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Gray Academy excels at online teaching during pandemic with ‘Gray Away”

Gray Academy students Ethan (Gr. 9)
and Annie (Gr. 6)

By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.

While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.

Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”

How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”

Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”

School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)

Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”

Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”

Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).

Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”

Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.

I asked whether there is a full slate of classes, including Judaic studies, for all students?

Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”

I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?

Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”

Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.

Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”

I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”

Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.

“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.

Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.

Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.

Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”

Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”

Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.

Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s

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Community leader Sheldon Zamick role model of perseverance despite life’s vicissitudes 

By MYRON LOVE For Sheldon Zamick, life is a marathon, not a sprint – and there is always more to learn. In a life marked by struggles, he has overcome adversity and written a story of success both in business and community leadership.
Over the years, he has given of his time and experience to a great variety of charitable organization – including the Jewish Federation, the CJA, the JNF, Canadian Associates of Ben-Gurion University of the Negev, the Canadian Magen David Adom, the Shaarey Zedek Synagogue (he is currently the Board’s finance chair), the Canadian Museum for Human Rights, Mount Carmel Clinic, the Variety Club, Muscular Dystrophy, Habitat for Humanity, Siloam Mission, and the Canadian Institute for the Blind. The most recent charitable organization that has benefited from his leadership has been the Lake Winnipeg Research Consortium.
He took on his most recent challenge as executive director of the Lake Winnipeg Research Consortium last year after stepping away from a 40-year career in real estate sales.  “This is a really big responsibility,” he says of taking the helm of the LWRC.
 
As noted on the LWRC webpage, the organization was founded in 1998 “to facilitate scientific research on Lake Winnipeg following evidence of water quality deterioration related to the 1997 Red River ‘Flood of the Century’. The LWRC was incorporated in Manitoba in 2001 and received charitable status in 2008”.
 
“Our organization does vital research in regard to Lake Winnipeg,” Zamick points out.  “Our 328-ton, 110-foot-long ship, the MV Namao – which celebrated its 50th birthday this past August (during which over 1200 supporters toured the boat)  in Gimli – is out regularly in the spring, summer and fall on Lake Winnipeg taking water samples. We provide the research platform for scientists to conduct research with regard to climate change and the state of the lake and fish population.  We offer science education year round, group tours and summer camp programs for kids.” 
He adds that the consortium works closely with many stakeholders, including the Universities of Manitoba and Winnipeg, and receives funding from the Winnipeg Foundation, the Canada Water Agency, Manitoba Hydro, the Manitoba Government, the City of Winnipeg, the town of  Gimli,  other municipalities and many individual donors.
 
“It has been great getting the opportunity to meet with various government officials, research partners and donors,” he says.
 
Sheldon Zamick is a role model demonstrating that an individual growing up in humble surroundings and having to deal with adverse circumstances can succeed in life.  He recalls how he had to go to work early in life – at the age of 12 –  to help support his family. “We moved around a lot when I was growing up in the North End  because my parents could never afford to buy their own home,” he recounts.  “That is what drew me to a career in real estate.”
 
His first job, he says, was peeling potatoes in the basement at Kelekis (a long gone North End Winnipeg restaurant which those of us of a certain age still fondly remember).  “I had to learn at an early age to be self-sufficient,” he notes.
 
In his university days, he worked part time as a corrrections officer – taking as many shifts he could get – at the Winnipeg Remand Centre.
 
He also demonstrated his leadership capacity at an early age.  At 17, he served as president of the USY chapter at the former Rosh Pina Synagogue (even though his parents couldn’t afford to be members of the shul).  

After graduating from the University of Manitoba with degrees in Economics and Psychology, he founded TV Facts Magazine, a free weekly TV and shopping guide which some readers may remember. “TV Facts was part of an international chain of publications,” he recounts. “I had to travel to New York to learn how to run a magazine. At our peak, we were putting out 50,000 copies a week – which were available in over 500 locations.”
It was in 1985 that Zamick pursued his interest in becoming a realtor – a profession in which he excelled.  Over 40 years as a realtor, he received numerous sales awards, also recognition for his leadership role in his profession and his numerous contributions to the wider community.  In the former field, he served for five years as a member of the Winnipeg Real Estate Board, including a term as treasurer and chairing the Government Relations committee.  
In 2013-14, he was elected as a director of the 120,000-member Canadian Real Estate Association.
Zamick was recruited into volunteering in the Jewish community, he notes, in the mid-1980s by Laurie Goldberg and the late Larry Rosenberg, who were co-chairs of the Federation’s Young Adult Division.   Sheldon subsequently served as co-chair –with Sid Halpern – of the 1987-88 Combined Jewish Appeal’s New Gifts Division. 
“We were responsible for contacting members of the community who hadn’t given for a long time,” he explains. “We were really successful in persuading many of  them to contribute to the campaign and (by extension) the community.”
That year, he and current outgoing Federation president Paula Parks were nominated to receive our community’s Young Leadership award. Zamick was presented with the Harry Silverberg Young Leader of Distinction Award by Nora Kaufman, the late Harry Silverberg’s daughter.
He later served as the CJA’s campaign director from 1989 to 1992.  “During the 1989-90 campaign – that included Operation Exodus (aimed to help Jews leave the dying Soviet Union) – we raised an extra $2 million- bringing in a total of $6-million that year.”
In 1992, Zamick was afflicted with a condition that might have derailed a lesser individual. He was diagnosed with Retinitis Pigmentosa, a condition that left him legally blind.   The ever resilient Zamick however took the diagnosis in stride.  In 2022, he told an online publication called “Slideshare” that, after the diagnosis, he chose to be thankful for what he had rather than focus on what he had lost.
He added that while legally blind, he still has some sight in certain lighting. “It is a unique way to live,” he told Slideshare,  “but you have to adapt to it and I haven’t let it stop me.”
He has been helped immensely by his longtime, supportive wife, Florence.
Typically, following his diagnosis, he threw himself into volunteering with the Canadian National Institute of the Blind. He served on the board of the CNIB for 16 years and was a leader in raising the funds one year – when the CNIB was facing government cutbacks.
Zamick is planning to retire from his current position at the end of this month. He says that he and Florence are looking forward to spending more time with family and friends, travelling –a pasttime they both enjoy, and getting together with their children – Natalie in Toronto and Steven and his wife Ally, along with granddaughters Isabella and  Mikayla in Montreal.
He is however, still open to new possibilities.  “You never know who might call next,” he observes.

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Local author Avra Love (yes, my daughter) scores three book deal with new Jersey-based Scribal Scion Publishing

By MYRON LOVE Avra Love’s first children’s book has just been released.  “Don’t Wake Mommy! A Story About Honouring Parents”  is part of a three-book deal that Avra signed with James Gershfield, the president of New Jersey-based Scribal Scion Publishing. The book focuses on Aaron, a Jewish little boy who loves his parents dearly and is always trying to please them.
In “Don’t Wake Mommy!”, Aaron is trying to be considerate of his mommy, who is trying to get some sleep.  So, when he discovers water leaking in the basement, he tries to deal with the problem himself – without having to wake his mother – with predictable results.
“Don’t Wake Mommy!” is Avra’s second published book. She published her first, a book of short stories called “Into the Junk Drawer and Other Stories” on Amazon in the spring of 2022. The book sold well – around 250 copies and received very positive comments from many of its readers.
“I have been writing for as long as i can remember,” she comments.  “Over the years, I have dabbled in prose and poetry, short stories and longer pieces.”
She began writing the stories that make up “Into the Junk Drawer” shortly after giving birth to her son, Ares, in late 2021.  The book consists of a collection of 35 stories – each two to three pages long and each with a moral or a twist at the end.
She became aware of James Gershfield in the summer of 2024 after I wrote a couple of stories about him in the Jewish Post about biographies he had written about his parents, former Winnipeggers Rabbi Edward and Toby Gershfield.  His mother was a granddaughter of the late revered Rabbi Israel Kahanovitch.
James Gershfield published both books through Scribal Scion Publishing, which he founded two years after retiring from a 40-year career as a software developer. Scribal Scion Publishing focuses on Jewish books that inspire and comfort. Genres include memoir, biography, religion, and comfort for mourners, as well as children’s books.
In a comment to Avra, Gershfield wrote that “I think you have a great talent for coming up with fun stories for kids – stories that also teach some valuable lessons”.
Avra reports that she wrote the draft of “Don’t Wake Mommy!” several years ago.  “Working with James, I learned a lot about the unique features of writing children’s stories. While the process (of publishing) took longer than I expected, I am very happy with the final result.”
She notes that the second book in the series – “Taking Care of Mommy” – should be out next year and  the third ,‘”Aaron’s Buried Treasure” – the year after that.  In the meantime, she has another group of short stories almost ready for publication and is working on a Chanukah craft fair murder mystery.
“Don’t Wake Mommy!” is available online at Amazon or you can call 204 334-4961 to get your copy.

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Lifelong friend of Israel and the Jewish people John Plantz is the epitome of humility

Irene & John Plantz

By MYRON LOVE In the Torah, the prophet Micah, asks the question: “O man. What does the Lord require of you?” to which the Lord responds: “to act justly and to love mercy and to walk humbly with your God.”
 
John  Plantz tries to live those precepts every day.  Though recently retired as the Christian Friends of Israel’s director, the lifelong supporter of Israel and our local Jewish community has been and remains actively involved as a volunteer in several of our institutions, among them Canadian Magen David Adom, Friends of JNF Canada, Canadian Associates of Ben-Gurion University of the Negev, Canadian Friends of Haifa University, Leket Canada, Operation Lifeshield, and the Jewish Foundation of Manitoba. (He and his wife, Irene, were Endowment Book of life singers a few years back.)
 
I first met John Plantz more than 25 years ago when I joined the board of the old Jewish Public Library; he was the volunteer librarian back then – and he told me his story.
 
His first encounters with Jews came while he was growing up near the former Jewish farm colony at Camper – about a two hour drive northwest of Winnipeg.  “It was one of the Baron Hirsch farm colonies,” he recalled.  (Hirsch started several Jewish farm colonies in Western Canada and Argentina in the late 19th and early 20th centuries.)  When I was a kid, there were still a lot of Jewish families in the area.”
 
Post high school Plantz found himself adrift – unsure of what he wanted to do with his life.  He worked in construction for a time, tried joining the RCMP (but they weren’t taking on any new recruits at that time) – and contemplated going to university. He also thought about playing professional baseball.
 
Then he heard about an evangelical bible school – Briercrest College and Seminary – in west central Saskatchewan, and applied for admission. He says that he was initially attracted to the institution because of its sports program. However, he also found himself becoming increasingly interested in the Bible and became a devout  Christian.  His experience at Briercrest further fostered his passion for Israel.

In 1979, he graduated with a Bachelor of Religious Education and a teaching certificate. In 1983, John married Irene Plett. He recalls that, at the reception, he suddenly leaned over to his new bride and said, “One day, I’m going to Israel.”
 
From 1978 to1988, he worked as a youth pastor and as a “circuit preacher” in northern Manitoba and Saskatchewan. In 1989 he decided to go back to school, to attend Briercrest Seminary to obtain his Masters of Ministry with studies in archaeology in Israel.

“As I studied the Bible more intently,” he recalls, “one of my professors suggested that if I really wanted to understand the Bible better, I should hear it taught from a Jewish perspective.”
 
To that end, in 1991, he began attending the Beth Jacob Synagogue in Regina. He went to Shabbat services regularly for a year and became friendly with the rabbi.  One day, after Shabbat service, the Rabbi asked him if he was Jewish because he had a Jewish friend with the same last name.
“My plans to visit Israel were already in the works,” he says, “and so I tucked this away as something I should pursue while there.”
 
In Israel that first time – the first of many visits to Israel – 28 at last count –  he took archaeology courses at the Hebrew University and went on some digs.  He also looked into his surname and found that it was a Hungarian Jewish name.
 
When he returned to Canada, he asked his grandfather, Ralph Plantz, whether he was, in fact, Jewish, his grandfather acknowledged that he did have Jewish ancestry.  When John asked why his grandfather had never mentioned it before, the response was that no one asked.
 
“My ‘zaida’ (which is how John now refers to his late grandfather) always encouraged us to treat Jewish people with respect,” John notes.
 
While still a devoted Christian, he says that he does consider himself Jewish.
 
After coming back from Israel that first time John began volunteering with Christian Friends of Israel.  He also began volunteering at the old Jewish Public Library.
 
“I loved being at the library,” he reminisces. “I had studied both Hebrew and Yiddish so I could work comfortably with the collection.”
 
He speaks fondly about some of the regulars who visited the library. “I learned a lot from them,” he says.
 
He remembers the late Noach Witman in particular.  “Noach was one of the kindest men I have ever known,” he says. 
 
(Witman was the founder and long time host of the Jewish radio hour Sunday afternoons – which is still on the air every Sunday from 1:30 to 2:30 on CHJS radio 810 on the am dial.)
 
During that time, Plantz began to attend north Winnipeg synagogues on Shabbat and volunteer for a number of Winnipeg-based Israel fundraising organizations.
 
In 2018, he assumed the role of Manitoba Director of Christian Friends of Israel, a position he just retired from at the end of August.  He declares however, that he will continue to work on behalf of Israel and the Jewish people as long as he is able.
 
He is proud to report that his seven children all share his and Irene’s passion for the Children of Israel and all helped out at the Jewish Public Library.  “All five of my sons took Yiddish lessons and one of my daughters studied Hebrew,” he says.
 
Plantz quotes the Prophet Jeremiah as declaring that  – to paraphrase – as long as the sun, the moon and the stars are in the sky, “the seed of Israel shall not cease from being a nation before me”.
 
“And so must be our love for the Jewish People and Israel,” Plantz concludes.     

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