Pulling school

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Pulling school
Pulling school
type of school high school
founding 1913
address

Josephskirchstrasse 9

place Frankfurt am Main
country Hesse
Country Germany
Coordinates 50 ° 9 '25 "  N , 8 ° 39' 37"  E Coordinates: 50 ° 9 '25 "  N , 8 ° 39' 37"  E
carrier town Frankfurt am Main
student 1250
Teachers 110
management Christiane Rogler
Website www.ziehenschule.de

The drawing school in the Eschersheim district of Frankfurt am Main is one of the largest high schools in this city with around 1200 students. It is mainly attended by students from Eschersheim and the north-western districts of Frankfurt. The school was founded in 1913 as Eschersheimer Realschule and named in 1926 after the pedagogue Julius Draw (1864–1925).

The drawing school today

In the old cafeteria
In front of the main entrance

The drawing school is a European school sponsored by the city of Frankfurt am Main and was accepted as a member of the MINT-EC association (Association of Mathematical and Scientific Excellence Centers at Schools eV) in September 2001 , the youngsters in the fields of mathematics , computer science , natural sciences and Technology promotes. The school is usually a five-class grammar school with grades 5 to 13. The staff comprises around 80 teachers with full or part-time positions and around 15 trainees . Almost 15% of the students are of foreign nationality.

Bilingual branch

The drawing school has had a bilingual branch, usually two-class, from grade 7 onwards since 1974 . This is made possible because from grade 5, two classes are taught in French as the first foreign language . From grade 7 onwards, further subjects are also offered in French: politics and economics , geography or history changes every year . As a rule, around two out of three students in both classes opt for the bilingual course, although this decision is binding up to grade 10. A third learning group is formed from the remaining students in both classes (who do not register for the bilingual lessons), for which the subjects are taught in German parallel to the bilingual lessons.

The main entrance connects the "new building" and the "old building"

For all students with French as their first foreign language, English as a second foreign language is compulsory from grade 7 onwards, since in Hesse either the first or the second foreign language must be English.

Towards the end of grade 10, the students who are taught bilingually can choose to continue this lesson in grade 11 or to switch to the non-bilingual learning group. For grades 12 and 13, such an option is then given again as part of the course offer. Finally, if they attend the bilingual branch by the time they graduate, the pupils can acquire the French Abitur ( Baccalauréat ) in addition to the German Abitur and in direct temporal connection with it in front of a government commission of the French state that has traveled from Paris . This enables 15 to 20 graduates of both examinations per year to study in France as “French nationals”. Those who successfully attend the bilingual branch up to the Abitur, but do not take the Baccalauréat exam, will at least receive written evidence that replaces the language entrance exam normally required there if studying in France.

Performing game

In grades 9 to 13 you can also choose performing games in the drawing school - in addition to the usual musical subjects . Especially in grade 12, this subject requires a level of commitment from the participants that goes far beyond the usual level. This compulsory elective course ends with the multiple performance of a jointly developed play with high demands on the dramaturgy of the staging and the acting. In 2005 the performances ( A Midsummer Night's Dream ) took place for the first time as an open-air event in the school park of the pulling school. Recently it has even been possible to choose performing games as an examination subject in the Abitur.

In addition, there has been a theater group at the school since 1998, called the “English Drama Group” since 2003, which - in English - also develops plays. This working group is accessible to pupils in grades 8 to 13 and presents the production annually towards the end of the school year on three days in the auditorium , open to all visitors. The “English Drama Group” has been taking part in the Frankfurt Schultheatertage for several years and is performing its current play a fourth time in the Künstlerhaus Mousonturm .

Mentors

In order to make the transition from grade 4 of elementary school to grammar school easier, every 5th grade is given additional "start-up help" by two mentors . In 1982 the drawing school was the first Frankfurt grammar school to introduce mentors. Pupils in the 10th or 11th grade act as mentors as additional contacts in addition to the class teachers. Their tasks are not clearly defined, it is up to their imagination and initiative how they organize their work; Mentors can, for example, organize cross-class celebrations. Mentor meetings are occasionally held to exchange experiences. Mentors accompany the classes, among other things, during the first week of high school when they explore the school buildings and on excursions, later also on class trips, and are also contact persons in school conflicts up to the end of the 6th grade . If necessary, the mentors can be exempted from their own specialist lessons.

Student library

In the student library

Since December 1986, parents have been running a school library on the ground floor of the "new building" (or extension) on a voluntary basis . The basis was around 1,100 books from the school's various specialist libraries, plus literature for 30,000 marks from city funds in the first four years alone. In the beginning, the cataloging of the book inventory was done by the parents alone, and since 1989 this has been done by the Frankfurt City Library's school library .

The school library has around 30 workstations and is open every school day from 7.45 a.m. to 3 p.m. It is especially used by younger students as a workspace for doing homework and has 8 internet-enabled computers.

Pull-homework help eV

In 2000, on the basis of an initiative by members of the school parents' council, an association was founded which has since run a "learning workshop" for around 50 pupils in grades 5 to 7 in the school. Homework can be done in a quiet environment and problems with understanding the subject matter can often be eliminated.

Association of Friends and Supporters

The association was founded in 1923, in the midst of hyperinflation and as a remedy for the lack of teaching material it caused. Since then, he advertises in the parenting to financial donations, "so that students a modern education can be offered." In the years after the Second World War, initially providing stand of furniture , textbooks and scientific collections at the forefront of procurement actions. Later, the donations were used to purchase musical instruments, music notation for choir and orchestra, and computers, among other things. The association also gives grants if students would otherwise have to forego taking part in class trips.

Other special features

No ordinary "playground": the school park ...
... and his grove.

Although the school in Frankfurt am Main is primarily known for its linguistic and musical commitment (two classical orchestras, a big band and several choirs), it also offers some special features to those interested in science, including a chemistry course in the compulsory elective lessons at the intermediate level the rooms of the chemistry department of Frankfurt University , an astronomy group and a gardening group. The school has well-developed and modern IT rooms.

The students can have their lunch in the refectory opened in 2011 in the new building. A warm lunch is offered to students for € 3.00.

Due to the large number of students, Spanish can also be offered as a second foreign language for the English classes and Latin as a third foreign language. In the upper level, too, unlike many smaller schools, the full range of subjects can not only be offered, but also taught thanks to a sufficient number of participants.

Since 2005, a so-called “pull-out” project has been offered to promote the gifted. Up to three students from every 7th and 8th grade are proposed by the teaching staff for participation, which is done on a voluntary basis. On three mornings spread over the school year, these students deal with interesting topics outside of the curriculum. Since 2011, the 3 days have been held once each in the model school , the Goethe grammar school and the drawing school.

From 2006 to 2012, two foreign languages ​​were taught as part of G8 (the eight-year grammar school ) from the 5th grade, the second foreign language, however, as a minor subject with three lessons per week. The background to this was to further develop the language skills in French and / or English that were already acquired in primary school . For this purpose, the geography lessons that are common in the 5th grade have been moved to grade 6.

Since 1994, deserving members of the school community have been given the pulling plaque made from a light patinated monument in bronze . It has a diameter of 6.5 cm, a height of 0.5 cm and a weight of 190 grams. It was designed by the sculptor Kai Helge Wirth, the brother of an art teacher at the school. The plaque was donated by Luitgard Zenetti, a long-time deputy headmistress, when she left school for reasons of age; Zenetti had already taught as a trainee teacher at the drawing school from 1953.

history

Historiography from a school perspective: yearbooks of the drawing school

The school was opened on April 3, 1913 as Eschersheimer Realschule . As was customary at the time, only those who had passed an entrance examination were admitted to secondary school. Since the new school did not initially have its own building, school operations began with a sixth child (class 5) of 26 boys and three teachers in the rooms of the Heddernheim elementary school (today: Robert Schumann School ). The city of Frankfurt am Main had committed itself to building a so-called higher school in the incorporation contract negotiated between 1908 and 1910 , which made the municipality of Eschersheim, which was independent until 1910, a district of Frankfurt. Your building (today's old building) was erected on the former site of a clay pit.

First World War

For attending the Eschersheim Realschule , school fees had to be paid in 1913 that amounted to 100 marks per year for local residents and 200 marks per year for non-residents - a considerable amount, as a comparison makes clear: In 1914, a trained bookbinder earned little more than 100 marks per month and possibly had five or more children. Up until the end of the Second World War and in some cases beyond that, tuition fees were required for higher schools all over Germany.

On October 15, 1914, the newly built school building - the middle wing of today's old building - was handed over to its intended use, and the classes moved from Heddernheim to Rühlstrasse in Eschersheim. An inauguration ceremony was waived because of the war , especially since the first headmaster, Max Nierhaus, was already doing military service as a company commander in Flanders - and died there a few weeks later. His successor, senior teacher Theodor Mensinger, who ran the school until 1916, also died on the Western Front in 1917 .

The consequences of the war were also noticeable in the classroom, as can be seen in the minutes of the conference of June 19, 1916: “Because of the lack of well-sized paper, the teachers are said to be satisfied with the notebooks that the pupils receive during the war. - The use of local teas is also pointed out. ” In many of the minutes of the war years, ministerial decrees and notes were recorded page by page, which were directly related to the war: Statistics were repeatedly requested on the health of the schoolchildren, and schoolchildren and teachers were asked to collect acorns , beech nuts and stone fruit seeds stopped; as harvest workers in agriculture, students were exempted from teaching. In early 1917, classes were canceled for three weeks due to a lack of heating material.

The actual task of the teachers' conference, on the other hand, was often only noted with short, succinct remarks, for example in the minutes of December 18, 1916: “The review of the certificates was then dealt with.” Despite all the turmoil of the war and post-war (temporary occupancy of the school by returning soldiers , Outbreak of the Spanish flu ) but the Sextans from 1913 were able to take the secondary school leaving certificate before Easter 1919 . The first school innovation evident from the minutes after the end of the German Empire was a discussion on December 13, 1918 about the decree establishing a parents' council at the school.

Weimar Republic

The old building with its historical clock

The state-political upheaval ( November Revolution 1918) and the unrest that resulted from it ( several armed uprisings ) apparently affected the school only marginally, for example in the form of a protocol note from late autumn 1919, when all schools were ordered by circular to keep political disputes out of it. In the autumn of 1920, “Lessons in the Imperial Constitution” was ordered by decree, which is why the teachers' conference decided to devote one hour each week to this topic in grades 10 and 13. It is noteworthy that the school authorities did not regulate the swearing-in of civil servant teachers on the new Reich constitution until the spring of 1921.

In the meantime, the expansion of the school had continued. On April 23, 1919, the school was upgraded to an upper secondary school and at the same time the first upper school class (an upper secondary school ) was set up so that those graduates from the middle school who were aiming for the Abitur no longer had to change schools. In March 1922, the first school leaving examination for ten students took place. The designation Oberrealschule indicated that here - in contrast to the traditional humanistic grammar schools  - modern languages ​​and realities were taught, that is: the natural science subjects.

At the beginning of December 1922, the headmaster Richard Oehlert, who had only recently been in office, caused a further turning point in the then still young school history: According to the protocol, he proposed that “the question of admitting girls” should be approached; in a trial vote, eight members of the college voted in favor and six against. A year later, the parents (!) Applied to the responsible ministry to include girls in the sexta in the future. The ministry did not raise any objections, but asked the college for a statement: on October 9, 1923, it was narrowly positive with eight against seven votes. But not only this is remarkable, but also the point in time of this landmark decision in favor of co-education , as it fell in the middle of the era of hyperinflation . Because of the extremely rapid devaluation of money, the school did not have sufficient funds to supplement the required teaching materials during these months , which is why an association of friends and sponsors of the Eschersheim secondary school was founded at the suggestion of a teacher . 300 members joined it within a few months - and the association still exists today.

At the beginning of the later so-called Roaring Twenties , with the start of the school year after Easter 1924, 38 girls out of 97 sextans were enrolled for the first time at the Eschersheim secondary school . Between autumn 1924 and spring 1926, an extension with seven classrooms, a large music hall and two rooms for handicrafts was added to the eastern outer wall of the school building. Nevertheless, references to the political dispute that later led to the downfall of the Weimar Republic can be read from the minutes of those years : In the school year 1924/1925, the college twice spoke out against wearing party badges in school and threatened to violate it Punishments.

Twelve years after its founding, on June 15, 1926, the Eschersheim Oberrealschule was given a namesake : It was renamed thezug Oberrealschule zu Frankfurt am Main-Eschersheim , in honor of the Frankfurt pedagogy professor Julius Drag, who died shortly before . Just four days later, headmaster Richard Oehlert once again gave the impetus for a future-oriented reform: in a memorandum , he proposed that Latin be introduced as a compulsory foreign language from grade 10 onwards. This should pave the way to a Realgymnasium branch, called Reformrealgymnasium . In fact, this branch was established two years later - at Easter 1928 - with a sub-secondary and 32 students.

After the Easter break in 1926, a single sextaner class was opened with 55 students. Up to their Abitur, however, the class size decreased considerably, also due to the exclusion of Jewish students after 1933: on March 7, 1935, 19 students passed their Abitur, including 3 girls.

At that time people wore differently colored hats for each grade, only grades 12 and 13 could not be distinguished from one another in the schoolyard:

  • Class 5: green hats
  • Class 6: blue hats
  • Class 7: red hats
  • Class 8: purple hats
  • Class 9: Dark green hats
  • Class 10: orange hats
  • Class 11: Light blue hats
  • Class 12: White caps
  • Class 13: White caps

At the end of the break, classes gathered in front of the main entrances, supervised by high school students. In the classes, you sat on a bench that was firmly attached to a desk. Misconduct could be punished with a beating with a cane .

At that time, however, the headmaster Richard Oehlert must have represented a very progressive, educational reform position, because the minutes of the conference from late 1925 / early 1926 also stated that, against the opposition of part of the college, he stipulated that “the written work as examination papers should not be included in the Come to the fore ” ; rather, when grading, the personal impression from the class discussion by teachers and students should be in the foreground. However, his reform efforts led to such major disputes in the college that Oehlert was transferred at the end of 1929. The background seems to have been, among other things, that there were massive initiatives at the school to eliminate coeducation .

In 1927, 613 students, including 67 girls, attended school - a high number of students that was not reached again in the following years. In 1929 the Ministry asked all schools to commemorate the 10th anniversary of the Weimar Constitution in a dignified manner. When the teachers' conference discussed the organization of the celebration on June 11th, a grievance came up that has not yet been remedied: the auditorium only held around half of the 577 students at that time, which is why there was a celebration for grades 5 to 7 and one second celebration for grades 8 to 13 has been scheduled. Today the assembly hall of the drawing school can accommodate fewer students than back then due to official requirements, but at the same time the number of students has more than doubled.

The global economic crisis led from 1929 to steadily declining number of schoolchildren to a state-imposed reduction of teaching hours and the reduction of the college. In March 1932, as part of the Brüning austerity program , the school was asked to cut 121 hours per week from 775 hours, a good 15 percent. At the same time, 4.5 teaching positions were cut. In addition, fewer and fewer parents were able to pay school fees, which now amounted to 20 marks a month for the first child, 15 marks a month for the second child and 10 marks a month for the third child. At the start of the school year after Easter 1933, only 47 boys and 10 girls were admitted to class 5 - three years earlier there had been a total of 141 students.

The decline of the Weimar Republic, caused by financial hardship and political radicalization , can also be felt in the minutes of a teachers' conference on November 25, 1930. It states that a decree “on the participation of students in right-wing or left-wing political associations” was discussed.

Beginning of Nazi rule

As early as February 1930, when senior teacher Huth was provisional head of the school after the transfer of Director Oehlert, the teaching staff applied to give up co-education at the drawing school, “as it can only be a makeshift as long as there is no lyceum . Above all, the coeducation should be dropped at the upper level, at the middle level the girls' classes should be merged. ” Instead of the joint lessons of boys and girls, the college demanded that a girls texta be run as a “ Lyceum in Eschersheim within the rooms of the drag high school ” . The lists of high school graduates in the following years, sorted by class, show that the school authorities initially did not allow these conference resolutions. It was only under the influence of the Nazi government in 1935 that common lessons for boys and girls were given up and a Lyceum-Sexta with 26 students was set up.

The adaptation to the school policy guidelines of the National Socialist regime took place smoothly at the drawing school - according to the school files. The director Gustav Schad, who was active from 1931 to 1945 and had been a member of the NSDAP before 1933, played an important role in this . Schad was characterized by a former student as follows: "Systematic through and through, the party sign on the lapel , without a spark of humor trying to keep the sheep entrusted to him on the curb ." So at the beginning of 1933 a long-time teacher, schoolteacher Feder, first became "On leave at his request" and completely released from school service on July 1, 1933; from later reports of his students it is known that he was considered a communist . The de-registration of Jewish students cannot be traced from the files, but there are verbal reports that after 1934 almost no Jewish children attended the drawing school.

However, it is understandable, for example, that the teachers were warned by the authorities as early as 1933 to maintain contact with the Hitler Youth . In 1934, they were instructed to give students leave if necessary to take part in so-called driver training courses. Since January 31, 1934, the German greeting had to be carried out before and after each lesson. In May 1933 - this emerges from the minutes of a conference of teachers of German, history and geography - the director defined the future curriculum in the new interdisciplinary area “Prehistory” “in the spirit of National Socialism” . In the ensuing discussion, one of the teachers, according to the protocol, rejected the Germanic gods saying as "not Aryan " . However, it was finally determined that the sagas of the gods could continue to be treated in the upper school, albeit "critically" .

The second new topic, " Race Studies ", was initially not taught across subjects, apparently against the recommendation of the authorities, but "primarily assigned to biology" . However, in December 1933 the teachers' conference decided to procure the so-called Rasse-Günther as a textbook (“Rassenkunde des Deutschen Volkes” by Hans FK Günther ). In addition, the minutes of a specialist conference of biology teachers have been preserved from 1937, according to which the subject head aggressively called for "the reform of biological teaching" . In grade 10, the pupils were supposed to arrive at “an initial statement on genetic problems and their significance for the German people” . In the upper level, they should be guided further to an "opinion on the race issue in the National Socialist sense" , because "the task of the upper level is to bring the biological problems of the present to the ultimate clarity" . The purely ideological aim of this lesson is also clear in the specifications for class 13: In the final class, it should be about " completing the ideological design of the student through detailed treatment of racial doctrine , heredity and hereditary health theory ." In the Abitur examination of the year In 1938, which took place after class 12 for the first time due to a reduction in school time, this question was then asked of the students: “What measures are to be taken by the individual and the government in order to keep the genetic makeup of our people healthy and pure secure? ” So the politics of the exclusion of Jews and other people as well as the National Socialist racial hygiene became exam material at the drawing school. As early as 1936, one of the German Abitur subjects available for choice was: "How do we as National Socialists think about the world war and its fatal outcome for us today?"

According to the judgment of former students, the percentage of staunch Nazis among teachers and students at the drawing school is said to have been relatively low compared to other schools. This is how a former student describes her German teacher Karl Schaedel (1885–1949): “He made no secret of the fact that he was clinging to his Catholic faith. Somehow it was also clear to us that in order to evade the influence of the party he had rejected, he had taken refuge in apparent casualness and consciously took on the resulting resignation within the college. "

On the anniversary of the destruction of the Frankfurt synagogue (see November pogroms 1938 ) during the German lesson, Schaedel “did not in any way (slowed down) our discussion that was absolutely not true to the line” and later introduced topics such as the incitement of the rabble and the dangers of opinion making in the classroom. On April 20, he also had the class register clerk “write in at the beginning of the lesson: 'Fiihrer's birthday was being thought' while we other students were already working - namely, examining a newspaper article for superlatives.” In a similar way, the teacher had “the class work topics prescribed above " Undermined: They were only written on the board by him, " when we had already started working on something that resulted for us from his lessons. "

In 1937, the meanwhile dragging high school with Reformrealgymnasium and Lyzeum i. E. (i. E. = in development ) called school split up, as it were, and renamed again into Oberschule for boys and Oberschule for girls i. E. , whereby at the same time the foreign-language school names were replaced by apparently purely German terms in accordance with Nazi ideology. In level 5, two classes were set up for boys and one for girls.

Second World War

In retrospect, the completely preserved school files show that preparations for war had begun long before the attack on Poland and that all subjects were included. In the festschrift for the 25th anniversary of the foundation from 1938 you can read: “As early as the summer of 1932, senior studies director Dr. Schad founded a department in which, under his leadership, pupils of the upper and lower primes took care of the shooting sport on the stands of the Eschersheimer Schützenverein. (...) It was a matter of course that after the upheaval, shooting training was strengthened. ” In the minutes of the general conference of September 19, 1933, it is noted that in the subject of physical exercise (today's name for this is sports instruction), the aim is to “ train our students in military sports ” unless: "The physical education is part of the physical education, but on a military basis." And for another subject it was stated in the same place: "In singing lessons, marching songs are practiced, the texts of which are learned in German." In 1988 this was in the Festschrift For the 75th year of the drawing school, rated with some sarcasm : "It must be assumed that the drawing school was ahead of other high schools in the defensive sports disciplines."

On May 8, 1933, it was ordered for all schools that air raid protection should be dealt with in chemistry lessons , and the school chronicle for 1933/1934 recorded for July 8, 1933: “Dr. Bäuerlein ( Farbwerke Höchst ) on air protection. ” Many of the still verifiable essay topics in the subject of German also reveal the rapid militarization of school lessons: “ The importance of military sport for our people ” and “ Gas protection and air protection ” (school year 1933/1934), “ Air protection - a German question of fate ” and “ We have honor and defense again ” (school year 1935/1936). From 1936 onwards the career of an officer was regularly advertised in grades 12 and 13 , the schools were requested to attend military maneuvers by ministerial instructions and for 1937 it is documented in the files that an air raid alarm exercise took place at the school; At the end of 1938, so-called people's gas masks (simple gas masks of different sizes) were purchased. In the annual report for the school year 1937/1938, an Abitur task in mathematics is finally documented: “With a long-range gun at an initial speed of 1,600 m and an exit angle of 50 degrees, an estimated 120 km firing range, 40 km summit altitude and a total flight time of 3 minutes were achieved. What values ​​would these three quantities have in a vacuum? "

In the following years of the war, according to former students, classes continued to be largely “normally” , although by January 31, 1941, at least twelve teachers were called up for military service. In a circular dated November 30, 1943, 33 dead , eleven missing and two prisoners of war were mentioned by name.

In order to protect against the air raids on Frankfurt am Main in World War II , from February 18, 1944, lower and middle school classes (those born between 1929 and 1932) were evacuated to Büdingen . There they were regularly taught by teachers from the drawing school until the handover of the city of Büdingen to the US Army on March 30, 1945, after which school operations in the US occupation areas were discontinued. The students were housed with local families, some of them in nearby villages. In the last weeks of the war - in March 1945 - the evacuated pulling students born in 1929/30 were also drafted into a so-called military training camp in Meerholz .

From September 1944, the drawing school building also served as a collection point for all Frankfurt pupils in grades 1 to 5 that were “not storable”, and classes from the Goethe School and the Klingerschule were also accommodated. On February 11, 1945, an oral Abitur examination, which was brought forward because of the war situation, took place in the drawing school. On March 29, 1945, US forces confiscated the school building and then used it as military accommodation. The annual report for 1946 shows that in 1945 the US troops had all books and teaching material collections removed and burned. The annual reports of the drawing school as well as the log books of the general and specialist conferences were retained.

New beginning in the Federal Republic

As early as December 28, 1945, the US military administration granted permission to resume school operations as a "Realgymnasium for boys and girls". However, at first the teaching staff was still scattered in all directions and the students who were housed abroad only gradually returned to Frankfurt. In addition, because of the ongoing military use of the school building, the students had to be taught elsewhere: an upper secondary and two so-called secondary school leaving examination courses in the building of the Ludwig Richter School on the " Lindenbaum " (due to the cancellation of lessons as a result of the war, the Abitur was awarded in many places after short courses), others Classes were taught in the Heddernheim elementary school (today: Robert Schumann Elementary School) and in the Protestant community hall. Nevertheless, the rooms were not enough. This is why some of the 13 classes were taught in the mornings and some in the afternoons. Since there was not enough fuel, the rooms were often unheated. All required texts had to be obtained individually by teachers or students and dictated to all students because all school books had been confiscated and no new ones were available.

Since many former students had already been drafted into the Wehrmacht before graduating from high school and were unable to attend their regular high school diploma due to the events of the war, two matriculation courses were offered in 1946, in which the missed courses could be made up: a six-month period (Abitur examination on June 25, 1946) and a year old (Abitur examination on December 6, 1946). As the minutes of the June test identifies, in the subject were social studies examined by a single teacher within three and a half hours of 36 people - so each test can not much longer than five minutes have lasted. Topics included basic and human rights, the right to vote, property issues, the importance of the UN ; only the recent past did not, according to the protocol, play a role in this test.

At Easter 1947, the school building was again available for teaching after the US troops had moved out, and co-education was reintroduced at the start of the school year after Easter 1949.

In the post-war period until his retirement in 1954, the headmaster was the reform pedagogue Karl König (born November 22, 1888 - August 27, 1977), who had been the deputy director of the drawing school since August 1944 and was previously a teacher at the Helmholtz School and today's Carl-Schurz -Was been to school. König worked on the new curriculum, wrote a historical German grammar and was a co-author of books for English classes.

Return to normal

From Easter 1952, the upper level of the drawing school was divided into a mathematical-scientific and a linguistic branch, which was retained until the introduction of the course system in the mid-1970s. In September 1954, the student co-administration (SMV) published a school newspaper for the first time , called Observer , which lasted until 1965. According to the Ministry of Education and Cultural Affairs, the SMV, which was set up in Hesse in the early 1950s, was intended to help “educate students to become independent thinking and acting, co-responsible members of a community based on democratic forms of life.” However, this ambitious goal was faced with less demanding tasks: “Administration of the bicycle yard and the distribution of theater and concert tickets ”, as well as helping with the break supervision and the school guide service. As director Helmut Mann reported in 1988 after reviewing the school files, only two topics of the oral examination of the 70 high school graduates touched on the time of National Socialism in 1956: “All other topics, if at all related to contemporary history, relate to the time of the Weimar Republic or remain in a general non-binding area (...). This reluctance to deal with topics that deal with National Socialism - at least in the final year and in the matriculation examination - seems strange today ... ” .

At the beginning of the school year at Easter 1958, the school management set up a sixth with French as the first foreign language for the first time, and since the school year 1959/1960, secondary school students have been admitted to the upper level of the drawing school after successfully completing the 10th grade. In 1966, 75 students passed the Abitur, including 19 former secondary school students.

View from Rühlstrasse to the old building and the gym
The "new building" in the style of the late 1960s
One of the double barracks from the 1960s that was in use until 2013
Since 2006, construction containers have also been used as classrooms (moved since 2010)

The year 1968 was marked nationwide by the 68 movement . At the drawing school, too, it led to a break with some long-standing traditions. Most recently for the school year 1964/65 the “student co-administration” stated: “The cooperation was 'successful' not only with the students, there were no differences with the teachers or the director.” In the summer of 1967, however, the SMV management complains that she is not allowed to act responsibly and that she now lacks the support of the majority of students. In 1968 the SMV representatives were accused by individual students of cooperating too closely with the school management, of cultivating a “community ideology”. Ultimately, the disputes led to the resignation of the school speaker and the self-dissolution of the SMV. One year later, the majority of high school graduates decided to forego a ceremonial handover and farewell.

Also in 1969 an extension with a break room and gym was built. Before that, additional makeshift buildings (“barracks”) had already been built towards the street “Im Wörth”, which did not function as a temporary provisional facility as planned , but will continue to serve well into the new millennium. It was not until the summer vacation of 2008 that the demolition of some of the barracks began.

At the end of the 1960s, the city planners believed that many young families would move to the new residential areas in the north-west of the city and that their children would occasionally need additional school space, which would later become available again. Therefore, the "new building" - as a model for all schools in Frankfurt's new building areas - was created in a demountable prefabricated construction with easily changeable interior walls. Because the movable partition walls of the classrooms were less soundproof than massive walls, a carpet was laid for the first time in a school building. In fact, no partitions were moved for decades because the number of students did not decrease, contrary to the predictions of the city planners.

From the 1970/71 school year, there was again a student council at the drawing school, and Russian was introduced as a second foreign language (alongside French, English and Latin). At the same time, in anticipation of the planned introduction of the course system, individual subjects in the upper level were "taken": initially German and religion, from 1971/1972 also community studies and in the linguistic branch also English. At the beginning of 1973, initially four pupils were diagnosed with pulmonary tuberculosis in more pupils, and in the following months - due to repeated x-ray examinations of the entire school community . At times this led to considerable unease, so that there were calls from individual student representatives to stay away from school and, at the end of September 1974, a protest march by high school students to the city health department because of its alleged inactivity. During this phase, there were also several violent arguments between the school director at the time, Helmut Mann, and parts of the student body. School strikes have also been organized repeatedly (most recently in 1977), but only in the older age groups were there more participation.

In 1974, bilingual classes (German / French) were offered for the first time to seventh graders . At their own request, the 110 high school graduates were bid farewell for the first time in the early summer of 1976, as was customary until 1968, in a festive setting; In previous years, the Abitur certificate had been issued without any formality, partly in the corridor in front of the rector's room. From the 1976/1977 school year, the course system was also introduced in general at the drawing school as part of the newly designed upper secondary school.

Following the general social tendency, lessons on Saturdays were also gradually abolished at the drawing school. In 1975 there was only the first Saturday of the month off school and this "loss" was compensated for on the following Saturdays by the fact that the lessons lasted 60 instead of 45 minutes on the following Saturdays (an exception was the rare fifth Saturday of the month on which the lessons then - as during the week - only lasted 45 minutes), the first change was that the first and third Saturday of the month were now free of lessons, while on Saturdays two and four double lessons were given, but these were only for teaching teaching than one hour were counted before classes on Saturdays were completely abolished in the late 1970s.

There were several very popular school newspapers at the Ziehenschule, including the “Ziehenschule Aktuell” (current school newspaper) published from 1977 to 1983 (the current school newspaper is called “Buschtrommel”).

At the beginning of the 1989/1990 school year, the Ziehenschule joined the German Education Ministers' Conference and the French Ministry of Education as the second German grammar school after the Friedrich-Ebert-Gymnasium Bonn to simultaneously acquire the German and French university entrance qualifications. On June 12, 1992, 17 high school graduates were awarded the Baccalauréat for the first time.

In November 2011 the extension built on the site of the demolished barracks was opened, which also includes a spacious cafeteria. The operation of the cafeteria was outsourced to a grand caterer who opened the cafeteria on January 9, 2012, following differences between the school management and parents on the one hand and the city education authority on the other.

At the end of 2012, a clear majority of the teachers at the drawing school decided to return to G9 , i.e. the Abitur after 13 years. A few months earlier, the Hessian School Act had been changed in such a way that the schools themselves can decide on this question in their general conferences.

In 2013 the school celebrates its 100th anniversary. For this purpose u. a. On May 3, 2013, an alumni festival was held, to which all former students and teachers were invited, and a school festival on May 8, 2013.

Student numbers

  • 1913-14: 26
  • 1923/24: 286
  • 1931/32: 556
  • 1946/47: 764
  • 1953/53: 1281
  • 1963/64: 1096
  • 1973/74: 1284
  • 1981/82: 1619
  • 1983/84: 1572
  • from 1993/94: approx. 1300 to 1400
  • 2013/14: 1350
  • 2017/18: 1250

principal

Corridor in front of the rector's room
  • 1913–1914: Max Nierhaus
  • 1914–1916: Theodor Mensinger
  • 1917–1920: Franz Paehler
  • 1920–1922: Wilhelm Lohmann
  • 1922–1930: Richard Oehlert
  • 1931–1945: Gustav Schad
  • 1945–1954: Karl König
  • 1954–1971: Rudolf Henß
  • 1971–1986: Helmut Mann
  • 1987-2001: Günther Brill
  • 2001–2017: Manfred Eichenauer
  • since August 1, 2017: Christiane Rogler

In 1998 Günther Brill was awarded the Order of the Academic Palms ( Ordre des Palmes Académiques ), a creation of Emperor Napoleon , for his many years of service to the spread of the French language and the intensification of student exchanges with various French high schools in the French Consulate General .

Well-known alumni

literature

  • 25 years of pulling school. Reports from the life of the institution from 1913 to 1938 . Edited by Gustav Schad. Kösterdruck, Frankfurt 1938.
  • 50 years of drawing school. Festschrift . Edited by Wolfgang Wilhelm Mickel. Drawing school, Frankfurt 1963.
  • 75 years of drawing school. 1913-1988. Festschrift. Jünger Verlag + Druck, Offenbach 1988.
  • Annual reports of the drawing school from different school years
  • Helmut Kohl: Drawing School 1913–2009: Chronicle of a Frankfurt high school. Specialized book service Frankfurt, Frankfurt am Main 2010
  • Helmut Kohl: End of the war in 1945. Drawing students remember. Specialized book service Frankfurt, Frankfurt am Main 1995. (Memories of 25 students)

Web links

Individual evidence

  1. ↑ a b drawing school, facts & figures. Website , query date: May 25, 2019.
  2. ↑ Annual Report 1990/91 , p. 32
  3. ^ Annual report 1991/92, p. 237
  4. ↑ For the “History” section, the following was mainly used: 1913–1988: 75 years of drawing school. Festschrift. Jünger Verlag + Druck, Offenbach 1988.
  5. ↑ https://www.fr.de/frankfurt/ziegelsteine-wachsende-stadt-11148739.html Retrieved on March 30, 2015 07:38
  6. ↑ quoted by: Richard Wagner: Ziehenschule 1913–1923. In: 1913–1988: 75 years of drawing school , p. 22
  7. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 24
  8. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 25
  9. ↑ 1913–1988: 75 Years of Drawing School , p. 26
  10. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 27
  11. ↑ a b c quoted from: 1913–1988: 75 years of drawing school , p. 29
  12. ↑ Wolfgang Remmele: A drawing student experienced World War II and the post-war period. Annual report 1989/90, pp. 125–132
  13. ↑ 1913–1988: 75 Years of Drawing School , p. 39
  14. ↑ quoted from: Erdmut Fehsenfeld: The drawing school in the Third Reich. In: 1913–1988: 75 years of drawing school , p. 40
  15. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 40
  16. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 45 ff.
  17. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 47
  18. ^ Annual report 1989/90, p. 122
  19. ^ Annual report 1989/90, p. 123
  20. ↑ 25 years of drawing school. Reports from the life of the institute from 1913 to 1938 , p. 38
  21. ↑ quoted from: 1913–1988: 75 years of drawing school , p. 53
  22. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 45
  23. ↑ Annual reports 1933/34, 1934/35 and 1935/36, quoted from: 1913–1988: 75 years of drawing school , p. 51
  24. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 51
  25. ↑ quoted from: 1913–1988: 75 years of drawing school , p. 55 f.
  26. ^ Ernst Eberle: Evacuation of the drawing school 1944. Annual report 1989/90, p. 139
  27. ^ Hans Burggraf: School during the Nazi era. In: 1913–1988: 75 years of drawing school , p. 71
  28. ↑ Helmut Mann: Graduation from the drawing school 1946/1956/1966/1976/1986. In: 1913–1988: 75 years of drawing school , p. 79
  29. ↑ Hans Thiel: Headmaster in difficult times: Dr. Karl King. Annual report 1989/90, pp. 137-138
  30. ↑ a b quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 82
  31. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 86
  32. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 87
  33. ↑ Wolfgang Henke: "The attraction of the drawing school." Annual report 1991/92, p. 215. In 1969 Wolfgang Henke was the second site manager.
  34. ↑ quoted from: 1913–1988: 75 Jahre Ziehenschule , p. 95
  35. ↑ Previous press coverage on the debate about the cafeteria ( Memento from April 28, 2013 in the Internet Archive )
  36. ↑ Pull teachers vote for G9 Frankfurter Neue Presse from November 22, 2011
  37. ↑ all data taken from: 1913–1988: 75 Jahre Ziehenschule , p. 264; for the years after 1932 the statistics are apparently incomplete
  38. ↑ He became known outside of school when, together with Gottfried Salomon , he was the founding chairman of a German-French Society (DFG) in Frankfurt in November 1928 and thus contributed to international understanding
  39. ^ Horst J. Rempel: The high school graduates of the drawing school. In: 50 years of drawing school. Festschrift . Frankfurt: Ziehenschule, 1963. pp. 208-229.
This version was added to the list of articles worth reading on August 22, 2007 .