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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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Winnipegger Randy Wolfe reunites with founders of Israel program 44 years after having been in Tzfat, Israel

Randy Wolfe (left) with Aharon (last name not given) in Tzfat

We received an interesting message from someone by the name of Michal Laufer, who wrote that he was “Communications Director for Livnot U’Lehibanot — an Israel-based nonprofit that has been connecting young Jewish adults from around the world to Israel and their Jewish identity for over 45 years.”

Michael went on to share a story about one of the earliest participants in a Livnot U’Lehibanot program – some 44 years ago, when Winnipegger Randy Wolfe was in Tzfat.

Here’s what Michael wrote, along with a video that he attached in his message:

“I’d love to share a heartwarming story that beautifully reflects the bond between the Jewish Diaspora and Israel.

“Reuven (Randy) Wolfe, from Winnipeg, Canada, recently returned to Tzfat — 44 years after participating in one of Livnot’s earliest programs — to reunite with the founders of Livnot U’Lehibanot and revisit the place that changed his life.

“It’s a touching story about roots, identity, and belonging that I believe would resonate deeply with your readers.

“Attached is the full story.

“A short video: https://drive.google.com/file/d/1Ech3OOGO7ElnttWIWgaIQtQ2PIeQl2mT/view

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Winnipeggers recount experiences growing up in smaller communities

l-r: Bruce Sarbit at podium; seated - Chana Thau, Lil Zentner, Sid Robinovitch, David Greenberg

By MYRON LOVE “The place we call home,” observed Bruce Sarbit, “ – shtetl, town, city, country – is essential to who we are. We endow the place with personal meaning and it, in turn, provides us with a sense of identity and stability as we adapt to life’s circumstances in a rapidly changing world.”
 For many Jewish Winnipeggers of an earlier era, like Sarbit, that sense of identity was first forged in smaller communities throughout Manitoba, Saskatchewan and Northwestern Ontario where our parents and grandparents – my own father and his family among them – found general acceptance as farmers, merchants and professional people while they also successfully strived to retain their sense of Judaism.   
On Sunday, September 28, Sarbit was one of a group of four Winnipeggers who participated as part of the Jewish heritage Centre of Western Canada’s program “Beyond The Perimeter: Jews Outside of Winnipeg”, which was held at Temple Shalom. The four, in addition to Sarbit, were: David Greenberg, Sid Robinovitch and Lil Zentner – who began their lives growing up in Selkirk (for Sarbit), Portage La Prairie, Brandon and Esterhazy (Saskatchewan) respectively. The program grew out of the research conducted by Chana Thau, on behalf of the JHCWC, into Jewish life in smaller communities in Manitoba and Saskatchewan.
In Thau’s introduction, she noted the existence of several Jewish farm colonies that were established in the early years of the last century by German-Jewish Baron de Hirsch. At the same time, other Jewish immigrants (also all from the former Russian empire) to Canada were following the railroad and establishing themselves in the towns and cities that had grown up alongside the rail lines.
In the smaller communities, such as Shoal Lake – where I first lived (we were the only Jewish family) or Esterhazy (where Lil (Bober) Zentner’s family lived with two other Jewish families, the Jewish presence was minimal.  In larger communities – such as Brandon, Portage and Selkirk – the number of Jewish families may have been between 20 and 30 at their peaks in the interwar years and into the 1950s. Brandon and Portage had their own synagogues.
The four speakers described many commonalities about Jewish life where they grew up.  Their parents were storekeepers. Zentner’s parents, Max and Eva Bober, operated a general store in Esterhazy. Sid Robinovitch’s parents, Jack and Ethel Robinovitch, were proprietors of the Army and Navy Clothing store (which was a separate entity from the Army and Navy chain of stores which were headquartered in Regina, Sid pointed out) in Brandon.  Sarbit proudly reports that his family’s Sarbit’s Department Store in Selkirk was, at one time, the largest independent store in western Canada. While David Greenberg’s father, the late I.H. Greenberg, was a lawyer in Portage la Prairie – and David and his brother,  Barry, carried on the family legal practice in the community – his grandfather was first a journeyman lather who did plaster work on homes. The family later opened a second-hand store and subsequently constructed a grocery store – Greenberg’s Groceteria.
“The Greenberg grocery store extended credit to farmers and purchased their produce, which enabled it to thrive,” David Greenberg recalled. “I was once told by a friend years later that “Greenberg’s kept us alive” in the winter when they had virtually no money for food.
 While the Greenberg, Robinovitch and Sarbit families arrived in Portage, Brandon and Selkirk respectively in the early 1900s – as part of the wave of Jewish immigration from Russia at the time –meaning the three were among the third generations in their communities,  Lil Zentner’s parents, Max and Eva Bober were considerable later arrivals – having come to Canada respectively – in 1926 and 1930. They opened their general store in Esterhazy in 1936.
 The Bobers, being newcomers, were more observant than Greenberg’s, Robinovitch’s, and Sarbit’s parents.  Zentner was the only one of the four speakers who brought up the challenge of keeping kosher in a town far removed from shechita and kosher food.  She recounted how her parents brought in kosher meat from Regina.
 “We would buy chickens from local farmers,” she recounts.  “We would take them to Melville (which numbered perhaps 30-40 Jewish families in the 1930s and 40s) to have them killed and then we would remove the feathers, cut off the heads and clean them at home.”    
In Robinovitch’s telling, Jewish religious life in Brandon was “basic”.  “We kept kosher in our home,” he remarks.  “We brought in kosher meat from Winnipeg.  We had a synagogue but, aside from the odd community event, it really only functioned on the High Holidays.”  
David Greenberg noted that, for the first couple of decades, the Jewish community’s members davened in people’s homes. Portage’s Jewish community didn’t build a proper synagogue until 1950. Services were largely restricted to Friday evenings and the High Holidays.  The merchants had to work on Saturdays. The community also made attempts to have  a cheder, but with limited success.
 While  it would seem (from my own memories as well) that the general communities in those small towns respected the Jewish merchants in their midst – none of the four speakers mentioned any incidents of antisemitism – the Jewish families – even in the already more secular and integrated second and third generations – primarily socialized with other Jewish families.
 In Portage – although the Jewish families did largely socialize with each other, the second and third generations also held leadership positions in the larger community.  Greenberg noted that Jack Shindelman, Ben Kushner, and Irwin Callen all became aldermen, and Harold Narvey was re-elected chairman of the school board many times.
 “My mother served as President of the Imperial Order Daughters of the Empire (IODE),” Greenberg noted, “and as a longtime volunteer at the Portage General Hospital Auxiliary. My father and his brother Allan became Exalted Rulers of the Elks Lodge, My Uncle Michael was leader of the Elks Band.”  
 In Zentner’s remembering, although she had many non-Jewish friends among the girls in her classes – her parents only got together socially with the other two Jewish families in town or Jewish families in nearby towns.
 “In the summers, we would join other Jewish families at Round Lake, vacationing at Round Lake,” she recalled. “One summer, my parents sent me to a Habonim camp in the Qu’Appelle Valley where I met a lot of other Jewish kids.”
 “For their social life, my family mixed almost exclusively with other members of Brandon’s Jewish community,” Robinovitch said.  “There were Saturday evening poker nights and Sunday afternoon gatherings at Crystal’s Delicatessen.  On Saturday afternoons, I would go to the movies and a couple of other Jewish kids in my school and I belonged to the Cubs and Boy Scouts.
 “I had a few friends from school, but I always felt that I was different,” Robinovitch continued.  “I was aware of being Jewish – although I had no real sense of what Jewishness was all about.  I would say that the only time that I had any exposure to Jewish culture was when my parents sent me one summer to Herzl Camp in Wisconsin when I was 12 years old. It was a real eye opener being in an environment with so many other Jewish youngsters.  I was exposed to a lot of Hebrew songs and, to this day, I still remember the Birkat Hamazon and V’ahavtah prayers that I learned there.”
 The next year, the Robinovitch family moved to Winnipeg and young Sid quickly became immersed in Jewish life here.  “In Brandon, I felt that we were defined by what we didn’t do,” he observed.  “We didn’t go to school on the High Holidays.  We didn’t have a Christmas tree.  And we didn’t go to visit grandpa and grandma on the family farm.
“It was in Winnipeg where my identity as a Jew really began to take shape.  Brandon was a nice place to live, but it could not provide the strong Jewish community values that emanate from a lager centre.  A remnant of Jewish values still prevailed from the shtetl, but by my generation, they had worn thin.”
 For Lil Zentner, the end of her time in Esterhazy came when she began dating a local boy.  Her parents wouldn’t tolerate it when they found out.  After a mighty blow-up, she challenged them to send her to Winnipeg where she could meet fellow Jews.  Her older brother, Harold, was already here, going to university.  Her parents agreed and they followed a year later.
For the Jewish community in Selkirk, Bruce Sarbit noted, being so close to Winnipeg, it was almost an extension of the larger city.  His remarks were as much about nostalgia for Winnipeg as they were about Selkirk. “In my case,” he said, “I came into Winnipeg for everything Jewish – Hebrew lessons. Sunday Jewish history classes and YMHA clubs.”
 The smaller city, he observed – at its peak home to perhaps 20 Jewish families, “fostered a strong sense of community among the Jewish families and helped them to hold onto their cultural and religious traditions, celebrate Shabbat, observe holidays, practise kashrut and maintain their Yiddish language as they ran businesses that necessitated interactions with the non-Jewish  population”.
He added that his own father, Syd, who came to Portage at the age of three, was immersed in the general community as well – having twice served as president of the Chamber of Commerce, was also a member of the Rotary club, and once ran for election to the Legislature.
Unlike Portage and Brandon, though. Selkirk was close enough that the Jewish residents of Selkirk often drove into Winnipeg, attended High Holiday services here, visited relatives and, in general, partook of the activities, Jewish and otherwise, that the larger city provided.
Unlike Robinovitch and Zentner though, Sarbit did not spend all of his adult life in Winnipeg.  He left Selkirk at the age of 18 for Brandon.  For 40 years, the psychologist turned playwright  served as a counsellor at Brandon University.
“The descendants of the first residents chose not to remain in Portage,” Greenberg concluded – in summing up the decline and disappearance of the other Jewish communities on the Prairies – with the exception of Winnipeg, Regina and Saskatoon. “Intermarriage was frowned upon and the children were too few in number and not close enough in age to socialize, so for girls to meet Jewish boys they were required to move to alarger centres, primarily Winnipeg. I believe culture was the motivating factor in their decision.
“Only my Uncle, Allan Greenberg, a bachelor, Harold and Mildred Narvey, and their son Bruce, who opened a chiropractic practice, remained. Bruce Narvey, as I mentioned, was the last of the resident descendants, before leaving after his mother died.”
Although Greenberg himself – and his brother, Barry – have lived most of their lives in Winnipeg, they continue to practise law in Portage and have had a history of community involvement in the Portage community.  In recent years, David co-chaired the Portage and Area Beautification initiative committee through the Chamber of Commerce, resulting in seven years of service in the planning and implementation of the project. As a result, the committee was awarded its Citizenship of the Year award by the community. As for Barry Greenberg, he is a past president of the Portage & District Chamber of Commerce.
 

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Holocaust survivors group “Cafe Europa” celebrates 25th anniversary

Individuals who all played major roles in "Cafe Europa" over the years (l-r): l-r Keith Elfenbein and Harriet Kraut, JCFS workers; JCFS former executive director Emily Shane; Adeena Lungen, JCFS worker; current JCFS president and CEO Al Benarroch; Cheryl Hirsch Katz, former JCFS worker

By MYRON LOVE On October 12, 2000, the Jewish Child and Family Service (JCFS) invited Holocaust survivors in our community to attend an information session at the Gwen Secter Creative Living Centre to discuss how the community could better serve the needs of that segment of our community.  What grew out of that meeting was the establishment of the Winnipeg chapter of Cafe Europa, an international organization originally established by the Conference on Jewish Material Claims Against Germany, which brings together Holocaust survivors to forge connections and community with others who have shared their experience.
On Thursday, October 23, 2025, a small group of our community’s rapidly dwindling survivors  joined some of the JCSF staff who have been involved with the program over the years – including current president and CEO Al Benarroch, his predecessor, Emily Shane,  JCFS seniors case worker Adeena Lungen, recently retired Cheryl Hirsh Katz, along with Keith Elfenbein and Heather Kraut – the current JCFS staff overseeing JCFS seniors programming – also Shelley Faintuch, who was the Jewish Federation of Winnipeg’s Director of Community Relations 25 years ago – for the for lunch at the Gwen Secter to celebrate the 25th anniversary of the founding of Winnipeg’s Cafe Europa.
“It is a really special moment for me to stand before you today as we commemorate the 25th anniversary of our Holocaust survivors’ social lunch program,” said Adeena Lungen,  JCFS social worker. Lungen herself is the daughter of Holocaust survivors.
Al Benarroch, President and CEO of JCFS, added, ““Our Holocaust survivors are truly precious jewels, the living legacy, resilience, an embodiment of Jewish survival, and of ‘Am Yisrael Chai’.  We owe them so much for their stewardship of Jewish truth and justice.  They are truly righteous among us.”
Lungen continued: “It began with a simple idea to bring Holocaust survivors together and evolved into a regular biweekly group where survivors meet, share a meal, enjoy a program and find comfort in each other’s company. It has grown into an environment where survivors have been able to come together year after year supporting each other through illness, loss, and hardship, as well as celebrating together successes and family simchas.”
Lungen was one of two JCFS social workers who were at that original meeting 25 years ago, along with Shelley Faintuch – also the child of Holocaust survivors – representing the Federation.  “Our initial idea was just to create a space where survivors could come together as a community of people with shared experiences and history,” Lungen recounted.
The name, “Cafe Europa”, she explained, comes from a cafe of the same name in Stockholm where survivors met in the early years after the war in the hopes of finding family and friends who had also survived the Holocaust.
Lungen recalled that the survivors who attended that first meeting were very clear about their vision for the group.  “They weren’t looking for a therapy or support group – nor did they want to talk about their wartime experiences,” she said.  “They simply wanted a program where they could socialize with other survivors.  I came to understand their needs and desires to meet with others who understood loss and suffering in a way that only other survivors could.”
Speaking directly to the 15 survivors at the 25th anniversary lunch, Lungen praised them for their “indomitable will to live a life of purpose and meaning. You have shown all of us – in very real ways – what it means to rebuild your lives, to persevere and to believe in the possibility of goodness after unimaginable loss.
“We at JCFS are grateful for the opportunity to work with you, to learn from you and to be inspired by you.”
As the number of survivors in our community continue to decrease year after year, so too do the numbers attending Cafe Europa programs.  Keith Elfenbeinn noted, “when Heather (Kraut) and I began working with the survivors 12 years ago, we had close to 50 attending our bimonthly programs (which feature lunch followed by speakers or performers).  Now we get fewer than 20.”
He added that most survivors are in their late 80s or 90s now – including 100-year-olds Charlotte Kittner and Saul Fink.  
Lungen in particular noted Elfenbein’s role in co-ordinating all aspects of Cafe Europa’s programming, including phoning survivors to arrange transportation, booking the speakers and entertainment, and liaising with the Gwen Secter Centre.
Shelley Faintuch delved into Canada’s sorry history with regard to largely having banned Jewish immigration here before the war and limiting the numbers after the war.  She provided an overview – in her years as the Federation’s Community Relations director – to reach out to governments and build bridges to other faith and ethnic communities –as well as high school students, aimed at raising awareness of antisemitism and taking measures to fight this pernicious hatred.
The 25th anniversary program finished with a musical performance by Rabbi Matthew Leibl and Cantor Steven Hyman.

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