Helen Roche, The Third Reich’s Elite Schools: A History of the Napolas
Notice bibliographique
Résumé
Helen Roche makes some very grand claims about the subject of her recent book, The Third Reich's Elite Schools: A History of the Napolas.The National Political Education Institutes (NPEA, or Napolas) -boarding schools for Nazi Germany's future elites -were, she suggests, a microcosm of the Third Reich itself: they were "a petridish in which many of the Third Reich's most fundamental tendencies can be found in magnified form" (5) and a "prism through which many key aspects of Nazism are refracted" (7).Understanding the Napola school system, she essentially argues, will bring greater understanding of Nazi Germany.While historians of the Third Reich commonly make the case that our narrowly defined, niche topics can shed new light on the Hitler dictatorship, Roche's introductory statements about the significance of these schools, the role of which she admits very few are "fully aware," initially seemed somewhat exaggerated ( 2).Yet, Roche ably and repeatedly proves her point throughout a book which extends more than 500 pages.This is an incredibly detailed, richly described, and meticulously researched book contribution to the education history of Nazi Germany.It also convincingly reveals how these institutes realized "many of the 'aspirations of the dictatorship'" (7), particularly its indoctrination efforts -turning young Germans into Nazis -as well as the creation of positive, lived experiences of the Nazis' promised Volksgemeinschaft (people's community).Roche's work will also resonate with readers of this journal, who are already aware of the history of education's potential for illuminating contemporary history and everyday history more generally.Roche's book offers the first comprehensive history of the NPEA boarding schools for those German students meant to become the political and social elites of the Third Reich.Intended for racially "pure" boys (and later girls) from the age of ten, these forty-odd schools spanned the "Old Reich" and Nazi-occupied Europe by the end of the Second World War.A word like "comprehensive" does not, however, capture just how detailed and expansive this study is.The source material Roche drew upon is mind-bogglingly varied and extensive.(She cites eighty archives in six different countries; she also gathered over one hundred testimonies from eyewitnesses, most of them former Napola pupils.)Much of the limited, and now very dated, previous scholarship on these institutes was written by former students themselves.Roche's position as an "outsider" (albeit with personal experience of girls' boarding schools in Britain) allows her a new, welcome vantage point (vii).The book has twelve chapters divided into three sections."Genesis"sets up the antecedents of, and pedagogical influences on, the Napola system, ranging from continuities with pre-National Socialist educational traditions to British public schools.Here Roche also outlines the racial selection criteria by which students were chosen to attend and describes the intake process.What makes that chapter ("'Selection', Teaching, and Everyday Life") so fascinating is Roche's commitment to a "thick
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