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To attract a generation of followers and soldiers, the Nazi regime called on mothers to deliberately ignore the needs of their toddlers. The consequences of this education are still in effect today, say researchers.

She wants to love her kids - but somehow she just can not do it. Renate Flens comes with a depression in the practice of psychotherapist Katharina White. The expert soon suspects that behind the problems of her patient there is basically the frustration of not being able to get people close to her.

After an extensive search for traces in Flens' past, the two women finally believe that they found a guilty party: the physician Johanna Haarer, who at the time of National Socialism explained in guidebooks how to raise children for the leader. Renate Flens, who really means something else, was born just in the 60s - after the war. But Haarer's books were bestsellers. Also in the Germany of the post-war period were found in almost every household copies of their works.

When asked by the therapist, Flens also remembered seeing a book by Haarer on her parent's shelf. And one particularly perfidious aspect of Haarer's educational philosophy may even have been handed down from generation to generation: to make them good soldiers and followers, The Nazi regime called on mothers to deliberately ignore the needs of their babies. They should become emotional and binding. If an entire generation has been systematically educated to not build ties with others, how can she teach it to her children or grandchildren?

AT A GLANCE
SUCCESSFUL BESTSELLER
In 1934, the doctor Johanna Haarer published her guide "The German mother and her first child". The book sold 1.2 million copies and was used during the Nazi era as a basis for education in kindergartens and homes, as well as for the "Reich Mothers Training".

In her work, Haarer recommends that mothers grow up with as little binding as possible. If the child cries, let it cry. Excessive caresses should be avoided in any case.

Scientists fear that this has led to attachment disorders in affected children, which they have since passed on from generation to generation. Randomized-controlled studies examining the influence of Haarer's educational philosophy do not exist.

"This has long been an issue among analysts and biotechnology researchers - it is ignored in the public eye," says Klaus Grossmann, who most recently conducted research at the University of Regensburg and conducted studies in the 1970s on mother-child relationships. He was able to watch scenes like this in the lab again and again: A baby was crying. The mother approached the baby, but shortly before she was with him, she stopped. Although her child screamed only a few yards away, she made no move to lift it or console her. "If we asked the mothers why they did that, they said: You should not spoil the child."

Sentences like this and proverbs like "An Indian knows no pain" are still common today. Even the bestseller »Every child can learn to sleep« by Annette Kast-Zahn and Hartmut Morgenroth points in a similar direction. The book advises that children with problems of falling asleep or staying asleep should be put in a room by themselves, and although they are always looking to see and talk to them, they can not pick them up - even if they cry.

»The best place for the child is to stay in their own room, where it then stays alone«, wrote Johanna Haarer in her 1934 published guidebook »The German Mother and her First Child«. If the child begins to scream or cry, one should ignore it: "Do not start taking the child out of bed, carrying it, weighing it, driving it or keeping it on your lap, even nursing it. The child understands incredibly quickly that it only needs to scream to summon a compassionate soul and become the subject of such care. After a short time, it demands this occupation with him as a right, gives no rest, until it is carried again, rocked or driven - and the small but relentless pet bully is ready! "

The baby as a tormenting spirit, whose will it is to break - so saw Johanna Haarer children. The consequences of this view could still be felt today. Whether it's about the low birth rate, the many people who are divorced or living alone, the proliferation of burnout, depression, or mental illness in general - some researchers, doctors, and psychologists speculate that a whole range of phenomena are inherent with the trained Attachment and insensibility.

Soberly, however, the reasons for these social circumstances are certainly manifold. Haarer's influence can only be tracked at the clinical individual case, as in Katharina Weiss's patient. »In most cases, such therapies focus on other topics. But after a while you hear hints on Haarer: disgust for your own body, strict rules of eating or being unable to relate, "says the psychoanalyst. The psychiatrist and psychotherapist Hartmut Radebold also talks about a patient who came to him with severe difficulties in relationship and identity. One day he found a thick book at home, in which his mother had written down countless pieces of information about his first year of life: weight, height or the frequency of bowel movements - but not a single word about feelings.

"The child is fed, bathed and drained, but otherwise left completely alone," advised Johanna Haarer. She described detailed physical aspects, but ignored everything psychological - and warned against "affectionate" affection: "The covering of the child with caresses, even from third parties, can be perishable and must be softened in the long run. A certain thrift in these matters is certainly appropriate for the German mother and the German child. "Immediately after birth, it is advisable to isolate the child for 24 hours; Instead of speaking in a "silly, banal childish language," the mother should speak to him only in "reasonable German," and if he screams, let him scream. Strengthen lungs and harden.

Avoid body contact!
Haarer's advice had a modern and scientific touch, but they were - what was mostly known then - wrong and beyond even harmful. Children need body contact, but Haarer recommended keeping it as low as possible while wearing it. She suggested an unnatural attitude illustrated in pictures: the mothers hold their children so that they touch them as little as possible, and they look at them but do not look them in the eyes.

Such experiences can traumatize. Between 2009 and 2013, the psychologist Ilka Quindeau and her colleagues from the Frankfurt University of Applied Sciences on behalf of the Federal Ministry of Education and Research examined the generation of the war children. Her study was supposed to revolve around the long-term effects of bombing and escape. But after the first interviews, the researchers had to change their study design: In the discussions so often came to experience in the family that they decided to join an additional, several-hour interview on this topic. In the end, the researchers say, "These people showed a pattern of noticeably strong loyalty to their parents. The fact that in the descriptions no conflicts were addressed at all is a sign of a relationship disorder. "Quindeau also points out that nowhere else in Europe does such a detailed discourse on children's warfare take place as in Germany - although there have been devastation and bombing raids in other countries as well.

The Austrian-British psychoanalyst Anna Freud discovered in 1949 that children who had a good bond with their parents felt war less badly than those who did not have a good bond bond. If you put these findings together, behind the conversations of the war children about bombing and expulsion actually put rather mourning over the family experiences, believes Quindeau. Only these experiences are so hurtful that they have become unspeakable.

Unable to feel
However, this interpretation is difficult to prove. Randomized-controlled studies, which experimentally investigate the influence of Haarer's educational advice, are not feasible for ethical reasons. But research that does not explicitly deal with education in the Third Reich, provided valuable information, says Grossmann. "All the data we have points to the following: If you would deny a child a sensitive speech in the first year or two - as Johanna Haarer has propagated - you would get the children who are limited, unable to feel and reflect we know from research. «

Among other things, the attachment researcher points to a long-term study published by the team around psychiatrist Mary Margaret Gleason of Tulane University in New Orleans, Louisiana, in 2014 in the journal "Pediatrics". Gleason and her colleagues divided 136 Romanian orphans into two groups aged from half a year to four years: half of them stayed in the home, while the others were given foster care. The control group was made up of children from the region who grew up with their biological parents. Among other things, they encountered problems with regard to language and attachment behavior in both the home and foster children. For example, during an experiment with 89 of the subjects, a stranger came in the door and asked the boys and girls to come along with them,

If an entire generation has been educated not to build bonds, how can she teach it to her children?
"Such children, who are seducible, do not think and do not feel, are useful for a war nation," says Karl-Heinz Brisch, psychiatrist and psychotherapist at Dr. Ing. from Haunerschen Children's Hospital of the Ludwig-Maximilians-University Munich. Even in ancient Sparta, the children were educated with this goal. "The essential thing about Johanna Haarer is that you do not give the child any attention when he calls for it. But any refusal means rejection, "explains Grossmann. A newborn remained as a communication option only facial expressions and gestures. If there is no reaction, learn that his statements are worth nothing. In addition, toddlers experience fear of death when they feel hungry or lonely and are not calmed by their caregiver.

Educational tips from the pulmonary specialist
Haarer, who had neither pedagogical nor pediatric training as a pulmonary specialist, was specifically promoted by the National Socialists. The advice from her book "The German Mother and Her First Child" was taught in the so-called Reichmütterschulungen. The courses were designed to teach all German women uniform rules for infant care. Alone until April 1943, at least three million women participated in them. In addition, the guide was the basis for education in kindergartens and homes.

Even before she published her "Education Bible," Johanna Haarer wrote in newspapers about baby care. She later published other books, including Mother, Tell by Adolf Hitler, a kind of fairy tale that promoted anti-Semitism and anti-communism in a child-friendly way, and Our Little Children, another educational guide. After the Nazi era, the woman from Munich was interned for a year and a half. Enthusiastic National Socialist she remained according to the statements of two of her daughters, until her death in 1988. And not only her personal attitude outlasted the Third Reich - her main work "The German mother and her first child" was still widespread. By the end of the war, it had reached a circulation of 690,000 copies, promoted by Nazi propaganda.


Do not coddle! | In the 1940s, mothers were warned against over-caressing their children.
These figures show how much appeal Haarer's worldview still found in the post-war era. But why did mothers implement such a counterintuitive approach? "That did not suit everyone," says Hartmut Radebold. In his research, the psychiatrist, psychoanalyst and author has dealt intensively with the generation of the war children. He assumes that Haarer's Educational Advisor has had an impact on two groups in particular: parents identified particularly strongly with the Nazi regime, as well as young women who, often due to the First World War, even came from broken homes and therefore did not know what a good relationship feels like.

Fought her husbands themselves at the front and left them alone, overwhelmed and confused, is quite conceivable that they were particularly vulnerable to Haarer's educational propaganda. In addition, a strict education before 1934 in Prussia had been commonplace. Only a culture that possessed a certain inclination to such ideas of hardness and drills anyway could have done such a thing, Grossmann believes. In addition, the findings of studies from the 1970s would be appropriate, for example, suggest that in North German Bielefeld at that time about every second child had an insecure attachment behavior, in southern Germany Regensburg, which has never belonged to the Prussian sphere of influence, however, not even every third.

In order to assess how secure the bond between mother or father and child is, Grossmann and other scientists often use the Strange Situation Test by US developmental psychologist Mary Ainsworth. For example, a mother enters a room with her toddler and sets it down with a toy. After 30 seconds she takes a chair and reads a magazine. After two minutes at the latest, a signal sounds to remind the mother to encourage her to play, if she does not. At intervals of one to three minutes, the following scenes take place: A strange woman appears in the room and is silent, the two women talk to each other, the stranger deals with the child, the mother leaves her purse on the chair and leaves the room. After a short while the mother returns to the room and the stranger leaves. A little later, the mother leaves, the child stays alone. After a few minutes, the strange woman first returns to the room and deals with the child, then the mother.

Binding researchers observe exactly how the child behaves. If it is briefly irritated and crying in the separation situation, but soon calms down again, it is considered to be securely bound. Boys and girls who no longer calm down - or do not even react to the disappearance of their caregiver - are considered to be insecure. Grossmann has done the test in different cultures. In the process, the scientist discovered that in Germany, in contrast to other western countries, especially many adults would be positively impressed if children were unimpressed by the disappearance of the caregiver. The parents perceive this as "independent."

Like the parents, so the children
In addition, his findings suggest that children, when they grow up and are even offspring, pass their attachment behavior to the next generation. Within the framework of one of her investigations, Grossmann and his colleagues recorded the attachment style of the parents of their small subjects during their childhood four to five years after the Stranger Situation Test with the help of interviews.

In their analysis, the scientists included not only the content of the answers, but also the emotions of the adults during the survey. For example, the researchers looked at whether the subjects frequently changed the subject, gave only monosyllabic answers, or kept hyperbolic speeches on their own parents, without describing specific situations. The result of the publication from 1988: In the case of the 65 examined parents and children the binding behavior of the children in 80 per cent of the cases corresponded to that of the parents. A 2016 published meta-analysis of researchers from Marije Verhage of the University of Amsterdam, who evaluated the data of 4819 people, was able to confirm the effect of passing on bonding behavior across generations.

Exactly how parents pass on the negative experiences they had in their childhood to their own children is still the subject of various theories. Meanwhile, however, there are increasing indications that biological factors may also play a role. For example, Dahlia Ben-Dat Fisher of Concordia University in Montreal and her colleagues discovered in 2007 that the offspring of mothers who had been neglected in their childhoods regularly had lower levels of the stress hormone cortisol in the morning. The researchers considered this a sign of abnormal stress management.

In 2016, a team led by Tobias Hecker from the University of Zurich compared children in Tanzania who claimed to have experienced a lot of physical and mental violence, with those who reported only minor abuses. In the first group, they not only increasingly encountered medical problems, but also a different methylation of the gene coding for the protein proopiomelanocortin. This is the precursor to a whole range of hormones, including the stress hormone adrenocorticotropin, which is produced in the pituitary gland. Altered DNA methylation patterns can affect the activity of a gene - and, most likely, pass it on from generation to generation. In animal experiments, scientists have already been able to observe this phenomenon extensively,

On the behavioral level, one can only pass on what one himself knows from experience, explains Grossmann. Although parents can consciously deal with their own bonding experience and try to educate their own children differently. "In stressful moments, however, one often falls back into the learned, unconscious patterns," says Grossmann. Maybe that's why Gertrud Haarer, the youngest of Johanna Haarer's daughters, never wanted to have children of her own. She has publicly critically discussed with her mother and written after a major depression, a book about their lives and ideas. For a long time she had been aloof, she says, and she has no memory of her childhood. "It seems that traumatized me so much that I thought I could never raise children,"