Local News
Parents of Gray Academy students offer praise for “Gray Away”

By BERNIE BELLAN
At the end of my conversation with Lori Binder, Rob Dalgliesh, and Andrea Ritter about how Gray Academy has adapted to online learning, I asked Andrea whether she could suggest the names of some parents who might be willing to offer comments about how their children have taken to online learning.
Andrea sent me names of three parents: Tara Kozlowich, who has children in Grades 3 & 6; Sophie Gaulin, who has children in JK & Grade 2 (and who has been in Guadaloupe since before the pandemic due to her husband’s work); and Marla Levene, who has children in Grades 6 & 9.
In addition, I also contacted Jonathan Strauss (who was actually the individual who had suggested that I do a story about how well Gray Academy is doing with online learning.) Jonathan has boys in Grades 4 & 7.
Following are the questions I posed to Tara, Marla, and Sophie: (I simply asked Jonathan to offer some capsule comments about his impressions of “Gray Away”.)
1. How much time do both of your children typically spend doing online learning in a given day?
Tara Kozlowich: We have two daughters at the Gray Academy. One is in Grade 6 and the other in Grade 3. They spend most of their school day in a balance of live online classes and independent work. Our older daughter has dedicated times where she can attend a google meet to ask her teacher questions about assignments or to go over something in a personalized setting, similar to what you would expect in a classroom. Our younger daughter has smaller group breakout sessions which has been very helpful in teaching different concepts and providing 1 on 1 attention. They also participate in a range of other subjects such as French, Art, Gym and Music.
Marla Levine: Our children (grade 9 and grade 6) spend between 5 1/2 to 6 hours a day learning. There are also breaks in the morning and afternoon as well a lunch break.
Sophie Gaulin: Our son, Samuel is in Gr. 2 and spends in average 4 1/2 hours in total online, learning, between zoom classes and homework.
Our daughter, Charlie in JK spends about two hours total, mainly on zoom.
2. Does it vary much from day to day?
Tara: One of the great things about Gray Away is that there is consistency and structure, which is such an important part of their school day – especially in the situation we all find ourselves in. The schedule can differ by day but expectations are always clearly communicated to the kids.
Marla: Each day the amount of time spent on computer as opposed to working alone changes.
For our daughter in grade 6, there is a “meet” with her general studies teacher first thing in the morning. They spend the morning with a combination of instruction from the teacher and independent time to do the assigned tasks. At the end of the morning they have a check in before lunch. The afternoon is a similar format with the Judaic studies teacher. In addition, the other itinerants (French, art, gym, debating/public speaking, music, etc.) are spread at different times within the morning or afternoon throughout the week.
For our son in high school, the week is divided into his various classes. For any given class they may have a live meet with instruction, time to work on posted assignments with the teacher available on a meet for questions, or a combination of both. There is also small group advisory with a designated teacher to check in on the kids and how they are doing.
For elementary, the itinerants vary from day to day. The content / format for main subjects in General and Judaic studies also vary depending on what they are working on at that time. In high school, it varies from day to day (depending on what each teacher is doing in that subject on that day) as well as from class to class.
Sophie: It doesn’t vary much from one day to another.
3. How are they reacting to it? (For instance, did they adapt to it quickly? Was there a novelty aspect to it at first? Are they feeling the same way about it now as they did to start?)
Tara: They have both adapted well to the Gray Away program. Although they miss their teachers and classmates, the school has done a great job keeping them engaged and supported and they are able to connect digitally with their friends and teachers daily.
We are in a good routine with the program. Our older daughter who is in Grade 6 is independent and does not need assistance from us throughout the day. Our daughter in grade 3 needs some help each morning getting organized for the day. The structure of the program has allowed us to both work from home with minimal interruptions to our workday. Although the higher grades were already well versed in turning in assignments electronically, it’s amazing how quickly our younger daughter has picked up submitting assignments online, or taking her weekly spelling test online.
Marla: When Gray had to stop in school instruction, there was a huge unknown for everyone as to what to expect. Starting from the first day of Gray Away, our kids have been busy, engaged, happy, at ease. They are excited to see their peers and teachers. They are happy to remain connected to school. These are very uncertain times for everyone and Gray has given the kids a sense of normalcy, schedule, purpose to their day
Sophie: Our situation was a bit complicated at first because we are away in Guadeloupe. My husband was doing a locum at the hospital in NICU and PICU. We were supposed to stay on vacation only 10 days and come back mid-march but because of the COVID, he was asked to stay and help for an extended period of time.
We decided to stay together as a family but the kids didn’t have their school material and we didn’t have a printer, books… nothing. So at first it was a very stressful situation. But right away I saw why Gray is often described as a family: from Joyce Kerr, to Lori Binder, to the teachers, to Ira… we were shown an extensive solidarity that enabled us to continue their education abroad. They were sending the material every day. When we couldn’t find the material to do an activity (because we had restrictions to go out of the house for the first 6 weeks), they made sure my children didn’t feel left out.
They were amazing at providing a structured day so that the kids didn’t feel like they were on holidays but at the same time, my children feel empowered by the new learning experience. When the teacher says that they have a 30 minute break, they put their timer and go off. The system put in place is extremely organized and doesn’t require much of my time. And I have to admit it suits me fine because I work long hours remotely with my colleagues in Manitoba.
4. Do you think they are learning as much as they would be in a physical class room setting?
Tara: Although it’s hard to replicate the class room environment, they are not only learning academically, but also have the benefit of learning so many other skills such as resilience, kindness and the importance of community during difficult times. The school has done a great job of also continuing to make connections through online events whether it be for Yom Haatzmaut or a weekly Shabbat Assembly. It has been amazing to see families come together online.
Marla: We are incredibly pleased with how much our children are learning. Whether it is “as much” is easier to assess with our daughter as we can compare with what our son was learning in grade 6. It appears to us that they have not missed a beat … the teachers have modified lessons and brought in new innovative teaching, allowing the kids to flourish.
Sophie: I don’t know if they are learning as much but what I can say, is that they have not felt disconnected from school thanks to the amazing program put in place. I couldn’t believe how fast Gray was able to respond to the crisis. Within a couple days, we felt they had things under control and I felt really guided through this experience.
I feel that my children are still learning a lot. Yet they miss the real interaction with their friends and teachers.
They are also learning different skills. For instance, my 7 year-old son started writing his own emails to his teachers. So he learnt how to be responsible for sending his work or sending an email explaining why he couldn’t do it.
5. Lori mentioned that they actually have recess breaks built into the program? Do your children go outside during those recess breaks?
Tara: Our kids will often take their breaks outside for short walks or connecting with friends virtually. It’s nice to be able to spend ‘lunch recess’ with them and hear how their morning went.
Marla: The kids definitely take breaks. Sometimes that involves an outside activity and sometimes it involves an inside activity. It depends on the day and how much time they have. For example, with our son, if he happens to finish an assignment early he will often go for a walk or a bike ride or do some other type of exercise.
Sophie: Yes the schedule is very balanced. They have recess breaks and my children put the timer on and go off. Sometimes they go swimming in the pool, sometimes they go in the yard chasing lizards and caterpillars!
I invited each of the respondents to add a final comment.
Tara: Overall, our family has been so happy with Gray Away – in a short period of time the school came together quickly to launch a program that has been so well received.
It is important to mention how committed our teachers and Administration have been throughout this time – they have shown a tremendous amount of dedication to their students. Special touches like surprising the Grade 6 students with an early delivery of the coveted Gray Academy Raiders sweatshirt, or sending a personalized letter (received through regular mail!) to our younger daughter letting her know how much they miss her was such a nice surprise. These gestures have gone a long way towards our children’s happiness.
Well done Gray Academy!
Marla: We cannot thank the Gray team enough. They were able to create in a matter of days an online learning platform that should take years to launch. The administration, teachers and all staff adapted to create a learning environment that is truly remarkable. They also have gone above and beyond to check in to ensure each of our kids (and our family as a whole) is coping well with all that has come with this pandemic. We are so fortunate to have people so dedicated to our children and their well- being – educational, mental and physical. (As an aside, I should add that we have had conversations with many of our peers who are parents and our peers who work in the various educational systems. We can say confidently that there is no other private or public school that compares on any level to what is going on at Gray from an educational perspective, a connection to teachers/classmates and overall concern for emotional and physical well-being.)
Finally, here is what Jonathan Strauss had to say:
“Our family has been very impressed with how quickly Gray Away was developed and launched.
“The daily structure means that our kids are working without the need for us, as their parents, to be involved in their day to day work. From what we hear from other parents this is not the same as many other schools.
“The boys are spending much of their school day on their computers. While it is more than normal, we are happy that they are being engaged with their education for more than just a couple of hours per day.
“Seeing their friends every day on video calls means a lot to our kids. Having been separated for so long from their friends they look forward to this regular connection via Zoom.
“We can’t say enough about how pleased we are with Gray Away. Lori, her leadership teams and all of the teachers have done a tremendous job in transition quickly to online learning.”
I would really have liked to talk with individual children, and I might still do that – but I think I’ll save that for a future article.
Local News
Nakba exhbit at CMHR – you can see it right here and make your own assessment
By BERNIE BELLAN (Posted June 26, updated July 19) The Nakba exhibit at the Canadian Exhibit for Human Rights opened to the public June 27. The morning before the exhibit was set to open to the public, (it had a private opening for invited guests the evening of June 26) we received a press release from the CMHR. That press release gave a very detailed description of what was in the exhibit, along with photos (supplied by Annie Kierans of the CMHR).
There is also a link right at the beginning of the press release that will allow you to watch the same videos that anyone attending the exhibit can watch. We reprinted what was sent to us without making one edit. We leave it to you to form your own opinion as to whether the exhibit is fair in its presentation, and whether it is lacking “context” – which is an accusation that has been levelled at the exhibit’s organizers by some representatives of Jewish organizations.
We have received many emails in reaction to the exhibit. If you have an opinion and would like to see it published on this website, you can send it to jewishp@mymts.net, but please indicate whether you would be willing to have it published on this website.
Here is what we received the morning of June 26:
Winnipeg, MB — June 26, 2026 — The Canadian Museum for Human Rights (CMHR) will open a new exhibit tomorrow that explores human rights violations related to the ongoing forced displacement of Palestinian Canadians.
Palestine Uprooted: Nakba Past and Present will be on display in the Rights Today gallery on Level 5 until 2028. Featuring personal stories told through artifacts and video testimonies, the exhibit presents Palestinian Canadians reflecting on their ongoing struggle for human rights. The small exhibit reveals enduring patterns of loss and resilience, helping visitors understand more about this contemporary human rights story.
Palestinian Canadian stories are now included alongside many other stories of forced displacement and human rights violations featured in the Museum’s galleries. Each of these stories contribute to our visitors understanding of human rights and help the Museum fulfill its mandate to foster reflection and dialogue.

Exhibition highlights
Personal stories and artifacts: Experience firsthand accounts from Palestinian Canadians sharing their journeys of displacement and memory through a series of five artifacts. Cases display artifacts like property deeds, house keys, and a traditional Palestinian embroidered dress, accompanied by short videos that deepen understanding of the impacts of displacement.

Powerful artworks: In her painting Bound Together in Gaza, Malak Mattar, a Gazan artist, captures the struggles and resilience of her generation shaped by conflict. Her work pays homage to Guernica, Picasso’s powerful masterpiece depicting civilian suffering during war.

Curfews and Closures, by Rajie Cook, bears witness to life under military occupation during the 2000–2005 Palestinian uprising, when curfews and closures were expanded and further limited basic rights and freedoms.

Cultural heritage: Discover traditional Palestinian embroidery called tatreez. Tatreez motifs and colours are tied to place, family history and regional identity. Patterns are associated with particular towns, villages or areas of Palestine. In this way, tatreez is a form of storytelling: a way of preserving memory, sustaining identity and expressing resilience across displacement and exile.

Poetry and reflection: Engage with Mahmoud Darwish’s evocative verses, inspiring personal reflection on exile, voice, and responsibility. Visitors can take a card containing Darwish’s poem and add a personal note, fostering ongoing dialogue beyond the exhibit.
Contemporary context: Witness striking images of current events in Gaza and the West Bank, connecting past displacement to ongoing struggles.
Quotes:
“No force can silence the truth we carry. Growing up in Canada, my children lived the Nakba through our stories. And now we watch it happen again, live, on our phones. When I see the images coming out of Gaza, I am not watching the news. I am watching my history repeat itself.” -Fouad Sahyoun, a Palestinian Canadian featured in the exhibit
“We developed this exhibit with a clear awareness that Palestinian Canadian voices have too often been marginalized, silenced or spoken over — and that anti-Palestinian racism affects whose stories are heard and whose suffering is recognized. That is why we intentionally centred Palestinian Canadian voices throughout the exhibit.” -Isabelle Masson, Curator of Palestine Uprooted
“Human rights matter precisely when they are inconvenient, when the question of who deserves the dignity of having their rights recognized is genuinely contested. These are the moments where having a national museum for human rights is most important.
There are people who believe this exhibit should not exist in its current form. There are people who believe it should have existed sooner. There are people who will visit this exhibit and feel that it does not say enough, and others who will feel it says too much.
We have listened to every one of these voices. We have reflected. And we have renewed our resolve to continue the difficult, sometimes contested, and often controversial work of building understanding about human rights. We are a museum grounded in Canada’s human rights framework, whose mandate requires us to bear witness to the full complexity of the human story. We are proud to open this exhibit because the story it tells will help achieve that mandate, and because this story belongs in the collective memory of Canadians.”
- – Isha Khan, CEO
Local News
Jewish Federation releases amounts to be allocated to each of its 12 beneficiary agencies
By BERNIE BELLAN I had been reporting on allocations given to the 12 beneficiary agencies of the Jewish Federation for over 11 years – until last year, when I took a break from covering our major Jewish organizations.
These past couple of months, however, I’ve gone back to looking at financial information for some of our major Jewish organizations, including the Jewish Foundation of Manitoba and Jewish Child and Family Services. (If you want to read my reports on the two Annual General Meetings held by those organizations you can find them elsewhere on this website.)

Over the years as well, I had also been adding to a table that I began to compile 12 years ago that showed comparison figures year over year for how much had been allocated by the Jewish Federation to each of its 12 beneficiary agencies. Even though I didn’t do any reporting on allocations by the Jewish Federation last year, I was able to obtain information about the 2025 allocations that I’ve reproduced in the table that you can see here. (That table only shows information for the past five years, although I do have tables showing information about allocations going back as far as 2014 that can be found on my website if anyone is interested.)
Looking at the figures for this coming year though, a couple of things stand out: For one, there will be no allocation for Aleph Bet Child Life Enrichment, just as there wasn’t one last year either. This comes after having received allocations for as long as I’ve been covering the allocations committee, so that might require some further investigation to find out why Aleph Bet Enrichment is no longer receiving an allocation. Secondly, there will be a small allocation for the Irma Penn School of Jewish Learning – as there was last year also, after a multi-year absence of the school applying for allocations. The Irma Penn School used to advertise in The Jewish Post & News when it was active, but I don’t recall seeing anything about it the past two years. At one time it was very popular among adults. It would be worth looking into how it functions these days. (Over to you, Myron. You used to write about the Irma Penn School.)
Also, the report of the Allocation Committee says: “The Jewish Learning Institute resumed their participation in the Allocations process after a hiatus of a few years to enhance their revitalized programming.” But the Jewish Learning Institute did receive funding in 2025 and 2024, so it’s not clear why the report says there was a “hiatus of a few years.” No big deal, really.
It’s always been interesting for me – and I’m sure for you, too, to look at trends: Which beneficiary agencies have been receiving the largest increases in allocations year over year or, as the case may be, the smallest increases in funding – relative to what other agencies received?
According to the report of the allocations committee, “The 2025-26 Combined Jewish Appeal Campaign raised $7,224,856 this year.”
That amount is $660,577 more than what was raised in the 2024-25 campaign, which was $6,864,279. While a portion of what was raised goes toward beneficiary agencies, another portion goes to Israel, another portion is to cover operating expenses of the Federation, and another portion goes to replenishing the Federation’s emergency fund, which was badly depleted during Covid.
Insofar as how much each of the beneficiary agencies receives,, each year the allocations committee of the Jewish Federation meets during the course of the year to decide how to allocates funds to the 12 beneficiary agencies of the Federation.
The allocations are to be given to the respective agencies on September 1.
The total amount allocated to the Federation’s beneficiary agencies is $95,700 more than what was allocated last year, and $193,600 more than what was allocated in 2024. There will be a total of $3,050,000 allocated in 2026, compared to $2,954,300 in 2025, and $2,856,400 in 2024. Interestingly, the total amounts allocated in 2023 and 2022 were higher than what were allocated in 2024 and 2025, but the allocation to Gray Academy in 2022 was exceptionally high – $974,000, compared with $900,000 this year. In 2022 Gray Academy was still dealing with the fallout from Covid and the huge increases in costs that arose from having to resort to online teaching.
As well, until this year, the most ever allocated by the Jewish Federation to its beneficiary agencies was also in 2022 – when the community was still in the grip of the Covid crisis and total allocations were $3,003,000. At that time the Federation tapped into an emergency fund that it had on hand – and totally depleted that fund.
In its report the allocations committee went into some detail explaining its methodology and how certain criteria were given special attention when it came to determining allocations.
Each of the agencies had representatives appear before the committee. Those representatives were given 15-20 minutes to make presentations to the members of the committee and answer a series of questions pertaining to eight different criteria.
Here, in summary, are the main criteria the report cites as “priorities” when it came to deciding how much to allocate to agencies:
- Social isolation and lack of belonging: “Longing for belonging,” a desire for a
stronger sense of connection to the Jewish community and Jewish identification. - Seniors Isolation: Does this program address the problem of seniors’ isolation?
- Teen Program Continuity Gaps: Gaps in programming continuity limit teen
leadership opportunities. Peer connection programs across this demographic
must be prioritized. - Building Jewish Identity and Connection: Strengthening Jewish identification
ensures every program builds Jewish community through authentic Jewish content
and context. - Poverty and Financial Barriers to Participation: Financial challenges can prevent
community members’ full participation in Jewish life. - Accessibility and Inclusion for People with Disabilities: People with cognitive or
physical challenges face barriers to full participation in Jewish life. - Exclusionary or Unwelcoming Environments: Language and practices may
unintentionally exclude interfaith families, LGBTQ+ individuals, Jews of color, and
others. - Data on Participation and Community Needs: Do you have data available on who
participates in programs, who is underserved, and what impact programs have?
Even after having subjected each of the agencies to that sort of rigorous scrutiny, however, the fact remains that the sizes of the increases given to each agency were quite consistent with what had been given in previous years.
Here, for instance, are the increases that have been given to some of the agencies for the past three years:
Gray Academy – 2026 increase over 2025: $30,000; 2025 increase over 2024: $30,000
Gwen Secter – 2026 increase over 2025: $19,000; 2025 increase over 2024: $11,500
JCFS – 2026 increase over 2025: $30,000; 2025 increase over 2024: $25,000
Rady JCC – 2026 increase over 2025: $18,000; 2025 increase over 2024: $10,000
What it all boils down to, I would suggest, is that the allocations each of those agencies received are consistent with what they had received in previous years, notwithstanding the supposedly rigorous criteria that the allocations committee says it adopted in reviewing the presentations given by each agency.
Local News
35 years ago 14,000 Ethiopian Jews were rescued and brought to Israel in a short, but brilliant 36-hour operation
By BERNIE BELLAN My memory of an event that took place 35 years ago was jogged recently when I received an email from someone who himself was one of 14,000 Ethiopian Jews who were brought to safety in Israel during what was known as “Operation Solomon.”
That individual wrote that he wanted to thank me for articles I had written over the years, including about the rescue of Ethiopian Jews.
Here is part of what he wrote: “I am an Ethiopian Jew who live in Winnipeg. I recently came across Bernie Bellan’s articles and i was very fascinated by the depth of them and the fact they are informative and educational. I am not sure if he wrote anything about the thousands old dream of Ethiopian Jews who at the end reached their destination Israel. Thanks to operations Solomon and Moses that airlifted the Ethiopian Jews to become Israel’s citizens. I personally am grateful for the support i got from a couple of Jewish individuals in Winnipeg….My ancestors were hiding who they were in Ethiopia and i will never stop from telling who i am and my support for Israel. Please tell Bernie i said hello and i pray for his health so that he will continue sharing his knowledge. Little did he know that one day an Ethiopian Jew will read one of his articles.”
Reading that email led me to look back at articles that appeared in The Jewish Post & News around the time of Operation Solomon, also a later article that I wrote in 2013 about Israeli Brigadier General Eden Attias, who was deeply involved in Operation Solomon and who appeared at an event in Winnipeg that year.

I would be remiss, however, to write anything about Operation Solomon without mentioning the absolutely pivotal role that the late Professor Elliot Levine played in orchestrating support among some Winnipeg Jews to help in the rescue of Ethiopian Jews. I found two articles Levine had written around the time of that incredible rescue effort in which he described the clandestine work in which he – and several other Winnipeggers were involved in reaching out to Ethiopian Jews at a time when anyone in Ethiopia who openly announced they were Jewish put their lives in peril.
To begin with, here’s some background about what led to Operation Solomon – taken from my 2013 article about Israeli Brigadier General Eden Attias. General Attias had played a key role in Operation Solomon, including having been on the ground in Ethiopia during the actual rescue operation. He was introduced at that 2013 event by the late Yude Heneleff.
“Henteleff gave a brief overview of Operation Solomon: ”In 1991 the Ethiopian government was threatened with being toppled,’ explained Henteleff.
“For several years previous Israeli operatives had been secretly working in Ethiopia to procure the escape of as many ‘Falasha’ Jews as possible (whom Henteleff noted should be rightfully referred to as ‘Beth Israel’.)
“Concerned that a new government would put a stop to this ongoing exodus of Ethiopian Jews, the Israeli government decided to implement a bold plan to ferry out as many Jews as possible in a condensed period before the window of opportunity was closed.
“Thus ‘Operation Solomon was born and carried out with precision. It involved the use of 34 aircraft, including several El Al passenger aircraft, as well as Israeli Air Force planes. In 36 hours the planes carried over 14,000 Ethiopian Jews to safety in Israel. In fact one Boeing 747 set the record for the most passengers ever transported on one aircraft when 1,122 passengers were crammed into the plane.
“During his talk Gen. Attias gave a detailed explanation of the events leading up to Operation Solomon, beginning as far back as 1862, when a group of Ethiopian Jews began the trek to Israel through the hostile territory of Sudan. Very few actually survived that journey, Attias noted.
“Through the years there had been various other attempts to bring Ethiopian Jews to Israel, with the most notable effort prior to Operation Solomon being ‘Operation Moses’, which was carried out in 1984. That operation was undertaken with the complicity of the Sudanese government and involved Mossad agents working to bring Ethiopian Jews to secret departure points in Sudan. Unfortunately members of the Israeli media learned of the operation and, even though they were asked to withhold revealing what they knew, went ahead and published details. That brought the operation to a sudden end, and with the rescue of only 7,000 Jews.”
Prior to Operation Solomon Ethiopia had been engulfed in a civil war that had contributed to mass starvation and brutal violence. In 1991 the Marxist regime that had been in power was threatened with being toppled and there was heightened concern within Israel – also in many communities in the diaspora, for the safety of Ethiopia’s Jewish population. As has already been noted, there had been other efforts to rescue Ethiopian Jews, but with mixed results. Thus, the bold plan to rescue as many Ethiopian Jews in one fell swoop was hatched. But in order to bring that rescue about contacts had to be made within the Ethiopian Jewish community.
How those many thousands of Ethiopian Jews were contacted is in itself a totally fascinating story. That’s where Elliot Levine’s description of the cloak and dagger nature of the work that was involved in making contact with those Jews was so vividly described in the two articles he wrote for us in 1991.
Levine noted that the vast majority of Ethiopian Jews – also known as “Falashas” (which is a derogatory term meaning stranger that was commonly applied to Ethiopian Jews by other Israelis) lived in Gondar province, which is in the north of Ethiopia.
As he wrote in the first of his articles describing the part that some Winnipeg Jews played in that rescue effort (published in the June 5, 1991 issue of The Jewish Post & News), “In April 1990 an agent if the American Association of Ethiopian Jews went into Ethiopia from North America….
“By May 1990 thousands of Ethiopian Jews had arrived in Addis Ababa with the help of a field worker placed by the American agent. A ‘truck stop’ outside of Gondar city was the rendezvous point. A few dollars a head paid for the road transport to the capital.
“By early June, however, an arrest had been made and a message had been sent out not to replace the field agent. Thereafter, those who made their way out of the hills had to make their own arrangements…
“With over 10,000 now in the capital (Addis Ababa), overburdened workers reported the weekly death tolls… By month’s end, emergency meetings and commitments had been made in Israel…
“In Winnipeg meanwhile, our Council of Rabbis was briefed on the situation and their response, among other things, funded an Ethiopian Jewish ‘agent’ we sent from Israel to assist families with particular problems.”
Levine went on to describe the invaluable assistance that agent played in helping Ethiopian Jews through “nighttime meetings, escorted tours that evaded security patrols and interviews with Ethiopian Jewish refugees.”
Levine noted, however, that the effort to help rescue Ethiopian Jews was organized entirely by a group of private individuals – with no assistance whatsoever from what was then the Winnipeg Jewish Community Council (later to become the Jewish Federation of Winnipeg). Further, the Committee for Ethiopian Jews – as the group was known, was an initiative led by members of Temple Shalom, Winnipeg’s Reform congregation.
At this point I want to return to that initial email I received from the Ethiopian Jewish individual who had reached out to me. In very dramatic fashion he described what happened when one father was approached by one of the agents who had been dispatched by the Israeli government to make contact with Ethiopian Jews and try to persuade them to flee their homes in Gondar:
“ ‘The silent call’ Operation Solomon
“ ‘good morning my name is …..i am here to tell you that we are on a mission to send a lot of people from Bet Israel( Ethiopian Jews) to Israel. And we know you are one of them. Are you interested’
“ ‘no I am not a Jew I went through horrible times I do not want to talk about myself and how would I know you are not a spy’
” ‘No I am not a spy please I know your family that is why I came to tell you about this mission’
“ ‘yes I am and please don’t tell anyone I am a Jew’
“This was a conversation that took place with the father of Anna and Jerusalem, 13 and 15 year olds who were sexually assaulted in front of their mother who took her own life the following day.
“That month in March 1991 preparation to evacuate 14000 Ethiopia Jews was planned secretly.
“In that same year 1991 bitter civil was raging in the Western part of Ethiopia, Just a month later the military junta was about to be overthrown.”
To return to Elliot Levine’s account of the role Winnipeg Jews played in the rescue of some Ethiopian Jews, in the follow-up article he wrote about that effort, he noted that Winnipeg Jews often responded quickly when told of specific urgent cases of individuals in need of direct help: “In the months preceding the airlift we had the luxury of responding to emergency appeals quickly….We in Winnipeg had arranged an especially prompt conduit – on most favourable terms. We also functioned as supporters of last resort for some of the inevitable cases that fell between the cracks. Recipients often confirmed receipt of our aid within a few days of our being notified of their plight.”
Ultimately, Operation Solomon helped rescue over 14,000 Ethiopian Jews in just 36 hours – from May 24-25, 1991. Non- stop flights of 35 Israeli aircraft were involved, including military and civilian planes. Almost all of Ethiopia’s Jewish population was rescued as a result.

