Hugh Allan: Study of past vital to future

Current debate, the publication of books such as Michael King's History of New Zealand, and the screening of television docu-dramas, indicate growing interest in our history and an acknowledgment that those who do not know their past have no future.

The teaching of history is critical to New Zealand's continuation as an autonomous nation. To thrive in our growing, changing, complex society, our young citizens need to be conscious of how we got here.

The teaching of history will mature their judgment, preparing them for whatever eventuates in the future. They will recognise the changes happening and how issues will affect us.

The upholding of our identity should be the leading incentive for the teaching of our history as a required subject in the curriculum.

Our country is growing very quickly through a diverse influx of immigrants. All young New Zealanders must associate themselves with one commonality of knowledge relating to our society.

New Zealanders engaged in politics should know that our common essence needs to be considered anew by each generation if that identity is to continue to exist.

The teaching of history is essential for good citizenship. Good citizenship encourages responsible community behaviour. Being a good New Zealand citizen is an idea that must be imaginatively and expertly taught. What binds citizens together except a common empathy for the shared family?

"The Government's objective is that all persons have a right as citizens to a free education." These are the words of Prime Minister Peter Fraser (1940-49), who would likely have seen knowledge of New Zealand citizenship as essential to national cohesion and social stability.

History has a practical application. Its discipline is directly relevant to many analytical requirements and the capacity to explain trends.

Students would further develop research skills and basic writing and speaking skills. The consequence would be a historically aware generation that would plan, create and export wealth.

The type of history that should be taught is not, however, just based on autonomy, identity, citizenship and employment. The mandatory study of history would offer our children the tools to evaluate today's New Zealand and their future options.

Our young people will decide New Zealand's dealings with the rest of the world. Knowledge of the powerful - notably potential trade and military partners - should be recognisable to tomorrow's generation. If our young people are to make wise decisions for themselves and their children they must be educated about the planet.

When young New Zealanders are taught history they will emerge with realistic skills, be good citizens, conscious of their uniqueness, achieve as critical thinkers and be globally knowledgeable.

All young New Zealanders merit having their own heritage honoured by those who make the decisions today.

* Hugh Allan is an Auckland history teacher of many years' standing.