PART 2 OF 2
The Earth-Centered Jew Lacks a Soul, by ALFRED ROSENBERG
Let us repeat once more, and again and again, the most important point that has been made up to now: the Jewish religion completely lacks the belief in a supra-sensible Beyond. Indeed, one even gets an almost positive impression that, in the course of time, everything that in the least could foster a belief in an incorporeal life after death was intentionally eliminated. The Jews, with their religion oriented to purely earthly affairs, stand alone in the world! This should not be forgotten for a single moment; it is highly significant. For it is this exceptional situation which explains why a "shady nation" such as that of the Jews has survived the greatest and most glorious nations, and will continue to survive, until the end of all time, until the hour of salvation strikes for all mankind. The Jewish nation will not perish before this hour strikes. The world is preserved, as we shall see, only by a positive yea-saying to the world. Among the Jewish people this world-affirmation is totally pure, without any admixture of world-denial. All other nations that have ever existed, and exist today, had, or have, such an admixture, characterized by the idea of a Hereafter, even if only a trace of it. This mere trace would have sufficed, or would suffice, to provide the necessary counterweight to the unadulterated yea-saying to the world, as embodied in the Jewish people. For the inner light-and belief in immortality is the inner light-does not need always to shine with the brightest glow in order to produce an effect; it must simply be there, it must not be allowed to be snuffed out, or otherwise mankind would be lost forever to the terrestrial world. Everything takes its own time, however, a fact which is all too often overlooked. The denial of the world needs a still longer time in order to grow so that it will acquire a lasting predominance over affirmation of the world. At this time it seems again to have sunk to a zero point; its opposite, symbolized by the Jewish people, is triumphant as never before. It seems as if the inner light has completely vanished from this earth. But, to anticipate, it merely seems that way. Denial of the world cannot perish because it is part of the soul of mankind and the soul is immortal. Where the idea of the immortal dwells, the longing for the eternal or the withdrawal from temporality must always emerge again; hence a denial of the world will always reappear. And this is the meaning of the non-Jewish peoples: they are the custodians of world-negation, of the idea of the Hereafter, even if they maintain it in the poorest way. Hence, One or another of them can quietly go under, but what really matters lives on in their descendants. If, however, the Jewish people were to perish, no nation would be left which would hold world-affirmation in high esteem -- the end of all time would be here.
This would also be the case if the Zionist idea were to become a reality, namely, if the entire Jewish people would unite to become a national entity in Palestine Or somewhere else. Such a unification of Jews has never existed before: this must be stressed not twice but three times, inasmuch as it is little known. Long before the destruction of the Temple in Jerusalem a large part of the Jews lived in the diaspora, that is, dispersed among the "heathen" people. And, as every schoolboy knows, at the beginning of their history they were "guests" among the Egyptians. What arose afterward in Palestine was anything but a state structure. At best it was an attempt to build one, when it was not a preparatory school for the exploitation or the destruction of foreign peoples. To the Jew Weininger [1] his own nation is like an invisible cohesive web of slime fungus (plasmodium), existing since time immemorial and spread over the entire earth; and this expansionism, as he correctly observes (without, of course, proving it), is an essential component of the idea, of the nature of Judaism. This immediately becomes clear if we again regard the Jewish people as the embodiment of world-affirmation. Without it, nothing of a terrestrial character, and thus no nation, is conceivable. Hence, the Jew, the only consistent and consequently the only viable yea-sayer to the world, must be found wherever other men bear in themselves -- if only in the tiniest degree -- a compulsion to overcome the world. The Jew represents the still necessary counterweight to them; otherwise that urgent craving would be fulfilled immediately and thereby would not usher in the salvation of the world (since the Jewish people would still remain in existence), but would destroy it in a different way through the elimination of the spiritual power without which it cannot exist either. I will discuss this idea more fully later on; here I wish merely to demonstrate that the world could not exist if the Jews were living by themselves. This is why an old prophecy proclaims that the end of the world will arrive on the day when the Jews will have established the state of Palestine ...
From all this it follows that Judaism is part of the organism of mankind just as, let us say, certain bacteria are part of man's body, and indeed the Jews are as necessary as bacteria. The body contains, as we know, a host of tiny organisms without which it would perish, even though they feed on it. Similarly, mankind needs the Jewish strain in order to preserve its vitality until its earthly mission is fulfilled. In other words, the world-affirmation exemplified by Judaism in its purest form, though disastrous in itself, is a condition of man's earthly being -- as long as men exist -- and we cannot even imagine its nonexistence. It will collapse only when all mankind is redeemed.
Thus, we are obliged to accept the Jews among us as a necessary evil, for who knows how many thousands of years to come. But just as the body would become stunted if the bacteria increased beyond a salutary number, our nation too -- to describe a more limited circle -- would gradually succumb to a spiritual malady if the Jew were to become too much for it. Were he to leave us entirely (this is the aim of Zionism, or at least what it pretends to be) it would be just as disastrous as if he were to dominate us. The mission of the German nation will come to an end -- and this is my firm conviction-with the last hour of mankind. But we could never reach it if we lost world affirmation, the Jew among us, because no life is possible without world-affirmation. On the other hand, if the Jew were continually to stifle us, we would never be able to fulfill our mission, which is the salvation of the world, but would, to be frank, succumb to insanity, for pure world-affirmation, the unrestrained will for a vain existence, leads to no other goal. It would literally lead to a void, to the destruction not only of the illusory earthly world but also of the truly existent, the spiritual. Considered in himself the Jew represents nothing else but this blind will for destruction, the insanity of mankind. It is known that Jewish people are especially prone to mental disease. "Dominated by delusions," said Schopenhauer about the Jew.... To strip the world of its soul, that and nothing else is what Judaism wants. This, however, would be tantamount to the world's destruction.
Even now, while the Jews still live among us, all their undertakings reveal this aim, and necessarily so. Their aim is to strip mankind of its soul. This is why they endeavor to break any form behind which the living soul is operative. For as arch-materialists it is their insane opinion that it is precisely the spiritual, which they sense only obscurely, that is connected with the form as a matter of life and death and must perish with it. Hence they are also, all and sundry, anarchists, consciously or unconsciously. In fact, they cannot be anything else but opponents of order and law, because order and law, in a unique way, bear the radiant imprint of a purer world. Schiller calls order "the daughter of heaven," and for the divine origin of law we find much evidence in Schiller and still more in Goethe.
Without order and law no conception of state can be actualized, since they are the indispensable foundation for it. For this very reason, the Jew, the mortal enemy of order and law, can never create a viable state in Palestine. The result would again be chaos. For this word, correctly translated, means an infinite void, nothingness.
[From Dietrich Eckart: Ein Vermachtnis, edited by Alfred Rosenberg (Munich: Verlag Frz. Eher Nachf., 1928), pp. 214-219.]
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Notes:
1. Otto Weininger (1880-1903) wrote Geschlecht und Charakter (Sex and Character) (1903), which became a classic not only of Jewish self-hate but also of racist literature.
Heredity and Racial Biology for Students, by JAKOB GRAF
The Aryan: The Creative Force in Human History
In the second millennium B.C. the Aryans (the Nordic race) invaded India and established Aryan culture there. A branch related to the Aryans created the foundations for the power and the flowering of the Persian empire. Ancient Hellenic culture likewise is traceable to the blood of Nordic immigrants. Paintings that have come down to us, as well as descriptions dating from that period, attest to the fact that the Hellenes, as long as they kept their race pure, were tall, light-skinned, light-eyed, blond people. The Roman Empire was founded by the Italics, who were related to the Celts. With the vanishing of the Nordic component-that is, with the disappearance of Nordic blood-the fate of these proud empires was sealed. The Goths, Franks, Vandals, and Normans, too, were peoples of Nordic blood. A renaissance took place only in the Western Roman Empire, not in its eastern counterpart, because in the west Nordic blood developed its creative power in the form of the Longobards. Remnants of the western Goths created a Spanish empire. The spread of Christianity in northern and eastern Europe was in the main supported by Nordic people, and the Nordic longing for freedom of the spirit found powerful expression in the Reformation. It was Nordic energy and boldness that were responsible for the power and prestige enjoyed by small nations such as the Netherlands and Sweden. The successors of the northern Franks, Goths, and Germanic peoples created the might and greatness of France in the past centuries, and even the Russian empire was founded by Normans. The opening up of North America, South Africa, and Australia was carried out with unequaled success by the Anglo-Saxons, the descendants of the Saxons and Normans. Everywhere Nordic creative power has built mighty empires with high-minded ideas, and to this very day Aryan languages and cultural values are spread over a large part of the world, though the creative Nordic blood has long since vanished in many places. Ethnological historical research has proved that the Nordic race has produced a great many more highly talented people than any other race.
Nordic boldness not only is a precondition for the martial exploits of nations of Nordic origin, but it is also a prerequisite for the courageous profession of new, great ideas.
How We Can Learn to Recognize a Person's Race
ASSIGNMENTS
I. Summarize the spiritual characteristics of the individual races.
2. Collect from stories, essays, and poems examples of ethnological illustrations. Underline those terms which describe the type and mode of the expression of the soul.
3. What are the expressions, gestures, and movements which allow us to make conclusions as to the attitude of the racial soul?
4. Determine also the physical features which go hand in hand with the specific racial soul characteristics of the individual figures.
5. Try to discover the intrinsic nature of the racial soul through the characters in stories and poetical works in terms of their inner attitude. Apply this mode of observation to persons in your own environment.
6. Collect propaganda posters and caricatures tor your race book and arrange them according to a racial scheme. What image of beauty is emphasized by the artist (a) in posters publicizing sports and travel? (b) in publicity for cosmetics? How are hunters, mountain climbers, and shepherds drawn?
7. Collect from illustrated magazines, newspapers, etc., pictures of great scholars, statesmen, artists, and others who distinguished themselves by their special accomplishments (for example, in economic life, politics, sports). Determine the preponderant race and admixture, according to physical characteristics. Repeat this exercise with the pictures of great men of all nations and times.
8. When viewing monuments, busts, etc., be sure to pay attention to the race of the person portrayed with respect to figure, bearing, and physical characteristics. Try to harmonize these determinations with the features of the racial soul.
9. Observe people whose special racial features have drawn your attention, also with respect to their bearing when moving or when speaking. Observe their expressions and gestures.
10. Observe the Jew: his way of walking, his bearing, gestures, and movements when talking.
11. What strikes you about the way a Jew talks and sings?
12. What are the occupations engaged in by the Jews of your acquaintance?
13. What are the occupations in which Jews are not to be found? Explain this phenomenon on the basis of the character of the Jew's soul.
14. In what stories, descriptions, and poems do you find the psychical character of the Jew pertinently portrayed. ("The Jew in the Prickle" from Grimm's Fairy Tales; Debit and Credit by Gustav Freytag; Ut mine Stromtid by Fritz Reuter; The Hunger Pastor by Wilhelm Raabe; The Merchant of Venice by Shakespeare. [1]) Give more examples.
From Jakob Graf, Familienkunde und Rassenbiologie fur Schuler (2nd ed.; Munich, 1935), pp. 107, 114-115.
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Notes:
1. All these works were widely read, and in all of them the Jewish stereotype appears, even if not yet dressed up in racial garb. With the exception of Shakespeare, the authors lived in the nineteenth century.
The New Biology: Training in Racial Citizenship, by PAUL BROHMER
How did it come about that Darwin's doctrine aroused his contemporaries to such a pitch of violence, that passionate quarrels broke out for and against the new theory? His fellow biologists soon espoused one or the other shadings of the Law of Descent.... The success of this doctrine derived from the fact that all events in nature were reduced to a single formula by which everything was explained.... In addition, there was also the strong desire for a mechanistic explanation of events, as this also found expression in the philosophy of positivism. Darwin's theory, however, is purely mechanistic....
From our pedagogical standpoint, which considers the task of the school to be the inculcation of Volkish thinking and volition, in opposition to the carrying-over of Darwinian ideas to the teaching of biology in schools, it can be objected that teaching these ideas will hardly serve this pedagogical aim. These teachings are, so to speak, international, since they examine all the countries of the world for the phenomena which the laws of the theory of descent supposedly predict. Thus, we find that textbooks deal with almost more foreign animals and plants than native ones; the selection is made on the basis of localities where the phenomena under consideration -- mimesis, protective coloration, adaptation -- can best be recognized. Thus the student learns all about the Indian meal moth, the walking-stick insect, the walking leaf, but not about the parasites which destroy the harvest in our own orchards or cause enormous losses in the fields of German agriculture. The student might be familiar with the Australian monotremes and marsupials, but know hardly anything about the animals and plants that are most frequently come upon in the fields and forests of the homeland.
Such knowledge may well be of use to the researcher, but not to the German who is not an expert in the field of biology. It is no exaggeration to assert that much of the subject matter of biology teaching is alien to life, the homeland, and the Volk. The reason for this aberrant development in the teaching of biology lies mainly in the fact that, owing to the tendencies of the time, the Darwinian ideas became the principal content of instruction in the schools....
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The inclusion of physiological viewpoints in the teaching of biology leads to a specific technical procedure, to an elaboration of biology as subject matter for the school based on instructive work-experience. In this sense there has already been a great improvement in the past few years. But this is not the essential problem. It is not just a question of improving the teaching procedure, but rather of transforming the content of our subject, of guiding the student to a new conception of nature! To accomplish this, teachings taken from physiology must be introduced. Consequently, this purpose is not served if a number of physiological experiments are carried out and interpreted as postscripts or appendices, so to speak. Here, too, from the very beginning the student must be guided to an over-all, total view, and not, say, to one that is encyclopedic. He should perceive and feel that behind the individual achievement there is a meaningful plan, that behind it stands the whole organism. Let us take, for example, an experiment showing the action of saliva in changing starch into sugar. This is not just a random interesting fact, but a real accomplishment, a process in the service of the preservation of the whole organism. Or, let us consider the process of seeing: the eye by itself is not able to produce any visual images but requires the cooperation of a number of organs. Thus, the act of seeing is also an accomplishment achieved by the entire organism.
These examples show us two ways in which physiology considers the whole: first, in that the accomplishment is in the service of the whole; second, in that it is achieved by the whole. Hence these two methods of observing an event from the standpoint of the whole organism are intimately connected: the conception that every occurrence is planned, as a part of the total accomplishment, and the conception of the organism as a totality, in which everything that occurs is conditioned and regulated by a meaningful plan. If we guide the student to this conception of nature as a unified totality by way of repeated concrete examples, we shall have helped to provide him, at least in this branch of biology, with a modern method of observation and he will have acquired the basis for an organic Volkish-based thinking. Naturally, this must also be done in the other branches of our subject....
The importance of emphasizing physiological ideas in the teaching of botany and zoology is also to be found in the fact that the way for it is prepared by the new teaching of anthropology. The physiological processes in plants and animals with which the student becomes acquainted create a basis for an understanding of the corresponding processes in man. In the actual teaching of anthropology, however, a strong emphasis on physiology is necessary because it prepares the way for teaching hygiene, and it certainly is a task of this branch of instruction in biology to provide a guide for a rational way of life. Individual hygiene, again, is a prerequisite for racial hygiene, which is so important. Thus the study of physiology is likewise connected with this problem. It can be successfully utilized, however, only on the basis of a total view, which must be introduced into all branches of the teaching of biology.
The concept of the total view will come to the fore in the study of living plant or animal communities more than it will in any other branch of biology teaching.... Unfortunately this idea has been understood by many methodologists in a purely external way as a principle of the organization of matter. It is more than that. Behind it stands a repudiation of an outmoded tendency in research; the aim should be to present a view of the whole, to apply methods of instruction relevant to the subject matter, to arrive at a national formulation of biology teaching and the discovery of internal interconnections in the occurrences of life. The metabolic changes in a closed biotic community reveal a meaningful plan in the greater occurrences of nature, and when we come to understand that the whole world is a living space for one biotic community, we can then discover ultimate interconnections, and finally arrive at a concept of nature that does not conflict with religious experience, whereas this was necessarily the case with the former purely mechanistic attitude.
Introducing the student to this mode of observation is in the spirit of a Volkish education. On the basis of the elaboration of the laws of biology we turn to the emotional life of the student: he must come to see Germany as his "living space" and himself as a link in the German biotic community and the German destiny; and he must regard all Germans as his blood relations, his brothers. If we reach this goal, then all party and class divisions sink into nothingness, and more is accomplished for education in citizenship than is done by studying governmental and administrative structures.
For the very reason that the theory of the biotic community is so important for the development of biological knowledge and for education in organic Volkish thinking, it would be expedient to base the school curriculum on this idea. When we go into the free, open spaces we always come upon animals and plants in their specific living space in which they form biotic communities. It is not a mechanical system which orders the natural arrangement of organisms, but the living space. This living space not only presents an external frame of community but links its inhabitants to each other with indissoluble bonds. Whoever, in teaching the concept of the biotic community, utilizes it only as a principle of the organization of matter has not grasped the deeper meaning of bionomics. He stands, as it were, in front of a deep well of precious water and draws nothing from it although his companions are dying of thirst. Thus it is a question of opening up Volkish values to the students.
At the same time this produces effects which, from a didactic point of view, are not to be scorned. For one thing, instruction along the lines of the concept of the living community compels the teacher to take his students on frequent trips outside the classroom and to collect observations for later evaluation. Thus a true teaching of life is striven for, not just an accumulation of knowledge acquired by studying "animal skeletons and dead bones." There is little justification for a "museum" biology in the instruction which we are striving to establish. Even the illustrative specimens, which in many school lessons still must serve as a substitute for nature, can be dispensed with in most cases. They may still serve as a supplement to what has been seen in a living context, but they can no longer be the source for the formation of views.
It is not enough to make one visit to a biotic community, such as a beech wood. Rather, it must be visited at least once every season. How different is the effect which a beech wood, for example, makes on us in early spring, when the ground is covered with a carpet of anemones, from that which it makes on us in midsummer, when a mysterious penumbra prevails, when it looks to us like a cathedral with high, slender columns! Anyone who absorbs the atmosphere of the landscape, its soul, begins to love his homeland, and it is precisely love of the homeland which we want to arouse and can arouse with the help of the concept of the biotic community. It is almost self-evident that educational hikes to the biotic communities in his regional environment provide the student with a knowledge that is not limited to the field of biology but includes knowledge about the homeland.
It is necessary to take several such hikes through a biotic community in order to be able to grasp fully the metabolic changes which take place within it. The seasonal changes in the world of the organisms play an important part in this metabolism. From this results a methodological conclusion of great significance. For most schools it is not feasible to deal with only one kind of biotic community in the course of a school year. Even though this would involve a very thorough investigation of one living space and its inhabitants, it is opposed by the requirements of life, which demand a certain versatility. According to my experience, it is easily possible in one school year to deal with three or four biotic communities, putting more stress on one than on the others. If it is desired to visit each one of these biotic communities at least once every season, then it is impossible to treat the individual biotic communities as self-contained teaching units -- for example, by dealing with one in the first semester, the second in the following semester, etc. Rather, the treatment of the three or four biotic communities prescribed by the school curriculum for one year would parallel each other. In this way the summer can be used mainly for gathering observations and the winter can serve more as a period of evaluation....
Another change we must make in the teaching of biology if its cultural value is to be increased concerns the position of man in our discipline. In the usual textbooks, anthropology is treated as a supplement to biology; man is dealt with in somewhat more detail than any other mammal, but according to the same points of view. The only difference is that, on the basis of the knowledge of the structure and functioning of the organs, some rules on health may be offered, and it has been said that the teaching of anthropology should offer the student a guide to intelligent living. No doubt, anthropology should fulfill this task too. But all it does is promote knowledge as such; it does not add to the growth of the student's intellectual or religious culture.... Furthermore, knowledge as an individual accomplishment must be supplemented by a knowledge of a supra-individual character, because German man must not think only of himself, but should be cognizant of his duty to place himself in the service of the people.
Our aim is not merely that man be made the object of the study of nature, but that he should also be placed as subject in the biological consideration of nature. To be sure, everybody must have a certain fund of knowledge about the structure and function of his "body tools," and everybody should also know how to keep healthy. Hence we should welcome the methodological demand that the road to the teaching of anthropology should always be prepared by the teaching of biology. Consequently, it is possible in zoology to elaborate, for example, on the nature of digestion, breathing, etc., and then refer back to it in anthropology. The study of botany, too, offers many opportunities for preparing the way for anthropological knowledge....
Beyond and above this, the place of man vis-a-vis nature must constantly be discussed in the teaching of biology. This is made easy precisely by arranging the subject matter, and the insights deriving from it, in terms of a biotic-community approach. We would start with -- since our concept of biotic community is a broad one -- the domain of "house and home." In it man is the master; he has taken into his household the animals and plants which he keeps either for his use or for his pleasure. He gives them shelter, food, and care; he has changed them through breeding and he holds their lives in his hands. Without him most of the organisms he keeps as domestic animals or indoor plants would perish. At this point we can discuss in an elementary way the attitude of man toward nature. In this biotic community we meet first and foremost the will to rule over nature, the viewpoint of utilitarianism, which is, however, accompanied by the joy in the beauty of the things of nature and love of nature itself. Similar discussions will come up in the study of biotic communities in the garden, field, and meadow.
It might be thought that with the "anthropological idea," as I should like to designate the emphasis on anthropology in biology teaching, our aim is to return to the anthropocentric point of view which has been justifiably attacked; or that we wish to foster a utilitarian pedagogy by discussing more thoroughly than was done in the past domestic animals, useful plants and their parasites, and eugenics from the viewpoint of the individual and the race. It is anthropocentric if it is assumed that nature has been created only for man. We decisively reject this attitude. According to our conception of nature, man is a link in the chain of living nature just as any other organism. On the other hand, it is a fact that man has made himself master of nature, and that he will increasingly aim to widen this mastery. The teaching of natural history must contribute to this. Thus its task is not merely to transmit theoretical knowledge, to foster joy in nature, to arouse love of one's homeland and one's country; it has, in addition, practical aims. One may call this utilitarian pedagogy if one so pleases. But in our view instruction in biology that does not take the problems of agriculture, forestry, gardening, and fishing into consideration is a failure; it is a form of teaching that is alien to the practical life of our people. School is not a research laboratory, but an institution which aims to educate Germans, and these should stand at their posts in the life of the German Volk. We are as far removed from a one-sided utilitarian viewpoint as we are from pedagogy that is alien to life....
Still more important, it seems to me, is the fact that the task of biology teaching, briefly referred to above, can be fulfilled by an orientation toward the concept of the biotic community. It must be grasped here once more on the basis of another idea. We have said that the student must be led to the conception that Germany is his living space to which he is linked by the bond of blood. We have explained in detail that the bionomic approach teaches that the organisms within a living space are dependent on each other as well as dependent upon the whole, and that each link must perform an indispensable function in the total accomplishment. When this insight is applied to the human biotic community, when the future German racial-comrade feels himself to be a link in the German biotic community, and when he is imbued with the idea of the blood relationship of all Germans, then class differences and class hatred cannot take acute forms, as was often the case in the past due to a misunderstanding of the actual bond that unites all estates together. Once every German regards Germany as his living space and feels himself to be a link in the German biotic community, he will be fully conscious of the fact that every individual within the metabolism of the biotic community into which he was born must fulfill his own important task. Thus a supra-individualistic attitude is created which constitutes the best possible foundation for training in citizenship. Indeed, it can be said that it has achieved its deepest fulfillment once this attitude is transformed into action.
Racial eugenics works in the same direction, namely, the education of the student in a national sense. Although it constitutes the finishing touch of biology teaching, its concepts should from the very beginning permeate all biological instruction in all types of schools, and not be left for discussion in anthropology, which concludes the study of biology. It should be repeatedly emphasized that the biological laws operative in animals and plants apply also to man; for example, that the knowledge acquired from studying the genetics of these organisms can, in a general way, be applied to man. Thus, the teaching of animal breeding and plant cultivation can effectively prepare the way for conceptions of racial biology. Naturally, a more systematic discussion of these questions will first take place in the teaching of anthropology.
It is not so much a matter of making the student knowledgeable on all questions of eugenics, but of creating motives for his action. Racial eugenics is particularly valuable for school because of its educational significance. If the emphasis on the ideology of the biotic community creates a feeling of belonging to our people and state, then racial eugenics creates the will to struggle, body and soul, for the growth and health of this biotic community.
This is also the place for discussing, from a biological viewpoint, the family as a value, and the improvement of the sense of family which has been sorely neglected by many modern pedagogues. The family, after all, is the smallest biotic community since it forms the germ cell of the state. If we take up these questions, the fields of individual hygiene and racial eugenics, of genetics and sex education, combine to form a meaningful unit, just as, generally, the teaching of biology, which in the past was fragmented into many unrelated individual fields, will be fused into a unified whole once our efforts achieve fruition. In these discussions on the family we are less concerned with the student's enlarging his knowledge and more with the aim that he be imbued with a sense of responsibility, that he begin to sense that the deepest meaning of human life is to grow beyond himself in his children, and that nothing he could leave to them would be more valuable than the German heritage which he has received from his ancestors, and that, through race mixing, he could taint and impair his progeny in a most unfavorable way.
Such ideas lead to an ethnology of the German people, which we mentioned earlier by way of a few pedagogical observations. All that remains to be discussed is at what stage it should be introduced. As we have explained, the way to it is already prepared in zoology and botany and it is concluded in the teaching of anthropology. Now a short remark on the goal of ethnology: the knowledge of physical and spiritual features of the individual races has little value if it does not lead to the firm will to fight against the racial deterioration of the German nation and if it does not imbue the student with the conviction that the fact of belonging to a race imposes a responsibility....
The actual method of teaching racial eugenics of necessity will vary with the individual types of schools. Even the simplest village school may not pass over these problems. It can build upon the children's own radius of experience in the fields of animal breeding and plant cultivation. From this, simple rules of heredity can be deduced; these, however, do not need to involve cellular research and the theory of chromosomes. Children are familiar with symptoms of degeneration in animals and plants, and not much initiative is required to find such signs of degeneration and decline in man too. Thus a point of departure is created for introducing racial eugenics during instruction in zoology and botany. At suitable opportunities -- this can also be done in the teaching of geography and history -- such ideas will be elaborated further until they are most fully treated in the teaching of anthropology. Not one elementary-school pupil should leave school without having internalized the iron command that he is to bear part of the responsibility for the fate of his fatherland, without the awareness that he is only a link in the chain of his ancestors and descendants and the carrier of the future generation. The higher schools can devote more time to racial eugenics: the students in the later classes are more mature than those in the elementary and intermediate schools. Here, too, the way will be prepared in zoology and botany. Further, the teaching of history can be made very meaningful through racial eugenics, since we know that modern historians consider the cause of the collapse of the ancient world to lie in non-eugenic racial mixtures....
When teaching the theory of family and race, as well as eugenics, it is methodologically important to stimulate independent activity on the part of the student to the greatest possible degree. It can be suggested that the student draw up a genealogical chart of his family as far back as he can go. In addition, he can be asked questions about the physical characteristics of his parents and other forebears as far as they can be determined (size, figure, shape of head and face, color of hair and eyes, form of nose, etc.), about their intellectual and characterological qualities, their special achievements (for example, rescues during the war, scientific or literary publications, compositions), their life span and cause of death. In given cases, deformities and hereditary diseases should also be reported. The number of children produced by the student's ancestors should be determined. This is the kind of material in which the student will be directly interested. But when explaining hereditary diseases the teacher must take care not to arouse feelings of inferiority or fear of such diseases in students who come from families with handicaps of a hereditary character. It also goes without saying that he is duty-bound to keep certain information confidential as far as the other students are concerned. In every class, then, there will be sufficient usable material which can serve as a basis for teaching in the afore-mentioned fields.
From Paul Brohmer, Biologieunterricht und volkische Erziehung (Frankfurt: Verlag Moritz Diesterweg, 1933), pp. 8-10, 68-72, 74-80.
To Preserve the Strength of the Race: Compulsory Sterilization, by ERICH RISTOW
There is complete unanimity on the decision which stipulates that a recommendation of sterilization is not to be postponed for the reason that the person subject to this measure is pregnant. Consequently, the measure has to be carried out and the order thereto is to be issued by the Hereditary Health Law Court (Erbgesundheits-Gericht). [1]
The decision of the Hereditary Health Law Courts will be carried out in such a way that the ovaries of the woman are removed or unbound. Care must be taken to make it as difficult as possible, if not in fact impossible, for surgery to undo this measure, so as to avoid the rejoining of the parts that have been separated.... Persons who have been sterilized must be prevented from traveling abroad in order to have physicians there counter the effect of the surgery.
When a Hereditary Health Law Court has legally decreed the sterilization of a woman who is pregnant at the time this measure is to be carried out, the pregnancy can be interrupted with the permission of the pregnant woman, except when the fetus is already in a stage of viability or if the interruption of pregnancy would seriously endanger the woman's life or health.
From Erich Ristow, Erbgesundheitsrecht (Stuttgart and Berlin: Verlag W. Kohlhammer, 1935), pp. 127, 159, 226, 256.
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Notes:
1. These courts were composed of two doctors and one judge.