Elizabeth I was "delighted" by her troops' torture methods. Photo: Flickr/Lisby
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How terror under the Tudors is reflected in the barbarity of Islamic State

Historical parallels of religious self-righteousness and nascent nationalism.

The leader of a small military force – perhaps 500 strong – is determined to subdue a province, and to do so quickly. Terror is his explicit policy. Every inroad he makes into enemy territory is followed by indiscriminate slaughter and destruction. Every man, woman and child is killed. Houses, churches, crops – everything is burned and despoiled.

Each night, the heads of all those who have been killed are lain in a path to the commander’s tent so “the people . . . see the heads of their dead fathers, brothers, children, kinsfolk and friends, lie on the ground before their faces, as they come to speak with the colonel”.

If this sounds like the barbarity that Isis has made commonplace in the news in the last couple of years, think again. It is not Isis. It is the English in Ireland in 1569 and the leader in question is Humphrey Gilbert. He was knighted for his efforts within months; the following year he became an MP.

Drawing analogies between events at different times in history is always fraught; circumstances change. But where there are echoes we do well to heed them, because what resonates with the past can inform our understanding of the present. And while there is little in English history per se to match Isis, our record in Ireland is a different matter. It is there that we succumbed most deeply to the poisonous cocktail of religious self-righteousness and nascent nationalism that so intoxicates Isis. Protestantism and Wahhabism are closer cousins than we care to think.

Five years after Gilbert, the Earl of Essex at the head of the English army in Ireland hunted down and butchered 400 women and children of the M’Donnell clan at Rathlin Island off the northern coast of Antrim. A few made it down to the caves by the sea but Essex’s men followed them and smoked them out, cutting them down on the shore as they ran choking from their hiding places.

At Smerwick on the west coast of Ireland in November 1580, a group of 600 or so Spanish soldiers surrendered a small fort to an English force under Lord Grey of Wilton. Grey sent in a number of men under the captaincy of the young Walter Raleigh. Once disarmed, the Spanish were all put to the sword; there were too many bodies in the fort for the English to count. Pregnant women were hanged. Three men were dragged off to the local blacksmith where their joints and bones were smashed with a hammer on the anvil. They too were hanged. The English used their bodies for target practice as they hung on the gallows, literally shooting them to pieces.

Elizabeth I was delighted. Her handwritten note of thanks to Grey said, “You have been chosen the instrument of God’s glory”.

As for the kind of destruction practised by Isis at Nimrud and elsewhere, the remains of Protestant iconoclasm – Shakespeare’s “bare ruined choirs” – still litter our landscape. To erase all taint of Catholicism, windows were smashed, statues pulled down and broken, paintings defaced and whitewashed, plate melted, jewels taken, books burned.

Some buildings were destroyed more thoroughly than others. Thomas Cromwell, who personally took possession of the great Cluniac priory at Lewes, employed an Italian military engineer to raze the building to the ground.

There were over 800 religious houses before the Dissolution. The extent of the loss across the country is hard to underestimate. And there were other, more subtle, but no less catastrophic, destructions. The religious houses looked after the poor, the sick, the elderly, the infirm. There was no national health service back then, but the religious orders came close. They were the country’s principal education providers too.

In many parishes, church treasures were hidden among the parishioners. They were being vigorously hunted out and destroyed for decades. As late as August 1578, Elizabeth I’s progress through East Anglia brought her to the house of a Catholic gentleman named Edward Rookwood. His house was searched and an image of the Lady Mary discovered in a hay rick. It was “such an image . . . as for greatness, as for gayness, and workmanship, I never did see such a match”, reported Richard Topcliffe, later infamous as the government’s principal torturer.

Elizabeth ordered the image to be burned in sight of everyone that evening.

That Isis is depraved is beyond question. But if history teaches us anything, it is that the human talent for depravity does not belong to one people or one faith or one era. All evil is banal, repetitive in its cruelties.

The question shouldn’t be why Isis behaves this way, but what conditions enable or encourage any human to behave like that. The line from Gilbert to Abu Bakr al-Baghdadi – by way of Conrad’s Colonel Kurtz – is a short one, and surely too short for our moral comfort.

Mathew Lyons is a writer and historian. His most recent book is The Favourite (Constable & Robinson). Follow him on Twitter @mathewjlyons

Hamzah al Zobi
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Meet the Syrians using education to escape the refugee camps

On the bus to university with Syrian refugees in Jordan. 

The bus to Zarqa University leaves Jordan’s largest refugee camp at 7am sharp. The journey is one of the day’s highlights for the Syrian students who ride this route - a chance to plan weekend get-togethers, bemoan heavy course loads and even enjoy the occasional school-bus style sing-along. It’s also their daily ticket out of Za’atari camp and a means of escaping the dreary realities of refugee life.

“We are the lucky ones. Most had to give up their dreams of higher education” says 19-year-old Reema Nasser Al Hamad, whose family fled to Jordan five years ago when bombs destroyed her home in Dara’a, Syria. She shudders to think of the alternatives: aimless days spent sitting in a crowded caravan, or early marriage. “After the war, students in Syria lost their cities, their opportunities and their futures, so many of the girls just married when they got here. There’s a huge difference between the lives of those who study and those who don’t.”

Despite missing two years of school, Reema (pictured below) was able to pass her exams before securing a Saudi-funded scholarship to study Pharmacy at Zaraq’ University. “In Syria, I’d planned to do medicine and be a doctor because I always had high grades. There are fewer choices for us here but I’m happy to be studying at all,” she says. Hamza al Zobi, who’s studying Pharmacy on an the EU-funded EDU-Syria programnme, says young Syrians are hungry to learn. “We all have friends and relatives who didn’t get this chance and we feel so upset for them. If they’re not well educated, how can they go back and do the right thing for our country?”

More than a quarter of 18-24 year olds in Syria were enrolled in higher education when the war broke out. “Based on data provided by UNHCR we assess that around 20,000 young Syrians in Jordan would qualify for vocational education and higher education,” says Job Arts, Programme Manager Education and Youth, EU Delegation to Jordan, which is supporting some 1800 Syrians and disadvantaged Jordanians on degree courses in Jordan.

“While the number of places for Syrian students to pursue their education has increased dramatically over the past few years, there are still many more interested students than spaces available for study,” says Sarah Dryden-Peterson, non-resident Fellow at the Center for Universal Education at the Brookings Institution. “Without these possibilities, young Syrians will lose the kind of hope that is essential to productive futures.”

According to the Jordan Response Platform for the Syria Crisis, 1,250 Syrian youth were in higher education in Jordan in 2016. Building on commitments made by the international community at the London Conference on Syria last year, the Jordanian government hopes to secure funding to increase access to tertiary education and vocational training at the upcoming conference in Brussels this April.

“Jordan views higher education from a strategic point of view, specifically in terms of providing the Syrian youth with the education, skill and knowledge that will allow the opportunity to be part of rebuilding their country once the current situation comes to an end,” says Feda Gharaibeh, Director, Humanitarian Relief Coordination Unit at the Jordanian Ministry of Planning & International Cooperation.

Reema plans to return to Syria when the war is over. “After graduation a lot of students want to go to Europe. That would be fine for me too if it’s just to do a masters or doctorate, but then I want to go back to Syria and use what I’ve learnt to help my people.” Now four semesters into her course, she is making good progress but says adapting to the Jordanian education system was a challenge. “It’s really difficult for us. Classes are taught in English and the teaching style is different. They also have a lot more exams here.”

Only the brightest stand a chance of securing a scholarship but many young Syrians have seen their grades plummet after missing years of schooling. For, some, it’s too late to catch up. Accountancy student Ibrahim Mohammed, 23, came to Jordan in 2013 with his younger brother Khalil, now 19, who works in a print shop. “He stopped studying when he was 14. He didn’t even have a chance to get his high school certificate,” says Ibrahim.

Attempts to bridge the gap through open and distance learning programmes aren’t always effective. “It’s not a tool that is frequently used in the education environment in the Middle East,” explains Arts. Refugee students' access to electricity, internet connections, computers and space to study can be in short supply. Moreover, many students seek the escapism that a university education offers. “In our dialogue with parents and students, we often hear the phrase ‘being normal again’,” Arts adds.

Hamzah tries to help fellow students achieve this in his role as representative for the Syrian community at Zarqa University. He and Reema are part of a team that offers advice to new students and support for those from poorer families living in the camps. “There are 900 Syrian students here and each one has a different story of suffering,” says Hamzah, who organises group trips to restaurants and fairgrounds, helping to create a sense of regular student life. “It makes us forget what we are,” explains Reema.

During term time, she prefers to stay with her uncle in Mafraq, a city nearby. It’s hard to study in Za’atari. As soon as the power comes on at 5pm, her brothers switch on the TV, making it difficult to concentrate in the cramped caravan they share. There’s nowhere else to go; the camp is dangerous at night, particularly for young women. It’s even more crowded since the arrival of her baby sister. Reema remembers how her mother sobbed when she learned of the pregnancy, worried about bringing another child into the makeshift world of the camp.

But in five years a lot has changed. “In Syria, I had never left my village; now I feel there is another world to know,” says Reema. Like many Syrian students, she worries about life after university, particularly if they stay in Jordan where employment opportunities remain restricted for Syrian refugees. “It seems like work is forbidden to us Syrians and without a job we can’t take control of our lives. We’re studying hard but with no prospects,” says Hamzah. Few can see beyond graduation. “The future is opaque for us,” he adds, “We’re just living day by day.”

To date, the Jordanian government has issued some 39,000 works permits out of the 200,000 it pledged to make available for Syrians during the London Conference last February. However, with these opportunities built around low-income roles, primarily in the construction, agriculture, and textile manufacture sectors, the way for Syrian university graduates in Jordan still seems barred.

“Jordan is a small country with limited job opportunities,” says Ghaith Rababah Head of Projects & International Cooperation Unit (PICU) at the Ministry of Higher Education & Scientific Research. “Maybe the market will be better able to absorb educated Syrians at a later stage.”

In the meantime, higher education offers young Syrians a semblance of the security and stability their lives otherwise lack, Rababah continues. Given the opportunity to “use their talents for something good”, he adds, young people placed in difficult situations are less likely to fall prey to extremist ideologies and be “tricked into committing terrorist acts".