A *Small School by J. M. KEICHLINE, M. D.

Review and Herald Publishing Association · Washington, D. C. · Feb 2, 1905

A Small School

By J. M. KEICHLINE, M. D.

J. M. KEICHLINE, M. D.

As ovens and stoves are scarce in Cairo houses, the bread is baked in large ovens belonging to German, Greek, or native bakeries, and so we have delivered to the houses the European bread (esh ef-Frangi) and the native bread (esh Arabu). There are many kinds of delivery,—hand-carts, wagons drawn by horses or donkeys, boys and men carrying large boards on their heads, loaded with the round, flat native loaves of bread, and boys and men carrying the bread in baskets.

A little boy delivers to us from a German bakery, in the last-named manner. He is only thirteen, small for his age, speaks with a slight lisp, and is a veritable little philosopher, and talks like a man of great experience. Unlike most boys, he never once asked for bakshish (extra money for himself), but has acted in such a kind, polite way that he has won my interest and love. He brought us a fine little native boy servant, who also is very willing and lovable, and who has very cleanly habits.

As neither of these two knew the alphabet, I began to teach them. The little bread-boy is the more clever, and can now write his alphabet; and by the time this reaches you, he will be able to spell and read small words, and add and subtract. To-night he was telling me how he and all other native children eat—when they have the chance—food difficult of digestion, and in great excess, and during all the day. He was quite ill, but by following my advice has nearly recovered; and you may be sure he is teaching others more proper ways of cooking and eating. He was very anxious to have me know that he is much stronger and works harder than before.

He is improving, mentally and physically. I am also teaching him true religion. I am very proud of my little school; for my results are much better than in the elementary schools which were inspected last year, when it was found that out of seventy-eight thousand pupils nearly half did not know the alphabet, one half could not read and write, and nearly two thirds could not add and subtract in the hundreds.

Of course I can not teach regularly, for some evenings I am busy; but I try to give these two children, and sometimes three of them, lessons three times a week. My Arab friends laugh when they see me teach Arabic to these native boys. But I do not laugh—I wish I could teach all the little boys of Egypt.

In the elementary schools many do not know their alphabet, but all can repeat chapters from the Koran—and also learn many bad habits. They are taught by illiterate sheiks, many of whom are blind, and all they know is their Koran, which they have memorized.

These little Egyptian children are cunning and bright. But when their education stops as they are just beginning to read and write, and they are then left to their own resources, without any encouragement to higher ideals, do you wonder that they become ignorant, superstitious fanatics?