All the present opinions regarding the structure of the Nation are not grounded in a recognition of the profound truth that the capacity for creating cultural values is essentially based on the racial element and that, in accordance with this fact, the paramount purpose of the Nation is to preserve and improve the race; for this is an indispensable condition of all progress in human civilization.

The fundamental principle is that the Nation is not an end in itself but the means to an end. It is the preliminary condition under which alone a higher form of human civilization can be developed, but it is not the source of such a development. This is to be sought exclusively in the actual existence of a race which is endowed with the gift of cultural creativeness. There may be hundreds of excellent Natoin on this earth, and yet if the Aryan, who is the creator and custodian of civilization, should disappear, all culture that is on an adequate level with the spiritual needs of the superior nations to-day would also disappear. We may go still further and say that the fact that Nation have been created by human beings does not in the least exclude the possiblity that the human race may become extinct, because the superior intellectual faculties and powers of adaptation would be lost when the racial bearer of these faculties and powers disappeared.

Just as many varieties of prehistoric animals had to give way to others and leave no trace behind them, so man will also have to give way, if he loses that definite faculty which enables him to find the weapons that are necessary for him to maintain his own existence.

It is not the Nation as such that brings about a certain definite advance in cultural progress. The Nation can only protect the race that is the cause of such progress. The Nation as such may well exist without undergoing any change for hundreds of years, though the cultural faculties and the general life of the people, which is shaped by these faculties, may have suffered profound changes by reason of the fact that the Nation did not prevent a process of racial mixture from taking place. The present Nation, for instance, may continue to exist in a mere mechanical form, but the poison of miscegenation permeating the national body brings about a cultural decadence which manifests itself already in various symptoms that are of a detrimental character.

Thus the indispensable prerequisite for the existence of a superior quality of human beings is not the Nation but the race, which is alone capable of producing that higher human quality.

This capacity is always there, though it will lie dormant unless external circumstances awaken it to action. Nations, or rather races, which are endowed with the faculty of cultural creativeness possess this faculty in a latent form during periods when the external circumstances are unfavourable for the time being and therefore do not allow the faculty to express itself effectively.

This wonderful creative faculty is a special gift bestowed on the Aryan, whether it lies dormant in him or becomes active, according as the adverse conditions of nature prevent the active expression of that faculty or favourable circumstances permit it.

The Nation is only a means to an end. Its end and its purpose is to preserve and promote a community of human beings who are physically as well as spiritually kindred. Above all, it must preserve the existence of the race, thereby providing the indispensable condition for the free development of all the forces dormant in this race. A great part of these faculties will always have to be employed in the first place to maintain the physical existence of the race, and only a small portion will be free to work in the field of intellectual progress. But, as a matter of fact, the one is always the necessary counterpart of the other.

Those Nations which do not serve this purpose have no justification for their existence. They are monstrosities. The fact that they do exist is no more of a justification than the successful raids carried out by a band of pirates can be considered a justification of piracy.

We Aryawart National Socialists, who are fighting for a new Weltanschhauung, must never take our stand on the famous 'basis of facts', and especially not on mistaken facts. If we did so, we should cease to be the protagonists of a new and great idea and would become slaves in the service of the fallacy which is dominant today. We must make a clear-cut distinction between the vessel and its contents. The Nation is only the vessel and the race is what it contains. The vessel can have a meaning only if it preserves and safeguards the contents. Otherwise it is worthless.

Hence the supreme purpose of the ethnical Nation is to guard and preserve those racial elements which, through their work in the cultural field, create that beauty and dignity which are characteristic of a higher mankind. As Aryans, we can consider the Nation only as the living organism of a people, an organism which does not merely maintain the existence of a people, but functions in such a way as to lead its people to a position of supreme liberty by the progressive development of the intellectual and cultural faculties

What they want to impose upon us as a Nation today is in most cases nothing but a monstrosity, the product of a profound human aberration which brings untold suffering in its train.

We Aryawart National Socialists know that in holding these views we take up a revolutionary stand in the world of to-day and that we are branded as revolutionaries. But our views and our conduct will not be determined by the approbation or disapprobation of our contemporaries, but only by our duty to follow a truth which we have acknowledged. In doing this we have reason to believe that posterity will have a clearer insight, and will not only understand the work we are doing today, but will also ratify it as the right work and will exalt it accordingly.

On these principles we Aryawart National Socialists base our standards of value in appraising a Nation. This value will be relative when viewed from the particular standpoint of the individual nation, but it will be absolute when considered from the standpoint of humanity as a whole. In other words, this means:

That the excellence of a Natio can never be judged by the level of its culture or the degree of importance which the outside world attaches to its power, but that its excellence must be judged by the degree to which its institutions serve the racial stock which belongs to it.

A Nation may be considered as a model example if it adequately serves not only the vital needs of the racial stock it represents but if it actually assures by its own existence the preservation of this same racial stock, no matter what general cultural significance this statal institution may have in the eyes of the rest of the world. For it is not the task of the Nation to create human capabilities, but only to assure free scope for the exercise of capabilities that already exist. On the other hand, a Nation may be called bad if, in spite of the existence of a high cultural level, it dooms to destruction the bearers of that culture by breaking up their racial uniformity. For the practical effect of such a policy would be to destroy those conditions that are indispensable for the ulterior existence of that culture, which the Nation did not create but which is the fruit of the creative power inherent in the racial stock whose existence is assured by being united in the living organism of the Nation. Once again let me emphasize the fact that the Nation itself is not the substance but the form. Therefore, the cultural level is not the standard by which we can judge the value of the Nation in which that people lives. It is evident that a people which is endowed with high creative powers in the cultural sphere is of more worth than a tribe of mongoloids. Not even the best of Nations and statal institutions can evolve faculties from a people which they lack and which they never possessed, but a bad Nation may gradually destroy the faculties which once existed. This it can do by allowing or favouring the suppression of those who are the bearers of a racial culture.

Therefore, the worth of a Nation can be determined only by asking how far it actually succeeds in promoting the well-being of a definite race and not by the role which it plays in the world at large. Its relative worth can be estimated readily and accurately; but it is difficult to judge its absolute worth, because the latter is conditioned not only by the Nation but also by the quality and cultural level of the people that belong to the individual Nation in question.

Therefore, when we speak of the high mission of the Nation we must not forget that the high mission belongs to the people and that the business of the Nation is to use its organizing powers for the purpose of furnishing the necessary conditions which allow this people freely to unfold its creative faculties. And if we ask what kind of statal institution we Aryans need, we must first have a clear notion as to the people which that Nation must embrace and what purpose it must serve.

Unfortunately the Aryawart national being is not based on a uniform racial type. The process of welding the original elements together has not gone so far as to warrant us in saying that a new race has emerged. On the contrary, the poison which has invaded the national body, especially since the last fifty years, has destroyed the uniform constitution not only of our blood but also of our national soul. The open frontiers of our native country, the association with non-Aryan foreign elements in the territories that lie all along those frontiers, and especially the strong influx of foreign blood into the interior of the Nation itself, has prevented any complete assimilation of those various elements, because the influx has continued steadily. Out of this melting-pot no new race arose. The heterogeneous elements continue to exist side by side. And the result is that, especially in times of crisis, when the herd usually flocks together, the Aryans disperse in all directions. The fundamental racial elements are not only different in different districts, but there are also various elements in the same districts. Beside the Caucasian type we find the Dravidian type, beside the Dravidian there is the Mongoloid, the Caucasian type intermingling with both, and hybrids among them all. That is a grave drawback for us. Through it the Aryans lack that strong herd instinct which arises from unity of blood and saves nations from ruin in dangerous and critical times; because on such occasions small differences disappear, so that a united herd faces the enemy. What we understand by the word hyper-individualism arises from the fact that our primordial racial elements have existed side by side without ever consolidating. During times of peace such a situation may offer some advantages, but, taken all in all, it has prevented us from gaining a mastery in the world. If in its historical development the Aryan people had possessed the unity of herd instinct by which other peoples have so much benefited, then the Aryawart would probably be mistress of the globe today. World history would have taken another course and in this case no man can tell if what many blinded pacifists hope to attain by petitioning, whining and crying, may not have been reached in this way: namely, a peace which would not be based upon the waving of olive branches and tearful misery-mongering of pacifist old women, but a peace that would be guaranteed by the triumphant sword of a people endowed with the power to master the world and administer it in the service of a higher civilization.

The fact that our people did not have a national being based on a unity of blood has been the source of untold misery for us.

Even today our nation still suffers from this lack of inner unity; but what has been the cause of our past and present misfortunes may turn out a blessing for us in the future. Though on the one hand it may be a drawback that our racial elements were not welded together, so that no homogeneous national body could develop, on the other hand, it was fortunate that, since at least a part of our best blood was thus kept pure, its racial quality was not debased.

A complete assimilation of all our racial elements would certainly have brought about a homogeneous national organism; but, as has been proved in the case of every racial mixture, it would have been less capable of creating a civilization than by keeping intact its best original elements. A benefit which results from the fact that there was no all-round assimilation is to be seen in that even now we have large groups of Caucasian Aryan people within our national organization, and that their blood has not been mixed with the blood of other races. We must look upon this as our most valuable treasure for the sake of the future. During that dark period of absolute ignorance in regard to all racial laws, when each individual was considered to be on a par with every other, there could be no clear appreciation of the difference between the various fundamental racial characteristics. We know today that a complete assimilation of all the various elements which constitute the national being might have resulted in giving us a larger share of external power: but, on the other hand, the highest of human aims would not have been attained, because the only kind of people which fate has obviously chosen to bring about this perfection would have been lost in such a general mixture of races which would constitute such a racial amalgamation.

But what has been prevented by a friendly Destiny, without any assistance on our part, must now be reconsidered and utilized in the light of our new knowledge.

He who talks of the Aryan people as having a mission to fulfil on this earth must know that this cannot be fulfilled except by the building up of a Nation whose highest purpose is to preserve and promote those nobler elements of our race and of the whole of mankind which have remained unimpaired.

Thus for the first time a high inner purpose is accredited to the Nation. In face of the ridiculous phrase that the Nation should do no more than act as the guardian of public order and tranquillity, so that everybody can peacefully dupe everybody else, it is given a very high mission indeed to preserve and encourage the highest type of humanity which a beneficent Creator has bestowed on this earth. Out of a dead mechanism which claims to be an end in itself a living organism shall arise which has to serve one purpose exclusively: and that, indeed, a purpose which belongs to a higher order of ideas.

As a Nation the Aryawart shall include all Aryans. Its task is not only to gather in and foster the most valuable sections of our people but to lead them slowly and surely to a dominant position in the world.

A folk-Nation should in the first place raise matrimony from the level of being a constant scandal to the race. The Nation should consecrate it as an institution which is called upon to produce creatures made in the likeness of the Lord and not create monsters that are a mixture of man and ape. The protest which is put forward in the name of humanity does not fit the mouth of a generation that makes it possible for the most depraved degenerates to propagate themselves, thereby imposing unspeakable suffering on their own products and their contemporaries, while on the other hand contraceptives are permitted and sold in every drug store, so that babies should not be born even among the healthiest of our people. In this present Nation of ours, whose function it is to be the guardian of peace and good order, our national middle-class look upon it as a crime to make procreation impossible for HIV positives and those who suffer from hapetitis B or other hereditary diseases, also cripples and imbeciles. But the practical prevention of procreation among millions of our very best people is not considered as an evil, nor does it offend against the noble morality of this social class but rather encourages their short-sightedness and mental lethargy. For otherwise they would at least stir their brains to find an answer to the question of how to create conditions for the feeding and maintaining of those future beings who will be the healthy representatives of our nation and must also provide the conditions on which the generation that is to follow them will have to support itself and live.it is much more pleasing to God if a couple that is not of healthy stock were to show loving kindness to some poor orphan and become a father and mother to him, rather than give life to a sickly child that will be a cause of suffering and unhappiness to all.

In this field the National Socialist Aryawart will have to repair the damage that arises from the fact that the problem is at present neglected by all the various parties concerned. It will be the task of the National Socialist Aryawart to make the race the centre of the life of the community. It must make sure that the purity of the racial strain will be preserved. It must proclaim the truth that the child is the most valuable possession a people can have. It must see to it that only those who are healthy shall beget children; that there is only one infamy, namely, for parents that are ill or show hereditary defects to bring children into the world and that in such cases it is a high honour to refrain from doing so. But, on the other hand, it must be considered as reprehensible conduct to refrain from giving healthy children to the nation. In this matter the Nation must assert itself as the trustee of a millennial future, in face of which the egotistic desires of the individual count for nothing and will have to give way before the ruling of the Nation. In order to fulfil this duty in a practical manner the Nation will have to avail itself of modern medical discoveries. It must proclaim as unfit for procreation all those who are inflicted with some visible hereditary disease or are the carriers of it; and practical measures must be adopted to have such people rendered sterile. On the other hand, provision must be made for the normally fertile woman so that she will not be restricted in child-bearing through the financial and economic system operating in a political regime that looks upon the blessing of having children as a curse to their parents. The Nation will have to abolish the cowardly and even criminal indifference with which the problem of social amenities for large families is treated, and it will have to be the supreme protector of this greatest blessing that a people can boast of. Its attention and care must be directed towards the child rather than the adult.

Those who are physically and mentally unhealthy and unfit must not perpetuate their own suffering in the bodies of their children. From the educational point of view there is here a huge task for the National Socilist Aryawart to accomplish. But in a future era this work will appear greater and more significant than the victorious wars of our present middle-class epoch. Through educational means the Nation must teach individuals that illness is not a disgrace but an unfortunate accident which has to be pitied, yet that it is a crime and a disgrace to make this affliction all the worse by passing on disease and defects to innocent creatures out of mere egotism.

And the Nation must also teach the people that it is an expression of a really noble nature and that it is a humanitarian act worthy of admiration if a person who innocently suffers from hereditary disease refrains from having a child of his own but gives his love and affection to some unknown child who, through its health, promises to become a robust member of a healthy community. In accomplishing such an educational task the Nation integrates its function by this activity in the moral sphere. It must act on this principle without paying any attention to the question of whether its conduct will be understood or misconstrued, blamed or praised.

If for a period of only 100 years those individuals would be sterilized who are physically degenerate or mentally diseased, humanity would not only be delivered from an immense misfortune but also restored to a state of general health such as we at present can hardly imagine. If the fecundity of the healthy portion of the nation should be made a practical matter in a conscientious and methodical way, we should have at least the beginnings of a race from which all those germs would be eliminated which are today the cause of our moral and physical decadence. If a people and a Nation take this course to develop that nucleus of the nation which is most valuable from the racial standpoint and thus increase its fecundity, the people as a whole will subsequently enjoy that most precious of gifts which consists in a racial quality fashioned on truly noble lines.

If we consider it the first duty of the Nation to serve and promote the general welfare of the people, by preserving and encouraging the development of the best racial elements, the logical consequence is that this task cannot be limited to measures concerning the birth of the infant members of the race and nation but that the Nation will also have to adopt educational means for making each citizen a worthy factor in the further propagation of the racial stock.

Just as, in general, the racial quality is the preliminary condition for the mental efficiency of any given human material, the training of the individual will first of all have to be directed towards the development of sound bodily health. For the general rule is that a strong and healthy mind is found only in a strong and healthy body. The fact that men of genius are sometimes not robust in health and stature, or even of a sickly constitution, is no proof against the principle I have enunciated. These cases are only exceptions which, as everywhere else, prove the rule. But when the bulk of a nation is composed of physical degenerates it is rare for a great spirit to arise from such a miserable motley. And in any case his activities would never meet with great success. A degenerate mob will either be incapable of understanding him at all or their will-power is so feeble that they cannot follow the soaring of such an eagle.

The Nation that is grounded on the racial principle and is alive to the significance of this truth will first of all have to base its educational work not on the mere imparting of knowledge but rather on physical training and development of healthy bodies. The cultivation of the intellectual facilities comes only in the second place. And here again it is character which has to be developed first of all, strength of will and decision. And the educational system ought to foster the spirit of readiness to accept responsibilities gladly. Formal instruction in the sciences must be considered last in importance. Accordingly the Nation which is grounded on the racial idea must start with the principle that a person whose formal education in the sciences is relatively small but who is physically sound and robust, of a steadfast and honest character, ready and able to make decisions and endowed with strength of will, is a more useful member of the national community than a weakling who is scholarly and refined. A nation composed of learned men who are physical weaklings, hesitant about decisions of the will, and timid pacifists, is not capable of assuring even its own existence on this earth. In the bitter struggle which decides the destiny of man it is very rare that an individual has succumbed because he lacked learning. Those who fail are they who try to ignore these consequences and are too faint-hearted about putting them into effect. There must be a certain balance between mind and body. An ill-kept body is not made a more beautiful sight by the indwelling of a radiant spirit. We should not be acting justly if we were to bestow the highest intellectual training on those who are physically deformed and crippled, who lack decision and are weak-willed and cowardly. What has made the Greek ideal of beauty immortal is the wonderful union of a splendid physical beauty with nobility of mind and spirit.

A saying, that in the long run fortune favours only the efficient, is certainly valid for the relationship between body and spirit. A mind which is sound will generally maintain its dwelling in a body that is sound.

Accordingly, in the National Socialist Aryawart physical training is not a matter for the individual alone. Nor is it a duty which first devolves on the parents and only secondly or thirdly a public interest; but it is necessary for the preservation of the people, who are represented and protected by the Nation. As regards purely formal education the Nation even now interferes with the individual's right of self-determination and insists upon the right of the community by submitting the child to an obligatory system of training, without paying attention to the approval or disapproval of the parents. In a similar way and to a higher degree the new National Socialist Aryawart will one day make its authority prevail over the ignorance and incomprehension of individuals in problems appertaining to the safety of the nation. It must organize its educational work in such a way that the bodies of the young will be systematically trained from infancy onwards, so as to be tempered and hardened for the demands to be made on them in later years. Above all, the Nation must see to it that a generation of stay-at-homes is not developed.

The work of education and hygiene has to begin with the young mother. The painstaking efforts carried on for several decades have succeeded in abolishing septic infection at childbirth to a relatively small number of cases. And so it ought to be possible by means of instructing sisters and mothers in an opportune way, to institute a system of training the child from early infancy onwards so that this may serve as an excellent basis for future development.

The National Socialist Aryawart ought to allow much more time for physical training in the school. It is nonsense to burden young brains with a load of material of which, as experience shows, they retain only a small part, and mostly not the essentials, but only the secondary and useless portion; because the young mind is incapable of sifting the right kind of learning out of all the stuff that is pumped into it. Today, even in the curriculum of the high schools, only one short hours in a week is reserved for games; and worse still, it is left to the pupils to decide whether or not they want to take part. This shows a grave disproportion between this branch of education and purely intellectual instruction. Not a single day should be allowed to pass in which the young pupil does not have one hour of physical training in the morning and one in the evening; and every kind of sport and gymnastics should be included. There is one kind of sport which should be specially encouraged, although many people consider it brutal and vulgar, and that is boxing and fencing. It is incredible how many false notions prevail among the 'cultivated' classes. There is no other sport which equals this in developing the militant spirit, none that demands such a power of rapid decision or which gives the body the flexibility of good steel. It is no more vulgar when two young people settle their differences with their fists or with a sharp-pointed pieces of steel. One who is attacked and defends himself with his fists surely does not act less manly than one who runs off and yells for the assistance of a policeman. But, above all, a healthy youth has to learn to endure hard knocks. This principle may appear savage to our contemporary champions who fight only with the weapons of the intellect. But it is not the purpose of the National Socialist Aryawart to educate a colony of �sthetic pacifists and physical degenerates. This Nation does not consider that the human ideal is to be found in the honourable philistine or the maidenly spinster, but in a dareful personification of manly force and in women capable of bringing men into the world.

Generally speaking, the function of sport is not only to make the individual strong, alert and daring, but also to harden the body and train it to endure an adverse environment.

Our educated leaders had received only an 'intellectual' training and thus found themselves defenceless when their adversaries used iron bars instead of intellectual weapons. All this could happen only because our superior scholastic system did not train men to be real men but merely to be civil servants, engineers, technicians, chemists, litterateurs, jurists and, finally, professors; so that intellectualism should not die out.

Our leadership in the purely intellectual sphere has always been brilliant, but as regards will-power in practical affairs our leadership has been beneath criticism.

Of course education cannot make a courageous man out of one who is temperamentally a coward. But a man who naturally possesses a certain degree of courage will not be able to develop that quality if his defective education has made him inferior to others from the very start as regards physical strength and prowess. The army offers the best example of the fact that the knowledge of one's physical ability develops a man's courage and militant spirit. Outstanding heroes are not the rule in the army, but the average represents men of high courage.

The confidence in one's self must be instilled into our children from their very early years. The whole system of education and training must be directed towards fostering in the child the conviction that he is unquestionably a match for any- and everybody. The individual has to regain his own physical strength and prowess in order to believe in the invincibility of the nation to which he belongs.

Also the manner of clothing the young should be such as harmonizes with this purpose. It is really lamentable to see how our young people have fallen victims to a fashion mania which perverts the meaning of the old adage that clothes make the man.

Especially in regard to young people clothes should take their place in the service of education. The boy who walks about in summer-time wearing long baggy trousers and clad up to the neck is hampered even by his clothes in feeling any inclination towards strenuous physical exercise. Ambition and, to speak quite frankly, even vanity must be appealed to. I do not mean such vanity as leads people to want to wear fine clothes, which not everybody can afford, but rather the vanity which inclines a person towards developing a fine bodily physique. And this is something which everybody can help to do.

This will come in useful also for later years. The young girl must become acquainted with her sweetheart. If the beauty of the body were not completely forced into the background today through our stupid manner of dressing, it would not be possible for thousands of our girls to be led astray by mongrels, with their repulsive crooked waddle. It is also in the interests of the nation that those who have a beautiful physique should be brought into the foreground, so that they might encourage the development of a beautiful bodily form among the people in general.

Military training is excluded among us to-day, and therewith the only institution which in peace-times at least partly made up for the lack of physical training in our education. Therefore what I have suggested is all the more necessary in our time.

The National Socialist Aryawart must not confine its control of physical training to the official school period, but it must demand that, after leaving school and while the adolescent body is still developing, the boy continues this training. For on such proper physical development success in after-life largely depends. It is stupid to think that the right of the State to supervise the education of its young citizens suddenly comes to an end the moment they leave school and recommences only with military service. This right is a duty, and as such it must continue uninterruptedly. The present Nation, which does not interest itself in developing healthy men, has criminally neglected this duty. It leaves our contemporary youth to be corrupted on the streets and in the brothels, instead of keeping hold of the reins and continuing the physical training of these youths up to the time when they are grown into healthy young men and women.

For the present it is a matter of indifference what form the Nation chooses for carrying on this training. The essential matter is that it should be developed and that the most suitable ways of doing so should be investigated. The National Socialist Aryawart will have to consider the physical training of the youth after the school period just as much a public duty as their intellectual training; and this training will have to be carried out through public institutions. Its general lines can be a preparation for subsequent service in the army. And then it will no longer be the task of the army to teach the young recruit the most elementary drill regulations. In fact the army will no longer have to deal with recruits in the present sense of the word, but it will rather have to transform into a soldier the youth whose bodily prowess has been already fully trained.

In the National Socialist Aryawart the army will no longer be obliged to teach boys how to walk and stand erect, but it will be the final and supreme school of patriotic education. In the army the young recruit will learn the art of bearing arms, but at the same time he will be equipped for his other duties in later life. And the supreme aim of military education must always be to achieve that which was attributed to the old army as its highest merit: namely, that through his military schooling the boy must be transformed into a man, that he must not only learn to obey but also acquire the fundamentals that will enable him one day to command. He must learn to remain silent not only when he is rightly rebuked but also when he is wrongly rebuked.

Furthermore, on the self-consciousness of his own strength and on the basis of that esprit de corps which inspires him and his comrades, he must become convinced that he belongs to a people who are invincible.

After he has completed his military training two certificates shall be handed to the soldier. The one will be his diploma as a citizen of the State, a juridical document which will enable him to take part in public affairs. The second will be an attestation of his physical health, which guarantees his fitness for marriage.

The National Socialist Aryawart will have to direct the education of girls just as that of boys and according to the same fundamental principles. Here again special importance must be given to physical training, and only after that must the importance of spiritual and mental training be taken into account. In the education of the girl the final goal always to be kept in mind is that she is one day to be a mother.

It is only in the second place that the National Socialist Aryawart must busy itself with the training of character, using all the means adapted to that purpose.

Of course the essential traits of the individual character are already there fundamentally before any education takes place. A person who is fundamentally egoistic will always remain fundamentally egoistic, and the idealist will always remain fundamentally an idealist. Besides those, however, who already possess a definite stamp of character there are millions of people with characters that are indefinite and vague. The born delinquent will always remain a delinquent, but numerous people who show only a certain tendency to commit criminal acts may become useful members of the community if rightly trained; whereas, on the other hand, weak and unstable characters may easily become evil elements if the system of education has been bad.

Remarks that are made without any sense of responsibility are thoughtlessly repeated from mouth to mouth; and our economic welfare is continually damaged because important methods of production are thus disclosed. Secret preparations for our national defence are rendered illusory because our people have never learned the duty of silence. They repeat everything they happen to hear. In times of war such talkative habits may even cause the loss of battles and therefore may contribute essentially to the unsuccessful outcome of a campaign. Here, as in other matters, we may rest assured that adults cannot do what they have not learnt to do in youth. A teacher must not try to discover the wild tricks of the boys by encouraging the evil practice of tale-bearing. Young people form a sort of State among themselves and face adults with a certain solidarity. That is quite natural. The ties which unite the ten-year boys to one another are stronger and more natural than their relationship to adults. A boy who tells on his comrades commits an act of treason and shows a bent of character which is, to speak bluntly, similar to that of a man who commits high treason. Such a boy must not be classed as 'good', 'reliable', and so on, but rather as one with undesirable traits of character. It may be rather convenient for the teacher to make use of such unworthy tendencies in order to help his own work, but by such an attitude the germ of a moral habit is sown in young hearts and may one day show fatal consequences. It has happened more often than once that a young informer developed into a big scoundrel.

This is only one example among many. The deliberate training of fine and noble traits of character in our schools to-day is almost negative. In the future much more emphasis will have to be laid on this side of our educational work. Loyalty, self-sacrifice and discretion are virtues which a great nation must possess. And the teaching and development of these in the school is a more important matter than many others things now included in the curriculum. To make the children give up habits of complaining and whining and howling when they are hurt, etc., also belongs to this part of their training. If the educational system fails to teach the child at an early age to endure pain and injury without complaining we cannot be surprised if at a later age, when the boy has grown to be the man and is, for example, in the trenches, the postal service is used for nothing else than to send home letters of weeping and complaint. If our youths, during their years in the primary schools, should have their minds crammed with a little less knowledge, and if instead they had been better taught how to be masters of themselves, it will serve us better.

In its educational system the National Socialist Aryawart will have to attach the highest importance to the development of character, hand-in-hand with physical training. Many more defects which our national organism shows at present could be at least ameliorated, if not completely eliminated, by education of the right kind.

Extreme importance should be attached to the training of will-power and the habit of making firm decisions, also the habit of being always ready to accept responsibilities.

Applied to our youth the army training principle, that any order is always better than no order, ought to take the form that any answer is better than no answer. The fear of replying, because one fears to be wrong, ought to be considered more humiliating than giving the wrong reply. On this simple and primitive basis our youth should be trained to have the courage to act.

It is the lack of will-power, and not the lack of arms, which renders us incapable of offering any serious resistance today. This defect is found everywhere among our people and prevents decisive action wherever risks have to be taken, as if any great action can be taken without also taking the risk. The man who demands from Fate a guarantee of his success deliberately denies the significance of an heroic act. For this significance consists in the very fact that, in the definite knowledge that the situation in question is fraught with mortal danger, an action is undertaken which may lead to success. A patient suffering from cancer and who knows that his death is certain if he does not undergo an operation, needs no 51 per cent probability of a cure before facing the operation. And if the operation promises only half of one per cent probability of success a man of courage will risk it and would not whine if it turned out unsuccessful.

All in all, the cowardly lack of will-power and the incapacity for making decisions are chiefly results of the erroneous education given us in our youth. The disastrous effects of this are now widespread among us. The crowning examples of that tragic chain of consequences are shown in the lack of civil courage which our leading statesmen display.

The cowardice which leads nowadays to the shirking of every kind of responsibility springs from the same roots. Here again it is the fault of the education given our young people. This drawback permeates all sections of public life and finds its immortal consummation in the institutions of government that function under the parliamentary regime.

Already in the school, unfortunately, more value is placed on 'confession and full repentance' and 'contrite renouncement', on the part of little sinners, than on a simple and frank avowal. But this latter seems today, in the eyes of many an educator, to savour of a spirit of utter incorrigibility and depravation. And, though it may seem incredible, many a boy is told that the gallows tree is waiting for him because he has shown certain traits which might be of inestimable value in the nation as a whole.

Just as the National Socialist Aryawart must one day give its attention to training the will-power and capacity for decision among the youth, so too it must inculcate in the hearts of the young generation from early childhood onwards a readiness to accept responsibilities, and the courage of open and frank avowal. If it recognizes the full significance of this necessity, finally - after a century of educative work - it will succeed in building up a nation which will no longer be subject to those defeats that have contributed so disastrously to bring about our present disgrace.

The formal imparting of knowledge, which constitutes the chief work of our educational system today, will be taken over by the National Socialist Aryawart 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 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. 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.

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. 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 we Aryans, 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 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 National Socialist Aryawart to arrange for the writing of a world history in which the race problem will occupy a dominant position.

To sum up: The National Socialist Aryawart 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 today, 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 today.

Therefore the National Socialist Aryawart will one day have to abolish such half-measures.

The second modification in the curriculum which the National Socialist Aryawart 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. 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.

A clear-cut division must be made between general culture and the special branches. Today 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 today 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 Nation today does not represent anything clearly defined. Therefore, there is nothing but the usual stereotyped 'patriotic' training.

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 Aryan 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 Aryan 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. 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.

The present State has no use for patriotic enthusiasm; but it will never obtain what it really desires.

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 Indian 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 National 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 National Socialist Aryawart will have to fight for its existence. 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 National Socialist Aryawart 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 Aryan 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 National Socialist Aryan. 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 midle-class 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 inferior races will profit by it.

By educating the young generation along the right lines, the National Socialist Aryawart 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 National Socialist Aryawart 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.,/p>

While the National Socialist Aryawart 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 Nation 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 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.

The middle-class 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 the people of inferior races 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.

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 National Socialist Aryawart 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 Nation 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 Nation 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 Nation should provide for this situation. Our intellectual class, particularly in our country, 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.

It will be the task of the National Socialist Aryawart 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 Nation 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 Nation itself nor the various departments of Nation 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 Nation 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 National Socialist Aryawart 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 Nation 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 Nation 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 National 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 Aryawart National Socialist Movement must take that duty on its shoulders. It will have to lift its voice above the heads of the small middle-class and rally together and co-ordinate all those popular forces which are ready to become the protagonists of a new Idea & Outlook.

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 today. Yet a time will come when men will again bow to higher gods. Much that we have today 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.

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