The Ashkenazi Revolution

275hope that his stocks, specifically, will win their owner giddy winnings atthe exchange. The mixture that is created - as a result of the fact that theburgeoning Federation society sustains a socialist economy - subverts itsproper activity, arouses unjustified appetites and interferes with itsexcellent managerial powers. We should put an end to this contradictionthrough the sale of the important assets of this economy to private investors- who buy the stocks of the new companies that will be created on thefoundations of a popular capitalism. The money that is earned from thesale should be given to members of the Federation on the basis of a specificindex that would reflect the amounts of money that the member paid theFederation over the course of his membership. For the workers, for thecommon investors, for the compensation funds and pensions there will be arespectable portion in the stocks of the new companies, and in this waytheir popular character will be maintained. But their management will bein accordance with effective capitalist principles that are supported by 99percent of the non-kibbutz Federation members, and not in accordance withthe outdated, and failed, principle that is supported by one percent.8General Hebrew education – the key position in the formation of the face ofthe nation’s future society – is grounded in outdated principles and is inneed of fundamental revision. The people of the second migration, whobuilt this education, were set in their ways, the product of a thousand yearold Ashkenazi civilization. These people were able to direct their talentstoward a long list of goals: To join the gentile socialist movements, to jointhe Jewish socialist movements, to be territorialists, or to migrate to theUnited States and work there toward the formation, and fortification, of theJewish community. After these people decided to migrate to the Land ofIsrael, and to link their fates with it, their educational and instructionalactivities were directed toward justifying this step that they had taken, andtoward imposing upon themselves obligations and commandments ofpioneer-workers. This educational routine continues to serve as aneducational path for the younger generation, although its needs arecompletely different. The character of this generation is not crystallized