World War II

Soldiers and Death as Sacrifice

Before anyone close to me had died, my early reflection on death took place most routinely sitting on gymnasium floors during Remembrance Day assemblies on November 11th each year.

I even remembering colouring pages with poppies on them in Grade 1.

These early experiences stirred my imagination in gradual and subtle ways.

As I got older, the school assemblies became more intense. Parents of soldiers who had graduated from my high school came and spoke to us about the wars in which they had died.

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A Moment for Anonymous Heroes

I am obsessed with the stories of noble lives and acts of heroism.

In particular, I have been very focused on stories of heroism during the Second World War, particularly in the context of the Holocaust.

I cannot imagine my sustained engagement with the history of the Holocaust if not for the stories of the Righteous Among the Nations, who risked their lives to save Jews, as well as many other stories of courage and martyrdom.

These lights illuminate the darkness, clarify it and, to some modest extent possible, dispel it.

What I have begun thinking about more recently is how many stories of heroism are unknown to us and can never be known.

The stories that we have are a sliver of the humanity that persisted in the most dehumanizing of contexts.

Yet, there are surely many more stories that were snuffed out before they could edify successive generations.

The stories that we do know can help us exercise our imagination about what might have constituted noble and courageous responses in dire circumstances.

Can we let ourselves also be fortified by the confidence that there were also many anonymous heroes?

The facts of their righteousness may be known only to God, but the confidence that they existed can be known to us in hope.

Photo: Wall of Death at Auschwitz

What would you die for?

On this anniversary of D-Day, I have become curious about educational materials pertaining to commemorating the Canadian contribution at Juno Beach on June 6th, 1944.

I also think that the fact of having roadtripped throughout Normandy to visit these sites in 2018 contributes to my inclination to pay attention to these anniversaries personally.

The Juno Beach Centre provides various resources to educators to assist in teaching new generations about the Second World War and the cost it took to defeat the evil of Nazism.

I am not sure whether these are the kinds of lesson plans actually being used in schools, but here are a couple of the activities that I consider to be interesting and worthwhile exercises.

Example #1:

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Redeeming the time

Sometimes I wonder about how we will look back at this Covid period of our lives.

Will this time be regarded as “lost years” or “missing years”?

Will we be able to recall events clearly or will they be blurred, absent the ordinarily vivid and communal expressions of milestones?

And, will trauma and grief be suppressed by gradual good humour and selective nostalgia?

In The Year of Our Lord 1943, Alan Jacobs writes about the effects of the end of World War II saying, “As war comes to an end, and its exigencies cease, and people return to a freedom absent for so long that its return is discomforting, they think of the apparent lawlessness of Nature and Man alike…”

A few pages later, Jacobs says:

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With Eyes Open

I first heard the following story told by the incredible storyteller and guide Michael Bauer during the 2010 March of Remembrance and Hope Holocaust study trip to Germany and Poland.

Shmuel Gogol was a Polish Jew who was born in Warsaw. His mother died and his father was expelled from Poland. For a time, Shmuel was raised by his grandmother before she eventually brought him to Janusz Korczak’s orphanage.

One day, Shmuel saw a boy playing a harmonica and he immediately longed to have one of his own so that he could learn to play it. Janusz Korczak finally gave him one for his birthday.

As I have written about before, Korczak and 200 children of the orphanage were deported to the death camp called Treblinka. However, Shmuel was not among these children because his grandmother had smuggled him out of the Warsaw Ghetto to stay with his uncle in a different Polish town during the war.

However, despite these efforts to protect him, Shmuel still ended up getting deported to Auschwitz.

At Auschwitz, all of Shmuel’s possessions were confiscated, including his harmonica.

Time went on and, one day, Shmuel could hear the sound of a harmonica from within the concentration camp. So intent was he at the prospect of once again having a harmonica that he traded several days of food rations in order to obtain it from the other prisoner.

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This is What I Like Best

Today is Alice von Hildebrand’s 98th birthday. I was delighted to meet this wonderful philosopher, teacher, and author when I set out to visit her at her home in New Rochelle a couple years ago. The widow of eminent philosopher Dietrich von Hildebrand, Alice exudes a profound joy – that is, a joy that is rooted in her deep existential gratitude through which she has grown to love the reality of her present circumstances, no matter what they may be.

In honour of her birthday, I read this piece of hers titled, “Made for Joy“, in which she writes:

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This World Day of the Sick

In 1993, John Paul II inaugurated the World Day of the Sick to be celebrated each year on February 11th. He wanted the annual day to serve as “a special occasion for growth, with an attitude of listening, reflection, and effective commitment in the face of the great mystery of pain and illness” and he specifically addressed all those who are sick, calling them “the main actors of this World Day.”

What did he mean by this?

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How I Will Live after the Pandemic

There is a miscellaneous text by Janusz Korczak (the Polish Jew who perished in Treblinka along with 200 children and staff of the orphanage he directed) that is titled, “How I Will Live after the War.”

In it, he notices how “about fifteen of them are keeping journals.” Most of the journals document life day-to-day and, occasionally, there are reminiscences about the past. However, “only once did someone write about what he was going to do after the war.”

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A State Funeral as Civic Education

Winston Churchill died on this date in 1965, and for the first time I watched video footage from his funeral.

I was fascinated to learn that preparations for his eventual funeral began 12 years before his death and had a code name. The planning was initiated after Churchill suffered a serious stroke.

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