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Norwegian Teachers' Pledge to Their Pupils of April 9, 1942 Norway's Teachers "On February 5th Norges Laerersamband was established. A few days later I sent in my resignation because I found that member­ ship in the organization might place upon me duties which I for reasons of conscience could not assume. I am still of this opinion, and I have recently sent the following statement to the school board: Stand Firm "'I reiterate my protest against membership in Norges Laerersamband. At the same time I must in loyalty to my calling and conscience declare that I, in consideration for my pupils and their parents, wish to resume teaching. I request that this be made known to higher authorities. I have made this statement because those two things-to be a member of Norges Laerersamband and to teach-are irreconcilable. For the same reason I cannot agree "I will not call upon you to do anything which I with the Department's opinion to the effect that those who teach are automatically members of the Laerersamband.' regard as wrong. Nor will I teach you anything which "One of our dearest national songs tells us that 'every child's I regard as not conforming with the truth. I will, as soul we unfold, is another province added to the country.' Together I have done heretofore, let my conscience be my guide, with church and home we teachers have the responsibility to see to it and I am confident that I shall then be in step with that this unfolding occurs in Christian love and understanding, and the great majority of the people who have entrusted in conformity with our national cultural traditions. We have been charged with the task of giving you children the knowledge and to me the duties of an educator.'' training for the thorough work which is necessary if every single one -From Teachers' Pledge to Pupils of you is to receive complete development as a human being, so that you can fulfill your place in society to the benefit of others and yourself. This is the duty with which we have been entrusted by the Norwegian people, and the Norwegian people can call us to account for it. "We know also that the sum of the knowledge and will-to-work in a country is the greatest and most lasting of all that country's assets. It is our duty to hold a protective hand over these resources. We would betray our calling if we did not put all our strength into this task, especially during the trying times which we are now experiencing. Every curtailment in the school's activity is an undermining of the foundation upon which our people's future is to be built. "However, the teacher's duty is not only to give the children knowledge. He must also teach the children to have faith in, and to WAR INFORMATION earnestly desire that which is true and right. Therefore he cannot, without betraying his calling, teach anything against his conscience. KEY CENTER He who does so sins both against the pupils he is supposed to lead and against himself. This, I promise you, I shall not do. University of Toledo Library "I will not call upon you to do anything which I regard as wrong. Nor will I teach you anything which I regard as not conforming with To/edo, Ohio / the truth. I will, as I have done heretofore, let my conscience be Published by my guide, and I am confident that I shall then be in step with the RECEIVED ~tr> ~ 1~(: great majority of the people who have entrusted to me the duties The ,Royal Norwegian Government's Press e of an educator." 2720 34th Street, N. W. • Washington, D. C.

I ] Norway's Teachers An Appeal from Inside Norway Stand Firm While Nazi terrorism against teachers was at its height, the following appeal was received by the Royal Norwegian Government in Exile in London after being smuggled out of Norway. It was addressed to "right­ thinking men and women the world over:"

"There is darkness over Norway today. The Norwegian people are crushed by an iron heel. A small gang of "I will not call upon you to do anything which traitors has delivered over country and countrymen to the I regard as wrong. N or will I teach you anything terror of a foreign power. This gang is consciously seeking which I regard as not conforming with the truth. I to destroy the things which the Norwegian people hold will, as I have done heretofore, let my conscience sacred: freedom, humanity-the very basis of Norwegian be my guide, and I am confident that I shall then culture. be in step with the great majority of the people who "But .a flame has been lit which shines through the have entrusted to me the duties of an educator. " darkness: every Norwegian is ready today to play his -From Teachers' Pledge to Pupils part in throwing off the yoke of the oppressors. Today the Norwegian people know that the schools and the churches are in the very front line. They see that the Norwegian teachers are fighting, despite suffering and anguish, as proud and courageous unarmed shock troops in the battle for the very foundations of the life of the Norwegian people: free­ dom and culture. "The treatment of the Norwegian teachers will arouse a storm of indignation-a storm which will go far, far beyond the frontiers of Norway. We Norwegians appeal to right-thinking men and women the world over: consider wdl what is happening in Norway. Thousands are suffering in prisons and concentration camps; many have been shot. The teachers are being driven like cattle through the land. "STOP THIS BARBARISM!" Published by The Royal Norwegian Government's Press Representatives

2720 34th Street, N. W. W ashington, D. C. FOREWORD 500 Teachers on "Death Voyage" This stirring account of the resistance of the teachers of Norway to the repeated attempts of the Quisling puppets to prostitute education AZI treatment of the 500 arrested bring all their teaching activities into full to the purposes of Nazi propaganda will, I believe, deserve wide reading N Norwegian teachers who (during harmony with the New Order. by Americans. April, 1942) were shipped overland and This move on Quisling's part had a by sea to work camps in northern Norway twofold purpose. First, it was intended The teachers of Norway have nobly held true to the best traditions has been described by competent observers as the opening wedge in Quisling's plan of liberty and democracy. In spite of imprisonment in concentration as the worst act of terror experienced in to reorganize Norwegian society, by camps, beatings, threats of dismissal and other forms of persecution, they Norway since the arrival of German force, for a new governmental system have steadfastly kept the faith. Their stubborn defense of freedom to occupation forces in April, 1940. under which citizens would eventually be learn against those who would despoil the minds of youth will inspire Most of these teachers were middle­ represented according to their trades or in the teachers of the United States admiration for their Norwegian aged or elderly men-men who had spent professions rather than their places of colleagues and a firm resolve and self-dedication to the achievement of all their adult years in the serenity of residence. Secondly, it was to speed up victory over the pagan tyrants who seek to throttle civilization itself. classroom routine in Norwegian towns the program of indoctrinating children J. W. STUDEBAKER, and villages. Shunted about the country with the principles of Nazism. in coal or cattle cars, taunted and abused The teachers couldn't stomach it. By U. S. Commissioner of Education. in concentration camps, finally packed the hundreds and the thousands they aboard a small, decrepit and unsanitary wrote to Quisling's Department of Church steamship, many of the teachers fell se­ and Education, resigning from member­ riously ill. Some went insane. Some died. ship in the Laerersamband. By mid-April All suffered from fatigue and exposure. more than 12,000 of them had resigned. CONTENTS Today these teachers, and others who At the very outset the Nazis had threat­ PAGE followed them, are confined to labor ened that all teachers refusing member­ 500 Teachers on Death Voyage ...... 3 camps in or near Kirkenes, in the desolate ship in the organization would no longer regions of northernmost Norway. Some be permitted to teach and would be put No Teachers' Strike in Norway...... 7 are working on German military projects to "socially useful work in northern Nor­ Nazism vs. Pre-War Education in Norway ...... 9 as common laborers; others are loading way, or elsewhere." It came, apparently, Schools and the Nazi Invasion ...... 13 and unloading the German ships that put as a complete surprise to the Nazis that in there, bringing supplies to troops the teachers preferred labor service to The "New Spirit" in Education ...... 14 operating in northern Russia. membership in the Laerersamband. They Nazis Reorganize the School Administration ...... 20 retaliated by ordering wholesale arrests. Why Were They Arrested? How Schools and Universities Oppose the New Order...... 24 Soon between one and two thousand One of Vidkun Quisling's first acts, teachers from all parts of Norway were Nazi Methods of Crushing Resistance ...... 30 after his elevation to the office of Minis­ locked up in concentration camps. ter-President on February 1, 1942, was to proclaim a law which automatically Prelude to the "Death Voyage" made all Norwegian teachers (there are Strengthened and encouraged by the about 14,000 of them, all told) members valiant stand taken by the teachers, people of a new Nazi-created organization called of other trades and professions displayed the Laerersamband (Teachers' Union). similar resistance when Quisling's pro­ As members of this organization, the law gram for the reorganization of society stated, all teachers would be obliged to reached or threatened them. Angered 3 and confused, the quislings and their ficient food. In the afternoon came more of 250 passengers. Hygienic conditions band. Suggest medical examination for German overlords decided what Norway gymnastics, and it happened frequently aboard were described as "extraordinarily all teachers." needed was an object lesson. that the teachers were required to hold bad." Bishop Stoeren, together with 28 pas­ Early in April, 1942, about 700 teach­ a difficult position for a long time while The 500 teachers were ordered into the tors of Troendelag, sent the following ers who had been arrested in Bergen and the German SS soldiers in charge called cargo holds or elsewhere below deck. telegram to Ragnar Skancke, Quisling's eastern Norway were brought to Joerstad­ a "rest period" for themselves. Congestion was so great that teachers Minister of Church and Education: "In moen, an old military training ground at To prevent escapes Joerstadmoen was collapsing from fatigue fell on top of the name of Jesus Christ and humanity Faaberg, near Lillehammer. surrounded by lofty watch towers, three each other or sprawled among the feet the undersigned pastors plead for mercy Most of them arrived there after a 14- barbed wire fences and spot lights. In of those still able to stand. There were for the more than 500 teachers who are hour railroad trip in open coal cars. They the middle of the night would come no blankets, no sleeping accommodations now being sent northwards. We cannot received no food en route. Arriving at "alarms" to the effect that all teachers and insufficient food. Protests poured in be silent in the face of the sufferings Faaberg Station in the middle of the must be ready to leave for the Russian to authorities from Trondheim residents which we know they are going through. night, the teachers were ordered into line front in two hours. All communication who were aware of these conditions. The echoes of these will soon resound and marched to Joerstadmoen, 10 miles with the outside world was broken off. Only Dr. Rian, a Nasjonal Samling throughout the entire country." To this away. Several collapsed from fatigue The teachers were never permitted to (Quisling party) member, was permitted telegram Quisling merely replied that "it during the march. They .fell to the ground receive letters or packages. to board the ship. He administered aid is the teachers who have transgressed, and and remained lying there till guards Under this treatment 20 teachers broke to approximately 100 sick teachers. It the pastors should rather be trying to talk ordered them to their feet and forced down, joined the Laerersamband and were was declared at least 10 doctors would be them into using their common sense." them to march onward at double-quick released. An additional 30 were given necessary to properly look after the sick. Eye-witnesses described conditions in time in order to catch up with the others. their freedom simultaneously, however, Two teachers were found to have become the hold of the ship. The only light The treatment at Joerstadmoen was de­ since the authorities wanted "a more im­ demented, and several others showed came through a tiny crack high overhead. signed to break the teachers down physi­ pressive" number. Most of those who signs of "prison psychosis." Dr. Rian's There was a "terrible stench,'' and no cally and psychologically. They were joined were sick. All the others refused repeated protests against permitting the fresh air. From everywhere rose the des­ awakened at 6 A. M. and given a slice to listen to either offers or demands ship to sail fell on deaf ears. perate moans of those who were ill. It of bread for breakfast. Following this despite the fact that all of them were was stated that hardened longshoremen Even the Quislings Were Horrified came a period of strenuous gymnastic undernourished and most of them were of Trondheim arrived home that evening drills and double-quick marches. Those sick with colds or other disease. likewise a series of personal appeals with tears in their eyes and with gruesome who faltered were given extra punitive to Terboven and Quisling proved futile. accounts of what they had seen during In Cattle Cars to Trondheim exercises afterwards. One of these exer­ Provincial Governor Prytz, a Quisling their workday. On Monday, April 13, cises consisted of making teachers wallow By April 12th there were still 650 satellite, telegraphed: "At least 500 teach­ five teachers, critically ill, were taken on their stomachs through ice water, snow teacher prisoners at Joerstadmoen. Of ers plus guards to depart from Trondheim ashore and brought to a Trondheim hos­ and slush while keeping their hands on these about 150, who were seriously ill, on S.S. Skjerstad. Hygienic conditions pital. On the following day the ship's their backs. One particular group was were on that day transferred to Grini con­ on board are extraordinarily bad, accord­ captain vainly tried to prevent the "death put through this exercise on the ground centration camp near Oslo. The rest were ing to Nasjonal Samling member Dr. voyage" by refusing to assume responsi­ just behind the camp latrine. sent north to Trondheim. Rian of Reitegjerdet Asylum. Many are bility for the ship, claiming there were After 4-5 hours of such drilling the The trip from Faaberg to Trondheim not able to lie down at night but must not enough life preservers and that the teachers were put to work under German was made in cattle cars with the teachers stand since ship has room for only 250 vessel was overloaded. SS soldiers. This "work" would some­ packed in so tightly they were unable to passengers. Many of the teachers are As a final move the teachers themselves times consist of transporting snow on sit down and scarcely able to budge. Im­ very ill with pneumonia, stomach ulcers, came forward with a declaration that they broom handles, with table forks, in scrub­ mediately upon their arrival they were asthma, bronchitis, cerebral hemorrhages, were willing to "negotiate with the bing cloths or with bare hands. Or it sent aboard the S.S. Skjerstad, a wooden insanity. Two toilets for all. Kitchen Nazis" in order to save the lives of those might be some other equally useful job, vessel built in 1904. It had been laid up capacity limited to 250 at most and can­ among them who were sick. But Ter­ such as moving a woodpile from one part for years but was being .returned to not take care of all during trip. Water boven rejected this offer as he had re­ of the camp to another and then back service because of the shipping shortage. supply entirely insufficient. Several have jected earlier protests, and Quisling fol­ agam. The prisoners never received suf- The ship was designed for a maximum expressed willingness to join Laerersam- lowed suit. "The teachers were given 4 5 their chance to join at Joerstadmoen," it decks. Someone among the spectators was declared. "Now it is too late." It started collecting gifts of money for fami­ was later ascertained, however, that al­ lies of the teachers, but Gestapo agents though willing to "negotiate," the teach­ soon got wind of this and promptly con­ No "Teachers' Strike" in Norway ers had no intention of joining the Laer­ fiscated the collected money. ersamband. In that stand they never Ahead lay the mined and submarine­ HE teachers of Norway have at no that teachers were solidly--0r all but wavered. infested waters of the Arctic coast. A T time gone out on strike. A dispatch unanimously-opposed to Laerersamband check-up of life-saving equipment re­ which came out of Norway late in April, membership. And the Nazis had said The "Death Voyage" vealed that the ship was short 20 life­ 1942, branded any such insinuations as flatly that only Laerersamband members At 3 o'clock in the morning of boats. The supply of life preservers was "a barefaced lie." would be permitted to teach. Wednesday, April 15, the Skjerstad set also inadequate. It is true that the schools were closed As March 1 approached the Nazis saw out from Trondheim. On April 16 it At Hammerfest, where the Skjerstad for several weeks during the spring of plainly they would not be able to carry paused at Bodoe, and only the Red Cross called on April 25, all teachers were kept 1942, but this was due entirely to action out their blatant threats. In order to pro­ was admitted aboard. From then on, how­ below deck with doors locked and all taken by the Nazi authorities. vide themselves with a breathing-spell, ever, all visits were barred, the authorities curtains drawn. This was standard prac­ When Minister-President Quisling pro­ and also to "save face," they suddenly claiming that the Bodoe Red Cross had tice wherever the ship put in at a pier. claimed the law establishing the Laerer­ ordered all schools suspended for one brought aboard more gifts of food and Despite the terrors of the long voyage samband he also announced a law which month-because of the "fuel shortage!" other comforts than the teacher-passengers and the ordeals that preceded it, the provided for the expansion of a Nor­ The schools closed February 26, and most deserved. Skjerstad' s passengers were unbroken in wegian youth organization, patterned of them did not reopen until May 1. Every third day during the 12-day spirit when the ship reached Kirkenes, after the famous Hitlerjttgend of Ger­ All teachers who refused membership voyage each teacher was given a loaf of near the Finnish border, on April 28. many and called the Ungdomsfylking. in the Laerersamband were denied their bread and a tiny dab of butter. This they It is not known how many failed to sur­ Membership, said Quisling, was to be salaries for March. On March 17 the ate together with German "ersatz" coffee. vive the journey, but a death notice pub­ compulsory for all children between the Nazi Department of Church and Educa­ Seldom were they served anything resem­ lished in the May 9th issue of the Oslo ages of 10 and 18 years. As members, tion notified all local school boards that bling a dinner. But meanwhile the newspaper Aftenposten told the story of the youngsters would be required to "do all teachers who had not signed their German guards on board made merry, the fate of one of them. Set up in the service" (this phrase has never been ex­ declarations of membership by March 28 holding daily drinking parties and living traditional Norwegian fashion with heavy plained) and also be trained as Nazis. were to be considered dismissed. The in the comparative comfort of the ship's black borders, the notice stated: The law was to take effect March 1. teachers thus dismissed submitted a new staterooms. From the clergy, the parents and the protest against membership, declaring that On Thursday morning, April 23, the teachers rose an immediate and violent out of loyalty to their calling and con­ Skjerstad arrived at Tromsoe, and de­ storm of protest against this youth pro­ science, and out of consideration for par­ parted the same evening. A German doc­ gram. Everywhere it was regarded as a ents and pupils, they wished to continue tor came aboard and ordered six of the t TEACHER OLAV HOLE means of removing children from the teaching. After Easter (April 5) the most seriously ill teachers removed to a non-Nazi influences of the Church, home teachers attempted to reopen the schools. local hospital. My beloved husband and my and school. And as the days wore on, The authorities countered by announcing unforgettable father, died at The ship had anchored out in the Kirkenes, May 6, 1942. the storm of protest gave no signs of re­ through the newspapers that all teachers Tromsoe harbor rather than putting in lenting. who resumed teaching would automati­ at a pier, and no boats were permitted (Signed) At the same time a companion storm cally become members of the Laerersam­ Elisabeth Sten Hole, wife in the vicinity while the Skjerstad was J orunn Hole, daughter was raging against the Nazis, this one band. But the teachers did not allow there. From shore, however, townspeople coming from the teachers who were dem­ themselves to become confused. At all could see small groups of teachers being (Dated) May 6, 1942, at onstrating their hostility to the Laerer­ schools where instruction was resumed the Tjoelling. brought above-deck for brief airings; they samband law. It, too, grew worse and teachers read an identical statement of could also see armed guards patrolling the worse for the Nazis as the days of Feb­ policy to their pupils-one which left no ruary passed. From community after com­ doubt as to where the teachers stood in munity, school after school, came word relation to the Laerersamband. It was 6 7 the now-famou5 "Norwegian Teachers' nounced their readiness to resume teach­ The following pages present an account of the historical background of the No1·wegian public school system and a review of the Nazi attacks Pledge to Their Pupils of April 9, ing-even without pay, if necessary. But made upon it during the early phases of the occupation period. 1942."* they were determined not to allow them­ On April 25 the Nazi Department of selves to be tricked into any false under­ Church and Education sent out a circular standings. So on May 1 they again read Nazism vs. Pre-War Education the full text of the April 9th "pledge" to letter indicating that the Nazis were back­ HE treacherous and unprovoked ag­ visit the exhibitions, participate in the their pupils. tracking. The letter revoked the order gression which in April, 1940, made sports, and make the travels which their Thus, after three months of turmoil, T providing for the dismissal of all teach­ Norway the victim of German lust for elders think good for them and provide ers who refused to join the Laerersam­ Norwegian schools were once again run­ power, brought to this peaceful and pro­ for them. In other words, education in ning normally (or as nearly so as pos­ band. It also rescinded the rule that only gressive democracy the alien ideas and every conceivable aspect, according to the sible) and the Nazis had not gained one Laerersamband members should be per­ strange manners of the new "master race." Nazi doctrine, exists only as a function inch of ground against the solid front of mitted to teach. Finally it announced all The occupation of foreign territory and of and for the State and as such is an schools would reopen under the above the teachers. They had tortured some, to the looting and pillage of other people's instrument for preparing the individual conditions on May 1. To cover their ap­ be sure, and arrested or molested many property are not enough for the N azis. for the New World Order. parent retreat the Nazi authorities hailed others, but the Laerersamband plan had They need extra assurance that their con­ the reopening of the schools as a victory failed. quest is complete and absolute; so they THIS SKETCHY SUMMARY of the Nazi for their side, and declared all active Only the Nazis would not admit this. try to possess the soul as well as the body idea of education must be borne in mind teachers were members of the Laerersam­ Since May 1 they have made several spo­ by attempting to inflict the Nazi pattern radic attempts, by bulldozing as well as as it is contrasted with the Norwegian band regardless of protests. of life upon the conquered peoples. cunning and skulduggery, to bring the conception of learning. The educational The teachers returned willingly to their Besides being a political system, a mili­ teachers into line, but all have failed. The system of Norway, like that of any other posts on May 1. They had repeatedly an- tary method, and an ideology, Nazism teachers of Norway remain true to their country, reflects to a certain degree the purports to be a philosophy of life for political and social structure of the nation. * See back cover of this booklet. calling and conscience. the individual, a Lebensanschaung. As Therefore the Norwegian school system such it is fundamentally hostile to the as it existed before the invasion revealed analytical method and despises the Car­ a great deal about the nature of Nor­ tesian examination into the essentials ot wegian democracy, and a study of it is Nazis Call a Retreat life in search for truth. It is a creed to necessary if one is to understand how be adopted unconditionally, completely, Simultaneously with the reopening of schools on May 1, 1942, Orvar fundamental was the break with long es­ and blindly. But such a creed can be ac­ Saether, national leader of the Nazi Laerersamband, sent the following tablished traditions which the Nazi con­ cepted only by minds that can be ham­ notice to all his local representatives: "Representatives of the Laerersamband quest brought about. mered, shaped, and left thus, with noth­ are to take note of the following: ( l) All discussions pertaining to As far as obligatory instruction of youth ing else permitted to interfere. declaration or non-declaration of membership are to be avoided; no signa­ is concerned, Norway has fairly old tradi­ The Nazis, however, know that all nor­ tures are to be demanded. (2) Local (Nazi) party members are ordered tions. King Christian VI (early 1700' s) mal human beings are inclined to question not to interfere anywhere; decisions regarding the opening or closing of introduced a law to the effect that all things. Hence they take the children at schools rest with the Department of Church and Education. ( 3) Keep children should receive some religious in­ the earliest possible age and with iron close check on those who are pulling wires; keep a list of them and report struction. This embryo of a compulsory discipline throughout the school system, them along with those who do not resume teaching. ( 4) Keep in close touch elementary school took shape through a including colleges and professional with the national leadership; do not undertake anything extraordinary with­ law of 1837, which made it a duty for schools, try to mould them into autom­ out first asking. (5) Make a list of those who should be permanently all parents to send their children to gram­ atons to suit their masters. dismissed." mar school. A later law ( 1860) laid Even in their leisure hours the young down new principles of teaching and people are supervised to avoid influences stated that each district should have at of liberal thinking. The youngsters see · least one elementary school. This law the plays and movies, hear the music, of 1860 is astonishingly modern in spirit 8 9 because it set up a framework for Nor­ perts since the 1860's. Quite naturally, organization of schools and instruction. Six-Year-Old Patriot wegian educational activities which, ex­ some partial solutions had been found Before proceeding further, let us try cept for minor modifications, remained before 193.5, and these had been experi­ to answer the following question: What School children of the city of unchanged till 1935. Beginning that mented with on a smaller scale. A dem­ does education for democracy mean ? Bergen had been ordered to attend year, however, many changes were made ocratic education for the entire people First of all, it means an attempt to de­ a Hitler youth exhibition. Instead in both elementary and secondary schools; had stood the test; the new reforms were velop harmoniously the entire personality of entering the hall they marched and reforms were also brought about in to bring it to far greater perfection by a -soul and body-in order to make of past the door singing the Norwe­ teachers' colleges, professional schools, bold, large-scale reorganization. each individual a citizen fit to play his gian national anthem and shouting and evening schools. To summarize: The Norwegian edu­ part as a free human being among other "Long live the King!" All were cational system aimed to educate for de­ equally free human beings. arrested except a tiny six-year-old Secondly, it means the inculcation of a THESE LATEST REFORMS were all made mocracy on a nationwide scale. The first who had been overlooked. The in a strictly evolutionary spirit that car­ part indicates the subject matter, the sense of responsibility-respect for the little chap darted up to a policeman ried on traditions cherished for genera­ spirit, and the methods of the national other person's rights and respect for law and shouted: tions in democratic Norway. The prob­ education; the other part, expressing de­ and justice. "Long live the King! I want lems which they aimed to solve had pre­ termination to make education accessible Finally, it implies that truth is the to be arrested, too!" occupied the minds of pedagogical ex- to every citizen, concerns the practical ultimate goal of all knowledge and in­ tegrity the finest moral quality. To declare that these noble goals were teaching were constantly warned against always attained would be presumptuous. bringing political propaganda into the When Teachers' Minds Are Made Up But there is no exaggeration in saying that classroom. Imposing any definite po­ The Nazis have not given up their efforts to enroll school teachers in both the administrators and the theorists litical doctrine on a young and untrained the Laerersamband. On May 4th, for instance, all teachers of an unnamed who created the framework of our schools mind was regarded as one of the capital city were summoned to a meeting with the school board chairman who and those responsible for the practical sins in education. Free discussion was presented them with the following question, demanding they answer yes application of the pedagogical methods encouraged among the pupils; conflicting or no: "Do you agree to comply with the Department's invitation to con­ strove to the best of theit; ability to make opinions were not only tolerated but tinue teaching as a member of Norges Laerersamband?" The first teacher these ideals a living reality. Evidence of stimulated. thus questioned replied that he had been meeting his classes since April 10th this was found in the authorized current and that he was willing to continue, but added that in accordance with the textbooks, which were written to en­ PouTICALLY, loyalty to the country's in­ Department's letter of April 25th it was not necessary for him to make any courage and develop independent think­ stitutions was taken for granted because further commitment. The chairman repeated his demand for a yes or no ing in the schools. it was amply demonstrated that such a answer, and the teachers then asked for time out for a conference. This The conception of discipline was an­ loyalty would benefit the whole com­ was denied, and the chairman offered the teachers a chance to sign a pledge other example of this truly democratic munity and thus, in final analysis, be to stating "the following teachers agree to comply with the Department's spirit in the Norwegian schools. Disci­ the advantage of every citizen. The teach­ request and to continue teaching as members of Norges Laerersamband." pline, it was maintained, was not to be ing of civics and national history never All .the teachers refused to sign. So the chairman changed the pledge to achieved by any kind of coercion from idolized the concepts of state and race read: "The following teachers cannot comply, etc." Again all the teachers above. The teacher was supposed to but tried to bring home a sense of civic refused to sign, so the chairman took it upon himself to write their names awaken active interest in the subject responsibility-a feeling that law and under the statement. The teachers requested that a statement indicating studied, stimulate the pupil's desire for justice are based on mutual agreement; their willingness to keep on teaching be added to the record, but this was direct participation, and thus make proper namely, that they provide common bene­ refused. One teacher insisted that it be included, and the chairman told conduct a matter of course. The teacher fits but also impose on all citizens an him he was discharged. After the meeting all the teachers joined in sending was strictly forbidden to stifle individual equal share of civic duties. The fact that a telegram to authorities stating that they had been teaching since about initiative and to retard the development these simple and wholesome principles of April 10th and were willing to continue doing so. The incident reflects of character by impressing on the pupils the relations between the state and the how obstinately teachers all through Norway hold to their principles. his dominating personality. Students individual had penetrated so deeply into taking courses in pedagogy and practical the consciousness of the average Nor- 10 11 wegian was due largely to the spirit that ing to the continuation schools which permeated the teaching in the schools. would have completed the new educa­ They were accomplishing what we have tional structure. explained was their primary task, that of Every Norwegian child, wherever he providing education for democracy. lived and to whatever social stratum he Schools and the Nazi Invasion As for the second duty of the school belonged, had to complete the entire T WAS hardly to be expected that the proved no less ardent than their elders system-that of making unlimited educa­ course provided in the elementary school. Nazis would let the Norwegian in their struggle against the New Order. tion accessible to every Norwegian citi­ From there a young boy or girl eager I schools alone! After some bickering and Feeling their failure, the Nazis turned to zen-great progress had been made. An for learning could pass directly over to futile attempts to bring the Norwegians the weapon of the weak-repression by outstanding contribution to this was the other schools suited to his tastes and over to their side by a show of leniency, force. An endless succession of dismis­ previously mentioned series of school re­ talents. The instruction given in a Nor­ they decided to use as an instrument for sals, arrests, incarcerations and other signs forms which were being put into effect wegian gymnasium was somewhat more their ends a puppet government, headed of brutality fill the Quisling record. during the years immediately preceding advanced than that given in an Ameri­ by the arch-traitor, Vidkun Quisling, and Nevertheless, opposition does not seem the German invasion. Their real purpose can high school. It included subdivisions followed by the Nasjonal Samling party to abate. Protests continue; school chil­ was the complete unification of education for the scientific and mathematical which since 1933 has never represented dren go on strike ; the passive resistance in Norway, so as to render it possible for branches ( reallinje). In addition, there more than two per cent of the entire -very improperly termed because so every Norwegian child to select any line were professional schools, training population. Its membership was made much active courage and positive action of education for which he had any talent schools, continuation schools, etc. When up of the least desirable elements of Nor­ are involved-manifests the stubborn will and to continue his studies to comple­ the full course provided in any one of wegian youth, a few fanatics and some to maintain the national heritage of spir­ tion at the minimum cost of time and these schools had been completed satis­ "malcontents" with aching inferiority itual freedom. money. factorily, the student was qualified to complexes. enter the universities, technical institutes, Once in power, the quislings wasted agricultural schools, commercial colleges, Salaries Withheld THE FIRST of these reforms concerned no time in turning their attention to the or other advanced schools. The unifica­ the secondary schools (gymnasier) and educational system as a powerful weapon The Nazis also used economic tion advocated by the disciples of the was authorized by the law of 1935. A in the struggle for the establishment of pressure in their efforts to break ecole unique idea actually had been car­ year later a similar law applying to the the New Order. The Nazi spirit, they up the teachers' resistance to the ried very far through the recent reor­ elementary schools was enacted. In 1938 declared, was to permeate the whole edu­ Laerersamband law. On March ganization. the reform reached the teachers' colleges, cational system. The Nazis and their 7 all teachers were notified that There was an intimate connection be­ and in 1939 reforms were applied to pro­ Norwegian 1m1tators, however, soon before drawing their pay they tween Norwegian schools and the func­ fessional schools. Finally, just at the time found out that few, if any, of the school would have to sign the following tioning of the democratic government. when the Germans were making the last personnel, whether within the administra­ statement: "I hereby declare that In each community existed a local school preparations for their attack on Norway, tive bodies or among the active teachers I am a member of Norges Laer­ board, the membership conforming po­ the Storting was discussing a law pertain- in grammar schools or colleges, were will­ ersamband according to the law litically with that of the municipal coun­ ing to accept and advocate the new ideas. of February 5, 1942." Teachers cil which was elected on the basis of Consequently the new masters had to refusing to sign were to be re­ proportionate representation. The po­ No Celebration launch a reorganization of both institu­ garded as dismissed and were to litical party which at any given time had tions and the personnel. receive no compensation for serv­ Because almost all members of the majority in the community thus had ices after March 7. In some cases its faculty had been arrested and the main influence in the local school This again led to a series of conflicts salaries already earned were with­ shipped to labor camps in northern board. This, on the whole, had proved in which all the representatives of public held. Oslo teachers did not re­ Norway, the famous Cathedral excellent for the welfare and develop­ education fook a firm stand, bravely de­ ceive their pay-checks for Feb­ School in Oslo was unable to cel­ ment of public education. As a matter fying the new rules, often at the cost of ebrate its 725th anniversary on of fact, many of the best initiatives taken their j.obs and even their personal lib­ ruary. April 28, 1942. in education originated with local school erty. Norwegian pupils and students boards in progressive communities. 12 13 ment of Church and Education. A few old Norsemen as well as the others, quotations from this truly strange inter­ the sun has been a kind of messenger from God. And in His honor the Sun pretation of Christian principles may il­ Cross was put on all the battle-shields. The "New Spirit" in Education lustrate the new spirit and give an idea Now the old Sun Cross symbol shall once of what is in store for school children. more unite the Norwegian people for HE men of the New Order did not use and stated teachers would be held re­ Here is Feyling's explanation of Lu­ Norway and for God." T not at once announce in clear sponsible in case any anti-German propa­ ther's explanation of the Fourth Com­ Ragnar Skancke, Quisling's head of language what their intentions were or ganda should find its way into the schools. mandment: the Department of Church and Educa­ Current textbooks were to be censored, state the basic principles of the new edu­ "If Norway is to become a really good tion, offered an indication of the new cation. Sporadic acts, occasional speeches the letter added, and would be approved home, everyone must know his :esponsi­ trends of education in a speech delivered by the mouthpieces of the new regime, for use only after a considerable use of bility. Consideration for the nation must May 5, 1941. the publication of certain textbooks and scissors. The book used for the teaching be put before all other considerations. "The reform which the new govern­ the abolition of others, along with the of civics, for instance, was completely Social interest must have preference to self-interest. But above all we are obliged ment plans," said Skancke, "is not so mutilated; among other things, all ref­ peculiar Lebensanschaung of the men the to show obedience to the 'Fuehrer' and much concerned with the acquisition of Nazis have appointed to key positions suf­ erences to the Norwegian Constitution of the administration. To oppose the au­ knowledge as with the formation of fice, however, to give a fairly complete 1814 were removed. thorities and the State is to oppose the character and will power. Obligatory order of God, and this leads to punish­ picture of what the Nazis want to put But the censoring of old school books gymnastics, school athletics and open-air ment." in the place of our old, democratic was described as only a temporary meas­ life are means to create a strong and schools. ure. All these books are to be abolished ; In another passage we find the fol­ healthy school youth, all of which is in As early as November, 1940, the re­ and the Nazis promise that as soon as lowing interpretation of the sacredness conformity with the demands of racial modelled Department of Church and Ed­ new ones are completed, there is going of the new Quisling symbol, the so­ science and the lessons of history. ucation requested that schools set aside to be a huge bonfire, destroying what they called Sun Cross: "The future aims of our schools," he an hour and a half every week for a lec­ call "the twisted, lying school books of continued, "make great demands on our ture on the principles of the New Order. the liberal, democratic period which have "Just like the sun, Jesus is the great source of light. For all peoples, the teachers. It must be admitted that, as a Although this demand was repeated sev­ poisoned the studies of historical and eral times, it was always ignored by the biological subjects." The new books are vast majority of teachers. to be in harmony with the ideas of the Other signs of changing conditions New Order. They Won't Be Fooled were soon to follow. In an editorial of The Nazis used every possible means to disrupt the teachers' solid February 12, 1941, Pritt Folk, official DESPITE THE FACT that the Nazis have front, and not least subterfuge. In early April, for instance, certain Nazi newspaper, expressed the opinion held power more than two years, they teachers received anonymous letters marked "confidential." The letter that higher education should be limited to have been unable to turn out many text­ contained an appeal for teachers to join the Nazi Laerersamband under novel Nasjonal Samling youth. Because of Ger­ books for Norwegian schools because they conditions. It stated in part: "Regrettably the action against membership man requisitioning of school buildings, cannot find competent people to write in the Laerersamband has now taken unforeseen and, for the teachers, un­ shortage of fuel, and lack of teachers, the them. Consequently, only two school favorable turns. The authorities seem to have employed every thinkable editorial argued, the number of pupils books have been published by the Nazis: means of torture. The opposition therefore no longer serves any purpose. would have to be reduced. If put into one, a German primer for the highest We advise all teachers who have protested to join the Laerersamband with effect, the newspaper's dictatorial plan grade in the elementary school; the other, the following declaration: 'I consider myself a member of Norges would have turned secondary schools and a Nazi version of the venerable little Laerersamband in accordance with the law of February 5th, under the universities into instruments for the ex­ booklet of religious instruction known to assumption that Norges Laerersamband does not impose upon me any duties clusive purpose of creating a Nazi elite. every Norwegian child as Luther's Lille which conflict with my conscience or convictions.' This declaration should be Later in February, 1941, a first attack Katekismus (Luther's Small Catechism) . sent to five of your colleagues who will then distribute it further. Do not was made on existing school books. A This catechism has been concocted by the use the telephone.'' But no one fell for it. circular letter to the schools warned notorious Nazi pastor, Sigmund Feyling, against certain English textbooks still in who holds a high position in the Depart- 14 15 We have the power, and if our opponents Dr. Jensen then revealed that there do not want to use their senses, we will was a plan in the making for conferring School Strike Threatened use our power." upon the headmasters and principals of Another factor that may have played a part in inducing the Nazis to There has been a striking parallelism schools, who conform with the Nazi pat­ announce the so-called "fuel shortage" vacation, is indicated in the following between the ever-increasing arrogance tern, almost dictatorial powers insofar message which was sent to Laerersambandet leaders on February 25 by an with which the Nazis have tried to pro­ that they would be authorized to dismiss official of the Norwegian State Police: mote their new ideas and the growing pupils from the schools without consult­ indignation and heroism manifested by ing the School Council.* The pupils "From reliable sources I have received word that there is talk in the city about starting a school strike on March 1. Presumably this .would the guardians of Norway's democratic dismissed, he announced, would be sent be as a demonstration against the law making young people subject t.o school traditions, and that means vir­ to a new kind of school, where the duty in Nasjonal Samling's Ungdomsfylking from that date on. If this tually all the teachers of the land. In rules would be exceedingly strict and en­ should prove true, we apparently will be faced with a nation.-wide action, ) a later chapter more light will be thrown tirely in conformity with the principles ot and for that reason I am notifying you about the above-ment10ned rumors upon this opposition. Let it suffice here the New Order. and at the same time politely request preventive measures." J to draw attention to the curious way in The speaker, sensing doubtlessly the which both these factors are reflected in opposition these methods were likely to the speech by the new leader of the Oslo provoke, endeavored to forestall violent sad result of the old system, many of education. Angered by the attitude of School Council, Dr. Harald Jensen, de­ reactions with a threat: "From now on," them are not fit to form personalities with certain schools, he announced the closing livered to the assembly of headmasters in he said, "I do not consider it important the character and will power which will of the Askim gymnasi11m and revealed October, 1941. to keep schools going at any price. . . . make them strong and useful members that a number of teachers, as a punish­ On the contrary, it is better to do without of the Norwegian nation. Whoever does ment for their hostility towards the New DR. JENSEN, one of the very few schools at all than to have a fanatical not measure up will be left behind. The Order, had been removed to other jobs. schoorn:ien known to be Nazi even before youth trained to resist the New Order new mill grinds hard and fast. Don't In conclusion he warned that teachers the German invasion, began his speech which, to me, seems a historical hesitate to go ahead, the sooner the bet­ from then on had better limit their ac­ with an outburst of indignation at the necessity." ter. There is no escape, anyhow. Every­ tivities to teaching, and keep out of teachers and students of Norway because body, and not least the teachers, is to politics. The implications were clear: they, he said, had manifested nothing NEW THREATS of closing any and undergo changes." teachers were to be forced into acceptance but "lack of comprehension" and con­ every school and of dismissing teachers Skancke then talked of the new doc­ of the Quisling doctrines, and woe to him tempt for the. New Order. In view of who were not Nazi sympathizers, fol­ trine concerning the relations of the in­ who rebelled ! this, he added, two ways remained open lowed. "The present regime in this coun­ dividual to the state, underlining the Similar threats, some smacking of for him. Either he would have to lay try," Dr. Jensen concluded, "is not in­ principle of subordination of the in­ blackmail, began to appear frequently in down arms and give up the struggle, he terested in keeping up a higher education dividual, "who is tied by the firmest pos­ the Nazi-controlled press. On Septem­ said, or he would have to employ sharper for the benefit of a younger generation sible bonds to ever-increasing unities : the ber 30, 1941, Pritt Folk wrote: "Those weapons. which opposes and breaks down what family, the ancestors, the nation." In con­ teachers who have stuck so awkwardly "Of course," he continued, "I won't is going to be built." clusion he stated that the future of Nor­ in the liberalistic, Bolshevist slough that give up the fight. I am not that cowardly. After having thus given vent to his way, "its coming greatness," will de­ they are unable to free themselves, must Consequently, I have nothing to do but anger and his feelings of failure for the pend on national unity, collaboration, and be removed." I to continue the fight, relentlessly, and Nazis, Dr. Jensen issued a number of well-disciplined subordination-all in­ Even more harsh and overtly menac­ with all the means at my disposal." orders to Norwegian schools. Here they spired by the concept of national fellow­ ing was the NS district leader, Haereid, 1 He further declared that he would not are: ship. in an article in Kristiansands Tidend: allow teachers opposed to the New Order "l. At least one copy of Pritt Folk "If the school teachers still believe that to continue teaching. In private they should be found on the table of the IN SEPTEMBER, 1941, A. L. Skar, another they can cheat our children, they are could have whatever opinions it might teachers' room in every school. man whom the new regime has brought mistaken. Children are not necessarily please them to have, he added, only he "2. All schools should visit the Nazi- obliged to attend schools ; and when pro­ to the front as "Director of Schools, " British teachers get a year's holiday with­ would have "no use for them in the * Each school has a School Council com­ shed more light on the new trends m posed of the headmaster and the teaching out pay, they will be rather worse off. schools of Norway." staff of the institution. 16 17 sponsored 'Nordmannafolket' exhibition, teachers, who are the educators of the weekly in inculcating this understanding and the pupils should be ordered to write people, have a particularly heavy respon­ in the minds of his or her pupils. Every They'd Rather Not Mention It! a description of it. sibility these days. Consequently, it is schoolday the teacher must talk to the "3. In the teachers' rooms and in all not enough that they should remain just pupils about discipline and order, and Since May 6, 1942, all news­ school offices pictures of Quisling and at passively loyal to the directions drawn teach them to behave correctly and cour­ papers in Norway have been pro­ least one Nasjonal Samling poster and up for our schools and our educational teously. This order is imperative, and hibited from publishing news or system by the governing powers. It is steps will be taken to see that it is one poster concerning the so-called 'Nor­ comment that has any bearing on wegian Legion'* should be put up. an imperative necessity that every single followed." "4. Till further notice, the councils of teacher goes in for this program, actively the conflict between teachers and headmasters should be dissolved." and positively. Whoever is not with us The other document, signed by the Nazis. is against us, against our nation, our School Inspector, December, 1941, is ad- Obviously the Nazis are determined to native country, and our very existence as dressed to the personnel of ...... school. a civilized people. 'Responsibility for the Occupation of root out the democratic spirit from the It is really a sequel to the one quoted schools and to breathe into them that of "I must therefore ask each one of you Norway.' After that follow items 1, 2, to apply every muscle to the great com­ above and adds some supplementary in­ 3, 4, etc., in the order and with the the New Order. This is further re­ mon effort; I must ask you to study struction concerning a new feature on the formulas employed in Dr. .A.all's book. vealed in two official documents issued in carefully the program which Nasjonal school programs-called "The School and Before dictating, the teacher should ex­ November and December, 1941. They Samling has set up for the coming New Our Time." It follows: plain orally what the pupil is going to are quoted here in extenso. Order. And I must ask you to make a learn, mentioning the historical facts From the Office of the School In­ sincere and well-meaning effort to under­ "These instructions are to be considered which are stated in the beginning of the stand and accept the philosophy of life as a temporary arrangement till new text­ book. See, for instance, concerning items spector, November 21, 1941: and the responsibility of the individual books for the schools have been pub­ 1 and 2, p. 51, etc. "Every leader of a school is bound, i? and the community which this program lished. "6. When the School Inspector comes all his pedagogical activity, to work P?Sl­ advocates. Finally, I must demand that "l. The teaching of the new subject, to survey the work, half of the time tively for the creation of an understanding the teachers take advantage of every avail­ 'The School and Our Time' is to start should be used for oral explanation-no among the pupils of the new philosophy able opportunity to actively make the on December 8. reading from the book-and the other of life and the new ideology expressed pupils understand this new philosophy "2. With the exception of the first half for examination on the subjects in the program of Nasjonal Samling and and ideology. Beginning December 8th and second grades of the elementary which have been dictated previously. The in the decisions and declarations of the of this year, and from then on, the schools, the pupils of all grades are to pupils are allowed to keep their exercise new national regime. I hold that making teacher must spend at least one half hour have special exercise books for this sub­ books open while being questioned. The this philosophy and this ideology part of ject. school inspector himself should take over the national consciousness of the Norwe­ "3. On the cover of this book should the examination. gian people is indispensable if they are Only 37 Out of 966 be written: 'The School and Our Time.' "7. This teaching should take place to regain their freedom and independence Only 37 of Oslo's 966 public "4. In the lower grades of the ele­ during the period set aside for the pur­ and at the same time maintain their mentary schools this teaching should be pose by the school inspector; but apart school teachers agreed to join the position as one of the leading civilized oral. It should start with the school from this special lesson every available nations in the world. Nazi Laerersamband. This became mistress telling about the fuehrer. See opportunity to mention these items should "Whatever opinion the individual apparent when the Nazis, at one book on Vidkun Quisling, from p. 43 on. be utilized.'' teacher, man or woman, may hold as to stage in the conflict with Norway's "5. In the higher grades this teaching The absurdity of these instructions is the desirability of establishing the New should be given in the form of oral teachers, attempted to reopen the at once apparent to anybody who knows Order-and this, of course, depends presentation, dictation, and examination. schools of the capital under the closely on the attitude remaining from From about the second lesson about half anything about teaching. They are, how­ the previous system-he must for the condition that only Laerersambandet of the time should be used for a dictation ever, extremely interesting for one reason: sake of national fellowship and in order members were to be permitted to which the pupils should write down in they have been worked out for the single to contribute to saving Norwegiandom teach. Equally significant, only the special exercise book. Until further purpose of making it possible for the from complete destruction, sacrifice these notice, teachers should use Is Norway a 250 children turned out in the en­ Quisling authorities to make sure that preconceived opinions and prejudices on Free Country? by Dr. Hermann Harris the altar of the fatherland and the future. tire city (pop. 2 50,000). Parents Aall. The teaching starts with this ques­ the orthodox Nazi faith is taught prop­ "It is overwhelmingly evident that the backed up the teachers' cause by re­ tion: 'Who is responsible for the occupa­ erly. They breathe from beginning to fusing to send their children. So tion of our country?' Seep. 80. A survey end a deep distrust of the entire teaching of the main points, starting on p. 81, *"Norwegian Legion" - Name of ~or· the Oslo schools closed again - personnel. In the whole history of Nor­ wegian group fighting with Germans against should be written by the pupils in their quickly and quietly. the Russians. Despite Quisling's urgent ap­ special exercise books. On top of this wegian schools they are unique, infinitely peals, the "Legion" attracted but few vol­ exercise book the pupil should write: ludicrous, and infinitely sad. unteers. 18 19 cation. There is always the possibility leader, Orvar Saether, who assumed full of the school inspectors being liberal men, authority, both over the property of the open to new suggestions ; and the heads association and its membership. This man Nazis Reorganize the School System of the new divisions in the Department immediately sent to all the members of of Church and Education could well be N THEIR efforts to gain complete con­ report from Sweden, published in N ya this and similar organizations a circular desirous of continuing the liberal, demo­ trol of Norway's educational system, Dagligt Allehanda on December 21, re­ letter in which he asked them all to I cratic tradition in our schools. But, un­ and to make it conform to the New vealed that 33 Norwegian school boards collaborate loyally. Two days later another fortunately, the facts prove otherwise. Order, the Nazis have introduced various had been dismissed. letter followed in which, among other administrative changes. A great deal of muddling with this things, the members were informed that In mid-November, 1940, Jorgen Bakke, reorganization by the Department of A REPORT from June, 1941, stated, for no meetings might be held without his Nazi-appointed Inspector-in-Chief o f Church and Education has manifested instance, that the head of the Department express permission. Since the appeal for Norwegian schools, announced the central itself, for as late as June 4, 1941, more of Church and Education, Ragnar loyalty met with no response from the advisory board for school affairs was to be than six months after his speech in Skancke, had dismissed the Board of teachers, Saether sent out a third circular abolished. Instead, he said, a series of Drammen, the same Mr. Bakke, according Directors for Teachers' Colleges and ap­ letter, in which he threatened the teachers bureaus, each devoted to particular sub­ to the Oslo Morgenbladet, referred to the pointed a new one composed of New who were not willing to collaborate in jects and each with an expert at its head, subject in a way which clearly indicated Order adherents, and not one of these would be created and supervised by the that most of the plans were still music could boast of commanding any great New Kind of Crime Minister of Church and Education. of the future. respect in the pedagogical world. In each of the nineteen provinces, said An additional change, he said, would In Oslo the functions of the local At Molde three teachers were ar­ Bakke, the existing school directors and be to place the teachers, hitherto ap­ school board have been taken over by rested for having corrected pupils' local boards of education would be sup­ pointed by the municipalities, under Civil Dr. Harald Jensen, mentioned several homework during the so-called planted by a "school inspector"-"par­ Service. This was to imply a rise in times in the preceding chapter. This "fuel-shortage" recess in the spring ticularly well-trained people, whose duty salaries so as to make it unnecessary for man, due to his Nasjonal Samling sympa­ of 1942. will be to travel around on frequent in­ teachers to seek work outside of their thies, had already been made headmaster spection trips." Under the provincial regular school activities in order to im­ of Hegdehaugen Junior College in Oslo. the task of N azifying the Teachers' As­ inspector would be the local or municipal prove their standard of living. This offer In his administrative activities, he is sociation. The local branches were ordered inspectors of the type already existing. smacks of bribery intended to make teach­ assisted by two advisers. One of them, to follow suit, and the executive commit­ Occasional meetings of headmasters or ers "compliant." Perhaps these new recently made head of an elementary tees were prohibited from resigning un­ principals with parents of pupils would measures do not necessarily mean Nazifi- school, is a Mr. Kokkin, who is notorious­ less a new executive committee had been replace local school board meetings, said ly unqualified for his assignment. The elected or appointed by the commissar Bakke, "and render the activities of the other one, a Mrs. Rognerud, is supposed (i. e., Saether) . The Crumbs of the Crop boards superfluous." to represent the parents; but she does not Although membership was voluntary, Added to this information about the Many of the officials of the Nazi even live in the town whose people she the Teachers' Association of Norway, represents. reorganization of the school administra­ l.Aerersamband are known to have composed of public school instructors, tion was the announcement of a "virtue been previously disciplined, pun­ was the largest of various teachers' organ­ program" for youth, composed mainly of ished or suspended due to various IT WAS HARDLY to be expected that the izations in pre-war Norway. After Orvar warnings to school girls not to use lip­ misdeeds or to incompetence. They teachers' own organizations should be un­ Saether had been placed at the head of stick and nail polish. snatched at the opportunity to ob­ touched. In June, 1941, the president it, members consistently refused to re­ Apparently Bakke's plan was gradually tain positions of "leadership" in of the Teachers' Association of Norway, spond to Nazi appeals for "collabora­ put into effect. Some weeks after the the profession. That was the bait Erik Eide, was arbitrarily dismissed, and tion." speech an article in the Oslo Aftenposten held out to them by the Nazis, and his position was given to the Hird* announced that three local school boards they bit. But the profession passed * Histor!cally the ."Hird" were elite troops BuT ALL PREVIOUS Nazi acts of aggres­ -those of Sarpsborg, Borge, and Tune them by. accompanying the King. The Nasjonal Sam­ sion against Norwegian schools and teach­ in Ostfold-had been dissolved. A later lin$s have given the name to a body of uniformed youngsters, "storm troopers." ers take on the semblance of mere child's 20 21 move the Quislingites planned to forestall professors, all of them faithful to the samfttnd (Students' Association at the The Children Cheered any anti-Nazi influence from reaching the Nazi cause but only moderately qualified Institute of Technology), was dismissed children through the schools. for their jobs. by the local Nazi fuehrer, and its duties A Norwegian teacher, who es­ The teachers were emphatically 'in­ These measures came as the result of were delegated to the Quisling faction caped to London in April, 1942, formed that refusal of membership in much friction between the new rulers and of the students organized in the so-called tells of having read to his pupils a the Laerersamband would be cause for the academic milieu. The first major bat­ Stttdenterfylking. notice from Nazi authorities pro­ dismissal. Despite this threat, Norwegian tle had been fought out as early as June, The episode proved to be the prelude hibiting the display of the Nor­ teachers by the hundreds and by the 1941, when the appointment of a new to a big scale attack threatening the very wegian flag or V-for-Victory signs thousands flooded the Department of board of examiners for the Law School autonomy of academic life. On Novem­ at the school. A half-hour after Church and Education with letters in had brought forth a unanimous protest ber 13th the Minister of Church and Edu­ he had read the notice he discovered which they resigned from membership from the students. In addition, all stu­ cation, Ragnar Skancke, declared that all a large "V" and the Royal mono­ in the Laerersamband. All in all, more dents scheduled to take their final exami­ academic committees had been dissolved. gram carved in the wall. He asked than 90 per cent of Norway's 14,000 nations that year threatened to withdraw Quisling himself then appointed a certain his pupils who had done it, and teachers thus took their stand against the unless the old examiners were restored. Rolf Holm, who had no college back­ when one boy rose to confess he Nazis. The results of their courageous ground, in charge of all Norwegian stu­ was greeted with cheers by all the action-the prolonged school recess, the dents' activities. Holm declared that with others. Ar THAT TIME the Nazis had been arrests and tortures-are dealt with else­ the exception of the NS organization, obliged to yield. Skancke's new rulings I where in this booklet. Studenterfylking, no student organization concerning the nomination of professors play when compared with those which were intended to get to the root of the was to be permitted, but membership in followed the elevation of Vidkun Quis­ CHAPTER should not be closed THIS evil-i. e., resistance to the New Order­ that group would be mandatory. He said ling to the office of "Minister-President" without a few remarks on the New by gradually filling the University with all resistance would be repressed merci­ in February, 1942. Quisling had been Order's influence and effects on Norway's teachers who possessed the correct Leben­ lessly. in office only a few days when he pro­ highest institutions of learning-the Uni­ sanschaun g. In order to accelerate this, It was also declared that aid for needy claimed a number of new laws, two of versity of Oslo and the Institute of Tech­ the age limit for professors was reduced. students and scholarships would be given them of far-reaching importance as far nology at Trondheim. The students, according to the Nazi only to those whose attitude conformed as Norway's schools were concerned. On several occasions the University of plan, were to be brought into line through with the New Order. All others would The first was aimed at children. It Oslo has felt the grip of the new over­ pressure exerted on their own organiza­ be regarded as "outside of the national stipulated compulsory membership of all lords. As early as September, 1941, Dr. tions. In October, 1941, the executive community" and hence excluded from all children between the ages of 10 and 18 Knab, speaking for the German Reichs­ committee of the Trondheim Studenter- academic advantages. years in the Ungdomsfylking, a youth kommissar Terboven, announced that the organization patterned after the Hitler­ head of the University, Dr. Didrik Arup jugend in Germany. As members, chil­ Seip, had been dismissed and that the dren could be summoned for "service" Nazi minister of Church and Education, They Spoiled His Game! of a type not clearly specified. It was Ragnar Skancke, had been temporarily ap­ On May 22, 1942, Quisling paid an unannounced visit to Stabekk plain, however, that the authorities plan­ pointed in his place. In October, 1941, School near Oslo and called the teachers together for a meeting. In a fiery ned through this organization to inculcate the head of the Institute of Technology speech he ordered that all of them join the Laerersamband immediately. All in children the principles of Nazism and at Trondheim, Dr. Thorolf Vogt, resigned refused, and Quisling flew into a rage. It was the teachers' fault, he declared, to separate them from anti-Nazi influ­ office. that 18 young boys had recently been executed. It was the teachers' fault, ences of church and home. On October 11, 1941, Skancke altered he insisted, that Norway was not getting her freedom back again. Then, The second law was aimed at teachers, the law governing the University to the choking with sobs, he cried out to the teachers: "You are spoiling the game declaring that all of them were "auto­ effect that as chief he was entitled to for me! You keep me from making peace with Germany!" Result of the matically" members of the newly created appoint professors without consulting the meeting was that all teachers present were arrested and the school closed. Laerersamband, and that as such they were various faculties or the board of profes­ obliged to bring all their teaching into sors. He immediately made use of this harmony with the New Order. By this new privilege by appointing three new 22 23 "You should know that: 1. 98 per ONE OF THE MOST odious aspects of cent of the country's teachers are behind the New Order, as it manifests itself with you when you remain loyal. 2. You can not be replaced. 3. NS has obtained a ever increasing shamelessness in all the How Schools and Universities Oppose total of 13,000 members. 300,000 are different branches of public life, is the demanded. 4. Our honor and conscience favoritism shown to all who adhere to The "New Order" are not for sale, and they are indispens­ the Quisling party. From the outset, this able in our work for Norwegian youth. 5. Another day will follow this one, and angered all good Norwegian patriots and HE opposition of Norwegian stu­ just a very low per cent. And remember then any weakness of character will be gave rise to public letters of protest. In dents, teachers, and professors, to that when teachers in all types of schools regretted." April, 1941, a document signed by 22 T remain united, they cannot be hit. Not the New Order has revealed itself in prominent Norwegian organizations was in years will it be possible to procure many ways. Joint letters of pro.test from sent to Reichskommissar Terboven. It obedient women and men to take their THE EARLY DAYS of the new year and groups and organizations, audacious places. Of late, Nasjonal Samling has especially the month of February, 1941, recalled that in Norway, previous to the vainly tried similar actions to force other speeches against the arbitrary tyranny of seem to have been a period of unusual German invasion, government and munic­ the new leaders, refusals to comply with professional groups and classes into the ipal officials were always chosen on movement. Up to now they have been ferment. The school children themselves Nazi demands, individual and mass resig­ purely professional grounds, regardless of met with refusals everywhere. participated in a series of demonstrations nations, school strikes, -etc., have been "In spite of a few despicable renegades, against the New Order and, according to political considerations; it pointed out numerous. NS gets no support; on the contrary, it NS, were encouraged by the teachers to that the new regime was neglecting these The causes of a number of public pro­ runs up against a wall of resistance by principles; consequently, it continued, do this. On February 15th the Nazi tests by the teachers have been Quisling trade unions, the universities, the Church, Norwegians do not feel sure that the best the Supreme Court, etc. On several oc­ publication, Hirdmannen, organ for the edicts. Early in the autumn of 1940, qualified of the applicants get the jobs casions the German authorities have ex­ Quisling storm troopers, published a Quisling demanded the teachers sign "on and, in fact, even doubt whether com­ pressly stated that they won't tolerate the lengthy article which sharply criticized their honor and conscience" a pledge to coercion of groups into NS membership. petent people ever fill the vacancies. "We the attitude of the pupils and violently work for the New Order in Norway and . . . On December 22 a meeting was are convinced," said the letter, "that such attacked the teachers for "wanting to to "counteract any attempt on the part held in Oslo. Acting Minister Sunde and a procedure will have disastrous conse­ Chief Inspector of Schools, Bakke, had make war on the New Order." It de­ of the pupils or colleagues to oppose quences." asked teachers from the primary schools scribed the teachers as "destroyers of our cooperation with the government." Mem­ and from the secondardy schools to come After pointing out that NS membership bers of the five existing teachers' organi­ together in order to give them some in­ native country, criminals, gangsters, etc., had become the prime consideration in zations in Norway at once composed the formation as to 'the claims of the New who are turning our schools into lunatic dealing with appointments or promotions, following counter pledge: "I hereby de­ Order on teachers.' asylums." Indirectly, however, it only the letter recalled Terboven's earlier state­ "Nobody must be confused by the press paid tribute to the magnificent resistance clare that I will remain faithful to my reports of this meeting. There were loud ment that "everybody could feel safe in profession as a teacher and to my con­ protests from the teachers during the put up by the teachers! his position, that there was no necessity science and that I will carry on my work meeting, and the speakers met with scorn Demands from the N azis upon the for civil servants to join Nasjonal Sam­ as before and follow those instructions or cold and condescending smiles. Photo­ principals of Oslo schools for weekly lec­ ling, and that no pressure should be ex­ which are rightfully given me by my graphs were tak:en during the meeting, tures on Nazi ideology and the New ercised on anyone." Despite this assur­ in spite of loud protests from the assem­ superiors." Simultaneously an appeal was bly. Everybody knew they would be used Order received the following reply: " ... ance, said the protest, the new Quisling circulated among the teachers themselves, dishonestly for the purpose of giving to It is our duty to declare to the Depart­ regulations, as issued December 16 by the urging them to remain faithful and not the country a false impression of the ment of Church and Education that we Department of the Interior, gave the im­ to yield to coaxing, promises, or threats. general feeling among Oslo teachers. look upon obligatory propaganda meet­ pression that the strongest possible pres­ "Remain firm. Talk to good Nor­ Stating that signing of the Quisling ings as very harmful and as directly con­ wegians at your school and show them sure was going to be applied to obtain pledge would constitute an act of dis­ this document. Try, as best you can, to trary to that which should be the most mass membership in the party. honor, the appeal continued: get in touch with the personnel of other important part of higher education, ac­ In conclusion the document stated that "It (signing) would mean betrayal of schools you can reach. · Remember that cording to its laws and rules-the leading the Quisling regulations were already Norway, a desertion from one of the most if we stick together, we are invulnerable. of our pupils, as far as possible, towards being applied in a way which justified important sections of the home front. And remember that whoever fails will independent thinking." civil servants' apprehensions. It Only a very small minority will yield, suffer a stigma for life. appealed 24 25 most emphatically for an end to the way," the document concluded. Among test against the adoption of German as what we call the soul of our people where methods of favoritism and political pres­ the associations represented were the fol­ the only foreign language to be taught live our national instincts, aspirations, and sure. lowing from the world of education: in Norway's primary schools. The brutal ideals. There we come down to what is Among the organizations signing this Norwegian Teachers' Association, Univer­ and arbitrary arrest and incarceration of the real basis of our national character. protest were the following: National sity Professors' Association, Norwegian K. Fostervold, an eminent teacher and There we get a footing and avoid being Union of Women Teachers of Secondary Association of Women Teachers, Nation­ headmaster of a high school, caused the led astray, however one-sided and press­ Schools by Miss Therese Engebretsen; al Association of Secondary School Teach­ Council of Education to formulate a ing the temptations may be." National Association of Secondary School ers, National Association of Women Sec­ vigorous note of protest and to declare For the simplest country school teacher Teachers, by B. Brinch Lund; Norwegian ondary School Teachers, Association of that all its members would resign en bloc as well as for the erudite college profes­ Teachers' Association by Erik Eide. Norwegian Agricultural Students, Nor­ if Fostervold was not freed from prison. sor, this speech was a program and a re­ wegian Agricultural School Professors .An unflinching faith in freedom and minder: "Let us remain true to the ideals A NEW and more far-reaching protest and Teachers' Association, Association of democracy was implicitly expressed in and aims of pre-war Norway, of eternal was sent to Terboven in May. This one Norwegian Dental School Teachers, As­ the speech delivered by Professor Weder­ Norway, and no violence, no brutal pres­ was signed by 43 national organizations. sociation of Professors of Veterinary vang in October, 1941, on the theme: sure from the outside will ever be able to Pointing out how the Norwegians, suf­ Schools, Society of Professors of the "We possess something which we do not destroy our values. They belong to us fering from the consequences of the in­ Bergen Museum, Association of Technical want to lose ... " The speech, addressed eternally if only we care to remain true vasion, had become more and more bitter­ Employees of the Norwegian Business to the students of the Bergen Business to them." ly opposed to their new masters and how College. College at the opening of the term, was Nothing so far gives any reason to hatred and thoughts of revenge were Thus, wherever a declaration of loyalty an appeal to them for solid work and fear that the educators will fail in their growing in their hearts, it listed the to the democratic way and old honored study in the true Norwegian spirit of high task. The sacredness of the cause following grievances: 1. The brutal be­ ideals was being asked, the world of edu­ freedom and loyalty. "We want in our the Norwegian teachers represent means havior of the German S.S. 2. Threats and cation was always well represented. \'\'hen work with you," said Professor Weder­ more to them than the discomfort or the violence of which loyal Norwegian citi­ new and more serious tests came up, the vang, "to hear an echo of the instincts sufferings to which they expose themselves zens are victims. 3. Hundreds of arrests spirit remained undaunted as instances and ideals which live in our people and by defying their conquerors. and imprisonments. 4. Ruthless destruc­ cited elsewhere indicate. which determine our national character­ tion of law and order in general. istics. I am thinking of the urge for c OUNTLESS INCIDENTS show how the "The dissatisfaction, hatred, and de­ MEANWHILE various minor incidents liberty in our people, an urge which is pupils side with their teachers in their spair caused by this can have only a occurred. On May 22, 1941, the Minister not to be conquered; I am thinking equal­ efforts to maintain the democratic heritage hampering effect on daily work in Nor- of Church and Education received a pro- ly of our longing for social justice, which of their fathers. In the beginning of allows nobody, not even the King, to be 1941 the Nazis had organized an exhibi­ above the law. This law we have given tion dealing with the life and doings of Orvar Saether ourselves as a guiding principle of con­ the so-called Hitlerjugend. The pupils duct, determining how we want our col­ of the Oslo schools were asked to visit Orvar Saether, national leader of the Laerersamband, had until April, lective life to be in a society ruled by law this exhibition. They refused to go and 1940, hid his light under a bushel, although no bushel was needed to hide and justice and which we have created in even remained home from school on a it. Quisling pulled him out of complete obscurity and made him national our own image. day set aside for group visits to the ex­ leader of the Hit"d, Quisling's storm-troopers. A harsh and ruthless man, "We possess something which we do hibition. At the time a member of the he incited the Hird to harsh and ruthless acts. When Quisling realized he not want to lose," continued Dr. Weder­ Hird publicly heaped abuse on both would need a hard and unrelenting man to head the teachers' organization, vang, "something which is of value to pupils and teachers, stating that the he called in Saether. People who came in touch with Saether during the one and all of us and which we do not pupils, encouraged by their teachers and heat of the teacher conflict in the spring of 1942 described him as a man want to replace by anything new and parents, paid no attention to anything the "entirely beside himself, raving and threatening, and using the vilest of foreign to our mode of thinking. If we NS might do to give them information epithets while telling teachers they would be sent to the Russian front to are to avoid this, we all have to acknowl­ about the New Order. dig trenches for the Germans." edge the dominating characteristics of our The month of February, 1941, wit­ national spirit and listen to the voice of nessed particularly serious outbreaks of 26 27 the animosity which school children feel scholarships and appointments depends moral courage it takes for young people NIVERSITY STUDENTS, as a matter of towards the new regime. On February u increasingly on their attitude towards the preparing a future career to take such fact, have missed no opportunity to show 13, several hundred pupils from Oslo ruling clique and the "new principles." risks, and particularly at a time when their loathing and disgust for the New schools assembled on the main thorough­ Acceptance to the various teachers' col­ starvation threatens, when decent jobs are Order. Professors known to be Nazis, fare, Karl Johan Street, forming a pro­ leges, for instance, has been made de­ scarce, and the general outlook for the such as the notorious Klaus Hansen, or cession that marched to the Royal Palace pendent on the political views of the future seems dark. Nevertheless, the vast two or three gentlemen appointed since where they began singing "God Save candidate!. majority of the young men and women the Quislingites came into power, never Our Gracious King." The police broke According to reports received in Octo­ of Norway take these risks. Between un­ get an audience at their lectures. Instruc­ up the crowd of youngsters. ber, 1941, a regular questionnaire was employment, misery, jail, and starvation tor Wagener at the Blindern Anatomical Oslo was not the only place where such submitted to would-be teachers for the on one hand and serving alien ideas and Institute, trying in connivance with his reactions or school strikes occurred. Dis­ purpose of finding out what their political betraying freedom on the other, they Nazi friends to oust Professor Schreiner, orders spread to other districts ; such as, views were. The consequences of an prefer the former. the highly popular leader of the Institute, Skjedsmo, Strommen, Lillestrom, and avowal of anti-Nazism, though disastrous The Nazis and their henchmen under­ met with unyielding opposition both by Bergen. for these young men and women, did not stand. They feel that they cannot get the members of the medical faculty and In May, 1941, a strike occurred at the keep the greater part of them from stating anywhere with people who have attained by the students. Ullern High School near Oslo. .A new their sympathies honestly. Thus at the maturity; therefore they turn to the very Incidentally, it should be mentioned headmaster, known to be very friendly to Elverum School for Teachers 21 out of young and try to force them into youth that of the 1200 students of medicine at the Nazis and appointed because of these 29 pupils previously admitted were im­ organizations where they hope to exercise the University of Oslo, not more than a sympathies, entered his classroom for the mediately dismissed. At Notodden School unlimited power over untrained souls. dozen have followed the appeal to enter first time and was met by pupils who re­ for Teachers 30 pupils were to be admit­ Failing to win the older ones for their hospital service in Germany. And among fused to rise and greet him. The class ted. Twenty-two declared their hostility cause, they try to intimidate them into these several have made the acceptance was punished by being dismissed. The to NS and were not accepted. silence and thus eliminate their "evil" of the offer conditional. Only three had rest of the school made common cause It needs little imagination to figure the influence. gone to Germany by the spring of 1941. with these pupils, and the whole school The maximum number of Nazis among went on strike. Thereupon the head­ medical students is estimated at about 25 . master appealed to the parents of the Quite recently (in February, 1942) the University Protests school children, asking them for a dec­ anger of medical students was stirred laration of loyalty. This the parents re­ anew through evidence of favoritism On February 25 officials and faculty of the University of Oslo-­ fused to give, and the end of the conflict shown to those who are Nazi sympa­ including 70 professors and 78 associates-joined the protest against the was that the headmaster had to drop the thizers. Nazi education of youth by sending a message to the Department of Church whole matter and admit himself beaten. and Education stating: Little complacency with the New Order "The freedom of research, the right to follow one's own conscience, AT THE Institute of Technology in and its representatives can be found constitute the life nerves in the University's activities. Only by unabridged Trondheim incidents have occurred show­ among the youth in the highest educa­ maintenance of this principle can the University fulfill its duty in the service ing that the students there stand by their of research and educate students to respect truth and facts. .A compulsory tional institutions. It will be recalled how friends in Oslo. When, in May, 1941, education of children and youth within the framework of a political party the students of the law college at Oslo the students were to elect a new president must lead parents and youth who do not share that party's views into a clash of conscience which may work ill on personal integrity and undermine University opposed the appointment of for the Students' Association, the Quisling a new board of examiners in the early that spirit of freedom and truth which is the prerequisite for the University's faction presented a candidate for the activity, and the protection of which must be regarded as our most sacred summer of 1941. Forced to capitulate, presidency. He received 11 votes; the duty. the Minister of Church and Education other candidate, 580. "Conscious of our responsibility as University teachers we find it our gave vent to his wrath: "It is hard to However, the Nazi pressure on the stu­ unconditional duty to warn against the course which has now been pointed work with intellectuals," he said. "They out for the field of education, especially by the law regarding compulsory dents is daily becoming more intense. As youth service in Nasjonal Samling's Ungdomsfylking." have particular difficulties in adapting mentioned before, the opportunities of themselves to new conditions." the young graduates for further study, 28 29 Teacher Factory Nazi Methods of Crushing Resistance In a rush to produce teachers to take the places of those arrested the Nazis set up a two-month training course at Koppang Teachers College. AT FIRST called a "military neces­ pation of the school buildings thus be­ Only 16 students enrolled, ranging in age from 24 to 50 years. There were .1"1.. sity," the closing of schools soon came in itself an insult to the people. no entrance examinations and discipline at the school was entirely lacking. became one of the main methods of re­ The Nazis, however, did not limit As head of the school the Nazis selected one Eyvind Strand, who has a pression employed by the German aggres­ themselves to the requisitioning of school record of five arrests for vagrancy. His last sentence was suspended on sors and their Norwegian underlings. The buildings. In September, 1941, A. L. condition that he avoid drunkenness. In his morning chapel talks he reads fact that Norwegian school buildings were Skar, Nazi Director of Schools, closed the excerpts from Quisling's book, "Quisling Has Said," and presents Quisling turned into barracks or hospitals may, to secondary school at Askim because the as one who should be "adhered to" along with God. some observers, seem a minor disaster. pupils had demonstrated against the N ew There is always some way of housing Order by objecting to the placing of Quis­ school children, even if one has to huddle ling's portrait in the classrooms. He also month because of demonstrations against have to suffer. For months he was con­ them together in private homes. To Nor­ threatened all teachers who failed to take the Nazis. At two of them, Ullern and fined to the Oslo city prison where he wegians, however, the schools-the very action against the pupils participating in Hegdehaugen, where Nazi headmasters was subjected to brutal treatment. After buildings- were a source of deep satis­ these demonstrations. had been recently appointed, the pupils being transferred to Grini concentration faction. Every community took pride in On September 15 Minister of Church had greeted a British air attack by singing camp, he was placed in solitary confine­ constructing spacious, clean, and sunny and Education Skancke, executing the or­ the national anthem. The other two, ment in a Nazi "dark cell" for a month. schools, and placing in them the most ders of Reichskommissar Terboven, pro­ Vahl and Foss, were closed because the In the spring of 1942 he was sent to modern and efficient school equipment. claimed that if the Department found the pupils had lowered the colors on a day Germany, and latest reports place him In Oslo and other large cities the most activities of the schools detrimental to the when the Nazis had given orders to dis­ in a German work camp in Poland. recent schools were simply palatial; the New Order the authorities henceforward play them. Students as well as teachers have been country's best and most modern-minded should have the right to close the local arrested. As early as September, 1940, architects were engaged to design them. continuation schools, the so-called popu­ THEMOST drastic methods employed by fifty students were under arrest; and Swimming pools and large playgrounds lar high schools, and the private youth the Nazis against the schools and uni­ numerous others were required to report were provided. The classrooms and cor­ schools for as long as a year and to use versities have been the frequent dismis­ to police regularly. ridors were often decorated with mural premises of closed schools for whatever sals, arrests, incarcerations and even ex­ Later the same year a considerable paintings by the most talented of Nor­ purposes deemed desirable. ecutions of unyielding members of the number of secondary school teachers and way's younger artists. These schools were In October, 1941, more schools were teaching profession. pupils were arrested. Early in 1941, as always sought out by interested visitors taken over by the invasion army for mili­ One of the first and most celebrated a result of a school strike, Einar Boyesen, and by commissions from foreign coun­ tary purposes, especially as hospitals for cases was that of Dr. Didrik Arup Seip, headmaster of the Hegdehaugen school, tries. wounded Germans from the Russian head of the University of Oslo and a was dismissed and the sinister Dr. Harald Somehow the school buildings were the front. Four schools were closed late that distinguished scholar in the field of Jensen, previously referred to several expression of the proudest traditions and Norse and Germanic philology. An­ times, was appointed in his place. the visible symbol of the achievements of nouncement of his arrest was made Sep­ February, 1941, brought the arrest of democracy in Norway. No wonder that Signs of the Times tember 12, 1941. The reason given was the headmaster of Bekkelaget school be­ they seemed defiled by the occupation Early in the fall of 1941 three "the lack of understanding" of the New cause he was accused of having refused forces that settled comfortably in them, prominent teachers of Arendal were Order as manifested by the Norwegian to hang pictures of Quisling in the class­ their very presence signifying the sup­ arrested after school children with people and particularly by the university rooms. In the same month the Nazis dis­ pression of that which the children had their jeers and shouts completely group. It was stated that attempts at or­ played their brutality against defenseless learned to cherish most: truth and free­ drowned out the reproduction of a ganized resistance had been made among children, an episode which has certainly dom, Christian charity, rights for the Quisling speech at a movie theatre. the students and that for this Dr. Seip, as seen no parallel in the history of Nor­ individual and sense of duty. The usur- the most prominent personality, would wegian schools. 30 31 ll

ents and enrolled in special Nazi schools. The Nazis Lose a Hostage In May an eminent university professor, Marstrander, was imprisoned because he Norwegian teachers who reached refused to give a "requested" lecture over For Your War Library London late in the spring of 1942 the Nazi-controlled Oslo radio as long as state that in Norway they were The following publications pertaining to Norway and the present the Germans were occupying the country. war are still available, although the supply of several is very limited. frequently visited by Gestapo agents Erik Eide, presid~t of the Norwegian It is doubtful if any of them will be reprinted. If you are assembling who asked them whether they Teachers' Association, was put under ar­ a library of war information we advise you to secure these books and favored a German or British vic­ pamphlets now. rest for having signed, on behalf of his tory. One of these teachers was association, the protest sent to Terboven A. The following pamphlets are available at ten cents each to cover told by a Gestapo man that if he mailing costs. (Special prices for ten or more copies.) by the 22 various organizations. In the planned to flee from Norway he early summer the Nazis arrested several 1. Secret German Documents Seized During Lofoten Island Raid­ should remember he had a two­ (28 pp.) English and German texts of confidential instructions to headmasters and many teachers from sec­ year-old son. This teacher arrived the German army on the control of the press in Norway and on ondary schools. Late in June three col­ in London with his wi fe and two collaboration with the ~estapo in dealing with Norwegian citizens. lege professors, Kolderup from the Ber­ (Official publication of the British Government.) children. gen Museum and professors Bull and 2. Nazism '>'s. Labor in Norway-(16 pp.) A brief resume of the Bragger from the University of Oslo, rights and privileges enjoyed by Norwegian labor prior to the were put into jail. German invasion, and an account of the treatment now accorded The refusal of children to visit the Norwegian workers by the German overlords. Although the charges which the Hitlerjugend exhibition had, of course, 3. Norway's Fighting Church-(31 pp.) The text of the famous aroused the anger of all the Nazis in enemies of Democratic Norway bring Letters of Protest sent by the Norwegian Bishops to the Nazi Norway, and the Hird was particularly against the teachers are often ridiculous authorities, with supplementary documents on the conflicts between incensed. The Hirdmen swore to teach (betraying by their childish and arbitrary the Norse clergy and the Quisling party. Published 1941. the recalcitrant youth how to appreciate cruelty how confused the Nazis them­ 4. Norway's Role in the 'New Order'-(12 pp.) "Her national the New Order. On February 7th a selves are), the teachers cannot be economy has been destroyed, her homes plundered, her people swayed from their sacred duties. persecuted. Ahead looms a future darker than the darkest Middle group of 150 of them stormed into Ages-unless Hitlerism is destroyed!" Vestheim school and began beating the Late in 1941 one of the noblest rep­ B. Norway-This publication of 72 pages and 200 illustrations contains pupils with clubs. The headmaster of resentatives of the Norwegian teaching informative articles and talks by such well-known persons as Sigrid the school immediately phoned the police, profession, Ingvald Garbo, who taught Undset, C. J. Hambro, Norwegian Prime Minister Nygaardsvold, who, however, did not appear on the in a secondary school in Bergen and Hendrik Van Loon, Pearl Buck, Albert Einstein, Wendell Willkie, scene until the disturbance had ceased. whose name was well known through the Upton Sinclair, Walter Lippmann, and many others. ~1.00 postpaid. (Published April, 1941.) Although devoid of weapons, the pupils fearless articles he wrote in the Bergen defended themselves bravely against the press, was executed by the Germans. He C. Norway Fights-A 32-page richly illustrated booklet, 9" x 12", review­ ing Norwegian resistance to the Nazis throughout two years of assailants and left marks on more than was charged with possession of a radio German occupation, and recounting Norway's contributions to the one of them. Consequently, several of receiving set, with having listened to Allied cause. Special sections devoted to activities of the Norwegian the pupils were arrested by the attackers; news broadcasts from London, and with Merchant Marine, the Royal Norwegian Army, Navy and Air Force. the headmaster and a few teachers were having spread the information thus re­ A handy book for reference. Price 50 cents postpaid. also placed in custody. As a result, not ceived in such a manner as to "incite D. He Who Laughs-Lasts!-(48 pp.) A collection of anecdotes from a single Oslo school opened the next day. the population and reduce the fighting German-occupied Norway, with 42 illustrations and cartoons by Johan The pupils were on a city-wide strike. efficiency of the German Wehrmacht." Bull, Gluyas Williams, Fred Cooper, Rollin Kirby and John Holmgren. Attractively hound and printed. Edited by Hans Olav and Tor When asked by his judges how he, such Myklebost. $1.25 postpaid. ARRESTS CONTINUED as the year went a fine and reputable person, could work Order from on. In April it was announced that for the British, he proudly answered: "I pupils who manifest sentiments against do not let barbarians tell me for whom The Royal Norwegian Government's Press Representatives the State would be taken from their par- or against whom I shall work." 2720 34th Street, N. W. • Washington, D. C. 32