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to most, advanced education is available only for those who are
"integrated." The term "integrated" takes on a different connotation
from the meaning usually prescribed to it by North American educators.
To be "integrated" is to become closely affiliated with the governing
group, to become integrated within the organization of the Revolution.
For a more complete understanding, carefully consider Guevara's
statement as quoted by Levan on page 128, cited on the previous page
of this work. Montaner (1981) states that it is no secret,
the high ideological class is the only one which
has access to a university education. No matter
how brilliant he may be, a "Nonintegrated" young
person who does not belong to some revolutionary
organization or who is a Protestant or a
Catholicwill not have the opportunity to
cultivate his talents, (p. 176)
Clark (1977) writes,
Various screening mechanisms operate in such a
way that the opportunities for securing a college
education for one who is not "integrated" into
the revolution are practically nil. For him or
her, in this category, it will most likely result
in a menial job, regardless of talent, (p. 12)
Clark (1979) continues, "The refinement of control attempts to en
compass even the most intimate thought. The student knows that his
political attitude is being observed in class and in extracurricular
activities" (p. 30). Clark's accounts of the lengthy, detailed
investigations of potential university students' background coincide
with those of recent immigrants who tell of student investigations
at the conclusion of sixth grade. Not only are the teachers and
principal questioned, but block leaders of the groups called the
"Committee for the Defense of the Revolution," CDR, who are required
to supply a great deal of information about the student who aspires