ABSTRACT
Perhaps the most marked feature of the British approach was its informal, pragmatic nature. It was deliberate policy on the part of the Education Branch to deploy its members as widely as possible in order to influence German education through personal contact with individuals. In this respect a certain amount of preparatory work had been done towards the end of the post-war, notably by an organization called German Educational Reconstruction whose members, together with other voluntary workers in the field, supplemented the work of the education officers. Of the three Western allies it was the French who approached the 're-education' issue with the greatest precision. The drawing up of plans had begun in Algiers before the end of the war and these began to be put into effect from August 1945 on-wards. The attitude of the Soviets was different to that of the major Western powers.
