In 1336, Sultan Orkan found leisure from war and conquest to establish, at Brusa, a literary institution, which became so famous for its learning, that Persians and Arabians did not disdain to avail themselves of its instruction. But with the death of its founder its glory passed away. It was no longer the fountain head of learning in the East.

The Turks, forgetful of the fact that antiquity is the youth of the world, still follow Aristotle as their guide in philosophy and metaphysics, and Ptolemy in geography! Missionaries have succeeded in introducing modern text books into some of the schools, but owing to the peculiar system of Turkish education, the result has not been so favorable as was anticipated.

To each mosque is attached a school, where the pupils devote several years in acquiring the rudiments of reading, writing, and arithmetic; which completes their education. But few foreign instructors are employed to teach in the schools, because the government is unwilling to pay a suitable salary. While on state officers wealth is lavished with the prodigality of oriental munificence, instructors receive only a nominal recompense, often not exceeding six cents a day!

A few favored youths receive a European education, especially in French and Austrian colleges. The oriental academy, established at Vienna by Maria Theresa for the education of diplomatists to conduct intercourse with the Porte, has formed many illustrious Turkish scholars. It is a singular but not unpleasant commentary on the vicissitudes of fortune, that Turkey should send her sons to be educated at Vienna, which only two centuries ago a sultan besieged at the head of an army of two hundred thousand men, and before whose gates he was defeated by the combined Christian forces, who recovered eighty thousand Christian captives, among whom were fourteen thousand maidens, and fifty thousand children of both sexes!

The Christian subjects of the empire have made visible progress in their educational system, although it is yet in a very imperfect state. In the middle of the last century a body of Armenian monks formed a society for promoting the educational interests of their countrymen. These pious and benevolent men dwell alone on the little island of San Lazzaro, and publish works on literature, science, and religion, which are distributed among the Turkish Armenians.

Printing presses have lately been set up in the large cities, and books are rapidly multiplying. In Constantinople several newspapers are printed in French, Turkish, and Arabic; they are read in every coffee house and barber shop, the common lounging places of the Ottoman, where he smokes his pipe and discusses politics. Their columns are chiefly devoted to the discussion of state affairs, and notices of public functionaries. The sultan is the virtual editor, and consequently the papers are popular, as containing opinions on state policy ex cathedra. These presses were established with the reluctant sanction of the ulemas, and the vigorous opposition of the scribes, an influential body, protesting against the introduction of machinery, which was to supersede the use of their fingers.

The council of public instruction at Constantinople has established a medical and polytechnic school; in both, French, English, and German teachers are employed. To the medical college is attached a botanical garden and a natural history museum. The medical library consists chiefly of French works. The implements used to experiment in the physical sciences were made at Paris, London, and Vienna, and are of the most approved kind. The number of students in attendance, on an average, is seven hundred, comprising Turks, Greeks, Armenians, and Jews, all of whom not only pay no tuition, but receive pecuniary assistance from the government. As science cannot well be taught in Turkish, French is the language of the school.

It should be borne in mind that Turkey, in her reform movement, commenced this century, four hundred years behind Europe. When we consider this, her advance in educational reformation appears in a better light. The present law makes it a penal offence in a Turkish parent not to send his children to school.

The universities, as well as the mosques and hospitals, are under the control of the ulemas, who have always been a privileged and a sanctioned order, and by their sanctity and great wealth are rendered the most formidable body in the empire. Selim and his successors somewhat lessened their power. By the innovations of 1854 an important change was effected in the vacoof, or church property. The church had hitherto held enormous possessions; and had not a check been placed on the system, in the course of a few centuries all the lands would have belonged to the priests. The property annexed to the mosques is held sacred by all, both high and low. True believers, Greeks, Armenians, and Jews, alike, by a reversion of their property on failure of male issue, transferred it to the ulemas. The decree above mentioned restricted this privilege of the priests. The entire system will soon be abolished.

As before stated, the ulemas have charge of the schools connected with the principal mosques. The average number of scholars in each school, in the reign of Mahmoud, was four hundred. They were, for the most part, worthless, indolent fellows, and entirely under the control of the ulemas, who used them as tools, and made them figure conspicuously in all tumults and revolts. Their attempted assassination of Abdul Medjid was their death warrant. Each ulema was restricted to four, in place of four hundred scholars. This measure caused not a little ill feeling among those opposed to reform; but as the most successful attempt at restricting the despotic power of the religious order, the decree was of vital importance, and gave the ulemas to understand that the power on the throne was paramount to theirs.

The ulemas—whose functions do not differ materially from those of the old doctors of the law among the Hebrews—have always claimed and enjoyed both magisterial and ecclesiastical authority; and, indeed, since the Mussulman's law and religion are convertible terms, we would expect priests to be vested with the same powers, and performing the same duties. Mohammed designed it should be so, and as long as war was waged in the name of religion, as long as the Koran and the sword went hand in hand together, the two professions were not incompatible; but when Islamism had gained undisputed ascendency, there arose an obvious discrepancy between the peaceful adoration of Allah and the settlements of disputes between man and man. Priest and jurist, each had distinct and qualified duties to perform. Before justice can be administered properly the religious and legal professions must be separated; the statutes must be distinct from the Koran and Sunnah, in the obscurities of which they are at present involved. The sheik-ul-Islam (pontifex maximus) is the head of the church and the bar; he appoints the bishops and the judges; and in his twofold character of minister and lawyer, he is the expounder of the Koran, the source of all laws, civil and religious; his decisions serve as precedents, and are as incontrovertible as the Koran itself.

By the late reforms, Christian testimony is admitted in courts of justice. But this is merely a nominal privilege; for what avails it that Christian evidence is received, if the Koran and Sunnah are to constitute the law, and a Mussulman judge is to be the expounder? Is it not evident that the 'true believer,' whether right or wrong, will be shielded by the strong arm of prejudice at the expense of the Christian? The purity of Turkish justice may be understood from the following humorous account given by Dr. Hamlin: