mayor, Tewfik Zayad. Zayad, a bitter hater of Zionism and the br

Jewish state, became the focal point of a new upsurge of Arab br

nationalism. In particular he led the struggle against land ex- br

propriation (with full compensation) in the Galilee. That br

northern region of Israel, with an Arab population of more than br

50 percent, posed a serious security threat to the Jewish state, br

and strenuous efforts were made to encourage Jewish settlement br

there. As mentioned earlier, the Arabs seized on the land issue br

to call for a general strike on Land Day, March 31, 1976, and in br

the resultant violence in which the Arab population of both the br

Galilee and the Little Triangle attacked police and soldiers with br

rocks and firebombs. Six Arabs were killed.

At Hebrew University, Arab students gathered on May 19, br

1976, to commemorate the dead Arabs and to shout: “Down br

with the Occupation” and “The Galilee is Arab.” An opposing br

Jewish group waved the national flag and sang Hebrew songs. br

Suddenly, from the Arab side, heavy stones began to fly. Wit- br

nesses later testified that the Arabs had parked a Cortina auto- br

mobile, license number 755-982, nearby and removed sacks of br

stones which were thrown at the Jews. Four Jewish students br

were injured. One, Elhanan Blumenthal, was injured seriously br

and required a head operation.

The leader of the Jewish student body, Ariela Raudal, bit- br

terly accused the university administration and President br

Harman of bowing to the Arabs. Raudal warned that the pres- br

ence of 500 Arab students in the dormitories would lead to br

bloodshed and that the riot “was only the beginning.”

And the Israeli government response to the clear threat br

from Arab educational advances?

In January 1976 the Ministry of Education released the br

findings of a fourteen-member team of Jewish and Arab “ex- br

perts” on education, headed by leftist Mattatyahu Peled (who br

later became one of the spokesmen for Peace Now). The team br

called for reform of Arab education by basing it on the tradition- br

al and modern foundations of Arab culture, “stressing the par- br

ticularity of the national character of Arab literature and his- br

tory.” There is, clearly, nothing more calculated to instill in the br

young Arab a greater sense of difference and feeling of injustice br

done to him than this program. And, of course, it would be done br

at Jewish expense.