(First published in The Dominion Post and on Stuff.co.nz, September 19.)
I remember almost nothing of the history I learned at
secondary school. This is odd, because history interests me.
As a kid I would pore over my uncle Dick Scott’s illustrated
history of New Zealand, Inheritors of a
Dream. I still have it on my bookshelf.
At Central Hawke’s Bay College in the 1960s I was taught
history by Brian Davies, one of the few teachers I remember with any affection.
Davies – who, sadly, was found dead a few months ago after
being reported missing in Tauranga, aged 85 – would often go off-script and
discuss current events. He would talk about the split between the two great
communist powers, China and the Soviet Union, and the ideological contest
between capitalist democracy and totalitarian communism.
But even Davies couldn’t make the history curriculum
interesting. I know we were taught 19th century New Zealand history
because I vaguely remember stuff about Sir George Grey, but none of it stuck.
Later, at St Patrick’s College, Silverstream, I was taught
history by Spiro Zavos. I enjoyed Spiro’s classes too, but the enjoyment had
little to do with history. He had the advantage of being almost the same
generation as his pupils and was easily diverted into discussions about things
that were happening in the world of now.
Alas, Spiro left at the end of that year and would later
switch to journalism. The Englishman who replaced him was as dry and dusty as
the textbooks we were required to read.
Mr Chips he wasn’t. I retain no memory whatsoever of what we
were taught in my upper sixth year, as we called it then, except that the
Tudors were involved. It was paralysingly boring and I couldn’t see the
relevance of it.
I still can’t, and can only conclude that the curriculum was
a hangover from the days of empire. It probably reflected a view that New
Zealand was too young, too small and too insignificant to have a real history
of its own, and that the only one worth telling was the one we inherited from
Britain.
But there’s no earthly reason why history should be dull,
and still less reason why we shouldn’t celebrate our own – which is why we
should applaud, at least in principle, the government’s decision to make the
teaching of New Zealand history compulsory. It should have happened decades
ago.
We have a rich and colourful heritage, both pre- and
post-European settlement, that has been sorely neglected. In this respect we
are quite unlike the Australians and Americans, who cherish their histories –
the bad bits as well as the good.
A couple of years ago I found my way to the site of the
Battle of Te Ngutu o te Manu (the beak of the bird) in south Taranaki, where the
Prussian adventurer Gustavus Von Tempsky and 20 colonial troops were killed in
1868 by Hauhau warriors under the command of the formidable chief Titokowaru. Right there you have two compelling characters to rival America’s Sitting Bull
and George Custer.
I wouldn’t have bothered seeking out the battle site, except
that I had a personal reason for going there: my great-grandfather, a member of
the Taranaki Volunteers, was wounded in the fighting and narrowly escaped with
his life. But here’s the interesting thing: you could drive right past the
battle site and not know it’s there.
The same is true of many other significant sites from the
New Zealand Wars. How many people know eight soldiers died at Boulcott’s Farm,
in what is now the heart of Lower Hutt? Or that a British force of more than
250 laid siege to a Te Ati Awa pa at Battle Hill, near Pauatahunui?
In Australia or America, sites like Te Ngutu o te Manu –
Rangiriri, Orakau and Gate Pa too – would be tourist attractions, like the
Eureka Stockade in Ballarat or Little Bighorn in Montana.
So yes, it’s way past time to reclaim and honour our
history, and secondary schools are a good place to start.
But there’s an important caveat to all this. There is no
neutral view of history and no consensus about how it should be explained and
interpreted. It follows that the teaching of history is ripe with potential for
revisionism and ideological spin.
The proposed emphasis on colonisation, for instance, makes
me uneasy – not because the subject should be ignored, but because colonisation
has been seized as a convenient bumper-sticker explanation for everything bad
that has happened to Maori.
A balanced reading of our history suggests it's a lot more complicated than that, but I've got an uneasy feeling that the curriculum will come loaded with a very large dollop of white shame and guit.