had not been realized. He briefly remarks

Respecting the Greek Church Catechism, and a Greek Priest teaching it in our schools, there is not, as yet, any well-founded fear. We go on unimpeded, on Scriptural ground, with our 600 children, as well as ever.

Smyrna.

At this Station the Society have, at present, only one Missionary, the Rev. J. A. Jetter; but he is about to be joined by the Rev. P. Fjellstedt, who was formerly in India, but obliged to return home on account of his own and Mrs. Fjellstedt's ill health. Mr. Schlienz arrived at this city on Christmas Day, 1834. We shall, in the first instance, give a general view of the state of Education, extracted from his Journal; and, subsequently, some brief accounts by Mr. Jetter.

Mr. Schlienz thus reports on the state of

Education among the Greeks, Armenians, Jews, and Turks.

He first speaks of the system pursued in the

Schools for the Greeks.!

The objects of instruction in the Common Greek Boys' Schools, are, Reading, Writing, Arithmetic, Modern Greek Grammar, the principles of Geography, the History of Greece, Singing, and Religion. The two Community Schools for Girls afford, as yet, very little advantage, with regard to mental and religious instruction; the girls occupying themselves chiefly with sewing and embroidery: but Mr. Brewer's Girls' Schools are a very fair model of such schools, connecting mental instruction with diligent labour, to the greatest advantage. The Hellenic Schools also teach, besides the objects of instruction of the Common Schools, Ancient Greek Grammar, the Greek Classics, and General History. The Greek Gymnasium carries the Scholars farther on in the study of these sciences; and adds to them a number of other branches, as, Algebra, Geometry, Mathematics, Drawing, Logic, Rhetoric, Exercises of Composition, and, if it can procure Teachers, also the study of the French and English languages. Into the

two Hellenic Schools at Smyrna and Vourlah, under the direction of Mr.Jetter, some branches of instruction have been

introduced, which properly belong to Gymnasia; for instance, at Smyrna, the study of the English language; at Vourlah, Drawing, and Compositions for delivery in Modern Greek; some of which were delivered in the Greek Church at Vourlah during Lent. A Priest observed to one of the young men, after he had finished his address: "You incline toward Europeanism."

The Masters of the Greek Schools are generally young men of accredited good character, and tolerably well-informed: yet, considering that most of the Common Schools owe their existence chiefly to the Missionaries, and are therefore but of

recent date; that the Teachers, both of the schools of the Missionaries and of those of the Community, had but little training; that science, even among the better-informed Greeks, has made but superficial progress; and that vital and experimental Religion is but little known as yet, even among the better sort of this population; these masters can hardly be expected to prove, as to piety, knowledge, and experience, competent for their office. But no one has ever shown the slightest disregard for the Scriptures on the contrary, they all seem to be anxious to have them introduced as the principal books in their schools.

In justice, both to the Armenians and Greeks, be it spoken, that they generally provide well-built houses, in good situations, with airy and cheerful rooms, for their schools. As these buildings are the property of a large community or parish, and stand, as it were, in the capacity of representatives of public opinion, and as signs of the efforts which these respective bodies are capable of making, the appearance of the fine-looking edifices shows the general and public respect which they pay toward such Institutions. It is only, perhaps, through the want or love of money, and a better Government, that the Greeks, who always like to shine in their public enterprises brighter than any body else, have not outdone the Armenians in their undertakings.

With regard to punishments and rewards, these schools gradually assume a more Christian character. Punishment, indeed, is not excluded from them; but

the rod and the stocks, which formerly were made the chief monitors of the schools, and the principal means used by the Teachers to stimulate the children in learning, and to implant in their tender hearts the love of virtue and Religion, are falling into disrepute ; while the consideration of a higher responsibility for their conduct, and the motives of Christian love, begin to produce the most satisfactory and happy effects upon the children's behaviour and acquirements. The rewardbooks are generally of a religious character, and calculated to impress the children with a due sense of the ultimate object of their education-to be rendered worthy of a citizenship in the Kingdom of Heaven.

A friend, resident at Smyrna, informed me, that he had, not long ago, witnessed a very sad instance of a degrading and most pernicious mode of punishment. A child who had told a lie, was thus punished by the Teacher. All the scholars were made to stand face to face, in a double row, which the culprit was obliged to pass through; and each child had to spit in his face. Such a disgrace, I hope, will never again fall upon any Christian School at Smyrna. In the Turkish Schools you continue to find the large wooden stocks, constituting the chief means for the support of the Schoolmaster's authority.

I had the pleasure of being present at several public as well as private examinations in Greek Schools in Smyrna. Before I offer any opinion with regard to results, permit me briefly to describe the manner of proceeding at the public examinations. The parents of the scholars are informed of the day of examination, a few days previous; while the Teacher invites particularly the Superintendants of the School, the Bishop, and other influential friends, such as the Ex-patriarch, respectable merchants, and Missionaries, to be present on the occasion. I was told that the Teacher never failed in having a crowded attendance at such a public exhibition of the state of his school. The Bishop, and other clerical persons of rank, the Superintendants, and the Missionaries, are called upon to seat themselves at the upper end of the school; the master standing between them and the children, who occupy the body of the room; while their parents and friends place themselves around, on every side, and sometimes even without the doors. The manner of the Greek Masters'

proceedings I found to be generally good. After prayer has been offered by one of the children, the master himself, sometimes aided by one of his colleagues, begins the examination. They examine the whole number of children, in regular and irregular turns, and are short in their proceedings. Their questions are clear and simple, generally pointed: they never answer for the children, except when no one can give a satisfactory answer. This, however, I very seldom found to be the case; for the Greek, whether child or adult, is almost invariably as capable and as ready to show what he knows, as he is to acquire knowledge. During examination, the Bishop occasionally makes a remark, or puts a question. Toward the end, the children sing a hymn; and the whole closes with a short and animated address, delivered by one of the children, who places himself, or herself, between the scholars and the Bishop; the pleasant task always being finished by loud acclamations of eulogy from the visitors. Afterward, the children receive rewards in useful books.

The establishing of Infant Schools should be particularly attended to: they are, perhaps, more than any other schools, destined to effect a radical change in the rising generation. The disorder, and the bad example of home, which these littleones have, in most cases, to witness, are thereby placed out of their sight. In the school, they become early accustomed to order, cleanliness, decency, and esteem for their Teachers and parents. They may also receive early impressions upon their tender souls, of the love of God, through Jesus Christ, by listening to the joyful tidings of the Gospel.

More brief accounts are given of the

Armenian, Jewish, and Turkish Schools. The Armenian Gymnasium begins with the rudiments of the Armenian language, and designs to afford to the scholar the instruction both of a Common School and of a Gymnasium. Besides the Armenian language, the Greek and Turkish are also taught in it. In the Jewish School they read Moses and the Prophets; using these religious books, as sometimes Christians improperly do, as the means for teaching how to read, and, I fear, in many instances, without understanding them. In the Turkish Schools, the art of reading and writing proverbial sen

tences, the Grammar, and the Koran in the Arabic language, is taught.

The Teachers of the Turkish Schools at Smyrna are all of the old style, knowing just enough to teach the reading of the Korân, and other Arabic books; but without having any knowledge of the language of these books. They are also generally able to write sentences of their sacred records, in large, and, occasionally, beautiful characters, in order to secure the esteem and admiration of their scholars. In their fine school-room, out of respect to which we were obliged to put off our shoes, I found the Teacher writing Arabic sentences in large letters, of which he showed me the one he had just finish

ed. This induced me to ask whether he understood the Arabic: his reply being in the affirmative, I addressed him in that language; when he said that he did not understand the speaking, but only the reading and writing of it. I then requested him to translate the writing he had shown me; when he replied, that it was a very mysterious sentence, and could only be given in the Arabic. The sentence was this: Ennena bi Zurat Elkitab fatahna," "By the chapter of the book we shall prosper." I have no doubt that the chapter referred to in this sentence is the First Zuret of the Korân. If the man had not proved so very false, with regard to his knowledge of the Arabic, by his failure in speaking it, I should have been less inclined to suspect his total want of knowledge of that language; for he might have had in mind the multitude of mysteries which, according to Mahomedan commentators, are found in that Zura, and deposited in the letters of the words, as they are supposed to be, can in no language be

so well understood as in the Arabic.

With regard to Turkish Schools, nothing can be done without permission from the Pachas; and the measures of the Pacha of Smyrna, some time ago, showed too plainly that he did not want any thing to be done. If, however, a door of usefulness should ever be opened to us, by means of schools, the old system of the Turkish Teachers must be entirely abandoned, and the schools be placed on European footing. The Religious Instruction given in the schools must chiefly consist in moral doctrines; although much may be taught also of faith, by historical extracts from the Scriptures. A trial of this kind has been made by

the American Missionaries at Constantinople, in the Military Schools of the Sultan; and it seems to succeed very well. If any thing be likely to succeed among the Turks, it is, I think, a higher school for the upper classes; as they are both jealous and afraid of seeing the lower classes receive education, while they remain behind the education of the lower classes would then follow as a matter of course. In such a school, the Arabic language should also be taught to the more-advanced pupils, as one of the means to destroy the superstitious influence of their Mullahs over them.

Mr. Jetter thus reports, under date of September 12, 1835, on an

Examination of the Greek Schools at Vourlah. A fortnight ago I was at Vourlah, when we again had an examination of the schools, chiefly on account of the Bishop, who was not present in May last. He was there, with his Clergy, some families from Smyrna, and as many of the place as could find admittance. They all seemed highly interested and satisfied. The Bishop particularly was deeply affected at seeing such young children read, and readily. It was one of the best examinaanswer questions on Scripture History so

tions that we have had here. In the Infant School I found 120 children: it has now been removed to a more central

place, by order of the Bishop.

chiefly boys, were examined in Ancient In the High School, about 30 children, Greek, and other lessons suited to their more-advanced state. The head girls worked a planisphere on muslin, which did them great credit.

In pursuance of the Society's desire, expressed repeatedly to Mr. Jetter, he has endeavoured, whenever opportunity offered, to find means of approaching the Turks through the medium of education, conversation, and discussion. had also engaged a Persian scholar, well acquainted with the Turkish language, to make translations into it of various Religious and other Tracts.

He

In a Letter of September 12, 1835, Mr. Jetter thus relates the circumstances of a very destructive

Earthquake at Cæsarea.

If you should not yet have heard of

the earthquake which lately took place at Cæsarea, in Cappadocia, a brief description of it will be interesting to you. On the 12th of August last, two hours after sunset, black clouds of smoke and flames of fire broke out at the lower part of Mount Argeos (close to which the town is built), accompanied with a noise like that of thunder; upon which an earthquake followed, which continued seven hours, and caused great destruction of lives and property: 2000 houses, they write, were destroyed in the town, and 120 lives lost in three or four villages, from 40 to 70 houses were lost in each, but comparatively few lives. But in a village of 500 houses, only five persons were saved, the rest being all buried in the ruins; and a Turkish village has been so swept away, that no trace of it can be seen: another, likewise inhabited by Turks, has literally sunk into the earth, so that now springs of water are seen there. Many other places have been injured, of which no account has yet been received. This is truly a voice from Heaven: oh, that the inhabitants of these countries would listen to it!

VISITS TO CONSTANTINOPLE.

The Society has no Missionary at this city; but the travels of Mr. Schlienz and Mr.Jetter having taken them thither, we subjoin a few notices of the remarks which they had the opportunity of making there; thus closing the present view of the progress of education in the Northeastern part of the Levant.

Advance of Education in Constantinople.

Mr. Schlienz thus writes

Of the Schools at Constantinople, I have little to communicate. I came to this city at a season which was rather unfavourable for visiting schools. It was in the month of Ramadsan, and in the midst of the New-year's festivals of the Armenians. Among the Constantinopolitan Greeks, little is being done at present, by means of schools, by the American Missionaries. The present Greek Patriarch has poured out his vial of anathemas upon the Lancasterian Schools; and has thereby, as well as by other means, thrown mountains of difficulties, not only in the way of the proceedings of the Missionaries, but also into the proceedings of RECORD, Jan. 1836.]

those Masters of Greek Schools that have hitherto been conducted according to the Lancasterian Method. It is more than likely that he is influenced in his proceeding, chiefly, by envy. The grief on account of the loss of such an important diocese as Greece has not yet been forgotten by him. Whatever is introduced and approved of by the Holy Synod in Greece is viewed with jealousy, and disapproved and rejected by him, were it for no other reason than despite to the measures of the Holy Synod. We would hope, however, that he will not be able to carry his measures for any length of time, a considerable part of the people being displeased thereat. Out of five schools under the Patriarch's patronage, only one of the Teachers submitted to adopt the system again in his school: the others opposed the order; and, by a late Letter from Mr. Goodell, I learn that the parties were desperately fighting with each other for the victory. It seems to me impossible that the moral and intellectual improvement of the Greeks can be stopped any longer. I saw, however, one Greek Girls' School in the house of Mr. Lazarides, Agent of the Bible Society it contains from 50 to 60 children, and is in a good condition. Mr. Goodell supports this school. It being Ramadsan,

I could not enjoy the pleasure of seeing the Turkish Schools, which have been established by respectable Turks, chiefly officers, who had been to Europe, and had become acquainted with the Greek Schools established at Constantinople. I heard, however, that the schools were prosperous, and that even the Sultan has occasionally honoured them with a visit. Mr. Dwight has prepared for the schools a new Turkish Geography, by enlarging and improving the one we printed in Arabic. The same work has been also prepared for the Armenians. Some of the Armenians requested the American Missionaries to take all their schools under their care: they, however, did not regard the acceptance of such a proposal as a safe or altogether desirable measure; but they intend to furnish the Armenian Schools with appropriate schoolbooks, and to educate a number of young men, who may either afterward become masters of schools, or enter the Church; in both which cases they would be able to exercise a beneficial influence on education. Mr. Goodell established, for this purpose, a Seminary in the premises of

C

hired rooms.

his house at Pera, which was just beginning to work when I paid my visit to him. The young men who applied for admittance to this Institution were almost all of them sons of Armenian Priests; and if they continue steady, we may hope for much good from this new and interesting undertaking. Mr. Goodell has written me since, that it was proceeding prosperously.

There are three young men who are a great help to our Brethren at Constantinople, the first two of whom are Greeks: one of them received his education in America; the second is one of Mr. Hartley's steady converts: both of them have given evidence, for several years, of a sincere attachment to Christ and His Cause.

At a later period, Oct. 24, 1835, Mr. Jetter thus writes from Smyrna; giving some view of the schools at Constantinople, which he had just

visited.

Only last evening, I returned from Constantinople, where I spent an interesting week. My principal object in visiting Constantinople was, to ascertain the real value of our Turkish manuscripts, before sending off Jusuf Effendi to Malta, to have them printed: likewise, I wished to know whether the Turks would not print them themselves, and thus save us all further labour and expense. I am happy to inform you, that the matter and style were highly approved; and I had difficulty to get them out of their hands again, after they had once looked them over. They would have kept them, and printed them at once, had I not wished to keep a copy, in case of accident; for I should not like to have had all the labour and expense in vain. I therefore promised to send them a copy, to which I was advised by Mr. Goodell. I made inquiry, whether I could not obtain permission to open Turkish Schools in Smyrna, on the improved plan. They said, on presenting these manuscripts to Achmet Pacha, this could not be asked; for the Sultan himself must grant it. In all probability, therefore, I shall have to go again, after we have finished the copy to be presented. I was highly delighted with their schools, which, indeed, made a much better figure than any that we have to show. First, the rooms are built on purpose, and are consequently large and airy, and plenty of light admitted, in which we generally are wanting in our

Again, all the benches are painted green, and the room neatly adorned with well-written tables, and other ornaments. The school-room which I saw in the barracks at Scutari could easily contain 200 scholars, or more; and the school has two other rooms, one for higher lectures than those delivered in the general school, and the other for drawing. The scholars are all lodged within the building, and receive their food and clothing from the Sultan: they are all training for soldiers. They showed us maps, which they had drawn for Mr. Goodell's Geography of Turkey, which did them great credit. They have commenced various studies, and greatly desire our assistance, and will gladly receive any books or manuscripts on scientific or moral subjects; which is all that we can expect for the present. All those stem of the Korân. books, in fact, go directly against the syThey have already broken through many restraints of their Prophet. But, alas! they have defied some, which we could have wished them to respect-they will drink wine and strong drink of any kind. they drink, without any scruple, because that is not prohibited in the Korân; Mahomed not being acquainted with this poison. Indeed, it is high time that we make every effort for this people, who have been kept for so many centuries in error by their False Prophet. Let us be ready to improve every opportunity that presents itself.

Egypt.

Rum.

Its

Our Readers would be prepared, by the former accounts of this Station (see pp. 144-147 of our Volume for last year), to expect, that, on the ceasing of the plague, the Missionaries would return to a sphere of labour greatly diminished by the ravages of this disease in Cairo. severity was, indeed, unusually great; and melancholy was the sight, to behold schools thinned by death, while the spirits of the Missionaries were much reduced by the sufferings which they had themselves endured, both in body and mind. Subsequently, as will be seen in the Recent Intelligence of this month, they deemed it necessary, on account of