The Armistice of Mudros, signed on October 30, 1918, provided an opportunity for Armenian intellectuals who had survived the Genocide to publish periodicals in Constantinople. Among these publications was the highly regarded daily newspaper “Chakatamart”. The newspaper addressed various issues concerning the Armenian people, including the internal and external political challenges faced by the First Republic of Armenia. One of its key areas of focus was the fundamental problems in the educational and cultural sectors. “Chakatamart” covered these topics through news reports prepared by its own correspondents, interviews, and reprints from newspapers published in Armenia. The articles were objective and impartial, while its analytical pieces stood out for their optimism and offered solutions to the problems in the fields of education and culture. The newspaper presented these issues in a positive light and generally approached the shortcomings and deficiencies in the government's work with leniency, attributing them to the evolving circumstances of the Armenian Question. Almost every issue of the “Chakatamart” periodical included publications related to the restoration and reopening of Armenian educational institutions and cultural centers.

KeywordsMudros Armistice Armenian Question Armenian Periodicals in Constantinople First Republic of Armenia “Chakatamart” Daily Newspaper Educational and Cultural Issues “Life in Armenia” Section.

The formation and development of the educational systems of Armenian communities in the Middle East were shaped not only by pedagogical needs but also by the imperative to preserve and strengthen national, religious, and cultural identity. The educational life of these communities was largely guided by church structures. Preschools functioned under the auspices of various churches, including the Apostolic, Catholic, and Evangelical denominations. Armenian Evangelical educational institutions in the Middle East, established particularly in the aftermath of the Armenian Genocide, were distinguished by their religious and national orientations. In these schools, alongside instruction in the Holy Scripture, considerable attention was devoted to teaching the Armenian language, literature, and history; conducting prayers in the native language; and providing foreign-language education, which enabled students to pursue higher studies. Many Evangelical schools operated under missionary auspices, through which support was provided for improving buildings and material-technical conditions. Special emphasis was also placed on the education of girls, ensuring their equal participation in the learning process.

KeywordsArmenian Evangelical Association church Middle East American missionaries education colleges schools

Arpiar Arpiaryan’s journalistic and publicistic activity is closely aligned with the ideological orientation of “Mshak”. It is therefore not coincidental that he joined the newspaper at the invitation of Grigor Artsruni and upon the recommendation of Mkrtich Portugalyan. Following Svachyan and Nalbandyan, Arpiaryan emerged as a crucial mediating figure between the Western Armenian and Eastern Armenian intelligentsia. Arpiaryan was the first to provide a comprehensive and systematic account of the activities of the Patriarchate of Constantinople and the Armenian National Assembly.

KeywordsArpiar Arpiaryan; “Haykak”; “Mshak”; Armenian Question; Armenian reforms; national self-help; educational societies