The swing of opinion is visibly happening, but it cannot be counted on to happen fast enough of its own accord. This war is a race between the consolidation of Hitler's empire and the growth of democratic consciousness. Everywhere in England you can see a ding-dong battle raging to and fro—in Parliament and in the Government, in the factories and the armed forces, in the pubs and air-raid shelters, in the newspapers and on the radio. Every day there are tiny defeats, tiny victories. Morrison for Home Secretary—a few yards forward. Priestley shoved off the air—a few yards back. It is a struggle between the groping and the unteachable, between the young and the old, between the living and the dead. But it is very necessary that the discontent which undoubtedly exists should take a purposeful and not merely obstructive form. It is time for the people to define their war aims. What is wanted is a simple, concrete programme of action, which can be given all possible publicity, and round which public opinion can group itself.
I suggest that the following six-point programme is the kind of thing we need. The first three points deal with England's internal policy, the other three with the Empire and the world:
1. Nationalization of land, mines, railways, banks and major industries.
2. Limitation of incomes, on such a scale that the highest tax-free income in Britain does not exceed the lowest by more than ten to one.
3. Reform of the educational system along democratic lines.
4. Immediate Dominion status for India, with power to secede when the war is over.
5. Formation of an Imperial General Council, in which the coloured peoples are to be represented.
6. Declaration of formal alliance with China, Abyssinia and all other victims of the Fascist powers.
The general tendency of this programme is unmistakable. It aims quite frankly at turning this war into a revolutionary war and England into a Socialist democracy. I have deliberately included in it nothing that the simplest person could not understand and see the reason for. In the form in which I have put it, it could be printed on the front page of the Daily Mirror. But for the purposes of this book a certain amount of amplification is needed.
1. Nationalization. One can 'nationalize' industry by the stroke of a pen, but the actual process is slow and complicated. What is needed is that the ownership of all major industry shall be formally vested in the State, representing the common people. Once that is done it becomes possible to eliminate the class of mere owners who live not by virtue of anything they produce but by the possession of title-deeds and share certificates. State-ownership implies, therefore, that nobody shall live without working. How sudden a change in the conduct of industry it implies is less certain. In a country like England we cannot rip down the whole structure and build again from the bottom, least of all in time of war. Inevitably the majority of industrial concerns will continue with much the same personnel as before, the one-time owners or managing directors carrying on with their jobs as State employees. There is reason to think that many of the smaller capitalists would actually welcome some such arrangement. The resistance will come from the big capitalists, the bankers, the landlords and the idle rich, roughly speaking the class with over £2,000 a year—and even if one counts in all their dependants there are not more than half a million of these people in England. Nationalization of agricultural land implies cutting out the landlord and the tithe drawer, but not necessarily interfering with the farmer. It is difficult to imagine any reorganization of English agriculture that would not retain most of the existing farms as units, at any rate at the beginning. The farmer, when he is competent, will continue as a salaried manager. He is virtually that already, with the added disadvantage of having to make a profit and being permanently in debt to the bank. With certain kinds of petty trading, and even the small-scale ownership of land, the State will probably not interfere at all. It would be a great mistake to start by victimizing the smallholder class, for instance. These people are necessary, on the whole they are competent, and the amount of work they do depends on the feeling that they are 'their own masters'. But the State will certainly impose an upward limit to the ownership of land (probably fifteen acres at the very most), and will never permit any ownership of land in town areas.
From the moment that all productive goods have been declared the property of the State, the common people will feel, as they cannot feel now, that the State is themselves. They will be ready then to endure the sacrifices that are ahead of us, war or no war. And even if the face of England hardly seems to change, on the day that our main industries are formally nationalized the dominance of a single class will have been broken. From then onwards the emphasis will be shifted from ownership to management, from privilege to competence. It is quite possible that State-ownership will in itself bring about less social change than will be forced upon us by the common hardships of war. But it is the necessary first step without which any real reconstruction is impossible.
2. Incomes. Limitation of incomes implies the fixing of a minimum wage, which implies a managed internal currency based simply on the amount of consumption goods available. And this again implies a stricter rationing scheme than is now in operation. It is no use at this stage of the world's history to suggest that all human beings should have exactly equal incomes. It has been shown over and over again that without some kind of money reward there is no incentive to undertake certain jobs. On the other hand the money reward need not be very large. In practice it is impossible that earnings should be limited quite as rigidly as I have suggested. There will always be anomalies and evasions. But there is no reason why ten to one should not be the maximum normal variation. And within those limits some sense of equality is possible. A man with £3 a week and a man with £1,500 a year can feel themselves fellow creatures, which the Duke of Westminster and the sleepers on the Embankment benches cannot.
3. Education. In wartime, educational reform must necessarily be promise rather than performance. At the moment we are not in a position to raise the school-leaving age or increase the teaching staffs of the elementary schools. But there are certain immediate steps that we could take towards a democratic educational system. We could start by abolishing the autonomy of the public schools and the older universities and flooding them with State-aided pupils chosen simply on grounds of ability. At present, public-school education is partly a training in class prejudice and partly a sort of tax that the middle classes pay to the upper class in return for the right to enter certain professions. It is true that that state of affairs is altering. The middle classes have begun to rebel against the expensiveness of education, and the war will bankrupt the majority of the public schools if it continues for another year or two. The evacuation is also producing certain minor changes. But there is a danger that some of the older schools, which will be able to weather the financial storm longest, will survive in some form or another as festering centres of snobbery. As for the 10,000 'private' schools that England possesses, the vast majority of them deserve nothing except suppression. They are simply commercial undertakings, and in many cases their educational level is actually lower than that of the elementary schools. They merely exist because of a widespread idea that there is something disgraceful in being educated by the public authorities. The State could quell this idea by declaring itself responsible for all education, even if at the start this were no more than a gesture. We need gestures as well as actions. It is all too obvious that our talk of 'defending democracy' is nonsense while it is a mere accident of birth that decides whether a gifted child shall or shall not get the education it deserves.
4. India. What we must offer India is not 'freedom', which, as I have said earlier, is impossible, but alliance, partnership—in a word, equality. But we must also tell the Indians that they are free to secede, if they want to. Without that there can be no equality of partnership,