We are developing the social individualist meta-context for the future. From the very serious to the extremely frivolous... lets see what is on the mind of the Samizdata people.
Samizdata, derived from Samizdat /n. - a system of clandestine publication of banned literature in the USSR [Russ.,= self-publishing house]
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Yes, but what do you do about it?
Here are some possibilities:
1. Tell them not to. But how are you going to know if they are complying? A Reform government is not going to have the personnel it can trust to do this.
2. Make them fully independent. End grants, abolish student loans. You could even remove their Royal Charters. There’s going to be a hell of a backlash. But if you can get through that they should get back to education again.
3. Make university education less attractive. I’ve heard it said that people need degrees because IQ tests are illegal. Is that true?
4. Declare all universities “indoctrination centres” and remove all funding until proved otherwise. If they bleat about “independence” then you can say they’ve got what they wanted. The proof could be in the form of each member of academic staff being asked for their opinions on communism and DEI. Could produce some interesting results.
– Patrick Crozier
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@Patrick Crozier
There is a fifth possibility:
5. Invent a technology that makes the large majority of university education worthless.
Of course we have that technology, it is called the internet. For the most part (outside of some specific professions) universities provide students with four things: an education (Which is now no longer relevant since you can learn anything 1% of the cost by other means), a certification, which surely we can legally circumvent by setting up a skills based certification system (though see below), networking opportunities which only really matter at very high end and lower end universities — the majority in the middle do not provide value here, and a fourth, letting the kids PARTY. Presumably kids can have a really good time elsewhere too.
The certification is the big issue, but surely there are other ways to prove one’s skills? Certainly in my area of expertise I’d rather have someone as a Certified AWS architect than a poncey degree from Harvard. That is a cultural change though, and I think it is coming. But in truth AI and robotics is going to largely eliminate jobs in this middle part anyway.
I say let them die their natural death. One easy fix? Eliminate student loans and payments and let students bear the full cost of their education while keeping the government out of the “student loan” business. That’d shake things up PDQ.
As I said there are exceptions, people with highly specialized training like Medical doctors and lawyers.
– Frazer Orr
The instructions? “Focus on ideas, not grammar.” Reward “the use of culture, language and identity.” Embrace “linguistic diversity.” Decolonise the curriculum. “Validate diverse knowledge systems and lived experiences.” Reduce essay word counts to ease “stress.” Ditch proper exams. Let students pick formats that suit their precious “identity.”
This isn’t assessment reform. It’s compulsory brainwashing with a marking sheet. The university’s own Quality Assurance Handbook makes the ideological capture explicit: everything must align with King’s Strategic Vision 2029, embedding EDI, sustainability and “inclusivity” as non-negotiable from day one. One anonymous KCL academic told the Mail students will soon be able to challenge grades on the grounds their “culture and identity” wasn’t sufficiently validated. Fantastic. Nothing screams “world-class education” like turning every essay into a victimhood Olympics where clarity is penalised and grievance is gold.
– Gawain Towler
The BBC reports,
UN votes to recognise enslavement of Africans as ‘gravest crime against humanity’
The United Nations General Assembly has voted to recognise the enslavement of Africans during the transatlantic slave trade as “the gravest crime against humanity”, a move advocates hope will pave the way for healing and justice.
They’ll never get reparations. But this move might end up paving the way for healing and justice – by being annoying enough to finally kill off the MOPE Olympics and the self-destructive mindset that mopery promotes.
“Spanish is clearly now the world’s coolest language. So why do we push children to learn French?”, asks Gary Nunn in the Guardian.
His argument for pushing children to learn Spanish rather than French is something about Bad Bunny, whoever that is, singing at the Superbowl, whatever that is, plus a slightly less childish argument about how more people worldwide speak Spanish than French. So they do, but that does not rescue the entire article from having the air of being written by una rata en un saco. Mr Nunn may well get his wish that Spanish should dislodge French as the main language taught in British schools, but the triumph will be spoilt by whispers that there is increasingly little practical point in teaching any foreign language to children who already speak English, the language the whole world wants to learn. Mr Nunn says that his Spanish has allowed him to “remote-work my way across Latin America and learn to salsa with guapo men in nightclubs” which is nice for him, but the number of current pupils likely to dance in his footsteps is low.
Fate played a cruel trick on British teachers of modern languages. When I was a girl, they had just fought a successful campaign to dethrone Latin and Greek. In vain did the teachers of dead languages bleat about widening cultural perspectives and indefinable cognitive benefits. Teachers of French and German and Spanish talked better, stronger, more manly talk about how many tens of millions of living humans spoke their favoured languages; about exports and global relevance and earning potential. They quoted Willy Brandt, “You may buy from me in your own language, but sell to me in mine”, and they won.
But now the German for “job” is “der job” and the Spanish for “marketing” is “el marketing” and it turns out that Germans and Spaniards will not just buy in English but conduct their international business in it. And the teachers and enthusiasts for modern languages are reduced to fighting over which of them will grab the largest share of the shrinking number of English-speaking pupils willing to put the effort in to learn any of them, while dredging up from memory all that benthic detritus about “seeing the world in with different eyes” that they mocked so mercilessly when it came out of the mouths of the classicists half a century ago.
[Added later in response to comments: I do not mock it. To me, the ability to see the world with different eyes; to see how thought itself can be differently arranged, is a huge benefit. Just not the sort of benefit that gets you a better job, not if you are a native English speaker. As translation software improves, even the payoff from all those years of study of being able to find your way around a foreign city disappears. The emotional benefit of being able to make a friendly connection with people you meet abroad by speaking their language will never die, unless brain augmentation makes us into a new sort of human, but that is almost the only advantage left that a living language has over a dead one. In terms of widening your understanding of how varied human cultures can be, dead languages win.]
As I have been saying for more than a decade, my feelings about the triumph of English are not particularly triumphant. Not only do I mourn the beigificiation of the world, I fear that when we are down to just Mandarin, English and Spanish the state will find it even easier to control us than it does now. There have been many times in history when minority languages served as a literal speakeasy for minority opinions and where dead languages helped keep free thought alive.
We’re told that students perform better when exposed to “different formats”. This is fair enough in principle, though the guidelines decline to specify what these formats might be, beyond implying there will be an impressive number of them. One can already picture the future: a single course requiring essays, posters, podcasts, puppet shows and a short stop-motion film made from Play-Doh – each designed to develop the student’s confidence, creativity and capacity to perform self-expression in increasingly unhinged ways.
Next, the document warns that “Standard Academic English” (once known as “English”) is an oppressive tool that advantages “already privileged students”. The implication, apparently, is that requiring coherent writing is a form of violence.
This is the educational equivalent of a gym announcing that push-ups are discriminatory because they favour those with upper-body strength.
– Michael Rainsborough
“Parents ‘vindicated’ after police admit unlawful arrest over WhatsApp row”, the Guardian reports. The subheading is “Hertfordshire police agree to pay £20,000 to Rosalind Levine and Maxie Allen, who were held for 11 hours after complaining about daughter’s school”.
I posted about this couple’s experience last April: Boiling frogs in Salem and Hertfordshire.
One aspect of the story that the Free Speech Union’s Frederick Attenborough highlighted at the time was that Hertfordshire Police didn’t just put the frighteners on Rosalind Levine and Maxie Allen, they also threatened – in writing – their local county councillor, Michelle Vince, that if she continued to advocate on their behalf she too might find herself “liable to being recorded as a suspect in a harassment investigation”. And they told Michelle Vince to pass on that warning to the local MP, Sir Oliver Dowden.
As Sir Oliver said in the Times, “Police risk ‘curtailing democracy’ by stopping MPs doing their job”.
Today’s Guardian article continues,
Allen claimed he and Levine were not abusive and were never told which communications were criminal, saying it was “completely Kafkaesque”.
A Hertfordshire police spokesperson said: “Whilst there are no issues of misconduct involving any officer in relation to this matter, Hertfordshire Constabulary has accepted liability solely on the basis that the legal test around necessity of arrest was not met in this instance.
“Therefore Mr Haddow-Allen and Ms Levine were wrongfully arrested and detained in January 2025. It would be inappropriate to make further comment at this stage.”
You wish. Further comment is both appropriate and necessary. There bloody well are issues of misconduct involving at least one officer in relation to this matter: whichever officer tried to frighten off both a local councillor and an MP from representing their constituents.
This tweet from “GnasherJew” includes a video clip from a lecture on “The Birth of Zionism” given by Dr Samar Maqusi for the group “UCL Students for Justice in Palestine” on 11th November 2025. Dr Marqusi is currently Research Associate at University College London’s Person-Environment-Activity Research Laboratory (PEARL). (“Her work looks into the politics of space-making inside the Palestine refugee camps. More recently, she has been investigating modes of sociality and vitality in refugee camps inside a burdened Lebanon. Previously, Samar worked with UNRWA (UN Agency for Palestine refugees) as an Architect/Physical Planner, focusing on programmes of shelter rehabilitation and camp improvement.”)
Update: It looks like I pressed “publish” too soon. Never mind, you can enjoy seeing this post made in real time. Watch the video clip. It shows an academic in University College, London (UCL) spreading the blood libel. For anyone new to the term, a blood libel is a specific sort of anti-Jewish propaganda in which Jews are said to have murdered Christians for ritual purposes, often including baking their blood into bread. The genre goes back to the thirteenth century cult of Little Saint Hugh of Lincoln. The spreading of such tales is usually the precursor to a pogrom, as it was in Lincoln in 1255.
Dr Samar Maqusi said this to her students the day before yesterday:
Now 40 years later, in about 1838, there was something called the “Damascus Affair”. Uh, what happened is, there is, um, a priest, a Christian priest called Thomas. He disappears, um, in Damascus during what is called the feast of Tabernacles. So, this is a Jewish feast, and the story goes – and, you know, again, these are things that you read again and again. As I said, do investigate, draw your own narrative. But the story is that during this feast they make this, um, special pancakes, or, um, bread. And part of the holy ceremony is that drops of blood from someone who’s not Jewish, which the term is “gentile”, has to be mixed in that bread. So, the story is that, um, a certain investigation was undergoing to try and find where Father Thomas is. He was found murdered and a group of, of Jews who lived in Syria said that, you know, admitted to kidnapping and murdering him to get the drops of blood for making, uh, the holy bread.
This one is known as “the Damascus Affair” or “the Damascus Blood Libel”. It’s famous enough to appear in lists of historical blood libels. I wasn’t expecting to see it related as fact in 2025 in one of the top ten universities in the world. Like every conspiracy theorist ever born, Dr Maqusi peppers her speech with literal and metaphorical “uptalk”, little get-out clauses such as “the story goes” and “draw your own narrative”, so that if challenged she can claim to be “just asking questions”. But she felt safe enough to speak as she did, and, with the delayed exception of whoever recorded her, her student audience did not challenge her.
As ever, I do not seek to use the law to silence Dr Maqusi. I want it made clear to all how common and accepted her views are among the pro-Palestinian movement, and among Palestinians. I do think that unless UCL takes action their Equality, Diversity and Inclusion policy will be revealed as an empty sham, but if that is the case I would rather know about it.
Update: Dan Souter points out in the comments that UCL has apologised and Dr Maqusi’s profile has been removed from the UCL website. The link is to an article by David Rose in Unherd. I commend the Provost’s decisive action to protect his university’s reputation, but I do find it disquieting that in just five years universities across the English-speaking world went from beating their breasts in penitence for the most minuscule and indirect manifestations of racism – here is UCL’s 2020 statement on Black Lives Matter and here is an account from its website of how it “denamed” buildings named after a couple of Victorian eugenicists because seeing the old names has “a profound impact on the sense of belonging that we want all of our staff and students to have” – to this.
This is where the worship of “expert” peer review science gets us — a science crime syndicate.
Once science stopped being about winning arguments and became just the-number-of-papers-someone-published, it became an empty shell. And once billions of dollars, depended on sacred ‘experts’, it was doomed.
Long gone are the days when papers were hardly ever retracted and pal review was “the big problem? Now, fake papers and fake editors are so rife they are their own specialist industry. Networks of brokers connect paper-mills up with authors and publishers and place batches of papers in journals with ‘friendly editors’. When Richardson et al analyzed PLOS ONE, they found 33 editors who seemed to have an extraordinarily high rate of retractions. One in particular had approved 79 papers of which, 49 had already been retracted.
– Jo Nova
Today, tutoring is seen mostly as a corrective to failures within the bureaucratic structures of education, like an intervention to help out a course, grade, or test. In general, those doing well in school don’t get tutoring—it’s like we’re applying the secret genius sauce solely to the kids who aren’t going to be geniuses.
– Erik Hoel
Interesting essay, well worth reading the whole thing.
“Voting age to be lowered to 16 in UK by next general election”, the Guardian reports.
No, this does not mean you can leave school. You are too young and irresponsible to make such a big decision.
Back when the world was still damp from the Flood and Peter Davison was Dr Who, I was in the University Officers Training Corps. I don’t know if the term is still used by the British Army, but back then a green, typewritten piece of paper headed “Part One Orders” was always on display on the unit noticeboard. Well, I think it was green. It was certainly typewritten, because everything was at that time – that’s how I knew at once that the people saying that the “Rathergate” documents that purported to have been written by an officer of the Texas Air National Guard in 1973 were fake had a very good case. The big thing about Part One Orders was that they were orders. You had to obey them, which meant you had to know what they were. You were under orders to read the Orders, specifically to check whether they had changed since you last read them. Reading a short document once a week was not an onerous requirement for Officer Cadet Solent but I gather that proper soldiers had to check ’em every day and woe betide them if they did not. On the other hand, the existence of Part One Orders meant that if some almighty balls-up happened because someone did not realise that circumstances had changed, the tide of woe could be diverted away from the immediate ballser-upper if he could show that the change had never been announced on the P1s.
Poor lefties. They are under at least as strict a requirement to keep abreast with changes to their orders as that imposed by Section 5.121 of the Queen’s Regulations (1975) but nobody will ever openly tell them that the orders have changed. Not even on Bluesky. Maybe on WhatsApp if they are very high ranking, but the foot soldiers of the progressive movement just have to know by osmosis.
That is why I can find some pity in my heart for the teachers at Bilton School in Warwickshire who sent home a twelve year old girl called Courtney White for wearing a Union Jack dress on Diversity Day, and then found themselves being condemned by a Labour Prime Minister. Not a lot of pity, but some. Nobody told them that the world had changed since 2022. Obviously, they should have been able to work it out from the fact that Reform are leading in the polls but maybe they were too busy putting up posters to notice.
This will bring back memories for some of you:
The radical 1960s schools experiment that created a whole new alphabet – and left thousands of children unable to spell
The Initial Teaching Alphabet was a radical, little-known educational experiment trialled in British schools (and in other English-speaking countries) during the 1960s and 70s. Billed as a way to help children learn to read faster by making spelling more phonetically intuitive, it radically rewrote the rules of literacy for tens of thousands of children seemingly overnight. And then it vanished without explanation. Barely documented, rarely acknowledged, and quietly abandoned – but never quite forgotten by those it touched.
I just missed experiencing the delights of the Initial Teaching Alphabet. I knew of it; a few of the Ladybird ITA books, including, if I recall correctly, “Peepl at Wurk: The Poleesman” as illustrated in the article, lingered in cupboards and crannies at my primary school. I remember asking what those funny letters were and being given a fairly good explanation. I was quite old before I realised that most people didn’t know about it.
Looking at the Guardian article to which I link above and at the Wikipedia article on the ITA, the choice of letter forms seems to have been amateurish. Some of them resemble the letters of the International Phonetic Alphabet, but many of characters and pairs of characters used to represent vowels and diphthongs in the ITA contradict the way those same characters are used in the IPA. And what in the name of Paul Passy’s sainted aunt was the point of borrowing the “long S”, ʃ, from the IPA but then not using this character on its own to replace the digraph “sh”, as the IPA does? The ITA spelling of “ship” appears to be “ʃhip”, which is the worst of both worlds – the children had to learn the difficult concept that two letters can represent one sound, but still had to unlearn the funny S before they could read the word as it was written outside school.
The Guardian article, and even more so the comments to it, make much of the fact that the creator of the ITA, Sir James Pitman (the grandson of the man who invented Pitman’s shorthand) was a Conservative MP. In fact he was the sort of Progressive Conservative that socialist charities like to have on the Board of Trustees to prove they are not irredeemably partisan. “As a member of parliament, he championed many notable causes, notably nationalisation, education, and world security.” He was one of a long line of would-be reformers of English spelling and comes across as motivated only by a well-meaning desire to help the children of the English-speaking world cope with our famously odd orthography.
Pity the ITA was a flop. Well, probably a flop – though it certainly disappeared from schools quickly enough, and most of those who remembered it speak of the difficulty of having to learn to read twice, no systematic survey of its results was ever made, so we cannot be sure. A few brave voices in the comments say that it did them no harm and one or two even say it helped them.
However the majority view (which I share) is that it was one of many foolish experiments carried out on schoolchildren by bright-eyed educationalists throughout the 1960s and 70s because parents in those days were far too trusting of authority. Some of the Guardian commenters take a harsher view. Someone calling themselves “karapipiris” thunders,
The elephant in the room is this:
It was precisely this inconsistency that Conservative MP Sir James Pitman – grandson of Sir Isaac Pitman, the inventor of shorthand
In any society when power and influence is hereditary what one will get is damage done by trying out ideas of incompetents in the real world. I can imagine that dozens of people dedicated to educating children at the time actually had good ideas on how to do better, but they were not aristocrats.
In vain do other commenters point out that Pitman’s knighthood was not hereditary and that the ITA was actually a cross-party initiative originally proposed by a Labour MP, Montefiore Follick; the upvotes still flow in a mighty river to Mr, Ms, or Mx Karapipiris for saying that the reason that this ill-conceived scheme was so casually inflicted on so many children was that its leading spirit had a knighthood.
Karapipiris is wrong about the aristocracy part, but right about it being remarkable how little discussion or testing there was before an experiment which obviously had the potential to harm the children it was meant to help was launched in thousands of schools.
Someone called “BFEMBis” thinks they have seen through the conspiracy:
Apparently it was never introduced at Eton.
Ditto: Harrow
Ditto: St Paul’s
Ditto: Charterhouse, Winchester, Merchant Taylor’s, Gordenstoun, Benenden,…
Strange, that.
‘Makes yer fink,’ in’nit ?
Like Karapipiris, BFEMBis got plenty of upvotes for this asinine comment, although in fairness to the Guardian commentariat, the person who pointed out that all the posh schools listed start taking pupils at the age of thirteen got more. Once again, however, I must admit that BFEMBis does have the shadow of a point. I don’t know what the use of pseudo-Cockney eye dialect in “Makes yer fink,’ in’nit” was meant to convey, but the relatively low uptake of the ITA by private schools does indeed make yer fink. Despite being infested with at least as high a proportion of kaftan-wearers as the state sector, the private sector does seem to escape the worst of these fads. It introduces mad schemes just as enthusiastically as the state sector does but is quicker to dump them when they don’t work out.*
Why is that then? Why do private schools on average have stronger immunity to fads than state schools do? If BFEMBis and his/her/their upvoters finked a little more deeply about that question they might realise why so many people remain willing to pay double for their child’s education despite all that the current government throws at them.
A private school – or a “public” school in the British meaning of the term – cannot afford consistently bad results. “Bad” is a relative term: a surprising number of the UK’s fee-paying schools are aimed at children with special educational needs who have been failed by the state system. But whether success is measured in Oxbridge admissions or some kid who had been written off unexpectedly scraping a couple of GCSEs, a fee-paying school must be able to convince parents and prospective parents that the service they offer is worth the cost. If it cannot, those fees will dry up faster than you can say nief.
*Very occasionally, they do work out.
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Who Are We? The Samizdata people are a bunch of sinister and heavily armed globalist illuminati who seek to infect the entire world with the values of personal liberty and several property. Amongst our many crimes is a sense of humour and the intermittent use of British spelling.
We are also a varied group made up of social individualists, classical liberals, whigs, libertarians, extropians, futurists, ‘Porcupines’, Karl Popper fetishists, recovering neo-conservatives, crazed Ayn Rand worshipers, over-caffeinated Virginia Postrel devotees, witty Frédéric Bastiat wannabes, cypherpunks, minarchists, kritarchists and wild-eyed anarcho-capitalists from Britain, North America, Australia and Europe.
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