(Text translated, from the Hebrew transcript, Hagalgal, volume 3, issue number 19, December 6, 1945, pages 4-5)

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I want to talk this time about the broadcasts to the schools. It's a nice and controversial subject to discuss on a very emotional weekend. Is it not?

The broadcasts to schools began in Israel with the beginning of the Hebrew programs, in 1938.

Today there are two broadcasts a week at 12:30 in the morning and a weekly educational talk for children is added to them, in the afternoon.

Lately, I have been receiving complaints about the morning programs from administrators, teachers and the children themselves. And I found out that these broadcasts to the schools do not fulfill their credentials properly.

First, the programs are held, as usual, at 12:30 in the morning, a time that is not suitable for most Hebrew school students. There are not many schools where the class starts at 12:30, and therefore, if the students want to listen to the broadcast, the class must be interrupted during the course of the lesson, which deals with one topic and move on to another topic.

Another shortcoming of the programs now is that they last half an hour. It is not easy to captivate the attention of listeners for more than ten or fifteen consecutive moments. There is nothing in a voice only dramatization that might catch the eye, and fifteen moments of transmission are, therefore, too long a time.

There are so many subjects that must be taught in school today - mathematics, history, languages, natural sciences, religious studies, gymnastics and music - and each subject competes with the other, while only a few hours are allotted for each of them. Most teachers struggle with the question of how to include everything they want to teach in those few hours, and they cannot therefore give up half an hour of their precious time so that their students can listen to the broadcast. For them, it is a luxury. And therefore there are very few departments that now listen to broadcasts to schools.

The teachers are also human beings (if there are indeed babies of the Beit Rabban who question the matter...) and like all other human beings, and radio broadcasters in general, they also have their own degree of recognition and pride, and few teachers will admit that a broadcaster based in Jerusalem will be better to lecture in the ears of their department from themselves. And as for them, they are able to see, at least, the members of the class with their own eyes, while the radio listener cannot see them at all. And the children can present questions to the teacher, while to the broadcaster - they cannot.

Our proposal is, therefore, to transmit to the schools only what the teacher cannot give them themselves. The teacher usually cannot play music for them; He cannot describe an event to them in dramatic drawings, while the broadcaster can do so.

Take for example a lesson in the geography of Africa. The teacher comes to the case of the great researchers and describes the meeting of Stanley and Livingstone. This is not about the student but an event, recorded in the book a long time ago; And if this is broadcast as a dramatic description, the children will be able to hear Stanley say, when he found the explorerr in the heart of the African jungle: You are Dr. Livingstone, I presume...

The recordings of this are almost as strong as the recording of the scene of the meeting in the motion picture. The children themselves are in the jungle, hearing the tom-tom clicks in the distance, and everything seems alive. The children become alert; Their imaginations are activated; They are thirsty to know what happened next. And such a dramatic sketch can easily be prepared in ten moments. At the end of the broadcast, the broadcaster says to the children: ''And now we will transfer you again to the disposal of your teachers!'' - and the teacher still has half an hour left to tell the children what happened next.

We found that the best time to broadcast these ten-minute dramatic sketches is from 11:55 a.m. onwards, the start time of class. And we are going to start a series of such programs this winter, on Sundays and Wednesdays every week.

One series on the geography of Africa and a second series on the history of the 19th century.

The Education Department of the National Committee (Vaad Leumi) is very interested in this proposal, and with its approval we are going to choose Tel Aviv as an experiment. We will provide the principals of the schools in Tel Aviv with a list of dramatic sketches, which we intend to broadcast along with the exact date of each broadcast, and we hope that some schools will set the schedule in a way that will allow the departments, for which the broadcasts are intended, to listen to them every week. The geography broadcasts are aimed at 11- to 12-year-olds, and the history broadcasts are aimed at 13- to 14-year-olds.

We will, of course, publish in print the order of the broadcasts in detail, and any school in Israel, who is interested in listening to them, will be able to listen, but for the purpose of the experiment we will mainly contact the schools in Tel Aviv, which will be a kind of concentrated field of experience.

Some of these schools are already equipped with radios and others will be equipped with them on behalf of the municipality. New radios are now arriving in Israel and some of them are reserved for selected schools at limited prices of approximately 26 Israeli Pounds Lira. To this must be added the expenses for the purchase of loudspeaker for one or two rooms. The price of each loudspeaker is about five pounds, plus an additional five pounds for the installation fee.

If this attempt is successful, we hope to start a whole series of broadcasts to schools in the morning hours. Whereas for the time being we will continue with the "Hasket and Haskel - Listen and Learn" programs as they are now,

Hasket V'Haskel Listen and Learn

Every morning of the week, a new topic will be broadcast by a new broadcaster. This is how, for example, on Sunday Mr. Moshe Medzini will tell the children in simple words what happened in the big world during the past week. And on Monday, Mr. Yeshayahu Klinov will tell the children what happened in Israel. And then others will tell them about the changes of the season in the animal and plant world; on religious and literary events; on youth movements. And all of these in cooperation with the advisory committee of the National Committee, Vaad Leumi.

Moshe Medzini	Yeshayahu Klinov

Five minutes is not too long for a conversation. Whereas in hundreds of such conversations during a school year, you can give a lot.

And this itself is carried out in Arabic by the mechanism of the second transmission to the government schools. They will also be allotted five minutes every morning, in the Arabic language, at 8 o'clock.

Many government schools in cities and villages have already been equipped with radios and many others are now installing them.

And the dramatizations will also be broadcast in Arabic, but not as part of the study hours, but at 1:45, at the end of the lunch break.

If these two innovations are crowned with success, we will find in them prospects for the gradual expansion of the broadcasts to schools throughout the morning hours. in Arabic as well as in Hebrew.

I don't want to say that lesson after lesson will be broadcast, but - one lesson will be broadcast and then there will be a half-hour break, for light music, for example, or a conversation will be broadcast which is of interest to women, since in the morning hours most of the women work in their domain. The experience done in other countries has proven that women who work at home tend to turn on the radio for entertainment with company and sense the rhythm of time. For this reason, in the future we will move the conversations about the household to the morning hours. We will also play a new series of talks for women on other topics, in both Hebrew and Arabic.

No, while the transmission to the schools can only be done by via the ear. Ite must also includet the eye. The children, as well as the teachers, must see something in front of them while listening, in order to acquire a pictorial concept. We are currently printing a leaflet in Hebrew, which contains the content of all the educational broadcasts for children every three months. This was done by the advisory committee for "Hasket V'Haskel - Listen and Learn", the bulletin is illustrated, even so it is impossible to include many drawings in a quarterly bulletin.

We provide more details about those children's programs in the magazine HaGailgal, but HaGalgal is a newspaper for all family members and we cannot afford to allocate more than one page per week for the children's programs. That is why we have in mind to publish a new newspaper in Hebrew, which will be special for broadcasts to young people. The proposed name is "Galgallon" - which means a small "wheel".

We haven't decided yet, if this idea is feasible. At the moment it is nothing more than an intention, which requires a lot of study. A newspaper of this kind will need a permanent Hebrew editor, since we are not able to publish it with the strength of our existing comrades.

There are several Hebrew children's magazines in Israel. A weekly supplement for children is published by the three daily newspapers "Davar", "Haboker", and "Mishmar". And also appear the youth newspaper "Bama'ale". And an illustrated monthly for children about science and art called "Eshkolot".

These children's magazines play a very useful role and I do not intend to compete with them in any sense. Rather, I was looking into the possibility of our association with one of them, just as we are associated with the English weekly "Forum", which is now in private hands.

Forum magazine

But I don't see how we can contract with one of the newspapers and discriminate against others. We may be able to contract with "Eshkolot", the newspaper for science and art, while all the other newspapers are connected in one way or another to political parties.

We are, of course, very interested in publishing more information about our Hebrew programs for children in these newspapers, and we would like to provide each editor with as much information as he needs. But our needs are much greater. We must publish the details of all the children's programs for the next week; We have to print word lists for all the language lessons we broadcast; We have to print an octagon for a pictorial description of the school broadcasts, as well as lists of Hebrew books that the children could read in connection with the topics being discussed.

We invest a lot of time, money and energy in our broadcasts for children. Some of the best teachers in Israel are engaged in writing skits for us, both for the children's amusement and for teaching purposes. But the broadcast is like a ballet - an act that passes quickly; Great preparations are made before each show, and after - it goes by in an instant and nothing remains. But nothing will be left for anything? Why don't we publish the best broadcasts for children again? Many children did not listen during the broadcast, and children who will want to review them a second time. And many children are educated in homes and schools that do not have a radio, and I think that for all of these children there will be a Hebrew newspaper of great interest.

Broadcasting to schools is a powerful tool in the hands of educational institutions. This applies to both Arab and Hebrew schools. The British Broadcasting Corporation in England has established over the past twenty years a huge broadcasting network for schools, which thousands of schools and hundreds of thousands of their students listen to. I hope that the day is not far away, when we too will be able to serve all the children of the country in a similar way. The children are the most enthusiastic among our listeners; And they are the bearers of our future, and for this future we must toil.

end of Broadcast