dtufail/nuremberg-trials-corpus huggingface dataset:
every indentation in the ground, every bit of vegetation to close in, to cover long distances without any noise also at night and, at the same time, to see everything, to hear everything and finally to appear out of nowhere before the baffled enemy; thus growing into the future battle technique through his full life of a boy.
I ask you, gentlemen, to think back for a moment and remember Langemarck, the volunteers who, for the idea, offered their lives to the bullets while singing "Deutschland, Deutschland ueber alles". And then think of the youth with the same ideological readiness of a few decades later which does not waste one drop of blood, which in defense and attack evades the enemy, against whom the best weapon becomes useless because it hardly any longer can find its aim. This is a picture of the goal of great education which starts with the playful training of the boy in the terrain and completes itself in the training in the Armed Forces.
If we in Germany used only a fraction of the effort which is used in the school to prepare the boy for that we will certainly get results. because this service has one advantage: It meets the desires of the boy halfway while, thank heavens, sitting on a school bench never does. because the fate of nations will also in the future not be determined by academicians but by politicians and finally by the soldier. Why shouldn't it be possible to give back to German youth what is natural to primitive men? Our nation is healthy. The natural tendency for it still exists. They have not been lost, they are only obscured. First, they have to be forced so that they may grow again.
What a boy between 10 and 14 does in his games, the older boy practices in systematic training. But nowhere is there a place for unnatural drilling, everything shall and must be part of the life of youth. But the effort made by the individual must be increased as he grows older.
they may grow again. What a boy between 10 and 14 does in his games, the older boy practices in systematic training. But nowhere is there a place for unnatural drilling, everything shall and must be part of the life of youth. But the effort made by the individual must be increased as he grows older.
We Germans were given a great gift by providence. That is, that we are the only nation who knows how to hike. We are bound to nature not only by the necessity to exploit it but by the talent to understand nature emotionally. We experience nature when we hike because we add our own effort.
We do not wish our youth to goose step in a column, but travel in a small group which must find its own way. The group learns, after it has been taught essentials, to orient itself, to read maps and to judge the terrain. It increases the joy of hiking. if the leader gives definite problems, for instance, to find a certain point visible in the terrain on the map, or, to look up a road on the map and lead the group to it etc., etc.
The trip offers the great opportunity to fit in all that which belongs to the system: description and judgment of terrain; recognition and description the aim; used of terrain, scouting; reporting; securing; and to end up in a terrain game which requires all the boy; initiative.
the group to it etc., etc. The trip offers the great opportunity to fit in all that which belongs to the system: description and judgment of terrain; recognition and description the aim; used of terrain, scouting; reporting; securing; and to end up in a terrain game which requires all the boy; initiative.
The trip does not alone train the boy in the terrain but, as I like to call it, to self-help. During the war we found that the truly useful soldiers were not those who had completed their training but those guys who knew what to do in any situation and could take care of themselves when it came to the smallest details. Only the mastery of these thousands of skills makes a completely useful soldier. The idealist reaching for the stars is of little used if he cannot deal with all the unpleasant things which must be overcome. Of what used is the most enthusiastic man if he neglects his footwear and has to stay behind with bad feet. It is a useless comrade who does not know how to set up a tent, to dig a hole for cooking, to make a fire, to dress a wound. The many repulsive tasks in the world of war will soon cause him to stay behind as unfit, or he will remain a constant source of trouble to the sergeant, who will be unable to grasp how anybody could be born with so little common sense.
We have no used for helpless professors but need agile, quick youths who can deal with every situation in life and have learned all that at a time when it was easiest to learn it. This is, to a large extent the purpose of the hiking trip and the camp.
grasp how anybody could be born with so little common sense. We have no used for helpless professors but need agile, quick youths who can deal with every situation in life and have learned all that at a time when it was easiest to learn it. This is, to a large extent the purpose of the hiking trip and the camp.
But the hiking trip has still another purpose. It is one of the best means of education at our disposal; because it is the only way in which the boy can get acquainted with his fatherland for which he will have to fight one day. From the perspective of the back alley he can never win it. But he who has not been completely satisfied will still find in sun and rain and in his own effort the meaning of trees and soil, of villages and old towns. He can carry it with him as his true possession and with this possession he ceases to be a proletarian. It is even a prerequisite for the possibility that the new state once again may give him a piece of land. Then again it would have a meaning to the individual.
The systematic development of physical ability for all of us today has become something self-understood. We can hardly grasp the fact that the old state did so little for it with a few hours of gymnastic exercises up to the end of compulsory school and nothing up to the time of military service. And that at a time when the number of men fit for military service in the large cities decreased from year to year. It does not make sense to us to provide physical training only for those who desire it and, therefore, join sports clubs. Because he who does not do that is certainly much more in need of physical training. A definite program for physical training simultaneous with the physical development of the young person is a demand already made by the Fuehrer in his book "Mein Kampf" and which was therefore also demanded and carried out by the new state. The gap between school, labor and army service must finally be closed.
training. A definite program for physical training simultaneous with the physical development of the young person is a demand already made by the Fuehrer in his book "Mein Kampf" and which was therefore also demanded and carried out by the new state. The gap between school, labor and army service must finally be closed.
What shall and must be done in particular is clear today and established. The natural is the best. General physical training is the beginning. Then follows athletics. Track comes first, followed by jumping, throwing and pushing. But not everything belongs to athletics but only the simplest: short and long distance running, high and broad jumping, shot put and instead of javelin, club-throwing. For building the body those are the most beneficial exercises which require a minimum of tools and at the same time not too much technique. Among those swimming is one of the exercises which develop the body in general. Why should a boy wait till he is 20 years old to learn how to swim? In the question itself lies the contradiction. Why should the army occupy itself by teaching 70 percent of the recruits how to swim. The boy of ten can learn to swim and should master it long before he becomes a soldier.
Of special value for the development of the body is any fighting sport, especially boxing. Every boy first learns free wrestling and then boxing. There is no sport which educates better to hardiness and fighting spirit.
One could not start it too early but only after the body has almost stopped growing, under no circumstances during the grooming periods. After that it shall be the main part of body training.
[Pages 174-176]
Every boy endures within the proper limits of his strength and resistance. It is the art of the educator not to go further and to go so far that through a new test new hardiness follows and in such a manner that the new test can be on a higher level and increase resistance by not giving beyond its limits.
endures within the proper limits of his strength and resistance. It is the art of the educator not to go further and to go so far that through a new test new hardiness follows and in such a manner that the new test can be on a higher level and increase resistance by not giving beyond its limits.
All that has been learned serves, from a military point of view, nothing but to get close to the enemy and to bring arms into effect. The entire education and training remains without value if it does not lead to the full effect of the weapon against the enemy. All training, therefore culminates in training in shooting. It cannot be emphasized enough and because shooting is a matter of practice one cannot start too early. In the course of years we want to achieve that a gun feels just as natural in the hands of a German boy as a pen. It is a strange state of mind in a nation if, through years many hours every day are spent in practicing penmanship and grammatical writing but not a single hour in practice-shooting. Liberalism put the following slogan above school doors "knowledge is power". We, on the other hand, have found out during the war and postwar period that the power of a nation, in the last analysis, always rests on its arms and on those who know how to handle them.
Shooting meets with the desire of a boy. There is hardly ever a boy who does not experiment with it, if only with a bow and arrow he made himself. Let us put into his hand that which suits him that gives him real pleasure. First a new air rifle with which he can really learn how to shoot and let us teach him how to do it correctly. Later, the older boy gets a small caliber rifle with which all the fine points of shooting can be taught and in the service of the army finally, as the last stage, a weapon.
In such a training course the art of shooting can be developed to a degree which, up to now, seemed not attainable.
correctly. Later, the older boy gets a small caliber rifle with which all the fine points of shooting can be taught and in the service of the army finally, as the last stage, a weapon. In such a training course the art of shooting can be developed to a degree which, up to now, seemed not attainable.
In addition to general training there is special training for the new replacement generation in the Air Force, Navy and motorized troops. The training course for this has been established with the competent authorities in the Armed Forces. In addition, there is training in communications on a broad basis and, in the country, cavalry training.
With the law of 1 December 1936 on the Hitler-Youth, the Fuehrer made it possible to extend the principles which, so far, have been applied to the education of the Hitler-Youth to all German Youth. Military education is one of the most important tasks to be fulfilled by the future Hitler-Youth. Besides it, there are the other tasks which are inseparably connected with it. In our opinion it is not possible to divide the thinking of a human being into various sections which then are cultivated by various organizations. But man is an indivisible whole also in regard to education. Military education and philosophical education belong together. The latter is not to exhaust itself in lectures but always through ideological attitude has to draw the conclusion through action.
various sections which then are cultivated by various organizations. But man is an indivisible whole also in regard to education. Military education and philosophical education belong together. The latter is not to exhaust itself in lectures but always through ideological attitude has to draw the conclusion through action.
During the years the boy lives in the youth organization we want to give him the knowledge of that for which he has to fight and be a soldier. The army of the new Reich is not only a community of men who know how to fight according to the laws of military honor, but a community of faith in the mission of the German people and in their own great task. The education of youth has to take care that the knowledge and the principles, according to which the state and the Armed Forces of our time have been organized and which support them, enters so thoroughly into the thoughts of the individual that they never again can be taken away and remain direction-giving principles all through life.
But if faith should be shattered and the idea itself should no longer be firm enough then the German man must have been educated in such a manner that the laws of honor, which alone enable him to live in his community, still hold. And if even those should be shattered, there remains as the last resort the manly discipline, the iron habit to obey silently and to carry out, without a word that service by order of another for which the individual will does not suffice. He who cannot give orders to himself, must get used to obeying the orders of others and to feel the obligation so to do so strongly that even at the most dangerous moment it does not fail. It is a fine thing when a man of 20 learns to obey unconditionally but it is much better when the boy of ten starts to put his own wishes aside, to renounce, to give in, and to serve the will of the community.
do so strongly that even at the most dangerous moment it does not fail. It is a fine thing when a man of 20 learns to obey unconditionally but it is much better when the boy of ten starts to put his own wishes aside, to renounce, to give in, and to serve the will of the community.
Gentlemen, you can see for yourself that the tasks of present German youth education have gone far beyond the "playful". Within the great order of the new Reich they have taken on a new and tremendous significance. In order to be able to solve these problems apart from everything old and inhibiting the Fuehrer has given its own realm to youth. But this problem can only be solved if the large educational organizations of the German people are coordinated in such a way that the life of the German boy constantly increases in physical skill as well as in ideological will. It would be a pleasure to know that I succeeded in showing you the great possibilities and in arousing your interest in the fact that the Armed Forces and the youth together, have to follow one road.
Source:
Nazi Conspiracy and Aggression Volume IV
Office of the United States Chief Counsel for Prosecution of Axis Criminality
Washington, DC : United States Government Printing Office, 1946
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Nazi Conspiracy and Aggression Volume IV
Document No. 1997-PS
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PARTIAL TRANSLATION OF DOCUMENT 1997-PS
Copy of RK. 10714 B.
Decree of the Fuehrer concerning the administration of the newly-occupied Eastern territories.
dated the 17 July 1941.
In order to restore and maintain public order and public life in the newly-occupied Eastern territories I decree that:
Article 1
As soon as the military operations in the newly-occupied territories are over, the administration of these territories shall be transferred from the military establishments to the civil-administration establishments. I shall from time to time determine by special decree, the territories which according to this are to be transferred to the civil administration, and the time when this is to take place.
Article 2
The Civil Administration in the newly-occupied Eastern territories, where these territories are not included in the administration of the territories bordering on the Reich or the General government, is subject to the Reich Minister for the Occupied Eastern territories.
Article 3
Military sovereign rights and powers are exercised by the commanders of the Armed Forces in the newly-occupied Eastern territories in accordance with my decree of 25 June 1941.
The powers of the Commissioner for the 4-year plan in the newly-occupied Eastern territories, according to my decree of 29 June 1941, and those of the Reichsfuehrer SS and Chief of the German Police according to my decree of 17 July 1941, are subject to special ruling, and are not effected by the following regulations.
Article 4
I appoint Reichsleiter Alfred Rosenberg as Reich Minister for the Occupied Eastern Territories. He will hold office in Berlin.
Article 5
SS and Chief of the German Police according to my decree of 17 July 1941, are subject to special ruling, and are not effected by the following regulations. Article 4 I appoint Reichsleiter Alfred Rosenberg as Reich Minister for the Occupied Eastern Territories. He will hold office in Berlin. Article 5
The parts of the newly-occupied Eastern territories which are subject to the Reich Minister for the Occupied Eastern Territories are to be divided into Reich Commissariats, which are to be divided into General Regions [Generalbezirke] and these again into District Areas [Kreisgebiete]. Several "Kreisgebiete" can be joined into a Main Region [Hauptbezirk]. The Reich Minister for the Occupied Eastern Territories will issue more detailed instructions on this subject.
Article 6
At the head of each Reich Commissariat will be a Reich Commissar; at the head of each General Region a Commissar-General and at the head of every District Area an Area Commissar [Gebietskommissar]. Where a Main Region is formed, there will be a Head-Commissar [Hauptkommissar] in charge.
The Reich Commissars and the Commissar-Generals will be appointed by me, the heads of the main sections in the bureaux of the Reich Commissars, as well as the Head Commissars and District Commissars will be appointed by the Reich Minister for the Occupied Eastern Territories.
Article 7
In cases where Article 3 is not applicable, the Reich Commissars will be responsible to the Reich Minister for Occupied Eastern Territories, and will receive instructions exclusively from him.
Article 8
It is the responsibility of the Reich Minister for the Occupied Eastern Territories to legislate for the newly occupied territories under his jurisdiction. He can delegate the legislative power to the Reich Commissars.
Article 9
As regards civil affairs, the Reich Commissars are responsible for the whole administration of their territory.
of the Reich Minister for the Occupied Eastern Territories to legislate for the newly occupied territories under his jurisdiction. He can delegate the legislative power to the Reich Commissars. Article 9 As regards civil affairs, the Reich Commissars are responsible for the whole administration of their territory.
As long as military operations are in progress, it is the duty of the highest competent authorities of the Reich to guarantee railway and postal services in accordance with the instructions of the Chief of Supreme Command of the Armed Forces. Further ruling will remain pending until the time the military operations cease.
Article 10
In order that the measures taken by the Reich Minister for the Occupied Eastern Territories or by the Reich Commissars in their areas may be brought into harmony with the over-all [uebergeordnete] aspects of the interests of the Reich, the Reich Minister for the Occupied Eastern Territories will maintain close liaison with the highest Reich authorities. In differences of opinion which cannot be settled by direct negotiations, my decision is to be obtained through the Reich Minister and Chief of the Reich Chancellory.
Article 11
The necessary regulations for carrying out and supplementing this decree will be issued by the Reich Minister for the Occupied Eastern Territories in agreement with the Reich Minister and Chief of the Reich Chancellory.
Fuehrer's Headquarters, 17 July 1941
The Fuehrer
Signed: Adolf Hitler
Chief of Supreme Command of the Armed Forces
Signed: Keitel
Reich Minister and Chief of the Reich Chancery
Signed: Dr. Lammers.
[L.S.]
Source:
Nazi Conspiracy and Aggression Volume IV
Office of the United States Chief Counsel for Prosecution of Axis Criminality
Washington, DC : United States Government Printing Office, 1946
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PARTIAL TRANSLATION OF DOCUMENT 2000-PS
1935 REICHSGESETZBLATT, PART I, NO. 100, PAGE 1146.
Law for the Protection of German Blood and German Honor of 15 September 1935
Thoroughly convinced by the knowledge that the purity of German blood is essential for the further existence of the German people and animated by the inflexible will to safe-guard the German nation for the entire future, the Reichstag has resolved upon the following law unanimously, which is promulgated herewith:
Section 1
1. Marriages between Jews and nationals of German or kindred blood are forbidden. Marriages concluded in defiance of this law are void, even if, for the purpose of evading this law, they are concluded abroad.
2. Proceedings for annulment may be initiated only by the Public Prosecutor.
Section 2
Relation outside marriage between Jews and nationals of German or kindred blood are forbidden.
Section 3
Jews will not be permitted to employ female nationals of German or kindred blood in their household.
Section 4
1. Jews are forbidden to hoist the Reichs and national flag and to present the colors of the Reich.
2. On the other hand they are permitted to present the Jewish colors. The exercise of this authority is protected by the State.
Section 5
1. A person who acts contrary to the prohibition of section 1 will be punished with hard labor.
2. A person who acts contrary to the prohibition of section 2 will be punished with imprisonment or with hard labor.
3. A person who acts contrary to the provisions of sections 3 or 4 will be punished with imprisonment up to a year and with a fine or with one of these penalties.
Section 6
The Reich Minister of the Interior in agreement with the Deputy of the Fuehrer and the Reich Minister of Justice will issue the legal and administrative regulations which are required for the implementation and supplementation of this law.
Section 7
with a fine or with one of these penalties. Section 6 The Reich Minister of the Interior in agreement with the Deputy of the Fuehrer and the Reich Minister of Justice will issue the legal and administrative regulations which are required for the implementation and supplementation of this law. Section 7
The law will become effective on the day after the promulgation, section 3 however only on 1 January 1936.
Nurnberg, the 15 September 1935 at the Reich Party Rally of freedom.
The Fuehrer and Reich Chancellor
Adolf Hitler
The Reich Minister of Interior
Frick
The Reich Minister of Justice
Dr. Guertner
The Deputy of the Fuehrer
R. Hess
Reich Minister Without portfolio
Source:
Nazi Conspiracy and Aggression Volume IV
Office of the United States Chief Counsel for Prosecution of Axis Criminality
Washington, DC : United States Government Printing Office, 1946
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