War stories

Like my paternal grandparents, my maternal grandfather Ray, his older brother Art, his younger brother Bernie, and his in-law Chuck (whose daughter married Ray’s son) served in the military during World War II. Their respective children contributed their father’s photo in uniform and short bio to the Illinois Holocaust Museum and Education Center‘s exhibit on Jewish WWII soldiers.

Raymond Marcus


Raymond Marcus was inducted into the US Army in August 1942. He was 21 years old. Scoring high on mechanical aptitude tests, Ray was assigned to the 3476 Ordinance MAM Company, a unit comprised of auto and diesel mechanics, gun smiths, black smiths, and heavy equipment operators. On June 7, 1944, Ray drove an equipment-laden, 2 ½ ton GMC 6X6 (nicknamed “Ruthless” after his wife Ruth who he married two days before shipping out overseas), up onto Omaha Beach and ultimately across France, Belgium, Holland, and finally into Germany. At war’s end, Ray’s company was awarded the Distinguished Service Unit Citation for their gallantry in five major battles. Ray passed away in May 2010. He is survived by Ruth, his two children, five grandchildren, and (to date) two great-grandchildren.

Arthur Marcus


Arthur J. Marcus joined the Army Air Force in 1942 after the Japanese attacked Pearl Harbor. He had previously taken flying lessons as a hobby and was hoping to be trained as a combat pilot. While imperfect eyesight kept him from flying, his extensive knowledge of airplanes did qualify him to be trained as a flight engineer and airplane mechanic. Arthur attained the rank of Master Sergeant and was assigned to the China Burma India Theatre. He and his crew spent the war ferrying a diverse variety of airplanes between air bases in Asia and the Pacific Islands, supporting and supplying the advancing troops. He may not have reached his personal goal of becoming a combat pilot, but he took great pride in knowing he was a part of a noble effort.

Bernard Marcus

As a teenager, Bernie Marcus wanted to go off to war like his older brothers Art and Ray. He tried to enlist in the Marines when he was only 15 and a half years old, but they found out he was too young and sent him home. He finally was able to enter the Navy in June 1945 as the war was winding down.

In less than a year, Bernie rose to Petty Officer 3rd Class, serving as a clerk/typist. He spent much of his time typing discharge orders for thousands of grateful sailors.

Following his discharge from the Navy, Bernie joined thousands of GIs who were sent to college under the GI Bill. That same year, he married his high school sweetheart, (Harriet) Louise Moshel, and went to work for his father’s paintbrush business, the Marcus Brush Company. Bernie and Louise eventually had 4 children and left Chicago for California, purchasing a retail patio and garden business. He retired in 1990.

Louise has passed on, but Bernie still lives in California near his daughter. He is blessed with five grandchildren.

Charles Milner


The opportunity to learn to fly led U.S. Army First Lieutenant Charles Milner to give up command of an artillery battery in coastal Alaska in 1944 and to volunteer for the very dangerous job of artillery spotter. First Chuck received flight training. Then he was taught to pilot an unarmed, canvas and balsa-constructed airplane low and slow over enemy lines, while radioing target coordinates to artillery units. Chuck was awaiting orders to go overseas when the war ended. Following his discharge from the Army, Chuck returned to Chicago, his hometown, and took up his career as a wholesale diamond jeweler and gemologist. Chuck passed away in 2001 at the age of 82. He is survived by his wife, two daughters, and four grandchildren.


For she’s a jolly good Fellow?

The USC Annenberg Graduate Fellowship Program is seeking abstracts for the fourth Annual Research and Creative Project Symposium on April 11, 2012. Abstracts should describe a creative project or original work that investigates questions in communication and digital media research.

The Los Angeles Unified School District (LAUSD) is simultaneously committed to boosting students’ digital proficiency and challenged by these learners’ academic disengagement. In response, Participatory Learning and You! (PLAY!) designed a theoretical framework and methodology for introducing a pedagogy of participatory culture, and applied it in a pilot after-school program at LAUSD’s Robert F. Kennedy Community Schools. Dubbed “Explore Locally, Excel Digitally” (ELED), this program invited high school students to hone their digital citizenship. Ethnographic fieldnotes, video recordings, and student reflection from ELED’s 15 weeks illustrate this program’s culture of participatory learning, characterized by motivation and engagement, creativity, relevance, co-learning, and ecological learning. ELED also supported participants’ acquisition of digital literacy skills, new media literacies proficiencies, and social and emotional learning competencies. This experience suggests that relationship-building is integral and foundational to establishing citizenship, both online and offline.

  • Feeling our way through: Exploring the potential of Dojo, a biofeedback-enhanced video game for emotional regulation training = DENIED

How do we boost students’ test scores, improve school safety, cultivate creativity, and combat the spread of public health challenges such as HIV/AIDS? Complementary research from diverse fields suggests that the key is emotional regulation (Elias, Zins, Weissberg, Frey, Greenberg, Haynes, Kessler, Schwab-Stone, & Shriver, 1997; Clark, Miller, Nagy, Avery, Roth, Liddon, & Mukherjee, 2005; Immordino-Yang & Damasio, 2007). But despite this considerable body of evidence, emotional regulation is the least taught competency of all of the social and emotional learning (SEL) learning skills (Collaborative for Academic Social and Emotional Learning, 2003). Educators’ lack of pedagogy for addressing students’ emotional regulation contributes to its curricular absence; difficulties around unambiguous perception both of one’s own emotional state as well as that of others also embattles the development, uptake, and successful realization of such curricula. GameDesk’s state-of-the-art emotional regulation video game Dojo addresses this visibility issue via biofeedback. Fingertip sensors record skin conductance and heart rate as players negotiate game-related quests; in addition to displaying these levels on-screen, the game’s difficulty increases when players’ stress increases, thus compelling players to consciously apply emotional regulation mechanisms in order to prevail. The pedagogy issue, however, remains largely unaddressed. This presentation will offer a compendium of guiding principles and best practices to inform the development of a Dojo-related emotional regulation curriculum for students in grades 6-9. It will review results from similar SEL curricula, identify successful strategies for both teaching and coping, recommend analog assessment measures, articulate past and possible future relationships between technology and behavior change, and spotlight key areas for continued research, development, and intervention. Finally, attendees will have the opportunity to slip on a set of sensors and pilot Dojo themselves.

Play and negotiation are crucial tools as contemporary education stands at a crossroads: emphases on standardized testing and digital proficiency call into question what to teach and how to teach it; changes in social relationships and communication norms introduce promises and perils for students seeking support and self-expression; and anticipation of future shifts for both technology and job opportunities (Johnson, Smith, Willis, Levine, & Haywood, 2011; Thomas & Seely Brown, 2011) also challenge established theory and practice vis-à-vis education. In order to address this, educators should engage learners in play and negotiation. “Play” and “negotiation,” respectively defined as “the ability to experiment with one’s surroundings as a form of problem-solving” and “the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms” (Jenkins, Purushotma, Clinton, Weigel, & Robison, 2006, p. 4), provide opportunities for youthful collaborators to “…increase developmental assets such as competence, self-efficacy and sense of control by developing an awareness of and engaging with their environment” (Wong & Zimmerman, 2005, p. 105). A play- and negotiation-rich intervention with Los Angeles high school students functions as a case study. Implemented in the fall of 2011, non-profit organization Laughter for a Change established a weekly, after-school improvisational theater workshop for students at the Robert F. Kennedy Community Schools. Ethnographic fieldnotes, documentary photography and videography, as well as students’ end-of-semester reflections reveal participants’ learning outcomes that range from stronger performance skills to greater self-confidence to richer interpersonal relationships to increased willingness to take risks. Additionally, analysis of students’ process confirms their motivation and engagement, creativity, relevance-seeking, co-learning, and ecological learning, collectively suggesting that Laughter for a Change established a culture in which participatory learning flourished.

Buried treasure

In 1990, when my older brother Benjy was 14 years old, he interviewed our Grandpa Ray and wrote a short essay about his life. Last year my mom unearthed it, squirreled away in some nook of Benjy’s bedroom for more than two decades, and Benjy read parts aloud at the unveiling of Grandpa’s headstone in May 2011. Earlier this morning, Dad scanned these seven pages. I’m grateful for this essay’s multiple windows into history. Not only does it depict the Depression and post-WWII eras that marked Grandpa’s life, but it also reminds us of Benjy’s world then — a world where he, as a high school freshman, had to laboriously and neatly handwrite multi-paged essays; a world where spellcheck wasn’t built into the platform upon which he was writing. (How could it be? It was a piece of ruled paper!)

This morning I told my young cousins, a 10-year-old and a 6-year-old who had awoken at 6:30 am in order to jump on my head, that I knew we were watching the NEW Scooby Doo (as opposed to the classic Scooby Doo) because Velma didn’t consult laptops back in my day — they hadn’t been invented yet. Last night, I told them a bedtime story that my Grandma Elly had imagined and related when my sister Sarah and I were little girls. All I could recall was the premise — there once were three Hawaiian sisters named Oola, Moola, and Leela — and I proceeded from there, making up as I went along and regularly asking the girls to fill in blanks. What do you think happened next? I would ask. Molly, a precocious first-grader, contributed a storyline in which baby Leela continued fishing while her older sisters built up the fire for cooking. In addition to netting fish after giant fish, she also attracted a shark! Leela had to bonk him on the head with her little fishing pole to keep him back. When the sisters returned home with fish and tales, no one believed Leela’s story. Personally, that’s where I thought Molly would leave it. But she threw in a detail: “Here’s a video!” Leela said. “See!” And she showed the footage to her parents.

I smiled. When we were Molly’s and Sadie’s ages, Sarah and I never would have thought to suggest such corroborating evidence — videography wasn’t ubiquitous back then. Moreover, Oola, Moola, and Leela were indigenous peasant girls who lived in Hawaii. I’m not sure if Sarah and I would have granted them the technology of even the fork… I also thought that Oola, Moola, and Leela were from the past. I don’t know if Grandma stipulated that, or if I’d assumed that since their life seemed so tranquil and tied to the earth, or if Grandma’s age and the classic quality of her warm voice (I loved my grandma’s voice) led me to associate all of her stories with days of yore.

It doesn’t matter. It’s interesting but it doesn’t matter. What matters is love and family and creativity and storytelling. I’ve always mourned the fact that my grandma, who had been an elementary school teacher and children’s librarian, never got to realize her aspiration of publishing children’s books. I dreamed of getting them published posthumously — I wanted to do her that service. But I realize now that both the stories our grandparents lived and the stories they told live on. I thank my brother and sister, our parents, and the rest of our family for facilitating that beautiful truth.

NOTE: As I scrutinize the date of this essay, I realize the context in which Benjy wrote it. Grandpa Justin had passed away unexpectedly, the result of a stroke tragically mistreated, in January of 1990. Grandma Elly, who’d been struggling against breast cancer for years, moved in with us immediately after. Her older sister Pearl, whose voice to this day sounds just like my grandma’s and moves me nearly to tears every time I talk to her on the phone, also took up residency in our house. But despite these efforts and my grandmother’s powerful will, we lost her a few months later, in June of 1990. This essay’s date: October 1990.

After Dad’s parents could no longer testify, Benjy made sure that we heard from Mom’s.

NOTE: Benjy got his wish — partially. His older daughter, Lyla, was a baby when Grandpa Ray died. Benjy’s younger daughter, Violet, never got to meet her great-grandpa. But maybe someday, if we keep telling these stories, she will.


Play and problem-solving

A workshop for City Year Los Angeles, presented February 9, 2012

  • Why play? What is it?

-new media literacies (NML) definition of play: “the capacity to experiment with one’s surroundings as a form of problem-solving” (Jenkins, Purushotma, Clinton, Weigel, & Robison, 2006, p. 4)

-“Play is a very serious matter… It is an expression of our creativity; and creativity is at the very root of our ability to learn, to cope, and to become whatever we may be” (Rogers & Sharapan, 1994, p. 13).

-Besides being tied to creativity, play is also science – it is the vehicle through which one asks questions, constructs hypotheses, runs trials, analyzes results, and comes to conclusions. Particularly today, as forward-thinkers exhort innovation and policy-makers (solely, and thus myopically) extol the virtues of science, technology, engineering, and mathematics (STEM), the seriousness and practicality of this should be obvious.

-“In almost every example of what he describes as “the sacred,” play is the defining feature of our most valued cultural rites and rituals. As such, for Huizinga, play is not something we do; it is who we are” (Thomas & Seely Brown, 2011, p. 97).

  • What is play good for?

A1. Tinkering (agenda-less play) → innovation
-A 10-year-old’s unbounded experimentation led to her discovery of a new molecule

00:00-01:30
A2. Tinkering → discovery

-Junior Toy Inventors in Mumbai’s Expanding Minds Program learned about balance by working with sundry materials.

A3. Tinkering → personal and social enrichment
-This culturally-inspired innovation in Senegal contributed to Sunukaddu staff member/inventor Idrissa’s sense of pride and self-efficacy, as well as the benefit of learners near and far.

NOTE: This final photo is from the RFKLab, a space for innovation and community-building at the RFK Community Schools in downtown Los Angeles. Laughter for a Change uses the NMLs in its Tuesday after-school program with high school students. Improvisation is an excellent context and tool for getting at play and other key NMLs.

B1. Gaming (purposeful play) → innovation

“This is the first instance that we are aware of in which online gamers solved a longstanding scientific problem,” writes Khatib. “These results indi­cate the potential for integrating video games into the real-world scientific process: the ingenuity of game players is a formidable force that, if properly directed, can be used to solve a wide range of scientific problems” (Young, 2011).

B2. Gaming → discovery

“… certain games afford their players the opportunity to step virtually into the shoes of a specific profession and, through game play, become familiar with its domains of knowledge, skill base, values, identities, and ways of thinking about the world” (Joseph, 2008, p. 263).

For more about Barry’s incredible global learning and youth development program, check out Global Kids!

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B3. Gaming → personal and social enrichment

-Becoming a better critical thinker, friend, teammate, person as a result of play

Can you think of an example to illustrate this?

  • Why? How does that work? Why does play produce such incredible results?

1. Flow: “the satisfying, exhilarating feeling of creative accomplishment and heightened functioning” (Csikszentmihalyi, 1975, p. xiii).

2. Self-efficacy: belief in one’s capacity to produce effects (Bandura, 1977)

Acting in a game demonstrates to players that they can exert power over something, that their efforts make a difference. “Fiero is what we feel after we triumph over adversity” (McGonigal, 2011, p. 33).

3. Capacity-building

Playing enriches perseverance, emotional stamina, mental toughness, and divergent thinking.

4. Community

Game-related talk (processing experience, comparing performance, exchanging feedback, pursuing mastery) builds relationships and community. “Good games… support social cooperation and civic participation at very big scales. And they help us lead more sustainable lives and become a more resilient species” (McGonigal, 2011, p. 350).

  • Play and the NMLs

New media literacies (NMLs) are “a set of cultural competencies and social skills young people need” in a culture that “shifts the focus of literacy from one of individual expression to community involvement” (Jenkins et al., 2006, p. 4).

Despite their name, NMLs are neither “new” nor exclusively about “media”; rather, they are time-honored practices that support critical thinking and problem-solving.

-Why? Because NMLs are tools for problem-solving. New and old media alike pose “problems,” such as understanding new gadgets, working with dissimilar collaborators, and interpreting data. NMLs – in these examples, play, negotiation, and visualization, respectively — offer tools to solve those problems.

Other key NMLs include collective intelligence, “the ability to pool knowledge and compare notes with others towards a common goal”; and negotiation, “the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms” (p. 4)

For more information on NMLs, see newmedialiteracies.org and playnml.wikispaces.com, as well as my publications!

  • Problem-solving

-Problems have an emotional piece to them — they elicit emotional/physical responses in our bodies. Certain strategies can help you to defuse or limit the emotional intensity of a problem. (You can practice these strategies via innovative video game Dojo from GameDesk!)

-Problems also have a practical piece to them — they present real barriers to maximally productive workflow. Which strategies can you invoke for managing conflict and solving problems?

  • ABCDE Exercise

NOTE: My dear friend and mentor, brilliant Garden Nursery School director Jenn Guptill, co-presented this exercise with me back in 2004, when we taught workshops in supporting young children’s conflict resolution for fellow early childhood educators. A-D might be a product of the Safe and Caring Classrooms study group in which we participated, and then we added the E…

-Ask for volunteers to roleplay two characters in a contextually relevant problematic scenario

-These volunteers will play out an encounter in which they address the scenario

-Then they will see what happens when they try out steps A-E

A. Ask neutrally if there is a problem

-Do not assign blame, characterize someone as bad, or assume malicious intent; speak about how things look to you: ”I notice that when I do X, it seems like you do Y.”

-Use “I statements,” explaining how behaviors (NOT the person, just certain acts) they make you feel: “When you do X, it makes me feel like Y.”

-Invite other person to share his/her perspective: ”What do you think is happening?” “What do you think about that?” “What have you noticed?”

B. Brainstorm possible solutions to the conflict

-Both parties ideally should contribute to the brainstorming session

-Ideas should be heard and, ideally, not criticized

-The point is to establish trust and step away from putting people on the defensive

C. Choose which solution you will employ and how you will follow up to assess

-Both parties should agree to the action plan

-The assessment part is key — how will you know if things are working? When will you check in again to ensure that there’s satisfaction and open dialogue?

D. Do it!

-Get ‘er done

E. Evaluate

-This part is often left out but it allows for minor adjustments, guards against strained relations and icy silence/alienation post-confrontation, and renews awareness of/commitment to the solution (because it can be easy to fall back into old habits)

  • Play for Problem-solving Activity

-Break into small groups of 5-6, work through a problematic scenario by using a mode of play

Modes of play:

1. examples from nature — think about plants, animals, etc and see if that helps you to model and problem-solve

2. roleplaying — think about the characters involved in a problem and step into their shoes, act like them and try to think like them in order to problem-solve

3. manipulatives — use assorted objects to model systems and relationships

4. art — express problem, using as few words as possible, via paper, markers, Post-Its, and other art supplies

5. narrative — turn the problem into a simple story, as if you were explaining to a young child or an alien from another planet in order to boil it down to its most essential elements and make new discoveries

6. free play — find another playful mode of exploring your group’s problem!

Possible thematic outcomes:

1. innovation: new solutions

2. discovery: new skills or knowledge

3. personal and/or social enrichment: new relationships and/or intrapersonal understandings

4. other

Possible deliverables:

1. a way to communicate the problem so that the organization (and/or multiple stakeholders) better understand it

2. multiple possible solutions, a long brainstorm session

3. one processual solution and a set of action steps and recommendations for implementation and evaluation

4. an organizational restructuring involving new working groups or work flows or communication processes, etc.

5. other

  • Shareout

What did you come up with?
How did your group members work together (e.g., strategies, roles, conflicts, solutions, etc)?

-Reflections can be enriched by use of ORID (Stanfield, 2000), a protocol for facilitating group discussions that is based on four lines of inquiry: Objective (e.g., “What happened?”); Reflective (e.g., “How did it make you feel?”); Interpretive (e.g., “What is this all about?”); and Decisional (e.g., “What is our response?”).
O: What happened? Which words/phrases/moments do you most vividly remember?
R: How did it feel? Where were you surprised/delighted/frustrated?
I: What is all this about? What does all this mean for us? How will this affect our work? What are we learning from this? What is the insight?
D: What is our response? What action is called for? What are our next steps?

  • Epilogue: City Year L.A. Plays to Problem-solve!

This incredible group of open-hearted, fun-loving, forward-thinking folks enthusiastically embraced the challenge to approach organizational issues from a playful perspective. They harnessed modeling clay, blocks, animal figurines, toothpicks, gumdrops, a Barrel of Monkeys, and narrative form in order to think innovatively and develop viable solutions. Thanks to Shira Weiner for dreaming up and bringing in all of these creative materials, and for inviting me to City Year in the first place! C.Y.L.A., let’s play, hook!

Listen to this recording of the group members’ fantastic solutions!

Thank you for this opportunity and please keep in touch!

Eulogies

Ray & Ruth Marcus at the Felt home | Approximately 1983, celebrating their 40th wedding anniversary

These eulogies were given by my uncle, mother, and father at the May 10, 2010, memorial service for my grandfather, Raymond Marcus; he had died three days prior, just two weeks shy of his 89th birthday. It was unseasonably, bitterly cold that day — all the more reason for my siblings and cousins and me, gathered at the graveside, to huddle together. These stories were shared before we visited the cemetery, when first we gathered at Weinstein Funeral Home in Wilmette, IL.

Richard Marcus

Over the last week and a half I wrote, first one, and then a second eulogy, word for word. A day or so after I wrote each of them, I threw each one out. Those efforts just didn’t tell the story that I wanted to share. My dad, I have come to realize, was a complex man. I don’t know if I have the ability or the words to do him justice. I stayed up way late last night preparing this, and then couldn’t sleep knowing I still didn’t get it right. So even before I begin, I ask you, my family, my friends, to help me with this job, to speak about my dad with your stories and reminiscences, to fill in the gaps that I know I am leaving out.

I best get started with the easy part. My father wasn’t an especially large man. He stood no taller than me. But his frame was bigger. He had wide shoulders, a barrel chest, thick, hard arms, and remarkably strong hands. Dad’s typical day at Marcus Brush Company entailed both office chores and strenuous physical labor. After retirement, he became a gym rat. He and my mom took exercise classes for years. Dad lifted weights in the gym until he was 80 and walked three miles a day until he was 85. And in his last year, and actually until the final few days of his life, Dad insisted on taking a walk each morning through the long corridors of the Care Center — exercise and exertion were a part of Dad’s make-up that even his dementia couldn’t take away. As a result, for my entire life, I knew that Dad was strong and hard as nails.

But despite his own personal traits, Dad didn’t judge other men by their size, strength or toughness. My father taught me that “you don’t take the measure of a man by the size of his shoulders but by how he accepts and carries out responsibilities.” That was my dad’s code. That was how he lived his life and interpreted the world.

For seven summers, during my high school and college years, I worked alongside my father and grandfather, my uncle and my cousins Ken and Roger, at the Marcus Brush Company, the family business. To this day, I am grateful for those summers and for the opportunity to see the world that my dad operated in five or six times a week, a world that he would go to every week for 40 years. I saw how he interacted with his employees, his customers, his suppliers and all the characters in the neighborhood of 23rd and Canal.

I saw that Dad, while expecting his employees to put in a day’s work for a day’s pay, also believed in paying a fair day’s wage for that day’s work. I saw that my dad was a straight shooter. He said what he meant and meant what he said. If he made a commitment, he made every effort to fulfill it, and if he couldn’t, he didn’t make up excuses as to why.

But most of all, I came to understand just how hard my dad worked for the salary he earned. I came to understand the challenges and tensions, the set-backs and aggravations that a typical day in my father’s working life could hold.

And what was the motivation for the efforts I saw? My dad had few indulgences beyond a gym membership and a weekly massage. No, he worked for us. For Mom and Barb and I. He worked to provide a solid middle class life for his family. Barb and I were far from being spoiled, but we never lacked for any essentials and Dad never hesitated to pay for any reasonable extras. We may not have taken many fancy vacations but both my sister and I graduated from college with no debts — Dad paid our ways, my sister to Northwestern, me to the U of I and then on to law school. So, our family was blessed with a sense of financial security, but there was more to it than that. Dad didn’t work so hard to make his life easier; rather, to make our lives better.

Listen. Dad wasn’t a warm, Father Knows Best, “daddy” kind of guy -– far from that. Yet Barb and I grew up having no doubts that our father was devoted to us. He wanted us to be strong and happy and successful in whatever we attempted. And if he could help us somehow along the way, we knew Dad would try even without our asking. All our lives we knew this. And in a world that could be very mean, we knew we had our dad, and come hell or high water, we never had to stand alone. That knowledge, that feeling, has been a comfort. It has been empowering. What greater gift can a father give his family?

I know that I could exercise from now until doomsday and never have shoulders as broad as my dad’s. And I know that I’ll never be as tough as my father. But I also know this: If I always strive to be there for my family, for my wife and my children, if I endeavor to be honest and fair in all my dealings, if I accept and don’t hide from responsibilities, I will be honoring my father’s memory.

I should stop here, but I need to talk about a more difficult side of my dad. Bear with me though, and know there is a happy ending.

Dad was not easy-going. To be sure, Dad could be kind and insightful, funny and creative. But more typically, he was dark and blunt and grumpy. It seemed to me that Dad struggled to keep an anger that resided deep within him from bubbling to the surface. Most of the time, Dad was successful in that struggle. But not always. Bullying-types saw that Dad was not the sort of guy to try to snow or push around, they left him alone, and searched for softer targets. But some good people could be put off, and Dad sensed this and very much regretted it.

It follows that Dad was not a touchy-feely kind of guy. Giving hugs and kisses — even pats on the back — were not a part of his natural repertoire. When the situation called for such a sign of affection, Dad gave and received the requisite kiss or hug awkwardly, almost self-consciously.

I don’t know the basis for all this. I don’t know why Dad may have carried such anger. But I have my suspicions.

My dad actually had three brothers. Art and Bernie we all remember. But there was a third. Dad’s younger brother Leonard. When my dad was about four, Dad contracted whooping cough. And one day, while he was sick, Dad reached into the crib where his infant brother was laying and started to play with him. Dad was kissing one of Leonard’s hands when my grandmother walked into the room. Frightened by what she was seeing, Grandma screamed at Dad to keep away, yelling that he was going to kill the baby. Eventually Leonard did catch whooping cough. He choked to death one dreadful night. For years after, my grandmother explained that her infant son died because “Raymond loved him too much.”

My grandmother, who had not yet recovered from Leonard’s death, endured another tragedy — the death in an awful house fire of her mother and father and two younger brothers. So gruesome was the scene that after my grandfather went to identify the bodies, he actually suffered a breakdown and was unable to walk or to work for nearly a year. As for my grandmother, her strength was broken. She’d suffer from aches and illnesses the rest of her life. There was little energy available to tend to the emotional needs and concerns of Art and Ray, who were shocked and scared by the lives lost and by their parents’ sufferings.*

There were other instances that I just don’t have time to go into: my dad, a lefty, being forced at school to write and work right-handed; the problems with my grandparents’ marriage; my dad’s experiences in the war, to name a few. All — or none — may have colored my dad’s personality and stoked his anger.

But let me tell you about the last few weeks of my dad’s life. By then he had forgotten how to dress himself, how to feed himself, how to wash himself. Still, he never failed to recognize my mother. And after a visit, when my mom was set to say goodbye, Dad would reach around her and give her a hug and a kiss without hesitation or awkwardness. Dad willingly held my hand and didn’t scowl when an attendant kissed the top of his head. And just last week, he gave my sister and my niece a hug, with genuine emotion. Something had changed. And I know what it was. The dementia that caused Dad to lose his strength, that robbed him of his talents and his wit, that caused him to forget even how to operate a fork and a spoon, that same awful dementia, also caused him to forget what he had been angry about all his life. In the end, Dad’s bitterness vanished like so much smoke.

Later today, we are going to read the 23rd Psalm. There is that famous line about walking in the valley of the shadow of death. When we recite that, I want you to picture my dad traveling on that last leg of his journey, not only as a good man, not only as a man of duty and honor, but also as a happy man — walking with his back straight, his head held high, and feeling, finally, light as a feather.

*In fact, Ray’s beloved older brother, Art, narrowly escaped death by that same fire. That evening, he had gone to sleep over at his grandparents’ house but, seized by homesickness, decided that he didn’t wanted to stay the night. He called home and his father fetched him just hours before the fatal blaze. –Text added by Laurel Felt from recollection, written February 2, 2012


Barbara Marcus Felt

With gratitude to my children, who encouraged me…
The most outstanding feature that I remember about my dad is his hands. Even as his body diminished, his hands remained strong. He was ambidextrous and could equally use his right and left hand; his handiness was what helped him make sense of the world. When words failed him, he expressed his emotions with his hands.

When my brother was born, my dad – by himself – remodeled and refinished a room, basically making a nest for my brother. And when we moved into our house in Skokie, he created a home for us by building – by himself – this tool shed out back that actually looked like a little house, with windows and a window box. And when his words failed to communicate with my mom, he studied her and he sculpted her and he recreated her with his hands, carving a likeness of her out of driftwood.

My dad wasn’t handy in the sense that I’ve come to love about the Felts, and he wasn’t a hands-on dad. But he sculpted us into the family we are today. He was handy in the three-dimensional, way-of-knowing-about-the-world sense. And in the end, when there were no more words, I held his hands, and he was with me.


Richard Felt

Hello everyone. For those who may not know, I’m Rick, Ray’s son-in-law for almost 39 years.

I first met Ray Marcus about 40 years ago when his daughter Barbara, whom I was dating, decided it was time for her parents to meet “the dentist.” Ray liked to call me “the dentist” even though in those days I was still a dental student and not yet a real dentist. He used the term a little jokingly because he had just written the last of several large checks to the Marcus family dentist for goldwork on Barbara, and Ray was not too happy about the timing of “the dentist” arriving on the scene too late to have saved him a lot of money.

In the early years, Ray and I would jog together at the J in Skokie almost every week for a while. Ray was not blessed with terrific eyesight, so he shied away from most sports. But that man could RUN. I was not a good runner, so Ray would have to tone it down in order to keep things at my pace. He never failed to do so, even though I suspected that he considered our runs together to be just an appetizer.

I liked Ray right from the start, and I know he liked me as well. He was a nice guy, pure and simple. You always knew where you stood with Ray because he didn’t put on airs—and no B.S. He called it the way he saw it. In the early years of our marriage, Barbara and I moved to Appleton, WI. I started a new general dental practice there which was growing, we bought a nice home, we made friends, we joined a supportive synagogue, and we had a son, Benjy. Nonetheless, we decided to move back to Chicago after 3 years for a number of reasons. I know Ray missed having us close when we moved away to Appleton, and especially when his grandson was born, so you would think that he would have been overjoyed to hear that we were moving back. But Ray was concerned that we had accomplished much in a short period of time in Appleton, and that we would be giving up the security of those accomplishments if we moved back. He had grown up in periods of uncertainty during the Depression and WWII, when there was almost no security at times, and he had lived through the difficulties of starting a new business: the Marcus Brush Company. He advised us to think over carefully whether we should actually leave Appleton. So Ray was willing to give up something he really wanted—our return and more time with his new grandson—in order for us to benefit by maintaining the security he felt we had there in Appleton. It was an unselfish act on Ray’s part.

When I finished my specialty training and decided to open an office in Northbrook, Ray (and Ruth) were there for us again, this time with a checkbook. He lent us some money to get things off the ground. I wanted a written contract, with specified interest and a repayment schedule, like a real business transaction. But Ray looked at it as a transaction of love. He didn’t want any schedules or anything on paper, and told us to take as long as we needed to repay the loan. In my mind, I think he didn’t really want repayment at all, because when we did repay the loan, he was reluctant to accept our check for fear of causing us financial hardship. Ray was not about money—he was about love and family. Add to that a measure each of conscientiousness, responsibility, preparation, attention to detail, modesty, and humor, and you have a recipe for the man we knew and loved. We will miss you, Ray.