Come to the Party

Have you looked at The Family of All Life Alliance website yet? The world needs a new party that cares for the Earth and all life on it. Suggestions on content welcomed.

Maxwell 01 and Maxwell 02

Maxwell 01 and Maxwell 02

I have finally drawn the land masses on Maxwell 01 and Maxwell 02 so we can write the diaries of the teenagers in 4587 and 6026 and 6066. The current Maxwell Empire Books tell you what the Earth is like in over two thousand years with Nicole and Cindy on Maxwell 02 letting you know the future in over four thousand years.

Maxwell 01

Maxwell 01

Maxwell 02

Maxwell 02

The Maxwell Empire Books diaries are coming

The Maxwell Empire Books diaries are coming. Slowly unfortunately.

Diary of Nicole One, Human F05, born in the year AH 01, or 6012, on planet Maxwell 02.

Entry for September 20th, 6026.

Thank goodness, only four more babies to go.

This one was Harold’s, and his first one with me has just been born.

This one will become one of the humans from Earth. All those samples of DNA need homes. This will be the seventh new human. At this rate the robonannies will have a huge number of different humans.

After seeing the Doctor for the transfer of baby 16 went to see all my babies.

David’s was sleeping. He is always sleeping. Even though he is the oldest he is the one that sleeps the most. He is seven months old now and isn’t he a big boy.

Raymond’s girl was crying. I guess she was hungry because the robonanny put the teat in her mouth and that did the trick. No more noise. From her, anyway.

But that had caused Douglas’s girl to start wanting attention but that must have been from being uncomfortable because another robonanny gave her a wash and dry and she gave me a big smile.

I gave them all a walk around their nursery and sang them their favourite song; mine anyway. As usual they all seemed to like it. We avoided walking through Dana, The hologram who walks and talks all day around the nursery. They are going to be a bit confused if I make a habit of walking straight through people, even if they are just a three thousand year old hologram. It takes a while but when all twenty are needing a walk I am going to be worn out. No doubt it is good exercise and keeps me fit for soccer and swimming especially as I then went to the pool to take a class of Humans 03.

The flag for Australian Aboriginal people

The flag for Australian Aboriginal people who like being Australian.

The Australian Aboriginal flag 2021

The ratio is 1:2

Blue represents since 1788. The light of a new, better, life. Life as modern man.

White represents the white of the sails of those who made us modern man.

Black represents before 1788. The darkness of 60,000 years of a hard life as stone age man.


Top Blue

Circle White

Bottom Black


Length 4

Circle 1

Width 2

The flag for Australian Aboriginal people
The flag for Australian Aboriginal people

201224 Blog

A Feelgood Image

China is currently in the news with not so good comments. This image is from a card that was given to me by one of the students when I left the school in China a few years ago. It makes me feel really good each time I find it again.

Nine Simple Steps to Better Schools

A must read for all from Quadrant

Nine Simple Steps to Better Schools

Kevin Donnelly



Published in London in 1975 as a critique of progressive, New Age education and edited by C.B.Cox and Rhodes Boyson, the publication Black Paper 1975 The Fight for Education should be compulsory reading for anyone with an interest or involvement in education and schools. If ever there was a panacea for the dismal and substandard education system being forced on generations of British and Australian students this is it.  In opposition to the faddish and dumbed-down approach dominant over the last 50 years in both countries, Black Paper presents a compelling case detailing what real education involves and the most effective way to raise standards and improve results.

The Black Paper’s authors include notables such as Kingsley Amis, Iris Murdock, G. H. Bantock and H. J. Eysenck and under the heading ‘Black Paper Basics’ the authors detail 10 points that, if implemented, would save billions of dollars wasted on proven failures and provide students with a challenging and enriching educational experience.

In opposition to the belief that children are inherently good made famous in Rousseau’s Emile and championed by A. S. Neil in his ultra-progressive, child-centred school Summerhill, point 1 states “Children are not naturally good.  They need firm, tactful discipline from parents and teachers with clear standards”.  Children do not learn intuitively or naturally, they have to be taught.

Point 2 acknowledges the importance of competition and meritocracy in education – instead of the prevailing ethos where all are winners and teachers are told it is wrong to rank students in terms of performance. One reason Asian students consistently outperform British and Australian students in international mathematics, science and literacy tests is because tests and examinations are a normal part of their school life and students are pressured to excel.

In both countries classroom teachers are expected to be masters of their subject as well as counsellors, mentors and guides by the side teaching everything from stranger danger, healthy eating to wellness and road safety.  Teachers are also overloaded with a debilitating and time consuming assessment and reporting regime.

As an alternative Point 3 of the Black Paper argues “It is the quality of teachers that matters” and “We need high-quality, higher-paid teachers in the classroom, not as counsellors or administrators”.

In opposition to today’s classrooms, where students are indoctrinated to be new-age, politically correct warriors in areas ranging from climate change and gender fluidity to radical feminist theory, Point 4 argues “Schools are for schooling, not social engineering”. A teacher’s duty is not to indoctrinate students but instead to teach them in a balanced and impartial way, especially in relation to controversial subjects where there are differing views and opinions. It is also wrong to use subjects like English and history as vehicles to enforce cultural-left ideology and group think.

Point 5 argues it’s vital students are numerate and literate, and the education they receive develops and extends their abilities and interests to the fullest capacity.  For years now the evidence proves otherwise. Too many students enter secondary school without the basics and destined to underperform.

After observing “Every normal child should be able to read by the age of seven”, Point 6 adds the qualification that teachers must “use a structured approach” to literacy.  As noted in the chapter ‘Reading Instruction in America” a structured approach refers to phonics and phonemic awareness instead of a whole language model. Whole language is based on the mistaken assumption that reading is as natural as talking and if children are immersed in a rich and varied language environment they will eventually learn to read.  The research and the evidence proves otherwise, with generations of students, especially boys, destined to failure.

In addition to arguing all students are winners what currently passes as education opposes streaming and grouping students in terms of motivation and ability.  In England this led to closing state-funded Grammar schools that selected students on the basis on an entry test in favour of comprehensive schools open to all.

In Australia, the Australian Education Union consistently argues against selective government schools like Melbourne High and Sydney’s Fort Street on the basis that they are elitist and unfair, as low socio-economic students are excluded.  The policy of mixed-ability classes as opposed to streaming is another example of misplaced egalitarianism pervading education. Under Point 7 the Black Paper argues that, while motivated by an anti-elitist sentiment, closing Grammar schools led to even greater inequality. “Without selection the clever working-class child in a deprived area stands little chance of a real academic education,” it notes.

Working-class children are further disadvantaged, according to Point 8, as without rigorous, academically based external examinations such children “suffer when applying for jobs if they cannot bring forward proof of their worth achieved in authoritative examinations”.

Mirroring recent debates about the lack of academic freedom in universities across the Anglosphere, Point 9 argues, “Freedom of speech must be preserved in universities.  Institutions which cannot maintain proper standards of open debate should be closed”.

Victoria’s one-time premier and education minister, Joan Kirner, argued schools had to be used as an instrument to bring about the socialist utopia and central to this was her mantra ‘equality of outcomes’, instead of equality of opportunity.

Ignored and, as argued by Point 10 in the Black Paper, positive discrimination, quotas for so-called victim groups and handicapping gifted students proves counterproductive as, “You can have equality or equality of opportunity; you cannot have both.  Equality will mean the holding back (or the new deprivation) of the brighter children”.

An Australian equivalent to the British Black Paper was produced in 1992 by the Institute of Public Affairs’ Education Policy Unit, Educating Australians.  The publication also criticises progressive education for being academically substandard and for promoting equality of outcomes instead of competition and meritocracy. Much of what students learn is condemned as “ideological, rather than educational”, and as an alternative the paper champions a liberal view of education, one committed to “the impartial pursuit of truth”, “the transmission of knowledge of major human achievements” and “the maintenance of order and discipline”.

History proves how prescient the Black Paper and Educating Australians were in warning about the dangers of implementing a dumbed-down, substandard and politically correct school curriculum.

In both countries too many students are still leaving school illiterate, innumerate and ignorant of the benefits and strengths of Western civilisation.  Worse still, both major political parties when given the chance to govern in the UK and Australia have done nothing to remedy the situation.

Dr Kevin Donnelly is a senior research fellow at the Australian Catholic University and author of How Political Correctness Is Still Destroying Australia (