Persian Language Studies in Europe: A Historical Evolution

Persian Language Studies in Europe: A Historical Evolution

For centuries, Persian served as a lingua franca—a common bridge language—across a vast geographical area extending far beyond the borders of modern Iran. The European encounter with Persian began not as an academic pursuit, but as a tool for diplomacy and religious expansion. From early missionary efforts to the birth of modern linguistics, the study of Persian in Europe has mirrored the shifting political and intellectual currents of the West.

Early Encounters and Missionary Motivations

The first Europeans to engage with the Persian language were diplomats and envoys sent to Ottoman Turkey and other regional hubs. Initially, the primary driver for learning Persian was the desire to win converts to Christianity. This era produced early linguistic artifacts, such as the Codex Cumanicus, a glossary that paired Persian and Cuman Turkish words with Latin.

Other early efforts included a translation of the Pentateuch into Persian by the Jew Tavus, as well as Portuguese translations of Francis Xavier's History of Christ and History of Peter around 1602 CE.

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The 17th Century: From Living Speech to Classical Texts

By the 17th century, European scholars began producing formal grammars and dictionaries. The initial goal was to master the "Persian of the people," the living language spoken in daily life. However, as the continent became more acquainted with the prestige of Classical Persian literature, the focus shifted away from the vernacular.

  • Raimondo of Cremona: Believed to be the first to create a grammatical sketch of Persian, though his manuscript is currently unavailable.
  • De Dieu: A Belgian priest who published Rudimentae Linguae Persicae in 1639 CE, establishing the foundational morphology (word structure) and phonology (sound system) of the language.
  • Pater Angelus (Joseph Labrosse): A member of the Vatican's Oriental Mission who spent fourteen years in Esfahan. He produced a massive work consisting of fourteen folios of mini-grammar and over 450 pages of living language phrases.

The 18th Century and the Rise of Orientalism

The 18th century marked the beginning of Orientalism, as Europeans rediscovered the depth of Classical Persian literature. The first edition of Sa'di's Gulistan was published in 1654 CE, signaling a shift toward literary study. Simultaneously, the expansion of British trade in the Indian subcontinent led to a focus on "colonial" Persian used in India.

Two pivotal events in 1771 CE transformed the field: Anquetil published the first edition of the Zoroastrian Parsi texts in the three-volume Zend-Avesta, and William Jones published his grammar of Persian. Jones's work was crucial because it made Persian grammar accessible to the general public, whereas previous works were restricted. While intended to help East India Company employees, it opened the door to the Persian Classics. In 1784 CE, Jones further institutionalized these studies by founding the Asiatic Society of Bengal, the first Oriental society.

The 19th Century: Comparative Linguistics and Decipherment

In the 19th century, Persian became a cornerstone of Comparative Linguistics. While scholars had long noted similarities between Germanic and Iranian languages, this era saw the postulation of a common ancestor for Sanskrit, Persian, and European languages, now known as the Proto-Indo-European language.

Equally significant was the deciphering of Old Persian. Sir Henry Rawlinson discovered that the inscriptions found across Iran were an ancient form of Persian. Because these inscriptions often appeared alongside other Cuneiform (wedge-shaped) scripts, they acted as a "Rosetta Stone" for ancient Mesopotamia. This breakthrough provided the indirect key to understanding the histories of the Babylonian, Assyrian, Sumerian, and Elamite empires.

Modernization and the 20th Century

The 20th century brought a shift in the relationship between Iran and Europe. During the Qajar dynasty, Iran faced significant disruptions due to the rise of Western powers. Napoleon's 1798 CE expedition to Egypt prefigured further intrusions, and Iran subsequently lost territory in wars with Britain and Russia.

The Iranian economy suffered as European sea lanes replaced the Silk Road, and industrialization rendered traditional livelihoods obsolete. In response, a nationalist movement emerged—similar to those in Japan, China, and Turkey—emphasizing rapid modernization to resist Western encroachment. This led to the establishment of Western-style educational institutions in Iran, merging Iranian linguistic traditions with European academic methods.

Key Facts

  • First Motivation: Early European study of Persian was driven by diplomacy and the goal of converting people to Christianity.
  • Linguistic Breakthrough: The 19th century established the link between Persian, Sanskrit, and European languages via the Proto-Indo-European ancestor.
  • Historical Key: The decipherment of Old Persian by Sir Henry Rawlinson unlocked the history of ancient Mesopotamia (Sumer, Akkad, Babylonia).
  • Institutional Milestone: William Jones founded the Asiatic Society of Bengal in 1784 CE.
  • Economic Shift: The decline of the Silk Road in favor of European sea lanes forced Iran toward rapid modernization in the 20th century.
Period/Year Key Figure/Work Significance
c. 1602 CE Francis Xavier Portuguese translations of religious histories.
1639 CE De Dieu Published Rudimentae Linguae Persicae.
1654 CE Sa'di's Gulistan First edition published, sparking interest in Classical Persian.
1771 CE Anquetil / William Jones Publication of Zend-Avesta and a public Persian grammar.
1784 CE William Jones Foundation of the Asiatic Society of Bengal.
19th Century Sir Henry Rawlinson Decipherment of Old Persian Cuneiform.

Frequently Asked Questions

Why did Europeans first start studying Persian?

The initial motivations were primarily diplomatic and religious, as envoys to the Ottoman Empire and missionaries sought to communicate with locals and win converts to Christianity.

Who was William Jones and why was he important?

William Jones was a scholar who published an accessible Persian grammar in 1771 CE and founded the Asiatic Society of Bengal in 1784 CE, making the study of Persian available beyond a small circle of specialists.

How did Persian help scholars understand ancient Mesopotamia?

Sir Henry Rawlinson's decipherment of Old Persian inscriptions provided a key to other Cuneiform scripts, allowing historians to translate the records of the Babylonian, Assyrian, Sumerian, and Elamite empires.

What is the Proto-Indo-European language?

It is the postulated common ancestor of several language families, including the Iranian languages (like Persian), Sanskrit, and the European languages, a discovery made through 19th-century comparative linguistics.

How did the Silk Road's decline affect Iran's education?

As European sea lanes bypassed the Silk Road, Iran's economy suffered, leading to a nationalist push for modernization. This resulted in the creation of Western-style educational institutions where Iranian and European linguistic traditions merged.

References

  1. Windfuhr, Gernot L. "Notes on Motivations in the Study of Persian." Persian Studies in North America: Studies in honor of Mohammad Ali Jazayery. Ed. Mehdi Marashi. (Bethesda: Iranbooks, 1994).
  2. Schmitt, Rüdiger. "Old Persian". In Woodard, Roger D. (ed.). The Cambridge Encyclopedia of the World's Ancient Languages. Cambridge University Press, 2004. pp. 717–718.
  3. Frye, R. N. (1975). "The Samanids". In Frye, R. N. (ed.). The Cambridge History of Iran, Volume 4: From the Arab Invasion to the Saljuqs. Cambridge: Cambridge University Press. pp. 136–161.
  4. Gutas, Dimitri (2014). Avicenna and the Aristotelian Tradition: Introduction to Reading Avicenna's Philosophical Works (2nd ed.). Brill. pp. 115–116.
  5. Lazard, Gilbert (1975). "The Rise of the New Persian Language". In Frye, R. N. (ed.). The Cambridge History of Iran, Volume 4: From the Arab Invasion to the Saljuqs. Cambridge: Cambridge University Press. pp. 595–632.