In this issue of TTUTA on Tuesdays, we continue to explore the historical antecedents that gave rise to the Concordat. This is part 2 of a series that was started on our radio programme TTUTA Speaks, which can be heard every Thursday morning on I 95.5 FM.
IN CONTEMPORARY society, the Concordat is often the subject of heated discussions. Knowing that "one cannot solve a problem without first examining its antecedent cause" (Green, 2010), we began by questioning the circumstances that led to the need for the Concordat, starting with how religion dominated early education in Trinidad.
In today's issue, we continue our quest to understand the circumstances that led to the need for the Concordat as we look at the British colonial government's first major attempt to establish a state-controlled school system and the resulting challenges that arose.
The most significant contribution to the early development of education reportedly occurred under the eight-year governorship of Lord George Harris. On arriving in 1846, he found that Trinidad was not the typical colony – it was a melting pot of ethnicities, cultures, languages, and religions. Emancipated slaves who spoke either French or Spanish; freed slaves from North America, as well as free coloureds from neighbouring islands who were predominantly English-speaking Protestants; Portuguese-speaking migrants from Madeira; Chinese workers who spoke Mandarin; and Hindi-speaking East Indian indentured labourers, many of whom were Hindus and some Muslims – all coexisted in this dynamic and evolving society.
Noting this diversity, Lord Harris famously declared, "A race has been freed, but a society has not been formed.”
Prior to his arrival there were limited educational opportunities and that which was provided was mainly under the purview of religious bodies, primarily the Roman Catholic Church, which dates back to our Spanish colonial era.
During the post-emancipation era and in the British colonial days, education was not readily available to everyone. What existed served primarily the children of the planter-class. Harris attempted to develop a state-funded system of education which would lead to more access. The question of whether or not he was successful is still debatable.
Harris believed that education was the key to creating a more unified and structured society. While over 40 primary schools, mostly run by missionaries, existed, Harris felt that relying on religious groups for education was inadequate.
To address this, he organised the island into the counties and wards that still exists today, and introduced a state-funded school in each ward that was managed by a government-appointed warden. He also established a board of education, an inspector of schools, teacher training model schools, and even the island’s first public library.
By 1859, state-funded secondary education had begun with the opening of Queen’s Collegiate, known today as Queen’s Royal College.
One of the governor's boldest moves was his stance on religious education. Concerned
