Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0014
Helen Roche
The conclusion succinctly summarizes the primary aims of the book as a whole, before considering how ‘effective’ the education provided by the Napolas was in comparison with the Third Reich’s other educational institutions. The NPEA appear to have been in the vanguard of many educational developments which the Reich Education Ministry subsequently intended to apply more broadly throughout the German school system. They also formed a prototype for the non-elite system of state boarding schools founded by August Heißmeyer at Hitler’s behest in 1941—the Deutsche Heimschulen. The programme of the Adolf-Hitler-Schools, rival elite schools founded in 1937 by Reich Organization Leader Robert Ley and Reich Youth Leader Baldur von Schirach, was also to a great extent deliberately copied from that of the Napolas; however, these Party elite schools were never able to realize their full potential and compete with the NPEA on equal terms. The Napolas were also more effective in their provision of a National Socialist ‘total education’ than ‘civilian’ schools and the Hitler Youth, as well as institutions such as the Reich Labour Service (RAD), the ‘Year on the Land’ (Landjahr), or the Order Castles (Ordensburgen). Taken on their own terms, then, the National Political Education Institutes can ultimately be seen as the Nazi dictatorship’s most effective educational experiment.
{"title":"Conclusion","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0014","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0014","url":null,"abstract":"The conclusion succinctly summarizes the primary aims of the book as a whole, before considering how ‘effective’ the education provided by the Napolas was in comparison with the Third Reich’s other educational institutions. The NPEA appear to have been in the vanguard of many educational developments which the Reich Education Ministry subsequently intended to apply more broadly throughout the German school system. They also formed a prototype for the non-elite system of state boarding schools founded by August Heißmeyer at Hitler’s behest in 1941—the Deutsche Heimschulen. The programme of the Adolf-Hitler-Schools, rival elite schools founded in 1937 by Reich Organization Leader Robert Ley and Reich Youth Leader Baldur von Schirach, was also to a great extent deliberately copied from that of the Napolas; however, these Party elite schools were never able to realize their full potential and compete with the NPEA on equal terms. The Napolas were also more effective in their provision of a National Socialist ‘total education’ than ‘civilian’ schools and the Hitler Youth, as well as institutions such as the Reich Labour Service (RAD), the ‘Year on the Land’ (Landjahr), or the Order Castles (Ordensburgen). Taken on their own terms, then, the National Political Education Institutes can ultimately be seen as the Nazi dictatorship’s most effective educational experiment.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121426934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0012
Helen Roche
For pupils at the Napolas, the last few months of World War II heralded an inexorable transition from ‘total war’ to total chaos. Boys as young as 15 or 16 were called up into the armed forces, and many of the schools had to be evacuated wholesale in the face of the advancing Allied armies. This chapter explores the experiences of pupils from a range of different Napolas throughout the Third Reich, as Germany’s territories shrank around them. Some boys were forced to fight their ‘liberators’ to the last, having been drafted into makeshift units of the SS, the Wehrmacht, or the Volkssturm; others fought on willingly even after the armistice, unable to believe that the regime to which they had given their all had collapsed into utter ruin. Many were merely concerned to reunite themselves with their families, even if they were unsure whether any of their relatives remained alive, or if their homes would still be standing. Yet others simply wished to flee and avoid internment at all costs, once they knew that the war was truly lost. In this chapter, the last days of four different groups of NPEA are charted: Stuhm, Köslin, and Rügen, which had most to fear from the encroaching Red Army; Rottweil and Reichenau in south-west Germany, which fell into French hands; Göttweig, Traiskirchen, and Wien-Theresianum in Austria; and Berlin-Spandau and Potsdam, whose pupils were caught up in a series of desperate last stands as Hitler’s capital was finally reduced to rubble.
{"title":"The Endkrieg and the Last of the Napolas","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0012","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0012","url":null,"abstract":"For pupils at the Napolas, the last few months of World War II heralded an inexorable transition from ‘total war’ to total chaos. Boys as young as 15 or 16 were called up into the armed forces, and many of the schools had to be evacuated wholesale in the face of the advancing Allied armies. This chapter explores the experiences of pupils from a range of different Napolas throughout the Third Reich, as Germany’s territories shrank around them. Some boys were forced to fight their ‘liberators’ to the last, having been drafted into makeshift units of the SS, the Wehrmacht, or the Volkssturm; others fought on willingly even after the armistice, unable to believe that the regime to which they had given their all had collapsed into utter ruin. Many were merely concerned to reunite themselves with their families, even if they were unsure whether any of their relatives remained alive, or if their homes would still be standing. Yet others simply wished to flee and avoid internment at all costs, once they knew that the war was truly lost. In this chapter, the last days of four different groups of NPEA are charted: Stuhm, Köslin, and Rügen, which had most to fear from the encroaching Red Army; Rottweil and Reichenau in south-west Germany, which fell into French hands; Göttweig, Traiskirchen, and Wien-Theresianum in Austria; and Berlin-Spandau and Potsdam, whose pupils were caught up in a series of desperate last stands as Hitler’s capital was finally reduced to rubble.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126438446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0006
Helen Roche
Shortly after the establishment of the first NPEA in Prussia, ‘copy-cat’ Napolas were swiftly established by the educational authorities in Saxony, Anhalt, and Württemberg—an initiative which did not always meet with the Reich Education Ministry’s whole-hearted approval. This chapter charts the—ultimately successful—attempts by the NPEA authorities to centralize the Napola system and place the Napolas in the federal states outside Prussia under the sole power of the Reich. From this perspective, the NPEA can be seen as a bellwether for the type of fully centralized ‘reformation of the Reich’ (Reichsreform or Verreichlichung) which the National Socialist regime desired to effect not only in the realm of education, but in all spheres of government, devolving power and autonomy from the federal states to Berlin. The cases of the schools at Klotzsche in Saxony, Ballenstedt in Anhalt, and Backnang and Rottweil in Württemberg, are each considered in detail. In conclusion, the chapter sites the NPEA-Inspectorate’s efforts to create a Reich-wide educational system within the context of broader impulses towards centralization within the Nazi state.
{"title":"Centralism versus Particularism","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0006","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0006","url":null,"abstract":"Shortly after the establishment of the first NPEA in Prussia, ‘copy-cat’ Napolas were swiftly established by the educational authorities in Saxony, Anhalt, and Württemberg—an initiative which did not always meet with the Reich Education Ministry’s whole-hearted approval. This chapter charts the—ultimately successful—attempts by the NPEA authorities to centralize the Napola system and place the Napolas in the federal states outside Prussia under the sole power of the Reich. From this perspective, the NPEA can be seen as a bellwether for the type of fully centralized ‘reformation of the Reich’ (Reichsreform or Verreichlichung) which the National Socialist regime desired to effect not only in the realm of education, but in all spheres of government, devolving power and autonomy from the federal states to Berlin. The cases of the schools at Klotzsche in Saxony, Ballenstedt in Anhalt, and Backnang and Rottweil in Württemberg, are each considered in detail. In conclusion, the chapter sites the NPEA-Inspectorate’s efforts to create a Reich-wide educational system within the context of broader impulses towards centralization within the Nazi state.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123874594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0002
Helen Roche
This chapter provides a concise account of the Napolas’ foundation, and the bureaucratic tasks involved in their administration by the NPEA-Inspectorate (Landesverwaltung der Nationalpolitischen Erziehungsanstalten in Preußen/Inspektion der Nationalpolitischen Erziehungsanstalten). It also investigates the schools’ relationship with other organizations within the Nazi state, including the SA, the SS, the Nazi Party, and the Hitler Youth. Among these institutions, the competition to gain power over the schools was constant, with Heinrich Himmler, the Reichsführer-SS, gradually gaining the upper hand. As such, the Napola administration provides a particularly apt case study of the constant polycratic wrangling which lay at the heart of the Nazi state, as well as mirroring the relative power and respective positions of the SA and SS within the dictatorship’s organizational hierarchy. The chapter concludes by exploring the Inspectorate’s methods of recruiting and controlling Napola headmasters (Anstaltsleiter) and teachers (Erzieher). Ultimately, Reich Education Minister Bernhard Rust, along with NPEA-Inspectors Joachim Haupt and August Heißmeyer, desired to create a cadre of ideologically sound and fanatically loyal staff who conformed completely to the National Socialist ideal of the ‘Führer personality’.
本章简要介绍了Napolas的基础，以及NPEA-Inspectorate (Landesverwaltung der Nationalpolitischen Erziehungsanstalten in Preußen/ inspection der Nationalpolitischen Erziehungsanstalten)管理中涉及的官僚任务。它还调查了这些学校与纳粹国家内部其他组织的关系，包括冲锋队、党卫军、纳粹党和希特勒青年团。在这些机构中，争夺学校管理权的竞争是持续不断的，帝国党卫军党(reichsfhrer - ss)的海因里希·希姆莱(Heinrich Himmler)逐渐占据了上风。就其本身而言，拿破仑政府提供了一个特别恰当的案例来研究纳粹国家核心持续不断的多党之争，同时也反映了在独裁统治的组织层级中，SA和SS的相对权力和各自的地位。本章最后探讨了监察局招聘和控制那不勒斯校长(Anstaltsleiter)和教师(Erzieher)的方法。最终，德国教育部长伯恩哈德·鲁斯特，以及npea检查员约阿希姆·豪普特和奥古斯特·海斯迈耶，希望建立一支思想健全、狂热忠诚的骨干队伍，他们完全符合国家社会主义理想中的“ hrer人格”。
{"title":"Foundation and Administration","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0002","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0002","url":null,"abstract":"This chapter provides a concise account of the Napolas’ foundation, and the bureaucratic tasks involved in their administration by the NPEA-Inspectorate (Landesverwaltung der Nationalpolitischen Erziehungsanstalten in Preußen/Inspektion der Nationalpolitischen Erziehungsanstalten). It also investigates the schools’ relationship with other organizations within the Nazi state, including the SA, the SS, the Nazi Party, and the Hitler Youth. Among these institutions, the competition to gain power over the schools was constant, with Heinrich Himmler, the Reichsführer-SS, gradually gaining the upper hand. As such, the Napola administration provides a particularly apt case study of the constant polycratic wrangling which lay at the heart of the Nazi state, as well as mirroring the relative power and respective positions of the SA and SS within the dictatorship’s organizational hierarchy. The chapter concludes by exploring the Inspectorate’s methods of recruiting and controlling Napola headmasters (Anstaltsleiter) and teachers (Erzieher). Ultimately, Reich Education Minister Bernhard Rust, along with NPEA-Inspectors Joachim Haupt and August Heißmeyer, desired to create a cadre of ideologically sound and fanatically loyal staff who conformed completely to the National Socialist ideal of the ‘Führer personality’.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132244586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0009
Helen Roche
Heinrich Himmler, August Heißmeyer, and the NPEA Inspectorate were eager to create a transnational empire of Napolas and ‘Reichsschulen’ in all of the territories occupied by Nazi Germany during World War II. These schools both mirrored and contributed to broader National Socialist occupation and Germanization policies throughout Eastern and Western Europe. They were intended to create a cadre of ‘Germanic’ or ‘Germanizable’ leaders, loyal above all to the SS. The chapter begins by exploring the genesis of the Reichsschulen in the occupied Netherlands—Valkenburg and Heythuysen—which were adopted as a ‘Germanic’ prestige project by the Reich Commissioner of the Netherlands, Arthur Seyß-Inquart. The chapter then turns eastwards to consider the role of the Napolas which were established in the conquered Czech and Polish lands, focusing on NPEA Sudetenland in Ploschkowitz (Ploskowice), NPEA Wartheland in Reisen (Rydzyna), and NPEA Loben (Lubliniec). All in all, the Napola selection process in the occupied Eastern territories can be seen as the peak of all the ‘racial sieving’ processes which the Nazi state forced ‘ethnic Germans’ (Volksdeutsche), Czechs, and Poles to undergo, inextricably bound up with the Third Reich’s wider race, resettlement, and extermination policies. The ultimate aim of all of these schools was to mingle Reich German and ‘ethnic German’ or ‘Germanic’ pupils, educating the two groups alongside each other, in order to create a unified cohort of leaders for the future Nazi empire, and to reclaim valuable ‘Germanic blood’ for the Reich.
{"title":"The Reichsschulen and the Napolas’ Germanizing Mission in Eastern and Western Europe","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0009","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0009","url":null,"abstract":"Heinrich Himmler, August Heißmeyer, and the NPEA Inspectorate were eager to create a transnational empire of Napolas and ‘Reichsschulen’ in all of the territories occupied by Nazi Germany during World War II. These schools both mirrored and contributed to broader National Socialist occupation and Germanization policies throughout Eastern and Western Europe. They were intended to create a cadre of ‘Germanic’ or ‘Germanizable’ leaders, loyal above all to the SS. The chapter begins by exploring the genesis of the Reichsschulen in the occupied Netherlands—Valkenburg and Heythuysen—which were adopted as a ‘Germanic’ prestige project by the Reich Commissioner of the Netherlands, Arthur Seyß-Inquart. The chapter then turns eastwards to consider the role of the Napolas which were established in the conquered Czech and Polish lands, focusing on NPEA Sudetenland in Ploschkowitz (Ploskowice), NPEA Wartheland in Reisen (Rydzyna), and NPEA Loben (Lubliniec). All in all, the Napola selection process in the occupied Eastern territories can be seen as the peak of all the ‘racial sieving’ processes which the Nazi state forced ‘ethnic Germans’ (Volksdeutsche), Czechs, and Poles to undergo, inextricably bound up with the Third Reich’s wider race, resettlement, and extermination policies. The ultimate aim of all of these schools was to mingle Reich German and ‘ethnic German’ or ‘Germanic’ pupils, educating the two groups alongside each other, in order to create a unified cohort of leaders for the future Nazi empire, and to reclaim valuable ‘Germanic blood’ for the Reich.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"310 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124405766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0007
Helen Roche
When it came to founding new Napolas, the NPEA authorities often used the strategy of laying claim to educational institutions with venerable traditions, Nazifying and ‘Napolising’ them. This could include the appropriation of well-known humanistic boarding schools with a Protestant ethos such as Schulpforta (alma mater of Nietzsche, Ranke, and Fichte), or the Klosterschule in Ilfeld, which were both taken over as going concerns. However, the National Socialist regime’s deep hostility towards Catholic foundations also led to the forcible expropriation of former monastic schools such as the Ursuline convent school in Haselünne, or the Missionary School of the Society of the Divine Word (Steyler Orden) in St. Wendel, which were transformed into NPEA Emsland and NPEA Saarland respectively. Expropriation could also be used to punish oppositional non-religious schools such as the aristocratic Landschulheim in Neubeuern, Bavaria. Although most of these schools still retained the curriculum of a ‘humanistic Gymnasium’, teaching both Latin and ancient Greek, by the end of World War II, their existing traditions had been almost completely expunged. We can therefore see these forms of expropriation and Napolisation as part of a more general movement towards the de-Christianization of education during the Third Reich, with the NPEA in the vanguard. This chapter treats the schools at Schulpforta, Ilfeld, Haselünne, St. Wendel, and Neubeuern as case studies, concluding with a brief treatment of NPEA Weierhof am Donnersberg, a former Mennonite school which had collaborated with the Nazi authorities even prior to its transformation into a Napola.
在建立新“拿破仑”时，国家教育政策委员会当局经常采用这样的策略，即对具有悠久传统的教育机构提出要求，将它们“纳粹化”和“拿破仑化”。这可能包括挪用著名的具有新教精神的人文主义寄宿学校，如舒尔普福塔(尼采、兰克和费希特的母校)，或伊尔菲尔德的克洛斯特学校，这两所学校都是作为持续经营的企业被接管的。然而，国家社会主义政权对天主教基金会的深深敌意也导致了前修道院学校的强制征用，如hasel nne的乌尔苏拉修道院学校，或圣文德尔的圣言会教会学校(Steyler Orden)，它们分别被改造为NPEA埃姆斯兰和NPEA萨尔兰。征用也可以用来惩罚反对的非宗教学校，如巴伐利亚州纽伯恩的贵族学校。虽然这些学校中的大多数仍然保留了“人文体育馆”的课程，教授拉丁语和古希腊语，但到第二次世界大战结束时，他们现有的传统几乎完全被抹去了。因此，我们可以把这些形式的剥夺和拿破仑化看作是第三帝国时期更普遍的教育去基督教化运动的一部分，而NPEA是先锋。本章将Schulpforta, Ilfeld, haselnne, St. Wendel和Neubeuern的学校作为案例研究，最后简要介绍了NPEA weerhof am Donnersberg，这是一所前门诺派学校，甚至在转变为Napola之前就与纳粹当局合作。
{"title":"The Annihilation of Tradition?","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0007","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0007","url":null,"abstract":"When it came to founding new Napolas, the NPEA authorities often used the strategy of laying claim to educational institutions with venerable traditions, Nazifying and ‘Napolising’ them. This could include the appropriation of well-known humanistic boarding schools with a Protestant ethos such as Schulpforta (alma mater of Nietzsche, Ranke, and Fichte), or the Klosterschule in Ilfeld, which were both taken over as going concerns. However, the National Socialist regime’s deep hostility towards Catholic foundations also led to the forcible expropriation of former monastic schools such as the Ursuline convent school in Haselünne, or the Missionary School of the Society of the Divine Word (Steyler Orden) in St. Wendel, which were transformed into NPEA Emsland and NPEA Saarland respectively. Expropriation could also be used to punish oppositional non-religious schools such as the aristocratic Landschulheim in Neubeuern, Bavaria. Although most of these schools still retained the curriculum of a ‘humanistic Gymnasium’, teaching both Latin and ancient Greek, by the end of World War II, their existing traditions had been almost completely expunged. We can therefore see these forms of expropriation and Napolisation as part of a more general movement towards the de-Christianization of education during the Third Reich, with the NPEA in the vanguard. This chapter treats the schools at Schulpforta, Ilfeld, Haselünne, St. Wendel, and Neubeuern as case studies, concluding with a brief treatment of NPEA Weierhof am Donnersberg, a former Mennonite school which had collaborated with the Nazi authorities even prior to its transformation into a Napola.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128542015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0010
Helen Roche
The schools for girls at Hubertendorf-Türnitz, Heythuysen, Colmar-Berg, and Achern are the least well-known and well-understood component of the Napola system. This chapter begins by giving an account of how the girls’ schools came into being, their aims, and the heated ministerial debates which dogged their foundation. It then describes everyday life at the girls’ schools, and the similarities and differences between their curriculum and that of the boys’ schools. Finally, it sites the aims and practice of the so-called Mädchen-Napolas within recent historiography on women and gender in Nazi Germany. The political infighting which the girls’ schools provoked, the lack of clarity surrounding their programme, and the piecemeal and contested nature of their development, reflect the fundamental flexibility (or incoherence) of the Nazi state’s attitude towards the ‘women question’ more generally. On the one hand, the girls who attended the Mädchen-Napolas were educated to believe that growing up female in Nazi Germany need be no bar to experiencing comradeship, leadership, and a successful career, and they were given an education broadly analogous to that of their male counterparts. On the other hand, the girls were still trained to see taking care of a husband and family as an ultimate good; their later public or political roles would have been largely limited to the state-sanctioned female spheres of the Nazi womens’ and girls’ organizations, and the caring professions. Ultimately, the Mädchen-Napolas demonstrate, in microcosm, both the scope and the totalitarian restrictions inherent in Nazi attitudes towards young women.
hubertendorf - t rnitz, Heythuysen, colmarberg和Achern的女子学校是Napola系统中最不为人所知和最容易理解的组成部分。这一章首先叙述了女子学校是如何形成的，它们的目标，以及围绕着它们的建立而进行的激烈的部长辩论。然后描述了女校的日常生活，以及女校课程与男校课程的异同。最后，它将所谓的Mädchen-Napolas的目标和实践定位在纳粹德国女性和性别的近期史学中。女子学校引发的政治内斗，其项目缺乏明确性，以及其发展的零碎和争议性，反映了纳粹国家对“妇女问题”更普遍的态度的基本灵活性(或不连贯性)。一方面，参加Mädchen-Napolas的女孩被教育相信，在纳粹德国长大的女性不必成为体验同志关系、领导能力和成功事业的障碍，她们接受的教育与男性同龄人大致相似。另一方面，女孩们仍然被训练成照顾丈夫和家庭是一件终极的好事;她们后来的公共或政治角色很大程度上仅限于国家批准的纳粹妇女和女孩组织的女性领域，以及护理专业。最终，Mädchen-Napolas在微观上展示了纳粹对年轻女性态度的范围和固有的极权主义限制。
{"title":"For Girls Only","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0010","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0010","url":null,"abstract":"The schools for girls at Hubertendorf-Türnitz, Heythuysen, Colmar-Berg, and Achern are the least well-known and well-understood component of the Napola system. This chapter begins by giving an account of how the girls’ schools came into being, their aims, and the heated ministerial debates which dogged their foundation. It then describes everyday life at the girls’ schools, and the similarities and differences between their curriculum and that of the boys’ schools. Finally, it sites the aims and practice of the so-called Mädchen-Napolas within recent historiography on women and gender in Nazi Germany. The political infighting which the girls’ schools provoked, the lack of clarity surrounding their programme, and the piecemeal and contested nature of their development, reflect the fundamental flexibility (or incoherence) of the Nazi state’s attitude towards the ‘women question’ more generally. On the one hand, the girls who attended the Mädchen-Napolas were educated to believe that growing up female in Nazi Germany need be no bar to experiencing comradeship, leadership, and a successful career, and they were given an education broadly analogous to that of their male counterparts. On the other hand, the girls were still trained to see taking care of a husband and family as an ultimate good; their later public or political roles would have been largely limited to the state-sanctioned female spheres of the Nazi womens’ and girls’ organizations, and the caring professions. Ultimately, the Mädchen-Napolas demonstrate, in microcosm, both the scope and the totalitarian restrictions inherent in Nazi attitudes towards young women.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"528 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124501048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0008
Helen Roche
Following Austria’s annexation by the Third Reich, the NPEA authorities were eager to pursue every opportunity to found new Napolas in the freshly acquired territories of the ‘Ostmark’. In the first instance, the Inspectorate took over the existing state boarding schools (Bundeserziehungsanstalten/Staatserziehungsanstalten) at Wien-Breitensee, Wien-Boerhavegasse, Traiskirchen, and the Theresianum. Secondly, beyond Vienna, numerous Napolas were also founded in the buildings of monastic foundations which had been requisitioned and expropriated by the Nazi security services. These included the abbey complexes at Göttweig, Lambach, Seckau, Vorau, and St. Paul (Spanheim), as well as the Catholic seminary at St. Veit (present-day Ljubljana-Šentvid, Slovenia). This chapter begins by charting the chequered history of the former imperial and royal (k.u.k.) cadet schools in Vienna, which were refashioned into civilian Bundeserziehungsanstalten by the Austrian socialist educational reformer Otto Glöckel immediately after World War I. During the reign of Dollfuß and Schuschnigg’s Austrofascist state, the schools were threatened from within by the terrorist activity of illegal Hitler Youth cells, and the Anschluss was ultimately welcomed by many pupils, staff, and administrators. August Heißmeyer and Otto Calliebe’s subsequent efforts to reform the schools into Napolas led to their being incorporated into the NPEA system on 13 March 1939. The chapter then treats the Inspectorate’s foundation of further Napolas in expropriated religious buildings, focusing on NPEA St. Veit as a case study. In conclusion, it outlines the ways in which both of these forms of Napolisation conformed to broader patterns of Nazification policy in Austria after the Anschluss.
在奥地利被第三帝国吞并之后，纳粹德国当局渴望抓住每一个机会，在新获得的“奥斯马克”领土上建立新的拿破仑。首先，督察接管了在Wien-Breitensee、Wien-Boerhavegasse、Traiskirchen和Theresianum现有的公立寄宿学校(Bundeserziehungsanstalten/Staatserziehungsanstalten)。其次，在维也纳以外的地方，许多拿破仑也被建立在被纳粹安全部门征用和征用的修道院建筑中。其中包括Göttweig, Lambach, Seckau, Vorau和St. Paul (Spanheim)的修道院建筑群，以及St. Veit(今卢布尔雅那-Šentvid，斯洛文尼亚)的天主教神学院。本章首先描绘了维也纳前帝国和皇家(英国)军校的历史，这些学校在第一次世界大战后被奥地利社会主义教育改革家奥托Glöckel改造成平民的联邦高等学校。在陶尔福斯和许士尼格的奥地利法西斯国家统治期间，学校受到非法希特勒青年团的恐怖活动的威胁，最终受到许多学生的欢迎。员工和管理员。August heß meyer和Otto Calliebe随后努力将学校改革成那不勒斯，导致他们于1939年3月13日被纳入NPEA系统。然后，本章讨论了监察局在征用的宗教建筑中建立进一步的那不勒斯的基础，重点是NPEA St. Veit作为一个案例研究。最后，它概述了这两种形式的拿破仑化如何符合奥地利在合并后的纳粹化政策的更广泛模式。
{"title":"Ostmark","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0008","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0008","url":null,"abstract":"Following Austria’s annexation by the Third Reich, the NPEA authorities were eager to pursue every opportunity to found new Napolas in the freshly acquired territories of the ‘Ostmark’. In the first instance, the Inspectorate took over the existing state boarding schools (Bundeserziehungsanstalten/Staatserziehungsanstalten) at Wien-Breitensee, Wien-Boerhavegasse, Traiskirchen, and the Theresianum. Secondly, beyond Vienna, numerous Napolas were also founded in the buildings of monastic foundations which had been requisitioned and expropriated by the Nazi security services. These included the abbey complexes at Göttweig, Lambach, Seckau, Vorau, and St. Paul (Spanheim), as well as the Catholic seminary at St. Veit (present-day Ljubljana-Šentvid, Slovenia). This chapter begins by charting the chequered history of the former imperial and royal (k.u.k.) cadet schools in Vienna, which were refashioned into civilian Bundeserziehungsanstalten by the Austrian socialist educational reformer Otto Glöckel immediately after World War I. During the reign of Dollfuß and Schuschnigg’s Austrofascist state, the schools were threatened from within by the terrorist activity of illegal Hitler Youth cells, and the Anschluss was ultimately welcomed by many pupils, staff, and administrators. August Heißmeyer and Otto Calliebe’s subsequent efforts to reform the schools into Napolas led to their being incorporated into the NPEA system on 13 March 1939. The chapter then treats the Inspectorate’s foundation of further Napolas in expropriated religious buildings, focusing on NPEA St. Veit as a case study. In conclusion, it outlines the ways in which both of these forms of Napolisation conformed to broader patterns of Nazification policy in Austria after the Anschluss.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129409825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0005
Helen Roche
The very first Napolas which were founded at Potsdam, Plön, and Köslin, as well as those which were subsequently founded at Naumburg, Oranienstein, Bensberg, Berlin-Spandau, and Wahlstatt, were deliberately established on the premises of the former Prussian cadet schools, which had been refashioned as civilian ‘State Boarding Schools’ (Staatliche Bildungsanstalten/Stabilas) after World War I, in accordance with the Treaty of Versailles. To an extent, the NPEA authorities deliberately wanted to resurrect the tradition of the Royal Prussian Cadet Corps at the Napolas, but in a new, Nazified guise. This chapter explores the extent to which the former cadet-school Napolas retained or regained their militaristic Prussian spirit, and examines continuities between the Prussian cadet schools, the Stabilas, and the NPEA. It begins by chronicling the demise of the cadet schools and their resurrection as civilian state schools, more or less dedicated to upholding the Weimar Republic, during the aftermath of World War I. It then goes on to chart the rise of revanchist sentiment and the formation of illegal Hitler Youth cells at the Stabilas during the early 1930s, before analysing the process of Napolisation which took place in 1933–4 in greater detail. In conclusion, the chapter sites the Napolas’ Janus-faced attitude towards the cadet-school tradition within existing debates regarding the affinities (or otherwise) between Prussianism and National Socialism, and the degree of continuity which existed between the Weimar Republic and the Third Reich.
{"title":"The Prussian Paradigm?","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0005","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0005","url":null,"abstract":"The very first Napolas which were founded at Potsdam, Plön, and Köslin, as well as those which were subsequently founded at Naumburg, Oranienstein, Bensberg, Berlin-Spandau, and Wahlstatt, were deliberately established on the premises of the former Prussian cadet schools, which had been refashioned as civilian ‘State Boarding Schools’ (Staatliche Bildungsanstalten/Stabilas) after World War I, in accordance with the Treaty of Versailles. To an extent, the NPEA authorities deliberately wanted to resurrect the tradition of the Royal Prussian Cadet Corps at the Napolas, but in a new, Nazified guise. This chapter explores the extent to which the former cadet-school Napolas retained or regained their militaristic Prussian spirit, and examines continuities between the Prussian cadet schools, the Stabilas, and the NPEA. It begins by chronicling the demise of the cadet schools and their resurrection as civilian state schools, more or less dedicated to upholding the Weimar Republic, during the aftermath of World War I. It then goes on to chart the rise of revanchist sentiment and the formation of illegal Hitler Youth cells at the Stabilas during the early 1930s, before analysing the process of Napolisation which took place in 1933–4 in greater detail. In conclusion, the chapter sites the Napolas’ Janus-faced attitude towards the cadet-school tradition within existing debates regarding the affinities (or otherwise) between Prussianism and National Socialism, and the degree of continuity which existed between the Weimar Republic and the Third Reich.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124330332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1093/oso/9780198726128.003.0011
Helen Roche
The quality of school life at the NPEA gradually deteriorated during wartime—chronic shortages of everything from steel to salt, from teaching staff to stable-hands, increasingly impinged on the schools’ day-to-day functioning. This chapter begins by considering the great expectations placed on the Napolas by the Inspectorate and the armed forces, in their capacity as de facto officer training schools. Secondly, it describes daily life at the NPEA, including the ‘war missions’ (Kriegseinsätze) which pupils were expected to undertake as leaders on the children’s evacuation programme (KLV) or as anti-aircraft auxiliaries (Flakhelfer). It also explores the all-important connections between the Napola home-front and former pupils at the battle front, as exemplified by the school newsletters or Altkameradenbriefe, which were expressly designed to foster a transgenerational sense of comradeship among all who belonged to the Napolas’ ‘extended family’. Finally, the chapter briefly examines the ways in which the NPEA system profited from or abetted the wartime crimes of the Nazi regime, including the expropriation of asylums and Jewish property, and the use of forced labour (not least that of concentration-camp inmates). The conclusion then situates the experience of the Napolas within the context of existing scholarship on the state of German education and society during this turbulent period of total war. Ultimately, the NPEA were better able to withstand the privations of war than most ‘civilian’ schools during this period, due not least to their centralized administration, and their supposedly vital contribution to the war effort.
{"title":"The Demands of Total War","authors":"Helen Roche","doi":"10.1093/oso/9780198726128.003.0011","DOIUrl":"https://doi.org/10.1093/oso/9780198726128.003.0011","url":null,"abstract":"The quality of school life at the NPEA gradually deteriorated during wartime—chronic shortages of everything from steel to salt, from teaching staff to stable-hands, increasingly impinged on the schools’ day-to-day functioning. This chapter begins by considering the great expectations placed on the Napolas by the Inspectorate and the armed forces, in their capacity as de facto officer training schools. Secondly, it describes daily life at the NPEA, including the ‘war missions’ (Kriegseinsätze) which pupils were expected to undertake as leaders on the children’s evacuation programme (KLV) or as anti-aircraft auxiliaries (Flakhelfer). It also explores the all-important connections between the Napola home-front and former pupils at the battle front, as exemplified by the school newsletters or Altkameradenbriefe, which were expressly designed to foster a transgenerational sense of comradeship among all who belonged to the Napolas’ ‘extended family’. Finally, the chapter briefly examines the ways in which the NPEA system profited from or abetted the wartime crimes of the Nazi regime, including the expropriation of asylums and Jewish property, and the use of forced labour (not least that of concentration-camp inmates). The conclusion then situates the experience of the Napolas within the context of existing scholarship on the state of German education and society during this turbulent period of total war. Ultimately, the NPEA were better able to withstand the privations of war than most ‘civilian’ schools during this period, due not least to their centralized administration, and their supposedly vital contribution to the war effort.","PeriodicalId":104530,"journal":{"name":"The Third Reich's Elite Schools","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115711171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：