LITMIR.BIZ

      Figure 5. At Kadoorie Agricultural School. Allon is standing, third from the right. Photographer unknown. Courtesy of the Allon House Archives, Ginnosar.

      The standard of education was far more demanding than Mes’ha’s schooling, and, after studies began, Allon found himself among the weakest pupils. He found physics and chemistry particularly hard,¹³ and his first half year at Kadoorie required supreme effort. Applying himself with determination and diligence, he managed not to fail. His teachers helped him, especially Zemach, whose eye he had caught. But more valuable still was the help he received from classmates. Those who had attended good schools, such as Amos Brandsteter, Arnan Azaryahu—nicknamed “Sini” (Chinese) because of his slanted eyes—and top student Joel Prozhinin, who had won the Wauchope Prize, helped the poorer students, such as those who came from Kefar Giladi and our lad from Mes’ha. The school atmosphere was not competitive. Rather, there was a sense of togetherness and companionship with the strong aiding the weak.

      After his first half year Allon was able to sigh with relief, believing himself equal to the task he had undertaken. He remained an average student until the end of his career at Kadoorie, neither shining nor disgracing himself.

      Allon’s academic standing did not affect his social position. He made up for his lack of scholarship with traits and talents learned at Mes’ha: he could ride a horse, hitch a wagon, wield a two-mule plow. Who knew farm work as well as he? City boys found it hard to rise to barn work or fieldwork at the crack of dawn; Allon was used to it. After his training at home, the four hours of daily work demanded by Zemach were a piece of cake. The farmer in him, nature’s child that he was, made him a model at Kadoorie. Sure, it was good to know chemistry, but other knowledge was just as important: how to clear the land of stones, how to plow, to plant, to sow, to reap. These skills soon propelled Allon into a strong social position, whatever his intellectual achievements may have lacked.

      Kadoorie was not the Eton of Eretz Israel, though more than a few of the country’s prominent sons were to attend it over the coming decade. It did not turn out gentlemen or prepare students for high society. It did not provide a broad education, but it strove to produce highly trained farmers for the colonies and the settlements of the Labor movement. It did, however, abide by some of the norms and behavior of English boarding schools. Attending boarding school meant being cut off from home, from family, and from familiar surroundings. Pupils were allowed home on holiday once every three months. Parent’s day was held at the school twice a year. Pupils seem to have found ample compensation for the break with home in the fellowship of peers and the warm relations they developed with teachers.

      It was a boys’ school, as was common for boarding schools in Britain, though less so for those in Palestine, where secular society championed women’s equality and mixed learning was customary. In fact, shortly before Kadoorie’s inauguration, the Ben Shemen Youth Village had opened under Dr. Siegfried Lehmann as a joint boarding school for boys and girls. The absence of girls at Kadoorie certainly affected the school experience. The emphasis tended to be on male qualities, such as physical prowess, practical jokes, and a degree of uncouthness. To counter the lack of female company and cut their manly teeth, the boys would pay visits to Nahalal, where there was a girls’ school, to Tel Yosef, where there was a youth village, and sometimes even to faraway Haifa.

      Kadoorie also adopted from the education of an English gentleman the code of honor. Two stories exist as to its source: one ascribes it to Zemach, the other to the student body. Either way, there was a gentleman’s agreement against copying during exams, with teachers showing their trust by staying out of the classrooms. As often happens when supervision devolves on a peer group, the boys were more zealous than their teachers about the honor system. If anyone faltered by glancing at a textbook, the student council soon informed Zemach of the breach (without, of course, supplying the malfeasant’s name) and called for reexamination. The code held good for smoking as well. Because Zemach’s wife, a doctor, deemed the practice most harmful, a decision was made—and kept—to ban smoking from the school grounds.

      The school day was very full: in the summer, pupils would rise at five; in the winter, at six. Cowhands rose at three. Classroom work lasted six hours, and farm work, four. Formally, pupils finished their duties at 4 P.M. and were free for homework, preparing for exams, idle—and not so idle—conversation, games, or going out. The boys took their studies seriously, especially those such as Allon who found the going uphill. Lights-out was at 9 P.M., but studies often stretched late into the night with the help of a flashlight.

      Sports featured strongly in student life and were encouraged by the school. Dares—such as scaling the Tabor in pouring rain—were run-of-the-mill. But the favorite pastime was soccer. The small Kadoorie student body turned out a winning team for the Galilee Cup, thus stretching its reputation well beyond the region. Soccer held the boys and filled hours of play and talk. In a friendly game between the two Kadoorie institutions, the triumph of the Jewish school over the Arab one was veritably a national honor.

      Actually, the boys as well as Zemach were highly conscious that their every deed and prank reflected on the Jewish image in British eyes. The very fact of British supervision charged teachers and students with guarding Jewish honor before the powers-that-be. Every few months, they were treated to a visit by Mr. Dowe, the inspector of the Department of Agriculture of the government of Palestine,¹⁴ the momentous occurrence occasioning a feast. The school kitchen would cook up a storm compared to the regular fare, preparing, among other things, roast chickens. Being especially fond of the dish, the students—according to one story—would break into the kitchen and generously partake of the luxury before Dowe even arrived. Or, according to another story, they would burst into the dining room as soon as Zemach, Dowe, and Dowe’s entourage had left it and fall upon the leftovers with the gusto of adolescent boys. Once, Dowe forgot something in the dining hall and he returned with Zemach only to catch the boys red-handed. Zemach did not know where to hide: what would the British think of Jewish conduct

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