The British came – and went (Part 1 )

In 2012, when I felt keenly that I could hear the whisper of the wings of Death, I wrote 44 articles (of a somewhat intellectual flavour) for exinearticles.com. I wished to leave my thoughts on some serious topics.

Since then, each month, a number of readers have looked at my articles. The article attracting the most interest is titled “The pros and cons of British colonialism.”

That anyone could find any benefits to a subject society from European colonialism must attract some attention. To then find that the author is a former colonial subject who is avowedly anti-colonial (but clearly not anti-British), would be more surprising.

The principal benefit I and my age cohort received in British Malaya was a sound education in English. This was based on a curriculum in Britain. It was truly broad-based. My classmates succeeded in various disciplines post-school, studying in Britain and certain colonial outposts offering competitive professional qualifications. One classmate became a professor at Harwell, UK, the atomic research institution.

Our education was, in my experience, superior to that provided to my offspring in Australia. This assessment is based upon my substantial involvement in the education system in the national capital. My children’s education was superior to that offered to their children. By then, there were many fads creeping into what should have been a focused preparation of the nation’s youth to become viable in a highly competitive global realm.

My first grandchild, near the end of her second year in school, could not read. Why? Phonics was out – by fiat, by the teaching profession. The rationale? Semantically unclear verbiage of such a high abstraction that one would need a bank of anvils to ground the attempted rationale to an operationally-definable level. We do have many, many excellent teachers – but they had to toe the line. In two 20-minute sessions with me, my grand-daughter could read. She turned out to be a bookworm. What a waste of 2 years!

The second benefit of colonialism which I accepted was British law, codified, and based on precedence. That justice does not always match the intent of the law, is covered in another post.

The third benefit is the concept of democracy. It has surface merit. However, regrettably, from my 70-year exposure to Australian democracy, I now assert that what is known as Western democracy is a sham. Yet, as the former Prime Minister of Singapore (Lee Kuan Yew) showed, there are other viable versions of democracy. Refer my later post.

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Multicultural, ethnically diverse or one people?

In the 1970s and 1980s, ethnic empowerment (my phrase) became federal government policy. Since 1948, selected able-bodied European immigrants had to find their way wherever they lived in Australia. Now, their successor entrants had to be shown their way by social workers. These would be employed by their ethnic communities at taxpayer expense. Settled ethnic (European) populations, with few new entrants, were to be served too!

Coincidently, during that period, both sides of politics decided (on obviously faulty advice) to chase the so-called ethnic vote. Instead of a residence of 5 years out of 8 to qualify for the grant of citizenship, one government reduced the qualifying period to 3 years; this was followed by the other government reducing it to 2years. The beneficiaries would have included those with a criminal intent; by keeping their heads down for only 2 years, they could go back with Australian citizenship. Dual citizenship was not then available.

Multicultural policy was also introduced – to manage multiculturalism; that is, to tell us ethnics how to relate to one another. Quaintly, some British then claimed to be an ethnic community too, displaying a revived Morris dance. Since the Anglo-Aussies had already accepted us foreigners as fellow-Australians, what was there to manage? By the very fact of being foreigners, we got along with one another. Ethnic enclaves had not been formed as yet.

To guide the government, ethnic advisory committees were established. There was also a Minister for Multiculturalism, with attendant public service staff. What did they all do? The parallel migrant-settlement service managed by the ethnic committees was also never evaluated for its effectiveness.

State governments were not slow in establishing counterpart ethnicity-focused structures. What did they achieve? In essence, what ethnic tribal chiefs opposed was ‘mainstreaming,’ where governments provided necessary services to the public irrespective of ethnicity; that would have saved a great deal of taxpayer money. Needed services, when ethnicity based, emphasised cultural differences.

Why were cultural differences relevant? Interpreters were available in both public and private agencies. Gone were the days when children interpreted for their parents; or when some host people raised their voices to be understood.

A prime minister and a state premier then replaced culture retention with shared citizenship, and pride in being one integrated people. Most of our children had already led the way to one people through their education, socialisation, sport, and habituation.

In what ways do people display their ethnic origins in day to day living? Are not diverse clothing styles over-laid by a shared Australian accent in spoken English? And in shared community attitudes?

Could we just be Aussies without burbling about how culturally diverse our origins were? Do allow our young to lead us.

The history of nations can be confusing

My country of birth was Malaya, which included Singapore. Today, Malaysia excludes Singapore but includes Sabah, a slice of Borneo. Malaysia is now a Muslim Malay nation, regardless of the substantial development contributions by the elders of the multi-ethnic Asian communities living there.

My father was born in Jaffna, an independent Hindu Tamil territory, in colonial Ceylon. Now, Buddhist Sinhalese control the whole island (thanks to the colonial British), which was re-named Sri Lanka.

India was a conglomeration of independent principalities ruled by the Muslim Mughals from Central Asia for centuries. The Mughal rulers were the descendants of Genghis Khan of Mongolia. Genghis was the ruler of the largest contiguous empire ever. Since Alexander and Constantine are known as ‘the Great,’ Genghis could fairly be described as ‘the Greatest.’

The British then united almost all of the principalities into the nation known as India. Then, in an act (which one of my elders described as an act of bastardry), Pakistan, a Muslim nation in 2 widely separated segments, was created. An unnecessary division of a co-existing people led to inhumane consequences. The religio-political tension between these nations may delight the ex-colonials. Then, Bangladesh was hived off. Who benefited from the division of the sub-continent into 3 nations, since Muslims live as equals, and individuals have risen to power, in modern India?

Need or greed would have led to various tribes entering the lands of other tribes in Asia. Over time, boundaries became flexible, and some tribes apparently merged. No boundary seemed to be durable. What is known about these tribes? That depends upon whether their names are in Persian, Chinese, Russian, Arabic, Indian, Greek, or some other languages. In the apparent absence of indigenous records, one is limited to the claims of the colonisers or invaders.

have read that most of the tribes named in history are known by only their languages; and that ethnography is mute. Bias, even in academic circles, is not unknown, hitherto influenced essentially by Eurocentrism (the residue of colonialism). For example, an economic historian recently claimed that the major civilisational developments of mankind arose in Eurasia!

Contradictorily, and amusingly, there is apparently a school of historical thought which claims that no ‘black’ people could have contributed to the origins of civilisation. There go the ancient Indians, Egyptians, Mesopotamians (especially the Sumerians), Persians, and other peoples outside Europe. History based on where coins have been found is obviously challengeable. Ubiquitous traders respect no politico-cultural boundaries. They spread philosophy, social customs, coinage and goods.

Those who claim Athens as the font of new knowledge for Europe are challenged by the claim that Athens was established by Egypt; and that, at one time, 50% of Athenians were Egyptians, with many Athenians (such as Pythagoras) studying for years in Egypt.

We cannot all be leading nations, even in history. If, in each life, we are born into different cultures, hopefully – in time – our souls may intuitively guide us to the realisation that difference is insignificant in impact when we are all connected to one another in time and space.

Has our history been debauched?

“… when it comes to explaining the origins of the human race on Earth, academic science has cooked the books.” This is said to be the conclusion reached by Richard Thompson and Michael Cremo (of ‘Forbidden Archaeology’). Douglas Kenyon (the founder of ‘Atlantis Rising’ magazine) quotes Cremo thus: “In every area of research, from palaeontology to anthropology and archaeology, that which is presented to the public as established fact is indeed nothing more than a consensus arrived at by powerful groups of people.”

This resonates with me. I have identified in earlier posts the Big Bang Theory of cosmology and Darwin’s Theory of Evolution as neither proven nor quite credible.

Kenyon quotes Cremo further. “I thought there might be a few little things that have been swept under the rug, but what I found was truly amazing. There’s actually a massive amount of evidence that’s been suppressed.” In this context, I recall reading that skeletons of humans estimated to have been10 to 12 feet tall were discovered in the USA. They were sent for safekeeping; but none of them can now be found.

Comparably, in the nineteenth century, the then director of the US Bureau of Ethnology “… sent his ethnology emissaries to systematically destroy the mounds and any evidence they contained that pointed to non-native origins.” (Peter Bros in ‘The case for the flood’). “During the nineteenth century, evidence of both European presence and the existence of a prehistoric civilisation was being uncovered all over North America, primarily in the mounds that dotted the countryside east of the Rockies.”

Since Gavin Menzies, who wrote about the 7 Treasure Fleets of Chinese Admiral Cheng Ho which sailed around the globe in the 15th century, had mentioned that members of the Fleet had met settled communities on the US mainland (presumably on the Pacific coast) who could speak some Chinese (dialect or language not specified), the so-called Europeans mentioned by Bros may have been whitish, well-built people from North China.

John Kettler (in ‘The martyrdom of Immanuel Velikovsky’) describes the collective actions of certain renowned astronomers against Velikovsky’s work. “Velikovsky was systematically attacked in the scientific journals via distortion, lies, misrepresentation, claims of incompetence, and ad hominem attacks, while there never seemed to be space in which he could defend himself.”

Peter Bros: “The scientific process merely accepts theories as scientific fact as long as they have not been disproved.” He also refers to Charles Lyell’s theory of uniformitarianism that “geological processes occur gradually.” That means that catastrophes are not acceptable as explanations. Bros then describes Louis Agassiz as “enthroning himself as the inventor of the ice age.” So, a universal flood is now denied, in spite of “the universal flood being a part of the myths and traditions of more than five hundred widely separated cultures.”

As Kenyon wrote: “… the mythology of many ancient societies is filled with cataclysmic destruction of Earth and its inhabitants.” “… such cataclysmic destruction is a recurrent feature in the life of Earth …”
(Note: The authors quoted above are contributors to ’Forbidden History’ edited by Douglas Kenyon. The sub-title of the book is ‘Prehistoric technologies, Extraterrestrial intervention, and the Suppressed origins of civilisation.” A book worth reading!)

Delaying learning through fads in education

Teaching a young child (say, 3 to 5 years old) or adults learning a new language has been successful through the phonics method. I learned my mother tongue, Tamil, as a 4-year old, and English as my second language from age 7 in British Malaya, through phonics. As an adult, I taught Indian shopkeepers in Singapore necessary English through phonics. Before that, I taught Chinese high school students basic English through phonics.

hen the pronunciation varied from the norm, all of us accepted the variations through memory. Yes, bough/ bought/rough/cough, row/row, and similar temporarily confusing sounds were memorised as idiosyncrasies in a slightly confusing foreign language. That the letter ‘a’ has a variety of sounds was no problem to me or to those I taught.

My wife and I taught our 3-year olds to read without difficulty in distinguishing between ‘sight’ words and ‘memory’ words. There are not that many ‘memory’ words in the English language of common usage. One can learn these without recourse to semantically unclear and confusing jargon phrases. I once read a short paper by a professor in education whose phrases were so abstract that a barrage of anvils was needed to be attached to them to obtain any operational meaning.

Then, when I found that my granddaughter could not read, even near the end of her second year at school (Year 1), I admit to having been disgusted. She had been taught by the whole-of-word method for 2 years, and could not work out the word ‘kingfisher’. I put her on the right track to reading, learning and enjoying books in two 20-minute sessions. How could a school hold back any child because of a sacred fad?

This bright child had been held back by a fad – which had been inflicted on little children for about 25 years, with the teachers bound by the edicts of their trade union, academics in education, and a certain arrogance by some teachers, when the right of teachers to decide how our children are taught had never, to my knowledge, been challenged. This arrogance did lead to a claim by some teachers that they should be free to decide what is taught. What arrogance! How would they know about the nature and needs of the society into which our children grow; and how our youth are enabled to fit into this future society?

We live in a global and competitive environment. Our children need to be as educated and as prepared for the real world as will be children from other nations, and who will be fluent in English. I do not detect that emphasis on excellence which is required to equip our youth for the real world, although a few educators and some politicians do their best.

Speaking American English on Australian tv

For years, the Australian media has tended to follow any new developments in American media. For example, way back in the 1960s, when some radio advertisers in the USA began to shout their messages, Australia followed. Until recently, a particular presenter on Australian tv shouted his wares as if he had to rush off to void something.

Then, more recently, tv news readers on the national broadcaster and on the multicultural channel (part subsidised) began to interview reporters during the news broadcast. Unlike the olden days, when the speech sounds were (sort-of) British, the accents heard in recent decades were those of educated readers speaking Australian English.

Now, there has developed a new trend. Increasingly, some presenters and reporters are attempting to speak American English. I set out below a letter I wrote for publication in my local newspaper; it did not see the light of day.

“Speaking American English on ABC tv and SBS tv

It is fascinating to hear some Aussie newsreaders and reporters on ABC tv and SBS tv attempting to speak American English. They do this by accenting the first syllable; for example, Sah-hara (the desert), dough-nation, dee-fence. Increasingly, we also hear nairies and tawries, like ordi-nairy and terri-tawry.

Are we preparing for the privatisation of these two institutions? Or for that desirable shift from satrapy to new American state? Heh! Heh!

In view of the probable isolation of Australia on the edge of Asia, when mother hen progressively gathers the chicks wandering about on their own up north, as well as for a desirable shift in Australia away from policies based on welfare to individual enterprise and effort, and for us not having to pay for our military equipment, I have recommended in my book ‘Musings at death’s door: an ancient bicultural Asian-Australian ponders about Australian society’ that Australia should seek to become the next state of the USA.

Although my adopted nation (of which I have reason to be proud) is clearly a satrapy of the US hegemonic empire, rushing off to back the USA in any conflagration commenced by it, our media and politicos pretend that we a middle power. That we may be as well, but we cannot be an Asian nation.

I find it fascinating to hear how some readers and reporters try to emphasise that first syllable in what apparently is the way Americans speak. However, some words, like ‘missils’ (for missiles), pose no difficulty.

How do our school children cope with this dual approach to speech, with their teachers speaking Aussie English and tv offering American English?