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Most German children as elsewhere in Europe were primarily involved in agricultural labor until industrialization in the 19th century. Even then large areas of Germany were rural meaning that children cointinued to be involved in agricultral labor. This was especially true in eastern Germany where the land was held in large estates oprrated with landless peasant labor. Poles began to replace German workers in the l9th century, The issue of declining German presence on the land became a major issue in German politics by the late-19th century. There was very little mechinization on German farms before World War II. Germany was a leader in free public school education. Here Prussia in particular put an emphasis on public schooling. We are not sure at this time to what extent the Germans passed compulsory attendance laws which required children, including farm children, to attend school. This is a little complicated because even after unification, the different states cointinued to be responsible for education. We do know that as late as the early-20th century, that rural children did not commonly attend secondary schools. In part this was because the secondary schools were in the cities. It was also because many farmers did not think that schooling was very important. This of course was not aiutuation unique to Germany, The fact that many fram youth did not do well in school was a concern with the NAZIs. It mean that many strapping Aryan boys from rural families often did not have the educational preparation for secondary schools, let alone university education. This was an especially touchy issue because children judged to be mentally retarded under the T4 eutenasia program were being killed. Another aspect of German agricultural labor was the almost mystical attachment that some Germans had to the land . It was a deeply routed theme in German nationalism. As a result, there was a strong element within the NAZI Party which had an deep attachment to the land. This was reflected in Hitler's drive for Lebensraum, but even more so in Himmler's desire to repopulate Eastern Europe with German settlers. The farm labor issue took on another facet after World War II when the Soviets intriduced Communism to East Germany. Children in Germany are still involved in rural labor, almost entirely on family farms, but farm parents are now supportive of academics. The desparity between urban and rural education has been closed in modern Germany.
Most German children as elsewhere in Europe were primarily involved in agricultural labor until industrialization in the mid-19th century. Becayse the industrial revolution in Germany took plazce later than in Britain, some of the worst excesses involving industrial child labor were avoided in Germany. Lrge areas of Germany, especially eastern Germany, were rural meaning that children cointinued to be involved in agricultral labor. This included both various activities associated with plant crops and livestock. Younger children were commonly employed as gleaners or shepherds and as they grew could begin to assist with heavier work.
Children were most likely to be involved with agricultural work in eastern Germany where the land was held in large estates oprrated with landless peasant labor. There was an ethnic dimension to agriculture in east Germany. Poles began to replace German workers in the l9th century, The issue of declining German presence on the land became a major issue in German politics by the late-19th century. Bismarck entered the political debate, but at the same time employed Polish workers on his estate.
There was very little mechinization on German farms before World War II. Various factors were involved here. One was cars and trucks were relatively expensive. Germa cars tended to be well engineered, but expensive. There was no Henry Ford in Germany ceveloping an inexpenove car or truck. This made it difficult for small holders to afford to medchanize. In addition, there was an abundance of labor, especially Poles, willing to wirk for low wages. This reduced the incentive to mechanize the large estates. The failure to mechanize agriculture and produce low-cost cars and trucks in larhe numbers would have a major impact on World War II.
Germany was a leader in free public school education. Here Prussia in particular put an emphasis on public schooling. We are not sure at this time to what extent the Germans passed compulsory attendance laws which required children, including farm children, to attend school. This is a little complicated because even after unification, the different states cointinued to be responsible for education. We do know that as late as the early-20th century, that rural children did not commonly attend secondary schools. In part this was because the secondary schools were in the cities. It was also because many farmers did not think that schooling was very important. This of course was not aiutuation unique to Germany, The fact that many fram youth did not do well in school was a concern with the NAZIs. It meant that many strapping Aryan boys from rural families often did not have the educational preparation for secondary schools, let alone university education. This was an especially touchy issue because children judged to be mentally retarded under the T4 eutenasia program were being killed.
Another aspect of German agricultural labor was the almost mystical attachment that many German nationalists had to the land. It was a strong theme in German nationalism. As a result, there was a important element within the NAZI Party which had a deeply rooted attachment to the land. This was reflected in Hitler's drive for Lebensraum, but even more so in Himmler's desire to repopulate Eastern Europe with German settlers. Curiously there was an erry similarity between the World War II Morgethau Plan to deindustrialize Germany and Himmler's vision of returning to the simpler, purer culture of agrarian Germany. This harkening back to earlier days is a common occurance in countrues undergoing fundamental change as was the case in industrial Germany. Is is not unlike the chzange taking place in the Muslim world today which is generating a fundamentalist reaction.
The farm labor issue took on another facet after World War II when the Soviets introduced Communism to East Germany.
Children in Germany are still involved in rural labor, almost entirely on family farms, but farm parents are now supportive of academics. The desparity between urban and rural education has been closed in modern Germany.
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