▁mission ary ▁schools .” ▁Mal ak ▁called ▁for ▁more ▁Egypt ian ▁control ▁over ▁the ▁public ▁education ▁system ▁to ▁create ▁schools ▁that ▁taught ▁girls ▁a ▁more ▁compreh ensive ▁curr icul um , ▁including ▁history ▁of ▁Egypt ian ▁culture . ▁ ▁Mal ak ▁diver ged ▁from ▁others ▁further ▁when ▁she ▁extended ▁her ▁argument ▁and ▁claimed ▁that ▁formal ▁education ▁alone ▁could ▁not ▁solve ▁women ' s ▁problems . ▁She ▁believed ▁that ▁much ▁of ▁the ▁women ' s ▁in just ice ▁res ided ▁in ▁the ▁home , ▁that ▁tar bi ya , ▁or ▁the ▁process ▁of ▁raising ▁a ▁child , ▁was ▁responsible ▁for ▁a ▁woman ' s ▁future . ▁She ▁emphas ized ▁the ▁difference ▁between ▁European ▁moth ers ▁and ▁Egypt ian ▁moth ers ▁in ▁car ing ▁for ▁their ▁children ; ▁Egypt ian ▁moth ers ▁did ▁not ▁take ▁care ▁of ▁their ▁daughters ’ ▁physical ▁health ▁and ▁mental ▁development ▁nearly ▁as ▁well ▁as ▁European ▁moth ers ▁did . ▁She ▁argued ▁that ▁moth ers ▁must ▁teach ▁their ▁girls ▁to ▁feel ▁em path y ▁for ▁others , ▁to ▁take ▁care ▁of ▁themselves , ▁and ▁to ▁take ▁care ▁of ▁their ▁own ▁children . ▁Mal ak ▁proposed ▁re forms ▁to ▁better ▁teach ▁religion ▁to ▁girls , ▁to ▁expand ▁schools ▁for ▁female ▁n urs es , ▁to ▁increase ▁access ▁to ▁health care ▁for ▁women , ▁and ▁to ▁teach ▁h yg ien ic ▁practices . ▁The ▁practice ▁of ▁child ▁re aring ▁was ▁one ▁of ▁the ▁areas ▁in ▁which ▁Mal ak ▁thought ▁that ▁some ▁Western ization ▁would ▁benefit ▁Egypt ian ▁society , ▁but ▁she ▁also ▁believed