Uncle Adolf’s table talk, 143

the-real-hitler

 

30th June 1942, at dinner

War as an inspiration in art—
reform of the Art Academies.

 

This war is stimulating the artistic sense much more than the last war. The works of the artists whom I have recalled from the front after a year or two in the field bear the hall-mark of personal experience and are among the most valuable examples of present-day art that our exhibitions can show.

These war paintings establish beyond discussion that the real artist is ripened by his own personal experience of life and not by study in some art academy. Most of the academy professors lack both the insight and the judgment necessary to bring real talent to the fore. Recall, if you please, how the beautiful seascapes of von Bock were refused by the Prussian Academy, although in their wonderful sweep they alone of current paintings gave a true picture of the northern seas. This same Prussian Academy which rejected these pictures was, however, not ashamed to adorn its walls with absolute muck.

Even in my exhibition in the House of German Art they always try to gain acceptance for the daubs of their own protégés. But when it comes to flinging these confections out, I am exceptionally obstinate! My views on the value of the academies are well known. And under present conditions it is difficult to see how talent, other than that which in practical life is incapable of producing a real picture, can be injected into the art schools as they are now constituted.

It is a characteristic of the present-day academies that they invariably try to stifle genius. No sooner does a real genius make his appearance in the circle of these very moderate “big-wigs” of the academies, than up they rise with their whole plumage ruffled in wrath against him.

If we wish to smoothe the way for an incipient genius in the academies and ensure him a practical livelihood in spite of the academies, then we must radically alter the whole structure of the academic world. They must be split up into a series of individual studios, on the lines of the State studios. Then the greatest artists available must be approached and asked if they would care voluntarily to take over one of these studios. Those who agree must be allowed a completely free hand, themselves to chose those pupils whom they consider worthy of further tuition.

If we organise the academies along these lines, then all the nonsense, claptrap and jargon, and all the juggling with mathematical formulae—a nonsense that only the sparrow-like brain of mediocrity could have conceived—will stop. And the great task of the academy will be, first, last and always, to teach the pupil to paint.

I always get angry when I think of how in the teachers’ training colleges the future school-teachers are stuffed with an inchoate mass of material, when all they will be called upon to do later is to teach the children the rudiments of the three Rs.

What special knowledge, for goodness’ sake, is required to teach six-year-old kiddies to say a, b, c correctly! It is equally ridiculous to try to cram children at school with all sorts of things. If you ask them, two or three years after they have left school, you’ll find that they have forgotten practically all about them. The curriculum of a school should be drawn up with the object of teaching the children those things which will enable them in after-life to take their places as decent citizens. And keep the children as much as possible in the open air! We shall then have a healthy rising generation, capable of roughing it without falling on their backs.

Published in: on July 1, 2015 at 11:47 am  Leave a Comment  
Tags: ,

Extermination • V

Libro
 
Below, six translated
excerpts from the chapter
“Musical betrayal”:

 
 

His phobia toward the degenerative aspects of the culture that began to appear in Mexico, especially in music, continued throughout the 1960s and early 70s, when I was already studying in his method. Rock music bothered him and even predicted, more than once, that in a hundred years mankind would continue listening to Beethoven but no one would remember the Beatles.

* * *

At that time [the 1990s] I did translation work. That same year [1993] I quoted something in my diary that I had translated that vindicates what my father said about musical pedagogy. I do not know if the quotes are accurate as the translated text was informal. But the question is to collect what comes in my diary: “Plato and Aristotle discussed the role of music as ‘harmonizing body and soul’. Plato went further: ‘The type of music of a nation cannot be altered without changing the customs and institutions of the state’.”

Very true. The “sexual liberation”—permissiveness of promiscuity and debauchery in plain English—modified the type of music in the West. My father never noticed that music education lies primarily in preventing the child or adolescent of the dissipation forces that became fashionable since the 1960s. A hard ethos as that of the Republican Romans would, I believe, repudiate the degenerate music insofar as the ethos and the musical tastes are two sides of the same coin. My father certainly heard the musical degeneration when it initiated in Mexico; he criticized it and resented much what he heard but eventually he followed the crowd [esp. Hollywood] and his descendants strayed even further. Rephrasing Plato, my brothers and nephews completely disharmonized their souls because of such bad manners. In other words, any pedagogic method that fails to separate the child from the surrounding culture of our time won’t work.

* * *

I must clarify that, although the rhythmic exercises taught in [school X] are indeed silly and childish, they do not reach what my beloved Nazis called “degenerate music.” This leads to the simplistic melodies of “disipacionism” to use the term of Hajo Liaucius in the book that I compiled; the obvious and inane tunes that move us into hedonistic relaxation, so well exemplified in the music that horrified Solzhenitsyn when America sheltered him for a few years and harshly scolded the gringos at Harvard. As unlike Solzhenitsyn almost everyone, including white nationalists, are addicted to degenerate music, they have been unable to realize that the best minds sensed that such “music” would be used by the System to degrade the spirit of the population, and to control it. A passage in 1984, for example, written before the birth of rock, proved prophetic. The music in the totalitarian world, Orwell says: “had a savage, barking rhythm which could not exactly be called music, but resembled the beating of a drum… The proles had taken a fancy to it.”

* * *

In another of my ring-binders (my texts are scattered in many places), in April 18, 2005 I wrote that the methods of Orff and Kodály were also fraudulent “if they don’t produce aversion in the pupils towards the music of Neanderthals, like rap.” In other words, it is impossible to have a double life: say, a traditional marriage with children and maintaining a lasting relationship with a homosexual lover. My brother and his musical colleagues do something similar to this hypothetical bisexual: they studied classical music and go to table dances or dance salsas; they have read the classics but plug their minds to the idiot box called television; they married in the church and get civil divorces before the first conjugal dispute; they teach Bach and in their cars listen disco music.

* * *

One time my nephew visited my parents and confessed to my father that, with his cousins, he was composing music for their rock group. My father did some technical questions and my nephew [who studies music composition] answered. Then, my father delivered a very gentle speech about rock. He said it was a “rhythmic, monotonous and a highly repetitive cry; very simple.” My nephew, incidentally, played the rubbish of progressive rock from his cell phone to show the grandfather the new ringtones. My father continued his criticism of rock concerts: “The volume is so tremendous that equalizes everything; what you hear is a barking rhythm,” just what Orwell said in his best-achieved novel.

Then my father spoke of an old article by a commentator on classical music that had opined about rock. He mentioned the name of the critic (that I failed to annotate), who had written about the “tremendous, crushing phenomenon” which was rock in its origins. My father spoke at length about African rhythms as a preamble to classify the rock. That they play it “to the extent that hypnotize” and the members of the tribe do not dance in dancing couples. Rather, the ritual ends in rapes that surprise the tourists. “I see the same in rock. The volume is so strong and it is so much of it that the affair ends really badly.”

* * *

What I said in my dairies was true: only by cutting off the child from the failed culture that surrounds him it is possible to educate him. We need a Fourth Reich to put things in order.

Uncle Adolf’s table talk, 178

the-real-hitler

29th August 1942, evening

Do we keep Belgium, France and Norway?—We must adopt the arrogance of Britain—Education and stuffed heads—The safety valve of military service—Once we were a people of energy.

Fundamentally speaking, Belgium, France and Norway are not our natural enemies. I have no desire to incorporate all Frenchmen in the Reich; those who dwell on our borders and with whom we have contact were all Germans four hundred years ago.

With our eighty-five million Germans, we have in the Reich itself a major part of the population of the Germanic races.

No other nation possesses so strong a proportion of these elements. It would then be a sorry business if, with such strength at our disposal, we failed to bring law and order to ancient Europe. We may have a hundred years of struggle before us; if so, all the better—it will prevent us from going to sleep! People sometimes say to me: “Be careful! You will have twenty years of guerrilla warfare on your hands!” I am delighted at the prospect! With a number of small armies we can continue to dominate a large number of peoples. In the future our divisions will not be in dull garrison towns like Lechfeld and Hommerburg, but will be sent to the Caucasus! Our lads have always shouted with joy at the prospect of service abroad, and I shall see to it that in the future they range the four corners of the world. Germany will remain in a state of perpetual alertness.

We will adopt the British attitude of arrogance. In the time of the old German Emperors, let it not be forgotten, the Kings of England were of little more account than the King of Denmark today. In the first war, we found, on going through the paybooks of prisoners of war, that many of them had served in the South African War, They had been all over the world, and for them the fatherland was their Regiment! With men like that, nothing is impossible!

For the future it will, I think, be essential to introduce a three-year period of military service; only by so doing can we ensure efficiency in the handling of new technical weapons. A three-year period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable.

Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life.

Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment! In 1933 things were still being taught in the higher educational establishments which had been proven by science to be false as long ago as 1899.

When I was a schoolboy, I did all I could to get out into the open air as much as possible—my school reports bear witness to that! In spite of this, I grew up into a reasonably intelligent young man, I developed along very normal lines, and I learnt a lot of things of which my schoolfellows learnt nothing. In short, our system of education is the exact opposite of that practised in the gymnasia of ancient days. The Greek of the golden age sought a harmonious education; we succeed only in producing intellectual monsters.

The primary task of education is to train the brain of the young. It is quite impossible to recognise the potential aspirations of a child of ten. In old days teachers strove always to seek out each pupil’s weak point, and by exposing and dwelling on it, they successfully killed the child’s self-confidence. Had they, on the contrary, striven to find the direction in which each pupil’s talents lay, and then concentrated on the development of those talents, they would have furthered education in its true sense. Instead, they sought mass-production by means of endless generalisations.

A child who could not solve a mathematical equation, they said, would do no good in life. It is a wonder that they did not prophesy that he would come to a bad and shameful end! Have things changed much today, I wonder? I am not sure, and many of the things I see around me incline me to the opinion that they have not. I was shown a questionnaire drawn up by the Ministry of the Interior, which it was proposed to put to people whom it was deemed desirable to sterilise. At least three-quarters of the questions asked would have defeated my own good mother. One I recall was: “Why does a ship made of steel float in the water?”

If this system had been introduced before my birth, I am pretty sure I should never have been born at all! Let us, for God’s sake, throw upon the windows and let the fresh air blow away nonsense of this nature! Put the young men into the Army, whence they will return refreshed and cleansed of eight years of scholastic slime!

In the olden days we were an energetic people; but gradually we developed into a people of poets and thinkers. Poets do not matter, for no one takes them seriously; but the world is greatly overburdened with “thinkers.” I keep a bust of Scharnhorst on my table; it is he who started our people back on the road to sanity. The world at large welcomed this Germany of poets and thinkers, because it knew how they sapped our virility.

Still, we have made progress in the field of education, in spite of having a pedant at the head of the Educational Department. With another in control, progress would have been more rapid.

Just think how in the old days a bit of paper could alter the course of one’s whole life! Look at my school reports—I got bad marks in German! My disgusting teacher had succeeded in giving me an intense dislike for my mother tongue! He asserted that I would never be capable of writing a decent letter! If this blundering little fool had given me a grade five, I should have been precluded from becoming a technician! Now, thank God, we have the Hitler Youth, where the child is judged on all his qualities, and not solely on his scholastic attainments; character is taken into consideration, the talent of leadership is encouraged, and every child has the legal right to show what he can do.

_____________________________

Consider obtaining a copy of the complete notes
published by Ostara Publications.

Published in: on March 23, 2015 at 10:39 am  Leave a Comment  
Tags:

Uncle Adolf’s table talk, 185

the-real-hitler

7th September 1942, midday (special guests: Reich Minister Speer, Reichskommissar Koch, Field Marshal Milch).

School-day memories—Towards a seasoned system of education.
 

We pupils of the old Austria were brought up to respect old people and women. But on our professors we had no mercy; they were our natural enemies.

Our teachers were absolute tyrants. They had no sympathy with youth; their one object was to stuff our brains and to turn us into erudite apes like themselves. If any pupil showed the slightest trace of originality, they persecuted him relentlessly, and the only model pupils whom I ever got to know have all been failures in afterlife.

Good teaching should recognise and develop the personality of the individual pupil. In this respect the foundation of a corps of teachers and the revision of educational methods have brought a very great improvement in modern times.

Among our teachers there was only one who dressed decently; and it is an interesting fact that, when I once visited Klagenfurt, I found him—in the SS! The old gentleman, who was then already on pension, had, it seems, been a member of the illegal SS before the Anschluss. I was very much moved to meet him again.

I can readily understand why the youth of ancient Greece sometimes went far afield, in order to study under the teacher of their choice. And it was grouped around their teachers, by the way, that the youth of ancient days went into battle. There is no enthusiasm greater than that of a young man of thirteen to seventeen years of age. They will gladly let themselves be cut to pieces for the sake of their teacher, if he is a real man. I should very much like to see our youth led into battle by their teachers!


_____________________________

Consider obtaining a copy of the complete notes
published by Ostara Publications.

Published in: on March 16, 2015 at 10:28 am  Comments (10)  
Tags:

Uncle Adolf’s table talk, 191

the-real-hitler

16th May 1944, evening

Research and instruction—State encouragement for free research—The two tasks of research worker and teacher—Kant, Schopenhauer, Nietzsche.

 

The theory that independent research and instruction are two fields of activity which must be indissolubly related is false. Each has an entirely different function, each calls for men of a different type, and each must be approached by the State from a different angle.

Research must remain free and unfettered by any State restriction. The facts which it establishes represent Truth, and Truth is never evil. It is the duty of the State to support and further the efforts of research in every way, even when its activities hold no promise of immediate, or even early, advantage from the material or economic point of view. It may well be that its results will be of value, or indeed will represent tremendous progress, only to the generation of the future.

Instruction, on the other hand, should not, in my opinion, enjoy a like liberty of action. Its liberty is limited by the interests of the State, and can therefore never be totally unrestricted; it has not the right to claim that same degree of independence which I most willingly concede to research.

The attributes demanded of a successful teacher and a research worker are fundamentally different, and are seldom to be found together in the single individual. The man of research is by nature extremely cautious; he never ceases to work, to ponder, to weigh and to doubt, and his suspicious nature breeds in him an inclination towards solitude and most rigorous self-criticism.

Of quite a different type is the ideal teacher. He has little or no concern with the endless riddles of the infinite—with something, that is, which is so infinitely greater than himself. He is a man whose task it is to impart knowledge and understanding to men who do not possess them and who, therefore, are generally his intellectual inferiors; and in consequence he is a man who is often inclined to be pedantically dogmatic.

There are many men endowed with a genius for research who are useless as teachers, just as there are brilliant teachers who have no gift whatever for research and creative work; yet all of them, in their respective spheres, make contributions of outstanding value to the sum of human knowledge.

I do not agree with the idea that liberty of research should be restricted solely to the fields of natural science. It should embrace also the domain of thought and philosophy, which, in essence, are themselves but the logical prolongation of scientific research. By taking the data furnished by science and placing them under the microscope of reason, philosophy gives us a logical conception of the universe as it is. The boundary between research and philosophy is nebulous and constantly moving.

In the Great Hall of the Linz Library are the busts of Kant, Schopenhauer and Nietzsche, the greatest of our thinkers, in comparison with whom the British, the French and the Americans have nothing to offer. His complete refutation of the teachings which were a heritage from the Middle Ages, and of the dogmatic philosophy of the Church, is the greatest of the services which Kant has rendered to us. It is on the foundation of Kant’s theory of knowledge that Schopenhauer built the edifice of his philosophy, and it is Schopenhauer who annihilated the pragmatism of Hegel. I carried Schopenhauer’s works with me throughout the whole of the First World War. From him I learned a great deal.

Schopenhauer’s pessimism, which springs partly, I think, from his own line of philosophical thought and partly from subjective feeling and the experiences of his own personal life, has been far surpassed by Nietzsche.

_____________________________

Consider obtaining a copy of the complete notes
published by Ostara Publications.

Unschooling

The history of the drive for compulsory schooling is not guided by altruism, but by a desire to coerce the population into a mold desired by the Establishment. Western governments should not be permitted to remove children forcibly from their homes, with or without the parents’ consent. Nietzsche wrote: “There are no educators. As a thinker, one should speak only of self-education.” In other words, schooling only confuses teaching with true learning; or to use a contemporary popular metaphor, schooling is The Matrix.

Unschooling is a philosophy that rejects compulsory school as a primary means for learning. Unschoolers learn through their natural life experiences including household responsibilities, personal interests and curiosity, internships and work experience, travel, elective classes, family, mentors, social interaction and especially books: the true university. Unschooling encourages good reading initiated by the children themselves, provided the parents’ home contains a traditional library.

While courses may occasionally be taken, unschooling questions the usefulness of standard curricula, conventional grading methods, and other features of kiddie brainwashing.

The term “unschooling” was coined in the 1970s and used by educator John Caldwell Holt. While often considered a subset of homeschooling, unschoolers may be as philosophically separate from other homeschoolers as they are from advocates of conventional schooling. The fact is that so-called homeschooling is still within The Matrix, and while homeschooling has been subject to widespread public debate, in the totalitarian system that is exterminating us little media attention has been given to unschooling.

Holt asserts that youths should have the right to control and direct their own learning, and that the current compulsory schooling system violates a basic fundamental right of humans: the right to decide what enters our minds.

Unplugging your kids from The Matrix means a total repudiation of the viruses designed for the white mind at school. As a personal vignette let me say that by the end of the last century I was studying for a degree at The Open University of Manchester, where they did not ask me any High School diploma whatsoever.

But I don’t necessarily agree with everything that Holt says. For instance, only if National Socialism is established in some western states would I approve the indoctrination of children at school.

That would be a healthy education of course. Not the anti-White, anti-West brainwashing that is omnipresent in the current compulsory schooling system.

Published in: on May 18, 2014 at 1:48 pm  Comments (12)  
Tags: , ,

Sparta – X

This specific chapter of Sparta and its Law has been moved: here.

If you want to read the book Sparta and its Law from the beginning, click: here.

Sparta – VIII

This specific chapter of Sparta and its Law has been moved: here.

If you want to read the book Sparta and its Law from the beginning, click: here.

Sparta – VII

This specific chapter of Sparta and its Law has been moved: here.

If you want to read the book Sparta and its Law from the beginning, click: here.

Sparta – VI

This specific chapter of Sparta and its Law has been moved: here.

If you want to read the book Sparta and its Law from the beginning, click: here.

Follow

Get every new post delivered to your Inbox.

Join 296 other followers