Nazi Education Quotes

[Said during a debate when his opponent asserted that atheism and belief in evolution lead to Nazism:] Atheism by itself is, of course, not a moral position or a political one of any kind; it simply is the refusal to believe in a supernatural dimension. For you to say of Nazism that it was the implementation of the work of Charles Darwin is a filthy slander, undeserving of you and an insult to this audience. Darwin’s thought was not taught in Germany; Darwinism was so derided in Germany along with every other form of unbelief that all the great modern atheists, Darwin, Einstein and Freud were alike despised by the National Socialist regime. Now, just to take the most notorious of the 20th century totalitarianisms – the most finished example, the most perfected one, the most ruthless and refined one: that of National Socialism, the one that fortunately allowed the escape of all these great atheists, thinkers and many others, to the United States, a country of separation of church and state, that gave them welcome – if it’s an atheistic regime, then how come that in the first chapter of Mein Kampf, that Hitler says that he’s doing God’s work and executing God’s will in destroying the Jewish people? How come the fuhrer oath that every officer of the Party and the Army had to take, making Hitler into a minor god, begins, “I swear in the name of almighty God, my loyalty to the Fuhrer?” How come that on the belt buckle of every Nazi soldier it says Gott mit uns, God on our side? How come that the first treaty made by the Nationalist Socialist dictatorship, the very first is with the Vatican? It’s exchanging political control of Germany for Catholic control of German education. How come that the church has celebrated the birthday of the Fuhrer every year, on that day until democracy put an end to this filthy, quasi-religious, superstitious, barbarous, reactionary system? Again, this is not a difference of emphasis between us. To suggest that there’s something fascistic about me and about my beliefs is something I won't hear said and you shouldn't believe.

In his pocket he kept a poem written by Martin Niemöller, who had lived in Nazi Germany. First they came for the communists, and I didn’t speak out because I wasn’t a communist. Then they came for the socialists, and I didn’t speak out because I wasn’t a socialist. Then they came for the trade unionists, and I didn’t speak out because I wasn’t a trade unionist. Then they came for the Jews, and I didn’t speak out because I was not a Jew. Then they came for the Catholics, and I didn’t speak out because I was not a Catholic. Then they came for me, and there was no one left to speak for me.

Human nature doesn’t change, Randy. Education is hopeless. The most educated people in the world can turn into Aztecs or Nazis just like that.” He snaps his fingers.

I myself was to experience how easily one is taken in by a lying and censored press and radio in a totalitarian state. Though unlike most Germans I had daily access to foreign newspapers, especially those of London, Paris and Zurich, which arrived the day after publication, and though I listened regularly to the BBC and other foreign broadcasts, my job necessitated the spending of many hours a day in combing the German press, checking the German radio, conferring with Nazi officials and going to party meetings. It was surprising and sometimes consternating to find that notwithstanding the opportunities I had to learn the facts and despite one’s inherent distrust of what one learned from Nazi sources, a steady diet over the years of falsifications and distortions made a certain impression on one’s mind and often misled it. No one who has not lived for years in a totalitarian land can possibly conceive how difficult it is to escape the dread consequences of a regime’s calculated and incessant propaganda. Often in a German home or office or sometimes in a casual conversation with a stranger in a restaurant, a beer hall, a café, I would meet with the most outlandish assertions from seemingly educated and intelligent persons. It was obvious that they were parroting some piece of nonsense they had heard on the radio or read in the newspapers. Sometimes one was tempted to say as much, but on such occasions one was met with such a stare of incredulity, such a shock of silence, as if one had blasphemed the Almighty, that one realized how useless it was even to try to make contact with a mind which had become warped and for whom the facts of life had become what Hitler and Goebbels, with their cynical disregard for truth, said they were.

The shock which the Nazi horrors produced was so great, because they came after two hundred years of Roussellian propaganda about the goodness of human nature and also because the Germans were literate, clean, technologically progressive, hard working, “modern,” sober, “orderly,” and so forth. Yet about human nature we get more concrete and more pertinent information from the Bible than from statistics dealing with secondary education, the frequency of bathtubs or the mileage of superhighways.

an essay in the Human Rights Reader, Rorty suggested that the basis for human rights is not rationality or moral law but “what Baier calls ‘a progress of sentiments.’…It is the result of what I have been calling ‘sentimental education.’”17 So the basis for morality, in Rorty’s view, is “sentiment.” We are back to preferences and tastes. But whose sentiments? Rorty’s? A Nazi’s? Or someone else’s?

We know of their total recasting of education of children to achieve, as Hitler wanted “a brutal, domineering, fearless, cruel youth. Youth must be all that. It must bear pain. There must be nothing weak and gentle about it. The free, splendid beast of prey must once again flash from its eyes.”[126]

How is this to be avoided, among ordinary men, even highly educated ordinary men? Frankly, I do not know. I do not see, even now. Many, many times since it all happened I have pondered that pair of great maxims, *Principiis obsta* and *Finem respice*—'Resist the beginnings' and 'Consider the end.' But one must foresee the end in order to resist, or even see, the beginnings. One must foresee the end clearly and certainly and how is this to be done, by ordinary men or even by extraordinary men?

In Nazi parlance, “educated” meant “intimidated”—to a point where all would accept docilely the Nazi dictatorship and its barbarism.

All the good things on this earth are trophy cups. The strong win them. The weak lose them. from a speech by the Nazi Minister of Education

Why did the French Revolution go so horribly wrong, descending in a reign of paranoia, fratricide, and terror? Why, by contrast, did the American Revolution, in many ways fighting the same kind of battle and subject to the same desperate pressures, not go the same self-destructive route? How, a century and a half later, could the most educated nation in Europe become a Nazi dictatorship?

Within a decade or two, all Holocaust survivors will likely have passed away so a ticking clock is in effect in this battle between the truth and lies. Keep in mind even those survivors born in a concentration camp during WW2 would be at least 71 years-of-age when this book (the one you are reading now) was released. Those survivors old enough to clearly recall the events of that nightmare will, of course, be older and have much less time left. As the memory of the Holocaust begins to fade away, it will become easier to deny the genocide even occurred unless those of us who are truthseekers are able to embrace the memory of the genocide and educate others do the same. What’s needed in this propaganda war is for the true stories of Holocaust survivors – as well as those of the Nazi perpetrators, their associates and others who witnessed the genocide – to be told loudly and clearly so that there will never, ever be room for doubt in generations to come. After all, nothing is more powerful, credible or damning than eyewitness accounts.

I once took over a State which was faced by complete ruin, thanks to its trust in the promises of the rest of the world and to the bad regime of democratic governments… I have conquered chaos in Germany, re-established order and enormously increased production… developed traffic, caused mighty roads to be built and canals to be dug, called into being gigantic new factories and at the same time endeavored to further the education and culture of our people. I

The freckle-faced corporal from Iowa grinned. "Geez, Major, whatever you gave that German broad last night sure got her talking. Was it some new Russian drug? Something from HQ?" "That's my affair." Major Rosemary Wilson ignored the grinning boy and lit a cigarette, blowing out smoke as she gazed through the one way mirror. The German girl, Waller, looked pale and lost under the interrogation lights, but she was still exceptionally pretty. No doubt last night had been her first time with a woman. Still, Greta had been an enthusiastic learner, responsive and eager to please. The Major had every intention of continuing the girl's education -- once Werewolf and his Nazi pack were back behind bars.

So, we are supposed to see a party in favor of universal education, guaranteed employment, increased entitlements for the aged, the expropriation of land without compensation, the nationalization of industry, the abolition of market-based lending—a.k.a. “interest slavery”—the expansion of health services, and the abolition of child labor as objectively and obviously right-wing. What the Nazis pursued was a form of anticapitalist, antiliberal, and anti-conservative communitarianism

This, to be sure, is not the entire truth. For there were individuals in Germany who from the very beginning of the regime and without ever wavering were opposed to Hitler; no one knows how many there were of them—perhaps a hundred thousand, perhaps many more, perhaps many fewer—for their voices were never heard. They could be found everywhere, in all strata of society, among the simple people as well as among the educated, in all parties, perhaps even in the ranks of the N.S.D.A.P. Very few of them were known publicly, as were the aforementioned Reck-Malleczewen or the philosopher Karl Jaspers. Some of them were truly and deeply pious, like an artisan of whom I know, who preferred having his independent existence destroyed and becoming a simple worker in a factory to taking upon himself the “little formality” of entering the Nazi Party. A few still took an oath seriously and preferred, for example, to renounce an academic career rather than swear by Hitler’s name. A more numerous group were the workers, especially in Berlin, and Socialist intellectuals who tried to aid the Jews they knew. There were finally, the two peasant boys whose story is related in Günther Weisenborn’s Der lautlose Aufstand (1953), who were drafted into the S.S. at the end of the war and refused to sign; they were sentenced to death, and on the day of their execution they wrote in their last letter to their families: “We two would rather die than burden our conscience with such terrible things. We know what the S.S. must carry out.” The position of these people, who, practically speaking, did nothing, was altogether different from that of the conspirators. Their ability to tell right from wrong had remained intact, and they never suffered a “crisis of conscience.” There may also have been such persons among the members of the resistance, but they were hardly more numerous in the ranks of the conspirators than among the people at large. They were neither heroes nor saints, and they remained completely silent. Only on one occasion, in a single desperate gesture, did this wholly isolated and mute element manifest itself publicly: this was when the Scholls, two students at Munich University, brother and sister, under the influence of their teacher Kurt Huber distributed the famous leaflets in which Hitler was finally called what he was—a “mass murderer.

in countries like Germany, where homeschooling is against the law. This is a dictatorship. Under Communism in the Soviet Union, education in the family was also forbidden, as it was under the Nazi regime. The prohibition against homeschooling is a dictatorial law.

When Heidegger returned to teaching after his escapade as Nazi rector, one of his colleagues famously quipped, “Back from Syracuse?” The reference, of course, is to the three expeditions Plato made to Sicily in hopes of turning the young ruler Dionysius to philosophy and justice. The education failed, Dionysius remained a tyrant, and Plato barely escaped with his life. The parallel has been invoked more than once in discussions of Heidegger, the implication being that his tragicomic error was to have momentarily believed that philosophy could guide politics, especially the gutter politics of National Socialism.

To start a new country, with new values and newly minted socialist citizens, it is necessary to begin at the beginning: with children. Schoolteachers in the eastern regions were immediately dismissed because their job had been to educate children in the values of the Nazi regime. Socialist teachers had to be created.

Mussolini envisioned a powerful centralized state directing the institutions of the private sector, forcing their private welfare into line with the national welfare. Isn’t this precisely how progressives view the federal government’s control of banks, finance companies, insurance companies, health care, energy, and education?

Il était ulcéré par le fait que la plupart des gens ne veuillent pas s'exprimer. Il gardait dans sa poche un poème de Martin Niemöller, qui vivait dans l'Allemagne nazie. Il disait: “Lorsqu'ils sont venus chercher les communistes, je n'ai rien dit, je n'étais pas communiste. Lorsqu'ils ont emprisonné les socialistes, je n'ai rien dit, je n'étais pas socialiste. Lorsqu'ils sont venus chercher les syndicalistes, je n'ai rien dit, je n'étais pas syndicaliste. Lorsqu'ils sont venus chercher les juifs, je n'ai rien dit parce que je n'étais pas juif. Lorsqu'ils sont venus chercher les catholiques, je n'ai rien dit parce que je n'étais pas catholique. Lorsqu'ils sont venus me chercher, il ne restait plus personne pour protester.” Il avait raison. Si les gens se taisaient, rien ne changerait.

And in the 1920s, the Germans were, arguably, the most educated nation in the world with the highest levels of literacy, numbers of years of schooling, newspaper readership, political awareness, and so on. It was in an educated nation that the Nazis achieved increasing success in elections through the 1920s, spreading their message far and wide, until they made their major breakthroughs in the early 1930s.

Gandhi, convinced of the power of satyagraha, suggested that it be used by the Jews against the Nazis. In response, Martin Buber – who had earlier (1930) written that much could be learned from Gandhi – said that this method could not be used against the Nazis. It is one thing to use nonviolent methods against those who would deprive you of some material benefit, but if their basic aim is to deprive you of life itself, how can you resist nonviolently?

Albert Einstein was the most esteemed figure to publicly denounce Operation Paperclip. In an impassioned letter, written on behalf of his FAS colleagues, Einstein appealed directly to President Truman. “We hold these individuals to be potentially dangerous.... Their former eminence as Nazi Party members and supporters raises the issue of their fitness to become American citizens and hold key positions in American industrial, scientific and educational institutions.

When a young sixteen-year old Nazi died crying, “Heil Hitler!” he was not guilty, and it was not he whom we hated but his masters. The desirable thing would be to re-educate this misled youth; it would be necessary to expose the mystification and to put the men who are its victims in the presence of their freedom. But the urgency of the struggle forbids this slow labor. We are obliged to destroy not only the oppressor but also those who serve him, whether they do so out of ignorance or out of constraint.

Even so, the advance of the far right in Europe and the United States reveals the need to rethink memory work, to adapt it to new generations for whom the Second World War feels like a long-ago crisis. It's important to tell a story people can identify with, a story of ordinary people, the Mitlaufer, and not only of heroes, victims, or monsters. To raise awareness that, if history as such does not repeat itself, sociological and psychological mechanisms do, which push individuals and societies to make irrational choices by supporting regimes and leaders who are opposed to their interests, by becoming complicit in criminal ideas and actions. The most dangerous monster is not a megalomaniacal and violent leader, but us, the people who make him possible, who give him the power to lead. By our opportunism, by our conformity to all-powerful capitalism, which places money and consumption over education, intelligence, and culture, we are in danger of losing the democracy, peace, and freedom that so many of our predecessors have fought to preserve.

Sometimes, just for fun, I type some random, silly word in front of the word porn and google it. Just to see if it exists. Because that means people out there are getting off on it. So I googled Nazi porn. Yupp. It exists. Then I googled goldfish porn. Yupp. Found it. Someone out there finds sex with goldfish arousing. Fart porn. Yes, that's a thing too, and it brings someone somewhere great pleasure. Stormtrooper porn. Yes, the force is strong with that one. And it's not even a Saturday Night Live parody. It's literally hardcore porn, featuring men dressed in Stormtrooper outfits. With surprisingly high production values.

In each of the following chapters, dealing in turn with policing and repression, culture and propaganda, religion and education, the economy, society and everyday life, racial policy and antisemitism, and foreign policy, the overriding imperative of preparing Germany and its people for a major war emerges clearly as the common thread. But that imperative was neither rational in itself, nor followed in a coherent way. In one area after another, the contradictions and inner irrationalities of the regime emerge; the Nazi's headlong rush to war contained the seeds of the Third Reich's eventual destruction. How and why this should be so is one of the major questions that run through this book and binds its separate parts together. So do many further questions: about the extent to which the Third Reich won over the German people; the manner in which it worked; the degree to which Hitler, rather than broader systematic factors inherent in the structure of the Third Reich as a whole, drove policy onward; the possibilities of opposition, resistence, and dissent or even non-conformity to the dictates of National Socialism under a dictatorship that claimed the total allegiance of all its citizens; the nature of the Third Reich's relationship with modernity; the ways in which its policies in different areas resembled, or differed from, those pursued elsewhere in Europe and beyond during the 1930s; and much more besides.

half-century before, at Stalin’s direct order, NKVD executioners slaughtered fifteen thousand Polish military officers and threw the bodies into rows of mass graves. The month-long operation in Kalinin, Katyn, and Starobelsk was part of Stalin’s attempt to begin the domination of Poland. The young officers had been among the best-educated men in Poland, and Stalin saw them as a potential danger, as enemies-in-advance. For decades after, Moscow put the blame for the killings on the Nazis, saying the Germans had carried out the massacres in 1941, not the NKVD in 1940. The Kremlin propaganda machine sustained the fiction in speeches, diplomatic negotiations, and textbooks, weaving it into the vast fabric of ideology and official history that sustained the regime and its empire.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

Middle class propagandists For propaganda to be effective, the propagandee must have a certain store of ideas and a number of conditioned reflexes. These are acquired only with a little affluence, some education, and peace of mind springing from relative security. Conversely, all propagandists come from the upper middle class whether Soviet, Nazi, Japanese, or American popagandists. The wealthy and very cultured class provides no propagandists because it is remote from the people and does not understand them well enough to influence them. The lower class does not furnish any because its members rarely have the means of educating themselves (even in the U.S.S.R.) More importantly, they cannot stand back and look at their class with the perspective needed to devise symbols for it. Thus studies show that most propagandists are recruited From the middle class.

Everything changed in 1933 with the rise to power in Germany of the Nazis, who immediately began to persecute and drive out the well-established Jewish community. With discriminatory immigration laws in place in the United States, the United Kingdom, and other countries, many German Jews had nowhere to go but Palestine. Hitler’s ascendancy proved to be one of the most important events in the modern histories of both Palestine and Zionism. In 1935 alone, more than sixty thousand Jewish immigrants came to Palestine, a number greater than the entire Jewish population of the country in 1917. Most of these refugees, mainly from Germany but also from neighboring countries where anti-Semitic persecution was intensifying, were skilled and educated. German Jews were allowed to bring assets worth a total of $100 million, thanks to the Transfer Agreement reached between the Nazi government and the Zionist movement, concluded in exchange for lifting a Jewish boycott of Germany.

Michał Grynberg, ed., Words to Outlive Us: Eyewitness Accounts from the Warsaw Ghetto, trans. Philip Boehm (London: Granta Books, 2003), p. 46. At one point Himmler invited Werner Heisenberg to establish an institute to study icy stars because, according to the cosmology of Welteislehre, based on the observations of the Austrian Hanns Hörbiger (author of Glazial-Kosmogonie[1913]), most bodies in the solar system, our moon included, are giant icebergs. A refrigeration engineer, Hörbiger was persuaded by how shiny the moon and planets appeared at night, and also by Norse mythology, in which the solar system emerged from a gigantic collision between fire and ice, with ice winning. Hörbiger died in 1931, but his theory became popular among Nazi scientists and Hitler swore that the unusually cold winters in the 1940s proved the reality of Welteislehre. Nicholas Goodrick-Clarke's The Occult Roots of Nazism explores the influence of such magnetic lunatics as Karl Maria Wiligut, "the Private Magus of Heinrich Himmler," whose doctrines influenced SS ideology, logos, ceremonies, and the image of its members as latter-day Knights Templars and future breeding stock for the coming Aryan utopia. To this end, Himmler founded Ahnenerbe, an institute for the study of German prehistory, archaeology, and race, whose staff wore SS uniforms. Himmler also acquired Wewelsburg Castle in Westphalia to use immediately for SS education and pseudoreligious ceremonies, and remodel into a future site altogether more ambitious, "creating an SS vati-can on an enormous scale at the center of the millenarian greater Germanic Reich."   "In

Our political system today does not engage the best minds in our country to help us get the answers and deploy the resources we need to move into the future. Bringing these people in—with their networks of influence, their knowledge, and their resources—is the key to creating the capacity for shared intelligence that we need to solve the problems we face, before it’s too late. Our goal must be to find a new way of unleashing our collective intelligence in the same way that markets have unleashed our collective productivity. “We the people” must reclaim and revitalize the ability we once had to play an integral role in saving our Constitution. The traditional progressive solution to problems that involve a lack of participation by citizens in civic and democratic processes is to redouble their emphasis on education. And education is, in fact, an extremely valuable strategy for solving many of society’s ills. In an age where information has more economic value than ever before, it is obvious that education should have a higher national priority. It is also clear that democracies are more likely to succeed when there is widespread access to high-quality education. Education alone, however, is necessary but insufficient. A well-educated citizenry is more likely to be a well-informed citizenry, but the two concepts are entirely different, one from the other. It is possible to be extremely well educated and, at the same time, ill informed or misinformed. In the 1930s and 1940s, many members of the Nazi Party in Germany were extremely well educated—but their knowledge of literature, music, mathematics, and philosophy simply empowered them to be more effective Nazis. No matter how educated they were, no matter how well they had cultivated their intellect, they were still trapped in a web of totalitarian propaganda that mobilized them for evil purposes. The Enlightenment, for all of its liberating qualities—especially its empowerment of individuals with the ability to use reason as a source of influence and power—has also had a dark side that thoughtful people worried about from its beginning. Abstract thought, when organized into clever, self-contained, logical formulations, can sometimes have its own quasi-hypnotic effect and so completely capture the human mind as to shut out the leavening influences of everyday experience. Time and again, passionate believers in tightly organized philosophies and ideologies have closed their minds to the cries of human suffering that they inflict on others who have not yet pledged their allegiance and surrendered their minds to the same ideology. The freedoms embodied in our First Amendment represented the hard-won wisdom of the eighteenth century: that individuals must be able to fully participate in challenging, questioning, and thereby breathing human values constantly into the prevailing ideologies of their time and sharing with others the wisdom of their own experience.

The most interesting aspects of the story lie between the two extremes of coercion and popularity. It might be instructive to consider fascist regimes’ management of workers, who were surely the most recalcitrant part of the population. It is clear that both Fascism and Nazism enjoyed some success in this domain. According to Tim Mason, the ultimate authority on German workers under Nazism, the Third Reich “contained” German workers by four means: terror, division, some concessions, and integration devices such as the famous Strength Through Joy (Kraft durch Freude) leisure-time organization. Let there be no doubt that terror awaited workers who resisted directly. It was the cadres of the German Socialist and Communist parties who filled the first concentration camps in 1933, before the Jews. Since socialists and communists were already divided, it was not hard for the Nazis to create another division between those workers who continued to resist and those who decided to try to live normal lives. The suppression of autonomous worker organizations allowed fascist regimes to address workers individually rather than collectively. Soon, demoralized by the defeat of their unions and parties, workers were atomized, deprived of their usual places of sociability, and afraid to confide in anyone. Both regimes made some concessions to workers—Mason’s third device for worker “containment.” They did not simply silence them, as in traditional dictatorships. After power, official unions enjoyed a monopoly of labor representation. The Nazi Labor Front had to preserve its credibility by actually paying some attention to working conditions. Mindful of the 1918 revolution, the Third Reich was willing to do absolutely anything to avoid unemployment or food shortages. As the German economy heated up in rearmament, there was even some wage creep. Later in the war, the arrival of slave labor, which promoted many German workers to the status of masters, provided additional satisfactions. Mussolini was particularly proud of how workers would fare under his corporatist constitution. The Labor Charter (1927) promised that workers and employers would sit down together in a “corporation” for each branch of the economy, and submerge class struggle in the discovery of their common interests. It looked very imposing by 1939 when a Chamber of Corporations replaced parliament. In practice, however, the corporative bodies were run by businessmen, while the workers’ sections were set apart and excluded from the factory floor. Mason’s fourth form of “containment”—integrative devices—was a specialty of fascist regimes. Fascists were past masters at manipulating group dynamics: the youth group, the leisure-time association, party rallies. Peer pressure was particularly powerful in small groups. There the patriotic majority shamed or intimidated nonconformists into at least keeping their mouths shut. Sebastian Haffner recalled how his group of apprentice magistrates was sent in summer 1933 on a retreat, where these highly educated young men, mostly non-Nazis, were bonded into a group by marching, singing, uniforms, and drill. To resist seemed pointless, certain to lead nowhere but to prison and an end to the dreamed-of career. Finally, with astonishment, he observed himself raising his arm, fitted with a swastika armband, in the Nazi salute. These various techniques of social control were successful.

In 1892 Francis found a way to weave three important threads of his belief system - "nationalism" (meaning, remember, nationalization of industry), public state run education, and unionism (meaning an indivisible union with a strong central government) - into a single strand. In that year, he wrote the Pledge of Allegiance to support the School Flag Movement, which sought to have an American flag flying over every schoolhouse in the land. He later designed a straight-armed salute which may or may not have influenced the Nazis' virtually identical salute. America, after Nazis either borrowed or created independently the same salute, changed to the now familiar hand-over-heart version. Still, it's unnerving to see old propaganda photos of happy American kids seemingly Heil Hitlering an American flag in the schoolroom. There's even a Norman Rockwellesque painting from the era showing ecstatic bright-faced American kids goose-stepping in well-formed columns down the street as they heil.

The educational system became more focused on setting affective, not cognitive goals (outcomes): “The more enthusiastic they get, the easier are the exams and the sooner they will get a position, a job … The new generation has never had much use for education and reading. Now nothing is demanded of them; on the contrary, knowledge is publicly condemned,”10

Many people seem to think that there are good political thinkers and bad ones; that the good are always good and the bad invariably bad. Condemning Heidegger or Carl Schmitt may seem quite straightforward. How can one trust the political thinking of men who worked with the Nazis? But if finding bad philosophies is philosophers is easy, finding an unremittingly good ones is surprisingly difficult. Plato’s condemnation of democracy and Aristotle’s service to tyrants may seem to belong to a distant (and hence more easily forgiven) time, but Hannah Ardent’s condemnation of black students and the civil rights movement cannot be easily placed in an unenlightened past. A little reading forces one to recognize that Locke, the great republican, was imperfect enough to defend slavery and condemn Catholics. Mill, the defender of liberty, was not so ready to defend the liberty of colonized Indians or less-educated workers.

The multiple and dissident lifestyles emerging in the 1960s also indicated to Revel that the United States had more internal flexibility to tolerate change than did any other country and that this diversity would produce sufficient human vitality to make the United States a society of experimentation in new expressions of human experience. But the most important quality Revel found in Americans was their willingness to admit collective guilt in the treatment of racial minorities. Pointing out that the educational system of the Western nations from the time of the Greeks until the present had been designed to justify crimes committed against humanity in the name of national honor or religion, Revel noted that “the Germans refused to admit the crimes of the Nazi; and the English, the French, and the Italians all refused to admit the atrocities committed during their colonial wars.”4 The United States, as Revel saw it, was the first nation in history to confront seriously its own misdeeds and to make some effort to change national policy to make amends for acknowledged wrongs. This manifestation of a collective conscience indicated a greater sensitivity to human needs and an ability to empathetically deal with foreign cultures and values. This was the vital characteristic needed to provide a stance of moral leadership to support a planetary transformation of cultures. Rather

Why does The Holocaust persist in haunting our conscience? Why does it dominate the introspection of philosophers and historians alike? By the numbers alone, the murders were not unprecedented. At that juncture of 20th Century history, Stalin and Lenin had already brutally murdered tens of millions. The Holocaust fascinates not because of its numbers, but because of the means employed. At no point in time had an entire society dedicated its full might to the perpetual elimination of those unwanted elements of the population. Every aspect of Hitler’s National Socialism was geared towards cleansing and improving the breeding stock of Germania. Hitler’s National Socialist government was focused on the breeding, education, and training of a “master race.” The social, cultural, legislative, and industrial mechanisms of Hitler’s National Socialism were designed to perpetually “select” its populace. The central planners of National Socialism would “select” those that would live, those that would die, and those that would be sterilized slave labor. National Socialism was intended to have the “total” control to decide who would be allowed to procreate, and as a result, those that would be allowed to contribute to Hitler’s ideal society.

If there were a cultural issue around which, in 1945 itself, a large measure of agreement existed, it was that the new cinema in Europe should be democratic and the inema should never again be allowed to be used, as it had been in Nazi Germany and to a lesser extent Fascist Italy, as an instrument of totalitarian ideology. Over this question it was the Americans who took the lead. Following the Allied combat troops into Italy and France came the spiritual crusaders of the Psychological Warfare Branch (PWB), armed not with guns but with movies, mostly documentaries but also a handful of features, designed to re-educate the peoples of formerly Fascist and occupied Europe about the virtues of democracy.

In the grim aftermath of World War II and the Stalinist purges, the term “totalitarianism” has become a bad word. But for progressives before the war, Jonah Goldberg points out, it was a good word. “Totalitarianism” was a term used by Mussolini in a positive, descriptive sense. It meant giving total allegiance to the state; it meant a state that took care of people’s physical, emotional, and aspirational needs. Totalitarianism implied an exhilarating unity of thought and action. 19 Totalitarianism, in this sense, was the shared aspiration of fascists, Nazis, and progressives. Schivelbusch writes, “The New Deal Fascist Italy and Nazi Germany all profited from the illusion of the nation as an egalitarian community whose members looked out for one another’s welfare under the watchful eyes of a strong leader.”20 Progressives across Europe and America in the 1930s relished the idea of the totalitarian society in which they could impose this unity, in other words, to supervise and control people’s lives. Does totalitarianism in this sense seem unfamiliar? It shouldn’t be. Recall President Obama’s propagandistic “Julia” videos. Essentially the Obama administration promised this hypothetical young woman cradle-to-grave protection. Absurdly, the package of benefits offered by the government under Obama would be worth more than the wages of a typical forty-hour work week. “Under President Obama” Julia would get education subsidies, minimum wage, food stamps, and free health care. “Under President Obama” Julia even decides to bear a child. To me, it’s a bit unnerving. But this is progressive utopia: citizens are all brought into complete subordination and submission to an all-powerful state.

Most of them [the soldiers—Warriors in New Pentagon Speak—of the all-volunteer military] come from small towns in the South or the rustbelt of the Midwest or the big city ghettoes. Many are following a family heritage of military service that has made veterans of past wars a relatively privileged class, enjoying special access to higher education, jobs, and a nationwide system of socialized medicine. But so many of them are so very young, enticed or strong-armed by smartly uniformed recruiters who work the corridors and classrooms of America's most impoverished and thoroughly militarized high schools. So many are badly educated, knowing nothing of the world and how it operates. So many are immigrants, risking their lives for a fast track to citizenship. So many are poor and short on promise. So many have such a slim chance of another job, another line of work [like the one who tells the author "where else can I get a job doing the stuff I love? . . . Shootin' people. Blowin' shit up. It's fuckin' fun. I fuckin' love it."], let alone a decent wage or a promotion. And because the Pentagon lowered standards to fill the ranks of the volunteer army, so many are high school dropouts, or gangbangers, or neo-Nazi white supremacists, or drug addicts, or convicted felons with violent crimes on their record. In just three years following the invasion of Iraq, the military issued free passes—so called "moral waivers"—to one of every five recruits, including more than 58,000 convicted drug users and 1,605 with "serious" felony convictions for offenses including rape, kidnapping, and murder. When the number of free passes rose in the fourth year, the Pentagon changed the label to "conduct waiver.

My father's decision to let me go to high school had a monumental on my life, because for the first time I had friends who were boys. It had nothing to do with sex, I assure you....No, it was about intellectual development. You see, in those days, boys were simply better educated than girls. The read more, traveled more, thought more. So now, for the first time, I began to have friends with whom I could really talk....

Heisenberg’s biographer, David Cassidy, posed a large and testing question about Heisenberg’s behaviour before and during the war: How was it possible that Werner Heisenberg, one of the most gifted of modern physicists, a man educated in the finest tradition of Western culture, who was neither a Nazi nor a Nazi supporter, how was it possible that such a man would not only choose to remain in National Socialist Germany for its entire twelve years of existence, but also actively seek a prominent academic position in Berlin at the height of the war, a position that included the scientific directorship of nuclear fission research for the German Army at war?56 It’s a question, obviously, that is asked in hindsight.

Like their male counterparts, Hitler's Furies came from several backgrounds: working class and well-to-do, educated and uneducated, Catholic and Protestant, urban and provincial. They were all ambitious and patriotic; to varying degrees they also shared the qualities of greed, anti-Semitism, racism, and imperialistic arrogance. And they were all young.

A German Volkisch ethic educates men to make the People the centre of their thought.”’ (Professor Ernst Bergmann, a Nazi intellectual)

Germans have grappled with their Nazi past and actively looked for ways to ensure it never happens again, including changing how they raise and educate their children. If today’s Germans feel it is important to promote their children’s independence, then we Americans might do well to take a hard look at reasons why we do not.

It is up to us to atone for the deadly sin of Zionism, the Satmar Rebbe said in his manifesto, the Vayoel Moshe. Every Satmar home has a copy of that anti-Zionist bible. The book relates the history of Zionism, how it started in the early twentieth century, how a small group of Jews took up the bizarre idea of carving a Jewish homeland out for themselves. Back then, everyone thought they were crazy, but the rebbe, he knew what they would become. He predicted it. Many times they attempted to bring about their evil goals, he wrote, but only after the Holocaust did they garner sufficient political and social clout to actually achieve power. To use the Holocaust for sympathy is an affront to all the souls who perished, Zeidy relates; certainly these innocent Jews did not martyr themselves so that the Zionists could take control. Bubby is very bitter about the Zionists too. She tells me of all the Jewish people who tried to escape to Israel to get away from the Nazis, and how the Zionists turned the ships away upon arrival, sending them all back to the camps. They didn’t want to populate their new land with ignorant Jews from religious shtetls, she tells me; they wanted a new kind of Jew, educated, enlightened, devoted to the cause. So instead, she says, they took little children, who were still young enough to be molded, and when people heard that, they realized that if there was a chance their children could survive, it was worth separating from them.

Why the hatred of Christianity? The answer was easy to find. Since they knew that their myth was their own creation, they believed that Christians were also following a self-created myth. The Christian “myth,” however, acknowledged something higher than the German nation and people. From the national standpoint of the new pagans, belief in a God who is above the world and above all nations appeared to be disloyal. This, the bishop held, accounted for the mistrust of Christians, the belief that they were unwilling to cooperate with their fellow citizens in the rebuilding of their nation. That was why there were so many efforts to exclude Christianity from public life and the education of the young.

his lifetime NRA membership in a blistering letter. It’s worth reading the whole text to get a sense of the totality of Bush’s fury: I was outraged when, even in the wake of the Oklahoma City tragedy, Mr. Wayne LaPierre, executive vice president of N.R.A., defended his attack on federal agents as “jack-booted thugs.” To attack Secret Service agents or A.T.F. people or any government law enforcement people as “wearing Nazi bucket helmets and black storm trooper uniforms” wanting to “attack law abiding citizens” is a vicious slander on good people. Al Whicher, who served on my [U.S. Secret Service] detail when I was Vice President and President, was killed in Oklahoma City. He was no Nazi. He was a kind man, a loving parent, a man dedicated to serving his country—and serve it well he did. In 1993, I attended the wake for A.T.F. agent Steve Willis, another dedicated officer who did his duty. I can assure you that this honorable man, killed by weird cultists, was no Nazi. John Magaw, who used to head the U.S.S.S. and now heads A.T.F., is one of the most principled, decent men I have ever known. He would be the last to condone the kind of illegal behavior your ugly letter charges. The same is true for the F.B.I.’s able Director Louis Freeh. I appointed Mr. Freeh to the Federal Bench. His integrity and honor are beyond question. Both John Magaw and Judge Freeh were in office when I was President. They both now serve in the current administration. They both have badges. Neither of them would ever give the government’s “go ahead to harass, intimidate, even murder law abiding citizens.” (Your words) I am a gun owner and an avid hunter. Over the years I have agreed with most of N.R.A.’s objectives, particularly your educational and training efforts, and your fundamental stance in favor of owning guns. However, your broadside against Federal agents deeply offends my own sense of decency and honor; and it offends my concept of service to country. It indirectly slanders a wide array of government law enforcement officials, who are out there, day and night, laying their lives on the line for all of us. You have not repudiated Mr. LaPierre’s unwarranted attack. Therefore, I resign as a Life Member of N.R.A., said resignation to be effective upon your receipt of this letter. Please remove my name from your membership list. Sincerely, [signed] George Bush

Unlike the Nazis, who made life uncertain for the wealthy and privileged while providing social programs for the working class and poor, inverted totalitarianism exploits the poor, reducing or weakening health programs and social services, regimenting mass education for an insecure workforce threatened by the importation of low-wage workers.

Ursula believes that it was her habit of reading these cuttings that gave her a head start with her education.

A more sinister formulation is offered by Ayn Rand lieutenant Leonard Peikoff (in a book comparing pre-Reagan America to Nazi Germany that garnered fulsome praise from none other than Alan Greenspan): all the great cultural developments of the early twentieth century, he insists, whether in literature, art, education, philosophy, or journalism, were elements in a political project to remake American life along “progressive,” that is, German, lines.21

She would say to you, her personal physician, that she had a terminal illness, and you felt that she was being philosophical? You didn't take it seriously?" Dr. Trinh had been talking to her hands, but now she raised her eyes to Naomi, searching as she spoke for verifying signs of Naomi's stupidity, her profound American ignorance. "It was an existential statement," said Dr. Trinh, "about the death sentence we all live under. She had an affection for Schopenhauer, which led her at times into a kind of fatalistic romanticism. I tried to get her to revisit Heidegger, not so different in some ways, the Germanic ways, but at least a shift away from that sickly Asian taste for cosmic despair." … "But she couldn't get past the man's politics, the Nazi associations, the anti-Semitism. We disagreed on that point, that a man's politics should negate the value of his philosophy. She could not see how a separation of that kind was possible. A perfectly French attitude, of course." Naomi met the doctor's eyes and her inwardly directed smile with a smile of her own, but she had no confidence that she could disguise the evidence of her immediate downward spiraling, brought about by her intense regret that she had initiated talking to another human being, live. If she had been in front of her laptop, she could google these two Germanics, get a feel for them, but in a strictly oral context she had no idea how to even spell their names, much less respond intelligently to Dr. Trinh. It was one thing to toy with Herve, bright though he was. Nathan was the one with the classical education, or whatever you called it. He was the reader. Where was he? Naomi was struggling to keep her head above water with the doctor. A street brawl was the only way out.

Ah." Franz nodded. "The extremists, like the rabid Nazis who would kill us Jews with their own hands, have always been around. But the complicit moderates! They are the ones who empower the fanatics. People like this diplomat who are too educated to believe Hitler's nonsense about a superior race but happy to benefit from his hostile policies. They have turned a blind eye and allowed the fanatics to spread their poison and terrorize people at will. Ultimately, men like Schwartzmann have done the most damage.

With Hitler, too, we see a dedicated socialist who, shortly after assuming the leadership of the German Workers’ Party, changed its name to the National Socialist German Workers’ Party (NSDAP). In statement after statement, Hitler could not be clearer about his socialist commitments. He said, for example, in a 1927 speech, “We are socialists. We are the enemies of today’s capitalist system of exploitation . . . and we are determined to destroy this system under all conditions.”36 The Nazi Party at the outset offered a twenty-five point program that included nationalization of large corporations and trusts, government control of banking and credit, the seizure of land without compensation for public use, the splitting of large landholdings into smaller units, confiscation of war profits, prosecution of bankers and other lenders on grounds of usury, abolition of incomes unearned by work, profit sharing for workers in all large companies, a broader pension system paying higher benefits, and universal free health care and education. If you read the Nazi platform without knowing its source, you could easily be forgiven for thinking you were reading the 2016 platform of the Democratic Party. Or at least a Democratic platform drafted jointly by Bernie Sanders and Elizabeth Warren. Sure, some of the language is out of date. The Democrats can’t talk about “usury” these days; they’d have to substitute “Wall Street greed.” But otherwise, it’s all there. All you have to do is cross out the word “Nazi” and write in the word “Democrat.

Randy says, “You asked me earlier what is the highest and best purpose to which we could dedicate our lives. And the obvious answer is ‘to prevent future Holocausts.’ ” Avi laughs darkly. “I’m glad it’s obvious to you, my friend. I was beginning to think I was the only one.” “What!? Get over yourself, Avi. People are commemorating the Holocaust all the time.” “Commemorating the Holocaust is not, not not not not not, the same thing as fighting to prevent future holocausts. Most of the commemorationists are just whiners. They think that if everyone feels bad about past holocausts, human nature will magically transform, and no one will want to commit genocide in the future.” “I take it you do not share this view, Avi?” “Look at Bosnia!” Avi scoffs. “Human nature doesn’t change, Randy. Education is hopeless. The most educated people in the world can turn into Aztecs or Nazis just like that.” He snaps his fingers. “So what hope is there?” “Instead of trying to educate the potential perpetrators of holocausts, we try to educate the potential victims. They will at least pay some fucking attention.

IV. Real techies don’t worry about forced eugenics. I learned this from a real techie in the cafeteria of a software company. The project team is having lunch and discussing how long it would take to wipe out a disease inherited recessively on the X chromosome. First come calculations of inheritance probabilities. Given a population of a given size, one of the engineers arrives at a wipe-out date. Immediately another suggests that the date could be moved forward by various manipulations of the inheritance patterns. For example, he says, there could be an education campaign. The six team members then fall over one another with further suggestions. They start with rewards to discourage carriers from breeding. Immediately they move to fines for those who reproduce the disease. Then they go for what they call “more effective” measures: Jail for breeding. Induced abortion. Forced sterilization. Now they’re hot. The calculations are flying. Years and years fall from the final doom-date of the disease. Finally, they get to the ultimate solution. “It’s straightforward,” someone says. “Just kill every carrier.” Everyone responds to this last suggestion with great enthusiasm. One generation and—bang—the disease is gone. Quietly, I say, “You know, that’s what the Nazis did.” They all look at me in disgust. It’s the look boys give a girl who has interrupted a burping contest. One says, “This is something my wife would say.” When he says “wife,” there is no love, warmth, or goodness in it. In this engineer’s mouth, “wife” means wet diapers and dirty dishes. It means someone angry with you for losing track of time and missing dinner. Someone sentimental. In his mind (for the moment), “wife” signifies all programming-party-pooping, illogical things in the universe. Still, I persist. “It started as just an idea for the Nazis, too, you know.” The engineer makes a reply that sounds like a retch. “This is how I know you’re not a real techie,” he says.

It must be very consoling to take refuge in cynicism and to try and drown your own remorse in a consoling vision of universal swinishness, and you can always try whisky, when that fails. For centuries those people were hunters, and now hunting has been taken away from them, without anything taking its place. When you separate people from their past without giving them anything in its place, they live with their eyes on that past . . . They're not the ones to blame.” "I believe Morel was defending a certain idea of decency— the way we are treated on this earth filled him with indignation. At bottom, he was an Englishman without knowing it. To cut a long story short — I suppose you came here to ask me for an explanation — it seemed to me quite natural that a British officer should be associated with that business. After all, my country is well known for its love of animals." Perhaps one day I shall even get the Nobel Prize— if, one day, they have a Nobel Prize for humaneness . . They were all solid people who haven’t suffered enough, so they just couldn’t understand ... Thou art rich. Thy creature is poor. Thou art glorious and Thy creature is vile. Thou art measureless and Thy creature is contemptible. Thou art great and Thy creature is small. Thou art strong and Thy creature is weak. I thank Thee that Thou art Thou . . They would shrug and call you a maniac— or even a humanitarian, a thing even more outmoded, backward, outdated, done with and anachronistic than the elephants. They would not understand. They had spent a few years in Paris, but they had still to undergo a real education —one which no school, lycee or university could supply: they had still to undergo their education in suffering. Then they’d be ready to understand what this was all about. He was not effeminate, but like many youngsters in whom virility did not exclude gentleness, he must often have had to endure wounding jokes His was a stubborn, desperate and yet triumphant reverie. He saw the face of his friend Kaj Munk, the pastor whom the Nazis had shot because he defended one of the most tenacious roots heaven had ever planted in the hearts of men— the root they called liberty. We have no other aim than to stop the murder of animals that goes on in the African jungle and elsewhere whoever amputated your poor soul did a thorough job of it

The Nazis saw the educational system in the first place as a means for inculcating the young with their own view of the world, still more as a means of training and preparing them for war.

They had been fed on legends of heroism for as long as they could remember. For them the call to the ‘ultimate sacrifice' was no empty phrase. It went straight to their hearts and they felt that now their hour had come, the moment when they really counted and were no longer dismissed because they were still too young…If there is anything that forces us to examine the principles on which we operated as leaders in the Hitler Youth and in the Labor Service, it is this senseless sacrifice of young people.”[104] The top leader of Hitler Youth was Baldur Benedikt von Schirach. He claimed that he had no desire for the boys to fight, and that he used his power to prevent it, but he was demoted for criticizing the plans to keep the boys out of harm’s way. In addition to challenges to this claim, there remains the fact that Von Shirach’s purpose was to indoctrinate the youngest of Germans to remain loyal to Hitler and his cause. He later admitted that while he had opposed the idea of the youth taking part in the fight, his educational programs had caused the youth to desire to do exactly that.[105]

In Nazi-occupied Europe, having an unlicensed printing press was grounds for immediate arrest and execution. In Soviet-occupied Czechoslovakia in 1968, possession of a mimeograph machine was a one-way ticket to the “re-education camp”. The state feared any uncontrolled communications among the people. The evolution of the internet was supposed to be the death knell of despots and dictators. It promised the free movement of information, discourse, and diversity of thought. The ultimate in freedom of speech for the masses. Who would have thought it would become a tool of self-reinforcement? Instead of broadening understanding, ideologues used it as a means of isolating themselves from those who did not share their beliefs and causes. And as a means of reinforcing their notions of “Truth”. The very lack of regulation meant any vitriol could be posted without censure. —

Psychiatrist Robert Lifton, in his many interviews with Nazi doctors, confirms that the highest-ranking leaders were mentally healthy, even in many ways admirable, men. Karl Brandt, for instance, a prominent academic physician, a member of an aristocratic family, educated in the best universities, one of Hitler’s close doctors, was a leader of the medical euthanasia of mentally ill patients.

Compulsory, class-based education of young people by teachers in preparation for exams is one of those universal things nobody ever questions. We just assume that’s the way learning happens. But a quick reflection on our own experience shows that there are all sorts of other ways to learn. We learn by reading, by watching, by emulating, by doing. We learn in groups of friends, we learn alone. Yet almost none of this is called ‘education’ – which is always a top–down activity. Is the classroom really the best way for young people to learn things? Or has the obsession with formal education crowded out all sorts of other, more emergent models of learning? What would education look like if allowed to evolve? When you think about it, it is rather strange that liberated, freethinking people, when their children reach the age of five, send them off to a sort of prison for the next twelve to sixteen years. There they are held, on pain of punishment, in cells called classrooms and made, on pain of further punishment, to sit at desks and follow particular routines. Of course it is not as Dickensian as it used to be, and many people emerge with brilliant minds, but school is still a highly authoritarian and indoctrinating place. In my own case, the prison analogy was all too apt. The boarding school I attended between the ages of eight and twelve had such strict rules and such regular and painful corporal punishment that we readily identified with stories of prisoners of war in Nazi Germany, even down to the point of digging tunnels, saving up food and planning routes across the countryside to railway stations. Escapes were frequent, firmly punished, and generally considered heroic.

A key role in this process was played by antisemitic writers like the popular novelist Julius Langbehn, whose book Rembrandt as Educator (published in 1890) declared the Dutch artist Rembrandt to be a classic north German racial type, and pleaded for German art to return to its racial roots, a cultural imperative that would later be taken up with great enthusiasm by the Nazis.

Peter de Mendelssohn, press officer for the British Control Commission, was entrusted with verifying the credentials of German journalists and organizing a free press in the British zone (Der Spiegel and Die Welt were considered reliable by their German readership). Equally significant was the contribution made by progressive educator Robert Birley, future headmaster of Eton, who reformed and restructured the German educational system. Literacy, numeracy and the core subjects had all been fatally neglected during the Hitler years, as National Socialist indoctrination took priority over the basic curriculum, leaving a generation semi-literate and woefully ill-informed.

All right,’ he said. ’I solved the problem by taking a bed-sitting room near the British Museum. My father wanted me to study medicine, but it didn’t interest me enough to make a career of it. My mother on the other hand wanted me to go up to Cambridge and read English, which appealed to me slightly more. However, I decided not to take the path of formal education. It would have been too easy, that was my thinking. I should have been given a generous allowance and taken up my rightful place as a prospective member of the governing class. The idea repelled me.’ ‘But why?’ asked Lustgarten. They were still standing by the gate which was only partly open. ‘It’s difficult to explain. Everyone I know takes life for granted. Heidegger has a phrase which captures it entirely: the triviality of everydayness. It is as if they are forgetful of existence.’ Lustgarten was nodding his long head in great seriousness.

Playwright Bertolt Brecht was angered by what he called the Germans’ ‘good-natured cluelessness, the shamelessness, that they were simply continuing on as if it were only their houses that had been destroyed’. The only solution was to re-educate the people in order to rid them of their delusions and erroneous beliefs, which was a problematic and potentially impossible task.

The Treaty of Versailles and Saint-Germain were seen by liberals, from Keynes's Economic Consequences of the Peace onwards, as the malign progeny of the Great War. The bellicose passions of the war had been translated into the vengeful and unjust strictures of the Peace. A 'guilty conscience' over the treatment of Germany was born. By the end of the twenties most educated Britons had been persuaded of the co-responsibility of all the great Powers in unleashing the catastrophe. Hence, the attribution of sole guilt to Germany was deemed unjust and inexpedient; the treaties' anti-German provisions appeared indefensible and in need of revision. Reparations, territorial penalties, even the discriminatory disarmament — all had to go. From the liberal perspective, the uncompromising, unpragmatic strictures of the Peace seemed to perpetuate the grip of irrationality in world affairs; they promised a new epic of blood-letting. The consensus which arose in Britain in the wake of the Great War opposing the Versailles settlement — and it encompassed Liberals, Socialists and many Conservatives — affords an overwhelming proof of liberalism's sway over British political thinking.

Here are the ominous parallels. Our universities are strongholds of German philosophy disseminating every key idea of the post-Kantian axis, down by now to old-world racism and romanticist technology-hatred. Our culture is modernism worn-out but recycled, with heavy infusions of such Weimarian blends as astrology and Marx, or Freud and Dada, or “humanitarianism” and horror-worship, along with five decades of corruption built on this kind of base. Our youth activists, those reared on the latest viewpoints at the best universities, are the pre-Hitler youth movement resurrected (this time mostly on the political left and addicted to drugs). Our political parties are the Weimar coalition over again, offering the same pressure-group pragmatism, and the same kind of contradiction between their Enlightenment antecedents and their statist commitments. The liberals, more anti-ideological than the moderate German left, have given up even talking about long-range plans and demand more controls as a matter of routine, on a purely ad hoc basis. The conservatives, much less confident than the nationalist German right, are conniving at this routine and apologizing for the remnants of their own tradition, capitalism (because of its clash with the altruist ethics)—while demanding government intervention in or control over the realms of morality, religion, sex, literature, education, science. Each of these groups, observing the authoritarian element in the other, accuses it of Fascist tendencies; the charge is true on both sides. Each group, like its Weimar counterpart, is contributing to the same result: the atmosphere of chronic crisis, and the kinds of controls, inherent in an advanced mixed economy. The result of this result, as in Germany, is the growth of national bewilderment or despair, and of the governmental apparatus necessary for dictatorship. In America, the idea of public ownership of the means of production is a dead issue. Our intellectual and political leaders are content to retain the forms of private property, with public control over its use and disposal. This means: in regard to economic issues, the country’s leadership is working to achieve not the communist version of dictatorship, but the Nazi version. Throughout its history, in every important cultural and political area, the United States, thanks to its distinctive base, always lagged behind the destructive trends of Germany and of the rest of the modern world. We are catching up now. We are still the freest country on earth. There is no totalitarian (or even openly socialist) party of any size here, no avowed candidate for the office of Führer, no economic or political catastrophe sufficient to make such a party or man possible—so far—and few zealots of collectivism left to urge an ever faster pursuit of national suicide. We are drifting to the future, not moving purposefully. But we are drifting as Germany moved, in the same direction, for the same kind of reason.

The moderates at the table, among them the chair himself, Franz Gürtner, argued for less onerous methods than the Americans were using. He suggested that “education and enlightenment” about “the perils of race-mixing” might be enough to discourage Aryans from intermarrying with others. At one point, he sought to downplay the U.S. prototype because he had a hard time believing that Americans actually enforced the laws the Nazis had uncovered. “Gürtner simply refused to concede that the Americans actually went so far as to prosecute miscegenists,” Whitman wrote.

Communism — ladies and gentlemen, I say it without flinching: communism in eastern Europe, Russia, China, Mongolia, North Korea, and Cuba brought land reform and human services; a dramatic bettering of the living conditions of hundreds of millions of people on a scale never before or never since witnessed in human history, and that's something to appreciate. Communism transformed desperately poor countries into societies in which everyone had adequate food, shelter, medical care, and education, and some of us who come from poor families who carry around the hidden injuries of class are very impressed; are very, very impressed by these achievements and are not willing to dismiss them as economistic. To say that socialism doesn't work is to overlook the fact that it did work and it worked for hundreds of millions of people. 'But what about the democratic rights that they lost?' We hear U.S. leaders talking about 'restoring' democracy to the communist countries, but these countries—with the exception of Czechoslovakia—were not democracies before communism. Russia was a Czarist autocracy; Poland was a right-wing fascist dictatorship under Piłsudski, with concentration camps of its own; Albania was an Italian fascist protectorate as early as 1927; Cuba was a U.S.-sponsored dictatorship under that butcher Batista; Lithuania, Hungary, Romania, and Bulgaria were outright fascist regimes openly allied with Nazi Germany in World War 2. So, what—exactly what democracy are we talking about restoring? The socialist countries did not take away any rights that didn't exist there in the first place.

The Arab countries are beset by prejudices, indeed hatreds of which the average Westerner knows so little that they tend not to believe them even if they are laid out in print before their eyes. The routine expression of hatred for others is so common in the Arab world that it barely draws comment other than from the region’s often Western-educated liberal minority who have limited access to the platform of mass media. Anti-Semitic cartoons which echo the Nazi Der Stürmer propaganda newspaper are common. Week in, week out, shock-jock imams are given space on prime-time TV shows.

It was a split which ran right down the center of the leftwing movement, and which, in Lanny’s opinion, was responsible for the triumph of Nazi-Fascism. It was a difference of human types, set forth by the psychologist William James long before this split had occurred. There are tough-minded people and there are tender-minded people, and they do not agree about what is to be done in the world. The tender-minded among the leftwingers called themselves Social-Democrats; they believed in social justice and hoped to get it by the patient labor of education, through the democratic process of political struggle and popular consent. But the tough-minded said: “It is a dream and will never come true; the capitalist class will never permit it to happen.

Tschinkel identified how the seeds of Nazism were sown long before Hitler, not least through the political and social education of generations of youth.

The Nazi minister of education asked David Hilbert, the most fêted mathematician in Göttingen, whether it was true 'that your Institute suffered so much from the departure of the Jews and their friends?' 'Suffered? No, it didn't suffer, Herr Minister,' replied Hilbert. 'It just doesn't exist anymore.

If I had to do it again, I would not have committed this violence by inaction and by silence. I would have stepped between, and I would have said to the man perpetrating the direct violence, “If you want to hit someone, at least hit someone who will hit you back.” There is violence by lying. A few pages ago I mentioned that journalist Julius Streicher was hanged at Nuremberg for his role in fomenting the Nazi Holocaust. Here is what one of the prosecutors said about him: “It may be that this defendant is less directly involved in the physical commission of crimes against Jews. The submission of the prosecution is that his crime is no less the worse for that reason. No government in the world . . . could have embarked upon and put into effect a policy of mass extermination without having a people who would back them and support them. It was to the task of educating people, producing murderers, educating and poisoning them with hate, that Streicher set himself. In the early days he was preaching persecution. As persecution took place he preached extermination and annihilation. . . . [T]hese crimes . . . could never have happened had it not been for him and for those like him. Without him, the Kaltenbrunners, the Himmlers . . . would have had nobody to carry out their orders.”390 The same is true of course today for the role of the corporate press in atrocities committed by governments and corporations, insofar as there is a meaningful difference.

Cuando los nazis vinieron a por los comunistas, yo me callé; no era comunista. Cuando encerraron a los socialdemócratas, yo me callé; no era socialdemócrata. Cuando vinieron a por los sindicalistas, no protesté; no era sindicalista. Cuando vinieron a por los judíos, no protesté; no era judío. Cuando vinieron a por mí, no quedaba nadie que pudiera protestar.

I ask her the most important question anybody has ever asked here or ever will: Did you ever fall in love with an Israeli man? “No. I couldn’t.” Why not? “I am a Palestinian. It is the same as a Jew falling in love with a German Nazi officer.” Would you like for Palestinians and Israelis to solve their conflict by dividing the land into two states, Palestine and Israel? “No. Zionism is racism. As simple as stealing my country, my land, and daring to find excuses for it, trying their best to erase me. Israel has stolen my mother’s dress; they call this dress ‘Israeli.’ They have stolen my food; they call my food ‘Israeli.

As the current U.S.-Israel assault raged, New York Times columnist Thomas Friedman explained that Israel’s tactics in the current attack, as in its invasion of Lebanon in 2006, are based on the sound principle of “trying to ‘educate’ Hamas, by inflicting a heavy death toll on Hamas militants and heavy pain on the Gaza population.” That makes sense on pragmatic grounds, as it did in Lebanon, where “the only long-term source of deterrence was to exact enough pain on the civilians—the families and employers of the militants—to restrain Hezbollah in the future.”10 And by similar logic, bin Laden’s effort to “educate” Americans on 9/11 was highly praiseworthy, as were the Nazi attacks on Lidice and Oradour, Putin’s destruction of Grozny, and other notable educational exercises.

The intention of this book is to explain how an ill-educated, psychologically unbalanced nonentity succeeded in mesmerizing an entire nation,

While Margaret Sanger was an avid eugenicist, today Planned Parenthood celebrates her as a champion of “choice.” One is hard pressed to find references to eugenics in Planned Parenthood brochures featuring Sanger’s pioneering role in the organization. This is all part of the big lie; the real Sanger opposed choice. As we have seen, she demanded that rich, educated, and “fit” populations must have more children and poor, uneducated, and “unfit” populations must have fewer children. Sanger, like Hitler, believed that reproductive choices must serve the larger interests of society and the species. If

Marxism must be eliminated root and branch. . . What matters above all is our defence policy, as one thing's certain: that our last battles will have to be fought by force. The [Nazi Party] organization was not created by me to bear arms, but for the moral education of the individual; this I achieve by combatting Marxism. . . National Socialism will not emulate Fascism: in Italy a militia had to be created as they were on the very threshold of a Bolshevik menace. My organization will solely confine itself to the ideological education of the masses, in order to satisfy the army's domestic and foreign policy needs. I am committed to the introduction of conscription

That better-educated people were no more immune to National Socialism than the less educated calls into question the widely held belief that tolerance and enlightenment are more likely to be found among people who have a higher education. It is the content of socialization that counts, not the degree of sophistication.

It was Gentile,” Mussolini confessed, “who prepared the road for those like me who wished to take it.”30 Gentile served as a member of the Fascist Grand Council, a senator in the Upper House of the Italian Parliament, and also as Mussolini’s minister of education. Later, after Mussolini was deposed and established himself at Salo, Gentile became at Il Duce’s request the president of the Italian Academy.

Indeed, as evidenced in a CIA memo contained in the 2017 released documents, Zahedi’s having been a Nazi collaborator was seen as an asset to the Americans. As the memo, detailing US assets in Iran, explains, “Associated with the Nazi efforts in Iran during World War II, he has long been firmly anti-Soviet. A pro-Western orientation is reflected in the education of his son in the U.S. and the activity of his son in the Point IV [Truman’s Cold War technical assistance plan to developing countries] in Iran….” The memo goes on to say that the CIA’s contacts in Iran believed Zahedi “to be the only military man on the scene who would stage a coup and follow it through with forcefulness.”20

It often happens that children bear the wrongs of their parents, when a wrong has been committed and the children are aware of it. They carry the emotional weight of their pain and shame, but not the responsibility for the wrong. It is often the same for parents, when their children commit a wrong; the parents are not responsible, even if the errors of children can surely be attributed to the parents’ education of their children.14