Lichtwark School

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Lichtwark School
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founding 1914
closure 1937
place Hamburg-Winterhude
country Hamburg
Country Germany
Coordinates 53 ° 35 '33 "  N , 10 ° 0' 40"  E Coordinates: 53 ° 35 '33 "  N , 10 ° 0' 40"  E

The Lichtwarkschule was a reform pedagogical school founded in Hamburg-Winterhude in 1914 . It was built according to plans by Fritz Schumacher . Between 1920 and 1937 it was named after Alfred Lichtwark , one of the founders of museum education and the art education movement as well as the first director of the Hamburger Kunsthalle . In the course of National Socialist conformity , the profile of the school was gradually changed after 1933, until it was finally dissolved by the state education authority in 1937 and merged with the Heinrich Hertz Realgymnasium to form the Oberschule am Stadtpark for boys. Today the Heinrich Hertz School is located in the school building .

Heinrich Hertz School, Grasweg 72

Pedagogy and school profile

The Lichtwarkschule emerged from the Realschule in Winterhude founded in 1914 . The idea for it arose as a result of the Weimar school compromise , which rejected the idea of ​​a single school , but still allowed the establishment of experimental schools.

In March 1920, a group of educators at the Winterhuder Realschule, to which Erich Jänisch, Georg Jäger, Peter Petersen, Rudolf cap and Gustav Heine belonged, asked the Hamburg high school authorities to “work towards a new type of secondary school”. The Hamburg Senate approved the project and confirmed in February 1921 that the new secondary school would be allowed to use the name Lichtwarkschule desired by teachers and parents . Haubfleisch counts the Lichtwark School alongside the Karl Marx School initiated by Fritz Karsen in Berlin-Neukölln and the Insel Scharfenberg school farm founded by Wilhelm Blume as one of the “most important and interesting (higher) public experimental schools of the Weimar Republic”.

As an experimental school, the Lichtwark School was not tied to curricula, was allowed to accept students outside of the actual school district and was able to decide on the composition of its staff itself. The headmaster was elected by the college. But the reform pedagogical zeal also seems to have had its downsides, as shown by the memories of Fritz C. Neumann, who in autumn 1922, in the middle of his internship, was transferred to the Lichtwark School at his own request: “Nobody gave the whole school Shape and direction. Any secondary teacher at one of Hamburg's secondary schools who wanted to try something new could join the Lichtwarkschule staff, and they did. In this way, it became a pool of various ideas and trends. ”And course teaching as a counter-model to traditional classroom teaching was quickly abolished, as Georg Jäger explained to his colleagues there in May 1923 when he visited the Scharfenberg school farm :“ Dr. . Jäger told of his experiences and we described our current teaching situation to him. We were surprised to hear that the courses there are as good as abandoned, only lead a fundamentally different existence in the optional additional hours; The guest stated that the course allocation led to the dissolution of the community; Through specialization, what we have in common has been lost and what is called class spirit in the good sense of the word has completely evaporated. This is not to be feared with us, otherwise you will spend the whole day together; the Lichtwarkschule is a day school. Furthermore, the culture week with its 30 hours together gives the feeling of togetherness the necessary preponderance also in class. Relationship. There also seem to have had other reasons there in Hamburg, a factual waning. We are far more optimistic about the problem than Dr. Hunter. At least the math and German courses are on the way to the ideal that we have in mind. Giving up the courses would mean cutting off one of Scharfenberg's vital nerves! Dr. Jäger stayed with us until late afternoon; the mutual exchange of ideas was very beneficial. "

This fits in with Füssl's statement, who describes the time after Peter Petersen's appointment to the Friedrich Schiller University Jena as a time of upheaval and reorientation: “Since PETER PETERSEN's rapid departure to Jena in 1923, the school no longer had a leading figure, which could have pointed a direction for the design of the experiment. It developed into a reservoir for the most varied of reform approaches and a field of conflict, but also a model for the definition and range of educational reform possibilities. In practice, it even returned to the classroom system. ”In this situation, a group of young teachers took the initiative.

"Becomes. H. some young 'candidates' - preparatory teachers - who came to the school in 1922 and 1923 felt that it was stagnating and that something had to be done to revive the school. So we started a kind of revolution. 'We' were mainly three, Walter Teich, who was basically a poet, a certain Mr. Schnell - who later ended his career in a very sensational and funny way - and myself. We decided that the unfortunate situation was due to that the school had no common philosophy and no common basic understanding. Everyone was moving in a different direction. So we decided to get together all of the older men we valued - there were very many - and held meetings in private homes to work out and agree on such a common understanding. Our group then implemented these decisions in the employee meetings through a block vote. Everything went well for a while, but then our common front collapsed. We boys wanted to bring some socialism into our common platform, but the majority refused to go along with it. Democracy was fine as a basic idea, but not socialism. "

Heinrich Landahl became the opponent of Neumann and his friends. The socialist experiment was ended, Georg Jäger had to resign as headmaster and was replaced by Fritz Wiesner, "who consistently advocated pedagogy from a child, but rejected open politicization." The adoption of a binding mission statement for the school did not take place and everyone could continue to pursue their own goals. Even more than before, however, says Neumann, the school became a collection of highly interested and capable educators, and there were curricular developments:

  • The subject of cultural studies, which was supposed to integrate the subjects of history, German, geography and philosophy, was introduced.
  • From then on, annual study trips were held to supplement cultural studies.
  • English was established as the first foreign language and also placed in a cultural and historical framework.
  • Daily gymnastics lessons were mandatory.
  • Co-education was expanded step by step.
  • There was a school stage, a choir and an orchestra.
  • Neumann was pleased that the first volume of the capital became part of the curriculum for the upper school .

High school graduate course for workers

The Lichtwarkschule pursued an egalitarian approach and wanted to be open to children from all social classes. According to Ursel Hochmuth, "the proportion of students from working-class families [..] averaged almost 11%". They do not seem to have shaped the school environment, as Hermann E. Hinderks noted:

“At this school that is 'exclusive' in more than one respect… (presented itself) the beautiful picture of general higher quality of life, which we also had in mind here in the peculiar Lichtwark students everywhere. After all, the great majority of them came from the milieu of an on the whole quite upscale bourgeoisie, whose sophistication was alien to us and just as inaccessible as those possibilities of greater spiritual expansion. One or the other of us AK people has sometimes also suffered from the contradictions between idiosyncratic, proud self and class consciousness ... and the contrary tendencies towards extravagant lifestyles and demands of a predominantly elitist student body. "

The point of view from which Hinderks sums up here is that of the Arbeiter-Abirurientn ("AK-people"). “This was a group of young workers - all boys - who, after several years of work, were accepted into this course in order to be trained so that after a few years they could take the university entrance examination. The idea was to create a tribe of sons of the working class and the social democrats who would be available for important positions in the state, which was urgently needed since, to its great misfortune, the Weimar Republic had taken over the old reactionary bureaucracy of the imperial era. And these men sabotaged democracy wherever they could and very successfully. "

With this, too, the Lichtwark School embarked on a path that the Karl Marx School in Berlin, with its Berlin high school graduate courses, had made an important part of its learning offer. There are different statements about when the Lichtwark School started. Hochmuth dates the first course to the year 1927, while Neumann mentions that the "current mayor of Hamburg is a former graduate of this workers' course". At the time Neumann's manuscript was drafted , Paul Nevermann was Hamburg's Lord Mayor. However, he had already attended a worker high school graduate course from 1923 and successfully completed it in 1926.

The time of National Socialism and the end of the Lichtwark School

Probably in 1932 the swear word coined for the Lichtwarkschule appeared for the first time: “red hotbed at the city park”. But even before that, the school was under fire - also from the authorities, as Fritz C. Neumann and others had to find out firsthand. “After the National Socialist election victory in 1930 , the Hamburg school authorities decided to clean the Lichtwarkschule from communist teachers. Three of us (Cap, Lewalter and I) were transferred to other schools where we would be completely isolated from each other. As soon as my class had finished their final exams in the fall of 1930, I was transferred to the Oberrealschule am Kaiser Friedrich Ufer, a regular secondary school of the same type as the one I had attended as a boy. "

The seizure of power by the Nazis then heralded the end of the Lichtwark School. In May 1933 Gustav Heine was the first teacher to leave school; he was arrested by the police while the class was ongoing. He was followed by Willy Denecke and Ernst Loewenberg, among others. This went hand in hand with "the strong influence of the school authorities, which had been brought into line, on the school management, staff and students". Heinrich Landahl, who, as headmaster and politician, followed a course to adapt to the National Socialists, was dismissed as headmaster after the summer vacation in 1933 and replaced by NSDAP member Erwin Zindler . His deputy was the later lieutenant colonel and murderer Berthold Ohm . The new school management ran the "education for German", cultural studies was abolished and the old canon of subjects brought back to life, the community between teachers and students should be broken up. “This process of harmonization, the advance of fascist ideology in the college and among the students, did not take place without opposition from the tribe of the Lichtwark school community. Teachers and students connected to the old tradition, who were aware of the changes that were taking place, learned to adjust to the new situation; in the school house there was denial, irony. taking them literally, exaggerating their means of defensive battles. ”And in 1935, two thirds of the Lichtwark students - unlike Helmut Schmidt - were not yet part of the Hitler Youth .

Within the teaching staff, the "forced adaptation of the liberal experimental school to the dogmas and myths of the NSDAP and the simultaneous loss of the legal principles that had previously secured the existence of civil servants [...] provoked very different reactions." Hans Liebschütz outlined the spectrum of these reactions as follows: “On the one hand, there were individual 'converts' who began to see their previous work and position at school as being on the way to meeting the demands of 1933. On the other wing stood a colleague who played the harmless young girl opposite the National Socialite headmaster in order to be able to continue her own teaching style in the class without interruption and in marked contrast to the prevailing direction. "But the bottom line, so Hochmuth," the balance of power in the teaching staff had clearly shifted to the right ”.

At the end of 1936, the school authorities decided to close the Lichtwarkschule. After the co-education had been canceled and the girls had to register at other secondary schools, the Lichtwark School was merged with the former Heinrich Hertz School to form the Oberschule am Stadtpark , today's Heinrich Hertz School , on Easter 1937 .

Teacher

  • John Börnsen (1893–1973), drawing teacher. “The Lichtwark School attached great importance to art education, and the drawing teacher John Börnsen - nowadays one would say a gifted teacher - carried us away. He was particularly involved in the art of his youth, German Expressionism. "
  • Willy Denecke
  • Hans Donandt “was a teacher at the Lichtwark School before he came to Marienau at Easter 1932 ”. "Hans Donandt, was one of the Bondys' closest and most loyal friends and took charge of the class; later, when things became more and more precarious for the Jewish couple Bondy, so did the school management in Marienau. Then Donandt and his family followed the Bondys to Switzerland when they had to flee in 1937. ”Barbara Kersken points out that Hans Donandt“ returned to the Hamburg school system after May 31, 1936 ”- recalled by the school authorities .
  • Ida Eberhardt
  • Jochanan Ginat began his first year of training as a trainee teacher here in 1931.
  • Gustav Heine , co-founder of the Lichtwark School.
    “[Ernst] Lewalter's friend and the other Communist from the early twenties was Gustav Heine. He had the great advantage over his comrades that he had been in the Soviet Union; he had worked for a year in the Ukrainian Ministry of Education in Kiev. When he returned, he gave many lectures about the USSR. In these he particularly emphasized the friendship of the Soviets with Germany and their full support for Germany during the time of the Ruhr occupation .
    As a teacher, he was an expert in English. He spoke excellent English and worked miracles in the way he taught it.
    Although he had long ago given up political activity, the Nazis released him in 1934. He went first to England and then to Brazil, where his wife was born and where her family lived. There he taught at a German school in Sao Paulo during the Second World War. After 1945 he returned to Germany during the years of hunger and taught again in the Hamburg school system - even after the retirement age. He recently became director of an Instituto Alemano in Portugal. "
  • Georg Jäger, co-founder of the school and temporary headmaster. Fritz C. Neumann painted a predominantly negative image of him: “Jaeger was unprofessional, one could have described him as completely lazy. He was a gourmet and a gourmet and a great art lover with excellent taste. I remember he imported his own tea from Ceylon. He gave the school no direction and let things slide. "
  • Erich Jänisch
  • Rudolf cap, co-founder of the school.
    "In his remarks, Rudolfkap [...] was tough in his manners, authoritarian, sarcastic and so biting that the students on the workers 'course called him' Himmelstoss ', like the very corpulent Prussian private with the fame from Remarque's famous novel' In the West nothing new '. He was so fascinated by his subjects that he said he had completely forgotten about the students in front of him. His philosophy was a strange mixture of romanticism - he admired the Middle Ages for its economic system with corporate institutions, and most of all for its grandiose church architecture. Originally he was a social democrat, but disappointed with their spineless behavior, he moved closer and closer to the communists. In the end he became a full-fledged Marxist. He had a wonderful knowledge of architecture and my wife and I had a wonderful experience traveling with him and his students on a church tour through western and southern Germany.
    His personal manners and ways were so open, sharp, and almost brutal that he was almost a genius at making enemies. However, he was my special friend and as a teacher I learned a lot from him. He died early in an air raid in Alsace towards the end of World War II. "
  • Friedrich Kauffmann led the worker high school graduate course .
  • Heinrich Landahl
  • Ernst Lewalter
  • Hans Liebeschütz
  • Ernst Loewenberg
  • Herbert Moltmann, Jürgen Moltmann's father , was “a teacher of Latin, history and German at the famous Lichtwark school. [..] The new government dissolved the Lichtwark School, which, as we know, was full of Social Democrats. Herbert Moltmann switched to another school, but wanted to be free from the control of the Nazi party and entered the army reserve in 1936. Personal experiences reinforced Herbert Moltmann's aversion to the Nazis. "
  • Fritz C. Neumann
  • Berthold Ohm
  • Peter Petersen
  • Willi Walter Puls
  • Edgar Schnell, pedagogue and head of the school stage at the Lichtwark School. In 1929 he published a fairy tale game as issue 1 in the series North German Children's Games by E. Bloch Verlag, Berlin: Frau Hü und das Vögelchen . Reinold Ahr also refers to this same Edgar Schnell: “Dr. Edgar Schnell (1896–1974), resident in Herleshausen. He worked as a teacher in Hamburg until 1929. At the end of 1939 he joined the NSDAP, was initially classified as a 'fellow traveler' in the denazification process after the war, and finally as 'exonerated' after being appointed. In 1958 he worked as the head of a community college in Eschwege. In the 'Kürschner 1958' the literary genre 'stage poetry and poetry' is given. The oeuvre is not extensive. After the war he joined the CDU and was a member of the Hessian state parliament from 1954 to 1958. Today one finds from Edgar Schnell as a writer z. B. in ZVAB.COM just three fairy tale games. ”The WIKIPEDIA article Edgar Schnell (politician) refers to this Edgar Schnell , and it must remain open whether this career was meant when Fritz C. Neumann talked about a certain Mr. Schnell spoke, "who later ended his career in a very sensational and funny way".
  • Hermann Schuett
  • Paul Schwemer, a drawing teacher “who was markedly left-wing”.
  • Erna Stahl
  • Walter Teich (born August 19, 1894 to January 28, 1962)
  • Fritz Wiesner came from the Wickersdorf Free School Community . He “was a man of the 'educator-than-gardener' philosophy. According to him, the teacher should never try to bring his own views and ideas into the minds of the students; present all sides, let them discuss and then choose for themselves or wait for a later decision. However, he was a very strong personality and a born educator. He insisted that his students address him by his first name and 'you'. (I also adopted this practice for my group). He was a bit 'jealous' and had something of a prima donna about him. "
  • Erwin Zindler

student

Regular school operation
  • The siblings Hilde, Kurt and Maria Adams were the children of Kurt Adams .
  • Howard Beinhoff (born November 15, 1916 - † July 23, 1986)
  • Ursula Brinckmann
  • Hella Bruhns, pupil in Ernst Loewenberg's class.
  • Lotte Canepa
  • Walter Flesch (* 1913 in Barmbek - † 1992) “passed his Abitur at the Lichtwark School in February 1933. Together with his certificate he was given a letter informing him that he was unsuitable for a degree because it was politically unreliable. This meant that his wish to become a teacher could no longer be realized. "
  • Friedrich Grossmann
  • Ilse Grumm (born March 14, 1910 in Kiel - † September 21, 1980 in Hamburg)
  • Gerhard de Haas, student in Ernst Loewenberg's class; he could emigrate to Palestine.
  • Bernhard Hamann
  • Benvenuto van Halle (also von Halle) was a Lichtwark student and was an examining magistrate in an American military tribunal in the aftermath of the Nuremberg trials .
  • Heinz and Peter Heilbut
  • Erna Hochfeld, born on January 23, 1914 in Hamburg, was deported to Auschwitz on October 13, 1942 on the 14th transport from the SS assembly camp in Mechelen - together with her husband Berl Dankowitz (born September 27, 1890 in Krakow) and the common daughter Solange Dankowitz (born May 2, 1941 in Antwerp). Erna Hochfeld came to the Lichtwark School in 1928, which she left at Easter 1930 after the Obersekunda to learn a trade.
  • Josef Hochfeld (* April 8, 1912 - † March 12, 2004) was the brother of Erna Hochfeld. He also attended the Lichtwark School, where he graduated from high school in 1930. He married Hanna Hochfeld in 1939 (* January 7, 1919 in Elberfeld - † February 23, 2011 in San Francisco ) “In the course of the November pogrom, Josef Hochfeld was arrested and taken to the Sachsenhausen concentration camp. After his release on January 17, 1939, he emigrated with his wife to Tientsin (China), where he worked as a pharmacist and chemist. ”In 1948, Josef Hochfeld and his wife were able to enter the USA. He told his story in an interview that is in the holdings of the USHMM .
  • Fritz Kestner (born August 26, 1916 in Hamburg - † March 18, 2007 Dorchester-on-Thames)
  • Hedwig Klein
  • Heinz Kucharski
  • Felicitas Kukuck
  • Have a good laugh
  • Rolf William Levisohn (born September 11, 1920 - deported to Lodz on October 25, 1941 and died in Chelmno in May 1942 ) attended the Lichtwark School from 1933 to March 1935, most of which in Ernst Loewenberg's class.
  • Hans Ludwig Levy, pupil in Ernst Loewenberg's class; he could emigrate to Palestine.
  • Herbert Lindemann
  • Hans Maeder
  • Anneliese Mandowsky (1905–1941), victim of the Holocaust
  • Erna Mandowsky (1906–2003), emigrant, art historian
  • Charlotte Mandowsky (1909–1941), victim of the Holocaust
  • Heinrich Christian Meier
  • Herbert Meinke
  • Rolf Meinecke
  • Hans Prawitt (born October 3, 1913 in Hamburg - † 1944 in a subcamp of the Buchenwald concentration camp ), apprentice typesetter and member of the ISK .
  • Peter Renyi (1920–2002), “is vice-editor-in-chief of the Hungarian party newspaper 'Nepszabadsag' and a member of the Central Committee of the Hungarian Socialist Workers' Party (USAP). He comes from the then Hungarian Banat, which in the year of his birth, 1920, became Romanian national territory through the Trianon Peace Treaty. In protest against the reactionary Horthy regime in Hungary, Renyi's father, a chemist, moved from Budapest to Hamburg at the end of the 1920s and had to emigrate again to Hungary in 1938 as a Jew.
    Renyi attended the Lichtwark School in Hamburg at the same time as the current Federal Chancellor Helmut Schmidt, with whom he maintains good contacts today. After the war, the trained printer rose in the Communist Party of Hungary as a cultural functionary and art critic and is considered one of the West experts in the Central Committee. "
  • Karlheinz Rebstock
  • John Rewald , member of the editorial team of the school newspaper Der Querkopf, founded in 1928 .
  • Margaretha Rothe
  • Heinz-Jürgen Ruschewey (1926–1978) is the architect of the memorial for the victims of National Socialist persecution (Concentration Camp Victims Memorial) inaugurated in 1949 at the Ohlsdorf cemetery .
  • Helmut Schmidt & Loki Schmidt
  • Marianne Schmidt
  • Gesa Schneider
  • Karl Ludwig Schneider
  • Richard Schulz
  • Heinz Strelow
  • Fritz Unna
  • Fritz Winzer, member of a resistance group around Franz Blume .
  • Lola Zahn
Workers' high school graduate course and evening high school
  • Werner Blanck (* 1907 - executed on February 8, 1943 in Berlin-Plötzensee prison), a member of the KPD, graduated from college in 1930 in the workers' high school graduate course and began studying law in Hamburg that same year. He later continued this at the University of Leiden . During the war he was arrested in Antwerp and sentenced to death by the People's Court for preparing communist high treason.
  • Franz Bobzien , working evening high school student who later became a teacher. He was persecuted during the Nazi era and was imprisoned in several prisons and concentration camps, most recently in Sachsenhausen concentration camp . From there he was deployed in bomb clearance work in Berlin and was killed on March 28, 1941.
  • Hermann Ernst Hinderks (born December 19, 1907), emigrated to South Africa in 1935 to teach at St. George's Cathedral Gymnasium in Cape Town. In 1939 he went to teach German at the University of Capetown until he left South Africa in 1953 to become a professor at Queen's University in Belfast, Northern Ireland.

School buildings and works of art

The school building Am Grasweg was built according to plans by Fritz Schumacher , a co-founder of the Deutscher Werkbund and promoter of modern brick construction in northern Germany. Planning began as early as 1910, but the building could not be occupied until April 1925. Architecturally, the building was planned as a contrast to the nearby tradition- conscious school of scholars of the Johanneum . It was badly damaged in the Second World War and changed mainly in the roof area during the reconstruction.

An organ by the writer and organ builder Hans Henny Jahnn was built by Karl Kemper in 1931 and restored in 1991 by master organ builder G. Christian Lobback.

literature

  • Anne-Kathrin Beer: A school that made you hungry. Helmut and Loki Schmidt and the Lichtwark School (= studies of the Helmut and Loki Schmidt Foundation. Vol. 3). Edition Temmen, Bremen 2007, ISBN 978-3-86108-895-0 .
  • Angela Bottin: Tight time. Traces of expellees and persecuted persons of the Hamburg University (= Hamburg contributions to the history of science. Vol. 11). Catalog for the exhibition of the same name in the Audimax of the University of Hamburg from February 22 to May 17, 1991. Reimer, Berlin a. a. 1992, ISBN 3-496-00419-3 .
  • Jörg Deuter: Not just Lili Marleen. Hans Leip and the Esperantologist Richard Schulz , Nordhausen 2013, ISBN 978-3-88309-794-7 (Traute Lafrenz on her memories of the Lichtwark School, pp. 32, 39 - 42).
  • Ursel Hochmuth , Gertrud Meyer : Streiflichter from the Hamburg resistance. 1933-1945. Reprint of the 1969 edition. Röderberg-Verlag, Frankfurt am Main 1980, ISBN 3-87682-036-7 .
  • Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - don't greet!" , In: Ursel Hochmuth / Hans-Peter de Lorent (ed.): Hamburg: School under the swastika , articles in the "Hamburger Lehrerzeitung" (organ of the GEW ) and the State History Commission of the VVN / Bund der Antifaschisten , Hamburger Lehrerzeitung, Hamburg, 1985.
  • Reiner Lehberger : The Lichtwark School in Hamburg. The pedagogical profile of a reform school of the higher education system in the Weimar Republic. Presentation and sources. Published by the Free and Hanseatic City of Hamburg, Authority for Schools, Youth and Vocational Education, Office for Schools, Referat S 13/31, Hamburg 1996, ISBN 3-929728-27-3 .
  • Lichtwarkschule (ed.): 50th birthday of a building. Decades of memory. April 19, 1975. Lichtwark School, Hamburg 1975.
  • Herbert Meinke, Marianne Schmidt (Red.): The Lichtwark School. Idea and shape. Published by the Lichtwarkschule working group, Hamburg 1979.
  • Joachim Wendt: The Lichtwark School in Hamburg (1921-1937). A place for the reform of the higher education system (= contributions to the history of Hamburg. Vol. 57 = Hamburg series of publications on the history of schools and teaching. Vol. 8). Association for Hamburg History, Hamburg 2000, ISBN 3-923356-95-1 (At the same time: Hamburg, Univ., Diss., 1996. Overview of the topic of the work ).
  • 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. ( Online access to the full-text edition of the Yearbook for Historical Educational Research , Volume 5 ) 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
  • Fritz C. Neumann: Memoirs of a contemporary , unpublished manuscript in English, edited by Lisel Mueller, Libertiville, 1965, 248 S. A copy of the manuscript was kindly made available by the library of the German Historical Institute in Washington.
  • Helga Kutz-Bauer / Holger Martens: Persecution as a political experience. Hamburg Social Democrats after 1945 , Working Group of Formerly Persecuted Social Democrats (AvS), Hamburg, 2013, ISBN 978-3-929728-76-7 .

Web links

Individual evidence

  1. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 84
  2. ↑ Dietmar Haubfleisch: The school farm Insel Scharfenberg (Berlin) and its diverse networks with people and institutions of the reform pedagogy of the Weimar Republic. Some examples and functions
  3. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 112. "No one gave shape and direction to the whole school. Every secondary teacher in any one of the secondary Hamburg schools who wanted to try something new could join the staff of the Lichtwarkschule, and they did. So it became a hodgepodge of different ideas and trends. "
  4. ^ Wilhelm Blume, quoted from: Dietmar Haubfleisch: The school farm Insel Scharfenberg (Berlin) and its diverse networks with people and institutions of the reformed education of the Weimar Republic. Some examples and functions
  5. ↑ a b Karl-Heinz Füssl: Fritz C. Neumann (1897–1976) , p. 231
  6. ^ A b Fritz C. Neumann: Memoirs of a contemporary , p. 113. "We, ie, some young" candidates "- teachers in preparatory service - who came to the school in 1922 and 1923 felt that there was stagnation and that something had to be done to revitalize the school. So we started e kind of revolution. “We” were mainIy three, Walter Teich who was basic a poet, a certain Mr. Schnell - who later ended his career in a very sensational and funny fashion - and myself. We decided that the misfortune of the situation was due to the fact that the school had no common philosophy and no basic common creed. Everybody was pulling in a different direction. So we decided to gather all the older men whom we appreciated - there were e great many - and led meetings in private homes trying to work out and to agree on such a common creed. Our group then carried these decisions through in staff meetings by voting en bloc. All went well for a while but then our common front broke up. We young ones wanted to put some socialism into our common platform but with this majority refused to go along. Democracy was all right as a basic idea but not socialism. "
  7. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 114
  8. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 85
  9. ↑ Hermann E. Hinderks, quoted from Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 85
  10. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 116. "Another interesting feature was added to the school by the creation of the" Workers' Course ". This was a group of young workers - all boys - who, after working for several years, were enrolled in this course to be trained in such a way that after several years they could pass the university entrance examination. The idea was to create e body of sons of the working class and Social Democrats who would be available for important positions in the state, something sorely needed since the Weimar Republic, to its great misfortune, took over the old reactionary bureaucracy of the Kaiser ' days lockstock and barrel. And these men sabotaged democracy wherever they could and very successfully too. "
  11. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 85
  12. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 86
  13. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 131. "After the Nazi electoral success of 1930 the Hamburg Ministry of Education decided to purge the Lichtwarkschule of communistíc teachers. Three of us (cap, Lewalter and I) were transferred to other schools where we would be utterly isolated from each other. As soon as my class had completed their final examination in the fall of 1930 I was transfarred to the Oberrealschule am Kaiser Friedrich Ufer, an ordinary secondary school of the same type as the one I had attended myself as a boy. "
  14. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 86
  15. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , Pp. 87-88
  16. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 89
  17. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 90
  18. ↑ Hans Liebschütz, quoted from Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - don't greet!" , P. 90. The colleague who plays the "harmless young girl" means Erna Stahl.
  19. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 93
  20. ↑ Helmut Schmidt in conversation with Sandra Maischberger , SPIEGEL HISTORY 7/2015, November 19, 2015
  21. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to Verderben - Grüßt nicht!" , P. 86. The publication From the big city to the village and back: [Memories of the teacher Willy Denecke on the Kinderlandverschickung] , published by Wilhelm Maybaum, self-published, Hamburg 1998.
  22. ↑ Barbara Kersken: Max and Gertrud Bondy in Marienau. The story of a repressed pedagogy , Dahlem-Marienau, 2012 (self-published)
  23. ↑ Obligo with a difference: Jan Darboven and Hans Wolfgang Donandt talk about their childhood in Marienau , Marienauer Nachrichten No. 54, July 2012
  24. ↑ Barbara Kersken: Max and Gertrud Bondy in Marienau , p. 60
  25. ↑ a b c Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 84
  26. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 119. "Lewalter's friend and the other Conmmnist in the early twenties was Gustav Heine. He had the great advantage over his comrades, that he had been in the Soviet Union; he had worked for a year in the Ukrainian ministry of education in Kiev. When he came back, he gave many lectures on the USSR In these he stressed especially the friendship of the Soviets for Germany and their full support of Germany during the time of the Ruhr occupation.
    As e teacher he was an expert as an English teacher. He spoke excellent English and did miracles in teaching it.
    Though he had long ago given up any political activity the Nazis dismissed him in 1934. He first went to England and then to Brazil where his wife had been born and where her family lived. He taught there in a German school in Sao Paolo during the second war. After 1945 he returned to Germany during the hunger years and taught again in the Hamburg school system - even after retirement age. Lately he has become the director of an Instituto Alemano in Portugal. "
  27. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 113. “Jaeger was lacktadaisical, one might also have called him outright lazy. He was a gourmet and a sybarite and a great lover of the arts, with excellent taste. I remember that he imported his own tea from Ceylon. He gave no direction to the school and allowed things to glide along. "
  28. ^ Fritz C. Neumann: Memoirs of a contemporary , pp. 117-118. "Rudolf cap [...] was harh in his manners, authoritarian, sarcastic and so biting in his remarks that the students from the workers' course called him Himmelstoss", the very unlovely corporal of the Prussian type of ugly fame from Remarque's famous novel " All Quiet on the Western Front ". He was so fascinated by his topics that he said he forgot completely the students in front of him. His philosophy was a queer mixture of Romanticism - he admired the Middle Ages for their economic system with corporate institutions and especially for their grandiose church architecture. He was originally a Social Democrat but, disappointed by their spineless behavior, he moved closer and closer to the Communists. In the end he became a fullfledged Marxist. He had a wonderful knowledge of architecture and my wife and I had a marvelous experience when we traveled with him and his students on a church study trip to western and southern Germany.
    His personal manners and ways were so outspoken, sharp and almost brutal that he almost had a genius for making enemies. However, he was my special friend and as a teacher I learned much from him. He died early through an air attack in Alsace towards the end of the Second World War. "
  29. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 85
  30. ^ Peter Slade: Open Friendship in a Closed Society. Mission Mississippi and a Theology of Friendship ; as Bcuh: Oxford University Press, New York, 2009, ISBN 978-0-19-537262-5 , pp. 9-10. "The new government disbanded the Lichtwark School, known to be full of social democrats. Herbert Moltmann moved to another school, but wishing to be free from Nazi Party control, he joined the Army reserve in 1936. Personal experience reinforced Herbert Moltmann's dislike of the Nazis. "
  31. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , Pp. 87-88. More information about him is scarce. He may be the co-editor of a relevant reference work: Berthold Ohm and Alfred Philipp (ed.): Address directory of the old men of the German Landsmannschaft , Part 1, Hamburg, 1932. A "Lieutenant Colonel Berthold Ohm" is also considered one of the main culprits in the Penzberger Murder Night , although it is uncertain whether this is identical to the Hamburg teacher.
  32. ↑ Mrs. Hü and the little bird in the catalog of the German National Library . Other fairy tale games by Edgar Schnell are also displayed there.
  33. ↑ Reinhold Ahr: A letter from Ernst Wiechert - and its consequences
  34. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 90
  35. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 90 & Dr. Walter Teich in the German Digital Library
  36. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 113
  37. ^ Fritz C. Neumann: Memoirs of a contemporary , p. 117. "Karl Wiesner was entirely a man of 'educator-as-gardener' philosophy. With him the teacher should never try to implant his own views and ideas into the students' minds; present all sides, let them discuss and then choose themselves or wait for a later decision. He was, however, a very strong personality and a born educator. He insisted that his students call him by his first name and 'Du'. (I also adopted this practice with my group). He was somewhat 'jealous' (jealous) and there was something of a primadonna about him. "
  38. ↑ Loki Schmidt in conversation with Reiner Lehberger
  39. ↑ a b c d e f g Member of the White Rose Hamburg
  40. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 90
  41. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 98
  42. ↑ Willi Bredel Society: Biographical sketch: Walter Flesch (1913–1992)
  43. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 92
  44. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 94 & Hamburg women biographies: Ilse Grumm
  45. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 98
  46. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 97
  47. ↑ There are numerous references to his work on the Internet, but no relevant biographical data.
  48. ↑ They are probably not descendants of Kurt Heilbut , as his family lived in or near Dresden during the Nazi era. However, in addition to his son Peter Heilbut , Kurt Heilbut also had a son, Hellfried, who, like Heinz Heilbut, was able to escape to England. (Heike Haarhof in the taz about Peter Heilbut: Part 1 and Part 2 ; to the two Lichtwark students: Ursel Hochmuth: Lichtwark School / Lichtwark School: "Hitler leads to perdition - don't greet!" , P. 92)
  49. ↑ Erna Hochfeld in the database of the Kazern Dossin Memorial and the Hochfeld-Dankowitz family on the transport list of the 14th transport from October 13, 1942
  50. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 92
  51. ↑ From the collections of the Jewish Museum Berlin: Photo by Josef Hochfeld shortly after his release from the Sachsenhausen concentration camp
  52. ^ Obituary notice for Hanna Hochfeld . For their family background, see: Hamburger Stolperstein for DR. JOSEPH NORDEN
  53. ↑ Oral history interview with Josef Hochfeld , approx. 90-minute interview from December 2, 1988 in English
  54. ↑ see: Quäkerschule Eerde # general student biographies
  55. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to ruin - don't greet!" , P. 98, Stolperstein in Hamburg for Rolf William Levisohn and Hamburg education server: Rolf's school days .
  56. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 98
  57. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 91
  58. ↑ In memory of persecuted social democrats: Hans Prawitt . See also: Stolperstein in Hamburg for Hans Prawitt .
  59. ↑ Peter Renyi , DER SPIEGEL 39/1980, November 22, 1980
  60. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to ruin - don't greet!" , P. 93. He is probably the architect Karlheinz Rebstock, who was involved in the redesign of the Hamburg resistance fighter in the 1960s . ( Ohlsdorf cemetery, Ehrenhain Hamburg resistance fighters )
  61. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 86
  62. ↑ Memorial for the Victims of National Socialist Persecution
  63. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 86
  64. ↑ Helga Kutz-Bauer / Holger Martens: Persecution as a political experience , p. 65, and Ursel Hochmuth: Lichtwarkschule / Lichtwark student: "Hitler leads to perdition - don't greet!" , P. 97
  65. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 92
  66. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 86
  67. ↑ Ursel Hochmuth, Gertrud Meyer: Streiflichter from the Hamburg Resistance 1933-1945 , p. 159
  68. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 97.
  69. ↑ Ursel Hochmuth: Lichtwarkschule / Lichtwarkschüler: "Hitler leads to perdition - do not greet!" , P. 85
  70. ↑ Hermann Hinderks (b.1907) and Hitler's Black Book - information for Hermann Hinderks . Christian Geissler refers in his book WILL TIME THAT WE LIVE. History of an exemplary action against the brothers Hermann Ernst and Walter Hinderks and their reparation files in the Hamburg State Archives. See also: Ermann E. Hinderks on the special wanted list GB