Education On Protest (Press, 26 June 1972)

In a recent letter published on 26 June 1972, B.G. Garland criticises a perspective expressed by “Great Gran” regarding the influence of societal values on youth. Garland argues that both “Great Gran” and the “protector” (Praeses) appear to lack confidence in the principles they claimed to impart to younger generations. He contends that while they might describe school children as immature and impressionable, they neglect to consider the influence of prominent figures like Mr. Philip, the Consul for South Africa, who supports policies deemed inhumane and immoral. This influence, Garland suggests, is more concerning than the actions of groups like H.A.R.T. (Halt All Racist Tours), which “Great Gran” has accused of lacking patriotism. Garland further critiques the concepts of patriotism and nationalism, arguing that they often serve as justifications for national selfishness, leading to the types of conflict seen throughout history, including under Hitler’s regime. He invokes the suffragettes as an example of a minority group that engaged in disruptive and nonviolent protests to further their cause, suggesting that their motivations are now regarded as just and their tactics more acceptable than they were viewed at the time. In another letter, N.A. Smith proposes abolishing various support and social services, including Youthline, Alcoholics Anonymous, and others, on the grounds that they, like H.A.R.T. and C.A.R.E. (Citizens' Action for Rights and Equality), advertise in “The Little Red School Book.” Smith aligns these organisations with what he perceives to be a campaign for “overt sedition in the schools,” echoing the discontent expressed by “Praeses.” The letter accompanies a call to support the M.R.A. (Moral Rearmament), reflecting a perspective that seeks to challenge the prevailing moral and social narratives of the time. Both letters illustrate a broader debate about the influence of various social movements and ideologies on youth and the societal values being taught in schools. The juxtaposition of these arguments highlights ongoing tensions regarding patriotism, morality, and the evolution of societal norms during this period.

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