Translation of archives article in website (published by ANRI)

Portrait of Native Schools in Brebes

In 1859

By: Kris Hapsari

Brebes Regency in the 1859’s

Brebes in the 1859’s period in Wordenboek van Nederlandsch Indie: Aardrijkskundig en Statistich was described as a small land which was flat, and included in the administration area of a municipal located in the west side of Tegal regency. On the north side the region was next to Java Sea, on the west side it was next to Cirebon and Banyumas. On the south was at the side of Tegal regency. This regency was divided into five districts, namely: Losari, Brebes, Lebaksiu, Bumi Ayu and Salem. The number of residents of the five districts was mentioned at about 93,000 people.

The economy wheel of this region was founded by some plantations, especially sugar canes and tobaccos. There were two sugar canes’ factories in the area, namely Jati Barang. It had about 400 square meters owned by Holmberg de Beckfeldt and the other was located in Lemahabang owned by Hoevenaar. It had about 150 square meters of sugar canes plantation. In 1861, the number of residents in Brebes regency was about 29,765 people. Brebes regency was occupied by 2000 Javanese ethnics and 100 Chinese ethnics.

Inlandsche School in Brebes

Inlandsche School – or a native school in Brebes was open in 1856 when the title of Brebes regency was hold by Raden Adipati Arja Panata Joeda. He was appointed by the Colonial government on May 14, 1850. There was no inclusive information for the Dutch Hindi Government opened a native school in this regency. The report made by the Resident after 3-year-period of the school operated. It was said that the purpose of establishing the school was in order to educate native citizens to be placed in the Dutch Hindi government agencies.

After three years period, the Brebes Resident reported the school conditions and development to Gouverneur Generaal. It was an interesting report for it gave comprehensive information that the portrait of native school in Brebes from its establishment until the age of three years conducted could be observed evidently. As normally took place in all native schools during Dutch Hindi period, all students came from specific environment.

The Colonial government only permitted children from certain families to go to school; they are the nobles and rich. Thus, students of ‘Inlandsche School’ in Brebes were generally from the nobles or non government people and some others were from the rich outside government bureaucracy.  The report mentioned that all students of ‘Inlandsche School’ are from inlandsche ambtenaren families, some children from rich family outside government, as well as children of headmen in Brebes. The students’ ages in ‘Inlandsche School Brebes’ are varied. The report described that the Brebes Resident mentioned the ages of students were between 7 until 20 years old. There was no extraordinary development from it was first started in 1856 until 1859. The number of students became lessen from year to year, yet the Residents stated that there was no specific reason to answer the problem. Apart from the decrease of students’ number, the education quality of the school was reported appaling compared with similar schools in Tegal and Pemalang.

The educational quality of the school was based on the results of “examen” and student’s progress reports.

Table 1

Comparison of students’ number in three years in Native school

December  Number of students

1859                       39

1858                       41

1857                       46

 (Source: ANRI: Tegal Archives Collection No. 184 B/4)

The curriculum of “Inlandsche School” taught various fields of studies i.e.:

1.      Read Javanese Language by non Java letters (mean latin letters) and Malay Language by Latin letters

2.      Writes, not only in Javanese but also Latin language

3.      Translate Javanese writings to Malay Language via versa.

4.      Mathematics

5.      Land Surveying and

6.      Geologist of Java Island.

Those studies were lectured by teachers using study books in which all of them used Javanese language. The title of the books were: Laijang etoeng bab pamoerwat oetawa kang diarani Boeboekaning kawroeg etoeng (Basic Lesson of Mathematics), Woewoelang Betjik (probably books of Behavour), Tjarios anak-anak (Story telling for children), Lajang Wijakarana Djawa (Javanese language lesson), Malayan books titled Kitab Pengajaran Bahasa Melayu (Books of Malay Language lesson titled “Handbook of Malay Language), and Panduan pemerintah untuk pengukuran tanah (Government Guide for Land Surveying) and Peta Pulau Jawa (Map of Java Island).

Examination (Advanced) for Students

Annual Examination was conducted under the authority of the Resident and controller/supervisor of Landelijke Inkomsten en Kulturen. Those who were chosen as supervisors and organizers, had responsibilities for the implementation of students’ examination. The results performed by Inlandsche School Brebes showed that the school quality was not as good as other native schools.   The students’ ability was far beyond other students since they fell behind by other native schools in Tegal and Pemalang. The weakness or flaw of students at the Brebes Native School was according the Resident’s analysis probably “because there were not any forms of education”. Consequently, the Resident assumed that the best solution to raise the educational quality of the native school was by sending teachers to extend their knowledge and abilities through continuing education at Tegal school.

Teachers’ Salary and School’s Situation

The government affirmed to the headmaster that all teachers were not paid. On the other hand, they were given scholarship to continue their education anywhere they wanted in Tegal.

The supervision of Inlandsche School in Brebes is done by the Resident. The Resident almost every day visited the school to observe closely school’s tuition taken as stated in the Article (1) The Government Decision dated November 12, 1857 Number 29 and its utilization was for the benefit of education. The government did not issue subsidies for native schools. The funds were then used for paying necessary expenses.

Table 2

Details of Income Money

Year       Amount

1858       f.1286

1859       f.559,25

Total       f. 1845,25

Table 3

Details of Outcome Money

Types of Outcome                                                                              Amount

Salary for each student to the teacher (Apprentice teacher)       f.144

Salary for school janitor                                                                    f.36

The purchase amount of school needs                                                           f.60

Total amounts                                                                                     f.240;

Balance in the end of 1859                                                                               f.1605,25

Facilities and infrastructure at Brebes Inlandsche School was very inadequate. It did not have its own building, so the Resident gave a half part of the government building to be used as classrooms. The condition of the room was narrow and dusty. The school’s maintenance was not distributed to other people. Probably, it was done by the janitor as mentioned in the table 3 that Inlandsche School Brebes spend f.36 to pay the salary of school janitor.

The number of students did not increase, nevertheless, the Resident assumed that did not proof the native school feel apart. One important description of the school’s quality was the Resident’s statement that, no student from Brebes native school whose teachers were apprenticed obtained success in upgrading their expertise and ability after graduating from the school.

The alumni were placed in various offices to apprentice as ambtenar, in order to develop their abilities. The office would take them in permanent status only if they showed good works.