Anarchy 103/The writing on the wall
I have devoted my life to the furtherance of freedom in education. If anyone had burst into any of the libertarian establishments in which I have striven to express that ideal, and had daubed on the walls “Discipline: Punishment”, I should have considered them mindless hooligans, and the effect upon me would have been to confirm my prejudice against discipline and punishment.Can anyone tell me what in the name of freedom is gained by bursting into and daubing on its walls “Anarchy”? My own opinion is that it does incalculable harm to our cause, and I should be glad to see a reasoned defence of such action. I suggest that those who talk about freedom should consult those of us who have tried to practise it before they indulge in this kind of hooliganism.
on the wall
But at Dulwich College the word was not Shit, it was Anarchy, a word of a different complexion and connotation, a word which encapsulates a whole range of ideas—which is why, amongst other things it is the title of this journal—and stands, amongst other things for a diametrically opposite approach to education and social privilege from that of Dulwich College, taking that school as the epitome of the English public school system.
One participant’s account of the encounter says: “It was not all inane chaos. Real communication developed between 40 to 50 Dulwich students and the SAU militants. Subjects ranged over uniform—all these 12-
What is the SAU after? It demands an end to corporal punishments, to school uniforms, to thesystem and to examinations in their present form.
It proposes the formation of School Councils consisting of staff and pupils of all age groups. These councils, it suggests, would supervise discipline, academic standards, programming of homework, and internal school organisation. The Manifesto of the South London Group declares that these councils “would break down the barriers between teachers and pupils” and that once they were set up “most of the present symbols of authority (such as the cane) would disappear as a matter of course”.
And you don’t have to be a pioneer like Wills or a schoolboy militant like the members of SAU to advocate these things. Sir, Chief Education Officer for the , declared at the at on January 3rd, 1968, that we should:
Discourage prizes and mark lists.
Encourage work for work’s sake.
Encourage schools to break “every humiliating regulation” in order to establish a properly integrated school.
Urge in secondary schools the informality found in the best junior schools.
Encourage teaching that applied the principle of “finding out is better than being told”.
Sir Alec, who was a member of the committee which produced the, said that if the “change of heart” called for in that report was not brought about, Britain would face social difficulties over the next half century that would make those of the past 50 years look trivial.
He can say that again!But it is one thing for David Wills to put these ideas to work outside the official education system, and it is one thing for Sir Alec Clegg to advocate them at a conference, and quite another for an organisation of pupils, students and teachers to demand them. The members of the SAU, and the organisations which it federates—the Campaign, the North London Secondary Schools Union, the Manchester Secondary Schools Union, etc.—have been faced by threats, suspensions, expulsions, and every kind of intimidation. Amusing, no doubt, if you are safely out of school, but pretty serious for the young. And if you think this is an exaggeration, read the newspapers. The reported on December 1st, 1968, that “the reaction of headmasters, accustomed to ruling their kingdoms with
s2Their paper, Vanguard, has been banned in many schools and elaborate precautions are taken to conceal the identity of the authors. Contact with sympathetic staff—something the movement is desperately keen to encourage—is, it seems, a risky venture for both sides: one master in was recently sacked for trying to start a cell.
“This cloak and dagger farce is forcing the SAU into using extremist tactics,” Michael Lane (Dave to his friends) said. He wanted to emphasize the reasonableness of their demands, to win sympathy from the public. He believed that an industrial trade union rather than thewas the right model.
“If every factory manager made every employee attend morning service, wear a cap and be beaten for trivial things there would soon be a general strike,” he said.
s3Allegations of harsh punishments in some schools are being made by pupils who are helping compile a dossier of teachers and the penalties they are meting out.
Organisers of the move claim that cases brought to light are “only the tip of the iceberg”.
Signed statements from pupils are bing kept by the revolutionary South London Schools Action Union, which has as members a number of young militant teachers and sixth formers from schools south of the.
They are aiming to spotlight what they call “atrocities” in South London schools. The union says of one well-
Alleged incidents it cites include:
1.—Two boys were made to sit on the floor for talking, them Mr. X is said to have struck them on the head with a board rubber and pulled their hair.
2.—Mr. Y hit a boy about the head and struck him again when he moved off a mark the teacher had made on the floor.
3.—An alleged campaign by school authorities to remove a boy whose clothes were “revolutionary”.
4.—Forty pupils threatened with dismissal after a boycott of a compulsory discussion group.
Other punishments listed by the union are extra lessons, detaining classes after lessons, and a swimming ban on pupils with hair considered too long.
The group alleges in the case of one school that nine masters have “physically assaulted” students—mainly those aged between nine and 13. Of the pupils’ claims, a union spokesman said: “We would be prepared to produce these statements in a court of law.”
Commenting on the difference between corporal punishment and their claims of brutality, a member of the union said: “Pulling someone up off the floor by his hair is hardly corporal punishment.”
They will continue to publish “case histories” as they receive them, he added.
“We have members in a number of schools across South London and they know we are compiling a dossier on victimisation. We are attempting to establish that this kind of thing does go on and is quite prevalent.
“It seems there is a pattern emerging that most brutality takes place in the first, second and thirdin secondary schools.”
s4A headmaster, Mr. Roland Collins, lined up twenty boys before the exams began at Harold Malley Grammar School, , .
Razors were laid out. Then Mr. Collins ordered four boys to shave off sideboards and moustaches.
s5At one o’clock last Friday a small, but not insignificant demonstration took place at the gates of St. Clement Danes school in , London. Thirteen young people walked, somewhat apprehensively, up to the school and started to distribute a bundle of leaflets. They were welcomed by an inquisitive crowd of small boys who willingly offered to distribute the small pieces of yellow and white paper. Solidarity, however, broke down when the headmaster, Dr. Badcock (who was alleged recently to have told a sixth-
Dr. Badcock felt no obligation to read it.
s6Persecution of long-
In the particular case under discussion the boy was only eleven, and his hair was not in fact very long by modern standards. But he was subjected to such vicious persecution that it was impossible for him to remain at this school, and for some reason it was impossible to arrange for him to attend another. Hence the prosecution.
s7A student teacher has been dismissed because of his work for an underground magazine dedicated to the cause of “pupil power”.
David Gibson, 19, formerly a pupil at, was dismissed from his temporary post at a primary school in the city.
The magazine for which he did some work is called HOD—short for “Handful Of Dust”. It has been criticized by head teachers, education officials and parents.
Mr. John Taylor, chief education officer for, said: “When this young man was not prepared to give up these activities with HOD, he was given a month’s notice. He was asked not to go back to the school and paid up to the end of June.”
—The Times Educational Supplement (13.6.69)
s8A leaflet called Batnews caused “unbearable tension” at a grammar school, a headmaster said yesterday.
It criticised the head, Mr. Christopher Lipscombe, and ran to 150 copies in three issues before police stopped publication.
Mr. George Carman, defending three former pupils of the school—one a man of 48—said Batnews was something of a juvenile version of, the satirical magazine.
He went on: “It certainly must be unprecedented for boys at any school to appear before a court for saying or publishing things satirical of a headmaster.”
There was no incitement to violence in Batnews, said Mr. Carman. Its message was: “Is Mr. Lipscombe a good headmaster or a bad one? Are his policies good or bad?”
The three ex-
—Daily Mirror ()
s9The difference between student destroyers and student regenerators does not lie in their diagnosis of the existing society, characterized by the “drab, exploited, meaningless lives of so many people”. There is ample agreement on what is wrong. The difference lies in the remedy sought. Destruction is the course of those who adopt formulas prepared by other men. Particularized investigation of the possibilities of rebuilding is the choice of men with imagination.