MEHMED DŽEMALUDIN ČAUŠEVIĆ IN RELIGIOUS-EDUCATION INSPECTIONS OF MUSLIM SCHOOLS IN NORTH-EASTERN BOSNIA

Contribution to marking the 150th anniversary of the birth of Raisu-l-ulama Džemaludin-efendi Čaušević

Abstract

UDK 28:929 Čaušević M. Dž.

A manifestation marking the 150 years since the birth of Raisu-l-ulama Džemaludin-efendi Čaušević was held at the end of December 2020 in Bosanska Krupa and Arapuša. This article is a humble contribution to that manifestation. In the first decade of the 20^th century Riyasat of the Islamic Community of Bosnia and Herzegovina and the National Waqf Directorate have, within the framework of the Movement for Religious and Waqf-mearif Autonomy, prepared the reform of Islamic schools. In this regard Raisu-l-ulama Mehmed Teufik-efendi Azabagić, with a financial support of the Provincial Government for Bosnia and Herzegovina often sent delegations for religious-education inspections to observe the performance of maktabs, madrasas and the class of religious studies in national primary schools. These delegates in a role of inspectors were to observe the teaching process in schools and make reports with regards to: the quality and condition of the school buildings, equipment in the classrooms for religious studies class in national primary schools, names and qualification of mu’alims, muderrises and religious studies teachers as well as their annual earnings, the quality of their lectures and students attendance in the classes. Mehmed Džemaludin-ef. Čaušević, as a member of Ulama-i-majlis, but also as a supporter of reforms in Muslim religious schools, was also one of the delegates in these inspections and often visited Muslim religious schools in cities throughout Bosnia and Herzegovina. A large number of cities he visited during one particular trip at the end of 1909. On that occasion he observed the teachings of religious studies class in as many as 21cities of North-eastern Bosnia. That included 12 madrasas and 27 maktabs as well as religious studies class in 14 national primary schools. Here we present his remarkable observations of the teaching process, his remarks regarding a poor knowledge of the students of those schools and his suggestions for making the improvement thereof.