[PDF]Post Educational Development In India 3rd Edition 1944 New Delhi Government Of India Press

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_ BUREAU OF EDUCATION, INDIA : ‘


` Post-War Educational
E . Development in India
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E REPORT BY THE CER ADVISORY =
E BOARD OF EDUCATION INE
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TABLE OF CONTENTS


CHAPTER T. —Pre-Primary Education


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CHAPTER I.—Basic (Esas x Middlo) Education 5 ; 5 6


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Cuarre ILIL.—High School Education 5 : : d : 15
IV.—University Education a : > : : 22
V.—Technical, Commercial and Art Education 5 1 3 28
VI.—Adult Education : à E à : . 5 38
VII.—The Training of Teachers . Š É ; ELI. 47
|| VIII.—The Health of the School Child ve An Regaine RE a)
CHAPTER | IX.—The Education of the Handicapped . : : Lowe GI
CHAPTER - X. -—Recreative and Social Activities . 3 3 ; - 67
CHAPTER XI. —Employment Bureaux LE > 70
- OnarrER, XII.—Administration. 72
CONCLUSION 76
: E 78
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THE CENTRAL ADVISORY BOARD OF EDUCATION, ; INDIA


CHAIRMAN
The Hon'ble Sardar Sir Jogendra Singh, Member of the Viceroy’ s s Éxceettiye Council
| Department of Education, Health and Lands. a P
H ors Ex- omet 3
| John Sargent, Esq., C.I.E., M.A., Educationa hs qm the Te E Bint fna `
| NOMINATED BY THE GOVERNMENT oÑ Isora. ` .
| The Right Rev. G. D. Barne, C.I.E., O.B.E., M.A., D.D., “Bishop of ono
| Sir Maurice Gwyer, K.C.B., K.C.S.I., D.C.L., LL.D., Vice-Chancellor, Delhi Univer-
| sity, Ex-Chief Justice, Federal High Court, India.
| Sir Mirza Mohammad Ismail, K.C.I.E., O.B.E., Prime Minister, Jaipur State.
| Rao Bahadur Sir V. T. Krishnamachari, K.C.I.E., Dewan of Baroda.
1 Gaganvihari L. Mehta, Esq., M.A., Ex-President, Federation of Indian Chambers
1 of Commerce.
| Dr. Sir A. F. Rahman, B.A. (Oxon.), LL.D.
| Srimati (Mrs.) Renuka Ray, B.Sc. Econ. (Lond.), M.L.A. SSE See RS
Sardar Bahadur Sardar Ujjal Singh, M.A., M.L.A. (Punjab). . : 1
3 F. S. Warren, Esq., B.A. (Cantab.), A.M.I.C.E., M.LE E; (Ind.). l i
r. (Mrs.) Malini B. Sukthankar, M.B.B.S., J.P. x B 5 }
ELECTED BY THE COUNCIL OF SrATEQO ees da 3 d
The Hon’ble Diwan Bahadur Sir K. Ramunni Menon. ^" cae ans ene E
ELECTED BY THE LEGISLATIVE ASSEMBLY
Dr. P. N. Banerjea, M.A., D.Sc. (Lond.), Bar-at-Law, M.L.A.
| Dr. Sir Zia-ud-Din ARRA C.LE., D.Sc., M.L.A., Vice-Chancellor, Aligarh Muslim.
l University.
NOMINATED BY THE INTER-UNIVERSITY BOARD, INDIA
| Rajyasevapravina Dr. C. V. Chandrasekharan, M.A. (Oxon.), D. Litt., F.R.H.S.,
| Pro-Vice-Chancellor, University of Travancore.
1 Khan Bahadur Mian M. Afzal Husain, M. Sc., M.A. (Cantab.), I.A.S., Vice-Chancellor:


University of the Punjab.


M. Ruthnaswamy, Esq., C.LE., M.A., Bar-at- Law, Vice-Chancellor, Annamalai:
University.


REPRESENTATIVES OF THE PROVINCIAL GOVERNMENTS T |
Assam
The Hon'ble Khan Bahadur Maulavi Sayidur Rahman, Minister for Education.
H. N. Sen, Esq., M.Sc., Director of Public Instruction.


I. H. Taunton, Esq., C.I.E., I.C.S., Adviser to H. E. the Governor.

S. N. Moos, Esq., C.I.E., M.A., 1.E.S., Director of Public Instruction,
Central Provinces de Berar

H. C. Greenfield, Esq., C.S.I., C.I.E., I.C.S., Adviser to H. E. the Governor..

L. G. D’Silva, Esq., M.B.E., B.A., Director of Public Instruction.


j Bengal. |
| The Hon’ble Mr. Tamizuddin Khan, Minister for-Education.
|o Dr. W. A. Jenkins, C.I.E., D.Sc., I.E.S., Director of Public Instruction. |

| E: Bihar Jm * q

| E. C. Ansorge, Esq., C.S. I, C.I.E., 1.C.S., Adviser to H. E. the Governor. s 0 wr

| A.S. Khan, Esq., M.Sc., I.E.S., Director of Public Instruction. Na
- | Bombay Ma

|


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Madras |
T. Austin, Esq., C.I.E., Bar-at-Law, 1.C.S., Adviser to H. E. the Governor. |
Sir Meverel Statham, C.I.E., M.A., I.E.S., Director of Public Instruction.

North-West Frontier Province.
The Hon’ble Khan Samin Jan, B.A., LL.B., Minister for Education,
Khan Bahadur Shah Alam Khan, M.A., LL.B., Director of Public Instruction
Orissa

The Hon’ble Pandit Godavaris Misra, M.A., B.T., Minister for Education,
S. C. Tripathi, Esq., M.A., I.E.S., Director of Public Instruction.


Punjab
- The Hon’ble Mian Abdul Haye, Minister for Educ
W. H. F. Armstrong,


ation.
Esq., C.I.E., M.A., I.E.S., Director of Public Instruction.
Sind a
The Hon’ble Pir Illahi Bakhsh Nawazali, Minister for Education,
Shamsul-Ulema Dr. U. M. Daudpota, M.A., Ph.D., Director of Public Instruction,
: United Provinces
Dr. Panna Lall, C.S.I., C.I.E., D. Litt., I.C.S., Adviser to H. E. the Governor.
W. G. P. Wall, Esq., M.Sc., 1.E.S., Director of Public Instruction.
Secretary
(Lond.), Assistant Educational Adviser to the


Dr. D. M. Sen, M.A., Ph.D.
Government of India.


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INTRODUCTION


1. The White Paper containing proposals for the post-war expansion of the
British system of Education, which was laid before Parliament not long ago,
begins with these words :—

* Upon the education of the people of this country the fate of this country
depends.”

If the people of Great Britain, which even before the war was spending from public
funds the equivalent of Rs. 33-2-0 per head of the population on education, need such
an admonition, it would appear to be even more necessary in relation to India,
where the comparable expenditure in 1938-39 was Rs. 0-8-9 per head.

` In the expectation that sooner or later a serious attempt would have to be
made to tackle the problem of providing India with a system of education approxi-
mating to those available in other countries, the Central Advisory Board of Education
have devoted their attention in recent years to surveying the main fields of edu-
cational activity with a view to ascertaining what would be the minimum provision
required. Since their reconstitution in 1935 they have set up Committees to study
and report upon the following, among other, subjects :—
. Basic Education (2 reports).
. Adult Education.
The Physical Welfare of School-Children. *
. School Buildings.
. Social Service.
. The Recruitment, Training and Conditions of Service of Teachers in Pri-
mary, Middle and High Schools.

7. The Recruitment of Education Officers.

8. Technical (including Commercial and Art) Education.

At their last two meetings they have reviewed the recommendations of these Com-
mittees with special reference to post-war needs and to the possibility of post-war
developments, and they are satisfied that, subject to such modifications as will be
indicated in this report, they provide the foundations upon which an efficient system
of public instruction, suited to the needs and circumstances of this country, can
effectively be erected. The expenditure involved is admittedly heavy but the ex-
perience of war suggests that when a paramount necessity can be established, the
money required to meet it can and will be found. It is for India to decide whether
the time has arrived when a national system of education is a paramount Necessity.

Since the primary object of this report is to place a practicable plan of post-war
development before the Reconstruction Committee of the Viceroy’s Executive
Council, which will hardly have the time or the desire to concern itself with matters
of educational method or technique, only such reference will be made to the contents
of these reports as may be necessary to elucidate the general principles upon which the
Board’s present recommendations are based. For the sake, however, of those who
will not be satisfied merely to inspect the general-plan of the proposed structure but
will also want to know in detail how it might be built and equipped throughout, it has
been decided to reprint in a slightly abridged form the reports of the Committees
referred to above. All that need be said here, therefore, is that while the Board
have aimed at a standard comparable with those already attained in Great Britain
and other Western countries before the war, they have been careful not to adopt
western ideas or to copy western methods without being fully satisfied that they
are those best suited to India. They also realise that conditions in different parts of
India vary greatly and that consequently their aim should be to indicate the main.
lines which development should follow rather than to prescribe any uniform or
detailed plan. It will be for the responsible educational authorities to devise for
themselves within the general lines laid down the type of education most appro-
priate to their particular areas, and with this object in view, to give the fullest
encouragement to every form of potentially useful experiment. While the aim
throughout has beon to devise a system which is essentially Indian, the Board at the
same time believe that there are certain fundamental principles which must deter-
mine the training of the future citizon, wherever in the world he or she may happen
to dwell, and they cannot conceive that any form of social or political community
will ever prosper unless the importance of fostering ii the rising generation such


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attributes as physical fitness, intelligence and integrity of character receives the f
fullest recognition. In particular they are anxious not to expose themselves to ik
the criticism that chey have ignored the moral or spiritual side of education ; they ei
wish to state with all the emphasis in their power tliat at all stages of education n
the training of the intellect and the training of character must proceed side by side, 2
2. The Board anticipate that many aspects of the scheme set out in the following 2
pages will excite public criticism. This they will certainly welcome, if its aim is e
constructive and it is with no desire to forestall it that they express the opinion that a
it will probably crystallise into one of two forms, either that the scheme costs too |; te
much or that it takes too long. In both cases it should be pointed out that the deter. || id
mining factor is the teacher, and particular attention is consequently invited to the ! &
Standards adopted by the Board for the recruitment and training of teachers on the
one hand and for their remuneration on the other. Ifthe teachers of different grades b
are to be paid the salaries which the Board regard as the minimum likely to attract p
men and women of the right type and with adequate qualifications, the total cost of ti
a national system cannot be materially reduced. On the other hand, if entrants to ki
the profession are to possess the minimum qualifications and undergo the minimum *
training: which the Board regard as essential, the additional recruits will only be "
forthcoming as new schools and colleges are brought into exístence, since the present à
system is entirely incapable of supplying the number required. Progress cannot out- n
Strip the supply of teachers, and the assumption in this report that about 35 per | li
cent. of the output of the new High Schools will be attracted into the teaching -t
profession may well turn out to be over-optimistic. The Board, therefore, see no
prospect of shortening the period without lowering teaching standards, which they b
would most strongly deprecate or conscripting teachers, which they would only c
contemplate as a last resort. »
3. It may also be advisable to clear the ground for an impartial consideration of e
the proposals in this report by attempting to anticipate other possible misconcep- &
tions. The first is that greater liberality on the part of Governments rather than any 9
radical change in the method of approach is all that is needed. It is certainly not b
the Board's desire either to exaggerate existing defects or to overlook what has been. e
achieved in the face of grave difficulties at certain times and places but in their con- | B
Sidered opinion it is inconceivable that within a reasonable period a really national |
System could be developed or evolved from what now exists or by the methods hither- E
to followed. Apart from the extremely slow progress which had been made. E
before the war, the present system does not provide the foundations on which | d
an effective structure could be erected ; in fact much of the present rambling edifice | i
will have to be scrapped in order that something better may be substituted. A ^
Second possible misconception is that some half-way house of a less expensive type | a
can be found between what now is and what this report advocates. The answerto | A
this is that the minimum provision which could be accepted as constituting a national | j
system postulates that all children must receive enough education to prepare them to — | E
earn a living as well as to fulfil themselves as individuals and discharge their duties | x
as citizens. It also requires that those with the requisite capacity should be further A
trained to fill positions of responsibility in all walks of life. It has been suggested q
by some of those who shrink from the financial implications of going the whcle way, si
thab education might be limited to all the children in some places or some of the ^ si
children everywhere or some of the children in some places only. Even if such ® | | f
differentiation could be regarded as compatable with the claims of social justice | ^ 5
it is difficult to see how the selection involved could be fairly made, If there
is to be anything like equality of opportunity, it is impossible to justify o
providing facilities for some of the nation’s children and not for others. In t
the first place, therefore, a national system can hardly be other than universal. | t
Secondly it must also he compuslory, if the grave wastage which exists today undera | t
voluntary system is not to be perpetuated and even aggravated. And thirdly, if | i
education is to be universal and compulsory, equity requires that it should be free | I
and common-sense demands that it should last long enough to secure its fundamental i e
objective.
A word of warning based on experience elsewhere is necessary against any | 3


proposal on economie grounds to apply compulsion only up to the end of the Junior |
Basie (Primary) stage in the first instance and then to oxtend it gradually upwards
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