Erik von Kuehnelt-Leddihn Quotes

This pagan geocentrism has changed the very content of our culture. The "happy end" of the cheap, popular novels and the films is nothing but the outcome of the supposition that the human drama finds its ultimate conclusion here on earth. The Calvinists in their materialism took a similar attitude. The more subtle Atheist, of greater experience, has contempt for the "happy end" and substitutes for it a stubborn heroical pessimism which comes pretty near to integral despair. The modern Catholic French writers like Mauriac and Bernanos avoid the happy end in relation to this life. Paul Claudel, in L'Ôtage, expresses his disbelief in earthly justice by punishing the people of good will and rewarding the villains in the last scene of this play. For the Christian the earth is essentially a "vale of tears."

[T]here are in America about a hundred different types of "democracy," each held to be "real democracy, democracy as it was meant by the Founding Fathers, democracy as we all understand it." But the Founding Fathers, although they had very clear and concise ideas, wanted personally no democracy, and the only way out of the chaos is to go back like good children to the giants of the past, be they theologians like St. Thomas, philosophers like Plato, or statesmen like the authors of the Federalist. Confusion of words and meanings leads to the confusion of minds, and the confusion of minds breeds upheavals and revolution, as a well-known American once rightly pointed out.

Arbitrary compulsory education is after all a flagrant curtailment of parental rights and at least as "totalitarian" as conscription. Yet practically nobody dared to contradict the sacrifices made to the idol of "education" and few people sensed that compulsory elementary education was a great step in the direction of totalitarianism which in time intervened in every region of human existence. True, the father's right is not violated by compulsory education in so far as a certain degree of education is reasonably deemed necessary by the State for citizenship, to be administered in the school of the father's choice, provided that school is not subversive in its nature. But the supreme rule is that the child belongs to the parent and not to the State.

Once Europe could boast of a large class of craftsmen — free people with the opportunity for artistic creation; but now everything is manufactured by mass production and the result is an incredible shrinkage in the variety of forms due to standardization. There is probably a greater variety of goods in Timbuctoo or in the Sooks of Marrakesh than in Frankfort or Los Angeles. The artifacts are thus "democratized." (Mr. Gray and Mr. Green get an identical product for an identical price.) […] The defenders of mass production emphasize the fact that modern manufacture makes more goods accessible to a greater number. They are not aware psychologically that the gain is nil. It is true that a book used to cost during the Middle Ages the equivalent of two to five hundred dollars whereas Gone With the Wind can be bought in editions of $1.49 and even less. Libraries were the privileges of a very few. But on the other side people enjoyed books far more, and the purchase of a book was a greater event in life than today the acquisition of a Cadillac. Nowadays one walks nonchalantly into a bookstore, pushes two and a half dollars over a counter, reads the book and forgets it sometimes in the suburban train.

The natural, romantic man, regardless of whether he liked or disliked the Jews, saw in them the representants of an interesting and ancient race, blood brothers of our Lord. Yet the true herdist resented the baptized or unbaptized sons of Abraham violently, and for the identitarian National Socialist, with his latent inferiority complex and his petit bourgeois lack of worldly experience, they were the worst offenders against the sacred law of uniformity.

The worship of numbers, quantity, and size has also wrought havoc wherever it found little opposition. Education is, after all, something thoroughly "aristocratic" in the intellectual sense. Already the Ancients were aware of the fact that there are different degrees of knowledge, but ochlocracy spread the conviction that everybody with the proper educational facilities is able to learn everything. The very idea of genius or inborn talents as disequalizing factors must be repulsive to people who not only believe that we are (theologically speaking) created as equals but that we also remain equals all through our lifetime. There naturally are a fair number of scholars and educators who have protested desperately against the low standards in American higher education as well as against the view that a true education should teach "how to make a living" instead of helping the student to solve his problem "how to live" by giving him the philosophical and cultural elements for a cultured existence.

It must furthermore be borne in mind that equality stands for monotony and not for harmony. A harmonious melody can only be established by different unidentical musical tones. These tones must be assembled and have to follow in a certain sequence; otherwise they will result in chaos and not in melody. Human society presupposes such an inequality and unity.

Historical Europe is mountainous. The Spaniards, Portuguese, Italians, Greeks, Turks, Bulgarians, Albanians, Croatians, Serbs, Slovenes, the Slovaks and the Austrians, the Swiss, the Norwegians and the Icelanders, the Scots and the Welsh, half the Rumanians and Ruthenians, the Turks, the South Germans, the Sudeten Germans and the South French are either living in mountains or at least in very hilly countries. Many people see the "real" Europeans in these moutaineers. In these parts of the world traditions have been better preserved; patriarchalism, piety, loyalty, altruism — all the truly "romantic" virtues are here more at home than in the progressive plains.