of Faiza, who holds for raising the adolescent's moral level; and Salwa took Sabiha's theory, knowing how great is the adolescent's love of knowledge and curiosity, which drives him to try out many things that are dangerous because of his inner instability.

Hassana and Faiza joined in refuting that theory, saying: “Temptation is always present in our society, and the danger of falling into it is present — we cannot keep our children away from this society and this danger. Better, then, to arm them with the values we desire — espe-cially,” as Hassana explained, “since there are trials and expe-riences into which the adolescent falls of which the mother knows nothing.” “We must have faith in the essential values,” Faiza continued, “which we plant in our children; they make us trust them and believe in their power to overcome the trials that come their way, and they give them a basic immunity against the further trials of the future.”

Out of this discussion arose a question that Hassana and Salwa wished to lay before the round-table. Is it better for the child at this age to go to a boarding school, or to stay at home among his parents and his brothers and sisters? Especially when the family is large, when it is difficult to attend to each member of it separately, and when the child is “rosse,” as they say, with his brothers and sisters...

Faiza's opinion was outspoken: “Better that the child stay at

home, save in certain particular cases; and even then he must on no account be sent away altogether. For boarding school is not a punishment, and it is the parents' duty to oversee their children's upbringing, to watch over their culture, and to sur-round them with love, care, and a wakeful, conscious vigilance...”

“But in that way we have stripped the boarding school of all care and attention,” Sabiha countered. (Here it must be said that Salwa, Sabiha, and Hassana have each placed some of their children in boarding school.) “That is contrary to fact.

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