Classic EssaysWilliam Pierce

A New Educational System

by Dr. William L. Pierce
and National Alliance staff

A PROPER educational system serves three purposes: It passes a people’s cultural, intellectual, and spiritual heritage from generation to generation; it teaches skills and techniques; and it guides the character development of individuals from childhood to adulthood.

The first purpose is served by teaching facts and ideas: language, history, science, ethics, and so on.

The second purpose is served by teaching the child or young adult how to do things which will be useful to himself and/or society: how to play a musical instrument, how to weld, how to manage a business, how to type, how to repair a motor vehicle, how to fight with and without weapons, how to draw, how to swim, how to raise children, how to grow food, how to build a house. Beyond these things, of course, more advanced or specialized occupational skills — medicine, music, engineering, science — are taught in professional or graduate schools.

The third purpose is served by challenging, testing, conditioning: by forcing the child to exercise his will, to discipline himself, to endure discomfort, to make plans and carry them out, to overcome fears, to accept responsibility, to be truthful, and generally to develop and strengthen those traits of character valued by a healthy, Aryan society.

The present educational system in America completely neglects the third purpose and does poorly with the first two, even in those fortunate areas not yet encumbered with an appreciable “multicultural” contingent. The most important reason for its poor performance is that it has lost any clear understanding of purpose. In order to pass on a people’s cultural, intellectual, and spiritual heritage, it must first know the answer to the question: Which people’s heritage? Today such a question is Politically Incorrect and therefore not admissible.

Even 70 years ago, before it became Politically Incorrect to understand that the heritage to be passed on is European, there was no depth of purpose. The reason for passing on the European heritage is not just to help young people qualify for higher-paid employment or become better dinner-table conversationalists. It is to instill in them a consciousness of what it means to be European — a race consciousness — and thereby to make racial patriots of them. Facts and ideas have a spiritual component, and this component must be emphasized in the educational process.

There certainly will be sexual and occupational specialization in the second area of educational activity, and sexual specialization in the third. Even in the first area, children undoubtedly will be separated according to ability: not every child needs to learn Greek and Latin and the infinitesimal calculus to acquire a feeling for his race and its ways. Nevertheless, a proper educational system should provide a common body of knowledge and understanding shared by everyone, so that every member of the society has a fully developed sense of peoplehood. The boy who aims at becoming a machinist should read Homer, at least in translation, and the boy who plans to teach literature should understand what it means to be a good welder, at least to the extent of trying his hand at it in shop class.

It is by pursuing the third purpose, however, that a new educational system will make the most radical contribution to Aryan society. Education which concerns itself with the development of the whole person and focuses as strongly on forming character as on imparting knowledge or teaching skills dates back to ancient Greece, and it enjoyed an all-too-brief revival for a few years in the last century in National Socialist Germany, before being outlawed by the advocates of permissiveness and democracy. Today permissiveness rules throughout the Aryan world. “Education” is something which takes place only in designated buildings for a few hours on prescribed days, under conditions approaching chaos. Inside or outside these buildings, discipline is minimal. Children grow up in a world without standards of performance, without clear guidelines for behavior, without any strong source of authority. We see the products of this system all around us: too many weak, indecisive men and too many unfeminine women; a general lack of significant goals and self-confidence; a self-indulgent population without self-discipline or inner strength, restlessly seeking “happiness.”

By ensuring that each child born to our race grows into the strongest, most capable, most responsible, and most conscious future citizen that his genes make possible, we will gain an enormous advantage over any race without such an educational system.

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Source: National Alliance Membership Handbook

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Susan

I had to respond to this article since I began my search for truth some 25 years ago when my children were in elementary school. I saw multiculturalism was the big thing and I wanted to know the “who” and “why” behind it. I enthusiastically agree with everything said about what is needed in an educational system. There are many things I could say but will limit myself to just two. One is what one could call a “Catch-22.” The critics of education, who have written many very good books and spent many hours on activism, are usually Christians. They have often gotten involved originally in opposition to sex education. Sort of an agnostic, I became initially favorably impressed with Christians for this reason. The Catch-22 part, which took me… Read more »