Welsh Journals

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Labour and the University. By J. M. Williams. AMONG our educational institutions few can, perhaps, claim to be more democratic than the University of Wales. At no time in its history was the latter in closer touch with the workers in the Principality than at the present moment, but whether this relation has any real or permanent value to the working- class movement remains to be shown, especially in view of the fact that many of the workers themselves stoutly maintain that the Welsh University will not and cannot make any conscious contribution to the cause of Labour in the Principality. That the need for education among the workers is widely recognised goes without saying. It is recognised by many of the workers themselves, who curse their fate, and dream of a better and a fuller life it is recognised by their leaders, who deplore the apathy of the workers concerning their own material interests it is also recognised by the governing class,-sometimes expressed in a sympathetic appeal to partake of the fruit of the tree of knowledge, and sometimes in a blatant declaration that Labour is unfit to govern. Of no less interest are the measures taken to supply that need. Educating the democracy has become the slogan of the day, and, despite the swing of the Geddes Axe, our educational en- thusiasts still discuss with unabated fervour schemes of ladders reaching from the village school to the University. Some of the more en- lightened employers gladly endow Technical Schools, and the provision of technical education by the State receives universal approval, and is continually on the increase. The need for this form of knowledge naturally arises from the increased complexity of modern production, and the force of international competition. In some quarters, however, more emphasis is laid on the Humanities, sometimes called "broad" education. The study of art, music, literature, etc., is encouraged. The advocates of "broad" education contend that the salvation of men and women lies in acquainting themselves with the best thoughts contained in these subjects, and thus making themselves at home with the nobler minds of the ages. Classes for both these forms of education are established by educational authorities and other agencies, to which the University increasingly extends its direction and support. While some progress undoubtedly has been affected along these lines, and while the support enlisted from the working-class affords at least some encouragement, the fact remains that this movement has not aroused the enthusiasm of the young active Trade Unionists of Wales. Indeed, the attitude of the latter has been, and still is, decidedly sceptical, inasmuch as it is strongly maintained that the object of the working-class movement is not served by the bringing of University education within the reach of the masses. "Ladders," we are told, only lead to mid-air. Moreover, it is felt that the promoters of popular education, in the main, only seek to work within the present state of society, often with a view to strengthening rather than weaken- ing capitalist rule. Class conscious workers, on the other hand, desire to see a fundamental change in the relation of Capital and Labour, and consequently raise serious objections to any educational movement coming "from above." These objections might as well be stated as clearly and candidly as possible. The sympathy of Labour is alienated, because the latter realises that the end of the working- class movement can only be served by education specifically adapted for the purpose. The aim of the working class is two-fold. First, to improve labour conditions here and now, and to resist the encroachments made into our leisure and wages. Second, to gain control of industry, and thereby take the fundamental step in controlling its own destinies. Working for this end involves a class struggle, in which the maximum of mental equipment for the workers will be essential. To the class-conscious worker the economic struggle postulates an intellectual struggle. He cannot look to the capitalist to supply him with the knowledge that will equip him for this contest. Neither can he look to State institutions, which he regards as means of safeguarding capitalist interests. He is forced to the conclusion that, although his masters may teach him many useful things, they will never teach him how to emanci- pate himself. That form of knowledge must be provided and controlled by the workers themselves. Labour's objective cannot be attained by means of technical education. The promotion of the latter is open to criticism both from an individual and a social standpoint. Our educational machinery has turned out a plethora of brain workers, who become a drug on the Labour market. Unemployed school teachers, a semi- starved secretariat, and university graduates, with their names followed by all the letters of the alphabet, which they cannot translate into the three vital letters­-L s. d. ,-these are the grim facts which easily dispose of the career-making claptrap which decorates the prospectuses of Public Schools, and is not infrequently found in the appeals of our more disinterested educational enthusiasts. The workers in the mining and metal industries of Wales know that, despite the emphasis laid on mining and engineering classes, the rewards of studv and sacrifice are com- paratively few they also know that those rewards are seldom distributed according to merit.