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The Holocaust: A Student’s Guide


by Jim Kerr

Abraham Foxman – director of Anti-Defamation League of B’nai B’rith – Frontline – January 1994

The results of this survey show that the brainwashing currently taking place in British schools regarding the Holocaust™, isn’t working. This outcome will have surely delivered a blow to the myriad of Holocaust propagandists who, despite their best efforts, are evidently not succeeding in their mission objective of keeping alive the main raison d’être for the Zionist state of Israel.

In order to perpetuate the Holocaust myth, Jewish propagandists and their sympathisers are compelled to use the state education system to implant their propaganda in the minds of young British students because the seemingly endless list of Holocaust ‘survivors’ aren’t going to be surviving for much longer. And when these ‘survivors’ do finally depart this mortal coil, so too does their ‘testimony’. Very soon, there will be no more Holocaust ‘survivors’ left alive.

Auschwitz though, will be preserved at any cost. The Shoah must go on. You can bet your last shekel that this dilapidated labour camp and tourist attraction will remain standing so that young British students can visit and see for themselves the gas chamber and crematorium 1, both of which are shown to visitors as evidence of the ‘mass extermination’ of Jews that supposedly took place there. It is extremely doubftul though, whether young British students and tourists will be told that these particular sections of the labour camp were built AFTER the second world war had ended. In 2006, the International Auschwitz Council decided to modernise what they say is a 51-year-old exhibition at the Auschwitz labour camp so to prevent the ruins of gas chambers from sinking into the ground. Do the math!

I wonder what answers would be forthcoming if one were to assemble a group of schoolkids and ask them if they knew that the Nazis made soap out of Jews, if they were aware of lampshades having been made from the skin of Jews, or if they had ever heard of hair shaven from prisoners at Auschwitz being used to make textiles. I also wonder what response would be given if one where to ask whether they believed the Anne Frank diary to be true, or just another Holocaust myth. Anyone reading this piece who might have previously believed any of these hoaxes, or in the mythical holocaust itself, can always blame their imagination for the lapse.

Some pro-Israel gay Canadian named Fred states in his blog that education in the UK is “getting worse by the minute”, and advocates Holocaust ‘education’. Although the British education system does indeed have many shortcomings, the results of the poll undertaken by the London Jewish Cultural Centre indicate that those who are pushing Jewish propaganda on our kids via Holocaust ‘education’ aren’t succeeding in getting their message across. Whether this is directly attributable to the inherent failings of the state education system, or down to young Britons being completely uninterested in events that occurred over sixty years ago is a moot point, although I’d bet on the latter scenario being the case.

Fred is right to advocate Holocaust education. Our children need to learn about how questioning the holocaust came to be considered a thought-crime. They need to learn why it is not against the law for anyone to deny that nineteen hijackers commandeered two passenger jets and flew them into the World Trade Centre, or for anyone to deny that American astronauts landed on the moon. Our kids need to learn why it is not a crime to deny the existence of God almighty, but a crime against God to deny the Holocaust. They need to learn why Holocaust thought-crime laws exist in Austria, Belgium, Czech Republic, France, Germany, Israel, Lithuania, Poland, Slovakia, Switzerland and – quite possibly in the future – here in Britain too. British schoolkids need to know why men like Ernst Zundel are imprisoned for speaking the truth while frauds like Elie Wiesel are given a platform and respectability. They need to learn why liars like Herman Rosenblat go free while those who speak the truth go to jail.

If we are to teach our children in a scholarly, academic fashion, then we must ensure that they learn to study competing arguments, and to weigh-up the evidence presented in each before reaching any conclusions. The presentation of one argument to the exclusion of all others is not education but indoctrination. If the horrors of the second world war are to be fully understood, then the full story has to be told. It wasn’t just Jews who suffered, although one could be forgiven for thinking otherwise since this is where all the focus is directed. What about the Armenian holocaust, the Ukranian holocaust and the Cambodian Holocaust? What about the German Holocaust? What of the Indian Holocaust? And what about the murder of millions of Christians and gentiles in Russia and Eastern Europe by Judaic Communists? Did the victims of these Holocausts not suffer?

Given that the world has not long emerged from a century of Holocausts, one must ask why all the aforementioned Holocausts have been omitted from the national curriculum. Do these glaring omissions not constitute Holocaust denial? Why has Jewish suffering been given an elevated status? Abraham Foxham, director of the Anti-Defamation League provides the answer.

According to Foxman, the Holocaust is “something different.” For Foxman, the Holocaust “is not simply one example of genocide but a near successful attempt on the life of God’s chosen children and thus, on God Himself.” In Foxman’s perverted view, Jewish suffering during the second world war is a somehow unique phenomenon. It is not. 56,125,262 people lost their lives as a consequence of world war two. Even if we accept six million as a true figure for the amount of Jewish losses, that figure would represent just over 9% of the death count. Foxman pays great disrespect to the the gentiles whose lives were claimed by the second world war when he claims that Jewish losses were “something different”. They were not.

Foxman’s claim of the Jews being God’s “chosen” people is bogus. Only 20% of world Jewry has the right to legitimately call itself Jewish. The overwhelming majority of ‘Jews‘ are actually the descendants of eastern Europeans, and not descendants of Abraham, but don’t expect young British students to ever be taught anything about four-fifths of modern-day Jews being the descendants of the Khazars – converts to Judaism. Just as Jews consider the Holocaust to be “something different”, they also perceive themselves with same warped vision. The Judaic claim of them being “God’s chosen people” implies that God has given the Jews a privileged position which places them at the very top of the human pecking-order. But this falsehood is easily debunked.

Since the Jews are not a race, how then has it been possible for their ‘special’ status to have been maintained over several millenniums? Having already eliminated the option of this having been achieved genetically, and since the state of Israel did not exist prior to its’ creation by UN charter in 1948, the only other possibile explanation that remains is that the Jews have preserved their ‘special’ status over the course of thousands of years via religious means. However, the Mizrahi Jews – otherwise known as Oriental Jews – are the direct descendants of the Jews who existed in biblical times, and since Palestinians believe that they are descended from these ancient Jews; if it is true that the ‘chosen people’ status is genetically transmitted, then the Palestinians are the chosen ones, not the Jews. The claim of the Jews being “God’s chosen people” is demonstrably false, and something that young British students need to learn.

Although the standard of numerical skills being taught in British schools is undeniably quite atrocious, Jewish maths is more atrocious still. In January 1988, a German Television broadcast, “Vor Vierzig Jahren”, contained an entire newsreel titled “Welt im Filmthat”. This German newsreel had been released forty years earlier, and contained a report which focused on the closing scenes of the Krakow Auschwitz Trial that took place in the latter part of 1947. The report stated that: “altogether nearly 300,000 people from the most different nations died in the Auschwitz concentration camp.” The plaque pictured below was on display at the Auschwitz labour camp between 1948 and 1989. The obvious question here is: where did the extra 3.7 million dead Jews appear from?

And the obvious question that one must ask after observing the plaque pictured below – presently on display at Auschwitz – is: why have two and-a-half million dead Jews disappeared?

Although this plaque commemorates 1.5 million Jews who are said to have died at Auschwitz, in 1996, however, Polish authorities reduced their estimate of the Auschwitz death count from four million to just over one million although the Polish government has since revised the figure yet again and upped it to 1.5 million. How ironic it is that Holocaust revisionists are persecuted while revsionism has quite evidently been undertaken by ‘official’ revisionists. So, how many Jews did actually perish at Auschwitz? Decide for yourself after perusing the information to be found here. You can choose any number between 135,000 and 9,000,000 including that elusive six million figure.

From the front page of the 17th October 1943 edition of the British newspaper The People

It can be seen that the Holocaust ‘education’ young British students are currently receiving is based on weird science and flawed arithmetic. The knowledge being imparted to young British students in respect of the Holocaust is not being transmitted via education but via indoctrination. For the Holocaust hoax to continue, the Jews and the lackeys who serve their agenda must target young minds early. “Get’ em young, keep ‘em for life” is the means to this particular end. It is encouraging though, to discover that the Jewish propaganda being implanted in young, fertile British minds is not being fully absorbed by the target audience. Revisionists can draw hope and endeavour to make sure that the truth prevails. Who knows, maybe at some future point we’ll be hearing of how kids think Auschwitz is a type of hoax.

Michael A. Hoffman: Overcoming Orwellian Groupthink (mp3)

WW1: What Happened? – Part 1

by Michael Stewart and Jim Kerr

The first half of this production features the late Norman Dodd, who in 1953 was the chief investigator for Congressman Reece’s Special Committee On Tax Exempt Foundations. The clip is an excerpt taken from a 1982 interview conducted by G. Edward Griffin in which Dodd testifies as to how both the Carnegie Endowment For International Peace (“Peace”, according to Karl Marx “is the lack of opposition to Socialism”) and the Rockefeller Foundation actively sought America’s involvement in the first world war via the infiltration and subsequent subversion of the U.S. State Department. Dodd also tells of of the hidden agenda of these elitist organisationd to rewrite American and world history after the war had ended.

Aside from the Carnegie Foundation’s activity that saw American participation in the first world war – as testified by Norman Dodd – further insight is provided courtesy of Benjamin Freedman who speaks of the significant and pivotal role of the Zionist Federations of the world in securing American involvement. Benjamin Freedman – formerly known as Benjamin Freidman – was a Zionist sympathiser prior to him discovering its’ true ambitions whereupon he committed the remaining years of his life and fortune attempting to educate the American people about the perils of Zionism and the power they wield over the entire U.S. government. The second half of this video production is given to a pertinent excerpt from the famous 1961 speech that Freedman gave at the Willard Hotel, Washington D.C. before an audience of concerned American patriots.

Benjamin Freedman articulately narrates a historically accurate account of how the World Zionist Federations contrived certain events that led to America’s involvement in world war one. Freedman also describes the ‘prize’ that the Zionist Federations of the world received as a result of them manipulating the Americans to participate in the war that was supposed “to end all wars”. The Zionists’ ‘prize’ was the Balfour Declaration whereby Great Britain – then the occupying force in Palestine – ‘permitted’ the total “Jewish” colonisation of Palestine which was to ultimately lead to the ‘birth’ of the State of “Israel” in 1948. It must be stated that without the input of Zionist stooge Adolf Hitler there would be no Israel. Using the time-honoured trick of the ‘Hegelian dialect’, Hitler and the Nazis fomented “anti-Semitism” so that European Jews could be rounded-up and processed, with those deemed “fit” being transported to Palestine to populate the long envisioned State of “Israel”, while those who were deemed “useless”, genetically inferior and/or opposed the move were murdered.

A zip-file 2.7 megabytes in size containing some of the resources used during the research of this video is available for download.