The Boy Who Challenged Hitler Quotes

(A)rt is like bread, an essential ingredient for nourishing the soul.

I was in Washington State, at a small-town YMCA, when a boy wandered into the lap lane and popped his head, seal-like, out of the water. I would later learn that he was nine, but at the time he was just this kid, slightly pudgy, with a stern haircut. It's like he went to a barbershop with a picture of Hitler, that's how severe it was. We got to talking, and when I told him I wasn't a very good swimmer, he challenged me to a race. I think he assumed that, like most adults, I'd slow down and intentionally let him win, but he didn't know who he was dealing with. I need all the confidence I can get, and one victory is just as good as any other. Thus I swam for my very life and beat the pants off him. I thought this was it - he'd accept his defeat and move on with his life - but five minutes later he stopped me again and asked me if I believed in God. "No," I told him. "Why?" I thought for a second. Because I have hair on my back, and a lot of other people, people who kill and rob and make life miserable, don't. A real God wouldn't let that happen.

It was easy to see that it was all crap.

Norway surrendered after two months of fighting, which had left 1,335 Norwegians killed or wounded.

Knud got an artist’s sketchbook. He intended on drawing set designs for theater plays, until he noticed a warning printed on the front page. KNUD PEDERSEN: A message in bold letters read, “You are not allowed to make drawings of naked women.” I filled the entire sketchbook with naked girls and when I got my porridge the next morning I used it as glue and plastered all the walls in my cells with the drawings. This was my first art exhibition. There went all my hobby materials for the next two months. I was a terrible prisoner.

Fascist regimes set out to make the new man and the new woman (each in his or her proper sphere). It was the challenging task of fascist educational systems to manufacture “new” men and women who were simultaneously fighters and obedient subjects. Educational systems in liberal states, alongside their mission to help individuals realize their intellectual potential, were already committed to shaping citizens. Fascist states were able to use existing educational personnel and structures with only a shift of emphasis toward sports and physical and military training. Some of the schools’ traditional functions were absorbed, to be sure, by party parallel organizations like the obligatory youth movements. All children in fascist states were supposed to be enrolled automatically in party organizations that structured their lives from childhood through university. Close to 70 percent of Italians aged six to twenty-one in the northern cities of Turin, Genoa, and Milan belonged to Fascist youth organizations, though the proportion was much lower in the undeveloped south. Hitler was even more determined to take young Germans away from their traditional socializers—parents, schoolteachers, churche —and their traditional spontaneous amusements. “These boys,” he told the Reichstag on December 4, 1938, “join our organization at the age of ten and get a breath of fresh air for the first time; then, four years later, they move from the Jungvolk to the Hitler Youth and there we keep them for another four years. And then we are even less prepared to give them back into the hands of those who create our class and status barriers, rather we take them immediately into the Party, into the Labor Front, into the SA or the SS . . . and so on.”117 Between the end of 1932 and the beginning of 1939, the Hitlerjugend expanded its share of the ten-to-eighteen age group from 1 percent to 87 percent.118 Once out in the world, the citizens of a fascist state found the regime watching over their leisure-time activities as well: the Dopolavoro in Italy and the Kraft durch Freude in Germany.