Emergence of Modern Schools in Bandar Lenge and the Role of Foreign States in Their Establishment (From the Naserid Period to the Beginning of the Pahlavi Period)

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Saeedinia Habib Alah; Yarmahdavi Sara

Title

Emergence of Modern Schools in Bandar Lenge and the Role of Foreign States in Their Establishment (From the Naserid Period to the Beginning of the Pahlavi Period)

Author(s)

Saeedinia Habib Alah | Yarmahdavi Sara | Issue Writer Certificate

Keywords

Modern schools

Qajars

Pahlavis

Bushehr

Bandar Lange

Persian Gulf

Abstract

Abstract

One of the most important political and cultural developments in the social history of Iran is the establishment of new schools in the Qajar period; a prolonged process that began in the Naserid period with the invention of the phonetic alphabet by Mirza Hasan Rushdieh and gradually spread from the west of Iran to other regions of the country after overcoming many obstacles in the confrontation between tradition and modernity. After the establishment of Saadat School in Bushehr, the change in Iran's educational structure spread to other southern ports, including Bandar Lenge. The new schools, located directly on the Persian Gulf and at the southern gateway to the country, attracted the attention of foreign businessmen and diplomats. From the very beginning, in the post-constitutional period, the establishment of these schools was met with resistance. However, the schools managed to overcome the oppositions and obtain the approval of the Ministry of Education, so they continued to operate during the Pahlavi period. The present article was conducted using a descriptive-analytical method and is based on primary archival sources such as documents and newspapers. The aim of the article is to examine the introduction of new educational methods in the schools in Bandar Lenge. The result shows that social conditions, the performance of various individuals and institutions and foreign support played a decisive role in the establishment of new schools. In addition, the frequent presence of foreigners under the pretext of financial aid and educational support became one of the ways to increase foreign influence.

Introduction

The early efforts to reform the education system in Iran occurred in Tabriz just before the constitutional revolution. During the reign of Naser al-Din Shah, the Rushdiyyeh phonetic alphabet was introduced, despite facing significant opposition. Mirza Hasan Rushdieh, drawing from his experiences in Beirut and Ottoman Empire and his interactions with French educators, worked diligently to establish schools in other cities. This transformation coincided with Iran's shift towards modernity, leading to a divide between constitutionalists and traditionalists. Some religious leaders initially opposed the new schools, but figures like Sheikh Hadi Najmabadi eventually adopted a supportive stance. The resistance to the constitution and the establishment of new schools was fueled by the involvement of Russia and England, who viewed the empowerment of Middle Eastern populations, particularly in Iran, as contrary to their interests. The press gained freedom during Amin al-Dawlah's presidency, and the first new school in Tehran was founded in 1315 (Islamic calendar) with Amin al-Doulah's support.
Abbas Mirza played a crucial role in modernizing Iran's education system by emulating the Ottoman Empire and sending students abroad. Amir Kabir, inspired by Russia's progress, established Dar al-Funun and hired teachers from Austria. These modernists prioritized advancements in neighboring countries, facilitating the alignment of Iran's education with global standards. The construction of Rushdiyeh schools laid the groundwork for various educational institutions and new teaching methods, while highlighting the influence of foreign powers in Iran's internal affairs.

The expansion of new schools extended to Bushehr with the founding of the "Sadat Mozafari" school. Following the constitutional revolution and the onset of World War I, significant changes reshaped Iran's political landscape. The war led to the influx of foreign troops, while the press, supportive of modern education, viewed schools as a means to bridge the East and the West, fostering progress. By 1337 AH, Tehran had fifty-five schools with approximately six thousand students and four hundred teachers. Despite societal resistance, efforts to educate women gained momentum, with advocates emphasizing the benefits of women's education. Champions of new teachings, like Fathali Akhundzadeh and Mishtar al-Dawlah, advocated for changes in the alphabet and instructional methods to drive progress. On the other hand, critics, such as Talebov, attributed students' lack of engagement to the complexity of the alphabet, calling for the incorporation of foreign languages, history, and geography in the curriculum without necessitating religious changes, echoing Rushdieh's approach.

Materials and Methods

The research aims to analyze the formation of the new educational system and leading schools in Bandar Lenge from the Naseri period to the coming of Reza Shah. This will be done by using a descriptive-analytical approach, relying on library studies, documents, and the press of the time. The goal is to examine the transition from Qajar and constitutionalism to the first Pahlavi period, paying attention to the quality and quantity of the educational process in this region.
The findings reveal significant opposition from jurists and some nobles to the construction of new schools. The social and economic conditions of Bandar Lenge, as well as the influence of certain individuals, played crucial roles in the establishment of schools in the city. The city's coastal location and its political and commercial significance attracted the support of foreign and domestic businessmen and dignitaries, particularly the consulates of Russia, England, France, and German companies. Geopolitical characteristics also influenced the educational changes in Bandar Lenge, similar to the cities of Bushehr, Lengeh, Rasht, and Bandar Anzali. Media coverage highlighted the intellectual, cultural, and educational changes in these cities due to their proximity to sea highways, serving as the civilizational gateway for the south and north of Iran. Several key publications, including those by Masha Allah Ajudani and Ahmad Dashti, shed light on the influence of constitutionalists and the situation of schools in Bandar Lenge. Furthermore, comparing press data and documents revealed discrepancies in the naming of schools, with the title "Third Modern School" being incorrectly applied to the Muhammadiyah School in Bandar Lenge, where it does not appear in the list of new schools in Ma'arif newspaper.
This research also delved into noteworthy events such as the first teachers' strike and the need for communication between schools and parents, which had not been addressed in prior research. Additionally, the study highlighted that these schools represent the first generation of paid or non-profit schools in Iran, which were initially known as national schools and remained open until the Reza Shah period. However, some of these schools, especially foreign schools, were taken over by the government after the ascent of the first Pahlavi.

Results and discussion

The inception of new education alongside the Iranian constitution marked a significant cultural and political shift, spearheaded by the establishment of Dar al-Funun. This pioneering institution served as Iran's first modern educational establishment, paving the way for the embrace of new facets of civilization and the dispatch of students to Farang. In 1301 AH, Rushdieh founded the initial modern Iranian school in the Caucasus, filling the void left by the absence of infrastructure for modern education in Iran at the time. However, these schools encountered resistance from religious leaders who expressed concerns about moral decay and religious integrity. Sheikh Fazlullah Nouri and other clerics vehemently opposed these schools, viewing them as contradictory to Sharia law.
Meanwhile, the press underscored the urgency of enacting regulations for new educational institutions. Administration of Amin al-Doulah's endorsement of progress and culture faced obstacles from the Russians, ultimately leading to Amin al-Doulah's resignation. Despite this, proponents of the new schools contended that these establishments contributed to societal awareness, serving as the foundation for employment and advancement. This process contributed to growing public support for educational institutions, eventually laying the groundwork for the formation of the existing Parents and Teachers Association.
In the southern region of Iran, Seyyed Jamaluddin Asadabadi played a pivotal role in advancing modern education. By establishing a school in Bushehr, he introduced innovative teachings and supplanted traditional ones, effectively ushering in a new era of education. The first modern school in Bushehr, established through the efforts of Ahmad Khan Daryabigi, served as a blueprint for other ports in the Persian Gulf. Despite financial constraints and resource shortages, these schools steadily gained significance and influence in enhancing public awareness.
The Muhammadiyah School in Bandar Lengeh emerged as a crucial modern educational institution, contending with managerial and financial hurdles. While the school persevered with support from entrepreneurs and local authorities, it grappled with issues such as delayed teacher remuneration and financial constraints. During this period, Seyyed Jamaluddin Asadabadi contributed to reshaping the educational landscape of southern Iran by founding a school in Bushehr and promoting new disciplines, seeking to replace archaic teachings with modern literature and methodologies.
Simultaneously, the establishment of French Lazari schools across various Iranian cities set the stage for French cultural and educational influence in Iran. These schools gradually contributed to the evolution of the new educational system, exerting a substantial impact on the development of constitutional law. Under the era of Ahmad Shah Qajar, Iranian education saw the integration of French influence and novel educational practices. However, some families hesitated to enroll their children in these schools.
Despite its challenges, the modern education system in southern Iran progressively garnered significance, fostering public awareness and assimilating into the societal and cultural fabric. Ultimately, the approval of the constitutional amendment in 1325 A.H. was a pivotal stride towards formalizing new schools, with subsequent development by the Ministry of Education. These schools gradually wielded influence over public opinion, encouraging widespread pursuit of education and scientific learning. These pivotal educational and cultural transformations became integral to the social and cultural framework, propelling Iran's progress during the constitutional era.
This era witnessed the formation of numerous associations advocating for new schools, alongside expansion of cultural and educational initiatives. These changes propelled an upsurge in public awareness and a heightened emphasis on scholarly pursuits. In essence, the advent of new education and training concurrent with the Iranian constitution, as a pivotal juncture in Iranian history, not only revolutionized the educational system but also ushered in broader social and cultural metamorphoses.

Conclusion

In this scholarly investigation, the foundational role of individuals and influential factors in the evolution of new educational paradigms in Iran was examined. Historical evidence demonstrates that this progression was impacted by the advent of the phonetic alphabet and the innovative instructional approach of Rushdieh, which emulated the educational methods of Rushdieh schools in the Ottoman Empire and drew from the teachings of French educators. Notably, Iran's educational transformations became interlinked with developments beyond its borders, especially during the constitutional revolution when a clash between tradition and modernity emerged. While the establishment of new schools faced opposition from certain elites and clergy, advocates such as Amir Daryabigi, a graduate of Dar al-Funun and an ally of innovative educational initiatives, endeavored to establish the inaugural new school in Bushehr, named Saadat School. Concurrently, Seyyed Jamaluddin Asadabadi spearheaded efforts to reform traditional education and introduce new pedagogical methods in the southern regions, through his familiarity with educational systems in other countries. It is noteworthy that the prevalence of foreign presence—whether in the capacity of political figures or businesspersons—significantly influenced the educational landscape, particularly in Bushehr and Lenge. This engagement not only expanded cultural hegemony but also engendered linguistic hybridization, prompting objections from domestic media. The socioeconomic milieu of Bandar Lenge, reinforced by the actions and perspectives of select individuals, emerged as pivotal factors in the establishment of educational institutions within the city. Situated along the Persian Gulf coast and holding a strategic political and commercial stature, Bandar Lenge garnered support from both domestic and foreign entrepreneurs and dignitaries, particularly from the consulates of major European powers and German corporations. During this period, intellectual, cultural, and educational advancements in cities such as Bushehr and Lenge—alongside Rasht and Bandar Anzali—featured prominently in the press, benefiting from their proximity to marine trade routes and their geopolitical significance, which facilitated mutual influence and interaction among these centers.

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Scientific Information Database

ISSN: 2588-4824

Journal Paper

Emergence of Modern Schools in Bandar Lenge and the Role of Foreign States in Their Establishment (From the Naserid Period to the Beginning of the Pahlavi Period)