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"The Lonely Romantic": Nature, Education, and Cultural Pessimism

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Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2015 "The Lonely Romantic": Nature, Education, and Cultural Pessimism in the Early Works of Hermann Hesse Erik Paul Wagner Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the History Commons Recommended Citation Wagner, Erik Paul, ""The Lonely Romantic": Nature, Education, and Cultural Pessimism in the Early Works of Hermann Hesse" (2015). LSU Master's Theses. 3585. https://digitalcommons.lsu.edu/gradschool_theses/3585 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. “THE LONELY ROMANTIC”: NATURE, EDUCATION, AND CULTURAL PESSISMISM IN THE EARLY WORKS OF HERMANN HESSE A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of History by Erik Paul Wagner B.A., University of Wisconsin Madison, 2009 May 2015 © [2015/Copyright] Erik Paul Wagner All Rights Reserved ii ACKNOWLEDGEMENTS There are many people in the Department of History who helped me both throughout the transition into graduate school and with the process of writing this thesis. First and foremost, I would like to offer my deepest thanks and appreciation to my advisor, Suzanne Marchand. She has been an unfailing source of advice and inspiration throughout this entire process. Her willingness to discuss and offer advice has been of the utmost value. Also, her lectures, seminars, and discussions have helped me become a better writer and historian. Most importantly, she has patiently guided me on my path to become historian, and hopefully this thesis does justice for such an esteemed mentor. Next, I would like to thank my other committee members, Brendan Karch and John Pizer, for their advice and assistance in this process. Finally, I would like to thank all the professors, with whom I have taken courses, for helping me become a better writer and engaging me in the practice of history. Next, I would like to thank my colleagues in the department, beginning with my fellow Germanists – Jason Wolfe, Scott Berg, and Greg Tomlinson. Jason and Scott, ABDs when I arrived, helped make my transition easier, whether it was a piece of advice from Jason or a goofy joke from Scott. Greg, my officemate, has been a valuable source of information, as well as a friend with whom to discuss graduate life. Finally, I would like to thank my Americanist friends. Tom Barber, Jay Awtrey, and Andrew Johnson each graciously read and provided feedback on my thesis. I thank them for their friendship and for making this department great. My decision to pursue graduate studies in history owes credit to a good mentor and better friend, Ben Shannon. Our conversations were some of the best moments of my time at Madison. He was always genuinely listened to my concerns and understood my philosophical outlooks and iii guided me as best he could. For that I can never be thankful enough. I also want to wish him the best as he finishes his dissertation at UW-Madison. Finally, I would like to thank my family and friends. First, I need to mention my girlfriend, Heidi Mayeaux. My transition to a new state, far from home was extremely difficult, but she settled my unrest. Not only has she been a wonderful and loving partner, but she has put up with my bad moods that naturally accompany the pressures of graduate school. Next, I would like to thank everyone back home in Wisconsin. My sister, Kristin Kaczmarek, has been a constant source of support and guidance throughout my life, and without her I do not know what I would do. I would also like to thank my father, Ken Wagner, and our common interest in Germany. Next, I cannot thank my mother, Kathy Heffling, enough. She has been a rock in my life and has helped me through every moment. She welcomed and urged my pursuit to study at the graduate level and I hope I can make her proud with all of my work. Finally, I need to mention my late grandmother, Betty Heffling. She was a wonderful and kind woman, who was proud of my academic pursuits, as she was proud of all of her grandchildren. I wish that she could have seen me not just finish my thesis, but my future doctorate, as well. It is to these two most important women, my mother and grandmother, that I dedicate this work. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................................... iii ABSTRACT ................................................................................................................................... vi INTRODUCTION ...........................................................................................................................1 CHAPTER ONE: NEO-ROMANTICISM, LONGING FOR NATURE, AND PETER CAMENZIND .................................................................................................................................16 Land Reclamations and Reactions .....................................................................................17 Nature in the Works of Hesse ............................................................................................26 Conclusion .........................................................................................................................48 CHAPTER TWO: EDUCATION, GENERATIONAL CONFLICT, AND BENEATH THE WHEEL ..........................................................................................................................................50 German Education in the Nineteenth Century ...................................................................51 What About the Students? .................................................................................................58 Hesse and Education ..........................................................................................................66 Conclusion .........................................................................................................................82 CHAPTER THREE: FIN DE SIECLE CULTURAL PESSIMISM AND DEGENERATION IN GERTRUDE AND ROSSHALDE .............................................................84 Discontent with the Modern...............................................................................................85 Psychology of Despair - Gertrude .....................................................................................92 Rosshalde – A Finale? .....................................................................................................103 Conclusion .......................................................................................................................114 EPILOGUE: HESSE AND THE GREAT WAR.........................................................................116 CONCLUSION ............................................................................................................................133 BIBLIOGRAPHY ........................................................................................................................137 Primary Sources ...............................................................................................................137 Secondary Sources ...........................................................................................................138 VITA ............................................................................................................................................143 v ABSTRACT This study examines the early works of Hermann Hesse in the historical context of early twentieth-century Germany. While Hesse’s literary career spans over six decades, most scholarship focuses only on a brief period. Historians study his Weimar novels, as psychologically penetrating pieces that offer insights into this fascinating and chaotic era of German history. Yet, Hesse’s early works have not received due attention in historical scholarship. This situation is unfortunate because Hesse’s prewar writings provide interesting and relevant commentary on life in fin de siècle Germany. Hesse’s early writings offer unique insights into aspects of German culture and society, specifically regarding nature, education, cultural pessimism, and the Great War. As industrial society increasingly encroached upon middle-class life and the natural world, Hesse implored people to slow this destruction and love nature. Even though the German educational system became world famous, Hesse worried that its rigors often crushed the creativity and individuality of young men and women. In such a fast-changing world, many intellectuals pessimistically viewed progress and thought that society was in decline, but Hesse advised against such radical ideas. Finally, Hesse became an outsider during the Great War, as his pacifist commentary stood in contrast to widespread nationalism. This study’s close look at Hesse’s early works will demonstrate that the Weimar image of the author does not allow for a complete picture of the writer or his relevance to German history. When Hesse’s prewar writings are better understood, we will gain insights into the struggles faced by middle-class Wilhelmine society, in
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