Category Archives: education

The Idea Factory for POW Reeducation

From Nebraska POW Camps: A History of World War II Prisoners in the Heartland, by Melissa Amateis Marsh (History Press, 2014), Kindle pp. 41-44:

Located at Fort Kearny, Rhode Island, the Idea Factory consisted of German POWs who were carefully screened for their anti-Nazi tendencies and then selected after they filled out questionnaires. These prisoners were then separated from the rest of their comrades at their camp to await transport to Fort Kearny. Although this selection was not foolproof, the Americans did have an advantage. Hitler’s impending defeat had soured many Germans against Nazism. Others had never been ardent admirers of Nazism. Still, at the time the reeducation program appeared, many of the German POWs had been prisoners for two or three years, offering them ample opportunity to think about Germany’s status in the world. These prisoners were involved in the experimental phase of the reeducation program. Although pro-Nazism was still a problem in the camps, this group was determined to do something about it.

The Special Projects staff then assembled a division of “specially-qualified” German prisoners—writers, professors and linguists who were dedicated anti-Nazis. All were volunteers, all were officers and all renounced their Wehrmacht ranks. Due to this special assignment, these prisoners enjoyed far more freedom at Fort Kearny than they had had at their respective camps. No guards or towers policed their movements, and they even took the ferry to Jamestown in army trucks to pick up their supplies.

However, this rather elite group of individuals was perhaps not the most prudent choice. Although the group was happy to be among other intellectuals, Ron Robin believed the group did not understand the tastes of the average prisoner. According to Robin, this would come to negatively affect the program. The Idea Factory was separated into subdivisions, which included review sections for film and government agency material, translation sections for the school curriculum and a camp newspaper section. This last section monitored around seventy POW camp newspapers as well as produced its own nationwide camp newspaper called Der Ruf (The Call). The goals of the newspaper were to “reflect the experience of being a German PW in America, but also stimulate democratic thinking.” The first issue appeared in the spring of 1945.

When Germany fell and victory was proclaimed in Europe in May 1945, many of the ordinary classes POWs had been taking were eliminated. Instead, the essentials—English, history, geography and others that stressed democracy—were emphasized. Now the men at the Idea Factory in New York concentrated on reviewing and preparing materials for the new reeducation program. They focused on two areas: censorship and translations. Books that were to be considered for class use, libraries and for sale in the POW canteen all had to be read, analyzed and evaluated before they would be declared “suitable” for the POWs.

With so many diversions already in place before the reeducation program went into effect, it remained imperative that the Special War Projects Division find U.S. officers capable of implementing the program. The requirements were stiff. The men were expected to be experts on German and American journalism, film and literature; be fluent in German; and have previous experience in a POW camp and education. These assistant executive officers were trained at conferences in Fort Slocum, New York, in late 1944 and early 1945.

The importance of intelligence officers to the program’s success could not be overstated. Yet more often than not, they met with more opposition from their own officers and American servicemen than from the prisoners themselves. Alfred Thompson suggests that the program did not receive the support and cooperation it should have at the camp level because of the intense secrecy surrounding it. Because it was a top secret program, they could not even tell their fellow officers just what they were doing. “One went so far as to tell his commanding officers that he was under secret orders and could not reveal his mission even to him. Some of the AEO’s had enough brains to recognize the difficulties which would be involved in such complete secrecy and lack of confidence in co-workers, but the majority was not so intelligent.” In fact, Thompson and other officers found themselves ostracized by their own co-workers. “We were called ‘Junior Dick Tracys’ or ‘Super Sleuths’ to the point where it hurt.”

This attitude originated from the very top. The supervising officer of the assistant executive officers, Major Paul A. Neuland, felt that the lack of contact between the officers in the field and the Special Projects Division chain of command was having a detrimental effect on the program itself. Even though he tried to pass along the critical comments of the officers to division headquarters, he succeeded only in alienating himself further from his fellow officers. Neuland was upset by the continual rejection of the officers’ comments “by a man in the New York Office…doesn’t make sense.” But unfortunately, to his fellow Special War Projects Division officers, Neuland’s criticism only pointed to a lack of loyalty.

These intelligence officers’ responsibility carried further than merely implementing the reeducation program. They were also required to keep morale and special service activities “maintained and improved” for the American military personnel at the camps. They were ordered to distribute the War Department pamphlets 19-1 “What about the German Prisoners?” and 19-2 “Facts vs. Fantasy” to help in this endeavor. Yet with the majority of the responsibility of the program falling on their shoulders, it is difficult to understand why the commanders in the Special Projects Division office did not listen more to their thoughts on the matter.

Yet the very nature of those in charge, who were mostly from academia, might offer a clue. As Ron Robin states in The Barbed-Wire College, “They represented an alienated intelligentsia, who never bothered to hide their contempt for the rank and file within the camps.”

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Filed under democracy, education, Germany, military, nationalism, U.S., war

Origins of Japanese POW Reeducation

From The Enemy Within Never Did Without: German and Japanese Prisoners of War At Camp Huntsville, Texas, 1942-1945, by Jeffrey L. Littlejohn and Charles H. Ford (Texas Review Press, 2015), Kindle Loc. 1284-1310:

Despite the terrifying power of America’s military campaign in the Pacific, few people in the U.S. government believed that the war against Japan would be over in a matter of months. In fact, Japanese soldiers and civilians had regularly fought to the death or committed suicide rather than surrender to American forces. At Tarawa in the Gilbert Islands, for instance, only eight of 2,600 Japanese soldiers had survived the U.S. attack. Then, later, on Saipan in the Mariana Islands, hundreds of Japanese civilians had jumped from cliffs to kill themselves in acts of desperation to avoid capture by American forces. This tragic tactic was also embraced by more than 1,900 kamikaze pilots who sacrificed themselves in suicide attacks against the American fleet off Okinawa in May 1945, seeking to halt the U.S. effort there. Although this strategy ultimately failed, it confirmed the widely-held American belief that Japanese soldiers and civilians would stop at nothing to defend their honor and homeland. More ominously, it also demonstrated how arduous and costly an American invasion of the Japanese home islands was likely to be.

As American military leaders planned the final stages of the war against Japan, a variety of U.S. diplomatic and academic experts analyzed the enemy’s behavior in an attempt to coordinate both the end of the war and the planning of the post-war era. Following the lead of influential thinkers, like Franz Boas, Margaret Mead, and Ruth Benedict, anthropologists of the period encouraged policy makers to reject commonly held American stereotypes that portrayed the Japanese as mindless drones following their god-emperor, and to instead view them as devoted warriors who were products of their own educational, political, and cultural surroundings. This new interpretation of the Japanese, historian John Dower has written, provided that their national character was not racially fixed or permanent, but was, like the American character, open to change based upon new experiences and educational opportunities.

A long-time disciple of this view, John Emmerson of the U.S. State Department, spent the period from October to December 1944, in the new communist capital of China, Yan’an, in support of the U.S. Army’s Observation Group (or Dixie Mission), which was gathering intelligence and making connections with the revolutionary leaders of China. After meeting the top communists leaders, including Zhou Enlai, Mao Zedong, and General Chu Teh, Emmerson spent most of his time in the area with Chinese and Japanese communists who were re-educating Japanese POWs. Chief among the Japanese leaders in Yan’an was Nosaka Sanzo, a native of Yamaguchi prefecture, who had been orphaned at 14, before becoming an outspoken critic of the Japanese oligarchy and its apparent disregard for the concerns of the working people. As a young man, Sanzo attended Tokyo’s Keio University and the London School of Economics, and he became a cosmopolitan Marxist theorist, who served as a founding member of both the Japanese Communist Party and the Japanese People’s Emancipation League. The later organization ran a Workers and Peasants School in the caves of Yan’an to transform Japanese POWs into good communists. It was this school—with its enlightened procedures and successful indoctrination—that Emmerson hoped to emulate with Japanese POWs in the United States. Based on his first-hand experience at the school, Emmerson began to devise a plan that called for the American government to select the most compliant of the 5,000 Japanese POWs in the U.S., teach them about western-style democracy, and then persuade them to help shape the “pacification” effort and post-war “political orientation” of a democratic Japan.

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Japanese Hamhung, 1930s

From On Desperate Ground: The Marines at The Reservoir, the Korean War’s Greatest Battle, by Hampton Sides (Doubleday, 2018), Kindle pp. 83-84:

This was the boomtown atmosphere in which Lee Bae-suk had grown up. Throughout the 1930s, Hamhung quickly became, in many respects, a Japanese city—organized, industrialized, modernized, militarized. Korea was living under what came to be called “the black umbrella” of absolute Japanese rule. The occupiers humiliated and exploited Hamhung’s citizens, often brutally, but they also sought to assimilate them—that is, to make them Japanese subjects, slowly eradicating all vestiges of Korean consciousness. As a boy in Hamhung, Lee was taught to bow toward the east, in the direction of the emperor. He prayed to Shinto gods, at Shinto shrines, kneeling in the shadow of red torii gates. At school, he and his classmates were required to recite the Pledge of the Imperial Subjects, promising to “serve the Emperor with united hearts.” Lee, like all citizens, had to forsake his Korean name and adopt a Japanese one. He learned the Japanese language and was forbidden to study Korean in school. The Korean anthem was not to be sung, the Korean flag not to be unfurled, traditional white Korean clothing not to be worn. People were even expected to give up Korean hairstyles, cutting off their braids and topknots.

Everywhere Lee looked, he saw examples of Japanese authority and expertise: Japanese teachers, Japanese civil servants, Japanese soldiers and tax collectors and cops. The mayor was Japanese. So was the provincial governor. Even the city itself was given a Japanese name: Hamhung became Kanko. The Japanese Kempeitai, which many Koreans came to call the “thought police,” tightened its hold on the city, stamping out dissent or expressions of Korean identity. The police organized the citizens into neighborhood associations, each one composed of ten families. These cells, designed to enforce compliance of Japanese laws, had a chilling effect on community relations, effectively turning Korean against Korean, requiring neighbors to spy on one another.

During the late 1930s, the industrial complex of greater Hamhung became an arsenal and a forge for Japan’s deepening war against China. Enormous quantities of explosives were manufactured there. After Japan attacked Pearl Harbor, operations at Hamhung expanded exponentially. Among other secret projects, Japanese physicists made early attempts to build an atomic weapon. Using uranium reportedly mined from the mountains around the Chosin Reservoir, they constructed a crude cyclotron, produced heavy water, and even began to develop a primitive atomic device.

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Filed under education, industry, Japan, Korea, labor, language, nationalism, religion, war

Orwell’s Recent Popularity Abroad

From Churchill and Orwell: The Fight for Freedom, by Thomas E. Ricks (Penguin, 2017), Kindle pp. 253-255:

Instead of fading away, Orwell has enjoyed a new surge of popularity. The passing of the historical context of 1984 seems to have liberated the novel and allowed its message to be recognized as speaking to a universal problem of modern humankind.

The evidence for this is that in recent years, readers and writers around the world have responded to Orwell’s depictions of a nearly omniscient state. “We live in a new age of surveillance, one where George Orwell’s concept of living in a society whereby every citizen is under constant watch is becoming alarmingly prevalent,” one blogger wrote matter-of-factly in July 2015. An Iraqi writer, Hassan Abdulrazzak, said in 2015, “I’m sure George Orwell didn’t think: ‘I must write an instructive tale for a boy from Iraq,’ when he wrote 1984. But that book explained Iraq under Saddam for me better than anything else before or since.” In 2015, 1984 was listed as one of the ten bestselling books of the year in Russia.

In 2014, 1984 became so popular as a symbol among antigovernment protestors in Thailand that Philippine Airlines took to warning its passengers, in a list of helpful hints, that carrying a copy could cause trouble with customs officials and other authorities. “Emma Larkin,” the pen name of an American journalist working in Southeast Asia, wrote, “In Burma there is a joke that Orwell wrote not just one novel about the country, but three: a trilogy comprised of Burmese Days, Animal Farm and 1984.

Orwell seems to have resonated especially in modern China. Since the year 1984, some thirteen Chinese translations of 1984 have been published. Both it and Animal Farm also have been translated into Tibetan. Explaining the relevance of Orwell to China, one of his translators, Dong Leshan, wrote, “The twentieth century will soon be over, but political terror still survives and this is why Nineteen Eighty-four remains valid today.”

Orwell’s earlier meditations on the abuses of political power also found new audiences. An Islamic radical, reading Animal Farm while imprisoned in Egypt, realized that Orwell spoke to his private doubts. “I began to join the dots and think, ‘My God, if these guys that I’m here with ever came to power, they would be the Islamist equivalent of Animal Farm,’” said Maajid Nawaz. In Zimbabwe, an opposition newspaper ran a serialized version of Animal Farm that underscored the point about a betrayed revolution by running illustrations in which Napoleon the pig is depicted wearing the big-rimmed eyeglasses favored by Zimbabwe’s president-for-life, Robert Mugabe. In response, someone destroyed the newspaper’s press with an antitank mine. A Cuban artist was jailed without trial for plans to stage a version of Animal Farm in 2014. To make sure the authorities got the point, he painted the names “Fidel” and “Raoul” on two pigs.

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Filed under Africa, China, Cuba, democracy, education, language, Middle East, Southeast Asia

The Times of Appeasement, 1930s

From Churchill and Orwell: The Fight for Freedom, by Thomas E. Ricks (Penguin, 2017), Kindle Loc. 842-62:

The Times of London, then co-owned by another member of the Astor clan, John J. Astor, was at the time the daily journal of the British establishment. As Lord Halifax, Chamberlain’s foreign minister, put it, in prewar Britain, “Special weight was held to attach to opinions expressed in its leading articles [that is, editorials], on the assumption that these carried some quality of government stamp, if not approbation.” The newspaper fervently supported appeasement throughout the 1930s, to the point that it was willing to tolerate and even embrace Hitlerian tactics. Following the “Night of the Long Knives,” a series of shocking political murders carried out on Hitler’s orders in mid-1934, the newspaper soothed, “Herr Hitler, whatever one may think of his methods, is genuinely trying to transform revolutionary fervour into moderate and constructive effort and to impose a high standard of public service on National-Socialist officials.”

In 1937, Geoffrey Dawson, editor of the Times, confided to his Geneva correspondent, “I do my utmost, night after night, to keep out of the paper anything that might hurt their susceptibilities.” According to the Times’s own official history of itself, published in 1952, those who opposed appeasement were all too often “intellectuals, utopians, sentimentalists and pacifists satisfied with a programme of resistance without the means of resistance.” The Times’s history, with extraordinary nerve, blames those hotheads for making the disastrous policy of appeasement necessary, arguing that the newspaper, “like the Government, was helpless in the face of an apparently isolationist Commonwealth and a pacifist Britain.” What this explanation fails to note is that the role of a leading newspaper is not just to follow opinion but to try to shape it, especially when a major government policy rests on faulty assumptions. And it certainly is not the role of a newspaper editor to suppress news on the grounds that it might bother people or force government officials to reconsider their policies.

King Edward VIII himself, during his eleven-month reign in 1936, supported appeasement. According to one account, when Hitler sent troops into the Rhineland in March 1936, breaking the terms of the Versailles Treaty, the king called the German ambassador in London to tell him that he had given Prime Minister Baldwin “a piece of my mind.” To wit, “I told the old-so-and-so that I would abdicate if he made war. There was a frightful scene. But you needn’t worry. There won’t be war.” The king actually would abdicate for other reasons later that same year. During the war, his rightist views and contacts would become a persistent worry for Churchill and British intelligence.

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Cold War: Ransoming Emigrants

From The Great Departure: Mass Migration from Eastern Europe and the Making of the Free World, by Tara Zahra (Norton, 2016), Kindle Loc. 3613-27, 3658-74:

The profile of migrants transformed in the 1970s, as dissident intellectuals and celebrity defectors began to take center stage. There had always been a place in the West for intellectual and cultural luminaries from Eastern Europe. The “ideal” East European emigrant throughout the early Cold War had not, however, been a scientist, doctor, or novelist. He or she was a farmer, a miner, a domestic servant, or a factory worker—someone willing to work hard for low wages and fuel booming postwar economies in the West. That image subtly shifted in the late 1960s and the 1970s. In part, the sociological profile of actual emigrants changed, as the refugees who fled Czechoslovakia and Poland in 1968, in particular, tended to have a higher education. Western economies were also transforming. The 1970s brought oil shocks, growing restrictions on immigration in Western Europe, and the rise of technology and service-based industries. The “ideal” refugee from Eastern Europe—the least threatening immigrant—was now an engineer, intellectual, or tennis star, not a factory worker who would compete for ever scarcer manufacturing jobs.

Then, in the 1970s and 1980s, several Eastern bloc governments introduced reforms that attempted to “normalize” relations with the West and with emigrants abroad. These initiatives did not reflect a change of heart regarding emigration in Eastern Europe. Rather, they represented efforts by desperate governments to raise foreign currency. Socialist regimes were searching for new ways to placate dissatisfied citizens in the 1970s and 1980s. Consumer goods—everything from televisions and washing machines to blue jeans and automobiles—were powerful currency in this quest for legitimacy. East European governments largely financed the shift to a consumer economy with loans from the West. Repaying these loans was possible only with a continuous influx of foreign currency, which flowed into the country along with tourists and visitors from the West, or in the form of remittances from migrants working abroad.

Whereas socialist governments had once bitterly denounced the “human traffickers” who lured their citizens to the West, they now willingly brokered a trade in migrants for their own purposes.

Romania also ransomed Jews and Germans for profit. The exchange of Romanian Jews for money and agricultural products had begun covertly after the Second World War. A Jewish businessman in London named Henry Jacober served as the middleman between private individuals in the West and the Romanian secret service. Jacober traded briefcases full of cash, typically $4,000 to $6,000 per emigrant (depending on the individual’s age and educational status), for exit permits to the West. When Israeli intelligence officials got wind of the deals, they decided to get in on the scheme, with the approval of Prime Minister David Ben-Gurion. At Khrushchev’s insistence, the Romanians began to demand agricultural products instead of cash. Soon Romanian Jews were traded for everything from cattle and pigs to chicken farms and cornflake factories. The ransom of Jews continued under the rule of the Romanian dictator Nicolae Ceausescu after 1969. The price of exit could go up to $50,000, depending on the migrant’s age, education, profession, family status, and political importance. Israel refused to pay for young children and retirees.

Selling Jews was so profitable that the ransom scheme expanded to include ethnic Germans, who were sold to West Germany for suitcases stuffed with U.S. dollars. Germans, like Jews, were priced on the basis of their educational attainment and ransomed for rates ranging from $650 for an unskilled worker to $3,298 for an emigrant with a master’s degree or equivalent. Romania also received interest-free loans from West Germany in exchange for releasing Germans. In the mid-1970s, Ceausescu famously boasted, “Jews, Germans, and oil are our best export commodities.” Around 235,000 Jews and 200,000 Germans escaped Romania through these deals. During Ceausescu’s regime alone, an estimated 40,577 Jews were ransomed to Israel for $112,498,800; West Germany made payments of at least $54 million in exchange for exit permits for German emigrants.

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Filed under Britain, Eastern Europe, economics, education, Germany, Israel, migration, Romania, U.S., USSR

How Many Slavic Languages vs. Dialects?

From Lingo: Around Europe in Sixty Languages, by Gaston Dorren (Atlantic Monthly Press, 2015), Kindle Loc. 2006-26:

Whether they’re from the Baltic port of Kaliningrad or from Vladivostok on the Sea of Japan, there’s little difference in the way Russians speak. In Poland, the same holds true: North Poles and South Poles can chat away effortlessly to each other, as can West and East Poles. Even people speaking different Slavic languages can often communicate without much trouble. Bulgarians can converse with Macedonians, Czechs with Slovaks, and Russians with Belarusians and Ukrainians. And, for all their political differences, there is no great language barrier between Croats, Bosnians, Serbs and Montenegrins. In fact, as the eminent nineteenth-century Slovak scholar Ján Kollár suggested, the Slavic world could, with no great effort on the part of its citizens, adopt just four standard languages: Russian, Polish, Czechoslovak and, lastly, what you might call Yugoslav or South Slavic.

There is one language, however, that wouldn’t so easily be absorbed into Kollár’s scheme: Slovene, also known as Slovenian. Admittedly, this is the language of a very small nation. Its entire territory fits no fewer than twelve times into the area of the UK (which is itself not large) and the population, at just over two million, is just a quarter of that of London. And yet, when Slovenes speak their local dialects, many of their compatriots can make neither head nor tail of what they are saying. So just imagine how these dialects would bewilder the members of some of the other nations that Kollár lumped together as ‘South Slavic’, such as the Bulgarians.

How come? Why does Russian span more than four thousand miles from west to east with next to nothing in the way of dialect diversity, whereas the Slovene language area, measuring just two hundred miles from end to end, is a veritable smorgasbord of regional varieties? Which in turn raises the question: how do dialects come about in the first place?

One school of thought, or rather thoughtlessness, holds that dialects are corrupted forms of the standard language – as, for example, in the view that ‘Scouse is just bad English’. This might be one’s automatic reaction, but it’s in fact the wrong way round: dialects come first, and tend to be at the root of any standard language, which is always an artefact. It would be nearer the truth to claim that standards are ‘corrupted’, ‘unnatural’ or ‘perverted’ dialects. For any other variation of any language, regional or otherwise, develops in a largely unselfconscious way, influenced chiefly by its degree of isolation and contact.

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Filed under Belarus, Bulgaria, Czechia, education, language, nationalism, Poland, Russia, Slovakia, Ukraine, Yugoslavia