Shaqardi in Our School

The administration of Amr ibn al-As Boys’ Primary School in Kuwait has excelled in a distinctive educational initiative involving a group of students dubbed “Shaqardi.” The school administration selects, trains, and deploys these students to handle organizational tasks within the school premises, much like a scouting or cadet corps, complete with a uniform. I observed the young students selected for the “Shaqardi” team, who wore bright-colored badges on their sleeves and backs inscribed with “Amr ibn al-As Shaqardi.” This dynamic idea, aimed at acquiring practical experience, reflects the spirit of initiative, discipline, and responsibility, and underscores that students are not merely passive recipients of knowledge but active partners in organizing their school environment to the greatest extent possible, thereby reinforcing values of discipline and cooperation.

Thus, the significance of this name emerges, blending the authenticity of a folk term with the beauty, depth, and educational meaning of its connotation. It encapsulates the notions of knowledge and action, echoing our colloquial expression: “word and deed.” The school initiative, in reviving the term “Shaqardi,” transcends merely bestowing an endearing nickname on students; it transforms educational values into daily practices that foster self-confidence, enhance cooperation and discipline, and encourage practical participation in serving the school and the community. However, the success of such initiatives is not measured by the sheer volume of tasks students perform, but by the extent to which they contribute to building their personalities and making them feel the value of their participation, without imposing pressure or assigning duties beyond their capabilities.

The “Shaqardi” we aspire to cultivate is one who acts with awareness, assumes responsibility with confidence, and offers help willingly and comfortably, within an environment that values his efforts and respects his capacities. Successful education does not merely produce children upon whom others depend; it shapes balanced individuals who know how to give without depleting themselves, and who shoulder responsibility without forfeiting their right to enjoy childhood, which is grounded in sound psychological development. In this way, heritage and education converge in building a generation that takes pride in its identity and serves its country with awareness and balance.

Among common sayings is: “A Shaqardi is a Shaqardi; if he falls into a pit, he climbs out of it.” This means that a smart and perceptive person can overcome difficulties by finding solutions, regardless of the challenges faced; he does not succumb to difficult situations but knows how to navigate them with intelligence and good conduct.

Al-Zubaydi, in his book *Taj al-Arus min Jawahir al-Qamus*, mentions the term “Shajardi,” stating: “Shaqardi” is an Arabized form of “Shakard,” with a kasra on the kaf, from the Persian word *shāgard*, meaning “the learner.” This reference highlights the richness and flexibility of our eloquent language, underscoring the importance of consulting dictionaries to elucidate the origins, connotations, historical development, and usage of folk terms, particularly in educational and academic contexts. Through such linguistic insights drawn from our Arabic dictionaries, we possess the keys to accurately understanding the expressions of our ancestors, enabling us to grasp their intentions and uncover the meanings of their words in their heritage works.

Thus, the word “Shaqardi” in our heritage texts denotes a student, disciple, pupil, follower, companion, learner, and trainee, demonstrating the richness of the Arabic language. Undoubtedly, ignorance of word meanings renders the expressions of earlier generations obscure, even cryptic and meaningless. For example, historians such as Al-Dhahabi in *Siyar A’lam al-Nubala* and Ibn Hajar al-Asqalani in *Tahdhib al-Tahdhib* note: “Ikrimah was the most knowledgeable of Ibn Abbas’s *shakardi* in tafsir,” meaning that Ikrimah was the most learned of Ibn Abbas’s students in the field of Quranic exegesis.

Turning to the *Al-Dihah Historical Dictionary*, one of the largest contemporary Arabic encyclopedias, we find the following entry: “Persian: *shāgard*; Pahlavi: *hašāgird*, *shajard*: 1. Servant, boy, attendant; 2. Learner, student.”

Greetings, appreciation, and love to all the schools that illuminate the minds of boys and girls with authentic vocabulary, building a generation of “Shaqardi” who can see their path. Dr. Latifa Hussein Al-Kandari