As we move closer and closer to the referendum, stories are emerging from our schools that should make any parent demand an audience with the principal. A couple of weeks ago it came to light that a class of pre-schoolers, barely out of nappies and only just able to express themselves in fully formed sentences, were being told that they need to say sorry through the medium of crayons, for what white people supposedly did to Aboriginal Australians nearly three centuries ago.
The latest story to emerge from our woke classrooms is that 10-year-olds were told to compose and illustrate dirges in the form of megaphones. In childish handwriting they sorrowfully penned the following missives. ‘We are sorry for everything that we have done,’, ‘We are sorry to Aboriginals.’ ‘We took your land and we have now we feel sad of what we have done’ and ‘Aboriginal people should have many more rights and should be treated nicely they should be an aboriginal voice to parliament [sic]’.
These cruelties being metered out to children is hardly surprising given the way in which the history is this country is twisted and contorted until it is almost unrecognisable. The National Curriculum, perhaps the biggest offender, introduces young Australians to the concept of an invasion before they find out that there was something called the First Fleet. In Year 3, teachers explain that ‘people have different points of view on some events that are commemorated and celebrated; for example, some First Nations Australians regard “Australia Day” as “Invasion Day”’.
A year later, Year 4’s first hear about the First Fleet as they are taught about ‘the effects of contact with other people on First Nations Australians and their Countries/Places following the arrival of the First Fleet and how this was viewed by First Nations Australians as an invasion’. This narrative also extends to the proposition that the British colonisers stole the land from Aboriginal Australians, whose descendants continue to suffer as result of colonisation.
This systematic selectivity creates a false view of the past and traps children in an intellectual straitjacket from which they have little prospect of escaping unless they are fortunate enough to have historically literate parents, or they stumble upon a copy of Professor Geoffrey Blainey’s ‘History of the Australian Peoples’ by accident. The manner in which children are taught history at school gives them no contextual understanding, no knowledge of the conditions which led up to colonisation, and no idea about anything much other than believing the entirely fanciful Bruce Pascoe version of Aboriginal history.
Perhaps the worst aspect of what is happening in the classrooms is that children are being instructed to go home and tell their parents and siblings that they need to vote ‘Yes’. Using children for political purposes is one of the oldest tricks in the Communist books. From Mao’s Red Guards to Romanian dictator Nicolae Ceausescu’s secret police recruiting thousands of children to spy on schoolfriends, parents and teachers, the goal remains the same; to create armies of woke revolutionaries ready to help bring about the Socialist Utopia.
