And in the meanwhile that absolute and omnipotent Being whom Mohammed, arising out of his great darkness, had so nobly preached to the Koreish, receded in the minds of their descendants to an unapproachable and abysmal distance. For they had lost the sense of His present guidance, His personal care. They had lost all which could connect Him with the working of their own souls, with their human duties and struggles, with the belief that His mercy and love were counterparts of human mercy and human love; in plain English, that He was loving and merciful at all. The change came very gradually, thank God; you may read of noble sayings and deeds here and there, for many centuries after Mohammed: but it came; and then their belief in God’s omnipotence and absoluteness dwindled into the most dark, and slavish, and benumbing fatalism. His unchangeableness became in their minds not an unchangeable purpose to teach, forgive, and deliver men—as it seemed to Mohammed to have been—but a mere brute necessity, an unchangeable purpose to have His own way, whatsoever that way might be. That dark fatalism, also, has helped toward the decay of the Mohammedan nations. It has made them careless of self-improvement; faithless of the possibility of progress; and has kept, and will keep, the Mohammedan nations, in all intellectual matters, whole ages behind the Christian nations of the West. How far the story of Omar’s commanding the baths of Alexandria to be heated with the books from the great library is true, we shall never know. Some have doubted the story altogether: but so many fresh corroborations of it are said to have been lately discovered, in Arabic writers, that I can hardly doubt that it had some foundation in fact. One cannot but believe that John Philoponus, the last of the Alexandrian grammarians, when he asked his patron Amrou the gift of the library, took care to save some, at least, of its treasures; and howsoever strongly Omar may have felt or said that all books which agreed with the Koran were useless, and all which disagreed with it only fit to be destroyed, the general feeling of the Mohammedan leaders was very different. As they settled in the various countries which they conquered, education seems to have been considered by them an important object. We even find some of them, in the same generation as Mohammed, obeying strictly the Prophet’s command to send all captive children to school—a fact which speaks as well for the Mussulmans’ good sense, as it speaks ill for the state of education among the degraded descendants of the Greek conquerors of the East. Gradually philosophic Schools arose, first at Bagdad, and then at Cordova; and the Arabs carried on the task of commenting on Aristotle’s Logic, and Ptolemy’s Megiste Syntaxis—which last acquired from them the name of Almagest, by which it was so long known during the Middle Ages.