GERMAN YOUTH

Manawatu Standard, Volume LIX, Issue 45, 21 January 1939, Page 5

GERMAN YOUTH

IDEALS OF CITIZENSHIP. There is probably an impression among many New Zealanders that the Youth Movement in Germany is a creation of Adolf l-liticr’s. The truth is that the movement began long before the Dictator was horn. Indeed it has a history which goes back to the “storm and stress” period of 17051780. It is mentioned by Adelaide Miller in the “Journal of Health and Physical Education” that the beginning of the movement which culminated in the present highly organised Hitler Youth was centred in the period following the industrial revolution of IS9O, although there was somewhat of a break in the continuity following the World War.

“During the industrial revolution,” the reviewer continues, “there was a rapid growth of cities, new riches, and economic progress in general. Although adults were pleased with the new conditions, youth was dissatisfied. To youth life seemed rather useless. As a result they turned from this economic life and formed into informal groups. It was a revolt against industrialism and regimentation. They sought the old Germany in forest and field. They went out on excursions, contacting nature, learning tho customs of the country folk and living wholesomely. At first they spent nights in tents or homes, but later m youth hostels which were provided to meet tho apparent need. “The World War ended all this. The life of the soldier proved now to bo a culmination of the spirit of comradeship established in the youth activities. At the close of the War tho best leaders had lost their lives or were injured severely. The spirit of youth was broken. “When new political parties began forming, each one attempted to revive a youth movement within its ranks. However, youth cannot be forced; the ideals which had spurred them on were lost. About 1928 youth, entirely separate from politics, began organising and carrying on the iormer activities. It was a strong organisation when tho National Socialist Party came into power.” THE HITLER JUGEND. L The writer explains that the activities of the Hitler Jugend may be classified under three headings. Heimabend, trips, and camping, mo first, which means an evening at home, is tho weekly meeting of the smallest groups. It is conducted informally to foster a friendly spirit. The group sings, plays games, and

discusses matters of educational nature, including topics related to National Socialist ideals. The trips may be for an afternoon, all day, or for a fortnight. If the first two, they consist of marching, sports, or visits to factory or farm. If it is ior a fortnight, cross-country hiking is done, with stops at hostels en route. This is inexpensive; however, if any individual cannot afford it, other members pay for him, or tho central office pays. Camping experience of one or two weeks per year is required of all members. A most important feature is that they learn to live together as well as to five simply and naturally. Tho three objectives of the movement are development of comradeship, character, and physical hardihood. Tho need of physical training is emphasised in German education in general as well, placing physical education in a place of prime importance in the curriculum. It is the firm conviction of tho New Reich that without physical hardihood to back up a ready intellect ono can be of little service to his country or to his fellowmen. In appearance these young people are accomplishing what is expected of them. They are a healthy, wholesome, intelligent appearing lot. The schools at first were not friendly to the movement, as it was a supplementary education. However, in the preamble of tho school laws ol December IS, 1933, mention is made of the three forces which form the foundation of German Education, namely, the school, the family and the youth organisation. The responsibilities of each were outlined by a special decree which also mentions their common responsibilities. This brought about a more friendly spirit of cooperation. The German Government believes that education cannot be attained between four walls. The modern attitude of the German teachers is shown in the following passage of a Hamburg handbook :—• “We, the Hamburg teachers of the schools of the Third Reich, wish to do our duty. We wish to teach the young people who possess worthy personalities to develop into the best possible worthy citizens, who will experience the life of their country and will love their Fatherland from innermost hearts. For that we complete onr school work through travel and camp.”