GERMAN IMPRESSIONS
17
the beautiful Siebensgebirge. His house is old fashioned, crowded with
furniture, but at the same time clean and bright.
Konen explained the situation at Bonn University since Hitler
came to power and during the war. He said that after 1933 the
Professors were divided among themselves into several groups. There
were those who actively supported the Nazis in trying to introduce
a completely nazified education into the Universities; those who were
active Nazis but who nevertheless retained a certain respect for ob–
jective values and for the tradition of the Universities which they
wished should remain independent; those who were non-active Party
members; those who were not Party members but who did not oppose
the Party; those who remained detached from politics; and, lastly,
those who seriously tried to resist the influence of the Nazis. He said
that about half the teachers in the University never supported the
Nazis, and that there were never more than 45% who were Party
members. On the whole, he thought that a high level of teaching was
maintained.
I said that most observers in England had the impression that the
minds of the young were poisoned by Nazi teaching.
He said that the young were confused, spiritually starved, but not
poisoned in the simple and direct way that we imagined. 'Try and
imagine what it was like for a young person to be educated in Ger–
many.
If
he became whole-heartedly a Nazi, he would be involved
in endless duties and fatigues. His time would never be his own. He
would be allowed no independence of thought. He would be expected
to break away from all loyalties to his home and family. His parents,
if they wished him to be a Nazi, would have to surrender him body
and soul to the Party. In the early days a good many young people
were swept completely into the Movement. But later on it was not
so. During the war many of my students have visited me. I can assure
you that most of them have wanted nothing more from the future
than a wife, a home and a job.'
As
I was leaving the house, he stopped me at the door and said
vigorously: 'I have every confidence that if I am asked to teach my
students again, I shall be able to do so. I am not frightened of the
students being beyond my control. A University represents a certain
benefit to the community, like a farm, and as cows provide milk,
so we professors can satisfy an intellectual need.'
Professor Cloos, geologist, whom I met in the classroom of an
undamaged building of the University in a suburb, is a small tem–
peramental man with untidy long hair and a sunburnt out-of-door
