Militia est vita hominis super terram. Job (7:1)

C’est par la guerre que l’homme marche à sa fin. Monsignor Jean-Joseph Gaume

The following is a schema of education that reflects standard pedagogy during the First, Second and Third Reichs:

1) Confidence and virility/strong virtue via closeness to Nature and health. (physical education)

2) God: Unity of Nature/Matter and Unity of History/Humanity and animals. (religion)

3) History of Race and Nation. (history)

4) Classics in Latin and the Vernacular. (grammar or belles-lettres, rhetoric or composition, science; reading, writing and philosophy)

5) Skills for one’s social position a) to lead b) to practice a profession c) to earn a frugal living. (vocation)

6) Also clergy to teach catechism/basic spirituality to the poor, theology/advanced spirituality to the upper classes and the Aryan New Testament, Aeneid and music dramas of Wagner to all. (Kampf)

To keep this as brief as possible for use by an Aryan audience, the first pedagogic level affirms that before all else Aryan students require fitness education and a familiarity with the natural world. This would have an orientation to military sports and an acquirement of physical discipline through calisthenics, shooting, hiking, skiing, horse riding, tennis, chess and the like. It aims at the loyal endurance of a Roman Army, not at the effete judaic Rambo-like love of violence that characterizes the American and Israeli Armed Forces. Aryan physical education is expensive, but such it must be if we truly believe that our younger generation is noble-born.

The second pedagogic level affirms the necessity for Aryans of religious belief. It is extremely essential to comprehend that this belief is not a matter of concepts or argument but of an acknowledgment of the Great Unity. Aryans must act on the knowledge that the Cosmos and human history form a unity of noble power. In its optimistic peaceful aspect this affirms the ancient alliance of religion and science and restores God in the Cosmos by echoing from one pole to the other the hymn of solar glory ceaselessly chanted throughout the skies. In its pessimistic and tragic militarist aspect this affirms the universal dependence of the weaker on the stronger by which beings pass to an ever more noble existence by the loss of their own life through assimilation into what is superior to themselves. Simpler mineral elements are assimilated into more complex mineral elements, vegetation assimilates minerals, animals assimilate vegetation, men assimilate animals, angels or the gods assimilate men, God assimilates angels and god-men. Creation (apart from the Golden Age) is also a warrior Valhalla in which everything eats and is eaten. And precisely this sublime transformation brings back the primordial hierarchic Unity of Oneness! In this way Aryans are neither sentimentalists nor cynics yet not insensible to sentimental and cynical phases within Eternal Nobility.

This assimilative phenomena is the Kali Yuga and must be overcome and replaced by the superior Golden Age Unity of the Sunwheel. Yet the best of Kali Yuga serves as heroic matrix of the Age to Come. Ultimately the Great Unity is true friendship and Eternal Arya.

The above third pedagogic level of Aryan History teaches Aryan students the singular excellence of their heritage and destiny. They gain the true perspective that nobility is not of this world but from above whereas the judaic enemy of godless globalism is all too much of this world. It is important for them to recognize that civilized human geography and population are objectively Eurocentric and that successful civilization has arisen and must arise from a victorious European geographic center. Nevertheless the true name of this center is Arya.

These objective advantages of Europe for civilization are many and would require a book to enumerate and explain. As two geographic examples, tropical agriculture is narrowly geared to cash crops and the geography of the Far East is severely fragmented by mountains and seas. The favorable conditions of ancient Hyperborea or Ice Age Europe assisted in the rise of our Indo-European/Aryan race.

Asia has contributed our Aryan Spirit and Egypt, through Africa, has contributed our Aryan Wisdom. Yet all enduring human achievements in war, peace and prosperity have been European in their origin and longevity. In history freedom has been the European Victory that occured when Europeans were true to their Aryan roots. Henceforth freedom shall be the Victory of Arya. The great contribution of the Americas has been humbly to provide Europe with strength to be victorious and will be to provide Arya with strength to reach greater heights than Old Europe ever could. Aryan education must have the courage of historical truth and reject cowardly judaic lies.

Pedagogic level four affirms that an Aryan must read much and above all the great writings both ancient and modern. This exercise is the life of all a man’s faculties. Thinking teaches a man to write well and good reading teaches a man to think. For thousands of years Aryan elementary or grammar education up to about the age of fourteen has consisted of exercises in reading and physical games with arithmetic and geometry practice on the side. But these exercises are ambitious and transform reading into philology or the study of the philosophy of words and transform games into a serious preparation for warfare. The normal conversation of Aryan boys has always been that of honorable young men. Every word of falsehood has always been promptly rewarded with punishments; high spirits or cunning are not falsehood.

Aryan children, in accordance with what interests them, memorize passages of great writing in Latin and their vernacular language as the best method to develop their powers of memory, master languages and encourage Aryan character. They discuss the meanings of writings and vocabularies they have read through usage, translation and conversation with their teachers and among themselves. Together they may translate an entire book in groups with a shared affinity. All effective methods of learning languages could be reduced to two words: reading and conversation. Our great masters achieve eloquence through long years of reading and meditation, so that when the time comes an abundance that fills their souls escapes in fiery expressions that assume images strong or naïve, gracious or terrible.

The European Aryan Quadrivium consists of the following four sciences which are the best preparation for an Aryan study of philosophy:

Arithmetic: The Pythagorian theory of pure number as a system of Pythagorian Aesthetics with deductions of a magical and mystical character, for example that at each fourth step of a progressive multiplication the number one appears. Thus 1 x 3 = 3, 3 x 3 = 9, 9 x 3 = 27, 27 x 3 = 81 = 80 + 1. Always at the fourth multiplication 1, unity, occurs. When multiplication is continued to infinity, unity, 1, is outstanding at each fourth step: 3 to the eighth power = 6560 + 1, and so on. This numeral one is a unity, a monad, which is incorporeal and uncompounded, like the soul itself. The elements of number are 1) the even numbers with their open-ended operations typified as “apeiron” or “things difficult to express” and thereby unlimited and infinite, 2) the odd, limited numbers expressive of limits, finity and matter, 3) both even and odd number together as unity, the origin of numbers and the law of all being and thought. Numerical symmetries are understood as the harmony of heaven within Creation while the numeric sum of each thing forms its primary nature or quintessence.

Geometry: The study of measurements of earth, waters, sky and heavenly bodies through Euclidean geometry broadened into a general study of geomancy and sacred geography, viewing the landscapes of one’s native land as the basis of an Aryan symbolic language of Nature. The Golden Ratio of Phidias is key to this endless adventure.

Astronomy: The study of the law of the stars, their revolution of the firmament and its regions, orbits, courses, the rising and setting of stars and why some of them are called planets or “wanderers.” Astronomy is complemented by the science of natural astrology, the study of the stars in relation to the noting of birth and death and other occurrences in reference to the bodily humors which vary with the current influence of the greater bodies, as with health and sickness, disturbances or calm, fertility or infertility. On earth the zodiac is reflected as the Aryan city, temple and body and the cosmic game of divinity is played in the ongoing battle between the passive and active principles of Aries and Leo or the two faces of Janus often expressed as Saint John the Baptist and Saint John the Beloved Apostle of the Lord.

Music: The study of the harmony which exists in Nature through the mundane music of the interactions of earth, air, fire and water, through the human music of the human body and soul and their interactions, and of the instrumental music of percussion, wind and voice. A man’s soul can be seen as the music of his lifetime while the unity of the universe is also its musical concord. More ambitious students might learn the celebrated Language of the Birds of trinities and quaternaries, intimately associated with the Phonetic Kabbala of the Runes.

Philosophy concludes pedagogic level four. In a word, all here below is unity and trinity: everything that exists is one and every unity results from a trinity of causes; such is generating priciple of all things. Such is therefore also the Great Truth to be stated, developed and made available to every intelligence coming into the world of philosophy. Unity resulting from trinity is real, indivisible and permanent.

Some consequences and applications of this for philosophy can be formulated in the following axioms:

1) Plurality of constituent principles in any being whatsoever does not alter the fact that it is really one.

2) In created beings the constituent principles are not equal among themselves and do not concur in the same way to the formation and operations of the being that results from their unity.

3) The active principle or form or informing principle does not loose its force or rule of action to the passive principle of matter or instumentality, but rather matter or instrumentality receives its force and rule of action from the active principle of power and form.

To observe this great law of unity in trinity is the source of all perfection and consequently the basis of morality.

Pedagogic level five begins with Aryan leadership in which students learn the honor of every Aryan rank or social function. These are clergy, warrior, judge, farmer, trader, mechanic and maritimer and each has moral equality with the others.

Skills with which to fulfill one’s social position are described as technical education, vocational education or the seven Mechanical Arts, namely, weaving, armament in the broadest sense, navigation, agriculture, hunting, medicine and the theatrical art dealing with public spectacles. Children exhibiting a special talent for these arts are selected at an early age to serve a long apprenticeship with their skilled adult mentors. Most boys learn a trade to supplement their literary education and most girls are also trained in domestic arts such as weaving, cooking, singing and social etiquette.

Together Aryans enjoy prosperity without usury or “easy money” through what was once called holy poverty, a moderate wealth that is different from penury or destitution. Every Roman or Imperial citizen is a “miles” or warrior whose generous hospitality is proof of his or her Aryan religion.

A sixth pedagogic level consists in the practice of our multiform Aryan religion through instruction by Aryan clergy according to our needs. Pagan Aryans who will be offended by mention of an Aryan New Testament should appreciate that the Aeneid and music dramas of Wagner must also be respected by Aryan Kristians as sacred texts of Pagans. In the religion of our dawning Fourth Reich the Aryan God Kristos is Wotan and Lucifer as well as Jesus! All should find inspiration in their own sacred texts while respecting other religions of our Empire of Arya.

Beyond these levels are many more specialized studies of Aryan higher education taught according to the talents and interests of particular groups and individuals: Each Aryan is free to be superior as the light guides him. May the above suggestions be of some small assistance in enabling Aryans to ensure that the wisdom of the Fourth Reich shall be even more glorious than were the First, Second and Third. May the sons of Arya be worthy of their sires.

4 Responses to “Towards A Pedagogy of Arya”
  1. [...] Hood Towards A Pedagogy of Arya » Nov 10 [...]

  2. wolfgang says:

    Inspiring vision of what can be, what must be!

  3. Rupert Sackville says:

    Dear Aryanism.org,

    Inspiring ideas indeed. With regard to physical education, however, your proposal is incomplete. Although there is no doubt about the benefits of the activities you mentioned, they should be supplemented with track and field events and at least one combat sport chosen amongst these four: fencing, wrestling, boxing or judo. I think there are no doubts as to the benefits of running or throwing the javelin and the discus.
    But the general outline you offer is very appealing indeed.

    Aryan greetings,

    Rupert Sackville

  4. oregoncoug says:

    Mr. Sackville,

    Thank you for your kind observations. My proposal is VERY incomplete. I wrote it to be as brief and to-the-point as possible so that, perhaps, it might actually be read. Our library bookshelves groan with the weight of excellent Aryan books that no one seems to get around to reading!

    Also, the weakest point in my own personal educational experience is precisely in physical education. There is a good reason for that: I’m quite near-sighted. If not for that I’d no doubt never have read so many of those fine Aryan books myself either. So your suggestions are most welcome and do much to rectify that weak point in my essay.

    AS has made an apt observation that my expression “fitness education” implies a sickly population in need of remedial measures. He noted the best means to achieve a healthy population would be an active life that would reduce the time and effort required for physical education.

    Yours in Our Aryanist Educational Kamph,

    oregoncoug

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