New Texts Out Now: Nezar AlSayyad, Cairo: Histories of a City

[Cover of Nezar AlSayyad, \"Cairo: Histories of a City\"] [Cover of Nezar AlSayyad, \"Cairo: Histories of a City\"]

New Texts Out Now: Nezar AlSayyad, Cairo: Histories of a City

By : Nezar AlSayyad

Nezar AlSayyad, Cairo: Histories of a City. Cambridge: Harvard University Press, 2011.

Jadaliyya (J): Why did you write this book?

Nezar AlSayyad (NA): Cairo has fascinated me since I was first exposed to the city’s Islamic heritage in 1973, and it has continued to keep me under its spell. This love affair began to wane by the early 1990s, however, when my appreciation for the city began to be tempered by the realities of its problems.

By the time I was asked to write this book, in 2006, I had published two other books on various aspects of Cairo and had spent many years devoted to Cairo-related research. But I had been reluctant to write a book on the history of the entire city. The task, I thought, was dangerous and impossible, and I had simply assumed that to do it justice would consume my life. It did not, and this book is the outcome of this engagement.

The novels of Egypt’s most distinguished writer, Naguib Mafouz, provide a dense commentary on Cairo as it navigated the twentieth century, presented through the life and times of three generations of the Abdel-Jawad family. Through them, Mahfouz accurately documents Egypt’s coming of age by tracing the changing social relations in this extended Cairene family. In these three books, he moves us very carefully between the tensions of the emptiness of inherited traditions to the challenges facing a new generation in revolt.

Although Mahfouz wrote his trilogy in the middle of the twentieth century, the dynamics that he describes have existed throughout the history of Cairo. The first volume, Bayn al-Qasrayn (translated into English as Palace Walk), was written in the first years following the Egyptian Revolution of 1952, Mahfouz having titled it after the famous space in the medieval core of Cairo. But Bayn al-Qasrayn was also witness to the evolution of Cairo for over a thousand years, from its origins as a royal settlement to its development into a dense cosmopolitan city.

There is, however, a lot more to Cairo than Bayn al-Qasrayn, which I had written about as an urban history—more than the medieval Fatimid city, or the few cities built nearby that preceded it. Indeed, the first settlement in the metropolitan area we now call Cairo was actually Memphis, built more than four millennia ago, near the great pyramids of Giza. A serious history of Cairo should indeed start with Memphis, a city that had survived for twice as long as the Cairo of the Arabs. My book was meant as a history that starts from the current city and goes backward.

J: How is the book structured?

NA: The book is composed of twelve vignettes, arranged by place rather than time. Each vignette carries stories told through the place’s built environment. Each edifice has been dictated by the environment (for example, the changing course of the Nile), the needs of the people (an increase in population has created a need for a new marketplace), and the grandiosity of the ruler sponsoring the edifice. Each addition or adaptation to the built environment tells a story of the people who lived in that time, and the ones before it. Many of Cairo’s architectural features have been witness to a thousand years of changes.

J: What is the main focus of the book?

NA: The premise of the book is that the history of a city is mainly that of specific individuals, places, and events. I begin each chapter at a specific place that best represents a period in Cairo’s history, and then proceed to describe that time period and the lives of specific individuals, narrating important events and citing the reports of specific travelers and local residents, all the while attempting to evoke a sense of the evolving spatial order of the city.

An underlying assumption behind this work is a fundamental belief that the institutional structure of a society, based on who governs it and how, is often reflected in the places this society produces. Again, this assumption affords methodological limits, because urban form is very complex and cannot be looked upon simply as a language that can just be read. Such reading would be meaningless without the qualifications of social and economic history. At best, the shape of a city becomes a road map for deciphering its history.

J: What was your method in writing such a comprehensive history of the city?

NA: I started by asking: What can be said of Cairo and its history that has not already been told? For no city has been as well studied as Cairo. There are many ways to tell the story of a city, and my book simply offers one. Travelers to Egypt, even before the time of Christ, had inscribed their impressions of the area on the pyramids of Saqqara and Giza. Throughout medieval times, travelers who visited the Fatimid city wrote extensive accounts of their journeys. Many residents and administrators of Cairo also produced extensive histories and documentations of the city, all the way into the modern era. And in the twentieth century, many scholars have written detailed histories of the city’s development, while numerous novelists have used it as a backdrop for their plots. My method required me to use of all these sources.

I proceed from the premise that all historical periods are usually uncovered and articulated as clearly bracketed eras, not at the time in which they transpire, but after many decades or centuries have passed. For this reason, I often narrate the history of a period by relating it in terms of the time of its discovery. I do not, however, let my method dominate my narrative; when the method cannot accommodate historical evidence, I leave it behind.

J: What is the general philosophy of history that you have advanced in writing this book?

NA: This book has required me to delve into many histories and different historical methods, but it has also forced me to refine my approach as an urban historian. The choices I have made, in terms of which historical periods to cover (although I try to cover most of the significant ones), which historical characters to single out (again, I try to include all of the noteworthy figures, at least as far as the development of the city is concerned), and in which places to anchor my stories (and here I have had to leave out many), are all part of a broader historical method, rather than just a style of writing.

Writing this book has convinced me that there is no history without historians—with all the biases, frailties, and limitations of their methods. The book also reminds me of an old conviction: history is always written from the present moment, and possibly in the service of it. No history is innocent of contemporary demands. From this perspective, history is neither simply the knowledge of things that have occurred in the past nor the memory of these past events; rather, it is the convergence of these events with certain individuals and in specific places, as discussed and interpreted by others removed from the time and place in which the events occurred.

Under the best possible conditions, the act of writing history consists of piecing together fragments. The process unavoidably leads to resolving contradictions between bits of evidence to arrive at a reasonably substantial version of what has occurred. We inevitably exercise judgment in qualifying which sources are more reliable than others. All these problems are compounded when, as historians, we set out to construct a narrative whose strength lies in its ability to convey precise representations of urban form and space.

J: What do you think is the book’s most significant contribution? 

NA: Cairo: Histories of a City presents a progression of events, through which one can see a pattern. With this historical pattern we can attempt to predict the progression of future events in Cairo. Each event, each change, signals another, just as the events of the years leading up to the Arab Spring signaled its arrival. Cairo is a vibrant, alive, and constantly changing metropolis that shapes the lives and imaginations of millions of people.

Excerpts from Cairo: Histories of a City

On Writing Urban History

Under the best possible conditions, the act of writing history consists of piecing together fragments. The process unavoidably leads to resolving contradictions between bits of evidence to arrive at a reasonably substantial version of what has occurred. We inevitably exercise judgment in qualifying which sources are more reliable than others. All these problems are compounded when, as historians, we set out to construct a narrative whose strength lies in its ability to convey precise representations of urban form and space. But in the final analysis, we must remember that the writing of history will always be, first and foremost, an art of interpretation, not a science of representation. The stories that we depict will change from time to time and from place to place to reflect the interpretations of those who tell them and the interests of the people for whom they are written. The challenge in the telling of history today perhaps lies in reversing the equation and finding the proper balance between what I call the science of interpretation and the art of representation.

In this work, I have attempted to let the multiple histories of Cairo speak for themselves. I am, however, very conscious of how this exercise is enmeshed in a politics of representation in which I play a part. Because I operate mainly in the space between the words and the images, I am perhaps another Baudelairean flâneur who wanders through the city’s history with his mind instead of seeing its actual streets with his eyes. The great novelist Italo Calvino once wrote that cities are like dreams: their rules seem absurd, their perspectives are often deceitful, and everything in them conceals something else. He tells us that we should take delight not in a city’s wonders, whether these number seven or seventy, but in the answers a city can give to questions we pose, or in the questions it asks us in return. It is only in the context of this wisdom that I have attempted to write this history of Cairo.

On Cairo Today

But something else was happening in Cairo in the late twentieth century that has firmly reshaped it into the city we know today. The nineteenth-century project of medievalizing the old quarter—the invention of a sanitized historic urban environment that had never existed—has now taken hold as an official preservation strategy. Preserving Cairo for tourists, and possibly for future generations of Egyptians, now gives the government free license to restore old structures, and in the process to outfit them with an invented aesthetic that requires the abandonment of the structures’ traditional func­tions. The old core is now being cleared of many of its craftworkers and small shops, replaced by cafés and tourist rest houses. What is left today are only the hollow names of the vibrant quarters—the spice and coppersmith bazaars—once dedicated to communities of craftsmen and traders.

The old quarter is quickly becoming a museum, and with this museu­mification has come a loss in trades, changes in people’s lifestyles, and the fundamental transformation of the city into a Disney-like theme park. Indeed, Cairo is now starting to resemble its fictional image. Ironi­cally, however, it also seems to be gaining sustenance from it. In the late nineteenth century, the architect Max Hertz was commissioned to design a replica of a Cairo street for the Chicago Columbian Exposition. To ensure the authenticity of one of its structures, a replica of a sabil-kuttab, Hertz went about removing the windows and tile work from the original sabil-kuttab of ‘Abd al-Rahman Katkhuda without any qualms. He then had them shipped to America and installed them on the replica in uniform fashion. But the replica did not resemble the original. In a twist of fate, when the real sabil-kuttab back in Egypt underwent resto­ration in the early twentieth century and then later again that century, the restorers had little to rely on other than the images of the replica at the Columbian Exposition and the drawing produced to build it. Cairo now began to resemble its imagined self, and had come to derive its new authenticity from its copy

It is not a wholly new phenomenon that Cairo is beginning to mirror its copy, as this is likely to have happened several times before in the city’s long history. But arguably what is now new is how these copies are influencing the perception and appreciation of the real city. A decade ago I organized a large conference in Cairo that dealt with the “consump­tion of tradition,” a theme on which I have written extensively elsewhere. Many of the conference participants were foreigners from the United States and Europe, so the conference included the standard tourist trips to famous Cairo sites, including the Giza Pyramids. Stand­ing close to American conference participants who were gazing down at the pit where the Sphinx lay, I overheard one say in a tone of disappoint­ment, “Oh, it is small. Really small.” His comments puzzled me for a while. Why was the Sphinx small? And compared to what? When I checked the participant’s nametag and asked why he had made this comment, the story became much clearer. It turned out that he was a resident of Las Vegas, Nevada, the biggest casino-turned-city on earth, and that he often lectured in one of its colleges. He regularly parked his car in a lot in front of the Luxor Hotel and Casino, built in the form of a pyramid, and whose entrance lobby and car drop-off areas form the replica of the Giza Sphinx. To accommodate the multi-lane entrance road underneath, however, that Sphinx had to be much bigger than the original from which it was copied. When our participant looked at the real Sphinx in Giza, he indeed had to be disappointed when its reality did not match his mental image of it. He was already acculturated to the size and the proportions of the Vegas Sphinx, and for him the original ceased to be relevant, as the image—the modern-day replica—was now his main frame of reference.

In a globalizing era when cities no longer belong exclusively to their people, the image of the thing may come to replace the thing itself. Will that happen to Cairo? Will it transform itself using its invented tradition, employing its imagined historical aesthetic—mainly attempting to appeal to those who come to visit? Or will it continue to be the messy and diffi­cult but often vibrant and innovative city that its citizens will continue to shape though their actions and inactions? Only time will tell.

[Excerpted from Nezar AlSayyad, Cairo: Histories of a City. Copyright © 2011 by the President and Fellows of Harvard College. Excerpted by permission of the author. For more information, or to order the book, click here.]

New Texts Out Now: Betty S. Anderson, The American University of Beirut: Arab Nationalism and Liberal Education

Betty S. Anderson, The American University of Beirut: Arab Nationalism and Liberal Education. Austin: University of Texas Press, 2011.

Jadaliyya (J): What made you write this book?

Betty S. Anderson (BSA): I always joke that I conceived the project in the pool of the Carlton Hotel in Beirut. In June 2000, I visited Beirut for the first time so I could attend an Arab American University Graduate (AAUG) conference. One day, I walked with some friends all along the Corniche and up through the American University of Beirut (AUB) campus and then back to the hotel. Since it was late June and ridiculously hot, the only option at that point was to jump in the pool as quickly as possible. Two minutes in the pool and the thought occurred to me that my next research project was going to have to be about Beirut in some way. I had fallen in love with the city in just that one day. A half second later, I thought, I should write a history of AUB.

Besides the fact that I wanted to get back to Beirut as soon as possible, I wanted to know why AUB had been so influential in politicizing its students. At the time, I was doing additional research for my book on Jordan (Nationalist Voices in Jordan: The Street and the State) and a number of the political activists I studied had attended AUB. Their memoirs were filled with explanations and stories about how important those four years were for the development of their political identities. However, I had no idea as I floated in the pool that day that I’d have to do extensive research on Protestant missionaries and education long before I could even get to those Arab nationalists. At the time, I really knew relatively little about the school’s history.

J: What particular topics, issues, and literatures does it address?

BSA: When I finally got back to Beirut in 2004, it was research on the educational systems offered at the Syrian Protestant College and AUB that eventually ended up directing my thesis. I was struck initially by the goals the American founders and their successors set for the school. They talked more about the transformative process they wanted the students to undertake than the course options they were offering. For example, Daniel Bliss (1866-1902) preached about producing Protestants who understood not only the liturgy but the lifestyle required of one converting to this faith; Bayard Dodge (1923-1948) exhorted students to follow the model of the modern American man as they sought to develop new characters for themselves. The former presided over a missionary educational system, the latter the new liberal education system then being formulated back in America. The first half of the book discusses this shift as the American University of Beirut was renamed in 1920.

\"\"
[Main gate of AUB campus. Photo by Betty S. Anderson.]

Liberal education, as American educators developed it in the second half of the nineteenth century, asks its students to be active participants in their educational experience. Before this point, professors taught their students a fixed body of knowledge; students were required to memorize and recite the data to prove that they had learned it. In liberal education, the system asks that professors teach students how to think and analyze so they can produce data on their own.

The second half of the book examines how the students reacted to this shifting pedagogical focus. The American leaders of the school repeatedly stated their goals for the students, and most books and articles on AUB focus on only those voices. However, that stance leaves out an important element of the AUB story, because only the students can truly determine whether the programs are effective. AUB is famous for the many student protests that have taken place on campus, starting with the Darwin Affair of 1882, leading to the Muslim Controversy of 1909, and then on to the large protests of the 1950s, 1960s, and 1970s. As I discovered when I delved into the archives, students used dozens of newspapers to explain why they were protesting. The catalyst was always a particular event, on campus or off, but the students always framed their arguments around the freedom they felt the liberal education system promised. They fought against any administrative attempts to curtail their actions and frequently accused the administration of not following the guidelines set by American liberal education. This issue became increasingly contentious as students worked to define an Arab nationalism that called on them to be politically active while on campus. The administration continually opposed this position, and many of the student-administrative conflicts centered on the differing definitions of freedom put forward on campus. I put “Arab Nationalism and Liberal Education” in the subtitle of the book because by the twentieth century, these were the two dominant elements defining the relationship between the students and the administration.

J: How does this work connect to and/or depart from your previous research and writing?

BSA: Most of my work has centered on education in one form or another. In my book on Jordan, I wrote of the politicizing role high schools in Jordan and Palestine, as well as schools like AUB, played in mobilizing a national opposition movement in the 1950s. I have published a number of articles analyzing the narratives the Jordanian and Lebanese states present to their students in history and Islamic textbooks. Moving on to a comprehensive study of one particularly influential school was a natural progression. The difference was that I now had to study American education in the same way I had previously examined the influence of education in the Middle East.

J: Who do you hope will read this book, and what sort of impact would you like it to have?

BSA: I hope AUB alumni want to read the book and, equally, that they find something of their story in it. I did not want to cite just the Americans who founded and ran the school; I purposely wanted to write about the students themselves. Typical university histories leave out the words and actions of the students in favor of hagiographies about the founders and their famous successors. I also hope that scholars and students interested in studies of education and nationalism will be interested. This is a book that addresses both Middle Eastern and American studies.

\"\"\"\"
[Assembly Hall and College Hall, AUB Campus. Photos by Betty S. Anderson.]

J: What other projects are you working on now?

BSA:
I have a contract with Stanford University Press to publish a book called State and Society in the Modern Middle East. Like with anyone who undertakes to write a textbook, I am frustrated with those that are currently available. Textbooks of the modern Middle East typically focus just on state formation, the actions of the chief politicians, and the political interplay between states. My text focuses instead on the relationship between state and society as it developed over the last two hundred years. The states in the region centralized in the nineteenth century, faced colonialism in the early twentieth century, and then independence after World War II; these stages created new roles for state leaders. Civil society, in the broadest definition of the term, emerged from the eighteenth century forward as people sought new ways to organize within and against the states now intruding on their lives. They took advantage of the new institutions the states built to establish for themselves new class, national, and gender definitions, while frequently opposing the states that had introduced these very institutions. My text examines how schools, government offices, newspapers, political parties, and women’s groups constantly negotiated new relationships with their respective states.

Excerpt from The American University of Beirut: Arab Nationalism and Liberal Education

From Chapter One:

"The great value of education does not consist in the accepting this and that to be true but it consists in proving this and that to be true," declared Daniel Bliss, founder of Syrian Protestant College (SPC; 1866–1920) and its president from 1866 to 1902, in his farewell address. President Howard Bliss (president, 1902–1920) said in his baccalaureate sermon in 1911, "In a word, the purpose of the College is not to produce singly or chiefly men who are doctors, men who are pharmacists, men who are merchants, men who are preachers, teachers, lawyers, editors, statesmen; but it is the purpose of the College to produce doctors who are men, pharmacists who are men, merchants who are men, preachers, teachers, lawyers, editors, statesmen who are men." Bayard Dodge (1923–1948) stated at his inauguration as president of the newly renamed American University of Beirut (AUB; 1920– ), "We do not attempt to force a student to absorb a definite quantity of knowledge, but we strive to teach him how to study. We do not pretend to give a complete course of instruction in four or five years, but rather to encourage the habit of study, as a foundation for an education as long as life itself." The successors to these men picked up the same themes when they elaborated on the school`s goals over the years; most recently, in May 2009, President Peter Dorman discussed his vision of AUB’s role. "AUB thrives today in much different form than our missionary founders would have envisioned, but nonetheless—after all this time—it remains dedicated to the same ideal of producing enlightened and visionary leaders."

In dozens of publications, SPC and AUB students have also asserted a vision of the transformative role the school should have on their lives. The longest surviving Arab society on campus, al-`Urwa al-Wuthqa, published a magazine of the same name during most academic years between 1923 and 1954 and as of 1936 stated as its editorial policy the belief that "the magazine`s writing is synonymous with the Arab student struggle in the university." From that point forward, the editors frequently listed the society`s Arab nationalist goals. In the fall 1950 edition, for example, al-`Urwa al-Wuthqa`s Committee on Broadcasting and Publications issued a statement identifying the achievement of Arab unity as the most important goal because "it is impossible to separate the history, literature and scientific inheritance of the Arabs" since "the Arab essence is unity." Toward this end, al-`Urwa al-Wuthqa pledged to accelerate the "growth of the true nationalist spirit" among the students affiliated with the organization. In describing education as an activist pursuit, the statement declares, "To achieve political ideas which are aimed at our nationalism it is necessary for we as students to seek information by many different means." In this call, the AUB Arab students must take on the task of studying the Arab heritage as thoroughly and frankly as possible so that when they graduate they can move into society with solutions to the many problems plaguing the Arab world.

Since the school`s founding in 1866, its campus has stood at a vital intersection between a rapidly changing American missionary and educational project to the Middle East and a dynamic quest for Arab national identity and empowerment. As the presidential quotes indicate, the Syrian Protestant College and the American University of Beirut imported American educational systems championing character building as their foremost goal. Proponents of these programs hewed to the belief that American educational systems were the perfect tools for encouraging students to reform themselves and improve their societies; the programs do not merely supply professional skills but educate the whole person. As the quotes from al-`Urwa al-Wuthqa attest, Arab society pressured the students to change as well. The Arab nahda, or awakening, of the late nineteenth and early twentieth centuries called on students to take pride in their Arab past and to work to recreate themselves as modern leaders of their society; the Arab nationalist movement of the twentieth century asked that students take a lead in fighting for Arab independence from foreign control. The students streaming through the Main Gate year after year used both of these American and Arab elements to help make the school not only an American institution but also one of the Arab world and of Beirut, as the very name, the American University of Beirut, indicates. This process saw long periods of accommodation between the American-led administration and the Arab students, but just as many eras when conflict raged over the nature of authority each should wield on campus; the changing relationship between the administration and the students serves as the cornerstone of this book, for it is here where much of the educational history of SPC and AUB has been written.

From Chapter Five:

The 1952 April Fool’s Day issue of Outlook (called Lookout on that day) satirized the proliferation of student protests that had dominated campus life for the previous few years. In the paper’s lead article, the author declared, “A School of Revolutionary Government, designed to equip AUB students with a wide knowledge of modern techniques of conspiracy and revolution, is to be opened during the fall semester, a communique from the President’s Office announced late Friday.” Continuing the same theme, the article reports, “All courses will include a minimum of three lab hours to be spent in street battles with gendarmes and similar applications of theories learned in classrooms.” President Stephen Penrose (1948-1954), the article stated, gave a Friday morning chapel talk on the new school motto: “That they may have strife and have it more abundantly.” In a further announcement, the paper described the day’s protest.

There will be a demonstration this afternoon at three in front of the Medical Gate to object against everything[.] All those interested please report there promptly five [minutes] before time. The demonstration promises to be very exciting—tear gas will be used, and the slogans are simply delightful. If all goes well, police interference is expected. If not to join, come and watch.

This, of course, had not been the first era of student protest; the difference by the 1950s was the widespread and sustained nature of the conflict between the administration and the students. When Lookout published its satirical articles in 1952, students had been organizing demonstrations in support of Palestinians and Moroccans, and against any and all things imperialist, since 1947; these events only petered out in 1955 as the administration banned the two main groups organizing them, the Student Council and the Arab society, al-cUrwa al-Wuthqa. Students engaged in these exercises explicitly as Arabs, proud of their past, and striving toward cultural, political and economic unity in the future. In their actions, students sought to integrate their educational experiences at AUB with the real-life events taking place outside the Main Gate, for only then did they feel they could be trained to function as the vanguard initiating the necessary changes in their society.

[Excerpted from Betty S. Anderson, The American University of Beirut: Arab Nationalism and Liberal Education. © 2011 by The University of Texas Press. Excerpted by permission of the author. For more information, or to order the book, click here.]