INJECTION OF ANTI-SEMITISM INTO ALL CHILDREN FROM THE YOUNGEST GRADE PUPILS UP IS MADE ONE OF THE PRIME OBJECTIVES OF GERMAN EDUCATION IN A TEACHERS’ HANDBOOK ISSUED FOR THE FALL TERM.
THE MANUAL, ENTITLED “THE JEWISH QUESTION IN TEACHING,” WRITTEN BY A NUREMBERG SCHOOL COUNSELLOR, FRITZ FINK, ACHIEVED QUASI-OFFICIAL STATUS THROUGH INCORPORATION IN IT OF A FOREWORD BY JULIUS STREICHER, GERMANY’S LEADING ANTI-SEMITE.
THE REGULAR PERIOD DEVOTED TO THE “RACIAL PROBLEM” IN GERMAN SCHOOLS, HERR FINK WRITES, MUST BE ACCOMPANIED BY SYSTEMATIC INTRODUCTION OF “THE JEWISH ANGLE” INTO ALMOST EVERY SUBJECT IN THE CURRICULUM. HIS BOOK AIMS TO GUIDE TEACHERS IN DOING THIS.
PUPILS MUST BE BROUGHT GRADUALLY TO FEEL THE MENACE OF JEWISH INFLUENCE IN POLITICS, RELIGION, ART, LITERATURE, AND MORALS, THROUGH EMPHASIS ON “THE JEWISH ANGLE” WHEREVER POSSIBLE, HE SAYS.
HE SUGGESTS, FOR INSTANCE, THAT EVEN IN THE MOST ELEMENTARY HISTORY INSTRUCTION ABOUT ANCIENT EGYPT CHILDREN CAN BE TOLD HOW THE EGYPTIANS SUFFERED THROUGH THE JEWS, HOW THE JEWS CONQUERED PALESTINE, “SLAUGHTERING NATIVES” AND “TRANSFORMING INTO A DESERT A LAND WHICH FORMERLY FLOWED WITH MILK AND HONEY.”
EVEN THE SMALLEST TOTS, HERR FINK ADVISES, CAN BE TOLD OF HOW IN PERSIA THE BEAUTIFUL ESTHER ARRANGED A “BLOOD BATH” IN WHICH THOUSANDS OF KING AHASUERUS’S LOYAL SUBJECTS WERE KILLED. PRIMARY AND SECONDARY SCHOOL COURSES IN ROMAN HISTORY, HE SUGGESTS, CAN TRACE THE DECLINE AND FALL OF THE ANCIENT ROMAN EMPIRE TO THE INFLUENCE OF THE JEWS WHO PENETRATE THROUGHOUT IT AFTER THEIR DISPERSION.
MEDIEVAL AND MODERN HISTORY TEACHING, HE SAYS, SHOULD EMPHASIZE THE “DESPERATE STRUGGLES” OF THE SPANISH, POLISH AND GERMAN PEOPLES AGAINST JEWISH DOMINATION, AND THAT “WHEREVER REVOLUTION UPSETS THE ESTABLISHED ORDER, FROM THE GREAT FRENCH REVOLUTION ON DOWN TO THE PRESENT DAY,” JEWS ARE TO BE FOUND.
STRESS SHOULD BE LAID, HERR FINK ADDS, ON THE LIVES OF THOSE GREAT MEN WHO HAD THE COURAGE “TO TELL THE TRUTH ABOUT THE JEWS,” LISTING AMONG THEM JESUS OF NAZARETH, THE HISTORIAN TACITUS, MARTIN LUTHER, KING FREDERICK THE GREAT, NAPOLEON BONAPARTE, BISMARCK AND ADOLF HITLER.
BIOLOGY INSTRUCTION IS NOT COMPLETE UNLESS IT EMPHASIZES THE DETERIORATION OF RACES THROUGH MIXTURE WITH ALIEN STRAINS, HERR FINK DECLARES. YOUNG CHILDREN, HE SAYS, CAN BE MADE TO UNDERSTAND THIS THROUGH STUDY OF THE CARE ANIMAL BREEDERS EXERCISE TO KEEP BLOOD LINES PURE, AND OLDER STUDENTS CAN STUDY THE MEANING OF “RACIAL TURPITUDE” AND THE GERMAN LAW FOR IMPRISONMENT OF A JEW LIVING WITH A NON-JEWISH WOMAN.
IN ART CLASSES, HERR FINK CONTINUES, CHILDREN CAN BE TRAINED TO NOTICE RACIAL DIFFERENCES BY INCLUDING JEWISH FACES IN THEIR DRAWINGS.
WOVEN INTO THE INSTRUCTION, HERR FINK SAYS, SHOULD BE THE IDEA THAT THE JEWISH GOD IS UNJUST AND MERCILESS.
TEACHERS SHOULD DWELL ON THIS POINT WHENEVER THE NAME OF JEHOVAH (JAHWEH) APPEARS IN LITERATURE, HISTORY OR CURRENT EVENTS. THEY SHOULD POINT OUT BIBLE PASSAGES IN WHICH THE GOD OF THE JEWS URGES HIS PEOPLE TO “OPPRESS AND EXTERMINATE NON-JEWS,” HE SAYS.
THEY SHOULD DRAW A SHARP DISTINCTION BETWEEN CHRIST AND JEHOVAH, HERR FINK ASSERT ADDING:
“WE KNOW CHRIST SAID: ‘YOU CANNOT SERVE GOD AND MAMMON.’ BUT JAHWEH IS ALWAYS SPEAKING OF POWER, DOMINATION, TREASURES AND MONEY. THE GOD OF THE JEWS IS NOT OUR GOD. THE ASSERTION THAT THE JEWS ARE THE CHOSEN PEOPLE FROM WHOM COMES THE SALVATION OF THE WORLD IS A JEWISH IMPUTATION AND A THOUSAND-YEAR-OLD INSULT TO NON-JEWISH HUMANITY.”
The Archive of the Jewish Telegraphic Agency includes articles published from 1923 to 2008. Archive stories reflect the journalistic standards and practices of the time they were published.
