The formal imparting of knowledge, which constitutes the chief work of our educational system to-day, will be taken over by the People’s State with only few modifications. These modifications must be made in three branches.

First of all, the brains of the young people must not generally be burdened with subjects of which ninety-five per cent are useless to them and are therefore forgotten again. The curriculum of the primary and secondary schools presents an odd mixture at the present time. In many branches of study the subject matter to be learned has become so enormous that only a very small fraction of it can be remembered later on, and indeed only a very small fraction of this whole mass of knowledge can be used. On the other hand, what is learned is insufficient for anybody who wishes to specialize in any certain branch for the purpose of earning his daily bread. Take, for example, the average civil servant who has passed through the Gymnasium or High School, and ask him at the age of thirty or forty how much he has retained of the knowledge that was crammed into him with so much pains.

How much is retained from all that was stuffed into his brain? He will certainly answer: "Well, if a mass of stuff was then taught, it was not for the sole purpose of supplying the student with a great stock of knowledge from which he could draw in later years, but it served to develop the understanding, the memory, and above all it helped to strengthen the thinking powers of the brain." That is partly true. And yet it is somewhat dangerous to submerge a young brain in a flood of impressions which it can hardly master and the single elements of which it cannot discern or appreciate at their just value. It is mostly the essential part of this knowledge, and not the accidental, that is forgotten and sacrificed. Thus the principal purpose of this copious instruction is frustrated, for that purpose cannot be to make the brain capable of learning by simply offering it an enormous and varied amount of subjects for acquisition, but rather to furnish the individual with that stock of knowledge which he will need in later life and which he can use for the good of the community. This aim, however, is rendered illusory if, because of the superabundance of subjects that have been crammed into his head in childhood, a person is able to remember nothing, or at least not the essential portion, of all this in later life. There is no reason why millions of people should learn two or three languages during the school years, when only a very small fraction will have the opportunity to use these languages in later life and when most of them will therefore forget those languages completely. To take an instance: Out of 100,000 students who learn French there are probably not 2,000 who will be in a position to make use of this accomplishment in later life, while 98,000 will never have a chance to utilize in practice what they have learned in youth. They have spent thousands of hours on a subject which will afterwards be without any value or importance to them. The argument that these matters form part of the general process of educating the mind is invalid. It would be sound if all these people were able to use this learning in after life. But, as the situation stands, 98,000 are tortured to no purpose and waste their valuable time, only for the sake of the 2,000 to whom the language will be of any use.

In the case of that language which I have chosen as an example it cannot be said that the learning of it educates the student in logical thinking or sharpens his mental acumen, as the learning of Latin, for instance, might be said to do. It would therefore be much better to teach young students only the general outline, or, better, the inner structure of such a language: that is to say, to allow them to discern the characteristic features of the language, or perhaps to make them acquainted with the rudiments of its grammar, its pronunciation, its syntax, style, etc. That would be sufficient for average students, because it would provide a clearer view of the whole and could be more easily remembered. And it would be more practical than the present-day attempt to cram into their heads a detailed knowledge of the whole language, which they can never master and which they will readily forget. If this method were adopted, then we should avoid the danger that, out of the superabundance of matter taught, only some fragments will remain in the memory; for the youth would then have to learn what is worth while, and the selection between the useful and the useless would thus have been made beforehand.

As regards the majority of students the knowledge and understanding of the rudiments of a language would be quite sufficient for the rest of their lives. And those who really do need this language subsequently would thus have a foundation on which to start, should they choose to make a more thorough study of it.

By adopting such a curriculum the necessary amount of time would be gained for physical exercises as well as for a more intense training in the various educational fields that have already been mentioned.

A reform of particular importance is that which ought to take place in the present methods of teaching history. Scarcely any other people are made to study as much of history as the Germans, and scarcely any other people make such a bad use of their historical knowledge. If politics means history in the making, then our way of teaching history stands condemned by the way we have conducted our politics. But there would be no point in bewailing the lamentable results of our political conduct unless one is now determined to give our people a better political education. In 99 out of 100 cases the results of our present teaching of history are deplorable. Usually only a few dates, years of birth and names, remain in the memory, while a knowledge of the main and clearly defined lines of historical development is completely lacking. The essential features which are of real significance are not taught. It is left to the more or less bright intelligence of the individual to discover the inner motivating urge amid the mass of dates and chronological succession of events.

You may object as strongly as you like to this unpleasant statement. But read with attention the speeches which our parliamentarians make during one session alone on political problems and on questions of foreign policy in particular. Remember that those gentlemen are, or claim to be, the elite of the German nation and that at least a great number of them have sat on the benches of our secondary schools and that many of them have passed through our universities. Then you will realize how defective the historical education of these people has been. If these gentlemen had never studied history at all but had possessed a sound instinct for public affairs, things would have gone better, and the nation would have benefited greatly thereby.

The subject matter of our historical teaching must be curtailed. The chief value of that teaching is to make the principal lines of historical development understood. The more our historical teaching is limited to this task, the more we may hope that it will turn out subsequently to be of advantage to the individual and, through the individual, to the community as a whole. For history must not be studied merely with a view to knowing what happened in the past but as a guide for the future, and to teach us what policy would be the best to follow for the preservation of our own people. That is the real end; and the teaching of history is only a means to attain this end. But here again the means has superseded the end in our contemporary education. The goal is completely forgotten. Do not reply that a profound study of history demands a detailed knowledge of all these dates because otherwise we could not fix the great lines of development. That task belongs to the professional historians. But the average man is not a professor of history. For him history has only one mission and that is to provide him with such an amount of historical knowledge as is necessary in order to enable him to form an independent opinion on the political affairs of his own country. The man who wants to become a professor of history can devote himself to all the details later on. Naturally he will have to occupy himself even with the smallest details. Of course our present teaching of history is not adequate to all this. Its scope is too vast for the average student and too limited for the student who wishes to be an historical expert.

Finally, it is the business of the People’s State to arrange for the writing of a world history in which the race problem will occupy a dominant position.

To sum up: The People’s State must reconstruct our system of general instruction in such a way that it will embrace only what is essential. Beyond this it will have to make provision for a more advanced teaching in the various subjects for those who want to specialize in them. It will suffice for the average individual to be acquainted with the fundamentals of the various subjects to serve as the basis of what may be called an all-round education. He ought to study exhaustively and in detail only that subject in which he intends to work during the rest of his life. A general instruction in all subjects should be obligatory, and specialization should be left to the choice of the individual.

In this way the scholastic programme would be shortened, and thus several school hours would be gained which could be utilized for physical training and character training, in will-power, the capacity for making practical judgments, decisions, etc.

The little account taken by our school training to-day, especially in the secondary schools, of the callings that have to be followed in after life is demonstrated by the fact that men who are destined for the same calling in life are educated in three different kinds of schools. What is of decisive importance is general education only and not the special teaching. When special knowledge is needed it cannot be given in the curriculum of our secondary schools as they stand to-day.

Therefore the People’s State will one day have to abolish such half-measures.

The second modification in the curriculum which the People’s State will have to make is the following:

It is a characteristic of our materialistic epoch that our scientific education shows a growing emphasis on what is real and practical: such subjects, for instance, as applied mathematics, physics, chemistry, etc. Of course they are necessary in an age that is dominated by industrial technology and chemistry, and where everyday life shows at least the external manifestations of these. But it is a perilous thing to base the general culture of a nation on the knowledge of these subjects. On the contrary, that general culture ought always to be directed towards ideals. It ought to be founded on the humanist disciplines and should aim at giving only the ground work of further specialized instruction in the various practical sciences. Otherwise we should sacrifice those forces that are more important for the preservation of the nation than any technical knowledge. In the historical department the study of ancient history should not be omitted. Roman history, along general lines, is and will remain the best teacher, not only for our own time but also for the future. And the ideal of Hellenic culture should be preserved for us in all its marvellous beauty. The differences between the various peoples should not prevent us from recognizing the community of race which unites them on a higher plane. The conflict of our times is one that is being waged around great objectives. A civilization is fighting for its existence. It is a civilization that is the product of thousands of years of historical development, and the Greek as well as the German forms part of it.

A clear-cut division must be made between general culture and the special branches. To-day the latter threaten more and more to devote themselves exclusively to the service of Mammon. To counterbalance this tendency, general culture should be preserved, at least in its ideal forms. The principle should be repeatedly emphasized, that industrial and technical progress, trade and commerce, can flourish only so long as a folk community exists whose general system of thought is inspired by ideals, since that is the preliminary condition for a flourishing development of the enterprises I have spoken of. That condition is not created by a spirit of materialist egotism but by a spirit of self-denial and the joy of giving one’s self in the service of others.

The system of education which prevails to-day sees its principal object in pumping into young people that knowledge which will help them to make their way in life. This principle is expressed in the following terms: "The young man must one day become a useful member of human society." By that phrase they mean the ability to gain an honest daily livelihood. The superficial training in the duties of good citizenship, which he acquires merely as an accidental thing, has very weak foundations. For in itself the State represents only a form, and therefore it is difficult to train people to look upon this form as the ideal which they will have to serve and towards which they must feel responsible. A form can be too easily broken. But, as we have seen, the idea which people have of the State to-day does not represent anything clearly defined. Therefore, there is nothing but the usual stereotyped ‘patriotic’ training. In the old Germany the greatest emphasis was placed on the divine right of the small and even the smallest potentates. The way in which this divine right was formulated and presented was never very clever and often very stupid. Because of the large numbers of those small potentates, it was impossible to give adequate biographical accounts of the really great personalities that shed their lustre on the history of the German people. The result was that the broad masses received a very inadequate knowledge of German history. Here, too, the great lines of development were missing.

It is evident that in such a way no real national enthusiasm could be aroused. Our educational system proved incapable of selecting from the general mass of our historical personages the names of a few personalities which the German people could be proud to look upon as their own. Thus the whole nation might have been united by the ties of a common knowledge of this common heritage. The really important figures in German history were not presented to the present generation. The attention of the whole nation was not concentrated on them for the purpose of awakening a common national spirit. From the various subjects that were taught, those who had charge of our training seemed incapable of selecting what redounded most to the national honour and lifting that above the common objective level, in order to inflame the national pride in the light of such brilliant examples. At that time such a course would have been looked upon as rank chauvinism, which did not then have a very pleasant savour. Pettifogging dynastic patriotism was more acceptable and more easily tolerated than the glowing fire of a supreme national pride. The former could be always pressed into service, whereas the latter might one day become a dominating force. Monarchist patriotism terminated in Associations of Veterans, whereas passionate national patriotism might have opened a road which would be difficult to determine. This national passion is like a highly tempered thoroughbred who is discriminate about the sort of rider he will tolerate in the saddle. No wonder that most people preferred to shirk such a danger. Nobody seemed to think it possible that one day a war might come which would put the mettle of this kind of patriotism to the test, in artillery bombardment and waves of attacks with poison gas. But when it did come our lack of this patriotic passion was avenged in a terrible way. None were very enthusiastic about dying for their imperial and royal sovereigns; while on the other hand the ‘Nation’ was not recognized by the greater number of the soldiers.

Since the revolution broke out in Germany and the monarchist patriotism was therefore extinguished, the purpose of teaching history was nothing more than to add to the stock of objective knowledge. The present State has no use for patriotic enthusiasm; but it will never obtain what it really desires. For if dynastic patriotism failed to produce a supreme power of resistance at a time when the principle of nationalism dominated, it will be still less possible to arouse republican enthusiasm. There can be no doubt that the German people would not have stood on the field of battle for four and a half years to fight under the battle slogan ‘For the Republic,’ and least of all those who created this grand institution.

In reality this Republic has been allowed to exist undisturbed only by grace of its readiness and its promise to all and sundry, to pay tribute and reparations to the stranger and to put its signature to any kind of territorial renunciation. The rest of the world finds it sympathetic, just as a weakling is always more pleasing to those who want to bend him to their own uses than is a man who is made of harder metal. But the fact that the enemy likes this form of government is the worst kind of condemnation. They love the German Republic and tolerate its existence because no better instrument could be found which would help them to keep our people in slavery. It is to this fact alone that this magnanimous institution owes its survival. And that is why it can renounce any real system of national education and can feel satisfied when the heroes of the Reich banner shout their hurrahs, but in reality these same heroes would scamper away like rabbits if called upon to defend that banner with their blood.

The People’s State will have to fight for its existence. It will not gain or secure this existence by signing documents like that of the Dawes Plan. But for its existence and defence it will need precisely those things which our present system believes can be repudiated. The more worthy its form and its inner national being. the greater will be the envy and opposition of its adversaries. The best defence will not be in the arms it possesses but in its citizens. Bastions of fortresses will not save it, but the living wall of its men and women, filled with an ardent love for their country and a passionate spirit of national patriotism.

Therefore the third point which will have to be considered in relation to our educational system is the following:

The People’s State must realize that the sciences may also be made a means of promoting a spirit of pride in the nation. Not only the history of the world but the history of civilization as a whole must be taught in the light of this principle. An inventor must appear great not only as an inventor but also, and even more so, as a member of the nation. The admiration aroused by the contemplation of a great achievement must be transformed into a feeling of pride and satisfaction that a man of one’s own race has been chosen to accomplish it. But out of the abundance of great names in German history the greatest will have to be selected and presented to our young generation in such a way as to become solid pillars of strength to support the national spirit.

The subject matter ought to be systematically organized from the standpoint of this principle. And the teaching should be so orientated that the boy or girl, after leaving school, will not be a semi-pacifist, a democrat or of something else of that kind, but a whole-hearted German. So that this national feeling be sincere from the very beginning, and not a mere pretence, the following fundamental and inflexible principle should be impressed on the young brain while it is yet malleable: The man who loves his nation can prove the sincerity of this sentiment only by being ready to make sacrifices for the nation’s welfare. There is no such thing as a national sentiment which is directed towards personal interests. And there is no such thing as a nationalism that embraces only certain classes. Hurrahing proves nothing and does not confer the right to call oneself national if behind that shout there is no sincere preoccupation for the conservation of the nation’s well-being. One can be proud of one’s people only if there is no class left of which one need to be ashamed. When one half of a nation is sunk in misery and worn out by hard distress, or even depraved or degenerate, that nation presents such an unattractive picture that nobody can feel proud to belong to it. It is only when a nation is sound in all its members, physically and morally, that the joy of belonging to it can properly be intensified to the supreme feeling which we call national pride. But this pride, in its highest form, can be felt only by those who know the greatness of their nation.

The spirit of nationalism and a feeling for social justice must be fused into one sentiment in the hearts of the youth. Then a day will come when a nation of citizens will arise which will be welded together through a common love and a common pride that shall be invincible and indestructible for ever.

The dread of chauvinism, which is a symptom of our time, is a sign of its impotence. Since our epoch not only lacks everything in the nature of exuberant energy but even finds such a manifestation disagreeable, fate will never elect it for the accomplishment of any great deeds. For the greatest changes that have taken place on this earth would have been inconceivable if they had not been inspired by ardent and even hysterical passions, but only by the bourgeois virtues of peacefulness and order.

One thing is certain: our world is facing a great revolution. The only question is whether the outcome will be propitious for the Aryan portion of mankind or whether the everlasting Jew will profit by it.

By educating the young generation along the right lines, the People’s State will have to see to it that a generation of mankind is formed which will be adequate to this supreme combat that will decide the destinies of the world.

That nation will conquer which will be the first to take this road.

The whole organization of education and training which the People’s State is to build up must take as its crowning task the work of instilling into the hearts and brains of the youth entrusted to it the racial instinct and understanding of the racial idea. No boy or girl must leave school without having attained a clear insight into the meaning of racial purity and the importance of maintaining the racial blood unadulterated. Thus the first indispensable condition for the preservation of our race will have been established and thus the future cultural progress of our people will be assured.

For in the last analysis all physical and mental training would be in vain unless it served an entity which is ready and determined to carry on its own existence and maintain its own characteristic qualities.

If it were otherwise, something would result which we Germans have cause to regret already, without perhaps having hitherto recognized the extent of the tragic calamity. We should be doomed to remain also in the future only manure for civilization. And that not in the banal sense of the contemporary bourgeois mind, which sees in a lost fellow member of our people only a lost citizen, but in a sense which we should have painfully to recognize: namely, that our racial blood would be destined to disappear. By continually mixing with other races we might lift them from their former lower level of civilization to a higher grade; but we ourselves should descend for ever from the heights we had reached.

Finally, from the racial standpoint this training also must find its culmination in the military service. The term of military service is to be a final stage of the normal training which the average German receives.

While the People’s State attaches the greatest importance to physical and mental training, it has also to consider, and no less importantly, the task of selecting men for the service of the State itself. This important matter is passed over lightly at the present time. Generally the children of parents who are for the time being in higher situations are in their turn considered worthy of a higher education. Here talent plays a subordinate part. But talent can be estimated only relatively. Though in general culture he may be inferior to the city child, a peasant boy may be more talented than the son of a family that has occupied high positions through many generations. But the superior culture of the city child has in itself nothing to do with a greater or lesser degree of talent; for this culture has its roots in the more copious mass of impressions which arise from the more varied education and the surroundings among which this child lives. If the intelligent son of peasant parents were educated from childhood in similar surroundings his intellectual accomplishments would be quite otherwise. In our day there is only one sphere where the family in which a person has been born means less than his innate gifts. That is the sphere of art. Here, where a person cannot just ‘learn,’ but must have innate gifts that later on may undergo a more or less happy development (in the sense of a wise development of what is already there), money and parental property are of no account. This is a good proof that genius is not necessarily connected with the higher social strata or with wealth. Not rarely the greatest artists come from poor families. And many a boy from the country village has eventually become a celebrated master.

It does not say much for the mental acumen of our time that advantage is not taken of this truth for the sake of our whole intellectual life. The opinion is advanced that this principle, though undoubtedly valid in the field of art, has not the same validity in regard to what are called the applied sciences. It is true that a man can be trained to a certain amount of mechanical dexterity, just as a poodle can be taught incredible tricks by a clever master. But such training does not bring the animal to use his intelligence in order to carry out those tricks. And the same holds good in regard to man. It is possible to teach men, irrespective of talent or no talent, to go through certain scientific exercises, but in such cases the results are quite as inanimate and mechanical as in the case of the animal. It would even be possible to force a person of mediocre intelligence, by means of a severe course of intellectual drilling, to acquire more than the average amount of knowledge; but that knowledge would remain sterile. The result would be a man who might be a walking dictionary of knowledge but who will fail miserably on every critical occasion in life and at every juncture where vital decisions have to be taken. Such people need to be drilled specially for every new and even most insignificant task and will never be capable of contributing in the least to the general progress of mankind. Knowledge that is merely drilled into people can at best qualify them to fill government positions under our present regime.

It goes without saying that, among the sum total of individuals who make up a nation, gifted people are always to be found in every sphere of life. It is also quite natural that the value of knowledge will be all the greater the more vitally the dead mass of learning is animated by the innate talent of the individual who possesses it. Creative work in this field can be done only through the marriage of knowledge and talent.

One example will suffice to show how much our contemporary world is at fault in this matter. From time to time our illustrated papers publish, for the edification of the German philistine, the news that in some quarter or other of the globe, and for the first time in that locality, a Negro has become a lawyer, a teacher, a pastor, even a grand opera tenor or something else of that kind. While the bourgeois blockhead stares with amazed admiration at the notice that tells him how marvellous are the achievements of our modern educational technique, the more cunning Jew sees in this fact a new proof to be utilized for the theory with which he wants to infect the public, namely that all men are equal. It does not dawn on the murky bourgeois mind that the fact which is published for him is a sin against reason itself, that it is an act of criminal insanity to train a being who is only an anthropoid by birth until the pretence can be made that he has been turned into a lawyer; while, on the other hand, millions who belong to the most civilized races have to remain in positions which are unworthy of their cultural level. The bourgeois mind does not realize that it is a sin against the will of the eternal Creator to allow hundreds of thousands of highly gifted people to remain floundering in the swamp of proletarian misery while Hottentots and Zulus are drilled to fill positions in the intellectual professions. For here we have the product only of a drilling technique, just as in the case of the performing dog. If the same amount of care and effort were applied among intelligent races each individual would become a thousand times more capable in such matters.

This state of affairs would become intolerable if a day should arrive when it no longer refers to exceptional cases. But the situation is already intolerable where talent and natural gifts are not taken as decisive factors in qualifying for the right to a higher education. It is indeed intolerable to think that year after year hundreds of thousands of young people without a single vestige of talent are deemed worthy of a higher education, while other hundreds of thousands who possess high natural gifts have to go without any sort of higher schooling at all. The practical loss thus caused to the nation is incalculable. If the number of important discoveries which have been made in America has grown considerably in recent years one of the reasons is that the number of gifted persons belonging to the lowest social classes who were given a higher education in that country is proportionately much larger than in Europe.

A stock of knowledge packed into the brain will not suffice for the making of discoveries. What counts here is only that knowledge which is illuminated by natural talent. But with us at the present time no value is placed on such gifts. Only good school reports count.

Here is another educative work that is waiting for the People’s State to do. It will not be its task to assure a dominant influence to a certain social class already existing, but it will be its duty to attract the most competent brains in the total mass of the nation and promote them to place and honour. It is not merely the duty of the State to give to the average child a certain definite education in the primary school, but it is also its duty to open the road to talent in the proper direction. And above all, it must open the doors of the higher schools under the State to talent of every sort, no matter in what social class it may appear. This is an imperative necessity; for thus alone will it be possible to develop a talented body of public leaders from the class which represents learning that in itself is only a dead mass.

There is still another reason why the State should provide for this situation. Our intellectual class, particularly in Germany, is so shut up in itself and fossilized that it lacks living contact with the classes beneath it. Two evil consequences result from this: First, the intellectual class neither understands nor sympathizes with the broad masses. It has been so long cut off from all connection with them that it cannot now have the necessary psychological ties that would enable it to understand them. It has become estranged from the people. Secondly, the intellectual class lacks the necessary will-power; for this faculty is always weaker in cultivated circles, which live in seclusion, than among the primitive masses of the people. God knows we Germans have never been lacking in abundant scientific culture, but we have always had a considerable lack of will-power and the capacity for making decisions. For example, the more ‘intellectual’ our statesmen have been the more lacking they have been, for the most part, in practical achievement. Our political preparation and our technical equipment for the world war were defective, certainly not because the brains governing the nation were too little educated, but because the men who directed our public affairs were over-educated, filled to over-flowing with knowledge and intelligence, yet without any sound instinct and simply without energy, or any spirit of daring. It was our nation’s tragedy to have to fight for its existence under a Chancellor who was a dillydallying philosopher. If instead of a Bethmann von Hollweg we had had a rough man of the people as our leader the heroic blood of the common grenadier would not have been shed in vain. The exaggeratedly intellectual material out of which our leaders were made proved to be the best ally of the scoundrels who carried out the November revolution. These intellectuals safeguarded the national wealth in a miserly fashion, instead of launching it forth and risking it, and thus they set the conditions on which the others won success.

Here the Catholic Church presents an instructive example. Clerical celibacy forces the Church to recruit its priests not from their own ranks but progressively from the masses of the people. Yet there are not many who recognize the significance of celibacy in this relation. But therein lies the cause of the inexhaustible vigour which characterizes that ancient institution. For by thus unceasingly recruiting the ecclesiastical dignitaries from the lower classes of the people, the Church is enabled not only to maintain the contact of instinctive understanding with the masses of the population but also to assure itself of always being able to draw upon that fund of energy which is present in this form only among the popular masses. Hence the surprising youthfulness of that gigantic organism, its mental flexibility and its iron will-power.

It will be the task of the Peoples’ State so to organize and administer its educational system that the existing intellectual class will be constantly furnished with a supply of fresh blood from beneath. From the bulk of the nation the State must sift out with careful scrutiny those persons who are endowed with natural talents and see that they are employed in the service of the community. For neither the State itself nor the various departments of State exist to furnish revenues for members of a special class, but to fulfil the tasks allotted to them. This will be possible, however, only if the State trains individuals specially for these offices. Such individuals must have the necessary fundamental capabilities and will-power. The principle does not hold true only in regard to the civil service but also in regard to all those who are to take part in the intellectual and moral leadership of the people, no matter in what sphere they may be employed. The greatness of a people is partly dependent on the condition that it must succeed in training the best brains for those branches of the public service for which they show a special natural aptitude and in placing them in the offices where they can do their best work for the good of the community. If two nations of equal strength and quality engage in a mutual conflict that nation will come out victorious which has entrusted its intellectual and moral leadership to its best talents and that nation will go under whose government represents only a common food trough for privileged groups or classes and where the inner talents of its individual members are not availed of.

Of course such a reform seems impossible in the world as it is to-day. The objection will at once be raised, that it is too much to expect from the favourite son of a highly-placed civil servant, for instance, that he shall work with his hands simply because somebody else whose parents belong to the working-class seems more capable for a job in the civil service. That argument may be valid as long as manual work is looked upon in the same way as it is looked upon to-day. Hence the Peoples’ State will have to take up an attitude towards the appreciation of manual labour which will be fundamentally different from that which now exists. If necessary, it will have to organize a persistent system of teaching which will aim at abolishing the present-day stupid habit of looking down on physical labour as an occupation to be ashamed of.

The individual will have to be valued, not by the class of work he does but by the way in which he does it and by its usefulness to the community. This statement may sound monstrous in an epoch when the most brainless columnist on a newspaper staff is more esteemed than the most expert mechanic, merely because the former pushes a pen. But, as I have said, this false valuation does not correspond to the nature of things. It has been artificially introduced, and there was a time when it did not exist at all. The present unnatural state of affairs is one of those general morbid phenomena that have arisen from our materialistic epoch. Fundamentally every kind of work has a double value; the one material, the other ideal. The material value depends on the practical importance of the work to the life of the community. The greater the number of the population who benefit from the work, directly or indirectly, the higher will be its material value. This evaluation is expressed in the material recompense which the individual receives for his labour. In contradistinction to this purely material value there is the ideal value. Here the work performed is not judged by its material importance but by the degree to which it answers a necessity. Certainly the material utility of an invention may be greater than that of the service rendered by an everyday workman; but it is also certain that the community needs each of those small daily services just as much as the greater services. From the material point of view a distinction can be made in the evaluation of different kinds of work according to their utility to the community, and this distinction is expressed by the differentiation in the scale of recompense; but on the ideal or abstract plans all workmen become equal the moment each strives to do his best in his own field, no matter what that field may be. It is on this that a man’s value must be estimated, and not on the amount of recompense received.

In a reasonably directed State care must be taken that each individual is given the kind of work which corresponds to his capabilities. In other words, people will be trained for the positions indicated by their natural endowments; but these endowments or faculties are innate and cannot be acquired by any amount of training, being a gift from Nature and not merited by men. Therefore, the way in which men are generally esteemed by their fellow-citizens must not be according to the kind of work they do, because that has been more or less assigned to the individual. Seeing that the kind of work in which the individual is employed is to be accounted to his inborn gifts and the resultant training which he has received from the community, he will have to be judged by the way in which he performs this work entrusted to him by the community. For the work which the individual performs is not the purpose of his existence, but only a means. His real purpose in life is to better himself and raise himself to a higher level as a human being; but this he can only do in and through the community whose cultural life he shares. And this community must always exist on the foundations on which the State is based. He ought to contribute to the conservation of those foundations. Nature determines the form of this contribution. It is the duty of the individual to return to the community, zealously and honestly, what the community has given him. He who does this deserves the highest respect and esteem. Material remuneration may be given to him whose work has a corresponding utility for the community; but the ideal recompense must lie in the esteem to which everybody has a claim who serves his people with whatever powers Nature has bestowed upon him and which have been developed by the training he has received from the national community. Then it will no longer be dishonourable to be an honest craftsman; but it will be a cause of disgrace to be an inefficient State official, wasting God’s day and filching daily bread from an honest public. Then it will be looked upon as quite natural that positions should not be given to persons who of their very nature are incapable of filling them.

Furthermore, this personal efficiency will be the sole criterion of the right to take part on an equal juridical footing in general civil affairs.

The present epoch is working out its own ruin. It introduces universal suffrage, chatters about equal rights but can find no foundation for this equality. It considers the material wage as the expression of a man’s value and thus destroys the basis of the noblest kind of equality that can exist. For equality cannot and does not depend on the work a man does, but only on the manner in which each one does the particular work allotted to him. Thus alone will mere natural chance be set aside in determining the work of a man and thus only does the individual become the artificer of his own social worth.

At the present time, when whole groups of people estimate each other’s value only by the size of the salaries which they respectively receive, there will be no understanding of all this. But that is no reason why we should cease to champion those ideas. Quite the opposite: in an epoch which is inwardly diseased and decaying anyone who would heal it must have the courage first to lay bare the real roots of the disease. And the National Socialist Movement must take that duty on its shoulders. It will have to lift its voice above the heads of the small bourgeoisie and rally together and co-ordinate all those popular forces which are ready to become the protagonists of a new Weltanschhauung.

Of course the objection will be made that in general it is difficult to differentiate between the material and ideal values of work and that the lower prestige which is attached to physical labour is due to the fact that smaller wages are paid for that kind of work. It will be said that the lower wage is in its turn the reason why the manual worker has less chance to participate in the culture of the nation; so that the ideal side of human culture is less open to him because it has nothing to do with his daily activities. It may be added that the reluctance to do physical work is justified by the fact that, on account of the small income, the cultural level of manual labourers must naturally be low, and that this in turn is a justification for the lower estimation in which manual labour is generally held.

There is quite a good deal of truth in all this. But that is the very reason why we ought to see that in the future there should not be such a wide difference in the scale of remuneration. Don’t say that under such conditions poorer work would be done. It would be the saddest symptom of decadence if finer intellectual work could be obtained only through the stimulus of higher payment. If that point of view had ruled the world up to now humanity would never have acquired its greatest scientific and cultural heritage. For all the greatest inventions, the greatest discoveries, the most profoundly revolutionary scientific work, and the most magnificent monuments of human culture, were never given to the world under the impulse or compulsion of money. Quite the contrary: not rarely was their origin associated with a renunciation of the worldly pleasures that wealth can purchase.

It may be that money has become the one power that governs life to-day. Yet a time will come when men will again bow to higher gods. Much that we have to-day owes its existence to the desire for money and property; but there is very little among all this which would leave the world poorer by its lack.

It is also one of the aims before our movement to hold out the prospect of a time when the individual will be given what he needs for the purposes of his life and it will be a time in which, on the other hand, the principle will be upheld that man does not live for material enjoyment alone. This principle will find expression in a wiser scale of wages and salaries which will enable everyone, including the humblest workman who fulfils his duties conscientiously, to live an honourable and decent life both as a man and as a citizen. Let it not be said that this is merely a visionary ideal, that this world would never tolerate it in practice and that of itself it is impossible to attain.

Even we are not so simple as to believe that there will ever be an age in which there will be no drawbacks. But that does not release us from the obligation to fight for the removal of the defects which we have recognized, to overcome the shortcomings and to strive towards the ideal. In any case the hard reality of the facts to be faced will always place only too many limits to our aspirations. But that is precisely why man must strive again and again to serve the ultimate aim and no failures must induce him to renounce his intentions, just as we cannot spurn the sway of justice because mistakes creep into the administration of the law, and just as we cannot despise medical science because, in spite of it, there will always be diseases.

Man should take care not to have too low an estimate of the power of an ideal. If there are some who may feel disheartened over the present conditions, and if they happen to have served as soldiers, I would remind them of the time when their heroism was the most convincing example of the power inherent in ideal motives. It was not preoccupation about their daily bread that led men to sacrifice their lives, but the love of their country, the faith which they had in its greatness, and an all round feeling for the honour of the nation. Only after the German people had become estranged from these ideals, to follow the material promises offered by the Revolution, only after they threw away their arms to take up the rucksack, only then – instead of entering an earthly paradise – did they sink into the purgatory of universal contempt and at the same time universal want.

That is why we must face the calculators of the materialist Republic with faith in an idealist Reich.