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Young Germany explores the revolt of the younger generation in Germany from 1896 to 1933. It is a readable history of the Free Youth Movement, one of the most significant factors in shaping modern Germany. Laqueur, who grew up in Germany, retraces the history of the movement, its central ideas, and its cultural background.Today his study is of even greater interest and importance than when it was first published in 1962. In his new introduction to this edition, Laqueur shows that the German Youth Movement can be seen as a precursor of contemporary youth revolt. It inspired all of the ideas which continue to preoccupy proponents and students of generational conflict today.
In modern times, the recruitment of children into a political organization and ideology reached its boldest embodiment in the Hitler Youth, founded in 1933 soon after the Nazi Party assumed power in Germany. Determining that by age ten children’s minds could be turned from play to politics, the regime inducted nearly all German juveniles between the ages of ten and eighteen into its state-run organization. The result was a potent tool for bending young minds and hearts to the will of Adolf Hitler. Baldur von Schirach headed a strict chain of command whose goal was to shift the adolescents’ sense of obedience from home and school to the racially defined Volk and the Third Reich. Luring boys and girls into Hitler Youth ranks by offering them status, uniforms, and weekend hikes, the Nazis turned campgrounds into premilitary training sites, air guns into machine guns, sing-alongs into marching drills, instruction into indoctrination, and children into Nazis. A few resisted for personal or political reasons, but the overwhelming majority enlisted. Drawing on original reports, letters, diaries, and memoirs, Michael H. Kater traces the history of the Hitler Youth, examining the means, degree, and impact of conversion, and the subsequent fate of young recruits. Millions of Hitler Youth joined the armed forces; thousands gleefully participated in the subjugation of foreign peoples and the obliteration of “racial aliens.” Although young, they committed crimes against humanity for which they cannot escape judgment. Their story stands as a harsh reminder of the moral bankruptcy of regimes that make children complicit in crimes of the state.
This is Volume XIII of twelve in the Sociology of Youth and Adolescence series. Originally published in 1946, this exploratory study looks at the post-war Germany and the effects and future of its Youth and younger population.
Between 1933 and 1945, more than three million children between the ages of seven and sixteen were taken from their homes and sent to Hitler Youth paramilitary camps to be toughened up and taught how to be obedient Germans. Separated from their families, these children often endured abuse by the adults in charge. This mass phenomenon that affected a whole generation of Germans remains almost undocumented. In this memoir, Jost Hermand, a German cultural critic and historian who spent much of his youth in five different camps, writes about his experiences during this period. Hermand also gives background into the camp's creation and development.
The first comprehensive history of German youth in the First World War, this book investigates the dawn of the great era of mobilizing teenagers and schoolchildren for experiments in state-building and extreme political movements like fascism and communism. It investigates how German teachers could be legendary for their sarcasm and harsh methods but support the world’s most vigorous school reform movement and most extensive network of youth clubs. As a result of the war mobilization, teachers, club leaders, and authors of youth literature instilled militarism and nationalism more deeply into young people than before 1914 but in a way that, paradoxically, relaxed discipline. In Youth in the Fatherless Land, Andrew Donson details how Germany had far more military youth companies than other nations—as well as the world’s largest Socialist youth organization, which illegally agitated for peace and a proletarian revolution. Mass conscription also empowered female youth, particularly in Germany’s middle-class youth movement, the only one anywhere that fundamentally pitted itself against adults. Donson addresses discourses as well as practices and covers a breadth of topics, including crime, work, sexuality, gender, family, politics, recreation, novels and magazines, social class, and everyday life.
Forging Germans explores the German nationalization and eventual National Socialist radicalization of ethnic Germans in the Batschka and the Western Banat, two multiethnic, post-Habsburg borderland territories currently in northern Serbia. Deploying a comparative approach, Caroline Mezger investigates the experiences of ethnic German children and youth in interwar Yugoslavia and under Hungarian and German occupation during World War II, as local and Third Reich cultural, religious, political, and military organizations wrestled over young people's national (self-) identification and loyalty. Ethnic German children and youth targeted by these nationalization endeavors moved beyond being the objects of nationalist activism to become agents of nationalization themselves, as they actively negotiated, redefined, proselytized, lived, and died for the "Germanness" ascribed to them. Interweaving original oral history interviews, untapped archival materials from Germany, Hungary, and Serbia, and diverse historical press sources, Forging Germans provides incisive insight into the experiences and memories of one of Europe's most contested wartime demographics, probing the relationship between larger historical circumstances and individual agency and subjectivity.
Between 1933 and 1945, most German children were members of the Hitler Youth. Exploring its development, organisation, education and indoctrination, this book also looks at its combat role in World War II. Hitler Youth is an expertly-written, accessible account of the indoctrination of a generation of Germans.
A look at how the discussions, debates, and controversies in Germany about youth and reeducation after World War II helped Germans come to terms with their Nazi past, negotiate Allied occupation, and construct postwar German identity. During Hitler’s reign, the Nazis deliberately developed and exploited a youthful image and used youth to define their political and social hierarchies. After the war, with Hitler gone but still requiring cultural exorcism, many intellectuals, authors, and filmmakers turned to these images of youth to navigate and negotiate the most difficult questions of Germany’s recent, nefarious past. Focusing on youth, education, and crime allowed postwar Germans to claim one last realm of sovereignty against the Allies’ own emphatic project of reeducation. Youth, reeducation, and reconstruction became important sites for the occupied to confront not only the recent past, but to negotiate the present occupation and, ultimately, direct the future of the German nation. Disciplining Germany analyzes a variety of media, including literature, news media, intellectual history, and films, in order to argue that youth and education played a central role in Germany’s coming to terms with the Nazi past. Although there has been a recently renewed interest in Germany’s coming to terms with the past, this attention has largely ignored the role of youth and reeducation. This lacuna is particularly perplexing given that the Allies’ reeducation project became, in many ways, a cipher for the occupational project as a whole. Disciplining Germany opens up the discussion and points toward more general conclusions not only about youth and education as sites for wider socio-political and cultural debates but also about the complexities of occupation and the intertwining of different national cultures. In this investigation, the study attends to both "high" and "low" cultural text—to specialized versus popular texts—to examine how youth was mobilized across the generic spectrum. With these interdisciplinary approaches and timely interventions, Disciplining Germany will find a diverse readership, including upper-division and graduate courses in German studies and German history as well as those general readers interested in Nazi Germany, cultural history, film and literary studies, youth culture, American studies, and post-conflict and occupational situations.