Female Islamic Education Movements The Re Democratisation of Islamic Knowledge Masooda Bano download pdf
Female Islamic Education Movements The Re Democratisation of Islamic Knowledge Masooda Bano download pdf
com
https://textbookfull.com/product/female-islamic-education-
movements-the-re-democratisation-of-islamic-knowledge-
masooda-bano/
OR CLICK BUTTON
DOWNLOAD NOW
https://textbookfull.com/product/islamic-architecture-today-and-
tomorrow-re-defining-the-field-1st-edition-mohammad-gharipour/
textboxfull.com
https://textbookfull.com/product/islamic-ethics-and-female-
volunteering-committing-to-society-committing-to-god-merve-reyhan-
kayikci/
textboxfull.com
https://textbookfull.com/product/islamic-economics-as-mesoscience-a-
new-paradigm-of-knowledge-1st-edition-masudul-alam-choudhury/
textboxfull.com
https://textbookfull.com/product/blockchain-fintech-and-islamic-
finance-building-the-future-in-the-new-islamic-digital-economy-hazik-
mohamed/
textboxfull.com
Lost Islamic History Firas Alkhateeb
https://textbookfull.com/product/lost-islamic-history-firas-alkhateeb/
textboxfull.com
https://textbookfull.com/product/the-islamic-secular-1st-edition-
sherman-a-jackson/
textboxfull.com
https://textbookfull.com/product/islamic-studies-1st-edition-ayesha-
younas/
textboxfull.com
https://textbookfull.com/product/the-foundation-of-norms-in-islamic-
jurisprudence-and-theology-omar-farahat/
textboxfull.com
Female Islamic Education Movements
Masooda Bano
University of Oxford
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi – 110002, India
79 Anson Road, #06–04/06, Singapore 079906
www.cambridge.org
Information on this title: www.cambridge.org/9781107188839
DOI: 10.1017/9781316986721
© Masooda Bano 2017
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2017
Printed in the United Kingdom by Clays, St Ives plc
A catalogue record for this publication is available from the British Library.
Library of Congress Cataloging-in-Publication Data
Names: Bano, Masooda, 1973– author.
Title: Female Islamic education movements : the re-democratization of Islamic
knowledge / Masooda Bano, University of Oxford.
Description: New York : Cambridge University Press, 2017.
Identifiers: LCCN 2017020598 | ISBN 9781107188839
Subjects: LCSH: Islamic modernism. | Islamic renewal. | Muslim
women – Education. | Sex differences in education. | Women in Islam.
Classification: LCC BP166.14.M63 B365 2017 | DDC 297.7/7082–dc23
LC record available at https://lccn.loc.gov/2017020598
ISBN 978-1-107-18883-9 Hardback
Cambridge University Press has no responsibility for the persistence or accuracy of
URLs for external or third-party internet websites referred to in this publication
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate.
In the loving memory of Hasan Baba (2000–2015) –
The much-loved Little Master of 129 Market Road
Contents
Preface page ix
A Note on Transliteration xv
Glossary xvi
Bibliography 221
Index 241
vii
Preface
ix
x Preface
compelling case, as it was less studied than Egypt, and admittedly, the
region identified as Bilad-i-Sham has historically been of great interest to
me. Prolonged fieldwork in Damascus and Aleppo during the summer of
2010 saved the project, despite the inevitable sadness associated with
having to work on a country (even if remotely) where things have gone
horribly wrong. Kano, in West Africa, opened up to me rather unexpect-
edly. In January 2008, as a result of my growing comparative work on
Islamic education systems, I was requested by the UK Department for
International Development (DFID) to take a trip up to Kano to advise on
how best to support education in Islamic schools in northern Nigeria;
engaged with a region where the 23,000 recorded Islamiyya, Quranic, and
Tsangaya Education (IQTE) schools far outnumbered the fewer than
6,000 modern state schools, DFID’s education advisers wondered how to
proceed. When I did reach Kano, what I wrote to a friend then still holds
true for me today: ‘I have never seen such high demand for Islamic
schooling in any other region where I have worked.’ This West-African
region, which to me was the most foreign of all my three research sites, is
in fact the one where in the long run I have had the most easy and wide-
ranging access to religious scholars, Islamic intellectuals, Sufis heading
the Qadiriyya and Tijaniyya tariqas (Sufi orders), female preachers and
their students, and government officials.
Two central questions guided the fieldwork across the three sites: why
have these female Islamic education movements emerged?; and what do
they mean for women, as well as for the way in which Islam will be
interpreted and lived in the future? Existing work has focused on identify-
ing their orthodoxy; I instead have been struck by their creative energy
and their pursuit of alternative modernities rather than that of the
Western liberal tradition. I argue that we need to see these movements
not just through a narrow theoretical lens of female agency or piety: we
need to understand how knowledge creation is in fact a complex process,
where the outcomes of an educational experience are directly shaped by
the socio-economic and professional background of the students, but –
even more importantly – by their cultural background. While considering
the experiences of women of diverse profiles who join these movements,
the focus of this volume is on documenting the creative potential that is
unlocked in the religious imagination when educated, culturally liberal,
and progressive societal elites, engage with Islamic texts. Women of this
profile do not absorb orthodox rulings uncritically, nor do they absorb
modernist arguments without question; they are convinced of religious
ideals only when they are intellectually convinced of their moral super-
iority to competing moral frameworks, Western liberalism included, or of
their optimality in addressing challenges as well as opportunities offered
Preface xi
Masooda Bano
Oxford, October 2016
A Note on Transliteration
xv
Glossary
xvi
Glossary xvii
1
The Umayyad Mosque remains an important Islamic landmark in Syrian imagination.
During my fieldwork, the Ministry of Awqaf had organised a major event in the courtyard
of the mosque to celebrate what it called the four ‘foundational mosques’ in Islam. Masjid-
i-Nabwi in Medina, Masjid-i-Aqsa in Jerusalem, and the Grand Cordoba Mosque were
the other three mosques. For a brief introduction to its period of construction and Islamic
architectural style, see Yalman (2000).
2
The last ‘ashra is viewed to be particularly auspicious because of the promise of Layla-tul-
qadr (Night of Destiny), which can fall on any odd night in the last ten days of Ramadan.
1
2 Female Islamic Education Movements
3
Since some of the initial protests in 2011 against the Assad regime had taken place in the
mosques or after Friday prayers, Pierret (2012) documents how this led the state to clamp
down on mosque-based activities. However, in the rebel-held cities, mosques have
remained central to the resistance; both the Assad regime and the Russian military have
accused Syrian rebels and ISIS (the so-called Islamic State of Iraq and Syria) of using
mosques to hide ammunition and to plan attacks (Reuters 2015). The most widely
condemned destruction has been that of Aleppo’s Umayyad Mosque, a UNESCO
World Heritage Site, and its famous minaret; the rebels blamed the destruction on the
regime’s aerial bombing, while the government in turn blamed the rebels (Diplomatie
2013; Martinez and Alkhshali 2013).
4
Nadwi is primarily concerned with tracing the involvement of women in the transmission
of hadith scholarship. He finds names of women teachers and women students in the
records of major centres of hadith scholarship in Damascus during this period. Popular
venues for such learning and teaching activities included Al-Madrasah Al-‘Umariyyah,
Umayyad Mosque, Jami‘a Al-Muzaffari, and other mosques, gardens, and private schools
(Nadwi 2007: 267). From the sixteenth century onwards, however, women’s participation
in these educational platforms steadily declined.
5
Fears of sexual assaults in state custody have limited women’s participation in armed
resistance; many have, however, been able to support the rebels by providing humanitar-
ian assistance (Fotini 2013).
6
Nadwi (2007) records that only a few female hadith scholars emerged in South Asia, and
only in the nineteenth and twentieth centuries.
A Re-Reading of Female Islamic Education Movements 3
Empire, which covered northern Nigeria, northern Cameroon, and parts of Niger, and is
referenced by northern Nigerian Muslims with great pride. As we will see in Chapter 2,
women from dan Fodio family were very active in scholarly pursuits. For a detailed
analysis of the rise and fall of the Sokoto Empire, see Last (1967); for the life and times
of Usman dan Fodio, see Shagari (1978) and Hiskett (1994).
11
Interviews in the schools, with Islamic scholars from the two main Sufi tariqas (orders) in
Kano, Tijaniyya and Qadiriyya, as well as those from the more puritanical movement,
Izala, and with officials within the Ministry of Education, verify the foundation dates of
the oldest Islamiyya schools in Kano. Umar (2001) similarly identifies the 1970s as being
important for the emergence of new Islamic schooling platforms in Kano.
12
Tsangaya schools provide Quranic education to boys mainly between the ages of 5 and
20; Ilmi schools are normally organised around a senior malam (Islamic scholar) who is
a specialist in a specific Islamic text.
13
In northern Nigeria, many girls still get married when they are only 14 or 15 years old.
Government regulations do not encourage married girls to join government schools,
a fact which makes Islamiyya schools a popular choice within this group. Consequently,
Islamiyya schools for married women often have a student population ranging from
teenage girls to women in their seventies or eighties.
A Re-Reading of Female Islamic Education Movements 5
14
The FOMWAN’s stated mission is to ‘propagate the religion of Islam in Nigeria through
da’awah, establishment of educational institutions and other outreach activities’
(FOMWAN 2015a).
15
Its current area of activity is more diverse than that of Qubaysiat and Al-Huda, as its
members are now involved in many development projects funded by government or
development agencies. As we will see in Chapter 3, the emphasis on the study of Islamic
texts and modes of engagement with those texts is very similar across the three groups.
16
In Pakistan, my initial interviews in female madrasas started as early as 2006 as part of the
fieldwork that I conducted for The Rational Believer (Bano 2012a) – an ethnography of the
overall madrasa network in Pakistan.
6 Female Islamic Education Movements
17
The term ‘orthodox’ is normally used to indicate groups that adopt a literal interpretation
of Islamic texts, while modernist approaches are argued to support more context-bound
interpretations, thereby allowing more flexibility in making Islamic dictates adjust to the
needs of modern times. This volume finds such a distinction superficial, as even orthodox
groups recognise the difference between fixed and changeable rulings in Islam, and some
are more literalist than others. The main difference between the two positions is argued to
rest in their treatment of the scholarship produced by the four madhhabs. The orthodox
approach places this body of shari‘a at the heart of the interpretative process; the
modernists are often dismissive of it. The core features of the two approaches and their
implications for how Islamic law and moral teaching is related to contemporary life will
become clear in Chapter 3.
18
This cultural transformation has not been confined to the last three decades, but was part
and parcel of Western colonial rule. For an engaging account of how colonial rule, among
other changes, also influenced the cultural sensibilities of the educated Muslims, espe-
cially the elites, see Rogan (2011).
A Re-Reading of Female Islamic Education Movements 7
traditionally viewed as suitable for them (Kelly and Breslin 2010; World
Bank 2010; GoP 2012). Women are increasingly visible across the differ-
ent spheres of economic activity, as well as in the media, and some also
enter the political arena. Recent studies also document changing house-
hold dynamics and an increasingly assertive role assumed by women in
household decision-making among younger couples in Muslim societies
(Kelly and Breslin 2010; World Bank 2010; Klugman et al. 2014).
Seen through the lens of modernisation theory, which predicts
a decline in religious adherence with the onset of modernity,19 this
relaxation in gender norms within contemporary Muslim societies,
which allows for increased socio-economic mobility and opportunities
for political engagement for women, is understandable. The broader
societal shifts would be expected to reduce religious adherence, especially
if the prevalent religion, as is the case with Islam, is seen to be inherently
restrictive of female agency (Mernissi 1991, 1992; Ahmed 1992).
Further, those who retain the faith would be expected to demand
a reinterpretation of particularly restrictive Islamic norms. Such demands
for reinterpretation would find natural support in the works of scholars
who argue that it is the ‘ulama and the dense body of shari‘a that evolved
over the centuries, and not necessarily the guidelines presented in the
Quran, that are responsible for the perpetuation of patriarchal structures
within Muslim societies (Mernissi 1991; Wadud 1999; Barlas 2002).
The emergence of female mosque- or madrasa-based Islamic study plat-
forms and informal study circles as convened by Qubaysiat and Al-Huda,
which permit educated Muslim women to study Islamic texts, could
thus be expected to challenge male interpretation of these texts to argue
for more liberal gender norms from within the Islamic tradition.
The scholarship available on these movements to date, however, reports
otherwise.
What then explains the demand for these apparently orthodox con-
temporary female Islamic education movements? And how are the read-
ings of Islam that they promote shaping the socio-economic and political
institutions within their host societies? This rare comparative study of one
form of Islamic associational life across three diverse contexts argues for
a major revision to the arguments advanced to date about the causes of
expansion and spread of female Islamic movements and their bearing on
shaping the public sphere within Muslim societies. It also serves as a lens
to understand the broader phenomenon of Islamic resurgence since the
1970s. In order to understand the significance of these movements, and
19
For a review of how the founding fathers of sociology expected modernity to lead to the
demise of religion, see Stark and Finke (2000).
8 Female Islamic Education Movements
20
‘Ulama, unlike the modern-educated Islamists who often argue for the capturing of state
power through the establishment of movements such as the Muslim Brotherhood and
Jamaat-i-Islami, have instead normally focused on Islamic revival movements through
encouraging the spread of Islamic knowledge and personal piety (Metcalf 2002; Loimeier
2003).
21
For a review of such positions and their critique, see Saliba (2011).
22
Ataturk’s reforms of the Islamic education institutions under the Turkish Republic (Agai
2007) are arguably the most visible expression of this cynicism towards orthodox Islam
and Islamic authority structures within twentieth-century Muslim political elites.
A Re-Reading of Female Islamic Education Movements 9
however, find the ‘ulama and their readings of Islamic texts out of sync
with the needs of modern times.23
Central to such conceptions of the ‘ulama, and the rigidity associated
with orthodox readings of Islamic texts, is an assumption of stagnation
and uncritical thinking within classical methods of Islamic teaching.24
‘Ulama as religious elites in this line of reasoning are presented as highly
orthodox, lacking dynamism, and capable only of protecting the tradi-
tional texts that they know best. The analytical challenge posed by such
narratives, however, is major: it fails to account for the reasons why the
‘ulama and the orthodox Islamic scholarship that they preserved could
survive the major upheavals faced by Muslim societies during the nine-
teenth and twentieth centuries.25 Colonial rule not only made Islamic
education irrelevant to modern economic and political realities and
opportunities, it also came with a Christian civilisational agenda. Yet,
Islam survived. In the words of (Geertz 1971: 64): ‘Beyond the economic
and political, the colonial confrontation was spiritual: a clash of selves.
And in this part of the struggle, the colonized, not without cost and not
without exception, triumphed: they remained, somewhat made over,
themselves.’
While the Muslim political and economic elites failed to defend their
turf in the face of Western economic and political institutions introduced
by the colonisers, the ‘ulama (despite coming under direct state control in
many Muslim contexts26) successfully defended their authority over the
religious sphere and ensured the successful transmission of core tenets of
the faith to successive generations of Muslims. The continued demand
for madrasa education in Muslim societies,27 despite the improved
provision of modern education systems, the growth of female Islamic
23
For a review of the different orientations of the Islamists and the ‘ulama of Al-Azhar, see
Mitchell (1993) and Calvert (2010).
24
For a review of such positions and their critiques, see Zeghal (2007); Zaman (2010);
Pierret (2013).
25
When researching how elite families in medieval Damascus (1190–1350) used the
demonstration of knowledge and cultural practices to preserve their status,
Chamberlain (1994: 176) draws on Charles Maier (1975) to argue the same: ‘In an era
of upheaval, it is continuity and stability that need explanation.’
26
Al-Azhar in Egypt being the most studied example (Zeghal 2007).
27
Even when pursuing modern education, in all three societies under study, the majority of
the public at some point either studies in a mosque or a madrasa or is taught at home by
a teacher trained in this traditional Islamic education system, to secure basic Islamic
education. In Kano, the 2003 government census recorded 23,000 Islamiyya, Quranic,
and Ilmi schools, as compared with fewer than 6,000 state primary and secondary schools
(GoK 2003); for Pakistan, see Nelson (2006) for an analysis of how even when pursuing
modern education, part-time enrolment in the form of evening classes in mosques for
both boys and girls remains critical to parental conceptions of what constitutes basic
education.
Exploring the Variety of Random
Documents with Different Content
The last had been straight blarney, but Dennis shivered as the
receiver clicked on its hook. Well he knew that telephone number
and the grim little house far over toward the river where, for a brief
interval, the bluff, kindly Bill harbored the city’s unknown dead! Had
the sickly little Goddard heir gone the way of Hughes after all?
“Why did you ask about the doors?” The conversation had
evidently held only its obvious meaning for the man before them.
“Horace must have been induced in some way to leave the house,
for no one could have entered with Trafford and all the servants
about!”
“He did leave, and by the side door,” McCarty held out the
shattered little wristwatch. “Does this belong to the lad?”
“Good God, yes! He wore it yesterday!” Goddard seized it and then
sank into his chair. “It’s—smashed! He must have been handled
brutally, perhaps even—!”
“That don’t follow, sir!” McCarty interrupted. “The strap slips out
of the buckle easy, for I tried it, and the lad might have dropped it
without noticing. Anybody going to one of the back doors could have
come along and trod on it after, for ’twas in the alley right in front of
the door that I found it. And now—”
“Mrs. Goddard is awake and ready to see you now,” Trafford’s
voice sounded from the threshold and Goddard started up once
more.
“She knows there is no news?” he asked, and at the tutor’s nod
added: “Come then, but don’t tax her beyond her strength and don’t
mind any—any wild statements which she may make. My poor wife
is almost out of her mind!”
“Of course; we understand,” McCarty darted a quick glance at
Dennis and then turned to the tutor. “Trafford, Inspector Druet and
another man are on their way up from headquarters and you’ll be
helping matters if you tell the both of them what’s happened and all
about them you ’phoned to for trace of the lad.”
In silence they followed Goddard to the tiny jewel-box of an
elevator, whose velvet and gold and glittering crystal mirrors made
Dennis gasp. He gasped again when their guide pressed a button
and they shot abruptly upward and his weatherbeaten face turned a
delicate green as they stopped with a smooth but sickening swoop
at the second floor. He was the first out with the opening of the
door, but there was no time for the aside which trembled on his lips,
for Goddard led the way down the wide hall to the doorway in which
the figure of an elderly maid was silhouetted against the dim light of
the room within.
“Eustace!” A woman’s trembling voice sounded from behind her.
“It can’t be that nothing is known, nothing! Did you tell them about
that—”
“Everything is being done, Clara.” Goddard motioned the maid
aside and McCarty and Dennis followed him into the dressing-room.
They received only a confused impression of mahogany and old-rose
and tall mirrors, of a faint, aromatic perfume and the sound of deep-
drawn, convulsive breathing. The next moment their eyes were
caught and held by the long figure outstretched upon a chaise-
longue, imposing even in the dishevelled abandonment of grief. Mrs.
Goddard was a woman well over forty, but her distraught face still
bore traces of the beauty which must normally have been hers.
There was no touch of gray in the masses of luxuriant dark hair
which the maid had arranged with evident haste, but that night had
etched lines about the fine eyes and the firm though sensitive mouth
that would never be erased.
As her husband went on speaking, her glance swept past him to
the two who waited at his elbow.
“Everything that is humanly possible is being done, my dear!”
Goddard repeated more emphatically. “These are the police officers I
called in, and they want to ask you a few questions. Do you think
you can collect yourself enough to stick to facts and not foolish,
morbid fancies?”
“I am quite collected, Eustace!” There was a note almost of
defiance in Mrs. Goddard’s tones and she sat up among her pillows
with an unconscious dignity, in spite of the emotion which she held
in check with such obvious effort. “Ask me anything you please! I—I
only want my baby safe once more!”
“Of course, ma’am,” McCarty responded soothingly. “You went out
and left the lad on the couch in the library and when you came back
to get ready for the musicale next door you thought he was with his
teacher. Now, what was the first you knew of his disappearance?”
“When I returned from the musicale. It was late, after six, and my
husband met me in the hall with the news. He and Mr. Trafford had
been telephoning everywhere! They thought Horace might have
gone to some of our friends, but he had never done such a thing as
to leave the Mall without our knowledge and I knew that something
terrible had happened. I could feel it—here!” Her slender, very white
hands flew to her breast. “I cannot blame Mr. Trafford for not
starting the search for Horace in the early afternoon; he supposed
he had slipped away to the studio of an artist who has taken a great
fancy to our little boy, but Mr. Blaisdell is not in town.”
The forced composure still held her and only her fluttering hands
and quick-drawn breath gave evidence of her supreme agitation.
“You don’t think the lad has gone to join him, do you?” McCarty
asked.
“Run away, you mean?” Mrs. Goddard shook her head slowly. “Oh,
no! Horace would never dream of such a thing! Mr. Blaisdell wanted
to take him but we would not hear of it and Horace had no idea of
disobeying our wishes. He has never been away from us before—
before yesterday!”
“Then you think he has been kidnapped?”
At the question Goddard, who had moved around to the other side
of the couch, took a step forward, the sagging muscles of his round
face tightening as his jaw tensed but his wife did not take her eyes
from those of McCarty.
“He isn’t here!” her trembling voice broke. “He wouldn’t run away!
The earth didn’t open and—and an avalanche descend upon him! It
must have been that man!”
“What man!” McCarty and Dennis spoke in chorus, and then
Goddard placed his hand on his wife’s shoulder.
“Now, Clara!” he admonished. “You promised—!”
“To give us facts, Mr. Goddard!” interrupted McCarty sternly. “If
Mrs. Goddard can tell us whatever it was you were holding back last
night so much the better! You ’phoned to me that the lad had been
kidnapped but you couldn’t give me any reason for thinking so
except that he was gone, and you didn’t breathe a word about any
‘man’!—Will you tell us, ma’am?”
“There’s nothing to tell!” Goddard insisted obstinately. “My wife is
nervous, imaginative, and so is Horace. He was badly frightened by
a strange man here in the Mall a short time ago and his mother was
quite frantic about it. It was some days before she would allow him
to go out alone again, but personally I think he exaggerated—”
“Our boy would not tell a falsehood!” Mrs. Goddard interrupted. “It
was just at dusk one afternoon about a fortnight ago, or perhaps
less, when Horace had returned alone from Mr. Blaisdell’s studio. He
entered the Mall by the east gate as usual, but stopped to play with
a little white Persian kitten, the pet of Mrs. Bellamy’s baby. Mrs.
Bellamy lives just two doors away, next to Mr. Orbit’s. The watchman
had passed him and gone on toward the west gate when all at once
the kitten darted across the street and Horace followed, afraid that it
might become lost. It ran into the open court between the Parsons
house and the closed one next door belonging to the Quentin estate
and Horace was stooping to coax it to him when he was seized from
behind by a strange man and searched!”
“Searched?” echoed McCarty.
“Yes. The man pressed Horace back against him with one hand
over his mouth and felt in all his pockets with the other, but he took
nothing and never uttered a word! My little son was too startled to
struggle at first, and all at once the man released him—and
disappeared!”
“Did the boy have any money with him?” Dennis could contain
himself no longer.
“Three or four dollars, I believe, but the man left it untouched.”
Mrs. Goddard’s eyes shifted to those of the questioner. “It was quite
dark there in that narrow space between the two houses, but Horace
saw the face which bent down over his distinctly and he said the
man was an utter stranger whom he had never seen in the Mall
before; rough, unshaven and desperate looking!”
“Which way did he go?” McCarty took up the interrogation once
more. “Was it down the alley to the street or up in the open court
behind the houses?”
“How could the child tell?” Goddard interjected before his wife
could speak. “It was almost dark and he was terror-stricken!”
“Horace told us that the man ran toward the rear and disappeared
in the shadows of a doorway at—at the left,” Mrs. Goddard replied,
as though her husband had not spoken.
“At the left, facing the rear of the houses on the north side of the
way?” McCarty was thinking rapidly aloud. “That’ll be Parsons’ house
then!—Why didn’t you want us to know this, Mr. Goddard?”
“Because it can have no possible bearing on the disappearance of
our son yesterday!” Goddard retorted hotly. “He ran home
immediately and told us, and I instituted a thorough search without
delay, but the watchman could find no trace of the fellow and
insisted he had admitted no one that day through either gate who
resembled Horace’s description. The Parsons’ servants had seen
nothing of him and he has not reappeared since, although a strict
watch was kept. It is madness to suppose that Horace left this house
of his own accord to meet the fellow, when he stood in mortal terror
of him—!”
“Not unless he met him accidental-like and got waylaid a second
time!” Dennis broke in irrepressibly. “There’s no telling what he was
after if ’twas not money, but if he was crazy and the boy put up a bit
of a struggle—!”
“A-a-ah!” Mrs. Goddard’s taut nerves gave way and she broke into
a low, wailing cry. “That is my fear! No sane person would harm
him; but all night long in horrible dreams I have seen him—! My
baby! He is hidden somewhere, helpless, suffering, and I cannot
reach him! I shall go mad!”
CHAPTER XI
THE CLOSED HOUSE
Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.
textbookfull.com