Happy Birthday, Jochen Marseille

Born 13 December 1919

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Died September 30 1942, after an engine malfunction Marseille rolled his aircraft onto its back, the standard procedure for bail out, but due to the smoke and slight disorientation, he failed to notice that the aircraft had entered a steep dive at an angle of 70–80 degrees and was now traveling at a considerably faster speed (about 640 km/h (400 mph)). He worked his way out of the cockpit and into the rushing air only to be carried backwards by the slipstream, the left side of his chest striking the vertical stabilizer of his fighter, either killing him instantly or rendering him unconscious to the point that he could not deploy his parachute. He fell almost vertically, hitting the desert floor 7 kilometres (4.3 mi) south of Sidi Abdel Rahman.

Published in: on December 13, 2016 at 12:20 pm  Leave a Comment  

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Published in: on December 13, 2016 at 12:04 pm  Leave a Comment  

David Cole Inserts Foot in Mouth

By Hadding

Taki’s Mag on 1 December 2016 published an essay by Jew and former Holocaust Revisionist David Cole titled, “See, This Is Why We Can’t Have White Things.” The essay pretends to advise White Nationalists about how best to present themselves. Even apart from the question of whether David Cole really has the best interests of White Nationalists at heart, it is clear that this is a very dishonest essay.


Rhetorically, it is a venerable technique to begin an address by making points that you know your audience will find agreeable. That is what Sinon the Greek did in Vergil’s account of how the wooden horse full of Greek soldiers was introduced into Troy. Sinon told the Trojans that the Greeks were terrible people, and the Trojans were impressed with his truthfulness. Behold, an honest Greek! After that, Sinon could lie to the Trojans and they would believe it. You establish credibility with an otherwise skeptical audience by telling them what they already believe.

That is how David Cole begins this essay, by saying things that he knows will meet with approval. After an unflattering story about Hillary Clinton, he launches into criticism of Richard Spencer’s performance at the now notorious NPI conference of 19 November. He says that Spencer should not have made quasi-hitlerian utterances and gestures “in a spirit of irony” while expecting the media to portray it, and the public to understand it, as irony. This is self-evident common sense. I have said the same myself.

It does not appear that Cole really examined what Spencer said, since he uncritically repeats the false report that Spencer referred to Jews as golems (rhetorically questioning whether they were human) when this comment was clearly about Republican strategists.

Cole then says that any association with Hitler and National-Socialism is toxic to public relations. There is certainly some truth in that, but Holocaust Revisionists, of whom Cole once claimed to be one, see this as largely due to misrepresentation. 

Cole acknowledges that there are people who see Hitler’s bad reputation as undeserved, but these people, he advises, are unhelpful to the White Nationalist cause:

Their ultimate goal is only partly to make things better for whites in the here and now; they also want to reach back in time and provide a little image repair for good old Adolf.

Thus Cole tells us that revising the history of Adolf Hitler is an unnecessary distraction from White advocacy, a waste of time. Certainly we have heard this annoying refrain before, usually from people whose motives could be questioned. Often it seems to be cowardice, mental laziness, or a conflict of interest masquerading as prudence. What is always evident, however, is that they cannot defend their position in a discussion. But surely Cole’s motives are beyond reproach! Surely a swarthy Jew, a member of the ethnic group that bears primary responsibility for the defamation of Adolf Hitler and for Cultural Marxism generally, wants to make things better for Whites!

The clear necessity for White nationalists to challenge the Jewish Holocaust story was explained convincingly in Richard Harwood’s seminal Did Six Million Really Die? as long ago as 1974:

Why the Big Lie? What is its purpose? In the first place, it has been used quite unscrupulously to discourage any form of nationalism. Should the people of Britain or any other European country attempt to assert their patriotism and preserve their national integrity in an age when the very existence of nation-states is threatened, they are immediately branded as “neo-Nazis”. Because, of course, Nazism was nationalism, and we all know what happened then — Six Million Jews were exterminated! So long as the myth is perpetuated, peoples everywhere will remain in bondage to it; the need for international tolerance and understanding will be hammered home by the United Nations until nationhood itself, the very guarantee of freedom, is abolished. [R. Harwood, Did Six Million Really Die?, 1974]

    
In the event that one is not quite convinced of the lack of utility in revising Hitler’s reputation, Cole argues that it is not even possible anyway, because, it turns out, Hitler really is the Devil! In support of that position, to make his argument credible, he quotes three nationalist sources. The problem is that he quotes all three in a misleading manner.

Cole quotes a statement from an essay by James Harting reposted by National Vanguard (from Stormfront) that says that Hitler saw himself as a leader only of the Germans:

It must be said that Hitler did not consider himself as any kind of a world leader of Aryandom. Rather, he saw himself as the political leader of the German nation, and perhaps more generally the symbolic leader of all of the Germanic peoples. [James Harting, “Adolf Hitler: German Chancellor or Pan-Aryan Leader?”, Stormfront, 14 December 2013]

Cole omits the subsequent explanation that Hitler acquired broader significance:

Increasingly as the War went on, Hitler found himself as the de facto head of all of the Aryan peoples of Europe, and not just of the Germans or of the Germanics.

In fact it is Harting’s thesis that Hitler really was “the symbolic leader of the whole of the Aryan race.” By quoting a concessive statement out of context, Cole has inverted the essay’s overall meaning.

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read entire article at link below

http://national-socialist-worldview.blogspot.be/2016/12/is-any-white-nationalist-really-stupid.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+National-socialistWorldview+(National-Socialist+Worldview)

Published in: on December 13, 2016 at 11:11 am  Leave a Comment  

Italian school kids name Hitler’s ‘Mein Kampf’ among top 10 books, survey shows

Adolf Hitler’s ‘Mein Kampf’ has made a surprising comeback in Italian schoolchildren’s reading lists, 70 years after the fall of the NSDAP, with some pupils naming it one of their 10 favorite books in the latest nationwide survey.

The survey was launched by the country’s Ministry for Education in an attempt to promote reading and find out which books schoolchildren prefer.

Despite the fact that only books by Italian authors published after 2000 were up for consideration, young Italians in 10 of the classes surveyed put the Hitler’s masterpiece among their preferred reads.

Published in: on December 13, 2016 at 11:00 am  Leave a Comment  

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Berlin Girls At Play

Published in: on December 13, 2016 at 10:39 am  Leave a Comment  

Basic Ideas of National Socialist Cultural Policy

This work was translated from the Third Reich original Grundgedanken nationalsozialistischer Kulturpolitik by Munich university professor Wolfgang Schulz, which was published by the central publishing house of the NSDAP (Franz Eher Verlag) in 1939 after the author‘s death. The objective of this policy was a culture that remained true to folk and race and hence promoted the spiritual and biological health and integrity of both.

By Wolfgang Schulz

…The false doctrine that all human beings are the equal still haunts heads and resists the fundamental truth of the inequality of human beings according to their appearance, their genes and their accomplishments. The valuation of human beings that results from this is portrayed as arrogance of the more valuable, yes, as injustice.

One scorns our desire as racial arrogance, without noting that we do not judge the individual according to race, rather according to accomplishment. But in regard to the folk whole, we are concerned about the race, because the Nordic race alone has over the course world history passed a performance test that is so mighty that it obligates us to also employ this race for the new, even far greater accomplishments that matter now…

…Or one says: Culture must grow, one cannot manufacture it artificially. Just what previously proliferated among us were the weeds, and we want to exterminate them so that the beautiful and noble plants, which up until now often withered or even died, can better thrive.

Cultures need their care like forest, field and garden, and indeed a reasonable one that accounts for the laws of nature and increases them to greater beauty and order.

Forester, farmer and gardener must love nature, must understand it intimately, but must also know and have learned much about it so that the growth entrusted to them does to grow wild or become desolate…

…We speak of race, if a larger group of individual beings within their species agree in the special and balanced constitution of many and precisely the most important genes, and hence in the characteristics and traits in which the genes show themselves. Corresponding to the unity of body and soul, it is about the physical and psychological characterizes, and in man, whose soul produces spiritual and moral forces, also about the spiritual and moral and about the genes that determine this. Race is hence so comprehensive that many sciences are involved in researching and portraying the various sides of its essence, its physical and its psychological, spiritual, moral, its meaning in the present and its working in the past…

…The genes in which the members of a race must agree so that the race exists at all determine through the characters and accomplishments that grow from them the value of this race. These characteristics and accomplishments can hence be designated as racial properties…

…The valuable, cultural-creative characteristics of the culture-bearers are the foundation; the inherited goods, their products, build upon them. So it is justified to designate the respective supply of gene-based characteristics as racial properties of the first order and the tradition values as racial properties of higher order…

…Third, an effeminacy of cultured man through his cultural institutions, which enrich his life of feeling, broaden his knowledge, beautify his existence, but all too easily paralyze his decisiveness down to the bone.

It is as if the creations of culture had become independent, as if the culture-bearers had lost their mastery over them, even though they are still able to ever increase and perfect the accomplishment itself, and as if the cultural institutions rebelled against their creators…

$10 on Third Reich Books

…Genes are fate. Their application and development, however, elevates itself above fate and juts into the realm of freedom. The products finally, which the racial properties of the first order bring into the racial properties of the higher and highest order, make us really free, if we apply them correctly and make sure that they continue to work according to the law from which they have been breed, according to the law of the spirit of our own nationality and the culture-bearing race determining it.

For the freedom for which we strive does not consist of us renouncing our own folk’s essence, rather of fulfilling it. We want to finally be, and be allowed to become, those who we actually already always were, and we want the freedom to act accordingly.

The insights according to which the dangers of high culture are banished, and being able to move the forces that work in the wrong direction into the right one, demand that we develop a conscious cultural technology…

…The educators of the old school believed that all people are equal and education can achieve its goal with everybody. If one encounters difficulties, then one only needs to employ more and better educators and teachers.

Insight into the processes of hereditary and the fatefulness of the genes has destroyed this delusion. There are limits to rearing, even education. They can be broadened under favorable conditions and through suitable means, but not overcome. Much that the individual educator does not achieve can be performed by the educating force of a well delineated community. If the necessary traits are lacking or if they are too weak, than all effect is ultimately in vain, however.

On the other hand, if the traits are especially valuable and decisively effect in a certain direction, they triumph even if rearing and education have been lacking for long stretches. The young mind seizes at the decisive moment with natural force what is necessary for its thriving and growth and constructs for it its inner and outer life. It triumphs even against an oppressive environment or at least can do it, in the event the outer conditions are not all too unfavorable.

But this it not true for the average person; he needs rearing and education, and even the extraordinary talents are endangered without it.

The teachers of the old school believed that it depends on knowledge. Knowledge was supposed to encompass everything worth knowing. And what would not be worth knowing? So the subject matter burst the school, but one did not take that too seriously. The pupils learned for test and diploma and thereby earned their right to advancement and employment. Certainly, if he wanted to achieve more, he had to sit longer. The ability to devote oneself to a cause, even an intellectual one, was killed in favor of flat practicality considerations. Nobody portrayed the moral damage of this system of justification better than Lagarde…

…The statements by Lagarde characterized the situation already back then. The first: We cannot educate in our schools as long as the parents of the children who sit in front of us are not educated. The second: The pupil sits in school, gaze fixed on the door and not at the object of instruction. The third: One cannot educate generally, rather only for something…

 

Published in: on December 13, 2016 at 10:36 am  Leave a Comment