The Ashkenazi Revolution

276and hardened, as was that of their forefathers, rather it is largely unclearand divided. The fathers knew who, and what, they were, and they exertedthemselves in various forms of implementation. The children do not knowwho they are or what they are. The educational system in the nation doesnot solve their riddle; rather it places burdens upon them. It is directedentirely toward pioneer-worker activism. There is no doubt that thispioneer-worker activitism is considered far more important than theideology of values that is constantly retreating from its positions. Butpioneer-worker activism is limited by its nature, and dependant uponoutside forces. Technological advancement has greatly limited thesettlement’s field of idealism. The Israeli Defense Force is now the mainfield for idealism, and the main course in the educational system that formsthe character of the younger generation. But what shall we do if the Arabswish to make peace with Israel? What shall we do if the Negroes of Africabegin to develop, on their own, African agriculture, or other sources of aid,and busy themselves with this task? What is the inner essence of the IsraeliJew, an essence that is entirely his, and is not dependent upon any externalforce?My answer to this question is that a Hebrew school in the Land of Israel, aslong as it’s not a typical religious one, must educate Ashkenazi nationalists.To the extent that the religious element is eliminated from the educationalsystem, due to secularization, its place must be filled by the values ofAshkenazi nationalism. The historical, linguistic, spiritual and folkloricassets of this nationalism are awe-inspiring, and they have the power toform and balance a personality that is wonderfully rich. This nationalismhas worldly treasures, worldly ties and worldly interests. It is among themost fruitful and interesting nationalisms among modern humans. Thesector of the State of Israel is only a part of its assets, and the success inthis part, in this sector, is dependant upon a strong connection to worldlyAshkenazi nationalism.It is necessary to have intensive study of Yiddish and its literature in aHebrew school. Hebrew history should be studied not as the history of onepeople but as the history of a series of peoples, in which each one of them