ITU A|Z • Vol 13 No 2 • July 2016 • 175-184 Teaching the “Science of Antiquities” in the Late Ottoman : 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, Technical University, Istanbul, Turkey

Received: February 2016 • Final Acceptance: February 2016

Abstract , 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 .

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 , 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 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.

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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 , 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. The school of studies. It is remarkable that, different literature, which began accepting stu- from those in Darülfunun-ı Sultani, 2In texts written in dents in 1875, has in its educational these ilmi asar-ı atika classes were not Ottoman Turkish program a course of ilmi asar-ı atika. part of the common courses open to the name of the From the yearbooks of 1876 and 1877, the engineering students. Nor were school is Asar-ı one can learn that this course was they intended for the preparation of Atika Mektebi taught by M. Jaquemot, but his per- museum or excavation professionals. If whereas in French newspapers it is sonal background and the content of these courses had the chance to be re- Ecole d’Archéologie. the course is unknown. According to alized, they would probably constitute

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] 178 a third type of ilmi asar-ı atika course, and antiquarian interests. J. H. Mordt- maybe close to art history3. mann had studied classics and oriental Sarkis Balyan’s proposal for the in- philology in Leipzig and Bonn. After stitutionalization of architectural edu- receiving his PhD in 1874 from the cation is generally accepted as inspired University of , with a thesis en- from the Ecole Central in where he titled Marmora Ancyrana, he worked studied. However, the Ottoman institu- successively as dragoman, consul, and tionalization of architectural education consul-general in Thessaloniki, Istan- would instead follow another Parisian bul, and Izmir (Behn, 2006). Accord- institution as model: Ecole des Beaux ing to Hilprecht, the Imperial Museum Arts. In 1882, the decision was made had asked for his cooperation in the to establish a School of Fine Arts [San- cataloguing of south Arabian and Pal- ayi-i Nefise Mekteb-i Alisi] under the myrene antiquities (Hilprecht, 2010). direction of Osman Hamdi, a Beaux- The catalogue of Himyaritic and Pal- Arts graduate painter and the director myrene antiquities of the museum of the Imperial Museum. Following written by J. H. Mordtmann and pub- the decision in 1882, a regulation and lished in 1898 should be the outcome a course list were prepared in which of this period4. This cooperation may an ilmi asar-ı atika course--along with have been influential in his appoint- art history--would be among the com- ment at the Darülfünun as well, as mon courses to be taken by all of the Osman Hamdi and Halil Edhem were art and architecture students (Cezar, both in the commission that selected 1995). However, from its opening in the professors (İhsanoğlu, 2010). How 1883, this institution always offered art long Mordtmann taught this course is 3 Apart from ilm-i history and later on architectural histo- not clear. According to Selçuk (2010), asar-ı atika, the ry classes in its curriculum, but those Mordtmann was still at Darülfünun only theoretical course in the on ilmi asar-ı atika have never been after the reorganization of the curric- curriculum was realized (Cezar, 1983). Considering ulum in 1908. However, his name does on architectural that the need felt for a special school not appear in the list of the professors theory, named of ilmi asar-ı atika had presented it- published in the newspaper İkdam as Principals of self just a few years earlier and that the in 19085. In this list, ilmi asar-ı atika the Science of Eastern, Arabic, School of Fine Arts and the Imperial seems to be combined with the science Black, Iranian, Museum were in a very close relation- of languages [ilm-i elsine] and two pro- and Turkish ship--the school was constructed on fessors were assigned for this course: Architecture the premises of the museum and, apart Halil Edhem for ilmi asar-ı atika and other than the from the director Osman Hamdi, most Necib Asım for the science of languag- Five Orders of Greek and Roman of the professors were also working es. architecture. in the museum and going on excava- Halil Edhem, was Osman Ham- [Fenn-i mimarinin tions--it is difficult to understand why di’s younger brother. He had studied Yunan ve Roma the planned course on ilmi asar-ı atika chemistry and geology in Wien and usul-i hamsesinden could not be realized. had his PhD in chemistry from the madur Şarki ve Arabi ve Zenci The final establishment ofUniversity of Bern in 1885 (Eldem, ve Farısi ve Türk Darülfünun and ilmi asar-ı atika 2010). After working in several teach- kavaidi]. courses within it took place with the ing and bureaucratic positions, he suc- fourth Darülfunun, realized during the ceeded his brother as director of the 4 Mordtmann, J. reign of sultan Abdülhamid in 1900 Imperial Museum in 1910, specializing H. (1898). Musée Imperiale Ottoman [Darülfünun-ı Şahane]. According to in the domain of Islamic and Ottoman - Catalogue the regulation of 1900, students in the antiquities. Sommaire- literature department were expected to In 1912-13, during the ministry of Antiquités take two ilmi asar-ı atika courses given Emrullah Efendi, a set of regulations Himyarites et by Johannes Heinrich Mordtmann, in were established in Darülfünun. In Palmyriennes, . their second and third years (Selçuk, addition to reorganizations in the ad- 2010). At that time, J. H. Mordtmann ministration and the conditions of ac- 5 It should be was the German consul-general in ceptance and examinations, the orga- noted here that Istanbul. Moreover, he was the Istan- nizational structure of the education Mordtman would bul-born son of the German diplomat was also changed. Darülfünun was be assigned to teach Methodology of A. D. Mordtmann who was known for now arranged into five departments: History classes after his knowledge of oriental languages religious studies, literature, law, medi- 1915.

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6 His PhD thesis was cine, and sciences. In each department, a local archaeologist was a remarkable printed in 1913: Unger, E. (1913). courses were also arranged into groups event in the history of Assyrian art. Zum Bronzetor von of specialization. For the literature de- Unger’s thesis may be considered one Balawat- Beiträge partment these groups consisted of of the early studies to evaluate these zur Erklärung und Deutung philosophy, sociology, literature, his- gates’ several parts which, at the time, der assyrischen tory and languages. It is not certain if were dispersed in various collections in Inschriften und reliefs Salmanassers III, Halil Edhem continued his ilmi asar-ı London, Paris, and Istanbul. Verlag von Eduard atika courses until 1913, but the course The year he finished his thesis, Pfeiffer, Leipzig. list published with the regulations of Unger was invited by the Ottoman 7 I would like to that year does not have his name in any government to work as conservator express my thanks to of the listings (İhsanoğlu, 2010). and to prepare the catalogues of the Zeynep Kuban for her help in translation of The rapprochement in Ottoman and Assyrian, Babylonian, and Ancient German texts used in German relations during the Com- Orient collections of the Imperi- this research. mittee of Union and Progress period al Museum (BOA.I.MF.17/1329.S-1;

8 Unger, E. (1916). also affected educational preferences. Unger, 1927). The archival material Zwei Babylonische Especially during the years of World concerning his recruitment does not antiken aus Nippur, Publicationen War I, discussions occurred on how provide any clue about the way he was der Kaiserlich to transform Darülfünun according chosen, but the acknowledgement to Osmanischen to the German model. The reforma- Halil Edhem in his PhD dissertation Museen, Druck von Ahmed İhsan & Co, tion of Darülfünun was, in fact, part suggests that he may have contacted Konstantinopel. of a general project of reformation in the museum during his doctoral re- 7 9 Unger, E. (1916). the educational system in those years. search (Unger, 1913). His one-year Die Reliefstele To this end, a counselor, Professor. Dr. contract as conservator was signed on Adadniraris III aus Franz Schmidt, was recruited to the March 14, 1911 and extended consec- Sab’a und Semiramis, Publicationen ministry of education and fifteen pro- utively for two and then three years, der Kaiserlich fessors from Germany were invited, as until 1918 (BOA.I.MF.17/1329.S-1; Osmanischen Museen, Druck von part of an agreement between Germa- BOA.I.MF.19/1330.S-4; Ahmed İhsan & Co, ny and the Ottoman Empire, to realize BOA.I.MF.22/1332.S-2). Konstantinopel. a renovation and reorganization proj- According to Mansel (1948), the 10 Unger, E. (1917). ect (Dölen, 2013). To them were added years following 1911 showed a re- Die Stele des Bel- Dr. Mordtmann and Dr. Nord from the markable effort to rearrange the Im- Harran- Beli-Ussur ein Denkmal der German consulate in Istanbul. Anoth- perial Museum’s collections in order Zeit Salmanassars er professor was Dr. Unger who had to gather in the same exhibition hall IV, Publicationen already been invited to work in the the pieces that could be related to each der Kaiserlich Osmanischen Imperial Museum. With the chair of other and provide an easily accessible Museen, Druck von “auxiliary sciences to history” [Ulum-ı and chronological itinerary to visitors. Ahmed İhsan & Co, Muavene-i Tarihiye] offered to him, the From articles that Unger wrote on the Konstantinopel. interrupted ilmi asar-ı atika courses re- work he did in this section, one may 11 Unger, E. started. think that he was occupied mainly (1917). Die Reliefs Tiglatpilesers with the classification and the spatial III aus Nimrud, 3. Eckhard Unger organization of the collections during Publicationen Eckhard Unger was born in Lands- this first stay (Unger, 1927; Dağlıoğlu, der Kaiserlich Osmanischen berg an der Warthe in 1885. Between 1934). His articles “Two Babylonian Museen, Druck von 1904 and 1911, he was a student at the antiquities from Nippur8” and “Sab’a Ahmed İhsan & Co, Konstantinopel. University of Leipzig where he studied and Semiramis relief-decorated stele classical archaeology with Studniczka, of Adradniraris III9” in 1916; “A Mon- 12Halil Edhem, art history with Schmarsow, ethnolo- ument from the time of Salmanassar in the preface he wrote, states that gy with Weule, and Assyriology with IV: The relief-decorated stele of Bel- the catalogue Zimmern and Weissbach (Genge, Harran – Beli Ussur10” and “The relief would consist of 11 three volumes: 1967, 135; Parrot,1966, 338). He re- of Tiglatpileser III from Nimrud ” in 1. Sculptures 2. ceived his PhD in in Assyriology in 1917, all among the museum’s pub- Inscriptions 3. Tools 1911 from the same university, with a lications, were also products of the and instruments. The third volume thesis entitled The Bronze Door of Bala- research conducted on pieces in its would also consist wat--Contributions to the explanation collection. As for the catalogue of the of several chapters among which the and interpretation of the Assyrian in- Assyrian and Babylonian collections 6 chapter concerning scriptions and Shalmaneser III’s relief . for which he was invited, only the third the measuring The discovery of the gates of Assurna- volume was published in 191812. instruments was published first. sirpal II & Shalmaneser III in 1878 by Apart from his work on the muse-

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] 180 um collections, he also realized one of the ministry due to economic reasons the first archaeological excavations in (Dölen, 2013), to replace it with an Istanbul, in the premises of Topkapı ilmi asar-ı atika professor at a consid- Palace (Unger, 1916) and made two ex- erably smaller cost must have seemed peditions to Pınarhisar near Kırklareli a reasonable solution to the bureau- (Unger, 1916) and Cebel-i Sencar near crats of the ministry. With all these ad- Mosul (Unger, 1916). During the years vantages, Unger was appointed to the of war, he conducted research with H. chair of auxiliary sciences to history Glück on Yerebatan Cistern, and with on November 15, 1915 (BOA. I.MMS. equipment provided by German mili- 201/1334 M-1). tary forces that were in Istanbul at that In 1915, Refik Bey was assigned assis- time, he prepared measured drawings tant for Unger’s courses at Darülfünun, of it (Unger, 1934; Eyice, 1994). but as his health problems prevented During the reformation of him from attending regularly, he was Darülfünun in 1915, he was invited to replaced on August 15, 1916 by Abdül- teach the re-established course of ilmi vahhab Bey who at the time was teach- asar-ı atika, in the newly established ing history and geography in Trabzon history department of the faculty of (BOA. MF.ALY.96-129/1334.Z-3). It literature. The recruitment process is known that assistants were chosen of Unger in Darülfünun is again far among high school teachers who had from clarity. It is known that Profes- received their education in Europe and sor Schmidt, who was in charge of the had a command of the German lan- recruitment process, was in favor of guage. As for Abdülhavvab Bey, from young academicians, thinking that it his title of Dr. on the cover of the lec- would be more advantageous for the ture notes that he translated, one may 13 Though not based university (Dölen, 2013). In addition, suppose that he had a PhD, but no oth- on documentation, in the contracts prepared for the in- er information could be found in this Selçuk states that Unger spoke vited professors, the Ottoman govern- research to clarify the personal back- Turkish. Even ment required a commitment to learn- grounds of any of the assistants or their though it is not ing Turkish and teaching in Turkish role in the teaching15. certified, it is after the second year of their stay in According to İhsanoğlu (2010), the possible to suppose Istanbul (Selçuk, 2010). This difficult Ottoman government provided for al- that as someone who had been demand remained unrealized for the most every German professor a place living in Turkey majority of the professors. But at the and equipment to establish an insti- for four years he beginning, as someone who had been tute [darülmesai]. For some of them, might have reached living in Turkey for four years, Unger separate buildings were rent, others a certain level of should have a certain advantage from were given place in the Zeynep Hanım communication 13 skills. However, this point of view as well. However, mansion where Darülfünun was actu- it should be the main factor seems to be Halil Ed- ally placed. Based on the fact that no noted that this hem’s intervention. Dölen (2013) states specific building was arranged for it, was probably far that the establishment of a chair for ar- İhsanoğlu supposes that the institute from lecturing in cheology and numismatics took place of archaeology was among those in the Turkish, as his need for a translator in only after a request on the part of Halil Zeynep Hanım mansion. However, no the lecture notes Edhem. It is highly probable that he activity of such an institute can be found prove. suggested Unger for this post or was in the documents or publications of the at least provided a reference for him. period. Furthermore, from an archival 14 In the archival A last but probably not least advantage document dating 1918, it can be un- documents Unger’s salary was always may have been economical. The range derstood that Unger was offering some expressed as “2500 of salaries for the invited professors of his classes in the Imperial Museum guruş” per month, was between 1000 and 750 Ottoman (BOA.MF.ALY. 86-28/1334.S.7). While which corresponds lira per year. But as Unger was already having his own office in the museum, to “300 liras” per in Istanbul and paid by the Ottoman and the necessary material, equipment year. government for his position in the and library with it, working for the es- 15 For a general 14 museum, he was paid only 300 liras tablishment of a new research institute definition of for teaching at the university (Dölen, might have seemed unnecessary for the assistants’ 2013; Selçuk, 2010). Considering that Unger. However, he was contributing responsibilities in Schmidt’s proposal for inviting a pro- to the research activities of the univer- the regulation of 1914 please refer to: fessor of art history was rejected by sity by publishing his research articles Selçuk, 2010, p. 133

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in the university’s journal [Darülfünun bir fendir]. Although admitting its be- Edebiyat Fakültesi Mecmuası]. ginnings in fifteenth century Italy, he At the end of the war, the conditions dates the emergence of the discipline of the armistice of Mudros obliged to the nineteenth century and points all German citizens to leave Ottoman out its critical importance for history. lands. Accordingly, Unger left Istanbul He also calls attention to the change 16An archival document dating in 1918. After his return to Germany, in the time periods and geographies 11 February he had his habilitation at the Universi- covered by the discipline: while fifteen 1933 informs ty of Berlin in 1924, and was appointed years ago its subject area was restrict- us that Unger full professor there in 1930 (Genge, ed to ancient Greek, Etruscan, Roman, was recruited in 1967; Parrot, 1966). During this period, Egyptian, and early Christian, now it as teacher he returned to Turkey, first from 1924- covers a large time span and geography, of German for 25 and later from 1932-35 to work from prehistoric times to Renaissance; five months. again, now as an expert, in the muse- and studies ancient times of all nations Considering the um16 (IAMA. K.41/1-d.3302/17704). lived in every part of Europe and Asia. length of the In his early years in Germany he had For Unger, the research in archeology assignment one may suppose founded the Association of the Ancient is possible only with a good command that it might be a Orient [Altorientalische Gesellschaft] of the languages, but on the other hand temporary solution in Hiddensee, and after the Second it is the findings of archaeology that fill to a bureaucratic World War he participated actively in the gaps in the written material. The problem or a the restoration of the demolished city same relation applies to the epigraphy. demand from the part of the high of Mecklenburg and the establishment The second section is reserved for school to meet of a local museum (Genge, 1967). He the destruction of antiquities. In this an unexpected wrote books and articles published context, different types of destruction need. It is also both in Germany and Turkey17 among and the resistance capacity of differ- noteworthy that which Assyrian and Babylonian Art ent materials in the face of destructive Ernest Mamboury 18 was also working in 1927 brought him wide renown forces are mentioned. there at the time (Parrot, 1966). After his retirement The third and fourth sections depict and it is just before from the University of Berlin in 1945, the discovery, excavation, restoration, the publication he kept teaching at the Universities and display processes of the archaeo- of their book Die of Greifswald and Rostock. He died logical materials. He begins by point- Kaiserpalaste von Konstantinopel in 1966 in Helmstedt, on the way to a ing out the importance of the travelers that would appear conference (Genge. 1967; Parrot 1966). of earlier centuries in raising awareness in 1934. For for antiquities and their role in the dis- the recruitment 4. İlm-i Asar-ı atika Medhali covery of archaeological materials. He of Unger at [Introduction to the Science of compares and contrasts the haphaz- Galatasaray high school please Antiquities] ard and hazardous processes of earlier refer to : BCA. The notes of the lectures Unger gave times with the scientific methods of 30.18.1.2./ 51.9.9 at Darülfünun were published in 1919 discovery and excavation. He calls at- with the translation of his assistant Dr. tention to the differences in the excava- 17 For a complete Abdülvahhab. As a small booklet of 27 tion of organic and inorganic materials bibliography of Unger pages it is a compendium rather than a as well as the attention that should be please refer to : complete record of the lectures (Unger, paid to the position of found pieces. He Genge,H. (1971) 1335). describes different types of museums Bibliographie From these lecture notes it can be according to their size and function, Eckhard Ungers understood that the course was divided and gives European and Ottoman ex- 1913 bis 1970, In Memoriam into six sections. The first section is re- amples. He mentions important points Eckhard Unger: served for the notion of ilmi asar-ı ati- in the cleaning process of the material Beiträge zu ka and its relation with philology and brought to the museum and principles Geschichte,Kultur epigraphy. Unger considers ilmi asar-ı of display concerning light and color und Religion des atika as the equivalent of archeology preferences in the halls and criteria for Alten Orients, Verlag Valentin and uses it interchangeably with atiki- indoor or open-air displays. Finally, he Koerner, Baden- yyat. He defines it as a science which gives information on fake antiquities Baden. reports and explains monuments and and on current laws concerning the all kinds of artifacts that remain from preservation of antiquities. 18Unger, E. (1927). ancient times [Ezmine-i kadimeden In the fifth chapter, Unger provides Assyrische und Babylonische kalan abidat-ı müşekkele ve asar-ı guiding principles for documentation Kunst, Breslau. muhtelifenin tefsir ve beyanına mahsus of the archaeological finds and publica-

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] 182 tion of the results. He distinguishes two in archaeology. According to Halsall, different documentation method fol- culture-history20, simply by attempt- lowing the nature of the find: while ar- ing to flesh out, illustrate, or extend chitectural objects necessitate in-place political historical narratives, and by 19 For further measuring, drawing, and photograph- usually being conducted by researchers information on ing; for moveable finds, different types trained as historians, positions history the development of paper casting and galvano-plastic as dominant and archaeology as simply of archaeological education please techniques may be applied. He indi- auxiliary. refer to: Gran- cates the important points that should Recent studies focusing on the devel- Aymerich, (2000). be included in a written description, opment of archaeology in the Ottoman Les Chercheurs criteria for categorization, and printing Empire regard it largely as a response de Passé (1798- techniques for the visual material. to the European interest in antiquities 1945): Aux Sources de l’Archéologie, The final chapter deals with the val- and a search for a new imperial identi- Paris: CNRS and ue and importance of archeological re- ty capitalizing on the historical wealth Talenti,S. (2000). search for literary and historical stud- of its territories (Bahrani & Çelik & El- L’Histoire de ies, as it supplies information that may dem, 2011; Shaw, 2003). This point of l’Architecture en not be found in written sources; for view which puts the interest in antiq- : Emergence d’une Discipline patriotism, as love for a country is pos- uities subordinate to politico-historical (1863-1914), Paris: sible only by knowing it well; and for discourses is parallel with the approach Picard, p. 76-89. the artistic point of view, as the artistic that places archaeological knowledge quality of archeological finds is always subordinate to grand historical narra- 20 Hallsall states capable of creating artistic emotions tives. In this context, if the main pur- that: “The concept of an archaeological and sentiments. pose of the interest in antiquities was ‘culture’, ‘certain to provide necessary proofs for his- types of remains 5. Conclusion torico-political discourses, it became constantly Sharer and Ashmore point out a understandable that the purpose of the recurring together’, dichotomy in the general usage of the science of antiquities would be the ac- emerged at the end of the 19th term archaeology: the term may refer quisition of the necessary information century. This led to a specific body of techniques used to prepare these proofs. It is probably to narratives of the to recover evidence about the past, this point of view which regards the succession of such or to the information about the past science of antiquities as a sum of prac- cultures within a gained primarily through excavations tical knowledge rather than a search of particular area, or the movement of (Sharer & Ashmore, 1979). Regard- historical truth in the vestiges of the cultures from an ing the overall composition of Unger’s past that shaped the cadre of Unger’s area to another. lectures, it is obvious that he was not lectures. … It was within considering archaeology in the sec- the culture-history ond meaning. Although placed in the Abbreviations paradigm that most classical and history department of the faculty of • BOA: Başbakanlık Devlet Osmanlı biblical archaeology literature, the aim of his course seems Arşivleri [Prime Ministerial Otto- operated, practical rather than historical. In this man Archives] attempting to respect, it is in contrast with many of • I. MMS.: İrade Meclis-i Mahsus link sites into a the early archaeology courses of the • I.MF.: İrade Maarif particular political- historical narrative. nineteenth century European insti- • MF. ALY.: Maarif Nezareti Tedri- … Culture-History tutions. Probably due to a still active sat-ı Aliyye Dairesi paradigm, by antiquarian tradition which was used • BCA.:Başbakanlık Devlet Cum- presenting the to reveal historical knowledge through huriyet Arşivleri [Prime Ministerial possibility of tracing the intermediary of objects, the early Republic Archives] ‘peoples’ through time, and especially courses of archaeology in European • IAMA: İstanbul Arkeoloji Müzeleri backwards universities concentrated mostly on Arşivi [Archives of the Istanbul Ar- from their first material remains19. chaeological Museum] appearance in Unger’s explanation of the uses of written records, archaeology for history, however, fits References lent itself to abuse and manipulation well into the early twentieth century. Anonym. (1875, March 9). Régle- in the service of Halsall (1997), while explaining the ment de l’Ecole d’Archéologie, La Tur- nationalist and history of the archaeology-history re- quie, 9 March. racist beliefs, and lationship, relates “archaeology as the Anonym. (1875, March 18). L’Ecole soon acquired auxiliary science to history” perspec- d’Archéologie, La Turquie, 18 March some fairly nasty connotations” tive to the approach of culture-history Bahrani, Z., Çelik, Z., Eldem, E. (Hallsall, 1997) .

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