Georgette and Naim: A Journey Full of Love, Faith, and the Enduring Light of Education

 Georgette and Naim: A Journey Full of Love, Faith, and the Enduring Light of Education

(Testimony of Teacher Georgette Gebrail)

Prepared by : Milad Korkis

Founder of the Project : Memora 360 – English 

Life is sometimes not limited to dates and events; it gifts us with immortal stories, in whose details the values of deep love, unwavering perseverance, and dedication that illuminate the paths of generations merge. There are stories that transcend time and space to become a beacon for anyone seeking to understand the importance of faith in a mission, the significance of profound love, and the power of patience in the face of daily challenges.

The story of teacher Georgette Gebrail and her late husband, teacher Naim Saliba, is not merely a biography—it is a journey full of inspiration. It teaches us that one can leave an everlasting mark when dedicating life to serving others, sowing knowledge, love, and values across countless generations. Every moment of their life conveys a lesson on balancing love and work, on commitment to values, and on flexibility in the face of difficulties, turning their lives into a living model showing that the educational mission extends beyond the limits of books and classrooms and becomes a legacy that endures over time.

Georgette was born in 1960 in the Qabrī Ḥīwrī district (Al-Qaḥṭāniyyah) of al-Hasakah governorate, Syria, into a deeply religious Syrian Christian family of eight children, being the youngest. She grew up within the walls of her home and the church under the guidance of her father, an evangelical deacon who had studied at Mor Gabriel Monastery in Tur Abdin, in southeastern Turkey.

He instilled in her a love for the church, the Syriac language, and knowledge. He was also involved in building the Church of the Virgin Mary and acquiring its bell. Her mother was a diligent and hardworking woman who taught her children the love of work and perseverance, making the household a place that combined care, seriousness, and tenderness.

Through this environment, Georgette developed a solid value system rooted in faith, work, honesty, and simplicity. Each day of her childhood was an opportunity to observe these values in practice, learning that the balance between work and spirituality, seriousness and tenderness, forms the foundation of a strong and upright character.

Teacher Georgette Gebrail describes her youth as very balanced yet very shy, to the point that she had no friends. She spent this period reading stories, writing poems and reflections, and had a talent for drawing what she saw. Despite difficult circumstances, Georgette pursued her education; she loved learning, even though her mother prioritized work. Although she initially wished to study law, circumstances led her to the Teacher’s Seminary (Dar al-Mu'allimin), where she graduated as a special-classes teacher.

Georgette added to the values from her environment: love for the church, love for the history of her ancestors, love for the Syriac language, and love for others. These values became the cornerstone of her personality, later expanded by her husband’s values: simplicity, humility, constant effort without fatigue or boredom, and helping others. Their shared life thus merged into an integrated system of values, intertwining the threads of love, faith, and work, becoming the foundation of their home and generational legacy.

In the town of Dêrik (Al-Malikiyah), Naim Saliba was born in 1956 into a financially modest yet morally and religiously rich Syrian family of nine members: four sons, three daughters, and two parents. A spirit that valued learning and knowledge was nurtured in this household, and despite difficult circumstances, the children managed to continue their education and earn various degrees.

The late Behnan Saliba became an English teacher.

The late Naim Saliba also graduated from the Teacher’s Seminary.

The late Shamoun Saliba worked as a postal employee.

Fahima Saliba became a classroom teacher.

Naim Saliba helped his father as a child in selling fruits and vegetables due to the father’s profession. In his youth, he also excelled in sports, particularly volleyball, earning him the nickname “Abu Talea” among friends.

Naim was intelligent and hardworking in his studies and learned early that discipline and effort were the keys to success. Though the region was characterized by agriculture and craftsmanship, he aimed to pursue teaching after graduating from the Teacher’s Seminary. He saw it as a mission and moral duty, not just a profession, spreading culture and knowledge sincerely and diligently across generations, becoming an active part of the cultural and intellectual movement in his community.

Teacher Georgette recounted that a beautiful twist of fate brought her first encounter with the late teacher Naim Saliba. From this encounter blossomed a love that culminated in a marriage lasting over 39 years, filled with love, tenderness, collaboration, and hard work, sowing the seeds of determination in them and strengthening their mutual will to persevere.

After graduating as a special-classes teacher, Georgette, driven by her love for children, felt proficient in education and considered her pedagogical mission a humanitarian message she delivered sincerely to all her students. Professor Naim taught at several schools after his military service.

During her time in Dêrik, Georgette walked to the nearby village of Tel al-Sidq, where she was the only teacher at that time. Later, she moved and continued teaching at several schools in various villages, including Tel Asfar and Talayn. Even during her pregnancy, she commuted by bus, determined to complete her educational mission.

The couple met and pursued their teaching careers together. She taught in villages such as Tel Asfar, Tel Sidq, Talayn, and many others, while Professor Naim taught at several schools, including the Martyr Rifaat Al-Haj Seri School, until Georgette also transferred there. They taught together for five years under the supervision of Professor and Literate Tuma Bitar and later Professor Gaby Afram, who became an educational advisor.

During the early years of their marriage, the couple lived with Naim’s family in a small house, where life was full of love, tenderness, and mutual respect. Later, they moved to their own home and began fulfilling their educational roles. Moments of learning and teaching intertwined with daily life, from shared meals to school activities, from home study to everyday life advice.

Throughout their careers, Naim alternated teaching with Georgette; he took the morning shift while she stayed home with the children, and after his return, she went to school while he cared for the children.

Over the years, Georgette taught at several schools, including Sukaina Bint Al-Hussein School, where she proposed the necessity of a kindergarten to facilitate children’s education and care for teachers’ children while they fulfilled their educational duties. This reflects her effort to link formal education with practical family needs, believing that education is not limited to books but extends to daily life, communication skills, and human values.

Regarding their shared values that strengthened their relationship, Georgette mentioned: cooperation, sincerity, trust, persistence, love, tenderness, and dedication without complaint.

These values were reflected in their family and educational life, allowing them to support each other in teaching, turning their family into a living model for commitment to values and giving education a profound human dimension.

Regarding emigration to Sweden, Georgette described the decision with her husband as risky and adventurous. What began as a short visit evolved into a fateful decision to leave their homeland and start from scratch in a foreign country despite uncertainty.

During the first five years in Sweden, Georgette faced very difficult circumstances before receiving residency. She had to work despite language barriers while the children learned Swedish and attended school. After obtaining residency, a new life began. Georgette continued teaching Swedish to children and early grades, had her Syrian degree recognized, and maintained her mother tongue. She emphasized the importance of language learning and social integration for every migrant, providing a model for new generations that willpower and knowledge lead to success.

During migration, the children assisted their mother in adjusting and quickly learned the Swedish language. They helped with translations and eased communication with the new society. Georgette was proud of her ability to face challenges independently, turning each step of migration into a lesson in autonomy and resilience.

Ninwa (Ward), the eldest daughter, supported her mother from the start, learned basic Swedish, completed her education, finished high school, married at twenty-one, and studied history. She later became a classroom teacher, continuing her mother’s path in education and preserving the family values she was raised with: respect, dedication, and continuous work. Ward’s daily perseverance in teaching at her home center before joining formal employment and maintaining a routine of reading historical books makes her a living model of educational legacy continuity.

Gabriel (Talea), the eldest son, excelled academically and professionally from a young age. He began his career from scratch, believing in himself and shaping his future with confidence. He assisted his mother with daily formalities during migration and exemplified independence and persistence, following the path of diligence and dedication set by his parents to build the family’s future. Later, he worked in administration and planning, applying teamwork values, supporting his sisters, and participating in social activities that united the Syrian community in Sweden.

Gabriella, the twin sister, grew up with the same family values and graduated from university as an occupational therapist. She became a model for academic excellence and personal commitment, drawing inspiration from her parents’ determination. Gabriella engaged in teaching and cultural initiatives, bridging the Syrian community with Swedish society, preserving language and heritage, and imparting the love of human values alongside science.

Maria, the other twin, studied sociology with a psychological focus, following the family’s approach of dedication and values, maintaining the spirit of cooperation and solidarity. She clearly demonstrated the children’s ability to combine education and human values, working with charities, supporting orphans and newly arrived families, and focusing on informal education and social activities.

Georgette confirmed that the children’s success would not have been complete without the values the couple aimed to instill from childhood: love, care, mutual respect, love for the church, love for prayer, love for others, love for work, and tolerance of others. These values formed the foundation of their personal, educational, and professional lives, allowing the children to continue their parents’ path with love and sincerity.

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Georgette’s Message to Teachers:

*"Education is a humanitarian message before it is a profession. Through it, generations are built and love, knowledge, and values are sown. The educational journey is full of challenges, but it grants teachers a deep sense of shared mission, investing every effort in the future of students and the community.

Strive to love your students, respect them, and teach them values alongside science, for together they create good humans and carry forward the message of education and knowledge.

Every effort you make bears fruit in planting hope and knowledge, leaving an everlasting mark in the souls of those you have taught."*

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Summary of Their Long Life:

*"Patience, perseverance, independence, and continuing despite difficulties are the keys to life. Learn the language of your new country when you migrate, integrate into society, and continue your work with love and dedication.

Do not despair, no matter how challenging the circumstances, for the life of education and patience in facing difficulties equips you to build your children’s future and fulfill your humanitarian mission. Every step, however small, contributes to nurturing good humans and an enlightened society."*

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A Personal Message from Founder of the Project Memora 360 – Arabic

Milad Korkis :

*"Georgette and Naim, your story is the torch we need in our time. It is a shining example of dedication and a partnership founded on deep love in education and life.

Your life journey teaches us that every challenge carries value, and sincere willpower, coupled with faith in the mission and collaborative effort, can make a difference in the life of family and society.

You are more than teachers; you are a beacon illuminating the paths of generations and a voice reminding every reader that love and work together create an enduring legacy.

Your legacy is not just memories or events, but a true school of patience, perseverance, and faith in human values.

For every teacher and every family, you are a living example that sincerity in education and commitment to humanity can change reality and leave an everlasting imprint on the souls it touches, remaining alive regardless of time."*

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The journey of Georgette and Naim is not merely a biography but a living lesson in perseverance in education, commitment to values, and the ability to transform challenges into opportunities.

They teach us that dedication in teaching, commitment to family and community, and the ability for patience and faith make a real difference in the lives of future generations and leave an enduring mark in the collective memory.

Every step in their life and every challenge they overcame reminds us that true legacy is not measured by material possessions but by love, values, and continuous work that plants the future. This story, with all its details, is a source of inspiration for every teacher and every person aspiring to be a guide for generations, ensuring that the message of education and humanity remains alive, vibrant, and renewed with each new generation.

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