AI en Translation, Pages 151-175
Page 151
Republic of Iraq
Directorate of Education for the Baghdad District
Number / 29575
Secondary Accounts
Date / 4 / 12 / 1958
To / -
Administrations of all secondary schools for boys and girls
We transmit to you below a copy of the letter from the Directorate of General Technical Affairs No. 52225 on
23 / 11 / 1958 for your information and action accordingly.
⟦signature⟧
Ghanim Hamdoun
p.p. Director of Education for the Baghdad District
A copy to / -
Directorate of General Technical Affairs / your letter referred to above.
Secondary Education Accountant
Secondary Book Store
-/ Copy of the Letter /-
It has been decided to approve the book (A Tale of Two Cities) by the author (Charles Dickens)
simplified by (Johnson & Thornley)
Year / 56, for the fifth secondary grades and the fifth grades in commercial secondary schools instead of
the book (The Card) which has been decided to be cancelled.
Please circulate this to the mentioned schools in your district for action accordingly.
Signature
p.p. Director General
Salih Jawad Al-Toma
Mr. Ahmed
Please inform the mentioned schools
By order of Mr. Munir
7 / 12 / 1958
Aziz / 3 of it /
J. S. ⟦illegible⟧
8 / 12
Page 152
275
20882
12/15/1957
Directorate of Education of Baghdad Province / Center
Personnel
Number / -
Date /
Urgent
To: -
Administrations of Preparatory and Secondary Schools for Boys and Girls
All
The Directorate of General Education / Curricula and Books informed us in its letter No. 54557
dated 11/28/1957 that the book (LOUIS PASTEUR) assigned for the fifth
preparatory classes is required in its entirety and no part of it shall be omitted, so please take note
and act accordingly.
⟦illegible⟧
Abdul Sattar Al-Qaraghouli
Director of Education of Baghdad Province
Center
A copy to: -
Directorate of General Education / Directorate of Curricula and Books /
// // // / Secondary Education
Inspectorate // //
Directorate of Examinations
Chairmanship of the Higher Committee for Examinations
Personnel
Aziz / 4
Page 153
⟦line⟧
Directorate of Education of Baghdad Province:
Number /: 21462
Date /: 9 / 12 / 1957
Center / Outgoing:
All primary schools for boys and girls, public and private
We attach herewith one copy of the booklet on how to distribute the primary school curriculum and model schools
for the English language. We hope | English language teachers will review it and keep it
in the file | English language instructions.
⟦signature⟧
⟦Abbas Al-Huwaizi⟧
Director of Education of Baghdad Province
Center
A copy to /
General Inspectorate of Education
Outgoing
Page 154
Ministry of Education
Inspectorate General of Education
Specialist Inspectorate of English
Instruction No. 14 to all male and female teachers of English
Primary School Curriculum
for the English Language
and the English Language Curriculum for Model Schools
MINISTRY OF EDUCATION
INSPECTORATE GENERAL OF EDUCATION
SPECIALIST INSPECTORATE OF ENGLISH
Instruction No. 14.
English Syllabus For Primary Schools
and
English Language Syllabus
for Model Primary Schools
Ministry of Education Press—Baghdad
Page 156
Ministry of Education
Inspectorate General of Education
Specialist Inspectorate of English
Instruction No. 14 to all male and female teachers of English
Primary School Curriculum
for the English Language
MINISTRY OF EDUCATION
INSPECTORATE GENERAL OF EDUCATION
SPECIALIST INSPECTORATE OF ENGLISH
Instruction No. 14.
English Syllabus For Primary Schools
Ministry of Education Press—Baghdad
Page 157
ENGLISH
Aims and Methods
1. GENERAL AIM
The ultimate aim of the English Course in the Primary School
is to train students:
(a) to understand simple spoken English within a limited
vocabulary (See 3.3);
(b) to speak simple English, correctly and clearly (See 7);
(c) to read and understand with ease a text within their
vocabulary (See 5);
(d) to write exercises based on the structures which they learn
from their textbooks (See 10).
2. THE ENGLISH COURSE
2.1 The English Course begins in the Fifth Primary Class. It is
a continuous Course of seven years until the end of the Fifth
Secondary Class. It is most desirable that each Class should
have at least one English lesson every day, so as to ensure
frequency and continuity of practice.
2.2 Fifth and Sixth Primary Classes. In the Primary school, the
oral foundations of the language are laid. Great care should
be given to good pronunciation, correct spelling and neat, clear
handwriting.
2.3 Intermediate Classes. In the Intermediate school, the emphasis
gradually moves from oral work to reading for understanding,
and written expression. New material, however, must still be
introduced orally, and practice in speaking English must play
a large part throughout. The transition is made from script to
a cursive handwriting.
3
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2.4. Secondary Classes. In the Secondary school:
(a) there should be a systematic study of the basic structure of
English;
(b) students must be trained to depend more on their own efforts,
and less on the teacher. They must read for themselves, and attempt
to understand unsimplified texts. They must be able to use a Dictionary.
3. METHOD IN GENERAL
3.1 A modified Direct Method is used. That is, the native language
is used as little as possible and every effort is made to establish
direct association between objects and concepts on the one hand
and their expression in English on the other. (See 6).
3.2 The sentence-patterns and structures of English and a carefully
selected vocabulary are taught progressively according to a
systematic scheme. This scheme is provided by the textbooks.
The vocabulary and patterns in the textbook for each year must
be thoroughly taught, but not exceeded.
3.3 Much more attention should be given to the correct construction
of sentences, and especially to the correct use of the verb Tenses,
than to the mere meanings of separate words. The structure
of the language is more important than its vocabulary. (See 5).
4. GRAMMAR
4.1 English is a language of usage or habits more than of rules.
For example, the supposed "rule" that in English a preposition
governs a noun or pronoun in the Accusative (or Objective)
Case, and that a preposition must not end a sentence, does not
apply to spoken English nor to informal written English.
"Who did you give that book to?" is good everyday English.
This is not the only example. Therefore, to teach grammar
rules in the early stages is not only valueless, but is a hindrance
to fluency.
4.2 Instead of copying and learning grammar rules, students
should have plenty of practice in using the different sentence-
patterns which make up written and spoken English, especially
4
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students, however, may be useful in teaching rhythm and
intonation; but it should not occupy much time in any lesson.
When teachers read aloud, they should do so naturally,
without exaggeration. Very slow reading with distorted
pronunciation, is bad and does not help comprehension.
8. LESSON PLANNING AND PREPARATION
8.1 The Teacher's Notes to the Oxford Course set out clearly the
English to be taught in each year; the pupils' Book for the
year provides the necessary practice in speaking, reading and
writing, It is the responsibility of the teacher to decide how
much material is to be covered in each lesson period, each week
and each month, according to the teaching time available and
the varying difficulty of the work to be done.
8.2 Each lesson must be carefully prepared, with reference to the
Teacher's Notes, before the classroom is entered. A lesson period
should not be used for one activity only. It should be divided
into four parts, for Listening, Speaking, Reading and Writing.
9. TEACHING NEW MATERIAL
9.1 The amount of new material which a student can learn at one
time is limited. A language is learnt by constant repetition
and revision. Therefore only a part of any lesson period
should be given to teaching new material. The rest of the
lesson should be taken up by revision and practice.
9.2 New material must always be introduced orally before the
reading-text is read. This does not apply to certain easy
reading-texts which are intended for silent reading and which
contain little new material. The Teacher's Notes give guidance
about these.
9.3 Question and Answer work should aim at giving practice in the
use of sentence-patterns, not at teaching the subject-matter of
the reading text. A few carefully worded questions will test
comprehension.
7
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10. WRITTEN WORK
10.1 The exercises in the textbook should be done by the students,
after the teacher has thoroughly taught the material upon which
they are based. Often the exercises will be prepared orally in
class. They should not be written on the blackboard and copied
by the students. The object of written exercises is to give
students practice. Only the answers, not the questions,
should usually be spoken and written. If a large number of
students make similar mistakes in working an exercise, the
pattern must be taught again. The teacher will then write one
or two examples of correct answers on the blackboard, but these
should be cleaned off before the students repeat the exercise.
10.2 The exercises in the textbook provide sufficient written work
for the early stages.
10.3 Attention should be paid to spelling and to neat, clear hand-
writing, based on the letter shapes in the Progressive Writing
Books.
11. MARKING
11.1 Marking is an important duty of the teacher of English which
must not be neglected. All written work done by students
should be looked at by the teacher. Students should know
that whatever they write will come under the teacher's eye.
Whenever the teacher marks a mistake, the student should
write a correction of it. Students should not be required to
copy out the reading texts. Time and effort should be directed
towards productive work, not copying. (See 10.1).
12. LEARNING BY HEART
12.1 Memory is of great importance in learning a language. But
teachers must be careful that it is the language that their
students learn by heart, not facts about the language, or
about history, geography and so on.
12.2 There are two kinds of memory work in learning a language:
unconscious assimilation and conscious learning by heart.
8
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13.4 The Acting of Plays in English. There is a value in the acting
of plays as an aid to learning a language, provided that the
plays are suitable, in difficulty and in subject-matter, to the
age and ability of the students, and that as many students as
possible take part in them. There is not much value in a few
students acting a play which they do not understand, in order
to impress visitors. A great deal of valuable dramatisation goes
on in the classroom of a good language teacher.
14. AIDS TO TEACHERS
14.1 The Teacher's Notes to each Book of the Oxford English Course.
These are essential.
14.2 Instructions to Teachers of English (Primary), issued by the
English Inspectorate. Every teacher of English should have a
complete set. It is not enough for teachers to look at a school
copy, or to share a copy with other teachers. Various parts of
this Syllabus are dealt with in detail in these Instructions.
14.3. Books on teaching English as a foreign language:—
F. G. French: The teaching of English abroad, I, II & III.
(O.U.P.).
A.S. Hornby: A guide to patterns and usage in English.
(O.U.P.).
I. Morris: The teaching of English as a second language.
(Macmillan).
H.E. Palmer: A grammar of English words. (Longmans).
H.E. Palmer: The teaching of oral English. (Longmans).
14.4 A good dictionary. Recommended:
An Advanced Learner's Dictionary of Current English (O.U.P.)
14.5 A periodical for teachers of English all over the world:
English Language Teaching, published by the British Council,
three times a year.
10
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NOTE:
(1) Special emphasis is laid upon silent reading.
(2) The names of the letters, in alphabetical order, are not taught
until the reading from the textbook is begun.
(3) The questions and answers practised in the oral lessons are
repeated in the textbook.
(4) Both long and short forms of is and are etc. are said and
read.
HANDWRITING
Print script is taught by means of the prescribed Progressive
Writing Books, I and II. Attention should be paid to:
(1) The shape of the elements and the direction of the strokes;
(2) The spacing of letters, and of words, and of sentences.
SPELLING AND DICTATION
(1) Students should be taught to spell only the words which they
have already learned to hear, say and read.
(2) Spelling should be taught as a separate activity. Only a short
time should be given to it, and not in every lesson.
(3) Dictations should be short. They should include only words
which the students have already learned to hear, say and read.
(4) Every dictation should be carefully marked.
WRITTEN WORK
Written work is introduced in two stages:
(a) Words only;
(b) Whole sentences.
Sufficient material for written work is provided by the exercises
in the textbook.
NOTE:
(1) The purpose of written exercises is to give the students practice
in writing what they have already learnt, not to test them.
(2) All the exercises should be written carefully in a special
exercise book.
(3) The exercises should be corrected by the teacher, and the
corrections should be written out by the students.
(4) The students should not write out the questions when doing
an exercise, but only the answers.
12
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READING
The aim of reading is silent reading with understanding. Reading
aloud is necessary only occasionally. Students should not be asked to
read ( either silently or aloud) until all the difficulties in the passage
have first been thoroughly dealt with orally. Silent reading should
be followed by oral questions, to test understanding and to give practice
in using the new words and patterns. The students' answers should
always be in complete sentences, to show that they can use the patterns,
and especially the verb forms, correctly.
PRONUNCIATION AND SPELLING
These should be taught as separate activities. They should take up
only a short time, not in every lesson. Reading aloud is not a good
means of attempting to teach pronunciation. Dictation may be given,
not very frequently, from the reading passages, after they have been
thoroughly prepared. Dictations should be carefully marked by the
teacher.
HANDWRITING
The teaching of a neat, clear print script is continued by means
of the prescribed Progressive Writing Book III. The new points
introduced in the second year are:
(1) The first steps in joining the letters in a word;
(2) Writing without the aid of guide lines;
(3) Beginning paragraphs; writing the date and the time; the
punctuation of direct speech; and addressing envelopes.
WRITTEN WORK
Written work should be limited to occasional dictation and the
writing of most of the exercises in the textbook, usually after oral
preparation.
NOTE:
(1) The purpose of written exercises is to give the students practice
in writing what they have already learnt, not to test them.
14
Page 164
INSTRUCTIONS TO TEACHERS OF ENGLISH (Primary)
issued by the English Inspectorate (See 14.2)
1 Oral Teaching in the 5th year (Primary).
2. The Oxford English Course for Iraq, Book Two—Teacher's Notes.
3. Written Work in the Fifth Year Primary.
4. Spelling and Dictation.
5. The Thirty-six Introductory Oral Lessons.
6. The Teaching of English in Iraq: Aims and Methods.
7. "Companions" to the Oxford English Course for Iraq, Books One
and Two.
8. The Crossword Puzzles.
9. Preparation of daily lessons. Preparation of the daily lesson
10. Pupils' Handwriting. Students' handwriting
11. The Use of the Blackboard. Use of the blackboard
12. Teaching Aids for the English Lessons.
Illustrative aids in English language lessons
13. Questions and Answers—Oral and Written.
14. English syllabus for Primary Schools.
Note: Instructions numbered 7 were sent in Arabic and English.
Instructions numbered 9 to 12 were sent in Arabic only.
16
Page 165
5th Year: 6 periods per week.
The Oxford English Course for Iraq, Book Two.
(Teachers should use the Teacher's Notes to Book Two.)
Progressive Writing Books, Book Three.
Progressive Crossword Puzzles for Iraq, Part One.
Acting the play "Be Clean".
6th. Year: 6 periods per week.
Oxford English Course for Iraq, Book Three, 99 pages.
(Teachers should use the Teacher's Notes to Book Three.)
Tom and Carl.
Progressive Writing Books, Book Four.
Crosswords for Beginners Part II.
OUT-OF-CLASSROOM ACTIVITIES:
1. Reading suitable English stories from the school library.
2. Acting simple plays in English.
3. An English Language Club should be formed.
4. An English Language Wall Magazine should be prepared by the
children, and there should be other activities to facilitate the
learning of the language.
18
Page 166
Directorate of Education of Baghdad Province / Center
Outgoing
Number /: 20505
Date /: 2 / 12 / 957
267
12/5
To -
Administrations of Official, Private, and Foreign
Secondary Schools for Boys and Girls
We send you herewith one copy of the instructions for obtaining
the Cambridge Certificate examination in the English language, requesting
the teaching staff to review them.
⟦signature⟧
Director of Education of Baghdad Province
Center
A copy to -
General Inspectorate of Education
Outgoing Section
Al-Tamimi / 2
Page 167
IET/505/A
Circular for Teachers of English in
Secondary Schools (Government & Private)
The Cambridge Lower Certificate
in English
1. It is now recognised in Iraq that the Cambridge Lower Certi-
ficate is a valuable qualification for students of English to have.
The Certificate is taken into account by the Ministry of Education
in recommending students to Universities in England, (letter No
4039 dated 2.10.56) and by the English Departments of the Higher
Institutions in Baghdad in selecting candidates for entry.
2. A good student is stimulated to harder study if he is working
for an external examination like the Cambridge Lower Certificate.
Only the best students of English should be allowed to enter for
the examination; but all the best students should be encouraged to
do so.
3. Preparation. Students are prepared for the LANGUAGE paper in
the examination by their work in the secondary school on comprehen-
sion, precis and composition, and by all the language study which
they do in connection with the literature books.
In the LITERATURE part of the examination, ("Prescribed Books"),
students who are going to take the Cambridge examination will have
to study two books from the list, privately outside school.
not for our school ⟦illegible⟧
The list of prescribed Books for 1958 is as follows. The first
four books on the list will also be prescribed in 1959:
i | DICKENS, Nicholas Nickleby (Longmans, Bridge Series)
ii | CHARLOTTE BRONTE , Shirley (Oxford Univ. Press, English-Readers' Library)
iii | REGINALD BERKELEY, The Lady with a lamp (Longmans, Essential English Library)
iv | NINA LANGLEY, Dr Albert Schweitzer, O.M. (Harrap)
v | SHIRLEY DARBYSHIRE, Young Nurse Carter (Chatto & Windus)
vi | SIR ARTHUR QUILLER COUCH, Harry Revel (Dent, Kings' Treasuries)
vii | A.G. STREET, Farmer's Glory (Faber)
4. Dates of the examination 17th June and 9th December, 1958.
The oral examination will be taken on another day, near to the
date of the written papers.
5. Entry Entry forms should be obtained by post from the
nearest British Council Centre (see list below), during January.
Candidates will then be told the last date for sending in the com-
pleted forms, and the amount of the fee to be sent with the forms
(about one dinar). The fee cannot be returned; but a candidate
who for a good reason (e.g. moving to another part of Iraq) does
not sit for the examination on the date for which he entered may,
if he gives at least three weeks' notice that he will not be sitting,
be given a voucher towards the cost of sitting at a later date.
Mr. Ahmed
To notify the English language teachers of this and keep the letter in its file for the academic year curricula
⟦illegible⟧
1958/12/20
Page 168
- 2 -
6. Past question papers can be bought, and any further infor-
mation about the examination can be obtained, from the British
Council, P.O. Box No 298, Baghdad.
7. The British Council Centres in Iraq are:-
Central - The British Council, P.O.Box 298, Baghdad.
North - The British Council Centre, Mosul.
South - The British Council Centre, P.O.Box No 10, Basrah.
G. Crwys-Williams,
Specialist Inspector of English.
20th November 1957.
Page 169
Directorate of Education of Baghdad Province - Center
Outgoing
Number / 2225
Date / 25 / 9 / 1957
To -
Administrations of Official and Private Primary and Secondary Schools
and Private
We are sending you herewith one copy of the list of English books
prescribed for the current academic year 1957/1958, requesting that they be handed
to the male and female English language teachers in your schools and instructing them
to cross out the phrase mentioned in the third paragraph of the first intermediate grade books
and write the name of the book ⟦Tom and Mary⟧ instead, as it is the
prescribed book.
⟦signature⟧
Abdul Sattar Al-Qarahghuli
Director of Education of Baghdad Province
Center
A copy to :-
Directorate of General Education / Supplies / Reference to its letter numbered
39653 dated 22 / 9 / 1957
All male and female inspectors of this Directorate
Outgoing Section - for follow-up
Qais Ahmed
Page 170
ENGLISH BOOKLIST 1957—1958
English Books Prescribed for the School Year 1957 - 1958
PRIMARY
Fifth Year for the Fifth Primary
1. Oxford English Course for Iraq Book 1.
2. Teacher's Notes to Book 1. (for teachers only).
3. Progressive Writing Book 1.
4. Progressive Writing Book II.
5. Crosswords for Beginners, I.
Sixth Year for the Sixth Primary
1. Oxford English Course for Iraq, Book II.
2. Teacher's Notes to Book II (for teachers only).
3. Progressive Writing Book III.
4. Progressive Crosswords I. (Revised).
INTERMEDIATE
First Year for the First Intermediate
1. Oxford English Course for Iraq, Book III (All).
2. Teacher's Notes to Book III (for teachers only).
3. (Story book to be selected later from new lists).
4. Crosswords for Beginners Book II.
5. Progressive Writing Book IV.
Second Year for the Second Intermediate
1. Oxford English Course for Iraq, Book IV (All).
2. Teacher's Notes to Book IV (for teachers only).
3. Stories from the Near East.
Third Year for the Third Intermediate
1. Oxford English Course for Iraq, Book V (All).
2. Teacher's Notes to Book V (for teachers only).
3. Emil and the Detectives.
4. English-Reader's Dictionary.
SECONDARY
Fourth Year for the Fourth Preparatory
1. Oxford English Course for Iraq, Book V (All).
2. Teacher's Notes to Book V (for teachers only).
3. Oliver Twist. Tales Retold.
4. English-Reader's Dictionary.
Fifth Year for the Fifth Preparatory
1. Hill, Comprehension & Precis Pieces.
2. Louis Pasteur (Lives of Achievement).
3. The Stories of Shakespeare's Plays, 1. Tales Retold.
4. English-Reader's Dictionary.
Page 171
15
8
Copy of the Letter
⟦line⟧
You will find enclosed (200) copies of Instructions No. 13, which we hope you will review and take the necessary steps to distribute
to all official, private, and evening primary schools, teachers' institutes, and educational courses under your administration.
The distribution has been carried out according to the attached schedule.
On this occasion, we list below a copy of the memorandum from the Acting Specialist Inspector for the English Language, Mr. Salim
Hakim, No. 388 dated 14/4/957, requesting that you act according to the note recorded therein and above from us.
Signature / Acting General Inspector of Education
⟦line⟧
Copy of the Memorandum
⟦line⟧
You will find enclosed a copy of Instructions No. 13. I kindly request you to mediate with the Directorate of General Education to approve its printing
at the Education Press in four thousand copies (4000), and then distribute them to all official, private, and evening primary schools
according to the attached schedule, as well as teachers' institutes and educational courses.
Note: A - The school administration shall keep a copy of these instructions after the teacher signs it upon receiving a copy.
B - The teacher is requested to keep his copy in his private file with all instructions sent to him.
Salim Hakim
Acting Specialist Inspector
⟦line⟧
Directorate of Education of Baghdad Province/ Center | Number / 11891
Personnel | Date / 16 / 5 / 1957
To /
Administrations of official and private primary schools for boys and girls
for boys and girls associated with this Directorate, all of them.
We record for you above the text of the General Education Inspectorate's letter No. 1155 dated 12/5/957, which includes
a copy of the memorandum from the Acting Specialist Inspector, Mr. Salim Hakim, and enclosed is one copy of Instructions No. 13,
requesting its receipt and action according to what was stated in the memorandum transcribed therein.
⟦signature⟧
Abdul Sattar Al-Qaraghouli
Director of Education of Baghdad Province/ Center
The copy was received
and kept in the file of
Mr. Munir
A copy to /
General Education Inspectorate / Your letter referred to above.
Personnel.
M/ Al-Araji 15 / 5
Mr. Munir
Please contact Education to inquire about
the attached copies
⟦signature⟧
19 / 5 / 957
Rejected
86854
T.A.
Page 172
Directorate of Education of Baghdad Province / Center
Secondary Accounts
Number / ⟦illegible⟧
Date 2 / 3 / 1957
Administrations of Secondary Schools for Boys and Girls
Official and Private.
We record for you below a copy of the letter from the Directorate of General Education / Curricula and Books -
Numbered 8902 and dated 26 / 2 / 1957. Please inform the English language teachers
in your schools about this.
Abdul Sattar Al-Qarah Ghouli
Director of Education of Baghdad Province
Center
A copy of it to:-
Directorate of General Education / Curricula and Books - your letter referred to above
for your kind information.
Secondary Education Accountant - for information.
Copy of the Letter
To all Provincial Directorates of Education
It has been decided to delete the following five chapters from the book (Louis Pasteur) prescribed for the fifth
secondary grades, for the purposes of the general examination for the current school year only. Please
circulate this to all secondary schools for boys and girls, both official and private, and inform us.
The chapters are
Chapters XIII, XVII, XVIII, XIX, and XX.
Director General of Education
A copy of it to:-
General Education Inspectorate - your letter numbered 516 and dated 18 / 2 / 1957
Directorate of Secondary Education
Directorate of Examinations
Directorate of Curricula and Books
Presidency of the Higher Committee for the Administration of General Examinations
Mr. Morris - Specialist Inspector - your memorandum numbered 370 and dated
12 / 2 / 1957.
Nasser / 2
5719
⟦illegible⟧
Page 173
Directorate of Education of Baghdad Province / Center
Secondary Accounts
Number / 5719
Date / 1957/3/12
Administrations of Secondary Schools for Boys and Girls
Official and Private.
We record for you below a copy of the letter from the Directorate of General Education / Curricula and Books -
Numbered 8902 and dated 26 / 2 / 1957. Please inform the English language teachers
in your schools about this.
⟦signature⟧
Abdul Sattar Al-Qaraghouli
Director of Education of Baghdad Province
The Center
A copy to -
Directorate of General Education / Curricula and Books - your letter referred to above
for your kind ⟦information⟧.
Secondary Education Accountant - for information.
Copy of the Letter
To all Provincial Directorates of Education
It has been decided to delete the following five chapters from the book (Louis Pasteur) prescribed for the fifth
secondary classes, for the purposes of the general examination for the current school year only. Please
circulate this to all secondary schools for boys and girls, both official and private, and inform us.
The chapters are:
Chapters XIII, XVII, XVIII, XIX, and XX.
Director General of Education
A copy to -
General Education Inspectorate - your letter numbered 516 and dated 18 / 2 / 1957
Directorate of Secondary Education
Directorate of Examinations
Directorate of Curricula and Books
Chairmanship of the Higher Committee for the Administration of General Examinations
Mr. Morris - Specialist Inspector - your memorandum numbered 370 and dated
12 / 3 / 1957
Nasser / 2
22 / 4
5719
1957/3/12
Page 174
Directorate of Education of Baghdad Province / Center
Secondary Accounts
Very Urgent
Number /: 5718
Date: 3 / 3 / 1957
4 / 3 / 57
Administrations of Official and Private Secondary and Intermediate Schools
for Boys and Girls.
We record for you below a copy of the letter from the Directorate of General Education / Curricula and Books -
Numbered 9051 and dated 27 / 2 / 1957, so please inform the male and female teachers of the English
language in your school to correct that.
⟦signature⟧
Abdul Sattar Al-Qaraghouli
Director of Education of Baghdad Province
Center
A copy of it to: -
Directorate of General Education / Curricula and Books - your letter referred to above, for your kind information.
Secondary Education Accountant - for information.
Copy of the Letter
All Provincial Directors of Education
The two errors listed below appeared in the second part of the book of Riddles and Puzzles,
so please circulate this to all male and female English language teachers for the first
intermediate grades to carry out the correction and inform us.
Director General of Education
A copy of it to: -
General Education Inspectorate / English Inspection - with reference to your letter numbered 363
and dated 24 / 2 / 1957.
Directorate of Curricula and Books.
Page 8 Line 14 ... For "learner"
Read "leader"
Page 34 Across 8 ... For "night"
read "tight"
Nasser / 3
Page 175
Directorate of Education of Baghdad Province / Center
Secondary Accounts
Very Urgent
Number / 5718
Date / 3 / 3 / 1957
Administrations of Official Secondary and Intermediate Schools
and Private Schools for Boys and Girls.
We record for you below a copy of the letter from the Directorate of General Education / Curricula and Books -
Numbered 9051 and dated 27 / 2 / 1957, so please inform the male and female teachers of the English
language in your school to correct that.
⟦signature⟧
Abdul Sattar Al-Qaraghouli
Director of Education of Baghdad Province
The Center
A copy to: -
Directorate of General Education / Curricula and Books - your letter referred to above, for your kind information.
Secondary Education Accountant - for information.
Copy of the Letter
Directors of Education of all Provinces
The two errors listed below appeared in the second part of the book of Riddles and Puzzles,
so please circulate this to all male and female English language teachers for the first
intermediate grades to carry out the correction and inform us.
Director General of Education
A copy to: -
General Education Inspectorate / English Inspection - with reference to your letter numbered 363
and dated 24 / 2 / 1957.
Directorate of Curricula and Books.
Page 8 line 14 ... For "learner"
Read "leader"
Page 34 line 8 ... For "night"
Read "tight"
Nasser / 3