Country school home in Florence

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The rural school home in Florence was a school for Jewish and non-Jewish refugee children and was opened in Florence on October 17, 1933 by Werner Peiser and Moritz Goldstein . It was the largest and most important of six institutes that had been founded for German émigré children in Italy since 1933.

Formation requirements

The two founders, who lost their professional existence in Germany early on because of their Jewish origins, were able to rely on the goodwill of the Italian authorities even in the highest government circles for their project. Nonetheless, the decisive factor was that at that time there were no close ties between the two fascist states and Italy was quite critical of the persecution of the Jews in Germany. This led to a small wave of emigration from Germany to Italy. It was favored by the lack of a visa requirement for German citizens if they wanted to enter Italy, but also by the still legal possibility of transferring money from Germany to Italy. Kempner speaks of two hundred marks a month. Foresighted Jewish parents in Germany used these opportunities to take their children to Italy, which was safe for them at the time, as a precaution, and schools were needed for this. Thanks to the legal foreign exchange transfer, their basic financial needs were secured. In addition, Moritz Goldstein's private assets came as start-up capital.

The development of the school

Schools began in a villa in Fiesole near Florence on October 17, 1933. According to Irmtraud Ubbens, Werner Peiser acted as educational director and Moritz Goldstein as economic director of the new institute. Hildegard Feidel-Mertz points out, however, that Hans Weil was appointed pedagogical director from the very beginning , as the founders did not have their own professional pedagogical qualifications. It is therefore more obvious that Hans Weil was the head of studies subordinate to the two headmasters. After him, Heinrich Kahane held this position until 1938, the end of the country school home in Florence, and after Moritz Goldstein's departure, he was also deputy to the headmasters Peiser and Robert Kempner . Hans Weil, on the other hand, separated from the rural school home in Florence at the beginning of 1934 due to other educational ideas, in order to immediately establish the school on the Mediterranean (also known as "Scuola sul Mediterraneo") in Recco on the Ligurian coast .

In July 1934 the school had to move to Forte dei Marmi for a few months because the lease for the building it had previously used had expired. From October 1, 1934, the school took place in Florence in the "Villa Pazzi", a former summer residence of the Pazzi family on the "Pian dei Guillari" next to the observatory and the house of Galileo Galilei . As Kempner reports, the school operations later extended to a total of five buildings, including the Galileo Villa and the Villa Placci. The school, which started with five students in October 1933, had 20 students a year later, about 60 in 1935 and about 100 in 1936 between the ages of eight and twenty-two. This explains why this use of five buildings had become necessary, especially since the school not only needed classrooms and lounges, but also boarding rooms, rooms for a doctor, workshops and laboratories. Even a tennis court was available.

Moritz Goldstein left school in 1936. Before that, in 1935, Robert Kempner, who was also known with Peiser from Berlin times, had joined the school community. He became Goldstein's successor and from then on ran the rural school home in Florence together with Peiser. During this time, the German authorities began to monitor the school more closely, which in 1938 meant that from July onwards no more foreign currency could be transferred from Germany to the school. At the same time, the situation for Jews in Italy worsened. Hitler's visit to Rome in May 1938 led both sides to rapprochement and, as a result, to increasing repression against the emigrants. Kempner, who was briefly arrested during Hitler's visit, decided to leave Italy. He received an entry and residence permit for the USA and entered there on September 1, 1939.

Italy had passed a race law on September 7, 1938 , which revoked the citizenship of all Jews who had been naturalized in Italy since 1919 and threatened the expulsion of all non-Italian Jews. Together with the discontinuation of the foreign exchange transfer, this was the end of the rural school home in Florence. Peiser and Kempner were still able to travel to Nice with some of the students and continue school operations there for a short time, the other students were looked after by teachers who had stayed in Florence. For the remaining students, apart from two, accommodation outside the school could be found.

Concept and everyday life

Orientation towards the tradition of German high school education

Even the early departure of Hans Weil was based on differing views on the direction of the educational work in the rural school home in Florence. Feidel-Mertz attributes this founding conflict to the fact that the school was more oriented towards traditional German high school education than towards the pedagogy of the German rural education centers . How significant such a controversy might have been against the background of everyday school life is difficult to judge. What is certain is that the majority of the students only visited the facility for a limited period, depending on their parents' plans to emigrate. Nevertheless, the rural school home in Florence tried, at least in its early days, to combine a rural educational home and a humanistic grammar school. People lived and ate together, and the distance between students and teachers should at least be reduced. In addition, there was preparation for emigration, and this required training in many foreign languages ​​and preparation for very differentiated school-leaving qualifications, which should enable studying at universities in Italy, England, America or other countries.

If Hans Weil too little reform pedagogy in the concept of the rural school home in Florence did not motivate him to leave, then with the change of management from Moritz Goldstein to Robert Kempner another break in the remaining reform pedagogical approaches seems to have taken place. Former teachers praised the humanistic attitude that had shaped the school under Goldstein, while with Kempner an increased pragmatism with negative consequences for the school climate found its way. In all of this, however, it should also be noted that not only the schoolchildren could only experience the country school home as a temporary home, but that the entire teaching staff was composed very heterogeneously, even lived in emigration, and not infrequently sought places of emigration outside Italy and Europe . Against this background, conflicts of interest and tensions are almost inevitable.

The school and work experience offers

In the exile archive of the German National Library in Frankfurt there is a prospectus from the rural school center in Florence . The prospectus is not dated, but on page 4 Robert Kempner is named as one of the headmasters. From the data already given above about Kemper's entry into the school and then into the school management, it follows that the prospectus dates from 1936 at the earliest. In it, the rural school home in Florence is presented as a high school and boarding school, as an "educational institution for boys and girls aged six to twenty-two" who are German, Italian, Austrian, Hungarian, Polish, Czech, Romanian and Palestinian citizenship. They should be given a general school education leading to the middle school leaving certificate or upper secondary school leaving certificate, which can be supplemented by special training. "The special training consists either in preparation for an Italian, English or Austrian high school diploma or in preparation for a profession." In detail, this results in the following school structure:

  1. Elementary school to middle school (upper secondary school),
  2. Learning foreign languages ​​with a diploma,
  3. Italian high school diploma,
  4. School Certificate and Higher School Certificate from the University of Cambridge, as well as examination by the College Entrance Examination Board, New York,
  5. Course for the training of medical-technical assistants,
  6. Crafts School
  7. Kindergarten teacher seminar in Florence.

Such a wide range naturally also requires a qualified teaching staff. In the prospectus it says: “The teaching staff of the country school home consists of more than twenty almost exclusively internal teachers and educators, half of them non-German mother tongues: English (four), Italian (four), Greek, Polish, etc. The teachers have an internationally recognized specialist training . "

The Italian Abitur was highlighted as a qualification because it allowed students to study in numerous other countries. In addition, of course, teaching the English language and preparing for the corresponding exams was important because they opened up almost worldwide study opportunities. In this context, express reference is made to the possibility of enrolling at the University of Jerusalem. It is proudly pointed out that all exams have "always been successfully passed".

Great value was also placed on additional language qualifications in the practical training. For example, with regard to the “training of medical-technical assistants”: “The experiences made in Germany justify the assertion that a young person who has been trained in several languages ​​can be used in the most diverse branches of medicine if he is thoroughly trained in the different areas of medical diagnostics. ”The following very detailed description of this training course, about the importance of which in the context of the entire training system of the rural school home is not available, nor about the number of trainees, suggests that they are very much dependent on the Expertise of its director, Franz Müller (see below), who emigrated to Italy in 1936.

Another practical branch was the “School for Arts and Crafts” under its director Richard Nahrendorf, a qualified handicraft teacher and later American sociologist (see below). The aim of this branch of training was to teach “young people from the age of 15 the basics of craft training in a two-year course”. In this context, the craftsmanship was understood as one “between art and industry; he combines artistic design with technical ability ”. It should be learned according to “the guidelines customary in Germany”, and successful training should be confirmed by a diploma, which “a professor of the Royal Academy of Art of Florence (Reale Accademia di Firenze)” was involved in. This training was also linked to the acquisition of broad language skills: "Italian for non-Italians, German compulsory for non-Germans", plus at least one other foreign language. The timetable printed in the school brochure shows that the first three school hours each day were reserved for language acquisition. After successfully passing the diploma, the prospectus also offered the possibility of a one-year in-depth special training and promised to prove "also the possibility of simultaneous practical work".

The third practical branch of the rural school home was the “seminar for kindergarten teachers”, which, unlike the “medical-technical assistants”, was only linguistically tailored to female trainees and this was justified biologically: “The profession of kindergarten teacher and after-school care worker offers young girls the possibility of an activity appropriate to the natural strength and disposition of women. ”Inner satisfaction through work is promised, but also the early opportunity to“ material independence in many countries ”. Basic requirement for this: multilingualism, encouraged by two compulsory foreign languages.

In addition to the basic subjects of education and psychology, the focus was on intercultural competence and a foreseeable life in a foreign country: "Health and nutrition studies taking into account the countries of emigration, legal foundations of education in the cultural states, youth literature from the various peoples." In addition, of course, music, drawing, Works, household, sport.

A compulsory addition to the eighteen-month training course, for which the secondary school leaving certificate was required, should be at least three months of practical work in foreign schools, kindergartens or after-school care. The subsequent final examination was "adapted to the state regulations".

The accompanying school program

Of the five buildings the school had, one was expressly designated as a “doctor's house”, in which, according to the prospectus, a boarding doctor practiced “who takes care of the students' health. Every month there is a medical examination, the results of which are reported to the parents. Only healthy children are accepted. ”The brochure also makes it clear through the detailed description of the five meals a day that the health of the students entrusted to the school is adequately taken care of. Meat is guaranteed five times a week, with the "possibility of a vegetarian diet" also being given and the "catering [..] constantly monitored by a doctor".

While school trips to Florence are only "planned for Saturday afternoons or Sundays, for younger people only under supervision", the brochure advertises guided tours in Florence, hikes, ski tours and study trips in winter. The annual stay at the sea is particularly emphasized: “In the period from July 1st to September 30th, the home and the entire teaching staff will move to the sea. Classes continue for the first six weeks at the seaside. The remaining time is mainly used for hiking, training in swimming, sports, driving. "

Such an offer has its price: “The fees depend on the particular school or professional training desired. For students from Germany they are the equivalent of RM in lire. 110 .-- to RM. 140 .-- [..] A discount is granted for admitting siblings. [..] The legal guardians naturally bear any expenses they want themselves for purchases, pocket money, study trips, dental treatment, illnesses, as well as their own material consumption during vocational training. "In relation to the year 2016 and a conversion rate based on the year 1937 , the costs would be between 786 and 1,000 € uros. This school fee was only slightly below the average monthly income in 1937 (around RM 155).

Employee

Kempner writes that the employees of the Florence country school home should come from Tyrol if possible so that the children would have someone with whom they could speak German. The fact that the non-pedagogical staff should be meant by this is evident from the fact that almost the entire teaching staff consisted of German or Austrian emigrants. They were all academics who had either lost their jobs in Germany for political or racist reasons, or people who had already lived in Italy to study here. All of them, 13 people in 1935 and twice as many two years later, were offered the chance to live and survive economically in Italy under modest conditions. After the passage of the Italian race laws in September 1938, the next stage of emigration began for them, for many to the USA.

Teacher at the rural school home in Florence:

  • Hans Weil
  • Paul Oskar Kristeller
  • Moritz Goldstein
  • Wolfgang Wasow and Gabrielle Bernhard
  • Ernst Moritz Manasse
  • Marianne Manasse
  • Ernst Abrahamsohn
  • Heinrich Kahane
  • Renée Kahane
  • Franz Leppmann
  • Ida Orloff
  • Franz Rosenthal
  • Thomas Goldstein
  • Heinz Guttfeld and Ellen Ephraim
  • Walter Hirsch , born on September 6, 1909 in Kempen , deported to Auschwitz on August 17, 1942, where his trace is lost, graduated from high school in 1926 and studied two semesters at the University of Freiburg and the following seven semesters at the University of Berlin . He received his doctorate in philosophy on October 6, 1931 at the Humboldt University in Berlin. Afterwards he worked for two years as a trainee lawyer at the school farm Insel Scharfenberg near Berlin. His career ended when the Nazis came to power, which is why he emigrated to Italy on March 31, 1934 and then became a teacher at the rural school in Florence. Walter Hirsch was one of those who went to France with some of the students. But here he was imprisoned by the Vichy regime . Despite great efforts by friends and colleagues from the United States (including Albert Einstein ), he was unable to obtain an exit visa for France and instead passed through the Les Milles and Gurs camps . On August 17, 1942, he was deported from Drancy to Auschwitz.
  • Gabriele Schöpflich , born on March 1, 1912 in Munich , died on August 18, 2001 in Philadelphia , studied classical philology in Munich and Berlin after graduating from high school in 1931. In December 1933 she went to Florence, where she graduated in 1935. From 1935 to 1938 she taught Latin, Greek and history at the rural school home in Florence. Schöpflich was one of the teachers who had stayed with some of the students in Florence after the school home had closed and Peiser had left, and who successfully took care of the accommodation of the remaining twelve students in September 1938. She then returned to Munich and emigrated from there to the United States in 1940.
  • Paolo Tumiati was the son of an English mother and an Italian father, which suggests that his parents were believed to be the painter Beryl Hight and the actor Gualtiero Tumati. From 1935 he taught English as well as Italian language, literature and history. Wolfgang Wasow reports that Tumiati fled via France around 1940 and joined the British Army as a volunteer and that he was killed in North Africa (“killed in action”). Irmtraud Ubbens specifies that Tumiati joined the British Army under the name of his English mother and died when the Allies landed in Tunisia.
  • Attilo Giannesi was a teacher of Italian literary history and of translations from Latin into Italian.
  • Wyn Lewis , "Welshman, ex-teacher from Bedeles School in Wales" taught English, as did
  • Leonard Jarvis , "a Yorkshireman".
  • Peter Piccard , physical education teacher. His name does not appear in the studies of Feidel-Mertz or Irmtraud Ubbens, but the entry on the website “Stolpersteine ​​Konstanz” suggests that he was born on January 7, 1919 in Constance and on August 11, 2013 in Walnut Creek , California, who died Peter Piccard. He was an avid athlete, and because of his Jewish faith, he was less and less allowed to participate in sports in Germany. On March 30, 1938, he traveled to Florence because his father had found him a job as an auxiliary sports teacher there. Since the school home had to be closed towards the end of the same year, he could only work there for a short time. He fled via Sweden and the Soviet Union to the USA, where he was initially a physical education teacher, later studied dentistry and finally ran his own practice in Walnut Creek.
  • According to Irmtraud Ubbens, Guido Porzio was a student of the poet Giosuè Carducci and became a literary figure in Giorgio Bassani's novel The Gardens of the Finzi Contini . Presumably this is the historian, translator and co-founder of Nuova Rivista Storica who was born on December 10, 1868 and died on November 21, 1957 .
  • Richard Nahrendorf , a qualified handicraft teacher. The fact that this "qualified handicraft teacher" is the later American sociologist Richard O (tto) Nahrendorf (born May 19, 1906 in Plauen / Vogtland, † May 21, 1982) is evident from the estate of Ernst Moritz Manasse and his Ms. Marianne in the holdings of the exile archive in the German National Library in Frankfurt am Main. There are two letters there confirming that Nahrendorf was acquainted with Ernst Moritz Manasse from their time together in Florence. In the first letter dated November 3, 1947 (return address: 2690 Menlo Ave. Los Angeles 7, Cal.) Nahrendorf wrote to Manasse and stated that he had found an article about Max Weber. He now asked whether the author of this article was Manasseh, whom he knew from Florence. He himself has been in Los Angeles since the spring of 1944 and is currently working on his dissertation on Max Weber and this semester has a teaching assignment for 6 teaching units. The letter closes with a greeting from him and his wife Erika. Manasse replied three days later, on November 6, 1947: "I was pleased to hear from you and your wife. I knew that you were in the war and that you had come back from it in good health, but had no idea where you went then. " In a third letter dated November 18, 1947, Nahrendorf no longer goes into this common past in Florence that has now been established and only reports on his difficulties in obtaining literature for his scientific work, on the so far unsuccessful attempt to contact Max Horkheimer and on Golo Mann's help in obtaining literature.
    Although there are some publications by Nahrendorf in WorldCat, biographical data about him are rare. He was born Richard Otto Nahrendorf on May 9, 1906 in Plauen in Vogtland. On the expatriation list 180, item 109, in the German Reichsanzeiger and Prussian State Gazette No. 131 of April 7, 1940, his German citizenship is revoked. It is not known where Nahrendorf was staying at that time, nor how he got to the USA. The above-mentioned dissertation was published in 1948 and is entitled "Origins and Interpretations of Selected Socilogical Concepts of Max Weber". An obituary from California State University in Los Angeles reveals that Nahrendorf, an "emeritus professor of Sociology [..] was a member of the University faculty from 1950 to 1971, and was a recognized expert on such subjects as capital punishment, violence, and social change. Born in Germany, Dr. Nahrendorf received his collegiate training at Leipzig University and the University of Southern California. "He died on May 3, 1982.
  • Prof. Dr. rer. nat. et. med. Franz Müller is mentioned in the prospectus of the Landschulheim as a "former professor at the University of Berlin" and head of the "course for the training of medical-technical assistants". The first brief references to him can be found in the catalog of the German National Library. Accordingly, he lived from 1871 to 1945, was born in Berlin and died in the French "Vayence (Var)". He is presented as a doctor and pharmacologist and, among other things, as editor of the auxiliary books for scientific and technical assistants .
    More about the fate of Franz Müller and his wife Susanne can be found in the explanations on the website of the Berlin district office in Charlottenburg-Wilmersdorf on the “Stumbling Stone Kastanienallee 39”. From the information there it can be seen that Franz and Susanne Müller first fled to Fiesole near Florence in 1936 and then on to southern France in 1938. “There, during the German occupation, she was picked up by the Secret State Police and arrested and taken to the Drancy internment     camp near Paris. Franz Müller, who was now 71 years old, was able to save himself and died on October 1, 1945 in his exile in Banégon. He witnessed the end of the Second World War and the liberation from National Socialism. At this point in time, Susanne Müller had long since been killed. On September 7, 1942, she was brought to Auschwitz in a train from Drancy with 1000 people , arrived there after a torturous journey that lasted two days and was murdered at the age of 38. "
  • Note 144 on Karl Wolfskehl's correspondence from Italy 1933-1938 indicates that Giorgio Pasquali , Professor of Classical Philology in Florence, also worked at the Landschulheim.
  • Fritz C. Neumann (1897–1976), formerly a teacher at the Lichtwark School in Hamburg, taught at the Landschulheim in 1936, but only for a very short time: “After Neumann, however, as a protest against low wages for him, against meager food and uncomfortable accommodation had orchestrated a riot, he was fired. ”That was in the early summer of 1936.

literature

  • Robert MW Kempner: Accuser of an Era: Memories . Ullstein, Frankfurt / M; Berlin 1986, ISBN 3-548-33076-2 .
  • Hildegard Feidel-Mertz: Education for social humanity. Hans Weil's “School on the Mediterranean” in Recco / Italy (1934 to 1937/38). In: Childhood and youth in exile - a generation theme (= exile research. An international yearbook. Volume 24, p. 95ff). edition text + kritik, Munich, 2006, ISBN 3-88377-844-3 .
  • Irmtraud Ubbens: The country school home in Florence In: Childhood and youth in exile - A generation theme (= exile research. An international yearbook , volume 24, p. 117ff). edition text + kritik, Munich, 2006, ISBN 3-88377-844-3 .
  • Erich Kuby: Treason in German . Ullstein, Frankfurt / M .; Berlin, 1987, ISBN 3-548-34387-2 .
  • Klaus Voigt: Refuge on Revocation. Exile in Italy 1933–1945. First volume, Klett-Cotta, Stuttgart, 1989, ISBN 3-608-91487-0
  • Wolfgang R. Wasow: Memories of seventy years: 1909 to 1979 , Madison (Wisconsin), 1986 (self-published). This book is a very detailed autobiography (over 400 pages, including about 40 pages about Wasow's time as a teacher at the rural school in Florence). However, it is difficult to access. The catalog of the Online Computer Library Center (OCLC) records only two copies worldwide: one in the General Library System of the University of Wisconsin in Madison (Wisconsin) , and one in the reading room of the German Exile Archive 1933-1945 of the German National Library in Frankfurt.
  • Hans Peter Obermayer: German ancient scholars in American exile. A reconstruction , De Gruyter, Berlin / Boston, 2014, ISBN 978-3-11-030279-0 . Chapter III of this book (pages 405–593) reads: "Vanishing point Italy - transit USA: Kristeller - Abrahamsohn - Manasseh ...". It contains a lot of details about these three scientists and their associated colleagues and of course about their time at the rural school in Florence.
  • AWLM (Ed.): Dial 22-0756, pronto. Villa Pazzi: memories of Landschulheim Florenz 1933 - 1938 , 1997 (only accessible in the holdings of the German Exile Archive in the German National Library in Frankfurt). In WorldCat, Ernst M Oppenheimer and RM Janssen are named as authors for the title, which is specified more precisely with the addition “compiled by AWLM; assisted by RM Janssen ". Ernst M. Oppenheimer had been a student at the country school home and was later in contact with Klaus Voigt while he was doing his studies. A letter from Ottawa dated April 10, 1994, in which Oppenheimer briefly outlines his life, has also come down to us from this period: “I have been an emeritus Germanist (for eight years) at the local Carleton University. After the school home was closed, I lived with my sister and her husband in Milan for a while, who of course were also affected by the deportation decree. My first stop was Scotland, where I started an agricultural education. In the course of the general internment in May 1940 I came to Canada (incidentally on the same ship as my good friend from Florence, Wolfgang Leppmann, son of Franz L. and Ida Orloff). I came to Ottawa as a censor of German prisoner-of-war mail, then came a very boring service in the Canadian army and finally, and finally, the beginning of university studies in Toronto, which I then continued in the US for higher academic orders. By chance I got the opportunity to set up a German department at Carleton University, which I really enjoyed. Although Ottawa is constantly competing with Ulan Bator as the coldest capital, I am not reluctant to live here. "
  • Karl-Heinz Füssl: Fritz C. Neumann (1897-1976). A radical German educator as an emigrant in Europe and the USA. In: Yearbook for Historical Educational Research. Volume 5, Verlag Julius Klinkhardt, Bad Heilbrunn, 1999, ISBN 3-7815-1065-4 , pp. 225-246. ( pedocs.de ) A slightly modified version of the article was published in English on October 1, 1999: Karl-Heinz Fuessl: Cross-Cultural Developments in Education: The Comparative Experiences of Fritz C. Neumann in Europe and the United States , Historical Studies in Education / Revue D'histoire De L'éducation 11 (2) 1999, pp. 170-187.
  • Ernst Moritz Manasse: They fled Hitler's Germany and found refuge in North Carolina. ( archive.org ).

Web links

Individual evidence

  1. ^ Klaus Voigt: Refuge on revocation. Exile in Italy 1933–1945. First volume, Klett-Cotta, Stuttgart, 1989, ISBN 3-608-91487-0 , p. 200 ff. The other schools mentioned by Voigt are: The "School on the Mediterranean", the "Alpine school home on the Vigiljoch" in Lana Bolzano, the “Daughter's School on Lake Garda” and the “Landschulheim am Gardasee” in Gardone Riviera as well as the “Vita Nuova”. Jewish Home of Education ”in Maderna.
  2. ^ Robert MW Kempner: Prosecutor of an Era. P. 137 ff. Irmtraud Ubbens describes the founding story somewhat differently: Irmtraud Ubbens: The country school home in Florence. P. 118.
  3. ↑ Erich Kuby: Treason in German. P. 53.
  4. ^ Robert MW Kempner: Prosecutor of an Era. P. 143.
  5. ^ Robert MW Kempner: Prosecutor of an Era. P. 138.
  6. ↑ Irmtraud Ubbens: The country school home in Florence. P. 119.
  7. ↑ Hildegard Feidel-Mertz: Education for social humanity .. p. 95. Fritz C. Neumann, who came to the school home as a teacher in 1936, also expressed massive doubts about Peiser's educational qualifications. He criticized its exaggerated emphasis on grammatical rules, which would have earned him the nickname "Grammatica incarnata". (Fritz C. Neumann, quoted from Karl-Heinz Füssl: Fritz C. Neumann. P. 234).
  8. ↑ Irmtraud Ubbens: The country school home in Florence. P. 129.
  9. ^ Robert MW Kempner: Prosecutor of an Era. P. 146.
  10. ↑ Hildegard Feidel-Mertz: Education for social humanity .. P. 96.
  11. ^ Robert MW Kempner: Prosecutor of an Era. P. 142.
  12. ↑ One of the first students was the Berlin pharmacist Walter Grunwald. In his memoirs, he reports about his time in the rural school home in Florence: Experiences. Youth - Persecution - Liberation .
  13. ^ Klaus Voigt: Refuge on revocation. Exile in Italy 1933 - 1945. First volume, Klett-Cotta, Stuttgart, 1989, p. 206, ISBN 3-608-91487-0 .
  14. ↑ Irmtraud Ubbens: The country school home in Florence. P. 120 and p. 126.
  15. ↑ Irmtraud Ubbens: The country school home in Florence. P. 124.
  16. ^ Robert MW Kempner: Prosecutor of an Era. P. 145 ff.
  17. ↑ Irmtraud Ubbens: The country school home in Florence. P. 125.
  18. ↑ Hildegard Feidel-Mertz: Education for social humanity. P. 96.
  19. ^ Robert MW Kempner: Prosecutor of an Era. P. 143 ff.
  20. ↑ Irmtraud Ubbens: The country school home in Florence. P. 126.
  21. ↑ Irmtraud Ubbens: The country school home in Florence. P. 130.
  22. ↑ a b c d e f g h i j k l m n o estate of Hildegard-Feidel-Mertz in the German Exile Archive of the German National Library
  23. ^ Robert MW Kempner: Prosecutor of an Era. P. 142.
  24. ↑ Wolfgang Wasow mentions a woman Borchardt as "our principal housekeeper". Wolfgang R. Wasow: Memories of seventy years. P. 172.
  25. ^ In his book "Refuge on Revocation", Klaus Voigt gives a very good overview of the situation of German emigrants in Italy and also of the importance of rural school homes as the basis for their economic survival in emigration. Klaus Voigt: Refuge on Revocation. Exile in Italy 1933 - 1945. First volume, Klett-Cotta, Stuttgart, 1989, ISBN 3-608-91487-0 , pp. 198 ff.
  26. ^ Klaus Voigt: Refuge on revocation. Exile in Italy 1933 - 1945. First volume, Klett-Cotta, Stuttgart, 1989, p. 205, ISBN 3-608-91487-0 .
  27. ↑ How modest is shown by Wolfgang Wasow's comment on what Werner Peiser had promised him for his collaboration: “My remuneration consisted of room and board as well as a starvation wage in cash, enough to buy stamps, but not enough to to afford me decent clothes. ”(Wolfgang R. Wasow: Memories of seventy years. p. 163).
  28. ↑ For a detailed biography see: Utz Maas: Persecution and emigration of German-speaking linguists 1933-1945 ( Memento of the original from October 23, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.esf.uni-osnabrueck.de
  29. ↑ See also: Utz Maas: Persecution and emigration of German-speaking linguists 1933-1945 ( Memento of the original from October 23, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.esf.uni-osnabrueck.de
  30. ↑ Walter Hirsch: Lost in Auschwitz
  31. ^ Hans Peter Obermayer: German ancient scholars in American exile. P. 540.
  32. ↑ Short biography under her later name Gabriele Hoenigswald ( Memento of the original from October 23, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. in the database of Utz Maas: Persecution and emigration of German-speaking linguists 1933–1945. @1@ 2Template: Webachiv / IABot / www.esf.uni-osnabrueck.de
  33. ↑ Irmtraud Ubbens: The country school home in Florence. P. 129.
  34. ^ Short biography Beryl Hight
  35. ↑ Short biography of Gualtiero Tumati ( memento of the original from November 19, 2015 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.digplanet.com
  36. ↑ Irmtraud Ubbens: The country school home in Florence. P. 130.
  37. ^ Wolfgang R. Wasow: Memories of seventy years. P. 177.
  38. ↑ Irmtraud Ubbens: The country school home in Florence. P. 132.
  39. ^ Wolfgang R. Wasow: Memories of seventy years. P. 168.
  40. ↑ a b c A. WLM (Ed.): Dial 22-0756, pronto. Villa Pazzi: memories of Landschulheim Florence 1933 - 1938
  41. ↑ Peter Julius PICARD 1919-2013
  42. ↑ Irmtraud Ubbens: The country school home in Florence. P. 130.
  43. ↑ Guido Porzio: Biographical and Bibliographical Data
  44. ↑ Irmtraud Ubbens: The country school home in Florence. P. 129.
  45. ^ Estate of Ernst Moritz Manasse and Marianne Manasse in the German Exile Archive of the German National Library
  46. ↑ What was meant was the article Ernst Moritz Manasse: Max Weber on Race . tape 14 , no. 2 , 1947, ISSN  0037-783X , p. 191-221 , JSTOR : 40969195 .
  47. ↑ Richard O. Nahrendorf in WorldCat
  48. ^ John L. Snell: Dissertations on German contemporary history at American universities, 1933-1953 , Vierteljahrshefte für Zeitgeschichte, 1st year, 3rd volume (July, 1953), pp. 289–296 ( ifz-muenchen.de PDF).
  49. ↑ In Memoriam Richard O. Nahrendorf ( Memento of the original dated July 6, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / web.calstatela.edu
  50. ^ Franz Müller in the catalog of the DNB
  51. ^ The fate of Franz and Susanne Müller .
  52. ↑ Giorgio Pasquali .
  53. ^ Catherine Epstein: A Past Renewed: A Catalog of German-Speaking Refugee Historians in the United States after 1933 , pp. 230-232.
  54. ^ Karl-Heinz Füssl: Fritz C. Neumann. P. 234.
  55. ↑ Wolfgang Wasows autobiography in OCLC WorldCat
  56. ↑ Dial 22-0756, pronto in the reference library of the German Exile Archive .
  57. ↑ Dial 22-0756, pronto in WorldCat
  58. ↑ Hildegard-Feidel-Mertz estate in the German Exile Archive of the German National Library