To what extent were Nazi education and youth policies designed as a preparation for war?

University Degree Education and Teaching

316 HIS Corina Meyer - -

“Education begins when the youngest National Socialist stands on

the street…in uniform.”

Hitler’s seizure of power on January 30, 1933 marked a turning point in German history and in traditional German education. Hitler’s aim regarding education was to reshape and mold the German psyche into one that would benefit the Nazi Regime. With motives that were rather political than academic, he was able to accomplish an astonishing amount in little time.

Education and youth measures played a very important role in Nazi Germany in trying to create loyal supporters to Hitler and National Socialist ideals. The Nazis were aware that education would create such loyalty in schoolchildren by the time they reached adulthood. The Hitler Youth had been created for post-school activities and were to play a critical part in developing loyalty to Hitler and in converting the youngsters to National Socialism. Nazi propaganda took over the German education system. The following Nazi ideas and methods were incorporated in both the school system and in Hitler Youth Organisations for boys and girls.

The sole purpose of the Nazi educational structure was to create a future generation that was loyal to Hitler and the Nazis without critisism or questioning. National Socialism was concerned with creating a certain type of character surrounding their ideals and philosophy, including the acceptance of the necessity for intervention to ensure a positive outcome of the struggle for existence amongst other nations. Without such a moulding of character it would be difficult for Nazism to survive and dominate through means of war.

This moulding of character would have to begin at an early age, and would be most effective if incorporated in the German school system. The old image of the good schoolboy (punctual, well-behaved) no longer was continued. It became more favourable for the boy to exercise a sense of adventure, and self-will. The teacher was responsible for developing this self-initiative, to encourage activity, struggle and adventure. A metamorphosis took place from a school for learning to a school for character. The emphasis was on training the character and not the brain, as a strong character would be of more use to German domination than academic ability would be. Nazis referred to the moulding of character as a hardening of character, which should involve spiritual torment. The qualities aimed at were those of soldiers. The German people were to be a figure of armed strength, loyalty, and honour.

Education and youth policies of the Third Reich were meant to ensure that there would be men to protect the system in the future and not fear war if it were the necessary means to achieve this. “The winning of the youth is identical with the future security of the system…there can be no doubt that the totalitarian system succeeds by means of the youth for which it commits itself.” The education system was to raise a new generation of Germans to suit this purpose.

Nazi youth and education theories stated that the Volksgemeinschaft, the community, could be achieved on a long-term basis through education. The system should not focus on individual education, but rather on collective education. It was to be a strictly obeyed, with everyone following the same guidelines and no individual action was to be taken. The aim was rather that action should be taken only as one strong German force, a mass action following the Führer. This would overcome all obstacles including any objection to war.

Militarism was drilled into children at all stages in their school life, as schools were to focus less on academic achievements. At school this included marching, military sports, and military science. This was to keep youngsters from sophistication. All intellectualism should be wiped out early in schools and be replaced by stern will. Militaristic education was to accomplish this and counteract the trend to modernism. School textbooks greatly criticised modernism, and blamed the Enlightenment for creating the longing for freedom of individual personality and intellectualism. This included economic liberalism, because this would be a political threat if it became too powerful. Nazi texts repeatedly criticised intellectuals such as poets and scholars.

The success of the Nazi curriculum weighed heavily on the teachers delivering it. All teachers had to be approved by local Nazi officials. Any teacher considered disloyal was dismissed and many attended classes during school holidays in which the Nazi curriculum was guide lined for them. All teachers had to be careful not to teach anything that opposed the new curriculum, and children were expected to inform the authorities if a teacher said something in opposition to Nazism.

Nazi educational aims were guidelined in teacher’s manuals and school textbooks. They stated that the education of the National Socialism begins at childhood. At ...

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Nazi educational aims were guidelined in teacher’s manuals and school textbooks. They stated that the education of the National Socialism begins at childhood. At school children should learn about the Führer. At the age of ten they should enter youth organisations, such as the Jungvolk for boys and the League of German Girls for girls. These organisations would involve children in such activities as camping and military exercises, to build the German peoples as one force and prepare the mind for war. At a later age they were to enter into the Hitler Youth. The Hitler Youth followed the same principles, and the young people were taught that individuality was not of importance. What was important was that the people unite as one strong force.

Education in preparation for war was also incorporated into working society. The Arbeitsdienst was one of the programs designed to create a sense of equality among the Germans. This included a student taking part in a work placement in the labour service, and was designed to make the student feel that he is part of the community, bringing the Germans to a closer national unity. The Arbeitsdienst followed a militaristic form involving the usage of uniforms. This would bring the young people closer to acceptance of war as part of working life for the good of their own community.

Subjects such as History and Biology underwent a major change in schools. History was based on the glory of Germany and followed a very nationalistic approach. The defeat of Germany in 1918 was blamed on Jewish and Marxist spies who had damaged Germany’s domestic activities. Textbooks even went as far as blaming weak German character on the defeat, a character that should be wiped out and replaced by strong, honour-driven character. The Treaty of Versailles was explained to be the work of evil nations that were jealous of Germany's strength and abilities, and the hyperinflation of 1923 was the blamed on Jewish saboteurs.

Frederick the Great set examples for Nazi policies, as he formed character through force and passion of conflict. Frederick the Great had led a great military career, which only served as evidence of the superiority of the German ways. The Nazis admired his ability to ward of enemies and used the example of the Seven Years War (1756-63) to show the importance of dedicating ones life to the state. Duty to the state was to be more important than individual life.

As already mentioned, the Great War was frequently mentioned in History textbooks. They told of great leadership skills created through battles, and explained that a man’s worth is determined by his bravery. War and battles transform the ordinary man into a brave fighter, and these examples urged young people to adopt the character of fighters. German soldiers were glorified no end in History textbooks. It was believed by many that the Paris Peace Conference after the Great War was part of a conspiracy against Germany to permanently destroy her superior military abilities. These sentiments only enthused Hitler’s militaristic education. History lessons concentrated sharply on the Treaty of Versailles and the evils of communism. They aimed to brainwash the children into blind devotion to the Führer.

Geography taught in schools was concerned mostly with the land that Germany had taken away from her in 1919 and with another important Nazi ideal, the need for lebensraum, living space. Teachers were instructed to tell their pupils about the need for this lebensraum for the German people to advance by taking over agriculturally usable land. It would serve as a very important economic advancement as it would provide more land for farmers and thus provide more food for the German peoples to survive and grow. This expansion would be best achieved by war, and so war should be accepted as a means for survival and advancement. It was a struggle for space in which the strongest would win. Althought there was a decrease in births in the thirties, the German people would need more living space in the future. It was their mission to regain lost colonies. Over the last decade many had emigrated and it was now Germany´s task to join those in the East who had created a new home for themselves. It was also to Germany´s economic advantage if lost colonies were reclaimed as it would increase their profit and position in world power.

Physical Education became a very important part of the curriculum regarding physical preparation for war. Hitler aimed at creating not only a character that could fend off pain but also physical ability that could withstand pain. "A young German must be as swift as a greyhound, as tough as leather, and as hard as Krupp's steel." PE took up a quarter of a school's weekly timetable, and boxing became compulsory for boys. Anyone who failed fitness examinations faced the possibility of being expelled from school and also the humiliation from those who had passed them. The young generation of Germans were to become a physically strong force ready for battle.

Biology focused on Germany’s racial superiority with an in-depth study of various races. Racial Instruction even started at the young age of six. Hitler himself had said "no boy or girl should leave school without complete knowledge of the necessity and meaning of blood purity." Younger pupils were taught about the problems of heredity, and the older ones were taught about the importance of selecting the right partner for marriage and producing children. Inter-racial marriages were strongly disapproved of and were explained to lead to a decline in racial purity.

Science was taught in a very militaristic manner. The curriculum required that the principles of shooting and aviation science be studied. Bridge building and the impact of poisonous gasses were also to be studied in great detail. Nazi ideas about social Darwinism and Aryan supremacy were taught in the biology classroom.

Compulsory military service became a vital part of education for males. Military service was to be completed after formal education, and was geared towards an acceptance of war. It was also designed to discourage teachers from creating intellectuals at school, as their interests should focus on military activities. Intellectuals were to be completely wiped out, as the Nazis could not allow anyone to hinder the acceptance of Nazi ideals and bring about an opposition to war. Adolf Hitler schools were set up to provide a military style education to prepare the next generation of military leaders for Germany. It was aimed at those who were fitter and stronger than the rest and who had potentials to be the future leaders of Germany. However, these were not as intense as the NAPOLAS which were leadership schools controlled by the SS for the same reason. Six years of tough physical training took place until they reached the age of eighteen, at which age they were then expected to join the army. The very best pupils went to Order Castles, schools which tested physical ability to its limits. Upon graduation from the Order Castles, one could expect the reward of a high position in the army or SS.

Girls followed a different curriculum to boys. Their curriculum was more based on domestic skills and motherhood. In Biology they were taught about genetics, the seasons and the human body. These studies went on to explain the deeper laws of nature and humanity, that all creatures are in constant battle for survival. As plant and creatures need space to multiply and grow, they must secure suffiecient territory and guard it against predators. The battle for existence be the only way to maintain life. Bodies and health must be kept in good condition in order to maintain existence in the struggle for survival. Hitler says: “He who wants to live must fight, and he who does not want to fight in this world of perpetual struggle does not deserve to live!”

Schoolbooks aimed at developing an interest in militarism at an early age. They told great stories of airplane pilots, and marching soldiers. A central theme to their military education was one of death and sacrifice. Death was glorified in order to rid adolescents of their fear of it and instead replace it with a certain bravery and willingness to sacrifice their lives for the nation. Death was to be a completely normal part of life and accepted as a brave act. Children were also made to believe that carrying arms was a necessity. It was an old tradition that should not be discarded or scorned upon by anyone. Textbooks described: “mere lads laid aside everything childish and received a sword in their hand in order to fight at the side of their folk and to maintain their honour pure.” At school war games were even practiced with weapons.

The final National Socialist goal was to be a completely militarised society. This could be greatly accomplished through the German SS, which was unique because it was not part of the government or of the army and followed only the Führer's orders. It did not follow any laws and had no legal limitations. Leaders regularly received special training in the Adolf Hitler Schools. Nothing was to be impossible in the future. Perfection could be achieved. The SS defined the purpose of life, with world domination its final goal.

As educational standards declined and Hitler made no effort to address this problem it became clear that priority no longer lay on academic achievements. Hitler did not think highly of teachers and placed little value on academic achievements altogether. Knowledge need only stretch to elementary level, and there was absolutely no need for extended intellectual training. Hitler continued to ignore complaints regarding academic decline and carried on focusing on using the educational structure as a means for creating a militarised society.

Teachers were expected to attack the life style of the Jews. Exam questions even contained specific reference to the government's anti-Semitic sentiments. An example in a textbook reads: "A bomber aircraft on take-off carries 12 dozen bombs, each weighing 10 kilos. The aircraft takes off for Warsaw the international centre for Jewry. It bombs the town. On take-off with all bombs on board and a fuel tank containing 100 kilos of fuel, the aircraft weighed about 8 tons. When it returns from the crusade, there are still 230 kilos left. What is the weight of the aircraft when empty?" In 1935 the Nuremberg Laws prohibited Jewish school children from attending schools. The Nazis even went as far as proclaiming that sitting next to a Jewish pupil in a classroom could contaminate and poison the German race.

Educational significance of Nazi Racialism focused on shared sentiments of anti-semitism. Jewry affected all areas of importance to German nationals and was considered to be an evil. During the earlier years textbooks generally avoided the subject of anti-semitism, because Hitler did not want to alarm other nations before he had completed Germanys rearmament, however, later textbooks blamed the Jews for all of Germanys problems. History textbooks insisted that Jews aimed to wipe out virtues such as loyalty, and sense of sacrifice from the German nation. Hitler’s dislike of intellectualism and of Jews were nearly inseparable. He described all intellectuals as being Jewish or pro-Jewish. Germans were alarmed by the Jewish attempt to take control over the younger generation, worried that Jews would have influence over education. Nazi textbook thus established everything foreign and international as Jewish. The German community must stand up against Jews and wipe them out by any necessary means.

Teachers of course played a vital role in German education. An educational teacher under the Regime was seen as a soldier assigned to the “cultural political front in the struggle for existence.” Nazi leaders watched teachers closely and in 1927 the National Socialist Teachers Union (NSLB) was founded. Ninety-seven percent of all teachers joined the organisation, mainly to show that they supported the Regime. Of course this was a great advantage to the Nazis and they used this to control what was taught in the classroom. The NSLB urged teachers to “drink in and assimilate the glories of the German race” and ensured they were suitable and following Nazi expectations. A few years later, on May 9, 1933, the German interior minister Dr. Wilhelm Frick, issued a decree called Goals of Struggle of the German Schools, which established guidelines for education. It explained that the sole existence for schooling was to develop a man who is dedicated to serving and sacrificing for the state.

German education of adolescents in the Third Reich was based on the idea of the state being the trainer of behavior. It was vitally important for the Nazis to reach the young people to defend the state in the future. The new leaders should be from a strong militarised generation with impecable features of military strength. The Nazi goal regarding education and youth policies was one of preparation for war, mental preparation and physical preparation. The goal of education was to mold characters of pupils into soldier-like qualities. This was to begin at a very early age in schools and would be followed by compulsory military service upon completion of schooling. This would wipe out any remaining unfavorable intellectual or individual qualities in character. Pupils should follow their Führer’s example and accept war as an expected part of life that would be rewarded by domination of the Aryan race. Nazi education and youth policies were crucial to the survival of National Socialism and would ensure that the German race never goes astray. National Socialism was to recreate a community of combat soldiers and the Hitler Youth was the school of the nation, said one of its leaders, where boys and girls learn the laws of a socialist community. The sole purpose of education in the Third Reich was to create a future generation which was blindly loyal to Hitler and the Nazi Regime. Though such loyalty was strongly forced upon people by means of terror, this would only be a short-term solution. Hitler’s sparkling diamond, the enthusiastic and somewhat easily influenced youngsters of the nation, would prove to be the long-term solution. Yes, they were to be the drink of everlasting life for National Socialism.