جایگاه تجار مشهد در تأسیس مدارس نوین و تداوم فعالیت آن ها (1308- 1330ق) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
مدارس نوین در مشهد از اواخر دوره ی قاجار، با وجود چالش های فرهنگی اجتماعی، شروع به فعالیت کردند. تجار نقش مهمی در تأسیس و تداوم فعالیت این نهادهای فرهنگی داشتند. برخی از آنان تحول خواه و مؤثر بر تحولات فرهنگی و سیاسی جامعه بودند و به خاطر مسافرت به روسیه، قفقاز و اروپا اهمیت آموزش نوین را درک کردند. همچنین شرایط مالی به آنان امکان داد به صورت فردی و گروهی نقش مؤثری در ایجاد مدارس نوین ایفا کنند. با وجود این، نقش مؤثر تجار در امر آموزش تاکنون مورد بررسی قرار نگرفته است؛ از این رو، پژوهش حاضر به شیوه ی توصیفی تحلیلی و با تکیه بر مطبوعات و کتابچه ی جمع و خرج مدارس خیریه مشهد به این موضوع اختصاص یافته است. نویسندگان به دنبال پاسخگویی به این پرسش ها هستند که تجار مشهد چه جایگاهی در تأسیس مدارس نوین داشتند؟ شیوه ی حمایت آنان چگونه بود؟ چهره های شاخص در این زمینه چه کسانی بودند؟ نتایج حاصل نشان می دهد تجار با کمک های مالی خود نقش کلیدی در تأسیس مدارس نوین مشهد داشتند؛ برخی از آنان نظیر محمدعلی مدیر، حاج اسدالله خامنه، معین التجار و رئیس التجار در تأسیس مدارس همت، مظفری، معرفت و معینیه نقش داشتند. تجار در قالب انجمن خیریه ی سعادت به تأسیس و تداوم فعالیت چهار مدرسه ی رحیمیه، اتحادیه، علمیه و معرفت نیز کمک کردند؛ حاج عبدالرحیم صراف از چهره های مؤثر در این انجمن بود؛ علاوه بر آن، مدارس احمدی، صناعی و ضیاء نیز توسط تجار تأسیس شد. تجار مشهد با پرداخت اعانه، مستمری، شهریه و در اختیار قراردادن اماکن آموزشی به تأسیس و تداوم فعالیت مدارس نوین کمک کردند.The Position of Mashhad Merchants in the Establishment and Continuity of Modern Schools (1890–1912)ر
Introduction The rise of print media and increased travel to Europe from the late Qajar period, particularly during the reign of Naser al-Din Shah, laid the groundwork for socio-cultural transformations and heightened awareness among certain social groups, such as merchants. Although the city of Mashhad, due to its religious significance and prevailing traditional atmosphere, was not a cultural pioneer, the travels of merchants played a positive role in the emergence of new ideas in education. Modern schools were mostly established by merchants or with their support. In contrast to traditionalists, merchants and journalists showed significant support for modern schools. Numerous schools such as Hemmat, Mozaffari, Moeiniyeh, Ma’refat, and schools affiliated with the Sa’adat Charity Association—such as Rahimieh, Ettehadieh, Elmieh, Ma’refat, Ahmadi Iran, Sanayei, and Zia—were established in Mashhad between 1890 and 1912. This article aims to answer the following research questions: What was the role and position of merchants in the founding and continuation of modern schools in Mashhad? How did they support these efforts? And who were the most prominent merchants involved? Method This is a historical study based on library research, primarily drawing on Qajar-era newspapers and a lithograph book titled The Income and Expenditure Booklet of Mashhad Charitable Schools. After categorizing the reports, the data was analyzed descriptively and analytically to provide a clear picture of the merchants' role in the establishment and continuity of modern schools in Mashhad. Mirza Hassan Roshdieh initiated the first attempt to establish a modern school in Mashhad, but his school was shut down by religious students. The second founder of modern schools in Mashhad was Sheikh Mohammad Ali Modir, who in 1894 opened a school in the Atiq Courtyard of the Holy Shrine of Imam Reza, which was also quickly closed. He was the son of a merchant from Kashmar and influenced by the ideas of Talibov. He later established the Hemmat School. Merchants played a significant role in starting and continuing Sheikh Mohammad Ali Khorasani’s educational efforts. Notable contributors included Haj Ali Akbar Moein-ol-Tojjar and his brother Haj Mo’aven-ol-Tojjar, Rokn-ol-Tojjar, Ebrahim Mohammadzadeh Tabrizi, and Rais-ol-Tojjar. Influenced by his travels to Europe, Moein-ol-Tojjar founded the Moeiniyeh School. Sheikh Mohammad Ali Modir also founded the Mozaffari School in 1904 on Arg Alley, and the Ma'refat School was later founded by Haj Asadollah Khameneh, known as Fathollahov, inspired by his time living in Russia. He was a patriot and a supporter of education, serving as a role model for other merchants, although his school did not last long.The Sa’adat Association was the most prominent institution in Mashhad involved in school building, with most of its members being merchants. Its activities included founding schools, reading rooms, and public welfare services such as vaccination programs. However, its most notable work was the establishment of modern schools. Merchants regularly donated to the association. The most prominent figure among the founders of its schools was Haj Abdolrahim Sarraf Herati. In honor of his efforts, the association named its first school after him—Rahimieh Sa’adat School—in 1907. The Ettehad Sa’adat, Elmieh Sa’adat, and Ma’refat Sa’adat schools were also established by the Sa’adat Association. Merchants such as Haj Asadollah Khameneh and Abdolkhaleq Sherka supported Rahimieh School by providing teaching materials. In addition to Sa’adat Association members, some merchants independently established modern schools, the most important of which were Azerbaijan School, Ahmadi Iran School, Sanayei School, and Zia School. The Azerbaijan School was supported by Turkish merchants; the Ahmadi Iran School was established by Nersis Shahbazian; the Sanayei School was supported by merchants and founded by Mo’tamed-ol-Vozara; and the Zia School was established by Caucasians residing in Mashhad. However, some traditionalists strongly opposed these merchant-led initiatives, accusing the founders of heresy and discouraging their efforts. Opposition peaked during the Minor Tyranny period. One key point of contention for traditionalists was the curriculum content of these modern schools. Conclusion Merchants were among the pioneering social groups in establishing modern schools in Mashhad. Their leadership in this area stemmed from an understanding of the importance of societal progress through modern education—an awareness largely shaped by their commercial interactions with Russia and Europe. The most significant example of their role in cultural institutions was their involvement in the Sa’adat Charitable Association of Mashhad. Individual efforts to manage modern schools often faced significant challenges, particularly financial ones, and as a result, schools such as Hemmat, Moeiniyeh, Mozaffari, and Ma'refat were shut down within a year or two. In contrast, merchants achieved better results when they worked collectively through charitable organizations. Although some individual merchants—such as Moein-ol-Tojjar, Haj Abdolrahim Sarraf, Rokn-ol-Tojjar, Haj Isa Ardebili, Rais-ol-Tojjar, and Ebrahim Mohammadzadeh Tabrizi—contributed significantly to schools like Hemmat, the lack of sustainability highlighted the benefits of organized collective action.The unity of merchants within the Sa’adat Association led to the long-term continuity of modern schools. Haj Abdolrahim Sarraf Herati was the most influential merchant in this regard. The financial support from merchants helped alleviate the monetary difficulties that modern schools faced. Notably, many of the merchants who supported these schools were migrants residing in Mashhad. In addition to Herat-born figures like Haj Abdolrahim Sarraf, Haj Ali Akbar Moein-ol-Tojjar, and Haj Mohammad Hassan Mo’aven-ol-Tojjar, migrants from Tabriz, Ardebil, and the Caucasus played vital roles in sustaining modern education in the city.
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