French school buildings in İstanbul from 19th century to the present

Since the second half of the 19th century, the number of French schools has increased rapidly, and have successfully sustained their educational activities in the Ottoman territories, due to the tolerance they are shown. French schools have played an important role in influencing the Ottoman culture. During the constuction of the French schools , the French language played a prominant role in terms of influences it had in political and cultural way of life. Moreover, these schools were supported by the political power of France right from the beginning of their foundation and they had seen intense demand due to their high educational quality. The authority of "patronage" that France having with the capitulations, while protecting the Catholic Christian communities living in the Ottoman lands; it also puts France in a privileged position in comparison to any other countries. In the 16th and 17th centuries, as a result of renewed capitulations at various intervals; France undertook to observe indiscriminately all the Catholic clerics. Even though this duty had disappeared during the French Revolution; it came into force again with the Paris covenant (1802) and afterwards the Treaty of Berlin (1878). While the privileges granted by France had an advantage over other nations in opening schools, due to the inadequacy of the Ottoman education system, they have met with great interests of local non-moslem people, as well as the Latin families living in the neighborhood. Another reason for this interest could be the popularity of French language in that period. Muslim students were permitted to enter the French schools at the end of the 19th century. Their achievements after graduation provide to eliminate the doubts felt by Muslim people towards these schools. The graduates of these schools have become leading successful politicians, writers and artists within the country, this was due to the outstanding quality of education program run by the schools. Since they were founded by the Catholic congregations, the French schools have been called as as "missionary schools". It is interesting that the Catholic congregations, continue to carried out their education activities outside the country, this was due the law which was passed in 1904, which imposed the prohibition of religious activities in France; their schools built in Ottoman territories, have been supported by France. Almost all of these schools have received financial assistance from the French Ambassy every year and they were able to ask for any sort of help for all kinds of problems, further, the schools were also supported by the Vatican, due to their affiliations with the Catholic Church. The reform movements that started in the Tanzimat period and continued with the Firman of 1856, made it easier for the foreigners to establish schools in Ottoman territories. Furthermore, the other foreign schools together with the French schools were subject to some legal requirements, such as; requirement to obtain license, tax exemption for imported school equipments, application requirements for their repair, their reconstruction or their expansion, the property right of schools, the prohibition of religious symbols from schools, their physical and administrative conditions and the dress code for the teaching staff. On the other hand, since the French schools were particularly important to French government, in the Treaty of Lausanne (1923), France is particularly concerned about the future of the French schools that are important in teaching French language and culture, as well as being part of France's foreign policy. This study includes 21 French school buildings, mentioned in BOA and overseas archives, whose architectural information is available, whether the building is standing or not. Since the school building is constructed as a school, therefore, it includes to the study. In order to determine the architectural identities of these educational buildings, it is mentioned that they are related to the current location that can be one of the reasons for establishing them in the neighbourhood. While the school's education program and student numbers are taken into consideration; it is understood that their popularity among the community and their contribution to the cultural interaction of that period. The schools plan and facade layouts, their structural elements and their space facilities have been researched and investigated. During the research, historical maps and archival documents have been used to find the clues about their architecture. The number of school buildings, whose building structure is still standing and accessible, have been visited, if it is possible. Trying to find the traces belong to the historical texture of the buildings; it is mentioned about the current state of these buildings. Emile Faracci, Cingria and Antoine Perpignani as foreign architects, and Angelo Gallerini as a contractor, have been involved in the construction and renovation projects of French schools. Apart from Baudeau and Alexander, whose architectural credentials are not available; they are mostly Italian architects. It is noteworthy that the Italians were in an important position related to the architectural activities carried out in Istanbul in the 19th century. As a matter of fact, Perpignani was the architect of the French Embassy in that period. In the second part of the study, the history of French education and features of 19th century French school architecture are examined under the title of French educational institutions and structures. It is seen that some education methods applied during the 19th century in French schools influenced their architecture. In this section of the study and research, there are plans and facade layouts, some classrooms and interior layouts, examples of school furnishings and open spaces included. This information is important to understand the similarity between the French schools in Istanbul and the French schools in France. Further section of the study includes France's privileged position with respect to other nations through capitulations and some crucial laws and regulations concerning foreign schools that covers two periods in the Ottoman period and the Republic period, including the acquisition of school properties, the establishment of schools, issues related to their construction and further expansion and additional building, etc. Legislation of Gülhane Hatt-ı Hümayunu (1869), Kanun-i Esasî (1876), which regulates the control and supervision of foreign schools during the Ottoman period for the first time. Treaties of 1901 and 1913 signed with France, legislation of 1914 and regulation of the private schools adopted in 1915 are conducted in Ottoman Period; on the other hand, the legislation of 1924, 1931, the law on religious clothing in 1935, the law of 1935 are conducted in the Republican period. The main part of the study focuses on examination of the characteristics of the school buildings in the context of the architectural history of the French schools, which are affiliated to the French Embassy and have been established in the Ottoman Archives of the Prime Minister, which are believed to have been built for educational purposes. It has been observed that the French schools in Istanbul bear the characteristics of the 19th century French school architecture in many respects. The facade layouts, often show the traces of European architecture, resembling the Neo-Renaissance style, which is repeated in many school buildings. It can be considered that this resemblance could be due to the period that they constructed in. Except for a couple of school buildings, there are many facade schemes in which there are not many decorative motifs in general. The similarities in plan and facade layouts, the information about the reseamblances related to the usage of school spaces and the school furniture, reveal that the architecture of the French schools in Istanbul is influenced in many ways from 19th century French school architecture. Generally, French school structures have been built in neighborhoods where minorities live intensely; sometimes it is located near a church and sometimes it is part of a building complex. Since they are Catholic missionary schools, there is mostly a school chapel present right in the building. For some schools there are some different sections available, such as bakery, workshop, garden for fruit and vegetable horticulture that shows the school's self-sufficient system. A number of schools are concentrated in European side of Istanbul, Pera / Galata and Şişli; in Asian side around Kadıköy, which is an indication about the current non-Muslim settlement of Istanbul in that period. It is clear that the schools were constructed in locations, where the trade activities were carried out and transportation facilities were available. French school buildings constructed in the 19th century in Istanbul, make a contribution related to the urban texture and the architecture of Istanbul. The French school architecture consistent with their strong educational programmes. These schools have played an important role for spreading of French culture and their scientific approach in İstanbul. It can be mentioned that not only for their content, but also their architecture have been imported.