We are as you all know in a new and dangerous part of the world’s history. The tragic events of the 11th of September have changed our lives, they ha… - John Howard

For many years, it’s been the case that fewer than one-in-four senior secondary students in Australia take a history subject. And only a fraction of this study relates to Australian history. Real concerns also surround the teaching of Australian history in lower secondary and primary schools. Too often, Australian history has fallen victim in an ever more crowded curriculum to subjects deemed more ‘relevant’ to today. Too often, it is taught without any sense of structured narrative, replaced by a fragmented stew of ‘themes’ and ‘issues’. And too often, history, along with other subjects in the humanities, has succumbed to a postmodern culture of relativism where any objective record of achievement is questioned or repudiated. Part of preparing young Australians to be informed and active citizens is to teach them the central currents of our nation’s development. The subject matter should include indigenous history as part of the whole national inheritance. It should also cover the great and enduring heritage of Western civilisation, those nations that became the major tributaries of European settlement and in turn a sense of the original ways in which Australians from diverse backgrounds have created our own distinct history.

There is much in American society which I admire, but I have long held the view that the absence of an effective safety net in that country means that too many needy citizens fall by the wayside. That is not the path that Australia will tread. Nor do we want the burdens of nanny state paternalism that now weigh down many economies in Europe.

In the years that have gone by there’s been the constant claim that we went to war based on a lie... There was no lie. There were errors in intelligence, but there was no lie.