AI English Translation, Pages 576-600
RAHEL SHAHMOON SCHOOL
Rahel Shahmoon School
No.: 20
Number: 20
Baghdad:
19:
Baghdad on: September 16, 1920
Subject: Submitting a copy of the letter received from the Directorate of Education regarding Tawfiq Basri.
To His Excellency the Respected President of the Lay Council
Greetings and respect,
I enclose herewith a copy of the letter received from the Baghdad District Education Directorate
regarding Tawfiq Basri; therefore, we request that you inform us of what should be done
regarding the appointments. This is for your order, sir.
On behalf of the School
Principal
⟦signature⟧
Administration of the Lay Council -- Baghdad
Number 564
Date 17/9/20
File Number
Referred to the Schools Committee 20/9/20
Shahmoon School
(Copy of the letter received from the Directorate of Education)
Number 2788 / 2 / 2
Date 16 / September 1940
To the Principal of Rachel Shahmoon School
We have been informed that you have dispensed with the services of the teacher Tawfiq Basri, and since the aforementioned is a
graduate of the Teachers' Training College, Primary Section, and is bound by a contract with the Ministry of Education and
was assigned to you by us on a loan basis, you cannot dispense with his services before it is possible
to benefit from him in this administration and obtain our approval for that. Therefore, we request that he be kept
in his position until it is possible for us to employ him within our staff and inform you of such.
Director of Education for the Baghdad Region
A copy to -
General Directorate of Education (to confirm this)
JEWISH SCHOOLS COMMITTEE
JEWISH SCHOOLS COMMITTEE
BAGHDAD
BAGHDAD
Number: 974
No.:
Date (H): 12 November 1930
Date,: 193
To the Honorable Director of Rachel Shahmoon School
Greetings,
With reference to your letter No. 127 dated October 29, 1930
It appears to us from the letter of the Director of Education for the Baghdad Region No. 2949 dated 9/28/30
Addressed to the President of the Lay Council and referred to this committee by the aforementioned Council
That the teacher ⟦Nuhin⟧ Effendi Basri has been appointed to the position of teacher at Ras al-Qarya State School as of
October 1, 1930, and therefore the aforementioned person has no right to claim salary for the period from
October 1, 1930, to 10/19/30, which is the date the communal schools opened.
Please inform him of this. Sincerely,
⟦signature⟧
President
Administration of the Lay Council - Baghdad
Number 652
Date 11/15/930
File Number
Copy to the Lay Council for information
To be filed
⟦illegible⟧
650
September 1930
Dispensing with the services of teachers
Director of Shamash School
Our council decided in its session held on August 28, 1930, to dispense
with the services of both Murad Effendi Mikhail and Hamim Effendi Shabi, the teachers at
your school, effective from the end of the current year (October 1, 1930).
Please notify them of the dismissal decision.
⟦illegible signature⟧
President of the Lay Council
N. M.
A special file is to be organized
regarding the dispensing of teachers' services
Shamash School
Shamash School
⟦line⟧
Number: 195 / 2 AJ
Baghdad, September 7, 1920
Baghdad, the 19
To His Excellency, the respected President of the Lay Council
Greetings. With reference to your letter No. 650 dated September 1, 920
We state that the teacher Habib Shabi mentioned in your letter had left
teaching more than a year ago, as evidenced by the absence of his name from the list of teachers
in our school. As for Murad Mikhail, he was dismissed by the decision of your esteemed council
ruling to dispense with his services. Please accept our highest respect.
⟦signature⟧
Assistant Director of Shamash School
Administration of the Lay Council - Baghdad
Number 554
Date 7 / 9 / 920
File number ⟦blank⟧
To be filed
Filed 8 / 9
652
September 3, 1930
Dispensing with the services of teachers
Directorate of Al-Karam School
Our council decided in its session held on August 28, 1930, to dispense
with the services of Yousef Effendi Dahan, the teacher in your school, starting from the end of the current
academic year (October 1, 930). Please notify him of the dismissal decision.
⟦signature⟧
President of the Physical Council
N. M.
⟦illegible⟧
Dispensing with the services of teachers
His Excellency, the Respected President of the Lay Council
After greetings,
I am one of the teachers whose services you have dispensed with, and it is not hidden from your Excellency that I have
a family of ten people whom I support. It is a matter of chivalry and fairness that you do not cut off
the source of my livelihood and the livelihood of my family, especially in these difficult times. If I have
committed a sin for which I deserve this severe punishment, I have come here admitting the mistake and regretting
what I have done, seeking your pardon and forgiveness, and forgiveness is a trait of the noble.
So please grant me a decision allowing me to work in the schools of the Jewish community upon the occurrence of
the first vacancy therein, if it is not possible for you to return me now to my previous position. And to you
much respect, sir.
20 November 1920
⟦signature⟧
Youssef Ibrahim Rayhan
Administration of the Lay Council - Baghdad
Number 166
Date 20 / 11 / 920
File Number ⟦blank⟧
11 Secretary
Mr. Youssef Rayhan is to be informed that there is no vacant position
in the school at the present time.
18 / 11 / 920
Mr. Secretary, Youssef Effendi has consulted me and explained to me that the intention is for the Council to decide on what is stated in
the two underlined lines of his petition above. I hope to promote his request, noting that he has
spoken to my legacy regarding that and he promised him well. ⟦signature⟧ 28 / 4 / 921
To the Honorable President of the Lay Council
Murad Mikhail and Yusuf Da'an, the teachers
at the Shamas School, have approached us complaining about their dismissal from teaching
after they served in the school for a long period. We hope that you do not leave
room for this grievance and return them to their positions if possible.
May you remain in peace.
9/21/1920
⟦stamp⟧
Minister of Education
Instructions
It was previously agreed that the Council will take over management when
vacancies occur in teaching positions 12/28/92
⟦signature⟧
12/28/92
To you
⟦illegible stamp⟧
⟦illegible faint text⟧
JEWISH SCHOOLS COMMITTEE
JEWISH SCHOOLS COMMITTEE
BAGHDAD
BAGHDAD
No. / Number: 472
Date / Date: 12 November 1930
His Excellency the Director General of Education, Respected
After greetings
We have learned that Yusuf Effendi Damman, the former teacher in one of the
Jewish community schools in Baghdad, has been appointed by the esteemed Ministry of Education as a teacher
in one of the official schools. We request you to kindly inform us of the date of his appointment with you so that we can
consider a petition recently received from him regarding the settlement of his salary. With respect;
⟦Ja'far⟧
President
Administration of the Lay Council -- Baghdad:
Number: 652
Date: 15 / 11 / 930
File Number:
Copy to
The Honorable President of the Lay Council for information
To be filed
Teachers' file for the year
659
2 September 1930
Dispensing with the services of teachers
Directorate of the National School
Our council decided in its session held on August 28, 1930, to dispense
with the services of Ibrahim Kurji Effendi Heskel Ezra and Murad Effendi Mikhail, the teachers
in your school, effective from the end of the current school year (October 1, 30).
Please notify them of the dismissal decision.
⟦signature⟧
President of the Lay Council
⟦signature⟧
To the private file
N. M.
Administration of Israeli Schools in Baghdad
Number
Date
File
JEWISH SCHOOLS COMMITTEE
JEWISH SCHOOLS COMMITTEE
BAGHDAD
BAGHDAD
⟦line⟧
No. 465
Date: 11 November 1930
Secret and Urgent
193
Honorable President of the Lay Council
After greetings,
It is not hidden from your esteemed council that the communal schools opened their doors since 19
October 1930, yet until now the position of the Hebrew teacher at Shamash School remains vacant
throughout this period, and no doubt you agree with us that this is contrary to the interest of the schools. This
committee has recently tried to obtain the services of a capable teacher by various means, including announcing
the matter in one of the local newspapers, but unfortunately we did not succeed in obtaining the suitable man for such
a position. Therefore, we suggest reconsidering the case of the former teacher Murad Effendi Michael
and approving his return to his position. If the esteemed council insists on punishing him
for his past conduct, we agree to reduce his salary from 150 to 130 rupees per month,
noting that his number of lessons has now been increased from 25 lessons to 30 lessons per week.
Please inform us of your approval of this proposal urgently for the sake of the school's interest.
Accept our highest respect;
⟦signature⟧
President
Administration of the Lay Council - Baghdad
Number 642
Date 1930/11/11
File Number ⟦line⟧
⟦Very Urgent⟧
800
12
November 1930
Honorable Chairman of the Schools Committee
Reference to your letter No. 465 dated 11/11/930
Our council has approved in its decision dated 11/13/1930 the reinstatement
of the teacher whose services were terminated "Murad Effendi Mikhail" to teach the Arabic
language at Shamash School in view of the justifying reasons stated in your aforementioned letter
and that is in accordance with what your committee decided regarding reducing his salary to one hundred and forty rupees
and increasing the number of his lessons to thirty lessons per week.
⟦signature⟧
President of the Lay Council
A copy of it to the Director of Shamash School for information
N. M.
031 Community Care Committee
To the Honorable Director of Al-Rusafa School
11/11/031 and according to your letter numbered 533 and its attachments, enclosed is the updated list
with names amounting to 11/17/031 and according to the attached lists for payment
to the beneficiaries according to official receipts approved by you, and upon your receipt of the amounts
please provide us with the aforementioned receipts so that we can take the necessary action regarding them as quickly as
possible, requesting that you inform us officially in the event of any changes in the aforementioned lists
so that we can take the necessary action regarding them, please accept our highest respect
Chairman of the Community Care Committee
Attachments: List of names of teachers and employees
Administration of the Lay Council
Jewish Lay Council
of the Israelite Community
Baghdad.
Baghdad
Telephone: 200 Central
Telephone : 200 Central.
Number:
No.:
Date: 11 April 929
Date:
Editorial Directorate
Subject: Report on the school situation and the school system
Honorable Vice President of the Lay Council
I have the honor to submit to the esteemed Council the attached report on the state of our schools
and the school system that it lacks, hoping that the Council will look upon it with interest;
⟦illegible⟧
Director of Editorials
Administration of the Lay Council - Baghdad
11 / 4 / 929
Date: 11 April 929
File Number
School System File
The Physical Council
Department of Editorials
Preliminary Report
Regarding the school system intended to be enacted
A Necessary Word
Schools are the lamps of nations; in them, the children of the people acquire the lights of science and through them, they are enlightened in the paths of life.
Rather, they are the peaceful factory that forms personalities from the youth whose geniuses soon appear ⟦to the public⟧, taking the country by the hand
to the peaks of sovereignty and glory.
Teaching has suffered throughout human history from many difficulties and formidable obstacles until it reached the status we see it in
today, that global status from which science has extended its wide arms, embracing many nations, sending light and perfection
into the souls of its children.
Our Schools and Their Schools
One careful look at our schools and the schools of civilized nations is enough to show us the vast
gap between these and those. They instill in the youth the spirit of work and the love of life; they mold them into noble habits
and generous morals; they urge them to seek perfection and constant ambition. While we prepare our youth with incomplete education, standing
at the crossroads of life with folded arms and terrified; therefore, we do not see in the graduates of our schools a shred of self-awareness.
We do not say that our schools are deficient from the perspective of theoretical education; no, on the contrary, they might stuff the brain
of the student more than required. However, lessons in ethics, practical applications, and the development of principles proceed in them like the gait
of a lame person, if we do not say they grieve the grief of the paralyzed and bedridden.
It must be noted that the schools of Arab regions such as Egypt and Syria have not ceased to move with wide steps toward
progress; likewise, the government schools here have paid attention to the necessity of reform, and only the sectarian schools remain wavering
due to various matters that we will attempt to explain below. Therefore, if the esteemed Council wishes to work on reforming the schools
in a way other than the patching method often followed in our country, let it demolish every educational structure crumbling toward collapse
and build in its place what is worthy of the spirit of the present age and deserving to walk side by side with current civilization.
Let the respected Council work today and prepare for the work of tomorrow and the day after tomorrow!! The field of work is wide before it and the record
of history is open to document its deeds.
The Most Important Deficiencies of Our Schools
1- Their lack of competent teachers
2- Their lack of a general curriculum that includes all of them
3- Not allocating time for practical lessons
4- The absence of internal regulations
5- The lack of moral oversight by the Council, such as conducting inspections from time to time
6- The lack of confidence of the capable teacher in his vague future
7- The ignorance of a large portion of teachers even regarding their duties
8- Loss of the spirit of affection and sincerity between managers and teachers, and between students and their teachers and superiors
except for the few that do not last
9- Loss of the spirit of physical education
10- Deficiency in teaching various languages in some schools
The school system and what it should include
⟦line⟧
The system designers must study each of the following points and enact them into formal articles that must be observed
with full respect by all our schools.
And here are the points to be studied:
Part One
Administration
1- The principal and his duties
2- The assistant principal and his duties
3- The administrative body (which must be formed of the principal, his assistant, and three teachers who are among the most capable
of their colleagues) and its duties
Part Two
Teaching
4- The teachers' council, its meetings, and its duties
5- Teaching
6- Attendance
7- Holidays
8- Conditions for hiring teachers
9- Dispensing with teachers
10- Teaching record
11- Private lessons
Finance:
Salaries
Donations
Endowments etc.
Part Three
Discipline
12- Lateness
13- Absence
14- Breaks
15- The proctor teacher and his duties
16- The student monitor and his duties
17- School punishments
Part Four
Hygiene and Sports
18- Playing during breaks
19 - Special games for physical education
20 - Anthems
21 - Hygiene monitoring
Section Five
Examinations
22 - Daily tests
23 - " Monthly
24 - " Seasonal
25 - General examination
26 - Grades
27 - Failure
28 - Completion (Make-up exams)
29 - Success
30 - Examination reports
Section Six B
School meetings
Lectures
Speeches
Section Six A
Students
31 - Student admission requirements
32 - Children of directors and teachers
33 - Student ethics inside and outside
34 - School report about them
35 - School report to the student's guardians
36 - Assignments
37 - Various notebooks for the student
38 - Awards
Section Seven
General Inspection
39 - The inspector or the inspection committee
40 - Inspection cycles
41 - Inspector reports
Section Eight
Medical Inspection
42 - School doctor
43 - Clinic cycle
44 - His authority
Section Nine
Service
45 - Their appointment
⟦The System⟧ ⟦...⟧
46 - Their dismissal
47 - Their supervision
Section Ten
Restrictions, Records, and School Schedules
Internal Regulations of the Alliance School
1 - Teachers are requested to take turns supervising during breaks, especially the lunch break.
2 - A supervision rotation schedule for each teacher shall be organized and posted in the teachers' room.
3 - Supervising teachers are assigned to be present during the students' lunch at the school.
4 - Teachers on supervision duty must arrive at the school half an hour before the students arrive, specifically
during the lunch break, and they are responsible for any disorder that occurs during the break and its consequences.
5 - The entry and exit of children must proceed in an orderly fashion, with classes advancing according to their grade—
first by first—and being led by their teachers.
6 - All teachers must sign the attendance register kept with the gatekeeper, and any teacher forced to be
absent is requested to notify the administration a day in advance.
7 - Teachers are called upon to oversee the cleanliness of the classrooms, provided that a student monitor is assigned.
8 - During breaks, no student is allowed to remain in the classroom or the corridor (the hallway) except for the monitor. However, if the day
is rainy, students are permitted to spend the break in the corridors.
9 - Teachers are requested, during the morning assembly of students, to conduct an inspection for cleanliness, and any student
with a dirty face or hands shall be punished by being sent to the school basin to wash.
10 - Every student, especially those in the higher classes, must have at least three notebooks (1 - for class drafts,
2 - for homework, 3 - a general fair-copy notebook in which selections from various lessons are transcribed as suggested by the teacher ⟦secretly⟧).
11 - The homework and fair-copy notebooks shall be unified (containing assignments for the different languages taught in the school),
and teachers must inspect the fair-copy notebooks at least once a week, provided this inspection takes place outside the school.
12 - Every class must have a register to record the progress of teaching, including lessons or assignments given or received, and so forth.
13 - Teachers are generally requested to minimize punishments as much as possible by instilling in the students
love and respect for the teacher, a desire for knowledge, and adherence to virtuous morals. As for the primary
classes, teachers are requested to follow a reward system, and these rewards shall be given by granting them special papers for good
grades.
14 - All students must understand that the best reward is promotion from one class to a higher one, which is only possible for them
through effort during the academic year and obtaining passing grades in the three yearly exams conducted
by the teachers and in the final general exam conducted by the director, as the administration relies on
promoting students by taking the average of the four aforementioned exams.
(Copy)
Punishments
15 - Corporal punishment is strictly forbidden, and every incident resulting from the infliction of corporal punishment on a student exposes the teacher
responsible before the local authority and threatens them, in such grave cases, with dismissal from the school.
16 - The school punishments that must be applied according to the student's fault or negligence are listed in order below. However, it
should not escape the teachers' minds that duty requires them to be lenient toward the student's lapses and to turn a blind eye
to their small faults, which are inevitable as they are still developing in the beginning of their moral formation.
List of Punishments
Graduated Punishments:
1 - Bad grades.
2 - Written punishments at home.
3 - Detention at school without writing.
4 - " " " with writing.
5 - Temporary expulsion to a lower class.
6 - Final " " " ".
7 - Public reprimand in front of all students.
8 - Temporary expulsion from school.
9 - Perpetual " " ".
Note: The last two punishments are only carried out by the Director.
18 - Teachers are requested <del>⟦illegible⟧</del> not to overindulge in giving written punishments, but rather to implement them so that the <del>students</del>
pupils benefit from them.
- Not to crowd the detention list with students' names, as this makes the supervisor's job difficult.
Absence and Tardiness
19 - If a student is forced to be absent, they must obtain special permission from the administration, and this permission
is granted when the administration is convinced of the student's need for it.
20 - A student absent without permission is punished with written detention.
21 - If this unauthorized absence is repeated, the student is expelled temporarily or permanently to a lower class or from the school in extreme cases
of this kind.
- A late student is punished with home writing or detention at noon.
22 - The school gate is closed to late students half an hour after the start of lessons.
Summary Memorandum
Regarding the measures intended to be taken by the Council
⟦line⟧
1- Enacting a school system that includes all the community's schools.
<del>2- The necessity of opening the Shamash School</del>
<del>3- Transferring the sixth, fifth, and secondary classes to the Shamash School temporarily</del>
4- Selecting a director for the Shamash School
5- Opening a public library
6- Subscribing to high-quality newspapers and magazines
7- Organizing a night class
8- Delivering public lectures
9- Delivering private lectures to the teachers
10- Striving to promote teachers materially and morally
11- Teacher transfers
12- Conducting monthly inspections of schools by the Council
13- Spreading the idea of liberal professions among the youth
14- Increasing practical lessons in the girls' school, meaning practical lessons related to a girl's life
15- Striving to reform the teaching curricula in the Alliance schools in general ⟦especially⟧
16- Inspecting the ⟦schools⟧ institution for the blind from time to time
17- Enacting a retirement system for teachers
18- Supporting every literary, scientific, or economic movement in the country
20- Striving to find a special source for the Council's finances so that it can carry out educational reforms as desired
21- Spreading the call among the wealthy class to send their children to study outside Iraq, especially Europe, and sending
an annual mission if possible at the Council's expense
Fifth Year, Issue 1485 (11 AUGUST 1927)
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Inside the country | Outside the country
Subscriptions paid in advance for a year | 150 | 220
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AL SIASSA 10, Rue Mobtadayian - Cairo
Teleph. 4572 - 6509
Is there a special legislation for practicing the teaching profession?
That legislation must exist
Egyptian law prohibits a person from practicing the profession of law unless they hold a special certificate recognized by the government. This certificate is not required to be of Egyptian origin; it can be French, English, or similar. Consequently, in the medical profession, a similar certificate must exist.
Therefore, there is special legislation that prohibits intruders from entering doors they are not qualified for. The Egyptian government was not the first to create this legislation; rather, it is a Western creation that we introduced to our country because of our need for it.
Let us stop for a moment at the medical profession before it was defined by this firm legislation. There were many charlatans and sorcerers who falsely and slanderously attributed themselves to this profession because one of them once prescribed a medicine for an ignorant, naive person, and by chance, circumstances helped him. The belief in recovery took root in the patient's mind, and they were cured. Thus, the name of this fraudster became famous, and delegations of patients flocked to him. However, even if time favors such people once, it will reveal the truth of their matter many times over. But the ignorant public is blind and does not notice, and as long as the belief has taken root in their soul, it is difficult to uproot. The victims of this criminal novice became many, and misery loomed over those who believed in his ability to cure them of their diseases. This is an example of a charlatan in one village, and there is another charlatan in another village, and a third in a third spot, and so on. Thus, the number of charlatans came to mimic or exceed the number of doctors, so chaos grew and the affliction spread. Therefore, these fraudsters must be struck down. So the legislation came as a sharp sword to stop their likes.
This is an example of a physical illness that the government feared would spread. But there is a mental and moral illness that is more dangerous and more harmful, and our government is heedless and unaware of it. Is not the legal teacher (and I mean by legal here one who has completed the study of pedagogy and education according to its principles) like the legal doctor??? And is not the fake and intrusive teacher who has not studied anything of pedagogy and knows little or nothing of the principles of the profession like the fraudulent charlatan???
The intruder into the teaching profession is a great danger to society. Do we not know that if an intruder prescribes a fatal medicine to a patient, the tragedy stops at the patient and their family only because of their ignorance? But as for the intrusive teacher, if the children of the nation are handed over to him, he breathes into them his poisons and fatal germs. These children will become men tomorrow, but they will be men of evil and wickedness, harming society. Among them will be the thief, the murderer, the drunkard, the fraudster, and the like. Thus, society, through the crime of the quack doctor, might have found relief in the death of an ignorant individual or individuals because those who believe in a charlatan do not deserve life. But society, through the crime of the teaching pretender, suffers, tires, and grieves much.
Therefore, intuitively, an easy-to-answer question comes to mind: Who is a greater danger to human society, a charlatan claiming the medical profession? Or a fraudster claiming the teaching profession??
Undoubtedly, this latter fraudster is one of the greatest evils in the world for all of humanity.
And since it has now appeared that the intruder into the profession of pedagogy and education is a great danger, let us see how these people enter the door of teaching. Are there obstacles standing in their way, or do they enter easily? Is it necessary to create special legislation for practicing the teaching profession, and why has the government been lax in creating this legislation? Have the factors of laxity disappeared so that the need for legislation has become very urgent?
I am outspoken, and I can testify to the truth of what I say with facts and real stories. I have noticed during the long period I spent in teaching first, then in the Ministry of Education second, and finally until retirement, that intruders are accepted in astonishing numbers to practice teaching as a profession. There is no better evidence of this than for you to notice with me, dear respected reader, the ornate advertisements placed on walls
and at crossroads. You find strange names: "Renaissance Schools" - Refinement - Loyalty - Union - Homeland. Ask with me: Have the teachers of these schools studied how to teach? Or do they have the information they give to the students? Or do their morals suit mingling with these little angels?
The answer to these questions is a categorical negative. There is no knowledge, no morals, and no integrity. The most that can be said is that the government closed the doors in the faces of these people when they were not employed for background or moral reasons, so they began to seek paths. And what path is easier to attain than practicing the teaching profession? Thus, this intruder only has to write a nice advertisement in good handwriting and place it on the door of any house, hire a (guard) of any kind, and a few individuals wearing European clothes, and here is a primary or secondary school whose false advertisements tell you that the success rate is 95 percent. And here are its teachers as I have described them to you—they have been granted an evil power of seduction and attraction, for they enchant the minds of the simple with their sweet words. They open doors of hope as if before the poor parent, who thinks that these intrusive teachers are nothing but angels of mercy who will soon give his son the cup of science to the dregs. But it is not long before the reality confronts him: that these are nothing but lying fabricators. But after time has passed and the opportunity is lost, as his son has been hindered from education. Is not their crime severe against society?
I mean to say that there should not be any obstacle, even a moral one, in the faces of intruders practicing teaching as a profession. As long as the place is public, it is naturally expected to become a mixture of the good and the corrupt, and the corrupt are none other than these intruders. Thus, the teaching profession was destined to be of little value and its rights suppressed because of these evil intruders.
I have shown so far only one of the many harmful aspects that affect society in general, and especially our rising Egyptian society, from intrusive teachers. Now our experiences show us that the necessity has become extreme for our active government to propose special legislation to our respected Parliament at the earliest opportunity, prohibiting anyone who does not hold certificates from teachers' colleges from practicing this profession. Truly, if we want progress and advancement, it will only be through this. Al-Siyassa al-Usbu'iyya preceded me with a simple indication in one of its issues to the necessity of legislation, but since then I have seen and heard nothing except recently in Al-Kawkab newspaper, although the writer of the article in Al-Kawkab demands legislation but only defines the path of private schools because they are a business before anything else.
Finally, it is appropriate to make a simple observation regarding the reason that prevented the government from creating legislation in the past—has this reason disappeared or does it still remain? The reason, as they say, was the lack of graduates from teachers' colleges. If we know that in the past there was only the Higher Teachers' College and Dar al-Ulum, and the students in the former were counted on fingers, and the country's need for teachers and schools was great, we find that the Ministry is somewhat excused for this chaos. But now, from what I hear, the number of graduates of the Higher Teachers' College and its students has increased in a way that promises a good future. Therefore, if we assume that Egypt had only this school, regardless of Dar al-Ulum and the secondary schools, this high school would have the sufficiency and ability to meet the country's disciplinary and educational needs.
Therefore, the reason for which legislation was prevented has disappeared. Thus, the hope is firm for the benefit of Egypt and its sincere service that this legislation comes quickly. God willing, we will see the efforts of the men of the Ministry of Education and the sincerity of the respected members of Parliament as a complete project that prohibits non-graduates of teachers' colleges from practicing the teaching profession.
(...)
2
The Story of
The Stock Market
Graphic
The Inspiration
When Madame Antoinette felt that her husband's heart
had turned elsewhere and began to lean away from
the path of her love and the fulfillment of her vow, she did not think for a single moment
of consulting her mother, Madame Fadiba, nor of seeking
the opinion of her two sisters, Pauline and Madeleine; rather, the first thing she thought of
was presenting her matter to Aunt Natalie.
For many years, Aunt Natalie had been the inspiration
that descended upon the family, overflowing its members with her opinion
and word. She had married while a young girl in the prime of her youth,
bringing her husband a fortune that made her independent in her life, and she gained
from this independence a family firmness and a desire to dictate
her will and desire to those around her. Her life spanned long
until she became today the subject of family consultation; her word
is not rejected, and her authority is not questioned.
Her opinion is taken in matters great and small; her gesture is a command
and her word is an inspiration with no follower and no rejecter.
Antoinette grew up as a child believing in God and
in the truth of the rosary of Aunt Natalie's prophecy, and that she does not speak
out of whim nor deviate from guidance.
For all that, Antoinette did not hesitate to disclose her secret
to Aunt Natalie, hoping she might find a return for her departing happiness
and for her husband's heart, which had turned away from her, or nearly so.
Aunt Natalie, with her wrinkled face and gray hair,
received her niece with a welcome, then said to her:
— How happy I am to see you, my daughter; I was not
expecting this visit of yours...
— Your pardon, my aunt, I just came suddenly like this.
Don't you know that you do not leave your house at such
an hour. And I am in need of you. For you alone
hold the reins of my affair. You have experience and trial,
and today I am very much in need... for I am tormented, my aunt, for my husband
... no longer loves me...
— He no longer loves me... what is this you are saying?
Calm your tears, my daughter. Sit on this
chair. And tell me your story, for I am listening to you.
Aunt Natalie sat down after seating Antoinette
on a chair in front of her, and Antoinette began to say:
— There is nothing in the matter that would surprise you, my aunt.
I feel that my husband has turned his face away from me and turned
his heart away from me. I denied that at first, but I
looked closely and well-surveyed the secrets of his soul,
and it was revealed to me that he is less affectionate and loving toward me than before.
And this love will not cease to decrease until it is erased from
his heart. Oh, my aunt, if only you saw his lack of care for my affairs.
When he looks at me, he looks askance. And when he speaks to me, his speech is
scant. And when he goes out, he goes out alone. And if he demands something of me,
his demand is harsh, as if I were a stranger to him and had never been
one day his faithful and honest wife.
And I feel, my aunt, that he wants to abandon me and desires
to cast me away, and that he has a relationship or relationships with other
women...
Aunt Natalie interrupted the conversation, saying:
— Let us look at the matter from its practical side. Are you sure
that he has a relationship with another woman? Do you have explicit
proof?
— No. I do not have definitive proof in my hand. But I
feel it from what I hear and see. For example, there is a
strange perfume scent in the house emanating from his clothes. And there are
his wandering, non-explicit looks. And there is what is countless
and limitless. But I do not say he is coarse in speech or insolent
of hand. No, he hides his boredom and distress behind a transparent
mask of affected politeness.
— Enough crying, my daughter. One who is in your youth
and beauty finds it easy to reclaim her husband's heart between morning
and evening.
— That is what I ask your advice on, my aunt. For I
love my husband and am sincere in my love for him.
— Yes. And he knows this love from you...
Your husband, my daughter, like all men who have been tested
and known, is not the dangerous man who rushes in his speech or
his work like your sister Pauline's husband, nor is he the man who
loves his wife with a worshipful love and is led by her through this
love like your sister Madeleine's husband. But he is a man deceived by his youth,
vain of his wealth, and confident of your love, so he slipped away and the
devil rode him. But note that I am fully confident
that he loves you and adores you, and he has nothing but vanity and pride.
— Then, my aunt, if I confronted him with my opinion and told him that I am
tormented by his turning away and avoidance, and asked him for some of
his attention and satisfaction that I had in the past...
— Beware of that, my daughter. For in coquetry there is struggle, and in
submission is sudden death. No, rather he must be taken
through jealousy, for it is a snake with deadly poison.
— Through jealousy?
— Yes. The method is old and tested. And a man
like your husband, if he sees that you are independent of him for your fun and amusement,
his jealousy will be stirred and his love will take flight. So follow my advice. And if
he goes out at night without you, do not lock your room door and shed
tears behind him. Rather, you go out too and go to your request.
— But my aunt, I do not want to betray...
— I am not saying that. But I am saying that there are young men,
all of them wealthier and more handsome of face than your husband, who wish
for a look from you or a turn. And do not go long after these
looks; rather, flirting, whispering, and playful banter are enough for you,
for in some of that is what stirs jealousy and inflames the heart.
— But I will not dare to do that...
— You will dare, and you will find in that amusement and fun.
And let your husband see until he becomes suspicious.
— But my husband, if anger overcomes him, he is seized by
a touch of madness. And I am afraid...
— Do not fear anything. For all you fear is a sharp
discussion between you and him, but he will calm down after it and return
to you with his heart and love. So do it, my daughter.
— I am obedient, my aunt, for your opinion is the final word.
Antoinette returned to her home, reviewing
in her memory the young men she knew to choose from among them
a subject for her flirting.
The next day, she was invited with her husband to a
soiree at one of their acquaintances' homes, and there Antoinette chose
a young man overflowing with the marks of youth and the clothes of grace.
She took him as a dance partner all night long, whispering to him,
stealing glances at him, and exchanging smiles. She saw in this
act, which she had thought difficult and rejected by her soul, ease
and pleasure; so she went deep into it without being bound by limits, waiting
for the result that Aunt Natalie had promised her. And her promise never fails.
A month passed in this manner, and one
day Aunt Natalie was having tea with a group of
her old female friends in the hall of her house: when suddenly the
outer door bell rang violently, and the hall door opened
suddenly, and Antoinette entered, dusty and dark,
disturbed in appearance, almost trembling with her panic as she advanced,
shaking a letter in her hand, then she said without realizing
who was in her aunt's presence:
— Read. Read. He has traveled with another.
And he says in his letter that he would not have done that
before because he believed that I loved him and that he did not want to
pain this love with an ungraceful abandonment, but now that
he has seen me turning away from him, trying for a while to attract the love of
one called Jean Lyonet.
— And he is the one I was flirting with to stir his jealousy.
He sees that he is free from that bond, and here he has
abandoned me, thanks to your advice which I followed with my eyes
closed.
Aunt Natalie said without losing her stillness
and dignity:
— Every rule has exceptions, my daughter. And the exception of
your husband from this rule does not diminish its validity nor contradict
the truth of my opinion and advice.
And Madame Antoinette overflowed with grief and regret.
From the French
Tawfiq
Bids are accepted at the office of the Financial Secretary of War
in Cairo until 11 AM on August 17,
1927, for the supply of jars, Qenawi jugs, Alexandrian
basins, and stone mills for the Ministry of War, and the conditions
are at the mentioned office.
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faithful
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the pilgrimage
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The Royal Administration in Iraq
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Ministry of Education
Guide for Maintaining Order and Discipline
in Public Schools
Approved by
The Education Council
and
The Civil Commissioner