. The Turk and the land of Haig; or, Turkey and Armenia: descriptive, historical, and picturesque . contempt and pity,ijut since I have seen Americans throng about the for-tune-teller, I have had more charity for our Orientalcredulity. EDUCATION. Compulsor\ education is unknown in Asia a rule, the government renders no assistance to non-Mohammedan schools, so that each nationality has itsown schools quite as distinct as its churches. Of theArmenian higher institutions and colleges we havespoken elsewliere. Mohammedanism teaches that secular education issubordinate to, and dependent up
. The Turk and the land of Haig; or, Turkey and Armenia: descriptive, historical, and picturesque . contempt and pity,ijut since I have seen Americans throng about the for-tune-teller, I have had more charity for our Orientalcredulity. EDUCATION. Compulsor\ education is unknown in Asia a rule, the government renders no assistance to non-Mohammedan schools, so that each nationality has itsown schools quite as distinct as its churches. Of theArmenian higher institutions and colleges we havespoken elsewliere. Mohammedanism teaches that secular education issubordinate to, and dependent upon, religious instruc-tion. Consequently, all the schools of early times wereattached to mosques and under the direction of theUlemas, or religious teachers. Education independentof religious instruction did not begin until 1846. Thosewho complete the course of study in the higher schoolsare granted a degree and gi\en a mastership in a i)ri-mary school, but several years more of training arerequired of those who wish to be Ulemas and teach inthe mosques. The most proficient students are trained. ir. ^5 ^ SOCIAL AND HOME LIFE. 175 in the legal profession, for much of Turkish law isfounded on the Koran. The revenue for the supportof this system of education is derived from the churchlands of the empire. National schools are to be foundin all the principal cities. In Constantinople, for in-stance, the Armenians alone have over fifty schools forboth sexes, but many of the small villages have none. The Mohammedan boys entrance into school, at theage of seven, is a festive occasion. The whole schoolgoes to the home of the lad, who is placed on a richlycaparisoned donkey ; then, formed in double-file pro-cession, they escort the young student to the school-house, singing songs. This is certainly a beautifulcustom, and tends to impress on the minds of theyoung the importance of this new epoch in life. TheseTurkish common schools present a very singular sceneto a stranger. The pupils ar
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