Worse in the sense that the "dumbing down" of academic standards has gathered momentum, and affected the universities, as well as secondary education. Worse in the sense that codes of acceptable conduct have also been devalued and worse in the sense that unlawful and frequently fatal violence has become an everyday phenomenon on the streets of London and our other large cities. So much is this the case that such crimes are often no longer even reported in the national press, unless there is some way in which they may be "spun" in order to appear more newsworthy.
All of this is the direct result of the unceasing mass immigration of ethnic aliens into our country since 1948, as well as of the abolition of capital punishment in the mid-1960s. The good news is that it is all reversible, provided there is the political will to do it. It is the sacred mission of our party, the British National Party, to harness, to articulate, to express that political will through all necessary and lawful means.
Richard's excellent article now follows.
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| Richard Edmonds: a safe pair of hands |
Anarchy at Tulse Hill
By Richard Edmonds
FOR the last year I have been a teacher at Tulse Hill Comprehensive. This school in South London has made newspaper headlines several times in recent years with reports of violence and race tension. For all this special press attention, I have been informed by other experienced teachers that Tulse Hill is typical of many schools in the Inner London area. At Tulse Hill more than half the pupils are immigrant, and the proportion amongst the younger children is even higher; and this school is typical.
When I entered the school there was much that angered me. "Black is Power" and other such slogans were written large on the walls and corridors, and were allowed to remain. There were also posters supporting Revolution and Black Power. Last summer the Communists organized a march through London in support of FRELIMO - the African terrorist organization fighting the Portugese. This march was advertised in the school by posters that depicted a grinning Negro armed with a machine gun and a necklace of hand grenades. I was appalled that the Communists could so openly present such horrific propaganda in schools. Was the intention that the immigrant children should identify with this display of armed Black Power, and that the British children should be subdued by it?
Between the children there is for the most part a natural segregation. The white children keep to themselves, and similarly the children of the different coloured nations and races at the school group together. All their belongings, coats and books the children must carry with them, for otherwise they will be stolen. The pupils' desks are all empty, the doors are locked, some double-locked, because everything not guarded is stolen. For all such offences the punishments are minimal. There is no corporal punishment, no short sharp pain that sets a limit to the unacceptable. There can be no formal school detention because the boys will not attend.
It would be incorrect to form the impression that every class is a riot of noise and indiscipline. There are some good teachers at Tulse Hill, and it is the efforts of these men which prevent a total collapse of teaching standards and authority. However, the older teachers approach retirement and the younger teachers are finding the conditions intolerable. To replace the teachers the Education Authority recruits Asians, or hippies, who drift in wearing jeans and the like.
LEFTIST INFLUENCE STRONG
The members of the teaching profession are represented by several different unions. The Communist and extreme left influence is strong in the union with the most members, the National Union of Teachers. The smaller, conservative-minded unions attract the more moderate British teachers. The take-over of the NUT by extreme leftists is made easier by the membership, which includes most of the foreign and Asian teachers together with the white revolutionaries. The chairman of Tulse Hill NUT is an International Socialist; the secretary is a member of the Workers' Revolutionary Party. At some branch meetings of Tulse Hill NUT more than half those voting are non-British - hands raised representing the coloured Commonwealth, continental Europe and hippy revolution. Whether such people understand or care for our traditions or not, because the NUT has the most members their opinion is taken by the authorities as decisive: if they call for a strike, the school is shut down.
The leftists are very active in the school. They sell their newspapers; they openly recruit pupils. I myself had not been long at the school when, in the staff-room, a leftist approached me and suggested I should join his extremist grouping. He was dumbfounded and fled from the room when I told him I was National Front.
The posters and slogans then disappeared from the walls. These people recognize real opposition and they have become much more circumspect since my declaration.
In this bedlam, there are pupils who, with the efforts of dedicated teachers, do well and are a credit to themselves and the character and determination they evidently possess. But for many the level of achievement is abysmally low. A fifth-year pupil in a class I started taking asked me: "What is six times six, Sir?" with no shame at his own ignorance; this was clearly the usually accepted standard. This young man, aged fifteen, having spent the last ten years at school, would within a few months be leaving. What chances has he of obtaining proper employment, and what are the chances of the survival of British industry with such school-leavers as recruits? For this boy was not unintelligent, not Educationally Subnormal, indeed in many respects quite average. Last year two-thirds of the boys at Tulse Hill failed to pass the Certificate of School Education in Maths.
PASSING PHASE
The problems of the school and its environment are explained by the apologists of the system as a passing phase, the teething troubles of the harmony of the Multi-Racial, Multi-Cultural society to come. These advocates of the status quo leading to the Multi-Racial Britain, are pleased to describe themselves as moderates, middle-of-the-road, "between extreme Left and Right", as they sometimes put it. Yet how many of them leave, unable to cope with the problems they have themselves created, unable to face the faces of those in their charge, "unable to communicate"?
Recently the Home Secretary, Labour politician Roy Jenkins, visited the school as part of his Brixton fact-finding tour. Jenkins stated "that much of the racial trouble in Brixton stemmed from Black people's lack of privilege." This patronage by white liberals is resented and rejected by the blacks, as they made clear to him. The South London Advertiser remarked: "At Tulse Hill School, scene of much racial trouble in recent years, Mr Jenkins met with a hostile reception from pupils, half of whom are coloured. They hung out of the windows in the eight storey building, and spat down towards his car and threw papers and chalk."
Jenkins never left his car during his three hour conducted tour of Brixton, except to hurry into buildings like Tulse Hill School. After this experience, he stated that he had no ready solutions to the problems, and called for an effort of toleration between the races. Jenkins bears a personal responsibility for the present situation, which is directly the result of policies he has advanced and, as Home Secretary, made into law. Now bankrupt, offering no solutions, it is clear that he neither wants to know, nor cares.
WHITE WOMEN CLEAN UP
Immigration is sometimes justified by the claim that the coloureds do the dirty work. I do not accept this. The women cleaners at Tulse Hill are all white and they are required to do some very dirty work. To be cleaned up is the spit on the floors, spit everywhere, and in the dark corridors - dark because the light bulbs are broken - the stink of urine. After school as the women clean, one often sees sauntering past them Negro pupils dressed in the height of their fashion; like young lords, they do no work.
West Indian youth in particular is being encouraged to have no respect for us, nor, I believe, for themselves. The liberalism that demands and grants them special privileges, promotes a self-regard that is cancerous to their true interests. In school the educated Englishman remonstrating with the immigrant child receives the insolent reply "You don't like?" Outside of school there is the unwillingness to work and the mugging attacks. West Indian parents must be very worried about what is happening to their children, yet one waits for a member of the immigrant community to publicly express this concern. Perhaps the cue is taken from the Establishment, whose silence on all these problems is total.
What one never hears is the sense of duty these young people should have. If immigrant youngsters were encouraged to work for themselves, to work for their people, to concern themselves with their own people, their problem of alienation, of futility, might be solved by the security of possessing a national and racial identity. Then there would be boys and youths working with a purpose, clear in the understanding that their destiny is to help their own people to build up their own countries.
In this multi-racial school there are yet many British children from the homes of the decent working class families of the neighbourhood. Many of these children do well, and are a credit to themselves and their parents. But others give up, become apathetic or obstructive and sink into a slough of despondency. They feel themselves the children of a dying community, heirs to nothing but the second and last place, with little pride, no hope, and nobody caring or being responsible.
LABOUR LEADER'S HYPOCRISY
Ashley Bramal, the leader of the Inner London Education Authority and Labour GLC councillor for Bethnal Green, is the man ultimately responsible. Ashley Bramal's son attends no state-run comprehensive but a private fee-paying school. It is Ashley Bramal, his minions and highly-placed supporters who are responsible. We know the type: the lefty-liberals, the do-gooders who decide the conditions we live in, who decide the conditions under which our children are schooled. These people must know the conditions in the schools, yet they use their authority not to remedy them but to exacerbate them by promoting more "Self-Expression", less discipline, more anarchy. One must conclude that the lefty-liberal Establishment wants the breakdown of our education system. It wishes to deny our children an education. The Establishment wants a generation, a people unable to question or oppose. And this is what we must do: we must oppose. The Ashley Bramals and the Roy Jenkins must be removed from public office.
For its part the immigrant community must insist that its youth appreciate the opportunities for education and self-improvement being offered, so that they may fulfil their duty to their own people and by serious and purposeful demeanour accord respect to the people of this land.
The British pupils have the right to the education which will prepare them for the work and responsibilities of their future. This education must be free from Communist subversion, so that teachers and pupils may then take pride in what they are achieving. And so that we may see our children secure in their well-being and future, we must strive and believe and fight.
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