you are not oppressed."[16] On a less positive note, many writers criticized
"shameless lazybones," such as storytellers and Sufi adepts (qalandars ), who
lived off the gullibility of others.[17] Even more
telling is a discussion of
the fruits of knowledge in Hamza's New Happiness : "All unskilled peoples, such
as drivers, tea shop owners, bakers, gamblers, thieves, sweepers, cobblers,
watchmen, water carriers, doormen, and others like them, are uneducated.
Educated people,
even if young, are teachers, owners of large shops, clerks in
good places, well dressed and
[15] V.P. Nalivkin et al., "Kratkir obzor sovremennogo sostoianiia i
deiatel'nosti musul'manskogo dukhovenstva, raznogo roda dukhovnykh uchrezhdenii
i uchebnykh zavedenii tuzemnogo naseleniia Samarkandskoi
oblasti s nekotorymi
ukazaniiami na ikh istoricheskoe proshloe," in Materialy po musul'manstvu , vyp.
1 (Tashkent, 1898), 33.
[16] "Dehqan qardashlarimizgha khitab," Turan , 11 July 1912.
[17] Abdulhakim Sarimsaqov, "Qalandarlar yakhud tanballar," ST , 4 April 1914;
anon. (Sarimsaqov?), "Qalandar, maddah (wa'iz), luli, wa gadaylarimiz, yaki
musulmanlik namini bolghatguchi be-'ar tanballarimiz," Ayina , 14 June 1914,
805.
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222
―
respected everywhere."[18] This was a far cry from Narodnik-style populism. The
nation included the peasants, but they had little to contribute to it. Only
urban folk (and then, of course, only a few of them)
were qualified to lead the
nation in the battlefield of modern life.
The Jadid nation was coexistent with the reading (and hearing) public described
in Chapter 4. Within that public, the Jadids were engaged in a struggle of
elites for the right to lead the nation. As such, the Jadid vision of the nation
was elitist, although this elitism was never fully articulated as a doctrine
(as, for instance, was the case with the Young Turks)[19] but rather the logical
conclusion of the Jadids' position in their own
society and the political
constraints in which they operated. The same political constraints softened that
elitism, for new-method schools (in many of which tuition was waived for poor
children) were a far more egalitarian instrument of elite formation than the
creation of universities (as in Muslim India with the Aligarh movement of Sayyid
Ahmad Khan). Such struggles were an integral part of the establishment of the
hegemony of the nation. Partha Chatterjee has argued that in colonial
situations, nationalist elites have to declare the sovereignty of nationalism in
native society before engaging the colonial state
in a political struggle for
independence.[20] In Central Asia, that first struggle for sovereignty had not
been resolved by 1917.
Women and the Nation
A critique of the position of women in Central Asian society formed an integral
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