UA-R-GC-1914-01-01-1933-12-15_Page-013

Report on the Department of Education for the year 1932-33. Early in October of this academic year, in a meeting of the four faculties of the University, the objective of the Department of Education was stated as follows:- In its effort to realize the objective laid down by the statement of the Board of Trustees, the Department of Education seeks the following: 1. To emphasize to the teacher his responsibility towards his pupils, not merely in matters pertaining to the acquisition of knowledge, but also in the building up of such attitudes, tendencies and habits as will ensure to the child an all-round integrating personal-ity. This includes, among other things, the so-called character train-ing in ethics and :Morality. 2. To make it clear to the teacher that these attitudes, tendencies and habits be developed in every class room as well as in all other activities outside the classroom, and that they should be integrated in such activities. 3. To help the teacher to formulate for himself a sound philosophy of life based on the principles of fraternal fellowship, love, service, truth, tolerance, scientific thinking and broad-mindedness. 4. To acquaint the teacher with the latest and most progress-ive ideas of education and introduce him to the best teachers and educators, so that he might build his philosophy on deliberat-ion and guided conviction, rather .than :mere fancy, tradition or authoritative belief. 5. To introduce the teacher to the noblest elements in Euro-pean and American education and help him to find out those that are applicable to Egypt and most helpful to Egyptian children, bear-ing in mind all the time that in commending one's philosophy of life or one's religion to ethers, no more penetrating method exists than that of kindly, distinterested service designed to help human need. The Department of Education aims to accomplish this end through its two organs, (1) The Journal and (2) The School of Education. I. The Journal of Modern Education. The issue of April 15th, 1933 marked the end of the sixth year of The Journal of Modern Education. Luring this short period, the Journal has succeeded in conveying to school teachers, ad iinistrators and educators in nine different countries of the Arabic speaking world the message of modern education as revealed in scientific findings from the dad s of Pestalozzi and Rousseau down to the present day. In five out of these nine countries, the Ministry of Education (sometimes called the Department of Education) of each of the five is officinfl subscribing in our Journal, viz., Egypt,Iraq, Palestine, the Sudan and India. It is more than encouraging to think that in a country like EK. pt where its huge 9