Flowers for the Women Wearing Veils - Volume I — Page 225
! ! 225 questions and pay more attention to them. In my opinion , it is necessary to ask each person a question, and that each student be obligated to answer. I was surprised to discover that my daughter had never answered a question in her class. When I realized this , I immediately called her and firmly instructed her to give an answer when asked. I advise Shah Sahib to oblige those women who are not in the habit of speaking, t o do so and to pay more attention to those who are weak in their studies. I have noticed this qu ality in women that if attended to, they can overcome their weaknesses rat her quickly. Another consideration is to en sur e that women feel a need to use their knowledge. The only study we cannot overlook is grammar , and it is included in the upcoming syllabus. Students o ften try to avoid speaking a foreign language. However, when studying Arabic it is my hope that when Shah Sahib insists t hey answer in Arabic, the students will begin to reply in Arabic. Now , their education has reached a point where they should be taught conversatio nal skills. I was unable to give enough time to their education this year and I hope that Shah Sahib will fill this void. I also expect the students to make an effort. It is with regret that I have learn ed that the students are paying more attention to English. Although their English teacher, Haz rat Maul vi Sher Ali ra continues to insist that they pay more attention to Arabic, I have observe d otherwise. Shah Sahib will have to en sure that the other party does not draw additional attention. It is my desire to lengthen the school day and that each teacher’s course last for one - and - a - quarter to one - and - a - half hour s , focusing on their conversational skills. Once they begin to speak conversationally and put together basic sentences, their attentio n will automatically increase. Arabic is learned either through grammar or through practice. Since the grammar is difficult , one easily becomes disheartened , whereas English is easier to learn and is therefore given more attent ion. The Arabic instructor must en sure that the students do no t give up. I have asked women to translate short phrases in Arabic such as , ‘W here is the notebook? Where is th e book? Who picked up the book?’ I f in the future, they are encouraged to practice short phrases relating to h ousehold conversations or about eating etc. , they will