ELNUEVOESCRITURÖN

Acknowledgements
Copyright
The writing team wishes to thank the following agencie
Published by: MINISTRY of EDUCATION for the assistance provided in the review of "New Horizon
National Centre for Educational in Social Studies Bk 1".
Resource Development The Environment Division of the Ministry of Health

Forestry Support Unit.
Georgetown Kayman Sankar & Company Ltd.
Ministry of Agriculture.
Guyana Guyana Sugar Corporation.
We also wish to thank the other persons who contribute

to this edition.
First Published 1992
This Edition 1997 Tyrone Dorris, Rawle Franklin - for doing the
illustrations.
Petaline Mc Donald, Lucy Williams - for keyboarding

© Ministry of Education
Padmouttie Jaggernauth, - for assisting

Printedby Ramsaywack Arjune Printing & Cheryl Proffitt with the rewritin
Graphic Arts Services
Phillip Kartick - for final editin
ISBN 976 - 8141 - 80 - 8
Rita Lowell - for coordinating

Cover design by Tyrone Dorris the activities
ii
Contents
Chapter Page
1 The local environment 9

Our environment 9
• Cardinal points 11
• Boundaries 12
• Landmarks 12
• Types of environment 13
• Our physical environment 13
• Our social environment 15
2 Looking at our schools 20

Members of the school family 20
• My school family 20
'The scnool an extension of the family 22
Goals of education 23
Mission statement 24
Philosophy of the school 24
Goals of the school 25
School motto 25
My school curriculum 26
Extra - curricular activities 27
School traditions which promote social interaction 28
3 Looking at education in Guyana 31

Informal education 31
Formal education
iii
Organising for formal education 33
Nursery education 34
Primary education 35
Secondary education 37
Secondary department of All Age schools 38
Tertiary education 38
4 The resources or our country 42

Resources 42
• Human resources 42
• Natural resources 42
• Renewable resources 42
• Non-renewable resources 42
100 natural resources of Guyana 43
• Mineral resources 44
• Water as a resource 45
• Soil / arable land 45
• Animals and plants 52
Forest resources 56
• Types of forest products 56
Development of the human resource 58
• Occupations in the community 59
5 Our people 63
Coming of the Guyanese people 63
• The Amerindians 64
• Who were the Europeans? 67
• Story of EI Dorado 67
iv
• The Africans 69
Forms of resistance 70
• Active resistance-the 1763 Berbice slave rebellion 70
• Passive resistance 71
The Chinese. East Indians and Madeirans 72
Contributions of outstanding Guyanese 73
Politics 74
The concept of Independence 79
Symbols of Nationhood 80
Aspects of our culture 82
• Music / song 82
• Dance 84
• Language 84
-Food 85
- Clothes 85
• Religion 87
• Folklore 90
• National events that foster Guyanese culture 91
• Mashramani 94
6 Governing our community 98

Communities within our society 98
• The family community 98
• The school community 99
The concepts of government 100
• Rights and responsibilities 101
• Local government 102
• Why local government is needed? 103
- Services offered by local government 104
- Collecting revenue 104
- Civic responsibilities 106
'.
-.
v
Foreword Curricula must be flexible enough to respond to the existential needs c
the children in a changing society. Textbooks which are aids in th
delivery of those curricula must be revised and edited as often as the nee
arises to make them contemporary in information and presentation.
Because of these things one welcomes the revised editions of th

secondary school textbooks.
We wish to commend all those persons responsible for this painstakin

effort for having done a worthwhile job. The nation's children and thei
teachers will benefit significantly because of this effort.
May the industry of the editors be suitably rewarded by the wise use c
the revised secondary school texts.
Dale Bisnauth
Minister of Education &
Cultural Development
vi
This new series of secondary textbooks have evolved from the
Preface first set of secondary textbooks which were planned for
students in General Secondary Schools. An important
modification is that the new secondary books have been
designed for students exposed to all types of secondary
education (General Secondary Schools, Cummunity High
Schools and the secondary divisions of Primary Schools).
The books have been prepared with the common

curriculum in focus and will be found to be consistent with
most of the concepts dealt with in the curriculum guides for
these schools. It is hoped that the introduction of these books
to the different levels of secondary education now evidenced
in Guyana, will help to remove some of the disparities which
exist in accessing suitable learning materials.
There was a deliberate attempt to involve the

experiences of teachers of the existing Community High
Schools, the secondary divisions of primary schools, the
General Secondary Schools, teacher educators and university
lecturers.
vii
1] The local environment
In this chapter we arc going to find out about: Our environment
• what makes up the environment., Read this with you teacher.
• how we can locate places in our Have you ever sal down in the open and observed all
environment, the things which are around you? I am sure that you
must have done so, and observed all the
cardinal points, boundaries, landmarks, plants.animals, buildings, roads, mountains. boats,
• the different types of environment, bicycles. factories, clouds, sunsets and rivers nearby.
These are all part of our environment.
places near our school and home,
• desirable social attitudes.
Our environment is made up of all the things
around us and it includes:
Fig.l.l Rural environment
9
Rg.1.2 A hilly and sandy environment
• those things which we can see and feel, for • the weather, for example, rainfall and sunshine.
example, the soil, water (lakes, rivers, oceans,
canals) animals and plants, our natural resources
such as minerals, forest, wildlife and fisheries; We must remember that all of these things make up
our environment
In Guyana, as in every other country our
• those things which we cannot see but feel, for
surroundings or environment differ from place to
example, air, as well as those things which we
place, for example, Anna Regina, Kitty, Mahaica,
can see and feel but cannot touch, for example,
Skeldon and Lethem all differ in many ways.
sunlight;
Many other differences are observed in our
Natural Regions.
• the people and their practices, for example, The environment of the Coastland, the Hilly
their religion, festivals, food, clothing and Sand and Clay Region, the Highland Region and
buildings; the Savannah will be different from each other also.
• landforms for example, the mountains, hills,

savannahs, valleys, rivers, lakes and canals.
10
Cardinal points
Matthews Ridge
Read this with your teacher.
In order for you to state the location of places in your
environment you must make sure that you know the
primary and secondary points of the compass.
TheprimarypointsareNorth, South, East and West.
1be secondary points are North-East, South-East,
North -West and South -West.
Annai
NORTH
KEY
~ST
Interior Savannahs
Highland Region
Highland Mountains
SOUTH
Fig.1.3 Natural Regions of Guyana
Fig.1 .4 The main points of a compass
Activities
There are other points between the primary and
Work in a groups secondary points. For example, between North and
North-East we can locate North-North-East. All
these points help us to find places in our environ-
1. List the things in the pictures Fig. 1.1 and ment.
Fig.1.2 that make up the environment.
2. Look at the Map of Guyana Fig. 1.3 and Activity
observe the differences in the Natural Regions
Work in groups.
3. Write a short paragraph explaining the term
environment.
1. Copy the diagram Fig. 1.4 "The main poinst
of a compass" and name the other eight points
Discuss your work with your class. shown in the diagram.
Show your work to your teacher.
11
Fig 1.6 An urban environment
Types of environment Our physical environment

Read this with your teacher:
Read this with your teacher. There are different kinds of physical
environmentinGuyana. ThoseinFigs.l.l,1.2, and
The environment of your school, like yow home
1.5 have been selected from our Natural Regions.
environment may differ from that of another child
Study them carefully and try to identify some of lhe
who lives in another part of Guyana or in another
differences.
country.
Everything about us that we can touch feel
In order for us to have a clearer understanding ' '
see or use make up our physical environment.
of our environment let us divide it into two broad
headings:
These include features such as:
• Our physical environment • people,
• Our social environment • the build and structure of the land-both natural
and man-made,
• the use of the land - for agriculture, roads,
recreation and industry.
13
• the use of other natural resources - mineral, • our towns and villages,
soil, water,flora and fauna,
• the administrative regions,

• the weather and climate,
• the country,
• the architecture,
• the nation,
• changes in the physical landscape as a result
of fanning activities or industrial development.
Fig. 1.7 A forest environment

Our environment is made up of all the things around • the Caribbean Region,
us - those which are nearby as well as those further
away. Places within our physical environment
therefore include: • the wider world.
You would have observed that our environment can

• our home environment, be named after physical features found there. If you
live in a city or town it can he said that you live in an
urban environment. However, if you live in a
• our school environment, forested area you can he considered as living in a
forest environment.
• our immediate neighbourhood,
14
Fig. 1.8 A savannah environment
Activities Our social environment

Read with your teacher.
Now we will talk about our social environment;
Work in a small group.
quite often we take our social environment for
Look at the three photographs on the environment granted, so much so, that we do not notice it.
Fig 1.6, Fig 1.7, and Fig. 1.8
Our social environment refers to:

l. Make a list of the physical features seen in • the relationships of people,
each environment.
• their belief and values,
• their attitudes and behaviour.
2. State the features which are similar.
Cleanliness, respect for authority, respect for

3. Select one photograph and write a paragraph others and punctuality are all aspects of our social
to describe the physical environment that is environment. We must therefore, note that both our
illustra ted. physical and social environment are important to us
since they affect our daily lives. As such, we must
find ways and means by which we can improve both
the physical and social environment. These are
15
values and customs by which people live together as to work in groups, to interact, how to behave
a family, group or nation. towards each other. Let us think for a moment of
two teams of circle tennis players on the play-
ground.
Fig. 1.9 (a) Two desirable social attitudes
We all wish to enjoy a better quality of life. There

are certain conditions which make for improving We are taught exactly how to behave, by following
the way we live. In our homes or at school, values instructions. We obey rules and we accept disap-
such as courtesy, cleanliness, discipline, punctual- pointments. In other words we interact with our
ity and a concern for the property of others are
peers - children of the same age group - and
important These all help to improve our environ- teachers.This is one of many ways in which we can
ment since they contribute to the atmosphere of our learn how to socialise. We learn the values,
home or school. Thus, if we have a well-furnished, attitudes, skills, that will enable us to live with
well-equipped school but there is indiscipline on others. This process is called socialisation.
the part of students, for example, they litter,and During this learning period, we acquire
misuse equipment, or they fight and steal, fear and attitudes which depict how we think, feel and act
uncertainty will exist and the environment will not with regard to people and groups, which exist in and
be considered the best. We acquire skills and values around our environment. We are expected to adopt
necessary to function effectively in the world and desirable attitudes and values.
adult life from our environment. That is, we learn
16
ourselves, 'Oh! ifI were only on time. thiswould not
have happened! We must always strive to be
punctual, and remember the old saying - 'The early
bird catches the wonn.'
• Respect. We must show respect for our

elders and those in authority. Obey our teachers and
prefects, for some day we too will be giving orders.
Wemustalwaysbccourteous,notonlytooureJders
and those in authority but to our peers as well.
Whenever the occasions arise, words like thank
you, pardon me, good day, please, excuse me, may
I help, should be part of our everyday vocabulary,
our etiquette, our life!
Fig.1.9 (b) A desirable social attitude
We are also expected to obey rules. Among
these rules are keeping our classrooms and
Look carefully at the pictures in Fig. 1.9 (a) and (b).
surroundings tidy and caring public and private
What desirable social attitudes are shown?
property. This includes, caring of our school
Can you picture yourself in thesesituations? We are furniture, textbooks, our blackboards, our learning
encouraged or taught to be honest If I find some- materials and equipment How could we care such
thing, I must find the rightful owner. property? Our furniture must be clean at all times,
our textbooks and exercise books must be prepared,
pages must not be tom, dog-eared, or disfigured.
• Honesty does not only mean returning the We should always obey the laws of our country,
material things to the rightful owner. We must be avoid being involved with friends who break the
honest with ourselves, within our minds we must be law, and delinquent groups, for example, drug
convinced that we are saying or doing the correct users.
things. We must also be honest with thesupport we
give our friends. Do we honestly show sympathy in We must therefore, note that both our
times of need, display trust, and show loyalty towards physical and social environment are important to us
our friends? Lasting friendships are closely since they affect our daily lives. As such, we must
associated with how honest we are towards one find ways and means by which we can improve both
another. the physical and social environment.
Punctuality or being on time, is very impor-

tant On many occasions when we are late we miss
valuable information from lessons taught It is not
a good practice to keep others waiting. Also we may
lose golden opportunities. Let us not have to say to
17
Activities
Work by youself
3. ~oll~toewsp~reports which suggest ways

1. Copy and complete the diagram which shows
in which the social environment is made
features of our physical and social
unpleasant Suggest ways and means by
environment
which you can help to improve these situa-
tions.
Roads
ENVIRONMENT
2. Suggest five changes which would make

your home environment a better place.
18
Summary
WE HAVE LEARNT THAT:
• our environment can be physical and social.

• the physical and social environment are important in
our daily lives.
PHYSICAL ENVIRONMENT
Forest World People

Minerals Caribbean Factories
5011 Region Parks
ENVIRONMENT
Beliefs Customs Attitudes

Values Behaviour
SOCIAL ENVIRONMENT
19
Looking at our schools
We are going to fmd out about: Members of the school

family
• how our schools are organised,
• the persons who work in our schools, Read this with your teacher.
• the school cuniculum, Members of the school make up one family which
we call the school family. While some families are
• school traditions,
large, others are small. Let us now try to identify
• social interactions in schools. people who are members of the school family .
My school family
It is important sometimes to remind ourselves that
our school is like a second home. The process of
education which begins in the home continues at
school in both formal and informal situations.
P.T.A.
Prefect Student Students
Body Council
Rg.2.1 Mv school family
20
Similarly. the process of interacting with our Activities
brothers, sisters and other household members con- Work in groups.
tinues at school It is the duty of each oneofus to live
happily and to be helpful to other members of the
school family so that we may derive the greatest 1. (i) Copy the diagram Fig. 2.2 -
benefit both academically and socially. Each school
has an organisational structure. This may be shown 'Organisational chart of a school'
on an Organisational Chart. (ii) Examine the chart and name the group
In the same way as some one is always the to which you belong.
head of the family. so too, the Headteacher is the 2. Select two groups from the diagram and list
head or leader of the school family. He/she is three functions of each.
assisted by a Deputy Headteacherin some cases and
3. (i) Note the directions of the arrows.
also by a group of senior teachers who. together,
may be referred to as the Senior Administrative (ii) Give reasons for the directions.
staff. All categories of teachers are answerable to Write down your findings and discuss with
the Headteacher for the smooth and proper running your class.
of the school.
TEACHERS
PREFECT
IU>V
SECRETARY
PTA STUDENTS
or
PAC
Fig. 2.2 Organisational chart 01 8 school
21
The school - an extension We can see then that our school and family have
similarities. For example:
of the family
Read this with your teacher. • the Headteacher is the main person who plans
activities and set goals with your teachers for all
sudents, while at home parents set family goals.
We belong to our home as well as to our school. In
some ways our school is like our home.
• the Senior Members or Administrative Staff see
Just as we learn to obey our parents at home, that the plans are canied out, while at home the
so we obey our teachers at school. The Headteacher adults ensure that tasks are completed.
is the head of the school family and the teachers are
the main helpers. They are all responsible for the
discipline and education of the children. The chil- • children work and play together with other
dren also help with small chores or tasks. members of the family so that they may grow and
At home our parents provide us with food, learn.
clothing and somewhere to live and we try to assist
by performing certain chores. At school, we are
Although every member of the school may belong
helped and trained by our teachers to be good to a different family, which is a small group, each
members of the school family. The teachers too are member belongs to a larger group which is the
trying to help us to grow up to be good men and
school. Every member of the school family has a
women and to work well, so that we shall be able to
special part to play so that success may be achieved.
earn a decent livelihood.
Fig. 2.3 P.T.A. meeting
22
Activities Read this with your teacher.
The programmes used by our school system are
derived from our Educational goals.
Work by yourself.
Goals of Education are statements which
Write down those things which:
spell out in general terms what the education system
• only the head of a family has to do, hopes to achieve. Goals are broad terms and refer
• only the head of a school has to do, to the programme for several years. It is from these
broad and general statements that we get our na-
• they both need to do, tional goals. These national goals are usually
• only the teachers of a school have to do, general statements about national policy and give
directions to the school system. These statements
• only your elder brothers and sisters have to
form the basis for educational goals.
do,
Educational goals tell us about the course of
• only you do at home,
action which the School Curriculum will follow in
• only you do at school. order to help in the achievement of national goals.
Show your work to your teacher. Although goals may take a long time to be achieved,
they represent something to strive for. We need to
know them. Once we feel that we must work
towards them, they give us a sense of satisfaction
Goals of education and pride when they are finally achieved.
What are some of our educational goals?
Fig. 2.4 Inter-relationship of goals

Fig.2.5 A classroom scene
23
• To prepare us for dedicated service towards • place a premium on the pursuit of excellence,
our country. and religious differences among people,
• To equip us with a new outlook so that we
can participate meaningfully in activities for
• adhere to principles of democracy, justice,
'Oursociety and community. peace and accountability,
• To teach us to utilise our school experiences
so that we can refashion new materials for the
national good. • develop a spirit of self reliance and resilience.
• To provide students with the knowledge and
skills which will enable them to contribute • hring to hear creative and innovative
towards national development approaches to problem solving,
Mission statement • harbour a commiunent to the care and

protection of the environment.
To achieve our educational goals, schools must

have a statement to guide them. This statement • live productive lives in a rapidly changing
which is provided by the Ministry of Education is technological age.
called the Mission Statement.
A mission statement is the objective as set out
by the Ministry of Education for the process of
education.
Philosophy of the school
Here is the Mission Statement for education
as stated in "An Education Policy and Five-year
In the same manner as there is a Mission Statement
development plan for Guyana" January, 1995.
for education, each school also needs a guide to help
"The Mission of Education in Guyana is to them along the right direction. This is a general
provide equal access to all Guyanese children and statement about a shared vision or belief that the
young people to quality education. " school has. It is known as the Philosophy. An
example of the Philosophy of a school is:
Education aims at enabling children to:

"To ensure that staff and students work
• acquire knowledge, skills and values
singularly and collectively towards the full
necessary for a full and satisfying adult life.
social and academic improvement of students
for the school and the country as a whole."
• cherish love for their country Guyana,
• develop their potential to the fullest,
24
Goals of the school tion. Some schools have their motto written in
English while others have theirs written in Latin
because of tradition.
Generating from the Philosophy is a number of
ideas or statements which form goals of the school. Examples of School Mottos:
'These statements are specific and are concerned not • Omina veritas vincit,
only with what is taking place in that school but with (Truth conquers all things)
providing learning situations that would enable the
• Labor omnia vincit,
child to participate effectively in social; economic
and cultural affairs. (Work conquers all)
• Cogito ergo sum
Examples of school goals are: (I think therefore lam)
• to help learners to develop a sense of self- • Strive for Character. Wisdom. Morals and Skills.
identity. • To Know, To Love. To Serve.
• to help learners to develop skills necessary to
• Aim High.
carry out the independent investigation of
problems and to react critically to solutions
posed by others. At the level of the Ministry of Education as well as
• to provide learners with skills necessary to at the school level, certain objectives have been
become effective decision makers. outlined for the school system to follow in order to
bring the highest level of educational success. These
• to provide learners with the ability to utilise objectives are all interrelated with the national
both cooperative and competitive circumstances goals.
for the achievement of goals.
Activities
Activities
Work by yourself
1. List two similarities between the goals of
education and the goals of the school. 1. List two similarities between the goals of
education and the goals of the school.
2. Listtwo differences between lheMission State-
ment and the Philosophy of your school. 2. List two differences between the Mission
Statement and the Philosophy of the school.
Report your findings to your class.
3. State why a school needs to have a philoso-
phy.
School motto 4. (a) Write out your school motto.

(b) Slate three ways by which you can
This is a short and appropriate phrase or sentence help to achieve your school motto.
which gives clear guidelines as to what steps the Show your work to your teacher.
teacher and students can take to accomplish instruc-
2S
• English Literature • Geography
My school curriculum
• Spanish • Science
Read this with your teacher. • French • Economics
Every school has a curriculum, that is, a planned • Mathematics • Information
programme of all the learning activities organised
• Social Studies Technology
and supervised by the school to assist students to
develop fully. The curriculum should focus not
only on academic subjects like English Language These subjects are all very important, so
and Mathematics or Pre-vocational subjects like every student needs to study them depending on the
Clothing and Textiles and Woods but should be time-table. But these are not the only subjects which
organised to produce a well- rounded person. Every are taught at the secondary school. The student also
school should strive for the optimum development studies a number of pre-vocational subjects.
of each child according to his/her own pattern of
growth and development. The school should cater
for the child's educational, social, physical and Pre-vocational subjects:
spiritual development and all of these factors must
be taken into account when planning the curricu-
• Clothing and Textiles • Agriculture
lum. • Woodwork Science
Secondary schools offer both academic and • Food and Nutrition • Typewriting
pre- vocational subjects. • Home Management • Principles of
• Technical Drawing Accounts
Academic subjects: • Art and Craft • Principles of
• English Language • History Business
: i II \II
Ill II 'i , I
Fig.2.6 A debate
in progress
26
.
Activities Extra - curricular activities
Work by yourself Read with your teacher.

1. List your favourite and least liked subjects. Give School life would be dull indeed, if students were to
reasons for your choices. study only academic and pre- vocational SUbjects.
Most schools also provide a range of co-curricular
Show your work to your teacher. activities.
These refer to all of the programmes or activi-
ties that are not usually done during the normal
school hours but which help to support or improve
the main programme of the school.
Work in a group.
These activities may be conducted by clubs,
2 Find out and list the different subject streams in societies and other groups or organisations within
your school. the school. Examples are: The Literary and
3. List the subjects done in each of the streams. Debating Society. The Pioneer Corps. Bible Club,
Hindu and Muslim Societies, Scouts and Guides.
Report to your class. In addition to making the school programme
richer, extra-curricular activities have other
Fig. 2.7 Scouts at camp
27
benefits. All of the clubs, societies and organisa-
tions have different aims and functions. Therefore,
they satisfy a wide range of students' interests.
Membership is open to all and it is voluntary.
Students also have an opportunity to meet and
socialise with students of different age groups and
experiences. These experiences help students to
accept positions of leadership and responsibility
and to be good members. Students should be
encouraged to participate in as many of these activi-
ties as possible so as to develop socially.
Activity
Fig.2.8 Prize-giving ceremony
Work by yourself.
Many students look forward to certain traditions
Make a list of all the clubs. societies and organisa-
of their school. For example, Inter-house
tionsin your school. Find out all you can about three Competitions, Speech Days, Open Days for parents
of them (date formed, objectives, number of mem-
and visitors, Market Day and Annual Fairs. Other
bers, time of meeting, main activity, etc.) Have a
schools hold a special assembly for new or
discussion with any member to find out how heJshe
departing teachers. Terminal examination marks
benefits from being a member. are readat some schools and presentations are made
to outstanding students who have excelled
Show your work to your teacher. academically and at extra-curricular activities.
All of these activities assist to enrich the
students' experiences and help to mould them into
the kind and quality of citizens of which we can all
be justifiably proud.
School traditions which promote Let us now examine some groups within our
social Interaction school and how they relate to us. Some of these
groups are the Debating Society, House System,
Bible Club and our Parent-Teacher Association.
Read with your teacher. These groups have goals and rules which
All schools have traditions of which they are proud govern our behaviour. The members do not have
and ready to relate to on special occasions. the same responsibilities and in fact there may be a
Traditions refer to beliefs and practices that are ckarly defined status, where members have
handed down fromone group to another. Traditions different positions. The members of a group also
may differ from school to school and they help to have sluued values, for example, how to dress or
make each school special and even unique. behave. Members also share some common
28
symbols for example a badge, pledge, unifonn or Activities
prayer. Rules and regulations govern our behaviour
in groups. 1bey promote social interaction and c0-
operation among members. Work by yourself
1. List the traditions of your present school. Do
• The school curriculum is very important the same for your previous school. Inwhat
ways are they similar or different?
2. Which school tradition do you like the best?
• The curriculum includes academic and non-
academic subjects. State reasons.
3. What are the activities related to your
favourite school tradition?
• Extra-curricular activities are also important
aspects of the school programme. Show your work to your teacher.
• All schools have traditions which make them

unique.
29
,
Summary
• our school is like a second home.
• our school has an organisational structure just like the family.
• education for our school gets direction from the Mission Statement.
• schools have a curriculum of academic and pre-vocational subjects.
• extra- curricular activities are important aspects of the school curriculum.
• schools have traditions which make them unique.
30
~~-=L=O=O=k=in=g=a=t=e=d=u=c=at=io=n-=in=G-=u=ya=n=a==-=
We are going to:

• learn about education before emancipation, Looking back at education in British Guiana before
1834, one would see that very little attention was
• find out about the levels of education in our
paid to the establishment of schools. The earliest
country - Nursery, Primary, Secondary and
people - the Amerindians - were involved in an
Tertiary,
informal education where the elderly taught the
• talk about the importance of having a formal young the skills useful to the community. Boys
education. were taught separatel y from girls. At about age five,
boys began to be groomed by the men. They were
taught hunting, fishing, swimming, singing,
Informal education basketry, making of canoes and the use of the bow
and arrow. From the older women, the girls learned
to cook, plant and to make hammocks and other
Read this with your teacher craft pieces.
Guyana was a British colony before gaining Inde-
pendence in 1966. At that time it was known as
British Guiana.
Fig.3.1
Amerindians being
taught informally in
their village
31
Slaves too, were educated informally. A slave child • Make a list of some skills you were taught
who was born in British Guiana was put in the care before you started school.
of an elderly female slave so that the mother could Show your work to your teacher.
resume work. It is suspected that the children
learned African songs, stories, dances and games
from the elderly females who took care of them . By
age six, the children were placed in the third gang Formal education
with an old woman to collect food for animals and
to weed. When the children became older, they Read this with your teacher.
moved to the canefield to start sugarcane cultiva-
tion. Thus, through interaction with their elders Education for European children who lived in
they received their education. British Guiana at that time was different Those
who could have afforded sent their children to
Europe while clergymen taught those who remained
Activities in the colony. A grammar type of education similar
to that in Britain was taught Here, students learned
Work in a small group. to read and write.
• Talk about the reasons for informal education
It was only in exceptional cases that slave children
before emancipation.
were educated formally during the late period of
slavery. One such example was when Hermanus
Post, a Planter, invited missionaries to provide
religious instruction to his slaves. Consequently,
Fig.3.2
Early school scene
in British Guiana
32
the Rev. John Wray from the London Missionary • Write a profile of your school.
Society arrived in Georgetown where he began in (i) when it was established.
1808 a private school for slaves of Hennanus Post
He later received support from his wife Mrs Rebecca (ii) number of pupils and teachers then and
Wray and other missionaries and so was able to now.
expand his work in New Amsterdam and on the (iii) curriculum then and now.
East Coast of Demerara Their efforts did not last
very long because of the 1823 East Coast Slave (iv) outstanding achievements of your
Insurrection involving the Rev. John Smith and school then and now.
members of his congregation, and the attitude of Report your work to your class.
planters.
In Georgetown and New Amsterdam other
efforts were made to expand education. The Saffon
Institute for poor white orphans and the St George's
Anglican School were established in Georgetown
in 1825 and 1832 respectively. In New Amsterdam
during the same period the All Saints Anglican
school began.
Organising for formal
Education then received public subscription education
to the sum ofjl30. In these early schools the focus
was on spiritual and moral education. The students
were only given minimal knowledge to enable them
to read the Bible and to take part in religious services
inthe Christian Churches. By the end of the century,
the school system provided for more, as well as
older children. There were within the same building
all levels of primary and even some levels of post
primary education.
General
Activities Secondary
Work in a small group. Primary

Level
• Name some schools in your region which
were started by the church. Give the name of Nursery Level
the church and the religious body that started
it; for example St. Andrews Kirk and school
were started by the Scots Presbyterian. Fig.3.3 levels of the education system
33
Read this with your teacher and since then education was provided by the
Study Fig. 3.3. Note that Guyana has four levels of Government from Nursery Level to University.
education. Let us now learn some more about these To standardise education at the Nursery Level,
levels of education. children three years nine months were admitted to
Nursery schools.
Nursery education In addition, the first batch of twenty-five teachers
were selected to do a Certificate in Nursery Educa-
The Nursery Schools were previously called tion at the University of Guyana. They returned to
Kindergarten Schools or were referred to as their districts and held workshops in order to up-
"bottom house" schools. They formed the base of grade teachers at the Nursery Level. Ongoing
the educational system. Before 1976, these schools training of nursery teachers has continued over the
were private schools owned by church bodies or years.
individuals.
Fig.3.4 A bottom-house nursery school
They served people who could have afforded to pay

fees for their children since education was not free. Activity
There, students learned to count, recite the alphabet Work in a small group.
and nursery rhymes. Admission to some of them
Discuss why you think it was important to change
was difficult to obtain and so application for enrol-
from "bottom house" schools to Nursery schools.
ment was made at birth.
Repon your findings to the class.
In 1976, there were many changes in Education.
The Ministry ofEducation took control of all schools
34
Primary education
The Primary Schools have been the base of the
Educational System formanyyears following eman-
cipation. As mentioned, Primary Schools emerged
out of the desire of the liberated people for church
worship. At church, adults and children were also
taught to read. Schools were located in church
buildings. These early schools were maintained by
churches. They were called denominational schools.
Some primary schools were managed by
government and were called state or government
schools. The first government school-The Dolphin
Govemment-wasestablished in 1932. Those that
were managed by private persons were called
undenominational schools. The first set of
undenominational schools was established through
Rg.3.5 A modem nursery school in Guyana the Lady Mico Fund in 1834.
r
r
t
Fig. 3.6 Wilberforce Congregational church
35
Soon after emancipation, the British Govern- Indeed, this proved a problem, as among the ex-
ment set up a fund and from this ftmd British Guiana slaves there was still the prevalence of Dutch
received money for education. This was known as language while theEastIndians mainly spoke Hindi
the Negro Education Grant. When this money was Thirdly, the Educational Officials did not provide a
exhausted. the Colonial Government then provided rationale for education. Instead, they transplanted
swns of money for education. Govenunent then the British system wholesale even though the
began to share the cost of education with the church instructions were unrelated for living conditions in
and so government and church became partners in British Guiana To improve attendance in school
education. This system became known as dual especially among East Indians, the Compulsory
control. Denomination Bill of 1876 was introduced
Shortly after emancipation, boarding schools This bill made
fJr Amerindians were set up at Bartica. These • primary education compulsory and free
schools were unique to British Guiana as schools of for children under twelve years in rural
this kind were not established before. After leaving areas and under fourteen years in towns.
school. the boys travelled to Georgetown to be
apprenticed to the trade of their choice. • the children ofparents who failed to comply
could have been sent to the Government
Students in these early primary schools had to Industrial School at Ondemeeming in
pay a fee which many could not have afforded. That Essequibo.
was one of the factors why many persons did not
pursue primary education in the early years. Sec-
ondly, the English Language was used as the
mediwn of instruction in the school'\.
Fig.3.7 St. Andrew's Kirk and school
36
This Bill was so important that it was embodied in ematics, Modem Languages, Chemistry and
the Ordinance of 1876 which thereafter became the Natural Philosophy. The goal of the College was to
guidelines for education until 1976 - one hundred be, '...the Oxford and Senior Cambridge Certificate
years later. Primary Education was for many the stage at which entrance could be gained to a
students the only kind of formal education. At first British University.'
students at this level were taught the three R's of The other denominations were slow to
Reading, 'riting' and 'rithmetic'.
establish secondary education as was the case in
Later the curriculum was expanded to primary education. The Catholics began the Catho-
include such subjects as Health and Physical lic Grammar School for boys and the Methodists,
Education, Creative Activities comprising Music, the Kingston High School for boys and the Trinity
Art and Craft. Drama, Language, Art, Elementary High for girls. Later, at different periods, Secondary
Mathematics and Social Studies. education was expanded with the establishment of
Students were being prepared to write the the following schools -St Stanislaus College, St.
Government County Scholarship now called the Rose's High, the Middle School, St. Joseph's High,
Secondary School Entrance Examination. Those the Collegiate School and the Christ Church School
who remained wrote the School Leaving Certificate in Georgetown and the Berbice High School in New
Examination. the College of Preceptors Examina- Amsterdam. These schools were either boys' or
tion and/or the Pupil Teachers' Examinations. girls' schools. It is interesting to note that some
Successful students gained certificates which children were debarred because of religion,
allowed them to pursue careers as nurses, teachers, illegitimate birth or both. However, with the
clerks and public servants. establishrnentof awards like theGovernment County
Scholarship and the Buxton Scholarship, children
Activity from the lower income group were awarded places
Work by yourself. to pursue a secondary education.
How do you think children benefited from the During the 1950's conditions changed.
expanded curriculum in the Primary School. Government gave grants to a number of private
secondary schools in rural areas and in towns. More
Show your answer to your teacher.
students were then able to attend Government
Secondary or Government-aided Secondary
Secondary education Schools. There were still private schools but they
came under full control of government in Septem-
Read this with your teacher. ber 1976 when education became free.
Secondary Education before the 1950's was the Students then entered Secondary Schools
prize for a privileged few, basedon sex, wealth and based on the results of the Common Er.t.rance
religion. 1he Saffon Institution was the first Examination, later caUed the Secondary School
Secondary school with a grammar school Entrance Examination (SSEE).
education. It catered for ten white orphans until age
sixteen. There are three types of secondary schools in
Guyana namely -
In 1844theQueen'sCollegeGrammarSchool
wasestablisbed by the Bishop of British Guiana. At • Senior Secondary
the college, students were taught Classics, Math- • Junior Secondary
• Multilateral
37
Among the Senior Secondary Schools is The The technical courses include Home Economics,
President's College. This Institution which began Agriculture Science, Woods, General Electricity,
in September 1985 introduced a novel concept Metals and Technical Drawing. The subjects
whereby all students live on the site. The Senior studied at the various levels will determine to some
Secondary Schools prepare students for the Carib- extent the careers to be pursued by students.
bean Examinations Council Examination (CXC) Activity
anthe General Certificate of Education Ordinary
and Advanced Level Examinations (GCE). Work in a small group.
In 1961-62 eight Junior Secondary Schools were Why is a Secondary Education important?
established by the then Government The Junior Report to your class.
Secondary and Multilateral Schools prepare
students mainly for the CXC and the General
Certificate of Education Ordinary Level Examina- Tertiary education
tions in academic as well as Pre-Vocational For Guyana to develop, we need more skilled or
Subjects. professional persons. Therefore, educational
institutions at the tertiary level can build on the
Secondary departments of all age foundation laid at Nursery, Primary and/or
Secondary levels.
schools
Secondary Departments of All Age Schools

emphasised Technical-Vocational subjects with a
core of academic subjects.
Fig.3.8 Government Technical Institute
38
From the early attempts at education in proposed Multilateral Schools. Since the 1970s
Guyana, efforts were made to advance Technical- Teachers' Training has been conducted at the Cyril
Vocational training at Technical Institutions. Mrs Potter College of Education (CPCE) at Turkeyen.
Rebecca Wrayestablished" ..a school of Industry .." Neighbouring to this institution is the highest seat of
among the "brown girls" and employed them to learning - The University of Guyana - which was
make clothes for the "Crown Negroes". established in the year 1963. This institution has
At the Smith's Church Girls' School, the girls Faculties of Agriculture, Arts, Education, Medi-
were taught to make products which included pin- cine, Natural Science, Social Sciences and Tech-
cushions, mats, baskets of various kinds, trays, nology. It also offers an Extra-Mural programme.
purses, and ladies' fancy bags and slippers. But with Certificates, Diplomas. and Degrees are awarded to
the commencement of the Kingston Trade Centre successful full-time and part-time students.
for youths in 1932, the Carnegie Trade Centre for In 1968 the Faculty of Education com-
women in 1933an d the Fredericks School of Home menced. This faculty offers in-service programme
Economics in 1936 a more formal course of training for teachers who, on successful completion of their
was undertaken. Young women were trained in studies, are awarded the Certificate or Diploma in
practical domestic science or home making. Men Education, the Bachelors Degree in Education and
did manual training in wood and metal. Since 1961- the Masters Degree in Education.
1962, technical and vocational schools have been
Teachers also benefit from the Curriculum
expanding with the increase in the num ber of Indus-
Centre which was divided into two units - The
trial Arts centres or departments as well as Home Curriculum Development Unit (CDU) and the
Economics' centres or departtnents. There has also
Materials Production Unit (MPU). These centres
been the establishment of the Faculty of Technol-
were merged into the National Centre for
ogy at the University of Guyana.
Educational Resource Development (NCERD).
Teacher training was provided since during Here curriculum materials are prepared and
the 19th century. A normal school for the training evaluated by curriculum specialists. These
of teachers was set up through the Lady Mico Fund. specialists also prepare tests which help to evaluate
This institution did not last long. The Church too various levels of the school programmes.
had set up a Training Institution - The Bishop's
The Broadcasts to Schools Division is contributing
College. This as well was discontinued shortly
in a meaningful way to teachers and students. This
after because of lack of funds.. Since there was no
division makes--
institution to train teachers in British Guiana, the
teachers. during the early 20tth century. went to "... available research material to supplement
Mico College in Antigua or Jamaica or to text books and developing in the school population
Shortwood College in Jamaica. This meant that awareness of the new and exciting changes taking
the number of trained teachers was few. A place not only in the changing curriculum but in the
Teachers' Training College was' established in social environment in which we live."
Georgetown in 1927. Since then there has been This division is now involved in Distance
rapid expansion of Teachers' Education. In 1963 Education Programme for teachers.
the training was divided into In-Service and Pre-
Service. In 1968, the Lilian Dewar College was set
up for the training of Secondary teachers for the
39
Fig.3.9 Students recordingfor broadcastto schoolsprogrammes.
P H I L 0 S 0 P H Y
Activities
0 0 J A F I J K D D
A M 0 T T 0 G N E P
H C H G K L N M N 0
1. Give a short definition of the term "Formal
F B N 0 p M I T 0 A
Education" .
2. (a) Identify one Pre-Vocational School in
0 Q w S T U H X M 0
Guyana. R R R C X L P E I M
(b) List six subjects taught in that school. M U A L N T L N N H
(c) List two reasons for attending a Pre-Voca- A V Y X U I 0 Y A G
tional schooL L W A E R L D E T F
3. From the puzzle, identify ten words related to Z Y B R S A D G I E
education.
X X C I E T R E 0 D
4. Name the undenominational schools which
were built from the Lady Mico Fund in 1834. Y T I S R E V I N U
D E S T Y R D U A L
X p R I M A R Y L X
A I N G E L R A B C
40
r
Summary
• education can be both formal and informal. We can be educated by

the adult members of the family in an informal way as was done after
emancipation.
• established schools provide us with formal education since there are
set programmes or curriculum which are taught by teachers.
• the Church laid the foundation for the development of education

in our country by the establishment of Church Schools.
• there is opportunity today to attend all levels of education from

Nursery, Primary, Secondary, Technical Schools and University.
• teachers for our schools are trained at the Cyril Potter College of
Education and the University of Guyana.
• the National Centre for Education Resource Development (NCERD)

prepares materials to assist teachers to implement the curriculum in schools.
41
Natural resources
In this chapter we are going to:
Natural resources are those parts of our environ-
ment which are created by nature and can be used by
• defme resources. us. They can be above, on, or below the surface of
• fmd out the types and categories of resources. the earth. Natural resources include sunlight, air,
agricultural land, forest, animals, water and
• find out about "Development of the Human
minerals.
Resources.
Natural resources can further be divided into two
• list occupations suitable for developing the
groups:
resources in your community.
• Renewable resources
Resources • Non - renewable resources
Read this with your teacher. Renewable resources

In our environment, there are those parts which can
be made useful by man to satisfy such needs as food, When we speak of renewable resources, we refer to
clothing and shelter. Those parts can be referred to those 'living resources' such as plantsand animals.
as resources. Renewable resources can reproduce or replace
Resources can be grouped under two broad head- themselves and increase in quantity. They can even
ings: be kept for a very long time if care is taken to
preserve them. Examples of these resources are
• Human resources soil, sea and forest.
• Natural resources
Non - renewable resources
Human resources Non - renewable resources are those non- living
These are the skills, energies, talents and knowledge resources such as minerals. Such resources do not
of our people which can and should be used for the replace themselves, or do so at a slow rate. These
production of goods or the rendering of useful resources can take thousands of years to replace
services. It also includes those skills, values and themselves.
attitudes which contribute to the improvement of Because these may not last forever, care
the quality of life in our environment. should. be taken when we use or exploit, or mine
42
them. Gold and diamond are examples of non - • soil or arable land eg. used for agriculture,
renewable resources.
We must remember that in exploiting both the
renewable and non - renewable resources, we can • animals and plantseg. wildlife- deer, mangrove
bark for dyes.
change our environment
• forest resources eg. trees,

The nat.u~l resources of
Guyana • scenic beauty eg. physical features- waterfall .
Our country, Guyana, is rich in many natural

resources. These include:- The sketches in Fig. 4.1 show some natural
resources of Guyana. Try to identify these
• mineral resources eg. gold, granite, diamond resources.
and, sand (silicate). Other minerals which are
found in a low quantity are iron ore, nickel, The natural resources of Guyana are impor-
chromium, quartz, zinc, mica and other radio- tant to our development as a nation. Development
active minerals. includes the exploitation or use of our natural re-
sources to improve the quality oflife in our environ-
ment.
• water resources eg. rivers, lakes. crreks. can al<o .
conservancies and ponds.
Fig. 4.1 Natural resources

of Guyana
43
are gold, diamond. bauxite and granite.
Let us now briefly examine two minerals-
bauxite and granite.
BAUXITE
Location: Guyana's bauxite is found mainly in the

Hilly Sand and Clay Region. The bauxite is found
in areas around Linden on the Demerara River; Ituni
near the Demerara River and Kwakwani on the
Berbice River.
Description: Bauxite is a rock of a light brownish
colour.
Use: From this rock the metal aluminiwn is made.
Alwniniurn products are used in different ways in
building construction, containers and packaging,
transportation, electrical, consumer articles. ma-
chinery and equipment.
GRANITE
Gold
Diamond
Location: Deposits of granite are found in inland
areas at a number of places near the Corentyne,
Bauxite
Demerara. Essequibo and Maz.aruni Rivers. The
Coconut rocks are blasted at quanies on the banks of these
Sugar nvers.
Rice
Description: Granite is a hardrock of grey to dark
grey colour and contains large crystals.
F~g. 4.2 Location of natural resources
Use: These stones are used for construction
purpose, for example, building of roads, houses and
Mineral resources seawalls.
Sometimes we speak of "Our Mineral Wealth".
This is because we have a wide variety of mineral Activities
resources such as Bauxite, Gold, Diamond,
Work by yourself..
Manganese, Glass Sands and Kaolin.
Trace a map of Guyana Use your atlas and insert
In addition to these minerals, there are other
the following on the map.
mineral deposits yet to be exploited, for example,
iron, nickel, quartz crystals and radio-active • The three main rivers.
minerals. Those minerals which are produced on a • Two areas where bauxite is mined.
large scale as a source of foreign exchange earnings
44
• Two waterfalls • transportation - boats use our wateiWays for
• Tre Coastal Plain travel
• 1be forest areas •food - fishes, beverages
• Two gold mining areas • agriculture - drainage and inigation

• Make a key for your map. • recreation - waterfalls as tourist attraction.
• hydropower generation - rivers. rapids,
waterfalls can be used to
Mount your fmisbed work for a class exhibition. generate electric power.
• industries - bauxite~gold mining, processing.
Water as a resource
Read this with your teacher. Soil I arable land
Guyana is known as the "land of many waters." When we speak of our soil resources we refer to the
Indeed water is plentiful throughout the country. fertile lands which are used for agriculture. Such
The many rivers and their tributaries, waterfalls, lands are found on the Coastal Plain as well as in the
lakes and canals fonn part of Guyana's water valleys of the Highland Region.
resources.
Although the Coastal Plain is only a narrow
Study the figure below and try to identify the strip ofland, it is the most imponant area in Guyana
type of water resource. for agriculture. There are three major types of soil
Our water resources are utilised in various ways to found on the coast-
satisfy ourmany needs. 1be major uses of water are
• domestic use - drinking, bathing, washing
Water
Resource.
Fig. 4.3 Water resources
45
»Silty clay - which we call mud: In those areas Primarily as a result of Government's Economic
where this soil is found, rice, sugar- Recovery Programme, the agricultural programme
cane and coconuts are cultivated. for the schemes mentioned above, showed
improved performance. There has been an increase
in the production of rice and sugar.
»Pegasse - which is a soft spongy soil found
in the Canal Polders and and on Through the Government's Economic
the'bacldands' of the Coastal Recovery Programme ownership of rice mills were
Plain. Bananas, plantains, citrus transferred from government to private farmers.
and coffee are grown on these lands. Paddy prices are determined by fanners who are
now receiving the full benefits of both the export
and domestic markets.
»Sandy areas - these are the brown reef lands
which are located in belts along the
Coastal Plain. Coconuts are grown Activities
on these lands.

Some areas along the coastlands have been cleared Look at the table of rice statistics Table 4.1
and empoldered for fanning activities to take place.
Since there is need to provide land for the
production of food crops for the increasing number
of people, the Government has planned Land
Development Schemes so that new areas could be
cultivated. Soil surveys and other kinds of surveys
are carried out to determine the crops that would
grow best on the new lands. Some Land Develop-
ment Schemes are:
- Mahaica / Mahaicony Abary Scheme.

- Black Bush Polder
• Tapacuma Irrigation Project
- Mara Scheme.
- Vergenoegen Scheme.
46
Table 4.1: Rice Statistics (1968-1994)
Year Acreage Paddy Yield Average Rice Quantity Value

Harvested Production Tonne/acre Yld 140 Equiv(Mt) Exported csooo
(acres) (Tonnes) Ibs (Tonnes) To 1991
1968 312,955 221,867 0.71 11.2 139,643 93,367 27,632.00

1969 279,309 173,329 0.62 9.8 112,664 62,243 19,147.00
1970 294,382 222,469 0.76 11.5 144,605 59,347 18,048.00
1971 233,542 187,535 0.80 12.6 121,898 67,515 21,334.00
1972 196,272 147,130 0.75 11.8 95,639 69,694 25,251.00
1973 229,268 152,360 0.66 10.5 99,034 47,814 25,005.00
1974 261,180 255,886 0.98 15.4 165,657 50,827 49,025.00
1975 267,961 297,099 1.11 16.2 172,259 82,035 84,837.00
1976 207,546 172,924 0.83 13.1 103,754 70,681 73,594.00
1977 322,405 358,290 1.11 17.5 214,972 65,855 66,812.00
1978 283,672 308,207 1.09 17.1 184,985 104,761 95,983.00
1979 222,863 204,556 1.08 17 144,328 84,080 80,814.00
1980 237,100 281,846 1.19 18.7 169,107 81,008 87,491.00
1981 219,962 276,006 1.25 19.7 165,604 78,010 110,009.00
1982 235,344 302,671 1.29 20.3 181.603 35,676 60,767.00
1983 187,243 246,064 1.31 20.6 147,639 41,715 64,933.00
1984 229,679 299,628 1.30 20.5 179,785 47,498 80,945.00
1985 192,110 260,207 1.35 21.3 156,124 29,339 56,234.00
1986 207,424 293,073 1.41 22.2 171,004 38,634 57,234.00
1987 185,611 243,398 1.31 20.6 145,879 68,987 157,128.00
1988 183,332 226,862 1.24 19.5 132,284 55,926 139,165.00
1989 169,303 237,183 1.40 22.1 142,310 40,575 367,427.00

1990 126,878 155,740 1.23 19.3 93,444 50,943 513,220.00
1991 188,237 251,321 1.34 21.3 150,793 54,047 2,102,635.00
1992 191,000 286,000 1.50 23.6 171,000 115,102 US$35,Ooo,135.oo
1993 242,211 336,207 1.39 21.8 201,702 124,089 US$33,045,277.00
1994 241,391 378,432 1.57 24.6 233,111 182,585 US$55,547,061.oo
Now that you have read the table of rices statistics, • How much of the rice produced in 1989 was
see how well you can do the following exercises: exported?
• Tell how many metric tons (Mf) of rice
were produced in 1993. • What was the value of rice exports during the
year 1994?
• How much rice was exported in 1993. Let us identify the Regions on our Coastal Plain
where rice is grown in large quantities.
47
Read the table 4.2 One type of rice grown in Guyana isIndica. Indica
is a long grain rice and is also grown in South East
Asia and the United States of America. The rice
• Which place in Region 5 harvested the high research centre at Burma East Coast Demerara,
est acreage and produced the most bags of develop some of its own varieties which are
paddy in 1995 Spring Crop? supplied to farmers.
• Which area harvested the least? Kayman Sankar is the largest local company,
Discuss yourfindings with the class. and exports approximately one quarter of all rice
produced in Guyana.
Compare the number of bags of rice yielded
TIle areas named are Guyana's major rice growing per acre in the areas listed in Fig. 4.2.
Regions.
Rice quality is measured most commonly as
There are different types and varieties of rice. the percentage of broken grains. High quality rice
Table 4.2
GUYANA RICE DEVELOPMENT BOARD
Land Preparation & Harvesting for 1995 Spring Crop 95-04-30
Acreage Paddy
Production Rice Yield Yield
Region! Acreage equi. (bags! (ton! 01.
.0
Zooe target prepared sown harvested bags MIT MIT acre) acre) harvested
Regin 2
Eaaequibo 32,000 31,580 31,580 31,500 909,720 57,786 34,672 28.91.8 99.7
Region 3
Wakenum 1,500 2,245 2,245 1,980 39,600 2,515 1,509 20.0 1.3 88.2
Leguan 3,000 4,384 4,384 3,500 48,194 3,061 1,837 13.8 0.9 79.8
WeatOem. 13,000 13,234 13,234 13,219 371,742 23,613 14,168 28.1 1.8 99.9
Sub Total 17,500 19,863 19,863 18,699 459,536 29,190 17,514 24.6 1.6 94.1
Region" & 5
L'Oaal 1,000 1,060 1,060 1,060 27,560 1,751 1,050 26.0 1.7 100.0
Cane Grove 3,500 3,360 3,360 3,360 87,360 5,549 3,330 26.0 1.7 100.0
MhcaJAbry. 27,000 27,080 26,300 26,300 683,800 43,436 26,061 26.0 1.7 100.0
W/Bce. 37,000 36,500 36,100 36,100 938,600 59,621 35,772 26.0 1.7 100.0
Sub Total 68,500 68,000 66,820 66,820 1,737.320 110,356 66.214 26.0 1.7 100.0
Region 6
B B PQlder 16,000 14,760 14,010 13,945 383.285 24.647 14,608 27.5 1.7 99.5
Frontlands 29.000 22.025 19,255 18,235 364,798 23,172 13,903 20.0 1.3 94,7
Sub Total 45,000 36,785 33.265 32,180 748,083 47.519 28,511 23.2 1.5 96.7
Total 163,000 156,228 151,528 149,199 3,854.659 244,851 146,911 25.8 1.6 98.5
48
has 10% or fewer broken grains, while low quality During the nineteenth century, there were
rice has 25% or more broken grains. approximately 400 sugarcane plantations. Sugar
Tab1e4.3 from 'Rice News January 95'shows replaced cotton, coffee and cocoa. as the chief
agricultural product during the 18th century.
the kinds of rice processed and the various
destinations of Guyana's rice. The Guyana Sugar Corporation (GUYSUCO) was
It is interesting to know that the rice shipped established in 1976 when the Guyana Government
to the Dutch territories like Bonaire, Curacao and nationalised and merged the sugar estates operated
Aruba is processed again and then exported to by Booker Sugar Estates Ltd and Jesse! Holdings.
Europe. The sugar corporation is the largest single
Another major agricultural crop grown in employer in Guyana, with a workforce of approxi-
Guyana is sugarcane. mately twenty-four thousand.
Sugarcane is also cultivated on the Coastal Today, the Corporation's operations are
Plain. The history of the sugar-cane, in Guyana, conducted on eight grinding estates along the Coastal
dates back to 1658 when the crop was established as Plain. These are Skeldon, Albion/Port Mourant;
a viable one. Since then, the industry has pro- Rose Hall and Blairmont in the county of Berbice,
gressed from periods of manual and animal power Enmore, La Bonne Intention (LBI) Diamond, Wales
to machine power and electronic equipment and Uitvlugt/Leonora in Demerara.
Sugarcane cultivation was first begun in the colony
ofEssequibo during the 17th century butcultivation
was later shifted to areas in Berbice and Demerara.
Today sugarcane is..not cultivated on a large scale in
Essequibo. A..
Rg. 4.4 Rice factory with drying floor
49
A look at Exports By- P roducts Pie-chart showing the percentage of export
products for 1994 (see Flg.4.5)
Jan.-Dec, 1994 The % padil and mixed broken rice account for.2%
of all products exported
Products Quantity(Mts)
Cargo Rice 153,665.2

Cargo Broken 13,719.2
White Rice 5,494 (84.2%) Cargo
White Broken 9,411 Rice
Padi 232
Mixed Broken 63
~~W3tliJ~ (0.2%) Padi/Mixed Brkn.
(See pie-chart) (5.2%) White Brkn.
(3.0%) White Rice
Table 4.3
(7 .5%) Cargo Brkn
QUARTERLY PERFORMANCE BY PRODUCT- 1994
Product First Quarter
COMPARISON BY DEST1NAT10N -1992-1994 Table 4.4
Cargo Rice 32,206 Destination Quantity(MTS) Year

White Rice 850
Cargo Broken 2,402 Caricom 1992 1993 1 994
White Broken 3,581 Trinidad 7,427 5,013 1,697
Padi 220 Jamaica 53,441 12,638 7,708
Mixed Broken St. lucia 495 836 500
Total - 39,259 Barbados 797 633
St. Vincent 3,214 1,874 1,748
Product Second Quarter Grenada 178
Dominica 63
Cargo Rice 46,339 TOTAL 65,374 20,994 11 ,894
White Rice 3,333
To the EEC
Cargo Broken 4,930 Holland 14,417 17,272 20,670
White Broken 2,107 United Kingdo.n 3,108 9,141 16,271
Padi Belgium 1,392 9,099 14,879
Mixed Broken Martinque 2,718 2,060 1,776
Total-56,709 Guadeloupe 989 500 900
Portugal 3,023 4,307
Produot Third Quarter Italy 7,797 3,617
Spain 3,300
Cargo Rice 13,556 TOTAL 22,624 48,892 65,721
White Rice 730 To Others
Cargo Broken Bonaire 14,586 19,239 35,929
White Broken 2,081 Curacao 12,518 33,515 53,356
Padi 12 Aruba 14,920
Mixed Broken 63 Sweden 1,450
Total-22,442 Turks & Caicos 765
Product Fourth Quarter TOTAL 27,104 54,204 104,97
Cargo Rice 55,564

White Rice 581
Cargo Broken 6,388
White Broken 1,642
Padi
Mixed Broken
Total-64, 175
50
Guysuco is also one of the foremost foreign ex- Activities
change earners. Its operations include an Aircraft
Department, Field Equipment Experimental Unit
and an Agricultural Research Unit During the With your teacher's help.
1980s the sugar industry was in the decline, with • Make a sketch of Guyana's Coastal Plain and
overall production decreasing. Guysuco therefore insert two sugar estates in Demerara and two
joined with an overseas entity Booker Tate Limited in Berbice.
soastobeabletoimplementaprogrammetohaltthe
decline and improve the techniques of the industry. • Discuss with your teacher the mean annual
rainfall in these places along the coast.
This agreement became effective on
• If you live on the coastland let your teacher
October, 1990 and since then the industry has
made significant progress. arrange a visit for your class to a sugar or
rice factory.
It is important to remember that the sugar
industry remains under government ownership but
is managed by Booker Tate Ltd of the United
Kingdom.
E!i:r;:cqullxl R.
__........._ UrJV'LUGT
...
ATI...ANTIC CX:EAN
Fig. 4.6 Location of sugar estates on Coastal

Guyana
51
Animals and plants Table4.4
Fishin areas b
Read this with your teacher. R
Animals and plants are 1iving resources' which Reg.3 Anna Catherina, Hague, Leonora, Zeeburg
include fish, wild life and flora The fishing industry
contributes significantly to the country's economy. Reg.4 Plaisance, Mahaica, La Penitence,
About 4% of the Gross Domestic Product of Mon Repos, Unity, Kitty
this country is obtained from the Fishing Industry. Reg.S Rosignol, DeEdward
Production from the Fishing Industry in 1993 was
estimated at 48,681 mt. Current ftshing activities are
focused principally on commercial species such as Reg.6 New Amsterdam , Port Mourant, Adelphi,
shrimp, snapper, gill backer and shark. The fishing Rose Hall, Cromarty,
Industry creates employment for many Guyanese.
Some of the fishes caught in Guyana's waters
include Mullet, Snook, Mackerel, Patwa, Houri,
Hassar, Yarrow, Pirai, Lukanani, Butter Fish and Fish is obtained through three main sources -
Bashaw.
• Marine Fishing
Some of the main fishing areas in Guyana are
• Inland Fishing
set out in the table
• Aquaculture
Marine Fishing iscarriedoutmainly along the coast

of Guyana. It involves fishing done by companies
with trawlers and fishermen with fishing boats who
use pin-seines, beach seines, chinese seines, funnel-
shaped nets, circle seines and hand seines.
Fig.4.7 Types of seines
52
Inland Fishing is carried out mainly in the many • Write up a project on either Inland fishing or
rivers, creeks, reservoirs, canals and lakes and along Marine fishing in Guyana.
the vast flood plains in the Rupununi for subsistence Show your work to your teacher.
and ornamental export purposes.
Here is an account of Fishing in Moruca

Aquaculture which is the breeding of fishes in North West District, Region 1 .
water, is carried out in fresh water as well as in
relatively salty water (brackish).
Fish-catch also contains shrimp (prawns, seabob
and white belly). These arc consumed locally as Fishing in Moruca by Terron France
well as exported. Shark-fins and crabmeat are other (15 years) 1993.
fish-products which are also exported, either
preserved or frozen.
Fishing is a livelihood for the Moruca man. Fishing
plays a major role in the Moruca man's activities.
The Fishermen's Co-op Societies are currently Fish is one of his main dishes. The Moruca man has
assisting fishermen to improve their facilities. a variety of fishing techniques. But he also has to
Improvement plans include improving storage of pass through some very difficult situations in the
fish, supplying running water so as to maintain good fishing trade. The Moruca man likes catching fish.
sanitary conditions, giving access to ice and freezers However, fish is getting scarce in Moruca. The
and improved transportation to markets. Moruca man has to go long distances to fish
nowadays, forexam ple he has to go to the sea, which
The Fishermen's Co-op Society also is about twenty-five miles from Santa Rosa village.
organize programmes in education, maintenance
People in Moruca are catching too many fishes.
and expansion of the fishing industry. When a person goes fishing nowadays in the river,
Artisan fishermen along the coast are many a time he only catches a few fishes or none at
organised into co-operatives which provide catch allwhich the Morucans refer to as 'blows'. Only the
for the local communities. The Lima Fishermen's experienced fishermen are catching fishes.
Co-operative Society Limited on the Essequibo To go on a fishing trip, the Moruca man has
Coast and the Rosignol Fishermen's Co-operative to get many things like fishing equipment, ration
Society Limited at the mouth of the Berbice River and a boat Ifhe does not have a boat himself, he will
on its west bank are two such co-operatives.
have to hire one and this costs a lot of money.
Ration plays an important role during a
Activities fishing trip. He has to get bait for the hooks to caleb
Work in a group. fish. Even to search for bait he has to go a long way
into the bush.
• Name the source of fish sold in your
community. To go fishing to the sea takes at least one day
paddling. Paddling is the most common way of
• List the names of fishes. going anywhere in Moruca. Going to the sea is not
• Make a fish hook, rod and line using material in an easy job. To make things worse the Moruca river
your environment, Display it in your class.
53
meanders very much, so this makes the distance Wild life resources
twice the normal length. It is very hard for the
Moruca man when he is at sea. Accidents such as
sinking could occur. At nights he has to go ashore
to sleep. On the shore the~ arc plenty of mosquitoes
that sting like little arrows pricking at your body.
Sometimes you can't even sleep.
When returning home he has to paddle against
that ever running tide for hours on an end. At home,
he will want to get some sales so as to clear his
expenses for the goods he may have taken before
going on the trip. If he tries to sdl his tish a hit too
expensive per pound, the people would ohj~.X:L
They will tell him that he is selling too expensive.
Fishing is wonderful, yet it has its own
hardships!
Rg. 4.8 Some biotic resources

Activities
Work in a large group.
• Invite a fisherman or someone involved in the When we speak of our wildlife resources we refer to
fishing industry to talk to your class about his those animals which live in the wild and are not
life as a fisherman. reared at home. Wildlife also includes those plants
which are not really cultivated but grow naturally.
• Make a summary of the talk and display it in
your library. Our forests abound in exotic flora and fauna
reserves. There are about 1, 168 different kinds of
• Compare how fishing is done in Moruca with animals and thousands of different kinds of plants.
that presented in the talk by the resource person. Our rare orchids and heliconia are attractive and
Show your notes to your teacher. some of these are exported.
Our wildlife is important for food, especially
for the Amerindians. Some animals hunted for food
are the white-lipped and collared peccaries, tapir,
labba, agouti, iguana and savannah deer.
Plants are also important for medicinal
purposes and in addition they are used to make craft
materials. These are also a part of the scenic beauty
of our country.
It is necessary to care our environment
54
However, because of uncontrolled hunting some were fascinated by what they saw. We saw the
areas of Guyana are suspected to be losing large Leatherback, scientifically named Dermoclielys
amounts of their wildlife. Here is a list of coriacea, the Green turtle (Chelonia rlydas), the
endangered or rare animals found in Guyana. Hawksbill (Eretmochebys imbricata) and the
Olive Ridley (Lepidochelys Olivicea). These tur-
tles are the species that nest on our beach.
• Black Caiman
The Leatherback is the largest sea turtle
• Harpy Eagle alive today. Itean grow to a length of7-8 feet (210-
• Jaguar 24Ocm.) and can weigh up to 1300-1500 pounds.
This turtle is the only one that does not have a hard
• Green Turtle
top shell but it is protected instead by a thick skin
• Leather-Back Turtle with 7 long ridges. The skin is leathery, from which
• Manatee the name is derived. The Leatherback's favourite
food is a poisonous jelly fish called "the Portuguese
man-o-war". The Leatherback has no teeth, but
Let us readabout "Sea turtles of Guyana" by Graham uses its strong sharp beak to consume its food.
Atkinson( 16years) Atkinson lives in Moruca in the The Green turtle is the most gentle sea turtle
North West Region of Guyana we have. They can grow to 3 feet in length and can
weigh some 300 pounds. It is the only sea turtle that
eats plants.
Sea turtles of Guyana
The Hawksbill is the most beautiful sea
Over the years our parents used to killsea turtles for
turtle alive. It gets its name from its beak which is
their meat and they used to gather and eat their eggs.
very much like the bill. of a Hawk. This turtle
Now they want us to understand-and we do under-
measures a little less than 3 feet and weighs a little
stand- that we must try to look after our turtles
over one hundred pounds. They like to feed on
before they will disappear completely from the
sponges, fish, snails, worms and crabs.
shores of Guyana. So,it was in June 1990, when two
groups of students from Santa Rosa went to Almond The Olive Ridley is the smallest sea turtle.
Beach, which is situated in the North West Comer This turtle is very lively and difficult to handle. It
of Guyana. weighs less than 100 pounds. All in all the trip to
Almond Beach was very interesting and
We went on an educational tour to observe
educational ... I think it is a good idea that they
and monitor scientifically the four sea turtle species
involved us, the indigenous people of Guyana, in
that nest on this beach every year.
this effort to conserve and study the sea turtles of
This was the first trip of this sort that took Almond beach.
place, involving people of our village. This trip was
organised when the international turtle expert Dr. The nesting season of the turtles lasts from
Peter Pritchard of the Florida Audubon Society, March till August every year.
who arrived in our community and made us aware
of the problems the turtles were facing.
At the beach the children (Iwas one of them)
55
Activities Good forest management is a major step in reducing
the destruction taking place by careless exploitation
Work in a group
without replacement
• Use a large map of Guyana and locate the
beaches in the North-west area.
Types of forest products
• Collect pictures or make drawings of the
From our forest we get two main types of products
- Leatherback turtle
- Green turtle
• timber products
- Hawks bill turtle
• non-timber forest products
State two reasons why there is need to conserve
these species of turtles.
Report to your class.
Forest resources
The green background on our National Flag
reminds us of the forested nature of our country.
Our forests are vast and unique and are an important
renewable resource. In Guyana, forests cover about
four-flfths or more than sixteen million hectares of
the total area of country. This large area of forest is
called the Forested Highland Region.
Our forested region has valuable timberyield-
ing species such as greenheart, wallaba and mora.
Also, Guyana is one of thirteen countries in the
world with most of its tropical forests untouched.
There are the coastal mangrove forests which
provide protection against the erosive forces of the
Atlantic Ocean. Mangroves also provide a habitat,
for birds on the coastland.
Fig. 4.9 Our forested region
Forest resources serve human needs -
• agriculturally TIMBER PRODUCTS
• industrially Our forests contain valuable timber - yielding

• socially. species. These species are sometimes locally
56
classified as 'hardwoods' and 'softwoods' because Products used for commercial purposes include
of their texture as well as resistance to decay. For mangrove balk, palm nuts, palm hearts, essential
example, silverballi will decay much faster than oils and various pharmaceutical products.
green heart or mora, therefore greenheart is Other forest products which are available for local
considered a 'hardwood' whereas silverballi is a use or are exported to the Caribbean in small
'softwood' . quantities are balata, firewood, shingle, firewood
'Hardwoods' are used mainly for the construction and staves.
of bridges, fences and piles. Greenheart is the most Exports earn foreign exchange which can be used to
popular of the hardwood species. It accounts for purchase foreign manufactured goods and services.
over 40% of Guyana's commercial timber exports. We must remember to take care of our forest and to
Other commercially important hardwoods are mora, use its products wisely.
wamara, purpleheart, crabwood and wallaba.
Purpleheart is used for ornamental work; crabwood
is used locally to make furniture while wallabais cut
for fuel, charcoal and telegraph poles.
Activities
Soft woods are used for making furniture,
ornamental work and for internal use in buildings
such as for doors, louvres and window frames. Work in a group.
Some popular species are simarupa, silverballi and 1. Complete this chart with examples of resources
careti. The yellow silverballi, sometimes called
'gold silverballi', is suitable for the construction of
boats because of its resistance to water. Mineral Resources Biotic Resources Waler ReliOUlCa
Gold 0-- -- W----f---·
NON - TlMBER FOREST PRODUCTS

---x--- - - g - -- --v---
When discussing forest products, we must not over-

look the non - tirnberforest products. The forests of -i----- Fi I b e s Wells
Guyana supply a wide range of subsistence goods

and services as well as items of trade which support
2. Collect samples of local woods. Make a list of
the food supply and livelihood of many rural
ten wooden articles in your home.
dwellers.
3. Prepare a poster on the topic :
Our forests are a source of-
"Save our Forest"
• food
4. State one method which we can use to conserve
• medicine each of our natural resources.
• household equipment
Give three reasons why we need to conserve
• building material our resources.
57
""-
5. Use your atlas and identify and locate the Land attitudes which will serve us well. later in life an
Development Schemes mentioned in this which we ought to learn.
chapter. Schooling plays a very important part i
Report to your class. teaching us the necessary skills and attitudes to fit u
to live in the community. One would be able t
relate in a cordial manner to members in one
Work by yourself.. community. thus helping to create a happy an
6. Prepare a scrap book on our gold and diamond peaceful environment It also helps to give direc
resources. Write short notes on the following: tion with regards to skills to be fully developed.
Even at the work place persons learn skill
Work-study helps students to learn the skill
• location of minerals demanded by particular jobs. Employees als
• methods of mining receive on the job training by either understandin
or working along with senior persons at their wor
• use of mineral
places. Opportunities are also provided for worker
• importance of mineral. to attend courses away from their job site in order t
Show your work to your teacher. further develop their skills/talents.
Development of the human

resource
Human resource refers both to the productive and
potentially productive persons in our community.
Persons who are employed are productive but
children below and of school age can be considered
as potential workers. 'People develop their
knowledge and skills through the home, schools,
from peer groups, at the work place or from
organisations of which they are members, for
example, sports club. When such knowledge or
skills are used to produce goods and develop
services, then our human resources are being
utilised.
At home and at school we learn basic skills
such as reading, mathematics, using tools and
making decisions. We also learn to obey authority,
accept advice from elders as well as receive rewards Fig. 4.10 Utilizing our potentials
and punishments. These are some basic skills and
58
Although we could fmd different occupations in the the communities show that one should have certain
communities, we should understand clearly that skills, abilities and the correct attitude to develop
there are some occupations that are directly related that community.
to the particular community because of the
Sometimes we fmd that although we have the
resourtes of that community.
qualifications and ability to do a particular job, we
are forced to do anotherjob because the community
where we live may not require that particular skill.
For example, a person might have mechanical
skills, but he must reside in another community
where he can utilise his mechanical skills. He may
decide to work in a factory environment, since only
that commuility offers such jobs.
Study the advertisement below. You would realise
that some of the skills required for some jobs may
..... need many years of training.
_
- -~
-
~----~ _ _ ......... ~
"" '
0 "\.
....
VACANCIES
FIQ.4.12 (b) An occupation in the transport industry.

(1) STENOGRAPHER
RequiremeniS : At least 3 subjects
Study the pictures Fig. 4.10 above and then focus on
some of the skills needed for those occupations. Do at G.C.E. or CXC equivalent inclusive
the same for these occupations below:-
of English Language and Mathematics.
Advanced typewriting
Clerical Ranching Crop Farming
80 w.p.m. shorthand
• Filing • Branding • Soil Science
(ii) CLERK/fYPIST
RequiremeniS : must have sound
• Typewriting • Rounding up • Propagation of planIS
seconday education
Iotennediate/Advanced typewriting
• Sboftband • "Lassoing" •Envirmmental facrors
(ill) omCE ASSISTANT
relating to planiS.
Must have SOtmd secondary education,
I.D. card and a cycle
From early childhood one begins to think of an
occupation one would like to have as an adult At Salaries negotiable.
this stage one can begin to develop ones skills and Apply in writing or persoo with relevant
abilities to become a worthwhile member of the
documeniS to: ...
community. The different types of occupations in
60
5. Name at least two occupations beginning
with each letter of the alphabet
VACANCIES
AppHcatioos are invited froot suitably qualified
persons to fill the foDowiog vacancies:-
1. Aaistant Accountants (Heod Office)
JOIISnmtCA1tON A 1st Degree in Accounting,
Costing, Auditing, Management, Business

SlINDAY CHRONICLE
Administrarioo or equivalent qualificalions.
Family Magazine
OR
Semi-Professional qualification in Accounting,
January 12th, 1992
Which is it to be:
Auditing or Costing
slow skills training
PLUS three (3) years'relevant experience at
a Senior Supervisa)' level.

or the quick dollar?
OR
A DipIoo1a in Accountancy (UNIVERSITY

In today's world the craze is seemingly the
fast dollar. Almost everyone is 'hustling,' and this
OF GUYANA) includes the teenager. This group moreso wants to
PLUS two (2) years' relevant experience at get rich quickly.
a Senior Supervisory level. The result of this get-rich quick syndrome is
reflected in the number of youths taking to the
streets to try their luck at hustling and getting the fast
dollar.
Many young people today have forsaken
school and the thoughts of acquiring skills have
Activities
been put behind them.
Work by yourself.
The skills which are necessary for life are not
1. Write inyour own words your understanding learnt and instead many youths neglect school and
of the tenn 'human resources'. become involved in activities which seem profit-
2. Do you consider human resources as impor- able. Youths as young as ten years old can be seen
tant as physical resources? Why? selling cigarettes and sweets outside city cinemas
and in the market places.
3. Make a list of all the different occupations in
your community and the skills needed for School is becoming more of a pastime, with
each occupation. many of the youths going to school just 'for the
record'. They attend school not for the principal
4. Compile a scrap book with occupations reason; but for numerous other reasons. Among
people do in three different communities. these are the showing off of the latest pair of boots,
61
clothing, and even the latest hairstyle. • Explain why youths are "taking to the streets."
And let us not forget the age old factor,
attracting the opposite sex.
• What are the results of this attitude?
These are just a few of the factors that help to
transform the school from an institution oflearning
into an exhibition hall from which the nation's • Name three jobs they do in the streets.
"hustlers" emerge.
• What important qualities are necessary at school
Activities and work place.
Work in a group.
Study the above article then answer the following Report the findings to your class.
questions.
Summary
• our environment is made up of human and natural resources.

• the parts of our environment which are created by nature and can be
used by us are natural resources.
• Some natural resources are renewable while others are non-renewable
• we need to conserve our resources.
• human Resource is developed by the effective utilisation of one's skills,
knowledge, attitudes and talents.
• occupations differ according to the needs of the community.
62
Arecunas, Patomonas, Wai-Wais, Macusi and
Akawaio.
Wapisiana
Warrau
Fig 5.3 Amerindian tribes

ATLANTIC
OCEAN
Have you ever thought of how the Amerindians

PACIFlC OCEAN
came to Guyana? The forefathers of the
Amerindians came from Asia. Study Fig. 5.4 and
trace the route which the early Amerindians
followed to reach Guyana.
SOUTII
AMEIUCA
Fig 5.4 Route taken by Amerindians to reach Guyana
65
Which tribes settled in the Mountain Region?
• Which tribe lived near to the Coastal Plain.?
Report your findings to your class .
KF.Y
Coastal PJ11in
I
II
-· ··"' Tntrrior
Savannah
Fig 5.6 Map of Guyana showing the Natural Regions

Fig 5.5 Amerindian settlements
Activities
When the Amerindians arrived in Guyana they Work by yourself
settled in different parts of the country. Some
remained in the North West District- Mabaruma,
Matthews Ridge while others moved inland into the In your exercise book draw an outline map of
forest and savannah areas of the country. Guyana.
• Shade in the Pakaraimas and write in the name
of the Amerindian tribe who settled there.
Activities
• Shade in two areas where the Caribs settled.
Work in a group
• Locate and name the following three Amerin-
Look at the maps Fig 5.5 and 5.6 and point out
dian settlements in the Rupununi Savanahs.
where the different Amerindian tribes settled.
• Which tribes settled in the forests?
• Which tribes settled in the savannahs?
66
Annai Who were the Europeans?
Kumu
Apoteri (Use your atlas to find these Read this with your teacher.
places)
Europeans are people who come from Europe.
• Name three (3) different tribes who live in the
forests of Guyana. The continent of Europe is divided into many
countries. The Europeans who colonised Guyana
• Make use of your atlas. were the Dutch, French and British. The countries
Show your work to your teacher. from which they came were Holland or Nether-
lands, France and United Kingdom /Great
Britain.
These Europeans owned and controlled our
Norway ~ countryformanyyears. The British from whom we
fmally gained our Independence controlled our
country for over one hundred and flfty years.
061~(
Golhenbun,
0
r•,'orth Sea
Denmark Story of El Dorado
United ,_
Kingdom Many years ago the legend of ElDorado caused
many Europeans to believe that the Golden City of
m
El Dorado was located the interior of Guyana.
The story is told of a King, El Dorado, who had a
beautiful wife whom he loved very much. She did
him a great wrong and so he could not forgive her.
He began to treat her badly. The wife could not stand
the harsh treatment so she decided to kill herself.
Bay of She took her daughter with her and jumped into a
Biscay lake. When the King heard of the death of his wife
and daughter he wept bitterly. He did not believe
that she was dead. To tempt her to come back from
~.....,_,
under the water, El Dorado made sacrifices.
Portugal Madrid
< 0 Na
Lisbon> Spain El Dorado would spray his body with gold
0 > dust, take great quantities of gifts of gold, row out to
I o the middle of the lake where he would offer prayers
Seville
Algiers
0 <Tunis
0
to the Gods and then throw his gifts into the lake.
\
Ftg 5. 7 Map to show countries in Western Europe
67
The Europeans not only searched for gold but began
to trade in tropical crops. Cotton and coffee were
cultivated in the early years and later sugar-cane
which was manufactured into sugar.
Annatto dye was also collected by the
Amerindians and sold to the Europeans. These
crops were exported to Europe and formed ourearly
trade link with European countries.
• Do w.e still export these products to Europe?
Fig. 5.8 Walter Raleigh and his son
This story led to a search for the Golden King and

so many explorers came from other lands. They
hoped to find the Golden King and the city where he
1ived. When they were not successful, some of them
decided to remain in Guyana and develop the
land. The people who came in search of the Golden
King and hiscity came from places likeSpain, Great
Britian, France and Holland. Sugarcane
Activities
Work in a small group
• Find out three reasons for the Europeans set- Fig 5.9 Crops the Europeans planted
tling in Guyana.
• Find out why Sir Walter Raleigh came to
Guyana. • How do you think the early people benefited
from this trade?
One student can tell the class what the group has
found out.
68
Forms of resistance Cuffy knew that the slaves were not soldiers
so he trained them in warfare. Before the rebellion
The conditions under which the Africians lived and Cuffy tried to make a deal by letter with the Dutch
worked were so harsh that they resisted. The Governor Van Hoogenheim, but Van Hoogenheim
Resistance took two fonns- Active Resistance and had other thoughts. He, instead, began to prepare
Passive Resistance. for the rebellion and began outfitting ships and
soldiers to sail up the Berbice River.
Fig. 5.11 Berbice slave rebellion
Active resistance - the 1763 After severe fighting at Dageraad the rebels were
Berbice slave rebellion defeated. Cuffy was disgraced and following his
African custom he killed his closest followers then
The Africans who worked as slaves on the planta- shot himself.
tions received the greatest degree of cruelty from
The rebellion continued for some months
the plantation owners. In an effort to gain their
later under the leadership of Atta. He and his rebels
freedom from slavery and to improve their living
were defeated on many occasions. They were
and working conditions, they rebelled many times.
hunted down and many of them were captured,
The 1763 BerbiceSiaveRebellion took place tortured and then executed.
at Dageraad a settlement along the Berbice River.
This and other rebellions proved that the
Cuffy, a self - educated house slave, led 3,833
Africans were not prepared to remain in bondage for
slaves to fight against the Dutch colonists. Cuffy
ever.
rebelled against the Dutch because the slaves were
illlreated.
70
Some other notable fonns ofactive resistance were: Sisters Village - Berbice
• East Coast Insurrection, 1823 Paradise - East Coast Demerara
• Angel Gabriel Riots, 1856
Activities
Work by yourself
Passive resistance
As mentioned before, the resistance took two fonns, • Use a map ofGuyana and identify those places
active and passive. Some fonns of passive protests where the Africans established villages.
were: • Find out the names of one place in Essequibo
and one place in Berbice where the Africans
settled.
• slow working and malingering,
• pretending to be lazy - go slow, • How do you think the plantation owners felt
when the Africans were emancipated?
• pretending to be ignorant or stupid,
• careless with property,
• strikes.
It is important to know that Strikes, a passive

fonn of resistance, have led to active resistance, for
example, the Leonora and Enmore Riots.
Resistance over the years led to the Freedom
of Africans from slavery. This freedom is called
Emancipation. With the help of some European
Priests and Christians in Europe/England the
ATLANTIC
Africans were freed from the hard and long days of OCEAN
work on the plantations on August 1st, 1838.
,
,
This day is celebrated by Guyanese annually
as Freedom Day; it is a National Holiday.
After emancipation, the Africans moved
from the plantations and established villages.
Fig.5.12 Route travelled by Portuguese from
Some areas where they settled were Madeira
Mocha - East Bank of Demerara

Victoria - East Coast of Demerara
Bagotsville -West Bank Demerara
71
The Chinese, East Indians and settled along the Demerara River.
Madeirans Some areas where the East indians settled
were Anna Regina, Huist Dieren on the Essequiho
Coast. Bush Lot on the West Coast of Berbice and
Vreed-en-Hoop and Belle Vue on the West Bank of
When the Africans gained their freedom from the Demerara River.
slavery. many of them refused to continue to work The Guyanese nation is made up of six
on the plantations. different groups of people. Amerindians.
The Europeans who owned the plantations. Europeans. Africans. Chinese. East Indians and
the Planters as they were called had to look for MadeiranslPortuguese. They came from different
workers from other countries. places for different reasons and have made Guyana
their homeland.
The Chinese. East Indians and Madeiransl
Portuguese were brought to satisfy the demands for
Jabour on the sugar plantations. • Six different groups of people form our society
The Chinese came from the mainland of - now we are all Guyanese.
China in thecontinent of Asia while the East Indians
came from India from the same continent
• Many ethnic groups closely knit - we are all
The MaderianslPortuguese came from Guyanese.
Maderia, an island oft' Europe.
The first set of East Indians travelled in two
• Rich and poor - but all Guyanese
ships named Hesperus and theWhitby. The ships
arrived in Guyana on the 5th May. 1838. This date
is today celebrated as Indian Immigration Day. • We are "One People, One Nation with One
The three other groups who are part of the Destiny."
Guyanese people. came to work under an Immi-
gration Scheme.
The Immigration Scheme was introduced
where immigrants came to work.on the plantations
under a system known as Indentureship System.
Under this sytem, the labourers were contracted to
work for a period offiveyears. During this time they
were paid wages. At the end of the five years the
labourers could be contracted for another period or
he could return to his homeland.
Many of the Chinese, East Indians and
Portuguese decided to live here after their contract
was ended.
Some of the Chinese settled at Windsor
Forest on the West Coast Demerara while others
72
Ftg. 5.13 Guyanese children
at play
Activity
Work by yourself
• Use a map of Guyana and insert the names of What it means to be a Guyanese
the places where the Chinese and East Indians Read this with your teacher
settled
To be a Guyanese means that you are a proud, free
(Use your atlas to help you) and loyal citizen of the Cooperative Republic of
• Write a sentence to explain the term Guyana. It also means that you are willing to serve
"indentureship system II• your country.
• Take a count in your class/street to find out the
number of Guyanese who are descendants of How can one become a Guyanese citizen?
the different groups of early settlers.
• You are a citizen ifyou are born in the country.
• Make a pictogram of your findings.
• You can also become a citizen ifyou were not
Discuss your findings with your class. born in the country but if your father is a
Guyanese citizen.
• You can become a citizen by applying to the
Contributions of outstanding Government to grant you citizenship after liv-
Guyanese ing in the country for approximately five years.
You will have to promise before an official of
We are going to find out: the Government that you will always obey the
• how can one become a Guyanese citizen? laws of the country and serve and defend it
• the names of some outstanding Guyanese. Over the years several Guyanese have made a
number of outstanding contributions to their
• about the life and work of three outstanding community and to our country in allfields of human
sons of Guyana. endeavour. Guyanese have also been recognised
73
for their skills and talents in the international com- • Dr Cheddi Bharat J agan
munity.
Dr. Cheddi Bharat Jagan has been one of the
There are so many outstanding Guyanese but outstanding politicians in the developing countries
we will only identify a few in the different Born of humble parentage on the 22nd March
professions and will highlight activities in the life 1918, at Plantation Port Mourant, he rose to become
of three of them, Dr. Cheddi Jagan, Linden Forbes the third Executive President of the Co-operative
Sampson Burnham and Kayman Sankar. Republic of Guyana.
He received his primary education at the
Port Mourant Primary (Anglican) School and the
Rose Hall (Scots) Primary School. He attended the
R.N. Persaud's Private Secondary School anc
Politics completed his secondary education at Queen':
College. He then began studies in dentistry in the
• Linden Forbes Sampson Burnham
U.S.A. and qualified as a Dental Surgeon in 1942
The first Executive President of the Coopera-
Dr. Jagan's early exposure to the bitter life 01
tive Republic of Guyana and the founder
the plantation system and the discrimination agains
leader of the People's National Congress.
the coloured people in he U.S.A, made hirr
determined to work in the interest of the labouring
• Peter Stanislaus D'Aguiar class of people.
Fonner leader of the United Force Party. On his return to Guyana in 1943, Dr. Jagar
became involved in the labour movement. HI:
Fonner Chairman of D'Aguiar's Industrial fought as an independent candidate and won a seal
Holdings. in the Legislative Council at the 1947 Genera
Elections. Since then, excepting for the perioe
(1953-57) of the Interim Government, Dr. Jagan has
been a mem her of Parl iament either as a
representative of the ruling party or as the leader
of the main opposition party.
Before Dr. Jagan's return to Guyana in 1943.
he got married to Janet Rosenberg. Mrs. lagan is
now( 1996) First Lady of Guyana.
Some important dates in Dr. Jagan's life arc:

1945 - Treasurer of the Manpower
Citizens' Association.
1946 - A Founder Member of Politicul

Affairs Committee.
Fig 5.14 Peter Stanislaus O'Aguiar
74
1947 - Elected Member of the Law
Legislative Council.
• Dr. Mohamed Shahabudeen
1950 - Formal launching of the
People's Progressive Party Former member of the International Court of
Dr. Jagan was leaderof the party. Justice at Hague.
1953 - Dr. Jagan was chief Minister of Former Attorney General of Guyana.
the elected members. • Joseph Oswald Fitzgerald Haynes
1957 - Premier of British Guiana Former Chancellor of the Judiciary;
1961 - Premier of British Guiana. Described as the "best legal brain in the Carib-
1964 - 1992- Leader of the main bean."
Opposition Party in Parliament. • Justice Desiree Bernard
1992 - 1997- Executive President of Guyana." Justice of the High Court; One of the most
renowned female legal authorities in the
Caribbean. Chief Justice of Guyana.
Education
• Conrad Luke
Educator who has served in this field for nearly
sixty years.
• Winifred Gaskin
The first female Minister of Education in Guy-
ana.
• Robert Cyril Gladstone Potter

An exceptional educator after whom the Cyril
Potter College of Education was named; He
also wrote the music for the National Anthem.
Fig 5.15 Dr. Cheddi Bharat Jagan

Trade unionism
• Hubert Nathaniel Critchlow
Father of Trade Unionism in the Caribbean.
'.
75
• Joseph Pollydore • Sir James Gardinar Rose
Secretary of the Trade Union Council; First Governor General of Guyana; a great
polite and humble Guyanese Servant.
Popularly known as "Caribbean Fox."
• Jane Phillips Gay • Rashleigb Jackson
Fonner Minister of Foreign Affairs
Fonner Secretary of the Guyana Industrial
Workers' Union, now Guyana Agriculture Fonner special Advisor to the 2nd Executive
Workers' Union; Preacher.Trade Unionist. President of Guyana.
Pioneer of feminism in Guyana.
Sports
Business
• Clive Hubert Lloyd
• Kayman Sankar Most successful West Indian cricket captain.
Outstanding rice producer.
The first captain to win the coveted World Cup.
• Lila Kisoon • Brindsley Lindsay Crombie
Exceptional business woman.
Enthusiastic sports broadcaster who believed
• Seigismond Lewis that it was not if youwon or lost but how you
Successful building contractor operating on played the game that mattered.
Corentyne Coast. • Harry Prowell
Marathon athlete; the barefoot runner.
Culture • Rohan Kanhai - Cricketer.
• Dr. Dennis Williams Scored over 6,000 runs in test cricket.
Archaeologist, Anthropologist and artist.
• Dr. Joycelyn Loncke
Pianist; Former Deputy Vice Chancellor of the
University of Guyana.
• Sheik Sadeek
Novelist.
·:l'
..
;;i'
tt~ ·~.b·
;"'~
"'".:i
InternationaJ{affairS
• Sir Shridath Rarnpal
Former Chancellor of the University of
Guyana; former Secretary General of the Com-
monwealth.
76
Linden Forbes Sampson Burnham • 1952 Fleeted to the Georgetown City
Council
Linden Forbes Sampson Burnham, the first
Executive President of the Cooperative Republic of • 1957 Founder of the People's
Guyana, a father of five daughters. will be National Congress.
remembered for his many outstanding EJected Mayor of
contributions in the field of Politics, but to
./
Georgetown City Council.
Guyanese he will be remembered as the man who
made it possible for free education from Nursery to
• 1959 Again re - elected Mayor
University .
• 1964 -1966 Premier of British
Unden Forbes Sampson Burnham was born
Guiana.
inIGttyonthe 20th February, 1923. He received his
Primary education at Kitty Methodist School and • 1966 -1980 - Prime Minister of Inde-
then proceeded to Central High School. In 1935 he pendent Guyana.
entered Queen's College and in 1936 he gained the • 1980 -1985 - Executive President of the
Centenary Exhibition and a Government Junior Cooperative Republic of
Scholarship. In 1937 he won the Percival Guyana.
Exhibition Award and in 1942 he won the country's
highest scholastic award of that time-British Guiana
Scholarship.
In 1944 Linden Forbes passed the external
Examination for the Bachelor of Arts Degree from
the University of London. Three years. later be
gained his Bachelor of Law Degree. graduating
with Honours, from thesame university. In1948 he
was admitted to the Bar of Honourable Society of
Gray's Inn, London. In 1959 he was elected
President of the Guyana Bar Association.
This outstanding Guyanese was also an
ardent chess player who loved horse-riding,
swimming and hunting and had a special interest in
agriculture.
He believed that Guyanese should be masters
of their own destiny.
Some important dates to remember during
his life are :
• 1950 - Co-founderand Chairman of the

People's Progressive Party.
Ftg.5.16 Cde. L.F.S. BOOlham
77
Kayman Sankar In 1966 Kayrnan was able to branch off on his own.
He purchased 1556 acres of abandoned coconut and
To Guyanese who are living on the Essequibo rice estate which has become what we now know as
Coast, especially at Hampton Court, the name of the Sankar Estate- Hampton Court.
Kayman Sankar is a household word.
Despite the problems that were encountered
Kayman Sankar, father of one son, Beni Kayman persevered and today we have Kayman
San.kar and two daughters Sita Ramnauth and Sati Sankar and Company Limited, one of the most
Singh was born on the West Coast of Demerara at successful exporters ofrice to the European Market.
Cornelia Ida on June 3, 1926. He was the eldest of
five children. He had to leave school at age nine to The Kayman SankarCompany Limited does
assist his parents at the Cornelia Ida Sugar Estate so not only concentrate on the Rice Industry alone, but
that the family could survive. He got married to has diversified in many areas. One of the more
Seeraji when he was nineteen years old. Kayman successful areas is the Air Division, a dream which
continued to labour on the estate until he was thirty became a reality for Kayman Sankar.
years old. Apart from his business ventures Kayman is
a sport enthusiast, especially in the field of cricket
He has also contributed greatly to the educa-
tion system in that his company founded and main-
tains the Hampton Court Primary and Nursery
Schools.
Some important dates to remember when
thinking about Kayman s~ are:
• 1966 . Purchase of 1556 acres of land.

• 1967 . Development works began;
preparation ofland forriceculti-
vation.
• 1968 First Crop of rice cultivated .
• 1972 All his lands fully developed.
• 1975 The Company Registered.
Rg.5.17 Portrait of Kayman Sankar Second phase of expansion
began
Kayman was not satisfied to continue as a labourer • 1984 Installation of two rice mills, a
on a estate for his entire life. He did not want the life Rice Sheller and Length
his parents were forced to live and so he was Grader.
determined to be a success in whatever field he • 1985 Expansion of the Company to
chose. include the Sankar Air Division.
78
• 1961 tions;P 'p.P gained Significance of the colour of the Golden
. P.N.C:41 % and Arrowhead
The green background tells us of the agricultural
• 1962-1964 - Civil dis and forested nature of Guyana. The white border
country. tells of the many rivers streams and lakes of this
great land of ours. The golden arrow tells of two
• 1964 things; the minerals found under our land and our
forward thrust into the future. The black border tells
of endurance and that Guyanese will work together
tions Coalition to make Guyana strong. The redtriangle tells of the
formed by the strong will and zeal that we must have to sustain us
United Force. as we work together to develop our country.
• 1965
• 1966 Guyanagai its Independence.

The first Prime Minister of dependent Guyana
was Linden Forbes Sampson wnham.
Symbols of Nationh
Themost important symbols 0 ur Nationhood are:
• The Golden Arrowhead (Flag of Guyana)
• The National Anthem
• 'The National Pledge
Fig 5.19 The Coat of Arms.
• The Coat of Arms .
Othersymbolsofnationhood ourmoney,stamps,
portraits of National Leaders. ational Heroes, and Significance of the Coat of Anns
National Awards. The design on the Coat of Arms is interpreted as
follows:-
The Amerindians headdress shows the Amerindi-
ans as the first people of the country.
The two diamonds at the side of the headdress
represent the country's mining industry.
The helmet is the monarchial insignia The two
jaguars holding a pick axe, a sugar cane and a stalk
of rice shows the two main agricultural industries of
the country. rice and sugar. The shield which is
Fig. 5.18
80
decorated with the national flower, the Victoria 3. Great land of Guyana. diverse through our
Regia Lily, is to protect the nation. The three blue strains,
wavy lines represent the many waters of Guyana The We are born of their sacrifice, heirs of their
Canje Pheasant at the bottom of the shield pains.
represents a rare bird found principally in this part And ours is the glory their eyes did not see
of the World. One land of six peoples, united and free.
The National Pledge 4. Dear land of Guyana, to you will we give

The National Pledge is a personal oath and Our homage, our service, each day that we
embodies the commitment of Guyanese to live;
honour the flag of Guyana. God guard you, great Mother, and make us
to be
More worthy our heritage. land of the
free.
I Pledge myself to honour
always the flag of Guyana, The National Anthem was composed by
To be loyal to my country. Reverend Archibald Luker. It was put to music by
To be obedient to the laws of Guyana, Mr Cyril Gladstone Potter.
To love my fellow citizens,
And to work towards the Happiness Guyanese repeat the Pledge and sing the National
and prosperity of Guyana. Anthem to show their loyalty to their country.
Activities
The National Anthem Work by yourself.
1. Dear land of Guyana, of river and plains • Define the term Independence.
Made rich by the sunshine, and lush by • Identify three ways in which you could
the rains. honour the flag.
Set gem-like and fair between mountains • What does the head-dress on the Coat-of-
and sea
Arms signify?
Your children salute you, dear land of the
free. • Draw and colour the National Flag.
2. Green land of Guyana, our heroes of yore

Both bondsmen and free, laid their bones
on your shore;
This soil so they hallowed, and from them
are we,
All sons of one mother, Guyana the free.
81
Aspects of our culture
We are going to:

• learn about our culture.
• talk and read about the type of music/song.
dance and foods which help to fostcrGuyanesc
culture,
• talkabout the traditional wear of our Guyanese
peoples. Fig. 5.20 (b)
talk about our religious beliefs and forms of
worship.
• find out our role in fostering a Guyanese cul- Music/Song
ture.
Music and song arc expressions of our feelings, jO)
or sorrow. hardship and struggles. We have found
Read this with your teacher pleasure and inspiration, we are all fascinated by
InGuyana. we have an interesting group of people some form of music of our six peoples. Wc allenjoy
with their rich culture patterns. Culture expresses listening to Indian music and the beating of the
art forms. customs. values and technology or way of "Tassaa and Baydarn" drums, especially at wed-
life of people. dings and other ceremonies. It is also fascinating tc
admire the female dancers dressed elaborately with
The Guyanese people have their origin in expensive jewels of gold, silver, and precious stones.
different parts of the world. They came with their These are worn on their arms, nose and ears, around
customs and values such as music/song, dance, their necks and ankles and their fingers and toes.
language, folklore, food, dress, art and craft and
religion. We also enjoy Amerindian music. The ear-
liest Amerindian dance was the Mari Mari, this was
projected in music by the Mighty Chief, an
Amcrindiancalypsonian, who made otherGuyanesc
aware of Amerindian songs and dance. Amerindian
musical instruments are banjos and flutes. These
instruments arc made from trees in their
environment.
We also have Folk songs which originated
during slavery. The slaves, to comfort each other.
gathered in the evening and to the heat of their
drums made up songs to which they danced. Most
of these songs highlighted the conditions under
which they lived and worked as they remembered
the life they left in Africa. The songs were some-
Rg.5.20 (a) Drums, the base of all music. times sad and hut generally entertaining. Today
H2
some of these songs are used as Queh-Queh songs, Oh children of Guyana, rise,
for example, Janey Gal, Missie Lass and Sancho. Rise up and sing with happy tears;
We also have our National Songs which
And bless the land that gave you birth,
And vow to serve her through the years.
reflect the aspirations, hopes and dreams of our
nation. They help to develop feelings of patriotism,
national pride and unity.
I am sure you enjoy singing our National
songs such as:
• Song for Guyana's children.

• Hymn for Guyana's children.
Activity
Do this as a group.
Join with the class to sing this National song "A
Hymn for Guyana's Children".
With humble hearts and heads bowed

down.
Inthanks for each new day of toil;
We come before Thine altar Lord,
The children of Guyana's soil.
Great is the task that thou has given:

Thy will to show, Thy truth to find:
To teach ourselves that we are one Fig.S.21 Children singing the national anthem
In thy great Universal mind.
But not in vain we'll strive to build

A new Guyana great and free;
A land of glory and of hope;
A land of love and unity.
83
Rg. 5:2.2 Amerindian dancers
Dance
Language
Read with your teacher
Language is a form of communication either
When we dance, we move our body in rhythm. spoken or written. Language makes it possible for
usually intime to music made from drums and other us to talk to each other, and to write our thoughts 'and
musical instruments. Dancing is a natural urge to ideas. We all learn our language which isbasically
express our feelings through rhythmic movement English. We do so generally by listening and
On many occasions, at cultural presentations we are imitating our elders. Some of our peoples
entertained by dancing of some fonn. Dancing is communicate in their native language. In some
not only for entertainment, but an art form as well communities we might have heard the Chinese,
As an art form, a dance may tell a story, set a mood. Amerindians and East Indians speaking in their
express an emotion,joy or anger. It brings into focus language. However, we all communicate with each
our people's culture as we celebrate at: other by using the official language -English.
In our Guyanese society, we have words or
• worship/religious ceremonies terms used by our peoples which reflect our beliefs,
traditions and experiences. Since these words
• festivals
originated from our people, they form part of our
• weddings colloquial speech which is distinctly Guyanese.
• our nation's anniversaries
• national events. Some of these words are:-
• Ah-Deh "ram tolerably well"
• Bad-eye Evil eye. Some people
put "bad eye on others."
84
• Balla 'The stick at the end of a Food does more than keep us alive, strong
length of twine used in and healthy. It also adds pleasure to living .. We
Kite-flying around which enjoy the flavour, odours, colours and textures of
the twine is securely foods. We celebrate special occasions with
fastened. favourite foods.
CaIlaloo Another aspect of our culture can be demon-

• Bhaji
strated by the foods our people cultivate and eat,
• Bittle Food Some of our favourite foods are cuny and roti, dholl
• Eye-pass An insult to someone by pouri, dholl and rice, cook -up, dry food or metagee,
deliberately ignoring him pepper pot, fried rice and chowmein.
or her. There is an A variety of local fruits are used for making
element of disrespect. drinks, for example passion fruit, cherries, jarnoon
Children are often accused and cararnbola.
of giving "eye-pass" to
their elders.
• Hard ears Term applied to a pig-
headed person who
••
does not heed advice. A
disobedient child is said
to be "Hard ears." Pepperpot
Bar-b-que chicken ~
Roti & curry
Activities
Work in small groups. ~
• Talk about some "sayings" in your community.

• Make a list of a least three of these 'sayings' with Fig. 5.23 Dishes of Guyanese people
their meanings.
Report yourfindings to your class. Clothes
Mount the class collection in your reading We are aware that our form of dress or clothing is
corner or library. influenced by climate, occupations and daily needs.
Other influences on mode of dress are religious
Food beliefs, and ideas of modesty and beauty.
Inour society we find that we wear different
Read with your teacher
clothes on different occasions. We have special
Food is one of our basic needs. We cannot live uniforms for school and work, and appropriate attire
without food. Food supplies the nourishing for recreation, sports, drama and worship.
substances our bodies require to build and repair
tissues and toregu1ate body organs and systems. All
living things-people, animals and plants-must have
food to live.
85
Most of our peoples adopted the European
styles of dress, while others still maintain their
traditional form of dress, especially when attending
religious functions.
Hindu women wear sari, and 'shalwar' and
cover their heads with 'orhni' while the men wear
dhoti and 'kurta'.
Fig. 5.26 Afro -Guyanese in traditional dress

Afro - Guyanese women wear turbans and wraps
and the men wear turbans and dashikis.
Some of our Amerindians still wear their native
dress. The men wear loin cloth, while the women
wear aprons made eit.her of colton, tibisiri fibre or
beads. They also wear very colourful headdresses,
arm and leg bands, necklaces , ear and nose decora-
Rg. 5.24 Hindus in traditional dress
tions on ceremonial occasions. These are often
made with beads, feathers and bark of trees.
Fig. 5.25 Muslims in traditional dress
Muslim women wear 'shalwar' and 'keernar' while Rg. 5.27 Amerindian in traditional dress
the men wear jorah' and 'toope'.
86
Activity Religion
Religion is the belief, that beyond what man can
seeand observe, is a power, supernatural or divine,
Talk in your group about some of these. that influences life on Earth. These beliefs are held
by one's faith. Whatever the beliefs may be there
• What kinds of food do you like to eat? exist a relationship with this supernatural power.
• What Guyanese dish can you prepare? Religion has several points of contact. All
• What kind of music/song do you like? possess a divine revelation of truth, all have sacred
• What traditional dress do you like to wear? books such as the Holy Bible, the Bhagwat Gceta
and the Holy Quran. They all teach about relation-
Mount an exhibition. ship with man and the Supreme being, the love of
our fellowman and some sort of existence after
death.
Let your class know what you did.
Religion plays an important part in our lives.
It controls our entire lifestyle, socially, physically
and spiritually. Most Guyanese belong to one of the
major religions of the world - Hinduism, Islam or
Christianity" .
Fig. 5.28 A temple
87
Fig.5.29 A Mosque
Hinduism Islam
Hindus believe in one supreme being. This being is Muslims believe in one God, called Allah. They
presented in many forms and names, because of his follow the Holy Prophet Muhammed through whom
power and glory. God is seen as Brahma, the God revealed his teachings to mankind. The
Islamic Holy book of teaching isthe Quran and their
Creator, Vishnu, the preserver, and Shiva the house of worship is the Mosque or Jamaat The
destroyer. Readings and teaching on Hinduism basis of all worship in Islam is prayer five times a
could be found in the Ramayan, the Vedas, the day which is one of the five pillars of Islam.
Mahabharat and the BhagwatGeeta which are well-
known throughout the world. Muslims also believe in Fasting. This isdone during
the month of Ramadan. Food can only beconsumed
Hindus worship in Temples or Mandirs. during the night after prayers and before prayers in
the morning. They also give "Zakaat" or gifts of
their wealth, at the end of Ramadan. This is done at
the Festival Eid-Ul-Fitr, which brings Ramadan to
an end.
88
a
Fig. 5.10 St. George's Cathedral (a) original
(b) present
Activity
Christianity
Work by yourself.
Christianity is the religion based on the teachings of In your Social Studies note book write:
Jesus Christ, its founder. Christians believe in one • The name of the religion to which you belong.
God who created the heaven, earth and all life on it
• List the Religious days of your religion.
He sent his only son Jesus Christ to save
mankind from their sins and to bring peace into the • Complete the table below
world. His teachings of love and brotherhood are
revealed in the Holy Bible. Christians' house of
worship is the Church.
The Christian religion has different denomi-
nations or groups, for example, Roman Catholics, Religion Religious Books
Lutherans, Anglicans, Congregationalists and
Pentecostals etc. These groups worship by singing
hymns, praying and reading from the Holy Bible. Hinduism Vedas
Islam -
Christianity -
89
• State one reason why someone should be a • "One, one dutty, build dam". This means when
member of a religious group. you have a task to do and you begin it,
eventually it will be completed.
• "Every day bucket a go a well, one day e bottom
must drop out". This means if you are doing
Folklore something deceitful, one day you would be
caught

Folklore could be thought of as any beliefs, customs We also have the famous stories of the sly spider
and traditions that people pass on from generation to Anansi, the stories of the Amerindians Kanaima,
generation. Much of our folklore consists of folk Piiyaikma, the Bush Dai - Dai and the Water Spirit
stories. fairy tales, legends, myths. dances. games Some of our folklore express joy, harmony, love,
and proverbs. riddles, songs. superstitions and thanksgiving and friendship. Examples of these are
religious celebrations. Queh - Quch, a pre - nuptial dance and song
expressing jollification on the eve of a wedding. It
Our peoples came from different parts of the world is held at the home of the bride, mainly by the female
with their folklore. Today, Guyanese have a wide guests. Matikor-t'Digdutty", a simple Hindu
cross section of folklore. ceremony when prayers are offered. This is also
Folklore can be short and simple or long and done two nights before the wedding, for the fertility
complicated. We have some brief sayings such as of the maniage.
• Do not sweep your house after six 0' clock or On both occasions ladies dance and sing folk songs.
you would sweep out all your wealth. reminiscing past marriages and preparing the bride
for the future.
Fig 5.31 Dancing at "Digdutty"

ceremony.
90
We also have Folkcure ''Herbs''. Our medicinal Display them in your class under the following
plants have become a part of our culture. These groups.
"Herbs" are called "bush". The "bush" is used for - Medicine
different purposes such as cure for many diseases,
including our common colds and diarrhoea, and it - Food (rea)
is also drunk as a 'tea'. - Dyes (for industry)
Discussyour display with your class and teacher.
Examples of these are
• Ants bush Cuts,Sores
• Soldier rod Thrush in babies
National events that foster
• Black sage Sore tongue, used as Guyanese culture
a tooth brush
• Guava bark Diarrhoea
Guyanese with one cultural heritage have become
• Lemon grass - Fever, tea
involved in each other's festivals, activities and
• Sweet sage Tea events, whether they are religious or non - religious
• Neem Bitters for the blood (secular).
• Surinam cherry - Chest cold This will help to reflect our National Mono which
says, One People, One Nation, One Destiny. As we
• Sweet broom - Laxative, tea socialise with our fellow Guyanese we would be
better able to understand, accept and appreciate
each other's customs.
Our folklore reflects the roots in Guyanese history
and gave us the foundation on which we can create We cannot separate or treat our cultural heritage in
a unique society. We should continue to build on compartments since one can never exist without the
what we know, what we are familiar with, what we other. Our government has declared as National
have experienced regardless of the origin. Holidays the days for celebrations of each of the
major festivals and events of the different peoples.
Activities This is done so that Guyanese can become more

actively involved in all festivals - religious and
Work in a small group. secular.
Guyanese folk stories are interesting to listen to,
they are often told as a form of leisure time
activities for the family. The National events that foster Guyanese Culture
are as follows:
• Write a Guyanese folk story.
• Tell it to the class.
• Independence Day. 26th May, 1966.
• Collect 'herbs' or bush' found in your commu-
nity.
Label them. • Republic Day 23rd February,
91
Anniversary of the
Cooperative Republic of
Guyana.
• Eid - m- Azah The great sacrifice is an

annual festival in the
Muslim calendar.
It shows Abraham's
willingness to sacrifice
his son for the Almighty
one.
• Phagwah A joyous Hindu festival

celebrating the triumph of Fig.5.33 lighted Dyas
good over evil.
• Good Friday A Solemn day when

Christian churches remem-
ber the crucifixion of Jesus
Christ
Fig. 5.32 Celebrating with abeer on Phagwah Day. Fig. 5.34

Christians
at church worship
• Deepavali Hindu religious festival of

lights to celebrate the return • Easter On Easter Sunday Christians
of Lord Rama after fourteen observe the resurrection of
years of exile in the forest Jesus. Easter Monday is the
traditional day for Kite-
flying throughout the country.
92
• Freedom Day- The first of August,
reminds us of
Emancipation - freedom
of the Africans
from compulsory work
on the plantations.
• Christmas 25th December. Chrisnans

celebrate the birth of
Jesus Christ
Fig. 5.35 Kite-flying
• LabourDay - 1st May, a dayset aside to

celebrate the solidarity of
workers.
Fig 5.36 Shopping for Christmas
• Boxing Day - 26th December. It was

Fig.5.37 Labour Day Parade
the custom to take boxed
presents to relatives and
• Caribbean Day - Observed on the first friends. Guyanese
Monday in July. It celebrate this day by
symbolises regional going to parties, picnics
integration of the and visiting friends.
Caribbean Community.
93
national hy observing several activities at school
level, regional level and at the national level.
Hem are some of the highlights of Mashrarnani
celebrations at the school level.
• cleaning our environment and furniture.

• having cultural presentations with national songs
and folk dances.
• having a flag raising ceremony. singing na-
tional songs and having a guest speaker to
address us.
At the National level we have a large number of

activities.
FIQ. 5.39 Folk Festival scene
• A Flag - raising ceremony and military display

Mashramani on the night of February 22nd.
Guyana became the first Co-operative Republic in • A report to the Nation by the President.
the world on 23rd February, 1970. Our Republic • Announcement of National Awards - Order of
Anniversary is marked by a celebration known as Excellence, Order of Roraima, Order of Serv-
Mashramani. This is an Amerindian word which ice, Military Service Medal etc.
means ' a celebration after the successful comple-
• Float Parades.
tion of a cooperative effort.' Mashramani is an
example of a secular or non - religious festival. • Children Costume and Dance Competitions.
This co-operative effort has always been a way of • Rallies for School Children.
life, for example, when houses are being built we • Calypso competition.
help our neighbours or friends. Even under Dutch
and English rule our forefathers co-operated with
each other. It was this very spirit of co-operation
that helped us to obtain Independence and a Repub-
lican state. When Guyana became a Co-operative
Republic we ceased to have any dependence on the
Queen of England to determine the Foreign Affairs
of our country. We celebrate this birthday of our
94
We also enjoy and share each other's dishes or food
at birthdays, christenings, marriages or religious
festivities. Fried rice. roti and curry, chowmein and
cook - up are consumed by a large number of
Guyanese.
We have adopted a common style of dress
which has been influenced by our warm climate. On
special religious occasions people wear traditional
costumes. There is no national male or female dress
but many males prefer the shirt and pants or shirt jac
suite while the females wear- two piece suits or
dresses.
Fig.5.39 National Awards Medals
Our six peoples are becoming immersed in each

other's culture in a number of ways.
Fig.S.40Guyanese traditional masquerade
There is an increasing number of inter -
marriages. These mixed maniages or relationships
give us a number of mixed people such as "douglas: Participating in various sporting activities is
(Afro - and Indo - Guyanese) "santantoncs" (Afro- rapidly becoming a popular form of recreation.
Guyanese and Europeans) and "buffiandas" (Afro Guyanese all participate in sporting or entertaining
- Guyanese and Amerindians). activities such as softball. football. volley ball.
At weddings, discotheques and even national tennis or swimming.
festivals many Guyanese participate in dancing to We are therefore. consciously or uncon-
soca music and calypsocs. Youths are much more sciously participating in activities that are bringing
enthusiastic in participating in modem rather than us to a closer understanding of each other. The best
traditional musical beats. part of it all is that we enjoy such activities
immensely and in so doing we learn to appreciate
our fellow Guyanese while fostering the Guyanese
culture.
95
• Guyana is a land of six peoples each with its Come let us unite.
own values, customs and beliefs. Unity is our goal.
• We have begun to appreciate each other's differ- L
ences invalues, beliefs and customs by showing
respect for and participating in each other's T
festivals and celebrations. U
• There arereligious and secular festivals in Guy- R
ana Both help us to develop a greater apprecia-
E
tion of each other's values and customs as well
as our own abilities and aspirations. • Write a paragraph describing how religion in-
fluences your way of life.
Activities • Compile a book with at least five Guyanese

songs (folk or national).
Work by yourself
• Select a festival and make an information packet
• List two ways in which we can participate in
- include some art work to illustrate the festival.
each other's festivals or customs.
- you may use clippings from newspapers to
• Complete this acronymn which describes what
the different letters in CULTURE represent illustrate the festival you choose
You may use this one or make up one of your - write a paragraph to explain the festival.
own. Show your work to your teacher.
96
Summary
• our forefathers came from different countries in Asia, Europe and Africa
and settled in Guyana.
• we are Guyanese from different historic backgrounds.
• Guyanese culture; our language, foods, music and dance, the

clothes we wear, our religious beliefs and folklore all show an infusion
or influence from where our people came.
• Guyana became an independent Nation on the 26th May, 1966. There

are many outstanding Guyanese in all fields who have made a contribu-
tion to the development of our country.
• annually people in the community receive National Awards for the work
they do in their special field egoAgriculture, Education, Politics, Sports,
etc.
v.
97
~~~G=o=v=e=r=n=in=g~o=u=rc=o=.m~m=u=n=i=~~~~==
We are going to ftnd out about communities in our

society.
• how our communities are governed,

• the need for cooperation among people in the
communities,
• what is revenue,
• what is done with the revenue collected.
Communities within our society

Within our society there are several communities,
for example, the family community, the school
community, and our local community. Fig. 6.1 We belong to different communities
A community is an inclusive group with three

main characteristics:
The family community
• within it the individual can have different
experiences and conduct activities that are Thefamily isthesmallestcommunity. Itis alsothe
important to him, oldest and most important. Families live together in
a home where each member has a specific role to
• it is bound together by a shared sense of
perfonn. The family teaches children the basic
belonging,
values of life and their education begins here. We
• it consists of related parts joined by some all depend on our family for love, affection and
common purpose, goal or interest. encouragcmcnL We also depend on our family for
As a result, in order for a community to exist the food, clothing and shelter. For our homes to be
members must cooperate with each other. Also, happy, family members must work together to
they must depend on each other as they interact com pktc the many tasks to be done. They must play
daily. together and rest together. In so doing, the family
community would function well.
98
The school community importance together. Students depend on their
teachers to be good guides, while teachers depend
Read this with your teacher. on their students to be good learners and to study
For most children the school is the next community hard. Students and teachers must cooperate to make
with which they closely relate. the school community a happy and healthy place.
This is also an important community for it is

here that our formal education begins. The school • Members of a community are joined together
community is made up of children from many by a common purpose or goal.
families and it is larger than the family community.
A school serves a person for only a few years of his • Community mem berscooperate, interact and
life, for example, most of you have already depend on each other for the community to
completed two years at Nursery School and four function well.
years at Primary School and you have now • Thefamilyandschoolarecommuniticswithin
embarked on your Secondary School education. our society.
Because of this, the school community differs from
• The family is the smallest community where
the other communities to which a person belongs.
the members work together to enjoy a happy
At school, teachers and students interact life.
inside and outside of the classroom, for example,
they work together and visit places of educational
• The school community is made up ofchildren
from many families. It is larger than the
family community. The members also
cooperate for it to function well and for them
to enjoy a healthy and happy life.
Fig.6 .2 Goals are more easily achieved through

co-operation.
99
Activities We are all citizens of Guyana. Although, we
Do it yourself are citizens oflarge communities, such as countries,
we are also in a smaller way. citizens of our homes,
L Collect five pictures to show the <liferent our schools, our villages or towns.
ways in which family members interact with
each other. There is a close relationship between our-
selves, our family, our school and our village or
2. Draw a table with the headings 'School Com- town as can be seen in Fig. 6.1
munity' and 'Family Community'. List five
ways in which each could be made 'a healthy, Ineverycommunity, whetheritbethefamily,
happy place'. class, village or the national community there must
be a system of government Government is the
3. State briefly how someone can be a member way in which a family, class, school, village, town,
of a family, school and church commtmity at region or country, in fact, any group or organisation
the same time. is run. It has to do with rules, regulations, activities
Show your work to your teacher and relationship that maintain order.
Rules are made to help everything run
smoothly and for the good of all the members.
Whataresomeofyourclass rules? How were
they made? Do you have school rules also?
Compare your school rules with those listed
below and discuss suitable sanctions that should be
imposed if any one is broken.
School Rules:
• I must always attend school in my complete
unifonn.
Fig. 6:3 A school family at work
• I must attend school regularly and punctually.
• If I am absent; I must present a written excuse
from my parents.
• I must always be kind and courteous to my
teachers and fellow students.
The concept of government • I must not loiter along the corridors and stair-
ways.
• Homework must always be done and submit-
It is important now that we understand how our ted.
community or country is governed.
• I must keep my classroom clean and tidy.
We are all members of various groups of people
who live together. • I must obey all of my school rules.
100
You should realise by now that rules really assist Every child has:
each one of us to be a better and more disciplined
• the right to a name and nationality,
person. Perhaps you have also realised that while
our parents andpoliceenforce the rules of our home • the right to adequate housing,
and country, our school rules are enforced by • the right to adequate medical care,
teachers and prefects. No doubt, the extent to which
a school is well kept and organised is also related to • the right to an education,
the extent to which rules and regulations are obeyed • me right to enjoy full opporturuty for play and
and sanctions imposed Usually, obedience to rules recreation,
shows a sign of growth and matmity that is good for
• the right to special care for the child who is
the student, the school, the community and the
handicapped,
country at large.
• the right to be loved,
• the right to enjoy theserights, regardless of race,
• Our school is like our family colour, sex, nationality or social origin.v
• Rules assist to guide our behaviour Adapted from United Nations -Intemational Year
• All members are expected to obey the rules. of the Child Calendar, 1979.
As students at school, we have a right to
receive an education. We have a right to be happy
and to have fun during recess. But if we fail to obey
the rules of the school we may be punished. Ifwe
Rights and responsibilities continue to break the rules we may lose the privilege
of attending school; we may be suspended or even
expelled for very serious offences.
Many countries of the Caribbean and indeed the
Whatever we do rnustnotin any way interfere
world, recognise certain fundamental rights and
with the rights and privileges of others. Especially
freedoms of the individual. These rights are
in a group situation like the classroom, there is
necessary if individuals are to utilise their innate
greater need to do the right thing, so we have rules
ability to become nation-builders. All rights and
and regulations to guide us.
freedoms are accompanied by corresponding
responsibilities of the individual.
¥As we grow older and we attend to our lessons
we begin to realise that every right carries with it a Activities
corresponding responsibility. For example, the
right to walk on theroad carries the responsibility of Work by yourself.
using theright hand side and staying out of the path
of moving traffic.
• In what ways is your school like your home?
The rights of every child are listed in the Make two lists headed, 'My duty to my home'
children's charter of the United Nations. and 'My duty to my school'.
Show it to your teacher.
101
Let your teacher select two teams from your class to
debate the following:-
• Debate: Your home is your first school and
your school is your second home.
Local government

The kind of government that we have at the village
or town level is called the Local Government. In
a village or town the Local Government can be seen
as those leaders whose work has to do with the
Fig. 6.4 Meeting of a council
order, regulations and the development of the vil-
lage or town for the benefit of the people.
Some of us live in towns. There are six towns Activities
in Guyana- Georgetown, Linden, Corriverton, Work by yourself.
Rose Hall, New Amsterdam and Anna Regina.
• Name the mayor of Georgetown.
People elect leaders to represent them on the
Local Government body. These leaders are called • Name three councillors in your community.
councillors. The chiefcouncillor of a town is called Show your work to your teacher.
a Mayor while at the district level he is called a
Chairman.
For the chief town, Georgetown, the respon- • Make a visittoyourvillageorto\Yilcouncil. Find
sibilities of the council have been sub-divided into out-
a number of departments. This sub-division of the (i) How the council is organised.
responsiblities of the Georgetown City Council is
(ii) How the members are elected
similar to the other town councils.
Councill2rs ~e decisions about the serv-
(iii) Some of the topics they discuss at their meet-
ings.
ices that the cofitm~nity need.
(f Discuss your findings with your teacher.
102
Why local goverment is needed? They are to:
- • ensure that the areas over which they are in
Read this with your teacher. ·
charge are properly managed and developed.
• Government is the way in which any group
• organise members of the community so that
or organisation is run.
they become aware and participate in the
• All villages or towns have a system of local economic, cultural and social life of the
government community.
The leader ofa family usually provides for the needs • cooperate with the various organisations such
of the family. However, the family cannot provide as clubs, trade unions, cooperative societies,
all the things it needs. church, etc.
• ensure that public property is maintained and
protected.
• ensure that the working and living conditions
are improved.
• maintain law and order.
• safeguard the rights of citizens.
• collect rates and taxes.
• raise by means of planned programmes and
otherwise, the civic consciousness of the
people.
• ~. ~(4
c\.o-«'
.
Rg. 6: 5 Services provided by the family
For example, the family cannot provide pure

water supply, good roads and bridges, garbage and
rubbish collection. It cannot fight fires or catch
criminals. These services are provided by the Local
Government
Each local government has its own task to do. The
following are some of the duties perfonned by all
local government bodies.
Rg. 6.6 Some services provided by local government
103
Activities Collecting revenue
Work by yourself Read this with your teacher.
• List five(5) services that are available in your If we were to go home and tell our parents that we
community. want a new school uniform, a haversack and a new
• Explain why these services are important bicycle, what do you think they would say? We all
want to have these things and more. But we must
Show your work to your teacher. first have the money.Your parents obtain their
money by working and receiving wages, or perhaps
by selling produce grown on their farm. When the
leader of your family receives wages or a salary,
Services offered by local most of the money is spent on you and the rest of the
government family.
The government of your local community
also has to have money for the services it provides
Read this with your teacher. for the improvement of the neighbourhood. No
Among the functions of the local government doubt, wecan make a long list of some of the things
bodies are to provide social services and to collect our community needs. Some of these would
money or revenue. certainly include good roads and bridges, commu-
Let us look a little more closely at these two nity centres. health centres, playgrounds, pure
water supply and electricity. Money is needed to
functions.
provide these services.
Whatever their specific duties, each local govern-
ment body has been organised to serve the people Your community leaders obtain the money
in the local community. Each seeks to ensure that by the collection of rates and taxes. This is a form
certain basic services are available to the commu- of tax on property. The local authorities decide what
nity. Our Local Government bodies seek to services the community needs. They decide on how
provide all these services either directly or indi- much money should be spent on them.
rectly. Fig. 6.6 shows some of these basic services. Whenever we hear people complaining that
Depending on where you live, you may find the local government ought to do more for us than
that many of these activities are not directly it is doing, we must remember that just as no family
provided by your Local Government However, can afford to get into debt by spending more than it
you need to remember that while they may not be earns, so a community must not plan to spend more
doing SO directly, they are doing so indirectly. They than its income or revenue.
may ask the Central Government to provide these Those who ask for more and better services
services or encourage the people to provide them must accept that our community leaders have, first
through self- help or co-operative ventures.Your of all. to obtain the money to pay for these things.
community leaders sometimes ask private People who cannot understand the reasons
individuals to provide some of the services. for paying rates and taxes are sometimes very upset
when this happens. We often find people (citizens)
104
writing to newspapers saying, "Why doesn't
Government build a school or a hospital in our
village or town." And the same people complain if
rates and taxes are increased. We must pay for
improvements in the community.
For real progress there must be close co-operation
between the local government and the tax and rate
payers. A good citizen gives his full co-operation by
paying his rates and taxes promptly. If we cannot
afford to buy new clothes, school uniform and anew
bicycle, we must do without them. We have to wait
until we have earned tne money with which to
purchase them. Similarly, we must pay for the
services we get
Fig. 6.8 Some services provided from revenue

collection
Activities
Work by yourself.
l. Find out the
Fig. 6.7 Collection of revenue (i) different ways in which your Local
Government or City Council obtains
money.
(ii) amount of rates and taxes collected for
the past year.
(iii) amount spent on services for the com-
munity.
105
2. Make a list of five suggestions which you • share their ideas with others,
would like to see included in a notice which is • share generally with others,
to be sent out to people in your town or village
telling them to co-operate with your local • receive the same treatment and not ask for, or
government expect favouritism,
Show your work to your teacher. • abide by group rules,

• accept the consequences of their own actions,
At the school level, children must accept the respon-
Civic responsibilities sibilities to :
• care for all public and private property,
• care the books, keep bags, benches, desks.
In this chapter, so far, we have been dealing with the
tables, floors and walls clean.
responsibilities of the Local Government to the
community - to all of us. As citizens of our community, it is our right to share
in all of the services. The right to play; the right to
We too, as members of the community have
be protected from those who would want to harm us
several responsibilities. We may refer to all of our
are all ours to enjoy because our local community
responsibilities to our community and country as
leaders seek to provide them. We sometimes feel
our Civic Responsibilities. It is the civic responsi-
that our communities owe us something and that we
bility of every citizen, for example to :
owe them nothing. The late American President,
• vote at local and national elections, John F. Kennedy once told his countrymen this,
• obey laws, "Ask not what your country can do for you, but
what you can do for your country." This is good
• accept the full share of the responsibilities of advice for us.
organised group life,
Ifwe only concern oursel ves all the time with
• put the welfare of the group above personal obtaining from our community what we need and
gain, do not try at the same time to do something for the
• work to right injustices and wrongs which any good of our fellow citizens, we might cause our
group or individuals suffer, community to break down eventually.
• pay rates and taxes promptly, Outside of our school environment, we need
to care our parks, bridges, libraries, museums and
Children and youths on the whole have several
artefacts. When we assume and observe these civic
personal and civic responsibilities which they
responsibilities, we help to make our community
should demonstrate if they wish to build a
and country a better place. The leaders of the
democratic and happy society. They must learn
community have accepted that they have a respon-
to: sibility too. Many of them help to organise self-help
• assume responsibility, projects such as village clean-up campaigns.
providing play-grounds and the digging of drains.
• make choices and carry them
, out to the best
of their ability,
106
Dialect style of language spoken by a particular group of
people ego each Amerindian tribe has its own dialect.
Dual control two authorities having equal control.
Elections selection of a leader.
Emancipation freedom.
Environment all things around us especially all the conditions

that surround a person, animal, or plant, physical
features etc.
Etiquette good manners, rules that society has set up for the
proper way to behave in dealing with other people.
Extra-curricular activities outside the normal school programme.
Folklore beliefs, traditions, customs that people pass on from

generation to generation.
Goals broad statements of anticipated achievement.
Government persons in charge of a country or state.
Hydropower generation the force of water can be harnessed to generate electricity.
Independence the state of not depending or being control by another

state ego governing oneself.
Indentureship to be on contract for a specified period ego 3 years.
Indigenous the first to arrive and settle.
Informal not according to rules; or not in the usual form or mode.
Insurrection the act of revolting against authority.
Land mark a building, tree etc. that helps one to find or recognise
a place because it is easily seen.
Local government how towns and villages are governed.
111
Mashramani Amerindian word for celebration after hard work.
Mission statement a statement to guide the Ministry of Education in

achieving their goals.
Missionaries persons doing religious work.
Motto phrase or sentence of expected performance of pupils and

teachers.
Non-renewable resource a resource which is not replaceable. Minerals generally

fall into this category ego oil, bauxite, gold, etc.
Ordinance an authoritative decree or direction.
Organisation arrange in a system; or act or process of organising.
Orphans children whose parents are dead.
Passive resistance a form of protest ego go slow.
Philosophy the vision or belief of the school.
Plantations large acrfes of farm lands.
Prevalence generally existing.
Prevocational concerned with one's occupation.
Privileged a special right or advantage.
Rationale reason.
Renewable resource one that can be used and reused or once used, can be
restored or regrown within a reasonable period of time
eg land, forests, water, marine life (fishes) etc.
Respectively separately on in turn.
Resources anything in the environment that can be made useful

by man to satisfy such needs as food, clothing and shelter.
112
Revenue collecting money.
Services the needs of the communities.
Society people who live in a country.
Standardise confirm to a standard.
Structure stages; the way in which the organisation is planned.
Town council administrative authority of a town.
Tradition custom handed down from one generation to another.
Tropical crops crops which can grow only in hot countries.
Undenominational managed by private persons.
Unique only one of its kind.
Values beliefs or ideals (the moral values of a nation).
Vocational occupations which deal with trade.
Voluntary given of one's own free will; by choice.
113

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Acknowledgements

Resource Development The Environment Division of the Ministry of Health

We also wish to thank the other persons who contribute

Petaline Mc Donald, Lucy Williams - for keyboarding

Padmouttie Jaggernauth, - for assisting

Rita Lowell - for coordinating

1 The local environment 9

2 Looking at our schools 20

3 Looking at education in Guyana 31

4 The resources or our country 42

6 Governing our community 98

Because of these things one welcomes the revised editions of th

We wish to commend all those persons responsible for this painstakin

The books have been prepared with the common

There was a deliberate attempt to involve the

In this chapter we arc going to find out about: Our environment

• what makes up the environment., Read this with you teacher.

Fig.l.l Rural environment

• landforms for example, the mountains, hills,

Types of environment Our physical environment

• the administrative regions,

Fig. 1.7 A forest environment

You would have observed that our environment can

Activities Our social environment

Our social environment refers to:

Cleanliness, respect for authority, respect for

Fig. 1.9 (a) Two desirable social attitudes

We all wish to enjoy a better quality of life. There

• Respect. We must show respect for our

Punctuality or being on time, is very impor-

3. ~oll~toewsp~reports which suggest ways

2. Suggest five changes which would make

WE HAVE LEARNT THAT:

• our environment can be physical and social.

Forest World People

Beliefs Customs Attitudes

We are going to fmd out about: Members of the school

Rg.2.1 Mv school family

Fig. 2.2 Organisational chart 01 8 school

Fig. 2.3 P.T.A. meeting

Fig. 2.4 Inter-relationship of goals

Mission statement • harbour a commiunent to the care and

To achieve our educational goals, schools must

Education aims at enabling children to:

• develop their potential to the fullest,

School motto 4. (a) Write out your school motto.

Work by yourself Read with your teacher.

Fig. 2.7 Scouts at camp

• All schools have traditions which make them

WE HAVE LEARNT THAT:

• our school is like a second home.

• our school has an organisational structure just like the family.

• schools have a curriculum of academic and pre-vocational subjects.

• extra- curricular activities are important aspects of the school curriculum.

• schools have traditions which make them unique.

We are going to:

Work in a small group. Primary

Fig.3.4 A bottom-house nursery school

They served people who could have afforded to pay

Fig. 3.6 Wilberforce Congregational church