Under the high-pressure militarized management of the Zhongxiu education system, a common physiological illness has appeared among students—constipation, with some defecating only once a week, and the most severe cases not having a bowel movement for even a month, “often feeling like their stomachs are about to burst like a balloon, swollen and uncomfortable, with gases flowing inside the body, accompanied by bouts of abdominal pain.”
Let’s see what kind of time control makes going to the toilet a luxury:
First, during class hours, going to the toilet is explicitly prohibited, and students’ toilet visits are directly linked to teacher evaluations. In very urgent cases, students need to report, and some even have to write leave requests. Students must endure teacher insults and ridicule, carefully avoid patrols from the grade department, and constantly watch the time to avoid penalties like standing for exceeding the limit. Even during breaks, the 10-minute free period is compressed to 8 minutes, with some only getting 7 minutes (pre-class bell rings 2-3 minutes early), plus extended classes, early classes, school-mandated discipline (no loitering in corridors, no talking, early self-study, reading before class, etc.), resulting in actual break times of only 0-5 minutes, with activities heavily restricted. Bedtime is also subject to strict discipline; after lights out, students must lie in bed, are forbidden to leave or speak, and are monitored by designated personnel who record deductions and issue criticisms.
Under such unreasonable forced discipline, going to the toilet becomes a luxury, and “freedom to use the toilet” has become a slogan of protest among students. This is only the tip of the iceberg of the rotten and dark side of the Zhongxiu education system. The social reality reflected behind it is: the extreme reactionary nature of the Zhongxiu education system, where countless children of the working people are oppressed and enslaved in this purgatory-like school, and the next generation of the broad masses of laborers is ruthlessly ravaged by the bourgeois education system. The great revolutionary leader Lenin said: “Old schools always claim they aim to cultivate well-rounded individuals and teach general science. We know this is complete lies because the entire social foundation that sustains and maintains society is based on dividing people into classes, into exploiters and the oppressed. Naturally, the entire old school system is permeated with class spirit, teaching only the children of the bourgeoisie. Every word in such schools is fabricated according to bourgeois interests. The young generation of workers and peasants in these schools are more like being enslaved by the bourgeoisie than being educated. The purpose of educating these youth is to train slaves useful to the bourgeoisie, who can create profits for the bourgeoisie without disturbing their peace and leisure.”[1]
We cannot rely on bourgeois reform to achieve the liberation of students because the bourgeoisie will not voluntarily step down from the stage of history. Along with its political rule, the ideological and cultural domination will also make a last-ditch struggle. Therefore, only by breaking the bourgeois education system that poisons the children of the people can education and ideological liberation be realized. To break the bourgeois education system, the first step is to smash the bureaucratic monopoly of the decayed bourgeoisie in the Zhongxiu system because “politics is the commander of everything,” and the brutal oppression of students by the school is a projection of the fascist terror dictatorship of the Zhongxiu regime in the field of education.
To achieve this, we need to learn and master the theory guiding the proletarian revolution—Marxism—and unite all possible forces to launch an attack against the Zhongdi (Zhong Empire) imperialism.
The reactionary rule of Zhongxiu is already tottering, and the proletarian revolution will bury it completely!
“The Tasks of the Young Communist League,” excerpted from “Selected Works of Lenin,” Volume Four, p. 346 ↩︎
