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.

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 America, when you’re a Black man, you’re a boy. It doesn’t matter how old, or how educated. You’re a boy until the day you die. ‘Watch your mouth, boy. Don’t get smart, boy.’ ” He shrugged. “In France I’m a man.” “The Nazis don’t see you as a man.” “There are Nazis everywhere. They just go by different names.

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.

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

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?

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.

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.

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.

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.

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.

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.

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.

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.