Sharing the educational experience

With the winter school break soon upon all families, it is time once again to reflect upon the remarkably successful manner in which the Jewish day schools adapted through the Covid pandemic. Of course, we dare not be too self-congratulatory, nor celebrate a situation that is not yet resolved. But we can, indeed, we should acknowledge the good that the entire communal Jewish day school enterprise has conferred upon so many children, their families, and truth be told too, the Jewish future.

Three key administrative and lay leaders at the Kellman Brown Academy in Cherry Hill, New Jersey, this week published an article on the eJewishPhilanthropy website explaining “Covid’s silver lining” for their small school. In illuminating their own situation, they also cast light upon the situation of day schools in the GTA and in other jurisdictions.

Much has already been written about the quick, effective pivoting by GTA day schools as a result of the pandemic. It is worthwhile, however, to read the experiences of other day schools. For they reinforce the positive steps and the deep, intrinsic excellence of the Jewish schools in the GTA.

We reproduce the authors’ concluding remarks.

“Like many other outstanding Jewish day schools, we have longed for an opportunity to share what we’re all about with families who, under normal circumstances, would never have considered a Jewish day school. The COVID pandemic has given us this unique opportunity to do so, and we continue to leave no stone unturned in our efforts to leverage this opportunity to strengthen our school. This is our moment – and we are determined not to let it pass us by.”

Newly enrolled families at our day schools are discovering what so many families already knew. The schools are animated by their respective missions which are variations on the same theme: the education of our children is the pathway to a thriving, inspiring, inclusive, tolerant, creative, respectful, tradition-honouring Jewish future.

The complete article is available at:


Be safe. Be well.

Shabbat shalom.

GAJE, Dec. 18, 2020

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Rabbi Sacks’ Manifesto of Jewish Education

Dr. Daniel Rose, the educational consultant and content developer for the Office of (the late) Rabbi Jonathan Sacks, posted a thoughtful distillate this week on the eJP website of Rabbi Sacks’ core teachings on Jewish Education.

The author of the Ten Paths curriculum of Jewish education based on the thought of Rabbi Sacks, Rose wanted to mark the Shloshim of Rabbi Sack’s passing by beginning a conversation on what a system of Jewish education might look like if it were founded on the late rabbi’s ideas.
Rose called the Sacks’ distillate a Manifesto on Jewish Education.

Not surprisingly, there is a great deal in the Manifesto for us to read, learn, absorb and apply.

Rose propagates nine principles of applied Jewish Education. Each principle derives from a specific, typically inspiring, Sacksian teaching. Each principle is accompanied by a source reference, an elaboration, and a statement of related, core educational values.

The article is too long to reproduce in this space. We will, however, reproduce the first and the last principle (without the source references). Rabbi Sacks’ wisdom and his voice are discernible in every word.

  1. A Nation of Educators
    “About to gain their freedom [from Egypt], the Israelites were told that they had to become a nation of educators.”

Universal compulsory education existed as a communal policy in Israel eighteen centuries before the western world. However, education as a core Jewish value was never limited to the framework and institutions of formal education. It was and is found in every aspect of Jewish communal life. But more than our great institutions of formal and informal Jewish education, the role of families is the most effective educational tool we have. Families must be encouraged to be seen as partners in and agents of Jewish education in their own right.

Core Educational Values:
• A Jewish education is the right of every Jewish child
• Jewish education should be at the heart of all of our communal institutions
• The family should be empowered and supported as partners and direct agents in Jewish education.

  1. The Educator as Hero
    “Teachers open our eyes to the world. They give us curiosity and confidence. They teach us to ask questions. They connect us to our past and future. They’re the guardians of our social heritage. We have lots of heroes today, and they are often celebrities – athletes, supermodels, media personalities. They come, they have their fifteen minutes of fame, and they go. But the influence of good teachers stays with us. They are the people who really shape our life.”

As central as Jewish education was to the thought and work of Rabbi Sacks, his appreciation of the noble profession of education was clearly communicated. He dedicated his energies over many years to elevating the prestige of educators and the field of education in the community, and made great efforts to support educators in various ways (including investing in the creation of educational content based on his thought for educators to use as a resource in their work). Rabbi Sacks was also a role model par excellence in his private and public life, reminding us of the importance of exposing children to the influence of strong Jewish role models. These are our educators.

Core Educational Values:
• Jewish educational communities must value in real and practical ways the educator as the lynchpin in everything they do
• Educators make an impact not just through delivery of content and programming, but by being role models. This impact should be carefully considered in educational strategic planning.

From manifesto to blueprint to construction to realization…it is all in our hands.

Dr. Rose’s full article is available at:

Be safe. Be well.

Shabbat shalom. Chag Chanukah samayach.

GAJE, Dec. 10, 2020

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Education is Our Light

(Dedicated to the memory of Gidon Grundland)

This time next week we will have already lit the first Chanukah candle.

Screenwriters, speechwriters, theologians, poets, even greeting card writers often use an iteration of the image of light-piercing-penetrating-conquering-casting aside-darkness. With good reason. It conveys rich imagery. It is relevant and very tangibly applicable to our lives, indeed to all human life, at any number of literal and metaphorical levels.

As we know, the name for this holiday,Chanukah, derives from the noun for the rededication of the Temple after its desecration by Antiochan Hellenists. Lighting the oil of the menorah was a core part of the Temple ritual. Lighting the candles of our respective chanukiyot for the eight days of the holiday, replicates this part of the Temple service.

The late Rabbi Joseph Kelman would often remind congregants that the etymological root of the Hebrew word Chanukah was the same as that for Chinuch, ie, Education. The homiletical connection, he sagely pointed out, was obvious: Education is – and has always been – the light by which every Jewish generation has kept alight and aglow the eternal flame of Judaism. This is no mere rhetorical flourish. It is an observable truth that all of us – in some form and at some time – have witnessed and understood deeply in our hearts.

The responsibility of ensuring Jewish continuity is only partially fulfilled in holding dearly onto what we received from our forebears. Its fuller realization is in passing forward, before the end of our days on this earth, the values, traditions and beliefs our parents and grandparents attempted lovingly, as best they could, entrust to us.


We remind readers of the need to make our voices heard with the government of Ontario asking for equal treatment for children in independent schools with children in public schools regarding the federal funds sent to the province specifically to help abate Covid-based costs in schools.

The Federal government has already disbursed $371 million dollars to help Ontario schools contend with unforeseen pandemic-related expenses. Another $371 million is scheduled to arrive in January. Yet, the provincial government distributed none of the first tranche of these funds to non-publicly funded schools, even though the amount Ontario received from Ottawa was based upon a calculation of all school-age children in the province. 

Please visit the site: Supporting Students campaign (

In addition, please contact your members of the provincial parliament and share this information with friends and family.


Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom. Chag Chanukah samayach (next week).

GAJE, Dec. 3, 2020

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Independent schools are entitled to federally transferred Covid safety funds

Last month we wrote about a public education initiative, No Child Unprotected, by Edvance Christian Schools Association, an Ontario-based association whose mission is to foster excellence in Christian elementary and secondary schools. The initiative calls attention to the need for fair and equitable distribution of federally granted Covid related funds for the benefit of all school children in Ontario, not only those attending publicly-funded schools.

Building upon that initiative, a coalition of independent schools in Ontario has launched the Supporting Students campaign to address the inequities of the Ontario government’s response to COVID-19. Indeed, some of the day schools have explicitly joined the campaign and urged the involvement of their respective parent bodies.

As we have pointed out and as others have as well, helping schools contend with the unforeseen, onerous costs imposed by Covid is, at its core, a public health issue. It is not merely an educational issue.

The Federal government has already disbursed $371 million dollars to help Ontario schools during the pandemic. Another $371 million is slated to arrive in January. The provincial government distributed none of the first tranche of these funds to non-publicly funded schools, even though the amount Ontario received from Ottawa was based upon a calculation of all school-age children in the province.

We join the coalition in urging individuals to make your voices heard on this subject.
Please visit the site: Supporting Students campaign ( In addition, contact your members of the provincial parliament. Please also share this information with friends and family.

Once again, we confront a challenge of simple fairness and equity of treatment from the government of Ontario.

Let us not be passive. Let us not be silent. After all, as we know from our ancient sages and from modern experience, “if we are not for ourselves, who will be?” Moreover, by calling for equal treatment for independent schools, we are at the same time championing the need for equal treatment for all minorities within our broader society. And if we don’t do so now, then we will have missed an important moment for the advancement of equal treatment and equal rights for everyone.
Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom.

GAJE, Nov 27, 2020

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The telling relationship: lower tuition, higher enrollment

Readers know that GAJE follows day school “affordability” initiatives in other North American communities. One of the initiatives on which we have written from time to time is the Open Door program at San Diego Jewish Academy (SDJA). An update of the program appeared last week in Del Mar Times.

Open Door is aimed at attracting more children to the school by “removing cost as a barrier for a world-class private school education.” According to the story in the paper, the program reduces tuition “by at least $10,000 at San Diego Jewish Academy for kindergarten and 9th grade, and maintains that reduction for those students for four years.

“Now more than ever, we are so happy to provide this certainty in uncertain times,” said Zvi Weiss, Head of School at SDJA. “Families who may have felt a private school was out of reach can join SDJA and know what the next four years will look like for them with a high-quality education and meaningful community experiences…”

GAJE followers will immediately recognize the similarity of the Open Door program at SDJA to the revolutionary tuition reduction initiative by CHAT in our own community some three years ago. As a result of the CHAT initiative, enrollment skyrocketed there.

The key conclusion for our purposes from the SDJA experience and more poignantly from the CHAT experience in our own community is that there is a direct inverse correlation between tuition costs and enrollment levels. As tuition is lowered, enrollment rises. It is an indisputably telling relationship.

The story about SDJA in the Del Mar Times is available at:


In further elaboration to the reference in last week’s update regarding provisions in the most recent Ontario budget pertaining to Jewish day schools, Noah Shack, Vice President, GTA, The Centre for Israel and Jewish Affairs (CIJA) provided the following information:

“The Support for Learners initiative announced in the 2020 Ontario Budget will deliver important financial relief to parents with children enrolled in Jewish day schools. This program builds on the Support for Families grant provided by the provincial government toward the beginning of the pandemic. Combined, these two grants will provide $400 per child or $500 per child with disabilities directly to parents. CIJA advocated for the inclusion of day school families in the initial grant, and lobbied for further payments to address the prolonged challenges facing parents due to COVID-19.

“In addition, CIJA successfully lobbied the federal government to open up the Canada Emergency Wage Subsidy program to Jewish day schools. This subsidy, which the government has committed to extend through to June 2021, provides significant government relief to Jewish day schools, which public educational institutions cannot access.”


Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom.


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The best way to repay Rabbi Sacks is with education

The shock of the news of the passing last week of Rabbi Jonathan Sacks still resonates, still leaves an aching sorrow. His teaching and wisdom will echo through the generations even as his memory will bring countless blessings to those same generations.

It would be morally unthinkable therefore not to republish at least one of Rabbi Sacks’ many stirring statements about education. The following were his remarks in the House of Lords on Friday 7th December 2017, during a debate on the role of education in building a flourishing and skilled society.

“My Lords. I am grateful to the most Rev Primate (The Archbishop of Canterbury) for initiating this debate on a subject vital to the future flourishing of our children and grandchildren. My Lords, allow me to speak personally as a Jew. Something about our faith moves me greatly, and goes to the heart of this debate. At the dawn of our people’s history, Moses assembled the Israelites on the brink of the Exodus.

“He didn’t talk about the long walk to freedom. He didn’t speak about the land flowing with milk and honey. Instead, repeatedly, he turned to the far horizon of the future and spoke about the duty of parents to educate their children. He did it again at the end of his life, commanding: “You shall teach these things repeatedly to your children, speaking of them when you sit in your house, when you walk on the way, when you lie down and when you rise up.”

“Why this obsession with education that has stayed with us from that day to this? Because to defend a country you need an army. But to defend a civilisation you need schools. You need education as the conversation between the generations.

“Whatever the society, the culture or the faith, we need to teach our children, and they theirs, what we aspire to and the ideals we were bequeathed by those who came before us. We need to teach our children the story of which we and they are a part, and we need to trust them to go further than we did, when they come to write their own chapter.

“We make a grave mistake if we think of education only in terms of knowledge and skills – what the American writer David Brooks calls the resume virtues as opposed to the eulogy virtues.
And this is not woolly idealism. It’s hard-headed pragmatism. Never has the world changed so fast, and it’s getting faster each year. We have no idea what patterns of employment will look like in 2, let alone 20 years from now, what skills will be valued, and which done instead by artificially intelligent, preternaturally polite robots.

“We need to give our children an internalised moral Satellite Navigation System so that they can find their way across the undiscovered country called the future. We need to give them the strongest possible sense of collective responsibility for the common good, because we don’t know who will be the winners and losers in the lottery of the global economy and we need to ensure its blessings are shared. There is too much “I” and too little “We” in our culture and we need to teach our children to care for others, especially those not like us.

“We work for all these things in our Jewish schools. We give our children confidence in who they are, so that they can handle change without fear and keep learning through a lifetime. We teach them not just to be proud Jews, but proud to be English, British, defenders of democratic freedom and active citizens helping those in need.

“Schools are about more than what we know and what we can do. They are about who we are and what we must do to help others become what they might be. The world our children will inherit tomorrow is born in the schools we build today.”


Paul Bernstein, CEO, Prizmah: Center for Jewish Day Schools, wrote a poignant acknowledgment of Rabbi Sack’s dedication to Jewish education. It was published by ejewishPhilanthropy.

These words are from Bernstein’s article:

“What is the greatest honor that we can possibly confer on anyone in the Jewish community? The greatest Jew we ever had was Moses. We called him Moshe Rabbenu, Moses our teacher. For us, teachers are the most important people there are.”

“Rabbi Sacks believed not only in the need for great educators – he spoke passionately about the need to support schools with resources as well. He told me, “The people who build and support Jewish day schools – they are the heroes of the Jewish world, because they are the builders of the Jewish future. … The very success of the Jewish people and surviving and thriving through all circumstances, some good, and some not so good, was due to the fact that we put education as the first of our [communal] priorities… The Mesopotamians built ziggurats. The Egyptians built pyramids. The Greeks built the Parthenon. The Romans built the Colosseum. Jews built schools. That’s why we’re still here, still strong, and still young while all those super powers in their day have been consigned to history.”


The best, most everlasting way we can repay Rabbi Sacks for all the goodness and inspiration he imparted to us is by ensuring the everlasting permanence of Jewish education.


In last week’s update we urged readers to pay close attention to the contents of Ontario’s 2020 budget in relation to remediating the structural unfairness in educational funding for the children attending independent schools.

The province did announce once again pandemic payments to Ontario families of $200 per child aged 12 and under and up to $250 for children who have special needs and are 21 years old or younger. The payments are intended to help parents cover costs like workbooks, school supplies, and technology. Education funding for this year will be $31 billion including COVID-19-related funding.

The question of funding fairness, however, is still unanswered.


Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom.


Posted in Uncategorized

Seeking Budgetary inclusion and fairness

These words were written before the Government of Ontario delivered its Budget for 2020.

It is beyond dispute that planning for and budgeting governmental expenditures during an unsubdued, cruel pandemic is unenviably challenging. And there is no denying that fiscal allowances for the havoc being wrought by Covid-19 requires courageously authorized, disciplined deficit budgeting aimed at saving the lives, livelihoods and dignity of Ontarians. We can only hope that Premier Ford and Finance Minister Rod Phillips produce a plan imbued with wisdom, compassion and principle.

But we emphasize, as we did in last week’s update, even severe fiscal challenges do not justify turning a blind eye to blatant unfairness and injustice. Ontario’s educational funding stands on a pillar of unfairness towards families in independent schools. The unfairness is manifest even in depriving funding from the Ministry of Education for students with special needs in independent schools.

As we also pointed out last week, the Province has thus far refused to disburse to independent schools the funds – about $350 per student – that were allocated to the province by the federal government based upon a head count of all Ontario’s children between ages 4 – 18. Reliable, communal organizations could help the government distribute these funds to the independent schools on behalf of their respective students if the government wished the independent schools to receive the funds intended for their students.

Last year the budget of the Ministry of Education was more than $31 billion. The 130,000 plus students attending independent schools receive no funding from that budget. How is that fair? It is not.

Let us pay close attention to the release of Ontario’s new budget to see if the unfairness is remedied. If it is not, please let your Member of Parliament know that your conscience is outraged. His or hers should be too.


Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom. GAJE

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Covid-19 shines clear light on Ontario’s unfair educational funding

Time and again, GAJE, has pointed out that apart from the Atlantic provinces, all of the other provinces contribute funds to the operating budgets of independent schools. Ontario, the largest by population and, one can still say, the wealthiest province, is the outlier. Our provincial government does not contribute any funds to the operational costs of independent schools. Ontario’s educational funding policies are anachronistic. Worse, they perpetuate unfairness and injustice that can no longer be justified in the year 2020.

The unforeseen, horrible intrusion into our lives of Covid-19 shines a clear, high-intensity beam onto that ongoing funding injustice.

We understand that the government of Ontario – along with all governments in Canada, indeed throughout the caring, humane and compassionate world – have been forced to take unprecedented health, economic, and social measures to cope with and ultimately vanquish the pandemic. We understand that along with the unrelenting strain on individuals and the unceasing pressure on our society there has been a concomitant strain and pressure on governmental expenditures and budgeting. But the need to allocate funds on an emergency basis does not absolve the government from doing so fairly, justly, equitably. And yet that has been Ontario’s approach.

Need we state the obvious? Covid-19 is a public health crisis. The health hazards from the virus threaten and menace children in all of Ontario’s schools, not only those in the public schools. Ontario’s emergency educationally-oriented Covid funds should be allocated to protect and better secure all children in all Ontario schools. But they are not.

Adding to the unjustifiability of Ontario’s utter refusal to abate the Covid health stresses for independent schools, is the fact that the Province is also refusing to disburse to the independent schools, funds that were given to the province by the federal government based upon a head count of all Ontario’s children between ages 4 – 18. (Our emphasis)

Edvance Christian Schools Association, an Ontario-based association whose mission is to foster excellence in Christian elementary and secondary schools, has noticed the unfairness of the government’s funding policy. It too cavils at the injustice. In a compelling document entitled, No Child Unprotected, that will underpin a public education effort on this issue, Edvance notes, that federal funding received by province for distribution for all students is about $350 per student and other provinces are distributing their allocated per-child amount to all students regardless of the type of school.

Some 2,165,132 students were enrolled in Ontario in 2018, among whom were 125,000 children in independent schools. Relative to the entire Education budget, being fair to all Ontario children should not be seen as a fiscal burden. Trustworthy, credible, reliable, communal organizations of long standing are available to help the government deliver the appropriate funds to the independent schools on behalf of their respective students.

The pandemic does not discriminate among children or schools. That Ontario does, is a shame.
We urge individuals to join in Edvance’s cri de Coeur. (For more information about No Child Unprotected check the Edvance website, at And we urge individuals to contact their Members of the Provincial Parliament to seek Covid protection funds for children in independent schools too.


Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom.


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LIFE & LEGACY additional step to educational affordability

The disruption and distress of Covid-19 still punish populations around the world, including ours. But Covid-19 also provided the opportunity for the community’s day schools to demonstrate their excellence and respective capabilities to turn quickly and effectively on disaster’s dime and to innovate meaningful learning.

Many parents noticed.

Enrollment increased this year for the first time in almost two decades. Tuitions, however, are still onerous despite the various emergency efforts of the community to abate the cost of sending children to day school.

UJA Federation of Greater Toronto and The Julia & Henry Koschitzky Centre for Jewish Education are developing permanent, long term strategies to make tuitions affordable for the large swath of families wilting under the burdens of high tuition or unable yet to take the first financial step of registering their children in a school.

Thus, it was noteworthy that the Federation two weeks ago announced it was adding yet another arrow to its quiver of ensuring perpetual educational affordability. Specifically, the Jewish Foundation of Greater Toronto is partnering with the celebrated, Massachusetts-based Harold Grinspoon Foundation to acquire expertise and practical know-how to implement the latter’s LIFE & LEGACY® initiative.

LIFE & LEGACY is a four-year program that provides training, support, and monetary incentives to instruct and motivate Jewish organizations to help establish and grow endowment funds specifically through after-lifetime commitments. Fourteen UJA-affiliated Toronto Jewish day schools are participating in the program. Indeed, they have already started.

Thankfully, happily, community’s stewards and planners constantly acknowledge and affirm the irreplaceability of Jewish schools for Jewish permanence and diversity. In announcing the launch of the LIFE & LEGACY initiative, Ronit Holtzman, Senior VP, Philanthropy & Planned Giving and Endowments at The Jewish Foundation said “ensuring our day schools have the financial security to continue as pillars of our community is critical to the passing on of Jewish values to the next generation.”

Daniel Held, the Koschitzky Centre’s executive director said: “For a hundred years, day schools have shaped the Toronto Jewish community into what it is today—one of the world’s strongest communities characterized by high affiliation, strong engagement and a deep connection to Israel. Our day schools’ response to the COVID-19 pandemic proved their value once again. However, it also reinforced their financial vulnerability. Now is the time to ensure these important institutions are around for another 100 years.” (Our emphasis)

By joining forces through the LIFE & LEGACY initiative, the 14-UJA affiliated schools and the Jewish Foundation of Toronto are trying to ensure the long-term affordability and sustainability of Toronto’s day school community.

GAJE commends the initiative. All arrows in the community’s education affordability funding are welcome.

For more information about LIFE & LEGACY, individuals can contact Chani Greenwald at


Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom.


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A first step in overhauling the system

Earlier this month, The Globe and Mail published an op-ed by Paul W. Bennett, the director of Schoolhouse Institute, entitled Canada’s Bureaucratic School System Needs a Top-To-Bottom Overhaul. This mini-essay was adapted from Bennett’s book The State of the System: A Reality Check on Canada’s Schools.

As the title of his op-ed makes plain, Bennett emphatically urged a revamping of the public-school system. The Covid pandemic, he wrote, revealed that “(T)he centralized and over-bureaucratic school system proved to be vulnerable and ill-equipped to respond to the massive pandemic disruption.”

Bennett chronicled some of the ways in which public schools failed their populations of students, families and teachers. He referred to the distance learning in the Toronto District School Board and elsewhere as “mostly an educational disaster. When it was over, at least one-quarter of all students went missing and were unaccounted for in Canadian public education.”

“Sizeable numbers of students and parents”, Bennett observed “are opting out of in-person schools and choosing online learning or gravitating to alternative school options, including home education “learning pods.”

He lamented the overall state of the country’s schools. They “have lost their way and become largely unresponsive to the public they still claim to serve… Today’s pandemic education crisis has alerted us to the need for systemic change. Saving the system may require reinventing it from the schools up. For all that to happen, the walls must come down, and those closest to students must be given more responsibility for learning and the quality of public education.”

Very noticeably, Bennett did not point to the overwhelmingly positive response by independent schools to the massive Covid disruption. This may have simply been an oversight. However, what is widely known and has been commented upon by objective “outside” observers, was that the independent schools in the Jewish community, for example, quickly, substantively and successfully pivoted to provide meaningful educational experiences to their student, family and teacher populations.

If the public-school system is to be reformed, as Bennett wishes, such reform should include the public funding of at least part of the general studies curriculum of Ontario’s independent schools. (Indeed, the six next largest provinces of Canada already do so.)

This should be the natural first step. It would broaden the scope of Ontario’s public school system and make it truly more accessible to all Ontarians by making it, as Bennett advocates, more responsive to the public they serve. And of course, it would help remedy the decades-old injustice and unfairness on which the funding of Ontario’s public-school system is based.


Be safe. Stay safe. Be well. Stay well. Be strong. Stay strong.

Shabbat shalom.


Posted in Uncategorized
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