Islam and Muhammadan
Schools
Letter to the
Editor of The Daily Telegraph
by
Dr G. W. Leitner
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Sir, Having had the exceptional opportunity of
studying Arabic and the Koran at a Muhammadan Mosque school
at Constantinople, both before and after the Russian War in
185456, and having since inspected hundreds of Muhammadan
schools in India, not to speak of receiving the detailed reports
of several thousands of these schools, I ask leave to protest
against certain sweeping assertions lately made to the effect
that they are dens of iniquity. It is, as regards these schools,
an utterly unjustifiable libel. Deviations from morality are
rendered almost impossible in them, owing to both scholastic
and family organisation, and the influence of the admirable
religious treatises and books on conduct (Akhlaq qualities)
which have to be read by the student. At the first mentioned
of these schools primary education was given to both boys
and girls together (some of the latter wearing the half veil
of betrothal). Precocious as Easterns are deemed to be, there
was never the slightest approach to impropriety in the school
in question. A few boys once threw stones at some Christian
lads, and this misconduct was immediately punished by the
Imam of the Mosque, and was not repeated. The youths in what
may be called the higher form were examples of
good behaviour, and, indeed, the placidity of the Oriental
temper is generally a sufficient law in itself. Vice is not
so alluring as in Europe, and although the ideal in our schools
may be higher, the practical purity in Muhammadan schools
is probably greater.
In none of the schools that I have inspected in
India did I hear of any cases of impropriety of any kind,
except in some boarding houses attached to Government schools.
In fact, the religious sentiment, the discipline of reverence
and obedience, the inter-dependence or co-operation of teacher
and parent, seem to me to render departures from morality
far more difficult in Muhammadan than in Government schools
in India, in which religious teaching is ignored, and even
the introduction of a reader on morals and conduct (of little
use among Orientals without a religious basis), has only quite
recently been ordered by the Government of India. In my humble
opinion, our greatest mistake in that country has been our
system of secular education, and our displacement of the indigenous
schools which ought to have been developed so as to combine
ancient culture with modern requirements.
As for the wider question of the respective merits
of Christianity and Muhammadanism as civilising agencies,
allow me to observe that no person unacquainted with Arabic
can discuss, at any rate, the theory of the latter religion,
which is far more interwoven with the practice of the everyday
life of its professors than, unfortunately, is Christianity.
At the same time, there is no reason why, in our relations
with Muhammadans, we should not emphasise the points of agreement
of our respective faiths, rather than their differences.
Muhammadans recognise Christians and Jews as Ehl
Kitab, or possessors of a (sacred) book. In the solemn
covenant with the Creator into which the boy enters
on leaving school he confesses his faith in these books. The
Koran enjoins the protection of mosques, synagogues, and churches,
in which the name of the one God is preached, as the special
object of the effort (Jihad) of a true believer. Jesus is
called the Spirit and Word of God, and His miraculous conception
and glorious return are accepted in a sense which is not irreconcilable
with doctrines that have been held by Christian sects. Muhammadans
have liberally supported Christian schools and even churches,
though few Christians have subscribed to mosques. Under Turkish
rule, the Greek, Armenian, and Jewish denominations have preserved
their autonomy for centuries. In India the Kazi
is little more than tolerated, and numerous Muhammadan endowments
have been curtailed, mis-applied, or resumed
an euphemism for confiscation. These should be restored, and
their educational side be developed in accordance with the
practical, as well as the religious, requirements of the Muhammadan
community.
The social economy of Muhammadans, for which there
is scriptural precedent, provides for women, and gives them
greater legal rights than are possessed by Englishwomen, even
since the Married Womens Property Act of 1882. Indeed,
nothing, except perhaps the Hindu family life in the higher
castes, can exceed the respect, tenderness, purity, and legitimate
influence of women in the Muhammadan household. The beau
sexe forms no subject of conversation among Muhammadan
as among Christian youths, and its seclusion is the protection
given to what is precious and weak. The pious Muhammadan widow
is proverbial as a patroness of education. The kindness of
Muhammadans to dependents, their humane treatment of animals,
who also return to the Lord, their great charity,
and the simplicity which characterises the true believer should
draw us to Him, and, instead of clamouring against the
false prophet, our missionaries would do well in cementing
an alliance between the sister-faiths of Islam and Christianity.
Even now many a good Muhammadan would rather send his boy
to a missionary school, because the Bible, at any rate,
is taught there, than to a Government school, where
there is nothing (in the form of religious instruction).
Indirectly, also, the unexpected effect of Christian teaching
in missionary schools in very many places is to increase the
conversion of Hindus to Muhammadanism, for reasons which are
too long to explain. In my humble opinion we ought to set
aside the first hour in Government schools in India to the
separate religious teaching of the various denominations frequenting
them in their own faiths, the remaining five hours of secular
instruction being enjoyed in common by all denominations.
Unless we do this we practically condemn the Muhammadan either
to give up the worldly advantages of modern education, or
else to abandon what he considers most sacred, and that is,
his religious training. Religious neutrality should
mean that religious impartiality which
gives a share of the taxation of Orientals to what they value
most, their religion; and if we wish to attach Muhammadans
to British rule, we must give them din wa dunya
(religion and worldly advantages), and believe, with the Emperor
Akbar, that Government and religion are twins,
for just as no Government can last that destroys the religious
sentiment among its subjects, so also can no Government prosper
that does not support their respective faith with equal generosity
and justice.
It is, however, the special alliance of Islam
and Christianity which I would urge, not only from a religious,
but also from a political standpoint. There was a time when
the Englishman was looked upon as the natural protector of
the Muhammadan world, chiefly owing to the traditional friendship
with Turkey, the ruler of which is the de facto Khalifa
of the Sunni Muhammadans, who also form the majority of our
Muhammadan fellow-subjects. This friendship should be strengthened,
and among minor measures I would urge the admission of Muhammadan
youths (as, indeed, also of Rajputs) of good birth into our
military schools, with the view of their being employed, with
exactly the same prospects of promotion as European officers,
in the Indian army of the future, which will have to be very
largely increased.
In conclusion, allow me to express the conviction
that to advances such as I have ventured to indicate, made
in a true Christian spirit to the professors of a sister-faith,
the followers of Muhammad will cordially respond, much to
the advantage of real religion throughout the world, and to
the legitimate promotion of British interests, which will
otherwise deservedly suffer at the hands of a new rival in
the affections of Muhammadans.
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Related
links:
Writings of Dr Leitner:
Slavery
Schools
Jihad |