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
Rob Reiner asked the big questions. His death leaves us searching for answers.
Can men and women just be friends? Can you be in the revenge business too long? Why don’t you just make 10 louder and have that be the top number on your amp?
All are questions Rob Reiner sought to answer. In the wake of his and his wife’s unexpected deaths, which are being investigated as homicides, it’s hard not to reel with questions of our own: How could someone so beloved come to such a senseless end? How can we account for such a staggering loss to the culture when it came so prematurely? How can we juggle that grief and our horror over the violent murder of Jews at an Australian beach, gathered to celebrate the first night of Hanukkah, and still light candles of our own?
The act of asking may be a way forward, just as Rob Reiner first emerged from sitcom stardom by making inquiries.
In This is Spinal Tap, his first feature, he played the role of Marty DiBergi, the in-universe director of the documentary about the misbegotten 1982 U.S. concert tour of the eponymous metal band. He was, in a sense, culminating the work of his father, Carl Reiner, who launched a classic comedy record as the interviewer of Mel Brooks’ 2,000 Year Old Man. DiBergi as played by Reiner was a reverential interlocutor — one might say a fanboy — but he did take time to query Nigel Tufnell as to why his amp went to 11. And, quoting a bad review, he asked “What day did the Lord create Spinal Tap, and couldn’t he have rested on that day too?”
But Reiner had larger questions to mull over. And in this capacity — not just his iconic scene at Katz’s Deli in When Harry Met Sally or the goblin Yiddishkeit of Miracle Max in The Princess Bride — he was a fundamentally Jewish director.
Stand By Me is a poignant meditation on death through the eyes of childhood — it asks what we remember and how those early experiences shape us. The Princess Bride is a storybook consideration of love — it wonders at the price of seeking or avenging it at all costs. A Few Good Men is a trenchant, cynical-for-Aaron Sorkin, inquest of abuse in the military — how can it happen in an atmosphere of discipline.
In his public life, Reiner was an activist. He asked how he could end cigarette smoking. He asked why gay couples couldn’t marry like straight ones. He asked what Russia may have had on President Trump. This fall, with the FCC’s crackdown on Jimmy Kimmel, he asked if he would soon be censored. He led with the Jewish question of how the world might be repaired.
Guttingly, in perhaps his most personal project, 2015’s Being Charlie, co-written by his son Nick he wondered how a parent can help a child struggling with addiction. (Nick was questioned by the LAPD concerning his parents’ deaths and was placed under arrest.)
Related
None of the questions had pat answers. Taken together, there’s scarcely a part of life that Reiner’s filmography overlooked, including the best way to end it, in 2007’s The Bucket List.
Judging by the longevity of his parents, both of whom lived into their 90s, it’s entirely possible Reiner had much more to ask of the world. That we won’t get to see another film by him, or spot him on the news weighing in on the latest democratic aberration, is hard to swallow.
Yet there is some small comfort in the note Reiner went out on. In October, he unveiled Spinal Tap II: The Beginning of the End, a valedictory moment in a long and celebrated career.
Reiner once again returned to the role of DiBergi. I saw a special prescreening with a live Q&A after the film. It was the day Charlie Kirk was assassinated. I half-expected Reiner to break character and address political violence — his previous film, God & Country, was a documentary on Christian Nationalism.
But Reiner never showed up — only Marty DiBergi, sitting with Nigel Tuffnell (Christopher Guest), David St. Hubbins (Michael McKean) and Derek Smalls (Harry Shearer) at Grauman’s Chinese Theater in Los Angeles. The interview was broadcast to theaters across the country, with viewer-submitted questions like “What, in fact, did the glove from Smell the Glove smell like?” (Minty.) And “Who was the inspiration for ‘Big Bottom?’” (Della Reese.)
Related
- Actor-Director Rob Reiner dies at 78
- Carl Reiner On Judaism, Atheism And The ‘Monster’ In The White House
- Mandy Patinkin On His Favorite ‘Princess Bride’ Quote
DiBergi had one question for the audience: “How did you feel about the film?”
The applause was rapturous, but DiBergi still couldn’t get over Nigel Tuffnell’s Marshall amp, which now stretched beyond 11 and into infinity.
“How can that be?” he asked. “How can you go to infinity? How loud is that?”
There’s no limit, Tuffnell assured him. “Why should there be a limit?”
Reiner, an artist of boundless curiosity and humanity, was limitless. His remit was to reason why. He’ll be impossible to replace, but in asking difficult questions, we can honor him.
The post Rob Reiner asked the big questions. His death leaves us searching for answers. appeared first on The Forward.
Features
A People and a Pulse: Jewish Voices in Jazz and Modern Music
By MARTIN ZEILIG Jazz history is usually told through its most iconic names — Armstrong, Ellington, Parker, Davis — yet running alongside that familiar story is another, often under‑acknowledged one: the deep and enduring contribution of Jewish musicians, bandleaders, composers, and cultural intermediaries.
From the moment jazz emerged at the turn of the 20th century, Jews were not simply observers but active shapers of the music and the industry around it. Their influence — artistic, entrepreneurial, and cultural — has been both significant and, in many respects, disproportionately large. Jews and Jazz (171 pg. $18.75 US) a self‑published work by Laurence Seeff, brings this parallel narrative into sharp, affectionate focus.
Seeff is an ideal guide.
Born in London in 1951, he built a career that moved from statistics to energy policy in Paris, from financial markets at Bloomberg to corporate training in the City of London, all while writing poetry, songs, and humorous verse. Today he lives in Israel, where he continues to write, perform, learn Ivrit, and enjoy life with his large family. Through all these chapters runs a constant passion for jazz — a passion sparked more than fifty‑five years ago when he first heard Terry Lightfoot’s Jazzmen in a Bournemouth pub.
His writing blends clarity, humour, and genuine love for the music and the people who made it.
The musicians he profiles often came from immigrant families who brought with them the musical DNA of Eastern Europe — the cadences of synagogue chant, the urgency of klezmer, the cultural instinct for learning and artistic expression. When these sensibilities met the African American genius of early jazz, the result was a remarkable creative fusion.
Some figures, like Chico Marx, are better known for comedy than musicianship, yet Seeff reminds us that Chico was a serious pianist whose jazz‑inflected playing appeared in every Marx Brothers film and whose orchestra launched young talents like Mel Tormé. Others — Abe Lyman, Lew Stone, and Oscar Rabin — shaped the dance‑band era on both sides of the Atlantic.
Canadian readers will be pleased to find Morris “Moe” Koffman included as well: the Toronto‑born flautist and saxophonist whose “Swinging Shepherd Blues” became an international hit and whose long career at the CBC helped define Canadian jazz.
Seeff also highlights artists whose connection to jazz is more tangential but culturally revealing. Barbra Streisand, for example — a classmate and choir‑mate of Neil Diamond at Erasmus Hall High School — was never a natural jazz singer, yet her versatility allowed her to step into the idiom when she chose.
She opened for Miles Davis at the Village Vanguard in 1961 and, nearly half a century later, returned to the same club to promote Love Is the Answer, her collaboration with jazz pianist Diana Krall. Her contribution to jazz may be limited, but her stature as one of the greatest singers of all time is unquestioned.
Neil Diamond, too, appears in these pages.
Though not a jazz artist, he starred — with gusto, if not great acting finesse — in the 1980 remake of The Jazz Singer, 53 years after Al Jolson’s original. The film was not a success, nor was it truly a jazz picture, but its title and its star’s Jewish identity make it part of the cultural tapestry Seeff explores.
Diamond and Streisand recorded together only once, in 1978, on “You Don’t Bring Me Flowers,” a reminder of the long‑standing artistic ties between them.
Mel Tormé, by contrast, was deeply rooted in jazz. Nicknamed “The Velvet Fog,” he was a prodigy who sang professionally at age four, wrote his first hit at sixteen, drummed for Chico Marx, and recorded with Benny Goodman and Artie Shaw. Ethel Waters once said he was “the only white man who sings with the soul of a black man.” His story exemplifies the porous, collaborative nature of jazz.
Seeff also includes non‑Jewish figures whose lives intersected meaningfully with Jewish culture. Frank Sinatra — perhaps the greatest crooner of them all — was a steadfast supporter of Jewish causes, from protesting during the Holocaust to raising funds for Israel Bonds and the Hebrew University. His multiple visits to Israel, including a major concert in Jerusalem in 1975, underscore the depth of his connection.
Danny Kaye earns his place through his close work with Louis Armstrong, his pitch‑perfect scat singing, and his starring role in The Five Pennies, the biopic of jazz cornetist Red Nichols. Though not a jazz musician per se, his performances radiated a genuine feel for the music.
A later generation is represented by Harry Connick Jr., whose Jewish mother and New Orleans upbringing placed him at the crossroads of cultures. A prodigy who played publicly at age five, he went on to become one of the most successful jazz‑influenced vocalists of his era, with ten number‑one jazz albums.
Even Bob Dylan appears in Seeff’s mosaic — another reminder that Jewish creativity has touched every corner of modern music, sometimes directly through jazz, sometimes through the broader cultural currents that surround it.
Taken together, the concise portraits in Jews and Jazz form a lively, engaging mosaic — a celebration of creativity, resilience, and cross‑cultural exchange. They show how Jewish musicians helped carry jazz from vaudeville and dance halls into swing, bebop, cool jazz, pop, rock, and film music.
They remind us that jazz, at its heart, is a meeting place: a space where people of different backgrounds listen to one another, learn from one another, and create something larger than themselves.
For further information, contact the author at the following email address: laurenceseeff@yahoo.co.uk
Features
Jews in Strange Places
By DAVID TOPPER The Jewish contribution to 20th century popular music is well known. From Jerome Kern through to Stephen Sondheim, Jews played major roles as both composers and lyricists in the so-called Great American Songbook. (An exception is Cole Porter.) It continued in Musical Theatre throughout the rest of the century.
One very small piece of this story involves what Time magazine in the December 1999 issue called “the tune of the century.” First recorded sixty years before that, it is the powerful and haunting tune called “Strange Fruit,” which is about the lynching of black people in the southern USA. First sung by Billie Holiday in 1939, it became her signature tune.
So, why do I bring this up? Because there is a multi-layered Jewish connection to this song that is worth recalling, which may not be known to many readers.
Let’s start with the lyrics to “Strange Fruit,” which are the essence of this powerful piece:
Southern trees bear strange fruit,Blood on the leaves and blood at the root,Black bodies swinging in the southern breeze,Strange fruit hanging from the poplar trees.Pastoral scene of the gallant south,The bulging eyes and the twisted mouth,Scent of magnolias, sweet and fresh,Then the sudden smell of burning flesh.Here is fruit for the crows to pluck,For the rain to gather, for the wind to suck,For the sun to rot, for the trees to drop,Here is a strange and bitter crop.
Before becoming lyrics in a song, this poem stood alone as a potent statement about the lynchings still taking place throughout the American South at the time. The strong metaphorical imagery never explicitly mentions the lynching, which adds to the poetic power of this poem. Standing alone, I believe it’s an important protest verse from the 20th century.
Searching it on the internet, you may find the author listed as Lewis Allan. But that’s not his real name. “Lewis Allen” is the often-used pen name of Abel Meeropol, a Jewish High School teacher from the Bronx in New York. He and his wife, Anne (nee Shaffer), had two stillborn children with those names – a fact that adds a poignant element to this story.
The origin of the poem for Abel was a photograph he had seen of a lynching of black men in the South. I have seen such images, possibly even the one Abel saw: for example, a sepia photograph of two black men hanging from a long tree limb, and a large crowd of white people below (men, women and even children!), most seeming dressed in their Sunday best (some men with straw hats) looking up and gawking at the sight, some with smiles on their faces – as if attending a festive spectacle. Like Abel, I felt repelled by the picture: it turned my stomach. This communal display of horrific cruelty gave me a glimpse into Abel’s mind, and I understood how it compelled him to write about it. He thus wrote the poem, and it was published in a teacher’s magazine in 1937.
Being a songwriter too, in 1938 Abel added a melody and played it in a New York club he often attended. But here’s where this story’s documentation gets contradictory, depending upon who is recalling the events. The club owner knew Billie Holiday, and he showed the song to her. What her initial response was, we cannot know for sure. But we do know that in a relatively short time, she added it to her repertoire. It eventually became her signature tune. She initially sang it in public, but because of its popularity among her fans, there was pressure to record it too.
There were initial rejections from recording companies because of the controversial content. But Commodore Records took a chance and pressed the first recording in April 1939. This was the same year the movie “Gone with the Wind” came out; it was steeped in racial stereotyping. It was also sixteen years before Rosa Parks refused to give up her seat on a bus in Montgomery, Alabama.
As a record, the song obviously reached a large audience. Since the content was about racism, the song was seen as politically radical; not surprisingly, many radio stations banned it from the airwaves.
Furthermore, it’s also not surprising that Abel, a schoolteacher, was called to appear before a committee of New York lawmakers who were looking for communists in the schools. Possibly they were surprised to find that the poem and the song were written by a white man – and a Jew to boot. In particular, they wanted to know if he was paid by the Communist Party to write this song. He was not. And, in the end, they let him go. But shortly thereafter he quit his teaching job.
This took place in 1941 and was a precursor to the continued American obsession with communism into the 1950s, under Senator Joe McCarthy.
Indeed, that episode had an impact on Abel and Anne too. In 1953 Julius and Ethel Rosenberg were convicted of giving information about nuclear science to the Soviet Union, and they were the first married couple to be executed in the electric chair. They left two sons, Michael (age 10) and Robert (age 6). Apparently, immediate family members were reticent to get involved with the boys, possibly afraid of being accused of sympathizing with communism.
Enter Abel and Anne. Without a moment’s hesitation they stepped in, taking and raising the boys. As Michael and Robert Meeropol they eventually went on to become college professors – and naturally were active in social issues. Anne died in 1973. Abel died in 1986 in a Jewish nursing home in Massachusetts, after a slow decline into dementia. Long before that, Billie Holiday died in 1959, ravaged by the drug addition that took her life at forty-four years of age.
See why I called this a multi-layered Jewish story that’s worth telling?
To hear Billie Holiday singing “Strange Fruit” click here: Strange Fruit
