Commercial Education The success of commercial education, which began in 1910, led to the establishment of the Khedivial School of Accounting and Commerce, which opened on October 1st last. This is the first step in commercial education, the crisis of which was mentioned in a previous chapter of this report. The demand for admission to this school exceeded all expectations, with 600 students applying, all meeting the necessary conditions, but there was only space for 150 of them. The subjects taught include commercial arithmetic, bookkeeping, commercial writing, typewriting, commercial law, geography, history, literature, political economy, Arabic, English, and French, along with commercial correspondence in these languages. One of the advantages of this school is that it has a commercial office where students practice commercial and banking transactions, which they all actually engage in. Evening commercial classes are still being held in Cairo and are now also suspended in Alexandria.

27 - School of Medicine Twenty-seven students obtained diplomas from the School of Medicine in 1911, and 50 new students were admitted. Students are selected based on their scores in the secondary school examination, as tests have shown that those at the bottom of the passing list are rarely prepared for success in medical studies. All the school's professors agree that if students spend an additional year or two in general education before entering medical school, the high level they achieve in general sciences will enable them to reach a high level in the arts they learn afterward. I fully agree that expanding preparatory sciences is beneficial and that means to achieve this must be taken at the appropriate time. One of the issues highlighted in this school is the increase in assistants, especially in purely scientific branches. Efforts have been made in recent years to train the best young men to be assistants by graduating them from the school and then sending them to Europe after completing their legal studies. However, most of them prefer to study branches that offer financial benefits in treatment over purely scientific branches that do not offer such financial benefits. As a result, the school's professors are forced to spend more time than necessary on tasks that should be performed by their assistants, leaving no time for other work.