- 6 -economic and it is hoped that the spread of education through kuttabs and the like will teach the farmer how to manage his financial affairs better without forcing him to abandon work on his land. Similarly, the spread of savings banks in villages will encourage saving, wealth accumulation, and facilitate the repayment of debts over time. It is also hoped that the establishment of cotton ginneries in the country, government supervision of scales, and daily announcement of cotton prices will prevent small merchants from cheating farmers when they weigh their cotton, and increase the farmer's profit from his labor. It is now opportune to eliminate the harm caused by mixing different varieties of cotton, as this lowers the price of Egyptian cotton. It is also opportune to eliminate the harm caused by the scarcity of ginning machines and other necessary equipment.

In 1910, an experiment of great significance began, namely the delegation of local education to the provincial councils, which were then newly organized. The necessary funds were allocated, with an increase of one percent on land revenues. The Ministry of Education did not interfere with the councils' choice of curriculum for their schools, but rather offered advice and assistance when requested. These councils then embarked on their task with zeal and enthusiasm. There is no doubt that education made great strides under their supervision and oversight. This new endeavor met a pressing need by making the education system expandable, multifaceted, and also free. However, these councils must be supported so that they can advance, expand, and consolidate their efforts in a stable form. Therefore, it is not yet time to judge the results of this experiment, as it is still in a state of indefinite and undetermined time. The policies followed by the various provincial councils in their schools are, as expected, varied. Some tend to establish secondary schools instead of the kuttabs and industrial and agricultural schools that the regions desperately need. Some have also established schools for girls, which is commendable. However, the scarcity of female teachers in these schools has not progressed as desired or as quickly as required. The provincial councils currently have 45,173 boys and 550 girls in kuttabs, in addition to 10,000 boys in higher schools. What strengthens hope for these schools is the evident desire to make their education sufficient for the daily needs of the people and to reduce the illiteracy rate among them, as there is no doubt that a farmer's ignorance of reading and writing hinders him in his dealings compared to one who knows them, and it retards the economic and social progress of the country at every level.