Читать книгу Marking Humanity: Stories, Poems, & Essays by Holocaust Survivors - Shlomit Editor Kriger - Страница 7
Preface
ОглавлениеWhoever destroys a soul, it is considered as if he destroyed an entire world.
And whoever saves a life, it is considered as if he saved an entire world.
—Talmud
I wish there was no need to produce a book based on such a dark period in history. However, considering the continuing spread of antisemitism and other acts of discrimination and violence that occur around the world, I felt compelled to facilitate this anthology’s manifestation.
Throughout this book, you will gain further insight into the fears, sorrows, triumphs, challenges, personal reflections, dreams, and growth that the Holocaust survivors and their relatives, friends, and neighbours experienced—amidst the chaos that ensued and as they went on to rebuild their lives after the liberation. These courageous individuals survived some of the worst atrocities known to mankind, and there is much to learn from them and their experiences. They serve as an example for others around the world still struggling to be heard and to reach a place of love, peace, and healing.
These survivors could have easily allowed themselves to succumb to the ways of their oppressors, drowned in their sorrows, and projected nothing but anger and hatred onto the world. Instead, they remained resilient and rose above the hatred and tyranny of Germany’s Nazi regime. They held onto their dreams, went on to lead productive lives, made positive contributions to their communities, and as survivor Susan Warsinger discusses in her story, rediscovered a sense of belonging.
Many Holocaust survivors have also turned their past into a force for positive change by giving lectures on war and tolerance to youth and adults of all backgrounds. They recognize that it is factors such as people’s egotism and ignorance that form the roots of evil, not—as the Nazis claimed—an entire race or country. This understanding is key, because what has remained of great concern for many people is not only what has been learned from the Holocaust, but also the possibility that such an event could recur.
The Holocaust was not just a “Jewish problem”; it touched all of humanity. Along with six million Jews, millions of men, women, and children of other backgrounds and religions were also killed. As featured survivor Tamara Deuel notes in her piece “Memories and Contemplations,” people must ask themselves, “Why?” What makes anyone worthy of such treatment, and how do perpetrators convince themselves that their actions are warranted? I urge you to then go beyond that and consider, “What now?” How far has humanity really come since the Holocaust?
According to the 2009 Audit of Antisemitic Incidents released by the League for Human Rights of B’nai Brith Canada in 2010, 1,264 incidents from across Canada alone were reported to the League that year—an increase of 11.4 percent over the 2008 figures and close to a five-fold increase in a decade.1 Furthermore, a Holocaust denial conference was held in Iran in early 2009 entitled “Holocaust? A Sacred Lie by the West,” for which Iranian President Mahmoud Ahmadinejad gave a message of support, stating that “the Zionist regime is the ‘illegitimate child’ of the Holocaust phenomenon.”
“His words are an example of the indelible thread running through both traditional antisemitism, which historically targeted the Jew as an individual deemed unworthy of the same basic human rights enjoyed by all others, and its newer variant, which disallows the Jewish people as a collective entity the same basic right to self-determination in its own homeland as all other peoples,” stated the League in its 2008 Audit.2
While antisemitism played a significant role in the Holocaust and still haunts Jewish communities today, over the years there have also been numerous acts of hatred and violence targeting people of every background. The ways in which these acts are committed does not make them more acceptable. On September 11, 2001 the event that came to be known as 9/11 took place when al-Qaeda terrorists hijacked four airplanes and crashed them in various locations in the United States, including the Twin Towers of the World Trade Center in New York. Many school shootings have occurred across the globe, some of the most prominent being at Columbine High School in Colorado, Virginia Tech in Blacksburg, Virginia, and Dunblane Primary School in Scotland. Some of the genocides that have transpired around the world involved Cambodia, Guatemala, Bosnia and Herzegovina, Rwanda, and—ongoing since 2003—Darfur in Sudan.
Many initiatives promoting global peace and wellness have also been implemented over the years, many in response to these atrocities. But I believe that it is essential for people to continue to delve deeper into the root causes of these destructive acts. We need to target the very basics of humanity if we are to establish positive solutions that may someday put an end to the ongoing societal issues we face.
According to many spiritual teachings, people are more than their names, emotions, physical appearances, earnings, “possessions,” the ideas and beliefs that others feed them from birth … they have souls. The human body is a vehicle for the soul, allowing it to undergo various experiences on Earth aimed at facilitating its growth. Furthermore, every soul is a spark of the same “Source” or G-d. If this is the case, then what makes one person’s life worth more than another’s? The idea that people can benefit by harming others is merely an illusion. It is up to all people to work on themselves and to help care for the world. We are all on this journey together.
One of the fundamental issues that played a role in the Holocaust and connects the many incidents of discrimination, hatred, and violence across the globe is bullying. This form of abuse can often go unnoticed and be conducted in subtle ways. As a result, it can be difficult to prove. And yet, while a bully may not always be using a gun or fist to leave physical scars, words alone can aid in slowly murdering someone on the inside. The wounds inflicted by those who choose to inflate their own egos or try to solve problems through dominance and aggression can last a lifetime.
Most people can likely say that they have at least witnessed some form of abuse at some point in their lives, whether at school, in the media, within their own families, or in some other time and place. They just may not call it that because they have learned to believe that it is “normal.” But the first step toward addressing this issue is awareness. We must recognize the signs of abuse and not accept it. Furthermore, people should not have to wait until they see things happen to celebrities or hear of mass tragedies before they begin to take a deep, honest look at their own lives and surroundings and assess what could be changed.
In elementary school, I saw one of the girls in my class sitting alone in the lunchroom. She seemed like a nice person, so I decided to join her. It is not that I did not have other friends, but I did not feel comfortable seeing her all alone. We ended up becoming good friends. She was kind, intelligent, and loved to laugh.
Many of our peers, however, regularly made fun of her. I can still picture how at recess several of the boys in the schoolyard would push her onto each other and then yell, as if she was a piece of trash. Similar to victims of the Holocaust, my friend felt helpless and resistance seemed difficult.
One day, I accompanied her to the guidance counsellor’s office to report how she was being treated. I knew that she did not deserve this. Who does?
The guidance counsellor soon invited a policeman to our school to speak to the students about bullying. This helped a bit, but it did not completely solve the problem. Regardless, it was too late. My friend was torn inside from all the abuse, and in the midst of all her pain, her parents were getting divorced. She fell into a deep depression and became suicidal. I saw the cut wounds on her arms, and I knew that inside she was crying out for help. Her parents sent her to some group homes to help her heal. Thankfully, I have heard that she is now doing well and pursuing a career that she enjoys.
I sometimes wonder what would happen if I could turn back time and show the students who teased my friend what their behaviour would lead to. Perhaps they would reconsider whether the bullying was worth it. According to Dr. Debra Pepler and Dr. Wendy Craig, scientific co-directors of PREVNet—a national network of Canadian researchers, non-governmental organizations, and governments committed to stop bullying—children who bully “are experiencing regular lessons in the use of power and aggression to control and distress others.”3 Furthermore, these children “do not just grow out of it” and may later get involved in sexual harassment, dating violence, gangs, domestic abuse, child abuse, and elder abuse.4
Still, when it comes to understanding and getting through to those who bully, the issue may not always be black and white. While victims of bullying can become depressed and vulnerable, some bullies may also be suffering. As Pepler and Craig note in their 2007 report Binoculars on Bullying: A New Solution to Protect and Connect Children, “Involvement in bullying is linked with numerous health problems, including anxiety, depression, and physical complaints such as headaches and eating problems, for both children who are victimized and those who bully” (Pepler & Craig, 3). In addition, both groups of children are “at higher risk of suicidal thoughts.”5
In 2002 the United States Secret Service and the U.S. Department of Education released a report based on the Safe School Initiative, an examination of 37 incidents involving 41 school attacks that had occurred in the U.S. between 1974 and 2000. The report states that “incidents of targeted violence at school rarely were sudden, impulsive acts.”6 In addition, 71 percent of the attackers “felt persecuted, bullied, threatened, attacked or injured by others prior to the incident” (Vossekuil et al., 21). Most attackers also “had difficulty coping with significant losses or personal failures,” and 78 percent “exhibited a history of suicide attempts or suicidal thoughts at some point prior to their attack” (Vossekuil et al., 22–23).
The incident at Virginia Polytechnic Institute and State University (Virginia Tech) in April 2007, when 23-year-old senior student Seung Hui Cho murdered 32 and injured 17 students and faculty before committing suicide, was the deadliest mass shooting by a single gunman in U.S. history. An examination of Cho’s past reveals that he was deeply troubled. A report released by the Virginia Tech Review Panel notes that, according to Cho’s parents, he became traumatized after doctors performed cardiac tests (possibly including a catheterization) on him in Korea when he was three years old.7 Since then, he did not like to be touched and would rarely speak or make eye contact, even with his family (Panel Report, 32).
After the family moved to the U.S. in 1992, Cho’s parents worked outside the home long hours, and Cho and his older sister felt isolated (Panel Report, 32). Cho became even more withdrawn; he had few friends and spent much time on hobbies by himself (Panel Report, 32). School peers teased him, but he did not discuss this with his family (Panel Report, 33).
Cho was in middle school when the mass murder at Columbine High School occurred in 1999. Shortly thereafter, he wrote a paper for English class, expressing “generalized thoughts of suicide and homicide,” indicating that “he wanted to repeat Columbine” (Panel Report, 35). A psychiatrist soon ended up diagnosing him with “selective mutism” (a type of social anxiety disorder) and “major depression,” and he received an antidepressant for about a year (Panel Report, 35).
During high school, Cho was identified as having special educational needs, and his school provided special accommodations that helped him succeed academically (Panel Report, 39). As the report states, these factors, combined with his continued work with an art therapist, “lessened his anger and frustration” (Panel Report, 40). However, when he applied to college, Virginia Tech did not obtain information about his condition or the treatment that he had received over the years (Panel Report, 38).
Beginning in 2005, Cho’s professors and peers became concerned about his conduct, which included “violent writings, threatening behaviour, disturbing comments or e-mails to students,” and “suicidal behaviour.”8 Professors attempted to intervene, campus police investigated, and a judge ordered him to receive outpatient treatment (Gardner et al. 2007). Nevertheless, Cho, who had stopped receiving treatment when he completed high school, ended up contacting and visiting the campus counselling centre only a few times (Gardner et al. 2007).
It could seem simple to point fingers at perpetrators, or to assume that some people are purely evil or lost causes. More barriers, security, and stricter laws may be enforced. However, will that really get to the very core of the issues that afflict humanity?
I am not justifying or making excuses for any act of discrimination, hatred, or violence. People ultimately have the free will to make their own choices about their behaviour and how they respond to their life experiences. In Holocaust survivor Eva Brown’s commencement speech to students at California’s El Camino College, she recalls the fear that she saw in the eyes of a young Nazi guard as he “reluctantly carried out his orders.” Yet, the Nazi officers, even under totalitarian rule, also had the choice to control their conduct. Just as someone who is handed a gun can decide to not pull the trigger, every moment in life presents an opportunity to think and act positively or negatively.
Nevertheless, it is worth considering that it is rare to hear about people engaging in significant attempts to harm others when they are truly happy with themselves and their lives. Like Cho, often it is those who find it very difficult to heal from past traumas and/or cope with unhealthy environments, life transitions, anger, resentment, regrets, etc. who may turn their pain and sorrow onto themselves or others—whether through substance abuse, eating disorders, criminal activities, or other means. Therefore, it is essential that—preferably from an early age—people obtain the necessary support and treatment to deal with challenges they face and learn healthy ways to build self-esteem and to express or defuse their emotions.
There should be no shame or fear involved when it comes to people working on themselves and their life situations. Nobody is perfect. All people face different experiences—both positive and challenging—as their souls are on Earth to grow and learn throughout their unique journeys.
Some may argue that those suffering from mental illness automatically pose a danger to others since they cannot properly assess or even control their actions. However, it is important to recognize that there are varying degrees and layers to mental illness. According to Lillian Freedman, a Toronto social worker who has assisted many youth and adults through her work and provides public lectures on topics such as mental illness, it may be that “when a medical condition affects the way the brain functions there is no predictability regarding behaviour and decision making is not rational.” Still, she notes that this is particularly true in conditions involving psychosis, which causes people to believe they are hearing voices telling them things that are not real and instructing them to act in ways they never would when healthy. They may also hold other delusional beliefs or experience hallucinations and act on some of their visions. “Extreme forms of depression can also make people do terrible things, in the false belief that they have no other choice left,” she says.
Nonetheless, Freedman explains that these types of illnesses are also treatable. “Thousands of individuals with mental illness are successfully treated and move on and never have the potential or the urge to harm themselves or anybody else,” she says. “The best form of protection for everyone—those afflicted, their loved ones, and society—is early education, early awareness that something might be wrong (even with a young child), early diagnosis and treatment by qualified professionals, and constant monitoring and support systems.”
In an interview I did with Toronto Psychotherapist Annette Poizner for an article that appeared in the Jewish Tribune in December 2006, she said that people’s memories can reveal and even determine their personalities. She explained that “young children have a more crude form of intellect, yet they are still forced to make some sense of the world around them. While they may have countless experiences, their unconscious minds will tend to hold onto certain memories that stood out for them and helped them make early generalizations. These early memories strung together make up a type of map of the world that establishes what the individual can expect from himself, from others, and from life.”9
What may seem to one person as a harmless incident could end up affecting many areas and stages of another’s life. In addition, people’s environment—which can include caregivers, friends, the community, and even the media—can have a major impact on their conduct and their responses to experiences.
Morty Lefkoe, president and founder of The Lefkoe Institute, developed a series of psychological processes called The Lefkoe Method based on the notion that people’s behaviour and much of their emotions are the result of their beliefs, usually formed during childhood. The method “allows people to identify the beliefs responsible for their dysfunctional behavioural or emotional patterns and then eliminate those beliefs.”10 For example, in a 1995 New York Times article, Lefkoe explained that parents’ behaviour and statements could affect their children negatively. “A lot of the ways we get children to stay off the furniture or finish their food leads them to negative self-images,” he said. “They can think something is wrong with them.”11
In 1994 Lefkoe completed a pilot research study testing his method’s effectiveness on criminal behaviour. The 13-week study involved 16 criminal offenders at two Connecticut institutions. He said the study showed that “helping the criminal offenders eliminate negative beliefs, typically involving self-esteem and self-worth, allowed them to also rid themselves of angry emotions, violent behaviour, and possibly, future criminal tendencies” (The New York Times 1995).
It may seem impossible to reach and transform every troubled person out there. And shifting the ideologies adopted by those surrounded by leaders and caregivers who advocate violence and oppression may appear unreal. But what type of world do we want future generations to discover? Let’s focus on the possibilities rather than the obstacles. Every person helps to shape the world. We must strive to become more conscious of our thoughts and behaviour, take responsibility for our actions, and be positive examples within our own families and communities. In addition, we must make an effort to create and spread information on methods for healing and peace. We owe it to ourselves.
There are already numerous initiatives in place to help create such a global movement. Founded in 2002, Kids4Peace, an initiative of St. George’s College Jerusalem with the cooperation of the Episcopal Diocese of Jerusalem, brings together Jewish, Muslim, and Christian faith leaders and children through programs aimed at building bridges and promoting cooperation and respect between people of the three faiths.12
The Motivating the Teen Spirit organization, based in the U.S., runs programs that empower youth of various backgrounds to love themselves, communicate more effectively, and make integrity-based decisions. Since renowned author, motivational speaker, life coach, and teacher Lisa Nichols launched the program in May 2000, it has served over 35,000 teens, assisted in preventing over 800 suicides, encouraged over 575 drop outs to return to school, and helped thousands of teens reconnect with families.13
Finally, Erin Gruwell has devised initiatives that have been helping to alter the face of education. When Gruwell became a teacher at Wilson High School in Long Beach, California, during the 1990s, she found herself facing students who struggled with feelings of anger and confusion, having dealt with abuse, homelessness, juvenile detention, or gang involvement. To better connect with them, she revised her teaching style, assigning them books on topics such as the Holocaust and racial discrimination—over time empowering them through characters to whom they could relate. The students penned diaries reflecting on the issues the characters faced as well as the issues in their own lives. They also participated in activities and field trips aimed at helping them learn respect and tolerance for one another.
Gruwell’s teaching methods inspired and motivated the students. In 1998, 97 percent of her students graduated (150 teens). Coining a reference from a period during the civil rights movement, the students called themselves the Freedom Writers (named after the Freedom Riders of the 1960s). That name was also used for a book featuring their diary entries and experiences.
Gruwell and those students have since shared their stories with educators and youth across North America, promoting the Freedom Writers Method through the Freedom Writers Foundation in Long Beach.14 Their story was also brought to life in the 2007 film Freedom Writers.
I, too, had the opportunity to discover the power of the written word in helping people express themselves, become empowered, and even heal. In 2005 I coordinated the 6th Annual Creative Writing Contest for the Homeless through Toronto-based humanitarian organization Ve’ahavta.15 The contest allows the homeless participants to gain a voice in the community and to be recognized as more than mere statistics. It also helps people better understand homelessness and the experiences these people face.
Some of the participants told me how the contest assisted in motivating them to believe in themselves and take steps in positive directions. One of the winners decided to hold on to his money so he could pay his ex-wife for rent and buy food. He also checked into a recovery house for a 28-day alcohol and drug treatment program. The grand prize winner, Theresa Schrader, had stayed at various homeless shelters, battled a drug addiction, and in her contest piece wrote about her previous experiences working as a prostitute. In 2011 she graduated with top honours in the Social Service Worker Program at George Brown College. Now she is successfully employed full-time running a program she designed to help individuals who have been homeless and marginalized pursue post-secondary education.
I also enjoy expressing myself through the arts and have been singing and penning poetry, songs, and short stories since I was nine years old. However, the Ve’ahavta contest allowed me to gain deeper insight into how transformational the arts really can be, and that led me to explore the field of expressive arts therapy.
I got the idea to produce this Holocaust anthology in the summer of 2008, after I met featured survivor George Scott, who has written numerous poems but had not previously had any published. While I felt that it was essential to provide the Holocaust survivors the chance to be heard and share their writings with others, I also hoped that they would possibly achieve some level of release and healing through the creative process. Many survivors have great difficulty talking about their experiences, let alone digging up memories they have tried to bury. I am glad that the contributors have been able to express themselves through writing.
Survivor Ruth Barnett explained to me how important creative writing has been for her from an early age. Her experiences during the war, including fleeing from Germany to England on a children’s transport with her older brother and living with foster families and at a hostel, convinced her that she was “bad and unlovable for anyone to cope with for very long.” But she found that she could delight her schoolteachers with her writings and paintings, and these activities made her feel as though she “could achieve something worthwhile at the same time as expressing [her] turbulent feelings (which nobody had explained to [her]) and lifting [her] mood.” Having later worked as a psychotherapist, she said she realized that “some traumatized people can better use art and writing to process their feelings.”
Barnett wrote her poem “Mother” when she was 16 years old. She explained that the poem embodies her emotional struggle to come to terms with her mother: “I was totally unable to relate to my parents, who were complete strangers to me after 10 years of separation.”
As humanity progresses, may people recognize that they should not have to wait until, G-d forbid, children slit their wrists or join pro-violence groups, or mass tragedies erupt across the globe, before they stand up for peace, justice, and well-being. Not everyone has to give public lectures or devise large programs to make a difference. Even just spreading the word on positive values can go a long way. We can help to over time shift the global consciousness.
Just as one individual like Nazi regime leader Adolf Hitler could bring about mass destruction, we must believe that one individual can also create great peace in the world. Everyone can help contribute to a chain reaction of positive actions.
G-d bless,
Shlomit Kriger
1“2009 Audit of Antisemitic Incidents: Patterns of Prejudice in Canada,” Toronto: League for Human Rights of B’nai Brith Canada (2010), 4.
2“2008 Audit of Antisemitic Incidents: Patterns of Prejudice in Canada,” Toronto: League for Human Rights of B’nai Brith Canada (2009), 2.
3Debra J. Pepler & Wendy Craig, “Binoculars on Bullying: A New Solution to Protect and Connect Children,” Voices for Children (February 2007), 5. Hereafter cited in text.
4Debra J. Pepler & Wendy Craig, “Making a Difference in Bullying (Report No. 60),” LaMarsh Centre for Research on Violence and Conflict Resolution (April 2000), 5.
5Jennifer Lamb, Debra J. Pepler, & Wendy Craig, “Approach to Bullying and Victimization,”Canadian Family Physician 55 (April 2009), 357.
6Bryan Vossekuil, Robert A. Fein, Ph.D., Marisa Reddy, Ph.D., Randy Borum, Psy.D., & William Modzeleski, “The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States,” Washington, DC: United States Secret Service and U.S. Department of Education (May 2002), 11. www.secretservice.gov/ntac/ssi_final_report.pdf. Hereafter cited in text.
7Report of the Virginia Tech Review Panel Presented to Timothy M. Kaine, Governor Commonwealth of Virginia, “Mass Shootings at Virginia Tech April 16, 2007,” Official website of the Governor of Virginia (August 2007), 32. www.governor.virginia.gov/TempContent/techpanelreport.cfm. Hereafter cited in text as Panel Report.
8Amy Gardner, Debbi Wilgoren, & Howard Schneider, “Panel: Va. Tech Failed to Respond to Cho Warning Signs,” The Washington Post (Aug. 30, 2007). www.washingtonpost.com/wp-dyn/content/article/2007/08/30/AR2007083000759.html. Hereafter cited in text.
9Shlomit Kriger, “Memory Plays Central Role in Determining Personalities,” Jewish Tribune (Dec. 7, 2006), 18.
11Dieter Stanko, “Finding Positives and Removing Negatives,” The New York Times (Aug. 6, 1995). Hereafter cited in text.
13 www.motivatingtheteenspirit.com
