Teaching the Holocaust and other Genocides

Created in collaboration with the Holocaust & Human Rights Center, the NYS Education Department, and the NYS Archives Partnership Trust.

Education as a Means of Indoctrination During the Third Reich

Following Adolf Hitler's rise to power in 1933, the Nazi regime sought to exert complete control over German society, with the education system being a primary vehicle for socializing children into their ideology, ensuring that the regime’s ideas would be passed down to the next generation and firmly implanted in their minds. This systemic manipulation of education not only facilitated the regime's immediate goals, but also aimed to ensure the perpetuation of its ideology through the indoctrination of its youth. The regime's goal was to foster loyalty to Adolf Hitler and promote ideas centered around Aryan racial superiority, militarism, and totalitarian control.

The regime implemented a number of measures to control the educational system, including changes in the curriculum, teacher training, and the establishment of new organizations that reinforced the state's ideals. Education under the Nazis was centered around several key themes:

Nationalism and Loyalty to Hitler
Students were encouraged to worship Adolf Hitler, who was seen as the embodiment of the German nation. His image was omnipresent, and his ideas were presented as the ultimate truth. Loyalty to the Führer and the Fatherland was prioritized over any personal or familial ties. The regime emphasized the importance of German supremacy and the restoration of Germany’s national pride after the humiliation of the Treaty of Versailles.

Militarism and Obedience
The Nazi regime emphasized discipline, order, and obedience. Schools were expected to prepare children for their roles in a militarized society. Physical education and military drills were integral parts of the curriculum for both boys and girls, emphasizing physical fitness and readiness for war.

Racial Theory
One of the central tenets of Nazi ideology was the idea of Aryan racial superiority. Schools taught students about the supposed racial hierarchy, which positioned Aryans at the top and Jews, Slavs, and others at the bottom. Children were taught that the state’s duty was to protect and enhance the Aryan race.

Key changes to the educational system:

Curriculum Control
The curriculum was radically altered to promote Nazi values. History was taught from the perspective of German nationalism, with a focus on past military victories and the supposed "betrayal" of Germany by communists in World War I (the “stab-in-the-back” myth) Geography lessons taught students about Germany’s supposed need for territorial expansion (Lebensraum) in the east, especially in territories like Poland and the Soviet Union.. Science and Biology were used to spread racial theories, and students were taught that certain races were biologically inferior. Even Mathematics was manipulated to present problems centered around military calculations and racial statistics.

Youth Loyalty and Propaganda
Propaganda was omnipresent. Posters, songs, and speeches glorifying Hitler and the Nazi party filled the classroom. Teachers and students alike recited the "Hitler Oath" and other pledges of loyalty. Students were expected to show their loyalty through the salute and through participation in events such as the Hitler Youth rallies.

Youth Organizations
Parallel to the school system, the Hitler Youth (Hitlerjugend) for boys and the League of German Girls (Bund Deutscher Mädel) for girls were integral components of Nazi indoctrination. These organizations provided both socialization and military-style training, emphasizing discipline, physical fitness, and loyalty to Hitler. Membership in these groups became mandatory for most German youth by 1936.

Teacher Training and Loyalty
Teachers were required to be members of the National Socialist Teachers League (Nationalsozialistische Lehrerbund), and they had to undergo training that instilled loyalty to the regime. Teachers were also encouraged to be informants, reporting any students or colleagues who expressed dissenting views. Those who resisted or failed to adhere to Nazi ideals were purged from the education system.

Moral Education
A major part of Nazi education was moral training, which centered on ideas of racial purity, obedience to authority, and loyalty to the state. Children were taught that their primary duty was to the state and the race, not to their families or themselves. Texts glorified sacrifice for the Fatherland, and students were taught to embrace war as a means of national rejuvenation.

Textbooks and Materials
All textbooks and educational materials were closely scrutinized, and many were rewritten by the Ministry of Education to reflect Nazi ideology. These depicted Jews and communists as enemies of the state, while Aryans were portrayed as the superior race. The content of textbooks was designed not only to inform but to indoctrinate students into accepting these ideas as unchallengeable truth.

Gender Roles
The Nazis also emphasized traditional gender roles. Boys were trained for military service, while girls were taught to become ideal mothers who would raise children to contribute to the Aryan race. Domestic science was a key part of girls' education, where they learned skills like cooking and childcare.

Teaching Methods and Classroom Atmosphere

Teachers themselves were strictly vetted and required to be loyal to the Nazi Party. Those who did not align with Nazi ideals were dismissed or marginalized. The teaching methods employed were authoritarian and dogmatic, leaving no room for dissent or critical thought. Teachers encouraged students to report any nonconforming behavior by their peers or even their parents, fostering a culture of surveillance and betrayal. Classroom decorations often included portraits of Hitler and Nazi symbols. Propaganda films and posters reinforced racial purity, nationalism, and militarism. Songs and chants praising Hitler and the Fatherland became part of daily routines, instilling a sense of unity and purpose within the ideology.

Gender-Specific Education and Indoctrination

Volkschule (ages 6-10): Children attended mixed-gender schools at the elementary level, which focused on basic literacy, numeracy, and ideological instruction. Early lessons in racial theory and Aryan superiority, included Nazi heroes and German myths. Physical education was vital to build strong and healthy bodies. Different societal expectations for boys and girls were introduced: boys were prepared to become soldiers and political leaders, while girls were conditioned to embrace domesticity and motherhood.

Physical Education
Physical fitness was highly prioritized, with up to 2 hours per day dedicated to sports and military drills. Boys were expected to develop strength, endurance, and combat readiness. Activities such as gymnastics, boxing, wrestling, and other feats of strength and endurance were designed to cultivate toughness and resilience to prepare boys for military service in the Wehrmacht (German armed forces) or the Schutzstaffel (SS).

History
The curriculum glorified German history, emphasizing the greatness of the Aryan race and portraying Jews, Communists, and other minorities as enemies. Lessons glorified past military victories and framed World War I as a betrayal by Jews and Marxists.

Biology
Taught concepts of racial purity and eugenics, emphasizing Aryan superiority and the inferiority of other races. Students learned about heredity and were encouraged to view race-mixing as a threat to German society.

Mathematics
Problems often incorporated military and racial themes, such as calculating bombing trajectories or the cost savings from eliminating disabled individuals.

Geography
Lessons stressed the concept of Lebensraum (living space), teaching that Germany had a natural right to expand eastward at the expense of Slavic populations.

German Language and Literature
Focused on reading texts that promoted nationalism and heroism. Works by "acceptable" authors were chosen, while books by Jewish or dissident writers were banned.

Ideological Education
Textbooks and teaching materials were revised to reflect National Socialist ideology. Education aimed to instill absolute loyalty to the Nazi Party and to the Führer. Courses in “race science” and Nazi ideology were mandatory teaching boys, for example, to internalize antisemitism.

Secondary Education (Ages 10–18)

Secondary education was divided into several types of schools, each designed to train boys for specific roles within the Nazi state: General Schools (Volksschulen and Hauptschulen) continued basic education, with a strong focus on Nazi ideology, but physical education took precedence, with mandatory sports and drills.

Beyond the standard school system, to further cultivate a cadre of elite youth loyal to the regime, specialized institutions known as were established. Adolf Hitler Schools selected boys based on their political dedication, physical fitness, and racial purity rather than academic achievement. Candidates underwent rigorous selection processes, including evaluations of leadership qualities, physical attributes, and genealogical ancestry. The school prioritized political indoctrination and physical training and military preparedness over traditional academics, aiming to produce future leaders of the Nazi state. Graduates were often groomed for leadership positions within the Nazi Party and its affiliated organizations, reinforcing the regime's hierarchical structure.https://en.wikipedia.org/wiki/Adolf_Hitler_Schools

The Hitler Youth organization played a pivotal role in the indoctrination of German boys. Membership became compulsory for boys aged 14 to 18, in 1936, serving as an extension of the formal education system and was essential for furthering Nazi ideology and military training. The junior division Jungvolk (ages 10–14) focused on basic paramilitary training, marching, and physical fitness. Hitlerjugend (ages 14–18) involved advanced training in military tactics (marksmanship, marching, field exercises, and war games), outdoor activities(camping, hiking, and physical contests), and community service projects to reinforce obedience and sacrifice. Ideological indoctrination was a critical component, involving oaths of loyalty to Hitler, lessons on Aryan supremacy, speeches from Nazi officials, and participation in activities that promoted the Nazi worldview and helped build camaraderie among boys.

Impact on Society

The Nazi educational policies for boys had profound implications:

Militarization of Youth: By emphasizing physical fitness and paramilitary training, the regime prepared boys for future roles as soldiers, contributing to the militarization of German society.

Perpetuation of Ideology: Through systematic indoctrination, the education system ensured the transmission of Nazi ideology to the younger generation, fostering a populace aligned with the regime's beliefs.

Suppression of Critical Thinking: The focus on conformity and obedience suppressed individualism and critical thinking, limiting the potential for dissent and promoting an unchallenged acceptance of Nazi doctrines.

The education of boys in Nazi Germany was a calculated effort to mold them into instruments of the regime's ideology. Boys educated under Nazism were conditioned to suppress critical thinking and to display unwavering loyalty to Hitler and the Nazi Party; view war and sacrifice as honorable and essential; embrace antisemitism, nationalism, and militarism; be physically fit and ready to serve as soldiers. By the time they reached adulthood, many boys had been thoroughly indoctrinated, molded into tools of the regime’s military and political ambitions. The combination of formal education and paramilitary training of Hitler Youth left a profound and often tragic impact on an entire generation. Most boys who completed this system became deeply loyal to the regime, while others—especially those exposed to resistance ideas through family or underground networks—grew disillusioned. Nonetheless, the system left a profound mark on a generation of young Germans, shaping them into instruments of the Nazi war machine.

Thie, Greg and Jean Thie. Nazi Power in Germany.
London Hutchinson Education, 1989

Education for Girls: Cultivating Future Mothers and Homemakers

In Nazi Germany, the education of girls was meticulously structured to align with the regime's ideological objectives, emphasizing traditional gender roles, racial purity, and unwavering loyalty to the Führer. The Nazis believed that women’s primary functions were to bear children, maintain the household, and support their husbands, which were encapsulated in the slogan "Kinder, Küche, Kirche" (Children, Kitchen, Church).

The curriculum for girls underwent significant alterations:

History
Girls were taught a heavily censored revisionist version of German history that celebrated Aryan achievements and vilified Jews, Communists, and other perceived enemies. Emphasis was placed on how women had traditionally supported strong male leaders.

Domestic Skills
Central to girls’ education, Home Economics taught cooking, cleaning, childcare, sewing, and household management. The aim was to make girls efficient homemakers.

Physical Education (PE) Physical fitness was emphasized to ensure girls were healthy and capable of bearing children. Activities were designed to promote robustness, aligning with the regime's focus on producing a strong Aryan population. Gymnastics, dance, and calisthenics were common.

Ideological Education
Girls were also taught Nazi ideology, including loyalty to Hitler, the importance of racial purity, and the glorification of the Aryan race.

German Language and Literature
Reading materials glorified German folklore, national pride, and the ideal role of women as nurturing mothers. Literature that contradicted Nazi ideals was banned.

Geography
Lessons focused on Germany’s territorial claims and the concept of Lebensraum (living space), reinforcing the idea that German families should populate conquered lands.

Racial Ideology
Biology classes incorporated teachings on eugenics and racial purity, instilling notions of Aryan superiority and the importance of maintaining racial hygiene. Lessons stressed the dangers of racial mixing and encouraged large Aryan families.

Higher education opportunities for women were severely restricted. In 1933, policies were implemented to discourage university attendance among women, and by 1937, certain professions, particularly in law and medicine, were largely inaccessible to them.

The Bund Deutscher Mädel (BDM) or League of German Girls, functioned as the female branch of the Hitler Youth, aiming to indoctrinate girls into Nazi ideology and prepare them for their expected societal roles. Membership became compulsory for girls aged 14 to 18, focusing on instilling loyalty to Nazi principles and Adolf Hitler with emphasis on their roles as mothers of future Aryans, engaging in sports and outdoor exercises to promote physical health, and participating in activities that reinforced communal values and the importance of contributing to the Volksgemeinschaft (people's community).

The Nazi educational policies for girls had profound implications:

Reinforcement of Gender Roles
By limiting educational and professional opportunities, the regime reinforced traditional gender roles, confining women to domestic spheres.

Ideological Indoctrination
The education system and organizations like the BDM ensured that Nazi ideology permeated every aspect of a girl's upbringing, fostering a generation aligned with the regime's beliefs.

Suppression of Individualism
The focus on conformity and collective identity suppressed personal aspirations that deviated from prescribed roles, limiting the potential for dissent.

This systemic approach not only curtailed women's rights and opportunities but also played a crucial role in sustaining the totalitarian state by embedding its principles into the fabric of everyday life.

Teachers in the Educational System

In Nazi Germany, the education system was systematically restructured to align with the regime's totalitarian and ideological objectives. Central to this transformation was the indoctrination of teachers, ensuring they propagated National Socialist principles within the classroom. The Ministry of Public Enlightenment and Propaganda, led by Joseph Goebbels, exercised control over virtually every form of expression, including schools. In March 1933, the first educational decree was issued, emphasizing that "German culture must be treated thoroughly," signaling the regime's intent to overhaul the educational landscape to reflect Nazi ideology.

The Law for the Restoration of the Professional Civil Service (April 7, 1933 mandated the dismissal of non-Aryans from civil service positions, including teachers and school administrators of Jewish teachers and school administrators from public universities and schools. The rationale was to "purify" the education system and remove any so-called “non-Aryan” influence. This purge ensured that the teaching workforce was homogeneous in its support for National Socialist ideology, further facilitating the indoctrination of German youth.

Candidates for teaching positions had to demonstrate unwavering loyalty to the Nazi regime. Background checks ensured that potential teachers did not have any political affiliations opposed to National Socialism. Teachers were required to be of Aryan descent, as defined by the Nuremberg Laws. Those of Jewish or non-Aryan ancestry were systematically dismissed. A pivotal instrument in aligning teachers with Nazi ideology was the National Socialist Teachers League (Nationalsozialistischer Lehrerbund, NSLB), established on April 21, 1929. The NSLB aimed to ensure that educators were staunch advocates of National Socialist doctrines. By 1936, approximately 97% of teachers were members, reflecting the regime's success in consolidating control over the teaching profession

Teacher training programs were overhauled to align with Nazi principles. These institutions focused on practical teaching skills but increasingly emphasized ideological education. Trainee teachers were required to study Nazi ideology, German history from a nationalist perspective, and race science. Physical fitness and paramilitary training became integral parts of teacher education, reflecting the importance placed on physical prowess and discipline. To further entrench Nazi ideology within the education system, teachers were mandated to attend training courses that emphasized Nazi principles.. Teachers were also required to take an oath of loyalty to Adolf Hitler, solidifying their commitment to the regime. Teachers, now instruments of the regime, played a crucial role in delivering this ideologically charged content.

The transformation of teacher education and the broader educational reforms had profound implications for German society. The Nazi regime's overhaul of teacher education was a calculated strategy to ensure the dissemination and perpetuation of its ideology. Through organizations like the NSLB, mandatory training programs, curriculum modifications, and the purging of dissenting and non-Aryan educators, the Nazis transformed the German education system into a tool of indoctrination.

Discussion Questions

1. General Overview and Historical Context

How did the Nazi regime view education as a tool for maintaining ideological control over German society?
What were the key ideological objectives behind the restructuring of the education system during the Third Reich?
To what extent did the educational policies reflect the broader goals of Nazi totalitarianism?

2. Curriculum and Content

How did the Nazis manipulate curriculum subjects like history, biology, and mathematics to promote their ideology?
In what ways did racial theory and the concept of Aryan superiority permeate the school curriculum?
How did the teaching of nationalism and loyalty to Hitler manifest in classroom lessons and materials?
How were subjects like physical education and military training integrated into everyday schooling to prepare youth for war?

3. Teaching Methods and Classroom Atmosphere

How did teachers reinforce Nazi ideology through classroom practices and teaching methods?
In what ways did the classroom atmosphere reflect the values of obedience, discipline, and loyalty to Hitler?
How did the use of propaganda materials (like posters and songs) shape the minds of students in Nazi classrooms?
To what extent were students encouraged to inform on family members and peers who expressed dissenting opinions?

4. The Role of Teachers

How did the Nazis ensure that teachers were loyal to the regime and committed to ideological indoctrination?
What were the requirements for teachers under the Nazi regime, and how did these affect their professional and personal lives?
How did the National Socialist Teachers League (NSLB) function as a mechanism of control within the teaching profession?
What training methods were employed to shape teachers into instruments of Nazi ideology?

5. Gender-Specific Education

How did the education of boys differ from that of girls under Nazi policies, and what were the intended societal outcomes?
In what ways did Nazi education reinforce traditional gender roles, especially concerning the preparation of boys as soldiers and girls as homemakers?
How did the Hitler Youth and the League of German Girls function as extensions of classroom indoctrination?
What were the long-term social and psychological impacts of gender-specific education on German youth?

6. Youth Organizations and Extracurricular Indoctrination

How did organizations like the Hitler Youth and the League of German Girls complement formal education in indoctrinating the youth?
To what extent did extracurricular activities like paramilitary training and community service reinforce Nazi ideals?
How did participation in these youth organizations shape the personal identities and social perspectives of German children?

7. Societal Impact and Long-Term Consequences

How did the Nazi education system affect the development of a generation of German youth, both during and after the regime?
In what ways did the systematic indoctrination of youth contribute to the longevity and stability of the Nazi regime?
What were the challenges faced by post-war German society in addressing and overcoming the legacy of Nazi educational indoctrination?

8. Comparative and Analytical Perspectives

How did Nazi educational policies compare to those of other totalitarian regimes in the 20th century?
What lessons can contemporary education systems learn from the misuse of education for ideological indoctrination during the Third Reich?
How can societies prevent the recurrence of such manipulative educational practices in modern times?

Sources

Burleigh, Michael. The Third Reich: A New History. Hill and Wang, 2000. Gellately, Robert. Backing Hitler: Consent and Coercion in Nazi Germany. Oxford University Press, 2001. Heyes, Eileen and Marcia Lerner. Children of the Swastika: The Hitler Youth. Millbrook Press, 1993.
Kater, Michael. Hitler Youth. Cambridge: Harvard University Press, 2006.
Lewis, Brenda Ralph. Hitler youth: the Hitlerjugend in war and peace, 1933-1945 Osceola, WI MBI Pub. 2000
Thie, Greg and Jean Thie. Nazi Power in Germany. London Hutchinson Education, 1989.
The Holocaust Explained. https://www.theholocaustexplained.org
National Holocaust Museum, United Kingdom. https://www.holocaust.org.uk/
United States Holocaust Memorial Museum. https://www.ushmm.org/
Facing History& Ourselves. https://www.facinghistory.org/