AI English Translation, Pages 326-350
- 34 -
Auxiliary Poles.
DC motor (back EMF and its benefit - speed of armature reaction and rectification in motors - torque - shunt motors - speed regulation in them - series motors - and compound motors - differences between motors and suitable applications for each).
(Starting resistance for motors - electrical quality and switches)
Third year, two sessions per week
Alternating Current: Instantaneous values of variable electromotive force generated in a conductor - wave, wave time, and frequency - instantaneous values of variable current flowing in a conductor - relationship between frequency, coil rotation speed, and number of poles - current read by the ammeter ⟦and voltmeter⟧
Maximum ⟦voltage⟧ for the quantity and average current value - effective value of alternating current - summary of the relationship between maximum and average value.
Magnetic effect of alternating current.
Counter EMF - finding the inductive coefficient of a coil with known temporal correlation between current and counter EMF.
Phase relationship () between flux pressure wave and current wave in alternating current circuits.
Graphical representation: triangle of resistances - connecting two coils in series - connecting two coils in parallel - power consumed in alternating current circuits containing only inductive resistance and inductive and material resistance simultaneously, according to the power consumed in alternating current circuits in general.
Choke coils () - capacitors - power consumed in capacitors - connecting capacitors in series.
Electrical circuits containing material, inductive, and electrostatic resistance connected in series or in parallel - complex electrical circuits.
Multi-phase alternating current.
First - Two-phase alternating current - power in two-phase current circuits.
Second - Power in three-phase circuits - star connection method or () delta connection method () - power in connected circuits
- 35 -
in the form of ( ) and methods of measuring power in them. Power in circuits connected in
the form of ( ) and methods of measuring power in them - and in the presence of only three wires, whether
the connection ( ) or ( ) methods of measuring resistance, voltage and current (using
ammeter - voltmeter - by the compensation method - by known resistance
and voltmeter - by Wheatstone bridge).
Fourth year, two lessons per week
1- General description of the alternating current generator. The main points of difference between
alternating current generators and direct current generators. Advantages of alternating current generators - generators
of fixed armature. The difference between slow-speed generators and high-speed generators.
2- A comprehensive explanation of the parts that make up alternating current generators, with a statement of
their different types, methods of formation, and the metals from which they are made.
3- Winding the armature members in alternating current generators using the bar and coil method to produce
single-phase, two-phase, or three-phase current.
4- Methods of connecting generators for use in power stations and the necessary equipment
for their operation when connected individually or in parallel with each other.
5- Commonly used alternating current motors.
(a) Induction motors (2) Synchronous motors (3) Repulsion
motors.
Explanation of the starting method. How movement occurs. Method of reversing movement.
Practical connections and necessary equipment for operation. Properties and uses for each type
of the mentioned types.
6- Transformers. Their types. Methods of connecting them for parallel operation in power stations
and their cooling methods.
7- Methods of converting alternating current to direct current using the following:-
(1) Rotary converters (2) Mercury-arc rectifiers (3) Metal rectifiers.
8- Study of the use of electricity in the following aspects:-
Automatic transport and machine circuits. Metal welding and melting. Heating. Cooling.
Chemical analysis. Transmission of audible and visual signals.
— 36 —
9— Giving ⟦practical⟧ examples of what was mentioned.
Fifth year, three classes per week
1— Capacitors— their different types used in wireless— methods of finding their capacitance
relative to the number of their plates in the case of series and parallel connection.
2— Psychological and mutual induction and ⟦induction⟧ of single-layer and multi-layer coils.
3— Electrical transformers.
4— The effect of resistance, capacitor, and induction in AC circuits, simple examples of this
with graphical representation in the cases of tuning, series, and parallel.
5— Wavelength and finding it for a divided circuit by induction and capacitance.
6— Explanation of the antenna and its types and method of installation— vanishing and continuous radio waves.
7— Microphones and their types— Loudspeakers and their types— The crystal device and an explanation of
its parts.
8— Vacuum tubes and atomic theory and the production of electron beam by heat and light—
Filament structure and methods of heating it— The two-electrode tube (diode) its use in
the rectification process.
9— Rectification of alternating current by means of a metallic rectifier.
10— Antennas and their effect on reception.
11— Triode, tetrode, pentode, and composite radio tubes and their respective uses
each in receiving devices— Characteristics of radio tubes and how to find the three constants—
simple examples— use of the tube for waves and common detection methods
use and advantages and disadvantages of each.
12— Use of the tube as an amplifier for radio waves and a wave generator (oscillator) methods
used in connecting tubes to each other and the true amplification in each case.
13— Receiving devices and an explanation of the superheterodyne theory and reasons for its superiority over
conventional devices.
14— Wireless broadcasting stations and an explanation of their basic theory and operation
() and circuit usage methods.
15— Directional transmission and directional reception and their purpose.
16— The most important defects of devices and methods of repairing them.
- 37 -
Industrial Drawing (Electricity Department)
First Year: As followed in the mechanical departments
Second Year: As followed in the mechanical departments
Third Year: Four periods per week
Drawing electrical devices and parts of generators and electric motors from actual models
available in schools and examples consistent with the technology curriculum.
Fourth Year: Five periods per week
Drawing projections and sections on drawing boards for the following devices:-
A- Alternating current electric motor.
B- Electric transformer.
C- Voltmeter.
D- Telegraph transmitter.
E- Graham Bell telephone.
F- Wire coil and another moving one.
Fifth Year: Six periods per week
1- Drawing a distribution board for an alternating current power station.
2- Drawing the following wireless circuits as executive drawings:-
(A) Alternating current rectification circuit using a valve.
(B) A four-valve receiver circuit.
(C) A receiver circuit that operates on alternating and direct current.
(D) A transmission station circuit.
(E) Preparing and tracing one of the diagrams.
Carpentry and Woodworking Machinery Department
Industrial Sciences
First Year: Two periods per week
A brief overview of the history of carpentry - growth and formation of trees and the effect of soil on their wood
and heat and humidity. Trees from which structural and decorative woods are taken
- soft and hard, and the properties of each - cutting trees and sawing them into blocks and planks.
Moisture and structural materials in freshly cut wood and their effect and the purpose
of drying and ⟦line⟧ methods
- 38 -
Natural and industrial drying, their defects and advantages, and wood defects arising from the growth
of trees and their exposure to wind and other weather factors. Wood defects arising from
errors in preservation, storage and construction methods - methods of wood maintenance from damage and methods of
storage - study of the properties of white woods known as fir - and spruce and beech
and the industrial purposes for which they are used, such as structural and decorative carpentry, and methods of measuring them
and selling them.
Types of glue and sandpaper (sandpaper) and methods of their manufacture, properties and use in
carpentry work. Types of ordinary nails, lag screws, threaded screws and dowels
and their use in carpentry work, their sizes and methods of sale.
Explanation of the manual tools used in the carpentry industry, such as adjustment tools,
measurement, fastening, cutting, sanding, finishing, drilling and trimming. Sharpening tools
and their maintenance and prevention methods.
Second year, one class per week
Study of the properties of soft and hard woods widely used in building and foundation carpentry works,
such as pine woods of all types, poplar, walnut, oak, mahogany, Indian teak
(Beli sander), chestnut, ebony, spruce, ⟦and Azghazi⟧ and others, with a comparison
of some with others in terms of strength, flexibility, shape and the suitability of each type for different purposes.
Methods of measuring and selling them and their sizes in the markets.
Study of the properties of Iraqi woods and their comparison with foreign woods and what they can be used for
if they are scientifically dried.
Plywood and veneer wood, their composition and manufacturing methods. Their properties. Their advantages and disadvantages.
Their sizes and methods of sale.
The purposes for which they are used. Selection of woods for different purposes and what to observe when
receiving them. Study of types of putty and paint materials with oil, ester, deco, lacquer,
wax, varnish and wood preservatives. Their composition. Their properties and the purposes for which they are
used.
Study of the different types of joints used in carpentry and their places of use.
Metal pieces used to connect wood and strengthen joints or fastenings.
Simple hardware such as hinges, bolts, hooks, locks and handles and their places of
use and the materials they are made of.
(39)
Forming simple ornaments and cornices and the tools ⟦that⟧ are used in that.
Third year, one session per week
Pieces that form furniture sets for the home. Industrial terms for parts of furniture
Furniture (bone heads. legs. pedestals. legs. beam. ornaments. cornices
secretaries. etc...) Various uses of known layered woods
by plywood or counter or blockboard. Use of veneer and methods of gluing and forming
different decorative and geometric shapes from it. Fillet. Marquetry. Parquetry. Methods
of forming and gluing them onto straight and curved surfaces. Illustrated with drawings.
Fourth year, one session per week
Mechanical machines for furniture carpentry. How to operate and use them in general.
Band saw, circular saw, and jigsaw. Planing, mortising, tenoning, and molding machines. Press
Veneer press. Plywood press. Manual and automatic lathes. Illustrated with drawings.
Rules governing designs for space and structural details. Simple units
and repetition, symmetry, balance, alternation, ramification, wavy line, and dropped units.
Fifth year, two sessions per week
Industrial installations for furniture pieces including sides and doors. And tops and drawers
and others. Straight and curved. And the installation of metal parts. Preparation of wood lists
and processing categories. A general historical overview of historical furniture styles. The style
Arabic, English and French illustrated with drawings.
Notes: - (1) The explanation should always be practical on models of tools or machines
or wood or furniture according to the lesson, whether in practice or in the laboratory.
(2) Students visit governmental and private factories, wood stores, exhibitions and museums
for general application to the work.
Ornaments:
Second year, one session per week
Rules governing designs for filling space and structural details. And geometric shapes
and natural ones used. Simple units. Repetition. Symmetry. Balance. Alternation.
Ramification. Wavy line. Etc...
Regular units, dropped units and inverted units, taking into account the lines of mass
External design. Design for different materials. Effect of colors on design.
( 40 )
The students are given drawings illustrating the aforementioned points to copy them in pencil
and color what needs to be colored.
One class per week
History of Ornament - copy the styles with a simple explanation of their influence on each other
in the following arrangement:-
. Prehistoric . Ancient Egyptian . Assyrian . Greek . ⟦Roman⟧ .
Permian . Byzantine . Romanesque . Gothic . Renaissance . The era
Islamic, Ajam (Persian), Indian, Chinese, and Japanese.
Drawings of the previous styles are made, taking into account the materials from which the model
from which the drawing is copied, using colors as much as possible.
Third year
Two classes per week
Making measurements for works that have been made. Making measurements for works that are required to be made.
Measurements
Fifth year
Industrial Drawing
Follows the general curriculum of the industrial curriculum.
First year
Four classes per week
Theoretical drawing of various simple dry and fine carpentry works.
Drawing of different types of joints mentioned in the industrial science curriculum for the
second year. Sections of moldings used in fine carpentry at natural scale
and by engineering methods. Drawing of single, double, and composite wooden floors and showing
their specific details as well as the joints.
Second year
Four classes per week
Drawing of moldings, cornices, and details enlarged to natural size with projections
and sections. Drawing to scale of a simple furniture box and cabinet with projections <del>⟦illegible⟧</del>
and sections. Arabic and Roman calligraphy.
Third year
Six classes per week
Drawing to scale of simple furniture pieces and rooms copied from real models with projections
and sections. Also drawing sections at natural size showing industrial constructions.
Fourth year
Six classes per week
Fifth year
( 41 )
Drawing a design from real models and historical and modern panels, including a bedroom,
living room, dining room, and office, with plans, sections, and details at natural size.
Laboratories
First Year
Filing Department
Twenty-one sessions per week
Filing: (four weeks) Turning in a simple explanation of the lathe, its parts, and ordinary and modern
scribing and measuring tools, and the number of cuts and their uses. Exercises
for turning round and tapered surfaces from the outside, as well as flat surfaces.
(Four weeks) Blacksmithing in an explanation of the anvils and their operation, tools and their uses,
and knowledge of the type of charcoal used in the anvils. Simple exercises in cutting, pulling,
pressing, bending, slotting, leveling, and straightening with a straight plumb and adjusting surfaces
to the angle.
(Twenty-two weeks) for a detailed explanation of the workbench, hand tools, and methods
of their use. Scribing and measuring operations and their applications. Various
diverse exercises for scribing, marking, cutting with an iron saw, rough filing,
fine filing, and adjusting surfaces with each other and to the angle. Executing
some shapes given to the student from different models.
Second Year
Twenty-one sessions per week
Exercises containing the following operations:-
Straight drilling. Countersinking. Tapping with male and female dies. Making grooves (slots),
straight and eccentric, with the use of a marking tool and making joints on them.
Bending sheet metal and simple cold riveting. This is based on given drawings
from various exercises suitable for their level.
Note: The student is given comprehensive tables of hand tools showing their names,
the metals they are made from, their uses, their ⟦specifications⟧ in the commercial market,
their approximate prices. Before starting an exercise, it must be drawn in a
notebook, and its explanation, purpose, tools, and hours required for its execution must be written.
Third Year
Twenty-five sessions per week
Making hand tools used in mechanical industries and others that are more
difficult than those made in the previous two years, based on drawings and various
exercises suitable for their level, and training the student on internal repairs
required for mechanical laboratories.
( 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⟧
( 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
(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.
( 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.
- ( 46 ) -
Fourth Year: Twenty-eight periods per week
Dismantling the rear axle and differential gearbox, inspecting, cleaning, and reassembling them. Dismantling
the propeller shaft, inspecting its joints, cleaning, and installing it. Dismantling the gearbox, inspecting,
cleaning, and installing it. Training on cutting and bending copper materials in the car. Dismantling and replacing
the clutch lining rivets and reassembling them. Dismantling the feeder (carburetor), cleaning, adjusting,
and installing it. Dismantling the fuel pump, identifying its faults, and installing it. Dismantling spark plugs, cleaning,
testing, and adjusting them. Dismantling the spark generator (magneto), identifying its faults, method of adjustment,
and installation. Dismantling the electrical distributor, identifying its faults, adjusting it with the ignition point, and installing it.
Dismantling the fuel filter, cleaning it, identifying its faults, and installing it. Training on identifying all
electrical connections in the car. Dismantling the battery, testing it, identifying its faults,
testing the acid, and knowing when to increase or change it. Learning how to repair batteries
and replace damaged plates in them. Methods of charging new and used batteries.
Training on driving in various important streets and learning traffic
regulations, at a rate of half an hour per week.
Fifth Year: Twenty-eight periods per week
Dismantling engine attachments such as the water pump, fan, radiator,
alternator, and starter motor, and knowing the faults and repairs for each. Dismantling
the oil pan, inspecting the oil pump, cleaning it, and reassembling it. Grinding
valves and repairing their seats. Adjusting tappets (valve lifters). Removing
the engine from its place and training on the processes of changing piston rings and pistons, adjusting
crank pins, adjusting crankshaft bearing shells, and adjusting connecting rod end
bearing shells and timing gears. Reassembling all parts, starting the engine, testing,
and adjusting it. Training on driving throughout the city and learning traffic
regulations.
Carpentry:
First Year: Twenty-one periods per week
Explanation of hand tools and methods of using them. Sawing wood lengthwise and crosswise.
Finishing angles for prismatic pieces with square, octagonal, or hexagonal sections.
Notch, mortise, and tenon joints for simple frames.
Second Year: Twenty-one periods per week
Dovetail joints, gluing, using clamps, assembly, finishing,
and sanding. Executing the joints prescribed in the lessons as well as executing the prescribed
and ruled exercises.
-( 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
— 28 —
Method of connecting underground cables and making cable joints such as the British joint
and the housing joint.
Interlocking joint, ⟦line⟧ joint, wire mesh joint, and the clamp joint. Types of
different clamps used in joints and how they work, such as dented sleeves and
straight sleeves with curved ends and the straight sleeve.
Methods of dismantling and installing connector boxes, how to place and insulate cables, and preparing them for work.
Testing wires in which a fault occurs using devices prepared for that, while performing
various experiments on finding the fault and the method of rectifying it.
Third Year
Twenty-five periods per week
Training the student on performing special winding for the armature
of the car, the method of testing, adjusting, and installing it in the car. Repairing common electrical faults
in the car.
Different winding methods for DC motors, dismantling the commutator, repairing it, and insulating it
anew, then reassembling it. Methods of testing and repairing DC machines while making the connections
necessary for an electric motor, making its brushes and fixing them, and adjusting the belts for the machine
it operates on.
Fourth Year
Twenty-eight periods per week
Training <del>⟦illegible⟧</del> the student on repairing equipment in the laboratories, with dismantling, repairing, and maintaining
the various electric motors in the laboratories. Training on making the various electrical
connections for laboratory motors. Performing stator winding for special motors
for alternating current of all types and improving its quality.
Execution of recommendations accepted by the school according to the students' capabilities.
Fifth Year
Twenty-eight periods per week
Training the student on finding the capacity of multi-plate capacitors, with experiments to know
the effect of resistance, capacitor, and coil in alternating current circuits — installation of different types
of antennas, finding the self-capacity of each, and finding the antenna wavelength. Converting the milli-
ammeter to an ammeter and voltmeter or to a resistance measuring device — making one type of
microphones and loudspeakers — explaining a telephone machine (exchange) while making the installations
specific to a telephone line and connecting it to the exchange, and methods of repairing equipment for the exchange
or the telephone. Making a two-valve receiver and measuring the voltage and power on each part of
the valve components and extracting its specific curves. Training on repairing receivers.
Building a five-valve device operating on the superheterodyne theory.
Administration of the Lay Council - Baghdad:
Number: 289
Date: 15 / 2 / 949
File Number:
Subcommittee
for the School of Arts and Crafts
Number - 2
Date - 14 / 2 / 1949
Presidency of the Lay Council
After greetings
We request to inform you that the committee held its first meeting at
the headquarters of the community presidency on Sunday, 31 / 1 / 1949, and decided to elect
Mr. Abdullah Ovadia as its president. Best regards;
⟦signature⟧
The President
Registered
⟦illegible⟧
For filing
A / 1
Seen
15 / 2 / ⟦illegible⟧
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
( 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
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.
Department Copy
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 favour us with your views concerning the proposals laid
down in our above-mentioned letter.
Hoping to be favoured with an early reply, we are,
⟦illegible⟧
12/9
Yours very sincerely,
⟦signature⟧
VICE-PRESIDENT
JEWISH LAY COUNCIL.
-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⟧
Number 71
⟦illegible⟧
18 SEP 49
Origin: Registered
Addressed to: D. V. Esbell
Date Stamp:
Fils:
Dinar:
Value of affixed stamps (if necessary):
Entry (letter) and bundle or (packet) as the case requires: London
For insured items:
Insured for an amount of Dinar (in figures):
In words:
Insurance fee:
Weight in words:
Receiving Officer
22 / 2 / 950
His Excellency Senator Mr. Ezra Menachem Daniel, Respected
Greetings and respect,
Further to the request of Mr. Yaqub Shlomo, member of
the Lay Council, I enclose herewith a copy of the draft endowment
conditions prepared by Mr. Yusuf Al-Kabir regarding the
Technical School of the late Sir Sassoon Eskell, of blessed memory, for your
kind perusal ⟦line⟧.
Please accept the assurances of my highest respect.
Sincerely,
⟦illegible⟧
For filing
Technical School Committee
22 / 2 / p
⟦line⟧
⟦line⟧
⟦line⟧
⟦line⟧
⟦line⟧
⟦line⟧
⟦line⟧
1/1/59
⟦illegible⟧
⟦illegible⟧
⟦illegible⟧
6208 / 6 / 77
⟦illegible⟧ on behalf of the Management Committee of Al-Rusafa Private School
Respected
On the occasion of Mother's Day, Al-Rusafa School will hold a party for this occasion
on Saturday, March 21, at five o'clock in the evening, in the Al-Rusafa School hall.
We hope for your presence at the time and place mentioned above in support of our appreciation for mothers
as they are the fundamental pillar for building a righteous society, thanking you for your response
to this invitation. Happy New Year (and every year you are well).
The invitation is general for all parents of the students.
The Administration
⟦illegible⟧
Al-Rusafa
6 / 6 / 1977