{"word_count": 174, "character_count": 1228}
Although the Nazis strove for centralization and standardization, the results of their education policy varied from land to land. The school systems strikingly differed in Württemberg, Baden and Alsace. This variety had historical reasons. But it was preserved and restored by the different profiles of Nazi school policy in the three regions. The education ­reformers in Berlin did not succeed in overcoming regional forces of ­persistence, structural path dependencies and educational traditions, because teh federal states adapted central reform plans to the local circumstances. Thus, a limited freedom of design emerged for regional policy makers.The author is a historian of political, administrative and business history of the Third Reich and currently does research on morality and economy in capitalist societies at the end of the 19th century.Jürgen Finger:  Eigensinn im Einheitsstaat. NS-Schulpolitik in Württemberg, Baden und im Elsass 1933-1945 (Historische Grundlagen der Moderne, Bd. 12), ISBN 978-3-8487-2174-0, Baden-Baden (Nomos) 2016.&#160;For orders please have a look at the Nomos-ShopFyler in German and EnglishFor those who want to read without buying: Worldcat-KatalogTable of contents via academia.edu