Kate Burke

Mr. Palcsey

H. English 10

May 1, 2018

Changes in European Education during WWII

World War II was a tragic time for many reasons, one of which being that it was a low

point in European education. The war took a toll of Europe’s education system, it effectively

changed standards and took away students’ rights to a quality education. Primary Education was

drastically changed in Europe during World War II; the Nazi regime took control of schools,

burned books, enforced Hitler Youth, and incorporated a Family Block in Auschwitz-Birkenau.

Primary changes in European education included a new influence of Nazi beliefs and

created epic changes to day to day life of the students and the functions of the schools. Nazi

teachings were incorporated into the classroom and pushed Nazism to an extreme. Schools in

Europe were forced to push Nazi beliefs whether the teachers believed it or not. Nicholas

Stargardt said, “Throughout the 1920’s, German schoolchildren had been taught to see France as

the hereditary enemy.” (Stargardt 44) The Nazi principles had been telling children that France

was bad. Danielle Appleby said, "In addition to the revisions and censorship of information

published in school textbooks, new classes were added to the schools’ curriculum, such as race

studies, a class that taught the German youth the ideology of Aryan superiority and the inferiority

of Slavs, Jews, and non- whites. The changes made to the educational school system’s

curriculum highlighted the now censored history classes, and, even more so, the changes to

physical education and development " (Appleby 6) Laurence Rees emphasized that during the
war, teachers were under duress to emphasize to their Aryan students that they were superior to

Jews. Anti-Semitism was taught in a positive light, children were being given the idea that only

Germans were valuable humans. Children were being taught that they were less than others, it

was evident that this was the common belief in the world during the time, but it was not a lesson

that belonged in schools. Maria Mauth remembers her teachers from Northern Germany telling

her that "only Germans were valuable.” Certain things were hard to forget and it was especially

notable when you were told by an admired figure that you were not worthy or valuable. Students

who attended the elite Adolf Hitler Schools were shaped in model athletes and were experts in

Nazi ideology. The institution of a school building and its basic principles and lessons were also

drastically altered during WWII. Stargardt said that many core classes such as geography,

history, and national literature were banned from Polish schools. Students of the time lost that

chance to learn about these wonderful topics because of the war.

It was common that students of primary education age would drop out of school.

Whether it be to enlist, or to get a job and help contribute at home, it became very common for

children to drop out of school. It also became an issue that children were fleeing to the

countryside for safety purposes. It was a real threat that cities were being bombed, so many

children were sent away. Teachers became an important factor of the NSDAP's propaganda.

Hitler made it a clear point that all teacher's classroom actions were controlled and their lectures

were censored. To ensure this, many teachers joined the National Socialist Teachers' League.

After the start of the NSLB, many teachers joined for fear of their jobs. It caused strife among

many of the teachers and caused them to leave their positions. Many teachers were forced to

abandon their posts as educators and go to work in Warsaw Poland in government positions.
These positions focused on the wellbeing of the children while working towards reversing the

effects of the war as well as a brighter future for the children.

World War II concentration camps built a Family Block in Auschwitz that established a

sense of stability in children’s lives and furthered education in deadly circumstances. Children

were in a school during the day where they would be taught lessons and continue in daily

activities. This helped them to establish a routine and keep living as children. Stargardt wrote,

"With a few pencils and little paper, most of their five hours of daily lessons were oral ones.

They sang Czech songs and some Hebrew ones, as their teacher tried to impart their Zionist

vision." (Stargardt 213) The family camp was brought about as a way to show the red cross that

these camps were not bad, the family camp was a “pretty face” for all the outside world to see.

Within a few weeks of a particular transport, a “children’s block” was established in the family

camp. It was under the management of Fredy Hirsch. This children’s block is one whose story

will not be well known, but achieved great things. The children would have lessons throughout

the day. There was an in-room leader who children quickly formed bonds with. The leaders

would remain in the same room at all times while subject teachers could wander from class to

class. Gideon Freid said, “The "children's block" in the "family camp," which was considered a

miracle, a marvel in the reality of Auschwitz and all its camps, existed for a limited time.” The

Children’s Block accomplished an amazing amount in a small timeframe. The Germans forbade

these classes, but children went anyway. Lessons were taught in secret and if German officials

came near, the children would sing songs instead. One ten-year-old, Otto Dov Kulka, went onto

testify and work against the German officers, remembers a specific detail from his time in the

Children's Block. He remembers how his teachers taught him the story of the Maccabees as well

as the music from the children's choir. (Stargardt 213) The children’s block was run as a
democracy with votes and vetoes for the children to make decisions. In the children’s block,

they were taught that they should not hate the Germans or the German culture. The teachers

were supportive of the children wanting to continue learning in a tragic time, and encouraged the

boys that were especially driven to listen to Russian lectures. Stargardt said, "The "family camp"

had served its purpose and in early July 1944, the SS dissolved it." (Stargardt 220)

Nazi followers felt the need to purify German culture and get rid of all forms of art that

went against Nazi beliefs. They burned great works of literature that effectively deprived

children of the time. Burning of books effected education because books are a foundation for

learning. Before books were a method of record, everything was passed through generations by

word of mouth. Things were written down so they weren’t forgotten. The Germans burning

these books, they burnt important lessons and historical literature that cannot be recovered. The

Germans falsified history and degraded amazing historical authors that helped build the world

we know today. Appleby said, "He banned all books, films, or paintings that did not support the

ideology of Aryan superiority, as well as anything produced by Jewish artists and scientists

regardless of the content." (Appleby 2) The biggest book burning known to be conducted by the

Nazis was led by Goebbels. Goebbels was Hitler's propagandist, two months after becoming

Hitler's propaganda minister, he held an event in Western Europe. There was a torchlight parade

on Berlin's Unter den Linden, and students proceeded to throw books into the flames. They

burned "degenerate" books like works by Thomas Mann, Stefan Zweig, Jack London, H.G

Wells, and Helen Keller. May 10, 1933, German students from surrounding universities

gathered together in Berlin to burn books that sponsored “un-German” ideas. Students stood,

encompassing the bonfire giving the Hitler salute while 20,000 books were thrown into the fire.

Students chanted Nazi anthems and continued to take away their innocence as well as diminish
the education of students to come. This was done because it was a form of purifying German

culture. Hitler banned any books that didn’t support Aryan culture and banned any books or

works that were created by Jewish artists or scientists. Under Hitler's fascist dictatorship,

Germany's intellectual community began to diminish. All Jewish teachers were purged from

Germany regardless of their teaching abilities. After the Holocaust, it became evident that these

book burnings were a mere glimpse into the real horrors taking place.

Hitler Youth was an organization for children that taught Nazi beliefs to the young. This

shaped their young minds and altered their knowledge and education throughout childhood.

Hitler Youth was involuntary to children throughout Germany. It was intended to build perfect

Aryan children into proficient German adults. Thomas Parrish said, “In 1936, children were no

longer allowed to be affiliated with any organizations other than the Hitler Youth organization.

Any and all children were conscripted into the Hitler youth in 1939. Through this system,

children were sent to special schools enforcing political education. The hope was that with the

political education, they could raise future Nazi leaders.” (Parrish 280-281) Many parents and

teachers disagreed with the beliefs of the Hitler Youth. Anti-Nazi parents did not want their

children to be a part of it. They feared its ideological indoctrinate of the young and they resented

its challenge to authority. (Stargardt 34) Children were taught differently depending on gender.

It was believed that each gender had defining roles and they were given their assigned gender to

work in Hitler’s ideal roles. Hitler Youth had boys in secret military training, and girls would

learn nursing skills. Some children still had pre-war morals and went against their Hitler youth

instruction to preform works of good mercy at the risk of punishment. They would collect

clothes and food for orphans and helped people find a place to stay if they had been moved out

of their homes. (Rees 94) The up and coming youth were given many new opportunities. When
Hitler came to power, the economy was better established. Good writers, philosophers, and good

role models were a new sight for youth. (Rees 95) Baldur von Schirach was head of the Hitler

Youth organization. He had 1.2 million children in regular training as a part of the Hitler Youth

Organization. They would receive regular training in small-bore rifle training, 74,000 were a

part of organized flying units, and 45,000 were under the instruction of military command.

(Parrish 554) "Other's found their place in the Hitler Youth through the arts rather than the

standard routine of shooting and square-bashing." (Stargardt 36) In March 1939, all fourteen to

eighteen-year-old were forced to join the Hitler Youth organization. Catholic organizations were

destroyed, the ability to make choices was taken. Ten-year-old children were sworn into the

junior version of Hitler Youth, swearing an oath to Hitler as their induction. (Stargardt 34) Hitler

Youth was a group that was attempting to produce perfect Aryan adults that followed strictly

Nazi beliefs. Children were given lessons on Nazi followings and it was a major part of their

childhood that affected their education and changed their future beliefs

WWII strikes a chord with people for many different reasons. Generally, education isn’t

a reason that people are upset by WWII. It is important to remember that children are the future,

continuing generations are what keep advancing technology, and ideas that are being brought

into the world today. It is impossible to have innovative adults without educated children.

WWII took away an opportunity from the children of WWII. These children will not have the

chance to be innovative because of changes in their school’s systems, Nazi book burning, and the

Hitler Youth. It is evident that some people still found value in education during the time to try

to keep education growing in a concentration camp, but not enough people fought for it. The

Nazi regime took control of schools, burned books, enforced Hitler Youth, and incorporated a
Family Block in Auschwitz-Birkenau; The Nazi regime took away a chance for a greater

European Education.
 Works Cited

Works Cited
Ichino, Andrea, and Rudolf Winter-Ebmer. The Long-Run Educational Cost of World War II: an
Example of Local Average Treatment Effect Estimation. European University Institute, 1998.
Rees, Laurence. The Holocaust: a New History.
Stargardt, Nicholas. Witnesses of War: Children's Lives under the Nazis. Vintage Books, 2007.