EDUCATION AND INSTRUCTION IN THE UPPER SCHOOLS
Official Edition of the Reich and Prussian Ministry for Science, Instruction and People's Education. Published by Weide-mannsche Verlagsbuchnandlung, Berlin 1938.
Introductory Decree
New Order for the System of Higher Education.
[Pages 1-5] j
Through a series of decrees issued since the year 1933, I have initiated and prepared the external and internal transformation of the system of higher education.
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After having begun the simplification of the numerous types of schools on Easter 1937, and remodeled the upper schools through the decree of 20 March 1937, I now point out the goal and the scope of their total functions by the following regulations concerning "Education and Instruction in the Upper Schools."
I thus entrust the educators with a responsible obligation. It can only then be fulfilled, if the educators of the upper schools derive from the new regulations stimulation and a sense of duty for their service to German youth, and realize in the right spirit the aims of National Socialistic education.
I confidently expect initiative on the part of the German educator, that he will go about the work assigned to him in a willing manner, and that he will bring it to a successful conclusion.
II.
I emphasize the following in detail:
1. Because of important reasons of population politics, [Be-voelkerungspolitik] I have decreased the term for the upper school from nine years to eight. This measure, however, must not result in a lowering of the educational standards of the upper school. Its cultural mission and its position within the system of education and culture require that, through corresponding demands made on the students and teachers, the qualitative standard of their work is being maintained. Therefore, the object of the entire work should be from the beginning that of maturity. Students who are inefficient or possess the obvious features of a weak will or character, are to be kept away from the upper schools.
2. The upper schools are, according to the nature of their assignment, fundamentally secondary schools [Vollschulen], which follow the fourth or sixth year of elementary school. In order to safeguard unrestricted admission of efficient rural youths into the upper schools, however, I permit nonsecondary [nicht-vol-lansgebante] schools to operate and to be used as preparatory schools [Zubringeschulen]. They begin with the first year [Klasse 1], include from two to five years, and are connected with a neighboring secondary school. It is desirable that the five-year term preparatory schools for girls add a final sixth year [Home Economics].
3. Co-ed schools are contrary to the spirit of national socialistic education. Therefore, separate schools have been established for boys and girls; of especially great service to the German wife and mother in meeting the requirements of family,
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profession and national community is the new home economics high school type for girls.
Girls attending schools for boys must be regarded as exceptional cases; boys are not admitted to girls' schools. In cases where girls attend boys' schools, then the requirements of female education must be given consideration. In general, the girls will be instructed along the lines of the girls' schools in such cases as well. Girls transferring to the sixth up to the eighth year in boys' schools must remain exceptions and in any case subject to approval by the Director of Education or by the higher state authority for schools. Only in a very few exceptional cases are girls permitted to attend a Gymnasium too. Such cases need my personal approval ; no special arrangements can be made for them in such cases.
4. To suit the inclinations of talents and aptitudes of male youth, I have divided the instructions in each case in the sixth, seventh, and eighth year of the high school for boys in such a manner that one part of the class receives more instructions in natural science and mathematics while the other more instructions in languages; the remainder of the instruction is the same for both grades in order to guarantee a uniform formation of the instructions in subjects of German character, in biology and in physical exercise.
In close relationship with this group-division are the study groups for languages, natural science and mathematics. Until the intermediate school system has been generally developed, full division will only be carried out in the seventh and eighth year, while during the sixth year, it will be in the form of the study groups only. '
Fundamentally, study groups are obligatory. To guarantee a high standard of performances, it is in the discretion of the principal to exclude a student from the study groups because of exceptional circumstances.
Special guiding principles are contained in the schedules of study groups for natural science and mathematics, exemplifying the novelty of these study groups in as much as they serve national socialistic objectives. In the study groups for foreign languages, preference is given to the Romance languages (French, Italian, Spanish). For these study groups, which are conducted with more mature students on the basis of an extensive course in Latin, little past experience is available till now and it seems therefore to be inadvisable to formulate a detailed program of instructions as a comprehensive objective. Therefore, I
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must expect, all the more, that the conductors and teachers of the courses in the upper schools pay special attention to these new assignments and establish by their own initiative guiding rules for, the instruction of Romance languages. The school superintendents are to take this instruction especially to heart. Group division during the seventh and eighth year at the high schools for boys can only be disregarded in urgent and exceptional cases.
5. The following regulations are of importance for the Gymnasium: Greek starts in the third year and continues until the senior year with five weekly periods. The third foreign language is English, it begins in the fifth year. Aside from that, I want to give the students in the sixth to eighth years the opportunity to take an extra-curricular course in French of two weekly periods.
6. I do not find it necessary to publish new curricula for the teaching of religion. It is of import to the instructions that all subject matter, tending to jeopardize the uniformity of education, be eliminated.
Ill,
TEMPORARY REGULATIONS
1. The new regulations determining the maximum number of members to be admitted to class (first and second year, 40; third to fifth year, 35; sixth to eighth year, 25) cannot always be carried out immediately in all places without causing some hardships to students and salaried school personnel. For the next three school years, therefore, deviations will be permitted; later, these guiding figures will be obligatory. For the transitory period prior to the development of the intermediate school system, the maximum number of admissions in the sixth year is 30.
2. The transition from the old curricula to the new regulations should be effected as quickly as possible. Every school has to set up immediately temporary curricula for the year 1938/39, so that there are no loopholes in the presentation of the subject matter, and the transition can be effected as fast as possible. In accordance with my decree E III a 750/37 of March 20, 1937 (Reich Min. Gazette for German Science, p. 155) for the transition to the new sequence of language in the high-school, it is further to be noted that French, as primary foreign language, is to be followed by Latin as secondary, after which comes English; and that Latin is an obligatory subject for the sixth, seventh and eighth year, provided the first two foreign languages have already been begun, and are both living foreign languages.
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3. The difficulties encountered during the transitory period by students who do not meet the requirements of the class and who must therefore enter another class where different foreign languages are taught, should be given special consideration. As far as it is feasible, such students who show inaptitude only in the field of foreign language but whose performances are otherwise satisfactory, should be granted advancement to the next class and an additional annual trial period. For all other cases, special arrangements must be made by the school. Special courses in foreign languages should be established for the benefit of students who were not advanced. These courses can serve the purpose of continuing the foreign language previously taken up by the student, or of introducing him to the new one. The latter is generally preferable. In any case, the student is in return to be exempted from class instruction in the corresponding foreign language.
IV.
The decree for "Education and Instruction in the Upper Schools" is to take effect at the beginning of the school' year 1938/39, and is binding for all German upper schools.
Berlin, January 29, 1938
The Reich and Prussian Minister for Science, Education and Peoples' Culture RUST
To the Directors of Education (Department for Higher Education) City Directors of Education of the Reich capital Berlin (Department for Higher Education), the State Educational Administrations, and the Reich Commissioner for the Saar Territory.
E III a. 245/38 (a)
[Page 9]
FUNDAMENTAL PRINCIPLES
The'German school is part of the National-Socialist educational order. It is its obligation to form the national socialistic personality in cooperation with the other educational powers of the nation, but by its distinctive educational means.
The demand made on the school to serve German national education, is not a new one. It has been often made in the past and it can also be found in the basic publication of the year 1925 for the reform of the system of higher education. But the conception of national education, as formulated therein differs widely, both in character and historical suppositions, from that of the national-socialistic conception of political-education.
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|Pages 11-12]
National Socialism, by maintaining the preeminence of life and action over all systems of education and breeding, expresses the law of evolution of every great civilization. Political action is the foundation of a new order. Before there can be any question of a new education, an order, which is invested with convincing power must be created. The State of Adolf Hitler has become an educational State, because the Fuehrer, through the creation of his Reich, has molded the strength of his people into one single political will, one single penetrating ideology, thus making great and sensible education again possible.
All education that has a plan is based on a given order. The national-socialistic system of education is not, from its original a work of pedagogic planning, but one of political struggle and of the laws of that struggle. The S.A. and Hitler Youth were originally meant to be fighting units of the movement, guaranteeing the political victory of National-Socialism. But out of these fighting units, a new living order emerged very quickly, in which simultaneously a new principle of education began to take effect. In the military-political communities of the SA and SS, the socialistic unity of the nation, demanded by the Fuehrer was created through the harsh selection of fighting. Long before the national-socialistic state could take over the public system of education, a solid system of education for youths had begun to make its appearance alongside with the schools and institutions of National education. In this new system, a new attitude was attained through the common struggle rather than through instructions, and the virtues of character, which the movement has inscribed on its banner were developed and tested. The political formations of adolescents ' [Jungmannschaff] had become the bearers of a new education before they were even charged by the National-Socialistic State with their special educational mission. The preeminence of politics over pedagogics, denied by the educational optimism of the time of the Weimar republic [Systemzeit], could not be represented more strikingly. The victory of the National-Socialistic movement, bringing to power a new symbol and a new basic outlook of man, terminated with inner necessity the period of educational optimism, and found a new way. of answering the question of the character of education.
The National Socialistic revolution of ideology has replaced the deceiving picture of the educated personality with the figure of the real German, determined by blood and historical fate; and instead of the humanistic ideal of education, in existence until
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only recent times, it has built up an educational order originating from the community of the actual fight. Only out of the spirit of this political breeding can grow true education, as the central task of the coming school, which makes the young German not less but more susceptible to enthusiasm and leads to efficiency. Every form of education taking its course outside of this national-Socialistic educational reality, remains abstract and foreign to the national character, because even if the national character of the substance of our education is determined, such form of education is not aimed at man with all his realities but is aimed at some purely rational being.
[Page 19]
* * * The National Socialistic ideology is not a subject or a
field of application for the instructions, but a principle. It makes it possible to drop the dividing lines between the various specialized fields of study, and to conduct in an unconstrained form correlated and concentrated instructions. It solves all difficulties pertaining to curriculum and program, which seemed insurmountable at the time of educational pluralism. For ideology gives instructions not so much new subject material, but a new right, a new educational procedure and a new principle for selecting the substance of education.
[Page 76]
The following personalities are to be represented (in addition to those significant to the native district): Adolf Hitler, Hinden-burg, Heroes of the National Socialistic Revolution and the World War (Pilots, Submarine Commanders, etc.) Bismarck, Andreas Hofer and Schill, Queen Louise, Bluecher, Nettelbeck, Frederick the Great, Maria Theresia, Frederick William I, Prince Eugene, The Great Elector, Sea Heroes of the Hansa, Knights of the Odder, Frederick Red-beard, Henry the Lion, Otto I, Henry I, Emperor Charles Widukind, Arnim.
[Page 102]
Clarification of the terms Capitalism and Liberalism. Capitalism as economic dogma in contrast to the dogmas of the Middle Ages. The unrestrained lust for power of capital over labor, state and culture. The international attitude of speculative' capitalism, the lacking sense of responsibility towards the nation's necessities of life. Dependence of productive industry and agriculture on the anonymous, irresponsible capital of banks and stock exchanges. Combinations of enterprises to form monopolies and cartels, re-
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striction of the creative personality. Infiltration of capitalistic forms of economy and of thought into agriculture, waste of goods. Jewry and Jewish spirit in the capitalistic economy. * * *
Political Catholicism attacking the Prussian and German State. Ecclesiastic demands for authority, especially in questions of marriage and education. The character of the confessional Party. Super-national connections of the Center party, its power of attraction for enemies of the Reich.
[Page 104]
The period from 1918 to 1932 as an attempt to completely realize the Western European ideals of 1789 in Germany. Political Catholicism as an ally of the marxistic and capitalistic International Establishment of Jewish world domination in Germany and in Bolshevistic Russia. Self-dissolution of parliamentarianism because of inner necessity, threat of seizure of power by Bolshevism.
Deliverance by A. Hitler and his movement.
[Page 109]
Thus, geography is also destined primarily to educate the youth in the upper schools to become full Germans and full National-Socialists.
[Page 118]
The German Reich National State. The political organization of the Reich. Germany's geopolitical position, its advantages and dangers. Losses through the peace dictates: Mutilated Germany. The claim for colonies. The National, economic and political inadequateness of the given boundaries. Necessity for a strong defensive power on land, at sea and in the air, as well as air protection.
Extracts from an education policy manual, on the organization of the schools, the home economics schools for girls, the end of instruction in religion, and "Fundamental Principles," including Nazi ideology, historical figures, and the overcoming of capitalist, liberal, Catholic, and Jewish forces
Authors
Bernhard Rust (minister for science, education, and culture)
Bernhard Rust
German Holocaust perpetrator (1883-1945)
- Born: 1883-09-30 (Hanover)
- Died: 1945-05-08 (Nübel)
- Country of citizenship: Germany
- Occupation: politician
- Member of political party: German Völkisch Freedom Party; Nazi Party
- Member of: Deutschvölkischer Schutz und Trutzbund; Militant League for German Culture; Sturmabteilung
- Military rank: lieutenant
- Position held: Reichsminister; member of the Reichstag of Nazi Germany; member of the Reichstag of the Weimar Republic
Date: 1938
Literal Title: Education and Instruction in the Upper Schools . . . Introductory Decree New Order for the System of Higher Education
Total Pages: 7
Language of Text: English
Source of Text: Nazi conspiracy and aggression (Office of United States Chief of Counsel for Prosecution of Axis Criminality. Washington, D.C. : U.S. Government Printing Office, 1946.)
Evidence Code: PS-2453
Citation: IMT (page 255)
HLSL Item No.: 450307
Notes:The book was published in 1938; Rust's decree is dated 29 January 1938.