Published by H-German@h-net.msu.edu (January, 2009)
Paul Ciupke, Franz-Josef Jelich, eds. _Weltanschauliche Erziehung in Ordensburgen des Nationalsozialismus: Zur Geschichte und Zukunft der Ordensburg Vogelsang_. Essen: Klartext Verlag, 2006. 190 pp. EUR 19.90 (paper), ISBN 978-3-89861-713-0.
Reviewed for H-German by Mark A. Bullock, Department of History, University of Illinois at Chicago
Vogelsang: A Castle Made of Sand
In
2006, _Ordensburg_ Vogelsang, in Germany's Eifel National Park, was
opened to the public for the first time since the end of the Second
World War. This opening sparked a debate among scholars, concerned
citizens'associations, and local and regional government agencies about
how this former training ground for a Nazi elite should be utilized and
remembered.
This "castle," unbeknownst to many
of its recent visitors, was part of an ambitious Nazi project,
initiated by Robert Ley, to educate and train a corps of young Germans
to lead the Third Reich into its thousand years of glory. The editors of
this collection, Paul Ciupke and Franz-Josef Jelich, after introducing
Vogelsang's past, ponder its future, asking if such places of "evil"
should be ignored and allowed to fall into ruins. Or, should Vogelsang
be retained as a special place for learning about and remembering
Germany's past? As scholars, they only consider the second answer to
their rhetorical question, arguing that Vogelsang provides new insights
about how National Socialism sought to sustain itself.
The
story of Vogelsang remained obscure because there was no general access
to the area, which was used as a training ground for British and
Belgian soldiers until 2005. Built to blend into the surrounding
landscape overlooking a valley, Vogelsang is one of the largest
remaining examples of National Socialist architecture. It also
represents yet another case of an ideology-fueled Nazi project that
fizzled out. Constructed after 1934 to train "_Ordensjunker_," Vogelsang
was one of four planned _Ordensburgen_.
These
institutions were a part of the rather inchoate state and party
apparatus that sought to provide further ideological education to young
Germans both during and after primary school. Vogelsang competed with
the Labor Service, Hitler Youth, and various Reich- and district (_Gau_)
schools for recruits and influence over education. From 1936 until the
end of the war, Vogelsang was used to teach young Germans Nazi ideology;
first to the _Ordensjunker_, and later as an Adolf Hitler School (a
type of boarding school for boys aged twelve to eighteen frequently
described as a "prep school" for the _Ordensburgen_, founded in 1937 by
Ley in cooperation with Baldur von Schirach, head of the Hitler Youth).
Unlike other Nazi sites of commemoration, no obvious atrocities were
planned or committed at Vogelsang.
Instead, it
was a place of socialization and instrument of domination, where the
Nazi state engendered acceptance and support from young Germans. The
history of Vogelsang tells us more about Nazi fantasies than anything
else, for it never fulfilled its primary mission, having never graduated
a single class of "cadets."
Although
opening Vogelsang to the public entails some risk, it also presents an
opportunity for discussing how the Third Reich sought to wed its
ideology to pedagogic theory to indoctrinate a faithful corps of young
adherents. The editors grapple with the problem of deciding which
elements of Vogelsang's history are useful for furthering the
understanding and discussion of the Nazi past. The contributors to this
book approach Vogelsang from a variety of academic disciplines. Their
essays span the disciplines of history, architecture, history of
education, and cultural studies.
One
complex of essays in the volume treats the theme of education, its
content, and its audiences. Lutz Raphael's essay recapitulates the
components of Nazi ideology, pointing out that Nazis targeted males
under thirty more intensively than all other groups. But, of the some
500 young men who began the elite school in 1937, only 17 percent
finished the first year. Vogelsang was similar to other types of Nazi
schooling in that it emphasized military order, discipline, and
hardness, as well as submission of individualism to the community. Kiran
Klaus Patel discusses extracurricular National Socialist pedagogy in
the so-called "camp" system.
Patel notes the
generally low academic standards maintained in the "camp" schools, which
focused on drilling ideology. Vogelsang, despite its designation as an
"elite" school, had much in common with the low academic achievements of
the camp system. Even worse, according to the author, Vogelsang
included no practical training for running party and state
organizations. Patel claims that this emphasis on ideology over praxis
is typical of Ley's contribution to the Nazi educational system.
Vogelsang
did little beyond conveying superficial propaganda, a fundamental
problem that largely explains why the _Ordensburg_ failed to attract or
retain a sufficient number of candidates. Gisela Miller-Kipp's
contribution focuses on the concept of "elite" education in the Third
Reich. Based on an analysis of the Adolf Hitler Schools (AHS) and oral
histories of former students, she argues that elite schooling for the
best male students is really a postwar concept and that the AHS did not,
in fact, differ significantly from other, non-elite schools under the
Nazis. While former students might remember themselves as part of an
elite, historians should not describe this institution as successfully
producing a corps of superior young Germans. Instead, Miller-Kipp
contends that the AHS engendered an "elite consciousness" among its
students by filling them with a sense of awe at the massive, monumental
scale of Vogelsang. They came to see the greatness of the Third Reich
and internalized a sense of power based on their close proximity to the
state.
Physical education in AHS is the
subject of Harald Scholtz's contribution, which discusses how Hitler's
"inversion" of traditional, humanist educational theories was put into
practice by his paladins. One such contrast was the predominant role of
physical education. Entrance "exams" for the AHS focused primarily on
the child's physical and mental hardness.
Upon
entry, Hitler's "elite" students were subjected to a mostly improvised
course of instruction, since school leaders failed to draft lessons
plans for most subjects before 1944. AHS students, who graduated with
the _Abitur_, did not attend regular classes for more than four years.
Alfons Kenkmann's contribution clarifies the identity of the
_Ordensjunker_.
Candidates to the
_Ordensburgen_ were between twenty-three and thirty years of age, and
those over twenty-six had to be married. In addition, they had to be
party members, or at least demonstrate proof of participation in Nazi
organizations, and be physically healthy and racially "pure." Successful
candidates were admitted to a four-year course of study, each year at a
different _Ordensburg_. The first class was admitted in 1937, but no
cohort ever completed the full four years, as the war interrupted the
program in 1939.
A
second group of essays documents Vogelsang's institutional and
architectural contexts. Gerhard Klein recounts the history of
Vogelsang's sister _Ordensburg_, Sonthofen, in Bavaria. Constructed in
1934, Sonthofen, like Vogelsang, played a marginal role in training
_Ordensjunker_. Klein notes that Sonthofen could claim a number of
world-class athletes among its student recruits.
Sonthofen's
alpine location afforded the athletes optimal training conditions,
while the state provided financial support. But Sonthofen's most
important function in the Third Reich was as an AHS after 1937. Monika
Herzog's essay on the construction history of Vogelsang notes that,
other than its monumental scale, no one feature defined Nazi
architecture. Most buildings constructed during the Third Reich were
admixtures of old and modern styles, for Hitler did not want to merely
copy the great structures of the past, but believed that his Germany
should create its own style.
Vogelsang's
designer, Clemens Klotz, adhered to neither the old nor new schools, but
he still effectively combined the two styles in his plans for the
_Ordensburg_. Relying on wood and stone, Klotz designed a building
complex that placed a new, National Socialist spin on an object
representing Germany's crusading past--the castles of the Teutonic
Knights, which were both temples of worship and staging areas for
military conquest. Klotz intentionally incorporated these concepts in
Vogelsang's design, creating a totalizing aesthetic concept to house and
train a corps of young men to spread their quasi-religious racial
beliefs as they expanded Germany's power.
A
third group of essays addresses the structure's postwar history. In his
first essay, Michael Schröders gives a brief history of Vogelsang after
its capture by American troops in early 1945 and subsequent use as a
barracks and training area for British and then Belgian soldiers. The
Belgians took pains to preserve the historical substance. In addition to
repairing structures damaged during bombing, the Belgians even restored
some of the Nazi reliefs, despite their overt fascist symbolism. In a
second essay, Schröders describes the fate of Vogelsang's significant
library in the years following the war. In an effort to protect the
collection, its head librarian dispersed it across several local
schools.
Presumably half of these items were never recovered, and
records were poorly maintained after the war. The universities of Bonn
and Cologne, whose libraries were damaged in the war, ended up with some
20,000 volumes. Aside from small holdings of Nazi literature, the bulk
of which was in the form of party journals and magazines, Vogelsang's
library was indistinguishable from any academic library containing
standard collections on history, theology, law, political science, art,
and literature.
The
volume closes with several pieces on the current significance of the
structure. Fortunately, Vogelsang will not suffer abandonment or
destruction, as its unique surroundings led to the formation of the
Eifel National Park in 2004. Moreover, several foundations and local,
regional, and state governments have banded together to determine how to
best transform Vogelsang into a documentation center, as well as a
multi-use tourist destination. Efforts are already underway to create an
on-site museum that places the castle's history within the context of
the Nazi quest to build a racially pure nation. The elite schools stood
alongside the Nazi euthanasia and forced sterilization programs in
Hitler's plan for a "new" Germany. Yet Vogelsang's future also includes a
museum for nature and environment, as well as an administrative and
visitor center for the national park. Volker Dahm argues that allowing
the site to fall into ruin, or barring public access, will establish a
counterproductive "aura of secretiveness" about the location.
The
program for the site's rehabilitation can only be understood in the
context of similar activities elsewhere. In separate essays, Manfred
Struck and Bernd Faulenbach describe how former Nazi sites are selected
for preservation and how public access is controlled. They enumerate
recent trends in how Nazi sites are preserved and utilized for future
generations, pointing in particular to sites like Vogelsang, where none
were tortured or murdered. While much consideration is given to the
recently opened displays at Obersalzberg and Nuremberg, the articles by
Struck and Faulenbach ignore other innovative efforts to preserve, or at
least find new uses for, structures from the Nazi past. Mostly local
groups have enthusiastically sought to preserve and document the massive
flak towers and air-raid bunkers that still exist, most notably in
Berlin-Gesundbrunnen and Hamburg. For example, Berliner Unterwelten,
e.V. provides chilling tours of the bunker complex and flak tower in
Humbolthain Park. Hamburg's flak tower now contains recording and radio
studios. The omission of these imposing remnants of Nazism seems like a
missed opportunity to widen the scope of these articles, for these flak
towers and bunkers have been preserved and simultaneously found new
uses, including as economically sustainable educational centers.
The
final essay, by Rainer Stommer, considers the modern fate of another
monumental project by Vogelsang's architect: Prora, formerly known as
KdF-Seebad Rügen, which lies incomplete on the Baltic coast,
encompassing an area nearly the size of the Nuremberg party rally site.
Intended as a seaside resort, the project's massive scale prevented its
completion before the outbreak of war. From 1952 until German
reunification, the resort served as a barracks for East Germany's army.
Stommer mainly details the German federal government's efforts to find
new uses for this massive complex, much of which lies in ruins. A
central block of the development now holds museums, both private and
state-owned, but many buildings remain unoccupied.
Success
in attempts to attract buyers to convert the functional structures into
hotel, retail, and residential spaces has been mixed, as refurbishment
costs are prohibitive. Stommer laments this troubling state of affairs
and argues that purely economic considerations should not determine the
fate of Prora. To allow it to fall apart would be to lose not only the
chance to document and teach about the Third Reich, but also an
opportunity to support an economically depressed region through
sponsoring tourism.
Vogelsang
is an exceptionally complex space due to its combination of landscape,
architecture, and former political function. While not a place to
memorialize the victims of a criminal regime, Vogelsang nonetheless
reminds of the Nazi past. It was, as the volume's editors write, "a
place of educational power, of selection, and indoctrination" (p. 11).
This collection casts light on an interesting and little-understood
component of the National Socialist education system. The largest
criticism I have to offer lies in the organization of the volume; often
vital information that would be helpful to understanding material at the
beginning of the volume is not discussed until later essays; both
Kenkmann's and Klein's essays cover material that really belonged in the
editors' introduction. Although some articles lack enough context and
frequently overlap in terms of material covered, they nonetheless offer
an insightful and cross-discipline analysis of Vogelsang. They provide a
glimpse into the deliberations behind the project of preserving and
documenting historical structures bound to the Nazi past. But their
primary contribution comes in the field of educational history. Several
authors debunk the myth of "elite" schooling in the Third Reich through
their close analyses of the _Ordensjunker_ program and the AHS housed in
Vogelsang.
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