translated by order of government from the European languages, have placed arms in the hands of the orthodox party. [FN#23] Finding the Indian Riwak closed, and hearing that an endowment still belonged to it, I called twice upon the Shaykh or Dean, wishing to claim the stipend as a precedent.  But I failed in finding him at home, and was obliged to start hurriedly for Suez.  The Indians now generally study in the Sulaymaniyah, or Afghan College. [FN#24] As the attending of lectures is not compulsory, the result is that the lecturer is always worth listening to.  May I commend this consideration to our college reformers at home?  In my day, men were compelled to waste-notoriously to waste-an hour or two every morning, for the purpose of putting a few pounds sterling into the pocket of some droning Don. [FN#25] The would-be calligrapher must go to a Constantinople Khwajah (schoolmaster), and after writing about two hours a day regularly through a year or two, he will become, if he has the necessary disposition, a skilful penman.  This acquirement is but little valued in the present day, as almost nothing is to be gained by it.  The Turks particularly excel in the ornamental character called “Suls.”  I have seen some Korans beautifully written; and the late Pasha gave an impetus to this branch of industry, by forbidding, under the plea of religious scruples, the importation of the incorrect Korans cheaply lithographed by the Persians at Bombay.  The Persians surpass the Turks in all but the Suls writing.  Of late years, the Pashas of Cairo have employed a gentleman from Khorasan, whose travelling name is “Mirza Sanglakh” to decorate their Mosques with inscriptions.  I was favoured with a specimen of his art, and do not hesitate to rank him the first of his age, and second to none amongst the ancients but those Raphaels of calligraphy, Mir of Shiraz, and Rahman of Herat.  The Egyptians and Arabs, generally speaking, write a coarse and clumsy hand, and, as usual in the East, the higher the rank of the writer is, the worse his scrawl becomes. [FN#26] The popular volumes are, 1.  Al-Amsilah, showing the simple conjugation of the triliteral verb; 2.  Bisi’a, the work of some unknown author, explaining the formation of the verb into increased infinities, the quadrilateral verb, &c.; 3.  The Maksu’a, a well-known book written by the great Imam Abu’ Hanifah; 4.  The “Izzi,” an explanatory treatise, the work of a Turk, “Izzat Effendi.”  And lastly, the Marah of Ahmad al-Sa’udi.  These five tracts are bound together in a little volume, printed at the government establishment.  Al-Amsilah is explained in Turkish, to teach boys the art of “parsing”; Egyptians generally confine themselves in Al-Sarf to the Izzi, and the Lamiyat al-Af’al of the grammarian Ibn Malik. [FN#27] First, the well-known “Ajrumiyah” (printed by M. Vaucelle), and its commentary, Al-Kafrawi.  Thirdly, the Alfiyah (Thousand Distichs) of Ibn Malik, written in verse for mnemonic purposes, but thereby