All posts by tara.orah@gmail.com

Teaching Helga’s Diary Through Her Paintings

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Helga Weiss was a young Terezin artist whose story has become known in the past few years with the publication of her diary. Helga’s diary and paintings give us valuable written and artistic testimony of the Holocaust through the eyes of a young girl. Helga’s paintings are an excellent resource for teaching students the Holocaust.

Here is a guide on how to introduce students to Helga’s world using a selection of her paintings. The paintings can be used before teaching Helga’s diary, or as a more general introduction to the Holocaust.

Selecting the Paintings

Helga created dozens of paintings that you can choose from. I recommend choosing from the selection of her paintings profiled on The Guardian. Here are some of the ones I suggest showing your students:

  • List of Possessions, January 1943
    Helga’s parents take an inventory of all their possessions to hand over to the Nazis.
  • Arrival in Terezin, 1942
    A group of Jewish prisoners walks into Terezin with their luggage as a guard watches them closely.
  • The Dormitory in the Barracks at Terezin, 1942
    A scene of the room Helga and her mother shared with 21 other women.
  • Summons to Join the Transport, 24 February 1942
    A girl sits up in her dark bunk as a flashlight shines on her. Helga wrote that the summons to join the transports often happened at night.
  • For Her 14th Birthday, November 1943
    A painting Helga made as a birthday gift for her best friend Francka. Sadly, Francka was murdered in Auschwitz before her 15th birthday.

Observe the Paintings

Show your students Helga’s paintings and tell them it depicts a scene from daily life in the Terezin ghetto during World War II. You can project the image in front of the class, or you could hand out copies of the paintings to your students. A large color image is best so students can see the color of the paints Helga used.

Give your students the chance to take a long look at each painting and to note the details. Encourage them to notice the colors, the shapes, what the people in the painting are doing, and the expressions on their faces. Ask them what they observe, and write down the observations on the classroom whiteboard. At this point, the class should just observe the details, not interpret or analyze anything.

Ask your students what questions they have about the painting. Give them a few minutes to write down as many questions as they can. Once the time is up, divide your class into small groups and instruct them to come up with some answers to their questions.

Analyze the Paintings

Now ask your students to think about the artist herself. How old is she, and why is she painting scenes of life in the Terezin ghetto? What was it like for her to live in the ghetto? Who is her audience, and why is she painting for them? Have the students write down their thoughts and ask for volunteers to share with the class.

After you hear your students’ input, introduce them to Helga Weiss, a twelve-year-old girl from Prague who was sent to Terezin with her parents in 1941. Tell them how she and her mother were separated from her father, and how she decided to send her father a painting to cheer him up. She painted a happy scene of two children building a snowman, but her father surprised her with his reaction. He wrote her a letter telling her “Draw what you see!”.

Ask your students to think about why her father wanted her to record life in the ghetto. Now have them look at the painting again and draw their attention to specific details. Emphasize that each detail is depicting something that the artist Helga actually observed in Terezin. Ask them to put themselves in the scene and to imagine it unfolding around them. How does it make them feel? How do they think Helga would have felt as she drew the scene?

This is one idea for presenting Helga’s paintings to your class in a meaningful way that can help them to feel more invested in her story. A big part of teaching the Holocaust effectively is presenting it in a way that students can engage with, and helping them feel a personal connection with someone who experienced it.

Helga Weiss: The Terezin Diary of a Young Girl

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It is December 1941, and in her barrack, a twelve-year-old girl paints a cheerful picture of two children building a snowman. She hopes the lighthearted scene will lift her father’s spirits. For weeks they have been confined to this ghetto. Worst of all, this girl has been separated from her father. She misses him terribly, but the most she can do is smuggle the drawing to the men’s barracks. She is surprised by her father’s reaction. He doesn’t want her to paint pictures of happier times. Instead, he urges her, “Draw what you see!”

From that day on, this young girl draws what she observes around her, scenes of daily life in the Terezin ghetto. By doing so, she chronicles the truth of Terezin. 

Early Life

The girl’s name is Helga Weiss, and she was born in Prague on November 10, 1929. Until recently, she lived in Prague with her parents Irena, a seamstress, and Otto, who worked at the state bank of Prague. After the Nazis came to power, Otto lost his job and the family struggled to make ends meet. Helga had to leave school and continue her studies privately with other Jewish children. The Jews of Prague lost more and more rights and then were deported from their homes.

Helga and her parents arrived in Terezin in December 1941. For most of the time, Helga lived apart from her parents, in a building designated the Girls’ Home. Helga kept a diary of life in the camp and created countless drawings and paintings of what she saw around her.

Life in Terezin

Helga’s paintings show remarkable artistic talent and are rich in detail. She painted her parents in their apartment in Prague taking an inventory of their possessions, which they had to hand over to the Nazis. She depicted the rows of bunks in the Girls’ Home, an opera performance in the ghetto, and a haunting image of a girl receiving her summons to join a transport. People often received a summons at night, and the girl sits in her bunk in the dark, awakened by a flashlight shining on her.

In her diary, she wrote about a performance organized by some of the girls in her barrack. Helga and the other girls sang together, performed a short play, and experienced a rare moment of beauty in the ghetto. With tears in her eyes and her mind filled with images of her home, Helga realized that for a fleeting moment they were free.

The Hardest Good-Bye

Helga witnessed the exponential growth of the camp population, the endless transports, and the Red Cross visit in the summer of 1944. After the visit, the terrifying transports east started again. Her friends were sent away and then in October 1944, Helga’s father was assigned to a transport.

One of the most tragic and haunting moments in the diary is when Helga and her father said good-bye. She hugged her father close, resting her head on his chest so she could hear his heart beating. Then as he walked away, Helga’s father turned and waved at her with a strange expression on his face. He tried to smile, but his mouth was trembling and all he could manage was a kind of grimace. Helga called out to him, but then she lost sight of him in the crowd.

Helga and her mother barely had time to grieve before they were assigned to a transport. Before they left, Helga gave her diary and her drawings to her uncle, who hid them behind a wall in one of the Terezin barracks.

The Transport East

Helga and her mother’s transport arrived in Auschwitz a few days later. At fifteen, Helga realized she should lie about her age during the selection. She insisted she was eighteen and survived the selection. After ten days in Auschwitz, Helga and her mother were sent to Freiberg, Germany to work in an airplane factory. They worked in the unheated factory for twelve-hour shifts, with very little to eat or drink, and had to endure endless roll calls and the abuse of the guards.

As the Allies drew near, Helga and her mother were sent by rail to the camp Mauthausen, which took sixteen days. They were crammed into the train cars and endured days without food or water. As the train inched forward, they heard ear-shattering explosions from air raids and saw trainloads of wounded soldiers. By the time they arrived at Mauthausen, Helga and the other women had become emaciated, almost beyond recognition.

The conditions at Mauthausen were terrible, with food shortages, filthy, overcrowded bunks, and diseases like typhus were rampant. Incredibly, Helga and her mother survived, and were liberated by the Allies on May 5th, 1945.

Helga’s Life After the War

The two women made their way back to Prague, and ultimately managed to get their apartment back. Tragically, Helga’s father Otto never came home. But Helga and her mother Irena were never able to find out the truth about what happened to him. Most of their other relatives and friends never returned from the camps either. Helga’s uncle survived, and after the war, he was able to recover her diary and paintings.

Despite their grief, Helga and her mother knew they had to go on and build a new life for themselves. Helga enrolled at the Academy of Fine Arts in Prague and began a long, successful career as a professional artist. She married a musician with the Czech Radio Symphony Orchestra named Jírí Hošek. They had two children, and later, grandchildren. The artistic tradition continued into the next generations. Helga’s son and one of her granddaughters are professional cellists and another granddaughter is an artist.

The family remained in Prague, where Helga and her husband struggled as artists during the Communist era. For many years, Helga was unable to share her story. After the war, she found that no one wanted to know what had happened to the Jews of Prague.

Helga’s Diary

In the 1960s Helga published excerpts from her diary for the first time in a book about Terezin. Helga reflected that when she returned to her diary, she had so much more to express, more truths that she needed to share with the world. She ultimately began to expand on it and edit it for publication. Helga’s diary was published in English in 2013, under the title Helga’s Diary: A Young Girl’s Account of Life in a Concentration Camp.

Through her paintings and recently published diary, Helga has revealed the truth of Terezin to the world.

Further Reading

https://www.theguardian.com/lifeandstyle/2013/feb/22/helga-weiss-diary-nazi-death-camp

https://forward.com/news/319106/70-years-after-terezin-this-survivor-is-still-drawing-what-she-sees/

https://www.telegraph.co.uk/culture/books/9873580/Helga-Weiss-an-interview-with-a-holocaust-survivor.html

 

 

More Essential Holocaust Teaching Resources for Middle Schoolers

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These are some additional Holocaust teaching resources for middle schoolers that I consider to be extremely valuable. I’ve read all of the memoirs listed below, some of them when I was a middle school student. Each story had a profound impact on me and I believe they are a powerful way to help middle school students learn about the Holocaust.

All But My Life

Gerda Weissman Klein’s book All But My Life: A Memoir and the accompanying HBO documentary One Survivor Remembers are essential resources for Holocaust education. Both the book and the documentary are appropriate for older middle school and high school students. They share Gerda’s story in her own words, which makes them all the more poignant.

Gerda was born in 1924 in Bielitz, Poland and lived a comfortable life with her parents and brother, Arthur. After the Nazi invasion in 1939, Gerda and her family had to move to the basement of their home and were later separated and sent to labor camps. During the war, Gerda loses everything: her home, her family, possessions, and her friends.

She is eventually forced on a death march in the winter of 1945, and incredibly she survives the horrible journey. Gerda later married an American soldier named Kurt Klein, relocated to the United States, and had a family. She is the author of five books, has shared her story with audiences for forty-five years, and has earned many awards and accolades.

US Holocaust Memorial Museum Survivor Testimonies

The US Holocaust Memorial Museum Survivor Testimonies page houses an extensive collection of survivor stories. The Personal Histories section features videotaped survivor testimonies, while the Behind Every Name a Story web project has essays written by survivors. There are also diaries, podcasts featuring Holocaust survivors, and much more.

The fact that these testimonies are in the survivors’ own words makes them that much more powerful. If your students can’t meet a survivor, these resources are the next best thing for bringing the Holocaust to life. With all the testimonies available, you should certainly be able to find some to use in your classroom.

Memories of Anne Frank: Reflections of a Childhood Friend

The poignant book Memories of Anne Frank: Reflections of a Childhood Friend by Alison Leslie Gold tells the story of Hannah Goslar, a friend of Anne Frank’s. The two girls bonded as young children when they were new immigrants in the Netherlands. Anne mentions Hannah several times in her diary, though she calls her by the pseudonym Lies Goosen.

Some of the most heartbreaking passages in the diary took place after Anne dreamt of her friend in the winter of 1943. In her dream, Hannah appeared, emaciated, dressed in rags and in despair. She asks why Anne has abandoned her, and the question haunts Anne. She feels guilty that she wasn’t a better friend to Hannah, and wonders why she was chosen to live and Hannah to die.

The terrible irony is that Anne died, while Hannah survived the war in Bergen-Belsen, along with her little sister, Gaby. Hannah and Anne had a brief, emotional reunion in Bergen-Belsen. Sadly, they were unable to see each other over the tall fence that divided them. Anne told Hannah of the desperate conditions she was living in. Later, Hannah managed to toss a package of food over the fence for Anne. Soon after, Hannah lost track of Anne, and only after the war did she learn from Otto Frank of Anne’s death.

She and her sister Gaby later emigrated to Israel, where they began a new life. Hannah married, had three children and many grandchildren, and still lives in Israel today.

Holocaust Memoirs of a Bergen-Belsen Survivor and Classmate of Anne Frank

In Holocaust Memoirs of a Bergen-Belsen Survivor & Classmate of Anne Frank, Nanette Blitz Konig shares her harrowing story of how she survived the Holocaust. Nanette grew up in Amsterdam and was a classmate of Anne Frank at the Jewish Lyceum. She attended Anne’s thirteenth birthday party and witnessed Anne receiving her famous diary.

Nanette, her parents, and her brother were deported from Amsterdam and sent to the transit camp Westerbork. From there, they were sent to Bergen-Belsen in February 1944. A year later, Nanette was left orphaned and alone in the camp. Around this time she had a remarkable, emotional reunion with Anne Frank.

During their encounters, the girls shared their sorrows and suffering. Incredibly, they also managed to speak about their dreams for the future. Anne told Nanette about her diary and said she still hoped to publish it after the war. Tragically, Anne died in the typhus epidemic at Bergen-Belsen soon after their reunion. Nanette found herself alone again.

Nanette managed to survive the war in Bergen-Belsen. After liberation, she stayed in hospitals and sanatoriums for three years while she recovered from starvation, typhus, and tuberculosis. She then moved to England where her mother’s family lived and gradually began a new life for herself. She married and moved to Brazil with her new husband and had three children. Nanette lives in São Paulo, Brazil, and she wrote her story to help us and future generations remember the Holocaust.

Children of Terror 

Children of Terror by Inge Auerbacher and Bozenna Urbanowicz shares the harrowing experiences of two young girls during World War II. Inge is a young Jewish girl from Kippenheim, Germany, and Bozenna is a Roman Catholic from the small Polish village of Leonowka.

During the Holocaust, Inge and her parents were sent to Terezin. There they endured horrific conditions and the constant threat of deportation. Bozenna’s family fled their home when their village was burned and later ended up in a German labor camp. Both girls survived unimaginable terror, constant hunger, unspeakable living conditions, and the loss of family members. Both also contracted serious illnesses, including tuberculosis, during their time in the camps.

Incredibly, these young girls survived, and after the war, they emigrated to the United States with their families. They thrived in America and ultimately collaborated on this book to share their incredible stories with the world.

 

Fredy Hirsch: Jewish Educator, Gifted Athlete and Defender of the Children of Terezin

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The little-known story of Fredy Hirsch, a German-Jewish youth leader and athlete, has recently gotten some attention in the media. The Jewish news and culture magazine The Forward recently featured an in-depth article on this remarkable man. I was glad to see he is finally getting more of the recognition he deserves. Being Jewish and gay made Fredy a prime target for the Nazis, yet he displayed remarkable courage in confronting them. Read on to learn more about the story of Fredy Hirsch.

Early Life

Alfred Hirsch, known as Fredy, was born in 1916 and raised in Aachen, Germany. In Aachen, he began his career as a teacher and educator in various Jewish youth organizations. An enthusiastic and talented athlete, Fredy also worked with Jewish sports associations. After the Nazis came to power in Germany, he fled to Czechoslovakia, where he believed he would be safe. Tragically, Czechoslovakia wouldn’t remain safe for long.

In 1939, the Nazis marched into Czechoslovakia and began implementing laws against Jews. Among the many laws, the Nazis forbade Jewish children from attending school, joining clubs and teams, and visiting public places. When Fredy saw what was happening, he decided to do something about it.

Activities in Prague

Using the Jewish-owned Hagibor sports complex in Prague as his base, Fredy arranged a wide variety of educational activities, classes, and sports programs for Jewish children. Children who survived the war would remember the activities Hirsch arranged fondly, the gymnastics classes and soccer games which made their lives seem a little more normal and bearable. He was also involved in Zionist causes and assisted in efforts to bring Jewish children to Palestine.

Life in Terezin

When he was deported to Terezin in December 1941, Fredy organized activities for the children there. He used some grassy areas in Terezin as playing fields for sports games, including soccer and track and field events.

Fredy was described as athletic, attractive, and extremely caring. He made sure that the children kept themselves as clean as possible despite the lack of hot water and soap. Survivors remember him as a very kind and reassuring presence to the children. Fredy also secured medical treatment for the children and removed some of them from transports to the East.

Transport to Auschwitz

In September 1943, Fredy and 5,000 other people were sent to Auschwitz. This transport was moved into an empty camp at Auschwitz called the Family Camp. Fredy supervised the hundreds of children in the camp. He did everything he could to make life better for the children, even in the middle of Auschwitz. Fredy actually managed to convince to SS to provide more food for the children and to treat them better. But tragically, Fredy was unable to save the children or himself in the end.

In March 1944, all the children who arrived on the September transport were murdered by the Nazis. Fredy also died at Auschwitz, but it is unclear if he died with the children. The truth about Fredy’s fate remains unknown, though there are several theories. The most often cited theory is that he committed suicide, though most survivors who knew Fredy personally don’t believe he would have taken own life.

Fredy’s Legacy

What ultimately happened to Fredy may never be known, but we do know about all he did for Jewish children in Prague, Terezin, and Auschwitz. Fredy’s greatest legacy was his commitment to doing everything he could to make children’s lives better even in the most terrible and unimaginable circumstances.

To learn more about Fredy, I highly recommend you read the feature article on him in the Forward.

Sources:

We Are Children Just the Same: Vedem, the Secret Magazine by the Boys of Terezin (by Marie Krizkova, Kurt Jiri Kotouc and Zdenek Ornest)

https://forward.com/news/398268/the-little-known-gay-hero-who-tried-to-save-the-children-of-auschwitz/?attribution=more-articles-carousel-item-2-headline

6 Essential Holocaust Teaching Resources for Middle School Students

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While there are plenty of Holocaust teaching resources for middle school
students, teaching the Holocaust to this age group is still very challenging.
How do you make the Holocaust relevant to them? And what are some
ways to guide them through this incredibly upsetting subject?

Here is a list of six resources that can help you teach middle schoolers about the Holocaust.

The Butterfly Project

This incredible project uses the arts to educate students about the dangers of intolerance. It makes the Holocaust accessible to children, and presents the subject matter in a way that is poignant but not overly graphic or frightening.

The way it works is as follows: schools order kits containing ceramic butterflies, painting supplies, and cards with biographies of children who died in the Holocaust. After learning more about the children, each student receives a butterfly to paint in memory of them. The school or a community center then install the butterflies as a permanent memorial to the children who died in the Holocaust. The hope is one day there will be 1.5 million butterflies on display around the world, one for each Jewish child the world lost.

Visit their website to learn more about The Butterfly Project or to order a kit.

Inge Auerbacher’s I Am a Star

I Am a Star: Child of the Holocaust tells the story of Inge Auerbacher, a young girl
who survived the war in Terezin. The book is a compelling way to bring the Holocaust to life for your middle school students. Inge is the author of several best selling
books, including I Am a Star, which details her childhood and her time in Terezin.
The book can be purchased on Amazon or through the publisher’s website.

I Am a Star is available in many languages and a 30th-anniversary edition was
recently released. The book was also adapted into an award-winning play, “The Star on
My Heart”, which premiered in Ohio in 2015. Her story has also been featured on Butterflies in the Ghetto.

Paper Clips

This documentary tells the story of a Holocaust memorial project started by teachers and middle school students in the small town of Whitwell, Tennessee.

As part of a Holocaust education project the students began collecting paper clips. Their goal was to acquire 1.5 million to represent each child lost in the Holocaust. The project took off and ultimately the entire community created a remarkable Holocaust memorial outside the school.

The Whitwell community built the memorial in an authentic cattle car from Germany. The result is a starkly beautiful memorial to the children of the Holocaust, and a
powerful message about tolerance and acceptance of others.

Brundibár

Composer Hans Krása and librettist Adolf Hoffmeister created the children’s opera in 1938. Incredibly, Krása was able to stage a production of the musical in Terezin.

The musical was later performed when the Red Cross visited Terezin and featured in a Nazi propaganda film. Tragically, Krása and most of the child performers were later sent to Auschwitz. Very few of them survived the war.

In more recent years, the children’s opera has become more popular. It is certainly a great play to bring to a middle school if possible. There are also videos of the production on YouTube that are worth viewing and discussing with your class. An audio CD of the opera called Hans Krasa: Brundibar is available as well.

Vedem

Vedem is a literary magazine produced by the teenage boys of barrack L417 in Terezin. Fourteen-year-old Petr Ginz established the magazine, and he published a new
issue almost every week. Petr created much of the content himself and the other
boys contributed to it as well.

The magazine featured pieces on daily life in Terezin, satirical essays, poems, and
short fiction, as well as artwork. Tragically, Petr and most of the other boys from barrack L417 died in Auschwitz.

Their legacy lives on in the writings and drawings they left behind. You can read more about Petr Ginz and Vedem here.

I have also created a free Vedem study guide for teachers. The guide is available to
all subscribers to Butterflies In the Ghetto.

Nesarim: Child Survivors of Terezin

This powerful book relates the experiences of 10 boys who were imprisoned in Terezin, in their own words. The book was written by Thelma Gruenbaum, whose husband Michael was in Terezin and whose story is also detailed in the memoir Somewhere There is Still a Sun. 

In Terezin, these young boys shared a room with 30 other boys and developed
an incredibly strong bond with one another. They called themselves the
Nesarim, which means “eagles” in Hebrew, and the surviving Nesarim remained
in contact with one another throughout the years. 

This book gives readers a sense of what life was like for children in Terezin and preserves the voices of these child survivors so that children of today and future generations can hear and remember their stories. 

These are just a handful of resources teachers can use to help their middle school students better understand the Holocaust. I’ve found these to be particularly powerful in bringing stories from the Holocaust to light.

Have you used any of these in your teaching, and what have you found to be helpful? Please let me know in the comments below.

Coming Soon: More Resources for Holocaust Educators

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After two years of sharing the stories of Terezin artists, I came to realize that I could do more to support our amazing teachers and Holocaust educators. While still continuing to document Terezin artists, I am also working on developing lesson plans and teaching tips that feature their stories.

Entrance to the Terezin Ghetto Museum.

If you are a teacher or Holocaust educator, stay tuned for blog updates and check out my Resources for Educators section, where I highlight valuable resources for teaching children and young adults about the Holocaust. I also hope you will sign up for my mailing list to receive even more resources and inspiration for educators.

Let us join together in teaching our students about the Holocaust, and promoting the message of empathy and tolerance.

Dr. Karel Fleischmann: The Story of a Terezin Doctor and Artist

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Dr. Karel Fleischmann was a man whose talents were multifaceted, and whose humanity and compassion prevailed even in Terezin. He was an accomplished medical doctor, a dermatologist, who also painted in watercolor and wrote literary fiction.

He was born in 1897 in Klatovy, Bohemia, educated in Bohemia, and established his dermatology practice in Ceske Budejovice. He had a creative drive that the practice of medicine could not satisfy, and also painted watercolors, published collections of woodcuts and wrote short stories and poetry. His father was a graphic artist and calligrapher, and was always encouraging of his son’s artistic talents.

In 1939, after the Nazis occupied Czechoslovakia, Dr. Fleischmann was forced to stop practicing medicine. In April 1942, he and his wife were sent to Terezin, where he became one of the remarkable ghetto doctors who struggled to treat patients in spite of overcrowding, little hygiene, malnutrition and lack of both medicines and equipment. Despite their best efforts, it is estimated that around 130 people died each day.

Dr. Fleischmann became one of the directors of health at Terezin, doing all he could to reduce the mortality rate and care for the elderly patients. He was described as outgoing, good-natured and always ready to help others. He used his medical skills to treat patients in Terezin, and some of his patients who survived remembered him making his rounds with a scuffed black bag, and how his gentle sense of humor and compassion comforted them.

While he cared for patients and gave medical lectures at Terezin, the doctor was also secretly documenting the realities of camp life in a series of paintings, portraits, drawings and writings. He was also known for his lectures about medicine and art in the ghetto.

One of his most stark and poignant drawings is known as The First Night of New Arrivals and depicts elderly Jews arriving at Terezin and finding that they had been deceived. These new arrivals had been told that they were being taken to a retirement community in the mountains, and some were even forced to pay the Nazis for their new accommodations. These new prisoners sit on their suitcases, with looks of despair, shocked and horrified at the truth of their situation.

Images of the ever-present hearse are prevalent as well, as they were the only vehicles for transport in Terezin, and had to be used for moving essential supplies as well as sick and dying people.

Dr. Fleischmann also produced stunning, stark portraits of other people in Terezin. He painted his subjects with thick dark, brushstrokes, the lines taking on an almost caricature like quality. The faces of his subjects are especially noteworthy, as he conveys personality and emotion with seemingly simple brushstrokes.

Tragically, the doctor’s medical skills and highly developed artistic talents were not enough to save him. Dr. Fleischmann and his wife were sent to Auschwitz in October 1944 on one of the last transports from Terezin. During the selection at Auschwitz, the SS officer noticed that one of Dr. Fleischmann’s shoulders was slightly misshapen and lower than the other, and decided the doctor was unfit to work. Immediately after their arrival at Auschwitz, Dr. Fleischmann and his wife were sent to the gas chambers.

Dr. Fleischmann’s legacy lives on through his artwork and writings, which were hidden at Terezin and recovered after the war, and in the memories of the Terezin survivors who he treated and comforted against all odds.

Further Reading

The Artists of Terezin by Gerald Green

http://www.yadvashem.org/yv/en/exhibitions/last_portrait/fleischmann.asp

http://art.holocaust-education.net/explore.asp?langid=1&submenu=200&id=13

http://www.yivoencyclopedia.org/article.aspx/Fleischmann_Karel

Hana Brady and the Long-Lost Suitcase

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Hana Brady’s story became known to the world through an incredible turn of events. The story involves a battered suitcase with a few words painted on it: Hana Brady, born May 16, 1931, Orphan. Who was the young girl who owned this suitcase? Thanks to the efforts of Fumiko Ishioka, director of the Tokyo Holocaust Education Resource Center, we now have the answer. Here is Hana’s story.

Hana Brady as a child. Used with permission of George and Lara Brady.

Hana lived with her parents and older brother George in a small Czech town called Nové Město na Moravě. She was described as a happy, active and athletic little girl who was very close to her family. Hana was just eight years old when the Nazis occupied Czechoslovakia. The family’s life became restricted, and they were forced to hand over their radio and other valuables to the Nazis. Their Christian friends stopped playing with them, because their parents feared they would be punished for playing with Jewish children. Hana and George remained close and supported one another during this time.

In March 1941, their mother, Marketa, was assigned to a Nazi transport and taken away. Soon after, they were forced to sew yellow star badges to their clothing along with all the other Czech Jews. When one man in
town refused to comply, a Nazi officer was furious and
ordered the arrests of all the other Jewish men in town. Hana and George’s
father Karel was arrested and taken away a few days later, and the two children
were left with the family’s housekeeper.

Later that day, their uncle Ludvik, a Christian man married to their father’s sister
Hedda, arrived at the house. He had heard the bad news, and came to bring the
children to his home. He helped the children pack, and Hana gathered her
belongings in a large brown suitcase with a polka dot lining.

The children remained with their aunt and uncle until May 1942. That was when
the children received a notice ordering them to report to a deportation center.
They were taken to the center, where they were forced into a large warehouse
with hundreds of other Jewish families. After four days in the warehouse, they were
put on a train and sent to Terezin.

George as a child. Used with permission from George and Lara Brady.

The train stopped at Bohusovic Station, and Hana, George and the others on their transport had to carry their luggage the last few kilometers to Terezin. The children were
separated into homes, and Hana was assigned to the girls’ home in barrack L410. She slept on a thin burlap mattress on a three-level bunk bed and was initially confined to the barrack due to her age.

Hana was unable to see George and missed her brother terribly. Some of the older girls looked out for her, and she became friends with one of them, a dark-haired girl named Ella.

Hana spent her days with the room supervisor and the younger girls, doing chores and attending secret classes in the barrack. They learned songs in music class, the basics of sewing, and art. Hana’s favorite class was art, and she adored her teacher, famous artist Friedl Dicker-Brandeis. Hana produced many drawings, some of which still survive.

One of Hana’s drawings from Terezin. Used with permission of George and Lara Brady.

After she had been in Terezin for some time, the rules were changed and Hana was finally able to see her brother, who was assigned to the boys’ home in Barrack L417 and was working as a plumber in the camp. The siblings would see each other every chance they could get, and George was determined to do everything possible to take care of his sister. Hana in turn worried about George, and she would set aside her weekly buchta (a sort of plain doughnut) and give it to her brother to eat.

As the months went on, the camp became more and more cramped, and many people died from food shortages and epidemics. And every few weeks, people were assigned to transports heading East,
to some unknown destination.

In September 1944, George was sent away on one of these transports. A month later, Hana was assigned to a transport and was full of hope that she would be reunited with her brother. Hana’s friend Ella helped her to wash her face and hair, because Hana wanted to look nice when she saw her brother again.

The next morning, Hana, Ella and many other girls from their home were put on a dark train, which traveled nonstop for a day and a night. There was no food, no water, no toilet, and no way to know how long the journey was. Hana, Ella and the other girls held hands, whispered stories, imagined they were somewhere else.

On the night of October 23, 1944, they arrived at Auschwitz. The girls were forced out of the car, and ordered to stand on the platform. The guards selected a few of the older girls and sent them to the right.

Hana and the rest of the girls were told to drop their luggage and go to the left, where they were herded into a large warehouse. That night, Hana died in the gas chambers of Auschwitz at the age of thirteen.

George had also been sent to Auschwitz, but he managed to survive the camp, in part due to the plumbing skills he had gained at Terezin. He was liberated in January 1945 at the age of seventeen and returned to the home of his Uncle Ludvik and Aunt Hedda.

He learned that his parents were dead, and for many months searched for news of
his sister. Eventually, he met a teenage girl in Prague who knew Hana from Terezin,
and learned the horrible truth.

In 1951, George moved to Toronto and started a very successful plumbing
business, married and had three sons and a daughter. But despite all his joys
and successes, George’s loss of his parents and beloved sister was never far
from his mind.

Then, years later, in 2000, he received a letter from a woman named Fumiko Ishioka,
the director of a Holocaust Center in Tokyo. She had received a leather suitcase
with polka dot lining at her center – Hana’s suitcase.

Fumiko Ishioka. Used with permission of George and Lara Brady

Almost nothing was known of Hana, and after months of searching, Fumiko had found George and sent him a letter in the hopes of learning about his sister. Later, George and his daughter Lara traveled to the center in Tokyo to meet Fumiko and a group of schoolchildren known as the Small Wings, and to share Hana’s story.

In March 2004, George and Fumiko learned
that the suitcase was actually a replica created
by the museum at Auschwitz after the original suitcase and many other items from the Holocaust had been destroyed in a fire.

While saddened to hear about the fire, George and Fumiko were grateful that the Auschwitz museum created the replica, which brought them together and allowed them to bring Hana’s story to the world.

Further Reading

Hana’s Suitcase by Karen Levine

http://www.hanassuitcase.ca/?p=107

http://www.cbc.ca/hanassuitcase/

The Artists’ Affair Part 3: Bedřich Fritta

Children in Terezin, Terezin Artists, , , ,

Another remarkable artist who was incarcerated in Terezin was Bedřich Fritta, who was imprisoned along with Leo Haas and Otto Ungar in July 1944.

He was born Bedřich Taussig in 1906 in Weigsdorf (Višňová), Northern Bohemia and demonstrated an interest and aptitude for art. In 1930 he moved to Paris to study art, and eventually settled in Prague where he worked as a graphic designer, technical draughtsman and contributed cartoons and caricatures to satirical magazines. He preferred to be called Fritta, his pen name, and this is what he family and friends affectionately called him.

In December 1941 Fritta was sent to Terezin on one of the first transports along with other artists, engineers and doctors who were assigned to help set up the camp. His wife, Hansi, and their one year old son Tommy accompanied him to the camp.

At Terezin, Fritta was assigned as supervisor to the camp’s drawing studio, where blueprints, construction plans and technical reports were composed. Those who knew him described him as extroverted, outspoken, and strong-willed, a man of great enthusiasm. It seems that Fritta and Leo Haas were the ones who first used materials available to them to secretly depict life in the ghetto. Some of the other men who worked with them began to do the same.

In addition to his work at the camp, Fritta produced over 100 drawings and sketches in Terezin, most of which were ink drawings, finished with a paintbrush and water to add shadowy dimensions. His drawings are characterized by the interplay of light and shadow, and their haunted, despairing figures. Some of his sketches depict barracks, transports leaving the ghetto, the cafe set up in preparation for the Red Cross visit, in which solemn people sit at empty tables while a band plays.

Fritta also created a  picture book for his son Tommy, a gift for the boy’s third birthday on January 22, 1944. The book, which the artist bound with heavy brown paper, was filled with colorful ink, pen and watercolor drawings accompanied by captions. Fritta depicted Tommy’s daily activities, but also images of a happy life outside of Terezin. For Tommy’s third birthday, Fritta and his wife Hansi even managed to plan a special party in the ghetto, complete with presents and a cake.

Following the Red Cross visit, Fritta and Leo Haas hid many of their drawings and paintings, Haas in the paneling of a wall, Fritta in a large tin case that he and some of his friends secretly buried. Tommy’s book was hidden in the ghetto along with Fritta’s other paintings. Soon after the Red Cross visit, Fritta, his wife Hansi, and Tommy were imprisoned in the Small Fortress along with Leo Haas, Otto Ungar and their families.

Fritta endured unimaginable suffering while imprisoned,  and was savagely beaten and interrogated daily. He later contracted dysentery, which depleted all that remained of his strength. When he was moved to a cell occupied by Leo Haas, his friend was horrified at how emaciated and ill he had become. In early August both men were forced to sign an indictment stating that they were guilty of creating propaganda and distributing it abroad.

The following day, they were put on a train to Auschwitz. Fritta was suffering from severe dysentery and malnutrition and was barely able to walk or move. When the group was suddenly forced off the cars at Dresden, Haas lifted his friend onto his back and carried him off the car and through the dark streets. After a check at Gestapo headquarters, the prisoners were sent on to Auschwitz, where Fritta was taken to the infirmary. The doctor tried to keep Fritta comfortable and Haas and other friends visited him and smuggled food. But at this point, Fritta was unable to eat, and drifted in and out of consciousness. The outgoing, enthusiastic, courageous man who risked so much to reveal the truth of Terezin died eight days after arriving in Auschwitz, in late August 1944.

The artists’ wives and children were imprisoned in the Small Fortress for more than a year. Fritta’s wife Hansi died of malnutrition and disease in Terezin a few months after her husband. Their son Tommy survived the war in Terezin, an orphan at just four years of age. He was adopted by Fritta’s friend Leo Haas and his wife Erna. Haas returned to Terezin to recover their hidden paintings as soon as he could, and was successfully able to reclaim the tin box with Fritta’s works. He returned the beautiful, lovingly crafted picture book to Tommy, his last gift from the father who adored him.

Exhibition of Fritta’s Drawings
http://www.jmberlin.de/fritta/en/index.php

Tommy’s Book:
http://www.jmberlin.de/fritta/en/bilderbuch-fuer-tommy.php

Further Reading
The Artists of Terezin by Gerald Green

The Artists’ Affair Part 2: Otto Ungar

Terezin Artists

Otto Ungar was another artist who along with Leo Haas, was interrogated, tortured and imprisoned in the Small Fortress for depicting the truth of Terezin. Far less is known about Ungar than Leo Haas, unfortunately. It is known that he lived for most of his life in the Czech city of Brno. Before the war, Ungar resided in Brno with his wife and daughter and was a teacher at a Jewish secondary school and an artist. He was described as a very reserved, sensitive and anxious man, which makes it all the more remarkable that he took tremendous risks by creating raw and brutally honest drawings of daily life in Terezin.

Ungar worked in the drafting office at Terezin, along with fellow artists Leo Haas and Bedrich Fritta. All three men were aware of the deception the Nazis were perpetrating at Terezin and sought to record the truth of what happened in the camp in sketches and paintings. Ungar secretly painted the arrival of transports (The Coming of a Transport), and the despair and suffering of elderly adults at Terezin, many of whom had been deceived and told they were being sent to a retirement community (Portrait of an Old Woman).

After being interrogated in July 1944, Otto Ungar was also imprisoned in the Small Fortress, where he endured daily beatings and torture by the prison guards. His right hand, the hand he drew with, was savagely broken by the guards. Two of his fingers had to be amputated as a result, and he lost the use of his hand.

Later that summer, Ungar was sent to Auschwitz, where he managed to survive the selection, despite his injuries. He remained there until January 1945, where he was forced on a death march across the frozen Polish countryside to the camp Buchenwald. Incredibly, Ungar survived the march despite being severely malnourished and ill with tuberculosis. He and the 14,000 other survivors were crammed into Buchenwald’s “Little Camp”, where a typhus epidemic raged. In these final terrible months of the war, in unspeakably horrific conditions, Otto Ungar did something remarkable. He scavenged scraps of paper and small pieces of coal, gripped the coal in his broken and mutilated right hand and slowly, painstakingly began to sketch his surroundings. Even after all the suffering and tortures he endured, despite his sensitive and anxious nature, he never lost his will to create, to reveal the truth. The Nazis could not break his resilient spirit, even though they broke so many others.

Otto Ungar survived the war and was liberated from Buchenwald in May 1945, but died a few months later in a hospital in Germany from complications of tuberculosis and typhus. His wife and daughter both survived the war in Terezin and returned to Brno.

The images that Ungar created in Buchenwald were lost, but many of the works he created in Terezin have survived. They remain today to show us the truth of Terezin and are the legacy of a gentle and sensitive soul that the Nazis could never break.

Further Reading

The Artists of Terezin by Gerald Green