DOCSLIB.ORG

Teachers and Education in the Pacific (TEP): a Desk Study Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teachers and Education in the Pacific (TEP): a Desk Study Report Teachers and Education in the Pacific (TEP): A desk study report Commissioned by AusAID- ADB as Phase I – Laying the Foundation of a Three-phased regional Pacific project, 2007 - 2009 by Seu’ula Johansson Fua, PhD (Principal Researcher) Kabini F Sanga, PhD (Project Director/Team Leader) Implemented by the Institute of Education in collaboration with Pacific communities December 2007 ACKNOWLEDGEMENTS This study could not have been done without the support of numerous organisations and people, including the following: AusAID and ADB as the donors, with AusAID funding phase 1 of the project. National Departments, Ministries of Education and Teachers‟ Colleges of participating countries Members of the Advisory board of this study such as: Dr „Ana Taufe‟ulungaki – Pro VC Research and Graduate Affairs, USP Professor Konai Thaman – UNESCO Chair for Teacher and Culture, USP Aileen Savu - Office for Development and Planning, USP Dr Akhila Sharma – Head of School of Education, USP Dr Akaniki Kedrayate, A/Dean Faculty of Arts and Law, USP Helen Tavola – Forum Secretariat Richard Wah – SPBEA Ana Raivoce – SPBEA Govinda Singh –COPE Dr Priscilla Puamau – PATE Ministry of Education Fiji James Agigo (PNG) and Eperesa Esera (Samoa) who were subcontracted conduct desk review of their respective countries. Colleagues of the IOE; including Henry Elder, Frances Pene, Cherry Rota, Cherry Kaake, Marlie Rota and Anjula Devi, who have supported the study team throughout the study. 2 CONTENTS ABBREVIATIONS .................................................................................................................................................................. 9 EXECUTIVE SUMMARY .................................................................................................................................................. 12 INTRODUCTION ................................................................................................................................................................ 13 METHODOLOGY ............................................................................................................................................................... 15 1. TEACHERS AND TEACHER EDUCATION IN THE COOK ISLANDS ................................................................ 20 1.1 Country background............................................................................................................................................ 20 1.1.1 National social, cultural, political and economic background ........................................................................ 20 1.1.2 Educational Background ................................................................................................................................ 20 1.2 Teachers and teacher education ......................................................................................................................... 23 1.3 Legislation and employment frameworks ............................................................................................................ 24 1.4 Teacher-related and teacher education policies ................................................................................................. 24 1.5 Teacher education programmes .......................................................................................................................... 26 1.6 Teacher education curriculum ............................................................................................................................ 27 1.7 The teacher educator and the student teacher .................................................................................................... 28 1.8 The teacher graduate (status, quality, deployment etc)....................................................................................... 28 1.9 Resources for teachers ........................................................................................................................................ 29 1.10 Projects for teachers and teacher education ....................................................................................................... 29 1.11 Summaries: Key issues for teachers and teacher education .............................................................................. 31 1.12 Proposed issues/ areas for further scrutiny/research/discussion ........................................................................ 32 2. TEACHERS AND TEACHER EDUCATION IN FIJI ................................................................................................ 34 2.1 Country Background ........................................................................................................................................... 34 2.1.1 Geographical, historical and economic background ....................................................................................... 34 2.1.2 Educational background ................................................................................................................................. 35 2.2 Teachers and teacher education ......................................................................................................................... 37 2.3 Legislation and employment frameworks ............................................................................................................ 41 2.4 Teacher–related and teacher education policies ................................................................................................ 43 2.5 Teacher education programmes .......................................................................................................................... 43 2.6 Teacher education curriculum ............................................................................................................................ 45 2.7 The teacher educator and the student teacher .................................................................................................... 46 2.8 The teacher graduate (status, quality, deployment etc)....................................................................................... 47 2.9 Resources for teachers ........................................................................................................................................ 48 2.10 Projects for teachers and teacher education ....................................................................................................... 48 2.11 Summaries: Key issues for teachers and teacher education ............................................................................... 51 2.12 Proposed issues/ areas for further scrutiny/ research/ discussion ...................................................................... 51 Conclusion ............................................................................................................................................................................. 52 3. TEACHERS AND TEACHER EDUCATION IN KIRIBATI ..................................................................................... 53 3 3.1 Country Background ........................................................................................................................................... 53 3.1.1 National social, cultural, political and economic background ........................................................................ 53 3.1.2 Education System ........................................................................................................................................... 53 3.2 Teachers and teacher education ......................................................................................................................... 54 3.3 Legislations and employment frameworks .......................................................................................................... 54 3.4 Teacher-related and teacher education policies ................................................................................................. 55 3.5 Teacher education programmes .......................................................................................................................... 55 3.6 The teacher educator and the student teacher .................................................................................................... 56 3.7 The teacher graduate (status, quality, deployment etc)....................................................................................... 56 3.8 Resources for Teachers ....................................................................................................................................... 56 3.9 Projects for teachers and teacher education ....................................................................................................... 56 3.10 Summaries: Key issues for teacher and teacher education ................................................................................. 56 3.11 Proposed issues/areas for further scrutiny, research and discussion ................................................................. 57 4. TEACHERS AND TEACHER EDUCATION IN NAURU.......................................................................................... 58 4.1 Country background............................................................................................................................................ 58 4.1.1 National social, cultural, political and economic background ........................................................................ 58 4.1.2 Educational background
Load more

Recommended publications
  • Year 6 English Teacher's Guide 1
    Nguzu Nguzu English Teacher’s Guide 1 Standard 6 First Edition 2005 Published in 2005 by the Curriculum Development Centre P.O. Box G27 Honiara Solomon Islands Copyright © Ministry of Education and Human Resources Development 2005 All rights reserved. Any parts of the book may be copied, reproduced or adapted to meet the local needs without permission from the authors, provided that parts reproduced are distributed free, for educational purposes only. Written permission must be obtained from the Curriculum Development Centre if any part of this book is to be reproduced for profit. ISBN 978-982-371-099-0 The development of this Teacher’s Guide was funded by the Solomon Islands Government, with assistance from the New Zealand Agency for International Development, the European Union and the U.K. Department for International Development. Printing and production was completed with assistance from the New Zealand Agency for International Development. Foreword This Standard 6 English Teacher’s Guide has been developed to make English teaching and learning more natural and more relevant to the needs of Solomon Islands’ pupils and teachers. Through exposure to the English Language, pupils learn its vocabulary, grammatical rules and pronunciation. Fluency and understanding are developed through practice in speaking and listening activities and literacy is promoted through reading and writing activities. The emphasis in the upper years of primary is on functional literacy; reading and writing for a range of specific purposes and audiences. Reading for meaning is central to the objectives. Reading to research factual information and reading for pleasure and enjoyment are emphasised through the inclusion of a range of factual and fiction texts.
    [Show full text]
  • ERO National Evaluation of Education Provision
    National Evaluation of Education Provision in Tokelau CONFIRMED REPORT February 2014 www.ero.govt.nz Contents Background to the Review ......................................................... 1 Scope of the Review ................................................................. 1 Overview ................................................................................. 2 Review Findings ....................................................................... 4 Governance .......................................................................... 4 Leadership ........................................................................... 5 Curriculum Management and Implementation ........................... 6 Bilingualism .......................................................................... 8 Assessment .......................................................................... 9 The Quality of Teaching ....................................................... 11 Education Provision and Outcomes in the Senior School ........... 12 Early Childhood Education Provision ...................................... 13 Education Environments ....................................................... 14 Conclusion ............................................................................. 18 Future Actions .................................................................... 19 Recommendations ............................................................... 19 Education Review Office i National Evaluation of Education Provision in Tokelau February 2014
    [Show full text]
  • Hold Fast to the Treasures of Tokelau; Navigating Tokelauan Agency in the Homeland and Diaspora
    1 Ke Mau Ki Pale O Tokelau: Hold Fast To The Treasures of Tokelau; Navigating Tokelauan Agency In The Homeland And Diaspora A PORTFOLIO SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI’I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN PACIFIC ISLANDS STUDIES AUGUST 2014 BY Lesley Kehaunani Iaukea PORTFOLIO COMMITTEE: Terence Wesley-Smith, Chairperson David Hanlon John Rosa 2 © 2014 Lesley Kehaunani Iaukea 3 We certify that we have read this portfolio and that, in our opinion, it is satisfactory in scope and quality as a portfolio for the degree of Master of Arts in Pacific Islands Studies. _____________________________ Terence Wesley-Smith Chairperson ______________________________ David Hanlon ______________________________ John Rosa 4 Table of Contents Table of Contents 4 Acknowledgements 6 Chapter One: Introduction 8 1. Introduction 8 2. Positionality 11 3. Theoretical Framework 13 4. Significance 14 5. Chapter outline 15 Chapter Two: Understanding Tokelau and Her People 18 1. Tokelau and her Atolls 20 2. Story of Creation from abstract elements 21 3. Na Aho O Te Pohiha (The days of darkness) 21 4. Peopling of the Tokelau Atolls 23 5. Path of Origin 24 6. Fakaofo 25 7. Nukunonu 26 8. Atafu 26 9. Olohega 26 10. Olohega meets another fate 27 11. Western contact 30 12. Myth as Practice 31 Chapter Three: Cultural Sustainability Through an Educational Platform 33 1. Education in Tokelau 34 2. The Various Methods Used 37 3. Results and impacts achieved from this study 38 4. Learning from this experience 38 5. Moving forward 43 6.
    [Show full text]
  • II~I6 866 ~II~II~II C - -- ~,~,- - --:- -- - 11 I E14c I· ------~--.~~ ~ ---~~ -- ~-~~~ = 'I
    Date Printed: 04/22/2009 JTS Box Number: 1FES 67 Tab Number: 123 Document Title: Your Guide to Voting in the 1996 General Election Document Date: 1996 Document Country: New Zealand Document Language: English 1FES 10: CE01221 E II~I6 866 ~II~II~II C - -- ~,~,- - --:- -- - 11 I E14c I· --- ---~--.~~ ~ ---~~ -- ~-~~~ = 'I 1 : l!lG,IJfi~;m~ I 1 I II I 'DURGUIDE : . !I TOVOTING ! "'I IN l'HE 1998 .. i1, , i II 1 GENERAl, - iI - !! ... ... '. ..' I: IElJIECTlON II I i i ! !: !I 11 II !i Authorised by the Chief Electoral Officer, Ministry of Justice, Wellington 1 ,, __ ~ __ -=-==_.=_~~~~ --=----==-=-_ Ji Know your Electorate and General Electoral Districts , North Island • • Hamilton East Hamilton West -----\i}::::::::::!c.4J Taranaki-King Country No,", Every tffort Iws b«n mude co etlSull' tilt' accuracy of pr'rty iiI{ C<llldidate., (pases 10-13) alld rlec/oralt' pollillg piau locations (past's 14-38). CarloJmpllr by Tt'rmlilJk NZ Ltd. Crown Copyr(~"t Reserved. 2 Polling booths are open from gam your nearest Polling Place ~Okernu Maori Electoral Districts ~ lil1qpCli1~~ Ilfhtg II! ili em g} !i'1l!:[jDCli1&:!m1Ib ~ lDIID~ nfhliuli ili im {) 6m !.I:l:qjxDJGmll~ ~(kD~ Te Tai Tonga Gl (Indudes South Island. Gl IIlllx!I:i!I (kD ~ Chatham Islands and Stewart Island) G\ 1D!m'llD~- ill Il".ilmlIllltJu:t!ml amOOvm!m~ Q) .mm:ro 00iTIP West Coast lID ~!Ytn:l -Tasman Kaikoura 00 ~~',!!61'1 W 1\<t!funn General Electoral Districts -----------IEl fl!rIJlmmD South Island l1:ilwWj'@ Dunedin m No,," &FJ 'lb'iJrfl'llil:rtlJD __ Clutha-Southland ------- ---~--- to 7pm on Saturday-12 October 1996 3 ELECTl~NS Everything you need to know to _.""iii·lli,n_iU"· , This guide to voting contains everything For more information you need to know about how to have your call tollfree on say on polling day.
    [Show full text]
  • Asia and the Pacific: Issues of Educational Policy
    DOCUMENT RESUME ED 320 796 SO 020 849 AUTHOR Wilson, Donald C., Ed.; And Others TITLE Asia and the Pacific: Issues of Educational Policy. Curriculum, and Practice. SPONS AGENCY British Columbia Univ., Vancouver.; Canadian International Development Agency, Ottawa (Ontario).; Curriculum Development Centre, Canberra (Australia).; East-West Center, Honolulu, HI. REPORT NO ISBN-1-55059-008-1 PUB DATE 90 NOTE 193p.; This book contains selected papers presented at the International Social Studies Conference on the Pacific Rim (1st, Vancouver, British Columbia, Canada, June, 1988). AVAILABLE FROMDetselig Enterprises Limited, P.O. Box G 399, Calgary, Alberta, Canada T3A 2G3 ($14.95). PUB TYPE Books (010) -- Speeches/Conference Papers (150) -- Reports - Descriptive (141) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Asian Studies; Class Activities; Curriculum Development; Educational Change; *Educational Policy; Educational Trends; Elementary School Curriculum; *Foreign Countries; Futures (of Society); *Global Approach; International Educational Exchange; Non Western Civilization; Secondary School Curriculum; Social Studies; World Affairs IDENTIFIERS *Asia; *Pacific Rim ABSTRACT The Pacific region is growing in worldwide importance in terms of politics, economics, and culture. The emergence of this area of the world provides an opportunity for new directions in soc.i.al studies education. This book addresses the Pacific Rim issues from the viewpoints of educators from 9 Pacific nations: Australia, Canada, Fiji, Japan, Malaysia, Peorie's Republic of China, Philippines, South Korea, and the United States. The book is divided into three sections: policy issues, curriculum issues, and classroom activities; each section is followed by an evaluative commentary on the section. The book contains 24 papers.
    [Show full text]
  • Open Schooling As a Strategy for Second-Chance Education in The
    Open Schooling as a Strategy for Second‐chance Education in the Pacific: A desk study report Commissioned by Commonwealth of Learning as Phase I – Investigating the Current Reality of a Three‐phased regional Pacific project, 2010 ‐ 2013 by Salanieta Bakalevu, PhD (Project Coordinator) Implemented by the University of the South Pacific in collaboration with Pacific communities, June 2011. 1 ACKNOWLEDGEMENT This study could not have been done without the support of numerous organizations and people including the following: ● Commonwealth of Learning (COL) for funding phase 1 of the project. ● National Departments, Ministries of Education and Education Committees of participating countries. ●Rod Dixon (Cook Is), Talica Malani (Fiji), Tereeao Teingiia (Kiribati), Fereti Sefeti and Pat Kuridua (Marshall Islands), Ruby Va’a (Samoa), Stanley Houma (Solomon Is), Sela Havea (Tonga), David Manuella (Tuvalu), Elvie Tamata and Carol Aru (Vanuatu) who were contracted to conduct desk review of their respective countries. ● Colleagues of the USP who have supported the study. 2 TABLE OF CONTENTS ABBREVIATIONS…………………………………………………………………………………………………………….8 EXECUTIVE SUMMARY………………………………………………………………………………………………….3 INTRODUCTION................................................................................................................15 Appendices Appendix 1: Work Assignment……………………………………………………………………...20 Appendix 2: Questionnaire ……………………………………………………………………………21 1. SECOND CHANCE EDUCATION, COOK ISLANDS 1.1 Introduction………………………………………………………………………………………………...24
    [Show full text]
  • Colouring in the White Spaces: Reclaiming Cultural Identity In
    i Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at The University of Waikato by ANN MILNE Year of submission 2013 ii iii For the Warrior-Scholars: My Grandchildren: Chey, Blake, Georgia, Kairangi, Koha, Kaya, Zion, Maioha, Mahina, Kewa, and Ani, and my Great Grandchildren: Atareta, Te Haakura and Ariayhn & The young people of Clover Park Middle School, Te Whānau o Tupuranga and Kia Aroha College. You are the leaders of our future. iv v Abstract If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank. It’s actually not blank, it’s white. That white background is just “there” and we don’t think much about it. Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go. When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm. When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.
    [Show full text]
  • Anticipating and Preparing for Emerging Skills and Jobs Key Issues, Concerns, and Prospects Education in the Asia-Pacific Region: Issues, Concerns and Prospects
    Education in the Asia-Pacific Region: Issues, Concerns and Prospects 55 Brajesh Panth Rupert Maclean Editors Anticipating and Preparing for Emerging Skills and Jobs Key Issues, Concerns, and Prospects Education in the Asia-Pacific Region: Issues, Concerns and Prospects Volume 55 Series Editors Rupert Maclean, RMIT University, Melbourne, Australia Lorraine Pe Symaco, Zhejiang University, Hangzhou, Zhejiang, China Editorial Board Bob Adamson, The Education University of Hong Kong, Hong Kong, China Robyn Baker, New Zealand Council for Educational Research, Wellington, New Zealand Michael Crossley, University of Bristol, Bristol, UK Shanti Jagannathan, Asian Development Bank, Manila, Philippines Yuto Kitamura, University of Tokyo, Tokyo, Japan Colin Power, Graduate School of Education, University of Queensland, Brisbane, Australia Konai Helu Thaman, University of the South Pacific, Suva, Fiji Advisory Editors Mark Bray, UNESCO Chair, Comparative Education Research Centre, The University of Hong Kong, Hong Kong, China Yin Cheong Cheng, The Education University of Hong Kong, Hong Kong, China John Fien, RMIT University, Melbourne, Australia Pham Lan Huong, International Educational Research Centre, Ho Chi Minh City, Vietnam Chong-Jae Lee, Korean Educational Development Institute (KEDI), Seoul, Korea (Republic of) Naing Yee Mar, GIZ, Yangon, Myanmar Geoff Masters, Australian Council for Educational Research, Melbourne, Australia Margarita Pavlova, The Education University of Hong Kong, Hong Kong, China Max Walsh, Secondary Education Project, Manila, Philippines Uchita de Zoysa, Global Sustainability Solutions (GLOSS), Colombo, Sri Lanka The purpose of this Series is to meet the needs of those interested in an in-depth analysis of current developments in education and schooling in the vast and diverse Asia-Pacific Region. The Series will be invaluable for educational researchers, policy makers and practitioners, who want to better understand the major issues, concerns and prospects regarding educational developments in the Asia-Pacific region.
    [Show full text]
  • Disability, Education and Development: Perspectives from Tokelau
    Disability, Education and Development: Perspectives from Tokelau Kathryn Meredith A thesis submitted in partial fulfilment of the Master of Development Studies Degree Victoria University of Wellington New Zealand March 2009 “We have to be determined to bring disabled people out of the shadowy world in which they are typically confined. ... Disabled people want what we all want - the chance to get educated, find rewarding work, lead worthwhile lives and be valued members of their community and in the world at large. These desires need not be just idle dreams, since much can be achieved if we are ready to give this extensive problem the attention and commitment it demands. We need to mobilize the determination to do just exactly that.” Amartya Sen & John Wolfensohn, 2004 i Abstract This thesis is concerned with the issue of people with disability accessing education. The contemporary international dialogue about how best to include people with disability in education recommends developing regular education systems to cater for the full diverse range of learners’ needs and abilities. This approach is part of an Inclusive Education philosophy and is designed as a response to all populations who experience exclusion from education, including people with disability. By examining people’s opinions, experiences, attitudes, aspirations, perceptions, knowledge, and understanding about disability, education and development, this thesis aims to identify the challenges of including people with disability in education and society in the context of a small Pacific Island developng nation, and the ways in which these challenges can be addressed. In doing so, it contributes to the growing body of literature which raises awareness of the experiences of exclusion faced by people with impairments; as well as the literature exploring disability issues from a social and rights-based perspective in developing countries.
    [Show full text]
  • Profile of Tokelau
    Profile of Tokelau 2016 Tokelau Census of Population and Dwellings Crown copyright © See Copyright and terms of use for our copyright, attribution, and liability statements. Citation Tokelau National Statistics Office and Stats NZ (2017). Profile of Tokelau: 2016 Tokelau Census of Population and Dwellings. Available from www.tokelau.org.nz and www.stats.govt.nz. ISBN 978-1-98-852806-9 (online) Published in April 2017 by Tokelau National Statistics Office, Apia, Samoa Contact Kele Lui, Tokelau National Statistician or Jaap (“iapi”) Jasperse, Statistics Advisor Tokelau National Statistics Office Phone: (+685) 208 22 / 20823 Email: [email protected] Profile of Tokelau: 2016 Tokelau Census of Population and Dwellings Abstract The five-yearly Census of Population and Dwellings is a very important item on Tokelau’s agenda. Its results provide the most authoritative data on how many people we have, what the composition of their households is, what education level they have, how they contribute to Tokelau’s economy, and so on. As a non-self- governing territory, Tokelau has a special constitutional relationship with New Zealand. This special relationship is strengthened by connections between the tiny Tokelau National Statistics Office (TNSO) and Statistics NZ. It is the latter organisation that has been largely responsible for the excellent Tokelau Censuses in 2006, 2011, and again in 2016. With the publication of Profile of Tokelau:2016 Tokelau Census of Population and Dwellings, we now have a very reliable time series over an entire decade with a wealth of data that are fully comparable (which is not always the case with 5-yearly censuses that were conducted prior to 2006).
    [Show full text]
  • Health System Strengthening to Build Resilience to Climate Change in Kiribati and Tuvalu
    The Feeling That We Must Know: Health System Strengthening to Build Resilience to Climate Change in Kiribati and Tuvalu The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Angelson, David. 2018. The Feeling That We Must Know: Health System Strengthening to Build Resilience to Climate Change in Kiribati and Tuvalu. Master's thesis, Harvard Medical School. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365177 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Feeling That We Must Know: Health System Strengthening to Build Resilience to Climate Change in Kiribati and Tuvalu David S. Angelson A Thesis Submitted to the Faculty of The Harvard Medical School in Partial Fulfillment of the Requirements for the Degree of Master of Medical Sciences in Global Health Delivery in the Department of Global Health and Social Medicine Harvard University Boston, Massachusetts. May, 2018 Table of Contents List of Acronyms ...................................................................................................................................... 2 Abstract..................................................................................................................................................... 3 Acknowledgements .................................................................................................................................
    [Show full text]
  • Foreigners.Pdf
    Cover (front and back): Wild Africans Tamed by His Name ca. 1895 Title inscribed verso 151 by 199 mm. Gelatin silver print Right British School English Camel Corps, Sudan 1884/5 Title inscribed verso 305 by 390 mm (shown cropped) MICHAEL GRAHAM-STEWART Pencil, watercolour 2 0 1 1 1/ 2/ L. Chagny Henry James Pidding (1797-1864) Les Rois en Exil. Presentations Royales. The Fair Penitent Amis, tous amis 1830 Title and signature imprinted. Verso with Signed lower right. Title taken from the L. Chagny, dessin-edit., 44, r. Michelet, Alger, mezzotint by William Giller after Pidding postal stamps and inscribed with address 305 by 255 mm and message Oil on panel 95 by 138 mm Seen in isolation this image of an African Lithograph, postcard suffering a medieval punishment in the This apparently charming postcard, mailed English countryside appears to be a within Algeria in 1906, is a reminder of an harmless oddity. However, the same intense period of French colonial expansion. model is shown in the companion painting The three monarchs shown had all been by Pidding, entitled Massa out, Sambo forcibly exiled to villas in or around Algiers. werry dry, in which a servant is liberally They all died there. partaking of his absent master’s liquor. The group on the left includes the Both paintings were exhibited in the annual distinctively hatted figure of Behanzin Society of British Artists show at Suffolk (1841-1906), King of Dahomey. After a long Street (in 1830 and 1828) and both were campaign he had surrendered to a French engraved, thus reaching a wide audience.
    [Show full text]