84> LANGUAGE AND LITERATURE
four hundred years, we shall be surprised at the
small progress which the Arabic language and literature
has made among them. The number
of Arabic words introduced into the language is
extremely small, greatly smaller than into any
other of the more cultivated languages of the
Archipelago. The reason is, that the Javanese
are little more than half Mahomedans; that their
language was more copious, and did not stand m
need of such words as the Arabic had to give to i t ;
and that in euphony, orthography, and grammatical
structure, nothing can be more adverse to each
other than the genius of the two tongues. When,
in short, an Arabic word is adopted by the Javanese,
it is so thoroughly metamorphosed as scarce
to be distinguishable.
The few works which the Javanese have borrowed
from an Arabic source, are solely on the subjects
of jurisprudence and religion. The greater number
are written in the Arabic character, with supplemental
consonants to express such sounds as are
peculiar to the Javanese. The Javanese language
thus written is called by the natives Pegon, meaning
mixed, or, as we would express it in a familiar
idiom, bastard Arabic, which, in fact, conveys the
meaning they intend to attach to the word.
The Arabic language itself is taught to the Javanese
youth, and a considerable number of Arabic
works are circulated • i in J6a va, chiefly on■ the two
subjects which interest Mahomedans, law and religion,
and chiefly from the school of Shafihi, the
orthodox doctor, whose peculiar tenets are professed
by the Javanese.
In the Javanese schools a smattering of Arabic,
with a religious view, is the only branch of instruction.
Javanese literature itself is no where
taught as a branch of education, but left to be
picked up as occasion offers. Its acquisition seems
not to be considered as a thing of utility or necessity,
but rather as an accomplishment which it may
be agreeable to possess, but which it is no discredit
to be ignorant of. Arithmetic, or other useful
science, is unknown. I have seen many a chief of
rank who could neither read nor write, and out of
the whole population of an extensive village, you
cannot always be sure that you will find an individual
who can do so. A tolerable dexterity calculated
for business is not to be met with in one
among ten thousand. As far as concerns the women,
literary education may be said to be altogether
unknown. When one is seen who can read
and write, she is looked upon as a wonder. I do
not think that, during my extensive intercourse
with the Javanese, I saw half a dozen who could
do so. The palace of the Sultan of Java afforded
but a single example.
This want of education among the Javanese is
the more remarkable, when contrasted with the