National Socialism, Classicism, and Architecture

Total Page:16

File Type:pdf, Size:1020Kb

National Socialism, Classicism, and Architecture chapter 15 National Socialism, Classicism, and Architecture Iain Boyd Whyte The strong links between National Socialism in Germany and architecture are well known. Adolf Hitler was an architect manqué who had failed in his ambition to study at the Akademie der bildenden Künste in Vienna, and had found compensation in the years immediately preceding World War i in mak- ing watercolor paintings of the buildings and cityscapes that he admired in Vienna and Munich. There is even an unconfirmed suggestion that he worked for some months as an architectural draughtsman in the office of OttoWagner’s pupil Max Fabiani.1 Looking back in 1924, he recalled that: “For hours and hours I could stand in wonderment before the Opera and the Parliament. The whole Ringstraße had a magic effect on me, as if it were a scene from the Thousand- and-one Nights.”2 These words were written while Hitler was incarcerated in Landsberg Prison in Bavaria after his conviction for the part he played in the Beer Hall Putsch in Munich the previous year. As a metaphor for power and for realigning the world according to his own vision, architecture preoccupied Hitler’s thoughts. In Mein Kampf, the call to arms that Hitler published in two volumes in 1925 and 1926, he bemoaned the lack of great public buildings in the modern city, buildings like temples, cathedrals, or guildhalls that had sym- bolized their epoch. If a similar fate should befall Berlin as befell Rome, future generations might gaze upon the ruins of some Jewish department stores or joint- stock hotels and think that these were the characteristic expressions of the culture of our time. In Berlin itself, compare the shameful dispropor- tion between the buildings which belong to the Reich and those which have been erected for the accommodation of trade and finance.3 To illustrate what form these missing monuments might take, Hitler produced drawings of domed halls and grand arches during his incarceration, which, 1 See Schwarz (2011), 63 and Hamann (1996), 282. 2 Hitler (1925/1926), 28. 3 Hitler (1925/1926), 230. © koninklijke brill nv, leiden, 2018 | doi: 10.1163/9789004299061_016 national socialism, classicism, and architecture 405 figure 15.1 Fritz Erler, Portrait of Adolf Hitler, 1939 ullstein bild in time, would be incorporated into Albert Speer’s plans for the rebuilding of Berlin. Once installed as Reich Chancellor in January 1933, the role of the politi- cal leader and that of the architect became conflated, and the metaphor of Hitler as the architect of the Third Reich was endlessly repeated. The painter Fritz Erler, for example, portrayed Hitler against the backdrop of the newly- completed Haus der Deutschen Kunst (House of German Art) in Munich, with a stonemason’s hammer and measure at his feet (Figure 15.1). In print, too, he was hailed as the builder of the new German state. In a book on the great Prus- sian architect, Karl Friedrich Schinkel, published in 1943, we read that:.
Recommended publications
  • Concentration Camp
    Concentration Camp Acc# 00.0086 CollName (Full) Scott Albert ScopeNote Collection includes a manuscript entitled "Ella Rogozinski, a Survivor," done by Scott Albert, as a class project, with a survivor of Auschwitz concentration camp. Ella Rogozinski - 85674 - a Czechoslovakian of Jewish belief was taken from her home in May 1943. Experienced the train cars to Auschwitz. She remained in the camp where she was forced to take part in experimentation, and her story relates the horrors at Auschwitz. After the Russians liberated the camp in 1944, she took part in the march from the camp to Germany. Manuscript interweaves her interview with Albert's narrative. Extent/Location Gen Coll: 1 folder Saturday, October 16, 2010 Page 1 of 16 Acc# 00.0250 CollName (Full) Eugene H. Blanche ScopeNote The collection contains two manuscripts. The first is a report of Dachau, the oldest of the Nazi concentration camps. The second is a lengthy, detailed record of the accounts of the 495th Armored Field Artillery Battalion. The collection includes a manuscript entitled "Dachau" by a man who served in the Army in the European Theater (ETO). This manuscript is divided into four sections. Section One contains an overview and analysis of the inner workings (administration) of the concentration camp, an analysis of the types of prisoners, and lastly, the results of an effort to determine if there were any organized prisoner groups, especially underground groups. Section Two contains a recap of the activities of the Seventh Army with regard to their liberation of Dachau, which was begun on 30 April 1945. They conducted interviews with survivors and also interviewed townspeople to try to determine how much they knew about the camp, which was located on the outskirts of their town.
    [Show full text]
  • Clemency in a Nazi War Crimes Trial By: Allison Ernest
    Evading the Hangman’s Noose: Clemency in a Nazi War Crimes Trial By: Allison Ernest Ernest 2 Contents Introduction: The Foundations for a War Crimes Trial Program 3 Background and Historiography 10 Chapter 1: Investigations into Other Trials Erode the United States’ Resolve 17 Chapter 2: The Onset of Trial Fatigue Due to Public Outcry 25 Chapter 3: High Commissioner McCloy Authorizes Sentence Reviews 38 Chapter 4: McCloy and the United States Set the War Criminals Free 45 Conclusion: A Lesson to be Learned 52 Chart: A Complicated Timeline Simplified 57 Bibliography 58 Ernest 3 Introduction: The Foundations for a War Crimes Trial Program “There is a supervening affirmative duty to prosecute the doers of serious offenses that falls on those who are empowered to do so on behalf of a civilized community. This duty corresponds to our fundamental rights as citizens and as persons to receive and give respect to each other in view of our possession of such rights.” Such duty, outlined by contemporary philosopher Alan S. Rosenbaum, was no better exemplified than in the case of Nazi war criminals in the aftermath of World War II. Even before the floundering Axis powers of Germany and Japan declared their respective official surrenders in 1945, the leaders of the Allies prepared possible courses of action for the surviving criminals in the inevitable collapse of the Nazi regime. Since the beginning of the war in 1939, the Nazi regime in Germany implemented a policy of waging a war so barbaric in its execution that the total numbers of casualties rivaled whole populations of countries.
    [Show full text]
  • Revealing and Concealing Hitler's Visual Discourse: Considering "Forbidden" Images with Rhetorics of Display
    Georgia State University ScholarWorks @ Georgia State University English Theses Department of English Summer 8-20-2012 Revealing and Concealing Hitler's Visual Discourse: Considering "Forbidden" Images with Rhetorics of Display Matthew G. Donald College of Arts and Sciences Follow this and additional works at: https://scholarworks.gsu.edu/english_theses Recommended Citation Donald, Matthew G., "Revealing and Concealing Hitler's Visual Discourse: Considering "Forbidden" Images with Rhetorics of Display." Thesis, Georgia State University, 2012. https://scholarworks.gsu.edu/english_theses/134 This Thesis is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. REVEALING AND CONCEALING HITLER‟S VISUAL DISCOURSE: CONSIDERING “FORBIDDEN” IMAGES WITH RHETORICS OF DISPLAY by MATTHEW DONALD Under the Direction of Mary Hocks ABSTRACT Typically, when considering Adolf Hitler, we see him in one of two ways: A parodied figure or a monolithic figure of power. I argue that instead of only viewing images of Hitler he wanted us to see, we should expand our view and overall consideration of images he did not want his audiences to bear witness. By examining a collection of photographs that Hitler censored from his audiences, I question what remains hidden about Hitler‟s image when we are constantly shown widely circulated images of Hitler. To satisfy this inquiry, I utilize rhetorics of display to argue that when we analyze and include these hidden images into the Hitlerian visual discourse, we further complicate and disrupt the Hitler Myth.
    [Show full text]
  • Simon Wiesenthal Center-Museum of Tolerance Library & Archives for More Information Contact Us at (310) 772-7605 Or [email protected]
    The Holocaust, 1933 – 1945 Educational Resources Kit Glossary of Terms, Places, and Personalities AKTION (Action) A German military or police operation involving mass assembly, deportation and killing; directed by the Nazis against Jews during the Holocaust. ALLIES The twenty-six nations led by the United States, Britain, and the former Soviet Union who joined in fighting Nazi Germany, Italy and Japan during World War II. ANIELEWICZ, MORDECAI Leader of the Jewish underground movement and of the uprising of (1919-1943) the Warsaw Ghetto in April 1943; killed on May 8, 1943. ANSCHLUSS (Annexation) The incorporation of Austria into Germany on March 13, 1938. ANTISEMITISM Prejudice and/or discrimination towards Jews, based on negative perceptions of their beliefs. ARYAN RACE "Aryan" was originally applied to people who spoke any Indo- European language. The Nazis, however, primarily applied the term to people with a Northern European racial background. Their aim was to avoid what they considered the "bastardization of the German race" and to preserve the purity of European blood. (See NUREMBERG LAWS.) AUSCHWITZ Auschwitz was the site of one of the largest extermination camps. In August 1942 the camp was expanded and eventually consisted of three sections: Auschwitz I - the main camp; Auschwitz II (Birkenau) - the extermination camp; Auschwitz III (Monowitz) - the I.G. Farben labor camp, also known as Buna. In addition, Auschwitz had 48 sub camps. It bacame the largest center for Jewish extermination. AXIS The Axis powers originally included Nazi Germany, Italy, and Japan who signed a pact in Berlin on September 27, 1940, to divide the world into their spheres of respective political interest.
    [Show full text]
  • Munich in the 1920S
    International Journal of Humanities and Social Science Vol. 1 No. 20; December 2011 Hitler’s Beer Hall Politics: A Reassessment based on New Historical Scholarship Jeffrey Gaab, Ph. D. Professor of History Department of History, Economics, and Politics SUNY College Farmingdale 2350 Broadhollow Road Farmingdale, New York. USA 11735. Abstract As the eightieth anniversary of Adolf Hitler’s accession to power in Germany approaches in 2013, recent scholarship has revised Hitler’s description of his formative experiences. This new scholarship demonstrates that Hitler’s time in Munich was far more significant than his period in Vienna. The new secondary literature demonstrates conclusively that Munich, not Vienna, became the “school of his life.” It was in Munich, as a “beer hall agitator,” where Hitler learned the political skills he would later employ to outmaneuver Germany’s professional politicians and seize power in 1933. Ian Kershaw has described Hitler’s years in Munich as “the years of his political apprenticeship.” Hitler developed an “aggressive obstinacy” during his years in Munich that lead to his political success. The “aggressive obstinacy” developed after numerous experiences in Munich’s beer halls. This paper argues that the road to the Reich’s Chancellery in 1933 lead through Munich’s beer halls in the 1920s. Key Words: Adolf Hitler, Germany, Third Reich, National Socialism, Munich, Beer Hall. Introduction In Mein Kampf, Adolf Hitler wrote that his political development occurred during his time in Vienna before he came to Germany in 1913. In Vienna, Hitler wrote, “I obtained the foundations for a philosophy in general and a political view in particular which later I only needed to supplement in detail, but which never left me.” In fact, Hitler argues that his political “awakening” caused him to leave Vienna for Munich.
    [Show full text]
  • Timeline Presentation
    LESSON 4.2 TIMELINE June 1919 The Treaty of Versailles The Treaty of Versailles was signed in France in 1919. After the loss of World War I, Germany had to accept full responsibility for starting the war. Many Germans were shocked and angered over the terms of the treaty which deprived Germany of significant military power and territory, and imposed financial penalties. Allied delegates in the Hall of Mirrors at Versailles witness the German delegation’s acceptance of the terms of the Treaty Of Versailles, the treaty formally ending World War I. Versailles, France, June 28, 1919. National Archives and Records Administration, College Park, MD ushmm.org State of Deception: The Power of Nazi Propaganda August 1919 Ratification of Weimar constitution A national assembly drafted a democratic constitution, a new and unfamiliar form of government for Germans, initiated in the wake of World War I. Fearing the unknown, the delegates agreed to the inclusion of Article 48. The article allowed the democratic government to suspend basic rights in order to stabilize the country during a national crisis or emergency. ushmm.org State of Deception: The Power of Nazi Propaganda February 1920 Hitler presented 25-point program In this 25-point program, Nazi Party members publicly declared their intention to segregate Jews from “Aryan” society and to abrogate Jews’ political, legal, and civil rights. Point 4 stated: “ Only a national comrade can be a citizen. Only someone of German blood, regardless of faith, can be a citizen. Therefore, no Jew can be a citizen.” Pamphlet outlining the National Socialist Party 25-point program.
    [Show full text]
  • Teachers Guide Popup Activities and Answers
    PopUp Museum Teacher’s Guide Sponsored by The League Club Grades: 4th-College, with 9th-12th Teaching Strategies: Students can do Florida Standards selF-guided tour or go in assigned groups For “Scavenger Hunt”, & can Lesson length: 30-60 minutes present Student as Docent individually Subject area/s: Social Studies or in pairs Vocabulary: See panels Materials/Equipment: Panels, easels, Differenaon Strategies: Teacher, arNFacts in cases, portraits, QR Code aide, other can deliver individual pre/ labels, arNFact labels provided and post survey by reading quesNons, can installed by Museum Staff give an individual guided tour, assist with “Scavenger Hunt”, and write out Student as Docent talking points Pre/Post Survey: Please see aVached Florida Standards: below SS.912.A.6.1, SS.912.A.6.3, SS.912.S.4.1SS.912.W.7.7, SS.912.W.7.11 IntroducAon/Pre-Survey: Teacher administers pre-survey (opNonal), students are advised oF either selF- guided tour or are assigned a group, acNvity/ies explained Assign: “Scavenger Hunt” (see below For ideas) AND/OR Student as Docent acNvity (see below) Review/Post-Survey: Teacher collects survey (opNonal), discussion and “Scavenger Hunt” answer sheets OR thoughts has students present Student as Docent secNon/s administers post- Pre-Tour Survey 1. In your own words define, The Holocaust _____________________________________________________________ _____________________________________________________________ 2. What is propaganda? Give one example used by the Nazis ____________________________________________________________ ____________________________________________________________ 3. Who was the leader oF the Nazi Party in Germany? _____________________________________________________________ 4. Who Fought against the Nazis? Circle the best answer a. ParNsans b. Parsons c. Joseph Goebbels d.
    [Show full text]
  • AFTERMATH of WORLD WAR I and the RISE of NAZISM: 1918–1933
    EXTENSION 1.5 FILM TEACHER’S GUIDE AFTERMATH OF WORLD WAR I and THE RISE OF NAZISM: 1918–1933 Corresponds to State of Deception Section I: SELLING NAZISM IN A DEMOCRACY, 1918–1933 Note the important events n The Treaty of Versailles was signed in France, June 1919: Many Germans were shocked and angered that occurred during the over the terms of the treaty, which deprived Germany of any significant military power. Having democratic period. lost World War I, Germany had to accept full responsibility for starting the war, pay heavy reparations, and forfeit 13 percent of its territory. n The ratification of the Weimar Constitution in August 1919: In the wake of losing World War I, a national assembly drafted a democratic constitution. This was a new and unfamiliar form of government for Germans. Fearing the unknown, the delegates agreed to the inclusion of Article 48. In case of state emergency, Article 48 allowed the government to rule by presidential decree and to suspend basic rights and constitutional protections of individuals without parliamentary consent. n Inflation and the world economic crisis: In order to finance World War I, the German government sold bonds. After the Treaty of Versailles, the government printed paper money to pay back the bondholders and make reparation payments. These and other measures generated a catastrophic inflation that peaked in 1923. After a short period of stability, the US stock market crash of 1929 and the world economic crisis that followed forced German banks to close and unemployment to skyrocket. n Hitler is imprisoned at Landsberg Prison in 1924: Hitler tried to overthrow the government in November 1923.
    [Show full text]
  • Anticipating Death Sentences for Major War Criminals
    Chapter 6 What do you do with a Dead Nazi? Allied Policy on the Execution and Disposal of War Criminals, 1945-55 Caroline Sharples In the aftermath of the Second World War, thousands of former Nazis were prosecuted for crimes against peace, conspiracy, war crimes and crimes against humanity. The high profile quadripartite International Military Tribunal (IMT) at Nuremberg, held between November 1945 and October 1946, focused on the remnants of the Nazi leadership (Hermann Göring et al) while a plethora of trials against concentration camp staff, doctors, industrialists and other compromised individuals were conducted by each of the Allies within their respective zones. Many of these defendants received the death penalty for their crimes. In western Germany, three key centres emerged for dispatching condemned prisoners: Hameln in the British Zone, Rastatt in the French Zone and Landsberg in the American Zone. Collectively, these sites accounted for the execution of nearly 500 Nazi war criminals.1 Most were hanged, but some were shot or guillotined depending on the available manpower, resources and sensibilities of the relevant Allied power. The method of execution, however, was just one of many points of variation between the zones in how Nazi bodies were disposed. The policies adopted by the three western Allies affected how the National Socialist legacy was remembered long into the future, both in private by the families of those executed as well as in public by Nazi sympathisers, the popular press and West Germans more generally. 1 The
    [Show full text]
  • Nuremberg's Confusing Legacy on Corporate Accountability Under International Law Jonathan Kolieb RMIT University
    American University International Law Review Volume 32 | Issue 2 Article 5 2015 Through The Looking-Glass: Nuremberg's Confusing Legacy On Corporate Accountability Under International Law Jonathan Kolieb RMIT University Follow this and additional works at: http://digitalcommons.wcl.american.edu/auilr Part of the International Law Commons Recommended Citation Kolieb, Jonathan (2015) "Through The Looking-Glass: Nuremberg's Confusing Legacy On Corporate Accountability Under International Law," American University International Law Review: Vol. 32 : Iss. 2 , Article 5. Available at: http://digitalcommons.wcl.american.edu/auilr/vol32/iss2/5 This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University International Law Review by an authorized editor of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. KOLIEB-FINAL (DO NOT DELETE) 2/9/2017 12:56 PM THROUGH THE LOOKING-GLASS: NUREMBERG’S CONFUSING LEGACY ON CORPORATE ACCOUNTABILITY UNDER INTERNATIONAL LAW JONATHAN KOLIEB* I. INTRODUCTION ..................................................................... 570 II. CONTEMPORARY SIGNIFICANCE OF NUREMBERG ..... 572 A. EFFECTIVENESS OF INTERNATIONAL LAW IS AT ISSUE .......... 573 B. IMPACT ON TRANSITIONAL JUSTICE ...................................... 575 C. CORPORATE ACCOUNTABILITY UNDER THE ALIEN
    [Show full text]
  • The Nazi Party and the Third Reich Through the Lens of Classical Architecture
    University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-2-2021 Germania: The Nazi Party and the Third Reich through the Lens of Classical Architecture Maggie L. Smith University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Architectural History and Criticism Commons, European History Commons, and the Other History of Art, Architecture, and Archaeology Commons Recommended Citation Smith, Maggie L., "Germania: The Nazi Party and the Third Reich through the Lens of Classical Architecture" (2021). Honors Theses. 1842. https://egrove.olemiss.edu/hon_thesis/1842 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. Germania: The Nazi Party and the Third Reich through the Lens of Classical Architecture By Maggie Smith A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford, MS April 2021 Approved By ______________________________ Advisor: Professor John Lobur ______________________________ Reader: Professor Molly Pasco- Pranger ______________________________ Reader: Professor Joshua First © 2021 Maggie Lin Smith ALL RIGHTS RESERVED ABSTRACT This thesis examines the influence of classical
    [Show full text]
  • A Failed Nazism: the Rise and Fall of the Deutschvölkische Freiheitspartei, 1919-1928
    A FAILED NAZISM: THE RISE AND FALL OF THE DEUTSCHVÖLKISCHE FREIHEITSPARTEI, 1919-1928 A thesis submitted to Kent State University in partial Fulfillment of the requirements for the Degree of Master of Arts by Ilya Braverman May, 2012 Thesis written by Ilya Braverman B.A., University of Wisconsin-Milwaukee, 2010 M.A., Kent State University, 2012 Approved by _______________________________, Richard Steigmann-Gall, Advisor _______________________________, Kenneth J. Bindas, Chair, Department of History _______________________________, Timothy Moerland, Dean, College of Arts and Sciences ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ...............................................................................................iv ABBREVIATIONS............................................................................................................vi INTRODUCTION...............................................................................................................1 CHAPTER I The Radicalization of the German Right and the Rise of the 'Nazistic' DVFP.................20 CHAPTER II The NSDAP, DVFP and Nazi Ideologies: A Comparative Examination..........................57 CHAPTER III An Organizational Examination of the DVFP-NSDAP Relationship, 1922- 1928..................................................................................................................................103 CONCLUSION................................................................................................................141 BIBLIOGRAPHY............................................................................................................148
    [Show full text]