52 For the second session of the secondary examinations held in January 1920 the results were as follows Percentoge Successful.

The higher percentage of success at these two sessions appears to be due to the elimination of a large proportion of the weaker candidates by failure to attend their schools. About two-thirds of the candidates who succeed in Part II continue their studies beyond the ordinary course. Of the remainder there is, however, a large residue who find themselves stranded without employment.

32. Female Education.

Among the many changes which, have taken place in Egypt during the last few years none is more striking than the awakening interest of a certain section of Egyptian women in affairs outside the immediate circle of the home. This is largely the result of education, and will infliuence, in its turn, the progress of education in the future. A few years ago it was rare to find a mother taking a direct personal interest in the welfare of her daughter at school; this was left to the father, who generally made all the necessary arrangements for his daughter, and often had to overcome maternal opposition to her education. During the last few years these conditions have changed in the larger towns, where mothers now visit the schools to discuss their daughters’ progress with the head mistress. This change has the important effect of forming a bond between the home and school, without which no system of girls’ education can be really successful.

During the last six jears the number of girls attending schools of various types ' belonging to or under the inspection of the Ministry of Education has increased from 31,656 in 1913 to 48,728 in 1919. Progress is still hindered by the scarcity of qualified women-teachers, especially those of the higher grade.

The Ministry now maintains 54 girls’ elementary schools (maktabs) attended by 8,512 girls, as compared with 19 maktabs attended by 3,123 girls in 1914. The course of study in these schools now includes needlewoiiq hygiene and nature study, whilst kindergarten methods are followed in the lowest classes. Each class now occupies a separate class-room with its own teacher. 214 women-teachers are employed in these schools as compared with 81 in 1914; 153 of these teachers are certificated; 17 of the schools are staffed entirely by women. Among the reformed municipal maktabs at Alexandria nine are set apart for girls, and these have an attendance of 1,448 pupils. The Provincial Councils now maintain 79 girls’ maktabs, attended by 6,908 pupils, as compared with 29 maktabs, attended by 2,142 pupils in 1914. Among the 3,282 private maktabs under the inspection of the Ministry of Education for grants-in-aid, only 24 are set apart for girls. In the others girls are taught together with boys. ' The conditions in most of these schools are still very unsatisfactory.

The Ministry maintains five higher elementary schools with an attendance of 464 girls. These schools are of special value in bridging the gap between the raaktab and the elementary training college, as well as in preparing for admission to the school for nurses and midwives.

In the two women’s elementary training colleges maintained by the Ministry there are now 447 students. In 1916 the scheme of work was revised and improved. The staffs of these colleges have been strengthened by the appointment of Egyptian women who, after completing a course in Egypt, have received further training in England. The Provincial Councils maintain nine women’s elementary training colleges attended by 381 students. These colleges suffer, like all non-Government schools, from lack of competent teachers. The standard of admission to the colleges in the provinces is also unduly low. Two of the Provincial Councils have recently decided to suppress the v/omeh’s elementary training college, owing tp lack of funds; the Ministry of Education is about to take them over, as well as those in the other two provinces. In order to provide qualified teachers for the new higher elementary House of Commons Parliamentary Papers Online. Copyright (c) 2006 ProQuest Information and Learning Company. All rights reserved.