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.”