9 minute read
Jewish History
Jewish History FDR’s Secret Plea to Hitler
by Rafael Medoff
Advertisement
President Franklin D. Roosevelt sent a secret plea to Adolf Hitler in the summer of 1936, according to newly-uncovered documents. It wasn’t a plea to curtail Germany’s military buildup. It wasn’t a plea to Hitler to stop intervening on behalf of the fascists in the Spanish civil war. And it certainly wasn’t a protest against the brutal Nazi persecution of German Jews.
No, the issue that was so urgent to FDR that he sent a secret communication to Hitler was his request that the Führer meet with three American oil industry executives – two of them Roosevelt’s personal friends – who were on their way to Germany.
The documents about Roosevelt’s request came to light when they were recently put up for sale by a Maryland auction house. They begin with a “very urgent” message to Berlin from the German ambassador in Washington, Hans Luther, on August 21, 1936.
The ambassador reported that President Roosevelt had requested, through his senior aide Stephen Early, that Hitler grant an audience to Kenneth R. Kingsbury, president of Standard Oil of California; James A. Moffett, former head of FDR’s Federal Housing Administration and now vice president of Standard Oil of New Jersey; and Torkild Rieber, chairman of Texaco. “In view of Roosevelt’s personal interest,” Ambassador Luther wrote, “I very strongly recommend that his request should be granted.” In a second message a few days later, Luther reported that Early had again emphasized “the great importance Roosevelt attaches to Moffett being introduced to the Führer.”
Ultimately, FDR’s request ran aground because of a scheduling conflict – the oil executives were going to be in Germany during one of the busiest periods in Hitler’s schedule, the preparations for the annual Nazi Party rally in Nuremberg. But that didn’t stop the three oil executives from engaging in significant commerce with the Third Reich.
Assistant Attorney General Thurman Arnold testified to a Senate committee in 1942 that at Hitler’s request, Standard Oil had obstructed the development of synthetic rubber in the United States and instead provided the rubber technology to the Nazis. The revelations were so damning that
then-senator Harry Truman accused the oil company of “treason.”
Rieber’s Texaco, for its part, sold oil to Nazi Germany and Franco’s fascists in Spain and had extensive dealings with Mussolini as well. At one point, the FBI questioned Rieber about his aid to Franco – which violated U.S. neutrality laws – but the Roosevelt administration let him off with a $22,000 fine. Embarrassing publicity over Rieber’s pro-Nazi leanings eventually led Texaco’s board of directors to force his resignation.
President Roosevelt’s plea to Hitler to meet with Kingsbury, Moffett, and Rieber sheds light on a question with which historians have long grappled: Why did President Roosevelt refuse to say a single word in public, from 1933 until late 1938, about Hitler’s anti-Jewish policies?
The answer is that any criticism of Hitler would have undermined Roosevelt’s policy of maintaining good diplomatic and economic relations with Nazi Germany. FDR is remembered for leading America toward military preparedness and, later, in the war against Germany – but in the 1930s, he pursued a very different policy toward the Nazis.
Thus, President Roosevelt allowed U.S. diplomats to attend the mass Nazi Party rally in Nuremberg in 1937. His administration helped the Nazis evade American Jewry’s boycott of German goods in the 1930s by permitting the Nazis to deceptively label their goods with the city or province of origin, instead of “Made in Germany.” FDR also pressured Secretary of the Interior Harold Ickes to approve the sale of helium to power Germany’s Zeppelin airships (Ickes managed to obstruct the deal), and Roosevelt personally removed criticism of Nazi leaders from at least three of Ickes’ speeches in 1935 and 1938.
One of those speeches was a radio broadcast responding to the Kristallnacht pogrom in Germany in November 1938. Ickes wrote in his diary that White House aides who reviewed his draft informed him “that the President wanted us to cut out all references to Germany by name as well as references to Hitler, Goebbels, and others by name.” FDR’s own public statement criticizing the pogrom did not contain a single explicit mention of Hitler, Nazism, or even the Jews.
It was not that President Roosevelt felt any sympathy for the policies or ideology of the Nazi regime. On the contrary, he made numerous derisive comments about Hitler and Nazism in private conversations in the 1930s. But FDR considered the Nazi persecution of German Jews to be none of America’s concern.
The president who presented himself to the public as a humanitarian and a champion of the downtrodden went out of his way to maintain good diplomatic and economic ties with the world’s most brutal violator of human rights – even to the extent of using his office to try to facilitate contacts between his oil industry friends and the Nazi leadership.
Dr. Medoff is founding director of The David S. Wyman Institute for Holocaust Studies, and author of more than 20 books about Jewish history and the Holocaust.
Stop Teaching Start Connecting
I used to be a teacher: preparing, teaching, grading. Disciplining? The usual...
With Sod Ha’adam, it all changed.
I see beyond my students’ struggles. And connect to who they really are: Creative. Courageous. Genuine.
ה"ב
COURSES NOV - JUNE ןויס - ולסכ
RUN
WEEKLY CLASSES + Q&A
SESSIONS
ACCESS HOTLINE + WEBSITE
CLASSES
CLASSES ולסכ ב“י
NOV 16
BEGIN
SODHAADAM.ORG | HOTLINE 718.305.6524 LIVE (IN-PERSON) CLASSES IN 02.313.7639 י“א FOUNDATION COURSE םדאה שפנ ןינב EXPANSION COURSE ידובכ הרוע NEW! MASTER CLASS םדאה שפנ תנבה Registration opens on ןושח 'ה, Oct 11 Created by world renowned Rebbetzin T. Tukachinsky (Grama), the Sod Ha'adam courses empower women to transform their relationships, their lives, and themselves. Join the thousands of women, mothers, wives, educators, and therapists who have taken the courses, and prepare to deeply transform your own inner world.
ABOUT SOD HA’ADAM
Teachers’
Take A panel of expert Principals and Mechanchos answering your questions about Sod Ha’adam.
Mrs B. is a high school principal in Monsey. A veteran mechaneches for over forty years, she is sought out for her wisdom and understanding, as fresh and relevant today as decades ago.
Mrs H. is a high school teacher in Brooklyn. Passionate and compelling, she always has a story that speaks straight to her students’ hearts.
Reb. D. has been teaching high school for many years, but she’s still learning and preparing every year, guiding her students in experiencing the beauty and richness of Torah.
Morah S. is the quintessential mechaneches. Born into a family of yeshiva nobility, she has chinuch in her blood. Students turn to her for seminary and dating advice way after they’ve left her classroom.
Mrs G. is a preschool teacher in Boro Park for over two decades. Warm and creative, she’s
SODHAADAM.ORG | HOTLINE 718.305.6524
I AM BUSY ENOUGH AS A TEACHER. HOW CAN I POSSIBLY DO MORE?
Morah S: When I signed up for the course, I had no extra time, if I was budgeting my time, I was in the negative. I was super busy as a teacher and mother, with no extra time to spare. The course was in essence a gift, because it doesn’t take time, it gave me time!
Reb. D: You can take the course at your own pace,
in, and you will notice how the time invested
WHY SOD HA’ADAM?
Mrs. H: In order to effectively teach and inspire students, you need to understand who they really are, and when you truly understand them, they can really succeed. By taking the course, you will be able to deepen your perspective into each student's world and become the teacher you really strive to be.
Mrs. B: In my many years of working in chinuch habanos, seeing the girls' struggles and hearing their pain, I have found that Rebbetzin Tukashinsky's hashkafos and chochmas hachaim are the bottom line to everything– every chinuch method. For anyone working with children or adults, Sod Haadam is a MUST!
Morah S: As a teacher, the biggest asset you bring to the classroom is yourself. For me, this course has really changed the person I am, the teacher I bring to my students is so much more present,
SO WHAT ACTUALLY CHANGED?
Reb. D: Last year, I had a challenging class, each individual student was a good girl, but as a group, somehow they were very immature. With the thought of “this has nothing to do with me, they are in pain” I walked into the classroom. I was able to see that they didn’t feel good about the way they were behaving, and I was able to have compassion for their struggle. These thoughts transformed me into a much calmer person and I had a much calmer classroom environment. We’re in this together!
Mrs. H: I learned that when I get really clear
to do just that!- I get much more cooperation from my students. Whereas in the past I would get so much grumbling when I announced an assignment, now that I am sure that this is what disappeared.
Mrs. B: When I stand at the door and greet every student, I see much more than a girl walking into school. I see a whole world in her.
Mrs. G.: I used to see teaching as mostly physical and intellectual hard work, a necessary hishtadlus for parnassah. I saw misbehavior as an additional burden. Now I approach my job as an opportunity to connect and uplift Yiddishe neshamos, to enrich their lives. I see misbehavior as an opportunity to practice compassion, give them what they’re missing, and remind them that they’re really good.
DOES IT WORK? HOW?
Mrs. G: I had a preschool student who walked into
withdrawn. She appeared locked within herself, and very sad. She did not open her mouth. She sat in the corner of the classroom, and did NOT participate in any activities, or interact with me or her classmates. Every day when I walked to school I would say to myself, “Esty, I know who you are, you have so much to offer, you love to participate. I’m so grateful to have you in my class, I enjoy you exactly the way you are.”
One morning, when I greeted her she actually looked up at me! A few days later I saw her smile. It took time, but she started whispering her needs, and actually came out of her corner to participate in class activities
By the time the year was over Esty was fully participating in all learning and activities, there was nothing left of the withdrawn, sad girl that had walked into my class at the beginning of the year.
Mrs H: I was teaching a class of high school girls who were just not interested. Many of the teachers felt that the girls were “not really there”. There was an underlying attitude of, I don’t want to be here, and I really don’t care. When I was told that I was assigned to work on a schoolwide project with this particular class, I can’t say I was very happy about it. Then I shifted my perspective. I was going to whole-heartedly believe in these girls and in the tremendous kochos they possess. I planned with them, and even more, delighted in them every step of the way. These girls felt and knew that I believed in them and wanted them to succeed. They not only did an outstanding job on their project, but by the time it was over, I was teaching a group of girls