The Effects of Soviet Occupation on East German
Children’s Literature
Socialism and Children’s Literature
After the Soviet Union was given control over East
Germany, the Soviets began their mission of
transitioning East Germany to communism. In order
to do this, East Germany first had to become
socialist, which was seen as both the logical and
historical prerequisite for a communist state. Art,
including literature, was seen as a valuable tool in
this mission. Because children and adults were
seen as equals in the class struggle, children’s
literature saw a wave of reforms, not just as a way
to promote the party’s goal, but to raise it to the
level of adult literature in terms of quality, style, and
content. Thus, children’s literature was seen as
having an important role in shaping the new socialist
society.
Regulations Regarding Children’s
Literature
Because children’s literature was seen as having
such an important role in shaping society, there
were a variety of rules about what could be
published. In order to be published, a book had to
follow the following rules:
• The main requirement was that the book had to
fall in line with “Socialist Realism.” Essentially,
books had to portray a “socialist reality” by
reflecting typical socialist characteristics and
situations in a positive light.
• A part of this “socialist reality” was avoiding
taboo subjects. Anti-Semitic, fascist, antisocial,
imperialistic, and anti-humanist issues were not
allowed to be published, along with books that
showed girls as subordinate.
• Books needed a “positive hero.” The main
character had to exemplify socialism and
become a responsible member of the
community. Children were meant to identify
with this character and follow in their footsteps.
• Western, bourgeois influence was banned.
Censorship
To ensure that these rules were followed, there was
an extensive censor system. Publishers had to
submit multiple reports to the Cultural Council for
the Publishing Industry explaining why the book was
suitable to be published and how children would
benefit from it. These reports were often formulaic
and cliché to make an easier time of passing the
censorship authority. Generally, though, children’s
books were not heavily censored by the council.
Authors and publishers often knew how to self-
censor before the book was ever submitted to the
council. That said, some authors did face problems
with the censors, some spending years trying to
publish their books.
Print approval form from the
East German Ministry of
Culture
Early Children’s Literature
Immediately after the Soviet Union got control over
East Germany, most of the children’s books were
foreign, mainly coming from the Soviet Union. Many of
the early books were antiwar and antifascist, and,
when dealing with the war, tended to portray the
perspectives of those who had fought against Nazi
Germany. However, books of this period also portrayed
this period as a foundation for a new East German and
Soviet solidarity. In general, the books from this period
were highly didactic, far from the partner of adult
literature they were meant to be.
Everything changed with the publication of two books
in 1954: Tinko by Erwin Strittmatter and Trini by
Ludwig Kenn. Both books were praised as lifting
children’s literature to level of adult literature. Up until
this point, the protagonists of children’s literature were
simplistic, without any internal conflict. Both Tinko and
Trini challenged this method, allowing for more
complex situations and characters.
Along with fears that children’s literature was not
keeping pace with the development of East German
children under the socialism, these books started a
trend of increasingly complex books. Feeling that the
basics had already been explained and were
understood, children’s literature began to ask
questions without answers, continually increasing the
complexity of the stories. In this process, actual
children were left behind, as their books began to
exceed their comprehension levels. The books were
defended, though, claiming that different children had
different tastes and that children’s literature was not
exclusively for children but all ages.
Allison Adams
Children’s Books for Adults
As children’s books became closer to adult literature,
they garnered an adult audience. In the late 1960’s,
authors increasingly began to raise concerns about
society through children’s literature, directing these
concerns to the adults in their audience. The trend
began by addressing books to both adults and
children, focusing on relatable or interesting stories for
the children, while relying on backdrops and
metaphors for the adult reader. This meant that
children’s literature often addressed banned or taboo
subjects long before adult literature. Some of these
subjects include the environmental destruction caused
by East Germany, both physically and mentally
handicapped people, antisocial behavior, and children
being neglected by overworked parents. That is not to
say that children’s literature was not censored; many
of the more radical books were often barred from being
published. It should be noted, though, that most
authors were not directly against socialism. Many of
these authors believed in a “reformable socialism.”
This became especially prevalent as East Germany
failed to change when other socialist countries began
to relax their policies.
Images
“Druckgenehmigungs-Formular des Ministeriums für Kultur der Deutschen
Demokratischen Republik, 1985.” The Private Collection of Thomas Wiege.
https://mediengeschichte.dnb.de/DBSMZBN/Content/DE/Zensur/06-
druckgenehmigung-in-der-ddr.html
Strittmatter, Erwin. Tinko. Der Kinderbuchverlag Berlin, 1981.
https://www.zvab.com/Tinko-Erwin-Strittmatter-Kinderbuchverlag-Berlin-
1981/16539250673/bd.
Renn, Ludwig. Trini. Der Kinderbuchverlag Berlin, 1979.
https://sascha313.wordpress.com/2015/01/11/ludwig-renn-schriftsteller-
kommunist/.
. Zipes, Jack. “Children's Literature in West and East Germany.” The Lion and
Significance
Children’s literature speaks to how a society views
their children. Because children were viewed as equal
to adults, children’s literature became more difficult
and complex, sometimes to a point in which it lost its
original audience. The idea that children are the
future for the socialist state was also prevalent;
literature’s purpose, according to the state, was to
propagandize socialism.
East German children’s literature was also notable
due to its multiple forms of addressing. While
children’s literature was largely for children, it also
played an important role in social commentary, which
was often restricted or censored when conveyed
through other means.
Children’s literature in East Germany was an
important reflection of the society from which it came.
It reflected the state and its policies, but it also
reflected its people and how they reacted to the state.
The Academic Literature
In regards to the academic literature used, literature
was chosen based off of 1) its relevance to the topic,
including in regards to the location (i.e. East
Germany, not West Germany, or general German
language literature), subject matter (children’s
literature), and time period and 2) whether it was
reputable scholarly literature. The articles were all
obtained through the library’s resources, including the
Interlibrary Loan.
In regards to the literature available, it is largely in
German. In regards to the English literature available,
it tends to be older; a good portion of the articles were
written in the 1980’s, before the reunification of
Germany. A lot of the literature from the early 2000’s
was also written by the same person. More modern
research or authors could potentially provide a new,
interesting perspective.
References
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