Masaryk University Faculty of Arts
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NOTES1. James Latimer in "The Apprenticeship System in the British West Indies" explains that "[t]he Apprenticeship System is the name applied to the plan instituted in the interval between slavery and emancipation to prepare the slaves to assume the duties of freemen. ... Apprentices were classified as 'All persons who on August 8, 1834 shall have been duly registered and shall appear on the registry' ... The three parties concerned with the apprenticeship system were the magistrates, the masters, and the apprentices" (52-57). The magistrates were appointed by the British government to oversee the correct treatment of the apprentices by their owners during the apprenticeship period. For instance, the apprentices worked only for 45 hours per week with free food and accommodation (Latimer 52). However, the system was criticised by clergy because "religion and education had been almost entirely subordinated" (Latimer 53) and therefore it did not prepare them properly for the future. What is more, the slaves were still badly treated and that was one of the main reasons why the system was ended much earlier than planned (Latimer 53-54). 2. 1944 Education Act consists of five parts, namely "Central Administration", "The Statuary System of Education", "Independent Schools", "General" and "Supplemental", and Schedules. Part I specifies the rights and duties of the Minister of Education such as taking the oath, appointing members of Advisory Councils or delivering of annual reports to Parliament. In Part II, the system of education is divided into three stages, to be specific primary, secondary and further education. It further describes the establishment, funding and management of voluntary and county schools. It also states that all parents whose children reach the compulsory school age (5-15) have to attend school. It also addresses the question of teaching Religious Instructions at school, medical treatment of pupils, provision of rations to pupils attending county schools, boarding or providing clothes, fees. Part III describes the responsibilities of the Independent School Registrars or dealing with complaints by the Ministry. Part IV states that all children must be educated in respect to the wishes of their parents. It also describes the right of the Ministry to send inspectors to schools, the powers of local education authorities, duties of a local education authority with respect to the appointment of officers, grants, expenses, and so on. The last section, Part V, provides explanation of terms used in this Act. 3. In the nineteenth century, elementary schools or primary schools (term used by Rush, Campbell, Bacchus or Ramchand) referred to schools which provided education for the children of former slaves or working class families. On the other hand, the term secondary schools referred to schools which were attended by the upper-class pupils whose parents could afford paying the fees. Towards the end of the nineteenth century, the members of the Hadow committee criticised the division between primary and secondary school based on their social status. They suggested that the schools should be divided based on their age rather than financial situation. Moreover, they suggested broadening of the description of secondary schools. These changes were incorporated into the Educational Acts. (Wardle 116-139) 4. For Royal Readers by Nelson Thomas and Sons, Ltd visit Memorial University DAI at 5. William Wordsworth's poem "Daffodils" can be found on the following website 6. For a more detailed description of the Senior Cambridge Examination see pages 186-187. APPENDICESTable 1 Percentage of trained teachers prior the 1950's and 1965
Source: Phillips, A. S. "Teacher Education in the British Caribbean." Caribbean Quarterly. 12.1 (1966): 3-10. 
Fig. 1. Examination Certificate of Mr. Carlton Arrindell, retrieved from a paper written by Leebert Phillip, Denise Trim-Clarke, Karen Mitchell, and Michelle McKnight-Regrello. "History of Education in the Context of Trinidad and Tobago." Fig. 2. Carlton Arrindell's Teachers' Registration Certificate retrieved from paper written by Leebert Phillip, Denise Trim-Clarke, Karen Mitchell, Michelle McKnight-Regrello. "History of Education in the Context of Trinidad and Tobago." Fig. 3. Cover image and an extract from J. O. Cutteridge's Nelson's West Indian Readers: First Primer. Fig. 4. Cover image and an extract from Royal Readers No. I: First Series. London: Thomas Nelson and Sons Ltd., 1916. Web. 27 Apr. 2014. Braithwaite, E. R. To Sir, With Love. London: Hodder and Stoughton, 1993. Print. Clarke, Austin C. Amongst Thistles and Thorns. Toronto: McClelland & Stewart, 1984. Print.
---. Growing Up Stupid Under the Union Jack: a memoir. Toronto: McClelland and Stewart, 1980. Print. Hodge, Merle. Crick Crack, Monkey. Oxford: Heinemann, 1970. Print.
Kincaid, Jamaica. Annie John. New York: Penguin Books, 1986. Print. ---. Lucy. Harmondsworth: Penguin Books, 1990. Print.
Lamming, George. In the Castle of My Skin. U of Michigan Press, 1991. Print. Lovelace, Earl. The Schoolmaster. Oxford: Heinemann, 1979. Print.
Naipaul, V. S. A House for Mr Biswas. Harmondsworth: Penguin Books, 1969. Print. ---. The Mystic Masseur. London: Heinemann, 1957. Print.
British Caribbean Group. "Memorandum on Compulsory Education in Barbados." Unesco, n.d. Web. 15 Mar. 2014. Campbell, Carl C. The Young Colonials: Ä Social History of Education in Trinidad and Tobago, 1834 – 1939. Kingston: Press U of the West Indies, 1996. Print.
---. Endless Education: Main Currents in the Education System of Modern Trinidad and Tobago 1939-1986. Kingston: Press U of the West Indies, 1997. Google Books. Web. 1 Feb 2014. ˂http://www.google.cz/books?hl=cs&lr=&id=7fEQNdRgNeYC&oi=fnd&pg=P P10& dq=endless+education&ots=9hpVU31- Sg&sig=0gtf9jh2OFKxnledAsz4g6RfAmM&redir_esc=y#v=onepage&q=endles s%20 education&f=false˃.
Carter, E. H., Digby, G. W., Murray, R. N. History of the West Indian Peoples: The Story of Our Islands. London: Thomas Nelson and Sons, 1967. Google Books. Web. 14 Dec. 2013. ˂http://books.google.cz/books?id=nIKkqtPLxeEC&printsec=frontcover&hl=cs &sourc e=gbs_ge_summary_r&cad=0#v=onepage&q&f=false˃.
Cudjoe, Selwyn R. "Eric Williams and Trinidad and Tobago's Intellectual Tradition." Dr. Selwyn R. Cudjoe. Trinicenter.com, 4 Oct. 2004. Web. 23 Jan. 2014. Cutteridge, J. O. Nelson's West Indian Readers: First Primer. Cheltenham: Nelson Thornes, n.a. Print.
De Lisle, Jerome. "Secondary School Entrance Examinations in the Caribbean: Legacy, Policy, and Evidence Within an Era of Seamless Education." Caribbean Curriculum 19 (2012): 109-43. Web. 15 Jan. 2014. "1944 Education Act." 1944 Education Act. N.p., n.d. Web. 22 Apr. 2014. Jennings, Zellynne. "Teacher Education in Selected Countries in the Commonwealth Caribbean: The Ideal of Policy versus the Reality of Practice." Comparative Education 37.1 (2001): 107-134. JSTOR. Web. 6 Feb. 2014. King, Sam. Interview by Rory O'Connell. Interview with Sam King . Web. 1 Apr 2014. Latimer, James. "The Apprenticeship System in the British West Indies." Journal of Negro Education 33.1 (1964): 52-57. JSTOR. Web. 10 Mar. 2014. Mistron, Deborah. Understanding Jamaica Kincaid´s Annie John: a Student Casebook to Issues, Sources, and Historical Documents. West Port: Greenwood Press, 1999. Print. "Monitorial System." Encyclopedia Britannica Online. Encyclopedia Britannica, n.d. Web. 22 Apr. 2014.
Phillips, A. S. "Teacher Education in the British Caribbean." Caribbean Quarterly 12.1 (1966): 3-10. JSTOR. Web. 8 Feb. 2014. "Primary Education (1959)." Education in England: The History of our Schools. N.p., n.d. Web. 1 Apr 2014. Rush, Anne Spry. Bonds of Empire: West Indians and Britishness from Victoria to Decolonization. Oxford: OUP, 2011. Print.
"The Norwood Report 1943." Education in England. N.p., n.d. Web. 19 Jan. 2014. ˂http://www.educationengland.org.uk/documents/norwood/norwood1943.html˃. Tiffin, Helen. "The Institution of Literature." Arnold, Albert James. A Comparative History of Literatures in European Languages a history of literature in the Caribbean. 2 volume. Amsterdam: John Benjamins, 2001. Web. 14 Dec. 2013. ˂http://books.google.cz/books?id=7uH_4yAahYkC&pg=PA45&lpg=PA45&dq =junior+cambridge+examination+in+the+caribbean&source=bl&ots=McghVk5 OOk&sig=2Ea5cGRGzDx0lX_Zo6OO9YOb074&hl=cs&sa=X&ei=dxaaUujNK 4Gp7AagmYDYBA&ved=0CC0Q6AEwAA#v=onepage&q=junior%20cambrid ge%20examination%20in%20the%20caribbean&f=false˃.
Wardle, David. English Popular Education 1780 - 1970. Cambridge: U, 1970. Print. Winstanley, Michael. "Education before 1944: Private, Voluntary and State." N.p., n.d. Web. 20 Apr. 2013.
˂http://cumbriacountyhistory.org.uk/sites/default/files/Education%20to%201944 %20CCHT%20Guide%20April%202013.pdf˃. Úvodní kapitola poskytuje stručný přehled vývoje vzdělávacího systému v karibské oblasti od 17. století, kdy většina území byla osídlena osadníky z Velké Británie. První kapitola se zabývá základními články vzdělávacího systému, učebními osnovami a zkouškami, které úzce souvisí nejen s obsahem vyučovaných předmětů, ale i s vyučovacími metodami. Důraz je kladen na vyučované předměty na základních a středních školách, například dějepis, náboženství, anglický jazyk a literatura, a zeměpis, ve kterých je vliv Velké Británie nejvýraznější.
Druhá kapitola se věnuje nejenom účastníkům vzdělávacího procesu, a to učitelům, žákům a rodičům, jejichž sociální postavení hrálo důležitou úlohu při rozšiřování významu vzdělávání, ale také britskému vzdělávacímu systému, jenž se stal symbolem vzdělanosti a vyššího sociálního postavení. Tato část se také zaměřuje na profesi učitele, jeho potřebné kvalifikace, na jeho postavení v komunitě a vyučovací metody, které učitelé používali při výuce. |
