Abstract
Development of Missionary Schools in Sarawak 1840-1960
Highlights
Education is a very important platform in the development of a civilised society
The history of education in Sarawak had gone through three distinct era of rule namely The Brooke Dynasty era, The Japanese Occupation era and The British Colonial era
The open policy adopted from the early administration period opened up a large space for the missionaries with their religious mission resulting in the developing of structured and systematic missionary schools
Summary
Education is a very important platform in the development of a civilised society. But the acceptance of the Sarawakian native society towards education during the Brooke Administration era weren’t very encouraging until the arrival of missionaries with their mission to bring ‘civility’ with their active Christian propagation among the local populace. James Brooke’s openess enabled the missionaries to open early educational centres without any regulations or restrictions This was due to their concept of bringing civilisation to the native people which was regarded by the misssionaries as a golden opportunity to spread Christianity via the school system. This clearly demonstrated that James Brooke adopted an open policy and did not encouraged any education for the native people (Pringle, 1970) He very much encouraged and supported the establishment of schools operated by Christian missionary bodies such as by the Anglicans with the hope to eliminate the Dayak’s traditional beliefs in animism such as the worshipping of spirits, souls and ghosts (Currey, 1933). Based on the table 1, its clearly shows that the involvement of outsiders enabled the British to provide huge funds to upgrade missionary education resulting in an increased literacy rate among the people of Sarawak (Ooi, 1996)
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