Monday, August 2, 2010

Nazi Austria Was What the Democrats Want for America

I just received this essay from Sharad Karkhanis.  The author is an Austrian immigrant who lived through the Anschluss and the rise of Nazism as a student.  The world she describes is just what the Democrats want.

After America , There is No Place to Go"

The author of this article lives in South Dakota and is very active in attempting to maintain our freedom. I encourage everybody to read this article and pass it along. I see so many parallels in this country–are we going to sit by and watch it happen? Spread the word; also contact your congressional reps; vote them out if they don’t do what they should. If you don’t want to be bothered, then you’re part of the problem! Google Kitty Werthmann and you will see articles and videos.

America truly is the Greatest Country in the World. Don't Let Freedom Slip Away

By: Kitty Werthmann

What I am about to tell you is something you've probably never heard or will ever read in history books.

I believe that I am an eyewitness to history. I cannot tell you that Hitler took Austria by tanks and guns; it would distort history. We elected him by a landslide - 98% of the vote.. I've never read that in any American publications. Everyone thinks that Hitler just rolled in with his tanks and took Austria by force.

In 1938, Austria was in deep Depression. Nearly one-third of our workforce was unemployed. We had 25% inflation and 25% bank loan interest rates.

Farmers and business people were declaring bankruptcy daily. Young people were going from house to house begging for food. Not that they didn't want to work; there simply weren't any jobs. My mother was a Christian woman and believed in helping people in need. Every day we cooked a big kettle of soup and baked bread to feed those poor, hungry people - about 30 daily.

The Communist Party and the National Socialist Party were fighting each other.. Blocks and blocks of cities like Vienna, Linz , and Graz were destroyed. The people became desperate and petitioned the government to let them decide what kind of government they wanted.

We looked to our neighbor on the north, Germany , where Hitler had been in power since 1933. We had been told that they didn't have unemployment or crime, and they had a high standard of living. Nothing was ever said about persecution of any group -- Jewish or otherwise. We were led to believe that everyone was happy. We wanted the same way of life in Austria .. We were promised that a vote for Hitler would mean the end of unemployment and help for the family. Hitler also said that businesses would be assisted, and farmers would get their farms back. Ninety-eight percent of the population voted to annex Austria to Germany and have Hitler for our ruler.

We were overjoyed, and for three days we danced in the streets and had candlelight parades. The new government opened up big field kitchens and everyone was fed.

After the election, German officials were appointed, and like a miracle, we suddenly had law and order. Three or four weeks later, everyone was employed. The government made sure that a lot of work was created through the Public Work Service.

Hitler decided we should have equal rights for women. Before this, it was a custom that married Austrian women did not work outside the home. An able-bodied husband would be looked down on if he couldn't support his family. Many women in the teaching profession were elated that they could retain the jobs they previously had been required to give up for marriage.

Hitler Targets Education - Eliminates Religious Instruction for Children

Our education was nationalized. I attended a very good public school. The population was predominantly Catholic, so we had religion in our schools. The day we elected Hitler (March 13, 1938), I walked into my schoolroom to find the crucifix replaced by Hitler's picture hanging next to a Nazi flag. Our teacher, a very devout woman, stood up and told the class we wouldn't pray or have religion anymore. Instead, we sang "Deutschland, Deutschland, Uber Alles," and had physical education.

Sunday became National Youth Day with compulsory attendance. Parents were not pleased about the sudden change in curriculum. They were told that if they did not send us, they would receive a stiff letter of warning the first time. The second time they would be fined the equivalent of $300, and the third time they would be subject to jail. The first two hours consisted of political indoctrination. The rest of the day we had sports. As time went along, we loved it. Oh, we had so much fun and got our sports equipment free. We would go home and gleefully tell our parents about the wonderful time we had.

My mother was very unhappy. When the next term started, she took me out of public school and put me in a convent. I told her she couldn't do that and she told me that someday when I grew up, I would be grateful. There was a very good curriculum, but hardly any fun - no sports, and no political indoctrination. I hated it at first but felt I could tolerate it. Every once in a while, on holidays, I went home. I would go back to my old friends and ask what was going on and what they were doing. Their loose lifestyle was very alarming to me. They lived without religion. By that time unwed mothers were glorified for having a baby for Hitler. It seemed strange to me that our society changed so suddenly. As time went along, I realized what a great deed my mother did so that I wasn't exposed to that kind of humanistic philosophy.

Equal Rights Hits Home

In 1939, the war started and a food bank was established. All food was rationed and could only be purchased using food stamps. At the same time, a full-employment law was passed which meant if you didn't work, you didn't get a ration card, and if you didn't have a card, you starved to death. Women who stayed home to raise their families didn't have any marketable skills and often had to take jobs more suited for men.

Soon after this, the draft was implemented. It was compulsory for young people, male and female, to give one year to the labor corps. During the day, the girls worked on the farms, and at night they returned to their barracks for military training just like the boys. They were trained to be anti-aircraft gunners and participated in the signal corps. After the labor corps, they were not discharged but were used in the front lines. When I go back to Austria to visit my family and friends, most of these women are emotional cripples because they just were not equipped to handle the horrors of combat. Three months before I turned 18, I was severely injured in an air raid attack. I nearly had a leg amputated, so I was spared having to go into the labor corps and into military service.

Hitler Restructured the Family Through Daycare

When the mothers had to go out into the work force, the government immediately established child care centers. You could take your children ages 4 weeks to school age and leave them there around-the-clock, 7 days a week, under the total care of the government. The state raised a whole generation of children.. There were no motherly women to take care of the children, just people highly trained in child psychology. By this time, no one talked about equal rights. We knew we had been had.

Health Care and Small Business Suffer Under Government Controls

Before Hitler, we had very good medical care. Many American doctors trained at the University of Vienna. After Hitler, health care was socialized, free for everyone. Doctors were salaried by the government. The problem was, since it was free, the people were going to the doctors for everything. When the good doctor arrived at his office at 8 a.m., 40 people were already waiting and, at the same time, the hospitals were full. If you needed elective surgery, you had to wait a year or two for your turn. There was no money for research as it was poured into socialized medicine. Research at the medical schools literally stopped, so the best doctors left Austria and emigrated to other countries.

As for healthcare, our tax rates went up to 80% of our income. Newlyweds immediately received a $1,000 loan from the government to establish a household. We had big programs for families. All day care and education were free. High schools were taken over by the government and college tuition was subsidized. Everyone was entitled to free handouts, such as food stamps, clothing, and housing.

We had another agency designed to monitor business. My brother-in-law owned a restaurant that had square tables. Government officials told him he had to replace them with round tables because people might bump themselves on the corners. Then they said he had to have additional bathroom facilities. It was just a small dairy business with a snack bar. He couldn't meet all the demands. Soon, he went out of business. If the government owned the large businesses and not many small ones existed, it could be in control.

We had consumer protection. We were told how to shop and what to buy. Free enterprise was essentially abolished. We had a planning agency specially designed for farmers. The agents would go to the farms, count the live-stock, then tell the farmers what to produce, and how to produce it.

"Mercy Killing" Redefined

In 1944, I was a student teacher in a small village in the Alps . The villagers were surrounded by mountain passes which, in the winter, were closed off with snow, causing people to be isolated. So people intermarried and offspring were sometimes retarded. When I arrived, I was told there were 15 mentally retarded adults, but they were all useful and did good manual work. I knew one, named Vincent, very well. He was a janitor of the school. One day I looked out the window and saw Vincent and others getting into a van. I asked my superior where they were going. She said to an institution where the State Health Department would teach them a trade, and to read and write. The families were required to sign papers with a little clause that they could not visit for 6 months. They were told visits would interfere with the program and might cause homesickness.

As time passed, letters started to dribble back saying these people died a natural, merciful death. The villagers were not fooled. We suspected what was happening. Those people left in excellent physical health and all died within 6 months. We called this euthanasia.

The Final Steps - Gun Laws

Next came gun registration.. People were getting injured by guns. Hitler said that the real way to catch criminals (we still had a few) was by matching serial numbers on guns. Most citizens were law abiding and dutifully marched to the police station to register their firearms. Not long after-wards, the police said that it was best for everyone to turn in their guns. The authorities already knew who had them, so it was futile not to comply voluntarily.

No more freedom of speech. Anyone who said something against the government was taken away. We knew many people who were arrested, not only Jews, but also priests and ministers who spoke up.

Totalitarianism didn't come quickly, it took 5 years from 1938 until 1943, to realize full dictatorship in Austria . Had it happened overnight, my countrymen would have fought to the last breath. Instead, we had creeping gradualism Now, our only weapons were broom handles. The whole idea sounds almost unbelievable that the state, little by little eroded our freedom.

After World War II, Russian troops occupied Austria . Women were raped, preteen to elderly. The press never wrote about this either. When the Soviets left in 1955, they took everything that they could, dismantling whole factories in the process. They sawed down whole orchards of fruit, and what they couldn't destroy, they burned. We called it The Burned Earth. Most of the population barricaded themselves in their houses. Women hid in their cellars for 6 weeks as the troops mobilized. Those who couldn't, paid the price. There is a monument in Vienna today, dedicated to those women who were massacred by the Russians. This is an eye witness account.

"It's true..those of us who sailed past the Statue of Liberty came to a country of unbelievable freedom and opportunity.

America Truly is the Greatest Country in the World. Don't Let Freedom Slip Away

"After America , There is No Place to Go"

Saturday, July 31, 2010

Atlas Shrugged Video Trailer

I was saddened to learn that the Atlas Shrugged movie that had been scheduled for 2008 was not made. I noticed this video on Youtube and think it is cool.  Unfortunately blogspot is cutting off the end but you can view it here if you want or click on the video.

Senior Seminar Course Syllabus, Fall '10

Brooklyn College Senior Seminar
Syllabus Business 4200W
Fall 2010
Professor Mitchell Langbert


Overview

What do pundits believe that you need to do in order to succeed in light of varying interpretations of the role of the individual in society?  Two basic currents concerning success are the self- and the socially- oriented.  These two currents may be incompatible, although some, like Stephen Covey and Stanley and Danko, argue that the most successful people in American life are able to balance them. Others, like Reinhard Bendix, argue that popular interpretations of how to succeed reflect managerial ideology or power of the capitalist or managerial class and that they are irrelevant to the substantive requirements to succeed, which are class-based.  Others would argue that markets drive the determinants of success, and that the best we can to do to succeed is to anticipate what markets will demand. 

Assignments

This is a writing intensive course and therefore three five-page papers will be required.  Written assignments must be handed in on the due date via SafeAssignment in the “Assignments” section of Blackboard on or before the due date by 12:00 midnight. No papers may be e-mailed. No late papers will be accepted.

For the first five-page paper students must analyze Milton Friedman’s Capitalism and Freedom.

            For any of the readings it is critical to develop a thesis concerning the reading that you defend.  In other words, you need to pretend that you are the professor and give yourself an assignment. The broad answer to the assignment is your thesis.  You should start your paper by stating your thesis.  Then, in the rest of the paper you should defend it.  Details concerning how your papers will be graded are in Appendix I.

            For the second of the papers you must compare the characters of Henry David Thoreau, as he depicts himself in Civil Disobedience and James Farmer, Jr., the great debater in the film The Great Debaters starring Denzel Washington as Professor Melvin B. Tolson and Denzel Whitaker as James Farmer, Jr.  Melvin Tolson and James Farmer, Jr. were real life figures.  Farmer co-founded the Congress of Racial Equality and was considered one of the four most prominent civil rights leaders between the late 1940s to the 1960s. Tolson was a professor at Wiley College.  In real life the 1935 Wiley debating team defeated the University of Southern California, not Harvard.  There were additional inaccuracies in the film, but they are unimportant for our subject.

In comparing Thoreau and Farmer you need to focus your thesis on how Thoreau’s and Farmer’s views of success in America differed or were similar.  What did success with respect to American society mean to James Farmer, Jr. and also Professor Tolson, and what did success with respect to American society mean to Henry David Thoreau?  Are the different perspectives entirely due to the socio-economic advantages that Thoreau enjoyed and discrimination that Farmer and Tolson suffered?

            For the third of the papers you must analyze the character of Howard Roark in Ayn Rand’s FountainheadAmong the questions that your thesis might ask are (your thesis can include a broader range of questions):

-Does Howard Roark offer a realistic role model for graduates who aim to succeed?
-What value system does Howard Roark represent?
-Which interpretation of success would be most consistent with Howard Roark’s approach?
-In the real world, who would be more likely to succeed, Howard Roark or Peter Keating?

Quizzes

In addition, there will be a series of quizzes consisting of three multiple choice questions each.  No make-ups are given for the quizzes.

Attendance and Punctuality Grade

            Attendance is expected and counts ten percent toward your grade.  The attendance grade is computed by taking the ratio of times present to the number of times attendance was recorded.  Punctuality is also expected and also counts ten percent toward your grade. It is computed as an attendance/punctuality grade.  The attendance/punctuality grade is computed by taking the ratio of times present at the time roll is called to the number of times roll call was called.  If you are absent, you receive zero credit for both attendance and punctuality.  

Punctuality and attendance are mandatory and will be monitored.  If a student cannot regularly attend class and arrive to class on time, s/he should not take this course.  Your grade will be reduced for each absence and for each time that you are late.  If you have a personal obligation that will interfere with your punctuality or attendance, such as a health issue, child care or any other serious personal matter, you should consider taking this class at a different time when you can attend every class on time. You will be marked late or absent regardless of any excuse.  In other words, excuses, including medical and child care excuses, are not accepted.  For example, if parking presents a problem because it is difficult to find a space, you need to come early to find parking or take the class during a time when parking does not pose a problem to your arriving on time.
 
 Web-Enhanced Course

This is a web-enhanced course.  All students are expected to log onto blackboard on occasion and to participate in several discussion board discussions. (The discussion board is accessed by going to “communications” under “course tools” and then to “discussion board”.)    Participation in discussion board discussions will count as attendance credits, and you will lose attendance credits if you fail to participate.

Also, you must submit your skill application and goal setting exercises via SafeAssignment in the “Assignments” section of Blackboard.

You must have an active e-mail account entered on the Brooklyn College portal (web central--portal.brooklyn.cuny.edu) and you must have access to your blackboard account by the first day of class.
 Grading

3 5-page papers     40 points
Quizzes                  40 points
Attendance and Punctuality   20 points

Required Sources

Friedrich Hayek, “The Use of Knowledge in Society” at http://www.econlib.org/library/Essays/hykKnw1.html
*Reinhard Bendix, Work and Authority in Industry
*David McClelland, Achieving Society
**Milton Friedman, Capitalism and Freedom 
**Benjamin Franklin, Way to Wealth
*Henry David Thoreau, Civil Disobedience
**Elbert Hubbard, Message to Garcia 
**Napoleon Hill, Think and Grow Rich
*David Riesman with Nathan Glazer and Reuel Denney, Lonely Crowd
**Dale Carnegie, How to Win Friends and Influence People
**Stephen R. Covey, Seven Habits of Highly Effective People,
**Thomas J. Stanley and William D. Danko, Millionaire Next Door
**Ayn Rand, Fountainhead
*Course packet
**Available at Shakespeare & Co. on Hillel Place next to McDonald’s, not at the campus bookstore.

Lesson Plan

            You should read 65 pages of Fountainhead each week.  Each quiz will include a question on Fountainhead reading for the week.  We will discuss Fountainhead each week.

  1. 8/29. Managerial Ideology and the Success Literature. Reading from Reinhard Bendix, Work and Authority in Industry and Friedrich Hayek, “Use of Knowledge in Society.” Quiz on “Use of Knowledge in Society”
  2. Labor Day, No class 9/5.
  3. 9/12. Capitalism and Freedom, chapters 1-4. Quiz on Bendix.
  4. 9/19. Capitalism and Freedom continued. Quiz on Friedman.
  5. 9/26. Capitalism and Freedom, continued.  Quiz on Friedman.
  6. 10/3. Business and ethics.  Read Benjamin Franklin, Way to Wealth. The first paper is due this class. Quiz on Franklin.
  7. 10/10. Individualism and Its Discontents.  Read Henry David Thoreau, Civil Disobedience. Quiz on Thoreau.
  8. 10/17. Psychological success.  Read Napoleon Hill, Elbert Hubbard. Film: The Great Debaters.  No quiz
  9. 10/24. Managerial theories of success.  Read Riesmann. Quiz on Hill, Hubbard and Riesmann.
  10. 10/31. Skill-based theories of success. Read Covey, chapters 1-3, McClelland. Optional: Rick Boyatzis, The Competent Manager.  Quiz on Covey.
  11. 11/7. Skill-based theories of success continued. Read Stanley and Danko, first 75 pages.  Quiz on Stanley and Danko.  Paper on Thoreau and Farmer is due.
  12.  11/14. Ethics and Wealth.  Video: Warren Buffet Interview
  13.  11/21. Ayn Rand, the Fountainhead.
  14.  11/28. No class, Thanksgiving.
  15.  12/5.  Paper on Howard Roark is due.

Appendix:  Grading Criteria for Paper

Assessment Category
Characteristics of Assignment



Better than good enough
 Student thinks critically about all print sources
1.       Student relies on sources beyond those required
2.       The thesis reflects critical thinking about all sources
3.       The thesis is clearly stated
4.       The thesis integrates theories and concepts discussed in class
5.       The discussion is clear
6.       The discussion is targeted at supporting the thesis
7.       Facts are recounted merely to support the thesis
8.       Discussion reflects understanding of the situation and of theoretical perspectives discussed in class
Good Enough
             1. The thesis is clearly stated
2. The thesis integrates theories and concepts discussed in class
3. The discussion is clear
4. The discussion is targeted at supporting the thesis
5. Facts are recounted merely to support the thesis
            6. Discussion reflects understanding of the situation
           and  of theoretical perspectives discussed in class



Not good enough
 Thesis not clearly stated or no thesis
1.       Failure to integrate theory and concepts from the course
2.       Poorly written; unclear discussion
3.       The discussion meanders or does not support the thesis
4.       Facts are recounted without bearing on the thesis and theoretical elaboration
5.       Discussion does not suggest grasp of the theoretical perspectives discussed in class



Hinchey's Land Grab


Paul Smart, editor of the Olive Press, our local penny saver, printed my letter this month attacking Progressivism.  I have had a multi-month debate in the letters section with Gus Murphy of Brooklyn (why a guy from Brooklyn reads the Olive Press I'm still trying to grasp) but this month I wrote on a different topic, Congressman Hinchey's insane federal parks proposal. Have the people of Ulster County lost their minds to elect someone like Hinchey?

Dear Mr. Smart:

Congressman Maurice Hinchey has proposed to turn the Hudson Valley into a federal park. Mr. Hinchey has a long history of advocating extremist environmental policies that bestow dictatorial powers on government administrators. Repeatedly, he has painted such proposals as moderate. He did this with respect to a 1990s bill that he proposed when he was chair of the State Assembly's Environmental Conservation Committee. The bill that would have set up Soviet-style planning boards that would have limited if not ended construction. He managed to convince the previously skeptical Adirondack Daily Enterprise that this idea was moderate.
Around the same time Hinchey said that he would like to restrain economic growth in the Hudson Valley. His plan involved setting up environmental regulations known as the "greenway". He and his fellow Democrats succeeded in their goal of deliberately restricting economic growth. Employment in Ulster County has grown at one fifth the national rate since 1992 when Mr. Hinchey assumed his Congressional seat (and by under two percent since 1990, less than one ninth the national rate of employment growth). Now, Mr. Hinchey aims to further destroy Ulster County's economy by eliminating the rule of law through a federal park that would serve as a Trojan Horse to introduce federal control of the region.

The notion of the rule of law is apparently unfamiliar to Mr. Hinchey's supporters in the Democratic media, which serves as a Hinchey-for-Congress publicity service. To refresh your memory, please allow me to explain how a federal park will eliminate the rule of law.

The concept of the rule of law is that law must be predictable and subject to change only through the gradual process of judicial decision making called stare decisis (judges' use of precedents to maintain a stable set of legal rules) or legislation. In America, the founders established a Constitution to establish but limit federal power. The Bill of Rights was ratified in 1791 to clarify the limits. This was also done through the separation of powers across the branches of the federal government and federalism, the division of power between the states and the federal government.  Under the Tenth Amendment, rights not delegated to the federal government are retained by the states and the people.

Establishing a federal park would hand dictatorial powers to a park adminsitrator and abolish the division of power between federal and local control. It might also eliminate the separation of powers between the legislative and the executive branch in the sense that a parks administrator potentially would have unlimited power to make rules. Although the law might initially restrain such arbitrary power, the US Congress, in which Ulster County residents have scant voice, could change the law at will.  

More importantly, a park would eliminate state level rule of law, handing all decisions to a federal bureaucracy, in crucial areas like construction, land ownership, well digging, septic construction, fishing, hunting, wood burning, driving, smoking, eating, agriculture, establishing a business, building a camp, and virtually any other activity with any imaginable environmental impact. The park administrator could arbitrarily change the law. Even if that is not true in the beginning, Congress could endow the park administrator with new powers  over residents' protests.   That is precisely what Congressman Hinchey has repeatedly tried to do with respect to the hapless residents of the Adirondacks and Utah (he has repeatedly proposed a bill that would end development in 20% of the state of Utah) . Now he aims to do it to Ulster County.  Take a drive up to the Adirondacks and notice the poverty of the local residents there, courtesy of Congressman Hinchey, the Democratic Party and Mr. Hinchey's boosters in the Democratic Party media. 

Given Mr. Hinchey's recidivism in advocating radical environmental restrictions elsewhere there is no reason to believe that he has become an enviornmental moderate now. Moreover, there is every reason to believe that the parks proposal is a Trojan Horse.  During Mr. Hinchey's 18 years in Congress employment in Ulster County has grown at one fifth the national rate. You might ask yourself whether your economic welfare is of concern to him or to the radical environmentalists who motivate the parks proposal. 

But even if Mr. Hinchey is sincere that the legal effects would be minimal (which seems to be a contradiction in terms, for why else would he go through the trouble of establishing a park? To make up for the 15% of employment that he has destroyed since 1992?), the bill would effectively abolish the Constitution, federalism, stare decisis and local control of the land. Should Mr. Hinchey retire and environmental radicals lobby for strict restrictions on parks, the Hudson Valley Park could become a footnote to a major national environmental debate. Park regulations, laws, rules and dictatorial authority could be imposed without regard for Constitutional protections to which most Olive residents are so used that they cannot imagine life without them.

I have students who grew up in the Soviet Union and Communist China. If you want to learn about life where there is no rule of law, you can ask them. Or ask Mr. Hinchey's radical supporters in the environmental movement who likely have quite a few ideas about how to wreck your property's economic value and turn you into a serf. Just ask the long time residents in the Adirondacks (as opposed to the environmental radicals who have moved there in recent decades) about how wonderful Mr. Hinchey's parks proposals are.

Sincerely,

Mitchell Langbert