writing_womans_lives_symposium_paper_book_v2

MODERNIZATION AND WOMEN EDUCATION IN THE LATE
NINETEENTH CENTURY TURKEY
Vehbi BAYSAN *
In the late nineteen and early twentieth century in Turkey, quite a number of women such as
writers, poets, intellectuals, thinkers, women rights activists, educators... were very active in the
literature sphere. They did not only enjoy the environment where they learned more about their
field of interest but also worked very hard to improve women’s status in such a conservative society.
Although their work is fairly well documented academically, however, very little is known about
these women's background education. Questions like how did they find the chance to educate
themselves, how did modifications and alterations in the public education system created
opportunities to attend schools, how did the communities were persuaded and how traditional
families were convinced to send their daughters to attend public schools instead of helping the
household…?
Researchers in the field mainly focused on these women’s successful work, their publication of
women’s magazines, and their essays in these magazine; activities that inspired other women in the
region. But, the social, political, bureaucratic and economic system that helped these individuals to
educate themselves were somewhat received less attention or found insignificant, and overall
neglected.
During Ottoman Empire’s 600 years of rule, although there was no formal schooling, women in
houses traditionally educated themselves in groups. Contrary to some claims, they were not kept in
dark at all times unaware of what was going on in their society. Customarily wealthy households had
their own meeting groups and they organized gatherings inviting locally known female historians,
poets, and musicians. These gatherings were open to all poor or rich interested females regardless of
their financial background. And, more importantly, regardless of their social status; women in these
gatherings treated equally.
Emergence of quite a number of educated and active defenders of women’s place in the society in
second half of 19 th and early twentieth century was not a coincidence. There are many political and
social factors that played important role in the life of these women. In this paper, I will be giving
examples, social and political modifications that led these women to become more active in social
arena and influenced decision makers and made a huge difference in the man‐only world.
Historically, girls’ education has always been an issue throughout the globe. Up until 20 th century,
even in the west, girls’ education was seen as something of ‘unnecessary and waste of time’. As the
mothers themselves would not have had formal schooling, they would expect their daughters to
follow the same path. Their social role unquestionably was designated to being a ‘good wife and
mother’.
However, in the same century, there were also movements against gender inequality, and
attempts to provide better education and life style for women. For example, in order to encourage
girls’ education, 19 th century witnessed significant increase in the number of women’s colleges in the
United States. In an interview at the Financial Times (in December 10, 2010), Harvard University’s
first woman president (in 2007) Prof. Dr. Drew Gilpin Faust has emphasized that
It’s often said that education is the civil rights issue of the 21st century. Cambridge
University did not permit women to graduate, borrow books from the library or to
become full members of the university until 1947. The Victorian psychiatrist Henry
Maudsley believed that higher education would render women infertile. The Oxford
women’s college Lady Margaret Hall was denounced by the theologian Henry Liddon as
*
Yeditepe University, Department of History.
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