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Part III Rediscovery of the Self-Identity and the Importance of Local Education

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Part III Rediscovery of the Self-Identity and the Importance of Local Education

HIROSUE Masashi

The modern era accelerated mobility both within society and between societies. The development of transportation and the establishment of colonial rule stimulated both large scale migration and local travel between town and country. Twentieth centu- ry Indonesia and Vietnam show us very interesting examples of how a highly volatile modern situation induced people to reevaluate the importance of kinship relations and traditional education.

The economic development of plantation and mining companies in the Dutch East Indies from the later part of the 19thcentury attracted more and more migrants from East and West, among whom were H. ad.ram∏ ulam∑, who became one of the most respected figures in Malay and Indonesian society, due to their religious knowledge and Muslim origins. Those who carried the title, sayyid, meaning descending from the Prophet of Muh.ammad, came into particularly high regard among Southeast Asian Muslims and often intermarried with local royalty. Arai dis- cusses a network that was built by the H. ad.ram∏ migrant, ‘Abd All∑h b. Muh.sin al-

‘At.t.∑s (1849–1933), who moved to Java at the age of eighteen and died in Bogor.

He was engaged in trade in the coastal towns of northern Java, forming a network of kinship and religious connections. He also successfully established firm connec- tions with the Johor royal family through his wife, who had been formerly wed to a member of that family, and his sister-in-law who was a wife of the Johor sultan.

Arai shows that after the death of ‘Abd All∑h b. Muh.sin al-‘At.t.∑s, his descendents organized an annual ceremony to commemorate him, resulting in the sayyidlineage and its kinship network being reevaluated until the present day.

French colonial rule transformed the Vietnamese educational system by abol- ishing the Chinese-style civil service examination and introducing a new French school system. Beginning in 1926, the French authorities allowed each village to organize a public elementary school at its own expense. Sakurai describes one such institution, the School of Teacher Xuyên, built at Bách C c Village in Nam |i.nh, northern Vietnam, showing that it provided a curriculum for children of upper and middle class villagers that included French and quô´c ngÉ(Romanized Vietnamese).

Although the number of graduates from the school was less than expected, and although it had to be closed in 1947 by a French attack on the village, it neverthe- less stimulated local residents to reevaluate the importance of education and to seek access to another type of school called thty d–w, a private school that taught tradi- tional Chinese. This type of school was operated by villagers who paid their tuition REDISCOVERY OF THE SELF-IDENTITY AND THE IMPORTANCE OF LOCAL EDUCATION 139

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with small presents of agricultural and forest products and small amounts of money.

Those children who were unable to go to the School of Teacher Xuyên also often attended the thty d–ô, which after the 1930s taught not only traditional Chinese but also quô´c ngÉ. Sakurai shows that those who studied at the thty d–ôin Bách C c Village later went on to became core members in the cooperatives that character- ized the period of collective farming under Vietnam’s socialist regime.

The above two cases suggest that both H. ad.ram∏ migrants and Vietnamese vil- lagers from the 1930s on found renewed meaning in their traditional kinship and educational systems in coping with new situations. This third part will hopefully lend to the reader fruitful perspectives into the subject of change and continuity in the transition from early modern to modern times with respect to the grouping of people, reproduction of genealogy and kinship relations, village autonomy, and the role of local leaders.

140REDISCOVERY OF THE SELF-IDENTITY AND THE IMPORTANCE OF LOCAL EDUCATION

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