1926 illustr newspaper w photos KEMAL ATATURK Turkey

SEE PHOTO----- COMPLETE ORIGINAL ILLUSTRATED NEWSPAPER, the Illustrated London News (England) dated Jan 2, 1926. Inside, full page of photos and text showing how  KEMAL ATATURK changed the dress of the people of TURKEY to make them more modern and Western European in orientation !! 

Mustafa Kemal Atatürk (indeterminate - 1881–10 November 1938) was a Turkish army officer, revolutionary statesman, and founder of the Republic of Turkey as well as its first President.

Atatürk became known as an extremely capable military officer during World War I. Following the defeat of the Ottoman Empire, he led the Turkish national movement in the Turkish War of Independence. Having established a provisional government in Ankara, he defeated the forces sent by the Allies. His successful military campaigns led to the liberation of the country and to the establishment of Turkey. During his presidency, Atatürk embarked upon a program of political, economic, and cultural reforms. An admirer of the Age of Enlightenment, he sought to transform the former Ottoman Empire into a modern, democratic, and secular nation-state. The principles of Atatürk's reforms, upon which modern Turkey was established, are referred to as Kemalism.

Modernization efforts, 1926–1930

In the years following 1926, Mustafa Kemal introduced a radical departure from previous reformations established by the Ottoman Empire. For the first time in history, Islamic law was clearly separated from the secular law of the nation and confined to its religious domain. Mustafa Kemal said

We must liberate our concepts of justice, our laws and our legal institutions from the bonds which, even though they are incompatible with the needs of our century, still hold a tight grip on us.

—Mustafa Kemal

On March 1, 1926 the Turkish penal code was passed. It was modeled after the Italian Penal Code. On October 4, 1926, Islamic courts were closed. Establishing the civic law needed time, so Kemal delayed the inclusion of the principle of laïcité until February 5, 1937. Ottoman practice discouraged the social interaction between men and women aligned with the Islamic practice of sex segregation. Mustafa Kemal began to develop the concepts of his social reforms very early, as was evident in his personal journal. He and his staff constantly discussed issues like abolishing the veiling of women and the integration of women to social life. The clue on how he was planning to tackle the issue was stated in his journal on November 1915;

The social change can come by (1) educating capable mothers who are knowledgeable about life; (2) giving freedom to women; (3) a man can change his morals, thoughts, and feelings by leading a common life with a woman; as there is an inborn tendency towards the attraction of mutual affection.

—Mustafa Kemal

To the women: Win for us the battle of education and you will do yet more for your country than we have been able to do. It is to you that I appeal.
To the men: If henceforward the women do not share in the social life of the nation, we shall never attain to our full development. We shall remain irremediably backward, incapable of treating on equal terms with the civilizations of the West.

—Mustafa Kemal

In 1927, advocated by Mustafa Kemal, the State Art and Sculpture Museum (Turkish: Ankara Resim ve Heykel Müzesi) opened its doors. The museum highlighted the art of sculpture, which had hardly been practiced in Turkey owing to the Islamic tradition of avoiding idolatry. Kemal believed that "culture is the foundation of the Turkish Republic." and described modern Turkey's ideological thrust as "a creation of patriotism blended with a lofty humanist ideal." He included both his own nation's creative legacy and what he saw as the admirable values of global civilization. The pre-Islamic culture of the Turks became the subject of extensive research, and particular emphasis was laid upon the fact that, long before the Seljuk and Ottoman civilizations, the Turks have had a rich culture. He instigated the policy of studying the Anatolian civilizations such as the Phrygians and Lydians, foremost of which being the Sumerians and Hittites. To link the cultural signatures of the past into public attention, he personally named the "Sümerbank" (1932) after the Sumerians, and the "Etibank" (1935) after the Hittites. He also stressed the folk arts of the countryside as a wellspring of Turkish creativity.

Mustafa Kemal promoted modern teaching methods at the primary education level, and Dewey took a place of honour. Dewey presented a paradigmatic set of recommendations designed for developing societies that are moving towards modernity in his "Report and Recommendation for the Turkish educational system." He was interested in adult education for the goal of forming a skill base in the country. Turkish women were taught not only child care, dress-making and household management, but also the tools that they needed to use in becoming part of the general economy. Turkish education became a state-supervised system, which was designed to create a skill base for the social and economic progress of the country. His "unified" education program was designed to educate responsible citizens as well as useful and appreciated members of society. Turkish education became an integrative system, aimed to alleviate poverty and used female education to establish gender equality.

Mustafa Kemal constantly tried to generate media to propagate modern education during this period. He instigated official education meetings called "Science Boards" and "Education Summits." The quality of education, training issues and certain basic educational principles were discussed at these meetings. He said, "our schools [curriculum] should aim to provide opportunities for all pupils to learn and to achieve." He was personally engaged with the development of two textbooks. The first one was Turkish: Vatandaş İçin Medeni Bilgiler (1930). The second one was Geometry (1937), a text for high schools. The Vatandaş İçin Medeni Bilgiler (Civic knowledge for the citizens) introduced the science of comparative government and explained the means of administering public trust by explaining the rules of governance as applied to the new state institutions.

The celebrated weekly periodical, the Illustrated London News, was founded by the English bookseller and entrepreneur Herbert Ingram in May 1842. It proved to be a runaway success and soon spawned many imitators and rivals, including Harpers Weekly in the US and the Graphic in the UK. Ingram's formula for success was simple yet inspired. First he recognised that steadily rising literacy levels were creating new mass markets eager for exciting reading matter. Second he sensed that the British Empire's confident presence throughout the world would foster in the minds of the Victorian reading public a voracious appetite for instant news coverage of events both at home and abroad. Victorians were increasingly curious about the world - and those that found reading an unnecessary chore could always look at the pictures anyway!

Ingram contracted the leading artists of the day to provide him with a news magazine unrivalled in its use of pictorial content - maps, charts, woodblock illustrations, photographs, lithographic prints, colourful full page advertisements and so on. The ILN did not concentrate on news stories set in London at all. Whole sections and profusely-illustrated supplements were devoted to subjects and areas as diverse as notable volcanic eruptions (Etna, Krakatoa etc.), the Crimean and the US civil wars, Cyprus and Gibraltar, the rise of the Railways, the glorious Raj and many, many topics besides.