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Impact of military service on society
Impact of military service on society
German side of world war 2
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Die Brücke, 1959 (The Bridge) by Bernhard Wicki is frequently acknowledged as a momentous anti-war film, though its significance is more nuanced and multifaceted. Its view on war is further ambiguous than the tedious representation would advocate. This was several years after the Federal Republic of Germany reinstituted the army, joined the NATO alliance in 1955, and reinstated the military draft of young men in 1956.
Therefore, this film is not only a testimony about the German past but also the German present. It displays the irrational annihilation of six young Germans at the end of WWII, summoning up a very agonizing recollection of Nazi Germany’s futile effort to turn back the Allied invasion by hurling teenage boys into the fight. However, because West Germany had only recently reinstituted a military draft on young men, the film also implicates a standpoint against West German remilitarization. The conventional West German government comprehended this message as well. Die Brücke was released in the United States on May 1, 1961 to a critical and popular acclaim, offering an obvious reiteration of the war-is-hell theme, but does so with compelling visual imagery and legitimate emotional resonance.
The very uselessness of the boys’ service is crystal clear to viewers right at the beginning of the film. The vivid, blatant detail is enhanced by the black-and-white cinematography, ultimately apprehending the chaos amidst the desperately adhered to codes and conventions, structures that generate a misleading sense of mandate and expectedness. Within an interview conducted by Hans Ulrich Reichert of Tagesschau (Daily News) in 1959, Bernhard Wicki noted that he made the film not as a pro- or anti-war statement but ra...
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In a review dated 2 May 1960, Bosley Crowther of The New York Times describes the film as “intense and compelling”, and as “notable” for “its concentrated emotional drive”. Time magazine similarly describes it (in a review dated 12 May 1961) as “a minutely observed, almost unwatchable massacre of the innocents”. The Bridge’s popular acclaim is attested to by its 1960 Academy Awards nomination for Best Foreign Language Film (it lost to Marcel Camus’ French entry, Orfeu Negro/Black Orpheus, 1959) and its Golden Globe win.
Interview with Wicki conducted by journalist Hans Ulrich Reichert, Tagesschau (Daily News), ep. no. 1488, 22 October 1959.
Cited in Gagnon, Celluloid Heroes, 130-31. Originally from Joe Hembus and Christa Bandmann, Klassiker des deutschen Tonfilms, 1930-1960 (Munich: Goldman, 1980), 189, 191.
Dieter, a fifteen year old German soldier, is going into war even though his parents don’t want him to. He has no idea what real war is going to be like and he thinks that Germany has done no wrong no matter what the other, elderly soldiers tell him, he doesn’t believe it. The other boy, Spence, is sixteen and he drops out
The book “A Long Way From Chicago” is an adventurous and funny story. The story takes place at Joey Dowdel’s Grandmothers farm house in the country. Joey and his sister Mary Alice were sent to their Grandma’s house during the summer because their parents had to go to Canada for their work. At first, Joey felt uncomfortable with his Grandmother because he had never met her before but eventually he got to know her and they became close friends.
The story takes place through the eyes of a German infantryman named Paul Baumer. He is nineteen and just joined up with the German army after high school with the persuasion of one of his schoolteachers, Mr. Kantorek. Paul recalls how he would use all class period lecturing the students, peering through his spectacles and saying: "Won't you join up comrades?"(10). Here was a man who loved war. He loved the "glory" of war. He loved it so much as to persuade every boy in his class to join up with the army. He must have thought how proud they would be marching out onto that field in their military attire.
"World War II in Europe." 10 June 2013. United States Holocaust Memorial Museum. 18 March 2014 .
In the history of modern western civilization, there have been few incidents of war, famine, and other calamities that severely affected the modern European society. The First World War was one such incident which served as a reflection of modern European society in its industrial age, altering mankind’s perception of war into catastrophic levels of carnage and violence. As a transition to modern warfare, the experiences of the Great War were entirely new and unfamiliar. In this anomalous environment, a range of first hand accounts have emerged, detailing the events and experiences of the authors. For instance, both the works of Ernst Junger and Erich Maria Remarque emphasize the frightening and inhumane nature of war to some degree – more explicit in Jünger’s than in Remarque’s – but the sense of glorification, heroism, and nationalism in Jünger’s The Storm of Steel is absent in Remarque’s All Quiet on the Western Front. Instead, they are replaced by psychological damage caused by the war – the internalization of loss and pain, coupled with a sense of helplessness and disconnectedness with the past and the future. As such, the accounts of Jünger and Remarque reveal the similar experiences of extreme violence and danger of World War I shared by soldiers but draw from their experiences differing ideologies and perception of war.
As war wages on, the German youth continuously fight forces beyond their control leading the young soldiers to dehumanization. Remarque indicates that patriotism is a thought of the past as the young newcomers are exposed to the authenticity of trench warfare. In the beginning of the novel the German recruits experience some inhumane training in the trenches running along the Rhineland, and thus quickly learn that surviving or dying has hardly anything to do with their toughness (Napierkowski 6). This realization materializes as the young Germans start fighting fresh, well-equipped Allies troops. Not only are the Allies troops fresh and well-equipped, but they outnumber the German troops in quantity and devastating equipment. The Allies list of destructive equipment includes: tanks, airplanes, poison gas, bombs and machine guns. The Allies technology only make survival for the German troops only more difficult as the trenches offer ...
The boy awakes from a night of being lost in the woods, a product of pushing the lines of his invisible enemy deep into their own territory and the fright of an unfamiliar animal. He arose to a sight that he is unable to comprehend; that what he is seeing could even be a creation of war. What the boy is confronted with is a horrific and stomach churning scene of “maimed and bleeding men” (Bierce 43) that “crept upon their hands and knees.” (43). Being confronted with the ghastly scene the boy’s ideals of war blind him to the reality of what he is witnessing. An idea that Bierce portrays that even with the sights of battle many men are blinded by their own machismo and idyllic of
When reflecting and writing on Eiseley’s essay and the “magical element”, I balk. I think to myself, “What magic?”, and then put pen to page. I dubiously choose a kiddie pool to draw inspiration from, and unexpectedly, inspiration flows into me. As I sit here in this little 10x30 foot backyard, the sky is filled with the flowing gaseous form of water, dark patches of moist earth speckle the yard, the plants soak up their scattered watering, and the leaves of bushes and trees imbue the space with a sense of dampness from their foliage. As my senses tune into the moisture that surrounds me, I fill Braedon’s artificial pond with water. I stare at the shimmering surface, contemplating Eiseley’s narrative, and the little bit of life’s wellspring caught in Brae’s pool. I see why Eiseley thought the most abundant compound on the earth’s surface is mystical.
In conclusion, “The Spirit of 1914” is a fundamental book for historians to read to understand how Germany and the German public honestly reacted to the oncoming, declaration, and the experience of war in 1914. To presume the entire country, or even the majority, of the German public felt the same would be presumptuous, and Verhey repeatedly reiterates the, “…generational, occupational, temporal, gender, and geographical differences in German public opinion…”(112) Verhey gives a new outlook on intentions of Germans before, during, and after World War 1 with extensive research and great respect showing a complexity of the German people from all walks of life.
In the novel All Quiet on the Western Front, Paul, the main character is a nineteen-year-old man who voluntarily joins the German army to fight in World War I against the French. Paul went into the war full of nationalism and ready to fight for his country. Soon after entering training, Paul began to realize that there is way more to war than just fighting for his country. Because it contains evidence of dehumanization and disconnectedness with the world, Erich Maria Remarque’s novel All Quiet on the Western Front reveals soldiers who are blindsided by the effects war has on them.
Paul Baumer is a 19-year-old volunteer to the German army during World War I. He and his classmates charge fresh out of high school into military service, hounded by the nationalist ranting of a feverish schoolmaster, Kantorek. Though not all of them want to enlist, they do so in order to save face. Their first stop is boot camp, where life is still laughter and games. “Where are all the medals?” asks one. “Just wait a month and I’ll have them,” comes the boisterous response. This is their last vestige of boyhood.
World War I had a great effect on the lives of Paul Baumer and the young men of his generation. These boys’ lives were dramatically changed by the war, and “even though they may have escaped its shells, [they] were destroyed by the war” (preface). In Erich Maria Remarque’s novel, All Quiet on the Western Front, Paul Baumer and the rest of his generation feel separated from the other men, lose their innocence, and experience comradeship as a result of the war.
Director Mark Herman presents a narrative film that attests to the brutal, thought-provoking Nazi regime, in war-torn Europe. It is obvious that with Herman’s relatively clean representation of this era, he felt it was most important to resonate with the audience in a profound and philosophical manner rather than in a ruthlessness infuriating way. Despite scenes that are more graphic than others, the films objective was not to recap on the awful brutality that took place in camps such as the one in the movie. The audience’s focus was meant to be on the experience and life of a fun-loving German boy named Bruno. Surrounding this eight-year-old boy was conspicuous Nazi influences. Bruno is just an example of a young child among many others oblivious of buildings draped in flags, and Jewis...
Zink, Harold. (1957) The United States in Germany, 1944-1955 [online]. Princeton, NJ: D. Van Nostrand [cited 12th September 2011]. Available from:
PŁAŻEWSKI, Jerzy; TABERY, Karel. Dějiny filmu : 1895-2005. Vyd. 1. Praha : Academia, 2009. s.79.