Hitler on Propaganda

In chapter six of Mein Kampf, Hitler reviewed the use of propaganda during World War I. In the course of his criticism of the German effort, he included comments on the function of propaganda in general. His statements offer insight into the methods used by the Nazi Party.

Source: Adolf Hitler, Mein Kampf, translated by Ralph Manheim. Boston: Houghton Mifflin Company, 1943.

---

The function of propaganda does not lie in the scientific training of the individual, but in calling the masses' attention to certain facts, processes, necessities, etc., whose significance is thus for the first time placed within their field of vision.

. . . . . . . . . . . . . . . . . .
All propaganda must be popular and its intellectual level must be adjusted to the most limited intelligence among those it is addressed to. Consequently, the greater the mass it is intended to reach, the lower its purely intellectual level will have to be. But if, as in propaganda for sticking out a war, the aim is to influence a whole people, we must avoid excessive intellectual demands on our public, and too much caution cannot be extended in this direction.

The more modest its intellectual ballast, the more exclusively it takes into consideration the emotions of the masses, the more effective it will be. And this is the best proof of the soundness or unsoundness of a propaganda campaign, and not success pleasing a few scholars or young aesthetes.

The art of propaganda lies in understanding the emotional ideas of the great masses and finding, through a psychologically correct form, the way to the attention and thence to the heart of the broad masses. The fact that our bright boys do not understand this merely shows how mentally lazy and conceited they are.

Once understood how necessary it is for propaganda in be adjusted to the broad mass, the following rule results:
It is a mistake to make propaganda many-sided, like scientific instruction, for instance.

The receptivity of the great masses is very limited, their intelligence is small, but their power of forgetting is enormous. In consequence of these facts, all effective propaganda must be limited to a very few points and must harp on these in slogans until the last member of the public understands what you want him to understand by your slogan. As soon as you sacrifice this slogan and try to be many-sided, the effect will piddle away, for the crowd can neither digest nor retain the material offered. In this way the result is weakened and in the end entirely cancelled out.

Thus we see that propaganda must follow a simple line and correspondingly the basic tactics must be psychologically sound.

. . . . . . . . . . . . . . . . . .
What, for example, would we say about a poster that was supposed to advertise a new soap and that described other soaps as 'good'?

We would only shake our heads.

Exactly the same applies to political advertising.

The function of propaganda is, for example, not to weigh and ponder the rights of different people, but exclusively to emphasize the one right which it has set out to argue for. Its task is not to make an objective study of the truth, in so far as it favors the enemy, and then set it before the masses with academic fairness; its task is to serve our own right, always and unflinchingly.

---

A Teacher's Guide to the Holocaust
Produced by the Florida Center for Instructional Technology,
College of Education, University of South Florida © 1999.