Institutional Structure and Local Function of a Modern School in the Countryside: Uşak Rushdiye School for Boys (1872-1914)

Abstract

This study aims to shed light on Uşak Rushdiye School for Boys by evaluating from a structuralist-functionalist perspective, and its personnel, student population, curriculum, course equipment and buildings in terms of continuity and change. By following the careers of its graduates, the local function and role of the school has been tried to be determined. The chronological range of the study consists of 1872, the date of establishment of the school, and 1914, when it was merged with the Idâdî School of Uşak. In the study, archive documents, yearbooks, legislation and newspapers constituted the main sources. Morever, the literature and published materials were not neglected. The students who graduated from traditional or modern public primary schools had the opportunity to study in a rushdiye school for the first time, some of the graduates continued their education in schools such as idâdî, some of them continued their education in madrasahs and made a career in the ilmiye path, some of them entered government offices as a student and became a refik etc. It seemed that in the school where the teachers (muallim-i evvel and muallim-i sani) and the bevvabs worked as principal person, the teacher (muallim-i salis) and the mubassir as representative, even for a short time, the calligraphy teachers as additional duty, the staff recevied their salaries from the central budget. In addition, it was observed that no significant change occured at the institutional structure of the school in the process, but its curriculum has been changed frequently. There is no doubt that similar studies to be conducted on the district rushdiye schools for boys will contribute to the accumulation of knowledge and also provide opportunity for comparison.