By Tommy

When teaching children about racism and genocide, educators often focus on individual biases as the source of systematic racism and anti-Semitism. For example, at my synagogue, teachers often ask their students to put themselves in the shoes of Christian German civilians during the Holocaust and consider whether they, as non-Jews, would have simply shrugged off anti-Semitic slurs and the sight of innocent people in yarmulkes being attacked by policemen. Questions like this spark a discussion of bullying and anti-bullying in American schools today. In the process, “racism” becomes a dysfunctional interpersonal phenomenon, and the Holocaust, as a result, becomes a simple amalgamation of millions of acts by individual racists who allowed their prejudices to get out of hand. By the end of a course on the subject, many students assume that the only way to save Hitler’s victims would have been to speak out against incidental anti-Semitism before it escalated into genocide. As the Anti-Defamation League notes, “challenging belittling jokes” and not “accepting stereotypes” are good ways to prevent a society from escalating into acts of prejudice, discrimination, violence, and then genocide.

Combatting individual prejudices certainly can help stop mass atrocities, but, in an educational context, this truism is incomplete because it ignores the systematic mobilization of hatred and violence by governmental authority. Even though many German schoolchildren were too reticent in the face of schoolyard anti-Semitism and could have spoken up, we must not overstate the practical impact that several more German dissidents could have had once the genocide was actually underway, nor should we pretend that the world was helpless to stop the Holocaust once Germans’ prejudices had spiraled so murderously out of control.

In our case, American students today must know that our government, even without changing the hearts of individual anti-Semitic Germans, could have saved many more of Hitler’s victims and that fighting prejudice, though immeasurably valuable, would not have been enough to compensate for the Allies’ failure to intervene on the victims’ behalf.

The US government’s shameful policy of proroguing on the Holocaust was underway by December of 1942 when President Roosevelt met with a Jewish delegation imploring him to stop the genocide. Although Roosevelt intimated at the meeting that his administration “shall do all in our power to be of service to your people in this tragic moment,” the proceeding few months panned out much differently.

In February of 1943, the Rumanian government suggested that it would transport 70,000 Jews into Allied territory in exchange for roughly 130 dollars per refugee. Though such a proposal probably would have required further examination and negotiation, Under Secretary of State Sumner Welles simply dismissed it out of hand, lambasting it as a hoax of “the German propaganda machine” to “create confusion and doubt within the United Nations.” The Nuremberg trials elucidated, however, that the offer was sincere and that, with only a little bit of extra research, the State Department would have known to capitalize on the offer.

With that in mind, perhaps we should be asking students what their forbears in the United States could have done to pressure their government to act on the Rumanian proposal. When organizations pushing the United States to accept Rumania’s offer were denigrated as inflammatory and overdramatic, how could our forbears have normalized the struggle for genocide victims and defended the efforts of those who were advocating positive action?

It is no exaggeration to say that the Allies’ “efforts” at saving Hitler’s victims were laced with unconcern and faux-outrage at most key turns thereafter. To the world, our leaders were “devastated” by what was happening to European Jewry, but, in private, they were much more insouciant about the matter. In fact, to absolutely no objection, British Foreign Secretary Anthony Eden once said outright in a 1943 meeting with President Roosevelt that “we should move very cautiously about offering to take all Jews out of a country like Bulgaria. If we do that, then the Jews of the world will be wanting us to make similar offers in Poland and Germany.” When Eden expressed concern that “Hitler might take us up on any such offer” and that the Allied Powers would have to find new homes for Jewish refugees, he was greeted with nonchalance and tacit agreement.

Today, students of the Holocaust or any other systemic atrocity should not ask themselves only how more people could have acted individually to condemn incidental bigotry, as important as that question is; they should ask how thousands upon thousands of people could have acted in tandem to pressure their governments to save thousands upon thousands of victims. We should remember that the Holocaust was not only an exercise of individual prejudice but also an exercise of systemic governmental apathy and an exhibition of societies’ unfortunate tendency to shrug their proverbial shoulders amidst large-scale suffering.

Source: In Holocaust Education, Re-Emphasize Allied Apathy