For many Jewish children, going to public school turned into hell under the Nazis. Just getting there could mean running a gauntlet of anti-Jewish slights. At school, exclusion by fellow students and teachers was the rule. In order to spare their children this ordeal, parents who could afford it sent their children to Jewish schools. Before 1933, most assimilated German Jews attended public schools. However, in the hostile climate of the Nazi regime attendance at Jewish schools grew. Dr. Elieser L. Ehrmann, a pedagogue and employee of the school department of the Reich Representation of Jews in Germany had developed curricula for teachers at Jewish schools which aimed to deepen the knowledge of Jewish holidays and the customs accompanying them and thus instill a positive Jewish identity. The excerpt shown here is from Ehrmann’s “Curriculum for the Omer and Shavuot [Feast of Weeks],” published in 1938 by the Reich Representation of Jews in Germany. That year, the first day of Shavuot fell on June 5.
For many Jewish children in Germany, going to school had become an ordeal: the constant anti-Jewish indoctrination of German students was poisoning the atmosphere, teachers as the agents of this policy rarely supported the Jewish children, and the mere act of getting to school and back could be like running the gauntlet. As a result, Jewish schools began to proliferate, and those who could afford it sent their children to boarding schools abroad. When Ruth Berlak, in Berlin, received this friendly note from St. Margaret’s School in Westgate-on-Sea, Kent, informing her of the acceptance of her 13-year-old daughter, Marianne, as a pupil, little more than a month had passed since the Nazi regime had decreed the removal of Jewish children from German schools. Marianne’s maternal grandfather was Rabbi Dr. Leo Baeck, the president of the Reich Representation of Jews in Germany. Her father’s father was Leo Berlak, the chairman of the Association of Jewish Heimatvereine, clubs devoted to the maintenance of local traditions.
Days after his 12th birthday on April 15th, 1938, Harry Kranner, along with all his Jewish schoolmates, had been expelled from the Kandlgasse Realgymnasium in Vienna. By November, Harry’s mother, Gertrude, and his stepfather, Emil Fichmann, were making preparations for emigration. Harry shows great excitement about the prospect of traveling and the various pieces of equipment he’ll receive. In the November 8th entry in his new diary, given to him by his mother for the purpose of recording his emigration experience, he enthusiastically reports about his new leather gloves. But the bulk of the entry is concerned with the strong earthquake the night before.
In 1938, Yom Kippur fell on October 5th, a Wednesday. The educational department of the “Reich Representation of Jews in Germany” had published a booklet this year which contained numerous suggestions as to how the holiday could be observed in schools. It reads like a didactic handout which could have been written exactly the same way in earlier or in later years. There is no reference to the difficult circumstances in which Jews and, not the least, Jewish schoolchildren found themselves in Germany in 1938. In the previous five years, the Nazis had gradually implemented “racial segregation” in public schools. Already by 1936, the ratio of Jewish students in public schools was nearly half of what it had been before.
Rome is the paradise of every ancient historian, a city rife with history. However, for Herbert Bloch, since 1935 a Ph.D. in Roman History, it was something more, a sanctuary from Nazi Germany. The native Berliner had come to the University of Rome as a student shortly after Hitler took over. In 1938, he was part of the team that excavated and examined much of the area of Ostia Antica, the ancient seaport of Rome. The photo shows Bloch on September 11th, 1938, in front of parts of the excavations. But 1938 was also the year in which the previously latent yet tangible anti-Semitism of fascist Italy officially became state policy. Just a few days before this photo was taken, Mussolini had passed the first of many anti-Semitic race laws. The “Measures for the Defense of the Race in the Fascist School” of September 5th, 1938 had especially hit home for Herbert Bloch. The law – among other matters – barred all Jewish teaching staff from schools and universities. Rome could no longer be Bloch’s place of refuge.
Gisela Kleinermann (top row, right) had recently turned 10 years old. With her arm around her classmate, she looks, with a slight smile, into the camera. At this time, Gisela may already have known that she will not be part of this class of the Jewish school in Dresden any longer. In late summer 1938, her mother Erna prepared her family’s emigration to the United States. Step by step, in recent years the Nazis forced segregation in public schools. In many Jewish communities—as well as in Dresden—new Jewish schools were founded as a result.
As a deaf-mute Jew, Ursula Meseritz was doubly inferior in the eyes of the Nazis. Since July 14, 1933, the Law for the Prevention of Genetically Diseased Offspring had been in effect, which legalized the forced sterilization of the deaf, the blind, the cognitively disabled, epileptics, and others. Ursula had attended the only Jewish institution for the deaf-mute in Germany, the “Israelitische Taubstummenanstalt” in Berlin Weißensee. Under the Nazi regime, the use of sign language was forbidden in public schools, and in 1936, Jewish students were excluded from institutions catering to the needs of the deaf-mute. According to a “Questionnaire for Emigrants,” which she had submitted in April 1938, Ursula had been trained as a lab worker for clinical diagnostics and was hoping to work in this field in the United States. The captions on these photographs (dated July 17, 1938) show that in spite of the difficult times, the 19-year-old had not lost her sense of humor. They appear to show Ursula and her sister with their parents celebrating one last time before Ursula departed for the US.
The first major rupture in artist Gustav Wolf’s biography had occurred during World War I. He had volunteered for frontline duty and was badly injured. His brother Willy was killed in combat. The works in which he processed his wartime experiences leave no doubt about his feelings. Instead of glorifying war, he shows its horrors. His confrontation with antisemitism during and after the war led him to an increased awareness of his own Jewishness. In 1920 he accepted a professorship at the Baden Art School in Karlsruhe, trying to realize his ideal of an equitable partnership between teacher and student. After a year, he quit this “dead activity,” referring to the school as “an academy of schemers.” In 1929, he designed the set for Fritz Lang’s silent film “Woman in the Moon,” an early science-fiction movie. Upon the Nazi rise to power in 1933, he canceled his memberships with all the artists’ associations to which he had belonged. In his letter to the Baden Secession, he explained his decision with the following words: “I must first get my bearings again. The foundations of my existence have been called into question and shaken.” After extended stays in Switzerland, Italy and Greece, he returned to Germany in 1937. In February 1938, he boarded a ship to New York. June 26, 1938 was his 49th birthday.
When the Halutz (Pioneer) Movement first began to establish itself in Germany in the 1920s, it had a hard time gaining traction among the country’s mostly assimilated Jews, who saw themselves as “German citizens of Jewish faith.” The Movement, which aimed to prepare young Jews for life in Palestine by teaching the Hebrew language as well as agricultural and artisanal skills, got its first boost during the Great Depression (from 1929), which made emigration more attractive as an opportunity for economic improvement. But even more significant growth took place after the Nazis’ rise to power: so-called “Hachscharot” sprung up all over Germany, instilling young Jews with a meaningful Jewish identity and imparting valuable skills. The photo presented here shows graduates of the Jewish Professional School for Seamstresses on Heimhuderstraße.
On May 27, 15 year-old Heinz Alfred (later Henry) Kissinger celebrated his birthday in his native Fürth one last time. Heinz had attended the Jewish elementary school and a Gymnasium in his home town. From 1933, Jewish children were no longer allowed to attend public schools, so that only the Israelitische Realschule was open to him and his younger brother, Walter. Elsewhere, too, the new times made themselves felt in the children’s lives. Suddenly, they were no longer allowed to join the other kids and swim in the river Altmühl when they were visiting with their grandparents in Leutershausen. Heinz was an avid fan of the local soccer team and a player himself, but under the Nazis, Jews were prohibited from attending their games. Even though his father, Louis, had been put on permanent furlough from his job as a teacher at a girls school when the Law for the Restoration of the Professional Civil Service came into effect in 1933, he was inclined to stick it out in Germany. It was thanks to his resolute mother, Paula (née Stern), that in April 1938, Louis Kissinger applied for passports. By May, the family’s preparations for emigration were in full gear. Relatives of hers had emigrated to the US already before 1933 and were now helping with the bureaucratic groundwork.
Ruth Wertheimer was born in Halberstadt (Saxony Anhalt) in 1915. Thanks to the revenue from a successful corset and lingerie shop with several branches, the family was living comfortably. However, in 1929, several years before the Nazis’ ascent to power, the family business had already suffered economic damage due to a libelous, antisemitically motivated claim against one of its proprietors, Ruth’s aunt Johanna. In 1932, while attending a business school in Berlin, where the family had moved in Ruth’s childhood, she was subjected to such intense antisemitism from teachers and classmates that she decided to quit before graduating. The passport displayed here was issued on May 16 in Paris and also lists Paris as Ruth’s place of residence. Her mother and stepfather had moved there in 1935. In Paris, Ruth resumed her studies.
Austrian municipalities were required by law to issue documents known as a Heimatschein to their inhabitants confirming their right of residence. These papers guaranteed their holders the right to live in a given area and were necessary to access social welfare support in case of need. In May 1938, the 1849 law establishing this system was still in force—at least on paper. The Heimatschein of Carl Grosser, a young Jewish businessman, was renewed on May 2, 1938. Grosser had graduated from the prestigious Wasagymnasium, with its strikingly high percentage of Jewish students (up to 70%), in his native Vienna in 1932. Afterward, he joined his father’s necktie business, spent time in Germany and England to expand his professional horizons, and traveled extensively throughout Europe.
Having barely begun his career as a teacher at the Goethe-Gymnasium in Frankfurt/Main, Hans Epstein lost his job shortly after the Nazi rise to power in 1933. After a brief intermezzo as a teacher at the famous “Philanthropin” in Frankfurt/Main, a progressive Jewish school with the motto “For Enlightenment and Humanity”, he became a co-founder of the “Anlernwerkstatt”, which prepared Jewish youngsters for emigration to the US. The mathematician Otto Toeplitz, a passionate educator who had lost his position at the University of Bonn in 1935, was now teaching children and organizing the emigration of students to the United States. In this letter, Epstein asks Toeplitz for a letter of recommendation and for contacts in the United States that might be useful for his endeavors.