Nazi Germany. Adolf Hitler’s Fuehrerbefehl of attenuating the influence of the Jews in Germany reached down into the educational system, the poisonous anti-Semitism dripping through and contaminating even elementary education. In primary school, one learnt the ‘distinguishing features’ of a Jew (big noses, protruding foreheads and close-set eyes, according to the contemporary racial stereotype), was incited to deride those marked with the yellow Star of David and to despise them upon sight. Upon progression into secondary school, in addition to this virulent racism, pupils completed mathematics equations calculating the bombing of Warsaw or relocation of undesirables, were taught eugenics and how the Aryan race had to be preserved.
Soviet bloc. Communism was (or is) glorified as the mechanism for the conservation of mankind, whereas democracy and constitutional monarchy were dismissed as unfair, unstable and unviable. Whilst embryonic or fledged Communists and archaic Russian heroes such as Alexander Nevsky, Vladimir Lenin and Josef Stalin were lauded as heroes and societal exemplars, Peter the Great (who modernised and westernised Russia, developed the navy, furthered trade links and established St Petersburg), Catherine the Great (whose cultural interests brought the enlightenment to Russia) and Leo Tolstoy (author of “War and Peace” and political liberal) were forgotten. Figures such as Oleg Gordievsky, former KGB agent who defected to the west in the 1980s, and Alexander Litvinenko, who also defected from the FSB (successor to the KGB) and was later poisoned for his revelations concerning his former employer, are actively despised.
Modern Britain. Although extremist parties do not hold power, the education of our younger generations is being compromised through the influence of indoctrination. Although ostensibly open and tolerant (the latter is, quite rightly, mocked by German ‘ambassador of comedy’ Henning Wehn for being in fact exclusive since the attitude does not extend to welcoming or encouraging), at times holes in society emerge which expose the issues, such as egging of politicians, school bullying of those with financially poor backgrounds and death threats sent on social media websites to public figures.
There is, however, a more easily rectifiable hole in education. It concerns one subject, but perhaps the most important subject for the understanding of human life and machinations. History. Looking back at past examples, such as Nazi Germany, Soviet Russia and Communist China, the initial stage of indoctrination of children via the education system has always been conducted through the adaptation of history. In Nazi Germany, for example, Hitler’s background was altered for teaching to erase his alcoholic father, failure to get into art school on grounds of proficiency and other details inconsistent with the account given in “Mein Kampf”*. In Soviet Russia, the late tsar and his family were criminalised and the western powers (Britain, USA and France mainly) labelled as warmongers, declining powers and sources of social evil. In Communist China too, children – especially during the Cultural Revolution – were instructed in the failings of American society and the ‘shocking’ liberalism thereof.
Today, all over the nation, there are children being indoctrinated by the left. As Michael Gove’s statement, and subsequent piece in “The Telegraph” by Jago Pearson, have shown, just because the UK is not in the hands of extremist lunatics we must not think that indoctrination is not prevalent. Today, all over the nation, there are children being taught that the First World War should not be revered because military leadership led the military, that it is in the interests of democracy not to illegalise the criminal Ku Klux Klan, that all monarchist systems are unfair and should be eradicated. Today, all over the nation, children who do not possess left-wing views are being admonished, ridiculed and marked down.
History must be neutral. Judgement is not a thing to be pre-inserted and taught, so that all lessons are delivered with a spin, and balanced arguments are usually superficial (for example arguments opposed to the left-wing view are minimised and overriden in the end). I am not saying that a Conservative spin should be placed on these lessons; I am saying this, that we should all be extremely careful so as to imbue our children with the importance of the skills true history imparts: analysis, balance and the eradication of bias.
Next year, for the first time in 11 years, I won’t have another history lesson. Despite being the history prefect, I have become so exhausted of arguing for what is right – against the left-wing bias – and for being dismissed on no grounds except that I do not comply with the left-wing interpretation (and not solely in a school environment: my school possesses an excellent history department), I am giving up history. My study shall continue on a personal basis, unaffected by the spin placed upon it by successive governments.
It is ridiculously easy for a government to place their spin on the curriculum of history. And it can be easy to neutralise that spin. The views of hitherto governments have usually affected the impartiality and reliability of the study of a subject which must needs have such, but in modern times I truly believe the situation has never been more dire than now. In all my 11 years of history, never have I encountered such indoctrination as that of the AS level.
This can be changed. And it must be.
I have been misinterpreted as being critical of my particular teachers. This is not my opinion; I have had some excellent teachers. My problem is with the curriculum itself and hence hitherto governments.
*In case anybody is interested, I highly recommend reading “Mein Kampf” in parallel with the first volume Sir Ian Kershaw’s biography of Hitler.