For review see: Carel P. de Haseth, in Amigoe di Curaçao/NAPA (3. XII. 1982); Amigoe di Curaçao (24. XII. 1982); p. 34.

Sidestone Press is currently working on the publication of facsimile-editions of the series De inlandsche kunstnijverheid in Nederlandsch Indie by J.E. Jasper and M. Pirngadie. This 5-book series describes the material culture of the former Dutch East Indies (present-day Indonesia) and was first published between 1912 and 1930. Part IV is the second volume to be republished and deals with the objects of gold and silver. The different types of body ornaments are described, as well as the techniques and tools used in the production of these objects. The book is richly illustrated, partly in colour. Original copies of all five books, provided by the Dutch National Museum of Ethnology in Leiden, are scanned and digitally edited. The drawings by Mas Pirngadi are reproduced in colour. Volume 1 will contain an elaborate introduction about the authors and the series De inlandsche kunstnijverheid in Nederlandsch Indie, written by dr. H.I.R. Hinzler. Entire series is Dutch text.

Includes entries for maps and atlases.

This book narrates the development of education in St. Maarten between 1954 and 2000, by tapping into the experience of the protagonists, giving them a voice in the recording of their own history. As such, it lends a voice to postcolonial subjects, who have often been bypassed or forgotten by most traditional historians, and thus rendered voiceless. The work is based on both written and oral history, including interviews with important educational agents, as well as former pupils and parents. By doing this, it describes the overall framework of education in St. Maarten within the juridical space of the Kingdom of the Netherlands. The first part of the book deals with the Dutch Antilles in general, and with St. Maarten in particular, examining the effects of slavery and its consequences. Both before and after the restructuration of the Kingdom of the Netherlands in 1954, education was essentially shaped by the different religious denominations on the island. Over time, St. Maarten’s schooling system developed from an almost non-existing entity to a well-structured one, which closely resembled the educational framework in the Netherlands, its former colonial ruler. Part two reflects the respondents’ reactions to several issues concerning education in St. Maarten. It was only after local St. Maarten students became teachers that topics about the island found their place in the curriculum. Even though it took some time to integrate St. Maarten in the curriculum, the people did not (and still do not) have the feeling that education has let them down. It is only now that they are beginning to question whether, and to what extent, schools were, and are, able to positively influence young people. In the past, they believed that schooling – however foreign its curriculum may have been – did actually help them to find a niche in the world. After studying both written and oral sources, the book concludes that the coat of arms of St. Maarten is representative of its findings about education on this island: Semper progrediens – “Always progressing”. Education in St. Maarten has progressed without showing radical breaks.

Revision of the author's thesis Universiteit van Amsterdam. - For abstract see: Itinerario, vol. 10, nr. 4 (1986); p. 33, nr. 3729.