AI en Translation, Pages 126-150
Page 126
3.
Mr. Schuster is getting
married immediately after
the festival. his wife's maiden
name is Block and she is
naturally coming with her
husband. I hope that the
passport affairs can be
arranged in time to allow
us to leave together immediately
after Succoth. We are prevented
from leaving earlier by the
fact that the date of the
festivals coincide with the
dates of the departure of
boats. I hope that it will
be suitable if we all
arrive around October 10th.
I shall write to Mr. Barry
as to how he should arrange
the time-table until our
arrival.
Page 127
4.
Both these gentlemen are
orthodox Jews and I think
that it would be possible for
all of us to live together. It
will be rather more pleasant
for me to have company of
this sort. I should be grateful
if you could make inquiries
about suitable houses. Wire
netting and modern sanitation
are essential.
I feel sure that the Schools
Committee will feel very satisfied
with my choice. They are both
of good family, with considerable
Jewish knowledge, and will not
regard the schools as a stepping-
stone to other things ⟦at⟧ ⟦the beginning⟧,
but will take a real interest
in the education of the boys
under their care. If they feel
happy in Baghdad, as I expect,
they will probably spend many
years there. I feel very
enthusiastic about this.
Page 128
5.
⟦hope⟧ that you and
your family enjoyed your
holiday. When you write
to David, please give him
my best regards. The
Matriculation results, Moshi
and Soffer in the First Division,
Abraham and Behor in the Second,
were really very gratifying.
Dr. Tucker should really
be congratulated on them.
The Matriculation School, had
5 in the Second Division, out
of 13 entries, which is very
poor compared with our
results.
With best wishes to Mrs.
⟦Hah⟧ + yourself and children
for a ⟦Good Inscription and Seal⟧
I remain,
Yours Sincerely,
Emile ⟦Marmoutey⟧
Page 129
Baghdad 16th June, 1937
Gentlemen,
I wish to make the following statement. On Monday
June 14th, 1937, I went to the room of the Second Secondary
Form in the company of Mr. Tewfik Basry and Mr. Yusef Daoud.
On my instructions, Mr. Basry explained to the form that the
school was not prepared to alter its syllabus in order to
prepare pupils especially for the government Intermediate
examination. He pointed out, however, that the school would
enter suitable candidates for the examination and would grant
ten days leisure for preparation for it.
It is my duty to inform you, gentlemen, that this
arrangement will probably lead to trouble in the course of the
next year. I must disclaim all responsibility. The Second
Secondary Form contains a large amount of explosive material,
including a number of bad characters, who have taken part in
strikes in the past. I shall naturally be vigilant in my
attempts to prevent trouble, but there will always be danger
as long as no satisfactory solution of the problem is reached
As the policy at present in force has been intrduced at your
desire, you will understand the correctness of my position
if I warn you of your great responsibility towards the school.
Yours faithfully,
Headmaster
Page 131
2
private and did not succeed in the examination result or did not obtain the certificate
mentioned in Article Four, he shall be dismissed from the scholarship, provided that Article
Eight is applied to him. The Minister of Education pays the fees for each exam once, and the student must
pay the fees for repeated exams. The repetition of the year shall be in the year that
immediately follows it, unless the delay arises from a legitimate excuse recognized by the Minister of Education
as legitimate.
7 - The Minister of Education has the right to dismiss the student from the scholarship when the university administration requires the student
to withdraw based on his failure or shameful conduct, and the provisions of Article Eight shall be applied to him.
8 - If the student does not fulfill his pledge as stated in Articles Four and Six without a legitimate
excuse, or is dismissed from the scholarship as stated in Article Seven, the Minister of Education shall terminate this
contract and recover from him all that was spent on him until then of the expenses
mentioned in Articles Two and Three of this contract. The student undertakes to pay
those expenses according to the lists approved by the Minister. As for the decision on
whether the excuse is legitimate or illegitimate, the amount of the sums to be recovered,
and whether the student is obligated or not, it returns to the Board of Education.
9 - The student undertakes to serve the Iraqi government after his return from education for a period equivalent to
his studies at the aforementioned university under the conditions decided by the Iraqi government,
provided that fractions of a year of education are counted as a full year for the government. If the
Iraqi government wishes to employ him in this manner, his salary shall be the salary prescribed
for the position he is qualified to be appointed to. If he refuses service or does not complete the
stipulated period due to his resignation before the expiration of the set term or due to his dismissal for bad
conduct according to the regulations related to service, the government shall recover from him all the expenses
it spent on him during the period of his education as mentioned in Articles Two and Three, provided
that they do not exceed ⟦...⟧. However, if the Iraqi government does not wish to employ him
within a year from the date of his return from study, he shall be released from this contract and
no expenses spent on him shall be recovered.
This contract was drafted in Baghdad on the date ⟦line⟧ and each of
the contracting parties was given a copy of it.
The Student Minister of Education
I, the one placing my signature or seal below ⟦line⟧ guarantee the
student ⟦line⟧ and undertake to pay everything he owes according to the lists
approved by the Minister for his violation of the provisions of this contract upon request and without
the need for any legal proceedings against me or the student.
The Guarantor
Agreement and mutual consent have been reached between His Excellency the Minister of Education ⟦line⟧
authorized by the Iraqi government to execute the contract on one hand, and the student ⟦line⟧
⟦line⟧ on the second hand, regarding the following :-
1 - The Minister of Education undertakes to send the aforementioned student to study ⟦line⟧
(Full name of the branch)
in ⟦line⟧ at the expense of the Iraqi government.
(Full name of the institution and the country sent to)
2 - The Minister of Education undertakes to pay the following expenses for the aforementioned student at the expense of the Iraqi government :-
(a) Second-class travel expenses, round-trip, once.
(b) The necessary fees for his studies, the cost of textbooks, instruments, and study tools necessary for him, and all expenses that the Ministry of Education considers necessary for his studies.
(c) Food, housing, and laundry expenses.
The Minister of Education has the right to determine the amounts required to cover these expenses and to define the student's educational and living needs through instructions issued from time to time.
3 - The Minister of Education undertakes to pay the expenses required for minor health care for the student and the expenses required for his treatment if he suffers from an illness that is not due to negligence on his part or intentional misconduct that delayed him from achievement. The Minister of Education has the right to determine the amounts required to cover these expenses through instructions issued from time to time, and shall bear the expenses of returning him to his country in Iraq if the aforementioned illness prevents him entirely from completing achievement, and in this case, the expenses spent on him shall not be recovered from him.
4 - The student undertakes to carry out what he was sent for with diligence and activity, and shall strive in his studies and behave in a good and satisfactory manner inside and outside the institution to which he was sent. He must observe the regulations followed in the institution with seriousness and honesty, and do everything in his power to perform well in exams, and he must obtain a certificate of ⟦line⟧
from it regarding the science mentioned in the first article, provided that the period spent by the student to obtain the mentioned certificate does not exceed ⟦line⟧
years, and this period is considered sufficient to obtain the certificate.
5 - It is not permissible to change the branch, institute, or certificate mentioned in the first and fourth articles above except in emergency cases, and the option to change in such cases shall be left to the competent Minister only.
6 - The student undertakes to repeat his studies at his own expense for the year he repeats due to failure, or for the year that exceeds the number of years mentioned in the fourth article if the failure or extension of the period was for a reason other than the illness mentioned in the third article. If he does not repeat his studies at his own expense or repeats his studies at his own expense
Page 132
M. Ittah
Report
on the schools of the Israelite community in Baghdad
My observations and the experiences I gained during my work in the community's schools in the last year
prompt me to write these pages to present some issues that I see as my duty to investigate and submit
to the individuals who have taken upon themselves the management of the community's affairs. I am also pleased and honored to suggest
some reforms. There is no doubt that it is possible to compose a complete book about our schools and matters related to them.
However, I will discuss them with all brevity and limit my research to the matters that are more important than others, so
that it becomes possible to understand and implement them in an organized manner and as quickly as possible.
I understand very well that these studies are not new in their field. And that there are many difficulties
obstructing their implementation. Also, bringing them into the sphere of action cannot be done overnight. However,
this does not mean that we should not concern ourselves with them. We must always remember that the degree of education
and culture in the community can be measured only by the degree of progress of its schools. And if the community does not possess
educational traditions other than what it inherited from the ancient schools in (Sura) and (Pumbedita), then there is no
doubt that among the members of the community today - there is a large group that understands the value of modern education. My hope is firm that they
will assist the community in promoting its schools and raising their level.
D. F. Kallay
- 1 - Teachers of the primary grades:
There is no doubt that we are entirely negligent in caring for the teachers of the primary grades. If we have established
modern schools to get rid of the educational system that was followed in the Talmud Torah institutions - it is because we
found it necessary to raise children with a correct modern education. But on the other hand, we have handed over
these children, while they are in the stage of forming their mindset and the ripening of their minds, into the hands of a group of school teachers who
do not have any knowledge of the principles of modern education.
In developed countries, only the most competent and best-prepared teachers in
educational matters are appointed to the primary grades. Therefore, we find that the lesson hours in the classes of the young children are full of everything that delights the child and pleases him
and enlightens his thoughts. Especially for those poor children who do not have anything in their family environment or private
residences to cheer them. Therefore, their study hours are their whole real life. As for us,
a single visit to the classes of the young is enough for us to realize the reality of the teachers to whom we have handed over these
poor children.
It is the duty of the community to think about the matter of teachers in general. But one of its most specific duties - is to find
for the classes of the young a group of teacher-educators fit to carry out this serious task. So if the
community desires its schools to be - worthy of the name they bear - it must allocate in
every budget a certain amount in addition to the amount allocated for the schools, to be set aside for selecting ⟦the elite⟧ of teachers
Page 134
(( 3 ))
As for in this country, there is no rule in this regard. The child's guardians—especially those who
have several children—want to get rid of the child as quickly as possible. He can hardly utter some
words before they enroll him in a Midrash school or one of the other schools, due to the lack of a
kindergarten for children. This action—if it satisfies the child's guardians in terms of getting rid of his burden—yet by doing so,
they are unaware that they are sentencing the child's mentality and the expansion of his mind to a life sentence. When a child sees
himself in the company of children older than him, he remains under the influence of shyness and fear. These two traits
remain inherent in him—even when he grows up—making it difficult then to eradicate them from him. Not to mention that his intelligence will be
average, if not low.
Therefore, we have begun to see a great disparity in the ages of students in our school classes. In the past,
that is, before the modern schools opened, we had some excuse for that. When these schools opened,
every student who wished to study began to enter them regardless of his age. Thus, the older student received knowledge alongside
the younger student in one class. But today, we have no excuse for that after we have come to have high-level schools.
We cannot continue to see a student in his fifth year of age alongside another who is ten years old
in the preparatory class, or students at the age of eleven or twelve alongside others who have exceeded
eighteen in the sixth grades. This is entirely detrimental from both the educational
and instructional perspectives. Therefore, a special system must be enacted that specifies the age for admitting a student to school and the number of years
a student can spend in a single class, as well as the average age of students in the classes, and strictly enforcing
this system.
– 3 – Study Curriculum:
The issue of designating a special curriculum for study is one of the most important problems occupying educational scholars today
in civilized countries. And if the subjects that the student must study occupy the attention of the authorities
in advanced countries where their children share one language and one culture—then it is more fitting that
this issue be of great difficulty in this country. I am not in a position where I can speak about
the teaching curricula in Israeli schools in general. Therefore, I limit my talk here to the curriculum of the Shamash School.
Nevertheless, I can say that the curriculum of other schools is not as it should be. For example: teaching
the English language in the first primary grade alongside Arabic and Hebrew is nothing but a waste
of time and a useless depletion of the students' vitality and activity. Anyone who looks closely at that can confirm
this situation. <del>⟦illegible⟧</del>
As for the Shamash School: if we see in England, for example, that the student completes his secondary studies at
the age of sixteen, this should not be applied to our students. There, the student's effort is limited to studying
one language. <del>⟦illegible⟧</del> And if he studies some foreign languages in secondary schools—it is to a degree
where he can hardly express his ideas in them. But here, the matter is completely different. The student
Page 135
(( 4 ))
He speaks one language at home and another at school. Furthermore, he must learn one of the two foreign languages
(English or French) to a high standard, like his native language, so that he can express his thoughts with it
easily. In addition to that, he must learn a third language, which is Hebrew, to a good degree as well. Added
to this is that the student here does not learn anything from his environment—as students do in advanced countries—
as he does not visit theaters, nor does he listen to lectures, and he rarely reads. Moreover, his home environment does not
help him in that regard. If we say that our students must obtain the secondary certificate after
ten years of study, and even if this period is sufficient for him to obtain the Matriculation certificate—
he nevertheless remains deprived of some other information that would make him a cultured man in the future.
And we must not forget that the students of the secondary classes are those from whom the enlightened class
among the members of the community will be formed in the future. Therefore, this deficiency is clear in the students' general culture.
I believe that a student must obtain the secondary certificate after <del>for</del> twelve years
of study (meaning from the age of six until eighteen). (I have a special detailed curriculum for that).
Four of them are elementary, during which he learns the language of the country and a little Hebrew. Another four are middle, during <del>during</del>
which he begins learning English. He advances in Hebrew as well as in Arabic. The remaining four years
shall be secondary, in which sciences are taught in the English language along with an advanced study of Hebrew and Arabic. By doing so,
we will be able to attend to teaching social subjects in the secondary classes, such as literature, history, geography,
and arts—such as music, drawing, and manual labor.
The community has many schools whose curricula must be brought closer to each other so that the student can move
from one school to another with complete ease, especially from primary to secondary schools.
4 - Physical Education:
⟦line⟧
The accepted saying "A sound mind in a sound body" has become too famous to repeat. This rule
has caught the attention of educators. They began to care for the bodies of the students as much as they cared for nourishing their minds.
There is no doubt that the Creator, Almighty, has granted us the body to care for—given its great importance in our lives—.
We must pay full attention to the body if we want to have a sound mind. It is regrettable that the
education of bodies among us is terribly neglected. Most students are hunchbacked, of weak build,
constantly complaining of headaches. School principals know this from the medical reports
that reach them from time to time. There is no doubt that this situation must not continue under any circumstances.
If we want healthy youth—and no doubt each of us wants that—we must pay every attention to the physical
education of our children.
We can appoint one capable teacher for all our schools, provided that this project is expanded in the
future.
Page 136
(( 5 ))
- 5 - The purpose of teaching in our schools:
What will be the future of our children, I wonder, after they complete their education? Undoubtedly, this is an issue
that should not be ignored. Experience has shown us that government jobs have become limited. Just as
the possibility of our students joining private firms is very limited.
This country is agricultural above all else; therefore, we would be mistaken if we did not prepare our students
for this branch of work. There must be—in the industrial school that will open soon—a special branch
for agriculture. There are large areas of land where an educated farmer can earn his living with ease.
Since the school in question has not yet opened, it is possible to attend to this. The matter is limited
to the committee that has taken it upon itself to complete this project.
- 6 - The Hebrew Language
The level of the Hebrew language in our schools is very backward, as it is confined to chanting the Torah
without any interest in the language itself. If it happened that the Hebrew teacher in one of the schools died, the administration
rarely bothers to appoint someone to replace him.
Despite my great respect for the Rabbis who teach the Hebrew language, I say that time is going
to waste. The student studies a subject for many years without understanding anything from it. Even though the
Hebrew language is one of the easiest languages for our students, given the proximity of this language to the country's Arabic language in terms of
its vocabulary, structure, and grammar.
If our students still do not master this language, then this is the greatest evidence of the defect existing
in the method of teaching it or the lack of sufficient interest in it. There is no doubt that the purpose of the existence of sectarian
schools is to educate students in Israeli culture. So are we doing that in our schools?
Our students today rarely know anything about the traditions, religion, history, and holidays of the Israeli nation.
Therefore, it is necessary that we pay ⟦new⟧ attention to the status of the Hebrew language and literature in schools
and give it its due right.
- 7 - Limited Education:
Our schools are still merely a factory for providing information to students. As for the spiritual education of the child and monitoring
their growth and development, it rarely concerns us much. We have said that this requires trained teachers. <del>⟦illegible⟧</del> But the
teachers currently present, despite their shortcomings, do not perform what is required of them even within the scope of their abilities. For the teacher
among us only knows the student by their number, as if the students were a group of prisoners. The teacher rarely even knows the
student's name. He does not care about their environment, monitor the causes of their lethargy, or ask about their family life. I asked
the students of one class what they ate for breakfast in the morning. Sixty percent of them answered that they had
tea—without milk—with bread. Only a few of them told me that they ate eggs, bread, and butter. So does
Page 137
⟦illegible⟧ enough to nourish his delicate body! And is there not
⟦illegible⟧ at least one meal of healthy food
⟦illegible⟧ . For some classes contain
⟦illegible⟧ students in each class specifically not
⟦illegible⟧ in a wealthy community like the Baghdadi community
⟦illegible⟧ new buildings can be constructed for it on
⟦illegible⟧ if there is the will for that, it is possible to find