Atatürk’ün öğrenim gördüğü Manastır Vilâyeti’nde eğitim
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Date
2013-12-25
Authors
Doğanay, Fatma Kaya
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Publisher
Uludağ Üniversitesi
Abstract
Bu çalışmanın amacı, Atatürk’ün fikrî gelişiminde büyük etkisi görülen Manastır vilâyetindeki eğitim kurumlarını, bunların gelişimlerini ve bölgeye yaptıkları katkıları ortaya koymaktır. Çalışmada, Başbakanlık Osmanlı Arşivi’nden alınan belgeler, devlet ve vilâyet salnâmeleri ve telif eserler kaynak olarak kullanılmıştır. Osmanlı Devleti, modernleşme sürecine girdiğinde eğitim kurumları da bu durumdan nasibini almış ve batılı tarzda mektepler açılmıştır. Aynı zamanda devlet, bu eğitim kurumlarına devletin geleceğini kurtarma görevini vermiştir. Amaç gerçekleşmemişse de bu okullarda eğitim gören Atatürk, Türk Milleti’nin büyük kurtarıcısı olmuştur. 1845 yılında ordu merkezlerinde askerî idâdi açılmaya karar verilmiştir. Bu karardan sonra Manastır merkezinde Rumeli Ordu-ı Hümâyûnu’na mensup Mekteb-i İdâdi-i Şâhâne açılmıştır. Taşrada rüşdiye mekteplerinin yayılmasına karar verildiğinde 2 Temmuz 1853 (H. 24 N 1269) tarihinde seçilen 25 yerden biri de Manastır olmuştur. Böylece Manastır vilâyeti genelindeki rüşdiye mektepleri yayılmaya başlamış ve 5 Aralık 1885’te mülki idâdi mektebi açılmıştır. Yine vilâyette medreseler, Gayrimüslim ve yabancı okullar da eğitim-öğretim yapmaktadırlar.Atatürk’ün Askerî İdâdiye girdiği 1895 (R. 1311/1312) yılında Manastır vilâyetinde 2 mülkî idâdi, 1 askerî idâdi, 1 askerî rüşdiye, 15 erkek ve 1 kız rüşdiyesi bulunmaktadır. Daha sonraki yıllarda sayı giderek artmış ve Makedonya’nın merkezi konumunda olan Manastır, Osmanlı yönetiminden çıktığı 1912 yılına kadar eğitim kurumlarıyla ve fikri yapısıyla önemli devlet adamları yetiştirmiştir.
The aim of this study is to put forward Bitola (Manastır), which had a strong influence on the intellectual development of Ataturk, and the education institutions in the province of Bitola, the development of them and their contributions to the region. In this study, documents obtained from the Ottoman Archives, state and province annuals and copyright works will be used as sources. When the Ottoman Empire began the process of modernization, educational institutions had their share of this case and western-style schools were opened. Also, the state commisioned these education institutions to save the future of the empire. Although the target could not be achieved, Atatürk, who was educated in these schools, became an important liberator of the Turkish Nation. Military High Schools were decided to be opened in the army centers in 1845. After this decision, Mekteb-i İdâdi-i Şahane, which was connected to Rumeli Ordu-ı Hümâyûnu, was opened in the center of Bitola. When ıt was decided to open secondary schools (Rüşdiye) in the provinces, Bitola was between 25 places chosen on the 2nd of July (Hijri calendar24 N 1269). Thus, secondary schools spread around the province of Bitola and a civilian secondary school was opened on the 5th of December in 1885. At the same time, madrasas, schools for foreign ersandnon-Muslims in the province continued education. There were 2 civilian high schools, 1 military high school, 1 military secondary school, 15 secondary school for males and 1 secondary school for females in the province of Bitola in 1895 (R. 1311/1312) when Ataturk attended the military secondary school. In the following years, the number of schools were increasingly raising and Bitola, which was a center for Macedonia, with its educational institutions and intellectual life, educated important statesmen until 1912 when ıt separated from the Ottoman Empire.
The aim of this study is to put forward Bitola (Manastır), which had a strong influence on the intellectual development of Ataturk, and the education institutions in the province of Bitola, the development of them and their contributions to the region. In this study, documents obtained from the Ottoman Archives, state and province annuals and copyright works will be used as sources. When the Ottoman Empire began the process of modernization, educational institutions had their share of this case and western-style schools were opened. Also, the state commisioned these education institutions to save the future of the empire. Although the target could not be achieved, Atatürk, who was educated in these schools, became an important liberator of the Turkish Nation. Military High Schools were decided to be opened in the army centers in 1845. After this decision, Mekteb-i İdâdi-i Şahane, which was connected to Rumeli Ordu-ı Hümâyûnu, was opened in the center of Bitola. When ıt was decided to open secondary schools (Rüşdiye) in the provinces, Bitola was between 25 places chosen on the 2nd of July (Hijri calendar24 N 1269). Thus, secondary schools spread around the province of Bitola and a civilian secondary school was opened on the 5th of December in 1885. At the same time, madrasas, schools for foreign ersandnon-Muslims in the province continued education. There were 2 civilian high schools, 1 military high school, 1 military secondary school, 15 secondary school for males and 1 secondary school for females in the province of Bitola in 1895 (R. 1311/1312) when Ataturk attended the military secondary school. In the following years, the number of schools were increasingly raising and Bitola, which was a center for Macedonia, with its educational institutions and intellectual life, educated important statesmen until 1912 when ıt separated from the Ottoman Empire.
Description
Keywords
Atatürk, Manastır, Eğitim, Mektep, Education, School
Citation
Doğanay, F.K. ve Demirel M. (2013). “Atatürk’ün öğrenim gördüğü Manastır Vilâyeti’nde eğitim”. Uludağ Üniversitesi Eğitim Fakültesi, 26(2), 359-386.