History of education in Armenia / y Kevork A. Sarafian, with introductions by Lester B. Rogers [and] Rt. Rev. Bishop Karekin

Front matter

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II. Literary Achievements

Contrimutions Orv Mesropi iu a bok Oe i UN a So 46 The Invention of the Alphabet -o0......2..000022ecc ee. 48 Translations and Literary Production.............0.00....... 49

Chapter VI: The Golden Age of Armenian Culture, continued The Educational Activity of Mesrop................0000.0.0.... 53 Aw Ne School for Leaders ics Ul givcl nt 583 B..”' Schools ‘for Common Folk..i.00.000020o.. cc 54

IV

C. The Duration of Public Education in Armenia 56 D. The Characteristic Features of the Sahak-

Mesropian Schools) es PNT 57 REL ee CULE TC ULI crm se Nein ut lan Mele ee 8 ee 59 Evangelical Activities of Mesrop .00.......2.2222--2220222seeee--e- 64

Armenian (Students ADTOAd i ik Ge 2h 66 vi

I. i

III.

CONTENTS Chapter VII: Hellenism Among the Armenians

Hellenism before the Christian Era........000..00..........- 69 Hellenism after the Introduction of Christianity...... 71 Ax. Broyerestus) y.5.eicc i Cs eas oan aed hes B. Haniksof Gul picnic Ua COR ee ae aio een 74 C.. "Moses of) Khorene (0 i ee ae 75 Dv Gazarvot Pharpi oy eS ean eg bee 76 B.\' David thei Trivinciblan ey Ue ign ne) I annie 78 1. Philosophical Definitions ......000..000000000000000..... 80

2. Analysis of the Interpretations of Porphyry 82 Hellenism after the Council of Chalcedon.................. 83 A. ‘Gregory Magistros. (0.10003 ian ea ie alae 84 The Effects of ‘Hellenism (2000 WG a eae 86

IV.

Chapter VIII: Armenian Education During the Middle Ages il

II.

lil.

TV:

The Rise and Development of Monasteries in ArhACCS) 185: MURR Re LOAD EER UD IANG CRRA EN SOYA Beis US Cc AUAa at yd MD Dod it | ('U 89 Outstanding Centers of Monastic Education A,’ The Sunyatz School a ee aed 91 1. The Character of the School...........0000...000.0... 92 B.) | The, Monastery: of \Narek) i000 eae 93 Go Sanam (000) SO Ee CARS A Rea eae 94 The Influence of Arabic Culture upon Armenian Education in the Middle Ages -........2.......-ceccsssseeeceeee 95 Some Outstanding Men of Science during the Middle Ages 2.0.02... AE En SUED, A AOU tad ang: ea ee 99 A, Anania OL Shiraie ih soe ee anne tea tee 99 B.)'\Mechitar’: Heratzi wd lal aii Bite. us de 100 CL. Kaki dtrand Others shi ie anise cl Si) Top ie i ia 100

Chapter IX: The Lesser Renaissance in Armenia, Twelfth

I.

II.

Century, A. D.

The Rise of the Armenian Independent Political

Life Cie tans ie ce aN Dh ed er a a Cilicia a Center of Political and Pneocantagay Activ-

ity; for urope ee a ae Suny 104 The Crusades and Their Influence upon the Awak-

ening Interest in European Culture........0220220.. 106 The Ednueational Situation!) (ur ee ain 108

Outstanding Leaders of the Intellectual Awakening 110 A. Nerses the Gracious

CONTENTS vii

1. Pank Chapav—verses for children................ ie Bui Meech itar Koei eco uci ike URS Calne AL MUR oT atu, 113 Gi Nersestod Lamprony eit My elie ee 115 Chapter X: Monastic Education at Its Height

I. Monastic Centers of “University Rank’’...................... 118

II. Latin Missionaries and Their Influence on Armen- FATE AB ATUICAUION foe UN eh RUE LN a 120 Acid ne Direct. Ind tienen ae ee an Uni 122 Bi). The Indirect) Influence aa ee 124 III. The Reaction in the Sunyatz School at Datev............ 124 The Range of the Subjects of Study... 125

IV. Great Masters ANSON (OPOUTETZT Laue OUR TC huh te huey cs 126 Bila Greer yor i Dateving woe Uo at es 127 Chapter XI: The Darkest Age of Armenian Education

I. The Long Siege of Darkness.....0..............221eeeceeeeeeeee eee 1380 Me OL ightiin: ene! Colonies 2 WN SR ND A ae 133 III. The Development of Printing.......0.0.000.0.000000 134 Dr OSUILS TT ATING MES GON AU OE CL RIN kl uanUe Lvl by va 136 VineCenters’ of Re-awakening iu a ha nie 140 FUE D On Fed Lay VBzYe yok SNM Peb NT DID a WOME NN CANN MCT as EH Ie Sa 140 B.: The Amrdolou Monastery: 1..2.0.:.0)0bou a, 142

Chapter XII: The Mechitarist Congregation as a Factor in the Awakening

I. The Life and Ideals of Mechitar -..000.02.le 146 AN ne WATS VOL UM CCHICAR lc scala | und) cul) ....148 Bo Mechitar’ asia Teacher solu bie 0 149 G:\ ‘The Discipline of Mechitar 22.02.0220... 151

II. The Educational Program of Mechitar and His BOOT O WETS ee eee LUN LS SSS EEN GIR DAC ALLEN Se Ca Lr ae 152

III. Literary Contributions of Mechitar and the Mechi- PAPAS S Hh! wre Tennent ye tne UO SOULE Uy Nea dt 154 IV. Products of Mechitarist Monastic Education.............. 155 Veo fhe Mechitarist, Schools iso. :a oe ow 158 Mourad-Rapaelian College .............cececeeeeeeceeee eee 159

Chapter XIII: American Missionaries and Their Contribution to Armenian Education I. The Coming of the Missionaries............0.000000000000..---- 163 Ei eRe ReAL-PUTPOBE) jcccc uc ha cae a 165 vill CONTENTS

Ili. The General Educational Work of the American

Missionaries gc) Sic Nc ei aU LOOPS lime weal bam UO apap 167 IV. Specific Educational Institutions of the American Missionaries 005 2A WS Ce SR EON eee cea na 168° A. ‘Elementary Schools. 2:01.00 168 B. Colleges and Other Institutions of Learning 171 1., Central'Turkey College jii2.0000 es 174 2, Harpoot Collere ty ee Nea 176 3. Anatolia \College i Moi Wise st aiee hanes 178 4, Central Turkey Girls’ College —.....200022202000... 180 5. St. Paul’s Institute at Tarsus. 2327 181 6. Other American Colleges ...........000.000020022.0.2.--- 182 V. The Distinctive Features of the American Missionary Contributions to Armenian Education.............. 184 VI. Armenian Student Migration to the United States....187 The Armenians in the United States...........0000.0200000... 189 The Armenian Educational Foundation.................... 191 Chapter XIV: Educational Conditions Among the Armenians in Turkey I. Constantinople as a Center of Literary, Political and Commercial Importance ......................- preebintaha 193 II. Deplorable Conditions and Need for Reform................ 195 III. Armenian Students and Their Contributions.............. 196 IV. Education in the Armenian Constitution.................... 197 V. The Educational Conditions and Development before and after the Adoption of the Constitution.............. 200 Vi.) Kalfayan Orphanage 0 MQ taal CER AR TA 203 VII. The Struggle for the Armenian Vernacular................ 204 VIII Adult Education in Constantinople... 205 IX. The Educational Movement in the Interior Provinces 205 Statistical Report of the Schools..........0....20........... 210-211 X. The Kindergarten in Constantinople.........00..00002000000... 213 XI. The First Attempts to Establish Institutions of Higher: Learning) 0 8n Bee ONG Soe OU ae aa 213 A. The Colleve of Seutart) ig oe oe 213 B. Noubar-Shahnazarian College -2.0.00.0.000.000022..... 214

Chapter XV _ Educational Societies and Higher Institutions I. The Educational Societies and Education for the Masses ie ach Oe VELA TOW TG Ne NU UE Le ee a 216

CONTENTS ix

Ay The United: Societies. 02 aie 217 1. The Distinctive Feature of This Society......221 B. The Armenian General Benevolent Union........ 223 C. The Noubarian Educational Foundation........ 224 DD CMINONE SOCIGTIES aes UNS Maral Mares ea 228 II. Higher Educational Institutions for Leaders A. The Armenian Central College in Constanti- Lis 7 8) Cte ae Ne oa geea Ri AGES ane a AORN VRID le Ct OR 228 B;. The Berberian. College oo... .0.0-cc0c02e chsh ceeds 230 ©. . the -Sanasarian: Colleve (cack ee 232 [By We SST Se peed ee ROGIER ee rere AAS So RY ah aS 233 EK. The Armenian Monastery at Jerusalem.......... 234 Chapter XVI: Armenian Education After the World War I. Historical Background of the Armenian Question....236 eilivee erainine Of ENE - Orpnans: 2 rote esc eien aac oeses Sean cig 239

III. The Contributions of the Near East Relief to the Orphan Education

A. Tne Orphanave: Schools ou. c3 teas 243 Te Relisious Haucation: i nic ole es 246 So OCELLONALY DEAATIN Ett ance cee ea eh eka 246 o.wApriculural Training cos ee 247 4.) Nurses” Training School. ti co a 247 ov Normal Training ‘Sehool soe ees 247

Chapter XVII: The Development of Education Among the Armenians Under the Russian Rule I. Political Events Leading to the Re-organization of the Armenian Provinces under the Russian Flag 250 II. General Awakening of a Consciousness for Educa-

ECT AMAR Rigs Ae ERS daa ait ae Mat AN Ua OeMvog ete Pi ee eR RN 252 A. Leaders Le Racnadour (Apovianyiue ot Nl ses! % 253 CeILODAT INSZATIAN toa eh eine a ea 254 3. Other Leaders—Mikayel Nalpantian, etc. 256 III. Nerses Ashdaragetzi and Nersesian College............ 256 IV. Lazarian College and Its Contributions .........00....0... 257 The Armenian College at Calcutta... 258 V. The University of Dorpat and Its Influence.............. 259

VI. The Elementary Educational System and Polojenye 260

: CONTENTS

VII George IV, the Katholikos, and the Contributions of: Kevorkian Seminary 2230 2 eee: 265

Chapter XVIII: Progressive Education Among the Armenians in the Caucasus Armenia

I. The Influence of Germany, Russia, and Switzerland 268 _

II. The Influence of Pestalozzi, Froebel, and Herbart 269

Ill. (Educational Magazines and Publications ................ 273 IV. Teachers’ Institutes and Educational Societies .......... 215 V. The Schools and the School Population before the World: Warrgce tno Sie or eae eter rere 276 Vie The Courseof- study. 002 ss et eee ee 207

Chapter XIX: The Post-War Conditions gid the Re-organization of Education in the Republic of Armenia

Lor Political tovents 14. 4st fare ee Bai a eee 219

II. The Social Ideals of the New Regime................ Mee ats 280

III. The Re-organization of Education .........0.:.::0cccs:c0-ss0-0- 282

LV. Liguidation.of, diiteracy ce re ae 284

VV. Educational deals 22250252 25 ee 286

iV... Educational Methods" ic.) bo as yc eeeenene 288

WI. Teather’ Training.) re ee ee Accs me 289

VIII. “School Bairldings: Ane 6 ees ee eee 290 Chapter XX: Present-day Education in the Republic of

Armenia

J... Types of Schools toch a dei ee Oh ener a 292

As Seven-¥ Car: Schools 0.705 ci tse ele eee 295

5: Nine Yéar “Schools. 2s22 i ee ee 295

T.Aericuitural Schools 20 Se ease ee 296

SiPArTt “Schools eres 7s Par eas Sea ee eer ee 296

9, Adult: Schools fe ea ee ee eee 297

10. Workers’ sUniversities 30s) 6 ee 298

11.,, The State University. (u520 425... pcan 7 299

IL, Statisticaljsinformation «20: 43-0 ee ee 300 Table Showing thie Gradual Dav eloeiscat of Public

Hducation. once sr eee eee 301

The. Administrative: Plan...2sikooccecien rece coor

CONTENTS xi

1 ODEG Rr es Cy papal g Maca SenU Ch tTY be GN Rah a ae Saale et RON aN ERTS 301 III. The Curriculum of the Public School.....20.00000...00000000... 302 IV. Cultural Missionizing among the Neighboring Iliterate Races ....-..... PTA Kes ab ok GeO Ra AROS SSE A CRA 305 Chapter XXI: Summary Bibliography Aneient. Historical. WOrks acer ce 312-313 Ancient Philosophical and Religious Works.............. 814 Nrodern: historical «Works 2.4 315-316 Modern Literary-Historical Works.............000....... 316-317 POUR Abe 1) OCTEEICN ES ie tse een ney ose ee feet rtf SLT Books om Education. 20.2..........ec0ccceceeeeseneseeceeee--0 L1-318-319 DIGG AMOCOUS FW. OLR) clack ots See ee) See 319 dS e) Craig << tection tas GT pm Reel naga Rsk Re) 8 ee Ea a RD 319 A LAIYAC Syn mare ere ne eae ace 2 ete MeN AE Nh <1 320

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Introduction

During the past few years, educators have been making numerous and often times extended statistical and experimental investigation of schoolroom problems. Such investigations are of great value in the realm of school administration and finance and in determining the relative achievements through the use of different materials and procedures. They are inadequate however, in determining what should be accomplished or the worth of what has been accomplished. Judgments regarding these significant phases of education must be based on a much more comprehensive experience than can be included in any statistical or experimental study. As a result there is a growing feeling of need on the part of men who are devoting their time and energy to applied fields of education, as well as on the part of those who are primarily interested in principles of philosophy of education, for a more thorough understanding of the fundamentals and for a perspective that will serve as.a guide and make more significant the work they are doing.

Dr. Sarafian, in his “History of Education in Armenia” leads us, through the use of new materials, to consider again many of the basic concepts in our philosophy of education. He is peculiarly wellfitted for the task. He was born, educated, and has teaching experience in Armenia. He has a command of all the languages, including both the ancient and the modern Armenian, Greek, Latin, French, and

German, which contribute source materials of value for this work. His own philosophy has taken form through an intensive study of History of Education, Educational Psychology, and Philosophy of Education, as they have been developed by our leading educators, which gives him a reliable background for the work he has undertaken. He has presented us with a critical, scholarly piece of work which is free from undue personal bias.

Dr. Sarafian is dealing with a dramatic situation. In the history of civilization, without regard to race, principles of government, or religious creeds, the Armenians are recognized as a people who have developed a unique civilization, not only in spite of, but perhaps through, cross currents and conflicts with many antagonistic groups. They have been able to withstand destruction and to pass on their social heritage from one generation to the next and thus have made their contribution to the social progress of mankind.

It will be interesting to note that in the “History of Education in Armenia” we see a replica of the history of education in Southern and Western Europe. We find a period of Greek influence. We see again the part the Church as an institution has played: There is a Dark Age, a Renaissance, a Golden Age, and a conflict between the old and the new. Through it all, Education has been the means of preservation of a cultural heritage and the perpetuation of a race that would otherwise have become extinct.

Lester B. Rogers,

Dean of the School of Education, University of Southern California.

AN APPRECIATION

The history of the civilization of any people cannot be complete without a full study of all the cultural values of that nation. The educational findings constitute the heart of those values. On the other hand, the discovery of changes and fluctuations in the culture and gradual development of a nation will furnish the key to the many complicated phenomena of education. This is, to be sure, not an easy task because the beginnings of education coincide with the beginnings of the human race and are, consequently, veiled in an almost impenetrable darkness. Thus, to write a history of education in the true sense of that term one needs a light of some kind in order to reveal the interrelations, bearings and the totality of intellectual and moral conquests, great or small. The historian secures that light by objective researches into the scattered bits of cultural knowledge which bear upon themselves the distinctive imprint of various modifications of human thought.

It is a historical fact, authenticated by evidences, that the Armenian nation, like other nations, has created a civilization of its own (sui generis). That education in Armenia, with its distinctive features and characteristics, has retained its various concepts among the Armenians dispersed in various parts of the world, is a natural conclusion of the above-mentioned fact. Preliminary and partial studies portraying the outlines of Armenian education would open a way to newer and deeper researches.

Dr. Kevork A. Sarafian with “The History of Education in Armenia” has ably entered into that uncultivated field. This serious work is a condensation of the history of educational conquests, which occupy a rathe1 significant place in the spiritual, intellectual and moral heritages amassed and revealed by the Armenian race during the course of centuries, and it is the outcome of a scientific analysis with an impartial soundness of judgment, which is the criterion of the authenticity and intrinsic value of such researches. I have found no single attempt to cover the defects or exaggerate the advantages, the author being preoccupied only in. giving a true panoramic portrayal of the facts. A restrained and lucid style and freedom from the prejudices of blood ties, endow the work with an international character, a characteristic of a truly scientific work.

it is praiseworthy that the author has refrained from the temptation of filling the gaps with baseless and confusing speculations. He has permitted the evidences to supply the general material in the building of this well planned structure.

There is no doubt that this scrupulously organized and systematized work will have a distinct place in the general history of education and will merit the welldeserved appreciation of the scientific world.

Bishop Kerekin of Trebizond

Prelate of the Armenian Churches in California.

CHAPTER I The Statement of the Problem

Students of comparative education in various parts of Europe, and especially in the United States of America, are now devoting a great deal of attention to the study of educational conditions in countries other than their own. The present day ideals of humanity for the establishment of a better international understanding and a more sympathetic relationship among the nations of the world necessitates a thorough survey of the educational theory and practice of all nations in the world, while a first-hand and scientific knowledge secured in this direction is the only foundation upon which the human race can rest its hopes of brotherhood and base its constructive plans. Since education is the only dynamic force which can transform the lives of individual nations and thereby change the cumulative life of the human race at large, this intensive study of comparative education seems full of promise.

It is for this purpose and in this spirit that the leading educational institutions as well as educators of America have been making a series of educational surveys in different countries of the world. It is for this purpose that the American educational magazines! during the past few months have been devoting column after column to the study of the educational conditions among various peoples and countries.

Purpose.—The purpose of this present work, tor exainple, School and Society, vol. XXVIII, “Hebrew Education’, October 6, 1928; ‘‘Education in the Republic of Turkey’’, November

17, 1928; ‘Political Education in Russia’, December 1, 1928. Education, vol, XLIX, ‘‘Education in Japan’’, October 1928.

though a modest attempt in this direction, is to trace the development of educational thought and practice among the Armenians; to indicate some of the distinctive characteristics of Armenian education; and to compare and contrast Armenian education with Greek, Roman and Arabic education on the one hand, and with European and American education on the other.

Sources of Data.—The more important sources of data for this study were: (1) the historical, philosophical and literary writings of ancient and modern Armenia, with such critical reviews as were available; (2) educational magazines and general publications with educational implications; (8) official reports; (4) interviews and correspondence; (5) Armenian constitution and laws; (6) literature on American and European education; (7) personal experience as a graduate from a typical Armenian primary and secondary school and as a teacher in Armenia.

The writer has had available the private library of Dr. K. M. Khantamour, of Fresno, and a private collection of more than one hundred books and documents.

Method of Procedure.—Both source and secondary materials were carefully analyzed in the light of modern educational thought and extensive notes made for reference. This data then supplied the background for a general outline which was followed with slight modification as the work developed.

Before closing these introductory notes it is well to state that this is a modest attempt and a work of pioneering nature. Neither in Armenian, nor in any other foreign language does there exist any comprehensive work, attempting to trace Armenian education from its beginning to the present-day conditions.

CHAPTER II | Who Are the Armenians?

The history of education of any nation, broadly speaking, is the history of civilization of that nation, with special emphasis upon its educational thought and practice. Hence, in this study, the history of education of the Armenian nation, is not presented as something entirely isolated from the general history of Armenian civilization; on the contrary, it will be pictured in greater relief upon the background of the history of Armenian culture. It is pertinent, then, before entering into the discussion of Armenian education, to consider the Armenian race geographically, ethnologically, and historically.

I. Who are the Armenians? Their country is bounded by Asia Minor on the west, the Caspian sea on the east, the Caucasus on the north, and the mountains of northern Mesopotamia on the south, with the majestic figure of Mount Ararat towering over it all. Its plains and numerous valleys are watered by four principal rivers, the Euphrates, the Tigris, the Arax, and the Kur. Innumerable snow-covered peaks, valleys, and gorges, and Lake Van, Lake Sevan, and Lake Urmia give the country the Alpine aspect of Switzerland. From this it may be seen that Armenia is situated at the crossroads of Europe and Asia, and this fact alone can explain the unending invasions and wars and the bloodshed to which Armenia has been subjected throughout the ages.

“The geographical position of Armenia has adversely affected its people. Being on the strategic and commercial highway of Western Asia, she has always been the object of selfish ambitions and the field of bloody struggles. This beautiful country has often been ground under the foot of imperialistic nations. The Assyrians, the Persians, the Macedonians, the Romans, the Arabs, the Seljuks, the Tartars, and the Turks, all invaded it, one after the other, and fought against the Armenians and among themselves.

“Any nation incessantly subjected to turmoil and trouble would, naturally, be unable to give free scope to its capabilities and attain an eminent position. Under such adverse conditions, Egypt would not have been able to construct her pyramids, Greece to develop her philosophy, nor Rome to carry on her conquests. Time and surroundings prevented the Armenians from occupying a prominent place among nations or influencing international affairs. Nevertheless, we can confidently point to the verdict of history, showing that the Armenian race has not been an unworthy or inglorious race.”!

Indeed, most of the evils to which the Armenians have been, and still are, subjected, can be accounted for by the fact that the Armenians have established their habitation in the strategical passes of the Caucasus Mountains, which divide Western and Eastern Asia. On the other hand, to the philosopher of history many phenomena are accounted for by the same geographical fact, since the Armenians, favored by the adverse geographical situation, have been the vanguard and the self-sacrificing defenders of western civilization, playing the role of a buffer state and thereby being the first nation to bear the brunt of the fighting. The neverdying spirit of independence, the marvelous tenacity, grit, and seriousness, and stability of character which are the conspicuous traits of the Armenian race are the product of this environment. An eminent geog- 1“ Armenia and an Outline of Her History”, by Vahan M, Ale ih,

Cf. Housharar, vol. XV, No, 124, March 1928, rapher connected with the State Department at Washington, D.C., states this fact in a convincing manner and at some length:

“The Armenians’ proper place in history has hardly come to light. Enough is known, however, for an appreciation of the truth that, as a people, they were strong in all those spiritual elements of true permanence and depth which alone give real strength. For at least a thousand years and probably for twice and thrice that period they have been subjected to the worst onslaughts of Asiatic barbarity. Yet their spirit never faltered and it is because of their indomitable will to defend at any price the ideals which they held in common with the peoples of the occidental world, that they have survived as a distinct people.

“They might have surrendered a thousand years ago, or else five centuries before this day. Had this course been theirs, the awful vision of the Asiatic sink of corruption overflowing on European soil to its westernmost shores is quickly conjured, with its foul accompaniments of eunuchs, concubines, and spies. But the Armenians remained faithful wardens of Christianity’s and western civilization’s southeastern gates. Century in and century out they defended the mountain passes which led from Asia into Europe, holding it light to die in order that the great ideals of humanity might survive. Amid doleful and corpse-strewn ruins their bitter sacrifice was consummated. For this service to civilization, for the fact that they could neither be tempted nor bribed to mingle as one with the conquering hordes of savages released by central: Asia’s sandy wastes, they represent today the creditors of a civilized world for a debt of culture which is still unpaid.’

And our ex-ambassador, James W. Gerard, concurs in the above view when he says, “Were the Armenians a weak people they would have been assimilated

and lost many centuries ago. They owe their survival as a distinct nation today to their

1Cf. The Armenians in America, by M. Vartan Malcom, The quotation from the preface written by Leon Dominian, Introduction by James W. Gerard.

idealism, their courage, and to the higher type of their civilization which could not be overcome and subjected by superior physical force. Their life and achievements in the United States manifest anew the strong national characteristics which have distinguished them for ages.’”?

II. Ethnologically the Armenians belong to the — Indo-European race. The noted British scholar in Armenian civilization, H. F. B. Lynch, states, “All the evidence points to the conclusion that they entered their historical seats from the west as a branch of a considerable immigration of Indo-European peoples crossing the straits into Asia-Minor and perhaps originally coming from homes in the steppes north of the Black Sea. Just as their kinsmen, invading Europe, drove the old races before them, such as the Etruscans, the Ligurians, and the Basques, so the Armenians seem to have filled the void which may have been created by the ravages of the Scythians and to have supplanted the subjects of the old Khaldian dynasty in the possession of the plains of the tableland.’”?

According to the French historian Jacque de Morgan, “The Armenians were a division or a tribe of the Phrygians, and following the destiny of the whole nation, they migrated with them. Phrygians, Armenians, and Macedonians belong to the great Aryan Family.” He adds, ‘The souvenir of the Armenians’ passage across the Balkans is preserved in the History of Ar- -~ menia by Patriarch John VI (Traduction Boré, Arménie, p. 74.).’8

4Cf. Ibid, p. Xi. 2Cf. Armenia, vol. II, p. 67, by Lynch. “Cf, Histoire du Peuple Armenien, p. 37. Translated by the author.

‘Strabo confirms the belief of the ancients in regard to the Armenian immigration from Europe into Asia-Minor, though his explanation of the origin of the Armenians’ name is not accepted by all. “There is an ancient story of the Armenian race to this effect, that Armenus of Armenium, a Thessalian city, which lies between Pherae and Larissa on Lake Boebe, as I have already said, accompanied Jason into Armenia and Cyrsilus the Pharsalian and Medius the Larisaean, who accompanied Alexander, say that Armenia was named after him. . . . They also say that the clothing of the Armenians is Thessalian. . . . They say that their style of horsemanship is Thessalian, both theirs are alike that of the Medes. It is thought that Araxes was given the same name as the Peneius by Armenus and his followers because of its similarity to that river, for that river too, they say, was called Araxes because of the fact that it is cleft.’

The same view is held by Western anthropologists. Paul Rohrbach states, “I believe the Armenians belong to the Alpine type of the European race. In the southern part of Switzerland people represent almost the same physical types.’”?

Professor R. B. Dickson of Harvard University, after reiterating the above-quoted statement of Herodotus, continues, “This immigrant group represented a people with Indo-European language, and they had blood relationship with the population inhabiting the northern Balkans and around the northen part of the 1Cf. The Geography of Strabo with an English translation by Horace

Leonard Jones, Ph.D., LL.D., in 8 volumes, London, William Heinemann, New York, G. P. Putnams’ sons. Vol. V, p. 333 (Book X).

2Cf. The Armenian Citizenship Test Case, Armenian translation by D. Dikijian, p. 19

Black Sea. They came into Asia-Minor as conquerors and settlers, in the seventh century, B. C., and settled * down in Armenia. These newcomers assimilated and amalgamated the native population who were of the Alpine type.” Professor F. Boas of Columbia University confirms at length the views of the above-mentioned authorities.?

This view of the modern anthropologists in regard to Armenian ethnology is supported by the modern German, French, and Russian linguists, who hold that the Armenian language belongs to the western branch of the Aryan languages, which, like ancient Greek and other Aryan languages now extinct, has its origin in antiquity.