Third Reich – History of Sorts

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.

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

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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://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1202&context=urj

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

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

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Animal Rights in the Third reich .

On August 16 ,1933 Hermann Göring announced he would put an end to the unbearable torture and suffering in animal experiments. He also threatened that he would commit to concentration camps those who still thought they could continue to treat animals as inanimate property.

He decried the “cruel”experiments of unfeeling scientists whose animals were operated on, burned, or fro-zen without anesthetics.

In a radio broadcast om August 28 1933 hr told the German nation “An absolute and permanent ban on vivisection is not only a necessary law to protect animals and to show sympathy with their pain, but it is also a law for humanity itself…. I have therefore announced the immediate prohibition of vivisection and have made the practice a punishable offense in Prussia. Until such time as punishment is pronounced the culprit shall be lodged in a concentration camp”

On November 24, 1933, the Nazis enacted another law called Reichstierschutzgesetz or Reich Animal Protection Act, for protection of animals. The law included using animals in the making of films or other events if there was a threat to the health or well being of the animals.

Yet they had absolutely no issues whatsoever using human beings for experiments, even new born babies nor did they care for their well being. In the majority of cases the human test subjects were murdered, if they had survived the experiments at all.

It was already known in the 1930s that the Nazis used human beings for experiments, as the satirical cartoon of 1934 ,which was published in a Dutch newspaper illustrates.

The carton says “Göring forbids vivisection(on animals) . We have enough Jews and Marxists for that instead”

source

https://beeldbankwo2.nl/en/imagebank/detail/cf5a5a9a-025a-11e7-904b-d89d6717b464/media/2e557e44-4408-344a-6630-aa09866cd19e?mode=detail&view=horizontal&q=joden%20vervolging&rows=1&page=3

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