AI en Translation, Pages 326-350
Page 326
( 42 ) <del>⟦illegible⟧</del>
Fourth year: twenty-eight sessions per week
Practice various exercises with hand tools based on drawings, taking into account
the accuracy of dimensions according to precise measuring devices, then the student dedicates himself
to practicing various tasks in the laboratories to perform the necessary repairs
for some tools, machines, and equipment, and what schools need from
tools and machines that can be made in schools.
Practice on planing machines, milling machines, and gear cutting machines.
Practice operating and maintaining the power machines at the power station ⟦located⟧
at the school and visiting some lighting and water stations in the city
to enhance their knowledge from a scientific and practical perspective as much as possible.
The student also practices repairing the required tools from the school.
Fifth year: twenty-eight sessions per week
Practice various exercises with hand tools based on given drawings,
taking into account the accuracy of dimensions according to precise measuring devices, then the student dedicates himself
to various tasks in the laboratories to perform the necessary repairs
for some tools, machines, and equipment, and what schools need from tools
and machines that can be made in schools.
Giving the student various exercises on planing machines, milling machines,
and gear cutting machines, and carrying out the required tool-making tasks from
the school.
Turning.
First year: twenty-one sessions per week
(Four weeks of filing) with a simple explanation of the vice, hand tools, and methods
of their use, marking and measuring operations, their applications, and simple exercises
<del>⟦illegible⟧</del> on which marking, filing, and cutting with a hacksaw are performed, with coarse filing
and fine filing, and adjusting surfaces with each other and at an angle.
(Four weeks of forging) with a simple explanation of forging furnaces, their operation, tools,
and their uses, and knowing the type of coal used in the furnaces, along with simple exercises
on cutting, drawing, pressing, bending, splitting, leveling, and straightening with a straight punch,
and adjusting surfaces at an angle.
(Twenty-two <del>⟦illegible⟧</del> weeks of turning) a detailed explanation of the parts of various lathes,
and ordinary and modern marking and measuring tools, and cutting tools and their uses. Turning exercises ⟦for various⟧
Page 327
( 43 )
the rounded and tapered surfaces from the outside, as well as turning flat surfaces.
Second year: twenty-one classes per week
Detailed practical explanation of lathe tools and cutting right and left triangular thread from the outside. Cutting a single-start square thread from the outside, including more difficult operations than before, based on the given drawings, to suit their level.
Third year: twenty-five classes per week.
Practical explanation of cutting right and left triangular internal thread, cutting right and left square internal thread with one or more starts. Turning spherical and symmetrical curved surfaces. Exercises on the above, based on the given drawings to suit their level.
Fourth year: twenty-eight classes per week
Forging different lathe tools, methods of sharpening and dividing them. Cutting different internal and external threads based on drawings given to students according to their level. Exercises on various jobs for spare parts available in the school, observing accuracy in dimensions according to precise measuring devices. Training the student on the necessary repairs for the workshops, provided that the number of exercises is not less than ten annually, in addition to the repair work required for the school's workshops.
Fifth year: twenty-eight classes per week
Forging different lathe tools, methods of sharpening and dividing them, and cutting different internal and external threads based on drawings more difficult than before, and exercises on the required cutting work from the school, observing accuracy according to precise measuring devices.
Blacksmithing:
⟦line⟧
First year: twenty-one classes per week
(Four weeks) The student is given a simple explanation of machining and hand tools and methods of their use - marking and measuring operations and their applications, simple exercises are performed on them, marking, annealing, cutting with a hacksaw, rough filing, and fine filing, and adjusting surfaces to each other at an angle.
(Four weeks) The student is given a simple explanation of the lathe, its parts, and conventional and modern marking and measuring tools, and cutting tools and their uses, exercises for turning surfaces
Page 328
(44)
round and elliptical from the outside, as well as turning flat surfaces.
(Twenty-two weeks) for a detailed explanation of cooing and blacksmithing and their uses
Knowing the type of coal used in the bellows and performing various and multiple exercises on
Cutting, drawing, bending, pressing, slitting, leveling, and straightening with a fair balance
and adjusting surfaces to the angle.
Second Year
Twenty-one sessions per week
Simple blacksmith welding, simple hardening and annealing work, riveting work, exercises
different from those based on various given drawings.
Note: - The student is given a comprehensive table of different hand tools, indicating
the following: - Their names. The metals they are made of, their uses, their specifications
in the commercial market, their approximate prices, and before starting the exercise
it must be drawn in a notebook, and its explanation, purpose, the tools used, and the hours
required for its execution must be written.
Third Year
Twenty-five sessions per week
Performing blacksmith welding of all types, cutting and welding with oxy-acetylene, performing welding
with electricity and explaining the equipment used in it.
Practical explanation of bending and welding angles. Bending pipes on the hot (former), exercises on the foregoing
using different rules and balances based on given drawings.
Fourth Year
Twenty-eight sessions per week.
Detailed practical explanation of water and gas-tight riveting operations, exercises on the foregoing
provided that the student performs repairs and constructions.
Fifth Year
Twenty-eight sessions per week
Various exercises on water and gas-tight riveting operations and more exercises
difficult than the previous ones and implementing the recommendations required by the school.
Plumbing:
First Year
Twenty-one sessions per week
Explanation of the tools and equipment used in the plumbing workshop and the different methods of using them.
Types of sands, their preparation and mixing, mixing simple arnic, and practicing making
their specific cores based on specific models accompanied by their original drawings
with observation of casting some of them to determine their quality after casting, so that
there are no less than fifteen exercises.
Page 329
( 4 )
Second Year: twenty-one classes per week
Practice on oven work, both column and hand, so that practice work on the
mold does not exceed four exercises per year, and the total number of exercises is not less than fifteen from given
drawings, with the student casting them to determine their quality after
casting.
Third Year: twenty-five classes per week
More difficult exercises than before, with some of them dedicated to column mold work
and casting simple patterns with simple mandrels, with casting some exercises to determine
their quality, so that they are not less than twelve exercises.
Fourth Year: twenty-eight classes per week
Practice on casting complex patterns with complex mandrels, using wax in the mold
for some delicate work, performing exercises on casting simple gears from specific
drawings, so that the total number of exercises is not less than twelve exercises,
with attention to casting some exercises to determine their quality and performing the necessary executive
work.
Note: - Consideration should be given to the selection and details of machine parts.
Fifth Year: twenty-eight classes per week
Casting complex patterns with complex mandrels and using wax in the mold for some delicate
work, in a broader way than previously given, executing the required recommendations from the school.
Cars.
First Year: as followed in the filing department.
Second Year: as followed in the filing department.
Third Year: twenty-five classes per week
Making some hand tools used in car manufacturing, practicing making gaskets
from paper, felt, Klovit, and thermal paper, hot and cold welding of inner rubber,
disassembling and assembling inner and outer rubber tires,
disassembling front wheels, inspecting their axles, and carefully assembling them, cleaning and lubricating
all car parts with a pressure lubricator, lifting the car with mechanical jacks,
and adjusting the alignment of the front wheels, disassembling and assembling the rear wheels, adjusting the brakes
and changing them, and practicing riveting methods, disassembling the front and rear springs,
cleaning them and knowing how to change and assemble them, disassembling the steering column and wheel, inspecting and cleaning them,
and adjusting them.
Page 330
_ ( 46 ) _
Fourth Year
Twenty-eight sessions per week
Disassembly of the rear axle and differential gearbox, inspection, cleaning, and reassembly. Disassembly of the
propeller shaft, inspection of its joints, cleaning, and reassembly. Disassembly of the gearbox, inspection,
cleaning, and reassembly. Practice on cutting and bending brass materials in the car. Disassembly and replacement of
clutch lining rivets and reassembly. Disassembly of the carburetor, cleaning, adjustment,
and reassembly. Disassembly of the fuel pump, identifying its faults, and reassembly. Disassembly of spark plugs, cleaning,
testing, and adjustment. Disassembly of the magneto, identifying its faults and adjustment method,
and reassembly. Disassembly of the distributor, identifying its faults, adjusting it with the ignition point, and reassembly.
Disassembly of the fuel filter, cleaning, identifying its faults, and reassembly. Practice on identifying all
electrical connections in the car. Disassembly of the battery, testing it, identifying its faults,
testing the acid and identifying its increase or decrease. Knowing how to repair batteries
and replace damaged plates. Methods of charging new and used batteries.
Practice driving on important different streets and knowing special instructions
for traffic, at a rate of half an hour weekly.
Fifth Year
Twenty-eight sessions per week
Disassembly of engine accessories such as the water pump, fan, radiator (cooler),
alternator, and starter, and identifying faults and repairs for each. Disassembly of the
oil pan, checking the oil pump, cleaning, and reassembly. Grinding
valves and repairing their seats. Adjusting tappets (valve lifters). Removing
the engine from its place and practicing operations of changing piston rings and pistons, and adjusting
crank pins, adjusting connecting rod bearings, adjusting connecting rod end bearings,
and timing gears. Reassembling all parts, starting the engine, testing it,
and adjusting it. Practice driving around the city and knowing traffic
instructions.
Carpentry:
First Year
Twenty-one sessions per week
Explanation of hand tools and methods of their use. Sawing wood lengthwise and crosswise.
Squaring prismatic pieces of wood with square, octagonal, or hexagonal cross-sections at the corners.
Scratch, mortise and tenon joints, simple frames.
Second Year
Twenty-one sessions per week
Dovetail and gluing joints, using clamps, assembly, finishing,
and sanding. Performing the prescribed joints in the lessons, as well as performing the prescribed exercises
and given.
Page 331
-( 47 )-
Third year: twenty-five sessions per week
Execution of the prescribed exercises in industrial science.
Fourth year: twenty-eight sessions per week
Making simple complete solid (butt) and layered and veneered sets, preparing wood
for painting with lines - sanding - putties - wood veneer putty -
Colored whiting putty - bronzed wood putty. Preparing and mixing the mixture
white, yellow, and red with regular and pure alcohol (spirit) for priming.
Using powdered pumice.
Stain. Service. Finishing. Practice painting some furniture
simply with lines.
Fifth year: twenty-eight sessions per week
Making complete sets for dining, bedroom, living room, office, entrance from solid wood
(butt) and layered and veneered. The exercises for the five teams must be based on detailed
drawings with sections. Painting and coloring wood. Aniline. Hasa Koz.
Ammonia. (Ammonium chloride) difference potassium permanganate. Potassium dichromate. Acetic acid.
Acetic acid. Silver nitrate. Chromic acid. Iron sulfate and above diluted iron chloride.
Painting some furniture and polishing it with lines after coloring with transparent varnishes
and spirit varnishes. Cellulose service with shellac and polishing and cellulose constructions
using a spray gun (pistol) ⟦or⟧ darkening the faded car color in wood.
Painting some furniture and polishing it with lines or with transparent cellulose. Painting
collective.
Electricity Department
First year: twenty-one sessions per week
The student practices making different models from executive drawings such as an electric lighter
(ignition), a soldering iron, an electric iron, small electric bell parts, and electric transformer parts
for a bell, to benefit from them in metalwork and welding and how to use them
in various electrical aspects, with an understanding of how to assemble the parts of a single model.
Second year: twenty-one sessions per week
Methods used in charging secondary batteries and how to replace iron plates
instead of damaged ones and reuse the battery after charging. Methods used in
plating some metals like nickel and silver. Training the student to make a small power transformer
and use a wire winding machine. Making electrical connections
for lighting and how to connect them to the distribution board
Page 332
- 28 -
Method of connecting underground cables and making splices for cables such as the British joint
and the potting splice.
Overlap splice, and a wire mesh splice, and a clamp splice. Different types
of clamps used in connections and their method of operation, such as flanged sleeves and straight sleeves
with curved ends and straight sleeves.
Methods of disassembling and assembling connector boxes and how to place and insulate cables and re-prepare them for operation.
Testing wires that have malfunctions using specialized equipment, along with conducting
various experiments to find the work and the method of addressing it.
Third Year
Twenty-five sessions per week
Training the student on the special winding of the induction member
for the car and the method of testing, adjusting, and installing it in the car, repairing common electrical faults
in the car.
Different winding methods for DC motors, disassembling, repairing, and insulating the commutator
again, then reassembling it. Methods of testing and repairing DC machines, along with making the necessary connections
for an electric motor, with making its brush and fixing it, along with adjusting the belts of the machine
it operates on.
Fourth Year
Twenty-eight sessions per week
Training the student on repairing equipment in laboratories, along with disassembling, repairing, and maintaining
various electric motors in laboratories. Training on making electrical connections
for various laboratory motors. Winding the stator of special motors
for alternating current of all types and testing it.
Implementing recommendations accepted by the school according to the students' strength.
Fifth Year
Twenty-eight sessions per week
Training the student on finding the capacitance of multi-plate capacitors, along with conducting experiments to determine
the effect of resistance, capacitor, and coil in AC circuits - installing different types
of antennas and finding the ⟦mental⟧ capacitance for each and finding the wavelength of the antenna. Changing the milli-
ammeter to an ammeter and voltmeter or to a resistance measuring device - making one of the types
of microphones and loudspeakers - explaining a telephone machine (switchboard) with making special installations
for a telephone line and connecting it to the switchboard and methods of repairing devices specific to the switchboard
or telephone. Making a two-tube receiver and measuring the voltage ⟦and pressure⟧ on each member of
the tube and extracting its specific curves. Training on repairing receiving devices.
Building a five-tube device that operates on the superheterodyne theory.
Page 333
Board of Trustees - Baghdad
Number 289
Date 15 / 2 / 1949
File number -
Subcommittee
for the School of Arts
Number - 2
Date - 14 / 2 / 1949
Presidency of the Board of Trustees
After greetings
We would like to inform you that the committee held its first meeting at
the headquarters of the Community on Sunday, 31 / 1 / 1949, and decided to elect
Mr. Abdullah Ovadia as its chairman. And may you be well;
⟦illegible⟧
The President
Register
For safekeeping
I have reviewed
15 / 2 / ⟦illegible⟧
A A
Page 334
Ezra Menahem Daniel
Baghdad, January 24, 1949
To the esteemed Vice President of the Spiritual Council of the Israelite Community in Baghdad
Subject: Statement of the stages through which the project of establishing
the vocational school of the late Sir Sasson Heskel passed.
Greetings and respect,
In late 1933, the late Shaoul Chacham Heskel contacted me, requesting my assistance for his son, Mr.
Anwar, who had come to Baghdad for the purpose of establishing an industrial institution to commemorate his late brother, Sir
Sasson Heskel, who had passed away shortly before in Paris.
To fulfill that wish, we contacted the Director of Railways at the time, who was convinced of the importance of the charitable project,
and assigned the chief engineer of the railways, Mr. Bates, to prepare a complete design with a list of all necessary tools and supplies.
It must be said that Mr. Bates carried out this task perfectly and provided us with the design
complete in all aspects for establishing a workshop where students would train practically to become skilled craftsmen. He assured us
that the workshop achieves the goal more effectively than a school, and he himself was a graduate of a workshop, not a school.
We proceeded with the project and informed the government, which built this school that exists now.
After several meetings with lawyers Mr. Shaoul Chacham Daoud and Mr. Youssef Al-Kabeer and deliberations
with them on all points, we drew up a system for forming an association of thirty people, whom we invited all to
the home of the late Shaoul Chacham Heskel, and they happily accepted to establish the association and nominated seven of them
to be a temporary committee to be re-elected after obtaining permission from the Ministry of Interior to form the association.
We submitted the system to the Ministry of Interior and obtained permission from them in their letter addressed to the Committee,
numbered 1500 and dated August 19, 1934.
At the same time, Mr. Anwar traveled after completing his mission to purchase the necessary tools and equipment
for the workshop according to Mr. Bates' list. We also asked him to find a specialized person from Europe
to be responsible for teaching and training the children in this workshop. All of this was done with the knowledge of the project owner, the late
Shaoul Chacham Heskel, and his approval, as we were in constant contact with him through communications.
Due to the death of the late Shaoul in that year, the project was delayed for a period during which there was a change in the opinion of his children
as a result of their consultation with some friends whose opinions they relied on, and they preferred to establish a school instead of a workshop.
While we appreciate the superiority of a school over a workshop, we were not inclined to establish the school, knowing the exorbitant expenses it would incur
that would not be commensurate with the expected revenue from the reserve amount allocated to the project. However,
(continued)
For preservation
Page 335
( 2 )
At the request of the children of the late Shaul Ma'alim Heskel, who came to Baghdad in the spring of 1936.
The founding committee approved their opinion, provided that properties in Baghdad be purchased with the existing funds.
This was their father's wish - to be able to benefit from its income, which might be more abundant than depositing it in foreign loan bonds,
and due to the anticipated steady increase in its income. The association also relied on covering the remaining portion of the required funds for the school's expenses from a grant taken from the Community Council and from donations,
subscriptions, parties, and other means.
Indeed, the school was built along with a house for the foreign director who would be appointed to manage it. Attorney Mr. Shaul Hacham Daoud undertook the necessary endowment document for it, at the request of the founders, the children of the late
Shaul Effendi.
The first draft submitted by the aforementioned attorney had heavy conditions, as it placed the appointment of teachers and the allocation of their salaries in the hands of the founder's family. At that time, the committee believed that this was within its purview, as financial responsibility fell
on its shoulders. After reviewing with the children of the late Shaul Ma'alim Heskel and their appreciation for our point of view, they commissioned
the attorney to make the necessary amendment, and it finally came in the form you have a copy of now.
This final form of the endowment also does not agree with the opinion of the association, which believed that its hands should be untied
and freed from all restrictions to enable it to carry out its mission as much as it could obtain funds. What made matters worse
was a deficit in the community fund, which made us unable to rely on its assistance. So it found itself
unable to carry out its required mission and resigned, and that was in late 1938, and the situation remained
as it is now.
And I ask you to kindly accept my highest regards.
Sincerely,
Ezra Menachem Daniel
Page 336
JEWISH LAY COUNCIL
BAGHDAD
TELEPHONE No. 5452
The physical council of the Israeli community
in Baghdad
Telephone No. 5452
Number ::
Date :: 16th January, 1949
Subject summary ::
COPY
D.S. Eskell, Esq.,
RE. Sir Sassoon Eskell
Technical School
Dear Sir,
The Schools Committee have refferred to this Council the correspondence exchanged between you and the Committee some time ago last year, with regard to your wish to hand over to them Sir Sassoon Eskell Technical School in Baghdad. We understand that the reluctance of the Committee to carry on this correspondence was due to the fact that the Committee's financial position precluded further burdening by the running of a Technical School under the terms referred to in your letter dated July 18th, 1947. The Committee have also brought to the notice of this council a copy of your letter dated 15th August 1948, addressed to Monsieur Weill of Paris, relating to the handing over of the Technical School's building to serve for a secondary school.
The Council wishes to stress the dire need of this Community for a Technical School of the kind envisaged by the late Sir Sassoon Eskell. The conclusion arrived at unanimously was that everything possible was to be made to realize this project, despite the fact that the fund set for the purpose fell far short of the minimum requirements. A special committee was therefore formed to submit a detailed report on how this project could be put into operation with the meagre resources placed at the disposal of the trustees.
In the meanti e, and fearing that the prevailing high prices and scarcity of equipment should render impossible the carrying out of the projet at present, the Council feels that it would serve the Community and the testator's memory best to have the building serve temporarily as a Secondary School until such time as will make it possible to carry out the original project. We therefore wish to invite your kind attention to the following proposals:
1- The Jewish community in Baghdad is willing to take over the building of the school and the land next to it together with the fund as per the terms laid by you in the letter referred to above, but the Council prefers that, for obvious reasons, there would be no relation of any kind between this project and any foreign institution such as the Alliance Society or any other, and that everything relating to this matter will be directly dealt with between your goodselves and the Jewish Community in Baghdad.
2- As we are very anxious to see the project carried out as soon as possible, we wish to stress on the term laid down by you in the letter referred to above that in case we take over the School the community would have the option of using the building as a Secondary School or a Technical School as necessity and expediency should determine. This will enable us to start right now using the premises as a Secondary School till the time comes when we are in a position to carry out the project of a Technical School. The Jewish Community places great importance on the project of a Technical School, but should it prove beyond our capacity to start it now, we believe that this compromise would give us the greatest benefit out of the present premises.
3- Once these proposals meet with your ⟦k⟧ind approval, as we hope t⟦he⟧y will, a special <del>⟦illegible⟧</del> committee will be formed to take over the School under the terms re above.
Page 337
⟦Copy for the Department⟧
No:- 361
Sept. 12th, 1949.
D. S. Eskell, Esq.,
P.O.Box 134,
Royal Automobile Club,
Pall-Mall,
LONDON S.W.
Dear Sir,
Re- Sir Sassoon ⟦Eskell⟧ Technical School.
We wish to inform you that your kind reply to our letter dated January 16th,
1949, concerning "The Sir Sassoon Eskell Technical School" has not been received yet.
As the new scholastic year is nearing to begin, we would be very much
obliged if you would favor us with your views concerning the proposals laid
down in our above-mentioned letter.
Hoping to be favored with an early reply, we are,
Yours very sincerely,
⟦signature⟧
VICE-PRESIDENT
JEWISH LAY COUNCIL.
⟦illegible⟧
12/9
-2-
We are anxiously awaiting your reply expressing agreement
with these proposals.
Assuring you of our best attention and cooperation and with
all due gratitude on behalf of the community we represent, we are,
dear Sir,
Yours faithfully,
VICE-PRESIDENT
JEWISH LAY COUNCIL
BAGHDAD
Copy to :-
The Jewish Schools Committee,
BAGHDAD;
⟦illegible⟧
Page 338
Number: 71
Sent: Registered
Addressed to: D. Eskell
Date: 18 SEP 49
Fils:
Dinar:
Value of stamps affixed (if necessary):
Registered (letter) bundle or (package) as appropriate:
For insured items:
Insured for the amount of dinars (in figures): ⟦illegible⟧
In letters:
Insurance fee:
Weight in letters:
⟦illegible⟧
Baghdad
Receiving officer
D. Eskell
Page 339
950 / 2 / 22
His Excellency, Member of Parliament, Mr. Ezra Menachem Daniel,
Greetings and respect,
And then, at the request of Mr. Yaacob Shlomo, member of the
Spiritual Council, I enclose a copy of the draft terms of the endowment
prepared by Professor Youssef Al-Kabeer, specifically for the School of
Arts, in memory of the late Sir Sassoon Heskel, for your kind attention.
Please accept our utmost respect.
Sincerely,
⟦illegible⟧
For preservation
Arts Committee
c / 22 / 2
Page 340
53 / 10 / 6 / 66
Mr. Dawoud Sassoon, the honorable
Greetings and respect
On the occasion of the blessed Easter, we are pleased to extend to your honorable person
on our behalf and on behalf of the committee of the Sassoon Hesqil Technical School, our warmest congratulations
and sincerest wishes, praying that God may bring it back to you with goodness, prosperity, and blessings,
and that He may guide us and you to what is good and in the interest of the members of our community and to promote
its charitable projects. May you be protected and may God watch over you.
And to you from us, all respect and appreciation
Yours sincerely
⟦by resignation⟧
6 / 66 / q
Page 341
We, so-and-so, have been entrusted with this ⟦...⟧ and have authorized him to ⟦...⟧
the competent court in the pleading, and some of our elders attended, and that is
that we, willingly and with our full consent and desire, have dedicated from our property [this is a description of the property according to
the details of the deed or deeds] all of the land with its full boundaries and the ⟦...⟧ plot and the adjacent house]
and made it a valid, final, perpetual endowment in memory of the late Mr. Sassoon ⟦...⟧ David Al-Wujouh and with the conditions
following: For the establishment and construction of the community
Firstly - The aforementioned land remains ... with the plot on which the school ⟦...⟧ ⟦...⟧ and Aaliyah in Baghdad stands.
where sciences, engineering arts, and other subjects are taught with the aim of promoting crafts and industries, provided that this is done in a way that is applicable.
As for the mentioned plot, it remains ... confirmed that it remains at the discretion of the trustee, either for the residence of the director ⟦...⟧ or the school teachers
of the school or any of its teachers with their families or for other purposes of the school administration in any other way that allows its rental for exploitation.
And its proceeds are spent on the mentioned school. The name of the school will be "Sassoon Hezekiah School" and it is not permissible to change this ⟦...⟧
name or add a name or anything else to it forever. And this name ⟦...⟧ shall be engraved at the original entrance of the school and in
a prominent place inside it ⟦...⟧ and its preservation shall be observed at all times and ages.
Secondly - A cash amount of twenty-two thousand pounds shall be attached to this endowment, which we will pay to the trustee upon the issuance of the endowment judgment. And this
amount shall be invested either by placing it as a trust in the place and under the conditions deemed appropriate by the trustee, or by purchasing safe bonds and shares at the trustee's discretion, or
by purchasing any type of immovable property anywhere that the trustee deems appropriate. The method of investing
these aspects is not intended to be exclusive; rather, the trustee shall have complete freedom ⟦...⟧ and decisive discretion in the aspects of investment and in changing them
as he deems fit and according to circumstances, thereby placing the trust of investment to the greatest extent possible and ensuring benefit. It is permissible
However, it is stipulated in the investment of the aforementioned money or any other money added to this endowment that it not be invested with any body or institution
in one aspect over another. And the income obtained from this source shall be spent on the mentioned school.
Thirdly - The income of the endowment shall be spent firstly on paying government and municipal fees and taxes, secondly on the reconstruction and renovation of the endowment buildings, including the school,
thirdly on paying the wages and expenses of managing the endowed properties prepared for exploitation, if any, and fourthly, if the trustee deems the expenditure on this
aspect necessary, and fourthly, on establishing an emergency reserve fund and for rebuilding the school and endowments at the necessary time in the future.
And this is for the needs of the school itself, as well as in any aspect of spending on it. And the order of precedence in the aspects of spending shall be according to
the arrangement mentioned in this paragraph.
It is permissible to manage it or
to entrust it or its ownership
to the administration of the
Iraqi Jewish community in Baghdad
and to any other Jewish committee or association
in Iraq or
to any trustee
from among the community members
whom the trustee
deems appropriate.
Page 342
Fourth: The trustee may borrow sums of money for the purpose of construction and improvements on the endowed properties, provided that
the repayment of the borrowed sums and their specified interest as endowments is secured within the period and under the conditions that the trustee deems appropriate.
Fifth - The trustee, if he sees it in the interest of the school or the endowments, may replace all or part of the endowed properties, including ⟦that which is more beneficial⟧
dispose of them with other properties to establish a more suitable school or for replacement with more beneficial conditions. And if he replaces the school itself,
he must establish in its place a school more suitable for the purpose for which it was created, and he may buy other properties from the surplus
whether for the purpose of exploitation or for the purpose of expanding the school building, as well as all lands, provided that they are endowed under the same conditions
mentioned in this endowment deed. He may also lease any premises he deems suitable for a school branch, as well as build on it.
provided that every addition or every branch of this kind is named after the school as a bequest.
Sixth - The trusteeship of the endowed properties shall revert to the Spiritual Council of the Israelite Community in Baghdad or the Presidency
which legally replaces it. Therefore, the administration of the school and the assessment of its benefits and conditions, in all respects, shall revert to
the aforementioned Council.
Seventh - The aforementioned trustee may carry out the duties of trusteeship, whether in managing the waqf interest or in managing the school
itself directly or through a special committee formed for this purpose or any general committee <del>⟦illegible⟧</del> operating under his supervision and trusteeship
in the administration of any school or institution or schools or other institutions in general. Therefore, the trustee may appoint one agent
or more to manage the exploitations as an endowment for a lump sum rent or an amount based on a certain percentage of the endowment's income, provided that this does not affect
the authority and trusteeship of the trustee himself in any way.
Eighth - Since the establishment of the school declared for the teaching of trades and crafts in the manner mentioned in Kufa cannot be considered
at present due to immense difficulties, some of which are due to the uncertainty of whether the income from the aforementioned contracts in Kufa is sufficient to implement
all the conditions mentioned above, and some of which are due to the inability of the administration of the Israelite Community in Baghdad in Kufa to
know the extent of its <del>⟦illegible⟧</del> ability to contribute to the expenses of the said school if the matter is suspended, as some of their dislike for it is due to
Page 343
to the unavailability of the necessary expert teachers to secure the required high level for the aforementioned school, therefore, we hereby
authorize the trustee to use the aforementioned school for the people as an elementary, middle, or general secondary school, or to build and build
the Israeli community in Baghdad according to the following conditions:
1- The name of the school shall be as mentioned above.
2- The proceeds of the contracts and endowments assigned to Kojon as a school or to its proceeds in Kafr as mentioned above
as much as is necessary for that, and the rest of what accumulates in the prohibited Kojiyat in ⟦...⟧ Koj Four and <del>⟦illegible⟧</del> shall not be spent from it
anything on the private Koj mentioned in that Kafr as long as the school is not religious ⟦...⟧ by nature for its original purpose
as detailed above. Therefore, it is possible for the school, as long as it is an elementary or middle school
or a general secondary school, the expenditure on it in terms of administration and assignments shall be the responsibility of the administration of the Israeli community
in Baghdad.
3- The trustee shall <del>⟦illegible⟧</del> himself to urge the administration of the Israeli community in Baghdad to take on the responsibility of the school
mentioned and return it to its original goal as soon as possible. And he must submit a report once every year
at least to the General Council of Israel in Baghdad explaining Kojon’s dislike and the effort he is making to open the school
mentioned, and the decision shall be final regarding the necessity of converting the school into a vocational school according to the aforementioned conditions <del>⟦illegible⟧</del>
<del>⟦illegible⟧</del> and the date set for that depends on the opinion of the aforementioned General Council or ⟦...⟧ our opinion as
endowers that this should appear from him when <del>⟦illegible⟧</del> the joints ⟦...⟧ unanimously.
And on these Kojon and these conditions, we have <del>⟦illegible⟧</del> authorized our aforementioned agent to undertake all necessary transactions and ceremonies
for the purpose of determining the endowment, confirming it, and retracting it, as we wish, to the competent court in that matter, and appointing a guarantor and removing them repeatedly
for which we have given him this power.
Page 344
( D R A F T . )
Mr. DAVID S. ESKELL,
HOTEL FRANCES DE GALLES.
P A R I S .
Sir Sasson Eskell School
Dear Sir,
Your letter dated 24th October 1949, forwarded to us by <del>Mr</del>
Dr. E. Korine, President, J. S. C., was duly received and its contents
carefully noted with thanks by our Council.
The Council studied carefully your letter and has agreed to
follow the points laid down therein. However, our Council would wish
to bring to the notice of your honourable familythat it has always
appreciated and respectedthe beloved wish of the late Sir Sassoon Eskell
to establish a Technical School in the present Technical-School-Build⟦ing⟧
and was always eager to realise this project in view of the fact that
our Community is greatly in need of such a school.
I wish to point out further that the Sub-Committee, specially
appointed for the purpose of studying this subject, referred to in our
letter dated 16th Jan. 1949, has reported that a Technical School as the
one proposed would require not less than IDs. 5000/- for its yearly
upkeep. Apart from that it is estimated that a sum of IDs. 12500/- would
be required to complement the existing building with workshops and to
furnish them with the necessary equipments and plants. In view of the fact
that the necessary yearly expenses are beyond the means of our Community
and/⟦un⟧obtainable under the present circumstances, our Council thinks it
unlikely that it will be able to start the proposed Technical School in
the immediate future. We do not, of course, imply that the plan need not
be realised. Our Council wishes to repeat here its assurance that it will
spare no effort to locate funds <del>⟦illegible⟧</del> for the purpose, although this
may take time.
We have, in the meantime, requested Maitre Joseph El-Kabir, to
lay out - in accordance with your wishes, - a draft of the (Waqouf) docu-
ments, copy of which I have the pleasure to enclose herewith duly transla-
ted into English, I would be glad to receive your comments on its contents
at your earliest convenience. In this connection I wish to point out that
⟦illegible⟧
Page 345
our Council is of the opinion that it would be more suitable if the
condition appearing in paragraph (2)-c- of your letter under reference,
were to be altered to allow for the exchange of the present school
building, the teacher's house and the piece of land adjoining to them,
by another suitable building or another suitable piece of land. This is
found necessary as a preca⟦u⟧tionary measure, in case the local Authorities
would, at any time, refuse to grant the necessary permit for the opening
of a Technical School in the district of the present building.
In the hope of receiving your esteemed reply at an early date,
I wish to remain,
Yours very Sincerely.
⟦illegible⟧
9/2/50.
PRESIDENT
JEWISH LAY COUNCIL BAGHDAD.
Page 346
Jewish Schools Committee
BAGHDAD
Jewish Schools Committee
Baghdad
Number: ⟦10 / 201⟧
Date: 5 / 1 / 1950 AD
Board of Directors of the Physical Council - Baghdad
Number ⟦950 / 422 / C⟧
Date ⟦950 / 1 / 6⟧
File number ⟦illegible⟧
His Excellency the Honorable President of the Physical Council
Greetings and respect
We refer to you the letter received from Mr. Daoud Heskel dated
on October 24, 1949, with a copy of the letter received by us from Dr.
Ezra Keraity. This committee discussed in its session held on 2 / 1 / 950
the conditions for making the school a high school for accepting students from Al-Bir Sasson Middle School and found
the conditions presented in the report regarding this matter to be appropriate. As for the conditions
specific to the industrial school, this is left to the decision of your esteemed council.
Please accept our highest respect.
⟦signature⟧
The President
Page 347
Picture of the book by Dr. Ezra Kaza'in
His Excellency the Vice President of the Israeli Schools Committee in Baghdad
Greetings and longings,
I present herewith the letter from Mr. Daoud Heskel, in which he proposes his conditions for making the school
mentioned in his letter a temporary high school. After a long debate, I convinced him of the necessity of such a school
in the current circumstances until it crystallizes and the search <del>for</del> <ins>for</ins> successful foundations to make it
an industrial school. I found in my discussions with him that he truly wishes this school to be of
benefit to our students, and that the delay until now in reaching a solution was due to a misunderstanding between him
(he and his family members) and the successive committees that dealt with school matters in Baghdad.
I hope to announce that paragraph (1) of Article
Two can be softened and made, for example, as follows: (that the school's location can be changed to another if the majority
or two-thirds of the General Council members agree to that, and that the change or transfer shall be to a suitable and appropriate location
to the desires and interests of the students, etc. - He agreed to this amendment in the aforementioned paragraph after he
consulted his brother and family.
Secondly - Mr. Ezra Daoud Heskel wishes Mr. Yousef Al-Kabeer to be an active member
in preparing the endowment and asks him to do so specifically, as well as to send him an English translated copy.
I hope that your efforts will be crowned with success for the benefit of our children and students, and may you remain well.
Accept more greetings,
Sincerely,
Signature of Dr. Kazain
Paris on 6/12/1949
Note - I would like to specifically thank Mr. Ibrahim Al-Kabeer for his actual assistance and efforts
regarding the completion of this school's mission and bringing it to this desired result.
Please send the correspondence in my name, and I will forward it to Mr. Daoud afterwards.
Page 348
David S. Eskell,
Hotel Prince de Galles,
Paris.
24th October, 1949.
The President,
Jewish Lay Council,
Bagdad.
Dear Sir,
"Sir Sassoon Eskell School"
I refer to the above matter and after having discussed
the whole problem with Dr. E. D. Korine, President J. S. C., who
is at present in Paris, and after having given full consideration
to the question of the School which he had placed before me and in
view of the urgent need of the Community to possess a building to
accommodate the overflow of Students who are now studying in the
Albert Sassoon College, we have arrived at an agreement as follows:-
1. The above School shall remain, as it was intended to
be by the late Sir Sassoon Eskell as a "Technical
School", and the Jewish Community represented by its
Lay Council should always endeavour by all its means
to establish it as a Technical one.
2. The Lay Council shall submit a yearly Report to the
General Assembly (Majlis Amoomi) indicating therein
what endeavours are being made and the steps that are
being taken by them to establish the School as a
Technical institution, and in the event of difficulties
being encountered by them in the establishment thereof,
full discussion of the question shall take place in a
plenary session. We trust, however, that at an early
date the endeavours of the Council to this end will be
successful and that as a Technical School it will prove
of great benefit to the Iraqi Youth in general and to
the Jewish Community in particular. In the meantime
and only as a temporary measure, however, the School
building as well as the teacher's house adjoining it
may be used as a "Secondary School" on the following
conditions:-
Page 349
- 2 -
24th October, 1949.- Continued.
The President, Jewish Lay Council, Bagdad.
(a). The Bagdad Community shall undertake full
responsibility in maintaining and supervising the
functioning of the school at all times, without
any call shall be made upon us at any time or
circumstances whatsoever in respect thereof
financially or otherwise.
(b). The School shall always be called and known as
"Sir Sassoon Eskell School" and in no
circumstances this name shall at any time in
the future be changed or substituted by any
another name, or shall any other name or names be
shares with it in the event of donations are made
to the institution by some other person or persons.
⟦? ? ?⟧
(c). The present School Building, the teacher's House,
and the piece of land adjoining shall not at any
time in the future be alienated, sold, exchanged
or the School itself transferred or removed to
some other site however desirable such exchange,
transfer or sale might be considered to be by the
local Community or any other authority or
institution administering the school from time to
time.
(d). That appropriately inscribed tablets bearing the
name of "Sir Sassoon Eskell" shall be placed in
the principal entrance of the School as well as
in a prominent place inside the School building.
The Community or those in charge to undertake
to replace the same in the event of damage at
any time.
(e). Upon satisfactory Waouf documents being drawn
and agreed to, a sum of money <del>⟦illegible⟧</del> approximately
£22,000.- Stg. (twenty two thousand) shall be
handed over to you to be constituted as a trust
fund solely for the benefit of the School under
the supervision of the Community, the income
from which shall be used exclusively for improve-
ments and general maintenance of the School, the
School building and the teacher's house. This
Capital Fund may be used to buy income producing
buildings or other property, the income of which
shall be spent on the School maintenance. The
above-mentioned Capital Fund may, however, be
used or the buildings or property represented
thereby may be sold only upon the express purpose
and in connection with the full establishment of
a "technical school" and not for any other purpose.
It is expressly agreed that as long as the School
remains as a "Secondary School", the Capital Fund
Page 350
- 3 -
24th October, 1949.- Continued.
The President, Jewish Lay Council, Bagdad.
or such buildings or other property that may
have been purchased with that fund shall remain
intact and only such income as is realised
therefrom shall be expended for the maintenance
of the School and the teacher's House.
(f). Any income accrued to the "Trust Fund" shall
remain unexpended annually, <del>and</del> the same shall
be added to and be part of the Capital Fund.
3. It is further agreed that when the plan of the
establishment of the "Technical School" is finally
carried out by you, any expenditure that may be
required from time to time for the maintenance,
enlargement, repairs or any other requirements in
connection therewith, the full cost thereof shall be
guaranteed and shall be met by the Jewish Community
and there shall not, in any circumstances, a call be
made upon us for any contribution of funds whatsoever
in respect thereof.
I trust that the above answers fully the need of the
Community and shall look forward to your reply in this connection
at an early date.
Yours faithfully,
⟦signature⟧
David S. Eskell.