Eng Axirqi Ders
Alphonse
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 bendingni 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
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.
(Menbe: izdinish tori)
*******************************
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
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
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
“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:
“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
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.”