Latest update April 24th, 2024 12:59 AM
Nov 10, 2011 Letters
DEAR EDITOR,
On the run, captures, treks, ships and plantations, our forebears saw that the men with the pencils and books were the ones who controlled their destinies – determining where they were sent, their working and living conditions, mates and punishment or death.
They knew that power resided in the hands that held these devices of formal education. They yearned to be in control of these devices.
The various Christian Church officials, missionaries and/or civil libertarians began to teach the slaves to read so that they could read the Bible. The plantation owners opposed the attempts to educate the slaves.
The counter argument was made that this rudimentary education would make better slaves – meaning more docile or less rebellious slaves. The slaves did their best with the little given to them – few Hymnals/Bibles.
There was lots of rote-learning or memorization as seen in their survived choral services and in the ‘African spirituals.’ This made the slaves more determined to excel at every educational opportunity.
After the abolition of slavery, many ex-slaves went into business (trades) etc. for themselves and the need for formal education to rise up the socio-economic scale (white-collar jobs) became more imperative.
As the opportunities became possible, they invested heavily in the education (elementary and secondary) of their children.
The dreams were always to become a trained professional such as a teacher, nurse, dispenser (pharmacist) lawyer or doctor.
Getting a degree was considered a matter of great family pride. This of course meant going overseas. This tradition of respect for learning goes far back in our history.
After the East Indians arrived they realized that the persons who read and interpreted the contracts likewise determined their fates – wages, working and housing conditions, length of contracts. They too wanted to be able to read and understand the contacts. When the opportunities became available, these indentured servants made sacrifices to educate their children – particularly their sons.
One historian (Dwarka Nath, A History of Indians in British Guiana) recorded this rise in educational achievements of the children of the indentured or former indentured servants – first lawyer etc. It may not look like much now, but these were milestones in personal achievements.
Similar discussions can be made for other arrivals and indigenous peoples. The desire for education, particularly post-secondary and/or University education, was valued by all.
The costs of studying overseas were often most prohibitive and many talented individuals were stymied.
Some worked several years before going overseas to get their professional or tertiary education. Some did not return – married, found employment, the beginning of the brain drain.
We all realized that education was the passport to a better life, or as it was called the great equalizer, or at least it offered hope. Our young people must be challenged to be their best.
Dr. Cheddi Jagan and his then PPP understood these fundamental aspirations and needs of Guyanese, and to the consternation of many, established the University of Guyana. The Administrators, faculty and students rose to the challenge and ‘Jagan’s night school’ became a University. It compared well with its Caribbean counterparts and provided the educated and skilled work force to serve here.
Attesting to its quality, UG graduates excelled in post-graduate studies at other institutions.
Mr. L.F.S. Burnham found the University to be a nightmare for him and thought it provided safe haven for political opponents. He revamped the Board of Governors and politicized the University Board and administrative staff. Appointments, admissions etc. were also politicized. The question was: “Is he with us or against us?” The University began its downward slide and a rapid brain drain ensued.
Dr. Jagan/PPP on return to power realized this university was a PNC enclave and from where strong opposition can be similarly launched, as was seen against the Burnham regime. The PPP likewise sought to control this institution or at best keep it at arms’ length.
Ultimate control of the University was eventually achieved. The aspirations and proper training of our youths were quashed.
Like the plantation days, only the bare minimum was allowed to the children of the workers, while the ruling elite sent their children to well-funded educational institutions overseas.
The PPP is threatened by educated people and only tolerate educated people whose loyalty (right or wrong) can be counted on. The local University was therefore underfunded and bullied into submission. We are back to the plantation days.
One would think that the administrators would understand the inherent drives of our people to educate themselves and in the process make their communities and country better places.
This drive for social, educational, intellectual and economic advancement is strong in us and we will move to places which provide such opportunities.
This local deprivation accelerated the brain drain, since our young people did not see opportunities for themselves in a land consumed with political partisanship and insanity.
Access to education is a fundamental human right. Each individual should have the opportunity to reach his or her highest potential in our educational institutions, within reasonable limitations.
President Jagdeo and his PPP Govt. have willfully undercut the educational aspirations of our youths. This is criminal and is a grave violation of the human rights of our youths.
Over the years, the silence of Mr. Robert Corbin and his PNC is shocking beyond belief. Likewise, those within the PPP such as Mr. Ramotar who know better and did nothing. They allowed Dr. Jagan’s legacy to wither away.
Our youths have been abused too long. We have been writing about our starvation and suffering for a long time. Now is the time to get rid of those who watched as we suffered and suffered. Youths (University, Trades, Colleges, High Schools, employed and unemployed, educated and non-educated) and adults please talk with friends, relatives, families and get out and vote our oppressors out.
Now is the time to make the efforts which determine our own future, youths around the world are uniting to fight tyranny and oppression. Education is a fundamental human right, but like most rights we have to fight for it. This drive to take a stand against oppression and for education has been something youths before us have fought for, now is our own ‘tryst with destiny.’ Vote, elsewhere young people are dying for the right to vote.
Seelochan Beharry
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