Holocaust Education: Cui Bono?
Historical News and Comment
Published: 1991-12-01

This document is part of a periodical (Journal of Historical Review).
Use this menu to find more documents that are part of this periodical.

The following letter was written to the editor of the Asbury Park Press on August 20, 1991. As an answer to the question posed in the above title, it would be difficult to better.

A 14-line single-column item inserted inconspicuously into an inside page of your July 7, 1991 issue revealed to attentive readers that "Florio OKs bill to aid Holocaust education."

For the last thirty years the newspapers have been drenching us in "survivor" epics and other horror tales of the "Holocaust," while film, radio, and television have been bombarding us incessantly with the most spectacular and imaginative "Holocaust" stories. One would think, then, that nothing is less in need of further aid than is "Holocaust education."

However, Florio put it over. New Jersey's children and young people, already deficient in reading and writing, having but a vague knowledge of geography and history, practically ignorant of logic, mathematics, and the sciences, will have vital learning time stolen from them so that their minds can be numbed by "Holocaust education." How will that "education" prepare them for a productive career, to compete on an equal basis with Asians and with Europeans?

As a state governor Florio must know, if only from what is happening in another state – Illinois – that "Holocaust education" is designed to achieve aims that have nothing to do with education, but have everything to do with "diseducation." Three of those aims, summarily stated, are:

  • to instill guilt-feelings in non-Jews, and to serve as a pretext for prostituted politicians to vote ever more billions of dollars for Israel, to bind America to Israel's atrocious practices, to approve tax exemption for the billions of non-governmental, private contributions to Israel, thereby increasing the tax burden on the rest of us; to perpetuate our subservience to Israel and to Zionism – despite their numerous grave offenses against the United States.
  • To incite hatred, especially against Germans, though in proportionately equal degree, as it were, against Balts, Croatians, Hungarians, Poles, Romanians, Ukrainians, and other Christians, often focussing their vituperation on Pius XII, despite the asylum accorded by this saintly pope to uncounted thousands of Jews.
  • At the same time, while playing down, when it can't be suppressed entirely, information about Israeli atrocities in Lebanon, in Palestine, and elsewhere, "Holocaust education" seeks to generate disproportionate, some would say excessive, sympathy for Jews, to the exclusion of every other ethnic group in the country, and on the planet, and at the expense of peoples who have suffered far worse and in infinitely greater numbers. In conjunction with above, "Holocaust education" is calculated to condition Americans to submit to Jewish hegemony in our society, and to tolerate the extraordinary privileges Jews have arrogated to themselves.
  • "Holocaust education" intends to expunge American (and other) history from American memory, and to replace it with a new Jewish scripture. Thus, in Illinois, children are taught: "The period from 1933 to 1945 is known as the Holocaust ..." The headline over a full-page New York Times Book Review (May 13, 1990) advertisement for the Encyclopedia of the Holocaust proclaims it to be "The Definitive Guide to the Most Important Event of the 20th Century."

For the "Holocaust educators" there was no Boer war, no Russo-Japanese War, no World War, no Bolshevist Russian Revolution, no Sino-Japanese War, no Chinese floods that drowned millions, no African, Chinese, Indian famines that killed millions; Stalin's forced starvation of the Ukrainians isn't worth mentioning; there was no World War II with its additional tens of millions of Russian and German soldier and civilian dead; of thousands of American soldiers dead, and many more mutilated since 1917 – all in the twentieth century. There is only the "Holocaust."

There were holocausts. Berlin, Cologne, Dresden, Hamburg, and a hundred other German cities. Nagoya, Osaka, Tokyo, Yokohama, and a hundred other Japanese cities, until the ultimate hells of Hiroshima and Nagasaki. Those were British and American holocausts. No one tries any longer to deny them. Nevertheless, it has never occurred to any German, or to any Japanese, to want to force these searing events into the minds of young Americans, and that least of all under the pretense of "combatting hatred," "fostering sensitivity," and "promoting understanding."

But the "Holocaust" – as we have been led to understand it – becomes more and more controversial. When the great Frenchman Paul Rassinier began in the the 1950's to question the stories that came out of the concentration camps, demographers, historians, scholars and scientists were moved to look critically at the assertion "Hitler ordered the extermination of the Jews" and at the "6,000,000," the "gas chambers," the "death factories" and the rest. No evidence to support the existence of any of these was found, and has not been found to this day.

The brilliant young Italian, Carlo Mattogno, specialist in contemporary European history, has examined, and exposed, the successive reptilian twists of the "Exterminationist" writers through edition after edition of their works. Among the first Americans to stand publicly against the "Holocaust" onslaught is Professor Arthur P. Butz, of Northwestern University. His Hoax of the Twentieth Century is the basic American text on the "Holocaust."

The Costa Mesa, California-based Institute for Historical Review inquires into the truth of the "Holocaust." Contributions to the IHR quarterly Journal are invited, even solicited, from all sides. Historians and scientists of every continent have been responding. In the dozen or so years of The Journal's publication, among the hundreds of contributions that have been submitted, not one has ventured to substantiate the "Holocaust."

Little publicity has been given the Institute's standing offer, and challenge, to debate the question of the "Holocaust." Even less publicity has been accorded the premature withdrawal of the very "Exterminationists" who have trumpeted their "acceptance" of the challenge.

No newspaper, and no radio or televisions station, has informed the American people that those who most strenuously, and stridently, want – at public expense – to force the "Holocaust" dogma on them and their children refuse to debate its veracity.

Among these curious "refuseniks" are the leaders and members of the myriad Jewish organizations in the United States, the Anti-Defamation League of B'nai B'rith, the American Jewish Committee, the American Jewish Congress, the World Jewish Congress.

Individuals who have made fortunes on the "Holocaust" – "There's no business like Shoah business" – but shun debate on it include "Nazi-hunter" Simon Wiesenthal, hater-in-chief Eli Wiesel, and "Mr. Holocaust" himself, Professor Raul Hilberg. Nor should the swarms of "survivors" who have profitably published their memoirs be overlooked.

The "Exterminationists," the professionals of the "Holocaust," when asked to debate their position, respond by wailing "discrimination," or "persecution," or screaming "anti-Semite," "neo-Nazi," "fascist" – but they won't debate. Why not?

Do not the American people have the right to hear, in open debate, all sides of a question that has cost them so much blood and treasure, and threatens to cost them more still?

At least until this question is resolved fairly and democratically – not, as is being pressed now, autocratically and dictatorially – to the satisfaction of the American people, the intolerable outrage of forcing a special-interest mind-set on our children and young people should be stopped.


Additional information about this document
Property Value
Author(s): Carl Hottelet
Title: Holocaust Education: Cui Bono? , Historical News and Comment
Sources: The Journal of Historical Review, vol. 11, no. 4 (winter 1991), pp. 500-503
Contributions:
n/a
Published: 1991-12-01
First posted on CODOH: Nov. 16, 2012, 6 p.m.
Last revision:
n/a
Comments:
n/a
Appears In:
Mirrors:
n/a
Download:
n/a