Features
Bygone Winnipeg: A fictitous story based on true events: University of Manitoba Faculty of Medicine 1932-1944

By DAVID TOPPER Call me a witness. I was there and heard almost everything that’s relevant to this story.
Yet, thinking deeper, I guess you could call me a spy – well, at least, some may say that, for there was an element of skulduggery in my employment situation. It was all because of my father, who changed my name when I was born. Of course, we’re all born with a surname, but―
Wait. Let’s first go back to my grandfather, Moshe Levinstein, who was born in Russia, and who as a young man experienced a small pogrom – small in terms of later ones – which was enough to convince him to emigrate as fast as he could. Several people were killed, a house was burned down, and there was a rape – that ‘small’ event drove him to leave Russia, forever. He never looked back, even when Winnipeg, Canada turned out not to be quite the paradise he expected. Because he quickly found that anti-Semitism was endemic.
My father, Solomon Levinstein, while growing up, saw the struggle his parents went through being Jews in a Christian country (with the English majority Protestant, and the minority French Catholic), and he wanted to protect me as best he could when I was born. He wanted me to fit into the social fabric more than he ever could. And since I turned out to be a girl, there were even more barriers on my horizon – ‘closed doors,’ he called it. He told us that he was thinking about all this when I was still in my mother’s womb. You see, he liked to ‘plan ahead,’ which was another of his favourite phrases.
Oh, speaking of being in the womb: my grandmother died when my mother was eight months pregnant with me, and so I was supposed to be named some variation of Minnie Levinstein, as is the Jewish tradition. But since my father was obsessed with my fitting in better than he did, and he also wanted me to get through some otherwise ‘closed doors’ – I was named Mildred Evans. He said Evans and ‘Levins’ rhyme, and so do Millie and Minnie. It was also a nice Aryan-sounding name, “as the Germans would say,” he said.
Mind you, while growing up as Mildred Evans, I nonetheless didn’t hide my Jewishness. Indeed, I often went to synagogue on Saturday/Sabbath. But then, I also often went to church on Sunday and―
Um, I guess I need to explain that. You see, my best friend was Mary O’Brian, which tells you that she was probably Irish Catholic, which she was. Now, here’s my perspective in all of this. I was very precocious and very smart and I read a lot. I liked languages. On weekends I enjoyed Hebrew in the Synagogue and Latin in the Church. Two ancient languages, one dead except for the Christian Mass, and the other kept alive in prayer and Torah study. Plus, you must remember that Latin was still taught in schools at this time; it was part of a Liberal Arts education in the first half of the 20th century. Many universities required High School Latin for entrance to their freshman classes. As well, to me, the Mass was like an opera, with singing and those glorious organ pipes vibrating and echoing throughout the church. Mary and I, by-the-by, went to the beautiful Cathedral in St. Boniface, with the astonishing and huge Rose window. You see, there were no organs in any synagogue. And so, it was not so strange for this Jew to enjoy the Catholic Mass as a musical event. Think of Bach, a devout Lutheran, who wrote his wonderful Mass in B-minor.
Anyway, to me the Mass was a show, and it was free – well not completely free, since the church always passed around a collection basket near the end of the service – a sort of pay-what-may type thing, you could say. I remember that Mary, when I took her to her first synagogue service, was surprised that there was no collection at the end, especially since after the service there was an oneg in the social hall, with food galore. But I digress.
The service of the Mass, to me, was not entirely unfamiliar, since there were many prayers and texts that borrowed passages from what they called The Old Testament: many of the sayings of the prophets, Isaiah, Jeremiah, Ezekiel, and others. “But what about the stuff on Jesus?” you may be asking, eh? Well, you see, I read a lot of history, as I told Mary – and I must say she was shocked when I first told her this; although eventually she (well, sort of) agreed with me – well, I told her that Jesus was not a Christian, but a Jew named Yeshua, and he always was; ‘Jesus’ was the later Latinized name. He had some differences with the Jewish hierarchy at the time, along with problems with the Romans who occupied the Holy Land, so much so that they (the Romans) crucified him. It was after his death that Christianity was born, due in large part to the preaching and writing of a Jew name Saul, whose name was later Latinized to ‘Paul’ after he had a vision of the resurrected Yeshua/Jesus. Saul/Paul made a strong case for rejecting many Jewish practices (such as circumcision), so much so that his sect broke free from its Jewish root. They became known as ‘Christians,’ since Paul preached that Yeshua was the real messiah (or ‘anointed one’), which in Greek is ‘Kristos,’ later Latinized to ‘Christus.’
Mary laughed when I said that therefore you might call the birth of Christianity a Jewish conspiracy. “Oh Millie,” she said. “You’re so smart it sometimes scares me. What is going to happen to you?”
Good question.
So, what did happen to me? Well it helped being smart, that’s for sure. Very smart, indeed. But not pushy. No, not pushy or impudent in any way. Not at all. You see, I was (and still am) happy with less – a lot less than I probably could have had. Yes, I lived (and still live) parsimoniously.
Well, I got a university education with excellent grades (as you might expect) but I didn’t go any further, although I could have, and was encouraged to do so. But I saw the university system as a barrier to women. And I was not inclined to fight the system. As I said, I was satisfied with less. While still a student at the University of Manitoba, I got part-time secretarial jobs, since I was a fabulous typist and proof reader. Even before I graduated, I was offered a full-time position as a secretary in the English Department, since their long-time-serving woman was thinking of retiring. And in the end, after graduation, I got the job.
It was the best decision of my life, looking back on it. You see, in this job I could go home at 5pm to my modest house not far from the university and forget about the job until the next morning. In the warmer weather I could walk to and fro; although in the dead of winter I took the short bus ride. After all, it was Winnipeg. And at home I could read whatever I wanted. Play the piano. Do my art work: drawing (pencil and/or pen & ink) and painting (only watercolour). Listen to the radio. And I read as much as I wanted: lots of books, magazines, and newspapers. I got the New York Times Sunday edition in the mail every week; it was a bit late, of course, but there were so many articles of interest that it was a source of almost endless reading throughout the week. For example, I recently came across this quote from the famous Albert Einstein in an article about him: “Perhaps it is due to anti-Semitism that we can preserve ourselves as a race; at least, this is what I believe.” I’ve been thinking a lot lately about this, especially in light of what I am going to tell you later. Incidentally, when I was a student, there were no Jewish professors on the faculty. Even as late as the mid-1940s, there were still only four Jewish professors.
In contrast to my life, my boss’s home life was filled with lectures to prepare, and even on weekends there were papers to mark, exams to compose and later to mark. And so it went. He often told me I was fortunate to be able to start a book and just read it at my leisure, right through if I wished. He confided in me that he seldom had time to read half of what he wanted to. I believe he liked talking to me, since I was smart. He often asked my advice regarding even the content of the texts that I was typing for him. We got along swimmingly, as you might surmise. We had a very good rela―
Okay, before you start fantasizing further, let me stop you. There was nothing beyond our professional relationship. Nothing at all. Throughout the university, in all my jobs – nothing. No flirting, never. I had no affairs in those years in various secretarial positions, if that’s what you’re thinking. And here’s why: I am not attractive. I knew this in High School, and was satisfied with it. Remember, I like a simple life, and I discovered that this unattractive state makes life uncomplicated – or, at least, less complicated than it otherwise might be. I could see among my classmates in school that the (let’s call them) ‘attractive’ girls had a life that was a roller-coaster ride. Up, happy, being gleeful; down, way down, when a guy dumped them. Yes, I saw some girls get really down; had to take pills; some even admitted to hospital. I thought: who needs this crap? I don’t want those ups and downs; I want a straight ride, flat. “Yes, just flat,” as I told Mary. She laughed, “Well that’s not the only thing that’s flat for you, huh”? We both had a good laugh at that. Remember we were best friends, and each could take a joke.
So, I tell you: my so-called ‘unattractiveness’ was a gift. Which I took and ran with, you might say. Today, you see: I wear no make-up, have a simple straight hair-do extending below my ears but not touching my shoulders, wear loose and non-flashy blouses, have only skirts far below my knees, and I wear sensible shoes – namely, flats (oh, that word again). All this ensured that my relationships with the men under whom I worked at the university would remain strictly professional. Let’s put it this way. I always had a good night’s solo sleep, if you know what I mean.
Of course, this is not to say that I never had an intimate relationship with anyone, but rather that it was not with any of my bosses – and I will leave it at that, for this has gone far beyond the original topic. But – and I emphasize this – all this is not a digression, for I very much want you to know about me and my life at the University of Manitoba, so as to put this story into context and to show how and why what I am going to tell you should not only be believed, but also taken seriously.
Further, to set the stage: I got along well with my fellow all-female secretaries and other staff at the university. My plainness was interpreted as a sort of prissiness, which is not true, but they didn’t know that. As Mildred Evans, I was asked what church I went to, and I told them St. Boniface Cathedral, since I did go to it when my friend Mary and I were kids, so strictly speaking my answer was no lie. Although I know their question had a different meaning. (Incidentally, Mary is now married and living in Toronto, raising her four kids.) They then asked why I go all the way to the other city to attend church and I told them it was about the music and the organ. They understood, and asked no more.
Also, due to my modest behaviour, they questioned why I was not a nun, and it led to them jokingly calling me Sister Millie. I said there was no such St. Mildred, although this may not be true, but then what do Protestants know about saints? – since Luther, Calvin, and the others eschewed them, along with the Virgin Mary, from their theology. And speaking of joking: being ‘Sister Millie’ among these Protestants, I was in an opportune position to reprimand them when they occasionally told anti-Semitic jokes or made similar remarks. And I did. As an art-lover, I also took the occasions to lecture them on the destruction of so much art by the Protestants during the Reformation: defacing and burning paintings, smashing statues, destroying stained-glass windows, and more. They knew none of this; it was a shock to them. They were not taught such things in Sunday-school, they said.
And that brings me to the reason for telling you all this in the first place. For, as I began, I said I was a witness, or even a spy. But for what? Well, for what may be called the backroom conversations. The secret disc―
Wait, I’m getting ahead. Uh, let’s start here: After many years with the English Department, I was promoted to being secretary for the new Dean of Medicine, Dr. Warren Matthews. It began for me at end of term in late May 1932. Although the Dean’s term began in September, he occasionally came around during the summer months to bring things (books, files, and such) so that his office was ready in the fall. He got to know me a bit and seemed very pleased and comfortable with me. His wife, Eleanor, even came with him one summer day – I believe, to check me out. She was nicely dressed, looking very Anglo-Saxonish prim and proper, if there is such a thing. When she saw me, she first looked me straight in my eyes and, while she was saying some pleasantries, she panned down my body to my feet and back up to my face, and ended with a self-assured smile on her face. I passed, since I was clearly no threat to her sexuality, whatever there was of it.
I spent the summer getting adjusted to the new office, going through the files and sometimes reorganizing them my way, and changing some things around in the physical space of the office. For one thing, I preferred keeping my office door to the university closed, but with a COME IN sign, when I was there. I didn’t like the constant background noise and chatter, as well as obtrusive eyes walking past an open door. That summer, I also had lots of typing to do both for the new Dean and for others in the Department of Medicine.
By the fall, when the Dean came in for the new term, we could get right to work. And we did. We quickly developed a good working relationship. He was obviously comfortable with me, for he shortly said that I should just call him ‘Warren.’ Interestingly, he liked me keeping my door closed, since he preferred keeping his door open. He said he was a bit claustrophobic, plus he liked to hear my typing – it had a musical rhythm that he found restful. Importantly, this meant that I was privy to confidential remarks by the Dean and those who ran the administration of the university when they were in his office. In short, I was able to eavesdrop. And eavesdrop I did! And that’s why I’m telling you this.
But this spying came later. The reason I am telling you this is because of an event that took place not long after he got settled into his new office. I can still remember the day. It was first thing in the morning, and after the “how are you” etc., he told me to look at the records of students admitted to the Medical School in terms of their ethnic origin, particularly noting how many of them were Jews. “We already have too many Jews, Millie,” he said. It was a jolt, and although I’m sure I showed no visible signs of my reaction, internally I was shaken. So much so that I almost blew my cover. Yes, even as Mildred Evans, Sister Millie, it―
Well, it’s hard to explain. I was tempted, of course, to ask why, … but, of course, I didn’t. “I’ll get to it right away, Warren,” was the best thing I could say at the time, and I turned away walking toward a filing cabinet, as any loyal Anglo-Saxon secretary would do, but with shaking hands that I hid from my boss.
I found that on the application form there was a line for ‘racial origin,’ and so I was able to do my job. I discovered that throughout the 1920s there were usually about 64 students per year admitted, with 18-25% being Jewish. Other ethnic groups also came – Ukrainian, Polish, German, and so forth, but in smaller percentages. Most, not surprisingly, were Anglo-Saxon – good English stock, according to Warren. When I presented my finding to him, I added another category, and I prefaced it by saying that I hoped he didn’t think I was being impudent in doing so. It was the number of women admitted, which was very low – often none, sometimes one or two. Warren smiled and said it was fine for me to be “conscious of my sex” and he blushed after he said it. I think hearing himself saying the word ‘sex’ out-loud to me, well, it jolted him – the way, on the previous day, his word ‘Jews’ jolted me.
Subsequently, my eavesdropping elicited more examples of anti-Semitism endemic to the faculty, as he chatted in his office with other administrators, keeping his door open. They all agreed. “Too many pushy Jews.” “Since they invariably get high grades in school, if we don’t put a lid on the enrolment, soon they will all be Jews.” “If we don’t do something now, well Jews will take over the faculty.” “First the Jews and then Ukrainians or Poles.” “At least the Frenchies have their own college in St. Boniface.” And so it went – a litany of bigotry, discrimination, and prejudice straight from the mouths of the administrative faculty to the ears of Mildred Evans. At most, a few made mild queries as to the efficacy of it, and the possibility of “aggressive Jewish lawyers” filing a legal case against the practice.
In the end there was a quota system initiated for all incoming classes, keeping the Jewish enrolment low. In 1936, for example, only nine got in. In later years even fewer. Out of 60 or more students, sometimes only four to six were Jewish. Of course, this meant that Anglo-Saxon students with far lower grades than Jewish students were admitted in place of them. And this was for a school to train physicians, dealing with life and death. “Just what we need – dumber doctors,” I told my Jewish friends. You see, I didn’t hide my clandestine information. I told anyone who would listen to me. Unfortunately, where it might make a difference, I got indifference, brought on by fear. Rabbis were afraid to do anything. They went along with the quota rule. “Don’t make waves, things could get worse,” was a standard response. Yes, they went along with the quota system. “Don’t look like a ‘pushy Jew,’ at least we get the ones that we get,” I was told. “Look, honey, be happy with four to six doctors a year,” I was told to my face by a rabbi’s wife. The same thing from the Jewish establishment. The B’nai Brith was afraid to do anything because it might backfire and only make matters worse. Similarly, for the Canadian Jewish Congress, which was reluctant to get involved in this Winnipeg issue. “What wimps,” I told my friends. I did the best I could. I didn’t blow my cover.
For me this thing came to a head in 1943, when the med school again turned down many Jewish and some other ‘ethnic’ students, so as to admit Anglo-Saxon students with (in this case) not only lower grades – but they also admitted some students who didn’t even pass their university exams and thus were required to go to summer school! To me, this was the last straw. The Jewish students’ Avakah Zionist Society got wind of this and began to bring all this out into the open. They eventually got the help of a Jewish lawyer and, yes, a fuss was raised and pressure was put on the Board of the University of Manitoba.
Finally, in 1944, after a dozen years of overt discrimination, the Medical School removed the racial and religious categories in their application. The quota rule finally ended. I celebrated with my Jewish friends. And, yes, Mildred “Prissy” Evans got a little tipsy.
Speaking of celebrating. In 1949, Dr. Warren Matthews was awarded an Honourary Doctor of Laws for his dedicated service to the University. I was invited to a private party for him, but I made up some excuse as to why I couldn’t make it. You see, I was afraid that if I did go, I would not be able to control myself, and proper Mildred Evans, aka Sister Millie, would perform the very unladylike act of making a scene by copiously spitting into the party’s punch bowl.
* * *
Features
Big Numbers, Small Print: Why Simpler Promotions Often Deliver More
Few things catch the eye more than a giant red sign advertising a 50% discount on a popular product. Just seeing it makes shoppers feel they’ve struck gold. However, experienced shoppers aren’t easily convinced, having seen many impressive offers shrink to next to nothing by the time they reach the checkout. The headline-grabbing number is rarely the full story.
Most of the gap between the advertised saving and the one found at the till comes down to the small print. Conditions, thresholds and expiry dates can all chip away at the discount. That’s why a modest promotion can sometimes offer better value for money, even if it doesn’t look as appealing on the poster.
Why Bigger Doesn’t Always Mean Better
Large discounts, cashback promises and bonus rewards are expressly designed to stand out. They are bright, bold and hard to ignore. Still, the advertised value doesn’t always translate into the same real-world benefit. A promotion is only worth what the customer can use, and the conditions behind it, not the headline figure, determine that.
Imagine two clothing stores on the same floor of a mall. One is offering a 30% discount on purchases over $200. The other offers 10% off everything with no underlying conditions. A shopper looking for a $60 pair of jeans will get a guaranteed $6 off at the second store, and nothing at the first. In this case, the smaller offer gives the customer greater value.
This doesn’t mean a smaller promotion is always best. A person spending $300 in a shop will get the better savings at the first store. When studying competing offers, the real question is which deal best fits the customer’s spending intent in that moment.
The Fine Print Behind Everyday Offers
Conditions are a part of modern-day promotions. Common conditions include minimum spending levels, limits on qualifying products and specific redemption windows. Others tie rewards to loyalty program membership or require extra steps before the reward unlocks.
Reward schemes are a clear example. A coffee chain might award loyalty points for every order, which customers can redeem for a free coffee on a future visit. A grocery store might add store credit onto a shopper’s loyalty card but tie it to a 30-day validity period. Both offers hold genuine value, but only if customers return.
Neither offer is unreasonable, as businesses need to manage costs while encouraging customers to return. But sometimes, having the extra condition makes customers pause and question what an offer is really worth.
Where Simpler Rewards Pull Ahead
When a promotion has few conditions, it holds an advantage over others because it is easy to understand. A straightforward discount or a free item with no extra steps before redemption leaves little room for confusion. Shoppers know what they are getting, and the reward’s value is clear.
This differs from an offer that requires shoppers to make two separate purchases, complete a mail-in form and then wait six weeks for a rebate cheque. The rebate reward might be bigger, but many people never get far enough to claim it because the steps are too confusing or too long-winded. When the offer isn’t claimed, the advertised value means nothing.
The same distinction is visible across digital entertainment. An online casino offering free spins, for example, often includes clauses such as wagering requirements. This means that any winnings that come from these free spins can only be withdrawn once their total value has been bet through a set number of times. Yet some casinos understand that an offer with no wagering requirements is a good promotion that carries real weight among players.
Even so, these promotions are often not free of all conditions. Many casino offers are restricted by caps on winnings, short validity periods and a limit on which games can be played.
Same Principle, Different Industries
Travel companies also follow a similar promotional pattern. A cheap city break in Vancouver or a discounted cottage stay may appear only on certain dates or may include a non-refundable clause. Blackout periods are also common, meaning the discount can’t be used during busy times.
Subscription services often go down a slightly different route, with a low introductory price that increases after a few months. Many tie the reduced price to contract length, meaning a longer contract comes with a lower introductory price. Bundling services is another way to reduce prices. However, the value only exists when the customer actually uses all of the services they buy.
Video games work similarly, with in-game currency and other bonuses available to players in exchange for a set number of daily logins or for completing certain challenges within the game. While the industries vary, the underlying concept remains consistent. Rewards are available, but the value depends on what the customer needs to do to get them.
Why Businesses Build Complicated Offers
Consumers often blame companies and come to the belief that promotions are designed to trip shoppers up. However, the truth is more practical.
Promotions also need to benefit the business. Minimum spend thresholds and loyalty point accrual encourage customers to fill their baskets before checkout or give them a reason to return. Similarly, limited-time offers prompt immediate action by creating a sense of urgency. These are normal marketing tactics, and when implemented correctly, they deliver real benefits to both parties.
When a program is well designed, customers can earn consistent rewards over time rather than relying on a large upfront discount. If the business can balance its offers with clear explanations of the conditions behind them, customers are far less likely to be caught out.
How to Weigh Up an Offer Beyond the Headline
A simple way to judge a promotion’s value is to ask a few basic questions. What is the advertised saving or reward? Does it have any additional spending requirements to unlock? Are there any time limits for claiming the reward? And does the shopper meet the eligibility requirements in the first place?
Then it’s important to look at what the offer actually is and whether it is something that will be used. An offer that pushes a customer to buy something they never normally buy doesn’t really represent a saving.
An offer on a music streaming service is only useful for someone who listens to music. For someone who doesn’t even listen to music, the deal has no value, even at a reduced cost.
Reading Past the Headline
Big discounts and rewards can be highly beneficial, but only when customers understand the difference between the advertised value and what they’ll actually receive. A 30% discount that goes unused is worth nothing, while a 10% discount that applies to every purchase can offer real savings.
Although simple promotions tend to offer greater clarity surrounding conditions, more complex promotions can still be beneficial, provided they align with the customer’s existing plans or spending habits. However good the offer may seem, it is essential to weigh the value against the cost of obtaining it.
Features
Why Teachers Are Exploring Sound Buttons for Classroom Activities
A single correct-answer chime can make a shy student sit up a little straighter. Teachers notice moments like that. Small sounds change how a room feels, and how a room feels shapes how students learn.
That is why more teachers are exploring sound buttons. One tap plays a drum roll before a quiz answer, applause for a finished project, or a ding to start a new task. The tools are free, quick to use, and fit almost any subject. They give teachers a fresh way to keep students curious and involved.
What Is Drawing Teachers to Sound Buttons?
Teachers are always looking for simple ways to keep students engaged. Many classroom tools take time to set up, need training, or cost money. Sound buttons avoid all three. A teacher can open a page, tap a sound, and see the whole class react.
Students also respond to sound almost instantly. A sudden drum roll grabs attention faster than a spoken reminder. A cheerful sound rewards effort without stopping the lesson. These quick reactions make sound buttons feel useful from day one.
Flexibility adds to the appeal. The same set of sounds works for a morning math quiz and an afternoon story. Teachers can match each sound to the activity’s mood.
How Do Sound Buttons Change the Feel of Classroom Activities?
Many classroom activities follow a familiar routine. Students answer, the teacher responds, and the lesson moves on. Adding sound breaks that pattern in a positive way. Used by teachers in a variety of classroom activities, SoundButtonsLab.com is a free soundboard offering sound buttons for classroom activities and sound effects for children’s pronunciation training. The site notes, “A simple sound can change how a whole class responds to an ordinary moment in the lesson.”
That change often shows up in student energy. A drum roll before an answer makes everyone lean in and wait. A cheer after a correct response turns one student’s win into a shared moment. Even quiet students tend to join in when the activity feels like a game.
Sound also adds structure. When each sound means something specific, students learn the routine quickly. A ding can mean start, and a chime can mean stop. That predictability helps lessons run smoothly with fewer reminders.
What Does Research Say About Game-Like Learning?
Adding game elements to lessons is more than a fun trick. A meta-analysis by Michael Sailer and Lisa Homner reviewed studies on gamification in learning. They found small but positive effects on students’ learning, motivation, and behavior.
Sound buttons bring several game elements into a classroom at once. They add suspense, instant feedback, and moments of celebration. A quiz with a drum roll and a correct-answer chime feels closer to a game show than a test. When students enjoy the format, they are more willing to practice and try again after mistakes.
Which Classroom Activities Work Best With Sound Buttons?
Sound buttons fit nearly any lesson, but some activities benefit the most. These four are easy places to start:
Quiz Games
Quizzes become exciting with a drum roll before each answer and a chime for correct ones. Teams can compete for points while the sounds keep energy high. Students often ask for review games once sounds become part of the routine. Keeping the wrong-answer sounds gentle so no one feels embarrassed.
Reading and Pronunciation Practice
Teachers can record words or sounds on buttons for students to hear again and again. Kids tap, listen, and repeat until the pronunciation feels natural. Hearing the same clear model every time helps them notice small differences. A cheering sound rewards each new word they master.
Transitions and Routines
Moving between activities can waste valuable class time. A short ding can signal clean-up time, and another sound can mark the start of a new task. Students learn these cues quickly and respond without repeated instructions. Smooth transitions leave more time for learning.
Celebrations and Rewards
Applause or kids cheering can mark a finished project or a goal reached. These sounds make effort feel noticed and valued. Save big celebrations for real milestones, so they keep their meaning. A small reward sound can still mark everyday wins.

How Do Sound Buttons Help Different Kinds of Learners?
Every class includes students with different strengths and comfort levels. Some speak up easily, while others hold back. Sound buttons give quieter students a low-pressure way to join in.
Engagement matters for every learner. A review by Jennifer Fredricks, Phyllis Blumenfeld, and Alison Paris described engagement as behavioral, emotional, and cognitive. Students who feel involved are more likely to stay focused and keep trying. Sound buttons touch all three areas. Students act on cues, enjoy each sound, and think ahead to the next question.
How Can Teachers Get Started Without Overdoing It?
Start small. One or two sounds used well beat a dozen used randomly. Try these simple steps:
- Pick one sound for attention and one for celebration.
- Explain what each sound means before using it.
- Preview every sound to make sure it fits the age group.
- Keep the volume comfortable for the whole room.
Once students know the routine, add new sounds slowly. Let students suggest favorites now and then to keep things fresh. A thoughtful start keeps sound buttons fun for months instead of days.
Features
Arabs in the coalition – yes or no?
By MARTY GREEN The Jewish People are facing a moment of decision today which will define who we are for generations to come. Should we, or should we not, form a coalition government with the Arab parties?
There was a moment in our recent history where we faced a parallel question…or, if not in our actual history, at least in the historical narrative which defines us. I am talking about Leon Uris’s masterwork, “Exodus”. I read it as a teenager, and I can’t imagine that there are many Jews my age whose worldview was not fundamentally influenced by that story.
Our protagonist, Ari Ben Canaan, grew up close to the Arab village of Abu Yesha, where he became close friends with the mukhtar‘s son, Taha. Now, twenty years later, on the eve of the War of Independence, Taha’s father is gone and the young man is now the village leader. Arab irregulars have made themselves at home in the village, and are preparing there for the coming assault on Gan Dafna. Ari goes to see his old friend to ask for cooperation. (I am paraphrasing here:)
“You said we would always be friends.”|
“Times have changed. I am an Arab.”
“You are first of all a human being.”
“What do you expect me to do?”
“If you don’t rein in the irregulars we will have to attack Abu Yesha.”
“Is that what you want to do?”
“What do you expect me to do?”
The two are at an impasse. Then Taha speaks: “You said we were brothers, didn’t you? Well, if that is true, if you really meant it, then give me Jordana. Yes, give me your sister to be my wife; to bear my children…”
Ari’s fist shot out, sending Taha sprawling to a corner. He leaps up and instinctively grabs his knife and raises it towards Ari…
Now, let us pause in the telling, because I remember how I felt when I read this as a teenager. And I feel very differently when I read it today. Who was in the wrong? Was Taha in the wrong for demanding Jordana as a sign of brotherhood? Or was Ari wrong for responding with outrage?
I am all but certain that the answer to those questions is glaringly obvious to everyone who is reading here. And I am further all but certain that half of you choose Answer A and half of you choose Answer B.
Because that is exactly how the Jewish People appear to be divided on the question of whether or not to form a coaltion with the Arab parties who hold the balance of power. And the decision we make will have consequences just as far-reaching as the (fictional) decision made in the spur of the moment 80 years ago in the village of Abu Yesha.
Ari stood there dumbfounded by what he had done, unable to find the words to explain. But Taha understood perfectly well.
“Never mind”, he spoke. “You’ve told me everything I need to know. Now get out of my house, zhid!”
(It happens that the only copy of Exodus in my possession is an old samizdat version from the Soviet Union, kindly given to me many years ago by an elderly Russian immigrant. I couldn’t resist the chance to offer Taha’s final words using that particularly expressive insult from the Russian original. It also explains why my quoted passages are inexact, having passed from English to Russian and back again.)
And what is my point with all of this? It is the question of whether we should offer the Arab parties a place in the coalition government. From reading the online discussions, it is quite clear to me that we are just as divided on this question as we are on the Exodus question…should we or shouldn’t we. And each opposing side is equally vehement in the certainty that they are right.
What I can tell you for sure, is that if we make the choice which I fear, it will be just as it was between Ari and Taha. |If we manage to cobble together a coalition of parties that have nothing in common except a determination to keep 20% of our population out of the seats of power, we will have told the Arabs everything they need to know. I can only hope against hope that Eisenkot has the courage to do the right thing.
Ed. note: If you don’t remember this scene from the movie, that’s because it was only in the book.

