BLAIR’S LEGACY a DECADE of TEACHERS and SCHOOL LEAVERS with NO KNOWLEDGE of BRITISH CONSTITUTION - IDENTITY and VALUES.

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LESSONS in being GOOD CITIZENS?

NO! –Propaganda that undermines

 [ENGLISH]

British Values.

By

Melanie Phillips

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Daily Mail

Friday, September 29, 2006.

THE REPORT card handed out by Ofsted this week to those who teach citizenship in our schools makes devastating reading –

 But in ways that are far deeper and even more alarming than might at first appear.

Citizen lessons say the school inspectors, are unsatisfactory in a quarter of schools, with only a minority of lesson scoring better than adequate.

This they say, is often because the teachers themselves don’t have a clue about the topics they are supposed to be teaching under the umbrella of ‘Citizenship’, nor indeed, what these lessons are supposed to achieve in the first place.

The result is a lot of dull or irrelevant classes, whose standards are sometimes so execrable it makes you want to weep. One lesson on the principles of decision-making in society for example, drifted into a discussion of the bodily needs of people stranded on a desert island.

Dismal indeed. Some people, though, might think this isn’t worth getting worked up about. Citizenship hardly seems as important a subject as maths, English or Science. And others think all that’s needed is better training.

Such complacency would be misguided. For the whole citizenship saga encapsulated in microcosm the calamity that has befallen education as and serves as a parable of this country’s loss of national nerve.

Years ago, we weren’t taught anything called ‘citizenship’.  It was in civics,

or in history or geography lessons, that we learned about the:

INSTITUTIONS of CENTRAL and LOCAL GOVERNMENT

 and how they worked about

ELECTIONS

VOTING

LAW and JUSTICE.

Imperialist

That was when education was understood to be all about transmitting the country’s

NATIONAL STORY

–   to successive generations, in order to pass on an understanding  of BRITISH [ENGLISH] IDENTITY

–   and instil a

–   COMMON FEELING of BELONGING.

Citizenship arose from the knowledge and consequent

LOVE of the NATION

 to which you belonged.

Above all, it was based upon a sense of obligation to

YOUR COUNTRY.

To be LOYAL to it – to subscribe to its VALUES and, if necessary

DIE in its DEFENCE.

IT WAS A BOND OF SHARED DUTY WHICH BOUND US TOGETHER AS A NATION.

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[For an example of the above we recommend you search for a copy of Professor J.M.D.MEIKLEJOHN, M.A.

The

ENGLISH

LANGUAGE

GRAMMER, HISTORY,
LITERATURE

(1898)

A few minutes looking through its pages will change many children’s present conception of what it meant to be BRITISH in a then UNITED KINGDOM though in general usage was always the word barely now spoken for many decades

ENGLAND

To continue:

For more than three decades, however, all has been thrown up in the air. The idea that the schools should perpetuate a

NATIONAL IDENTITY

–   based on a 1,000 years of history was decried as imperialist and zenophobic, and transmitting national values was held to be akin to brainwashing children into a racist cult.

The RESULT was that generations of children were no longer taught the

POLITICAL HISTORY OF [ENGLAND] BRITAIN

ITS

INSTITUTIONS and VALUES.

Instead, they were served up a multicultural mish-mash and a make-it-up-as-you-go-along, irresponsible free-for-all in values.

This not only left children ignorant, but contributed to a dangerous fragmentation and even alienation as generations grew up not understanding the NATION to which they were supposed to BELONG.

Without such a sense of attachment, there can be no civic obligations or meaningful

SENSE of NATIONHOOD.

The Government eventually became so alarmed about all this that it started to talk up

CITIZENSHIP

-       as a kind of talisman against social fragmentation and extremism.

But instead of addressing MULTICULTURALISM and all other dotty shibboleths which had so badly undermined both

EDUCATION and NATIONAL IDENTITY

-       it came up instead with citizenship education under the tutelage of the former politics don Lord Crick

-        [And as a result it is all up the proverbial creek as to be expected in Blairland]

This was, to put it mildly, an own goal for our beleaguered culture. For Lord Crick promptly turned the concept of citizenship inside out.

Instead of revitalising the core values of this country and restoring a sense of obligation to it., he inserted into the curriculum under the camouflage of citizenship education soggy Left-wing propaganda about

MULTICULTURALISM

HUMAN RIGHTS

GLOBALISATION

-and other fashionable concepts which have systematically

ERODED BRITISH  [ENGLISH] VALUES

Far from being taught about THEIR obligations to BRITAIN , pupils were encouraged to develop ‘their own ground rules’.

Instead  of being taught :  ‘What can I do for my country?’   children were now taught to ask ‘What can my country do for me?’

Even worse, Lord Crick’s version of citizenship amounted to encouraging children to pursue a kind of permanent rolling revolution.  As he has said in comments quoted in the Osted report, pupils must be taught to be ‘active citizens, able to change thing’.

As a result, although the first obligation of citizenship is surely the duty to obey the law, citizenship education embodies a horror of what it calls ‘compliance’, which it seems to regard as a kind of slavery. Yet complying with the law is the very basis of citizen’s compact with the state.

Indeed , Lord Crick openly boasts that his approach breaks with the previous emphasise on the importance of ‘the rule of law’. In the Ofsted report he is quoted as saying:

‘But being taught to respect the law without learning how bad laws can be changed and better one’s promoted tends to create apathetic subjects rather than active citizens.’

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[This is a typical quote from a Blairite who with his fellow destroyers has since 1997 put 3000 new laws on the statute book many of which will in time need major amendments or even repealed or shelved and great damage to the public trust in the law and the only beneficiaries will as usual be the lawyers .  And our famous lexicographer and author Samuel Johnson was of the opinion that:

‘To embarrass justice by a multiplicity of laws, or to hazard it by confidence in judges are the opposite rocks on which all civil institutions have been wrecked, and between which legislative wisdom has never yet found an open passage

And a warning to those who spend their nights laboriously creating new laws to burden us with we turn to a great 18^th century parliamentarian

 Edmund Burke

‘In effect, to follow, not to force, the public inclination, to give a direction, a form, a technical dress, a specific sanction, to the general sense of the community, is the true end of legislation.’

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To conclude our quotations we cross our English channel to three accomplished  Frenchmen one a poet  -one a  philosopher and the other a statesman:

‘We should never create by law what can be accomplished by morality’

Montesquieu.

A multitude of laws of laws in a country is like a great number of physicians, a sign of weakness and malady.

Voltaire.

Laws are always unstable unless they are founded on the manners of a nation: and manners are the only durable and resisting  power in a people .-

De Tocqueville.

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To continue:

[In answer to the dangerous and unstable supposition of

Up-the Creek! –Lord Crick]

BUT this active citizenship is a formula for permanent antagonism to authority and to the state. It derives from the notion that the country has to be remade, that its identity and constitutional settlement and frame work of values have all failed.

Instead of binding society together, it threatens finally to fragment it.  Far from creating a shared sense of belonging, it threatens to set people at each other’s throats as they compete to demand their ‘ rights’ or recreate society in their own image.

Ofsted itself is no better. For behind its strictures about the state of citizenship education lies its belief that it should be taught better in order to challenge society better. In other words, far from providing a remedy for degraded teaching and education values, the education inspectorate is itself signed up to them.

Intelligence

This is because what has never been acknowledged, let alone addressed , is that our woeful educational standards derive from nothing less than a wholesale collapse of the idea of education itself as a transmission

Of knowledge and values. And that’s because of the systematic attack  on BRITAIN’S [ENGLANDS] NATIONAL IDENTITY.

-the very basis of CITIZENSHIP.

It is hardly surprising that teachers don’t know enough to teach the rudiments of PROPER CITIZENSHIP when they themselves are the product of an education system that has totally lost its way. This has led to generations of school leavers becoming teachers who know so little they descend to activities which are an insult to the intelligence.

For example, under the rubric of citizenship education, children are being invited to practise  solving global conflicts before they are taught what the

‘RULE of LAW ‘

means in

BRITAIN

[ENGLAND]

Since many teachers  themselves have not even taught the basics of the

[ENGLISH] BRITISH CONSTITUTION

-let alone have any experience of tackling the most intractable problems on the planet, is it surprising that this fatuous exercise promptly descends to the maudlin mush of discussions on friendships and relationships?

British citizenship is in difficulty because Britain has torn up its cultural and educational maps. Until that is put right, citizen education will continue to be part of the problem and not the solution to our

NATIONAL MALAISE.

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EDUCATION

First, we shall want the pupil to understand, speak, read, and write his mother tongue well.-

H.G Wells. (1866- 1946) Eng .novelist and historian – (1984 and Animal farm…)

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‘Character development is the great, if not the sole, aim of education.’

O.Shea. [1864-?] American educate.

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‘Educate your children to self-control, to the habit of holding passion and prejudice and evil tendencies subject to an upright and reasoning will. And you have done much to abolish misery from their future lives and crimes from society.’

‘Knowledge does not comprise all which is contained in the large term of education.  The feelings are to be disciplined the passions are to be restrained; true and worthy motives are to be inspired; a profound religious feeling is to be instilled, and pure morality inculcated under all circumstances. All this is comprised in education.’

Daniel Webster   (1782-1852) American orator and statesman.

(Liberty and Union)

‘It is on the sound education of the people that the security and destiny of every nation chiefly rest.-

Kossuth (1802-94) Hungarian patriot.

‘Education commences at the mother’s knee, and every word spoken in the hearing of little children tend toward the formation of character.- Let parents always bear this mind.-

H.Ballou. (1771-1852) American clergy.

‘He that has found a way to keep a child’s spirit easy, active, and free, and yet at the same time to restrain him from many things he has a mind to, and to draw him to things that are uneasy to him, has in my opinion got the true secret of education.’

John Locke (1632-1704) English philosopher

    [It is no coincidence that the neglecting of the child to pursue employment during the early years has resulted in much depression and we are now told that mental health of the nation had deteriorated with 1 in 4 people needing some help and we are also told that our lifestyle has increased the incidence of cancer –top of the list for deaths. Our jails are full and tens of thousands of offenders are told there is no room for them in prison and they must wait their turn while the victims are told not to worry the police will deal with their fears when they have finished their politically correct duties and that please no request to go up ladders or climb a roof or walk the narrow streets of a village or anything else against

Health and Safety regulations

which.are taking the enjoyment out of life in the community whether it be in the schools –in ancient festive events or the Women Institutes cakes or a trip into the countryside or wherever.  The only real beneficiaries are the lawyers who under their Lawyer- in- Chief have seen their earnings grow while the kill-joys destroy centuries of tradition and amusement in the community.

We are destroying the country around us with our insatiable desire for possessions and our health and our sanity have suffered as a consequence.  We need more space around us to breath and play and walk and less people in the most crowded country in the world. And to top it all it is now said that we are one of the unhappy people in the world – have you noticed in your lane-

Street or road the change in your neighbourhood with buildings mushrooming out the light around you so that there are more people paying into the Exchequer?]

WHY DO WE LET THEM GET AWAY WITH IT?

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‘Five great enemies to peace inhabit with us: is., avarice, ambition, envy, anger, and pride.  If those enemies were to be banished, we should infallibly enjoy perpetual peace.’

Petrarch (1304-74) Italian poet and writer.

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Britain and Britishness

[Britain and Britishness is FINISHED destroyed by Tony Blair and his Scottish Cabal and English traitors.  Within a few years Scotland will be INDEPENDENT and when that happens Wales will follow.  The English have been ignored and side-tracted from Devolution and until their JUST RIGHTS have been answered there is no hope of a GREATER BRITAIN

-for which the EDP has fought with others to achieve with the hope in the future of the emergence of a Family of INDEPENDENT Nations of the Island People led on equal terms by

A FREE

ENGLAND.

With the world at large her markets and not within a despotic corrupt police state called the

UNITED STATES OF EUROPE

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[Font altered-bolding &underlining used-comments in brackets]

SEPTEMBER /06

8

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Let the people speak!

www.makeitanissue.org.uk

www.noliberties.com

[Latest Addition - June07]

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www.eutruth.org.uk

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www.thewestminsternews.co.uk

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www.speakout.co.uk

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Daniel Hannan - Forming an OPPOSITION to the EU

www.telegraph.co.uk.blogs

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GORDON BROWN WANTS TRUST-BUT WHY WON'T HE TRUST YOU?

HELL ON EARTH IN IRAQ

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67% want powers back from EU-ICM poll-June 21-2007-95% of British people want a REFERENDUM

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PETITION

FOR A

REFERENDUM

SIGN TODAY ON LINE

telegraph.co.uk/eureferendum

*  July 18-2007

VOTE

 -2007

TO LEAVE THE EUROPEAN UNION

WITH THE ONLY PARTY WITH A MANDATE

TO SET YOU

 FREE

THE

UK INDEPENDENCE PARTY

www.ukip.org

THE QUESTION THAT THE VOTER MUST ANSWER

‘DO YOU WISH TO BE GOVERNED BY YOUR OWN PEOPLE, LAW AND CUSTOM OR BY THE CORRUPT ,EXPENSIVE UNACCOUNTABLE AND CORRUPT ALIEN BUSYBODY BRUSSELS’

-SIMPLE IS IT NOT?

TO RECLAIM YOUR DEMOCRACY DON'T VOTE FOR THE TRIPARTITE PARTIES IN WESTMINSTER

BUT

SMALL PARTIES THAT SPEAK THEIR MINDS WITHOUT SPIN AND LIES.

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ONLY

PRO-PORTIONAL REPRESENTATION

WILL BRING DEMOCRACY BACK TO THE ENGLISH PEOPLE

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SCOTLAND -ITS PARLIAMENT -WALES-ITS ASSEMBLY-ENGLAND-STILL AWAITS ITS PARLIAMENT-WHY?

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Home Rule for Scotland

WHY NOT

HOME RULE for ENGLAND

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