Professional Documents
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Wages For Students
Wages For Students
Name
Subject
~ftJ
~
~'"'
Section
'l1
Class
I
Instructor
_ _= o o t e
~
s~
.:
~
"I TIS fYlORN ING • THE HEATHERf"'AN DECLftRES DAYLI GHT AND PLACES THE
EXCUSE FOR OJR PHYS ICAL-j~EED ROCJv1' S EX ISTENCE WAS FOR "PRODUC ING
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
-1
&IT ABOUT JOHN fuE, HE WAS ALRIGI-ff UNTIL HE DEVELOPED THE
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
Sav1E OF US THI NK joHN'S PUN ISI-fl iENT WAS TOO SLlGI-ff FOR SUCH
HUMANITY IS IGM)RED.
-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
PlAN ONLY FOR THAT PURPOSE. You HAVE TO MASTER YOUR THIRST J NOT
Sav1E OF US THI NK joHN'S PUN ISI-t lENT WAS TOO SLI GI-ff FOR SUCH
HUMANITY IS IGNORED.
-2
\4W\TIS SCHOOLJ/ORK?
-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.
-4
HHY SCHOOLYJORK?
-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 •
-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
S ITY WAS BEG INN I NG TO SPA~IN - AND A DEt·1AND - fvDRE SCHooLWOR K AND
NOT LESS! SO IN THE I'W'E OF POLITICAL CONSCIOUSNESS AND SOCIAL
ISM THESE LEFT ISTS 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.
-9
S1UDBITS ARE UNPAID hGR~RS
-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.
-11
VAIN. BUT" AS WE KNOtJ EVEN BEFORE WE JOYFULLY DANCE OlIT OF THIS
ING JOB AS HOTEL CLERK IN THE LOCAL HoLIDAY INN" OR" AT BEST"
-12
FOR rDRE INFO~TI(X~ ArID PNf>HlITS ~mlTE TO :
~IFS
215 ALPs RoAD
BRANFORDJ CoNN.
If>A
~fS
1()4 STATE ST.
~!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.