Abû Moḥammed al Ḳâsim ibn ‘Alî ibn Mohammed
ibn ‘Othmân al Ḥarîri was born at Basra, in the year
446 of the Hijra (
The lot of the Arabs subjected to Turkish domination does not, however, seem to have been a hard one. The rulers felt their own barbarism, and had some reverence for the genius and learning of those they governed. These had not been conquered, in the military sense of the term. Their government had fallen to Turkoman administrators, through the weakness of the successors of the Prophet; but the sanctity of the Khalif was still felt, and his supremacy nominally acknowledged. The influence of religion maintained for the Arab-speaking inhabitants of Irak a sufficient, and even an excessive, respect. The Koran, the revealed word of God himself, had existed from eternity in the Arabic language, and to understand and explain it was the privilege of those only who were versed in the mysteries of Arabic grammar and divinity. While to the boldest soldier of the dominant race the sacred book was unintelligible, and served only as an amulet to keep off Jinn and Ghûls, and the like supernatural enemies, the poorest Bedouin who wandered in from the desert could appreciate its doctrine and precepts, its lofty diction, its refined and learned grammar, its entrancing rhythm, and feel the full assurance that such a masterpiece of language could only have been communicated from on high. In accepting Islam, the Turks had also accepted the authority of the Koran, in religious and civil matters, and that authority could be expounded only by Fuḳahâ, or jurisconsults, who had studied the Arabic text, by Mutekellimûn, or scholastic divines, or by the followers of the great Imams, who had fixed the rites of public worship. Nor was the influence of the learned Arabs merely religious. Their literature and science were dominant in the East, and their vocabulary leavened the languages of the races with whom they came in contact. The extent of this influence may be perceived by comparing the Persian of Firdousi with that of Sa‘di. The language of the former, who flourished in the early part of our eleventh century, is tolerably pure, while the Gulistan, which was produced some two hundred and fifty years later, is in some places little more than a piecing together of Arabic words with a cement of the original tongue. It is to be noticed, also, that the latter author introduces continually Arabic verses, as the highest ornaments of his work, and assumes that his readers are acquainted with this classic and sacred tongue. In the time of Ḥarîri this influence was in full power: nor was the political supremacy of the Arabs at an end. Though the Khalifate of Bagdad had fallen on evil days, yet the Arab rule was still vigorous in Spain, and the wide-spread race still asserted a high place in arms and government, as well as in letters. In Asia the Arabs were to the northern invaders all, and more than all, that the Greeks were to the Romans. Melek Shah, the son and successor of Alp Arslan, was, under the guidance of his Wazîr, Niẓâm al Mulk, a patriotic prince. The finances were restored, oppressive taxes were taken off, commerce was facilitated by the construction of roads, canals, and marketplaces; person and property were made secure*; palaces, mosques, hospitals, and observatories were built or maintained. But his greatest work was the establishment of a new system of education. Formerly the instruction under the Khalifate had been mainly ecclesiastical. After the boy quitted the schoolmaster, a personage ridiculous from his poverty and ignorance, and the butt of every satirist, he was taken to the mosque, where a higher class of teachers were supposed to instruct him. The teaching was, we may assume, pretty much what it has again became in Mohammedan countries. The master sat leaning against a column, and his pupils were indoctrinated orally with orthodox views on religion. They were taught the names, the periods, and, to some extent, the productions of the multitudinous poets, the traditions of the Prophet and his Companions, the deformed and contradictory annals of the Khalifate, and, perhaps, some legendary lore concerning the Pagan Arabs—their genealogies, their “days,” or battles, their proverbs, and their extempore recitations. Niẓâm al Mulk superseded these institutions by colleges, built and endowed by the State, in which the instruction was of a higher order, though the chief object of the scholar was still to comprehend and to maintain the doctrines of the faith. One of these schools was celebrated for ages as the Niẓâmîyeh, at Bagdad; another was founded at Basra.
There was, therefore, nothing in the state of society
in Ḥarîri’s native city, to hinder the employment of such
talents as he possessed. After the foundation of Bag-