Posts Tagged ‘Matthew Rozell’

Seventy Years: ‘People forget what Auschwitz was, and that terrifies me’..

Posted in Uncategorized, tagged Auschwitz, Auschwitz-Birkenau, Auschwitz-Birkenau State Museum, concentration camps, history education, Holocaust, Holocaust Education, Holocaust Remembrance Day, Holocaust Survivors, International Holocaust Remembrance Day, Liberators, Matthew Rozell, Poland, Seventy Years, Teaching, teaching history matters, Teaching the Holocaust, World War II on January 28, 2015| 1 Comment »

Yesterday I introduced what will be a series of posts under the heading of ‘Seventy Years’, marking the 70th anniversary of the close of World War II and discovery of the magnitude of the most horrific crime in the history of the world, the Holocaust.

Today I travel back to Auschwitz-Birkenau, sharing some of my personal observations and photographs on the anniversary of the liberation by Soviet troops 70 years ago this week.

*****

July 12.

So the day that all of us in our teacher travel study group approach with a bit of apprehension is finally here. We are on the bus from our hotel in Cracow to Auschwitz, about 40 miles to the west south west.

Yesterday we arrived in Crakow from Prague, taking the night train on a sleeper car.

Rolling southward one of our tour leaders points out an impressive large building on the top of a hill that looks like a five star hotel. Built after the German invasion in 1939, it was a rest and relaxation villa for Wehrmacht officers rotating off the Russian front to unwind for a bit, as industrialized mass murder was unfolding every single day less than an hour away.

So, to introduce some of the major players:

I don’t make it a habit to showcase the perpetrators on this site, but in this one incredible photograph, taken at Auschwitz, you can see some of them above. Hoss was hung at Auschwitz following his trial after the war. Kramer was executed by the British after his stint presiding of the horrors of Belsen after his transfer there. Of course, smiling Dr. Mengele escaped to Argentina and died in a drowning accident in the late 1970s. (The pictures in this photo album surfaced only a few years ago and were studied by my friend archivist Rebecca Erbelding at the United States Holocaust Memorial Museum. You can read more at the weblink above if you like.)

On to the tour.

Soon we see the road signs for Oswiecim, the small Polish town at a railroad hub that has become one of the most visited tourist sites in Poland. Most of the world knows it by its German name-Auschwitz.

The bus lumbers into the overcrowded parking lot and docks in the slot. The driver kills the engine. And it begins to rain as our other leader, E., relates the story of her mother’s family, the idyllic childhood in this beautiful prewar country, a young teen when the nation is invaded, the oldest of four children. No one on the bus makes a sound. It is now raining very hard.

What is this place? Our guide A. is a top notch scholar, and she leads us on a day long tour that is hard to put into words.

We begin at Auschwitz I, the first camp. This place is centrally located, a railway hub dating back to the turn of the century.

The first prisoners, after it is converted from a Polish military facility, are Soviet POWs and Polish prisoners and other “security risks” who will be worked to death slowly expanding this camp, and the much larger Auschwitz II-Birkenau. She walks us through the exhibits and the displays at the various blocks. Block 4 is the “Extermination Exhibit”. We think about the words, the language. Extermination- as if the victims were vermin. Over 1,100,000 were killed here, most of them Jews.

We see the map with the spiderlike rail lines radiating inward to Auschwitz like tentacles, from northern Poland, from Germany, Hungary, as far south as Greece and as west as Paris and the Netherlands. In the summer of 1944, tens of thousands were murdered here, per day.

We see again the large scale terra cotta model of the process, which the German engineers had perfected at Auschwitz II-Birkenau- the arrival of the transports, the undressing rooms with signs admonishing bewildered people to hang their belongings carefully and to remember the number of the wall pegs where they left them for quick retrieval later. The shower rooms that could fit in some cases entire transports, which were in fact the hermetically sealed gas chambers. The Germans above with their gas masks, waiting for the proper temperature to be reached through body heat, just the right humidity to be achieved before dropping in the pellets so the gas released would work more effectively. The anguished death throes of the thousands of naked figurines assault our senses. The process is not complete until the corpses are carried out by the sondercommando slaves, defiled for any gold fillings, the hair shorn from the women, the bodies then burned in the open air behind or cremated in the ovens.

But the tour is now just beginning. Minutes before, we were looking at a terra cotta model. And now in Block 5 we will be presented with the evidence. This is an exhibition, after all. Exhibit A is about to slap us in the face. Hard. It is a room, 50 feet long, with nothing but human hair piled several feet back and as many feet tall. My heart skips a beat.

What are my eyes perceiving? Now we see a photo of stacks of bale bags, carefully labeled, packed and stacked, awaiting shipment back to the Reich for use in various products for the German war effort. Slippers for submariners so they can walk quietly aboard ship to evade Allied sonar. Stuffing for the seats of German pilots.

We shuffle on in silence with hundreds of others past the spectacles, the pots and pans, the suitcases carefully labelled by their owners with chalk on the orders of the perpetrators, again, for “quick retrieval”. And the shoes. Sorted. Case after case of women’s shoes. Men’s footwear. And then the children’s shoes.

Our knowledgeable guide takes us into Block 27, the new exhibit on the Shoah. This is a temporary relief of sorts as now we see faces, film and stills, of pre war Jewish life, projected on the walls. We hear songs and voices.

At the end is the Book of Life, containing four million names compiled thus far. A moving moment when E. and others in our tight knit group find entire pages with the names and dates of family members murdered during the Holocaust.

*****

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I said, “It’s about schools, isn’t it?”

Posted in Uncategorized, tagged a very interesting question, Angela’s Ashes, Frank McCourt, Mary Rozell, Matthew Rozell, Mom, Power of Teaching, Purposeful Life, teachable moment, Teacher Man, Teachers, Teaching, teaching history matters on January 27, 2015|

Last Thursday evening I got out of bed because I could not sleep. The news of the day stayed with me long after I sat down to read it before dinner. So I got up and sat down at the computer in my office and I typed out my thoughts in the stillness of the late evening hours, burning to get the words out of me.

The post ‘And am I teacher, or a technician?‘ was born, and I sent it off. On a good day, I’ll get 100 hits on the blog you are reading, Teaching History Matters, which I have been rambling on at for the past seven and a half years.

Well, thank you for stopping by. My friends at New York State United Teachers liked it and gave it a nudge. In the last 96 hours, 28,000 people like you have had a look, and the response has been overwhelmingly favorable. My late night existential angst hit a major nerve and tapped a wellspring of grassroots anger. It was pretty amazing and also a little frightening to see the magnitude, but HUGELY comforting at the same time to learn that so many people shared the same sentiments as I. (And as the man said, “if you liked this, come back next week and it’ll be even better!” You can sign up for email updates on the right or just hit the follow button. If not, that’s fine too. My wife doesn’t even “follow” me.)

Perhaps my favorite comment was, just, ‘It gives me hope to read your words’.

*****

Here is some more crucial perspective for us as educators but also as Americans. Frank McCourt was one of my role models. As you may be aware, Frank spent a whole career as a New York City educator before knocking out his first book upon retirement, which took the world by storm. His last book, Teacher Man, is required reading in some ed. classes.

My late mom loved him and was also the product of Irish parents who had recently emigrated from the same county (as McCourt) in the 30s’ to NYC, narrowly missed growing up in Depression-era Ireland herself. Mom was also a passionate educator, a dedicated school nurse teacher, who constantly advocated on behalf of the struggling kids who came to her for help, going toe-to-toe when she had to. “Nursey Rozell” would also not hesitate to kick your ass if you just wanted to get out of class, but always with a sympathetic and keen eye for compassion.

This first appeared on the PBS website, and I used it in a post in November of 2012 near the anniversary of mom’s passing. I repost it in memory of Frank, and my mother.

‘What’s the most precious material we have in the country: children. If we don’t give them the best keepers and mentors and teachers, we’re destroying them. We’re destroying the country.’

It’s a good fight. Remember that. And come back next week.

*****

Interview With Frank McCourt
Frank McCourt, the author of Angela’s Ashes and ‘Tis, is a retired English teacher. He lived in New York City; he passed away in July 2009.

Q: What do you see as some of the major obstacles to improving public schools in our country?

We don’t like our kids. This is a country, this is a nation of people who don’t like their kids. Therefore, the teachers are baby sitters. We don’t look at teachers as scholars the way they do in Europe. In Spain you’re called a professor if you’re a high school teacher, and they pay teachers, they pay teachers in Europe. We don’t here. We resent if, we resent giving them pay raises. If they rise up and say we need a cost of living adjustment, [we say], “Oh, what do you mean you need a cost of living adjustment? Look at all the time you’ve got off. You’re finished at 3 o’clock, never mind that you go home with a bag of papers to correct, and then you have the summers off. These teachers with their summers off! Oh my, I wish I were a teacher.” Well, there’s nobody stopping you from becoming a teacher! Go and become a teacher, dammit! All these so called professionals, investment bankers and lawyers, [they say], “Oh these teachers have their summers off.” You know what most teachers do? They go out and get a job to subsidize their miserable pittance they get from most community boards and boards of education.

Q: Why did you become a teacher?

When I got out of the army I had the GI Bill. Since I had no high school education or anything like that, I came to NYU and they took a chance on me and let me in. I suppose I was what you might call a mature student of 22. And, I thought, I’d like, at one time I thought I’d like to become a journalist, but because I had no education, and because I’d come from this horrible background of poverty and so on, no education, no self esteem, so I didn’t see myself mingling with two-fisted, hard-bitten journalists. I would dream of going up to the New York Times and asking them if I could please be a copy boy or let me scrub the toilets or something like that. But I couldn’t rise to those heights. So the two things I liked most of all were books and children. I used to see American movies where the teacher is there in the classroom and all the kids file in — it was usually a movie about Nebraska or something like that where everybody’s white and blue eyed, and there’s Doug the quarterback and Susan the beauty queen, and they sit there with their pens poised while you discourse most eloquently on John Donne, and they’d all sit there and they would love me to death and I would be the hero of the community. Well, it didn’t turn out like that. I became a teacher all right. I wanted to become a teacher because I had a misconception about it. I didn’t know that I’d be going into, when I first became a high school teacher in New York, that I’d be going into a battle zone, and no one prepared me for that. They’re all natural enemies, teenagers are all natural enemies, they’re really animals, but I love them, I love animals, and the average teenager should be sent to some remote place like Australia, till he’s 20. But I like the teaching because it keeps you on your toes all the time. You can’t back off, and some teachers say, “Oh, give them busy work.” Well, when you’re with bright kids you can’t give them busy work, but..it keeps you… in a sense it’s like Hemingway talking about grace under pressure. You’re facing the bull, and that moment that the bull’s horn comes close to you is the moment at which you could die. That’s what it’s like going into the classroom — you could die in there.

Q: How did you learn to be a successful teacher?

There was what you would call a turning point in my life. I was ill-prepared and insecure — because I had never been in a high school in my life — in this first job. I knew nothing about American kids and their strange tribal ways, and it seemed to me that they were throbbing with sexuality, which you wouldn’t find in Ireland, because they’d knock it out of you. But here, there’s boys and girls in the class, and I didn’t know what to do; and the only models I had for teaching were Irish school masters, and that was all threat, sticks, straps, and physical beatings. So, of course I wasn’t gonna, there was gonna be no physical beating…there were kids in those classes who were on the football team, and would’ve broken me in two. But I would become frustrated and I would yell at them, I’d say to them, “You better keep up now, you’re not doing the work, you’re not bringing in your textbooks,” and so on, and I’d rant and rave. ‘Til one day there was a little African-American girl sitting in the front row — Sylvia — and she was beautiful and always impeccably dressed. And one day she said, “Mr. McCourt!” “What?” “Mr. McCourt.” “What?” “Chill Out!” So, that was the first time I ever heard that expression, but I knew what it meant, so I chilled. What that meant was I became more and more of a human being. I dropped the Irish schoolmaster mask. It didn’t work anymore. What I learned then was the main device, if you want to call it that for a successful teacher, was honesty. I said look, we’re in this together, I’m learning, I would say that, I’m learning. This is what I discovered years and years and years later, I was the big learner out of this teaching experience.

Q: Tell us about your first teaching experience.

When I got my first teaching job, which was on Staten Island in 1958, I took over in midterm spring of ’58 for an old lady named Ms. Mudd, m-u-d-d. And she was just, she just, the kids were driving her crazy. And she said to me, “They’re driving me crazy,” she says to me, “You look out this window,” and the school overlooked New York Harbor. She said, “You look out this window in a week, and you’ll see this ship passing by, and you’ll see me waving from this cruise ship, and the two things I never want to see again is Staten Island and teenagers!”

She left me with mounds, piles of old papers and books, and I went rummaging through the old papers, and I didn’t know what to do with the kids, so I had them reading these old papers, and some of them went back to the Second World War. And they were compositions written by young Staten Island students at that time, who later went off to war, off to the Second World War. And some of the kids in my class discovered these papers, and they were overcome: “This was my father, this was my uncle, this was my cousin Vinny,” and so on. And it was so exciting, and I said to them, “This composition paper is crumbling,” and they would copy them, and they were taking them home to their families, “Look what Uncle Vinny…” And this was a tremendous moment. It was my bridge to the kids. There was such a feeling of community, and emotion, because sometimes the kids, girls and boys, would come across some item from the Second World War from somebody in their family who had been a student at McKee. And, they would be overcome and have to run out of the room. That was one, I think that was my first bridge to them.

Q: How did you balance the emotional needs of students with their intellectual ones?

These girls would come from, I had one class of 35 girls come in these white dresses, uniforms or whatever they are, with hair, hairdos, these beehive hairdos, where you could raise a sparrow in each family. They came into my class and they sat, this first day they sat down, and they took out little boxes, and they started doing their nails and plucking their eyebrows, and fixing their eyelids and so on, eyelashes, and I said what — this was a vocational high school — I said, “What shop is this?” “Cosmetology.” I said, “What’s cosmetology?” “Beauty culture.” And then they’d comment on me, they’d say, “Yo teach, your hair is a mess, your nails need work. Why don’t you come up to beauty culture and we’ll do you?” That was an invitation I declined.

But all of this was human stuff and it had nothing to do with the curriculum. In the meantime, I’m finding my way, because nobody was there to help me. I’m finding my way through this education minefield. I’d go up to the teacher’s cafeteria at lunchtime. On one side of the cafeteria the old timers were gathered — they’re giving me advice, and they’re saying, traditional and conservative and they’ve been through it, and they say you know, “You’re the boss in that classroom, you tell them what to do, don’t ever tell them anything about yourself, nothing private.” Then I’d go to the other side of the cafeteria, and there are the younger teachers who were progressive, you know, students of John Dewey, and they’d say, “Well, you know, these kids are people. These are real people and we have to meet their felt needs.” I didn’t know what a felt need was, but I guess I tried to meet their felt needs. It was a long, slow process, because there’s no, there’s no method or technique by which you can become a successful teacher overnight. It takes years. And it’s like writing I suppose, or like any art, or any human endeavor — you have to find your own way. You have to find your own style, techniques and style. So, I found my own style after a while, and sometimes I would imitate other teachers who had certain ways of dealing with classes. Didn’t work, never worked. It’s like being a writer. You imitate Faulkner, you imitate Hemingway, you imitate Scott Fitzgerald, but in the end you find your own voice, and your own style, and that’s what I had to do as a teacher.

Q: Describe a typical day of teaching as you remember it.

Most teachers would have, first period on the second floor, then it’s up to the sixth floor for the second period, down to third floor for the third period, and in between, in between the second and third period you had what they call homeroom, official class. You had this group of kids, and you had to take their attendance, give them bus passes and food vouchers and whatever, and get excuses for the previous day’s absence. You had to keep all these records. You were like a big clerk, a bookkeeper. And then you go to your next class. So there were five classes, so you’d have lunch, and then you’d have what they call, somewhere along the line, a building assignment. And my building assignment most the time was to supervise the student cafeteria. And you’d go in there and you’d hear them feeding, swilling, and whining and moaning about the food and you see kids throwing food away and you think of your own childhood when we would have eaten the stuff out of the garbage can, and I was convinced, they’d say, “Oh, this is terrible, this hot dog.” I was convinced that most of these kids were gourmets. They went home to bouillabaisse every night or fine wines. Then, if you’re an English teacher, if you’ve been foolish enough to give them an assignment, they hand it in. And you take it home in a bag. You go home and your heart is heavy because you have 170 kids. Now if you give them an assignment 250 words, multiply 170 by 250, and that’s like reading the Encyclopedia Britannica. And there’s another book you’d like to read or a movie you’d like to see, or you’d like to talk to your wife once in a while, but you have all these papers. Sunday night comes. That’s the worst night of the week for any teacher in the country because they know this stuff is piled up and they’re in such a state of despair. And you try to do it, and like any kid who has homework to do, “I’ll get up in the morning and do it.” Well you know you’re not going to do 170 papers, so you do what you can, and try to get it back to them, but the load never lightened.

Q: Why are teachers important in our society?

What’s the most precious material we have in the country: children. If we don’t give them the best keepers and mentors and teachers, we’re destroying them. We’re destroying the country. They are the future, and the teachers are there everyday with the future. And we’re so careless about that. We underpay teachers, we hire poorly prepared teachers, and we don’t help them. We don’t go into the schools and help them, “What can I do?” We don’t participate. It’s a matter of taking care of the children. If you have a child who’s ill, you want the best doctor. You want the best surgeon, “I want the best surgeon for my child.” But do we say that about teachers? No, we don’t. We know that surgeons are well paid, they better be well paid, they don’t want to have worries at home. It should be the same way with teachers. They’re the single most important profession in the country because they’re shaping the future. And some of them are misshaping the future or they’re not being helped by us. And as I said before, we don’t like our children. Because the proof of it is how we treat our teachers. That’s the one fine and significant proof: how you treat your teachers. And they’re treated badly.

Q: What can we do to help improve our nation’s schools?

One of the reasons the schools are in such a state is no one consults the teachers. I used to watch some of these programs on television and you’d have somebody from some corporation, and you’d see some jerk from the think tank, and then you’d have a union official, and I’d call… One time I called Channel 13 in New York, they had one of these discussions about schools, and I said — they were inviting us, calls from the outside — and the lady said, “Well what would your question be?”

And I said, “Why don’t you have a teacher on this panel?”

“Oh, that’s a very interesting question…”

I said, “It’s about schools, isn’t it?”

“Yes.”

But I never got through. One never gets through.

http://www.pbs.org/onlyateacher/today8.html

Your comments are always welcome.

*************************************************************

Matthew Rozell teaches history at his alma mater in Hudson Falls, New York. His first book, The Twilight of Living Memory: Reflections of the World War II Generation from Hometown, USA is due out this spring.

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Nashville is Next!

Posted in Uncategorized, tagged 105th Medical Battalion, 30th Infantry Division, 531st Anti-Aircraft Artillery, 823rd Tank Destroyer Battalion, American troops, Bergen Belsen, Carrol Walsh Jr, concentration camps, Farsleben, Frank Towers, Friday April 13th 1945, George Gross, Germany, Grasleben, Hillersleben, history education, Holocaust, Holocaust Education, Holocaust Writing, humanity, Liberators, Matthew Rozell, narrative history, Power of Teaching, Purposeful Life, teaching history matters, Teaching the Holocaust, Train Near Magdeburg, Walbeck, Weferlingen, World War II, World War II Living History Project on January 9, 2015| 3 Comments »

Received from Frank Towers,97 yr old Sec/Treasurer of the 30th Infantry Division Veterans of World War II. I am going to be there. I hope to see all you survivors there, Holocaust and World War II, for this last hurrah…love these guys. It will be the 70th anniversary of the liberation of the “Train Near Magdeburg”. In the pic below are soldiers and Holocaust survivors, and yours truly, in Nashville from 2010.

Nashville is Next!
And sadly to say, it will be the LAST Reunion of the“30th Infantry Division Veterans of WWII”….

30th Infantry Division Veterans of WWII
National Reunion April 15 – 18, 2015
Holiday Inn- Nashville-Opryland/Airport
Nashville, TN

The time has come when all good things must come to an end. We have had some great times in the past few years, but time and age is taking a toll on our membership, and the numbers are dwindling faster than we would like. Our Executive Committee has decided, that since our numbers of attendees has dropped off, it is becoming a financial burden to continue having reunions without adequate financial support. It takes a great deal of work on the part of the Exec. Sec-Treas. and the Reunion Chairman, Mrs. Nancy-Lee Pitts and Family, to prepare all of the necessary paper work, contract, preparing a program and the process of cleaning up and winding down from the Reunion. At our age, this is becoming a burden and almost prohibitive, so, very sadly, we must call it Adieu !!

So, all we ask is that as many of you who are able, Please come to this Reunion, to have a good time and enjoy the company of each other, and make this a memorable reunion.

This may be the last opportunity that you will have to see and visit with “old buddies”, whom you have known for the past many years.

Remember, Nashville was the site of the very first Reunion of the 30th Division Veterans in 1947, and it is quite appropriate that we should have the last one at this same site.

Come One and Come All, and make this a Big Blast, for the last time.

We will be looking forward to seeing ALL of you.

Old Hickory Re-Enactors

As usual, many, many thanks go to all of the guys who were representing the Old Hickory Re-Enactors, by Posting the Colors at each event as required, tending the bar in a most efficient manner, and best of all, their Artifacts, Weapons and other Memorabilia which is always a big hit with everyone. If you have not visited their displays, you are missing a lot ! We need to give these guys a big hand for what they do for us.

Holocaust Survivors

We cordially invite all of the Holocaust Survivors from the Farsleben Train, to join with us for this special event. If you have not been with us before, please do not pass up this opportunity to meet your Liberators. This will be the last time that you will have an opportunity to meet them, as we will not be having these Reunions any longer, so this will be your last chance. Many of you have been with us before, and we hope to see you all again. Kosher food will be available for all of those who require this.

Weferlingen – Walbeck – Grasleben

On 10 April 1945, Brunswick, Germany was captured by the 30th Infantry Division, with the next objective being Magdeburg.

The following day 11 April 1945, proceeding on towards Magdeburg, the town of Hillersleben was attacked and captured with little or no major battle. At the edge of the town, there was a large German Luftwaffe Airbase and an Armaments Research Center. This base was composed of several operations buildings, several 2 story block barracks, and several private homes for the officers and a small hospital.
Continuing to press on towards Magdeburg, during the 12th of April, the 120th Regiment over-ran the village of Walbeck, and the 117th Regiment over-ran the village of Grasleben, and in between these two villages, was another small village, “Weferlingen”, which was liberated by the 120th Regiment. [Ed. note: On 13 April the train at Farsleben was discovered.]

No mention was ever made in the journals of these regiments, about the capture of these villages, nor was any mention made of them in the 30th Division History Book or either of the Regimental History Books. Only from the Journal of the 30th Military Government, was this action discovered recently. (2012)
At Weferlingen, the site of a former potash mine was discovered – a mine operated by Jewish and D.P slave laborers, under the direction of their Nazi slave-masters. This mine had been enlarged and deepened, from its original size as a potash mine, and was in operation of fabricating submarine engines, airplane engines and rocket engines. It was deep and well protected from American bombing attacks.
This “camp” was named “ Camp Gazelle” by the Germans, and it was a sub-camp of Buchenwald, and when discovered, consisted of 421 (political prisoners), slave laborers. As any of these laborers became ill or otherwise incapacitated, they were sent back to Buchenwald, and fresh laborers were sent to the camp to take their place and to keep the labor force consistent with their needs. All of these prisoners were found in very poor physical condition, due to malnutrition because of being underfed, and overworked for 12-15 hours per day. Almost all of them required immediate medical attention.

Arrangements were made with the Burgomasters of Walbeck and Grasleben to furnish adequate food for these people. Our own 105th Medical Battalion personnel furnished them with immediate needs of medical supplies.
They were almost immediately sent back to the American Military Government and the American Red Cross, then located at Hillersleben, Germany, for appropriate processing and repatriation back to their homelands wherever possible.
It was on the basis of the liberation of this “CAMP” that the 30th Infantry Division was given the distinction of being named a “Liberating Unit” by the Center for Military History and the U.S. Holocaust Memorial Museum in Washington, DC, thereby allowing our Colors to be displayed in the lobby of the US. Holocaust Memorial Museum. This is to honor the men of the 30th Infantry Division who had a part to play in the liberation of numerous Jewish slave laborers of the Holocaust.
This was actually the very first viewing that any man of the 30th Infantry Division had of the “supposed” propaganda of the “Torture of the Jews by the Nazis”, later to be known as “The Holocaust” .These liberating soldiers had no training as humanitarians- they were trained to be soldiers, fighting a war against Nazi aggression and really did not know what they had on their hands, nor the scope of this captivity of the Jews. -Frank Towers

Taps – 2014

ADKINSON, BRUCE 743 TkBn-C Garden City, NJ
BERKEL, John J. 119-I 5/26/14 Belleville, IL
BIGOS, Adolph J. 119 Tom’s River, NJ
BURLEIGH, James 117 Golden, CO
CONLEY SR., Leo J 119 Framingham, MA
COX, Henry G. 117-F 8/17/10* Loris, SC
COX, Joe M. 117-D 5/20/14 Bluff City, TN
DEAN JR., Preston A. 531 AAA Hq
ERICKSON, Mervin L. 119-K Windom, MN
FLOYD, Thomas A. 119-G 9/30/13* Forney,
GIACCHETTI, Hugo J. 119 E Chicago, IL
GRAPKOSKI, Walter E. 119-G 11/23/11* Danbury, CT
HOFFMAN, STANLEY 120-B 1/19/14 Princeton, NJ
HOLLOWELL JR, Ernest L. 105 Med D
HOUTEKIER, Louis 119 G 7/15/14 Big Rapids, MI
IACONO, George D. 197 FA Svc, 9/30/11 St. Petersburg,
JORDAN, Joseph S. 105 Med. BN A 7/26/12 Wilmington, NC
KEATING, Hubert M. 113 FA/A 6/06/13* Paducha, KY
LEY, Charles E. 120
MARKHAM, Cameron L. 117 1BnHq 5/15/14 Charleston, WV
MARSIGLIA, Joseph M. 119 Hq. 12/.03/14 Algonquin, IL
MARZILLI, Rocco D. 30 QM Co. 10/27/13 Waterbury, CT
MC MICHAEL, Roscoe 105 Med. Bn 10/08/13* Newnan, GA
MITCHELL, Kenneth 120 C
NOWLAND, Maland C. 30th Recon E. Vassalboro, ME
ORTIZ, Oscar A 105 Med B San Francisco, CA OWENS, Livis 120-C
PARKER, Kanneth 120 B
POLAND, Claude E. 120-G 4/49/14 Columbus, IN
RINELLA, Donald. 105 Med Bn. C 5/11/14 Truckee, CA
SMALL, George 120-A 12/19/13 Augusta, MI
SUPER, Seymour 119-A Boynton Beach, FL
WAUGH, Wilford D. 120-I Buffalo, OK
WHITE, Carlton L. 120-K 1/29/12* Elizabeth City, NC
WILEY, A.P. 120-M 6/24/14 Dallas, TX
WYATT, Nell (Wid) W 2/06/14 Waynesville, NC

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“Boys-we are free-the Americans are here!”

Posted in Uncategorized, tagged 30th Infantry Division, Bill Gast, concentration camp, concentration camps, Ern Kan, Ernest Kan, Farsleben, Frank Towers, Friday April 13th 1945, history education, Holocaust, Holocaust Education, Holocaust Writing, humanity, Liberators, Matthew Rozell, narrative history, Polte Ammunition factory, Power of Teaching, Purposeful Life, teaching history matters, Teaching the Holocaust, thanksgiving, Thanksgiving day, Train Near Magdeburg, World War II, World War II Living History Project on November 26, 2014|

Tomorrow is Thanksgiving day. Today I stumbled across a holiday greeting I received from Holocaust survivor Ernest Kan a while back. It was about being thankful, simply appreciating what you have. So it reminded me to share Ern’s story (which I recorded) at a gathering of former American soldiers and Holocaust survivors.

It was Ern’s turn to speak. He came to the front of the room to address “his” soldiers:

My odyssey began in Riga, Latvia where the Germans occupied our apartment on the first of July, 1941. Shortly thereafter we were put into the Riga ghetto. During the partial liquidation of the ghetto on November 30 and Dec 9. 1941, my mother was murdered with 27,000 other Jews in the forest of Rumbula.

The ghetto was finally liquidated in 1943. My dad was shipped to Auschwitz where he perished, and I was put into the concentration camp Kaiserwald near Riga. With the approach of the Soviet army in 1944, Kaiserwald was evacuated by ship and we were shipped to Stutthof concentration camp, after about a month to Polte in Magdeburg where I was liberated.

I was 19 years old at the time of imprisonment, and held captive altogether 44 months.

The main gate through which the prisoners entered the factory every day for shifts of 12-14 hours. Source: Lev Raphael, Polte-Fabrik slave labor camp, http://www.levraphael.com/sg_poltefabrik.html.

The name of the factory was Polte; it was the largest ammunition factory in Germany. Conditions were very bad. They had 30,000 slaves working there in shifts. It manufactured heavy artillery shells, big coastal artillery shells about 30 inches long. And we had to work in 12 hour shifts.

They brought us there from a concentration camp Stutthof, near Danzig, by freight train, it took about two nights, and we got there we didn’t know where we wound up, we were assigned to bunks in a barracks, and it was about a mile to walk from the factory and back.

And that is where I was liberated in April 1945 by the 743^rd US Tank Battalion, the 30th Infantry Division.

After an air raid by the United States [Army] Air Force, the camp was evacuated and they marched us southward, because the south was still unoccupied by Allied forces. So they assembled the prisoners and marched them out of the camp, and we had to move a large wagon with spoke wheels, they had no more horses to pull the wagon, we were pulling and shoving the wagon with all the luggage and personal belongings of the guards.

So as when we passed that factory, Polte, me and three other guys, we ran into the open gate, the factory was already disabled-there was no more electricity, no water, no nothing, it couldn’t function anymore- it had been made unoperational by air raids. So we ran and we hid, we changed our striped uniforms and we put on German overalls we found in a locker so we looked more or less human again, but we had no hair, the hair was shaved off.

And we hid in an attic above the office …we stayed there one night, and in the morning four SS guards with drawn guns found us and said “Out you swines, hands up!” and marched us to the courtyard of the Polte factory, they had about 100 or so lined up with their hands up, and they came with little lorries, little trucks, that took groups of 10 away and returned within five to eight minutes empty for the next batch-so we knew they took them to the forest to shoot them and come for the next.

And I thought that was the end of us, I was standing with my hands up and I said to the guy to my left, “this is it, we made it up until now” -and lo and behold, an air raid started! The United States [Army] Air Force, low flying bombers came, you could see the pilot’s eyes -that’s how low- they dropped the bomb load, [the guards] chased us in the adjacent air raid shelter, all the guys were at the wall in the air raid, they posted a guard in front of that door and as we walked in he said “I’m innocent, I never did you any harm.” He was an old, old man, older than me today. So when I heard that, there was already music in my ears all of a sudden, I had never heard that from any guard to say something like that.

So they locked the door and put a padlock on the outside. And you could hear the bombs falling and the smoke seeping through and it was chaos, we were singing inside and we were happy, praying the bombs should hit us and get us out of our misery, because by that point we were finished.

So I leaned against the door and the door gives, so I don’t know to this very day whether the air pressure from falling bombs blew the lock off, it was a big padlock, or if the guard posted outside opened it up and took it away. At any rate the door was open, we all ran out scattered left, right and the four of us hid in an elevator shaft up above where the wheel is, and we waited until the air raid stopped and after about an hour we sent one guy out to reconnoiter what was happening, it was dead quiet. We didn’t know who was where and what was going on. So after about half an hour he came back with a big vat of soup, and he said [Ern stops-long pause. He composes himself, and speaks slowly]:

“Boys-we are free-the Americans are here!”

That is a moment I can never forget.

The soup was lentil soup, it was delicious, I ate and ate until I threw up-we hadn’t eaten in so many days, and I then I saw the first American in a Jeep.

I had never seen an American, he looked like a Martian to me with different weaponry and a Jeep. And he says to me, “Hands up! You are German?” I said, “No, I am a Jewish prisoner from the local concentration camp” but by my haggard appearance he could see that I was certainly not an enemy. I was about 75 pounds at that point and it so happened that when I found the overalls in the German locker, I put on a belt I found there and it had a swastika locket which I didn’t realize, I put on the belt not to lose my pants and he saw the swastika on it and he assumed I was a German in overalls, so I told him I was from the local camp.

It so happened that he was a Jewish GI and he embraced me and he said “You are free now, you can go wherever you want” and he gave me a an army issued prayer book, and a mezuzah, that is something like sort of an amulet that some people wear, it contains some proverbs from the Deuteronomy inside, and he said “Go!”

In the heat of the moment I was unable to ask him where he came from, what his name was, and it bothers to this day that I could never express my gratitude to this one man, but all these guys here are my liberators and they represent this first American I ever saw and he gave us back our life and our freedom and I will never forget it.

There are no words to express my gratitude for what they have done for us and never in my vaguest dreams would I have thought to be here 65 years after the war is over and meet these guys again, that is unbelievable, it is a moment, an unforgettable moment in my life.

RECORDED IN MARCH 2008.

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The American Soldiers Who Saved My Father From a Death Train

Posted in Uncategorized, tagged 30th Infantry Division, 531st Anti-Aircraft Artillery, 823rd Tank Destroyer Battalion, 95th Medical Battalion, American troops, Bergen Belsen, Carrol S Walsh Jr, concentration camps, Farsleben, Frank Towers, Friday April 13th 1945, George Gross, Germany, Hillersleben, history education, Holocaust, Holocaust Education, Holocaust Writing, humanity, Lev Raphael, Liberators, Matthew Rozell, narrative history, Power of Teaching, Purposeful Life, teaching history matters, Teaching the Holocaust, Train Near Magdeburg, World War II, World War II Living History Project on November 25, 2014|

This originally appeared at the Huffington Post website for Veterans Day. Maybe it is appropriate to share for Thanksgiving.

The author contacted me in 2007 when news of our first reunion went viral in the Associated Press. Later, in 2009, he was invited to a gathering of the soldiers who saved his father and other survivors on this train here at our high school. His talk to our gathering can be seen below, published here for the first time.

Praise for the American Soldiers Who Saved My Father From a Death Train

By Lev Raphael

In early April 1945, my father was packed into a train with 2500 other prisoners from Bergen-Belsen as the Nazis insanely tried to keep British and American troops from rescuing them. The train was made up of 45 cars with their doors sealed shut; the crowding was horrific and of course there was no food or water.

In the chaos of war, this hellish train wandered for a week and finally stopped at Farsleben, a tiny town not far from the Elbe, sixteen kilometers from Magdeburg, the site of one of Germany’s largest munitions plants. German communications had collapsed and the commander couldn’t get clearance to move across the Elbe, so he ended up decamping ahead of the American troops he knew were coming. When two American tanks appeared on April 13th, the remaining guards escaped.

Frank W. Towers, a 1st Lieutenant of the 30th Infantry Division, reported that the stench when the locked cattle cars were opened “was almost unbearable, and many of the men had to rush away and vomit. We had heard of the cruel treatment which the Nazis had been handing out to Jews and political opponents of the Nazi regime, whom they had enslaved, but we thought it was propaganda and exaggerated. As we went along [in Germany] it became more apparent that this barbaric savagery was actually true.”

The troops that had found this train were racing to the Elbe because it was the last barrier to their advance across Germany, and now they had a totally unexpected burden of some twenty-five hundred prisoners to house and provide for. The answer was about nine miles to the west. American troops had just captured several hundred Germans at the Wehrmacht base and proving ground in Hillersleben where tests had been conducted for giant railway guns manufactured by Krupp.

It was an ironic place for Jews to be sheltered, cared for, and brought back to life. But then what place in Germany wouldn’t have been an ironic location?

This verdant military setting with its clean, heated quarters for officers and soldiers was a virtual paradise for people who had been treated like animals for years. That’s where my parents met and fell in love. My mother was in Hillersleben because she had escaped from a slave labor camp in Magdeburg and been brought there by American troops now using it as a temporary Displaced Persons camp.

She and my father had each lost everything in what would come to be called the Holocaust: home, families, countries. So there wasn’t any time to play any pre-war games. “Do you like me?” he asked. She did, and as my father tersely put it years later, from that moment on “She was mine and I was hers.” My mother moved in with him that night, beginning their fifty-four years together.

Frank Towers, who is 97, is the last surviving soldier who rescued the prisoners on that train, who saved my father from almost certain death and brought about his encounter with my mother. I’ve had the honor of meeting Frank and shaking his hand, and I’ve written about him in my memoir My Germany, but on this Veteran’s Day, with the survivors of the Holocaust and their saviors dwindling faster and faster, it’s more important than ever to thank him in public, and praise the memory of those other “train heroes” who are no longer alive.

The account in this blog is excerpted from My Germany: A Jewish Writer Returns to the World His Parents Escaped.

http://www.huffingtonpost.com/lev-raphael/veterans-day-praise-for-t_b_6124862.html

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Five years ago this fall, we put on quite a show at our high school. High school kids listening to, meeting, sharing, laughing, crying, even dancing with octogenarian U.S. soldiers and Holocaust survivors. Here, Raphael shares his remarks with the soldiers, survivors, and students about growing up in a survivor household, and his coming to terms with Germany.

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“Umm, thank you for your service, too.”

Posted in Uncategorized, tagged history education, hometown heroes, Matthew Rozell, narrative history, teaching history matters, thank you for your service on November 15, 2014| 2 Comments »

Veterans’ Day is here. My state teachers union, one of the largest in the nation, spotlighted me and I think did a decent story on why I think studying history matters, and highlighted my promotion of the transformative power of narrative history on young people. The lesson was on the history of Veterans’ Day, and the sacrifices that some of our veterans made.

I think I channeled to the kids what was important about veterans and Veterans’ Day.

But just to be clear to any followers or readers, I find a recent phenomena a bit unsettling-a collective rush to say to our veterans those five words, “thank you for your service.” And in a certain context, it is my understanding that a lot of veterans feel this way also. We mean well. But it seems to me like a lot of times we give ourselves a pass, when we say or write those words.

I’m guessing you know, that for every American who chooses to sign on to our military, there are over 100 who chose not to?

But, no judgments there. I had no burning desire to enlist after high school, so I did not “serve” in our armed forces. Maybe I was lucky I had other options or opportunities.

Or maybe I chose to do something else.

And I feel good. In many ways I “serve” my fellow man every time I step through the schoolhouse door. I have spent more of my life in my classroom than any other single place in the world.

Sure, they pay me for it. But I’d like to think that it has been more than just a way to make a living.

I like putting a face on what we have been through as a nation-and it’s my job to encourage my students to be involved, to step up, to serve others.

It’s raining, and we are raking leaves- on Veterans Day. For veterans.

But actually, it’s my responsibility as a member of the human race.

So why do we write, “thank you for your service”? Appreciation, sure, but just what are we thanking our veterans for? If we answer “freedom”, or “putting themselves in harm’s way for us” while we go about our Very Important Lives, what does that mean?

Now ask the real questions:

1. What are WE all doing to ensure our nation’s well being?

2. Outside of complaining on Facebook, are WE active in our participation in the decisions that send our troops into harm’s way?

3. Is the most recent war, the LONGEST in America’s history, even remotely tangible to most Americans, outside of the tax bills?

4. If we wanted to really express our thanks, don’t you think WE would also pay a little attention or make a bit more noise about how our government looks after them when their service is over?

That’s why “thank you for your service” rings a bit hollow for me when posted, uttered, printed and broadcast over and over, ad infinitum. Let’s be honest. What most of us really mean is “thank you for the stuff I’d rather not pay attention to so I can get on with my life”.

Maybe we should honor them by just taking time to listen, and paying a little bit of attention, more than one day a year.

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“We can use the power of history to get kids involved, engaged and more empowered themselves.”

Posted in Uncategorized, tagged 30th Infantry Division, 531st Anti-Aircraft Artillery, 823rd Tank Destroyer Battalion, 95th Medical Battalion, Bergen Belsen, Carrol S Walsh Jr, concentration camps, Farsleben, Frank Towers, Friday April 13th 1945, George Gross, history education, Holocaust, Holocaust Education, Holocaust Writing, humanity, Liberators, Matthew Rozell, narrative history, New York State United Teachers, NYSUT, Power of Teaching, Purposeful Life, teaching history matters, Teaching the Holocaust, Train Near Magdeburg, World War II, World War II Living History Project on November 11, 2014|

Veterans Day: Hudson Falls teacher’s stories unite veterans with survivors

Author: Liza Frenette

Source: NYSUT Communications

veterans day

Caption: Photo of Matt Rozell by Andrew Watson.

History teacher Matt Rozell knows where he will be on Veterans Day. He’ll be in same place he is every year: working with students to help veterans. This year, he and 28 of his Hudson Falls high school students will be out raking leaves and doing yard work at the homes of veterans.

In his world, the one he shares with students, veterans are held in the highest regard.

“These soldiers, and what they’ve gone through for our country…” he said, trailing off. Rozell, a member of the Hudson Falls Teachers Association, was standing in the school entryway in front of a new display called The Veterans Wall. It is filled with photographs and stories of veterans from World War II through the wars in Iraq and Afghanistan.

Their mission was protection. Rozell’s mission has been to make sure students know what that protection cost and what it preserved. In a metal filing cabinet in Rozell’s living history classroom there are 200 written student interviews with World War II veterans. Each folder includes the interview, positions papers, fact checks, photographs, letters and other primary sources.

[Hudson Falls Teachers Association member Matt Rozell on the history of Veterans Day and keeping history alive through the “power of the narrative story.”]

That’s 200 stories now documented; important pieces of history, of personal lives that intersected and collided with the deadliest war in history. These veterans became part of the Allies Forces in a brutal war from 1939 to 1945 – a war involving most nations of the world, the Holocaust, nuclear bombing, and sobering losses. According to the World War II Museum, there were 15 million combat deaths; 25 million wounded; and 45 million civilian deaths.

The front wall of Rozell’s classroom is covered with the front pages of actual newspapers chronicling stages of the war as it stormed across the world: “France Joins Britain in War on Germany;” “Roosevelt is Dead; Truman Sworn In;” “Germans Take Oslo: Sweden Gets Warning;” “Reich Scraps Versailles Pact.”

But it is on the last wall where the stories uncovered by Rozell and his students are the most personal. Here, there is a map of the world. In certain sections, it is dense with colored pushpins that students insert for tracking survivors.

The pins represent people: Jewish people who were rescued by American soldiers in Germany on a train from Bergen Belsen concentration camp, destined to be killed at the end of the war. The pins also represent the soldiers who saved them and the soldiers’ families.

“There were 2,500 Jews inside,” said the soft-spoken Rozell, whose blue eyes fill with tears telling the story. Some were already dead; all were emaciated. It was April 13, 1945. They were covered with lice. Some had typhus.

“It was at the point in the war when everything was collapsing under the Third Reich,” Rozell said. “Their final order was to murder everyone on the train.” German soldiers were to drive the train onto a bridge and blow up the bridge. But first, they ordered the men and boys off the train.

“They were going to machine gun them,” Rozell said.

Then the Americans, en route to a nearby battle, crested the hill in their tanks. They stayed 24 hours to guard the train, and then other soldiers came in to help transport the survivors.

In the last 10 years, 275 rescuers and survivors have been reunited through Rozell, the web site he created,https://teachinghistorymatters.com/tag/matthew-rozell/, and veteran Frank Towers, now 97. Towers was a soldier with the 30th Infantry Division who was charged with relocating the train survivors to a safe place for medical care and treatment the day after the rescue.

“His job was to move people out of harm’s way. He had trucks. It took all day,” Rozell said.

Towers, 97 has now met children of those train survivors, “people who would not exist if Americans hadn’t liberated the train,” Rozell said.

Rozell’s determination to have his students experience the meaning of the closing days of WWII drew the attention not only of families and survivors, but also of the media. He and his students have been featured on NBC Learn as part of “Lessons of the Holocaust” (http://www.youtube.com/watch?v=koQCU9Rhys0.

In September 2009 ABC World News with Diane Sawyer named them as “Persons of the Week.”

Rozell also works with the Holocaust Museum in Washington, D.C.

His story of action in the classroom began years ago when he had students first start interviewing veterans and videotaping them. Then they would transcribe them and type them up. “This was before the internet,” he said.

In the mid 90s he began putting the stories online. Rozell also conducted interviews, and one of them was with the grandfather of one of his students, a WWII veteran. He set up a video camera and the pair talked for two hours. A retired state Supreme Court justice, Carrol Walsh had been in combat in a tank.

“He hated it. Once he was trapped for three days,” Rozell said.

As the interview was winding down, Rozell recalls, Judge Walsh’s daughter stepped in and said “Did you tell him about the train?”

Walsh was one the soldiers who came across the train full of imprisoned Jewish people as they were driving their tanks. He told Rozell how they found the people on the train and scared off the German soldiers guarding it.

liberation

Next, Walsh directed Rozell to George Gross, a fellow tank commander who had taken photographs that day from the tank. More recently, Gross had written a narrative about his part in the liberation of the train.

Rozell eventually interviewed him by speakerphone in a class interview.

Rozell posted the transcripts of the interviews with Walsh and Gross – now deceased – on the school web site under a WWII history project.

The site got hits, but it more or less languished for about four years.

Then the trickle started. A grandmother from Australia who had been a little girl on the train contacted Rozell. Then a doctor in London, a scientist in Brooklyn and a retired airline executive in New Jersey found him through his site. They were all survivors from the train.

Rozell decided to host a reunion for them in 2007 at the school, and of course Walsh was invited.

“Judge Walsh – the only soldier there – met them with a laugh, and said ‘Long time, no see!'” Rozell recalls.

The Associated Press picked up the story about the reunion, and the school’s web site got so many hits it crashed the system. Rozell heard from 60 more people who were on that train.

The AP story is how veteran Frank Towers found out about the story. He contacted Rozell and they worked together. Since then there have been over 10 reunions – three of them in Hudson Falls,one in Israel, and many organized by Towers. Besides Israel and New York, they’ve been held in North and South Carolina Tennessee, and Florida. With the help of survivors daughter Varda Weisskopf in Israel, they have brought survivors and their descendants together with American soldiers and their descendants. Their homes are now in places such as Great Britain, Canada, Israel, America, and Australia.

In 2011, Rozell and his son were given a gift of attending one of the reunions in Israel. There, he met 65 people who were on the train.

“The survivors [and soldiers] chipped in and bought a ticket for me and my son,” he said, still awestruck about the event three years later. “I’ve never been in the Middle East.”

NBC News recently heralded Towers’ quest to reunite survivors in http://www.nbcnews.com/watch/ann-curry-reports/children-from-death-train-reunited-346382403757.

In the video, a young girl cries, trying to express how much it means to her to meet the man who liberated her grandfather on the train.

Rozell, a graduate of SUNY Geneseo, is in his 29th year of teaching history. He says his journey is about “the power of teaching.”

“We can use the power of history to get kids involved, engaged and more empowered themselves,” he said.

The Washington County Historical Society has published some of the student stories in the file cabinet, giving both students and veterans, a voice.

http://www.nysut.org/news/2014/november/veterans-day-using-the-power-of-story-to-make-history-come-alive-for-hudson-falls-students

Thanks, Liza, Andrew and Leslie for visiting our school and seeing the power for yourselves.

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What are we going to do with all these people?

Posted in Uncategorized, tagged 30th Infantry Division, 531st Anti-Aircraft Artillery, 823rd Tank Destroyer Battalion, 95th Medical Battalion, Bergen Belsen, Carrol S Walsh Jr, concentration camps, Farsleben, Frank Towers, Friday April 13th 1945, George Gross, history education, Holocaust, Holocaust Education, Holocaust Writing, humanity, Liberators, Matthew Rozell, narrative history, Power of Teaching, Purposeful Life, teaching history matters, Teaching the Holocaust, Train Near Magdeburg, World War II, World War II Living History Project on November 10, 2014| 2 Comments »

Carrol S Walsh Jr. At rest in Johnstown, NY. Photo by Elizabeth Connolly.

Thirteen summers ago, I sat down for an interview with an amazing man. What he would relate to me, and what I would do with it, would go on to change both of our lives. A seemingly small incident would be recalled almost as an aside in the wider context of World War II, but then would go on to reverberate through time, and space, creating ripples in the cosmos that grew into waves. Big waves that would carry me, and many others, to places we had never thought possible.

You see, on Friday, April 13th, 1945, twenty-five hundred lives were saved as advance elements of the U.S. Army 743rd Tank Battalion, 823rd Tank Destroyer Battalion, and 30th Infantry Division stumbled across the crime of the century, perhaps of all time.

A train transport stopped at a railroad siding. Open boxcars, sealed boxcars, shabby passenger cars, engine. Some people wandering about, others too ill to move. Sick and emaciated human beings. Women. Men. Children. SS bands roaming the countryside. Orders to execute. A bridge over the River Elbe ahead to be blown to smithereens. With the transport, and the people on it.

The soldiers told me their stories. In the course of collecting their narratives, we found others who played their parts and rescued those people.

I listened. We wrote. We recorded, and I posted. Then, the wires began tripping. Seven Septembers ago, we put together the first of many reunions between these soldiers and the child survivors of the Holocaust they rescued.

“Joyful” does not do it justice. What do you say to the men who saved you and your family when you were a child?

Carrol smiles, grips their arms in greeting, and laughs, “Long time, no see!” Sixty-two years, that’s all. On April 13th, 1945, the war weary, “seen-it-all” twenty-four year old second lieutenant is in for the shock of his life.

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Five years ago this week, we put on quite a show at our high school. High school kids listening to, meeting, sharing, laughing, crying, even dancing with octogenarian U.S. soldiers and Holocaust survivors. ABC World News called my classroom and told me they were on their way up from NYC headquarters to film us. You can see Carrol, and listen to fellow tank commander George Gross’ narrative from our interviews, and hear fellow soldier Frank Towers describe his role in the liberation.

The last evening together, soldiers and survivors from all over the world watched the broadcast together, and we said our prayer of thanksgiving. Hundreds of students became the witnesses for the generations to come.

And so it comes full circle. Nearly ten percent of the passenger list has been found, over 60 years later. Profound things keep happening.

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We lost Carrol less than two years ago, George earlier. So I write this week to remember, and remind myself of what a legacy, and gift, they left us. While it may have been a tiny part of very productive lives (a New York State Supreme Court justice, and English literature professor, respectively), for the rest of my days I will think of the times I got to talk to them, and smile.

And think about their own words: “What are we going to do with all these people?”

Indeed. Just look at the generations that sprang forth, because of what our soldiers stopped to do, in a shooting war. In complex, fluid situations, there are no easy answers, but don’t you think that there is a very important lesson here?

It was not part of the mission. But maybe as a society we should break down and examine the values that made the mission change, if even as a “sideline”.

Sometimes it just feels good to feel proud.

But temper pride with the wisdom of the retired New York State Supreme Court justice:

“No.

They don’t owe us anything. Not a thing.

We owe them~

For what the world allowed to happen to them.”

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“New branches on the Tree of Life.”

Posted in Uncategorized, tagged 30th Infantry Division, Bergen Belsen, concentration camps, Farsleben, Frank Towers, Friday April 13th 1945, history education, Holocaust, Holocaust Education, Holocaust Writing, humanity, Liberators, Matthew Rozell, narrative history, Power of Teaching, Purposeful Life, teaching history matters, Teaching the Holocaust, Train Near Magdeburg, World War II, World War II Living History Project on October 23, 2014|

NBC Video about liberator Frank Towers, based on our project here at this website, and what has driven Frank since we met up in 2007.

Godspeed survivors, family members, soldier liberators. Keep going, Frank.

Remember.

Children from Death Train Reunited
The emotional reunion of a former American soldier and the Jewish children he helped save from the Holocaust 70 years ago. Link below:

http://www.nbcnews.com/watch/ann-curry-reports/children-from-death-train-reunited-346382403757

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“I’ve spent a long time chasing you around the world.”

Meet my friend Frank. He’s 97. The story continues…. from the Boston Globe.

WW2 liberator reunites with Holocaust survivors

By Victoria Bedford
| Globe Correspondent October 12, 2014

“If not now, when?’’ asked Rabbi Joel Sisenwine, quoting from Hillel the Elder, a revered Jewish leader who lived at the time of King Herod. “If not me, who?”

It was Oct. 4, Yom Kippur, and Sisenwine stood before the congregation at Wellesley’s Temple Beth Elohim, introducing a very special visitor.

As Frank Towers walked up to speak, the teary-eyed congregation of 1,500 rose to give him a standing ovation.

Towers never considered himself special. Now 97, the South Boston native is living in Florida, where he spent most of his adult life as an office manager at a university data processing center. But in the early spring of 1945, in Farsleben, Germany, he was among a group of soldiers who liberated thousands of Nazi prisoners.

The rabbi invited two of those survivors, and their families, to step forward and stand beside Towers.

Yvette Namias, 92, of Peabody, did so. She was 22 in 1945 and long a prisoner at the notorious Bergen Belsen death camp before the liberation. She had never met Towers. Her family — children, grandchildren — stood around her.

Namias was joined by Charles Elbaum of Providence, a 17-year-old prisoner at the time of liberation, now surrounded by his children and grandchildren.

“Well,” Towers said to Namias after the ceremony, “I’ve spent a long time chasing you around the world.”

“He’s responsible for my family,” said Namias. “Without him, my family would not be here.”

Nothing in his life had prepared Towers for what he came upon on April 14, 1945. He was a young lieutenant in the 30th Infantry Division, a unit of the US Army National Guard, heading for Magdeburg, Germany, to fight one last major battle. In the town of Farsleben, they encountered a train that had been seized by the Army’s 743d Tank Battalion the day before. Towers was told it held 2,500 Jewish prisoners, and he was responsible for taking them to safety.

“What if you find a train loaded with Jews, what are you going to do? Nothing was ever said about anything like that.” Towers said. “If you come across a camp, like Dachau or Buchenwald, what are you going to do? We didn’t know anything about that situation.”

But the lieutenant found himself faced with a train full of death camp prisoners, 60 to 70 men, women, and children crammed into each train car, forced to stand until they collapsed from exhaustion, with a daily ration of thin potato soup, and one bucket for a bathroom. They were starved, sick, overworked, and in desperate need of medical assistance, which Towers and his men were wholly unprepared to provide.

Still, Towers and his men sprang into action, rounding up as much transportation as they could, and took the prisoners to the town of Hillersleben. There, a Red Cross unit processed the thousands of Jewish prisoners, gave them showers, provided clean clothes and dusted them with DDT, now a prohibited carcinogen, to kill lice and fleas.

Knowing that he was leaving the prisoners in good hands, Towers went on to fight a last battle, and returned to the States later in 1945. Soon, he started a family with his wife, Mary. Like many who lived through the war, he put his experiences in the rearview mirror for years, never talking much about what he had seen of the Holocaust.

“But I could tell it was eating him inside,” Mary said. “I knew that.”

Towers said his focus was just to move on. “Not much thought was given to the victims,” Towers said. “They were starting out on a new life somewhere.”

That all changed for him in 2005, when he was invited back to Magdeburg to speak about what happened 60 years before. There, he met Ernest Kahn, a survivor of Buchenwald who had been liberated by Towers’ division (“It was very emotional,’’ said Towers), and Kahn put him in touch with Matt Rozell, a high school teacher from Hudson Falls, N.Y., who was assembling an online archive of stories from the war. The two began working together to locate survivors from the train in Farsleben.

“The thing just snowballed,” Towers said. “Today we have located 275 of these children.”

Like Towers, Charles Elbaum, who was a 17-year-old prisoner when rescued from the train, rarely spoke about the Holocaust to his family. After his liberation, he went on to become a physics professor at Brown University, a husband, a father to three sons, and a grandfather to eight children. His son Dan, of Newton, and grandson Nathan met Towers at a reunion, and invited him to speak before the congregation at Temple Beth Elohim.

“Without what they did,” Dan Elbaum said, “I wouldn’t be here. Frank is the last known surviving veteran who was actually present at the liberation of the train.”

For Towers, who now travels around the world to tell his story, preserving the memory is the most important aspect of these talks.

“Dan and his family, and others just like him, he’s second-generation,” Towers said. “Many of them knew nothing about the incarceration of their parents. This second generation is entitled to know what happened, and how it happened, so that they in turn can pass it on to their children, and this will never happen again. That’s the hope in all of us.”

http://www.bostonglobe.com/metro/regionals/west/2014/10/11/liberator-reunites-with-holocaust-survivors/FGUj2uW2crSYIiQIUbdbWM/story.html

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