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1 - Etiquette Guides in the Qajar Era
MOHAMMAD REZA HAJI AGHA BABAEI Faezeh Saadati Masroor

 In this study, research data was purposefully gathered through documentary research. While comprehensive statistics on Qajar-era etiquette guides are unavailable, library research and manuscript catalogs yielded forty etiquette guides within the study's scope, analyzed descriptively and analytically.     Introduction  The Qajar period (1797-1925 AD) is considered one of the most turbulent eras in Iranian history. Despite political instability and the inefficacy of rulers and many government officials, from the mid-Qajar era onwards, this period witnessed remarkable cultural and social transformations. Iranians' exposure to the West and their efforts to learn new sciences and modern elements gradually transformed Iran from a backward nation, mired in ignorance and superstition, into a country on the path to development and progress. Nevertheless, various internal and external factors posed numerous challenges, hindering significant progress in this developmental trajectory. From the mid-Qajar era, a spirit of innovation became apparent in various fields. The Naser al-Din Shah era and subsequent periods saw a clash between traditionalists and modernists, with different segments of Iranian society striving to expand new sciences and introduce fresh perspectives.   The mid-Qajar period also marked a growing interest in instructional literature, especially in the writing of etiquette guides. These texts provided educational content on subjects such as individual and social lifestyle, vocational training, various games and entertainment, and more. An etiquette guide is a broad term for instructional texts that offer practical teachings in various aspects of personal and social life, aiming to equip individuals with the necessary skills for social participation.   Research Background  due to the importance of the issue of Etiquette Guides in the Qajar era, so far there has been little research in this field, only some of the species have been studied in research with a historical approach.  Qayyoomi (2007) in this study, at the beginning of the study, the exact definition of literature and language has been studied. Torabi Farsani and Qandi (2015) in this study, the impact of Etiquette Guides in the Qajar Era on social narrative has been studied and the Persian language with its diversity of themes and traditions that address the life and social customs of each era are important historical sources. Iranpour (2019) Training funds have examined the etiquette and motivation of writing them. Torkamani azar (2020) in this study, the author has examined the historical texts of the sixth century in iran up to the sixth century and the result of this research is that kings and kings need knowledge and soldiers to collect and arrange and arrange. ~ ~ ~ with the passage of time and the advancement of knowledge and technology, the physical tools of war have become more modern and the battlefield has changed.       Problem definition  The primary audience for these etiquette guides was generally men, kings, princes, and notable social figures.However, from the mid-Qajar period onwards, especially after the Constitutional Revolution, there was a noticeable shift in the intended audience of these texts.Many authors recognized the importance of focusing on the education of women and children to bring about cultural and social changes.Consequently, the number of etiquette guides written for adolescents and women increased significantly after the Constitutional Revolution, with various works emerging in different fields.       Conclusion  The language and prose of Qajar-era etiquette guides initially exhibited a moderately difficult style, occasionally displaying ostentation through the use of Arabic phrases or complex poetry and vocabulary.Nevertheless, compared to other texts of the period, the prose of these guides was relatively simpler.With the expansion of translated texts and the rise of journalism, the prose of etiquette guides also moved towards simplicity, making them more accessible to the audience.  The structure of etiquette guides also evolved with social transformations.Traditionally, these guides began with a preface praising God, the Prophet Muhammad, and often included encomiums for the king or governmental officials, dedicating the work to them before delving into the main subject.Gradually, especially after the Constitutional Revolution, changes in political and social dynamics led to structural transformations in some etiquette guides.Authors began to abandon traditional structures, directly presenting their teachings in simple language, reflecting a shift in societal attitudes.  Qajar-era etiquette guides were named in three primary ways.Many were titled based on their content and themes.Some authors named their works in honor of a king or another individual to whom the book was dedicated or based on its content.Others chose literary or metaphorical titles, with some even opting for humorous names.  The motivations behind authoring etiquette guides varied.Some writers aimed to address the general needs of the audience, while others wrote at the request of a specific individual.Some authors intended to pass on their knowledge and lived experiences to their children and grandchildren, thus creating these guides.Others wrote to impart specific skills, believing their audience lacked awareness in these areas.Some authors aimed to enlighten people and eradicate ignorance, while others wrote to critique and protest certain 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