AI en Translation, Pages 351-375
Page 351
12 / 7
Number / 845
Date / 20 / 7 / 1956
(( Secret ))
Directorate of Education of Baghdad Province
Center / Certificates and Statistics
Administrations of Official, Private, and Foreign Preparatory and Secondary Schools
Day and Evening for Boys ⟦line⟧ only
Further to our letter numbered Sec/680 and dated 18 / 7 / 1956, we transmit to you a copy of the letter
of the Ministry of Defense numbered D / 12 / 361 and dated 8 / 7 / 1956, notified to us by the letter of the Directorate
of General Education / Examinations / numbered 14 / 24 / 1887 and dated 15 / 7 / 1956 regarding providing us
with four lists containing the names of students who completed preparatory studies for all branches for the year 55 / 56
First Session, mentioning the full address next to each of their names. We also request sending four lists with the names
of graduates with their addresses for the Second Session as well.
⟦illegible⟧
A copy to:-
Director of Education of Baghdad Province
Directorate of General Education / Examinations / with reference to your letter numbered 14 / 24 / Sec / 2853
The Center
and dated 12 / 9 / 956 / for your kind information
Assistant Mr. Abdul Sattar Al-Qaraghouli
Certificates and Statistics Observation
Mr. Abdul Ahad Nano / for follow-up
Preparatory School of Commerce
Religious <del>Eastern</del> Secondary School
Copy of the Letter
In preparation for implementing the provisions of the first paragraph of Article Five of the Reserve Service Law No.
74 of the year / 56, please inform us of the names of those who will graduate from preparatory schools and
their equivalents for the current academic year, mentioning the full address next to each of their names.
Signature / Minister of Defense
Qais / 15
Page 352
Copy of the letter from the Presidency of the General Provincial Council (Governorate of Baghdad Province) No.
9832 dated 8/6/956
⟦line⟧
Directorate of Education of Baghdad Province - Center
= = = = - Outskirts -
Subject / Accounting Settlement
⟦line⟧
It has been noted from the course of correspondence that the directors and headmistresses of schools and institutes
frequently request corrections to their monthly school accounts due to errors
that occur in them, and these errors cause lengthy correspondence and confusion in the accounts.
If they had paid attention from the beginning, these errors would not have occurred, especially since school
accounts consist of a few items that do not warrant error. I request the issuance of strict
orders to avoid this and to punish those who make mistakes in the future when lack of attention is proven.
⟦line⟧
Signature / Governor of Baghdad Province
Chairman of the General Provincial Council
Copy to:-
Treasury Office of the Local Administration / to correct what was stated in the letter of the Directorate of Education
Center No. 18308 dated 7/24/956 and to inform them.
Number / 12671 Directorate of Education of Baghdad Province / Center
Date / 8/12/1956 Primary Accounts
Administrations of official, private, and foreign primary schools
for boys, girls, and children, and for vocational institutes for boys
and girls affiliated with this Directorate.
We record for you above a copy of the letter from the Presidency of the General Provincial Council / Governorate
of Baghdad Province, requesting attention to the organization of your accounts and the avoidance of errors occurring
therein before submitting them to the competent authorities. School administrations that
make mistakes will be held responsible when lack of attention is proven.
⟦signature⟧
Director of Education of Baghdad Province
Center
Copy to:-
Presidency of the General Provincial Council / Governorate of Baghdad Province. Center
Reference to your letter mentioned above for your kind information.
Primary Education Accountant / for follow-up
Kadhim / 11
Page 354
Secret / Very Urgent
Directorate of Education of Baghdad Province
Center / Certificates and Statistics
Number /
Date / 13 / 7 / 1956
680
13/7/956
27
7/24
Administrations of Preparatory, Secondary, and Official Schools
and Private and Foreign Day and Evening Schools
For Boys Only
We transmit to you a copy of the Ministry of Defense letter numbered D / 43 / 12 / 261 and dated
8 / 7 / 56 communicated to us by the letter of the Directorate of General Education / Examinations / numbered
14 / 24 / 1887 and dated 15 / 7 / 56 regarding providing us with two lists containing the names
of students who will complete preparatory studies for all branches for the year 55/1956
First Session, mentioning ⟦residence⟧ the full address next to each of their names, and we also request sending
two lists with the names of graduates with their addresses for the Second Session as well.
⟦signature⟧
Acting Director of Education of Baghdad Province
The Center
A copy to /
Directorate of General Education / Examinations - reference to its letter mentioned
above / for your kind information
Assistant Mr. Abdul Sattar Al-Qarah Ghuli
Note on Certificates and Statistics
Mr. Abdul Ahad Nano / for follow-up
Preparatory School of Commerce.
Copy of the Letter
In preparation for implementing the provisions of the first paragraph of Article Five of the Service Law
Reserve No. 74 for the year / 1956, please inform us of the names of those who will graduate from
preparatory schools and their equivalents for the current academic year, mentioning the full address
next to each of their names.
Signature / Minister of Defense
Mahdi / M / 17
Page 356
Very Urgent
Directorate of Education of Baghdad Province / Center
Certificates
Number / 11222
Date / 6 / 8 / 1956
To /
Administrations of official and private <del>Intermediate</del> Intermediate schools for boys and girls belonging
to all of this directorate.
We confirm the letter of the Presidency of the Baghdad Examination Committee No. 199 dated
19 / 6 / 1956.
Please provide us with the following as quickly as possible, provided that the answers are not delayed beyond
12 / 8 / 1956.
1- A list in two copies of the names of male and female students who passed the third grade
2- " " " those with incomplete grades " " "
3- " " " those who failed " " "
4- " " of the annual averages for male and female students of the third grade
⟦illegible⟧
Acting Director of Education of Baghdad Province
Center
A copy to /
Directorate of Education of Baghdad Province - Outskirts
Assistant Mr. Abdul Sattar Al-Qaraghouli
Certificates and Statistics Department
Mr. Abdul Ahad Zano.
Fursan / 6
Page 357
Directorate of Education of Baghdad Province (Center)
Personnel Affairs
Number / 26044
Date / 10 / 10 / 1956
Statement
Based on the statement of the General Directorate of Education No. 40962 dated
2 / 10 / 1956 and based on urgent need.
We have decided to open a middle school for girls named Al-Mansur Middle School for Girls in the Al-Sinak area starting
from the date above.
⟦illegible⟧
Acting Director of Education of Baghdad Province
Center
A copy to -.
Ministry of Finance
General Directorate of Accounts
General Audit Office
General Directorate of Education / Secondary Education
General Directorate of Education / Personnel Records
General Inspectorate of Education
All Provincial Directorates of Education
General Directorate of Guidance and Broadcasting - Please publish this statement in the internal news bulletins
for a period of three days.
Central Treasury Directorate
Secondary Education Accountant
Personnel Affairs Section - Mr. Kamil Al-Azzawi for follow-up
Statistics and Student Affairs Office
Records Section
Books and Stationery Warehouse
Administrations of all official, private, and foreign secondary and middle schools for boys and girls
affiliated with this Directorate
Khalid / 9
Page 359
281
8
Presidency of the Baghdad Examination Committee
Number /:
Date /: 9/ /1956
Director of the Entrance Examination Center at the College of Engineering
The name of the female student at the Frank Iny School for Girls with examination number 7306 (Scientific) Odette Ibrahim Haskel Isaac
was mentioned in error, and the correct name is ((Odette Ibrahim Haskel)), so please correct that and inform us.
⟦Confirmed⟧
⟦signature⟧
Chairman of the Committee
A copy to:
Frank Iny School for Girls
Saeed / 1
Page 363
Ministry of Education
Directorate General of Education
Examinations
Number - 28005
Date - 5 / 7 / 1956
5
c o c
252
7 / 8
Director of Education for all Provinces
Please collect the prices of the examination booklets provided to third-grade intermediate students
of private schools by the official schools, from the private schools themselves if they have not
already been collected from them or from the students themselves.
⟦illegible⟧
On behalf of the Director General of Education
⟦Mahdi al-Badri⟧
A copy to:
Directorate General of Education
Directorate of Examinations
Accounts Department
All private intermediate and secondary schools in the city of Baghdad
⟦illegible⟧
Hamid / 4
Page 364
Ministry of Education
General Directorate of Education
Examinations
Number - 28005
Date - 5 / 7 / 1956
454
⟦illegible⟧ 7 / 8
To all Directors of Education in the Provinces
Please collect the costs of the examination booklets provided to third-grade intermediate students
of private schools by official schools, from the private schools themselves if they have not
already been collected from them or from the students themselves.
⟦handwritten signature⟧
For the Director General of Education
Saadi Al-Dabouni
A copy to:
General Directorate of Education
Directorate of Examinations
Accounts Department
All private intermediate and secondary schools in the city of Baghdad
⟦handwritten signature⟧
Hamid / 4
Page 366
Directorate of Education of Baghdad Province: Center
Number /: 14612
Date /: 3 / 6 / 1952
To -: All Primary School Administrations
The General Inspectorate of Education informed us in its letter No. 18243 dated
30 / 4 / 1952 that it was observed that some male and female teachers in primary schools
resort in teaching drawing to using printed drawing notebooks to train students
on copying their drawings, and since this method in teaching the subject does not help in achieving
the desired goals of art education and contradicts modern methods, we request asking all male
and female teachers to refrain from resorting to it and to follow the attached clarifications in teaching
the subject and to use the following books as a reference in the principles of its teaching.
⟦signature⟧
Director of Education of Baghdad Province
Center
A copy of it to :-
General Inspectorate of Education -
Presidency of the General Provincial Council - Baghdad Provincial Governorate -
General Directorate of Education -
Primary Education Accountant -
No. | Reference Books |
1- | Teacher's Guide | Translation by the Ministry of Education.
2- | Art and Education | By Dr. Mahmoud Al-Basyouni
3- | Attempts in Art Education | " " " "
4- | Art and Social Education | Saad Al-Khadem
Majid / 17 / B
Page 367
Recommendations to teachers on the principles of teaching art education - drawing and handicrafts -
Modern art education is not a luxury lesson intended to train the student in some mechanical
skills, but is now considered one of the important lessons that are no less important than other basic subjects in
the primary school curriculum. It is the subject closest to practical life and the dearest
to children's hearts and the most connected to all other academic subjects.
Because drawing and handicraft lessons are among the most important means that help the child express through the language of
drawing his opinions about the things that surround him. It is considered one of the main pillars for discovering
his talents, guiding them, developing his self-confidence, and building his personality, in addition to nourishing the spirit of imagination
and strengthening the capacity for creativity in him, as it facilitates the discovery of those with talents and aptitudes and prepares
opportunities to study their potential and guide it, as well as developing skills specific to various professional
and artistic works, and helps to stimulate the child's attention to what is beautiful in nature
and in art, and to what is pleasant and sincere in handicrafts and works, so that he can taste
beauty and appreciate it.
Among the easy ways that help in ⟦achieving⟧ these goals is to observe the following points
in teaching the subject.
1- Drawing begins for children in the form of lines (scribbles) that have no significance, except that these
marks gradually take on shapes with names, and in the end, symbols appear that represent things
such as houses, trees, animals... etc.
The free drawing of children that they attempt before joining school is almost a drawing derived
from memory. This type of drawing continues with them until the first years of their school
life, and at this stage there is no use in asking the child to draw things that
he observes in a visual way.
2- In the first stage, the child relies on his memory in drawing, so he uses the mental images
that he formed before, either partially or totally.
When the child reaches an appropriate stage of mental growth, we find that the mental images become more
clear in his mind, and this is accompanied by a great growth in the power of analysis and dealing with matters realistically.
The child draws the thing as he knows it and is affected by it, not as he sees it, and even if young
children try to draw the things they see, we find that their drawing mostly records the things they
knew and were affected by, and not those they witnessed. Therefore, he tries to show the parts that are not seen,
so you see him drawing the tree with its roots, imagining that he sees them, and likewise he draws the things inside
the room drawn from the outside, or draws the fish that are under the water.
And children are affected by the external impressions left in them, for they care more than their being affected by visual images
specific to them. Because it is not a mechanical imitation of nature or a rigid simulation of what the individual is, but
rather that the child is affected by it in his own way, and this effect appears clearly when he tries to express something
about this impression of his; we find him exaggerating at times, making some bodies larger, out of a desire to show the value of this thing
to him. He uses enlargement in the size of things, for example, to indicate importance or greatness, and enlargement and reduction
in size is a symbolic language that the child often resorts to discovering.
Also, the child in his drawings deletes some things and does not care about drawing them because he considers that they
are of no value, and the development of this expression is gradual, and therefore there should not be
a sudden change in teaching methods, and the protection based on it must be built on this
idea. Furthermore, the child easily understands the things he loves and lives in, and gets bored with doing
things he does not understand, especially if he is forced to do so by the order of others.
Page 368
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3 - The task of the teacher in children's schools must be an encouraging task intended for
emotional participation with them and guiding and directing them.
There is no benefit from drawing ⟦illegible⟧ by the teacher on the blackboard or on paper and modifying the drawing
that the children make, as they, as previously explained, make drawings in most cases according to
their own knowledge.
In this stage of their studies, we find that children performing a series of exercises, no matter how
carefully directed, which show children drawing things, often gives the impression that their own efforts
in the work are of no importance or undesirable to their teachers.
For the teacher's assistance to them may lead to their fear of relying on themselves or remove their confidence
in themselves and prevent the necessary emergence of innovation and creativity in work. Thus, their drawing will become
an imitation in which there is no trace of their individuality and self-creativity.
The teacher's duty is to equip the child with appropriate materials through which they can
express their views successfully and to always take their hand in searching for things they wish
to draw. However, many children cannot do without receiving some suggestions and instructions
from their teachers which help them in expressing their ideas through drawings, provided that the children are left free
to accept or reject those suggestions.
It may be necessary at times to correct some incorrect methods
in the use of the hand with the aim of training the child in dexterity and manual skill ⟦line⟧
which, if ⟦illegible⟧ left without correction, might be difficult to change in the future, and this also requires
encouraging correct hand and arm movements during work.
While the child must be left free to use their symbols, the teacher can
do much by providing suggestions and through the inevitable encouragement
to stimulate children's views and ideas. The teacher can direct the children's attention
to things worth studying such as (trees, clouds, or the effects of the wind,
and everything they see in their daily life) with the aim of forming mental images ⟦line⟧
joyful and strengthening ⟦illegible⟧ their ⟦illegible⟧ observation and noticing abilities, alongside acquiring
new experiences and information, such as the teacher discussing with them before drawing some topics ⟦line⟧
that they intend to express.
For example, if the mailman comes before the students draw him, the teacher discusses with them whether he is fat or
thin, tall or short. How is his face? Does he have a mustache? What are his clothes? How is his bag?
All these and similar topics must be talked about before starting the drawing work. It is also
sometimes helpful to perform some dramatic and imitative movements regarding these matters,
such as how he holds the letter or presents it or carries the heavy bag.
Likewise, the teacher must entice the children to express through drawing what goes on in
their imagination of things or natural phenomena they have seen and been affected by in their lives at home
or at school and in the street and in the village... etc.) with the necessity of the availability of elements of merit,
freedom, and fertile imagination in their works, such as asking the child what they saw at home and discussing
their observations in the kitchen, so the child draws a scene of the kitchen (this is mama in the kitchen cooking
food for us.
This is a stove.. this is fire.. this is a pot.. this is a plate.. etc...) and in later stages
such mnemonic drawings must shift to new horizons such as drawing topics ⟦line⟧
of occasions, holidays, private parties, public parties, or school parties.
In the mosque, in the street on Eid day, the tree... etc... The teacher may also
choose some appropriate short tales and stories and deliver them to the class in an attractive dramatic style.
(( To be continued ⟦line⟧ ))
Page 369
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very much, then the students are asked to draw them, each according to how they imagine the story, provided that the stories are of the
enjoyable type beloved by the students' souls, including those containing spiritual nourishment or moral guidance. In the later stages,
students are encouraged to do pictorial drawing, such as depicting stories of inventions and discoveries, and depicting historical stories,
religious stories, reading stories, depicting school hymns and songs, and also sometimes the
teacher asks the students to draw anything they wish to express with complete freedom at home, and it is preferable for the
students to write some comments and explanations on those drawings of theirs. It is necessary, especially in the early stage of
the students' study, that they be encouraged to engage in drawing and coloring on a large scale. In the
early stages, students can be trained in design by having them decorate greeting cards or letters
that they send to their families or friends... etc.
Design exercises in the later stages must develop into creating innovative designs of a higher type, such as creating
advertising designs to announce school trips and parties, or designs to advertise some national
products, especially local ones. In guiding students in drawing or craft lessons, one should not compare
the drawings of some with others; rather, each child's work must be taken as an independent unit, nor should
we also compare what the child does with what we find in pictures in books, magazines, and advertisements,
or what we see in photographs, for these are all models that do not correspond with the child's growth or the development
of their artistic abilities.
Accordingly, the teacher who teaches this art in the mentioned stage does not need to be a
specialist with excellent ability in his subject; all he really needs is to share with his students an emotional
participation and try to understand them, provided that he possesses the ability of imagination in addition to his love for things and his passion
for educational matters, as he must be an educator before being an artist.
5- After the stage in which the child practices drawing pictures from his imagination and invents various shapes
as he imagines them, he must turn after a while to the teacher of comparing what he draws with natural models by drawing
from nature. This <del>⟦illegible⟧</del> stage comes after the first stage in the fifth and sixth grades.
The transition to this stage must be carried out with all care, paying attention to choosing the appropriate time for it. For the purpose of
doing a drawing from nature, one can choose to draw branches, flowers, butterflies, and insects, and documenting these things
in their places in the wilderness, gardens, forests, valleys, factories, etc., before drawing them.
Drawing copied from other drawings and reproducing drawings by any means such as thin paper
or graph paper must not be allowed, and students who do so must be made to understand its lack of value.
6- It is necessary to develop in the child the ability to enjoy the delights of colors and the possibility of using them with understanding
and refined sensation. Formal education of colors on a scientific basis, even if in the later stages
of children's education, would be a factor in limiting the freedom of using colors. It is preferable to leave the child
free and unrestricted in choosing colors and arranging them. The student should be encouraged to compose
colors himself to reach the color he wants. It is desirable for the teacher, on his part, to guide and instruct him
in the use of colors. When children reach the upper grades of their studies, the effects of strong observation appear
prominently in some of their pictures. At this stage of their studies, it is advisable that we be able to
direct the children's attention to the colored things surrounding them which are characterized by joy. The teacher must
To be continued
Page 370
- 4 -
The teacher should not provide ready-made solutions, but rather should encourage them to face problems so that
they can discover the appropriate solutions for them by themselves, as the student who has the results placed in his hands
ready-made without thinking about them on his part, his work turns into mechanical operations with no life in them.
7 - It is necessary to ⟦consider⟧ the opinions of students in the fourth, fifth, and sixth grades regarding...
the boards and advertisements that aim to spread health and social culture .... etc.
What increases the student's experiences in artistic, practical, and cultural aspects and ⟦nurtures⟧...
his sense of artistic taste and ensures he reaches a high level of taste that will in turn affect
the child's point of view towards his surroundings, whether at home, the street, the village, the city, or the countryside,
is his visits to the school area, farms, gardens, as well as factories, museums, and ⟦exhibition⟧ grounds
public ones, watching school cinema and educational films, and his return to the school library........
which must be held every year to display what the students produce in terms of drawings and manual works........
As school exhibitions, besides their value as museums, have a great impact on artistic education, they provide the student
with opportunities to enjoy his work and for others to appreciate this work, which strengthens his self-confidence, and it also gives him
the opportunity to learn about others' solutions to problems he has encountered or may encounter, and helps to stimulate thinking and awaken
and educate the artistic taste in him. So the teacher must encourage his students to organize school exhibitions so that
it is not limited to displaying the works of the gifted and excellent models of student production, but rather cares about displaying different
patterns and showing the stages of development of artistic expression for some individuals. This is facilitated by collecting the drawings that children
make in large albums, whether they depict a story or depict their experiences that they enjoyed individually
or collectively, or those that were clearly described to them and needed, such as a visit to a farm or a garden.
This album is kept in the drawing and manual works room at the school for memory and to benefit from it in the exhibitions
referred to.
9 - There are different types of drawing that children perform during their various school activities........
and an example of that is:-
1 - Drawing with colored pencils and drawing with colored chalk (pastel)
2 - Drawing using powder (gouache)
3 - Drawing with watercolors
4 - Printing with tiles and stencils, and that requires paper of the type that absorbs water or pieces of
cloth
5 - Printing with a brush to color repeated layers
6 - Using cut or pasted paper to produce various drawings
7 - Finger painting or on walls on colored starch paper
8 - Drawing on water with colors and forming different layers on paper
9 - Drawing and decoration by sorting some colored materials on clay (colored pebbles, colored beads,
shells, colored wool, colored ceramic fragments)
10 - Drawing and decoration on canvas or flannel fabric (done by placing small pieces of some
colored fuzzy materials in different shapes / colored cotton / wool / colored feathers / threads -
fabric scraps / then sprayed with an adhesive substance like glue to form something like a piece of carpet.
To be continued
Page 372
- 6 -
A - Sand and clay works. Sand is one of the necessary materials for other lessons, and for working with this
material, drawing and craft lessons must be brought from... As for clay works, good clean clay must be brought,
and the cleaning aspect is very necessary and should be taken care of.
B - Paper and cardboard works - cutting paper and cardboard. Sewing paper and cardboard, gluing paper or
cardboard. Paper works must be limited to the students' school needs, such as covering books ⟦...⟧
and notebooks and binding them.
C - Woodwork. Making simple things from it. Such as beard-shapes, wooden shelves, and
clothes hangers, various boxes, and that is from the wood of used crates.
D - Metal works for making simple wire objects.
E - Engraving and pressing works. Making drawings and flowers, cutting potatoes, cork, and carrots from bringing
colored paper pieces to decorate them.
F - Weaving works from ropes, wires, leather, palm branches, willow, corn, and straw ⟦...⟧
ribbons and wires .... etc.
G - Garden works - bringing nurseries for flowers and vegetables, taking care of pots, planting trees,
and caring for birds, poultry, bees, and other animals found in the school.
13 - Thus, every student who has completed primary education must have learned to use simple tools
such as the hammer, saw, pliers, screws, scissors, and knife. They must learn to hold these tools correctly,
correcting wrong movements, and making them understand the damage and dirt resulting from incorrect use
of the tool, through engineering drawings. They must also be made to understand the methods of cleaning these tools after use and preventing
them from being exposed <del>⟦illegible⟧</del> to rust, and putting them in their places after finishing their use.
14 - It is common now in many modern primary schools that are fully equipped to allocate
for practical <del>plans</del> study one of the rooms of appropriate size equipped with tables, chairs,
a washbasin, water, and a large cabinet for storing work materials and tools. There is no doubt that preparing a special room for art
lessons designed for this purpose, or allocating one of the classrooms for the purpose of teaching this subject, will
have a great impact on bringing the subject closer. This room should be a center for all artistic
and craft activities in the school. The walls of this art room should not be crowded with pictures and illustrative aids,
in order to prepare the appropriate environment for children to realize the importance of the effect of a comfortable, calm atmosphere. Therefore, few
pictures should be used to decorate the walls, and these pictures must be chosen carefully and changed from time to time.
It should be noted that the school environment has a great impact on nurturing the ability to taste and appreciate beauty
among students. Therefore, it is necessary to provide the causes of artistic beauty in our schools by making the school
an example in the beauty of coordination, good arrangement, precision in order, and cleanliness. How many an intelligent principal with taste
was able, despite the simplicity of his school building and its narrow space, to make it an environment that encourages freshness, beauty, and comfort,
overflowing with joy and pleasure for the students through the soundness of his taste in coordinating furniture, curtains, and paintings in the school,
by taking care of the school's cleanliness and growing some flowers, trees, and climbers that are indispensable in the institution.
To be continued -
Page 373
..
- 7 -
15 - The teacher must become familiar with the environment of the region in which he teaches and study its potential
to utilize that in the education of his subject and to encourage the crafts and folk arts present in that
region among his students, and to provide the opportunity for those students who wish to appreciate them and benefit from the experience
of professionals.
It is the teacher's duty to discover talented students and give them special attention.
Page 374
Directorate of Education of Baghdad District
Center / Certificates
Number / 14607
Date / 24 / 6 / 1956
Administrations of Primary, Intermediate, and Secondary Schools for Boys, Official,
Private, and Foreign, belonging to this Directorate, all of them
The students listed below have claimed the loss of the documents provided to them. We request they be considered
cancelled and not to accept them when presented.
Director of Education of Baghdad District
Center
Name | Document Number and Date | Source | Address
Adeer Ashfeet | 13, 25/4/56 | Al-Lahla Primary in Amarah | To Whom It May Concern
Hani Idris | 117, 27/2/56 | Al-Irshad Primary Diwaniyah | Baqubah First Primary
Abdul Razzaq Abdul Wahab | 51, 9/11/49 | Ain al-Tamur | Education of Karbala District
Abdul Qadir Muhammad Faraj | 505, 14/11/53 | Private Secondary Kirkuk | Teachers Association Secondary in Kirkuk
Saddam Salman Jathir | 42, 6/11/50 | Al-Aziz Primary | Port Department in Basra
Kazem Jawad | 21/5, 5/9/55 | Najaf Secondary | Primary Teachers House
A copy of it to
Directorate of Education of Amarah District with reference to its two letters numbered 4995, 4783 / 27 dated 16, 20 / 5 / 56 for your kind information
= = = Karbala = = 3582, 3991 dated 16, 23 / 5 / 956 for your kind information
= = = Diwaniyah = = numbered 4689 dated 5 / 5 / 56 for your kind information
= = = Kirkuk = = 46001 dated 23 / 5 / 56 = = =
To the Assistant Mr. Abdul Sattar Al-Qaraghuli
Certificates Observation
Mahdi / M / 2