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" "To be loyal is, for the Unionist, to accept the will of Parliament as expressed in the law of the land, which is made by the Crown in Parliament... What, however, no person who calls himself a Unionist can do without self-contradiction, is to place limits or conditions upon his obedience to the Crown in Parliament. He cannot say: "If Parliament makes laws I do not like, I will not obey them". He cannot say: "Unless Parliament amends the present laws in the way I want, I will go off and declare myself independent".
John Enoch Powell (16 June 1912 – 8 February 1998) was a British politician, classical scholar, author, linguist, soldier, philologist, and poet. He served as a Conservative Member of Parliament (1950–1974), then Ulster Unionist Party (UUP) MP (1974–1987), and was Minister of Health (1960–1963).
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Society is much more than a collection of individuals acting together, even through the complex and subtle mechanisms of the free economy, for material advantage. It has an existence of its own; it thinks and feels; it looks inwards, as a community to its own members; it looks outwards as a nation, into a world populated by other societies, like or unlike itself. The Tory Party, with its deep sense of history, has always concerned itself especially with these two aspects of society, and I believe that the British people would instinctively and rightly reject a philosophy which offered them just an economic machine, however efficient and successful.
We must judge ourselves, but we may not judge others, even though I find it difficult to understand how those who argued, as we did in the last Parliament, against something essentially indistinguishable from this Bill, who denounced it in principle and who forswore anything of the sort when they presented themselves to the electorate, can support it now. Still, we must all answer ourselves. Therefore, I answer the question now, as I shall in the Lobby tonight, by saying that for myself I can not.
The people who founded the Working Men's College understood all this very well. The working men for whom this institution was created had a thirst for education in a way we can scarcely imagine today. It was not to pass examinations and qualify for better wages nor to raise themselves into a higher social class—though these are respectable ambitions and no doubt many of those early students felt them—but to get at knowledge for its own sake because without it their existence would be less worth to them, that the working classes demanded education and got it. This was part of the good life, and they were not to be denied it. To read and write, to borrow books and debate, to study the sciences and learn a foreign tongue—all these were so many steps not of economic advancement but of human dignity.