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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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Thoughts on Sid Green

Grant Mitchell


By GRANT MITCHELL (Grant Mitchell is a well-known lawyer in Winnipeg whose father, Leon Mitchell, was Sid Green’s law partner for many years.

Following are remarks Grant delivered at the meal of remembrance which was held following Sid Green’s funeral on June 9:

Sid was a Gold medallist in law in the class of 1955.
He knew that my Dad, Leon Mitchell, was in sole practice in the Confederation Building. Leon was 13 years older than Sid but graduated just the year before. Leon had been the business agent for the Civic Employees Union of the City of Winnipeg before and during law school, and his union connections gave him a client base to start a practice.
After obtaining his call to the Bar, Sid attended Leon’s office and informed him, “You need me.”
Leon was taken aback. He was physically disabled from a major bout of Guillen-Barre syndrome, but felt fully capable of practising solo. He told Sid he didn’t need anyone.
Sid told Leon, “You don’t understand. I don’t mean you need me to advise clients, I mean I can do the physical side for you, attending court and hearings and other functions that require mobility.”
With that understanding, they became Mitchell & Green, and later Mitchell, Green and Minuk when Sam Minuk joined the firm. They were the only labour firm in Winnipeg at that time that acted exclusively on the Union side.
In around 1960, a Mitchell & Green client did not have the money to pay for his legal fees and offered the partially constructed cottage he was building at Big Whiteshell Lake to the firm as payment, with the excess to be refunded to the client. Sid and Leon became co-owners of that cottage. For years it had no plumbing and an incomplete ceiling. When Leon died in 1987, Sid got the cottage.
When Sid went into politics, Leon supported the move, and in fact delivered the nomination speech for Sid to be leader of the NDP when he ran against Russ Paulley and then Ed Schreyer.
When Sid was made a Cabinet Minister in the Schreyer government in 1969, Leon also left practice to go into public service, as Chair of the Municipal Board, Chair of the Mental Review Board and Commissioner in the Churchill Forest Industries inquiry. Sam Minuk became a Provincial Judge. It was the end of Mitchell Green and Minuk. That practice was the foundation of what has become the Myers firm.
Sid and Leon’s paths would cross again when Leon was mediator of the Northern Flood Agreement and Sid was the Minister responsible for Manitoba Hydro.
They had been professional partners with profound mutual respect, but they were also personal friends and remained so for the rest of Leon’s life.
Leon had a huge admiration for people he thought were unusually intelligent. Sid was at or near the top of that list.

At the funeral, I spoke of Sid’s relationship with my father, Leon Mitchell.
I will just add that during their years at the Confederation Building and then in the Crown Trust Building, they hired an articling student named Bill Rachman, who made Sid and Leon nervous about everything he did. When the articling period ended, Sid told Leon that notwithstanding their reservations about Bill’s ethics and practicing skills, Bill would be far more financially successful than either Sid or Leon. Leon agreed. They were correct.
When Sid returned to private practice after his time in government, the unions and he had a falling out and he found himself acting against unions rather than on their behalf
Sid’s philosophy on unions was that protective labour laws produced weak unions, who would not represent their members’ interests effectively. He felt that Wagner Act type labour legislation, now universal in North America, was a tragic compromise by unions. He believed that the recognition strike and the wildcat strike were fundamental weapons for successful trade unions, and that certification of unions, the duty to bargain in good faith and mandatory grievance arbitration were the poor cousins of the recognition and wildcat strikes. This was opposite to the position of the union movement at that time, which lobbied strenuously for union-friendly legislation in the form of greater and greater regulation of the union employer relationship.
In fact, Sid said that the only labour laws that unions should need were to protect the right to picket, and to take away a court’s power to order a person to work. These 2 provisions are found in sections 56 and 57 of the King’s Bench Act to this day, more than 50 years later, and still known to people of my generation as the “Sid Green amendments”. No injunction to enforce a personal services contract. No injunction to restrict assembly on a public thoroughfare to communicate accurate information, that is, a picket sign.
Sid supplemented professors at the law school, Robson Hall, by delivering several lectures in each term about the fundamentals of labour law. I taught that course for 22 years and I had Sid come for a guest lecture, as he had done in the labour law class when I was a student.
He had a powerful and persuasive way of making his points. For example, he felt that a legislated duty to bargain in good faith was a mistake – let the parties fight it out, and let the stronger survive. If employers don’t bargain genuinely, the response is to hold a strike, not run to the labour board.
“If I offer $1, $2, $3, $5, $10 then I’m bargaining in good faith. If I offer $10, $10, $10, $10, then I’m bargaining in bad faith. But it’s still $10!”
He didn’t like certification and preferred the recognition strike. Settle disputes through battle, not argument. Conflict rather than compromise. He particularly objected to certifying unions by card count as opposed to secret ballot vote. A card signer had no meaningful way of revoking their support for the union if they changed their mind after the union applied for certification.
Sid said, “If I buy a vacuum cleaner from a door to door salesman, under the CPA I have a month to change my mind and get my money back. But if I sign a union card, the next day may be too late to change my mind. Which is more important, having a union take over my bargaining rights, or buying a vacuum cleaner?”
Apart from representing employees against unions, Sid also built a practice of representing lawyers who faced disciplinary action from the Law Society. When he ran to be a bencher, he received more votes than any other candidate, even though he was not affiliated with any of the larger law firms. As a bencher, he would send out a “Report from a Bencher” after each Bencher meeting, giving his analysis on the decisions the Society was making, often critical of the majority.
In so many ways, he believed in a “survival of the fittest” approach to human differences. He did not care for protectionist legislation like Human Rights laws. He particularly objected to affirmative action or any other form of “reverse discrimination”.
In one case I had with him, he was acting for Nabila Malik, an economist in the Cabinet secretariat who had been laid off. I was acting for the employer. He called me to tell me that he wished to amend his statement of claim. “I want to add a paragraph to the claim to say that in letting my client go, the government violated its own affirmative action policy because the policy said that there should be more women in senior civil service positions and yet my client, a woman, was let go when many men in senior civil service positions had remained employed.
“Do you object to my amendment?” “No.”
“You don’t think I believe in that affirmative action bullshit do you?” “I don’t know.”
“I DON’T!” But I say, ‘If you are going to preach bullshit, you have to practice bullshit.’”
Sid took up hockey when he was 50. As a young man, he had been a good athlete, quarterbacking the law school football team. It was a late stage of life to learn to skate and join a new sport but Sid approached it with the same gusto he applied to everything else. When he awoke after cardiac surgery a few years later, his first question was, “Will I still be able to play hockey?” You don’t have to be great at something to love it, as I well know. And Sid loved to play hockey, indoors or out.
An employer client of mine had one of its managers vilified in the union newsletter – the “Golden Turkey Award”. My client said, “We want a lawyer for the manager, and we want that lawyer be one with the kind of reputation that when the other side sees who is threatening to sue them, they will involuntarily cringe uncontrollably.” I gave them 2 names, with Sid’s being the second one. “Sid Green, that name sounds familiar. Who is he?” “Oh, he was once the Minister of Labour in the NDP government, but after he left politics, the unions treated him as a pariah, and now he fights them regularly.” “That’s the guy we want.” Sid took the case. He got a settlement offer so generous that the manager desperately wanted to accept it: full page retraction, apology, substantial payment. He may have been a turkey, but he was not foolish. Sid said it was not enough. He got more, before yielding to the client’s wish to settle. And oh, yeah, there were no more golden turkeys awarded.
Sid loved to litigate. He would rather fight than settle. His adversaries knew that, and as a result, he achieved great settlements. Sid’s rejection of an offer was never a bluff.
He had a fundamental belief in democracy, that the rules should be made by people who were elected, not appointed. If he had the choice, he would prefer to be a law maker rather than a lawyer or judge. He also felt that if a matter was worth taking on, it was worth taking all the way. I doubt that any private lawyer has been involved in more appeals.
Others know more about Sid’s career as a politician than I do. He did love to tell one story about his time in government. In 1975, Bob “Junior” Wilson had just been elected in a Wolseley by-election, narrowly defeating Sid’s friend, D’Arcy McCaffrey. In his first appearance in the Legislative Assembly, Wilson stood up to make his maiden speech. The protocol had long been that when a member speaks for the first time, they give a benign speech about how honoured they are to serve their constituents and how they look forward to working with everyone in the house. Instead, Wilson launched into an attack on the governing Schreyer government, accusing them of every misdeed known to politics, and demanding that they immediately resign and call a general election. It fell to Sid to respond on behalf of the NDP majority.
“The Honourable Member has ignored the usual protocol for new members. I don’t mind that. I have no particular affinity for protocols. I think members should say what they genuinely feel. So I commend the Member for being so frank. I have some difficulty with his message, however. He says that we should resign and cease to govern. But that would be undemocratic. A majority of Manitobans have elected us to run the Province. That is our duty. He may not like it, but the fact is that we are his government. But if he feels badly about that, he should imagine how I feel. He is my member!!”
I’ll close by saying that in Sid’s pre-politics practising days, there were many colourful lawyers that made being a lawyer a fascinating profession. By the time he returned to practice, there were only a few of the wild ones left. The profession needed a gadfly like Sid to make practice fun. The reason he got so many votes from the profession is that Manitoba lawyers recognized that in Sid there was a fearlessness mixed with skill, humour, joy and a profound understanding of the policy reasoning behind the letter of the law. There was no one like him, and I doubt that there will be one. I will miss him.

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Sid Green – famed lawyer, one of the first Jewish provincial cabinet ministers, and first director of BB Camp – passes at age 96

By BERNIE BELLAN Sid Green, whose name was well known in so many different circles in Manitoba, passed away on Sunday, June 7, at the age of 96.
Green was perhaps best known as one of three Jewish Members of the Legislature who became cabinet ministers in the first ever NDP government in Manitoba, which came to power in 1969 under the leadership of Ed Schreyer. (The other two Jewish members who became cabinet ministers were the late Saul Cherniack and the late Saul Miller.)
Green, who had first been elected as an MLA in 1966 representing the riding of Inkster, led a challenge to then-NDP leader Russ Paulley in 1968, which eventually led to Paulley resigning as leader. The subsequent leadership race saw Green, who was only 39 at the time, facing off against a 32-year-old Ed Schreyer.
Although Green and Schreyer were later to part ways over a number of issues – especially over the issue of aid to private schools, Green and Schreyer were actually good friends.
In fact, Ed Schreyer, who is now 90, spoke at Green’s funeral, which was held Tuesday, June 9, at the Chesed Shel Emes (with interment following at the Hebrew Sick Benefit Cemetery).

Schreyer told some humourous stories about his and Sid’s competition for the NDP leadership back in 1969. Although the two were rivals they agreed occasionally to share expenses along the way as they toured various Manitoba locations, including one night in a hotel in Flin Flon (or it may have been somewhere else; I wasn’t taking notes at the funeral.) Regardless, they agreed to share a room that night but, as Schreyer recalled, it had to have “two beds.”

Another time during that race, when they were somewhere in western Manitoba, they both received a call from someone in a place on the eastern shore of Lake Manitoba. (Again, I don’t remember which location Schreyer said it was.) The caller said they both had to get there soon because there was going to be a crowd of several hundred people gathered for some other event – and it would have been a perfect time to do some politicking.

But, as they pointed out to the caller, that location was 250 kilometres away and they couldn’t possibly drive there on time – so they both agreed to hire a float plane to fly them there. Unfortunately, that was a very windy day, Schreyer noted, and the plane wasn’t able to land close enough to shore for the both of them to wade in. Instead they decided to jump off the plane’s pontoon – landing up to their armpits in water. They bravely went to meet the assembled crowd – in their soaking wet suits.

Green had a long career as an MLA, being elected to the Manitoba Legislature four times: in 1966, 1969, 1973, and 1977. Eventually he broke completely with the NDP and, along with fellow NDP MLA Ben Hanuschak, started a new party, called the Manitoba Progressive Party, in 1981, which failed abysmally.

I remember well how captivating a speaker Sid Green was when he was campaigning in 1981. One story that he told several times to different audiences went along these lines: After the NDP first formed government in 1969 – much to the surprise of almost everyone back then, Green was often called upon to speak at different venues because he was such a powerful orator.

One time he was somewhere in rural Manitoba and before he was called up to the podium to deliver his remarks, the person who was introducing Green said to the audience: “Ladies and gentlemen, I’d like to introduce to you the ‘Green Minister.'”

Not missing a beat, Sid took to the podium and said something along the following lines to the audience: “My first appointment to Cabinet was as Minister of Energy, Mines, and Natural Resources. Well, I little knew about energy, even less about mines, and nothing at all about natural resources. So the title “the Green Minister” is an apt one.”

In his early years, Sid Green was a very active member of the YMHA on Albert Street, serving as president of the house council for several years. A dedicated athlete, Green competed in basketball and volleyball at the Y. At the age 50 he took up ice hockey – and was known for his fierce competitiveness. He was to serve on the board of directors of the YMHA for many years, right up until its closing in 1997.
Green was also the quarterback for the University of Manitoba law school football team during the early 1950s – and led them to two school championships. In a 2019 interview I conducted with Green about his early years at the YMHA, he noted that he was the only 5’6″ 150 pound quarterback in the inter-faculty league.
In 1954 Green became the first director of BB Camp, which had just moved to Town Island from Sandy Hook.
In 1955, Green graduated from the U of M law school, winning the gold medal in law that year.
He went on to become one of Manitoba’s most successful labour lawyers, subsequently pairing withfamed labour lawyer, Leon Mitchell, later to be joined by Sam Minuk (who was to become a provincial court judge) in what became the firm of Mitchell, Green & Minuk.
During his time as a lawyer, Green often represented employers – which might seem a little surprising for someone who such a staunch NDPer. But Green was staunchly opposed to entrenching laws such as anti-scab legislation or secret ballot voting to unionize. He thought it important to represent any client, including employers engaged in disputes with unions, no matter how much he might have disagreed with that client’s position, and because he was so skilful in arguing a case, he was much sought after by employers to represent them in labour disputes.
He was so respected as a lawyer, moreover, that he was often asked to represent other lawyers in cases before the courts.
Green was also very pro-Israel and extremely proud of his Jewish roots. Although not a religious man, during his many years at the Y – first on Albert Street, then later on Hargrave, Green was involved in developing many Jewish cultural programs.
In days to come we will have much more about the life of Sid Green. In the meantime, if you want to watch a video interview I did with Sid about his experiences at the Y on Albert Street, you can go to Sid Green reminisces.
Sid Green was predeceased by his wife Shleema in 2009 and is survived by his five children: Arthur, MIndy, Cathy, Sharon, and Marty, as well as 15 grandchildren.

For more about Sid Green’s career, read Grant Mitchell’s eulogy, which was delivered at the Meal of Remembrance following Sid Green’s funeral on June 9: Grant Mitchell on Sid Green

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