Further to this, Juan Carlos Hidalgo on the vanity and horror of Venezuelan socialism: 

A couple of years ago, the then minister of education admitted that the aim of the regime’s policies was “not to take the people out of poverty so they become middle class and then turn into escuálidos” (a derogatory term to denote opposition members). In other words, the government wanted grateful, dependent voters, not prosperous Venezuelans.

As noted many times, the left’s self-imagined radicals have little to gain from successful, independent people. Because success and independence – independence of them – makes you the enemy.  

And Thomas Sowell on socialist thinking as sleight-of-hand: 

Free college of course has an appeal to the young, especially those who have never studied economics. But college cannot possibly be free. It would not be free even if there was no such thing as money… Those young people who understand this, whether clearly or vaguely, are not likely to be deterred from wanting socialism. Because what they really want is for somebody else to pay for their decision to go to college.

British readers may recall the student rioting of 2010, during which students took thuggish umbrage at the thought of being expected to pay for their own choices, like adults, albeit with generous credit, and while depicting themselves as “slaves.” A bold choice of words for people so engorged with entitlement that they assume an unassailable right to other people’s earnings. Stripped of its threats and theatrical pretensions, the students’ message was: “I don’t think the degree course I’ve chosen is worth paying for and yet I refuse to do without, therefore someone else should be forced to pay for it instead.”

And by happy coincidence, these little clownlings are currently ‘occupying’ a lecture hall at Sheffield University and demanding a “free, non-hierarchical” university education. Because choosing to take a degree course that they don’t want to pay for, and don’t think is worth paying for, is apparently “a radical act,” and because, being so fabulous, so incredibly radical, they have a “right” to the money that other people had to earn by doing something of value. According to the occupiers and their supporters, learning useful skills and thereby becoming employable “is exactly what education shouldn’t be [about].” Which suggests they probably aren’t the engineers and biochemists of tomorrow.

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