Neither Yesterdays Nor Tomorrows

by George J Elbaum

California Crosspoint Academy is a private school located in Hayward, CA.  The school’s total enrollment is 500 of which 321 is the secondary school (grades 6-12) with the “minority enrollment” of 97.5%, as follows: Asian or Asian/Pacific Islander 68.2%, two or more races 21.5%, Hispanic/Latino 5.3%, Black or African American 2.5%, and White 2.5%. The students’ religious backgrounds include Christian, Hindu, Buddhist, and atheist.  With a student/teacher ratio of 8:1, the school instills life learning in a challenging, individualized, and holistic environment.  Customized class scheduling allows students to develop an individual learning plan to reach their goals. 

Students read a variety of books beginning in elementary school: Number the Stars (fiction), Night (Wiesel), The Diary of Anne Frank, The Hiding Place (Corrie ten Boom). In World History in middle and high school, students study the history of Israel from Creation and the Patriarchs through the Roman Empire and diaspora, including life in Europe and the treatment of Jewish people across Europe. In US History, beginning in 8th grade and through high school, students study the causes and impact of the Holocaust, as well as discussing how to prevent genocide. 

The audience for my presentation was 250 students in 9^th-12^th grades of US and World History classes.  The initial arrangements for it were made by Sadie Simon of JFCS Holocaust Center and the event was organized by Rebekah Kotlar, the school’s Curriculum Manager.

Notes from Students 

A few weeks after my talk at California Crosspoint Academy I received several dozen Thank You notes, some from individual students and some jointly from half-dozen or more students on one note, and as is our custom, my wife Mimi and I read these together after dinner, excerpted statements that most resonated with us, and these excerpts are shown below.

• It is really cool to see people who rise above their circumstances and go for their dreams, even when others say things are impossible.
• I appreciate you talking about an experience that probably haunts you.
• I understand those things won’t go away. I still hope you can feel better.
• My uncle was hidden as a young boy in a Catholic church during the Holocaust and survived the war. I also lost family as well. I know for me “I will never forget.
• I learn so much more from hearing personal stories compared to the text book summaries of the horrors of the Holocaust. (BTW, thank you for the cute drawing of the open cockpit plane and pilot with long flowing scarf.
• Listening to your story on Tuesday made me feel so blessed for everything that I have.
• Thank you for sharing your experience with us and encouraging us to never let other people’s words to discourage us.
• Thank you for the challenge to think about others.

by George J Elbaum

Saint Hilary School is a faith-based school with 272 students in grades K-8 and a clear motto “Educating the whole child in a community of faith”.  Student body is 72% White, 14% two or more races, 10% Hispanic, and 4%, Asian, Pacific Islander & all other.  A parent’s description taken from the school’s website gives a good view of the education and broader learning that students get at Saint Hilary:

“My children have been at SHS since Kindergarten, and to say they have thrived is an understatement. The school nurtures the whole child, with an environment that encourages learning wrapped within the Catholic faith. The school makes no apologies for what it is – a faith-based school with high academic standards and a rigorous and challenging curriculum. Manners are important, as are many values that seem to have slipped in recent times. Almost 100% of 8th Grade students get into their first choice of high school, and feedback from the high schools is that St Hilary students are very well prepared. There is a robust parent volunteer program, which for a new parent gives them a unique bird’s-eye view into their child’s classroom and the school overall.”

The audience for my presentation was 33 students in 8th grade literature, history and religion class. Parents and aides also joined so there were about 40+ people total. The school has a solid curriculum on the Holocaust and WWII, wherein the students read The Book Thief in 7th grade and Night in 8th grade, and do considerable research and writing on the Holocaust and WWII.  In parallel, the religion curriculum includes lessons on crimes against humanity which are taught all year long.

Arrangements for my presentation were initiated by Sadie Simon of the JFCS Holocaust Center and the event’s organization, including traveling with the students to JFCS in San Francisco for my talk, was organized by teacher Jawanda Smart.

Notes from Students 

A few weeks after my talk at Saint Hilary School I received 26 Thank You notes from the students, and as is our custom, my wife Mimi and I read these together after dinner, excerpted statements that most resonated with us, and these excerpts are shown below.

• There are no words or actions that could take the past back, but because of people like you we could prevent it in the future.
• You are a humble, strong, and awesome person.  I will never forget the experience you have blessed me with.  Thank you.
• This was definitely a meaningful experience for the whole class.
• I have heard about the Holocaust, but the stories are not the same as hearing your real life experience.
• I pray for you and for those who experienced this terrible event.
• Being able to hear from someone who has experienced this horrible time in the world changes everything.
• It was very selfless of you to re-experience the pain you went through so that our generation can learn and listen to the horrible suffering that happened.
• You have changed many people with your experience in WWII and I am so lucky to be one of them.

Below is a wonderful Origami note from Sawyer.                                                    

by George J Elbaum

In the Academy of Thought and Industry the 7th and 8th grade students pursue the
union of thought and industry, of the mind and the hand. The students don’t
just memorize—they understand, by integrating and applying at every step. Each
concept is placed into the world. Each lesson is motivated with the exploration
of a real-world problem to capture the imagination and spark curiosity. From
the introduction of the number line in mathematics to a Socratic discussion on
the nature of the good life in liberal arts, we find no conflict between the intellectual
and the practical, and this continues as students mature and evolve through our
program. By high school, they get the chance to master, apply, and expand
knowledge on their own terms. Our students take film-making classes in order to
actually make movies. They take economics courses because they are starting
their own businesses —or more abstract economics because they want to
understand the theories that make up the living human world in which they are
preparing to take part. My audience of 27 students in grades 7th and 8th
Humanities WW2/Holocaust Unit was organized by Lead Humanities Teacher Jessica Lane. The students had read the Diary of Anne Frank and extensively studied the history of WW2 and the Holocaust, and had also completed a study of modern genocide.

My presentation was part of an afternoon of learning facilitated by the JFCS Holocaust Center, with workshops on Antisemitism and Hidden Children in the Holocaust. I was joined by Morgan Blum Schneider, Director of JFCS Holocaust Center, Beth Cohen, Director of Education, and Education Specialist Gloria Moskowitz-Sweet.

A few weeks after my talk at the Academy of Thought and Industry I received a dozen Thank You notes from the students, and as is our custom, my wife Mimi and I read these together after dinner, excerpted statements that most resonated with us, and these excerpts are shown below.

• Thought you may have heard this a lot, people need to know that historical events aren’t just words in a book, but they affect people for generations to come. (P.S. Here is a photo of my dog. He appreciates you too!)
• I really like the cover of your book. The cover of a book is supposed to demonstrate the most important elements of a book, so the fact that you as a kid are looking at a plane through a hole in the ceiling is the cover of your book shows me that this event played a big part in your Holocaust survival experience.
• I was especially interested in how you came into the aerospace industry after the war.
• You also experienced an anti-Semitic Nazi during your time in the aerospace industry.
• In history, we tend to usually only learn about one or two main perspectives in an event. I’ve learned a lot about the Holocaust in class by reading Anne Frank’s diary and studying the underlying conditions in German, but I’ve never considered how far the Holocaust reached. Your words helped me achieve a better understanding of these events.

by George J Elbaum

Lincoln Middle School has enrollment of 585 students in grades 6-8, and placed in the top 20% of all schools in Washington for overall test scores in both math proficiency and reading proficiency.  The percentage of students achieving proficiency in English was 64% vs. 53% in WA state, in math it was 57% vs. 40% in WA state, and in science it was 63% vs 49 WA state. These scores place Lincoln Middle School in the top 20% of public schools in Washington, an impressive accomplishment.   Student enrollment was 67% White, 10% Hispanic, 9% Asian, 9% two or more races, 3% Black, and 1% each Hawaiian and Native American.

My presentation to 30 8^th grade students was organized by teacher Carone Jones.  In her class the students have read the book Milkweed by Jerry Spinelli and viewed several documentaries on the Holocaust which have elicited an emotional reaction from the students.  My participation was arranged by Lexi Jason, Education Program Manager of Seattle’s Holocaust Center for Humanity.

by George J Elbaum

Idyllwild School has an enrollment of 358 pupils in grades K-8. Pupils from this school come from families with a rising mobility rate – up from 11% to 22% family mobility. Approximately 38% of the pupils are in families receiving Aid to Families with Dependent Children that are eligible for free/reduced lunches.  Student population is 14% Hispanic, 2% Black, 81% Caucasian and 3% other, some of whom have recently arrived from foreign countries while others have never left their neighborhood.

The school provides the basic core curriculum and physical education plus enrichment classes such as vocal and instrumental music, an artist in residency program and drama.  After-school activities include intra-mural games, inter-district sports, science Olympiad, academic pentathlon and after-school tutoring and homework help.   Additional activities open to pupils include spelling bee, young author’s creative writing publication, various community contests (posters and essays), environmental education programs, career day and leadership programs.

My presentation to 30 students of 8th grade English now reading Ann Frank was organized by teacher Kristen Ross and arranged by Sadie Simon of the JFCS Holocaust Center.

by George J Elbaum

St. Peter’s Catholic School, founded by the Sisters of Mercy in 1878, is an elementary and middle school with approximately 220 students in Kindergarten through 8th Grade.  The school is one of the Archdiocese of San Francisco Catholic Schools and a vital part of the parish, a predominantly Latino community in San Francisco’s Mission District.  Responding to these demographics, the school has launched a dual language immersion program starting with the incoming kindergarten class in 2024.   Since its foundation, St. Peter’s has served all economic levels of the community by providing a well-rounded academic and Catholic education in a partnership with parents, who are recognized as the primary educators of their children.  The school recognizes its important role in the growth and development of students and their families, and it thus promotes Gospel values and fosters peace, justice, integrity, honesty and love for learning. 

As part of that effort, St. Peter’s has a month-long study of the Holocaust for its 7^th and 8^th grade students taught by Nina Martinez Fuaau, Language Arts Teacher, who organized today’s event as she had my previous 4 visit to St. Peter’s.  The students prepared for today’s presentation by reading Elie Weisel’s Night and viewing Schindler’s List.   The Q&A is always my favorite part of any talk as it reflects the students’ interests and natural curiosity, and the students were again very responsive in their questions and, at the same time, very enthusiastic and friendly.  Upon my arrival I was greeted at the school’s parking lot by two helpful and enthusiastic students, Julissa and Thiago, who escorted me to the classroom and afterwards back to my car. My presentation was arranged by Sadie Simon of the JFCS Holocaust Center.

Notes from Students 

Several weeks after my talk to St. Peter’s students I received 20 Thank You notes, and as is our custom, my wife Mimi and I read these together after dinner, excerpted statements that most resonated with us, and these excerpts are shown below (and some of the hand-decorated envelopes for these notes).

• Something that stood out to me was when you made it to college even when others doubted you.  As someone who doubts themselves a lot, hearing you believe in yourself made me think that I should start to believe in myself as well.
• I have learned to always try and look on the positive side of things.
• Your story of having to leave your family and grow up without your own family has truly touched my heart and impacted me.  I am very blessed that I grew up with a family that loves me.
• I admire you for all the speeches you make educating others about the Holocaust.
• Thank you for answering all our questions.
• One story that really stood out for me was when strangers moved into your house.  You always kept a positive mindset and I really like that about you.
• You are so lucky to be here and I’m glad you are.
• I liked when you told us how much you and your mom loved each other.  It made me appreciate and be more thankful towards my mom.
• Through your story I learned if you stay positive and keep your head up, you can survive anything.
• Your story has inspired me to always be positive and be thankful for all the luck I have.
• We love how you spread positivity to people who are struggling silently.

        with Julissa, Thiago, and teacher Nina Martinez Fuaau

by George J Elbaum

Valley View Middle School, Snohomish, WA, is a public school with 684 students in grades 7 and 8.  Its students’ demographics are: White 70%, Hispanic 11%, Asian or Pacific Islander 9%, two or more races 6%, Black 3%, Native American 1%, and 15% of its students are from low income families. Its academic test scores vs. state averages are very respectable: English 65% vs. 53%, Math 51% vs. 40%., and Science 55% vs.49%.  Its GreatSchools.org overall rating is therefore 6/10 and 4.1 out of 5 stars.

My audience was 30 8^th graders who have read The Book Thief in their English Language Arts class and also learned about the Holocaust by viewing historical video clips.  The presentation was organized by their teacher Lori Laghaeian and arranged by Lexi Jason, Education Program Manager of Seattle’s Holocaust Center for Humanity

by George J Elbaum

“The Ross School District is a single-site school district, serving 385 students in K-8 grades in the community of Ross, CA.  Ross School is an award winning, dynamic school committed to academic excellence and innovation.  Habits of heart, mind and action are at the core of all decision making centered on the learner and their experience.  Students are expected to apply their thinking and learning in a variety of highly engaging and forward thinking courses.

Curriculum is based upon the Common Core State Standards, grounded in rigor and differentiated supports for all levels of learners.  In addition to core academic instruction, students are provided enrichment and innovative curricula taught by specialized teachers for music, art, physical education, reading, Spanish, technology integration, fabrication laboratory and STEM classes as part of the instructional program. The average class size for grades K-8 is 22 students. The average student to teacher ratio is 13:1.”

My audience was 90 7^th & 8^th graders whose academic performance is commendable: scores in English for 7^th & 8^th graders respectively were 92 & 80 vs. 48 CA state average and Math scores were 92 & 56 vs. 29 CA state average.  Per SchoolDigger publication, Ross ranks 90^th of 5848 CA elementary schools and 79^th of 2788 CA public middle schools. 

I was invited to speak at Ross by Allison Broude Friedberg who was assisted by Mindy Nowak (both have children at Ross), and attending the talk were Ross personnel including principal Maria Lubamersky, counselor Meredith Meshel, and teachers Blake Schmidt and Sandrick Jackson.

by George J Elbaum

City Arts and Leadership High School (CAL) is a tuition-free public charter high school dedicated to preparing students for success in college, career and life.  Located in San Francisco’s Mission Terrace neighborhood, CAL offers students a rigorous academic experience and a small, diverse community where students are known, cared-for and challenged.  Its current enrollment is 450 students (63% Hispanic, 11% two or more races, 11% African American, 7% Asian, 6% White), with average class size of 24 and 20:1 students-to-staff ratio.  

My presentation was organized by History Teacher Joe Steinberger for 100+ students in 10^th-12^th grade World History, which covered the 10 stages of genocide, survivor stories during the Holocaust, and involved discussions about the Nazi occupation. The teacher prepared the students for my presentation by giving background information and historical context to my story, and afterwards held a debriefing and discussion on what was shared and its connections to topics covered in class.

Arrangements for the presentation were made by Sadie Simon, Education Program Manager, JFCS Holocaust Center.

Notes from students

A few weeks after my talk to the City Arts and Leadership students I received several dozen Thank You notes, and as is our custom, my wife Mimi and I read these together after dinner, excerpted the statements that most resonated with us, and these excerpts are shown below.

• Hearing how you persevered through these traumatic events has really inspired me and my classmates to focus on and live in the moment and work through our challenges.  I hope other students are able to listen to your story and think the same about it.
• Your story has really impacted my perspective on perseverance, and you have shown me what it means to survive and thrive, refusing to give up and back down even when faced with such a great burden of surviving the Holocaust.
• Thank you for giving us a moment I will never forget.  I really felt your story.
• Your experience during World War Two left me without words when you put the killing in perspective.
• It made me grateful that there is no war close to home!
• You made me realize that our decisions really impact other people and that we have to be strong to get through life.
• Now it is our responsibility to continue educating our future generations your legacy.
• Your speech was very inspirational and I can see that we are very alike: from your philosophy to live in the moment and the way we learned English by listening when immigrating.
• The takeaway I took from your story is to view the world differently, to focus on the moment and make it work, rather than focusing and worrying about the future or the past.