CHAPTER XII
FURTHER CONSIDERATIONS
During fifteen years, Syrian migration to western countries grew apace. Whereas the Lebanon district had been the chief loser before, Palestine now sent large quotas. Among these latter were many men from the Ramallah region. There was no freedom at home. The political, religious and economic pressure became heavier. Release in foreign countries proved enticing to thousands. Besides the itinerating venders of dry goods and the operatives in mills, there were a number of students and graduates in arts, sciences, theology, law, medicine and engineering. Syrian artists and poets as well as prosperous merchants were known. From the time that Joseph went to Egypt, Syrians of ability have prospered in foreign countries.
When the Turkish revolutions promised enfranchisement, numbers of Syrians returned to the home land only to find, after the first enthusiasm and manifestations of brotherhood, the old oppressions in new forms and an increased feeling of suspicion. The army service now became compulsory upon Christians as well as upon Moslems and certain of its conditions were odious to the newly drafted men. The government required that all schools should introduce Turkish into the course of study, but it was very difficult to find suitable teachers and to introduce them into the lower schools.
When the War came on and Turkey disallowed the capitulations matters grew worse. The Arab, always hostile to the Turk, had the sympathy of those Syrians who had any trace of Arab blood and others of more mixed race. A Syrian was loyal to his country but found it difficult to be loyal to the course of his government. He felt drawn to the Allies but was often drafted against them. After the Arab revolt there followed in due course, the deliverance of Palestine and much of Syria from thraldom to the Turk. The Turkish genius is not appropriate for Syria. The culture suitable there is one sincerely tolerant, yes better than tolerant, appreciative of the various faiths represented in the land. This culture, so far as it is schooled, should be based upon classical and scientific preparations. Syrian education has for a long time been under the guidance of western thought, whether at home or abroad, and the Syrian mind is of the character to fellowship with the West. Those who think otherwise, recalling the peculiar conditions of tyranny and corruption that have been forced on the country for a thousand years, should remember that the larger part of all the educational enterprise in Syria and Palestine, for nearly a century, has been the work of missionaries from the West. It is Syria’s destiny to be practically a western country, or better, to absorb the best intellectual inheritance of the modern world. It has the physique and the brains. Has it the humility and teachableness requisite for this destiny? Has it the courage to be idealistic in the midst of the solid realistic achievements to be gained? One thing within them the past has crushed. Magnanimity must be restored in them before they can become great. If they can learn to lose themselves they will find themselves forever.
Syrians are often clever with their hands in mechanical work. Such schools as the old Schneller’s orphanage for boys did a great deal of good along much needed lines. They are keen in literary and philosophical pursuits. Born linguists, excellent in such studies as law and economics, they could adorn an era of peace when once they are persuaded of a generous spirit of fair play.
Schools of all grades are needed and there is no reason, except the slender resources of the people, why they may not be gradually established. Such schools as the Men’s Training College in Jerusalem among the newer and the Ramallah Friends’ (Quakers) Schools among the long established have a great opportunity. They know the problems and have good methods. But the poverty of the people would keep the vast majority of the children of the country from such institutions. Scholarships and more substantial aid is needed to help such schools accept a larger proportion of those applying for entrance. It has long been the writer’s thought that such fine finishing schools as those at Ramallah, for example, should be supplemented by many elementary schools which would keep close to native customs, dress, food, etc., in the numerous small villages and which could send their choicer pupils to the advanced schools. A two or three branched scheme of education and training should take the children at twelve into classical, scientific, and technical or trade lines of development. The temptation to hasten expansion faster than the supply of good Syrian teachers can be provided, should be resisted. The teachers should be more than formally trained. They should be picked with a view to their personal character, loyalty, common sense and vision.
The British civil administration in Palestine may be said to have been fairly launched by the arrival and pronouncements of Sir Herbert Samuel in July, 1920. The first six months of his official presence have given a good impression among citizens, villagers and Arab tribes. His Excellency outlined his plans and hopes in an address on July 6. The policy of the British government in Palestine “safeguards the rights of all sections of the inhabitants of Palestine in relation to the Holy Places, to the ownership and cultivation of lands, and to all other matters in accordance with the dictates of justice.” An Administrative Council with advisory functions met on October 6. Various sections of the population are represented as will be seen from this list taken from The Palestine Weekly.
Mr. J. B. Barron, Mr. Ben Zwi, M. Norman Bentwich, Michel Effendy Berouti, Mr. W. H. Deedes, Mr. R. A. Harari, Ismail Bey El Husseini, Colonel G. W. Heron, Colonel R. Holmes, Abdel Haj Effendy El Khatib, Mr. K. M. Kalvaresky, Mr. R. J. Legge, Sheikh Ferieh Abu Middein, Suleiman Bey Nassif, Colonel F. J. Postlethwaite, Dr. Habib Yateen Salim, Mr. E. R. Sawer, Suleiman Abdul Razzak Effendy Toukan, Mr. R. Storrs, Mr. David Yellin. All but three of this list were present and their substitutes were provided. The list was made in an effort to represent the various interests of the land, regional, religious, and economic by the best persons available for the service.
The railways are under the administration of the government. Duties connected with education, banking, land transfer, health, post-office, customs, courts, town planning, afforestation and antiquities have already been attempted by the new régime. The government schools are, so far, attended by Moslem children chiefly, since the Christians seek to safeguard religious instruction and the Jews wish to cultivate their ancient language and the national ideals. But even as things stand the government schools reach but ten or twelve thousand Moslem children out of an estimated total of over a hundred thousand. Probably the proportion of Christians and Jews in school is much better, but it will be seen how serious a problem the educational need presents.
A plan for loaning money will probably be adopted which will provide for loans on real property by the government banks. A new ordinance for land transfers has been made which is explained as follows: