wages for students
DESCRIPTION
Text from the 1960s/1970s regarding radical campaigns for student wages.TRANSCRIPT
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)
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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
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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
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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
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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
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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