Studies of Hitler regime

Press, 24 April 1980, Page 16

Studies of Hitler regime

Sir, — During visits to Hagley High School, I have been stunned and angered by the studies of Hitler and the Nazis that plaster the walls. Swastikas, portraits, family histories; these •. children know such obscure facts as the name of Hitler’s cousin and other unimportant trivia. What, if anything, do they know of. the British Empire? Instead of this misguided study of a madman, they should be made aware of their forefathers’ fight against such filth. This is the anniversary of Anzacs at Gallipoli; the 51st Highland Division’s fighting retreat, against Rommel’s six Irdnclad Panzer Divisions, to St Valery thus enabling the B.E.F.' to accomplish the Dunkirk miracle. Four years later — D Day; the tide turned; and the -empire of the Third Reich was over, fallen to the greatest empire this world has ever known. Let’s glorify the empire lest we open the doors for Nazis, Communists, etc., to rather than infiltrate, come proudly marching down our main streets. — Yours, etc., DON MACKENZIE. April 20, 1980. [Rosamund E. Heinz, principal, Hagley High School, replies: “The Form 4 Social Studies syllabus requires students to study other cultures in other times and places. The operation of social change is the theme. The processes which bring about social change are shown to be the actions of individuals and groups, political activities, technology and the mobility of people. The study of Nazi Germany which is a unit in the syllabus illustrates to pupils the massive changes that can be brought about by the action of one man — Hitler. It also shows that all change is not beneficial to society. From these understandings it is hoped that pupils will become more active members of the democracy in which they live and more patriotic towards their country. One of the requirements of the unit was that the students present their findings with some impact. They appear to have achieved this.”]