We, the In-Between Generation of the 60s, 70s, and 80s Noureddine Boutahar

Almost everyone born somewhere between the echoes of the sixties and the dawn of the eighties, back when the world felt a little rougher around the edges, belonged to a different breed. Born in the 1960s, 1970s, and early 1980s, we are the “in-between generation”—a unique segment of society. Born into simplicity, nurtured in modesty, and thrust, almost unprepared, into the maelstrom of technology and modernity, our lives bridge the analog and digital eras. Our experiences reflect the beauty of tradition and the challenges of transition, caught between the warmth of the past and the chill of the present.

In our formative years, life unfolded at a gentler pace, and moments held profound significance. Childhood wasn't measured by screen time or social media validation but by scraped knees, dusty playgrounds, and storytelling beneath a canopy of stars. Ours is the generation that stood at the cusp of a profound transformation, witnessing life as we knew it undergo a sea change. This pivotal experience wove a rich, intricate tapestry of memories, experiences and ideas within us, —a perspective so nuanced that even Picasso’s brush or Dalí’s surreal vision could scarcely capture its unique essence.

We walked miles to school under the scorching summer sun or through the biting cold of winter rain, with minimal protection from the elements. Education was rigorous: exams covered entire textbooks, not fragmented summaries. There were no private tutors, no motivational speeches, no multiple-choice tests to soften the challenge—just raw grit, honest effort, and the ingrained belief that hard work paves its own way. We respected our teachers, often viewing them as guiding lights. A mere glimpse of a teacher on the street was enough to instill in us a sense of humility. Our guiding principle was straightforward: "He who seeks greatness burns the midnight oil." Today, a different sentiment seems to hold sway among young people: "Cheat to succeed; integrity is a losing game."

In those days, entertainment was homegrown. We crafted our own toys from whatever scraps and simple materials we could scavenge around the house, breathing life into sticks, cloth, iron wire, and string. Barefoot and carefree, we ruled the dusty alleyways, playing open-air games like tag, hide-and-seek, leapfrog, hopscotch, and blind man's bluff, our laughter echoing through the village or neighborhood like birdsong at a spring dawn. Yet, never once did a foul word escape our lips; a far cry from the vocabulary that fills the air these days! We clambered up trees like little monkeys, often tearing our clothes and leaving bits of ourselves behind—scratched and splintered, but undaunted. With the devil-may-care attitude of youth, we swam in ponds teeming with leeches and water snakes, and drank from creeks and streams that today would make a health worrywart faint. Yet, against all odds, we grew hardy and strong, as if we were tempered by nature’s own forge.

We grew up under wide skies in tattered clothes, understanding that a torn shirt and battered shoes weren't a source of shame but a testament to experience. We scraped knees without a parent hovering like a helicopter at every stumble. If we got hurt, there was no mad dash to the hospital—just a pat on the back, a whispered “You’ll be fine,” and a little dirt rubbed into the wound like some ancient magic cure. Tears were for the weak; we were told to suck it up and carry on. And yet, look at us. We thrived.

Back then, values like respect, gratitude, modesty, and humility were not merely taught—they were stitched into the very fabric of daily life. They were poured into us from an early age, like water into the roots of a young tree, by parents, relatives, and neighbors who shared a common vision of what a child should become. Schoolteachers, too, were given a free rein to shape our character with a firm but guiding hand. Between parents and teachers there existed a simple, ironclad understanding: "Spare the rod and spoil the child."

But then, the world underwent a seismic shift; the familiar landmarks vanished.

The digital floodgates burst open, and the world we knew began to crumble like a house of cards. Unprepared, we had to adapt or be swept away. Radios and gramophones yielded to televisions and cassette players and, subsequently, to computers, dumb phones, and then smartphones. The transformation wasn't gradual; it was abrupt, dramatic, merciless and all-encompassing. We transitioned from using address books and landlines to instant messaging and cloud storage, from the tactile ritual of rewinding cassettes to the immediate gratification of streaming services, from the deliberate act of writing longhand letters to the swift tap of emojis. Everything became more convenient and faster—yet also more devoid of substance.

This generational upheaval wasn’t solely about gadgets; it was a profound psychological and emotional adjustment. We bore the considerable weight of adapting without guidance—sometimes awkwardly, sometimes painfully, but always with resilience. We had no digital natives to mentor us through this new terrain. We simply had to survive—to adapt, to keep pace, to comprehend—without the luxury of choice in a world increasingly defined by "live or perish."

Now, we exist in a state of duality. Our hearts divided between the simplicity of the past and the conveniences of the present. One part of our hearts resonates with the quiet moments, the genuine human connections, and the tangible joys of the the past. The other part beats with a sense of resignation in the digital present, where relationships are often virtual, conversations are reduced to fleeting emojis, and serene silence has been drowned out by incessant noise.

Despite these profound changes, much of our core remains intact. Though our hair may have silvered and our reflections may seem unfamiliar, we remain anchored to the values of the past. We still carry the quiet dignity of well-worn clothes, the deep pride of hard-earned success, and the understated elegance of inner strength. The world may have transformed, but we still stand—not as relics of a bygone era, but as living witnesses to a time of genuine meaning.

To our generation—the generation of patience, endurance, and profound transformation—respect is rightly due. We were not handed a ready-made identity, yet we forged one. We witnessed the world bend, break, and rebuild itself—and yet, we persevered. We braved the stormy landscape of the era, weathering religious and political turmoils with a resilience forged by necessity. We walked a tightrope through those turbulent years—sometimes coming through unscathed, other times just by the skin of our teeth.

So, let the younger generations scoff at our nostalgia. Let them label us “the old school.” We wear that designation like a badge of honor because we are the bridge—connecting two distinct worlds, fluent in two languages of experience, feeling the weight of both eras. We are the quiet resilience in a clamorous world, the living memory in a digital haze.

We are the X-generation, to borrow Douglas Coupland’s term, carrying the memories of our origins but never forgetting how far we have journeyed —and that, dear readers, is the unwavering beacon that poit us home.

Ahmed Boukmakh, a Pioneer in Planting the Seeds of Enlightened Education Noureddine Boutahar

Given the current attacks on teachers, and at this critical moment for education, I have chosen to pause and reflect on a cornerstone of Moroccan heritage that has stood the test of time: the iconic Iqra’ schoolbook series, crafted by the esteemed educator Ahmed Boukmakh. I will begin by offering a glimpse into the historical backdrop of this remarkable series—one that weathered the tides of commercial textbook publishing—and then share brief summaries of a few of its enduring tales, along with the timeless moral lessons they impart.

Although many of today’s younger generations may not recognize his name, Ahmed Boukmakh remains a familiar figure to most Moroccans who attended public school in the early years following independence or during the 1970s. His journey led him from the worlds of theatre to the primary school classroom. There, he made lasting contributions, having laid some of the foundational stones of Morocco’s post-independence educational system.

Ahmed Boukmakh was born in Tangier in the 1920s, during the tumultuous period of the Rif War. His mother passed away when he was just eight years old—a tragedy that marked a difficult childhood. From a young age, he worked in his father’s store, which sold both groceries and consumer goods on one side, and books and novels on the other. It was in that unique space, balanced between labor and literature, that Boukmakh’s character was forged.

At the age of eighteen, he became an active member of the Shoura wa Listiqlal (Consultation and Independence) Party. His political involvement had unfortunate consequences: his father was later imprisoned in Rabat after colonial authorities found pro-independence banners in the family’s store. During that difficult time, young Ahmed found himself the de facto head of the household, tasked with caring for his younger siblings and managing the store.

His creative spark was lit even before the Iqra’ series, as he began writing plays in the 1940s. These early works are still referenced in the literary collections of the renowned scholar Abdullah Gannoun, who was Boukmakh’s mentor, teacher, and spiritual guide. Boukmakh’s plays, often performed at the historic Cervantes Theatre in Tangier—a beacon of translated works by Shakespeare and Molière—sought to instill patriotism and civic values in the youth and theatregoers.

After one of his friends was abducted, and as political tensions plagued the party he had joined, Boukmakh eventually chose to withdraw from political activism. His marriage around the same time gave him reason and space to focus on a new mission: writing and publishing educational books. With the invaluable guidance of the eminent Abdullah Gannoun, he embarked on a creative journey that culminated in the legendary Iqra’ series, skillfully weaving together narratives adapted or translated from the works of great international novelists from both East and West.

The idea was born out of a desire to provide Arabic-language textbooks that could be easily taught in primary school classrooms. At that time, nearly all available educational materials were in French—the language of the colonialist. The first edition of Iqra’, printed in 1954, became one of the earliest foundational texts for the primary education system in Tangier—and later across Morocco.

The Iqra’ series comprised five textbooks designed to be taught over five academic years. Upon completing the final volume, students would earn the highly regarded Shahada—a "Certificate Diploma" that often brought honor to families and even access to civil service jobs. Boukmakh later expanded the collection to include Fus’ha (Classical Arabic) in five volumes, as well as Arriyadiat (Mathematics) and Al-Qiraa Liljami’ (Reading for All), a literacy education series. These books combined captivating stories with vivid illustrations and images to stimulate student curiosity and strengthen their visual memory. He collaborated with leading Moroccan artists such as painter Ahmed Chabaa and caricaturist Ahmed Chentouf.

Boukmakh's writing was defined by short, impactful sentences and a concise style. This directness made his schoolbooks perfect for young learners. He knew that to speak to a child’s mind, you don’t knock on the door—you slip in through the window. His language was simple but never shallow. With a few well-chosen words, he managed to light up young imaginations while slipping in a moral or two when no one was looking.

Although his textbooks were gradually phased out in the early 1980s and replaced with newer materials, editions of Iqra’ continued to be reprinted until 2013—and perhaps even today—for use in literacy programs.

We owe a great deal to the stories from these books—stories that students from the ’60s, ’70s, and ’80s still remember as though they learned them just yesterday. Boukmakh’s work helped shape what many now nostalgically call the "golden generation" of Moroccan education. The writings of the late teacher Ahmed Boukmakh emerged at a significant turning point in Morocco’s history: the transition from colonial rule to national independence. His texts consistently promoted values of citizenship, patriotism, respect, and ethical living. His stories were both moving and timeless.

Who among us doesn’t remember the cumulative tale of Uklat Albatatis (A Potato Dish)? It's a shining example of how the author understood the value of this storytelling form—a genre built on repetition that not only makes understanding and memorization easier, but also sharpens memory and encourages children to anticipate what comes next. Echoing classics like This Is the House That Jack Built and The Gingerbread Man, the rhythm of Boukmakh’s cumulative tales makes young readers or listeners feel clever and confident, as if they’re reading the storyteller’s mind.

Who among us can forget Hikmat Bustani (The Gardener’s Wisdom)—the tale of the elderly man, eighty years old, still planting date palms beneath the fiery sun? When the king, astonished, asked him, “Do you expect to eat from their fruits?” the gardener responded with the quiet conviction of a man committed to sustainability: “Others planted, and we ate; now we plant, so others may eat.”

Is there a more profound metaphor for generational honesty and responsibility? Have we ever truly stopped to think with such long-sightedness? To safeguard our nation’s treasures—its fertile land, its abundant seas, its vast and infinite skies—not just for today, but for generations to come? To sow trees in the earth, fish in the waters, and dreams in the heavens—dreams powered by science, technology, and innovation?

And who could forget Allah Yarana (God Is Watching Us)—the story of the thief who, under the cloak of night, climbs into a vineyard with his young son to steal grapes? “If you see anyone,” the father warns, “whistle, so I can hide.” As he begins picking the fruit, the boy lets out a piercing whistle. Alarmed, the man jumps down, only to find no one in sight. “Why did you whistle?” he demands. “Did someone see me?” The boy answers, simply and succinctly: “Yes—God, who sees everything.” A heavy quiet descends upon the father, then repentance.

A story as clear as a whistle, sounding through time—a reminder, then and now, to those entrusted with public duty: serve with integrity. Do not loot the nation’s coffers; do not squirrel away fortunes in local and faraway banks. For even in the depths of our withdrawal, God sees all.

Assarrar wa Namla (“The Cricket and the Ant”) is the kind of story that cannot fade into the mist of forgetfulness. In this parable, a carefree cricket fritters away the golden days of summer, strumming his tune and dancing in the sun, while the diligent ant toils from dawn to dusk, stockpiling grain for the lean months ahead. When winter's chill finally bites, the ant sits snug in her burrow with a full larder, while the cricket, cold and famished, comes knocking. But the ant, unmoved by his plight, reminds him that he sang through the harvest—so now, perhaps, he should dance to keep warm. The story delivers its lesson with a sting in the tail: that hard work and foresight are the keys to weathering life's inevitable storms.

And more and more stories of this kind—those that teach and enlighten without preaching—are urgently needed today. They etch values and morals into young minds, gently but firmly. As the old saying goes, “Youthful learning is etched in the mind like stone.” These stories do more than entertain; they shape character, cultivate empathy, and sow the seeds of wisdom early—and etch them deep within young hearts.

Today’s Iqra’ generation—once the rightful heirs of a golden age of learning—now looks with a lump in its throat at what so often passes for education. What was once a sumptuous banquet of stories, rich in meaning and morals, has dwindled into bland fare: lessons stripped of depth, starved of spirit. In days gone by, it was those stories—and the steady, watchful presence of conscientious parents—that shaped young minds. They raised us with the wisdom of old and guided us onto the straight and narrow from our earliest days. So much so that, at the mere sight of a teacher approaching from afar, we would instinctively snap to attention, stifle our laughter behind cupped hands, and freeze mid-play—as though time itself held its breath in their presence. Yes, we feared them—but not with dread. It was a reverent awe, the kind that made our hearts swell when a teacher gently patted our heads, whether in praise or quiet affection. It was both a crown and a blessing.

 

 

The Jewish Peddler Noureddine Boutahar

In the late 1960s and early 1970s, life in the countryside of Tizitine followed a steady rhythm, occasionally stirred by moments of excitement—weddings, festivals, weekly markets, and the much-anticipated visits of peddlers. Of all these, nothing thrilled me more than the arrival of the traveling merchants. I would plead, beg, and sometimes throw fits until my mother or grandmother relented, rewarding me with sweets, chewing gum, or a handful of trail mix—roasted chickpeas, raisins, and peanuts sold by these merchants.Yet, among all the visitors who passed through our village, none was more eagerly awaited than the Jewish peddler. He was more than just a wandering merchant; he was a bearer of wonder. With his arrival, the ordinary faded into the background, replaced by a world of small treasures—treats for the body and stories for the soul.

The Jewish peddler was a wandering merchant, traveling from village to village, house to house, selling an assortment of goods essential to daily life. Every month or so, he would set up shop near our home, thriving on bartering goods in exchange for money, silver jewelry—once abundant among Amazigh women—wool fleeces, and grains like wheat or barley. His wares were as varied as they were intriguing, ranging from soap and kitchen utensils to small tools for home repairs, agate bracelets, necklaces, and sewing necessities such as needles and thread. I never knew his real name; people simply referred to him as "the Jewish peddler" or "the leprous peddler," though in conversation, they addressed him as "A'attar," the Amazigh word for peddler. 

He was of medium height, likely in his late fourties or early fifties. My memories of his appearance remain vivid: he wore a handwoven Amazigh djellaba, frayed at the elbows, worn thin at the seat, and torn at the cuffs—proof that the road had been his constant companion. Beneath the djellaba, he wore a more refined gandoura, a long tunic. His head was always covered with a small cap, which I later learned was a kippah—a religious garment worn by Jews, not merely protection from the elements. On sunny days, the kippah was crowned with a Moroccan sombrero, meticulously woven from the leaves of the dwarf palm, its wide brim offering shade for both head and shoulders. His feet were encased in sturdy, lace-up brodequin boots, faded but still holding their own, much like their owner. 

Women were his primary customers, purchasing everything from small mirrors, agate jewelry, and trinkets to kohl, walnut bark miswak for brushing teeth, and small ceramic pots of rouge to color their lips and cheeks. Shopping with the peddler was not just an errand—it was an event, stretching over an hour as the women admired, tried on, and haggled for goods, their voices rising and falling in animated debate. Time seemed to slow to a crawl—there was no rush for either the ladies or the peddler. 

For us children, his visits were the highlight of the season. He always brought small gifts—sweets, trail mix, dates, or dried figs. Some called him "the leprous peddler" because of the visible scars from leprosy on his face and hands, but our parents drummed into us the importance of kindness and respect, reminding us that such names were hurtful and impolite. We never used them. Instead, we addressed him with warmth as ‘aammi,’ akin to ‘unkie,’ just as we called elderly women ‘aatti ’ or ‘khally,’ meaning auntie. 

The peddler traveled with a large, sturdy grey jack donkey, the kind bred with mares to produce mules. The donkey carried enormous panniers stuffed with goods, sometimes so full that the animal was almost swallowed up by its load. Yet, there was always space for the peddler himself, who rode side-saddle atop the beast, as though it were a throne from which he surveyed the world. 

He often spent the night near our home, drawn perhaps by the warmth and safety my family offered. He would pitch his tent a short distance from our house, stow his goods inside, and then lead his donkey to our well for water. Afterward, he tethered the animal with a thick iron stake and fed it hay from our stack. The Three Musketeers of the family—my brother Abdelmajid, my cousin Hamid, and I—would bicker over who got to bring him dinner, knowing full well that the lucky one would be rewarded with a small gift. More often than not, we all ended up going together, unable to resist the pull of adventure. 

The presence of the peddler added a spark of excitement to our nights. After he had eaten, we would linger, brimming with curiosity. Where had he traveled? What had he seen? What were the other children like in the places he had visited? Had he encountered wild animals, stray dogs, or thieves? Sometimes, he would humor us with tales of his journeys, though, truth be told, I preferred my grandmother’s—they had a way of weaving magic into the mundane. Still, his stories brought a welcome change to our otherwise predictable nights.

By morning, he would usually be gone, slipping away before the world stirred. I have no memory of his departures, but we children would scour the spot where he had camped, hoping to unearth a forgotten relic—a hidden treasure or a lost trinket. Once, I struck gold, or so it felt—I stumbled upon a coin, a find that filled me with pride. I rushed to show my grandmother, though I never knew its true worth. She tucked it safely away until the peddler's next visit. When he returned, my honesty was rewarded with a small, wondrous prize—a packet of chewing gum, five individually wrapped sticks, each one a treasure in itself.

 

My Slingshot Hobby Noureddine Boutahar

Hunting with a slingshot was the bread and butter of boyhood in my generation—a rite of passage for young country boys. A catapult dangling from a boy’s neck was as common as shadows at sunrise—an unmistakable sign of youthful curiosity and untamed energy. These were days when our pastimes were stitched together by our own hands, simple yet rich, untouched by the buzz of electronics or the glare of screens.

The slingshot, or catapult, is a hand-powered projectile weapon with a Y-shaped frame and elastic bands attached to a pouch that held small stones. We bought the rubber bands at the weekly souk. There were two types to choose from: flat bands, often repurposed from tire inner tubes, and tubular bands, pricier but far more durable. We whittled the frames from orchard trees and fashioned the pouches from worn-out shoe leather. Soaking the leather in water softened it, making it pliable for crafting. To us, these slingshots were more than tools—they were the heartbeat of childhood adventure.

I recall with a warm ache the times I hunted alongside my elder brother. Back then, I was his “beater,” a sidekick descending the valley, flushing out game with shouts, thrown stones, or a stick dragged noisily through the underbrush. When the birds perched above him in the trees, he struck with the precision of a marksman, killing them instantly. My reward? The honor of carrying the game, strung proudly on my belt like trophies of war.

Eager to follow in my brother’s footsteps, I began crafting my own slingshots around the age of eight. I started carving frames and buying bands from the souk. Hunting became a shared adventure with my younger brother and cousins, each of us taking turns as hunter and beater in a fair and playful democracy. Wild pigeons (tourterelles) were our prized quarry, though we also hunted quails, larks, and sparrows. Quails, elusive and solitary, were a rare delight, while sparrows and larks filled the gaps when pickings were scarce.

The best part of the hunt came after: we would bring the game home, pluck the feathers, wash the birds, and roast them over open flames. Their meager meat, seasoned by fire and triumph, tasted divine to us. Our parents, however, teased us, calling it a child’s indulgence, and rarely joined us in savoring our spoils.

Through practice, my slingshot became a seamless extension of my arm. I could bring down a bird mid-flight with uncanny precision. But beyond hunting, my catapult proved versatile: it was my tool for knocking ripe figs from treetops, my guardian against stray dogs, and my weapon of choice against snakes, which I shot from a safe distance.

Yet, slingshot hunting was not without its dangers and harsh lessons, some etched deep into my memory. One summer, while stalking wild pigeons, I crept cautiously through a shrub for cover. My focus was so intense on my target that I failed to notice a hidden wasp nest until I was practically nose-to-nest with it. In a heartbeat, the wasps erupted like an angry volcano, their stingers raining down on my face. I flung my slingshot away and fled in a frenzy, swatting and shouting, but the persistent swarm chased me all the way home. For a week, my face was a swollen canvas of pain, soothed only by my grandmother’s poultices and prayers.

But the darkest memory of my slingshot came in the summer of 1974, a memory that still weighs heavy on my heart. I had been sent to retrieve our equids—mares, mules, and a prized jet-black colt my uncle was breaking in to replace an aging chestnut horse. That colt, a lively spirit, often strayed to mingle with the neighbor’s animals. On this particular evening, it stubbornly refused to return, despite my best efforts. Frustration surged through me like a tempest. In a moment of anger, I aimed my slingshot at its neck and let the stone fly.

The result was a tragedy I neither intended nor foresaw. The colt reared, shaking its head in pain, and to my horror, blood trickled from its left eye. My heart sank into the pit of my stomach as guilt flooded every fiber of my being. Desperate and panicked, I ran to the old well near our orchard and hurled my slingshot into its depths, wishing I could vanish along with it.

My family was puzzled by the colt’s injury, making numerous guesses and asking endless questions, but I hid the truth for a while, burdened with guilt. Although I bared my soul to my grandmother a couple of months later, seeking solace for my egregious mistake, the weight of having wounded the innocent creature remains an enduring ache in my heart. The colt’s recovery was slow; the stone had damaged the side of its left eye, leaving a scar that never faded. My family treated it with herbal remedies, but every time I saw the animal flinch in pain, I wished I could undo my reckless act. 

A year later, the colt was sold at a reduced price to a dignitary from a neighboring tribe who loved its breed. Though it was gone, the memory of that day has never left me. Even now, I lose sleep wondering why some lessons must come at such a high cost. I often pray the colt, in whatever realm it may now roam, has forgiven the reckless boy I once was.

Our Humble Abode in the 1960s Noureddine Boutahar

Our abode in the 1960s was a

humble yet enchanting haven, a harmonious blend of simplicity and ancient tradition. Our home was a rustic ensemble, comprising a sturdy stone room and two weathered reed and clay shacks, their walls etched with the silent stories of a life lived in harmony with nature. At the heart of this tranquil abode stood our majestic black Amazigh tent, a singular gem that cast a quiet dignity over the entire surrounding. Nearby, a smaller tent was staked for our shepherd, while two more, ready for our nomadic journeys, awaited the call of the seasons. As the rhythm of the land dictated, my father and uncle would head to the verdant pastures of the mountains, forever attuned to the intricate dance of nature's cycles.

This magnificient tent was not merely a shelter; it was a cherished sanctuary, meticulously cared for and revered. It was there that we welcomed guests, and it was there that family gathered for special occasions, such as the Eids (religious ceremonies). Unlike any other structure, the tent was crafted with unparalleled artistry from a blend of black and brown goat hair, every fiber woven with intention and care. Skilled women, including my mother and grandmother, meticulously wove the rectangular panels, while the men, on a designated day of communal effort, meticulously sewed these panels together. This special occasion was marked by the preparation of a sumptuous feast, a couple of roasted roosters or sheep, shared with neighbors who joined in the festivities and lent their hands to the task. The tent’s very presence inspired awe within our Amazigh community, symbolizing both the architectural wisdom of our ancestors and the profound bond our people shared with nature. Each thread told a story, a testament to the artistry of our people, passed down and refined over generations, weaving beauty and purpose into every detail.

 By nightfall, our cows—loyal companions on our agrarian journey—were tethered to rugged wooden stakes with thick ropes made from goat hair or from esparto (halfa) grass. For the sheep, goats, and occasional lambs, we fashioned rough-hewn shelters from tree branches, favoring the protective strength of jujube trees to shield them from the elements and lurking wolves. This rustic tapestry extended to our poultry, too, housed in simple sheds crafted from dry reeds and hay, creating warm, cozy nooks for chickens, turkeys, and guinea fowl. Yet some birds, especially the adventurous guinea fowl, often found refuge in the branches of nearby trees, serving as vigilant sentinels, ever ready to sound the alarm when strangers or wild creatures neared.

In our traditions of hospitality, livestock and poultry took on special roles, with each guest honored according to their place in a silent hierarchy. Family guests were offered succulent chicken, while turkey and buttery homemade bread from our own wheat fields were reserved for close friends. The rarest honor—a roasted sheep—was saved for the most distinguished visitors. Within this ecosystem, the poultry also served a practical role; they were managed by the women of our family. My grandmother, mother, and aunt raised chickens, selling eggs and fattened birds to earn modest sums. These earnings became small luxuries—occasional makeup or clothing, things they bought when their husbands could not, or chose not to. When a cherished guest arrived, my father or grandfather would buy the finest rooster from the women, turning it into a culinary gift for our visitors.

As for our broad beans, peas, oat, wheat, and barley, they were stored in granaries crafted with a blend of semi-modern and traditional designs, each element serving its purpose with distinct craftsmanship. Our semi-modern granary was a solid stone room with a cement floor, built to provide sturdier, more permanent storage. In contrast, the traditional granaries were a collection of large, circular containers made from interwoven reeds and clay, their interiors carefully paved with cow dung to improve insulation and preserve the grain's quality. I fondly recall three of these traditional granaries standing just behind our main stable, and I sometimes joined in to watch as my father, uncle, and a hired hand built them with remarkable dedication. I loved witnessing the happiness, camaraderie, and care they poured into their work—each step marked by a true pride in their craft and a shared sense of purpose.

This was “the land that made me me”, the soil from which I sprang. To some, it may have seemed like the middle of nowhere, but to me, it was the heart of everything. Others might see it as outdated, quaint, even old-fashioned, but to me, it was the best of times in the finest of places.

A Tribute to the Greatest Father Noureddine Boutahar

My father was a self-made man who lived a life of simplicity, contentment, and quiet dignity, passing away with the same peaceful grace that defined his days. He was less concerned with accumulating wealth than with shaping us—his children—into resilient, capable men and women. Born in Boukashmir, Oulmes, and raised in Boukashmir and Tizitine, he was respected and loved in both places for his honesty, integrity, and exemplary character.

The image of my father that lingers from the late 1960s is that of a strikingly handsome young man who took great care of his appearance. He always wore the best clothes he owned, styled in a classic way, especially for parties, and during his city visits. I remember how he would carry a fragrant small bar of soap in one of his flap pockets, and a white double-tooth comb, which he had brought back from France, in his breast pocket. My mischievous childhood led me to sometimes "borrow" the comb to fix my hair before putting it back. On special occasions, he would wear perfume—a rare habit among countrymen at the time—which he kept carefully stored in a wooden box alongside other treasured possessions.  

Physically, my father was a somewhat tall, athletic man with a medium build. He had straight, short-cropped blond hair, though it often appeared darker, as he always wore hats and bonnets to protect it from the elements. His forehead was prominent, his eyebrows well-defined and neatly groomed, with a strong jawline. His eyes radiated confidence, his nose was straight and proportional to his face, and his mouth held a neutral expression, complementing the overall dignified look of his portrait.

My father was widely respected for his honesty. I witnessed his deep honesty and piety firsthand when we worked together in the fields. He never allowed Zakat—the portion of wealth Muslims give to charity—to be stored in our granary. Instead, he set aside a special spot for the grains and olive oil meant for the poor. His integrity also earned him the trust of Benaissa Boubia, a wealthy farmer in Tizitine. When our family moved there in the mid-1940s, my father managed Benaissa Boubia’s tenant farming accounts for sometime. Benaissa Boubia provided land and livestock to less fortunate families, who worked the land in exchange for a share of the produce, and my father oversaw the arrangement with diligence.

In the mid-1960s, my father was reluctantly sent to France to work on farms. Though the contract was for just three months, the French farmer, impressed by his honesty and tireless work ethic, offered to extend it. My father declined, replying, 'When I left for France, I left behind a mother, a wife, and a sister-in-law milking 18 cows, and most of the milk is going to the dogs.'

My father's honesty was deeply rooted in his piety. He later told me he was among the first in our region to consistently observe his religious duties, such as praying on time, at a time when many of the local Amazigh were either flippant about or less familiar with these practices. He recounted a story from a wedding celebration when, as Dhuhr approached, he went to a nearby orchard to perform ablutions at a well and pray under the trees. A few women noticed him, puzzled, and soon gathered others to watch and giggle as they tried to figure out what the 'little boy' was doing.

As a father, he was progressive in his parenting style. At a time when physical punishment was the norm, my father never laid a hand on us. This leniency was criticized by my mother and grandfather, but he believed in a gentler approach to raising us, much like my grandmother. During family gatherings, he imparted timeless universal values of honesty, respect, modesty, altruism, and hard work upon us. 

Though born into an illiterate family, my father taught himself to read and write. After Morocco's independence, there was a national literacy campaign, and he was one of the few who took it seriously, learning both Arabic and French. He was also one of the first to own a radio, which he loved listening to, especially for news and Amazigh music and poetry known as Imalyazen. The radio’s influence on him was so strong that we were among the rare families to have pictures of Mohammed V and Gamal Abdel Nasser on the walls of our home.

One of my father's endearing qualities was his ability to listen attentively and speak eloquently. When you spoke to him, he listened with genuine interest, and when he spoke, he captured the full attention of his audience. He enjoyed recounting stories and events in vivid detail, but he did so in a way that never bored his listeners. In his later years, during my fortnightly visits, we would sit together as he shared tales from his past, rich with subtle details. Unfortunately, some ill-intentioned people would exploit this in social gatherings, asking him to recount stories or events while they devoured the shared food.

My father was also known for his pithy remarks, which revealed much about his character—his sharp wit, intelligence, directness, and unwavering confidence. One particular incident from an electoral campaign comes to mind. A candidate had come to seek his support, delivering a speech filled with vague promises and empty words. Unimpressed, my father waited for him to finish, then dryly responded, 'You know, I could probably finish my Asr prayers and go earn your university degree.' His retort, both cutting and clever, perfectly captured his no-nonsense approach to life.

Another quality that distinguished my father was his boundless generosity. A passionate hunter, he was among the rare few in those days to own a prized 16-gauge shotgun—a symbol of status and skill. I vividly recall the day he sold one of our finest cows just to acquire that coveted weapon, an act that spoke of his deep love for the hunt.  As hunting necessitates the finest canine companions, my father always kept the very best. He often kept some of the most renowned hunting Sloughi greyhounds and German shorthaired pointers. Once, a delegation of dignified horsemen from the illustrious Imahzan tribe, came all the way from Khenifra and asked to barter one of my father’s famous Sloughi greyhounds, renowned across the region for its agility and prowess. They came bearing a substantial offer—an entire herd of sheep and goats in exchange for the prized dog. After being treated to a lavish meal of Mechoui, Couscous, and mint green tea, my father did what only he could. In a grand gesture of his legendary generosity, he refused their offer. Instead, he gifted them the Sloughi outright. That moment, like many others, etched itself into my mind as a testament to his noble spirit—one who gave not for gain, but for the sheer joy of giving.

Unfortunately, two factors contributed to my father’s declining health. The first was the tragic death of my younger brother, Abdelmajid, his  son and closest companion, in a devastating car accident. The second was his growing sense of isolation. As rheumatoid arthritis in his knee took its toll, he ventured out less frequently, which was particularly difficult for a man who had always been so social and outgoing. A fate that weighed heavily on his spirit. It was only on special occasions, when we brought him to family gatherings, that he had the opportunity to reconnect. However, in his final days, he declined most invitations, attending only the funerals of close family members, including the insistence on being present for the funeral of his granddaughter, Bouchra Boubia. He passed away just a few months later, on December 5, 2023.

Rest in peace, dear father. You will always be remembered as a loving father and a guiding light. Your legacy will continue to inspire me and my children every day, and I am eternally grateful for the lessons you shared and the boundless love you gave. You lived your life with honor and dignity, cherishing your family, your principles and your country. I hope now, in the peace of the hereafter, you no longer feel the pain of rheumatism that troubled you in your final days.

A Childhood Lesson in Courage and Fear Noureddine Boutahar

My family lived a semi-nomadic life. During the winter months, my parents and uncle would pack up their tents and move higher into the mountains and forests in search of better grazing lands for our cows, sheep, and goats. I, however, stayed behind with my grandparents in the house on the plateau. I was deeply attached to them, and being close to the school I attended kept me there.

I would visit my biological parents occasionally, either with my grandmother or grandfather. I clearly remember one such visit during my fourth-grade spring holiday. My grandmother and I made the trip to see them. That day, we enjoyed a hearty lunch—my mother had prepared Moroccan Rfissa with one of her finest roosters, followed by sweet mint tea. After a long, pleasant conversation between my mother and grandmother, the sun began to set behind the hills. My grandmother decided it was time to head back. As she prepared to leave, I asked to stay for a couple of days. She rarely denied me anything, so, after a moment of hesitation, she mounted her mule and rode away, leaving me behind.

The following day, boredom set in. I missed my grandmother's warmth, her cooking, and her ever-present comfort. I yearned for my world where I used to roam and immerse in carefree play and unbridled joy. I soon asked to be taken home—home to me meant my grandparents' house. But everyone was busy with livestock, chores, and other tasks, so I decided to make the journey alone, on foot.

That afternoon, as the shadows of the hills began to stretch across the mountains, I set off on the ten-mile trek. My mother trailed behind me, warning of the dangers of traveling so late, but I paid her no mind. I quickened my pace, determined to prove I could make the journey on my own.

Halfway through, as darkness fell, regret crept in. The trees and bushes around me transformed into ominous shapes—wolves, stray dogs, witches, jinn. Every shadow seemed alive. I stopped often, listening for any sign of danger, straining to convince myself that what I saw were just inanimate objects. But fear gripped me tighter as I continued. One shadow—a bush or rock, I never knew which—convinced my imagination it was a wolf lurking nearby. On either side of the road were fields of tall wheat, ripe and thick. Desperate, I decided to veer into the field on my left, hoping to lose the imagined beast in the dense crop.

The wheat stalks brushed against my shoulders, and though I was tall for my age, the field seemed to swallow me whole. Worse yet, it had recently rained, and the ground was still wet. I ran through the field, my clothes getting drenched, my legs heavy with fatigue. After a while, I stopped, exhausted and scared. I listened carefully for any sound—a wolf’s footsteps, a growl, anything. But there was nothing except the eerie silence of the night. Only then did I realize I was lost, surrounded by endless wheat, with no sense of direction. Tears welled up in my eyes, and soon I was sobbing uncontrollably.

In my despair, I forced myself to think of a solution. It occurred to me that if I could reach the top of a nearby hill, I might see the lights of a house and find my way. I climbed, my heart heavy with fear, and from the summit, I saw a faint light in the distance, nearly three miles away. It gave me hope, and I headed toward it, walking, running, and stopping occasionally to catch my breath. My tears flowed silently as dark thoughts filled my mind.

As I neared the house, dogs began barking furiously. But their barking was familiar. These were our dogs—two Aidis, a retriever, a beagle, and two greyhounds. They would have attacked any stranger, but I called their names quickly and fearfully before it was too late —Swiss, Jdia, Hallouf, Boby, Bully, Ghannam. Their barks turned into friendly whimpers as they recognized me, wagging their tails and jumping up to greet me.

Our field worker came out of his hut, alerted by the dogs. He shined his torch on me, trying to make sense of who I was. His surprise was clear. He murmured something under his breath, clearly in sympathy, as he guided me into the house. When I finally stepped into the house, my grandmother’s reaction was one of shock and concern. I was soaked, trembling, and utterly exhausted. She embraced me, soothing my tears, but my sobs only grew stronger in her arms.

While she changed my clothes, she scolded me for embarking on such a dangerous journey alone and was equally upset that my mother had allowed it. My grandfather, the tough yet emotional man, joined in, his voice filled with the "what-ifs" that could have turned the situation worse. My grandmother sat me by the furnace to warm up while she prepared a meal. Soon, there was a teapot on the table, alongside fresh homemade bread, pure honey, olive oil, and butter from our cows. As I ate, she asked me endless questions about the ordeal.

Though that night was one of the worst experiences of my childhood, it became a lesson I carried with me. As Nietzsche said, "What doesn't kill me makes me stronger." The challenges I faced in life, no matter how daunting, helped shape the person I became.

 

My Origines Noureddine Boutahar

I was born in the early 1960s, in the tranquil Moroccan countryside of Tizitine, tucked within the Khemisset region. Though Tizitine was my birthplace, my family’s origins lie in Boukashmire, near Oulmes. In the mid-1940s, they were forced to leave Boukashmire at the request of local dignitaries. The reason for their departure was a family tragedy: my father was preparing to avenge his cousin, who had been killed by a young man after being discovered in a relationship with the man’s wife. To prevent the situation from escalating into further violence, the elders stepped in, urging my grandfather to relocate his family—his wife, two sons, and two daughters—until tempers cooled.

Seeking refuge, my grandfather found safety and a warm reception in Tizitine, more than twenty miles away, where the Boubia family took them in. What began as an act of protection grew into a lasting bond, as the two families became not only friends but eventually in-laws, intertwined by both circumstance and kinship, and the rest was history.

It was here, in Tizitine, that I was born, in a peaceful landscape, where boundless fields offered limitless freedom, and the pure joy of untouched nature filled every moment. It was here that I grew up in a vibrant agricultural family—a clan of about twenty—where each member played a role, like instruments in a grand familial orchestra. Our ensemble included my parents, grandparents, my uncle and his wife, my cousins, an aunt, a shepherd, a fieldworker, and even an abandoned child who found warmth and solace in our home. But it wasn’t just my family who shaped me—an entire proverbial village, in the truest sense, helped mold my character, values, and understanding of the world.

Our childhood home was a whirlwind of activity, filled with the joyful noise and play of siblings and cousins all under one roof. Though our days were filled with responsibilities, they were interwoven with moments of pure delight. As shepherds, we tended to sheep, goats, and cows—the lifeblood of rural existence. Skilled equestrians, we rode horses, mules, or donkeys bareback, often bridleless—sometimes to tame them, other times to lead them to the water, but more often for the sheer thrill of it. Yet, we were not all work and no play; like birds finding pockets of time to soar, we reveled in cherished traditional games—hide and seek, leapfrog, hopscotch, and impromptu wrestling matches. These games not only nurtured our bodies but subtly schooled us in life’s lessons: discipline, perseverance, teamwork, and respect for others and all their differences.

Ours was a family that wandered with the seasons, semi-nomadic in nature. My parents and uncle would often pack up our tents, moving where the pastures were lush, especially in winter when the forests and mountains offered better grazing for our livestock. But I, tied to my grandparents and later to the school nearby, stayed behind in the family’s main house on the plateau, under the watchful eyes of my grandmother and grandfather. It was there, in their loving care, that I received not only an education but an inheritance of tradition and wisdom. They poured into me the values of our ancestors, and, more than anything, their life stories and lessons shaped my understanding of the world.

Living with my grandparents meant early exposure to the voices of the old and the wise—villagers who visited our home and whose perspectives filled my young mind. From them, I learned the subtle dance between right and wrong, the importance of empathy, emotional intelligence, and the art of respectful communication. In the quiet hours spent listening, I was handed a treasure trove of insights: how to shoulder responsibility, how to be accountable, how to respect diversity and navigate the intricate web of social relations.

My grandmother, with her boundless compassion, loved every child as if they were her own, and every woman as if she were family. This kindness radiated outward, making her a beloved figure throughout the countryside, earning her the love and respect of all, who affectionately called her Chia, a tender diminutive of her true name, Chrifa. 

My grandfather, on the other hand, embodied a zest for life. He lived with a carefree spirit, often unbothered by the material struggles that might come with tomorrow. I still remember him telling our neighbor, Said Boubia, “Come by from time to time so Chrifa (my grandmother) can roast one of her chickens for us.” He thrived on companionship and abhorred dining alone, always inviting others to share a meal.

The countryside granted me countless blessings, especially in terms of lifestyle and helped me gain a toehold in simplicity, a profound connection to nature, and personal growth. Enveloped in the embrace of trees, animals, and pure air, my soul found peace, and my heart, harmony. The strong community bonds, where neighbors were more like extended family, wove a social fabric that urban life often lacks. In this setting, our family grew even closer, working together in the fields, gathering for community events, or simply enjoying the outdoor beauty that surrounded us.

Moreover, rural life endowed me with invaluable practical skills—gardening, animal care, even riding horses—skills that nurtured my independence and sharpened my problem-solving abilities. The unhurried pace of life, coupled with the vastness of the landscape, naturally sparked creativity and imagination in us children. In a world largely free from the technological distractions of the time, though few existed, I was drawn to hands-on, inventive play, further enriching my childhood journey.

No words capture the essence of the time quite like those of Charles Dickens, who famously wrote: "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way."

His words resonate deeply with the contradictions of that era—an era of profound progress and equal confusion, where hope and despair danced hand in hand, shaping the collective consciousness of those decades. Yet, as children, we remained blissfully aware only of its brighter, more hopeful side.

A New Kid in Rabat Noureddine Boutahar

I moved to Rabat in September 1979, hoping to resolve the residency issues that had plagued me in Meknes. However, I quickly realized I had only exchanged one set of problems for another -- Out of the frying pan into the fire. My early days in Rabat were fraught with emotional, social, and financial hardships that persisted, albeit diminished, over time.

My early days in Rabat were marked by a profound sense of isolation, stress, and anxiety. The entire life I had painstakingly built in the Ismaili City— the memories I had cherished, the friendships I had nurtured, and the adjustments I had made transitioning from rural to urban living— soon fell apart. Suddenly, I was starting over from scratch. Without friends, unfamiliar with Rabat's layout, and unaccustomed to the fast-paced rhythm of a metropolis, I felt lost and adrift. The city's towering buildings and bustling streets were intimidating, and the cold, hurried glances of strangers chipped away at my confidence, deepening my sense of isolation. It took me a long time to find my footing.

My new school, Yacoub Elmansour, one of the most illustrious establishments in the very heart of the city, attracted children from middle-class Rbati families who were strangers to rural life, let alone to country kids like myself. I often found myself a solitary island at the back of the classroom, feeling isolated and avoided like The Ugly Duckling. For weeks, some kids observed me with the wary eyes of explorers encountering an uncharted land. Others seemed like timid deer, unsure of how to approach that new kid in town. I was not sure how to approach them like a hesitant traveler at a crossroads, unsure of whether to befriend or avoid them.

However, my diligence and active participation in classes, particularly in English and French, eventually became a beacon, drawing the attention of some classmates. A few, notably Ahmed and Khalil, began to approach me. As the baccalaureate exam loomed closer on the horizon, they invited me into their study circle. We occasionally met at Jardin d’Essai Park, and I assisted them with English and French, especially in summarizing French texts—a daunting challenge that many students dreaded and often failed, yet one at which I consistently excelled. In return, they supported me in Arabic grammar, which was my biggest pet peeve.

Initially, I made pilgrimages to Meknes almost every other weekend to visit friends and family. However, this routine strained my finances and wasted precious time needed to prepare for the demanding baccalaureate exams. Eventually, I stopped these journeys and tried to cope with my solitude. This isolation, however, became fertile ground for my reading habits. I started borrowing books from the library and the few acquaintances I had, spending my free time in parks, by the seaside, and in green spaces, devouring pages with a hunger for every word.

I had a friend from Meknes who had moved to Salé, and on weekends, I would walk from Rabat to Salé, across the Bouregreg River, to visit him. However, Thami lacked the aptitude for academics and had little inclination for studies and reading. Consequently, I began to withdraw, limiting our interactions to the bare minimum. When he failed to obtain his baccalaureate, he decided to emigrate to France, which deepened my loneliness like a shadow at dusk.

To escape the hardships of life in Rabat, I joined the Académie Royale Militaire (ARM) of Meknes after earning my baccalaureate and passing the entrance exam. However, I soon realized that military life was not for me and quit after almost a month, returning to Rabat and enrolled in the English department at Mohamed V University.

After leaving the ARM, I found myself in a tough spot: the university enrollment deadline had already passed. Desperate to find a way in, I went from office to office, knocking on doors, trying to find someone who could help me. For more than a month, I was consumed by anxiety, sadness, and disappointment, fearing I would lose an entire year and struggle even more without a scholarship, especially given the daily expenses of student life in the costly city of Rabat. I filed a complaint with the student unions and even sought assistance from a government minister. My persistence paid off when one day, Mr. Bakkari, a student union official and later a parliamentarian, asked me to hand over my enrollment documents. I breathed a sigh of relief.

University life was a vibrant mosaic, a stark contrast to high school, with its diversity making it fantastic. Students came from various villages and towns around Rabat, and I felt that we were all sailors navigating the same uncharted waters, sharing the anxiety of starting a new chapter in life.

I quickly forged strong bonds with new friends, with whom I co-prepared for exams and quizzes. Most of our work was collaborative, carried out beyond the confines of lectures and seminars. We learned to strike a balance between our studies and other activities, like sports and trips to the beach. However, despite my modest scholarship and occasional financial help from my brother, I struggled to cover the expenses of a young student in a bustling metropolis. The city demanded more than I could afford, with costs for books, clothing, travel, excursions, and the occasional lunch with friends. Among my Rbati friends, most of whom came from well-off families, I was the least financially secure.

University's faculty of the English department was a melting pot of nationalities, with teachers from Morocco, Britain, America, Iraq, and more. Each had their unique teaching style, but they all fostered positive relationships with students, respected diverse talents and learning methods, encouraged active learning, and emphasized the importance of time management. I particularly admired and learned a lot from Mr. Ezzroura, Mr. Jamari, Mrs Boutaleb, Mr Sanders, Mr Iraqi, Mr Gravel and others.

University taught me more than just academic lessons. I gained valuable life skills, practical experience, and interpersonal relationships that contributed to my personal development. I also became more aware of the political atmosphere in the country, with students affiliating with various political ideologies, from leftists to right-wing Istiqlal party members, and emerging Islamists.

Frequent strikes over issues such as delayed scholarships, poor campus food, and political decisions led to the creation of the university police, mockingly dubbed AWACS by students. This sardonic nickname referenced the American surveillance aircraft renowned for its all-seeing, all-weather capabilities. These planes were the talk of the town in early October 1980 when Washington dispatched four AWACS to Saudi Arabia in response to Iraq's invasion of Iran, followed by the Reagan administration's controversial proposal in April 1981 to sell five AWACS to the Saudis—a deal that narrowly escaped Congressional rejection the following October.

Among the events that rekindled university strikes were two significant hunger strikes in the 1980s. The first, known as the Casablanca Bread Riots or 'The Bread Martyrs'—a term coined by Driss Basri, one of the most powerful Ministers of the Interior—erupted on May 29, 1981, in Casablanca. This uprising was fueled by sharp increases in food prices. The economic strain from the ongoing Moroccan Sahara War and the severe drought of 1981 led to soaring costs, prompting a widespread general strike. Thousands from the shantytowns surrounding Casablanca took to the streets, targeting symbols of wealth in their outrage. The government's response was brutal, with official reports citing 66 deaths, while opposition figures claimed the toll was as high as 637. The second uprising occurred in 1984, echoing the unrest of the earlier revolt and further highlighting the ongoing discontent and hardship faced by the populace.

It is worth mentioning that the early 1980s ushered in a transformative period for Morocco, marking a division into two distinct eras. Before 1981, Morocco thrived with prosperity, abundant goodness, and lavish rainfall. After 1981, however, the country faced a stark contrast: soaring prices, widespread unemployment, burdensome inflation, and numerous other challenges, all exacerbated by the severe drought of that year and the Sahara conflict. The vibrancy of Morocco in the 1970s filled me with hope and inspired me to stay, complete my education, and pursue a teaching career in Morocco. Despite the allure of relocating to France or the United States, which attracted many of my peers, I chose to remain in Morocco, drawn by its dynamic spirit and opportunities.

During my university years, reading every day became my go-to activity, providing solace and an escape from the challenges of daily life. I read voraciously, both for university and personal interest. For pleasure, I devoured magazines from the UAE, Egypt, and especially Iraq, where publications were abundant and very affordable. Occasionally, I splurged on expensive English papers and magazines like The International Herald Tribune and The Sun. My French reading included both Moroccan and French publications. The radio also played a crucial role in honing my linguistic skills, with the BBC English being my favorite channel, followed by France Inter and the French-speaking Moroccan RTM. These experiences ignited my passion for writing, leading me to contribute to various newspapers and magazines in Arabic and French.

Despite the strikes and disruptions in university life, and despite my financial constraints, my unwavering dedication to reading and hard work paid off. By studying diligently with friends in libraries, parks, and coffee shops, I excelled academically, never failing a test, and graduated with distinction. I maintained this level of excellence at the teacher training school, where I also graduated with distinction. This achievement led to the honor of being received by the late King Hassan II among the laureates of 1986.

I believe that people mature through a combination of small traumas, hard work, and the diverse experiences they encounter. Childhood traumas, in particular, can accelerate this process, compelling individuals to develop a maturity beyond their years. This journey often involves self-reliance, trial and error, suffering, and finding one's own solutions. This resonates deeply with my own life. On my path to achieving success, I relied heavily on myself. My hard work and the lessons learned from my sufferings have significantly increased my wisdom, compassion, and resilience. I have always depended on and trusted myself. My parents were often unaware of my academic progress, only inquiring at the end of each school year whether I had passed and how close I was to finding a job.

High School Years Noureddine Boutahar

After completing junior school at Mohamed Ben Abdellah in the vibrant heart of Meknes, I transitioned to Abderrahman Ben Zidan High School, my heart aflame with ambition and a yearning to explore untapped potential. The new school, nestled in Sidi Baba neighborhood and slightly removed from the urban center, marked a chapter in my education that fortified my confidence, sharpened my resilience, deepened my understanding of life, and sparked a bourgeoning interest in global politics.

Abderrahman Ben Zidan High School was a fresh canvas—everything gleamed with newness, from the pristine facilities to the fresh faces of teachers and schoolmates. The sports yard, much like those at most high schools of the era, was outfitted with nearly all the essentials for gymnastics, ball games, and athletic pursuits. There was a schoolboard for boarders, and it was the first time I had seen one, though I was not a boarder myself. It was newly furnished and impeccably clean. Around midday, the aroma of food wafted out, intensifying our hunger and making us envy the boarders. The students, a blend of late teens and early twenty-somethings, brought a unique dynamic. Morocco, at that time, embraced a relaxed approach to age; some pursued their baccalaureate (12th grade) well into their mid-twenties. Although I was of the conventional age for my grade, my height lent me an unwarranted air of maturity, shielding me the brunt of older students' relentless teasing.

The teachers at my new school were a complete revelation, kinder and less authoritarian than those stern educators of my junior school days. I began to form bonds with them, particularly my English teachers. Miss Mahjouba, my tenth grade teacher, stood out—a paragon of modern pedagogy and the epitome of an authoritative educator, embodying the balance of firmness and fairness. Her sweetness and kindness made her more than just an educator; she became a cherished mentor in my high school odyssey.

My high school, situated nearly six miles from home, demanded a daily commute. To save my limited funds for the occasional indulgence in cinema and newspapers, I often chose to walk. On days when time was scarce, fatigue overwhelming, or the sky's tears drenched the earth, I would reluctantly board the bus.

In my earlier days, I sometimes joined my schoolmates in the rebellious act of fare dodging. This fleeting defiance, however, soon gave way to a guilty conscience, and I abandoned the practice. My fare-evading peers, ever the jesters, would wave and laugh as their bus whisked them away, leaving me to return their playful gestures with a wave of my own, never once regretting my choice to walk the honest path.

Our school was, regrettably, not graced with many girls. In our class, there was but one: Fatima. An Amazigh originally from Souss in the south of Morocco, she was a figure of universal respect, honesty, and camaraderie. To us, she was a sister in every sense. Fatima was somewhat short and slightly plump, with a round face accentuated by a high, pointed nose and drooping lips. Fatima's light brown hair, often parted on one side and swept to the opposite, lent her a sleek and classic elegance. Occasionally, she would gather her hair into a ponytail, a style I particularly admired on her; a simple yet striking style that accentuated her features. Her character, however, shone brightly—intelligent, deeply kind, and remarkably sober. Fatima, like most girls of that era, donned skirts and mini-skirts, a fashion statement of the time. Yet, there were times when she chose to wear bell-bottom dress pants, a style that gained popularity in the 1970s, distinguished by their wide, flared bottoms. The gradual adoption of scarves and headdresses among women did not begin until the 1980s, during my university years, although such fashion choices remained uncommon then. Years later, long after I had left Meknes, I heard from classmates that Fatima had married. Tragically, she succumbed to an illness that eluded treatment. May she rest in peace, forever remembered with fondness.

Among the events I experienced for the first time in high school was Le Père Cent, a cherished tradition in certain Moroccan schools, echoing those in France—a reflection of the enduring influence of the French colonial education system. This celebration unfolds precisely one hundred days before the baccalaureate exam. On this day, senior students typically don elegant attire—suits, dresses, or various costumes—celebrating the milestone that marks the countdown to their final exams.

Le Père Cent traditionally signifies the commencement of rigorous revision for the culmination of secondary education. It is also an occasion for the principal to extend heartfelt wishes of success to the students. Though customs associated with this event vary from school to school, a common thread is the customary photo session. These photos capture the essence of this significant day in the students' final high school year, preserving it forever in their memories.

Another event that marked my passage through that school was the April 1979 teacher strikes, reminiscent of those I had witnessed in junior school earlier. However, this time, I was older and more mature, and I felt the gravity of the situation more keenly, especially with the arrest of some of my teachers. My departure from the city of Meknes that same year left me with a gnawing uncertainty about their ultimate fate.

Despite my young age, the nation's political climate was a constant undercurrent in my consciousness. Financial constraints limited my newspaper consumption, but I managed to occasionally purchase Al Muharrir, the official mouthpiece of the UNFP (Union Nationale des Forces Populaires). The paper's readership among my Moroccan teachers piqued my interest. However, it was the assassination of Omar Ben Jelloun, the editor of Al Muharrir and a prominent figure within the party, by alleged members of Chabiba Islamia that ignited a fervent desire to better understand the political landscape. I became a regular, albeit silent, observer at a newsstand in the Medina, where a kind-hearted proprietor allowed me to peruse the paper without purchase. His selfless act, a simple gesture of human kindness, left a perpetual mark. As Augustus De Morgan wisely observed, “There are special people in our lives who never leave us… even after they are gone.”

The tumultuous decade of the 1970s, particularly its latter half, fostered in me a profound understanding of world politics. These years, marked by a cascade of pivotal events, kindled my passion for reading as a means to grasp the complexities of the global stage.  The teachers' strikes, the Green March of 1975, Richard Nixon's resignation in the wake of the Watergate scandal in 1974, the end of the Vietnam War, Thatcher's ascent to power, the Iranian Revolution, the Shah's exile in Morocco, and the Soviet invasion of Afghanistan were just a few of the seismic shifts that shaped the era. While black-and-white mainstream television offered a glimpse into these events, newspapers, magazines, and books provided the depth and context necessary to fully grasp their implications. Immersed in this whirlwind of change, I cultivated a lifelong passion for reading and the relentless pursuit of knowledge to satiate my unyielding, thirsting curiosity.

Though I endeavored to focus on my studies, driven by a genuine love for learning, I grappled with the instability of housing which disrupted my academic pursuits. Initially, I found refuge with Oumi Fatna, a family acquaintance, but as the old lady grew frail and unable to manage the demands of hosting a schoolboy, she urged my family to find another arrangement. I then moved in with an aunt who had recently migrated with her husband to the city, seeking work to sustain themselves. The childless couple’s urban experience proved challenging, and they soon returned to their rural life.

The following year, my sister and her young family joined us in the city, as her husband sought employment as a driver. While I cherished their company, I sensed my presence was a burden to my sister, and I wished for her to feel unencumbered by my responsibilities. That same year, my brother secured a position as a gendarme in Rabat. In desperate plea for stability, I penned a long letter to him, detailing my predicament and inquiring whether I could move to the capital to continue my studies. His reply was swift and positive, marking the beginning of my new chapter in the capital.

My high school years in the late 1970s were a crucible that forged my personality and identity, a transformative period bridging the gap between childhood and young adulthood. I faced myriad challenges that instilled within me a nascent wisdom, a deeper understanding of the world, and a sense of emerging interests and passions. As Clifton Fadiman eloquently put it, “By the end of high school, I was not, of course, an educated man, but I knew how to try to become one.”