The relative qualities of the different Near Eastern races are not in doubt. A German teacher in the German Technical School at Aleppo, who resigned his appointment as a protest against the Armenian atrocities in 1915, thus records his personal judgment in an open letter to the _Reichstag_[21]:
"The Young Turk is afraid of the Christian nationalities--Armenians, Syrians and Greeks--on account of their cultural and economic superiority, and he sees in their religion a hindrance to Turkifying them by peaceful means. They must therefore be exterminated or converted to Islam by force. The Turks do not suspect that in so doing they are sawing off the branch on which they are sitting themselves. Yet who is to help Turkey forward if not the Greeks, Armenians, and Syrians, who constitute more than a quarter of the population of the Empire? The Turks, _the least gifted of the races living in Turkey_, are themselves only a minority of the population, and are still far behind the Arabs in culture. Where is there any Turkish trade, Turkish handicraft, Turkish industry, Turkish art, Turkish science? They have even borrowed their law and religion from the conquered Arabs, and their language, so far as it has been given literary form.
"We teachers, who have been teaching Greeks, Armenians, Arabs, Turks, and Jews in German schools in Turkey for years, can only pass judgment that of all our pupils the pure Turks are the most unwilling and the least talented. When for once in a way a Turk does achieve something, one can be sure in nine cases out of ten that one is dealing with a Circassian, an Albanian, or a Turk with Bulgarian blood in his veins. From my personal experience I can only prophesy that the Turks proper will never achieve anything in trade, industry, or science.
"We are told now in the German Press about the Turks' hunger for education, and of how they are thronging eagerly to learn German. There is even a report of language courses for adults which have been started in Turkey. They have certainly been started, but with what result? One reads of the language course at a technical school which began with twelve Turkish teachers as pupils. Our informant forgets to add, however, that after four lessons only six pupils presented themselves; after five, five; after six, four; and after seven only three, so that after eight lessons the course broke down, through the indolence of the pupils, before it had properly commenced. If the pupils had been Armenians they would have persevered till the end of the school year, learnt industriously, and finished with a respectable mastery of the German language."