AI en Translation, Pages 176-200
Page 176
Ministry of Education
Directorate of Education for Baghdad District - Rusafa
Republic of Iraq
218
21 / 5 / 62
Department: Certificates
Number: 14000
Date: 4 / 4 / 196⟦2⟧
Subject
To :- Directorate of General Technical Affairs / Examinations
Further to our letter numbered 421 on 5 / 4 / 196
We send you herewith the identity document of Raymond Khadhuri Saleh
Our letter numbered 288169, requesting you to inform us of the receipt.
Abdul Khaliq Jalil Ibrahim
Director of Education for Baghdad District / Rusafa
A copy to :-
Administration of Shatt al-Arab Preparatory School / For information
Certificates
Mr. Ahmed
Have you received the document? And if
it was so ⟦...⟧
⟦...⟧
2 / 5 / 962
Hani 30
Page 177
Republic of Iraq
Directorate of Education for Baghdad District / Al-Rusafa
Certificates
Number - 21227
Date - 29 / 4 / 1961 to =
212
2 / 5 / 61
Administrations of Official, Private, and Foreign Intermediate and Secondary Schools
Further to our circular number 16708 dated 8 / 1 / 961, the Directorate of General
Technical Affairs for Examinations informed us by its letter number 30525 on 22 / 4 / 1961 that the decision of the Board of Education
communicated to you in our above circular was taken on Saturday, 13 / 6 / 959, and not
on 13 / 9 / 959. Please correct this and inform us.
Abdul Khaliq Khalil Ibrahim
Director of Education for Baghdad District / Al-Rusafa
Copy to :-
General Directorate of Technical Affairs / Examinations / Your letter above / For information
Certificates
Professor Najm
Which decision is intended by this letter?
⟦illegible signature⟧
2 / 5 / 61
Fadil 27 / 4
This decision relates to adjusting the student's status from ⟦...⟧
⟦illegible signature⟧
2 / 5 / 61
Page 178
Republic of Iraq
Directorate of Education for Baghdad Governorate / Rusafa
Examinations
(Very Important)
⟦line⟧
Number: 10259
Date: 19 / 2 / 961
To - All School Administrations
Subject / Instructions regarding general examinations
On the duties of school principals
Based on what was stated in the two letters from the Presidency of the Higher Committee for Managing General Examinations numbered
21 and 22 on 31 / 1 / 961
We wish to define from now the duties of male and female school principals regarding the examinations
General, hoping they will be studied with complete accuracy from now and placing these instructions before you
To be reviewed daily to ensure that we respond to the information requested from you
Within the times specified in the letter, as the delay of a single school's response is enough to disrupt the work progress
Of the examination committee in this directorate, and consequently, the school administration places itself in a position of negligence.
1 - School principals must, at least one month before the general examination dates,
Direct the students of the final classes to the necessity of confirming examination dates and subjects
And the exam schedule, with the necessity of showing discipline, obedience, and calmness, and implementing all
What was mentioned in instruction No. (4) for students participating in general examinations.
On this occasion, we attach herewith a copy of the mentioned instructions, requesting you to make
The students concerned understand what is stated therein with complete accuracy and read it to them repeatedly shortly before
The general examinations, to ensure the progress of examinations with complete order, calmness, and stability.
2 - School principals must notify all male and female teachers, and male and female instructors
And male and female employees of their duties in the examinations after delivering them to them, with
The necessity of maintaining attendance before the scheduled time at the examination center to facilitate knowing each observer's
Place of observation and the receipt of booklets.
3 - This directorate and the Directorate of General Technical Affairs face, after the end of examinations,
A flood of requests to correct names, resulting in problems and numerous follow-ups
Which may lead to students missing opportunities, in addition to occupying us without justification. Therefore,
And to ensure the students' interests, we ask you to request students of the final classes to provide you
From now with their civil status identity booklets to ensure they match the names recorded in your records and carry out
The necessary corrections in case of discrepancies between your records and their identity booklets after
Following the formal procedures for that, so that the name list provided is far
Removed from the possibility of any error appearing in it. We also hope that your records contain the
Name, father's name, and grandfather's name or title, fully matching the identity booklet.
4 - Male and female school principals must prepare lists of students who are entitled to
Participate in general examinations (meaning those who passed or have to resit based on annual effort averages),
Each name should include (student's name, his father's name, and his grandfather's name or title) written
Clearly in two copies, with a line space between them, according to the following scheme:-
Sequence | Examination Number | Student's Full Name | Remarks
1 | Leave space for use by | Hamid Qassim Laibi (for example) |
2 | This directorate | Abdul Kadhim Abdul Zahra Al-Barram (for example) |
3 | | |
Provided that the number of those entitled to participate and the number of those who failed is recorded at the bottom of the name list.
Also, one copy of the annual effort averages must be provided, including
All students who passed, have to resit, or failed.
A - The annual effort average list and the two copies of names of those entitled to
Participate in the general examinations shall be attached in one letter addressed to the Baghdad Education Directorate / Rusafa
/ Examinations.
B - Names shall be organized according to alphabetical order.
C - The information requested in this fourth paragraph must reach us on the morning of
Saturday, 6 / 5 / 961, and delay beyond this date causes great responsibility.
(To be continued)
Nouri 18 / 2
Mr. Lam'ah
And Control and Supervision
Please review and act accordingly
Especially regarding the accuracy of names
⟦illegible⟧
22 / 2 / 961
Mr. Lam'ah
Please announce the instructions for all
Students participating in general examinations
On the notice board and alert them
To read them in due time
22 / 2 / 961
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( 2 )
4 - There are some mixed primary schools with boys and girls in the sixth grade
And in these schools, the list of males must be separated from the list of females when sent to us
From among those who are entitled to participate in the general examinations for primary education.
5 - We will provide you with participation cards, the list of names, and examination numbers on 14 / 5 / 1961
And upon receiving them, you must organize the participation cards according to the procedures after pasting the student's
Photographic portrait with glue in the designated place and stamping it with the school stamp and the director's signature and placing a revenue stamp
Of the ( 50 ) fils denomination and signing it as well, and delivering the card to the student and reminding them of the date of
The exam, its location, and the exam schedule.
6 - All school directors must provide us on 9 / 3 / 1961 with a table including the names of the school
Staff in full and the birth date of every male or female teacher on the following form :-
Sequence | Name | Date of Birth | Remarks
Such as being assigned to another entity
Or school or any other information.
7 - A special paragraph for full public primary schools for boys
⟦line⟧
School directors must provide us by 16 / 3 / 1961 with a list containing the names of the
Sixth grade teachers and the subjects they teach.
Abdul Khaliq Jalil Ibrahim
Director of Education for Baghdad Province
Al-Rusafa
Copy to -
Head of the High Committee for the Management of General Examinations
Directorate of General Technical Affairs / Examinations
Directorate of General Education / Primary
" " / Secondary
Baghdad Provincial Governorate - Local Administration (in five copies) please deposit a copy for each of
The direct management of the vocational institutes affiliated with you, as their affiliation becomes with this directorate
Regarding general examination matters.
Primary Teachers' Institute { Every year a number of students from your schools wish
Female Primary Teachers' Institute { to participate in general examinations from those who passed with
Annual pursuit averages from the second grade and above - for the same purpose
Intermediate Education / for the same purpose
Management of the Reformatory School affiliated with Social Affairs / for the same purpose
Directorate of Education for Baghdad Province / Karkh - Examinations
Assistants of this directorate
Inspectors of the directorate - please emphasize this during your visits to schools
Notice board
Mr. Khalid Abdul Halim
Examinations
Certificates
Mr. Al-Mubarak
Nouri 3/18
Page 180
Republic of Iraq
Directorate of Education, Baghdad Governorate / Al-Rusafa
Examinations
Number / 21619
Date / 2 / 5 / 1961
cla
5 / 2
"Immediately"
To -
Administrations of all Public, Private, and Foreign Schools
Subject / Student Name Lists
⟦line⟧
Mr. Ahmed
Please take the necessary action
especially the implementation of paragraph
four mentioned in the letter
⟦illegible signature⟧
2/5/961
1- We refer you to the fourth paragraph of our circular number
103 59 on 19 / 2 / 1961 and we wish to inform you that the last
day to receive the lists of student names who are entitled to
participate in the general examinations is ( 6 / 5 / 1961 )
and any delay in sending them exposes the school administration
to responsibility on one hand and obstructs the progress of the general examinations
on the other hand.
2- Please ensure the instructions mentioned in the fourth paragraph
noted above are followed and implemented with full accuracy before sending
the lists.
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad Governorate / Al-Rusafa
Copy to -
Presidency of the Higher Committee for Managing General Examinations
Baghdad Governorate Prefecture / Local Administration
Please notify the institutes affiliated with you of this.
Al-Gharbiya Intermediate
Examinations
Al-Nuaimi / 2 / 5
Page 181
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
Examinations
Number - < 21662 >
Date - 2 / / 1961
220
21 / 5 / 61
To - All Secondary and Intermediate School Administrations
Based on the letter of the General Directorate of Technical Affairs / Examinations / No. 31132
dated 24 / 4 / 1961 .
In view of the deletion of physical education classes in the Ramadan and summer schedules during the second
semester for third-grade intermediate students .
The annual pursuit average shall be considered the sum of the first semester and the mid-year divided by
two. Please mark the number and date of this letter in the grade register .
For filing
⟦illegible⟧
2 / 5 / 961
<del>⟦illegible⟧</del>
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad Governorate / Rusafa
Copy to -
General Directorate of Technical Affairs / The content of our letter No. 20271 on 21 / 4 / 1961
addressed to Rusafa Intermediate School for Girls does not differ in result at all from the content of
your letter above. Therefore, we see no need for a reply .
Examinations
Certificates
Fadhil 30 / 4
Page 182
The Iraqi Republic
Directorate of Education for Baghdad Governorate / Al-Rusafa
Examinations
Number / 21254
Date / 27 / 4 / 1961
To -
Management of Ibn Hayyan Intermediate School for Boys
Your letter 442 on 23 / 3 / 1961
The Education Council previously decided in its twenty-sixth session held on
26 / 10 / 1958 to cancel the exemption of students from final examinations provided for
in Articles 29 and 30 of the Secondary Schools System. Please be informed accordingly.
⟦illegible signature⟧
- Badr Fares Al-Saad -
On behalf of the Director of Education for Baghdad Governorate / Al-Rusafa
Copy to -
All administrations of secondary and intermediate schools associated with this directorate for information.
Secondary Personnel Note
Average 85
The student is not exempted from the exam
In ⟦illegible⟧
80% in lessons
The above system has been cancelled as stated above
⟦illegible signature⟧
27 / 4 / 61
Page 184
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
Examinations
Number - 21274
Date 27 / 4 / 961
212
4 / 30
To / All Public School Administrations
Based on the letter from the Presidency of the High Committee for the Administration of General Examinations No.
S/89 on 27 / 3 / 1961.
1 - Summer vacation begins on 1 / 7 / 1961 and it is absolutely not permitted to leave work centers before that
date at all.
2 - All school principals must have the examination center directors, assistants, and proctors sign
upon arrival of the administrative orders related to that in a special notebook kept by them, and it is not permissible to notify them
verbally of their examination duties.
To be filed
7 / 8
1961 / 5 / 2
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad Governorate / Rusafa
A copy to /
Directorate of General Technical Affairs / Examinations /
Presidency of the High Committee for the Administration of General Examinations
Directorate of General Education / Personnel / Examinations
Primary Personnel
Secondary Personnel
Abdullah / 26
Page 185
Republic of Iraq
Directorate of Education, Baghdad Province / Rusafa
Administration
Number - 21808
Date - 2 / 5 / 1961
Administrative Order
221
2 / 5 / 61
Given the importance of Parent-Teacher Councils from both educational and instructional perspectives,
and due to their tangible impact on the cooperation between the school and the home, it has been decided that Mr. Jassim
Hassoun, the inspector in this directorate, shall oversee the management of the affairs of the aforementioned councils
in all schools of the province.
The Inspector,
Please pay attention
to the formation of a committee of male teachers
and female teachers
to undertake the task of contacting parents as required
by the Ministry of Education, provided they submit a report
detailed to the Inspector.
⟦illegible signature⟧
2 / 5 / 961
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad Province / Rusafa
A copy to:
General Education Inspectorate
Directorate of General Cultural Relations / Information /
Directorate of General Education / Primary /
Administrations of all provincial schools
Inspection Observer
Administration Personnel
The aforementioned ⟦line⟧
Fadhil 5 / 6
Page 186
2 - 9
Republic of Iraq
Ministry of Education
Information Directorate
Number /: 29127
Date /: 17 / 4 / 1961
Subject /: Directives and instructions of the Minister of Education at the Schools Conference
To / Directors of Education in all Governorates
We send to you the directives and instructions addressed by His Excellency Brigadier General Ismail Al-Arif, Minister of Education, at the meeting of school headmistresses and headmasters held on Friday morning, April 14, 1961. We request that they be communicated to schools urgently, and to request them to hold meetings to study and understand what is contained therein and proceed in their light. The inspectors will, in turn, verify this aspect during their visits to schools.
Shakir Ali Al-Tikriti
Director of Information
Copy to
General Directorates ⟦line⟧
General Inspectorate ⟦line⟧
Department Directorates ⟦line⟧
Schools associated with this Ministry ⟦line⟧
Information Directorate ⟦line⟧
Private Office ⟦line⟧
Riyadh / 27 / 4
Mr. Ahmed
Please inform the teaching staff of this circular and agree with them on a date to hold a meeting of the school council to disseminate the basic points to the school and urge them to exert more effort for the educational and temporal progress of the school. Also, please record the important points relating to the school and the appropriate decisions regarding them in the teachers' register.
Abdullah Musa
20 / 4 / 961
Page 187
The speech addressed by
His Excellency Staff Brigadier Ismail al-Arif, Minister of Education
At the meeting of male and female school principals in the hall of the Institute of Fine Arts on 6/14/1961
⟦line⟧
Dear female colleagues .. Dear male colleagues !!
I greet you on this beautiful morning with the most beautiful greeting, and I welcome you to this wonderful meeting with the most wonderful welcome
It is the second meeting in this small hall that holds your hearts and your great, thriving efforts ..
Dear brothers ..
I had promised my brothers, female and male school principals and officials at the Ministry’s office, that I
would meet with them on many occasions that we create ourselves according to urgent necessities, or
that circumstances create for us for one specific reason .. but for many reasons that primarily pertain
to our responsibilities for educating the rising youth and preparing them in a sound and solid manner, so that it is
within their power to assume their position in the modern society that we aspire to .. and we are preparing the tools to build it
and focus it on scientific foundations and on virtue and faith ..
The Permanent Messengers on Earth ..
Dear brothers ..
I will address in my talk to you specific practical points that directly relate to your historical responsibilities
and to the responsibility of preparing the generation .. and to the current grave national responsibility ..
You, ladies and gentlemen - of female and male principals, and female and male teachers - I have
called you, by virtue of your sacred profession, the name ((The Permanent Messengers on Earth)) and the messengers have only to deliver
the clear message .. and to communicate the precious message they carry on their shoulders .. so let us contemplate this
eternal word ((The Teacher)) which sprouted since God taught man what he knew not and since the bright lights of knowledge
began to dispel the darkness of this existence and reveal the mysteries and riddles of the universe !! Let us examine with all precision,
knowledge, and deep analysis the word ((The Teacher)) in its concept .. for we may reach in the end a grave matter,
that everything is from the teacher and an inevitable result of the teacher's preparation ... for we, and you, and those who came before us
and those who come after us of generations, all of those are from the teacher .. from the permanent messenger in the processions of humanity
generation after generation .. and caravan after caravan ... and from here we must ask about how to prepare this
generation, which is the sacred trust in our hands and yours ?! About how we realize our grave responsibilities
to prepare the new generation of Iraq in a righteous preparation that responds to the freedom that Iraq obtained after
the Revolution of the Fourteenth of July 1958?
The Administrative Apparatus ..
I - ladies and gentlemen - emphasize that the administrative nodes in this massive apparatus,
the education apparatus .. are responsible first and last for coordinating, organizing, and mobilizing efforts
and preparing them to perform their administrative and educational duties and for the correct work that takes place according to
drawn plans and in light of deep realization and understanding .. I emphasize that those administrative nodes are responsible
for preparing conditions, coordinating efforts, and sharpening determination and resolve to educate this generation .. and there is no doubt
that the principal in his school or whoever takes his place in this final administrative chain .. is
the primary person responsible to whom this national mission, the mission of preparing the generation, was entrusted .. and when
I describe the principal as the "primary responsible person," I do not at all exempt the teacher "who is the permanent messenger as I mentioned"
from bearing his great share of responsibility, for he is likewise a principal within the limits of his class, and a greater principal in
Ambassadors Newsletter 1
(To be continued)
Page 188
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The limits of his mission, and he is directly responsible for the regularity of work and its focus in this critical administrative chain..
For the principal is a teacher and the teacher is a principal, and both are strong links in the administrative and educational chain...
The Minister gives an example..
Gentlemen.. Brothers..
Two days ago I visited two schools, or rather three schools.. in the holy city of Kadhimiya.. and
my visit to the first school was a successful visit that can only be described as wonderful.. and I told the teaching staff
at that school that we are always learning and learning, such is God's law in His creation.. and I was pleased
by the wonderful model in that school in terms of national zeal, pure conscience, and living
conscience.. and there was no direct supervisor in that school over the work of these sincere people, or
a sword drawn over the necks of the teachers.. and all that exists there is a noble, honorable feeling, and a sense of responsibility
I was admired and proud at the same time by this wonderful model of sincerity in educating children and preparing
the youth in a sound and successful way... that school was called "Dijla" Primary School
for Boys.. and I named it the "Living Conscience" School and immediately ordered the replacement of the sign
hanging on the school door!! And I thanked "Gentlemen" the principal and the teachers, and my tongue
is unable to offer signs of gratitude and my heart beats with the splendor of success!! The principal and teachers answered me
"that we have performed only a small portion of our school duties" and I - gentlemen -
do not call upon you to perform miracles and wonders, but I call upon you to perform the sacred duty in this
era in which no one evades responsibility in any case.. for everyone is responsible, and everyone
is sensing this critical national responsibility.. and on the contrary, I visited another
school in Kadhimiya and I left it with my heart almost torn to pieces from rage and sorrow.. because of
what I saw in it of backwardness, poor quality, stagnation, and a lack of sense of responsibility.. so look, oh
gentlemen, at the vast gap between the sincere work that has no supervisor over it except the "Living Conscience"
and the miserable neglect that no conscience accepts!! and at the two opposite images in
the two schools and in the two administrations!! and there is no basic difference between the two images except for performing the duty in the field
of sincerity and sensing responsibility in the first school.. and neglecting duty in the second
school!! and without a doubt, neglecting duty is the greatest national treason.. and if we know that this
neglect of duty is in a school located in the heart of Baghdad, just meters away from the massive educational
apparatus, then I wonder, how would the situation be outside if the "Living Conscience" were not a supervisor
over the principal and the teacher in a remote education zone?!! Is it the inspector who visits the school only once or twice
a year?!! The first supervisor is the living conscience.. it is the self-restraint, it is the will -
the good in the eternal messenger.. and as long as that is the case.. it is not correct to sever the spiritual
connection between us and the principal and the teacher, and it is not correct not to guide these two, and help them
to perform the sacred duty by all modern methods.. and it is not correct to settle for official
orders and rely on general rules only!!
A Perceptive Movement..
Brothers..
I am reassured and believe with a definitive faith that there is a blessed movement emanating from the core of the teachers' hearts
to perform their sacred mission to the fullest.. I believe that what I am calling for now, has started
F / Al-Saffar 16
(( To be continued ))
Page 189
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What I speak to you about deeply resonates with your feelings; it is alive and well in your hearts
and consciences. This blessed movement in the fields of administration and education must bear fruit
and yield its harvest at all times!!
We are at a crossroads..
Brothers..
Today we are at a crossroads: either we accept stagnation or we break the chains of stagnation and push
forward.. So let your guide and our guide, and your slogan and our slogan, be breaking stagnation and rushing
forward to serve the generation and develop science and culture in this dear country.. I have said in the context of
talking about administrative responsibility that I do not mean removing responsibility from the teacher, for the teacher in -
my view - and as is the reality - is the basic foundation upon which the pyramid of education rests,
and he is that ideal, unknown pioneer to many people.. All I want today
is to highlight the teacher's personality in its splendor, sacrifice, and loftiness, towards caring for the base of the educational pyramid
with his strength, sincerity, and the sanctity of his mission.. The teacher is the one who carries in his hands this soft
dough of children and youth.. and he is the one who can shape it however he wants and wishes!!
So I call upon you, brothers, to mold this dough as you imagine ideal children in the most wonderful -
image and the most beautiful mold..
Slowness in movement..
I have noticed, gentlemen, during my visits to some schools, that some of the -
administrative and teaching bodies have a certain lack of movement. This may be due to many and
complex reasons. What is important in this regard is that when the principal and teachers are left to their own devices
and the "living conscience" is the overseer of their work, then this conscience must
always be alive.. alert and pulsating.. with life.. longing for creativity. It is not right that we remain in
our stagnation regarding school development, and that we remain tied to slow traditions.. that is not right!! -
For the widest fields for creativity and innovation are the fields of education, and the largest fields
for productive output.. are the fields of education..
My brothers..
A few weeks ago, I visited a school in one of the villages.. and I remember well that I was a student in that
school (30) years ago or a little less!! I regret to say - and the pain cuts through my heart -
that the school has not changed much from what it was a quarter of a century ago, and its development is less than
the development I saw in its surroundings. How similar tonight is to yesterday!!? And when we wonder, is the cause
of stagnation and backwardness due to a specific party in particular!!?? Yes, it was intended for this country in -
general to remain behind in catching up with the civilized world.. and that is the will of the colonizers, of course..
But how do we justify stagnation after we were liberated from that dark era by the glorious July 14 revolution!?
We must not attribute everything to the authority; rather, we must bear a portion of the responsibility ourselves.
There is no one preventing us from standing in solidarity to push the school forward and develop it.. and there is
no one standing as an obstacle to organizing our school and our environment, reforming our affairs, and caring for what is in our hands.
As an example, I want to liken the phenomenon of backwardness, stagnation, and lack of movement in some schools to this:
if a person, student, or teacher wants to hang a schedule, an announcement, or a map, he might hang it
(to be continued)
at the embassy 1
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on the wall in an exposed manner, and they soon become subject to damage.. in addition to the fact that they do not leave in the
eye a beautiful view nor do they attract anyone to them.. In such a case, is it not possible
to place them inside an attractive frame, or in a prominent place!! ?? Is it not possible to display them before the students
in a way that attracts attention and increases the decoration of the wall, the class, or the hall!! ??
And another example we see in the chair or the table.. if something goes wrong with it.. is it not
the duty of the educator teacher to direct the student toward the desire to repair the furniture they use?
Is not ⟦theoretical education through practical training⟧ the goal of the modern educator?! Is not connecting thought
to the hand a goal sought by the modern school?! Are these not ordinary and simple matters for every
principal and every teacher?! So why do we not focus on them if we feel true responsibility and a living conscience?
Then, why do we blame the authority or others for these matters which are at the heart of our duties, and within
the limits of our capacities, and our capabilities.. !? I have heard a discordant tone in some schools, with great
regret, for when one of them is asked.. why didn't he do such.. and such... !? .. and why didn't he perform
such and such a duty.. and such.. !? .. he answered.. quite simply.. that he did not receive the allowances
and that he is still waiting!! .. A strange answer.. amazing!! .. It is the answer of one who is unable to free his hand
and himself from their illusory shackles; rather, it is the answer of one who needs to learn, and not the answer of one who teaches,
for the matter — brothers — is not a matter of allowances, for a person might possess thousands
of dinars, but he does not know how to spend or act with ten fils of it as long as he lacks
the capability, sacrifice, and activity.. I hope that those like these rigid individuals are few in administrative
and educational circles, and may God rectify their affairs and prepare for them right guidance in their matter.. Just as I am
confident that there are rare capabilities and energies in your midst, which have not been discovered until now, and they are from
both genders of course.. and they are sincere and diligent in their duties and work, and my hope is that —
you all be at this high level of capabilities, energies, and sincerity.. and that you blend
sincerity with creativity so that we obtain the good fruit, and rise to the level of our administrative
and educational responsibilities..
Parents and Teachers Councils..
Gentlemen..
Our educational philosophy revolves around certain goals.. and among these goals is making the school
an integral part of the environment and the home, and modern education books emphasize this goal —
the primary one for men of education and teaching.. and I wish I knew the way to that!! ?? ..
And by what method does the school become a part of the environment and the home!? .. How do we put this theory
into practice.. !! ?? .. The answer to the questions we find in many educational ways and means, the most important
and highest of which in my view.. are parents and teachers councils.. and mothers and female teachers councils.. and
ministerial instructions regarding the formation of these councils were issued five months ago, specifically
on 11/15/1960, and the functions of these councils are to address many of the —
student and educational problems, and to contribute to building the youth and developing the generation, and to participate
in sharing responsibilities between fathers and teachers, and between mothers and female teachers.. and consequently
blending the school with the home and society, and achieving the social mission envisioned by the school
in its most wonderful meanings and noblest purposes.. and thanks to the development of these councils, the school located
in a certain place.. may become a pulsing piece in the entity of that area.. and every father and every
guardian may become responsible along with the principal and the teacher in the process of preparing and developing the school by various means
P. Al-Saffar 16
( To be continued )
Page 191
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modern educational... and thanks to the Parents and Teachers Councils, it is possible to encourage the residents
to spend for the sake of education and help the authorities in this regard... In some
rational countries, we see education or the educational process being leased by the local citizens in that area... Meaning -
that the residents of a specific area take it upon themselves to hire teachers and pay their salaries, and construct
school buildings and purchase furniture, books, and stationery... But this leasing, the leasing
of education, is still unknown and unfamiliar in Iraq... For the state here is responsible for paying
all education expenses, and education here is free, from kindergarten to university, and we
here do not demand more from teachers and parents than moral assistance to the state in developing
education and highlighting the social activity aspect in all schools and institutes through the Parents
and Teachers Councils... And it is regrettable that some schools have not yet formed Parents and
Teachers Councils and have not tried to carry out this wonderful social experiment, as if the matter does not concern them
closely or remotely!! And as if the Ministry's instructions and orders are nothing more than mere words.. -
and phrases, and ink on paper!! At a time when most schools have taken broad steps
and shown wonderful social activity thanks to the Parents and Teachers Councils, I call upon everyone to
pay attention to forming these councils and using them as a means for a noble social purpose, and a starting point
for deep responsiveness between the three centers of education... the school... the home... the environment...
I have many lists of the names of schools in which Parents and Teachers Councils have not been formed... and they must
remedy their shortcoming and keep pace with other schools in this field... after overcoming the
difficulties that may hinder the formation of those councils..
Discipline in schools..
Dear brothers..
After explaining the aforementioned points, an important point remains before me that has a great impact on society and the environment
and on the future of the country... A few days or weeks ago, some regrettable social phenomena occurred
for one reason or another... and our student children participated in them, and we are directly responsible for them...
There are two sources of inspiration - as you know - that guide students: first - the home, and second -
the school... and we always try to bring the home and the school together so that the two inspirations or -
the two sources or the two powers meet to raise the student and guide him in a sound and correct manner... and it must be admitted
that we - male and female teachers, fathers and mothers - are falling short in this regard, and are directly responsible
for such social phenomena in which the student is outside the scope of discipline, control,
and guidance, and in which the effect of the environment is more effective on the student than the effect of the school and the home!! And before
the Parents and Teachers Councils were formed, the field was open for the teacher and the principal to seek help
from the home, and for the father and guardian to seek help from the school!! But that did not happen except on a
narrow scale, and in some areas, and from here the school lost the initiative in its most important aspect
which is the social aspect, and the home also lost what the school lost, so cooperation and
responsiveness between them vanished, and the street surpassed them in the power of influence, so there was this noticeable flaw in
the social balance, and there were these emotional impulses that education did not mitigate their intensity
and excessiveness, and there were those regrettable phenomena that we referred to, and our loss was great
in science, even though science is the only weapon that the Republic carries in its hands and which
it relies on to obtain its rights.. and as long as we do not insist on educating the student and on binding him
F. Al-Saffar 16
( Continued )
Page 192
( 6 )
in the school and its sacred mission, then the battle's results are doubtful, and the future is not
guaranteed .. So I call upon you, brothers, to discipline your students and guide them to the school because it is the ladder
by which we rise to a prominent position .. For which country that held the lead among the countries of the world
was not armed with science?!! And which sophisticated country was not raised by science in degrees?!! Do not neglect science
and the school, for then you would be neglecting the apples of our eyes, our educational duties, and consequently the future of this dear
country ..
An appeal to all teachers ..
Brothers ..
When I address you while you are those responsible for Baghdad's schools .. I am not addressing you alone .. nor am I calling upon you
alone .. but I address and call upon all my fellow teachers in ⟦illegible⟧ .. I call upon them
to exert greater efforts to teach students and advance the school .. and raise the status of science .. for the battle
taking place today is a scientific battle .. and final victory is for this young state ⟦illegible⟧
science and raises the youth on the love of science, virtue, and sacrifice ⟦illegible⟧
partisan and political whims and emotions ..
I once entered one of the classrooms in a school and did not find the teacher .. so I asked
about him .. and I was told .. that he was detained in a political case!!? So what is the fault of these children -
whom politics has deprived of the teacher who educates them and raises them!!?? And what kind of teacher is this who does not distinguish
between this school sanctuary, and the political party to which he belongs!!?? And what principle is it that is against
science and culture and against the school?! So I call upon you, my brothers, to protect the school from politics and to
make the school an institute for the book, the curriculum, and the lesson, and not for anything else .. I - as
I mentioned on several occasions - do not allow myself to fight a political opinion that has settled in the minds of
people, but I call upon the permanent messengers on earth to be protective of the generation ..
and to keep the school away from politics and to instill in the student a sense of self and develop their independent
personality and prepare them well so they are fit to bear responsibilities ..
The turning away of a number of teachers from their basic duties distorts the reputation of all teachers
and you have seen that with your own eyes, and before you are many examples from recent history .. so take heed
and a lesson from events, and know that the teacher is the frontline soldier of the system and that the student is
the - guard - of this system in the school, the home, and the street .. and everywhere .. I have seen
students in other countries performing brilliant works and services that the mind can hardly believe, and that is
in the social, athletic, cultural, oratorical, and scouting fields .. and I have seen teachers
most keen on guiding these students and molding them in wonderful molds and forming them through modern
educational means .. so why do we not follow their path?!! And how worthy it is of us - now that we are liberated -
to properly taste the sweetness of freedom!!??
Brothers .. Sisters ..
My speech to you has been long, and my excuse is what I admitted in the previous meeting when I said that the infection of
talking has spread to me ..
In conclusion, I hope you know that I want to reveal what is on my mind with all frankness, and I want
to draw the wonderful path before you to elevate the status of this region toward the glory we aspire to ..
( To be continued )
On page 6
Page 193
( 7 )
I see myself bearing a massive responsibility at this critical stage for upbringing and education, and for
preparing the rising generation.. and for supporting the homeland with the weapon of science, logic, and true education.. Therefore
cooperation is essential among us, and responsibilities are shared and rest on everyone's shoulders.. and opinions -
are in agreement, and points of convergence are many.. and I respect frankness and facing situations with courage, and it regrets me
indeed, it pains me when I do not see the bold person except rarely!!??
So I invite you again to present every sound opinion, and every wise proposal, and you are able to present what you want -
to me personally, or to any official in the Ministry of Education.. and you will find listening ears and a deep
understanding for everything going on in your heads.. and when I issue orders and instructions.. I do not seek arbitrariness
against teachers but rather creating favorable conditions for them.. and enabling them to fulfill their mission, for the country belongs to everyone
and through cooperation we achieve wonderful gains, and perform miracles, and one hand cannot clap
as they say!! So present your proposals and experiences to us so that we may adopt what is useful and pleasant from them
And soon we will circulate to you a proposal by one of the school principals from among your brothers.. and the proposal will be -
in his name as an encouragement and appreciation for him.. and I hope after this that you always remember that the school is a social
unit whose harmony depends on the total harmony among its members.. and on the prevailing love
among them and on its responsiveness with the home and society, and on their sincere desire to perform the correct
service and on it being a social center to raise the status of Iraqi society..
And I wish you reconciliation and success.. and that you prepare to conduct the final examinations.. with sincerity
and activity.. and I am with you always and forever to form a more wonderful school and a loftier culture.. and a better future..
⟦line⟧
F / Al-Masar 4/16
Page 194
Republic of Iraq
Directorate of Education for Baghdad Governorate / Al-Rusafa
Administration
No. / 20827
Date / 25 / 4 / 1961
202
4 / 27
"Immediately"
To ...
All School Administrations in the Governorate
We present to you below a copy of the letter from the Directorate of General Cultural Relations
- Information - numbered 30681 and dated
23 / 4 / 1961, and attached herewith are the directives and opinions expressed
by His Excellency the Minister of Education for your review and to benefit
from them after studying them with members of the teaching staff.
Abdul Razzaq Jalil Ibrahim
Director of Education for Baghdad Governorate / Al-Rusafa
A copy to -
Directorate of General Cultural Relations / Information
Secondary Personnel
Primary Personnel
Certificates and Statistics
⟦line⟧ Copy of the Letter ⟦line⟧
I am pleased to send you the directives and opinions expressed
by Staff Brigadier General Ismail Al-Arif, Minister of Education,
at the third meeting of the Directors General Conference held
on Saturday morning, 8 / 4 / 1961, for your review and to benefit
from what was stated therein.
Signature
Shakir Ali Al-Tikriti
Director of Information
Professor Ahmed
I believe it would be useful to discuss the subject and develop a specific plan for the coming year so that the responsible inspector
for inspecting the Parents and Teachers Councils is convinced that our school is interested in this aspect.
Jabbar / 24
⟦illegible signature⟧
27 / 4 / 1961
Page 195
(( The third meeting of the Conference of Directors General chaired by the Minister "held on the morning of
Saturday 8 / 4 / 1961 )) .
⟦line⟧
At ten o'clock on the morning of Saturday, 8 / 4 / 1961 .
The third meeting of the Conference of Directors General was held under the chairmanship of Staff Brigadier Ismail
Al-Arif, Minister of Education. It was attended by the Directors General and the Director of Information⟦line⟧s .
A discussion took place regarding the necessity of coordinating school staffing and about Parent-Teacher Councils
... where the Minister gave the following directions and opinions .
The coordination of staffing at all educational levels must be based on a clear fundamental principle ...
This principle is the distribution of competencies and specializations among school staffs according to a drawn pla⟦line⟧n
in which department directors and education directors participate in addition to the directors general ...
assisted by the inspection apparatus .. and the Directorate of General Education plays an important role in coordinating
staffing and distributing competencies in the fields of primary and secondary education and teacher training colleges ..
In the event that the coordination of staffing is entrusted to the education directors alone, especially - secondar⟦line⟧ies -
some injustice in distribution may occur .. and for this reason, the "plans" for setting staffing
must be in the hands of the Ministry, as it is the one that maintains the achievement of "balance" between school needs .
I personally pay great attention to Parent-Teacher Councils and pin results
and great hopes on them in the fields of upbringing and education .
Despite the novelty of these councils, we have begun to reap some of their fruits .. and after developing them
in the manner for which they were established and according to the system and instructions issued for their formation, we must reap
the ripe fruits from the gardens of fathe⟦line⟧rs and teachers .. for the school is a par⟦line⟧t
of the home and society, and the responsibility for preparation and guidance must be sha⟦line⟧red
between fathers, teachers, mothers, and female teachers, and the school must hav⟦line⟧e
a high credit in influencing the home and the environment at the same time, for by th⟦line⟧is alo⟦line⟧ne
the general cultural and social level in the countr⟦line⟧y rises ... so I emphasize to all departments
schools and apparatuses affiliated with the Ministry the necessity of taking care to develop Parent-Teacher Councils
and enabling them to perform their dutie⟦line⟧s and mission properly .. an⟦line⟧d
the Directorate of General Education has many apparatuses responsible for advancing Parent-Teacher
Councils .. likewise, the Directorate of General Technical Affairs is in a position to offe⟦line⟧r
aid to the parent councils in terms of exploiting and utilizing leisure tim⟦line⟧e
... and it is possible to introduce the teaching of a subje⟦line⟧ct
Please follow
Page 196
(2)
"Parents and Teachers Associations" in teacher training institutes, as well as issuing pamphlets on this subject and relying
thereon on some foreign pamphlets that involve special studies on parents and teachers associations.
I attended one of the elections for parents and teachers associations — specifically in the Application School — in my capacity as a parent
of a student, not as Minister of Education, and I noticed the interest that calls for joy and optimism in the success of these associations which
utilize various means to strengthen cooperation between school and home, such as teachers making seasonal visits to the families
of the students to understand the problems of the sons and agree on solving those problems and setting a joint plan to evaluate the students —
directing them and preparing them in a sound, modern preparation.
Therefore, I hope that officials cooperate by every means to assist parents and teachers associations. We have assigned one of the specialized
inspectors to supervise parents and teachers associations, and we may appoint an assistant and a clerk for him, and this seed may develop
into a complete apparatus linked to the Information Directorate or another entity.
We are interested in the idea and have enacted a special system for it, and it is initially successful and will succeed in treating many
serious school problems, especially juvenile delinquency in the stages of adolescence and others... These problems have developed
and become complicated due to the development and complexity of civilization and economic and social conditions... meaning that the problems of students and youth —
have appeared in the form of a "reaction" to the spread of complex civilizational causes in the souls of the people...
A point worth mentioning in this regard is that I see that implementing the idea, the idea of parents and teachers associations, in
the official field is insufficient because such a field does not go beyond the templates of — routine — on which some
dust may accumulate... I hope that hobby and self-motive will have their impact on developing parents and teachers associations.
And each of you — as an educator and not just as an official — must visit schools and contact these associations and provide them with directions
and guidance and talk about them by all means and on all occasions, just as one talks about them via the press, radio,
television, and every means that helps spread the idea, support it, and develop it, because these associations are a source of life for a new school
and social life, and they constitute the "missing link" between the three centers of education and preparation: school
— home — society — and there is no doubt that we are always called upon to make the school's mission social and not scientific and cultural
only. The student in many cases — especially the children of backward families — may benefit his family in matters of hygiene,
ethics, manners, and getting used to good habits... From here, we must strengthen the social aspect
by every means in the school through parents and teachers associations. The Iraqi people need to understand
their rights and duties, and we cannot prepare a good citizen except after enlightening him about his rights and duties... Perhaps
parents and teachers associations are the best effective tool for participating in enlightening people about their rights and duties... And so
ideas open up and talents open up, and the level of our intellectual, social, and economic life rises.
I emphasize the importance of parents and teachers associations because the response of parents and teachers is a starting point for creating a good
citizen and preparing youth for life...
I have some notes about the double-shift system. You remember well that we tried last year to break
the overlap and make the attendance of one school into two shifts, given the importance of this measure in teaching and exerting effort
to prepare students... However, this decision to break the overlap was not implemented seriously, and the reports
that reached us, we found in them something of a failure to show the bare facts due to many factors... What is required
now is to conduct a complete survey by the competent directorates and provide sufficient technical details about buildings and rentals. Speaking
of rentals, I say they are not proceeding according to a sound plan and that the education directors have estimated their needs
of buildings for the next five years to include them in the economic plan. It has appeared that the estimates of the education
directors are inaccurate and that they are built on a series of errors and that they did not take into account the natural
expansions and many possibilities and did not observe the scientific basis when setting such objective plans
that relate to the country's present and future, and on which the future of culture and construction depends in the near
and far term. . .
⟦line⟧
⟦line⟧
⟦line⟧
Jabbar / 24
Page 197
Republic of Iraq
Directorate of Education, Baghdad Governorate / Al-Rusafa
Certificates
198
4 / 22
Number /: 20034
Date /: 22 / 4 / 961
To -: All administrations of intermediate and primary schools belonging to this directorate
We have received the graduation certificates for both primary and intermediate studies. Please send
your requests to us so we can organize them for those wishing among the graduates in your schools, provided
that you pay an amount of (250) fils for the price of the certificate to the directorate's accountant against
a receipt, and (50) fils to the Certificates Department for the calligraphy fee for each one, along with
the information listed below: -
1- Student's full name ⟦line⟧
2- Permanent address and residence ⟦line⟧
3- Place and date of birth ⟦line⟧
4- Nationality ⟦line⟧
5- Total ⟦line⟧ type
6- Examination number ⟦line⟧
Badr Faris Al-Saad
For/ Director of Education, Baghdad Governorate / Al-Rusafa
Copy to: -
Certificates
Yassin / 20
I believe it is fair to leave the matter to the capacity
with the collection of amounts from each student upon request and on
Professor Mohammad
Please proceed with collecting the amounts starting from now, so please give instructions
to open a register of names, collect the fees, and cooperate
and ⟦illegible⟧ a special envelope for the project
by submitting the application ⟦illegible⟧
27/4/961
250 price of the certificate
50 the calligrapher
100 stamp for the administration
400 the form
⟦illegible⟧
Page 198
Republic of Iraq
Directorate of Education, Baghdad Province / Rusafa
Administration
Number / 19828
Date / 25 / 4 / 1961
"Immediately"
196
⟦line⟧
4 / 4
To —
All School Administrations
Below is a copy of the letter from the Directorate of General Cultural Relations / Information
Numbered 25281 on 3 / 4 / 1961 . Enclosed you will find a complete copy of the attachments of the mentioned letter
Hoping for your review and action accordingly .
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad Province / Rusafa
A copy to —
Inspectors (male and female) of this Directorate
Administrative Personnel
— / Copy of the Letter / —
We send to you the following directives kindly provided by His Excellency the Staff Brigadier
Ismail Al-Arif, Minister of Education, in the weekly meeting held Saturday morning
Corresponding to 1 / 4 / 1961, which was attended by the Directors General, and in which the current situation
in schools was discussed in terms of guidance, discipline, and control .. His Excellency deems that these
instructions be circulated immediately to all principals (male and female) of secondary and primary schools and
Teachers' Training Institutes, so that they understand them correctly and proceed in their light . Every
principal and teacher (male and female) will be held accountable for the content of these directives and the necessity of adhering to them literally
Signature
Shakir Ali al-Tikriti
for Director of General Cultural Relations
Mr. Muhammad
I believe that additional copies of this
letter have previously arrived and the teachers have reviewed it, and it is now with
Mr. Mir Basri for his review ,
Signature
Al-Nuaimi / 15
27 / 4 / 61
Page 199
Franc Aini
The first meeting of the weekly conference of General Directors
The first conference of General Directors held its first session at ten o'clock on the morning of Saturday, 4/1/1961
Presided over by His Excellency Brigadier Ismail Al-Arif, Minister of Education ⟦line⟧ The session was attended by Dr. Abbas Taha
Al-Najm, Director of General Education; Dr. Taha Al-Haj Elias, Acting Director General of Technical Affairs; Dr. Abdul Razzaq Al-Jalili,
Acting Director General of Cultural Relations; Ahmed Yaqoub Al-Shamsi, Director General of Administration; Sadiq Abdul Ghani Jalal, Director of General
Vocational Education; Aziz Qadir, Director General of Kurdish Studies; Akram Fahmi, Director General of Physical Education; Abboud Zalzala, Inspector
General; and Shakir Ali Al-Tikriti, Director of Information.
The Minister inaugurated the meeting with the following:
My brothers.
During this particular period, it is necessary to re-examine the issue of students, teachers, and schools, as you have witnessed in recent
days the general situation in schools and institutes, and how students have stepped outside the bounds of guidance and control and forgotten their mission as students,
creating trouble for their society, their country, and themselves in particular. So who is responsible for all this? Who is responsible for this
chaos and neglect in the schools? We are all responsible, of course... and none of us can evade this responsibility
under any circumstances... Therefore, the situation must be studied objectively... and there must be successful remedies and radical solutions and
proposals.
My brothers.
You all know—and you are men of education—that there are two sources for guiding a student, and no third. They are
(1) the home first, and (2) the school second... and some may say that the street or the environment is the third source of guidance...
This statement is valid; however, the home and the school must have a stronger effect than the environment, and home and school
upbringing must reflect upon the environment itself. The function of the educator at home and at school is to form the student, develop him, polish his talents and abilities,
refine his emotional instincts, develop his mental and moral powers, arm him with the weapons of immunity, and vaccinate him with the power to influence the environment
and various social circles... Therefore, the method of guidance and formation must focus on the student's personality—his thought,
morals, and conscience—and the home and school must respond to and cooperate in this educational process to the maximum extent and by all
possible ways and means. It is impossible to provide the student with immunity or (educational fortification) except through this cooperation... and
from here we can form the student who is able to distinguish between the good and the bad, between chaos and order, and between good and evil,
between an aware citizen who always strives for a noble goal and another who is dull, tossed about by personal currents, whims, and corrupt ambitions.
After what has happened in the atmosphere of schools and student circles, we have no choice but to admit the danger that threatens our schools
in the present and future, and the injustice that befalls the members of the rising generation, and the shortcoming—or failure, our failure—to guide
students and schools in light of general frameworks and national interests.
The question I now pose to you relates to the methods of treatment... What are these methods? What is the extent of their impact on students
and schools? Before you give your opinions, I say that there is a defect in the administrative apparatus or in the existing educational system in general,
and any administrative apparatus in which responsibility is not concentrated and whose members do not feel responsibility to the fullest extent is a sterile and failed apparatus.
Although this decisive period in the history of the Republic is full of political and partisan ideas whose effects appear on the general
situation, our duties are educational, instructional, and guiding, and we have many means and possibilities for guidance and cultivation, the most important of which are
the book, the curriculum, and the teacher, which are the three "provinces" upon which men of education rely in civilized countries and in every
time and place... So, is there a deficiency in the book and the curriculum? And does necessity dictate, in light of these experiences and events,
a fundamental reconsideration of all our curricula at once, especially the curricula of the teachers' training institutes responsible for
preparing the male and female teachers worthy of raising the youth and guiding them toward high ideals and values? And what are those factors that
make teachers and instructors unable to control and hold the reins of education and guidance?
If one of you says that political ideas have a direct and indirect effect on guiding students and schools, then I say that
culture is the basis of everything, and that true culture is what guides politics, and that (educational fortification) in schools is the
safety valve for society and the state in general, and that what honorable culture builds must not be destroyed or overthrown by politics in any case.
– To be continued, please –
Al-Nuaimi
Page 200
- 2 -
And there is a clear fact, which is that we cannot play an important role in the field of politics itself if we do not create intellectuals
and if we do not prepare students to shoulder responsibilities. The blatant and regrettable reality says that we are falling short in this aspect, neglecting
our administrative and educational responsibilities and failing to perform the mission of guidance and education in the most complete manner. Who are those who throw
stones at passers-by and cars?? Are they not your students? And who are those who were pushing the students and deceiving them from behind
the curtain? Are they not the intellectuals included in our schools and those who adopt a certain political idea? And who are those who left their schools,
their books, and their curricula while they were at the doorstep of the final annual exams? Are they not the students, our precious asset, which we did not manage
to organize and invest for good and construction? .
My brothers
I emphasize and say that there is a prominent defect in the existing administrative apparatus and that there is a dominant phenomenon over this apparatus .. it is
the phenomenon of cowardice taking hold of the minds of administrative men, from the highest to the lowest .. For example, the school principal, when asked about
the neglect of students and his lack of control over the school, excuses himself by the existence of an external influence on him, on the students, and the school .. and it is a flimsy excuse that
should not be used as a pretext by a responsible principal who feels his responsibility and his basic mission .. If this principal truly believed
in his duty and his mission, he would not have feared one of his students or a citizen driven by external motives, and he would have been able to be the (master) of the situation
in normal and exceptional circumstances, and would have kept his school in a safe haven and away from external currents .. For the real educator
—whether a principal or a teacher—must be a spiritual father in his church—the school—and an exceptional leader for his soldiers, the students .. As for
the cowards whose nerves quickly collapse, they lose the reins of control and guidance; rather, they are sometimes swept away with the current, and thus
chaos and disturbances prevail in schools, and institutes become tools of destruction and evil, God forbid, and this is all that colonialism aspires to.
My brothers
You all know that striking from work is a legitimate right, as there are no provisions in the laws to punish those who
refrain from work unless there is an obligation contract for work between the authority and the individual .. So, if car drivers resorted to striking
for a reason or reasons, they are responsible for their actions and deeds .. But what is the relationship of our students to this strike? And what is the duty of
teachers toward their students and their schools? And is it their duty to incite students and push them toward rebellion and neglect of culture
and science and creating a state of chaos and anxiety? .
This is what happened recently and it is indeed a regrettable phenomenon .. and it indicates one of two ills: either we do not respond to public
opinion or we have bypassed effective guidance methods ...
We are now facing a difficulty or a problem .. so how do we overcome this problem? We are now in a decisive historical stage
so how do we pass through this stage with wisdom, firmness, and success? .
The subject is broader and deeper than we imagine; it is a matter of determining our destiny and our conscience; it is a matter of our present and our future .. Is our
administrative apparatus and our educational apparatus fit to bear these burdens? And worthy of rising to the level of these huge
responsibilities? Whatever your answers to these questions may be, it seems to me that some valves and tools in the administrative machine
necessitate their replacement, and that rapid and radical measures must be taken to develop this apparatus and support it with competent elements
believing in the right of culture and the generation and the right of this people to tranquility, stability, and general welfare .. for there are no political
doctrines—regardless of their color or tendency—that call for chaos, destruction, and burning and sabotaging the country. And if such doctrines are found,
they must be fought with ferocity and sincerity, and the destructive, undermining person must be isolated from the school, from society, and from life.
The home of such a saboteur is not the school and refined society, but rather the darkness of prisons.
These are facts that administrative men and those responsible for guiding the youth and schools must understand, and they must investigate accurately
and deeply the factors of their failure in the administrative fields and the failure of education in the home, school, and society ... for culture has become
in danger .. and general education in two dangers ... and the situation of schools and institutes in terms of discipline, control, and guidance has become
in an unenviable state.
Al-Nuaimi / 15 / 4