“A child is likely to have keen vision,” the periodical N. S. Bildungswesen, in an essay on “Illustrations and Pictures for Use in Racial Instruction,” says. “It will therefore be easiest to bring the unity of the German people into his consciousness if we show him, on the one hand, pictures of racially gifted beings similar in type and, on the other, different types racially foreign to it and of varying qualities. In the matter of the Jews, such types are to be chosen which, to our way of feeling, clearly have the most unpleasant characteristics — not such representatives as have already attained a certain external similarity to the people offering them hospitality ( Wirtsvolk )…. And, not the least, emphasis must be placed on the fact that mental inferiority and confusion show in the face. The Jewish-Bolshevistic politicians and criminals offer particularly varied and extraordinarily informative material.”
Another specialist in the field, Professor Ernst Dobers of the High School for the Instruction of Teachers in Elbing, writes in his book The Jewish Question — Material and its Treatment in Schools:
“How do we wish our people to look? We place two groups of pictures side by side: on the one hand, Nordically classified bodies and faces, sportsman types, Olympic athletes, soldiers, typical officers, leaders; on the other hand, we present a group of Jews, whether these are ordinary contemporaries or the ‘great’ of Judah, such as the majority of Bolshevist leaders, Rosa Luxemburg, Hilferding, Eisner, Theodor Lessing, Gumbel, Stampfer, Rathenau, Theodor Wolff, Georg Bernhard, Hirschfeld, Kestenberg, or whatever their names may be. It will naturally result that the children will feel kinship with the one side, and, quite naively, passionate rejection on the other; that is a matter of course. It is then the object of the spoken pedagogical word constantly to strengthen and to build up with knowledge and perception this consciousness of the German child’s old nature and the complete foreignness of the other.”
It is conspicuous that we are given no example of the “Olympic athletes” or “typical officers.” Possibly Professor Dobers fails to consider Goebbels a “Nordically classified body.” Possibly he remembers that the Jewish heavyweight boxer, Max Baer, defeated the “Aryan” Schmeling (and, since then, the Negro, Joe Louis, has beaten him in record time), and that there were quite a number of Jewish winners in the Olympic games. “The ‘great’ of Judah,” however, are specified; and it is typical of the lack of education of Nazi educators that they list capitalist bankers, editors of bourgeois newspapers and liberal scientists all as “Bolshevist leaders.” Rosa Luxemburg is the only Communist on the list, although she shares the fate of murder by the Nazi with Kurt Eisner, Theodor Lessing and Walther Rathenau.
Lack of education, deliberate falsification. This pair of Nazi qualities is evident in teaching everywhere — in the Protocols of the Elders of Zion, notorious lies, which are recommended for use in the schools, and in such books as Herrmann Gauch’s New Elements of Racial Instruction, the standard work of this new “science,” which states baldly:
“We can advance the assertion” (after a detailed description of the Nordic and non-Nordic human being) “at the base of all Racial Science; there is no concept of ‘human being’ (‘man’) in contradistinction to animals separated by any physical or mental trait; the only existing differentiation is between Nordic man, on the one hand, and animals as a whole, including all non-Nordic human beings, or sub-men, who are transitional forms of development.”
Herrmann Gauch and his theory are no exception. They are representative— all of these statements are tragically typical — of the material fed the Nazi child. And when he continues: “…It has, however, not been proved that the non-Nordic man cannot be mated with apes…” he is repeating the deep conviction of his Führer. For it was Hitler who said: “A popular state will… in the first place, bring marriage out of its place as a permanent racial dishonor and give it the sacredness of that institution whose mission it is to create images of the Lord and not monsters between man and ape.”
A more cautious textbook, The A B C of Race (warmly recommended “for general use” by the Munich School of Racial Politics), portrays a big-nosed Jew, but protects itself this way: “Of course we must not confuse a purely external expression with Race. Race means Soul. And there are men who do, as a matter of fact, show some Nordic traits, but they are Jews in spirit.”
The ABC outlines Germany’s four great problems:
1. Germany has too little territory, because of the loss of her colonies.