‬‬ ‫‪199‬‬

Delhi, Capital of Islamic India
(Delhi, India. 1334-41) ‫ﻧﻜﺮﻣﺪﻳﺘﺔ د س‬
The Islamic Sultanate o f D elh i Ibn Battuta's adopted home for six years
Ibn Battuta’s stay in India turned out to be a story ofhigh adventure. While
in Delhi, he describes the erratic behavior of Sultan Muhammad Tughluq,
who at one moment could be shooting coins from a catapult mounted on an
elephant into a crowd, and the next moment imposingbizarre acts oftorture
on those suspected of disloyalty, ^ us, Delhi itself could be a place of con -
stant surprises, a sharp contrast to the more stable, well-established Islamic
Delhi, the Capital ofM uslim India 201

capitals in North Africa and Arabia, a point the waiter was keen to record for
his patron , the sultan ofMorocco .
Having successfully negotiated his way from a position of suspicion and

near execution, Ibn Battuta realized he needed to leave Delhi before his for-
tunes turned again. His intent was to make another Hajj, a rather nataral
choice for a Muslim scholar ofhis renown. Yet here again, the extravagance
ofthe sultan and Ibn BattutaSown propensity for seizing opporttmityled to
what would be his most famous of journeys.
Envoy to China
Sultan Muhammad Tughluq, who had established profitable relations with
the Mongol kingdoms bordering his own land, desired to extend those rela-
tions to the most lucrative ofthe four Mongol khanates, the great , khanate
in China. In 1341, Muhammad Tughluq assembled a huge caravan of gifts,
including some 200 slaves, y a rd e d by a thousand soldiers, as an offering to
the khan of China. To lead such an expedition, there was no better choice
than Ibn Battuta, who had already distinguished himself on sea and land
journeys of impressive length, and whose political skill the sultan knewfirstt
hand . Ibn Battuta found himself in the honored position as ambassador to
the court ofthe khan, and beyond the honor, recognized the opportunity to
get himself out ofDelhi .
Despite the size ofthe convoy and its protection , this would prove to be Ibn
Batata's most dangerous and least successful journey. Attacked by Hindu
rebels on the land crossing and shipwrecked on the sea journey he found
himself washed ashore with nothing , ^ e trepidation with which Ibn Bat-
tuta had greeted his first sea journey over a decade earlier seems to pale
in comparison to this perilous trip , tro u g h , afraid to rettirn to Delhi and
the cruel sultan Muhammad Tughluq, and unable to continue his diplo-
matic journey to China, Ibn Battuta was still the opportunist. He made a
most unexpected detour to the tiny island kingdom ofthe Maldives, which,
like many ofhis stops, was a recently converted Islamic territory in need of
scholars such as himself
202 The Travels o f fon B a ta ta

‫‪From h e Writings o f h n Battuta‬‬
‫‪h e sultan displays b o h extravagant generosity on his arrival to Delhi:‬‬
‫)‪ ( ١‬ر ﻛ ﺐ اﻟ ﻄ ﻄﺎ ن ﻟ ﺪ ﺧ ﻮ ل ﺣ ﻀﺮﺗﻪ ورﻛﺒﻨﺎ ﻓﻲ ﻣﻘﻨ ﻤﺘ ﻪ ﻣ ﻊ ﺻﺪ راﻟ ﺠ ﻬﺎف )‪ ( ٢‬وﺋﻴﻘ ﺖ‬

‫ا ﻟ ﻐ ﻴ ﻔ ﴼ ﻣ ﺎ ؛ ا د ا ﻇ ﻦ ‪ ،‬و ﻟ ﺠ ﻄ ﺖ ﻋﻠﻴ ﻰ ا ﻷ ﺀا ﻵم)‪ ( ٣‬و ﻳ ﻌ ﻞ ‪ -‬ﺀ ل ﺑ ﻌ ﺾ اﻟ ﻐﻴﻔ ﺮ ﻏﺎ دا ئ‪٠‬‬
‫ﺻﻔﺎ ر‪ ( ٤) ،‬ﻓ ﻠ ﻨ ﺎ و ﺻ ﻞ اﻟ ﻄ ﻄﺎ ن إﻟﻰ ﻗ ﺮ ب اﻟﻤﺪﻳﻨﺔ ر ﻣ ﻲ ﻓﻲ ﺗ ﻠ ﻚ اﻟ ﺮ ﻋﺎدا ت ﺑﺎﻟﺪﻧﺎﻧﻴ ﺮ‬
‫واﻟﺪ را ﻫﻢ ﻣﺨﺘﻠﻄﺔ )‪ ( ٥‬واﻟﻤﺸﺎة ﺑﺒ ﻦ ﻳ ﺪ ي اﻟ ﻄ ﻄﺎ ن و ﺳ ﻮا ﻫ ﻢ ﺗ ﻦ ﺣ ﺨ ﺰﻳﻠﺘﻘ ﻄ ﻮ ن ذ ﻟ ﻚ ‪.‬‬
‫؛‪... and his paranoia and harshness in his personal dealings‬‬
‫)‪ ( ٦‬ﻧ ﻬ ﺒ ﻨ ﻴ ﻮ ﻣ ﴼ ﻟ ﺰ ﻳ ﺎ ر ة اﻟ ﺸﻴ ﺦ ﺷ ﻬﺎ ب اﻟ ﺪﻳ ﻦ اﺑ ﻦ اﻟ ﺸﻤﺦ اﻟ ﺠﺎم ﺑﺎﻟ ﻐﺎ راﻟ ﺬ ي ا ﺣﺘﻔ ﺰه‬

‫ﺧﺎ ر ج د ﻫ ﻞ‪ ،‬وﻛﺎن ﻗ ﺼ ﺪ ي ر ﻟ ﺔ ذ ﻟ ﻚ اﻟ ﻔﺎ ر‪ ،‬و ﻧ ﺎ آ ﺧ ﺬ ه اﻟ ﻄ ﻄﺎ ن ﺳﺄ ل أوﻻده ﻋ ﺘ ﻦ‬
‫ﻛﺎن ﻳﺰوره ﻓﺬﻛﺮوا ذا ﺳﴼآذا ﻣ ﻦ ﺟﻠ ﺘ ﻬ ﻢ‪ ( ٧) ،‬ﻓﺄﻣﺮ‪ ١‬ﻻ ﻃ ﺎ ن أرﺑﻌﺔ ﻣ ﻦ ﻋﺒﻴﺪه ﺑﻤﻼزﻣﺘﻲ‬
‫ﺑﺎﻟﻤﺸﻮر‪ .‬وﻋﺎدﺋﻪ ﴽﺋﻪ ﻣﺘ ﻰ ﻓ ﻌ ﻞ ذ ﻟ ﻚ ﻣ ﻊ ًا ﺣ ﺪ‪ ،‬ﻗﻠ ﻤﺎﻳﺘ ﺨﻠ ﺺ‪ ( ٨) .‬ﻓﺄﻟﻬﺘﻨ ﻲ اﻟﻠﻪ ﺗﻌﺎﻟﻰ إﻟﻰ‬
‫ﺗ ﻼ وةﻗ ﻮﻟ ﻪ‪ ” :‬ﺻ ﺒ ﺬ ا اﻟﻠﻪ وﻧﻤ ﻞ اﻟ ﻮﻛﻴ ﻞ ‪ ٩‬ﻓ ﻘ ﺮ ب ذﻟ ﻚ اﻟﻴﺮم ﺛ ﻼﺛﺔ وﺗ ﻼﺛﻴﻨﴼﻟ ﻒ ﻣﺮة‪( ٩) ،‬‬
‫وﺗ ﺨﻠ ﺼ ﻦ ﺑ ﻌ ﺪ ﻗ ﺘ ﻞ اﻟﺸﻤﺦ واﻟﺤﻤﻦ ﻟﻠﻪ ﺗﻌﺎﻟﻰ‪.‬‬
‫‪-From a position of suspicion Ibn Battuta is elevated to be the sultan.s emis‬‬

‫؛ ‪saryto China‬‬
‫ﻣ ﻤ ﺰ ﺟ ﺔ و ﺟﻮار ي ًو ﻏ ﻺذا وﺛﻴﺎﺑﺄ وﻧ ﻔ ﻘ ﺔ‪ ،‬ﻓ ﻠ ﺒ ﺴ ﻦ ﺛﻴﺎﺑﻪ‬

‫)‪ ( ١٠‬ﺑ ﻌ ﻨ ﺈ ﻓ ﻲ‪ ١‬ﻻ ﻃ ﺎ ن خ — ﻻ‬
‫و ﻗ ﻘ ﺪ ﺋ ﻪ‪ ،‬و ﻛﺎﻧ ﺖ ﻟﻲ ﺟﺒ ﺔ ﻗ ﻄ ﻦ زرﻗﺎﺀ ﺑ ﻄ ﻨ ﺔ ﻟﺒ ﺴ ﻬﺎ أﻳﺎ م اﻋﺘﻜﺎﻓﻲ‪ ( ١١) ،‬وﯪ و ﺻﻠ ﻨﺈﻟ ﻰ‬

‫ا ﺳ ﺎ ن زاﻧﻔﻲ إﻛﺮاﻣﻰ ﻋ ﻞ ﻣ ﺎ ئ أ ﻋ ﻬﺪه‪ ( ١٢) ،‬و ﻧﺎﻟﻠ ﻰ ‪:‬أإ ﺗﺈ ﺑ ﻌ ﺜ ﺬ إ ﻟ ﻴ ﻚ ﻟﺘﻮﻟﺠﻪ‬
‫ﻋﻨ ﻲ رﺳﺮﻻ'آﻟﻰ ﻣﻠﻠﻒ اﻟ ﺼﻴﻦ‪ ،‬ﻓﺈﻧﻲ ﴽ ﺀﻟﻠﻢ ﺣ ﺒ ﻚ ﻓﻲ اﻷ ﺳﻔﺎر واﻟﺠﻮﻻن‪ ( ١٣) “،‬ﻓ ﺠﻴ ﺰ ب‬
‫ﺑﻊ‪ ١‬أﺣﺘﺎﻟﺞ ﻟ ﻪ‪٠‬‬
‫‪Ibn Battuta learns the reasons for his historic mission to China:‬‬
‫)‪ ( ١٤‬ﻛﺎن ﻣ ﻠ ﻚ اﻟ ﺼﻴﻦ ﻗ ﺪ ﺑ ﻌ ﻨ ﺈ ﻟ ﻰ اﻟ ﻄ ﻄﺎ ن ﻣﺎل ‪ ٤‬ﻣﻤﻠﻮك وﺟﺎرﻳﺔ و ﺧ ﻤ ﺰﺋ ﺔ ﺛ ﻮ ب ﻣ ﻦ‬

‫اﻟ ﻜ ﻤ ﺨ ﺎ ﻣﻨ ﻬﺎ ﻣﺎﺋﺔ ﻣ ﻦ اﻟ ﺘ ﻲ ﺋ ﺼﻨ ﻊ ﺑ ﻤ ﺪﻳﻨ ﺔ اﻟﺰﻳﺘﻮن‪ ،‬و ﻣﺎﺋ ﺔ ﻣ ﻦ اﻟﺘ ﻲ ﺗ ﺼﻨ ﻊ ﺑ ﻤ ﺪﻳﻨ ﺔ‬
‫اﻟﺨﻨﺴﺎﺀ )‪ ( ١٥‬وﺧﻤﺴﺔ أ ﻣﻨﺎ ن ﻣ ﻦ ا ﻓ ﻪ ‪ ،‬و ﻓ ﺔ أﺛ ﻮا ب ﻣﺮﺿﻌﺔ ﺑﺎﻟﺠﻮﻫﺮ‪ ،‬و ﺧ ﻤ ﺔ ﻣ ﻦ‬
‫اﻟ ﺰا ﻛ ﺶ ﻣﺰرﻛﺸﺔ‪ ،‬و ﺧﻢ^ة ﺳﻴﻮﻧ ﻂ‪ ( ١٦) ،‬و ﻃﻠ ﺐ ﻣ ﻦ اﻟ ﻄ ﻄﺎ ن ﴽن ﻳﺄذ ن ﻟ ﻪ ﻓﻲ ﺑﻨﺎﺀ ﺑﻴ ﺖ‬
‫اﻷ ﺻﻨﺎم اﻟ ﺬ ي ﺑﻨﺎ ﺣﻴﺔ ﺟ ﺒ ﻞ ﻗ ﺮا ﺟﻴ ﻞ اﻟﻤﺘﻘﻨﻢ ذﻛﺮه )‪ ( ١٧‬وإﻟﻴﻪ ﻋﻴﺞ ﴽ ﻫ ﻞ اﻟ ﺼﻴﻦ‪ ،‬وﺗﻐﻨ ﺐ‬
‫ﻋﻠﻴ ﻪ ﺟ ﻴ ﺶ ا ﻹ ﺳ ﻼم ﺑﺎﻟﻬﻨﺪ ﻓ ﺨ ﺮﺑ ﻮه و ﺳﻠﺒﻮه ‪ ( ١٨) .‬ﻓﺎﻧﺎ و ﺻﻠ ﺖ ﻫ ﺬ ه اﻟﻬﺪﺗﺔ إﻟﻰ اﻟ ﻄ ﻄﺎ ن‬
‫ﻛ ﺘ ﺐ إﻟﻴ ﻪ ﺑﺄ ن ﻫ ﺬا ﻧﻠ ﻄﻠ ﺐ ﻻ ﻳﺠﻮز ﻓﻲ ﻣﺘ ﺔ ا ﻹ ﺳ ﻼ م إ ﺳ ﻌﺎﺋﻪ‪ ،‬وﻻﻳﺒﺎح ﺑﻨﺎﺀ ﻛ ﺘ ﺒ ﺔ ﺑﴼرض‬
‫‪Delhi, the Capital o f Muslim India‬‬ ‫‪203‬‬

‫ و ا ﻟ ﻼ م‬،‫ ( ﻓﺈ ن رﺿﻴﻌﺚ ﺑﺈ ﻋ ﻄﺎﺋ ﻬﺎ آ ﺑ ﺤ ﻨ ﺎ ﻟ ﻚ ﺑﻨﺎﺀه‬١٩) ،‫اﻟ ﻤﻠ ﻤﻴ ﻦ إ ﻵ ﻟﻤﻦ ﺋﻌ ﻄ ﻲ اﻟﺠﺰﻳﺔ‬
.‫ ( وﻛﺎﻓﺄه ﻋ ﻞ ﻫ ﺪﺗﺘ ﻪ ﺑ ﺨﺒ ﺮﻣﻨ ﻬﺎ‬٢٠) .‫ﻋ ﻞ ﻣ ﻦ ا ﻳ ﻊ اﻟ ﻬﺪ ى‬
Vocabulary
( ١) ‫ﺻﺪ ر اﻟﺠﻬﺎف‬ Sadr al-Jihan, the Grand Q a d i of

Delhi
(٣ ) ‫ر ﯪ داﺛﺎ‬ catapults
( ٥) ‫ﻳ ﺮا ﻫ ﻢ‬ others
( ٦) ‫اﻟﺤﺘﻘﺰ‬ to dig
( ٦) ‫ﻣﻦ ﻳ ﺘ ﻬ ﻢ‬ among them
( ٧) ‫ﺛ ﻼ زﻣﺔ‬ accompanying, y a rd in g
( ٧ ) ١‫ﻗﺖﺀ‬ rarely, seldom
( ٧ ) ‫ﻵﺧﺘ ﺺ‬ he freed from, cleared o f
( ٨)‫ﴽذﻟﻢ‬ to be inspired to
( ١ >) ‫ذ ؤ ﺟ ﺔ‬ saddled
( ١٠) ‫ﺗﻐﻘﺔ‬ a sum o f m oney for expenses
( ١٠) ‫ﺛ ﺔ‬ jubbah, a loose outer garment
( ١٠) ‫اﺀذﻛﺎف‬ isolation, retreat
( ١٤) ‫ا ﻟ ﻜ ﺖ‬ velvet
( ١٤) ‫ﻣﺪﻳﻨﺔ اﻟﺰﻳﺘﻮف‬ Hangchou, a city in China
( ١‫ًاﻣﺘﺎن ) ه‬ unit for measuring weight
( ١٦) ‫ﻗﺮا ﺟﻴﻞ‬ the Himalaya Mountains
( ١٧) ‫ﺗ ﻠ ﺐ‬ to loot, sack
( ١٨) ‫و ﻣ ﻌﺎ ذ‬ complying with, granting
( ١٨) ‫ﻳﺒﺎح‬ to be allowed, authorized
( ١٨) ‫اﺑﺰﻳﺔ‬ the ‫و‬٠ ٠ ‫ل‬, ap oll tax paid by
non-Muslims living in an Islamic
state

refer to the lines in which the information can he found):
( ٤) ‫ﻟﻰاﻟﻐﻴﻠﺔ؟‬٠ ‫ﻟ ﻤ ﺎ ذ ا و ﻧ ﻌ ﺎ ﺳ ﺎ ﻧ ﺎ ر ﻏ ﺎ د ا ت‬ .١
( ٩“ ٦) ‫ﻣﺎذا ﺣﺪ ث ﻟ ﻠ ﺜ ﺦ اﻟﺬي زاره اﺑﻦ ﻳﻄﺮﻃﺔ؟‬ ٠٢
( ٨ )‫ " ﺻﺒﺎاﻟﻠ ﻬ ﻮ ذﺑﺎﻟ ﻮ ﻛﻴ ﻞ“ ؟وﻟﻤﺎذا؟‬:‫ﻛ ﻤ ﻤ ﺮةﻗ ﺮﴽاﺑﻨﺒ ﻄ ﻮ ﻃ ﺔﻗ ﺮ ل‬ .٣
( ١٢) ‫إﻟﻰ ﻣﻦ ﺑﻤ ﺚ اﻟﻠ ﻄ ﺎ ن اﺑﻦ ﺑﻄﻮﻃﺔ رﺳﻮﻷ؟‬ .٤
( ١٦) ‫ﻣﺎذا ﻃﻠ ﺐ ﻣﻠ ﻚ اﻟﺼﺖ ﻣﻦ ﺳﻠﻄﺎف د س ؟‬ ٠٥
Delhi; the Capital o f Muslim India 205

B. Find Arabic phrases in the text approximate the following meanings in
English:
1. and others ‫؛‬
2. I was among them ‫___________________________________________ذ‬
3. v e ^ rarely escaped :__________________________________________
4. inspired me ‫________________________________________________ذ‬
5. more than I was accustomed t o ‫؛‬
c. Find Arabic synonyms or equivalents in the text for the follovring words*
and phrases‫؛‬
‫ﻗﻨ ﻒ‬ .١
— :‫ﺷ ﻲ‬ .٢
.: ‫ﻛ ﺚ ﻣ ﻦ ﺑﻴﻨ ﻬ ﻢ‬ .٣
- I- J ‫ ح‬٠ ‫ﻻ ﺋ ﺲ‬ . ٤
— :‫ﺳﺠﺮ‬. . ٥
D. Find Arabic anton۴ s or opposites for each o fth e following words or

phrases in the text and use each in a complete sentence‫؛‬
206 TCre Travels of fon Battuta

‫ﺗ ﻌ ﻨ ﻔ ﻪ ‪.:‬‬ ‫‪١‬‬
‫أ ﺟ ﺎ ب ‪.:‬‬ ‫‪٠٢‬‬
‫‪ ٠٣‬ﻓﻲ اﻷﻏﻠ ﺐ‪.:‬‬
‫ﻳ ﺄ ﺧ ﺬ ‪.:‬‬ ‫‪.٥‬‬
‫‪ . ١‬ﻣ ﺎ ا ‪ ،‬ﻣ ﺎ ﻟ ﺼ ﻐ ﺎ ﺗ ﺎ ﻟ ﺸ ﺨ ﻤ ﺒ ﺬ ﻟ ﺴ ﺎ ش‪ ٠‬ﻓ ﺸ ﻜ ﺴ ﺎ ﻫ ﻼ‪ ٠‬ﻧ ﺼ ﻮ رة ﺳﻜﻪ; ﻻ؟)‪( ٤- ١‬‬
‫‪ . ٢‬ﻟﻤﺎذا ارﺗﺎبﺀذ' ا ﺳ ﺎ ن ﻓﻲ وﻻﺀ اﺑﻦ ﺑﻄﻮﻃﺔ ؟ )‪( ٩- ٦‬‬
‫ﻛﻴ ﻒ اﻇﻬﺮت ﺗﺼﺮﻓﺎت اﺑﻦ ﺑﻄﻮﻃﺔ ﺑﻌﺪ زﻳﺎرﺗﻪ ﻟ ﻠ ﺜ ﺦ ﻗﻮة ﻋﻘﻴﺪﺗﻪىيﺀ‪١‬ذه ﺑﺎﻟﻠﻪ ؟ )‪(13678٩- ٨‬‬ ‫‪.٣‬‬
‫‪136 elicitation‬‬
‫‪137 caravan‬‬
‫‪138 distrust‬‬
‫‪ Muslim India‬؛ ‪Delhi, the Capital .‬‬ ‫‪207‬‬

( ٢٠- ١٤) ‫ ﻣﻠ ﻜﻴﺎﻟ ﺼﻴﻨ ﻮ د ﻫﺈ ب ؟‬١‫ﴽﺑﺮز ﻧﻘﺎط اﻟﺠﺪل اﻟﺘﻲ دا رﺗﺒﻌﻨ ﻬ ﺔ‬ .٤
( ٢ ٠- ١٤) ‫ أ ؟ ﻟﻤﺎذا؟‬٠‫ ا ﻵ ﻣﻠ ﻚ اﻟﺼﻴﻦ ﻟﻨ ﻄ ﻄﺎ ن رﺷﺮةه‬٠‫واﻟﻬﺪﻷ اﻟﺘﻲ أر‬ .٥
G ram m ar Structure, and c .n te x t Clues
1. In line 18, the sultan resp.nds to the request from the ruler of China
to repair a shrine within his te rrito ^ saying:"‫ﻫﺬا اﻟﻤﻄﺐ ﻻ ﻣﺠﻮز ﻓﻲ ﻣﻠﺔ‬
‫ د د ﻳ ﻦ ا ﻵ ﻟﻤﻦ ﺋﻌﻄﻲ اﻟﺠﺰﻳﺔ‬١‫ وﻻ ﻳﺒﺎح ﺑﻨﺎﺀ ﻛﻨ ﺴﺔ ﺑﺄرض‬، ‫ ا ﻹ ﻣ ﻼم ا ﺳ ﻌﺎﺋ ﻪ‬. H ere,‫ﻣﻠﺔ‬
refers to a religious community or nation, rather than the term ‫ دﻳﻦ‬,
for religion. Under Islamic law, religious minorities in Islamic states
were granted a considerable degree of freedom and autonomy within
their own communities, ^ i s practice would later be formalized in the
Ottoman Empire as the 'Millet system,, based on the word used by Ibn
B ato ta above, yet was nonetheless quite im portant in his time as well.
The word ‫ اﻟﺠﺰﻳﺔ‬refers to the tax that those religious minorities paid to
the Islamic state. In giving this answer, which the sultan entrusted to
his veteran diplomat and legal scholar, f t n Battuta, the sultan avoids
a religious condemnation ofthe request, instead citing established 13940
139 took place b e^ een

140 bribe

legal constraints that prevent construction o fa non.Islamic shrine in
territoity under Islamic control.
2. Ibn Battuta gives little amplification to the terrifying incident

recounted in lines 6 - 9 that nearly cost him his life. Several clues in
his narrative, however, point to the nature o fth e conflict. The man he
visited is identified as a ‫( ﺷ ﺦ‬shaykh), a typical tide for a Sufi figure.
W hile som e Sufi orders were well integrated with the political powers
o f their day, others made a point o f distancing themselves from official
rulers and mainstream society. Nonetheless, they often had strong
followings. Such a situation would not have sat well with the paranoid
ruler Muhammad Tugluq. The likelihood o f this possibility is support-
ed by the fact that IbnBattuta visited the shaykh in a ‫( ﻏﺎر‬cave), ‫ﺧﺎرج‬
‫( د ﻫ ﻞ‬outside o fD e lh i), ‫( اﻟﺬي اﺣﺘﻔﺰه‬ffiat the shaykh had dug himself).
Further, Ibn B a l a claims in his defense that ffie only purpose ofhis
visit w a s ‫ رؤﻳﺔ ذﻟ ﻚ اﻟﻔﺎر‬and after the sh a yk h s arrest, the sultan demand-
ed to know w ho his recent visitors were "‫" ا ل أوﻻده ﻋﺘ ﻦ ﻛﺎن ﻳﺰوره‬. This
would all suggest that ffie cave was wellknown and well-frequented,
such that it would warrant a visit from Ibn B a l a , ffie curious traveler,
wiffiout implying that he was a follower ofth e shaykh.
3. In line 7, after being placed under guard by the sultan, Ibn B a l a

notes , "‫ ﻗﻨﺎ ﻳﺘ ﺨﻠ ﺺ‬،‫ﺀﻋﺎدﺛﻪ أﺗﻪ ﻣﺘﻰ ﻓﻌ ﻞ ذﻟ ﻚ ﻣﻊ ا ﺣﺪ‬: The first part ofth e
sentence tells US that ^qfically, when this happens to som eone , " ١‫ﻗﻞﺀ‬
‫“ ( ورﻳﺘﺨﻠﺺ‬rarely is one spared"). R e w o r d ١‫( ﻫﺖﺀ‬rarely) is an adverbial
phrase formed by adding ‫ ﻣﺎ‬to the verb ‫( ﻗﻖ‬to be rare, few). Similar
phrases made from other verbs that specify qualities or quantities
include:
‫( ﻃﺎل‬to be or last long) ‫( ﻃﺎﻟﻤﺎ ؛‬often, how long)
‫( ﻗﺼﺰ‬to be short) ‫( ﻗﺼﺮﻣﺎ ؛‬briefly for a short time)
‫( ﺋ ﺰ‬to be numerous) ‫( ﻛ ﺜ ﺮ ﻣﺎ ؛‬how much)
D elfe the Capital ofMuslim India 209

4. In his answer t . the ruler of China, the sultan notes that building a
shrine both ‫ ﻻ ﻣﺤﻮز إﺳﻌﺎﺛﻪ‬and ‫ ﻻ ﻳﻴﺎح‬. The first verb—“to be permissible"
takes the subject ‫( إ ﺳﺎﺛ ﻪ‬indicated by the damma), "its compliance."
^ e second is the passive form o fth e verb 'to perm it' (clear from
the alif in the present tense). Seeking not to offend the recipient, the
sultan manages to keep himself entirely out ofthe statement, either as
a subject or object, by stressing the restrictions o fth e law Nonethe-
less, he uses both an active and passive verb in parallel and in quick
succession to repeat this message, keeping his own agency out ofthe
equation in both cases. The combination ofthe two different verb
voices to convey the same meaning is an eloquent way of stressing the
immutable power ofthe law
Writing Exercises
A. Translate the following sentences into Arabic, using vocabulaty^rom
structures:
1. W hen the king's caravan arrived close to the city, the people cheered141
( 4 )‫؛‬
2. The presidents carwas decorated with many flags (2):
141 __ ‫ﻫ ﻔ ﺎ‬

3. M y purpose in visiting the city was to see the m osque (6 ):
4٠ The amir sent a thousand dinars of gold to the king before his visit (14):
5. They asked the sultan for permission to build a new church in the city
(16):
‫اﻟﺨﻴﻮل ﺑﻌ ﺾ ﻟ ﺠ ﻌﻠ ﺖ ا ﻷ ﻋ ﻼ م ض‬ ١
‫ اﻟﻘﺼﺮ‬p i ‫اﻟﻤﺪﻳﻨﺔ و ﺻﻨﺎ ﺷﺎﻫﺪﻧﺎاﻟﻰ ﻗﺮب‬ .٢
Delhi, the Capital of Muslim India 211

‫ﻧ ﻬ ﺒ ﻦ ﻳ ﻮ ﻣﺎً‬ ‫ا ﻷ ﻣﻴ ﺮ ﻟ ﺰﻳﺎ رة ﺑﻘﺼﺮه‬ ‫‪.٣‬‬
‫ﻃﻠ ﺐ ﻳﴼ ذ ة اﻟﻤﺪﻳﻨﺔ اﻟﻠ ﻄ ﺎ ن ﴽن ﻟﻬﻢ ﺑﻨﺎﺀ ﴽﻫﻞ ﺟﺴﺮﻣﻦ ﺟ ﺪﻳﺪﺑﺲ‬ ‫‪.٤‬‬
‫اﻟﻜﺘﺎ ب ﻫﺬا ﻫﺬه ا ﻟ ﺔ ﻣﺰات ﺛ ﻼ ث ﻗﺮأث‬ ‫‪.٥‬‬
‫ﻛﺎﻧ ﺖ ﺑﻼد اﻟﻬﻨﺪ اﻟ ﺸﺎﻟﻴﻪ ﻓﻲ ﻋﻬﺪ زﻳﺎرة اﺑﻦ ﺑﻄﻮﻃﺔ درﻟﺔ ﺳﻄﻤﺔ ﻗﻮﻳﺔ‪.‬فﺀ‪ ١‬اﻟﺘﻀﺮات اﻟﺘﻲ‬ ‫‪١‬‬
‫ﻃﺮﴽت ﻋﻞ اﻟﻮﻟﻬ ﻊ اﻟﺒﺎ ﺳ ﻲ واﻟﺪﻳﻨﻲ ﻓﻲ اﻟﻬﻨﺪ وآﺳﻴﺎ اﻟﺠﻨﻮﺑﻴﺔ اﻵن؟‬
‫ا ﻣﺘ ﺨﺪم اﻟ ﻄ ﻄﺎ ن ﺳ ﻼح اﻟﻤﺎل ﻟﻴﻀﻤﺮ و ﻻ ﺀ ﺷﻌﺒﻪ ﻣﻦ ﻧﺎﺣﻴﺔ و ﻻً ﻣ ﻦ‪ 2‬ه‪ ٦‬ﺀذ‪٠‬رل‪ 4‬أ أﻋﺪاﺋﻪ ﻣﻦ‬ ‫‪.٢‬‬
‫ﻧﺎﺣﻴﺔ أﺧﺮى‪ .‬ﻫﻞ ﻫﻨﺎك ﻣﻦ زﻋﺈﺀ ﻫﺬا اﻟﻌﺼﺮ ﻣﻦ ﻳﺘ ﻊ ﻫﺬا اﻟﻤﺒﺪﴽ‪ 44‬أ ؟‬
‫‪ .٣‬ﻣﺎ ﺗﺘﺰىﺀ‪ 4‬ا ا ﺧﺘﻴﺎراﻟ ﻄ ﻄﺎ ن ﻻﺑﻦ ﺑﻄﻮﻃﺔ ﻟﻴﻜﻮن رﺳﺮﻻ ﻟﻪ ﻓﻲ ﺑﻼد اﻟﺼﺘﻦ ﻣﻦ وﺟﻬﺔ ﻧﻈﺮﻛﻢ؟‬
‫‪142‬‬ ‫‪feel secure‬‬

‫‪143‬‬ ‫^‪treache‬‬
‫‪144‬‬ ‫‪precept‬‬
‫‪145‬‬ ‫‪significance‬‬

‫ﺑﻌ ﺚ ﻣﻠﻄﺎف د ﻫ ﻞ ﻫﺪاﻳﺎ ﻛﺜﻴﺮة رﻓﺎ ﺧﺮة إﻟﻰ ﻧﻈﻴﺮه ﻓﻲ اﻟﺼﻴﻦ‪ .‬ﻫﻞ ﻣﺎزاﻟﺖ ﻫﺬه‬ ‫‪.٤‬‬
‫اﻟﻴﺮوﺗﻮﻛﻮﻻتﺀ‪ ’.‬ﺀ ز س ﻓﻲ اﻟﺤﻴﺎة اﻟﺪﺑﻠﻮﻣﺎﻣﻴﺔ اﻟﻴﻮم؟‬
‫ﻧﺎﻗﺜﺮا ﻣﻔﻬﻮم ’ اﻟﻌ ﻼﻗﺎ ت اﻟﺪوﻟﻴﺔ‪ '،‬وﻣﺎ ﴽ ﻫﻢ اﻟﻌﻮاﻣﻞ اﻟﻤﻮر؛ ﻓﻴﻬﺎ؟‬ ‫‪.٥‬‬
‫اﻳﺤﺜﻮاﻓﻲ ا ﻹﻧ ﺰﻧ ﺖ ﻋﻦ ﴽ ﻫ ﻢ ﻣ ﻼ ﻃﻴﻦ اﻟﻬﻨﺪ اﻟ ﻤﻠ ﻤﻴ ﻦ واﻛﺘﺒﻮاﻣﻘﺎ ﻻ ﺗﻔ ﺼﻴﻠﻴﺎ ﻋ ﻦ أ ﺣ ﺪ ﻫ ﻢ‪.‬‬
‫‪146‬‬ ‫‪protocols‬‬
‫‪Delhi, the Capital ofM uslim India‬‬ ‫‪213‬‬

16
Judge iu the Maldives
( ‫ ؛‬e Maldives, 1343) (‫ﻧﻜﺮ ؤﻳﺒﺔ اﻟﻤﻬﻞ )ﻟﺠﺆراﻟﻤﺎﻟﺪﻳﻒ‬
One of the most unusual episodes in Ibn Battuta's travels was his nine-
month te m as Islamic judge or qadi ( ‫ ) ﻧ ﺎ ص‬ofthe tiny island nation ofthe
Maldives. This brief period reveals much about the spread oflslam into Asia
and the mixing of traditional and Islamic culttrres. Equally intriîng are the
attitudes ofa prominent Muslim jurist from the Arab world to these newly
converted areas and Ibn Battuta's capacity for political intrigue.
Judge in the Maldives 215

Located in the Indian Ocean, southwest of India, the Maldives consist of
over 1,000 islands that average just over one meter ahove sea level. Ibn Bat-
tuta, on the run from several vengeful rulers in India and reeling from the
disastrous loss at sea of his China-bound fleet, decided to make a voyage
to this tropical nation with a reputation as a natural paradise. Ibn Battu-
ta would soon find that his own reputation as a prominent Muslim jurist
would put him in great demand in this recently converted nation (despite
his insistence to the contrary, Ibn Battuta likely did a great deal to court this
attention). Previously a Buddhist state, the Maldives had converted to Islam
in the frvelfth century due to the influence of Muslim traders arriving on the
islands. Ibn Battuta, himself from Morocco, attributed the conversion to a
Moroccan trader, Abu al-Barakat, but the truth is not clear in the histori-
cal records. In any case, the islands were still struggling to adapt the Maliki
legal school of Sunni Islam to local lifestyles, and as a renowned judge of
the Maliki school, Ibn Battuta was a natural choice to become chief of
the islands. M arking at least six times in nine months for political reasons,
enmeshing himself in local power struggles, and publicly clashing with the
rulei^ fon Battuta soon found himself on a departing ship, although his fond-
ness for the islands would later lead him to consider a military expedition
to seize control.
Ibn Battuta found the local customs to be puzzling, particularly on the

subject of gender relations, and he was frustrated by his inability to change
them. Foremost among these was the rule ofawoman. Sultana Khadija (al-
though he noted that the real holders of power were the male m zirs be-
hind her). Ibn Battuta also noted that women customarily went around un-
clothed above the waist, and even though they made sure to cover up in his
presence, he found the practice scandalous. Likewise, the habit of divorced
men keeping theirformer wives in their houses shocked him. Not lacking in
vehemence, Ibn Battuta instituted public beatings for violating moral laws
to include infractions like missing prayer, but was frustrated at his inability
to change in a matter of months what two centuries of adaptation h d not
yet altered. Nonetheless, despite his harsh words for some ofthe customs of
the islands, Ibn Battuta described the local population in positive and affec-
tionate terms, praising their religious sincerity as well as their gentle nattire.
216 ٠ e Travels o f Ibn Battuta

‫‪From the W ritings o flh n Battuta‬‬
‫‪Ibn Battuta describes the gentle and pious naftire ofthe inhabitants ofthe‬‬
‫‪ here means 'the islands/ and does not refer to Algeria):‬اﻟ ﺠ ﺰاﻧ ﺮ( ‪islands‬‬
‫)‪ ( ١‬أ و و ﻫ ﺬ ه اﻟﺠﺰاﺋﺮ أ ﻣ ﻞ ﺻ ﻼ ح ردﻳﺎﻧﺔ وإﻳﻢ‪١‬ن ﺻ ﺤ ﻴ ﺢ وﻧﻴﺔ ﺻﺎدﻟﺔ‪ ،‬أ ﻛ ﺄ ﻫ ﻢ ﺣ ﻼ ل‪،‬‬

‫ود ﻋﺎ ؤ ﻫﻢ ﺑ ﺎ ب‪ ( ٢) .‬وأﺑﺪاﺗ ﺠﻢ ﺿ ﻌﻴﻔ ﺔ وﻻ ﻋﻬﻦ ﻟ ﻬ ﻢ ﺑﺎﻟﻘﺘﺎ ل واﻟﻤﺤﺎرﺑﺔ‪ ،‬وﻣﻤﻼﻟﺤﻬﻢ‬
‫اﻟﺪ ﻋﺎﺀ‪ (٣ ) .‬وﻓﻲ ﻛﻖ ﺟﺰﻳﺮة ﻣ ﻦ ﺟﺰاﺛﺮﻫﻢ اﻟ ﻤﺎ ﺟ ﺪاﻟ ﺤ ﺴ ﻨ ﺔ )‪ ( ٤‬و ﻫ ﻢ ﴽ ﻫ ﺰ ﻧ ﻈﺎﻓﺔ وﺗﻨﺰه‬
‫ﻋ ﻦ ا ﻷﻗﻨﺎ ر‪ ،‬وﴽ ﻛﺜ ﺬ ﻫ ﻢ ﻳﻔ ﺴ ﻈ ﻮ ن ﻣﺰﺗﻴﻦ ﻓﻲ اﻟﻴ ﻮ م‪.‬‬
‫‪fen Battuta describes his attempts to change the local customs on women's‬‬
‫‪dress:‬‬
‫)‪ ( ٠‬ﺳﺎ ؤ ﻫﺎ ﻻ ﻳ ﻔ ﻌﻠ ﺊ رؤوﺳﻬ ﺊ‪ ،‬وﻻ ﺳﻠ ﻄﺎﺛﻬ ﺮذ ﺗ ﻐ ﻄ ﻲ رأ ﺗ ﻬ ﺎ‪ ( ٦) .‬و ﻻﻳﻨﺒ ﺲ أ ﻛﺜﺬ ﻫ ﺊ‬

‫إ ﻷﻓ ﻮ ﻃﺔ وا ﺣ ﺪة ﺗ ﻼ ﻫ ﺎ ﻣ ﻦ‪ ١‬ﻟ ﺰ ةإﻟ ﻰ ًا ﺳ ﻐ ﻞ‪ ،‬و ﺳ ﺎ ﺛ ﻨ ﺂ ﺑ ﺎ د ص ﻣ ﻜ ﺸ ﻮﻓﺈ‪ (٧)،‬و ﻛ ﺬﻟ ﻚ‬
‫ﻳﻤﺜ ﺴ ﻼﻓ ﻲ ا ﻷ ﺳ ﺮا ق و ﻏ ﺮ ﻫﺎ‪ (٨) .‬و ﻟ ﻘ ﺪ ﺟ ﻬ ﺪ ث ﻧ ﺎ و ﻟ ﺴ ﻦ اﻟﻘ ﻀﺎﺀ ﺑ ﺒ ﺎﴽ ن أﻗ ﻄ ﻊ ﺗ ﻠ ﻚ‬
‫اﻟ ﻌﺎ دة وآ ﻣ ﺮﺑ ﺮ ﺣﻴﺎﻟﻠﻴﺎ س ﻓ ﻠ ﻢ ﴽ ﺻﺘﺒ ﻊ ذ ﻟ ﻚ‪ ( ٩).‬ﻓ ﻜ ﺸ ﺚ ﻻ ﺗ ﺪ ﺧ ﻞ ﻵ ﻣ ﻨ ﻬ ﺊ ا ﻣ ﺮأة ﻓﻲ‬
‫ﺧ ﺼﻮﻣﺔ إ ﻵ ﺳ ﺘ ﺰ ة ا ﻟ ﺠ ﺪ )‪ ( ١٠‬و ﻣ ﺂ ﻋ ﺪ ا ذ ﻟ ﻚ ﻟﻢ ﺗ ﻜ ﻦ ﻟﻲ ﻋﻠﻴﻪ ﻗ ﺪ ر ة‪.‬‬
‫‪While in the islands, fen Battuta contracts a number of marriages for polit-‬‬
‫‪ical purposes:‬‬
‫)‪( ١١‬ﻓﻲ اﻟﺜﺎﻧ ﻲ ﻣ ﻦ ﺷ ﻮا ل ا ﺗ ﻔ ﻘ ﻨ ﻤ ﺢ اﻟ ﻮ ﻛ ﺮ ﻣ ﻠ ﻴ ﺈ ن ﻣﺎﻧﺎﻳ ﻚ ﻋ ﻞ ﺗ ﺰ ح ﺑﺌﺘ ﻪ‪( ١٢) .‬‬

‫و ﺣ ﺨ ﺰ اﻟﻨﺎ س‪ ،‬وأﺑ ﻄﺄاﻟ ﻮ ﻛ ﺮ ﺳﻠﻴﺈ ن ‪ ( ١٣ ) .‬ﻗ ﺎ ل ﻟﻲ اﻟ ﻮ ﻛ ﺮ ﺳ ﺰاً‪ :‬إن ﺑﻨﺘﻪ ا ﻣﺘﻨ ﻤ ﻦ‪ ،‬و ﻫ ﻲ‬
‫ﻣﺎﻟ ﻜ ﺔ ﴽ ﻣ ﺰ ﺷ ﻬ ﺎ‪ ( ١٤) ،‬واﻟﻨﺎ س ﻧ ﺪ ا ﺟﺘ ﻤ ﻌ ﻮا‪ ،‬ﻓ ﻬ ﻞ ﻟ ﻚ أن ﺗ ﺘ ﺰ ح ﺑﺮﺑﻴﺒﺔ اﻟ ﺴﻠ ﻄﺎ ن‬
‫زو ﺟﺔ أﺑﻴ ﻬﺎ )‪ ( ١٥‬ﻓ ﻘ ﻠ ﻨ ﻠ ﻪ‪ * :‬ﻧ ﻤ ﻢ؟ )‪ ( ١٦‬ﻓ ﻜﺎﻧ ﺖ ﻣ ﻦ ﺧ ﻴ ﺎ ر ا ﻟ ﻨ ﺎ ﺀ ‪ ( ١٧) .‬وﺗ ﺰ و ﺟ ﻦ‬
‫ًأﻳ ﻀﺎ زو ﺟﻪ ﴽ ﺧ ﺮ ى ﺑﻨ ﺖ و ﻛ ﺮ )‪ f j (' ١٨‬ﺗ ﺰ ز ﺟ ﻦ زوج ‪ ٤‬ﻛﺎﻧ ﺖ ﺗ ﺤ ﺖ ا ﺷﻠ ﻄﺎ ن ﺷ ﻬﺎ ب‬
‫اﻟ ﺪﻳ ﻦ‪.‬‬
‫‪As chief judge, fen Battuta enforces sttict adherence to religious law:‬‬
‫)‪ ( ١٩‬ﻧ ﺎ رﻟ ﻴ ﺖ ا ﺟﺘ ﻬ ﺪ ث ﺟ ﻬ ﺪ ي ﻓﻲ إﻗﺎ ﻣ ﺔ ر ﺳ ﺮم ا ﻟ ﺜ ﺊ‪ ،‬و ﻟ ﺴ ﺖ ﻫ ﻨﺎﻟ ﻚ ﺧ ﺼﻮﻣﺎ ت‬

‫ﻛ ﻤﺎ ﻫ ﻰ ﺑﺒ ﻼدﻧﺎ‪ ،‬ﻓﺄ و ل ﻣ ﺎ ﻏ ﻼ ت ﻣ ﻦ ﻋ ﻮاﺋﺪ اﻟﺴﻮﺀ ﻣ ﻜ ﻦ اﻟﻤﻄﻠﻘﺎ ت ﻓﻲ دﻳﺎ ر اﻟﻤﻄﻠﻘﻴﻦ‪.‬‬
‫)‪ ( ٢ ٠‬ﺷ ﻤ ﺚ ﻋﻨ ﺔ ذ ﻟ ﻚ‪ ( ٢١) .‬وأﻧﻲ إﻟﻲ ﺑﻨ ﺤ ﻮ ﺧﻤﺴﺔ و ﻋﺜ ﺮﻳ ﻦ ر ﺟ ﻼ ﻏ ﺊ ﻓ ﻌ ﻞ ذ ﻟ ﻚ‪،‬‬
‫و ﺧ ﺮﺑﺌ ﻬ ﻢ و ﺷ ﺨ ﺮﺑ ﻢ ﺑﺎ ﻷ ﺳ ﻮا ق‪ ،‬وأ ﺧ ﺮ ﺟ ﺖ ا ﻟ ﺜ ﺎ ﺀ ﺀ ﺋ ﻬ ﻢ‪ ( ٢٢) ٠‬ﺛ ﺬ زا ﺳ ﺪ د ث ﻓﻲ إﻗﺎ ﻣ ﺔ‬
‫ا ﻟ ﻌ ﻠ ﻮ ا ت وأ ﻣ ﺮ ت اﻟ ﺮ ﺟﺎ ل ﺑﺎﻟﻴﺎﺣﺮة إﻟﻰ ا ﻷز ف وا ﻷ ﺳ ﻮا ق ا ﻧ ﻦ ﻣ ﻼ ة اﻟ ﺠ ﻤ ﻌﺔ‪ ،‬ﻓ ﻤ ﻦ‬
‫ﺗ ﺮ ﺑﺘ ﻪ وﻧﻬﺮﺗﻪ‪-‬‬ ‫و ﺟﺪوه ﻟﻢ ﻳ ﻤ ﺰ‬
‫‪Judge in the Maldives‬‬ ‫‪217‬‬

Vocabulary
( ١١) ‫ ﻣﺎﻧﺎﻳﻚ‬٠‫ﺳﻲﺀاز‬ Suleiman Manayk (a minister ٠r

counsel.r ofthe islands)
( ١٨) ‫ﺷﻬﺎ ب اﻟﺪﻳ ﻦ‬ Shihab al-Din (former sultan)
( ٢) (‫— ﺑﺪن‬.sing ) ‫ ا ﺟ ﺎ م‬،‫اﺑﺪان‬ bodies
( ١) ‫دﻋﺎﺀ‬ call, prayer, supplication
( ٤) ٠‫ﺗﺘﺬ‬ to keep away /far above
( ٤)‫اﻗﺬار‬ filth
( ) ) ‫اﻟ ﺮ‬- all
( ٦)‫ذ زة‬ navel
( ٦) ‫ذ ﻟ ﺦ‬ to cover, veil
( ٨) ‫وﻟ ﻴ ﺬ‬ I administered, governed
( ٩) ‫ﺧﺼﻮﻣﺔ‬ lawsuit
( ١١)‫ﺷﺰال‬ the Islamic month of Shawval
( ١٢)‫اﺑﻄﴼ‬ to be slow, to hesitate
( ١٣) ‫ا ﻓ ﻊ‬ to decline
( ١٤)‫رﻳﺒﺔ‬ stepdaughter
( ١٦) ‫ﻏﻴﺎر‬ the finest
( ١٩) ‫ر ﻣ ﻮ ﻣﺎﻟ ﺌ ﻊ‬ sid elin es ofthe sharia law
( ١٩) ‫ذ‬ residing, remaining
( ١٩) ‫ةه؛ة( ﻋﻮاﺋﺪ‬.-‫) ﺀادة‬ custom
( ٢٠) ‫ﺣ ﻢ‬ to put an end to
( ٢٢)‫ﺷﻐﺮ‬ to publicly expose, denounce
( ٢٢)‫ﺑﺎد رة‬ initiative
( ٢٢) ‫( اﻷزﻗﺔ‬sing .—‫)ؤﻗﺎف‬ alleys, side streets, lanes
218 I h e Travels o f fon Battuta

‫‪C om prehension Exercises‬‬
‫‪A. Answer die following questions in complete Arabic sentences (numbers‬‬

‫ﻛﻴ ﻒ ﻫﺰ ر اﺑ ﻦﺑﻄﻮﻃﺔ ﴽﻫﻞ ﺑ ﺆ ر اﻟ ﻤﺎﻟ ﺪﻳ ﻔ ﻔﻴﻴﺎﺑ ﻪ ؟ )‪( ٤- ١‬‬ ‫‪.١‬‬
‫وﻣﺎوأﻳﻚ‬ ‫ﻟ ﻪ؟‬ ‫وﻣﺎذاﻛﺎﻧﺖ ﻧﺼﻴﺤﺔ ا ﻟ ﻮ ز ﻳ ﺮ ﻣﻠﻴﻌﺎن‬ ‫‪٠‬ﻟﻴﺎ ن ؟‬ ‫اﻟ ﻮﻧ ﺮ‬ ‫ﻣﺎذاﻃﻠ ﺐ ا ﻳ ﻦﺑﻄﻮﻃﺔ ﻣﺊ‬ ‫‪.٢‬‬
‫ﻓﻴﻬﺎ؟)‪( ١١‬‬
‫ﻟﻤﺎذاﺣﺎول اﺑﻦ ﻳﻄﻮﻃﺔ ﺗﻔﻴﺮ ﻋﺎدا ت ﻧ ﺎ ﺀ ﻫ ﺬ‪ ٠‬ااﻳﺮر‪ ٠‬ﻓﻲ اﻟﻼﺑ ﺲ؟ وﻫﻞ ﻧﺠﺢ ﻓﻲ ذﻟ ﻚ ؟‬ ‫‪٠٣‬‬
‫) ه ‪( ٦-‬‬
‫ﻛ ﻢ ﻣﺮة ﺗ ﺰ ى ا ﺑ ﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﻫﺬ‪ ٥‬اﻟﻘﺼﺔ؟ )‪( ١٨“ ١٧- ١٤‬‬ ‫‪.٤‬‬
‫‪Judge in the Maldives‬‬ ‫‪2 19‬‬

( ٢٢) ‫ ﴽم ﺣﺎزﻣﺄﺀب؟ﻟﻤﺎذا؟‬١٠‫ ﺷﻤﺪﻛﺎن اﺑﻨﺒ ﻄﻮ ﻃﺔ ﻗ ﺎ ﺿ ﴼ ﺀا د ﻻ‬. ٥
in English‫؛‬
their weapon is prayer .1‫_____________________________________؛‬
she is in charge of herself: 2 ٠___________________________________
she was one of the best women .3 ‫؛‬
she first thing I changed .4 ‫____________________________________؛‬
whom everwasfoundhavingnotprayed .5‫_______________________؛‬
c. Find Arabic sjmonyms or equivalents in the text for the following words
and phrases‫؛‬
------------------------------------------------------------------------------------------ : ‫ﻧﺎ س‬ .١
___________________________________________________ : ‫ر ﻓ ﻀ ﻦ‬ .٢
________________________________________ :‫ﻳ ﻮ ت‬ .٣
________________________________________________________________ : ‫ﺑﻌﺪ‬ .٤
---------------------------------------------------------------------------------------- : ‫ﺣ ﺮاﻟ ﻲ‬ -٠
147 fair
148 firm, tough

‫ل‬1 ‫ح‬ ١
‫ﺿﻌﻴﻔﺔ‬ .٢
-:‫ﻳ ﻐ ﻄ ﻲ‬ .٣
‫ﺻﺎ د ﻧ ﺔ‬ .٤
.:‫ ﻓﺸﻮ‬.٥
( ٤- ١) ‫ ﻟﻤﺎذا و ﺻ ﻒ ا ﺑ ﻦ ﺑﻄﻮﻃﺔ أ ﻫ ﻞ ﻫﺬه اﻟ ﺠ ﺰ رﺑﺎﻟ ﺼ ﻼ ﺣ ﻮا ﻹ ﻃ ﻦ ؟‬. ١
( ١ . - ‫ اﺛﻘﺎذ ﺀة ؟ ) ه‬٠‫ ا ؤ ر ؟ و ﻫ ﻞ ﻟﻬﺬا ًا ﻟ ﺰ ﻗ ﺎﺑﻌﺎدﺀ‬٠‫ ﻣ ﺎ ر ا ﻳ ﻜ ﻔ ﻴ ﺄ ﻷ ﺀ ﻧ ﺎ ﺀ ﻫ ﺬ‬. ٢
149 dimensions
Judge in the Maldives 221

( ١٣- ١١) ‫ ﺀ ﻟ ﻰ ا ﻟ ﺰ و ا ﺟ ﻀ ﺎ ﺑ ﻨ ﺪ ر ﻃ ﺔ ؟‬٩ ‫ ا‬١‫ﺀ‬٠‫ ًﻟ ﻤ ﺎ ذ ا ﻟ ﻤ ﺴ ﺘ ﺤ ﺎ ﺷ ﺰ ر ا ﻧ ﺪ‬.٣
( ٢٢ - ١٩) ‫ﻦ ﺑﻄﻮﻃﺔ و ﻳ ﻒ ﺗﻌﺎﻣﻞ ﻣﻌﻬﺎ ؟‬ ‫اﺑ‬ ‫ذﻛﺮ ﻫﺎ‬ ‫ق اﻓﻲ‬ ‫اﻟ ﻌﻠ ﻼ‬ ‫ ﻣﺎ ﴽﺑ ﺮ ز ﻋﺎدات‬. ٤
( ١٨ - ١١) ‫ﺗ ﻔ ﺮ ز ﻳ ﺤ ﺎ ت ا ﺑ ﻦ ﺑﻄﻮﻃﺔ اﻟﻤﺘﻌﺪدة ﺧ ﻼ ل ﻓ ﺰ ة ﻗﺼﻴﺮة ؟‬ |‫ بﺀاذ‬. ٥
1. In the last part of line 22 "‫ " ﻓ ﻤ ﻦ وﺟﺪوه ﻟﻢ ﻳ ﺼ ﻞ ﺿﺮﺑﺘﻪ وﺷﻬﺮﺗﻪ‬the word ‫ﺗ ﻦ‬
cartes the familiar meaning of'who,' although here it is not used as a
question word, but rather as anonymous with ‫' اﻟﺬ ي‬whom, that, which:
Note also that in suchaclause,Arabicrequiresapronoun with each verb
to refer back to the person or thing in question. In English, we would say
'whomever was found not having prayed, I beat and displayed publicly.'
In Arabic, the three instances ofthe pronoun suffix^ are all required,
but not translated into English. Literally, this would read "whomever he
was found having not prayed, I beat him and I displayed him?
2. ^ i s text involves extensive use ofthe feminine plural, both in verbs

and pronouns, since one offon Batinta.s chief concerns is the b‫؟‬hav-
ior ofthe women ofthe islands. As you read the text, pay particular
attention to‫؛‬
15. t . force, compel
222 ‫ ﺀ ﻵ‬Travels o f fo n Battuta

٠the p.ssessive suffix ‫( ص‬their), feminine equivalent of ‫ﺛ ﻢ‬
- the direct object pronoun ‫( ﻫﻦ‬them), similar to above, using context

to determine which use is intended
- the verb conjugation ‫ ﻳﻔ ﻌﻠ ﻦ‬, feminine equivalent of ‫ﻳﻔﻌﻠ ﺮ ن‬
With these in mind, how would you translate the following:
- ‫ ن‬٠‫ أ ﺋ ﺚ‬: __________________________
(w hat is the word to which ‫ ﻫﻦ‬is attached? ‫ أﻛﺜﺬ‬means ‘most,’ and thus,
we have an idaafa meaning, ‘most of them)
“ ‫آﻣ ﺮ س‬: -----------------------------------------
'(Here, the first word is.a verb ‘to command,' thus, ‫ ﻫﺊ‬is an object pro-
noun — ‘command them)
Try this sentence:
_ ‫ ﻻ ﻳ ﻐ ﻌ ﺌ ﺔ ر ؤ و ط‬: ___________________________
3٠ Ibn Battutas general description includes many idaafa constructions

and nominal sentences. This means there are often no verbs to use
* as'clues to separate phrases. The repetition or omission ofwords, as
well as the case endings, helps to identify the phrases. Take the first
sentence as an example:
L ‫أ ﻫ ﻞ ﻫﺬه اﻟﺠﺰاﺋﺮ أ ﻫ ﻞ ﺻ ﻼ ح ردﻳﺎﻧﺔ واﻳﺎ ن ﺻ ﺤ ﺢ وﺳﺔ ﺻﺎدﻗﺔ‬
Ih e *case ending on ‫ أﻫﻞ‬and the definite article o n ‫ اﻟﺠﺰاﺋﺮ‬indicate that

this is an idaafa. The noun ‫ ﴽﻫﻞ‬following it indicates that the first ‫ ﴽﻫﻞ‬is
being equated to the second. Without the case endings, contert could
also help. The repetition of ‫ ﴽ ﻫ ﻞ‬indicates that the definite ‫ أ ﻫ ﻞ‬is being
JudgeintheM aldives 223

equated t . (and described as) the indefinite ‫( ﴽﻫﻞ‬the people o f foese
islands are a people o f ...) . Everything after the first three words is a
long id a a fa . Start with the first two words in the id a a fa ‫( أ ﻫ ﻞ ﺻ ﻼ ح و‬a
people o f righteousness) to this are added all the other things describ-
ing this people (religion true faith and good intentions).
4. word ‫ ﻋﻬﺪ‬in line 2 refers to a 'custom' or 'acquaintance: In the

phrase "‫ و"ﻻ ﻋﻬﺪ ﻟﻬﻢ‬remember that ‫ ل‬can mean 'belonging to' (like
‫ ) ﻋﺌﺪ‬and that in Arabic expressions o f p ossession the thing possessed
is the subject. Here this would be rendered as, '(there is) no custom
belonging to them,, a phrase meaning th e y have no custom of,, .no
knowledge of,, or 'habit of,' and so on. In this case, what is it o f which
the inhabitants o f the Maldives have no custom regarding? H ow has
that endeared them to Ibn Battuta, despite their shortcomings in
sharia law?
5. The phrase "‫ ﻣﺎ ﻋﺪا‬., in line 10 means 'besides, or 'except.' As used in the
sentence: "‫ﻣﺎ ﻋﺪا ذ ﻟ ﻚ‬.‫ ﺀ‬, it has the meaning of.except for that' or 'other
than that, and is used to qualify a negative statement, as in this case'^
‫ ﺗ ﻜ ﻦ ﻟﻲ ﻋﻠﻴﻪ ﻗﺪرة‬.' (I did not have the ability). Coming after his preceding
description o f requiring wom en to cover themselves when coming to
see him, it acknowledges he had no firrther success.
6. The preposition ‫ ل‬is among the m ost flexible ofwords. In line 14, after
the wazir's daughter has declined to marry Ibn Battuta, the wazir asks
‫ﻫﻞ ﻟ ﻚ ﴽن ﺗﺘﺰزجﺀﺀ‬.‫ﺀ‬, a very casual phrase asking "how about marrying..."
(literally, "is it with you to marry..). ٦h e intent o f this choice ofphrase,
in a recollection written long after the event, is to convey the casual,
off-hand nature o f the suggestion, rather than using ‫ ﻫﻞ ﺗﺮﻳﺪ‬or ‫ﻫﻞ ﺗﻐ ﻀ ﻞ‬
or something more formal.
7. Ibn Battuta uses the verb ‫ ﺗﻨﺰه‬to mean 'keep away, keep far above, in
line 4. This verb can also be used to mean t o promenade, stroll, as in
"‫ﺗﻨﺆه اﻟ ﻮﻟﺪﻓ ﻲ اﻟﺤﺪﻳﻘﺔ ﻫﻊ اﻣﺮﺗ ﻪ‬.: The context in each case is the best clue as
to the intended meaning.
224 ^ e Travels of fon Battuta

Writing Exercises

structures:
1. ‫ ؛‬e people o f this city are apeople ofhospitalityUi (!):
2. He has no knowledge o f (acquaintance with) failure ( 2 ):
3. H e was one o f h e best o f foends (1 6 )‫؛‬
4 ٠ H ow about going to the cinema this evening? ( 1 4 ) ‫؛‬
151 ‫ﺿﻴﺎﻓﺔ‬
Judge ‫ ئ‬the Maldives 225

‫‪5.‬‬ ‫ذ) ‪W homever arrived late; didn't enter (2 2‬‬
‫‪B. Rearrange the words below into coherent sentences:‬‬
‫اﻟﺠﺰاﻟﺮﴽﻫﻞ ﴽﻫﻞ ﻧﻈﺎﻓﺔ وﻧﺤﺠﺎﻓﺔ ﻫﺬه‬ ‫‪.١‬‬
‫ﻳﻐ ﺮاﻟﺠﺰاﺛﺮﺳﺸﻬﺢ ﺑﻄﺮﻃﺔ ﴽن اﺑﻦ ﻋﻮاﺋﺪ ﴽ ﻫ ﻞ ﻟﻢ‬ ‫‪٠٢‬‬
‫اﻟﺮﻓﺮرﻓ ﻀ ﺚ اﺑﻦ اﻟﺰواج ﺑﻄﻮﻃﺔ ﺑﻨ ﺖ ﻣﻦ‬ ‫‪.٣‬‬
‫اﺑ ﻦ‬ ‫اﺟﺘﻤﻊ ﺣﻔﻠﺔ زواج اﻟ ﻨﺎ ز ﺑﻄﻮﻃﺔ ﻟﻴﺜﺎ ﻫ ﺪ وا‬ ‫‪.٤‬‬
‫‪226‬‬ ‫‪The Travels of Ibn Battuta‬‬

‫ﺳﻠﻄﺎﻧﺔ ًﺟ ﺪ ا اﻣﺮأة ﻛﺎ ﻓ ﺖ ﻗﻮﻳﺔ اﻟﺠﺰاﺛﺮ‬ ‫‪٠٥‬‬
‫ﻓﻲ رﴽﻳ ﻚ‪ ،‬ﻫ ﻞ ﻧ ﺠ ﺢ ا ﺑ ﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﺗﻔﻴ ﺮ ﻋﺎدات ﴽ ﻫ ﻞ ﻫﺬه اﻟﺠﺰاﺋﺮ ؟‬ ‫‪١‬‬
‫ﻫ ﻠ ﺰ و ا ﺟ ﺎ ﺳ ﺔ « ا ﺧﺎ ر ة ﺻ ﺔﻓ ﻲ ﺀا ذااﻟ ﻤ ﻌﺎ ﺻ ﺮ ؟‬ ‫‪.٢‬‬
‫ﻣﺎأ ﺳﺎ ب اﻟﺼﺮح ‪ /‬اﻟﺘﺼﺎدم ﺑﻴﻦ اﻟﺘﻌﺎﻟﻴﻢ اﻟﺪﻳﺌﻴﺔ واﻷﻋﺮاف اﻟﺜﻘﺎﻓﻴﺔ وﺗﺄﺛﺮ ‪ .‬ﻋﻞ اﻟﻤﺠﺘﻤﻊ ؟‬ ‫‪.٣‬‬
‫ﻛﻴ ﻒ ﴽﺛﺮت ﻋﺰﻻ ﻫﺬه اﻟﺠﺰاﺛﺮﻓﻲ اﻟﻤﺤﻴﻂ اﻟﻬﻨﺪي ﻋﻞ أ ﻣﻠ ﺮ ب أ ﻫﻠ ﻬﺎ وﻃﺮﻳﻘﺔ ﻣ ﻌﻴﺜﺘ ﻬﻢ ؟‬ ‫‪.٤‬‬
‫ﻫ ﻞ ﺗﻠ ﻤ ﺐ اﻟﺘ ﺠﺎرة اﻟﺪوﻟﻴﺔ دورا ﻣﻪﺀ‪ ١‬ﻓﻲ ﻧﺜ ﺮ ا ﻷ ﻓ ﻜﺎ راﻟ ﺜ ﻘﺎ ﻓﻴ ﺔ واﻟﺪﻳﺌﻴﺔ ؟ ﻛﻴ ﻒ ؟‬ ‫‪.٥‬‬
‫اﺑﺤﺜﻮا ﻓﻲ ا ﻹﻧﺮﻧ ﺖ ﻋﻦ ﺗﺎ ر خ و ﺻﺮ ل ا ﻹ ﺳ ﻼم إﻟﻰ ﺟﺰاﺋﺮ اﻟﻤﻠﺪﻳﻒ واﻛﺘﺒﻮا ﻣﻘﺎ ﻵ ﻋ ﻦ ﻫﺬا اﻟﺘﺎ‪ ,‬خ‪.‬‬
‫‪152 maniage for reasons other than l٠ve‬‬
‫‪Judge in the Maldives‬‬ ‫‪227‬‬

17
The Rich Kingdom of China
(Quanzhou, China, 1345) ‫ﻧﻜﺮآﻫﻞ اﻟﺼﻴﻦ‬
Although Ibn Battuta is best known in the Western world as the Arab travel,
erwho reached China— prompting frequent comparisons to Marco Polo—
h‫ ؟‬actually spent v e ^ little o fh is tittle in China. Some scholars have even
questioned whether Ibn B atota actaally visited all the places and witnessed
all the sights in China that he m entioned in his memoirs. His descriptions
soqnd exaggerated to modern readers, no doubt, but nonetheless offer a
valuable picttire o fh o w a distinguished Muslim scholar o f the medieval pe-
Rich Kingdom o f China 229

riod viewed the distant kingdom. China was, at the time, the only true rival
to Islamic civilization in terms o f political power, wealth, culture, and learn-
ing, and Ibn BatotaS observations show both tremendous admiration and
amusement at the achievements o f this civilization.
As in his visits to India and Southeast Asia, the distinguished Muslim ju-
rist remarks on the religious habits ofth e people he observed. W hile clearly
labeling the Chinese as ‫( ﻛ ﻘ ﺎ ر‬non-believers), and pointing out their eating
habits, his overall tone is one o f awe. fon Battuta is keen to point out that
Muslims in China were well treated. The majority ofh is text, however, cen-
ters not on religious issues, but econom ic ones, ^ e picttrre o f Chinese so-
ciety that emerges from his description is one o f incredible wealth in which
gold and silver abound.
Ibn Battutas journey from the Maldives to China was long and frequently
disrupted . Having left the island paradise under pressure, and lost his 0‫؛‬-
ficial caravan, he still desired to see the m ost distant kingdom. His travels
landed him in present-day Indonesia, Malaysia, and finally Vietnam, where
he boarded a ship to China. H e arrived at the major port o f Qianzhou,
known to Muslim traders as ‫( اﻟ ﺰ ﻳ ﺘ ﺮ ن‬the Olive), a city known as the start of
the 'Maritime Silk Road,, the counterpart to the famous land route through
Central Asia, Arabic name o fth e city, in fact, provides the origin ofthe
word 'satin,' referring to the fabric. Accordingly, the traveler marveled at the
abundance o f silk and the ease ofits production, making the ironic obsera-
tion that cotton (the famous export com m odity o f l s l a m ic E ^ t ) was offer
greater value in China than the silk, which was treasured in the Middle East
and Europe. W hile Ibn Battuta spent much o fh is time in the trading ports
of coastal China, he also describes a visit to Beijing. Based on the vagueness
ofh is report and its inaccuracies, however, the trip to Beijing may acttrally
have been the re-telling o f secondhand stories.
At the time o f Ibn Battuta's visit, China was under the control ofth e Yuan
(M ongol) Dynasty (1 2 7 1 -1 3 6 8 ). Despite the devastation that the Mongols
had caused in the Arab world, by the time o f flm Battuta's visit, theMongol
Dynasty had brought stability to China, while encouraging the entty of for
230 . e Travels o f Ibn B a to ta

eigners to the count‫؟‬ ^ e dynasty would collapse shortly after Ibn Battu-
taS visit, but he had the good fortune to arrive when conditions for a foreign
and particularly a Muslim visitor were at their m ost favorable. In fact, the
Mongol khan, Kublai, had appointed S a ^ d Ajjal Shams al-Din Omar al-
Bukhari, a Muslim from the Central Asian city o f Bukhara as governor of
the province ofYunnan.
Ibn BatotaS stay in China was very brief, perhaps six months in length. His
official mission as an ambassador o fth e sultan o fD e lh i had failed, but he
nonetheless got to see the count‫ ؟‬as a tourist. By the end o f 1346, Ibn Bat-
tuta left China with no particular destination in mind, but likely intending
to make another Hajj Journey.
From the W ritings o f Ihn Battuta
Ibn Battuta describes the religious habits ofth e people o f China:
‫ ( و ﻛﻘﺎ ر‬٢) .‫ ( أ ﻫ ﻞ اﻟ ﺼﻴﻦ ﻛﻘﺎ رﻳ ﻌﺒ ﺪ و ن ا ﻷ ﺻﻨﺎم وﻳﺤﺮﻗﻮن ﻣﻮﺗﺎﻫﻢ ﻛ ﺎ ﺗ ﻔ ﻌ ﻞ اﻟﻬﻨﻮد‬١)

.‫اﻟ ﺼﻴﻦ ﻳﺄ ﻛﻠ ﻮ ن ﻟ ﺤ ﻮ م اﻟ ﺨﻨﺎ ﻛ ﺮ واﻟ ﻜ ﻼ ب وﻳﺒﻴﻌﻮﻧﻬﺎ ﻓﻲ أ ﺳ ﻮاﻗ ﻬ ﻢ‬
Ibn Battuta's notes on the conditions ofMuslims in China:
‫ وﻟ ﻬ ﻢ ﻓﻴ ﻬﺎ‬،‫ ( ﻓﻲ ﻛﻖ ﻣ ﺪﻳﻨ ﺔ ﻣ ﻦ ﻣ ﺪ ن اﻟ ﺼﻴ ﻦ ﻣ ﺪﻳﻨ ﺔ ﻟ ﻠ ﻤ ﻠ ﻤ ﻴ ﻦ ﻳﻨﻔ ﺮد و ن ﺳ ﻜ ﻨﺎ ﻫ ﻢ‬٣)

.‫ ( ر ﻫ ﻢ ﻣ ﻌ ﻈ ﻤ ﻮ ن ﻣ ﺤ ﺮ ﻣ ﻮ ن‬٤) .‫ا ﻟ ﻤ ﺎ ﺟ ﺪ ﻹ ﻗ ﺎ ﻣ ﺔ اﻟ ﺠ ﻤ ﻌﺎ ت و ﺳ ﺮا ﻫﺎ‬
‫ط‬ wealth of China, especially its sftk industry :
‫ ( وﺗﺮ ى‬٦) .‫ ( و ﻫ ﻢ ﴽ ﻫ ﻞ رﻓﺎﻫﻴﺔ و ﺳ ﻌ ﺔ ﺀ ﻳ ﺸ ﺈ ﻷ اً ﺑ ﻢ ﻻ ﻳ ﺤﺘﻔﻠ ﻮ ن ﻓﻲ ﻣ ﻄ ﻤ ﻢ وﻻ ﺑ ﺲ‬٥)

‫ ( و ﺟﻴ ﻊ‬٧) .‫ وﻋﻠﻴﻪ ﺟﺒ ﺔ ﻗ ﻄ ﻦ ﺧ ﺸﻨ ﺔ‬،‫إﻟﺘﺎ ﺟ ﺮ ا ﻟ ﻜ ﺒ ﻮ ﻣ ﻨ ﻬ ﻢ ا ﻟ ﺬ ي ﻻ ﺗ ﺤ ﻌ ﻰأ ﻣ ﻮاﻟ ﻪ ﻛ ﺜ ﺮ ة‬
‫ ( واﻟ ﺤ ﺮﻳ ﺮ ﻋﻨﺪ ﻫﻢ ﻛ ﺜ ﺒ ﺮ ًﺟ ﺬ ا ﻷ ن‬٨) .‫ﴽ ﻫ ﻞ اﻟ ﺼﻴﻦ ا ﺗ ﺎ ﻳ ﺤﺘﻔﻠ ﻮ ن ﻓﻲ أواﻧﻲ اﻟ ﺬ ﻫ ﺐ و ا ﻟ ﻔ ﻘ ﺔ‬
‫ و ﻫ ﻮ‬، ‫ ( و ﻟ ﺬ ذ ﻃ ﻔ ﻜ ﺜ ﺮ‬١ . ) ‫ ( ﻓ ﻼ ى ﺟ ﺈ ﻟ ﻰ ﺻ ﻠ ﻤ ﺆ ذ ة‬٩) ‫ﺴ ﺎ‬ ‫ﻣ ﻠ‬
‫ ( ر ﺑ ﺎ ﻋ ﺎ ﻛ ﻮ ب‬١٢) ‫ﺳ ﻬ ﻨ ﻴ ﻤ ﺔ‬
.‫اﻟ ﻮا ﺣ ﺪ ﻣ ﻦ اﻟﻘ ﻄ ﻦ ﻋﻨ ﺪ ﻫ ﻢ ﺑﺎ ﻷ ﺛ ﻮا ب ﻛ ﺜ ﺮ ة ﻣ ﻦ اﻟﺤﺮﻳﺮ‬
Ibn Batata's admiration for the artistic talents ofth e Chinese:
Rich Kingdom o f China 231

‫)‪ ( ١٣‬و ﴽ ﻣ ﻞ اﻟﺼﺒﻦ أ ﻋ ﻈﻢ ا ﻷ ﻫﻢ ا ﺣﻜﺎ ﻣﺎ ﻟﻠ ﺼﺎ ﻋﺎ ت أ ﺷﻨ ﻬ ﻢ إﺗ ﻤﺎ ذا ﻓ ﻬﺎ )‪ ( ١٤‬و ذ ﻻ ك‬
‫ﻣ ﺸﻬﺆذﻣ ﻦ ﺣﺎﻟﻬﻢ‪ ،‬ﻗ ﺪ و ﺻﻔﻪ اﻟﻨﺎ س ﻓﻲ ﺗ ﺼﺎﻧﻴﻔﻬﻢ ﻓﺄ ﻃﻨﺒﻮا ﻓﻴ ﻪ )‪ ( ١٥‬وأﻣﻤﺎ اﻟﺘﺼﻮﻳﺰ ﻓ ﻼ‬
‫ﺗﺠﺎرﺗﻬﻢ أ ﺣﺬﻓ ﻲ إ ﺣﻜﺎﻣ ﻪ ﻣ ﻦ اﻟ ﺮوم و ﻻ ﻣ ﻦ ﺳﻮاﻫﻢ‪ ( ١٦) ،‬ﻓﺈ ن ﻟﻬﻢ ﻓﻴ ﻪ اﻓﺘﺪا رأ ﻋﻔﻠﻴﺈ‪.‬‬
‫‪Ibn Batota relates an amusing anecdote as evidence of the artistic skill of‬‬
‫؛‪the Chinese‬‬
‫)‪ ( ١٠٧‬و ﻣ ﻦ ﻋ ﺠ ﻴ ﺐ ﻣ ﺎ ﺷ ﺎ ﻫ ﺪ ت ﻟ ﻬﻢ ﻣ ﻦ ذ ﻟ ﻚ اﻧﻲ ﻣ ﺎ د ﺧ ﻠ ﻦ ﻧ ﻂ ﻣ ﺪﻳﻨ ﺔ ﻣ ﻦ ﻣ ﺪ ﻧ ﻬ ﻢ‬

‫ﻟ ﻢ ﻋ ﺪ ﻟ ﻦ إ ﻟ ﻴ ﻬ ﺎ إ ﻵ و ر ﴽ ﻳ ﺬ ﺻ ﻮ رﻧ ﻲ و ﺻ ﻮ رأ ﺻ ﺤﺎ ﺑ ﻲ ﻣﻨﻘ ﻮ ﺷ ﺔ ﻓﻲ اﻟ ﺤﻴ ﻄﺎ ن واﻟ ﻜ ﻮا ﻏ ﺪ‪،‬‬
‫ﻋ ﻞ ﺳﻮ ق‬ ‫ﻣ ﻮ ﺿ ﻮ ﻋ ﻪ ﻓﻲ ا ﻷ ﺳ ﻮا ق ‪ ( ١٨ ) .‬و ﻟ ﻘ ﺪ د ﺧ ﻠ ﻦإﻟﻰ ﻣ ﺪ ﻳ ﻨ ﺔ ا ﻟ ﻠ ﻄ ﺎ ن ﻓ ﻤ ﺮ ر ذ‬
‫اﻟﻨﻬﺎ ﺷﻴ ﻦ و ؤ ﺻ ﻠ ﻨ ﺎ ﻟ ﻰ ﻗ ﺼ ﺮ ا ﻟ ﻤ ﻠ ﻄ ﺎ ن ﻣ ﻊ ا ﺻ ﺤﺎﺑ ﻲ )‪ ( ١٩‬وﻧ ﺤ ﺊ ﻋ ﻞ ز ي اﻟﻌ ﺮاﻗﻴﻴ ﻦ )‪( ٢٠‬‬
‫ﻓﻠ ﺔ‪ ١‬ﻋ ﺪ ت ﻣ ﻦ ا ﻟ ﻘ ﻌ ﺮ ﺀ ذ ة ﴽ ﻣ ﺮ ر ث ﺑ ﺎ ﻟ ﻨ ﻮ ق اﻟﻤﻨﻜﻮرة ﻓ ﺮآ ﻳ ﺚ ﺻﻮرﻧ ﻲ و ﺻ ﻮ رأ ﺻ ﺤﺎﺑ ﻲ‬
‫ﻣﻨﻘ ﺮ ﺷﺔ ﻓﻲ ﻛ ﺎ ﻏ ﺪ ﻗ ﺪ آ ﻟ ﺼ ﻘ ﺮ ه ﺑﺎﻟ ﺤﺎﻟ ﻂ )‪ ( ٢ ١‬ﻓ ﺠ ﻌ ﻞ ﻛ ﻖ وا ﺣ ﺪ ﻣﺘﺎﻳ ﻨ ﻈ ﺮإﻟ ﻰ ﺻ ﻮ رة ﺻﺎﺣﺒﻪ‬
‫ﻻ ﺗ ﺨ ﻄ ﺊ ًﺷﻴ ﯫ ﻣ ﻦ ﺛ ﺒ ﻬ ﻪ‬
‫ﻳﺜ ﺮ د ) ‪(٣‬‬ ‫‪to be unique, to be segregated‬‬

‫ﻳ ﻮ ى ) ‪(٣‬‬ ‫‪except, other‬‬
‫رﻓﺎﻫﻴﺔ )‪( ٥‬‬ ‫‪luxury‬‬
‫ﺑﺘ ﻐﻠ ﻮ ن )‪( ٥‬‬ ‫‪to celebrate, be interested in‬‬
‫ة ﻫﺒ ﻰ ) ‪( ٦‬‬ ‫‪to be counted, be calculated‬‬
‫ﺗ ﺜ ﺔ )‪( ٦‬‬ ‫‪rough‬‬
‫ﺛ ﻌ ﺘ ﻘ ﺪ )‪(٨‬‬ ‫‪to hang on‬‬
‫ﻳ ﺎ ر ) ‪(٨‬‬ ‫‪fruits‬‬
‫ﺗﻮﺗﺔ )‪( ٩‬‬ ‫‪supply‬‬
‫س )‪( ١٤‬‬ ‫‪to exaggerate‬‬
‫اﻟﺘﺼﺮ‪.‬ز ) ه‪( ١‬‬ ‫‪making a picture (modern usage‬‬
‫) ‪-p h o to g r a p h y‬‬
‫ظ )‪( ١٧‬‬ ‫‪ne ١rer, under no circumstance‬‬
‫) ﻛﺎﻏﺪ ‪ . -‬ﺟ ﻪ؛ ة ( ﻛﺮاﻏﺪ )‪( ١٧‬‬ ‫‪sheets o f paper‬‬
‫ﺀ ﺛ ﻊ ) ‪(٢ .‬‬ ‫‪in the evening‬‬
‫ًا ﻟ ﻬ ﻖ ) ‪( ٢ .‬‬ ‫‪to stick, affix‬‬
‫ﺗﺨﻄﺊ )‪( ٢١‬‬ ‫‪to make a mistake‬‬
‫‪232‬‬ ‫‪T ie Travels o f Ibn Battuta‬‬

‫‪C om prehension Exercises‬‬
‫‪A. Answer the following questions in complete Arabic sentences (numbers‬‬

‫ﻣﺎ دﻳﺎﻧﺔ ﴽﻫﻞ اﻟﺼﻴﻦ ﻓﻲ رﴽي اﺑﻦ ﺑﻄﻮﻃﺔ ؟ )‪( ١‬‬ ‫‪١‬‬
‫‪ ٠٢‬ﻛﻴﻐﻂ وﴽﻳﻦ ﻛﺎن ﻳ ﻜ ﻦ ﻣﻠ ﻤ ﻮاﻟ ﻤ ﺤ ﻦ ﻓﻲ ﻋﻬﺪ اﺑﻦ ﺑﻄﻮﻃﺔ ؟ ) ‪( ٤ ٣‬‬
‫ﻣﺎذاﻛﺎﻧ ﺖ ﻗ ﻴ ﺊ اﻟﺤﺮﻳﺮ ﺑﺎﻟ ﺸ ﻬ ﺔﻟ ﻐﻴ ﯫﻟ ﻐ ﻄﻨﻔﻴﺎﻟ ﺼﻴ ﻦ ؟ )‪( ١٢‬‬ ‫‪.٣‬‬
‫ﻣ ﺎ ذا ‪ .‬ﺑ ﻰ اﻟﻔﻘﺮاﺀ ﻓﻲ اﻟﺼﻴﻦ ؟ )‪( ١٠‬‬ ‫‪.٤‬‬
‫ﻣﺎذاراى اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ا ﻟ ﻮ ق ؟ )‪( ٢٠‬‬ ‫‪.٥‬‬
‫‪ e Rich Kingdom o f China‬؛‬ ‫‪233‬‬

in English:
1. uncountable:
2. the greatest in the world:____________________________________
3. no one can equal them :_____________________________________
4. any one of their cities :_______________________________________
5. a flawless representation:____________________________________
c . Find Arabic synonyms or equivalents in the text for the folloWng words
and phrases:
__________________________________________________________ : ‫س‬٠‫ﺛﻐﺬ‬ .١
_______________________________________________ : ‫ذ ﺋ ﺪ‬ .٢
__________________________________________________________: ‫اﻟﻐﺮاﻛﻪ‬ .٣
----------------------------------------------------------------------- : ‫ ﻳﺎﺑ ﺲ‬. ٤
__________________________________________________________: ‫ﺑ ﺬ ﻟ ﺔ‬ .٥
D.FindArabic antonyms or opposites for each ofthe follovring words in the

____________________________________________________ : ‫ ﻳﺸﺮ ي‬٠١
234 ^ e Travels o f Ibn B a ta ta

‫ﻣ ﺤ ﺸ ﺮ و ن ‪٠:‬‬ ‫‪.٢‬‬
‫ﻧﺎ ﻋ ﻤ ﺔ‬ ‫‪.٣‬‬
‫ﻣﻐﻤﻮر‬ ‫‪.٤‬‬
‫ا ﻷ ﻏﻨﻴﺎ ﺀ ‪.:‬‬ ‫‪.٥‬‬
‫ﻛﻴ ﻒ ﺗﺨﺘﻠﻒ ﻋﺎدا ت وﻣﻌﺘﻘﺪا ت ﴽﻫﻞ ا ﻟ ﺼ ﻦ ﻋﻦ ﺗﻌﺎﻟﻴﻢ اﻹﺳﻼم‪ ،‬وﻟﻤﺎذا ا ﻋﺘﺮﻫﻢ اﺑﻦ ﺑ ﻄ ﻮ ﻃﺔ‬ ‫‪١‬‬
‫ﻛﻐﺎرا ؟ )‪( ٤- ١‬‬
‫ﻛﻴ ﻒ ﻛﺎﻧ ﺖ ا ﻷ ﺣ ﻮا ل اﻟﻤﻌﻴﺪﻳﻦ ﻟ ﻠ ﻌ ﻞ‪ ٠‬ﻳ ﻨ ﻔ ﻴ ﺎ ﻟ ﻬ ﻴ ﻨ ﺬ د ا ن ”‪ ١‬ﻫ ﺬ‪ ٠‬ا ﻟ ﻐ ﺰ ة ؟ )‪( ٤‬‬ ‫‪.٢‬‬
‫‪ .‬ﻟﻤﺎذا ﻛﺎ ن اﻟﺤﺮﻳﺮ ر ﺧ ﻴ ﻤ ﴼ و و آ ﻳ ﺮ أ ﻓ ﻴ ﺎ ﻟ ﺼ ﻦ ؟ ) ‪( ١ ١- ٥‬‬ ‫‪.٣‬‬
‫‪153 during‬‬
‫‪The Rich K ingd.m ٠f China‬‬ ‫‪235‬‬

( ١١- ‫ﻫﻞ ظ اﺑﻦ ﺑﻄﻮﻃﺔ ا ﻟ ﻤ ﺔ ﻣﻦ اﻟﺒ ﻼ داﻟﻔﻴ ﺔ اﻟﺘﻲ زارﻫﺎ ؟ ﻣﺎا ﻷدﻟﺔ ﻋﻞ ذﻟ ﻚ ؟ ) ه‬ .٤
‫ﻛﺘ ﻒ وﺻﻒ اﺑﻦ ﻳﻄﻮﻃﺔ إﺗﻘﺎن أﻫﻞ اﻟﺼﻴﻦ ﻟﻠ ﻤﻨﺎ ﻋﺎ ت اﻟ ﺨﺘﻠﻐﺔ وﻛﻴﻒ ﻗﺎزن ﻳﻨ ﻬﻢ رﺑﻴﻦ‬ .٥
( ١٦- ١٣) ‫ﻏﺮ ﻫﻤﻔﻴ ﻬﺬ| اﻟﻤﺠﺎل ؟‬
Grammar, Structure, and C ontext Clues
1. In discussing the silk industry, in line 11, Ibn Battuta n .te s : ‫ﻟﺮﻻ اﻟﺘﺠﺎرﺀﺀ‬
‫"ﻟﻤﺎ ﻛﺎﻧ ﺖ ﻟﻪ ﻗﻴﻤﺔ‬. The first term ,‫ وﻟﻮﻻ‬a compound ofthe counterfactaal
*if' and *not,' means *if not for...' the item following it, in this case,
*the merchants: This construction is common in classical writing, and
can be made using a pronoun suffix (such as . ‫ ﻟﻮﻻ‬, *ifnot for him) . ‫ﻻ ﻵ‬
second part ofthe sentence, the *then' clause, is introduced by ‫ل‬, here
stating that *it (silk) would have no value.' As with other uses of ‫ﻟﻮ‬, the
result clause is in ffie perfect tense, although the result is clearly hypo-
ffietical, and has not taken place.
2. In describing the habits ofthe Chinese, Ibn Battuta makes several

uses ofthe verb ‫( ا ﺣﺘﻔ ﻞ د‬see lines 5-9). This verb is most commonly
used to mean *to celebrate,, as in: ‫ ﻧ ﺤﺘﻔ ﻞ ﺑﻌﻴﺪ ا ﻻﺳﺘﻘ ﻼل‬. A second use of
the verb, with the same following preposition—^ - i s used to mean
*concern oneself with: ^ a t is the meaning intended here:
(5 ) ‫ — ﻻ ﻳﻤﺘﻐﻠﻮن ﻓﻲ ﻣﻄﻌﻢ وﻻ ﺑ ﺲ‬They do not concern themselves with

food or clothing

(7 ) ‫ ﻳﺤﺘﻔﻠﻮن ﻓﻲ أواﻧﻲ اﻟﺬﻫ ﺐ واﻟ ﻐﺜ ﺔ‬- They concern themselves with gold
and silver vessels
3. In line 17, Ibn Battuta notes: ‫ ل())ﻣﺎ د ﺧﻠ ﻦ ﺗﻌﻦ ﻣﺪﻳﻨﺔ ﻣﻦ ﻣﺪﺑﻢﺀﺀ‬never entered
any of their cities) without returning later to find a picttire ofhimself
^ e word ‫ ئ‬he_re is not related to the verb .to cut) (‫ ) ﻗ ﺔ‬or the word
for a male cat (‫ ر)ﻗﻂ‬but rather is used to add an emphatic .ever' to a
statement, or, as in this case ofa negative assertion, 'never: As is the
case here, it is typically used with negative sentences.
4٠ ^ e particle ‫ ﻣﺎ‬can be a tricltyword, as it has many usages, particularly

in classical witing. Note the use of ‫ ﻣﺎ‬frvice in line 17. Additionally
both instances are followed by past-tense verbs. One ofthese, howev-
er, means 'what' and the other is a negating particle. Ibn Battuta begins
by saying it was (amazing)(‫ و)ﻣﻦ ﻋ ﺠ ﺐ‬with ‫ﻣﺎ ﺷﻬﺪ ث‬, here to be translat-
ed as “what I saw.)' The next instance,‫ ﻣﺎ د ﺧﻠ ﻦ‬, means 1‫ ﺀﺀ‬did not enter.))
The following ‫( ﻗ ﻂ‬see above) fiirther renders this “I never entered...)'
This sentence provides a good example ofhow context and surround-
ing idioms indicate the correct reading ofthe two phrases.
W riting Exercises

structures:
1. ^ e inhabitants of this country worship idols (l):
The Rich Kingdom o f China 237

2. The M uslims were m ostly respected in China (4 ):
3. He would often revel in his wealth (7):
4. Ifnot for Ae ^ e ci^ ٢would be poor ( l l ) :
5. No one could equal his skill in music (15):
‫ﻣﺪﻳﻨﺔ ﻓﻲ ﻣﻤﺘﺎزﻣﺪن ﻣﺮرﻳﺔ ﻓﻲ ﻣﻦ ﻣ ﺮ ق ﻛ ﻞ‬ ٠١

‫ﴽ ﻫﺘ ﻬﻢ ﻣﻠ ﺒ ﺲ ﻣ ﻄ ﻌﻢ ﻻ ﻣﺠﺘﻔﻠﻮن ﻓﻲ و ﻻ‬ ‫‪.٢‬‬
‫ﻳ ﺮ‪ ٠‬د ﻫﺎﻟ ﻐ ﺊ ‪ 1‬ﺣ ﻜ ﺎ ﻣ ﻬ ﻔ ﻼ اً ﺣ ﺬ ﻓ ﻴ ﺄ ﺗ ﺎ‬ ‫‪.٣‬‬
‫ﻣﺎ ﺗﻌﻦ ﻣﻦ ﻣﺪف ﺳ ﺠ ﺪ أ و ﺳ ﻂ ﻣﺼﺮ إ ﻵ و ر أ ﻳ ﻦ د ﺧ ﻠ ﻦ ﺟﻴﺎﻵ ﻓﻲ اﻟﻤﺪﻳﻨﺔ ﻣﺪﻳﻨﺔ‬ ‫‪٠٤‬‬
‫ﻟ ﻮ ﻻ ﻟﻤﺎ ﻣ ﺴﺎ ﻋﺪة ا ﻻ ﻣﺘ ﺤﺎ ن ﻧ ﺠ ﺤ ﺚ ﻓﻲ أ ﺳﺘﺎذ ي‬ ‫‪٠٥‬‬
‫‪Rich Kingdom o f China‬‬ ‫‪239‬‬

‫ﺀ ﻧ ﴼ ﻫ ﻞ اﻟ ﻤﻴ ﻦ ؟‬ ‫ا ﻟ ﺘ ﻲ ذﻛﺮﻫﺎ ا ﺑ ﻦ ﺑﻄﺮﻃﺔ‬ ‫واﻟﺒﻴﺎ ت‬ ‫س ا ﻹﻳﺎﺑﻴﺎ ت‬ ‫ﻟ ﺤ ﺮا‬ ‫‪١‬‬
‫ﺋ ﺪ ﺗﺆﺛﺮ ﻋﻞ ﺗﻄﺰرﻫﺎ‬ ‫ا ﻹ ﺳ ﻼ ﻣ ﻴ ﺔ ؟ و ﻣﺎ ا ﻟ ﻌ ﺮ ا ﻣ ﻞ اﻟ ﺘ ﻲ‬ ‫ا ﻟ ﺼ ﻴ ﻦ ﻋﻦ اﻟﻔ ﻮ ن‬ ‫ﴽ ﻫ ﻞ‬ ‫ﻛﻴ ﻒ ﺗﺨﺘﻠﻒ ﻓ ﺰ ن‬ ‫‪.٢‬‬

‫وﺗﻨﺰﻋﻬﺎ ؟‬
‫ﻫﻞ ﻳﻮ ﺟﺪ ﻓﻲ وﺻﻒ اﺑﻦ ﻳﻄﻮﻃﺔ ﻷﺣﻮال ﴽﻫﻞ اﻟﺼﻴﻦ ﻫﺎ ﻳﺬ ل ﻋﻞ اﺗﺒﺎﻋﻬﻢ ﻟﻤﺒﺪأ ا ﻟ ﺘ ﺎ ﻣ ﺢ‬ ‫‪.٣‬‬
‫ًا ﻟ ﺪ ﻳ ﻨ ﻴ ﺴ ﺎ ﺟﻠ ﺘ ﺤ ﺔ ﻳ ﻘ ﻔ ﻜ ﺮ ة ا ﻛ ﺎ‪٠‬شﺀﺀ‪ ١‬ا ﻹ ﻓ ﻨ ﻲ ؟ ﻛﺌ ﻒ ؟‬
‫‪ . ٤‬ﻳﻌﺪ ﻣﻔﻬﻮم اﻟﺆﻫﺪهﺀأ ﻣﻦ اﻟﺜﺬ ن‪7‬ﺀ‪ ١‬اﻹﺳﻼﻣﻴﺔ اﻟﻤﺤﻤﻮدة‪ .‬ﻛﻴ ﻒ ﻇﻬﺮت ﺑﻌﺾ ﺻﺮر اﻟﺰﻫﺪ‬
‫ﻓﻲ ﻣ ﺠ ﺘ ﻤ ﻊ ﴽﻫﻞ اﻟﺼﻴﻦ ﻋﻞ اﺧﺘﻼف د ﻳ ﺎ ﻧ ﺘ ﻬ ﻢ و ﻋﻘﺎﺋﺪﻫﻢ‪ ،‬وﻣﺎ دﻻﻻ ذﻟ ﻚ ﻣﻦ وﺟﻬﺔ ﻧﻈﺮﻛﻢ؟‬
‫ﻗﺎﻧﻮن اﻟﺘﺮ ض واﻟ ﻌﺌ ﺐ هﺀأ ﻫ ﻮأ ﺣ ﺪ اﻟﻘﻮاﻧﻴﻦ اﻷﺳﺎﺳﻴﺔ ﻓﻲ ﻋﻠﻢ ا ﻻ ﻗ ﺘ ﻌ ﺎ د ﻧ ﻠ ﺐ ًدورا‬ ‫‪.٥‬‬

‫رﺋﻴﻴﺎ ﻓﻲ ﺗﺤﺪﻳﺪ اﻷﺳﻌﺎر وﻛﻤﻴﻦ ا ﻓ ﻠ ﻊ‪ 5٠‬ﴽ وﺗﺜ ﻜﻴﻠ ﻬ ﻬﺄ اﻷﻣﺮاق‪ ،‬ﻓﻬﻞ ﻫﻨﺎك ﴽﻣﺜﻼ ﻟﻬﺬا‬
‫اﻟﻘﺎﻧﻮن ﻣﻤﺎ ﻗﺮأﺗﻢ ﻓﻲ ﻫﺬا اﻟﺘﺺ ؟‬
‫ﺿ ﻊ اﻟﺤﺎﻟﻲ‬ ‫ﺑﻴ ﻦ اﻟ ﻮ‬ ‫ﻣﻘﺎﻻ ﻣﻘﺎرﻧﺄ‬ ‫اﻟ ﻴ ﻮ م وا ﻛﺘﺒ ﻮا‬ ‫ﻦ ﻓﻲ اﻟﺼﻴﻦ‬ ‫اﻟ ﻤﻠ ﻤﻴ‬ ‫ا ﺑ ﺤ ﺜ ﻮ ا ﻓﻲ ا ﻹﻧﺰﻧ ﺖ ﻋ ﻦ أﺣﻮال‬
‫وﺑﻴﻦ اﻟﻮﺿﻊ ﻓﻲ ﻋﺼﺮ اﺑﻦ ﺑﻄﻮﻃﺔ‪.‬‬
‫‪154‬‬ ‫‪summarize‬‬
‫‪155‬‬ ‫‪coexistence‬‬
‫‪156‬‬ ‫‪asceticism‬‬
‫‪157‬‬ ‫‪norm s‬‬
‫‪158‬‬ ‫‪supply and dem and‬‬
‫‪159‬‬ ‫‪g ood s‬‬
‫‪160‬‬ ‫‪form ation‬‬

18
Islamic Spain (alAndalus)
(Spain, 1350 ) ‫ﻷ ﻧ ﻔ ﺔ‬ ‫ﻧﻜﺮ اﻟﺒﻼد ا‬
Among the events that shaped Ibn Battuta's worldview, the decline oflslam-
iCjSpain was certainly one of the most profound. Growing up in Morocco,
he lived a safe distance from the Mongol and Turkic invasions that had dev-
astated Iraq and kept the Levant on alert, ^ e kingdom that once unified
Morocco and Spain, however, had some great centers of Islamic learning
rivaling those in Baghdad and Cairo, ^ e more-than-700-year campaign by
which Islamic cities in Iberia fell to Christian European armies (culminating
Islamic Spain (al-Andalus) 241

‫؛‬n the fall of Granada in 1492) was nearing its final stages by Ibn Battuta's
day. Great Islamic cities like Toledo, Zaragoza, and the capital ofCordo-
ba had follen and their scholars were forced to flee to Morocco and Tunis,
while the sole remaining Islamic emirate in Granada was in retreat.
al-Andalus
When Islamic armies first crossed into foeria in A D 711 under Umaâd
general Tariq Ibn Ziyad ( ‫) ﻃﺎ ر ق ﺑ ﻦ زﻳﺎد‬, for whom Gibraltar (‫ ) ﺟﺒ ﻞ ﻃﺎ ر ق‬is
named, the region was ruled by the Visigoths. The Arabic term for the area,
al-Andalus (‫ ) ا ﻷ ﻧ ﺪ ﻟ ﺲ‬is derived from the Vandals, who had previously con-
trolled it. The Spanish language did not exist at the time, and indeed Spanish
identity largely grew out ofthe campaign against the Islamic states. Some of
the greatest medieval Muslim and Jewish scholars, including Ibn Rushd, Ibn
Sina, and Moses Maimonides worked in Arabic in al-Andalus.
Ibn B a l a , himself from the coastal city ofTangier on the straits ofGibral"
tar, was very concerned about developments in al-Andalus. Upon returning
to Morocco, he traveled to the city of Ceuta ( ‫ و ) ﺳ ﺘ ﺔ‬the main port of entry
for those fleeing from al-Andalus. Here, he was to hear disturbing reports
ofthe fighting in Spain. In Ibn Battuta's long absence, the Moroccan king
Abu al-Hassan (raled 1331-51) had launched a militaty campaign to re.
verse the Spanish Reconquista, scoring several impressive ground and sea
victories. Despite Ibn Battuta's effirsive praise for the king's efforts at jihad,
the Islamic force was decisively defeated in 1340 and rather than dreams of
conquest, the king spent the rest ofhis reign in fear ofa Spanish invasion.
When Ibn B a l a retarned to his home, the sittiation in Spain was perilous.
The armies of Castilian king Alfonso XI were besieging the gateway ofGi-
braltar, threatening to cut off the remaining Islamic state in Europe.
Having been a traveler, diplomat, and judge, Ibn Battuta now eagerly signed
up to be a warrior. He joined a Moroccan military expedition and set sail for
Gibraltar to fight the advancing Castflians. By the time he arrived, however,
the Black Plague had killed off Alfonso XI and much ofhis force and put
an end to military operations. Possessed ofa remarkable constitution, Ibn
B a l a again suiwived the epidemic and took the opporttmity to return to
his favorite acthrity—traveling.
242 The Travels o f fo n Battuta

As in many ٠f his travels, he would find his trip to al-Andalus disappointing,
^ e glories ofthe past were gone, and he nowfoundabesieged state fighting
for its existence. Even more bitter than the demise ofBaghdad, the decline
of al-Andalus hit much closer to home. Ironically, however, although Ibn
Battuta did not get to meet any ofthe great leaders or scholars ofthe type he
managed to find in for-off corners ofthe world, he did have a brief encounter
with a young writer who was to have a much greater impact on his legacy
fon Juza^, a minor poet from Granada, who would later move to Morocco,
would be commissioned to write the story of Ibn Battuta.s travels. It is Ibn
Juza^S version that we study today.
From the W ritings o flb n Battuta
Hearing ofthe attacks by Castilian King Alfonso, Ibn Battuta travels to join
in the defense oflslamic Spain:
‫ ( ﻓ ﺮ ﻛ ﺒ ﺬ اﻟ ﻴ ﺤ ﺰ ﻣ ﻦ ﺗ ﺒ ﺔ ﻓﻲ ﺳ ﻄ ﻰ‬٢) ،‫ ( أردت ﴽن ﻳ ﻜ ﺮﻧﻠ ﻲ ﺣ ﻆ ﻣ ﻦ اﻟ ﺠ ﻬﺎد واﻟ ﺬﺑﺎ ط‬١)

‫ ﺣ ﺔ ا ﻷﻟ ﺠ ﻨ ﻤ ﺮ ﻓ ﺦ‬،‫ ﺣﺮﺷ ﺖ اﻟﻠﻪ ﺗﻤﺎﻟﻰ‬،‫ ( ﻓﻨ ﺼﻠﻌ ﻖ إ ذ ﺑ ﻼ د ا ﻷﻧ ﺪﻟ ﺲ‬٣) .‫ﻷ ﻫ ﻞ أ ﺻﻴ ﻼ‬
‫ ( وﻛﺎن ذ ﻟ ﻚ إ ﺛ ﺰ ﻣ ﺮ ت ﻃﺎ ﻏﻴﺔ‬٥) ،‫ ( واﻟﺜ ﻮا ب ﻣ ﺬ ﺧ ﻮ ن ﻟ ﻠ ﻤ ﻘ ﻴ ﻢ واﻟ ﻈﺎ ﻋ ﻦ‬٤) ،‫ﻟﻠ ﺴﺎ ﻛ ﻦ‬
‫( وﺧﻠﺌﻪ ﻟ ﻪ ﺳﻨ ﻮﻟ ﻲ ﻋ ﻞ ﻣ ﺎ ﺑ ﻘ ﻲ‬٧) ،‫ ( وﺣ ﺼﺎره اﻟ ﺠﺒ ﻞ ﻋ ﺜ ﺮ ﻧ ﺎ ﺛ ﻬ ﺮ‬٦) ،‫اﻟﺮوم اﻟﻔ ﻮﻧ ﺲ‬
‫ ( و ﻣﺎ ث ﺑﺎﻟﻮﺑﺎﺀ‬٩) ، ‫ ب‬٠‫ ( ﻓﺄ ﺧ ﺬ ه اﻟﻠﻪ ﻣ ﻦ ﺣ ﻴ ﺬ ﻟ ﻢ ﺑ ﺔ‬٨) ،‫ﻣ ﻦ ﺑ ﻼ دا ﻷ ﻧ ﺪﻟ ﺲ ﻟ ﻠ ﺴ ﻨ ﻤ ﻴ ﻦ‬
.‫اﻟ ﺬ ي ﻛﺎن أ ﺷ ﻨ ﺎ ﻟ ﻨ ﺎ س ًﺧ ﻮ ﻓﺎ ﻣ ﻨ ﻪ‬
Despite the end of King Alfonso's threat, Ibn Bataita finds that Spain is still
ve^ ٢much beset with conflict:
‫ ( ﻧﺎ رد ث ا ﻟ ﺘ ﻮ ﺑ ﻪ ﻓﻲ‬١ ١) ،‫ ( ز ﺟ ﺪ ث ﺑ ﻬ ﺎ ﺟ ﺎ ﻋ ﺔ ﻣ ﻦ اﻟﻔ ﺮ ﺳﺎ ن ﻣﺘ ﻮ ﺟ ﻬﻴ ﻦ إﻟﻰ ﻣ ﺎﻟ ﻘ ﺔ‬١٠)

‫ ( ﻓ ﺘ ﻮ ﺟ ﻬ ﻮ ا ﻗ ﺒ ﻞ ﻓ ﻠ ﺮ و ا ي‬١٣) ،‫ ( ﻧ ﻢ اذاﻟﻠﻪ ﺗ ﻤﺎﻟ ﻰ ﻋ ﻀ ﻤﻨ ﻲ ﺑﻔ ﻀﻠ ﻪ‬١٢) ،‫ﺻ ﺤﻴﺘ ﻬ ﻢ‬
‫ ( ﻓﻠﺖ ﺟﺎ و ز ت ﺣ ﺮ ز ﻣﺮﺑﻠﺔ و د ﺧ ﻠ ﻦﻓﻲ ﺣ ﻮ ز ﺛ ﻬ ﻴ ﻞ‬١٤) ،‫ و ﺧ ﺮ ﺟ ﻦﻓﻲ اﺛ ﺮ ﻫ ﻢ‬،‫اﻟﻄﺮﻳﻖ‬
‫ ( ﻓ ﺒ ﻴ ﻨ ﻤ ﺎ ﴽ ذ ا ﻫ ﻨ ﺎ ﻟ ﻚ ﺳ ﻤ ﻤ ﺬ‬١٦) ،‫ ( ﻧ ﻢ ﺗ ﻘ ﻨ ﻤ ﻨ ﺈ ﻟ ﻰ دا ر ﻫﻨﺎﻟ ﻚ ﻓ ﻮ ﺟ ﺪ ن ﻓ ﺮ ﺳﺄ ﻣﻘﺘ ﺮ ﻵ‬١٥)
‫ ( ﻓ ﻮ ﺟ ﺪ ن‬١٨) ‫ ( ﻓ ﻤ ﺪ ن إ ﻟ ﻴ ﻬ ﻢ‬١٧) ،‫اﻟ ﺼﻴﺎ ح ﻣ ﻦ ﺧﻠ ﻐ ﻲ و ﻛ ﻨ ﻨ ﻘ ﺪ ﺗ ﻘ ﻨ ﻤ ﻨ ﺄ ﺻ ﺤ ﺎ ي‬
‫ ( وﻧﺰل‬١٩) ‫ﻫ ﻨﺎﻟ ﻚ‬ ‫ﻇ ﻬ ﺰ ت‬ ‫ﻗ ﺎ ﻟ ﺪ ﺣ ﺼ ﻦ ﺛ ﻬ ﻴ ﻞ ﻓﺄ ﻋﻠ ﻤﻨ ﻲ ﴽن أرﺑﻌﺔ أ ﺟﻔﺎ ن ﻟﻠ ﻌ ﺪ ز‬ ‫ﻣﻌ ﻬ ﻢ‬
‫ ( ﺳ ﺮ ا م اﻟﻔ ﺮ ﺳﺎ ن اﻟﺨﺎرﺟﻮزﻣﻦ‬٢ 0 ،‫ ا ﻟ ﺮ ج‬٠‫ و ﻟ ﻤ ﺒ ﻜ ﻨ ﺎ ﻻ د و ر‬،‫ا ر ﻣﺎإﻟ ﻰ ا ﻟ ﺮ‬،‫ﺑ ﻤ ﻀ ﻊ‬

‫ وﻗﺘﻞ‬،‫ ( ﻓﻘﺘ ﻞ اﻟﻨ ﺼﺎرى أ ﺣ ﺪ ﻫ ﻢ و ﻓ ﺰ وا ﺣ ﺔ وأ ﻣ ﺰاﻟ ﻌﺜ ﺮة‬٢١) ،‫ و ﻛﺎﻳ ﻮااﺛﻨ ﻰ ﻋ ﺜ ﺮ‬،‫ﻣﺮﺑﻠﺔ‬
‫ ( ﻓ ﺒ ﻨ ﻌ ﻨ ﺪ ه‬٢٢) ،‫ و ﻫ ﻮا ﻟ ﺬ ي و ﺟ ﺪ ت ﻗ ﺜ ﺘ ﻪ ﻣﻄﺮوﺣﺔ ﺑﺎ ﻷر ض‬،‫ر ﺟ ﻞ ﺣ ﺮا ت‬ ‫ﻣ ﻌ ﻬ ﻢ‬

‫ﺑ ﺨ ﺼ ﻦ اﻟﺰاﺑﻄﺔ اﻟﻤﺴﺮﺑﺔ إﻟﻰ ﺳ ﻬﻴ ﻞ‪ ( ٢٣) ،‬وا ﻷ ﺟﻔﺎ ن اﻟﻤﻨﻜﻮرة ﻣﺮ ﺳﺎ؟ ﻋﻠﻴﻪ‪.‬‬
‫‪Arriving at the seat o f Islamic S p ain Granada:‬‬
‫)‪ ( ٢٤‬ﺳﺎﻓ ﺮ ث ﻣﻨ ﻬﺎاﻟ ﻰ ﻣ ﺪ ﻳ ﻨ ﺔ ﻏﺮﻧﺎﻃﺔ ﻗﺎ ﻋ ﺪ ة ﺑ ﻼ د ا ﻷ ﻧ ﺪﻟ ﺲ وﻋﺮو س ﻣ ﺪ ﺑ ﺎ‪( ٢٥) ،‬‬

‫وﺧﺎرﺟﻬﺎ ﻻ ﻧ ﻈ ﺮ ﻟ ﻪ ﻓﻲ ﺑ ﻼ د ا ﻟ ﺪ ﻧ ﻴ ﺎ ‪ ( ٢٦) ،‬و ﻫ ﻮ ﻣ ﺴ ﺮ ة أ رﺑ ﻌ ﺊ ﻣ ﻴ ﻼ ﻳ ﺨ ﺮ ﻗ ﻪ ﺑ ﺮ ﺛ ﺴ ﻞ‬
‫اﻟﻤﺸﻬﻮروﺳﻮاه ﻣ ﻦ ا ﻷﻧﺒﺎ راﻟ ﻜﺜ ﺮة و ا ﻟ ﻴ ﺎ ﺗ ﻴ ﻨ ﻮ ا ﺑ ﺘ ﻨ ﺎ ن واﻟﺮﻳﺎ ض )‪ ( ٢٧‬واﻟﻘ ﺼﻮؤواﻟﻜﺮو ؛‬
‫ﻣﺤﺪﻗﺔ‪.‬ﺑﺒﺎ ﻣ ﻨ ﻜ ﻘ ﺠ ﻬ ﺔ‪ ( ٢٨) ٠‬و ﻣ ﻦ ﻋ ﺠ ﻴ ﺐ ﻣﻮا ﺿﻌﻬﺎ ﺷﻨ ﺊ اﻟﺪ ﻣ ﻊ‪ ( ٢٩) ،‬و ﻫ ﺮ ﺟ ﺒ ﻞ ﻓﻴﻪ‬
‫اﻟﺮﻳﺎ ض واﻟﺒ ﺴﺎﺗﻴ ﻦ ﻻ ﻣﺜﻴ ﻞ ﻟ ﻪ ﺳ ﺮ‪ ١‬ﻫﺎ‪ ( ٣ ٠) .‬وﻛﺎن ﻣ ﻠ ﻚ ﻏﺮﻧﺎﻃﺔ ﻓﻲ ﻋ ﻬ ﺪ د ﺧ ﻮﻟ ﻲ إﻟﻴ ﻬﺎ‬
‫ا ﻟ ﻠ ﻄ ﺎ ن ﴽ ﺑ ﻮ اﻟ ﺤ ﺠﺎ ج ﻳ ﺮ ﺳ ﻒ ا ﺑ ﻦ اﻟ ﺴﻠ ﻄﺎ ن ﻟﻤﻲ اﻟ ﻮﻟﻴ ﺪ إ ﺳ ﻤﺎ ﻋﻴ ﻞ )‪ ( ٣ ١‬وﻟﻢ أ ﻟ ﻘ ﻪ ﺑ ﺴﺒ ﺐ‬
‫ﻣﺮﺿﻲ ﻛﺎن ﺑ ﻪ‪ ( ٣٢) ،‬وﺑ ﻌ ﻘﻨﺈﻟ ﻲ واﻟ ﺪﺋ ﻪ اﻟﺤﺮة اﻟ ﺼﺎﻟﺤﺔ اﻟﻐﺎ ﺿﻠﺔ ﺑ ﺪﻧﺎﻧ ﺮ ذ ﻫ ﺐ ‪.‬‬
‫ﺣﻆ )‪( ١‬‬ ‫‪chance, forhrne‬‬

‫)‪( ٢‬‬ ‫ﺗﺒ ﺔ‬ ‫‪Ceuta, a city in northern Moroc-‬‬
‫‪CO‬‬ ‫‪across the straits from Gibral-‬‬
‫‪tar n o w controlled b y Spain‬‬
‫أﺻﻴﻼ)‪( ٢‬‬ ‫‪Asila, fortified tow n o n the-.‬‬
‫‪M oroccan coast, close to Ceuta‬‬
‫)‪( ٣‬‬ ‫اﻷﺋﺪﻟﻰ‬ ‫‪al-Andalus, the nam e for Islamic‬‬
‫‪Spain‬‬
‫ﻣﺬ ﺧﻮر )‪( ٤‬‬ ‫‪is provided, stored‬‬
‫ذﻻﺀن )‪( ٤‬‬ ‫‪transitory‬‬
‫ﻃﺎﻏﻴﺔ )‪( ٥‬‬ ‫‪tyrant‬‬
‫اﻟﻐﻮض ) ه (‬ ‫‪King A lfonso X I o f C astile from‬‬
‫‪1 3 2 5 -5 0‬‬
‫اﻟﺠﻞ )‪( ٦‬‬ ‫‪the m ountain.‬‬
‫‪here m eaning Gibraltar‬‬
‫و ﺑﺎ ﺀ )‪( ٩‬‬ ‫‪epidem ic, plague‬‬
‫ﻣﺎﻟﻐﺔ)‪( ١٠‬‬ ‫‪Malaga, coastal city o f Spain‬‬
‫ﺀﺿﻤﻨﻰاﻟﻠﻪ )‪( ١٢‬‬ ‫‪G od protected /saved m e‬‬
‫ﺣﺮز)‪( ١٤‬‬ ‫‪enclosure‬‬

( ١٤)‫ﻣﺮﺑﻠﺔ‬ Marbella^ a city in Spain close to
Malaga
( ١٤) ‫ﺋ ﻤ ﻞ‬ city in Spain now called Fuen-
girola
( ١٦) ‫ﺻﻴﺎح‬ shouting, yelling
( ‫ ﺟﻔﻦ‬. sing ) ( ١٨) ‫أﺑﻔﺎت‬ scabbards, sheaths
( ١٩) ‫ﻧﺎﻇﻮر‬ observer, watcher
( ٢١) ‫اﻓ ﻬﺎ ر ى‬ Christians
( ٢١) ‫ﺣﺬا ت‬ fisherman
( ٢١) ‫ق‬ basket
( ٢٤) ‫ﺑﺮذاﻃﺔ‬ Granada, city and Emirate in
Southern Spain
( ٢٦) ‫ﺋ ﺶ‬ Genii River, tributary o f the
Guadalquivir
( ٢٦)(‫ ﺟ ﺔ‬.sing ) ‫ﺟﺂ ن‬ paradises
( ٢٦)(‫روﺿﺔ‬. sing ) ‫دا ض‬ meadows, gardens
( ٣ . ) ‫ا ﺳ ﺎ ن أﺑﻮ اﻟ ﺤ ﺨﺎ ﺟ ﻴ ﻮ ث‬ Yusuf I, sultan o f Granada from
1333-1354
( ٣٢) ‫اﻟﺤﻨﺔ‬ meritorious
C o m p r e h e n s io n E x e r c is e s

( ١) ‫ ﻟﻤﺎذاﻣﺎﻓﺮ اﺑﻨﺒﻄﻮﻃﺔاﻟﻰاﻷﻧﺪﻟﺲ؟‬. ١
(٧) ‫ﻣﺎذاﻛﺎزﻫﺪ ف اﻟﻤﻠ ﻚاﻟﻐﻮ ض ﻋﻨﺪﻣﺎ ﺣﺎﺻﺮ اﻟﺠﺒﻞ ؟‬ ٠٢

( ٢ ١- ٢ ٠) ‫ ا ﻻﻟ ﻲ ﻋﺶ اﻟﺬس ﺧﺮﺟﻮا ﻣﻦ ﻣﺮﺑﺔ؟‬٠‫ﻟﻠ ﻐ ﺮﺋ ﺰ‬ ‫ ﻣﺎذا‬.٣
(٣ ١) ‫ ﻏﺮﻧﺎﻃﺔ ؟‬٠‫ ﻟﻤﺎذا ﻟﻢ ﻳﻠﺘﻖ اﺑﻦ ﺑﻄﻮﻃﺔ ﺳﺎ ﻃﺎذ‬. ٤
(٣٢)‫ﻣﺎ ذاﺑ ﻌﺜﻨﺄ م ا ﺳ ﺎ ن إﻟﻰ اﺑﻦ ﺑﻄﻮﻃﺔ؟‬ .٥
in English:
1. there are abundant rewards for one w ho lives there ‫ذ‬
2. that was immediately after ‫_____________________________________ ذ‬
3. what remained o f :
4 ٠ w hen lreached:
5. it has no parallel:_______________________________________________
246 The Travels of Ibn Battuta

c. Find Arabic synonym s or equivalents in the text for the follow ing words
and phrases‫؛‬
.١
- : ‫ﺣﻤﺎﻫﺎ ا ﻟ ﺬ ب‬ .٢
- : ‫دﻳﻜﺘﺎﺗﻮر‬ .٣
: ‫ا ر د ﺛ ﴼ ن ا ﺳﺎ ﻓ ﺮ ﺑﺮﻓﻔﺘﻬﻢ‬ .٤
- : ‫خ‬ ‫ﺮ ا‬ ‫ﻣ‬ .٥
D. Find Arabic antonym s or opposites in the text for each o f th e follow ing
words and phrases and use each in a sentence:
:‫ﺗﻐﺎدرﻳﻦ‬ -١
‫ﻫﺎ ﺟ ﻲ‬ -٢
‫اﻓ ﺮ ﺟ ﻮا ﻋﻨ ﻬ ﻢ‬ .٣
‫ﻫ ﯫ ك ا ﻟ ﻜ ﺜ ﺮ ﺷ ﺘ ﻬﺎ‬ .٤
‫ا ﺟﺘ ﻤ ﻊ ﻣﻌ ﻪ‬ .٥
Islamic Spain (ai-Audalus) 247

‫ﻛﻴ ﻒ و ﺻ ﻒ اﺑﻦ ﺑﻄﻮﻃﺔ ﺑﻼد ا ﻷﻧﺪﻟ ﻰ؟ ) ‪ - ٣‬ه (‬ ‫‪١‬‬
‫‪ . ٢‬ﻟﻤﺎذا ﻗﺎل اﺑﻦ ﺑﻄﻮ‪٠‬ﻻ ﻋﻦ اﻟﻤﻠﻚ اﻹﺳﺒﺎﻧﻲ إﻧﻪ ”ﻃﺎﻏﻴﺔ اﻟﺮوم“ ؟ وﻣﺎ دﻻﻻ ﻫﺬا اﻟﻮ ﺻﻒ ؟ )‪( ٥‬‬
‫ﺗ ﻦ ﻛﺎن ’ اﻟﻌﺪ و‪ .‬ﺑﺎﻟﻨﺒ ﺔ ﻻﺑﻦ ﺑﻄﻮ‪٠‬ﻻ ﻓﻲ ﻫﺬااﻟﺘ ﺺ ؟ ﻛﻴﻒ ﻋﺮﻓﺘﻢ ذﻟ ﻚ ؟ ) ‪( ٢٢- ١ .‬‬ ‫‪.٣‬‬
‫‪ . ٤‬ﻣﺎ أﺑﺮزآﺛﺎر وﻣﻌﺎﻟﻢ ﻣﺪﻳﻨﺔ ﻏﺮﻧﺎﻃﺔ اﻟﺘﻲ رآﻫﺎ اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻨﺪ زﻳﺎرﺗﻪ ؟ )‪ - ٣ ٠‬ه ‪( ٢‬‬
‫‪ . ٥‬ﻣﺎ اﻟﺪرر اﻟﺬ ي ﻗﺎﻣ ﺖ ﺑﻪ ﴽم‪ ٠‬ا ﻃ ﺎ ن ﻏﺮﻧﺎﻃﺔ ﺧ ﻼ ل ﻓﺮة ﻣﺮض اﻟ ﻄ ﻄﺎ ن وﻣﺎ ﻣﺪى أﻫﻤﻴﺘﻪ ﻣﻦ‬
‫رﺟﻬﺔذﻇﺮﻛﻢ ؟ ) ‪(٣٢‬‬

1. Ibn Battuta'S term for Christians, .‫ ﺀاﻟﻨﺼﺎرى‬- collective o f ‫— ﻧﺼﺮاﻧﻲ‬

com es from the nam e 'Nazareth,, referring to the birthplace o fjesu s. It
is the term used in the Quran (see Quran 2 :6 2 ), and on e used m ostly
b y M uslim s. The other familiar te r m , ‫( ﺳ ﺤ ﻲ‬plural ‫ ) ﺳ ﻴ ﻮ ن‬is derived
from the m eaning 'Messiah' and is used primarily b y Christians.
2. The Christian king o f Castile, A lfon so X I— an enem y o f the M uslim s

in al-Andalus— is referred to as ‫( "ﻃﺎﻏﻴﺔ اﻟﺮومﺀﺀ‬the Tyrant o fR o m e ).
A lfonso was king o f Castile in Spain, o f course, and not o fR o m e. The
term as it is used here refers to C hristendom in general, and is the
sam e on e Ibn Battuta u s e s . i n a m uch m ore positive sen se— for the
em peror o f the rem aining Byzantine Empire. The word is used m ore
often in Islamic historical writing to refer to Byzantines and O rtho-
dox, but can also refer to R om e and the C atholic Church in general.
H ere Ibn Battuta clearly w ants to id en tify A lfonso as the leader in the
forcible expansion o f C atholicism and Christendom .
3. In line 16, Ibn Battuta uses the com pound w ord ١‫ ﺑﻴﺬﺀ‬to describe w hen
h e heard a scream behind him . This com pound, form ed from ‫ ﺑﻴﻦ‬and
‫ ﻣﺎ‬is used in this case to m ean 'while,' or .during,, w ith ‫( ﺑﻴﻦ‬beriveen)
giving the sense o f'in the m iddle o f. som ething. The sam e com pound
can also m ean .whereas,, or .however,, used to contrast tw o things. The
context w ill tell w h ich o f these different m eanings is intended:
‫— ﺑﻴﺌﺈ ﻛﻨ ﺚ ذ ا ﯪً ى اﻟﻠ ﺺ اﻟﻜﺌﺰ‬ w h ile I was asleep, the th ief stole the
treasure
1- ‫ ﺗﻮﻗﻌ ﺖ ﴽن اﻟﻄﻘﺲ ﺳﻴﻜﻮن ﺑﺎردأﺑﻴﻨﺈ وﺟﺪﺗﻪ ﺣﻤﻴﻼ‬expected the weather to be

cold, h o w e v e r , I found it pleasant
In this text, as the w ord is follow ed b y ‫( ﴽذا ﻫﻨﺎﻟ ﻚ‬I w as there), it indi-
cates that the 'while' m eaning is intended.

4. A t several points in the text; Ibn Bataita uses the dem onstrative pro-
noun ‫ ﻫﻨﺎﻳﻚ‬to m ean *there' (for example; lines 15; 16; and 18). W hile
this term carries the sam e general m eaning as ‫ وﻫﻨﺎك‬classical grammari-
ans distinguished b etw een three levels o f proxim ity: near; middle; and
far. The term ‫ ﻫﻨﺎ‬indicates closeness; or *here;' w hile ‫ ﻫﻨﺎك‬indicates the
m iddle distance; or *there;' and the word ‫ ﻫﻨﺎﻟﻚ‬refers to the farthest
distance, similar to *over there’ in English. Ibn Battuta uses it here con-
sistently to refer to distant places h e w as passing through.
Writing Exercises
A . Translate the follow ing sentences into Arabic, using vocabulary from
this reading. H ints in parentheses indicate w h ich lines to lo o k at for similar
structures:
1. I w anted to have the good forttm e to travel to the M iddle East (1 ):
2 ٦٨ ٠faile I was on the road to Damascus, I heard the a m y approaching (16):
3. 3. Iirisited Delhi, seat o f power in India, and the ^.eatest o fits citieg (24):
250 T ie Travels o f Ibn Battuta

4. . ‫ج‬city o f Cairo has no equal in ‫ اﻟﺔ‬the world ( 2 5 )‫؛‬
5. I did n ot m eet the king during m y ^ s it due to the political crisis1*51 in

the c o u n t y (3 1 ):
B. Rearrange the w ords b elo w into coherent sentences:
‫اﻟﻔﺮﺻﺎن اﻟﻰ ﺟﺎﻋﺔ ﻣﻦ ﺑﺎﻟﻄﺮﻳﻖ ﻣﺘﻮﺟﻬﻴﻦ اﻟﻤﺪﻳﻨﺔ و ﺟﺪ ث‬ .١
‫ وﻟﻰ ﻣﻤﺮ اﻟﻘﺎﻫﺮة ﻗﺎﻋﺪة ﻣﺪﻳﻨﺔ ﺑﻼد ﻣﺎﻧ ﺮ ن‬. ٢
‫ﻟﻢ زﻳﺎري اﻟﻠ ﻄﺎ ن ﴽذﻟﻰ ﺳ ﺐ ﻣﺮﺿﻪ ﺧ ﻼ ل‬ .٣
161 ‫ﴽزﻣﺔ‬

‫اﻟ ﺒﺎ ر ة ﺳ ﻤ ﻌ ﻦ ﻛ ﻨ ﻦ ﻓﻲ اﻟﻤﺪﻳﺌﺔ ﺻ ﺮ ت ﺣﺎ د ث ﺑﻴﻨﺈ‬ ‫‪.٤‬‬
‫ﺻﺶ‪2‬ه أ اﻟﻤﻔﺮب ﻓﻲ ﻋﻬﺪ إﻟﻴﻪ اﻟﻤﻠﻚ ﻣﻠ ﻚ ﻛﺎن ﻣﻐﺮ ي‬ ‫‪٠٥‬‬
‫ﻫ ﻞ ﺗ ﻀﺎرﺑﺘﻮ ﻫﺎ رﻏﺒﺔ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ اﻟﺠﻬﺎد واﻟﻘﺘﺎل‪ ٠‬ع ﻗﺘ ﻐ ﻪ‪٠‬ﺀأ وﺣﺒﻪ اﻷﺑﺪ‪ ٠‬ي‪5‬ﻫﺎ ﻟ ﻠ ﻐ ﺮ‬ ‫‪.١‬‬
‫واﻟ ﺮ ﺣﺎ ل ؟ ﻛﻠ ﻒ ؟‬
‫ﻣﺎذا ﻛﺎﻧ ﺖ اﻫﻤﻴﺔ ﻣﺪﻳﻨﺔ ﻏﺮﻧﺎﻃﺔ ﺑﺎﻟﺸﺒﺔ ﻟﻠﺨﻼﻓﺔ اﻹﺳﻼﻣﻴﺔ ﻓﻲ ﻫﺬ‪ ٠‬اﻟﻐﺮة ؟ وﻟﻤﺎذا ﴽراد اﺑﻦ‬ ‫‪.٢‬‬
‫ﺑﻄﻮﻃﺔ ﴽن ﻳﺜﺎ ر ك ﻓﻲ ا ﻟ ﺪ ع ﻋﻨﻬﺎ؟‬
‫ﻛﺎن اﺑﻦ ﺑﻄﻮﻃﺔ ﺛ ﻐ ﺒ ﺮ داﺛﺈ ا ﺣ ﺰا ﻣﺎ وﺗﻘﺪﻳﺮا ﻟﻤﻌﻈﻢ زﻋﺈﺀ ﺑﻼد اﻟﻌﺎﻟﻢ اﻟﺘﻲ زارﻫﺎ ﻣﺮاﺀ آﻛﺎﻧﻮا‬ ‫‪.٣‬‬
‫ﻣﻦ اﻟ ﻤﻠ ﻤﻴ ﻦ ﴽم ﻣﻦ ﻏ ﺮ اﻟﻤﻠﻤﻴ ﻦ‪ ،‬ﻓ ﻺذ‪ ١‬ﻛﺎن ‪.‬رﻗﻔﻪﺀﺀأ ﻣﻐﺎﻳﺮا‪7‬ه‪ ١‬ﻋﻨﺪ ﻧﻜﺮه ﻟﻠ ﻤ ﻠ ﻚ اﻹﺳﺒﺎﻧﻲ‬
‫أﻟﻐﻮﻧﺶ؟‬
‫‪162‬‬ ‫‪a nam e , Hassan‬‬

‫‪163‬‬ ‫‪conflict‬‬
‫‪164‬‬ ‫‪his passion‬‬
‫‪165‬‬ ‫‪eternal‬‬
‫‪166‬‬ ‫‪his attitude‬‬
‫‪167‬‬ ‫‪different‬‬
‫‪252‬‬ ‫‪Travels o f Ibn Battuta‬‬

‫ﻣﺎ ﴽﺧﻄﺮ اﻷوﺑﺌﺔﻫﻬﺄ اﻟﻤﺌﺘﺜﺮة ﻫﺬه اﻷﻳﺎم ﻣﻦ وﺟﻬﺔ ﻧﻈﺮﻛﻢ‪ ،‬وﻣﺎ أﻓﻀﻞ اﻟﻄﺮق ﻟﻌﻼﺟﻬﺎ واﻟﺤﻦ‬ ‫‪.٤‬‬
‫ﻣﻦ اﻧﺘﺸﺎرﻫﺎ ؟‬
‫ﻛﺎﻟ ﺖ ﺣﻀﺎرة اﻷﻧﺪﻟ ﺲ اﻹﺳﻼﻣﻴﺔ ﻣﻦ أﻋﻈﻢ ﺣ ﻀﺎرا ت اﻟﺘﺎر خ ا ﻹﻧﺎﻧ ﻲ‪ .‬ﻛﻴ ﻒ ﴽﺛﺮ ت ‪-‬ﻓﻲ‬ ‫‪٠٥‬‬
‫رأﻳﻜﻢ ‪ -‬ﻫﺬ‪ ٠‬اﻟﺤﻀﺎرة ﻋﻞ اﻟﺜﻘﺎﻓﺔ اﻷورﺑﻴﺔ اﻟﺤﺪﻳﺜﺔ ؟‬
‫اﻳﺤﺜﺮا ﻓﻲ ا ﻹﻧ ﺰﻧ ﺖ ﺛﻢ اﻛﺘﺒﻮا ﻣﻘﺎﻻ ﺗ ﻐ ﺒ ﺔ ﴽ ﻋﻦ آﺳﺒﺎ ب ﺗﺄﻗﺮ اﻟﻠﻐﺔ اﻹﻣﺒﺎﻧﻴﺔ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ و ﻣ ﻈﺎ ر‬

‫ﻫﺬا ا ﺋ ﺜ ﺮ‪ ٠٠‬اﻓﻴﺎﻟﻤﻐﺮدا ت واﻷﺑﻨﻴﺔ ‪ ” .‬ﺳ ﻮﻳ ﺔ‪.‬‬
‫وﺑﺎﺀ ‪168 the plural o f‬‬

‫‪169 influence‬‬
‫‪170 structures‬‬
‫)‪Islamic Spain (al-Andalus‬‬ ‫‪253‬‬

19
Return Home
(Damascus, Syria,. Tangier and Fez, Morocco, 13 4 8 -5 0 )
‫اﻟﻮﺻﻮل إﻟﻰ ﻃﻨﺠﺔ‬
Ibn Battutas twenty-year journey to the far corners o f his know n world
had n o t b een a deliberately planned one. N either was his decision to re-
turn hom e. H is service as a judge and ambassador had b een rewarding and
he show ed n o inclination toward ending that career w h en h e reached the
farthest p oin t o f h is travels, in China. Yet just as favorable conditions had
facilitated his continuing travels, unfavorable changes in the world were ren-
dering his adopted h om es inhospitable. A s h e headed back wesfrvard, he
found the locations that had charm ed him a few years earlier falling apart,
one after another.
R eton Home 255

I BlackPlague
N o force sh ook Ibn Battuta's w orld m ore deeply that the pla^re that ravaged
Asia; Europe, and Africa in the m id-fourteenth century. From 1 3 4 6 -5 3 , the
p la ^ e killed betw een a third and a half o f Europe's population, ^ e Middle
East was devastated as w ell, w ith nearly 4 0 percent o f E ^ p t's population
dying. The plague is believed to have originated in Central A sia from fleas
and spread along the Sflk Road and m aritim e trade routes into Europe and
the M iddle East, w ith the first major reported outbreaks occurring the year
Ibn Battuta left China. A s h e fled westward from the desttuction, the panf
dem icw as chasing him the entire year. The m edieval w orld understood little
ofin fectiou s diseases, generally believing the attacks to be the hand o f God.
^ u s , Ibn Battuta was b oth shocked and puzzled to find n o relief from the
spreading calam ity no matter h o w far h e traveled.
The pla^re also produced econ om ic and political collapse in m any o f the
places that once w elcom ed the traveler. O n his easfcvard journey, Ibn Bata-
ta had benefitted in m any cases byunusu ally go o d relations b etw een nations
and particularly strong central leaders w h o respected Islam ic law. His final
sum m ation o f his travels gives a very succinct rundow n o f those w ho im-
pressed him m ost. But these conditions were som ew hat precarious to begin
w ith, and the plague inspired p ersecution and isolation instead.
Ibn Battuta landed in India, his form er hom e for six years, but the Sultanate
o fD e lh i was b eset b y rebellion. H e continued on to Persia, and found the
once-m ighty Ilkhanate falling apart, the pious Sultan A bu S a id murdered in
the internal fighting. H e then w ent to Syria,encountering incomprehensible
death tolls firsthand in Dam ascus. H aving been out o f com m unication for
so m any years, h e received the first new s o fh is family, on ly to find that most
had died years earlier. Then, passing through Cairo— the pow erful center of
the Islamic world that had im pressed him so e a r lie r - h e found that Egypt's
population had been devastated as well. In no sm all measure disturbed by
the cataclysmic w orld events, h e embarked on another Hajj. After a brief
respite, however, he saw even the h oly city o fM e c c a struck b y the plague.
W ith now here else to go, Ibn B a ta ta headed for hom e.
256 ^ e Travels o f Ibn B atata

As always, Ibn Battuta proved to b e a survivor and continued to serve. U p on
his rettrrn, he placed h im self in the seiwice o f the sultan o f M orocco and
w ould even venture on a m ilitary expedition to defend the M uslim com -
m unities in Spain.!?1 Yet his greatest seiwice w ould be on e that he hardly
anticipated. Fascinated b y Ibn Battuta's recollections o fth ew o rld , the sultan
w ould com m ission a record to be written. D esp ite the terror and supersti-
tion o fth e pla^ e-ravaged fourteenth century, he gives a relatively objective
picture o f t h e political, econom ic, and religious w orld o f h is day that was
o f great value to the ruler. Even as Ibn Bataita closed out that record w ith
the required flattery and hyperbole for his patron, he gave com pact sujwey
o fth e major powers o fth e w orld o fh is tim e. Centuries later, it remains an
unm atched account o f t h e tim e.
From the Writings o f Ihn Battuta
O n his return journey through the Levant, Ibn Battuta finds the devastation
o fth e Black ]?lague everywhere:
‫ (ﻓﻲ ا واﺋ ﻞ ﺷ ﻬﺮ ر ﺑ ﻴ ﻊ اﻷزل ﻋﺎم ﺷ ﻌ ﺔ وأرﺑﻌﻴﻦ ﺑﻠ ﻐﻨ ﻲ اﻟﺨﺮﻓ ﻲ ﺣ ﻠ ﺐ ﴽن اﻟﻮﺑﺎﺀ وﻧ ﻊ‬١)

‫( ﻓ ﺎ ﺛ ﺮ ت‬٣) ،‫ ( و ل اﻧﺘﻬﻰ ﻋ ﺪ داﻟﻤﺮﺛﻰ ﻓﻴﻬﺎإﻟﻰ زاﺋﺪ ﻋ ﻞ ا ﻷﻟ ﻒ ﻓﻲ ﻳﻮم وا ﺣ ﺪ‬٢) ،‫ﺑﻐﺰة‬
.‫ ا و ﻣﺎ ت ﻳ ﻮ م دﺧﻮﻟﻲ اﻟﻴ ﻬﺎ ﻧ ﺤ ﻮ ﺛ ﻼ ﺛﺈ ﺋ ﺔ إ ﻓ ﺎ ن‬٠‫اﻟﻰ ﺣﻤ ﺺ ﻓ ﻮ ﺟ ﺪ ت اﻟﻮﺑﺎﺀ ﻧ ﺪ و ﻗ ﺢب‬
‫ ( وﻛﺎن ا ﻫﺜ ﻬﺎ ﻗ ﺪ ﺻﺎ ﻣ ﻮا ﺛ ﻼﺛ ﺔ‬٥) ،‫ ﻳ ﻮ م اﻟ ﺨﻤﻴ ﺲ‬I ‫ ( ﻧ ﻢ ﻣﺎ ﻓ ﺮ ث إﻟﻰ د ﻣ ﺸ ﻖ ووص ا ه‬٤)
‫ ( ﻓﺎﻧﺘﻬﻰ ﻋ ﺪ د اﻟﻤﻮﺛﻰ ﻋﻨ ﺪ ﻫ ﻢ إﻟﻰ أﻟﻔﻴ ﻦ رأ رﺑ ﻌﺈﺋ ﺔ‬٧) ،‫ ( ﻓ ﺨ ﻘ ﻐ ﺬاﻟﻠﻪ اﻟﻮﺑﺎﺀ ﻋﻨ ﻬﻢ‬٦) ، ‫ﺑ ﺎ م‬
.‫ﻓﻲ ' ﻟﻴ ﺮ م‬
As Ibn Battuta travels through the Arab countries, he receives new s o fh is

fam ily after lon g separation, reflecting the hardship o f travel and the difficuli
ty o f com m unication in his tim e:
،‫ ( وﻛﺎﻧﻤﺖ ﻣ ﺬ ة ﻣﻐﻴﺒﻲ ﻋﻨﻬﺎ ﻋﺜ ﺮﻳ ﻦ ﺳﻨﺔ ﻛﺎﻣﻠﺔ‬٩) ،‫ ( ﻧ ﻢ ﺳﺎﻓﺮﻧﺎإﻟﻰ ﻣﺪﻳﻨﺔ دﻣ ﺸ ﻖ اﻟ ﺸﺎم‬٨)

‫ ا ﺑ ﺎ و ﻟ ﺪ ت‬،‫ واﻧﺎﺑﺒ ﻼ داﻟ ﻬﻨ ﺪ‬،‫ ( وﺗﻌ ﺮﻓ ﺖ‬١١) ‫ ( و ﻛﻨ ﺚ ﺗ ﺮ ﻛ ﺚ ﺑ ﺒ ﺎ ًز و ﺟ ﺎﻟﻲ ﺣﺎ ﻣ ﻼ‬١٠)
‫ ﻛ ﻨ ﻠ ﻴ ﻘ ﺰ إ ﻷ ا ﻓ ﺆ ا ل ﺀ ن‬٠‫ﻓ ﻴ ﻔ ﻬ ﺎ ﻛ ﺮ ة ﻟ ﻢ‬
( ١٥) ،‫ ( و ا ﻟ ﺘ ﻪ ﺑ ﻦ اﻟ ﻮﻟ ﺪ‬١٤) ،‫ ( ﻓ ﺪ ﻧﻠ ﺚ ا ﻟ ﺠ ﺪ ﺧﺬﻗﺆﻟﻲ إﻣﺎم اﻟﻤﺎﻟﻜﻴﺔ‬١٣) ،‫وﻟ ﺪ ي‬
،‫ ( ﻓ ﺮ ث إﻟ ﻴ ﻪ ﻷ ﺳﺄﻟ ﻪ ﻋ ﻦ واﻟ ﺪ ي ًوا ﻫﻠ ﻲ‬١٦) ،"‫ ” ﻣ ﺎ ت ﻣﻨ ﻦ ا ﺛ ﻨ ﺰ ﻋ ﺜ ﺮ ة ﺳﻨ ﺔ‬:‫ﻓ ﻘﺎ ل‬
171 See Lesson 18
Return Home 257

‫)‪ ( ١٧‬ﻓﺎ ﺧ ﺮ ق ﴽن واﻟ ﺪ ي ﻧﻮﻓﻲ ﻣﻨ ﻦ ﺧﻤﺲ ﻋ ﺜ ﺮ ة ﺳﻨﺔ )‪ ،( ١٨‬وان اﻟ ﻮاﻟ ﺪة ﺑ ﻘ ﻴ ﺪ اﻟ ﺤﻴﺎة‪.‬‬
‫‪Finally retarning to his h om e in M orocco after an absence o f twenty-four‬‬

‫‪y e a r Ibn Bataita finds his retarn bittersweet:‬‬
‫)‪ ( ١٩‬زﺣﻘﻠﺬإﻟﻰ ﻣﺪﻳﻨﺔ ﺗﺎ ز ى‪ ،‬وﺑﺒﺎ ﺗ ﻌ ﺰﻓ ﻦ ﺧ ﺮ ﻣ ﺮ ت واﻟﺪ ق ﺑﺎﻟﻮﺑﺎﺀ‪ ،‬رﺣﻤﻬﺎاﻟﻠﻪ ﺗﻌﺎﻟﻰ‪،‬‬

‫)‪ ( ٢٠‬وﻟﻘﺪزاداﻟﻠﻪ ﺑ ﻼ د اﻟﻤﻔﺮب ﺛ ﺰ ذﴽإﻟ ﻰ ﺛ ﺰ ﻓ ﻬﺎ وﻓ ﻀ ﻼإﻟ ﻰ ﻓ ﻀﻠ ﻬﺎﺑﺈ ﻣﺎﻣﺔ ﻣ ﺮ ﻻﻧﺎا ﻣﻴ ﺮ‬
‫اﻟﻤﺰﻣﻨﻴﻦ اﻟ ﺬ ي ﻣ ﺬ ﻇ ﻼ د ا ﻷ ﻣ ﻦ ﻓﻲ اﻗ ﻄﺎرﻫﺎ‪.‬‬
‫‪Ibn Battuta pays respect to his ruler, the sultan ofM o ro cco , and takes care‬‬
‫‪to place this ruler in the (politically) proper contert o fh is w orld travels. In‬‬
‫‪his extravagance nonetheless em erge Ibn Batata's m ost lasting impressions‬‬
‫‪o fth e world's leaders:‬‬
‫ﺳ ﺪ ي ﻣ ﻮ ﻻﻧﺎ ا ‪ ,‬ص ا ﻹ ﻣﺎ م‬
‫ا ﻷﻛ ﺰم آﻣﺤﺪ اﻟﻤﺆﻣﻨﻴﻦ اﻟﻤﺘﻮﺋﻞ ﻋ ﻞ ر ب اﻟﻌﺎﻟﻤﻴﻦ ﻋﻨﺎ ن‪ ( ٢٣) ،‬و ﺻ ﺰ اﻟﻠﻪ ﺀ ﻟ ﺰ‪ ٠‬و ﻛ ﻴ ﺚ‬
‫ﺀ د ز‪ ( ٢ ٤) ٠‬ﻓ ﺎ ﺳ ﺬ ى ﻫﻴﺒﺜﻪ ﻫﻴﺒﺔ ﺳﻠ ﻄﺎ ن اﻟﻌﺮا ق‪ ( ٢ ٥) ،‬و ﺻ ﺪ ﺣ ﺴ ﻦ ﻣﻠ ﻚ اﻟﻬﻨﺪ‪( ٢٦) ،‬‬
‫ر ﺻ ﺲ ا ﺧ ﻼﻧ ﻪ ﺻ ﺲ ﻏﻠ ﻖ ﻣ ﻠ ﻚ اﻟﻴ ﻤ ﻦ‪ ( ٢٧) ،‬وﺷﺠﺎﻋﺜﻪ ﺷ ﺠﺎ ﻋﻪ ﻣ ﻠ ﻚ ا ﻟ ﺰ ك‪( ٢٨) ،‬‬
‫و ﺣﻠﺜ ﻪ > ‪ jU‬ﻣ ﻠ ﻚ اﻟ ﺮوم‪ ( ٢٩) ،‬ودﻳﺎﻧﺜﻪ دﻳﺎﻧﺔ ﻣ ﻠ ﻚ ﺗ ﺮﻛ ﺴﺎ ن‪ (٣٠) ،‬و ﻋﻠﺜ ﻪ ﺀل ‪ ۶‬ﻣﻠ ﻚ‬
‫اﻟﺠﺎوة‪.‬‬
‫‪In the final sum m ation o fh is m any adventures, Ibn Battuta thanks G od and‬‬
‫‪his ruler:‬‬
‫)‪ (٣١‬ﻓ ﺰ ﺻﻠ ﻨﺈﻟ ﻰ ﺣ ﻀﺮة ﻣﺮﻻﻧﺎاﻣﻴﺮاﻟﻤﺆﻣﻨﻴﻦ‪ ،‬أﻳ ﺪ ه اﻟﻠﻪ‪ ،‬ﻓ ﻘ ﺈ ﻟ ﺬ ﻳ ﺪ ه اﻟﻜﺮﻳﻤﺔ‪ ،‬وأﻗﻤ ﻦ‬
‫ﻓﻲ ﻛ ﻨ ﻒ إ ﺻ ﺎ ﻧ ﻪ‪ ( ٣٢) ،‬ﺑ ﻌ ﺪ ﻃ ﻮ ل اﻟﺮﺣﻠﺔ ‪ ( ٣٣) ،‬واﻟﻠﻪ ﺗﻌﺎﻟﻰ ﻳ ﺸ ﻜ ﺮ ﻣ ﺎ ا و ﻻﻧﻴ ﻪ ﻣ ﻦ ﺟﺰﻳﻞ‬
‫^ ‪ ) .‬ه‪ ( ٣‬و ﻫ ﻬ ﺬ ا ا ﺿ ﺘ ﺎ ر ﺣ ﻠ ﺔ ا ﺑ ﺘ ﺤ ﻐ ﺔ‬
‫ا ﺷ ﺎ ر‪ ،‬ﻓﻲ ﻏ ﺮاﺋ ﺐ ا ﻵ ﻣ ﻰ ر و ﻋ ﺠﺎﺋ ﺐ ا ﻷ ﺳﻔﺎ ر‪ ( ٣٦) .‬واﻟﺤﻤﻦ ﻟﻠﻪ و ﺳ ﻼ ؛ ﻋ ﻞ ﻋﺒﺎده‬
‫اﻟ ﻨ ﻴ ﻦ ا ﺻ ﻄﻔ ﻰ ‪.‬‬
‫‪258‬‬ ‫‪ e Travels o f fon Battuta‬؛‬

Vocabulary
( ١)‫ﴽواﻟﻞ‬ early, the beginning of

( ١) ‫رﺑ ﻊ اﻷزل‬ Rabi. al-Awval, the third m onth
ofthe Islamic Calendar
( ١) ‫ﺣ ﺐ‬ Aleppo, city in northern Syria
( ٢)‫اﻟﻤﻮر‬ the dead
(٣) ‫ﺣﻤﺺ‬ Homs, city in central Syria
( ٦) ‫ﺧﺜﻔ ﻦ‬ to abate
( ٩) ‫ﻣﻐﻴﺐ‬ absence
( ١١) ‫ذ و‬ male
( ١٢)‫ةزة‬ time
( ١٣) ‫ذ ﺋ ﻘ ﻞ‬ be so lu c ty to find
( ١٣)‫ اﻟ ﻺة‬٠ Maliki, one ofthe four schools
of fiqh or religious law in Sunni
Islam, the one practiced by fon
Bataita
( ١٦) ‫ر ث اﻟﻰ‬ I moved forward, went on
( ١٨) ‫ﺑﻔﻴﺪاﻟﺤﻴﺎة‬ alive
( ١٩) ‫ﺗﺎزى‬ Taza, city in northern Morocco
( ٢ . )‫إﻣﺎﻣﺔ‬ leadership, command
( ٢٠)‫وﻻل‬ the shade of, the cover of
( ٢٢)‫اﻟﻤﺘﻮةلﺀﻟﻰاﻟﻠﻪ‬ having trust in God
( ٢٣) ‫و ﻣ ﺰ اﻟﻠﻪ ﻋﻠﻨﻪ‬ expression means‫' ؛‬May God
grant him success and continue
his exaltedness..
( ٢٣) ‫ﻳ ﺬ‬ to suppress, repress
( ٢٤) ‫ا ذﺗ ﺶ‬ it made me forget
( ٢٤) ‫ةﻳﺒﺔ‬ prestige
( ٢٨) ‫ﺟﻠ ﻢ‬ kindness, leniency
( ٢٩)‫دﻳﺎذة‬ faith
(٣ . ) ‫اﻟﺠﺎرة‬ Java, in current day Indonesia
(٣١) ‫ة ف‬ patronage
(٣٣)‫اوﻻذﺀه‬ he offered me
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‫‪Com prehension Exercises‬‬
‫‪A . A nsw er the fo ll.w in g questions in com plete Arabic sentences (numbers‬‬
‫؛ ) ‪refer to the lines in w h ich the inform ation can b e found‬‬
‫ﺷ ﺨ ﺼﴼ ﻣﺎ ت ﺑﺎﻟﻮﺑﺎﺀ ﻓﻲ ﻳﻮم وا ﺣ ﺪ ﻧﻲ ﻏﺰة وﺣﻤﺺ ؟ )‪( ٣ - ١‬‬ ‫‪ . ١‬ﻛﻢ‬
‫ﻛﻢ ﺑﻤﻨﺔ ﻣ ﺮ ت ﺑﻴﻦ زﻳﺎرة اﺑﻦ ﺑﻄﻮﻃﺔ إﻟﻰ دﻣﺸﻖ ﻷ و ل ﻣﺮة ورﺟﻮﻋﻪ اﻟﻴﻬﺎ؟ )‪( ٩‬‬ ‫‪٠٢‬‬
‫)‪( ١٥‬‬ ‫د ﻣ ﺜ ﻖ أﺛﯫﺀ ﺳﻔﺮه؟‬ ‫ﻣﺎذا ﺣ ﺪ ث ﻟ ﻼﺑ ﻦ اﻟ ﺬ ي زﻟﻦﺗﻪ زوﺟﺔ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ‬ ‫‪.٣‬‬
‫‪ . ٤‬ﻣﺎ اﻟ ﺨ ﺮ اﻟﺬ ي ﻋﻴﺘ ﻪ اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻦ ﻋﺎﺋﻠﺘﻪ ﻋﻨﺪ رﺟﻮﻋﻪ إﻟﻰ اﻟﻤﻔﺮب ؟ )‪( ١٩‬‬
‫ﻣﺎ ا ﻻ ﺳ ﻢ اﻟ ﻜﺎ ﻣ ﻞ ﻟ ﻜ ﺘ ﺎ ب رﺣﻠﺔ اﺑﻦ ﺑﻄﻮﻃﺔ؟ ) ‪( ٣ ٥‬‬ ‫‪٠٥‬‬

B. Find Arabic phrases in the text that approximate the follow ing m eanings
in English:
1. lir e early part o f the m o n th ‫_______________________________________؛‬
2. I had n o concern but:
3. blotted out, caused m e to forget:____________________________________
4. lap o f h is kindness:_________________________________________________
S i amazing places:____________________________________________________
c. Find Arabic synonym s or equivalents in the text for the follow ing words
and phrases:
_________________________________________________________________ :‫و ﺑ ﺪ ا ة‬ .١
_________________________________________________________ :‫ﻏﺰة‬ .٢
____________________________________________________________________ :‫ﺑ ﻼد‬ .٣
___________________________________________________ :‫ﻗﻤﻊ‬ ٠٤
_________________________________________________________ :‫ ل‬£ .٥
D. find Arabic antonym s or opposites for each o fth e follow ing words in the
text and use each in a com plete sentence:
------------------------------------------------------------------------------------------ : ‫أ ﻧ ﺜ ﻰ‬ .١
_________________________________________________________ : ‫زان‬ .٢
RetamHome 261
‫ﺣ ﻀﺮر‬ ‫‪.٣‬‬
‫ﺛﻨﺎ د ر ة‬ ‫‪٠٤‬‬
‫‪ ٠٥‬اﻟﺨﺮف واﺑﺒ ﻦ ‪٠:‬‬
‫ﻗﺎل اﺑﻦ ﺑﻄﺮﻃﺔ‪ :‬ا ﺧ ﻌ ﺬاﻟﻠ ﻪ اﻟﻮﺑﺎﺀ ﻓﻲ دﻣﺜ ﻖ ﺑﻌﺪ ﺛﻼﺛﺔ أﻳﺎم ﻣﻦ اﻟ ﺼﺮم ﺑ ﺚ اﻧﺘﻬﻰ ﻋﺪداﻟﻤﺮش‬ ‫‪.١‬‬
‫ﻋﻨﺪﻫﻢ إﻟﻰ أﻟﻔﻴﻦ وﴽرﺑﻌﻄﺌﺔ ﻓﻲ اﻟﻴﻮم‪ ".‬ﻛﻴ ﻒ ﻳﻌﻜ ﺲ ﻫﺬا اﻟﻘﻮل ﺟﺬة اﻟﻮﺑﺎﺀ ﻓﻲ اﻟﺒﻠﺪ ؟ )‪(٧ - ٥‬‬
‫ﻋﻠﻢ اﺑﻦ ﺑﻄﻮﻃﺔ ﺑﺨﺒﺮ وﻓﺎة اﺑﻨﻪ ﺑﻌﺪ ﻣﻨﻮا ت ﻃﻮﻳﻠﺔ‪ .‬ﻓﺈ أ ﻣ ﺒﺎ ب ذ ﻟ ﻚ وﻣﺎ رأﻳﻜﻢ ﻓﻲ ﻣﻮﻗ ﻒ اﺑﻦ‬ ‫‪.٢‬‬
‫ﺑ ﻄ ﻮ ﻃ ﺔ ﻣﻨ ﻬﺬ‪ ١‬اﻟﺨﺬث ؟ )‪( ١٥‬‬
‫اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﺘﻬﺎ ؟ )‪( ٢ ٠‬‬ ‫ﻣﺎذا ﻟ ﺨﻨ ﺚ ﺑﺒﻼداﻟﻤﻔﺮب ﺧ ﻼ ل ﺧﺰة ﻣ ﻐ ﺐ‬ ‫‪.٣‬‬
‫‪262‬‬ ‫‪The Travels o flb n Battuta‬‬

‫ ﻧﺎ ﻗ ﺜ ﻮ ا ﻫ ﺬ ه‬. ‫ﻣﺰﻳﺠﺎﺀرا ﻣﻦ اﻟﻤﺸﺎﻋﺮ اﻟﻤﻐﻨﻄﺔ‬ ‫ ا ”ل‬٣;‫ﺣ ﻤﻠ ﺖ ﻋﻮدة اﺑﻦ ﺑﻄﻮﻃﺔ وﻟﻰ ﺑﻠﺪهﻓﻲ ﺗﻦ‬ .٤
( ٢٠- ١٩) ‫اﻟﺠﺒﺎرة‬
‫ ﺑ ﺖ اﻟﻤﻤﻴﺰة ﻟﻤﻠﻮك اﻟ ﺪ و ل اﻟﻨﻴ ﻦ ﻗﺎﺑﻠﻬﻢ اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ رﺣﻠﺘﻪ ؟ وﻣﺎ ﴽوﺟﻪ اﻟﻤﻔﺎرﻧﺔ‬١‫ﻣﺎ أﻳﺮز‬ .٥
(٣ . - ٢١) ‫ﺑﻴﻨﻬﻢ وﺑﻴﻦ ﴽإي ﻋﻨﺎن ﻣﻠ ﻚ اﻟﻤﻔﺮب ؟‬
Grammar, Structure, aud Context Clues
In lin e 24, Ibn Battuta begins apassage: "‫ﻫﻴﺒﺔ ﺳﻠﻄﺎن اﻟﻌﺮاق‬ ‫" ﻓ ﺎ ﻧ ﺘ ﺶ ﻫﻴﺌ ﻪ‬
and m akes frequent use o fth e verb ‫ ًا ذ ى‬. I h is is a m e a s u r e .^ ( ‫) أﻧﺘ ﻞ‬
verb, com ing from the familiar root ‫ي‬-‫س‬-‫ ن‬w hich you likely recog.
nize as m eaning .to forget: Like m any m e a su r e -^ verbs, and similar to
m easure II ( ‫ ) ﺳ ﻞ‬, it carries a causative m eaning, in this case 'to cause
to forget: M e a su r e -^ verbs, however, are often m ore p olite or im ply
a less direct action o f causation than m easure II. N o te the follow ing
examples:
‫( دﺣﻖ‬to enter)
‫( ﺑﺤﻖ‬to insert)
‫( أذﻏﻖ‬to allow in, lead in)
‫( ﻗﺜ ﻢ‬to know )
172 carried within itself, reflected
173 mixture
Return Home 263

flp (to instruct)
۶‫( أﻏﺊ‬to inform, apprise)
^ i s conveys in a somewhat poetic sense that Ibn Bataita has been

*caused to forget' the many great leaders he encountered by the sur-
passing greatness ofhis own sovereign, rather than implying he has
been forced to renounce something. Note also that m easu re-^ verbs
are typically transitive, meaning they do not require a preposition.
Further, this one takes two objects (the person caused to forget some-
thing, and the thing forgotten). These two factors make determining
the subject and objects tricJty. In the sentence "‫ﻫﻴﺒﺜﻪ ﻫﻴﺒﺔ ﺳﻠﻄﺎن‬‫ﻓﺄﻧﺘﺌﻨﻰ‬
‫ ”اﻟﻌﺮاق‬the damma on ‫ ﻫﻴﺒﺜﻪ‬marks it as the subject, the suffix ‫ ﻧﻲ‬on the
verb makes ٠me٠the direct object, lea٦dng ‫ ﻫﻴﺒﺔ ﺳﻠﻄﺎن اﻟﻌﺮاق‬as the other
object, ^ u s , the esteem ofthe sultan ofM orocco is eclipsing that of
the sultan oflraq.
6. In line 10, Ibn Battuta describes his return to Damascus after a long
absence with ‫ئ ر ﻛ ﺖ ﺑﺒﺎ زوﺟﺔ ﻟﻲ ﺣﺎ ﻷ ﺀ‬ : ^ e use o fa perfect-tense verb
following ‫ ﻛﺎن‬is an instance ofthe com pound tense called the .plu-
perfect' in English. This tense is usually translated as ....had done....
something. The ‫ ﻛﺎن‬thus refers to the time of Ibn Battuta.s departoe,
at which the other action (‫ ) ر ﻛ ﺖ‬had already been completed. Arabic
often, inserts the particle ‫ ﻧﺪ‬in between the two verbs to indicate the
difference in time frame, but not in this case. Note also that the accusa-
tive ending on ‫ زوﺟﺔ‬is there because the word is an indefinite object of
‫ ر ﻛ ﺖ‬, not because of ‫ﻛﺎن‬.
7. Note the participle ‫ ﺣﺎﻳ ﻞ‬in line 10, meaning .pregnant, in this case, is
not conjugated for gender, although, by definition, it refers to a female.
The word ‫ ﺣﺎﻣﻠﺔ‬would refer to something used for carrying or holding,
and would thus be the wrong word for .pregnant,' despite possibly
seeming like the logical choice.
26 4 The Travels o f Ibn Battuta

s. Finally note in line 10 Ibn Battuta’s construction "‫وزوﺟﺔ ﻟﻲ‬: This is an
example of using ‫ ل‬to breakup a possessive structare, and is common-
lyused to stress the indefiniteness ofthe object. Here, Ibn Battuta
wants to refer to *a wife of mine,, rather than 'my wife,' which would
sound much more callous in the sittiation. As you know following an
indefinite noun immediately by the possessor, either another noun or
a pronoun suffix, creates an idaafa and makes the first noun inherently
definite. To keep the first noun as *a. or an/ ‫ ل‬is inserted to express
possession without creating an idaafa. Ihis is slightly different than
using ... ‫ واﺣﺪ ﻣﻦ‬or ....‫ ﴽ ﺣ ﺪ‬which mean One of...' and would also sound
rather callous here. Note the contrast:
‫( ﺻﺪﻳﻖ اﻟﺮﺑ ﺲ‬the president's friend) / ‫( ﺻﺪﻳﻖ ﻟﻠ ﺮﺑ ﺲ‬a friend ofthe

president)
Writing Exercises

structures‫؛‬
1. At the beginning of December, I arrived in Damascus (l):
2. God lessened his sickness (6 )‫؛‬
Return Home 265

3. W hen I left M orocco, the king was still living (17-18):
4. beauty of E ^ p t caused me to forget all other places (24):
5. Ibn Battuta visited many amazing lands (35):
B. Rearrange the words below into coherent sentences‫؛‬
‫ﻣﺬة‬ ‫ ﻛﺎﻧ ﺖ رﺟﻮﻋﻲ ﻋﻦ ﺑﻠﺪي ﻋﺜﺮﻳﻦ ﻣ ﻐﻴ ﻲ ﺳﻨﺔ ﻋﺌﺪ‬. ١
‫ اﻟﻌﺎﻟﻢ ﺟﺎل اﻟﻘﺎﻣﺮة ﺟﺎل ﻛ ﻞ ﻣﺪن اﻧﺘﺎﻧﻲ ﻣﺪﻳﺘﺔ‬. ٢
266 The Travels o flb n Battuta

‫ﴽﻫﻞ ﻧ ﺨ ﻤ ﻢ‪ .‬ﻋﻨﻬﻢ ﻫﺬه ﻗﺪﺛ ﻼﺛﺔ اﻟﻠﻪ اﻟﻮﺑﺎﺀ اﻟﻤﺪﻳﻨﺔ ﺻﺎﻣﻮا آﻳﺎم ﻛﺎن‬ ‫‪٠‬‬
‫‪ . ٤‬ﻋﺎﺋﻠﺘﻲ إﻟﻰ اﻵﻟﻢ دﻛﻦ ﻟﻲ ﻫﺆ اﻟ ﻮا ل ﻋﻦ ﺑﻠﺪي ذ ﯮﻟ ﻲ ﺣﺬة‬
‫وأﻧﺎ رﺣﻤﻬﺎ ﻓﻲ ﺳﺎﻓ ﺮ أ ذ ﻣﺎﺗﻦ اﻟﻠﻪ ﴽﻣﻲ ﺗﻌﺮﻓ ﺖ‬ ‫‪٠٥‬‬
‫ﻛ ﺜ ﻔ ﺖ ﺣﻜﺎﻳﺎ ت اﺑﻦ ﺑﻄﺮﻃﺔ ﻋﻦ ﺟﻮاﻧ ﺐ ﻣﺘﻌﺪدة ﻓﻲ ﺷﺨﺼﻴﺘﻪ‪ ،‬ﻓﺈ أﺑﺮزﻫﺎ وﻣﺎ رأﻳﻜﻢ ﻓﻴﻬﺎ؟‬ ‫‪.١‬‬
‫ﻫﻞ ﻛﺎن ﻗﺮار اﺑﻦ ﻳﻄﻮﻃﺔ ﺻﺎﺛﺒﺄ^‪ ٦‬ﻋﻨﺪﻣﺎ ﺗﺮك ﺑﻠﺪه ورﺣﻞ ﺑ ﻜ ﺸ ﻒ اﻟﻌﺎﻟﻢ ؟ ﻟﻤﺎذا ؟‬ ‫‪٠٢‬‬
‫ﻧﺎﻗﺜﻮا ﻣﺮاﺣﻞ ﺗ ﻄﻮرا ﻻﺗ ﺼﺎ ﻻ ت وﻧﻘﻞ اﻟﻤﻌﻠﻮﻣﺎت ﻋﻞ ﻣﺰاﻟﺘﺎر خ وﻛﻴ ﻒ ﴽﺋﺮ ت ﻓﻲ ﺻﻴﺎﻏﺔ‪ 75‬ا‬ ‫‪.٣‬‬
‫ﻋﺎﻟﻤﻨﺎ اﻟﻤﻌﺎﻣﺮ ؟‬
‫ﺮ ﻓﻲ رأﻳﻜﻢ ؟‬ ‫ا ﻟ ﻔ‬ ‫ﺳ ﻊ ﻓﻮاﺛﺪﺀﺀ ﻣﻘﻮﻟﺔ ﻋﺮﺑﻴﺔ ﺋﺮةذﻫﺎه‪ 7‬أ ﻛﺜ ﺮأ ﻓﻲ ﻛﻼﻣﻨﺎ‪،‬فﺀ‪ ١‬ﻓﻮاﺛﺪ‬ ‫ا ﻟ ﻔ ﺮ‪٠‬‬ ‫"ﻓﻲ‬ ‫‪.٤‬‬
‫" أ اﻟ ﺸﻔﺎدة ﻣﻦ رﺣﻠﺔ اﺑﻦ ﺑﻄﻮﻃﺔ ؟‬ ‫واﻟ ﻌ ﺰ‬ ‫س‬ ‫اﻟ ﺪ ر و‬ ‫ﻣﺎ‬ ‫‪.٥‬‬
‫‪174‬‬ ‫‪appropriate, corrert‬‬

‫‪175‬‬ ‫‪forming‬‬
‫‪176‬‬ ‫‪say‬‬
‫‪177‬‬ ‫‪lessons‬‬
‫‪Return Home‬‬ ‫‪267‬‬

‫‪ %‬ﻋﻨﻪ‬ ‫ا ز ح واﻛﺘﺒﻮا‬ ‫اﺑﺤﺌﺮا ﻓﻲ ا ﻹﻧ ﺰﻧ ﺖ ﻋﻦ أ ﺣﺪ أﻧ ﻬ ﺮ اﻟﺬ ﺣﺎ ﻻ و ا ﻟ ﺘ ﻜ ﻨ ﻔ ﻴ ﻦ ﻋ ﻞ‬

‫ﴽوﺟﻪ اﻟﺘﺜﺎﺑ ﻪ واﻻ ﺧﺘ ﻼ ف ﺑﻴﻦ رﺣﻠﺘﻪ ورﺣﻠﺔ اﺑﻦ ﺑﻄﻮﻃﺔ ‪.‬‬ ‫ﺛﺘﻴﻦ‪٠‬ﺗﺎ‬
‫‪178 th r.u gh .u t‬‬

‫‪179 demonstrating‬‬
‫‪268‬‬ ‫؛‬ ‫‪e Travels o f fon Battuta‬‬

20
To Mali and Timbuktu
(Timbuktu, Mali, 1 3 5 2 -5 3 ) ‫ﻧﻜﺮاﻟﺴﻔﺮإﻟﻰ ﻣﺎﻟﻲ‬
Chronologically the last o flb n Battuta's travels, his journey through the Sa-
hara to West Africa, brought some ofhis most outlandish accounts oflife
on the frontiers oflslam . After his return to his hom e in Morocco and the
aborted military campaign into Spain, he set off again, this time south on a
To Mali and Timbuktu 269

1,500 mile journey through the Mali empire. His journey was likely inspired
by the reports he had heard in Cairo of the mansa (king or sultan) of Mali,
Mansa Musa, who had passed through Cairo onhis H ajjjourneyw ithanim -
pressive caravan of servants and riches. In any case. West Africa was the one
last major frontiers of the Islamic world that fon Battuta had not visited and
his curiosity was natural. Much of what we know today of the Mali Empire
comes from Ibn Battuta's account.
I MaliEmpire
Islam was introduced into West Africa by the Moroccan kingdom in the
eleventh century C E. By 1230, about a century before Ibn BattutaS journey,
a powerfol kingdom developed centered on the Niger River, in modern-day
Mali. By the time o ffo n Battuta's visit, the empire reached its greatest ex-
tent. Trade routes from West Africa into N orth Africa were the heart ofMa-
lis strength. Above all, gold mining was the source of the empire's economic
power. In Ibn Battuta's time, almost half the worlds gold supply came from
Mali. W hile this resource would later be exploited by colonial powers, the
mansa of the Mali Empire maintained firm control of the gold trade in Ibn
Battuta's time. In fact, it was required that any gold found in Mali be turned
over immediately to the mansa. I s , when Mansa Musa I visited Cairo in
1324, his wealth dazzled the citizens.
Like many of the places Ibn Battuta visited, Mali was still in the process of
converting from its pre-Islam icpasttothe standardization oflslamiclawand
education. I transition was never completed, as old customs continued to
mix with Islam, a mixture that Ibn Battuta described in detail. In particular,
cannibals feattrre prominently in his accounts, and the Muslim mansa's CO-
operation with the cannibals comes as something as a shock to Ibn Battuta.
Nevertheless, as one whose career was made largely by bringing Islamic law
to newly converted lands, the challenge and rewards of serving in Mali must
have been quite attractive to him. He praised the diligent efforts of some
leaders to impose Islamic teaching on the youth and the mansa's efforts to
build new mosques and centers oflearning, yet was continuously scandal-
ized by the pre-Islamic practices he saw. As in the Maldives, he noted the
practice of women going topless in public, yet unlike that ocean paradise.
270 ! T r a v e l s o f Ibn Battuta

‫‪the challenges in Mali seemed overwhelming. In any case, Ibn Battuta did‬‬
‫‪n . t stay long, rettirning hom e in 1354, perhaps not realizing that his ttavels‬‬
‫‪had finally come to an end.‬‬
‫‪The long since fabled Timbukfci had justbeen annexed by Mansa Musa after‬‬
‫‪his return from the Hajj in 1324. Mansa Musa had ordered the consttuc-‬‬
‫‪tion of a palace and a mosque there, and by the fifteenth century it would‬‬
‫‪become a major center oflslam ic teaching and trade. Yet when Ibn B atata‬‬
‫‪visited, the city was just beginning to grow. For a man who was known to‬‬
‫‪heap lavish praise on the cities he visited, Timbuktu hardly merited men-‬‬
‫‪tion.‬‬
‫‪From the Writings o f I tn Battuta‬‬
‫‪Ibn Battuta meets the sultan ofM ali and has cause to laugh:‬‬
‫)‪ ( ١‬ﻫ ﻮ ا ﻟ ﻠ ﻄ ﺎ ن ﺋ ﺌ ﺘ ﻰ ﺳ ﻠ ﻴ ﺈ ن ‪ ،‬و ﻧ ﻔ ﻰ ﻣ ﻌﻨﺎ ه اﻟ ﻤﻠ ﻄﺎ ن‪ ،‬و ﺳﻠﻴﺈ ن ا ﺳ ﻤ ﻪ‪ ( ٢) ،‬و ﻫ ﻮ‬

‫ﻣ ﻠ ﻚ ﺑ ﺨ ﻴ ﻞ ﻻ ﻟ ﺮ ﺑ ﻰ ﻣ ﻨ ﻪ ﻛ ﺒ ﺮ ﻋ ﻄﺎ ﺀ ‪ ( ٣) ،‬ﺗ ﻘ ﻨ ﻤ ﻦ ﻧ ﺘ ﻤ ﻦ ﻋ ﻞ ﺗ ﻨ ﺴ ﻰ ﺳ ﻠ ﻴ ﺈ ن ‪،‬‬
‫وأ ﻋﻠ ﻤ ﻪ اﻟﻘﺎ ﺿ ﻲ و ا ﻟ ﺨ ﺒ ﺐ واﺑ ﻰ اﻟﻔﻘﻴ ﻪ ﺑ ﺤﺎﻟ ﻲ‪ً ،‬ﻓﺎ ﺟ ﺎ ﺑ ﺒ ﻤ ﺒ ﻼ ص ‪ ( ٤) .‬و ﻟ ﻤ ﺎ ا ﺿ ﻔ ﺬ‬
‫ﺑ ﻌ ﺚ وﻟﻲ اﻟ ﻀﺎﻓ ﺔ‪ ( ٥) ،‬و ﻗﺎ ل‪ " :‬ﻗ ﻢ! ﻗ ﺪ ﺟﺎ ﺀ ك ﻗﻤﺎ ش اﻟ ﺴﻠ ﻄﺎ ن و ﻫ ﺪﻳ ﻪ‪ ( ٦) "،‬ﻓ ﻘ ﻤ ﻦ‬
‫و ﻇ ﻨ ﻨ ﺬ ﴽ ﺋ ﺒ ﺎ اﻟ ﺨﻠ ﻊ وا ﻷﻣ ﻮا ل‪ ،‬ﻓﺈ ذا ﻫ ﻲ ﺛ ﻼﺛ ﺔ أ ﻗ ﺮا ص ﻣ ﻦ اﻟ ﺨﺒ ﺰ وﻗﻄﻌﺔ ﻟ ﺤ ﻢ ﺑﻘﺮﻓﻲ‬
‫ﻣ ﻘﻠ ﺰ ﺑﺎﻟﻔﺮ ي‪ ،‬وﻗﺮﻋﺔ ﻓﻴ ﻬﺎ ﻟ ﺒ ﻦ ر ا ﺋ ﺬ‪،‬ز‪ ( ٧‬ﻓ ﻌﻨ ﺪ ﻣﺎ ر أ ﻳ ﺜ ﻨ ﺎ ﺿ ﺤ ﻜ ﻦ و ﻃ ﺎ ل ﺗ ﻌ ﺠ ﺒ ﻲ ﻣ ﻦ‬
‫ﺿ ﻌ ﻒ ﻋﻘﻮﻟﻬﻢ‪ ،‬وﺗ ﻌ ﻈﻴ ﻤ ﻬ ﻢ ﻟﻠ ﺜ ﻲ ﺀ اﻟ ﺤﻘ ﻦ‪.‬‬
‫؛ ‪Ibn B a ta ta hears a story of cannibals in the Niger area‬‬
‫)‪ ( ٨‬أ ﺧ ﻨ ﻲ ﻓﺮﺑﺎ ﻣ ﻐ ﺎ أ ن ﻣ ﺘ ﺌ ﺘ ﻰ ﻣ ﻮ ﺳ ﻰ ﻟﻤﺎ و ﺻ ﻞ إﻟﻰ ﻫ ﺬا اﻟ ﺨﻠﻴ ﺢ ﻛﺎن ﻣ ﻌ ﻪ ﻗﺎ ض ﻣ ﻦ‬

‫اﻟﺒﻴ ﻀﺎن ﻟ ﻜ ﻨ ﻰ ﺑﺄﺑ ﻲ اﻟﻌﺒﺎ س‪ ،‬وﻟﻌﺮ ف ﺑﺎﻟﺪﺗﺎﻟ ﻲ‪ ( ٩) ،‬ﻓﴼ‪ -‬ﺻ ﺲ اﻟﻴ ﻪ ﺑﺄرﺑﻌﺔ آﻻ ف ﻣﺜ ﻘﺎ ل‬
‫إ ﻟ ﻰا ى ﻃ ﺎ ﻧ ﺒ ﺎ ﻧ ﺎ ﻷ ر د ﻋ ﺔ آ ﻻ ف‪ ٠‬ﺛ ﻘ ﺎ ﻟ ﺮ ف‬
‫ﻟ ﻪ ﻣ ﻦ داره‪ ( ١٠) ،‬ﻓ ﺪ ﺧ ﻞ داز اﻟﻘﺎ ﺿ ﻲ وا ﺷﺘ ﻖ ﻋ ﻞ ﺧ ﺬا ﻣ ﻪ‪ ،‬و ﻫ ﻨ ﺪ ﻫ ﻢ )‪ ( ١١‬ﻓ ﻘ ﺎ ﻟ ﺖ‬
‫ﻟ ﻪ إ ﺣ ﺪ ى ﺟ ﻮا رﻳﻪ‪ :‬و ﻣ ﺎ ﺿ ﺦ ﻟ ﻪ ﺛ ﻲ ﺀ ‪ ،‬وإﺛﻤﺎ د ﻓ ﻨ ﻬ ﺎ ﺑ ﻴ ﺪ ه ﻓﻲ ذ ﻟ ﻚ اﻟﻤﻮﺿﻊ‪( ١٢) ،‬‬
‫د ا ﻟ ﻜ ﻘ ﺎ ر ا ﻟ ﺬ ﻳ ﻦ‪ ٠‬ا ﻧ ﺨ ﺮ ﻧ ﺂ ذ ﻳ ﺂ د م‪،‬‬
‫)‪ ( ١٣‬ﻓﺄﻗﺎ م ﻋﻨ ﺪ ﻫ ﻢ أرﺑ ﺢ ﺳﺘﻴ ﻦ‪ ،‬ذ ‪ ۶‬رﻧﻪ إﻟﻰ ﺑﻠ ﺪ ه‪ ( ١٤) .‬وإﺗ ﻂ ﻟﻢ ﻳﺄ ﻛﻠ ﻪ اﻟﻜﻘﺎ ر ﻟ ﺒ ﺎ ﺳ ﻪ‬
‫ﻷ ﺑ ﻢ ﻳﻘ ﻮﻟ ﻮ ن إن أﻛ ﻞ ا ﻵﺑﻴ ﺾ ﻣ ﻀ ﺰ ﻷ ﻧ ﻪ ﻟﻢ ﻳﺌ ﻀ ﺞ‪ ،‬وا ﻷ ﺳ ﻮ د ﻫ ﺮاﻟ ﻨ ﻀ ﺞ ﺑﺰﻋﻤﻬﻢ‪.‬‬
‫‪To Mali and Timbuktu‬‬ ‫‪271‬‬

‫‪A leader o f the cannibals visits the sultan o f Mali:‬‬
‫ﻰ ﺳﻠ ﻴﺈ ن ﺟﺎ ﻋ ﺔ ﻣ ﻦ ﻫ ﺆ ﻻ ﺀا ﺑ ﺮ دا ن اﻟ ﻨ ﻴ ﻦ ﻳﺎ ﻛﻠ ﻮ ن‬ ‫)‪ ( ١۶‬ﻗﺪ ﻧ ﺚ ﻋ ﻞ ا ﻟ ﻠ ﻄ ﺎ ن ﻧ‬
‫ﺑﻨ ﻲ آدم‪ ،‬ﻣ ﻌ ﻬ ﻢ ﻓ ﺖ ﻟﻬﻢ‪ ( ١٦) ،‬ﻧﺄﻛﺰﻣ ﻬﻢ ا ﻟ ﻠ ﻄ ﺎ ن‪ ،‬وأ ﻋ ﻄﺎﻫﻢ ﻓﻲ اﻟ ﻀﺎﻓ ﺔ ﺧﺎدﻣﺔ‪( ١٧) ،‬‬
‫ﻓﺬﺑ ﺤ ﻮ ﻫﺎ وأ ﻛﻠ ﻮ ﻫﺎ وﻟ ﻄ ﺨ ﻮا ؤ ﺟ ﻮ ﻫ ﻢ وأﻳ ﺪﺗﺒ ﻢ ﺑ ﺪ ﻣ ﻬﺎ وأﺗ ﻮا ا ﺷﻠﻌﺒﺎ ن ﺷﺎﻛ ﺮﻳ ﻦ‪( ١٨) .‬‬
‫و أ ﺧ ﺮ ن ﴽن ﻋﺎ دﺋﺒ ﻢ ﻣ ﺘ ﻰ ﻣ ﺎ زﻓﺪ وا ﻧ ﻠ ﻴ ﻪ ﴽن ﻳ ﻨ ﻌﻠ ﺮا ذ ﻟ ﻚ ‪ ( ١٩) ،‬وإ ﻛ ﺰﻟﻲ ﻋﻨ ﻬ ﻢ أ‪ ٣‬م‬
‫ﻳﻘﻮﻟﻮ ن إن ﴽ ﻃ ﻴ ﺐ ﻣﺎﻓ ﻲ ﻟ ﺤ ﻮم ا ﻵد ﻣﻨﺎ ت اﻟ ﻜ ﻔ ﻦ واﻟﺜﺪ ي‪.‬‬
‫"‪Although Timbuktu was destined to become one of the most legendary cit‬‬
‫‪ies of Africa, Ibn Battuta's visit there is quite short. He notes few remarkable‬‬
‫‪features:‬‬
‫)‪ ( ٢٠‬ﻧ ﺖ ﺳﺎﻓﺮﻧﺎ ‪ ; ..‬إﻟﻰ ﻣﺪﻳﻨﺔ ﻹ ﻓ ﺘ ﺮ‪ ،‬وﺑﻴﻨﻬﺎ وﺑﻴ ﻦ اﻟﺘﻴﻠﻬﻬﺎ ﴽرﺑﻌﺔ أ ﻣﻴﺎ ل‪ ( ٢١) .‬وآﻛﺜﺰ‬
‫ﺳﻜﺎﻧﻬﺎ ﻣﺴﻮﻓﺔ أ ﻫ ﻞ اﻟﻠﺜﺎم‪ ،‬و ﺣﺎﻛ ﻤ ﻬﺎ ﺳ ﺘ ﻰ ﻓﺮﺑﺎ ﻣﺮ ﺳ ﻰ‪ ( ٢٢) ،‬ﺣ ﻀ ﺮ ن ﻋﻨﺪه ﻳ ﻮ ﻣﺎً‪،‬‬
‫ي‪ ٠‬وﺑﺄ و ى ﻣ ﺔ و ﻣ ﺮ وا ﻵ‪،‬‬
‫ﺿ ﺬ ذ ﻗ ﺔ ‪ ،‬و ر ﻓ ﻜ ﻴ ﺮ ا ﺀ ﺗ ﺠ ﻴ ﻠ ﺘ ﻪ ﻋ ﻞ رؤ و ﺳ ﻬﻢ‪( ٢٦) .‬‬
‫وﺑﻬﺬه اﻟﺒﻠ ﺪ ة ﺿﺎﻟ ﺸﺎ ﺀ راﻟ ﻤ ﻐﻠ ﺰأ ﻳﺎ س ‪ ٠‬ﻃ ﻖ‪ ١‬ﻻ ﺣ ﻠ ﻲ اﻟﻐ ﺮﻧﺎ ﻃ ﻲ )‪ ( ٢٧‬و ﺑ ﺒ ﺎ ﻧﺒ ﻦ ﻣﺮا ج‬
‫اﻟ ﺪﻳ ﻦ ﺑ ﻦ ا ﻟ ﻔ ﺮ ﻳ ﻚ ﴽ ﺣ ﺪ ﻛ ﺒﺎ ر اﻟﺘ ﺠﺎ ر ﻣ ﻦ أ ﻫ ﻞ ا ﻹ ﺳ ﻐ ﺸ ﺔ‪ ( ٢٨) .‬و ﻣ ﻦ ﺳ ﻔ ﺮ ر ﻛ ﺒ ﺔ‬
‫اﻟﻨﻴ ﻞ ﻓﻲ ﻣﺮﻛﻤ ﺐ ﺻﻔﻴ ﺮ ﻣﻨ ﺤ ﻮ ت ﻣ ﻦ ﺣ ﺸﺒﺔ وا ﺣﺪة‪.‬‬
‫‪ISO The river which Ihn Battuta assumes to be the Nile is a n a l l y the Niger‬‬
‫‪272‬‬ ‫‪^ e Travels o f Ibn B atata‬‬

Vocabulary
( ١) ‫ﺿ ﻰ ﺳﻴﺎ ن‬ M a n sa Sulaym an, em p ero r o f th e

M a li E m pire, 1 3 4 1 - 6 0
( ٢)‫ﺋﺮض‬ to h o p e for, an ticip ate

( ٣ ) ‫اﻟﺨﻄﻴﺐ‬ religiou s speaker
( ٤) ‫ا ذ ﻗ ﺮ ﻓ ﺬ‬ I le ft, d ep arted
( ‫ﻗﺎش ) ه‬ tex tile

( ٦) ‫ ( اةﻳﻊ‬s i n g r U U •) ro b es granted as a reward
( ٦) ‫ﻗﺮﻋﺔ‬ Jar, p itch er
( ٧ ) ‫اﻟﺤﺔر‬ trifling, m eager
( ٨) ‫ﺷ ﻰ ﻣﺮ س‬ M a n sa M u sa, em p ero r o f th e
M ali E m pire, 1 3 1 2 - 3 7
( ٨) ‫ﻓﺮﺑﺎ‬ farba, a tru sted agen t ap p o in ted
b y th e M an sa to w a tch over a
p ro v in ce
( ٩)‫ﺷﻐﺎل‬ w e ig h t u se d for v a lu in g cu rrency
( ٩)‫ﻣﻴﻤﺔ‬ v illage in M ali
( ١٠) ‫ا ﺳﺬ ﺀﻟ ﻰ‬ to berate, treat h arsh ly
( ١٢) ٠‫ذﻏﺎ‬ h e e x ile d h im
( ١٢) ‫ﺑﻨﻴﺂ د م‬ th e d e sc e n d a n ts o f A d a m (a m et-
ap h o r for h u m a n b e in g s)
( ١٤) ‫ﺛ ﻐ ﺰ‬ harm fill
( ١٤)
‫ﻳﺘﺒ ﺢ‬ w e ll-d o n e , ripe, m ature
( ١٧) ‫ﻟ ﻄ ﺦ‬ to tarnish, stain, sm ear
( ١٩) ‫ أ ت‬٠‫ ﺟ ﺌ ﺔ ( اﻵد‬. - ‫)آدﺻﺔ‬ fem a le h u m a n b e in g s
( ٢١) ‫ﻣﺘﻮﻓﺔ‬ trib e in T im b u k tu
( ٢١) ‫ و س‬٠‫ذرﺑﺎ‬ Farba M u s a ja r b a o fT im b u k tu
( ٢‫ذزﻗﺔ ) ه‬ leath er sh ield
( ٢٦) ‫ذﻏﺒﻖ‬ u n iq u e, m asterly
( ٢٦) ‫ﻓﻴﺎﺳﺤﺎق ا ﻻ ﺣ ﻲ اﻟﻐﺮﻧﺎﻃﻲ‬ A b u Ish aq al-G ranadi, a p o e t o f
Granada
( ٢٧) ‫ر ا ج اﻟﺪﻳ ﻦ ﺑﻦ ا ﺗ ﻜ ﻮ ﻳ ﻚ‬ SiraJ a l-D in Ib n al-K uwayk, a
m erch an t o fA le x a n d r ia
( ٢٨) ‫ﻣﻨﺤﻮت‬ scu lp ted , m a d e, sh a p ed


( ٧ - ٥) ‫ﻣﺎذا ﺑﻌ ﺚ ا ﻟ ﺪ ﻓ ﺎ ن إﻟﻰ اﺑﻦ ﺑﻄﻮﻃﺔ ﻛﻬﺪﻳﺔ اﻟﻀﻴﺎﻓﺔ ﻋﻨﺪ وﺻﻮﻟﻪ إﻟﻰ ﻣﺎﻟﻲ ؟‬ .١
( ١٤) ‫ ﻟﻤﺎذاﻟﻢ ا ﻛ ﻞ اﻟﻜﻔﺎر اﻟﻘﺎ ﻏ ﻲ ا ﻷﻳ ﺾ ؟‬. ٢
( ١٩) ‫ إا ت؟‬٠‫’ ﻓﻲ ﻟﺤﻮم اﻵد‬. ’‫ي اﻷﺟﺰاﺀ‬ ‫ ﻣﺎ‬،‫ﺑ ﺎ ب ﻟﻠﻜﻔﺎر‬ .٣
( ٢٤- ٢٣) ‫ ﺀة ؟‬١‫ﻣ ﺎ ذ ا ﺑ ﺘ ﻘ ﻔ ﺮ ﺑ ﺎ س ﺀ ﻻ ا ﻟ ﺞ ﺀ‬ .٤
( ٢٧- ٢٦) ‫ﻣﺎﴽﻫﻤﻤﻌﺎﻟﻤﻤﺪﻳﺘﺔ ﻳ ﺘ ﻮ ؟‬ .٥
181 parts
274 ‫د‬ Travels o f Ibn B atata

in English:
1. one doesn't expect from him:__________________________________
2. their aggrandizement of something base:_________________________
3. human:
4. accordingto their belief:________________________________________
5. it was their custom whenever:
and phrases:
___________________________________________________________ : ‫ﻣﻨﺤﺔ‬ ١
________________________________________________________ : ‫ﻟﻬﺠﺔ‬ ٢
----------------------------------------------------- :‫أﻧﺴﻞ‬ ٠٣
_________________________________________________ : ‫ﺗ ﻤ ﺠﻴ ﺪ‬ .٤
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ : ‫ﴽﻟ ﺚ‬ .٥
D. Find Arabic antonyms or opposites for each o fthe following words or

phrases in the text and use each in a complete sentence:
To Mali and Timbukhi 275

‫ﻛ ﺮﻳ ﻢ‪.:‬‬ ‫‪.١‬‬
‫ﺛ ﻤﻴ ﻦ‬ ‫‪.٢‬‬
‫ﺗﻠﻄ ﻒ ﻣ ﻊ‬ ‫‪.٣‬‬
‫ﻣ ﻔ ﻴ ﺪ ﻟﻠ ﺼ ﺤ ﺔ‬ ‫‪.٤‬‬
‫ﺑ ﻜ ﻔ ﺖ‬ ‫‪.٥‬‬
‫‪ . ١‬ﻣﺎذا ﺗ ﻮ ﻗ ﻊ اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻨﺪﻣﺎﻗﺎﻟ ﻮاﻟﻪ‪" :‬ﺟﺎﺀك ﻧﺎ ش ا ﺳ ﺎ ن و ﻫﺪﻳ ﻪ"؟ )‪( ٥‬‬
‫‪ .٢‬ﻟﻤﺎذا ﻓ ﺤ ﻚ اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻞ ﻫﺪﻳﺔ ا ﺳ ﺎ ن ؟ )‪(٧‬‬
‫‪ .٣‬ﻟﻤﺎذا ﻧﻐﻰ ﺛ ﻰ ﻣ ﻮ س اﻟﻐﺎﺋ ﻲ إﻟﻰ ﺑ ﻼد اﻟﻜﻔﺎر ؟ )‪( ١٢- ٧‬‬
‫‪276‬‬ ‫‪^ e Travels o ffo n Battuta‬‬

( ١٩- ١٥) ‫ ﻫ ﺰﻓﺎﻟ ﻜ ﻐﺎ رﺑ ﻬﺎ ؟‬٠‫ز ص ؟ و ﻳ ﻒ‬ .٤
( ٢٨) ‫ﻛﻴ ﻒ ﻏﺎﻧ ﺰ اﺑﻨﺒ ﻄ ﻮ ﻃ ﺔ ﻣ ﺪﻳﻨ ﺔﺗﻨﺒ ﻜﺘ ﻮ ؟‬ .٥
1. In d escrib in g th e in terro g a tio n o f t h e d ish o n e st o ffic ia ls servants, Ibn

Batarta u se s th e p hrase ‫ إ ﺗﺈ‬to sign al ffieir c o n fe ssio n o ftr u th o f t h e
sita a tio n (lin e 1 1 ). T his is a c o m p o u n d o f ‫( ا ة‬verily, in d e e d ) and th e
p article ‫ ﻣﺎ‬. A lffio u g h ‫ ﻣﺎ‬can have m a n y m ea n in g s, in c lu d in g 'no' and
'what,, in th is co m p o u n d , it h as th e effect o fm o d ffy in g th e m ea n in g o f
‫ إذ‬from .verily, to *but,, or 'merely.. H ere, th e in terrogated servan ts are
refo tin g th e q a d is claim th at th e sultan's m o n e y w as sto le n from him ,
‫ل‬
“‫( ”\> \ دﻓﺌﻬﺎ ﻳ ﺪ ه‬b u t m e r e ly h e b u ried it h im s e lf).
2. In th e paragraph fro m lin e s s to 14, w e ca n o b se r v e th e p ractice o f

reverse agreem en t b efcveen n u m b ers and th e n o u n s th e y describe,
sa m e n u m b er is u se d b o th in lin e 9 in “‫ﻣﺜﻘﺎل‬ ‫ ﺀﺀﴽرﺑﻌﺔ آﻻف‬an d in lin e 13 as
"‫ أر ح ﻃﻴﻦ‬.
A g r e e m e n t ru les for n u m b ers are ty p ic a lly v ery dffficult for n o n -n a tiv e

sta d en ts. ^ e y often cau se c o n fu sio n and th e situ a tio n p r esen ted h ere
is a m o n g th e m o s t c o n fu sin g fo r learners o f A rabic. A s a rule o fth u m b ,
rem em b er that n u m b ers b efrveen 3 - 1 . w ill have reverse-gen d er agree

m ent with the basic noun, ^ u s since ‫ أﻟﻒ‬, the singular ofthe noun in
the first sentence, is masculine, the num ber ‘four’ is feminine. In the
other sentence, the singular of ‫ ﺳﺌﺔ‬is feminine, so the num ber is mascu-
line. Note that this is not affected by the rule of treating all non-human
plurals as feminine sin^Jar; the reverse agreement is always with the
gender ofthe basic (singular) form o fthe noun. W hile this convention
m aybe somewhat difficult to master, it is a good habit to begin observa
ing this reverse-gender agreement in numbers 3-10.
For a more complete summary of n u m b e r .e e m e n t rules‫؛‬
The numbers 'one. and ‘two’ ( ‫ اﺛﻨﺎن ا اﺛﻨﺘﺎن‬،‫ ) وا ﺣﺪ ا واﺣﺪة‬agree with the
gender ofthe noun they describe. This also applies to two-digit num-
bers and higher that end in *one' or 'two. (1 1 ,1 2 ,2 1 ,2 2 ,3 1 , 32... 101)
The num ber 'two' is considered a dual word. So, it will be ‫اﺛﻨﺎن ا اﺛﻨﺘﺎن‬
in the nominative case ( ‫)ﻓﻲ اﻟﺮﺑﻊ‬, and ‫ اﺛﻨﻰ ا اﺛﻨﺘﻰ‬in the genitive and
accusative case ( ‫)ﻓﻲ اﻟﺠﺮ واﻟﻨ ﺼ ﺐ‬. Both the num ber 'one. and the number
'two' will agree with the noun in gender. Moreover, the n u m (‫ )ن‬will
be dropped when the num ber is the first part of an idaafa structure
and the second part is the num ber 'ten ٠( ‫) ﻋﺜﺮة‬.
Review these examples and complete the missing words‫؛‬
‫ﻛ ﺒ ﺬ إ ﺣﺪ ى ﻋﺜﺮة رﺳﺎﻟﺔ وﻗﺮأت أﺣﺬ ﻋﺜﺰ ﻛﺘﺎﺑﺄ‬
‫ﻣﻌﻲ اﺛﻨﺎ ًﻋﺜ ﺮد و ﻻ را و ﻋﻨﺪ ي اﺛﺘﺘﺎ ﻋﺜﺮة‬...............
‫ ورﻧ ﺖ اﺛﻨﺘﻲ ﻋﺜﺮة‬..............‫ ﺳﺎﻧﺮث اﺛﻨﻲ ﻋﺜ ﺮ‬..............
A s m e n tio n e d above, th e n u m b ers 3 - 1 0 take th e o p p o site g e n d er o f

th e w o rd th e y d e sc r ib e ‫؛‬
‫ ﺗﺴﻌﺔ ﻃﻼب‬، ‫ ﺧﻤﺲ ﺻﺪﻳﻘﺎ ت‬، ‫ أرﺑﻌﺔ أﺑﻮا ب‬، ‫ ﻋﺜﺮة رﺟﺎل‬، ‫ ت‬١‫ﻋﺜﺮ ﺳ ﺪ‬
27‫ة‬ Travels o f Ibn Battuta

Numbers 11-12 show the same gender as the noun described (see
examples above).
For numbers 13-19, the ten (‫ ) ﻋﺜﺮة‬will have the same gender as the
basic noun and the ones digit will have reverse agreement:
‫ﺛ ﻼ ث ﻋﺜﺮة ﻣﻨﺔ و ﺳﻌﺔ ﻋﺜ ﺮ ًﻋﺎﻣﺎ‬
This may appear slightly confusing. However this still follows the same
rule as for single-digit ( 3 - 9 ) numbers, but now adds the tens digit.
For numbers befrveen 23-99, notice that the base multiples often
(20-90) are not affected by gender:
‫ﻣﺒﻌﻮن رﺟ ﻼ و ﻣﺒﻌ ﻮ ن اﻣﺮأة‬
The ones digits (3 9 ‫ ر‬4 ‫ ر‬5, 6 ,7‫ د‬8‫ )د‬will take the opposite gender ofthe
noun, as they do in the rales above, while the tens digit (20,30,40,
90) do not change:
‫ﺛﻼﺛﺔ وﻋﺜﺮون وﻟﺪا وﺛ ﻼ ث وﻋﺜﺮون ﺑﻨﺘﺎ‬
3. As we've seen in previous chapters, the particle j has many uses, and
often serves as an im portant signal marker, especially in long, complex
sentences. In previous examples, the p a r tic le ^ s used to signal the
result, or 'then, clause ofa ttvo-part statement. It is also used as a con-
nective particle that can be translated as 'and,' 'then,, or 'therefore.. In
many cases, it serves as a resumption particle, used to indicate a close
connection between words or clauses in asequence. In these cases, the
particle would not be translated in English.
In the first excerpt in this chapter, Ibn Battuta uses the particle in this
connective fonction repeatedly to narrate a story in which one event
follows closely upon another. Note how many sentences in the excerpt
begin w i t h ^ For example in 3-7:

...‫ﻓﻌﻨﺪﻣﺎ رآﻳﺌﻬﺎ‬... ‫ﻓﺈذا ﻫﻲ ﺛﻼﺛﺔ ﴽةراص‬.»٠‫ ﻓﻘ ﻤ ﺚ‬٠٠. ‫ﻧﺄ ﺟﺎﺑﺒﻢ ﺑ ﻼ ﺛ ﺒ ﻢ‬
The alliterative repetition of ‫ ف‬to begin each utterance gives a staccato,

poetic quality that might be approximated in a suspenseftil English
narrative beginning each statement with 'then I ....
Writing Exercises

structures:
1. We didn't expert mucli hospitality from fom (2):
2. I laughed at his aggrandizement of this small gift (7):
3. ^ e king loved all humankind (12):
4. This fruit is harmfol to your health, because it has not ripened (14):
280 ‫د‬ Travels o f f o n Battuta

5. T h is b e a u tifu l sta tu e w a s c a r v e d fr o m o n e p ie c e o f s t o n e ( 2 8 ) ‫؛‬
B. Rearrange the words below into coherent sentences ‫؛‬
‫ ى ة س‬0 ‫اﻟ ﻄﺎ ﺀ ﺑ ﺨﻴ ﻼ ﻻﺛ ﺮ ض اﻟ ﻜﻴﻠ ﻤ ﻦ‬ ١
‫ا ﻛ ﻞ ﺧﻠ ﯯ ز ﻣﻘﻨ ﻤ ﺔ ﻟﺤﻢ اﻟﺒﻘﺮﻷﺗ ﺠﻤﺎﻟﻬ ﯯدﴽﻧﺎﻟﺒﻘﺮةﻻ‬ .٢
‫ د د ﻳ ﻦ ﺟﺎﻋﺔ ﻣﻦ اﻧﺎﻓ ﺮﻳ ﻦ ا ﻟﻠ ﻄﺎ ن ﻗ ﺪ ﻗ ﻦ‬١‫ﻋﻞ‬ .٣

‫‪ ٠٤‬ﻟﻤﺎ اﻟﻰ ﺑﻴﺘﻲ ﺛ ﺮﻗ ﺖ ﺑﺄن ﺑﻌﺾ ﻧﻘﻮدي أﺧﺒﺮوﻧﻲ ز ﺻﻠ ﻦ‬
‫ا ﻋ ﻄﻴﺘ ﻪ‬ ‫ا ﺳ ﺎ ن و ﻓ ﺸ ﺚ ﻫﺪﺋﺔ ﺗ ﻘ ﻨ ﻤ ﻨ ﻌ ﻞ‬ ‫‪.٥‬‬
‫و ﺻﻒ اﺑﻦ ﺑﻄﺮﻃﺔ ﻣﻠ ﻄﺎ ن ﻣﺎﻟﻲ ﺑﺎﻟﺒﺨﻞ وﺗﺈﻛﻢ ﺀﻟﻰ‪2‬ه‪ ١‬ﻫﺪﻳﺘﻪ‪ .‬ﻫﻞ ﺗﺆﻳﺪون اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ‬ ‫‪٠١‬‬
‫ﻣﻮﻗﻔﻪ ؟ ﻟﻤﺎذا ؟‬
‫‪ - ٢‬ﻫ ﻸ‪ ١٠‬ﻳ ﺒ ﺎ ﺑ ﻨ ﻄ ﻮ ﻃ ﺔ ﺑ ﻤ ﺪ‪ ٠‬ة ﻻأ ﺀ‪ ٠‬د ىﺀﻟﻤﺒﺄ ﺻﻪ‪ ٠‬اآﻛﺮااﺑﺮﻣﺎﻟﺜﻤﻌ ﻞ‪ ٠‬ل ؟ ﻛ ﻴ ﻔ ﺘ ﺒ ﺮ ن‪٠،‬ل‬

‫ﻣﻮﻗﻒ ﺳﻠﻄﺎن ﻣﺎﻟﻲ ﻣﻨﻬﻢ ؟‬
‫ﻛﺎﻓ ﺖ ﻣﺪﻳﻨﺔ ﺗﻨﺒﻜﺘﻮ ﻋﻨﺪزﻳﺎرة اﺑﻦ ﺑﻄﻮﻃﺔ ﻓﻲ ﺑﺪاﻳﺔ ﺗﻄﻮرﻫﺎ اﻟﺜﻘﺎﻓﻲ واﻛﺠﺎر ي ‪ .‬ﻣﺎادﺗﺔ ذﻟ ﻚ ؟‬ ‫‪.٣‬‬
‫ﻣﺎاﻛﺜﺮاﻟﺨﺮاﻓﺎت‪7‬ﺀ‪ ١‬اﻧﺘﺜﺎرا ﻓﻲ ﻋﺼﺮﻧﺎ اﻟﺤﺪﻳﺚ وﻣﺎ ر ا ﻳ ﻜ ﻢ ﻓﻴﻬﺎ ؟‬ ‫‪.٤‬‬
‫ﺳ ﺎ ش‪ ٠‬ﻣ ﺎ ز ﺋ ﺪ ﻫ ﺎ ﺳ ﻔ ﻴ ﻔ ﺎ ا ﻓ ﻞ ؟‬ ‫‪.٥‬‬
‫‪182‬‬ ‫‪poke fan at, ridicule‬‬

‫‪183‬‬ ‫‪sh ock‬‬
‫‪184‬‬ ‫‪case‬‬
‫‪185‬‬ ‫‪cannibals‬‬
‫‪186‬‬ ‫‪evaluate‬‬
‫‪187‬‬ ‫‪fables‬‬
‫‪188‬‬ ‫‪cultural conflict‬‬
‫‪189‬‬ ‫‪observe‬‬

‫اﺑﺤﺜﻮا ﻓﻲ اﻹﻧﺰﻧﺖ ﻋﻦ أﻫﻤﻴﺔ دوﻟﺔ ﻣﺎﻟﻲ ﻓﻲ اﻟ ﺘ ﺎ ﺑ ﺦ اﻹﺳﻼﻣﻲ واﻷﻓﺮﻳﻘﻲ‪ ،‬واﻛﺘﺒﻮا ﻣﻘﺎﻷﻗﺺ‪ ١‬رﴽﺀ ن‬
‫ﻋﻼﻗﺎ ت ﻣﺎﻟﻲ ‪ ٠‬ع اﻟﻤﻔﺮب و‪ ٠‬ع اﻟﺪول اﻹﺳﻼﻣﻴﺔ اﻷﺧﺮى‪.‬‬
‫‪ToM ali and Timbuktu‬‬ ‫‪283‬‬

Glossary
Vocabulary terms (words are given in conjugated form where necessaryfor

clarification):
W ord Definition Lesson

‫د‬ to refose 1,5,14
‫ﴽﺑﻄﺄ‬ to be slow to hesitate 16
‫أﺑﺢ‬ to convey 2
‫أﻗ ﻦ‬ the most perfect 5
‫ا ﺟﻨ ﺐ‬ we explored 5
‫ﴽﺑ ﺮ ل‬ to donate and give with generosity 12
‫أﺟﻔﺎن‬ scabbards, sheaths 18
‫أﺟﻌﻴﻦ‬ all together 14
‫ا ﺣﺘ ﺠﺎ‬ covered, veiled 12
‫اﺣﺘﻔﺰ‬ to dig 15
‫اﺣﻔﻮ ب‬ to celebrate, be interested in 17
‫اﺣﺺ‬ to be counted, be calculated 17
‫ﴽدﺗ ﺖ‬ female human beings (collective) 20
‫أذرع‬ cubits, old unit ofm easurem ent 7,13
‫ﴽذﻳﺎل‬ lower parts, ends, tails 12
‫إراﻗﺔ اﻟﺪﻣﺎط‬ killing w ithout a good reason 14
‫أ رﺑﺎ ن‬ lords, officials 13
‫رﺗﺤﻞ‬١ to depart 6
‫إزاﺀ‬ in the face of 2
‫إﺳﺘﺎر‬ unit of weight 14
‫ﺳﺘﻘﺰﺋﺬا‬٠‫ا‬ we followed, tracked 5
G lossary 285
Word Definition Lesson
‫ا ﺣﻔ ﻞ‬ to declare independence 9
‫!ﺣﻬﻞ‬ to begin 6
‫اﻣﺘﻮﻟﻰ ﻋﻠﻴﻪ‬ seized 2
‫إﺻﺪاﺀ‬ giving granting 14
‫إ ﻣ ﻌﺎ ئ‬ complying with, granting 15
‫اﺷﺘﻦ ﻋﻞ‬ to berate, treat harshly 20
‫اﻃﻌﺎم‬ nutrition, feeding ٦
‫اﻃﺐ‬ to exaggerate 17
‫اﻋﺘﻘﺎد‬ firm belief without proof 12
‫د‬ ‫ا‬ isolation, retreat 15
‫أﻋﺠﻤﻲ‬ foreigner, non-Arab 11
‫اﻋﺮاب‬ Arabs ofthe desert. Bedouins 11
>‫أ‬ to reinforce, strengthen 12
‫ا ﻏﺎر ﻋﻞ‬ to attack, invade, make a raid into 10
‫اﻓﺮاﺗﺞ‬ Westerners, Europeans 13
‫اﻗﻨﺎر‬ garbage, junk, trash, filth 13,16
‫أﻗﺮوف‬ consumerjewelry 12
‫ﴽ ﻗﺒ ﻊ‬ amputee, one-anned person 11
‫اﻛﺮى‬ to grant or take on lease, hire 11
‫ﴽﻛﺬ ب‬ to prove a liar 5
‫اﻛﺮام‬ performing the duties ofa host to guest 9
‫! ﻷﻧﺪﻟ ﻰ‬ al-Andalus, the name for Islamic Spain 18
‫اﻟﺒﺤﺮ ا ﻷ ﻋ ﻈﻢ‬ ‫ ا ﺀ‬Great Sea. — fodian Ocean 9
‫اﻟﺮﺑﺮة‬ B arba^ from the African coast 10
.-.‫; ا‬-‫اا‬ attention 8
‫اﻟﺠﻬﺔ اﻟﺒﺒﻠﻴﺔ‬ the direction ofthe Qibla 6
‫اﻟﺤﺰم اﻟﺜﺮﻳ ﻒ‬ the Noble Sanctuary 6
‫اﻟﺤﺮﻣﻴﻦ اﻟﺸﺮﻳﻔﻴﻦ‬ the Two Holy Sites 3
‫اﻟﺪرﺑﻴﻦ‬ the frvo paths 3

‫اﻟ ﺬ ر ئ اﻟﻜﺮﻳﻤﺔ‬ a section within the Prophet's Mosque 6
which holds the tomb ofthe Prophet
Muhammad and the first two caliphs.
‫اروم‬ Rome, Christendom 5
‫اﻟ ﺮا ﺣ ﻞ‬ the Swahili coast of East Africa 10
‫ﴽﻟﺼﻖ‬ to stick, affix 17
‫ا ﻟ ﺤ ﺪ اﻟﻜﺮﻳﻢ‬ the Prophet's Mosque in Medina 6
‫اﻟﻤﻌﻤﺮر‬ civilization, the cMlized world 3
‫ﻟﻮش‬٠ the dead 19
‫اﻟﻤﻴﻤﻨﺔ ﴽواﻟﻤﺴﻤﺪه‬ the right-hand side or the left-hand side 8
‫ﴽدم‬ to be inspired 15
‫ﴽﻣﺎﻣﺔ‬ leadership, command 19
‫اﻣﺘﻊ‬ to decline 16
‫ﴽﻣﺮ‬ condition, situation 12
٠‫أﻣﺘﺎز‬ unit for measuring weight 15
‫أﻣ ﺮ اﻟﺮﻛ ﺐ‬ Amir (leader) ofthe caravan 6
‫أﻣﺒﺮ اﻟﻤﺆﻣﻨﻴﻦ‬ Commander offfie Faithffil 5
‫ ﺳﺬى‬٠
‫اذ‬ made me forget 19
‫إﻧﺎ ث‬ female 1
‫اﻧﺘﺜ ﻒ‬ to ran dry 6
. ‫اﻧﺘﺈؤ‬ his association with 3
‫اﺗ ﻬ ﺖوﻟﻰ‬ reached 6
‫إﻧﺰال‬ lodging or sheltering someone 9
‫اﻧﺼﺮف‬ to leave, depart 20
‫اﻧﻔﺮد‬ to be unique 17
‫أﻫﻞ ﻗ ﻄﻨ ﻄﻨﺌ ﺔ‬ people of Greater Constantinople, i.e. 12
‫اﻟﻌﻈﻤﻰ‬ Byzantines
‫اواﺋﻞ‬ early, the beginning of 19
‫ﴽوﻗﺪ‬ to enkindle, light 13
‫اوﻻﻧﻴﻪ‬ he offered me 19
‫اوىاﻟﻰ‬/‫اوى‬ to be sheltered, moved to 5
G lossary 287
‫اﻳﺪ‬ to support; bless 12
‫ﴽﻳﺎ ﺻﻮي‬ Aya (Hagia) Sofia Cathedral 13
‫إﻳﺜﺎر‬ unselfishness ٦
‫اﻳﻨﺎس‬ sociability 1
‫اﻳﺮان‬ a vaulted alcove 8
‫ﺑﺎدﻳﺔ‬ visible, apparent 12
‫ﺑﺎﺛ ﺮ‬ exposed to 11
‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ‬ although, in spite of all that 14
‫ﻳﺨ ﺲ‬ cheap, v e ^ low 10
‫ﺑﺬن‬ body 16
‫ﺑﺪرة‬ sum of money, purse 14
‫ﺑﺪﻳﻌﺔ‬ terrific, impressive 4
mainland 2
‫ﺑﺰ‬ charity, reverent deeds 3
‫ﺑﺮﺀ‬ healing, cure 1
‫ﺑﺮﻳﺔ‬ wilderness 6
‫ﺑﻄﺶ‬ annihilation, execution 14

‫ﺑﻔﻄﺎق‬ conical crown 12
‫ﺑﻘﻴﺪ اﻟﺤﻴﺎة‬ alive, still living 1,19
‫ﺑﻼد اﻟﺜﺎ م‬ Greater Syria 6
‫ﻣﺒﻰ‬٠‫ﺑ ﺬ ﻳﺎﻟ ﻌ ﺂ‬ the Abbasid dynasty 9
‫ﺑﺘﻲ ادم‬ the descendants of Adam, humankind 20
(collective)
‫ﺑﻤﺠﺔ‬ joy, delight 5
‫ﺑﻴﻦ ﻳﺪﻳﻪ‬ lit. *befrveen his hands: an idiom mean- 9
ing *before him'
‫ﺗﺎ ب‬ to forsake (his ways), repent 11
‫ﺗﺰ ك د‬ asking the blessing of 12
‫ﺗﺰ‬ Tatars 8
‫ﺗﺠﻦ‬ to behave arrogantly or proudly 9
288 The Travels o f ft n Battuta

‫ﺗﺠﻞ‬ to flaunt transfigure 2
‫ﺷﻨﺒ ﻪ‬ surrounded by ٦
‫ﺗﺤﺮى‬ to seek 12
‫ﺗﺨﻄﺊ‬ to mistake 17
‫ﺗﺨﻠﻌﻰ‬ be freed from, cleared of 15
‫ﺗﺮﺑﺔ‬ land, soil, burial ground 4
‫ﺗﺮﻛﻴﺎن‬ Turkomen 11
‫ﺗ ﺴﻦ‬ making a picture 17
glorification, magnification 4
‫ﺗﻌﺘﻖ ب‬ to hang on 17
‫دﻛﻮ‬ arrogance 9
.‫ﺗﻨﺰ‬ to keep away, keep far above 16
‫ﺗ ﻮا ﺧ ﻊ‬ state of humility, modesty 9
‫ﺗ ﺆ ﺧﺬ‬ to be taken by 11
‫ﺗﻮﻏﻞ‬ to go deep into 2
‫ﺛﻐﺮ‬ a coastal city or town, a fortified border 2
city
‫ﺛ ﻼﺛﺄ‬ three days of hospitality given to a guest 9
‫ﻧﺮ‬ fruits 17
‫ﺣﺔ‬ ju b b a h , a loose outer garment 15
‫ﺟﺒ ﻞ ﻃﺎرق‬ Gibraltar 18
‫ﺟﻨ ﺢ اﻟﺌﺨﻠﺔ‬ trunk of the palm tree 4
asserted, resolved 1
‫ﺟﺰاه اﻟﻠﻪ ﻋﻦ‬ Islamic expression meaning, 'may God 4
‫ا ﻹ ﺳ ﻼم ﺧ ﺮا‬ reward him'
‫ﺟﺰﻳﺔ‬ th e jiz y a , a poll tax paid by non- 15
Muslims living in an Islamic state
‫ﺟﻌﺒﺔ‬ case, frame 13
‫ﺟﻠﺒﺔ‬ type ofboat used in the Red Sea 9
‫اﻷول‬ ‫ﺟﺎدى‬ Jumada al-Awval, the fifth month of the 2
Islamic calendar
G lossary 289
‫ﺟﺪ‬ to solidify 11
‫ﺟﯫ ن‬ paradises 18
‫ﺟﻬﺘﻢ‬ Hell 6
‫ﺟﺮﻻن‬ w andering 2
‫ﺣﺎﻓﻞ‬ firll of; loaded w ith 8
‫ﺣﺰة‬ m eritorious 18
‫رم‬ a sacred territo ry o r space 13

‫ﺣﺮﻳﻤﻲ‬ characteristic ofw o m en 8
‫ﺣﺰ‬ to realize; feel; perceive by sense 11
r to p u t an end to 16
‫ﺣﺴﻦ‬ elegance; beauty 9
‫ﺣ ﻦ اﻟﺠﻮا‬ good neighborliness ٦
‫ﺣﻀﺔ‬ group, unit 14
‫ا‬ chance, fortune 18
‫ﺣﻘ ﺮ‬ trifling, m eager 20

kindness, leniency 19
۶‫ط‬
‫ﺧﺎﻟﻴﻦ‬ carriers, porters 9
‫ض‬ fever 1
‫ﺣ ﻨﺎ ت‬ fisherm an 18
‫رز‬ enclosure 18
‫ﺣﻴﺰوم‬ front o f the chest 1

‫ﺧﺎﺗﺮف‬ khatun, title o fa wife o fa khan 12
‫ﺧﺎﺀ‬ ten t 1
‫ﺧﺮب‬ decayed; destroyed 8

‫ﺧﺮﻳﺪة‬ v ir ^ n girl o rp e a rl 2
‫ﺧﺸﻨﺔ‬ rough 17
‫ﺧﺼﻮﻣﺔ‬ lawsuit 16
1 ‫ع‬٠٠‫ﺧﻂ‬ religious speaker 20
‫ﺧﻄﺊ‬ to m ake a m istake 17
‫ﺧﺌﻐﯫ‬ to abate (som ething) 19

‫ﺟﻠ ﻊ‬
robes granted as a reward 14,20
‫ﺧﻴﺎر‬ the finest 16
‫ة‬:‫دا‬ ride 1
& mj ‫درج‬ marble stairs 4
‫ذزﻗﺔ‬ leather shield 20
‫دﻋﺎﺀ‬ call, prayer, supplication 16
‫د وا ب‬ animals used for riding 11
‫دﻳﺎﻧﺔ‬ faith 19
‫دﻳ ﺲ‬ bulrush 10
‫وﺗﻌﻴ ﻦ‬ ‫ﻧﺎ ت ﻗﺮار‬ fertile and flowing with water, promised 5
land
‫ ﺷ ﺎ‬١‫ذ‬ going 2
‫ﻧ ﺮام‬ cubit, an old unit of measurement 7,13
‫ﻧﻜﺮ‬ male 1,19
‫ذو اﻟﻘﻌﺪة‬ Dhu a l . d a , the eleven* month of
1
the Islamic calendar
‫رﺑﻮة‬ hummockjknoll 5
‫رﺑﻴﺒﺔ‬ stepdaughter 16
‫ر ب ﺀا ﻷﻧ ﻞ‬ Rabi‘ al.Awwal, the third month of the 19
Islamic Calendar
‫رﺟﺐ‬ Rajab, the seventh month of the Islamic
1
calendar
‫رﻣﺮم اﻟﺜ ﺊ‬ sid elin es of sh a ria law 16
‫رﺿﻰ اﻟﻨﻪ ﻋﻨﻪ‬ May God be pleased with him ٦
‫رﻃﻞ‬ unit ofweight, approx, a half kilogram 14

‫رﻗﺎ دا ت‬ catapults 15
‫رﻓﺎﻫﻴﺔ‬ luxury 17
‫ز ئ‬ caravan 6
‫روس‬ my mind 2
‫ﻧﺎ ض‬ meadows, gardens 18
‫وم‬٠‫رﺣﺎﻟﺊ‬ a severe hot and dry wind 6
G lossary 291
‫ ازواد‬،‫زاد‬ food and provisions; supplies 3 ,9
‫ر ﻋﻢ‬
to claim, allege 13
‫ذﻗﺎق‬ alley, side street, lane 16
‫زﻧﻮج‬ people of the Zanj (African interior) 10
‫زواﻳﺎ‬ convents 3
‫ﻣﺎﺋﺮ‬ all 16
‫ﺳﺎرإﻟﻰ‬ to move forward, go on 19
path 9
‫ﺳﺰ‬ to cover, veil 16
‫ﺛﺰة‬ navel 16
‫ﺳﺮر‬ curtains, han^ngs 7
‫ﺗﻤﺪ‬ to be closed up, blocked 13
‫را ج‬ lamp, light 13
‫ﺳﻘﺎ ﺛ ﻒ‬ booths, sheds 13
‫ﺳﻐﻰ‬ to give (to someone) to drink 14
‫ﺗﻨ ﺖ‬ to loot, sack 11,15
‫ﺳﻠﺤﻔﺎة‬. turtle 11
‫ﺳ ﻮم‬ a hot wind o fthe desert, sandstorm 11
‫ﻣﻨﺎ‬ glow 2
‫ﺑ ﺮا ﻫ ﻢ‬ others 15
‫ﺑﻮ ى‬ except, only 13,17
‫ﺛﺎ ر ك‬ to share 13
‫ﺷﺎ ب‬ o fthe Shafil school of Sunni Islam l'o
‫ ي‬٠‫ﺷﺎ‬ Syrian or Levantine 3
‫ﺛﺎ ؤ وا‬ they wanted 5
‫ﻳﺮ‬ a measure, the span ofa hand ٦
‫ﺗﻪ‬ one like it, one similar, replica 5,13
‫ ﺀﺳﻰ‬١‫س‬ one who resembles Jesus 13
‫ﺛﺬ‬ to tighten 1
‫ﻗ ﺰ ﻃﺎ ت‬ incisions 10
292 H ie Travels o f lb n Battuta

‫ﻣﻊ‬ to begin, pave 2
‫ﺛﺮﻳﻒ‬ high-ranting, honored 10
‫ﺷﻖ‬ to cleave, split 13
‫ﺛﻤﺎﻟﻞ‬ characteristics, manners 9
‫ﺷﻬﺮ‬ to publicly expose, denounce 16
‫ﺳﻬﺮب‬ renowned as 9
‫ﺛﻮال‬ Shawwal, the tenth month ofthe Islam- 6,16
ic calendar
‫ﺻﺎﻟ ﺢ‬ devoted, honest, pious 10
‫ﺻﺎﻟﺠﻮا‬ they made peace with 5
‫ﺻﺒﺮ‬ patience, holding breath 11
‫ﺻﻨﺘﻨﺎ ﻋﻦ‬ it held us back from, diverted 9
‫ﺛﻨ ﻒ‬ seashell 11
‫ﻳﺬ ق‬ honesty 5'
‫ﺻﺜﺎح‬ thin paving stones 13
‫ﺻﻨﺎ ﺑﻖ‬ small boats 10
‫ﺻﻨﻤﺎ‬ ۴ up, rank 14
‫ﺻﻴﺎح‬ shouting, yelling 18
‫ﻓﺠﺮ‬ annoyance, unease ٦
‫ﺿﺤﻰ‬ forenoon, the part ofthe day before 8
noon
‫ﺿﺮﻳﺒﺔ‬ tax 4
‫ﻳ ﻀﻤﻮن‬ they host 4
‫ﻃﺎﻏﻴﺔ‬ tyrant 18
‫ﻃﺎف‬ to circle, surround, patrol 13,14
‫ﻃﺎﺋﻒ‬ one making the circuit around the 7
Ka.ba
‫ﻃﺶ‬ remains of something that has decayed 8
or collapsed or been destroyed
‫ﻃﻴﻘﺎف‬ arches 12
٠‫ﻇﺎﺀز‬ transitoty 18
G lossary 293
Word Definition L e ss..
‫ﻇﺮف‬ elegance, style 7
‫ﺑﻼل‬ shade, cover, protection 19
‫ﻋﺎدة‬ custom 16
‫ﻋﺎق‬ to prevent, hinder 2
‫ﻋﺎﺗﺔ اﻟﻨﺎس‬ the general public 9
‫ﻋﺰة‬ crying, weeping 1
‫ﻋﺘﻴﻖ‬ ancient, old 8
Persians or, more generally, non-Arabs 3
‫ا‬٠‫ﺀ ج‬
‫ﻋﺪوة‬ riverbank, side 13
‫ﻋﺬرة‬ excrement 14
to ascend, rise 4
٤‫ص‬
‫ض‬.‫ﺀر‬ broad, great 9
‫ﻋﺰاﺋﻢ‬ intentions, resolutions 1
‫ةزم ﺀ د‬ to determine to 5
‫ﻋﺜﺔ‬ in the evening 17
‫ﻋﻀﻤﻨﻰ اﻟﻠﻪ‬ God protected/saved me 18
‫ﻋﻄﺎﺀ‬ gift 12
‫ ﻳﺎ‬١‫ﺀﻋﻞ‬ things received as a gift 14
‫ﻟﺌﻠﻴﻢ‬،‫ﺀ ﻇﻢ‬ the bones ofa small turtle 11
‫ﻋﻞ اﻟﻀﻦ‬ contrary to, opposite of 1.
‫ﻋﻞ ﺣﺪة‬ separately, has its own place 8
‫ﻏﻤﺮة‬ a minor Hajj, a ١risit to Mecca conduct- 7
ed any time ofthe year
‫ﻋﻨﻮ؛‬ forcibly 5
‫ﻋﻬﺪ‬ time, era 6
‫ﺟﺬ ض‬ indemnity, compensation 5
‫ﻏﺎر‬ cave 4
٠‫ﻏﻼذ‬ servant boys, slaves 14
‫ﻏﺰاص‬ diver 11
‫ﻓﺎﺿﻞ‬ excellent, kind 4
294 The Travels o f f t n Battuta

‫ﻓﺎﺋﺖ‬ utmost, preeminent 9
‫ﻓﺎﻧﻖ‬ supreme, superior, surpassing ٦٠‫؟‬
‫ﻓﺄس‬ axe 5
‫ﻧﺘ ﻚ‬ violence, cruelty 14
‫ﻓﺪﺑﺎ‬ farba, a trusted agent appointed by the 20

Mansa to watch over a province
‫ﻗ ﺮﺗ ﺦ‬ old measure o f distance 2
‫ﻓﺮوة‬ for, animal skin 12

‫ﻓﻈﺎﻇﺔ‬ crudeness, harshness, roughness, rade- 9
ness
‫ﻗﻤﺔ‬ basket 18
‫ﻗﺮﺳﺔ‬ affiliated with the Q iraysh tribe 8
‫ﻗﺮﻋﺔ‬ jar, pitcher 20
‫رى‬ hospitality recehring as a guest 14

‫ﻟﺼﺪ‬ to head for 9
‫ﻫﻌﺒﻰ‬ to predestine 1
‫ﻗﻂ‬ never, not at all, in no circumstance ٦ , ١.٦
to sit, hold audience 3 ,9

‫ﺗﻔﺠﻖ‬ Kipchak, a Turkic state in Central Asia 3
٧٥ rarely, seldom 15
to sweep 13
‫ﺗﻢ‬
‫ ش‬١‫قﺀ‬ textile 20
‫ﻗﺌﻄﺮة‬ building with a curved top and straight 13
sides supporting the weight ofstruc-
tures or bridges
‫ﻗﻮارب‬ boats 11
‫ﻛﺎذﴽ‬ he responded, compensated 15
٠‫ىذ‬ it is as if it were 6’
‫ﻛﻤﺖ‬ to suppress, repress 19
‫ﻓﺬة‬ time 19
‫ ﻗﻘ ﺮ‬٠ infidels 2
G lossary 295
‫ﻛﻠﺒﺘﻴﻦ‬ pliers, pincers 14
‫ﻛ ﻤ ﺨﺎ‬ velvet 15
‫ﻛﺌ ﻒ‬ patronage 19
‫ﻛﻮاﻏﺪ‬ sheets of paper 17
‫ﻻﺛﺒﺎ ت ﺑﻌﺎرﺿﺠﻪ‬ no growth on his cheeks (i.e. no hair, a 8
reference to his youth)
‫ﻻﻳ ﺶ‬ it is not easy 6
‫ﻻﻳﺮذﻫﻢ ﺧﺎﺑﻴ ﻦ‬ not let them down, not disappoint 7
them
‫ﻟﺴﺎن‬ tonîe, lan^rage 10
‫ﻟﻌﻠﺦ‬ to tarnish, stain, smear 20
‫ﻟﻄﺎﻓﺔ‬ friendliness, courtesy 9
‫ﻣﺄﺛﺮ‬ finest works 2
‫ﻣﺎرﻣﺘﺎن‬ medieval hospital, usually part o fa 3
mosque complex
‫ﻣﺎﻟﻜﻴﺔ‬ Maliki, one ofthe four schools o ffiqh 19
‫ار س‬ popular, familiar 2
‫ﻣﺒﺎدرة‬ initiative 16
‫ﻣ ﺘﴼ ف‬ ready to go 9
‫ﺑﺎ ﻫﻴﺔ د‬. flaunting, showing off 3
‫ﻣﺘﻌ ﻪ‬ vast, wide 12
linked, connected 2 ,7
‫ﻣﺘﻨﺎﻫﻴﺔ ﻓﻰ‬ o fthe ^ ea test... 3
‫ﻓﻮةلﺀﻟﻰ!ﻟﻠﻪ‬ having trust in God 19
‫ﻣﺜﺎﺑﺔ‬ refoge, resort 8
‫ﻳﻐﺎ ل‬ weight used for valuing currency 20
‫ﻣﺜﻮى‬ dwelling, habitation, home, lo d^ng 8
‫ ﻟﺴﺮ‬١‫ﺑ ﺬ‬ diligent traveler 3
dappled, grained, spotted 7
‫>ع‬
‫ﻣﺠﻌﻮل‬ had put 13
‫ﻣﺠﺲ‬ wrapped, covered up 12

‫ﺑ ﻼة‬ bag 11
‫ﻣﺠﻠﻦ؛‬ shiny, polished, gleaming 8
‫ﻣﺤﺎض‬ good qualities, advantages 4
‫ﺋﺔ‬ a city quarter or district 8
‫ﺑﻨﺔ‬ mahalla, a movable Mongol camp 8
‫ﻣﻨﺎق‬ taste 3
‫ﻣﺬﺧﻮر‬ is prodded, stored 18
‫ﻣﻨ ﻬ ﯫ‬ a school of thought in Islamic law 8
‫ﻣﺮآه‬ its sight, scene 7
‫ﻣﺮدود‬ rejected, to n e d down 10
‫ﺗﺮ س‬ harbor, seaport 13
‫ رﺀز‬٠ cashmere 14
‫ﺳ ﺪ ﺑﺮﻳﻦ‬ unwelcoming 6
‫ﺳﺘﺒﺜ ﺮﻳ ﻦ‬ optimistic 6
‫ﻣ ﺸ ﺤﻜﻢ‬ intense, severe 10
‫اﻟﻤﺪرﺳﺔ اﻟﻤﺴﺌﺼﺮﻳﺔ‬ the Muntasariya school, built in 1234, 8
one o fthe first to feato e all four
schools oflslamic law
‫ﺷﺸﻮﻓﺰ‬ confosed, excited 8
‫ﺳﺰ ﺟﺔ‬ saddled 15
‫ﺳﺘ ﻂ رﴽس‬ birthplace 1
‫ﻣﺘﻮﻓﺔ‬ tribe in Tim bukta 20
‫ﻣﻤﺴﺮة‬ distance 11
٠‫ﻣ ﺜ ﺘ ﻜ ﺰ‬ those with complaints 3
‫ﻣﺜﻘﻪ‬ difficulty 6
‫ﻣﻤﻌﺪ‬ elevator, place of ascent 4
‫ﻣﺨﺰ‬ harmfol 20
‫ﻣﻌﺘﻤﺪﴽ‬ intending, targeting 1
‫زج‬ route of ascent 4
‫ﺛﺌﺌ ﻰ‬ coated, plated 4
G lossary 297
‫ﻣﻌﺒ ﺐ‬ absence 19
‫ﻟﻐﻠﻖ‬ unique, masterly 20
‫ﻳﻐﺮاض‬ clipper, scissors 11
‫ﻣﻘﺪار‬ size, extent, expanse 4
‫ﻣﻘﺼﺮرة‬ private room, compartment 10
‫ﻣﻜ ﺚ‬ residing, remaining 16
‫ﻣﻼزﻣﺔ‬ accompanying, guarding 15
‫ﻣﻨﺔ‬ merit 6
‫ﻣﻦ ﺟﻠﺘ ﻬﻢ‬ among them 15
‫ﻣﻨ ﺤﻮ ت‬ sculpted, made, shaped 20
‫ﻣﺸﺮﺑﻪ‬ belonging to, associated with 10
‫ﻣﻨﺼﻪ‬ podium, dais, stage 5
‫ﻣﻨﻔﺮدأ‬ alone, solitai^ 1
‫ﻣﺸﻤﺔ‬ usefulness, benefit, profit 3,10
‫ﻣﻘ ﺴﻢ‬ divided 13
‫ﻣﻨﻘﻄﻌﻴﻦ‬ cut-off, i.e. those without support, 3,7
homeless people
‫ﻣﻨﻴﻒ‬ lofty 6
‫ﻣﻮاﻫ ﺐ‬ aptitades, talents 10
‫ﻣﺮﻛﻠﺮن‬ assignees, those charged 14
‫ﻣﺆﻧﺔ‬ supply 17
‫ﻣ ﺆﻧ ﺔ‬ welcoming, friendly 3
‫ﻣﻴﺪ‬ swaying, shaking 9
‫ﻣﺌﻴﻦ‬ hundredths 10
‫ﻧﺎﺻﻌﺔ‬ clear, pure ٦
‫ﻧﺎﻇﻮر‬ observer, watcher 18
‫ﻧﺠﻦ ا ﻟ ﺮ‬ speedup 1
‫ﺋﺠ ﺲ‬ filth, extreme uncleanliness 13
‫ﻟﺤﺮ‬ to slaughter 10
‫ﻧﺰﻳﻞ‬ visitor,۶ rest 10

‫ﻧﺜ ﻤ ﺰ‬ elevated place 4
‫ﻧﺼﺎرى‬ Christians 4,18
‫ﻧﺼﺮ‬ victo^, conquest 12
‫ﻧﻀﺎرة‬ grace, beauty 3
‫ﻧﻀﺞ‬ to ripen, be well-done, mature 20
‫اﻟ ﺪ ر ئ اﻟﺘﻈﺎﺻﺔ‬ the Nizamiya school, founded by the 8

Seljuks in 1065, one ofthe leading
Islamic schools of its time.
‫ﻧﻔﺎه‬ he exiled him 20
‫ﻧﻔﻘﺔ‬ a sum of money for expenses 15
‫ﻧﻮاص‬ front ofthe head, the finest 3
‫ﻫﻮاﺀ‬ air 2
‫ﻫﻴﺒﺔ‬ prestige 19
‫وارد وﺻﺎدر‬ arriving and departing passengers 11
‫وﺑﺎﺀ‬ epidemic, pla^re 18

‫ ﻧ ﺼﺒﺎ‬،‫ﻧﺼﺒﺎ‬ pain (in classical usage) 1
‫وﺻﺰ اﻟﻠﻪ ﻋﻠﻨﻪ‬ May God grant him success and contin- 19
ue his exaltedness
‫وﺿﺮﺀ‬ the wudu’- the Islamic procedure for 8
washing before prayer
‫دﻓﻨﻔﻲ‬ be so lucty to find 19
‫ﻧﻜﻮر‬ nests 1
‫وﺑ ﺖ‬ I administered, governed 16
‫ﻳﺒﺎح‬ to be allowed, authorized 15
‫ﻳﺘﻌﻨﺎه‬ to exceed, go past (something) 8
‫ﻣﺤﺴﻦ‬ treat with kindness; give charity 9
‫ﻳﻨ ﺮ‬ payzakat (charity) forpoorpeople 11
‫ذﻗ ﻰ‬ he is called, known as 10

‫ﻳﻮﻣﺌﺬ‬ at this time 1
G lossary 299
Grammar and Structure
p.ints by Lesson
L esson 1
T h e verb ‫( ﻗ ﻐ ﻰ‬to d ecree)
T he a b so lu te o b j e c t , ‫اﻟﻤﻔﻌﻮل اﻟﻤﻄﻠﻖ‬
T he verb ‫( اﻋﺘﻤﺪ‬to in te n d )
U se s o f t h e p a r t i e d
T he four sacred m o n th s
categoric n egative ‫ﻻ‬
L esson 2
P arallelism and rh ym e
U se o f a fron ted p red ica te in a se n te n c e
T he su b ject o f laysa, ‫ا ﺳﻢ ﻟﻴ ﺲ‬
T he verb ‫( رﴽى‬to s e e )
L esson ‫و‬
C o m p o n e n ts o f A rab ic n a m es
U se o f t h e p article ‫( ل‬b e lo n g in g to )
U se o f t h e w o rd ‫( ﻏ ﺮ‬o th e r th an )
T he p assive v o ic e ‫اﻟﻤﺒﻨﻲ ﻟﻠ ﻤ ﺠ ﻬ ﻮ ل‬
F orm s o fb le s s in g s o n th e d e c e a se d
C ase en d in g s o n su b ject and o b ject
Grammar and Structure P oin ts b y L esson 301

Lesson 4
Forms of blessings for religious fib re s
The verbal noun of ‫( ﻧﺸﺰ‬elevated place)
Names of Q iranic prophets
R e v e r b ‫ ﺋ ﺢ‬٠(to ascend)
‫ ؛‬e passive participle ‫( ﻣﻌﻠﻮﻣﺔ‬fixed, specified)
Lesson 5
Direct object suffixes
Separation of verb and object
^ e verb ‫( ﺋ ﻐ ﺜ ﻞ‬to exceed)
Measure I and measure II verbs compared
^ e compound ٠‫( ىز‬even if)
The tamyiiZ) 'noun of sp e c ific a tio n ,^ ^ with the superlative adjective,

‫اﻟﺘﻐ ﻀﻞ‬
R e w o r d ‫( ﻗﺮار‬place ofrefiige)
Lesson 6
The hal construction (‫)اﻟﺤﺎل‬
M asdarform for hollowverbs
^ e verb ‫( ﺟﺬ‬to strive, hurry)
Lesson 7
Meanings ofthe noun ‫ﻃﺎﺛﻒ‬
Use ofth e particle ‫( ﻗﻂ‬ever)
The false idaafa construction
Defective nouns
Idioms derived from the verb ‫( اﻧﻘﺾ‬to be cut off)

LessonS
Definite idaafa constructions
Various uses o fth e verb ‫ﺿﺮب‬
The word ‫(( دارس‬forgotten, erased
The compound ‫( ( وأن‬although
Lesson ‫و‬
^ e verb ‫ ( ﺛﻬﺮ‬to become famous )
‫' ؛‬e ‘five nouns
e particle ^ ‫( ( ذو‬possessor of
The passive voice ‫اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻮل‬
Lesson 10
Various uses ofth e word ‫( ( اﻟﻴﺮﺑﺮ‬barbaric, Berber
Use ofth e word ‫( ( اﻟﺰﻧﺒﺞ‬a region in Africa
The verb ‫( ( ﻛ ﻰ‬to be nam ed
Lesson 11
Different naming systems for months
Active and passive participles ofthe verb ‫ﺳﺎر‬
( to head to, to move ) : ‫ ﻣﺴﺮة‬،‫ﻣﺎﺋﺮ‬
The root ‫(( ﺻﺪ ف‬to run into
Lesson 12
Form and uses o fth e measure-II masdar
e tamyiiz) ‘noun of specification,' construction ^ , ‫اﻟﺘﻤﻴﻴﺰ‬
Recognizing referent pronouns
false idaafa construction
G rammar and S tm ctare P oin ts b y L esso n 303

Lesson 13
Uses ofthe noun ‫( أﻫﻞ‬a people)
The topic-com m ent construction,'‫اﻣﺎ‬... (as for)
Uses ofthe word ‫( ﺳﻮى‬equally)
Use o fthe word ‫( اﻟﺮوم‬Rome, Christendom, Greece)
The term ‫( إﻓﺮا ح‬Franks, Europeans)
Lesson 14
Uses o fth e accusative case
The expression ‫ذﻟ ﻚ‬ ‫ ع‬٠ (in spite of)
TCie superlative construct with ‫( أﺷﻦ‬most intense)
Various uses ofthe verb ‫ﺣﻖ‬
The particle ‫( ذو‬possessor of)
Lesson 15
The constriction ‫( ﺗ ﻦ‬rarely)
The passive voice ‫اﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻮل‬
Lesson 16
R e v e r b ‫( ﺗﻨﺰه‬keep away)
Case endings in idaafe constructions
Uses o fthe particle ‫ﻣﺎ‬
The phrase ‫( ﻣﺎ ﻋﺪا‬except)
Use o fth e particle ‫( دن‬who) in statements
Feminine plural pronouns and verbs
Use o fth e particle ‫( ل‬belonging to)

Lesson 17
The expression ‫( ﻟﻮﻻ‬if not)
^ re verb ‫د‬.‫( ا ﺣﺘﻔ ﻞ‬to celebrate, glory in)
Uses o fth e particle ‫( ﻣﺎ‬what, not)
Use ofth e particle ‫( ﻗﻂ‬ever)
L esson 18
Uses ofth e com pound ١‫( ﺑﻴﺬﺀ‬while, however)
^ e demonstrative pronoun ‫( ﻫﻨﺎﻟ ﻚ‬the ftrrther 'there')
Use o fth e word ‫( اﻟﺮوم‬Rome, Christendom, Greece)
L esson 19
Uses of m e a su re -^ verbs
Use of ‫ ﻛﺎن‬to form the pluperfect (had done)
The participle ‫( ﺣﺎﻣﻞ‬pregnant)
Use o fth e particle ‫( ل‬belonging to)
L esson 20
Gender agreement on numbers
Use o fth e com pound ١‫( إذﺀ‬merely but)
Uses o fth e particle ‫ذ‬
Grammar and Structure Points by Lesson 305

Index of People Mentioned
in the Text
Names Lesson
‫ ﺑ ﻦ اﻟﺠﻨﺎح‬: ‫أﺑ ﻮ ﻋﺒﻴ ﺪ‬ Abu ‘Ubaydah Ibn al-Jarrah, Muslim 5
commander
‫اﻟ ﺤ ﺴﻴﻦ ﺑ ﻦ ﺟ ﻢ‬ ‫أﺑﺮ‬ Abu alHusayn Ibnjubayr, Muslim 8,5
geographer from al-Andalus
‫ﴽ ﺑ ﻮ ﺑ ﻜ ﺮا ﻟ ﺼ ﺪ ﻳ ﻖ‬ Abu Bakr, the first cahph 6
‫ ﻻ ﺣ ﻠ ﻰ‬١‫أ ﺑ ﻮ إ ﻣ ﺤ ﺎ ق‬ Abu Ishaq al.Granadi, a poet of 20
‫اﻟ ﻐ ﺮﻧﺎ ﻃ ﻲ‬ Granada
‫ﴽﺑ ﻮ ﺟ ﻌ ﻔ ﺮ اﻟﻤﻨﺼﻮر‬ Abuja'far al-Mansur, second Abbasid 8
caliph
‫اﻟ ﺠﻠﻴ ﻞ ﴽ ﺑ ﻮ ﺳ ﻴ ﺪ ﺑ ﻤ ﺎ ل‬ Abu Sa'id Bahadur Khan Ilkhan 8
‫اﻟﻔ ﻮﻧ ﺲ‬ Alfonso XI, king of Castile 18

‫اﻟﻤﻬﺠﺎﻫﺪ ﻧﻮر اﻟ ﺪ ﻳ ﻦ ﻋ ﻞ‬ Al-Mujahid Nur al-Din Yusuf, sultan 9
ofYemen
‫اﻟﻤﻠ ﻚ اﻟ ﯫ ﺻ ﺮ ﻧﺎ ﺻ ﺮ‬ al-Nasir Muhammad, Mamluk sultan 3
‫اﻟ ﺪ ﻳ ﻦ ﻣﺤﻤﺪ ﺑ ﻦ ﻗﻼرون‬
‫اﻟ ﻮﻟﻴ ﺪ ﺑ ﻦ ﻋﺒ ﺪ اﻟ ﻤﻠ ﻚ ﺑ ﻦ‬ Al-Walid Ibn Abd al-Malik Ibn Mar- 5
‫ﻣﺮوان‬ wan, U m aâd caliph
‫ا ﺻ ﻒ ﺑ ﻦ ﺑﺮ ﺧﻴﺎﺀ‬ Asaph, son ofBerechiah, legendary 13
builder ofH aâ Sofia
‫ﻓ ﺮﺑﺎ ﻣ ﻮ ﻣ ﻰ‬ Farba M u s Z ffa r b a ofTimbukta 20
‫ﺧ ﺎ ﻟ ﺪ ﺑ ﻦ اﻟ ﻮﻟﻴ ﺪ‬ Khalid Ibn al-Walid, Muslim general ٦‫ة ا‬
‫ﻣﺤﻤﺪ ﺑ ﻦ ﺗ ﻐﻠ ﻖ‬ Muhammad Tughluq, sultan ofDelhi 14

Names Lesson
‫ﻣﺤﻤﺪ ﴽ و ز آ ك‬ Muhammad Uzbek, khan ofthe 12
Golden Horde
‫ﻣﻨ ﺶ ﻣﻮﺳﻰ‬ Mansa Musa, emperor ofthe Mali 20
Empire
‫اﻟﻤﻨﺼﺮر ﺳ ﻴ ﻒ اﻟ ﺪ ﻳ ﻦ‬ Qalawun al-Salahi, Mamluk sultan 3
‫ﻗ ﻼ و و ن اﻟ ﺼﺎﻟ ﺤ ﻰ‬
‫ﺻ ﺪ ر اﻟ ﺠﻬﺎن‬ Sadr aljihan, the Grand ^ d i of 15
Delhi
‫ﻣ ﻼﻟ ﺨﺎﻟﺪﻳﻨﺒ ﻦ ? و ب‬ Salah al-Din, founder of the A ^ b i d 4
dynasty
‫ﺛ ﻬ ﺎ ب اﻟ ﺪ ﻳ ﻦ‬ Shihab al-Din, sultan ofthe Maldives 16
‫ﺳ ﺮا ج اﻟ ﺪ ﻳ ﻦ ﺑ ﻦ ا ﻟ ﻜ ﻮ ﻳ ﻚ‬ SiraJ al-Din Ibn alKuwayk, a mer- 20
chant ofAlexandria
‫ﺿ ﻰ ﺳﻴﺈ ن‬ Mansa Sulayman, emperor ofthe 20
Mah Empire
‫ ﻣﻠ ﻴﺈ ن ﻣﺎﻧﺎﻳ ﻚ‬٠ Suleiman Manayk, minister ofthe 16
Maldives
‫ﻋ ﻤ ﺰ اﺑ ﻦ اﻟ ﺨ ﻄﺎ ى‬ 'Umar ibn al-Khattab, the second 6
caliph
‫أﻟﻮ ا ﻟ ﺤ ﺠ ﺎ ج ﻳ ﻮ ﺳ ﻒ‬ Yusuf I, sultan of Granada 18
Index of People Mentioned in the Text 307

Index o f Places
(in Arabic alphabetical .rder)
Name Location Lesson

‫ازاق‬ Azaq (today Azov), in Southern 12
Russia
‫آ ﺿ ﻄﺘ ﻮد‬ Istanbul (at that time, the Western 13
half of Constantinople)
p ] Asila, Morocco 18
‫ا ﻹ ﻣﻜﺘﺪﻧ ﺔ‬ Alexandria, E ^ t 2
‫ا ﻷﻧ ﺪﻟ ﺲ‬ al-Andalus (Islamic Spain) 18

‫اﻟﺒ ﺤﺮﻳ ﻦ‬ Bahrain 11
‫اﻟﺒﺼﺮة‬ Basra, Iraq 8
‫اﻟﻨ ﺪﻧ ﺔ‬ Venice 13
‫اﻟﺠﺎوة‬ Java, Indonesia 19
‫ﺟﺒ ﻞ ﻃﺎرق‬ Gibraltar 18
‫اﻟﺤﺠﺎز‬ Hijaz, Saudi Arabia 1
‫اﻟ ﺨﻠﻴﻞ‬ Hebron 4

‫اﻟ ﺨﻨﺎ ﺀ‬ Hangzhou, a city in China IS
‫اروم‬ Rome (usually refers to Christendom s, 13
in general)
‫اﻟﺰﻳﺘﻮن‬ Zaytun (now Qianzhou), China 17
‫اﻟ ﻦ‬ the Sindh, region in Pakistan 2
‫اﻟ ﺮا ﺣ ﻞ‬ the Swahili Coast (Kenya, Tanzania, 10

Mozambique)
‫اﻟﺸﺎم‬ the Levant, Greater Syria 3 ,6 ,1 9
308 Travels o f Ibn B a to ta

N am e L ocation L esson
‫اﻟﻘﻨﻄﺔ‬ Galata, the Eastern half o f Constan. 13
tinople
‫اﻟﻘﺪ س‬ Jerusalem 4
‫اﻟﻴﺮم‬ Crimea 12
‫اﻟﻘﻄﻴﻒ‬ Qatif, r e .o n in Eastern Saudi Arabia 11
‫اﻟ ﻜ ﺮ ة‬ Kiswa, Syria, starting point ofthe 6
Damascus Hajj caravan
‫اﻟﻤﺎﺟﺮ‬ Machar, today in Dagestan, Russia 12,
‫اﻟﻤﻔﺮب‬ M orocco 1,19
‫اﻟﻨﻴﻞ‬ N ile River 3
‫اﻟﻮادي ا ﺻ ﺮ‬ Wadi al-Ahkaydr, a small valley in 6
Northwest Saudi Arabia
‫اﻟﻴﻤﻦ‬ Yemen 9
‫ﺑﺠﺎﻳﺔ‬ Bejaia, Algeria 1
‫ﺑﻐﺪاد‬ Baghdad, Iraq 8
‫ﺑﻼد اﻟﺰﻧﻮج‬ the ZanJ (an Arab name for the Swa- 10
hili coast)
‫ﺑﺒﺚ ﻟﺤﻢ‬ BetU ehem 4
‫ﺗﺎزى‬ Taza, Morocco 19
‫ﺗﺒﻮك‬ Tabuk, Saudi Arabia 6

‫ﺗﺮﻛﺴﺘﺎن‬ Turkestan 12
‫ﺛﻌﺰ‬ Ta'iz, Yemen 9

‫ﺗﻨﺪﻓﺜﻮ‬ Timbukfci, Mali 20
‫ص‬ Tunis, Tunisia 1

‫ﺟﺬة‬ Jeddah, Saudi Arabia 7
‫ﺑﺆراﻟﻤﺎﻟﺪﻳ ﻒ‬ the Maldive Islands 16
‫ﺟﯯة‬ Genoa 13
‫ﺣﻬﺘﻢ‬ Valley o f Gehenna 4
‫ﺣ ﻞ‬ Aleppo, Syria 19
‫ﺣﻤﺺ‬ Homs, Syria 19
Index ٠‫ ؛‬Places (in Arabic-alphabetical order) 309

‫ض|رزم‬ Khwarizm (Oasis in Uzbekistan and 12
Turkmenistan)
‫د ﺟﻠ ﺔ‬ Tigris River 8
‫دﻣﺸﻖ‬ Damascus 5
Deim 14,15
‫س‬‫د‬
‫ؤﻳ ﺔ اﻟﻤﻬﻞ‬ the Maldive Islands 16
‫ ﺳﺪواﺗﺮ‬١‫ر‬ RaS Dawa'ir, village in Sudan (now 9
absorbed into Port Sudan)
‫زﺑﻴﺪ‬ Zabid, Red Sea port in Yemen 9
‫ﺳﺸﺔ‬ Ceuta, Spain 18
‫ ﺳﺎن‬٠‫ﺳﺞ‬ Sijistan, region in Eastern Iran 11
‫ﺗﺰادق‬ Surdak, port in the Crimea region of 2,12
Ukraine
Fuengirola, Spain 18
‫ﻣﺮاﻛﻦ‬ Sawakin, a port in Northeast Sudan 9
‫ﺻﻨﻌﺎﺀ‬ Sanaa‫ ؛‬Yemen 9
‫ﻃﻨﺠﺔ‬ Tangier, Morocco 1,19
‫ﻗﻨﻦ‬ Aden, Yemen 9
‫ﻋﻴﻨﺎ ن‬ Aydhab, Red Sea port in E ^ p t 9
‫ﻏﺮﻧﺎﻃﺔ‬ Granada 18
‫ﻏﺆة‬ Gaza 4
‫ﻓﺎرس‬ Persia 11
‫ﻓﺎس‬ Fez, Morocco 19
‫ﻓ ﺮﻧ ﺴ ﺔ‬ France 13
‫ﻗﺎﻟﻴﻘﺮط‬ Calicut (now Kozhikode), India 2
‫ﻗﺮاﺟﻴﻞ‬ the Himalaya Mountains 15
‫ ذ‬٠‫ة ا ♦ا‬ Constantinople 5,11
‫ﻗﻐﺠﻖ‬ Kipchaq, state in Central Asia 3
‫ﺋﺬا‬ Kilwa (in modern day Tanzania) 10
Kollam, India 2
‫م‬
310 ^he Travels o f Ibn Battuta

‫ﻣﺎ وراﺀ اﻟ ﻨ ﻬ ﺮ‬ Oxus, a region in Uzbekistan 12
‫ﻣﺎﻟﻘﺔ‬ Malaga, Spain 18
‫ﻣﺎﻟﻲ‬ Mali 20
‫ﻣﺪﻳﺌﺔ رﺳﻮل اﻟﻠﻪ‬ Medina, Saudi Arabia 6
‫ﻣﺮﺑﻠﺔ‬ Marbella, Spain 18
‫ﻣﻌﺮ‬ also Cairo 3

‫ﺗﻌﺎن‬ Ma'an, Jordan 6
‫ﻣﻘﻨﺜ ﺮ‬ Mogadishu, Somalia 10
‫ﺑﺴﻰ‬:٠‫م‬ Mombasa, Kenya 10
‫ﻣﻴﻤﺔ‬ village in Mali 20
‫ ر ﻗ ﺴ ﻞ‬٠‫ئ‬ Genii River, Spain 18
‫وادي ﺑﺘﺪخ‬ Wadi Baldah, a small valley in North- 6
west Saudi Arabia
Index o f Places (in Arabic alphabetical order) 311

Index of Places
(in English alphabetical order)
Location Name Lesson

A d en Yemen ‫ﻋﻨ ﻦ‬ 9
al-Andalus (Islamic Spain) ‫اﻷذدﻟ ﻰ‬ 18
Aleppo, Syria ‫ﺣ ﻒ‬ 19
Alexandria, Egypt ‫ ذ ا ﻟ ﺮ ة‬٠‫ ) ﺳ ﻚ‬/ ‫ا‬ 2
Asila, Morocco ‫أ ﺻﻴ ﻼ‬ 18
Aydhab, Red Sea port in E ^ p t ‫ﻋﻴ ﺬا ب‬ 9
Azaq (today Azov), in Southern ‫زاق‬١ 12
Russia
Baghdad, Iraq ‫ﺑ ﻐﺪاد‬ 8
Bahrain ‫اﻟﺒ ﺤﺮﻳ ﻦ‬ 11
Basra, Iraq ‫اﻟﺒﺼﺮة‬ 8
Bejaia, Algeria ‫ﺑﺠﺎﻳﺔ‬ 1
Bethlehem ‫ﺑﺒ ﺚ ﻟ ﺤﻢ‬ 4
Calicut (now Kozhikode), India ‫ﻗﺎﻟﻴﻘ ﻮ ط‬ 2
Ceuta, Spain ‫ﺳﺘ ﺔ‬ 18
Kollam, India
‫ﺋ ﺪﻟ ﻢ‬
2
Constantinople 2*:.. 1 ‫ ا‬٠. ‫ ا‬٠ ‫ل‬... 5,11
Crimea ‫اﻟﻴﺮم‬ 12,
Damascus ‫دﻣﺜ ﻖ‬ 5
Delhi ،> ‫د‬ 14,15
Egypt, also Cairo ‫ﻣﻌ ﺮ‬ 3
Fez, Morocco ‫ﻓﺎ س‬ 19
France ‫ﻓ ﺮﻧ ﺔ‬ 13

Fuengirola, Spain 18
Galata, the Eastern half of Constan. ‫اﻫ ﻄﴼذ‬ 13
tinople
Gaza ‫ﻏﺆة‬ 4
Genii River, Spain ‫ﺛ ﻬ ﺮﻗﺘﻴﺪ‬ 18
Genoa ‫ﺟﻨﻮة‬ 13
Gibraltar ‫ﺟﺒ ﻞ ﻃﺎرق‬ 18
Granada, ‫ﻏﺮﻧﺎﻃﺔ‬ 18
Hangzhou, a city in China ‫اﻟﺨﻨﺴﺎﺀ‬ 15
Hebron ‫اﻟﺨﻠﻴﻞ‬ 4
Hijaz, Saudi Arabia ‫اﻟﺤﺠﺎز‬ 1
the Himalaya Mountains ‫ﻗﺮاﺟﻴﻞ‬ 15
Homs, Syria ‫ﺣﻤﺺ‬ 19
Istanbul (at that time, the Western ‫أﻓﺘ ﺮد‬ 13
half of Constantinople)
Java, Indonesia ‫اﻟﺠﺎوة‬ 19
Jeddah, Saudi Arabia ‫ﺟﺬة‬ ٦
Jerusalem ‫اﻟﻘﺪ س‬ 4
Khwarizm (Oasis in Uzbekistan and ‫ﺿﺎرذم‬ 12
Turkmenistan)
Kilwa (in m odern day Tanzania) ‫ﺋ ﺬا‬ 10
Kipchaq, state in Central Asia ‫ﻗﻐﺠﻖ‬ 3
Kiswa, Syria, starting point ofthe ‫اﻟ ﻜ ﺮ ة‬ 6
Damascus Hajj caravan
the Levant, Greater Syria ‫اﻟﺜﺎ م‬ 3 ,6 ,1 9
Ma.an, Jordan ‫ﺗﻌﺎن‬ 6
Machar, today in Dagestan, Russia ‫اﻟﻤﺎﺟﺮ‬ 12
Malaga, Spain ‫ﻣﺎﻟﻘﺔ‬ 18
the Maldive Islands ‫ﺟﺰر اﻟﻤﺎﻟﺪﻳﻒ‬ 16
the Maldive Islands ‫ؤﻳﺒﺔ اﻟﻤﻬﻞ‬ 16
Mali ‫ﻣﺎﻟﻲ‬ 20
In d e x .‫ ؛‬Places (inEnglish alphabetical order) 313

Marbella, Spain ‫رﺑﻠﺔ‬. 13
Ma۴ a, ullage in Mali ‫ﻣﻴﻤﺔ‬ 20
Medina, Saudi Arabia ‫ﻣﺪﻳﺌﺔ ر ﻣ ﺮ ل اﻟﻠﻪ‬ 6
Mogadishu, Somalia ‫ﻣﻘﺪ ﺷﺮ‬ 17
Mombasa, Kenya ‫ﺗﺒ ﻰ‬ 10
Morocco ‫اﻟﻤﻔﺮى‬ 1,19
NilelUver ‫اﻟﻴ ﻞ‬ 3
Oxus, a region in Uzbekistan ‫اوراﺀاﻟﻨﻬﺮ‬. 11
Persia ‫ﻓﺎرس‬ 11
^ tif, region in Eastern Saudi Arabia ‫اﻟﻘﻄﻴﻒ‬ 11
RaS Dawa'ir, village in Sudan (now ‫ ﺳﺪ واﻟ ﺮ‬١‫ر‬ 9
absorbed into Port Sudan)
Rome (usually refers to Christendom ‫اﻟﺮوم‬ 5,-13
in general)
Sanaa', Yemen ‫ﺻﻨﻌﺎﺀ‬ 9
Sawakin, a port in Northeast Sudan ‫ﻣﺮاﻛﻦ‬ 9
Sijistan, region in Eastern Iran ‫ﺳﺠﺴﻨﺎن‬ 11
the Sindh, reôn in Pakistan ‫اﻟﺴﻨﺪ‬ 2
the Swahili Coast (Kenya, Tanzania, ‫اﻟ ﺮا ﺣ ﻞ‬ 10
Mozambique)
Sudak, port in the Crimea region of ‫ﺛﺰاد ق‬ 2,12
.a in e
Ta'iz, Yemen ‫ﺋﻌﺰ‬ 9
Tabuk, Saudi Arabia ‫ﺗﺒﻮك‬ 6
Tanker, Morocco ‫ﻃﺌﺠﺔ‬ 1,19
Taza, Morocco ‫ﺗﺎزى‬ 19
Tigris River ‫دﺟﻠﺔ‬ 8
Timbuktu, Mali ‫يﺗﻜﯯ‬ 20
Tunis, Tunisia ‫ﺗﻮض‬ 1
Turkestan ‫ﺗﺮﻛﺴﺘﺎف‬ 12
Valley of Gehenna ‫ﺟﻬﺘﻢ‬ 4
314 Travels of Ibn Battuta

L ocation N am e Lesson
Venice ‫اﻟﺒﺌﺪﻗﻴﺔ‬ 13
Wadi al-Ahkaydr, a small valley in ‫اﻟﻮادى اﻻﺀﺧﻴﻔﺮ‬ 6
Northwest Saudi Arabia
Wadi Baldah, a small valley in North- ‫و؛دﻳﺒﻠﺪﻟ ﺢ‬ 6
west Saudi Arabia
Yemen ‫اﻟﻴﻤﻦ‬ 9
Zabid, Red Sea port in Yemen ‫زﺑﻴﺪ‬ 9
the Zanj (an Arab name for the Swa- ‫ﺑﻼد اﻟﺰﻧﻮج‬ 1٠
hili coast)
Z a ^ m (n o w Q ianzhou), China ‫اﻟﺰﻳﺘﻮن‬ 17
Index o f Places (in English alphabetical order) 315

Further Reading
Complete translations oflbn Battuta's Rihla:
Defremery, Charles, and Beniamino Sanguinetti, trans. and ed. Voyages
d i n Batoutak Paris: Society Asiatic, 1853-58. (French and Arabic)
Gibb, H.A.R., trans. and ed. I Travels oflbn Battuta. Vols. I, II, III. Lon-
don: Haklujrt Society, 1956.
Gibb, H.A.R., and Charles Beckinghanr trans. and eds. I Travels oflbn
Battuta. Vol. IV. London: Haklu)rt Society 1994.
Books about Ibn Bataita and his travels;

Dunn, Ross E. I A d v e n tu r e s oflbn Battuta٠٠aMuslim Traveler in the 14th
Century. Berkeley: University of California Press, 2005.
Harvey, L.P. k Battuta. New York: LB.Tauris, 2007.
Mackintosh-Smith, Tim. Travels with a Tangerine: AJourney in the Footnotes

oflbn Battutah. London: Picador, 2002.
Waines, David. I Odyssey o f k Battuta: Uncommon Tales ofa Medieval

Adventurer. Chicago: University of Chicago Press, 2010.
Internet Resources‫؛‬
Ibn Battuta - I A n i m a t e d Series Interactive Map
h^://^^ ibn battuta.tv/tra ٦٢elMap.htnrl.
Internet Medieval Sourcebook, http://w vw .fordham .edu/halsall/

source/1354-ibnbattuta.asp
I J o u r n e y oflbn Battuta: i M a n l o WalkedAcross the World. BBC,

2007. http://www.topdocumentaryfilms.com.
I Travels oflbn Battuta: A Virtual Tour with the 14th Century Traveler.
h ttp ://-.ib n b a ttu ta .b e r k e le y ٠.
edu
316 ^ e Travels of fon Battuta

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The Tra٧els of

Da٧ ‫؛‬d DiMeo and Inas Hassan

The American University in Cairo Press

Copyright © 2 0 l6 b y David DiMeo and Inas Hassan

Dar el Kutub Cataloging-in-Publication Data

I Hassan, Inas (‫ او‬auth.)

Designed by Shehab Abdullah

In tro d u c tio n Vll

1. Setting off on the Greatest Journey 1

2٠The Lighthouse at Alexandria, One of 15

4. Jerusalem and the Dome of the Rock 43

5. Damascus, Paradise ofthe East 57

6. ^ e Hajj Journey and Medina 73

7. The Hajj to Mecca 87

8. Baghdad, City of Caliphs 101

9. Yemen, Gateway to East Asia 117

10. The African Coast 131

11. Travels along the Arabian Gulf 145

12. ^ e Golden Horde ofM ongol Russia 159

13. Constantinople, Capital ofthe Byzantine Empire 173

14. ^ e Sultan oflndia 187

15. Delhi, Capital ofM uslim India 201

16. Judge in the Maldives 215

17. The Rich Kingdom of China 229

20. To Mali and Timbuktu 269

Grammar and Structure Points by Lesson 301

Index ofPeople M entioned in the Text 306

Index ofpiaces (in Arabic alphabetical order) 308

Index ofP laces(in English alphaljetical order) 312

Further Reading 316

I Travels oflbn Battuta: A Guided Reader is designed for Arabic students

Beyond la n ^ a g e proficiency this book is designed to offer a window into

^ e lessons in this book do not have to be completed in order,, students and

The Source Text

From the Writings oflbn Battuta

Using Grammar and Context Clues

Research and Presentation

Happy travels with Ibn Battuta!

Setting off on the Greatest Journey I

The Travels o f lb n Battuta

‫)‪( ١‬ﻛﺎن ﺧﺮوﺟﻲ ﻣ ﻦ ﻃﻨ ﺠﺔ ﻣ ﻘ ﻂ رأﺳﻲ ﻓﻲ ﻳ ﻮ م اﻟ ﺨﻤﻴ ﺲ اﻟﺜﺎﻧﻲ ﻣﻦ ﺷﻬﺮاﻟﻠﻪ ر ﺟ ﺐ اﻟﻔﺮد‬

‫‪Early on, Ibn Battuta is struck by the physical hardships of a fourteenth-‬‬

‫وﻟ ﻤﺎ و ﺻﻠ ﺬاإﻟ ﻰﺑ ﺠﺎ ب ‪. . .‬ا ﺻﺎ ﺑﺘ ﺬﻳﺎ ض )‪ ( ٩‬ﻷ ﺷ ﺎ ر ﺀ ﻻً ﺑ ﻮ ﺀ ﻳ ﺪ ا ﻟ ﻠ ﻪ اﻟ ﺆﺑﻴ ﺪ ي‬

‫‪Upon arriving in Tunis, IbnB attuta is struck by emotional hardship, as lone-‬‬

‫‪1 1325 CE‬‬

‫‪Setting off on the Greatest Journey‬‬ ‫‪3‬‬

‫ ( و ﺑ ﻤ ﺪ ﻣ ﺬ ة ﺗﻤﻬﻦ ﻟ ﺮ ﻛ ﺐ اﻟ ﺤ ﺠﺎ ز اﻟﺜ ﺮﻳ ﻒ ﺷ ﻴ ﺌ ﻪ ﻳﻌ ﺮ ف ﺑﺄﺑﻲ ﻳ ﻌ ﻘ ﻮ ب اﻟ ﺴﻮ ﺳ ﻰ‬١٩)

4 The Travels o f lb n Battuta

A. Answer the following questi.ns in complete Arabic sentences (numbers

( ٨- ٥) ‫ﻣﺎ اﻟ ﺴ ﻮ ﺑﺎ ت اﻟﺘﻲ واﺟﻬﻬﺎو اﺑﻦ ﺑﻄﻮﻃﺔ ﻋﻨﺪﻣﺎ ﺑﺪا رﺣﻠﺘﻪ ؟‬ .٢

( ١٢~ ٩) ‫ اﺑﻦ ﺑﻄﻮﻃﺔ ﻧﺼﻴﺤﺔ ﺻﺪﻳﻘﻪ؟ ﻣﺎذا ﻗﺎل ﻟﻪ؟‬5‫ﻫﻞ اﻗ ﻊ‬ .٤

Setting offon the Greatest Journey s

1. without a com panion:_________________________________________

3* if God has destined :

5. each other ‫؛‬

6 The Travels o f lb n Battuta

‫اﻟﺮ ض‪.:‬‬ ‫‪.٢‬‬

‫ﺛﻘﻴ ﻞ‪:‬‬ ‫‪.٤‬‬

‫‪Interpreting the Text‬‬

‫اﻳﻦ ؤك اﻳﻦ ﺑﻄﻮﻃﺔ ؟ ﻛﻴﻒ ﻋﺮﻓﻘﻢ ذﻟ ﻚ؟ )‪( ١‬‬ ‫‪١‬‬

‫ﻟ ﻤﺎذا ﻛﺎﻧﺎﻟ ﻤﺎﻧ ﺮ وﻧﺒ ﺮ و ن ﺑ ﺮ ﻋ ﺔاﺛﻨﺎﺀ ر ﺣﻨ ﻬ ﻢ ؟ )‪( ١٢‬‬ ‫‪.٣‬‬

‫‪Setting offon the Greatest Journey‬‬ ‫‪7‬‬

( ٢ ١—١٩) ‫ﻛ ﻢ ﻛﺎن ﺋ ﻤ ﺮ اﺑ ﻦ ﺑﻄﻮﻃﺔ ﻋﻨﺪﻣﺎ ا ﺻ ﺢ ﻗﺎﺿﺘﺄ ؟‬ .٥