Other recent essays by Paul Weston include:
Wilders in Wonderland
Who is Lord Ahmed?
Temporary Peace Trumps Freedom of Speech
Muslims, Mosques and Mosquitoes
Islam, the BBC, and Young Children
Review of “A Bridge Too Far”
Socialist Propaganda in British Education
By Paul Weston
If one were sound of mind, moral of character and decent at heart, which of the following two men would you like to see involved in the education of your children?
The first, Mr Ray Honeyford, ex-headmaster of a multi-ethnic school in Bradford, England, considered his primary role to be that of producing academically well qualified and colour-blind children who could be integrated into Western society whilst retaining a respect and affection for their own cultural heritage.
The second, a certain Professor Chris Mullard had the following to say with regard to the education of black children:
“Already we have started to rebel, to kick out against our jailers…As more black Britons leave school disgruntled, as more black Britons discard their yoke of humility, the ultimate confrontation will become clearer…Blacks will fight with pressure, leaflets, campaigns, demonstrations, fists and scorching resentment which, when peaceful means fail, will explode into street fighting, urban guerrilla warfare, looting, burning and rioting.”
Professor Mullard, a self-described black Marxist with a violent revolutionary calling, is the author of Race, Power and Resistance and Black Britain from which the quote above was taken. He also has this to say about whites:
“Why does race matter so much? …I think part of the answer is that we mirror the horribleness and inhumanity of white society. We remind white society of the horrible things that were done in the name of whiteness. They see in us the devil in themselves. That goes deep down in popular consciousness.”
Ray Honeyford also wrote an article centred on race. Published in The Salisbury Review in 1984, it suggested that British born children of Pakistani descent be taught in English rather than Urdu — detrimental as this was to their education; that they should cease travelling to Pakistan for months on end during term time — detrimental as this was to their education; and most damningly, that the classroom was no place for the Leftist inspired ideology of social engineering which he predicted would lead to the ghettoisation of British cities.
So a white man wanted to improve black and brown children, whilst a black man wanted to destroy the white race. If the two should clash, then the outcome in a sane country should be obvious. But Britain is not sane. It is sick. When Professor Mullard joined the ravening attack pygmies ranged against the moral giant that was Ray Honeyford, there was only ever going to be one winner. Mr Honeyford was chased from office amid accusations of racism in one of the most vicious campaigns ever mounted in British academia, to the total indifference of what was then a Conservative government under Margaret Thatcher.
Mr Honeyford, a working class man who had pulled himself up by his bootstraps to attain a masters degree and the headship of a large school was brutalised by the experience. He never taught again. Indeed, he was not allowed to ever teach again.
Professor Mullard on the other hand has gone from strength to strength. Where once he merely advised teacher training colleges on political indoctrination, he has now — no doubt off the back of the destruction of Ray Honeyford — been awarded the CBE (Commander of the British Empire) for services to British education and currently sells his racist ideology to European governments and agencies as well as international organisations such as the OECD and UNESCO.
Mr Honeyford, a good, decent and non-racist man became an enemy of the state. Professor Mullard, an evil, racist Marxist was the state, and although it breaks my heart to have to say this, the state personified by Mullard in 1984 in now far, far worse after twelve years of Socialist government and the non-stop propaganda to which socialism is inherently wedded.
Propaganda is the most powerful tool in Socialism’s obsessive and perpetual quest for social control and absolute power. Fear of the state is nowhere near as powerful as love of the state, and none more so than when love is conditioned from an early age.
During the Iraq/Iran war of 1980-1988, brainwashed parents happily sent brainwashed children to run through mine fields, thereby clearing a path for the less expendable adult soldiers with weapons.
In World War II Japanese Kamikaze pilots were mentally programmed to die for Shintoism and the Emperor Hirohito, much akin to the Islamic suicide bombers of today who self-detonate for Allah and Islamic imperialism, albeit with the guarantee of eternal leg-over in the afterlife.
Western peoples have also been conditioned to die. Not for Allah or Hirohito, but for the new religion of Liberalism. We have surrendered any hope of a decent future for our children and grandchildren because we do not wish to be labelled racist, intolerant, xenophobic, nationalistic or illiberal. Such a suicidal ideology is wholly unnatural and can only be inculcated through propaganda every bit as powerful as Shintoism once was, and Islam is today.
The Jesuit maxim “Give me a child for his first seven years and I will give you the man“ is perfectly in tune with Aldous Huxley’s introduction to Brave New World:
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“A really efficient totalitarian state would be one in which the all powerful executive of political bosses and their army of managers could control a population of slaves who do not have to be coerced, because they love their servitude. To make them love is the task assigned in present day totalitarian states to ministries of propaganda, newspapers and schoolteachers.”
To make them love; isn’t this exactly what to celebrate diversity means? It is not enough we stoically accept the colonisation of our culture and country, not enough that some, perversely, do not seem to mind, we must actively celebrate our dispossession, despite the unnatural and pathological mind-set such celebration demands.
And because it is unnatural and pathological, it can only be overcome by extreme and perpetual propaganda. The British Labour Party, a motley collection of ex-Maoists, Marxists, Communists, Communist sympathisers and a mandated clutch of aesthetically challenged quota harridans who were never much fancied at school know this only too well, which is why they concentrate so heavily on the unformed and innocent minds of children, hence Universities Minister John Denham’s chilling statement: “Education is the most powerful tool we have in achieving social justice.”
And it is never too young to start. The Orwellian sounding Department for Children, Schools and Families, run by the equally Orwellian Ed Balls has an Early Years department geared toward developing “a strong and culturally diverse workforce” with a specific focus on “recruiting staff from black and minority ethnic communities.”
I may well be old-fashioned, indeed almost out of the Ark at the ripe old age of forty-five, but such statements appal me. Surely the point of education is to produce a cohesive and exemplarily educated citizenship, with the specific focus being the recruitment of teachers who could facilitate this, not buggering about noting the colour of their skin above the content of their character?
But as I say, I am out of the Ark. Teachers are now employed specifically due to their pigmentation or religion, just as teachers were once denied work and ultimately their lives in another Socialist regime, based on their religion and the length of their nose.
In 2007, Ms Baljeet Ghale, a member of the Socialist Teachers Alliance was elected as the first black President of the National Union of Teachers. No sooner was she ensconced in her equal opportunity office chair, which revolved in ever increasing circles but did little else, had she taken up her anti-British cudgels with which to bash the indigenous racists.
Her main gripe was the apparently ludicrous suggestion by Education Secretary Alan Johnson that in order to develop “better community relations” schools should promote core British values such as free speech, tolerance and respect for the law.
In Baljeet Ghale’s keynote address at her inauguration as perhaps the nuttiest of NUT Presidents, she derided the idea that such values were intrinsically British, and went on to say:
“I have no doubt that for some, behind notions of what it means to be British, stands the shadow of racism.”
“To demand that people conform to an imposed view of Britishness only fuels that racism.”
Her unorthodox views were reinforced by leading black academic Professor Gus John who stated:
…all schools must assume they are institutionally racist.”
and then added for good measure:
“I would like someone to define what British values are. I want nothing at all to do with the values of the BNP which are quintessentially British.”
Whilst “quintessentially British” conjures up images of standing alone against totalitarianism in 1939, or even hazy summer days, village greens, the thwack of leather on willow and tipsy vicars on bicycles with wicker baskets, it clearly means something else entirely to professor John.
As the BNP are promoted as bigoted, racist neo-Nazis by the liberal/left, then what the good professor is intimating here is both racist and slanderous. There are monuments and graveyards everywhere one looks in this once great country, testimony to the hundreds of thousands of young men killed fighting against precisely the ideology that Gus John has now turned around and levelled against us as typifying the entire British race.
Baljeet Ghale and Gus John are correct that values such as free speech are not exclusively British, even if they originally emanated from England, but they are exclusively Western, and should be taught as such, rather than pretending that Nigeria, Iran, Pakistan, Kenya, Saudi Arabia or Bangladesh are the moral or cultural equivalents of the West, and by default, Britain. And while they’re at it, instead of traducing the evils of the British Empire they should dwell on the fact that, as Mark Steyn points out, of the world’s fifty most free nations, half were once ruled by Britain and have since adopted our democracy and our rule of law. This is something most countries would be proud of, not an issue to be taught as the shameful legacy of oppression.
There is no use whatsoever in merely opining that the gross insubordination and ingratitude shown by Ghale and John should merit an instantaneous return from whence they came, which in Ms Ghale’s case was Kenya, not exactly a hot bed of free speech, tolerance and respect for the law. Or, should she be unenamoured by Kenya, that then perhaps Cuba, a country she greatly admires and one known throughout the deluded liberal world today as a Utopian society where homosexuals and aids sufferers march unmolested through the streets of Havana calling for their right to a same sex marriage.
I say no use, because they are absolutely typical of those in charge of formulating the ideology that British schools will subsequently teach our children, backed up by Socialist MPs from the Labour-dominated Education and Skills Committee who have demanded that compulsory citizenship lessons, which include politics, voting, the Human Rights Act and the importance of diversity, should not endorse British values or history, and should instead concentrate on universal themes such as the acknowledgement and acceptance of homosexuality and abortion.
The committee urged teachers not to dwell on the Monarchy, British freedoms, military successes or the empire, but should “touch on what is distinctive in the inheritance and experience of contemporary Britain and the values of our society today”
although this should
“not be taken to imply an endorsement of any single explanation of British values or history”.
Not even babies in nappies are exempt from these twisted people. Lord (Lord help us) Herman Ousely, ex-Chairman of The Commission for Racial Equality, believes three-year-olds should unlearn racist ideology acquired heaven knows where, and nursery staff should report any racial incidents they encounter to the relevant race department at the local council, even over such trivialities as a toddler saying “yuk“ when presented with a foreign dish, as outlined in a 366 page report entitled Young Children and Racial Justice.
In the event that four-year-old Simon Cholmondeley-Warner expresses an extreme racist reaction to curried goat, then Sharon Rasp, the barely-educated Early Years Knowledge Facilitation Officer, may well consider reporting him to the Council Thought Crime Department.
But hold on, won’t such a report, indeed the tenth one that day, send out the message that Sharon’s classroom is infested with rather Patrician junior racists — an odious situation that will reflect badly upon Sharon and her Diversity Awareness Outreach And Equality Team?
Silly Sharon. Her mind would be set at ease if she discarded her Teen Fanzine magazine and listened instead to the National Children’s Bureau, who thoughtfully broadcast the following message on the hour, every hour, from a conveniently sited TeleScreen.
“Some people think that if a large number of racist incidents are reported, this will reflect badly on the institution. In fact, the opposite is the case.”
I’ll bet. (The TeleScreen bit I made up, the rest is true.) The more cases of racial prejudice shown the more they can proclaim Britain a hot bed of toddler racists, thus enabling them to claim more money with which to recruit more Equality Officers who have strict orders to “cure us.”
These people are quite mad, of course. I sometimes wonder if there is some kind of dark sexual tension underpinning behaviour that is so incomprehensibly perverse, just as it was with the Nazis, or National Socialists, to give them their full title.
And the madness continues. Children are now taught race relations and multiculturalism in every subject they study, after advice from education adviser Sir Keith Ajegbo who stated:
“Teachers will be expected to make explicit references to cultural diversity in as many subjects as possible.”
In music and art, children learn Indian and Chinese songs and instruments along with West African anti-racist bongo drumming. In maths and science, key Muslim contributions such as algebra and the number zero are emphasised to counter Islamophobia, and in English, pupils study literature on the experiences of migration — such as Zadie Smith’s novel White Teeth, or Brick Lane, by Monica Ali.
Toddlers under the age of five would also learn about Human Rights, including their right to a glass of water or toy, whenever they wanted it, in addition to the gross inequalities between the First World and the “Developing Countries.”
Words associated with the Monarchy, Christianity or just Ye Olde Merrie England reminiscent of church bells on wet and windy Sunday mornings in villages across the land, the aroma of damp earth overpowered by the intoxicating fragrance of recently deluged roses, have been removed from school dictionaries.
Vineeta Gupta, the head of children’s dictionaries at Oxford University Press, said:
“We are limited by how big the dictionary can be — little hands must be able to handle it — but we produce 17 children’s dictionaries with different selections and numbers of words.
“When you look back at older versions of dictionaries, there were lots of examples of flowers for instance. That was because many children lived in semi-rural environments and saw the seasons. Nowadays, the environment has changed. We are also much more multicultural. People don’t go to Church as often as before. Our understanding of religion is within multiculturalism, which is why some words such as “Pentecost” or “Whitsun” would have been in 20 years ago but not now.”
It is no longer necessary to burn books in these multicultural times. One can achieve the same result simply by “disappearing” words within them. It is interesting to note how many words relating to Christianity have been disappeared. Here are just a few:
Abbey, aisle, altar, bishop, chapel, christen, disciple, minister, monastery, monk, nun, nunnery, parish, pew, psalm, pulpit, saint, sin, devil, vicar, carol, cracker, holly, ivy, mistletoe.
This is not really surprising. In 2004 a labour think tank released a report entitled “What is Religious Education For?” which recommended that children learn less about Jesus and the Ten Commandments and more about atheism:
“Pupils would be actively encouraged to question the religious beliefs they bring with them into the classroom”
But learning about atheism and questioning one’s heritage was confined only to Christianity:
“A heavy emphasis would be given to educating children about Islam.”
We have seen the result of this in my earlier article The BBC, Islam & Young Children which paints Christianity, indeed all indigenous Europeans, as a bunch of enslaving, sexist, racist murderers, whilst giving Islam a cute and cuddly clean bill of health. This happily complied-with instruction comes directly from the Department for Children, Schools and Families who have also decreed that the teaching of the Holocaust be dropped by some schools to avoid upsetting Muslim sensibilities, even though Holocaust denial is a criminal offence — as long as the offender is not a Muslim of course.
Such reverence for religion is unreciprocated toward non-Muslims, however, where indigenous schoolteachers are advised to wash their hands before touching the Koran with their filthy, infidel, ape-like digits, and indigenous school children are instructed to copy the Shahadah from within it, which states:
“There is no God but Allah, and Muhammad is his messenger.”
The Shahadah, clearly not coincidentally, is the first of the five pillars of Islam, and the only statement one needs to recite in order to convert to Islam. It is the most important sentence in the Islamic world and as it is the only part of the Koran teachers are advised to tell their pupils to copy, one has to question the allegiance of Britain’s current rulers.
This assault upon indigenous British schoolchildren is beyond my comprehension. As a result it is no surprise to discover that white working class boys bear the brunt of this warped and sinister experiment in the Cultural Cleansing of the British, and languish at the very bottom of educational league tables.
The socialists Baljeet Ghales, Herman Ouselys, Vineeta Guptas, Keith Ajegbos and Chris Mullards have done their jobs well. Their hatred of whites, Europeans, the English and capitalism has been succoured and encouraged by white Socialists of the same bent, who now control all of our institutions and government and such is their influence they can even get to those outside their state sector remit, leading to the following quote from a privately educated girl on a BBC Have Your Say page:
“A lot of people around me think that Britain is some amazing, rich, beautiful country. I think learning about the horrible things we have done help us to learn that our country isn’t as amazing as we make out.” — Jess. Year 10.
It is a shame that even privately educated children such as Jess appear not to have heard of Alexander Solzhenitsyn, who knew a thing or two about totalitarianism and whose following observation might give Jess and her Year 10 friends pause for thought:
“To destroy a people, you must first sever their roots.“
And that is exactly what is occurring in British schools today. This is not some collective suicide though. In an unprecedented act of the greatest evil ever perpetrated upon the British people, these racist Socialist bastards are murdering us, and it is with anguish, anger and despair that one watches the cultural cleansing of a great civilisation.
Compare and contrast the two photographs of Mr Honeyford and Professor Mullard, both of whom serve as a microcosm of what has happened to Great Britain. The good man looks completely and utterly beaten by what “Great” Britain has done to him. The evil and racist Professor Mullard looks extraordinarily happy, as indeed he should, having benefitted enormously from the treacherous ruling elites in his war against traditional Britain. Professor Mullard and the other Mullard manqués who control us have achieved their long march through the institutions. They have completed their revolution. They are the New Establishment. They are the State. They have won. Our only hope now is counterrevolution.
The final words should come from Mr Dennis O’Keefe. His critique of teacher training in Britain entitled The Wayward Elite should be required reading for anyone who doubts the extent to which Communist ideology has permeated mainstream education:
“What, after decades of anxiety, I still cannot reconcile myself to is the fact that anyone should want to do this to fellow citizens. Are those who say that every civilisation has its imminent nemesis correct? Is there a sinister doppelganger behind every great culture, counting off its numbered days? Sometimes one is almost aware of their mocking laughter somewhere just off-stage, scorning our achievements, cheering our enemies intent on spreading misanthropy and despair.”
“Our educational tragedy is part of the wider tragedy of Socialism which has betrayed so many hopes. The destruction of our education has been mediated by the same collectivist phenomenon which has ruined half the world’s economic life… Socialism is a wrong theory, its results as disastrous in education as elsewhere, indeed more so since education is the pursuit of truth and moral excellence and therefore the highest secular activity of the human race.”