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Number Theory Revealed:
An Introduction
Andrew Granville
Number Theory Revealed:
An Introduction
Number Theory Revealed:
An Introduction
Andrew Granville
Cover design by Marci Babineau.
Front cover image of Srinivasa Ramanujan in the playing card: Oberwolfach Photo
Collection, https://opc.mfo.de/; licensed under Creative Commons Attribution Share
Alike 2.0 Germany, https://creativecommons.org/licenses/by-sa/2.0/de/deed.en.
Front cover image of Andrew Wiles in playing card, credit: Alain Goriely.
2010 Mathematics Subject Classification. Primary 11-01, 11A05, 11A07, 11A15, 11A41,
11A51, 11B39, 11D04, 11D07.
Copying and reprinting. Individual readers of this publication, and nonprofit libraries acting
for them, are permitted to make fair use of the material, such as to copy select pages for use
in teaching or research. Permission is granted to quote brief passages from this publication in
reviews, provided the customary acknowledgment of the source is given.
Republication, systematic copying, or multiple reproduction of any material in this publication
is permitted only under license from the American Mathematical Society. Requests for permission
to reuse portions of AMS publication content are handled by the Copyright Clearance Center. For
more information, please visit www.ams.org/publications/pubpermissions.
Send requests for translation rights and licensed reprints to [email protected].
c 2019 by the American Mathematical Society. All rights reserved.
The American Mathematical Society retains all rights
except those granted to the United States Government.
Printed in the United States of America.
∞ The paper used in this book is acid-free and falls within the guidelines
established to ensure permanence and durability.
Visit the AMS home page at https://www.ams.org/
10 9 8 7 6 5 4 3 2 1 24 23 22 21 20 19
Dedicated to my beloved wife, Marci.
Writing this book has had its challenges.
Being the spouse of the author, while writing
this book, has also had its challenges.
The enchanting charms of this sublime science
reveal themselves only to those who have the
courage to go deeply into it.
Carl Friedrich Gauss, 1807
Contents
Preface xiii
Notation xxi
The language of mathematics xxii
Prerequisites xxiii
Chapter 2. Congruences 29
2.1. Basic congruences 29
2.2. The trouble with division 32
2.3. Congruences for polynomials 34
2.4. Tests for divisibility 34
ix
x Contents
Appendix 9A. Proof of the local-global principle for quadratic equations 184
1
In the main text we occasionally refer to appendices that only appear in the masterclass version.
2
Several sections might be discarded; their headings are in bold italics.
xiii
xiv Preface
Why study number theory? Questions arise when studying any subject, some-
times fascinating questions that may be difficult to answer precisely. Number theory
is the study of the most basic properties of the integers, literally taking integers
apart to see how they are built, and there we find an internal beauty and coherence
that encourages many of us to seek to understand more. Facts are often revealed by
calculations, and then researchers seek proofs. Sometimes the proofs themselves,
even more than the theorems they prove, have an elegance that is beguiling and
reveal that there is so much more to understand. With good reason, Gauss called
number theory the “Queen of Mathematics”, ever mysterious, but nonetheless gra-
ciously sharing with those that find themselves interested. In this first course there
is much that is accessible, while at the same time natural, easily framed, questions
arise which remain open, stumping the brightest minds.
Once celebrated as one of the more abstract subjects in mathematics, today
there are scores of applications of number theory in the real world, particularly to
the theory and practice of computer algorithms. Best known is the use of number
theory in designing cryptographic protocols (as discussed in chapter 10), hiding
our secrets behind the seeming difficulty of factoring large numbers which only
have large prime factors.
For some students, studying number theory is a life-changing experience: They
find themselves excited to go on to penetrate more deeply, or perhaps to pursue
some of the fascinating applications of the subject.
Why give proofs? We give proofs to convince ourselves and others that our
reasoning is correct. Starting from agreed upon truths, we try to derive a further
truth, being explicit and precise about each step of our reasoning. A proof must
be readable by people besides the author. It is a way of communicating ideas and
needs to be persuasive, not just to the writer but also to a mathematically literate
person who cannot obtain further clarification from the writer on any point that is
unclear. It is not enough that the writer believes it; it must be clear to others. The
burden of proof lies with the author.
The word “proof” can mean different things in different disciplines. In some
disciplines a “proof” can be several different examples that justify a stated hypoth-
esis, but this is inadequate in mathematics: One can have a thousand examples that
work as predicted by the hypothesis, but the thousand and first might contradict
it. Therefore to “prove” a theorem, one must build an incontrovertible argument
up from first principles, so that the statement must be true in every case, assuming
that those first principles are true.
Occasionally we give more than one proof of an important theorem, to highlight
how inevitably the subject develops, as well as to give the instructor different
options for how to present the material. (Few students will benefit from seeing
all of the proofs on their first time encountering this material.)
for or why it was developed in the first place. Students are expected to subject
themselves to the course, motivated primarily by trust.
How boring! Mathematics surely should not be developed only for those few
who already know that they wish to specialize and have a high tolerance for bore-
dom. We should help our students to appreciate and cherish the beauty of math-
ematics. Surely courses should be motivated by a series of interesting questions.
The right questions will highlight the benefits of an abstract framework, so that
the student will wish to explore even the most rarified paths herself, as the bene-
fits become obvious. Number theory does not require much in the way of formal
prerequisites, and there are easy ways to justify most of its abstraction.
In this book, we hope to capture the attention and enthusiasm of the reader
with the right questions, guiding her as she embarks for the first time on this
fascinating journey.
Student expectations. For some students, number theory is their first course
that formulates abstract statements of theorems, which can take them outside of
their “comfort zone”. This can be quite a challenge, especially as high school
pedagogy moves increasingly to training students to learn and use sophisticated
techniques, rather than appreciate how those techniques arose. We believe that
one can best use (and adapt) methods if one fully appreciates their genesis, so
we make no apologies for this feature of the elementary number theory course.
However this means that some students will be forced to adjust their personal
expectations. Future teachers sometimes ask why they need to learn material,
and take a perspective, so far beyond what they will be expected to teach in high
school. There are many answers to this question; one is that, in the long term, the
material in high school will be more fulfilling if one can see its long-term purpose. A
second response is that every teacher will be confronted by students who are bored
with their high school course and desperately seeking harder intellectual challenges
(whether they realize it themselves or not); the first few chapters of this book should
provide the kind of intellectual stimulation those students need.
Exercises. Throughout the book, there are a lot of problems to be solved. Easy
questions, moderate questions, hard questions, exceptionally difficult questions. No
one should do them all. The idea of having so many problems is to give the teacher
options that are suitable for the students’ backgrounds:
An unusual feature of the book is that exercises appear embedded in the text.3
This is done to enable the student to complete the proofs of theorems as one goes
along.4 This does not require the students to come up with new ideas but rather to
follow the arguments given so as to fill in the gaps. For less experienced students it
helps to write out the solutions to these exercises; more experienced students might
just satisfy themselves that they can provide an appropriate proof.
3
Though they can be downloaded, as a separate list, from www.ams.org/granville-number-theory.
4
Often students have little experience with proofs and struggle with the level of sophistication
required, at least without adequate guidance.
xvi Preface
Other questions work through examples. There are more challenging exercises
throughout, indicated by the symbol † next to the question numbers, in which the
student will need to independently bring together several of the ideas that have been
discussed. Then there are some really tough questions, indicated by the symbol ‡ ,
in which the student will need to be creative, perhaps even providing ideas not
given, or hinted at, in the text.
A few questions in this book are open-ended, some even phrased a little mis-
leadingly. The student who tries to develop those themes her- or himself, might
embark upon a rewarding voyage of discovery. Once, after I had set the exercises
in section 9.2 for homework, some students complained how unfair they felt these
questions were but were silenced by another student who announced that it was so
much fun for him to work out the answers that he now knew what he wanted to do
with his life!
At the end of the book we give hints for many of the exercises, especially those
that form part of a proof.
We include Gauss’s original proof in section 8.14 of appendix 8C, and we also un-
derstand (2/n) in his way, in the basic course, to interest the reader. We present
several other proofs, including a particularly elegant proof using Gauss sums in
section 14.7.
References. There is a list of great number theory books at the end of our
book and references that are recommended for further reading at the end of many
chapters and appendices. Unlike most textbooks, I have chosen to not include a
reference to every result stated, nor necessarily to most relevant articles, but rather
focus on a smaller number that might be accessible to the reader. Moreover, many
readers are used to searching online for keywords; this works well for many themes
in mathematics.5 However the student researching online should be warned that
Wikipedia articles are often out of date, sometimes misleading, and too often poorly
written. It is best to try to find relevant articles published in expository research
journals, such as the American Mathematical Monthly,6 or posted at arxiv.org which
is “open access”, to supplement the course material.
of Giants.” Science has always developed this way, no more so than in the theory
of numbers. Our cover represents five giants of number theory, in a fan of cards,
each of whose work built upon the previous luminaries.
Modern number theory was born from Pierre de Fermat’s readings of the
ancient Greek texts (as discussed in section 6.1) in the mid-17th century, and his
enunciation of various results including his tantalizingly difficult to prove “Last
Theorem.” His “Little Theorem” (chapter 7) and his understanding of sums of two
squares (chapter 9) are part of the basis of the subject.
The first modern number theory book, Gauss’s Disquisitiones Arithmeticae, on
which this book is based, was written by Carl Friedrich Gauss at the beginning
of the 19th century. As a teenager, Gauss rethought many of the key ideas in number
theory, especially the law of quadratic reciprocity (chapter 8) and the theory of
binary quadratic forms (chapter 12), as well as inspiring our understanding of the
distribution of primes (chapter 5).
Gauss’s contemporary Sophie Germain made perhaps the first great effort to
attack Fermat’s Last Theorem (her effort is discussed in appendix 7F). Developing
her work inspired my own first research efforts.
Srinivasa Ramanujan, born in poverty in India at the end of the 19th cen-
tury, was the most talented untrained mathematician in history, producing some
extraordinary results before dying at the age of 32. He was unable to satisfactorily
explain many of his extraordinary insights which penetrated difficult subjects far
beyond the more conventional approaches. (See appendix 12F and chapters 13, 15,
and 17.) Some of his identities are still inspiring major developments today in both
mathematics and physics.
Andrew Wiles sits atop our deck. His 1994 proof of Fermat’s Last Theorem
built on the ideas of the previous four mentioned mathematicians and very many
other “giants” besides. His great achievement is a testament to the success of
science building on solid grounds.
Thanks. I would like to thank the many inspiring mathematicians who have
helped me shape my view of elementary number theory, most particularly Bela
Bollobas, Paul Erdős, D. H. Lehmer, James Maynard, Ken Ono, Paulo Riben-
boim, Carl Pomerance, John Selfridge, Dan Shanks, and Hugh C. Williams as well
as those people who have participated in developing the relatively new subject of
“additive combinatorics” (see sections 15.3, 15.4, 15.5, and 15.6). Several peo-
ple have shared insights or new works that have made their way into this book:
Stephanie Chan, Leo Goldmakher, Richard Hill, Alex Kontorovich, Jennifer Park,
and Richard Pinch. The six anonymous reviewers added some missing perspec-
tives and Olga Balkanova, Stephanie Chan, Patrick Da Silva, Tristan Freiberg,
Ben Green, Mariah Hamel, Jorge Jimenez, Nikoleta Kalaydzhieva, Dimitris Kouk-
oulopoulos, Youness Lamzouri, Jennifer Park, Sam Porritt, Ethan Smith, Anitha
Srinivasan, Paul Voutier, and Max Wenqiang Xu kindly read subsections of the
near-final draft, making valuable comments.
Gauss’s Disquisitiones
Arithmeticae
xix
xx Gauss’s Disquisitiones Arithmeticae
summand and summand
Some variables: Some variables:
Certain conditions hold Certain conditions hold
mean that we sum, or product, the summand over the integer values of some vari-
able, satisfying certain conditions.
Brackets and parentheses: There are all sorts of brackets and parentheses in math-
ematics. It is helpful to have protocols with them that take on meaning, so we do
not have to repeat ourselves too often, as we will see in the notation below. But we
also use them in equations; usually we surround an expression with “(” and “)” to
be clear where the expression begins and ends. If too many of these are used in one
line, then we might use different sizes or even “{” and “}” instead. If the brackets
have a particular meaning, then the reader will be expected to discern that from
the context.
A[x] — The set of polynomials with coefficients from the set A, that is, f (x) =
d
i=0 ai x where each ai ∈ A. Mostly we work with A = Z.
i
A(x) —The set of rational functions with coefficients from the set A, in other words,
functions f (x)/g(x) where f (x), g(x) ∈ A[x] and g(x) = 0.
[t] — The integer part of t, that is, the largest integer ≤ t.
xxi
xxii Notation
{t} — The fractional part of (real number) t, that is, {t} = t − [t]. Notice that
0 ≤ {t} < 1.
(a, b) — The greatest common divisor of a and b.
[a, b] — The least common multiple of a and b.
b|a — Means b divides a.
pk a — Means pk divides a, but not pk+1 (where p is prime). In other words, k is
the “exact power” of p dividing a.
I(a, b) — The set {am + bn : m, n ∈ Z}, which is called the ideal generated by a
and b over Z.
log — The logarithm in base e, the natural logarithm, which is often denoted by
“ln” in earlier courses.
Parity – The parity of an integer is either even (if it is divisible by 2) or odd (if it
is not divisible by 2).
The reader should be familiar with the commonly used sets of numbers N, Z, and Q,
as well as polynomials with integer coefficients, denoted by Z[x]. Proofs will often
use the principle of induction; that is, if S(n) is a given mathematical assertion,
dependent on the integer n, then to prove that it is true for all n ∈ N, we need only
prove the following:
• S(1) is true.
• S(k) is true implies that S(k + 1) is true, for all integers k ≥ 1.
The example that is usually given to highlight the principle of induction is the
statement “1 + 2 + 3 + · · · + n = n(n+1)
2 ” which we denote by S(n).1 For n = 1 we
2 and so S(1) is true. For any k ≥ 1, we assume that S(k) is true
check that 1 = 1·2
and then deduce that
1 + 2 + 3 + · · · + (k + 1) = (1
+ 2 + 3+ · · · + k) + (k + 1)
k(k + 1)
= + (k + 1) as S(k) is true
2
(k + 1)(k + 2)
= ;
2
that is, S(k + 1) is true. Hence, by the principle of induction, we deduce that S(n)
is true for all integers n ≥ 1.
To highlight the technique of induction with more examples, we develop the
theory of sums of powers of integers (for example, we prove a statement which
gives a formula for 12 + 22 + · · · + n2 for each integer n ≥ 1) in section 0.1 and
give formulas for the values of the terms of recurrence sequences (like the Fibonacci
numbers) in section 0.2.
1
There are other, easier, proofs of this assertion, but induction will be the only viable technique
to prove some of the more difficult theorems in the course, which is why we highlight the technique here.
xxiii
xxiv Prerequisites
Induction and the least counterexample: Induction can be slightly disguised. For
example, sometimes one proves that a statement T (n) is true for all n ≥ 1, by
supposing that it is false for some n and looking for a contradiction. If T (n) is
false for some n, then there must be a least integer m for which T (m) is false. The
trick is to use the assumption that T (m) is false to prove that there exists some
smaller integer k, 1 ≤ k < m, for which T (k) is also false. This contradicts the
minimality of m, and therefore T (n) must be true for all n ≥ 1. Such proofs are
easily reformulated into an induction proof:
Let S(n) be the statement that T (1), T (2), . . . , T (n) all hold. The induction
proof then works for if S(m − 1) is true, but S(m) is false, then T (m) is false and
so, by the previous paragraph, T (k) is false for some integer k, 1 ≤ k ≤ m − 1,
which contradicts the assumption that S(m − 1) is true.
A beautiful example is given by the statement, “Every integer > 1 has a prime
divisor.” (A prime number is an integer > 1, such that the only positive integers
that divide it are 1 and itself.) Let T (n) be the statement that n has a prime
divisor, and let S(n) be the statement that T (2), T (3), . . . , T (n) all hold. Evidently
S(2) = T (2) is true since 2 is prime. We suppose that S(k) is true (so that
T (2), T (3), . . . , T (k) all hold). Now:
Either k + 1 is itself a prime number, in which case T (k + 1) holds and therefore
S(k + 1) holds.
Or k+1 is not prime, in which case it has a divisor d which is not equal to either
1 or k + 1, and so 2 ≤ d ≤ k. But then S(d) holds by the induction hypothesis,
and so there is some prime p, which divides d, and therefore divides k + 1. Hence
T (k + 1) holds and therefore S(k + 1) holds.
(The astute reader might ask whether certain “facts” that we have used here deserve
a proof. For example, if a prime p divides d, and d divides k + 1, then p divides
k + 1. We have also assumed the reader understands that when we write “d divides
k + 1” we mean that when we divide k + 1 by d, the remainder is zero. One of our
goals at the beginning of the course is to make sure that everyone interprets these
simple facts in the same way, by giving as clear definitions as possible and outlining
useful, simple deductions from these definitions.)
Chapter 0
Preliminary Chapter
on Induction
1
Typically when considering a biological process whose current state depends on its past, such as
evolution, and brain development.
2
It requires quite sophisticated ideas to decide whether a given complicated formula like (0.1.1) is
an integer or not. Learn more about this in appendix 0F on symmetric polynomials.
1
2 Preliminary Chapter on Induction
Exercise 0.1.1. (a) Use the recurrence relation for the Fibonacci numbers, and induction to
prove that every Fibonacci number is an integer.
(b) Prove that (0.1.1) is correct by verifying that it holds for n = 0, 1 and then, for all larger
integers n, by induction.
3
In this question, and from here on, induction should be used at the reader’s discretion.
0.2. Formulas for sums of powers of integers 3
That is, twice the asked-for sum equals 100 times 101, and so
1
1 + 2 + · · · + 100 = × 100 × 101.
2
This argument generalizes to adding up the natural numbers less than any given
N , yielding the formula4
N −1
(N − 1)N
(0.2.1) n = .
n=1
2
The sum on the left-hand side of this equation varies in length with N , whereas
the right-hand side does not. The right-hand side is a formula whose value varies
but has a relatively simple structure, so we call it a closed form expression. (In the
prerequisite section, we gave a less interesting proof of this formula, by induction.)
Exercise 0.2.1. (a) Prove that 1 + 3 + 5 + · · · + (2N − 1) = N 2 for all N ≥ 1 by induction.
(b) Prove the formula in part (a) by the young Gauss’s method.
(c) Start with a single dot, thought of as a 1-by-1 array of dots, and extend it to a 2-by-2 array
of dots by adding an appropriate row and column. You have added 3 dots to the original
dot and so 1 + 3 = 22 .
◦ ◦ ◦
◦ ◦ ◦
◦ ◦ ◦
1 + 3 + 5 + ···
In general, draw an N -by-N array of dots, and add an additional row and column of dots
to obtain an (N + 1)-by-(N + 1) array of dots. By determining how many dots were added
to the number of dots that were already in the array, deduce the formula in (a).
N −1
Let S = n=1 n2 . Using exercise 0.2.1 we can write each square, n2 , as the
sum of the odd positive integers ≤ 2n. Therefore 2m − 1 appears N − m times in
the sum for S, and so
N −1
N −1
N −1
S= (2m − 1)(N − m) = −N 1 + (2N + 1) m − 2S.
m=1 m=1 m=1
4
This same idea appears in the work of Archimedes, from the third century B.C. in ancient Greece.
4 Preliminary Chapter on Induction
Using our closed formula for m m, we deduce, after some rearrangement, that
N −1
(N − 1)N (2N − 1)
n2 = ,
n=1
6
a closed formula for the sum of the squares up to a given point. There is also a
closed formula for the sum of the cubes:
N−1 2
(N − 1)N
(0.2.2) n3 = .
n=1
2
N −1
This is the square of the closed formula (0.2.1) that we obtained for n=0 n. Is
this a coincidence or the first hint of some surprising connection?
Exercise 0.2.2. Prove these last two formulas by induction.
These three examples suggest that there are closed formulas for the sums of the
kth powers of the integers, for every k ≥ 1, but it is difficult to guess exactly what
those formulas might look like. Moreover, to hope to prove a formula by induction,
we need to have the formula at hand.
We will next find a closed formula in a simpler but related question and use this
to find a closed formula for the sums of the kth powers of the integers in appendix
0A. We will go on to investigate, in section 7.34 of appendix 7I, whether there are
other amazing identities for sums of different powers, like
−1 −1 2
N
N
3
n = n .
n=1 n=1
n n
Exercise 0.3.1. (a) Prove that n+1 = m + m−1 for all integers m, and all integers n ≥ 0.
n m
(b) Deduce from (a) that each m is an integer.
5
We prefer to work with the closed formula 27!/(15!12!) rather than to evaluate it as 17383860, since
the three factorials are easier to appreciate and to manipulate in subsequent calculations, particularly
when looking for patterns.
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CHAPTER V.
Hasta Khan—The Kurds—Their summer depredations—Our Sultan ought to be
Padishah in his own dominions—The English Consul—A story about the Kurds—
The Delsin—Arresting the major—The major's dinner with the chief—
Acknowledge the Padishah—A sore back—The mule which is offered in exchange
—The pack-saddle—The Euphrates—Coal in the neighbourhood—Kemach—The
Caimacan—Djerrid—A National Guard—A miniature Gibraltar—Turkoman horses
—Numerous wells—One of the faithful.
"They take our cattle," said the man, "and they bribe the police.
There is no sort of order here. What we want is our Sultan to be
Padishah in his own dominions."
It was a very disagreeable position for the major, but what could
he do? His battalion had been taken unawares; it was surrounded by
the Kurd's followers, and all of them were armed men. He put on the
best face he could about the matter, and gave his guest an excellent
dinner. The following morning the Kurd said to him,—
"I dined very well last night, and slept comfortably. I have
accepted your hospitality, and now you must accept mine. I am
going to take you to dine with me. Nay, I am!" he continued, to the
officer, who appeared a little indignant at the proposal, "and every
man under your command as well. They shall all dine and sleep in
my encampment this evening."
After dinner the major tried very hard to persuade the Kurd to
recognize the Sultan as his lord.
"You need only nominally acknowledge our Padishah," remarked
the officer; "you have 30,000 sheep; give 1500 piastres (10l.) a year
to the Sultan. You have 10,000 retainers; give him 10 to serve in his
army. I can arrange the rest. You are a very rich man, but this need
not be known at Constantinople."
"Yes, sir," said Radford, who had accompanied him, and had
acquired the habit of sometimes interlarding his English with a few
words of Turkish; "the At has a hawful sore back, and all the 'air is
off it."
"Which horse?"
"We had better sell him," he said. "One of the Zaptiehs has a
mule; he is not a big mule, but he is a nice animal, sleek and
comely, besides being strong. The man says that if the Effendi will
give him five liras and the horse which makes a noise, that we may
have his mule."
"If I cut the saddle he can," replied my servant; "but it will cost
twenty piastres to mend it again."
The Caimacan and his friends were well mounted, their horses
being of a very different stamp to those which I had seen during my
march from Constantinople. They were most of them fifteen hands
high, and one or two over sixteen. On inquiry, I found that they
were Turkoman horses. I also learnt that most of the animals in the
district had been bought by Government agents for the use of the
army at Erzeroum.
"Yes," said the Caimacan, "I take an interest in the subject, and
I love my country. Until we can hem Russia in on every side, she will
always be a thorn, not only in our side, but also in that of Europe."
"No."
"I am not surprised," said the official. "Foreigners say that there
is no liberty in Turkey, but I should like to know which Government is
the most liberal. Mohammedans tolerate every religion, whilst the
Russians make converts by force, and flog women and children to
induce them to change their faith.[1] The Russian faith is very
different to the English religion, is it not?" he added.
The Government take twenty per cent. of the net produce of all
mines which are worked in Anatolia, and only two-and-a-half per
cent. from the price fetched by sheep, oxen, and horses in the
market. The result is that the people think it more profitable, and
less laborious to breed cattle, than to dig in the earth for treasure.
"Drink, my good sir, drink!" said the old gentleman. "He is forty,
and I am over ninety, but, please God, as the Turks say, I shall
outlive him. If the upper classes of Mohammedans were only sober,
they would live for ever in this delightful climate. But what with their
women, and what with their wine, they shorten their existence by at
least thirty years. This man would have been dead ten years ago if
he had lived in Constantinople."
"Why so?"
"Because of the climate. He would have drunk himself into a
dropsy."
"I was saying, Bey Effendi," said the doctor, "how very popular
you are in the neighbourhood, and how much every one loves you!"
"I should have been sorry if he had divined the topic of our
conversation. He would never have employed me again, and might
have called in the Turkish practitioner, an ignorant ass, who does not
know so much about anatomy as a butcher in the market, and who
treats cases of inflammation by firing his patient."
The doctor now felt his patient's pulse, and administered a few
words of consolation; then, promising to send some medicine, he
left the room.
CHAPTER VII.
Erzingan—The Mutasarraf Pacha—Widdin—Russian official documents—Names of
high functionaries—General Ignatieff—Your Indian frontier—The Kurds will be
excited to massacre the Armenians—The probable final result of the war—If
Turkey were to join Russia—The boot manufactory—The shoe-makers being
drilled—The gaol—Coiners—A jealous woman in prison—The unfortunate
shopkeeper.
"How so?"
"When she touches your Indian frontier; by that time you will
have enough to do to keep your native troops in order. Will England
help us in this war?"
"I do not know; but it is not likely. You see the Turkish
Government is very unpopular with us, because it does not pay the
interest of its debt, and also because of the massacres which have
taken place in Bulgaria."
"Say for the first reason," replied the Pacha, "and I agree with
you, for you English, by all accounts, dearly love your gold. However,
I should have thought that by this time your people had learned that
we were not the originators of the massacres in Bulgaria."
"If there be a war in Asia Minor, they will do their best to excite
our Kurds to massacre the Armenians in the neighbourhood of Van,
and will then throw all the blame upon our shoulders."
"Do you think that the Russians will be able to conquer you in
Asia Minor?" I inquired.
"Yes, but she will not do so this time, and I should not be
surprised if we were to go to Tiflis instead."
"What do you think will be the final result of the war?" I now
inquired of the Pacha.
"If we have no ally, it will go hard with us; but your countrymen
will be mad if they do not help us."
"Why so?"
The following day I walked with the Turkish major to see his
boot manufactory; a large building on the outskirts of the town. Four
hundred and fifty men were employed in the business.
"What, together?"
"No, Effendi, apart; it is rather hard upon the man," he added;
"but who knows? perhaps he encouraged her."
"Because she has learnt that the Armenian is in the prison, and
she wishes to be confined in the same cell with him. He does not
want it himself, and of course it would not do; for what would the
husband say? A jealous female is a first cousin of the devil,"
continued the gaoler: "it is bad enough when she is jealous of her
own husband, but when she is jealous of some other woman's, that
is ten times worse."
CHAPTER VIII.
Russia's conduct in Servia—The Hodja—We have a great many troops—If the
Circassians will rise—The Pacha—Raw cotton—The Mohammedan school—The
Hodja's sum—Three jealous husbands—The mosque—Issek Pacha—A
comparison between Mohammedan Imaums and Christian priests—Provisions—
The old doctor—The road to Erzeroum—Want of sport—Soldiers frost-bitten.
"It was a cowardly act on the part of the Tzar, was it not?" said
the Pacha; "he pretended to be at peace with our Sultan, and
allowed Russian officers and soldiers to take part in the fight against
us. I tell you what it is," added the speaker, "Ignatieff wishes to cut
off another arm from Turkey, by making Bulgaria independent, like
Servia. If we are to die, better to perish at once than be torn to
pieces limb by limb!"
"Yes, I did," said the Pacha, "and if we were to join Russia and
attack Europe, who will do nothing for us now, what would happen
then?"
"He is right," said the Pacha sadly; "our officers have not much
brain, but we have one chance," he added.
"What is it?"
The Pacha was an energetic man, and very popular with the
inhabitants. He had been at Erzingan but a few months. He had
found time to put the streets in tolerable order, and to make the
town one of the cleanest in Anatolia. He was desirous of purchasing
some machinery with the object of making cloth from the cotton
which grows in this district. As it is, the raw cotton is sent to
England, and is then manufactured into the articles required. The
Pacha would have liked to save all this expense, and have the work
done on the spot. He had tried to form a company, with the object
of realizing his idea; but there was no energy in Erzingan—the
people were afraid of risking the little money they possessed; it was
impossible to carry the project into execution.
"Will you ask the boys some questions?" said the Hodja.
"This sum has puzzled our Mutasarraf for six months," said the
Hodja; "it is a beautiful sum!"
"Yes."
"It all comes to the same thing," said the old gentleman. "It is
no matter where a man is born, whether in the Mohammedan East
or in the Christian West, his Imaum or Priest will always get money
out of him in some manner or other."
"Erzingan is not a bad place for poor people to live in," added
the old doctor. "I have resided here nearly half a century. A man can
get on very well if he has 50l. a year."
On leaving the town I found a fair carriage road, which led in the
direction of Erzeroum. This state of things was not to last long, and
after marching two or three miles we were riding once more along a
track.
The inhabitants of this little hamlet were Kurds, and the people
did their best to make the newly-arrived soldiers comfortable. The
latter were all fed at the expense of the villagers; each inhabitant
giving as much bread as he could spare towards the rations of his
countrymen. So far as I could learn, none of the soldiers had any
money with them, and it was a five days' march to Erzeroum. But
they evidently had solved the problem of how to get on without
money; a week later I saw them arrive at their destination, and, with
the exception of a few men laid up with frost-bite, they were not
much the worse for their journey.
A battalion of redifs had also halted here. The men had marched
from Erzingan without having had anything to eat since they left that
town—the soldiers had gone more than thirty hours without food.
There were no grumblers in the ranks.
"No, Effendi, they knew that the people would have given them
food if they had any to spare. When we beat the Russians, go to St.
Petersburg and conquer all their country for our Padishah," said the
sergeant, "we shall have many paras, there will be plenty to eat. But
our Padishah is poor now," continued the man sorrowfully, "he
cannot give us any pay, there is no money in Stamboul."
"Yes."
"My good sir," I observed, "I have only seen you for a few
minutes; how could I solicit your promotion on the ground of your
merits?"
"I will write down my name," he said, "and then you will speak
to the Pacha."
We rode along the left bank of the Kara Su (Black Water), the
name given to the Euphrates in this district, and presently were met
by some Zaptiehs. Their leader, advancing a few steps, said that he
had been ordered by the Pacha to meet me, and escort my party
into the town.
He did not think that war would take place between Turkey and
Russia. A pacific speech made by Lord Derby had been telegraphed
from London to Erzeroum. It was the opinion of many of the
townspeople that the Tzar did not mean to break the peace.
"It will be much better for us if we fight now," said the Pacha,
when he gave me the above-mentioned information. "If war is
postponed, Russia will continue her intrigues[3] amidst our Christian
population."
I must say that I was rather surprised to find that the Paternal
Government still took so much interest in my movements. From the
fact of the Russian agents having lost all trace of me since I left
Constantinople, I presume that my movements were watched during
our journey on the steamer, and also in the capital. This was
doubtless done with a kind motive, and to prevent my being
assaulted by any fanatical Mussulmans. When I was in St.
Petersburg, only twelve months previous, General Milutin, the
Russian Minister of War, had shown a most fatherly interest in my
safety; he was much alarmed lest I might be assassinated by the
Khivans or Turkomans in Central Asia. It was very kind of him. I had
evidently not sufficiently appreciated the philanthropy of that gallant
officer, and of the Government which he serves.
I much regret that my short stay in that city had not permitted
me to call upon an old acquaintance, General Ignatieff, the Russian
Ambassador to the Porte. I should then have been able to give his
Excellency my solemn assurances that I had not the slightest
intention to cross the Russo-Turkish frontier. However, possibly the
term "solemn assurances" does not convey quite the same meaning
to a Muscovite Diplomate as to an English officer; it might have been
that his Excellency would not have placed any reliance on my
promises.
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