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THEOLOGY

hagiology. It is difficult for us to realize that stories like the most extravagant in the Thousand and One Nights are the simplest possibilities to the masses of Islam. The canon lawyers, still, in their discussions, take account of the existence of Jinn, and no theologian would dare to doubt that Solomon sealed them up in brass bottles. Of philosophy, in the free and large sense, there is no trace. Ibn Rushd's reply to al-Ghazzali's "Destruction of the Philosophers" has been printed, but only as a pendant to that work. In it, too, Ibn Rushd carefully covers his great heresies. His tractates on the study of kalam, spoken of above, have also been reprinted at Cairo from the European edition. But these tractates are arranged to give no clue to his real philosophy. The Arabic Aristotelianism has perished utterly from the Muslim lands. Of the modern Indian Mu'tazilism no account need be taken here. It is derived from Europe and is ordinary Christian Unitarianism, connecting with Muhammad instead of with Jesus.

From the above sketch some necessary conditions are clear, which must be fulfilled if there is to be a chance for a future development in Islam. Education must be widely extended. The proportion of trained minds must be greatly increased and the barrier between them and the commonalty removed. The economy of teaching has failed; it has destroyed the doctrine which it sought to protect. Again, the slavery of the disciple to the master must cease. It must always be possible for the student, in defiance of taqlid, to go back to first principles or to the primary facts and to disregard what the great Imams

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and Mujtahids have taught. So much of health there was in the Zahirite system.

Third, these primary facts must include the facts of natural science. The student, emancipated from the control of the schools, must turn from the study of himself to an examination of the great world. And that examination must not be cosmological but biological; it must not lose itself in the infinities but find itself in concrete realities. It must experiment and test rather than build lofty hypotheses.

But can the oriental mind thus deny itself? The English educational experiment in Egypt may go far to answer that question.

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