The first premise is the impetus for most of the use, in terms of the number of users. Here I reiterate the material prosperity of Egypt in the last fifteen or twenty years, which has likely never been seen before. However, the surprise of this movement for the Egyptian nation was not all beneficial without harm. I will not dwell on this issue from its literary aspect, but rather I say that it is one of the commonplace issues in political economy that if wealth increases greatly and the knowledge of how to use it does not increase, it is feared that its benefit will not be without harm, whether the increase is in the wealth of the individual or the wealth of the nation. The Egyptian homeland's leap from poverty to wealth has made it more difficult to employ Egyptians than Europeans in the Egyptian government. This is because when the waters of wealth overflowed the country, the demand for skilled and technically knowledgeable people increased. Thus, the need arose for European lawyers for the many legal issues that arose and require knowledge of Europeans and their laws. Similarly, the country needed engineers for irrigation issues, doctors to care for hospitals and the conditions of the Egyptian country, veterinarians to combat cattle plague, surveyors to draw maps, and mechanical engineers for many tasks, and so on. This demand suddenly fell upon a country completely unprepared for it. The British, who advise the Egyptian government, could not have foreseen this difficulty much in the early years of the occupation, even though they had some foresight. For all that was within their power to do during the first six years was to strive to protect the country from bankruptcy, get rid of the Sudan burden, and collect whatever money could be gathered from here and there to improve irrigation and lay the foundation for the wealth that now overflows the country. In 1888, it was not possible to spend more than £700,000 on public education, and the government then had only 14 schools. Nothing was done to reform the education system (which was useless in the days of Khedive Ismail Pasha) (1). This was not until after 1888 and Egypt's escape from bankruptcy (1). Since then, funds have increased in the hands of the government, and efforts to reform that system have intensified year by year, until the expenditure of the Ministry of Education this year (1907) reached £262,800 (2), and the number of government schools increased to 50.

(1) I mean by this that it was not possible to start reforming public education, and that the government did not have the funds for it. Rather, the intention was for everything to start anew. (2) Since 1907, the vocational schools in Bulaq and Assiut.