AI en Translation, Pages 26-50
Page 26
Jewish Daily Post
27 March 935
Anti-Semites in Iraq
"A benefit for us Germans"
(From our correspondent)
The newspaper "Bayerische Zeitung" published an article signed by Dr. H. J. Huber, who is a German
teacher in Baghdad, in which he says that although the Germans are not numerous there, their influence is
significant and is still increasing.
There is a strong love for the New Germany in Iraq, according to the writer, and the reason for this
feeling is primarily due to the severe measures taken by Germany against the Jews. For
Iraq also has a Jewish problem. Because they constitute a quarter of the population and have the upper hand in trade,
these and other reasons, some religious and some political, have caused strong tension in relations between Arabs
and Jews.
This discord is undoubtedly beneficial to us Germans, and it also makes it easier for me on the other hand
since it is not easy for the Jews here to carry out propaganda against Germany.
The remarkable admission in the last phrase implies that the teaching of this German
teacher in Baghdad is nothing but indoctrinating the Arabs with the wisdom of Julius Streicher!
Page 27
Jewish Daily Post
27 March 1935
Anti-Semites in Iraq
"A benefit for us Germans"
(From our intelligence)
The newspaper "Bayerische Zeitung" published an article signed by Dr. H. G. Huber, who is a German teacher
in Baghdad, in which he says that although the Germans are not numerous there, their influence is
significant and is still increasing.
There is a strong love for the New Germany in Iraq, according to the writer, and the reason for this
feeling is primarily due to the severe measures taken by Germany against the Jews. For
Iraq also has a Jewish problem. Because they constitute a quarter of the population and have the upper hand in trade,
these and other reasons, some religious and some political, have caused strong tension in relations between the Arabs
and the Jews.
This discord is undoubtedly beneficial to us Germans, and it also facilitates my work from another perspective
since it is not easy for the Jews here to carry out propaganda against Germany.
The recognition that draws attention in the last phrase implies that the teaching of this German teacher
in Baghdad is essentially indoctrinating the Arabs with the wisdom of Julius Streicher.
Page 28
2826
28 March 935
Baghdad Education Directorate
Reference to your letter No. 64/3 S/20 dated 21 / 2 / 935
Our council had formed a disciplinary committee to investigate the case, consisting of the gentlemen Ibrahim Hayyim
Effendi, Salim Nassim, Deputy of Baghdad, the merchant Ezra Effendi Al-Ani, member of the Chamber of Commerce, and the lawyer Abboudi
Effendi Setty, member of the Municipal Council, and we have received from them the report, a copy of which you will find attached.
Our council, based on the reasons stated in the report and based on the fact that the dismissal of ⟦employees⟧ and taking
any disciplinary measure against them is exclusively within its functions according to the law, has decided in its session held
on 24 / 3 / 935 to reinstate the teacher Nassim Effendi Ezra to his position in the Shamash School. And it
is necessary to note here that the General Directorate of Education, which ordered his dismissal from the school, did not give him
sufficient opportunity - at first - to defend himself and state what evidence and
arguments he might have to refute the charge against him and then to show his innocence, even though the rule stating the necessity
of giving the accused ample opportunity to defend himself before judging him as a criminal has today become accepted
to a degree that needs no proof. The Baghdad Penal Code requires, in addition to giving the accused
ample opportunity to defend himself, bringing him in person for trial and conducting his trial in his presence,
just as the State Employees Discipline Law does not support the dismissal of an employee for committing a crime without
giving him ample opportunity to defend himself.
We did not find from the scrutiny of the case any written or personal evidence, i.e., witness testimonies, regarding
specific actions and words issued by the mentioned teacher, and we did not find that he is known for bad conduct and behavior, nor
was it known among the people that he persisted in committing undesirable matters for the Directorate of Education to take
from all that strong evidence having the status of conclusive presumption supporting the charge against him, ⟦so it does not⟧ see any
practical benefit from giving the employee the opportunity to defend himself, which would justify this irregular method followed
against him.
However, the mere attainment of complete conviction by the inspector of the teacher's betrayal is not sufficient in the view of the Council
for the General Directorate of Education to also attain complete belief in the man's betrayal and bad faith, because indoctrination
and inciting sedition and corruption were not hidden or internal matters and can, rather should, be proven by evidence
Page 29
- 2 -
and acceptable proofs.
The summary of the case is that the Inspector of Education had received unsatisfactory answers from a tiny
minority of students in one of the classes, so he attributed the existence of a poisoned spirit to all of them and held the teacher
who teaches the subject that is closest - according to his claim - to the subject of the answers in question than others
responsible for this spirit whose existence he imagined.
If the Inspector of Education received some unsatisfactory answers from a tiny minority of students in
one of the classes, why does he attribute that to one of its teachers as a judgment without restriction or conditions, and what is the reason
for attaching this stigma to the school itself? Why did the inspector not do the opposite and attribute the opinions of the
overwhelming majority of students to the instruction of the aforementioned teacher? Why do we not imagine that the fathers or guardians of these
young students, who have not yet exceeded the first decade, are the ones responsible for the ideas
they have in a town like this, where everyone talks about public issues and political matters are almost
the subject of conversation in most cafes, entertainment venues, and gatherings? Is it unlikely that we see some
young people talking about these matters without knowing their reality or understanding their purpose?
The Community Council in this case, besides bearing a great moral and ethical responsibility
when dismissing the teacher under these circumstances, is obliged - in its capacity as responsible for the administrations of the institutions of the
other community schools which contain a great number of employees - to pay attention to another aspect that has its importance
in this subject.
The most important thing an employee requires - and this expression includes all teachers and employees of the community - is remaining
in his position and stability in it as long as it is available and he is ready to work, as long as he does not commit what necessitates depriving him of it.
The dismissal of the aforementioned teacher in this manner and for these reasons instills doubt in the hearts of all employees of
the community's schools and institutions, destroys their hopes, and frustrates their activity in a way that brings severe damage to
the administration and affects the progress of the schools and their level.
⟦illegible signature⟧
The President
A copy of it for information
To the Directorate of General Education
Page 30
2851
27 Dhu al-Hijjah 1353
1 April 1935
His Excellency the Director General of Education, the Respected
We have received a copy of the letter from the Extraordinary Baghdad Education Directorate dated 23 Dhu al-Hijjah 1353
and 28 March 1935
This council has decided, after thorough scrutiny fulfilling all legal and logical conditions, to reinstate
the teacher Naeem Effendi immediately to his post, as there is no justification for handling his case in any other way. This
decision must be implemented unless there are reasons to reopen the investigation anew that we have not been informed of until now.
Due to the impossibility of delaying the said employee's attendance for a long period, we have suspended the implementation of the council's decision
extraordinarily for one week from this date, so that the Baghdad Education Directorate can provide new reasons
for scrutiny if there are any such matters.
We wish to inform Your Excellency that the principals of the schools affiliated with the administration of the Jewish Community
have the right of general administration and supervision within their schools only, and they are employees of the community and do not have
authority regarding the schools' budget or their employees. Correspondence with principals in such matters
results in nothing but confusion; therefore, we suggest limiting correspondence on the aforementioned subjects to this council or
the leadership of the community.
Committee
⟦illegible signature⟧
The President
Page 31
Yiddish Post newspaper on March 15, 1935, page 10
Since the beginning of last autumn, when I was invited as a teacher of the German language in Baghdad, many
contradictory perceptions of this country gathered in my imagination. We all knew it from the stories of "One Thousand and One Nights," and perhaps we know
something about it from the Baghdad Railway issue and from German-Turkish relations before and after the outbreak of
the war in this country. Our knowledge stops at this point, and few of us know that Baghdad is
the capital of an independent state.
The truth is that Iraq was released from the British Mandate since the year 1931, even if the British
had secured their own interests and obtained some special privileges.
We all know this land of the two rivers called Mesopotamia, and perhaps we have
imaginary illusions about its delightful scenery and its buildings that stretch between the Tigris and Euphrates rivers. And we forget
that between Damascus and the Euphrates stretches an arid sandy desert, even if it is crossed by large cars in a period of 26
hours, and that the lands between the two rivers were barren and desolate, but today they have begun to regain their fertility little
by little through modern irrigation methods.
Baghdad has not retained its past beauty, and nothing worth mentioning remains of those great historical buildings.
There is nothing in this old town except one long, narrow street surrounded on both sides by two-story commercial
shops with their humble houses and numerous open-air cafes stretching along both sides of the river from the north of the town
to its south. There are three mosques decorated with mosaics adorning this single large street in Baghdad, whose
population is nearly three-quarters of a million. In general, this street, with its beauty, is a disproportionate palace
of Eastern and Western taste.
This street widens in its southern and northern sections, where it becomes surrounded on both sides
by modern houses inhabited mostly by the English and political representatives of foreign countries. Here, on
the banks of the river and outside the town, beautiful palm forests have been planted, and you find a sight that catches the eye when
you stand on the Maude Bridge and overlook the river and the town.
The two banks of the town are connected by two narrow, low bridges that open when boats pass, and during the river's flood
season, they are of little use.
Baghdad, the young capital of a state on the path to independence, has progressed much in the last
three years. As for the interior of the town, it has remained preserving its clear Eastern appearance, especially when
villagers and Bedouins roam in the center of the town and the markets. Here, and in the cafes, the life of the common people is displayed, which attracts
the gaze of strangers, as you see them wearing their strange national dress, while their women rarely leave their homes and are
veiled, except for European and Christian women. In the cafes, where the sounds of
Eastern music emitted from the gramophone constantly ring, you find no one but men.
Among the civilized Iraqis, you find those who wear the national dress, and European dress has spread in
recent years along with the "Fascist" hat, which is either black or lead-colored. It resembles the hat
1585
6561 P.O. Box 76
5621 N in 1
The Honorable Haham Bashi
6561 P.O. Box 76, and the following is the phrase in the Hebrew language written in the aforementioned book
5621 N in 1
We, the undersigned, hereby declare that we have donated the sum of ten dinars on the occasion of the marriage of the young man
Ezra bin Saleh Sassoon to Miss Regina bint Sassoon Saleh, in memory of the soul of the late
Isaac bin Saleh Sassoon, who passed away in Baghdad last year, and we have requested that this amount be sent
via the Israelite Community in Baghdad to the Jewish National Fund in Jerusalem for the purpose of purchasing land
in the name of the aforementioned deceased and registering his name in the Golden Book of the aforementioned fund, and we request
the Israelite Community in Baghdad to send us a receipt for this amount.
We, the undersigned, confirm the correctness of the above, that the names mentioned above are real names
and that we have signed this document before the Haham Bashi in Baghdad, and the aforementioned amount has been paid
via the Israelite Community in Baghdad to the Jewish National Fund in Jerusalem for the purpose of purchasing land
in the name of the aforementioned deceased and registering his name in the Golden Book of the aforementioned fund, and there is
no legal impediment preventing us from donating this amount.
Signatures
⟦illegible⟧
⟦illegible⟧
Together
Page 32
which our youth wear, but here everyone wears it, including middle-aged men and boys, without exception, while the Turkish fez
is beginning to decline and disappear.
Among the wealthy Iraqis and those in power, you find those who have married women from neighboring countries such as Syria
(whose women are more liberated, and Syrians occupy most of the higher teaching positions) or from European women (especially
Austrians, French, and Swiss). We find some of them, unfortunately, imitating Europeans in their manners and preferring
to speak in English or French.
In the social life of the town, the English are emulated, whose number is between 300 and 500, and they alone
have an ambassador. Moreover, the English constitute almost half of the professors and lecturers in the Medical College,
and to them goes the credit for establishing most of the educational systems, but the Arab national circles always strive for liberation
from the mandate and influence of the English.
As for the German community, whose members live gathered around the legation, it contains approximately fifty
people, and this number includes a number of Austrians and Jews. In terms of numbers, it is the
second self-standing foreign community. Before the war, when there was a German school in Baghdad, the number of Germans
was much higher.
As for artistic life, such as music concerts, acting, and meetings, it is non-existent. As for the foreign
Germans, they have their own private meetings and banquets.
And here he means the German legation headed by Dr. Grobba, the head of the National Socialist bloc.
Among the Germans, we find the point of reliance for this bloc in Dr. Jordan, the specialist in ancient archaeology,
who now manages the Iraqi Museum, and he seeks to establish a social life among the members of the community. And in every
month, approximately, an evening party is held for winter relief, in which every German is required to provide financial or technical assistance for this
purpose. Although the number of Germans is small in this country, their influence is great and is constantly increasing thanks to
the efforts made by the German Minister Plenipotentiary, who is very well-liked by everyone. In this country, you find
the New Germany receives special sympathy, and among the motives for this sympathy is that its total persecution of the Jews was seen
today as a lesson. In Iraq, there is also a Jewish problem, and although it is not as intense as it is in Palestine, the
Jews constitute a third of the population in Baghdad, and they play the main role in trade and the stock exchange. These
and other reasons, some religious and some political, have led to the severe tension existing between the Arab national circles
and the Jews. This aversion between the two parties is to our benefit as Germans and also undoubtedly facilitates my work
here, as it is not easy for the Jews here to spread propaganda against the Germans.
I teach in the aforementioned secondary school, which is somewhat equivalent to German secondary education, and the lady
who preceded me in this field started last year with a class consisting of seven students, including four Muslims,
two Jews, and one Christian. I am continuing my work in this class, and I have also started a new class
for German studies consisting of fourteen students, but since freedom has been given to the students to choose
between French and German, and since the French language has been taught here for a long time and the Jewish students
incline without exception to French, you find the demand for the German language is low. My wife teaches
Page 33
3
Four hours a week of German language in the girls' school, and this class contains twenty good students,
among them seven Jewish girls.
As a facilitating method for teaching, I made use of the English language, which all the students know. A successful
school, but at the first available opportunity I will strive to translate simple phrases into the German language. As for the
advanced class, I speak nothing but German, and from time to time we sing a German folk song, and this is something that
brings joy to the hearts of the students, even though as Easterners they have absolutely no ear or feeling for Western music.
It has required a great effort to train them on the simplest melodies, and there is no piano in my school, therefore
the students cannot understand the tunes perfectly on the harmonica. The students in the secondary school
range in age between seventeen and twenty years, but in intellectual matters they are much less stable than the German
youth who are of the same age. Add to that, they are not accustomed to discipline, and in general,
the German language is not easy for them, but most of them study it with great desire and longing, and they always urge me
to tell them something about Hitler and the modern German Reich, and they constantly declare that they are in need
of a great man like Hitler to lead their country, and they wish that this leader were given the opportunity to visit their country to see
with his own eyes the great reception that would be held for his person.
In addition to that, I teach two hours a week of German language at the English aviation school
in Hinaidi, which is eight kilometers away from Baghdad, and I also give some private lessons, for example
three lessons a week to the doctors of the Royal Hospital in Baghdad, and one lesson to the Director General of Education
and to some teachers and employees of the Ministry of Education. These last lessons open the field for me to
speak to my students about the renaissance, art, and the economic situation in Germany, as well as about new views in
education. Unfortunately, we do not have research on this subject in a simple language that can be used for this
purpose, so I am forced to translate some pieces from simple German into Arabic myself—small
pieces—and I use for this purpose publications that aim at national political education, such as the works of
Krieck. Here too, I have succeeded brilliantly by using German national songs, which always bring
joy and activity to the lesson.
This work of mine forces me daily to ride horse-drawn carriages, which are the primary means
of transportation in the town. I give private lessons in my home as well, and my relations with the Director
General of Education and the Director of the Hospital facilitate my mixing and acquaintance with Iraqis of various classes,
and this brings me the intended benefit from my work.
Baghdad is one of the hottest cities in the world during the summer season, but now the weather is very cold, but we prefer it
to the scorching heat of summer. All of this we bear with great joy out of love for the national service we perform
here. We endure living in this foreign Eastern town so that we can serve our homeland.
Page 34
2292
25 June 1935
⟦illegible signature⟧
To His Excellency the Honorable Minister of Interior
Greetings and respect,
Further to my letter to Your Excellency No. 3185 dated 12 April 1935,
I enclose herewith a copy of the German newspaper in which the article I referred to was published.
It is the newspaper "Vossische Zeitung" dated 5 March 1935 (the article appeared on page
ten of it). I also provide an accurate literal translation of the entire article.
The original that I have now reviewed does not contradict anything from the translation I provided
previously; rather, it appears from the article as a whole that the man is seeking here to carry out a mission he did not fully define in
his statements, but he refers to it more than once. This mission cannot be something that is consistent with complete neutrality
and the sincerity required of a foreigner here, especially if he has an important role in teaching the youth.
Furthermore, anyone familiar with the programs designed by the German government, for which it has established
special departments and budgets to spread anti-Semitism in all parts of the world, must strongly suspect
the existence of a link between the work referred to by the teacher in the paragraph regarding the alleged discord within
his article and the hidden activities carried out by the aforementioned departments in all parts of the world, and Iraq
must have its ample share of them, considering it is the center of the Arab countries today. In any case, the mentioned
phrase cannot be interpreted as anything other than the mission being political, and this cannot be consistent with the teaching mission.
It is also astonishing what the teacher refers to regarding the political dialogues
between him and the students about Hitler and Iraq's need for someone like him, and the modern German nationalist anthems
that he teaches them—those anthems of which hardly one is free from insulting the Jews. It pains me
greatly that all of this has been taking place for some time in full view and hearing of the competent authorities. I
cannot help but compare this laxity with the extreme firmness and severity exercised by the competent
school authorities regarding the Israelite schools.
I wish to assure Your Excellency that my interest in this matter does not stem from observing
the interest of my community only, or observing this interest in the first degree. I observe two matters that I consider
fundamental in this regard among the public interests:
The first is that if foreigners are granted an astonishing majority of leniency regarding the sanctity of Eastern countries,
then I think it is appropriate not to overlook a single one for them so they understand that these countries have a sanctity that must
be preserved, and that there is an aspect of their affairs that must not be touched. Let the foreigner who comes here know
Page 35
No reply
5621 on 8 April 56
Summary of the minutes of the preparation of the Jewish community body in Baghdad
The Fourth Minutes
5621 April 6 in 1941 May 8 at five-thirty in the afternoon at the Community House
Charitable and Social Affairs building for the committee chaired by His Eminence Rabbi Sassoon Khedhouri, Acting President of the Community
And in the presence of the members of the Spiritual Council and the elected members of the General Assembly, the Central Committee, and the Administrative Committee
And the Financial Committee, the Cultural Committee, the Health Committee, the Social Committee, and the Legal Committee
The session began with a speech delivered by the President in which he thanked the members for responding to the invitation and pointed out that the meeting
Aims to study the current situation and understand the difficult circumstances surrounding the community and what must be done to avoid damages
And to alleviate the suffering and pressures faced by the members of the community in Baghdad and in other provinces, especially in the northern regions
Then the reports submitted by the specialized committees regarding the current conditions were read, and the President explained that these reports include precise details about
The harassment faced by members of the community in their livelihoods, their movements, and in practicing their religious rituals
The Council reviewed what happened in recent days of attacks on some commercial shops and houses belonging to Jews in Baghdad
By some stray and inciting elements trying to sow discord among the people of one nation and stir up sectarian and denominational strife
In the country, and the Council emphasized that the Jewish community in Iraq was and still is an integral part of the fabric of this homeland and that its members
Are loyal to their country and do not accept any other as a homeland, and they reject all attempts aimed at questioning their patriotism or undermining their dignity
After an extensive discussion, the Council unanimously decided to issue an appeal to the Iraqi government and to the responsible authorities to demand they perform their duty
In protecting Jewish citizens and ensuring their safety and property, preventing any attack on them, and holding the negligent and the instigators accountable according to the law
The Council also decided to form an emergency committee to follow up on the affairs of the needy and those affected among the community members and provide them with the necessary assistance
And to task the members of the Financial Committee with collecting the necessary donations for this purpose and distributing them to those who deserve them as quickly as possible
It was also agreed on the necessity of communicating with national and social figures in the country to explain the community's point of view and clarify its position
Regarding current events and emphasizing its desire to live in peace and harmony with all components of the Iraqi people as has always been its custom
At the conclusion of the session, the President expressed his hope that the community would overcome this ordeal thanks to the solidarity of its members and the wisdom of
Its leadership and the cooperation of the loyal people of this dear homeland, and that security and stability would prevail throughout all parts of the country
The attending members signed these minutes as an expression of their approval of the decisions and recommendations contained therein
Provided that the session remains open to follow up on developments and take the necessary measures at the time
The minutes ended at eight-thirty in the evening
Page 36
The matter of compulsory education is not something overlooked in our country, and it has been and remains a focus of interest for officials, out of their belief that
spreading knowledge among the classes of the people is the only way for its advancement and its salvation from ignorance and social and political diseases.
⟦...⟧ and the Ministry of Education has developed a project for this purpose.
But it is regrettable that this project has not been put into implementation for financial and technical reasons, foremost among them being that current school buildings
are not sufficient to accommodate a quarter of the children who are of school age, and that the costs of compulsory education are very high, which
the current education budget cannot bear, in addition to the urgent need to prepare male and female teachers.
The community has exerted great efforts to upgrade and expand its schools to accommodate the largest possible number of its sons and daughters, and
the number of its male and female students has reached
Signature
The Israeli Schools Committee in Baghdad
Page 37
Jewish Daily Post
27 March 1935
Anti-Semitism in Iraq
"A benefit for us Germans"
(From our correspondence)
The newspaper "Jenaische Zeitung" published an article signed by Dr. H. J. Huber, who is a German teacher
in Baghdad, in which he says: "Although the Germans are not numerous there, their influence is
significant and is still increasing."
According to the writer, there is a strong love for the New Germany in Iraq, and the reason for this
feeling is primarily due to the severe measures taken by Germany against the Jews. For
Iraq also has a Jewish problem, because they constitute a quarter of the population and have the upper hand in trade.
These and other reasons, some religious and some political, have caused strong tension in relations between the Arabs
and the Jews.
This discord is undoubtedly beneficial to us Germans, and it also facilitates my work from another perspective,
since it is not easy for the Jews here to carry out propaganda against Germany.
The noteworthy admission in the last phrase implies that the teaching of this German teacher
in Baghdad is nothing but indoctrinating the Arabs with the wisdom of Julius Streicher;
Page 38
Bayerische Zeitung newspaper on March 15, 1935, page 10
Since the beginning of last autumn, when I went as a teacher of the German language in Baghdad, many
varying perceptions of this country gathered in my imagination. We all knew it from the stories of "One Thousand and One Nights," and perhaps we know
something about it from the issue of the Baghdad Railway and from German-Turkish relations before and after the outbreak of
the war in this country. Our knowledge stops at this point, and few of us know that Baghdad is
the capital of an independent state.
The truth is that Iraq broke away from the British Mandate since the year 1931, even if the British
have maintained their interests with special guarantees and obtained some private privileges.
We all know this land of tales called Mesopotamia, and imaginary illusions come to our minds
about its delightful scenery and its buildings that stretch between the Tigris and Euphrates rivers. And we forget
that between the Tigris and Euphrates stretches a barren sandy desert, even if it is crossed today by huge cars in a period of 26
hours, and that the lands between the two rivers were barren and desolate, but today they have begun to regain their fertility little
by little through modern irrigation methods.
Baghdad has not retained its past beauty, and nothing worth mentioning remains of those great historical buildings.
There is nothing in this old town except for one long, narrow street surrounded on both sides by two-story commercial
shops with their humble houses and numerous open-air cafes stretching along both sides of the river from the north of the town
to its south. There are three mosques decorated with mosaics that adorn this single large street in Baghdad, whose
population is nearly three-quarters of a million. In general, this street makes you feel a disproportionate mixture
of Eastern and Western taste.
This street widens in its southern and northern sections, where it becomes surrounded on both sides
by modern houses inhabited mostly by the English and political representatives of foreign countries. Here on
the banks of the river and outside the town, beautiful palm forests have been planted, and you find a striking view when
you stand on the Maude Bridge and look out over the river and the town.
The two banks of the town are connected by two narrow, low bridges that open when boats pass, and during the river's flood
season, they are of little use.
Baghdad, the young capital of a state on the path to independence, has progressed much in the last
three years. As for the interior of the town, it has remained preserving its clear Eastern appearance, especially when
villagers and Bedouins roam in the center of the town and the markets. Here and in the cafes, the life of the common people is displayed, which attracts
the attention of Westerners as you see them wearing their strange national dress, while their women rarely leave their homes and are
veiled, except for European and Christian women. In the cafes, where the sounds of loud Eastern
music emitted from the gramophone constantly ring, you find no one but men.
Among the civilized Iraqis, you find those who wear the national dress, and European dress has spread in
recent years along with the "Fascist" hat, which is either black or lead-colored. It resembles the hat
Page 39
which our young men wear, but here everyone wears it, from middle-aged men to children, without exception, while the Turkish tarboosh
is beginning to decline and disappear.
We find among the wealthy Iraqis and those in power some who have married women from neighboring countries such as Syria
(whose women are more liberated, and Syrians occupy most of the higher teaching positions) or from European women (especially
especially Americans, Swiss, and French). We find some of them, unfortunately, imitating Europeans in their manners and preferring
to speak in English or French.
In the social life of the town, it is influenced by the English, whose number is between 300 and 500, and they alone
have an ambassador. Moreover, the English constitute nearly half of the professors and lecturers in the Medical College,
and to them goes the credit for establishing most of the educational systems, but the Arab national circles always strive for liberation
from the guardianship and influence of the English.
As for the German community, whose members live gathered around the legation, ⟦their number⟧ is approximately fifty
persons, and this number includes a number of Austrians and Jews. In terms of size, it is the
second self-standing foreign community. Before the war, when there was a German school in Baghdad, the number of Germans
was much higher.
As for artistic life, such as music concerts, acting, and meetings, it is non-existent. As for the foreign
Germans, they have their own meetings and loyalties.
And here, under the era of the German legation headed by Dr. Grobba at the head of the National Socialist bloc
of Germans, we find the point of reliance for this bloc in Dr. Jordan, the specialist in ancient archaeology,
who now manages the Iraqi Museum and seeks to establish a social life among the members of the community. And in every
month, approximately, an evening party is held for winter relief, in which every German is required to provide financial or monetary assistance for this
purpose. Although the number of Germans is small in this country, their influence is great and is in constant increase thanks to
the efforts exerted by the German Minister Plenipotentiary, who is very well-liked by everyone. In this country, you find
the New Germany receives special sympathy, and among the motives for this sympathy is that its general persecution of the Jews was felt
recently. In Iraq, there is also a Jewish problem, and although it is not as intense as it is in Palestine, the
Jews constitute a third of the population in Baghdad, and they play the main role in trade and the stock exchange. These
and other reasons, some religious and some political, have led to the severe tension existing between the Arab national circles
and the Jews. This aversion between the two parties is to our benefit as Germans and undoubtedly facilitates my work
here, as it is not easy for the Jews here to spread propaganda against the Germans.
I teach at the aforementioned secondary school, which is equivalent in system to the German secondary school, and the lady
who preceded me in this field started last year with a class consisting of seven students, including four Muslims,
a Jew, and one Russian. I am continuing my work in this class, and I have also started a new class
for German studies consisting of fourteen students, but since freedom has been given to the students to choose
between French and German, and since the French language has been taught here for a long time and the Jewish students
incline without exception toward French, you find the demand for the German language is low. My wife teaches
Page 40
3
Four hours a week of German language at the girls' school, and this class contains twenty female students,
among whom are seven Jewish girls.
As a facilitating means for teaching, I utilized the English language, which the students know as a second school
language, but at the first available opportunity, I will strive to translate simple phrases into German. As for the
advanced class, I speak nothing but German, and from time to time we sing a German folk song, which
brings joy to the hearts of the students, even though as Easterners they have absolutely no ear or feeling for Western music.
It required a great effort to train them on the simplest melodies, and there is no piano in my school, therefore
the students cannot understand the tones perfectly on the piano. Among them, the students in the secondary school
range in age between seventeen and twenty, but in intellectual matters they are much less mature than German
youth of the same age. Add to that, they are not accustomed to discipline, and in general, the
German language is not easy for them, but most of them study it with desire and longing. ⟦...⟧ they always
insist that I tell them something about Hitler and the modern German Reich, and they constantly declare that they need
a great, sincere man like Hitler to lead their country, and they wish that this leader were given the chance to visit their country to see
with his own eyes the great reception that would be held for his person.
Furthermore, I teach two hours a week of German language at the English aviation school
in Hinaidi, which is eight kilometers away from Baghdad, and I also give some private lessons, for example
three lessons a week to the doctors of the Royal Hospital in Baghdad, and one lesson to the Director General of Education
and to some teachers and employees of the Ministry of Education. These latter lessons provide me with the opportunity to
speak to my students about culture, art, and the economic situation in Germany, as well as about new ideas in
education. Unfortunately, we do not have research on this subject in a simple language that can be used for this
purpose, so I am forced to translate some pieces from simple German or to compose small pieces myself,
and for this purpose I use publications aimed at national political education, such as the works of
Krieck. Here too, I have succeeded brilliantly by using German national songs, which always bring
joy and activity to the lesson.
This forces me daily to ride horse-drawn carriages, which are the primary
means of transportation in the town. I also give private lessons in my home, and my relations with the
Director General of Education and the Director of the Hospital facilitate my mixing and acquaintance with Iraqis of various classes,
and this brings me the intended benefit from my work.
Baghdad is one of the hottest cities in the world during the summer season, but now the weather is very cold, yet we prefer it
to the subsequent summer heat. All of this we endure with great pleasure out of love for the national service we perform
here. We endure hardships in this foreign Eastern town so that we may be able to serve our homeland.
Page 41
2209
May 14, 1935
To
Directorate of General Education
Reference to your letter No. 4718 dated May 2, 1935
You attribute to this Council a lack of spirit toward public interests regarding the subject
under discussion. The Council knows of itself - as the government as a whole knows about the Council and about
the community it represents - that they are committed to observing public interests in a spirit of patriotism and unity. Accordingly,
our Council confirms that the regret expressed by your respected department in this regard is misplaced.
As for your objection regarding not taking the inspector's statement, this Council had requested in its letter dated
February 19, 1935, to the Baghdad Education Directorate to provide it with all the reasons for the teacher's accusation. It replied
with its letter dated 2/21/1935, which included the substance of the inspector's report. After sending the committee's decision
to you, we also asked whether there were other reasons requiring a reconsideration of the matter; so if
the inspector had reasons that were not mentioned in the Education Directorate's letter, they could have been stated or the inspector could have been sent
to state them. Out of our desire to ⟦settle⟧ ⟦this matter⟧ and despite our conviction of the teacher's innocence, we have transferred him to another school, and if we had
the slightest doubt about his innocence, we would not have refrained from dismissing him entirely.
As for your directorate absolutely not allowing the teacher's return to Shamash School, our Council does not wish
to delve into a discussion of this matter now.
Hand
⟦illegible⟧
The President
7
himself before religion and feels that he is a spirit from the attributes of God emanated to live in this material world, therefore he does not differentiate between religions because he sees that
the essence of religions is one and their Lord is one.
From this point, we find that Baha'i does not differentiate between religions, but rather considers them sequential links of one divine message. Mosaicism
came for its limited time and place, then it was followed by Christianity, which expanded the circle and came with the highest meanings of love, tolerance, and altruism. Then came
after it Muhammadanism to refine the morals of humanity and save it from paganism, ignorance, and barbarism. Then came Babism to pave the way for the appearance of Baha'i.
From this, it becomes clear to us that Baha'i does not destroy a religion nor insult a prophet, but rather considers them messengers from God who came at different times and distant places.
The divine message is continuous and uninterrupted because God does not leave His servants without guidance and direction. Whenever the need arises to guide humanity,
God sends to it a messenger from His messengers carrying new teachings that agree with the spirit of the age and its developments. Therefore, we find that Baha'i is not bound by the outward forms of
religions, but rather looks at their core and their essence, which is faith in God and the love of man for his fellow man, regardless of his religion, color, or race.
The first duty of man is to know himself and know his Creator. Since God is not perceived by the senses, there had to be spiritual
intermediaries between God and His creation, and they are the prophets and messengers who are like clear mirrors that reflect the light of the sun. Just as we cannot
look at the sun directly, but we can see its image in the mirror, likewise we cannot perceive the essence of the Divine Self, but we
can know its attributes and actions through its prophets and messengers who are the divine manifestations in every age and time. Baha'i
considers itself and other religions like the seasons of the year; each season completes the other and each season has its advantages and characteristics, but they all lead to
one result, which is the growth and prosperity of life.
Baha'i does not differentiate between religions, but rather considers them all from one source, which is God, and the differences existing between them are only in secondary
matters and rituals that change with the change of time and place. As for the essence, it is one and does not change, which is faith in God and the love of man for his fellow man.
Baha'i calls for the unity of the human world and for the rejection of religious, racial, national, and political prejudices that divide humanity
and cause wars and destruction, and calls for the establishment of world peace and the formation of an international court to resolve disputes between countries by peaceful means.
Baha'i believes that science and religion are inseparable twins, and that religion which does not agree with science is superstition and ignorance, and that science which
is not guided by religion is a means for destruction and ruin. Therefore, we find that Baha'i encourages science and scientists and considers the search for truth a duty
for every human being, and that one should not imitate others in his beliefs, but rather search for the truth himself in order to reach correct faith based on knowledge
and certainty. Baha'i calls for equality between men and women in rights and duties, and for the education of women because she is the first educator
for future generations, and for the adoption of one universal language by which all people understand each other in addition to their mother tongue so that misunderstanding disappears
between peoples and nations and global unity is achieved.
Baha'i is a message of love, peace, and unity, and it calls for the rejection of hatred and enmity between humans and for cooperation and brotherhood
between all people regardless of their religions, races, and colors because they are all servants of God and His creation, and the earth is one homeland for all
humans, and man is not honored by loving his country, but by loving the entire human world. Baha'i does not interfere in political matters
nor belong to any political party, but rather calls for obedience to governments, commitment to laws, and working for the progress and prosperity of the country.
Baha'i calls for chastity, integrity, honesty, truthfulness, and loyalty, and staying away from everything that offends human dignity,
and calls for work and diligence, and considers the work performed by man in the spirit of service to be equivalent to worship of God Almighty.
Baha'i is the religion of the age, and it calls for renewal and reform in all fields so that man keeps pace with the developments of life.
Page 42
We have reviewed the statements of the Director General of Education submitted to His Excellency the Prime Minister in response to our letter numbered
and dated July 4, 935 regarding the Jewish schools.
We had presented to His Illustrious Excellency the President that the purpose of submitting our aforementioned letter was to remove the injustice
that the community feels exists as a result of the treatment by the education authorities of the schools under its management. It pains us
greatly to say that the tone of the response and the serious observations contained therein confirm this feeling and increase its
anxiety and disturbance. It began by investigating the causes of discontent and portraying them in a strange way intended to disparage
the men of the community and the nobility of their goals, while those reasons are clearly explained in the report. After this introduction, it portrayed
the Jewish schools as centers for foreign propaganda that do not serve the national interest at all. It is necessary that such
serious opinions be based on correct information and established facts, not on emotion and intuition, especially since they
were issued by a responsible ⟦employee⟧ man tasked with planting the seeds of unity in the youth and explaining brotherhood among its members.
We present below our observations on the points mentioned in the response, from which it appears that the aforementioned opinions
are nothing more than abstract statements not based on established facts and that they often do not comply with the laws
and regulations in force.
1) The Jewish schools pay special attention to the Arabic language and history and exert great efforts to raise
their level. The success rate in public examinations is the greatest evidence of the superiority of the Arabic language in some
Jewish schools over many official schools. As for the Al-Firdous School, it is a private school that
the community has no connection with; it is - or was - managed and taught in by a man of known tendencies and qualities, and if
there is responsibility, it falls on the Department of Education which authorized its opening and the continuation of teaching in it. The
Shamash School is directly linked to the community administration and was created as a result of financial sacrifices, the purpose of which was and still is to educate
the student according to the education curriculum and at the same time prepare him to join the ranks of commerce ⟦and business⟧ and related professions
and it is very keen on its progress and the quality of culture in it. We do not know how or from where it <del>drew</del> assumed
the alleged Zionist character. And if the Department of Education has serious information about the existence of persons spreading the Zionist
idea in it, why did it not inform the community of that, acting in the spirit of cooperation that it claims it expressed a desire
to carry out with the men of the community. The report described the Albert Sassoon School as French, and we do not know why or how
it deserved this description. This school was opened 75 years ago and was managed by the Alliance Israélite
Universelle, and this charitable association has a prescribed and known curriculum, and one of the simplest foundations upon which its educational curriculum
is based is instilling the national spirit in the countries in which it operates. Since its founding, a large group of men
from various classes have graduated from this school, and it is proud to count among its graduates and former teachers ⟦a number⟧
a large number of non-Jews, including prime ministers, ministers, directors general, and others. Despite the recentness of
Arabic teaching in it, it has provided Iraq with a large portion of men of literature and journalism, in addition to those who
served the country faithfully in public offices, liberal professions, commerce, and so on. Furthermore,
the management of the school was transferred to the community since the year 1921 and it was considered one of its public schools.
2) Teaching Curricula - The lack of changes in the teaching curricula during recent years does not necessarily
require the stability of the curricula, and on the other hand, it never occurred to us to favor keeping the curricula as they are at all. But
our view was that it is possible to involve non-officials when setting the foundations of teaching and education
Page 43
And we do not know why this is not permissible in a vital issue related to the future of the youth, while the laws have permitted the involvement
of non-employees in issues of less gravity and comprehensiveness. In this regard, we refer to Article 31 of the Ministry of
Education regulations, which permitted the invitation of additional members to the General Education Council from those who have previous services in
the matters presented to the Council. As for the presence or absence of specialists among the Jews, the community
has managed several schools for decades with brilliant results, and some of its men have thereby acquired
some experience and practice in local educational affairs that may be of importance if presented to the proponents
of modern theories in the arts of pedagogy and education.
3) Opening schools in some neighborhoods - The community does not wish to rely on a sectarian basis in opening
schools, but it has noticed that a large area of the capital is devoid of official schools, and this area
is confirmed by the education map itself. If the excuse for that is the presence of private schools in it, then
these schools must be assisted financially and morally, and the general plans followed in education must be modified to accommodate them.
It is no secret that there are in the capital ⟦ten⟧ ⟦schools⟧, only two of which are official, opened in
neighborhoods inhabited by Jewish residents, as a result of the follow-up and persistence of the community's men and their bearing of a portion
of their expenses. ⟦Perhaps they are⟧ (the official schools) in which the Director General of Education is looking for the presence of an Israeli majority
therein.
4) Financial aid - The expansion in opening official schools does not necessitate withholding aid from
private schools as long as the Ministry of Education has not opened enough official schools to meet the need; rather, it must increase
the amount of aid to private schools that perform the same service at a very low cost. The law for distributing
aid to private schools specified the bases that must be relied upon in granting subsidies, including the grade of
the school, the number of its classes, the level of teaching in it, the number of its teachers, its teaching curriculum, and its success rate
in general examinations, and the amount of its expenses and revenues. The matter of disposing of subsidies was not left to the whim
of the Ministry of Education based on imaginary theories that cannot be justified. In this regard, it is noted that the budget of
the Ministry of Education has doubled during recent years, while the allocations for private schools have decreased
or remained as they were, despite the noticeable expansion that occurred in their number and in the number of their students.
5) Examination system - The competence of teachers in the primary ⟦classes⟧ of Israeli schools
is not bad. If there is some weakness, it is in the early grades only. In any case, there is no relationship
between competence and the giving of grades, a matter which depends on the teacher's ethics and the degree of his appreciation for duty. The
non-application of the discipline law to the community's employees makes determining the punishment for negligent teachers
easier and perhaps more severe than if they were subject to the aforementioned law. As for the alleged anomaly in granting such
authority to private schools, it seems to us that it does not exceed the anomaly in granting official schools—whether
official or private—the right to add the results of private examinations to the results of general examinations.
6) The status of private schools in the Education Draft Law - We did not find in the response any reply to what was stated in our previous
studies ⟦regarding⟧ the management of schools by the Community Council directly and the taking of financial aid
from abroad. We see no reason for the nutrition in it regarding the appointment of foreign teachers, as we have previously stated that the appointment
of foreign teachers in the community's schools is done by the Community Council directly or with its consultation and approval.
We request a review of our previous notes and to give the Schools Committee an opportunity to express its opinion on the texts of the draft law.
Except for official schools
Regarding
Opinion of | As for the shortage of foreign teachers, it is not that I do not see that there is something in it
Page 44
3
which pertain to the schools under its management.
7) Missions - This paragraph, in addition to the fact that it does not comply with the Scientific Missions Regulation No. 34 of 1934,
contains vague observations and dangerous theories that may not be limited to scientific missions, and we do not see
it as our duty to respond to them because we believe that considering this is the responsibility of the government itself, which recorded
the following paragraph in its curriculum: (Awakening the spirit of brotherhood among the people and eliminating harmful sectarianism and actions
leading to the division of the nation's unity with all the means and power available to the state).
⟦illegible⟧
7 - College Admissions -- The Director General of Education suggests that the community schools do not <del>put</del> ⟦establish⟧ a
specific system, but rather produce foreign ⟦interest⟧ and other such illusory matters that we do not wish to return
to. At the same time, he says that those who pass the general examinations among the students of the ⟦mentioned⟧ schools
are large in number, so their success is in college admissions. . This is a serious admission that agrees with what was called
the special system of college admissions <del>for the year 1924</del>, nor that the method of <del>its application</del> ⟦its application⟧ ⟦shows⟧ ⟦that it⟧
does not enable students of private schools to benefit from the state's resources <del>as Article Three stipulated</del> ⟦according to⟧ ⟦the curriculum⟧
in the general examinations for the purpose of <del>obtaining</del> ⟦participating⟧ in college admissions depends on lessons in ⟦electronics⟧
and these can only be obtained in official schools, according to Article One of
the General Examinations Regulation <del>No.</del> ⟦Amendment to Regulation⟧ No. (14) of 1921 ⟦No.⟧
(21) of 1925
Page 45
The Director General of Education expressed in his report many important opinions and serious assertions regarding
the community's schools and its men, without these being based on established facts and correct information. He found it easy
to speak by investigating the causes of discontent and portraying them in a strange way intended to disparage the men of the community and the nobility of their goals, while
those reasons are explained in their report and supported by the national spirit clearly evident in the report.
We present below our observations on the paragraphs included in the aforementioned report:
1) Jewish schools pay special attention to the Arabic language and history and exert great efforts to raise their standards.
The success rate in general examinations is the greatest proof of the superiority of the Arabic language in some Jewish schools over
many official schools. As for the Al-Firdous school, it is a private school with which the community has no connection; it is managed - or was
managed - by a man of known tendencies and characteristics, and if there is responsibility, it falls upon the Department of
Education which authorized its opening and the continuation of teaching therein. The Shamash school is directly linked to the community administration and
was established as a result of great sacrifices. Its purpose was and still is to refine the student according to the Education curriculum and at the same
time prepare him to join the ranks of commerce. It is very keen on raising its standards and on the quality of culture within it, and we do not know how
and from where the alleged Zionist character was attributed to it. If the Department of Education had serious information about the presence of individuals
spreading Zionist ideas there, why did it not inform the community of that, acting in the spirit of cooperation that it claims it expressed
its desire to undertake with the men of the community. The report labeled the Eliezer Sassoon school as "French," and we do not know why or how
it deserved this label. This school was opened 75 years ago and was managed by the Jewish Alliance Association.
This charitable association has a prescribed and known curriculum, and among the foundations upon which its curriculum is based is refinement and
spreading the spirit of patriotism in the countries where it operates. A large group of men from various classes has graduated from this school since its founding,
and it is proud to count among its graduates and former teachers a large number of non-Jews,
including prime ministers, ministers, directors general, and others. Despite the recentness of Arabic instruction in it, it has
equipped Iraq with a generous portion of men of literature and journalism, in addition to those who served the country faithfully in public
offices, liberal professions, commerce, and otherwise. Furthermore, the management of the school was transferred to the community since the year
1921 and was considered one of its public schools.
2) Teaching Curricula - The lack of changes in teaching curricula during recent years does not necessarily necessitate
the stability of the curricula. On the other hand, it did not occur to us to freeze the curricula eternally, but we saw that it is possible to involve
non-officials when establishing the foundations of teaching and education. We do not know why this is not permissible in a vital issue related to the future of
the youth, while the laws allowed ⟦involving⟧ non-officials in issues of less gravity and scope. As for the presence or absence of
specialists among the Jews, the community has managed several schools for decades with brilliant results, and
some of its men have thereby acquired some expertise and experience in local educational affairs that might be of importance if
presented to proponents of modern theories in the arts of upbringing and education.
3) Opening schools in some neighborhoods - The community does not wish to rely on a sectarian basis for opening schools,
however, it noticed that a large area of the capital is devoid of official schools, and this area exists on
the Education map itself. If the excuse for that is the presence of private schools there, then these schools must be assisted
financially and morally, and the general plans followed in Education should be adjusted to accommodate them. It is no secret that there are in
the capital about 80 official schools, only two of which were opened in neighborhoods inhabited by Jewish residents.
Page 46
2
And that was as a result of the review and insistence of the men of the community and their bearing a portion of its expenses.
4) Financial Aid - The expansion in opening official schools does not necessitate refraining from assisting private
schools as long as the Ministry of Education has not opened sufficient official schools to meet the need; rather, it must increase the amount of aid
to private schools that perform the same service. The Director General of Education did not refute our views, but rather expressed a theory
strange in its nature, which is that Jewish schools do not serve the national culture sufficiently and that they have a foreign
tendency and other serious matters that do not go beyond mere talk, especially since the law has established
fixed foundations for granting aid, so they must be adhered to. This law was not based on a sectarian basis
but rather on the basis of the number of students, the curriculum, and the level of teaching.
5) Examination System - The competence of teachers in the primary classes of Jewish schools is not bad,
so if there is some weakness, it is in the early classes only, and regarding ⟦trust⟧ and competence in giving
grades, a matter which depends on the teacher's character and the degree of their appreciation for duty. The non-application of the discipline law
to the community's employees makes determining the punishment for negligent teachers easier and perhaps more severe than if they were subject
to the aforementioned law.
6 - The status of private schools in the Education Bill - We did not find in the response any reply to what was mentioned in our previous
observations, especially regarding the management of schools by the community council and receiving financial aid from
abroad, and we see no basis for differentiation in this regard between foreign teachers appointed by the education authorities
and those appointed by the community administration. We request a review of our previous notes and to give the school committee
an opportunity to express its opinion on the texts of the bill pertaining to the schools under its management.
7 - Missions ⟦contain⟧ this paragraph and the paragraph following it important studies and serious theories that may not be limited
to scientific missions, and we do not see it as our duty to respond to them as we believe that considering this belongs to the government
itself, which recorded the following paragraph in its program: -
(Awakening the spirit of brotherhood among the people and eliminating harmful prejudices and actions leading to the division of the nation's word
with all the means and power available to the state)
Page 48
2
And these are the official schools
And that is as a result of the review and insistence of the men of the sect and their bearing a portion of its expenses <del>and these are the official schools</del>
Which were discussed with the Ministry of Education as in the presence of a majority of a message to ⟦illegible⟧
4) Financial Aid - The expansion in opening official schools does not necessitate refraining from assisting private
schools as long as the Ministry of Education has not opened sufficient official schools to meet the need; rather, it must support the amount of aid
and its cost is very low. The conclusion of the paragraph on aid for private schools which was concerned with
for private schools that perform the same service. The Director of Education did not interfere in its views but rather refuted the theory
which Professor Guy wrote for giving grants, so he mentioned the number of classes, the level of teaching in them, the number of its thinkers, and its curricula
strange in its kind, which is that Israeli schools do not serve the national culture sufficiently and that they have a tendency
inspection and study of passing general examinations and the number of winners and its administrations, and he did not leave or overlook any alert regarding grants
foreign and other serious matters that do not go beyond mere talk, in addition to the fact that the manifest placed
fixed foundations for giving aid, so they must be adhered to. This law was not based on a sectarian basis
Education pointed out that aid cannot be justified, and in this regard, it is noted that the Education budget doubled during
recent years while the aid allocated to private schools decreased or remained as it was despite the noticeable expansion
but on the basis of the number of students, the curriculum, and the level of teaching
which appears in their large number and in the number of their students
5) Examination System - The competence of teachers in the primary classes of Israeli schools is not bad
so if there is some weakness, it is in the primary classes only and on ⟦illegible⟧ for competence in giving
grades, a matter that depends on the ethics of the teacher and the degree of his appreciation for duty. The non-application of the discipline law
to the employees of the sect makes renewing the punishment against negligent teachers easier and perhaps more severe than if they were subject
to the aforementioned law. As for giving this authority to the private school, it is to us a ⟦illegible⟧ judgment of withholding
this is a ⟦illegible⟧ no more than fragments in the diversity of schools - ⟦illegible⟧ whether rank or private - with the addition of examination results
6) The status of private schools in the Education bill - We did not find in the answer any response to what was stated in our previous studies
especially regarding the management of schools by the sect council directly and taking financial aid from
anything to differentiate regarding the appointment of teachers and foreigners, as we previously presented that the shortage of teachers
abroad, and we do not see why the differentiation between these schools and the foreign teachers appointed by the Education facilities
foreigners in the sect's schools is according to special circumstances, an idea or by his consultation and such
and between those appointed by the sect administration. We request a review of our previous notes and giving an opportunity to the committee
of schools to express its opinion on the texts of the bill pertaining to schools under its management. In the year 1934
this paragraph, in addition to the fact that it does not agree with the purposes of promoting high qualities in the men of ⟦illegible⟧, contains
7 - Missions - This paragraph and the paragraph following it are important studies and serious theories that may not be limited
to scientific missions, and we do not see it as our duty to respond to them as we believe that considering that belongs to the government
itself, which recorded the following paragraph in its program: -
«Awakening the spirit of brotherhood in the people and eliminating harmful publications and actions leading to the division of the nation's word
with all the means and power the state possesses»
Page 49
We have reviewed the statements of the Director General of Education submitted to His Excellency the Prime Minister
in response to our letter numbered and dated July 4, 945 regarding the <del>Jewish</del> Israelite schools.
We had clarified to His Honorable Excellency the President that our purpose in submitting our afore-
-mentioned letter is to remove the injustice that the community feels exists as a result of the treatment by the education
authorities toward the schools under its management, and we regret very much to say that the tone of the response
and the written observations contained therein confirm this feeling and increase its anxiety
and turmoil. It began the speech by investigating the reasons for ⟦illegible⟧ and portraying them in a
strange way intended to disparage the men of the community and the loftiness of their goals ⟦illegible⟧ the reasons
are clearly explained in the report. After this introduction, it portrayed the Israelite schools
as centers ⟦illegible⟧ for foreign propaganda that do not serve the national interest at all, and it is my life
that such serious opinions should be based on correct information and established facts and not on
<del>erroneous</del> emotions and ⟦illegible⟧ purposes and motives issued by a responsible man
entrusted with deciding essential matters in the life of a group and killing the spirit of understanding among its members.
We present below our observations on the points mentioned in the response, from which it appears that the opinions
mentioned above are nothing more than abstract statements not based on established facts, and in many cases
do not comply with the laws and regulations in force
Page 50
We have reviewed the statements of the Director General of Education submitted to His Excellency the Prime Minister in response to our letter numbered
and dated July 4, 1935, regarding the Jewish schools.
We had presented to His Excellency the Honorable President that the purpose of submitting our aforementioned letter was to remove the injustice
that the community feels exists as a result of the treatment by the education authorities of the schools under its management. It pains us
greatly to say that the tone of the response and the serious observations contained therein confirm this feeling and increase it
with anxiety and turmoil. It began by investigating the causes of discontent and interpreted them in a strange way intended to disparage
the men of the community and their ill intentions, while those reasons are clearly explained in the report. After this introduction, it depicted
the Jewish schools as centers for foreign propaganda that do not serve the national interest at all. It is necessary to refute
such serious views based on correct information and established facts, not on emotion and intuition, especially since they
were issued by a responsible man tasked with promoting the spirit of unity in the youth and consolidating brotherhood among its members.
We present below our observations on the points mentioned in the response, in which it becomes clear that the aforementioned views
are nothing more than abstract statements not based on established facts, and that they ⟦illegible⟧ and do not comply with the laws
and regulations in force.
1) The Jewish schools deserve special attention to the Arabic language and history and exert great efforts to raise
their level. The success rate in general examinations is the greatest evidence of the superiority of the Arabic language in some
Jewish schools over many official schools. As for the Al-Firdous school, it is a private school that
the community has no connection with at all - or it was - managed and taught by a man of sound orientation and stability, and if
there is responsibility, it falls on the Department of Education which authorized its opening and the continuation of teaching in it. The
Shamash school is directly linked to the community administration and was created as a result of material sacrifices, the purpose of which was and still is to educate
students according to the education curriculum and at the same time prepare them to join the ranks of commerce and related professions,
and it is very keen on its progress and the quality of culture in it. We do not know how or from where ⟦illegible⟧ it assumed
the alleged Zionist character. If the Department of Education has serious information about the existence of persons spreading the Zionist
idea in it, why did it not inform the community of that, acting in the spirit of cooperation that it claims it expressed its desire
to carry out with the men of the community. The report described the Alliance school as French, and we do not know why or how
it deserved this description. This school was opened 75 years ago and was managed by the Jewish Alliance
Society, and this charitable society has a prescribed and sound curriculum. Among the foundations on which its curriculum is based is
preaching the revival of the national spirit in the countries in which it operates. Since its founding, a large group of men
from various classes have graduated from this school, and it is proud to count among its graduates and former teachers ⟦illegible⟧
a large number of non-Jews, including prime ministers, ministers, directors general, and others. Despite the recentness of
Arabic teaching in it, it has produced a large portion of men of literature and journalism for the emergence of Iraq, in addition to those who
served the country faithfully in public offices, liberal professions, commerce, and so on. Furthermore, the
management of the school was transferred to the community since 1921 and it was considered one of its public schools.
2) Teaching Curricula - The lack of changes in the teaching curricula during recent years does not necessarily require
the stability of the curricula, and on the other hand, it was never felt that we intended to keep the curricula as they are. But
we saw that it is possible to involve non-officials when setting the foundations of teaching and education