{"id":8479,"date":"2019-11-06T10:49:49","date_gmt":"2019-11-06T10:49:49","guid":{"rendered":"https:\/\/schoolshistory.org.uk\/topics\/?page_id=8479"},"modified":"2026-06-24T07:10:57","modified_gmt":"2026-06-24T07:10:57","slug":"hans-harmsen-contemporary-questions-of-eugenics-1931","status":"publish","type":"page","link":"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/hitlers-rise-to-power-1919-33\/hans-harmsen-contemporary-questions-of-eugenics-1931\/","title":{"rendered":"Hans Harmsen, &#8220;Contemporary Questions of Eugenics&#8221; (1931)"},"content":{"rendered":"<p><strong>Eugenics was a central part of Nazi philosophy. The following is an extract from a 1931 speech on Eugenics, given at a conference of directors of Welfare related charitable organisations. That the speaker, Hans Harmsen, was invited to talk about Eugenics, shows how influential the subject was at the time: it was not only Germany in which the subject of Eugenics was considered at the time.<\/strong><\/p>\n<h2>Source: Hans Harmsen, &#8220;Contemporary Questions of Eugenics&#8221; (1931)<\/h2>\n<p class=\"bodytext\"><b>1. Eugenics and Public Welfare<\/b><\/p>\n<p class=\"bodytext\">It must be emphatically pointed out that hereditary-biological health is not identical with \u201chigh quality.\u201d Rather, universal experience has taught us that even the physically and mentally frail can be high-quality human beings in ethical and social terms. Structural changes in our population and quantitative and qualitative changes in population growth \u2013 which have resulted, above all, in the shrinking of the average family size among those groups who, in terms of hereditary biology, are industrious and socially productive \u2013 make it apparent that our approach to public and charitable welfare is in urgent need of a eugenic reorientation. Differentiated care must take the place of undiscriminating public welfare. Substantial expenditures should be made only for those groups of needy individuals who are expected to recover their full productive capacity. By contrast, for all others, welfare services should be limited to humane provisioning and preservation. To the greatest extent possible, those who carry hereditary traits that give rise to social inferiority and the need for care should be prevented from procreating.<\/p>\n<p class=\"bodytext\"><b>2. Destruction of Life Unworthy of Living<\/b><\/p>\n<p class=\"bodytext\">This conference is unanimously agreed that the recently voiced demand to permit the destruction of \u201clife unworthy of living\u201d must be emphatically rejected, both from a religious and a national-pedagogical standpoint.<\/p>\n<h2 id=\"related-links\">Related Links<\/h2>\n<p><a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/\">Source Material for Classroom Use \u2013 see all of our Source Banks here<\/a>\u00a0\u2013\u00a0<a class=\"yoast-link-suggestion__value\" href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/\" target=\"_blank\" rel=\"noopener noreferrer\">Germany 1919-39 Source Material<\/a><\/p>\n<p id=\"sources:-the-weimar-republic-1\"><a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/the-weimar-republic-1918-29-source-material\/\">Sources: The Weimar Republic 1918\u201329<\/a>\u00a0\u2013\u00a0<a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/hitlers-rise-to-power-1919-33\/\">Sources: Hitler\u2019s rise to power, 1919\u201333<\/a>\u00a0\u2013\u00a0<a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/nazi-control-and-dictatorship-1933-39\/\">Sources: Nazi control and dictatorship, 1933\u201339<\/a>\u00a0\u2013\u00a0<a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/life-in-nazi-germany-1933-39\/\">Sources: Life in Nazi Germany, 1933\u201339<\/a><\/p>\n<p><a class=\"yoast-link-suggestion__value\" href=\"https:\/\/schoolshistory.org.uk\/topics\/european-history\/weimar-nazi-germany\/\" target=\"_blank\" rel=\"noopener noreferrer\">Weimar and Nazi Germany<\/a>\u00a0\u2013\u00a0<a href=\"https:\/\/schoolshistory.org.uk\/topics\/european-history\/nazi-germany\/rise-of-the-nazi-party\/\">Rise of the Nazi Party<\/a>\u00a0\u2013\u00a0<a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/appeasement-source-material\/\">Appeasement: Source Material<\/a>\u00a0\u2013\u00a0<a href=\"https:\/\/schoolshistory.org.uk\/topics\/shop\/lesson-the-role-of-the-sa-usefulness-of-sources\/\">Source Analysis Lesson: Nazi Methods of Control<\/a>\u00a0\u2013\u00a0<a href=\"https:\/\/schoolshistory.org.uk\/topics\/shop\/student-guide-to-weimar-and-nazi-germany-31-pages\/\">Revision Guide, Weimar and Nazi Germany<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Eugenics was a central part of Nazi philosophy. The following is an extract from a 1931 speech on Eugenics, given at a conference of directors of Welfare related charitable organisations. That the speaker, Hans Harmsen, was invited to talk about Eugenics, shows how influential the subject was at the time: it was not only Germany&hellip;&nbsp;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":8143,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"off","neve_meta_content_width":100,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-8479","page","type-page","status-publish","hentry"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.9 - aioseo.com -->\n\t<meta name=\"description\" content=\"Explore the disturbing history of eugenics and its influence on Nazi ideology. 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Understand its impact on public welfare and human rights doctrines.","Delve into the 1931 speech on eugenics and its role in shaping Nazi beliefs. A critical look at eugenics and its historical significance.","Learn about the controversial concept of eugenics and its connection to Nazi policies, highlighting its influence across Germany and beyond.","Uncover the historical context of eugenics, including arguments for and against its ethical considerations within Nazi philosophy.","Gain insights into how eugenics was intertwined with public welfare debates in the 1930s and its lasting implications for human rights."],"socialPosts":{"email":[],"linkedin":[],"twitter":[],"facebook":[],"instagram":[]}},"created":"2022-03-10 18:32:13","updated":"2026-06-24 07:40:03","seo_analyzer_scan_date":null},"aioseo_breadcrumb":"<div class=\"aioseo-breadcrumbs\"><span class=\"aioseo-breadcrumb\">\n\t\t\t<a href=\"https:\/\/schoolshistory.org.uk\/topics\" title=\"Home\">Home<\/a>\n\t\t<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t\t\t<a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/\" title=\"Source Material for Classroom Use\">Source Material for Classroom Use<\/a>\n\t\t<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t\t\t<a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/\" title=\"Germany 1919-39 Source Material\">Germany 1919-39 Source Material<\/a>\n\t\t<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t\t\t<a href=\"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/hitlers-rise-to-power-1919-33\/\" title=\"Hitler\u2019s rise to power, 1919\u201333\">Hitler\u2019s rise to power, 1919\u201333<\/a>\n\t\t<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t\t\tHans Harmsen, \u201cContemporary Questions of Eugenics\u201d (1931)\n\t\t<\/span><\/div>","aioseo_breadcrumb_json":[{"label":"Home","link":"https:\/\/schoolshistory.org.uk\/topics"},{"label":"Source Material for Classroom Use","link":"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/"},{"label":"Germany 1919-39 Source Material","link":"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/"},{"label":"Hitler\u2019s rise to power, 1919\u201333","link":"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/hitlers-rise-to-power-1919-33\/"},{"label":"Hans Harmsen, &#8220;Contemporary Questions of Eugenics&#8221; (1931)","link":"https:\/\/schoolshistory.org.uk\/topics\/source-material-for-classroom-use\/germany-1919-39-source-material\/hitlers-rise-to-power-1919-33\/hans-harmsen-contemporary-questions-of-eugenics-1931\/"}],"_links":{"self":[{"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/pages\/8479","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/comments?post=8479"}],"version-history":[{"count":0,"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/pages\/8479\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/pages\/8143"}],"wp:attachment":[{"href":"https:\/\/schoolshistory.org.uk\/topics\/wp-json\/wp\/v2\/media?parent=8479"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}