English Translation

56a 96 the Reichskommissar für die Festigung deutschen Volkstums expressed itself together with the deputy of the leader and the administration of the National Socialist teacher federation and only the best teachers decisively pointed out that only well qualified teachers from all over the Reich are sent to the eastern regions for the east. In doing so, the experience gained has to be taken into account that an entrance of teachers of the Old Reich in the East is only meaningful and successful on the basis of voluntariness. The Eastern policy of the past, which "commanded" all unusable and regarded as unpopular persons to the East, should not repeat itself. The high demands that the East itself and its people create there can only be mastered by characteristically, professionally and politically strengthened educators. For this reason, it has been repeatedly stressed by the Bor bodies that teachers from the Old Kingdom who are not familiar with the Eastern constituencies must be prepared for their tasks before they enter the school by means of short-term courses. Furthermore, school houses and teachers' homes should be designed in such a way that they can be regarded as a model. The relevant aspect of the organizational expansion and the continuation of the German school system in the school-specific East is to be laid the decisive emphasis of all measures on the expansion of schools for pupils - situation clearly German ethnicity. The school treatment of foreign people is not urgent, and the recording of their children can be carried out at a later stage by extra-school measures. Special difficulties also arise with regard to the school situation. As a particularly clear example, reference should be made to the level of achievement of the schools of the Reichsgaues Wartheland. Here two main areas can be distinguished: the old Prussian and the old Russian circles. The German language is relatively pure due to the strong polo-niferation efforts in the old Prussian circles. Parents and children have sufficient German language skills, even if the children had to attend Polish schools for years. Things are quite different in the old-Russian circles, especially in the eastern circles of the government 8 district Hohensalza and in the government district Lissmannstadt. Here the polonization process has progressed alarmingly far. The common language of the people's Germans in these areas is mostly Polish. The children had to attend exclusively Polish schools, so that today each class of the German school has a large part of such pupils (-inside) who do not understand a German word. From this the school subject results the necessity to start with the most important initial reasons of reading and writing. Since most of the teaching time is spent with the teaching of elementary knowledge, there is little time left for the necessary technical information in history, geography, biology, etc. In the districts in which numerous Baltic Germans, Volhynia Germans, Bessarabia Germans are fed or in the near future are fed, the school gives a uniform picture. Although the children of these resettlers also speak a relatively good German and are able to follow a further education, the school class is nevertheless divided into different performance groups.The lack of this minimum of anticipations, which the pupils bring with them, stands a very good teacher low skill of the folk-German teachers. Polonization has also taken on a considerable extent in the teachership of the Eastern Circles. There are numerous teachers who speak only broken German, who above all lack the sense of language for correct article and fall-feeling completely. Soßbildung und Wortstellung are not German, but Polish. The necessary measures for the training of teachers are initiated by the competent personnel of the Reichsstatthalter in agreement with the above-mentioned bodies. The German development of German higher education and technical education in the eastern regions shows that higher education is a welcome fact that the lack of teachers does not exist to the extent that the teachers of the primary school exist. In the construction and establishment of higher schools, it was necessary to take account, above all in the Ostgauen, of the fact that the children of the resettled people German can take part in the teaching operation as soon as possible and without great personal pleasures by means of short-term transition measures. At the same time, the children of the rural population had to be given the opportunity to live in the immediate vicinity of the school in Jnternaten or in homes.