




Strolling: Both the Mount Scopus Park and the olive grove at the south of the site are popular places for recreational walks and hiking, albeit for different communities. Both green spaces are again terminated at the junction in the northernmost corner of the site, discouraging one from traversing from one side to the other.

The divide apparent in such physical boundaries as walls and fences becomes clear when examining the institutions and public spaces which provide social services and education to the differing population bases of Jerusalem. Although Jerusalem is under the supervision of one municipality, its children are not subject to an education in the same school system.[1] After 1967, Palestinian citizens of Jerusalem were allowed to continue to educate their children in the Arab manner previous to the 1967 invasion. Many of the Palestinian children attend Arab private schools and very few integrate into the Israeli Municipal school board.[2] Many chose to attend schools which are under the name of the Jerusalem school board, but function more like private schools. The municipality is responsible for salaries and building upkeep of these schools, but nothing more.[3] These schools tend to reside in Palestinian neighborhoods for the population they serve, and likewise with the Jewish institutions. A much higher dropout rate occurs in the Palestinian population after primary education – this is attributed to the lack of quality of secondary education in Palestinian schools. Very few Palestinians attend the Hebrew University. For these reasons Palestinians and Jews are unlikely to have any direct contact on the human level at a young age. This same discordant scenario occurs between the religious and secular communities in Jerusalem. Parents in Jerusalem have the option of sending their children Talmud and Torah schools or to the conventional municipal schools. A substantial amount of Jewish children aged 8-15 (near to 40 % of the Jewish population of this age)[4] attend religious schools and never come into contact with the secular population of Jerusalem. Knowledge received at these schools lacks any real practical application in the modern world, making it difficult for the religious communities to integrate into the rest of society. The byproduct is again a lack of knowledge and understanding of the other religious sect.

