PROTOCOL NO. 16
In order to effect the destruction of all collective forces except
ours we shall emasculate the first stage of collectivism - the
UNIVERSITIES, by re-educating them in a new direction. THEIR
OFFICIALS AND PROFESSORS WILL BE PREPARED FOR THEIR BUSINESS BY
DETAILED SECRET PROGRAMMES OF ACTION FROM WHICH THEY WILL NOT
WITH IMMUNITY DIVERGE, NOT BY ONE IOTA. THEY WILL BE APPOINTED
WITH ESPECIAL PRECAUTION, AND WILL BE SO PLACED AS TO BE WHOLLY
DEPENDENT UPON THE GOVERNMENT.
We shall exclude from the course of instruction State Law as
also all that concerns the political question. These subjects
will be taught to a few dozens of persons chosen for their pre-eminent
capacities from among the number of the initiated. THE UNIVERSITIES
MUST NO LONGER SEND OUT FROM THEIR HALLS MILKSOPS CONCOCTING PLANS
FOR A CONSTITUTION, LIKE A COMEDY OR A TRADEDY, BUSYING THEMSELVES
WITH QUESTIONS OF POLICY IN WHICH EVEN THEIR OWN FATHERS NEVER
HAD ANY POWER OF THOUGHT.
The ill-guided acquaintance of a large number of persons with
questions of polity creates utopian dreamers and bad subjects,
as you can see for yourselves from the example of the universal
education in this direction of the goyim. We must introduce into
their education all those principles which have so brilliantly
broken up their order. But when we are in power we shall remove
every kind of disturbing subject from the course of education
and shall make out of the youth obedient children of authority,
loving him who rules as the support and hope of peace and quiet.
Classicism, as also any form of study of ancient history, in
which there are more bad than good examples, we shall replace
with the study of the programme of the future. We shall erase
from the memory of men all facts of previous centuries which are
undesirable to us, and leave only those which depict all the errors
of the government of the goyim. The study of practical life,
of the obligations of order, of the relations of people one to
another, of avoiding bad and selfish examples, which spread the
infection of evil, and similar questions of an educative nature,
will stand in the forefront of the teaching programme, which
will be drawn up on a separate plan for each calling or state
of life, in no wise generalising the teaching. This treatment
of the question has special importance.
Each state of life must be trained within strict limits corresponding
to its destination and work in life. The OCCASIONAL GENIUS HAS
ALWAYS MANAGED AND ALWAYS WILL MANAGE TO SLIP THROUGH INTO OTHER
STATES OF LIFE, BUT IT IS THE MOST PERFECT FOLLY FOR THE SAKE
OF THIS RARE OCCASIONAL GENIUS TO LET THROUGH INTO RANKS FOREIGN
TO THEM THE UNTALENTED WHO THUS ROB OF THEIR PLACES THOSE WHO
BELONG TO THOSE RANKS BY BIRTH OR EMPLOYMENT. YOU KNOW YOURSELVES
IN WHAT ALL THIS HAS ENDED FOR THE GOYIM WHO ALLOWED THIS CRYING
ABSURDITY.
In order that he who rules may be seated firmly in the hearts
and minds of his subjects it is necessary for the time of his
activity to instruct the whole nation in the schools and on the
market places about his meaning and his acts and all his beneficent
initiatives.
We shall abolish every kind of freedom of instruction. Learners
of all ages will have the right to assemble together with their
parents in the educational establishments as it were in a club:
during these assemblies, on holidays, teachers will read what
will pass as free lectures on questions of human relations, of
the laws of examples, of the limitations which are born of unconscious
relations, and, finally, of the philosophy of new theories not
yet declared to the world. These theories will be raised by us
to the stage of a dogma of faith as a transitional stage towards
our faith. On the completion of this exposition of our programme
of action in the present and the future I will read you the principles
of these theories.
In a word, knowing by the experience of many centuries that people
live and are guided by ideas, that these ideas are imbibed by
people only by the aid of education provided with equal success
for all ages of growth, but of course by varying methods, we shall
swallow up and confiscate to our own use the last scintilla of
independence of thought, which we have for long past been directing
towards subjects and ideas useful for us. The system of bridling
thought is already at work in the so-called system of teaching
by OBJECT LESSONS, the purpose of which is to turn the goyim into
unthinking submissive brutes waiting for things to be presented
before their eyes in order to form an idea of them.... In France,
one of our best agents, Bourgeois, has already made public a new
programme of teaching by object lessons.