Comprehensive Dari Literature and Language Study Guide Grade 12

Dari Literature Grade 12: Textbook Overview and Minister's Message

• General Information: This is the Dari language and literature textbook for Grade 12 students in Afghanistan, published by the Ministry of Education in the year $1398\,\text{H.S.}$ (Solar Hijri).
• Publishing Details: Developed by the general directorate of curriculum and textbook compilation. The publisher is the Directorate of Communication and Public Awareness. The legal rights for printing, distribution, and sale are reserved by the Ministry of Education, and any commercial trade in the market is prohibited.
• Message from Dr. Mohammad Mirwais Balkhi (Minister of Education):
  • Theme of 1397 H.S.: Designated as the "Year of Education," initiating fundamental changes in the educational system.
  • The Six Pillars of Education: Included as the teacher, student, book, school, administration, and parent councils.
  • Core Objectives: Reform and development of the educational curriculum are top priorities. The goal is to produce active, aware citizens with religious values, national pride, and critical thinking skills.
  • Advice to Teachers: Encouraged to teach with a commitment to raising the future architects and effective citizens of a developed Afghanistan.
  • Advice to Students: Urged to utilize learning opportunities with respect, scientific curiosity, and diligence.

Lesson 1: Munajat (Supplication) by Khwaja Abdullah Ansari

• The Text of the Munajat: A series of rhymed prose supplications to God, emphasizing humility, faith, and the desire for spiritual guidance. Examples include:
  • "O God, do not destroy the foundation of our monotheism and do not deprive the garden of our hope of water."
  • "O God, give us knowledge so that we do not fall from the path, and sight so that we do not fall into the well."
  • "O God, give us a heart that increases in obedience and the success of obedience that leads to heaven."
• Vocabulary and Definitions:
  • Munajat: Defined as " راز و نیاز " (intimate conversation or prayer) with God.
  • Saj' (Rhyme in Prose): In language, it means the "song of a bird" (specifically the pigeon or dove). In literary terms, it refers to using words of the same weight or rhyme at the end of sentences.
  • Musajja Prose: Prose that contains rhyming sentences (Saj'). In prose, Saj' serves the same purpose as قافیه (rhyme) in poetry.
• Biography of Sheikh al-Islam Abdullah bin Mohammed Ansari Herawi:
  • Birth/Death: Born in $396\,\text{A.H.}$ (Hijri Lunar) and died in $481\,\text{A.H.}$ in Herat, buried in the Gazar-gah neighborhood.
  • Roles: A prominent commentator (mufassir), traditionist (muhaddith), mystic ( عارف ), and poet of the 5th century Hijri.
  • Major Works:
    • Munajatnama (His most famous work in rhymed prose).
    • Resala-e Del o Jan (Prose).
    • Resala-e Wardat.
    • Kanz al-Salikin (A mix of poetry and prose).
    • Qalandarnama.
    • Mahabbatnama.
• Grammar Focus (Correct Writing): If a word ends in "Alif" ($\text{ا}$) and acts as a description (mowsuf), addition (mozaf), or related term (mansub), a separate "y" ($ى$) is written after the Alif but does not connect to the previous or next word (e.g., $\text{آشناى ديرين}$, $\text{درياى كابل}$).

Lesson 2: Na'at (Praise of the Prophet) by Saadi Shirazi

• Definition of Na'at: Poetry or prose written in praise and description of the Prophet Muhammad ($صلى الله عليه وسلم$).
• The Poem's Themes:
  • Karim al-Sajaya (Generous Disposition): Praising the Prophet's ethics and habits.
  • Shaq al-Qamar (Splitting the Moon): Referring to the miracle where the Prophet split the moon upon the request of non-believers (referenced in Surah Al-Qamar, Verse 1).
  • Iwan-e Kasra (Arch of Ctesiphon): Mentions the historical account that at the Prophet's birth, a crack appeared in the palace of the Sassanid emperors, symbolizing the fracture of their power.
  • The Ascent (Mi'raj): Mention of the Prophet surpassing the Angel Gabriel near the Sadr-ul-Muntaha during the journey to the heavens.
• Biography of Saadi Shirazi (Musharraf al-Din Muslih bin Abdullah):
  • Background: Born in Shiraz in the early 7th century Hijri to a family of religious scholars. Studied at the Nizamiyya School in Baghdad.
  • Travels: Traveled extensively through Iraq, Syria, and Hejaz.
  • Major Works:
    • Bustan (also known as Saadinama, written in $655\,\text{A.H.}$).
    • Gulistan (written in $656\,\text{A.H.}$), consisting of 8 chapters covering topics from the life of kings to the etiquette of conversation.
  • Death: Died between $691 - 694\,\text{A.H.}$ in Shiraz.
• Grammar Focus (Correct Writing): When a word ending in "Alif" is combined with suffixes:
  • Suffix "ān": $\text{نانوا + ى + ان = نانوايان}$ (always connected).
  • Diminutive "ak": $\text{زيبا + ك = زيباكك}$ (adds a "g" sound written as connected "y" or "g", specifically becoming $\text{زيباكك}$ or $\text{زيباكك}$ - the text notes $\text{زيباكك}$).

Lesson 3: Literature from the Islamic Perspective

• Definition of Literature (Adab/Adabiyat):
  • Linguistic Meaning: Training, discipline, refinement of speech and action, culture, and good character.
  • Islamic Definition: Adapting speech and writing to high human values and divine guidance.
  • Prophetic Statements: The Prophet described the Quran as the "Adabgah" (place of discipline/education) of God on Earth.
• Key Components of Literature: Experts define literature through two essential elements: "The Idea" (Mofkora/Content) and "The Technical Form" (Qaleb-e Fanni/Style).
• Evolution of Islamic Literature:
  • Contrast with Jahiliyya: Pre-Islamic literature focused on tribal pride, race, and obscene ghazals. Islamic literature replaced these with ethical virtues and humanitarian values.
  • The Miracle of the Quran: Challenged the eloquent poets of the Arabs to produce a single surah, establishing a foundation for peak eloquence (balaghat) and clarity (fasahat).
• Six Characteristics of Islamic Literature:
  1. Ideological and Ethical Commitment ( التزام ): Based on the Islamic worldview regarding life, existence, and beauty.
  2. Mission and Purposefulness: It avoids wasting time and potential, aiming for fruits that benefit humanity.
  3. Integrity and Inclusivity: Views humans as a composite of body and soul, seeking balance and avoiding internal conflict.
  4. Realism (Islamic Realism): Unlike Western realism that limits humans to materiality, Islamic literature acknowledges human weakness but views it as capable of perfection.
  5. Positivism and Constructiveness: Leads the human from despair and weakness toward hope and strength.
  6. Literature for Service (vs. Art for Art's Sake): Rejects the idea of art for the sake of art alone; it must serve virtue and society.
• Grammar Focus (Correct Writing):
  • Arabic words like $\text{جرأت}$, $\text{مأخذ}$, and $\text{تأييد}$ retain their original Arabic spelling in Dari.
  • Avoid feminine forms in titles where unnecessary: Use "Muallim" instead of "Muallima" regardless of gender.

Lesson 4: Abu’l-Ma’āni Mirza Abdul-Qader Bedil

• Biography:
  • Birth: Born in $1054\,\text{A.H.}$ in Azimabad, Patna, India. His lineage traces to the "Arlas" tribe of Badakhshan, Afghanistan.
  • Education: Lost his father at age 4 and was raised by his uncle, Mirza Qalandar, a mystic. He abandoned formal schooling for spiritual training.
  • Death: Died on the 4th of Safar, $1133\,\text{A.H.}$.
• Literary Style (Sabk-e Hindi):
  • Recognized for "Barik-andishi" (delicate thought), "Khayal-angizi" (imagination), and the creation of new compounds.
  • His poetry is described as a "vast, unknown forest"; it requires familiarity with Dari poetic tradition and Islamic mysticism (Irfan) to understand.
  • Themes of Hasti and Adam: Bedil goes beyond simple poetic use to provide deep philosophical explanations of "Being" (Hasti) and "Non-being" (Adam).
  • The Motif of the Mirror (Ayeneh): Bedil is called the "Poet of Mirrors." He uses terms like Ayeneh-khana, Ayeneh-dar, and Gauhar-e Ayeneh to represent philosophical reflection and wonder (Hayrat).
• Major Works:
  • Masnawi-e Irfan, Muhit-e Azam, Tilsam-e Hayrat, Chahar Unsur (Four Elements), Nukat (Points), and Rubaiyat (Quatrains).
• Grammar Focus (Correct Writing): When words ending in "Alif" are followed by joint pronouns (Khowd, Khwish, Khwishtan) or possessive pronouns (tān, shān, mān), a separate "y" is added (e.g., $\text{آشناى خود}$, $\text{صداى تان}$). If using short attached pronouns (t, m, sh), the "y" connects to the pronoun (e.g., $\text{دستهايت}$, $\text{كتابهايم}$).

Lesson 5: Individual and Social Independence

• Definitions:
  • Independence (Istisqlal): The authority to act or refrain from acting, within the bounds of not violating the rights of others.
  • Individual Independence: Includes civil rights, personal immunity, freedom of profession, speech, and press.
  • Social Independence: Respecting the collective social rights of people.
• Boundaries of Freedom: Freedom is not absolute; it is limited by the rights of others. Standards like religion, ethics, and law (national interest) protect these freedoms.
• Political Philosophy:
  • Ibn Khaldun's View: Stated that an unjust, tyrannical government is better than anarchy (harj-o-marj) because a lack of law destroys social freedom and order.
  • Education's Role: Realization of freedom depends on the growth of individual intellect and education regarding one's legal and moral obligations.
• Grammar Focus (Correct Writing): Arabic words with "Alif Maqsura" (the "y" that sounds like "A") like $\text{عيسى}$ or $\text{موسى}$ remain as such in Dari unless they become possessive (mozaf), in which case they are written with a long Alif (e.g., $\text{عيساى مريم}$).

Lesson 6: Kalila and Dimna

• Origins: Originally from Sanskrit, known as Panchatantra (meaning "Five Teachings," from Pancha = 5 and Tantra = Advice). It was compiled in the late 5th century AD.
• Translation History:
  • Pahlavi: Burzoy the Physician translated it during the era of Khosrow Anushirvan (Sassanid period).
  • Arabic: Abdullah bin al-Muqaffa translated it from Pahlavi.
  • Dari: Nasrullah Munshi translated the Arabic version into Dari during the reign of Bahram Shah of Ghazni.
  • Poetic Versions: Rudaki and later Mir Bahadur Wasefi Badakhshi translated it into Dari verse.
• Structure and Content: Contains stories told through animals to teach ethics, politics, and life wisdom. Major chapters include "The Lion and the Bull," "The Cat and the Mouse," and "The Monkey and the Tortoise."
• Style: Nasrullah Munshi’s version is considered a masterpiece of "Masnu'" (ornate) prose, utilizing Quranic verses, Hadiths, and poems to expand on the narratives.
• Grammar Focus (Correct Writing): Words ending in "Waw" ($و$) followed by suffixes (ān, y) add a connected "y" (e.g., $\text{نيكويان}$). For diminutives, add "gak" (e.g., $\text{جاروكك}$).

Lesson 7: Forms of Dari Poetry (Classical and Contemporary)

• Classical Forms:
  • Qasida: A structured poem (15 to 80+ lines) for praise, wisdom, or epic themes, with consistent weight and rhyme. Features include the Matla (first line) and Maqta (last line).
  • Ghazal: 5 to 15 lines usually focused on love, ethics, or mysticism.
  • Masnawi: Every couplet has its own independent rhyme. Used for long stories and epics (e.g., Rumi's Masnawi).
  • Rubai: Four hemistichs with a specific rhythmic weight ($\text{Lā hawla wa lā quwwata illā billāh}$).
  • Musammat: Composed of small sections with varying rhymes.
  • Mustazad: Adding a short phrase at the end of each hemistich of a quatrain or ghazal.
• Contemporary Forms:
  • Nimai (She'r-e Now): Introduced by Nima Yushij circa $1318\,\text{H.S.}$ It breaks the fixed length of lines but retains poetic weight.
  • She'r-e Sepid (White Poetry): Lacks consistent weight, focusing instead on imagination and precise word choice.
• Grammar Focus: When words ending in "Waw" join auxiliary verbs (e.g., $\text{نيكوستم}$), the initial Alif is removed.

Lesson 8: The Art of Public Speaking

• Qualities of Good Discourse: Should be logical, based on science, calm (not angry), clear, and devoid of vulgarity.
• Tips for Successful Speaking:
  • Develop self-confidence and a positive mindset.
  • Identify the specific topic and research it thoroughly.
  • Use simple language; avoid technical jargon unless necessary.
  • Observe the audience: if they check their watches or shift in seats, they may be bored or the time is up.
  • End with a summary and, if appropriate, a joke or pleasant note.
• Body Language: Utilize hands and gestures effectively to convey meaning. Dress appropriately (clean and pressed clothes).

Lesson 9: Semantics (Ilm-e Ma'ani)

• Definition: The science of adapting speech to the requirements of the situation (Moqtaza-ye Haal).
• Primary Concepts:
  • Ijaz (Brevity): Expressing great meaning in few words.
  • Itnab (Prolixity): Expanding speech for a specific purpose or audience.
  • Khabar vs. Insha: Khabar is a statement that can be true or false; Insha is speech that cannot be categorized as true or false (e.g., commands, prayers).
  • Musawwat (Equality): When words and meaning are perfectly balanced.
• Grammar Focus (Correct Writing): Words ending in "y" ($ى$) do not change when followed by Ezafat (e.g., $\text{زندهكى آرام}$).

Lesson 10: Amir Ali-Shir Nava'i

• Biography:
  • Birth: Born in $844\,\text{A.H.}$ in Herat.
  • Title: Known as Dhu'l-Lisanayn (Master of Two Languages) for his mastery of Turki (Chaghatai) and Dari.
  • Role: Vizier and scholar during the Timurid era, a patron of the arts and intellectuals.
• Legacy: He established $370$ charitable foundations, including schools, hospitals (Shifaiya), and the Ikhlasiya complex. He renovated the Friday Mosque of Herat.
• Major Works: Khamsa (Five books including Layla and Majnun, Farhad and Shirin), Majalis al-Nafais, and Muhakamat al-Lughatayn (Comparing Turki and Dari).

Lesson 11: Harms of Alcoholic Beverages

• Islamic Prohibition: Forbidden by the Quran (Surah Al-Ma'ida, Verses 90-91) as the "work of Satan."
• Medical Consequences:
  • Brain: Causes loss of coordination, blurred vision (double vision), and addiction in the nervous system.
  • Blood: Even $1\%$ alcohol in the blood reduces the red blood cells' ability to absorb oxygen.
  • Heart: Increases heart rate significantly and leads to arterial stiffness (Tassalub-e Sharayin).
  • Liver: Causes "Spongey Liver" (Cirrhosis), leading to premature death.
  • Nutrients: Destroys Vitamin $B_6$, leading to fatigue and poor concentration.

Lesson 12: The Novel (Roman)

• Definition: A prose narrative based on fiction and imagination. Longer than a short story.
• Origins: Derived from the Italian Novella (e.g., Boccaccio's Decameron, $1313 - 1373\,\text{M.}$) and the Spanish Picaresque traditions (e.g., Don Quixote by Cervantes, $1605 - 1615\,\text{M.}$).
• Types of Novels: Including Historical, Rural, Educational (Philosophical/Geographical), Satirical, Psychological (analyzing emotions/motives), and Cultural (addressing social habits).

Lesson 13: Chahar Maqala (Four Essays)

• Author: Nizami Aruzi Samarkandi (compiled around $550 - 552\,\text{A.H.}$).
• Structure: Contains four essays on the necessary professions for a royal court: Secretarial duties ($\text{دبيرى}$), Poetry, Astrology, and Medicine. Each essay ends with $10$ historical anecdotes to illustrate the points.
• Legacy: Considered on par with the History of Baihaqi and Kalila and Dimna for its eloquent and clear Dari prose.