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Constructing Ionian identities: the Ionian Islands in British official ...

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passion, lack of self-control and resulted <strong>in</strong> disorder and crime, “evils” he identified<br />

<strong>in</strong> <strong>the</strong> <strong>Ionian</strong> character. 40<br />

Douglas was conv<strong>in</strong>ced <strong>the</strong> <strong>Ionian</strong> character could be transformed through<br />

improved education and legal reform. In 1830s Brita<strong>in</strong>, <strong>the</strong> educational needs of <strong>the</strong><br />

work<strong>in</strong>g classes were largely dealt with by <strong>the</strong> philanthropic endeavours of various<br />

Christian denom<strong>in</strong>ations aimed at moral tra<strong>in</strong><strong>in</strong>g. 41 This differed from <strong>the</strong> Academies<br />

for upper class boys, which focused on classical literature and science <strong>in</strong> preparation<br />

for public service <strong>in</strong> Brita<strong>in</strong> and colonies. In India <strong>the</strong> education system <strong>in</strong>stigated by<br />

Macaulay was organised along similar l<strong>in</strong>es, with neo-classical and English literature<br />

central to <strong>the</strong> government curriculum, aimed at transform<strong>in</strong>g <strong>the</strong> character and <strong>the</strong><br />

morality of Indian people, remak<strong>in</strong>g India “<strong>in</strong> England’s image”. 42<br />

In <strong>the</strong> <strong>Ionian</strong> <strong>Islands</strong> <strong>the</strong> first endeavours towards establish<strong>in</strong>g an education<br />

system (primary, secondary and higher) <strong>in</strong> <strong>the</strong> Sept<strong>in</strong>sula were made by Lord<br />

Guilford early <strong>in</strong> <strong>the</strong> Protectorate. 43 By 1830 <strong>the</strong>re were 126 primary schools <strong>in</strong> <strong>the</strong><br />

Sept<strong>in</strong>sula which, because of fees and agricultural demands on <strong>the</strong> rural population,<br />

40 Douglas to Glenelg, 6 June 1835, CO 136/75.<br />

41 Watts R., “Knowledge is Power: Unitarians, gender and education <strong>in</strong> <strong>the</strong> eighteenth and early<br />

n<strong>in</strong>eteenth century”, Gender and Education, 1, (1), (1989) pp. 35-50; Watts R., The Dissenters,<br />

(Oxford, 1995).<br />

42 Metcalf T. R., Ideologies of <strong>the</strong> Raj, pp. 39-41.<br />

43 Aggelomati-Tsougaraki E. N., “I periigiseis tou lordou Guilford st<strong>in</strong> Ellada, [<strong>the</strong> excursions of Lord<br />

Guilford <strong>in</strong> Greece] Praktika Pemptou Diethnous Synedriou [Proceed<strong>in</strong>gs of <strong>the</strong> 5 th International<br />

Pan-<strong>Ionian</strong> Conference], (Argostoli-Lixouri 17-21 May 1986), 2, (Argostoli, 1989), pp. 71-82; Sideri<br />

A., “I Ekpaidevsi sta Eptanisa opos emfanizetai sta pistopoiitika spoudon ton ipomsifion foititon tou<br />

Panepistimiou tis Pizas 1842-1860 [The education <strong>in</strong> <strong>the</strong> Sept<strong>in</strong>sula accord<strong>in</strong>g to <strong>the</strong> certificates of <strong>the</strong><br />

candidates students of <strong>the</strong> University of Piza 1842-1860), Praktika Ektou Diethnes Panioniou<br />

Synedriou [Proceed<strong>in</strong>gs of <strong>the</strong> 6 th International Pan-<strong>Ionian</strong> Conference], (Zakynthos, 23-27<br />

September 1997), 3, (A<strong>the</strong>ns 2002), pp. 187-205; Kourkoumelis N. K. I Ekpaidevsi st<strong>in</strong> Kerkira kata<br />

t<strong>in</strong> diarkeia tis bretanikis prostasias (1816-1864), [The education <strong>in</strong> Corfu dur<strong>in</strong>g <strong>British</strong> Protection<br />

(1816-1864), (A<strong>the</strong>ns, 2002), and “Lord Guilford and <strong>the</strong> University of Corfu” <strong>in</strong> The New Monthly<br />

Magaz<strong>in</strong>e, 20, July 1827.<br />

157

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