THE  MUSLIMS  AND  MODERN  EDUCATION
(Includes a Verse of  Malik Qumâ)

Introduction
Mull«h Muéammad Malik Qumâ (d. 1615) came from Qum, Ir«n to Aémad Nagar in South India in 1549 where he was patronized by Murtaz« Niï«m, Niz«m Sh«h I. Later he moved to Bij«për and lived under the patronage of Ibr«hâm ‘ÿdil Sh«h. He was one of the eminent Persian poets of his time. In addition to the inclusion of one verse in the last two verses of this poem ‘All«mah  Iqb«l has alluded to this verse in Rumëz-i-Bekhudi also. Mull«h ‘Abd al-Q«dir Bad«yëni also has praised this verse in his book Muntakhib al-Taw«râkh.

This poem is the exposition of ‘All«mah  Iqb«l’s views on Western education. Though the educational philosophy of ‘All«mah  Iqb«l is a vast subject and much has been written about it, its essence is that education should produce Khudâ  and the desire as well as the ability to struggle in the cause of God and Truth. For a proper understanding of the subject perusal of a reference like Appendix III, No. 53 is necessary. Though the subject cannot be explained in all its dimensions in this translation some comprehension is essential to do justice to the poem. Western education may be beneficial to the Western people and may have been necessary for the material advancement of Indian Muslims in their special circumstances created by the British rule in the sub-continent it is detrimental to the ideals and goals of Islam as set out in the Holy Qur’«n. Establishment of the “Kingdom of God on earth” in the form of the super-national Islamic State, with all its details and accompaniments, is the purpose of the mission of the Holy Prophet (S.A.W.), which was entrusted by him to his Ummah at the time of the last pilgrimage. The Holy Qur’«n is replete with commands to this effect, reference to which has been made in previous poems, for example the introduction to Poem 84. Tar«nah-i-Millâ (The National Anthem of Muslims). When viewed against this background Western education not only falls short of the needs of Muslims but is contrary to them. Being secular and materialistic it is in fact detrimental to Muslims’ aspirations and objectives. A small sample of quotations from some other poems of ‘All«mah  Iqb«l is given below to give some indication of his views on the subject:

(209)      The school and tavern teach only not to be
                Learn to be that you may be and want to be

(Appendix III, No. 32)

(210)      O God ! My complaints are against the schools’ lords
                They are teaching mud-slinging to falcon’s fledglings

(Appendix III, No.29)

(211)      I would not get that knowledge and wisdom for a piece of straw
                Which acquaints not the gh«zâ with the battle-field

(Appendix III, No. 26)

It appears necessary to explain here that  ‘All«mah  Iqb«l was not opposed to all Western education. When Sir Saiyyid Aémad Kh«n and his colleagues started their campaign to persuade Indian sub-continent’s Muslims to acquire Western education they had scientific and technical education foremost in mind. ‘All«mah Iqb«l had the same opinion and has repeatedly emphasized the importance of science and technology for material betterment. Cf.

(212)      West’s strength is in science and technology
                With help of this same fire its lamp is lighted

(Appendix III, No. 28)

The deleterious effects of Western education have resulted mainly from the philosophy of science and from humanities. The former has created a disbelief in the existence of a non-tangible spiritual universe, and has created belief in the mechanistic and a-rational concept of creation and operation of the material universe. This is opposed to the Qur’«nic concept according to which the material universe has been created by God instead of coming into existence by accident. It has been created with a purpose and not whimsically or in sport. It also states that the material universe in not eternal and will also end in its present form. The Holy Qur’«n is replete with this message which emphasizes its importance, e.g. 3:191; 15:85; 16:3; 21:16-17; 39:5; 44:39; 45:22; and 46:73. The Holy Qur’«n also teaches us that God has not rested or retired after creating the universe but is actively directing its affairs. Denial of this concept deprives Man of faith in the life Hereafter and the accountability for one’s deeds on earth. This deprivation leads to the cardinal vice of materialism according to which this world and life in it is the be-all and end-all of existence. This inculcates jealousy and greed for acquiring material wealth and arrogance when it has been acquired. This triple-headed monster of jealousy, greed and arrogance brings out a plethora of vices out of the Pandora’s box. One has to look around himself in the present day world to appreciate the truth of this. The whole of the modern world has been plunged into the vortex of a moral and spiritual storm which has destroyed all humane values. The cure lies in reverting to the spiritual values taught by the Holy Qur’«n.

The following small sample is presented to reflect ‘All«mah  Iqb«l’s thought about the deprivation of the Western education from the higher concepts of existence:

(213)      They conceal the higher motives from the human eye
                Put the soul to sleep and awaken the material eye!

(Appendix III, No. 32)

(214)    The West  dark with the smoke of machines is
              This Valley of Aiman unwortly of Effulgence is

(Appendix III, No. 32)

Translation
The preceptor’s teaching was, “O foolish Muslim!
“Necessary preparations are incumbent on the traveler

The world’s ways have changed, such changes have come that
Those who were invaluable once are not even saleable now

That bright flame of yours from which darkness escaped
Now is reduced to a spark, less bright than stars

Cease to be the Invisible’s Lover, be the visible’s lover
Now influence of the visible God is triumphant over nations

In this garden success for your efforts is not possible
Your snare is worn out and the fast-flying bird is clever

In this age education is the cure for nations’ maladies
Education is like a lancet for the diseased blood”

By the leader’s suggestions love of education developed in me
Obeying the command of Khiîar is incumbent on the wanderer of the wilderness

But the discerning eye should see my misfortune

                “Went to pull thorn from foot, the litter disappeared from the sight
                I was negligent for a moment it moved by a hundered years”¹

Explanatory Notes
1. This is the climax and the raison d`etre of this poem. It means that the apparently slight error of the Muslim Ummah in obtaining and accepting Western education uncritically has resulted  in its doom.