- A SUBVERSIVE ACTIVITY.
NOW, TO CORRECT THIS, WE WORK OUT THE FORMULA HERE, AND ARRIVE AL TRUE EQUAL DISTRIBU HON IN THIS SOLVED DIAGRAM (+2x+4x+6X+5x=42 /x=42 X = 20 1220 3-1000:120 THEY WERENT ANGRY, JUST WHAT I WAS SAYING WAS ANTIQUE TO THEM. THEY FELT MY METAPHORS AVOIDED AN HONEST CONFRONTATION, MY SOLUTIONS BY FORMULA FLATLY UNREALISTIC MY MATERIALISTIC THEORIES UNCOGNIZANT.
OF REVOLUTION AS A LIFE STYLE.
WORKER-STUDENT UNITY - HOW REAL ARE THE PROSPECTS?
In order to try and assess the prospects for meaningful worker-student unity, it is necessary to say something about the nature and level of development of the student movement in this country. First of all, although we can be in no doubt that it is only the working class which can overthrow advanced capitalism, we should appeared swer the last year. The essential thing not make the crude error of thinking that the working class must therefore be the first social grouping to challenge the system. Other sections of society will form part of the anti-capitalist alliance which must develop -sections of the middleclass, the peasantry, national minorities - and of course, students. And just as some sections of the working class will be more advanced than others, will move into revolutionary action against the ruling class first, SU non-proletarian layers may radicalised before the working class as a whole has started to move. We see this in the case of black people in the USA (who are fighting the system not primarily as workers, but as blacks), national minorities (such as the Basques) - and, on an international scale, the students.
There is no doubt that in America, in Western Europe, in Japan, students as a social group have moved into revolutionary opposition to capitalism to a greater extent than the workers at present. This is borne out by the record of student struggles in all these countries over the past several years. With the exception of France (which is the classic testimony to the potential of student action to "detonate" revolutionary action by working class), where else have workers occupied factories, raised demands for permanent control over them, fought the police in omer words challenged the whole authority of the capitalist state? And yet students have taken comparable action, raised comparable demands, moved from protest to an articulated challenge to the whole custem col IN BOURGEOIS CONCEPTS. MY PLAN WAS INGENIOUS - A SUBTLE USE OF MARXIAN CONCEPTS APPLIED TO MATHEMATICS!
I SAW IN MY SYSTEM THE POTEN- IN MY TIAL OF INDOCTRINATING AN BIALECTICAL VALUES! ENTIRE GENERATION THEY INFORMED ME THAT THE REAL NEED IN EDUCATION IS FOR AUTHENTICY, NOT MY IDEALISTIC TEACHINGS OLD LEFT. of revolutionary struggle, and very deep-rooted historical causes for the relative passivity of the working class.
It is not possible here to analyse the reasons for the tremendous radicalisation of revolutionaries. students over the past few years. One also hopes that by now it is not necessary, since much excellent material on the subject has have become radicalised primarily because of changes in their position as students. As regards their future, they no longer have the certainty of becoming members of the ruling or upper middle classes. They are interested destined for the most part to be administrators, technicians, teachers and apologists for the system - to be, in fact, virtually a skilled section of the working class Thus they are no longer the apolitical defenders of the status quo that they were thirty years go. They are more disposed to question, and to act against, the excrescences of late capitalist society, within the higher education system and without -It. They protest agamst the authoritarian structure of higher education, gainst the stultifying garbage that passes fo education in the social sciences, and the narrov compartmentalisation of all departments. They demand that adequate facilities be provided for their vastly inflated numbers. Increasingly, they oppose the integration of higher education into industry and defence. And by protesting against all these things, they are actually protesting gainst the role of higher education in capitalist society. Because all that the ruling class wants is a steady output of students with certain necessary skills and an acceptance of the system. This contradiction is what gives the student movement its essentially revolutionary nature. The job of revolutionaries is to make the consciousness of students reflect this reality, to win red majorities and to turn the colleges into their revolutionary opposites BALANCE, WE SET IN THIS DIAGRAM. LIT ILLUSTRATES THAT WORKERS ON ONE SIDE RECEIVE A RATIO ONLY EQUAL TO THEIR NUMBER VALUE WHILE THE ONE INDUSTRIALIST RECEIVES OVER 400 TIMES HIS NUMBER VALUE.
FIRST CLASS THE KIDS SAW THRU THE GUISE.
I CONSIDER THE KIDS SUBVERSIVE ARE TEACHING ALREADY IN HIGH HARD CORE.
AN OUTMODED ACTIVITY.
E. ADAMS the conflict laden within the universities, colleges and schools, to create red bases, is a big job, and one which has scarcely begun. It is the number one priority for student When we talk. therefore, about worker-student unity, we should be clear what we mean. We are talking, at present, not about unity of masses of workers and students in action, but about a rather artificial "unity" between a minority of students and an even smaller minority of workers. Because we have to face the reality that the revolutionary elements in the unions today are tiny. The workers" movement, in this country and elsewhere, is oppressed by the dead hand o bureaucracy - the Communist Party in France the social democrat here. These people are quite incapable of answering the needs of the working class today. They are at best inadequate and at worst treacherous. Only a revolutionary movement in the unions can counter attacks on the living standards and working conditions of the workers, on thei right to strike and organise themselves. This movement will have to transcend the ossified and undemocratic union structures. It will have to be not merely defensive, but to advance demands for workers' control and a socialist solution to the crisis of capitalism. The elements of such a movement are already present in the Worker's Control Campaign and the opposition to the Government's anti-union legislation. Its demands will have much in common with the demands of the student movement. But it will develop, as the student movement is doing, out of the actual conditions of struggle in the factories: The best thing that students who want to see such a movement develop can do, is not to try and build an artificial "unity" with it before it exists. Thes should rather build their own movement, developing forms ot which may influence the workard was much interested in your 'nastiest headmaster' competition on page 10 of your last issue I have a contender for the first prize, one Patrick William Martin by name, an MA, a JP, and a holder of the Territorial Decoration, who runs Warwick School, second-rate public school. You can look up his life-story in Who's Who, but briefly it includes an Oxford education, an allegedly meteoric rise through the ranks of the Officer Corps with Army service in India thrown in, and sojourns at various schools. All this damns him, but more is yet to come!
The school is run with the intention of attracting the sons of the local wealthy middle-class. Student's appearance is strictly controlled by the Headmaster (P.W.M.) and his trusted prefects. Hair must be short, well-brushed, with a parting appropriately placed; clothes must be neat, etc. At frequent intervals edicts from the Headmaster's study urge us to consider "the impression that we are making on the townspeople". Yet he is clever enough to appear liberal, by making minor changes in regulations about tum-ups, teacups and the hated cap.
However, on to more specific charges. Some time during the academic year 1964/5 Steven Broughton (now in the Edgar Broughton Blues Band), who had won a counci scholarship to the school on the results of his 11-plus exam, was suspended and later expelled for refusing to get his hair cut. You will find this documented in the files of the Daily (ot possibly Sunday) Express 2. One pupil, whilst under the intluence. drove a car across the main cricket pitch leaving large furrows. He was caught and (I think) caned, and also made to promise to work as "groundsmans-help" during the next holidays. The matter was treated very seriously with PWM wearing a thunderous frown. This pupil was later killed in a motor accident. whereupon the crocodile tears flowed torrents from the eyes of Martin, who eulogised the dead boy's virtues in chapel (!), having recently struck and humiliated him.
3. There was an attempt to start a 'Free School Magazine the existing being censored and dull. The new venture, which promised to be interesting and exciting, caught the eye of PWM, who instantly emasculated it. Now it is as boring as its stable-mate There are many other example of this man's bigotry, pomposity and hypocrisy, which I and a few other ex-Warwick School comrades hope to catalogue in the near future, along with a critique of the Public School system. The first blows have been struck. During my last term at school I and another militant managed to build a student-staff antagonism into a confrontatior and we won. This conflict featured the lobbying of a senior staff member with a pennon, bitter argument between sixth-formers and staff, a lock-out and the organisation of a student teach-in in place o the cancelled lessons - all this one week befor A-levels. If you think any of this might be of use to schools' militants, and want more details of this insurrection, I will willingly provide them.
Patrick Martin needs a Nuremberg trial Yours fraternally, Steve Iliffe, Flat 3, 3 Guild Street, Stratford on Avon You want to know who can beat Dr. Allan Badcock (sic) as the worst headmaster in England? How about Charles Gardiner, head of Intake County Secondary, School, Leeds. He can beat anyone, and fregently does. At estimate, he has given 1250 beatings this year, not counting the dozens eact day given by other teachers. There are 600 kid: at the school.
Charles Gardiner is a big name in amateu drama in Leeds — you can tell his productions his name on the posters is in the biggest letters At Intake; you're nobody unless you're a good actor in Mr Gardiner's prestigious school play There's no Biology taught in the school and no sex education. Spanish has just been abandoned in mid-stream Recently three girls skipped a very bad history lesson. For this they were refused permission on at school after 15, and have had to go to a tech to take exams. If you want a crippling education in a police-state school, go
What is to be done? mass character) more organised, better worked