population is densest in the districts of Magnesia (Sanjak Sarukan), and Eskishehr (Sanjak Kutaiah), where they constitute a fifth of the population; less dense in the district of Sokia (Sanjak Aïdin), with about a third; next comes the district Michalitch (Sanjak Brussa), with from a fourth to a third; and then those of Bergama, Menemen, Baindir, Tireh and Odemish (Sanjak Smyrna), where they form about a fourth; next those of Alashehr (Sanjak Sarukan) and Yenishehr (Sanjak Ertogrul) with about a fifth; and finally those of Inegeul, Biledjik (Sanjak Ertogrul) and Soma (Sanjak Sarukan), with a sixth to a seventh of the entire population. What made the estimating of the numbers of these Greeks in the interior so very difficult was the fact that up to a few years ago they spoke Turkish and therefore did not share in the national and racial consciousness of their kinsmen on the coast, and also the fact that they do not essentially differ in physical type from the Ottomans, who have become assimilated to the race type of the conquered people and have lost their special Turkish characteristics. This state of affairs began to change when the Greeks, with the help of their church, succeeded in introducing the Greek language in their schools alongside of the Turkish. Since then, that is, since the seventies of the last century, the national propaganda has made great progress among them, and the number of schools has greatly increased. In the thirty cities of the interior of this region (prefectures of Aïdin and Brussa) they possessed in the last decade of the 19th century more than 400 schools with about 25,000 pupils, while the Mohammedans in their thousand schools had only 20,000 pupils. The number of pupils in each Greek school therefore averaged 60, while those in the Turkish schools averaged only 20, a disproportion which is to be explained by the fact that the Mohammedan schools are almost exclusively poorly attended mosque-schools, while the Greek schools are community-schools that are very well attended. The religious character of the Turkish educational system is just as prejudicial to the Turks as the nationalistic tendency of the Greek schools is beneficial to the Greeks. There are towns in which, in spite of the Greeks being in a minority, more Greek children attend the schools than Turkish children. So Sokia, with 180 Turkish and 218 Greek children in school; the same is true of Bigha (125:140), Alashehr (250:525), Nazilli (162:220), Menemen (220:325), Biledjik (1,100:1,113). In other towns, such, for example, as Bergama, Magnesia, Milas, Soyut, the number of the Greek pupils almost equals that of the Turkish, and in most of them the number is more than half as large as that of the Turkish pupils, even in that stronghold of Mohammedanism, Brussa, where there are something like 2,500 Greeks, as compared with 5,000 Turkish pupils, although the Greeks comprise here only ten per cent of the population. These are