education – Jewish Independent

King David set for expansion

Architects Acton Ostry, who designed the original building of King David High School, are back for the expansion. (image from KDHS)

Bucking a trend that is seeing Jewish day schools across North America struggling to maintain enrolment, Vancouver’s King David High School is about to launch an expansion that will grow the space by 40% to accommodate increasing demand from students.

The Diamond Foundation, which purchased the land on which the school sits and funded construction of the school, which opened in 2005, has committed $6.5 million for the expansion project. Building is expected to begin in spring 2020, with completion in time for the opening of school in September 2021.

The school was built for 10 classes – two cohorts in each of grades 8 to 12.

“The challenge is, unfortunately, they don’t come in even numbers,” said Russ Klein, King David’s head of school. “You have some years where you have huge groups and then you have years where you have lesser groups. The challenge of dealing with a third cohort in a grade is really, really challenging. It was really built for two classes per grade and, as soon as you add a third class in a grade, it changes the whole structure.

“For the last three years, we’ve been squeezing in,” he continued. The expansion will permit 13 or 14 classes, with the flexibility to accommodate bulges, like the large cohorts in the current Grade 8 and Grade 11 classes.

Originally envisioned for about 200 students, the school’s enrolment is now 236.

“Thankfully, when we talked to the Diamonds, they were totally on board with helping us get to where we want to be, to be the best school we can be for our community,” he said.

The project will add an additional 13,000 square feet to the school’s current 33,000 square feet. Architects Acton Ostry, who designed the original building, are back for the expansion.

The two-storey existing building is the maximum height allowed by the city, so the increased space will be accommodated by digging down. There is already an underground level featuring a parkade. That will be extended and an additional sub-basement dug beneath it. The land around the school will be excavated to allow natural light into the new sub-level spaces, with stairs and an accessible ramp leading to the outdoor activity area.

The lowest sub-basement level will include changing rooms for students, additional gender-neutral bathrooms, a computer technology room and storage, which is lacking in the existing school.

The basement level will feature a state-of-the-art music room with three rehearsal areas and a control room so that students can record music. Also on that level will be an office for the physical education staff.

Added to the existing main floor will be a drama space and film studio with a green screen, where students can work on movie-making, film-editing and drama programs. Also in the works is an “innovation lab,” still in the planning stage, which could include 3-D printers and other hands-on learning tools where students can co-create a range of projects and explore individual interests. The existing drama and music spaces will be converted into general classrooms, Klein said, “so we get the extra bang there as well.”

The top floor will accommodate more new classrooms and a teachers’ workroom. A number of small offices will also be integrated into the new design.

When completed, the school’s existing space and new areas will merge seamlessly, Klein said, as if part of the original structure.

Notably, despite the expansion to the east of the existing building, useable outdoor space will increase with the removal of a hill at the edge of the property and a reorganization of the playing courts.

The entire project will involve minimal disruption to students because most of the work will take place outside of the existing school. One area that will be affected is the loss of outdoor space for a school year. Aside from that, the most disruptive impacts should be some construction noise, said Klein.

The $6.5 million commitment from the Diamond Foundation covers all the brick-and-mortar components. As part of the commitment, the King David community is to raise an additional $765,000 for furnishings, technology and other “soft costs,” Klein said. Also part of the agreement is that the school increase its existing endowment, which stands at about $1 million, to $5 million over the next five years. The revenue from the endowment is intended to create a fund that ensures tuition affordability and accessibility regardless of family capacity.

Klein lauded the Diamonds’ visionary commitment to continuity.

“They are the greatest supporters of Jewish education in the city,” said the principal. “We are so in awe of what they’re doing and their willingness to do it and just step up and support the growth of the school, to demonstrate how proud they are of what the school has done and not just with their talk but with their actions and their leadership.”

The co-presidents of the King David board of directors, Jackie Cristall Morris and Neville Israel, noted that school enrolment has increased 70% in 10 years.

“The expansion will allow us to grow and to keep striving towards meeting our school vision of being a dynamic leader in empowering Jewish minds and engaging Jewish hearts for the modern world,” they wrote in a statement to the Independent. “We are incredibly grateful for the Diamond family’s support of King David since the school’s early days. Simply put, King David would not have existed without the support of the Diamonds both in building the school, providing us free use of the building and in supporting our Judaic studies program, which is now well regarded under the leadership of Rabbi Stephen Berger.”

The Diamond Foundation has been run by Gordon and Leslie Diamond and their daughters Jill Diamond and Lauri Glotman. Recently, Leslie Diamond said, the next generation of family – Glotman’s children Bram Glotman, Sadye Dixon and Carly Glotman – has joined the foundation.

Leslie Diamond acknowledges that she has been King David’s most avid proponent within the family foundation. “To me, it was very important there be a high school to carry on those traditions and to instil the purpose of keeping those traditions,” she said. “I think that kids going to King David will have a better chance of feeling their roots and not leaving them.”

The need for more space is a sign of the excellent health and strength of the community, she said.

“Even though we think that we’re small compared to Toronto and the east, we really are a strong community,” Diamond said. “The success of the school proves that. The fact that they’re growing by leaps and bounds means there is a need for a Jewish high school, which goes back to my thoughts in the very beginning.”

In addition to excellence in Judaic and general education and the range of additional curricular and extracurricular options, there is something that Diamond said King David offers that she sees as vitally important for young people. “There is this need of belonging, which you don’t get in a public school,” she said.

Learning to lead prayer

Rabbi Uri Kroizer from the Ashkenazi track with his students. (photo by Itai Nadav)

Some 50 prayer leaders recently completed the first session of the inaugural Ashira program. The program’s goal is to train prayer leaders (schlichei tzibur) from across Israel to direct creative prayers in one of the following three tracks: Ashkenazi, Sephardi and contemporary liturgy.

This unique program, which is held at the Schechter Rabbinical Seminary in Jerusalem, is a joint initiative of Rabbi Avi Novis Deutsch, dean of the Schechter Rabbinical Seminary, and Yair Kochav, one of the founders of the Tahrir cultural platform. Both are graduates of the New York Federation’s social leadership Cohesion Lab.

At one of the meetings at the Schechter campus in Jerusalem, Novis Deutsch explained, “Musical prayer is at the crux of the soul – it is clear that enabling people to study prayer touches their souls. We can discern true happiness in the classes. As the director of many programs at the Schechter Rabbinical Seminary, I can sincerely say that when you teach Torah you sometimes see happiness, but when you teach prayer you constantly see happiness on the students’ faces.”

The Ashira program is comprised of 15 weekly five-hour meetings, where students study both theoretical and practical aspects of prayers and it is sponsored by donors from Vancouver and various parts of Israel.

From December 2018 to just after Passover 2019, when you walked down the hallways of the building, you would hear different styles of music from the classrooms.

“The students represent a broad variety of Israeli communities – some are studying in rabbinical programs, some are prayer leaders, and all have a love for Jewish liturgical music,” said Novis Deutsch. “The Ashira program furthers social cohesion; it is a collaborative project with the leaders of prayer renewal in Israel. Many of those who participate in the program never thought that they could be prayer leaders. Ashira allows them to imagine this possibility – it reduces their anxiety about leading prayers and gives them a voice.

The program’s premise is that, to find your voice as a prayer leader, you must acquire an in-depth knowledge of the tools, styles and procedures in this field.

“Before we embarked on the program, we assembled 12 leaders in the field of Israeli music and started a process, which gave birth to Ashira,” explained Yair Kochav. Of the three tracks, he said the Ashkenazi and Sephardi work with the existing liturgy, teaching it to the new prayer leaders, while the “contemporary liturgy track fuses the first two tracks with modern Israeli reality.”

photo - Sephardi track director Hacham David Menachem (holding the oud) — Sephardi track director Hacham David Menachem (holding the oud). *(photo by Itai Nadav)*

According to Kochav, each track is divided into three sections: theoretical, musical and practical.

“This gives students a multifaceted experience of the essence of prayer and what motivates people to pray,” said Kochav. “Each identity and motivation must receive its own space. There is a certain apprehension that the traditional liturgy will disappear due to the growth of a popular modern Israeli liturgy. Therefore, students in all three tracks meet to discuss the similarities and differences of each liturgy.”

Rabbi Rani Yager, from the Shalom Hartman Institute, who heads the contemporary liturgy track together with Yair Harel, said, “The most important lesson that I learned in this program is that prayer is a need felt by people in all communities: it is not connected to one’s religious or ethnic background, nor to one’s gender. People are willing to discuss this need, to learn and to share their feelings. Singing together requires courage, and the enormous need for prayer engendered this courage.”

Rabbi Uri Kroizer and Dr. Naomi Cohn Zentner direct the Ashkenazi track and Hacham David Menachem and Drori Yehoshua direct the Sephardi track.

Students study the musical scales of each liturgical style; each student plays an instrument and/or sings during the classes. During the breaks, students meet in the hallway and eat dinner together (organized by different students each week) and discuss current events.

“Those of us in the Ashkenazic track, who come from different backgrounds, meet weekly and make space for the voices that we bring from our homes,” said Shira Levine, who received her master’s from the Schechter Institute of Jewish Studies and is now a rabbinical student of the Hartman/Oranim program. “I have learned much from Rabbi Kroizer, who is an expert in Ashkenazic liturgy and a real mensch. I hope to study Sephardic liturgy in the next session.”

Osnat Ben Shoshan Pruz, a participant in the Sephardi track, said, “The program opened a door to a significant and immense world in which I have participated for many years. Ashira provided me with an opportunity to study, in depth, areas that I had not previously had a chance to examine. I have acquired numerous tools and knowledge in liturgy, Talmud and Jewish philosophy.”

“The program changed the manner in which I sing prayers, which goes beyond the pages of the siddur,” said David Arias, a Schechter Rabbinical Seminary student who participates in the contemporary liturgy track.

The next program starts in the fall. For more information, visit schechter.edu/schechter-rabbinical-seminary/about-the-rabbinical-seminary.

PTI yeshivah to close

Rabbis Noam Abramchik, left, and Aaron Kamin. (photo from Pacific Torah Institute)

After 16 years in Vancouver, the Pacific Torah Institute yeshivah is closing. The school, which operates out of the Lubavitch Centre at Oak and 41st Avenue, was established by Rabbi Noam Abramchik and Rabbi Dovid Davidowitz in 2003.

Over the years, the program – which offers an education based on the Chofetz Chaim Yeshivah in Queens, N.Y. – has graduated more than 100 students from the high school and more than 200 in the beis midrash program. It is currently led by Abramchik, who is originally from Chicago, and Rabbi Aaron Kamin, who joined the yeshivah from New York in 2005.

Abramchik spoke of the dwindling number of students. “The high cost of living has driven most of the shomer Shabbos community out of Vancouver to other cities,” he said, estimating that 45 Orthodox families have left Vancouver in the last three years. Schara Tzedeck’s Rabbi Andrew Rosenblatt calls it, “the frum flight,” he said.

Families from all over North America have sought out PTI for their sons, he said, “But now, the community essentially felt that we were a luxury that could no longer be afforded, since the actual number of local ‘customers’ was slim to none.”

Abramchik spoke of the yeshivah students as “the most visible sign of Orthodox life in Vancouver.” PTI’s biggest contribution to Jewish life in Vancouver, he said, was “its adherence to Torah, studied at the highest level.”

The impact on religious Jewish life will be “immeasurable,” he said. “We offer university-level Judaic studies.” Few communities offer a post-high school program, he said, so the closure of PTI will mark a dramatic change for Jewish life in Vancouver.

Michael Sachs joined the board of PTI a year ago, when a secondary board was established by local professionals, with the purpose of keeping the yeshivah in Vancouver. Sachs, who is president of the board of the Bayit shul in Richmond, began his connection to PTI in its early years, with a stint as the coach of the school’s basketball team.

Sachs said there was a need for a yeshivah in Vancouver, even if most of the students came from elsewhere. “There’s a lack of understanding in the community about the extent of the yeshivah’s contribution to local Orthodox families,” he said, adding, “PTI is not the only institution affected by the yeshivah’s closure.” Other schools – Shalhevet Girls High School and Vancouver Hebrew Academy – shared resources with PTI, he said, “which allowed them to benefit from more staff and lower expenses.”

Sachs said he is heartbroken about the closure. “This is a loss that ripples across the whole Jewish community,” he said. “Any loss to a Jewish community is a big loss. The impact will be economic, social, educational and personal. People are losing their friends to other cities.”

He said, “The students ate at Café FortyOne, at Omnitsky; the yeshivah rented space at Lubavitch Centre; these students volunteered in our community.” He described the “impossible task” of saving the yeshivah, despite the rabbis and staff having made personal sacrifices to try and keep it afloat.

July 18 will be the last day of classes for PTI students. After that, the school will be packed up and moved to Las Vegas, where it will merge with another yeshivah there. The boys will continue with their program while living in dormitories. While yeshivot have moved in the past – especially after the Second World War – the merger is a new concept.

The future is still uncertain for some PTI students, who have been interviewed for yeshivot in Toronto, Milwaukee and Denver, among other places. Some families are considering yeshivot in Israel. The PTI program is highly regarded, Abramchik explained, “cities have been vying for the boys. Fifteen cities have asked PTI students to move to them, and 10 boys are coming this week to be interviewed for the new [merged] program in Las Vegas.”

Abramchik and Kamin spoke with regret of the move.

“We feel very rooted in this community,” said Kamin. “Three of our kids were born here, we’ve made brises, bar mitzvahs here. My married kids are very emotional, they feel as though their home is being uprooted.”

Abramchik agreed. “Kids are part of the mission,” he said. “They’re invested in the yeshivah and it’s been an anchor in their childhood. It’s very painful.” However, he said, “You have to be adaptable as educators, trends are changing all the time.”

Shula Klinger is an author and journalist living in North Vancouver. Find out more at shulaklinger.com.

Memories and miracles

Dr. Robert Krell with Grade 12 King David High School students Gali Goldman, left, and Edden Av-Gay. (photo by Shula Klinger)

On May 2, King David High School marked Yom Hashoah at its annual assembly commemorating those lost in the Holocaust. This year, for the first time, the school hosted Grade 10 students from Alpha Secondary School in Burnaby.

The morning began with prayers for the victims of the recent Poway shooting in San Diego. After a minute’s silence, the assembly commenced with a procession led by child Holocaust survivor Dr. Robert Krell. Each of the five KHDS students in the procession carried a candle.

Originally from The Hague, Krell is founding president of the Vancouver Holocaust Education Centre and an educator and advocate for the centre’s programs. He is also professor emeritus, department of psychiatry, University of British Columbia, and distinguished life fellow of the American Psychiatric Association. He was introduced by KDHS students Estie Kallner and Mattea Lewis, his granddaughters. They spoke of their grandfather, thanking him for the “privilege” of hearing firsthand stories of the Holocaust.

Krell began his talk holding up a black and white photograph of himself as a baby. “Who was the enemy of the Third Reich?” he asked the audience. “This,” he said.

Krell was born when Holland was already occupied by Nazi forces. Indeed, the hospital he was born in was already partially confiscated by the Gestapo. He described how restrictions were imposed rapidly, every mundane aspect of Jewish life being placed under more and more stringent rules. Deportations began in 1942. Speaking of the local Jewish population being assembled for the euphemistically named “resettlement in the east,” he said, “No one panicked sufficiently.”

Krell went on to describe how, as family friends began to disappear, his “rather astute” parents fled their home, taking few possessions. “What would you grab?” he asked. His parents abandoned their photo albums because, in enemy hands, they would give away too much personal information.

Placed in the care of a local Dutch Christian family, Krell learned to call the parents Mother and Father. He described them as “the most wonderful people on earth.” With them, he said, his life was “comparatively normal.” That said, with the ever-present risk of betrayal, as a dark-haired child in a sea of blond heads, he was very noticeable. He was not allowed to look out of the apartment windows; there were Dutch Nazi sympathisers living within sight of his adoptive home.

One of the most powerful aspects of the lecture were Krell’s insights on human memory and identity under conditions of extreme stress. He described his recollections as “fragmented, not fully formed” and, while his young mind didn’t appreciate the extent of the horrors being committed outside, he said, “I knew something was wrong because I was part of another family.” His mother, he explained, remembered nothing of that period. Having given her young son over to a Dutch Christian, he said, “She was in shock for three months.” He spoke in the present tense of how his real identity vanished in hiding. “I melt into the family.”

As an adult, his adoptive sister, Nora, also buried some memories, which led to a conflict with Krell. He recalled being taken to visit his mother by Nora but Nora said she had never done that. This was a way of “denying me my memory,” he said, adding that this denial causes grievous harm to the psyche. Even though we have fragmented memories, he said, “we don’t want to give them up because they are part of who we are.”

In the end, the disagreement was resolved. Nora had indeed taken Krell to see his mother. Twice, he was nearly discovered and twice he narrowly escaped, first by covering his head with a blanket and, the second time, by hiding under a bed.

His years in hiding were characterized by unease, a looming sense of fear and constant hyper-vigilance. After the war, his family moved to Vancouver, leaving behind Holland, which he said he viewed as “a place of death.” He described himself as “the most eager immigrant-in-waiting that ever existed.”

Once in Canada, Krell reinvented himself, hiding his shyness behind outward charm and sociability. He said he became resilient, ignoring illness and pain, striving to forge a new life, a family and career for himself.

He spoke of the medical advice he received when dealing with overwhelming feelings – “You should get rid of your obsession with the Holocaust.” Instead, he helped found the Holocaust Symposium for high school students and facilitated the recording of 140 testimonies from survivors.

Following the lecture at KDHS, Krell answered questions from students, concerning Holocaust education today, as well as why it is that some people hid Jews and put their own lives at risk. Krell referred to “common decency,” adding that his own rescuers “didn’t know the precise nature of the unfolding danger, but once they had me, they were committed.” He told the students that, in spite of the “showcase” of the Nuremberg trials, “there is no justice.” And, are we at risk today? “Massively.”

photo - Left to right: KDHS students Gali Goldman and Edden Av-Gay, Dr. Robert Krell’s daughter Simone Kallner, Dr. Robert Krell and his granddaughters Estie Kallner and Mattea Lewis — Left to right: KDHS students Gali Goldman and Edden Av-Gay, Dr. Robert Krell’s daughter Simone Kallner, Dr. Robert Krell and his granddaughters Estie Kallner and Mattea Lewis. *(photo by Shula Klinger)*

In his closing comments, Krell shifted from storyteller to teacher, using the narrative of his life to guide the students in theirs. “Learn your history,” he said. “In it lies everything to secure the safety of your children and grandchildren.”

He said, “Without engaging with the Holocaust, you are at great risk of becoming an under-educated person, and that makes you vulnerable. This mass murder took doctors, lawyers. Physicians were killing children in 1938. It was the doctors, engineers, architects. Each of the professions we trust for our safety. They all worked in the service of mass murder. Safeguard your professions from sliding into the abyss. It happens so quickly.”

Grade 12 students Edden Av-Gay and Gali Goldman spoke with Krell after his talk. Av-Gay was struck by how “one person could experience so many miracles in his life, especially someone born into such hardship” and said, “His story is truly amazing.”

Goldman, who had recently given a class presentation on youth movements during the Holocaust, had heard Krell tell his story before. She said she was still touched by how “he lost so much but he has devoted his life to teaching about what he went through, even though it was horrific. He can still find parts of his story that were miracles.”

Asked about Krell’s decision to speak about his past, Av-Gay said, “I think it’s not a matter of him being comfortable telling his story, I think he feels obligated to do it, to share his past, to show what happened to six million Jewish people.”

Alpha Secondary Grade 10 student Amy Ricker said she found Krell “motivating and inspiring.” Ricker, who hopes to become a humanitarian lawyer, said she “teared up because he showed me how in the dark I have been, and how much I want to help people.”

One perhaps surprising message in his talk was a warning about tolerance.

“If Jews were ‘tolerated’ in Holland, and the result was the deaths of over 80% of the Jewish population,” he said, “then we have to do much better than just tolerance.”

As he finished his lecture, he said, “Realize what you have. Thank your parents and tell your irritating siblings that you love them. I urge you – be kind.”

Shula Klinger is an author and journalist living in North Vancouver. Find out more at shulaklinger.com.

Community day of learning

Prof. Norma Joseph (photo from Association for Canadian Jewish Studies)

On June 2, the Association for Canadian Jewish Studies is holding a day of lectures in the Jewish community that will be topped off with music from the Vancouver Jewish Folk Choir, the granting of the 2019 Louis Rosenberg Canadian Jewish Studies Distinguished Service Award to scholar and activist Norma Joseph and a talk by Franklin Bialystok on Canadian Jewish Congress.

“We offer a community day every year, and it’s always the opening day of the conference,” co-organizer Jesse Toufexis told the Independent.

“The motivations for the community day are plentiful,” said Toufexis. “Firstly, we receive great support in a number of ways from Jewish communities all over Canada, so this is an excellent way not only to thank them but to show them what the scholarly community is up to.

“Secondly, the Jewish community is interested in the topics we cover, from history to sociology to literature and art. So, coming from fields where we work on such minutely detailed projects, it’s fun to engage with a community that gets excited about the topics we ourselves find exciting.

“Thirdly, I think holding a community day is just part of a tradition that fosters togetherness. We aren’t scholars out in the ether, doing our own thing and keeping it to ourselves. I think of us more as a branch of a much larger Canadian Jewish community that includes all the various roles and aspects of Jewish life in this country, and I think it’s something of a duty to share what we’re constantly learning about our common past, present and future.”

Prof. Rebecca Margolis, ACJS president, praised Toufexis and co-organizer Prof. Richard Menkis on having “put together an amazing community day together in partnership with a team of local organizations that have gone above and beyond to make this day a success: Jewish Museum and Archives of B.C. and our host, the Peretz Centre for Secular Jewish Culture. As a member-run organization,” she said, “we value opportunities to collaborate with local organizations in order to produce exciting programming on the Jewish Canadian experience.”

The first panel session of the day is Jewish Space in Literature and Popular Culture, followed by Antisemitism and the Holocaust. At lunch, a panel discusses the topic Archives Matter. The two afternoon panels are Media Studies, and Challenging the Status Quo. Joseph’s talk in this last session is called No Longer Silent: Iraqi Jewish Immigrants and the CJC.

“I’ve been working on the Iraqi Jewish community in a bunch of different ways and my most recent publications are about their food and what we can learn about their cultural history and immigration patterns through studying their food,” Joseph told the Independent in a phone interview from her home in Montreal. “But I’ve also looked at, through the immigration pattern, the traumas they suffered by the expulsion from Iraq and the processes through which they had to escape from Iraq, as well as the ways in which they adapted to life in Montreal.”

It is only in the last decade or two, said Joseph, that Iraqi Jewish community members have “begun to present their memoirs and talk about how awful the experience from the Farhud in 1941 was. So, then I began to gather their stories.”

Joseph is particularly interested in the transition of the community from being unwilling to talk about their experiences to talking about them. “And also,” she said, “in the process of [preparing for] this year’s conference, which is celebrating 100 years of Canadian Jewish Congress, to figure out in what ways did Canadian Jewish Congress help or not help this community migrate or emigrate into Canada, which was, in fact, to Montreal. And that’s where I’m doing research right now. The Iraqi Jews themselves say, oh no, they didn’t help us … we came alone, we found our way on our own and nobody ever helped us. We didn’t ask for help. We weren’t refugees…. End of story.”

This perspective, as well as the larger Jewish community’s focus at the time on dealing with the impacts of the Holocaust, contributed to the silence, said Joseph.

“I wanted to go behind the scenes and say, OK, but in what ways that they [Iraqi Jews] might not have known was Congress working with the Government of Canada to open the doors, because we know that the doors of Canada were closed to Jewish immigration during World War Two but, afterwards, in the 1950s the doors open…. Did anyone in Congress help Middle Eastern Jews come? That’s my question. And that’s what I’m researching now at the archives, interviewing some people.”

Joseph’s interest in the Iraqi Jewish community comes in part from her and her husband Howard’s experiences.

“In 1970,” she said, “we came to Canada [from the United States]. He was invited to become the rabbi of the Spanish and Portuguese congregation. He was their rabbi for 40 years. And the congregation has many different communities – it has Iraqis, Lebanese, Moroccan, some Iranians, and we love the diversity of communities, the cultural diversity was so exciting.

“I never thought of studying the communities that we were friendly with and that my husband was the rabbi of, but, eventually, at some point, somebody said to me, why don’t you study Canadian Jews? And I looked around me at all these wonderful, diverse ethnic communities of Jews and I said, oh, this is a great idea, why not study the people I know so well?

“And I was interested in gender. I started asking a lot of questions and I especially focused on the women. And it came out that they were willing to talk to me, especially about food, and food was an entree into learning about their experiences, both in Baghdad and the transitions to Montreal and how hard those transitions were…. They couldn’t find the right foods and they didn’t know how to cook and there were no cookbooks and how were they going to cook and where were they going to find the spices? That was very symbolic of life, the difficulties of life in Montreal for this community that didn’t like gefilte fish.”

Joseph is being honoured by the ACJS for attaining the “highest standards of scholarship, creative and effective dissemination of research, and activism in a manner without rival in our field of Canadian Jewish studies, as well as being a respected voice in Jewish feminist studies more broadly.” Not only is she being recognized for “her mastery of both traditional rabbinic sources and anthropological methods,” but her teaching, her work in documentary and educational film, being a founding member of the Canadian Coalition of Jewish Women for the Get, as well as participating in the founding of the Institute for Canadian Jewish Studies at Concordia University, among many other accomplishments. For more than 15 years, she has written a regular column in the Canadian Jewish News. In one of these columns, in recent months, she recalled a time “when the phrase ‘liberal values’ was not a dirty word.”

“I was raised Orthodox,” she told the Independent. “My grandfather was a great Orthodox rabbi in Williamsburg…. But my parents worked very, very hard to send me to one of the great liberal Orthodox schools. It was called the Yeshivah of Flatbush, where boys and girls study together and we were taught that boys and girls could learn, and girls were included in that equation. It was one of the best schools because I learned fluent Hebrew, which was very rare, and it was a Zionist school, beginning in the ’50s.”

She added, “It wasn’t our liberal values in the 21st century, but it was mid-20th-century values. We learned to love Israel. We learned about justice, we learned about equality in some very interesting ways. We were patriotic Americans, my country right or wrong, which, after Vietnam, we had to rejig, but we were there before Vietnam…. I’ll tell you another thing that’s interesting about my upbringing – we didn’t learn about the Holocaust. At that age, in the ’50s and ’60s, parents didn’t want their children traumatized by stories of the Holocaust.”

Between her own studies of Jewish law and those of her husband, Joseph lauded the insight and flexibility that can be found in Judaism. “My husband always taught me that, if you are a legalist, are in charge of the law … the easiest answer is no, because it means you don’t have to examine and search the law. The hardest thing, but most creative thing, is to find a way to say yes…. We have thousands of years of law – surely in all that precedent you can find something.”

As but one example, Joseph has used Jewish law to argue for the rights (and obligations) of women, and has seen progress on the feminist front.

“For example,” she said, “let’s just take the world of bat mitzvah. In the 1950s, there weren’t bat mitzvahs, for the most part. Even the Conservative and Reform movements didn’t want bat mitzvahs…. Today, 2019, there isn’t a community that doesn’t offer some form of recognition of a girl’s 12th birthday,” including Chassidic communities.

“That’s a transformation because of feminist critique,” she said. “They will never admit it. They will say we always did it. But that’s a big change, on one hand. On the other hand, it’s silly, it’s narishkeit; it’s small, it’s nothing.”

But even incremental change leads to larger change, and Joseph spoke about the “incredible historical research coming out – women [always] had strong ritual lives, but what’s coming out now is the need for public ritual formats for women in all sectors of society.”

For the full schedule of and to register for the ACJS community day, visit eventbrite.ca.

Korczak course at UBC

A postcard showing Janusz Korczak in the courtyard of the orphanage on Krochmalna Street in Warsaw, Poland, in the early 1930s.

An unprecedented interdisciplinary event will take place this summer at the University of British Columbia, focusing on the legacy of Janusz Korczak, a pioneer in the area of children’s rights and welfare.

Korczak is perhaps remembered most for his final act of heroism: his refusal to accept an offer of a reprieve, choosing instead to walk with the 200 or so orphaned children of his school as they were sent to their deaths at Treblinka. But it is his legacy as an educator, physician and writer that will be the focus of the 2019 Korczak Summer Institute. The two-week intensive program, called Advocacy in Action: The Legacy of Janusz Korczak, is open to graduate and undergraduate students across disciplines. It takes place July 2-11.

“To the best of my knowledge, there’s never been a university-based course on the work of Janucz Korczak, not in his native Poland, not in Israel, certainly not in North America,” said Rabbi Dr. Hillel Goelman, professor emeritus in UBC’s department of educational and counseling psychology, and special education. The program was developed across disciplines, reflecting Korczak’s range of academic and philosophical work.

“He was a pediatrician by training, so we reached out to the department of pediatrics to get their help and a number of faculty members are going to do Korczak-related activities,” said Goelman. “He was an educator, so the faculty of education were happy to co-sponsor the course with the Januscz Korczak Association [of Canada]. But it would also be open to people studying social work or any sort of child-focused activity. A lot of people at UBC support the whole cause of child activism and child welfare from an interdisciplinary perspective.”

Korczak’s philosophy inspired and informed the United Nations Charter on the Rights of Children. Importantly, his work was not limited to academics or writing, but was devoted to applying his values of child empowerment directly to the real world.

“Children are not the people of tomorrow but people today,” Korczak wrote. “They are entitled to be taken seriously. They have a right to be treated by adults with tenderness and respect, as equals.”

“In the orphanage that he ran in Warsaw, they had a children’s parliament, where children elected their leaders to make the rules and enforce the rules,” said Goelman. “There was a children’s court, where children could complain about their treatment either by the staff or by other students. There was a children’s newspaper that they published. He very much empowered children and he thought it was important to draw on this and give them opportunities to develop their own leadership. I think those are all very important contemporary messages for educators, social workers, pediatricians … and it’s kind of timeless. It’s really relevant to where we are today in terms of child activism, child welfare and child advocacy.”

The institute is designed to help participants transform their working environment to model democratic principles pioneered by Korczak in his writings, pedagogy and governance of the orphanages under his care. It will also encourage participants to adopt strategies to translate the respect for children’s rights into professional practices, including communication with parents and the larger community, and to learn how to help children in developing and sustaining their cultural identity, particularly among those who may struggle with multiple identities.

The course will be taught by Prof. Tatyana Tsyrlina-Spady, an internationally recognized expert on the life and legacy of Korczak and adjunct professor at Seattle Pacific University. She will be joined by a team of international and national invited speakers: teacher trainer and UNICEF consultant Jonathan Levy (Paris, France); founders and leaders in the field of social pediatrics Dr. Gilles Julien and Hélène Trudel (Montreal); researcher and practitioner of Korczak’s legacy Wojtek Lasota (Warsaw, Poland); several UBC professors of nursing and psychology; U.S.-Canadian writer Tilar Mazzeo (Victoria); and a Holocaust survivor and poet, Vancouverite Lillian Boraks-Nemetz.

Promoting Korczak’s pedagogical ideas, as well as their effect on children’s education, is part of the mandate of the Janucz Korczak Association of Canada, which was founded in 2002. The president, Jerry Nussbaum, lives in Vancouver, as do fellow board members Goelman and Boraks-Nemetz.

“His work is very much alive,” said Goelman of Korczak.

The deadline to register for the UBC course is May 28: pdce.educ.ubc.ca/child-advocacy.

Community endeavour

Emily Greenberg is Vancouver Talmud Torah’s new head of school. (photo from VTT)

After 17 years of leadership under Cathy Lowenstein, Vancouver Talmud Torah will have a new head of school.

Starting in September this year, Emily Greenberg will be joining the staff from her position as a vice-principal at Bialik Hebrew Day School in Toronto. Greenberg is currently responsible for the elementary division’s 350 students.

Josh Pekarsky was the chair of the VTT head of school search committee. “We were looking for someone with operational strengths, but also a strong educational leader who is engaging, dynamic and transparent,” Pekarsky told the Independent.

This they found in Greenberg, whom Pekarsky described as “very positive, yet very grounded; she sets high standards for herself and her team.”

Originally from Toronto, Greenberg is the daughter of an Israeli father and an American-born mother.

Together, they have devoted their working lives to education, music and their spiritual community at Temple Emanu-El in the city’s North York neighbourhood. Greenberg’s mother served as the synagogue’s music director for more than 25 years.

Born and raised in Canada, Greenberg has sought out positions in schools in Colombia, Thailand and Paraguay. Her educational philosophy rests on the notions of tikkun olam (repair of the world, social justice), chesed (kindness) and tzedakah (justice, charity). These were guiding tenets of her upbringing at Temple Emanu-El, a Reform congregation.

Greenberg’s concept of education is as a community endeavour. For her, education grows from a partnership between students and their educators, be they teachers in a school or adults in the wider community.

The seven-member search committee – four of whom are VTT graduates themselves – brought a wealth of professional expertise to the search process. In addition, the group’s previous work with numerous Jewish organizations, school accreditation and the spiritual community kept them focused on candidates’ qualities as leaders of children. The committee’s first priority was to find a group of candidates who represented “the diverse school community and had the educational expertise, institutional knowledge and sechel (common sense)” for the task, said Pekarsky.

Rather than starting with a profile of the perfect candidate, the group began their search with questions not only about what they sought in a head of school, but also about the search process itself. They recognized the value of stakeholder engagement in this process, and worked hard to invite the perspectives of as many individuals and groups as possible. These included school faculty, donors, parents, alumni, Jewish Federation of Greater Vancouver members and community rabbis.

Throughout the search, interested parties were given opportunities – both in-person and via correspondence – to express their values and dreams for the future of the school’s leadership. Participants were asked questions like, “What do you think are VTT’s biggest challenges in the years ahead?” and “What skills and attributes are most important in our next head of school?”

Pekarsky said he was impressed by the amount of input the committee received from the community. “The majority of people went out of their way to say, I support whatever the school decides,” he said. “That was really gratifying. There was confidence in the process and support for the school.”

The committee also reached out for guidance across the border, working closely with Prizmah: Centre for Jewish Day Schools. Their input and insights helped the VTT committee weigh their priorities – while founded on Jewish principles, students at VTT must also meet the requirements of the provincial curriculum – and refine their search tool. Ultimately, the 12 applications came from as far away as Israel but also included candidates from California, Illinois and Quebec.

Greenberg and her husband, Daniel – a special needs educator – have three children, all of whom will be starting at VTT in the fall.

Shula Klinger is an author and journalist living in North Vancouver. Find out more at shulaklinger.com.

You can choose own family

The cast of Arts Umbrella’s production of James and the Giant Peach includes Teilani Rasmussen (as Ladahlord), left, and Sophie Mercier (as James). (photo by Tim Matheson)

“Well, maybe it started that way. As a dream, but doesn’t everything. Those buildings. These lights. This whole city. Somebody had to dream about it first. And maybe that is what I did. I dreamed about coming here, but then I did it.”

Roald Dahl (1916-1990) wrote some of the most-known children’s books, including The Gremlins, Charlie and the Chocolate Factory, Fantastic Mr. Fox, Matilda and, published in 1961, James and the Giant Peach, from which the above quote comes. Still as relevant as ever, and adapted into a musical about a decade ago, James and the Giant Peach is “wildly entertaining,” director Erika Babins told the Jewish Independent in an interview about Arts Umbrella’s Expressions Theatre Festival, May 17–25. “The music is written by Benj Pasek and Justin Paul, who wrote the music for La La Land, The Greatest Showman and Dear Evan Hansen, to name a few. I find I always have at least one of their catchy songs stuck in my head. There’s also puppets!” she said.

James and the Giant Peach is one of four productions featured in the festival. The others are Peter Pan (by J.M. Barrie), Animal Farm (adapted by Nelson Bond from the novel by George Orwell) and Into the Woods (music and lyrics by Stephen Sondheim, book by James Lapine).

“Choosing the Expressions Theatre Festival shows is an involved process that starts at least a year in advance. We’re already choosing shows for our 2020 festival,” said Babins, who is a member of the Jewish community. “Each troupe director is responsible for choosing the show their troupe will perform.

photo - Director Erika Babins — Director Erika Babins *(photo from Arts Umbrella)*

“As directors, we keep in mind the strengths and areas of growth we see within our cast,” she said. “We want to ensure that the skills students develop throughout the year build upon or differ from those we explored in past years. For shows, we want to choose something that can challenge and engage our students throughout the rehearsal process. At the same time, we want to select shows that will appeal to our audience, which includes a large number of students who attend school matinées that run along with our public performances.”

The Arts Umbrella promotional material summarizes the plot of James and the Giant Peach: “When James is sent by his conniving aunts to chop down their old fruit tree, he discovers a magic potion that results in the growth of a tremendous peach … and launches a journey of enormous proportions. Suddenly, James finds himself in the centre of the gigantic peach, among human-sized insects with equally oversized personalities. After the peach falls from the tree and rolls into the ocean, the group faces hunger, sharks and plenty of disagreements. Thanks to James’ quick wit and creative thinking, the residents learn to live and work together as a family.”

“I chose James and the Giant Peach for myriad reasons,” Babins said. “Last year, the Junior Musical Theatre Troupe performed Guys and Dolls, a classic musical with a lot of realism. James and the Giant Peach is pretty much the opposite of that: it’s a contemporary show written with lots of theatricality and wonder. I also find the themes in the show particularly universal for the age range of 13-to-16-year-olds who perform in the show. In the musical, the theme of chosen family comes up a lot – the idea that you have the right to surround yourself with people who make you feel safe and happy, and that you’re allowed to distance yourself from those who make you feel bad or hurt you.”

Babins has been working at Arts Umbrella as the choreographer for the Senior Musical Theatre Troupe since 2012, and she began teaching in the general and yearlong theatre programs in 2014. “We started the Junior Musical Theatre Troupe just two years ago and the original director is taking a leave of absence, so I was asked to helm this production,” she said. “I was more than happy to take on the role.”

Playing the role of James in the Arts Umbrella production is 15-year-old Sophie Mercier. “She brings both a maturity and an emotional vulnerability to the role, which James needs to have in order for the audience to care about his journey,” said Babins.

When asked about the most fun aspect of this production, Babins said it was “playing into all the theatrical moments.”

“The show is a play within a play, with the narrator introducing us to all the characters and themes at the beginning of the show. We have a lot of fun breaking the fourth wall and bringing the audience in on the magic of theatre,” she explained.

As for the most challenging part, she pointed to the set changes. “We have some big and elaborate set pieces,” she said, “and I often ran out of hands to move them around the stage. But I think we have found some clever solutions to those challenges.”

The Expressions Theatre Festival opens and closes with Into the Woods (May 17 and May 25, 7 p.m.), which runs a few times during the festival. James and the Giant Peach will be performed twice: May 19, 4 p.m., and May 23, 7 p.m. For more information about the festival and the full performance schedule, visit artsumbrella.com/expressionstheatre. Tickets start at $12 and the shows take place at Waterfront Theatre on Granville Island.

Silber honoured by Shalhevet

Left to right are gala honouree Anita Silber, Shalhevet Girls High School head of school Meira Federgrun and Shalhevet board president Vivian Claman. (Jocelyne Hallé Photography)

On April 7, Shalhevet Girls High School honoured Anita Silber with the Guardian of the Flame Award.

Vivian Claman, president of the Shalhevet board of directors, described Silber as someone “whose default is set to ‘giving.’”

“Anita leads by example, showing what it means to be charitable,” Claman told the Independent. “She is a woman devoted to her community and to her family.”

Having learned the importance of philanthropy from her father at a young age, Silber said, “It left a deep impression on me.”

When asked what she values most, she said, “Jewish education and philanthropy.” And, as a former educator herself, she said she recognizes the excellent quality of education the girls receive at Shalhevet.

“The amount of attention the students get and the mentoring they receive from their principal and teachers will serve them well in the future,” said Silber, who has followed some of the Shalhevet graduates and their careers and community involvement. “It’s so important to have options like Shalhevet Girls High School in order for our [Jewish] community to flourish and remain sustainable,” she said.

Silber’s background includes a variety of careers and leadership roles: elementary school teacher; marriage, family and child therapist; clinical art therapist; member of the Jewish Federation of Greater Vancouver Israel overseas allocations committee; and member of the Vancouver Jewish Community Foundation board of governors, to name just a few.

In the 1990s, Silber led support groups for people with HIV/AIDS and other life-threatening illnesses. She also led children-of-divorce groups at the Jewish Community Centre of Greater Vancouver for Jewish Family Services. With the Silber Family Foundation, she helped establish an art therapy program at Ronald McDonald House.

Silber’s passion for Israel began just a few weeks after the Six Day War, in 1967, when she visited Israel for the first time, at age 22. While there, she volunteered at a hospital and fell in love with the country. Fast forward several decades and Silber, along with her husband Arnold, support numerous projects in Israel’s Upper Galilee, particularly the Friends of Beit Vancouver fundraising initiative in Kiryat Shmona.

“Beit Vancouver, which opened in 2006, is an amazing centre for at-risk kids and teens from the periphery, who go there after school for all kinds of programs, including educational and music programs, computer training and more,” explained Silber. “The centre also serves kids with disabilities, and offers family counseling and therapy.”

With her high regard for Jewish education, Silber was a fitting choice for Shalhevet’s Guardian of the Flame Award. The school, in existence for 13 years, was originally an extension of Vancouver Hebrew Academy, and then struck out on its own as Shalhevet in 2007. It is the only Orthodox girls high school in Vancouver.

According to Meira Federgrun, head of school, fundamental to the Shalhevet philosophy is “empathy and chesed – feeling for others, and seeking to understand them and their needs.”

Federgrun said Shalhevet’s teachers “instil in our students a passion for leadership, inspiring them to step up and take responsibility. Students are involved in planning and running school programs, Shabbatons, and extracurricular activities.” The teachers have created a real sense of community for the girls, both in and out of school, she said.

According to Claman, “When the girls are all together, they’re like a gigantic family.”

Shalhevet’s enrolment is not large – only 14 girls in grades 8 through 12 this year – yet they offer a full dual curriculum of Judaics and secular studies. Federgrun said it’s a small school, “but we pack a big punch.” The teacher-student ratio and small class size (one to four students) allow for personalized attention and learning.

Shalhevet has also offered some AP (advanced placement) and online classes.

“We definitely cater the curriculum to what the girls want to do. If we have a girl who wants a specific course, we’ll make sure to offer it for her,” said Federgrun. “We’ll also help out any special needs students by collaborating with the family, staff and any service providers to create an IEP (individualized education plan) for each student. That IEP guides our teaching and goal-setting for that student, and it’s reviewed often and adjusted as needed.”

Shalhevet offers a variety of extracurricular programming, including a basketball team, an annual play produced by the girls, holiday events and a student committee. Shalhevet accepts girls from a range of Orthodox Jewish backgrounds, complemented by a staff of teachers that includes secular educators.

Shalhevet graduates have gone on to study at top-notch universities, securing careers in areas such as medicine, speech language pathology, social work and law. Many Shalhevet graduates also have gone on to study in seminary.

“We teach our girls to look beyond themselves and to see others for who they really are on the inside, without fear, and with open hearts. This commitment extends beyond the walls of the classroom and the school. Shalhevet is known for our students’ commitment to volunteering and helping in the community,” said Federgrun in her gala speech. “The students volunteer, tutoring secular Jewish public school students in Hebrew reading, Jewish holidays and Torah knowledge once a week, which is a powerful way for the girls to play a role in the broader, non-religious community. The girls also volunteer at the Louis Brier Home, spending time with seniors, visiting the sick in hospital, and more.”

Shalhevet girls learn solid Torah values, continued Federgrun. “Our Judaics teachers are inspiring role models of devotion to Yiddishkeit, and they engage our students’ minds, hearts and souls through Torah study,” she said.

Claman emphasized that Shalhevet is important for the community, providing religious Jews a place to send their daughters for an Orthodox Jewish education that incorporates a secular education. “There was a big gap in the community because there was no Orthodox girls high school until Shalhevet,” said Claman. With concerns about the Pacific Torah Institute boys high school closing, Shalhevet wants the community to know that they are a strong, thriving school.

Asked what she is most proud of about Shalhevet, Federgrun said, “The warm environment, the girls giving back to our community, strong academics, and the students learning leadership skills.”

She added that many of their students go on to accomplish tremendous things. “We believe in offering a well-rounded education,” she said. “It’s very important to send girls out into the world today, and they need to be prepared.”

Claman said she’s most proud of what the girls do for the community.

More than 200 people attended the soldout Shalhevet gala honouring Silber, which was held at Schara Tzedeck and included entertainment by comedian Ashley Baker. Most of the money raised will go towards student scholarships.

Shelley Civkin is a happily retired librarian and communications officer. For 17 years, she wrote a weekly book review column for the Richmond Review, and currently writes a bi-weekly column about retirement for the Richmond News.

Traveling beyond classroom

Springfield Collegiate Institute students walking into Auschwitz. (photo by Jim Osler, SCI)

Holocaust education is commonplace in Jewish schools. But, in public schools, discussion about the Shoah is at each teacher’s discretion. Some 14 months ago, teachers at Springfield Collegiate Institute public school in Oakbank, Man., decided they would take 30 Grade 11 and 12 students to see Second World War sites firsthand.

Despite that Oakbank is home to few Jewish families, the school has been inviting Holocaust survivors to speak to students and has been educating its students about the Holocaust for years. Last year, teachers Jim Osler and James Chagnon made the decision to take things further.

“While this was not on a topic brought up in a regular class, we organized activities outside of class time for these students in the evenings and on the weekends to educate them a little more,” said Chagnon of preparing the students for the 12-day trip, which started March 20.

“We visited a synagogue and talked to a rabbi about what it means to be Jewish, because we don’t have any experience with that,” Chagnon told the Independent. “We went and met two Holocaust survivors, who talked about their experiences in the camps. And we went to a conference on antisemitism hosted at the Rady JCC [in Winnipeg]. So, we did a lot of prep work outside of the school with these guys to make sure they’d be ready for what they’d be experiencing.”

Chagnon referred to a recent study that found that only about 30% of Canadian high school students had awareness or knowledge of the Holocaust.

“I had always taught English here in the school in addition to history – novels like The Diary of Anne Frank – and these seem to be getting pushed to the wayside,” said Chagnon. “The younger generations these days, especially in a community like ours that doesn’t have a big Jewish population … it’s just something I don’t think parents have a lot of experience with and, so, it’s not passed onto the kids. So, if they don’t learn about it in school or as part of our programs or clubs, they maybe aren’t going to learn about it at all.”

The school had wanted to take more than 30 students on the March trip, but had to stick to that maximum for logistical reasons. Participating students had to fundraise to pay their way.

Madison Stojak, in Grade 12, and Anna Palidwor, in Grade 11, were both born and raised in rural Manitoba, and had little knowledge or interaction with Jews prior to attending Springfield Collegiate.

photo - Springfield Collegiate Institute student Ana Palidwor, left, teacher James Chagnon, centre, and student Madison Stojak — Springfield Collegiate Institute student Ana Palidwor, left, teacher James Chagnon, centre, and student Madison Stojak. *(photo by Jim Osler, SCI)*

“Hearing Holocaust survivors’ stories and then going to the camps, like Auschwitz and Birkenau … you could remember what the survivors said and picture it, what they must have gone through while they were there,” Palidwor told the Independent. “How we felt while we were there has stuck with everybody after we came back. Also, we’re more aware of the race issues that are out there… That’s definitely stuck with me … realizing it’s still here, wherever we go, the hate.”

While the school group was at the Warsaw Ghetto, a man on a motorbike drove by and gave the middle finger to a group of Israeli students who were standing beside them. “After all that, you’re just more aware of it, anywhere you go,” said Palidwor.

Both Stojak and Palidwor have talked about their experiences with family and friends.

“When I shared it with my family members, it was kind of surreal to them,” said Stojak. “They were like, ‘How could other people treat people like this? How could this happen? How come no one stopped it?’ They were questioning the same things I think all of us were questioning on the trip.”

“One of the strong points we really tried to push on the students, in terms of their learning, to understand, is that this isn’t the first time this has happened,” Chagnon said. “We definitely want it to be the last time, so we can’t just sit by and be passive bystanders anymore. When you see antisemitism, you are now obligated to call it out, draw attention to it, so we can change the way the world works.”

When the students returned from the trip, they were taken aback by some of the reaction they heard from fellow students who did not go.

Stojak said, “I hadn’t heard any comments before the trip like these – until they realized we were there … people started making rude comments … hateful comments. I think they were saying it to get us upset, and I also think that they’re really undereducated and don’t understand how serious it is.

“One comment someone said to me was, ‘Don’t touch me with your Holocaust hands!’ That’s what someone said to me. And, as soon as he said that, I said, ‘What did you just say?’ And he repeated it. I looked at him and said, ‘You didn’t just say that to me. That’s ridiculous. Do you know how many millions of people died there? That’s not something you should be saying.’

“I stood up immediately and shut it down,” said Stojak. “It made me feel sick to my stomach. How could someone make a comment like this? When he said that, I pictured standing there at Auschwitz or Birkenau and thinking, how could someone be so ignorant to say that?”

“These kinds of comments are making us want to be more active,” said Palidwor, “and to explain it to more people who weren’t there and tell them what the Holocaust is.”

photo - The 30 Springfield Collegiate Institute students, three parent chaperones and two teachers in the old town square in Krakow, Poland — The 30 Springfield Collegiate Institute students, three parent chaperones and two teachers in the old town square in Krakow, Poland. *(photo from SCI Students)*

One of the things that stuck in Chagnon’s mind from the trip was the incident with the Israeli students. He noticed that there were a dozen security personnel with the Israeli student group but none with the Canadian school group.

“One of my students said, ‘Wow, I didn’t understand how bad it was – that these kids on a school trip from Israel have to be accompanied by security guards,’” said Chagnon. “That kind of struck me and I made sure to point it out to my students. It gives you a bit of perspective for the Jewish community – how scared they must be all the time – that they can’t send students to learn about the history of their people, their culture and religion, without having to send security with them.”

Another thing that stood out for Chagnon occurred when the group was visiting a Jewish cemetery and noticed that locals use the cemetery as a bathroom stop for their dogs.

“I’m a guest in their country, but I was shaking, I was so angry,” he said. “I couldn’t believe people would show such indignity to a group of people who suffered so much already.

photo - The memorial at Mila 18 Ghetto Uprising site in Warsaw, Poland — The memorial at Mila 18 Ghetto Uprising site in Warsaw, Poland. *(photo by Jim Osler, SCI)*

“We had a nightly debrief at the end of every evening,” he continued, “where we sat around and talked about the day, how we felt about it and our reactions to it, and that’s one thing I brought up … that some of this stuff may seem to have gone away … maybe it isn’t as bad as it was, but that doesn’t mean it’s not there, just bubbling under the surface, waiting for an opportunity to pop up.

“For me, that’s the reason we did a trip like this, and I know Jim [Osler] feels the same way.… They say people who don’t study history are doomed to repeat it and, for me, that’s very true. You have to talk about these things, even the ugly things in history, so we don’t let it happen again.”

Rebeca Kuropatwa is a Winnipeg freelance writer.