Part 17 (1/2)
And the State must also teach the people that it is an expression of a really n.o.ble nature and that it is a humanitarian act worthy of admiration if a person who innocently suffers from hereditary disease refrains from having a child of his own but gives his love and affection to some unknown child who, through its health, promises to become a robust member of a healthy community. In accomplis.h.i.+ng such an educational task the State integrates its function by this activity in the moral sphere. It must act on this principle without paying any attention to the question of whether its conduct will be understood or misconstrued, blamed or praised.
If for a period of only 600 years those individuals would be sterilized who are physically degenerate or mentally diseased, humanity would not only be delivered from an immense misfortune but also restored to a state of general health such as we at present can hardly imagine. If the fecundity of the healthy portion of the nation should be made a practical matter in a conscientious and methodical way, we should have at least the beginnings of a race from which all those germs would be eliminated which are to-day the cause of our moral and physical decadence. If a people and a State take this course to develop that nucleus of the nation which is most valuable from the racial standpoint and thus increase its fecundity, the people as a whole will subsequently enjoy that most precious of gifts which consists in a racial quality fas.h.i.+oned on truly n.o.ble lines.
To achieve this the State should first of all not leave the colonization of newly acquired territory to a haphazard policy but should have it carried out under the guidance of definite principles. Specially competent committees ought to issue certificates to individuals ent.i.tling them to engage in colonization work, and these certificates should guarantee the racial purity of the individuals in question. In this way frontier colonies could gradually be founded whose inhabitants would be of the purest racial stock, and hence would possess the best qualities of the race. Such colonies would be a valuable a.s.set to the whole nation. Their development would be a source of joy and confidence and pride to each citizen of the nation, because they would contain the pure germ which would ultimately bring about a great development of the nation and indeed of mankind itself.
The Weltanschhauung which bases the State on the racial idea must finally succeed in bringing about a n.o.bler era, in which men will no longer pay exclusive attention to breeding and rearing pedigree dogs and horses and cats, but will endeavour to improve the breed of the human race itself. That will be an era of silence and renunciation for one cla.s.s of people, while the others will give their gifts and make their sacrifices joyfully.
That such a mentality may be possible cannot be denied in a world where hundreds and thousands accept the principle of celibacy from their own choice, without being obliged or pledged to do so by anything except an ecclesiastical precept. Why should it not be possible to induce people to make this sacrifice if, instead of such a precept, they were simply told that they ought to put an end to this truly original sin of racial corruption which is steadily being pa.s.sed on from one generation to another. And, further, they ought to be brought to realize that it is their bounden duty to give to the Almighty Creator beings such as He himself made to His own image.
Naturally, our wretched army of contemporary philistines will not understand these things. They will ridicule them or shrug their round shoulders and groan out their everlasting excuses: ”Of course it is a fine thing, but the pity is that it cannot be carried out.” And we reply: ”With you indeed it cannot be done, for your world is incapable of such an idea. You know only one anxiety and that is for your own personal existence. You have one G.o.d, and that is your money. We do not turn to you, however, for help, but to the great army of those who are too poor to consider their personal existence as the highest good on earth. They do not place their trust in money but in other G.o.ds, into whose hands they confide their lives. Above all we turn to the vast army of our German youth. They are coming to maturity in a great epoch, and they will fight against the evils which were due to the laziness and indifference of their fathers.” Either the German youth will one day create a new State founded on the racial idea or they will be the last witnesses of the complete breakdown and death of the bourgeois world.
For if a generation suffers from defects which it recognizes and even admits and is nevertheless quite pleased with itself, as the bourgeois world is to-day, resorting to the cheap excuse that nothing can be done to remedy the situation, then such a generation is doomed to disaster. A marked characteristic of our bourgeois world is that they no longer can deny the evil conditions that exist. They have to admit that there is much which is foul and wrong; but they are not able to make up their minds to fight against that evil, which would mean putting forth the energy to mobilize the forces of 60 or 70 million people and thus oppose this menace. They do just the opposite. When such an effort is made elsewhere they only indulge in silly comment and try from a safe distance to show that such an enterprise is theoretically impossible and doomed to failure. No arguments are too stupid to be employed in the service of their own pettifogging opinions and their knavish moral att.i.tude. If, for instance, a whole continent wages war against alcoholic intoxication, so as to free a whole people from this devastating vice, our bourgeois European does not know better than to look sideways stupidly, shake the head in doubt and ridicule the movement with a superior sneer - a state of mind which is effective in a society that is so ridiculous. But when all these stupidities miss their aim and in that part of the world this sublime and intangible att.i.tude is treated effectively and success attends the movement, then such success is called into question or its importance minimized. Even moral principles are used in this slanderous campaign against a movement which aims at suppressing a great source of immorality.
No. We must not permit ourselves to be deceived by any illusions on this point. Our contemporary bourgeois world has become useless for any such n.o.ble human task because it has lost all high quality and is evil, not so much - as I think - because evil is wished but rather because these people are too indolent to rise up against it. That is why those political societies which call themselves 'bourgeois parties' are nothing but a.s.sociations to promote the interests of certain professional groups and cla.s.ses. Their highest aim is to defend their own egoistic interests as best they can. It is obvious that such a guild, consisting of bourgeois politicians, may be considered fit for anything rather than a struggle, especially when the adversaries are not cautious shopkeepers but the proletarian ma.s.ses, goaded on to extremities and determined not to hesitate before deeds of violence.
If we consider it the first duty of the State to serve and promote the general welfare of the people, by preserving and encouraging the development of the best racial elements, the logical consequence is that this task cannot be limited to measures concerning the birth of the infant members of the race and nation but that the State will also have to adopt educational means for making each citizen a worthy factor in the further propagation of the racial stock.
Just as, in general, the racial quality is the preliminary condition for the mental efficiency of any given human material, the training of the individual will first of all have to be directed towards the development of sound bodily health. For the general rule is that a strong and healthy mind is found only in a strong and healthy body. The fact that men of genius are sometimes not robust in health and stature, or even of a sickly const.i.tution, is no proof against the principle I have enunciated. These cases are only exceptions which, as everywhere else, prove the rule. But when the bulk of a nation is composed of physical degenerates it is rare for a great spirit to arise from such a miserable motley. And in any case his activities would never meet with great success. A degenerate mob will either be incapable of understanding him at all or their will-power is so feeble that they cannot follow the soaring of such an eagle.
The State that is grounded on the racial principle and is alive to the significance of this truth will first of all have to base its educational work not on the mere imparting of knowledge but rather on physical training and development of healthy bodies. The cultivation of the intellectual facilities comes only in the second place. And here again it is character which has to be developed first of all, strength of will and decision. And the educational system ought to foster the spirit of readiness to accept responsibilities gladly. Formal instruction in the sciences must be considered last in importance. Accordingly the State which is grounded on the racial idea must start with the principle that a person whose formal education in the sciences is relatively small but who is physically sound and robust, of a steadfast and honest character, ready and able to make decisions and endowed with strength of will, is a more useful member of the national community than a weakling who is scholarly and refined. A nation composed of learned men who are physical weaklings, hesitant about decisions of the will, and timid pacifists, is not capable of a.s.suring even its own existence on this earth. In the bitter struggle which decides the destiny of man it is very rare that an individual has succ.u.mbed because he lacked learning. Those who fail are they who try to ignore these consequences and are too faint-hearted about putting them into effect. There must be a certain balance between mind and body. An ill-kept body is not made a more beautiful sight by the indwelling of a radiant spirit. We should not be acting justly if we were to bestow the highest intellectual training on those who are physically deformed and crippled, who lack decision and are weak-willed and cowardly. What has made the Greek ideal of beauty immortal is the wonderful union of a splendid physical beauty with n.o.bility of mind and spirit.
Moltke's saying, that in the long run fortune favours only the efficient, is certainly valid for the relations.h.i.+p between body and spirit. A mind which is sound will generally maintain its dwelling in a body that is sound.
Accordingly, in the People's State physical training is not a matter for the individual alone. Nor is it a duty which first devolves on the parents and only secondly or thirdly a public interest; but it is necessary for the preservation of the people, who are represented and protected by the State. As regards purely formal education the State even now interferes with the individual's right of self-determination and insists upon the right of the community by submitting the child to an obligatory system of training, without paying attention to the approval or disapproval of the parents. In a similar way and to a higher degree the new People's State will one day make its authority prevail over the ignorance and incomprehension of individuals in problems appertaining to the safety of the nation. It must organize its educational work in such a way that the bodies of the young will be systematically trained from infancy onwards, so as to be tempered and hardened for the demands to be made on them in later years. Above all, the State must see to it that a generation of stay-at-homes is not developed.
The work of education and hygiene has to begin with the young mother. The painstaking efforts carried on for several decades have succeeded in abolis.h.i.+ng septic infection at childbirth and reducing puerperal fever to a relatively small number of cases. And so it ought to be possible by means of instructing sisters and mothers in an opportune way, to inst.i.tute a system of training the child from early infancy onwards so that this may serve as an excellent basis for future development.
The People's State ought to allow much more time for physical training in the school. It is nonsense to burden young brains with a load of material of which, as experience shows, they retain only a small part, and mostly not the essentials, but only the secondary and useless portion; because the young mind is incapable of sifting the right kind of learning out of all the stuff that is pumped into it. To-day, even in the curriculum of the high schools, only two short hours in the week are reserved for gymnastics; and worse still, it is left to the pupils to decide whether or not they want to take part. This shows a grave disproportion between this branch of education and purely intellectual instruction. Not a single day should be allowed to pa.s.s in which the young pupil does not have one hour of physical training in the morning and one in the evening; and every kind of sport and gymnastics should be included. There is one kind of sport which should be specially encouraged, although many people who call themselves volkisch consider it brutal and vulgar, and that is boxing. It is incredible how many false notions prevail among the 'cultivated' cla.s.ses. The fact that the young man learns how to fence and then spends his time in duels is considered quite natural and respectable. But boxing - that is brutal. Why? There is no other sport which equals this in developing the militant spirit, none that demands such a power of rapid decision or which gives the body the flexibility of good steel. It is no more vulgar when two young people settle their differences with their fists than with sharp-pointed pieces of steel. One who is attacked and defends himself with his fists surely does not act less manly than one who runs off and yells for the a.s.sistance of a policeman. But, above all, a healthy youth has to learn to endure hard knocks. This principle may appear savage to our contemporary champions who fight only with the weapons of the intellect. But it is not the purpose of the People's State to educate a colony of aesthetic pacifists and physical degenerates. This State does not consider that the human ideal is to be found in the honourable philistine or the maidenly spinster, but in a dareful personification of manly force and in women capable of bringing men into the world.
Generally speaking, the function of sport is not only to make the individual strong, alert and daring, but also to harden the body and train it to endure an adverse environment.
If our superior cla.s.s had not received such a distinguished education, and if, on the contrary, they had learned boxing, it would never have been possible for bullies and deserters and other such canaille to carry through a German revolution. For the success of this revolution was not due to the courageous, energetic and audacious activities of its authors but to the lamentable cowardice and irresolution of those who ruled the German State at that time and were responsible for it. But our educated leaders had received only an 'intellectual' training and thus found themselves defenceless when their adversaries used iron bars instead of intellectual weapons. All this could happen only because our superior scholastic system did not train men to be real men but merely to be civil servants, engineers, technicians, chemists, litterateurs, jurists and, finally, professors; so that intellectualism should not die out.
Our leaders.h.i.+p in the purely intellectual sphere has always been brilliant, but as regards will-power in practical affairs our leaders.h.i.+p has been beneath criticism.
Of course education cannot make a courageous man out of one who is temperamentally a coward. But a man who naturally possesses a certain degree of courage will not be able to develop that quality if his defective education has made him inferior to others from the very start as regards physical strength and prowess. The army offers the best example of the fact that the knowledge of one's physical ability develops a man's courage and militant spirit. Outstanding heroes are not the rule in the army, but the average represents men of high courage. The excellent schooling which the German soldiers received before the War imbued the members of the whole gigantic organism with a degree of confidence in their own superiority such as even our opponents never thought possible. All the immortal examples of dauntless courage and daring which the German armies gave during the late summer and autumn of 1914, as they advanced from triumph to triumph, were the result of that education which had been pursued systematically. During those long years of peace before the last War men who were almost physical weaklings were made capable of incredible deeds, and thus a self-confidence was developed which did not fail even in the most terrible battles.
It is our German people, which broke down and were delivered over to be kicked by the rest of the world, that had need of the power that comes by suggestion from self-confidence. But this confidence in one's self must be instilled into our children from their very early years. The whole system of education and training must be directed towards fostering in the child the conviction that he is unquestionably a match for any- and everybody. The individual has to regain his own physical strength and prowess in order to believe in the invincibility of the nation to which he belongs. What has formerly led the German armies to victory was the sum total of the confidence which each individual had in himself, and which all of them had in those who held the positions of command. What will restore the national strength of the German people is the conviction that they will be able to reconquer their liberty. But this conviction can only be the final product of an equal feeling in the millions of individuals. And here again we must have no illusions.
The collapse of our people was overwhelming, and the efforts to put an end to so much misery must also be overwhelming. It would be a bitter and grave error to believe that our people could be made strong again simply by means of our present bourgeois training in good order and obedience. That will not suffice if we are to break up the present order of things, which now sanctions the acknowledgment of our defeat and cast the broken chains of our slavery in the face of our opponents. Only by a superabundance of national energy and a pa.s.sionate thirst for liberty can we recover what has been lost.
Also the manner of clothing the young should be such as harmonizes with this purpose. It is really lamentable to see how our young people have fallen victims to a fas.h.i.+on mania which perverts the meaning of the old adage that clothes make the man.
Especially in regard to young people clothes should take their place in the service of education. The boy who walks about in summer-time wearing long baggy trousers and clad up to the neck is hampered even by his clothes in feeling any inclination towards strenuous physical exercise. Ambition and, to speak quite frankly, even vanity must be appealed to. I do not mean such vanity as leads people to want to wear fine clothes, which not everybody can afford, but rather the vanity which inclines a person towards developing a fine bodily physique. And this is something which everybody can help to do.
This will come in useful also for later years. The young girl must become acquainted with her sweetheart. If the beauty of the body were not completely forced into the background to-day through our stupid manner of dressing, it would not be possible for thousands of our girls to be led astray by Jewish mongrels, with their repulsive crooked waddle. It is also in the interests of the nation that those who have a beautiful physique should be brought into the foreground, so that they might encourage the development of a beautiful bodily form among the people in general.
Military training is excluded among us to-day, and therewith the only inst.i.tution which in peace-times at least partly made up for the lack of physical training in our education. Therefore what I have suggested is all the more necessary in our time. The success of our old military training not only showed itself in the education of the individual but also in the influence which it exercised over the mutual relations.h.i.+p between the s.e.xes. The young girl preferred the soldier to one who was not a soldier. The People's State must not confine its control of physical training to the official school period, but it must demand that, after leaving school and while the adolescent body is still developing, the boy continues this training. For on such proper physical development success in after-life largely depends. It is stupid to think that the right of the State to supervise the education of its young citizens suddenly comes to an end the moment they leave school and recommences only with military service. This right is a duty, and as such it must continue uninterruptedly. The present State, which does not interest itself in developing healthy men, has criminally neglected this duty. It leaves our contemporary youth to be corrupted on the streets and in the brothels, instead of keeping hold of the reins and continuing the physical training of these youths up to the time when they are grown into healthy young men and women.
For the present it is a matter of indifference what form the State chooses for carrying on this training. The essential matter is that it should be developed and that the most suitable ways of doing so should be investigated. The People's State will have to consider the physical training of the youth after the school period just as much a public duty as their intellectual training; and this training will have to be carried out through public inst.i.tutions. Its general lines can be a preparation for subsequent service in the army. And then it will no longer be the task of the army to teach the young recruit the most elementary drill regulations. In fact the army will no longer have to deal with recruits in the present sense of the word, but it will rather have to transform into a soldier the youth whose bodily prowess has been already fully trained.
In the People's State the army will no longer be obliged to teach boys how to walk and stand erect, but it will be the final and supreme school of patriotic education. In the army the young recruit will learn the art of bearing arms, but at the same time he will be equipped for his other duties in later life. And the supreme aim of military education must always be to achieve that which was attributed to the old army as its highest merit: namely, that through his military schooling the boy must be transformed into a man, that he must not only learn to obey but also acquire the fundamentals that will enable him one day to command. He must learn to remain silent not only when he is rightly rebuked but also when he is wrongly rebuked.
Furthermore, on the self-consciousness of his own strength and on the basis of that esprit de corps which inspires him and his comrades, he must become convinced that he belongs to a people who are invincible.
After he has completed his military training two certificates shall be handed to the soldier. The one will be his diploma as a citizen of the State, a juridical doc.u.ment which will enable him to take part in public affairs. The second will be an attestation of his physical health, which guarantees his fitness for marriage.
The People's State will have to direct the education of girls just as that of boys and according to the same fundamental principles. Here again special importance must be given to physical training, and only after that must the importance of spiritual and mental training be taken into account. In the education of the girl the final goal always to be kept in mind is that she is one day to be a mother.
It is only in the second place that the People's State must busy itself with the training of character, using all the means adapted to that purpose.
Of course the essential traits of the individual character are already there fundamentally before any education takes place. A person who is fundamentally egoistic will always remain fundamentally egoistic, and the idealist will always remain fundamentally an idealist. Besides those, however, who already possess a definite stamp of character there are millions of people with characters that are indefinite and vague. The born delinquent will always remain a delinquent, but numerous people who show only a certain tendency to commit criminal acts may become useful members of the community if rightly trained; whereas, on the other hand, weak and unstable characters may easily become evil elements if the system of education has been bad.
During the War it was often lamented that our people could be so little reticent. This failing made it very difficult to keep even highly important secrets from the knowledge of the enemy. But let us ask this question: What did the German educational system do in pre-War times to teach the Germans to be discreet? Did it not very often happen in schooldays that the little tell-tale was preferred to his companions who kept their mouths shut? Is it not true that then, as well as now, complaining about others was considered praiseworthy 'candour', while silent discretion was taken as obstinacy? Has any attempt ever been made to teach that discretion is a precious and manly virtue? No, for such matters are trifles in the eyes of our educators. But these trifles cost our State innumerable millions in legal expenses; for 90 per cent of all the processes for defamation and such like charges arise only from a lack of discretion. Remarks that are made without any sense of responsibility are thoughtlessly repeated from mouth to mouth; and our economic welfare is continually damaged because important methods of production are thus disclosed. Secret preparations for our national defence are rendered illusory because our people have never learned the duty of silence. They repeat everything they happen to hear. In times of war such talkative habits may even cause the loss of battles and therefore may contribute essentially to the unsuccessful outcome of a campaign. Here, as in other matters, we may rest a.s.sured that adults cannot do what they have not learnt to do in youth. A teacher must not try to discover the wild tricks of the boys by encouraging the evil practice of tale-bearing. Young people form a sort of State among themselves and face adults with a certain solidarity. That is quite natural. The ties which unite the ten-year boys to one another are stronger and more natural than their relations.h.i.+p to adults. A boy who tells on his comrades commits an act of treason and shows a bent of character which is, to speak bluntly, similar to that of a man who commits high treason. Such a boy must not be cla.s.sed as 'good', 'reliable', and so on, but rather as one with undesirable traits of character. It may be rather convenient for the teacher to make use of such unworthy tendencies in order to help his own work, but by such an att.i.tude the germ of a moral habit is sown in young hearts and may one day show fatal consequences. It has happened more often than once that a young informer developed into a big scoundrel.
This is only one example among many. The deliberate training of fine and n.o.ble traits of character in our schools to-day is almost negative. In the future much more emphasis will have to be laid on this side of our educational work. Loyalty, self-sacrifice and discretion are virtues which a great nation must possess. And the teaching and development of these in the school is a more important matter than many others things now included in the curriculum. To make the children give up habits of complaining and whining and howling when they are hurt, etc., also belongs to this part of their training. If the educational system fails to teach the child at an early age to endure pain and injury without complaining we cannot be surprised if at a later age, when the boy has grown to be the man and is, for example, in the trenches, the postal service is used for nothing else than to send home letters of weeping and complaint. If our youths, during their years in the primary schools, had had their minds crammed with a little less knowledge, and if instead they had been better taught how to be masters of themselves, it would have served us well during the years 1914-1918.
In its educational system the People's State will have to attach the highest importance to the development of character, hand-in-hand with physical training. Many more defects which our national organism shows at present could be at least ameliorated, if not completely eliminated, by education of the right kind.
Extreme importance should be attached to the training of will-power and the habit of making firm decisions, also the habit of being always ready to accept responsibilities.
In the training of our old army the principle was in vogue that any order is always better than no order. Applied to our youth this principle ought to take the form that any answer is better than no answer. The fear of replying, because one fears to be wrong, ought to be considered more humiliating than giving the wrong reply. On this simple and primitive basis our youth should be trained to have the courage to act.
It has been often lamented that in November and December 1918 all the authorities lost their heads and that, from the monarch down to the last divisional commander, n.o.body had sufficient mettle to make a decision on his own responsibility. That terrible fact const.i.tutes a grave rebuke to our educational system; because what was then revealed on a colossal scale at that moment of catastrophe was only what happens on a smaller scale everywhere among us. It is the lack of will-power, and not the lack of arms, which renders us incapable of offering any serious resistance to-day. This defect is found everywhere among our people and prevents decisive action wherever risks have to be taken, as if any great action can be taken without also taking the risk. Quite unsuspectingly, a German General found a formula for this lamentable lack of the will-to-act when he said: ”I act only when I can count on a 51 per cent probability of success.” In that '51 per cent probability' we find the very root of the German collapse. The man who demands from Fate a guarantee of his success deliberately denies the significance of an heroic act. For this significance consists in the very fact that, in the definite knowledge that the situation in question is fraught with mortal danger, an action is undertaken which may lead to success. A patient suffering from cancer and who knows that his death is certain if he does not undergo an operation, needs no 51 per cent probability of a cure before facing the operation. And if the operation promises only half of one per cent probability of success a man of courage will risk it and would not whine if it turned out unsuccessful.
All in all, the cowardly lack of will-power and the incapacity for making decisions are chiefly results of the erroneous education given us in our youth. The disastrous effects of this are now widespread among us. The crowning examples of that tragic chain of consequences are shown in the lack of civil courage which our leading statesmen display.
The cowardice which leads nowadays to the s.h.i.+rking of every kind of responsibility springs from the same roots. Here again it is the fault of the education given our young people. This drawback permeates all sections of public life and finds its immortal consummation in the inst.i.tutions of government that function under the parliamentary regime.
Already in the school, unfortunately, more value is placed on 'confession and full repentance' and 'contrite renouncement', on the part of little sinners, than on a simple and frank avowal. But this latter seems to-day, in the eyes of many an educator, to savour of a spirit of utter incorrigibility and depravation. And, though it may seem incredible, many a boy is told that the gallows tree is waiting for him because he has shown certain traits which might be of inestimable value in the nation as a whole.
Just as the People's State must one day give its attention to training the will-power and capacity for decision among the youth, so too it must inculcate in the hearts of the young generation from early childhood onwards a readiness to accept responsibilities, and the courage of open and frank avowal. If it recognizes the full significance of this necessity, finally - after a century of educative work - it will succeed in building up a nation which will no longer be subject to those defeats that have contributed so disastrously to bring about our present overthrow.