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Birth of the ANU and the Baby Boomer Indonesianists Virginia Matheson Hooker (Née Lee)

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Birth of the ANU and the Baby Boomer Indonesianists Virginia Matheson Hooker (Née Lee) 1946: Birth of the ANU and the Baby Boomer Indonesianists Virginia Matheson Hooker (née Lee) The Australian National University and I were born in 1946. While the new university symbolised a new national higher education and research future, my father’s future was less certain and far less bright. Demobilised in Sydney after distinguished service in the Royal Australian Navy in the Pacific campaign and the Borneo landings of World War II, Max Lee had medals, a wife and new-born daughter, but irregular employment. In 1947, he decided that returning to the Navy would provide a career and support his family. His subsequent tours of duty to north Asia – Hong Kong, Japan and the waters of Korea as part of the UN peace-keeping force – and the presents and post-cards he sent back to his two young daughters, introduced them to an exciting world of ‘oriental’ cultures. This taste of the exotic was to give each of his daughters the desire to know more about the countries to Australia’s north. And we were not the only ones. The events of the Pacific War and the experiences of Australians like my parents created a new awareness of geographical realities. This was reflected in the terms of the Bill passed in Federal Parliament on 1 August 1946 to establish The Australian National University (ANU) and provide ‘facilities for study and research into subjects of national importance to Australia.’ It was acknowledged that the Pacific and ‘the Orient’ were subjects of national importance and in 1952 a ‘School of Oriental Languages’ was established as part of the new university. In 1961 it blossomed into a Faculty of Oriental Studies, changing its name in 1970 to the Faculty of Asian Studies (FAS).1 The longer-term future of Australia lay with ‘the baby boomers’, a term coined to describe children born to parents who were re-united at the end of WWII. After schooling during the 1950s, the baby boomers started tertiary education in the 1960s, many supported by the Commonwealth Scholarships created by the Menzies government. At that time, the ANU was the only Australian university to offer a named degree in the study of Asia. Twenty specially designated scholarships were set 1 S.G. Foster & Margaret M. Varghese, The Making of the Australian National University, Allen & Unwin, 1996, pp. 1 up to attract the cream of Australian students to enrol in the new ‘Oriental Studies’ degree. As a result, small cohorts of intelligent, talented and highly motivated students enrolled at the ANU to study Japan, China, India, and Indonesia. Newly independent nations like Indonesia faced a range of internally divisive issues and President Sukarno diverted attention from his nation’s domestic crises by (among other things) aggressive behaviour towards the newly declared Malaysian territories. Australian forces were briefly involved and Indonesia was headline news. As domestic politics and then violence unfolded in Indonesia, Australians became more familiar with the names of its leaders and the plight of its peoples. Although the account that follows is written from a personal perspective, it mirrors the experiences of many of the other baby boomers, my classmates at ANU, who went to school in the 1950s and were influenced by the same world events and Australian domestic policies. As I have written elsewhere, the post-WW II histories of Indonesia and Australia share broad similarities based on their status as new nations. 2 After 1945, each was developing a sense of their own nationalism, distinct from their colonial pasts. Between 1950 to about 1966, under an extended period of leadership by one strong personality (Sukarno and Menzies), each was consolidating their nationhood, on the world stage as well as domestically. Between about 1970 to the late 1980s, Indonesia under its ‘New Order’ and Australia under a new government were fuelled by similar needs to modernise industries and develop natural resources. During the 1990s, bilateral partnerships of all kinds were being established, including partnerships between Indonesian and Australian higher education institutions. The new millennium is a work in progress, but humanitarian crises caused by terrorism, natural disasters, extreme weather events, and, most recently a pandemic, have strengthened bilateral links and enhanced opportunities for joint projects and exchanges. It is against this background that the baby boomers and their successors at the ANU have been learning and researching and teaching. 2 Virginia Hooker, ‘Friendship, Partnership, Action: Women and the Bilateral Relationship,’ in Strangers Next Door? Indonesian and Australia in the Asian Century, ed. Tim Lindsey and Dave McRae, Hart Publishing, 2018, pp.369-408. 2 1. The momentum of the new: 1963 - 68 In 1963, Dr A.H. (Tony) Johns was appointed Foundation Professor of Indonesian Languages and Literatures in the Faculty of Oriental Studies. Professor Johns graduated from University of London’s School of Oriental and African Studies in 1954 with a doctoral thesis on the philosophy of the great Malay Sufi scholars of 16th and 17th centuries. Before arriving in Australia in 1958, he had spent four years teaching and researching in Indonesia. When Professor Johns met his first-year class of 1964, there were 70 students waiting for him. Their ages ranged from new school leavers (the baby boomers) to public servants who were permitted to follow courses at the ANU as part-timers. We were the first class of this size that Prof Johns had taught and the materials he distributed were roneoed copies of Indonesian short stories of the 1950s, or earlier. Very few of us had the money to buy the newly published (1960) Echols and Shadily Indonesian- English Dictionary, revised in 1962. I remember the lecture materials as laden with challenging amounts of vocabulary. Grammar was reinforced and drills were conducted in tutorials given by two dedicated native speakers -- Mrs Yohanni Johns, wife of Professor Johns and Mrs Elly Soebardi, wife of lecturer Dr Soebardi. We gradually became aware that our lecturers and teachers were feeling their way almost as much as we were, that their standards were high, and that they emphasised ‘correct’ grammar and pronunciation. When we made our first visits to Indonesia in the late 1960s, we discovered that our spoken language was stilted and formal but our grammar was textbook-accurate and earned us respect from most Indonesians we met. As well as Indonesian language, the second first year unit from our own Faculty was an extremely wide-ranging introduction to the ancient histories of India (taught by Professor Basham), China (taught by Dr Otto van der Sprenkel) and Japan and Korea taught by Dr Richard Mason. This panoramic unit was compulsory for all students enrolled in the Oriental Studies degree and provided a sense of the contrasts and commonalities across the region we called ‘Asia’. 3 The structure of our ‘Oriental Studies’ degree, majoring in Indonesian, encompassed four first year units, two in the Faculty of Oriental Studies and two from elsewhere. I chose English Literature and ‘General Linguistics.’ First year English was a rambling course in which A.D. Hope devoted all of first term to a philosophical exposition of Cervantes’ Don Quixote. Second and third terms were devoted to the ‘English Novel’ with Bob Brissendon, and ‘Drama’ with Dorothy Green. Linguistics was taught in the Childers Street ‘huts’ by John Harris and postgraduate students who had done fieldwork in Africa or in Papua New Guinea with the Summer Institute of Linguistics. Memorable from those lectures was the steam that rose from our coats when they dragged on the hot-water pipes alongside our chairs during the frosty months of a Canberra winter. Other baby boomers chose units in French, history, politics or economics. In the second year of an Indonesian major in the Faculty of Oriental Studies, we focussed exclusively on Indonesia and Southeast Asia: intermediate Indonesian taught by the dedicated and ferociously correct Dr Soebardi; modern Javanese, also taught by Dr Soebardi, and Old Javanese taught by Dr Soewito-Santoso. His teaching method continued the one he had experienced as a student in Java -- slow reading of phrases of the romanised form of an Old Javanese text (all roneoed materials) followed by explanations of the component parts of each word with a rough English translation. This method was strong on detail but lacked a general overview of the text we were studying or of ‘Old Javanese’ as a concept. ‘Southeast Asian History and Civilisations’ was taught by Dr Helmut Loofs (later Loofs-Wissowa), a former student of the influential French archaeologist, Professor Georges Coedès. The unit was strong on archaeological detail and the influence of Indic cultures, but very weak on theory and I had to wait until my honours year to be taught ‘historiography’ by Australia’s Professor Manning Clark. We were introduced to ‘modern’ Indonesian literature by Mr Achdiat Karta Mihardja, himself a well-known Indonesian author, who explained to us the nationalistic poetry and prose of the 1920s, 30s and 40s, written by men (no women were included) who were legends in Indonesia then and now. 4 The third and final year of the undergraduate degree was more of the same but with Dr Loofs bringing the war-ravaged history of mainland Southeast Asia up to the late 19th century. I do not remember formally studying any 20th century Indonesian history. When reading excerpts from modern Indonesian literature with Professor Johns and Mr Achdiat, we did discuss the historical context of the works and the specific historical incidents they described. The class of 1964 who had enrolled to study for a basic degree in Indonesian completed their degrees in 1966, the year that Sukarno was replaced as president by General Suharto.
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