and a suffering part in it. Furthermore
the heroic life demands a recognition and experiencing of
the highest value of life which man must serve with all his
powers. This value can perhaps be recognized and presented
theoretically in the schools but it can only be directly
comprehended and personally experienced in the community of
the people. Therefore all education must preserve this
_direct connection with the community of the people_ and
school education must derive from it the form and substance
of its instruction.[31]

This nationalism, which is based upon the laws of life, has
nothing in common with the weak and presumptuous patriotism
of the liberalistic world; it is not a gift or a favor, not
a possession or a privilege, but it is the form of national
life which we have won in hard battle and which suits our
Nordic-German racial and spiritual heritage. In the
nationalistic personality the powers and values which have
been established in the socialistic personality will be
purposefully exerted for the perfection of the temporal and
eternal idea of life.[32]

The National Socialist idea of totality, therefore, and its
manifestation in life of the national community form the principal
substance of education in the Third Reich:

This idea of totality must be radically distinguished from
the liberalistic conception of the mass. According to the
liberalistic interpretation the whole consists of a
summation of its parts. According to the National Socialist
organic conception the whole comes before the parts; it does
not arise from the parts but it is already contained in the
parts themselves; all parts are microcosmic forms of the
whole. This organic conception of the whole is the deepest
natural justification of the basic political character of
all organic life.[33]

Education, Beck continues, must present this total unity as it is
manifested in the racial character of the people. Race is the most
essential factor in the natural and spiritual unity of a people, and
it is also the main factor which separates one people from another.
The racial character of the people must determine the substance of
education; this substance must be derived primarily from the life of
the people.

Even in the specialized field of political science, Nazi education is
concerned not with