The circumstances are not the same as when Luther reared the standard of rebellion; nor are Americans sons of the Armenian Church. Their true mission is to compose rather than to accentuate the internal differences which the strong wine of their personality can scarcely fail to elicit among the congregations with whom they are brought in touch. The Armenians are scarcely less Protestant than themselves in their attitude towards the Church of Rome. I should hesitate to expound such arguments in a manner so didactic were I not convinced that they are recognised in their full force by the thinking minds who influence the aims of the Mission. Throughout the extensive field which is worked from this centre only seventy-five adults have been received into the Protestant Church. But the standard of wholesome living has been incalculably raised both in the material and in the moral sphere. The sick receive skilled treatment; schools are opened in the most needy villages; the alms of Europe, as well as of America, are distributed among the necessitous poor. The effect of a massacre is somewhat softened by the institution of numerous orphanages. Such are some of the results of over twenty years of labour, upon which the Society may look back with unmixed pride. In the eyes of the traveller they are likely to outvalue the long roll of converts which some of the constituents of the Mission might desire to possess. There is always a certain element of selfishness in proselytism which is peculiarly repugnant to the ordinary visitor to distant lands.
The healthy absence or subordination of such an element among the Americans has contributed in no small measure to their success. The missionaries live on good terms with the Armenian clergy, and are sometimes invited to preach in their churches. They are loud in their praise of the tolerance of the Armenian hierarchy. They assured me that no attempt is made in their schools to convert the pupils from their ancestral religion. An early opportunity was afforded me of visiting these schools. They are two in number, one in the gardens and the other in the walled city. To both are attached companion institutions for girls. The school in the gardens was attended by 110 boys and 115 girls. That in the city had only a third of this number. The better-to-do among the people pay a small yearly fee, ranging, according to the standard of education which they may be receiving, from 15 to 60 piastres.[79] The highest class are expected to pay the last-named sum. Boys enter the school at seven years of age, and some remain as late as their sixteenth year or even into their eighteenth. The course consists of primary, intermediary and high-school classes; and to each class it would be usual to devote three years. The curriculum of the highest class consists of English and French among foreign languages, algebra and geometry in the domain of mathematics, and physics and physiology in that of natural science. History is taught under certain drawbacks. I saw a copy of Xenophon’s Anabasis which had been abstracted from the trunk of a teacher, and in which the name of Armenia had been erased with a penknife from the map!
Indeed, one of the greatest difficulties under which they labour within recent years consists in the enforced mimicry of Russian methods by the little Turkish officials. Their books are stopped on the road or sent back. Restrictions are placed upon the choice of books; and both Milton and Shakespeare are suspect. The Bible comes through; and a very handsome Bible it is, printed by the Society in modern Armenian. They sell it for a small sum. The Armenian clergy prefer the old, classical Bible, which, however, few of their flock quite understand. The enterprise of the missionaries has also produced a Testament in the Kurdish language, which they dispense to those Armenians living in the recesses of the peripheral region who have forgotten their native tongue.
Mr. Greene was of opinion that the sons of parents who possess some education are not inferior in natural abilities to the average American boy. In the English class I listened to some very fair reading, certainly as good as in the Russian seminary at Erivan. Some very practical theses were expounded; why, for instance, should one sleep in a bed and not on the floor? For four reasons: a floor is cold, dirt collects upon the floor, gases hang to the floor, damp affects the floor. There can be little doubt that the Armenian schools are greatly benefited by competition with the less fashionable American institutions. They at least receive a certain stimulus and some new ideas. This is notably the case in respect of their schools for girls, which owe their development to the American example.
During the course of our stay in Van I visited every school both in the city and the garden town. In no better and surer way is the traveller enabled to gauge the attainments of the community among whom he sojourns. The Armenians possess no less than eleven such institutions, each dispensing both primary and secondary education, and counting as many as 2180 pupils in all, of whom about 800 are girls. The majority, namely six, are purely ecclesiastical foundations, that is to say, they are attached to the churches and largely supported by Church funds. But four are owned and managed by private individuals, attracting to them the children of the wealthier parents. The single remaining unit is contributed by a school for girls which is due to the munificence of a wealthy Russian Armenian, the late M. Sanasarean. It has received the name of Sandukhtean. In numbers it is surpassed by the Church school of Hankusner, which has a roll of 250 maidens. These attend in the private residence of the present Katholikos, the author and patron of the college. The four private schools number about 400 scholars, of whom over 100 are of the female sex. All these schools, with the single exception of Yisusean, are situated among the gardens. This last, of which the name signifies that it is dedicated to Jesus, is attached to the ancient churches of Tiramayr and Surb Paulos in the walled city and close to the foot of the rock.[80]
The ecclesiastical schools are housed in buildings adjoining the several churches to which they are attached. But they do not necessarily bear the same name as the church. Coming from Russia, it is curious to hear the loud grumblings which are called forth among the Armenians by their obligation to pay to Government a tax of two per cent upon their incomes towards the expenses of education. Government pockets the money but fails to provide a Christian school. In Russia they do not complain of the imposition of the corresponding tax, but would be eager to throw away at least double the amount in consideration of being permitted to retain and develop their own unassisted schools. What the Armenians would desire above all things both in Russia and in Turkey is the refund by Government under certain conditions of the tax levied upon them for education. Taking into account the efficiency of their schools, the purely political nature of the opposition they encounter, and all the peculiar circumstances of the case, one is inclined to come to the conclusion that both Empires would be well advised to accede to the wishes of their Armenian subjects upon this point. At least those wishes are likely to enlist the sympathies of impartial men.
Except for the protection which is afforded in their relations with Government by the close connection with the ecclesiastical organisation, the Armenian schools display a detachment from hierarchical influences which no friend of true education can fail to admire. The teachers are almost without exception laymen; and knowledge is allowed to pursue its own salvation. Formerly there existed in Van an institution for preparing teachers; but it was closed by Government for political reasons some years ago. Its place might probably be taken by the Sanasarean college at Erzerum; yet I only met one master who had been equipped by that wealthy foundation, and the fact deserves remark. The rest had been chosen from the ranks of the best-educated citizens; and, in the absence of any other but a commercial career for young men thus qualified, the teaching staff attracts a fairly high class. No limits are placed by Government upon the standard of instruction—the sentence sounds strange; and one requires to have come from Russia to appreciate the magnanimity of the concession. But Russian methods have crept in within recent years, and the private schools have already been regulated. In all schools gymnastics are rigidly prohibited, on the ground that the boys might be drilled and might rebel! Such puerilities are balanced on the other side by the comparative latitude which on the whole the schools enjoy.
Text-books, translated or compiled from European sources, are supplied by the printing presses of the Mekhitarist order in Venice and Vienna. I enquired why the Bible had not been issued in modern Armenian by the organisers of the Church schools. The reply came that the difference between the ancient and modern tongues was not so great as between Latin and Italian; and that it was desirable that Armenians should be familiar with their best literature, written in the same classical speech. The curriculum comprises, besides the Armenian language, religion and literature, a fairly thorough study of the Turkish tongue, both written and spoken. French is also taught; and two of the masters at Yisusean conversed in fluent French. The natural science course includes astronomy and physical geography; while mathematics, anatomy, geography and general history figure in the routine of one or other of the grades. Leaving out of account the primary course, most of the schools have a higher as well as an intermediary grade. In both a pupil remains some three to four years. He might complete the course in about his sixteenth year. But the majority are much too poor to be able to remain more than half this term; and in the school of Arakh, the largest in Van, I counted only sixteen youths attending classes in the highest grade. Only five were in the last year. About one-half were competent to contribute a small payment, the highest sum being a couple of mejidiehs or 40 piastres a year.
The oldest of these schools are Yisusean and Arakh, both founded nearly fifty years ago. The latter may perhaps serve as a typical example of the scholastic institutions attached to the churches. Its proper name is the somewhat cacophonous one of Thargmanchatz, or the school of the translators—Sahak, Mesrop and their companions. It is situated in the Arakh quarter of the gardens and in the same enclosure with the church. You are shown into a reception-room of moderate proportions with a coarse divan at one end and a few chairs. Upon the walls are suspended a photograph or two, displaying the features of well-known ecclesiastics. A single priest and a bevy of lay teachers will be assembled to do the honours. On the occasion of our visit there were not less than twenty people present, and we were addressed in passable English by one of the teachers who had come from the American school. Coffee was served and cigarettes. No matter what the subject of conversation might happen to be, a certain middle-aged and sour-faced individual who sat in a corner would always insist upon putting in his say. To the remonstrances of his companions he would retort with much vehemence that his only privilege left in life was freedom of speech. In that cause he had withered in prison, from which he had only just been set free, and to which he was likely soon to return. Then he proceeded to heap curses upon the Turks and their government, until I was obliged to say that one of us two must leave the room. As a guest in a Turkish city, it would ill become me to listen to treason against hospitable and considerate hosts. The strange thing about this incident was the fact that these teachers should be willing to harbour such a suspicious character. He did not belong to the school. The reputation of the place was jeopardised by his presence. What children—so one reflected—these people are!
The younger pupils in the primary class will be collected in one vast room, seated on benches or on the floor. They are attired in nondescript and ragged cotton garments; and few even of the older scholars are possessed of suits in cloth. A number of smaller classrooms, with forms and blackboards, are approached from a long passage. Although the windows are all open, an unpleasant odour pervades the air; this is a characteristic which we deplored to our cost in every school at Van. It was evident that not even the American missionaries had yet succeeded in inculcating personal cleanliness. Perhaps some of the young people display the Jewish type—a relic probably of the colony settled in Van by the Arsakid king and said to have been removed into Persia by Shapur. These are by far the most favoured. The vast majority, however, have the less pronounced and more irregular features common among the youth of Europe. But their eyes are all very dark and very bright, shining like big beads. They look extremely intelligent. The little girls did not impress me as being very attractive; though, again, among the older maidens some beautiful Biblical types may be seen. These betray Semitic blood. The teachers in the girls’ schools were all very plain—broad as galleons, with round faces, straight hair and crooked eyes; what was wanting in their busts seemed to have been added below the waist.