commodities, calculation, bookkeeping, etc.; 3) the basics of mathematics, physics, chemistry, and technology of metals and wood, etc.; 4) home economics, gardening, agriculture, etc. In particular, I would like to emphasise the significance of gardening, as I think it would be highly appropriate for the Jewish population to use any free plots of land and gardens (sadly scarce) in “their” area to grow vegetables (in the Łódź ghetto, gardening has proven to be very useful).542 Lectures about gardening can popularise and promote the idea, as well as train instructors and teach practical knowledge to gardeners. I think that the ORT Society, as well as other social, craftsmanship, and ḥalutz organisations, should be interested in such a series of lectures, and should set up a committee to develop programmes and implement them under their direction.
The third series of lectures would address topics designed to facilitate emigration after the war. This series would provide pupils with systematic knowledge of economic relationships and opportunities for emigration, as well as about geography and the natural setting of non-European countries (North and South America, China, and Palestine). It would be very important to teach the practical use of the languages spoken in the countries of emigration (Spanish, Portuguese, English, and Hebrew).
[3] As regards the technical and financial issues related to the implementation of these series of lectures, I suppose they will not be too much of a problem. Lectures do not require any specific premises and facilities, such as schools; certain kitchens and offices could be adapted for lectures in the evenings. Nor will the financial issue stand in the way either, because with good organisation, these lectures will have a satisfactory turnout, and as such they can be self-sufficient with even a small fee charged from the audience, for example, 10 groszes per lecture.
The private, supplementary, and extramural education discussed herein can provide employment for large numbers of qualified teachers, who are now left without work and earning opportunities. Social organisations and representatives of teachers should, however, supervise the employment of teachers and lecturers, so that the work be entrusted to persons who are indeed
