The Young Colonials: A Social History of Education in Trinidad and Tobago, 1834-1939

By Carl C. Campbell | Go to book overview
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Abolition: and day schools for black and coloured children, 1
Absentee owners: influence of, in British government circles, 84
Acham, BernardSee Chen, Eugene
Achong, Tito: on university scholarships, 207, 208
Adult suffrage: constitutional reform and, 288-289
African languages: disappearance of, 234
Age grouping: in schools, 151-152
Agostini, Edgar, 76
Agricultural college: committee on tropical, 84; Imperial Department of Agriculture as, 85; support for idea of imperial, 83-84; World War I and lobby for specialist, 84
Agricultural credit bank: establishment of, 148
Agricultural education: Canadian Presbyterian Mission and introduction of, 80; introduction of, at postprimary level, 81; need for, as expressed by West Indian Royal Commission, 78; origin of, in schools, 78; in primary schools, 79, 80; social considerations regarding, at postprimary level, 81
Agricultural inspectors: criticism of, 86
Agricultural research: need for institution for, 82
Agricultural Scholarship: abolition of, 87, 219; conversion of, to Science Scholarship, 96; creation of, 83
Agricultural shows: and official expectations from agricultural training, 86
Agricultural Society of Trinidad: establishment of, 78; and support for specialist agricultural college, 83
Agriculture: as compulsory subject in Teachers' Certificate Examination, 80; criticism of teaching of, in primary schools, 85; in curriculum of Bishop's High School, Tobago, 119; debate on specialist college of, 83; jobs relating to, for non-whites, 81
Agriculturists: demand for trained, 81
Alcazar, Henry, 76
Alcock, Susan Mrs: and Girls' Model School, 59, 60
Alexis, Patrick, 236, 249, 250, 251
Ali, Moulvi Ameer: on Board of Education, 189
Alladin, M. P.: and drawing in schools, 258
Alleyne, Gabriel: as winner of trade bursary, 114
Anderson, Alexander: as inspector of schools, 12, 13; on role of education for black children, 69
Anglicization: role of English language in, 229; of schools, 38; of Trinidad, 2, 56, 267
Anjuman Sunnat-ul-Jammat Association: formation of, 181, 183
Anstey, Bishop, 241; on Boards of Management for schools, 110; role of, in establishing Bishop's High School ( Tobago), 118-119
Apprenticeship: legal recognition of girls under, 162; reaction to use of word, 161
Art: at St Joseph's Convent, 257; West Indian context in, 258
Articled clerkship: development of system of, 73
Aumaitre, P. N.: on the Harris education plan, 11
Ayra Samajists, 189
Bacchus, Kazim: on Indian interpretation of schooling, 167
Bain, G., 219
Barbados: and leadership in education up to 1940s, 286; as proposed site training college, 123
Batson, Valeria, 177
Beacon: and nationalist strivings in education, 203-204; role of, in Trinidad literary life, 203
Beckles, T. E.: on Board of Education, 193
Beeby, C. E.: on primary schools in developing countries, 281-282
Beet sugar: as competition for cane sugar, 78
Bell-Smythe, John, 71
Bertin, Abbé, 15-16
Best, Lloyd: on blacks and education, 276
Biggart, James: in debate on denominational training schools, 126; role of, in establishing Bishop's High School, Tobago, 118-119; as Tobago's elected representative, 114-115
Bilby, Thomas: and Mico Charity, 57, 58
Bishop Anstey High School, 214; and education of girls, 241; and grammar school education model, 136-137; teaching of botany at, 96
Bishop, Howard: and criticism of Cutteridge's textbooks, 99
Bishop's High School, Tobago, 115, 118-119, 214; blacks in, 268; and education of girls, 241; as first coeducational secondary school, 119; and grammar school education model, 136-137; opposition to establishment of, 119; role of, in society, 120
Black consciousness: emergence of, 171; in Tobago, 207, 268
Black Power movement: and effect on school curriculum, 292


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