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Category: Pedagogy

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Hypatia of Alexandria Pedagogy Science Slavery

On Carl Sagan’s “Cosmos”

In these hard days for me I’ve tried to distract myself with my favorite television series when I was much younger: the thirty episodes of The Champions and the thirteen of Cosmos by Carl Sagan.

Since I wrote about the former I’ve changed my mind. For example, I now see with respect the efforts of the late Alexandra Bastedo, one of the stars of The Champions, to create an animal sanctuary in West Sussex, England. The Champions was a detective fiction series in the late 1960s, but the anti-Nazi propaganda that appears in at least five episodes was something that I did not give importance to as a child.

The fame of The Champions in the late 1960s and early 70s pales compared to the fame of the series of scientific dissemination Cosmos a decade later. Sagan was of Jewish descent, something I did not know when, at the 1994 conference of the Committee for Skeptical Inquiry in Seattle (known in that year as the Committee for the Scientific Investigation of Claims of the Paranormal) I met him personally and shook his hand. Then I was as liberal as Sagan. Now I am a national socialist, so in my recent revisit to Sagan’s famous series I have new eyes.

In the final episode of Cosmos Sagan could not resist talking about the progress of liberating women, and that a new planetary consciousness was being created (referring in part to liberalism and progressivism). He criticized the ethnocentrism of Plato and Aristotle, who spoke of “the barbarians” when humanity is one for a hypothetical enlightened extraterrestrial. More than once in the series Sagan spoke of slavery as a cancer, sometimes giving the impression that it was the cause of the decline of the Greco-Roman world.

He mentioned the word racism as a bad thing, and in two of his programs they filmed a room with American children of all races: something inconceivable when Sagan was a kid. In Cosmos Sagan chose a negress kid for a lesson during that class of integrated children contemplating photos of the planets. Speaking about humanity in general, he or the producers inserted images of the people of India and colored children while Sagan’s voice in off described the high virtues of mankind: as if the colored were legitimate representatives of the white man’s will to decipher the universe.

There is a more general criticism I can elaborate about Cosmos. Since I loved the series in the early 1980s, when I liked science-fiction and the themes of space, I have changed radically. Now, like Nietzsche, I believe that we must be faithful to the Earth.

Most of Cosmos is an introduction to astronomy. But what good is studying the stars of the firmament when the Aryans, deceived by movie stars, commit ethno-suicide? The science that children and adolescents should know in this dark age should not be Byzantine but relevant. Children, adolescents and young people, as Bastedo saw well, should watch over the well-being of our cousins. In addition, whites must recognize the 14 words. Arthur Kemp summed up very well what the focus of knowledge should be on a Red Ice TV interview. The focus must be on history, more specifically, on how interbreeding has been the nemesis of the West throughout the millennia.

When I finished seeing Cosmos in my mature age it occurred to me that, if I had a young son, I would edit it by censuring not only the liberal propaganda, but most shots about astronomy with the exception of what Sagan calls the Cosmic calendar. That would mean significantly reducing the Cosmos series to practical and positive terrestrial messages, and the youth could see it in a couple of programs.

The recent events in my life have turned me into a priest of what I have now baptized as “the four words,” which I will explain in future articles. For the moment it is enough to say that in a future school, the priest of the 4 and 14 words could show the children these scenes taken from Cosmos:

From episode 1, what Sagan says about Eratosthenes and the beautiful ancient city of Alexandria.

From episode 2, what he says about a majestic tree (an oak) and man: we are related.

From episode 3, one of my favorite scenes of Cosmos: the recreation of the life of Johannes Kepler.

From episode 4, dedicated to the planet Venus, I would only rescue how some westerners self-deceived themselves by speculating there must be dinosaurs on Venus just because they saw through the telescope that it was covered in clouds.

From episode 5, dedicated to the planet Mars, I would only rescue something very similar: how the astronomer Percival Lowell self-deceived himself into believing that there were canals constructed by Martians.

From episode 6, the magnificent staging of the enlightened Netherlands in times of the densest darkness in large parts of Europe.

From episode 7, Sagan’s presentation of Democritus and Pythagoras, and his criticism of the latter’s mysticism.

From Episode 8, what Sagan says about Leonardo da Vinci but not what he says about Einstein. (Only the biographers of the future will be able to conclusively show whether or not this Einstein Jew stole his discoveries from white scientists.)

From episode 9, the didactic presentation of the periodic table of the elements.

From episode 10, only the recreation of the scenes of astronomer Milton Humason in his observatory.

From episode 11, the introduction to the science of the human brain, including the shots inside a cozy library.

From episode 12, the recreation of the life of Champollion, including his travel to Egypt.

From episode 13, what I consider the most important of the series: the tragedy of the destruction of the Library of Alexandria and the horrible murder of Hypatia by St Cyril’s mob. This is something that those white nationalists who cling to the religion of their parents do not dare to see.

A DVD containing this highly edited version of Cosmos could be educational for a young mind who wants to get initiated in the mysteries of the world and science. This would be for home-schooled kids of course: not for the kind that will protest Richard Spencer at Auburn tonight.

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Autobiography Pedagogy Table talks

Uncle Adolf’s table talk, 22

the-real-hitler

 

Night of 27th-28th September 1941

Misery—Social discrimination
—Organisation of study.
 
 
If my parents had been sufficiently well-to-do to send me to a School of Art, I should not have made the acquaintance of poverty, as I did. Whoever lives outside poverty cannot really become aware of it, unless by over-throwing a wall. The years of experience I owe to poverty—a poverty that I knew in my own flesh—are a blessing for the German nation.

We must pay attention to two things: 1. That all gifted adolescents are educated at the State’s expense. 2. That no door is closed to them.

Since I hadn’t been able to finish my secondary studies, an officer’s career would have been closed to me, even if by working I had learnt more about it than is proper for a boy who has matriculated to know. Only an officer could win the Pour le Mérite. And at that, it was quite exceptional for an officer of middle-class origin to receive it.

In that closed society, every man existed only by virtue of his origin. The man who lacked this origin, and university degrees into the bargain, could not dream of becoming a Minister, for example, except by the short-cut of Social Democracy.

The view that suppression of these discriminations would be harmful to authority proved to be without foundation. A competent man always has the authority he needs. A man who is not superior by his talent invariably lacks authority, whatever his job may be.

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Christendom Pedagogy Science Table talks

Uncle Adolf’s table talk, 39

the-real-hitler

 

24th October 1941, evening

Religion versus science—Science hits back
—The Church and religious beliefs.
 
 
Religion is in perpetual conflict with the spirit of free research. The Church’s opposition to science was sometimes so violent that it struck off sparks. The Church, with a clear awareness of her interests, has made a strategic retreat, with the result that science has lost some of its aggressiveness.

The present system of teaching in schools permits the following absurdity: at 10 a.m. the pupils attend a lesson in the catechism, at which the creation of the world is presented to them in accordance with the teachings of the Bible; and at 11 a.m. they attend a lesson in natural science, at which they are taught the theory of evolution. Yet the two doctrines are in complete contradiction. As a child, I suffered from this contradiction, and ran my head against a wall. Often I complained to one or another of my teachers against what I had been taught an hour before—and I remember that I drove them to despair.

The Christian religion tries to get out of it by explaining that one must attach a symbolic value to the images of Holy Writ. Any man who made the same claim four hundred years ago would have ended his career at the stake, with an accompaniment of Hosannas.

Whoever sees God only in an oak or in a tabernacle, instead of seeing Him everywhere, is not truly pious. He remains attached to appearances—and when the sky thunders and the lightning strikes, he trembles simply from fear of being struck as a punishment for the sin he’s just committed.

Does the knowledge brought by science make men happy? That I don’t know. But I observe that man can be happy by deluding himself with false knowledge. I grant one must cultivate tolerance.

To seek to deny it is folly. In that case, it’s better to believe something false than not to believe anything at all. Who’s that little Bolshevik professor who claims to triumph over creation? People like that, we’ll break them. Whether we rely on the catechism or on philosophy, we have possibilities in reserve, whilst they, with their purely materialistic conceptions, can only devour one another.

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Architecture Berlin Painting Paris Pedagogy Table talks

Uncle Adolf’s table talk, 42

the-real-hitler

 

29th October 1941, evening

Stupid pedagogical system—
The monuments of Paris.
 
 
It’s all wrong that a man’s whole life should depend on a diploma that he either receives or doesn’t at the age of seventeen.

I was a victim of that system myself. I wanted to go to the School of Fine Arts. The first question of the examiner to whom I’d submitted my work, was: “Which school of arts and crafts do you come from?” He found it difficult to believe me when I replied that I hadn’t been to any, for he saw I had an indisputable talent for architecture. My disappointment was all the greater since my original idea had been to paint. It was confirmed that I had a gift for architecture, and I learnt at the same time that it was impossible for me to enter a specialised school, because I hadn’t a matriculation certificate.

I therefore resigned myself to continuing my efforts as a self-taught man, and I decided to go and settle in Germany.

So I arrived, full of enthusiasm, in Munich. I intended to study for another three years. My hope was to join Heilmann and Littmann as a designer. I’d enter for the first competition, and I told myself that then I’d show what I could do! That was why, when the short-listed plans for the new opera-house at Berlin were published, and I saw that my own project was less bad than those which had been printed, my heart beat high. I had specialised in that sort of architecture. What I still know about it now is only a pale reflection of what I used to know about it at that time.

Von Kluge asked a question: “My Fuehrer, what were your impressions when you visited Paris last year?”

I was very happy to think that there was at least one city in the Reich that was superior to Paris from the point of view of taste—I mean, Vienna. The old part of Paris gives a feeling of complete distinction. The great vistas are imposing. Over a period of years I sent my colleagues to Paris so as to accustom them to grandeur—against the time when we would undertake, on new bases, the re-making and development of Berlin.

At present Berlin doesn’t exist, but one day she’ll be more beautiful than Paris. With the exception of the Eiffel Tower, Paris has nothing of the sort that gives a city its private character, as the Coliseum does to Rome.

It was a relief to me that we weren’t obliged to destroy Paris. The greater the calm with which I contemplate the destruction of St. Petersburg and Moscow, the more I’d have suffered at the destruction of Paris. Every finished work is of value as an example. One takes the opportunity of learning, one sees the mistakes and seeks to do better. The Ring in Vienna would not exist without the Paris boulevards. It’s a copy of them.

On the whole Paris remains one of the jewels of Europe.

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Marriage Pedagogy Table talks

Uncle Adolf’s table talk, 59

the-real-hitler

 

Night of 1st-2nd January 1942

You cannot avoid God
—The marriage ceremony.
 
 

Discussing a letter from Frau von Oeynhausen, Chr. Sehr, examined the possibility of replacing religious instruction in schools by a course of general philosophy, so that children should not lose the sense of respect in the presence of things that transcend our understanding.

Someone proposed that this new type of instruction should not be described as “philosophy.” It would be more like an exegesis of National Socialism. The Fuehrer gave his opinion: It’s impossible to escape the problem of God. When I have the time, I’ll work out the formulae to be used on great occasions.

We must have something perfect both in thought and in form. It’s my opinion that we should organise marriage in such a way that couples do not present themselves one by one before the officer of the civil authority. If each couple assembles a following of ten relatives or friends, with fifty couples we shall have five hundred participants—all the elements of a majestic ceremony!

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Ancient Greece Pedagogy Table talks

Uncle Adolf’s table talk, 100

the-real-hitler

 

3rd March 1942, midday

Ideas on a curriculum for schools.

 
 

I don’t believe there’s any sense in teaching men anything, in a general way, beyond what they need to know. One overloads them without interesting either them or anybody else. It’s better to awaken men’s instinct for beauty. That was what the Greeks considered the essential thing. To-day people persist in cramming children with a host of unrelated ideas.

Do you see the necessity for teaching geometry, physics and chemistry to a young man who means to devote himself to music? Unless he has a special gift for these branches of study, what will he have left over of them later? I find it absolutely ridiculous, this mania for making young people swallow so many fragmentary notions that they can’t assimilate.

If a pupil is particularly brilliant in his speciality, why embarrass him in his studies by obliging him to assimilate notions that are beyond his powers of assimilation? Wouldn’t it be better to help him further in the direction that comes naturally to him?

Forty years ago, the teaching of history was restricted to a dry listing of dates. There was a total absence of principles. What happened when the teacher, into the bargain, lacked the necessary gift forgiving these dead things a soul? Such teaching was a real torture.

Some children have so much vitality that they can’t sit still, and won’t and can’t concentrate their attention. It seems to me useless to try to force them. I understand, of course, that such an attitude annoys the teachers. But is it just to deprive a child of the possibilities that life offers him, simply because he’s unruly?

I remember that on the average I spent a tenth of the time my comrades spent in doing my prep. My selected branch was history. I felt sorry for those of my comrades who never had a minute for play.

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Pedagogy Table talks

Uncle Adolf’s table talk, 107

the-real-hitler

 

4th April 1942, midday

Rules for a good education.

 

I’m in favour of an absolutely strict law of inheritance, declaring that a single child shall inherit everything, and all the others shall be thrown out into life and obliged to ensure their livelihood themselves. The father who truly loves his child bequeaths him a healthy heredity and a good education.

A good education consists in the following: (a) forming the child’s character by giving him a sense of what is good; (b) giving him a background of solid knowledge; (c) it must be strict as regards the object to be attained, and firm as regards the methods used.

Furthermore, the father who has a lot of money must take care to give his child as little of it as possible. The man who wishes to bring up his child rightly must not lose sight of the example of nature, which shows no peculiar tenderness.

The peasant class has remained healthy in so far as this form of law has been applied to the countryside. One child inherited the estate, the others received nothing, or almost nothing.

That’s exactly the practice amongst the English nobility. The title passes to a single one of the descendants, to the exclusion of all the others. By thus ensuring that the bananas don’t fall from the trees into the mouths of the young people, one protects them from cowardice and idleness. I’ve given instructions that, from now on, estates given to our colonists in the Eastern territories may not be parcelled out. Only the most capable son will be entitled to inherit his family’s farm, the other children will have to break a road through life themselves.

Such measures apply to the family as they do to other living things. Every human organism, however small, can recognise only one chief—and it is only in this way that the patrimony acquired by a family has a good chance of being preserved.

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Heinrich Himmler Pedagogy Table talks Third Reich

Uncle Adolf’s table talk, 110

the-real-hitler
 
5th April 1942, evening

Shall we try to Germanise the French?—Example of Austria—Germanisation of Holland—Fusion of all Germanic races—But no excess Germanisation—Distrust of the Poles.

During dinner, the Reichsfuehrer SS declared that, in his view, the best way of settling the French problem would be to carry off every year a certain number of racially healthy children, chosen amongst France’s Germanic population. It would be necessary to try to settle these children, while still very young, in German boarding-schools, to train them away from their French nationality, which was due to chance, to make them aware of their Germanic blood and thus inculcate into them the notion of their membership of the great group of Germanic peoples. The Fuehrer replied:

“Sinister theory!” For my part, all these attempts at Germanisation don’t mean much to me—in so far, at least, as no successful attempt is made to found them on an appropriate conception of the world. As regards France, one must not forget that the military reputation of that country is not due to the people’s moral worth, but essentially to the fact that, on the Continent, the French were able to exploit certain military combinations of circumstance that were favourable to them (during the Thirty Years’ War, for example). Every time they were confronted by a Germany that was aware of herself, they got a thrashing—under Frederick the Great, for example, in 1940, etc. The fact that they won victories of universal significance under the leadership of that unique military genius, the Corsican Napoleon, makes no difference at all. The mass of the French people has petit bourgeois spiritual inclinations, so much so that it would be a triumph to succeed in removing the elements of Germanic origin from the grasp of the country’s ruling class.

Austria, too, her own history—secular five times over—a history that truly is not devoid of highlights? Obviously, in discussing these problems one must remain very careful, when confronted by Dutch and Norwegians. One must never forget that in 1871 Bavaria would never have agreed to become part of Prussia. Bismarck persuaded her only to agree to become part of a great association linked by kinship—that is to say, Germany. Nor did I, in 1938, tell the Austrians that I wanted to incorporate them in Germany, but I insisted on the fact that Germany and Austria ought to unite to form the Greater German Reich. Similarly, when speaking to the Germanics of the North-west and North, one must always make it plain that what we’re building is the Germanic Reich, or simply the Reich, with Germany constituting merely her most powerful source of strength, as much from the ideological as from the military point of view.

The Reichsfuehrer SS then spoke of the creation in Holland of boarding-schools for the political education of the young, two for boys and one for girls, to be called “Reich Schools”—a title approved by the Fuehrer. A third of the pupils would be Dutch and two-thirds German. After a certain period, the Dutch pupils would have to visit in turn a similar school in Germany. The Reichsfuehrer SS explained that, to guarantee that instruction would be given in accordance with the purposes of the Germanic Reich, he had refused a financial contribution from Holland and had asked Schwarz to set aside a specific sum exclusively for the financing of these schools. There was a project for the creation of similar schools in Norway. They, too, would be financed solely by the Reich Party treasurer. “If we want to prevent Germanic blood from penetrating into the ruling class of the peoples whom we dominate, and subsequently turning against us, we shall have gradually to subject all the precious Germanic elements to the influence of this instruction.” The Fuehrer approved of this point of view.

One mustn’t forget that, unless he is convinced of his racial membership of the Germanic Reich, the foreign legionary is bound to feel that he’s betraying his country. The fall of the Habsburg monarch clearly shows the full size of this danger.

It’s not possible to unite the Germanic peoples under the folds of the black-white-and-red flag of the old German Empire—for the same reason as prevented the Bavarians from entering the German Reich, in 1871, under the flag of Prussia. It’s the reason why I began by giving the National Socialist Party, as a symbol of the union of all Germanics, a new rallying-sign which was valid also inside our own national community—the swastika flag.

Let’s avoid attempting the Germanisation of our vital space on too great a scale. Let’s be cautious, especially with the Czechs and the Poles. According to Himmler, history proves that the Poles have their nationality tattooed oh their bodies.

It’s very important for the future that the Germans don’t mingle with the Poles, so that the new Germanic blood may not be transmitted to the Polish ruling class. Himmler is right when he says that the Polish generals who genuinely put up a serious resistance in 1939 were, so to speak, exclusively of German descent. It’s an accepted fact that it’s precisely the best elements of our race who, as they lose awareness of their origin, add themselves to the ruling class of the country that has welcomed them. As for the elements of less value, they retain the characteristics of their ethnic group and remain faithful to their Germanic origin. The same caution is necessary towards the Czechs. They’re skilled at not awakening the distrust of their occupiers, and are wonderful at playing the rôle of subjects.

We shall not win the peace, on the racial level, unless the Reich knows how to maintain a certain stature. Confronted with the United States, whose population is scarcely greater than ours, our strength lies in the fact that four-fifths of our people are of Germanic race.

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Art Painting Pedagogy Table talks

Uncle Adolf’s table talk, 143

the-real-hitler

 

30th June 1942, at dinner

War as an inspiration in art—
reform of the Art Academies.
 

This war is stimulating the artistic sense much more than the last war. The works of the artists whom I have recalled from the front after a year or two in the field bear the hall-mark of personal experience and are among the most valuable examples of present-day art that our exhibitions can show.

These war paintings establish beyond discussion that the real artist is ripened by his own personal experience of life and not by study in some art academy. Most of the academy professors lack both the insight and the judgment necessary to bring real talent to the fore. Recall, if you please, how the beautiful seascapes of von Bock were refused by the Prussian Academy, although in their wonderful sweep they alone of current paintings gave a true picture of the northern seas. This same Prussian Academy which rejected these pictures was, however, not ashamed to adorn its walls with absolute muck.

Even in my exhibition in the House of German Art they always try to gain acceptance for the daubs of their own protégés. But when it comes to flinging these confections out, I am exceptionally obstinate! My views on the value of the academies are well known. And under present conditions it is difficult to see how talent, other than that which in practical life is incapable of producing a real picture, can be injected into the art schools as they are now constituted.

It is a characteristic of the present-day academies that they invariably try to stifle genius. No sooner does a real genius make his appearance in the circle of these very moderate “big-wigs” of the academies, than up they rise with their whole plumage ruffled in wrath against him.

If we wish to smoothe the way for an incipient genius in the academies and ensure him a practical livelihood in spite of the academies, then we must radically alter the whole structure of the academic world. They must be split up into a series of individual studios, on the lines of the State studios. Then the greatest artists available must be approached and asked if they would care voluntarily to take over one of these studios. Those who agree must be allowed a completely free hand, themselves to chose those pupils whom they consider worthy of further tuition.

If we organise the academies along these lines, then all the nonsense, claptrap and jargon, and all the juggling with mathematical formulae—a nonsense that only the sparrow-like brain of mediocrity could have conceived—will stop. And the great task of the academy will be, first, last and always, to teach the pupil to paint.

I always get angry when I think of how in the teachers’ training colleges the future school-teachers are stuffed with an inchoate mass of material, when all they will be called upon to do later is to teach the children the rudiments of the three Rs.

What special knowledge, for goodness’ sake, is required to teach six-year-old kiddies to say a, b, c correctly! It is equally ridiculous to try to cram children at school with all sorts of things. If you ask them, two or three years after they have left school, you’ll find that they have forgotten practically all about them. The curriculum of a school should be drawn up with the object of teaching the children those things which will enable them in after-life to take their places as decent citizens. And keep the children as much as possible in the open air! We shall then have a healthy rising generation, capable of roughing it without falling on their backs.

Categories
¿Me Ayudarás? (book) Autobiography Degenerate art George Orwell Music Pedagogy Sexual "liberation"

Extermination • V

Libro
 
Below, six translated
excerpts from the chapter
“Musical betrayal”:
 
 

His phobia toward the degenerative aspects of the culture that began to appear in Mexico, especially in music, continued throughout the 1960s and early 70s, when I was already studying in his method. Rock music bothered him and even predicted, more than once, that in a hundred years mankind would continue listening to Beethoven but no one would remember the Beatles.

* * *

At that time [the 1990s] I did translation work. That same year [1993] I quoted something in my diary that I had translated that vindicates what my father said about musical pedagogy. I do not know if the quotes are accurate as the translated text was informal. But the question is to collect what comes in my diary: “Plato and Aristotle discussed the role of music as ‘harmonizing body and soul’. Plato went further: ‘The type of music of a nation cannot be altered without changing the customs and institutions of the state’.”

Very true. The “sexual liberation”—permissiveness of promiscuity and debauchery in plain English—modified the type of music in the West. My father never noticed that music education lies primarily in preventing the child or adolescent of the dissipation forces that became fashionable since the 1960s. A hard ethos as that of the Republican Romans would, I believe, repudiate the degenerate music insofar as the ethos and the musical tastes are two sides of the same coin. My father certainly heard the musical degeneration when it initiated in Mexico; he criticized it and resented much what he heard but eventually he followed the crowd [esp. Hollywood] and his descendants strayed even further. Rephrasing Plato, my brothers and nephews completely disharmonized their souls because of such bad manners. In other words, any pedagogic method that fails to separate the child from the surrounding culture of our time won’t work.

* * *

I must clarify that, although the rhythmic exercises taught in [school X] are indeed silly and childish, they do not reach what my beloved Nazis called “degenerate music.” This leads to the simplistic melodies of “disipacionism” to use the term of Hajo Liaucius in the book that I compiled; the obvious and inane tunes that move us into hedonistic relaxation, so well exemplified in the music that horrified Solzhenitsyn when America sheltered him for a few years and harshly scolded the gringos at Harvard. As unlike Solzhenitsyn almost everyone, including white nationalists, are addicted to degenerate music, they have been unable to realize that the best minds sensed that such “music” would be used by the System to degrade the spirit of the population, and to control it. A passage in 1984, for example, written before the birth of rock, proved prophetic. The music in the totalitarian world, Orwell says: “had a savage, barking rhythm which could not exactly be called music, but resembled the beating of a drum… The proles had taken a fancy to it.”

* * *

In another of my ring-binders (my texts are scattered in many places), in April 18, 2005 I wrote that the methods of Orff and Kodály were also fraudulent “if they don’t produce aversion in the pupils towards the music of Neanderthals, like rap.” In other words, it is impossible to have a double life: say, a traditional marriage with children and maintaining a lasting relationship with a homosexual lover. My brother and his musical colleagues do something similar to this hypothetical bisexual: they studied classical music and go to table dances or dance salsas; they have read the classics but plug their minds to the idiot box called television; they married in the church and get civil divorces before the first conjugal dispute; they teach Bach and in their cars listen disco music.

* * *

One time my nephew visited my parents and confessed to my father that, with his cousins, he was composing music for their rock group. My father did some technical questions and my nephew [who studies music composition] answered. Then, my father delivered a very gentle speech about rock. He said it was a “rhythmic, monotonous and a highly repetitive cry; very simple.” My nephew, incidentally, played the rubbish of progressive rock from his cell phone to show the grandfather the new ringtones. My father continued his criticism of rock concerts: “The volume is so tremendous that equalizes everything; what you hear is a barking rhythm,” just what Orwell said in his best-achieved novel.

Then my father spoke of an old article by a commentator on classical music that had opined about rock. He mentioned the name of the critic (that I failed to annotate), who had written about the “tremendous, crushing phenomenon” which was rock in its origins. My father spoke at length about African rhythms as a preamble to classify the rock. That they play it “to the extent that hypnotize” and the members of the tribe do not dance in dancing couples. Rather, the ritual ends in rapes that surprise the tourists. “I see the same in rock. The volume is so strong and it is so much of it that the affair ends really badly.”

* * *

What I said in my dairies was true: only by cutting off the child from the failed culture that surrounds him it is possible to educate him. We need a Fourth Reich to put things in order.