Mein Kampf - the Official 1939 Edition (68 page)

It is a characteristic of our materialistic epoch that our scientific education shows a growing emphasis on what is real and practical: such subjects, for instance, as applied mathematics, physics, chemistry, etc. Of course they are necessary in an age that is dominated by industrial technology and chemistry, and where everyday life shows at least the external manifestations of these. But it is a perilous thing to base the general culture of a nation on the knowledge of these subjects. On the contrary, that general culture ought always to be directed towards ideals. It ought to be founded on the humanist disciplines and should aim at giving only the ground work of further specialized instruction in the various practical sciences. Otherwise we should sacrifice those forces that are more important for the preservation of the nation than any technical knowledge. In the historical department the study of ancient history should not be omitted. Roman history, along general lines, is and will remain the best teacher, not only for our own time but also for the future. And the ideal of Hellenic culture should be preserved for us in all its marvellous beauty. The differences between the various peoples should not prevent us from recognizing the community of race which unites them on a higher plane. The conflict of our times is one that is being waged around great objectives. A civilization is fighting for its existence. It is a civilization that is the product of thousands of years of historical development, and the Greek as well as the German forms part of it.

A clear-cut division must be made between general culture and the special branches. To-day the latter threaten more and more to devote themselves exclusively to the service of Mammon. To counterbalance this tendency, general culture should be preserved, at least in its ideal forms. The principle should be repeatedly emphasized, that industrial and technical progress, trade and commerce, can flourish only so long as a folk community exists whose general system of thought is inspired by ideals, since that is the preliminary condition for a flourishing development of the enterprises I have spoken of. That condition is not created by a spirit of materialist egotism but by a spirit of self-denial and the joy of giving one’s self in the service of others.

The system of education which prevails to-day sees its principal object in pumping into young people that knowledge which will help them to make their way in life. This principle is expressed in the following terms: "The young man must one day become a useful member of human society." By that phrase they mean the ability to gain an honest daily livelihood. The superficial training in the duties of good citizenship, which he acquires merely as an accidental thing, has very weak foundations. For in itself the State represents only a form, and therefore it is difficult to train people to look upon this form as the ideal which they will have to serve and towards which they must feel responsible. A form can be too easily broken. But, as we have seen, the idea which people have of the State to-day does not represent anything clearly defined. Therefore, there is nothing but the usual stereotyped ‘patriotic’ training. In the old Germany the greatest emphasis was placed on the divine right of the small and even the smallest potentates. The way in which this divine right was formulated and presented was never very clever and often very stupid. Because of the large numbers of those small potentates, it was impossible to give adequate biographical accounts of the really great personalities that shed their lustre on the history of the German people. The result was that the broad masses received a very inadequate knowledge of German history. Here, too, the great lines of development were missing.

It is evident that in such a way no real national enthusiasm could be aroused. Our educational system proved incapable of selecting from the general mass of our historical personages the names of a few personalities which the German people could be proud to look upon as their own. Thus the whole nation might have been united by the ties of a common knowledge of this common heritage. The really important figures in German history were not presented to the present generation. The attention of the whole nation was not concentrated on them for the purpose of awakening a common national spirit. From the various subjects that were taught, those who had charge of our training seemed incapable of selecting what redounded most to the national honour and lifting that above the common objective level, in order to inflame the national pride in the light of such brilliant examples. At that time such a course would have been looked upon as rank chauvinism, which did not then have a very pleasant savour. Pettifogging dynastic patriotism was more acceptable and more easily tolerated than the glowing fire of a supreme national pride. The former could be always pressed into service, whereas the latter might one day become a dominating force. Monarchist patriotism terminated in Associations of Veterans, whereas passionate national patriotism might have opened a road which would be difficult to determine. This national passion is like a highly tempered thoroughbred who is discriminate about the sort of rider he will tolerate in the saddle. No wonder that most people preferred to shirk such a danger. Nobody seemed to think it possible that one day a war might come which would put the mettle of this kind of patriotism to the test, in artillery bombardment and waves of attacks with poison gas. But when it did come our lack of this patriotic passion was avenged in a terrible way. None were very enthusiastic about dying for their imperial and royal sovereigns; while on the other hand the ‘Nation’ was not recognized by the greater number of the soldiers.

Since the revolution broke out in Germany and the monarchist patriotism was therefore extinguished, the purpose of teaching history was nothing more than to add to the stock of objective knowledge. The present State has no use for patriotic enthusiasm; but it will never obtain what it really desires. For if dynastic patriotism failed to produce a supreme power of resistance at a time when the principle of nationalism dominated, it will be still less possible to arouse republican enthusiasm. There can be no doubt that the German people would not have stood on the field of battle for four and a half years to fight under the battle slogan ‘For the Republic,’ and least of all those who created this grand institution.

In reality this Republic has been allowed to exist undisturbed only by grace of its readiness and its promise to all and sundry, to pay tribute and reparations to the stranger and to put its signature to any kind of territorial renunciation. The rest of the world finds it sympathetic, just as a weakling is always more pleasing to those who want to bend him to their own uses than is a man who is made of harder metal. But the fact that the enemy likes this form of government is the worst kind of condemnation. They love the German Republic and tolerate its existence because no better instrument could be found which would help them to keep our people in slavery. It is to this fact alone that this magnanimous institution owes its survival. And that is why it can renounce any real system of national education and can feel satisfied when the heroes of the Reich banner shout their hurrahs, but in reality these same heroes would scamper away like rabbits if called upon to defend that banner with their blood.

The People’s State will have to fight for its existence. It will not gain or secure this existence by signing documents like that of the Dawes Plan. But for its existence and defence it will need precisely those things which our present system believes can be repudiated. The more worthy its form and its inner national being. the greater will be the envy and opposition of its adversaries. The best defence will not be in the arms it possesses but in its citizens. Bastions of fortresses will not save it, but the living wall of its men and women, filled with an ardent love for their country and a passionate spirit of national patriotism. Therefore the third point which will have to be considered in relation to our educational system is the following:

The People’s State must realize that the sciences may also be made a means of promoting a spirit of pride in the nation. Not only the history of the world but the history of civilization as a whole must be taught in the light of this principle. An inventor must appear great not only as an inventor but also, and even more so, as a member of the nation. The admiration aroused by the contemplation of a great achievement must be transformed into a feeling of pride and satisfaction that a man of one’s own race has been chosen to accomplish it. But out of the abundance of great names in German history the greatest will have to be selected and presented to our young generation in such a way as to become solid pillars of strength to support the national spirit.

The subject matter ought to be systematically organized from the standpoint of this principle. And the teaching should be so orientated that the boy or girl, after leaving school, will not be a semi-pacifist, a democrat or of something else of that kind, but a whole-hearted German. So that this national feeling be sincere from the very beginning, and not a mere pretence, the following fundamental and inflexible principle should be impressed on the young brain while it is yet malleable: The man who loves his nation can prove the sincerity of this sentiment only by being ready to make sacrifices for the nation’s welfare. There is no such thing as a national sentiment which is directed towards personal interests. And there is no such thing as a nationalism that embraces only certain classes. Hurrahing proves nothing and does not confer the right to call oneself national if behind that shout there is no sincere preoccupation for the conservation of the nation’s well-being. One can be proud of one’s people only if there is no class left of which one need to be ashamed. When one half of a nation is sunk in misery and worn out by hard distress, or even depraved or degenerate, that nation presents such an unattractive picture that nobody can feel proud to belong to it. It is only when a nation is sound in all its members, physically and morally, that the joy of belonging to it can properly be intensified to the supreme feeling which we call national pride. But this pride, in its highest form, can be felt only by those who know the greatness of their nation.

The spirit of nationalism and a feeling for social justice must be fused into one sentiment in the hearts of the youth. Then a day will come when a nation of citizens will arise which will be welded together through a common love and a common pride that shall be invincible and indestructible for ever.

The dread of chauvinism, which is a symptom of our time, is a sign of its impotence. Since our epoch not only lacks everything in the nature of exuberant energy but even finds such a manifestation disagreeable, fate will never elect it for the accomplishment of any great deeds. For the greatest changes that have taken place on this earth would have been inconceivable if they had not been inspired by ardent and even hysterical passions, but only by the bourgeois virtues of peacefulness and order.

One thing is certain: our world is facing a great revolution. The only question is whether the outcome will be propitious for the Aryan portion of mankind or whether the everlasting Jew will profit by it.

By educating the young generation along the right lines, the People’s State will have to see to it that a generation of mankind is formed which will be adequate to this supreme combat that will decide the destinies of the world.

That nation will conquer which will be the first to take this road.

The whole organization of education and training which the People’s State is to build up must take as its crowning task the work of instilling into the hearts and brains of the youth entrusted to it the racial instinct and understanding of the racial idea. No boy or girl must leave school without having attained a clear insight into the meaning of racial purity and the importance of maintaining the racial blood unadulterated. Thus the first indispensable condition for the preservation of our race will have been established and thus the future cultural progress of our people will be assured.

For in the last analysis all physical and mental training would be in vain unless it served an entity which is ready and determined to carry on its own existence and maintain its own characteristic qualities.

If it were otherwise, something would result which we Germans have cause to regret already, without perhaps having hitherto recognized the extent of the tragic calamity. We should be doomed to remain also in the future only manure for civilization. And that not in the banal sense of the contemporary bourgeois mind, which sees in a lost fellow member of our people only a lost citizen, but in a sense which we should have painfully to recognize: namely, that our racial blood would be destined to disappear. By continually mixing with other races we might lift them from their former lower level of civilization to a higher grade; but we ourselves should descend for ever from the heights we had reached.

Finally, from the racial standpoint this training also must find its culmination in the military service. The term of military service is to be a final stage of the normal training which the average German receives.

While the People’s State attaches the greatest importance to physical and mental training, it has also to consider, and no less importantly, the task of selecting men for the service of the State itself. This important matter is passed over lightly at the present time. Generally the children of parents who are for the time being in higher situations are in their turn considered worthy of a higher education. Here talent plays a subordinate part. But talent can be estimated only relatively. Though in general culture he may be inferior to the city child, a peasant boy may be more talented than the son of a family that has occupied high positions through many generations. But the superior culture of the city child has in itself nothing to do with a greater or lesser degree of talent; for this culture has its roots in the more copious mass of impressions which arise from the more varied education and the surroundings among which this child lives. If the intelligent son of peasant parents were educated from childhood in similar surroundings his intellectual accomplishments would be quite otherwise. In our day there is only one sphere where the family in which a person has been born means less than his innate gifts. That is the sphere of art. Here, where a person cannot just ‘learn,’ but must have innate gifts that later on may undergo a more or less happy development (in the sense of a wise development of what is already there), money and parental property are of no account. This is a good proof that genius is not necessarily connected with the higher social strata or with wealth. Not rarely the greatest artists come from poor families. And many a boy from the country village has eventually become a celebrated master.