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From education by the Church to education by Germanic value is a step of several generations. We are the transition from one education to the other. We are the conquerors of one era and the founders of a new - also religious - epoch. We bear a heavy and therefore a great destiny. To destroy images is something every revolution has been able to do. But to establish its cause upon nothing and yet not to burn all bridges behind it: that is the nobility of character of the National Socialist era. The German people is not marked by original sin, but by original nobility. The place of Christian love has been taken by the National Socialist, Germanic idea of comradeship...which has already been symbolically expressed through the replacement of the rosary by the spade of labour.
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Quoted in Chapter 13, Part 3 of "The Face Of The Third Reich" by Joachim C. Fest

 

Alfred Rosenberg

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But the Teuton has not, unfortunately, kept up his guard. Magnanimously, he conceded to alien blood those same rights which he had gained for himself as a result of his great sacrifices through the centuries. He carried tolerance of religious diversity and scientific speculation into areas where he would have done better to lay down strict limitations; the areas involving the creation of the national state and of the folkish type. Such are the prerequisites for organic life in general. He failed to see that a spirit of tolerance, as between catholic and protestant religious convictions concerning God and immortality, was not at all the same thing as toleration of anti-Germanic character values. Surely it is obvious that there is no equivalence of rights as between the stock market manipulator and the heroic man; or those who follow the immoral and non-Germanic laws of the Talmud cannot be accorded equal rights in shaping the national life as a Hanseatic merchant or a German officer. From this sin against the own blood sprang the national guilt ...

 

Alfred Rosenberg

 

Participation in parliamentary politics has affected the Socialist labour movement like an insidious poison. It destroyed the belief in the necessity of constructive Socialist activity and, worst of all, the impulse to self-help, by inoculating people with the ruinous delusion that salvation always comes from above.
Thus, in place of the creative Socialism of the old International, there developed a sort of substitute product which has nothing in common with real Socialism but the name. Socialism steadily lost its character of a cultural ideal, which was to prepare the peoples for the dissolution of capitalist society, and, therefore, could not let itself be halted by the artificial frontiers of the national states. In the minds of the leaders of this new phase of the Socialist movement the interests of the national state were blended more and more with the alleged aims of their party, until at last they became unable to distinguish any definite boundaries between them. So inevitably the labour movement was gradually incorporated in the equipment of the national state and restored to this equilibrium which it had actually lost before.

 

Rudolf Rocker

 

On the other hand, heroism is basic to the character of the Nordic peoples. This heroism of the ancient mythic period—and this is what is decisive—has never been lost, despite times of decline, so long as the Nordic blood was still alive. Heroism, in fact, took many forms, from the warrior nobility of Siegfried or Hercules to the intellectual nobility of Copernicus and Leonardo, the religious nobility of Eckehart and Lagarde, or the political nobility of Frederick the Great and Bismarck, and its substance has remained the same.

 

Alfred Rosenberg

 

The increased political and economic emancipation of the "masses" has shown itself in education; it has effected the development of a common school system of education, public and free. It has destroyed the idea that learning is properly a monopoly of the few who are predestined by nature to govern social affairs. But the revolution is still incomplete. The idea still prevails that a truly cultural or liberal education cannot have anything in common, directly at least, with industrial affairs, and that the education which is fit for the masses must be a useful or practical education in a sense which opposes useful and practical to nurture of appreciation and liberation of thought.

 

John Dewey

 

The essence of education is that it be religious. Pray, what is religious education? A religious education is an education which inculcates duty and reverence. Duty arises from our potential control over the course of events. Where attainable knowledge could have changed the issue, ignorance has the guilt of vice. And the foundation of reverence is this perception, that the present holds within itself the complete sum of existence, backwards and forwards, that whole amplitude of time, which is eternity.

 

Alfred North Whitehead