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moral values, with history content included in the middle-upper primary grades. Three
distinct narrative styles are evident across the textbooks analysed, identified as: a ‘boys own
adventure’ style (see, for example, Dunlop & Palfrey, 1932b); an aesthetic value through a
love of literature (see, for example, Department of Public Instruction, 1913a; 1913b); and
factual, detached, non-emotive descriptive writing style (see, for example WWI description in
Cramp 1927). Narrative styles can vary within the same textbook, so the example references
provided above demonstrate samples of style. The preface to New syllabus history for sixth
grade highlights the explicit construction of a particular narrative style, and the intention in
selecting this style:
The Syllabus prescribed by the Department of Public Instruction specifically states:
“In dealing with the events enumerated, care should be taken to give the pupils a
connected story, and to trace the development of great movements and changes,
noting carefully their causes and results.” History “is to be taught in such a way as to
show a connected story of progressive development.”
In narrative style the authors have endeavoured to give a connected account of
events that may be read by pupils with comprehension and interest… (Dunlop &
Palfrey, 1932b, n.p.)
5.10.2 Critical Use of Sources.
Knowledge in textbooks of this era is presented as factual, complete and not open to any
other interpretation. The facts selected and the way in which historical events are described
do not provide space for any other perspective, resulting in no evidence of critical use of
sources in the textbooks in the samples selected. On a rare occasion, there might be the
inclusion of two perspectives; for example, this occurred in a narrative about Australia’s
Federation whether to have the parliamentary House of Representatives, or Lower House,
included as a House of Lords type arrangement or as democratically elected (Cramp, 1927);
however these alternative perspectives are not really presented as problematic or questioning
of dominant views. Of course, given the textbooks analysed are primarily for upper primary
and lower secondary students, their age and stage of development needs to be taken into
consideration. However, given the socio-political change that was occurring in society at the
time, it really is at odds with the other non-school texts students were potentially exposed to
outside of the classroom.
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