A post at Climate Lessons reminded my of my own childhood experiences of environmentalist indoctrination at school. It could have been any post – the whole blog is about how children are frightened and mislead by environmentalists in the classroom.
The topic is closer to home now that I have my own two-year-old son, and it cropped up sooner than I expected. Someone bought him a book about Noah’s Ark. It is perfectly charming: thick cardboard pages; bright colours; but on the last page:
Noah helped save the animals of the earth hundreds of years ago by building an ark. Now we must help to save them too — not from floods, but from human beings who are hunting them, and cutting down the forests where they live.
I mean, come on! It is a story book for toddlers. A silly story from the Bible I can handle, but children should not be worried about this nonsense.
At the turn of the nineties I was at secondary school putting up with some of this. Most of it came from geography class. Deforestation was the big one. An area the size of Wales was destroyed every so often, we were told. Apart from all the extinct animals, the rain forests were needed to turn the carbon dioxide into oxygen. They are the lungs of the planet. These days the rain forests still seem to be there and I am fairly sure that, carbon going round in a cycle, the rain forests are only the lungs of the rain forests. The plants that I (and the animals I eat) eat produce enough oxygen for me.
We also learnt about acid rain and the hole in the ozone layer. Both these problems seem to have gone away, arguably as a result of timely state intervention but more likely because the problems were not so bad in the first place and now they have been replaced by more urgent and dire concerns.
Assuming the BBC exam revision guide is a good proxy for what is taught in GCSE geography lessons in schools, acid rain and the ozone layer are gone from the curriculum. Deforestation is still there, and now we have to worry about climate change, pollution and (oh no!) globalisation. If you follow that last link you will learn about Thomas Malthus and Esther Boserup but not Norman Borlaug.
I remember another strange lesson: not geography; possibly personal social health and flim flam studies or whatever it was called. I can not imagine why but we were made to watch a video that included abattoir footage and there was a class discussion in which we were asked whether the video made us want to be vegetarians. Some of the girls became vegetarians on the spot. I wonder what their parents made of it.
GCSE Double Science was a mostly sensible affair involving the Carnot cycle and electrons apart from one odd day when a guest speaker came in to tell us that more oil was used in the last ten years than in the entire history of humanity before that. The lesson was that this was because oil use doubled every ten years (or whatever the number was). I recognise it now as the standard limits-to-growth spiel, but what was it doing in a fourth year science class? Some organisation must have bribed the school or something.
What harm did it do? Here I am after all, not believing a word of any of it. At the time I believed it, but I was more interested in tectonic plates, magnetic fields and playing Elite on my computer. Most of the rest of the class was only interested in who was snogging whom. We were bombarded with doom and gloom but it was boring and irrelevant.
But I bet a lot of it stayed there, in most of the rest of the class, deep down, in a way that causes them not to question it when they see it on the news. They are not interested: they think about it when they are forced to; they give money to charity when they want to look like nice people or feel good about themselves; they moan about the taxes and they forget about it and get on with their lives. They do not write to their MPs or vote and they do not rise up.