Laying the Foundation for Hate

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”.

Gertrud Scholtz-Klink

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.

sources

https://www.ushmm.org/collections/bibliography/1933-book-burnings

https://www.smithsonianmag.com/history/brief-history-book-burning-printing-press-internet-archives-180964697/

https://histclo.com/schun/country/ger/era/tr/book/ned-book.html#:~:text=The%20NAZIs%20proceeded%20to%20unabashedly,of%20the%20national%20community%20…

https://www.dailymail.co.uk/news/article-2390238/How-perfect-Nazi-bride-The-sinister-regulations-women-learn-breed-cook-sew-iron–worship-Hitler.html

https://slate.com/human-interest/2013/10/nazi-bride-schools-educated-german-women-in-racial-values-and-homemaking.html

https://nypost.com/2013/08/13/documents-reveal-secrets-behind-the-third-reichs-bride-schools-where-women-were-trained-to-be-perfect-nazi-wives/

https://spartacus-educational.com/Leopold_Potsch.htm

https://spartacus-educational.com/GEReducation.htm

https://www.bbc.co.uk/bitesize/guides/z897pbk/revision/3

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Cancel Culture 3rd Reich style.

Cancel Culture seems to become more and more of a problem nowadays. Apparently the only opinions that matter are of those who get offended by literally everything. However they don’t realize that what they are doing is really a carbon copy of 1930s Nazi Germany, which eventually resulted in the murder of millions.

On May 10, 1933, university students in 34 university towns across Germany burned over 25,000 books. The works of Jewish authors like Albert Einstein and Sigmund Freud went up in flames alongside blacklisted American authors such as Ernest Hemingway and Helen Keller, while students gave the Nazi salute. In Berlin 40,000 people gathered to hear German Minister of Public Enlightenment and Propaganda Joseph Goebbels give a speech in Berlin’s Opera Square. He declared “the era of extreme Jewish intellectualism is now at an end. … The future German man will not just be a man of books, but a man of character. It is to this end that we want to educate you. … And thus you do well in this midnight hour to commit to the flames the evil spirit of the past.” Radio stations broadcast the Berlin speeches, songs, and ceremonial incantations to countless German listeners. Widespread newspaper coverage called the “Action against the Un-German Spirit” a success. The Nazi war on “un-German” individual expression had begun.

Kristallnacht or the Night of Broken Glass, also called the November pogroms. It was a pogrom against Jews carried out by the Nazi Party’s Sturmabteilung (SA) paramilitary forces along with civilians throughout Nazi Germany on 9–10 November 1938. The Nazi regime looked on without intervening. The name Kristallnacht (literally ‘Crystal Night’) comes from the shards of broken glass that littered the streets after the windows of Jewish-owned stores, buildings and synagogues were smashed. The pretext for the attacks was the assassination of the German diplomat Ernst vom Rath by Herschel Grynszpan, a 17-year-old German-born Polish Jew living in Paris.

After Adolf Hitler came to power in Germany on January 30, 1933, the Nazi leadership decided to stage an economic boycott against the Jews of Germany. Local Nazi party chiefs organized the national boycott operation. Although it lasted only one day and was ignored by many individual Germans who continued to shop in Jewish-owned stores, it marked the beginning of a nationwide campaign by the Nazi Party against the entire German Jewish population.

The April 1, 1933, boycott aimed to intimidate Germany’s Jews and discourage the German public from shopping at Jewish businesses. It marked the beginning of Nazi efforts to drive Jews from the German economy.

These events were basically cancel culture by another name.

sources

https://encyclopedia.ushmm.org/content/en/article/boycott-of-jewish-businesses

https://encyclopedia.ushmm.org/content/en/article/kristallnacht

https://www.pbs.org/wgbh/americanexperience/features/goebbels-burnings/

Aktion Arbeitsscheu Reich -work-shy Reich

So many people think that the Holocaust only lasted as along as WWII. But they could not be further away from the truth. It could be argued that the foundation of the Holocaust goes back to 1879, when Wilhelm Marr becomes the first proponent of racial anti-Semitism, blaming Jews for the failure of the German revolutions of 1848–49. I started to watch a series on Netflix called ‘Knightfall’ which is set in the 13th century, it is inspired by events of the time although with fictional characters. In the show there already is a portrayal of hate against the Jews and there is a scene where they are forced to leave Paris, and the order is given to kill all of them once they have left the outskirts of Paris. In the show they are saved by the templars, but I know there have been pogroms going back as far as that.

In 1933 the first concentration camp became operational,Dachau. Between 13–18 June 1938, the first mass arrests of Jews begin through Aktion Arbeitsscheu Reich.

In the course of the “work-shy Reich” campaign carried out by the German police between June 13 and 18, 1938 against people classified as “asocial”, more than 10,000 people were arrested and deported to concentration camps. Around 6,000 prisoners were taken to the Sachsenhausen concentration camp alone and marked as “asocial” with a brown, later black triangle.

During the Nazi regime, the accusation of work shyness served to characterize the so-called asocial. According to an implementing regulation from 1938, anyone who “shows through behavior contrary to the community, even if it is not criminal, that he does not want to fit into the community” was considered antisocial.

According to the ordinance, anti-social persons were those who “through minor but recurring violations of the law do not want to submit to the order that is taken for granted in a National Socialist state”. Tramps, beggars, prostitutes, gypsies, drunkards and people suffering from contagious diseases, especially venereal diseases, were listed by name.

The wave of arrests was primarily intended to discipline the so-called sub-proletarian groups. During the “June Action” there were also targeted mass arrests of Jews. In Berlin, the police arrested between 1,000 and 2,000 Jews under the flimsiest of pretexts, crossing a street crossing incorrectly was enough. An anti-Semitic speech by Reich Minister of Propaganda Joseph Goebbels acted as the initial impetus. At a meeting in the Ministry of Propaganda on June 10, 1938, he stirred up the atmosphere. In his diary, Goebbels noted: “Spoke in front of 300 police officers in Berlin. I really got excited. Against all sentimentality. The slogan isn’t the law, it’s harassment. The Jews have to get out of Berlin. The police will help me with that.” Encouraged by the actions of the police, pogrom-like anti-Semitic riots broke out in Berlin and other large cities in the German Reich. Jewish shops were smeared and Jewish shopkeepers forced to close their shops; several synagogues were demolished.

Dr Christian Dirks, curator of the exhibition of diplomatic dispatches on the 1938 pogrom, suggests a connection with anti-Semitic attacks in Berlin, which, starting in May, escalated from June 13–16, 1938 with boycotts of Jewish shops, marking shops, raids on cafes and arrests.

In 2013 Dr Dirks also called an Irish report on Kristallnacht ,which was issued by Ambassador Charles Bewley in 1938, disgraceful.

Bewley, who described the events as “obviously organised,” began his report in the tone of a dispassionate diplomatic observer and identified with Germany’s claims that Jews dominated in areas of finance and entertainment and used their influence to promote “anti-Christian, anti-patriotic and communistic” thinking.

Charles Bewley

He went on to say their corrupting moral influence helped explain the “elimination of the Jewish element from public life.”

Bewley condemned the Irish media for following the “British press, itself in Jewish hands”, and “Anglo-Jewish telegraph agencies” by prominently displaying news of oppression against Jews but suppressing news of crimes perpetrated by Jews and anti-fascists.

He refrained from advising Dublin on how to correct what he believed was Ireland’s one-sided view of what he called the “Jewish problem”, but left no doubt that he viewed Jews themselves as the key issue.

sources

https://www.irishcentral.com/news/pro-nazi-irish-ambassador-report-on-kristallnacht-to-go-on-display-in-berlin-231342571-237786911

https://www.nd-aktuell.de/artikel/1091388.aktion-arbeitsscheu-reich-das-bezeichnete-bleibt-beiseite.html

https://www.dhm.de/lemo/kapitel/ns-regime/ausgrenzung-und-verfolgung/aktion-arbeitsscheu-reich-1938.html

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Where they burn books, they will ultimately burn people as well .

The title of this blog is a quote from Heinrich Heine’s play “Almansor” which he had written in 1821. Heine was a Jewish German poet, writer and literary critic. His words would ring true just over a century after he wrote them.

The Holocaust didn’t start with the mass murder of Jews and other so called “undesirables”. It was a gradual process. It was not just the destruction of life but also the destruction of art and culture that did not suit the Nazis philosophy.

In a symbolic act of ominous significance, on May 10, 1933, university students burned upwards of 25,000 volumes of so called “un-German” books, heralding a period of state censorship and control of culture. The disturbing part of this ,it was university students doing this, Supposedly well educated people. In an effort to synchronize the literary community, Goebbels had a strong ally in the National Socialist German Students’ Association (Nationalsozialistischer Deutscher Studentenbund, or NSDStB).

On the evening of May 10, in most university towns, right-wing students marched in torchlight parades “against the un-German spirit.” The scripted rituals required for high Nazi officials, professors, university rectors, and university student leaders to address the participants and onlookers.

The event was organised by the Ministry of Propaganda and Public Enlightenment. There are 3 definitions for enlightenment:

1.the act or means of enlightening : the state of being enlightened
2capitalized : a philosophical movement of the 18th century marked by a rejection of traditional social, religious, and political ideas and an emphasis on rationalism —used with the
3. Buddhism : a final blessed state marked by the absence of desire or suffering.

None of the definitions applied here.

Below are just some of the books which were deemed harmful to the German people, according to the Nazis .

Bambi, a Life in the Woods; Time Machine; War of the Worlds; The condition of the working class in England; All Quiet on the Western Front; The Lord of the Rings; Ivanhoe.

As you can see from those titles there was absolutely no justification, nor will there ever be, for banning and burning books.

In Berlin, some 40,000 people heard Joseph Goebbels deliver a fiery address: “No to decadence and moral corruption!” Goebbels enjoined the crowd. “Yes to decency and morality in family and state! I consign to the flames the writings of Heinrich Mann, Ernst Glaeser, Erich Kästner.”

“The era of extreme Jewish intellectualism is now at an end. The breakthrough of the German revolution has again cleared the way on the German path…The future German man will not just be a man of books, but a man of character. It is to this end that we want to educate you. As a young person, to already have the courage to face the pitiless glare, to overcome the fear of death, and to regain respect for death – this is the task of this young generation. And thus you do well in this midnight hour to commit to the flames the evil spirit of the past. This is a strong, great and symbolic deed – a deed which should document the following for the world to know – Here the intellectual foundation of the November Republic is sinking to the ground, but from this wreckage the phoenix of a new spirit will triumphantly rise.”

— Joseph Goebbels, Speech to the students in Berlin.

Not all book burnings took place on May 10, as the German Student Association had planned. Some were postponed a few days because of rain. Others, based on local chapter preference, took place on June 21, the summer solstice, a traditional date for bonfire celebrations in Germany.

The really scary things is this is happening again, the burning has been replaced by cancelling, and the banning of books is happening more and more.

sources

https://encyclopedia.ushmm.org/content/en/article/book-burning

https://www.pbs.org/wgbh/americanexperience/features/goebbels-burnings/

https://www.goodreads.com/list/show/101688.Books_Banned_by_Nazis

http://www.artandpopularculture.com/Bambi%2C_A_Life_in_the_Woods

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Rolf Wenkhaus; Child actor and Luftwaffe crew member

I was reminiscing on TV shows I watched as a kid in the Netherlands. One of my favourite shows was a series called “Q&Q”. It was about 2 teenage detectives. The boys named Aristides Quarles and Wilbur Quant accidentally snap a photo of a dead body in the woods. After finding the place where the body was, they find it to be gone. Nobody believes them except Grandpa. They decide to investigate themselves. I will spare you the theme song because once you hear it, it will be in your head for days.

Then I also remembered a German movie I watched about some German teenage detectives, nowadays with Google and IMDB, it was relatively easy to find the title. The movie is called “Emil and the Detectives” .Turns out it is the birthday of the young main actor today. Rolf Wenkhaus was born on September 9,1917. The movie I was referring to earlier was made in 1931.

Rolf only made tow more movies, the last one was a Nazi propaganda movie titled “S.A.-Mann Brand”

Ironically the screenplay for Rolf Wenkhaus’s 1st movie, “Emil and the Detectives” was written by Billy Wilder, a Jewish Austrian screenwriter who lived in Berlin. After the rise of the Nazi Party, he moved to Paris, due to rampant antisemitism and discrimination against the Jewish people. He moved to Hollywood in 1933. That movie was also based on a novel by Erich Kästner, a pacifist and an opponent of the Nazi regime. The Gestapo interrogated Kästner several times, the national writers’ guild expelled him, and the Nazis burned his books as “contrary to the German spirit” during the book burnings of 10 May 1933, instigated by Joseph Goebbels.

After the outbreak of World War II, Rolf Wenkhaus enlisted in the military. At the time of his death, aged 24, he was in the aircrew of a Focke-Wulf Fw 200 Condor, a four-engine bomber that specialized in attacks on shipping. Wenkhaus’s plane, with identification code F8 MH 0093, was shot down on 31 January 1942, off the coast of Bloody Foreland in County Donegal, Ireland by HMS Genista, a British Flower-class corvette being utilized as a convoy escort vessel.

The entire aircrew of six was killed. The body of the pilot, Werner Bornefeld, washed up at Bunbeg two weeks later, and was eventually reburied at a German War Cemetery at Glencree, Ireland.

Because Rolf Wenkhaus’s corpse has never been found they officially pronounced his dead only in 1948.

sources

https://www.imdb.com/name/nm0921020/?ref_=tt_ov_st

https://prabook.com/web/rolf.wenkhaus/1928015

https://en.wikipedia.org/wiki/Erich_K%C3%A4stner#Berlin_1933%E2%80%931945

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I am passionate about my site and I know you all like reading my blogs. I have been doing this at no cost and will continue to do so. All I ask is for a voluntary donation of $2, however if you are not in a position to do so I can fully understand, maybe next time then. Thank you. To donate click on the credit/debit card icon of the card you will use. If you want to donate more then $2 just add a higher number in the box left from the PayPal link. Many thanks.

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This Is How Close The Holocaust Still Is To Me

The picture is of a vacant building in the town center of Geleen in the Netherlands. The building wasn’t always empty. It used to be a clothes shop called “Modehuis” or Fashion House. It was a shop that catered more for the older ladies, my mother liked to shop there A few doors next to it, there used to be a hairdresser, where I got my haircut several times.

Across from it there used to be a video store where I would rent my favourite movies. The address of the shop was Raadhuisstraat 16.

All of this will mean absolutely nothing to you, and even until today, the historical reference of the place was not known to me.

The shop was known as “Kousenhuis” (Stockingshouse) in the 1930s, the owner was Paul Siegfried Willner and his wife Charlotte Sophia Walter. Paul was Jewish but Charlotte was Roman Catholic. They were married on April 17, 1934, in Geleen, the maximum temperature that day was 21 degrees centigrade, so it was a warm spring day. Aside from the shop they also ran a wholesale business in cleaning products.

The shop was initially situated somewhere else, but due to subsidence caused by mining, they moved to the Raadhuisstraat. On January 11, 1939, Paul sold the shop to Julius Jacob Wolff.

Paul and his wife moved to Molenstraat 27 in Geleen. Below is a recent picture of that address.

As a young kid in secondary school, I had a friend living in Molenstraat 25, which is next door. The house is also near my favourite restaurant, swimming pool, and a few other places I would have visited several times a week.

Paul Siegfried Willner was born in Aachen in Germany, near the Dutch border, on June 5, 1902. He had moved in February 1934 from Aachen to Geleen. On November 25, 1941, Paul lost his German citizenship as per the new Reich citizens’ law. As a Jew, he was no longer considered to be a German.

On February 5, 1942, Paul and Charlotte divorced, I don’t know why but I can only imagine that this was to save Charlotte. If she was no longer married to a Jew, she would more than likely be safe.

On August 25, 1942, Paul had to register for labour in Germany, A day later on August 26, he ended up in Westerbork transit camp. Two days later he was deported to Auschwitz. But shortly before arriving there, he was taken off the train at the labour camp in Kosel. It is not clear where he was murdered. His date of death was registered as April 30, 1943, but that was a generic date used for many whose death date wasn’t known.

On October 5, 1942, the RAF mistakenly bombed Geleen, assuming it was Aachen, Paul’s house was destroyed as was the house of his ex-wife.

Julius Jacob Wolff who was also Jewish survived the war, His shop was still thriving when I left Geleen in 1997.

When I said at the start ‘how close the Holocaust still is to me, I meant it in a physical way as in buildings I have been in or have been close to, but also in an emotional way, because I never knew this bit of history. I had to emigrate to find out the significance of the actual buildings, which is a pity.

sources

https://www.joodsmonument.nl/nl/page/137523/paul-siegfried-willner

https://www.stolpersteinesittardgeleen.nl/Slachtoffers/Paul-Siegfried-Willner

https://www.openarch.nl/rhl:54839896-93a6-84fb-e6c6-a4540cb3b0a6

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I am passionate about my site and I know you all like reading my blogs. I have been doing this at no cost and will continue to do so. All I ask is for a voluntary donation of $2, however if you are not in a position to do so I can fully understand, maybe next time then. Thank you. To donate click on the credit/debit card icon of the card you will use. If you want to donate more then $2 just add a higher number in the box left from the PayPal link. Many thanks.

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Finding the G-Spot in the Third Reich

I know that in recent months I have done several sexually themed blogs. But they were all in a historical context, as this one will be. The blog will contain a depiction of the female genitalia.

As the title suggests, a part of this blog will relate to medical science during the Third Reich. Thus was the involvement of the Nazi regime, that it could have affected sexual pleasure for generations to come.

However before I could into that. let me try to explain what the G-Spot is, or where it can be found. I know I am taking a risk here.

The elusive G-spot is one of the most hotly debated areas when it comes to women’s sexual health. But despite what you may have been told in your (less-than-great) seventh grade sex education class, the G-spot most definitely exists and is absolutely accessible.

Known as the Gräfenberg spot, the G spot was introduced by Dr. Beverly Whipple after she discovered that using a “come here” motion along the inside of the vagina produced a physical response in women. She believed that this region could be the key to women achieving orgasm during sex.

Instead of being its own separate spot in your vagina, the G spot is part of the clitoral network. This means that when you’re stimulating the G spot, you’re actually stimulating part of the clitoris, which is much larger than we’re led to believe. Turns out, the pea-sized nub where the inner labia meet is actually only the tip of the clitoris and divides into two “roots” that can be about four inches long.

(1) Clitoral hood and (2) Clitoris

As noted earlier, the G-Spot is an abbreviation for the Gräfenberg Spot.

Ernst Gräfenberg was born on 26 September 1881, in Adelebsen, close to the town of Göttingen, and began his studies at the clinic for Obstetrics and Gynecology at Kiel University. He studied medicine in Göttingen and Munich, obtaining his doctorate in 1905. In 1910 Gräfenberg started work as a gynecologist in Berlin, as well as beginning scientific studies at the Berlin University on the physiology of human reproduction.

During the First World War, he earned the Iron Cross he was a medical officer, and continued publishing papers, mostly on human female physiology. In 1929 he published his studies of the “Gräfenberg ring”, the first IUD( Intrauterine Device -copper coil- contraception) for which there are usage records.

17th-century, Dutch physician Regnier de Graaf described female ejaculation and referred to an erogenous zone in the vagina that he linked with the male prostate; this zone was later reported by Grafenberg. The term “G-Spot” was coined in 1981, named after Grafenberg, even though Grafenberg’s 1940s research was dedicated to urethral stimulation; In 1950, Grafenberg stated, “An erotic zone always could be demonstrated on the anterior wall of the vagina along the course of the urethra.”

When the Nazis assumed power in Germany, Grafenberg, a Jew, was forced in 1933 to resign as head of the department of gynecology and obstetrics in the Berlin-Britz municipal hospital. In 1934, Hans Lehfeldt attempted to persuade him to leave Nazi Germany; he refused, believing that since his practice included wives of high Nazi officials, he would be safe. He was wrong, and was arrested in 1937 for having smuggled out a valuable stamp from Germany. Margaret Sanger- an American birth control activist, sex educator, writer, and nurse -ransomed him from Nazi prison, and he was finally allowed to leave in 1940, whereupon he went to the U.S. Initially he worked as a Pathologist and opened a gynecologist practice in New York City in 1944.

The effects of Parkinson’s Disease forced Gräfenberg to close his medical practice in 1953. However, he did not give up his calling and actively worked at the Margaret-Sanger-Research Bureau till his death in 1957.

sources

https://muvs.org/en/topics/pioneers/ernst-graefenberg-1881-1957-en/

https://muvs.org/en/topics/pioneers/ernst-graefenberg-1881-1957-en/

https://www.healthline.com/health/g-spot-in-women

https://www.healthline.com/health/g-spot-in-women

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Law for the Prevention of Hereditarily Diseased Offspring

The plan of the Nazis was to eradicate anyone who they deemed not worthy. This didn’t mean only killing but also ensuring that not one person, who the Nazis considered subhuman, would be born.

On July 14,1933 the Nazi regime fulfilled the long-held dreams of eugenics proponents by enacting the Law for the Prevention of Genetically Diseased Offspring. Individuals who were subject to the law were those men and women who “suffered” from any of nine conditions listed in the law: hereditary feeblemindedness, schizophrenia, manic-depressive disorder, hereditary epilepsy, Huntington’s chorea (a rare and fatal degenerative disease), hereditary blindness, hereditary deafness, severe physical deformity, and chronic alcoholism.

The basic provisions of the 1933 law stated that:

§ 1.(1) Any person suffering from a hereditary disease may be rendered incapable of procreation by means of a surgical operation (sterilization), if the experience of medical science shows that it is highly probable that his descendants would suffer from some serious physical or mental hereditary defect.

(2) For the purposes of this law, any person will be considered as hereditarily diseased who is suffering from any one of the following diseases:

(1) Congenital Mental Deficiency,
(2) Schizophrenia,
(3) Manic-Depressive Insanity,
(4) Hereditary Epilepsy,
(5) Hereditary Chorea (Huntington’s),
(6) Hereditary Blindness,
(7) Hereditary Deafness,
(8) Any severe hereditary deformity.

(3) Any person suffering from severe alcoholism may be also rendered incapable of procreation.

§ 2.Applications for sterilization can be made by the individual to be sterilized. If this person is legally incompetent, has been certified on account of mental deficiency, or is not yet 18, a legal representative has the right to make an application on this person’s behalf but needs the consent of the court of guardians to do so. In other cases of limited competency, the application needs to be approved by the legal representative. [ . . . ]

§ 3.Sterilization can also be requested by the following: 1. the state physician. 2. In the case of inmates of hospitals, nursing homes, and penal institutions, by the head thereof.

§ 4. The application is to be made to the office of the Eugenics Court; it can either be made in writing or dictated to the court. The facts upon which the application is based should be supported by a medical certificate or confirmed in some other way. The office must inform the state physician of the application.

§ 5.Responsibility for the decision rests with the Eugenics Court that has jurisdiction over the district in which the person to be sterilized officially resides.

§ 6. The Eugenics Court is to be attached to a district court [Amtsgericht]. It consists of a district court judge acting as chairman, a state physician, and another physician certified by the German Reich and particularly well trained in eugenics. [ . . . ]

§12.Once the Court has decided on sterilization, the operation must be carried out even against the will of the person to be sterilized, unless that person applied for it himself. The state physician has to attend to the necessary measures with the police authorities. Where other measures are insufficient, direct force may be used.

This law comes into effect on January 1, 1934.
Berlin, July 14, 1933.

The Reich Chancellor
Adolf Hitler

The Reich Minister of the Interior
Frick

The Reich Minister of Justice
Dr. Gürtner

This law meant that a woman like Gerda D., a shop worker, one of the estimated 400,000 Germans who were forcibly sterilized. She was sterilized after a disputed diagnosis of schizophrenia. Later, Nazi authorities forbade Gerda to marry because of the sterilization. So not only was she sterilized she was also not allowed to marry. All because of a questionable diagnosis of schizophrenia.

19-year-old Gerda D. was hospitalized in the psychiatric emergency ward of a hospital in Berlin. Although the diagnosis of Gerda as schizophrenic was uncertain, she was released only after being sterilized under the Law for the Prevention of Progeny with Hereditary Diseases.

The law itself was based on the American Model Eugenical Sterilization Law developed by Harry H. Laughlin.

sources

http://www.holocaustchronicle.org/staticpages/76.html

https://ghdi.ghi-dc.org/sub_document.cfm?document_id=1521

https://www.ushmm.org/learn/timeline-of-events/1933-1938/law-for-the-prevention-of-offspring-with-hereditary-diseases

https://encyclopedia.ushmm.org/content/en/article/the-biological-state-nazi-racial-hygiene-1933-1939

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Being taught to hate.

Education is the key to a better world and to end ignorance and racism. However if education does not include an element of critical thinking, it is open to abuse and it can be used to indoctrinate young impressionable minds, or any impressionable mind really.

This blog will refer to the education in the Third Reich, but it also comes with a warning. Nowadays there is education on the far right and far left without any critical thinking being encouraged. There is a great danger in this.

From the 1920s onwards, the Nazi Party targeted German children as a special target audience for its propaganda messages. These messages emphasized that the Party was a movement of youth: dynamic, resilient, forward-looking, and hopeful.

Millions of German youngsters were won over to Nazism in the classroom and through extracurricular activities. In January 1933, the Hitler Youth had approximately 100,000 members, but by the end of the year this figure had increased to more than 2 million. By 1937 membership in the Hitler Youth increased to 5.4 million before it became mandatory in 1939. The German authorities then prohibited or dissolved competing youth organizations.

Soon after the Enabling Act of 1933 had been passed, Jewish teachers and professors were dismissed from German schools and universities. By April 1933, there were no Jewish teachers remaining in schools attended by ‘Aryan’ students, a racial term used by the Nazis to describe the Germanic peoples.

All teachers had to join the Nazi Teachers’ Association, which vetted them for political and racial suitability. By 1939, 97 per cent of teachers belonged to it. 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.

In the educational system, Jewish children regularly experienced ridicule, from both their peers and teachers. For example, Jewish children would be sent to the back of the classroom to reiterate to the non-Jewish German children the notion that they were inferior to them. Additionally, “teachers would begin to pick out Jewish students in classrooms to use as examples during biology lessons about racial impurity. Jewish children would be told to stand at the front of the class, whilst teachers pointed to their eyes, ears, nose, mouth, and hair, comparing these to characteristics on Nazi propaganda sheets”. Eventually, the Jewish children were completely segregated from the non-Jewish German children in schools.

The lines on the blackboard ,on the picture above translate to “The Jew is our greatest enemy! Beware of the Jew” While 2 Jewish students stand next to the black board.

Textbooks were rewritten, especially in history and biology, to promote Germany’s ‘greatness’, Aryan ‘supremacy’ and anti-Semitism. Children’s Stories and Textbooks were used as Propaganda tools. Young people were even encouraged to act as propagandists for the Third Reich.

Additionally, after-school activities and weekend trips were regularly sponsored by the Hitler Youth and the League of German Girls. These activities often acted as recruitment meetings for the participating school children. The Hitler Youth combined sports and physical outdoor activities with Nazi ideologies. Likewise, the League of German Girls emphasized collective athletics such as rhythmic gymnastics, which “German health authorities deemed less strenuous to the female body and better geared to preparing them for motherhood”. This was also used for public display. Authorities wanted these sports and activities to encourage “young men and women to abandon their individuality in favor of the goals of the Aryan collective”.

The Nazis tried to create a global ‘brand’ for the NSDAP. For this they would also children from the Hitler Youth and the League of German Girls. They would even go as far as China. The picture below was taken in China in 1935.

The Nazis started in 1933 to introduce their education curriculum. Six years before they started WWII. Six years of creating young willing followers of the Nazi ideology. All of this did not start on the battlefield but in the classrooms. Creating a feeling or sense of belonging to a cause is a powerful and seductive tool.

As I said at the start of the blog, education is key to fight ignorance and racism. But if not done in a proper way and without any critical thinking incorporated in the curriculum, it will do the opposite and create ignorance and racism.

There is a trend in education at the moment where something doesn’t suit a certain narrative it gets cancelled or ridiculed. Especially in reference to history. This is the way the Nazis got a hook into education.

So this is a warning to all educators, unless you are eager to let something like the holocaust again, allow your students to absorb all aspects of history, good and bad. Don’t cancel things that don’t suit you but look at the bigger picture.

sources

https://www.bbc.co.uk/bitesize/guides/z897pbk/revision/2

https://encyclopedia.ushmm.org/content/en/article/indoctrinating-youth

https://www.pnas.org/content/112/26/7931

https://en.wikipedia.org/wiki/Children%27s_propaganda_in_Nazi_Germany

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The good fortune of Joseph Meister but yet a tragic end.

I hear a lot of fear mongering in relation to vaccines. One argument given by some people for not taking a vaccine is that one of the side effect is death. Usually these arguments are given with the back up of a meme, but never with actual facts.

It is true that one of the side effects could be death, but this can be said for every medical procedure. If the adhesive used on a plaster can cause an allergic reaction in people causing death.

When it comes to vaccines it is less then 1 percent of a risk. Not taking it will give a much higher risk in death.

On July 4th,1885, a rabid dog attacked a 9-year-old boy from Alsace, France. His name was Joseph Meister. The vicious and crazed dog proceeded to throw the boy to the ground and bite him in 14 places, including the hand, legs and thighs. Some of the wounds were so deep that he could hardly walk. Twelve hours later, at 8:00 in the evening, a local doctor named Weber treated Joseph’s most serious wounds by cauterizing, or sealing them, with searing doses of carbolic acid, in and of itself a horribly painful process.

This procedure did not help on July 6,1885, the boy’s mother brought her son to Paris, she suspected the boy had contracted rabies. She had heard rumours of a scientist who could prevent rabies. This scientist turned out to be Louis Pasteur.

Pasteur was so taken by the boy’s plight that he consulted two physicians, Alfred Vulpain and Jacques Grancher at a weekly meeting of the French Academy of Sciences. They, too, were struck by the need to do something, and to do it fast. Pasteur later reported, “Since the death of the child appeared inevitable, I resolved, though not without great anxiety, to try the method which had proved consistently successful on the dogs.”

Bacteriologist Louis Pasteur, who kept kennels of mad dogs in a crowded little laboratory and was hounded by medical criticism, had never tried his rabies vaccine on a human being before.

Pasteur escaped the medical license dilemma by having his medical colleagues present when the vaccine was first administered on July 6, 1885, some 60 hours after the initial dog attack. Mrs. Meister expressed little concern over the potential dangers of the experimental vaccine because she was so fearful that her son would die and she readily gave Pasteur her consent. The first injection was made in a fold of skin covering the boy’s right upper abdomen. Over a period of three weeks, Joseph was given 13 such inoculations.

For three weeks Pasteur watched anxiously at the boy’s bedside. To his overwhelming joy, the boy recovered.

Joseph Meister did not only recover but also went to work for Louis Pateur in later life. For decades he worked as a concierge at the Institut Pasteur, Louis Pasteur’s laboratory where some of the most important discoveries elucidating infectious diseases were made.

On June 14, 1940, the Nazis invaded Paris from Germany. Fearing for their safety, Meister, then 64 years old, sent his family away and stayed behind to protect the Pasteur Institute from the German soldiers. Ten days later, on June 24, 1940, Joseph Meister was overcome with guilt because he was certain that his family had been captured by the Nazis. He committed suicide by a gas furnace. In an ironic and sad twist of fate, his family was safe. They returned to the Institute just a few hours after Meister committed suicide.

Although his life was cut short by suicide. If he hadn’t received the vaccine against rabies he would have died aged 9.

I can understand why some people are reluctant to take any of the Covid 19 vaccines today. The misinformation that goes around on social media is phenomenal. But do not base your decision on anecdotal evidence(which is often made up) but base it on medical scientific facts. Inform yourself.

If I was to believe some of these antivaxers , this blog would not have been possible because I should be dead, given the fact I had a double does of the Moderna vaccine. Several members of my family received different vaccines and I am glad to report they are all alive and well.

sources

https://artsandculture.google.com/entity/joseph-meister/m051w1w?hl=en

https://time.com/3925192/rabies-vaccine-history/

https://historydaily.org/the-life-and-death-of-joseph-meister

https://www.pbs.org/newshour/health/louis-pasteurs-risky-move-to-save-a-boy-from-almost-certain-death

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I am passionate about my site and I know you all like reading my blogs. I have been doing this at no cost and will continue to do so. All I ask is for a voluntary donation of $2, however if you are not in a position to do so I can fully understand, maybe next time then. Thank you. To donate click on the credit/debit card icon of the card you will use. If you want to donate more then $2 just add a higher number in the box left from the PayPal link. Many thanks.

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