A linguistic evaluation of the preface of “Mikyasu'l-Lisan Kıstasu'l-Beyan” by

. Mikyasü’l lisan Kıstasül-beyan , which is the only known work of Abdurrahman Fevzi, is accepted by researchers as the first Turkish grammar book of Tanzimat based on the date when its writing began (1846) and its author is given the title of the first Turkish grammarian; however, considering its completion (1861) and publication dates (1881), the first printed grammar is Medhal-i Kavîd (1851) which was co-authored by Keçecizade Mehmed Fuad and Ahmed Cevdet Pasha that played a critical role as a school textbook for half a century. Unprepared and uneducated in Turkish grammar writing, first period Tanzimat intellectuals lacked a national system which could set an example of the work that they needed in education and teaching and had passed through madrasah training; thus, grammar method developed for Classical Arabic which they knew best was the first example of their works. This pattern was applied in Müyessiretü’l Ulûm (1530) which was the first Turkish grammar book in Anatolian land, but in terms of its structure and origins, this effort handled Turkish from the perspective of a different language, as a result of which it did not yield any results. In the 300 years that passed thereafter, a new step was not taken in this area. Thus, the fact that Bergamalı Kadri’s work has only a few copies is an indicator that it


Introduction
The examination and study of language in terms of grammar is based on the methods developed by certain rules. Grammar is derived from the word gramma which means "writing" in Greek, and is defined as the examination of a language consisting of systematic group of words which show certain regularities in terms of pattern, pronunciation, sentence structure, meaning and history of words. When we examine this system for Turkish language, we can see that it was not given importance until Tanzimat and that Arabic grammar was given precedence. In the first Ottoman madrasahs, Arabic teaching was importance as a continuation of the past. Naturally due to the relation of Turkish with Arabic and Persian, Turkish teaching was not handled comprehensively. In Anatolian Chiefdoms, more importance was given to Turkish and several works were authored.
Turkish grammar science was created by Kaşgarlı Mahmud. The most important grammar of Kaşgarlı Mahmud titled Kitâbu Cevâhirü'n-Nahv fî Lugati't-Türk is lost; however, in his Kitâbu Divâni Lugâti't-Türk [1] which was written with the purpose of teaching Turkish to Arabs gives rules about Karahanli Turkish. The book titled Müyessiretü'l-Ulûm which was presented in 1530 to Ibrahim Pasha (1493-1536), the Sadrazam of Suleiman the Magnificent (1494-1536) by Bergamalı Kadri, is the first Turkish grammar book [2]. After a period of stillness in terms of grammar, Tanzimat intellectuals believed that Turkish should be taught in the new schools and took action believing that there is a huge gap in Turkish teaching. However, due to the lack of a founded resource and their madrasah background, they tried to see an example for Turkish in the classical language, Arabic, which they knew best. In the meantime several grammar books were written. The first grammar books were Medhal-i Kavâid by Ahmet Cevdet Pasha and Kavâid-i Osmâniye which was co-authored by Ahmet Cevdet Pasha and Keçecizade Mehmed Fuat, who later became a member of the General Council on Education [3,4]. Mikyâsü'l-Lisân Kıstâsu'l-Beyân by Kütahyalı Abdurrahman Fevzi Efendi was completed in 1847 before Ahmed Cevdet Pasha's work and accepted by Ministry of Education; however, it was printed in 1882 after the death of its author [5]. The first study on this book was conducted by Ali Ulvi Elöve [6]. Later, after the adoption of the new Turkish alphabet in 1928, a new era was opened in Turkish grammar works. The first grammar trial with new Turkish alphabet was Brief Turkish Grammar which was prepared by Turkish Language Committee. Grammar writing activities began in Republican era with this book and several books have been written until today.

Examination
Abdurrahman Fevzi Efendi was an important grammarian educated in Kütahya who served Turkish language. He was born in Kütahya in 1802. His full name was Seyyid Abdurrahman Halvetî er-Rufai el-Kütahî. His father was Sadıkzade Mustafa Efendi, who was a scholar of Kütahya. He received his first education in his hometown from his father in the form of religious education (1828); in 1829 he went to Istanbul to receive madrasah education. He received lectures from Mudarris Imam Zade Esat Efendi. He completed his graduate education and received his diploma in 1833. He became a mudarris (madrasah teacher). In 1834 he was assigned as mudarris at Dâru'l-Hadis Valide Sultan in Istanbul. One year later (1835) he was assigned to the Military School as Arabic teacher. He gave Turkish, Arabic and history classes here for twenty consecutive years. He was promoted to the rank of Sofia Charter (1858). He retired in 1863 and died one year later (1864) in Istanbul. He was buried in Yâvedud Cemetery in Eyüp Defterdar Street in Istanbul. Abdurrahman Fevzi Efendi was pictured as a man of good ethics and intellect who knew the nuances of the science and a mature man. Bursalı Mehmet Tahir reports in his book Ottoman Authors that Abdurrahman Fevzi Efendi was known as Kitabsız (bookless) at the Military School and was the son of Mustafa Pasha, who was an Ottoman mathematician [7].
Abdurrahman Fevzi Efendi was raised in an era when importance was given to the learning and teaching of Turkish; adapting the fashion of the time, he wrote his book titled Mikyasu'l-Lisan Kıstasu'l-Beyan which explained the rules of Turkish language and offered a huge service to the Turkish language. He began writing his book in 1847 and completed the work in 1851. Later he extended the book with some corrections. The book was examined by a commission and seen as valuable in terms of grammar; as a result, it was decided to print the book which was after the death of its author. It was printed on behalf of Darüşşafaka in 1882 and the Turkish lessons were offered based on this book. It was accepted as the first Turkish grammar book of Tanzimat and its author was given the title of the first Turkish grammarian of Tanzimat; however, considering its completion (1861) and publication dates (1881), the first printed grammar book is Medhal-i Kavîd (1851) which was co-authored by Keçecizade Mehmed Fuad and Ahmed Cevdet Pasha which was sued as school textbook for half a century.
Unprepared and uneducated in Turkish grammar writing, first period Tanzimat intellectuals lacked a national system which could set an example of the work that they needed in education and teaching and had passed through madrasah training; thus, grammar method developed for Classical Arabic which they knew best was the first example of their works. This pattern was applied in Müyessiretü'l Ulûm (1530) which was the first Turkish grammar book in Anatolian land, but in terms of its structure and origins, this effort handled Turkish from the perspective of a different language, as a result of which it did not yield any results. A new study was not performed in the period which passed thereafter. Turkish grammar books written in 19 th century have similarities with the method of the first grammar book written in the Anatolian land previously.
The method followed by Abdurrahman Fevzi had differences from his contemporaries in two points: first of all, he identified the terms on which he would found the grammar. In the introduction to his book, the terms were given with their equivalents under the title Istılâhât-i Mevzû'a ve Unvânât-i Muhteri'a. Adding the new terms that he scattered to the entire book, there is an abundance of such terms. The book is also essential in terms of grammar terms which are produced from Arabic origins but identified according to the structure of Turkish language. All derivational affixes and inflexional suffixes were given with different terms and a new term was provided for each meaning value. In the book, a term production system is noticed which aims at identifying the distinguishing points for meanings. Ali Ulvi Elöve, an expert at Turkish Language Institute, prepared the first sixty two terms with the equivalents that he produced and presented at the Fourth Turkish Language Council (1940) [8]. In the book, the idea that a new alphabet should be developed by comparing the sound values of Turkish and Arabic alphabet was defended. Abdurrahman Fevzi Efendi was the forerunner of the Latin alphabet which was based on the principle of "a letter for every sound, a sound for every letter" and he offered his new proposals with the purpose of ensuring that language could be read and understood easily and education and teaching could gain speed. His most important opinion was that under the title grammar, spelling, morphology (knowledge of structure), syntax and etymology should be united and that usage of vowels was inevitable. He emphasized that in order to show the vowel system of Turkish, letters which are similar to the signs called vowel in the West should be used and that the thin and bold ordered forms of each letter should be developed. He believed that lack of a spelling book made learning word phrases more difficult and led to loss of time.
The richness of pure Turkish words that he used in morphology did not attract attention until Republican era. Turkish Language Institute launched a project in 1933 for identifying the Turkish vocabulary which included the examination of Mikyasü'l-Lisan ve Kıstasü'l-Beyan by İshak Refet. Later, this book laid the foundations of Ali Ulvi Elöve's translation of Grammaire de la Langue Turque (dialecte Osmanli) by Jean Deny [9].
In the introduction of Külliyât-ı Kavâid-i Osmâniye by Manastırlı Rıfat Efendi [10] and in The History of Education by Osman Ergin thereafter [11], it is stated that Mikyasü'l-Lisan ve Kıstasü'l-Beyan actually consisted of two volumes and that only the first volume was published by Mustafa Safvet, son of Fevzi. Ergin stated that he thought that the second volume of the book was in Hamidiye Library [12].
The book is accepted as the second grammar book of Turkish language after Müyessiretü'l-Ulûm of Bergamalı Kadri (1530). The first grammar study in Anatolian field with Ottoman Turkish is Müyessiretü'l-Ulûm of Bergamalı Kadri which was written in 1530. Years after the writing of this book, grammar studies began to be conducted in 19 th century. Mikyasu'l-Lisan Kıstasu'l-Beyan by Abdurrahman Fevzi Efendi is one of the books written in this period. This book is the first grammar book written after Müyessiretü'l-Ulûm as of its printing date and writing date. The book was printed in Mahmut Beg Printing House in Istanbul upon permission of Education Council in 1299 (1882). We used this edition when examining the book. This edition is registered with 29442 shelf number at Beyazıt State Library Ottoman Works Section.
The text section of Mikyasu'l-Lisan Kıstasu'l-Beyan consists of 177 pages and 17 chapters. In the beginning of the book the contents section, a section where terms are explained, and another section which gives information on the author and its printing place can be found, which consists of 22 pages. In the end of the book there is a true-false table of 8 pages. The 22 pages in the beginning, the text and the true-false table are numbered separately. Thus, the book consists of 207 pages in total. Each page in the text section consists of 35 lines. The book consists of a preface, five purpose sections and a conclusion. After the basic information part, the book is separated into topics and the topics are separated into sections.
The book begins with basmala, and continues with a section which praises God and the Prophet. The section titled Ammâ ba'd can be accepted as a preface where the importance given to the language by Abdurrahman Fevzi Efendi is explained by himself.
The author explained the reasons for which he wrote the book and emphasized the importance of language education. He explained how language education was given attention in Europe and underlined that we should pay attention to this topic as well.
The preface of the book consists of the opinions of Abdurrahman Fevzi Efendi on Turkish language. In this paper, the opinions of Abdurrahman Fevzi Efendi on Turkish language will be examined based on the preface of this book which can be seen as an important step in Turkish grammar scholarship [13].
According to Abdurrahman Fevzi Efendi, linguistics is a supreme art which compiles many benefits; however, scholars who are superior to their equivalents in producing good works did not write in this area and direct their opinions in this direction. Writing such a book was his chance. When he was teaching Arabic sciences to high school students, he noticed that fifteen or sixteen years old teenagers who came to Islamic countries from European schools had completed the grammar of several foreign languages after learning the grammar of their native language, and had studied drawing, essay-writing, geography and several other sciences; as a result, they learned and memorized Arabic and Persian faster than their contemporaries. Considering all the foregoing, he dreamed of writing an essential Turkish grammar book. He decided to write a book which would examine the types, genres and qualifications of Turkish letters and vowel points, especially the types, genres and qualifications of pure Turkish words written using these letters, their changing patterns, and the types of phrases and sentences and compile the rules which show the right way of writing these words; the book would also be full of examples which explain the foregoing. Accordingly, he examined the input and output of this language and investigated all related issues and searched a way to display the treasury of Turkish language. However, as the case in every age, some people who wanted to restrain him emerged in this age, too. But these efforts almost supported him more. In addition, Sultan Abdülaziz Han (1830-1876) who was the son of Sultan Gazi Mahmud Han (1784-1839) believed and decided that a qualified person like him could overcome this task. As a result, he began to work even harder and completed the book in 1847. The author believed that the fact that singular 2 nd person imperative, which is one of the changing word types, could be transformed into several different patterns and that there were rules without exception concerning all simple and united forms each of which had related resources, meaning that Turkish was a grand language. However, Arabic language had no equivalent or equal in every aspect, Arabic was superior to all other languages. It had rules and did not have any exceptions. Turkish was about to vanish due to the association of Arabic and Persian. For this reason, Turkish had to be freed from Arabic forms and examined according to its own features as far as possible. In this case, Turkish could surpass Arabic. Arabic alphabet was not suitable for Turkish language. Especially the vowel points could not correspond to all vowel sounds in Turkish. Some changes were required absolutely. Writing an organized book by preserving the changes of a language which came to the point of absolute destruction and recording each to the place it deserves proved to be a challenge. It should be known that there was a single branch of science which explained the various patterns of words in a language and several issues of that language, which was called "linguistics". In that way the grammar of each language was an art consisting of several ordered issues which showed the ways of speaking and writing that language accurately. Issues related to language in Arabic were divided into four sections by scholars, namely "morphology, etymology, syntax and lettering". In some Arabic words the issues that show the way of easing the pronunciation of some difficult words were compiled under the title of "morphology". New words were derived from some words in different patterns which was termed "etymology". The need for identifying the place of some words in the sentence and the type of sentence was explained by the word "syntax". An effort was paid to determine the shape of letters and vowel points and prevent misspellings, which was called "lettering".
According to Abdurrahman Fevzi Efendi, most of the books and booklets written in sciences of religion and sharia and other fields were displayed in western and other languages whereas Qur'an and hadiths were written in Arabic language. For this reason, the meaning of these books should be learned and their expression should be translated into Turkish as the first step so that these languages could be learned better in a short period of time. And these languages could be learned and completed in that manner only by reading and completing Arabic language sciences known as syntax, morphology, etymology and lettering and the grammars of other languages which also consist of these four parts. For this effect, the following three tasks should be undertaken as necessary: First of all, a book should be written so that the rules concerning letters and vowel points used in Turkish letters could be understood perfectly and pronounced and written in an accurate manner. Unless we had such a book, the rules concerning the changes of other languages cannot be measured and weighed with the rules of our language and thus the ways of writing Turkish words accurately could be known; as a result, it could not be possible to learn the changing rules of foreign languages in a short period of time and to translate the expressions of books in foreign languages in our language. This shows that Abdurrahman Fevzi Efendi paid attention to language education and that in those years we had to know the grammar of our language very well in order to make a good translation and that language was an essential factor so that nations could know each other better.
Secondly, Arabic alphabet was defective in terms of expressing the vowels and consonants of Turkish, and by keeping some shapes and eliminating others which were used for this purpose or by distinguishing them with some signs and correcting them altogether is needed. As the shapes of letters and vowel points was the foundation of spelling and writing, unless they were corrected, a book which compiled all of the issues related to the transformation of Turkish words and their shaping in writing could give proper guidance in pronouncing and writing Turkish words accurately; however, they could not adopt the desired shapes and patterns as the used shapes were incomplete. For this reason, the necessity of using foreign languages emerged which could not be understood by new beginners in the books translated from other languages. Another problem could be that there would be no time left to learn and complete the sciences and arts by taking several pains in learning Turkish spelling which had always been the case. At this point, the necessity of having an alphabet convenient to the spelling system of Turkish in those times was emphasized.
Thirdly, as the most important Arabic books had to be taught and learned which were hadith and interpretation books, they had to be printed with vowel points such as med, kasr, teşdid, vakf and vasl. In order to make sense of hadiths and other books, they had to be read and memorised accurately, and their accurate reading depended on the usage of such signs. Traditionally when these signs were not used, the words could be understood only by finding their meanings first because signs and words could not be read accurately and we had to check glossaries for corrections which led to loss of time. Even texts had to be applied for some signs in these books. Regardless of the time of their writing, in order to understand Qur'an and hadiths, it must be remembered that some phrases should be known and glossaries should be consulted. The same is valid for today, too.
The second of these three tasks is easier but more important than the other two as it will explore the types, genres and qualifications of words. The traditional word patterns would require slight changes which required the agreement and approval of scholars just like in the second and third tasks; thus, this was renounced. It is beyond everything that all kinds of Turkish words are accurately read and written in a short period of time and thus those able to write do not spend their entire life for learning how to spell and find the time to complete religious sciences and arts in their youth; it is also essential that they can complete Arabic language and the sciences in other languages which ensure that we obtain and learn these sciences. Thus, they would not lose time for learning Arabic and deal with Qur'an sciences and sharia laws, and save time for learning Turkish spelling rules. According to this book, conflicts can arise between nations with different languages even if they are under one rule as they do not know the languages of each other. However, if each nation learns the language of other nations, agreement can continue between them even if they are different nations; the language used by the state should be known and used by all tribes and clans which is more important than everything.

Conclusion
The author claims that first and foremost a language should be adopted with its grammar. Arabic and Persian should be minimized for Turkish so that this language can be freed from these two languages. These two languages can also be learned whenever necessary. This is very important especially in the period when this book was written. Not only in religious affairs but in all matters knowledge could be obtained with these languages. This was a SHS Web of Conferences 48, 01036 (2018) https://doi.org/10.1051/shsconf/20184801036 ERPA 2018 requirement in order to be a cultivated person. In addition, one of the western languages had to be learned properly. If we transfer this opinion to the present time, especially in topics related to our cultural history, Arabic and Persian as well as a western language has to be known very well in order to study in such fields as history of natural sciences, astronomy, mathematics, history of medicine, Turkish language and literature and history, as there are several hand-written and printed books on these topics in Arabic and Persian. Especially in natural sciences field there are several works translated from ancient Greek to Arabic. One has to have access to these books in order to have in-depth knowledge and conduct study in these areas.
The opinions of Abdurrahman Fevzi Efendi concerning language are clearly expressed in the introduction to his book titled "Mikyâsu'l-Lisan Kıstâsu'l-Beyân". Bergamalı Kadri and Ahmet Cevdet Pasha were among the pioneers who played important role with Kütahyalı Abdurrahman Fevzi Efendi in the emergence of Turkish grammar. A general look at their works shows that they agree with the opinions indicated in the introduction to "Mikyâsu'l-Lisan Kıstâsu'l-Beyân". Those who tried to write on Turkish grammar after Abdurrahman Fevzi Efendi attempted to adopt the same opinions and apply them in accordance with their term. This can be observed only by examining the books that they authored. It is possible that some people did not see or pay attention to this book but still wrote their books in line with similar opinions. We can claim that Kütahyalı Abdurrahman Fevzi Efendi was the first person to convey his opinions on language at first hand in the history of Turkish grammar science. His work titled "Mikyâsu'l-Lisan Kıstâsu'l-Beyân" occupies an essential place in the history of Turkish grammar science especially with its introduction.