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The Young Turk Period, 1908-1918 - PSI424

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300 <strong>The</strong> Rise of Modern <strong>Turk</strong>ey, 1808-1975<br />

penetrating intelligence, forceful when necessary but never fanatical or vengeful." 99<br />

Cemal's role in suppressing the opposition stamped him as a skillful professional<br />

soldier, absolutely ruthless and without pity when dealing with enemies. Enver,<br />

finally, was the soldiers' soldier, the people's hero, quick, energetic, courageous,<br />

loyal to his colleagues and friends, honestly patriotic and devoted to the nation, a<br />

good soldier and an extremely able administrator. Together their talents brought<br />

them to almost absolute power within the councils of state, particularly after the<br />

empire was once again engulfed in war.<br />

<strong>The</strong> program of the CUP was clearly set out in its congress declarations made<br />

almost annually until 1913. Government was to be made more efficient by the<br />

"extension of responsibility" of individual bureaucrats, giving them the authority to<br />

act without having to secure authorization for every move from superiors, and by<br />

the "separation of duties" among the different bureaus, departments, ministries, and<br />

individual officials of the central government and between it and the equivalent<br />

provincial bodies. <strong>The</strong> nation was to be given economic independence, the Capitulations<br />

abolished, and foreigners made subject to the same laws as Ottomans so that<br />

the government could develop financial and economic policies related to the empire's<br />

good and not that of the foreign powers. <strong>The</strong> Parliament was to be given more<br />

power, and both the deputies and notables were to receive higher salaries. Deputies<br />

who were members of the administration or the police would have to resign before<br />

entering the Parliament to ensure their independence in policy making. Greatly<br />

increased low-interest loans were to be made available to cultivators to help the<br />

advance of agriculture, and they were to be allowed to form their own cooperatives<br />

and other organizations to protect themselves in marketing their goods. Artisans<br />

were to be allowed to protect themselves by developing their guilds into craft<br />

unions. <strong>The</strong> tithe was to be reduced once again to no more than one-tenth, with the<br />

surtaxes ended and education and public works financed from other sources. <strong>The</strong><br />

tax farm system was to be abolished once and for all and the profits tax extended<br />

into a full-fledged income tax so that all would share in the burden of government<br />

according to their means. <strong>The</strong> animal taxes were to be reduced and imposed only<br />

when the cultivators could pay in cash rather than being forced to surrender their<br />

animals in payment. Efforts also were to be made to improve animal husbandry, to<br />

develop industry and trade, and to facilitate the formation of corporations. Above<br />

all, the government would have to be reorganized and systematized. All corruption,<br />

favoritism, and protection were to be ended. <strong>The</strong> communes (nahiye) would be<br />

allowed to develop their own police, education, and public works according to local<br />

needs. Strong efforts were to be made to develop public health and to wipe out the<br />

diseases that had so troubled the population. Municipalities were to be given sufficient<br />

money to meet local needs without calling on the central government for help.<br />

Private, religious, and foreign schools were to be supervised by the government and<br />

elementary education made free and compulsory, with <strong>Turk</strong>ish used in all schools<br />

in order to promote the unity of Ottoman society. More teachers were to be trained,<br />

and they would go where they were needed in the countryside rather than remaining<br />

in the big cities. Students and teachers who excelled in their work were to receive<br />

salary supplements and bonuses as further encouragement. <strong>The</strong> religious schools<br />

were to be reformed to meet the needs of the modern world and new arrangements<br />

made to support the religious and cultural institutions previously maintained by<br />

foundations. Foreign experts would be brought to the empire as needed to help<br />

develop the higher technical academies and schools. 100

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