The importance of teaching Australian history, geography and values    055

On most international scales of national development Australia scores very highly, and indeed in terms of quality of life this country is at or near the very top. It is essential to understand how this has happened and exactly what this country has accomplished. John Howard, in delivering the inaugural Sir Paul Hasluck Lecture at the University of Western Australia, 27 Sep 2012 (reproduced in The importance of knowing where we came from, Quadrant, Dec 2012, pp. 25-31), drew attention to the increased need for school students to learn about Australian history in a detailed fashion so that students can understand the influences that shaped the country and the “values that have contributed to the nation”. Professor David Flint, in a speech delivered to the Order of Australia Association (see edited version, The six pillars of Australia: things we don’t tell our children, Quadrant, Oct 2016, pp. 8-13), referred to a 2006 report which found that “three quarters of school students surveyed did not know why we celebrated Australia Day”. Professor Flint, in his speech, explained that Australia has become such an “exceptional nation” because of our heritage of the English language, the rule of law, constitutional government, civil society, self-government and federation.

Clearly some of these concepts belong in a high school history curriculum but even in primary school a start can be made on understanding the nature and extent of our great country, the role of explorers and pioneers, both men and women, and the values of vision, courage, persistence and innovation. Far too many young children cannot for example name the capital of South Australia, nor can they name one river in this country, or one lighthouse, and they have certainly never heard of Bass Strait. The vast bulk of the continent effectively doesn’t exist for them, and neither is there any sense of history or values. The name of John Flynn and the Royal Flying Doctor Service mean nothing and neither does the name of Caroline Chisholm. How the Hume Highway received its name is worse than unknown; it is just irrelevant to their lives.

Things were not always like this. Indeed I conducted some research to find out the types of things children were learning in primary school, about Australia , in Years 4 and 5, during the 1960s, based on textbooks in common use in NSW. In those years, the basic history of the colony would be covered—and there was even a brief overview of some of the highlights of British history—farming along the Hawkesbury River, the work of Bass and Flinders, dairy farming on the coast, and wheat, sheep and cattle on the slopes and plains. The work of explorers such as Bass and Flinders, John Oxley, Hume and Hovel, and Charles Sturt was explained. A geographical and historical overview of all states was another feature. Older primary schoolchildren studied what were called the main primary industries: wool, wheat, sugar, meat and timber.

In one particular textbook, S. A. Lenehan (Ed.), Together in Social Studies: Grade 5, (School Projects, rev. 1964), there is a detailed and well written account of the work of John Flynn, of approximately 1,300 words, together with illustrations, a map, and revision questions. I think it is quite beneficial to consider how the work of this man used to be taught. The relevant section in the textbook begins thus: “People living in inland Australia once found life very difficult. Only the hardiest and bravest could meet its perils.” Now the conclusion:

Flynn’s work will remain his memorial. Wherever there is an injured stockman tossing in his bunk, or a white-faced mother watching beside the cot of a sick child, the roar of an aircraft engine is soon heard above the roof—help has arrived.
And Flynn will be remembered.

Many things are written today in newspaper articles about our outback farmers and graziers. I do not recall them ever being described as having the character to meet the challenges of remote area life. For far too many of our school students this important part of Australia scarcely exists. And John Flynn isn’t being remembered because for these students he doesn’t exist.

Our Australian heritage is not adequately being taught in schools, and no doubt there are quite a number of reasons for this. But such a situation is unacceptable and indeed an affront to the memory of the explorers and pioneers who built this country, and the comfortable life we now enjoy. Hopefully in the future the curriculum can be modified to improve students’ awareness, knowledge and appreciation but in the meantime it falls to parents to fill the gap.

There is no need for parents to become history and geography teachers. But when the opportunity presents itself, such as when travelling down the Hume Highway, act on that opportunity and teach your children. Taking this sort of action, and even more if you can, is a direct responsibility of all Australians. Much material can be found in film clips which can be viewed on YouTube, for example, the current operations of the Royal Flying Doctor Service.

All content copyright—Mark Thackray—Australian Educational Services