History of the Moors of Spain

by Florian

It has been said, and probably not without good reason, that Mohammed himself saw and felt the importance of literary distinction. Among the sayings attributed to him, the following has been considered as evincing his sense of the value of learning: "A mind without erudition is like a body without a soul. Glory consists not in wealth, but in knowledge;" and, as the Koran affords abundant proof, he was by no means unmindful of that mental cultivation, of which the means were within his reach. His immediate followers, occupied only with the ideas of conquest and conversion, despised equally the religion and learning of the nations they subdued; but when the age of rapine and violence yielded at length to comparative security and quiet, and the fair and splendid city of the Oriental caliphs arose, the Muses were courted from their ancient temples, and by the milder and more graceful achievements of literature and science, efforts were made to expiate the guilt of former conquest, and to shed a purer lustre over the Mohammedan name.

Almansor, the second of the dynasty of the Abbassides, whose reign commenced A.D. 754, and lasted twenty-one years, was among the first of the Arab princes to foster learning and the arts. {247} Jurisprudence and astronomy were the principal subjects of his study, which, however, through the instruction of a Greek physician in his court, he extended to the art of healing, and probably to those kindred arts with which, in all ages and countries, medical science has been connected. What progress was made by himself or his subjects, we cannot now ascertain. His two immediate successors seem not to have trodden in his steps, though it is probable they did not undo what he had done; for the next caliph, Haroun al Raschid, is renowned as one of the most munificent patrons that literature ever enjoyed. He was fond of poetry and music: he is said to have constantly surrounded himself with a great number of learned men; and to him the Arabs were deeply indebted for the progress in knowledge which they were enabled to make. Every mosque in his dominions had a school attached to it by his order; and, as if his love of learning were superior even to his hereditary faith, he readily tolerated men of science who refused to yield to the bold pretensions of the Prophet. A Nestorian Christian presided over his schools, and directed the academical studies of his subjects. His successor imitated his wise and generous course; and thus knowledge extended from the capital to the most distant extremities of the empire.

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But it was during the reign of Almamoun, the seventh of the Abbassidan princes, A.D. 813-833, that literature flourished most among the Arabs. Learned men, professors of the Christian faith, had multiplied at Bagdad under the tolerant reigns of his predecessors, and they were now liberally encouraged to unfold their ample stores of knowledge. The copious language of Arabia was employed to communicate whatever that of the Greeks had hitherto concealed, though, with a barbarism for which it is difficult to account, many of the original works were destroyed as soon as translations of them were made. Almamoun in his youth had associated with the most eminent scholars of Greece, Persia, and Chaldea; and he now invited them to his court. Bagdad was resorted to by poets, philosophers, and mathematicians, from every country and of every creed. Armenia, Syria, and Egypt were explored by his agents for literary treasures, which were amassed with infinite care, and presented at the foot of the throne as the richest and most acceptable tribute that conquered provinces could render. Camels, hitherto employed exclusively in traffic, were seen entering the royal city laden with Hebrew, Persian, and Grecian manuscripts. The court assumed the appearance rather of an academy than of a council guiding the affairs of a luxurious and warlike {249} government, and all classes were encouraged to apply themselves to the acquisition of knowledge with a zeal commensurate to the advantages thus afforded. "I chose," said Almamoun, when remonstrated with for appointing a learned Christian to an office of no small influence over the intellectual pursuits of his people, "I chose this learned man, not to be my guide in religious affairs, but to be my teacher of science; and it is well known that the wisest men are to be found among the Jews and Christians." [1]

Under such favourable auspices, it is not to be wondered at that the Saracens became a literary people. The caliphs of the West and of Africa imitated their brethren of the East. "At one period, six thousand professors and pupils cultivated liberal studies in the college of Bagdad. Twenty schools made Grand Cairo a chief seat of letters; and the talents of the students were exercised in the perusal of the royal library, which consisted of one hundred thousand manuscripts. The African writers dwell with pride and satisfaction on the literary institutions which adorned the towns on the northern coast of their sandy plain. The sun of science arose even in Africa, and the manners of the Moorish savage were softened by philosophy. {250} Their brethren in Europe amassed numerous and magnificent collections; two hundred and eighty thousand volumes were in Cordova, and more than seventy libraries were open to public curiosity in the kingdom of Andalusia."

We know but little of the internal government of the Arabian schools, or of the studies actually pursued. Aristotle, no doubt, was the great master to whom, in philosophy, all deference was paid. The Prophet had prescribed their religion. Their schools were of two kinds, or rather classes; the one comprehending the inferior institutions, in which elementary branches of instruction, such as reading, writing, and religious doctrine were chiefly attended to; the other, called Madras, mostly connected with the mosques, as were all the schools of the former class, included those institutions in which the higher departments of knowledge were explored. Here grammar, logic, theology, and jurisprudence were studied. The management of each school was confided to a principal of known ability, and not always, a Mohammedan. The professors lectured on the several sciences; and the pupils, if not in every department, of which there is some doubt, certainly in that of medicine, were publicly examined, and diplomas were given under the hand of the chief physician.

Of elegant composition, the Koran was {251} universally esteemed the model. Hence it was studied with the most diligent care by all who sought to distinguish themselves in the art of eloquence, one of the leading acquirements of Arab scholars. Subordinate to this pre-eminent composition, their schools of oratory boasted of models scarcely inferior to the celebrated orators of antiquity. Malek and Sharaif, the one for pathos, the other for brilliancy, are the chief of these. Horaiai was esteemed as the compeer of Demosthenes and Cicero. Bedreddin, of Grenada, was their "torch of eloquence;" and Sekaki obtained the honourable designation of the Arabian Quinctilian.

The ancient Arabs were much inclined to poetry. The wild, romantic scenery of the land they inhabited, the sacred recollections of their earliest history, the life they led, everything around them, contributed to poetic inspiration. After the revival of letters, this art was cultivated with enthusiasm. The heroic measures of Ferdousi, the didactic verses of Sadi, and the lyric strains of Hafiz, even through the medium of imperfect translations, discover animated descriptions, bold metaphors, and striking expressions, that at once delight and surprise us. In splendour, if not in strength, the poets of the courts of Haroun and Almamoun, or those of the Ommiades of Spain, have, perhaps, in no age been excelled. In this art, as among other {252} people, so among the Arabs, the fair sex have distinguished themselves. Valadata, Aysha, Labana, Safia, and others, have obtained the highest encomiums.

So great is the number of Arabian poets, that Abul Abbas, a son of Motassem, who wrote an abridgment of their lives in the ninth century, numbers one hundred and thirty. Other authors have occupied twenty-four, thirty, and one no less than fifty volumes, in recording their history.

The Arabs, however, are entirely without epic poetry, so important a department of the art; nor have they anything that may be properly ranked as dramatic composition. Sophocles, Euripides, Terence, and Seneca, the classic models of Greece and Rome, they despised as timid, constrained, and cold; and under whatever obligation to these ancient nations the Arabs may have been in other departments of literature, they owe them nothing, or next to nothing, in this. Their poetry was original and local; their figures and comparisons were strictly their own. To understand and properly appreciate them, we must have a knowledge of the productions of their country, and of the character, institutions, and manners of its inhabitants. The muse delights in illustrations and figures borrowed from pastoral life; that of Judea revels among the roses of Sharon, the verdant slopes of {253} Carmel, and the glory of Lebanon; while the Arab muse selects for her ornaments the pearls of Omar, the musk of Hadramaut, the groves and nightingales of Aden, and the spicy odours of Yemen. If these appear to us fantastic, it must be remembered they are borrowed from objects and scenes to which we are almost utter strangers.