School by the sea
The school by the sea , also known as SaM or SaM , was a private, holistically oriented and boarding school , reform educational rural education home on the North Sea island of Juist ( East Friesland ) in the Free State of Prussia . It was the first educational reform school in Germany to be set up on an island in the sea. It is also considered to be the first regular German open-air school that led to the secondary school leaving certificate . It existed from 1925 to 1934 and quickly developed a national reputation.
In contrast to state schools, it placed a special emphasis on training its students in the arts, physical and handicrafts. She wanted to give them a guided life of their own and saw the youth phase as a value and an independent type. At that time it was the only German school that built its own theater hall, which was also intended to train amateur play teachers for all of Germany.
The writer Carl Zuckmayer described the school by the sea as "culturally on the highest German level". It was closed against the background of Nazi “ Gleichschaltung ” and state anti-Semitism .
Foundation phase
Prelude
For the first time in mid-October 1922 and on October 28, 1924, representatives of several reform schools met under the direction of Alfred Andreesen , the head of the Foundation for German Landerziehungsheime , near Heppenheim (Bergstrasse) in the Odenwald School . The aim was to form an organizational network and to preserve the legacy of Hermann Lietz , the founder of the rural education centers in Germany. It was mainly about educational-conceptual parallels and similarities of these schools, less about economic or administrative law aspects. The association, the Association of Free Schools - Landerziehungsheime and Free School Communities - founded in Ober-Hambach in Germany , survived into the Third Reich . With Martin Luserke and Rudolf Aeschlimann , representatives of the school by the sea , which was still before the founding in 1924, also took part in the meeting. They expressed interest in a later participation in the association.
Martin Luserke (1880–1968) left the nationally known and renowned Free School Community in Wickersdorf near Saalfeld in the Thuringian Forest in 1925 with like-minded colleagues , where he had been a teacher since 1906 and both before and after the First World War as headmaster . There had been disagreements for years with Gustav Wyneken , the school founder who had been dismissed from office. In order not to destabilize the situation in the Wickersdorfer Freie Schulgemeinde , Luserke had in February 1924, under strict confidentiality , initiated Rudolf Aeschlimann's plans to found a new reform school. In the following weeks he gradually informed the other members of the later secession . Before founding the school, programmatic writings should first be created and published in order to give the project a sound background.
Luserke relied on a concept he had developed himself for the establishment of a new school, which was to lead from sixth form (VI) to graduation ( secondary school leaving certificate ) of the upper prima (OI). This combined elements
- the rural school home movement of Hermann Lietz ,
- the art education movement of Alfred Lichtwark ,
- the youth music movement ,
- the life reform movement after Karl Wilhelm Diefenbach ,
- the anthroposophy of Rudolf Steiner and
- of today's experiential education .
Luserke and colleagues wanted to venture “to the edge of the habitable world”, whereby the German islands came into focus. Luserke described the coast as a landscape that "resides in the Germanic being". Whitsun 1924 visited Luserke, who had known the German North Sea coast and part of its island world ( Spiekeroog , Helgoland ) since childhood and youth, together with Rudolf Aeschlimann , Paul Reiner and their three “ comrades ”, the “bears”, “penguins” and "Wolves" from the Wickersdorfer Free School Community , the island of Juist. The group was fascinated by this barren, narrow, tidal sandbar . Their topography , nature and the healthy, stimulating climate seemed to them to be made for their school project. The island could be reached by paddle steamer and plane. From the ferry pier , which was then off the mudflats , almost exactly south of the school, you could reach Juist by island railway over a three-kilometer stretch of the Pfahljoch . There were only pedestrians, bicycles, and horse-drawn carts on the island; Motor vehicles were not allowed.
presentation
The term school by the sea was primarily a marketing tool. The immediate proximity and direct relationship to nature should already be evident in the name of the school. As a private educational institution, the new school was dependent on the enrollment of children and adolescents from wealthy parents. With the appropriate keywords, it was possible to attract students well in newspaper advertisements, an essential advertising instrument of the time - primarily among the (upper) middle class. Examples of this are multi-page special supplements by Herbert Connor , who repeatedly advertised students for the private school in the morning editions of the Berliner Börsen-Zeitung in 1925 . The same author also wrote a published obituary for the School by the Sea in 1934 . The seaside school also recruited students abroad , for example in the United States.
An expression of the commercial design of the school by the sea was the use of elements of the contemporary Jugendstil ( Art Nouveau ), such as in the graphical design. Your striking monochrome logo (see graphic 2) was executed in this style. It is round, framed by a double line and shows a large circle at the top, which symbolizes either the sun or the moon. Underneath, stylized sea waves are shown horizontally , on the highest crest of which a foam head ( spray ) is depicted. In a variant of this figurative mark , the name of the school is shown in capital letters in a three-line arrangement below the waves . The lettering is oriented on the vertical center axis, but is not positioned left or right or centered, but deliberately deviates from such enforced regulations. Other logo variants, e.g. B. with an imitation wax border, which is reminiscent of a seal impression, can be found in publications of the school or the foundation. The logo and its variants were probably created in the Wickersdorfer Free School Community by students who later switched to the school by the sea . This is supported by the type of design of the figurative marks, the time they were created, as they were published before the SaM was founded in 1924.
The presentation included a. Books, information sheets and circulars addressed to interested parties, the school representatives ("shop stewards") in various German, Austrian and Swiss cities, to parents of the pupils, to former pupils and to supporters of the SaM . From July 1929, the sheets of the outlying community of the Schule am Meer Juist were published.
location
A sketch of the location from 1924 (see diagram 3) shows the originally planned location for the school by the sea , which was planned on the east side of the Augustendüne (also: Augustadüne ) in the west of the island. At that time, the Hammersee did not yet exist, which had only formed in November 1930 after a major storm surge in the area of the hammer marked in the sketch . The actual location of the school by the sea is located where the draftsman marked the loog .
realization
In Loog , to the west, the founding team was able to acquire the café-restaurant and lodging house Tusculum , formerly for recreation , with land in autumn 1924 and had the already run-down island house rebuilt, expanded and modernized in the months that followed until the school opened. It became the main building of the new school, where the students ate their meals in the dining room and also rehearsed and performed the amateur play there.
At Luserke's request, the Prussian State Ministry for Science, Art and Education on January 29, 1925, granted permission to start school operations for the coming school year. With his colleagues Helene and Rudolf Aeschlimann , called "Aeschli", Christel and Fritz Hafner , Anni and Paul Reiner , the Wickersdorf economic manager Marie Franke and his wife and employee Annemarie († 1926), Luserke officially left FSG Wickersdorf on March 30, 1925 .
They brought their own eleven children with them from Wickersdorf, including Luserke's youngest son Dieter (1918–2005), who attended school by the sea a few years later . Sixteen students also moved from the Free School Community to the new rural education home on Juist, including Herbert von Borch , Walter Georg Kühne , Günther Leitz and Ove Skafte Rasmussen . The Free School Community in Wickersdorf had to bear all of the teaching staff's costs associated with the move , which put a greater burden on them.
The admission requirements of the Schule am Meer stipulated that girls and boys had to be at least 10 years old for the sexta, but as a rule not older than 16 years (lower secondary school, grade 10). New entrants to Obersekunda (grade 11) were only permitted in exceptional cases.
SaM classes began on Friday, May 1, 1925, which was not a public holiday at the time. The first 32 students, 9 teachers and assistants were called upon to "do all they can to do with the furnishing work".
In the opening year, an elongated barrack was built south of and parallel to the main building. These two buildings were now referred to within the school complementarily as "this side" and "beyond". In the same year, another elongated barrack, the “Westfalenhalle”, was built at right angles next to it, as it were as a connecting element. Their name was possibly a reminiscence of Luserke's mother, who came from Westphalia. However, this is questionable because Luserke broke up with his family very early on. The building trio was arranged in a U-shape. A stable for a horse, pigs and poultry was built on a dune southwest of the SaM , called " Olympus " by the students (see diagram 5).
By 1927, a large L-shaped building in solid construction was built to the west opposite the “Westfalenhalle”, which was named “Arche” within the school. Together with the other two large new buildings, it was positioned in such a way that, together with the main school building, a rectangular, almost enclosed inner courtyard with a lawn resulted. The area with these now four buildings formed the future core area of the school (see Table 1), which was later limited to the north-east by a high wooden main entrance gate facing the street. Luserke initially planned rooms for around sixty students, but was so positively surprised by the demand that soon set in that he had to organize space for more than ninety students.
Outside this core area of the school by the sea , about one hundred meters to the northwest, another island house, the “Doyen House”, was acquired in 1926 and rebuilt on a larger scale in 1926/27 after partial demolition. In 1927, a barrack ("re") for two classrooms was added to the north of this massive building. In 1928 another barrack (“mi”) was built to the west of this solid building, which was later extended to an elongated L-shape to the west. It took up science classrooms and the collection of teaching materials for natural history (biology, chemistry, physics). In addition, a sea water aquarium with a total of thirty tanks was installed there.
From 1928 the name of the three building groups created at this point was based on the Solmisation and labeled “do”, “re”, “mi”. In addition to the diverse and intensive musical activities of the school, the first syllable of the original name of the house “do” (“doyen house”) may have been the source of the idea. In the same year, the “Ahrens House”, a neighboring island house, was acquired. This was later connected structurally to a U-shape with “mi”. The “do-re-mi” group took the form of a meander in the final school stage , with an inner courtyard to the north and south. In 1929, Juist's oldest existing building, the neighboring “Ubben / Mamminga House”, was acquired (see Table 2) as living space for teachers. The entire complex was also named “Wild West” because of its successive extensions and conversions within the school.
The school by the sea put in the time tree and shrub loose sandy wasteland of the former Loog where only beach grass and sea buckthorn flourished, eleven school gardens for vegetables growing in terms of a school settlement supplying subsistence farming to (see Fig. Sonnenhof ), also a botanical garden as a teaching garden and for contemplation. Horticulture was one of her technical specialties.
1927 was south near the Wadden Sea , a boathouse for the school's sailing boats , a barge and a dinghy to be built. From there the boats were transported on special four-wheeled carts. The first small dinghy in 1925 was christened "Karna", and in 1926 another large "Kormoran" was added. The third - "Monga" - received an auxiliary engine in 1928, which also enabled trips to Baltrum or Borkum and a three-week autumn trip via Delfzijl on rivers to Arnhem , Utrecht and Amsterdam as well as through the Zuiderzee . In 1929 the "Monga" also received leeboards.
In 1928, a planned massive new building southwest of the "Arche" (see Figure 5) had to be postponed shortly before the start of construction for cost reasons. He was to have two apartments for a teacher and the housemother as well as rooms for the eight youngest pupils and the twelve youngest pupils, a sick room, bathroom and washrooms as well as two classrooms and a boiler room. In the same year, a flag square was built on a dune east of the "beyond" or south of the "Westfalenhalle". There a foundation for a flagpole or banner pole with a crossbeam was erected, on which the school flag was hoisted and up to nine different colored pennants were set for each individual "comradeship", the name of which was graphically displayed on it. The flag and pennant symbolized the core of the school's organizational structure made up of “school community” (flag) and “comradeships” (pennant).
On a contemporary aerial photo from 1929, one can see the buildings “do”, “re” and the “mi” (partial view), which has already been extended to the west, in the middle on the left edge of the picture. In the lower center of the photo, the described core area of the school by the sea with the buildings “Arche” (L-shape), “This side”, “Jenseits” and “Westfalenhalle” can be seen. From the main entrance of the “this side” (main school building) a path ran straight to the north towards the dunes, the path to the beach. South of the “Westfalenhalle” or east of the “Beyond” you can see the school's flag square. Furthermore, one of the school gardens for growing vegetables can be seen in the south-east of the core area, on the photo below on the right. To the left (to the west) of this is a larger pond (known today as the “Alder Pond”). Below (south) the L-shaped "Ark" you can see the stable on the "Olympus" and a low wooden crate. To the left (west) of the “Arche” you can see the botanical garden, which extends from there to the “Ubben / Mamminga House”. To the south of the “do-re-mi” group of buildings you can see two more school gardens in which vegetables were grown.
In the north-east, in the same year, a newly built island building was surprisingly available for lease, which the school will in future call "Newfoundland". The name has no relation to the Canadian province of the same name; rather it relates to the actual meaning of the term, which was coined by Giovanni Caboto at the end of the 15th century: "newe founde islande" (= newly discovered island ). The school by the sea had discovered a (new) island, a retreat, for itself in Juist; her students, especially the youngest who were housed in "Newfoundland", could now discover her for themselves.
On March 1, 1930, the schoolgirls built a pavilion southwest of the “Arche” for their leisure time and their own meetings, a “girls' hall”, which they named “ Gaurisankar ” after a mountain in the Himalaya . The name goes back to a poem by Rolf Wolfgang Martens (1868–1928) quoted by Rudolf Steiner : “On the summit of Gaurisankar he proudly builds a castle for himself”. The pavilion was built roughly where a new solid structure was planned two years earlier. The dune there was previously called "Gaurisankar". The name "Olympus" had already been given by the boys. In the same year the “Westfalenhalle” was expanded in solid construction and at the same time significantly expanded in order to be able to meet the increased demands of the steadily increasing number of schoolchildren. The number of pupils grew to more than 90 over the years, about a third of them girls. The teaching staff consisted of an average of fifteen people.
As a bang in the school development, a large two-storey hall building with a theater was built in 1930/31 as a unique and therefore unrivaled feature of the school by the sea , about thirty meters north of "this side". The first official groundbreaking for the hall construction took place on May 3, 1930, exactly on Luserke's 50th birthday. The inauguration took place at Whitsun 1931. The only free-standing theater hall of a German school in Germany was designed by the renowned Berlin architect Bruno Ahrends . It should also improve the physical education of the students, especially since the performances also contained expressionist dance interludes that had to be rehearsed. Today such a building would be called a multi-purpose hall. A spiral staircase from the Kurhaus Juist, built in 1898, was integrated into the house.
Structures of everyday school life
Education close to nature
1931: 30 self-built and set up sea aquariums in the "mi" were used for a vivid SaM natural history lesson
1931: Teacher of the SaM with net, rubber suit and socks on the way to catch plankton for the sea aquariums of the school by the sea
1931: SaM flag square south of the "Westfalenhalle" or east of the "Beyond" during a signaling exercise
1931: SaM signaling exercise in the chain of dunes north-west of the school grounds; on the far right presumably Martin Luserke
The school rhythm was largely determined by outdoor activities; most of the sport took place outdoors. Breaks, for example, were used for "madness", the unregulated romp on the beach. When sailing, the focus was on learning skills and expertise, but also on strengthening the community spirit. In addition to the technical and nautical aspects of operating a sailboat, it was also about orientation, conventions (see photos of signaling exercises at the beginning of this chapter), wind energy and current conditions. The different weather conditions, cloud formations and light moods, the fauna of the mudflats and the flora and fauna of the island could be observed and at least partially explained. Depending on the tide, the tidal flats were explored extensively; some classes also took place. All kinds of living beings were collected to study their way of life and behavior for a total of thirty self-built and furnished seawater aquariums . At night, astronomical observations of the constellations were made, meteoroids were sighted and explained, the influence of the moon on the tidal forces was illustrated and the different visibility of celestial bodies recorded at full and new moon.
After a severe storm surge, the Hammersee formed in the west of the island in November 1930 , another study object in the immediate vicinity of the school, which in future would be suitable for winter ice skating. The storm surge experienced and its effects made the sense of the previous joint work on dune protection clear, in which the pupils and teachers took part in the afternoons as part of the “life education ” (= real life-oriented education ) with courageous grip on the spade. The work in the eleven school gardens and in the school's botanical garden were other nature-related fields of activity. Sand, wind and the different seasons of the year weather conditions were experienced much more intensely by the students at the school by the sea than by the students at most other schools.
Luserke's relation to nature was more than a purely contemplative character; However, it was supplemented equally by “body-building” (sporting, manual, musical) activities.
Body formation
Luserke's idea of the formation of the body was an evolved holistic concept that he had already practiced in part in the Wickersdorf Free School Community . It represented a far-reaching departure from the patriotic gymnastics with exercises and parading , which was still practiced in the Wilhelmine Empire . Since Johann Christoph Friedrich GutsMuths (1759–1839) and Friedrich Ludwig Jahn (1887–1852), gymnastics had been the basis of physical and military training established for the boys in German gymnastics clubs and later in schools, especially with apparatus gymnastics in the open air on gymnasiums and in specially built gyms.
The striving for a unity of body and mind (according to Pestalozzi and Froebel ) is ascribed to reform pedagogy . In Wickersdorf, Thuringia, due to the landscape, hiking, cross-country skiing and downhill skiing, ski jumping and hiking and, before the First World War , Robert Baden-Powell's “ scouting ” had become part of the idea of physical education. In the school by the sea on the island of Juist, however, most of the pre-military aspects were omitted. Instead, invigorating gymnastics exercises were carried out in the dunes in the mornings, after which students and teachers ran across the spacious beach and celebrated refreshing immersion baths in the North Sea in almost any weather until December. Extensive dune, beach and mudflat walks as well as educational excursions were carried out. On the beach, the students practiced various athletic disciplines. Gymnastics games such as fistball , handball or dodgeball , exercises on the gymnastics wheel , but also boxing , football and ( ice ) hockey were played. Learning to sail was on the program. In winter, ice skating on frozen surfaces (pond east of the "Olympus", Wadden Sea, Hammersee from November 1930) was added.
Thought even more far-reaching, Luserke's idea of a comprehensive physical education also included a creative and intellectual ability to express himself through painting and drawing with Fritz Hafner , singing and making music with Eduard Zuckmayer and Kurt Sydow , intensive horticulture with Rudolf Aeschlimann , dune protection and the other craft activities that students and teachers engaged in.
However, a segment that is often neglected in state schools became a very essential element - naturalistic to artistic physical activity in amateur play, which included expressive dance. Luserke already took the view in Wickersdorf that playing on stage and dancing are part of physical training. The existing analogies to gymnastic exercises ( eurythmy ) confirm this view. He was inspired by performances by the educational institute for music and rhythm founded by Émile Jaques-Dalcroze in Hellerau near Dresden .
Luserke represented his concept in a large number of lectures at educational conferences and in relevant published articles. His treatises on this topic were recognized in standard works of the dance movement in the 1920s. In October 1922, Luserke reviewed sixteen years of his school experience in his lecture entitled “Movement Play and School Stage” on the occasion of the “Conference for Artistic Body Training”. The conference was organized by the Berlin Central Institute for Education and Teaching together with the Central Commission for Sport and Personal Care , the Association of Decided School Reformers and the German Reich Committee for Physical Exercise . Luserke described how the artistic body training in Wickersdorf had gradually developed from gymnastics to stage play. As a conclusion he formulated:
"If anything for artistic physical formation is to be done from school today, the only creative achievement would be the establishment of school stages for movement games and regular play on them."
He therefore had the construction of a school stage in mind even before the school by the sea was founded. His “performing game”, executed as a “movement game”, and the expressionistic expressive dance fit perfectly with the spirit of optimism, search for meaning and self-discovery of the Roaring Twenties . Logically, both were integrated into the youth movement ( Bündische Jugend ). The body, which was largely taboo in the Wilhelmine era, often tightly constricted and lavishly wrapped in layers of fabric, especially for girls and women, was gradually freed during the Weimar period when people became more and more aware of it and experimented ( naturism ). The life path of a student at the Schule am Meer can be interpreted in this way: that of Beate Köstlin , who later became internationally known as Beate Uhse.
Luserke's idea of the physical formation of his students went very clearly beyond what was intended with gymnastics in most German schools. The term “ physical education ” used later (under National Socialism and up into the 1960s) appears in this context as a synonym for physical education, but was by far not as comprehensive as Luserke's concept.
Craft education
Luserke had already practiced the work within the school offer in the Free School Community of Wickersdorf. He had acquired the necessary knowledge from his father, who was a trained bricklayer and later a technical draftsman, site manager and test manager at a Berlin building construction office. Luserke was not interested in training his students to be locksmiths, joiners, joiners or carpenters. Rather, he wanted to impart knowledge to them that belonged to his idea of “life education ” (= education based on real life ), skills that can be used in life.
At Juist, work essentially comprised three levels: learning and practical testing of basic skills in the manual handling of tools and materials, applying these skills to individual workpieces, and manufacturing and repairing workpieces for school building needs. In the “Westfalenhalle”, the pupils were able to deal with workpieces of their personal choice in order to train themselves, to have fun with them and finally to further train themselves to fine work. For everyday needs within the school, however, repairs for maintenance and new products were also required. The work therefore also included the production of all components for the advanced and older students that were required for the construction of wooden sheds and their construction. Even the school's sailing boats (dinghy cruisers ) or the four-wheeled carts used to transport them overland were partly created in this way.
Girls and boys took part in this work, a sign of equality that was completely different from social reality at the time and was practiced in the school by the sea . Pedagogically, Luserke achieved that the pupils could apply and try out the knowledge they had learned in the school environment, but could also experience how their work was actually needed and fulfilled a function that was used by the entire “school community”. A side effect was the economic benefit for the school if craftsmen did not have to be ordered and paid for every work to be carried out.
The manual work also included the horticulture operated by the school, which was largely guided by Rudolf Aeschlimann . The use of vegetable gardens for partial self-sufficiency was explained and demonstrated to the students , but also the creation of a botanical garden for contemplating and dealing with ornamental plants. The gardens were located to the south and west of the core area of the school, partly north of today's Hammerseestrasse, partly in the dunes north of the school, and also to the west towards the domain.
Even the thirty water basins of the lake aquarium set up by the students were assembled by hand and designed as realistically as possible. The school gardens, the botanical garden and the aquariums with their creatures contributed to a vivid natural history lesson. While the younger students began to do handicrafts, the school by the sea also set up a small weaving mill. A bookbindery and a greenhouse were planned.
Musical education and performing arts
Theater and music played an important role in everyday school life. The school by the sea and the interaction between students and teachers looked Luserke as a cultural community. The school by the sea put together its own school orchestra and school choir (see youth music movement ). Both were founded and directed by the music teacher, conductor and composer Eduard Zuckmayer , known as "Zuck". For the students he composed, among other things, the "canon of rage", which they regularly intoned. Members of the school orchestra practiced 45 minutes on their instruments almost every day. Almost every morning began with music, and almost every evening ended with singing together. During a very productive time at the Schule am Meer , other compositions were created (see works ) such as the “Pfingstkantate” (1930) or the “Herbst-Kantate” (1932). Martin Luserke wrote the text for both. With the autumn cantata premiered in the theater of the Schule am Meer and other compositions by Zuckmayer, the Schule am Meer choir went on tour across Germany.
In 1929 Georg Götsch wanted to work as a music teacher at the Schule am Meer . As the initiator of the Musikheim project in Frankfurt (Oder) , however, he took over the management there after it opened in 1929. The music teacher Kurt Sydow came to SaM for Götsch
The introduction of the " performing game " into school and youth work, while at the same time deliberately delimiting it from professional theater, is regarded as an outstanding educational achievement by Luserke. He developed this amateur play in Wickersdorf and in the Loog on Juist starting in 1906 with the grotesque Blut und Liebe over almost three decades and made it nationally known. The terms "movement game" and "performing game" go back to Luserke. He saw the educational value of the amateur play, provided that it followed the inherent laws of the game and did not want to imitate the big theater. Luserke was the first educator to develop his own theory of school theater. However, he did claim to have an impact on professional theater with his amateur play experiments at school.
He took William Shakespeare as a model and developed a new form of "movement play" involving the space and the audience. The theater hall in the stage hall of the school by the sea , specially designed by Luserke as a “training workshop for amateur play”, demonstrated this in an exemplary manner: its stage was largely free and thus accessible from four sides. The strict separation between the stage as a play area and the auditorium, which has hitherto been customary in professional theater, has been abandoned; Stage curtains and backdrops were omitted. The playful activity unfolded from the rear of the audience, through them, in the longitudinal axis of the hall towards the stage - so that the movements of the piece “step into the light”. This conception met with just as positive a response in the youth movement as it did in renowned educational reform institutions.
"Movement play now means that we understand the drama as a polyphony of processes, namely in such a way that all the processes that appear during the actual performance, the text and facial expressions, coming and going on the stage, like the sound, are interrelated streams of processes are. They count, if not as equal, then at least as equally real, arranged side by side voices like in the polyphony of music. "
As an artistic "body formation" in dance and stage play, Luserke's community-building amateur play found an aesthetic and rhythmic equivalent in eurythmy . The pupils should develop a body awareness that would enable them to understand art dance even with less talent . Shy and insecure students should be given the opportunity to relax and loosen up internally. Roles were specially tailored to the individual players in order to open up this space for spontaneity and mimic talent. In this way the development of the personality was encouraged.
Luserke's pieces were mostly created according to the “ building hut principle ” in cooperation between the author and all those involved. Theater should be neither “illusion theater” nor “art experience”, nor an aesthetic “game” in the sense of Friedrich Schiller , but “primal experience of human awareness in the light of the new combination of conscious and unconscious facts in the soul”. The leitmotif became self-discovery and self-realization through self-activity - “agitur ergo sum”.
With the support of the Prussian State Ministry for Science, Art and National Education as well as the Berlin Central Institute for Education and Teaching, it was planned to set up the school by the sea on Juist as a play center and central German training center for amateur play educators (game leaders).
The practical training of game directors and their own "game drives" with Shakespeare plays served to spread this artistic and educational idea, especially in circles of the youth and amateur play movement. Around 1930 Luserke made guest appearances with his amateur play groups from the Juister Schule am Meer during the school holidays and received very positive reviews, for example for his Shakespeare performances in Berlin, Cologne and Stuttgart.
The layman or role play is now an integral part of many schools in Germany and in the teacher training program. Luserke's conception for amateur play is being picked up again by directors today.
Community
The so-called “ comradeships ”, organizational units comparable to the clans of a tribe, which had a decentralizing effect within the “school community”, formed an essential element within the school by the sea . Ten pupils (girls and boys of all grades) formed a "comradeship" together with a teacher. In practice, this turned out to be a family-like group with correspondingly close social ties. The “comradeships” gave themselves proper names and signs that served as secular totems . They referred to themselves as " bears ", " dolphins ", " fills ", " vultures ", " penguins ", " seals ", " seals ", " bulls " and " wolves ". Friendships, some of which lasted for life, developed not only within these "comradeships", but often of particular intensity there.
A teacher from the seaside school drowned in the sea. The deceased was commemorated in the dunes north of the school with the artistically carved stump of a ship's mast, to which hand-made figures made of thin sheet metal were attached, symbolizing his grieving "comradeship".
A school class or study group also consisted of a maximum of ten students. In the mornings, two school hours of 60 minutes and three school hours of 45 minutes were on the schedule. For the lesson, the students and their teacher were grouped casually around a round table. There was no face-to-face teaching , the students actively helped shape the lessons.
“The Lu [Luserke] - it seems to me in long retrospect - gave his lessons in the form of a conversation. He was primus inter pares and scarcely suggested that he was carefully steering the conversation in a certain direction. He treated us - we discussed at the round table - without any doctrinal condescension, but seemed almost curious about our views. "
Martin Luserke's versatile talents and interests in the intellectual, artistic, narrative, literary, craft and sporting areas made him a charismatic person who was not perceived by the students as a classic teacher.
Girls and boys lived together at the seaside school on the same level, but in separate rooms. The accommodations with bunk beds were spartan, but not uncomfortable. In the “beyond”, the wood on the floor, walls and ceiling created a thoroughly homely atmosphere. The students' rooms, along with the other rooms in the school, were tidied up and cleaned during the breaks. The “student committee”, made up of older students, organized and administered this security service. The school caretaker couple was supported and partially relieved.
For breakfast (breakfast based on the British model), for example, there was hot porridge with fruit compote. After the light meal (lunch based on the British model, called “fork breakfast” by the school), there was a “quiet time” until 3 p.m., during which the youngest pupils in the lower course (lower grades) stayed in bed. Locksmiths and carpenters' workshops were used both for handicrafts and for constant joint work on the expansion and maintenance of the school, in which all students and teachers participated. For example, complex ship models with many details, but also usable and seaworthy sailboats for personal use, were created during the work. In the afternoon, sport was on the agenda three days a week. Sports and works were scheduled until 5 p.m. After that, homework was done until dinner.
For dinner (dinner based on the British model), the main meal of the day, the students appeared formally in their school clothes: the girls in red skirts and white blouses, boys in gray knickers and black blazers , all with black school hats . This civilian clothing, which was very fashionable at the time, was seen as a clear statement, as many of the younger children of this time still used the military-style sailor suit , based on the former Imperial Navy . The uniform clothing was a majority decision of the "school community". Their specific selection of the “school costume” was based on the suggestions made by SaM student Ernst Rötger Wiskott.
"The awakening took place every morning when" Lu "[Luserke] ran through the student houses with a" whisper bag "and sang his" Rise, rise "in the old sailor way. From the key, experienced people could already draw conclusions about the prevailing weather. Then they met for morning gymnastics in the dunes and - depending on the weather and time of year - for a swim in the North Sea. Breakfast was initiated by the music teacher Eduard Zuckmayer , a brother of the well-known writer, usually with a harpsichord . Bach's “ Well-Tempered Clavier ” became a household name for all of us. After breakfast, a four-hour lesson began, interrupted by the "clean ship", during which the house and room had to be tidied up. At 1 p.m. there was an English-style lunch, and this was followed by a "quiet time". Practical exercises took place from 2 p.m. to 5 p.m. (sports, drawing, works, orchestra and theater rehearsals, etc.). During this time, work on the expansion and maintenance of the school also had to be carried out on a regular basis, with the protection of the site and the adjacent dunes taking up a large part. The time from 5:30 p.m. to 7 p.m. belonged to schoolwork. Dinner at 7 p.m. took about an hour, followed by various activities until bedtime. This was staggered and until 10 p.m. at the latest for the upper school. At least once a month there was a "school congregation" where all teachers and students discussed all important problems under general equality. "
With the daily routine, which already started before 7 am, the aim was to reconcile “a meaningful, rhythmic alternation of mental and physical activity, of time subject to the demands of the community and the individual's own time”. This rhythm was the central element of the school day and week.
The individual in the "school community" was characterized by shared responsibility: Everyone took on a specific task, whether in the "student committee", the elected interest representation of the students, as a "library attendant" or as a member of the "electrical dictators" who were supposed to keep the school's electricity consumption within limits . The “pupil committee” also took care of the care and supervision of the younger pupils, who were to be given any assistance they might need. The work of someone else was respected, working together in pairs or in larger groups, in addition to developing the ability to work in a team, resulted in cohesion and solidarity. Resolutions were made together, teachers and students acted equally.
“School community”, “student committee” and “comradeships” formed a decentralized organizational structure within the school by the sea . Each of these units or each of these bodies was defined by specific tasks, functions and authorizations. In 1930, the “school community” decided on three evenings to set up a body that would systematically fight unpunctuality, disorder and disobedience. This finally consisted of four teachers and eight students, henceforth referred to only as "The Twelve", who also set penalties.
When individual "comradeships" were camping together in the dunes, campfires were lit on the beach, classic community-building activities that Luserke enriched with telling imaginative stories. He was a very talented narrator who enriched his mystical prose with an exciting sequel every evening before he put it on paper after the positive feedback from the students. The Wadden Sea was formed in his stories the mysterious boundary between the real and the supernatural world. For the devoutly listening pupils, especially the younger ones, he created a dream-like adventure world in the immediate vicinity of the school by the sea . At the same time, he made it clear to them that they need specific skills, specialist knowledge and a bit of luck in order to avoid possible dangers or to be able to counter them with suitable solutions. The backdrop of the sea and coastal landscape, which he created narrative and authoritative, the formative motifs of camaraderie, risk and practical tests, his emphasis on Nordic and Germanic, however, often bring his work close to national literature.
To the south of the school core area, the pupils used a pond east of the “Olymp”, now known as the “Alder Pond”, which was then much larger than it is today, for paddling on self-made wooden rafts in summer and for ice skating in winter. After the inner courtyard of the core area of the school was regularly under water after heavy rainfall, the municipal administration dug a wide ditch for drainage in 1928 with the active participation of the students and teachers so that the excess water could run off into the mudflats .
Under the keyword “life education ” (= education based on real life ) Luserke must have seen the circumstances that six high school graduates experienced with him and another teacher in the particularly hard ice winter of 1928/29. It turned out to be an adventurous attempt to reach the commission to hold the oral exam by plane and ferry on the mainland, with Peter Döblin, a son of the well-known writer and psychiatrist Alfred Döblin , in a crow's nest, so to speak . The commission could not or did not want to go to the island in these adverse conditions, so the high school graduates had to go to it. The full story can be found via the individual references. In the same winter, the older students walked through the frozen mudflats to the mainland and back to the island in order to get the missing supplies and to keep the school going due to the lack of ferry traffic. From 1930 the Abitur exams took place entirely on the SaM site; High school supervisor Hans Dudenhausen came to this.
Although the school was on an island by the sea , it did not lead an isolated existence. There was, for example, a lively exchange with teachers from all over Germany who were oriented towards reform education and who wanted to find out more, but also with entire school classes. In 1932, for example, a senior class from the educational reformist Karl Marx School from Berlin came to the school by the sea in Juist for a fortnight . On this occasion there were political lectures and lively joint discussions. The conceptual differences between the two schools were also discussed, because in contrast to the school by the sea , the Karl Marx School was a forerunner of today's comprehensive schools.
In February 1934, before the school closed, Luserke acquired a Dutch blazer , the octopus , also known as the " ZK 14 ". Together with students from the Schule am Meer , including Beate Köstlin (later Uhse), he transferred the ship from Zoutkamp to Oldersum in order to have it converted there to make it habitable. During the school and semester break, Luserke, the teacher Erne Wehnert (1900–1985) and several former SaM students, including Beate Köstlin (later Uhse), sailed according to the motto “ hand against bunk ” (= ride against cooperation ). through East and West Frisian coastal waters. In the evening in the bunks, Luserke read aloud from his own seafaring stories.
In February 1934, Luserke announced his withdrawal. At Easter 1934 the school by the sea in Luserke was voluntarily closed forever and the school flag was lowered. Sadness and anger were equally great among most students and teachers.
"... here in Juist the greatest thing that was possible for me should be created."
In August 1934 Luserke left the island of Juist with his octopus and after this painful experience did not return there until his death. On the other hand, he had good contact with former students and colleagues later on, for example with Hubert Kelter, Beate Köstlin (later Uhse) or Jens Rohwer .
The final closure of their educational institution, in which they mostly lived together around the clock for years, dined, studied, exercised, worked, planted or pulled trees, bushes, flowers, vegetables and grass, laid paths, built barracks and sheds, boats Having built, tinkered, painted, drawn, rehearsed, played theater, composed, made music, sang and made friendships for life, meant for many, if not all of those involved, a severe turning point, the end of a not insignificant phase of life:
“I witnessed the closure of the school by the sea in Juist. I still remember it as if it had been yesterday: The last morning game of »Zuck« [Eduard Zuckmayer] - Prelude and Fugue No. 1 by JS Bach - and a little later the lowering of the school flag ... I then ran up full of anger and sadness my room, threw me on the bed and howled like a castle dog. Then the last evening of comradeship with the Dolphins, the comradeship of Zuck, as he played the Waldstein Sonata for us again in his room . The farewell the next day, the last trip with my schoolmates on the steamer »Frisia« to Norddeich, the depressing feeling of having lost a home. "
Oswald Graf zu Münster (1917–2003), for example, had lifelong friendships with his classmate Günther Leitz (1914–1969) and the orchestra leader Eduard Zuckmayer (1890–1972), which were established through the lived “camaraderie” in the school by the sea .
Conception
Reform pedagogy
As in Wickersdorf, Luserke and colleagues also combined essential content of reform pedagogy at Juist:
- the co-education of the sexes,
- the cooperation of teachers, students and parents in a "school community",
- a curtailment of the authority of teachers,
- an academic contribution from the students,
- the addition of the originally theory-heavy lessons with a musical, athletic and technical training,
- a life reform diet and
- a physical toughening.
This combination was based on a “hunger for wholeness” as described by Luserke, a school education that encompasses theory and practice, which state schools, in the opinion of reform pedagogues, did not offer.
In addition to Luserke's idea of a “natural upbringing”, which he saw as “developing an attitude”, he viewed the youth phase as a “time of concentration” and spiritual maturation “in silence”. With this he set himself in opposition to the youth movement ( Bündische Jugend ), which had a rather revolutionary youth in mind, who broke with some of the traditional customs of the older generation.
The community idea, which was moved by young people, became a formative element for the reform schools. A classic teacher-pupil relationship analogous to the state school system did not exist in the school by the sea , any more than in other educational reform schools. The students spoke of each other as "comrades". A teacher was accordingly an older “comrade”, a primus inter pares , because he formed a “comradeship” with the students, was a “comradeship leader”. The pupils said their teachers by dozen and liked to condescend their family names in short forms such as “Aeschli” (Aeschlimann), “Lu” (Luserke) or “Zuck” (Zuckmayer). This served on the one hand to make verbal handling easier and on the other hand to generate greater familiarity.
In the school by the sea , Luserke pursued the approach of realizing intellectual and musical education based on the humanistic model, as a “synthesis of spiritual and life education ”. The musical education efforts included the subjects of music, art, amateur play and sport. They took up as much space at the school by the sea as the traditional school subjects. Politics and culture were topics of the school's "seminar", which Paul Reiner directed.
In his “School of Precise Thought”, Luserke always intended first-hand experience. He integrated nature, in particular the sea, into the pedagogical concept: "Education through the sea" was his motto. Skills and knowledge were imparted practically, in contrast to theory-building learning situations. At the school by the sea , one of these “crazy (reform) schools”, the student saw himself challenged and encouraged as an individual. His working method had to be geared towards larger contexts: interdisciplinary.
“The school by the sea lets the youth grow up in close and permanent coexistence with the great and simple nature of the sea coast. At the same time, the youth are part of a clearly structured and cultivated community. Life is dominated by spiritual values, permeated by fresh camaraderie and takes place in well-groomed forms. The school by the sea wants to serve the development and deepening of German humanity. "
Reform pedagogy was in conscious contrast to the Wilhelmine school system. In order to obtain generally recognized school-leaving qualifications, the requirements for the subject canon and the level of learning had to be comparable. Open spaces that were not covered by the state schools could, however, be designed sustainably and effectively in line with the reform pedagogical claim: The intensive promotion of training in the craft sector already indicated approaches to work theory . Other focal points consisted in the arts education and a musically designed daily routine, a fundamental redesign of the " religious lore " and physical training and hardening.
The “school community” was the highest hierarchical body within the school. It gave the students and teachers equal voting and speaking rights. In fact, it was a grassroots democracy . The elderly and mentally and physically stronger (students and teachers) had a responsibility to the younger and mentally and physically weaker ones, giving them theoretical and practical assistance and stimulation. There was not only co-educational teaching, which was still unusual in state schools, but also co-educational coexistence in family-like structures, which established an increased degree of tolerance towards individual personality traits.
Folk mythology
The pedagogy, which was revolutionary for the time and which was also practiced in a similar or varied form in other German educational institutions of educational reform, was founded by Luserke and colleagues on a basis of mythical and ethnic " Nordic - Germanic " thinking. Idealizing, Luserke appealed to the creative powers of the youth and to comradely probation in the fight against earthly and supernatural powers. He was close to the ideas of the youth movement. At the same time he was probably strongly influenced by Ludwig Klages ' idea of the polarity of rational and irrational world apprehension, between which a harmonic synthesis was to be established. Both ways of thinking should be encouraged in principle. At the moment, however, the special emphasis is on the latter, the "Nordic-Germanic" understanding of the world. This is dominated too much by the rational-analytical " Hellenistic " thinking. Through mysticism and myths, Luserke also integrated strongly romanticizing and community-building elements into his educational ideas and everyday school life.
He propagated a “holistic German spirit” and the “Germanness” of his “German school”. Luserke distanced himself from ethnic or National Socialist terms such as “ racial purity ”, “degeneracy” or “ethnic blood poisoning”, and thus from the racist exclusion of Jews and other minorities, in his programmatic and civilization-critical paper with guiding principles for schools by the sea clear:
“We believe in the German essence as a spiritual and spiritual raciality that exists above all daily opinions and party struggles as a community of language and as a form and continuous formation through common cultural assets. We believe, however, that it does not just exist as nature, but that it is the responsibility of the living to determine what they do with this life body. We also add to this responsibility a powerful sobriety in relation to the mystical overestimation of the blood and the corporeal and the hermit and folk nervousness. We do not believe that all pathological phenomena in nationality are due to poisoning with strangeness, rather we believe that they are based on mental and emotional malnutrition and formlessness. "
With the community idea as well as the mythical and ethnic aspects, there was a certain ideological parallel to the growing National Socialism, which knew exactly how to use these elements for its own goals. On the other hand, Luserke's clear maxim of the autonomy of pupils, teachers and school as well as the emphasis on the youth phase as an independent special value prevented the school by the sea from being integrated into the National Socialist educational system from 1933.
Judeo-Christian symbolism
Both within the school by the sea and in the area of "life education" (= education based on real life) referred to by Luserke, there is latent Jewish - Christian symbolism.
The first building acquired by the Schule am Meer and one of the first two buildings it erected were named with religiously interpreted terms: "This side" and "Hereafter" are a complementary pair of terms that only manifest if the Judeo-Christian faith is accepted makes sense of eternal life . On this basis, this world ( Hebrew העולם-הזהha'olam haza) as the world naturalness or reality rationally experienced by humans , on which Luserke's “life education ” focused. In contrast, there is the hereafter ( Hebrew עולם-האמתolam ha'emet or העולם הבא ha'olam ha'ba) as esoteric , irrational , mythical or religious content for belief, hope or supernaturalness . This polarity corresponded exactly to a pedagogical approach by Luserke, who assumed the existence of earthly and supernatural powers or the rational and the irrational (see section Völkische Mythologie ).
The first solid building that the school built was officially named "Arche" ( Latin arca = box or Hebrew) תֵבָהtēvāh = box, shrine, coffin). In the Torah and the Bible ( Gen 6: 14-16 EU ) in the Book of Genesis ( Hebrew בְּרֵאשִׁית(b e re'šīt) Bereschit , chapters 6–9) contained narrative of Noah ( Hebrew נֹחַNoaḥ , נוֹחַ Nōaḥ = rest) reports that he was warned by God about a flood and commissioned to build an ark .
On an island like Juist, storm surges are part of the historically documented reality of life; they can have an existential threat there. In November 1930 there was such a storm surge on Juist; Schoolchildren and teachers were able to experience its effects. Precisely this first-hand experience ( experiential education ) corresponded to Luserke's educational concept.
Another symbolism can be seen in the sailing boats used by the students and teachers or in the octopus blazer purchased from Luserke , on which students and teachers rode. The Christian Church regards the ship as its symbol, which in a figurative sense is underway in the “sea of time”. At the same time, a ship is symbolic of human life, which moves up and down like the sea can be. The sea in turn represents the threat of sin and death. The Christian cross on which Jesus Christ was crucified is symbolized by the sail or ship mast. From a Christian perspective, the boat or ship crew is always on the way to the port of God, to eternity. The Christ monogram Chi-Rho = ☧ , the interlocking Px, is often shown on the Christian ship symbol. The Latin letters Px are read like Pax = peace ( Hebrew שלום = shalom ). Luserke placed the sea, sailing, the school dinghy cruisers and his Blazer Krake at the center of his “education through the sea”.
The school by the sea was attended by both Christian and Jewish students; the latter had a relatively high proportion of a good third in relation to most state schools. Both religions were also represented among the teachers, even if a large number of these Jews and Christians were certainly less religious than secular and some belonged to the Protestant or Catholic Church after conversion . On the one hand, this is supported by the fact that Orthodox Jews, because of the observance of Jewish mitzvot ( Hebrew מצוהPlural: Mitzvot or Mitzwauss or Mitzwojss = commandments), Jewish festivals , Jewish dietary laws ( Hebrew כַּשְרוּת Kashrut or kashrus = ritual harmlessness) and would have chosen a purely Jewish school with regard to learning the Hebrew language. On the other hand, some students were not yet informed about their at least partially Jewish ancestry at the time, for example Felicitas Kestner (originally Cohnheim, later Kukuck). Nevertheless, the entire “school community” could find itself in the symbolism described above, especially since Noah's ark is probably one of the best-known stories from the Holy Scriptures, even among atheists . "Religious knowledge" was one of the reformed subjects in SaM teaching in which all students participated. Regardless of their individual religiosity, they were made familiar with the different faiths.
architecture
The original design Luserkes saw for the school by the sea in front of a generous, reminiscent of a medieval monastery school complex with three courtyards on three ascending levels, to an anthroposophic construction was ajar. These are typically characterized by elements of Art Nouveau and Expressionism as well as organic criteria . The system was supposed to nestle organically in a dune valley, lined with chains of dunes. In the design, the individual buildings or building complexes were connected to one another by long enclosed corridors, the main trigger for the appearance of a monastery. Student accommodations , similar to monastery cells , should branch off from these corridors . In the drawing, the school complex makes an almost defensive impression - “Nordic bulwark”, “castle” and “Friesenfestung” were expressions that were used for Luserke's planning. A tower-like building, in which student accommodation was also planned, formed a prominent point of the complex. At the highest point of the adjacent Augustendüne (also: Augustadüne), a round viewing pavilion ("lookout") with a domed roof was provided (see Figure 6), from which a panoramic view of the school complex, the dune landscape in the west of Juist, the Wadden Sea and the North Sea would have been possible.
Luserke's school complex was to be located “on the front line”: largely isolated, on unspoilt terrain in the dunes in the west of Juist, on the east side of the Augustendüne, west of today's Hammersee . The school is "like to build for eternity". It would have been one of the "strongholds in the north" in an area that was separated from the eastern part of the island by storm surges in recent history . The facility would have been designed for a maximum of 135 students. In the immediate vicinity of this complex, some residential buildings for teachers, an infirmary and farm yards were planned towards the lake (see Figure 7). However, Luserke neither received a building permit for his planning, nor was he able to acquire the necessary funds for it so soon after the hyperinflation had been overcome .
Luserke's considerations mostly corresponded to an internal view, he argued from his personal point of view or that of the school. Possible other interests of the social environment, such as those of the islanders, tended to receive less attention. The regionally traditional architecture of small-scale houses was only taken into account in Luserke's plans when, after his original plans had failed, he was dependent on alternative solutions, perhaps only because of this. His expression of “simple life with and in nature” was primarily subject to economic aspects; after the failure of his original plan, he evidently no longer strived for an architectural or visual harmony of his school building ensemble. Barracks and sheds quickly replaced his postulate "to be built for eternity". Ad hoc decisions, some of which were based on happy to random twists and turns in the environment, became the norm. The extreme economic conditions to which the school planning was continuously subjected ensured a hodgepodge of solid and makeshift buildings, some of which were bought from the island's stock, leased or completely rebuilt according to school needs. It was less anticipatory than reacting to current needs and local opportunities in the short term. The current economic possibilities were inevitably decisive.
The school by the sea built with the "Ark" and the theater hall only two solid structures, but has four wooden barracks, one of which, the "Westfalenhalle", it was later turned solid with concrete slabs and expanded. The remaining five buildings were purchased or leased massive structures, one of which, the “do”, was erected in an expanded and raised form after partial demolition. Between 1931 and 1933 the school ensemble comprised a total of eleven buildings, six of which were solid buildings, plus a few attached and free-standing wooden sheds, which apart from the “girls' house” were mainly used for management, animal husbandry and material storage. From 1926 to 1929 the Essen architect and city planner Josef Rings was involved in the planning of the “do” - “re” - “mi”, the “Westfalenhalle” and the “Arche” .
After Luserke's original planning for the Augustendüne was to be regarded as having failed due to the circumstances, with one exception no longer-term architectural concept was evidently developed. After the immediate school space requirements seemed to be taken into account, after founding his own school, Luserke tried one more time to realize one of his dreams: A “ hall building ” was supposed to become the “central location for the development of the amateur play idea” for what he had in over two Role-play games for students developed over decades . Instead of the dining room previously used for this purpose, a professional and universal solution should be found.
Bruno Ahrends , a renowned Berlin architect with a lot of experience in housing development, was commissioned to do this. He not only designed a cuboid with a flat roof made of reinforced concrete, but also similarly proportioned extensions to the west and east, which were to be built in later construction phases. This extensive complex should have caught up with the other school buildings in the north-west (“do”, “re”, “mi”) and its front facade should have literally braced itself against the sea (see Figure 10).
Luserke's focus of interest in amateur play after Shakespeare was literally cemented by this draft plan. Such a plan stood in striking contrast to the “village structures” that Luserke wanted to create with his school by the sea, analogous to the Free School Community of Wickersdorf five years earlier. This building plan could no longer be reconciled with the terms common at the time , country education home , country school home , school home or home school , with which one also intuitively associated a small-scale and tendentially organic architectural appearance. Instead, Ahrends' design represented in a metropolitan manner what one had to imagine under one of the “bulwarks in the north” described by Luserke. Ahrends certainly had experience in planning and building simple to more opulent country houses. In 1930/31 the school had its stage hall built, the largest reinforced concrete building in East Frisia at the time .
The unpaved path (today: Loogster Pad), which previously led north directly past the core area of the school, was planned to be relocated further north in the direction of the dunes in order not to separate the school grounds from the newly emerging "hall structure". The north facade of the planned “hall construction” was therefore designed to face the path and was literally sealed off with a high wall (see Figure 9). The residents surveyed agreed to the plan to relocate the path, and an official approval for the school by the sea had been granted . However, it did not come to fruition.
If you look at the current settlement structure of the Loog on Juist, it has developed around the core area of the former school by the sea , whereby its extensive expansion may have stimulated the later settlement construction of the 1960s, but in any case influenced it.
financing
Luserke's project was a huge organizational and economic challenge that his founding team accepted with great idealism and a great deal of personal commitment. These teachers viewed their profession as a life's work, not just a livelihood. The teachers worked continuously for a fraction of the salary they were entitled to. The school by the sea was initially financed through the own resources of the teachers Aeschlimann and Luserke, later through the school fees to be paid by the parents of the pupils per school year as well as through donations, government grants and loans.
The School by the Sea Foundation was established on October 4, 1924 to generate additional funds and promote the school.
The school fee that the parents had to pay for their child in the school by the sea was 2,400 Reichsmark per school year from the sixth to the upper secondary school (grades 5 to 9) , and 2,760 RM for the lower secondary to the upper primary (grades 10 to 13) . Pupils who only switched to school from the upper secondary school (grade 11) by way of exception had to pay 3,200 RM per school year. For comparison: the average annual wage of a worker in 1925 was 1,940 RM, the annual salary of a civil servant or employee was 4,013 RM (see diagram). The school fees covered tuition, meals, laundry, regular school medical examinations and ancillary costs such as water and energy. According to the foundation's statutes, up to ten percent of the student places could be awarded as scholarships. It was assumed that there were 150 places for students.
Financing the school was a constant issue because Luserke was never able to acquire sufficient funds. The economic situation remained tense and worsened when, after 1930, a change in the supervisory officials responsible for the school meant that no more subsidies from public funds were granted. In 1931 Luserke tried again for state recognition and grants for his school by offering it as a model school with a holistic curriculum (see Table 3). However, this failed.
Of the costs of the first construction phase of the hall construction in the amount of around 120,000 Reichsmarks , only a good fifty percent were securely financed. The next planned construction phase did not even come about. Because of its intended Germany-wide function for the training of game leaders, 25 percent of the hall construction was funded by public funds. When in 1933 the situation at the school seemed to be becoming precarious and the new arrival of students stalled due to the changed political conditions, Luserke rented the Newfoundland building he had leased for his youngest students to the Schlaffhorst-Andersen School for Language Promotion .
The school by the sea could this help any more. She was a victim of the unfavorable political, economic and social developments of that time. The stable high phase of the Weimar Republic was too short for such a project. The enthusiastic school founders around Luserke could not foresee the sudden onset of the global economic crisis from October 1929 and the change from democracy to dictatorship from 1933.
environment
Political conditions
The school by the sea was founded after hyperinflation , at the beginning of a gradual recovery in the Weimar Republic in the high phase of the Golden Twenties . The school enjoyed support from the Prussian ministerial bureaucracy in Berlin until around 1930. School founder Martin Luserke was in contact with Adolf Grimme , who was Ministerialrat in the Prussian Ministry of Culture and personal assistant to the Ministry of Education in 1928/29, before he became Prussian Minister for Science, Art and Education in January 1930 under the new government.
From the end of October 1929, at the time of the Great Depression, the overall situation worsened significantly. Political tensions rose sharply, and government became increasingly unstable. The radicalism and violence exercised by the political left and right intensified. This affected the school by the sea - ideological differences emerged and several teachers left the facility in 1932. On July 20, 1932, with the “ Preussenschlag ” (coup d'état), the entire government was ousted and the end of the Weimar period heralded. This year was also perceived as dramatic by students because of its political development.
After the "transfer of power " to the National Socialists at the end of January 1933, the school concept and operation were in extreme danger. The teaching staff discussed the changed political and social conditions with increasing controversy. The extensive autonomy of the school, the pupils and the teachers, which had previously been cultivated, no longer had a chance of surviving the newly issued state regulations. The happy fact that Jewish or socialist or communist-oriented teachers at the Schule am Meer were temporarily not affected by the law on the restoration of the civil service enacted on April 7, 1933 , because they worked at a private school, could not hide this fact . This law also contained the so-called "Aryan Paragraph" with its § 3.
Autonomy or personal self-discovery and self-realization were absolutely undesirable in the Nazi system:
- “One people , one empire , one leader ” = national community , no individuals;
- “ Führer commands , we follow you” = submission, no individual opinion , no co-determination, no criticism.
However, the National Socialist education system, directed by Bernhard Rust , built on what already existed. Reforms that had begun in the Weimar Republic were continued. The four-year elementary school , which was introduced during the Weimar period, was only made compulsory throughout the country under the National Socialists. Ideas from reform, including experiential education , were taken up by Nazi education policy. Most of the reform educational rural education centers remained in existence in the Third Reich , while earlier Prussian cadet institutions became National Political Educational Institutes (abbr. NPEA or Napola). There too, in keeping with the Nazi ideology, it was about community education and character building. The National Socialists stood for a school system that tended to equalize, but still operated a selection. Above all Jews and politically or ideologically dissenting people were increasingly separated and excluded, while “ Aryans ” and party comrades were preferred and protected. As Hitler himself put it, the task of education is "... the selection of people in itself". The völkisch state has "not the task of maintaining the decisive influence of an existing social class, but the task of getting the most capable people out of the sum of all national comrades and bringing them to office and dignity".
The National Socialist press sharply attacked the rural education home movement founded by Hermann Lietz and designed on the British model . Jewish students and teachers at the Schule am Meer were discriminated against racially by local Nazi politicians and the local Hitler Youth . Due to massive pressure from Juister National Socialists, despite resistance from most SaM students and teachers, a group of Hitler Youth formed within the school in 1933, which actively participated in the marginalization of their own “comrades” and divided the school into two camps. The school by the sea led explicitly to “comradely”, tolerant and social behavior, but Luserke's emphasis on ethnic and Nordic-Germanic myths could in individual cases lead to a rapid acceptance of National Socialist propaganda, because it adopted precisely such elements and used them for itself. The whole school was defamed as "Jöödenschool" ( Low German for: Jewish school) because of the high donations from Jewish parents and sponsors . Many of the “Aryan” students at the school by the sea , however, kept their distance from racist exclusion. They still felt close to their Jewish “comrades” (classmates and teachers). They continued to regard them as part of their “school community” or their seemingly familiar “comradeships” and recognized that the Nazi caricature of the Jew did not match their own perception.
The then mayor of Juist, Gerhard Mehrens (1899–1976), who was also the local group leader of the NSDAP , wanted to convert the school by the sea into a Napola . In specialist articles in educational magazines, the school founder showed his willingness to take part in educational activities in the Nazi state. Even for his amateur play, he now emphasized the " Nordic - Germanic character" of Shakespeare's poetry. When it became clear in the course of 1933 that the school would have no prospect of continuing as an autonomous rural education home, Luserke tried to get the school to be taken over by the Hitler Youth . In anticipation of this, as it were in advance obedience and without real conviction, the pupils were asked from August 12, 1933 to adapt the appearance of the school by offering the so-called “ German greeting ” and occasionally wearing Hitler Youth uniforms according to the customs newly introduced throughout the Reich adapt. This was intended, above all, to strengthen the external impression that the school by the sea was a system-compliant educational institution. At the beginning of January 1934, however, the Reich Youth Leadership ( Baldur von Schirach ) refused to take over the school . It did not help either that an investigation carried out by the NSDAP's local branch in Juister , which had been initiated because of reservations about the school by the sea and some of its teachers, ended positively. In 1934 Luserke offered the state administration of the National Political Educational Institutions in Prussia to take over the school buildings and facilities - in vain.
Luserke was unable to find a clear stance towards the Nazi regime. From today's point of view, irreconcilable ideological contradictions cannot be recognized, but educational ones (socially critical and anti-militarist attitudes, grassroots school structure, student participation, equal rights for teachers and students, self-discovery and self-realization at the SaM ). In all probability, Luserke's amateur play could not have been continued in the Nazi state, because the amateur play movement came to a temporary end in 1933. The amateur play continued during the Nazi system, but was adopted by the Bund deutscher Mädel and the Hitler Youth as a propagandistic medium for spreading ideology and was given a cultic Germanic character. From September 22nd, 1933, cultural aspects were subject to Nazi cultural policy and the Reich Chamber of Culture (RKK) and thus to the Reich Ministry for Public Enlightenment and Propaganda ( Joseph Goebbels ). An acceptance of the school by the sea , which was culturally different from the Nazi system, was ruled out. It was precisely this acceptance and a continuation of his amateur play, which he had developed over two decades, that Luserke would have tied his further school commitment, especially since he had just managed to establish his own large theater hall within the school and thus uniquely across the country.
Social conditions
The youth movement ( Bündische Jugend ) was very active and formative. Alternative forms of school, architecture, art, fashion, music, gender identity, lifestyle, leisure and physical culture were tried out. Reform education schools were particularly valued by liberal to socialist families. Private schools could mostly only be attended by children of wealthy parents; these therefore often belonged to the solvent (large) bourgeoisie. Nevertheless, the reform schools had a social claim, so scholarships were awarded. Jens Rohwer is an example of such a scholarship holder from the Schule am Meer .
The establishment of this new school offered the island of Juist for the first time the option of acquiring the school-leaving certificate without having to live on the mainland for a few years for this purpose. Some locals probably showed respect for the school by the sea and described it as "revolutionary and progressive". Other islanders, however, were rather suspicious. It was viewed cautiously or negatively as a completely new educational institution with an unusual character, which was also not founded and run by locals. The elitist-looking modern school clothes also contributed to this. Primarily it was an expression of the "school community" (community). School clothes were used to level out any social differences that might exist internally, for example between regular students and scholarship holders. At the same time, however, it stood out clearly from the islanders. Only a few students at the school by the sea were locals and therefore external people who stayed at home.
From the end of October 1929, high unemployment in the wake of the global economic crisis became a massive social problem - poverty became visible every day throughout the entire Reich. At Christmas 1931 the SaM suffered a severe loss when one of its most important sponsors, the industrialist and art collector and patron Alfred Hess , died unexpectedly early. In 1932 the SaM lost Paul Reiner , one of their important educators, Luserkes, who died just as early. From April 1933, the exclusion of the Jewish minority became clear, initially through calls for boycotts and professional bans . However, the parents of Jewish students in particular were major sponsors of the school and had donated significant sums. When they gradually de-registered their children from school because of the new political and social developments, either because they wanted to send them to purely Jewish schools or to emigrate because of feared hostility, the school by the sea ran into financial difficulties.
criticism
- The reform pedagogue Max Bondy stated: The majority of the reform pedagogy pupils take "a kind of sideline position outside in life". They only felt comfortable when they were with their “school community” or their school “comradeship”, because “they found it difficult to connect with other people”. However, it is not based on a pedagogical error. Instead, this is a “positive confirmation” of the school atmosphere. “Just as the situation outside is today [meaning: during the Third Reich ], these difficulties must arise if our upbringing was correct and it affects precisely those who have been the longest ... [in school] and those who are the most have participated most intensively in ... [school] life [...]. I am also convinced that the difficulties do not stem from the fact that our ... [students] surpass other people in spirit or in some other quality and are therefore bored with being with them. Our ... [students] are certainly not superior to average people and other people in disposition. It seems to me that the main cause of the feeling of foreignness among the ... [students] in the outside world lies in the fact that they notice that certain things are being neglected outside, on which ... [within the school] - less in theory than through the whole pattern of life - the greatest value is placed. ... [In school] the focus is on people, but not just anybody , but valid humanity in general and education for this humanity. As a result, a sense of human form has grown in them, for human dignity, for human cleanliness, honesty and thoroughness. "
- Adolf Grimme , then Magdeburg's high school councilor , later Ministerialrat in the Prussian Ministry of Education, personal advisor to the Minister of Education and finally Prussian Minister for Science, Art and Education, wrote to Luserke on July 13, 1926: In view of the high fluctuation in the rural education centers, you have to take whatever comes, and have no choice. "Valuable" teachers can therefore hardly be found. As a result, one could speak of “any pioneering work neither in terms of teaching nor education”. In addition, much of what was previously only possible in rural education centers, "can now also be carried out in large city schools, if only the staff works accordingly" and the concepts are implemented.
- The reform pedagogue Fritz Karsen judged Luserke's school by the sea as a “relapse into the nebulous romanticism of the irrational”. In general, he came to the conclusion that “in these formations the socialist currents create their own structure, although the students and educators of this school are bourgeois people, members of the old class of the bourgeoisie who philosophically and pedagogically express the new soul of the people seek to shape ".
- The educational scientist Jürgen Oelkers described concepts such as that of course teaching or the “school community” as “untried and weak”. To stylize “outsiders” like Hermann Lietz, Gustav Wyneken or Martin Luserke as “great educators” was part of a self-presentation through which one was looking for followers and customers. German reform pedagogy has never been a “great and significant educational movement” .
- Paul Oestreich wrote in a letter to Theodor Litt around the time the SaM was founded : “If you see the problems of the world situation as I do, then“ experimental schools ”can be of little use. "Educational oases" are pretty medieval monastery visions. "
- The well-known writer Carl Zuckmayer , whose older brother Eduard worked as a music educator, choir and orchestra conductor at the Schule am Meer from 1925 to 1934 , wrote for the Office of Strategic Services (OSS), the forerunner of the 1943/44 in exile in the US, for the Office of Strategic Services (OSS) Central Intelligence Agency (CIA), dossiers on German artists and intellectuals, including Martin Luserke . In the dossier, Zuckmayer said about Luserke that it was “not harmless” because it could “have a strong influence on young people”. He is “of considerable imagination”, possesses individual will, ability and level as well as an enormous talent “in the artistic, especially the theatrical”. On the one hand, he practices in his school management “democratic customs” and, on the other hand, a “dictatorship [...] of personal fascination”, the “almost unauthorized influence”. His "school community" is culturally "at the highest German level", has a "fascinating and fanatical," revolutionary "," anti-bourgeois "attitude" for adolescents - to the extent that it carries "Hitler Youth trains" in their attitude because they "contain the elements of all free Germany's youth movements absorbed and processed ". In the school by the sea , “Hitler and German world domination” were not on the agenda, but “Lu (as a mythical chief)” and the “comradeships”, which “meant the divine content and center of the world”. According to Zuckmayer's own observation, Luserke's pupils at Juist were "in an even greater degree [sic!] [...] completely committed and absorbed inwardly" than pupils in other rural school houses of reform education. The "contact and the probation [of these students] in the world outside Juist's [sic!]" Had been made more difficult. In the school by the sea there was a “tendency to ritual substitutes for religion” and “cultic immersion baths in the sea”, a “worship of the rising stars”, a “group ethic” with “tests of courage”, all in all “a lot of kinship with Nazism ”, albeit modified by“ intellectual discipline and humanistic (by no means humane!) sentiment ”. As a German educator, Luserke is a "serious and very questionable case". However, Zuckmayer put his criticism into perspective by concluding that he had always felt antipathy towards Martin Luserke. His descriptions are therefore possibly "not entirely objective". As a father, he would “never entrust a child” to Luserke.
Known people related to the school
The teachers and learners at the SaM , the parents of the students, the sponsors and shop stewards of the school in D / A / CH give a good impression of the way in which Luserke's school project was embedded in the society of that time and its development.
See also
Works (excerpt)
- Martin Luserke : School by the Sea (Juist, North Sea). Guiding principles. The shape of a school of the German kind . Angelsachsen-Verlag , Bremen 1924
- Ders .: The basis of German language education - with an art of improvisation as a practical background . Angelsachsen-Verlag, Bremen 1925
- Ders .: School by the sea. A book about the growth of German youth straight from the original to the last . Angelsachsen-Verlag, Bremen 1925
- That. The complete expansion of the school by the sea on the North Sea island of Juist , Angelsachsen-Verlag, Bremen 1925
- Ders .: Logbooks from the school by the sea . 1925-1934
- Ders .: The books of the school by the sea. Tent stories I. Strange adventures that were told about in the tent and around the fire . Angelsachsen-Verlag, Bremen 1925
- Ders .: The books of the school by the sea. Tent stories II. Strange adventures that were told about in the tent and around the fire . Angelsachsen-Verlag, Bremen 1926
- Ders .: Youth and amateur stage - a derivation of theory and practice of movement play from the style of Shakespearean drama . Angelsachsen-Verlag, Bremen 1927
- Ders .: Sivard One-Eye and other legends told in school by the sea . Tracing library, volume 14. Voggenreiter, Potsdam 1930
- Ders .: The Tower of Famagusta (1930). A stage play for the laying of the foundation stone of the hall construction in the school by the sea on Juist, Whitsun 1930
- Ders .: movement game . In: Walther Hofstaetter , Ulrich Peters (Hrsg.): Subject dictionary for German studies . B. G. Teubner, Leipzig 1930, Volume 1, p. 146.
- Ders .: The schoolability of irrational skills - To an experimental school plan of the school by the sea on Juist. 1931 (see table 3)
- Paul Reiner : Editor of the periodical "Leaves of the external community of the school by the sea". The addressees were the parents of the pupils, alumni, sponsors of the school and other groups of people who were counted as part of the “school community”.
- Erna Vohsen: Physical work lessons in the school by the sea with special consideration of the initial lessons. Assessor work, Juist 1931 (38 pages, typewritten, 2 illustrations - Elise Falck (assessor), BIL assessor)
- Eduard Zuckmayer : Rage canon (n.d.)
- Vers .: Jorinde and Joringel (1926), a game based on the fairy tale by the Brothers Grimm , text by Hans Salm
- Ders .: Kakadu - Kakada . Children's play in seven pictures (1929), text by Carl Zuckmayer, premiered at Schule am Meer , Juist
- Vers .: Pentecost cantata (1930), text by Martin Luserke
- Ders .: Midsummer Song (1932)
- Ders .: Das Do-Re-Mi (1932), teaching piece for instruments
- Ders .: two chords (no year), seven teaching pieces for two instruments
- Ders .: Kameradschaft (1932), cantata based on words from “Grashalme”, Walt Whitman's main work
- Vers .: Autumn cantata (1932), text by Martin Luserke, for small and large choirs with accompaniment of instruments, world premiere in the stage hall of the Schule am Meer , Juist
literature
- Hubert H. Kelter: Martin Luserke on his seventieth birthday - congratulations and reflections from the circle of friends . Self-published, Hamburg 1950 OCLC 551922202 .
- Franz L. Pelgen: The amateur play and the way of playing Martin Luserkes . Dissertation, Ludwig Maximilians University Munich, Philosophical Faculty, 1957 OCLC 720438378 .
- Alfred Ehrentreich : Martin Luserke's vision of the Shakespeare theater . In: Education and Upbringing, H. 4/1965. Schwann, Düsseldorf 1965, pp. 284-295.
- Herbert Giffei : Martin Luserke and the theater . State working group for game and amateur theater in North Rhine-Westphalia. Recklinghausen 1979.
- Sandra Lüpkes: School by the sea (novel), Kindler Verlag (Rowohlt-Imprint), Reinbek 2020. ISBN 978-3-463-40722-7 .
- Kurt Sydow : The life journey of a great storyteller - Martin Luserke (1880–1968) . In: Yearbook of the Archives of the German Youth Movement , 12, 1980, pp. 167–186.
- Ulrich Schwerdt: The reform pedagogue Martin Luserke and his school by the sea . Educational term paper, University of Paderborn, Faculty 2, 1986, 223 pp.
- Cornelia Susanne Anna Godde: The amateur play as a reform pedagogical element - The importance of Martin Luserkes for today's education system . M. Wehle, Witterschlick / Bonn 1990, ISBN 3-925267-38-7 .
- Jörg Ziegenspeck (Ed.): Martin Luserke. Reform pedagogue - poet - theater man; Founder and director of the school by the sea on the North Sea island of Juist (1925–1934) (= pioneer of modern experiential education , volume 6). Neubauer, Lüneburg 1990, ISBN 3-929058-07-3 .
- Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 .
- Hans Peter Schöniger: Martin Luserke - Through musical education to a whole person. Theory and practice of holistic personality development through the integration of musical educational content at Martin Luserkes Schule am Meer (1924-1934) . Master's thesis, Free University of Berlin, Faculty of Education, 1995 OCLC 918279085 .
- Hans Peter Schöniger: The education of the whole person - On the history of a reform pedagogical ideal . Schneider-Verlag Hohengehren, Baltmannsweiler 2004. ISBN 978-3-89676-796-7 .
- Jochen Büsing: In the Loog ... The checkered history of the other Juister district . Burchana Verlag, Borkum 2010 OCLC 838323042 .
- Oswald Graf zu Münster : Photo diary Volume 1 - Stay in the country school homes Schule am Meer on Juist and in Marienau 1931–1937. At the 1936 Olympics, Berlin . FTB-Verlag, Hamburg 2015, ISBN 978-3-946144-00-7 .
Use after the school closes
The first people interested in the structural remains of the school by the sea were the Juister glider pilots, who stored their aircraft in the theater hall of the hall and repaired them there.
Fritz Hafner , the art educator and natural history teacher at the former school, set up a small museum in the school's rooms in 1934/35 with the teaching material collection from marine biological exhibits. Finally, he offered the community, which had meanwhile acquired the property rights to several former school buildings, the collection, including some paintings from his own work, as the basis for the establishment of a small local museum. The community agreed and gave Hafner its leadership, which he held until 1953. The school caretakers, the couple Antje and Jan Klostermann, took over the former stable on Mount Olympus and converted it into a residential building. The Jans Höft (Jans Hof) building, formerly Im Loog 11 , still exists today on Störtebekerstraße.
In 1935 the Free State of Prussia took over the core area of the school in order to use it as a home for the country year . But as early as 1936, the core area went to the Reich Association for German Youth Hostels . First of all, a brief training seminar for managers of the Federation of German Girls (BDM) took place on the school premises , which used the theater hall as a gym. In 1939, an advanced course was set up in the former school, through which elementary and middle school pupils were supposed to obtain the university entrance qualification for teacher training. The Hitler Youth Juists used the school premises during the Second World War as a camp for military training, for pre-military training. The basement of the hall building was used as an air raid shelter. Shortly after the end of the war, first Canadian and then British occupation soldiers were housed in the core area of the school by the sea . Later German refugees in the hall and in the former school building were re quartered, the east wing of the then local museum. In 1947 the ark was rented by the youth welfare office of the Hanseatic City of Bremen for recreational measures for children, mothers and the elderly.
At the beginning of the 1950s, a children's home of the Evangelical Johanneswerk moved into the former theater hall. In its large hall, the gallery was dismantled and a false ceiling was added for an additional floor. Additional window openings were broken into the north and south façades, and the high vertical ribbon of windows on the north-west side was largely walled up. Sanitary facilities were installed in place of the former stage. The children's home was called Inselburg , a name that the former hall of the school by the sea has remained to this day.
In the former core area of the Schule am Meer , two of the former school buildings, this side and the next , were demolished in 1952 due to disrepair, and in 1960 a third, the Westfalenhalle (see Table 1). Instead, from autumn 1954 onwards, the youth hostel built an elongated ward block, its main building , where the here and now had previously stood.
Part of the former buildings of the Schule am Meer on Töwerland (Low German for: Magic Land), as Juist is now called by island marketing, is still preserved today - long since modernized, converted and partially expanded. Today, the core area of the former school premises essentially corresponds to the property of the DJH Youth Hostel Juist; The ark and the arrangement of the large buildings with lawns in the inner courtyard are preserved here . The former theater hall of the Schule am Meer is now part of the youth hostel. The ark and theater hall are to be demolished by 2020. The former girls' house Gaurisankar became Rosenhaus off the hostel and rebuilt. The former brick flag square of the school by the sea still exists today, but without a flagpole. Relics of the school's former botanical garden adjoin the ark to the west .
The Juist Coastal Museum , created from the local history museum, is located in buildings formerly belonging to the school, in re and mi . Today it contains, among many other exhibits, a documentation on the school by the sea . The former do and Newfoundland school buildings are community and private property.
More name bearers
After the Second World War, the name of the school by the sea also served as a model for newly founded educational institutions in Germany. However, most of them have a different type of school and objectives:
- Büsum, elementary and community school, grammar school
- Cuxhaven, special needs school
- Lübeck-Travemünde, elementary and community school
- North, special school
Web links
- The school by the sea on Juist (photos from everyday school life ) , on: luserke.net
- Coastal Museum Juist , in the former school buildings of the Schule am Meer , shows a documentation of the former school and its former teaching material collection
Individual evidence
- ↑ Margarita Schweitzer: Andrés Manjón - a Spanish and Christian educational reformer . Königshausen & Neumann, Würzburg 1987, ISBN 3-88479-310-1 , p. 76.
- ↑ Martin Luserke , on: deutsche-biographie.de
- ↑ Hans Peter Schöniger: The education of the whole person - To the history of a reform pedagogical ideal . Schneider-Verlag Hohengehren, Baltmannsweiler 2004. ISBN 978-3-89676-796-7 , pp. 420ff.
- ↑ Gunther Nickel , Johanna Schrön (ed.): Secret report . Wallstein, Göttingen 2002, ISBN 3-89244-599-0 , p. 160.
- ↑ Juister personalities - Martin Luserke ( Memento of the original from August 5, 2016 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. , on: juist.de
- ↑ Jens Brachmann: Reform pedagogy between re-education, educational expansion and abuse scandal - The history of the Association of German Landerziehungsheime 1947–2012 . Verlag Julius Klinkhardt, Bad Heilbrunn 2015, ISBN 978-3-7815-2067-7 , p. 33.
- ↑ Jörg Ziegenspeck: Address for the opening of the exhibition "Martin Luserke - Reform Pedagogue - Writer on the Sea and on the Seaside Coasts " in the Morgenstern Museum, Bremerhaven, October 9, 1988 on: uni-marburg.de
- ↑ Martin Luserke: Logbook of the Schule am Meer , Volume 1. Entry from April 28, 1925.
- ^ Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 .
- ↑ Cornelia Susanne Anna Godde: The amateur play as an educational reform element - The significance of Martin Luserkes for today's education system . M. Wehle Verlag, Witterschlick / Bonn 1990, ISBN 3-925267-38-7 .
- ↑ Klaus Prange : Education for Anthroposophy - Presentation and Critique of Waldorf Education . Verlag Julius Klinkhardt, Bad Heilbrunn 2000, ISBN 3-7815-1089-1 , pp. 125-126.
- ↑ Jochen Büsing: Im Loog ... The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, p. 59 OCLC 838323042 .
- ↑ Jörg Ziegenspeck (Ed.): Martin Luserke. Reform pedagogue - poet - theater man; Founder and director of the school by the sea on the North Sea island of Juist (1925–1934). (Pioneer of modern experiential education) . Verlag Klaus Neubauer, Lüneburg 1990, ISBN 3-929058-07-3 .
- ^ Herbert Giffei : Martin Luserke - A trailblazer for modern experiential education? In: Wegbereiter der Moderne Erlebnispädagogik , Heft 5, Lüneburg 1987.
- ^ A b Klaus Prange: Education for Anthroposophy - Representation and Critique of Waldorf Education . Verlag Julius Klinkhardt, Bad Heilbrunn 2000, ISBN 3-7815-1089-1 , pp. 125-126.
- ↑ Dieter Luserke: Laudation on the 25th anniversary of Martin Luserke's death , October 2, 1993 in Meldorf in the "Ditmarsia", on: luserke.net
- ↑ Peter Dudek : Experimental field for a new youth - The Free School Community Wickersdorf 1906-1945 . Verlag Julius Klinkhardt, Bad Heilbrunn 2009, ISBN 978-3-7815-1681-6 , p. 293.
- ↑ Herbert Connor: School by the sea Juist . In: Berliner Börsen-Zeitung , No. 457 (September 30, 1925 / morning edition), 481 (October 14, 1925 / morning edition), 503 (October 27, 1925 / morning edition), 507 (October 29, 1925 / morning edition).
- ↑ Porter Sargent (Ed.): A Handbook Of Private Schools For American Boys And Girls. An Annual Survey. Twelfth Edition . Chapter Foreign Schools enrolling Americans , Porter Sargent Publishers, Boston, Massachusetts, 1928, p. 737. Quotation: “Juist in the North Sea. The school by the sea. Coed. [Coeducation]. Mr. Martin Luserke, Dir. Courses. Languages Dramatics. This school separated about three years ago from the Free School Community of Wickersdorf. "
- ↑ Paul Reiner (ed.): Leaflets of the outer community of the Schule am Meer Juist , 1st circular, Schule am Meer, Juist, Ostfriesland, July 1929.
- ↑ a b c d e Thomas Aititsch: A school by the sea… In: Schule , Edition 225, Landesschulrat für Steiermark (Ed.), Graz, November 2010, pp. 6-7.
- ↑ a b Jochen Büsing: Im Loog ... The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, p. 60 OCLC 838323042 .
- ↑ Gudrun Fiedler, Susanne Rappe-Weber, Detlef Siegfried: Collecting - opening up - networking: youth culture and social movements in the archive . Vandenhoeck & Ruprecht, Göttingen 2014, ISBN 978-3-8470-0340-3 , pp. 178-179.
- ↑ Peter Dudek: "Experimental field for a new youth" - The Free School Community of Wickersdorf 1906–1945 . Klinkhardt, Bad Heilbrunn 2009, ISBN 978-3-7815-1681-6 , p. 178.
- ↑ Martin Luserke: School by the Sea (Juist, North Sea). Guiding principles. The shape of a school of the German kind . Angelsachsen Verlag, Bremen 1924, p. 21.
- ^ New German Biography , Volume 15. Bavarian Academy of Sciences, Historical Commission. Duncker & Humblot, Berlin 1987, ISBN 3-428-00196-6 , p. 533.
- ↑ a b c Hans Kolde : Learning on the edge of the habitable world . In: Ostfriesland Magazin , issue 9/2000. SKN, North 2000.
- ↑ Peter Dudek: "Experimental field for a new youth" - The Free School Community of Wickersdorf 1906–1945 . Verlag Julius Klinkhardt, Bad Heilbrunn 2009, ISBN 978-3-7815-1681-6 , p. 296.
- ^ August Halm : Circular to the external members and friends of the FSG , Free School Community, Wickersdorf 1925.
- ↑ a b c d e f g The afternoon was devoted to physical education and art. In: Ostfriesischer Kurier. No. 101, May 3, 1990, p. 31.
- ↑ a b c d e f g Jochen Büsing: Im Loog… The checkered history of the other part of Juister . Burchana Verlag, Borkum 2010, p. 61 OCLC 838323042 .
- ^ Foundation Schule am Meer (ed.): Leaves of the outer community of the Schule am Meer Juist . 4th circular, May 1930, p. 23 (Easter 1929: a total of 89 students, including 26 girls)
- ^ Foundation Schule am Meer (ed.): Leaves of the outer community of the Schule am Meer Juist . 9th circular, August 1931, p. 17. (School year 1930/31: a total of 92 students, 29 of them girls)
- ↑ Leberecht Migge : "Jedermann Selbstversorger - A solution to the settlement question through new horticulture", Eugen Diederichs publishing house, Jena 1919.
- ^ Leberecht Migge: "German Inner Colonization - Material Foundations of Settlements", German Garden City Society, Berlin 1926.
- ^ Logbook of the Schule am Meer Juist, entries from May 3, 1929, May 12, 21 and 28, 1933, June 17, 1933.
- ^ Reports from the Schule am Meer Juist (North Sea) 1928, p. 16.
- ^ Logbook of the Schule am Meer Juist, entry from May 17, 1929.
- ↑ Jochen Büsing: Im Loog ... The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, p. 62 OCLC 838323042 .
- ↑ Logbook of the school by the sea, entry from February 5, 1930, quote: "Laying of the foundation stone for the girls' hall"
- ↑ Rolf Wolfgang Martens: Liberated wings ("On the summit of Gaurisankar he proudly builds a castle for himself"), quoted from Rudolf Steiner: "Moderne Lyrik", In: Magazin für Literatur , 67th vol., No. 31, 1898, and Vol. 68, No. 15, 1899, GA 32, pp. 444-447.
- ^ Logbook of the Schule am Meer, entry from March 1, 1930.
- ^ Foundation Schule am Meer (ed.): Leaves of the outer community of the Schule am Meer Juist . 4th circular, May 1930, p. 23 (Easter 1929: a total of 89 students, including 26 girls)
- ^ Foundation Schule am Meer (ed.): Leaves of the outer community of the Schule am Meer Juist . 9th circular, August 1931, p. 17. (School year 1930/31: a total of 92 students, 29 of them girls)
- ↑ a b c d Jochen Büsing: Im Loog… The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, p. 63 OCLC 838323042 .
- ^ State commissioner for the regulation of welfare in Prussia: Schule am Meer, Juist - application for the collection of monetary donations for the benefit of a hall construction to improve the cultural and sporting training possibilities , on: deutsche-digitale-bibliothek.de
- ^ Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , p. 222.
- ↑ a b Beate Uhse : With lust and love - My life . Ullstein, Frankfurt am Main / Berlin 1989, ISBN 3-550-06429-2 , p. 54.
- ^ Kurt Sydow : The life journey of a great narrator - Martin Luserke (1880–1968) . In: Yearbook of the Archives of the German Youth Movement , 12, 1980, pp. 181f.
- ↑ a b c Jochen Büsing: Im Loog… The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, pp. 68-69 OCLC 838323042 .
- ↑ Heinz-Elmar Tenorth (Ed.): Classics of Pedagogy 2 - From John Dewey to Paulo Freire . CH Beck, Munich 2012, ISBN 978-3-406-62844-3 , p. 91.
- ↑ Alexander Priebe: From school running to school sport. The reform of physical training in the German rural education centers and the Free School Community of Wickersdorf from 1898 to 1933 . Verlag Julius Klinkhardt, Bad Heilbrunn 2007, ISBN 978-3-7815-1561-1 , p. 21.
- ^ Christa Uhlig: Reform pedagogy and school reform. Discourses in the socialist press of the Weimar Republic. Sources selected from the journals Die neue Zeit / Die Gesellschaft and Sozialistische Monatshefte (1919–1933) . Peter Lang Internationaler Verlag der Wissenschaften, Frankfurt am Main et al. 2008, ISBN 3-6315-5703-5 , p. 338.
- ↑ Alexander Priebe: From school running to school sport. The reform of physical training in the German rural education centers and the Free School Community of Wickersdorf from 1898 to 1933 . Verlag Julius Klinkhardt, Bad Heilbrunn 2007, ISBN 978-3-7815-1561-1 , p. 181.
- ↑ Logbook of the Schule am Meer, entry from January 31, 1931, quote: “Sporty boxing is now emerging. In the Re there are already seconds in the ring. "
- ^ Logbook of the Schule am Meer, entry from February 2, 1930.
- ^ Logbook of the Schule am Meer, entry from February 9, 1930.
- ^ Stiftung Schule am Meer (ed.): Leaflets of the outer community of Schule am Meer Juist (North Sea) , 14th circular, April 1933, p. 10.
- ↑ Alexander Priebe: From school running to school sport: the reform of physical training in the German rural education homes and the free school community of Wickersdorf from 1898–1933 . Verlag Julius Klinkhardt, Bad Heilbrunn 2007, ISBN 978-3-7815-1561-1 , pp. 119f.
- ^ Fritz Winther: Body education as art and duty . Delphin-Verlag, Munich 1920, p. 21.
- ^ Hans Brandenburg : The modern dance . Georg Müller Verlag, Munich 1923, pp. 146–157, quoted from Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , p. 100.
- ↑ Quoted from: Alexander Priebe: From school gymnastics to school sports. The reform of physical training in the German rural education centers and the Free School Community of Wickersdorf from 1898 to 1933 . Verlag Julius Klinkhardt, Bad Heilbrunn 2007, ISBN 3-7815-1561-3 , p. 120.
- ↑ Bernd Wedemeyer-Kolwe: "The new man" - physical culture in the German Empire and in the Weimar Republic . Königshausen & Neumann, Würzburg 2004, ISBN 3-8260-2772-8 , p. 85.
- ^ Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , p. 232.
- ↑ Beate Uhse: With lust and love - My life. Ullstein, Frankfurt am Main / Berlin 1989, ISBN 3-550-06429-2 .
- ^ Karl-Ulrich Meves : Martin Luserke . In: Mitteilungen , 108 (2006), Association of former students and teachers of the Meldorfer Gelehreenschule e. V. (Ed.), Pp. 33-41.
- ↑ Anneliese Peters: Meldorfer Character Heads - Paths of Life in the 20th Century . Edition Dithmarscher regional studies. Books on Demand, Norderstedt 2015, ISBN 978-3-7431-1659-7 , pp. 65-88.
- ↑ a b c d e f Hans Peter Schöniger: Once upon a time there was a school on the edge of the world ... In: Deutsche Lehrerzeitung , issue 5/95, February 1995.
- ↑ Information sheet about the school by the sea on the North Sea island of Juist . Schule am Meer, Loog, Juist, Ostfriesland, 1929/30, pp. 8–9.
- ↑ a b Friedrich Merker: The meaning of the musical in the pedagogy of Martin Luserke. In: Pedagogical Review. 34, 1980, pp. 595-601.
- ^ Leopold Klepacki: School theater. Theory and practice . Waxmann Verlag, Münster 2004, ISBN 3-8309-1416-4 , p. 58.
- ↑ Wilfried Gruhn: ... and we are still on the move. Eduard Zuckmayer - musician and educator in the upheaval of the youth movement . In: Forum music education. Music educational research reports , Volume 6, Wißner, Augsburg 1993, pp. 450-465.
- ^ Kurt Sydow: Eduard Zuckmayer on his 70th birthday . In: Music in Class. 1960, pp. 264-265.
- ↑ Walter Killy: Dictionary of German Biography , vol. 10: Thiebaut - Zycha . Walter de Gruyter, Berlin 2006, ISBN 3-598-23290-X , p. 731.
- ^ Eduard Zuckmayer, Martin Luserke: Herbst-Kantate , on: swissbib.ch
- ↑ Bruno Jahn: German biographical encyclopedia of Music , Volume 2: S - Z . KG Saur, Munich 2003, ISBN 3-598-11586-5 , p. 963.
- ^ Eduard Zuckmayer , on: uni-hamburg.de
- ↑ Am now scale in Ankara - The composer Eduard Zuckmayer in Turkey , radio play (manuscript). Editor: Ulrike Bajohr. Deutschlandfunk 2009.
- ^ Kurt Sydow: The life journey of Martin Luserke . Lecture on the occasion of the 100th birthday of Martin Luserke on May 3, 1980, on: luserke.net
- ^ New German Biography , Volume 15. Bavarian Academy of Sciences, Historical Commission. Duncker & Humblot, Berlin 1987, ISBN 3-428-00196-6 , p. 533.
- ↑ a b Bund for the new theater (ed.), Martin Luserke: Shakespeare performances as movement games . Walter Seifert, Stuttgart / Heilbronn 1921.
- ^ Martin Luserke: Youth and amateur stage. A derivation of the theory and practice of movement play from the style of Shakespearian drama . Angelsachsen-Verlag , Bremen 1927.
- ↑ Radio interview with Martin Luserke, Norddeutscher Rundfunk 1955, 5:45 min.
- ^ Stefan Kreuzer: The Viennese school theater on the threshold of the 21st century - a determination of importance . Diploma thesis, University of Vienna, March 2009, p. 10.
- ↑ Mirona Stanescu: from community theater to theater education. A historical development of theater education in Germany . In: Neue Didaktik , Heft 1, 2011, pp. 11–29.
- ↑ Werner Kohlschmidt, Wolfgang Mohr (Ed.): Reallexikon der deutschen Literaturgeschichte . Volume 2: L - O . Walter de Gruyter, Berlin 2001, ISBN 3-11-017252-6 , p. 3.
- ^ Heike Heckelmann: School theater and reform pedagogy . Narr-Francke-Attempto, Tübingen 2005, ISBN 3-7720-8071-5 , p. 303.
- ↑ Walther Hofstaetter, Ulrich Peters (ed.): Sachwortbuch der Deutschkunde , Volume 1. Teubner, Leipzig 1930, p. 146.
- ↑ a b Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , pp. 209-210, 232-233.
- ^ Martin Luserke: Youth and amateur stage. A derivation of the theory and practice of movement play from the style of Shakespearian drama . Angelsachsen-Verlag, Bremen 1927, p. 24.
- ↑ Alexander Priebe: From school running to school sport - the reform of physical training in the German rural education homes and the free school community of Wickersdorf from 1898 to 1933 . Klinkhardt, Bad Heilbrunn 2007, ISBN 978-3-7815-1561-1 , p. 119.
- ↑ Alexander Priebe: "Dance as you are!" - 100 years of dance education at the Odenwald School (PDF file; 2.6 MB), p. 2, on: tanzarchiv.de
- ^ Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Lang, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , p. 210.
- ↑ Herbert Giffei (Ed.), Martin Luserke: Agitur ergo sum? Attempt at a morphological interpretation of the original connection between theater and consciousness . Hans Christians Verlag, Hamburg 1974.
- ^ Monika Baltes: The amateur play pedagogy Martin Luserkes (1880-1968). A contribution to the search for traces of action and experience-oriented German lessons . Scientific term paper, Philipps University Marburg, 1994.
- ↑ Martin Luserke: Pan-Apollon-Prospero. A midsummer night's dream, the winter saga and storm. On the dramaturgy of Shakespeare plays . Christians, Hamburg 1957.
- ↑ Cornelia Susanne Anna Godde: The amateur play as an educational reform element: The significance of Martin Luserkes for today's education system . M. Wehle, Witterschlick / Bonn 1990, ISBN 3-925267-38-7 .
- ↑ RPG . State Academy for Further Education and Personnel Development at Schools, Baden-Württemberg, at: lehrerfortbildung-bw.de
- ↑ RPG . State Institute for Schools, North Rhine-Westphalia, at: nrw.de
- ^ Diocese of Erfurt: Passion play on the Erfurt Cathedral Hill. ( Memento of the original of September 13, 2017 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. , on: bistum-erfurt.de
- ↑ a b c d e f The school by the sea on Juist. In: Gesine zu Münster (Hrsg.), Oswald zu Münster : Photo diary Volume 1 - Stay in the country school homes School by the Sea on Juist and in Marienau 1931–1937. At the 1936 Olympics, Berlin . FTB-Verlag, Hamburg 2015, ISBN 978-3-946144-00-7 , pp. 3–5.
- ^ Logbook of the Schule am Meer Juist, entry from May 24, 1933.
- ^ Logbook of the Schule am Meer Juist, entry from May 12, 1932.
- ^ Logbook of the Schule am Meer Juist, entry from November 28, 1931.
- ↑ Gunther Nickel , Johanna Schrön (ed.): Secret report . Wallstein, Göttingen 2002, ISBN 3-89244-599-0 , p. 161.
- ^ Logbook of the Schule am Meer Juist, entry from May 10, 1932.
- ^ Logbook of the Schule am Meer Juist, entry from May 24, 1933.
- ↑ Peter Smidt : The island of Juist . (= Germany's North Sea baths. 13). Otto Meissner Verlag, Hamburg 1936.
- ↑ a b c Achim Hildebrand, Michael Schmidt (Ed.): Zwielicht 7 . BookRix 2015.
- ↑ Beate Uhse: With lust and love - My life . Ullstein, Frankfurt am Main / Berlin 1989, ISBN 3-550-06429-2 , pp. 54-55.
- ^ Logbook of the Schule am Meer, entry from March 14, 1930.
- ^ Logbook of the Schule am Meer, entries from January 28, 30 and 31 and March 26, 1930.
- ^ DH Schortinghuis: Meeting with Martin Luserke . In: Ostfriesland Magazin , Issue 9 (1993), SKN, Norden 1993.
- ^ Wilhelm Kühlmann (Ed.): Killy Literature Lexicon , Volume 7: Kräm - Marp . Walter de Gruyter, Berlin 2010, ISBN 978-3-11-022049-0 , p. 575.
- ↑ 1929: By plane to the Abitur ( Memento of the original from March 31, 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. , on: edwj.de
- ^ Logbook of the Schule am Meer, entries from March 25 and 26, 1930.
- ↑ according to Ole Pfeiler (Osterholz-Scharmbeck), curator for flat-bottomed ships at the Ship History Archive in Flensburg, August 14, 2017.
- ^ Alli A. Bolt, Zoutkamp, North Holland: Blazer ZK 14, built in 1911.
- ↑ Iris Hellmich: In the footsteps of the writer Martin Luserke . In: Emder Zeitung , weekly magazine, “Emder telling”, issue 127, July 5, 1997.
- ↑ Dieter Luserke: With my father Martin Luserke on board the good ship KRAKE-ZK 14 , 1988, on: luserke.net
- ↑ Photo: Dieter Luserke (1918–2005) in 1935 on board the Krake (ZK 14) , on: gettyimages.de
- ↑ Martin Luserke: Excerpt from the school by the sea. In: Log of the Strange Ship Krake , Volume 1, August 27, 1934.
- ↑ a b c Jochen Büsing: Im Loog: the checkered history of the other Juister district . Burchana, Borkum 2010, OCLC 838323042 , p. 66.
- ^ Lutz Lesle , Dieter Lohmeier , Arndt Schnoor: Jens Rohwer, 1914–1994. A memorial . Schleswig-Holstein State Library (Ed.), Kiel 1998. ISBN 3-9806013-1-5 .
- ^ Horst Lipka: The pedagogue and the pedagogical province. Martin Luserke and his school by the sea on Juist . In: Pädagogische Rundschau , 47 (1993), H. 1, pp. 97-106.
- ↑ Renate Maiwald: School as a total work of art - The Elizabeth Duncan School and the School by the Sea (founded by Martin Luserke) . In: Pedagogical Forum , 8th year, H. 1, 1995, pp. 3–11.
- ↑ Paul Alfons Galbas: The school by the sea on Juist: Martin Luserke, the herald of the North Sea myth, for his eighty-fifth birthday! In: Ostfriesland, magazine for culture, economy and traffic , 4, 1965, pp. 29–32.
- ↑ Jörg Ziegenspeck: Address for the opening of the exhibition “Martin Luserke - Reform Pedagogue - Writer on the Sea and on the Sea Shores ” in the Morgenstern Museum, Bremerhaven, October 9, 1988 , on: uni-marburg.de
- ^ Letter from April 10, 2001 : Konrad Buchwald to Hein Retter (doc file; 39 kB), on: tu-braunschweig.de
- ^ Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , p. 161.
- ↑ Ernst Klee : Cultural Lexicon in the Third Reich - Who Was What Before and After 1945 . S. Fischer, Frankfurt am Main 2007, ISBN 978-3-596-17153-8 , p. 346.
- ↑ Adolf Hitler : "... bearers of the highest racial purity and thus the highest racial fitness ..." In: Mein Kampf , 5th edition. Franz Eher Nachf., Munich 1930, p. 449.
- ↑ Mathilde Ludendorff : "The preservation of racial unity and the care of the species-specific god experience, the species-specific art, species-specific customs" . In: Association for German God Knowledge - Ludendorff: "Lebenskunde-Philosophie"
- ^ Friedemann needy : Lexicon Third Reich . Piper, Munich 1997, ISBN 3-492-22369-9 , p. 118.
- ↑ Adolf Hitler: “... the moral devastation that degeneration brings with it is enough to slowly but surely bring a people to ruin. This waste of our soul life and the mammonization of our mating instinct will sooner or later spoil all of our offspring ... ” In: Mein Kampf. 5th edition. Franz Eher Nachf., Munich 1930, p. 270.
- ↑ Michael Kinne, Johannes Schwitalla: Language in National Socialism . Groos, Heidelberg 1994, ISBN 3-87276-703-8 .
- ↑ Uwe Puschner, Walter Schmitz, Justus H. Ulbricht: Völkische Semantik in the Munich "Kosmikern" and in the George circle . In: Handbook for the “Völkische Movement” 1871–1918 . K. G. Saur, Munich 1999, ISBN 3-598-11421-4 , pp. 711-746.
- ↑ Cornelia Schmitz-Berning: "The decline of a people by mixing with a foreign race was called blood poisoning" . In: Vocabulary of National Socialism . Walter de Gruyter, Berlin 2007, ISBN 978-3-11-016888-4 , pp. 124, 261, 491-530.
- ↑ a b Martin Luserke: School by the Sea (Juist, North Sea). Guiding principles. The shape of a school of the German kind . Angelsachsen Verlag, Bremen 1924.
- ^ Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , p. 151.
- ^ New German Biography , Volume 15. Bavarian Academy of Sciences, Historical Commission. Duncker & Humblot, Berlin 1987, ISBN 3-428-00196-6 , p. 533.
- ↑ Norbert Jung: Christian symbols - The ship , on: kirche-bamberg.de
- ↑ Arvid Göttlicher: The ships in the Old Testament . Gebr. Mann, Berlin 1997, ISBN 3-7861-1958-9 .
- ↑ Felicitas Kukuck , on: uni-hamburg.de
- ↑ a b c Jochen Büsing: Im Loog… The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, p. 59 OCLC 838323042 .
- ^ Reports of the school by the sea - Juist (North Sea) , No. 7, summary report of the first two years of school 1925–1927 , p. 29.
- ↑ Jochen Büsing: Im Loog ... The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, pp. 57, 62 OCLC 838323042 .
- ^ Luserke, Martin - School by the Sea Foundation, Juist / Ostfriesland . In: Secret State Archives Prussian Cultural Heritage , VI. HA, Nl Grimme, A., No. 2058, on: deutsche-digitale-bibliothek.de
- ↑ GESIS - Leibniz Institute for Social Sciences e. V .: Average annual salary of a civil servant or employee in 1925. ( Memento of the original from April 30, 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. on: gesis.org
- ^ Martin Luserke: Experimental school plan of the school by the sea on Juist , on: deutsche-digitale-bibliothek.de
- ^ Herbert Giffei: Martin Luserke - reform pedagogue, poet, theater man - founder and director of the school by the sea on the North Sea island of Juist (1925–1934) . K. Neubauer, Lüneburg 1990, ISBN 3-8845-6072-7 , p. 75.
- ↑ Martin Luserke: To conclude - To the members of our outer community , October 15, 1934. In: Leaves of the outer community of the school on the sea Juist (North Sea) , November 1934, pp. 1-3.
- ^ A b Jochen Büsing: Coast Museum Juist, Collection and Documentation School by the Sea.
- ^ Reply letter from Adolf Grimme, the Magdeburg High School Board for Higher Girls' Schools, to Martin Luserke, July 13, 1926 . In: Dieter Sauberzweig (Ed.): Adolf Grimme - letters . Wallstein Verlag, Göttingen 1967, ISBN 3-89244-133-2 , pp. 27-28.
- ↑ Martin Luserke: Logbook of the school by the sea , Volume II, Volume III, 1933/34.
- ↑ Ehrenhard Skiera: Reform Education in Past and Present: A Critical Introduction . Walter de Gruyter, Berlin 2010, ISBN 978-3-486-59107-1 , p. 178.
- ↑ Meyers Konversations-Lexikon (1937), Vol. 2, Col. 1279: Volksgemeinschaft : "Central concept of National Socialist thought [s]", quoted from: Hilde Kammer / Elisabet Bartsch: National Socialism. Terms from the period of tyranny 1933–1945 . Rowohlt, Reinbek 1992, ISBN 3-499-16336-5 , p. 222.
- ↑ The Salem Spirit and the Third Reich . In: Friday , November 14, 2013, on: freitag.de
- ↑ 90 years of apprenticeship . In: Die Zeit , April 29, 2010, on: zeit.de
- ↑ Learning for the leader . In: Die Zeit , October 31, 2012, at: zeit.de
- ^ Adolf Hitler: Mein Kampf , 5th edition, Franz Eher Nachf., Munich 1930, p. 477.
- ^ Adolf Hitler: Mein Kampf , 5th edition. Franz Eher Nachf., Munich 1930, p. 480.
- ↑ Martin Luserke: Logbook of the school by the sea , Volume II, 1933.
- ↑ Volk im Werden , Vol. 1 (1933) H. 3, pp. 49-55.
- ↑ Shakespeare and today's German amateur play. In: Shakespeare-Jahrbuch , Volume 69, 1933, pp. 119f.
- ↑ Martin Luserke: To conclude - To the members of our external community. October 15, 1934. In: Leaflets of the outer community of the school on the sea in Juist (North Sea). November 1934, pp. 1-3.
- ↑ Martin Luserke: To conclude - To the members of our outer community , October 15, 1934. In: Leaves of the outer community of the school on the sea Juist (North Sea) , November 1934, pp. 1-3.
- ↑ Eckart Liebau, Leopold Klepacki: Floor plans of the school theater - pedagogical and aesthetic foundation of the performing game in schools . Beltz Juventa, Weinheim 2005, ISBN 3-7799-1264-3 , p. 23.
- ^ Reichskulturkammergesetz of September 22, 1933, RGBl I, p. 661 ff. ( Full text) , on: ns-quellen.at
- ↑ Jens Rohwer , on: museen-nord.de
- ↑ Excerpt from Max Bondy's morning language New Humanism (morning language booklet, 1933). In: Gesine zu Munster (ed.), Oswald Graf zu Munster: Photo diary Volume 2: In the Reich Labor Service 1937, Unter-Bernhard's Dept. 7/224 . FTB-Verlag, Hamburg 2015, ISBN 978-3-946144-01-4 , p. 7.
- ^ Reply letter from Adolf Grimme, the Magdeburg High School Board for Higher Girls' Schools, to Martin Luserke, July 13, 1926 . In: Dieter Sauberzweig (Ed.): Adolf Grimme - letters . Wallstein Verlag, Göttingen 1967, ISBN 3-89244-133-2 , pp. 27-28.
- ^ Christa Uhlig: Reform pedagogy and school reform: Discourses in the socialist press of the Weimar Republic; Sources selected from the magazines "Die Neue Zeit" / "Die Gesellschaft" and "Sozialistische Monatshefte" (1919–1933) . Peter Lang International Science Publishers, Frankfurt am Main a. a. 2008, ISBN 978-3-631-55703-7 , p. 95.
- ↑ Jürgen Oelkers: Eros und Lichtgestalten: Die Gurus der Landerziehungsheime (PDF file; 242 kB), on: uzh.ch
- ↑ Dietrich Benner, Herwart Kemper (Ed.): Source texts on the theory and history of reform pedagogy . Part 2: The educational movement from the turn of the century to the end of the Weimar Republic . Beltz Deutscher Studien-Verlag, Weinheim / Basel 2001, ISBN 3-407-32014-0 .
- ↑ Gunther Nickel , Johanna Schrön (ed.): Secret report . Wallstein Verlag, Göttingen 2002, ISBN 3-89244-599-0 , pp. 160-163.
- ↑ Secret report (preprint). In: Frankfurter Allgemeine Zeitung , February 14, 2002.
- ^ Karl Schwarz: Bibliography of the German Landerziehungsheime . Ernst Klett, Stuttgart 1970, pp. 92–104, 235–237, 249–256 (catalog raisonné, without narrative work).
- ^ Aiga Klotz: Children's and Youth Literature in Germany 1840–1950 , Volume VII (2016), addendum. Springer Verlag, Berlin, ISBN 978-3-476-02488-6 , p. 73.
- ↑ The schoolability of irrational skills - To an experimental school plan of the school by the sea on Juist . In: Deutsches Philologenblatt , 39 (1931), p. 500, on: digizeitschriften.de
- ↑ Peter Dudek: Experimental field for a new youth - The Free School Community Wickersdorf 1906-1945 . Verlag Julius Klinkhardt, Bad Heilbrunn 2009, ISBN 978-3-7815-1681-6 , p. 197.
- ↑ Erna Vohsen. In: Library for Research on Educational History. Signature: GUT ASS 1452, on: dipf.de
- ↑ Kakadu - Kakada , on: lostart.de
- ↑ Kakadu - Kakada , on: uni-goettingen.de
- ↑ Kakadu - Kakada . Children's play in seven pictures by Carl Zuckmayer with music by Eduard Zuckmayer. Staatsschauspiel Dresden, first performance in Dresden December 6, 1931 , on: deutsche-digitale-bibliothek.de
- ^ Walter Killy: Dictionary of German Biography. Volume 10, Thiebaut - Zycha. Walter de Gruyter, Berlin 2006, ISBN 3-598-23290-X , p. 731.
- ^ Eduard Zuckmayer, Martin Luserke: Herbst-Kantate , on: swissbib.ch
- ↑ Bruno Jahn: German biographical encyclopedia of music , Volume 2, S - ZK G. Saur, Munich 2003, ISBN 3-598-11586-5 , p. 963.
- ↑ The Coastal Museum turns 75 , (2009) , on: strandlooper.com
- ^ Ulrich Schwerdt: Martin Luserke (1880–1968). Reform pedagogy in the field of tension between pedagogical innovation and culture-critical ideology. A biographical reconstruction . Peter Lang International Science Publishers, Frankfurt am Main a. a. 1993, ISBN 3-631-46119-4 , p. 245.
- ↑ Jochen Büsing: Im Loog ... The checkered history of the other Juister district . Burchana Verlag, Borkum 2010, pp. 80-82 OCLC 838323042 .
Coordinates: 53 ° 40 ′ 32.5 " N , 6 ° 57 ′ 47.7" E