Pestalozzi School Buenos Aires

Pestalozzi School Buenos Aires
type of school	comprehensive school
founding	1934
place	Belgrano (Buenos Aires)
Autonomous city	Buenos Aires
Country	Argentina
Coordinates	34 ° 34 ′ 9 ″  S , 58 ° 27 ′ 44 ″  W Coordinates: 34 ° 34 ′ 9 ″  S , 58 ° 27 ′ 44 ″  W
student	1000
Website	www.pestalozzi.edu.ar

The Pestalozzi School is located in the northern Belgrano district of the Argentine capital Buenos Aires . It was founded in 1934 as a reaction to the National Socialist coordination of German-speaking schools in Argentina.

For an education to love freedom, humanity and justice

The foundation of the Pestalozzi School

The Argentinisches Tageblatt under its publisher Ernesto Alemann was one of the most important pillars in the fight against the harmonization of German educational and cultural institutions in Argentina operated by the NSDAP foreign organization. The newspaper offered the parents of German schools a journalistic forum who wanted to protect their children from Nazi influence and who continued to value an upbringing that was free from political and religious influences. On January 24, 1934, these parents made the decision to start preparing a school outside the National Socialist sphere of influence. It was supposed to bear the name Pestalozzis , because as a Swiss he stood for neutrality and as an educator for social, humane and modern education.

At the meeting of January 24, 1934, a seven-person working committee was formed to promote the establishment of the school, and the “Argentinisches Tageblatt” started an advertising campaign. In a statement by the preparatory school committee published there on February 24, 1934, it says:

“No politics will be brought into this school. But there will be a worldview in her. Our school, which is supposed to be a school of the 20th century, will be free from the demons of the corruptionists, free from racial hatred and arrogance, free from the glorification of war and the worship of violence. In our school, slaves should not be raised, but free people. It is to be taught that there are no more beautiful and nobler virtues than love of freedom, humanity and justice.

In this sense, our school will be a German school. Do we have to say that it will also be a highly Argentine school? Don't we all know that the men who gave freedom to the beautiful country in which we live and of which we are largely citizens were inspired by the same ideals? The Argentines wanted freedom-loving, humane and just. Well: the children who will grow up in our school should correspond to the ideals [..]. They should be worthy of the great history of their American homeland. "

A building suitable for the school was found in the Belgrano district and the first teachers were recruited. On March 1, 1934, the foundation meeting of the Pestalozzi Society took place as the sponsor of the school, and on April 2, 1934, the new Pestalozzi School began to operate. On September 17, 1938, a new school building for the Pestalozzi School was inaugurated in the villa district of Belgrano, which put an end to the inadequate accommodation of the school in a tenement house. The school had to finance itself entirely from school fees, donations and event proceeds. The start-up funding, however, came from the Alemann family and Alfred (o) Hirsch, a director of Bunge & Born (“a large Belgian grain exporting company”). She did not belong to the German School Association and of course received no support from this side.

The first and longstanding director of the Pestalozzi School was Alfred Dang , who arrived in Buenos Aires on April 17, 1934.

→ Main article : Alfred Dang

Teacher at the Pestalozzi School

The school initially recruited its teachers from the other German schools. The prerequisite for this was that they were already known to their parents as proven and trustworthy anti-fascist persons. The school also deliberately opened up to teachers who had been expelled from Germany and to those who had actively resisted the Nazi regime. The German-speaking teaching staff soon consisted mainly of people close to the SAPD , the left wing of the SPD and the ISK . In addition to Alfred Dang, these were among others:

• Hans and Frieda Carl. Frieda Carl taught manual labor, her husband Carl taught German. He stayed at the school until his retirement in 1956. Hans Carl also ran the “Punta del Indio” holiday colony, where students (not just the Pestalozzi School) could spend their holidays.
• Walter Damus
• Martin and Johanna Fenske
• Heinrich Grönewald
• Lotte Hirsch first emigrated to Paris and from there to Buenos Aires in 1936. She was a member of the Association of German Teacher Emigrants .
• Hans Lehmann , who emigrated from Germany in 1933 and later worked in Argentina as an editor for Das Andere Deutschland , is mentioned in a manuscript by Irene L. de Münster as a teacher at the Pestalozzi School . At Huss-Michel he is mentioned as “Dr. Hans Lehmann (board member of the social democratic-socialist workers' association ›Forward‹) “. Hans Lehmann, who returned to Germany in 1954 and lives in Bad Soden am Taunus , is Dr. Hans Max Siegfried Lehmann (* August 24, 1900 in Hamburg - † October 1, 1991 in Bad Soden). "Hans Lehmann, pseudonym: Hans Kaiser (), USPD (1919), SPD (1921), IJB and ISK (1926), together with Erna Blencke head of the ISK group Frankfurt / Main (), managing director of the ISK-supporting Dreiturm- Viktor Wolf soap factory in Steinau / Hessen (from 1926), protective custody (1933), flight to France (1933) and Austria (1934), emigration to Argentina (1936), return to Germany (1954), SPD, again member of the management team of Dreiturm soap factory (until 1970). "
• Carl Meffert , also known as Clément Moreau
• Kurt Pahlen
• Fritz Reinhardt came to the Pestalozzi School from Prague in 1936 and later stayed in Argentina, a member of the Association of German Teacher Emigrants .
• August Siemsen
• Selma Sievers was a German teacher from 1934 to 1937.
• Max Sulzberger taught German, music and works.
• Max Tepp had lived in Argentina since 1924 and founded the publishing house 'Die Umwelt' in 1933. With it, he wanted to offer German children and young people abroad high quality reading material that ties in with their horizon of experience. He has published over 20 books and short stories, which were intended to counterbalance the National Socialist school reading. During Alfred Dang's "time out" as the headmaster of the Pestalozzi School (1948–1956), Tepp, who came from German reform pedagogy and had founded schools himself, was the director of the Pestalozzi School.

These teachers were united by their common anti-fascist attitude, which was stronger than their origins from different political groups, and it was reinforced by common educational interests and diverse personal relationships. So it is not surprising that this teaching body became the nucleus for Das Andere Deutschland , which in turn developed into the center of the anti-fascist struggle in Latin America.

Students in emigration

Just as the foundation of the Pestalozzi School was an act by people who had already lived in Argentina for a long time, it was initially their children who made up the majority of the student body. In the course of time, however, more and more children from immigrant families came to the school. Alfred Dang distinguished between three groups in an essay in 1943:

• Until the end of 1935 it was mostly children from families who had emigrated more or less voluntarily. These children were a relatively unproblematic group for everyday school life and easy to integrate.

• In the years 1936 to 1939, the children who were victims of the first wave of displacement from Germany and Austria came. They were traumatized, had suffered emotional damage: “In Germany and Austria, driven out of public schools, branded and isolated like lepers, insulted even as pupils in Jewish compulsory schools, they had to endure the full impact of their parents' internal and external misery , constantly experienced the scenes of misery and despair, mostly felt the humiliating agony of poverty for the first time. ”It was the“ fight for sick souls ”(Dang) that the school had to conduct with and for these children - an educational challenge which was made increasingly difficult by the fact that almost parallel to this, the state school authority tightened the formal performance requirements and required annual exams for all classes. For the children of emigrants, who had mostly come to the country without knowledge of the Spanish language, it was an additional difficulty to master the compulsory Spanish lessons, because without a command of the Spanish language they had no chance of passing the state exams. The school therefore set up special courses, intensive courses in the Spanish language, in order to enable the children to connect to the respective age and class level within a year. Dang draws a positive conclusion: “It is one of the most necessary and most beautiful achievements of the Pestalozzi School that with every word and every act it gave these children the obligation to social personality, and repeatedly showed them as a new ideal the people who in Above all, he himself fulfills the so tainted ethical demands in order to stand up for social duties in a democratic way. "

• Dang saw a third group of emigrant children in those who had already been born in Argentina, to whom the direct trauma of emigration was alien and who grew up with rather "normal" educational requirements. He saw these children, including the Jewish ones, already rooted in “soil that was no longer perceived as foreign”. Dang notes that the school is changing. If, according to Ernesto Alemann's will, it was once a “dam against the insidious flood of National Socialist hatred of young people”, the influx of émigré children made it an instrument for building up their social integration. Now, in 1943, she is "a recognized factor in the Argentine school system and the future-oriented center of international education for the children of all free-thinking people". A strong impetus for this came from the Jewish immigrants.

Immediately against the background of their own emigration experiences, an action took place in which students from the Pestalozzi School for children in internment camps in France, especially in Camp de Rivesaltes , got involved. August Siemsen had taken up the topic in his lessons and encouraged his students to take a variety of support activities. Children donated some of their pocket money, others asked for donations instead of birthday presents, and they organized a solidarity event at the school that met with a wide response. “The Other Germany” supported the campaign with its own fundraising campaign and the brochure “Children behind bars”, which also led to an exchange of letters between the students from the Pestalozzi School and the children from Rivesaltes. On the European side, the partner in this campaign was the “Swiss Workers' Relief Organization (SAH)”.

Aspects of everyday school life

The Pestalozzi School was, according to its self-image, a seven-year Argentinian school based on German culture. The national Argentine curriculum was binding, the material of which had to be taught in German and Spanish. The learning workload to be completed corresponded to four German primary school years and three years of teaching at a middle school; According to Argentine standards, after passing the exam, it entitles them to attend a secondary school or to take up vocational training.

The all-encompassing educational concept was based on three basic requirements:

• “The Pestalozzi School is free of any politics.” It offers its multinational student body the opportunity to form an objective picture of human society for themselves.
• “The Pestalozzi School is free of any religion.” The pupils should be educated according to the ideal of tolerance and be mindful of all creeds.
• “Neutrality.” From this follows the fundamental rejection of racial hatred, nationalistic and religious hatred, as well as abuse for partisan purposes. What is required, however, is a commitment to the ideals of freedom, international peace and social justice.

These educational goals require different educational methods than the old learning school. As a result, the Pestalozzi School saw itself as a work school in the spirit of Wilhelm Paulsen and focused on open learning, opening up the school, contact with reality and the connection of the knowledge learned with practical life. This included one-day excursions as well as longer recreational trips. In 1938, for the first time, a group of students from the Pestalozzi School visited the “Haus Rübens” country school home in Colonia Valdense, Uruguay, founded by Annemarie Rübens . Close contacts between the two institutions also existed in the following years, because Annemarie Rübens was an active member of the movement “The Other Germany” during World War II.

The anti-fascist founding act and the self-commitment to the German cultural foundation also required different teaching content and teaching materials than were usual at German schools abroad under the influence of the National Socialists. An example of this is the book “German Poems from Goethe to Brecht” compiled by August Siemsen in 1937 and illustrated by Carl Meffert. In addition to the title-giving Brecht, Heinrich Heine, ostracized by the National Socialists, was also represented in the collection, as was the song “Brothers to the Sun for Freedom” from the fund of the social democratic labor movement. Meffert's illustrations were understood as contemporary graphic interpretations of the texts and not as their mere illustrations.

From today's point of view, a “unique selling point” of the Pestalozzi School was its subject “Hygiene”, the important part of which was the (non-coeducational) instruction for the pupils of the two upper classes. The lessons prepared by parents' evenings were based on the educational pamphlet "Does the rattle stork really bring us to us?" By the sex educator Max Hodann, who emigrated from Germany in 1933 .

The Pestalozzi School also broke new ground in terms of certificates and grades. Again with the involvement of the parents in the decision-making process, the grading numbers were supplemented by explanatory descriptions of the work of each student and of the achievement of the teaching objectives in the respective subject.

Stefan Zweig visits

In his essay True to Himself: Stefan Zweig's Visit to Argentina in September 1936 , Robert Kelz describes in great detail an event that was of great importance for the school and made a great impression on its students:

"In 1936 the student body at the Pestalozzi School numbered six hundred, just six percent of the total enrollment at German schools which had implemented or were synchronized to Nazi ideology. When Stefan Zweig and Emil Ludwig received an invitation from the Pestalozzi pupils to visit their school, the writers were intrigued. On the morning of September 18, 1936, the Pestalozzi School received an unannounced visit from two of the most internationally celebrated authors of the day. Zweig spent the entire morning at the school and later made an audio recording adressed to the Pestalozzi pupils, most of whom, like himself, were exiles from the Third Reich. "

Kelz quotes this audio message following the visit to the Pestalozzi School:

“Dear children, you are now experiencing a small miracle. Pay attention! You hear my voice now and I am not there myself. I am even terribly far from you, far over the sea and would have to travel many, many days to really be able to hold your hands [...] and yet - you can hear it - my voice is there with you in the room [. ..] Isn't that a miracle? And of course you wonder who performed this miracle? Then I can only tell you: man has accomplished it. And if you ask me further: why did man accomplish this, I can answer you: while he has learned a lot [...] Every individual who learns well and thinks well and finds something new with his thinking helps to make our world more beautiful, more diverse and more comfortable. You see now you have experienced a small miracle, the miracle [...] that you hear me and yet do not see me. And you, who are young, how many such miracles will you still experience! Rejoice that you are so young and love the school that leads you into life, love life itself and love you, one another! "

The words, simple at first glance, gain their meaning against the background of the PEN Congress in Buenos Aires, which ended shortly before Zweig's visit to the school. Zweig is the guest of honor of the international writers' association. A flaming condemnation of the Third Reich is expected from him, but he refuses - despite his resolute pacifism and humanism: “I will not speak against Germany. I would never speak against a country. ”He does not want to be forced into a woodcut view of the world - although the war divides them into friend and foe. Alluding to this silence, Kelz interprets the audio message to the Pestalozzi students as a sign that Zweig wants to speak. The recording presented one of the most extensive statements that Zweig made during his stay in Argentina. He advocates the belief in the good in people and encourages the Pestalozzi students to focus on their own abilities in order to make the world a better place. He relies on optimism and friendliness in the midst of the traumatic experiences caused by persecution, conflicts and exile. His message of goodwill and belief in human virtue, addressed to the Pestalozzi students, could be seen as an act of resistance in the face of the threatening atmosphere of the 1930s. Here, Zweig presents a hopeful look that he could not have endured even in his own life. Based on the comments he had published a few days earlier in Argentine newspapers, it would appear that Zweig believed it was up to him to communicate a positive outlook for the future to his audience of young refugees.

Based on memories of former Pestlozzi students, Kelz is certain that Zweig's words provided the very kind of encouragement that many of his traumatized younger listeners wanted and needed to hear. The encounter with a writer of Zweig's stature changed the refugees' self-esteem. Moved by the visit of this famous author, the students would have used Zweig's words to cope with their traumatic experiences and to gather strength and confidence in order to face a challenging present. The later efforts of the Pestalozzi students would have brought Stefan Zweig's message of solidarity and intellectual power to life. A visible expression of this was the students' commitment to children in internment camps in France (see above).

The Pestalozzi School in times of transition

The strong presence of National Socialist organizations in Argentina and their dominance of most German schools abroad had been the subject of strong internal Argentinean resistance since 1937 at the latest, which in November 1937 led to a campaign against the German Kamp schools. These were school camps for the formation of young people in the sense of National Socialist educational goals. In May 1938 the Argentine government increased the pressure. It banned all public, private or hidden political and racist propaganda and prohibited the teaching of customs and beliefs contrary to the Argentine Constitution and Argentine law to school children. This was followed in May 1939 by further measures to subject foreign private schools to increased control by the Argentine school supervisory authority, whereby the Pestalozzi School was not the focus of these state activities, as it had defined itself from the beginning as an “Argentine school on a German cultural basis” and worked according to the Argentine curriculum.

After an initial initiative in the Argentine Congress in May 1938, a commission began its work in June 1941 to deal with anti-Argentine activities. Their fourth report of September 31, 1941, to which Heinrich Grönewald and Das Andere Deutschland had contributed significantly, showed in great detail the National Socialist infiltration of German schools in Argentina and, as a first step, led to the prohibition of German lessons at the Goethe School and withdrawal the teaching permit for 18 teachers in several schools. In the following period there were further decrees against the German schools before they were closed in 1944 - with the exception of the Pestalozzi, Cangallo and Burmeisterschule. Her property was confiscated after the Argentine declaration of war on Germany (March 27, 1945).

After the end of World War II, only the Pestalozzi School and the Cangallo School could continue their school operations without restrictions. The Pestalozzi School, which professed its solidarity with a coming democratic Germany, wanted to continue its previous educational path, especially the international teaching program in four languages. Again, initiative and patronage were required, because official support was initially not to be expected, especially not from the German side. In addition, the political climate within Argentina changed with the election victory of Juan Perón in 1946, who had forcibly introduced Catholic religious education in all schools in the country. Alfred Dang as headmaster was able to avert that for the Pestalozzi School before he left in 1948 to work in industry. Conflicts in the following years meant that he was reappointed as headmaster in 1956, but could only officiate for a short time. He died on November 10, 1957.

In the era of Max Tepp as headmaster, from the retirement to the return of Alfred Dang, morning lessons at the Pestalozzi School were held in Spanish, while lessons in German took place in the afternoons. This led to a very high burden on the students, which is why the school tried to be able to offer bilingual lessons as early as the late 1950s. In May 1960 this was made possible by the Argentine government. The Pestalozzi School became the first bilingual school in Argentina and was also able to set up a secondary school. With financial support from the Federal Republic of Germany, a new building was put into operation in March 1963.

The Pestalozzi School today

The Pestalozzi School defines itself on its homepage as a bicultural and bilingual school for boys and girls, not linked to any denomination, with a kindergarten, elementary level and secondary level. It is still in the administration of the non-profit Pestalozzi Society, but also refers to the cultural, personal and financial support provided by the German government. The Federal Republic of Germany awarded her the seal of approval “excellent German school abroad”.

The start page already contains a reference to the founding year 1934, but this is presented in a rather abbreviated form in the separate history section. Ernesto Alemann is emphasized as the founder, and there is no reference to the pedagogically and politically active teachers of this time and their anti-fascist resistance. In fact, this self-portrayal of the early history of the school ended in 1938 with the move into the new building and the congratulations from Sigmund Freud, Lion Feuchtwanger, Thomas Mann, Heinrich Mann and Albert Einstein. At the end there is a reference to Herbert Schnorbach's book, which is available for purchase from the school administration.

In terms of content, the conception section reminds of the beginnings of the school. With regard to the foundation, it says:

"The aim of the union of parents who founded the school was to preserve the German language and to convey European and especially German culture to their children, in deliberate opposition to the fascist ideology prevailing at the time."

The mission for today is derived from this,

“To offer a bicultural and multilingual education that aims at the moral and intellectual autonomy of German students who are interested in Germany and who live in Argentina. In this way we form an educational community that wants to realize our two guiding principles of the founding story 'Education for Freedom' and 'Encounter of Cultures' in society. "

In the presence of the German Ambassador Jürgen Mertens , a trip threshold was laid at the entrance to the school on October 30, 2017 . It honors the German school abroad as a place of refuge for those persecuted by National Socialism. For the artist Gunter Demnig's project , it was the first time it was laid outside of Europe after more than 61,000 stumbling blocks and several thresholds. Anna Warda from the Stolperstein Foundation was present at the laying ceremony on behalf of Demnig.

literature

• Hermann Schnorbach: For a 'different Germany' . dipa-Verlag, Frankfurt am Main, 1995, 1st edition, ISBN 3-7638-0353-X
• Hildegard Feidel-Mertz (ed.): Schools in exile. Repressed pedagogy after 1933 . rororo, Reinbek, 1983, ISBN 3-499-17789-7
• Hildegard Feidel-Mertz : Education in exile after 1933. Education for survival. Pictures at an exhibition . dipa publishing house, Frankfurt am Main, 1990, ISBN 3-7638-0520-6
• Ronald C Newton: The "Nazi menace" in Argentina, 1931-1947 , Stanford University Press, Stanford (California), 1992, ISBN 0804719292
• Robert Kelz: True to Himself: Stefan Zweig's Visit to Argentina in September 1936 , in: Birger Vanwesenbeeck and Mark H. Gelber (eds.): Stefan Zweig and world literature: twenty-first century perspectives , Camden House, Rochester (New York) , 2014, ISBN 1-57113-924-9 , pp. 155-172.
• Irene L. de Münster: Through her eyes: German Jewish Immigration to Argentina , July 6, 2009. The manuscript is available at Academia.edu .
• Olga Elaine Rojer: Exile in Argentina 1933-1945. A Historical and Literary Indroduction , Peter Lang Verlag, New York, 1989, ISBN 0-8204-0785-2 .

Web links

• Official school website
• Information from the Central Office for Schools Abroad (ZfA) on the Pestalozzi School
• "66 years for the" other "Germany - the Pestalozzi School in Buenos Aires"; from: Encounter 1/2002 (PDF file; 100 kB)
• "Brecht and Goethe in the Calle Freire" (80 years of the Pestalozzi School in Buenos Aires)
• “Alemanes antinazis y política argentina. La conformación de una identidad colectiva. ” Article by Germán Claus Friedmann, former teacher at the Pestalozzi School.

Individual evidence

1. ↑ Quoted from: Hermann Schnorbach: “For a 'different Germany'”, p. 45
2. ↑ Hermann Schnorbach: "For a 'different Germany'", p. 177
3. ^ Hirsch, Alfredo (1872-1956), industrialist, born in Mannheim Germany
4. ↑ Irene L. de Münster: Through her eyes . For the history of the Bunge & Born company, see: Gaby Weber: A stroll through the history of the Argentine multinational who determined the country's economic policy under the Peronist government , taz - the daily newspaper, July 25, 1989, p. 9
5. ↑ On the establishment of the Pestalozzi School: Hermann Schnorbach: "For a 'different Germany'", pp. 39–43
6. ↑ Hermann Schnorbach: "For a 'different Germany'", p. 50
7. ↑ Hermann Schnorbach: "For a 'different Germany'", pp. 60–62; a complete overview can be found there on pp. 84–85.
8. ↑ Hermann Schnorbach: "For a 'different Germany'", p. 84 & p. 122
9. ↑ Martin Fenske wrote the book in the holdings of the German National Library: Anyone who can read has joy in it: A book for school a. House. Martin Fenske. With drawing. by Wolfgang Meinhard. Buenos Aires: Beutelspacher 1946. The book is a reading primer for Spanish-speaking children who want to learn German. The book in the DNB
10. ↑ Hildegard Feidel-Mertz / Hermann Schnorbach: teachers in emigration. The Association of German Teacher Emigrants (1933-39) in the traditional context of the democratic teachers' movement , Beltz Verlag, Weinheim and Basel, 1981, ISBN 3-407-54114-7 , p. 230
11. ↑ Osvaldo Bayer: Exile in the land of friends of tyrants. The image of Germany of a refugee from Latin America , in: ila , 153, March 1992, pp. 46–50.
12. ↑ Irene L. de Münster: Through her eyes
13. ↑ Angela Huss-Michel: Literary and Political Journals of Exile 1933 - 1945 , Metzler, Stuttgart, 1987, ISBN 978-3-476-10238-6 , p. 62.
14. ↑ Hans Lehmann on the website of the Philosophical-Political Academy
15. ↑ Heiner Lindner: "In order to achieve something, one has to undertake something that one believes is impossible." The International Socialist Struggle Association (ISK) and its publications
16. ↑ Hildegard Feidel-Mertz / Hermann Schnorbach: teachers in emigration. The Association of German Teacher Emigrants (1933-39) in the traditional context of the democratic teachers' movement , Beltz Verlag, Weinheim and Basel, 1981, ISBN 3-407-54114-7 , p. 233
17. ↑ Hermann Schnorbach: "For a 'different Germany'", p. 64
18. ↑ Compare this: From schoolmaster to people review of the book by Peter Dudek: 'From schoolmaster to people. Max Tepp - a reform pedagogue, writer and publisher with a passion for youth. ' Julius Klinkhardt Verlag, Bad Heilbrunn 2014. ISBN 978-3-7815-1959-6
19. ^ ^{A b} Alfred Dang: Saving a Generation. In: Hermann Schnorbach: “For a 'different Germany'”, pp. 74–77
20. ↑ Hermann Schnorbach: "For a 'different Germany'", pp. 194–196. As will be shown below, see section “Stefan Zweig on a visit”, there may be an extended background for these activities, but this has not yet been reflected in the work of Schnorbach and Feidel-Mertz. Compare: Robert Kelz: True to Himself: Stefan Zweig's Visit to Argentina in September 1936 , pp. 155–172.
21. ^ Children behind bars , Buenos Aires: Das Andere Deutschland, 1942. Compare also: Hildegard Feidel-Mertz (ed.): Schools in Exile , pp. 191f.
22. ↑ The SAH was founded in 1936 by the Swiss Confederation of Trade Unions and the Social Democratic Party of Switzerland to support needy working-class families and their children at home and abroad. On the history of the SAH: The history of the Swiss workers' relief organization
23. ↑ Alfred Dang: Saving a Generation. In: Hermann Schnorbach: “For a 'different Germany'”, p. 100
24. ^ Quoted from Hermann Schnorbach: "For a 'different Germany'", p. 113
25. ↑ The book can be found in printed and electronic form in the holdings of the German National Library of German Poems from Goethe to Brecht
26. ↑ Schnorbach points out that this book, which has found widespread circulation over the years, has not met with unanimous applause, as there were definitely people in the bourgeois-anti-fascist environment of the school who were too modern and who Would have criticized the lack of poems by Rosegger or Ganghofer. Hermann Schnorbach: "For a 'different Germany'", p. 104
27. ↑ In the holdings of the German National Library: Max Hodann: Does the rattle stork really bring us?
28. ↑ Hermann Schnorbach: "For a 'different Germany'", pp. 116–117
29. ↑ Hermann Schnorbach: "For a 'different Germany'", pp. 117–121
30. ^ Robert Kelz: True to Himself: Stefan Zweig's Visit to Argentina in September 1936 , p. 166
31. ^ Robert Kelz: True to Himself: Stefan Zweig's Visit to Argentina in September 1936 , p. 166. The text is reproduced by Kelz in German, the omissions come from him.
32. ↑ The quote comes from a key scene in Maria Schrader's film " Before the Dawn - Stefan Zweig in America" ​​( release: "Before the Dawn" )
33. ↑ Slightly abridged summary based on Robert Kelz: True to Himself: Stefan Zweig's Visit to Argentina in September 1936 , p. 167
34. ↑ Slightly abbreviated summary based on Robert Kelz: True to Himself: Stefan Zweig's Visit to Argentina in September 1936 , p. 168. However, it is questionable that Kelz extensively cites Alfredo Bauer as a contemporary witness for his thesis and introduces him as follows: “Alfredo Bauer , who in 1936 was an eleven year-old Jewish refugee recently arrived in Buenos Aires, told me he had been astonished to find Stefan Zweig at the Pestalozzi School. ”(pp. 167–168). Bauer may have been inspired later by Zweig's ideas, but it couldn't possibly have met him in Buenos Aires in 1936, as Kelz, quoting him verbatim, suggests: Alfredo Bauer only emigrated to Argentina with his parents in 1939.
35. ↑ Hermann Schnorbach: "For a 'different Germany'", p. 213
36. ↑ Hermann Schnorbach: "For a 'different Germany'", pp. 213–220
37. ↑ Hermann Schnorbach: "For a 'different Germany'", pp. 227–228
38. ↑ Pestalozzi School today ; accessed in March 2016
39. ^ History of the Pestalozzi School
40. ↑ In Germany the book is out of print and antiquarian cannot be purchased for less than 30 euros.
41. ^ Mission statement of the Pestalozzi School
42. ↑ This is illustrated by a video presentation of the Pestalozzi School that can be accessed on the homepage or on YouTube
43. ^ Refuge for Nazi refugees: Stolperstein honors school in Buenos Aires. In: n-tv.de. October 31, 2017, accessed November 3, 2017 . 
44. ^ Kai Laufen: First stumbling block outside of Europe. (No longer available online.) In: inforadio.de. November 1, 2017, formerly in the original ; Retrieved November 3, 2017 .  ( Page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice.