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Part III
by Wilfried Heink
The third sub-chapter in the essay by Marina Sorokina is entitled, “The Curve of Your Life is Sloping Upward in Interesting Ways”. (A letter to I. P. Trainin is the source of the quotation used as the heading for this section, ARAN f. 586 [I. P. Trainin], op. 4, d. 3, l.)[1]
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Part II
By Wilfried Heink
The second subchapter in the essay by Marina Sorokina is titled:
“A Broad and Authoritative Public Committee, Not Bearing Any Official Character”.
“The idea of creating a special public organ for the investigation of Nazi war crimes was raised in the USSR at the very beginning of World War II, although for a long time the Soviet leadership did nothing about it.” writes Sorokina.[1] Then on 6 August 1941, Iakov Semenovich Khavinson 28:
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Part I
By Wilfried Heink
“Slavica Publishers” in their Fall 2005 Journal “Kritika” published an article by Marina A. Sorokina titled:
“People and Procedures: Toward a History of the Investigation of Nazi Crimes in the USSR”.
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The hardbound edition of Inconvenient History Volume 1 is finally available. This beautiful hardbound book is 296 pages of hard-hitting revisionist scholarship revealing the truth on several inconvenient moments in our recent history.
Inconvenient History Volume 1, contains all the content from our 3 issues from 2009. You will receive a hardbound book withthe Summer, Fall, and Winter issues of Inconvenient History.
All the content is here. From our challenging editorials and comment to our ground-breaking book reviews. And of course, all the inconvenient truth of our feature articles. Read through Mark Turley’s “Freedom, Democracy and the Conquering of Evil,” Thomas Kues’s “Chronicle of Holocaust Revisionism,” Paul Grubach’s “Christianity and the Holocaust Ideology,” Joseph Bellinger’s “Prohibition of Holocaust Denial,” Paul Grubach’s “Nazi Extermination Camp of Sobibor in the Context of the Demjanjuk Case,” Thomas Kues’s “Tree-felling at Treblinka,” Juergen Graf’s “David Irving and the Aktion Reinhardt Camps,” Mark Turley’s “Genocide at Nuremberg,” Veronica Clark’s “Adolf Hitler’s Armed Forces: A Triumph of Diversity?,” Joseph Bishop’s “Einsatzgruppend and the Holocaust.”
Again, all the content, the articles, the profiles, the commentary, the reviews from the first 3 issues of our trail-blazing journal.
No revisionist library is complete without it.
You may order your copy online today through lulu.com at:
$29.68 for 296 hard bound pages of revisionist truth.
Other sources may offer this book for sale in the future — as this happens, you will be the first to learn of it.
“In war, truth is the first casualty” –Aeschylus
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By Thomas Kues
In 1945, the World Jewish Congress prepared a report on the “Criminal Conspiracy” against the Jews perpetrated by the Third Reich for the authorities in charge of bringing about the International Military Tribunal. Of this report, the chapter “Charge Eight: Mass Annihilation, part II” is of special interest. The document, which is found among the records of the World Jewish Congress at the Jacob Rader Marcus Center of the American Jewish Archives, can be read online, courtesy of the Harry S. Truman Library & Museum website:
What did the World Jewish Congress want the “international justice” to believe about the supposed Nazi extermination conspiracy? In what way did they describe the origin and the implementation of it in form of the infamous “death camps? What were the sources behind the report? (Read more…)
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On October 6, 2009, Lady Renouf took part in a conference on “Denial and Democracy in Europe” called by the European Parliament in Brussels. During her address, she held up a handbook, titled “Guidelines for Teaching about the Holocaust”, and quoting from the section “Avoid legitimizing the denial of the past”.
To that day, I had never heard of those “Guidelines”, so I decided to look them up. As it turns out, they are available online:
http://www.herinneringseducatie.be/Portals/portal01/docs/Londen/Holocaust_Ex_TeachHbook.pdf
The first question that needs to be asked is: Why are special guidelines needed to teach any topic? We are told that “The Holocaust” has been thoroughly researched, so, why not read up on it, collect the data provided and simply teach? Why are special guidelines needed to teach “The Holocaust”? Or: What other topic needs special teaching guidelines? I am not aware of any, and indeed, the authors of the “Guidelines” start out by asking:
(Read more…)
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In 2005, as near as I can tell, a Finish author, Erkki Hautamäki, published a book titled “Finland i stormens öga” (Finland in the eye of the storm). The book was published first in Swedish, a second volume is pending and a German edition is being prepared. Here is a little write-up about the book:
http://www.prokarelia.net/en/?x=artikkeli&article_id=667&author=10
Chapter 10 deals with a pact between Churchill and Stalin, the French are also part of the plan. I was able to obtain a German translation of this chapter and translated it into English. I would like to thank Veronica Clark for her assistance.
Some of what Hautamäki writes I do not agree with, but my opinion is not the issue here. Hopefully the German edition will be available soon, allowing for a more contextual approach. The second volume should also help, but until that happens, here then Chapter 10.
(Read more…)
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In this volume of the series “The Holocaust Survivors’ Memoirs Project”, historian David Silberklang presents the memoirs of the two Polish Jews Israel Cymlich and Oskar Strawczynski, dated respectively to June 1943 and the summer of 1944. Both memoirs are reproduced together with full facsimiles of the extant manuscripts (in Polish and Yiddish respectively). While Strawczynski escaped from the “extermination camp” Treblinka II on August 2, 1943, Cymlich is one of the few former detainees of the Treblinka I labor camp to have published his memoirs (at least three other exists: a brief account written by Saul Kuperhand, published in Miriam & Saul Kuperhand, Shadows of Treblinka, University of Illinois Press 1998; Ryszard Czarkowski, Cieniom Treblinki, Warsaw 1989; and an unpublished account by a certain Jan Sulkowski).
Regarding Treblinka I, editor Silberklang has the following to say:
“The penal labor camp of Treblinka I was established in the fall of 1941. It was located two kilometers away from the extermination camp, Treblinka II, which was opened on July 22, 1942. Initially, most of the prisoners in the labor camp were Poles from the Warsaw area. Later, Jews from the same area joined them. The average number of the prisoners ranged from as few as 100 to as many as 2,000. Approximately 20,000 people passed through the Treblinka I penal labor camp; it is believed that nearly half of them were murdered during the camp’s three-year existence. The camp was dismantled in July 1944, as the Red Army approached the area.” (pp. 31-32, note 8).
No source is given for this information. We should note here initially that, accepting the presented figures, half of the detainees were released either during the operation of the camp or at its liquidation.
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We often hear the charge that the removal of the warning gas from Zyklon B was evidence of the homicidal intentions of the Nazis. Inconveniently, the issue of the inclusion or removal of the warning gas predates the Nazi regime.
Those interested in the subject are guided to the U.S. Public Health Reports circa 1931. One finds extensive discussion of Zyklon B as a ship fumigant in the United States and especially in the ports of San Francisco.
In regard specifically to the warning gas we find:
“Both of the warning gases which have been used with liquid cyanide produce a tear effect. The effect of the 20 per cent cyanogen-chloride gas is greater than that of 5 per cent chloropicrin, i.e., lachrimation is much more marked; and it is believed that, on account of the tear effect, a person unfamiliar with fumigation could escape from a small room containing hydrocyanic-acid gas with 20 per cent cyanogen chloride before inhaling a dangerous amount of cyanide.” (July 3, 1931 p. 1575)
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In stark opposition to George Santayana’s now clichéd quote about learning from history, revisionist pioneer Harry Barnes in his History and Social Intelligence boldly noted that he did “not accept the view that history can in many cases be directly useful to the present generation through the discovery of alleged specific analogies between the remote past and the present day.” He continued, “Perhaps the greatest lesson of history is that it has no such lessons for our generation.”
Whether the current generation did not heed Santayana’s warning or whether the vast differences of historical periods preclude us from applying lessons from the past, there is little doubt that we seem to repeat the worst mistakes of the generations that preceded us.
One historical period that has been embraced by popular culture is the “Red Scare” of the early 1950’s. The nearly mythologized account seemingly replacing the earlier tales of young Washington and his cherry tree describe a vicious anti-Communist crusade led by Senator McCarthy. McCarthy, or so the story goes, unfairly and undemocratically destroyed lives because of suspected Communist sympathies. Regardless of the accused connections to Communism the message today is surely that all are free to believe what they choose – politically and otherwise. The United States is the land of the free, and if we resort to totalitarian methods, to blacklisting, to name-calling, and attacks on character, then we have in fact lost what is best in America and in fact what so many lost their lives to protect during the Second World War.
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