The Cairo Trilogy

by Naguib Mahfouz

  He had often thought of perfecting his compliance with Islam in this manner, not merely to try his luck again but out of a desire to wipe his honor clean of the blot it had gained when he had been forced, at the instigation of his father, to divorce Zaynab, because that was what her father, Muhammad Iffat, wanted. Then Fahmy had been slain, and Yasin had put off thinking about marriage. Eventually he had grown accustomed to the free life of a divorce. All the same he meant every word he said when he told Amina, “Some situations are unavoidable. There's a right time for everything.”

  Their reflections were suddenly interrupted by a screaming hullabaloo and din accompanied by rapid footsteps on the stairs. They looked questioningly at the door to the stairway. It was only a moment before Umm Hanafi appeared on the threshold, frowning and gasping for breath. She cried out, “The children, my lady! Mr. Abd al-Muni'm and Mr. Ridwan are fighting. They threw pebbles at me when I tried to separate them.”

  Yasin and Khadija rose, rushed to the door, and disappeared up the stairs. They were back again in a couple of minutes. Yasin had Ridwan by the hand and Khadija was pushing in front of her Abd al-Muni'm, whom she was halfheartedly punching in the back. The others noisily followed them. Na'ima ran to her father, Khalil, Uthman to Aisha, Muhammad to his grandmother Amina, and Ahmad to his father, Ibrahim. Khadija scolded Abd al-Muni'm and warned him he would never see his grandfather's house again. Pointing accusingly at Ridwan, who was sitting between his father and Kamal, the boy began to scream in a tearful voice, “He said they're richer than we are.”

  Ridwan shouted back, “He's the one who told me that they're richer. Fie also said they own all the treasures hidden in the old city gate, Bab al-Mutawalli.”

  Trying to calm his son, Yasin said with a laugh, “Forgive him, son. He's a spitfire like his mother.”

  Khadja could not help but laugh and asked Ridwan, “Why quarrel over Bab al-Mutawalli when you have, sir, another ancient city gate, Bab al-Nasr, near your grandfather's house. You take that one and don't quarrel.”

  Ridwan shook hishead to show his dissatisfaction and replied, “It's full of corpses, not treasures. Let him have it!”

  Aisha spoke up then to implore and tempt them: “Pray by the Prophet; here's a rare opportunity to hear Na'ima sing. What do you think about that suggestion?”

  Approval and encouragement came from every corner of the room, and Khalil took Na'ima in his arms to set her on his lap. He told her, “Let all these people hear your voice. My God… my God, don't be bashful. I don't like it when you are.”

  Na'ima was overcome by shyness and buried her face in her father's chest until all that could be seen of her was a halo of gold.

  Aisha happened to glance around and saw Muhammad attempting unsuccessfully to remove the beauty spot from his grandmother's cheek. She went and brought him back against his will before resuming her encouragement to Na'ima to sing. Khalil too kept after the girl until she whispered that she would not sing unless she could hide behind his back. He gave her permission, and she crept behind him on the sofa, crawling on all fours. A pleased and expectant silence fell on the room. The quiet lasted so long that Khalil almost lost patience, but then a charming, delicate voice could be heard, starting as a whisper. Gradually she gained courage and her tones became increasingly fervent as she sang:

  Turn aside here And come to me, You whom I love As you love me.

  Small hands began to clap to the music.

  75

  “IT'S TIME for you to tell me which branch of the university you plan to choose.”

  Al-Sayyid Ahmad Abd al-Jawad was seated on his bedroom sofa with his legs folded beneath him. At the far end, Kamal sat facing the door with his arms crossed in front of him, cloaked in polite submission. The man would have liked his son to reply, “Whatever you think best, Father,” but al-Sayyid Ahmad conceded that choice of specialization at the University was not a matter he could dictate. His son's consent would be an important factor in the selection process. His own knowledge of the topic was also extremely limited, being derived for the most part from occasional discussions at his parties with friends who were attorneys or civil servants. They all agreed that a son should be granted the right to choose which branch of learning to pursue, lest he become discouraged and fail. For all these reasons, the father was not averse to discussing the topic, after confiding his lot to God's care.

  “I have decided, Papa, God willing and with your approval, of course, to enroll in the Teachers Training College.”

  Al-Sayyid Ahmad'shead moved in a way that revealed his discomfort. His large blue eyes opened wide. He stared at his son strangely. Then in a disapproving tone he said, “The Teachers College! … A free school! Isn't that so?”

  After some hesitation Kamal replied, “Perhaps. I don't know.”

  The father waved his hand scornfully. He seemed to want to tell his son, “You must exercise a little patience and not leap to a decision on something you know nothing about”. Then he remarked disdainfully, “It's just as I said. For that reason it rarely attracts students from good families. And then there's the teaching profession…. Do you know anything about teaching or is your information limited to the Teachers College? It's a miserable profession, which wins respect from no one. I'm well informed about what's said of such matters, but you're young and inexperienced. You know nothing of the ways of the world. It's an occupation uniting people who have modern educations with the products of traditional religious education. It's one utterly devoid of grandeur or esteem. I'm acquainted with men of distinction and with civil servants who have flatly refused to allow their daughters to marry a teacher, no matter how high his rank.”

  After belching and exhaling heavily, he continued: “Jamil al-Hamzawi's son Fuad, to whom you used to give your old suits, will attend Law School. He's a smart boy who's done well in school, but he's no smarter than you. I've promised his father to help pay his fees until he's been there long enough to get free tuition. How can I pay for other men's children to go to decent schools when my own son is studying free of charge in a worthless one?”

  This grave report on the teacher and his mission came as an alarming surprise to Kamal. What reason was there for all this prejudice? It was not possible to attribute it to the teacher's calling, which was to impart knowledge. Was it based on the absence of tuition fees at the college where teachers were trained? He could not understand how money entered into the question of the value of learning. Why should learning have any worth beyond that of knowledge for its own sake? He believed too deeply in its intrinsic value for his faith to be shaken. He was convinced of the inherent merit of the sublime ideashe came across while reading the works of men he loved and respected, such as the Egyptian authors al-Manfaluti and al-Muwaylihi. He threw his whole heart into living in the ideal world reflected in the pages of their books. Thushe did not hesitate to reject his father's opinion as mistaken, no matter how much he revered the man. He excused this error by attributing it to their backward society and the influence of his father's ignorant friends. He was sorry but could only repeat, with all the politeness and delicacy he could muster, a phrase he had picked up in his reading: “Learning's superior to prestige and wealth, Papa.”

  Al-Sayyid Ahmad looked back and forth between Kamal and the wardrobe, as though appealing to an invisible person for confirmation of the absurdity of the idea he had just heard. Then he said indignantly, “Really? Have I lived long enough to hear drivel like this? You imply there's a difference between prestige and learning! There's no true knowledge without prestige and wealth. And why are you talking about learning as though it's one thing? Didn't I say that you're young and inexperienced? There are many different types of learning, not just one. Some kinds of knowledge are appropriate for tramps and others belong to the pashas of the world. You need to comprehend this, you ignoramus, before you regret it.”

  Kamal was convinced that his father had a high regard for religion and consequently for those who made it their profession. T
hushe craftily said, “The students who do their advanced training at al-Azhar Mosque don't pay tuition. They become teachers, and no one can despise their fields of learning.”

  His father gestured scornfully toward him with his chin and said, “Peligion's one thing and men who make a career of it are somethmg else.”

  Deriving strength from his despair for this debate with the man whom lie had always been accustomed to obey, he replied, “But, Papa, you revere the religious scholars and love them.”

  In a voice that was a bit sharp, his father said, “Don't mix things up. I revere Shaykh Mutawalli Abd al-Samad and love him. But I would far rather see you a respected civil servant than a man like him, even if you were to spread blessedness among the people, protecting them from evil with amulets and charms…. Every era has its men, but you refuse to understand.”

  He examined his son to gauge the effect of these words. Kamal looked down and bit his lower lip. He began to blink, while the left corner of his mouth twitched nervously.

  “How amazing!” al-Sayyid Ahmad thought. Why did people insist on things that were clearly bad for them? He came close to exploding with anger but remembered that he was dealing with an issue outside the realm of his absolute sovereignty. He suppressed his rage and asked, “But why are you so enamored of the Teachers College, as though it had a monopoly on all learning? What do you dislike about Law School, for example? Isn't it the institution that graduates important people and government ministers? Isn't it the institution where Sa'd Zaghlul Pasha and men like him studied?”

  Then with a despondent look in his eyes, he continued in a subdued voice: “And it was the school that Fahmy, may God be compassionate to him, chose after serious thought and reflection. If his time had not come so early, he would be a public prosecutor or a judge today. Isn't that so?” Kamal replied emotionally, “Everything you say is true, Papa. But I don't want to study law.”

  The man struck his hands together and said, “He doesn't want to! Of what relevance to learning and institutions are likes and dislikes? Tell me what attracts you to the Teachers College. I want to know which of its alluring beauties has caused you to fall for it. Or are you a person who loves worthless things? Speak. I'm all ears.”

  Kamal squirmed, as though summoning all his forces to help him clarify the point his father found so obscure. He realized he had a difficult task before him. He was convinced that his efforts would only earn him more of the sarcastic commentshe had already experienced during their argument. Moreover, he did not see himself as having a clearly defined goal he could explain to his father. What could he say? If he thought a little, he would know what he did not want. He was not interested in legal studies, economics, geography, history, or English, although he appreciated the importance of the last two subjects for his pursuits. If he did not want these, what did he desire? The yearnings of his soul would require careful scrutiny before his goals could be ascertained. Perhapshe was not convinced that he could achieve them at the Teachers College but thought this institution the shortest route to them. These yearnings had been aroused by thingshe had read that could not be classified under a single heading. There had been literary and social essays, religious ones, the folk epic about Antar that heroic black poet of ancient Arabia, The Thousand and One Nights, a medieval anthology of Arabic poetry called al-Hamasa, the writings of al-Manfaluti, and the principles of philosophy. His aspirations were probably connected in some way as well to the realm of fantasy Yasin had disclosed to him long ago and even to the legends his mother had poured into his spirit before that. He was pleased to apply the name “thought” to this mysterious world and the title “thinker” to himself. He believed that the life of thought was man's loftiest goal, rising with its luminous character high above the material world. It was superior to prestige, titles, and all other counterfeit forms of greatness. The life of thought was certainly along those lines even if its features were not clearly delineated. He might find it in the Teachers College or his training there might merely be a means of advancing toward it, but he would never turn away from this goal.

  It was only fair to acknowledge the strong link connecting the Teachers College to hisheart or more precisely to his love. Why was that? There was no link between his beloved and the law or economics, but there were many ties, no matter how slender and concealed, between her and religion, spirituality, morality, philosophy, and other comparable branches of learning that tempted him to drink from their springs. She had similar secret affinities to singing and music. He could hope to gain insight into them through the transport of a musical performance or an outburst of ecstasy. He was aware of all this within him and totally convinced of its truth, but what could he say to his father? Once again he attempted to outfox his father, saying, “The Teachers College trains people in noble sciences like mankind's history, which is full of lessons, and the English language.”

  Ashe spoke, his father scrutinized him. Suddenly al-Sayyid Ahmad's feelings of disdain and anger vanished. As though seeing the lad for the first time, he pondered his son's slender build, huge head, large nose, and long neck. He decided that Kamal looked as strange and eccentric as his ideas sounded. The father's mocking spirit was almost amused by this realization, but his affection and love for the boy restrained his sense of humor. He asked himself, 'If his slenderness is a temporary condition and his nose inherited from me, where did he get this amazing head? Isn't it likely that he'll fall prey to someone like me who searches for defects to make the butt of his jokes?”

  This upsetting thought increased his affection for his son. When he spoke, his voice sounded calmer, as if he were patiently giving advice: “Knowledge by itself is nothing. The results are what count. The law prepares you for a legal career. All you get from tiistory and its lessons is a miserable job as a teacher. Take time to consider the consequences long and hard”. As the tone of his voice became a little sharper, he continued: “All power and might are God's. Lessons, history, and soot like that! Why don't you talk sense?”

  Kamal blushed with embarrassment and pain when he heard his father's opinion of the learning and lofty valueshe cherished. His father had brought them down to the level of soot, comparing them to it. His consolation lay in remembering what he had read in defense of thought and its sanctity and the references to people who disdain learning and prefer to search for profit and status.

  Oh!… those authors must have been debating with men just like his father. But not so fast… his father was not one of those stupid people. He was of a grand, distinguished type. He was simply the victim of his time, place, and companions. Would it do any good to argue? Should he try his luck once more, relying on a new stratagem?

  “The fact is, Papa, that these disciplines have won the highest respect in advanced nations. The Europeans cherish them and erect statues in honor of persons who excel in them.”

  Al-Sayyid Ahmad turned his face away, clearly implying: “O God, have mercy”. But he was not actually angry. He presumably thought the whole affair a comic surprise beyond his wildest imaginings. When he looked back, he said, “As your father, I want to feel secure about your future. I want you to have a respectable profession. Is there any disagreement about that? What really concerns me is to see you become an esteemed bureaucrat rather than a wretched teacher, regardless of whether a statue is erected like that of our national leader Ibrahim Pasha with his finger in the air. Glory to God! The longer we live, the more amazing are the things we hear and see. What does Europe have to do with us? You live in this country. Does it set up statues in honor of teachers? Show me a single sculpture of a teacher”. Then he asked in a disapproving tone, “Tell me, son, do you want a career or a statue?”

  Encountering no response save silence and confusion, al-Sayyid Ahmad said almost sadly, “I don't know how some of the ideas in your head got there. I'm inviting you to become one of the great men who shake the world with their distinctions and rank. Do you have some model you look up to that I don't know about? Tell me fran
kly what you think so I may set my mind at rest and understand what you're after. The truth is that you bewilder me.”

  He would take a new step and explain some of his feelings, putting his trust in God. He said, “Is it wrong, Papa, to aspire to be like the author al-Manfaluti someday?”

  Al-Sayyid Ahmad said with astonishment, “Mustafa Lutfi al-Manfaluti? May God have mercy on him. I saw him more than once in the mosque of our master al-Husayn, but so far as I know he wasn't a teacher. He was much too distinguished for that. He was one of Sa'd Zaghlul's companions and writers. Moreover, he studied at al-Azhar, not at the Teachers College. And his education at al-Azhar had nothing to do with his greatness. He was a gift from God. That's what they say of him. We are discussing your future and the school you ought to enter. Let's leave God's work to God. If you're a gift from God and attain the greatness of al-Manfaluti, why not do so as a prosecutor or a judge?”

  In desperate self-defense, Kamal replied, “I don't want to be as famous as al-Manfaluti. I want to be as cultured as he was. I haven't been able to find any college where I can better achieve my objective or at least lay a foundation for it than the Teachers College. That's why I prefer it. I have no special desire to be a teacher. Perhaps the only reason for accepting this profession is that it's the path open to me for the cultivation of thought.”

  “Thought?” Al-Sayyid Ahmad remembered a verse from a song composed and performed by al-Hamuli:

  Thought has strayed. Aid me, tears.

  He had loved it for a long time and in the past had frequently recalled it. Was it this kind of thought his son was striving to develop?

  He asked with astonishment: “What is 'the cultivation of thought'?”