"The widespread intimidation of the population provided the essential precondition for a process that was in train all over Germany in the period from February to July 1933… The Nazi takeover of the federated states provided a key component in this process… At the same time as the state governments were being overthrown, local Nazis, backed by squads of armed stormtroopers and SS men, were occupying town halls, terrorizing mayors and councils into resigning, and replacing them with their own nominees."

“Yet the Nazi Students’ League was not without competition in the student world at this time. Many students joined the stormtroopers in the spring of 1933, and following Hitler’s instruction in September 1933 that the task of politicizing the student body was to be undertaken by the SA, the brownshirts set up their own centres in the universities and put pressure on students to join. By the end of the year, over half of the students at Heidelberg university, for example, had enrolled as stormtroopers.”

“For all their deficiencies, the Hitler Youth movement and the increasingly Nazified school system were driving a wedge between parents who still retained some loyalty to the beliefs and standards they had grown up in themselves, and their children who were being indoctrinated at every stage of their lives. As one such agent ruefully observed: ‘It is extremely difficult for parents who are opponents of the Nazis to exercise an influence on their children. Either they ask the child not to talk at school about what is said at home. Then the children get the feeling, aha, the parents have to hide what they think. The teacher permits himself to say everything out loud. So he’s bound to be right. - Or the parents express their opinion without giving the child a warning. Then it’s not long before they are arrested or at the very least called up before the teacher, who shouts at them and threatens to report them. - ‘Send your father to the school!’ That is the normal answer to suspicious doubts and questions on the part of the child. If the father is quiet after such a visit, then he gives the child the impression that he has been convinced by what the teacher has told him, and the effect is far worse than if nothing had ever been said.’”

“The Hitler Youth proved a thoroughly disruptive influence on formal education. ‘School’, one Social Democratic report already noted in 1934, ‘is constantly disrupted by Hitler Youth events.’ Teachers had to allow pupils time off for them almost every week… Despite the military-style discipline in the schools, there were numerous reports of indiscipline and disorder, violent incidents between pupils, and insubordination towards teachers. ‘One can’t speak of the teacher having authority any more,’ noted one Social Democratic agent in 1937. ‘The snotty-nosed little brats of the Hitler Youth decide what goes on at school, they’re in charge.’”

“At every level, formal learning was given decreased emphasis… By 1939 employers were complaining that school graduates’ standards of knowledge of language and arithmetic were poor and that ‘the level of school knowledge of the examinees had been sinking for some time.’ Yet this did not cause any concern to the regime. As Hans Schemm, the leader of the Nazi Teachers’ League up to 1935, declared: ‘The goal of our education is the formation of character’, and he complained that too much knowledge had been crammed into children, to the detriment of character-building.”

“There were even more disturbing reports of children whose membership in the Hitler Youth was disapproved of by their parents threatening to report them to the authorities if they tried to stop them going to meetings. For adolescents, it was only too easy to annoy parents who were former Social Democrats by greeting them at home with ‘Hail, Hitler!’ instead of ‘good morning’. ‘Thus war is taken into every family’, one wife of an old labour movement activist observed. ‘The worst is’, she added apprehensively, ‘that you’ve got to watch yourself in front of your own children.’”

“Not just women, young people, students, and school pupils, but also many other sectors of German society were catered for by specially designed Nazi organizations by the end of the 1920s. There were groups for civil servants, for the war-wounded, for farmers, and for many other constituencies, each addressing its particular, specifically targeted propaganda effort. There was even a kind of trade union movement, the clumsily names National Socialist Cell Organizations .”