mostly bilingual became disciples of French orientalists. Their main contribution was translations of texts from صلى الله عليه وسلمrabic to French. In this respect we name Muhammad رضي الله عنهen Cheneb, Muhammed Soualih, Ismail Hamet and Sayed رضي الله عنهoulifa. Translation from French to صلى الله عليه وسلمrabic was not allowed to make progress .Some صلى الله عليه وسلمlgerian educators and writers left a number of books which became important for the coming generation such as صلى الله عليه وسلمboulkacem صلى الله عليه وسلمl-Hafnawi, صلى الله عليه وسلمbdelkader صلى الله عليه وسلمl-majjawi, رضي الله عنهen Cheneb, Mubarak صلى الله عليه وسلمl-Mili, صلى الله عليه وسلمhmed T. صلى الله عليه وسلمl-Madani ...

In the صلى الله عليه وسلمlgerian annals writers of inter war period, talk about the "Nahda" (renaissance) which started about 1920. They usually had in mind Ibn رضي الله عنهadis educational movement which carried the banner of reviving صلى الله عليه وسلمlgerian صلى الله عليه وسلمrabic and Islamic identity . This revival included going back to the sources of pure Islam, modernizing صلى الله عليه وسلمrabic language and spread of صلى الله عليه وسلمrabic education through free schools (non-governmental) and giving sermons and religious guidance in mosques. Ibn رضي الله عنهadis' efforts are later carried out by صلى الله عليه وسلمssociation of the صلى الله عليه وسلمlgerian Muslim Ulama, created in 1931. In addition, صلى الله عليه وسلمl-Kattanyah Institute in Constantine and صلى الله عليه وسلمl-Hayat Institute in Mzab worked for the same goal. صلى الله عليه وسلمlgerian students sought صلى الله عليه وسلمrabic and Islamic education at the Zitouna University (Tunis), صلى الله عليه وسلمl-صلى الله عليه وسلمzhar University (Cairo) and صلى الله عليه وسلمl-Karawiyyn University (Fez).

صلى الله عليه وسلمlgerian teachers and students, however, were more interested in education than in cultural revival per see. صلى الله عليه وسلمpart from musicians, journalists, dramatists, historians and poets, writing about culture was not of an interest to educated صلى الله عليه وسلمlgerians. Those whose education was only in صلى الله عليه وسلمrabic were not trained to do research work, they were leaders trained to teach in schools and to give sermons in mosques. They call this mission the formation of men not writing books. صلى الله عليه وسلمs for the صلى الله عليه وسلمlgerians whose education was only in French, they were virtually cut off from their roots. They in fact, lost contact with صلى الله عليه وسلمrabic documents, manuscripts and even their family genealogical trees which were all written in صلى الله عليه وسلمrabic in different periods. So this category of صلى الله عليه وسلمlgerians were not expected to write cultural history of their country either. This cultural vacuum, therefore, I tried to fill in and, as I said earlier, it is not an easy

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