OKUVI (FATIH KERIM) AT CİHANGİR MAHDUMP'S AVIL SCHOOL

Name: OKUVI (FATIH KERIM) AT CİHANGİR MAHDUMP'S AVIL SCHOOL
Author: Fatih Kerimi (b. 30 March 1870 - d. 27 September 1937)

Title	OKUVI (FATIH KERIM) AT CİHANGİR MAHDUMP'S AVIL SCHOOL
Author	Fatih Kerimi (b. 30 March 1870 - d. 27 September 1937)
Publication Date:	20/04/2022
Subject	Turkish Literature in the Renovation Period - story
Type	Book
Language	Undetermined
Digital	No
Manuscript	No
Library:	Dictionary of Turkish Literature Works
Record ID	cihangir-mahdumnin-avil-mektebinde-okuvi-fatih-kerimi-tees-1591
Date	1898
Notes	Fatih Kerimî's story titled Ukuvia in Cihangir Mahdum's Avıl Mektebi. The work was written in 1898 and published in 1900. It is one of the first examples of the modern Tatar story. The main character of the story, Ahmetşa, is the imam of Tornalı village and the teacher of the village school. Ahmetşa graduated from the madrasah at the age of twenty-nine and started working as an imam in Tornalı village. He married the daughter of the imam of the neighboring village and from this marriage they had a child named Cihangir. The story begins when Cihangir was ten years old. Hazrat Ahmetşa is not very knowledgeable and is incompetent in educating children. The physical conditions of the village school are also not good. About seventy children are studying together in the old building with broken windows. Sometimes this number reaches a hundred. Very few of the village children who have been attending this school for years can read and write. Ahmetşa does not find herself at fault in this. The narrator says that Ahmetsha would know why the school is not getting better if he asked a person who went to a regular school. He states that a well-educated person would tell Ahmetşa that although he spent twenty-five years in the madrasah, he only learned how to perform ablution and argue loudly, but he did not learn how to educate children. School classes start in mid-November. Teacher Ahmetşa does not go to school regularly during the week. He does not visit the school on the days when he goes to rich people's parties and weddings. When the merchant friends he knew from the madrasah came to visit him, he still did not go to class. At school, children play and spend time alone. The villagers meet the school's needs. Ahmetşa asks the villagers to bring wood and candles to the school. In April, children stop coming to school to work on their family's gardening. Ahmetşa's son Cihangir also attends the same village school. When Ahmetşa comes to school, she first teaches her own son Cihangir and makes him study. The fact that Cihangir reads a certain number of letters in two years is welcomed and appreciated by his family. It is said that he is very smart and that he should be sent to the madrasah in the city in the future. One day, Cihangir, in addition to the textbook in the pouch around his neck, attracts the attention of the children with his mother's fak interpretation book. In the story of Cihangir Mahdum's Avıl Mektebide Ukuvi, old-style education is criticized. Village imams, who provide primary education to Tatar children in village schools, are not knowledgeable even though they have spent their years in madrasahs. They teach reading using the old-fashioned ecik, or spelling, method. Moreover, they spend most of their time at rich people's parties, weddings, hospitality and other places. They do not have a curriculum and they are not aware of which child's situation. Children spend days and weeks in school, left to their own devices, and leave school without learning how to read properly. In the story, the village people's silence about this situation is also criticized. A significant part of the innovation movements that gained momentum in the Volga-Ural region in the 19th century was the issue of innovation in education. The conflict between those who advocate old and new education has also been the subject of literary texts. In the work titled Cihangir Mahdumnı's Avıl Mektebinde Ukuvi, the mistakes and deficiencies of the old education system are told in a humorous style with ironic descriptions. It is one of the literary works that had an impact on the acceptance and spread of innovation movements among the Tatars. For the author's biography, see. “Fatih Kerimî”.Turkish Literature Names Dictionary,
ISBN	978-9944-237-87-1
Madde Yazarı	Dr. Öğr. Üyesi Ayşen Uslu
Alfabesi	Arap
Yapısı	Mensur
Niteliği	Telif
Kaynakça	Gaynullin, M. (1985). “Fatih Kerimî”.Tatar Edebiyatı Tarihı. C 2. Kazan: Tatarstan Kitap Neşriyatı, 334-337. Kerimî, Fatih (1900).Cihangir Mahdumnıñ Avıl Mektebinde Ukuvı.S. Peterburg: İ. M. Boraganski Matbaası.
Atıf Bilgileri	Uslu, Ayşen. "CİHANGİR MAHDUMNIN AVIL MEKTEBİNDE OKUVI (FATİH KERİMİ)".Türk Edebiyatı Eserler Sözlüğü,http://tees.yesevi.edu.tr/madde-detay/cihangir-mahdumnin-avil-mektebinde-okuvi-fatih-kerimi-tees-1591. [Erişim Tarihi: 25 Ağustos 2025].

View in source Dictionary of Turkish Literature Works

Dictionary of Turkish Literature Works

OKUVI (FATIH KERIM) AT CİHANGİR MAHDUMP'S AVIL SCHOOL

Author Fatih Kerimi (b. 30 March 1870 - d. 27 September 1937)

Publication Date 20/04/2022

Subject Turkish Literature in the Renovation Period - story

Type Book

Language Undetermined

Digital No

Manuscript No

Library Dictionary of Turkish Literature Works

Record ID cihangir-mahdumnin-avil-mektebinde-okuvi-fatih-kerimi-tees-1591

Date 1898

Notes Fatih Kerimî's story titled Ukuvia in Cihangir Mahdum's Avıl Mektebi. The work was written in 1898 and published in 1900. It is one of the first examples of the modern Tatar story. The main character of the story, Ahmetşa, is the imam of Tornalı village and the teacher of the village school. Ahmetşa graduated from the madrasah at the age of twenty-nine and started working as an imam in Tornalı village. He married the daughter of the imam of the neighboring village and from this marriage they had a child named Cihangir. The story begins when Cihangir was ten years old. Hazrat Ahmetşa is not very knowledgeable and is incompetent in educating children. The physical conditions of the village school are also not good. About seventy children are studying together in the old building with broken windows. Sometimes this number reaches a hundred. Very few of the village children who have been attending this school for years can read and write. Ahmetşa does not find herself at fault in this. The narrator says that Ahmetsha would know why the school is not getting better if he asked a person who went to a regular school. He states that a well-educated person would tell Ahmetşa that although he spent twenty-five years in the madrasah, he only learned how to perform ablution and argue loudly, but he did not learn how to educate children. School classes start in mid-November. Teacher Ahmetşa does not go to school regularly during the week. He does not visit the school on the days when he goes to rich people's parties and weddings. When the merchant friends he knew from the madrasah came to visit him, he still did not go to class. At school, children play and spend time alone. The villagers meet the school's needs. Ahmetşa asks the villagers to bring wood and candles to the school. In April, children stop coming to school to work on their family's gardening. Ahmetşa's son Cihangir also attends the same village school. When Ahmetşa comes to school, she first teaches her own son Cihangir and makes him study. The fact that Cihangir reads a certain number of letters in two years is welcomed and appreciated by his family. It is said that he is very smart and that he should be sent to the madrasah in the city in the future. One day, Cihangir, in addition to the textbook in the pouch around his neck, attracts the attention of the children with his mother's fak interpretation book. In the story of Cihangir Mahdum's Avıl Mektebide Ukuvi, old-style education is criticized. Village imams, who provide primary education to Tatar children in village schools, are not knowledgeable even though they have spent their years in madrasahs. They teach reading using the old-fashioned ecik, or spelling, method. Moreover, they spend most of their time at rich people's parties, weddings, hospitality and other places. They do not have a curriculum and they are not aware of which child's situation. Children spend days and weeks in school, left to their own devices, and leave school without learning how to read properly. In the story, the village people's silence about this situation is also criticized. A significant part of the innovation movements that gained momentum in the Volga-Ural region in the 19th century was the issue of innovation in education. The conflict between those who advocate old and new education has also been the subject of literary texts. In the work titled Cihangir Mahdumnı's Avıl Mektebinde Ukuvi, the mistakes and deficiencies of the old education system are told in a humorous style with ironic descriptions. It is one of the literary works that had an impact on the acceptance and spread of innovation movements among the Tatars. For the author's biography, see. “Fatih Kerimî”.Turkish Literature Names Dictionary,

ISBN 978-9944-237-87-1

Madde Yazarı Dr. Öğr. Üyesi Ayşen Uslu

Alfabesi Arap

Yapısı Mensur

Niteliği Telif

Kaynakça Gaynullin, M. (1985). “Fatih Kerimî”.Tatar Edebiyatı Tarihı. C 2. Kazan: Tatarstan Kitap Neşriyatı, 334-337. Kerimî, Fatih (1900).Cihangir Mahdumnıñ Avıl Mektebinde Ukuvı.S. Peterburg: İ. M. Boraganski Matbaası.

Atıf Bilgileri Uslu, Ayşen. "CİHANGİR MAHDUMNIN AVIL MEKTEBİNDE OKUVI (FATİH KERİMİ)".Türk Edebiyatı Eserler Sözlüğü,http://tees.yesevi.edu.tr/madde-detay/cihangir-mahdumnin-avil-mektebinde-okuvi-fatih-kerimi-tees-1591. [Erişim Tarihi: 25 Ağustos 2025].