The Rise and Fall of the Third Reich: A History of Nazi Germany (52 page)

It was surprising to some how many members of the university faculties knuckled under to the Nazification of higher learning after 1933. Though official figures put the number of professors and instructors dismissed during the first five years of the regime at 2,800—about one fourth of the total number—the proportion of those who lost their posts through defying National Socialism was, as Professor Wilhelm Roepke, himself dismissed from the University of Marburg in 1933, said, “exceedingly small.” Though small, there were names famous in the German academic world:
Karl Jaspers
, E. I. Gumbel, Theodor Litt, Karl Barth, Julius Ebbinghaus and dozens of others. Most of them emigrated, first to Switzerland, Holland and England and eventually to America. One of them, Professor Theodor Lessing, who had fled to Czechoslovakia, was tracked down by Nazi thugs and murdered in
Marienbad
on August 31, 1933.

A large majority of professors, however, remained at their posts, and as early as the autumn of 1933 some 960 of them, led by such luminaries as Professor Sauerbruch, the surgeon,
Heidegger
, the existentialist philosopher, and Pinder, the art historian, took a public vow to support Hitler and the National Socialist regime.

“It was a scene of prostitution,” Professor Roepke later wrote, “that has stained the honorable history of German learning.”
⁸
And as Professor Julius Ebbinghaus, looking back over the shambles in 1945, said, “The
German universities failed, while there was still time, to oppose publicly with all their power the destruction of knowledge and of the democratic state. They failed to keep the beacon of freedom and right burning during the night of tyranny.”
⁹

The cost of such failure was great. After six years of Nazification the number of university students dropped by more than one half—from 127,920 to 58,325. The decline in enrollment at the institutes of technology, from which Germany got its scientists and engineers, was even greater—from 20,474 to 9,554. Academic standards fell dizzily. By 1937 there was not only a shortage of young men in the sciences and engineering but a decline in their qualifications. Long before the outbreak of the war the chemical industry, busily helping to further Nazi rearmament, was complaining through its organ,
Die Chemische Industrie
, that Germany was losing its leadership in chemistry. Not only the national economy but national defense itself was being jeopardized, it complained, and it blamed the shortage of young scientists and their mediocre caliber on the poor quality of the technical colleges.

Nazi Germany’s loss, as it turned out, was the free world’s gain, especially in the race to be the first with the atom bomb. The story of the successful efforts of Nazi leaders, led by
Himmler
, to hamstring the atomic-energy program is too long and involved to be recounted here. It was one of the ironies of fate that the development of the bomb in the United States owed so much to two men who had been exiled because of race from the Nazi and Fascist dictatorships: Einstein from Germany and Fermi from Italy.

To Adolf Hitler it was not so much the public schools, from which he himself had dropped out so early in life, but the organizations of the
Hitler Youth
on which he counted to educate the youth of Germany for the ends he had in mind. In the years of the Nazi Party’s struggle for power the Hitler Youth movement had not amounted to much. In 1932, the last year of the Republic, its total enrollment was only 107,956, compared to some ten million youths who belonged to the various organizations united in the
Reich Committee of German Youth Associations
. In no country in the world had there been a youth movement of such vitality and numbers as in republican Germany. Hitler, realizing this, was determined to take it over and Nazify it.

His chief lieutenant for this task was a handsome young man of banal mind but of great driving force, Baldur von Schirach, who, falling under Hitler’s spell, had joined the party in 1925 at the age of eighteen and in 1931 had been named Youth Leader of the Nazi Party. Among the scar-faced, brawling Brownshirts, he had the curious look of an American college student, fresh and immature, and this perhaps was due to his having had, as we have seen, American forebears (including two signers of the Declaration of Independence).
¹⁰

Schirach was named “Youth Leader of the German Reich” in June 1933. Aping the tactics of his elder party leaders, his first action was to
send an armed band of fifty husky Hitler Youth men to occupy the national offices of the Reich Committee of German Youth Associations, where an old Prussian Army officer, General Vogt, head of the committee, was put to rout. Schirach next took on one of the most celebrated of German naval heroes, Admiral von Trotha, who had been Chief of Staff of the High Seas Fleet in the First World War and who was now president of the Youth Associations. The venerable admiral too was put to flight and his position and organization were dissolved. Millions of dollars’ worth of property, chiefly in hundreds of youth hostels scattered throughout Germany, was seized.

The concordat of July 20, 1933, had specifically provided for the unhindered continuance of the Catholic Youth Association. On December 1, 1936, Hitler decreed a law outlawing it and all other non-Nazi organizations for young people.

Schirach, whose office had formerly been subordinate to the Ministry of Education, was made responsible directly to Hitler.

This half-baked young man of twenty-nine, who wrote maudlin verse in praise of Hitler (“this genius grazing the stars”) and followed Rosenberg in his weird paganism and Streicher in his virulent anti-Semitism, had become the dictator of youth in the Third Reich.

From the age of six to eighteen, when conscription for the
Labor Service
and the Army began, girls as well as boys were organized in the various cadres of the Hitler Youth. Parents found guilty of trying to keep their children from joining the organization were subject to heavy prison sentences even though, as in some cases, they merely objected to having their daughters enter some of the services where cases of pregnancy had reached scandalous proportions.

From the age of six to ten, a boy served a sort of apprenticeship for the Hitler Youth as a
Pimpf
. Each youngster was given a performance book in which would be recorded his progress through the entire Nazi youth movement, including his ideological growth. At ten, after passing suitable tests in athletics, camping and Nazified history, he graduated into the
Jungvolk
(“Young Folk”), where he took the following oath:

At fourteen the boy entered the Hitler Youth proper and remained there until he was eighteen, when he passed into the Labor Service and
the Army. It was a vast organization organized on paramilitary lines similar to the S.A. and in which the youngsters approaching manhood received systematic training not only in camping, sports and Nazi ideology but in soldiering. On many a weekend in the environs of Berlin this writer would be interrupted in his picnicking by Hitler Youths scrambling through the woods or over the heath, rifles at the ready and heavy army packs on their backs.

Sometimes the young ladies would be playing at soldiering, too, for the Hitler Youth movement did not neglect the maidens. From ten to fourteen, German girls were enrolled as
Jungmaedel
—literally, “young maidens”—and they too had a uniform, made up of a white blouse, full blue skirt, socks and heavy—and most unfeminine—marching shoes. Their training was much like that of the boys of the same age and included long marches on weekends with heavy packs and the usual indoctrination in the Nazi philosophy. But emphasis was put on the role of women in the Third Reich—to be, above all, healthy mothers of healthy children. This was stressed even more when the girls became, at fourteen, members of the B.D.M.—
Bund Deutscher Maedel
(League of German Maidens).

At eighteen, several thousand of the girls in the B.D.M. (they remained in it until 21) did a year’s service on the farms—their so-called
Land Jahr
, which was equivalent to the
Labor Service
of the young men. Their task was to help both in the house and in the fields. The girls lived sometimes in the farmhouses and often in small camps in rural districts from which they were taken by truck early each morning to the farms. Moral problems soon arose. The presence of a pretty young city girl sometimes disrupted a peasant’s household, and angry complaints from parents about their daughters’ having been made pregnant on the farms began to be heard. But that wasn’t the only problem. Usually a girls’ camp was located near a Labor Service camp for young men. This juxtaposition seems to have made for many pregnancies too. One couplet—a take-off on the “Strength through Joy” movement of the Labor Front, but it applied especially to the
Land Jahr
of the young maidens—went the rounds of Germany:

Similar moral problems also arose during the
Household Year for Girls
, in which some half a million Hitler Youth maidens spent a year at domestic service in a city household. Actually, the more sincere Nazis did not consider them moral problems at all. On more than one occasion I listened to women leaders of the B.D.M.—they were invariably of the plainer type and usually unmarried—lecture their young charges on the moral and patriotic duty of bearing children for Hitler’s Reich—within wedlock if possible, but without it if necessary.

By the end of 1938 the Hitler Youth numbered 7,728,259. Large as
this number was, obviously some four million youth had managed to stay out of the organization, and in March 1939 the government issued a law conscripting all youth into the Hitler Youth on the same basis as they were drafted into the Army. Recalcitrant parents were warned that their children would be taken away from them and put into orphanages or other homes unless they enrolled.

   The final twist to education in the Third Reich came in the establishment of three types of schools for the training of the elite: the
Adolf Hitler Schools
, under the direction of the Hitler Youth, the
National Political Institutes of Education
and the Order Castles—the last two under the aegis of the party. The Adolf Hitler Schools took the most promising youngsters from the
Jungvolk
at the age of twelve and gave them six years of intensive training for leadership in the party and in the public services. The pupils lived at the school under Spartan discipline and on graduation were eligible for the university. There were ten such schools founded after 1937, the principal one being the
Akademie
at Brunswick.

The purpose of the Political Institutes of Education was to restore the type of education formerly given in the old Prussian military academies. This, according to one official commentary, cultivated “the soldierly spirit, with its attributes of courage, sense of duty and simplicity.” To this was added special training in Nazi principles. The schools were under the supervision of the S.S., which furnished the headmasters and most of the teachers. Three such schools were established in 1933 and grew to thirty-one before the outbreak of the war, three of them for women.

At the very top of the pyramid were the so-called Order Castles, the Ordensburgen. In these, with their atmosphere of the castles of the Order of
Teutonic Knights
of the fourteenth and fifteenth centuries, were trained the elite of the Nazi elite. The knightly order had been based on the principle of absolute obedience to the Master, the
Ordensmeister
, and devoted to the German conquest of the Slavic lands in the East and the enslavement of the natives. The Nazi Order Castles had similar discipline and purposes. Only the most fanatical young National Socialists were chosen, usually from the top ranks of the graduates of the Adolf Hitler Schools and the Political Institutes. There were four Castles, and a student attended successively all of them. The first of six years was spent in one which specialized in the “racial sciences” and other aspects of Nazi ideology. The emphasis was on mental training and discipline, with physical training subordinated to it. This was reversed the second year at a Castle where athletics and sports, including mountain climbing and parachute jumping, came first. The third Castle, where the students spent the next year and a half, offered political and military instruction. Finally, in the fourth and last stage of his education, the student was sent for a year and a half to the Ordensburg in
Marienburg
in East Prussia, near the Polish frontier. There, within the walls of the very Order Castle which had been a stronghold of the Teutonic Knights five centuries before, his political and military training was concentrated on the Eastern question and
Germany’s need (and right!) of expanding into the Slavic lands in its eternal search for
Lebensraum
—an excellent preparation, as it turned out and no doubt was meant to turn out, for the events of 1939 and thereafter.

   In such a manner were the youth trained for life and work and death in the Third Reich. Though their minds were deliberately poisoned, their regular schooling interrupted, their homes largely replaced so far as their rearing went, the boys and the girls, the young men and women, seemed immensely happy, filled with a zest for the life of a Hitler Youth. And there was no doubt that the practice of bringing the children of all classes and walks of life together, where those who had come from poverty or riches, from a laborer’s home or a peasant’s or a businessman’s, or an aristocrat’s, shared common tasks, was good and healthy in itself. In most cases it did no harm to a city boy and girl to spend six months in the compulsory
Labor Service
, where they lived outdoors and learned the value of manual labor and of getting along with those of different backgrounds. No one who traveled up and down Germany in those days and talked with the young in their camps and watched them work and play and sing could fail to see that, however sinister the teaching, here was an incredibly dynamic youth movement.