Urmi, Jewish: Schools

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Transcribed by	Source	Speakers	Place
Geoffrey Khan	Khan, Geoffrey. The Jewish Neo-Aramaic Dialect of Urmi. Gorgias Neo-Aramaic Studies vol. 2. Gorgias Press, 2008	Nisan Aviv	Tel Aviv, IL

	Transcription	Translation
0:00	kyétun kì,ˈ úne náše ki-lá-ayolu mar-ayì,ˈ gáat Urmìˈ əllán ⁺g-mədrā̀šˈ lišā́n ha-qòdešˈ malpìwa,ˈ ⁺torà,ˈ séfer ⁺torà,ˈ qəddušè,ˈ ⁺baraxè,ˈ ayné kullú ⁺g-mədrā́š ə̀llan malpíwalu.ˈ gáat madrasə́t áy doltà-šˈ fàrsi malpíwalan.ˈ axnìˈ bad-baxtulà ə́twalanˈ kí xălifèˈ kí əllànˈ ⁺g-mədrā̀šˈ dàrs malpíwaˈ ⁺rába dahìwalan.ˈ gal-kúd xabràˈ ki-là-ayəxwa jwā́n amrəxwaléˈ əllàn dahíwa.ˈ aná awwál əl-d-ày amrə́nna,ˈ bára azén amrén ki-má-jur dahìwa,ˈ má-jur godìwa.ˈ ⁺yála qalandár lokàˈ ⁺tahá juré zdéle ə̀twale gáat Urmí.ˈ ⁺g-mədrā́š zdélew ó-wela kìˈ xălifàˈ là dahə́lle.ˈ ⁺rába zadèwa.ˈ g-kučá zdélew ó-wela kí ⁺hál belá ⁺maté ⁺yāl-goymèˈ azyàt la-odíle,ˈ la-árqi baréw la-dahìle.ˈ g-belà-šˈ zdélew m-dadéw-wela ki-b-od-má ⁺g-mədrā́š jwā́n là yalopé,ˈ bod-od-hèč ⁺wádaˈ dadá là hamə́nwa kíˈ bronà,ˈ ⁺yalà,ˈ zadùleˈ ⁺g-mədrā́š qarèˈ bod-ód kìˈ xălifá kotàk dahə́lle.ˈ hammašá əl-xălifà hamníwa.ˈ ⁺rába-š ⁺rába-š pùč dahíwa.ˈ dahólu xà-jur-wela kíˈ bázi wáxt xazə́twa ó bronà,ˈ ó ⁺yalàˈ ki-kotàk xíleˈ m-xălifàˈ xa-kə́mma yomé naxòš xadə́rwa.ˈ daholú ⁺rába šekàst dahíwa,ˈ ⁺rába pùč dahíwa.ˈ xá yomàˈ xălifá gal-bronèwˈ kí əl-⁺yále dárs maqrèwaˈ əl-axonìˈ zoràˈ o-reš-xá-danka xábra ki-pằtax b-amə́rwaleˈ lá-⁺msele amərwalè,ˈ əl-d-aynèˈ gal-zóra broná áy tmánya ⁺əčča šənnèˈ magònˈ ⁺tòp gállew,ˈ gállə dadá g-klàs ⁺tə́lwalu.ˈ broná dahə̀lwale.ˈ dahə̀lwale.ˈ kwə́lwale əl-dadà.ˈ dadá dahə̀lwa,ˈ kwə́lwale əl-bronà.ˈ ⁺hal kí-t ya-bronàˈ yá axóni zóra ləbbéw zìlˈ mdéwalule belà.ˈ šwawán zíliwa škaytà wə́dwalu m-idéw.ˈ bắle əlhá maníxət dadì,ˈ ləbbèw qílwa,ˈ magón bod-ki l-bróna adèˈ ambə́lle doktòrˈ ya bàew xa-doktór,ˈ awwál awwál zílwa əl-d-o xălifà.ˈ fəssè hwə́lwale,ˈ ršutà,ˈ ⁺m-dussā́x ⁺plə̀twalele.ˈ ⁺yáni ò-jur-inanˈ əllán mlə̀pwaluˈ ⁺qaydət áy d-ò-tkaˈ ya-jùr-welaˈ wa-⁺rába ⁺rába púč-jur əl-⁺yále dahìwa,ˈ bod-ó-š ⁺yále la-⁺msèwaˈ m-zdélu la-⁺mséwa yalpìwa.ˈ ána nòšiˈ ắgar ⁺m-trosà-š kíˈ zdelà la-hawyáwaˈ ăgàrˈ magón našé əllán malpìwaˈ táfqa má-t ána ə́dyom ayolènˈ ⁺táha áxča bi-zóda kyènwa,ˈ bod-ód m-zdélan la-⁺msə́xwa ⁺rába yalpə̀xwa.ˈ g-madrásət áy doltà-š,ˈ ki-qarə́xwale lóka bod-ód ⁺hudaè-welanˈ góyme ⁺rába azyát godìwalan.ˈ anàˈ bára xzéli kìˈ xălifá là-⁺mseleˈ g-klàsˈ ⁺g-mədrā̀šˈ əllí dahə̀lwa.ˈ ána qə́mli yrə̀qliˈ kí əllí lá dahə̀l.ˈ bằleˈ bár-kəmma yárxe dwə́qleli gáat xiyawā̀n,ˈ g-kučàˈ xa-jwā́n dhə̀lleli.ˈ ⁺xasì mréle,ˈ əllí əmbə́llu g-marasxanà.ˈ əl-d-ó-š əmbə́llule komsèrˈ báat xaqirà.ˈ bára géna hamā́n hamā́n yá ⁺qazya xdə̀ra.ˈ dadí ədyéle m-qulbə́t ki-adé geb-marasxaná əllí xazè,ˈ awwál zə́lle əl-d-ó lóka ⁺plə̀tlele.ˈ ána-š kí m-zdéli čun-⁺yàla-weliˈ g-marasxaná là pə́šli.ˈ qə́mli lelè,ˈ yrə̀qli,ˈ ədyéli belá.ˈ mən-d-ó yomá mə́ri ba-dadìˈ yá ána nóši nóši ⁺b-qatlèn,ˈ ya əllí majbúr b-lá-odet ána ezén ⁺mədrā̀š.ˈ ána xén ⁺mədrā́š ezána lèwen.ˈ ána ábulen baxún amrènˈ ya-⁺ràbaˈ yá xabrá taasuf-awàr-ile.ˈ ⁺məssén amrén là făqát anáˈ kə́mma danké ⁺yalé magoní zadèwa,ˈ wa-ò-jur-inanˈ magòn ⁺lazə́m-ilaˈ lá ⁺msélu dárs yalpìwaˈ kí xà-tka ⁺matéwa.ˈ bắle ána ⁺barúx haššém əlhá bélew ⁺àwaˈ géna mà-t xdə́re,ˈ ⁺mséli b-qəwyəttə̀t nóši.ˈ má-t ylipèn,ˈ má-t ayolènˈ kúlla b-qəwyəttə́t nòši xdíra,ˈ bod-òdˈ m-taasufanè,ˈ bad-baxtulà,ˈ ⁺yalulìˈ aná axčàˈ áy taaríf là-wela.ˈ wa-magoní-š ⁺rába ⁺rába juwé ⁺yalé ítwa gèna.ˈ bod-òdˈ ⁺qaydət ay-lòkaˈ ⁺rába ⁺rába jur-ba-jùr-wela.ˈ kyétun kì,ˈ úne náše ki-lá-ayolu mar-ayì,ˈ gáat Urmìˈ əllán ⁺g-mədrā̀šˈ lišā́n ha-qòdešˈ malpìwa,ˈ ⁺torà,ˈ séfer ⁺torà,ˈ qəddušè,ˈ ⁺baraxè,ˈ ayné kullú ⁺g-mədrā́š ə̀llan malpíwalu.ˈ gáat madrasə́t áy doltà-šˈ fàrsi malpíwalan.ˈ axnìˈ bad-baxtulà ə́twalanˈ kí xălifèˈ kí əllànˈ ⁺g-mədrā̀šˈ dàrs malpíwaˈ ⁺rába dahìwalan.ˈ gal-kúd xabràˈ ki-là-ayəxwa jwā́n amrəxwaléˈ əllàn dahíwa.ˈ aná awwál əl-d-ày amrə́nna,ˈ bára azén amrén ki-má-jur dahìwa,ˈ má-jur godìwa.ˈ ⁺yála qalandár lokàˈ ⁺tahá juré zdéle ə̀twale gáat Urmí.ˈ ⁺g-mədrā́š zdélew ó-wela kìˈ xălifàˈ là dahə́lle.ˈ ⁺rába zadèwa.ˈ g-kučá zdélew ó-wela kí ⁺hál belá ⁺maté ⁺yāl-goymèˈ azyàt la-odíle,ˈ la-árqi baréw la-dahìle.ˈ g-belà-šˈ zdélew m-dadéw-wela ki-b-od-má ⁺g-mədrā́š jwā́n là yalopé,ˈ bod-od-hèč ⁺wádaˈ dadá là hamə́nwa kíˈ bronà,ˈ ⁺yalà,ˈ zadùleˈ ⁺g-mədrā́š qarèˈ bod-ód kìˈ xălifá kotàk dahə́lle.ˈ hammašá əl-xălifà hamníwa.ˈ ⁺rába-š ⁺rába-š pùč dahíwa.ˈ dahólu xà-jur-wela kíˈ bázi wáxt xazə́twa ó bronà,ˈ ó ⁺yalàˈ ki-kotàk xíleˈ m-xălifàˈ xa-kə́mma yomé naxòš xadə́rwa.ˈ daholú ⁺rába šekàst dahíwa,ˈ ⁺rába pùč dahíwa.ˈ xá yomàˈ xălifá gal-bronèwˈ kí əl-⁺yále dárs maqrèwaˈ əl-axonìˈ zoràˈ o-reš-xá-danka xábra ki-pằtax b-amə́rwaleˈ lá-⁺msele amərwalè,ˈ əl-d-aynèˈ gal-zóra broná áy tmánya ⁺əčča šənnèˈ magònˈ ⁺tòp gállew,ˈ gállə dadá g-klàs ⁺tə́lwalu.ˈ broná dahə̀lwale.ˈ dahə̀lwale.ˈ kwə́lwale əl-dadà.ˈ dadá dahə̀lwa,ˈ kwə́lwale əl-bronà.ˈ ⁺hal kí-t ya-bronàˈ yá axóni zóra ləbbéw zìlˈ mdéwalule belà.ˈ šwawán zíliwa škaytà wə́dwalu m-idéw.ˈ bắle əlhá maníxət dadì,ˈ ləbbèw qílwa,ˈ magón bod-ki l-bróna adèˈ ambə́lle doktòrˈ ya bàew xa-doktór,ˈ awwál awwál zílwa əl-d-o xălifà.ˈ fəssè hwə́lwale,ˈ ršutà,ˈ ⁺m-dussā́x ⁺plə̀twalele.ˈ ⁺yáni ò-jur-inanˈ əllán mlə̀pwaluˈ ⁺qaydət áy d-ò-tkaˈ ya-jùr-welaˈ wa-⁺rába ⁺rába púč-jur əl-⁺yále dahìwa,ˈ bod-ó-š ⁺yále la-⁺msèwaˈ m-zdélu la-⁺mséwa yalpìwa.ˈ ána nòšiˈ ắgar ⁺m-trosà-š kíˈ zdelà la-hawyáwaˈ ăgàrˈ magón našé əllán malpìwaˈ táfqa má-t ána ə́dyom ayolènˈ ⁺táha áxča bi-zóda kyènwa,ˈ bod-ód m-zdélan la-⁺msə́xwa ⁺rába yalpə̀xwa.ˈ g-madrásət áy doltà-š,ˈ ki-qarə́xwale lóka bod-ód ⁺hudaè-welanˈ góyme ⁺rába azyát godìwalan.ˈ anàˈ bára xzéli kìˈ xălifá là-⁺mseleˈ g-klàsˈ ⁺g-mədrā̀šˈ əllí dahə̀lwa.ˈ ána qə́mli yrə̀qliˈ kí əllí lá dahə̀l.ˈ bằleˈ bár-kəmma yárxe dwə́qleli gáat xiyawā̀n,ˈ g-kučàˈ xa-jwā́n dhə̀lleli.ˈ ⁺xasì mréle,ˈ əllí əmbə́llu g-marasxanà.ˈ əl-d-ó-š əmbə́llule komsèrˈ báat xaqirà.ˈ bára géna hamā́n hamā́n yá ⁺qazya xdə̀ra.ˈ dadí ədyéle m-qulbə́t ki-adé geb-marasxaná əllí xazè,ˈ awwál zə́lle əl-d-ó lóka ⁺plə̀tlele.ˈ ána-š kí m-zdéli čun-⁺yàla-weliˈ g-marasxaná là pə́šli.ˈ qə́mli lelè,ˈ yrə̀qli,ˈ ədyéli belá.ˈ mən-d-ó yomá mə́ri ba-dadìˈ yá ána nóši nóši ⁺b-qatlèn,ˈ ya əllí majbúr b-lá-odet ána ezén ⁺mədrā̀š.ˈ ána xén ⁺mədrā́š ezána lèwen.ˈ ána ábulen baxún amrènˈ ya-⁺ràbaˈ yá xabrá taasuf-awàr-ile.ˈ ⁺məssén amrén là făqát anáˈ kə́mma danké ⁺yalé magoní zadèwa,ˈ wa-ò-jur-inanˈ magòn ⁺lazə́m-ilaˈ lá ⁺msélu dárs yalpìwaˈ kí xà-tka ⁺matéwa.ˈ bắle ána ⁺barúx haššém əlhá bélew ⁺àwaˈ géna mà-t xdə́re,ˈ ⁺mséli b-qəwyəttə̀t nóši.ˈ má-t ylipèn,ˈ má-t ayolènˈ kúlla b-qəwyəttə́t nòši xdíra,ˈ bod-òdˈ m-taasufanè,ˈ bad-baxtulà,ˈ ⁺yalulìˈ aná axčàˈ áy taaríf là-wela.ˈ wa-magoní-š ⁺rába ⁺rába juwé ⁺yalé ítwa gèna.ˈ bod-òdˈ ⁺qaydət ay-lòkaˈ ⁺rába ⁺rába jur-ba-jùr-wela.ˈ	You know that—those people who do not know, let them know—in Urmi in the Jewish school they taught us the Holy Language, Torah, the Torah scroll, the qiddush, blessings, all these they taught us in the Jewish school. In the state school they taught us Farsi. We were unfortunate in that the teachers who taught us in the Jewish school used to beat us a lot. For every word that we did not know how to say well they would beat us. Let me first say this, then I shall go onto say how they beat us, how they behaved. The poor child there in Urmi had three types of fear. In the Jewish school his fear was that the teacher would beat him. He was very afraid. In the street his fear was that before he arrived home Muslim boys would harm him, would run after him and beat him. At home his fear was from his father (demanding) why he is not studying well at the Jewish school, because a father would never believe that a boy, a child, would be afraid to study at school since the teacher beat him. He always believed the teacher. They would beat (the children) very badly. Their beating was of such a nature that on some occasions you would see the boy, the child who had received a blow from the teacher, become ill for several days. When they beat they would do much harm. They would beat very badly. One day a teacher with his son, who were teaching children, (beat) my young brother, on account of a word in which he should have said _pataḥ_, which he was not able to say (correctly), and played in the class with the young boy, who was eight or nine years old, as if (he were a) ball, he (the son) together with the father. The son beat him and beat him. Then he gave him to the father. The father beat him and gave him to the son. (This went on) until (when) the boy, my young brother, had fainted, they sent him home. Our neighbours went and made a complaint against him. But my father, may he rest in peace, had pity (for the teacher who had been jailed), in such a way that instead of coming and taking the boy to the doctor or (bringing) a doctor to him, he first went to the teacher. He gave him money as a bribe and got him out of jail. In such a way did they teach us. Such was the custom there. They beat the children very badly. Because of this the children could not (learn), because of their fear they could not learn. I myself, if in truth there had not been (so much) fear, if they had taught us like human beings, perhaps I would have known three times as much as I know today, since we could not learn much on account of our fear. In the state school, where we used to study, since we were Jews the Muslims greatly mistreated us. I eventually decided that the teacher should not beat me in the class, at the Jewish school. I ran away so that he would not beat me. But after a few months he caught me in the street and gave me a sound beating. My back hurt and they took me to hospital. They took him (the teacher) to the police for investigation. Afterwards exactly the same thing happened. My father came and instead of coming to the hospital to see me, he first went and had him (the teacher) released from there (the police station). I did not remain in the hospital, on account of my fear, for I was a child. I got up in the night and ran off and came back home. From that day I said to my father ‘Either I shall kill myself or you will not force me to go to school. I shall not go to school again’. I want to tell you that this was very regrettable and unfortunate. I can say that (it was) not only me, but so many children like me were afraid and therefore could not study properly in order to attain a (professional) position. But I, thank God, whatever happened, was able (to get by) by my own strength. Whatever I have learnt, whatever I know has all come about through my own strength, for, regrettably and unfortunately, my childhood was not very praiseworthy. There were many many other children like me, because the situation there was very different (from here).

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Transcription:

kyétun kì,ˈ úne náše ki-lá-ayolu mar-ayì,ˈ gáat Urmìˈ əllán ⁺g-mədrā̀šˈ lišā́n ha-qòdešˈ malpìwa,ˈ ⁺torà,ˈ séfer ⁺torà,ˈ qəddušè,ˈ ⁺baraxè,ˈ ayné kullú ⁺g-mədrā́š ə̀llan malpíwalu.ˈ gáat madrasə́t áy doltà-šˈ fàrsi malpíwalan.ˈ axnìˈ bad-baxtulà ə́twalanˈ kí xălifèˈ kí əllànˈ ⁺g-mədrā̀šˈ dàrs malpíwaˈ ⁺rába dahìwalan.ˈ gal-kúd xabràˈ ki-là-ayəxwa jwā́n amrəxwaléˈ əllàn dahíwa.ˈ aná awwál əl-d-ày amrə́nna,ˈ bára azén amrén ki-má-jur dahìwa,ˈ má-jur godìwa.ˈ ⁺yála qalandár lokàˈ ⁺tahá juré zdéle ə̀twale gáat Urmí.ˈ ⁺g-mədrā́š zdélew ó-wela kìˈ xălifàˈ là dahə́lle.ˈ ⁺rába zadèwa.ˈ g-kučá zdélew ó-wela kí ⁺hál belá ⁺maté ⁺yāl-goymèˈ azyàt la-odíle,ˈ la-árqi baréw la-dahìle.ˈ g-belà-šˈ zdélew m-dadéw-wela ki-b-od-má ⁺g-mədrā́š jwā́n là yalopé,ˈ bod-od-hèč ⁺wádaˈ dadá là hamə́nwa kíˈ bronà,ˈ ⁺yalà,ˈ zadùleˈ ⁺g-mədrā́š qarèˈ bod-ód kìˈ xălifá kotàk dahə́lle.ˈ hammašá əl-xălifà hamníwa.ˈ ⁺rába-š ⁺rába-š pùč dahíwa.ˈ dahólu xà-jur-wela kíˈ bázi wáxt xazə́twa ó bronà,ˈ ó ⁺yalàˈ ki-kotàk xíleˈ m-xălifàˈ xa-kə́mma yomé naxòš xadə́rwa.ˈ daholú ⁺rába šekàst dahíwa,ˈ ⁺rába pùč dahíwa.ˈ xá yomàˈ xălifá gal-bronèwˈ kí əl-⁺yále dárs maqrèwaˈ əl-axonìˈ zoràˈ o-reš-xá-danka xábra ki-pằtax b-amə́rwaleˈ lá-⁺msele amərwalè,ˈ əl-d-aynèˈ gal-zóra broná áy tmánya ⁺əčča šənnèˈ magònˈ ⁺tòp gállew,ˈ gállə dadá g-klàs ⁺tə́lwalu.ˈ broná dahə̀lwale.ˈ dahə̀lwale.ˈ kwə́lwale əl-dadà.ˈ dadá dahə̀lwa,ˈ kwə́lwale əl-bronà.ˈ ⁺hal kí-t ya-bronàˈ yá axóni zóra ləbbéw zìlˈ mdéwalule belà.ˈ šwawán zíliwa škaytà wə́dwalu m-idéw.ˈ bắle əlhá maníxət dadì,ˈ ləbbèw qílwa,ˈ magón bod-ki l-bróna adèˈ ambə́lle doktòrˈ ya bàew xa-doktór,ˈ awwál awwál zílwa əl-d-o xălifà.ˈ fəssè hwə́lwale,ˈ ršutà,ˈ ⁺m-dussā́x ⁺plə̀twalele.ˈ

⁺yáni ò-jur-inanˈ əllán mlə̀pwaluˈ ⁺qaydət áy d-ò-tkaˈ ya-jùr-welaˈ wa-⁺rába ⁺rába púč-jur əl-⁺yále dahìwa,ˈ bod-ó-š ⁺yále la-⁺msèwaˈ m-zdélu la-⁺mséwa yalpìwa.ˈ ána nòšiˈ ắgar ⁺m-trosà-š kíˈ zdelà la-hawyáwaˈ ăgàrˈ magón našé əllán malpìwaˈ táfqa má-t ána ə́dyom ayolènˈ ⁺táha áxča bi-zóda kyènwa,ˈ bod-ód m-zdélan la-⁺msə́xwa ⁺rába yalpə̀xwa.ˈ g-madrásət áy doltà-š,ˈ ki-qarə́xwale lóka bod-ód ⁺hudaè-welanˈ góyme ⁺rába azyát godìwalan.ˈ anàˈ bára xzéli kìˈ xălifá là-⁺mseleˈ g-klàsˈ ⁺g-mədrā̀šˈ əllí dahə̀lwa.ˈ ána qə́mli yrə̀qliˈ kí əllí lá dahə̀l.ˈ bằleˈ bár-kəmma yárxe dwə́qleli gáat xiyawā̀n,ˈ g-kučàˈ xa-jwā́n dhə̀lleli.ˈ ⁺xasì mréle,ˈ əllí əmbə́llu g-marasxanà.ˈ əl-d-ó-š əmbə́llule komsèrˈ báat xaqirà.ˈ bára géna hamā́n hamā́n yá ⁺qazya xdə̀ra.ˈ dadí ədyéle m-qulbə́t ki-adé geb-marasxaná əllí xazè,ˈ awwál zə́lle əl-d-ó lóka ⁺plə̀tlele.ˈ ána-š kí m-zdéli čun-⁺yàla-weliˈ g-marasxaná là pə́šli.ˈ qə́mli lelè,ˈ yrə̀qli,ˈ ədyéli belá.ˈ mən-d-ó yomá mə́ri ba-dadìˈ yá ána nóši nóši ⁺b-qatlèn,ˈ ya əllí majbúr b-lá-odet ána ezén ⁺mədrā̀š.ˈ ána xén ⁺mədrā́š ezána lèwen.ˈ ána ábulen baxún amrènˈ ya-⁺ràbaˈ yá xabrá taasuf-awàr-ile.ˈ ⁺məssén amrén là făqát anáˈ kə́mma danké ⁺yalé magoní zadèwa,ˈ wa-ò-jur-inanˈ magòn ⁺lazə́m-ilaˈ lá ⁺msélu dárs yalpìwaˈ kí xà-tka ⁺matéwa.ˈ bắle ána ⁺barúx haššém əlhá bélew ⁺àwaˈ géna mà-t xdə́re,ˈ ⁺mséli b-qəwyəttə̀t nóši.ˈ má-t ylipèn,ˈ má-t ayolènˈ kúlla b-qəwyəttə́t nòši xdíra,ˈ bod-òdˈ m-taasufanè,ˈ bad-baxtulà,ˈ ⁺yalulìˈ aná axčàˈ áy taaríf là-wela.ˈ wa-magoní-š ⁺rába ⁺rába juwé ⁺yalé ítwa gèna.ˈ bod-òdˈ ⁺qaydət ay-lòkaˈ ⁺rába ⁺rába jur-ba-jùr-wela.ˈ

Translation:

You know that—those people who do not know, let them know—in Urmi in the Jewish school they taught us the Holy Language, Torah, the Torah scroll, the qiddush, blessings, all these they taught us in the Jewish school. In the state school they taught us Farsi. We were unfortunate in that the teachers who taught us in the Jewish school used to beat us a lot. For every word that we did not know how to say well they would beat us. Let me first say this, then I shall go onto say how they beat us, how they behaved. The poor child there in Urmi had three types of fear. In the Jewish school his fear was that the teacher would beat him. He was very afraid. In the street his fear was that before he arrived home Muslim boys would harm him, would run after him and beat him. At home his fear was from his father (demanding) why he is not studying well at the Jewish school, because a father would never believe that a boy, a child, would be afraid to study at school since the teacher beat him. He always believed the teacher. They would beat (the children) very badly. Their beating was of such a nature that on some occasions you would see the boy, the child who had received a blow from the teacher, become ill for several days. When they beat they would do much harm. They would beat very badly. One day a teacher with his son, who were teaching children, (beat) my young brother, on account of a word in which he should have said _pataḥ_, which he was not able to say (correctly), and played in the class with the young boy, who was eight or nine years old, as if (he were a) ball, he (the son) together with the father. The son beat him and beat him. Then he gave him to the father. The father beat him and gave him to the son. (This went on) until (when) the boy, my young brother, had fainted, they sent him home. Our neighbours went and made a complaint against him. But my father, may he rest in peace, had pity (for the teacher who had been jailed), in such a way that instead of coming and taking the boy to the doctor or (bringing) a doctor to him, he first went to the teacher. He gave him money as a bribe and got him out of jail.

In such a way did they teach us. Such was the custom there. They beat the children very badly. Because of this the children could not (learn), because of their fear they could not learn. I myself, if in truth there had not been (so much) fear, if they had taught us like human beings, perhaps I would have known three times as much as I know today, since we could not learn much on account of our fear. In the state school, where we used to study, since we were Jews the Muslims greatly mistreated us. I eventually decided that the teacher should not beat me in the class, at the Jewish school. I ran away so that he would not beat me. But after a few months he caught me in the street and gave me a sound beating. My back hurt and they took me to hospital. They took him (the teacher) to the police for investigation. Afterwards exactly the same thing happened. My father came and instead of coming to the hospital to see me, he first went and had him (the teacher) released from there (the police station). I did not remain in the hospital, on account of my fear, for I was a child. I got up in the night and ran off and came back home. From that day I said to my father ‘Either I shall kill myself or you will not force me to go to school. I shall not go to school again’. I want to tell you that this was very regrettable and unfortunate. I can say that (it was) not only me, but so many children like me were afraid and therefore could not study properly in order to attain a (professional) position. But I, thank God, whatever happened, was able (to get by) by my own strength. Whatever I have learnt, whatever I know has all come about through my own strength, for, regrettably and unfortunately, my childhood was not very praiseworthy. There were many many other children like me, because the situation there was very different (from here).