The procession (of the Coro-
nation) was gorgeous. All the
Peers and Peeresses were in
State attire and produced a grand

رسم نتوج آلايي پيك مطنطن ايدى . لورد لر ایله زوجه لرينك لابس اولدقارى البسه رسميه لر آلایه 18 بر شعشعه ویرییوردی . لورد کیچنر ایله جنرال

( غزالى ) و آميرال (سه يمور) هر كسك effect. (and among them were نظر دقتنى جلب ايدييورلردی . اوتار Lord Kitchener, General Sir

تزیین و اسكى فيأتلر ابقا ايد لمشدر

اهالی یه مخصوص انشا اولنان صره لرك 19

A.Gaselee, and Admiral Seymour.

The hotels were decorated, and

فيناتي بك دوندر 20 . مسرت عظیمدر the ordinary prices were main

قرال حضرتلری هرنه قدر ضعیف ایسه لرده احوال صحیه لری اییدر . هیچ 21 بر حادثه وقوع بولمامشدر.

(آژانس ناسیونال )

tained. The terms for places on the platforms were very moderate. The enthusiasm was great. King Edward, although very thin, looks very well. No accident occurred. (The National Agency.)

18. alay procession. 19. sara bench, platform. 20. doun low, moderate. 21. hadise (fayil of houdous [S 582]).

لوندره : كذا – ( وستمینستر ) ده

تتوج آييني وآلايك مرورى برساعت

دوام ايتمشدر . هوا غايت لطيفدر.

The Coronation in Westminster
Abbey and the procession lasted

an hour. The weather is magni

قرال و قرالیچه حضرتاری تتوجد ficent. After the ceremony the موكره ( بوكينغام) سراینه عودت

ایتمشلر در.

King and Queen returned to

Buckingham Palace.

خسته لق مناسبتیله دو چار ضعف اولمش ,The King, who looks thinner

بولونان قرال حضرتلری هیچ بریورغو - that the ceremony

ناق حسن ايتمدکلرینی بیان ایتمشلر در.

( فورنيه )

declares

caused him no fatigue.

(Fournier.)

Turkish Conv.-Grammar.

.60 Lesson درس ٦٠

Miscellaneous

Eldén géléni yap.
Shimdi gelir.
Iki gúndé bir.

Bén olmasam boghoulajaq îdî.

Az qaldi béni bir géozdén
édi-yoroudou.

O qadari él vérir.
Baña él vérméz.
Baña él étdi.

Oña géoz etdi.

Aqli bashina geldi.
Bashi dara geldiyi gibi.
Bashi tasha gélir gélméz.
Onou bir shey yériné qomaz.

Pék chapouq aliniyor.
Yúzúnú asmish.
Aqlima géldi.
Aqlina braq.

Dédiklerimi fikriñdé tout.
Dépétaqla getdi.
Eodum patladi.

Ustúñú bashîñî déyishdir.
Séozúnú achmaq.

Né qadar vaqit sûrér?
Bou hich bir shéyé yaramaz.
Géozdén géchir.

Elimé béoyle bir kitab géch-
diyi yoghoudou.
Yéméyé gélir amma saqla-
maya gélméz.
Dérisi qirmiziya chalar.
Sijimi iki qatla.

Evleri iki qat dîr.

Bir dil baghi vérmishlér.

Idiomatic Phrases.

Do as much as you can.
He will be here presently.
Once in two days.
But for my help he would

have been drowned.
He came very near causing
me the loss of an eye.
That was sufficient.
I cannot afford it.
He beckoned me.
He winked at him.
He came to his senses.

When he got into trouble.

He regards that as of no

account.

He is easily touched.
He is out of humour.
It occurred to me.
Remind him of it.
Remember what I say.
It went down head foremost.
It alarms me excessively.
Change your clothes.
To commence conversation.
How long will it take?
This is good for nothing.
Cast your eye over it.
Such a book I had never

seen.

It is good to eat, but will
not do to keep.
Its skin is reddish.
Double the string.

Their house is two stories
high.

They had given a token.

Appendices.

The Ottoman Literature.

In all literary matters the Ottoman Turks have shown themselves a singularly uninventive people: the two great schools, the old and the new, into which we may divide their literature, being closely modelled, the one upon the classics of Persia, the other on those of Modern Europe, and more especially of France. The old or Persian school flourished from the foundation of the Empire down to about 1830, and still continues to drag on a feeble existence, though it is now out of fashion and cultivated by none of the leading men of letters. These belong to the new or European school, which sprang up some fifty or sixty years ago, and which, in spite of the bitter opposition of the partisans of the old Oriental system, has succeeded, partly through its own inherent superiority and partly through the talents and courage of its supporters, in expelling its rival from the position of undisputed authority which it had occupied for upwards of five hundred years. For the present purpose it will be convenient to divide the old school into three periods, which may be termed respectively the pre-classical, the classical, and the post-classical. these the first extends from the early days of the empire to the accession of Suleyman I., 1301-1520 (A. H.700—926); the second from that event to the accession of Mahmoud I., 1520-1730 (926-1143); and the third from that date to the accession of Abd-ul-Aziz, 1730-1861 (1143-1277).

Of

The works of the old school in all its periods are entirely Persian in tone, sentiment, and form. We find in them the same beauties and the same defects that we observe in the productions of the Iranian authors. The formal elegance and conventional grace, alike of thought and of expression, so characteristic of Persian classical literature, pervade the works of the best Ottoman

writers, and they are likewise imbued, though in a less degree, with that spirit of mysticism which runs through so much of the poetry of Iran. But the Ottomans did not stop here. In their romantic poems they chose as subjects the favorite themes of their Persian masters, such as Léyla and Méjnoun, Férhad and Shirin, Youssouf and Zûléykha, and so on. They constantly alluded to Persian heroes whose stories occur in the Shah-Namé and other storehouses of Iranian legendary lore; and they wrote their poems in Persian metres and in Persian forms.1 The mésnévi, the qasidé, and the ghazél, - all of them, so far at least as the Ottomans are concerned, Persian, were the favorite verse-forms of the old poets. A mésnévi is a poem written in rhyming couplets, and is usually narrative in subject. The qasidé and the ghazél are both monorhythmic; the first as a rule celebrates the praises of some great man, while the second discourses of the joys and woes of love. Why Persian rather than Arabian or any other literature became the model of Ottoman writers, is explained by the early history of the race. Some two centuries before the arrival of the Turks in Asia Minor, the Seljouks, then a mere horde of savages, had overrun Persia, where they settled and adopted the civilization of the people they had subdued. Persian became the language of their court and Government, and when by and by they pushed their conquests into Asia Minor, and founded there the Seljouk empire of Roum, they carried with them their Persian culture, and diffused it among the peoples newly brought under their sway. It was the descendants of those Persianized Seljouks whom the early Ottomans found ruling in Asia Minor on their arrival there. What had happened to the Seljouks two centuries before, happened to the Ottomans then: the less civilized race adopted the culture of the more civilized. As the Seljouk empire fell to pieces and the Ottoman came gradually to occupy its place, the sons of men who had called themselves Seljouks began thenceforth to look upon themselves as Ottomans. Hence the vast majority of the people whom

1 See the Reading Exercises in pages 259, 306–307.

Thus