THE ROLE OF THE SCHOOL - 3 of 4

THE ROLE OF THE SCHOOL

(With reference to the Sugar Estate Community in Guyana)

By: Randall Butisingh. - June 1964 - Chapters: 9-12

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9 - THE ROLE OF THE TEACHER

“Man’s upward climb towards the light has always been,” says Buckle, educationally, not morally or religiously. Therefore, the most important person in our whole democratic institution and the civilization of the twentieth century is the school teacher.

From the above quotation it can be seen that a teacher’s influence is of tremendous importance and his duty should not be confined within the four walls of the school, but must permeate the entire community. The standard of his life and living, his interest and participation in community activities are of considerable importance to modern society; and in our present state of flux and political instability, the selection, training and assignment of our teachers cannot be overstressed. Teachers must be suitable, adaptable and willing to learn all they can about the community in which they work. A teacher who does not know, or refused to learn about his community is apt to be irrelevant and uninteresting.

In the Estate Community therefore, the teacher should have apart from a sense of vocation, the following qualification:

1. Knowledge of the customs and traditions of the peoples in the area.

2. Knowledge of comparative religion.

3. Knowledge of the needs, wants and aspirations of the residents of the area.

4. Thorough familiarizations of the area in which he is serving.

Any conscious, progressive teacher, though ignorant of the above, but, interested and resourceful enough can learn much through social and environmental studies to be effective enough for his profession.

It would be out of place in this paper to mention that a good teacher will always think of the good of the child. A teacher owes loyalty to his vocation first. This means conscientious and dedicated service to school and community. For this reason, a teacher cannot afford to be actively engaged in politics or other interests which will prevent him form giving of his best in his work.. Participation by teachers in a strike shows clearly that stress is not laid on real values and is tantamount to desertion. Such conduct can only tend to smear the noble profession and violate a fair tradition.

The last general strike (1962) in which a large number of teachers participated greatly hampered the progress of education and human relationships in this country. During the strike, children who should have been in school away from the hostility, violence and bitterness of the adult world, roamed the streets with hooligan bands and committed acts of looting and vandalism. Some were even used as cats’ paws for some of the nefarious acts committed by adults. Teachers’ work calls for service and sacrifice, and a good teacher will prefer to give a period of free service rather than striking.

Also, a teacher in his responsible capacity should not be a slave to any habit e.g. drinking, smoking or other means of escapism if he is to set a good example and teach moderation. Slavery to a habit diminishes character and the individual’s integrity becomes vulnerable. Smoking in school, even out of lesson hours is a practice not in keeping with the best traditions of the profession.

As far as possible teachers should reside in the area in which they are serving. Their presence at functions, ceremonies and other community activities, and their availability for consultation can help much in fostering good parent – teacher relationship and can help them to preach the doctrine of “working together” with greater effect.

This chapter would not be complete without mention being made on the role of the Headmaster, because on him would depend chiefly the success of the school. The Headmaster’s role is that of both teacher and administrator. As a teacher he must never cease to learn nor must his knowledge be confined to school subjects only. He should be able to give information and advice on a wide range of subjects.

His duties as an administrator are even more important. His will be the task of inspiring and encouraging his staff. To do this he will have to display tireless energy, enthusiasm, and initiative. It is important that he should be able to discover individual capacities and interests and make the best use of them in the interest of the school as a whole. But greater still would be his contribution if he could weld all the members of his staff with their different temperaments into a united whole with a singleness of purpose.

As a member of the community, he should be someone to emulate in manners, appearance and conduct. He should be sociable and have a quiet dignity and refinement of speech. He should lay stress on his punctuality. He should know as many persons as possible in the district and take an interest in community development. He must be able to understand and handle people and be a man of influence in his immediate community.

So momentous is the role of the Headmaster that his appointment to a post should involve more than scholarship or years of service.

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10 - OTHER EDUCATIONAL FORCES IN THE ESTATE COMMUNITY:

Apart from the instructions that the pupils get in the All-Age Schools, the children of the Estate Community attend afternoon classes in Hindi and Urdu. There are at present three Hindi teaching and two Urdu teaching schools in the Annandale-Lusignan Community. These schools teach the languages with the aim of preserving Religion and Culture.

There has been insistence, time and again by the Indian section of the community to teach these languages in schools. In the past, a special grant was given for the purpose of teaching Hindi. With the exception of very few schools, this subject was never successfully taught.

It is rightly thought by some that these subjects should not find a place in the school curriculum as its influence would be divisive. Teachers however can encourage those Indians or Africans, who would like to study these languages out of school, and take the opportunity of discussing the common basis of all religions as a means of fostering tolerance and a respect for the faiths of others.

There are also four kindergarten schools that cater for the pre-all age school child. These few are run by untrained and inexperienced teachers and do not help the school much. Brief comments and suggestions concerning the teachers of these schools are made under the heading: “ What the Lusignan Government School attempted during the past two years.”

The Lusignan Community Center is another educational institution in the Annandale – Lusignan Government School area. It caters for Art, Handicraft, Cookery, and Organized Games. There are also regular film shows on World News, Health and other educational topics. A well-stocked library caters for both children and adults.

The Lusignan Government School has been making use of these facilities; the playground has been used for Annual Inter-House and Inter-School Cricket and Athletics; there is a regular Cookery class and good use is made of the Library. But much more use could be made of other facilities of this organization e.g. Table Tennis, Volley Ball, Football, Scouting, Guiding and First Aid.

The school can help to foster the right attitude towards the Community Center and prepare the children to make the best use of it now and when they leave school.

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11 – THE CURRICULUM GUIDE:

It is not within the scope of this paper to discuss at length the Curriculum Guide which was recently issued by the Ministry of Education for the consideration of teachers; but so useful is this document in my estimation that it behooves me to comment, though briefly on it.

The Guide with its stress on Environmental Studies, its program of Physical and Health Education and Handicraft presents a right approach, through relevant and interesting topics, to Education in the All –Age Schools of this country.

Its skilful implementation would help greatly in fostering a right attitude towards learning and also in creating a measure of hope and confidence by equipping the youth with useful knowledge and skills. This will help him to a great extent in facing the period of his precarious adolescence, a period fraught with the feeling of insecurity, unemployment and boredom.

With the present stress on the College of Preceptors Examination for which the child has to prepare and which is highly acceptable to parents who are interested in white-collared occupation for their children, the program set out for the post primary department, though desirable becomes impracticable. This is a grave set back. A local examination of the same standard as the C.P. with relevant topics e.g. local History and Geography, Civics, Hygiene and at least one practical subject of the student’s choice would be better able to fulfill the needs of the child and the community.

Let it be hoped that the University of Guyana will, in the near future provide this service.

The Draft Curriculum Guide is not a perfect document. It cannot be perfect as perfection is not within the range of human effort, and a service as dynamic as education cannot be constrained within the exigencies of a particular period, but must look ahead, and while serving the needs of the present, plan for the future.

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12 - PARENT TEACHER ASSOCIATION

The Parent Teacher Association is a vital necessity in the schools of this country, especially in the context of emergence towards independence and a democratic socialism. All parents have a right to know who are teaching their children and what they are being taught. Also, it is the duty of the teachers to know the parents of the pupils under their charge, their way of living, their religious and social outlook and their needs and aspirations. This contact between home and school is important if the best is to be achieved for the child and the community. In this respect the schools of the estate community is no exception.

Adult education is a pressing need all over the world today but especially so in the underdeveloped countries journeying towards independence, as people will not have to think critically and make sound judgments in the affairs of the Nation, but they will also have to know what is going on in the world around and how world events affect them. Through Adult Education, they can learn every resource and potential of their country and cooperate in a system of education which aims at exploiting these resources for the benefit of the Nation. The schools through the P.T. A. can help to arrange lectures, seminars, film shows and other means of educating parents into the role they are expected to play in the life of school and community.

So important is education today that an underdeveloped country cannot always wait on Government for initiative but realization and initiative must also come from the people themselves and Adult Education can help to foster the spirit of self help so important in emerging countries. Teachers, parents and children can work together in helping to provide some of the physical necessities as well as the spirit for Independence and Nationalism.

In the estate community, if the teachers have earned the regard of the parents, much cooperation can be achieved; but teachers invariably have to take the initiative and provide the leadership. This no doubt, is due to the paternalistic mentality inherited from Indentureship. This spirit of reliance on the headmaster and teachers can be inimical to real progress, and the school can help through its Adult Education Program, to wean this spirit from a people now on the threshold of independence.

In organizing a Parent-Teacher Association, the initiative invariably comes from the school. It is the task of the Headmaster and his staff to stimulate the interest and create the right feeling. They must be able to impress the parents with their integrity, their sincerity and their spirit of sacrifice. Pupil teacher relationship, too, must be good as the child can be a strong link between teacher and parent.

When good parent-teacher relationship is achieved, the stage is set for initiative from the parents who will look to the Headmaster and staff only for advice and guidance. This will lay the foundation for progress in school and community.

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