tian as well as Mohammedan natives of Egypt and European scholars living in the country. were appointed as lecturers; professors being borrowed from the universities of Europe to deliver lectures in Arabic on different subjects chosen more or less at random before an audience little prepared to digest the lessons offered to them.
The rather hasty start and the lack of a well-defined scheme have made the Egyptian University a subject of severe criticism. Nevertheless, its foundation is an unmistakable expression of the desire of intellectual Egypt to translate modern thought into its own language, to adapt modern higher instruction to its own needs. This same aim is pursued in a perhaps more efficacious manner by the hundreds of Egyptian students of law, science, and medicine at French, English, and some other European universities. The Turks could not freely follow such examples before the revolution of 1908; but they have shown since that time that their abstention was not voluntary. England, France, Holland, and other countries governing Mohammedan populations are all endeavouring to find the right way to incorporate their Mohammedan subjects into their own civilization. Fully recognizing that it was the material covetousness of past generations that submitted those nations to their rule, the so-called colonial powers consider it their duty now to secure for them in interna-
