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Savitri Devi Souvenirs et réflexions d'une aryenne (book)

Reflections of an Aryan woman, 63

Editor’s note: What Savitri says below about the extreme imbecility of identical education for all kids is fundamental. It is right in the school where the unpolluted minds of white children and adolescents are being corrupted to the extent of producing, as a factory, millions upon millions of identical cogs that the System will then use in its machinery. Those who want to familiarise themselves with what we have been saying about ‘poisonous pedagogy’ could use Google translator to read my article on Carlo Collodi’s fairy tale, Pinocchio, published in my site about child abuse. Savitri wrote:

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The absolute rejection of ‘free and compulsory’ education—the same for all—is another of the main features that bring the society that Adolf Hitler dreamed of establishing, and already that of the Third Reich itself, closer to the traditional societies of the past. Already in Mein Kampf the idea of identical education for young men and women is rejected with the utmost rigour.[1]

It is not possible to give the same education to young people whom Nature has destined to different and complementary functions. Similarly, one cannot teach the same things, and in the same spirit, even to young people of the same sex who, later on, will have to engage in unrelated activities. To do so would be to burden their memory with a heap of information which they, for the most part, have no use for while, at the same time, depriving them of valuable knowledge and neglecting the formation of their character.[2]

This is true when they are children of the same couple. It is even more so when they are not. To realise this, it suffices to think of the incongruities resulting from the mania for the general distribution of a uniform education in a country of multiple races and cultures as is the case, for example, in India; or of those provoked by the teaching of the French literature programme of the baccalaureate to 20th century Khmers, who are, for the most part, ignorant of their own culture.

Adolf Hitler saw in this sinister nonsense one of the most alarming symptoms of the universal gangrene of anti-tradition. He wanted people to be taught only what was good and desirable for them to know, to hold the place in the human hierarchy that they should occupy by their heredity, race and innate personal abilities.

Few thinkers have attacked, as vehemently as he, the ‘civilising’ action of Christian missionaries in Black Africa and elsewhere; their obstinacy in imposing on the people of other climates a ridiculous dress[3] and values which serve only to unhinge them and make them rebels. Few have been as categorical as Hitler in condemning a uniform general education, distributed indiscriminately in primary schools, to the children of the masses, even European—even German!

He considered the superficial study of foreign languages and the sciences to be particularly useless for the great majority of the sons (and even more so for the daughters) of the folk. In Hitler’s opinion, one should be satisfied with teaching just enough of these subjects ‘to put on the right track’ those pupils who would take a genuine interest in them and prolong their schooling.

But there is more, and much more. In a European society dominated by its Germanic elite, such as the Führer would have rebuilt it (if he had been able), education, culture and a fortiori the practical probability of advanced spiritual development, had to regain the secret character—properly initiatory—which they had had in the most remote antiquity, among the Aryan peoples and others: the Germans of the Bronze Age as well as in the Egypt of the Pharaohs, and India. They were to be reserved for the privileged.

Emerging ‘at the origin’, that is to say, in the heroic age of National Socialism, of the decisive test of combat, these privileged people were necessarily drawn from all classes of ‘pre-Hitler’ society. It couldn’t be otherwise in an age when ‘class’ no longer corresponded to the purity of blood and its inherent qualities; it no longer had any justification.

But these soldiers of the first hour were to form, little by little, together with the young people rigorously selected and hardened in the ‘Burgs’ of the SS Order in the asceticism of the body, of the will and knowledge, to form an aristocracy, henceforth hereditary and strongly rooted—owner of vast family estates in the conquered areas—and itself hierarchical. These members of the elite corps par excellence, among whom the most beautiful and valuable sons of peasants, the most brilliant academics of good breeding, and many young representatives of the old and rigid German nobility, were to gradually merge into a true caste: an inexhaustible reservoir of candidates for superhumanity.

And, I repeat, in this new nobility of the Western world, which was to be created, were to be admitted also those Aryans ‘of other nationalities’ who would have ‘shown themselves sympathetic’ to the struggle which the Führer was waging. ‘For the Great Reich’ but also for the return of the whole Earth to a life based on traditional truth; ‘for the Great Reich’ because he alone could be the instrument of this recovery in extremis, if any somewhat lasting recovery was not already impossible. Already the Waffen SS could have been the barrier against the immense enterprise of subversion represented by Marxism, included contingents from some thirty countries, such as an Indian Legion and a Britische Freiwilligen Korps or ‘English Legion of St. George’, so true is it that ‘great empires are born on a national basis, but very soon leave it behind’. And what is true of an empire is even more true of a civilisation.[4]

Total ‘freedom of education’ was thus to be the privilege of the elite of blood and character, the natural elite, and of ‘those whom it would admit into its bosom’. (And it would admit fewer and fewer of them as, thanks to the rigorous racial selection of which it was to be the object, it would rise higher and higher above the less pure, less perfect masses.) Ultimately, completely freed from ‘all humanitarian and scientific prejudices’ and in this respect joining those of the world’s first ages, the future Hitlerian civilisation was to grant to ‘the great mass of the lower class’ and, a fortiori, to the inferior races of conquered foreigners—whom the Führer designated in advance as ‘modern slaves’—the ‘blessing of illiteracy’. And wherever, for the maintenance of harmony between the community, the visible hierarchy, certain knowledge and quality of existence were deemed necessary or advantageous, it had to dispense different degrees of knowledge and asceticism, or to encourage the acquisition thereof ‘a degree of instruction for each class, and within the class for each level’. And this was to be done even among the elite, which, I repeat, was to have ‘stages’ corresponding to innate capacities for development and action.[5]


[1] Mein Kampf (op. cit.), pages 459-460.
[2] Libres propos sur la Guerre et la Paix (op. cit.) pages 309 and 344.
[3] Ibid, page 309.
[4] Ibid p. 344.
[5] Hitler m’a dit (op. cit.), page 62.