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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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New play structure – “Gan Reut” (Friendship Garden) opens at Asper Campus

By BERNIE BELLAN It was a gorgeous Friday afternoon, October 3, when Lori Binder, Gray Academy Head of School (also Board of Jewish Education CEO) welcomed about 40 individuals to the opening of a brand new play structure on the Asper Campus – situated exactly where the old play structure (which had opened in 1997 with the opening of the campus) had been.
Most of the individuals who were there that day had played a role helping to see the new play structure built – either as donors, or as members of organizations that had participated in the planning and construction of the new play structure.

Gray Academy CEO Lori Binder

As Binder explained, “We wanted to call this the Friendship Garden. We wanted it to have a Hebrew name. ‘Reut’ – play, is the language of friendship and it’s also the language of learning. And so today for the very first time, as our kids were watching the structure be built – and that too was also an amazing learning tool, they began to learn to use the structure.”

Why was there a need for a new playground, some might wonder – when the old one was only 28 years old?

Binder cited several reasons for wanting a new play structure: “A lot of injuries were happening because there was pea gravel, and the pea gravel was surrounded by a border of wood. And if you did not have the ability to step over or walk through the pea gravel, you could potentially have an injury.”
She added that “pea gravel is only used in 3% of playgrounds today because you might skid and need a bandaid or have a cut.”

“But we also recognized that with the broken structure and the inability for all children in our community to play we wanted to begin to envision a new structure,” Binder added.

The actual project took shape in a relatively short period of time. Design and construction was handled by a company known as Playgrounds R Us. President of the company, Matt Lacroix, noted that “typically a playground of not even this size” would take much longer to plan and build.
“We typically work with schools probably three to five years, sometimes two. So, from start to finish, for us to start a year and a half ago to now is pretty phenomenal,” Lacroix observed.

The structure can even accommodate a child in a wheelchair – as seen in the photo above, where the young girl seated has casts on both one of her arms and one of her legs

There are many new innovations included in Gan Reut, including the resilient rubber foundation, the handicap accessible play structures (that can even accommodate children in wheelchairs) and, on an unexpectedly hot October day – something that proved to be most welcome: shade everywhere you went.

Getting the project done required cooperation among Gray Academy, the Rady JCC, and the Asper Campus. When Binder first approached the Jewish Foundation for funding assistance, however, she said that initially, “we got denied.” However, rather than that being an impediment to moving forward, Binder said “it turned out to be a blessing.”

The reason, she explained, is the Jewish Foundation “plays such an integral role in matching us with potential donors, helping us bring something to light or getting something started.”
In the case of the playground project, it was the Rich family, led by Gavin Rich, who stepped up as lead donors. There were many other donors as well. (You can see all the donors’ names in the accompanying photo.) Also, the Jewish Foundation did come through with a grant – for the rubber foundation.

Names of all the donors

Binder spoke of the important role that play serves in children’s development: “Diane Ackerman states that play is the brain’s favourite way of learning. And if you go into the daycare or into any of our early childhood classrooms, you will see that they learn through play. Dr. Stewart Brown notes that nothing lights up a child’s brain-like play. And I bet some of you will want to also play because even at as adults, we like to play.”

The blue and white colour of the playground was also a deliberate choice, Binder noted. “Blue and white,” she suggested, was “very purposely chosen to match the colour of the Israeli flag and give us a reminder every day of coming to this amazing Jewish community campus.”

When it came to planning what would go into the playground, Binder thanked Rob Berkowits from the Rady JCC and Curtis Martin from the Asper Jewish Community Campus, “who were along for the journey…We also have many of our educators, an occupational therapist, early childhood specialists, elementary specialists, student life coordinators, all coming together with all of the different ideas.”

“I have to say it is overwhelming,” Binder added. “I’ve not really been involved in such a renovation project; it’s hard to make decisions. You can have a million different kinds of playgrounds.”

Not only will the playground, however, serve as a major enhancement to be enjoyed by students at Gray Academy and the Rady JCC daycare during weekdays, it will be open to everyone in the community 24/7, Binder noted.

Rady JCC CEO Rob Berkowits

Following Binder’s remarks, attendees heard from Rob Berkowits, CEO of the Rady JCC, who acknowledged the key role Binder had played in bringing the project to fruition: “I want to extend a heartfelt thanks to Lori Binder, Head of School at Gray Academy, for unwavering leadership in bringing this vision to life.”

Member of Asper Jewish Community Campus Board Jill Winograd

Finally, Jill Winograd, who was representing the Asper Jewish Community Campus, offered remarks: “Spaces like this are more than slides or swings. They’re about belonging, imagination, and giving kids a safe place to grow together. So this project wasn’t about starting fresh, but renewal, taking something well used.

“So what makes this playground matter isn’t just the newer equipment or the safer surfaces, but the thoughtfulness behind it. Accessible roots, quiet corners. And spaces that welcome kids, parents and grandparents together. It’s built for inclusion and community. And I think grandparents is such a key word here because it’s really so lovely to see from our sponsors how many are in memory of grandparents and how special that time is at the playground for them.”

Ribbon cutting by Gavin Rich and Marni Slonim

And, with that – and a ceremonial ribbon cutting by Gavin Rich and Marni Slonim, Grade 2 students from Gray Academy descended upon the structure – many with parents in tow, to demonstrate all the many features of the beautiful new playground.

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Gray Academy registration numbers continuing their upward trajectory

Gray Academy Head of School Lori Binder

By MYRON LOVE Lori Binder, Gray Academy’s Head of School and CEO of the Winnipeg Board of Jewish Education, is happy to report that this year’s enrolment stands at 517 – the highest back-to-school number since 2013-2014.  “We have had to add a second Junior Kindergarten class and, for the second consecutive year, a third kindergarten class,” she says.
Gray Academy students speak of feeling safe and being able to connect with their roots.  As Binder points out, many of the students have parents and even grandparents who attended Gray Academy or its founding high school, Joseph Wolinsky Collegiate. In addition, 25% of the staff are Gray Academy alumni. 
 
The school also plays an integral role in helping families moving to Winnipeg from Israel, Argentina, Brazil and other countries to adapt to their new homes.  Over the past two years, the EAL (English as an additional language) program has expanded significantly to accommodate growing needs.
Gray Academy is one of the only JK-12 Jewish day schools in Canada. The school remains committed to academic excellence, along with programming that builds community and connection. Gray Academy was the first Jewish day school in Canada to receive accreditation from Canadian Accredited Independent Schools (CAIS), a community of independent schools that meet and exceed rigorous national standards that inspire excellence and ongoing school improvement.
 
New this year, Binder notes, is the just-built AJCC Gan Re’ut (Friendship Garden), a fully accessible playground that children of all ages and abilities can use and enjoy. A new rubber foundation and accessible equipment make the new playground safer and more accessible for everyone.
She further reports that the four-year-old Gray Academy-Tough Duck Community Ice Rink, located on Danzker Field, has been enhanced with an asphalt base so that the facility can be used year-round for a wider variety of activities.
The school has also expanded its after-school music programs this year. In addition to traditional band and drumline programs, students can also take part in jazz, rock and vocal ensembles.
 
Binder notes that parents and grandparents of children are welcome to engage with the school.  “Last year we launched a new “Grandpals” program for grandparents,” she says.  “We offer several different ways for grandparents or any special seniors in students’ lives to engage with the school while being able to see their grandchildren.”
 
And did I mention that, over the years, Gray Academy’s outstanding debating program has been placing very well in national and international competitions?
In terms of tefillah and spirituality, Binder reports that the school is building on past informal connections with local clergy to allow more student interaction with our community’s rabbis and cantors.  Throughout the year, clergy from various congregations will be coming in to the school in a more formal way.
 
A very important part of Gray Academy’s mission is fostering a love of Israel.  Over the years, quite a few Gray Academy graduates have made Aliyah.
 
An important part of Israel education has been the nearly 30-year-long Jewish Federation of Winnipeg P2G (Partnership 2Gether) student and teacher exchange programs linking Gray Academy high school students with their counterparts at Danciger High School in the northern Israeli community of Kiryat Shmona and Nachshonei Hachula Elementary School in Yesod Hamala in the Hula Valley. For many years, Gray Academy would send groups of six to eight Grade 10 and 11 students to visit Danciger. Likewise, Danciger would send students to visit Gray Academy. 
In fact, a group of Danciger students and faculty happened to be in Winnipeg on October 7, 2023. When the group was forced unexpectedly to extend their stay in Winnipeg until flights to Israel could resume, Danciger students and staff participated in our community’s subsequent show of support for our brothers and sisters in Israel.
 
While the program has been paused since then, Binder reports that she was in Israel in July and visited both schools.  “With many Israelis having been able to return to their homes in the north after nearly 18 months of displacement, we are hoping to restart the exchange programs in the spring,” she says. 
 
Binder adds that two young Israelis volunteering with Shaarey Zedek Congregation in something called the “ShinShinim program” (which is a year of service in the Diaspora prior to serving in the IDF) have recently arrived in Winnipeg and will be paying weekly visits to the school. The Jewish Agency for Israel’s ShinShinim program sends Israeli Grade 12 graduates to Jewish communities in the diaspora to enhance the teaching of Hebrew and love for Israel. 
 
To commemorate October 7, the school – for the third year in a row – will be holding “Havdallah for Hope,”  a memorial program for high school students, followed by Havdalah for the entire student body and community guests.
Binder points out that the school has a strong focus on affordability.  “It is very important to us that no child is turned away because a family can’t afford to pay,” she says.
 
She notes that Manitoba is one of only a few Canadian provinces that fund independent schools such as Gray Academy, with the school receiving approximately 50% of comparable public school funding per student.  Binder adds that the school offers a robust Bursary Assistance program, strongly supported by funding from the Jewish Federation of Winnipeg’s Combined Jewish Appeal. “Over 60% of our families receive some level of bursary support,” she reports.  “We work with every family to ensure that no child is ever turned away because of inability to cover the full parental contribution.”
 
Just weeks into the new school year, Gray Academy is already looking ahead to enrolment for next September. 
 
For more information about what Gray Academy has to offer and application dates, phone 204 477-7425 or email admissions@grayacademy.ca.

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Former Prime Minister Stephen Harper headlines B’nai Brith Canada’s 150th anniversary celebration

Ben Mulroney with former Prime Minister Stephen Harper

By MYRON LOVE There have been very few – if any – Western leaders who have been more supportive of Israel and the Jewish people than Stephen Harper.  On Wednesday, September 10, Canada’s former prime minister (2006-16) was the guest of honour at B’nai Brith Winnipeg’s gala evening in celebration of B’nai Brith’s 150th anniversary.
In a fireside chat with media personality Ben Mulroney, Harper demonstrated that he continues to maintain his moral clarity.
Two hundred B’nai Brith supporters showed up at the Fort Garry Hotel to celebrate the longevity of Canada’s oldest human rights organization. The discussion between Harper and Mulroney was preceded by about 90 minutes of fine dining and shmoozing.  The formal program began with Dr. Ruth Ashrafi, B’nai Birth Canada’s Winnipeg Regional Director, reciting a prayer for the release of the remaining hostages held in Gaza.
Ashrafi introduced B’nai Brith Canada COO Judy Foldes and Jay Harris, Chair of B’nai Brith Canada’s Board, – who were both in town for the event – along with Simon Wolle, BBC’s new CEO, who is replacing the late and much appreciated Michael Mostyn.
Just before Harper and Mulroney began their conversation, Mulroney  spoke with Jay Harris via video about the organization’s storied history and ongoing wrap-around services.  Mulroney highlighted B’nai Brith’s long record of fighting antisemitism  and advocating for human rights and its many programs aimed at bringing people together and  helping the needy – not only in the Jewish community but in the broader community as well.    
Stephen Harper congratulated B’nai Brith on its 150th anniversary and praised the organization for its unflinching efforts in pushing back against antisemitism and fighting for human rights.
“I really grieve for the Jewish people” he continued.  “I understand how tough it is out there right now. When I took strong stands in support of Israel as prime minister, I always believed that the great majority of Canadians supported my positions.  They were just quiet about it.  While the loudest voices get all the attention,  I still believe that most Canadians still quietly support Israel and understand that not only is Israel a democratic sates and an ally, but also that the Jewish people in Canada have made such a disproportionate contribution to our business life, charitable life, and public service. So just know that you are widely appreciated across the country.”
Following some discussion on the assassination of young American conservative leader Charlie Kirk a couple of weeks ago, the dangerous state of public discourse in the United States and concomitant worsening situation in that regard in Canada as well, Harper commented that “I just hope that people on both sides of the border will begin to pull back and can engage in vigorous arguments without ostracization, cancellation and assassination,” he said.
In response to a question from Mulroney about what is driving antisemitism in Canada, Harper suggested that “we have allowed certain institutions to make antisemitism – framed a certain way – socially and politically acceptable.  After the Second World War,” he noted, “we, as a society, agreed that what we considered far right ideology– the idea that dividing people into categories – with some groups considered  superior to others –  and the people in inferior groups could be discriminated against, marginalized and, ultimately, killed – was socially and politically unacceptable – beyond the pale. 
“But we have permitted in our universities and media the idea to germinate far left ideology, but that is the mirror image of the far right – that people can be divided into oppressors and oppressed – and that the oppressors can be ostracized, marginalized and killed.  This is rampant in academic institutions – institutions that we overwhelmingly fund with public money – given on the basis that they represent free and democratic values such as individual, human dignity and small l liberal values. This should not be acceptable”
“This is not just about the Jews,” he added. “It is an entire intellectual framework and people who propagate it should be defunded and removed from their posts.   My father taught me that antisemitism, no matter from the left or the right, is the first sign of a political movement and a society going to a dangerous extreme,” Harper said.
Mulroney observed that anti-Israel, antisemitic groups can never be propitiated. (Ed. note: I had to look up the meaning of “propitiated.” Here’s what I found:
Mulroney continued: “We have the most pro-Palestinian government in our history, yet we still see protests popping up in front of government ministers’ homes.”
In response to Mulroney’s questions, Harper pointed out the long-standing and close friendship between Canada and Israel (at least up until this current federal government).  “There should be no question that Israel has the right to exist,” he stated, “and every country should be fighting terrorism.”
In response to a question about why Canada should support Israel, Harper noted that it is not about geopolitics or religion, it is a matter of basic common sense.  “Israel and Canada are both free and democratic countries,” he pointed out.  “The friends of Israel are friends of Canada. The enemies of Israel are enemies of Canada – who are also intent on destroying Canada.  If the leaders of a country don’t get that, I don’t know what they understand about international affairs. To me, it is distressing that you have to explain this to so many world leaders.”
Mulroney asked Harper about the worldwide condemnation of Israel for “escalating the conflict by taking out Hamas leaders in Qatar. 
“This not escalation,” Harper said. “This is de-escalation. By taking out Hezbollah, Israel has made Lebanon a better place. And the subsequent fall of Assad in Syria has made Syria a better place – although the jury is still out on that.  The Israeli and American bombing of Iran has made the world a safer place.
“When I was prime minster, I was in virtually daily battles with the people in Canada’s Foreign Affairs department who wanted to oppose Israel,” he recalled.  “It was just so ingrained.  I saw it in a lot of other Western foreign affairs departments.” 
One of Israel’s challenges, Harper pointed out, is that while there are 50 Muslim states (not all of them hostile to Israel ) in the  world and 25 Arab states, there is only one Jewish state.  He recalled that, “Too often, diplomats see their responsibility not in representing the interests of their home countries but rather, representing the global community.
“With so many more Muslim and Arab states, he observed, “it is all too easy to go along with the consensus to get along.”
Harper noted that in many of his meetings with foreign leaders, they privately agreed with him – but they didn’t want to fight the media and the academic establishment, so they just went along.  “That is not leadership,” he said. “And leaders who don’t support Israel are jeopardizing their own countries’ future.”
Turning to the political situation in Canada, Harper was strongly critical of the Trudeau government which, he said, left Canada in a really bad place.  He is hopeful that Mark Carney, our current prime minister, will adopt many of the policies that Conservative Leader Pierre Polievre is proposing, and make the necessary changes. If not, he noted, there will be a change in government.
In closing, Ruth Ashrafi thanked Earl and Cheryl Barish, the honorary gala co-chairs, noting how much their generosity and leadership has enriched both our Jewish and the wider community at large.  

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