Tag Archives: Mahatma Gandhi

Crime In History- The Only Assassination Of A British Prime Minister

Political Assassinations: Behind the Killing of British PM Spencer Perceval

Artist’s impression of the assassination of British Prime Minister Spencer Perceval by bankrupt businessman John Bellingham on May 11, 1812. (Public Domain)

One of the greatest difficulties in maintaining a stable democracy is keeping one’s political leaders from being murdered.

In the more excitable Latin American and Caribbean nations, presidents and would-be reformers are killed with depressing regularity, the most recent being the Haitian president Jovenel Moïse cut down in his own home in 2021. Four Lebanese prime ministers died from 1982 to 2005, three of those the victim of car bombs.

In Asia, attacks on politicians are a fine old tradition. In India, Mahatma Gandhi was assassinated in 1948, Indira Gandhi was murdered by her bodyguards in 1984, and her son Rajiv was killed by a suicide bomber in 1989. The president of Bangladesh was killed by army officers in 1981, while Pakistan lost two prime ministers: Liaquat Ali Khan who was shot to death in 1951 and Benazir Bhutto who was killed in a massive explosion in 2007.

The English-speaking world has a mixed record when it comes to political assassinations.

Generally speaking, the Anglosphere is slower on the assassination trigger but even so, there are distinctions to be made. American politicians have a high mortality rate: presidents Lincoln, Garfield, McKinley, and Kennedy; governors Huey Long, Charles Bent, William Goebel, and Frank Steunenburg; and a host of judges, congressmen, and state officials.

Only two politicians have bit the dust in Canada. Thomas D’Arcy McGee, one of the Fathers of Confederation, was gunned down in 1868, and Quebec cabinet minister Pierre Laporte was murdered during the October Crisis in 1970. Australia also records only two victims (both low-ranking members of legislatures), and New Zealand has no assassinated rulers on its watch. Clearly the difference is the presidential system—if you have a constitutional monarchy with an elected prime minister, you are pretty safe.

With one exception.

In 1812, the British Prime Minister was Spencer Perceval, a fierce proponent of the battle against Napoleonic France and an opponent of the slave trade. His harsh measures to finance the war had made him very unpopular in the country. On the evening of May 11, as he was entering the lobby of the House of Commons, a man stepped forward and fired a pistol at him, wounding him mortally. He was carried into the Speaker’s office where he soon died.

Perceval’s assassin was John Bellingham, an unsuccessful English businessman who had been imprisoned in Russia over a disputed debt and who for years had sought recompense from the authorities there. Back in England, when numerous British officials, members of the royal family, and politicians failed to answer his calls for support, he conceived a grudge against the prime minister. He bought two .50 caliber pistols and lay in wait for his victim. After the killing, he expressed no remorse, saying that he felt justified for his actions. Crowds in the street hailed the murderer as a friend of the people, but the government feared a conspiracy, called out troops to patrol the city, an ordered an immediate trial.

Bellingham’s only hope for acquittal lay in a plea of insanity—and indeed, his father had been declared mad—but his calm demeanour worked against him and he was allowed no time to summon witnesses who might have testified about a history of mental derangement. He made this statement to the jury:

“Recollect, Gentlemen, what was my situation. Recollect that my family was ruined and myself destroyed, merely because it was Mr. Perceval’s pleasure that justice should not be granted; …. I demand only my right, and not a favour; I demand what is the birthright and privilege of every Englishman.

“Gentlemen, when a minister sets himself above the laws, as Mr Perceval did, he does it as his own personal risk. If this were not so, the mere will of the minister would become the law, and what would then become of your liberties?

“I trust that this serious lesson will operate as a warning to all future ministers, and that they will henceforth do the thing that is right, for if the upper ranks of society are permitted to act wrong with impunity, the inferior ramifications will soon become wholly corrupted.

“Gentlemen, my life is in your hands, I rely confidently in your justice.”

Bellingham’s confidence was sadly misplaced. After a trial that had lasted a mere eight hours and after a scant 15-minute deliberation, the jury found him guilty. The death sentence was pronounced and he was hanged a few days later on May 18, leaving behind a wife and a baby. As was customary with the bodies of executed murderers, Bellingham’s corpse was sent to a hospital to be dissected by medical students.

Thankfully, Perceval is the only British prime minister ever to have been assassinated.

For the Silo, Gerry Bowler. Canadian historian and a senior fellow of the Frontier Centre for Public Policy.

United Nations Sustainable Development Goals Are Shared Vision Of Humanity

A few years ago, in September 2015, 193 countries signed up to support the UN’s 17 sustainable development goals for our planet and the people that live on it. The all-encompassing plan included promises to end poverty, feed everyone, create stability and peace, provide quality education and protect the future of our world. Every man, woman and child on the planet were invited to play their part to turn 17 goals into action and the promises into reality.

Goal 4 promised to achieve inclusive and equitable quality education for all. “OECD countries have generally been successful in guaranteeing adequate infrastructure and near-universal access to basic education,” says Andreas Schleicher, Director for Education and Skills at the OECD. But he notes that participation in education is not enough “to ensure the knowledge, competence, skills and attitudes that are necessary to increase individuals’ well-being and the prosperity of modern societies.” He adds that the OECD’s programs have a key role to play “in the achievement of – and measuring progress towards – SDG 4 and its targets, as well as other education-related SDG targets.”

Richard Branson Save Our Oceans

“Just because poverty or pollution or climate change happen in another country far away, that does not mean that we are not part of the cause of these problems and their necessary solution.” — Thomas Gass
Since September 2015, education leaders and other influencers around the world have encouraged schools to promote all the goals. We’ve talked to teachers that acknowledge there’s nothing like real world challenges and case studies which allow students to apply the knowledge skills and dispositions they will need to succeed in an interconnected world.

How are we all doing so far? What have leaders learned from the implementation journey, and as a new school year begins, how can we build on those lessons to improve our efforts to achieve our planet’s plan moving forward?

Thomas Gass was appointed by the UN Secretary-General as Assistant Secretary-General for Policy Coordination and Inter-Agency Affairs in UN DESA and he took office on 3 September 2013. The Global Search for Education welcomes Thomas Gass.

Educators Have Sustainability Role

“Educators have an essential role in making sure the SDGs become a real social contract with the people.” — Thomas Gass

Thomas, please share one or two of the most important lessons you have personally learned spearheading the SDG’s implementation process thus far? It’s simple: The SDG’s are not a run-off-the-mill development strategy for big international organisations to fix the problems in the South… The SDGs are a shared vision of humanity – they are the missing (vision) piece of our globalization puzzle! This means that they can only be implemented if everyone is involved: Governments of course, but also municipalities, private companies, schools and universities, local organisations and individuals – everyone. Now, that can only happen if the people know about them… So mobilization and advocacy are crucial. The SDGs must become a new social contract between leaders and the people.

Leaders agreed that we must change the way we deal with the weakest among us, i.e. that we take the greatest care of those who are weak. What more would you ask of the leaders of rich and poor countries in terms of being good role models for this important part of the vision?

The promise to leave no one behind is the most difficult commitment of this new social contract. It requires that we all seek to understand who the most vulnerable people are and what risks they face, and then systematically empower these people and build their resilience. Political as well as economic leaders need to understand that sustainability has been redefined: If a significant economic or social group is left behind, our development is not sustainable. By the same token, we are fooling ourselves if we think that any single country or private company can be “sustainable” by itself. The SDGs demand that we are honest with ourselves about our ecological and social footprint! Just because poverty or pollution or climate change happen in another country far away, that does not mean that we are not part of the cause of these problems and their necessary solution.

United Nations Global Goals

“Know your #SDGs/#GlobalGoals and hold adults and leaders accountable for them, push back if they try to make you believe that your country, language, tribe or family is greater or more deserving than the others, and look for opportunities to make a difference yourselves.” — Thomas Gass

What more would you ask of educators in the work that lies ahead?

Educators have an essential role in making sure the SDGs become a real social contract with the people. I have the highest esteem for those committed educators who are bringing the SDGs into the classrooms, and educating younger generations to become global citizens. I firmly believe that this can be done as part of any teaching subject or class. I encourage all educators to join movements and co-create resources such as teachsdgs.org, GCEDclearinghouse.org, etc., and to encourage OECD/PISA to align their Global Competency criteria to the SDGs by 2018.

And finally, perhaps most important – what is your message to youth for the school year ahead on their part in the planet’s plan?

C.M. RubinHere is my message: This world is your world to share and enjoy. As Mahatma Gandhi said: “The world has enough for everyone’s need, but not enough for everyone’s greed.” Know your #SDGs/#GlobalGoals and hold adults and leaders accountable for them, push back if they try to make you believe that your country, language, tribe or family is greater or more deserving than the others, and look for opportunities to make a difference yourselves. Thank you Thomas.  For the Silo, C. M. Rubin.

Supplemental- Is Canada following United Nations Global Sustainable Development Goals?  

Global Search for Education