Thirty Years On

It is now exactly thirty years to the day since Margaret Thatcher became the first female British Prime Minister after her Conservative Party swept to victory in the UK General Election of 1979.

During the past few days there has been much discussion of her legacy in the media and on the internet, with Boris Johnson in the Telegraph, the Conservative History website, and even the BBC getting in on the act.

However, with all the fawning praise and, conversely, criticism from the Left, very little in the way of analysis has been given to Thatcher’s Governments from a conservative perspective. How about the traditionally conservative argument that Thatcher’s governments did nothing to stop the social and cultural revolution that has been taking place in this country since the late 1950s?

Firstly, we have to establish the solid fact that Mrs Thatcher was certainly not a conservative – she was a liberal. Her free market ideology was influenced by the economist Milton Friedman and the author Friedrich Hayek, both of whom described themselves as liberals and explicitly said they were not conservatives.

Furthermore, conservatism has not traditionally supported the ideas of any particular type of economic system, free market or not. Traditional conservatism has sought to maintain social stability through maintenance and gradual progression, rather than rapid transition, of the current social order.

The market system which Thatcher imposed upon Britain radically altered our society in a very short period of time – some of the effects of which we are only just beginning to feel now. It was an economic revolution rather than a slow and gradual process.

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A Matter Of Faith

The Telegraph reports on the Government’s latest attack today on independent faith schools by the creepily titled Secretary of State for Children, Schools and Families, Ed Balls.

Since the 1960s, when Labour’s Roy Jenkins and Tony Crosland first decided on the importance of controlling society through culture rather than just the economy, the political Left have ideologically pursued a comprehensive state education system whose aim has been ‘equality’ rather than to give children a good and rigorous education.

It should also be said that much of the Left have not actually changed their views or indeed their end goals in any conceivable way. What they have done is simply changed the way in which they have gone about achieving those goals, through culture and social engineering rather than economic means.

What is more, unsurprisingly for a party (the Conservatives) who tend to measure their success in office by how many years they have occupied 10 Downing Street, rather than what they have actually achieved in that time, then they have been completely outmanoeuvred by this fundamental shift in attention by the Left.

In fact, in an effort to remain in office, rather than in power, the Conservatives have consistently accepted and adopted the Left’s proposals on education – especially regarding comprehensive schooling and the reintroduction of academic selection – along with many other issues, as can now be seen once again under the leadership of David Cameron.

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The Educational Social Experiment

The BBC reported a little while back that, according to an annual report from Ofsted, ‘the social divide in schools in England shows little sign of closing’.

You may have thought that our educational system was meant to be a place for actually educating children; instilling in them fact and intellectual rigour rather than a method of profound and radical social engineering.

Well, if you thought that modern schooling was about learning and teaching then sadly you’re mistaken. Successive British Governments have slowly shaped the educational establishment around the equality agenda and the desire to force everyone down one set path.

In real terms this has meant the gradual decline of standards over the past few decades. This has been exemplified by changes in the examination system, with exams having been purposefully made easier to such an extent that seemingly nobody can actually fail one. Furthermore, through the destruction of Grammar schools and the selective system, the brightest and best children have been thoroughly failed by being held back to further the creation of a more ‘equal’ generation of children.

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