– The 1944 Turkish Book Request from China –
🌐 Introduction
The years of World War II brought not only immense challenges but also strategic diplomatic opportunities for both Türkiye and China. The 1934 Treaty of Friendship between the two nations and China’s appointment of an ambassador to Ankara in 1935 laid the foundation for formal diplomatic relations. While Türkiye sought neutrality during WWII, it openly expressed support for China in its resistance against Japanese invasion. In 1943, diplomatic ties were elevated to the ambassadorial level, and by 1944, Türkiye had appointed its first ambassador to Chongqing. Amid these developments, minor yet meaningful cultural and educational exchanges began to emerge, reflecting the budding closeness between the two nations. The 1944 diplomatic letters at the core of this article are a remarkable example of such educational diplomacy.
📚 Context: The Document and the Request
During the height of WWII, Turkish language classes were being offered at Northwestern University in Shaanxi Province, China. Thanks to improving bilateral relations, the university had launched a Turkish language program in 1941, initially relying on textbooks and journals imported from Türkiye. However, wartime conditions gradually made it difficult — and eventually impossible — to obtain Turkish publications.
On January 13, 1944, a formal letter was sent to the Turkish Embassy in Chongqing by Mr. Y.F. Li, the university library director. The letter requested assistance in acquiring Turkish books, and stated:
“Our university has been offering Turkish courses for three years. We used to obtain books and journals from Türkiye for students and teachers. But recently, it has become difficult to receive books sent from Türkiye… Could your Embassy possibly provide us with Turkish books on language, history, literature, and politics? If you could send us a set of Turkish books, we would be very grateful.”
This letter specifically requested Turkish-language materials covering language, history, literature, and political studies.
🇹🇷 Türkiye’s Response
Türkiye responded positively to this request, involving the Ministry of Education (Maarif Vekâleti) to assess and fulfill it. Turkish authorities in Ankara compiled a list of relevant books and identified which ones were available. On March 28, 1944, the Ministry of Foreign Affairs sent a formal note to the Turkish Embassy in Chongqing confirming that a package of selected books had been dispatched by post. The books were to be presented to the university, and a detailed list was attached to the diplomatic communication signed by the Foreign Minister.
Through this modest act of cultural support, Türkiye aimed to address the academic needs of Chinese scholars and students.
🕊️ Diplomatic Significance
These exchanges exemplify the concept of educational diplomacy. Without military or political intervention, Türkiye was able to extend its influence through contributions in education and culture. This gesture of goodwill is a clear example of soft power diplomacy, particularly during an era dominated by hard power and military conflict.
By sending Turkish books to a Chinese university, Türkiye demonstrated a multidimensional diplomatic strategy, and China, in turn, perceived this as a valuable show of friendship amidst the isolation of wartime. Such efforts laid a foundation of goodwill and cultural understanding that would endure beyond the immediate war period.
🎓 Mutual Learning and Cultural Engagement
This initiative also reflected a mutual learning process. For Chinese intellectuals of the 1940s, Türkiye served as an intriguing model — particularly due to the modernizing reforms of Atatürk and the country’s path as an independent nation-state in Asia. Turkish political and social experiences were being actively discussed in Chinese academic circles, prompting a genuine interest in Turkish language and history.
Therefore, these books were not merely tokens of friendship, but strategic educational tools that enabled Chinese students to learn about Türkiye’s culture, language, and modern political philosophy. Even under war conditions, Türkiye managed to build long-term cultural connections through educational diplomacy.
🧭 Conclusion
The 1944 book exchange between Türkiye and China underscores that bilateral relations can extend far beyond military or economic interactions. Although the diplomatic letters may appear to address a simple library need, they reflect a broader strategy of Türkiye’s diplomacy — one that values cultural outreach and intellectual engagement.
By providing academic materials during a global conflict, Türkiye effectively introduced its cultural and ideological perspectives to a friendly nation. China, in turn, recorded this gesture as an unforgettable symbol of wartime solidarity. In the long term, this act contributed to deeper understanding and collaboration between the two nations.
Thus, even during a global war, educational diplomacy proved to be a lasting and powerful tool for shaping international relations — leaving a cultural legacy that still resonates today.
educational diplomacy, Turkish-Chinese relations, soft power in World War II, Turkish language books, Turkish cultural diplomacy, Türkiye China history, WWII cultural exchange, Turkish language in China, Maarif diplomacy, Türkiye soft power
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