The presence of modern educational institutions in Minahasa has existed for quite a long time. As stated by H. Kroeskamp (Early Schoolmasters in a Developing Country: A Story of Experiments in School Education in 19th Century Indonesia, 1974: 297–299), proposals to advance education for the indigenous people in the colonies had already emerged since the 1830s.

In 1838, the philologist Gericke submitted a petition to the Dutch King requesting permission for the Netherlands Evangelical Society to establish schools for the Javanese. This proposal was approved in 1839, but its implementation did not run smoothly. Six years later, in 1845, the Minister of Colonies J.C. Baud made a similar request, arguing that educated indigenous personnel were needed. On this basis, Royal Decree No. 95 of September 30, 1848, was issued, authorizing the governor general to allocate 25,000 guilders annually for the establishment of schools for indigenous people in Java, with the aim of training prospective civil servants. Later, Royal Decree No. 1 of August 30, 1851, was published to establish a specific educational framework for the Javanese. Gericke’s petition was motivated by the fact that in other colonial regions, education was already being managed by missionaries. According to R. van Eck (Schetsen uit het Volksleven in Nederl. Oost-Indië, XIII, in De Indische Gids, Vol. 4, II, 1882: 105–108), in 1831 missionaries Riedel and Schwarz, who had settled in Minahasa, made every effort to establish quality schools for the indigenous population.

One of the schools in Tondano in 1929/Salah satu sekolah yang ada di Tondano pada tahun 1929. Source/Sumber: KITLV 33095 (digitalcollections.universiteitleiden.nl)

According to J.B.J. van Doren (Herinneringen en schetsen van Nederlands Oost-Indië, Vol. 1, 1857), the management of schools in Manado since 1836 had been entrusted to teacher H. C. Diriks, who worked diligently with the assistance of an aide. By 1857, three types of Christian indigenous schools had been established around Tondano and Manado: gouvernements-scholen, negorij-scholen, and genootschaps-scholen.

Based on these facts, it is not surprising that the Minahasan people, including the family of Darius Lasut, had long enjoyed modern education. From Mardanas Safwan’s book Arie Frederik Lasut (1981: 14–17), one can learn in more detail about the elementary education history of Arie Frederik Lasut.

At the age of six, Arie attended the prestigious Hollandsch-Inlandsche School (HIS) in Tondano, where he was recognized as an intelligent student who consistently achieved high grades, even surpassing Dutch children. From the first to the seventh grade, he maintained excellent academic performance. Although he came from a respected family, Arie remained humble and well-liked by his peers and was known as quiet yet friendly. He was principled, disliked being controlled, but was fair and seldom quarreled.

From a young age, Arie displayed social concern by sharing his pocket money with friends from poor families, a trait instilled by his parents, who emphasized discipline, kindness, and religious devotion. Every Sunday, he attended church and Sunday school with his family, while at home he guided his younger siblings in study and social life without being harsh. He was known for his neatness, preference for bright clothing such as red, and his active lifestyle, which included sports, playing marbles, and raising chickens and horses while also helping his parents on the farm.

His experience at HIS Tondano nurtured his awareness of colonial injustice. Despite sharing the same faith, Dutch children were reluctant to associate with indigenous students. Arie proved that indigenous students could excel, particularly in drawing, where he consistently earned high marks, highlighting his technical talent. This success strengthened his belief that the Dutch were not inherently superior, while their arrogance deepened his sense of resentment. His father’s prohibition against mingling with Dutch children further reinforced Arie’s pride in his identity as an Indonesian and his awareness of colonial inequality.

Arie completed his elementary education at HIS Tondano in 1931, graduating with excellent results and securing first rank among all students. This achievement reflected his talent, intelligence, and strong character, which later contributed to his recognition as one of Indonesia’s finest sons. (Atep Kurnia, Public Relations Officer of CMCGR, Geological Agency)

Biografi Arie Frederik Lasut (2):

Pendidikan Dasar di HIS Tondano

Lembaga pendidikan modern di Minahasa telah hadir sejak waktu yang cukup lama. Sebagaimana yang dinyatakan H. Kroeskamp (Early Schoolmasters in a Developing Country: A story of experiments in school education in 19th century Indonesia, 1974: 297-299), usulan untuk memajukan pendidikan untuk kaum bumiputra di tanah jajahan sudah muncul sejak tahun 1830-an.

Pada tahun 1838, filolog Gericke mengajukan permohonan kepada Raja Belanda agar Perhimpunan Injil Belanda diizinkan mendirikan sekolah bagi orang Jawa. Usulan ini disetujui pada 1839, tapi realisasinya tidak berjalan lancar. Enam tahun kemudian, tepatnya pada 1845, Menteri Tanah Jajahan J.C. Baud mengajukan permohonan serupa dengan alasan bahwa diperlukan tenaga bumiputra yang berpendidikan. Atas dasar tersebut, pada tanggal 30 September 1848 dikeluarkan Keputusan Raja Belanda No. 95 yang memberi kewenangan kepada gubernur jenderal untuk mengalokasikan dana sebesar 25.000 gulden per tahun guna mendirikan sekolah bagi bumiputra di Jawa, dengan tujuan melatih calon pegawai negeri. Selanjutnya, Keputusan Raja Belanda No. 1 tanggal 30 Agustus 1851 diterbitkan untuk menetapkan kerangka pendidikan khusus bagi orang Jawa. Petisi Gericke berangkat dari fakta bahwa di daerah lain di tanah jajahan sudah berlangsung pendidikan yang dikelola oleh zendeling. Sesuai tulisan R. van Eck (Schetsen uit het Volksleven in Nederl. Oost-Indie, XIII, di dalam De Indische gids, Vol. 4, II, 1882: 105-108), pada tahun 1831, para zendeling Riedel dan Schwarz yang mulai menetap di Minahasa mendorong dengan segala cara yang ada pada mereka pendirian sekolah-sekolah yang baik bagi bangsa bumiputra. 

Murid-murid sekolah pertanian di Tondano menyiangi padi dan palawija tempo dulu/Agricultural school students in Tondano weeding rice and secondary crops in the past. Sumber/Source: KITLV 44184 (digitalcollections.universiteitleiden.nl))

Menurut J.B.J. van Doren (Herinneringen en schetsen van Nederlands Oost-Indie, Vo. 1, 1857), pengelolaan sekolah di Manado sejak tahun 1836 dipercayakan kepada guru H. C. Diriks, yang sangat giat bekerja dan dibantu oleh seorang guru pembantu. Hingga tahun 1857, di sekitar Tondano dan Manado sudah ada tiga jenis sekolah Kristen bumiputra, yaitu gouvernements-scholen, negorij-scholen, dan genootschaps-scholen.

Berdasarkan fakta-fakta tersebut, tidak mengherankan apabila orang Minahasa, termasuk keluarga Darius Lasut, sudah lama mengenyam pendidikan modern. Dari buku Arie Frederik Lasut (1981: 14-17) karya Mardanas Safwan, dapat diketahui secara lebih rinci mengenai riwayat pendidikan dasar yang ditempuh oleh Arie Frederik Lasut. 

Sejak usia enam tahun, Arie menempuh pendidikan di Hollandsch-Inlandsche School (HIS) Tondano, sekolah bergengsi di Minahasa, dan dikenal sebagai murid cerdas yang selalu meraih nilai tinggi, bahkan melampaui anak-anak Belanda. Dari kelas satu hingga tujuh, ia konsisten menunjukkan prestasi gemilang. Meskipun berasal dari keluarga terpandang, Arie tetap rendah hati, disukai teman-temannya, dan dikenal pendiam tetapi ramah. Dalam pergaulan, ia teguh pendirian, tidak suka dikendalikan, tetapi adil dan jarang berselisih.

Sejak kecil, Arie menunjukkan kepedulian sosial dengan membagi uang sakunya kepada teman-teman dari keluarga miskin, sifat yang terbentuk dari didikan orang tua yang menekankan disiplin, kebaikan, dan ketaatan beribadah. Setiap Minggu ia bersama keluarganya rajin ke gereja dan mengikuti sekolah Minggu, sementara di rumah ia membimbing adik-adiknya dalam belajar maupun pergaulan tanpa pernah bersikap keras. Dalam keseharian, Arie dikenal rapi, gemar mengenakan pakaian cerah seperti merah, dan aktif berolahraga, bermain kelereng, dan memelihara ayam serta kuda di samping membantu orang tuanya di kebun.

Pengalaman Arie di HIS Tondano menumbuhkan kesadaran dalam dirinya akan ketidakadilan kolonial, karena meski seiman, anak-anak Belanda enggan bergaul dengan kaum bumiputra. Arie justru membuktikan bahwa murid bumiputra bisa lebih unggul, terutama dalam pelajaran menggambar di mana ia selalu meraih nilai tinggi, sehingga bakat teknisnya mulai menonjol. Keberhasilan itu meneguhkan keyakinannya bahwa orang Belanda tidak selalu lebih pintar, sementara sikap angkuh mereka menumbuhkan rasa antipati dalam dirinya. Larangan ayahnya untuk bergaul dengan anak-anak Belanda makin memperkuat kebanggaan Arie sebagai anak bangsa dan kesadarannya akan ketidakadilan sistem kolonial.

Perjalanan pendidikan dasar Arie di HIS Tondano akhirnya dituntaskan pada tahun 1931. Ia lulus dengan hasil yang sangat baik, bahkan berhasil meraih peringkat pertama dari semua murid. Prestasi ini menegaskan bakat, kecerdasan, serta watak kuat yang kelak menjadikannya salah seorang putra terbaik bangsa Indonesia. (Atep Kurnia, Humas PSDMBP, Badan Geologi)