Racial Realities For White Parents

In the news today is the story of Aaron Dugmore, a nine-year old White boy who was driven to suicide by the racist taunts of a gang of older Asian boys.

Aaron joined Erdington Hall Primary School in Birmingham last September after his family moved nearby and according to reports, his mother Kelly-Marie Dugmore, 30, and stepfather Paul Jones, 43, noticed a change in him from his first day.

Paul Jones said: “He became argumentative with his brothers and sisters, which wasn’t like him at all. Eventually he told us that he was being bullied by a group of Asian children at school and had to hide from them in the playground at lunchtime. He said one kid even said to him, ‘My dad says all the white people should be dead’.”

Aaron’s mother claimed: “He was even threatened with a plastic knife by one boy. When Aaron stuck up for himself, he said it’d be a real one next time.”

Staff at Erdington Hall Primary School, a school labelled unsatisfactory by Ofsted and where 75 per cent of pupils come from ethnic minority backgrounds, apparently did little or nothing to put a stop to the bullying. As Miss Dugmore testifies, “I went to see head Martin Collin a few times, but he only said, ‘You didn’t have to come to this school, you chose to come here’.”

Eventually, Aaron was found hanging in his bedroom, having taken his own life.

The most striking aspect of this tragic story is that almost every adult and everyone in authority would have acted differently if Aaron had been black or Asian and his tormentors had been White.

Firstly, Aaron’s parents should have realised that in sending their son to a school that is predominantly non-White, it was inevitable that Aaron would be victimised for being White. I do not write this with the intention of singling out Aaron’s parents for criticism, they like most White parents in this day and age have become conditioned into not thinking in racial terms. Black or Asian parents on the other hand have been conditioned to be ultra-vigilant in watching for signs of racial bullying so that any such occurrence can be nipped in the bud.

Secondly, the teaching staff at the school would have been actively watching for any signs of behaviour by White pupils that could be considered racist and they would have acted promptly to discourage such behaviour, confident in the knowledge that they would have the full weight of the educational establishment behind them in anything they did.

There are bullies in all schools irrespective of their racial composition, however due to the onus placed on schools under the National Curriculum and the Equalities Act 2010 to actively discourage all manifestations of White racial solidarity, and due to an instinctive appreciation of the principles Organised Minority Advantage even among ethnic minority children, in multiracial schools all gang bullying inevitably becomes black-on-White or Asian-on-White rather than the other way around.

Third, having discovered the racist gang bullying of their child, both parents and their local ethnic community leaders would have visited the school and demanded that something be done about it. There would have been no ‘asking’ of the head teacher and allowing themselves to be rebuffed, they would have demanded that something be done, or all hell would break loose!

Furthermore, there would have been gangs of older non-White youths waiting outside the school gates with weapons if necessary, ready to take revenge on any White children thought responsible for the bullying of their younger brethren.

Lastly, in the event that a non-White child had been bullied into committing suicide, the story would have received front page coverage and would have been reported prominently on all newspaper Internet websites.

As it is, Aaron’s story has only been published on two of our national newspaper websites, the Sun and the Daily Mail, and it has featured on their home pages as a minor story, ‘buried’ low down the page amongst the trivia, with minimal screen space allocated.

White parents must realise that multicultural and so-called ‘anti-racist’ policies implemented by schools under the National Curriculum and the auspices of the Equalities Act are even-handed in name only. In application, they are clearly designed to eliminate any manifestation of White racial solidarity, the kind of racial solidarity that naturally exists in all peoples.

In the study of history, whenever there is a racial aspect to any event, the actions of any White people involved acting in the interests of White racial solidarity are always portrayed as either manifestations of ignorance or plain evil. On the other hand, the actions of any non-Whites promoting racial solidarity among their people are invariably portrayed as reasonable, good and just.

The two clearest examples of this involve the issue of slavery and the ‘Holocaust’.

Despite a mass of evidence showing that throughout history many thousands of White people have been captured and sold into slavery by Barbary pirates, Arab slavers and others, and despite a mass of evidence showing that during the colonial period many thousands of poor Whites were sold into indentured slavery to slave owners in the Caribbean and the Southern United States, this is never mentioned under the National Curriculum.

The role of African tribes in capturing and enslaving people from neighbouring tribes before selling them to European slave traders is downplayed and similarly the existence of Black plantation owners who bought and kept slaves is also hardly mentioned if at all.

Slavery is always portrayed as something that ‘evil’ White people did to poor innocent non-Whites, never the other way around.

Similarly, the Holocaust is always portrayed as a phenomenon in which ‘evil’ White people committed completely irrational and unjustified acts of genocide against poor innocent ethnic minority groups – primarily Jews. No attempt is made to set the events of the Holocaust in their historical perspective or to acknowledge the possibility that there might have been even the slightest justification for anything the Nazis did.

Most importantly, the ‘Holocaust’ is used as a means of mentally conditioning White children to believe that any thoughts of White racial solidarity are both irrational and evil and therefore, when White children experience bullying from non-White gangs, instead of standing together to confront the bullies as a group, they abandon each other and are left to stand against the bullies as lone and therefore very vulnerable individuals.

The solution to this problem in the long-term is to support us at Western Spring in building our Movement of National Salvation, email: [email protected]

In the short-term, White parents must adopt the tactics employed by immigrant groups. We must form local community groups that campaign exclusively in the interests of our people, promoting White racial consciousness and White racial solidarity.

White parents need to act as a group in order to get racially aware parents onto the boards of governors of their children’s schools and to pressure the teaching staff into adopting teaching methods that protect the interests of White children and which do not offend or undermine our children’s sense of racial pride or racial solidarity.

Lastly, if there are not enough White children and parents in your neighbourhood to exercise any influence by acting as a group, then your first priority in life must be to get your children and your family moved to an area where there is.

By Max Musson © 2013

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