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History Submission From Don Brash

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SUBMISSION ON THE PROPOSED SCHOOL HISTORY CURRICULUM
The proposed History curriculum is so bad that it is hard to know where to
start. Indeed, in the limited time I have to write a submission, I will confine
myself to a few important observations.
My own credentials to comment on the curriculum relate mainly to having
studied History for three years at the University of Canterbury, getting an A
grade in each year. I subsequently did a Masters degree and a PhD, but in
Economics. I have read widely in New Zealand history.
I make just seven observations:
First, given that in many subjects taught at Primary level there is only very
imprecise specification of the content of what is to be taught, it is bizarre that
in this subject, it is proposed to specify quite precisely what should be taught.
It is particularly odd given that, if the focus is to be heavily oriented to the
history of Maori in New Zealand, so much of that history must rely on
sometimes unreliable oral accounts.
Second, the big three themes of what is to be taught are, at best, an extremely
incomplete view of our history. There is no reference to, for example, the
significance of gold discoveries, or of the invention of refrigeration, or of New
Zealand’s becoming the first country in the world to grant women the vote, or
of the appalling way in which early Chinese settlers were treated, or of the
early development of an old-age pension, etc.
Third, even though many more New Zealanders died in the Musket Wars in the
early part of the nineteenth century as Maori fought Maori than in all
subsequent wars combined – the so-called Land Wars, the Boer War, the First
World War, the Second World War, the Korean War and Vietnam – I saw no
reference to them. And yet recognition of that appalling inter-tribal warfare
is crucial to understanding why most Maori chiefs signed the Treaty of
Waitangi in 1840.
Fourth, nor did I see any reference to the widespread practice of both slavery
and cannibalism prior to 1840, with one of the great benefits of colonization
being the virtually immediate cessation of both practices.

Fifth, it is asserted that Maori chiefs did not cede sovereignty in signing the
Treaty but rather entered into some kind of “partnership” with the Crown.
This latter-day reinterpretation of the Treaty is simply stated as a fact, without
any acknowledgment that the assertion is hotly contested, is flatly
contradicted by many of the speeches recorded by Colenso in writing at the
time (on 5 February 1840), flatly contradicted also by speeches made by
numerous chiefs at Kohimarama in 1860, and is regarded as absurd by political
leaders as different as David Lange and Winston Peters. This is such a
fundamental matter that to simply assert that a partnership was created
between the Crown and Maori chiefs totally discredits any claim to objectivity
which the proposed curriculum might have had. (A similar observation should
be made about the Declaration of Independence of 1835, which was signed –
by a tiny number of primarily Ngapuhi chiefs – at the initiative of James Busby.
It is portrayed in the proposed curriculum as a major document: in fact, it was
totally disregarded by almost everybody within weeks of its being signed.)
Sixth, there are a number of assertions made as if they were uncontested and
verifiable fact when at best they are based on supposition and centuries-old
oral tradition. For example, it is asserted as fact that “Maori migration to New
Zealand was deliberate and skillful”. That may be the case, but in the 21 st
century we have no way of knowing that and to many observers, it seems an
implausible proposition.
Finally, the proposed curriculum continues the irritating practice of referring to
our country as Aotearoa New Zealand, a name which, while currently
fashionable in the public sector, is clearly not the official name of our country
and was never used by anybody, Maori or Pakeha, until late in the 19 th century.
The draft curriculum also continues another practice which has become
common in the public sector, namely sprinkling an English-language document
with words in te reo which are incomprehensible to the overwhelming
majority of New Zealanders. That certainly does nothing for the
comprehensibility of the document.
Don Brash
27 May 2021

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9 COMMENTS

  1. Whats the fucking point, the authoritarian govt has already made up its mind. I garuntee the learning content is already written and it wont change 1 bit.
    The only reason thay are taking submissions is to give the appearance of democracy, youve got to be a total moron if you believe democracy still exists in nz.
    NZ is democracy in name only.

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  2. Marxism doctrine. Racial division. Truth is fluid.
    Thanks for tryng Don but like laasb says it’s all in place by the marxist education bureaucrats to lie to our school children, and there is nothing the peoples of NZ can do to stall the growth of this fascist state run system.

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  3. Do the stupid radical Maori like the tattooed cowboy and his chin dribbling co leader not realize that their racist activism is awakening a Sleeping giant ? I’m seeing more and more NZrs as I go about my business that are becoming not just angry but outraged at what the skinny emaciated creature is not only allowing to happen but is actually promoting in our Country.

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  4. Yes, I think this is a good thing. Children will come home sprouting this shit and parents will start to get pissed off. Then a tide will turn as they realise that this bunch of cunts running the country are sellouts and racists to boot. And as the vaccine fiasco continues, more and more will be less enamoured with Jacinda’s “kindness”. We have a Racist ministry of Education led by a Racist Secretary (Iona) who refuses to state that teachers should be colour blind. Get your knitting needles, I believe Madame will be working hard in the future….

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  5. Nu Tirene or Tireni is a transliteration of New Zealand used in the Declaration of Independence of the United Tribes of New Zealand in 1835, and probably some later uses.

    The full title of the declaration was He w[h]akaputanga o te Rangatiratanga o Nu Tirene, Declaration of Independence of New Zealand.
    https://teara.govt.nz/en/he-whakaputanga-declaration-of-independence/page-2

    However though a Confederacy Flag was made, and the agreement accepted by the British, it did not solve the terror of “muskets wars” as maori customs continued unabated.
    The musket wars’ death tally of the early 1800’s was more than all of WW1.

    Although estimates vary, more deaths may have been caused by these conflicts than the 18,000 New Zealand lives lost in the First World War.
    At a time when the total population was perhaps 100,000 (compared to more than a million in 1914–18),

    https://nzhistory.govt.nz/war/musket-wars/overview#:~:text=Between%201818%20and%20the%20early,in%20the%20First%20World%20War.

    ‘Niu Tireni’ is a variation on that.
    https://www.collinsdictionary.com/dictionary/english/niu-tireni

    Note the lyrics of this song.
    The Invincibles performed this during their unbeaten 1924-1925 tour,
    Eighty years later, the ABs revived part of it as Kapa o Pango.

    “Ko Niu Tireni”
    https://folksong.org.nz/ko_niu_tireni/indexkids.html

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    • Stupid euros, they shouldve left a few more crates of shiney new muskets on the beach and buggered off for a couple more years and the maori problem would have solved itself.
      Maori should consider themselves lucky that the likes of the spanish didnt want nz, maori wouldve ceased to exist had they decided to conquer nz.

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      • It would not have bothered me to have to learn Spanish to live in New Zealand. If we had not been so fortunate as to get residence and citizenship here we were going to go to South America anyway.

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  6. My submission:


    I am writing to submit my fundamental opposition to the proposed new history curriculum.

    Not because the history of New Zealand’s first immigrants should not be taught, but because of the large number of deceptive and dishonest political twists being put on it, the number of key events in our country’s history that is being ignored and the gross inaccuracy portrayed in it.

    • The Musket Wars, the single largest conflict in New Zealand’s history is totally ignored and does not get a mention. This is the conflict that led to the signing of the Treaty of Waitangi and to leave this out suggests a political, rather than an accuracy motive.
    • Like the Musket Wars, a number of key, historical points in New Zealand is being ignored. We’ve always been an inventive country and leading the way for the world so to leave out refrigeration of sea freight (William Davidson, 1881), granting women the vote (Kate Shepard, 1893) and for example the appalling treatment of Chinese gold miners in Otago during the 1860s, which is told in many museums in the area. There is a wealth of positive examples of Kiwis doing great things that are ignored.
    • There are references to Aotearoa New Zealand. This is not an accurate name of our country as there has been no referendum or vote to change the name. But moreover, it is pretending that a colonial affectation created by the likes of William Pember Reeves is the true name for our country and that it was in wide-spread use. Māori were not a unified nation, the North and South Islands had different names (Te Ika a Maui and Te Wai Pounamu). Quoting Dr Dan Hikuroa, a lecturer for the University of Auckland’s Te Wānanga o Waipapa – “Aotearoa is actually one of the Māori names for the North Island of New Zealand, and has never included the South Island of New Zealand”. This renaming and pretention of a unified country prior to the arrival of the second wave of immigrants is a blatant, historical inaccuracy in a history curriculum.
    • There is a radical, contentious re-interpretation of the Treaty of Waitangi included that says the chiefs did not cede sovereignty. This is simply not true as the written records of both the 1840s and the later Kohimarama conference in 1860s state. Here are some quotes from the chiefs of the time; which should be presented as the history of New Zealand:
    o Horomona Toremi: “Let there be one Law for all this Island.”
    o Patara Pouroto: “Let us have one common Law.”
    o Raniera Te Iho: “I offer my land, in the proper manner, to the Governor. True the land passes across to the Governor, but then I get my price for it. Should I afterwards stretch forth my hand after my land that would be wrong. I prove my allegiance to the Queen by parting with my lands. I give up my land to Queen Victoria, and to the Kings and Queens, her successors.”
    o Matene Te Whiwhi: “[T]his is my opinion … that these races should become united under the Queen. Let there be but one Sovereign for us, even the Queen.”
    o Tamati Waka Nene: “I know no Sovereign but the Queen, and I never shall know any other.”
    o Hemi Metene Te Awaitaia: “I shall make the Governor’s address the subject of my speech. I shall speak first of the 4th clause, namely —’In return for these advantages the chiefs who signed the Treaty of Waitangi ceded for themselves and their people to Her Majesty the Queen of England, absolutely and Without reservation, all the rights and powers of sovereignty which they collectively or individually possessed or might be supposed to exercise or possess.’ That was the union of races at Waitangi.”

    This new curriculum is treating our history as a political football to advance the current governments’ separatist agenda. It has no place in a modern, harmonious New Zealand as it grossly misrepresents our real and actual history. That history may not be always palatable or comfortable, but we cannot and should not shy away from the truth of it.

    Respect our ancestors, what they lived through and what they fought for. Do not rewrite their words into modern, political lies.

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  7. HDPA a couple of days ago talked of “ colour blind education “
    She has hit the nail right on the head.
    The truth and nothing but the truth is so necessary.
    I hope she keeps her job ,we need people like her with the courage to tell the truth!

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