ABSTRACT
Here, again, is an example of a well-integrated curriculum. In most Kibbutzim, the boys and girls spend most of their day in the school or in their (peer-) ‘group’, and only a few hours with their parents; in some, the secondary classes are definitely boarding institutions, with a number of pupils from outside. The curriculum is as a rule well-centred round the ideals of Halutziut— though with varying interpretations of Judaism and socialism according to the various parties: Mapai, Ahdut ‘Avoda, Mapam, etc.—to which the Kibbutz is affiliated. In one respect, the integration is more complete than in the Yeshiva; for the Yeshiva student may afterwards have to earn his living in business or trade, with practices not necessarily in accordance with the highest morality (‘Musar’); whereas the Kibbutz is itself an embodiment of its own ideals, or at all events striving to be so.
