Miss Whately’s family and the honorary secretary of her English committee.  But the difficulty of securing sufficient funds to carry on her work efficiently was always one of Mary Whately’s chief burdens, and she was often obliged to make up deficiencies herself.  During her occasional visits to England, which latterly occurred only once in two or three years, she was largely occupied in addressing public and drawing-room meetings on behalf of her work.

But to return.  The new school buildings were opened in January 1872.  “All the friends and acquaintances who took any interest in education, whether natives or Europeans, were invited to be present.  The school hall, a large and beautiful room, though very simple and without any architectural ornaments, was adorned for the occasion with wreaths of green leaves, berries, and flowers, such as an Egyptian winter offers in abundance; and a table spread in an inner room with fruit and sweets to regale the children, while coffee and sherbet were handed among the visitors.  Mr. Shakoor then spoke to the parents and friends of the scholars, telling them how the building had been made for God’s glory and the good of the children in time and in eternity, and that with a good secular education the knowledge of God’s revealed Word in the Old and New Testament was given to all of them.” [1] Four months later Mansoor Shakoor died, an irreparable loss to the mission, and four years later his brother Yousif followed him.

[Footnote 1:  Life of Mansoor Shakoor, p. 98.]

From the opening of the new buildings the schools advanced rapidly.  It was soon found that the simple teaching of reading and writing to the boys would not attract scholars, but to secure the advantage of instruction in English and French, geography, history, and accounts, many parents would send their boys, who were thus brought under Christian influence.  The extent to which this prevailed may be judged from the testimony of the schoolmaster, that “of the boys brought up under his tuition, not one had, so far as he could find, taken more than one wife,” which showed a great breaking away from the traditions of Mohammedanism.[1]

[Footnote 1:  The Christian, June 29, 1888.]

The girls received a simpler education, but with both boys and girls the daily reading and explanation of the Scriptures in Arabic held a prominent position, the Bible being the principal reading book in use.  “Nor is the teaching of those things that concern salvation confined strictly to the time spent in reading Scripture.  A few questions, or a remark in the course of a secular lesson, often shows them what is the most important of all matters in our minds.  Nothing positively controversial is taught; that is to say, no contemptuous expressions about the religion of any of the children are allowed, and the plainest truths of the Gospel specially set forward; but occasionally something comes into the lesson which shows to an intelligent learner the vanity of the superstitions around them.” [1]