Professional Documents
Culture Documents
Textbook The Travels of Ibn Battuta A Guided Arabic Reader David Dimeo Ebook All Chapter PDF
Textbook The Travels of Ibn Battuta A Guided Arabic Reader David Dimeo Ebook All Chapter PDF
https://textbookfull.com/product/great-muslim-scholar-and-
traveller-ibn-battuta-2nd-edition-palai-james/
https://textbookfull.com/product/the-china-reader-rising-
power-6th-edition-david-shambaugh/
https://textbookfull.com/product/approaches-to-peace-a-reader-in-
peace-studies-david-philip-barash/
https://textbookfull.com/product/ultrasound-guided-regional-
anesthesia-2nd-edition-david-b-auyong/
Travels in a Dervish Cloak Isambard Wilkinson
https://textbookfull.com/product/travels-in-a-dervish-cloak-
isambard-wilkinson/
https://textbookfull.com/product/surface-guided-radiation-
therapy-1st-edition-jeremy-david-page-hoisak-editor/
https://textbookfull.com/product/the-meaning-of-life-a-reader-
fourth-edition-cahn/
https://textbookfull.com/product/stories-of-the-end-1st-edition-
ibn-kathir/
https://textbookfull.com/product/ibn-qayyim-al-jawziyya-on-
divine-wisdom-and-the-probelm-of-evil-ibn-qayyim-al-jawziyya-
author/
The Tra٧els of
Ibn Battuta
A GUIDED ARABIC READER
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
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
892.7
12 5 4 5 20 19 18 17 16
3. ^ e Mamluk Sultan of E ^ t 29
Contents
18. Islamic Spain (al-Andalus) 241
1 9 . T ie Return Home 255
Glossary 285
Introduction vii
tures, such as the Chinese empire, the Golden Horde, Timbuktu, Mecca,
and Constantinople through the eyes of a fourteenth-century traveler,
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?
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.
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.
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.
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
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 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:
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
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
( 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
( ١٠- ٨) أﺑﻮ ﻋﺒﺪ اﻟﻠﻪ اﻟﺰﺑﻴﺪي اﺑﻦ ﺑﻌﻠﻮﻃﻪ ﻋﻨﺪﻣﺎ اﺻﺎﺑﺘﻪ اﻟﺤﻤﻰ ﻓﻲ ﴽول اﻟﺮﺣﻠﺔ؟4ﺑﺈذا دﺻﺢ .٣
3 faced
4 adWsed
5 followed
B. Find Arabic phrases in the text that approximate the following meanings
in English:
2. Ih adresolved:
4. for fear of :
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:
ا ﺷ ﺰ ى.: .٣
. ٢ﻛﻴﻒ وﺻﻒ اﺑﻦ ﻳﻄﻮﻃﺔ ﺣﺎﻟﺘﻪ ﻋﻨﺪﻣﺎﻓﺎرق وﻃﺌﻪ و أ ﻫﻠﻪ ؟ ر ﻫ ﻞ ﺑﺎﺑﻊﺀﻓﻲ ﻫﺬااﻟﻮ ﺻ ﻒ؟)٣ل( ٦
6 exaggerated
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
For example:
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:
. ت اﻟﺸﻬﺪاﺀfr*ﻣﺎت اﻟﺮﺟﻞ
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.'
ﻻ ﺟﻨﺴﻤﻴﺔ؛
ﻻ دﻳﻴﺖ
ﻻ ﻣﻜﺎن؛
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 c^iran (Quran 9:36), are:
Writing Exercises
4. I was struck by a fever, and was unable to talk, due to weakness (9):
12 ﺀ ﻵTravels o f lb n Battuta
B. Rearrange foe words below into coherent sentences:
. ٥ﺗﺤﺘﺎج رﻇﻴﻐﺔ اﻟﻘﺎﺿﻲ ﻟﻤﺆﻫ ﻼﺗﻮ ١ﻋﻠﻤﻴﺔ وﺷﺨ ﺼﻴﺔ ﻣﻌﻴﻨﺔ ،ﻣﺎ أﻫﻢ ﻫﺬه اﻟﻤﺆﻫﻼت ﻣﻦ رﺟﻬﺔ
ﻧﻈﺮﻛﻢ؟
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.
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 ^eatest 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
) ( 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
^ 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.