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 training, likely to ensure their knowing how to use the language in writing and speaking with far more correctness, elegance, and effect than most of our young people ever attempt.

I peeped into the dormitories, which, like the classrooms, seemed in excellent order. Coffee and tea were laid out for us in the recreation-room; and before we left the head-girl expressed their pleasure and thanks in what was—evidently—a neat and charming little speech.

I felt, however, that, like the headmistress of Broussa College, my hostess no doubt regretted that there were now neither Greeks nor Armenians at the school. There had been no more difficulty in the class-rooms than elsewhere through life, as to maintaining perfect harmony between Moslem and Christian. I was told that, though the latter were generally supposed to be the cleverer, Turkish girls were, in a way, more keen and quick to learn. They had, at any rate, a quite friendly desire not to be beaten, and now they miss the valuable competition.

In olden days, though women even attained to fame in politics and literature, the general standard for education was elementary, and no public provision for it had been made.

Primary schools were started about sixty years ago; secondary and professional schools soon followed. There are now girls' schools wherever one for boys has been established; in most towns also a Lycée for Girls, and Normal Colleges in many counties of Asia Minor. There is a Training College at Constantinople, from which the senior students also attend lectures at the Women's University, which shares laboratories and lectures—in science and medicine—with the University for men. I suspect, sometimes, Mustapha Kemal Pasha may introduce co-education throughout!

So much interesting literature has been produced by the Nationalist movement, that one must hope Professor E. G. Browne may, one day, pursue his splendid