Anti Apartheid Activists

"In the face of all the inhumanity, their humanity feeds the capacity to endure and continue to pursue honorable solutions to our pain."

"There are earth-shattering events going on around you, Lydia. men are scheming, debating, plotting, intriguing for the future of our country but, despite all their talk, it is the little children who are really creating the future. While these big men spend hours talking and arguing, you and your friends are busy building a nation. I don't exaggerate: all societies must be based on justice, love, trust and sharing. Though only 3, you are already practising them in your playgroup. Left to yourselves, you black and white children are actually doing that, while the politicians nervously insert clauses into bills to guard their investments and vested interest, or to protect people from people. You don't need to be protected from children of other races, because to you they are simply your friends, and you accept them totally for what they are. Your playgroup is based on trust. That is a precious commodity. I hope you never lose it. When men in Namibia act on that lesson we too, like you, can begin to build a nation."

"My dearest wish is the liberation of Namibia, for whose freedom I am quite prepared to give my life. I am conscious that I may never see the fulfilment of this hope within my own lifetime. I am more conscious for the many, many failures to achieve or accomplish what I might have achieved, as well as my failures to convince people, to win over support for our struggle within this country and elsewhere. I am deeply conscious of my failures to love, to show more patience when people have shown an inability to grasp our situation or have responded with stubborn aggression or anger. My constant reproach to myself is, if I had been more loving, perhaps Bishop X would have responded or Archbishop Y might have been more positive. But the very failing has its lessons to teach my brother and sister Namibians who will come after me and who will carry forward the struggle, learning from my mistakes. God can use my failures as well as my successes. This is a cause for great hope. "When I am weakest then am strongest!" God can turn my failures into triumphs: this is the mystery of the Cross."

"I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship."

"The kind of mathematics foisted on children in schools is not meaningful, fun, or even very useful. This does not mean that an individual child cannot turn it into a valuable and enjoyable personal game. For some the game is scoring grades; for others it is outwitting the teacher and the system. For many, school math is enjoyable in its repetitiveness, precisely because it is so mindless and dissociated that it provides a shelter from having to think about what is going on in the classroom. But all this proves is the ingenuity of children. It is not a justifications for school math to say that despite its intrinsic dullness, inventive children can find excitement and meaning in it."

"Our children grow up in a culture permeated with the idea that there are "smart people" and "dumb people". The social construction of the individual is as a bundle of aptitudes. There are people who are "good at math" and people who "can't do math." Everything is set up for children to attribute their first unsuccessful or unpleasant learning experiences to their own disabilities. As a result, children perceive failure as relegating them either to the group of "dumb people" or, more often, to a group of people "dumb at x" (where, as we have pointed out, x often equals mathematics). Within this framework children will define themselves in terms of their limitations, and this definition will be consolidated and reinforced throughout their lives. Only rarely does some exceptional event lead people to reorganize their intellectual self-image in such a way as to open up new perspectives on what is learnable."

"An unknown but certainly significant proportion of the population has almost completely given up on learning. These people seldom, if ever engage in deliberate learning and see themselves as neither competent at it nor likely to enjoy it. The social and personal cost is enormous... Deficiency becomes identity: "I can't learn French, I don't have an ear for languages;" "I could never be a businessman, I don't have a head for figures;"... These beliefs are often repeated ritualistically, like superstitions... Although these negative self-images can be overcome, in the life of and individual they are extremely robust and powerfully self-reinforcing. If people believe firmly enough that they cannot do math, they will usually succeed in preventing themselves from doing whatever they recognize as math. The consequences of such self-sabotage is personal failure, and each failure reinforces the original belief. And such beliefs may be most insidious when held not only by individuals, but by our entire culture."

"Frank Rosenblatt... invented a very simple single-layer device called a Perceptron. ...Unfortunately, its influence was damped by Marvin Minsky and Seymour Papert, who proved [in Perceptrons: An Introduction to Computational Geometry (1969)] that the Perceptron architecture and learning rule could not execute the "exclusive OR" and therefore could not learn. This killed interest in Perceptrons for a number of years... It is possible to construct multilayer networks of simple units that could easily execute the exclusive OR... Minsky and Papert would have contributed more if they had produced a solution to this problem rather than beating the Perceptron to death."

"It is not uncommon for intelligent adults to turn into passive observers of their own incompetence in anything but the most elementary mathematics. Individuals may see the direct consequences of this intellectual paralysis in terms of limiting job possibilities. But the indirect, secondary consequences are even more serious. One of the main lessons learned by most people in math class is a sense of having rigid limitations. They learn a balkanized image of human knowledge which they come to see as a patchwork of territories separated by impassable iron curtains."

"A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators... have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers... Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism."

"BASIC is to computation what QWERTY is to typing. Many teachers have learned BASIC, many books have been written about it, many computers have been built in such a way that BASIC is "hardwired" into them. In the case of the typewriter, we noted how people invent "rationalizations" to justify the status quo. In the case of BASIC, the phenomenon has gone much further, to the point where it resembles ideology formation. Complex arguments are invented to justify features of BASIC that were originally included because the primitive technology demanded them or because alternatives were not well enough known at the time the language was designed."

"In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building."

"One might ask why the teachers do not notice the difficulty children have in learning BASIC. The answer is simple: Most teachers do not expect high performance from most students, especially in a domain of work that appears to be as "mathematical" and "formal" as programming. Thus the culture's general perception of mathematics as inaccessible bolsters the maintenance of BASIC, which in turn confirms these perceptions."

"Now, given that picture of a rapid change of society, one would expect to see a rapid evolution of the institutions charged with preparing the young for it. We do not see this. We see a much slower rate of evolution of the school and that means we're seeing a bigger and bigger gap between school and society. This gap is what I believe is responsible for the deterioration of performance in our schools and our educational systems. Because the children can see this; they can see that school is irrelevant. They feel that the pace of school and the mood of the school culture is out of sync with the society in which they live. And so it becomes harder and harder to get them to buy into the idea that school is satisfying their needs, that school is a bridge to the 21st century, as our political leaders keep on reiterating."

"Should the computer program the kid or should the kid program the computer?"

"Many children who grow up in our cities are surrounded by the artifacts of science but have good reason to see them as belonging to "the others"; in many cases they are perceived as belonging to the social enemy."

"In my vision, space-age objects, in the form of small computers, will cross these cultural barriers to enter the private worlds of children everywhere. They will do so not as mere physical objects. This book is about how computers can be carriers of powerful ideas and of the seeds of cultural change, how they can help people form new relationships with knowledge that cut across the traditional lines separating humanities from sciences and knowledge of the self from both of these. It is about using computers to challenge current beliefs about who can understand what and at what age. It is about using computers to question standard assumptions in developmental psychology and in the psychology of aptitudes and attitudes. It is about whether personal computers and the cultures in which they are used will continue to be the creatures of "engineers" alone or whether we can construct intellectual environments in which people who today think of themselves as "humanists" will feel part of, not alienated from, the process of constructing computational cultures."

"He was a man of passion and emotion which he did not often show. He had a deep sense of personal responsibility, a strong sense of duty from which he could not be deflected when he had made up his mind, and a steely will which was a source of his courage... Compromise did not come easily to him although later, when he became Leader of the Party, he recognised the need for accommodation. And in the Shadow Cabinet he would sometimes allow a contrary view to his own view to prevail, letting it pass with a deep, deep sigh at the irrationality of his colleagues. But, on certain issues, notably immigration and the rights of West Indians to come to this country, he was unshakeable, whether his views were popular or not. On all important matters of policy he radiated the assurance that if you and he shared the same beliefs they would be safe in his care and he would not betray them, even if under pressure you yourself weakened. He was therefore a source of strength to his friends and admirers, with a personal kindliness and a sense of fun whenever he relaxed. His loss was a great tragedy. He would have been a strong Prime Minister if he had lived."

"Like many others, I admired his exceptional qualities of honesty and courage. They were to cause him trouble during his leadership, especially his determination to change the Party's constitution on public ownership and his bitter fight against unilateral disarmament. But by the time of his death he was leading a united Party that seemed poised for victory at the approaching general election. I am sometimes asked what kind of Prime Minister he would have been... his penetrating and informed mind would have shown itself in a clear vision of the direction in which he wanted to take a socialist Britain. He had formed strong views about equal opportunity and abhorred racialism, and he possessed a passionate belief in Britain's future... His deep sense of Britain's history and greatness would have led him as Prime Minister to offer a strong lead on world issues. He was pro-Europe but anti-Common Market because, like others among us, he was a strong believer in the Atlantic Alliance. And he cared deeply about the Commonwealth. Perhaps, had he lived to see our former colonial territories in the Commonwealth forming other alliances and in the process growing away from Britain, together with our lessening importance in the eyes of the United States, he might have changed his mind about membership of the European Community."

"‘Butskellism’...was, of course, a term compounded by The Economist out of Gaitskell's name and mine. ... [E]ach of us would, I think, have repudiated its underlying assumption that, though sitting on opposite sides of the House, we were really very much of a muchness. I admired him as a man of great humanity and sticking power, and was to regard his untimely death in 1963 as a real loss to the Labour party, to the country and to the tone of public life. But I shared neither his convictions, which were unquenchably Socialist, nor his temperament, which allowed emotion to run away with him rather too often, nor his training which was that of an academic economist. Both of us, it is true, spoke the language of Keynesianism. But we spoke it with different accents and with a differing emphasis."

"Of course after the conference a desperate attempt was made by Mr. Bonham-Carter to show that of course they weren't committed to federation at all. Well I prefer to go by what Mr. Grimond says; I think he's more important. And when he was asked about this question there was no doubt about his answer; it was on television. And the question was [laughter] I see what you mean, I see what you mean. Yes was the question: "But the mood of your conference today was that Europe should be a federal state. Now if we had to choose between a federal Europe and the Commonwealth, this would have to be a choice wouldn't it? You couldn't have the two." And Mr. Grimond replied in these brilliantly clear sentences: "You could have a Commonwealth linked, though not of course a direct political link, you could have a Commonwealth link of other sorts. But of course a federal Europe I think is a very important point. Now the real thing is that if you are going to have a democratic Europe, if you are going to control the running of Europe democratically, you've got to move towards some form of federalism and if anyone says different to that they're really misleading the public." That's one in the eye for Mr. Bonham-Carter. [laughter] Now we must be clear about this, it does mean, if this is the idea, the end of Britain as an independent nation-state. I make no apology for repeating it, the end of a thousand years of history. You may say: "All right let it end." But, my goodness, it's a decision that needs a little care and thought. [clapping] And it does mean the end of the Commonwealth; how can one really seriously suppose that if the mother country, the centre of the Commonwealth, is a province of Europe, which is what federation means, it could continue to exist as the mother country of a series of independent nations; it is sheer nonsense."

"Mr Hugh Gaitskell, who took over from Cripps in the autumn of 1950, probably understood his job better than any Chancellor before or since... His officials had a great respect for him, but they complained that he insisted on doing other people's work for them—a complaint that may simply mean that he wanted to run his own policy."

"I don't believe in faith. I believe in reason and you have not shown me any."

"Whether he was a sufficiently radical leader for a left-wing party is another question. But he was a leader. You had complete confidence in him. You trusted him. You knew absolutely where you were with him, and of how many other politicians in Britain at the moment could you say the same? Most of the others are dwarfs and pygmies beside him ... My last thought of this man is of his huge vitality, because he was immensely vital, he was as strong as an ox, he was as gay as a child, and it simply seems to me wrong that now he should be dead."

"[W]e cannot draw a line between freedom in one place and freedom in another. Freedom, like peace, is indivisible. If we believe in freedom in Hungary, and in East Germany, then we must believe in it in Angola and in Rhodesia. Detention without trial is just as bad whether in Ghana or Hungary or Rhodesia."

"It is, in my opinion, an utter and complete myth that there is the slightest danger or prospect of millions and millions of brown and black people coming to this country. Anyone who is trying to put that across is only trying to frighten people into believing that. ... We do not believe that the Bill is justified by the facts. We think that probably it will not work at all. But at the same time we think that it will do irreparable harm to the Commonwealth. ... It is a plain anti-Commonwealth measure in theory and it is a plain anti-colour measure in practice."

"[T]he common ideals of racial equality, political freedom, extending the right of self-government to the rest of the Commonwealth, non-aggression in international affairs, economic co-operation, and aid between nations. These ideals may be imperfectly realised in many instances, but, nevertheless, they, and they alone, give the Commonwealth its real justification today, just as the extraordinary variety in terms of geography, race and religion of the Commonwealth provides a wonderful opportunity to advance these ideals in a practical form in the world as a whole."

"Let us not forget that our object here is to try ultimately to bring about full democracy in Northern Rhodesia. We know that that will take a little time. We know that it must involve an acceptance by the white minority themselves of an African State which will be under the control of the African people. We believe that the white minority have an important part to play there, but they must accept the fact that we must get over this hump or past this watershed—whatever the metaphor may be—and that with the pace of events moving as it is in Africa, the time has long since gone when white supremacy can possibly be a viable policy."

"Hugh's policy on the nuclear deterrent was clear. He said the independent nuclear deterrent was absolute nonsense. We could neither afford it nor was it necessary to make it ourselves."

"It can hardly be denied—can it?—that the theory and practice of apartheid—the advocacy of a permanent division of men according to the colour of their skin, and involving, in practice, different rights, opportunities and status—is a continuous affront to the vast majority of the inhabitants of the Commonwealth."

"[D]oes [the Prime Minister] realise that it is precisely because of our admirable record in converting a former colonial empire into a free Commonwealth that we ought to welcome and support anti-colonial resolutions in the United Nations, and that to fail to do so inevitably gives the impression that we still support colonialist régimes?"

"It has been said that the test of a civilised country is how it treats its Jews. I would extend that and say that the test of a civilised country is how it behaves to all its citizens of different race, religion and colour. By that test this Bill fails, and that is fundamentally why we deplore it. Of course, there are some people who will be glad. I have no doubt that there will be some Fascists who will claim this as the first victory they have ever won. ... I beg the Government now, at this last minute, to drop this miserable, shameful, shabby Bill. Let them think, consult and inquire before they deal another deadly blow at the Commonwealth."

"Clause Four] lays us open to continual misrepresentation... It implies that we propose to nationalise everything, but do we? Everything?—the whole of light industry, the whole of agriculture, all the shops—every little pub and garage? Of course not. We have long ago come to accept...a mixed economy... [the]... view of 90 per cent of the Labour Party—had we not better say so instead of going out of our way to court misrepresentation?"

"You can be assured of this. There will be no increase in the standard or other rates of income tax under the Labour Government so long as normal peacetime conditions continue."

"I conclude that we should make two things clear to the country. First, that we have no intention of abandoning public ownership and accepting for all time the present frontiers of the public sector. Secondly, that we regard public ownership not as an end in itself but as a means—and not necessarily the only or the most important one to certain ends—such as full employment, greater equality and higher productivity. We do not aim to nationalise every private firm or to create an endless series of State monopolies. While we shall certainly wish to extend social ownership, in particular directions, as circumstances warrant, our goal is not 100% State ownership. Our goal is a society in which Socialist ideals are realised. Our job is to move towards this as fast as we can. The pace at which we can go depends on how quickly we can persuade our fellow citizens to back us. They will only do this if we pay proper attention to the kind of people they are and the kind of things they want."

"It is wholly untrue that I deplored the strategy of the [general] strike. I did not honestly think a great deal about it. I knew that once the chips were down my part was on the side of the strike. I considered the Government had behaved badly to the miners and that was that."

"It was on account of the [General] Strike that I first came to know Douglas and Margaret. I had been reading some socialist theory as well as economics—Tawney, the Webbs, Marx (about half of volume i of Das Kapital), J. A. Hobson, Hugh Dalton, but I did not at that time follow day-to-day politics at all closely. Thus for me, as I think for many others, the impact of the Strike was sharp and sudden, a little like a war, in that everybody's lives were suddenly affected by a new unprecedented situation, which forced us to abandon plans for pleasure, to change our values and adjust our priorities. Above all we had to make a choice. And how we chose was a clear test of our political outlook. The vast majority of undergraduates [at Oxford University] went off to unload ships and drive trams or lorries. For me this was out of the question. All my sympathies were instinctively on the side of the miners, the unions, the Labour Party, and the Left generally. It was their cause I wanted to help."

"I have no doubt myself that the reason why Colonel Nasser acted in the way that he did, aggressively, brusquely, suddenly, was precisely because he wanted to raise his prestige in the rest of the Middle East. ... He wanted to challenge the West and to win. He wanted to assert his strength. He wanted to make a big impression. Quiet negotiation, discussion around a table about nationalising the Company would not produce this effect. It is all very familiar. It is exactly the same that we encountered from Mussolini and Hitler in those years before the war."

"All I can say is that in taking this decision the Government, in the view of Her Majesty's Opposition, have committed an act of disastrous folly whose tragic consequences we shall regret for years. [HON. MEMBERS: "Oh."] Yes, all of us will regret it, because it will have done irreparable harm to the prestige and reputation of our country."

"The fact is that this episode must be recognised as part of the struggle for the mastery of the Middle East. That is something which I do not feel that we can ignore. One may ask, "Why does it involve the rest of the Middle East?" It is because of the prestige issues which are involved here. ... [P]restige has quite considerable effects. If Colonel Nasser's prestige is put up sufficiently and ours is put down sufficiently, the effects of that in that part of the world will be that our friends desert us because they think we are lost, and go over to Egypt."

"I am a Socialist and have been for some 30 years. I became a Socialist quite candidly not so much because I was a passionate advocate of public ownership but because at a very early age I came to hate and loathe social injustice, because I disliked the class structure of our society, because I could not tolerate the indefensible differences of status and income which disfigure our society...because I hated poverty and squalor... Pay people more if they do harder, more dangerous, and even more responsible work; pay people more if they have larger families. But the rewards should not be, as they still are, dependent upon the accident of whether you happen to be born of wealthy parents or not... I am a Socialist because I want to see fellowship, or if you prefer it, fraternity...[while preserving] the liberties we cherish. I want to see all this not only in our country but over the world as a whole. These to me are the Socialist ideals. Nationalisation...is a vital means, but it is only one of the means by which we can achieve these objects."

"For my part, I hold that the central idea of British Socialism is the brotherhood of man. It is this rather than public ownership which surely inspires all our aims in foreign, colonial, social, and economic policies alike. It is this which inspires our protests about Suez and Hola and Cyprus. It is this which is the common link between our hatred of racial discrimination, our opposition to sabre rattling jingoism, our support for a world order and for aid from richer to poorer countries, our belief in social justice and a classless society, our hopes of building a community based on something better than acquisitiveness and rivalry, our respect for the freedom of the individual."

"We cannot forget that Colonel Nasser has repeatedly boasted of his intention to create an Arab empire from the Atlantic to the Persian Gulf. The French Prime Minister, M. Mollet, the other day quoted a speech of Colonel Nasser's and rightly said that it could remind us only of one thing—of the speeches of Hitler before the war."

"I just cannot share this Gandhi outlook... If people have more money to spend they may, it is true, gamble or smoke or drink it away. But a lot of them will also enjoy nicer holidays, which is a very good thing for them. We really must keep under control, and pretty strict control, the area within which "the man in Whitehall knows best"."

"I don't believe the present Prime Minister can carry out this policy. His policy this last week has been disastrous and he is utterly, utterly discredited in the world. Only one thing now can save the reputation and honour of our country. Parliament must repudiate the Government's policy. The Prime Minister must resign."

"Between the wars, the heavy unemployment in Great Britain and keenly competitive conditions abroad were factors which had to be taken into account in wage negotiations. Employers were afraid that higher wages, by adding to their costs, would make it more difficult for them to sell their goods, especially in export markets. If this happened unemployment would increase and workers' representatives had to bear this in mind also. The larger the number of unemployed, also, the more difficult it was to maintain full workers' solidarity, i.e. an employer could resist a strike, and make cuts in wages more easily the more workers were out of work. Thus in the last resort it was the existence of heavy unemployment, at home and abroad, which allowed employers to resist wage claims and discouraged workers from pressing them too far."

"Conditions have greatly changed in Great Britain since the end of the war owing to the existence of full employment. Negotiations about wages between the two sides of industry now take place in entirely different circumstances. There is no reserve of labour to compete for jobs. ... If wages rise faster than productivity the increases in cost can usually be passed on in increased selling prices. There is thus in the economic system very much less check on the upward movement of money wages. ... [I]f wages at home rise unchecked, it is more likely in general that exports will gradually cease to be competitive and there will be balance of payments difficulties. These can be met, in the end, by devaluation. A succession of devaluations completely undermines confidence in any currency. ... It is clear that a very difficult problem faces a country such as ours, which wishes to maintain full employment and yet to avoid the undoubted evils of rising prices and balance of payments difficulties abroad."

"I want to say a word about industrial relations in this industry. This takes my mind back nearly 20 years when, fresh from the University, inexperienced but keen, I started my earning career by lecturing in a small mining town... That was in 1927 just after the end of the coal strike. I do not know that I taught the miners much in the way of economics, but they taught me a great deal. They taught me what economic feudalism was. They taught me what the naked exercise of arbitrary economic power meant. They taught me what it was to be victimised... They taught me what was the reality of economic life."

"While prepared to fight for the democratic ideals as such and for the ideal of collective security as such there is little to attract us in fighting merely to preserve the territorial integrity of the British Empire."

"Peace can only be secured by re-establishing the rule of law in international affairs...neither a neo-nationalism nor a cowardly surrender to Fascism will be accepted by the vast mass of our people. For the moment rearmament is also essential...the scandalous gaps in our defences have become a byword."