This article focuses on the engagement of three scholars of the nineteenth century, later to be called scholars of the nahḍa, with an Arabic grammar manual titled Baḥth al-maṭālib wa-ḥathth al-ṭālib (“The Pursuit of the Questions and the Encouragement of the Student”), supposedly written in 1705 by the Maronite monk Jibrīl (later Jirmānūs) Farḥāt (1670–1732). The scholars considered in this contribution are Aḥmad Fāris al-Shidyāq (d. 1887), Buṭrus al-Bustānī (d. 1883), and Saʿīd al-Khūrī al-Shartūnī (d. 1912). They engaged with this text by editing and printing it, and by making it available for use in Ottoman public schools. Through a close reading of representative excerpts from their printed editions, this article explores the three scholars’ philological engagement with Baḥth al-maṭālib and its multiple uses in nineteenth-century schools. The ways in which they worked on the text, it is argued, illustrate their different pedagogical approaches towards the teaching of the Arabic language.
The article explores continuities between manuscript and print culture by way of an investigation into the book-related practice of three members of the Ḥanbalī al-Shaṭṭī family. By using a diverse set of sources, it presents a view on the turn from manuscript to print during the late nineteenth and early twentieth century that moves beyond technological determinism. By examining authorship, manuscript collections, and print publication, it proposes to include the institution of the family as well as the emerging global market for Arabic manuscripts into research of this medial shift.
Using the Jesuit scholar Louis Cheikho’s (1859–1927) work on pre-Islamic and early Islamic ascetic poetry as a focal point, this article examines two strategies which contemporary and later scholars accused Cheikho of using to falsify the Arabic literary heritage. Cheikho de-Islamized Arabic language texts through editorial interventions, as evinced by his edition of the Dīwān of the Abbasid ascetic poet Abū al-ʿAtāhiya. Furthermore, he overtly laid claim to the past by Christianizing pre-Islamic poetry. In his work al-Naṣrāniyya wa-ādābuhā bayna ʿarab al-jāhiliyya, Cheikho tried to establish the “origins” of Arabic cultural and literary production in Christianity. He did so in response to Arab and European intellectuals who challenged the Christian contribution to Arabic. Above all, he rejected racist ideas embedded in nineteenth-century European philology, notably the denigration of Semitic languages and their speakers based on the “Aryan”/“Semite” binary in Ernest Renan’s (1823–1892) work.
The subject of this article, Father Anastās Mārī al-Kirmilī (1866–1947), is a central figure in the Iraqi nahḍa. Although a Carmelite monk, he devoted his life in a non- confessional spirit to the study and reform of the Arabic language and the development of a specifically Iraqi historical and cultural consciousness. He wrote on linguistics, history, and folklore, he edited texts, published a journal and corresponded with Arab and European scholars. He is still a figure of reference for Iraqi intellectuals. By presenting his work in some detail, this article seeks to integrate him into the society of the nahḍawīs while demonstrating his particular contribution.
This introduction to the special issue “The Past and its Possibilities in Nahḍa Scholarship” reflects on the role of the past in nineteenth- and early twentieth-century nahḍa discourse. It argues that historical reflection played a pivotal role in a number of scholarly disciplines besides the discipline of history, notably philosophy and logic, grammar and lexicography, linguistics, philology, and adab. Nahḍawīs reflected on continuities with the past, the genealogies of their present, and the role of history in determining their future. The introduction of print gave new impulses to the engagement with the historical heritage. We argue for a history of the nahḍa as a de-centred history of possibilities that recovers a wider circle of scholars and intellectuals and their multiple and overlapping local and global audiences. Such a history can also shed light on the many ways in which historical reflection, record-keeping practices, and confessional, sectarian, or communalist agendas are entwined.
Criticized for being too Euro- and Americentric, world literature scholarship tends to center on the American implications of this shortcoming, with little discussion of world literature beyond these centers. This paper thus addresses the function of world literature beyond these centers, particularly in the lingua franca of global business: English. Drawing from my experience in the United Arab Emirates, I argue that because students in the region come from places with fraught colonial histories, migrant, Anglophone literature is critical in the world literature classroom because it allows them to see their own experiences articulated in the global literary vernacular. Using Mohja Kahf’s The Girl in the Tangerine Scarf as an example, I show how its transnational scope addresses both the hegemonic, Euro-American gaze, but also the students’. Thus, Anglophone literature is not necessarily the extension of an imperialist project or a flattening of differences; rather, it becomes an articulation of them.