From the late of the 17th century to the year 1833, sugar plantation system developed under slavery in Jamaica. Black-elite slaves with such faculties as skill and leadership appeared by the late of the 18th century (formation of the "faculty-based hierarchy" ). After 1800, the race of the slaves came to have an influence on their occupations (development of the "faculty-race-based hierarchy" ). In the past theories, it has been said that the slave society contained only three classes (White overseers, Coloured artisans, and Black field slaves). And it has also been said that Coloureds were selected elites by racism. But the slave records of York Estate contain the aspects as below. 1. There were as many Black artisan-slaves as Coloured ones. 2. There was no Coloured in the post of driver. 3. There were as many non-elite Coloureds as elite ones. In the case of York Estate, racism is seen only in the principle that Coloureds should work indoors. This is just the reason why Coloureds were apt to be elites. Next two points means Coloureds were considered to be useless. 1. Manumission substantially meant abandonment. 2. Coloured women who were considered ineffective in plantations were apt to be manumitted. To explain slavery-plantation only by racism will lead to the misunderstanding of Jamaican agriculture of those days. Hierarchy in 19th century should be explained not only by race but also by faculty.

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This practice report describes the spread of gymnastics lessons in special education schools in Jamaica from October 2011 to October 2013, and the efforts and challenges of participation or holding the Special Olympics Jamaica Annual National Summer Games. This initiative was carried out in cooperation with the Japan International Cooperation Agency (JICA), Ministry of Education Jamaica, Jamaican Association of Intellectual Disabilities (JAID), Jamaica Amateur Gymnastics Association (JAGA), a local gymnastics school, and Special Olympics Jamaica (SO Jamaica). As part of the effort, approximately 520 students (grades 1–12) from four special education schools participated in gymnastics sessions. A special education gymnastics team participated in competitions, and several of the students were able to participate for the first time in the gymnastics department of the Special Olympics Jamaica 30th Annual National games in June 2013. Following this, in terms of keeping gymnastics education in Jamaica continuously, two challenges have emerged: a lack of resources for teaching gymnastics and the absence of human resources. To make gymnastics education run smoothly, financial and human assistance from developed countries is needed.

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