From 1917 to 1962, the West Indian islands of Trinidad and Tobago reflected and influenced changes in their social, economic, and political systems. Prior to World War I, education in the islands reflected two diverse cultural traditions. One system offered a classical education which promoted economic and political supremacy of the white upper classes. The other system offered basic literacy education to Indians and Negroes. Pressure mounted slowly to adapt education to the needs of the islands. After World War I, a job-hungary native population demanded that schooling prepare them for profitable occupations. These demands resulted in improvements in technical and agricultural education which in turn produced an able and literate body of workers. This new economic and political elite demanded further educational and constitutional reforms. By the 1940s, considerable progress had been made in political consciousness and representation, and in opposition to colonial (British) power. It was not until the 1950s, however, that demands for self-government, universal literacy, and improved education on all levels were seriously considered by the British government. By 1960, large numbers of primary and secondary schools had been built, full secondary education was introduced, and adult and higher education programs were expanded. (DB)