Art Heist: What’s Your Theory?

Posted February 12th, 2008 by Jen in arts & crafts, germany, politics/world news
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Artist: Claude Monet
Title: Poppy Field Near Vetheuil
Style: Impressionist
Year: 1879
Location: A white van, last seen speeding away from the Bührle Collection Museum in Zurich, Switzerland, on Feb. 10, 2008, possibly headed to a corrupt Saudi collector or other unsavory character.

The spectacular art heist of this past Sunday at the Bührle Museum in Zurich has rocked the art world, and police are working around the clock to solve the case and find any possible connections with other recent thefts, including the theft the previous week of two Pablo Picasso paintings stolen from a Swiss exhibition near Zurich. A note on the museum’s website says “The museum remains closed.”

“We’re talking about the biggest ever robbery carried out in Switzerland, even Europe,” Zurich police spokesman Mario Cortesi said.

The stolen art work has been valued at $180 million and comprised four Impressionist masterpieces: Poppies near Vetheuil by Claude Monet (1879), Count Lepic and his Daughters by Edgar Degas (1871), Blossoming Chestnut Branch by Vincent Van Gogh (1890) and Boy in a Red Waistcoat by Paul Cezanne (1888).

Since this month my blog features have been about great artists, and the first artist I covered was Impressionist painter Pierre-Auguste Renoir, this breaking news certainly caught my attention. The Bührle Museum did have a Renoir on display, Little Irene, but it wasn’t touched, probably because the three masked gunmen couldn’t carry anymore heavy paintings, and the robbers appeared to have just taken the first four they came to.

Motive? I mean, you can’t go out and sell the famous stolen art. “It’s extremely hard, if not impossible, to sell these works,” said Michaela Derra of Ketterer Kunst GmbH, a Munich, Germany-based purveyor of modern and contemporary art. Here is a speculation:

Steve Thomas, head of art law at Irell & Manella LLP’s Los Angeles office, said it was unlikely the robbery was commissioned by a private collector looking to stash art in a secret location.

He thought the motive most likely would be an insurance ransom, a reward or leverage for someone who could be facing prosecution for even bigger crimes.

However, I have my own little theory. There is apparently a Saudi collector sending his thugs out to steal art for his private collection. None of the current stories I’ve found on the Bührle theft have mentioned this connection, so I could be promoting an absurd idea. Nonetheless, just two months ago, in Sao Paulo, Brazil, paintings by Picasso and Portinari were stolen, but recovered. One of the suspects in the case told detectives the paintings were to be delivered to a Saudi collector, who has not been publicly named by authorities.

The history of Mr. Emil G. Bührle is very interesting, and perhaps he himself was a collector who obtained stolen art, and conceivably everything has come full circle. Bührle, born in Germany, was an industry tycoon who provided weapons to the Third Reich during World War II. In the aftermath of the war, he amassed one of Europe’s most valuable collections of art. It’s a tragedy of the war that the Nazis looted much of the great art owned by Jews, and many of Bührle’s pieces were on a “looted art list.” Exactly how Bührle obtained his collection is unknown, but some of it is “flight art,” works smuggled out by Jews and sold at bargain-basement prices to avoid confiscation by Nazis.

Maybe this art heist was Jews taking back their rightful property, via a Saudi collector, who will ask for a ransom. At this point, any theory can be thrown into the ring.

Bonhoeffer and Gatto on Education

Posted September 15th, 2007 by Jen in education, germany
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For Natasha, a post for her International Freedom in Education Day.

Since I just spent a great deal of time reading about Dietrich Bonhoeffer, I’ll submit something interesting I came across in Eberhard Bethge’s Biography of Dietrich Bonhoeffer. From p. 17, where he briefly discusses the fact that Dietrich’s mother, Paula Bonhoeffer, homeschooled all eight children for their early schooling:

This home teaching, of course, implied some criticisms of traditional schooling. The Bonhoeffers did not want to hand their children over to others at an early, impressionable age. One of the family sayings was that Germans had their backs broken twice in the course of their lives: first at school, and then during military service.

Oh, did the Bonhoeffer family have it right, way back in the first decade of the 1900s! Does German schooling “break the back” of its children? Could this be a reason for the number of homeschooling families in Germany, despite the dire consequences? Yes, it’s illegal, since about 1938 (and do you know what was happening in 1938?), and you face jail, fines, and loss of custody of your children if you homeschool. Or you simply go into exile and are forced to flee the country.

If Paula Bonhoeffer were raising her family in Germany today, would she have landed in jail? Would Dietrich and his siblings have become wards of the state? Those sound like ridiculous questions; however, that is the reality of what is happening in Germany today.

John Taylor Gatto’s The Public School Nightmare: why fix a system designed to destroy individual thought is an excellent essay in which he describes the evolution of modern compulsory education.

The structure of American schooling, 20th century style, began in 1806 when Napoleon’s amateur soldiers beat the professional soldiers of Prussia at the battle of Jena. When your business is selling soldiers, losing a battle like that is serious. Almost immediately afterwards a German philosopher named Fichte delivered his famous “Address to the German Nation” which became one of the most influential documents in modern history. In effect he told the Prussian people that the party was over, that the nation would have to shape up through a new Utopian institution of forced schooling in which everyone would learn to take orders.

So the world got compulsion schooling at the end of a state bayonet for the first time in human history; modern forced schooling started in Prussia in 1819 with a clear vision of what centralized schools could deliver:

1. Obedient soldiers to the army;
2. Obedient workers to the mines;
3. Well subordinated civil servants to government;
4. Well subordinated clerks to industry
5. Citizens who thought alike about major issues.

Schools should create an artificial national consensus on matters that had been worked out in advance by leading German families and the head of institutions. Schools should create unity among all the German states, eventually unifying them into Greater Prussia.

Prussian industry boomed from the beginning. She was successful in warfare and her reputation in international affairs was very high. Twenty-six years after this form of schooling began, the King of Prussia was invited to North America to determine the boundary between the United States and Canada. Thirty-three years after that fateful invention of the central school institution, as the behest of Horace Mann and many other leading citizens, we borrowed the style of Prussian schooling as our own.

Gatto continues his essay with a very interesting remark from none other than Dietrich Bonhoeffer.

Erich Maria Ramarque, in his classic “All Quiet on the Western Front” tells us that the First World War was caused by the tricks of schoolmasters, and the famous Protestant theologian Dietrich Bonhoeffer said that the Second World War was the inevitable product of good schooling.

It’s important to underline that Bonhoeffer meant that literally, not metaphorically — schooling after the Prussian fashion removes the ability of the mind to think for itself. It teaches people to wait for a teacher to tell them what to do and if what they have done is good or bad. Prussian teaching paralyses the moral will as well as the intellect. It’s true that sometimes well-schooled students sound smart, because they memorize many opinions of great thinkers, but they actually are badly damaged because their own ability to think is left rudimentary and undeveloped.

I’ll wrap up this post with a simple warning given by Gatto. My hope is that if people understand what sinister objectives lurk beneath compulsory schooling, they will stop being so willing to comply. German citizens need to rise up, en masse, and rebel against this kind of tyranny that leaves them no options, no power to choose.

It’s important to note that the underlying premise of Prussian schooling is that the government is the true parent of children–the State is sovereign over the family. At the most extreme pole of this notion is the idea that biological parents are really the enemies of their own children, not to be trusted.

International Freedom in Education Day

Posted September 14th, 2007 by Jen in education, germany
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Natasha over at Educating Germany is hosting the International Freedom in Education Day. If you have a post to add to her carnival, please head over there; she’ll be running this through tomorrow. If you would like to learn more about the education crisis in Germany, spend some time browsing her site. I’ve written several times, including here and here, about Germany’s mandatory school laws which leave homeschooling families living in fear, often being fined, jailed, or having their children taken away by the state - simply for refusing to send their kids to the public school, choosing instead to educate their own children.

I’ll have something by tomorrow to add to Natasha’s effort. She just moved her family to Germany and certainly needs our prayers as she not only works for reform but is putting her words into action, homeschooling her children in Germany.

There is also an incredible wealth of information on education/homeschooling in Germany at Dana’s site, just do a search on her site for Germany.

Why do I care? I live in the United States and have the freedom to homeschool my kids if I want. Well, I could talk about the fact that there is indeed a trickle-down effect in the international community, I could talk about the U.N. trying to apply international law to the United States, I could talk about many legal or political issues. However, the reason I truly care is not even definable. It’s something about being human and loving and caring for other people, no matter where in the world they live. It’s about brothers and sisters in the Lord who are being persecuted for their faith. It’s about freedom.