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 from superior schools. Arabs might only serve the State by sacrifice of their racial characteristics. These measures were not accepted quietly. Semitic tenacity showed itself in the many rebellions of Syria, Mesopotamia, and Arabia against the grosser forms of Turkish penetration; and resistance was also made to the more insidious attempts at absorption. The Arabs would not give up their rich and flexible tongue for crude Turkish: instead, they filled Turkish with Arabic words, and held to the treasures of their own literature.

They lost their geographical sense, and their racial and political and historical memories; but they clung the more tightly to their language, and erected it almost into a fatherland of its own. The first duty of every Moslem was to study the Koran, the sacred book of Islam, and incidentally the greatest Arab literary monument. The knowledge that this religion was his own, and that only he was perfectly qualified to understand and practise it, gave every Arab a standard by which to judge the banal achievements of the Turk.

Then came the Turkish revolution, the fall of Abdul Hamid, and the supremacy of the Young Turks. The horizon momentarily broadened for the Arabs. The Young-Turk movement was a revolt against the hierarchic conception of Islam and the pan-Islamic theories of the old Sultan, who had aspired, by making himself spiritual director of the Moslem world, to be also (beyond appeal) its director in temporal affairs. These young politicians rebelled and threw him into prison, under the impulse of constitutional theories of a sovereign state. So, at a time when Western Europe was just beginning to climb out of nationality into internationality, and to rumble with wars far removed from problems of race, Western Asia began to climb out of catholicism into nationalist politics, and to dream of wars for self-government and self-sovereignty, instead of for faith or dogma. This tendency had broken out first and most strongly in the Near East, in the little Balkan States, and had sustained them through an almost unparalleled martyrdom to their goal of separation from Turkey. Later there had been nationalist movements in Egypt, in India, in Persia, and finally in Constantinople, where they were fortified and made pointed by the new American ideas in education: ideas which, when released in the old high Orienta atmosphere, made an explosive mixture. The American schools,