  University level mathematics in a number of countries is under pressure to
`decolonise the curriculum'. This paper considers, as a test case, a possible
`decolonisation' of linear algebra. This is a representative case, since linear
algebra is one of the core courses of undergraduate mathematics and a
mathematical discipline with a millennia long historic tradition. This paper is
written for my colleagues, university mathematicians. In my opinion, it could
help them to determine their position and calmly stick to it without entering
into an unnecessary debate with promoters of `decolonisation of the curricula'.
The paper offers a simple and honest defence against `decolonisation'
pressures: tell students the real (pre)history of a particular mathematical
discipline. Let us call this activity `historical enrichment'.
  It would be useful if all attempts at `decolonization' (and vice versa,
`historical enrichment') were known to a wider circle of the mathematical
community. Publicity and an open discussion are the best way to resist outside
pressures to engage in virtue signalling at the expense of historical and
mathematical truth.
  The international mathematical community should defend academic freedom and
insist on our right to formulate our curricula and evaluate the history of
mathematics and judge mathematicians of the past according to criteria
developed within the profession, and ignore any kind of political fads and
pressure
