The Rab Island Camp: from Internment to Freedom

Total Page:16

File Type:pdf, Size:1020Kb

The Rab Island Camp: from Internment to Freedom chapter 10 The Rab Island Camp: From Internment to Freedom In the collective memory Yugoslav Jewry, the incarceration in the Italian camp Kampor on Rab island and the camp’s liberation has remained much more important than the experience of relative autonomy and bustling cultural life in the camp in Kraljevica. Although, compared to Kraljevica, in the Rab Island camp (or Campo di concentramento per internati civili di guerra Arbe) Jews were incarcerated for a shorter period of time—from the end of May (some even from mid-July) until early September 1943—it received much more at- tention afterwards in memoirs and historiography. There are several reasons for this. First of all, to the Rab Island camp were transferred a great number of Jewish refugees until then scattered between the camps in Dubrovnik, on the islands of Hvar and Brač, and in Kraljevica, that now formed a group of over 3,500 people comprised of men, women, and children. Secondly, they jointly experienced the liberation of the camp that closely followed the capitulation of Italy on 8 September 1943, a powerful event marking a new stage in their war-torn lives. Finally, some of the inmates, together with Slovenian prisoners from the adjunct camp, overpowered the guards, took their weapons and, now armed, formed a short-lived Jewish partisan battalion comprised of 243 fight- ers, as a part of the Slovenian brigade formed on the island after the liberation of the camp. In addition, over 2,000 freed Jews were evacuated by partisans to the Croatian mainland and joined the fighting units of the People’s Liberation Army (NOV) as soldiers, physicians, nurses, and veterinarians, or helped the People’s Liberation Movement (NOP) in the partisan held territories. Now as free people with an opportunity to fight back, a number of them with weapons as active combatants, they—consciously or unconsciously—took part in the formation of the new society that would emerge in Yugoslavia after the war.1 The camp on Rab Island was created by the Italian army in summer 1942 and first served for incarceration of the population stemming from rebellious areas, such as Istria and Gorski Kotar in Croatia, and from Slovenia which sup- ported the partisan’s struggle against the occupiers. Initially, in the so-called 1 On the Rab Island camp and its dissolution see Romano, “Jevreji u logoru na Rabu,” 1–68; id., Jevreji Jugoslavije 1941–1945, 148–51, 282–84; Ristović, U potrazi za utočištem, 129–31; Goldstein, The Holocaust in Croatia, 435–37; 446–47; Polić, Imao sam sreće, 89–119. © Koninklijke Brill NV, Leiden, 2019 | doi:10.1163/9789004408906_015 336 chapter 10 figure 10.1 Elvira Kohn, camp dwellings, the Rab Island camp, June–September 1943, photograph, Inv. No. HPM/MRNH-F-11277. Croatian History Museum, Zagreb Rab Island “Slovenian camp” that operated during the winter months of 1942– 1943, the situation was very difficult, as poor living conditions, winter floods, meager nutrition, and diseases claimed many lives.2 The Jewish camp, opened towards the summer of 1943 and strictly separated from the Slovenian one, consisted of one-story buildings and wooden barracks that served as family housing units (fig. 10.1). Conditions there were somewhat better than in the “Slovenian camp,” but still worse than in Kraljevica. Poor sanitary solutions re- sulted in the spread of diseases, leading to the opening of special hospitals in former hotels on the island to treat the sick. The food rations were smaller and there was a serious lack of water. Still, the Italian army continued to treat the Jews as civilian war refugees and intended to improve their lives in the camp: the food was planned to be more substantial; there were plans for opening a primary and high school to be taught by the inmates, a library formed from the inmates’ books, and utility workshops, while cultural activities were to be permitted. In order to ease the hygiene problem, the authorities intended to allow bathing in the sea.3 In spite of such good intentions and plans, the actual conditions—the sum- mer heat, overcrowded barracks, and the lack of water—resulted in signifi- cantly diminished cultural and artistic life when compared to the Kraljevica camp. Polić and Rochlitz remember a competition to write horror stories in which a number of youngsters participated, and they both single out Vlado Gottlieb’s contribution.4 In addition, the orchestra from Kraljevica soon came together again and continued to play under the baton of a new conductor. But regular religious services seem to have been interrupted. A number of people, especially the young ones, met in secret under the guidance of the camp’s 2 Grgurić, Talijanski koncentracioni logori, 44–62. 3 Romano, Jevreji Jugoslavije 1941–1945, 150–51. 4 Polić, Imao sam sreće, 98–99; Rochlitz, An Accident of Fate, 112–13..
Recommended publications
  • The German Military and Hitler
    RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST The German Military and Hitler Adolf Hitler addresses a rally of the Nazi paramilitary formation, the SA (Sturmabteilung), in 1933. By 1934, the SA had grown to nearly four million members, significantly outnumbering the 100,000 man professional army. US Holocaust Memorial Museum, courtesy of William O. McWorkman The military played an important role in Germany. It was closely identified with the essence of the nation and operated largely independent of civilian control or politics. With the 1919 Treaty of Versailles after World War I, the victorious powers attempted to undercut the basis for German militarism by imposing restrictions on the German armed forces, including limiting the army to 100,000 men, curtailing the navy, eliminating the air force, and abolishing the military training academies and the General Staff (the elite German military planning institution). On February 3, 1933, four days after being appointed chancellor, Adolf Hitler met with top military leaders to talk candidly about his plans to establish a dictatorship, rebuild the military, reclaim lost territories, and wage war. Although they shared many policy goals (including the cancellation of the Treaty of Versailles, the continued >> RESOURCES ON THE GERMAN MILITARY AND THE HOLOCAUST German Military Leadership and Hitler (continued) expansion of the German armed forces, and the destruction of the perceived communist threat both at home and abroad), many among the military leadership did not fully trust Hitler because of his radicalism and populism. In the following years, however, Hitler gradually established full authority over the military. For example, the 1934 purge of the Nazi Party paramilitary formation, the SA (Sturmabteilung), helped solidify the military’s position in the Third Reich and win the support of its leaders.
    [Show full text]
  • Kristallnacht- the Night of Broken Glass
    Kristallnacht- The Night of Broken Glass From “America and the Holocaust”a film by American Experience On the night of November 9, 1938, the sounds of breaking glass shattered the air in cities throughout Germany while fires across the country devoured synagogues and Jewish institutions. By the end of the rampage, gangs of Nazi storm troopers had destroyed 7,000 Jewish businesses, set fire to more than 900 synagogues, killed 91 Jews and deported some 30,000 Jewish men to concentration camps. In a report back to the State Department a few days later, a U.S official in Leipzig described what he saw of the atrocities. "Having demolished dwellings and hurled most of the moveable effects to the streets," he wrote, "the insatiably sadistic perpetrators threw many of the trembling inmates into a small stream that flows through the zoological park, commanding horrified spectators to spit at them, defile them with mud and jeer at their plight." An incident several days earlier had given the Nazi authorities an excuse to instigate the violence. On November 7th, a 17-year-old Polish Jewish student named Hershel Grynszpan had shot Ernst vom Rath, the Third Secretary of the German Embassy in Paris. Grynszpan, enraged by the deportation of his parents to Poland from Hanover, Germany, where they had lived since 1914, hoped that his dramatic action would alert the world to the ominous plight of Europe's Jews. When the French police arrested Grynszpan, he sobbed: "Being a Jew is not a crime. I am not a dog. I have a right to live and the Jewish people have a right to exist on earth.
    [Show full text]
  • History of the Holocaust
    HISTORY OF THE HOLOCAUST: AN OVERVIEW On January 20, 1942, an extraordinary 90-minute meeting took place in a lakeside villa in the wealthy Wannsee district of Berlin. Fifteen high-ranking Nazi party and German government leaders gathered to coordinate logistics for carrying out “the final solution of the Jewish question.”Chairing the meeting was SS Lieutenant General Reinhard Heydrich, head of the powerful Reich Security Main Office, a central police agency that included the Secret State Police (the Gestapo). Heydrich convened the meeting on the basis of a memorandum he had received six months earlier from Adolf Hitler’s deputy, Hermann Göring, confirming his authorization to implement the “Final Solution.” The “Final Solution” was the Nazi regime’s code name for the deliberate, planned mass murder of all European Jews. During the Wannsee meeting German government officials discussed “extermi- nation” without hesitation or qualm. Heydrich calculated that 11 million European Jews from more than 20 countries would be killed under this heinous plan. During the months before the Wannsee Conference, special units made up of SS, the elite guard of the Nazi state, and police personnel, known as Einsatzgruppen, slaughtered Jews in mass shootings on the territory of the Soviet Union that the Germans had occupied. Six weeks before the Wannsee meeting, the Nazis began to murder Jews at Chelmno, an agricultural estate located in that part of Poland annexed to Germany.Here SS and police personnel used sealed vans into which they pumped carbon monoxide gas to suffocate their victims.The Wannsee meeting served to sanction, coordinate, and expand the implementation of the “Final Solution” as state policy.
    [Show full text]
  • The Clean Wehrmacht: Myths About German War Crimes Then and Now
    Georgia Southern University Digital Commons@Georgia Southern University Honors Program Theses 2020 The Clean Wehrmacht: Myths about German War Crimes Then and Now Narayan J. Saviskas Jr. Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/honors-theses Part of the European History Commons, Military History Commons, Political History Commons, and the United States History Commons Recommended Citation Saviskas, Narayan J. Jr., "The Clean Wehrmacht: Myths about German War Crimes Then and Now" (2020). University Honors Program Theses. 474. https://digitalcommons.georgiasouthern.edu/honors-theses/474 This thesis (open access) is brought to you for free and open access by Digital Commons@Georgia Southern. It has been accepted for inclusion in University Honors Program Theses by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. The Clean Wehrmacht: Myths about German War Crimes Then and Now An Honors Thesis submitted in partial fulfillment of the requirements for Honors in the Department of History. By Narayan Saviskas Under the mentorship of Dr. Brian Feltman. ABSTRACT On October 1st, 1946, the Nuremberg high command trails ended. The executions and life sentences of representatives of the German military and political elite were carried out by the Allied powers. At the time, the Soviet Union posed a greater threat than the Germans tried at Nuremberg. Years later, on October 9th, 1950, former officers of the German military gathered in Himmerod Abbey. Together they wrote the Himmerod Memorandum, which laid the foundation of the German rearmament and called for the release of German soldiers (Wehrmacht) and Schutzstaffel (SS) members convicted of war crimes.
    [Show full text]
  • The Spiral of Injustice – Kristallnacht, “The Night of Broken Glass”
    TAGLINE Participants in the Conference for Holocaust Education Centers sponsored by the United States Holocaust Memorial Museum The Spiral of Injustice – Kristallnacht, “The Night of Broken Glass” *Who has inflicted this on us? Who has set us apart from the rest? Who has put us through such suffering? Anne M. Frank, June 6, 1944 Date Guiding Question Event / Resource Monday How did the LIVE WEBINAR (via Zoom) 7:00-8:00 PM EST: Oct. 26, 2020 propaganda machine Dr. Lindsay MacNeill, historian at the United States Holocaust strengthen the Nazi Memorial Museum joins Eszter Kutas, Executive Director of party and Philadelphia Holocaust Remembrance Foundation to discuss simultaneously divide the Nazis systematic use of propaganda leading up to the the public leading up to Second World War. To contextualize the conversation, the the Holocaust? program will begin by screening a selection of the Path to Nazi Genocide. Stay after the conversation for an open Q&A. Click: WEBINAR VIDEO: Path to Nazi Genocide, Click - VIDEO This 38-minute film introduces the history of the Holocaust. It begins by looking back at the major changes from 1918 to 1933 that created the political climate for the birth and rise of the Nazi Party in Germany. EXHIBIT: “Propaganda” Click - EXHIBIT Explore the USHMM special exhibit on the Nazis’ sophisticated propaganda campaigns and their legacy. Tuesday How does Kristallnacht LIVE WEBINAR (via Zoom) 7:00-8:00 PM MST: Oct. 27, 2020 represent a turning Teaching the Holocaust: Focus on Kristallnacht presented by point in the Spiral of Echoes and Reflections Injustice targeting Jews? How do we create impactful and thoughtful learning of the Holocaust? Webinar participants will explore and gain access to content and consider instructional enhancements to support study and reflection of the history of the Holocaust and its ongoing meaning in the world today.
    [Show full text]
  • Vocabulary of the Holocaust
    VOCABULARY OF THE HOLOCAUST Antisemitism - Prejudice towards, or discrimination against, Jews. Antisemitism was not new to Nazi Germany or Europe; feelings of hatred and distrust of Jews had existed there for centuries. (“Antisemitism” can also be written with a hyphen, as “anti-semitism,” but the growing consensus is to write it without a hyphen.) Aryan - “Aryan” was used originally to identify peoples speaking the languages of Europe and India. The Nazis changed it to mean “superior race,” described as white, tall, athletic, with blond hair and blue eyes. Auschwitz - Usually refers to Auschwitz-Birkenau, the largest Nazi concentration camp, located 37 miles west of Cracow, Poland. Established in 1940, it became a huge camp complex that included a killing center and slave labor camps. Bar Mitzvah - Jewish religious ceremony held on a boy’s thirteenth birthday marking his passage into manhood. Bystander - One who is present at an event or who knows about its occurrence and chooses to ignore it. That is, he or she neither participates in, nor responds to it. Collaborator - In the context of war, one who cooperates with the enemy who is occupying his/her country and/or persecuting his/her people. Concentration camps - Nazi system for imprisoning those consider “enemies of the state.” Many different groups and individuals were imprisoned in concentration camps: religious opponents, resisters, homosexuals, Jehovah’s Witnesses, Roma and Sinti (Gypsies), Poles, and Jews. Concentration camps were further subdivided into labor camps and death camps. Before the end of World War II, several thousand of these concentration camps were operating throughout Europe, in all countries conquered by the German army, especially Poland, Austria and Germany.
    [Show full text]
  • Is the Gestapo Everywhere? the Origins of the Modern Perception of the Secret Police of the Third Reich Matt Loughlin Southern Illinois University Carbondale
    Legacy Volume 11 | Issue 1 Article 5 2011 Is the Gestapo Everywhere? The Origins of the Modern Perception of the Secret Police of the Third Reich Matt Loughlin Southern Illinois University Carbondale Follow this and additional works at: http://opensiuc.lib.siu.edu/legacy Recommended Citation Loughlin, Matt (2011) "Is the Gestapo Everywhere? The Origins of the Modern Perception of the Secret Police of the Third Reich," Legacy: Vol. 11: Iss. 1, Article 5. Available at: http://opensiuc.lib.siu.edu/legacy/vol11/iss1/5 This Article is brought to you for free and open access by OpenSIUC. It has been accepted for inclusion in Legacy by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. Matt Loughlin Is the Gestapo Everywhere? The Origins of the Modern Perception of the Secret Police of the Third Reich The attempted genocide of European Jews committed by the National Socialist-controlled Germany in the 1930s and 40s has left scholars with more questions than could ever be answered definitively. A persisting question in the mind of anyone studying the Holocaust has to be “How could this happen?” How could the mechanized killing of millions of people happen in a modernized country in the twentieth century? Surely, whoever is to blame for these atrocities, this black spot on the human race is unlike you and me. Blame must be placed on something grand and evil. This type of thinking makes it possible to blame an overpowering government. The Secret Police of Germany during this time, also known as the Gestapo, was one of the groups that was put on trial and allocated blame for the Holocaust after World War II.
    [Show full text]
  • Lesson Plan: History of Antisemitism and the Holocaust
    LESSON PLAN: HISTORY OF ANTISEMITISM AND THE HOLOCAUST Grade level: 7-12 Subject: multidisciplinary Time required: one class period (extensions available) Common Core standards • CCSS.ELA-LITERACY.RH.6-8.2, CCSS.ELA-LITERACY.RH.9-10.2, CCSS.ELA- LITERACY.RH.11-12.2 o Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. • CCSS.ELA-LITERACY.RH.6-8.8 o Distinguish among fact, opinion, and reasoned judgment. • CCSS.ELA-LITERACY.RH.11-12.8 o Evaluate premises, claims, and evidence by corroborating or challenging them with other information. OVERVIEW One of the factors leading to the Holocaust was a long history of antisemitism in Germany, Europe, and the world. The Nazi-led government built on existing beliefs and prejudices in creating a racial ideology that resulted in the persecution and murder of Jews in Europe. Antisemitism alone did not lead to the Holocaust, but it was a necessary precursor, contributing to an environment in which prejudice, hate speech and violence could occur. This lesson will focus on the history of antisemitism and its role in the Holocaust to better understand how prejudice and hate speech can contribute to violence, mass atrocity, and genocide. Learning about the origins of hatred and prejudice encourages students to think critically about antisemitism today. Included is a review of of key definitions distinguishing fact, opinion, and belief when analyzing historical events. LEARNING OBJECTIVES After the lesson students will: • Understand the origins and history of anti-Semitism • Identify ways that antisemitism has changed over time • Reflect on the dangers of prejudice and hate speech • Recognize examples of antisemitism today, and how people have chosen to act in response PART ONE: AN HISTORICAL OVERVIEW OF ANTISEMITISM • What are the origins and history of antisemitism? • How has antisemitism evolved over time? 1.
    [Show full text]
  • THE HOLOCAUST (National Archives and Records Administration, 208-AA-206K-31.)
    OVERVIEW ESSAY THE HOLOCAUST (National Archives and Records Administration, 208-AA-206K-31.) The Holocaust was Nazi Germany’s deliberate, During a Nazi-provoked riot known as organized, state-sponsored persecution and Kristallnacht (Night of Broken Glass) on machinelike murder of approximately six November 9, 1938, at least 267 synagogues million European Jews and at least five million were destroyed. At least 91 people were prisoners of war, Romany, Jehovah’s Witnesses, murdered. Countless Jewish businesses and homosexuals, and other victims. Holocaust is a homes were vandalized and destroyed, and word of Greek origin. It means “burnt offering.” 30,000 Jews were sent to Dachau, Buchenwald, Sachsenhausen, and other concentration Anti-Semitism was a centuries-long camps. It became difficult for Jews to leave phenomenon in Europe, but it reached Germany because few countries, including the its height in Germany during the Nazi era United States, were willing to take them in, (1933–1945). The Nazis also claimed that even though it was widely known that they were Romany (Gypsies), Slavs (Poles, Russians), suffering horribly under the Nazis. and physically and mentally disabled people were Untermenschen (subhuman) and did not When Hitler began his march of conquest deserve to live. in 1939, Jews in countries under the fascist heel, beginning with heavily Jewish Poland, On assuming power as absolute ruler of the were herded into unsanitary ghettos, walled- German state, Hitler began a systematic off sections of the city where they were denied campaign to strip Jews of their property and proper food, medical services, and heat. their jobs in academia, the judiciary, the Starvation and disease killed hundreds of military, and the civil service.
    [Show full text]
  • Historical Context: What Was the Holocaust? Sources
    Living Voices Through the Eyes of a Friend study guide 1 Through the Eyes of a Friend study guide Objective: Through the viewing of and participation in the live presentation of Through the Eyes of a Friend, as well as the use of this packet for pre and post performance exploration, students will gain a greater understanding of the life and experiences of Anne Frank and of the Holocaust in general. Students then will be able to make connections between this period and other current and historical events and issues. Story synopsis Through The Eyes of a Friend is the story of Sarah Weiss, the daughter of an average German family in the 1930s. Sarah’s family is Jewish, so when Hitler and the Nazis come to power in Germany, their home suddenly becomes a very dangerous place for them to live. After Sarah’s older brother Mathew is attacked by a gang of Hitler youth, their parents decide to move the family to Holland. In Amsterdam, Sarah meets Anne Frank, a girl her own age whose family has also escaped Germany. Anne helps Sarah to learn Dutch, and the girls are soon inseparable friends. Sarah dreams of being an artist, as Anne dreams of being a writer, and the two girls work on many projects together. But the war looms over their childhood, and when Anne and Sarah are 11 years old, the Nazis invade Holland. Holland surrenders, and Sarah, Anne and their families are once again under Nazi rule. The Nazis impose many restrictions on the lives of the Dutch, and particularly on the Jews.
    [Show full text]
  • The Holocaust .Pdf
    p0748-755aspe-0724s3 10/17/02 9:09 AM Page 748 The Holocaust MAIN IDEA WHY IT MATTERS NOW Terms & Names During the Holocaust, the After the atrocities of the •Holocaust •ghetto Nazis systematically Holocaust, agencies formed to •Kristallnacht •concentration executed 6 million Jews and publicize human rights. These •genocide camp 5 million other “non-Aryans.” agencies have remained a force in today’s world. One American's Story Gerda Weissmann was a carefree girl of 15 when, in September 1939, invading German troops shattered her world. Because the Weissmanns were Jews, they were forced to give up their home to a German family. In 1942, Gerda, her parents, and most of Poland’s 3,000,000 Jews were sent to labor camps. Gerda recalls when members of Hitler’s elite Schutzstaffel, or “security squadron” (SS), came to round up the Jews. A PERSONAL VOICE GERDA WEISSMANN KLEIN “ We had to form a line and an SS man stood there with a little stick. I was holding hands with my mother and . he looked at me and said, ‘How old?’ And I said, ‘eighteen,’ and he sort of pushed me to one side and my mother to the other side. And shortly thereafter, some trucks arrived . and we were loaded ESCAPING THE onto the trucks. I heard my mother’s voice from very far off ask, FINAL SOLUTION ‘Where to?’ and I shouted back, ‘I don’t know.’ Kurt Klein ” and Gerda —quoted in the film One Survivor Remembers Weissmann Klein Remember the When the American lieutenant Kurt Klein, who would later Holocaust become Gerda’s husband, liberated her from the Nazis in 1945—just one day before her 21st birthday—she weighed 68 pounds and her hair had turned white.
    [Show full text]
  • Christianity, Antisemitism, and the Holocaust
    religions Article Christianity, Antisemitism, and the Holocaust Henry Munson Department of Anthropology, University of Maine, Orono, ME 04469, USA; [email protected] Received: 7 December 2017; Accepted: 12 January 2018; Published: 16 January 2018 Abstract: There is, in principle, a fundamental difference between Nazi racial antisemitism and the traditional anti-Judaism of Christianity. The church’s official view has been that conversion transforms a Jew into a Christian, whereas the Nazi view was that a Jewish convert to Christianity remained a Jew. Nevertheless, the distinction between racial and religious antisemitism has often been less clear-cut than is often claimed by those who claim that Christian churches bear no responsibility for the Holocaust. That is not to say that it is illusory, just that it has often been less clear-cut than is often claimed. During the Holocaust and the decades that preceded it, Christian clergy often stressed the same themes as the Nazis, notably with respect to the Jews being “parasitic” capitalists exploiting Christians, as well as communists seeking to overthrow the governments and traditional Christian values of Europe (Passelecq and Suchecky 1997, pp. 123–36). We shall see that these clerics often also spoke of Jews in racial, as well as religious terms. Conversely, the Nazis often exploited traditional Christian themes, such as the diabolical nature of the Jew, the image of the Jew as “Christ-killer,” and the contrast between “carnal” (materialistic) Judaism and spiritual Christianity. In other words, the Nazis effectively exploited two millennia of Christian demonization of the Jew. Most scholars who have studied the role of the Christian churches during the Holocaust are well aware of most of these facts (Barnett 1992; Bergen 1996; Ericksen and Heschel 1999a; Kertzer 2001).
    [Show full text]