Education in Modern Germany: An Appraisal

Notes and References

• See Erik Erikson : Childhood and Society. pp. 284 – 316 ( London , 1955 ) Thomas Mann: Dr. Faustus. p. 123 (English Translation by J. T. Lowe-Porter—London, 1949)
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• For a brilliant description of the danger of “Mass-Machiavellism” in these phenomena see F. Meinecke : The German Catastrophe ( Cambridge , Mass. 1950 )
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• For statistical and other information on educational affairs see: for German Federal Republic—(1) Statistiches Jahrbuch 1955 (Herausgeber: Statistiches Bundesamt—Wiesbaden 1955) (2) F. Hilker: “Die Schulen in Deutschland.” (Christian-Verlag, 1954) for German Democratic Republic—(1) “Das Erziehungswesen der Sowjetzone: Eine Sammlung von Zeugnissen der Sowjetisierung und Russifisierung des mitteldeutschen Schulwesens” (Bonn 1952) (2) “Die Schule in der Sowjetisch-Besetz, ten Zone: Denkschrift des Berliner Verbandes der Lehrer und Erzieher in D.G.B.” (1951) Further useful information is available from Inter Nationes, Bonn, Marienstrasse 6, Germanh, to which acknowledgement is made. Refer also: “Education in Germany” (Hochschule für Internationals Pädagogische Forschung, Frankfurt-am-Main) 1954.
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• “Die Jugend der sowjetzone in Deutschland.” 4 Heft der Arbeitsberichte: Herausgegeben von der Kampfgruppe gegen Unmenschlichkeit.” ( Berlin 1955 )
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• For information about this I am much indebted to Dr. F. W. Taylor, a member of the delegation. See also “F”-Reihe-Heft 4-Student in der SBZ: Aufzeichnungen junger Hochschüler aus der Sowjetischen Besatzungzone, (Herausgegeben von “Freiheit” Aktion der Jugend, Bonn)
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• For general statistical information see “Statistische Berichte Arb Nr. v2iii/15/5: “Die Berufsbildenden Schulen in Jahre 1953: also on a specialised aspect, viz Education and the Coalmining Industry, see “National Coal Board 1955: Training and Education in the Ruhr Coalmining Industry.”
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• Times' Educational Supplement : May 28, 1954 “The Attitude of the German Worker: shaping by vocational training” by a correspondent.
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• Hellmut Becker : Kulturpolitik und Schule: Probleme der Verwalteten Welt. ( Stuttgart 1956 )
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• Note Becker's ironical remark on p. 80 of his book to the effect that it was the Prime Ministers of the 'Länder,' not the Education Ministers, who were excluded from the final session, that took the following decisions: provision of a school-year beginning nationally on April the first, the same holidays everywhere, a unified system of marks in school-reports and examinations and mutual recognition of tests of maturity and teaching ability. Particularly important measures were taken with regard to the higher-ranking schools which, previously of very numerous types, were now restricted to five. Unified descriptions for the middle and higher-ranking schools were agreed upon. All schools providing for the general maturity requirements of a 'Hochschule' (University grade) will in future be given the name of 'Gymnasium' and all places of general education lying between the categories of 'Volksschule' (Primary School) and Gymnasium will be called 'Mittelschule (Middle School).” (Quoted from p. 365 of “Germany Reports” (Published by Press and Information office of the Federal German Government 1955)
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• See “Germany Reports” (p. 377 – 382 ) for a brief summary of the University situation in the German Federal Republic.
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• See “Studien und Hochschulführer der Deutschen Demokratischen Republik” ( Berlin - 1954 )
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• See Cook , R. J. : Adult Education in England and Germany: A Comparative Study. (Thesis for M.A. Degree London University of Education 1954)
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• See Henderson , J. L. : A Comparative Survey of Teacher Training for Primary and Secondary Schools in the four zones of Germany between 1945 and 1950. (Thesis for M.A. Degree London University Institute of Education, 1952 )
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• Reichwein, A.: Schaffendes Schulvolk (Neuausgabe Braunschweig 1951)
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• The three categories are suggested by C. G. Jung in his “The Development of Personality” (Collected Works: Translated from the German by R. F. C. Hull , Vol. XVII London 1955). Note especially Chapter VI: “The Significance of the Unconscious in Individual Education.”
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• “Although they would be reluctant to admit it, the German teachers gave the impression that they are terribly isolated, having been cut off from the free world since 1933 and from the West since 1945. They sincerely envy our freedom to travel, especially for Modern Languages and other studies: most of the teachers of English have no opportunity of speaking with English people, and they cannot hear our radio or read our newspapers—with the exception of the Daily Worker.” (From a statement by Dr. Taylor—see note 5)
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• Erich Heller : The Disinherited Mind ( Cambridge 1952 )
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