EXAMINATION BOOK

Name ~ftJSubject

~ Class

I

Section

I nstructor __=oote

~'"''l1 ~

s~ .:­~

TIlE ~INTAL DISCIPLINE FACTORY IrJ 1~5

"ITIS fYlORN ING • THE HEATHERf"'AN DECLftRES DAYLI GHT AND PLACES THE

SUN (RAIN) SNOW) CLOUDS) ETC) WHICHEVER IS fYlOST APPROPRIATE) IN

THE SKY. AND LI KE MECHANIZED CLOCK-TIME) THE EARTH TICK-TOCKS

AROUND THE SUN AGA IN. "

joHN WE BELONGS TO UNIT 12 OF THE ELM CITY f"1ENTAL DISCI­

PLINE FACTORY. HE IS CUR ExAMPLE FOE THE DAY. JOHN IS AVERAGE

OR WAS UNTIL HE WENT HRONG. HE WAS SIDING IN CUR PHYSICAL-NEED

RQO\1 WITH HIS FELLOW MASS-PRODUCTIONS) PENCIL IN RIGHT HAND)

PAPER ON TABLE) MIND ON HIS OWN ~RK) BUSY.

By THE WAY) FOR Sav1E BACKGROUND INFORMATION. THE ORIGINAL

EXCUSE FOR OJR PHYS ICAL-j~EED ROCJv1' S EX ISTENCE WAS FOR "PRODUC ING

AND DISTRIBUTING FOOD TO SUPPLEMENT CUR DISCIPLINARY TEACHINGS

WITH PHYSICAL ENCOURAGEMENT AND SEMI-SATISFACTION." fuT ITS PUR­

POSE NOW IS A GATHERING PLACE FOR JOHN IbES WI-O AREN'T SCHEDULED

FOR ANYTHING MORE IMPORTANT. HERE WE TEACH THEM OBEDIENCE) A VERY

VERY) VERY IMPORTANT PART OF OVERALL MENTAL DISCIPLINE.

-1­

&IT ABOUT JOHN fuE, HE WAS ALRIGI-ff UNTIL HE DEVELOPED THE

AUDACITY TO GET UP AND GO RIGI-ff OVER TO CuR WATER FOUr~TAIN AND

DRINK 2 HUGE GULPS OF WATER~ COMPLETELY FILLING HIS MOUTH AND

QUENCHING HIS THIRST AT OUR EXPENSE.

Now~ YOU'VE AU. BEEN DISCIPLINED TO REALIZE THAT IS NOT THE

PURPOSE OF ClJR WATER FOUNTAINS. YOU'VE BEEN PROGRJiMv1ED TO UNDER­

STAND THEY'RE FOR DISCIPLINARY TEt-1PTATION AND HAVE A PART IN ().JR

PLAN ONLY FOR THAT PURPOSE. You HAVE TO MASTER YOUR THIRST~ NOT

LIKE JOHN. HE IS BAD~ BAD~ BAD~ BAr'. ONE OF CuR SUPERVISORS HAD

TO HAVE HIM ESCORTED TO THE MEDICAL SURGEON M-() PROMPTLY SEWED

HIS LIPS TOGETHER.

Sav1E OF US THI NK joHN'S PUN ISI-fl iENT WAS TOO SLlGI-ff FOR SUCH

A DI SGRACEFUL SHOW OF DI SOBED IENCE. BuT HE DO STI U. BEll EVE IN

MERCY. PRINCIPLE IS PRINCIPLE BUT \lHAT IS PRINCIPLE WORTH IF

HUMANITY IS IGM)RED.

STUDY SIGNIFICANCE FOR LECTURE Ta18RROW.

(WRITTEN IN SCHOOL BY A HIGH SCHOOL STUDENT)

-2­

BuT ABOUT JOHN fuEl HE WAS AlRIGI-ff UNTIL HE DEVELOPED THE

AUDAC ITY TO GET UP AND GO RIGI-ff OVER TO CuR WATER FOUNTA IN AND

DR INK 2 I-UGE GULPS OF ~~ATERJ Ca-1PLETELY FILLI NG HIS MOUTH AND

QUENCHING HIS THIRST AT OUR EXPENSE.

rbwJ YOU'VE ALL BEEN DISCIPLINED TO REALIZE THAT IS NOT THE

PURPOSE OF ~ WATER FOUNTAINS. YOU'VE BEEN PROGRAfvTv1ED TO UNDER­

STAND THEY'RE FOR DISCIPLINARY TEMPTATION AND HAVE A PART IN OJR

PlAN ONLY FOR THAT PURPOSE. You HAVE TO MASTER YOUR THIRSTJ NOT

LIKE JOHN. HE IS BAD J BADJ BADJ BAD. ~E OF O..lR SUPERVISORS HAD

TO HAVE HIM ESCORTED TO THE MEDICAL SURGEON WI-K) PRa-1PTLY SEWED

HIS LIPS TOGETHER.

Sav1E OF US THI NK joHN'S PUN ISI-t lENT WAS TOO SLI GI-ff FOR SUCH

A DI SGRACEFUL Sf-K)W OF DISOBED IENCE. BuT HE DO STI LL BEll EVE IN

MERCY. PRINCIPLE IS PRINCIPLE BUT VJH.A.T IS PRINCIPLE WORTH IF

HUMANITY IS IGNORED.

STUDY SIGNIFICANCE FOR LECTURE Ta~RROW,

n'IRImN IN SCHOOL BY A HIGH SCI-OOL STUDENT)

-2­

\4W\TIS SCHOOLJ/ORK?

(i)ING TO SCrroL" BEING A STIJDENT IS hGRK, THIS hGRK IS

CALLED scrroLhGRK ALT~H IT IS NOT USUALLY CONSIDERED TO REALLY

aE. hGRK SINCE WE DON'T RECEIVE ANY WAGES FOR DOING IT, THIS DOES

NOT tJlEAN THAT SCrroLhGRK IS NOT hGRK" BUT RATHER THAT THEY HAVE

TAUGHT US TO BELIEVE THAT ONLY IF YOU ARE PAID DO YOU REALLY hGRK,

ScrroLhGRK TAKES THE FORM OF MAIN DIFFERENT TASKS OF VARYING

INTENSITIES AND COMBINATIONS OF SKILLED AND UNSKILLED LABOR,

FoR EXPMPLE" WE ARE TO LEARN TO SIT QUIETLY IN CLASSRoa1S FOR

LONG PERIODS OF TIME AND NOT CAUSE A DISTURMNCE, WE ARE TO LIST­

EN ATTENTIVELY AND ATTEMPT TO MOORlZE WHAT IS BEING SAID, WE

ARE TO BE OBEDIENT TO TEACHERS, (tCASIONALLY WE LEARN CERTAIN

TECHNICAL SKILLS THAT MAKE US MORE PRODUCTIVE WHEN WE hORK IN

JOBS OUTSIDE OF SCrroL THAT REQUIRE THESE SKILLS, f'bST OF THE TI­

TIME" fnWEVER" WE SPEND DOING A LOT OF UNSKILLED LABOR,

THE CHARACTERISTIC CQ'1\"ON TO ALL THE SPECIFIC TASKS THAT

SCrroOORK INVOLVES IS DISCIPLINE" I,E, FORCED hGRK, S<J.1ETIMES

WE ARE DISCIPLINED WHICH MEANS THAT WE ARE FORCED TO hGRK BY

OTHERS (TEACHERS" PRINCIPALS" AND GUARDS), AT OTHER TIMES WE ARE

SELF-DISCIPLINED WHICH MEANS THAT WE FORCE OURSELVES TO DO SCrroL­

",.oRK, NOT SURPRISINGLY" THE DIFFERENT CATEGORIES OF SCrroLhGRK

USED TO BE CALLED DI SC IPLI NES ,

OBVIOUSLY" IT IS CHEAPER AND BETIER FOR CAPITAL IF WE DO

-3­

OUR OWN DISCIPLINING. THIS SAVES PAYING FOR MORE TEACHERS)

PRINCIPALS) AND GUARDS M{) ARE WAGED \\QRKERS AND HAVE TO BE

PAID SO"1ETHING. As SELF-DISCIPLINED STIJDENTS) WE PERFORM THE

DOUBLE TASK OF DOING SCI-OOL~RK AND fViAKING OURSELVES 00 IT.

THAT IS WHY SCI-OOL AIJv1 INISTRATORS PLACE SO MUCH 8-1PHAS IS ON THE

SELF-DISCIPLINARY ASPECTS OF SCI-OOL vHILE TRYING TO KEEP THE

COSTS OF DISCIPLINING US TO A MINIMl1'l.

LIKE ALL CAPITALISTIC INSTITUTIONS) SCI-OOLS ARE FACTORIES,

GRADING AND TRACKING ARE WAYS OF MEASURING OUR PRODUCTIVITY

WITHIN THE SCI-OOL-'FACTORY. NOT ONLY ARE WE TRAINED TO TAKE OUR

FUTURE "POSITION IN SOCIETY" BUT WE ARE ALSO BEING PROGRAf1v1ED TO

GO TO OUR "PROPER PLACE". THE SCI-OOL-FACTORY IS AN ESSENTIAL

STEP IN THE SELECTION PROCESS THAT WILL SEND Sav1E TO SWEEP THE

STREErS AND Sav1E TO SUPERVI SE THE SWEEPERS.

ScI-OOLhGRK MAY ALSO INCLUDE Sav1E LEARNING THAT THE STUDENTS

THEMSELVES FfND USEFUL. THIS ASPECT) ~WEVER) IS RIGIDLY SUB­

ORDINATED TO CAPITAL'S MOST II'MEDIATE SELF-INTEREST: hGRKING-

CLASS DISCIPLINE. AFTER ALL) WHAT GOOD TO CAPITAL IS AN ENGINEER '­

WI-«) SPEAKS CHINESE AND CAN SOLVE DIFFERENTIAL EQUATIONS IF HE

NEVER S~S UP FOR hGRK?

-4­

HHY SCHOOLYJORK?

~bST ECONCJv1I STS AGREE: "ScIIDU,DRK I S BOTH A CONSUMPTION

AND INVESTMENT GOOD," So THEIR ANst'ER TO THE OOESTION OF 1tIHY

SCHOOLhORK I S THAT THE SCIIDLI NG YOU GET Hf\S THI S f"lARVELOUS

oo-SIDED GOOD AOO.JT IT, ~bT ONLY DO YOU I NVEST I N YOURSELF

IN SUCH A WAY THAT YOU CAN EXPECT TO GET A HIGH PAYING JOB IN

THE FUnJRE BUT ALSO IT IS FUN! THIS IS A FAR CRY FRavl TI-E DAYS

WHEN INVESTMENT WAS ABSTENTION) BUT CAN WE TAKE THI.S SnJFF SER­

IOUSLY?

lET US CONSIDER TI-E "CONSUMPTION" SIDE. SINCE BY CONSUf'lIP-

TION GOOD THE ECONCJv1ISTS MEAN SCXVIETHING THf\T IS ENJOYABLE) PLEA­

SURABLE) AND SATISFYING) THEN ANYONe CALLING SCIIDLING A CON­

SUMPTION GOOD f'lIUST BE KIDDI NG • THE CONSTANT PRESSURE TO FINISH

ASSIGNMENTS) THE HASSLE OF SCHEDULES) THE STURID SLEEPLESS NIGHTS

TO STUDY FOR EXAMS) AND THE REST OF THE SELF-DISCIPLINING THf\T

GOES ON IfvlV1EDIATELY QUELLS ANY POSSIBLE FUN. IT IS LIKE SAYING

THf\T GOING TO PRISON IS A CONSUMPTION GOOD BECAUSE IT IS A PLEA­

SURE TO GET OUIT!

SURELY ONE MIGHT SAY THAT THERE: IS SCJv1E ENJOYMENT GOING ON

IN SCIIDL) BUT IT ISN'T THE EDUCATION. RATHER) IT IS THE STRUG­

GLE AGAINST THAT EDUCATION THf\T' S H~JOYABLE. IT I S THE TRI PS YOU

TAKE TO GET AWAY FRavl CLASSES) THE LOVE AFFAIRS THf\T ARE SO DIS­

TRACTING) THE MEANDERING CONVERSATIONS IN BARS) THE DOONSTRATIONS

THf\T SHUT IT DOWN) THE hRONG BOOKS R-EAD AND THE RIGHT BOOKS READ

-5­

AT THE yJRONG TIME: All.. THAT YOU 00 001 TO BE EDUCATED. So or'~

THE CONSUMPTION SIDE~ THE CONCLUSION IS EXACTLY THE OPPOSITE

OF THE ECONOfv1I STS •

WHAT ABOUT THE "INVESTMENT' SIDE? ALL THROUGHOUT THE

SIXTIES ECONOMICS PROFESSORS~ BANKERS~ "GUIDANCE" COUI~SELORS

AGREED: SCHOOL WAS A GOOD PERSONAL nlVESTf'i1ENT , THE IDEA WAS

THAT YOU SHOULD TREAT YOURSELF LIKE P, LITTLE CORPORATION~ A

MINI-GM~ SO THAT YOU COULD INVEST IN YOURSELF BY GOING TO

SCHOOL IN THE SAME WAY A CORPORATION BUYS ~1ACHINES IN ORDER

TO fYlAKE A BIGGER PROFIT OPERATING ON THE PRINCIPLE: YOU HAVE

TO SPEND MONEY ( INVEST) IN ORDER TO ~ JAKE rvDNEY, IF YOU COULD

RA ISE THE rvDNEY <AND THE STOfv1ACH) TO GO TO SCHOOL EITHER BY

GETIING A LOAN~ OR yJORKING A SECOND JOB~ OR GETIING YOUR PAR­

ENTS TO PAY~ YOU COULD EXPECT TO fv1AKF A PROFIT ON THAT MONEY

BECAUSE YOU COULD EXPECT TO GET A HIfHER PAYING JOB IN THE

FUTURE DUE TO YOUR INCREASED SCHOOLH:G, IN THE HEYDAY OF

WHAT THEY CAll..ED "THE HUfv1AN CAPITAL PEVOLUTION" ~ LEARNED

ECONOMISTS FIGURED TI1AT YOU WOULD GET A BETIER RETURN IN

INVESTING IN YOUR EDUCATION THAN IF YOU BOUGHT Gf'l STOCK,

THIS WAS CAPITALISM FOR THE WORKING CLASS WITH A VENGEANCE! -y

As IDE FROM THE Dr STASTE THAT THIS" INVESTfvlENT VIEYl' l"1IGHT CAUSE - FOR IF YOU ARE A CORPOrATION THE~·J ONE PART OF

YOU IS GOING TO BE A WORKER AND ANOTIJER PART OF YOU IS GOING

TO BE THE BOSS OVER THAT WORKER - ONl' MIGHT WONDER WHETHER

YOU ACTUALLY GET fv'ORE mlEY FROM GO ING TO SCHOOL IN THE LONG

RUN, IN THE SIXTIES EVERYONE ASSURED YOU TI-lAT YOU WOULD ... BUT

IN THE "CRISIS-RIDDEN" SEVENTIES ALL BETS ARE OFF. THE AUTHORI­

TIES ARE NO\A! SAYING TI-lAT THEIR PREVIOUS ANALYSES WERE ALL MIS­

CONCEIVED... TI-lAT YOU CANNOT EXPECT ANY SUCH "GOOD RETURN" TO

YOUR INVESTMENT IN YOURSELF. NOT SURPRISINGLY IT NOW TURNS OUT

TI-lAT YOU ARE NOT A BETTER PROFIT MAKING OPERATION TI-IAN GM. AT

BEST ALL THEY CAN COrtE UP \A/ITH IS A POSSIBLE INCREJ'\SE IN WHAT

THEY CALLED YOUR "PSYCHIC" INCOME... IN TI-lAT IF YOU "GET fv'ORE SCHOOL­

1NG YOU MIGHT LAND A "NICER" IF NOT A HIGHER PAYING JOB; BUT EVEN

THIS IS NOT GUARANTEED... ESPECIALLY SINCE ALL THE "NICE"... "CLEAN"

JOBS ARE BECOMING UNCERTAIN... HARDER TO DO... AND EVEN DANGEROUS ...

E.G, TEACHING. IT SEEMS TI-lAT STUDENTS HAVE BEEN MISPLANNED.

IT IS OBVIOUS TO EVERY STUDENT TI-lAT THIS "INVESTMENT GOOD"

ATTEMPT TO MAKE YOU SEE THE WISDOM OF WORKING FOR FREE OR EVEN

PAYING TO WORK IN SCHOOL IS A PHONEY. So IT IS GETTING HARDER

AND HARDER TO CmNINCE ANYONE TO SHELL OUT MONEY FOR SCHOOLING

ON THE BASIS OF THE FAIRY TALE OF YOU AS PROFIT MAKING CORPORA­

TION, SO NOW BOTH SIDES OF THE ECONOMISTS' CLAIM COLLAPSE... BUT

IN THE MIDST OF THIS DEBACLE SCHOOLWORK GETS A NEW DEFENDER FROM

WHAT MIGHT SEEM TO BE A SURPRISING QUARTER: THE LEFT.

THE "SOCIALIST" TEACHER AND THE "REVOLUTIONARY" STUDENT

HAVE BECOME THE STAUNCHEST DEFENDERS OF THE PUBLIC UNIVERSITY

AGAINST "BUDGET CUT-BACKS" AND THE LIKE. WHY? THEIR STORY

-7­

GOES SOfvETHING LIKE THIS: EDUCATION LEADS TO THE ABILITY TO MAKE

rv'ORE AND BROADER CONNECTIONS IN YOUR SOCIAL SITUATION) IN A WORD)

EDUCATION MAKES YOU fvDRE CONSCIOUS, SINCE THE PUBLIC UNIVERSI­

TIES OPEN UP THE POSSIBILITY OF HAVING A HIGHLY EDUCATED WORKING

CLASS) THESE UNIVERSITIES MAKE IT POSSIBLE FOR THE WORKING CLASS

TO BECOME ~VRE CLASS CONSCIOUSj FURn~ER) A fvDRE CONSCIOUS WORK­

ING CLASS ~IILL PAY LESS ATTENTION TO THE tv£RELY "ECONOMISTIC"

DEMANDS FOR ~VRE fv'Of\lEY AND LESS \'JORK) AND PAY fvDRE ATIENTION TO

THE POLITICAL TASK OF "BUILDING SOCIALISM", THIS LOGIC GIVES

THE LEFT BOTH AN EXPLANATION OF THE UNIVERSITY CRISIS - CAPITAL

IS AFRAID OF THE HIGHLY CONSCIOUS WORKING CLASS THAT THE UNIVER­

SITY WAS BEG INN I NG TO SPA~IN - AND A DEt·1AND - fvDRE SCHooLWORK AND

NOT LESS! SO IN THE I'W'E OF POLITICAL CONSCIOUSNESS AND SOCIAL­

ISM THESE LEFTISTS INTENS I FY SCHOOLWORK (WH ICH IS JUST WAGELESS

\'JORK) AND FROWN UPON STUDENT DEf'WIDS FOR LESS OF IT AS CAPITAL­

1sTIc BACKSLIDING, AT A TIt-IE WHEN ALL THE USUAL DEFENSES OF THE

FREE ~~ORK DONE AT SCHOOLS ARE BEING EXPOSED) THE LEFT NOW SEIZES

THE TH'E AS ITS CHANCE TO LEAD THE WORKING CLASS our OF ITS "MA­

TERIALISTIC" SLEEP TO ITS HIGHER MISSION: THE MAKING OF A SOCIAL­

ISTI C SOCIETY,

Bur THE LEFT RUNS AFOUL OF THAT OLD QUESTION POSED TO PRE­

VIOUS ENLI GIffENERS OF THE WORKI NG CLASS: WHO SHALL EDUCATE THE

EDUCATORS? SINCE THE LEFT DOES NOT START FROM THE OBVIOUS:

SCHOOLWORK IS UN\'JAGED \'JORK) ALL ITS EFFORTS LEAD TO fvDRE UNWAGED

WORK FOR CAPITAL) TO rv'ORE EXPLOITATION, ALL ITS ATTEMPTS TO

-8­

INCREASE CLASS CONSCIOUSNESS REMAIN OBLIVIOUS TO CAPITAL'S CON­

TROL ON ITS OWN GROUND AND SO THE LEFT ENDS IN CONS ISTENTlY SUP­

PORTING CAPITAL'S EFFORTS TO INTENSIFY ~RK ... IN RATIONALIZING

AND DISCIPLINING THE ~RKING CLASS. So THE "BUILDING OF SOCIAL­

ISM" BECOfvES JUST ANOTHER DEVICE FOR GETTING ffiRE FREE ~RK IN

THE SERVICE OF CAPITAL.

So CAPITAL'S AND THE LEFT'S DEFENSE OF THE WAGELESS CHARAC­

TER OF SCHOOLWORK JUST FALLS ON ITS FACE.

-9­

S1UDBITS ARE UNPAID hGR~RS

SruoENTS BELONG TO THE \'IORKING CLASS. r'bRE SPECIFICALLY"

WE BELONG TO TI-lAT PART OF THE hQRKING CLASS THAT IS I1'MAGED

(UNPAID). OUR WAGELESSNESS CONDOOS US TO LIVES OF POVERTY"

DEPENDENCE" AND OVERhQRK. BUT hQRST OF ALL" NOT GETIING A WAGE

tJEANS TI-lAT WE LACK THE POWER TI-lAT mE WAGE PROVIDES IN DEALING

Wlm CAPITAL.

HITI-IOUT THE WAGE WE ARE CONDOOED TO LIVES OF BARE EXIS­

TENCE, HE ARE FORCED TO SURVIVE ON WHAT OTHERS \,IOULDN' T TOLER­

ATE. THE HOUSING \1E CAN AFFORD TO RENT IS SUBSTANDARD AND OVER­

CROWDED. THE FOOD WE EAT" MUST EAT" IS CHEAP INSTITUTIONAL FOOD

OF THE CHEAPEST BRANDS. OUR CLOTHING AND ENTERTAINMENT ARE STAN­

DARD IZED AND DRAB. HE ARE A CLEAR CASE OF POVERTY.

SINCE w: ARE f'IOSTLY UNWAGED AND SII~CE WE 00 HAVE TO LIVE"

WE HAVE TO GET mE ~"ONEY FRC14 savEWHERE ELSE" BY BEING DEPEN­

DENT ON SorvEONE WHO DOES RECEIVE A WAGE. FOR sm,Af STUDENTS"

SUBSISTENCE AND TUITION ARE AT LEAST PARTIALLY TAKEN CARE OF

BY A DEAR RELATIVE. As UNWAGED STUDENTS" HOWEVER" WE ARE IN A

RELATIONSHIP OF DEPENDENCE UPON OUR PARENTS OR OTHER BENEFACTORS

THAT LEAVES us POWERLESS. FURmER" IF A \'IHOLE FAfv1ILY SACRI­

FICES - THE MOTHER GETS A SECOND JOB AND mE FATHER SWEATS TO

PAY FOR OUR SCHOOLING" OUR PARENTS ARE WEAKENED IN THEIR STRUGGLE

AGAINST v-lORK WHILE WE ARE BLACKMAILED INTO ACCEPTING THE SCHOOL

WORK, EVEN TI-IOUGH WE DO AS MUCH WORK AS THE WAGED" WE ARE ML\DE

-10­

TO BE DEPENDENT UPON THEMj FOR WITH THE EXCEPTION OF THOSE STU­

DENTS WHO DO RECE IVE WAGES ( IN THE ARt'ED FORCES) IN THE "EN­

LIGHTENED" LOMPOC JAIL IN CALIFORNIA} IN PRIVATE CORPORATION

TRAINING PROGRAMS} IN ~NPOWER TRAINING) fVDST STUDENTS GET NO

WAGE AT ALL FOR "n-lE SCHOOLWORK THEY DO.

FoR THOSE OF US WHO DO NOT RECEIVE SUCH SUPPORT} NOT GETTING

A lA/AGE M:ANS HAVING TO WORK AN ADDITIONAL JOB OUTSIDE OF scrooL.

fwD SINCE THE LABOR MARKET IS SATURATED WITH STUDENTS LOOKING

FOR THESE JOBS} CAPITAL IMPOSES MINIMUM WAGES AND BENEFITS ON

US, fts A RESULT} ~/E WORK EVEN fVDRE HOURS OR EVEN ADDITIONAL

JOBS. SINCE OUR SCHOOU'/ORK IS UNPAID} fVDST OF US vlORK DURING

THE SO-CALLED SUMVER VACATION. EVEN IF WE TAKE THE TIME OFF WE

HAVE NO fv'ONEY VH TH WH ICH TO ENJOY IT • THE ABSURD ITY OF TH ISIS

EVEN FURTHER MAGNIFIED BY THE VERY HIGH PRODUCTIVITY REQUIREflENTS

WHICH ARE CONSTANTLY BEING IMPOSED ON US AS STUDENTS (EXAMS)

QUIZZES} PAPERS} ETC.) AND BY THE WAY WE ARE BEING PROGRAMMED SO

THAT WE IWOSE FURTHER PRODUCTIVITY REQUIREMENTS ON OURSELVES

(EXTRA CREDIT WORK) OUTSIDE READING AND THINKING FOR OUR CLASS­

ES - NOT FOR OURSELVES} ON-THE-JOB TRAINING} STUDENT TEACHING}

ETC. ) ON THE ONE HAND WE ARE FORCED TO WORK FOR NOTH ING AND ON

THE OTHER} WE ARE FORCED TO WORK FOR ALfV'OST NOTHING.

OF COURSE} WE ARE TOLD THAT IT WILL ALL BE MADE UP TO US

IN THE FUTURE. THEY SAY THAT ~/E WILL BE GIVEN THIS tl1£ANINGFUL}

HIGH-PAYING JOB WITH A SECRETARY. OUR FREE WORK WILL NOT BE IN

-11­

VAIN. BUT" AS WE KNOtJ EVEN BEFORE WE JOYFULLY DANCE OlIT OF THIS

FACTORY" THERE IS NOTHING TO LOOK FORWARD TO BlIT A VERY DEPRESS­

ING JOB AS HOTEL CLERK IN THE LOCAL HoLIDAY INN" OR" AT BEST"

AS A SECRETARY AT OUR OLD WORKPLACE WITHIN THE UNIVERSITY.

THE REALITY OF THE SITUATION IS ONE IN WHICH TODAY STUDENTS

ARE ALREADY STARTING TO GET PAID FOR SCHOOLWORK:

- ARrv£n FORCES - THE ROTC PAYS $100 A f'IONTH PLUS TUITION FOR

STUDYING

- SoME CORPORATIONS PAY THEIR EMPLOYEES TO ATTEND NIGHT

SCHOOL OR CONTINUE STUDYING TOtJARDS ADVANCED DEGREES.

- JAILERS AT THE Lowoc JAIL ARE PAYING SOfllE OF THEIR

PRISONERS TO DO SCHOOLWORK AT THE UNIVERSITY OF CALIFORNIA,

- Mt\NPOtJER TRAINING CLIENTS RECEIVE STIPENDS WHILE TRAINING,

- SocIAL SECURITY BENEFITS

- ScHOLARSHIP RECIPIENTS CBEOG) - VIETNAM ERA VETERANS

-12­

FOR rDRE INFO~TI(X~ ArID PNf>HlITS ~mlTE TO :

~IFS

215 ALPs RoAD BRANFORDJ CoNN.

If>A

~fS

1()4 STATE ST.

f'bRnw.pTON J MAss. 0100J

i4AGES FOR STUDErHS

HE ARE FED UP WITIi WORKING FOR FREE

HE DEMAND REAL t1:lNEY NOW FOR TIiE SCHOOLWORK WE DO.

~!E MUST FORCE CAPITAL) ~.JHICH PROFITS FROM OUR WORK) TO PAY

FOR OUR SCHOOLWORK. ~LY THEN CAN WE STOP DEPENDING ON FINANCIAL

AID) OUR PARENTS) WORKING SECOND AND TIiIPJ) JOBS OR WORKING DURING

SUr-flER VACATIONS FOR OUR EXISTENCE. HE ALREADY EARN A ~/AGEj NQ\fJ

WE MJST BE PAID IT. ONLY IN THIS WAY CAN WE SEIZE t1:lRE POWER TO

USE IN OUR DEALI NGS WI TIi CAP ITAL.

HE CAN DO A LOT WITIi TIiE roNEY. FIRST) \"IE WILL HAVE TO

WORK LESS AS TIiE "NEED TO WORK" ADDITIONAL JOBS DISAPPEARS.

SECOND) WE WILL IrtM:DIATELY ENJOY A HIGHER STANDARD OF LIVING

SINCE WE WILL HAVE fIORE TO SPEND WHEN WE TAKE TIME OFF FROM

SCHOOLWORK. THIRD) WE ~HLL RJ\ISE THE AVERAGE WAGE IN TIiE EN­

TI RE AREA AFFECTED BY TIiE PRESENCE OF US LOW-COST WORKERS.

BY TAKING TIf'/£ OFF FRO"l SCHOOOORK TO IHWID HAGES FOR

STUDE1'ITS) i\[ ll-fINK Af'm ACT AGAINST 1l-fE \{)PK HE ARE ruING. IT

ALSO PUTS US INA BEllER POSI TION TO GET Til r'DNEY.

f() ~DRE Uf,IPAID SCHOOLhGRK!

THE HAGES FOR STIJDENTS STUDENTS