☰ Contents · Literature

Bobur’s ghazals “Jonimdin o‘zga…” and “Xating aro uzoring…”

Lessons 26–27 · 2 lessons · B. To‘xliyev, B. Karimov, K. Usmonova. Literature: textbook-collection for Grade 11 of secondary schools and for students of secondary specialised and vocational institutions, Parts 1–2. 1st edition. “O‘zbekiston milliy ensiklopediyasi” State Scientific Publishing House, Tashkent, 2018
26

“Jonimdin o‘zga yori vafodor topmadim...”

Textbook: Part 1, pp. 164–167
GoalAnalyse Bobur’s ghazal “Jonimdin o‘zga yori vafodor topmadim…” in terms of rhythm, wordplay and meaning.
New words
rhythmic-syntactic parallelism · ritmik-sintaktik parallelizmconfidant · mahramwordplay, pun · so‘z o‘yinirefrain word repeated after the rhyme · radif
Explanation

In the matla‘ the lover seeks a faithful beloved and a confiding heart but cannot find them; the two lines are built with sentence parts in the same order, which literary scholars call rhythmic-syntactic parallelism, and this gives the poem a gentle rhythm. In the second couplet the soul is called “dilafgor” (heart-sore) and the heart “giriftor” (captive), saying that no one is equal in suffering. A heart enchanted by the beloved’s “usruk,” i.e. intoxicated, eyes becomes mad, so the phrase “I did not find him sober” shimmers in two meanings, relating to the hero and to the heart. In the fourth couplet separation has become a habit, but a forced one, and the lover does not consider himself worthy of the beloved. In the fifth couplet the word “bor” plays on the meanings “once more,” “existing,” “result” and “permission”; in the maqta‘ the hero, having searched the whole world without finding a beloved, advises himself to get used to solitude. The textbook stresses that a social tone can also be felt in the ghazal.

Worked examples
Example: In the lines on the soul and on the heart the sentence parts follow the same order, so the rhythm is the same.
Example: The word “bor” can be read in one line as both “existing” and “permission” – an example of multi-meaning wordplay like tajnis.
Class activity

Reading aloud: read the ghazal in pairs by turns and feel the parallelism of the matla‘ through rhythm; then write the four meanings of the word “bor.”

Practice
1
What is rhythmic-syntactic parallelism?
2
What do the words “dilafgor” and “giriftor” mean?
3
Why is the phrase “I did not find him sober” double-meaning?
4
What conclusion does the maqta‘ give to the content of the ghazal?