Anna Regina Government Secondary School (ARGSS) was the creation of Dr. Cheddi Jagan’s focused and courageous commitment to education.  The doors opened on May 8th, 1961, during that historic period when Guyana was a still a British colony.  So the ensuing blooming of ARGSS into ARSS, then to ARMS, along with its present success, is the product of that single moment in time.  He solved the issue of the location of the school by having it housed in the Anna Regina Land Development Scheme office building.  Four classrooms, at each corner, were created and the center room functioned as an assembly room where we congregated every morning before dispersing to Forms 1A, 1B, 1C and 2.  A year later, the central assembly room became a fifth classroom, and the school expanded to forms 2 and 3.

The building was supported by four brick columns, and the headmaster’s office was on the ground floor, adjoining the janitor’s office, which stored “sport equipment.”  Standing outside the headmaster’s office, awaiting punishment, meted out by the headmaster, always generated fear and contrition.  That spot allowed a view of the post office on the left and further beyond, the “high bridge” (over which is the public road and under which the sugar punts passed on their way to Georgetown via the Atlantic).  On the right was a grey cinderblock building that later housed the physics and chemistry classrooms, staffed mainly by expatriate teachers.

The early years of ARSS cannot be described without discussing the influence of the first permanent headmaster, Mr. K. A. L. Brown.  Mr. E. W. London was the transient headmaster for the first few months allowing Mr. Brown to complete responsibilities as the Queen’s College Geography teacher, preparing students for A levels.  Mr. Brown was officially installed in 1961.  He was a “giant” of a man, over 6 feet tall.  However he was a soft-spoken and unassuming man, who floated around the classroom like a feather and never disturbed his surroundings, when he unexpectedly appeared next to you.  He seemed to be omnipresent.  Mr. Brown not only taught biology, geography and art - he was an accomplished artist – while he was headmaster, but also gave the school personality and credibility.  We were fortunate to have a man of his stature, character and humanity to be our first headmaster.  Not surprisingly, he had the greatest influence on the lives of the first group of students, myself included.

Students were “bussed” from both ends of the coast, Charity and Supenaam.  One can appreciate the physical and economic hardships this placed on students and their families.  Many excelled at GCE “O” Levels in English, Latin, Art and Literature, the latter of which was among the subjects taught by Mrs. Moira Brown, the Headmaster’s wife.  Students were charged $17.50 per term, a hardship for those with limited financial resources.

Anna Regina was patterned after Queen’s College, and The Bishop’s High School.  Like those schools, organized intramural sports was an integral part of the curriculum.  We had numerous teachers who were part of international organizations, like the Peace Corps, British VSOs, and Canadian CUSOs.  We were also fortunate in the early years to have a number of Essequibian “scholars” who returned from QC and Bishops’, to serve as our core teachers.  A great joy was competing against Onderneeming Boys’ School, where at the end of the game, we were fed bread and milk produced by the Boys' school.

As former students and teachers of ARSS, we are very proud and excited about the academic successes.  This is in no small part due to the “quest for continued learning,” exemplified by the present Headmaster, Laljeet Ruplall (himself a former student).

ARSS produced Guyana Scholars, and was the breeding ground for many other scholarships, awarded by other academic institutions elsewhere.  Its tradition of academic excellence, born from the foresight and will in 1961, continues in full strength today.

Written and Complied By Alumni : Aubrey Gooray (1961-1966)

Under construction, awaiting contributors from alumni.

The history of multilateral schools in Guyana traces back to the government’s efforts in the 1970s to reform secondary education by introducing a new model of schooling that combined academic and vocational training. These schools were designed to promote practical education and provide students with the skills necessary to contribute to the country’s development.

Key Features of Multilateral Schools

1. Comprehensive Curriculum: Multilateral schools offered a blend of academic subjects (e.g., mathematics, English, and science) and technical/vocational training (e.g., carpentry, agriculture, home economics, and metalwork).

2. Self-Reliance Philosophy: These schools were part of Guyana’s broader emphasis on self-sufficiency during the cooperative socialist period under President Forbes Burnham.

3. Residential Facilities: Some multilateral schools included dormitories to accommodate students from remote areas.

Development of Multilateral Schools

• Inception in the 1970s: The multilateral school system emerged as part of the government’s push to modernize education. With financial and technical assistance from international organizations like UNESCO and donor countries, the government constructed schools equipped with workshops and laboratories.

• Notable Multilateral Schools:

• Anna Regina Multilateral School (ARMS) in Essequibo: One of the first and most prominent multilateral schools, noted for its academic excellence and robust vocational programs.

• President’s College: Though technically different, it followed the multilateral model in combining academics with vocational and agricultural training.

• Linden Multilateral School: Located in Region 10, serving the mining town and surrounding areas.

• New Amsterdam Multilateral School: In Berbice, catering to students in Region 6.

• Impact on Education:

• The multilateral model expanded access to secondary education, particularly in rural areas.

• It encouraged a hands-on approach to learning and was a step toward bridging the gap between academics and practical skills.

Challenges and Transition

• Over time, the multilateral system faced challenges such as underfunding, outdated equipment, and a shift in focus back to more academic-oriented secondary schools.

• By the 1990s and early 2000s, the distinction between multilateral schools and general secondary schools began to blur, although some institutions like Anna Regina Multilateral retained their prominence.

Multilateral schools remain an important part of Guyana’s educational history and represent a period of innovation in the country’s approach to secondary education.

The General Certificate of Education (GCE), which includes Ordinary Level (O-Level) and Advanced Level (A-Level) examinations, was historically a key part of the education system in Guyana, including at schools like Anna Regina Secondary School (ARSS). These qualifications were initially administered under the British education system, as Guyana was a former British colony. Here’s an overview of how they were integrated at ARSS:

GCE Ordinary Level (O-Level) at Anna Regina Secondary:

1. Purpose:

The O-Level was equivalent to today’s Caribbean Secondary Education Certificate (CSEC) and served as a high school-leaving qualification. Students typically sat for O-Level exams after five years of secondary education.

2. Subjects Offered:

• Mathematics

• English Language

• English Literature

• Chemistry

• Physics

• Biology

• History

• Geography

• Economics

• Technical Drawing

• Foreign Languages (French, Spanish)

3. Significance:

Success at O-Level allowed students to either enter the workforce or pursue further education through A-Level studies. ARSS students frequently achieved high marks in these exams, maintaining the school’s academic reputation.

GCE Advanced Level (A-Level) at Anna Regina Secondary:

1. Purpose:

A-Level studies were pursued after passing O-Levels, typically over two additional years. These exams prepared students for university education or professional careers.

2. Subjects Offered:

• Pure Mathematics

• Applied Mathematics

• Physics

• Chemistry

• Biology

• History

• Geography

• Literature in English

3. Academic Prestige:

Anna Regina Secondary was among the select schools in Guyana offering A-Level studies. Graduates from its A-Level programs often pursued scholarships and admissions to universities in the Caribbean, UK, Canada, or the USA.

Transition to CXC (CSEC and CAPE):

1. By the late 1980s and 1990s, the Caribbean Examinations Council (CXC) replaced GCE examinations in Guyana.

• O-Levels were replaced by CSEC (Caribbean Secondary Education Certificate).

• A-Levels were replaced by CAPE (Caribbean Advanced Proficiency Examination).

2. This transition was part of a regional initiative to develop examinations tailored to Caribbean educational and developmental needs.

Legacy of GCE at Anna Regina Secondary:

• Academic Foundation: The GCE system helped build the foundation of ARSS’s academic success and reputation.

• Alumni Excellence: Many former GCE graduates from ARSS went on to excel in various fields, becoming leaders in Guyana and abroad.

Under construction, awaiting contributors from alumni.

Damon, a national hero of Guyana, was a labor leader and freedom fighter from the Essequibo Coast. He is best remembered for his role in leading a rebellion against oppressive conditions faced by enslaved people in 1834, following the abolition of slavery in the British Empire.

Despite slavery being abolished, freed Africans were subjected to harsh apprenticeship systems that still bound them to their former plantations. Damon emerged as a leader among the frustrated laborers on the Essequibo Coast, organizing protests against unfair treatment. In August 1834, he raised a flag at La Belle Alliance, symbolizing resistance and unity among the oppressed workers.

The British colonial authorities quickly suppressed the rebellion, and Damon was arrested. In October 1834, he was tried for rebellion and sentenced to death. Tragically, he was executed on October 13, 1834, in Georgetown. His sacrifice became a symbol of the struggle for justice and equality.

Today, Damon is celebrated as a martyr and a champion of freedom in Guyana, with monuments and places named in his honor. His legacy remains a testament to the fight against oppression and the pursuit of liberty.

The Anna Regina High Bridge, located in the town of Anna Regina on the Essequibo Coast, Guyana, is a notable structure with historical and cultural significance. Built during the colonial era, the bridge spans a section of the main drainage canal that runs through the town, facilitating transportation and connectivity in the region.

Originally constructed to support the movement of goods and people in the predominantly agricultural Essequibo area, the bridge played a key role in connecting communities on either side of the canal. Over time, it has been renovated and maintained to meet modern needs while preserving its historical character.

The Anna Regina High Bridge is more than just a practical structure—it holds sentimental value for the residents of the town and the surrounding communities. It serves as a landmark and a reminder of the area’s historical development during the colonial period. Today, the bridge remains an integral part of the Essequibo Coast’s infrastructure, symbolizing the region’s resilience and growth.

The Aurora Chimney, located in Aurora on the Essequibo Coast, Guyana, is a significant historical landmark that reflects the area’s colonial and industrial past. It is a remnant of a once-thriving sugar estate that operated during the 19th century, a time when sugar production was the backbone of Guyana’s economy under British colonial rule.

The chimney was part of the Aurora Sugar Estate, which used it as a ventilation structure for its sugar factory. It stands as a testament to the industrial architecture of the colonial period, symbolizing the labor-intensive sugar production process that relied heavily on enslaved Africans and later indentured laborers from India.

After the decline of the sugar industry in the Essequibo region, many estates, including Aurora, ceased operations. However, the chimney has remained intact, serving as a silent witness to the area’s history and the struggles of the laborers who worked on the estate.

Today, the Aurora Chimney is regarded as a historical monument and a reminder of Guyana’s colonial past. It stands as a symbol of resilience and is often visited by locals and tourists interested in the country’s rich heritage. Efforts have been made to preserve the structure as part of Essequibo’s cultural and historical legacy.

The Anna Regina Chimney, located in the town of Anna Regina on the Essequibo Coast, Guyana, is a historical remnant of the colonial-era sugar industry. It was part of the Anna Regina Sugar Estate, which was one of several estates established during the 19th century when sugar production dominated Guyana’s economy.

The chimney served as a key component of the estate’s sugar factory, providing ventilation for boilers and furnaces used in the sugar production process. It stands as a symbol of the industrial ingenuity of the time and the significant role sugar estates played in shaping the region’s economic and social landscape.

The estate relied on the labor of enslaved Africans and, later, indentured laborers from India, whose contributions were instrumental to the industry despite the harsh working conditions. After the decline of the sugar industry in Essequibo, the estate ceased operations, but the chimney remained intact as a historical landmark.

Today, the Anna Regina Chimney serves as a reminder of the town’s colonial heritage and its connection to Guyana’s sugar-producing past. It stands as a monument to the laborers who worked on the estate and the economic history of the Essequibo Coast.

The Great Lakes of the Essequibo Coast, Guyana, refer to a series of large natural freshwater lakes that stretch along the coastal region. These lakes—most notably Capoey Lake, Mainstay Lake, and Hot and Cold Lake—are of great historical, ecological, and cultural significance to the area.

Historical Significance

The lakes have been vital to the Indigenous peoples, particularly the Arawaks and Caribs, who have lived in the region for centuries. These communities relied on the lakes for fishing, transportation, and freshwater. Over time, the lakes also became important for colonial settlers, serving as a source of water for agricultural activities, including the sugar and rice industries that dominated the Essequibo Coast.

Ecological Importance

The lakes are home to diverse ecosystems, supporting a variety of flora and fauna. They provide habitats for fish, birds, and aquatic plants, playing a crucial role in maintaining the ecological balance of the region. The surrounding areas are often lush with tropical vegetation, adding to their natural beauty.

Cultural and Economic Role

Today, the Great Lakes of Essequibo are popular for recreational activities, including boating, swimming, and picnicking. Mainstay Lake, for example, has become a key tourist destination with a resort offering accommodations and activities. The lakes also continue to support fishing communities and contribute to local livelihoods.

Key Features

• Capoey Lake: Known for its serene beauty and black water, it is often described as a tranquil escape.

• Mainstay Lake: Famous for its tourism infrastructure and cultural events like the Mainstay Regatta.

• Hot and Cold Lake: Named for the perceived temperature differences in its water, adding to its intrigue and appeal.

The Great Lakes of the Essequibo Coast are cherished not only for their practical uses but also for their contribution to the natural and cultural heritage of the region. They remain a testament to the rich history and natural beauty of Guyana.

Lake Mainstay Resort birthed in the early 1980s amidst a major foreign currency shortage. In those days, the then People’s National Congress (PNC) Government under President Forbes Burnham had imposed a tight restriction on persons travelling out of Guyana with foreign currencies.

Incidentally, many senior Government functionaries in the Cabinet and the Judiciary, used to spend their vacation overseas. With the foreign currency restriction, their ability to vacation abroad was severely restricted, and an alternative had to be found.

President Burnham came up with the idea of creating a resort second to none and equal to any beyond these shorts. Thus, the resort was built and an airstrip was constructed nearby. The resort was also intended to be a place where the President holds his Cabinet meetings in scenic and serene ambience, arriving in and descending from a helicopter.

Unfortunately, President Burnham was called to the Great Beyond months before his splendid creation was commissioned. With his death, Lake Mainstay Resort was never officially opened by the PNC Government, and his successor, President Desmond Hoyte, quickly set aside the tight restriction on foreign currency possession while implementing a raft of measures which opened up and breathed new life into the economy. No longer constrained by a tight foreign currency restriction, many senior Government functionaries opted to vacation abroad, and the beautiful paradise was left in a state of abandonment. The resort was used for some time since 1988 with training activities for the Guyana National Service. Thereafter, it was left abandoned and termites and the weather along with tropical forest vegetation destroyed all wooden materials on the luxurious buildings along with vandalism of all Electrical, plumbing fittings etc.

The new PPP/C Government in 1992 promised to place emphasis on tourism, and bids were open to private individuals/entrepreneurs to restore and manage the vacation site.

In 1997, five businessmen collaborated and won the bid to rehab the then defunct facility. They proceeded to repossess the buildings and compound back from the forest and started renovating the 40 plus buildings etc. at a cost of approximately US$3 M dollars. The resort was finally officially opened on December 4, 1999 by H.E. Bharrat Jagdeo.

From 1999 to date the resort is challenged to sustain itself due to many factors. However, Management is committed to keep its doors opened to the public and overcome all of the many difficult challenges which will allow Lake Mainstay Resort to blossom to its full potential and make it the number one (#1) vacation spot in Guyana.

The Onderneeming Boys’ School, located on the Essequibo Coast, Guyana, was a reformatory institution established during the colonial era. Its primary purpose was to house and rehabilitate young boys who were deemed delinquent or orphaned. The school provided basic education, vocational training, and agricultural skills to prepare the boys for productive lives.

The institution was part of the colonial government’s efforts to address social issues while utilizing the boys’ labor in nearby agricultural activities. Over time, the school gained a reputation for its strict discipline and structured environment.

While the Onderneeming Boys’ School no longer operates in its original capacity, its legacy remains a significant part of the Essequibo Coast’s history, reflecting colonial approaches to education and social reform. The site is remembered by older generations for its role in shaping the lives of many young boys during its time.

The Tapakuma Irrigation Project is a significant agricultural initiative located in the Essequibo Coast region of Guyana. It was developed to improve water management and irrigation for local farmers, particularly in rice cultivation. The project involves the construction of a canal system that diverts water from the Tapakuma River to agricultural lands, ensuring a reliable water supply for farming, especially during dry seasons.

The Tapakuma Irrigation Project aims to increase agricultural productivity by providing consistent water access, which is crucial for rice and other crops in the region. It also helps mitigate the risks of flooding during heavy rainfall by improving drainage systems.

The project is vital to the local economy, supporting food security and the livelihoods of farmers in the Essequibo Coast. It highlights Guyana’s efforts to enhance its agricultural infrastructure for sustainable development.

The Town of Anna Regina got its name through an unfortunate circumstance.

Anna Regina was originally a Dutch plantation that was bought over by the British planters soon after Britain took over Essequibo in the early 1800s. We cannot identify the Dutch name for the plantation, but we were able to determine that the plantation was a privileged zone, and was owned by an Englishman who had two beautiful daughters: Anna and Regina.

From reports, Anna and Regina were fond of swimming, and would, very early in the morning, regularly indulge themselves in their favourite pastime in a canal located in their clean, scenic plantation. The girls were said to be aged eight and thirteen, but we were unable to find out which of the girls was 8 and which was 13. However, from accounts, in brilliant sunshine at about 08:30 hrs one day, Anna and Regina set out to swim unsupervised, and all was going well until one of the girls began to sink below the surface, even as she struggled violently to remain buoyant.

It is not clear whether Anna or Regina was the one going down, but on seeing the ghastly sight, the sister who was in the safe rushed to help the one in distress. However, being unaware of how to help a drowning person, her valiant effort proved to be not only an act in vain, but one that engineered a double-tragedy.

When a person is drowning, several techniques can be employed to facilitate safe rescue. One: the drowning person can be provided access to a lifeline to enable a pull to safety. Two: the drowning person can be knocked unconscious so that he/she can be transported to safety without any great danger to the rescuer. Three: the drowning person can be provided with a floating device. It is not advisable that a rescuer should take on this mission believing that he/she can take a struggling person to safety, because ‘the grip of death’ from a drowning person can be overwhelming.
This is most likely what happened when one of the sisters tried to rescue the other and ended up being swallowed up by the plantation canal.

DARK HISTORY

But the tragedy also told of the dark side of the trenchant racism of the day. Black plantation workers were not allowed to have lands in white areas. Thus the plantation was a privileged zone, and probably the nearest neighbours were Africans. No doubt, Anna and Regina would have screamed for help, but their screams were not loud enough to alert their parents or their closest neighbours.

The tragedy reportedly occurred sometime between 1810 and 1815, and the sisters were interred at a location close to where the Anna Regina Primary School now stands.
In death, their memory lived on. In fact, it gave birth to the renaming of the plantation in which they drowned to Anna Regina.

From a plantation, Anna Regina was, like the mythical Cinderella, transformed into a town in 1990 by then President Desmond Hoyte.

Eighteen (18) villages were merged, and the population of the township has since grown from some 7,000 to about 16,000 today.

From the Dutch to the British to Independent Guyana, Anna Regina has grown with confidence with each passing year.

The British took over Essequibo with 34 sugar mills, but today all have disappeared. Rice factories have been built over most of them, as is evident with the rice factory at Hampton Court and the ones at Anna Regina, Land of Plenty, Aurora, Johanna Cecelia, and Golden Fleece, all located in the township of Anna Regina.

DEVELOPMENT CENTRE
Prior to 1980, Anna Regina was the gateway to the Pomeroon River, and was a major centre of development on the Essequibo Coast. There was no road from Bounty Hall to Charity, and the Pomeroon River had to be accessed through Lake Tapakuma. The Pomeroon was then home to the Court Hall and a police station.

Anna Regina was supervised by Suddie, then the main administrative centre on the Essequibo Coast; but with the promulgation of the 1980 Constitution, which provides for a regional system of government, that situation changed.

The town is also home to a number of historical sites, notably the 1972 Monument at Devonshire Castle which commemorates the first East Indian sugar workers who were killed while protesting for better working conditions; the 1834 Monument (Damon Statue) to the slave leader who was caught and hanged in Georgetown; and the Anna Regina High Bridge, built in 1816 to allow punts from the then sugar factory at Anna Regina to transport sugar, molasses and rum to Port Georgetown for export to Europe.

The Anna Regina Police Station is more than 100 years old, while the Anglican Church in the town is 150 years old.

The town is also gateway to three Amerindian settlements, namely St Deny’s, Lake Mainstay/Whyaka, and Capoey.

A land development scheme opened in 1957 took firm root in 1960. Soon after, secondary schools, a market and agricultural institutions were built; and later banks, sprawling supermarkets and fuel stations followed.

Anna Regina, like the region in which it is located (Region Two), is traditionally a People’s Progressive Party stronghold. At the last Local Government Elections, which were held for the first time in 22 years, the PPP regained administrative control of the township of Anna Regina and the region with relative ease.

Guyana has a range of high schools, from traditional academic institutions to technical and multilateral schools. Here’s an overview of some prominent high schools across different regions of Guyana:

1. Queen’s College

• Located in Georgetown, Queen’s College is one of the top and oldest high schools in Guyana, established in 1844.

• Known for academic excellence, it consistently produces high-performing students in both CSEC and CAPE exams.

• The school has a prestigious history and a large alumni network of prominent figures in various fields.

2. Bishops’ High School

• Also located in Georgetown, Bishops’ High was originally founded as an all-girls school in 1870 but is now coeducational.

• It’s known for its high academic standards and cultural activities and regularly ranks well in national exams.

3. St. Stanislaus College

• This Georgetown-based school was founded in 1866 by Jesuit priests and has a strong Catholic heritage.

• Known for its academic performance, St. Stanislaus offers a mix of traditional academics and modern technical programs.

4. President’s College

• Located in Golden Grove, East Coast Demerara, President’s College was founded in 1985 as a boarding school.

• It was established to provide high-quality education to students from all regions and has since built a reputation for strong academic and athletic programs.

5. Anna Regina Multilateral School

• Based on the Essequibo Coast, Anna Regina Multilateral is one of the top-performing multilateral schools in the country.

• It combines academics with technical and vocational training, helping students excel in CSEC exams and equipping them with practical skills.

6. Mackenzie High School

• Located in Linden, this high school is one of the leading schools in Region 10.

• Known for its strong academic and extracurricular programs, Mackenzie High has a longstanding history of academic success.

7. Bladen Hall Multilateral School

• Situated on the East Coast of Demerara, Bladen Hall is a multilateral school that offers a curriculum combining academics and vocational skills.

• The school aims to prepare students for both advanced studies and technical careers.

8. Tutorial High School

• Located in Georgetown, Tutorial High has a tradition of academic excellence and has produced many notable alumni.

• It is known for its dedication to academics and student development.

9. New Amsterdam Multilateral School

• Based in Berbice, New Amsterdam Multilateral is one of the leading schools in Region 6.

• It provides a mix of academic and vocational training, preparing students for a variety of career paths.

10. Christianburg Wismar Secondary School

• Located in Linden, Region 10, this school serves as an important educational institution in the region.

• It focuses on academics while also providing vocational options for students.

11. West Demerara Secondary School

• Based on the West Coast of Demerara, this school is known for its strong academic programs and is one of the top-performing schools in Region 3.

• West Demerara Secondary consistently performs well in national exams.

12. Carmel Secondary School

• Situated in Georgetown, Carmel Secondary has a reputation for providing quality education and producing top CSEC results.

• It offers a balanced academic curriculum and various extracurricular activities.

Other Notable Schools:

• St. Rose’s High School (Georgetown)

• St. Joseph High School (Georgetown)

• Patentia Secondary School (West Bank Demerara)

• Corentyne Comprehensive High School (Region 6)

• Essequibo Islands Secondary School (Region 2)

Types of High Schools in Guyana

• Traditional Secondary Schools: Focus mainly on academic education, preparing students for exams like CSEC and CAPE.

• Multilateral Schools: Offer a combination of academics and vocational training (e.g., Anna Regina Multilateral, New Amsterdam Multilateral).

• Technical and Vocational Schools: Emphasize practical skills for the workforce, often catering to students interested in trades or technical fields.

Each of these schools contributes to the educational landscape in Guyana, providing diverse options for students based on their interests and career goals. The government’s commitment to education has supported these schools’ growth, helping them prepare students for both local contributions and global opportunities.

Under construction, awaiting contributors from alumni.