We greet you with pontifical blessing and
warm Christian love from the Monastery of the Catholicosate
of the Great House of Cilicia, and we wish you a fruitful
year of spiritual, cultural and national service.
As you know, we had proclaimed 2003 “Year of the
Bible,” 2004 “Year of the Armenian Family”
and 2005 “Year of National Demand for Justice.”
Major emphasis was given within our dioceses, by means of
various undertakings, to the particular significance presented
by the aforementioned themes in the life of our people. Indeed,
the Armenian school, with its mission of providing an Armenian
education, is considered one of the supreme values, or, in
biblical words, sacred “treasures,” in our collective
life. Therefore, based on the pivotal importance presented
by the Armenian school, and by means of this Pontifical Message,
we proclaim 2006 as the
“YEAR OF THE
ARMENIAN SCHOOL”
A.
The Armenian School:
Forge for Molding our Children into Exemplary Armenian Adults
This was and is the Armenian school today,
more than at any other time, in terms of its life, essence,
spirit and mission. It is not with the usual understanding
that we thus characterize the Armenian school. The raison
d’etre of the Armenian school is to brighten the
souls of the Armenian pupils with the spiritual and moral
principles of our church; to make their minds flourish with
the spiritual and cultural values of our people; to form their
entire being with our national aspirations by building the
Christian and the Armenian in them. Now, the Armenian school
is not an educational institution fostering knowledge in the
currently understood sense; rather, it is an intellectual-spiritual
forge where the process of realizing one’s human potential
is activated and where one is given the spiritual, cultural
and national identity that is the birthright of every Armenian.
And this is precisely the unique mission of the Armenian school.
And, for precisely this reason, the Armenian people have never
viewed the Armenian school as just one structure among the
many that operate in our life. On the contrary, they have
approached the Armenian school with deep piety and holy zeal,
considering it a sanctuary next to the church.
B.
The Armenian School: Fortress for the Armenian People
The Armenian school has been and will always
be this. Our history shows that the Armenian school has turned
into a solid fortress amidst the storms and upheavals faced
by our people down through the centuries. In the face of currents
corrupting our national identity and polluting our cultural
values, the Armenian school, with its atmosphere redolent
of Armenianism, has become the environment, in which the Armenian
people have been able to preserve intact the indestructible
treasury of their spiritual, intellectual, cultural and national
values. Our people have looked to the Armenian school every
time inclinations serving to corrupt their national identity
and spirit have begun to make inroads in Armenian life. Our
people have turned to the Armenian school when the fire of
national values has been threatened to be extinguished during
critical periods of our life. Through life’s bitter
experience, our people have seen that those Armenians living
far from Armenian schools are condemned to losing their particular
identity, their collective life, their spiritual strength
and their national existence. In the face of all kinds of
dangers presented by the present one-world movement, the Armenian
school is one of the most powerful fortresses of the Armenian
people, along with the church and the homeland.
C.
The Armenian School: Anchor of the Armenian Community
This was and is the Armenian school for any
Diasporan community. Look at Diasporan life. Observe the life
of each community. Study the history of our various communities.
You will clearly see that those communities, which had schools
and developed an educational system, became vital communities,
both in terms of their organization and their place in the
national picture. On the other hand, all the communities,
which were not able to have Armenian schools, became weak
internally and lost their Armenian identity. Alongside the
church, the Armenian school is the anchor of a community’s
life, the center of its gravity. This is neither a theory,
nor a slogan, but an actual truth. In actuality, the future
of all those communities, where Armenian schools do not exist
for various reasons, is endangered. As much as the Armenian
family plays an important role in terms of giving children
Armenian instruction; as much as the church fosters national
values among our children, along with spiritual values; as
much as our national institutions carry out important work
in terms of building Armenians of the future, the place of
the Armenian school is totally different and its role irreplaceable.
The Armenian school is a fountain of national values, traditions
and dreams in the life of a community. The Armenian school
is the backbone of a community, guaranteeing its existence,
integrity and survival.
D.
The Armenian School as Guarantee of Armenia’s Power
The Armenian school in our homeland was and
must be this. Observe the role of the Armenian school within
the context of the centuries-old history of the Armenian people,
from the era of the Holy Translators down to the present.
Observe the flourishing of Armenian cultural values begun
with the Armenian alphabet created by St. Mesrob. Observe
the monumental achievements of our writers, from Armenia to
Cilicia. In all instances, the Armenian school played a central
and singular role, a role that became a sacred mission enriching
the spiritual-intellectual life and ensuring the cultural
quality of the Armenian people. And every time our homeland
lost its political independence, the Armenian school became
the foundation upon which the cultural might of the Armenian
people was developed, along with the spiritual might of the
church. The father of our history, Movses Khorenatsi, became
the interpreter of this truth, seeing the greatness and perpetuity
of our “pokr adzu” (small nation) in
the “works of courage” achieved in the realm of
Armenian letters and literature. The Armenian school, with
its mission of transforming our youth into full-fledged Armenian
adults, shall always remain one of the greatest refuges in
Armenia’s triumphant march towards a mighty future.
It’s a fact that economic, political, military and other
factors of modern life play an important role in building
a country’s power. However, let us not forget that a
homeland is not only built with material values alone, but
also and especially with spiritual values, which are permanent
and eternal.
*
* *
Thus, for our people, the Armenian school
has been and remains a sacred value and holy institution with
its pan-national mission. And, therefore:
The strengthening of the Armenian school is a pan-national
priority.
In other words, the reorganization of the Armenian school,
the reformation of its internal structure, and the revitalization
of its mission constitute an immediate and urgent priority
for the Armenian government, our church, our communities,
our organizations and our people. This concern, zeal and obligation
propel me to make the following suggestions with particular
importance. --
1.
Increase in Student Enrollment
The Armenian school is not just a building,
with desks and textbooks. What makes the Armenian school Armenian
is its student body. What value is there in having a high-quality
teaching staff, a handsome edifice, modern textbooks and well-furnished
school, when there is a lack of students? We have frequently
impressed upon our parents the fact that the place of the
Armenian pupil is the Armenian school. We have reminded that
Armenian children, who are far away from an Armenian school,
will lose their national spirit and their Armenian identity.
Today, unfortunately, Armenian pupils have begun to attend
non-Armenian schools in all of our communities, even in the
heavily Armenian-populated communities of the Middle East,
which are endowed with vast possibilities for the preservation
of our national identity. Furthermore, Armenian parents, in
large numbers, are enrolling their children in non-Armenian
schools in our communities in Western countries where educational
possibilities abound.
Some people attempt to explain this phenomenon, which is becoming
more and more extensive, with excuses that don’t correspond
to the truth. Is it that the education provided by the Armenian
school is of a lower standard relative to that of other schools?
Is it that the education given in the Armenian school is less
than what the non-Armenian school gives? Is it that the teaching
of foreign languages in the Armenian school is not being implemented
in as systematic a manner as in non-Armenian schools? And
one could continue this line of questioning. All the concerns
expressed, and all the attributions being assigned to Armenian
schools are unacceptable. It could be that the Armenian school
has certain deficiencies in certain areas, whose remedy is
indispensable. However, these must never be the reason for
Armenian parents to put their children in a non-Armenian environment
that serves to alienate them from their background and heritage.
During our pontifical visits, we sometimes witnessed two extreme
situations. Indeed, our heart became filled with boundless
joy when we saw Armenian schools overflowing with Armenian
pupils, despite the various difficulties faced by the given
community. However, we were deeply saddened when we saw non-Armenian
schools full of Armenian pupils in Armenian communities….
When we take a look at the growth of enrollment of Armenian
pupils in non-Armenian schools in each of our communities
in recent years, we will be deeply shocked at their numbers.
It is not sufficient, however, to point out the problem; it
is not sufficient to merely feel sorrow, torment ourselves
and utter words of condemnation. Although this is a pan-national
concern, it must become, in the first instance, the concern
of each community. We must avoid generalizations, superficial
judgments, and trifling rose-colored expositions of the issues
and situations. This multifaceted phenomenon must be examined
within each community, with a realistic approach and in a
comprehensive manner, and the diagnoses must be made accurately.
Emotional approaches and condemnatory attitudes will not lead
us to an equitable solution. Why are Armenian pupils attending
non-Armenian schools? Each community must search for the answer
to this question, and then think about practical solutions,
in order to be able to find the remedy for this deepening
wound through planned effort.
2.
Creation of a New Educational System
The current educational system of the Diasporan
communities, as well as that of Armenia, does not correspond
to the conditions, needs and challenges of our present-day
life. By system, we mean chiefly curriculum, textbooks and
educational policy.
Our schools are obliged to implement the government-approved
curriculum of the given country and prepare their pupils for
successful completion of state exams and the requirements
for receipt of diplomas. I wonder, how seriously have our
schools taken this obligation of theirs, and to what extent
do Armenian pupils succeed in the aforementioned exams? According
to our information, the results are positive in certain communities
but not so positive in others. We do not wish to go into details
here, but we do wish to emphasize the importance of the directive
that the Armenian schools of one or another community must
fully implement the state-approved curriculum of that country
without fail. Alongside all advantages, such an approach can
become one of the effective means of ensuring the school’s
educational standard.
As far as textbooks are concerned, we have mentioned on numerous
occasions that the time has long since come to update our
old, worn-out textbooks, be those pertaining to subjects being
taught in Armenian or those related to Armenian studies. The
presence of textbooks prepared in a modern style, with new
contents, different approaches and attractive exteriors, is
an imperative and urgent necessity in Armenian schools. Plans
were drawn up and working groups were set up in certain communities
over the past few decades but, unfortunately, practical results
were not achieved. Moreover, some of the textbooks prepared
by individuals began to be used here and there, while others
were rejected, based on various considerations. Often it is
not possible to require that the same textbook be used in
schools functioning in different religious, cultural and political
milieus. Therefore, it is necessary to take this situation
into consideration and subject the matter of textbooks to
serious examination and planning.
The absence of a comprehensive educational policy too is palpable
in our life. What is the role of the Armenian school? What
must the correlation be between the curriculum and Armenian
studies courses? What pedagogical methods must be employed
within the Armenian school? These and other similar questions
must become topics of deep analysis and sound resolution within
the confines of a clear-cut educational policy, serving as
a guide to all Armenian schools, both in Armenia and the Diaspora.
3.
The Reorganization of Armenological Education
Armenological education constitutes the heart
of the Armenian school. Therefore, without ignoring the state-approved
curriculum, the Armenian school must consider the Armenological
education of the Armenian pupil as its sacred obligation.
Herein lies the qualitative difference between the Armenian
school and the non-Armenian school. Whatever the non-Armenian
school gives in terms of education, the Armenian school must
give the same, and with a higher quality. The Armenian school
must give that which the non-Armenian school cannot give—Armenian
spirit and Armenian identity. The Armenian school must harmonize
these two dimensions of its mission in such a way that they
not contradict or detract from one another but rather complement
and enrich each other.
We placed particular stress on the need to reorganize and
revitalize Armenological education at the conference entitled
“Armenological Education in the Diaspora,”
which was organized by our Holy See in August 2004. It is
essential that we adopt a different approach from now on with
respect to Armenological education, in terms of the methods
being employed and both intra- and inter-school initiatives
being implemented. Today, the traditional modes of Armenological
education are not that attractive, and sometimes they are
even repulsive, to the young generations.
While maintaining the spirit and objective of Armenological
education, it is necessary to resort to such means and possibilities,
which can make Armenological education more facile, natural
and appealing to the young generations. During our visits
to various dioceses, we sometimes noticed such attempts but
we also saw the continuation of obsolete methods.
4.
Construction of New Schools
The construction of schools, next to churches,
became one of the principal concerns of our communities following
the Armenian Genocide, when those communities began to be
formed and organized in the Diaspora. Indeed, wherever a church
was built, a school was erected too. And today, we have more
schools than churches in all Diasporan communities. The presence
of a large number of schools in our communities is an eloquent
testimony per se to the zeal and expectation held by our people
toward the Armenian school. Today as well, our communities
have an immense task facing them in this realm –
a) It is mandatory that the buildings of the existing schools
be subjected to basic renovation. We said that the school
is more than just a building, but the external material structure
of the school is important too, for both the pupils and the
surrounding area. There are schools, which are far from satisfying
the minimum demands imposed by educational life, due to their
external appearance and poor internal conditions.
b) Along with the renovation of buildings, we also consider
mandatory the acquisition of internal equipment and supplies
pertaining to the educational process. Thus, a school endowed
with modern laboratories, desks, blackboards, libraries and
other essential related needs will greatly contribute to the
further effectiveness of the educational process, while simultaneously
making the Armenian school attractive to Armenian pupils.
c) In the past, certain communities have had an educational
network corresponding to their population. Others, meanwhile,
have not been able to keep in step with the growth or decline
in their population, insofar as the educational realm is concerned.
Today we have communities, in which perhaps the unification
of schools is a necessity; we also have communities, in which
the construction of new schools is a necessity. In this context,
we wish to reflect in particular on our communities in the
United States, Canada and Europe. Important accomplishments
have been made in these regions during the past few decades,
in terms of school construction. Today, we consider the establishment
of new schools in the aforementioned communities an urgent
priority.
5.
The Armenian School Must Become Economically Self-Sufficient
Generally speaking, the institutions functioning
in our national-ecclesiastic life are experiencing financial
difficulties because they rely on individual donations to
meet their material needs. The Armenian school is one of those
institutions that have always been dependent financially;
it has been able to overcome its financial difficulties through
contributions from our parish churches, organizations and
benefactors. Today, the cost of living has increased greatly
in certain countries, creating difficulty for our families
to cope financially, while expenses incurred by the Armenian
school have multiplied and increased so much that the community
schools endowed with broad financial capabilities are beginning
to face serious financial difficulties as well. This worrisome
phenomenon can worsen in the coming years, if effective means
to curb it are not taken now.
In this regard, our suggestion will be the following: a) Our
dioceses must make their circumstantial donations in a more
planned fashion, particularly through the establishment of
special capital/trust funds. b) When planning their donations,
our benefactors and wealthy community members must give primary
importance to the Armenian school, either by underwriting
the cost of the annual tuition of a given number of pupils
and/or establishing special trust funds in their name. c)
Our benevolent societies must make a substantial increase
in their donations to Armenian schools, considering their
pivotal importance in the life of the community. d) Above
and beyond all of these imperatives, Armenian parents must
honor their financial obligation regarding the Armenian school.
How is it possible to pay the very last cent of tuition to
the non-Armenian school, yet display an attitude of indifference
when it comes to the Armenian school? This is an unacceptable
position. We have always said that Armenian pupils must not
be deprived of the opportunity to attend Armenian schools.
We wish to joyfully confirm that all our dioceses and Armenian
schools are meticulously following this principle. However,
this zeal of those in charge of education, which is based
on their concerns over our national welfare, must not be exploited.
When Armenian parents fully execute their financial obligations,
the financial difficulties of the Armenian school will be
solved to a large extent.
6.
Requalification and Evaluation of Teachers
Armenian teachers play a critical role in
the strengthening of the Armenian school. Without Armenian
teachers, the Armenian school loses its intrinsic essence
and true mission. Without Armenian teachers, the Armenian
school ceases to be an Armenian school. Therefore,
a) Armenian teachers must always be kept at the apex of their
mission. In order to accomplish this, the Armenian teachers
themselves must continually undergo regeneration by following
a permanent course of requalification. Being satisfied with
giving what one knows or has is not right. Knowledge supposes
a process of continuing education. It is mandatory that Armenian
teachers further their knowledge, by keeping up with the latest
developments in their given field. The possibilities that
are accessible in this globalized world of ours, particularly
through the means of the computer and the informational field,
are so numerous and multifaceted that Armenian teachers are
obligated to utilize them to the fullest possible extent,
so that they, in turn, can be of utmost help to their Armenian
pupils. It is our expectation that our educational committees
seriously address the matter of teacher requalification, by
organizing professional lectures and courses of study.
b) If we have great expectations from Armenian teachers and
if we consider Armenian teachers disciples engaged in the
sacred task of transforming Armenian children into well-rounded
Armenian adults, then our approach regarding Armenian teachers
must also be different. We have often commented upon this
as well. We consider unacceptable the approach toward Armenian
teachers that is defined by the mentality of them being ordinary
employees or teachers. If we wish to ensure the utmost realization
of the mission of the Armenian school, we must start from
the Armenian teachers. We must know enough to adequately compensate
Armenian teachers. Today, the compensation received by Armenian
teachers is far from being adequate. Now, those charged with
educational responsibility must not only seek means of considerably
enhancing the standard of living of Armenian teachers but
also give serious thought to the establishment of a retirement
fund for them, on both a community and pan-national level.
*
* *
We have thought at length about the aforementioned
issues, concerns, propositions and plans; we have extensively
reviewed them during the National General Assemblies; we have
frequently discussed them in the sessions of the Central Executive
Committee; and we have always discussed them in meetings with
various diocesan authorities. We have sometimes taken practical
steps in this regard, and sometimes we haven’t been
able to accomplish our plans due to the lack of manpower and
funds. Here we wish to state, with great appreciation, that
our diocesan prelates, national leadership, the Armenian Department
of the Calouste Gulbenkian Foundation, our educational councils,
our benefactors and our faithful have cooperated with us in
these efforts. The present situation of Armenian schools,
as laid out, is a collective and general concern; therefore,
the strengthening of Armenian schools must become a pan-national
priority. This is how the Catholicosate of the Great House
of Cilicia thinks and it is acting under assumption of this
obligation. During the course of the year 2006, the Armenian
school must become, to a greater extent, the main focus of
all of our concerns, efforts, contributions and plans –
in other words, our collective life.
Now, with this hope and expectation, these thoughts and concerns,
a) We suggest to our diocesan bishops and national leadership
that they make an overall evaluation of the network of schools
operating within their jurisdiction, underscore accomplishments,
point out existing faults and set forth educational needs.
This effort must be immediately succeeded by a planning effort,
taking into consideration the points and suggestions made
by us.
b) We invite the bodies immediately responsible for our educational
life to subject that life in all its aspects – instruction,
pupils, teachers, curriculum, administration, finances and
construction – to a serious and realistic examination
by employing a professional approach and utilizing their accumulated
experience; furthermore, we invite these same bodies to determine
processes to revive, modernize and strengthen Armenian schools,
using an approach that corresponds to the internal structure
and the environmental conditions of each community.
c) We call upon our benevolent societies and benefactors to
assist, in a practical manner, the efforts toward strengthening
the Armenian school by financially assisting needy Armenian
pupils, undertaking the patronage of important projects related
to the Armenian school, as well as establishing new schools
where the presence of an Armenian school is a vital necessity.
d) We call upon all of our people to keep Armenian schools
healthy and functioning. The guardian of the Armenian school
is the Armenian people. Each and every Armenian has obligations
and rights with regard to the Armenian school. Just as the
family, the church and the homeland are dear to each and every
Armenian, so too must the Armenian school be. Therefore, let
us jointly keep the citadel of our nation, the source of our
national identity, the guarantor of our perpetuity –
the Armenian school – strong through our collective
effort and devotion, so that we may become stronger with the
Armenian school.
We pray to Almighty God, that He will always remain the defender
and protector of the Armenian school, fill our pupils with
wisdom, make our teachers’ mission flourish with His
graces, and grant success to our benefactors, so that they
may also share the goodness given to them by God with the
Armenian school.
With paternal love and blessing,
Prayerfully,
ARAM I, CATHOLICOS
OF THE GREAT HOUSE OF CILICIA
January 8, 2006
Antelias, Lebanon
(Translated by Aris G. Sevag)
