The transcription and evaluation of the Population Registration book (Madrasah attendance register ) with the number 437

A successful education policy is one of the leading aspects that had enabled the Ottoman to change from a small chiefdom into a world power and rule three continents. Especially people who had graduated from madrasahs with love of learning and qualificaion had important jobs in the government and they managed to keep different nations together while carrying out their jobs. In addition to religious sciences, positive sciences were also taught there. Madrasahs depended on charitable foundations and education was free of charge. Accomodation, food and clothing expenses of those who were taught there were provided by charitable foundations. Being equal to middle and high school in modern education system, madrasahs were generally in the form of Islamic-Ottoman Social Complex and there were library, imaret and mosque like buildings under its responsibility. The Ottoman Empire took advantage from the perivious civilizations as it should be and kneaded existing historical and cultural legacy of its time with its ferment by melting them in an Islaic-Turkish pot. Owing to this, the Ottoman Empire had carried Islamic-Turkish culture and civilization to different geographies, managed to bring different nations together under one umbrella and had been the only süper-power in the world for three hundred years. In order to shed light on the history of the Ottoman Empireand its education system, we have started our search to examine the foundation of madrasahs, its working, organizational structure and what kind of carriculum it carried out. We have briefly explained which tradition the Ottoman education system was a representative for and how it improved this organizational structure. We gave general information about the architectural structure of madrasahs. We have presented general imformation about number 1-20 madrasahs in Volum 1 of Asıtane(İstanbul) by explaining madrasah's building process, organizational status and also changes in them in historical process. Then, we have defined which sanjak they belonged to by using madrasah-attending students' birrth-place information and we have tried to find out which social status they had. We have defined students' titles, birth-places and avarage of their ages. We have had statistical data by tabulating the information we acquired and we have evaluated it. In short, it will be a reason for us to feel felicity if our study can express our thanks to our glarious ancestors. We respect to their legacy. May they rest in peace. Key Words: The Ottoman, madrasah, population register,Istanbul, student, population statistics