Looking at the student movement in Mashhad (1)

Naqi Lotfi’s narration of student activities in Mashhad before Revolution

Gholamreza Azari Khakestar
Translated by: Zahra Hosseinian

2015-7-26

Introduction

After the coup of August 19, 1953(28 Mordad), Iran's student movement emerged vividly and through protests and demonstrations of Tehran University students, it was actually entered to the fight scene. The day after the coup of 28 Mordad a demonstration occurred at Tehran University in support of Dr. Mossadegh (1), and subsequently student’s protests was widespread. Following students’ protests to the imprisonment and trial of Dr. Mossadegh and Dr. Shayan and engineer Razavi, The first widespread protests lead to the National Resistance Movement (2) initiative On October 8^th 1953 (16 Mehr 1332), and Tehran University, schools, and markets were closed. In this demonstration (3) more than two thousand students marched, leading to clashes with security forces and gangs of hooligans(4), and some were injured(5).

Protesting to the trial of Dr. Mossadegh was continued in Tehran University, so National Resistance Movement and Tudeh Party again arranged another protests in November 12^th 1953 (21 Aban 1332) at which clashes with the military governor forces and hooligans caused a number of people were wounded and arrested (6). It could be said that the crystallization of student movement was on December 7^th 1953 (16 Azar 1332). It was a historic and unforgettable day at student struggles; the same time Vice President of America, Richard Nixon traveled to Tehran, so Tehran University had been surrounded by the police from morning (7). Before noon, students of science and law schools and military governor forces clashed. Even the entrance of a police to the classroom for arresting protests student made violence. Students went out of class to protest against the military presence (8). In this conflict three students (Bozorgnia, Ghandchi and Shariat Razavi) were killed and several were injured by bullet hitting (9).

The day after December 7^th 1953 (16 Azar 1332), all students of Tehran University and other city’s University came on strike; and witnesses remembered that during the seventh day of martyrs’ funeral ceremony, girl students carried bunches of flowers and boy students with a black tie was moving toward Abdullah’s shrine that the police crossed them again and someone were injured (10).

Intensification of the student struggles after December 7^th 1953 (16 Azar 1332) was the second widespread movement of the student movement. So, presence of the police forces and clashes in the University lead to students’ revengeful demonstrations and sit-in.

The first significant point of December 7^th 1953 (16 Azar 1332) was that the student movement became widespread and cities such as Tabriz followed struggles in support of University. Another point was that after this event, most guild protests of students confronted with police interference. And the end, this day in the history of the student movement was named as a Student Day.

After establishment of Mashhad Medical University in 1949 (1328), students as active population responded against shortages and political issues; so sometimes these protests became political and guild movements. Mashhad student movement is rooted in the guild demands. Since the first student protests had associated with educational deficiencies. In the 1340s Mashhad University became a major center on political issues and students played an active role. In a detailed interview, Naqi Lotfi (11), retired professor of Literature School of Mashhad University, has dealt with dimensions and results of student movement at the University of Mashhad. Parts of it was compiled and published here.

Beginning of movement

After the defeat of Mossadegh’s National Movement and the coup of August 19^th 1953 (28 Mordad 1332), Nixon, US Vice President visited Iran. At the same time some events happened in Tehran University. At the time government was not ready for opposition of such a center, like Tehran, which was inspirational and landmark in the student movement. The national government fell and these student protests were certainly significant and could be a sign that informed groups of society have moved. When you look at all the newspapers and magazines, you see that it’s remembered as a National Uprising. Reading Ettelaat and Keyhan or even Khorasan newspapers after that event, you see that the tables are turned, i.e. they congratulate Mossadeq's National uprising.

Looking Ettelaat newspaper and others, you understand that these issues had been defiled and to lose veracity. People did not know the nature of problem for long time. This means that they didn’t know what has happened exactly? What had been Mossadeq's vision? What had been the nationalization of oil industry? What had been Mossadeq and Kashani’s differences?

Security in society

Political activists, Tudeh Party, National Front and forces who were involved informed about issues somewhat. Informed about proceedings, students realized that the government is a putsch government and national government has fallen in Iran and national interests of Iran is gone in the context of oil contracts. Certainly security approach to Iran’s issues has begun since the middle of this decade. Perhaps the communist revolution and development of communist movement in China and countries such as Iran, which had territorial issues, raises this thought that maybe countries with territorial issues are prone to spread the ideology to the Left; especially with the experience of the Tudeh Party in Iran which originated of left parties.

Government exactly thought about the security process of public. It thought that the society has now changed its direction; i.e. it believed in decreasing the influence of British in Iran and instead America had influence.

The United States’ presence created some changes in Iran. Economic structure must be changed in proportion to the United States needs. Carrying out such changes required changes in the structure of government. Due to fear of public and fear of British, Shah found out that he can’t oppose.

These issues created prerequisites of national security. Security organizations and standing in front of people were made by conflicts. This is what that appeared after June 1963 (Khordad 1342). Creating an appropriate atmosphere, government needed to establish organization after suppressing the opposition.

Establishing of student organizations

In Asian countries, such as China and etc. the student movement was effective. Vast liberation movement was formed by students overseas, including countries in Latin America. Certainly, such an organization could form in Iran. I am sure that from 1963 (1342) onwards movements and guerrilla groups were created, and after 1963 (1342) students shaped armed guerrilla organization. It was talked about movements, like Fidel Castro’s in the world. There was a risk of formation of such an organization in the universities and the government was afraid of them and said we must control them.

These movements were resistance and supported by students. Such events might occur in Iran. To prevent the emergence of such movements, security was necessary. They could be derived from the movements that Castro followed and events took place throughout the world, in Latin America, Asian and African countries. Due to Anti-colonial and anti-imperialist movements, the Militia was of such organizations. It was also the risk of establishing such organizations in universities, so the government turned to security actions, because they were very sensitive to universities. Because university is the place of thinking and student think and soon realize problems; they understand what is system? What is government? Also they discover class contradictions and development of social inequalities. Because of this, SAVAK and security organizations had very serious approach to the universities.

University of Mashhad

Mashhad University was not an exception. All of these movements began in Tehran University and it was not like that there wasn’t this kind of issues in Mashhad. When we came to the University and began studying, the first students’ strike was occurred in the cafeteria. It was a guild protest, because older students had longer history, so their protests to the foods were more than others. However, there was no special guard when we entered to the university, but it was created after that strike. Then self-service responsible was changed. The food was varied and their price was good. One day ‘Alam visited self-service and asked about the quality of foods and the state of self-service, and said Highness Shahnaz ordered him to deal with students’ condition.

Medical University

Students of other universities, especially Science and medical university were ahead of Literature school. But when Dr. Shariati came and they became sensitive to him, Literature school found a new approach. The story was that one day a conflict occurred between Mr. Mo'ayyeri, who taught Byzantine history, and a student. This led to closing of class and the school. Students’ strike was begun and teachers held a meeting. Gholam Hossein Yousefi was then the dean of school and Dr. Jalal Matini, who was the real dean of school, was abroad. Professors gathered and said that they have been insulted. Of course, this was students’ excuse for they wanted Shariati to teach history lesson. Since this movement in Literature school, SAVAK summoned half of 50 to 60 students. So now that Dr. Shariati taught ‘Alavi Shi'ism and Safavid’ in classes, his case was sent out from Mashhad SAVAK to Tehran SAVAK.

Dr. Shariati

Shariati was top student in Literature field. He got scholarship and went to France. Shariati’s thought was otherwise. He believed that we must cultivate minds first, people must be informed, and armed uprising is useless without awareness. A collective consciousness need to emerge, and then people can move as a groups of front guards. Public awareness and support is needed, unless it’s remained as an individual movement and uprising.

Shariati’s classes usually crowded. He taught history; therefore most of his audience was students of history. His arguments were comprehensive and charming, so make students of other fields to attend in his classes. Perhaps a few of students of history attended, because they didn’t understand his heavy debates.

Tudeh Party

At that time, students had their own ideology and two groups were existed. One of them was inner group who cultivated themselves only internally, like guerrilla organization. The other one was Tudeh party. Until 1978 (1357) and 1979 (1358), Tudeh students were with each other traditionally. Either their families were of the member of Tudeh Party or they themselves decided to be. But they didn’t have specific activities. Guerrilla organizations were active and embarked to terror, but Tudeh Party hadn’t these properties.

Since 1346 securities were adopted which put pressures on student. The pressure was clearly evident until 1348. At that time, the university deans changed. At Ahmed ‘Ali Rajai’s period, students must pay tuition fees, while they got loans until now, so Rajai couldn’t tolerate this situation and Matini became the dean instead of him.

Dr. Rajai said that they are in Ramsar but determine law for Mashhad. Because university was closed and students did not have money and he did not want to accompany government. As a result, he enrolled students with his guarantees; so his action made some provocations and the government believed that these are not in favor of university.

Students and Elections

Elections were problematic for students who did not believe in the system. They did not believe in the system; attitude of organizations was subversion attitude. Students strongly opposed authoritarian methods that had been begun with Hoveyda and were increasing; in fact, they pursued anti-colonial and Autocratic figures.

Student didn’t do anything special for assembly and its representatives, because they knew it as a formality as well as government. They believed that government is under the supervision of America. Also they said that the government which is at work by coup, having no legitimacy, given privileges to America such as capitulation and oil concessions, and is busy suppressing student movements by closure of newspapers and press, isn’t a systemic government that students support its representatives and be agree with the election. Government was more careful in assembly elections since Mossadegh’s period onwards. Finally, the representatives, who were elected formality and showy, could not do anything.

Students and Shariati

Dr. Shariati basically didn’t follow academic discipline. If he should be at his class at 8 o’clock, he would be there at 9:30; not always, but usually since he slept late at night and was studying till morning. In addition, students of other fields also attended his classes. He bothered other professors because of problems he made for university. He even didn’t followed regulations which result in making problems for the dean of university. And Shariati wasn’t a normal person and didn’t take serious academic discipline.

But some professors were upset due to students’ paying attention to Shariati. His talks about leftist ideology, Marxism and socialism, and Islam forced students to say that he is a professor of history, why does he raise such a debates? He must teach history not Shia and religious thoughts. He had approached history lessons to the religious propaganda that had bothered students. Students said that Islam has faded and lost its position and role and has no influence, so why he talks about Islam? Shariati said that I would tell them; if anyone has any critic, say it. Either I convinced or I convinced them and suggest reading certain books.

To be continued…

1. Zia Tariqi, Abolhasani, Students Organization of Tehran University, Another look at the history of student movement in Iran 1320-1332, (Tehran, Shirazeh, 1378), p. 218.
2. Karimiyan, Alireza, Student Movement in Iran (Tehran, Islamic Revolution Documents Center, 1381), p. 139.
3. ibid, p. 139.
4. By effort of Maqsoudi, Mojtaba, Social-Ppolitical Developments of Iran 1320-1357, (Tehran, Roozbeh, 1380), p. 155.
5. Karimiyan, Alireza, Student Movement in Iran, p. 218.
6. Maqsoudi, Mojtaba, Social-Ppolitical Developments of Iran 1320-1357, p. 155.
7. Zia Tariqi, Abolhasani, Students Organization of Tehran University, Another look at the history of student movement in Iran 1320-1332,p. 218.
8. Maqsoudi, Mojtaba, Social-Ppolitical Developments of Iran 1320-1357, p. 156.
9. Mansouri, Javad, Documents Narrative of Fifteenth of Khordad Uprising, (Tehran, Islamic Revolution Documents Center, 1377), p. 39.
10. Zia Tariqi, Abolhasani, Students’ organization at Tehran University, p. 219.
11. Naqi Lotfi, retired lecturer of Literature school of Mashhad Ferdowsi University. He is one of Dr. Shariati’s students and so far has written and translated several books, included: Serbia, Bosnia and Herzegovina in the Course of History; History of Islamic Thought in India; History of Sicily in the Islamic Period, from Sarajevo to Potsdam; Developments History in Europe since the Beginning of the First World War until World War II.