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Courage of the teacher who refused to make his pupils wear masks


RIGHT from the outset of the ‘plandemic’ there have been those who recognised the evil in what was going on and who, in their own ways, have been making every effort to resist. Across the world many people have lost their jobs and their businesses, but perhaps giving up one’s livelihood on principle is the supreme act that a person with moral courage can do to oppose the enemy that confronts us.

There have been many such brave souls and Mark (not his real name) is such a person. A teacher at a large secondary school in Yorkshire, he realised that he would have difficulty doing his job when testing and then masking of his pupils was mandated. These instructions came from the local authority and were expected to be introduced without question. There were other teachers, too, who had grave misgivings, but they were in the minority and were openly mocked.

All teachers were given instructions about the distribution of testing kits and to organise pupil seating plans which had to be adhered to. All staff were expected to wear a face covering; there was no consultation about this. In the spring term of 2021 a box of testing kits arrived in Mark’s classroom, which he left untouched as the holiday was just about to start. On return from holiday he decided to write to the head teacher about his concerns, and you can read his email here.

Not only did the head not reply to this letter, but he didn’t speak to Mark again. Instead, he sent a teaching assistant, who was full on-narrative and was wearing two masks plus a visor, to admonish him for not complying. In Mark’s own words:

‘She commenced by bellowing instructions to maskless pupils to cover their faces. She glanced at me, clearly expecting a reaction. How could I possibly allow these potential vectors of death to be in school without covering their faces? I had never, and still have never instructed a child to obstruct their airways. It is a line I simply cannot cross. I suspect my response was neither wanted nor expected, since it appeared to make her address the children with yet more venom. I turned and smiled at the children instead who smiled back me. These confused souls seemed to prefer my smile to this clown’s anger, despite not being able to see her face.

‘I’m not seeking praise or recognition or anything at all here, I simply cannot in good conscience do it. As the school year progressed, things didn’t improve. Every few weeks she would arrive to carry out the task, a task that she clearly felt I should be doing and one I had no grounds to refuse. After she left the room, the masks would come down and an ever-increasing number of testing kits were discarded by the kids into the bin each time. My attitude was clearly causing an issue for some members of staff; many would blank me as we crossed in the corridor, and entering the staffroom sometimes felt like the scene from the movie An American Werewolf in London when the tourists walk into the Slaughtered Lamb pub and everyone suddenly stops talking to stare.’

When you read these words, describing the experience of a dedicated teacher who was untouched by the brainwashing that resulted in utter cruelty being inflicted on children across the country, it makes you shudder in disbelief. For Mark to maintain his moral stance in the face of such disgraceful behaviour from his colleagues surely speaks volumes for his strength of character. How on earth he managed to carry on, day after day, in the face of such hostility is a credit to his courage and steadfastness, not to mention his dedication to his pupils.

In July the headmaster was off work because he had tested positive for Covid. In his absence his deputies, clearly relishing the authority, upped the ante from passive-aggression to a decidedly more unpleasant tack. Mark’s pupil-centred teaching technique was deemed unsafe because he was not wearing a mask, did not sport PPE and was doing his best to help the kids in his charge by behaving in a ‘normal’ manner. He was told to go home, take a test or, if he preferred not to get tested, then allow other teachers to cover his classes for two weeks.

Confronted with such stupidity and total lack of any humanity regarding the care of pupils, Mark was pushed over the edge when another masked deputy began haranguing him about following ‘the science’. An argument ensued. It was the final straw and he collected his belongings and left for good.

It’s interesting to note that the decision to impose masks on schoolchildren in England was not ‘following the science’ at all but rather was purely for political expediency: ‘Face masks introduced in English secondary schools to avoid “argument” with Sturgeon’.

Mark gave up a career that he enjoyed tremendously because he would not subject his pupils to the Covid madness. The welfare of the children in his charge was always at the centre of his actions and he could not, in all conscience, inflict the insanity of masks, tests and distancing on his young charges.

As a conclusion, it is heartening to say that Mark now works as a supply teacher and devotes much time to opposing the narrative with practical actions. The wonderful thing from his point of view is that he stood by his conscience and has the satisfaction of going forward knowing that he kept his soul intact. One wonders how his headmaster, his deputies and other teachers who inflicted these despicable practices on young, impressionable youngsters justify their behaviour now that the truth about the Covid crimes is breaking by the day. Did they keep their souls intact? I think not.

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Harry Hopkins
Harry Hopkins
Harry Hopkins is a furniture designer/maker who loves to write.

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