AI en Translation, Pages 51-75
Page 51
Republic of Iraq
Directorate of Education for Baghdad Governorate / Al-Rusafa
Certificates
Number - 54484
Date - 1 / 11 / 1961
525
11 / 27
To - School Administration of ⟦Sham'un Al-Asaf Intermediate School⟧ 25
We are sending you herewith the certificates for completion of studies
belonging to the students whose names are listed below, requesting that a photograph of each and a fiscal stamp of
denomination ( ) fils be affixed, stamped with the school seal and signed, then returned to us ⟦...⟧
with ( ) photographs of each student.
Badr al-Din al-Saad
p.p. Director of Education for Baghdad Governorate / Al-Rusafa
Copy to -
Certificates Observation - for follow-up
⟦...⟧
⟦...⟧
⟦...⟧
Page 52
521
11 / 22
Republic of Iraq
Directorate of Education of Baghdad Governorate / Rusafa
Certificates
Number / 51282
Date / 20 / 11 / 1961
To - Administrations of Secondary and Preparatory Schools for Boys Only
We convey to you below a copy of the letter from the Directorate of General Technical Affairs for Examinations No. 17991
on 14 / 11 / 61. Please review and act accordingly.
Badr Faris Al-Saad
p.p. Director of Education of Baghdad Governorate / Rusafa
Copy to -
Directorate of General Technical Affairs for Examinations for kind information
Certificates Observation
Copy of the Letter
Reference to your letter No. 46251 dated 26 / 10 / 961 and its enclosure, the letter of Buyut Al-Umma Evening Secondary School No. 113 dated 23 / 10 / 961
1- The entry of a student who graduated from intermediate studies into the Health Workers School is not considered
a transfer to a study stage equivalent to preparatory study. A student graduating from the Health Workers School
is accepted in the fifth secondary grade, literary branch, according to his graduation document from the aforementioned
school after obtaining the approval of our directorate for that.
2- Years of failure in the Health Workers School are not counted for students who wish to attend
academic secondary schools. Please act accordingly.
p.p. Director General of Technical Affairs
Tariq Al-Obaidi
T 19
Page 53
Republic of Iraq
Directorate of Education, Baghdad Province / Rusafa
Curricula
511
11 / 20
Number /: 5102
Date /: 18 / 11 / 1961
To -: Administration of Al-Sharqiya Preparatory School for Girls.
Subject /: Lesson Schedule
Your letter 222 dated 5 / 11 / 1961.
The total number of lessons remains 32 lessons per week at an average of five lessons per day except
Monday and Thursday of each week where the number of lessons will be six, and the duration of this lesson
will be 45 minutes as with the other lessons, preceded by a five-minute break. Please act accordingly.
For filing
⟦illegible⟧
20 / 11 / 1961
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad Province / Rusafa
A copy to.
Directorate of General Technical Affairs
Administrations of Secondary, Intermediate, and Official Mixed Schools for Girls - for information
Curriculum Supervisor
Bar / 15
Page 54
Directorate of Education for Baghdad District / Rusafa
Curricula
Number - 51 - 51
Date 11 / 18 / 961
51 / 10
To / Administrations of all official secondary and intermediate schools in this directorate
Subject / Adding one hour
Based on what was stated in the decision of the Education Council taken in its thirty-fourth session held
on Saturday, 11 / 4 / 961. It was decided to add one hour to the history lesson for the third
intermediate grade after deleting one hour from the physical education subject for all intermediate schools
that are dual-shift, provided that this procedure be reconsidered when the dual-shift is resolved. Please act accordingly.
⟦signature⟧
Badr Faris Al-Saad
for / Director of Education for Baghdad District / Rusafa
11 / 9 / 961
Professor Ahmed
I think this decision
does not include us, just as it does not include
non-dual-shift schools?
⟦signature⟧
11 / 20 / 961
Copy to /
General Directorate of Technical Affairs / Curricula and Books, its letter 73924 on 11 / 9 / 961
General Inspectorate of Education
Secondary Personnel / Mr. Kamil
Curricula Observer.
Abdullah / 15
Page 55
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
Examinations
Number / ⟦9 - - 5⟧
Date / 11 / 12 / 1961
Subject / Examinations for blind students in secondary schools
To - All Intermediate and Secondary School Administrations
We transmit to you below a copy of the letter from the Directorate of General Technical Affairs / Examinations
Numbered 17024 on 11 / 6 / 1961, requesting review and action accordingly.
Badr Faris Al-Sayyid
p.p. Director of Education, Baghdad Governorate / Rusafa
⟦illegible signature⟧
11 / 14 / 1961
A copy thereof to -
Directorate of General Technical Affairs / Examinations - For your kind information
Examinations and Certificates
((( Copy of the Letter )))
Reference to your letter numbered 43600 on 10 / 16 / 1961.
1 - Mid-year and year-end examinations for blind students shall be written
As for other examinations (classroom and tests), they shall be oral.
2 - Blind students are exempted from sewing lessons (for girls' schools)
and physical education in addition to drawing and sports.
3 - Examinations for blind students in the subjects of grammar, texts, and composition shall be oral
and they are treated likewise regarding the English language subject.
Please circulate this to all intermediate and secondary schools under your jurisdiction
to act accordingly and inform us.
General Director of Technical Affairs
Hani 11 / 12
Page 56
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
Curricula
Number / 49474
Date / 11 / 11 / 1961
Professor ⟦illegible⟧
Please circulate this letter
to all professors and lecturers
as soon as possible
⟦Signature⟧
14 / 11 / 1961
To - Administration of Al-Nu'man Primary School for Boys.
Subject / Discrepancy between the curriculum and the prescribed books
Your letter 68 dated 23 / 10 / 1961.
The Directorate of General Technical Affairs informed us in its letter 71906 on 1 / 11 / 61.
On the necessity of following the prescribed books in case they differ from the curricula and following the prescribed curricula in the case
of the unavailability of books, please act accordingly.
⟦Circular seal⟧
Badr Faris Al-Saad
Acting Director of Education, Baghdad Governorate / Rusafa
Copy to:
Directorate of General Technical Affairs / Curricula and Books - its letter above
" " " - Examinations
General Inspectorate of Education
Directorate of General Education / Primary
Directorate of General Education / Secondary
School Administrations - Secondary, Vocational, Intermediate, and Primary, public and private -
For information and action accordingly.
Primary Personnel Office
Book Warehouse Supervisor - Secondary - for information
" " - Primary - for information
Curricula Supervisor
Fawzia Ahmed Medhat | ⟦Signature⟧ | Akram Wahbi | ⟦Signature⟧
Najiba Mansa ⟦illegible⟧ | ⟦Signature⟧ | Hikmat Naseem | ⟦Signature⟧
Yassin Taha Saeed ⟦illegible⟧ | ⟦Signature⟧ | Fadl Daqqam | ⟦Signature⟧
Loay Wahbi | ⟦Signature⟧ | Alfred Fawzi | ⟦Signature⟧
Budour Ziya | ⟦Signature⟧ | Yahya Nazhat | ⟦Signature⟧
F. J. Wajab | ⟦Signature⟧ | Munir Naseem | ⟦Signature⟧
Saida Moussa | ⟦Signature⟧ | Hazem Shamas Hanna | ⟦Signature⟧
| | Hamid Al-Ghazi | ⟦Signature⟧
Jabbar / 8
Page 57
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
No. / 48482
Date - 6 / 11 / 1961
476
12 / 10
To / Administrations of secondary and preparatory schools, official and private
Associated with all this directorate
Subject / Teaching books
Professor Ahmed
Please notify the professors
Specialists
8 / 11 / 61
1) The same Arabic Reading book, Part One, for the Fourth Literary Grade is to be taught in
the Fourth Scientific Grades.
2) The same Mathematical Principles book for the Fourth Literary Grades is to be taught in the
Fourth Scientific Grade.
3) The Preparatory Physics book, in its first and second parts, is to be taught in the Fourth
Scientific Grades.
Please note this and act accordingly
Badr Narin Al-Sayed
For / Director of Education, Baghdad Governorate / Rusafa
Copy to :-
Directorate of General Technical Affairs / Your two letters numbered 70565 and 71527 and dated
on 28 and 31 / 10 / 1961
Secondary Warehouse Observer / For information
Curricula / Nazim Al-Bari
⟦illegible⟧
S
Fadil
Page 58
Republic of Iraq
Directorate of Education, Baghdad Governorate / Rusafa
Certificates
No. / 48176
Date / 5 / 11 / 961
471 / 1
To - Administrations of official secondary and intermediate schools
and private and foreign schools.
We convey to you below a copy of the letter from the Directorate of General Technical Affairs
Examinations No. 6324 dated 10/29/1961. Please review and act accordingly.
Badr Faris Al-Saad
p.p. Director of Education, Baghdad Governorate / Rusafa
A copy to.
Directorate of General Technical Affairs - Examinations for information please
Certificates in two copies. "Copy of the Letter"
The Council of Education agreed in its thirty-first session held on Monday
Corresponding to 10/9/1961 to provide graduates of intermediate studies with more
than one document addressed to different entities, similar to graduates of preparatory studies.
Please circulate this to all intermediate and secondary schools under your jurisdiction to act
accordingly.
p.p. General Director of Technical Affairs
For filing
⟦illegible⟧
11 / 12 / 61
Jabbar / 4
Page 59
Republic of Iraq
Directorate of Education, Baghdad Province / Rusafa
Certificates
No. 5 - 481
Date 4 / 11 / 1961
425
11 / 12
To -
Administrations of all Primary Schools for Boys and Girls
We convey to you below the text of the third paragraph of the Education Council's decision taken at its
thirty-first session and communicated to us by the letter of the General Directorate of Technical Affairs Exams numbered
16325 on 29 / 10 / 61. Please take note and act accordingly.
⟦signature⟧
Badr Faris Al-Saad
p. Director of Education, Baghdad Province / Rusafa
Copy to -
General Directorate of Technical Affairs for information
Certificates Observation in three copies.
(Text of Paragraph 3 of the Education Council decision)
a - Approval to accept students coming from Kuttabs or after private study, provided that
the eligibility for admission is restricted to the second, third, and fourth grades after passing an exam before a committee
of teachers chaired by the principal.
b - It is permissible to accept students coming from private or foreign schools where the teaching curricula
are in accordance with what is decided by the Ministry of Education, in the grades they were in or promoted to in their
previous school based on the transfer document after testing them in the school before a committee of teachers
chaired by the principal
Professor Ahmed
Please mark the content of this letter with you
to act accordingly in the future
Yes
11 / 10 / 961
T 4
Page 60
Republic of Iraq
Directorate of Education, Baghdad Governorate / Al-Rusafa
Curricula
Number - 41456
Date 5 / 10 / 961
446
24 / 10
Mr. Najm
Please inform the
specialized teachers of the curricula
and keep these curricula in
the administration for reference
when needed
⟦signature⟧
24/10/961
To / Administrations of all Secondary and Intermediate schools associated with this Directorate
We attach herewith a copy of the new curricula, whose details are listed below, for your information and to be
followed in teaching, and to emphasize this to the specialized teachers.
1 - National Education curriculum for the Second Intermediate grade
2 - Study of Society and its Problems for the Fifth Preparatory grade
3 - Principles of Sociology for the Fourth Preparatory grade
4 - National and Social Education for the Third Intermediate grade
5 - Modern History for the Third Intermediate grade
6 - History of the Arabs for the Second Intermediate grade
Badr Faris Al-Saad
Director of Education, Baghdad Governorate / Al-Rusafa
Copy to /
Directorate of General Technical Affairs / Curricula, Books, and Illustrative Aids, its letter 63488 on 25 / 9 / 61
Secondary Observer / with a copy of the curriculum
⟦illegible⟧ Secondary ⟦illegible⟧
Mr. Faisal Daqam, Mr. Yahya Nazhat, Mr. Nur al-Din al-Daghistani
Abdullah / 1
Page 61
Syllabus for National and Social Education
For the Third Intermediate Grade ⟦line⟧
(1) Concept of Patriotism: Patriotism, Citizenship, True Patriotism
Concept of Nationalism and Arab Nationalism: Nationalism, pillars of Nationalism, Arab Nationalism, foundations of
Arab Nationalism, content of Arab Nationalism and its goals.
Unity of the Arab Homeland: Geographical unity, cultural unity, economic unity
Military unity.
Colonialism: Colonialism, the danger of colonialism, types of colonialism, methods of colonialism
Liberation movements in the Homeland: Algerian Revolution, Oman and South Arabia Revolution.
Zionism: Zionism, the danger of Zionism to the Arab Homeland, goals of Zionism
Arab Refugees: The situation of Arab refugees, the cause of the Palestine catastrophe, proposals to solve
the refugee issue
League of Arab States: The Arab League, its origins, membership conditions in the Arab League
Composition of the Arab League, achievements of the Arab League, United Nations
Establishment of the United Nations, composition of the United Nations, work of the United Nations
The United Nations' position on the Arab world
Positive Neutrality: How the policy of positive neutrality was formed. The conflict between the two blocs
Eastern and Western, Bandung Conference and its ten principles.
P 18
Page 62
Curriculum vocabulary for the fifth grade of secondary school
Study of society and its problems
Basic social problems of interest to the Iraqi citizen
The population problem | Population distribution. Migration from the countryside to the cities. Settlement and nomadism. Factors that change the population size. Population control.
The family problem | The status of women and their social standing. Marriage. Divorce. Differences between parents and children. Means of family advancement.
The problem of illiteracy and ignorance |
The problem of the spread of diseases and how to treat them |
Agriculture | How to improve agricultural methods. The land problem. Agrarian Reform Law. Agricultural cooperative societies.
Industry | Local industry: its importance and means of encouraging it. How to industrialize.
Standard of living | Meaning of standard of living. Disparity in living standards. Distribution of living standards. How to raise the standard of living. Cooperatives and their importance in addressing economic problems for those with limited incomes.
| Labor and Social Security Law. The need for insurance. Social benefits of insurance.
Public opinion | How to enlighten and direct it. The printing press. Radio. Cinema. Telephone. Television.
The concept of culture | Science and its impact on serving humanity. Science and its function. Western and Arabic culture and the relationship of one to the other.
P 19
Page 63
Curriculum vocabulary for the fourth secondary grade
On the subject of Principles of Sociology
1) Definition of Sociology, Principles of Sociology
2) The emergence and formation of society. The elements that make up society. Social relations
and their complexity. The development of societies. A comparative study between primitive society and
urban society. The concept of social change and progress. Its factors. Its types and results. Social
institutions.
Social services and their importance in addressing social problems. The importance of social services.
Social service branches. Social service fields.
Ed. 19
Page 64
Vocabulary of the National Education Curriculum
For the Second Intermediate Grade
The Student in Society
Part One / Society and its Nature
What is society, the emergence of society and its development. What society consists of. Social relations
and how they are formed. Foundations of society. Factors that unite society and work towards its progress
Factors that lead to the regression of society and weaken it. Rights of the individual in society
Part Two / Iraqi Society
What the Iraqi society consists of (individuals and groups living in a specific area and among whom
social relations are formed) division of Iraqi society on the basis of lifestyle and social
status (Foundations of Iraqi society. Factors that unite Iraqi society
and work towards its progress. Factors that lead to the regression of Iraqi society ⟦line⟧
Part Three / Political Systems (Systems of Government) in Social Life
(1) The Democratic System (Introduction to its types)
A) The foundations upon which the democratic system is based
(1) Freedom, what is meant by freedom and how people practice their freedoms in opinion, belief, publication,
assembly, and work. Forming associations within the limits ⟦line⟧
(2) Equality / ⟦line⟧
What is meant by equality among citizens before the law, the judiciary, jobs, work, and duties
and equal opportunities.
(3) Sovereignty of the People / ⟦line⟧
How the people can practice the right of sovereignty and defense of their rights
B) The three powers with emphasis on (1) the importance of the legislative power in ensuring the sovereignty of
the people and strengthening democratic rule (2) the importance of elections in strengthening parliamentary life
and the correct foundations upon which it is based.
C) The importance of the democratic system in social life
(2) The Dictatorial System (Introduction to its types)
A) The foundations upon which the dictatorial system is based
B) The danger of the dictatorial system to the fabric of society.
Page 18
Page 65
History Curriculum for the Third Intermediate Grade
Section One
1) History of Iraq from 1258 - 1918
2) History of Europe from the beginning of the sixteenth century to 1918
3) The Arab World from the beginning of the nineteenth century ⟦1918⟧
Section Two
Iraq and the Arab countries from 1918 / present time
The curriculum for paragraph (2) of Section One shall be as follows:
a) The European Renaissance (Intellectual Renaissance. Geographical Exploration. Religious Reform Movement)
b) The French Revolution
c) The Industrial Revolution
d) Constitutional reform in England
e) The emergence of nationalism
f) Colonialism. Its causes, factors, and its relationship with the East
g) The First World War and the Peace Conference
Curriculum for period (3) of Section One
⟦line⟧
Meaning the Arab world from the nineteenth century until 1918, the Ottoman Empire and the Arab countries
1) Napoleon's campaign and the beginning of modern Egypt
2) Reforms in the Ottoman Empire
3) European penetration in the Ottoman Empire
4) The Arab nationalist movement
2- Section Two
⟦line⟧
Iraq and the Arab countries from 1918 to the present time, covering:
1) The Arab countries from the First World War
2) The Second World War and the emergence of independent Arab states, and the curriculum for paragraph (1) is considered
1) as follows:
1) Iraq (2) Syria (3) Egypt (4) Arab Algeria (5) North Africa
And the curriculum for paragraph
2) is considered as follows -
1) Iraq (2) Syria and Egypt, the Arab Republic
3) The Arabian Peninsula (4) Palestine. Its beginning and development (5) The Arab Gulf with a special reference
to Oman (6) Tunisia (7) Algeria (8) Morocco (9) Libya (10) Sudan
p. 18
Page 66
Arab History Curriculum for the Second Intermediate Grades
Objectives
The second intermediate year curriculum covers the study of Arab history in its various stages until the fall
of Baghdad in the East and the exit of the Arabs from Andalusia in the West, with emphasis on the study of Arab
Islamic civilization.
This study is necessary to know the role of the Arabs in history and to present their service to human civilization and enables us to
understand the Arab heritage and helps to realize what heritage they possess.
It helps to shed light on the current state of the Arabs and enables a fuller understanding of present problems
and builds self-confidence and a conscious hope for the future.
Arab History for the Second Intermediate Grade
General overview of Arab history before Islam
1) Introduction to the historical geography of the Arabian Peninsula and its ancient inhabitants
2) A general overview of the emergence and development of Arab states and emirates in the Peninsula
a) States of Yemen (b) Caravan cities. Palmyra. Petra. Mecca (c) Peripheral states: Ghassanids
and Lakhmids (d) Kinda
3) Conditions of the Arabs before Islam
a) Bedouin society. Its social and political organizations (b) Pre-Islamic religion (c) Emergence of
the Arabic language and literature
The Era of the Message
1) The life of the Prophet until the Mission
2) The Islamic Call in Mecca: Principles of Islam. The first Muslims and the position of the Quraysh towards them; the attempt to
spread the call outside Mecca
3) The Migration (Hijra). Medina. Islamic obligations. Organizing the administration of the city. Purging the city of Jews
4) The impact of Islam on the life of the Arabs
Early Islam until the year 132 AH
1) Formation of the Empire
a) Eliminating the Apostasy (Ridda) and unifying the Peninsula (b) The Arab conquests
2) Political development
a) Establishing the Caliphate and its development from the middle of the first century AH
b) Political development until the end of the Umayyads (c) Political development until the second century
d) Development until the end of the Umayyads with a study of the Abbasid call
3) Arab civilization in early Islam.
a) Spread of Arabs, the Arabic language, and Islam (b) Administrative and financial systems (c) Cultural
and intellectual activity
History of the Arabs until the fourth century AH
1) Political development of the Abbasid Caliphate
a) The first Abbasid palace until (218) AH (b) Political development until 334 AH
2) North Africa and Andalusia
a) Emirates in Egypt and North Africa (b) The role of the Emirate in Andalusia
3) Political development of the Abbasid Caliphate until 656 AH
The Buyid period. The Seljuk period. The final recovery
4) North Africa and Andalusia
a) Egypt. Fatimids. Ayyubids and the Crusades (b) North Africa (c) Andalusia
The Caliphate era. The Taifa states
5) Administrative and financial development (6) Social and cultural development (7) Development of Arab civilization in Andalusia
8) The impact of Arab civilization in Europe
Edition 18
Page 67
The Iraqi Republic
Directorate of Education, Baghdad Province / Rusafa
Curricula
No. /: 4418
Date /: 19 / 10 / 961
404 / 22
Mr. Ahmed
To take the necessary action
and distribute the periodic table
accordingly
⟦illegible⟧
22 / 10 / 961
To - Administrations of all high schools and preparatory schools affiliated with this Directorate
Following up on our letter numbered 42528 on 21 / 10 / 961
The teaching of the Principles of Political Economy is limited to students of the fourth grade
and fifth literary and fifth scientific classes only. Please note this and act
accordingly ⟦line⟧
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad / Rusafa
A copy to -
General Directorate of Technical Affairs / Curricula and Books / its letter 66335 on
9 / 10 / 61
Secondary Warehouse Observer / For information
Curricula / Kadhim Al-Mubarak.
Yassin / 17
Page 68
Republic of Iraq
Directorate of Education for Baghdad Governorate / Al-Rusafa
Secondary Personnel Department
Number - 42447
Date - 10 / 10 / 1961
To - Administrations of secondary, intermediate, and vocational schools affiliated with this Directorate
415
10 / 17
16
To you
Professor Ahmad
Please act accordingly
⟦illegible⟧
17 / 10 / 961
We record below a copy of Memorandum No. 4 dated 7 / 10 / 961 submitted by the Specialist
Inspector Naeem Badawi, which was communicated to us by the letter of the Inspectorate of General Education No. 3101 on 8 / 10 / 61
requesting you to review and implement its contents accurately, not only for the Arabic language subject but for other subjects as well.
This is for the purpose of applying Article 26 of the Secondary School Regulations of 1954 regarding teaching committees.
Abdul Khaliq Jalil Ibrahim
Director of Education for Baghdad Governorate / Al-Rusafa
Copy to -
Inspectorate of General Education / its letter above
Directorate of General Education / Secondary
Directorate of General Technical Affairs
Secondary Personnel Supervisor
Copy of the Memorandum
⟦line⟧
I believe that the application of Article twenty-one of the Secondary School Regulations for the year 1954,
regarding teaching committees, should be conducted for Arabic language teachers as follows -
Arabic language teachers shall form a committee and elect a secretary from among themselves, provided that it meets four
times a year. The first meeting shall be at the beginning of the school year to review the instructions
and recommendations regarding the Arabic language, study them well, discuss them, and develop a general plan for teaching
in light of those instructions. The second meeting shall be before the mid-year examination, in which the
committee reviews the progress of teaching and the amount of the curriculum completed, reviewing the teaching problems encountered,
and sets a plan for the mid-year examination and the correction of booklets. As for the third meeting, I see that it should be
immediately after the mid-year break to set a general plan for the second half of the year, provided that the final
meeting is before the final examination. Its purpose is to look into examination issues and the quality of questions. And other
matters of interest to teachers and students as mentioned in the text of the article referred to above,
provided that the secretary of the committee records the minutes of these meetings and that they are presented to the school principal
and to the competent inspector during his visit to the school.
Signed / Specialist Inspector
Naeem Badawi
Fadel 14
Page 69
Mr. Ahmed
Please circulate to the chemistry teachers
⟦illegible⟧
19/9/961
Republic of Iraq
Directorate of Education, Baghdad Province / Al-Rusafa
Records
Number - 28238
Date - 12 / 9 / 1961
To = -
Directorates of Secondary, Intermediate, and Home Arts Schools affiliated with this
Directorate
We list for you below the general instructions regarding the teaching of Chemistry.
Hoping to communicate its contents to the chemistry teachers in your schools, to work according to them literally, and to confirm to us
that you have done so.
Abdul Khaliq Jalil Ibrahim
Director of Education, Baghdad Province / Al-Rusafa
Copy to = -
General Inspectorate of Education / Head of Secondary and Vocational Inspection Staff
Your letter 2606 on 16 / 8 / 1961 - for information.
Records - for follow-up
Instructions
Since chemistry is an experimental and applied science, practical experiments and the scientific deduction method conducted
by the teacher or the student himself must be observed, and he observes the results himself, which has many benefits, most importantly:
1) Retaining facts for a long time.
2) Accustoming the student to practical deductions as a result of conducting practical experiments. We consider the following matters necessary
in teaching chemistry.
1) The teacher begins by scrutinizing the curriculum and distributing its topics over the weeks of study so that their study is completed shortly before the final
exam by a period not exceeding two or three weeks.
2) The teacher begins with simple things, explaining and interpreting them in a simple and adequate manner that is easy for the student to understand, starting
with initial definitions, the purpose of teaching chemistry, its benefits, and linking that to the various materials surrounding the student
related to his daily life and what he needs in terms of clothing, food, and other necessary matters.
3) The teacher must allocate more time from the beginning of the school year to study and research the initial topics, regardless
of what he fears regarding the possibility of not completing the curriculum. For once the student gets used to and becomes familiar with these topics, it becomes easier for
the teacher to accustom the student to how to deduce scientific facts and their sequence, so he can teach a larger amount of
topics before the end of the first half of the school year.
4) The teacher must pay attention to discussion with his students after explaining the lesson by benefiting from the students' prior information
and their various observations.
5) The teacher must combine theoretical teaching with practical experiments and writing equations on the board and using available models
and others.
6) We recommend that the teacher starts from the beginning of the school year by conducting the practical experiments himself, observing
accuracy, caution, and correct methods in using laboratory tools.
7) We recommend the teacher to conduct practical experiments alone before the lesson to ensure the correctness of what he is doing before facing the students
with these experiments. Otherwise, he might fail in some aspects of the experiment in front of his students, and thus
he loses their respect and appreciation.
8) We recommend the teacher to discuss with students their observations of the practical experiments and what they deduce to confirm and correct the information
they obtained in the theoretical lessons.
9) We recommend the teacher to follow this method and conduct the experiments himself in the second intermediate classes. As for the fourth
and fifth preparatory classes, we prefer that the student conducts the experiments himself if the laboratory is found and the
required materials and tools are available, under the supervision and monitoring of the teacher himself.
10) We recommend that the teacher begins by giving students practical experiments so they get used to them themselves in the following manner. -
Please follow
Fadil 7
Page 70
Continued / 2
a) To emphasize the arrangement of the apparatus and its correct use.
b) To emphasize the quantities to be used in the experiment.
c) To advise students to note the approximate time for conducting the experiment.
d) To emphasize to students the necessity of avoiding the dangers of toxic, flammable, and explosive materials.
e) Washing tools and apparatus after completing the experiment.
f) The teacher should direct various questions related to the results of the experiment performed by the students or the teacher himself.
g) The teacher should ask the students to record the experiments they performed or what they witnessed from the teacher's performance of experiments in
special notebooks in their own style with sufficient explanation and required equations.
h) The teacher must review these notebooks from time to time and audit them to correct potential general
errors made by students and sign the notebooks whenever they are audited.
11) If all required materials and apparatus are not available in the laboratory, or if there is no laboratory in the school, the teacher
must benefit from the laboratories available in other schools in the same city, and no excuse from the teacher regarding
this point will be accepted.
12) We recommend that the teacher must teach chemistry in the laboratory and maintain the link between theoretical and practical studies
as much as possible.
13) We recommend that the teacher must ask questions to his students at the beginning of each lesson on the subject studied in the
previous session to maintain the relationship between one subject and another.
14) We recommend that the teacher conduct written tests once every week or two, even on a limited scale, such as one question
at the beginning of the lesson, so that the student is always ready for exams and tests, and so the teacher can ensure that his students are fulfilling
their school duties properly.
15) We recommend that the teacher must pay attention to storing materials, apparatus, and tools in the warehouse or laboratory with complete care
and maintaining them with total precision.
16) We recommend that the teacher must guide students in some first aid measures such as extinguishing fires and others.
17) We recommend that the teacher select and prepare illustrative examples in addition to what is in the textbook, ensuring
that those examples are derived from the environment and related to it.
18) We recommend that the teacher pay attention to practical field trips and studying the environment whenever the opportunity arises.
19) We recommend that the teacher, after consulting with the school administration, establish scientific societies and issue a scientific bulletin if
the circumstances surrounding the school permit.
20) The teacher must perform his duty properly, whether by teaching theoretically in the classroom or by conducting the required practical experiments,
and should not try to evade the practical aspect, as chemistry teaching is not successful unless the theoretical study is coupled
with practical study.
Hazem Raouf
Fadel 7 / 9 / 1961
Page 71
Republic of Iraq
Directorate of Education of Baghdad Province / Rusafa
Secondary Personnel Section
Number - 41582
Date - 5 / 10 / 1961
To = -
Administrations of secondary, intermediate, and vocational schools affiliated with this directorate
Urgent.
Mr. Ahmed
Please circulate the book
to science teachers
⟦illegible⟧
8 / 10 / 61
We record for you below the general instructions that the Specialist Inspector, Mr. Ja'far Khayat,
has developed for teachers of general sciences, zoology, and botany, for your information and to notify the subject teachers
to act accordingly and emphasize this to them.
Badr Faris Al-Sa'ad
Acting Director of Education of Baghdad Province / Rusafa
Copy to = -
General Education Inspectorate / their letter No. 2805 on 13 / 9 / 1961
Secondary Observer
- Instructions to teachers of general sciences, biology, and health in the
intermediate and preparatory grades.
It is no longer hidden from anyone the importance of teaching scientific subjects in secondary schools at
the present time, and the goals of teaching them can be summarized as: -
1) Providing students with scientific culture (2) and training them through this culture in a mental training that leads to
stronger fulfillment and strengthening their thinking abilities (3) and qualifying them to specialize in a branch of knowledge
to benefit from it, or to practice the profession they choose for themselves after graduation. Therefore, the school must
provide students through this teaching with organized training in precise observation and the acquisition of
the scientific spirit based on experimentation and testing, and evaluating the results they reach
through experimentation while assessing their importance. That is, it must provide all students with a general overview of the conditions of
the material world and the natural forces that operate within it. It also provides the small percentage of students
who will become scientists in the future, in addition to that, with solid foundations for their higher scientific studies
in the future.
If we consider the teaching of science as a means of mental training, then the study of scientific subjects
requires accuracy and mastery in observation, and care and interest in technical work (technique) -
and the ability to interpret the results obtained by experiment in a logical, unbiased interpretation with the ability to
determine the degree of reliability of those results with awareness and an open mind. Therefore, the acquisition -
by students of such high qualities must be one of the most important goals targeted by
teachers of scientific subjects in secondary schools.
There is no doubt that science contributes to a large extent to human civilizational development and solving the problems that
obstruct the way to a more prosperous and luxurious life. Accordingly, teachers of scientific subjects must
draw students' attention to the scientific inventions and discoveries upon which modern civilization was built
because that stimulates in them the desire to contribute to the progress of humanity and appreciation for productive specialization.
As for the direct utilitarian aspect of learning various sciences, it is not limited to those
who will use their scientific information in their work in the future, but rather includes everyone
in their daily lives as well. Therefore, it is mandatory for teachers of scientific subjects, and the school behind them.
Continued on page / 2
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That the student sees how scientific rules can be applied in solving familiar problems in the environment, the garden,
and others. Just as many students enjoy hobbies and passions of a scientific nature. Therefore,
science teachers are required to encourage such hobbies and develop good scientific passions in students
while directing the desire for them in a good scientific direction that leads to the full benefit of leisure time and enjoyment
of aspects of beauty in nature.
This also draws the attention of specialized teachers here to the fact that the student is usually surrounded by many opportunities for observation
and exploration. And interaction with the environment, and the need to explain many phenomena every day. Therefore, it is necessary that
the science teacher be a guide and mentor to him, helping to resolve ambiguities and mysteries with an authentic
scientific spirit. In addition to the encouragement that must be provided in general in this regard, there are several
methods followed by science teachers in teaching. But the method followed by each of them depends
on points and circumstances, including: the teacher's goals in teaching and his own passions, and the training he receives
during his preparation. And the intelligence of his students in the class and the extent of their enthusiasm and desire to study the subject as well
as the means and supplies available to him in the school and the environment and his ability to stimulate student cooperation with him
in the work. However, every teacher must ultimately choose the method that he sees, in light of his experience
and diligence, suits his abilities, as well as its consistency with the circumstances in which he exists.
Regardless of the method that each teacher finds suitable for his teaching situation, all science teachers
must observe the following points during teaching.
1) The outcome of all teaching must be that the student understands the lesson materials fully without resorting
to memorizing them by heart.
2) When presenting the material and making it understood, the students' perceptions and their scientific level must always be observed, and the
teacher should keep in mind that the human mind is flexible and creative, developing constantly, and is not a storehouse for piling information
and knowledge.
3- It is noted in the teaching of scientific subjects that the teaching should be practical to the maximum extent possible; therefore, it is requested
of specialized teachers to perform many experiments in front of the students for every subject they undertake
to teach.
4) In order for teaching to be practical at all times, all available visual aids must always be used,
or those that the teacher (or students) can make or bring. Using for that all his
ability of initiative and creativity; all teachers can innovate many visual aids for the subjects they
teach, in addition to those available in the laboratory, and they can involve students with them in many cases.
Therefore, no excuse will be accepted for a teacher who does not use a visual aid in every subject
he teaches, regardless of its topic and regardless of the circumstances he finds himself in.
Specifically, what can be utilized in this regard is the microscope, lenses, illustrated plates, models,
films, the magic lantern, and animal dissection or taxidermy and fossils, as well as biological and live
specimens (in our natural environment if possible) and others.
5) Students are encouraged to collect plant and animal specimens of all kinds and are trained to organize
and preserve them after studying and dissecting them or learning their names as much as possible.
6- Benefit is taken from the school garden (or the large gardens present in the environment) in teaching plants and some
animal subjects and general science to the maximum extent possible, and benefit should be taken as much as possible and according to
circumstances for the purpose of taking students on scientific trips; students write brief reports after returning from them about the scientific
aspects they observed.
7- The teacher must always use the blackboard during teaching to write terminology and important scientific names
and for drawing, labeling, sketching, and the like.
To be continued please
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Continued / 3
(8) The teacher is requested to try as much as possible to provide examples to bring the subject matter closer to
the students' minds and to provide local examples in particular.
9- At the beginning of the school year, the course syllabus is divided by the number of teaching hours throughout
the entire year, and necessary teaching materials and visual aids are prepared in advance.
10) The teacher must request the allocation of a special notebook for each subject in which they record the information they obtain
from the experiments they perform in front of them in every lesson, and provided that each student draws in his notebook
the apparatus and writes beside it the title of the experiment and the required results or the scientific rules extracted from it.
These experiment notebooks will be recorded for the benefit of the inspection, and through them the teacher will be held accountable for the number
and quality of the experiments they perform in the presence of students inside or outside the classroom.
11- The teacher is advised to avoid exhausting students with excessive details and deviating from what the curriculum
and its syllabus require in each subject.
12- The teacher is advised to take special care in training students, especially in the first and second intermediate
classes, on expressing themselves in a simplified scientific manner with simple language and clear
expressions.
File 1 / 10
Page 74
Republic of Iraq
Directorate of Education for Baghdad Governorate / Rusafa
Sports and Scouting Activity
Number - 29992
Date 25 / 9 / 1961
357
10/1
To - All School Administrations
Subject / School Activity Instructions
We are sending you herewith a copy of the school activity instructions, requesting you to review them
and act upon them with full accuracy starting from the current academic year 1961 / 1962. These
instructions include three chapters.
Chapter One - Instructions for forming school activity committees
Chapter Two - Instructions for the school activity donation committee
Chapter Three - Instructions regarding school trips and tours
Mr. Ahmed
For review ⟦and coordination⟧
Regarding the results, especially Article (5) thereof
⟦Signature⟧
10/8 / ⟦1961⟧
With the assistance of forming student committees, ⟦physical⟧ activity committees, social committee, trips committee
Abdul Khaliq Jalil Ibrahim
Director of Education for Baghdad Governorate / Rusafa
Copy to -
General Inspectorate of Education
Directorate of General Education / Secondary
Directorate of General Education / Primary
Directorate of General Administration / Loans
Directorate of General Physical Education / Your letter No. 61271 dated 16 / 9 / 1961
Directorate of Student and Scouting Activity
Accounts Department of this Directorate
Supervisor of Physical Education Affairs, three copies
Administration of school ⟦line⟧
File 18
Page 75
- 2 -
School Activity
Great social responsibilities fall upon the school, as its field, especially in the intermediate and preparatory
stages of study, includes the period of adolescence in which the boy's personality tends toward deviation unless it is controlled and directed
with sound and effective guidance. In order for the school to perform its social function to the fullest extent, it must
engage the student outside the classroom and inside it. At this stage, associations and committees emerge in their various
forms to exploit the surplus time available to the student outside the classroom. Accordingly, it is necessary to
provide multi-form and multi-colored activities that the student approaches with desire, and in which he expresses his various tendencies, inclinations, and desires.
Experiments in these fields have proven that the student at this stage needs supervision
and guidance in an indirect way to guarantee him the practice of self-governance, the refinement of his personality, and the creation of a good citizen out of him.
The supervisor must be understanding of the members of the group with whom he works to be able to direct the types of
activity that suit the students in different stages.
Our young Republic is passing through the most important stage of construction, and it is in need of a conscious, aware, dedicated,
and harmonious generation that aims to serve the collective. No doubt that school students represent an important aspect of society,
furthermore, they are the excellent elite who will take the reins of affairs and bear the consequences of construction and development. All of that
calls us to emphasize school activity which aims to prepare students for life so they may be
capable of serving society truly. Based on that, it has been decided to organize the affairs of school activity,
its committees, and its duties according to the instructions listed below.
Chapter One
Instructions for Forming School Activity Committees
Article - 1 -
A higher committee for school activity shall be formed in the Ministry's Diwan, its mission being to generalize and disseminate school activity of
all types among male and female students and to raise its level. It consists of:
1- a) Director of General Education
b) General Director of Physical Education
c) Director of Secondary Education
d) Director of Primary Education
e) Director of Fine Arts
The Director of Student Activity shall act as the committee's secretariat.
Article - 2 -
In Districts, Provinces, and Cities
A central committee for school activity shall be formed in each province consisting of:
1) The Director of Education of the Province as Chairman
2) Representative of the Local Administration
3) The Sports Supervisor
4) The Scout Supervisor
5) The Artistic Activity Supervisor
6) Inspector of Physical Education
7) One of the primary school inspectors
8) One of the female inspectors
9) Representative of the Illustration Aids Center - if available -
Please follow
Fadhil 18