European Union Referendum Bill

Debate between Philippa Whitford and Alex Salmond

Tuesday 9th June 2015 Commons Chamber

[Alex Salmond]

You are correct, Mr Speaker, but the record will show that what I said was that the hon. Gentleman was campaigning on a manifesto. I did not realise that the Labour party had two manifestos, one for Dudley and one for the rest of the country. Perhaps in future elections it will accept the hon. Gentleman’s wisdom, and who knows, it might transform its political prospects if the Dudley manifesto becomes the UK manifesto.

With great respect to the hon. Gentleman, I was trying to point out that the argument that a party should change its position because it loses an election is being used selectively in the Labour party at the moment. Those of us who were in the House yesterday heard Labour’s spokesperson on Scotland put forward a position identical to the Labour party’s position before the election, yet Labour’s catastrophic result in Scotland makes its English result pale into insignificance. If the argument for the Labour party changing its position because it lost the election applies to a referendum on the European issue, why on earth is it not changing its position on the Scottish issue or many others on which it was soundly beaten? We will maintain our position against the referendum in the Lobby this evening.

In particular, we cannot see the argument against 16 and 17-year-olds being allowed to vote in the referendum. In an era when political engagement and turnout has been at its lowest ebb, the inclusion of that age bracket in the Scottish referendum contributed to its being one of the most exciting and engaging political debates of all time. I say to the right hon. Member for Leeds Central (Hilary Benn) that in fairness to the Prime Minister, I should record that he was not a deep enthusiast for 16 to 18-year-olds having the vote in Scotland. There was enabling legislation to allow the Scottish Parliament to go ahead with that.

Scotland now has a politicised population of 16 to 18-year-olds. Of course, the notion of education and engaging the young non-elite of the nation is a comparatively recent phenomenon in parts of these islands—we were doing it in Scotland some three centuries before it was applied around here. We have just sent one of the youngest MPs since the 17th century to this very Chamber from Scotland, and we are extremely proud of that.

Let us have a think about 16 to 18-year-olds in Scotland. Last September, they were voting in the Scottish referendum. This May, they were excluded from voting in the general election. Next May, they will be included in voting in the Scottish elections, and then they will be excluded again from voting in a European referendum. The right hon. Member for Leeds Central rather amusingly referred to the Conservative party’s hokey-cokey position on the referendum, but what about the in-out position of 16 to 18-year-olds in Scotland? Those people have demonstrated that they are much more wise and able to understand politics than when the Foreign Secretary was a callow youth and did not understand what he was voting on in 1975. They have demonstrated their ability to engage in these debates, and it would be deeply insulting to the young people of Scotland, England, Wales and Northern Ireland to exclude them from the upcoming referendum.

[Dr Philippa Whitford (Central Ayrshire) (SNP)]

I have a letter from a young constituent, Matthew Terras, who got to vote in the referendum and will be old enough to vote on Europe, but who speaks for the young people in his school. He points out that they feel “discarded” by being excluded from the Europe referendum. The referendum in Scotland has engaged our young people, and the Bill could be a chance for the House to engage young people across the UK. Matthew speaks up on behalf of his whole school, and I commend to the House thinking again about excluding young people from the referendum.

[Alex Salmond]

My hon. Friend puts her point extremely well, and I hope that the Foreign Secretary was paying attention and listening.