Letters to Rose

by Rose Williams

  Acknowledgments

  Writing a book is, inevitably, a collaborative effort, and Letters to Rose is a prime example. The journey has been one of intellectual endeavor, creativity, and joy.

  First and foremost, Hoag and Philbrick thank Rose Williams for enlightening us and the world by reliving her story over and over again. Her hours of conversation and original memoir notes made this book possible.

  All three of us would also like to thank all participating Claudia Taylor “Lady Bird” Johnson High School graduates from Northeast ISD, San Antonio, for their enthusiasm and authenticity in compiling letters that illustrate just how impactful and inspirational studies of the Holocaust can be. These students will become activists in the world and will carry on Rose’s voice long after she has gone.

  In addition, we have others to whom we individually wish to offer our appreciation for their insights, feedback, and support:

  Becky’s Acknowledgments:

  Ronit Sherwin, CEO of the Jewish Federation of San Antonio, and Ellen Ollervidez, Executive Director of the Holocaust Memorial Museum of San Antonio, for their continuous efforts toward the betterment of Holocaust education and for their love and support for Rose;

  Maxine Cohen, former Executive Director of HMMSA, historian, mentor and friend for her sage advice, and critique. Maxine was involved with my teaching the Holocaust at Clark High School in Northside ISD for about 25 years, and then trained me as a docent. She has remained a mentor and, even more importantly, a loving and loyal friend. She has been equally important to Rose.;

  Sharon Mullen, former HMMSA Education Director, for her advice, creative input, friendship, and encouragement of this project. Sharon has spent hours with me offering advice and support in the early writing of the text of Letters to Rose;

  Robin Philbrick, who gets full credit for the concept of this memoir. Having student voices respond to Rose’s story adds a unique thread to a crowded genre, the Holocaust memoir. I appreciate her inviting me to collaborate in incorporating her students’ letters with my research and the expansion of Rose’s 1948 recollections. As teachers, we are generally in sync and have a common goal: to continue, even in retirement, to pass on the vital lessons of the Holocaust in order to prevent this atrocity from repeating itself;

  Dr. Jeff Rosenbloom, our ”angel” doctor, for always being there for Rose as well as for me. Without Jeff Rosenbloom, Rose might not have had the longevity she is fortunate to know. He takes care of her, no matter the problem. Rose and I both thank him for his early input on this project;

  Our friends at the Children’s Bereavement Center of San Antonio, Marian Sokol and Leslie Woods, not only for taking such an interest in Rose but for their encouragement and feedback on the book;

  Yad Vashem, Ghetto Fighters’ House in Israel, and the United States Holocaust Memorial Museum for permitting us to use the photographs herein;

  Facing History and Ourselves for permission to use an excerpt from survivor Sonia Weitz’s poem “For Yom Ha’ Shoah” as the opening quotation;

  Sam Goldwasser, Rose’s long-time friend from Radom, Poland, who allowed us to draw from his own Holocaust recollections and who has contributed to the research;

  Michael Dolan, author of Trumpets of Jehrico, who has contributed keen, incisive, professional advice and encouragement to a novice writer;

  Richard Hoag and Michael Nash, who have not only expressed enthusiasm and support for this particular project but who also provide undying love and support in my life;

  And, finally, Rose Williams who has become family over these last dozen or so years. Her story never fails to move me, inspire me, make me want to be as courageous as she. But I don’t love her because she is a Holocaust Survivor; I love her because she is Rose. I thank her for trusting me with her story and pray I have done it justice.

  Robin’s Acknowledgments

  To my wonderful students, whose thoughtful words and empathy turned to love, whose love became a clarion call, a voice for generations to come. Upon reading your letters in the final manuscript, Rose came to realize the enduring affect her story has had on you and the thousands of others she has spoken to. In sharing your letters, you each have helped Rose keep a promise to her son. How proud I am to be your teacher;

  To Rose and Becky: The synergy in our partnership has been incredible, with each of us working to our strengths to create this remarkable piece of literature. I am in awe by how seamlessly Becky and Rose’s retelling of Rose’s story, the inclusion of historical perspective, and my students’ letters blended together to become Letters to Rose. It was always my plan to write a book, but I could not have envisioned this remarkable work of art we have created, and the endearing friendship we have forged. It has been a joy and a blessing;

  MG (Ret) USA Sidney Shachnow, a Holocaust survivor who immigrated to the United States, enlisted in the US Army, attended Officer Candidate School, rose to the rank of Major General (MG) and served as the US Commander of Forces in a divided Berlin, Germany. My husband COL (Ret) Steven H. Philbrick served in his command with PSSE-B (Special Forces). We will never forget having dinner with the general and his wife, Arlene in their designated quarters, the estate of the former finance minister of the Third Reich. Your accomplishments are the ultimate irony for a six-year- old Lithuanian Holocaust survivor. An American hero, an inspiration to us all;

  Lt. Col. (Ret) USAFR Herbert E. Philbrick, my father-in-law, who as a nineteen-year-old Tech Sergeant, conducted tours for high ranking commanders within weeks of the liberation of Buchenwald Concentration Camp, which was still inhabited by both the dead and living. After nineteen bombing runs and inner conflicts due to his Germany heritage, his presence at Buchenwald left him sorrowful and pained. His deep concern led him to a lifetime of service to keep others safe as he rose through the ranks from patrolman to Assistant Chief in the Seattle Police Department. A humble man of strength and inspiration;

  The incomparable Maxine Cohen, who taught me sixteen years ago how to bring literature to life, how to create a bond between the words and my students. The tools and perspective you provided opened our eyes. Thank you for introducing me to Rose, who would become the inspiration for this book;

  Mr. John Mehlbrech, Principal, Claudia Taylor Johnson High School, the first person I proposed this book to. You always encouraged us to create this meaningful work and allowed us to use your facility as a meeting place where we edited and revised and met with Rose to renew our commitment to preserve her legacy;

  Ms. Amber Cheatom Padilla, for your invaluable assistance with social media promotion;

  Julia Whitfield for editing my students’ letters, while still allowing the work to be theirs. Your opinion, expertise, and friendship means so much, school daughter;

  Keico Deuser for welcoming our writing team into the CTJ Library with open arms, for setting up countless meetings, for acting as our liaison for all our administrative needs, and for providing technical support that always seemed so easy once you had explained it;

  Douglas O. Haase, my brother and friend. Thank you for your enthusiastic interest and insight;

  Finally, to my wonderful, supportive family: Steve, Steve2, Dan and Matt. I truly appreciate your constant and enduring support throughout this endeavor. Thank you for your genuine interest in what is important to me. Your love has never been more apparent. I am truly blessed.

  Topics and Questions for Discussion—

  A Reader’s Guide

  Rose, throughout her life, has proven to be resourceful. She used her wits and cleverness to survive from age twelve in 1939 through the end of the war in 1945, when she turned eighteen. What are some examples of Rose’s resourcefulness throughout the ghetto and the camp years?

  The Nazis and their collaborators became masters at dehumanizing the Jews from the invasion on. What are some examples of Rose’s personal experiences suffering dehumanization herself or as
witness to her family?

  At the end of Chapter 1, student Cameron Mion writes: “There’s only one burning question that persists….How are you able to tell such a harsh story with so much courage…?” He goes on to specify that, especially in today’s world, many fear expressing themselves. What do you think Rose’s answer to Cameron would be? Why?

  Though she lost both parents as a teen, Rose retained memory of life lessons taught by them, sometimes learning them the hard way. What skills and lessons developed and taught by her parents early on helped her survive four and a half years of labor and concentration camps?

  Rose’s formal education ended in 5th grade, yet she never lost her love for learning and has always stressed the importance of education to youth. Why, given her lack of formal schooling, do you think she feels this way? What are some examples of Rose’s efforts at self-education as both a means of escape and a technique of survival?

  There are all forms of resistance. Rose was never part of an organized movement, but she certainly resisted the Nazis in her own ways. What do you see as examples of resistance in Rose’s actions?

  Rose feels it important to never forget those who risked their lives trying to help her and other Jews during this dark time. What positive examples of humanity did she encounter during these years?

  Rose is constantly asked about forgiveness. Many student letters remark on that topic. To their amazement, she says she forgives the German people, but she cannot forget, and she cannot speak for six million other Jews. What is your reaction to that? What reactions do the future generation of adults express here? What is your own reaction to the idea of forgiveness of the Holocaust?

  It seems that when Rose is in utmost despair, she restores her spirit and her willingness to live by putting others before her. What are some examples of that in the book?

  Naturally, under the circumstances of the Holocaust, Rose, child of a very orthodox family, battled with her faith. What are some examples of that? In the end, what helped restore her faith?

  Letters to Rose includes letters by students from Germany, the Philippines, Korea, Vietnam, Japan, Mexico, Brazil and Panama. Some spoke specifically of how they learned about the Holocaust in their native countries. Was there something in these accounts that surprised or concerned you? What can you infer from their unique perspectives?

  What kinds of things do students repeatedly echo as far as important values and lessons learned from Rose that have inspired and impacted their own lives? What do you see as the most important messages her story relays to today’s society and to future generations?

  Rose went from Poland to Germany to the United States, all very different cultures and languages, within a few short years. What qualities do you see in her that enabled her to assimilate?

  Imagine losing almost everyone and everything you’ve ever known, going to a country you’ve no knowledge of. How do you think you would fare under similar circumstances?

  The survivors’ mantra is “Never Again!” The tragedies of the Holocaust should never happen again. Do you think another Holocaust can occur? Why or why not? Are there genocides happening in the world today?

  Upon learning that they would be the last generation to hear about the Holocaust from a survivor, countless students have promised to be Rose’s voice to future generations. If you made this promise, what would you do? How could you ensure that her voice lives on?