Eckhard Unger and “İlm-I Asar-I Atika Medhali” [Introduction to the Science of Antiquities]

ITU A|Z • Vol 13 No 2 • July 2016 • 175-184 Teaching the “Science of Antiquities” in the Late Ottoman Turkey: Eckhard Unger and “İlm-i Asar-ı atika Medhali” [Introduction to the Science of Antiquities] Gül CEPHANECİGİL [email protected] • Department of Architecture, Faculty of Architecture, Istanbul Technical University, Istanbul, Turkey Received: February 2016 • Final Acceptance: February 2016 Abstract Archaeology, art & architectural history, and aesthetics were all new fields of intellectual activity in the late Ottoman era. Even as some of them were being taught in institutions of higher education and articles were appearing in journals and newspapers on these subjects, it was difficult to name their development as the emergence of separate new disciplines. Rather, the general tableau they pre- sented was a composite area of interest with a high degree of interpenetration. As for courses in academic institutions, the professors usually were not trained in these areas and the courses had neither continuity nor a precisely defined content. We have to admit that our knowledge of these courses is rather restricted as well. For most of them, only the name of the course and/or the name of the professor is known. In this context, the notes of the ilmi asar-ı atika medhali [introduction to the science of antiquities] lectures given by the German archaeologist Eckhard Unger at Darülfünun [University] appear to be a valuable source that may help to clarify the notion of ilmi asar-ı atika and to shed light on the history of archaeo- logical education in the Ottoman Empire. Keywords doi: 10.5505/itujfa.2016.46320 doi: Antiquities, Archaeology education, Ottoman Empire 176 1. Antiquities [Asar-ı atika] and the meaning of ilmi asar-ı atika [the sci- science of antiquities [İlm-i Asar-ı ence of antiquities]: it may include Atika] both archaeology and art history. “Asar-ı atika” is a generic term used However, the art historian Mehmed for antiquities in Ottoman Turkish. Vahid, in his Opinions on Some Import- The law of antiquities issued in 1874 ant Art Terms published in 1915 gives describes it in a very general manner: “archéologie” and “altertumskunde” “All kinds of artifacts that remain from as ilmi asar-ı atika’s translations in ancient times should be considered French and German (Mehmet Vahit as antiquities” (Madran, 2002). Even Bey, 2003). In a study published by the though the definition does not ex- Committee for Scientific Terminology, press any time limit, considering the archaeology is translated as “atikiyat”, contexts for which it was used, it can a word which connotes a complex field be said that asar-ı atika meant archae- that may cover many areas related to ological finds primarily for the sec- the study of the antiquity--similar to ond half of the nineteenth century. In altertumskunde (Maarif-i Umumiye the 1906 revision of the law, the same Nezareti Istılahat-ı İlmiye Encümeni, general regard remains, with a more 1331). Celal Esad also uses atikiyat detailed description: “..[A]ll artifacts, as the equivalent of archaeology in remnants of the peoples lived earlier his dictionary of art terms, but he ex- … and which are related to their art, plains it as the science that examines science, crafts, literature and religion the art works and monuments of an- should be considered as antiquities.” cient times (Djelal Essad, 1340). Thus, (Madran, 2002). However, in the list whether it comprises other fields re- of examples that accompany the defi- lated to the study of antiquity or it is nition, it is noteworthy to observe that the exact equivalent of archaeology, it mosques and charity buildings, houses, seems that ilmi asar-ı atika should not and palaces were also included. Paral- be understood as a general art history lel to the growing interest in the early but as a field consecrated to the study twentieth century in the Islamic and of antiquity. Ottoman past, asar-ı atika began to cover more recent objects and build- 2. Teaching the “science of ings belonging to the Islamic and Ot- antiquities” toman geographies. Examples of civil The earliest attempt for the estab- architecture were to be considered as lishment of a course on ilmi asar-ı ati- a part of antiquities as well. One can ka appears in the regulation of public observe that the language related to education issued by the ministry of its preservation --both the language of education in 1869. In the section de- bureaucracy and the popular language voted to the establishment of a univer- of newspapers and periodicals--was sity [Darülfünun-ı Osmani], courses in parallel with this change1. Celal Esad, ilmi asar-ı atika and numismatics can in his 1924 French-Turkish dictionary be observed in the curricula prepared of art terms, points out a difference for the literature & philosophy depart- between French and Turkish usage ment (Dölen, 2009; İhsanoğlu, 2010). (Djelal Essad, 1340). He states that in But neither of these courses appear in French two different words were used the programs of the first three years 1Along with many to express the difference between the (1870-73) during which Darülfünun others, the well known article vestiges of ancient times and those of remained open (Dölen, 2009; İhsanoğ- of Halil Edhem later periods. While “antique” was used lu, 2010). According to Ergin (1977), entitled “Asar-ı for the former, “antiquités” may also be it was the lack of professors and books Atika-i Milliyemiz used for later periods such as Byzan- that led to the elimination of some Nasıl Mahvoluyor?” tine, Romanesque, Gothic, and Renais- courses from the intended program. [How our national antiquities is sance. In Turkish, however, he states The second attempt for teaching falling in ruins?] that asar-ı atika was the only term to ilmi asar-ı atika is in the context of appeared in 1911 express all of them. the newly founded Imperial Museum in Şehbal may be Considering the range of subjects [Müze-i Hümayun]. Probably led by remembered here and time periods covered by the term the growing need for educated staff as an example of this change in asar-ı atika, a duality appears in the for and the excavations conducted by language. ITU A|Z • Vol 13 No 2 • July 2016 • G. Cephanecigil 177 the museum, a decision to establish a İhsanoğlu (2010), the school of litera- school of archeology2 [Asar-ı atika Me- ture did not have the same status of the ktebi] was announced in the Mecmua-ı other schools--law and engineering. Maarif in 1874 (Cezar, 1995). After Based on the facts that its name did receiving the necessary authorization not appear in the general regulation from the sultan, its regulation was pub- but only in the internal regulation and lished in 1875 in the Franco-Ottoman that its courses were obligatory for the newspaper La Turquie (Anonym, 1875, students of the other schools, he asserts March 9). From this regulation, it can that the literature school was not an be deduced that it would be a two-year independent one and that it was rath- school specializing in archeology and er a department providing courses for numismatics. The director of the mu- general education. On the other hand, seum, Anton Dethier, would be the Ergin (1977), pointing out the problem director of the school as well. Two of of providing Turkish textbooks and the museum staff would accompa- Turkish speaking professors for some ny him in this latter task. Apart from subjects, indicates that some classes archeology and numismatics classes, were taught partly in French which students would be expected to attend resulted in a restriction on the student courses on drawing, plaster casting, profile. Only those whose language photography, and minerology. In sum- knowledge was good enough to under- mer, they would be sent to excavation stand French-taught courses would be areas in the vicinity of Istanbul to re- students of these schools. In this con- ceive practical training. According to text, different than the earlier attempt the regulation, the school would accept in the Museum’s archaeology school, twelve students each year. In order to the firstilmi asar-ı atika classes were be accepted, students were required to designed not for professional training have accomplished a certain level of but as part of the general education study in general history and geography. and could be realized only in the small They were also asked to be proficient circles of an elite institution such as in Turkish, French, ancient Greek and Mekteb-i Sultani. The school couldn’t Latin. Following the publication of the last very long, and it had to close after regulation, comments appeared in the two years. newspapers criticizing its highly selec- The next attempt for a new insti- tive acceptance conditions (Anonym, tution with ilmi asar-ı atika courses 1875, March 18). As a matter of fact, came from a well-known architect who no information can be found showing also held the title of chief architect of that the school actually opened. The the state, Sarkis Balyan (Ürekli, 1997; plan for teaching ilmi asar-ı atika again Ersoy, 2010). His proposal for a new could not be realized. institution of higher education for fine In the same year of the initiative for arts and advanced sciences [sanayi-i a school of archeology, a project for a hasene ve fünun-ı aliyye] envisages new Darülfünun [Darülfünun-ı Sul- four branches of specialization: archi- tani] was put into execution. Instead tecture, mining engineering, civil en- of a new establishment, the ministry gineering, and chemical engineering. of education tried to found a group of According to the detailed program schools following the French model of attached to the proposal, students spe- Grands Ecoles, all under the direction cializing in architecture were expected of the already established Mekteb-i Sul- to take two courses in ilmi asar-ı atika, tani, one of the most westernized high in the second and third years of their schools of the empire.

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