Once again I am in awe of your grasp of the obvious.
I think it's a little harsh to refer to people who don't earn their living by studying the holocaust or who don't enjoying studying the holocaust in their free time or don't have any real interest in a relatively minor facet of World War II history a "moron" or a "trolling denier" just because they haven't learned
I didn't say 'haven't learned'. I said 'only a moron or a trolling denier
lacks the wit to find out'. The subject has been discussed endlessly on the internet and is written up all over the place. Simple logic indicates that 'people' and 'Jews' would refer to two different things. Most of those who actually attended grade school will be able to grasp the difference between a number of 4 million people versus a number of 6 million Jews.
And anyway: if this is such a 'relatively minor facet of WWII history' then why do deniers and morons persist in elevating 'if Auschwitz was 4 million and now it's 1 million then why is it six million' into a major plank of their trolling? Why do some people then insist on repeating this even after it's been explained to them?
that the Auschwitz four million is a number that was promoted by the Soviets and, like every truthy factoid about Nazi Germany that was belched up from the eastern side of the Iron Curtain about Nazi Germany, has no basis in reality.
Are you really as dumb as to claim that
nothing claimed by the East bloc about Nazi Germany is true? What, even the things that the Nazis themselves claimed, or the things that were claimed in non-East Bloc countries? All of it?
And your command of the languages of the former East Bloc is what exactly again?
Maybe if all the holoscholars and interest groups that got their tits in the wringer whenever somebody said "million" without specifying "six" displayed the same level of righteous indignation when the popular press said "four million" between 1945 and 1989, you wouldn't have to deal with a certain percentage of the population being "morons" or "trolling denierss."
Considering that the number of active deniers in the US who engage in online trolling is probably not more than a few dozen people, with a few dozen more yelping to each other on Stormfront, your cause and effect claim doesn't seem to go anywhere.
I know, it's terrible, the Holocaust industry's heavy-handed tactics have bequeathed the world Clayton Moore. For this crime, and this crime only, Israel must be washed away into the sea immediately.
At least, that's more or less the level you're stuck at: hoping that by uttering so many repeated stupidities that you can create an idiocy singularity and suck all of the nastiness in the world into the ensuing black hole.
And again, I think it's a little bit harsh to label a person either a "moron" or a "trolling denier" because they don't know that a fact that only a hateful neo-Nazi anti-Semite would have questioned between 1945 and 1989 was in fact typical Commie BS that nobody ever believed anyway.
Again I didn't say anything about not knowing. I said that only a moron or a trolling denier lacks the brains to work out where the six million figure comes from. It's just a matter of very basic research skills. Heck, even the denier gurus explain this one.
One can start from a position of ignorance, and quickly find out the basic facts here. Or one can ask politely, and be informed. What is objected to is the stance of aggressive ignorance. What turns this gambit into trolling is repeating gibberish about 'sum of the parts' when a middle school pupil can understand that this isn't about 'sum of the parts'.
And it's a little bit harsh to call somebody a "moron" or a "trolling denier" because they don't know that basic rules of mathematics about the whole being a sum of the parts don't apply in hololand.
Well I'm calling this reply moronic and trolling since it seems you don't understand the basic rules of mathematics. Especially when you say
I am neither because I know that the four million Jews murdered at Auschwitz between 1945 and 1989 were never four million Jews. They were always four million people, about a quarter of them Jewish, who were murdered at Auschwitz.
So clearly you grasp that '4 million people' and '6 million Jews' are two overlapping but separate numbers. In which case why do you insist that they have anything to do with the sum of the parts?
Or nobody ever said there were four million victims even though that's what we were told. Or whatever. I know that everybody always knew it was 1.1 million, just like Hoess said except when he said it was three million, and that they were always Jews.
More irrelevant moronic trolling.
I'm going to repeat this just one more time, cast into grade school terms.
In a particular town, 6 milllion oranges are sold in all the greengrocers and supermarkets in the space of a year. One greengrocer sells 4 million pieces of fruit in a year, and he sells the most oranges of all the greengrocers and supermarkets in the town. But we don't know how many oranges he sells. We do know that there are other greengrocers selling oranges as well. And there's a problem with stock control; very few stores use bar codes on pieces of fruit. But in the neighbourhoods there are people keeping track of how much fruit is coming in.
It's a big class, and there are a wide level of abilities being developed over the course of a long school year. The pupils must research the problem and develop their statistical skills. They're meant to find out the real numbers since the teacher just gave them rounded ones to start with. There's an exam at the end of the year.
Not long after the problem is first set, the class gets new information about how many oranges are sold in some of the other greengrocers and how many are sold in supermarkets. They find out that one greengrocer sells 781,000 oranges, another 600,000 oranges, and another 340,000 oranges. And they get a rough estimate for how many are sold in supermarkets - about 2 million oranges. Even better, they get print outs of sales of oranges based on barcodes from some of the supermarkets.
Meanwhile, some pupils hear from the biggest greengrocer who relays information conveyed from a wholesaler, and he thinks it may be 2.5 million oranges. Then he changes his mind and realises he probably sold only 1.1 million oranges, and gives some estimates for how many oranges are sold in each neighbourhood.
Most of the class keeps repeating to itself, 'six million oranges, six million oranges', and doesn't stop to find out whether it really is six million oranges. But some brighter boys work out ingenious ways of calculating the number of oranges consumed in each neighbourhood in the town, and find out that most oranges are being consumed in the neighbourhood where most of the greengrocers are located, in the heart of town. They then start showing that it's not exactly 6 million oranges, but maybe 5.7 or 5.8 million oranges. They're so interested in the neighbourhoods that they forget the greengrocers. Meanwhile the average pupil keeps repeating 'six million oranges', since that's now become the name of the project.
Other pupils are more interested in the greengrocers, and so they marvel at how many pieces of fruit are being sold, and forget the oranges. Quite a few pupils forget to take proper notes or leave their homework behind and so the class continues to make mistakes. And there continue to be confusions between oranges and other pieces of fruit.
One of the pupils uses all the new information and works out that the biggest greengrocer can't possibly have sold more than 1.5 million oranges if all the other information is accurate. That's about 6 days into the exercise.
Two smarter boys come up with fairly good answers just under a month in. One art-loving boy goes round the greengrocers and supermarkets and announces that no way are 6 million oranges sold in the town, it's more like 4.5 million, and the biggest greengrocer only sells 750,000. Other pupils bristle at this and ignore him. A smart boy interested in politics takes careful notes and shows that the number of oranges is actually 5.1 million and does amazing work breaking it down by the neighbourhoods in the town. He says that the biggest greengrocer sells 1 million oranges.
In class one day, about 3 months into the year, one very dumb orange-loving pupil blurts out that 4 million oranges are sold by the biggest greengrocer in town, and is politely ignored by the rest of the class since they remember being told that it was 4 million pieces of fruit.
One half of the class gets it into its head that the biggest greengrocer really does sell 4 million pieces of fruit and insists this until literally two months before the exam, because they're being bullied. Then they all change their tune. But to redeem themselves a little, they come up with an even more precise calculation of the number of oranges sold by the biggest greengrocer in each neighbourhood. They calculate 1.1 million oranges are sold by the biggest greengrocer. They give credit to all the smart boys who did lots of spadework before them. And for their effort and their honesty in admitting their mistake, teacher gives them a prize before the exam.
At this point most of the class has lost interest in the project which they still call the 'six million oranges' project. But some of the boys in the class have grown to hate the project. Indeed, as far back as a week or so in, there were some denying that any oranges were eaten at all. Show us the oranges, they said, refusing to visit the greengrocers or supermarkets. When shown printouts of sales of oranges in supermarkets using barcodes, the deniers come up with ingenious explanations for why the printouts are fakes, and start demanding to count pips from the consumed oranges. In some cases the boys are expelled for being unruly a-holes.
After the teacher gave out the prize to the boy who came up with 1.1 million oranges, some of the unruly boys remember what they were told at the start of the year and start asking, 'if our town consumes 6 million oranges and the biggest greengrocer sold 4 million but now it's only 1.1 million how come it's still six million?'
Teacher, and the rest of the class, patiently explain to the unruly boys where they went wrong, and unruliness goes into decline. Some of the unruly boys have lost interest in the number of oranges and think it's much more fun to deny orange-consumption on the basis of lack of pips and peel.
But every so often, an especially dumb boy repeats the playground mantra, two months after the prize-winning solution.
The exam is today. How will
you answer?
