The state of learning in Syria and the Levant seems to have been steadily on the decline for some centuries. At the beginning of the nineteenth century it must have been at a very low ebb. Once flourishing literary centers were dead to scholarly impulses. Famous institutions and foundations for learning had vanished. The French campaign in the Levant, the assiduity of German and French scholars, but even more effectively of late the presence of the Western missionaries, have all been stimulative to a renewed literary activity in the Arabic language. One of the most noteworthy names in this nineteenth century revival is that of the poet Yâzijy (Shaykh Nâṣîf ibn ‛Abdallâh al-Yâzijy) of the Lebanon, who is much esteemed as a sort of modern Hariri. His “Majma‛ al Baḥrain” (“Where the Two Seas Meet”) is a great favorite. He wrote on literature, logic and grammar. His works are used as text-books in the Syrian schools and his poems are available to readers. The presses of Beirut and Cairo have put forth a large number of works within the last century by both old and new authors. The services of the American Press in Beirut have been of very great value and influence in the near East. Excellent work is done also by the Jesuit and other presses in the same city. The press is not so restricted in Egypt as in Syria; hence the activity in journalism in the former country as compared with the latter. The periodical press of Egypt is quite varied. Though some of the journals there published are under the ban of the censor in the Turkish domains, yet subscribers in Palestine receive them by the French post. Beirut is the intellectual hub of Asiatic Turkey as it is also a chief center of trade. American and English educational enterprises have done much for Turkish subjects. Among the Syrians their influence has been very conspicuous. In Palestine proper the educational missionary work is largely in the hands of the English people and their church societies. Wherever missionary effort has been put forth it has stimulated local effort and lifted the educational standard. The old system of village boys’ schools under the care of the _khaṭîb_ is about as weak as it can be and not actually vanish. The Greek Church schools in the Christian villages are in about the same condition. In such places only a few leading men will ordinarily be found able to read and write. But where missionary schools have entered the native schools have multiplied and improved. Robinson mentions a straggling school for boys in Râm Allâh, in 1838, where five or six boys were considered educated when they could read the Arabic Psalter. To-day things are considerably different, for some hundreds of the Râm Allâh children are in school, being educated in all branches of elementary education and some of the studies of secondary grade. The most notable difference, however, between then and now is that there are almost as many girls as boys in the schools of the village mentioned.