{"id":965,"date":"2026-10-16T18:56:24","date_gmt":"2026-10-16T18:56:24","guid":{"rendered":"https:\/\/certav.org\/?p=965"},"modified":"2026-10-16T19:22:04","modified_gmt":"2026-10-16T19:22:04","slug":"osmanli-devletinde-cerkes-muhacirlerin-egitim-faaliyetleri-ve-guaze-gazetesinde-egitime-dair-yazilar","status":"publish","type":"post","link":"https:\/\/certav.org\/?p=965","title":{"rendered":"Osmanl\u0131 Devleti\u2019nde \u00c7erkes Muhacirlerin E\u011fitim Faaliyetleri ve \u011euaze Gazetesinde E\u011fitime Dair Yaz\u0131lar"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>AY\u015eENUR DO\u011eAN*<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00d6ZET<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1864 s\u00fcrg\u00fcn\u00fc ile Kafkasya\u2019dan kopar\u0131l\u0131p imparatorlu\u011fun \u00e7e\u015fitli yerlerinde isk\u00e2n edilen \u00c7erkes muhacirler Osmanl\u0131 toplumunun bir pa\u00e7as\u0131 oldular. Kendilerine \u00f6zg\u00fc gelenek ve ya\u015fam bi\u00e7imine sahip olan \u00c7erkesler 20. y\u00fczy\u0131l\u0131n ba\u015f\u0131nda Osmanl\u0131\u2019da ger\u00e7ekle\u015fen siyasi ve sosyal de\u011fi\u015fimden kendilerine d\u00fc\u015fen pay\u0131 ald\u0131lar. 1908 y\u0131l\u0131nda 2. Me\u015frutiyetin ilan edilmesi ile siyasi bir serbestlik havas\u0131 h\u00e2kim oldu. Yeni cemiyetler, topluluklar, okullar a\u00e7\u0131ld\u0131. Bas\u0131n ve yay\u0131n alan\u0131nda da daha \u00f6nce g\u00f6r\u00fclmemi\u015f bir hareketlilik ba\u015flad\u0131. Bir\u00e7ok dergi ve gazete yay\u0131n hayat\u0131na ba\u015flad\u0131. \u00c7erkesler de bu d\u00f6nemde \u00e7e\u015fitli \u00f6rg\u00fctlenmelere giderek k\u00fclt\u00fcr, gelenek ve \u00f6zellikle de e\u011fitim alan\u0131nda \u00f6nemli \u00e7al\u0131\u015fmalar yapt\u0131lar. Kurduklar\u0131 cemiyetler ve bu cemiyetlerin yay\u0131n organlar\u0131 ile e\u011fitim konusuna sadece \u00c7erkeslere de\u011fil, b\u00fct\u00fcn Osmanl\u0131 toplumuna fayda sa\u011flayacak \u015fekilde katk\u0131larda bulundular. Bu yaz\u0131 \u00c7erkes muhacirlerin e\u011fitim faaliyetlerinin Osmanl\u0131 e\u011fitim sistemi i\u00e7erisindeki yerini inceleyecektir. \u0130ncelerken de \u00c7erkes muhacirlerin \u0130stanbul\u2019da yay\u0131nlad\u0131klar\u0131 \u011euaze adl\u0131 dergideki e\u011fitim \u00fczerine yaz\u0131lan makale ve haberlerden faydalan\u0131lacakt\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anahtar Kelimeler:<\/strong> \u00c7erkes, s\u00fcrg\u00fcn, e\u011fitim, \u011euaze, mektep<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">***<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Educational Activities of the Circassian immigrants in the Ottoman State and Articles on Education in the \u011euaze Newspapers<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>ABSTRACT<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The Circassian immigrants whom ere detached from the Caucasus in 1864 and were inhabited in various parts of them pire became part of the Ottoman society. The Circassians, who had their own tradition and life style, took their share of the political and social change in the Ottoman Empire at the beginning of the 20th century. In 1908, with the declaration of the second constitutional monarchy, a climate of political freedom prevailed. New societies, communities, schools opened. . There has been an un precedented activity in the field of press and broad casting. Many magazines and newspapers have been published. Circassians also went to various<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">organizations in this period and made important studies in the fields of culture, tradition and especially education. They have contributed to the education of the societies they founded and the organs of the societies, not only for the Circassians, but also for the whole Ottoman society. This article will examine the position of Circassian immigrants in the Ottoman education system. Inexamining, the Circassian immigrants will publish articles and news about the education in the journal Guaze u published in Istanbul.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Keywords:<\/strong> Circassian, exile, education, \u011euaze, school<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>***<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Giri\u015f<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rusya\u2019n\u0131n sald\u0131r\u0131lar\u0131 sonucu \u00c7erkesler XIX. y\u00fczy\u0131l boyunca Osmanl\u0131 topraklar\u0131na g\u00f6\u00e7 ettiler. Kafkasya\u2019da ya\u015fam alan\u0131 s\u0131n\u0131rlanan, evleri yak\u0131l\u0131p y\u0131k\u0131lan, Rusla\u015fma sorunu ile kar\u015f\u0131 kar\u015f\u0131ya kalan \u00c7erkesler topraklar\u0131n\u0131 terk etmek zorunda kald\u0131lar. XIX. y\u00fczy\u0131l boyunca kimi zaman azalan kimi zaman \u00e7o\u011falan g\u00f6\u00e7 hareketi 1864 y\u0131l\u0131nda Ruslar\u0131n t\u00fcm Kafkasya\u2019y\u0131 kesin olarak ele ge\u00e7irmesi ile toplu s\u00fcrg\u00fcne d\u00f6n\u00fc\u015ft\u00fc.1 Rusya K\u00fc\u00e7\u00fck Kaynarca ile K\u0131r\u0131m\u2019\u0131n ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n\u0131 sa\u011flam\u0131\u015f ve daha sonra kendi idaresi alt\u0131na alm\u0131\u015ft\u0131r. Ard\u0131ndan Kafkasya\u2019y\u0131 ele ge\u00e7irmek i\u00e7in b\u00f6lge \u00fczerindeki bask\u0131lar\u0131n\u0131 art\u0131rm\u0131\u015ft\u0131r. \u00c7erkesler Rusya\u2019ya kar\u015f\u0131 koyabilmek i\u00e7in Osmanl\u0131 Devleti\u2019nin yard\u0131m\u0131n\u0131 istemi\u015flerdir. Osmanl\u0131 Devleti ise K\u0131r\u0131m\u2019\u0131n ilhak\u0131ndan sonra b\u00f6lgedeki etkinli\u011fini kaybetmemek i\u00e7in \u00c7erkeslerle do\u011frudan ili\u015fki kurma yoluna gitmi\u015ftir. Bunun i\u00e7in Ferah Ali Pa\u015fa gibi y\u00f6neticilerin yan\u0131 s\u0131ra b\u00f6lgeye din adam\u0131 da g\u00f6ndererek hem Kafkasya\u2019n\u0131n \u0130slamla\u015fmas\u0131na katk\u0131da bulunmu\u015f hem de b\u00f6lgede n\u00fcfuzunu tesis etmeye \u00e7al\u0131\u015fm\u0131\u015ft\u0131r.2<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1828- 1829 Osmanl\u0131 Rus sava\u015f\u0131 ile ba\u015flayan g\u00f6\u00e7ler 1864\u2019te en y\u00fcksek seviyeye ula\u015fm\u0131\u015ft\u0131r. Kara ve deniz yoluyla gelen muhacirler Anadolu ve Balkanlara yerle\u015ftirildiler. \u00d6zellikle 93 Harbi olarak bilinen 1877- 1878 Osmanl\u0131-Rus Sava\u015f\u0131ndan sonra Balkanlara yerle\u015ftirilen \u00c7erkesler ikinci bir g\u00f6\u00e7 dalgas\u0131 ile di\u011fer Balkan M\u00fcsl\u00fcmanlar\u0131 gibi Anadolu\u2019ya g\u00f6\u00e7 ettiler. Bir k\u0131sm\u0131 Suriye ve \u00dcrd\u00fcn\u2019e yerle\u015ftirildi.3<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1864\u2019ten 1908\u2019e kadar ge\u00e7en 64 y\u0131ll\u0131k s\u00fcre\u00e7te \u00c7erkesler toplumun bir pa\u00e7as\u0131 haline gelmeye \u00e7al\u0131\u015ft\u0131lar. II. Me\u015frutiyetin ilan\u0131 ile ortaya \u00e7\u0131kan siyasi ve fikri h\u00fcrriyet ile e\u011fitim, k\u00fclt\u00fcr, siyaset alanlar\u0131nda bir hareketlenme g\u00f6zlemlenmi\u015ftir. Bu d\u00f6nemde e\u011fitimde yenilikler yap\u0131lm\u0131\u015f ve bir\u00e7ok okul a\u00e7\u0131lm\u0131\u015ft\u0131r. Cemiyetler, dernekler kurulmu\u015f, yeni gazete ve dergiler yay\u0131n hayat\u0131na ba\u015flam\u0131\u015flard\u0131r.4<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Kafkasya ve \u00c7erkeslerin S\u00fcrg\u00fcn\u00fc<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kafkasya bat\u0131da Karadeniz, do\u011fuda Hazar G\u00f6l\u00fc, g\u00fcneyde Azerbaycan ve G\u00fcrcistan kuzeyde ise Don Nehri ile Kuma Nehri\u2019nin a\u011fz\u0131 aras\u0131nda kalan b\u00f6lgedir. Kafkas s\u0131ra da\u011flar\u0131n\u0131n kuzey ve g\u00fcney olarak ikiye b\u00f6ld\u00fc\u011f\u00fc alan\u0131n Kuzeybat\u0131 Kafkasya olarak adland\u0131r\u0131lan yeri \u00c7erkezistan olarak bilinir. \u00c7erkesler Kafkasya\u2019n\u0131n yerle\u015fik halklar\u0131d\u0131r.5 Ancak k\u0131smen yanl\u0131\u015f bir anlay\u0131\u015f ile Adige, Abhaz, Oset, Da\u011f\u0131stanl\u0131, \u00c7e\u00e7en hepsine ayr\u0131m yap\u0131lmaks\u0131z\u0131n \u00c7erkez denmi\u015ftir. Bunun nedeni Kafkasyal\u0131lar\u0131n olu\u015fturdu\u011fu ortak k\u00fclt\u00fcr ve kimliktir.6 Bu kimli\u011fi olu\u015fturan unsurlardan biri ortak kaderleridir: G\u00f6\u00e7 ve s\u00fcrg\u00fcn.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kafkasya topluluklar\u0131n\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011fu g\u00f6\u00e7e mecbur b\u0131rak\u0131lm\u0131\u015ft\u0131r. Bir\u00e7o\u011fu Anavatandan uzakta, diasporada varl\u0131\u011f\u0131n\u0131 devam ettirmektedir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1821 Edirne Antla\u015fmas\u0131 ile Kabardey B\u00f6lgesi\u2019nin Rusya\u2019ya b\u0131rak\u0131lmas\u0131 ile ba\u015flayan k\u00fc\u00e7\u00fck \u00e7apl\u0131 g\u00f6\u00e7 hareketleri, 1856 K\u0131r\u0131m Sava\u015f\u0131 ile h\u0131z kazand\u0131. 1864 y\u0131l\u0131na gelindi\u011findeyse art\u0131k toplu g\u00f6\u00e7ler bir s\u00fcrg\u00fcn \u015feklinde ger\u00e7ekle\u015fti. Kafkasyal\u0131lar kitleler halinde Osmanl\u0131 topraklar\u0131na g\u00f6\u00e7 ettiler.7<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">T\u00fcrklerin Kafkasya ile ilk temaslar\u0131 11. Y\u00fczy\u0131lda Sel\u00e7uklular\u0131n Da\u011f\u0131stan\u2019a girmeleri ile ba\u015flam\u0131\u015ft\u0131r. Osmanl\u0131 Devleti D\u00f6nemi ilk ili\u015fkiler ise 1475\u2019te K\u0131r\u0131m\u2019\u0131n ele ge\u00e7irilmesi ile ba\u015flam\u0131\u015ft\u0131r. Daha sonra Ferah Ali Pa\u015fa\u2019n\u0131n 1782\u2019de So\u011fucak\u2019a g\u00f6nderilmesinden sonra h\u0131z kazanm\u0131\u015ft\u0131r.8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ferah Ali Pa\u015fa burada \u00c7erkes beyleri ile iyi ili\u015fkiler kurarak \u0130slamiyet\u2019in b\u00f6lgede yay\u0131lmas\u0131 i\u00e7in faaliyette bulunmu\u015ftur. Ayr\u0131ca Ferah Ali Pa\u015fa\u2019n\u0131n \u00c7erkesler nezdinde kabul g\u00f6rmesi Osmanl\u0131 Devleti\u2019nin itibar\u0131n\u0131 da olumlu etkilemi\u015ftir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">K\u0131r\u0131m Osmanl\u0131\u2019n\u0131n Kafkasya siyasetinin anahtar\u0131 durumundad\u0131r. \u0130lk ili\u015fkilerin K\u0131r\u0131m\u2019\u0131n Osmanl\u0131 Devleti\u2019ne ba\u011flanmas\u0131 ile ba\u015flad\u0131\u011f\u0131 gibi Osmanl\u0131\u2019n\u0131n Kafkasya siyaseti her zaman K\u0131r\u0131m Hanl\u0131\u011f\u0131 \u00fczerinden \u015fekillenmi\u015ftir. 1768-1774 Osmanl\u0131 Rus Sava\u015f\u0131 sonucu imzalanan K\u00fc\u00e7\u00fck Kaynarca Antla\u015fmas\u0131 ile K\u0131r\u0131m ba\u011f\u0131ms\u0131z hale getirilmi\u015ftir. Osmanl\u0131 Devleti\u2019nin kaybetti\u011fi ilk M\u00fcsl\u00fcman co\u011frafyas\u0131 K\u0131r\u0131m olmu\u015ftur.9 Osmanl\u0131\u2019dan kopar\u0131lan K\u0131r\u0131m II. Katerina\u2019n\u0131n planlar\u0131n\u0131n bir par\u00e7as\u0131 olarak Rusya\u2019ya ba\u011fl\u0131 hale geldi. K\u0131r\u0131m Hanl\u0131\u011f\u0131\u2019n\u0131n kaybedilmesi ile bu siyaset yeni bir yola girmi\u015ftir. Osmanl\u0131 y\u00f6netimi art\u0131k Kafkasya ile do\u011frudan ili\u015fkiler kurmak zorundad\u0131r. Bu politika Osmanl\u0131 co\u011frafyas\u0131n\u0131n Asya topraklar\u0131n\u0131n korunmas\u0131 i\u00e7in Kafkasya\u2019y\u0131 kilit haline getirmeyi ama\u00e7lamaktad\u0131r. Osmanl\u0131 Devleti taraf\u0131ndan g\u00f6nderilen din adamlar\u0131 b\u00f6lgede siyasi ve dini faaliyette bulunarak b\u00f6lge halk\u0131 ile yak\u0131n ili\u015fkiler kurmu\u015ftur.10 Rusya\u2019n\u0131n \u00c7erkeslere kendi idaresini kabul ettirmek i\u00e7in yo\u011fun bask\u0131lar yapt\u0131\u011f\u0131 s\u0131rada Osmanl\u0131 Devleti de So\u011fucak muhaf\u0131zl\u0131\u011f\u0131n\u0131 etkili hale getirmenin planlar\u0131n\u0131 yap\u0131yordu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkesler padi\u015fah I. Abd\u00fclhamit\u2019e bir heyet g\u00f6ndererek Rusya\u2019ya kar\u015f\u0131 Osmanl\u0131\u2019n\u0131n deste\u011fini istediler. Bu istekleri olumlu kar\u015f\u0131land\u0131 ve yard\u0131m s\u00f6z\u00fc verildi. Bu geli\u015fmelerin ard\u0131ndan Ferah Ali Pa\u015fa So\u011fucak Muhaf\u0131zl\u0131\u011f\u0131 ile g\u00f6revlendirildi. \u00c7erkes ve Abaza kabilelerinin g\u00fcvenini kazanarak onlardan ba\u011fl\u0131l\u0131k teminat\u0131 alan Ali Pa\u015fa b\u00f6lgede Osmanl\u0131 n\u00fcfuzunu tesis etmekle kalmad\u0131 Kafkasya\u2019da \u0130slamiyet\u2019in yay\u0131lmas\u0131na b\u00fcy\u00fck \u00f6l\u00e7\u00fcde katk\u0131 sa\u011flad\u0131.11 Anapa kalesini yapt\u0131rarak Rus sald\u0131r\u0131lar\u0131ndan ka\u00e7an \u00c7erkes ve Abaza gruplar\u0131n\u0131 buraya yerle\u015ftirdi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>G\u00f6\u00e7lerin Ba\u015flamas\u0131<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1821 Edirne Antla\u015fmas\u0131 ile Kabardey B\u00f6lgesi\u2019nin Rusya\u2019ya b\u0131rak\u0131lmas\u0131 ile ba\u015flayan k\u00fc\u00e7\u00fck \u00e7apl\u0131 g\u00f6\u00e7 hareketleri, 1856 K\u0131r\u0131m Sava\u015f\u0131 ile h\u0131z kazand\u0131. 1864 y\u0131l\u0131na gelindi\u011findeyse art\u0131k toplu g\u00f6\u00e7ler bir s\u00fcrg\u00fcn \u015feklinde ger\u00e7ekle\u015fti. Kafkasyal\u0131lar kitleler halinde Osmanl\u0131 topraklar\u0131na g\u00f6\u00e7 ettiler.12<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rusya\u2019n\u0131n XIX. Y\u00fczy\u0131l boyunca devam ettirdi\u011fi Kafkasya\u2019y\u0131 i\u015fgal politikas\u0131 \u00f6nceleri bireysel g\u00f6\u00e7lere neden olmu\u015ftu. Ancak 1860\u2019lara gelindi\u011finde Rusya\u2019n\u0131n b\u00f6lgeyi ordusunun b\u00fcy\u00fck b\u00f6l\u00fcm\u00fcn\u00fc kaybetmesine, b\u00fct\u00e7esinin b\u00fcy\u00fck bir b\u00f6l\u00fcm\u00fcn\u00fc bu u\u011furda sarf etmesine neden olsa da \u2013her ne pahas\u0131na olursa olsun- i\u015fgal etmeye kesin ve kati bir \u015fekilde karar vermesi ile Kafkasya \u00c7erkesler i\u00e7in ya\u015fan\u0131lamaz bir hale geldi. \u00c7erkeslerin Rusya kar\u015f\u0131s\u0131nda direnmesi b\u00fcy\u00fck katliamlar\u0131n ya\u015fanmas\u0131n\u0131 beraberinde getirdi. Sonu\u00e7 olarak yakla\u015f\u0131k iki milyon kadar insan Osmanl\u0131 topraklar\u0131na g\u00f6\u00e7 etmek zorunda b\u0131rak\u0131ld\u0131.13<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkeslerin Osmanl\u0131 Devleti\u2019ne s\u0131\u011f\u0131nmalar\u0131n\u0131n en \u00f6nemli nedeni dini yak\u0131nl\u0131kt\u0131r. Osmanl\u0131 Padi\u015fah\u0131n\u0131n M\u00fcsl\u00fcmanlar\u0131n halifesi olmas\u0131 bunda etkilidir. H\u0131ristiyan Rusya\u2019n\u0131n idaresinde ya\u015famaktansa hilafetin g\u00f6lgesinde ya\u015famay\u0131 tercih etmi\u015flerdir. Osmanl\u0131 Devleti de imparatorluktaki tar\u0131msal \u00fcretimin art\u0131r\u0131lmas\u0131, asker ihtiyac\u0131n\u0131n kar\u015f\u0131lanmas\u0131, Gayrim\u00fcslimlere kar\u015f\u0131 M\u00fcsl\u00fcman \u00c7erkeslerin denge unsuru olarak kullan\u0131lmas\u0131 gibi faydalar\u0131 g\u00f6z \u00f6n\u00fcnde bulundurarak \u00c7erkeslerin Osmanl\u0131\u2019ya g\u00f6\u00e7\u00fcne s\u0131cak bakm\u0131\u015ft\u0131r.14<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1830\u2019lara gelindi\u011finde Ruslar kuzeyde baz\u0131 b\u00f6lgeleri ele ge\u00e7irmi\u015flerse de i\u00e7 kesimlere girememi\u015flerdi. Bu s\u0131rada M\u00fcridizm hareketi ile \u015eeyh \u015eamil Kafkasya direni\u015fini \u00f6rg\u00fctlemi\u015f ve Ruslara kar\u015f\u0131 ba\u015far\u0131lar elde etmi\u015fti. Ancak K\u0131r\u0131m Sava\u015f\u0131 sonras\u0131 \u015eamil\u2019in m\u00fccadelesi de uzun s\u00fcre devam edemedi ve 1859\u2019da \u015eeyh \u015eamil teslim al\u0131nd\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eamil\u2019in direni\u015fi de son bulunca \u00c7erkesler arka arkaya yenilgiler alarak ma\u011flup duruma d\u00fc\u015ft\u00fcler. 1864 y\u0131l\u0131n\u0131n May\u0131s ay\u0131 \u00c7erkesistan\u2019\u0131n kesin olarak Rus idaresine girdi\u011fi y\u0131ld\u0131r. Bu tarihte yenilgiyi kabul eden \u00c7erkesler Rusya\u2019n\u0131n katliamlar\u0131ndan ka\u00e7arak Osmanl\u0131 Devleti\u2019ne g\u00f6\u00e7e ba\u015flad\u0131lar. Rusya a\u00e7\u0131s\u0131ndan Kuzey ve bat\u0131 Kafkasya isyank\u00e2r Da\u011fl\u0131lardan temizlenmesi gereken ve h\u0131zl\u0131ca H\u0131ristiyanla\u015ft\u0131r\u0131lmas\u0131 \u015fart olan verimli topraklard\u0131. Kafkasya\u2019dan \u00c7erkesleri \u00e7\u0131karmak i\u00e7in yerle\u015fim yerlerini i\u00e7indeki insan ve hayvanlarla birlikte yak\u0131p y\u0131kmaktan, k\u00f6yleri ve tar\u0131m alanlar\u0131n\u0131 yakarak ya da ellerinden alarak b\u00f6lge halk\u0131n\u0131 a\u00e7l\u0131k, yokluk ve yoksulluk i\u00e7inde g\u00f6\u00e7e mecbur etmekten \u00e7ekinmediler.15 \u00c7erkeslere iki se\u00e7enek b\u0131rakt\u0131lar: Biri topraklar\u0131nda kal\u0131p Rusya\u2019n\u0131n idaresine girmek ve isteklerine boyun e\u011fmek; ikincisi Osmanl\u0131 topraklar\u0131na s\u0131\u011f\u0131nmak. B\u00fcy\u00fck \u00e7o\u011funlu\u011fu ikinci yolu se\u00e7ti ve Osmanl\u0131 topraklar\u0131na s\u0131\u011f\u0131nd\u0131lar.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Osmanl\u0131 Devleti\u2019nin Karadeniz limanlar\u0131na y\u0131\u011f\u0131lan muhacirler \u00f6nce ge\u00e7ici isk\u00e2n b\u00f6lgelerine g\u00f6nderilip misafir edildiler. Sonra ge\u00e7ici kald\u0131klar\u0131 yerlerden kal\u0131c\u0131 isk\u00e2n mahallerine nakledildiler. Muhacirler yolculuklar\u0131 s\u0131ras\u0131nda bir\u00e7ok problemle kar\u015f\u0131la\u015ft\u0131lar. So\u011fuk hava \u015fartlar\u0131, ula\u015f\u0131m zorlu\u011fu, yerlilerle ya\u015fanan anla\u015fmazl\u0131klar, g\u0131da eksikli\u011fi, salg\u0131n hastal\u0131klar(\u00e7i\u00e7ek, tif\u00fcs gibi) bu sorunlardan baz\u0131lar\u0131d\u0131r.16<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1860 y\u0131l\u0131nda Muhacirlerin yerle\u015ftirilmesi i\u015flerini organize etmek \u00fczere Muhacirin Komisyonu kuruldu. G\u00f6\u00e7lerin seyrek oldu\u011fu d\u00f6nemde \u015fehremanetinin \u00fcstlendi\u011fi isk\u00e2n i\u015fi art\u0131k daha karma\u015f\u0131k ve zor bir hal ald\u0131\u011f\u0131ndan bir komisyona ihtiya\u00e7 vard\u0131.17 Komisyon muhacirlerin isk\u00e2n edilece\u011fi bo\u015f arazilerin temini, muhacirlerin buraya nakli ve iskan s\u00fcresince ge\u00e7imlerinin asgari \u00f6l\u00e7\u00fcde kar\u015f\u0131lanmas\u0131 gibi i\u015flerden sorumluydu.18<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkes muhacirler \u00f6ncelikle n\u00fcfus yo\u011funlu\u011fu az olan b\u00f6lgelere yerle\u015ftirildi. Buralar Ankara, Kayseri, Sivas, Konya, Bursa, \u00c7ar\u015famba, \u0130zmir, Ayd\u0131n Adapazar\u0131 en yo\u011fun yerle\u015fimin yap\u0131ld\u0131\u011f\u0131 yerlerdi.19 Ayr\u0131ca Balkanlara, Suriye ve \u00dcrd\u00fcn\u2019e de g\u00f6\u00e7men isk\u00e2n\u0131 ger\u00e7ekle\u015ftirilmi\u015ftir. 1864 y\u0131l\u0131ndaki b\u00fcy\u00fck g\u00f6\u00e7 dalgas\u0131ndan sonra aral\u0131klarla devam eden g\u00f6\u00e7 harekeleri 1877- 1878 Osmanl\u0131 Rus Harbi sonras\u0131 tekrar h\u0131zlanm\u0131\u015ft\u0131r. 93 Harbi olarak bilinen bu sava\u015fta \u00e7ok say\u0131da \u00c7erkes muhacir Osmanl\u0131 ordusunda g\u00f6n\u00fcll\u00fc olarak Ruslara kar\u015f\u0131 sava\u015fm\u0131\u015ft\u0131r. Osmanl\u0131 Devleti\u2019nin yenilgisi ile sonu\u00e7lanan sava\u015f Ayestefanos Antla\u015fmas\u0131 ile Batum\u2019un Rusya\u2019ya b\u0131rak\u0131lmas\u0131na neden oldu. Rusya Kafkasya M\u00fcsl\u00fcmanlar\u0131 \u00fczerindeki bask\u0131s\u0131n\u0131 daha da art\u0131rd\u0131 ve yeni g\u00f6\u00e7lerin ya\u015fanmas\u0131 ka\u00e7\u0131n\u0131lmaz oldu. Sohum ile Batum aras\u0131nda ya\u015fayan G\u00fcrc\u00fcler ve Lazlar ile Osmanl\u0131 ile i\u015fbirli\u011fi yapmakla20 ile su\u00e7lanan Abazalar yeni g\u00f6\u00e7men kafilesini olu\u015fturdular. Ruslara terk edilen Kars ve Ardahan\u2019dan, G\u00fcney Kafkasya\u2019dan ve Osmanl\u0131\u2019n\u0131n Balkanlardaki topraklar\u0131ndan \u00e7ok say\u0131da insan muhacir durumuna d\u00fc\u015ft\u00fc.21<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rus emperyalizminin s\u00fcrg\u00fcn, katliam ve ya\u011fma yolunu izleyerek Kafkasya\u2019da yay\u0131lmas\u0131 \u00fczerine yakla\u015f\u0131k iki milyon kadar insan\u0131n Kafkasya\u2019dan yola \u00e7\u0131k\u0131p, daha yoldayken \u015fartlar\u0131n zorlu\u011fu nedeniyle k\u0131r\u0131larak, yok olarak Osmanl\u0131 Devleti\u2019ne s\u0131\u011f\u0131nmas\u0131 insanl\u0131k tarihinin en ac\u0131 sayfalar\u0131n\u0131 olu\u015fturmaktad\u0131r. Maddi imk\u00e2ns\u0131zl\u0131klar, salg\u0131n hastal\u0131klar, uyum problemleri, dil sorunu gibi bir\u00e7ok olumsuzlu\u011fa ra\u011fmen \u00c7erkesler Osmanl\u0131 topraklar\u0131n\u0131 vatanlar\u0131 bilmi\u015flerdir. XX. y\u00fczy\u0131l\u0131n ba\u015flar\u0131nda imparatorlu\u011fun di\u011fer \u00fcyeleri gibi cemiyetler kurarak e\u011fitim ve matbuat faaliyetlerine ba\u015flam\u0131\u015flard\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Osmanl\u0131 E\u011fitim Sistemine Genel Bir Bak\u0131\u015f<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tanzimat \u00d6ncesi E\u011fitim<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Geleneksel Osmanl\u0131 e\u011fitim sisteminin merkezinde medreseler yer al\u0131r. Kurulu\u015fundan itibaren Sel\u00e7uklulardan devrald\u0131\u011f\u0131 miras ile de medreseler geli\u015ftirilmi\u015ftir. \u00d6zellikle Fatih ve S\u00fcleymaniye Medreseleri gibi karma\u015f\u0131k yap\u0131daki medreseler imparatorlu\u011fun e\u011fitim ve bilim hayat\u0131na \u00f6nemli katk\u0131lar yapm\u0131\u015flard\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Osmanl\u0131\u2019da e\u011fitimin ilk kademesi s\u0131byan mektepleridir. Be\u015f ya\u015f\u0131na gelen k\u0131z ve erkek \u00e7ocuklar\u0131 bu okullara ba\u015flar.22 Camilerin yan\u0131nda hemen her mahallede bulunan s\u0131byan mektepleri vak\u0131f gelirleri ile idame ettirilmekteydi. \u00c7ocuklara Kuran e\u011fitiminin yan\u0131 s\u0131ra okuma yazma ve namaz k\u0131lma, d\u00f6rt i\u015flem gibi temel yetkinlikler kazand\u0131rmay\u0131 hedefleyen kurumlard\u0131r.23<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir de herkese a\u00e7\u0131k olmayan yaln\u0131zca devletin ihtiya\u00e7 duydu\u011fu memur ve asker ihtiyac\u0131n\u0131 kar\u015f\u0131lamaya y\u00f6nelik olan Enderun mektebi vard\u0131r. Enderun saray i\u00e7i bir e\u011fitim sistemidir. Osmanl\u0131 Devleti\u2019nin askeri sisteme dayanan y\u00f6netici kadrolar\u0131na dev\u015firme k\u00f6kenliler al\u0131n\u0131r. Enderun mektebi padi\u015fah\u0131n maiyetinin e\u011fitimli, k\u00fclt\u00fcrl\u00fc ve nitelikli ki\u015filerden olu\u015fmas\u0131n\u0131 sa\u011flamaktayd\u0131.24<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tanzimat D\u00f6nemine kadar bu \u015fekilde devam eden klasik Osmanl\u0131 e\u011fitim sistemi ile ilgili \u00e7e\u015fitli yenilikler yap\u0131lmak istendiyse de ba\u015far\u0131l\u0131 olunamad\u0131 ve bu d\u00f6neme kadar k\u00f6kl\u00fc bir de\u011fi\u015fiklik ger\u00e7ekle\u015fmedi. Tanzimat D\u00f6nemi\u2019nde yeni e\u011fitim kurumlar\u0131 a\u00e7\u0131lmakla birlikte eski kurumlar da varl\u0131\u011f\u0131n\u0131 korudu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tanzimat D\u00f6nemi ve Sonras\u0131nda E\u011fitim<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1839 y\u0131l\u0131nda ilan edilen Tanzimat Ferman\u0131nda e\u011fitime dair herhangi madde yoktur. Devlet yaln\u0131zca kendi i\u00e7 mekanizmas\u0131nda ihtiya\u00e7 duydu\u011fu personeli yeti\u015ftirmeyi g\u00f6rev edinmi\u015ftir. Ancak Sultan Abd\u00fclmecit e\u011fitimin ne kadar \u00f6nemli oldu\u011funu kavram\u0131\u015ft\u0131r ve bu konuda gerekenin yap\u0131lmas\u0131n\u0131 istemi\u015ftir.25 Bundan sonra devletin y\u0131k\u0131l\u0131\u015f\u0131na kadar etkileri olan ve yeni e\u011fitim kurumlar\u0131n\u0131n kurulmas\u0131na yol a\u00e7an de\u011fi\u015fiklikler yap\u0131lm\u0131\u015ft\u0131r. Bu de\u011fi\u015fikliklerin en \u00f6nemlisi Mekatibi-i Umumiye Nezareti de 1857\u2019de kurulmas\u0131d\u0131r.26 Vakan\u00fcvis Esat Efendi\u2019nin ba\u015f\u0131nda bulundu\u011fu nezaretin en \u00f6nemli g\u00f6revi s\u0131byan mekteplerinin \u0131slah\u0131 ile r\u00fc\u015ftiyelerin say\u0131s\u0131n\u0131n artt\u0131r\u0131lmas\u0131yd\u0131.27 E\u011fitim-\u00f6\u011fretimin en \u00fcst basama\u011f\u0131 olarak bir Dar\u00fclf\u00fcnunun kurulmas\u0131 kararla\u015ft\u0131r\u0131ld\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1869 tarihinde yay\u0131nlanan Maarif-i Umumiye Nizamnamesi Osmanl\u0131 e\u011fitim sisteminde k\u00f6kl\u00fc ve kal\u0131c\u0131 de\u011fi\u015fiklikleri yapan nizamnamedir. Bu nizamnamede ilkokul zorunlu hale getirilerek, kademeleri ilk, orta ve y\u00fcksek olarak belirlenmi\u015ftir.28 R\u00fc\u015ftiyelerin kurulmas\u0131 da bu d\u00f6nemin bir \u00fcr\u00fcn\u00fcd\u00fcr. D\u00f6rt y\u0131ll\u0131k zorunlu e\u011fitimi bulunan s\u0131byan mektebinden sonra yap\u0131lan s\u0131navda ba\u015far\u0131l\u0131 olanlar r\u00fc\u015ftiyelere kay\u0131t olabileceklerdi.29<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tanzimat Ferman\u0131\u2019nda e\u011fitime dair herhangi bir madde yer alm\u0131yordu. Ancak 1856 Islahat Ferman\u0131\u2019nda e\u011fitime do\u011frudan at\u0131f yap\u0131lm\u0131\u015ft\u0131r. \u00d6zellikle gayrim\u00fcslimlere verilen haklar vurgulanm\u0131\u015ft\u0131r. Gayrim\u00fcslimler okul a\u00e7ma hakk\u0131na sahip olmu\u015ftur.30 Ayr\u0131ca din ayr\u0131m\u0131 yap\u0131lmaks\u0131z\u0131n t\u00fcm Osmanl\u0131 vatanda\u015flar\u0131n\u0131n devletin b\u00fct\u00fcn okullar\u0131na girebilmesi karar\u0131 al\u0131nm\u0131\u015ft\u0131. Ancak b\u00fct\u00fcn e\u011fitim kurumlar\u0131 devletin denetiminde i\u015fleyebilecekti.31<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Gayrim\u00fcslimlerin Mektepleri ve Yabanc\u0131 Okullar<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tanzimat D\u00f6nemindeki yenile\u015fme hareketlerine kadar Osmanl\u0131 tebaas\u0131 Gayrim\u00fcslimlerin e\u011fitimi de M\u00fcsl\u00fcmanlarda oldu\u011fu gibi dini kurumlar\u0131n etraf\u0131nda \u015fekillenmi\u015fti. Kilise ve din adamlar\u0131 e\u011fitim ve \u00f6\u011fretimde s\u00f6z sahibiydi. Gayrim\u00fcslim tebaan\u0131n ticarete y\u00f6nelmesi ve bu yolla zenginle\u015fmeye ba\u015flamas\u0131 ile din adam\u0131 yeti\u015ftirmeye dayal\u0131 e\u011fitim- \u00f6\u011fretim d\u0131\u015f\u0131nda bat\u0131l\u0131 tarzda okulla\u015fma talebi ortaya \u00e7\u0131kt\u0131.18.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Y\u00fczy\u0131l\u0131n sonlar\u0131ndan itibaren bat\u0131l\u0131 anlamda laik ve modern e\u011fitime do\u011fru bir y\u00f6nelim geli\u015fti. Rum, Ermeni ve Yahudiler \u0130stanbul ba\u015fta olmak \u00fczere \u00e7o\u011funlukta bulunduklar\u0131 \u015fehirlerde laik e\u011fitim veren okullar a\u00e7t\u0131lar.32 Gayrim\u00fcslim cemaatlerin okullar\u0131 kadar etkili ve yayg\u0131n olan bir giri\u015fim de yabanc\u0131lar\u0131n Osmanl\u0131 Devleti i\u00e7inde a\u00e7t\u0131klar\u0131 okullard\u0131r. Bu okullar hususi mektep h\u00fcviyetindedir. Her ne kadar devlet kontrol\u00fcnde g\u00f6r\u00fcnseler de Osmanl\u0131 Devleti bu okullar\u0131 yeterince kontrol alt\u0131nda tutamam\u0131\u015f ve bu kurumlar Osmanl\u0131 Devleti\u2019nin b\u00fct\u00fcnl\u00fc\u011f\u00fcn\u00fc bozmaya y\u00f6nelik zararl\u0131 faaliyetlere ba\u015flam\u0131\u015flard\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6zellikle gayrim\u00fcslim tebaa aras\u0131nda Frans\u0131z \u0130htilali\u2019nin getirdi\u011fi milliyet\u00e7ilik fikrini kullanarak ayr\u0131l\u0131k\u00e7\u0131 hareketlerin do\u011fmas\u0131nda olduk\u00e7a etkili olmu\u015flard\u0131r. \u00d6zellikle yabanc\u0131lar\u0131n a\u00e7t\u0131\u011f\u0131 \u00f6zel okullar gayrim\u00fcslimler \u00fczerinde \u00e7ok etkili oldu. Bu d\u00f6nem M\u00fcsl\u00fcman Osmanl\u0131 tebaas\u0131n\u0131n da bat\u0131l\u0131 e\u011fitim alma taleplerinin ba\u015flad\u0131\u011f\u0131 d\u00f6nemdir. B\u00fcrokrat, memur, t\u00fcccar gibi orta s\u0131n\u0131f aileler \u00e7ocuklar\u0131na \u00f6zel yabanc\u0131 okullar\u0131nda oldu\u011fu gibi usul-\u00fc cedit \u00fczere e\u011fitim ald\u0131rmak istiyordu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Devletin Tanzimat D\u00f6nemi\u2019nden sonra a\u00e7t\u0131\u011f\u0131 okullar yetersiz gelince bu aileler yabanc\u0131 okullara y\u00f6neldiler. Ancak hem halk taraf\u0131ndan hem de devlet taraf\u0131ndan bunlar\u0131n zararl\u0131 faaliyetleri biliniyordu. Devletin, bu talepleri dikkate almas\u0131 ve yeni okullar\u0131n uygun ekonomik \u015fartlara sahip olmamas\u0131 nedenleri ile M\u00fcsl\u00fcmanlar\u0131n \u00f6zel okullar\u0131 a\u00e7\u0131lmaya ba\u015flad\u0131.33<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00c7erkeslerin \u00d6rg\u00fctlenmeleri ve E\u011fitim Hayat\u0131<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">II. Me\u015frutiyet\u2019in ilan\u0131 ile birlikte sosyal ve k\u00fclt\u00fcrel alanda g\u00f6zle g\u00f6r\u00fcl\u00fcr bir hareketlilik ba\u015flad\u0131. H\u00fcrriyet ve \u00f6zg\u00fcrl\u00fck r\u00fczg\u00e2rlar\u0131n\u0131n esti\u011fi bu d\u00f6nemde bir\u00e7ok dernek, cemiyet kurulmu\u015f, yeni gazete ve dergiler yay\u0131n imtiyaz\u0131 alm\u0131\u015f ve bir\u00e7ok yeni okul e\u011fitim hayat\u0131na ba\u015flam\u0131\u015ft\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daha \u00f6nce bir\u00e7ok izinlerle al\u0131nan gazete \u00e7\u0131karma imtiyaz\u0131 art\u0131k sadece matbuat m\u00fcd\u00fcrl\u00fc\u011f\u00fcne verilen dilek\u00e7e ile al\u0131nabiliyordu.34 \u00c7erkes muhacirler de II. Me\u015frutiyet ile gelen \u00f6zg\u00fcrl\u00fck ortam\u0131ndan faydalanarak e\u011fitim ve matbuat etkinliklerine ba\u015flad\u0131lar.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00c7erkes Teav\u00fcn Cemiyeti ve \u00c7erkes Teav\u00fcn Mektebi<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">II. Me\u015frutiyet\u2019in getirdi\u011fi olanaklardan faydalanarak kurulan ilk \u00c7erkes \u00f6rg\u00fctlenmesi \u00c7erkes Teav\u00fcn Cemiyeti\u2019dir. \u015eeyh \u015eamil\u2019in o\u011flu Gazi Mehmet Pa\u015fa\u2019n\u0131n evinde toplanan \u00c7erkes ileri gelenleri bir dernek kurdular. Resmi kurulu\u015f tarihi 4 Kas\u0131m 1908\u2019dir. \u00c7e\u015fitli muhitlere ta\u015f\u0131nan cemiyet merkezi en son Divan Yolu\u2019nda faaliyet g\u00f6sterdi.35 Kurucular\u0131 ve \u00fcyeleri \u00c7erkes k\u00f6kenli e\u011fitimli ve k\u00fclt\u00fcrl\u00fc Osmanl\u0131 ayd\u0131nlar\u0131 idi. Ahmet Cevdet Therket Pa\u015fa, Loh Ahmet Hamdi Pa\u015fa, Mare\u015fal Berzeg Zeki Pa\u015fa, Mare\u015fal Merted Abdullah Pa\u015fa, General Pooh Nazmi Pa\u015fa, Met \u00c7unatuko \u0130zzet Pa\u015fa, Gazi Muhammet Faz\u0131lPa\u015fa gibi \u00f6nemli isimler cemiyetin \u00fcyeleri aras\u0131nda bulunuyordu.36<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1923 y\u0131l\u0131na kadar faaliyet g\u00f6steren derne\u011fin amac\u0131 \u201c aralar\u0131nda dini g\u00f6revleri, g\u00fczel ahlak\u0131, me\u015frutiyet kurallar\u0131n\u0131 yaymak, ticari, end\u00fcstriyel ve tar\u0131msal ili\u015fkiler kurmak ve g\u00fc\u00e7lendirmek; Osmanl\u0131 topluluklar\u0131yla uyum i\u00e7inde ilerlemenin doru\u011funa t\u0131rmanma hedefini ger\u00e7ekle\u015ftirmek\u201d olarak ilan edilen beyannamede belirtilmi\u015ftir.37<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cemiyet nizamnamesinde, hedeflerini ger\u00e7ekle\u015ftirmek ve halka ula\u015fmak i\u00e7in bir gazete \u00e7\u0131karaca\u011f\u0131n\u0131 belirtmi\u015ftir. Bu do\u011frultuda \u011euaze (rehber) adl\u0131 bir gazete yay\u0131na ba\u015flat\u0131ld\u0131.38 Gazete de e\u011fitimin geli\u015ftirilmesi, k\u00f6leli\u011fin kald\u0131r\u0131lmas\u0131, milli bir alfabe olu\u015fturulmas\u0131 gibi konular de\u011ferlendirilmi\u015ftir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cemiyet \u00c7erkes halk\u0131n\u0131n ilerlemesi i\u00e7in geleneklerin korunmas\u0131 ve nesillerin e\u011fitilmesi gerekti\u011fini savunarak \u00c7erkes halk\u0131n\u0131n sesi olmak istemi\u015ftir. \u00c7erkes diline uygun bir alfabenin olu\u015fturulmas\u0131, gazete \u00e7\u0131kar\u0131lmas\u0131 hem Osmanl\u0131\u2019da hem Kafkasya\u2019da mektepler a\u00e7\u0131lmas\u0131, ilk kez \u00c7erkesce e\u011fitim verilmesi, k\u00f6leli\u011fin yasaklanarak saraydaki \u00c7erkes k\u0131zlar\u0131n\u0131n evlerine iade edilmeleri gibi konularda ba\u015far\u0131lar sa\u011flam\u0131\u015ft\u0131r.39 Devlet ileri gelenleri ile iyi m\u00fcnasebetler geli\u015ftiren cemiyet istediklerini daha kolay yapabilmi\u015ftir.40<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkes Kad\u0131nlar\u0131 Teav\u00fcn Cemiyeti\u2019nin bir de yay\u0131n organ\u0131 vard\u0131. Ad\u0131 \u201cDiyane\u201d (anam\u0131z) olan derginin 12 Mart 1920 tarihinde ilk say\u0131s\u0131 yay\u0131nland\u0131. Dergi hem T\u00fcrk\u00e7e hem \u00c7erkesce olarak b\u00f6l\u00fcmler bulunduruyordu. 12 sayfas\u0131 Osmanl\u0131 T\u00fcrk\u00e7esi, 4 sayfas\u0131 Latin alfabesi ile yaz\u0131lm\u0131\u015f \u00c7erkesceydi. Yazar kadrosunda Hayriye Melek Hon\u00e7, Met \u0130zzet Pa\u015fa, T\u0131me Seyin, Blenav Batuk, Cankat Lewstenbi gibi isimler bulunuyordu.41<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00c7erkes Teav\u00fcn Mektebi<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cemiyetin en \u00f6nemli faaliyeti bir okul kurmak olmu\u015ftur. Okulun ad\u0131 \u00c7erkes Teav\u00fcn Mektebidir. 1910 y\u0131l\u0131nda kurulan okul 1914 y\u0131l\u0131na kadar e\u011fitime devam etmi\u015ftir. \u00c7erkes Teav\u00fcn Cemiyeti\u2019nin b\u00fcnyesinde kurulan okul \u00f6ncelikle yoksul \u00c7erkes \u00e7ocuklar\u0131n\u0131n e\u011fitimi ile ilgilenecekti. Ayr\u0131ca \u00fccretini \u00f6deyerek kay\u0131t olanlara da a\u00e7\u0131k olacakt\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Yaln\u0131z d\u0131\u015far\u0131dan al\u0131nan \u00f6\u011frencilerin say\u0131s\u0131 okulun toplam n\u00fcfusunun yar\u0131s\u0131n\u0131 ge\u00e7memeliydi.42 Bir y\u0131l ihtiyat, \u00fc\u00e7 y\u0131l iptidai ve \u00fc\u00e7 y\u0131l r\u00fc\u015ftiye olarak toplam yedi y\u0131ll\u0131k e\u011fitim s\u00fcresinin ard\u0131ndan mezun veriyordu. Okula sadece erkek \u00f6\u011frenciler girebiliyordu.43 Ders program\u0131 ise resmi programa uymakla birlikte ayr\u0131 olarak \u00c7erkesce okuma ve yazma dersleri ile birlikte g\u00f6rg\u00fc kurallar\u0131, jimnastik, mektep bah\u00e7esinde uygulamal\u0131 tar\u0131m ve fizik dersleri \u015feklindeydi.44<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Okulun ne zaman kapand\u0131\u011f\u0131 bilinmemekle birlikte kay\u0131tlarda yer almamas\u0131 nedeniyle 1914 y\u0131l\u0131nda kapand\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir.45v\u00c7erkes dilinde e\u011fitim yapan ilk kurum olmas\u0131 bak\u0131m\u0131ndan ve hem \u00c7erkes k\u00fclt\u00fcr\u00fcne hem de T\u00fcrk e\u011fitim tarihine katk\u0131lar\u0131ndan dolay\u0131 \u00f6nemlidir. \u00c7erkes \u0130ttihat ve Teav\u00fcn Cemiyeti yaln\u0131zca \u0130stanbul\u2019da okul a\u00e7makla kalmam\u0131\u015f Kafkasya\u2019ya da personel g\u00f6ndererek orada da okul a\u00e7\u0131lmas\u0131na \u00f6nc\u00fcl\u00fck etmi\u015ftir. D\u00fczceli H\u0131zelt \u0130brahim \u00f6\u011fretmen olarak Kafkasya\u2019ya g\u00f6nderilmi\u015ftir. H\u0131zelt \u0130brahim Bey Kuban b\u00f6lgesinde \u00f6zel bir okul a\u00e7\u0131lmas\u0131na katk\u0131da bulunmu\u015ftur. 1919 y\u0131l\u0131na gelindi\u011finde ise Nuri Tsa\u011fo Nal\u00e7ik\u2019e gitmi\u015f ve orda bir e\u011fitim kurumu kurmaya muvaffak olmu\u015ftur.46<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">II. Me\u015frutiyet D\u00f6nemi t\u00fcm Osmanl\u0131 toplumunun \u00f6rg\u00fctlendi\u011fi bir d\u00f6nem olmakla birlikte kad\u0131nlar\u0131n da toplumsal hayata daha \u00e7ok d\u00e2hil oldu\u011fu bir s\u00fcre\u00e7 olmu\u015ftur. D\u00f6nemin mimar\u0131 olan \u0130ttihat ve Terakki F\u0131rkas\u0131 yetkilileri 1911\u2019deki 4. Kongresinde e\u011fitimin \u00f6nemine vurgu yaparken k\u0131z \u00e7ocuklar\u0131n e\u011fitimine de de\u011finmi\u015ftir. Var olan k\u0131z mekteplerinin say\u0131lar\u0131n\u0131n artt\u0131r\u0131lmas\u0131 kararla\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r. Bu kararlar\u0131n ard\u0131ndan 1913 y\u0131l\u0131nda g\u00fcn\u00fcm\u00fczde de e\u011fitime devam eden \u0130stanbul \u0130nas Sultanisi, daha sonra buna benzer \u00c7aml\u0131ca ve Kandilli gibi muhitlerde k\u0131zlar i\u00e7in liseler a\u00e7\u0131lm\u0131\u015ft\u0131r. Ard\u0131ndan sanat ve mesleki e\u011fitime dair kurumlar da tesis edilmeye ba\u015flam\u0131\u015ft\u0131r. \u0130lk hem\u015firelik okulu bu d\u00f6nemin eseridir.47<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kad\u0131nlar cemiyetle\u015fme hareketlerinin de bizzat i\u00e7inde yer ald\u0131lar. Bunlardan biri \u00c7erkes Kad\u0131nlar\u0131 \u0130ttihat ve Teav\u00fcn Cemiyeti\u2019dir. \u00c7erkes \u0130ttihat ve Teav\u00fcn cemiyetine ba\u011fl\u0131 olarak be\u015f \u00c7erkes Han\u0131m taraf\u0131ndan kurulan \u00c7erkes Kad\u0131nlar\u0131 Teav\u00fcn Cemiyeti 1918 y\u0131l\u0131n\u0131n Eyl\u00fcl ay\u0131nda faaliyete ba\u015flad\u0131. Kurulmas\u0131na Met \u00c7unatuko \u0130zzet Pa\u015fa \u00f6nderlik etmi\u015ftir.48 Dernek ba\u015fkanl\u0131\u011f\u0131na Hayriye Melek Han\u0131m getirilmi\u015ftir. Derne\u011fin \u00fcyeleri olan han\u0131mlar d\u00f6nemlerinin ilerici, idealist, m\u00fcnevver simalar\u0131yd\u0131lar. Kurucular\u0131: Hayriye Melek Hon\u00e7, Seza Pooh, Faika Han\u0131m, Emine Re\u015fit Zalique ve Makbule Berzek\u2019ti.49<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00c7erkes Numune Mektebi<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Derne\u011fin en \u00f6nemli faaliyeti bir okul a\u00e7makt\u0131r. \u00c7erkes Numune mektebi ad\u0131 ile e\u011fitime ba\u015flayan mektep hem k\u0131z hem erkek \u00f6\u011frencilerin bir arada okudu\u011fu bir okuldu. Bu Osmanl\u0131 Devleti\u2019nde bir ilktir. Bu okula kadar M\u00fcsl\u00fcman k\u0131z ve erkeklerin bir arada okudu\u011fu bir okul yoktur.50<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"960\" height=\"659\" src=\"https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/Cerkes-Ornek-Okulu-jimnastik-dersi.jpg\" alt=\"\" class=\"wp-image-969\" srcset=\"https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/Cerkes-Ornek-Okulu-jimnastik-dersi.jpg 960w, https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/Cerkes-Ornek-Okulu-jimnastik-dersi-600x412.jpg 600w, https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/Cerkes-Ornek-Okulu-jimnastik-dersi-768x527.jpg 768w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><figcaption class=\"wp-element-caption\">\u00c7erkes Numune Mektebi&#8217;nde Jimnastik Dersi<\/figcaption><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Okulun amac\u0131 \u00c7erkes k\u00fclt\u00fcr\u00fcn\u00fc ya\u015fatmak, \u00c7erkes dilini \u00f6\u011fretmek ve korumak, ahlakl\u0131 k\u00fclt\u00fcrl\u00fc bir nesil yeti\u015ftirmek \u015feklinde a\u00e7\u0131klanabilir. Dersler T\u00fcrk\u00e7e ve \u00c7erkesce olarak iki dilde veriliyordu. Okulda ilk ve orta dengi e\u011fitim veriliyordu. Ayr\u0131ca anaokulu e\u011fitimi i\u00e7in de bir s\u0131n\u0131f a\u00e7\u0131lm\u0131\u015f olmas\u0131 \u00f6nemlidir. T\u00fcrk e\u011fitim tarihinde bu bir ilktir. Ders program\u0131nda T\u00fcrk\u00e7e, \u00c7erkesce, co\u011frafya, Kafkasya Tarihi ve Co\u011frafyas\u0131, \u00c7erkes Edebiyat\u0131, Frans\u0131zca, beden e\u011fitimi, m\u00fczik dersleri bulunmaktad\u0131r. Okulun ilklerinden biri de Latin alfabesi kullan\u0131lmas\u0131yd\u0131.51 T\u00fcrkiye\u2019de alfabe devrimi yap\u0131lmadan on y\u0131l \u00f6nce ilk kez bir M\u00fcsl\u00fcman topluluk Latin alfabesi kullanm\u0131\u015ft\u0131r. Okulun mevcudu 150-180 ki\u015fi aras\u0131nda olmakla beraber s\u0131n\u0131flarda 25-30 ki\u015fi bulunuyordu. \u00d6\u011frenciler bir \u00f6rnek \u00fcniforma giyiyorlard\u0131.52<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkes Kad\u0131nlar\u0131 Teav\u00fcn Cemiyeti ve buna ba\u011fl\u0131 olarak kurulan mektep 1923 y\u0131l\u0131nda Lozan Antla\u015fmas\u0131\u2019ndan sonra kapanm\u0131\u015ft\u0131r. Lozan\u2019da \u00c7erkeslerin az\u0131nl\u0131k stat\u00fcs\u00fcnde yer almad\u0131\u011f\u0131n\u0131n kabul edilmesi ile A\u011fustos 1923\u2019te cemiyet, Eyl\u00fcl\u2019de ise mektep kapat\u0131lm\u0131\u015ft\u0131r. T\u00fcrk e\u011fitim ve k\u00fclt\u00fcr\u00fcne yapt\u0131\u011f\u0131 katk\u0131lar\u0131n ard\u0131ndan tarih sahnesinden silinmi\u015ftir.53<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"796\" src=\"https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/cerkes-ornekl-okulu-qudeberdoqua-mumtaz-ve-sevket-1024x796.jpg\" alt=\"\" class=\"wp-image-966\" srcset=\"https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/cerkes-ornekl-okulu-qudeberdoqua-mumtaz-ve-sevket-1024x796.jpg 1024w, https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/cerkes-ornekl-okulu-qudeberdoqua-mumtaz-ve-sevket-600x466.jpg 600w, https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/cerkes-ornekl-okulu-qudeberdoqua-mumtaz-ve-sevket-768x597.jpg 768w, https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/cerkes-ornekl-okulu-qudeberdoqua-mumtaz-ve-sevket-1536x1194.jpg 1536w, https:\/\/certav.org\/wp-content\/uploads\/2026\/10\/cerkes-ornekl-okulu-qudeberdoqua-mumtaz-ve-sevket-2048x1592.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"wp-element-caption\">\u00c7erkes Numune Mektebi \u00d6\u011fretmen ve Talebeleri<\/figcaption><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u011euaze Gazetesinde E\u011fitime Dair Yaz\u0131lar<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkes \u0130ttihat ve Teav\u00fcn Cemiyetinin yay\u0131n organ\u0131 olan gazetenin ilk say\u0131s\u0131 miladi 2 Nisan 1911 tarihinde yay\u0131nlanm\u0131\u015ft\u0131r. Cemiyetin yay\u0131n organ\u0131 oldu\u011fu ve cemiyetin kabul etti\u011fi program\u0131n ikinci maddesi uyar\u0131nca yay\u0131n faaliyetine ba\u015flad\u0131\u011f\u0131 ilk say\u0131n\u0131n ilk sayfas\u0131nda yer alm\u0131\u015ft\u0131r.54 57 say\u0131 \u00e7\u0131kan gazetenin mesul m\u00fcd\u00fcr\u00fc H\u0131t Tevfik Talat Bey\u2019dir.22. say\u0131s\u0131nda m\u00fcd\u00fcr\u00fcn Ahmet Nuri bey oldu\u011fu belirtilmi\u015ftir. Fiyat\u0131 10 para olan \u011euaze\u2019nin senelik abonelik \u00fccreti 30 kuru\u015ftur. \u0130lk iki say\u0131s\u0131 pazartesi g\u00fcn\u00fc \u00e7\u0131kt\u0131ktan sonra sonraki say\u0131lar\u0131 Per\u015fembe g\u00fcn\u00fc \u00e7\u0131kmaya ba\u015flam\u0131\u015ft\u0131r. \u0130lk say\u0131lar haftada bir \u00e7\u0131kar\u0131l\u0131rken sonraki say\u0131lar 15 g\u00fcnde bir \u00e7\u0131kar\u0131lm\u0131\u015ft\u0131r. Her say\u0131s\u0131 sekiz sayfadan olu\u015fan gazete T\u00fcrk\u00e7e olarak ne\u015fredilmi\u015ftir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u011euaze\u2019de bir\u00e7ok yazar\u0131n makaleleri bulunmakla birlikte belli ba\u015fl\u0131 yazarlar\u0131 Yusuf Suat(Ne\u011fuc), Met Yusuf \u0130zzet Pa\u015fa(\u00c7unatiko), Hayriye Melek (Hun\u00e7), Dr. Mehmet Ali (P\u00e7\u0131 Haluk), Ahmet Nuri (Tsa\u011fo), Tahir Hayrettin Bey (Tle\u015f), H\u00fcseyin \u015eemi T\u00fcmer (Seyin Time)\u2019d\u0131r.55<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gazete e\u011fitim, k\u00fclt\u00fcr, milli bir alfabe olu\u015fturma, k\u00f6leli\u011fin kald\u0131r\u0131lmas\u0131, Kafkasya\u2019ya d\u00f6n\u00fc\u015f, Kafkasya Tarihi gibi bir\u00e7ok konuda yay\u0131n yapm\u0131\u015ft\u0131r. \u00c7erkes toplumuna faydal\u0131 olmak, rehberlik etmek, anavatanda ve diasporada okullar a\u00e7mak gibi ama\u00e7lara hizmet etmeyi g\u00f6rev edinmi\u015ftir. 1911 y\u0131l\u0131ndan 1914 y\u0131l\u0131na kadar yay\u0131n yapan gazete hem \u00c7erkeslerin sorunlar\u0131 ile ilgilenmi\u015f hem de Osmanl\u0131 toplumunun ilerlemesi, refah\u0131 \u00fczerine tart\u0131\u015fmalar ba\u015flatm\u0131\u015ft\u0131r.56<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cBizde Mesai-yi \u0130\u00e7timaiye Mukaddim\u00e2t\u0131\u201d ba\u015fl\u0131\u011f\u0131yla yaz\u0131lan makalenin devam\u0131nda medeni hayat\u0131n kendine g\u00f6re ilerlemeci bir tak\u0131m ihtiya\u00e7lar\u0131 oldu\u011fu ve bu ihtiya\u00e7lar\u0131n fark edilmesinden sonra kar\u015f\u0131lanmas\u0131 amac\u0131yla cemiyet te\u015fekk\u00fcl ettirildi\u011finden bahsetmektedir. Makalenin yazar\u0131na g\u00f6re ihtiya\u00e7 duyulan ilerlemenin ve birli\u011fin yolu ise e\u011fitimdir. Toplumun e\u011fitilmesi s\u00f6z konusudur.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">E\u011fitim meselesini yaln\u0131zca devletin g\u00f6revi bilmek yanl\u0131\u015ft\u0131r. Osmanl\u0131 toplumunu sosyal ve ekonomik y\u00f6nden geli\u015ftirecek olan yol e\u011fitimdir ve geli\u015fimini daimi k\u0131lacak olan da matbuatt\u0131r. Ancak matbuat geni\u015f bilgi birikimi ile donat\u0131lm\u0131\u015f olursa i\u015fe yarar.57 Fikirlerin yay\u0131lmas\u0131 i\u00e7in matbuat\u0131n ne kadar \u00f6nemli oldu\u011funun fark\u0131na varan \u00c7erkes Teav\u00fcn Cemiyeti \u00fcyeleri \u011euaze gazetesini de diaspora \u00c7erkesleri i\u00e7in bir ileti\u015fim arac\u0131 olarak tasarlam\u0131\u015flard\u0131r. Her ne kadar haber gazetesi de\u011filse de yeni fikir ve bilgilerin \u00c7erkesler aras\u0131nda yay\u0131lmas\u0131nda \u00e7ok \u00f6nemli bir g\u00f6rev \u00fcstlenmi\u015ftir. \u00c7erkes Teav\u00fcn Cemiyeti\u2019nin \u00f6nemle \u00fczerinde durdu\u011fu konulardan biri okul a\u00e7makt\u0131r. \u00c7erkes k\u00fclt\u00fcr ve geleneklerini ya\u015fatmak ve hem \u00c7erkes toplumunu hem de Osmanl\u0131 toplumunu ilerlemeci, ayd\u0131n seviyeye y\u00fckseltmek i\u00e7in okul a\u00e7mak elzemdir. Bu konuda gerekli olan para birikiminin sa\u011flanmas\u0131 i\u00e7in \u00e7e\u015fitli yollar denendi\u011fi anla\u015f\u0131l\u0131yor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7e\u015fitli k\u00fclt\u00fcrel, sanatsal etkinlikler d\u00fczenleyip, biletler satarak gelir elde ediliyordu. Bilet sat\u0131\u015flar\u0131ndan elde edilen gelir okul menfaatine kullan\u0131l\u0131yordu.58<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mektebin ianesi i\u00e7in gerekli olan maddi kaynaklardan biri de halk\u0131n yard\u0131mlar\u0131yd\u0131. \u00c7ok farkl\u0131 kesimlerden insanlar\u0131n para yard\u0131m\u0131nda bulundu\u011funu ve bunlar\u0131n isimlerinin ba\u011f\u0131\u015f miktarlar\u0131 ile birlikte gazetede ne\u015fredildi\u011fini g\u00f6r\u00fcyoruz.59<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kafkasya\u2019da okullar\u0131n a\u00e7\u0131lmas\u0131 cemiyetin ilgilendi\u011fi ve ger\u00e7ekle\u015ftirdi\u011fi bir di\u011fer projedir. Bu okullar\u0131n a\u00e7\u0131labilmesi i\u00e7in gerekli sermayenin sa\u011flanmas\u0131 i\u00e7in bir \u00e7\u00f6z\u00fcm yolu d\u00fc\u015f\u00fcn\u00fclm\u00fc\u015ft\u00fcr. Bu yol Kafkasya M\u00fcsl\u00fcmanlar\u0131n\u0131n \u00f6\u015f\u00fcr ve zek\u00e2tlar\u0131n\u0131 bu ama\u00e7 u\u011fruna sarf etmeleridir.60 Bu konuda fetva istenmi\u015f ve zek\u00e2t ve \u00f6\u015f\u00fcr\u00fcn maarif i\u00e7in kullan\u0131lmas\u0131nda bir mahsur olmad\u0131\u011f\u0131na dair fetva gazetede yer alm\u0131\u015ft\u0131r.61<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eaps\u0131\u011flardan Olan H\u0131zelt \u0130brahim Bey Kafkasya\u2019n\u0131n Kuban eyaletinde bir mektep a\u00e7m\u0131\u015ft\u0131r. Mektebin ihtiya\u00e7lar\u0131 \u00f6\u015f\u00fcr ve zek\u00e2t paralar\u0131n\u0131n buraya sarf edilmesi ile kar\u015f\u0131lanm\u0131\u015ft\u0131r. Okulda farkl\u0131 konular\u0131 ihtiva eden 21 kitap okunacakt\u0131r. Hem k\u0131zlar i\u00e7in hem erkekler i\u00e7in s\u0131n\u0131f a\u00e7\u0131lm\u0131\u015ft\u0131r.62<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Yine Kuban \u00c7erkeslerinin e\u011fitim faaliyetleri ile ilgili bir haberde onlar\u0131n e\u011fitime \u00e7ok \u00f6nem verdiklerini ve bunun i\u00e7in g\u00f6sterdikleri gayrete Rus makamlar\u0131n\u0131n da i\u015ftirak etti\u011fini g\u00f6rmek m\u00fcmk\u00fcnd\u00fcr. Panahas \u015eaps\u0131\u011flar\u0131n\u0131n, Bjedu\u011flar\u0131n ve Hatukaylar\u0131n bir mektep a\u00e7t\u0131\u011f\u0131 ve Rus yetkililerin de bunda katk\u0131s\u0131 oldu\u011funu gazetede yer alan makaleden \u00f6\u011freniyoruz.63<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Diaspora \u00c7erkeslerinin maarife, bilim ve fene ne kadar k\u0131ymet verdi\u011fi ve ilerlemenin yeg\u00e2ne yolunun e\u011fitimden ge\u00e7ti\u011fine olan inanc\u0131n\u0131 g\u00f6zler \u00f6n\u00fcne seren bir yaz\u0131 gazetenin ikinci say\u0131s\u0131nda yer al\u0131yor. \u00c7erkes Teav\u00fcn Cemiyetine gelen bir ki\u015finin Maarif Nezaretinden muallim talep etti\u011fini \u00f6\u011freniyoruz. Bu ki\u015fi Hama\u2019n\u0131n Selimiye kazas\u0131na tabi Tel Sinan karyesinde yeterli n\u00fcfus ve bir mektep dahi bulundu\u011fu halde \u00f6\u011fretmeni olmad\u0131\u011f\u0131n\u0131 beyan etmi\u015ftir. Bu zat\u0131n beyan\u0131ndan Hama\u2019daki \u00c7erkeslerin e\u011fitim \u0131\u015f\u0131\u011f\u0131 ile ilerleme hissiyat\u0131na sahip olduklar\u0131n\u0131, ilim irfan tahsilinin hi\u00e7 olmazsa yeni nesillere nasip olmas\u0131n\u0131 istediklerini \u00f6\u011freniyoruz. Yeni nesillerin sa\u011flam bir terbiye ve ayd\u0131nl\u0131k fikirler ile donat\u0131lmas\u0131n\u0131 istemektedirler. E\u011fitime olan ihtiya\u00e7lar\u0131n\u0131n giderilmesi ve maarif \u0131\u015f\u0131\u011f\u0131ndan evlatlar\u0131n\u0131n mahrum b\u0131rak\u0131lmamas\u0131n\u0131 talep etmi\u015flerdir.64<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Umman b\u00f6lgesine isk\u00e2n edilen \u00c7erkesler de okul a\u00e7ma giri\u015fiminde bulunmu\u015flard\u0131r. Mektep i\u00e7in gerekli sermayeyi kendi aralar\u0131nda toplayarak tamamlam\u0131\u015flard\u0131r. Mektebin yap\u0131laca\u011f\u0131 arsa da yine Umman \u00c7erkeslerince mektep in\u015fas\u0131 i\u00e7in ba\u011f\u0131\u015flanm\u0131\u015ft\u0131r.65 Gazetenin \u00f6nemle \u00fczerinde durdu\u011fu bir di\u011fer konu alfabe meselesidir. A\u00e7\u0131lacak okullarda kullan\u0131lacak alfabenin mahiyetinin ne olaca\u011f\u0131 tart\u0131\u015f\u0131l\u0131yordu. Ayr\u0131ca ortak alfabe hem diasporadaki hem Kafkasya\u2019daki t\u00fcm \u00c7erkeslerin ortak hareketi ve ileti\u015fimi a\u00e7\u0131s\u0131ndan da \u00f6nemlidir. Bu konuda \u00f6ne s\u00fcr\u00fclen iki fikir vard\u0131r. Biri \u00c7erkesceye g\u00f6re \u0131slah edilmi\u015f Arap alfabesi, di\u011feri ise yine \u00c7erkesceye g\u00f6re \u0131slah edilmi\u015f Latin alfabesiydi. Her iki alfabeyi de savunanlar vard\u0131. Latin alfabesini savunanlar ilerleme ve bat\u0131n\u0131n geli\u015fmelerinden faydalanmak i\u00e7in Latin esasl\u0131 alfabe kullanmak gerekir diye savunmu\u015flard\u0131r. Arap alfabesi savunanlar ise \u00c7erkeslerin her \u015feyden \u00f6nce M\u00fcsl\u00fcman ve \u015farkl\u0131 bir millet oldu\u011funu ve dini konularda okumak i\u00e7in Arap alfabesinin gerekli oldu\u011funu savunmu\u015flard\u0131r. Alfabe meselesinin \u00e7\u00f6z\u00fcm\u00fc i\u00e7in eski Evkaf Naz\u0131r\u0131 \u015eemsettin Bey alfabe konusunda yapt\u0131\u011f\u0131 incelemeleri bir risale olarak hurufat komisyonuna vermi\u015ftir. \u015eemsettin Bey Hatukay, \u015eaps\u0131\u011f, Abzah, Kabarday gibi farkl\u0131 kabilelerin telaffuzlar\u0131na bakarak her kabile i\u00e7in gerekli olan harfleri alfabeye eklemek gerekti\u011fini savunmu\u015ftur.66 \u015eemsettin Bey\u2019in fikrine g\u00f6re \u00c7erkesceyi yazmak i\u00e7in 82 harf gereklidir. Bu fikir gazetede tenkit edilmi\u015f ve 42 harfin yeterli olaca\u011f\u0131 gazete de belirtilmi\u015ftir. \u015eemsettin Bey ise fikrini savunmak i\u00e7in yazd\u0131\u011f\u0131 tezkereyi gazeteye g\u00f6ndermi\u015f, tezkere oldu\u011fu gibi yay\u0131nlanm\u0131\u015ft\u0131r. \u015eemsettin Bey tezkerede risalesi i\u00e7in yapt\u0131\u011f\u0131 inceleme ve ara\u015ft\u0131rmalar\u0131n yeterince anla\u015f\u0131lmad\u0131\u011f\u0131n\u0131, 82 harfin 68\u2019inin harf, 13\u2019\u00fcn\u00fcn ise hareke oldu\u011funu anlatm\u0131\u015ft\u0131r.67 Alfabe haz\u0131rlanmas\u0131 i\u00e7in \u00c7erkes Teav\u00fcn Cemiyeti 23 Ocak 1910 tarihinde hem Rus\u00e7a hem T\u00fcrk\u00e7e yay\u0131n yapan gazetelere ilan vermi\u015ftir. Bir m\u00fcsabakaya d\u00f6n\u00fc\u015ft\u00fcr\u00fclen alfabe haz\u0131rlama i\u015fi yakla\u015f\u0131k bir y\u0131l sonra bitmi\u015ftir. Sonu\u00e7lar\u0131 de\u011ferlendiren heyet iki alfabeye olumlu bakm\u0131\u015ft\u0131r. Bu iki alfabe daha \u00f6nceki say\u0131larda da g\u00fcndem olan Arap ve Latin alfabeleridir. Latin alfabesi taraftarlar\u0131 Arap harflerinin hem yaz\u0131lmas\u0131 zor hem de matbaada bas\u0131lmas\u0131n\u0131n zor oldu\u011funu iddia etmi\u015flerdir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Arap harfleri taraftarlar\u0131n\u0131n okuma yazma bilen az say\u0131daki \u00c7erkes\u2019in Arap alfabesi ile okuyup yazd\u0131\u011f\u0131 ve \u00c7erkeslerin Arap alfabesi kullanan do\u011fulu M\u00fcsl\u00fcmanlarla daha \u00e7ok irtibat i\u00e7inde oldu\u011funu savunmu\u015flard\u0131r. Bir \u00fc\u00e7\u00fcnc\u00fc fikir ortaya \u00e7\u0131km\u0131\u015ft\u0131r ki bu 1860 y\u0131l\u0131nda haz\u0131rlanan Rus esasl\u0131 alfabenin kullan\u0131lmas\u0131d\u0131r. Bu fikrin gerek\u00e7esi ise Kafkasya\u2019daki \u00c7erkeslerin Ruslarla ili\u015fki kurmak zorunda oldu\u011fudur. Sonu\u00e7 olarak hem Rus esasl\u0131 hem de Arap esasl\u0131 alfabeler kabul edilmi\u015ftir. Her iki alfabede \u00c7erkescenin t\u00fcm \u015fivelerine uygun hale getirilecek denmi\u015ftir. Alfabede \u00c7erkescenin gereklerine g\u00f6re 57 harfli bir alfabe olarak kabul edildi. Arap esasl\u0131 alfabeyi \u0131slah eden ki\u015fi Met \u0130zzet Bey\u2019dir.68 Islah edilmi\u015f Arap esasl\u0131 \u00c7erkes alfabesi gazetede yay\u0131nlanarak tan\u0131t\u0131lm\u0131\u015ft\u0131r.69 \u00c7erkes Teav\u00fcn cemiyeti idare reisi Ahmet Cavit Pa\u015fan\u0131n T\u00fcrk\u00e7e olarak kitapla\u015ft\u0131rd\u0131\u011f\u0131 alfabeyi talep edenlere 10 para posta \u00fccreti kar\u015f\u0131l\u0131\u011f\u0131nda g\u00f6nderebileceklerini gazetede ilan etmi\u015flerdir.70<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Alfabe ve okulla\u015fma konular\u0131 kadar gazetenin \u00f6nemle \u00fczerinde durdu\u011fu bir konu da bir Kafkasya Tarihi yaz\u0131lmas\u0131 meselesidir. Bu konu yeni neslin Kafkasya\u2019y\u0131 tan\u0131malar\u0131, atalar\u0131n\u0131n y\u00fcce ruhlar\u0131n\u0131 y\u00e2d edip onlar gibi m\u00fccahitler olma yolunda ilerlemeleri i\u00e7in gereklidir. B\u00f6ylelikle f\u0131tratlar\u0131ndaki b\u00fcy\u00fckl\u00fc\u011f\u00fc g\u00f6recekler ve onu ortaya \u00e7\u0131karmak i\u00e7in ilim ve irfana, maarife sar\u0131lacaklard\u0131r. Bunun yan\u0131nda okulsuz kalm\u0131\u015f, okuma f\u0131rsat\u0131 bulamayacak kadar yoksul olan \u00e7ocuklara yard\u0131m edilmesi elzemdir.71<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>E\u011fitim Sisteminin Sorunlar\u0131<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">E\u011fitim ve \u00f6\u011fretim kalk\u0131nmak, ilerlemek ve ahlakl\u0131 bilin\u00e7li bir nesil yeti\u015ftirmek i\u00e7in nitelikli, d\u00fczenli kurallara tabi olmal\u0131d\u0131r. E\u011fitim sisteminin aksakl\u0131klar\u0131 \u00f6\u011frenciyi ve dolay\u0131s\u0131yla bir nesli bozaca\u011f\u0131 gibi o nesilden beklenenlerin de ger\u00e7ekle\u015fmemesine neden olur. \u011euaze gazetesinde baz\u0131 yazarlar e\u011fitim sisteminin aksayan y\u00f6nleri \u00fczerinde durmu\u015flard\u0131r. Bunlardan biri de \u015eahap R\u0131za\u2019d\u0131r. G\u00f6revli oldu\u011fu bir \u00f6zel mektepten bahisle yap\u0131lan yolsuzluklar\u0131 yazm\u0131\u015ft\u0131r. Okul idarecileri kendisinden s\u0131n\u0131f\u0131 ge\u00e7emeyecek \u00f6\u011frencilere ge\u00e7er not vermesini istemi\u015ftir. Bu olaydan yola \u00e7\u0131karak, okullar\u0131n bir ticarethaneye d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcnden ve buralarda verilen e\u011fitimin \u00f6\u011frenciye ya da topluma de\u011fil sadece okul y\u00f6neticilerinin kesesini doldurmaya yarad\u0131\u011f\u0131ndan \u015fik\u00e2yet etmi\u015ftir.72<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">E\u011fitim ve ilerlemeye verilen \u00f6nem \u00f6\u011frenciye verilen de\u011ferle do\u011fru orant\u0131l\u0131 olmal\u0131d\u0131r. \u00c7erkeslerin talebelere \u00f6nem verdi\u011fini, onlara gereken kolayl\u0131\u011f\u0131 g\u00f6stermenin e\u011fitim i\u015flerinin iyi bir \u015fekilde i\u015flemesi i\u00e7in \u015fart oldu\u011funa dair bir olay ile \u00f6rneklendi\u011fi makaleden \u00e7\u0131karabiliriz. Bu makale \u201cBiraz Mant\u0131k\u201d ad\u0131yla yay\u0131nlanm\u0131\u015ft\u0131r. Mektebi M\u00fclkiye \u00f6\u011frencisi bir gencin okul aidat\u0131n\u0131 \u00f6demedi\u011fi i\u00e7in pasosunu yeniletemedi\u011fini \u00f6rnek olarak g\u00f6stermi\u015ftir. Yeni nesilden bilim ve fen \u00fcretme i\u015fini bekliyorsak \u00f6\u011frencilere kolayl\u0131klar g\u00f6stermeliyiz. Baz\u0131 \u00fclkelerde \u00f6\u011frencinin bir\u00e7ok haklar\u0131 oldu\u011fu halde Osmanl\u0131 Devletinde bu konuda s\u0131k\u0131nt\u0131lar vard\u0131r.73<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">E\u011fitim ile bir konuda uzmanla\u015fmak m\u00fcmk\u00fcnd\u00fcr. \u201c\u00c2lim, Haluk, Kar\u015finas\u201d makalesi uzmanl\u0131klar ile ilgili bir konuya temas etmi\u015ftir. \u00c2limler kendi alanlar\u0131nda bilimle u\u011fra\u015fan, bu konuda iyi e\u011fitim alm\u0131\u015f kimselerdir. Nas\u0131l ki \u00f6\u011frenciler tecr\u00fcbelerinin azl\u0131\u011f\u0131ndan dolay\u0131 ve ilgi alanlar\u0131n\u0131n okullarda g\u00f6sterilen derslerle s\u0131n\u0131rl\u0131 kalmas\u0131ndan dolay\u0131 d\u00fcnya ve okul d\u0131\u015f\u0131nda akan hayat ile ilgili de\u011fillerse yaln\u0131zca e\u011fitim ile u\u011fra\u015fan insanlar da kendi uzman olduklar\u0131 konular d\u0131\u015f\u0131ndaki alanlarda yetkili olamazlar. \u00c2limler kendilerini bilime, maarife, kitaplara adam\u0131\u015f insanlard\u0131r. Onlara ba\u015fkaca siyasi g\u00f6revler vermek hem onlar\u0131n ba\u015far\u0131lar\u0131n\u0131 azalt\u0131r hem de onlardan beklenen hizmeti yapamamalar\u0131na neden olur. Di\u011fer taraftan siyasetle me\u015fgul olan kimseler ise \u00e2limler gibi y\u00fcksek derecede e\u011fitim almam\u0131\u015f, daha \u00e7ok hayat\u0131n farkl\u0131 alanlar\u0131nda kendini yeti\u015ftirmi\u015f insanlard\u0131r. Herkesin yapabilece\u011fi g\u00f6revler farkl\u0131d\u0131r. Her i\u015f uzman\u0131na verilir ise toplum geli\u015febilir.74<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Toplumun y\u00fckselmesinde bir basmak olarak g\u00f6r\u00fclen e\u011fitimin en \u00f6nemli unsurlar\u0131ndan biri okullard\u0131r geli\u015fmek isteyen toplumlar okullar\u0131n\u0131 m\u00fckemmelle\u015ftirmek zorundad\u0131rlar. Oysa bizim okullar\u0131m\u0131z sistemli, d\u00fczenli bir e\u011fitimden uzakt\u0131r. Dersler \u00f6\u011fretmenlerin ki\u015fisel inisiyatifine b\u0131rak\u0131lm\u0131\u015ft\u0131r. Yaln\u0131zca bilgi ile bir yere var\u0131lmaz, ak\u0131l, ahlak, terbiye de olmazsa olmazd\u0131r. Okullar \u00e7ocuklar\u0131n sa\u011fl\u0131\u011f\u0131n\u0131, s\u0131hhatini, hissiyat\u0131n\u0131 k\u0131saca her \u015feyini d\u00fc\u015f\u00fcnmek zorundad\u0131r. K\u00fc\u00e7\u00fck ya\u015fta okula ba\u015flayan \u00e7ocuklar kar\u015f\u0131lar\u0131nda g\u00f6rd\u00fckleri sert, so\u011fuk \u00f6\u011fretmenler kar\u015f\u0131s\u0131nda hem bedenen hem ruhen korku ile ezilirler. \u00c7ocuk geli\u015fiminde ince d\u00fc\u015f\u00fcnemeyen bir toplumuz. Mekteplerin eksikliklerinden birinin de temizlik oldu\u011fu iddia edilmi\u015ftir. Temizlik, sa\u011fl\u0131\u011f\u0131n korunmas\u0131 i\u00e7in hayati \u00f6nem ta\u015f\u0131yan bir husustur. Mekteplerin temizli\u011fini tetkik eden kimse yoktur. Bu konunun \u00f6nemini hademeler ne de okul yetkilileri kavrayabilmi\u015ftir.75<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Sonu\u00e7<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkesler 1864 y\u0131l\u0131nda geldikleri Osmanl\u0131 Devleti\u2019nin ve onu olu\u015fturan toplumun bir par\u00e7as\u0131 olmak, o topluma aidiyet hissiyle ba\u011flan\u0131p temel ta\u015flar\u0131ndan birisi olmaya \u00e7al\u0131\u015fm\u0131\u015flard\u0131r. Diaspora \u015fartlar\u0131nda hem Osmanl\u0131 memleketine uyum sa\u011flamak hem de kendi benli\u011fini yitirmeden bu topraklarda var olabilmenin sava\u015f\u0131n\u0131 vermi\u015flerdir. Bu u\u011furda cemiyetler a\u00e7arak Kafkasya k\u00fclt\u00fcr ve geleneklerini ya\u015fatmaya \u00e7al\u0131\u015fm\u0131\u015flard\u0131r. Cemiyetlerin yapt\u0131\u011f\u0131 yararl\u0131 faaliyetleri halka tan\u0131tabilmek, diasporadaki \u00c7erkesler ile Kafkasya\u2019daki \u00c7erkesler aras\u0131ndaki ileti\u015fimi sa\u011flayabilmek i\u00e7in bas\u0131n yay\u0131n faaliyetine giri\u015fmi\u015flerdir. \u00c7erkeslere rehber olmas\u0131 d\u00fc\u015f\u00fcn\u00fclerek a\u00e7\u0131lan \u011euaze gazetesi yaz\u0131lar\u0131 ile okuyucular\u0131n\u0131 bilin\u00e7lendirmek istemi\u015ftir. K\u00f6leli\u011fin kald\u0131r\u0131lmas\u0131, \u00c7erkes gen\u00e7lerinin ticarete at\u0131lmalar\u0131, memurlar\u0131n g\u00f6revlerini lay\u0131k\u0131yla yapmalar\u0131, a\u00e7\u0131lan okullar i\u00e7in maddi yard\u0131m yap\u0131lmas\u0131 ve e\u011fitimli ve bilin\u00e7li bir neslin yeti\u015fmesi hakk\u0131nda bir\u00e7ok yay\u0131nlar yapm\u0131\u015ft\u0131r. Gazetenin s\u0131k s\u0131k g\u00fcndeme getirdi\u011fi alfabe meselesi ile milli bir alfabenin olu\u015fturulmas\u0131, \u00c7erkescenin do\u011fru okunup yaz\u0131lmas\u0131 ve ana dilde e\u011fitim ile \u00c7erkes \u00e7ocuklar\u0131n\u0131n kendi dillerini unutmamalar\u0131 sa\u011flanmaya \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r. Osmanl\u0131\u2019n\u0131n Latin alfabesi kullanan ilk M\u00fcsl\u00fcman toplulu\u011fu olmu\u015flard\u0131r. \u00c7erkes Kad\u0131nlar\u0131 Teav\u00fcn Cemiyetini kurarak \u00c7erkes han\u0131mlar\u0131n\u0131n bilin\u00e7lenmesine katk\u0131 sa\u011flam\u0131\u015flard\u0131r. Kad\u0131nlar\u0131n toplumsal hayata daha \u00e7ok kat\u0131lmas\u0131n\u0131 te\u015fvik etmi\u015flerdir. Yeni nesilleri yeti\u015ftirecek olan kad\u0131n\u0131 e\u011fitmek sorunlar\u0131n temeline inmek demektir. Bu sebeple ayd\u0131n \u00c7erkes kad\u0131nlar\u0131n \u00f6nc\u00fcl\u00fc\u011f\u00fc ile \u00c7erkes kad\u0131nlar\u0131 sosyal ve ekonomik hayatta daha aktif hale gelmi\u015flerdir. \u00c7erkes Teav\u00fcn Mektebi ve \u00c7erkes Numune Mekteplerini a\u00e7arak \u00c7erkes toplumuna oldu\u011fu kadar T\u00fcrk E\u011fitim Tarihine de katk\u0131da bulunmu\u015flard\u0131r. \u00c7erkes Numune Mektebi k\u0131z ve erkek \u00f6\u011frencilerin bir arada okudu\u011fu karma s\u0131n\u0131flar ile T\u00fcrk E\u011fitim tarihinde bir ilki ger\u00e7ekle\u015ftirmi\u015flerdir. Ayr\u0131ca bu okullar m\u00fcfredat\u0131nda pozitif bilimlerin bulunmas\u0131 ve yeni, modern usulde e\u011fitim yapmalar\u0131 ile Osmanl\u0131\u2019n\u0131n ayd\u0131nl\u0131k ve yenilik\u00e7i y\u00fcz\u00fc olmu\u015flard\u0131r. Bu okullarda yeti\u015fen ve bilime, sanata, e\u011fitime \u00f6nem veren \u00c7erkesler T\u00fcrkiye Cumhuriyetinin ayd\u0131nlar\u0131 aras\u0131nda yerlerini alm\u0131\u015flard\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">________________________<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>*<\/strong> Y\u00fcksek Lisans \u00d6\u011frencisi, Sakarya \u00dcniversitesi, Sosyal Bilimler Enstit\u00fcs\u00fc, Tarih ABD, Yak\u0131n\u00e7a\u011f Tarihi Bilim Dal\u0131,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 Ra\u015fit G\u00fcndo\u011fdu, \u201cAr\u015fiv Belgeleri I\u015f\u0131\u011f\u0131nda K\u0131r\u0131m ve \u00c7erkes G\u00f6\u00e7leri\u201d, Uluslar aras\u0131 G\u00f6\u00e7 Sempozyumu Bildirileri, Ankara, 2006, s.123<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 J\u00fclide Aky\u00fcz Orat-Nebahat Oran Aslan-Mustafa Tanr\u0131verdi, Osmanl\u0131\u2019dan Cumhuriyet\u2019e Kafkas G\u00f6\u00e7leri (1828-1943),Kars, 2011 s.22<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3Hayati Bice, Kafkasya\u2019dan Anadolu\u2019ya G\u00f6\u00e7ler, Ankara, 1991, s. 54<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4Muhammet \u015eahin- M. Ahmet Tokdemir, <em>\u201c II. Me\u015frutiyet\u2019in ilan\u0131 ile E\u011fitimde Ya\u015fanan Geli\u015fmeler<\/em>\u201d, T\u00fcrk E\u011fitim Bilimleri Dergisi, 9(4), 2011, s.852<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 G\u00f6khan Bolat, \u201cKavram Tart\u0131\u015fmalar\u0131 Etraf\u0131nda 21 May\u0131s 1864 \u00c7erkes S\u00fcrg\u00fcn\u00fc\u201d, Yalova Sosyal Bilimler Dergisi say\u0131 6, Nisan- Ekim 2013, s. 122<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 Nihat Berzeg, Vatans\u0131z B\u0131rak\u0131lan Bir Halk, \u0130stanbul, 2006, s. 29,30<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 G\u00f6khan Bolat, A.g.m. s.126<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 Cemile \u015eahin,\u201c\u00c7erkes G\u00f6\u00e7leri ve \u00c7erkeslerin Anadolu\u2019da Yurt Edinme Aray\u0131\u015flar\u0131: Sakarya- Maksudiye K\u00f6y\u00fc \u00d6rne\u011fi\u201d, \u0130nsan ve Toplum Bilimleri Ara\u015ft\u0131rmalr\u0131 Dergisi, cilt 5, say\u0131 8, 2016, s.2785,2786<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 Cengiz Fedak\u00e2r, \u201c1787-1791 Osmanl\u0131-Rus Sava\u015f\u0131 \u00d6ncesi Kuzey Kafkaslar\u0131n Tahkimi: Anapa Kalesi\u201d, Karadeniz Uluslararas\u0131 Bilimsel Dergi, say\u0131 4, Aral\u0131k 2009, s.44, 45<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 J\u00fclide Aky\u00fcz, \u201cG\u00f6\u00e7 Yollar\u0131nda; Kafkaslardan Anadolu\u2019ya G\u00f6\u00e7 Hareketleri\u201d, Bilig, say\u0131 46, yaz\/2008, s.38<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">11Z\u00fcbeyde G\u00fcne\u015f Ya\u011fc\u0131, \u201cOsmanl\u0131 Devleti\u2019nin Kuzey Kafkasya Siyaseti: \u00c7erkeslerden Ba\u011fl\u0131l\u0131k Senedi Al\u0131nmas\u0131\u201d, Karadeniz Uluslararas\u0131 Bilimsel Dergi, say\u0131 2, s.102, 103 12 G\u00f6khan Bolat, A.g.m. s.126<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">13 Cemile \u015eahin, A.g.m. s. 2795 ve Justin McCarthy, \u00d6L\u00dcM VE S\u00dcRG\u00dcN Osmanl\u0131 M\u00fcsl\u00fcmanlar\u0131n\u0131n Etnik K\u0131y\u0131m\u0131(1821-1922), Ankara, 2018, s.40<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">14 Ahmet \u00d6zt\u00fcrk- Serap Toprak,\u201cKafkasya\u2019dan Mu\u015f Y\u00f6resine G\u00f6\u00e7ler ve G\u00f6\u00e7menlerin \u0130sk\u00e2nlar\u0131(1856-1905), Sutad, Say\u0131 43, Bahar 2018, s.440<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">15 Justin McCarthy, \u00d6L\u00dcM VE S\u00dcRG\u00dcN Osmanl\u0131 M\u00fcsl\u00fcmanlar\u0131n\u0131n Etnik K\u0131y\u0131m\u0131(1821-1922), Ankara, 2018, s.36,37<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">16 Tolga Akay, \u201cKayseri\u2019de \u00c7erkeslerin isk\u00e2n\u0131\u201d, Kayseri Ansiklopedisi, Haziran 2013, s.351<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">17\u00c2dem Kara, \u201cXIX. Y\u00fczy\u0131lda \u00c7orum\u2019da G\u00f6\u00e7menlerin Yerle\u015ftirilmesi ve Ya\u015fanan Sorunlar\u201d, Turkish Stadies- International Periodical For The Languages, Literature and History of Turkish or Turkic, Volume 8\/6 Spring 2013, s.335<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">18 Cemile \u015eahin, A.g.m. s. 2795, 2796<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">19 Tolga Akay, A.g. m. s.351<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">20 \u0130smail Ya\u015fayanlar, \u201cKafkas G\u00f6\u00e7menlerinin Yolculu\u011fu ve D\u00fczce\u2019de \u0130sk\u00e2n\u0131(1857-1914)\u201d, D\u00fczce\u2019de Tarih ve K\u00fclt\u00fcr, 2014, \u0130stanbul, s, 107<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">21 Justin McCarthy, A.g.e. s. 121<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">22 Ekmeleddin \u0130hsano\u011flu, \u201cOsmanl\u0131 Bilim Tarihi\u201d, Osmanl\u0131 Devleti ve Medeniyeti Tarihi II, \u0130stanbul 1998, s.231<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">23 \u00dcnal Ta\u015fk\u0131n, \u201cKlasik D\u00f6nemde Osmanl\u0131 E\u011fitim Kurumlar\u0131\u201d,Uluslararas\u0131 Sosyal Ara\u015ft\u0131rmalar Dergisi,1\/3,Sonbahar, 2008,s 345<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">24 Turgut Suba\u015f\u0131, Tanzimat D\u00f6neminde E\u011fitim Alan\u0131nda Yeniden Yap\u0131lanma: Maarif-i Umumiye Nezareti\u2019nin Kurulu\u015fu\u201d, International Conference On New Horizons \u0130n Education, Guarda, Portugal, June 5-7, 2011, s.3<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">25 Suba\u015f\u0131, A.g.m. s.5<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">26 Ali \u00d6zveren, \u201cOsmanl\u0131 \u0130mparatorlu\u011fu\u2019ndan Cumhuriyete E\u011fitim Sistemimize Tarihin Penceresinden Bir Bak\u0131\u015f\u201d, De\u011ferlendirme, Tart\u0131\u015fma ve Cevap Yaz\u0131lar\u0131, Toplum ve Demokrasi, 2(3) May\u0131s- A\u011fustos, 2008, s. 228<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">27 Suba\u015f\u0131, A.g.m. s.7<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">28 Tu\u011fba Yal\u00e7\u0131n Aydeniz, \u201c\u00dcsk\u00fcdar\u2019da Bir Me\u015fhurlar Okulu: Ravza-i Terakki Mektebi\u201d, Uluslararas\u0131 \u00dcsk\u00fcdar Sempozyumu 8, bildirileri, Cilt I, \u0130stanbul, 2015, s.452<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">29 Suba\u015f\u0131, A.g.m. s.7<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">30 Aydeniz, A.g.m. s.452<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">31 Fatma \u00dcrekli, Tanzimat D\u00f6nemi Osmanl\u0131 E\u011fitim Sistemi ve Kurumlar\u0131, Manas \u00dcniversitesi Sosyal Bilimler Dergisi, Say\u0131 3, 2012, s.393, 394<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">32 \u0130hsano\u011flu, A.g.m. s.355<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">33 H\u00fcseyin \u015eim\u015fek, \u201cOsmanl\u0131 Devleti\u2019nde \u00f6zel Okullar ve \u0130lk T\u00fcrk \u00d6zel Okulunun Tarih\u00e7esine Dair Yeni Bilgiler\u201d, Bilig, , Say\u0131 68, K\u0131\u015f 2014, s.211<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">34 Ahmet Ali Gazel, \u015eaban Ortak, \u201cII. Me\u015frutiyet\u2019ten 1927 Y\u0131l\u0131na Kadar Yay\u0131n \u0130mtiyaz\u0131 Alan Gazete Ve Mecmualar\u201d, s. 223<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">35 Ahmet Duman, \u201cDiaspora Milliyet\u00e7ili\u011fi ve T\u00fcrkiye\u2019de \u00c7erkesler\u201d Y\u00fcksek Lisans Tezi, \u0130stanbul, 2015, s.41<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">36 Elmas Zeynep Aksoy, \u00c7erkes \u0130ttihat ve Teav\u00fcn Cemiyeti(1908-1923),Toplumsal Tarih Dergisi, Say\u0131 117, Eyl\u00fcl 2003, s.101<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">37 Ramazan Co\u015fgun, T\u00fcrkiye- Kuzey Kafkasya \u0130li\u015fkileri: Kuzey Kafkasya\u2019dan T\u00fcrkiye\u2019ye \u00d6\u011frenci Hareketlili\u011finin&nbsp; De\u011ferlendirilmesi, Bas\u0131lmam\u0131\u015f Uzmanl\u0131k Tezi, Ankara, 2014, s.67<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">38 Ahmet Duman, A.g.t. s.42<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">39 Aksoy A.g.m. s.101<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">40 Duman, A.g.t<strong>.<\/strong> s. 43, 44<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">41 Fethi G\u00fcng\u00f6r, \u201cDiaspora Adigeleri\u2019nin Bas\u0131n Yay\u0131n Tarih\u00e7esi\u201d, Yeni T\u00fcrkiye,80\/2015, s. 17,18<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">42 Nuri G\u00fc\u00e7tekin, \u00c7erkes Teav\u00fcn Mektebi(1910-1914), \u0130\u00dc. Atat\u00fcrk \u0130lkeleri ve \u0130nk\u0131l\u00e2p Tarihi Enst. Yak\u0131n D\u00f6nem T\u00fcrkiye Ara\u015ft\u0131rmalar\u0131 Dergisi, , Cilt 12, Say\u0131 23, \u0130stanbul, 2013\/1,s.4<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">43 G\u00fc\u00e7tekin, A.g.m. s.6<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">44 G\u00fc\u00e7tekin, A.g.m. s. 7<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">45 G\u00fc\u00e7tekin, A.g.m. s.11<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">46 Aksoy, A.g.m., s.101<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">47 Cemile Burcu Kartal,\u201d II. Me\u015frutiyet\u2019in Cumhuriyete Miras\u0131: \u201cMakbul Kad\u0131nlar\u201d, \u0130.\u00dc. Siyasal Bilgiler Fak\u00fcltesi Dergisi, No:38 (Mart 2008) s.219<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">48 Vasfi G\u00fcsar, \u201c\u0130stanbul \u00c7erkes Kad\u0131nlar\u0131 Teav\u00fcn Cemiyeti\u201d, Kafkasya Yaz\u0131lar\u0131 Dergisi<strong>,<\/strong> Say\u0131 5, Sonbahar 1998, s.46 \u00c7erkes Muhacirlerin E\u011fitim Faaliyetleri Ve \u011euaze Gazetesinde E\u011fitime Dair Yaz\u0131lar 155<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">49 Aksoy, A.g.m. s.101<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">50 Aksoy, A.g.m. s.101<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">51 G\u00fcsar, A.g.m. s.47<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">52 G\u00fcsar, A.g.m. s. 48<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">53 Ahmet Duman, A.g.t. s. 54,55<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">54 \u201cMesle\u011fimiz\u201d \u011euaze, 2 Nisan 1911 s.1<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">55 Fatih Gide, \u201c1911-1914 Y\u0131llar\u0131 Aras\u0131nda \u0130stanbul\u2019da Yay\u0131nlanan \u011euaze(Rehber) Gazetesi I\u015f\u0131\u011f\u0131nda Osmanl\u0131 Devleti\u2019nde Ya\u015fayan \u00c7erkeslerin Siyasi Ve Sosyo- K\u00fclt\u00fcrel Faaliyetleri\u201d, Bas\u0131lmam\u0131\u015f Y\u00fcksek Lisans Tezi, Nev\u015fehir,2011, S.62-70<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">56 G\u00fcng\u00f6r, A.g.m. s.15<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">57\u201c Bizde Mesaiyi \u0130\u00e7timaiye Mukaddim\u00e2t\u0131\u201d, \u011euaze, 2 Nisan 1911, s.1<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">58 \u011euaze, 2 Nisan 1911, s.8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">59 \u011euaze, 17 Nisan i 1911, s.8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">60 \u201c\u00c7erkes Teav\u00fcn Klub\u00fc Riyasetine\u201d, \u011euaze, 2 Nisan 1911, s. 8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">61 \u201cFetvay\u0131 \u015eerife\u201d, \u011euaze, 27 Nisan 1911, s.6<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">62 \u201c\u00c7erkeslerde Maarif\u201d, \u011euaze, 2 Nisan 1911, s.8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">63 \u201cKafkasya\u2019da Maarif\u201d, 8 Eyl\u00fcl 1911, s.5<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">64 Muallim \u0130stiyorlar\u201d, 10 Nisan 1911, s.7,8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">65 \u011euaze, 27 Nisan 1911, s.8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">66 \u201cIslah-\u0131 Huruf\u201d, \u011euaze, 2 Nisan 1911, s.4,5<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">67 \u011euaze, 17 Nisan 1911, s.3,4<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">68 \u201c\u00c7erkes Elifbas\u0131 Hakk\u0131nda \u00c7erkes Teav\u00fcn Cemiyetinin \u0130lk Mukarrerat\u0131\u201d ,\u011euaze, ,22 Haziran 1911, s.5,6<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">69 \u201c\u00c7erkes Lisan\u0131na Mahsus Elifba\u201d,\u011euaze, , 4 Temmuz 1911, s.6,7<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">70 \u011euaze,16 May\u0131s 1912, s.7<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">71 S\u00fcleyman Tevfik, \u011euaze, 27 Nisan 1911, s.7<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">72 \u015eahap R\u0131za, \u201cHususi Mektepler\u201d, 17 Temmuz 1911 s.2<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">73 \u201cBiraz Mant\u0131k\u201d, \u011euaze, 2 Nisan 1911, s.8<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">74 \u015eahap R\u0131za, \u201c\u00c2lim- Haluk- Kar\u015finas\u201d, 4 May\u0131s 1911, s.2,3<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">75 \u015eahap R\u0131za, \u201cMekteplerde H\u0131fz\u0131ss\u0131hha\u201d,4 Temmuz 1911, s.2<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><u>KAYNAK\u00c7A<\/u><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Kitap ve Makaleler<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Akay, Tolga, \u201cKayseri\u2019de \u00c7erkeslerin isk\u00e2n\u0131\u201d, Kayseri Ansiklopedisi, Haziran 2013, s. s.350-354<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Aksoy, Elmas Zeynep, \u201c\u00c7erkes Teav\u00fcn Cemiyeti\u201d, Toplumsal Tarih Dergisi, Say\u0131 117, (2003), s.101<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Aky\u00fcz, J\u00fclide Orat-Nebahat Oran Aslan-Mustafa Tanr\u0131verdi, Osmanl\u0131\u2019dan Cumhuriyet\u2019e Kafkas G\u00f6\u00e7leri (1828-1943),Kars, 2011<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Aky\u00fcz, J\u00fclide, \u201cG\u00f6\u00e7 Yollar\u0131nda; Kafkaslardan Anadolu\u2019ya G\u00f6\u00e7 Hareketleri\u201d, Bilig, say\u0131 46, yaz\/2008, s. 37-56<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Aydeniz, Tu\u011fba Yal\u00e7\u0131n, \u201c\u00dcsk\u00fcdar\u2019da Bir Me\u015fhurlar Okulu: Ravza-i Terakki Mektebi\u201d, Uluslararas\u0131 \u00dcsk\u00fcdar Sempozyumu 8<strong>,<\/strong> Cilt I, \u0130stanbul, 2015, s<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Berzeg, Nihat, Vatans\u0131z B\u0131rak\u0131lan Bir Halk, \u0130stanbul, 2006 Bice, Hayati, Kafkasya\u2019dan Anadolu\u2019ya G\u00f6\u00e7ler, Ankara, 1991<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bolat, G\u00f6khan, \u201cKavram Tart\u0131\u015fmalar\u0131 Etraf\u0131nda 21 May\u0131s 1864 \u00c7erkes S\u00fcrg\u00fcn\u00fc\u201d, Yalova Sosyal Bilimler Dergisi say\u0131 6, Nisan- Ekim 2013, s. 121-142<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fedak\u00e2r, Cengiz, \u201c1787-1791 Osmanl\u0131-Rus Sava\u015f\u0131 \u00d6ncesi Kuzey Kafkaslar\u0131n Tahkimi: Anapa Kalesi\u201d, Karadeniz Uluslararas\u0131 Bilimsel Dergi, say\u0131 4, Aral\u0131k2009, s. 43-51<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gazel, Ahmet Ali, \u015eaban Ortak, \u201cII. Me\u015frutiyet\u2019ten 1927 Y\u0131l\u0131na Kadar Yay\u0131n \u0130mtiyaz\u0131 Alan Gazete Ve Mecmualar\u201d, s. 223-226<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">G\u00fc\u00e7tekin, Nuri, \u201c\u00c7erkes Teav\u00fcn Mektebi(1910-1914)\u201d, \u0130\u00dc. Atat\u00fcrk \u0130lkeleri ve \u0130nk\u0131l\u00e2p Tarihi Enst. Yak\u0131n D\u00f6nem T\u00fcrkiye Ara\u015ft\u0131rmalar\u0131 Dergisi, l, , Cilt 12, \u0130stanbul, 2013\/1, Say\u0131 23, s. 1- 23<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">G\u00fc\u00e7tekin, Nuri, \u201c\u0130stanbul\u2019daki \u00d6zel \u0130slam Mektepleri,(1873- 1922)\u201d \u0130stanbul \u00dcniversitesi G\u00fcney-Do\u011fu Avrupa Ara\u015ft\u0131rmalar\u0131 Dergisi, say\u0131 22 \u0130stanbul, 2012\/2, s.1-40<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">G\u00fcng\u00f6r, Fethi, \u201cDiaspora Adigeleri\u2019nin Bas\u0131n Yay\u0131n Tarih\u00e7esi\u201d, Yeni T\u00fcrkiye, 80\/2015, s.13-21<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">G\u00fcsar, Vasfi, \u201c\u0130stanbul \u00c7erkes Kad\u0131nlar\u0131 Teav\u00fcn Cemiyeti\u201d, Kafkasya Yaz\u0131lar\u0131 Dergisi<strong>,<\/strong> \u0130stanbul<strong>,<\/strong> Sonbahar 1998, s.46-49<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u0130hsano\u011flu, Ekmeleddin, \u201cOsmanl\u0131 Bilim Tarihi\u201d, Osmanl\u0131 Devleti ve Medeniyeti Tarihi II, \u0130stanbul, 1998, s.221-361<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u0130smail Ya\u015fayanlar, \u201cKafkas G\u00f6\u00e7menlerinin Yolculu\u011fu ve D\u00fczce\u2019de \u0130sk\u00e2n\u0131(1857-1914)\u201d, D\u00fczce\u2019de Tarih ve K\u00fclt\u00fcr, 2014, \u0130stanbul, s. 102- 121<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Justin McCarthy, \u00d6L\u00dcM VE S\u00dcRG\u00dcN Osmanl\u0131 M\u00fcsl\u00fcmanlar\u0131n\u0131n Etnik K\u0131y\u0131m\u0131(1821-1922), Ankara, 2018<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kara, \u00c2dem, \u201cXIX. Y\u00fczy\u0131lda \u00c7orum\u2019da G\u00f6\u00e7menlerin Yerle\u015ftirilmesi ve Ya\u015fanan Sorunlar\u201d, Turkish Studies- International Periodical For The Languages, Literature and History of Turkish or Turkic, Volume 8\/6 Spring 2013, s.333-344<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kartal, Cemile Burcu,\u201d II. Me\u015frutiyet\u2019in Cumhuriyete Miras\u0131: \u201cMakbul Kad\u0131nlar\u201d, \u0130.\u00dc.Siyasal Bilgiler Fak\u00fcltesi Dergisi<strong>,<\/strong> say\u0131 38 (Mart 2008), s.216-238<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kurt, Song\u00fcl Ke\u00e7eci,\u201cOsmanl\u0131 Devleti\u2019nde T\u00fcrklerin A\u00e7t\u0131\u011f\u0131 \u00d6zel Mektepler\u201d, Mustafa Kemal \u00dcniversitesi Sosyal Bilimler Enstit\u00fcs\u00fc Dergisi, Cilt 9, Say\u0131 19, 2012, s. 105- 123<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6zt\u00fcrk, Ahmet &#8211; Serap Toprak,\u201cKafkasya\u2019dan Mu\u015f Y\u00f6resine G\u00f6\u00e7ler ve G\u00f6\u00e7menlerin \u0130sk\u00e2nlar\u0131(1856-1905), Sutad, Say\u0131 43, Bahar 2018, s. 437-458<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6zveren, Ali, \u201cOsmanl\u0131 \u0130mparatorlu\u011fu\u2019ndan Cumhuriyete E\u011fitim Sistemimize Tarihin Penceresinden Bir Bak\u0131\u015f\u201d, De\u011ferlendirme, Tart\u0131\u015fma ve Cevap Yaz\u0131lar\u0131, Toplum ve Demokrasi, 2(3) May\u0131s- A\u011fustos, 2008, s.225-236<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ra\u015fit G\u00fcndo\u011fdu, \u201cAr\u015fiv Belgeleri I\u015f\u0131\u011f\u0131nda K\u0131r\u0131m ve \u00c7erkes G\u00f6\u00e7leri\u201d, Uluslararas\u0131 G\u00f6\u00e7 Sempozyumu Bildirileri, Ankara, 2006, s.122-126<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Suba\u015f\u0131, Turgut, \u201cTanzimat D\u00f6neminde E\u011fitim Alan\u0131nda Yeniden Yap\u0131lanma: Maarif-i Umumiye Nezareti\u2019nin Kurulu\u015fu\u201d, International Conference On New Horizons \u0130n Education, Guarda, Portugal, June 5-7, 2011,s. 750-760<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eahin, Cemile, \u201c\u00c7erkes G\u00f6\u00e7leri ve \u00c7erkeslerin Anadolu\u2019da Yurt Edinme Aray\u0131\u015flar\u0131: Sakarya- Maksudiye K\u00f6y\u00fc \u00d6rne\u011fi\u201d, \u0130nsan ve Toplum Bilimleri Ara\u015ft\u0131rmalar\u0131 Dergisi, cilt 5, say\u0131 8, 2016, s. 2782-2816<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eahin, Muhammet &#8211; M. Ahmet Tokdemir, <em>\u201c<\/em> II. Me\u015frutiyet\u2019in ilan\u0131 ile E\u011fitimde Ya\u015fanan Geli\u015fmeler\u201d, T\u00fcrk E\u011fitim Bilimleri Dergisi, 9(4), G\u00fcz 2011, s.851- 876<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eim\u015fek, H\u00fcseyin, \u201cOsmanl\u0131 Devleti\u2019nde \u00f6zel Okullar ve \u0130lk T\u00fcrk \u00d6zel Okulunun Tarih\u00e7esine Dair Yeni Bilgiler\u201d, Bilig<strong>,<\/strong> Say\u0131 68, K\u0131\u015f 2014, s.209-230<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ta\u015fk\u0131n, \u00dcnal, \u201cKlasik D\u00f6nemde Osmanl\u0131 E\u011fitim Kurumlar\u0131\u201d, Uluslar Aras\u0131 Sosyal Ara\u015ft\u0131rmalar Dergisi, Say\u0131 1\/3, Sonbahar 2008, s.343-366<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Uygun, Sel\u00e7uk, \u201cT\u00fcrkiye\u2019de D\u00fcnden Bug\u00fcne \u00d6zel Okullara Bak\u0131\u015f(Geli\u015fim ve Etkileri)\u201d, Ankara \u00dcniversitesi E\u011fitim Bilimleri Fak\u00fcltesi Dergisi, Cilt 36, Say\u0131 1-2, 2003, s.107- 120<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00dcrekli, Fatma, \u201cTanzimat D\u00f6nemi Osmanl\u0131 E\u011fitim Sistemi ve Kurumlar\u0131\u201d, Manas \u00dcniversitesi Sosyal Bilimler Dergisi<strong>,<\/strong> Say\u0131 3, 2002<strong>,<\/strong> s.382-406<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ya\u011fc\u0131, Z\u00fcbeyde G\u00fcne\u015f, \u201cOsmanl\u0131 Devleti\u2019nin Kuzey Kafkasya Siyaseti:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7erkeslerden Ba\u011fl\u0131l\u0131k Senedi Al\u0131nmas\u0131\u201d, Karadeniz Uluslararas\u0131 Bilimsel Dergi, say\u0131 2, s. 99-112<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tezler<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Co\u015fgun, Ramazan, \u201cT\u00fcrkiye Kuzey Kafkasya \u0130li\u015fkileri: Kuzey Kafkasya\u2019dan T\u00fcrkiye\u2019ye \u00d6\u011frenci Hareketlili\u011finin De\u011ferlendirilmesi\u201d, Bas\u0131lmam\u0131\u015f Uzmanl\u0131k Tezi, Ankara, 2014<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Duman, Ahmet, \u201cDiaspora Milliyet\u00e7ili\u011fi ve T\u00fcrkiye\u2019de \u00c7erkesler\u201d, Bas\u0131lmam\u0131\u015f Y\u00fcksek Lisans Tezi, \u0130stanbul, 2015<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gide, Fatih, \u201c1911-1914 Y\u0131llar\u0131 Aras\u0131nda \u0130stanbul\u2019da Yay\u0131nlanan \u011euaze(Rehber) Gazetesi I\u015f\u0131\u011f\u0131nda Osmanl\u0131 Devleti\u2019nde Ya\u015fayan \u00c7erkeslerin Siyasi Ve Sosyo- K\u00fclt\u00fcrel Faaliyetleri<strong>\u201d,<\/strong> Bas\u0131lmam\u0131\u015f Y\u00fcksek Lisans Tezi, Nev\u015fehir, 2011<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Gazeteler<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eahap R\u0131za, \u201cMekteplerde H\u0131fz\u0131ss\u0131hha\u201d, \u011euaze, 4 Temmuz 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eahap R\u0131za \u201cHususi Mektuplar\u201d, \u011euaze, 17 Temmuz 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u015eahap R\u0131za, \u201c\u00c2lim- Haluk- Kar\u015finas\u201d, \u011euaze, 4 May\u0131s 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">S\u00fcleyman Tevfik, \u2026\u011euaze, 27 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8230; , \u201cBiraz Mant\u0131k\u201d \u011euaze, 2 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u201c\u00c7erkes Elifbas\u0131 Hakk\u0131nda \u00c7erkes Teav\u00fcn Cemiyetinin \u0130lk Mukarrerat\u0131\u201d,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u011euaze, 22 Haziran 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u201c\u00c7erkes Lisan\u0131na Mahsus Elifba\u201d, \u011euaze, 4 Temmuz 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026 \u201cKafkasya\u2019da Maarif\u201d, \u011euaze,8 Eyl\u00fcl 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026 \u201cMuallim \u0130stiyorlar\u201d, \u011euaze, 10 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u201c\u00c7erkes Teav\u00fcn Klub\u00fc Riyasetine\u201d, \u011euaze, Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u201cFetvay\u0131 \u015eerife\u201d, \u011euaze, 27 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u201c\u00c7erkeslerde Maarif\u201d, \u011euaze, 2 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u201c Bizde Mesaiyi \u0130\u00e7timaiye Mukaddim\u00e2t\u0131\u201d, \u011euaze, 2 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u011euaze, 27 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u011euaze, 17 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u011euaze, 2 Nisan 1911<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u2026\u011euaze,16 May\u0131s 1912<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">_______________________<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Al\u0131nt\u0131: VAKAN\u00dcV\u0130S- Uluslararas\u0131 Tarih Ara\u015ft\u0131rmalar\u0131 Dergisi\/ International Journal of Historical Researches, Y\u0131l: 4, Say\u0131: 1, Bahar- 2019<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>AY\u015eENUR DO\u011eAN* \u00d6ZET 1864 s\u00fcrg\u00fcn\u00fc ile Kafkasya\u2019dan kopar\u0131l\u0131p imparatorlu\u011fun \u00e7e\u015fitli yerlerinde isk\u00e2n edilen \u00c7erkes muhacirler Osmanl\u0131 toplumunun bir pa\u00e7as\u0131 oldular.&hellip;<\/p>\n","protected":false},"author":1,"featured_media":966,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[11],"tags":[],"class_list":["post-965","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-arstrma"],"acf":[],"_links":{"self":[{"href":"https:\/\/certav.org\/index.php?rest_route=\/wp\/v2\/posts\/965","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/certav.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/certav.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/certav.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/certav.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=965"}],"version-history":[{"count":5,"href":"https:\/\/certav.org\/index.php?rest_route=\/wp\/v2\/posts\/965\/revisions"}],"predecessor-version":[{"id":977,"href":"https:\/\/certav.org\/index.php?rest_route=\/wp\/v2\/posts\/965\/revisions\/977"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/certav.org\/index.php?rest_route=\/wp\/v2\/media\/966"}],"wp:attachment":[{"href":"https:\/\/certav.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=965"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/certav.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=965"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/certav.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=965"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}