A Study Guide by Robert Lewis

http://www.metromagazine.com.au

ISBN: 978-1-74295-976-4 http://theeducationshop.com.au OVERVIEW Howard on Menzies (Simon Nasht, 2016), is a 2x57 minute documentary series about Australia’s longest-serving Prime Minister, Sir Robert Menzies, and the creation of post-war Australia. It is presented as an investigation by the second-longest serving Prime Minister and fellow Liberal Party member, John Howard, and is his exploration of the question: What did Menzies contribute to the development of modern Australia? Was the Menzies period, as former Prime Minister Paul Keating claimed, the ‘lost’ decades? Or did Menzies establish the basis of Australia’s post-war affluence and development? This is history told from the inside, from one master of the political game about another. Many of the situations faced by Menzies were also faced by Howard, and his personal insights provide a unique insight into the dynamics at play. Howard has a case to make for Menzies, but he is generous in including the voices and perspectives of prominent Menzies’ critics.

CONTENT HYPERLINKS

3 BEFORE WATCHING THE FILM 18 IS HOWARD ON MENZIES AN EFFECTIVE DOCUMENTARY? 3 CURRICULUM APPLICABILITY 19 APPENDIX 1: ANALYSING MENZIES’ 8 EXPLORING IDEAS AND FIRST ‘FORGOTTEN PEOPLE’ TALK ISSUES IN THE FILM 22 APPENDIX 2: © ATOM 2016 9 EPISODE 1 MENZIES’ ELECTION RESULTS

14 EPISODE 2 22 MORE INFORMATION 2 BEFORE WATCHING THE FILM

1. Image study • Which is the most critical image? Explain why you chose that one. You probably know very little about Sir Robert Menzies, who • Which is the most sympathetic of flattering one? was Prime Minister from 1939-41, and 1949-63. He died in Explain why you chose that one. 1978. He was a controversial character, and there are de- • what is your overall impression of Robert Menzies from bates about his legacy — how effective a prime minister he these representations? was, and whether he helped shape modern Australia. • Why might artists have such different attitudes towards him? 1.1 Look at the artistic representations of Robert Menzies • Why do you think he might have been a controversial on pages 4, 5 and 6 (which can include paintings, car- and divisive character? toons, busts, figurines and photographs). They were made by a variety of people over different periods of time.

For each discuss: Curriculum Applicability • What does it show? Howard on Menzies is relevant for senior students • What immediate impression do you get? (years 10-12) of: • Why do you get that impression — that is, what features or aspects of the artwork lead you to have that • Australian history (post-war Australia reaction? 1945-1965) • Politics 1.2 Write one or two words under each to summarise what • English (biography) it tells you about Menzies. • Media studies (the documentary form) • Art (including portraiture, and cartooning) © ATOM 2016 1.3 At the end decide:

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William Dobell (1960) courtesy Art Gallery of NSW

Unknown photographer (1963) courtesy National Portrait Gallery

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Ivor Hele (1954) courtesy Parliament House Canberra John Frith (1939) courtesy Australian War Memorial © ATOM 2016

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Noel Counihan (1955) courtesy megaslides.com E

Artist unknown (1951) courtesy National Library of Australia F © ATOM 2016 Victor Greenhalgh (1962) courtesy National Portrait Gallery G

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Courtesy Menzies Virtual Museum

Les Tanner and Gus McLaren (1970) courtesy National Portrait Gallery

Les Tanner (1966) courtesy National Portrait Gallery

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William Dobell (1960) courtesy National Portrait Gallery John Spooner (2004) courtesy National Library of Australia © ATOM 2016

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6 2. Creating a biography

You are about to find out information about Robert his qualities, and so on. Add any more, and then put them Menzies. Think about what you would need to know to in this table in a logical sequence that helps you trace his understand a famous person and to follow their life. life. As you learn more about Menzies through watching Howard on Menzies, summarise what you learn in this 2.1 Create a table of these questions. For example, you table. You may find that the documentary also raises new would include when he was born, where, something about questions or issues to explore. Add these as they arise. his parents, some influences on the person, his education,

ASPECT OF HIS LIFE/QUESTIONS WHAT I HAVE DISCOVERED © ATOM 2016

7 EXPLORING IDEAS AND ISSUES IN THE FILM

As you watch Howard on Menzies the key aspects to focus on are:

• What does it tell you about Menzies as a person? • Was he, as some claim, a drag on Australia, or • How did Menzies become Prime Minister? did his achievements help the development of • What did he achieve as Prime Minister? Australia? • What impact did his policies and actions have on • Is this documentary an effective one? Australia?

At the end you will have developed answers to all these aspects. © ATOM 2016

8 Episode 1

1 Understanding the debate 3 Menzies as Prime Minister 1939-1941 about Menzies (Part 1 00:00-02:50) (Part 1 06:40-15:40)

This is a film that will critically examine the influence 3.1 Menzies became Prime Minister in 1939. What prob- and achievements of a political leader. lems did he face?

In the first 3 minutes we are given a brief overview of 3.2 In 1939 Menzies had to take the life and death decision the two main attitudes towards Menzies and his period of going into war. Howard talks about his own decision over of leadership of the nation as Prime Minister. 70 years later to send Australian troops to war. Do you think this interruption in the story of Menzies to focus on Howard 1.1 Briefly summarise the two attitudes towards is useful and helpful in understanding Menzies? Explain your Menzies. reasons.

1.2 What does former Prime Minister say his intention 3.4 In 1941 Menzies visited Britain. At this time the state in the film is? of the war was – Britain the only European nation still standing against Hitler, major cities being bombed nightly, 1.3 What would you expect from the film for it to be enemy warplanes attacking daily to shoot the British aerial convincing? For example, who should be asked to defences out of the sky to allow an invasion force to land comment? What events should be focused on? How by sea. What impact does this have on him? should ideas and comments be presented? 3.5 How was Australia’s security tied to the survival of 1.4 Add any information to your Menzies biography. Britain?

2 Menzies as a person 3.6 Why did he go to Britain? (Part 1 02:50–06:40) 3.7 What was his mission? The opening few minutes also give us information about Menzies in the years before 1949. 3.8 What was the outcome?

2.1 What do you learn about Menzies as a young 3.9 What impact did the visit make on him? person? 3.10 What point does the film make about the conflict of 2.2 What are key features of his personality? loyalties between Menzies’ British Empire loyalty and his responsibility for the defence of Australia? © ATOM 2016 2.3 What does the footage show of his political style? 3.11 Add any information to your Menzies biography. 2.4 Add any information to your Menzies biography. 9 5.6 Classroom activity: analysing The Forgotten People

This part of the documentary focuses on Menzies’ series of 1942 talks, The Forgotten People. These talks revealed the ideas and the strategy that would create the Liberal Party, and lead Menzies to victory at six successive elections (see Appendix 2 for these results).

Look at Appendix 1 to see the text of the first of these talks, and use the questions accompanying this text to analyse what Menzies was saying.

Menzies failed again in 1945 election, but won in 1949, thanks to Labor Prime Minister Ben Chifley’s mistakes.

5.7 How did Chifley’s attempt to nationalise the banks play into Menzies’ hands?

5.8 What was the nature of the choice at the 1949 4 How he responded to this defeat election? (Part 1 15:40-18:40) 5.9 Add any information to your Menzies 4.1 What happened within Menzies’ party back in biography. Australia?

4.2 Here again we see an interruption or aside to the Menzies story when Howard talks about his own early political defeat. Is this an effective device in helping us understand and empathise with Menzies?

4.3 We then learn more about his background. Go back to your biographical profile and add any information. 5 Menzies returns to power (Part 1 18:40-33:30)

A key element now is a discussion of how he learned from his defeat, and what he started to do to build for future success. He was recalled as leader again after the disas- trous results for the UAP in 1943. He agreed, on condition that he was free to structure a new party, which became the Liberal Party.

5.1 Menzies identified and appealed to the ‘forgotten people’. Who were they, and what were their values?

5.2 Why had they been previously ignored?

5.3 Menzies needed a party machine to enable him to win power. How did he create it?

5.4 What were its guiding principles that set it apart from others? © ATOM 2016 5.5 How was its appeal to women important?

10 5.10 Classroom activity: analysing a cartoon representation of the election.

Here is a cartoon about the 1949 election. The election 3 What symbols are used in the cartoon? was between the ALP led by Prime Minister Ben Chifley, and the Liberal Party led by Robert Menzies (and its coali- 4 Who is speaking the words in the caption, and what do tion partner, the Country Party). they mean?

Answer these questions. 5 Is the cartoon sympathetic to or critical of Robert Menzies?

1 Describe what is happening in the cartoon. 6 What is the message of the cartoon?

2 Who are the people in it? 7 Is this likely to be an effective cartoon? Explain your reasons. © ATOM 2016

The Bulletin, 1949 11 6 Menzies as Prime Minister 1949-1963 (Part 1 33:30-41:40)

6.1 The film mentions some main features of the period. 6.2 It then looks at a number of key moments or issues. What were the key features of each of these aspects of Briefly summarise in the columns below the main aspects Australia at the start of Menzies’ Prime Ministership? of these issues as presented by the film.

• Immigration • Housing • World demand 6.3 Add any information to your Menzies biography. • Industry • Employment for Australian • Economy • Protection exports

MENZIES’ ROLE/ WHAT HAPPENED/ OUTCOME AND SIGNIFICANCE ISSUE YEAR INVOLVEMENT/ WHY AN ISSUE OF THE EVENT FOR AUSTRALIA CONNECTION/ATTITUDE

Part 1 1950 41:40 Korean War

Part 1 1951 44:14 ANZUS Treaty and ASIO

Part 1 1952 46:35 British nuclear tests

Part 1 1951 49:00 Communist Party Referendum

Part 1 1954 52:40 Queen Elizabeth visits © ATOM 2016

12 A The Bulletin, 1950

6.4 Classroom activity: Analysing cartoons about Menzies and communism

Here are two cartoons about Robert Menzies and communism. Menzies passed an Act in 1950 to outlaw the Communist Party. In 1951 the High Court declared that this act was unconstitutional. Menzies then held a referendum to change the Constitution to give the Commonwealth Parliament power to make an act declaring the Communist Party illegal. Answer these questions for each cartoon:

1 Describe what is happening in the cartoon. 4 Is the cartoon sympathetic to or critical of Robert Menzies?

2 Who are the people in it? 5 What is the message of the cartoon?

3 What symbols are used in the cartoon? 6 Is this likely to be an effective cartoon? Explain your reasons. © ATOM 2016

Tribune, 1950 B 13 Episode 2

Episode 2 starts by re-stating the division of opinion 6.6 How does former Prime Minister Paul Keating about Menzies and his achievements during the 1950s. characterise them?

6.5 What does the narrator say about the state of Australia 6.7 Now summarise what the film tells you about these in these years? aspects of the Menzies years.

6.8 Add any information

MENZIES’ ROLE/ OUTCOME AND SIGNIFICANCE WHAT HAPPENED/ ISSUE YEAR INVOLVEMENT/ OF THE EVENT FOR AUSTRALIA WHY AN ISSUE CONNECTION/ATTITUDE – POSITIVE OR NEGATIVE?

Part 2 1954 05:50 Petrov and the 1954 election

Part 2 1954 09:45 Election and ALP/ DLP split

Part 2 1956 12:30 Suez crisis and Anglo- US alliance

Part 2 1956 16:00 Melbourne Olympics and invasion of Hungary

Part 2 1957 19:20 Visit to Japan and economic development s with Asia

Part 2 1950s 24:20 White Australia

Policy/ © ATOM 2016 Colombo Plan

14 MENZIES’ ROLE/ OUTCOME AND SIGNIFICANCE WHAT HAPPENED/ ISSUE YEAR INVOLVEMENT/ OF THE EVENT FOR AUSTRALIA WHY AN ISSUE CONNECTION/ATTITUDE – POSITIVE OR NEGATIVE?

Part 2 Late 28:45 1950s Aboriginal policy

Part 2 1950s 30:00 Menzies in Canberra – personal life

Part 2 Early 32:45 1960s Swinging sixties and suburbia

Part 2 Late 37:00 1950s Tertiary education

Part 2 1960- 40:50 61 Inflation and recession

Part 2 1961 42:40 State aid to religious schools

Part 2 1963 47:45 Vietnam War and American alliance © ATOM 2016

15 6.9 Classroom activity: Analysing cartoons about Menzies and the ALP split

Below is a cartoon about Menzies and the Australian Labor 3 What symbols are used in the cartoon? Party split over communism. 4 Is the cartoon sympathetic to or critical of Robert Menzies? Look at it and answer the following questions. 5 What is the message of the cartoon? 1 Describe what is happening in the cartoon. 6 Is this likely to be an effective cartoon? Explain your 2 Who are the characters in it? reasons. © ATOM 2016

Melbourne Herald, 1958 16 7 Evaluate Menzies’ role in creating post-war Australia

John Howard’s aim in the film is to challenge the nega- some aspect of Menzies’ career. Remember that your car- tive view of Robert Menzies’ legacy. He claims that history toon needs to be clearly structured around these aspects: is moving towards a better appreciation of Menzies. The strongest criticism of that legacy comes from former Prime 1 It needs to have an identifiable context or theme — it is Minister Paul Keating in Parliament, where he says: clear what it shows. 2 The characters and other objects in it need to be rel- “This is ‘the golden age’ when vast numbers of Australians evant and identifiable. never got a look in, where migrants were factory fod- 3 Ideas can be expressed through words and symbols. der, where Aborigines were excluded from the system, 4 It has an underlying message that you are getting where we had these xenophobes running around about across to the audience. Britain and bootstraps, and that awful cultural cringe under Menzies that held us back for nearly a generation.” And: 7.3 At the start of this Study Guide you looked at a set of “The golden age when Menzies put the country into neutral images of Robert Menzies. Look back at those images. and where we very gently ground to a halt in nowhere Summarise the different aspects of Menzies that different land.” images stress. Why do you think such different images ex- ist about Menzies? 7.1 Having looked at a variety of situations, do you accept Keating’s judgement or Howard’s about the impact of 7.4 Imagine that you were choosing four images that pro- Menzies in helping build modern Australia? vide the best summary of the debate or differences over Robert Menzies in Australian history. Choose the four that 7.2 You have looked at and analysed several cartoons you think best illustrate his role, and provide a brief caption about Robert Menzies. Create your own cartoon about that explains why you have chosen each one.

Your cartoon © ATOM 2016

17 Is Howard on Menzies an effective documentary?

A documentary film uses a variety of elements and strategies to have an impact. Consider the way the following elements are used in Howard on Menzies. Summarise your ideas.

1 Do you think Howard on Menzies is an effective 2 Look back at your answer to question 1.3 at the start documentary? Explain your views. of this Study Guide. Considering the information you now have from the film, do you think that the presentation has been a fair and balanced one? Explain your views.

ASPECT COMMENTS

Structure of the film

Role of John Howard as presenter and the way he is filmed

Narration and script

Music

Interviews with experts

Use of Howard’s parallel experiences to those of Menzies

Use of historic footage and photographs

Use of Howard in contemporary settings

Editing

Lighting

Sound

18 Appendix 1: Analysing Menzies’ first ‘Forgotten People’ talk

Here is an edited transcript of Menzies’ first ‘Forgotten People’ talks. Read the text and answer the questions associated with it. ••••••••••••• Quite recently, a bishop wrote a letter to a great daily newspaper. His theme was the importance of doing justice to the workers. His belief, apparently, was that the workers are those who work with their hands. He sought to divide the people of Australia into classes. He was obviously suffering from what has for years seemed to me to be our greatest political disease — the disease of thinking that the community is divided into the rich and relatively idle, and the laborious poor, and that every social and political controversy can be resolved into the question: What side are you on? Now, the last thing that I want to do is to commence or take part in a false war of this kind. In a country like Australia the class war must always be a false war. But if we are to talk of classes, then the time has come to say something of the forgotten class — the middle class — those people who are constantly in danger of being ground between the upper and the nether millstones of the false class war; the middle class who, properly regarded, represent the backbone of this country. 1 Why does Menzies say the traditional notion of two classes is not accurate for Australia? ••••••••••••• I must define what I mean when I use the expression ‘middle class’. I include the kind of people I myself represent in Parliament — salary earners, shopkeepers, skilled artisans, profes- sional men and women, farmers, and so on. These are, in the political and economic sense, the middle class. They are for the most part unorganized and unselfconscious. They are envied by those whose social benefits are largely obtained by taxing them. They are not rich enough to have individual power. They are taken for granted by each political party in turn. They are not sufficiently lacking in individualism to be organized for what in these days we call “pressure politics”. And yet, as I have said, they are the backbone of the nation.

2 Who is in this class? 3 Why have they been excluded from the existing political structure in the past? ••••••••••••• You may say to me, “Why bring this matter up at this stage, when we are fighting a war in the result of which we are all equally concerned?” My answer is that I am bringing it up because under the pressures of war we may, if we are not careful — if we are not as thoughtful as the times will permit us to be — inflict a fatal injury upon our own backbone. In point of political, industrial and social theory and practice there are great delays in time of war. But there are also great accelerations. We must watch each, remembering always that whether we know it or not, and whether we like it or not, the foundations of whatever new order is to come after the war are inevitably being laid down now. We cannot go wrong right up to the peace treaty and expect suddenly thereafter to go right.

4 Why is it relevant to be considering this class at this stage of the war? ••••••••••••• Now, what is the value of this middle class, so defined and described? It has responsibility for homes — homes material, homes human, homes spiritual. The home is the foundation of sanity and sobriety; it is the indispensable condition of continuity; its health determines the health of society as a whole. The material home represents the concrete expression of the habits of frugality and saving “for a home of our own”. Your advanced socialist may rage against private property even while he acquires it; but one of the best instincts in us is that which induces us to have one little piece of earth with a house and a garden which is ours: to which we can withdraw, in which we can be among our friends, into which no stranger may come against our will.

If you consider it, you will see that if, as in the old saying, “the Englishman’s home is his castle”, it is this very fact that © ATOM 2016 leads on to the conclusion that he who seeks to violate that law by violating the soil of England must be repelled and defeated.

19 National patriotism, in other words, inevitably springs from the instinct to defend and preserve our own homes. 5 Menzies now builds his appreciation of the middle-class around the idea of their ‘homes’ — which he gives three dimensions: homes material, homes human and homes spiritual. What are the benefits to the nation of the ‘homes material’ aspect of the middle class? ••••••••••••• Then we have homes human. A great house, full of loneliness, is not a home. Brick walls, dormer windows and central heating need not make more than a hotel. My home is where my wife and children are. The instinct to be with them is the great instinct of civilized man; the instinct to give them a chance in life — to make them not leaners but lifters — is a noble instinct. The great question is, “How can I qualify my [children] to help society?” Not, as we have so frequently thought, “How can I qualify society to help my [children]?” If human homes are to fulfil their destiny, then we must have frugality and saving for education and progress.

6 What are the civic virtues and benefits of ‘homes human’? ••••••••••••• And finally, we have homes spiritual. Human nature is at its greatest when it combines dependence upon God with independence of man. We offer no affront — on the contrary we have nothing but the warmest human compassion — towards those whom fate has compelled to live upon the bounty of the State, when we say that the greatest element in a strong people is a fierce independence of spirit. This is the only real freedom, and it has as its corollary a brave acceptance of unclouded individual responsibility. The moment a man seeks moral and intellectual refuge in the emotions of a crowd, he ceases to be a human being and becomes a cipher. The home spiritual so understood is not produced by lassitude or by dependence; it is produced by self-sacrifice, by frugality and saving. Second, the middle class, more than any other, provides the intelligent ambition which is the motive power of human progress. The idea entertained by many people that, in a well-constituted world, we shall all live on the State in the quintessence of madness, for what is the State but us? We collectively must provide what we individually receive. The great vice of democracy — a vice which is exacting a bitter retribution from it at this moment — is that for a generation we have been busy getting ourselves on to the list of beneficiaries and emovingr ourselves from the list of contributors, as if somewhere there was somebody else’s wealth and somebody else’s effort on which we could thrive. To discourage ambition, to envy success, to hate achieved superiority, to distrust independent thought, to sneer at and impute false motives to public service - these are the maladies of modern democracy, and of Australian democracy in particular. Yet ambition, effort, thinking, and readiness to serve are not only the design and objectives of self-government but are the essential conditions of its success. If this is not so, then we had better put back the clock, and search for a benevolent autocracy once more. Third, the middle class provides more than perhaps any other the intellectual life which marks us off from the beast: the life which finds room for literature, for the arts, for science, for medicine and the law. The truth is that no great book was ever written and no great picture ever painted by the clock or according to civil service rules. These things are done by man, not men. You cannot regiment them. They require opportunity, and some- times leisure. The artist, if he is to live, must have a buyer; the writer an audience. He finds them among frugal people to whom the margin above bare living means a chance to reach out a little towards that heaven which is just beyond our grasp. It has always seemed to me, for example, that an artist is better helped by the man who sacrifices something to buy a picture he loves than by a rich patron who follows the fashion. Fourth, this middle class maintains and fills the higher schools and universities, and so feeds the lamp of learning. What are schools for? To train people for examinations, to enable people to comply with the law, or to produce developed men and women? Are the universities mere technical schools, or have they as one of their functions the preservation of pure learning, bringing in its train not merely riches for the imagination but a comparative sense for the mind, and leading to what we need so badly — the recognition of values which are other than pecuniary? © ATOM 2016 One of the great blots on our modern living is the cult of false values, a repeated application of the test of money, no- toriety, applause. A world in which a comedian or a beautiful half-wit on the screen can be paid fabulous sums, whilst scientific researchers and discoverers can suffer neglect and starvation, is a world which needs to have its sense of 20 values violently set right. Now, have we realized and recognized these things, or is most of our policy designed to discourage or penalize thrift, to encourage dependence on the State, to bring about a dull equality on the fantastic idea that all men are equal in mind and needs and deserts: to level down by taking the mountains our of the landscape, to weigh men according to their political organisations and power — as votes and not as human beings? These are formidable questions, and we cannot escape from answering them if there is really to be a new order for the world.

7 What are the civic virtues and benefits of ‘homes human’? ••••••••••••• I have been actively engaged in politics for fourteen years in the State of Victoria and in the Commonwealth of Australia. In that period I cannot readily recall many occasions upon which any policy was pursued which was designed to help the thrifty, to encourage independence, to recognize the divine and valuable variations of men’s minds. On the contrary, there have been many instances in which the votes of the thriftless have been used to defeat the thrifty. We have talked of income from savings as if it possessed a somewhat discreditable character. We have taxed it more and more heavily. We have spoken slightingly of the earning of interest at the very moment when we have advocated new pensions and social schemes. I have myself heard a minister of power and influence declare that no deprivation is suffered by a man if he still has the means to fill his stomach, clothe his body and keep a roof over his head. And yet the truth is, as I have endeavoured to show, that frugal people who strive for and obtain the margin above these materially necessary things are the whole foundation of a really active and developing national life. The case for the middle class is the case for a dynamic democracy as against a stagnant one. Stagnant waters are level, and in them the scum rises. Active waters are never level; they toss and tumble and have crests and troughs; but the scientists tell us that they purify themselves in a few hundred yards. That we are all, as human souls, of like value cannot be denied. That each of us should have his chance is and must be the great objective of political and social policy. But to say that the industrious and intelligent son of self-sacrificing and saving and forward-looking parents has the same social deserts and even material needs as the dull offspring of stupid and improvident parents is absurd. Are you looking forward to a breed of men after the war who will have become boneless wonders? Leaners grow flabby; lifters grow muscles. Men without ambition readily become slaves. But I do not believe that we shall come out into the over-lordship of an all-powerful State on whose benevolence we shall live, spineless and effortless — a State which will dole out bread and ideas with neatly regulated accuracy; where we shall all have our dividend without subscribing our capital; where the Government, that almost deity, will nurse us and rear us and maintain us and pension us and bury us; where we shall all be civil servants, and all presumably, since we are equal, heads of departments. If the new world is to be a world of men, we must be not pallid and bloodless ghosts, but a community of people whose motto shall be, “To strive, to seek, to find, and not to yield”. Individual enterprise must drive us forward. That does not mean that we are to return to the old and selfish notions of laissez-faire. The functions of the State will be much more than merely keeping the ring within which the competitors will fight. Our social and industrial obligations will be increased. There will be more law, not less; more control, not less. But what really happens to us will depend on how many people we have who are of the great and sober and dynamic middle-class - the strivers, the planners, the ambitious ones. We shall destroy them at our peril. 22 May, 1942 8 How does the middle class embody the best of 9 How should the political process be acknowledging and democracy? dealing with this middle class? •••••••••••••

You can see the complete transcript at http://menziesvirtualmuseum.org.au/transcripts/the-forgotten-people/59-chapter-1-the-forgotten-people

21 Appendix 2: Menzies’ election results

HOUSE OF REPRESENTATIVES SENATE

Year Lab UAP/Lib Country Other ALP Lib/Country Other

1943* 49 12 7 6 22 14

1946 43 15 11 5 33 3

1949 47 55 19 0 34 26

1951 52 52 17 0 28 32

1954** 57 47 17 0 29 31

1955 47 57 18 0 28 30 2

1958 45 58 19 0 26 32 2

1961 60 45 17 0 28 30 2

1963*** 50 52 20 0 27 30 3

*Last election for UAP, replaced by Livberal Party ** Senate figures for 1953 *** Senate figures for 1964

More information

Menzies Research Centre https://www.menziesrc.org

Australian Dictionary of Biography http://adb.anu.edu.au/biography/ menzies-sir-robert-gordon-bob-11111

In his own words https://www.menziesrc.org/sir-robert-menzies/ sir-robert-menzies-in-his-own-words

Film clips — search Youtube

Australia’s Prime Ministers http://primeministers.naa.gov.au/primeministers/ menzies/

22 This study guide was produced by ATOM. (© ATOM 2016) ISBN: 978-1-74295-976-4 [email protected] For information on SCREEN EDUCATION magazine, or to download other study guides for assessment, visit . Join ATOM’s email broadcast list for invitations to free screenings, conferences, seminars, etc. Sign up now at . For hundreds of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit . © ATOM 2016