Gilbert Lazard: French Linguist who Lived in Persian Poetry

Linguist Gilbert Lazard.
Linguist Gilbert Lazard.
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Gilbert Lazard: French Linguist who Lived in Persian Poetry

Linguist Gilbert Lazard.
Linguist Gilbert Lazard.

“Every man has three homes,” the linguist Gilbert Lazard liked to say. “One home is the city or village where you are born, and another is where fate has landed you in. The third and truest home, however, is poetry.”

With that definition, Lazard, who has just died aged 98, was a Parisian by birth and a Frenchman by nationality, while his third home was Persian poetry which he first encountered through a less than accurate translation of some of Omar Khayyam’s rubaiyat.

In the post-war years when Lazard was looking for “an exciting future” little did he expect to find it in what he called “the Persian past.” And that time European scholarship, in such fields as linguistics and literature, was divided into two camps: the Philhelens, who looked to ancient Greece, and the Persophiles, who favored ancient Iran. Khayyam helped Lazrad choose the pro-Persia camp, a sympathy that was soon to be strengthened with a number of personal friendships, among them that of Sadegh Hedayat, arguably the founder of modern Persian novel, who lived in Paris in exile. Other Iranian friends included the scholar Shahid Nura’i and Fereydon Hoveyda, later to become a prominent diplomat under the Shah.

By the 1950s, the Persophiles had become a major force in France’s academic circles. There was Roman Ghirshman, a Russian-born archaeologist who devoted his life to studying Iran’s pre-Islamic history through a number of on-site projects. There was the Syrian-born Emile (born Ezra) Benveniste, arguably the most important expert on the Indo-Iranian family of languages of his generation. There was also Charles-Henri de Fouchecour, who played a key role in shaping what became modern linguistics with focus on the Indo-European languages.

The French Persophiles were in stiff competition with their British counterparts organized in the School of Oriental and African Studies (SOAS) in London. There was, however, an important difference between the two groups. The British saw Iran and all things Iranian as something that belonged to the distant past, a collection of majestic, but dead relics. The French on the other hand regarded Iranology as a dynamic discipline that connects the past to the present and even the future. It was with that conviction that Lazard wouldn’t limit himself to translating classical Persian poets, notably Rudaki and Khayyam. He also translated modern Persian literature, notably two of Hedayat’s novels the satirical “Haji Agha” and the surrealistic “Three drops of Blood.”

The Iranian branch of the Indo-European languages consists of 18 languages some of which, like Parthian and Tati, have all but disappeared. Others like Soghdian survive in remote mountains of Central Asia and the Chinese province of Xinjiang. Others like modern Persian, Kurdish in three slightly different versions, Pushtun, Baluchi, Ossetian and Taleshi have survived and, in some cases, prospered beyond what one might have expected a century ago.

Lazard was at home with almost all those languages, often via their poetry.

His chief concern, however, was to try and find out what the past could do about the present. It was in that spirit that he undertook an almost heroic task by studying the poetic meters of the Parthian, a language that ceased to exist almost 1,500 years ago. You can imagine he surprise that some of Iran’s poets expressed when Lazard showed that the Parthian meters had somehow influenced the prosody of both Arabic and post-Islamic Persian poetry.

As a Professor of Iranian Studies at the prestigious Parisian Sorbonne University, Lazard for almost two decades helped train two generations of Iranologists from all over the world. From the 1960s onwards his classes also attracted many students from Iran itself, as well as Afghanistan and Soviet Central Asian republics where Iranian languages had a home.

Not content with lectures and research papers, Lazard also spent years on compiling a French-Persian dictionary, which many linguists still regard as a major contribution. Another of Lazard’s daring ventures produced a grammar of the Persian language which some of Iran’s own master linguists, notably Abdol-Azim Qarib, praised as a work of high scholarship.

Never shying away from scholarly dispute, Lazrad launched a debate on the origins of what linguists call “modern Persian” that is to say the language that has been in use in Iran, Afghanistan, parts of Central Asia and the Caucasus since the 7th century AD. The oldest Persian poem, believed to be a piece written by Abul-Hofs Soghdi, is dated to almost 1,100 years ago. That makes “modern Persian” one of the only two Indo-European languages in which texts written 11 centuries ago are still accessible to present-day speakers (The other language is Icelandic). Because Soghdi hailed from Central Asia, or the Greater Khorassan, some scholars believe that “modern Persian”, known to linguists as Pahlavi or Farsi-Dari, originated in a region between the Caspian Sea and China. However, other scholars insist that “modern Persian” developed in the southern province of Parsa (Fars) which was the stronghold of the Sassanid Dynasty. Favoring the Khorasani theory, Lazrad spent years trying to establish that “modern Persian” had its origins not in southern Iran, but to the northeast of present-day Iran.

Thanks to mutual friends, notably Maxime Rodinson, an eminent Isalmologist, and Fereydon Hoveyda, I met Lazrad in Paris on a number of occasions in the 1970s and 1980s. One recurring theme in our informal discussions was the concept of “the Persianate”, originally launched by the German Iranologist Anne-Marie Schimmel to describe the vast region where Iranian, specially literature, music and architecture, had a presence dating back to more than two millennia.

“Germans always like to conceptualize things in geopolitical terms,” Lazard once commented. “For me, however, language and literature have no boundaries, especially Persian with the universal message of its poetry.”



Palestinian Children in East Jerusalem Could Lose Their Schools as Israeli-Ordered Closures Loom 

Laith Shweikeh, 9, sits at his desk at the UNRWA Boys' School run by the UN agency for Palestinian refugees in the Shuafat Refugee Camp in east Jerusalem, Tuesday, April 29, 2025. (AP)
Laith Shweikeh, 9, sits at his desk at the UNRWA Boys' School run by the UN agency for Palestinian refugees in the Shuafat Refugee Camp in east Jerusalem, Tuesday, April 29, 2025. (AP)
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Palestinian Children in East Jerusalem Could Lose Their Schools as Israeli-Ordered Closures Loom 

Laith Shweikeh, 9, sits at his desk at the UNRWA Boys' School run by the UN agency for Palestinian refugees in the Shuafat Refugee Camp in east Jerusalem, Tuesday, April 29, 2025. (AP)
Laith Shweikeh, 9, sits at his desk at the UNRWA Boys' School run by the UN agency for Palestinian refugees in the Shuafat Refugee Camp in east Jerusalem, Tuesday, April 29, 2025. (AP)

Standing in the east Jerusalem school he attended as a young boy, Palestinian construction worker Ahmad Shweikeh studies his son’s careful penmanship. This classroom may be closed Friday, leaving 9-year-old Laith with nowhere to study.

Shweikeh, 38, says he wants Laith — a shy boy, top of his class — to become a surgeon.

"I never expected this," Shweikeh said. "I watched some of my classmates from here become engineers and doctors. I hoped Laith would follow in their footsteps."

The school is one of six across east Jerusalem run by the United Nations agency for Palestinian refugees called UNRWA. Israeli soldiers in riot gear showed up at the schools last month and ordered them to shut down within 30 days. Now parents worry that their children will lose precious opportunities to learn. And they fret for their children's safety if they are made to enroll in Israeli schools.

The closure orders come after Israel banned UNRWA from operating on Israeli soil earlier this year, the culmination of a long campaign against the agency that intensified following the Hamas attacks on Israel Oct. 7, 2023.

UNRWA is the main provider of education and health care to Palestinian refugees across east Jerusalem, which Israel captured in the 1967 Mideast war. While UNRWA schools in the Israeli-occupied West Bank have not received closing orders, the closures have left in limbo the nearly 800 Palestinian students in first through ninth grade in east Jerusalem. Israel has annexed east Jerusalem and considers the entire city its unified capital.

Israel says it will reassign students to other schools The Israeli Ministry of Education says it will place the students into other Jerusalem schools. But parents, teachers and administrators caution that closing the main schools for the children of Palestinian refugees in east Jerusalem promises a surge in absenteeism.

For students in the Shuafat refugee camp, like Laith, switching to Israeli schools means crossing the hulking barrier that separates their homes from the rest of Jerusalem every day.

Some students aren’t even eligible to use the crossing, said Fahed Qatousa, the deputy principal of the UNRWA boys’ school in Shuafat. About 100 students in UNRWA schools in Shuafat have West Bank identifications, which will complicate their entry past the barrier, according to Qatousa.

"I will not in any way send Laith to a school where he has to go through a checkpoint or traffic," Shweikeh said.

In a statement to The Associated Press, the Israeli Ministry of Education said it was closing the schools because they were operating without a license. The agency promised "quality educational solutions, significantly higher in level than that provided in the institutions that were closed." It said that it would "ensure the immediate and optimal integration of all students."

Qatousa fears the students will lose their chance to be educated.

"Israeli schools are overcrowded and cannot take a large number of students. This will lead to a high rate of not attending schools among our students. For girls, they will marry earlier. For boys, they will join the Israeli job market," Qatousa said.

Laith remembers the moment last month when the troops entered his school.

"The soldiers talked to the schoolteachers and told them that they were going to close the school," Laith said. "I don’t want the school to close. I want to stay here and continue to complete my education."

His teacher, Duaa Zourba, who has worked at the school for 21 years, said teachers were "psychologically hurt" by Israel's order.

"Some of the teachers panicked. They started crying because of the situation, because they were very upset with that, with the decisions. I mean, how can we leave this place? We’ve been here for years. We have our own memories," Zourba said.

Israel claims that UNRWA schools teach antisemitic content and anti-Israel sentiment. An UNRWA review of textbooks in 2022-2023 found that just under 4% of pages contained "issues of concern to UN values, guidance, or position on the conflict."

An independent panel reviewed the neutrality of UNRWA after Israel alleged that a dozen of its employees in Gaza participated in Hamas’ Oct. 7 attacks. The panel issued a series of recommendations, including that UNRWA adopt a "zero-tolerance policy" on antisemitic views or hate speech in textbooks.

The Israeli Education Ministry says parents have been directed to register their children at other schools in Jerusalem. Parents told the AP they have not done so.

Zourba said she still plans to hold exams as scheduled for late May. UNRWA administrators pledged to keep the schools open for as long as possible — until Israeli authorities force them to shut down.

The day AP reporters visited the school, Israeli police fired tear gas into the school’s front yard as boys played soccer outside. The gas billowed through the hallways, sending children sprinting indoors, drooling, coughing and crying.

Police spokesperson Mirit Ben Mayor said the forces were responding to rock-throwing inside the camp but denied targeting the school specifically.

As gas filtered through the school, Zourba donned a disposable mask and ran to check on her students.

"As teachers in Shuafat, our first job has always been to ensure the protection and the safety of our kids," she said. "Whenever there’s a raid, we close windows. We close doors so that they don’t smell very heavy tear gas."

"The goal," she said, "is for the kids to always think of this school as a safe place, to remember that there’s a place for them."