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These Holocaust survivors were once classmates in a DP camp. They just reunited after 76 years.
(New York Jewish Week) — The last time Michael Epstein, 87, and Abe Rosenberg, 83, were in the same room, they were in Germany, studying in a classroom in a displaced person’s camp in Bavaria after the Holocaust.
On Sunday, March 19, the two men — along with Rosenberg’s older sister, Ada Gracin, who was also in the DP camp — reunited after 76 years. This time around, it was in the social hall of Young Israel of New Hyde Park, New York, where the pair embraced, said the Shehecheyanu prayer to mark their reunion and shared their survival stories with an in-person audience of about 100.
The reunion came together quickly, just a few weeks after the two men learned they lived less than 40 miles from one another — Rosenberg in New Hyde Park, on the eastern border of Queens, and Epstein in Fair Lawn, New Jersey. Originally intended to be an intimate meeting between the two families, the reunion soon broadened to a festive brunch and celebration open to the public.
“The Torah says it’s a mitzvah to relate what happened to us,” Rosenberg said. “Hitler’s goal was to destroy Yiddishkeit, Judaism. When we gather here, we are involved in a victory over him.”
Michael Epstein, Abe Rosenberg and Ada Gracin, left to right, stand together for the first time in 76 years after meeting as children living in a displaced person’s camp after the Holocaust. (Julia Gergely)
The two were brought together by a sharp-eyed videographer. In February, Epstein participated in an interview at a Jewish day school in Edison, New Jersey as part of the “Names Not Numbers” oral history project, which is dedicated to preserving the memories of Holocaust survivors and ensuring their legacies live on in future generations. As part of the project, high school students interview survivors about their experiences, which are filmed and made into mini-documentaries.
During the interview, Epstein presented a photograph of himself as a 7-year-old in “cheder” or elementary school at Feldafing, an all-Jewish displaced person’s camp near Munich, where he lived from 1945 to 1949.
As it happens, the videographer that day recognized the photograph. He had seen the same one during an interview he had filmed the prior year with another survivor — Rosenberg — who was living in Queens. When Epstein and his two daughters learned this, they knew they had to arrange a meeting.
“This is the first time I know of a reunion happening between survivors as a result of our program,” Daniel Mayer, a Names Not Numbers board member, told the New York Jewish Week.
As for Rosenberg, when he got the call from Epstein, “it just concretized the fact that the whole experience [of Feldafing] wasn’t a dream,” he said.
Though the two men did not specifically remember each other — Rosenberg was 8 and Epstein and Gracin were 11 at the time of the picture, taken in 1947 — at the event, they acutely recalled their lives at the DP camp.
Rosenberg and Epstein point themselves out in the picture of their childhood classroom, taken in 1947. (Julia Gergely)
Rosenberg, for example, remembers living in Barrack Nine with his sister and parents. During the war, the Nazis used Feldafing as a training ground for Hitler Youth. In Feldafing, like at other Jewish DP camps, survivors waiting for a country that would taken them in opened Jewish schools, started newspapers, composed music and began to rebuild their identities.
“We were hoping to go to Palestine, to Eretz Yisroel — that was our dream,” Rosenberg said. “It was not available to us” under the British Mandate. “Unfortunately, the doors of the whole world were closed to us.”
“So what did we do?” he continued. “We started to build on Jewish life again.”
On Sunday, as the assembled crowd noshed on bagels, lox and egg salad — and other participants joined via Zoom from California, Florida, New Jersey and Canada — Epstein, Rosenberg and Gracin shared their experiences with those in attendance.
First to speak was Epstein, who brought with him a scrapbook of pictures from his childhood. Epstein was born in Łódź, Poland, in 1935, which his family was forced to flee when Germany invaded in 1939. They went to Bialystok, which soon fell under the control of the Russians, who transported Poles and Jews to labor camps in Siberia via cattle cars. After spending time at a gulag camp in Siberia, Epstein and his family were moved to another in Uzbekistan.
When the war ended, Epstein and his parents returned to Łódź, only to find that their entire extended family had been killed and a Polish family was living in their apartment. With nothing left for them in Poland, they left for Feldafing. They lived there until they could find a way to get to the United States, where they eventually arrived in 1945.
Epstein, who is known as Zayde to his 11 grandchildren and 5 great-grandchildren — many of whom were in the room — left the crowd with a message to invest in Jewish education, and to work to uphold democracy. “We live in ‘di Goldene Medine’ (the Golden Land),” he said. “We thought, in Europe, that meant there was gold on the street. There’s no gold on the street but there is gold on paper in our Constitution, and in our Constitution there is still mining to do. There is still work to be done to make our Constitution’s morals realistic.”
The family of Michael Epstein gathered from New York and New Jersey to celebrate his life story. Epstein, second from the right in the front row, is holding one of his five great-grandchildren. (Julia Gergely)
Rosenberg and Gracin, who spoke next, were also from Łódź. Gracin, born Ada Rosen in 1935, recalled wearing the mandated yellow Jewish star patch on her clothing as a 4-year-old. Her mother was pregnant with her brother when they left Poland for Soviet Georgia, a journey she said was “fraught with peril,” as they were stopped multiple times by the Gestapo. The family lived in Georgia for six years and “fear was a constant.”
When the war ended, the family also returned to Łódź to look for surviving family members — there were none. They connected with the Jewish Agency and HIAS, which helped them get to Feldafing in 1945.
There, “we were referred to as ‘she’arit hapletah,’ the surviving remnants,” Gracin said. “I refer to this period in my life as ‘life reborn,’ as I lost my childhood prior to this. Although we lacked many things, I never felt deprived. The survivors cherished each child as if it were their own. We were precious jewels to them, as they had lost their own children.”
“For the first time in my life, I went to school, made friends, played and laughed,” she added. “I was a happy 9 year old.”
Gracin, her brother and her parents arrived in New York Harbor on April 6, 1949. “At last we were free of fear, free to live and practice our religion and thrive,” she said. “I feel blessed to have been given this chapter in my life and my revenge to Hitler is that I was blessed with three children and six grandchildren.” Two of Gracin’s children and four of her grandchildren were at the event.
In his remarks, Rosenberg recalled the heroism of the parents, teachers and rabbis in Feldafing, many of whom had lost their entire families but made it their mission to educate the few children who made it to the camp. “They were the heroes,” Rosenberg said. “They deserve the accolades — we were kids.” It is in their honor and memory that Rosenberg continued to share his story throughout his life, he said.
Though Epstein and Rosenberg did not stay in touch upon their respective arrivals to the United States, their lives continued to follow similar paths. Both went on to study engineering at the City College of New York and for a time both worked at Bendix Corporation, though in different departments — Epstein in the space program and Rosenberg on the supersonic transport team.
Congregants and community members brunched on bagels and listened to the survival stories in the social hall of Young Israel of New Hyde Park. (Julia Gergely)
Chuck Waxman, a docent at the Museum of Jewish Heritage who moderated the discussion, told the New York Jewish Week he was “blown away” by the event — he said he expected less than half the room to be filled.
But full it was, with family, friends, community members and other survivors who wanted to be a part of the miracle — both the miracle that happened in Feldafing and the miracle of the reunion in Queens.
The event also included speeches from Mayer Waxman, executive director of Queens JCC and Torah commentaries from Lawrence Teitelman, the rabbi of Young Israel of New Hyde Park, where Rosenberg is a member, and Benjamin Yudin, the rabbi of Congregation Shomrei Torah in Fair Lawn, New Jersey, where Epstein is a member.
At the close of the event, the lyrics of “Zog nit keynmol,” the “Song of the Warsaw Ghetto Uprising” — which was sung by Jewish partisan groups around Eastern Europe — were passed in sheets around the room. Rosenberg heartily led everyone in Yiddish.
“We plan to meet again in another 76 years,” Rosenberg joked to the New York Jewish Week. “Everyone is invited.”
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To Prevent Antisemitism in Schools Like Berkeley, Enforce the Rules Already on the Books
Illustrative: Demonstrators holding a “Stand Up for Internationals” rally on the campus of the University of California, Berkeley, in Berkeley, California, US, April 17, 2025. Photo: Carlos Barria via Reuters Connect.
At California’s Berkeley High School (BHS), teachers are interrupting their normally-scheduled classroom lessons to talk about the Iran war.
Given the Berkeley school district’s dismal record on antisemitism, will BHS once again become a venue for Israel-bashing, or even conspiracy theories that Israel manipulated the United States into attacking Iran? If signs of such activity emerge, what can be done to stop it?
Part of the solution — at least at the K-12 level — is simple: state and local governments must ensure that school districts enforce pre-existing constitutional constraints, state educational codes, and school district rules that prohibit indoctrination in the classroom.
Of course, that is not always so easy. One teachers’ group held a teach-in to address the purported causes of the October 7 attack, during which they shared curricular materials such as a guide to “settler colonialism” that defines Hamas as “a resistance movement” and tells students the United States only calls Hamas a terrorist organization because of its “measures against the occupation.”
Materials like these then make their way into BHS classrooms. One history teacher, who reportedly used antisemitic stereotypes in class, showed an anti-Israel video and required her students to respond to the prompt: “To what extent should Israel be considered an Apartheid State?”
When Jewish students complained, the Berkeley Unified School District (BUSD) simply transferred them out of her class. Also at BHS, according to the Brandeis Center complaint, an art teacher reportedly showed the class “violent, pro-Hamas videos.” The teacher also allegedly promoted student walkouts and demonstrations, and projected antisemitic images such as a fist punching through a Star of David. Jewish students were again transferred to a new class, only to find their new teacher wore Free Palestine stickers on her clothing.
What’s especially disturbing about these incidents is that the BUSD already has a policy in place to prevent this kind of ideological offensive material in the classroom. According to BUSD’s “Policy 6144: Controversial Issues,” when a teacher chooses to address such a subject, they should “ensure that all sides of a controversial issue are impartially presented,” and, “The teacher may not use his/her position to forward his/her own historical, religious, political, economic or social bias.”
According to a Supreme Court decision in Garcetti v. Ceballos (2006), such rules are consistent with freedom of speech because, when public employees are carrying out their official duties, their speech does not have the same First Amendment protection as private citizens. State governments have implemented regulations based on this principle.
Texas Educational Code § 28.0022 states that when teachers discuss a controversial topic of public policy, they should “explore that topic objectively and in a manner free from political bias.” Moreover, the code stipulates that teachers cannot assign tasks to students that involve political advocacy.
Similarly, the Florida State Board of Education issued Florida Administrative Code, Rule 6A-10.081, which stipulates that teachers shall not “unreasonably deny a student access to diverse points of view” or “intentionally distort or misrepresent facts concerning an educational matter.”
Yet without enforcement, such policies have little value.
BUSD parents have lodged more than 100 complaints of violations targeting Jewish students. Now, both the US Department of Education and the House of Representatives’ Education and Workforce Committee are investigating antisemitism in the BUSD. Parents have also brought a civil rights lawsuit against the district.
Clearly, school districts across the country should be enforcing policies against propaganda and bigotry in the classroom. But changing the ways of a resistant school district like BUSD is easier said than done. It will entail investigating and then educating the community about existing laws, rules, and codes pertaining to teachers’ speech and conduct. And it will involve persuading parents and students to work with civil rights groups and the local, state, and Federal governments to hold public teachers and administrators accountable.
Our country relies on its schools to endow students with the skills necessary for critical thinking and independent thought. If teachers themselves cannot rise above their prejudices and partisan sentiments, then American schools are not likely to turn out students resistant to conspiracy theories and propaganda.
Naomi Friedman is an Education Fellow at the Foundation for Defense of Democracies.
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Who Owns the Story? Israel Needs Images and Messages That Match the Palestinian Narrative
Protestors in Melbourne unfurl a watermelon banner in solidarity with Palestinian ‘resistance.’ (Photo: Screenshot)
In today’s hyperconnected world, legitimacy is no longer determined solely by history books or diplomatic recognition. It is shaped, distilled, and often distorted in the fast-moving currents of digital culture. Narratives are no longer argued — but they are absorbed, shared, and symbolized. And increasingly, they are decided not by depth, but by clarity and repetition.
For many who support Israel, this presents a growing challenge. The issue is not a lack of historical grounding or factual legitimacy. It is that these truths are not being communicated with the same force, simplicity, and creativity as competing narratives. In a landscape driven by visuals and emotion, complexity alone does not win attention.
At the heart of the matter lies an enduring reality: the Jewish connection to the land of Israel is ancient, continuous, and foundational. It predates modern political frameworks and is rooted in centuries of cultural, religious, and historical presence. This is not a claim constructed in recent decades; it is a defining element of Jewish identity itself.
Yet historical continuity does not automatically translate into contemporary resonance. In the digital arena, meaning is often assigned through symbols that travel faster than context. One of the more curious examples of this phenomenon is the rise of the watermelon as a political emblem.
Today, the image is widely recognized as associated with pro-Palestinian expression. But its origins are neither exclusive nor inherently political. The fruit itself traces back thousands of years to regions of Africa, long before it became entangled in modern symbolism. Its eventual adoption as a visual shorthand was shaped by circumstance, not destiny.
Rather than dismissing or avoiding widely circulated symbols, there is an opportunity to engage with them differently — and to embed them with alternative narratives. The goal is not to negate others, but to assert presence within the same visual language.
Currently, one of the obstacles facing pro-Israel advocacy is not a lack of material, but a lack of cohesion. Messaging often emerges reactively, responding to trends rather than shaping them. Meanwhile, opposing narratives benefit from clarity, emotional appeal, and visual uniformity.
That imbalance can be addressed by approaching communication not only as a matter of accuracy, but of strategy.
Facts remain essential — but in a digital environment, they must be paired with compelling storytelling and recognizable imagery. A well-crafted symbol can reach audiences that a detailed explanation never will.
Reframing something as simple as a watermelon is not about the object itself. It is about demonstrating that meaning is not fixed, and that narratives are not surrendered unless they are abandoned. Because ultimately, the question is not just who holds the stronger argument. It is who communicates it in a way that resonates.
To shape understanding, one must also shape the story.
Sabine Sterk is the CEO of Time To Stand Up For Israel.
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I’m a UMich Student: All Countries Are Welcome — Except Israel
Law enforcement clash with pro-Hamas demonstrators at the University of Michigan on Aug. 28, 2024. Photo: Brendan Gutenschwager/X
Tea time is my favorite part of each week. As the tea chair for the historic Martha Cook Building, an all-women’s dorm at the University of Michigan in operation since 1915, I have the joy of planning and hosting our weekly Friday teas.
Out of all our building traditions, International Tea is one of the most popular. Martha Cook residents (affectionately nicknamed “Cookies”) sign up to represent a country, and host a table offering information and a cultural snack. Friends are invited, foods from across the world are tasted, and on-campus cultural groups perform.
As I did last year, I signed up to represent Israel. I’m a Jewish student who is heavily involved in the pro-Israel community on campus, so naturally, Israel is the country I chose to showcase. The Monday before International Tea, the flags from each country went up. I smiled as I passed the Israeli flag on my way out of the building.
When I came back from the day’s classes, the Israeli flag was gone. I notified the Martha Cook House Board.
Fast forward to that Friday: the day of International Tea. After our weekly House Board meeting concluded, a representative from MHousing called me into another room.
“I just wanted to let you know before you set up for tea that someone has defaced your board.”
That morning, I was already worried that my Israel board (a tri-fold that each participant makes, celebrating the country’s culture) had been set up too early, since I had a feeling that someone might do something like that.
“What did they write?” I asked, “Free Palestine? Genocide? Apartheid?”
“No, they wrote, ‘Notable resident: Epstein.’”
That was not what I expected. Jeffrey Epstein has nothing to do with Israel. But that’s the logic now: lump together anything even remotely perceived as related to Judaism and pin the guilt on the Jewish State. On today’s campus, every grievance is interconnected — except, apparently, the one about Jews being targeted.
Police reports had already been filed for both the flag theft and the vandalism. This was just the icing on the cake for a week that had included both the official passing of a BDS resolution in our student government and the election of a new student body president who ran with the slogan, “Free laundry, free Palestine.” I would not be surprised if these anti-Israel “successes” emboldened the actions of the Martha Cook flag thief and vandal.
When I chose to represent Israel, I chose to represent a culture. I made no comment on the government nor any conflict. The reaction to the Israeli flag simply being displayed and the vandalism on my board are indicative of what campus has been like.
Since I first stepped on campus in August of 2023, I have found myself in an environment that emphasizes feelings over facts and political correctness over discussion. Even before the October 7th attacks, the campus culture was one in which it was taboo to push back on anything that did not fall into the popular narratives. The aftermath of October 7th pushed this to the next level.
Before Israel even responded to Hamas’ attack, protesters were calling Israel genocidal and advocating for the destruction of the country “from the river to the sea.” Thousands of students with no prior knowledge of Middle Eastern history or connection to the conflict began hopping on the anti-Israel bandwagon and marching around as “social justice” warriors.
The 2023-24 school year was the most divided, hostile environment I have experienced. When my friends or I tried to have conversations with people who were tagging along with the anti-Israel groups, we were either turned away, ignored, or had anti-Zionist buzzwords yelled at us. No one engaged with what we were actually saying. They just repeated slogans.
As campus calmed down, the performative activists largely moved on to trendier issues. But the small, dedicated group of anti-Israel agitators remains an active and insidious force.
There will always be those who are against us. What matters is that we, the Jewish community and our allies, stand up for the truth and for what is right. We must keep ourselves educated on the conflict. We must continue to host pro-Israel programming. We must have conversations when we can, respectfully engaging with those who disagree with us. We must do all of this while attending classes, keeping up with our studies, and cheering on our amazing Michigan sports teams (Go Blue!).
In a time when the future looks uncertain, I remain hopeful. Despite all of the hate directed at the Jewish community, I look around and see young, strong Jewish leaders stepping up and making a difference. We strive to be a light among the nations, and we are not going anywhere.
Addison Stone is a junior at the University of Michigan studying War & Conflict Studies and Theatre. She serves on the boards of Students Supporting Israel, Wolverine for Israel, and Michigan Israel Public Affairs Committee.