Features
My transitions in Jewish education
By PHYLLIS LIPSON DANA From 1941 until 1945 I lived on Mountain and Aikins and was a student from Kindergarten to Grade 4 at the Folk School, located in a 3 storey house at the corner of St Johns and Charles.
In my final year there the school merged with the I L Peretz School, which was then located in a large building on Aberdeen just west of Salter. We had moved to a house on Lansdowne Avenue east of Main so I attended Luxton School by day and went to Peretz evening classes for two years. By then our family had joined the Shaarey Zedek on Dagmar Street, so I continued my Jewish education there at the Sunday School, and began to sing with the synagogue choir.
As I recall, the Folk School had a strong Zionist perspective. Many older students were members of Habonim, which met in the building. There was emphasis on the land of Israel, though the Jewish curriculum was taught mostly in Yiddish, focusing upon language, with a little bit of Hebrew being taught, and there was a significant celebration of Jewish holidays and festivals. I retain many happy memories of my years there. The school population was quite small. In my class were only nine students (Pearl Ash, Elliot Berman, Victor Chernick, Ronald Ganetsky, Sheila Naimark, Hersh Shapera, Barbara Sherebrin, Shirley Schicher, and myself). I can’t find any class pictures but I do have a picture of our kindergarten teacher, Esther Prasso sitting on the school’s steps. Other teachers I remember were Miss Bulstein (who became Mary Yukelis), Miss Kranis (who became Yetta Grysman), Mr. Lapin, Mr. Zeitlin, and Mr. Cantor (who became the principal when the merger occurred.
Since I was no older than nine when the schools merged, I had no idea at the time why the change had taken place. In retrospect, however, I do remember my mother more than once assembling items from home to donate to the “rummage sale” to raise money to buy coal. I suppose that the larger economic base of the Peretz “shool Mispoche” allowed the smaller school to continue in some form. Peretz was secular in philosophy and there were no actual prayers as part of the curriculum in the early grades when I attended. Bible studies were presented as historia (Jewish history) and, although the holiday celebrations were important, I don’t remember any mention of God in the commemorations. However, there were High Holiday services taking place in the school’s basement, which featured my Zaida Nate Lifshitz as one of the cantors. I remember a huge celebration of the end of World War II for which we were transported to the Peretz building for an assembly.
At the Shaarey Zedek I was exposed to a totally different view of Jewish education. Hebrew language was taught through the prayers, and the Bible studies definitely focused on the miracles attached to many celebrations which gave the credit where it was due. At 11 I joined the choir, so of course that meant that I became familiar with the order of Friday evening services and holidays. The synagogue on Wellington Crescent was opened in 1950 and when a junior choir was formed I was required by the choir master, Jack Garland, to join. We performed at Saturday morning services for many years. My parents were regular attendees and my brother became a frequent Torah reader there. I continued in the Shaarey Zedek choir for many years as I married and had two children.
When each of our children were five years old, I truly believed that they were the perfect age. In my experience children at five were adventurous, inquisitive, totally honest, highly sociable, and eager to learn. I had begun taking upgrading classes with the goal of going into Education at university, when Fay Zipman asked me if I would be interested in assisting her in her four-year-old class at Peretz School on Jefferson. I met the principal and he decided to give me a chance. The year was 1965-66 and my career was launched. Fay left teaching a year after I joined her, so I assisted Sara Green until 1969, when she moved to Vancouver.
That fall I began as the Nursery teacher and I was to assist in the kindergarten; the teacher with whom I had been working was needed to take on another class, so I was upgraded to Kindergarten teacher, learning the curriculum at night while I taught all day. I was also continuing my university education at night. The Peretz atmosphere was very family oriented with a strongly Jewish cultural approach. There were many evening gatherings with music, plays, and lectures primarily in Yiddish and always highlighting student performances. While “Shabbes” celebrations were held in the classrooms, with candles, challah and juice distributed, there were no prayers chanted. Students were taught the Hebrew language, but synagogue skills were not part of the curriculum. Some boys had Bar Mitzvahs, but many did not, and initially I never heard of girls becoming “Bat Mitzvah”. Over time the Ashkenazi pronunciations of Hebrew words was replaced by the more modern one and there was a strong focus upon Israel in celebration and song. Little by little Brachot were coming into the Friday candle-and-challah gatherings in classrooms. It seemed that most students were becoming Bar Mitzvah and some girls celebrated Bat Mitzvot.
For many years many kindergarten students rushed home for lunch and then proceeded to their neighborhood schools to attend afternoon kindergarten classes. TV did not provide much stimulation for children in the afternoon and our winters can be very cold. Over the years I met many public school teachers who complained that kids would frequently tell them they had done “that” in their morning school. In the school year 1976-77 an all-day kindergarten was begun at Peretz School and I had the privilege of initiating this concept. Soon other schools incorporated these classes as well.
In the early 80s a number of parents prevailed upon Seven Oaks School Division to begin providing a Hebrew-bilingual program. When it was implemented, registration at the north-end Jewish schools declined…there was no fee at public schools. At the same time the Board of Jewish Education was formed and when, by 1983 – as our school numbers were steadily decreasing (I had a class of only eight children that year), there was a strong movement to merge the I L Peretz Folk School with Talmud Torah.
As anticipated by the smaller school’s most loyal supporters, the Yiddish component of the curriculum became reduced over time to an occasional song being taught and “optional” Yiddish language classes being offered. The teaching of synagogue skills and assemblies in the synagogue were a major component of the Judaic curriculum as well as Hebrew language, reading and writing skills and a strong emphasis upon the land of Israel. As happened with the merger of the Folk Shul with Peretz, the larger school ideology swallowed the smaller. With the burden of teaching full-time, going to university part time, and looking after my family, I had left the Shaarey Zedek choir. Over time I sang for several years in the Rosh Pina choir and in later years with the Temple Shalom choir for High Holiday services.
I have wonderful memories of my more than 30 years teaching in the Jewish day schools, and a photo album full of pictures of most of my classes. Having visited other schools over time to observe teachers and programs, I was glad to notice that the vast majority loved children and were happy to be in kindergarten. The odd time I encountered teachers who were in the wrong place, having little patience for their students and obviously wishing they were in a higher grade. Most teachers of early childhood try to convey a feeling that “school is a happy and safe place where I can succeed”. I hope that children I have taught felt that way in my classrooms.
Ed. note: I had asked Phyllis to send me as many class pictures from her time at Peretz School as she could. She was able to send me eight pictures in total.
Features
Understanding the Differences Between the Three Roulette Classes
Roulette is one of those games that denotes the world of casinos most iconically with its spinning wheel and suspenseful moment when people wait for the ball to land on a number. Not all roulette, however, is the same. There are three classes of roulette: European, American, and French. They have rules and variations that somehow make them stand out and give extremely different gaming experiences. Let’s take a look at some of these differences and understand what makes each roulette class special.
The Classic Choice of the European Roulette
The typical character of European Roulette is the presence of a single zero, thus making it highly favorable among players due to a very low house advantage of 2.7% and, therefore, higher odds of winning. It offers a number of inside and outside bets that can suit different players’ appetites for risk. The reason the players like European Roulette is that it is easy to play, and the odds are quite even.
This game of roulette easily finds its place on most online websites in several variants, from differently themed games to different betting limits to accommodate any type of player. Be it a new starter or a seasoned gamer, European Roulette offers them all a slick and smooth experience with good graphics and interaction that they would want more of.
The Elegance and the Strategy of the French Roulette
French Roulette is often touted as the most sophisticated style of the game. It shares this with European Roulette, which also has a single zero wheel; however, the features are different, with the inclusion of various rules termed “La Partage” and “En Prison.” These rules create such a drastic reduction in the house edge down to as low as 1.35% on even-money bets that it affords the player a number of options for a gaming experience. French Roulette also boasts an assortment of table layouts and special bets that give the game a strategic edge, intriguing experienced players.
Spin Casino roulette games offer a sophisticated, classic European casino atmosphere in the version of French Roulette. The detailed tutorials and user-friendly interface mean that new players will take no time to learn the nuances of this great game, allowing everyone to enjoy the strategic depth of this variation.
The American Roulette, With High Stakes
Another successful variant is American Roulette, most especially in North American casinos. The key difference between American and European roulette lies in the addition of a double zero slot on the wheel. This adds to a 5.26% house edge, thereby giving it a moderate advantage over its European cousin. This also contains an extra layer of unpredictability and fun with the double zero and lures players who like higher stakes and a faster-moving pace of the game.
The realness of the experience means that American Roulette fans will get a true taste of Las Vegas-style casino action. From this brand, high-quality American Roulette games are available for players to try their luck with the double zero in immersive graphics and sound effects that bring the excitement of the casino right to your screen.
Try these roulette variations and enter a whole new world of casino gaming, where each spin holds a new chance at excitement and rewards. Be it for the first-timer or a seasoned player, roulette is a game in which the thrill keeps one sitting on the edge.
Features
Auschwitz Tours from Warsaw: Preserving Memory, Honoring History
Auschwitz is one of the most powerful symbols of the Holocaust and its lessons are as current as ever. As the world prepares for International Holocaust Day the need to remember and educate becomes even more urgent.
At Auschwitz Tours from Warsaw, our mission is to help you connect with this dark chapter in history. We offer guided tours to Auschwitz-Birkenau from Warsaw and Krakow so you can visit the largest Nazi concentration and extermination camp where over a million innocent lives were taken.
Why Auschwitz Tours from Warsaw?
A visit to Auschwitz is an emotional experience and we want you to get the most out of it. Our guides will walk you through the historical context, tell you stories of those who suffered, resisted, and in some cases survived. With respect and sensitivity, we will share the history that can’t be forgotten.
We offer full day tours from both Warsaw and Krakow so you can visit Auschwitz whether you’re coming from Poland’s capital or its cultural hub. Our tours include comfortable round trip transportation so you can focus on the experience without worrying about the logistics.
Extra Educational Content
Apart from the day trips, Auschwitz Tours from Warsaw also provides a lot of educational content about Auschwitz and the Holocaust. Our website is a resource for learning with articles and materials about Auschwitz’s history, World War II, and the long-term impact of the Holocaust.
For those who can’t visit in person, these materials are a window into this dark period of human history so the lessons of the Holocaust are available to everyone.
Honoring the Past on International Holocaust Remembrance Day
International Holocaust Remembrance Day on January 27th is a global moment of remembrance. It’s a day to remember the 6 million Jews and millions of others murdered by the Nazis during World War II.
It’s not just about the victims of the Nazi regime but about learning from history so we never repeat the mistakes.
January 27th is the anniversary of the liberation of Auschwitz-Birkenau in 1945, a day of unimaginable suffering but also of survival. The site itself is closed on this day for commemoration, but it’s a place of great importance for those who want to reflect on what happened here.
Although the gates are closed to visitors on January 26 and 27, it’s a day of personal reflection and remembrance for those who have passed away.
But on January 27th, a special area will be open for those who want to mark this solemn day on the grounds of the Memorial. This is a unique opportunity to reflect and remember in silence, on the very ground where so many lives were lost.
If you can’t visit Auschwitz today, International Holocaust Remembrance Day is still a chance to connect with the stories of survivors and victims. It’s a day to educate ourselves and others, not just about the past but about the present need to face hatred, intolerance, and anti-Semitism in all its forms.
If you’d like to learn more about our tours or explore our educational content, visit us at auschwitztoursfromwarsaw.com. Join us in remembering the past and keeping the message of “Never Again” alive.
Features
The Hurdles Facing Egyptian Intellectuals
By HENRY SREBRNIK In the twentieth century, many middle-class Egyptians adopted a cosmopolitan cultural style. They wanted to move the country toward a more liberal and secular state.
But they always came up against, and were unable to surmount, the strength of a very strong Islamic religious culture. In despair, some, despite their own preferences, ended up preferring autocracy to what they considered a backward and dangerous ideology.
In 1952, a revolution brought the Free Officers movement, led by Gamal Abdel Nasser, to power. It seemed to have brought a secular quasi-socialist regime to power.
But the undercurrents of politicized religion, though banned by Nasser, did not disappear. The Muslim Brotherhood, which had been founded in 1928 by Hassan al-Banna and preached a fundamentalist Islamism guarded exclusively by the sharia, was outlawed. Its most prominent theoretician, Sayyid Ibrahim Qutb, was executed in 1966.
But secular movements fell from favour following Egypt’s defeat by Israel in 1967, and the country was transformed into an autocracy following Nasser’s death three years later. From 1981 until 2011, Egypt was ruled with an iron hand by Hosni Mubarak, until popular unrest forced him to step down during the Arab Spring.
Would this herald a new, democratic chapter in Egypt? Would free elections bring about a rebirth of secular politics? The answer was no.
Mubarak’s ouster cleared the way for the Muslim Brotherhood to participate openly in Egyptian politics, and to that end the group formed the Freedom and Justice Party. In April 2012 the party selected Mohamed Morsi to be its candidate in Egypt’s presidential election. Morsi defeated Ahmed Shafiq, a former prime minister under Mubarak, that June.
Morsi soon issued an edict declaring that his authority as president would not be subject to judicial oversight until a permanent constitution came into effect. Although he defended the edict as a necessary measure to protect Egypt’s transition to democracy, mass demonstrations were held against what many saw as a seizure of dictatorial powers.
Worsening economic conditions, deteriorating public services, and a string of sectarian incidents, including attacks on the country’s Coptic Christian minority, strengthened opposition to Morsi’s rule. Clashes between Morsi’s supporters and critics in late June 2013 culminated in massive anti-Morsi protests around the country.
On July 3 the military under the head of the Egyptian Armed Forces, General Abdel Fattah al-Sisi, removed Morsi from power. A figurehead president, Adly Mansour, was installed, but it was clear that Sisi, who retained the title of defence minister, wielded power.
Sisi claimed that the military had carried out the will of the Egyptian people, as expressed in the anti-Morsi protests, and that the Islamist-dominated administration led by Morsi had put the Muslim Brotherhood’s interests before those of the country.
A month later the Egyptian police and armed forces committed what Human Rights Watch deemed “one of the world’s largest killings of demonstrators in a single day in recent history.”
Eleven years on, the murder of over 1,000 supporters of the deposed president, known as the Rabaa Massacre, has gone largely unpunished. The Muslim Brotherhood was formally outlawed that September and Morsi was jailed. Prison conditions were harsh, and he was denied adequate medical attention. He died in 2019.
Sisi officially left the military to run for president and was elected in a clearly fraudulent manner in May 2014. He has been re-elected twice since, in March 2018 and again in December 2023, when he was reported to have won with 89.6 per cent of the vote after several opposition figures were prevented from participating. Under his reign, Egypt has degenerated into a police state even more repressive than the 30-year dictatorship of Hosni Mubarak.
Caught between the proverbial rock and a hard place, Egypt’s pro-democracy and civil society movements jettisoned their long-standing commitments to human rights and the rule of law and enthusiastically supported the return of military rule.
One of those civil society leaders, Saad Eddin Ibrahim, was among Egypt’s most influential intellectual figures. He had spent his career insisting that democracy is the solution both to political authoritarianism and to the allures of religious fundamentalism in the Arab world.
Pushing back against the prevailing view that Islamist groups must be marginalized, he argued that they should be included in the democratic process. He even went so far as to advocate, in an article titled “Toward Muslim Democracies,” that “it will be better for us as democrats, for the Islamists, and for Egypt to enlist Islamists under the flag of democracy.”
He encouraged Egyptians to support this vision and put aside common fears about Islamist movements and had been arrested for his views under Mubarak. Yet even he abruptly became an apologist for authoritarian rule.
The “problem” was that the bulk of the Egyptian masses were unwilling to part with their religious traditions or wholly consign them to the realm of the private. Put another way, if most Egyptians were given the choice between being liberal or being Muslim, they would overwhelmingly select the latter.
Faced with that reality, these intellectuals forged authoritarian alliances to forcibly impose their worldview on an otherwise unwilling populace. When Morsi and the Muslim Brotherhood were in actual control of the state rather than at its fringes, the liberal secularists chose authoritarian rule. This is the same tragedy found in most of the Arab world.
Henry Srebrnik is a professor of political science at the University of Prince Edward Island.
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