[This is a SPECIAL REPORT on the State of the Union. It will be presented in installments over the next few weeks. The report will be published in its entirety separately. It is an extensive look into the murder of liberty, the rise of tyranny, and the end of the age under National Socialism.]
Although the mandatory service requirements for the young did not make the Bill’s final cut, in its current form the GIVE Act even provides for establishing a National Senior Service Corps. For retirees and seniors (‘There is nobody who can’t serve….’). Eventually, everyone will be pressed into community service, and community consensus. (part 5)
Finnally, if all these agencies, bureaus, units and boards and national training programs, community service programs with national service requirements sound like something from Hitler’s National Socialism, they are. They are designed after the same pattern of government controlled commerce, employment, and citizen communitarianism and community militarizing that existed in Nazi Germany.
For instance, the Civilian Expeditionary Workforce might have a counterpart in the Sturmabteilung. Those were Hitler’s paramilitary force the Stromtroopers, or SA, and they assisted Hitler in rising to power. After Hitler became Chancellor, the German Army, concerned over Hitler’s private army, and Hitler, concerned over the SA’s volatility, made a deal where the SA would be abolished, and the army would swear allegiance to—not Germany—Hitler.
Most do not notice what is taking place today because they are being distracted by manufactured crisis after manufactured crisis, and are purposely kept employed in meaningless tasks so they don’t have time to contemplate what’s taking place.
This too was the Nazi model; to keep the masses distracted and so busy they couldn’t think about what was taking place around them, and to them.
A small slice of this Nazi experience and the effectiveness of National Socialist policies can be gleamed from Milton Myer’s book They thought They Were Free: Germans 1933-45. For example, compare the testimony of a witness account of the staff development programs required for German teachers of that time period with professional development programs for American teachers today.
Note that the ‘new activity’ was professional development, and the arduous demands of Nazi community service:
You will understand me [a university professor] when I say that my Middle High German [professor was a philologist] was my life. It was all I cared about. I was a scholar, a specialist. Then, suddenly, I was plunged into all the new activity, as the university was drawn into the new situation; meetings, conferences, interviews, ceremonies, and, above all, papers to be filled out, reports, bibliographies, lists, questionnaires. And on top of that were the demands in the community, the things in which one had to, was ‘expected to’ participate that had not been there or had not been important before. It was all rigmarole, of course, but it consumed all one’s energies, coming on top of the work one really wanted to do. You can see how easy it was, then, not to think about fundamental things. One had no time.21
Today, almost all American teachers are undergoing this sort of development. For example, the professional development programs for teachers and staff in places like Los Angeles Unified School District started in the 1990’s with 14 Tuesdays a year set aside from them. Children were dismissed 90 minutes early in order for staff to attend meetings, perform group problem solving projects, and even to arrange to go out of town on retreats.
The agenda opener to all these chapters of staff development endeavors was finding a solution to an identified problem.
Except for instances where facilitators deem a group must be allowed to earn a token in order to propel them forward, few tangibles result in these development programs. The scope of deliberation is grandiose, and often produces proposals that must be passed upwards and onwards for consideration or approval.
A few real purposes behind these professional development programs are to maintain a moving stream of employees into which tributaries of government programming may ebb and flow as necessary, and to keep them accustomed to being synthesized. Another would be information gathering on employees.
21. Milton Myer, They thought They Were Free: Germans 1933-45. University of Chicago Press; 2nd edition (May 19, 1966) p167. (emphasis added).