Don't blame the Jews, blame those that bend to their pressure!

More 'Holocaust' rubbish - teaching the 'Holocaust

= teaching hatred against Germans. Columbia University goes bonkers!


Memo from Fredrick  Töben: Adelaide 15 July 2005

More 'Holocaust' rubbish that merely promotes German hatred. Professor Robert Jan van Pelt appears as star witness in this latest 'Holocaust'  educational fraud program.

Remember Professor van Pelt? In his book, together with Debórah Dwork, Auschwitz: 1270 TO THE PRESENT, 1996, he admits at page 363-64 that Krema I was never a homicidal gas chamber:

"Visitors are not told that the crematorium they see is largely a postwar reconstruction.

When Auschwitz was transformed into a museum after the war, the decision was taken to concentrate the history of the whole complex into one of its component parts. The infamous crematoria where the mass murders had taken place lay in ruins in Birkenau, two miles away. The committee felt that a crematorium was required at the end of the memorial journey, and crematorium I was reconstructed to speak for the history of the incinerators at Birkenau. This program of usurpation was rather detailed. A chimney, the ultimate symbol of Birkenau, was re-created; four hatched openings in the roof, as if for pouring Zyklon B into the gas chamber below, were installed, and two of the three furnaces were rebuilt using original parts. There are no signs to explain these restitutions, they were not marked at the time, and the guides remain silent about it when they take visitors through this building that is presumed by tourists to be the place where it happened."

Van Pelt implies Germans (Nazis) systematically killed European Jewry in homicidal gas chambers, in particular at Auschwitz, an assertion Fredrick Töben, et al, is not permitted to test for truth content because it would be hurtful to all those Jews who claim to be 'Holocaust' survivors. Hence, there are laws in German-speaking countries, and elsewhere, such as Poland, that upon pain of imprisonment, this matter is not to be contested - never mind that a tsunami of lies floods our cultural stock, thereby mentally raping individuals into submission to lies. This cannot be good for a people’s mental health and general wellbeing – force-fed on lies?


Think on these things:

1. Professor Arthur Butz's thesis in The Hoax of the 20th Century remains unrefuted.

2. Dr Robert Faurisson's challenge: 'Show me or draw me the murder weapon', i.e. the homicidal gas chamber at Auschwitz, remains uncontested.

3. Germar Rudolf's material in The Rudolf Report remains definitive.

4. Gitta Sereny's/Fritjof Meyer's claim that Auschwitz was not a death camp, is the latest assertion from those who believe in the 'Holocaust'.

5. Ernst Zündel won his 20-year legal battles in Canada, but then dirty legal games were played, and since 1 March 2005 he is in a German prison.

6. Professor Deborah Lipstadt's latest assertions are irrelevant to the 'Holocaust' debate. She keeps on changing her story. Now, because she locked horns with a 'Holocaust' believer, David Irving, who believes that "limited gassings" took place, she trumpets her 'victory' over a 'gassing story' believer! Read how I evaluated David Irving's London Court appearance in Newsletter, April 2000, Nos 106 and 107.

7. The persons to challenge are Professor Arthur Butz, Professor Robert Faurisson, Germar Rudolf, Udo Walendy, Jürgen Graf, Carlo Mattogno, Siegfried Verbeke, among others. Ernst Zündel has been locked away from public battle for almost three years!

Lipstadt remains irrelevant because she keeps on changing the story, as Robert Faurisson would state. By the way, Lipstadt did meet Faurisson. What happened, what was said during this meeting?




Teachers Learn How to Teach the Holocaust

By DAVID B. CARUSO, Associated Press Writer Fri Jul 8, 3:05 AM ET

Six decades later, the Holocaust remains a painful and emotionally draining topic — and a special challenge for middle school and high school teachers who have to instruct students about one of the most horrific episodes in human history.

Despite its importance, Holocaust scholarship is still just beginning to work its way into history lessons in much of the country, and teachers volunteering to tackle the subject often find themselves developing courses from scratch, without much formal training.

"My own education about the Holocaust was not close to what I am providing today in my classroom," said Kimberly Watkin, a history teacher in South Burlington, Vt., who offered her high school's first full-term course on the Holocaust this past school year.

To become better versed in her subject matter, Watkin joined about 30 other educators from 11 states, plus Croatia, Lithuania and Poland, at a five-day program on the Holocaust at Columbia University last week.

It was sponsored by the Jewish Foundation for the Righteous, which began in 2000 to bring schoolteachers from around the country to seminars with top historians as part of a campaign to improve teaching about Holocaust.

"More often than not, you'll find that students are introduced to the Holocaust by an English teacher who wants them to read Anne Frank's diary," said the foundation's executive vice president, Stanlee J. Stahl.

"We did this because we discovered that teachers did not know the history," she said.

Established in 1986, the foundation's primary mission is to provide financial aid to non-Jews who risked arrest and possible execution to rescue Jews during World War II. It offers care to about 1,500 surviving rescuers around the globe.

But last week, it offered teachers lectures on the development of the Nazi regime, refugee policies, life under German occupation, the role of industry in the Holocaust, the efforts of rescuers and the machinery of the system that killed 6 million Jews.

As in the past, many of the participants came from schools in towns where there are few Jews, and where the Holocaust is generally taught over just a few days as part of a larger U.S. or world history course, or as part of a literature program.

In one seminar, Robert Jan van Pelt, a professor at the University of Waterloo and the author of several books on concentration camps, posed this question: Why did the death camps use gas for mass murder?

"Shooting," he noted, "is a perfectly fine way of killing people."

Guns, in fact, were the weapon of choice when mobile death squads began the first large-scale massacres of Jewish families in the Soviet Union in 1941. Why switch to stationary camps and gas chambers, which were less efficient?

The answer, van Pelt suggested, may have been that Nazi leaders were concerned that the relentless killing of women and children up close with a rifle would exact a psychological toll on German troops.

Gas "allowed those who took part in the operation to remain clean," he said. "The issue is not how someone could kill, but how they could continue to do it."

His point touched on an insight that many teachers came away with: Despite the mechanization of mass killing, the killers themselves were human beings — which makes their actions all the more shocking.

"These were people much like you and I," said Mark Johnson, a teacher at the Seattle Preparatory School in Seattle, Wash. "What is it in humanity that allowed it to happen?"

U.S. colleges have only begun to offer a deeper curriculum on the Holocaust in the past 10 years, said Deborah Dwork, a professor of Holocaust studies at Clark University. She called academia's delay, "a polite form of denial." Six states (New York, New Jersey, Florida, California, Illinois and Mississippi) now mandate at least some teaching of the Holocaust in public schools.

Students "don't understand how this could have happened, and it is tough to show them, even in a nine-week course," said James Trill, a teacher at Pioneer Valley Regional High School in Northfield, Mass. "The challenge to us is reaching these students and saying, the people who did this are people like all of us, who have a life and have families."




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