No period of European history is more astonishing than the records of the triumphant progress of the Arab power under the influence of the faith of Islam. From the earliest times this grand Semitic race was distinguished for learning of a certain character, for gravity, piety, superstition, a poetic imagination, and eloquence. Centuries of independence, jealously guarded, and innumerable local feuds made the material of perfect soldiers, and when Mohammed had grafted on the native religious character his own faith and missionary zeal the Arab army, the Saracens, as they came to be called, filled with fanatic fervour, and utterly indifferent to death, or, rather, eager for it as the introduction to the Paradise which their prophet had seen and told them of, formed such an irresistible force as on a small scale has only been reproduced by Cromwell in our nation.
But the rapidity of the conquests of Mohammedanism was perhaps less remarkable than the extraordinary assimilation of ancient learning and the development of new science among these hitherto unlettered Arabs. Mohammed was born in the year 569 of our era. The Koran was the first substantial piece of Arabic literature. Alexandria was taken and Egypt conquered by the Moslems under Amrou in A.D. 640, Persia and Syria having been previously subdued. Amrou was himself disposed to yield to the solicitations of some Greek grammarians, who implored him to spare the great Library of the city, the depository of the learning of the ancient world. But he considered it necessary to refer the request to the Caliph Omar. The reply of the Commander of the Faithful is one of the most familiar of the stories in Gibbon’s fascinating history. “If the writings support the Koran they are superfluous; if they oppose it they are pernicious; burn them.” It is declared that the papers and manuscripts served as fuel for the baths of the city for six months.
The destruction of the Alexandrian Library is often alluded to as a signal triumph of barbarism over civilisation. Gibbon cynically remarks that “if the ponderous mass of Arian and Monophysite controversy were indeed consumed in the public baths a philosopher may allow with a smile that it was ultimately devoted to the benefit of mankind.” But at least the spirit which animated Omar in 640 may be noted for comparison with the encouragement of learning which was soon to characterise the Arab rulers.
Only a lifetime later, in A.D. 711, the sons of the Alexandrian conquerors invaded Spain, and within the same century made their western capital, Cordova, the greatest centre of learning, civilisation, and luxury in Europe. The following quotation from Dr. Draper’s “History of the Intellectual Development of Europe” will give an idea of this achievement:
Scarcely had the Arabs become firmly settled in Spain than they commenced a brilliant career. Adopting what had become the established policy of the Commanders of the Faithful in Asia, the Emirs of Cordova distinguished themselves as patrons of learning, and set an example of refinement strongly contrasting with the condition of the native European Princes. Cordova under their administration, at the highest point of their prosperity, boasted of more than two hundred thousand houses, and more than a million inhabitants. After sunset a man might walk through it in a straight line for ten miles by the light of the public lamps. Seven hundred years after this time there was not so much as one public lamp in London. Its streets were solidly paved. In Paris, centuries subsequently, whoever stepped over his threshold on a rainy day stepped up to his ankles in mud. Other cities, as Granada, Seville, Toledo, considered themselves rivals of Cordova. The palaces of the Khalifs were magnificently decorated. Those sovereigns might well look down with supercilious contempt on the dwellings of the rulers of Germany, France, and England, which were scarcely better than stables—chimneyless, windowless, with a hole in the roof for the smoke to escape, like the wigwams of certain Indians.
Interior of Mosque, Cordova.
About the same time the passion for learning was growing in the East. Bagdad was founded A.D. 762, and about the year 800 Haroun Al-Raschid founded the famous university of that city. Libraries and schools were established throughout the two sections of the Saracenic dominions. Greek and Latin works of philosophy and science were translated, but the licentious and blasphemous mythology of the classical poets was abhorred by this serious nation, and no Arabic versions of Olympian fables were ever made. Astronomy, mathematics, metaphysics, and the arts of agriculture, of horticulture, of architecture, of war, and of commerce, were advanced to an extent which this century does not realise, while amid all this progress the study of chemistry, medicine, and pharmacy was pursued with particular eagerness.
Curiously the Arabs owed their instruction in these branches of knowledge to those whom we are accustomed to regard as their traditional foes. The dispersion of the Nestorians after the condemnation of their doctrines by the Council of Ephesus in A.D. 431 resulted in the foundation of a Chaldean Church and the establishment of famous colleges in Syria and Persia. In these the science of the Greeks, the philosophy of Aristotle, and the medical teaching of Hippocrates were kept alive when they had been banished by the Church from Constantinople. The Jews had also acquired special fame for medical skill throughout the East, and they and the Nestorians appear to have associated in some of the schools. It was to these teachers the Arabs turned when, having assured their military success, they demanded intellectual advancement. The Caliphs not only tolerated, they welcomed the assistance of the “unbelievers,” and, in fact, depended on them for the equipment of their own schools, and for the private tuition of their children. To John Mesuë, a Nestorian, and a famous writer on medicine and pharmacy, Haroun Al-Raschid entrusted the superintendence of the public schools of Bagdad.
The first Nestorian college is believed to have been established in the city of Dschondisabour in Chuzistan (Nishapoor), before the revelation of Mohammed. Theology and Medicine were particularly studied at this seat of learning, and a hospital was established to which the medical students were admitted, but they had first to be examined in the Psalms, the New Testament, and in certain books of prayers.