Eng Axrqi ders

[Axrqi ders]

Eng axirqi ders



Alfonse Daudit



(Menbe: izdinish tori)





Ashu kuni etigende, mektepke nahayti kichikip bardim, könglumde Xenmeyr ependi tillaydighan boldi, dep nahayti qoruqtum, uning ustige u bizdin pilning turlinishini soraydighanliqini iytqanidi,likin men hichnime dep birelmeyttim. Shunga mektepke barmay, dalagha chiqip oynap kileychu, digen niyetke keldim.

Hawa shu qeder illiq, shu qeder suzuk idi! bulbullar orman chitide yiqimliq, chang- chang sayraytti; Taxtay tilish zawutining keynidiki chimliqta prosiye [prusiye- shu chaghlarda girmanye tewesidiki herbiy mustebit dölet idi. U prusiye- fransiye urushi(1870-1871) da fransiyni meghlup qilip, girmaniyini axirqi hisabta birlikke kelturdi.] Eskerliri meshiq qiliwatatti. Bu menzirler pil turlinishining ishlitilishige qarighanda xilila qiziqarliq idi; Likin men yenila özumni tutup, shu haman mektepke qarap yugurdum.

Bazar mehkimisidin ötup kitiwitip, nurghun ademlerning ilan taxtisi aldida turghanliqigha közum chushti. Yiqinqi ikki yildin buyan, urushtiki meghlubyet, silin'ghan alwan- hasharlar, qomandanliq shitabning herxil buyruqliri qatarliq yaman xewerlerning hemmisi ashu yerdin tarqilatti. Men toxtimay yugurup kitiwitip ichimde : «yene nime ish bolghandu» dep oylidim.

Tömurchi xuashitmu shagirti bilen bille kishiler arisigha qistilip kirip ilanni köriwatatti. U mining meydanda yugurup kitiwatqinimni körup, manga waqirdi:
- Unchiwala tiz yugurshingning hajiti yoq, oghlum, sen beribir mektepke haman nahayti baldur barisen!

Men, u manga chaqchaq qilwatsa kirek, dep oylap, hasirghinimche yugurup xenmeyr ependining kichikkine hoylisigha yitip keldim.
Adettiki kunlerde, mektepte ders bashlash waxtida haman bir pes warang- churung bolatti, bu kochighimu anglinatti. Partini achqan we yapqan awazlar, warang- churungdin quliqini itiwilip köpchilkning warqirap ders yadlashliri... Uning ustige muellimning qoligha tömur palaqni ilip, partigha taqilditip urup: «tinich olturunglar, pesrek awazda oqunglar...» Dep warqirashliri anglinip turatti.
Men eslide ashu warang- churungdin paydilnip öz jayimgha ghippide ötuwalarmen, dep xiyal qilghanidim; Likin ashu kuni hemme yekshenbe kuni etigenkidek jimjitliqqa chökkenidi. Men ochuq dirizidin sawaqdashlarning öz ornida olturghanliqini kördum; Xenmeyr ependi bolsa uyaqtin- buyaqqa mingip yuretti, qoltuqida kishini chuchitidighan hiliqi tömur palaq bar idi. Men nailaj ishikni ichip hemmeylenning közichila jimjitliqqa chökken sinipqa kirdim. Siler shu chaghda mining yuzumning qanchilik qizirip ketkenlikini, huduqqanliqimdin yurikimning qanchilik dupuldep ketkenlikini tesewwur qilishnglar mumkin!

Likin hichqandaq ish bolmidi. Xenmeyr ependi mini körup, nahayti mulayimliq bilen:


- Tiz jayinggha oltur shakichik firanis, derisni bashlaymiz, sini kutmiduq, - didi.


Men orunduqni atlaplajayimgha olturdum. Yurikim bir az jayigha chushup tinichlan'ghandin kiyinla, muellimimizning bugun hiliqi nahayti chirayliq bayramliq maysireng kiymini kiyip, boynigha girwek chiqirilghan galistuk taqap, bishigha chörisi keshtilen'gen kichikkine qara yipek shilepe kiyiwalghanliqini bayqidim. U bu kiyimlirini mupettish mektepke kilip közdin kechurgen yaki mukapat tarqatqan kunlerdila kiyetti. Uning ustige bugun putkul sinipni adette körulmeydighan ajayip jiddiylik qaplighanidi. Mini hemmidin bek heyran qaldurghini, arqa tereptiki haman bosh turidighan bir nechche bendinglerde bazardiki bir munche ademler olturatti, ularmu bizge oxshash sukutke chökkenidi. Ularning ichide uch qirliq qalpiqini kiyiwalghan xawsu boway, ilgiriki bazar bashliqi, ilgiriki pochtikesh, yene bezi bashqa ademlermu bar idi. Hemmeylenning chirayidin ghem- qayghu chiqip turatti. Xawsu bolsa bashlan'ghuch mektepning chetliri yirtilip ketken bir oqush kitabinimu alghach kelgenidi. U kitabni ichip tizigha qoyuwalghan, kitabning ustide uning chong közeyniki toghrsigha yatatti.

Men bu ehwallarni körup heyran bolup turghinimda xenmeyr ependi orunduqqa olturup, baya manga sözligendikidek, mulayimliq we jiddiylik bilen bizge sözleshke bashlidi:


- Balilirim, bu silerge ötuwatqan axirqi dersim. Birlindin ilzas we lotarn'giyidiki mekteplerde nimis tilini ötushkila roxset qilinidighanliqi toghrsida buyruq keldi. (Birlindin...Nimis tilini ötushkila roxset qilinidighanliqi toghrsida buyruq keldi- birlin shuchaghda prusiyining paytexti idi. Prusiye- firansiye urushida fransiye meghlup bolup, fransiyning ilzaswa lotarn'giye oblastliri" ikkisila yawropaning gherbiy qisimidiki polat- tömur ishlepchiqirish rayoni" nailaj prosiyige bölup birildi, prusiye bu ikki oblastiki mekteplerde nimis tilini ötushkila ruxset qilinidighanliqi toghrsida buyruq chushurgenidi).
Yingi oqutquchi ete yitip kilidu. Bugun silerge axirqi bir saetlik fransuz tili dersi ötimen, silerning köprek köngul qoyup öginishinglarni umid qilimen.

Bu sözlerni anglap, ichim siyirilip ketti. Ah, hiliqi eblexler (hiliqi eblexler- ilzas we lotarn'giyni ishghal qiliwalghan prusiye qoshunliri nezerde tutulidu) ning bazar mehkimisining ilan taxtisigha chaplighini mushu gep iken-de!

Mining axirqi bir saetlik fransuz tili dersim iken bu! men tixi maqale yizishnimu tuzuk uqmaymen! emdi mining fransuz tilini öginishimge imkaniyetmu yoq iken- de! buninggha boptila diyishke bolamdu? Men burun obdan ögenmey, deristin qilip qushqach uwilirini izdep yurgen, saar deryasigha birip su uzgenidim... Mushularni eslep, qattiq pushayman qildim! men tixi hilila girammatika, tarix qatarliq derisliklirimni köturup yurushni ighir körup, bizar bolghanidim. Emdilikte, bular xuddi qedinas dositlirimdek bulardin ayrilghum kelmeywatidu, xenmeyr ependige nisbetenmu shundaq. U kitidighan boldi, uni yene qayta körelmeymen! mushularni xiyal qilip, uning manga bergen jazalirini, palaqta yigen tayaqlirimni untudum.
Bichare- bayqush!

U mushu axirqi derisni xatirilesh uchun bayramliq chirayliq kiyimlirini kiyiptiken! bazardiki bowaylarning nime uchun sinipqa kilip olturghanliqini mana emdi chushendim. Bu manga ularningmu öz waqtida mektepke pat- pat kilip turmighanliqigha ökun'genlikini uqturghandek boldi. Ular goya mushu usul bilen muellimimizning semimiy- sadaqetlik bilen 40 nechche yil ishligen xizmitige teshekkur iytiwatqandek, qoldin kitish aldida turghan ziminimizgha bolghan izzet- ihtiramini bilduruwatqandek qilatti.

Mushular xiyalimdin kichiwatqanda, birdinla muellim mini chaqirip qaldi. Yadlash nöwiti manga kelgenidi. Ah xuda, eger qiyinliqta dangq chiqarghan pil turlinishining qollinilishini jarangliq, iniq we qilche xatasiz halda bashtin- axir iytip bireleydighan bolsam, buning bedilige herqandaq nersini qurban birettim, likin bashtila birnechche sözni arilashturup qoyup ganggirap qaldim, men nailaj uyaqtin- buyaqqa irghanglap, könglum qattiq biaram bolup, bishimnimu köturelmidim.

Xenmeyr ependining manga sözlewatqanliqini anglidim:


- Men sinimu eyiblimeymen, shakichik firanis, özungmighu xilila biaram boluwatisen, shumu kupaye, hemmeylen her kuni: «way boldila, waqit barghu, ete ögensemmu kech emes» dep oylishidu. Emdi netijimizge qarap baqaylichu. Hey, öginishini daim etige qaldurush ilzasliqlarning eng chong bextisizliki. Emdi hiliqi eblexler bizge: «qandaq? Siler özunglarni tixi fransuz deysiler, hetta özunglarning til- yiziqini uqmaysiler!...» Dise, heqliq. Biraq, bichare shakichik franis, bu siningla sewenliking emes, biz hemmeylenning özimizni eyibleshke tigishlik nurghun jaylirimiz bar.

- Silerning ata- ananglar öginishinglargha anche köngul bölmeydu. Ular köprek pul tipish uchun, silerni kitabliringlarni tashlap, itizgha, igirish fabrkisigha birip ishleshke ewetidu. Menchu, mining özumni eyibleshke tigishlik jaylirim yoqmu? Men silerni pat- patla derisinglarni tashlap gullirimni sughirishqa salmidimmu? Men biliq tutushqa chiqqan chaghda, sileni biraqla bir kun qoyuwetmidimmu?... Arqidin, xenmeyr ependi u ish- bu ishlarni sözlep kilip, fransuz tili ustide toxtaldi. U mundaq didi: fransuz tili hemmidin chushinishlik, hemmidin toghra, dunya boyiche eng chirayliq til; U yene munularni iyitti: biz uni qelbimizde saqlishimiz. Uni menggu untumasliqimiz lazim, döliti munqerz bolup, qul qilin'ghan xelq özlirining tilini yadida ching saqlisila, turme derwazilirini achidighan achquchqa ige bolghandek bolidu. U mushularni dep bolup, kitabini ichip grammatikini ötti. Ajayip ish, bugun uning ötken dersini toluq chushendim. Uning sözligenliri nahayti asan, bekmu asandek tuyuldi. Men özumni derisni hichqachan munchilik köngul qoyup anglimighandek, umu hichqachan munchilik sewrchanliq bilen chushendurmigendek his qildim. Bu bichare ademning özi bilidighan nersilirining hemmisini ayrilishtin ilgiri bizge ögitip qoyghusi, mingimizge biraqla quyup qoyghusi kiletti.

Girammatika dersi ötulup bolghandin kiyin, bizge xet yizish meshiqi derssimu ötuldi, shu kuni, xenmeyr ependi bizge yingi xush xet ulgisi tarqitip berdi. Ulgide «fransiye», «ilzas», «fransiye», «ilzas» digen chirayliq dugilek shekillik xet (dugilek shekillik xet- fransuz yiziqi yazma shekilning bir turui bolup, xetning egilidighan yiri yay shekilde yizilidu) ler bar idi. Bu xet ulgiliri partimizning tömur destisi (partining tömur destisi- bundaq partining usti yantu bolup, nota qoyidighan jazigha oxshapraq kitidu. Uning ustide toghrsigha ornitilghan bir dane tömur deste bolup, uninggha xet ulgilirini asqili bolidu) ge isilghan bolup, xuddi nurghunlighan döletlerning kichik bayraqliri sinipta lepildewatqandek körunetti. Hemmeylen shunchilik diqqet bilen birilip xet meshiqi qilatti, sinip ajayip jimjitliqqa chökken! qelemning qeghez ustide shitirlighan awazila anglinatti. Bezide altun qongghuzlar uchup kirsimu, ulargha hichkim perwa qilmaytti, eng kichik balilarmu diqqitini buzmaytti, ular tayaq siziqlarnimu xuddi bular fransuz xiti hisablinidighandek ixlas bilen zihnini qoyup sizatti. Ögzidiki kepterler gu- gulap pes awazda sayraytti. «Ular bu kepterlernimu nimis tilida sayrashqa mejburlimas!» dep oylidim ichimde.

Men her qitim bishimni köturup qarisamla, xenmeyr ependining haman orunduqta qimir qilmay olturup, bu kichikkine siniptiki nersilerning hemmisige közi qiymay, ularni ilip ketkusi kiliwatqandek tikilip qarap turghanliqigha közum chushetti. 40 Yildin buyan u izchil halda meshede yashidi, dirize sirtida uning kichikkine hoylisi, köz aldida uning oqoghuchiliri; Uzun yillar ishlitilgen parta- orunduqlarni surkilip parqirap we uprap ketken; Hoylidiki yangaq derixi igiz ösken; U öz qoli bilen tikken pichek gul bugunki kunlukte dirizini aylinip ögzigiche yamashqanidi. Bichare adem mana mushularnila oylighanda, emdi mushularning hemmisidin ayrilish aldida turghanda qandaqmu uning köngli buzulmisun? Uning ustige, uning singlisining ustunki qewette uyaqtin- buyaqqa mingip yuk- taqlarni yighishturwatqanliqi anglinip turatti! ular ete bu yerdin mengguge ayrilatti.

Likin, uning bugunki derislerni axirghiche ktup bolushqa chidaydighan gheyriti bar idi. Xet meshiqi dersi tugigendin kiyin, u yene bir saet tarix ötti. Arqidin bashlan'ghuch siniplargha «ba, bi, bo, bu » boghumlirini qoshup oqushnimu ögetti. Sinipning arqa qataridiki orunda olturghan xawsu boway közeynikini taqap, ikki qolida bashlan'ghuch mektep oqush kitabini tutup, bu herplerni ulargha egiship qoshup oquytti. U hayajanlan'ghanliqtin awazimu titrep chiqatti. Uning ghelite awazini anglap, uninggha hem kulgumiz kiletti, hem könglimiz yirim bolatti.

- Ah! bu axirqi derisni men heqiqeten menggu untumaymen!
Birdinla chirkawning saiti 12 qitim soqti, ibadet qilish waqtining qongghuriqimu jaranglidi. Tashqiridin prusiye eskerlining kanay awazimu anglandi- ular meshiqtin chushkenidi. Xenmeyr ependi ornidin turdi, uning chirayi tatirip ketkenidi, u manga hichqachan mundaq bestlik- giganit körunmigenidi.

-Mining dostlirim, - didi u , - men ... Men ... , - Likin u dimi siqilip sözliyelmey qaldi.

U burulup qara taxtigha qarap, qoligha bor ilip, putun kuchi bilen chong- chong qilip:
- Yashisun fransiye! -digen xetlerni yazdi
Shuningdin kiyin, u bishini tamgha yölep, shu jayida turup qaldi, lam- jim dimey, bizge qol isharisila qildi:
- Ders tugidi, siler qaytinglar!

Toluqsiz ottura mektep edebiyat 1- qisim kitaptin élindi.

[Unregistered]

The Last Lesson



Alphonse Daudet



I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them. For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.



When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there—the lost battles, the draft, the orders of the commanding officer—and I thought to myself, without stopping:



“What can be the matter now?”



Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me:



“Don’t go so fast, bub; you’ll get to your school in plenty of time!”



I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.



Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks, lessons repeated in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table. But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning. Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.



But nothing happened. M. Hamel saw me and said very kindly:



“Go to your place quickly, little Franz. We were beginning without you.”



I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days. Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former postmaster, and several others besides. Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.



While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said:



“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”



What a thunderclap these words were to me!



Oh, the wretches; that was what they had put up at the town-hall!



My last French lesson! Why, I hardly knew how to write! I should never learn any more! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up. And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was.



Poor man! It was in honor of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more.



While I was thinking of all this, I heard my name called. It was my turn to recite. What would I not have given to be able to say that dreadful rule for the participle all through, very loud and clear, and without one mistake? But I got mixed up on the first words and stood there, holding on to my desk, my heart beating, and not daring to look up. I heard M. Hamel say to me:



“I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves: ‘Bah! I’ve plenty of time. I’ll learn it to-morrow.’ And now you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts off learning till to-morrow. Now those fellows out there will have the right to say to you: ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.



“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to have a little more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning your lessons? And when I wanted to go fishing, did I not just give you a holiday?”



Then, from one thing to another, M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world—the clearest, the most logical; that we must guard it among us and never forget it, because when a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison. Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.



After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand: France, Alsace, France, Alsace. They looked like little flags floating everywhere in the school-room, hung from the rod at the top of our desks. You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching of the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low, and I thought to myself:



“Will they make them sing in German, even the pigeons?”



Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that. Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country next day.



But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!



All at once the church-clock struck twelve. Then the Angelus. At the same moment the trumpets of the Prussians, returning from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.



“My friends,” said he, “I—I—” But something choked him. He could not go on.



Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could:



“Vive La France!”



Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand:



“School is dismissed—you may go"

[Unregistered]

Terjime iniq emes.meningche bir nerse terjime qilghan waqit uyghur tili gramatisini asas qilghan tuzuk yaxshi.bu mening koz qarishim.

[Unregistered]

Men bu eserni bek yaqturdum. shu dewirdiki Fransuzlarni hazirqi Uyghur dep turup oylandim hem bu oylinish meni 15 minutluq bir chungqur oylinishqa saldi....

Egerde hazirqi Uyghur tilini bizning wetende chekligenlikini hikaye qilip yazsa, ishinimenki buningdinmu bekrek yaxshi bir eserge asas bolalaydu. bolupmu hazirqi Uyghurlarning weziyiti hem xitayning bizge qiliwatqan besimini yaxshi ipadilep bir eser yazsa, bek bek bek belen eser chiqidu....

Yashisun Sherqiy Turkistan we Uyghur!

[Unregistered]

men bu eserni bashlan guch ta oqiwatqan da ugengen idim bu eser isimde shuppiti turup tu,

bu eserning axirqi qisimidiki muellimning doskigha yashisun fransiye dep yazghan jumlisi ni oquwatqan waqitta kozum din yash chiqip katkan idi







Men bu eserni bek yaqturdum. shu dewirdiki Fransuzlarni hazirqi Uyghur dep turup oylandim hem bu oylinish meni 15 minutluq bir chungqur oylinishqa saldi....

Egerde hazirqi Uyghur tilini bizning wetende chekligenlikini hikaye qilip yazsa, ishinimenki buningdinmu bekrek yaxshi bir eserge asas bolalaydu. bolupmu hazirqi Uyghurlarning weziyiti hem xitayning bizge qiliwatqan besimini yaxshi ipadilep bir eser yazsa, bek bek bek belen eser chiqidu....

Yashisun Sherqiy Turkistan we Uyghur!

[Unregistered]

UAA adminlirigha lenet!

Siler heq pikirlerni yuyiwatisiler, öchüriwatisiler, yoqitiwatisiler, lékin millitimizning iradisini yoqitalmaysiler.

TIP nig qilghanliri toghra idi. Öz sayenglardin hürküp, ularning bayanatlirini öchüriwettinglar. TIP qa pikir bayan qilghanlarning pikirlirini yoqitip bolupsiler. Lékin pütün yawrupa metbuatliri bu bayanatni ashkare élan qiliwatidu.

Silerde özenglarni wetenperwer sanighudek bir adilliq qalmdimu?....

Xitay öltürse bolidikenu, uyghur öltürse gunah bolamdu?

Ey uyghurlar, bu namertlernig sehipisige muhtaj qilmay, bir sehipe échinglar. Uyghurlar heq geplirini qilalaydighan bolsun!