|
FYROM’S History Books: Facts
The Ambassador of the former Yugoslav
Republic of Macedonia, Mr. Dimitrov during a recent briefing in Washington
D.C. tried to convince a few congressional staffers not to support HR 521
and 306. Regarding the history books of the FYROM public education, where
the propaganda against Greece emanates, he stated: “Even though the
mentioned textbooks do not include any of the alleged nationalist
propaganda, it has to be known that they are no longer in use, since a new
history curriculum was developed for all grades in 2003”.
In answer to Ambassador Dimitrov’s
arguments a recent article, can be brought up, published by the well-known
Greek newspaper Eleftherotypia on October 10, 2005. There are
other studies regarding the history and other texts of the FYROM pupils that
have been done, such as Dr. Evangelos Kofos’ study, The Vision of a
“Greater Macedonia”, as well as various air produced documentaries,
such as Papahelas’ Envelopes, aired in the winter of 2004.
However since Eleftherotypia’s article is a most recent one,
it is used as an argument to Mr. Dimitrov’s statement: “The new curriculum
was drafted in accordance with guidelines of the Council of Europe's
EUROCLIO, an association of European instructors of history, which emphasize
the use of historically accurate maps to illustrate political, ethnic and
other developments during the specific historical period”.
Propaganda
goes to school
By Dina Karatziou
The issue of the
Former Yugoslav Republic of Macedonia enters a new critical phase with
Nimetz’s last proposal, which was rejected by the Greek side, and the
concern of the neighboring State’s EU entrance negotiations, connected with
the solution that will finally be given regarding the question of the name.
However, even if the
problem focuses in the name, other problems should also be regarded. Amongst
others the propaganda issue of “Macedonians in bondage” has been pointed out
(texts of the special mediator). Especially when propaganda penetrates into
the system of the neighboring State’s education system and is recorded in
the official schoolbooks.
This opinion is
conclusive after a decennial research by Professor P. Ksohellis of the
Aristotle University in Thessaloniki and scientists of Center of Research of
School Books and Cross-cultural Education, regarding books of History and
Maternal Language of the FYROM and four additional Balkan States.
Examples of excerpts of
various schoolbooks are interesting:
In the second
grade History book of secondary education, the map that defines the national
borders of Macedonia includes the current area of the FYROM, Bulgarian
Macedonia and an area of Greek territory, of which its south-western utmost
point begins from the Greek-Albanian borders, it follows the ridge of
mountain Olympus and continues along the whole Aegean coastal area, up to
the bordering lines of prefectures Kavala and Xanthi.
No essential change in
the handbooks is marked since the Interim Accord was signed in 1995.
According to the Agreement “Each Party shall promptly take effective
measures to prohibit hostile activities or propaganda by State-controlled
agencies and to discourage acts by private entities likely to incite
violence, hatred or hostility against each other”.
In 1996-97 the Maternal Language and History books
continue repeating the same stereotype: "the distinct element of the
Macedonian Nation and the vision of liberating the remaining parts of
Macedonia, that politically belong in the neighboring states of the FYROM”.
The text reading of the
total eight grades of public education, as well as the handbooks of
linguistic exercises, present the geographic area of the three
administrative sections of the Ottoman Empire in Europe, during the 19th
C, as the paternal hearth of the neighboring state’s population.
The Reading text of 8th
grade, referring to the Vilaets of Thessaloniki, Monastiri, Kosovo-Skopje,
the area of “Greater Macedonia”, states: “Macedonian land, land of the
Fathers, land of the Ancestors, from Ohrid to the Aegean and to Pirin”.
Equally characteristic,
for the stereotype "Macedonia" and the consecutive fabricated arguments that
are cultivated in the students of the FYROM, are also the verses included in
the 2nd grade Reader of public education:
"To Macedonia with love:
From Pelister to Pirin, from Vroutok to the white Aegean, three flowers - a
bouquet of flowers, a united nation. Macedonia, dear land! Beautiful land
since many centuries, your name awakens love, a heart in three flowers, it
offers us much love, Macedonia, name eternal!”
Perhaps
however, more indicative of the poem’s intention to maintain and preserve
these feelings of "national unfairness", is the question of the text’s
comprehension which follows: "Pay attention to the verse "a heart in three
flowers ". Which heart are we talking about? Which are the three flowers the
poet sings
The
researchers of these books observe that the books of History cultivate
feelings of irredentism and national indignation in a greater degree than
any other text, targeting the neighboring populations such as Greeks,
Bulgarians and Serbs. The picture of an "occupied Macedonia of the Aegean"
and an "oppressed Macedonian minority" in the Greek territory, totally
dominates all texts.
Also in
frequent use are the terms "anti- Macedonians", "assimilation",
"oppression", "prohibition", “denationalization” and “cruelty”. Indicative
examples:
The "bad" Greeks
For the period of WWI:
"Before the outbreak of WWI, Macedonia was shared in
three parts, to three Balkan states, Serbia, Greece and Bulgaria, and a
small piece was in Albania. The Macedonians were involuntarily mobilized to
join the troops of these three Balkan states and were forced to fight for
foreign interests... There was nothing advantageous for the Macedonian
people in that region which was under Greek occupation. They mistreated the
Macedonian population, just like the Bulgarian occupants did in the other
part of Macedonia..."(8th grade history book).
For the period after WWII:
"After the Varkiza agreement the Macedonian name and
Macedonian language were both prohibited for a second time in the region of
the Aegean Macedonia, as well as all national and cultural privileges that
the Macedonian population had ensured at the duration of the struggle of
liberation. Immediately after 1945, the Greek governments applied a policy
of terrorism in order to force the Macedonian population to emigrate or to
paralyze them in a national and political sense”. (8th grade history book)
The cruelty of Greek authorities, the imprisonments,
the retribution, as well as the violent persecutions of the Macedonian
people, fascinated the entire world. For the inhuman behavior of (Greeks)
toward the Macedonians the League of Nations became interested also". (8th
grade history book)
A picture
speaks a thousand words: In this book the appropriation of the era of
Alexander the Great is apparent.
The plaque the books show (6th grade book) is actually the memorial plaque
of King Samuil for his parents written in pure Bulgarian.
Of course a
divided Macedonia “occupied” by foreign peoples.
SUNDAY- 10/16/2005
Conclusion:
It is evident that the maps of various school books
demonstrate in a subtle, but clear manner that The FYROM Slavs do not
recognize Hellenic sovereignty over the Greek part of Macedonia, Macedonia
Proper; this is the reason they insist on calling it Aegean Macedonia and
not Greek or Hellenic Macedonia. It also violates the Interim Agreement
signed by both Greece and The FYROM and the Constitution of The FYROM itself
– amendment replacing and clarifying article 49 of the said Constitution.
The dream and the goal of The FYROM Slavs are the incorporation of the
Hellenic part of Macedonia into their newly independent country with the
city of Thessaloniki as the first prize.
The books say that the ancient Macedonians
were not Greeks, but they were related to the Greeks and their languages
were very close and they could speak with each other.
The Pan-Macedonian
Association of America, Sixty Years of Activity.
www.Macedonia.info
BACK TO INDEX
|
