When I see young people being very passionate about something that has a political undertone, I always wonder who is really behind that.
The Nazis understood that for them to successfully implement their racial ideas and policies, they would have to indoctrinate the youth. Hitler had a very strong viewpoint on education. The only teacher he liked at secondary school was his history teacher Leopold Potsch.
Hitler wrote in Mein Kampf (1925): “Dr. Leopold Potsch, my professor at the Realschule in Linz, embodied this requirement to an ideal degree. This old gentleman’s manner was as kind as it was determined, his dazzling eloquence not only held us spellbound but carried us away. Even today I think back with gentle emotion on this gray-haired man who, by the fire of his narratives, sometimes made us forget the present; who, as if by enchantment, carried us into past times and, out of the millennial veils of mist, molded dry historical memories into a living reality. On such occasions, we sat there, often aflame with enthusiasm, and sometimes even moved to tears. What made our good fortune all the greater was that this teacher knew how to illuminate the past by examples from the present, and how the past draws inferences for the present. As a result, he had more understanding than anyone else for all the daily problems which then held us breathless. He used our budding nationalistic fanaticism as a means of educating us, frequently appealing to our sense of national honor. By this alone he was able to discipline us little ruffians more easily than would have been possible by any other means. This teacher made history my favorite subject. And indeed, though he had no such intention, it was then that I became a little revolutionary. For who could have studied German history under such a teacher without becoming an enemy of the state which, through its ruling house, exerted so disastrous an influence on the destinies of the nation? And who could retain his loyalty to a dynasty which in past and present betrayed the needs of the German people again and again for shameless private advantage?”
Leopold Poetsch began his history teaching career in Maribor and later moved to Linz. He held strong nationalist opinions on the subject and believed that all ethnic Germans should be united by a single government. He also held strong racist views and told his pupils that Jews and Slavs were members of “inferior races”. However in later years took some distance from his former pupil, and considered Hitler an enemy of Austria.
The Nazis went to great extents on teaching the German youth to be proud of their race through biology teaching, the National Socialist Teachers League (NSLB) in particular taught in schools that they should be proud of their race and not to race mix.
Race biology was meant to encourage the Germans to maintain their racial purity, the NSLB stressed that as early as primary schools Germans have to work on only the Nordic racial element of the German Volk (people) again and again and have to contrast this with the racial differences that foreign peoples such as the Jews represent.
Every institution was infused with National Socialist ideology and infiltrated by Nazi personnel in chief positions. Schools were no exception.
Schools and universities were to:
indoctrinate young people into the racial ideas of Nazism and make children loyal to Hitler – this was in effect a form of brainwashing;
train girls to be good Aryan wives and mothers, and prepare boys to be effective soldiers.
Make young people “swift as a greyhound, as tough as leather, and as hard as Krupp steel”. All teachers had to join the Nazi Teachers’ Association, which vetted them for political and racial suitability. By 1939, 97 percent of teachers belonged to it.
Jewish teachers were fired.
Teachers had to go to summer school so they could teach Nazi ideas effectively. Pupils were encouraged to inform the authorities if teachers did not teach and support Nazi ideas.
There were even so-called Bride Schools. The Reich Bride Schools (German: Reichsbräuteschule) were institutions established in Nazi Germany in the late 1930s. They were created to train young women to be “perfect Nazi brides”, indoctrinated in Nazi ideology and educated in housekeeping skills. The fiancées of prominent SS members and senior Nazi Party officials (and later a wider range of German women) were taught skills including cooking, child care, ironing, and to how to polish their husbands’ uniforms and daggers. They were required to swear oaths of loyalty to Adolf Hitler, to pledge to raise their children as Nazis, and to marry in what the Nazis alleged to be ceremonies based on the pre-Christian model.
The bride schools were a collaboration between Gertrud Scholtz-Klink and SS chief Heinrich Himmler, who was obsessed with German superiority over all races and the need for a “strong family life to create a strong, pure nation”.
Regulations dictated that young women would be taught ‘washing, cooking, childcare and home design’ before they could walk up the aisle with the men who would staff death camps and rule conquered lands with an iron fist.
They were also instructed in social niceties – such as how to hold conversations at cocktail parties – and how to bring up their children worshipping not God or Jesus Christ, but Hitler. Although several bride schools were established in locations across Germany, the demands of the Second World War made it impossible for the Nazis to realize their ideal of women as being exclusively homebound.
Nazi racial policy did not always include degrading Jews but had to always maintain the importance of German blood and the Aryan race. This was often connected to the blood and soil ideology.
Whilst the young Germans were being taught about the importance of one’s blood, at the same time they were being taught about the dangers that the Jews represent in Germany and the necessary living space in the East, in particular Russia.
Novels portrayed the Germans as uniquely endowed and possessors of a unique destiny. The segregation of races was said to be natural, just as separate species did not come together in nature.
Der Giftpilz was a piece of antisemitic Nazi propaganda published as a children’s book by Julius Streicher in 1938. The title is German for “the poisonous mushroom/toadstool”.
The book explains that the Talmud discourages Jews from performing manual labor and encourages them to engage in trade instead; that it teaches Jews that non-Jews are meant to be slaves and asks Jews to enslave the non-Jewish population; and that Talmudic law allows Jews to cheat non-Jews. The book was sometimes used in German schools.
The indoctrination, or rather brainwashing, also happened in third-level education, in the Universities. On May 10, 1933 student groups at universities across Germany carried out a series of book burnings of works that the students and leading Nazi party members associated with an “un-German spirit.” Enthusiastic crowds witnessed the burning of books by Brecht, Einstein, Freud, Mann, and Remarque, among many other well-known intellectuals, scientists, and cultural figures, many of whom were Jewish. The largest of these book bonfires occurred in Berlin, where an estimated 40,000 people gathered to hear a speech by the propaganda minister, Joseph Goebbels, in which he pronounced that “Jewish intellectualism is dead”
The information in this post comes from a great number of sources. The reason why I did this article is to warn people. There are groups out there at the moment who are manipulating young people, to be foot soldiers for their political ideas. We need to check who is behind some of these movements, some of them have a noble veneer, but if you scratch the surface you might discover there is a different agenda behind it.
Of course, the vast majority of young people are decent human beings.
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