Report of the Review Committee on The Curriculum for the Ten-Year School

(INCLUDING SYLLABUS FRAMES)

NIEPA DC

MINISTRY OF EDUCATION & SOCIAL WELFARE GOVERNMENT OF INDIA NEW DELHI - .

. ^ D '

National Systems Unit, Mationa! J*\*emrte of Educational Planning and A ministration J!7^B,S* f A uibind* Marg. NewDelhi-110014 5 Q C . N o .. JDtot*...... ______- REPORT OF THE REVIEW COMMITTEE ON “THE CURRICULUM FOR THE TEN-YEAR SCHOOL”

Table of Contents Page

CHAPTER i INTRODUCTION

Need for a Review C o m m i t t e e ...... i Criticisms ...... i Terms of Reference ...... 2 List of m e m b e r s ...... 2 Meetings (see also Appendix I I ) ...... 4 A c k n o w le d g e m e n t s ...... 4

CHAPTER 2 OBJECTIVES AND STRUCTURE OF SCHOOL EDUCATION General ...... 5 Learning: formal, non-formal ...... 5 Attitudes and values ...... 5 Specific objectives of primary and secondary education . . . 6 Structure, curriculum pattern and time allocation .... 7 Note on Languages ...... 8

CHAPTER 3 SOCIALLY USEFUL PRODUCTIVE WORK .. . ~*js Central place in curriculum . . 7>'e~ % . . 10 The concept . . . • • ' 10 Aim . . . •' '• f " " 'Y . V 10 Criterion for selection of activities 11 Social Service. •. ’ • •____ _ - • . 11 Help from other agencies ^ A .' -<^4 \ 11 Decentralization . . , 11 Need for core programmes...... ■ . . . 11 Problem solving approach ...... 12 Teaching-learning process ...... 12 Work situation ...... 12 Programmes by classes ...... 13 Importance of t e a c h e r s ...... 15 Committees ...... 15

CHAPTER 4 IMPLICATIONS

Introduction ...... 16 Realism and f l e x i b i l i ty ...... 16 Main components of sch e m e ...... 16 Page Socially Useful Productive Work and Community Service . 16 Place of languages in the Scheme ...... 17 Educational structure ...... 17 Classes I-IV/V ...... 18 Classes V / V I - V I I / V I I I ...... 19 Classes V I I I / I X - X ...... 1 9 Syllabus frames...... 20 Freedom to develop textbooks ...... 20 Multiple entry...... 21 Staffing pattern ...... '21 Experimentation and creative work ...... 2 1

Appendix I Welcome Address by the Chairman and Speech by the Prime Minister 2 3 Appendix II Meetings of the Committee . . . . 3 1 Appendix 111 Teachers consulted for subject areas ...... 3 5 Appendix IV Syllabus frames and illustrative time-tables ..... 4 5 Appendix V A Note of clarification by Professor Ram Lai Parekh, M.P., and Shri Manubhai Pancholi ...... *47 Appendix VI Suggested Deletions from existing NCERT textbooks for the CBSE 1978 Examination ...... 151 CHAPTER t

INTRODUCTION

11. Need for a Review Committee NCERT for Classes IX and X for the first set of candidates appearing for the secondary public The recommendations of the Education Com- examination held by that Board, at the end of nission (1964-66) were considered by the G ov­ ernment of India and a resolution on the National Standard X, in April, 1977. Pjlicy on Education was adopted after consulting b*th Houses of Parliament (1968). 1.2. Criticisms

Among other things the resolution “laid great The syllabuses and textbooks prepared by enphasis on the fulfilment of the Directive Princi- NCERT, specially for Classes IX and X, evoked pb contained in Article 45 of the Constitution, criticism from the public: teachers, parents and regarding the provision of universal and free edu- children. The main criticisms were that the citicn for all children in the age-group 6-14. At scheme of examination contained too many sub­ tie secondary stage, it highlighted the urgency to jects for study, the textbooks were too many and acopt the new pattern of 10-)-2+3 for school and too voluminous and, therefore, there was no cdlege classes with an intensive effort to diversify time for self-study and physical activities. aid vocationalise the -f-2 stage.” *

The Ministry of Education and Social Welfare Another major criticism was that Work appointed an expert Group in 1973 to develop Experience, which was intended to be an inte­ curriculum for the 10-J-2 pattern. The Group gral feature of the curriculum, at all stages, did dafted an Approach Paper in 1975, which wasi not find a proper place in the teaching-learning ciculated for opinion of the State Governments! process that followed the introduction of the new ard of teachers, planners and educational pattern, thus giving the impression that the curri­ adnhistrators. culum and the syllabuses developed by NCERT would perpetuate the same old system of bookish A publication entitled “The Curriculum for the education. Ttn-Year School—A Framework” was published bj the National Council of Educational Research aid Training (NCERT) in 1975. Dr. P. C. Chunder, Union Minister of Educa­ tion and Social Welfare, in his capacity as Presi­ In 1975 NCERT prepared syllabuses, text­ dent of NCERT felt that an objective assessment books and other material in consultation with of the syllabuses and textbooks should be made! experienced teachers, subject-specialists and! and, therefore, in June 1977 he appointed a representatives of State Institutes of Education Review Committee under the Chairmanship of anl of Science Education, within the framework Shri Ishwarbfrai J. Patel, Vice-Chancellor, of the NCERT publication. This work was Gujarat University, consisting of 30 members caried out in a phased manner: for the 1975-76 representing the Central Board of Secondary sclool session, materials for Classes IX and X Education, State Boards of Secondary Education/ ware prepared in a few subjects; for 1976-77 State Governments, Teachers’ Association, m-.teiials for Classes I, HI and VI were prepared. Parent-Teacher Associations, educationists, prac­ The Central Board of Secondary Education tising teachers and members from NCERT. (A adapted some of the textbooks prepared by list of the members is given in Section 1.4).

!Fr»m the Resolution adopted by the Standing Committee of the Central Advisory Board of Education (July 1976). 1.3. Tertns of Rfifreiice of the Review Committee 2. Prof. Ram Lai Parekh, M.P., 4, Ferozeshah Road, I he terms of reference of the Review Com­ New Delhi. mittee are: 3. Shri A. E. T. Barrow, M.P. (Secretary) (1) to review the stagewise and subjectwise Council for the Indian School objectives identified in the NCERT Certificate Examinations, document “The Curriculum for the Pragati House, 3rd Floor, 10-Year School”. 47-48, Nehru Place, New Delhi. (2) t© scrutinise the NCERT syllabus and textbooks, in the light of the review as 4. Smt. Shanti Kabir, (Chairman) per (1) above. Parent Teacher Association, S-47, Panchshila Park, (3) to scrutinise the scheme of studies, as New Delhi. given in the said document, and exa­ mine whether any suitable modifica­ 5. Prof. S. M. Chatterji, (President) West Bengal Board of Secondary Education, tions in either the scheme of studies 77/2, Park Street, or the time-table or both should not be Calcutta (West Bengal). made and to propose suitable staffing pattern. 6. Shri A. R. Dawood, 24, Delamar, (4) to review the present scheme of studies 141, Marine Drive, and the time allocated for various sub­ Bombay (Maharashtra). jects with a view to ensuring that: 7. Dr. (Smt.) Chitra Naik, (Direcior) (i) the institution/teacher has adequate Indian Institute of Education, time for experimentation, creative 49/A/23-Erandavana, work, remedial instruction, etc. Pune (Maharashtra).

(ii) to accommodate the needs of the 8. Dr. A. K. Narayanan Nambiar, bright child for advanced level Director of Research and Studies, courses; the specific interests and Trivandrum (Kerala). aptitude, or the lack of it, in chil­ dren, in only certain subject areas, 9. Dr. S. N. Mehrotra, keeping in view the national goals Director of Education, of development and objectives of 18, Park Road, Lucknow (Uttar Pradesh). education. 10. Shri U. T. Bhelande, (Chairman) In the opinion of the Committee the terms of Maharashtra Board of Secondary reference were wide enough not only to permit a Education, review of die objectives and scheme of studies Pune (Maharashtra). set out in the document. “The curriculum for th# Ten-Year School” but also to identify the 11. Shri S. P. Singh Bhandari, (Chairman) principles few formulating a new scheme. Board of Secondary Education, Rajasthan, 1.4. List of Members Ajmer (Rajasthan).

1. Shri Ishwarbhai J. Patel, (Chairman) 12. Shri Manubhai Pancholi, Vice-Chancellor, Lok Bharati, Gujarat University, Sanosra (Western Railway), Ahmedabad (Gujarat). Distt. Bhavnagar (Gujarat).

2 13. Dr. G. L. Bakhshi, Central Board of Secondary Education, Chairman, Indraprastha Estate, Central Board of Secondary Education, New Delhi. Indraprastha Estate, New Delhi. 22. Shri Babia Naidu, 5/9/684, Gun Foundry, 14. Smt. Lotika Ratnam, Hyderabad 39, Bharati Nagar, (Andhra Pradesh). New Delhi. 23. Shri A. L. Subrahmanyam, 15. Dr. (Kumari) A. Nanda, 28, New Colony, Joint Director of Education, Chrompet, Education Directorate, Madras (Tamil Nadu). Delhi Administration, 24. Shri G. S. Dhillon, Old Secretariat, Principal, Delhi. Shri Guru Harikrishan Public School, Purana Qila Road, 16. Dr. R. C. Sharma, Additional Deputy Commissioner, New Delhi. (Academic), 25. Smt. R. Kumar, Kendriya Vidyalaya Sangathan, Principal, Nehru House, Springdales School, Bahadur Shah Zafar Marg, Pusa Road, New Delhi. New Delhi.

17. Shri S. N. Bhanot, 26. Prof. B. Sharan, President, Head of Department of Education in Joint Council of Delhi Teachers Science and Mathematics, Organisation, NCERT, L-8-A, Malaviya Nagar, Sri Aurobindo Marg, New Delhi. New Delhi.

18. Shri Rana Prafrap, 27. Dr. Manmohan Singh Arora, Delhi Adhyapak Parishad, Professor of Mathematics, C/o 51-Satya Niketan, Department of Education Moti Bagh II, in Science and Mathematics, New Delhi. NCERT, Sri Aurobindo Marg, 19. Shri R. K. Mohta, New Delhi. Secretary, All India Science Teachers Association, 28. Prof. B. S. Parekh, C/9, Sardar Patel Vidyalaya, Head of Department of Education Lodi Estate, in Social Sciences & Humanities, New Delhi. NCERT, Sri Aurobindo Marg, 20. Shri R. R. Biala, New Delhi. Principal, Govt. Higher Secondary School, 29. Prof. Anil Vidyalankar, President’s Estate, Department of Education in New Delhi. Social Sciences & Humanities, NCERT, 21. Shri R. P. Sinshal, Sri Aurobindo Marg, Vice-Chairman, New Delhi,

3 30. Dr. A. N. Bose, (Member-Convener) for finding time to meet the members on two Dean (Co-ordination), NCERT, occasions. Sri Aurobindo Marg, New Delhi. The Committee is grateful to Dr. P. C. Chun- der, Union Minister of Education and Social 1.5. Meetings Welfare, for his encouragement and help. The Committee met five times and had the privilege of being addressed by Shri Morarji Particular thanks are due to NCERT for the Desai, Prime Minister of India, on 8th July 1977. help and assistance given, to the teachers who (A copy of the Prime Minister’s speech is worked on the different Subject Sub-Committees given in Appendix I). and to members of the public who showed their (Details of the meetings of the Committee are interest, in the work of the Committee, by send­ given in Appendix II). ing a large number of suggestions for its consi­ deration. 1.6. Acknowledgements The Committee records its respectful thanks (A list of teachers who worked on the Sub­ to Shri Morarji Desai, Prime Minister of India, ject Sub-Committees is given in Appendix III).

4 CHAPTER 2

OBJECTIVES AND STRUCTURE OF SCHOOL EDUCATION

2.1. General We are of the view that the learning system should be organised through formal or non- Having considered the NCERT Framework formal arrangements—some institutional, some and keeping in mind the Constitutional Direc­ partly personal—and that the institutional ar­ tive contained in Article 45 which enjoins that rangements should not be so rigid as to exclude “the State shall provide free and compulsory those learners who wish to make use of them education for all children until they complete partially. It is our opinion that, linked with such the age of 14 years”, we feel that the objectives flexible arrangements within the learning sys­ at the compulsory stage of school education tem, the content of learning must also be flexible' must necessarily be distinct from the objectives and arranged so as to suit the needs of indivi of education beyond this stage. dual learners or groups of learners. The curri­ We also consider that the objectives of edu- culum too must be capable of catering to the cation, when viewed comprehensively, should requirements of a wide range of learners and enable an individual to acquire, knowledge, learning circumstances. The curriculum, we feel, sfcijls, habits, attitudes and values necessary for has to be built round local situations, though there must be a core of basic content for com­ fi) a successful performance of his responsi­ parability of educational attainment and the bilities as a citizen; and acquisition of further skills and knowledge. This (jj) a rewarding personal life by development core should be minimal. of We know that primary and secondary educa­ (a) innate talents, tion which, at present, is mainly given through institutions is generally linked with age-groups. (b) powers to creative enterprise; and Anyone who has missed any stage of primary or (c) the capacity to appreciate the splendour secondary education, and who desires to re-enter of life revealed from communion with at any age and at any point, in our opinion, nature and man with man. should find it possible to do so either in an insti­ tution or through some non-formal arrangement. 2.2. Learning: formal, non-formal 2.3 Attitudes and values Every child, from birth, is influenced by the culture of the family and the community and, It is our belief that the educational system though he acquires useful skills and attitudes, must inculcate attitudes and create values so that nevertheless he continues to be influenced by his every individual should promote the concepts of immediate environment which if properly utilis­ socialism, secularism and democracy and not ed can become an instrument of education modi­ only revere but actively strive for the realisation fying traditional patterns of living and removing of the principles of justice, liberty, equality and their inhibitive aspects. We, therefore, feel that fraternity, enshrined in the Preamble of our education must be organised as a learning sys­ Constitution. tem to take the individual and society progres­ sively towards higher reaches of human thought The present educational system, we are aware, and behaviour. is urban-oriented, bookish in outlook and almost

5 entirely divorced from manual activity. In terms A. Objectives of Primary Education (I-VII/ of opportunity this has proved discriminatory VIII) against the poor and weaker sections of society. (1) acquisition of tools of formal learning, We, therefore, feel that the principles of Basic namely, literacy, numeracy and manual Education as evolved by Mahatma Gandhi and skills; accepted in the Kothari Commission Report with the stress on work education need to find a (2) acquisition of knowledge through observa­ central place in the educational system. tion, study and experimentation in the areas of social and natural sciences; Summarising our views, we consider that edu­ cation during these 10 years should be capable (3) development of physical strength and of: team-spirit through sports and games;

(a) promoting an understanding and apprecia­ (4) acquisition of skills for planning and exe­ tion of our cultural heritage while simulta­ cuting socially useful productive work neously stimulating desirable changes in with a view to making education work- our traditional culture-pattern; based;

(b) moulding the learner after the image of (5) acquisition of skills of purposeful obser­ the citizen as visualised in the Constitution; vation;

(c) releasing learning from its bookishness (6) acquisition of habits of cooperative beha­ and elitist character so as to relate it close­ viour within the family, school and com­ ly to socially productive manual work and munity; the socio-economic situation of the Coun­ (7) development of aesthetic perception and try; creativity through participation in artistic (d) encouraging rationalism and the scientific activities and observation of nature; attitude; (8) development of social responsibility by in­ (e) emphasising the qualities of simplicity, in­ culcating habits (individually as well as, tegrity, tolerance and cooperation in all collectively) of appreciation of the culture aspects of life; and life styles of persons of other religions, regions and countries; and readiness to (f) being available to every individual irres­ serve the weaker and the deprived. pective of caste, creed, sex, age, place of birth, or economic circumstances and in (9) development of the desire to participate such a way that working and learning can in productive and other processes of com­ always be combined. munity life and to serve the community.

B. Objectives of Secondary Education 2.4. Specific objectives of Primary and Secon­ (VIII/IX-X) dary education (1) acquisition of the skills and habits of self­ In specific terms we, therefore, feel that the learning; objectives of the structure and curriculum con­ tent for primary and secondary education should (2) acquisition of a broad-based general edu­ be reformulated as below: cation consisting of science, mathematics> social sciences, languages and socially It should be remembered that the objectives useful productive labour; of primary education have to be distinct from those of the other stages of education in view of (3) acquisition of habits of helpful living and the Constitutional obligation to make it univer­ participation in games, sports, and athle­ sal. tics for the maintenance of physical fitness;

6 (4) developing aesthetic appreciation and and which we believe may apply in gerieral creativity through participation in artistic lurougnout the Country. activities; In Chapter 4, we will endeavour to explain (5) exploring the world of work and under­ the background of some of the main features of standing the realities of life in order to tne scheme. At this point, however, we would prepare for a confident entry into the draw attention to “Languages” in the scheme. world outside the school; We are of the view that the recommendations of the Kothari Commission in this regard should (6) participation in and promotion of social be the basis for the formulation or re-formula­ activities in the school and the community tion of any policy. We have, therefore, added in such a way as to imbibe democratic ■at the end of the scheme a Note on Languages, values and to work towards the achieve­ in which the recommendations of the Kothari ment of equality through service to the weak and the deprived. Commission are reproduced.

Keeping in view the objectives of primary and STRUCTURE, CURRICULUM PATTERN secondary education enumerated above and also AND TIME ALLOCATION keeping in view the Constitutional obligation under Article 45 and realising that the stage of Classes I—1V/V Time Allocation school education which is sometimes termed ‘middle’, ending at VII VIII, is a terminal stage (1) One language* 20% of formal education for the great majority of the children in our Country, we recommend that a (2) Mathematics 20% general broadbased education be provided up to (3) Environmental Studies (Social the end of the stage of compulsory education, so Studies, Nature Study and that children leaving school should have acquir­ Health Education) 20% ed a knowledge of our heritage and culture and are enable to exercise their rights as citizens in (4) Socially Useful Productive a responsible manner. Work 20% Taking into consideration differences in apti­ (5) Games and Creative Activities, tude and ability of children, we feel that while such as, Music, Dancing and in Classes VIII/IX and X there should be gene­ Painting 20% ral broad-based education, provision must bs made for developing any special interests or Classes V/VI—VII/VIII Time Allocation talents in at least one area, outside the broad) (per week) framework of general education. Realising that a broad-based general educa­ (1) Languages* 7 hours tion can make heavy demands on the capacity (2) Mathematics 4 hours and energy of children at the secondary stage, we strongly recommend that the content of (3) History, Civics and courses of individual subjects of learning must Geography 4 hours be designed, so as to keep the quantum of know­ ledge to the minimum essential for the under­ (4) Science—An Integrated standing of the subject. course 4 hours

2.5 Structure curriculum pattern land time (5) The Arts (Music, Dancing, allocation Painting) 3 hours

We give below the structure, curriculum pat­ (6) Socially Useful Productive tern and time allocation for the different sub­ Work and Community stages of school education which is illustrative Service 6 hours

*See Note on Languages. (7) Games, Physical Education NOTE ON LANGUAGES and Supervised Study 4 hours (1) Three-Language Formula Total 32 hours The recommendations in the Report of the Education Commission 1964-1966, (Pages 334- Classes VIII/IX—X Time Allocation 336) published by the National Council of Edu­ (per week) cational Research and Training, 1971, are re­ (1) Languages* 8 hours produced:

(2) Mathematics: “8.34.

Alternative I 4 hours We, therefore, recommend a modified or or Alternative I I : graduated three-language formula to include: (3) Science: Alternative I : (1) The mother-tongue or the regional langu­ (Theory 5 hours age: and Practical) Alternative II: (2) The official language of the Union or the associate Official language of the Union so (4) History, Civics and long as it exists: and Geography—as one course 3 hours (3) A modern Indian or foreign language not covered under (1) and (2) and other than (5) One of the following: that used as the medium of instruction.” The Arts (Music, Danc­ ing, Painting etc.), Home “8.35. Science, Agriculture, Implications of (he Modified Formula. A t the Commerce, Economics 2 hours lower primary stage only one language should be Social Reconstruction, studied compulsorily—the mother-tongue or the Classical Languages* regional language, at the option of the pupil. In etc. the case of the vast majority of pupils, the langu­ (6) Socially Useful Productive age of study at this stage will be the regional Work and Community language which will also be their mother-tongue. Service 6 hours Some children belonging to the linguistic minori­ ties may also opt for instruction in the regional (7) Games, Physical Education language, because of its great advantages; but this and Supervised Study 4 hours cannot be forced on them, and they have the right under the Constitution to have facilities Total 32 hours provided for their primary education through their mother-tongues. The State Governments Important Note: should, therefore, provide primary schools teaching through the mother-tongue for the 1. The scheme for classes VIII/IX—X is children of linguistic minorities if they desire to illustrative only and States Education/ have such an education, subject to the usual Examination Boards may decide to make condition approved by the Education Ministers’ some subjects Compulsory and the others Conference (1949) that the minimum number of Elective. such children should be 10 in a class or 40 in a 2. In the public examination at the end of school. It is desirable that such children should Class X the number of subjects for ex­ have a working knowledge of the regional lan­ ternal evaluation should not exceed seven. guage also. Facilities for its study should,

♦See Note on Languages. therefore, be provided, on an optional basis, We, however, think that it is also necessary to from Class III onwards. We do not favour encourage the study of other important library making the study of regional language compul­ languages like Russian, German, French, Spa­ sory at this stage for children of linguistic nish, Chinese or Japanese. Facilities for their minorities, as has been done in some States at study should be provided in a few selected present. We are also not in favour of teaching schools in each State and it should be open to English as a second language at this stage. This the students to study them, either in addition to, has been discussed further in a later section.” or in lieu of English or Hindi. Similarly, pro­ vision should be made, in a few selected schools “8.36. in the non-Hindi areas, for the study of modern Indian languages other than Hindi and the re­ At the higher primary stage only two langu­ gional language. It should be open to the stu­ ages should be studied on a compulsory basis: dents to study these languages, as stated earlier (1) the mother-tongue or the regional langu­ with regard to library languages, either in addi­ age, and (2) the official or the associate official tion to or in lieu of English or Hindi.” language of the Union. For almost all the pu­ pils in the Hindi areas and for a majority of them in the non-Hindi areas, English will pro­ “8.39. bably be the second language, but a large pro­ portion of the pupils in non-Hindi areas may In the higher secondary classes, which will also opt for Hindi. In addition, facilities should serve largely as a preparatory stage for higher be provided for the study of a third language on education, only two languages need be made an optional basis, so that the children in Hindi compulsory and the students should have the areas whose mother-tongue is not Hindi and option to select any two of the three languages the children in non-Hindi areas who have taken studied earlier or a combination of any two lan­ English as the second language may study the guages taken from the following groups: (1) official language of the Union if they so desire.” modern Indian languages; (2) modern foreign languages: (3) classical languages—Indian and “8.37. foreign. There is of course no bar to a student At the lower secondary stage (Classes VIII-X), studying one or more additional languages on an a study of three languages should be obligatory; optional basis.” and a student should be under an obligation to (2) Study of Classical Languages study either the official language of the Union or the associate official language which he had not elected at the higher’ primary stage. By and “8.48. large, the pupils in the Hindi areas will study Hindi, English and a modem Indian Language, We recognize the importance of the stildy of while the vast majority of pupils in non-Hindi classical languages and of the special claim that areas will learn the regional language, Hindi Sanskrit has on the national system of educa­ and English. In the selection of the modern tion. But we do not agree with the proposal Indian language in Hindi speaking areas, the to include Sanskrit or other classical languages criterion should be the motivation of the pupils in the three-language formula. for studying that language. In our opinion, this formula has to be restric­ For instance, in the border areas of a State, ted to the modem Indian languages only. We people are generally interested in studying the are in favour of the proposal of adopting a com­ regional language across the border and this bined course of the mother-tongue and Sanskrit. could well be the third language to be studied.” But this is not a very popular proposal. Under “8.38. these circumstances, classical languages can be provided in the school curriculum on an optional It is true that English will be the most impor­ basis onlv. This may be done from Class VIII tant library language to be studied at this stage. onwards.”

9 CHAPTER 3

SOCIALLY USEFUL PRODUCTIVE WORK

I. THE FRAMEWORK work resulting in either goods or services which are useful to the community. Purposive, pro­ 3.1. Central Place in Curriculum ductive work and services related to the needs of the child and the community will prove A review of the present position of the system meaningful to the learner. Such work must not of education reveals that it is still predominantly be performed mechanically, but must include bookish in character and generally irrelevant to planning, analysis and detailed preparation, at the needs of society. every stage, so that it is educational in essence. Adoption of improved tools and material, The National System of Education as con­ where available, and the adoption of modern ceived by our leaders during the national move­ techniques will lead to an appreciation of the ment for freedom and as propounded by Mahatma Gandhi has its genesis in work-based needs of a progressive society, based on tech­ education. Gandhiji was against education nology. leading to the search for white collared jobs. He was of the opinion that if education is based on It will be recalled that programmes of Work Socially Useful Productive Work, it would be Experience were introduced as a result of the an instrument for personality development and recommendations of the Kothari Commission social transformation. with the objectives of relating education to pro­ ductivity. These programmes, however, lacked After Independence, a number of committees the component of social usefulness and, in prac­ and commissions have been appointed to re­ tice, were not even casually correlated to other commend changes in the system of education. subject areas. All of them have expressed their appreciation of the Gandhian philosophy of Basic Education The purpose of demarcating a distinct curri­ as ttt| best solution for our educational prob­ cular area as Socially Useful Productive Work lems. * It mav be mentioned here that although is to emphasise the principle that education few in number, some Gandhian voluntary should be work-centred, as the concept of organisations have successfully implemented Sociallv Useful Productive Work is to be deve­ educational programmes based on this philoso­ loped in the light of the Gandhian philosophy of phy. Tradition, however, dies hard and the Basic Education, in and through work. svstem of education continues to be bookish in character and divorced from the needs of 3.3. Aim society. Sociallv Useful Productive Work must, therefore, be given a central place in the curri­ The aim of this curricular area is to provide culum at all stages of school education and the children w'th opportunities of participating; jn content of the academic subjects should be relat­ social and economic, activities inside and outside ed to it, as far as possible. the classroom, enabling them to understand scientific principles and processes involved in 3.2. TTia Concept different types of work and in the setting in Socially Useful Prodwctive Work may be which they are found in the physical and social described as purposive meaningful, manual environment.

io 3.4 Criterion for Selectidn of Activities so planned and implemented that the local community, community development organisa­ The criterion for selection of activities tions and governmental agencies participate in should, thus, be that the work involved is pro­ them and cooperate with the school. For ductive, educative and socially useful. It is felt example, no school can, by itself achieve effec­ that if Socially Useful Productive Work is given tive results in the environmental cleanliness pro­ a central and dominant place in the curriculum gramme unless the village panchayat extends the gap between work and education will be re­ full cooperation and support to the school. In duced, the school will not remain isolated from fact, many governmental and social organisations the community and the gulf that divides the such as Khadi and Village Industries Commis­ affluent from the weaker and poorer sections of sion, All India Handicrafts Board, Harijan the community will be bridged. Such a scheme Kalyan Samiti do render valuable help to the will provide equality of opportunity for work­ community. If their programmes can include ing and learning to all children irrespective of participation by school children, they will be caste, creed, sex and economic status. introduced to activities in which they will rea­ lise that they are cooperating witlT adults. It is unfortunate that those who receive education migrate from the villages to the towns, 3.7. Decentralisation deserting the community which had nurtured th2m and spent money on their education. A The planning for Socially Useful Productive cleavage is thus created between the so-called Work should be decentralised as far as possible. educated and the rural masses, resulting in lack The Central and State agencies should prepare of harmony, where previously there was com­ model programmes which will serve as speci­ munity of outlook. Those who have been thus mens for developing programmes by local insti­ educated are soon disenchanted as education tutions. District, taluqia and village level com­ brings unemployment. A paradoxical situation mittees should be set up by including represen­ arises in that national resources are spent on tatives from various departments and organisa­ their education only to help them join the ranks tions. These committees should provide plans of the unemployed. and programmes to the schools well in advance; these programmes should be reviewed from time 3.5. Social Service to time. The committees should also consider The component of Social Service in the cur­ the feasibility of making provision for the sup­ riculum is allied to Socially Useful Productive ply of raw material and the sale of finished products. Work. For example, when children participate in an environmental cleanliness programme by 3.8. Need for Core Programmes way of social service, they can simultaneously prepare compost pits for manure. Similarly, if Depending upon the needs and facilities avail­ children conduct surveys of population, habita­ able, the activities pertaining to Socially Useful tions or cattle, they can use the information for Productive Work will differ from school to planning programmes for child-care and sani­ school. tation. During the harvesting season when the But is should be possible to identify common entire village is under pressure of intensive work, core programmes, which should be undertaken the schools, instead of remaining in isolation, can by all schools. The overall programmes should render valuable help. be so designed as to involve regular and univer­ sal participation of the children throughout the 3.6 Help from and to other agencies year.

Activities under Socially Useful Productive Productive work and services, where possible, Work must not be confined to the four walls of should result in remuneration in kind or cash the school, nor can they be provided by the v.'here possible; this will develop attitudes of teacher only. Programmes should, therefore, be self-reliance.

i i ll. tiBiECTlVES 3.1(J. Teaching—learhiiig process: three ptiajjes

The objectives of Socially Useful Productive Children have a natural curiosity to explore Work will be to : their environment. They explore the world of work by observation, enquiry and manipulation (i) prepare pupils to practise and perform of material and tools, they learn to work by manual work individually and collec­ imitation. They enjoy working together and tively; enjoy helping adults in their work. Therefore, the teaching-learning process in Socially Useful (Li) acquaint children with the world of Productive Work will have three phases: work and services to the community and develop in them a sense of res­ (i; study of the world of work through pect for manual workers; observation and enquiry; (iii) develop a desire to be useful mem­ (ii) experimentation with material, tools bers of society and contribute their and techniques; and best to the common good; (iii) work practice. (iv) indicate positive attitudes of team The first two are concerned with preparation for work and socially desirable values like self-reliance, dignity of labour, tole­ actual participation in productive work and services and the third may lead to remuneration. rance, cooperation, sympathy and helpfulness; 3.11. Work situations: six areas (v) help in understanding the principles Thus, productive manual work situations involved in the various forms of work; relating to production of goods and services and will have to be drawn from the areas of: (vi) lead children to participate increasing­ (i) health and hygiene; ly in productive work as they go from one stage of education to another and, (ii) food; thereby, enable them to earn while (iii) shelter; they learn. (iv) clothing; III. PROGRAMME (v) culture and recreation; and

3.9. Problems of solving approach (vi) community work and social service.

In order to ensure that the educational objec­ These work situations occur in the home, in tives of this programme are achieved it is neces­ the school and in the community. It has already sary to follow the problem solving approach. been mentioned that such programmes will have Children should be made aware of the problems two components. related to their needs; they should be led to (a) a common core programme; arrive at solutions by discussing the material, tools and techniques necessary for performing (b) woik practice. such work and services. A built-in system of The purpose of the common core programme evaluation should be developed to enable them will be to bring about attitudinal changes and to to improve their performance and to enable develop readiness for work practice. teachers to give a fair assessment of their work. As recommended later Socially Useful Produc­ The purpose of work practice is to given a tive Work must be given the status of a full- vocational bias to the programme. It will, there­ fledged subject in the final public examination fore, be repetitive in nature and, it is hoped, taken at the end of Class X. remunerative in kind or cash.

12 3,i.2i Programmes by classes tfees; rututing of cooperative stores} the school panchayat; helping adults Such programmes will take the form of simple in productive work. projects in classes III—V11/VI1I and will in­ clude main and subsidiary crafts in classes VIII/ In classes V/VI to VII/VIII activities as in IX and X. the previous classes will be continued but they will be of an advanced type. The programme of Socially Useful Productive Work may be summarised as follows; Work practice will be in the form of projects selected from the list given below: (a) Classes I and II Two projects at least be selected from the fol­ Helping in work situations in the home; lowing illustrative activities in each class. in the school and in the community; mani­ pulating simple material with simple tools 1. Health and Hygiene for creative self-expression. Making of tooth powder; soap; disin­ (b) Classes III— VII/VIII fectants; detergent powder; hair oil; brooms; waste-paper baskets; dust bins; Common activities pertaining to the six compost manure; first aid boxes; health areas mentioned earlier. posters; booklets on health and hygiene; (i) Health and Hygiene keeping healfh records; keeping the neigh­ bourhood clean; working at health cen­ Dusting of furniture; cleaning of tres. classrooms, school buildings, the school compound and its vicinity. 2. Food

(ii) Food Growing of selected vegetables and ornamental plants in plots or pots, where Vegetable gardening or pot culture; possible for sale. cooking of meals. Seed collecting; soil testing: experimen­ (iii) Shelter tation with different kinds of soil, diffe­ rent types of seeds, different kinds of Construction with plastic, pliable and manure; vegetative propagation by cutting; rigid material. vegetative propagation by breeding; vege­ Maintenance of articles of use. tative propagation by grafting; vegetative (iv) Clothing reproductivity; layering; soil conservation.

Spinning and simple handweaving or Making of jam; jelly; ketchup sauce; knitting; washing of clothes; stitching; pickles; fruit juices, confectionery or mending. , bakery items.

(v) Culture and recreation Working in canteens or stalls for a specified period. Decorating the classroom, school and home; flower gardening; preparation for Packing of food material. important national days (including hoisting and saluting the National 3. Shelter Flag), festivals and school functions. Making articles of use with the help of (vi) Community Work and social service any material; making stationery items; white washing; polishing doors, windows, Cleaning the neighbourhood; prepara­ and furniture; caning chairs; repairs of tion, maintenance and use of a com­ furniture; casual labour work in the post pit; planting and care of shade school.

13 4. Clothing practice (electrical); workshop prac­ tice (electronics); cane and bamboo Spinning: making school bags; school work; housecraft; blacksmithy; foun­ uniforms; hankerchiefs; table-clothes; dry work; carpet weaving. pillow-cases; knitting; making mats. (iv) Clothing 5. Culture and recreation Production of cotton, wool, silk and Toy-making; artificial flowers; pottery other fibres weaving; dress making; painting; making games material; cards knitting; hosiery work; embroidery for festivals; fancy covers for books and work; dress designing; leather work. book-binding; fancy candle-making. (v) Culture and recreation 6. Community work and Allied social service Making toys and puppets; making and Helping adults in their work as Projects, repairing musical instruments; making such as, keeping a specified area clean; games material; printing; book bind­ helping in the care of the sick; first aid; ing; making stationery; photograph. helping at functions and during festivals; traffic control; helping in the literacy SUBSIDIARY CRAFTS/SERViCES campaign. (i) Health and Hygiene (c) Classes V III/IX— X Cleanliness of the neighbourhood, well and pond and the disposal of Greater emphasis should be placed on garbage; construction of toilet facilities work practice in these classes. and compost pits; making tooth picks; Work practice will include one main tooth powder; soap; detergents; dis­ craft or equivalent service and at least one infectants; first aid boxes; construction subsidiary craft or equivalent service. of waste-paper baskets; dust bins; gar­ bage cans; brooms; brushes; cob-wed cleaners; dusters; mops etc. detection MAIN CRAFTS/SERVICES of adulteration.

(i) Health and Hygiene (ii) Food

Growing medicinal plants; eradication Distribution of fertilisers and insec­ of communicable diseases; paramedi­ ticides; processing and preservation of cal service. food; hydroponics; mushroom culture; khandsari gur and candy making; (ii) Food catering; making jam. jelly, squashes, pickles, bari and papad etc., packing Agro-industries; kitchen gardening; food; marketing. pot culture; crop and seed production; repair of farm implements; soil con­ (iii) Shelter servation and desert control; horticul­ ture, animal husbandry and dairying; Home, village and town planning. bee keeping; poultry farming; fish Lac culture. culture; bakery; confectionery; cook­ Renovation and effecting minor re­ ing. pairs in buildings, fittings, furniture (iii) Shelter and household articles. Decorating the home; gardening; surface decoration; Pottery; masonry work; workshop interior decoration; construction of practice (mechanical); workshop decorative prices; plaster of paris

14 work; chalk and candle making; (iii) there should be cells for Socially Use­ making limestone. ful Productive Work in the State De­ partments of Education and the State (iv) Clothing Institutes of Education to develop programmes of inservice training; Spinning of different fibres; dyeing and printing repair of garments; laundry (iv) a scheme of course content of Socially work. Useful Productive Work for Teacher Training Colleges should be produced (v) Culture and recreation by NCERT in collaboration with such Stage craft; making costumes; holding other institutes which have included exhibitions. manual labour in their regular pro­ grammes. IV. TEACHERS

3.13. Importance of teachers V. IMPLEMENTATION

The provision of properly skilled teachers for 3.14. Committees the implementation of the programme of Social­ ly Useful Productive Work is of the utmost Coordinated efforts should be made for the importance. In order to give this area of work implementation of the programme. its proper place in the school programme it is High level committees at the Central level and recommended that: State levels should be constituted by the res­ O') the professional status of teachers of pective Departments of Education so that the Socially Useful Productive Work decisions made by them should invariably be should be the same as that of other accepted and implemented without delay. These teachers; Committees meet regularly to review the pro­ gress of work in these areas and remove diffi­ (ii) there should be provision for the part- culties in implementation and also create a cli­ time employment of skilled personnel mate of opinion in favour of this area of the for different activities, curriculum.

15 CHAPTER 4

IMPLICATIONS

4.1. Introduction Boards must 1have freedom in curriculum and syllabus planning, so that the work in schools Towards the end of Chapter 2 we have indi­ will subserve local and special needs, such as cated that explanations and the general back­ those of minorities, and scheduled castes and ground of the main features of the structure, tribes, which have been identified and determin­ curriculum pattern and the time allocation would ed in consultation with the local community and be given. the interests concerned.

We wish to make it clear that our endeavour has been to adjust imbalances and give a new 4.3. Main components of the scheme giving emphasis to certain areas of educational activity, structure, curriculum pattern and allocation so that the ten-year pattern of School education of time should function effectively. The scheme that we have recommended has three main components—humanities, science and 4.2. Realism and flexibility work (Socially Useful Productive Work and In reappraising the ten-year pattern of School Community Service), together with aesthetic ap­ education, we have tried to maintain a sense of preciation to illuminate the curriculum. At each realism and, therefore, our recommendations of the three sub-stages of the ten-year school we have been based, as far as possible, on the prin­ have tried to give due emphasis to these com­ ciple of flexibility. ponents.

We know that a realistic appraisal of the ob­ At this point it is necessary for us to stress jectives and content of courses of study would the distortion that has crept into our educatio­ not have any meaning if we did not take into nal system through the obsession with literacy consideration the diverse circumstances, the and book learning. Book learning has dominat­ different cultural elements, the local needs, the ed the whole system and this we feel must be resources and facilities available and the back­ corrected. ground and abilities of the children who are to be exposed to such educational programmes. 4.4. Socially Useful Productive Work and Com­ munity Service We also wish to stress the fact that the class­ room is not the only place or source from which We believe that the reaffirmation of the Gan­ children learn. The environment and society dhian concept of Socially Useful Productive are also sources from which children acquire at­ Work is the very first step in giving the right titudes and knowledge. Educational program­ direction to our present system of education. mes must be so arranged that all these factors are fully utilised, and hence rigid uniformity of We strongly recommend that Socially Useful educational programmes is neither desirable nor Productive Work must find a central place in sound. the school curriculum. We are advocating not merely education plus work but education in We feel, therefore, that State Governments and through work; this is the basis of the Gan­ Local Authorities and Education/Examination dhian philosophy of Basic Education.

16 The merit of education through work is that school hours, but also, outside school hours and it follows the natural instinct of man to translate during school holidays and vacations. thought into activity and activity into thought. (b) Socially Useful Productive Work: Status “Education”, the Kothari Commission has of a full-fledged subject stated, “is a three-fold process of imparting We feel that merely increasing the time for knowledge, developing skills and inculcating Socially Useful Productive Work will not in it­ proper interests and attitudes and values.” self provide motivation to children and teachers. At the risk of sounding pedantic we would In our view, Socially Useful Productive Work like to stress the close coordination of the senses must be given the status of a full-fledged sub­ and also the reciprocal influence between brain ject for the award of certificates at the end of activity and material creative activity. Class X. By a system of internal assessment We venture to suggest that the premium on (which may be continuous) and external evalua­ bookish knowledge in India can only be remov­ tion the work undertaken in the Socially Useful ed by a complete change in the structure of the Productive Work programmes must be given curriculum and allotment of time to the area of credit and should be counted towards certificates work. This can only be done if more emphasis awarded by Education|Examination Boards. is laid on activities and experience rather than The weightage to be given to internal assess­ formal instruction. ment and external evaluation should be deter­ mined by each examining body. We also prefer the term Socially Useful Pro­ ductive Work to that of Work Experience, as it Very deliberately, we have devoted a special is not only more expressive but it focuses atten­ chapter in this report to Socially Useful Produc­ tion on the practical aspect of this area of edu­ tive Work and have set out the objectives, pro­ cation. grammes and role of teachers, as we feel that this recommendation is the core recommenda­ (a) Increased allocation of time tion of this report and the implementation of In order to implement the scheme of Socially programmes of Socially Useful Productive Work Useful Productive Work we recommend that the is of paramount importance to give work-educa­ tion its proper and rightful place in the pri­ time allocation to it should be as under: mary and secondary stages of education. (i) In Classes I to IV/V—20 per cent; 4.5. Place of languages in the scheme (ii) In Classes V/VI to VII/VIII—Six hours a week out of a total of 32 hours. Policy decisions with regard to the languages to be taught and the number of such languages, (iii) In Classes V III|IX to X— Six hours at the different stages of school education, have a week out of a total of 32 hours. already been made by State Governments and are being implemented. Although we have stressed the need for flexi­ bility, we wish to make it clear that in this pro­ We feel that in determining the pattern of lan­ gramme of Socially Useful Productive Work, if guages to be taught the recommendations of the flexibility means a reduction in the allotment of Kothari Commission should be given due consi­ time to work-education then we are against flexi­ deration and that these recommendations should bility in this area. be used as guidelines in formulating or reformu­ We recommend that if flexibility is to be exer­ lating any policies on the teaching of languages. cised then it must be to increase the time for 4.6. Educational Structure Socially Useful Productive Work and Commu­ nity Service. One way of achieving this is by While the Kothari Commission in its chapter implementing such programmes not only during on the “Educational System: Structure and

17 Standards’' visualised a flexible educational trained teachers can be freed to teach at the pre­ structure covering: primary stage, give heip to drop-outs who wish to re-enter the stream of formal education, run “a pre-school stage of one to three years; second shifts in single-teacher schools or assist in programmes of adult education. “a primary stage of seven or eight years divi­ ded into two sub-stages—a lower primary As in many Countries, help from the com­ stage of four or five years and a higher pri­ munity should be arranged in activities in which mary stage of three years; such persons are interested, such as, gardening, “a lower secondary or high school stage of cooking, physical education. three or two years in general education or (ii) No rigid time-table one to three years vocational education;”, In our scheme we have deliberately allotted in its chapter on School Curriculum it has des­ the time at the primary stage in terms of per­ cribed the structures of the sub-stages of school centages rather than in terms of periods because, education in definite terms of Classes, as under: we believe, that at that stage a rigid distribution Lower Primary Stage: Classes I-1V of time into class periods is educationally un­ sound. Higher Primary Stage: Classes V-VII (iii) Textbooks Lower Secondary Stage: Classes VIII-X. We have referred earlier to the obsession with In the Scheme we have formulated the struc­ literacy resulting in the dominant position of tural division into Classes has been made flexible textbooks in our system of education. This has because we have taken into consideration the assumed serious proportions in that we have the different, existing schemes in the States. not uncommon spectacle in cities, at least, of young children carrying loads of books to and The flexibility we have suggested will, we be­ from school because of the emphasis given to lieve, permit States and Local Authorities to book learning by parents and teachers. adapt the division of the ten-year period into sub-stages to suit local needs. We are of the view that except in the case of language there is no need for textbooks in Class 4.7. Classes I-IV/V I-II; in Classes III-IV/V there should be one textbook for Language, one book in Mathema­ We now turn to certain aspects which would tics and one for Environmental Studies. be consequential to the structure that we have recommended: (iv) Teacher’s guide books and teaching aids

(i) Instructional Hours Teacher’s guide books and teaching aids, we believe, are necessary and these should cover the We wish to stress the need for a change in the approach to the learning process in these whole range of activities for all classes and that classes. W e feel that there is need for more crea­ in the preparation of guide books the principle tive and joyful activities than formal instruction, of correlation should be the basis. We feel that formal instruction, must be reduced to a mini­ special guidance must be given on music, dance, mum and we, therefore, recommend that chil­ dramatic activities and physical education. In dren in Classes I-IV/V should not be required the field of physical education we find that at to remain in school for more than 2 \ to 3 the primary level proper guided activities are not hours a day. provided, so that when children come to the next sub-stage, their body capacity is not developed One of the benefits that flow from such a re­ sufficiently to undertake physical education duction in the hours of formal instruction is that which is provided by specialist teachers.

18 (v) No homework : Classes I-IV/V (iii) Supervised Study One of the most pernicious educational prac­ At this stage we commend the introduction of tices is giving children unlimited homework. At supervised study in preference to homework. We present a child works four to five hours in are of the view that any form of self-study must school arid is then faced with the prospect of be carefully regulated to limit the number of two to three hours of homework, thus a child subjects and the time devoted to each subject. is a prisoner either in the four walls of the This may be done by introducing self-study time­ school or of his house for the greater part of tables for each class. Thus, in Classes V|VI the the day. Many children are, therefore, unable number of subjects each day may be limited to to take part in activities that make life joyful. two and the time allotted for each subject may be half-an-hour. Gradually the time may be in­ We are, therefore, constrained to condemn the creased, but we feel that even in Class VIII this practice of prescribing homework and recom­ should not exceed two hours. mend that no homework should be set for chil- dem in Class I to IV/V. In order to encourage habits of self-study, we are of the opinion, that the publication of illus­ In the scheme we have suggested, if there is trated books and supplementary readers in sim­ self-study then this must be made possible with­ ple language should be encouraged and that in school time as supervised study. This arrange­ such publications should be made easily avail­ ment for self-study will be more beneficial as able to schools. it can be done under the supervision of teachers.

(vi) No rigid academic year 4.9. Classes VIII/IX-X

In view of the fact that more than 80 per cent As we have made some changes in the curri­ of primary schools are in rural areas, we are culum at the secondary stage and as there will strongly of the view that no rigid academic year be an external examination at the end of Class should be prescribed. The school sessions X, some explanations are necessary. should be scheduled according to local needs. (i) Alternative courses in Mathematics and 4.8. Classes V/VI-VII/VIII Science

(i) Flexible time-tables We have stated earlier that at this stage a broad-based education is necessary and, there­ We have recommended that for Classes fore, the studv of Mathematics and Science forms I-IV/V there should be no rigid time-tables. At part of the scheme. However, we feel that it is this stage it will be necessary to introduce formal necessary that courses in these subjects should time-tables for proper teaching of the different be so framed that they take into consideration subjects. However, we feel that where it is pos­ the availability of teachers, the needs of children sible time-table should be flexible. and in addition, in science, the extent of labora­ tory facilities and apparatus available. (ii) Textbooks

We realise that there will have to be text­ We have, therefore, recommended alternative books for each of the areas of study, but the courses in Mathematics and Science and, as will number of these can be reduced by having one. be seen in the section given below on syllabuses, book for Science and one in which Civics and we have recommended only Syllabus Frames, History are combined that is, the main points of the syllabuses. This We art; of the view that the number of pages has been done so that courses of studies pres­ in each textbook should be reduced to the mini­ cribed should be tailored to suit local needs, spe­ mum andl that the language used should be easily cially the background of the children who have understood by children of this age^group. to study such courses. We would, however,

t9 stress that the alternatives in Mathematics and We believe that uniform courses of study de­ Science must be considered alternatives and not signed to serve the needs of average schools cease higher 01: lower courses. to be meaningful as there is a large variety of schools in each State and there are many vari­ We, therefore, recommend that for admission able factors, such as the quality of teachers, to the plus two stage of education, attainment in facilities available and the needs of children to either of the alternative courses in Mathematics be taken into consideration. or Science must be accepted as a qualification for admission to specialised courses in these subjects. A single rigid scheme of studies for all schools may prove to be beyond the competence of some (ii) History, Civics and Geography schools and may not provide a sufficient chal­ lenge to other schools. We are of the view that the one area in which the present scheme is overloaded is in ‘Social The content of the courses finally framed must Studies’ or ‘Social Sciences’. In 'some of the be capable of being taught or studied within the courses prescribed by Examining Bodies under time allotted per week as given in the scheme. one or other of these headings, the subjects in­ We believe that in each subject, only the main cluded are History, Civics, Geography, Econo­ ideas should be introduced; these should be few mics, Commerce and Psychology. and important and that in teaching they should be thrown into every possible combination so We agree with the conclusions of the Kothari that the children will make these ideas their own Commission that History, Civics and Geography and understand their application. In the words only should be taught in this area of the curri­ of a distinguished educationist: culum and that such correlation as is natural and possible should be introduced. “We enunciate two educational command­ ments: ‘Do not teach too many subjects’ and We have, therefore, recommended definitely again ‘What you teach, teach thoroughly.” that a course in History, Civics and Geography should be included in the scheme as, we believe, We believe that the main concepts in each that such a course will, with the other areas of subject should be studied and that unnecessary study, be sufficient to provide a broad-based details, which overload the syllabus, instead of general education. developing knowledge, inevitably lead to the memorising of scraps of information, never inter­ (iii) Optional Subjects connected, never utilised. To permit candidates to develop special inter­ ests or talents, we have recommended the study Another value of providing syllabus frames of one optional subject from a list of subjects only lies in the fact that the limits of knowledge such as the Arts (Music, Dancing. Painting, to be expected at the end of the ten year period etc.), Home Science, Agirculture, Economics, will be clear to those responsible for framing Commerce, Social Reconstruction, Classical lan­ courses at the higher secondary stage. guages, etc. 4.11. Freedom to develop textbooks 4.10. Syllabus Frames We are also of the view that by not giving In the appendix on syllabuses, we have given details of the courses, but only the main topics, it will be possible for Education Authorities to Syllabus Frames in most subjects and not detail­ prepare textbook material to suit the needs of ed syllabuses. The Frames give the main topics schools under their control. in each subject and it will be for the States, Lo­ cal Authorities, Education/Examination Boards We recommend that NCERT should concen­ and Schools to plan and fill in the details. trate on the production of instructional material

20 and that Stale Governments, Education|Exami- and creative work depend on factors other than nation Boards, Schools and other Educational time. Agencies should be free to adapt and develop A young teacher full of enthusiasm ami brim­ this material to suit their particular needs. ful with ideas arrives to find that the school is a shed or a dingy, depressing building. The 4.12. Multiple entry classroom is ill-ventilated and badly lighted. In We wish to reiterate what we have stated the average classroom situation he finds himself earlier that opportunities through formal and surrounded all day by 40 to 50 lively and active non-formal educational arrangements must be children. When the load of daily corrections is made so that drop-outs are enabled to re-enter added to this, the urge to experiment and under­ the stream of education without any difficulty take creative work is progressively reduced. at any stage. We, therefore, feel that while teachers should Non-formal educational arrangements should be made aware of the areas of experimentation be encouraged so that these drop-outs are not which require their creative effort, help through handicapped throughout their lives because of guidebooks, frequent seminars and conferences difficulties in improving their academic back­ is essential to foster new ideas and to sustain in­ ground. terest in their work. We are of the view that schools should be 4.13. Staffing Pattern encouraged to frame their own curriculum and We do not propose to suggest any formula as courses of study and that teachers should be en­ couraged and helped to attend seminars and in- the constraints of finance and availability of teachers are important variables which make the service courses and to visit other schools. We also recommend sabbaticals for school teachers, application of a single formula generally imprac­ ticable. where possible.

We suggest two principles: appraise the needs We are strongly of the view that physical conditions in which teachers and children work of each area separately and where the teaching must be improved by providing suitably design­ conditions are most difficult provide extra tea­ ed buildings, classroom space, teaching aids, chers and provide also the best available tea­ science equipment, facilities for Socially Useful chers. Productive Work and recreation.

4.14. Experimentation and creative work We feel that if teaching conditions are made It is our view that in the conditions prevail­ resonably congenial, creative and experimental ing in the majority of schools experimentation work will develop and thrive.

21

APPENDIX I

WELCOME ADDRESS BY THE CHAIRMAN AND SPEECH BY THE PRIME MINISTER (8th JULY, 1977)

WELCOME ADDRESS BY THE CHAIRMAN AND SPEECH BY THE PRIME MINISTER (8th July, 1977)

Mr. Ishwarfohai Patel: interests and capabilities of the children both Respected Morarji Bhai, Shri Chunderji and individually as well as in groups. The Com­ friends. mittee also tentatively drew out some objectives I am very happy to welcome Shri Morarji and during tomorrow’s sitting we will try to give Bhai and the Honourable Minister for Education our first draft of the objectives as well as the amongst us this afternoon. Sir, the task that is scheme of studies. And then we have also to entrusted to the Committee is very responsible, decide about the number of subjects that child­ aud in the course of our discussion during the ren have to offer and see whether the content last two days, we have been able to arrive at an is related to their life and their capacities of understanding that whatever be the educational understanding and the teachers’ capacity to put programme we offer to the school children, we it across—all this has also to be looked into. should do so keeping in view the capacities of What I was trying to convey is that we have the children, the needs of the society around agreed that the whole programme should be and the limitations of the teachers and also the simplified with regard to the content and the total limitations of the schools. We, therefore, scheme studies. After tomorrow’s meeting, we thought that the first principle should be flexibi­ intend to entrust this work to working groups lity and elbow room should be provided to every in various subjects and next month when we State to make adjustments according to their meet at about this time, we might be having with Own needs— the needs of not merely the States us the material ready on which we can collective­ but those of the region as well. We have also, ly think and prepare a short first draft for presen­ during the course of the two days discussions, tation to the Government. I would like to thank agreed that this kind of work should be related, the members for the understanding with which to life, that we should provide to young people they have been working. Sir, I may add that what we call gainful and productive work and it the position that we have adopted is that we are Is this that will really lead them to understand­ here to create a better understanding and pre­ ing life properly. While we thought that if we sent a programme that should be understood by want sometime for our children for learning, we tEe~people of this country. I am very happy also thought that we should not assume that we and thankful to you that you could have found alone are the agency that would teach the chil­ timp. to come over here to kindly give your dren every thing. Besides the classroom and the views and give us guidance. I would also like teachers, the society is there, mass media is there, and life itself is there and if we are able to ex­ to thank the Honourable Minister for Education pose children to life and create interest in them, not only for being present here, but for giving well, we should consider that we have done our us the opportunity to go into this question. job. Therefore, besides the core programme, Thank you, may I now request Morarji Bhai there should be options provided to cater to the to give his guidance.

25 The Prime Minister: different from them. That is what I have realis­ ed and many of us have realised and most of us Friends, I am glad that you have given me engaged in education have realised. this oportunity of meeting all of you and for giving you my views on the scope and content Education needs complete overhauling. The of education on which will depend the purpose whole attitude to education will have to be chang­ of education that we want to provide. What­ ed. Unless that is changed, this 10+2+3 ever Ishwarbhai Patel has said about the system system will not solve any problem; it will add to of education or about its aims and objectives, I problems, complicate it and disturb the whole hope he will not quarrel with me if I say that fabric which has-already been disturbed. Those education is meant to train people to use their are not the ways in which education can be capacities, intellectual and. physical, to the best made more efficient. extent possible. This becomes possible only if the person who receives education develops We must first of all be clear about the purpose fearlessness and truthfulness. Both together they of education and then the contents of it. If the cannot be separate, can be the basis pf real purpose of education is not to imitate England character, especially according to our culture. or . America but to embody and express the real Have we gone anywhere near it in the education India with its culture and heritage, then we have that is being imparted so long in this country? to bear in mind certain things. I can give you This should be got examined. one instance. What is the uniform prescribed for children in many of the schools? Has it I aril afraid Macaulay attempted and ulti­ any relation to Indian culture? Nobody has mately succeeded in converting Indians to his thought about it. There are many such things school of thought. That is why he devised this educational system and he made no secret of which I can point ' out,' Look at our public schools: What do they manufacture? I repeat it. I do not know why we have forgotten all that 'and we are still slavishly following that the word ‘manufacture’. Education is not mere* ly the capacity to talk well or to be snobbish. pattdm of education. Education ought to give what is called Manavata. I had expressed my views a few years ago But we are forgetting all that—how is it to be before the Commission appointed under the brought about? I personally feel that unless Chairmanship of Dr. Kothari. I do not know the teachers.are able to see this point of view,, whether they had considered those views.. But all efforts that we may make will not succeed, I would like to tell you in brief what my concep­ tion of education is and what L would like edu­ A.teacher teaches throughout hia life. This, cation to be. is the real essence of our culture. We must not be hypocrites,. That jneans that we must follow I,feel very deeply about this matter because I truth. That means. the thoughts, words and no. doubt in my mind that education can be the deeds must synchronise. It is the teachers who only instrument of reconstructing our society as can ensure that, Therefore, the teacher was we want it to be reconstructed. There is no given the highest status in our society. That did other instrument which will enable us to achieve not necessarily mean , that he should get the this .objective. And we are to do it economical­ highest reward in monetary terms. That, how­ ly and in, such a way that human presonality ever, seems to be a paramount consideration becomes richer and happier. Education can be today. The teacher was called a Guru: the only instrument of achieving all that. I do not know whether we are paying any attention ffTT ^ : I to it at . all. I might say that in India today the * 0 FSTTcT. q x W ^ s f t ^ *PT: 11 illiterates are not a liability, it is- the educated, people who are more of a liability. It is not But unless they become the real teachers, how their fault. Please do not misunderstand me.’ will education improve? It is not the fault of I am in .the .same boat. I do not claim to be the teacher either. It is the fault of .the whole’ 26 ; system. First of all, we should free education basic education. They perhaps felt Gandhiji from the strangle hold of Government. I do not was not an educationist and this is the thinking want Government to run education. Education of which we have to disabuse our minds. I must be run more non-officially than officially. do not think there was a greater educationist That does not mean Government should not give than Mahatama Gandhi and yet some people money. Government collects money from all think otherwise. -people a:nd if it gives for many things, it is ob­ liged to give for education. What it could say is In the first place, we have lost respect for that the standards of education, the principles of labour. We want all to be white collar people, education are properly observed. That should because that is what the Britishers were. So be the only task of Government: and to see that we imbibe this. I believe that this country is the funds that are given by Government are not capable of labour, the like of which hardly any misappropriated. Beyond that, I do not think other country is capable. This country has Government should have any say in this matter. intelligence which I think is not inferior to that I want you to express your opinion and frankly in any other country. This is not mere rheto­ tell me what you feel about these things. But ric or patriotism. This is what I have' been I .do not think that there can be any difference saying during my visits to other countries. of opinion about the principles of education. I will give you an instance. Whenever we What then are we suffering from? We are have conferences outside with Governments of suffering from centuries of wrong thinking, in various advanced countries, when it comes to which we have got trapped by our ,own fault; drafting of final communique, the help of our because we started quarrelling between ourselves. officers is taken by most of them. They ask Therefore, we were subjected to alien rule. It for it. What does it show? Yet we suffer was. not British Government that conquered from inferiority complex: we do not value our India; we conquered India for the British and ran own inherent capacity and our ancient culture. it for them. That is what we did. It was only That is why we go astray., Should we not when that fact dawned on me that I resigned come back to it? This is . what I am asking Government service, because I convinced myself you. 30 years experience should have taught that I was a traitor to my country serving a us this. That is why we should realise that we • foreign Government and I had no other option forsake the Gandhian way by straying from but to resign and then make up for that by his path we made this country what it is today. serving my country for the rest of the life, so that Those who were scoffing at the Gandhian I did some expiation for what I had done. Edu­ Philosophy before,’ have now accepted it. There cation does not teach us all this. I got some of is thus a great advance. We are capable of it from Mahatama Gandhi. He was responsible completely acting upon it. But -if all of us for this awakening in me. Mahatma Gandhi understand this and have sympathy for each has also told us about education and this Gov­ other, I think we can collectively do what he ernment is now pledged to follow his thoughts alone was able to do. We need not have mis­ 'and philosophy of education. .. A* ‘ givings on this. What he could do alone in rejuvenating'the country, we can collectively ■ -We have first of all to grasp exactly what do by following his precept and example. ~G&ridhi wanted. He also considered educaiion as a greatest instrument of rejuvenating the According to it we must first understand what country. He, by his experience, provided us exactly we want. with basic education and then the commissions started entering into the spirit of it but began I do not expect you to come to a conclusion speaking in some other terminology. today. I would be very sorry if this meeting is to disperse and then go on working in its Work experience I do not know what it own way. I would like you to.discuss this mat­ means? I do not know why they were shy of ter amongst yourselves seriously, so that, you

27 come to conclusions which can be implement­ things are described, how can we think that ed. Ultimately that should be the criteria of democracy is not natural to us. Not only that what should be done. There are many good the culture of India believes in the equality of all ideas but they are not capable of implementa­ human beings, not only of human beings but tion. Every action is preceded by a thought the whole creation. That is why non-violence but any thought which cannot be implement­ came here, that was true and was so important. ed is not thought. It should be discarded. There­ If all these things are not borne in mind, educa­ fore, we have to do it in a Gandhian way. He tion would not give consciousness and the stren­ was the most practical man. I have seen. His gth on consciousness. feet were solidly on earth. Therefore, we ought The first thing must be that the teachers must to pay as much attention to do things as Gan- be guided to receive the proper guidance or be dhiji did, and not merely say that all this is airy, properly trained, so that they understand. Un­ idealistic. Otherwise the whole thing will go less they accept it they would not be able to give and that is why things have gone wrong. it. And it has to be accepted voluntarily. That Now about work experience. I may say is why we must go on with the training program­ that work experience has not much of a mean­ me. Yes, we have to have training programmes, ing unless you make children learn the value sometimes very rigorous programmes. The time of labour and to give more respect to it than has come to think of all this. I am saying all anything else. We will not have a just society, these things because these should be considered. if equality Is not there. We want to have a Therefore, I said productive work is to be intro­ proper society with equality for all people-equal duced from the very beginning and through that not in the physical or material sense, but equal we should have education. Then we go further in the sense of spirit, equal in the sense of treat­ on and it should be brought to the highest stage. ment. I cannot say that I am the Prime Min­ If we do that, the need to give vocational training ister and, therefore, I am superior to all. When to a large extent involving large expenditure will we sit down and talk, I must not impose myself not be necessary. Of course, vocational training on you. I should be considered equal among has certain fundamentals. That can be given in you all. I should not consider myself more the higher standards. But most of the students important. If a person starts to consider him­ will go only up to the early stage and these are self more important than others, then he loses the most basic factors for the country. Therefore, the importance. I want to see a day when the unless vou think in those terms, I do not know smallest man in society—may be smallest in his how education is to be overhauled. stature or material possession—he, who, if he finds the Prime Minister talking to him roughly, Then I see that education has been burdened; has the courage to reprimand him and also not the students are burdened with how many sul> to accept his point of view. When that courage ject I do not know. Note-books are to be used comes, this country has reached its proper level. from the very first standard. I did not use note Many educated people said that democracy is books until I was in the Matriculation. I think not meant for India—not natural for India. I my education was better than it is today. The must say that democracy was known to India books that I did not carry in college, are being before it was known anywhere else. It was here carried by school students today. States have before it was conceived by anybody in the out­ gone out of fashion. But we talk of poverty. side world. More than 2500 years back, there Therefore more and more people use paper, and were republics here and they were fully demo­ paper becomes more and more costly, and we cratic. It was only after that it spread. Democra­ complain about it. All this has been handed cy has been described in Vedas—how the head down to us with the system. Of course students of the State should be elected and what instruc­ should have a knowledge of various subjects, tions should be given to him and if he does But are all these subjects necessary? Can any­ not carry out his duties properly, what steps body learn all of them? I do not know whether should be taken to replace him. When ^11 these I should call therri wiser. J do not know what the

* 8 idea behind it, is. That is how we call ourselves evolved properly, it could give a lot for the ex­ advanced. Why are we becoming imitators? penditure of the institution and it can also en­ Imitation is the quality only of monkeys, not of able the students to be self-supporting. That is human beings. Human beings must have their the main purpose. But I would also say that we • owfl personality. Unless we give them that can give students an opportunity for earning content, that personality, what have we given while they are learning and we should see to it them? I would like to discuss with you, that nobody need say that he does not have rather than lecture to you; then we will be able means to study* Of course, primary education to understand each other more. Then we can should be free. In several places, I think even appreciate each other’s point of view. I have secondary education is free. But fees are not tried to make some points. But I should like the only part of expenses. There are many to have an opportunity of discussing this issue. other expenses. I cannot force , all of it. We can sit for two or three hours and discuss it. Please do not But there is another thing. There are vaca­ think I have no time, I know how to find time, tions according to the convenience of the I am never short of time for things which are teachers. Why should there be vacations in necessary. Therefore, on that scorc you need not monsoon specially in those regions where they have any constraint. can in fact work more. And why should there be so many vacations? Do you mean to say that Thank you very much for listening to me only teachers are doing intellectual work? Then, patiently. Then, I request you not to hesitate what am I doing? These are notions which putting any questions you like. Please do not be should be exploded. You should get vacation, offended by my replies either. Neither you nor for a change of work. But give the students I should be offended. We will have more dis­ other training, but if you keep them free, there cussion on equal terms. is mischief-making all the more. Both the teachers and the students have ample time at their disposal. An idle mind is the devil’s Qaestiw: workshop. That is what happens. There are three contents of basic education. One education should be imparted through Question: motheMongue. Second, it should be imparted According to some, particularly those who are through basic craft. Third, it should be self- opposed to the scheme of basic education, spin­ supporting, that it should include productive ning and weaving as basic craft is a retrogade work. So much so that it should support the step. Particularly in a society on which there is cost of education. So in the changed society to­ an impact of science and technology. As a per­ day, do you think that the same principle should son interested in basic education, I do not sub­ be applicable to the type of education that we scribe to this view. Will you kindly say some­ are planning for ourselves? There was a contro­ thing to dispel this? versy between Gandhiji and Professor Parikh. Professor Parikh questioned the very propriety Prime Minister: of having self-supporting education. Will you kindly give your views on these three. Let it be any craft. I am not wedded only to one. But if you do it in all schools, you will Prime Minister: find that you will have nothing more universal than spinning and weaving. Therefore, why The first two are absolutely essential. The unnecessarily confuse the issue. Only those who third thing, should not be taken in its literal do not want to do anything, bring in such sense. It cannot be self-supporting in the sense things. It I can spin I do not know why that productive work alone will run the school others don’t? I have improved my spinning, fully. It is a mistaken notion. It is only mak­ more than anybody else. My speed was 400 ing a parody of what Gandhiji said. But if it is and in detention it went to 600 and my count 29 was 30 and it has gone to 80-90 and I find Prime Minister: ' . r there is no waste. It is not only the young who You do it. I would like to discuss.it with can earn; the old can do it better because they others and with each one of you so that a climate have more experience, but we should not make is created. It is not only we who can make the a fetish of it and Gandhiji was the last to make change quickly. We have got to carry the a fetish of it. Making a fetish of anything is people, I should be happy if you can meet this denying the truth and that we should never do. month. Procrastination that is the, way -we do What is essential is to give productive work, but things. I thought you would tell me you will when you come to So that, you find that this is do it tomorrow and you are saying next month. the only universal thing that you can give to most I am not trying to say do it tomorrow. I am of them. I am not trying to say that it should be saying it must not be delayed. You can do it done. You decide. If no one wants to do in the last week of this month and not later spinning, I will have nothing to say. Do you than that. You do it according to your conve­ want anything more than that. But ail this may nience. be discussed when the friends have convenience. Shri I. B. Platel:

Shri I. B. Patel: We appreciate that.

Some time next month. Education Minister:

Prime Minister: I am grateful to the Prime Minister for hav­ ing come here and given us some of his thoughts. ' I want an early conclusion of this so that we He has asked us to keep an open mind So that can attend to it more quickly,-because the more we can discuss our points of view further with you wait, the more we have lost time in convert­ him. Actually it is he who wanted to speak to ing the country. you. (Even now, he on his own has said.he wants to have further discussion. We are all grateful Shri I. B. Patel to him for all this.

We have been asked to submit the report PrinSe Minister: within three months and we will do that within I should be grateful to you because you haye tfiis period. Immediately I got the resolution, I enabled me to do my duty. I am thankful to you convened a meeting in seven days. for helping me.

30 APPENDIX II MEETINGS OF THE COMMITTEE

MEETINGS OF THE COMMITTEE

Inaugural: New Delhi— 6th, 7th and 8th July Sub-committees which included a 1977. Inaugural address: Shri large number of practising teachers Ishwarbhai J. Patel, Chairman. vPere' associated with the work of formulating schemes for : On the 8th July, Dr. S. K. Mitra, then acting Director of the Na­ (i) Languages; (ii) Mathematics; tional Council of Educational Re­ (iii) Environmental sutdies; (iv) search and Training placed his Science; (v) History, Civics and views before the Committee. Geography; (vi) Socially Useful Productive work and Community On the 8th July, Shri Morarji Desai, Service; (vii) Economics; (viii) the Prime Minister, addressed the Social Reconstruction; (ix) The Committee. The meeting was held Arts; (x) Physical Education; and in Parliament House. (x) Time Tables.

On the 9th July, ' the committee These Sub-Committees met from considered the terms of reference the 8th to the 12th August, the 16th and identified certain areas as the to the 19th August, and the 22nd bases of its deliberations. and 23rd August, 1977.

The Committee drew up a pro­ Third Meeting: New Delhi—24th to the 26th gramme of action and decided to August 1977. set up two sub-committees as under :— Fourth Meeting: New Delhi—26th and 27th September, 1977. (a) Sub-Committee 1: To consider the objectives of School Education. At this meeting, a Drafting Com­ mittee was set up consisting of Shri (b) Sub-Committee 2 : To consider the Ishwarbhai J. Patel.... (Chairman) structure of School Education. Prof. Ram Lai Parekh, M. P., Prof. S. M. Chatterjee, Dr. Manmohan Second Meeting: New Delhi—27th, 28th and Singh Arora, Dr. G. L. Bakhshi, 29th July 1977. Smt. Rajni Kumar, Dr. A. N. Bose, The Prime Minister met the Com­ Shri A. E. T. Barrow, M.P., New mittee and gave his views on points Delhi— 23rd October, 1977. raised by the members. Meeting of the Drafting Committee On 28th July, Mrs. J. Anjani Final Meeting: New Delhi— 8th and 9th Nov­ Dayanand, Joint Secretary, Ministry ember 1977. of Education and Social Welfare, Government of India and Mr. S. N. The report as presented by the Saraf, (Chief, Education) Planning Drafting Committee was finalised Commission placed their views be­ and signed by members of the Com­ fore the Committee. mittee.

33 6 Edu.— 5 . 'V.v

'• • • *« » «» *«* 1« . 11^1 k4 |o M tiub. National Systems Uiuc, National Imrnrute ol Educational Planning and A ministration 17-B.$riAurbind® Mar^NewDelhi-llOOltf D O C . ------D « te» ~ — «-

a p p e n d ix iii

TEACHERS CONSULTED FOR SUBJECT AREAS

35

TEACHERS CONSULTED FOR SUBJECT AREAS

ENGLISH 10. Miss S. K. Ram, Reader in English, 1. Shri R. C. Sharma, Department of Education in Social Science Additional Deputy Commissioner, and Humanities, N C E R T, Kendriya Vidyalaya Sangthan, New Delhi-16. New Delhi. HINDI (MOTHER LANGUAGE) 2. Mrs. Sudarshan Sharma, Govt. Girls Higher Secondary School, Sarai Rohilla, Delhi. 1. Shri Kaustubh Pant, P. G. T., 3. Mrs. S. Bindra, Govt. Boys Higher Secondary School, S.C.T.D. Girls Higher Secondary School, R. K. Puram, Sector-2, Pul Bangash, Delhi. New Delhi.

4. Shri R. R. Biala, 2. Shri Mohan Lai Sharma, Principal, P. G. T., Govt. Co-educational Higher Secondary Kendriya Vidyalaya, School, I.N.A., Presidents Estate, New Delhi. New Delhi.

5. Shri Kanwal Sud, 3. Shri Tej Lai, Principal, Govt. Middle School, Dayanand Model Higher Secondary Trinagar, School, Jullundur City, Jullundur. Delhi-35.

6. Shri Rana Pratap G. S. 4. Shri Anant Krishna Sharma, Delhi Adhyapak Prishad, Govt. Higher Secondary School, Delhi. Mehrauli, New Delhi. 7. Mrs. K. Krishnan, Delhi Public School, Mathura Road, 5. Shri N. K. Singh, New Delhi. Reader in Hindi, Department of Education in 8. Shri D. K. Shende. Social Sciences & Humanities, Director, National Institute of Education, State Institute of English for Maharashtra, New Delhi-16. Bombay. HINDI (SECOND LANGUAGE) 9. Shri Laxmikant Sharma, Govt. Boys Higher Secondary School, Kabuli Gate. ‘ 1. Shri D. N. Chaturvedi, Naya Bazar, La Martinier College, Delhi-6. Calcutta (W. B.)

37 2. Shri S. C. Pandey, MATHEMATICS Lecturer, DESSH, 1. Dr. Manmohan Singh Arora, National Institute of Education, Professor of Mathematics, New Delhi-16. Deptt. of Education in Science and Mathematics, NCERT, 3. Prof. Anil Vidyalankar, New Delhi-16. DESSH, National Institute of Education, 2. Shri R. S. Shakir, New Delhi-16. Govt. Boys Higher Secondary School, Ashok Vihar Phase-I, SANSKRIT Delhi-52.

1. Shri Hari Datt Joshi, 3. Shri Babiah Naidu, State Institute of Education, Govt. Junior College, Aliya, Delhi. Hyderabad.

2. Miss Kusum Haridas, 4. Shri Shanti Narayan, Principal, 62-B, Gujaranwala Town, Govt. Girls Higher Secondary School, Delhi-23. Chhatarpur, New Delhi. 5. Shri R. S. Laguni, Delhi Public School, 3. Mrs. K. R. Mitra, R. K. Puram, Kendriya Vidyalaya, New Delhi. Gole Market, New Delhi-1. 6. Shri G. L. Bakhshi, Central Board of Secondary Education, 4. Shri Mohan Chandra Joshi, New Delhi. D.A..V. Higher Secondary School, Jangpura, 7. Shri G. S. Dhillon, New Delhi. Guru Harkrishan Public School, New Delhi. 5. Shri Nitya Nand Sharma, P. G. T., 8. Mrs. Parveen Bhalla, Govt. Higher Secondary School Central School, Presidents Estate, Tagore Garden, New Delhi-1. New Delhi.

6. Shri Damodar Swaroop, 9. Shri G. W. Mayer, Govt. Higher Secondary School, The Frank Anthony Public School, Kabuli Gate, New Delhi. Delhi-6. 10. Shri B. V. Singhal, 7. Mrs. Urmil Khunger, T I F R, P. G. T., Bombay. DESSH, NCERT, 11. Shri Balbir Singh, The Rajputana Rifles Heroes Memorial New Delhi-16. Higher Secondary School, 8. Dr. M. G. Chaturvedi, New Delhi. Reader, 12. Shri B. S. Fadnis, DESSH, Maharashtra Board of Sec. Education, National Institute of Education, Nagpur University, New Delhi-16. Nagpur.

38 13. Smt. S. Mohindru, 7. Dr. M. N. Siddiqui, G. G. Higher Secondary School, Field Adviser, Malviya Nagar, Science Centre-cum-Central Workshop, New Delhi. Directorate of Education, Link Road, Karol Bagh, New Delhi. 14. Shri G. R. Kakkar, Kendriya Vidyalaya, 8. Mr. K. S. Bhandari, Sector-47, Dy. Director of Education, Chandigarh. Science Branch, Link Road, Karol Bagh, New Delhi. 15. Shri G. D. Dhall, DESM, NCERT, 9. Shri. G. Guru, New Delhi-16. DESM, NCERT, New Delhi.

16. Shri Ram Saran Das, 10. Shri M. P. Chhaya, M. C. Primary School, J. J. Colony, Principal, Near Rajouri Garden, Bhartiya Vidya Bhawan, Kasturba Gandhi New Delhi. Marg, New Delhi.

17. Shri Arjun Lai Chawla, 11. Shri R. S. Arora, M. C. Primary School, Science Branch, Link Road, New Delhi. Raghuvir Nagar No. II, New Delhi-27. 12. Shri J. C. Sharma, PGT, Govt. Boys Higher Secondary School, 18. Smt. Usha Sharma, Link Road, Karol Bagh, New Delhi-5. M. C. Primary School, Sarai Peepal Thala, 13. Mr. G. P. Sharma, Delhi. Govt. Boys Higher Secondary School, Link Road, Karol Bagh, New Delhi-5. SCIENCE 14. Shri R. S. Bhardwaj, 1. Dr. A. K. Misra, DAV Higher Secondary School, DESM, NCERT, New Delhi. Chitra Gupta Road, New Delhi.

2. Mrs. S. Gandhi, 15. Shri P. R. Sahwney, Science Councillor, PGT, Physics, Directorate of Education, Govt. Boys Higher Secondary School, Basant Bihar, New Delhi. Shriniwaspuri, New Delhi.

3. Mr. Shaskar Sarma, 16. Dr. B. Ganguly, Ramjas School No. 1 DESM, NCERT, New Delhi. Daryaganj, Delhi-6. 17. Shri R. K. Mohta, 4. Mr. S. K. Srivastava, Secretary, P G T (Physics), All India Science Teachers’ Association, Kendriya Vidyalaya, TIT, New Delhi. Sardar Patel Vidyalaya, Lodi Estate, New Delhi-3. 5. Mrs. M. C. Mathur, Junior Councillor, Science Branch, 18 Mrs. A. George, Directorate of Education, (Biology), The Frank Anthony Public School, Link Road, Karo] Bagh, New Delhi. New Delhi.

6. Dr. Utpal Malik, 19. Dr. J. Mitra, DESM, NCERT, New Delhi. DESM, NCERT, New Delhi.

39 20. Shri R. Joshi, 34. Shri W. R. King, Deptt. of Text Book, Council for Indian School Certificate, NCERT, New Delhi. Examination, Pragati House, New' Delhi-24. 21. Shri R. Prasad Tyagi, Govt. Boys Higher Secondary School, 35. Dr. J. S. Gill, Sakurpura, Delhi. DESM, NCERT, New Delhi.

22. Shri Subhash Chandra Dewan, 36. Shri B. G. Pitre, Govt. Boys Higher Secondary School, Dept, of Physics. Punjabi Bagh, New Delhi. The Doon School, Dehradun.

23. Shri S. I. Banerjee, 37. Dr. S. N. Dutta, Maharashtra Board, DESM, NCERT, New Delhi. Nagpur. 38. Prof. A. K. Jalaluddin, 24. Shri S. K. Vakil, DESM, NCERT, New Delhi. E-89, Kirti Nagar, New Delhi. 39. Shri Chhotan Singh, 25. Shri P. L. Batra, DESM, NCERT, New Delhi. Science Councillor. Science Branch, Directorate of Education, 40. Dr. R. P. Bhatia. Plot No. 3, Link Road, Karol Bagh, DESM, NCERT, New Delhi. New Delhi. 41. Shri K. J. Khurana, 26. Dr. D. Lahiry, DESM, NCERT, New Delhi. DESM, NCERT, New Delhi. 42. Prof. B. Sharan, 27. Smt. S.R.K. Agarwal, DESM, NCERT, New Delhi. Govt. Boys Higher Secondary School, No. 1, Shakti Nagar, New Delhi. SOCIAL SCIENCE

28. Shri J. P. Mathuria, 1. Shri S. N. Bhanot. Sr. Science Councillor (Biology), President. Science Branch, Directorate of Education, Joint Council of Delhi Teachers’ Organisa­ Plot No. 3, Link Road, Karol Bagh, tion, New Delhi. New Delhi. 2. Shri P. N. Pareek. 29. Shri G. C. Gupta, Academic Officer, St. Joseph Academy, Dehradun. Board of Secondary Education, Rajasthan. 30. Dr. R. D Shukla, 3. Shri J. Fuste. DESM, NCERT, New Delhi. Deputy Secretary. 31. Shri S. L. Bhasin, Council for the Indian School Certificate PGT (Chemistry), Examinations, New Delhi. Bal Bharti Air Force School, 4. Shri S. S. Rastogi, Lodi Estate, New Delhi. Lecturer, 32. Mrs. Asha Saxena State Institute of Education, Delhi. Kendriya Vidyalaya, Sector VIIT, 5. Shri E. A. Sadique, R. K. Puram, New Delhi. PGT (History), 33. Dr. K. M. Pant, Govt. Higher Secondary School, DESM, NCERT, New Delhi. ' To. 1, Roshanara RoaJ, Delhi.

40 6. Shri N. S. Verma, 21. Smt. Savita Sinha, Principal, D.E.S.S.H., NCERT, New Delhi. Govt. Boys Higher Secondary School, R. K. Puram, New Delhi-22. 22. Prof. B. S. Parekh, Head, D.E.S.S.H. NCERT, New Delhi. 7. Mrs. S. Jeet, Delhi Public School, FINE ARTS Mahura Road, New Delhi. 1. Smt. Shanti Kabir, 8. Smt. Vinodini Shah, Chairman, Gujarat. Parent Teacher Association, S-47, Panchseela Park, 9. Mrs. Vidya Raghuvansi, New Delhi-47. I I T Central School, Hauz Khas, New Delhi-29. 2. Smt. Lotika Ratnam, 10. Shri O. P. Taneja, 39, Bharti Nagar, C.S.O., Bahadur Shah Zafar Marg, New Delhi-3. New Delhi. 3. Shri R. S. Bawa, 11. Shri S. L. Mehta, Govt. Boys Higher Secondary School, 61, Krishna Nagar, New Delhi. Ramakrishna Puram, Sector-II, New Delhi-22. 12. Shri T. C. Joshi, Principal, Govt. Adult School, 4. Shri S. B. Seth, Jor Bagh, Kidwai Nagar, New Delhi. Kendriya Vidyalaya, 1NA Colony, New Delhi. 13. Shri T. C. Gupta, PGT, Govt. Higher Secondary School, 5. Smt. Anjani Mittal, Timarpur, Delhi. Deptt. of Music, University of Delhi, Delhi. 14. Shri D. D. Saxena, President, Delhi School, 6. Km. Karunamayee, Political Science, New Delhi. Mother International School, Sri Aurobindo Marg, 15. Shri S. N. Goel, New Delhi. Teachers’ Association, Govt. Boys HigTier Secondary School, 7. Professor Anil Vidyalankar, Naroji Nagar, New Delhi. NCERT, New Delhi.

16. Shri R. K. Gupta, PGT, SOCIALLY USEFUL PRODUCTIVE WOK. Govt. Boys Higher Secondary School No. 1, Ludlow Castle Road, Delhi. 1. Shri Manubhai Pancholi, Lok Bharti, 17. Shri Arjun Dev, Sansora (W. Rly), D.E.S.S.H., NCERT, New Delhi. District Bhavnagar (Gujarat). 18. Dr. D. S. Muley, D.E.S.S.H., NCERT, New Delhi. 2. Shri Purushottam A. Patel, Principal, 19. Shri Ramesh Chandra, Gujarat Vidyapith, Ahmedabad. D.E.S.S.H., NCERT, New Delhi. 3. Shri S. P. Singh Bhandari, 20. Dr. S. K. Saini, Chairman, Board of Education, D.E.S.S.H., NCERT, New Delhi. Rajasthan (Ajmer).

4i 6 Edu.—6 4. Shri S. N. Bhanot, 17. Shri Govindbhai Rawal, President, Principal, Training Institute, Anera, Joint Counil of Delhi Teachers Gujarat. Organisation, Delhi. 18. Shri M. N. Pandya, 5. Mrs. Prem Chadha, Institute of Basic Training Centre, Kendriya Vidyalaya, Lok Bharati, Sansora, Dt. Bhavnagar. Andrewsganj, New Delhi. Gujarat.

6. Shri Chatter Singh, 19. Shri Chhotalal Amritlal Joshi, Kendriya Vidyalaya, Principal, Manglatham Post Basic Higher Sector-VlU, R. K. Puram, Secondary School, Shardagram (Saurash- New Delhi. tra).

7. Shri V. K. Agarwal, 20. Shri Ghan Shyam Sukhwal, State Institute of Science Education, Kendriya Vidyalaya, Udaipur (Rajasthan). Delhi Cantt. 21. Dr. A. K. Jalaluddin, 8. Shri S. L. Girdhar, DESM, NCERT, New Delhi. Kendriya Vidyalaya, INA Colony, New Delhi. 22. Shri S. C. Chaudhuri, Deptt. of School Education, 9. Smt. Basanti Sharma, NCERT, New Delhi. Kendriya Vidyalaya, Sector VIII, R. K. Puram, New Delhi. 23. Dr. E. R. Goyal, DSIEM, NCERT, New Delhi. 10. Shri K. N. Jeus, Govt. Co-Edu. Teacher Training Institute, 24. Prof. A. N. Bose, Daryaganj, Delhi. Dean (Coordination), NCERT, New Delhi (Convener Review Committee) 11. Shri M. C. Lahani, Science Branch, Link Road, 25. Shri Rama Pratap, Karol Bagh, New Delhi. 51, Satya Niketan, Moti Bagh, 12. Shri K. C. Dey, New Delhi. Science Branch, Directorate of Education, PHYSICAL EDUCATION Link Road, Karol Bagh, New Delhi. 1. Mr. A. E. T. Barrow,‘M.P., ' 13. Shri S. S. Taneja, Secretary, Council for Indian School Science Branch, Directorate of Education, Certificate Examination, Pragati House, Link Road, Karol Bagh, New Delhi. 3rd Floor, 47-48, Nehru Place, New Delhi-24. 14. Shri S. S. Yogi, Science Branch, Directorate of Education, 2. Mrs. S. B. Chaudhary, Link Road, Karol Bagh, New Delhi. Govt. Girls Higher Secondary School, Defence Colony, New Delhi-3. 15. Prof. S. M. Chatterji, President, West Bengal Board of Sec, 3. Miss. U. Bartwal, Education, Govt. Girls Higher Secondary School, 77/2, Park Street, Calcutta-16 (WB). Sarojini Nagar, New Delhi-32.

16. Dr. S. L. Sharma, 4. Mrs. Asha Tripathi, Secretary, Board of Secondary Education Kendriya Vidyalaya, Andrews Ganj, Rajasthan, Ajmer. New Delhi-49.

42 1 Shri K. B. Sehgal, 4. Shri S. Luthra, Govt. Girls Higher Secondary School, Kendriya Vidyalaya, Delhi Cantt-10. Kidwai Nagar, New Delhi. 6. Shri I. J. Suri, 5. Shri N. C. Manglik, Kendriya Vidyalaya, R. K. Puram, Govt. Higher Secondary School, President’s Sector-VIII, New Delhi. Estate, New Delhi.

7. Shri Charan Jit Singh, 6. Shri J. S. Saxena, Kendriya Vidyalaya, Tagore Garden, Govt. Higher Secondary School, I.A.R.I., New Delhi-27. New Delhi-12.

8. Shri Mukesh Kohli, 7. Shri N. K. Chowdhry, Kendriya Vidyalaya, INA Colony, Govt. Higher Secondary School, I.A.R.I., New Delhi-3. New Delhi-12.

8. Shri Q. L. Bhagga, TIME TABLE Govt. Boys Higher Secondary School, Bharat Nagar, Delhi-7. 1. Shri B. N. Bhanot, President, 9. Shri Ravindra Narula, Joint Council of Delhi Teachers’ Organi­ Kendriya Vidyalaya, Sector IV, zation, Delhi. R. K. Puram, New Delhi-22.

10. Shri C. M. Lugani, 2. Shri B. B. Chadha, Govt. Girls Higher Secondary School, Ramjas Higher Secondary School, Karol Ashok Nagar, New Delhi-18. Bagh, New Delhi-5. 11. Shri R. R. Biala, 3. Shri I. D. Sharma, Govt. Higher Secondary School, Kendriya Vidyalaya, I.I.T., New DelhM9. President’s Estate, New Delhi.

43

APPENDIX IV

SYLLABUS FRAMES AND ILLUSTRATIVE TIME-TABLES

SYLLABUS FRAMES

FOR CLASSES I TO V

(This does not include syllabus on Games, Physical Education, Fine Arts and Socially Useful Productive Work. This will appear as a separate part.)

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wfc ^STwi ^ faq Trs^^

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(*r) ?r w p t , sr^T, ?nr^f, ( ^ ) ■jqf^TTrr, 5t!H=iK^, ?mf?TTR rpqr fiSTlfe 'Tf^T^TT i ?rr^r!T?ra^ ?rfr s>r ^ to^it 1

(■?) ^ir^i, ^du', ( ^ ) JTMwraT *nft s^fw f— %4, s-^ , ?rrf? ?r# q ^ 7? ?r^rr 1 cr q m fe ^ f , ?r-9r, ?■*, s -f, s-st ?rrfc s r ^ f ct«tt sr, sr, sq- srrft ^pt frosT «P> ■'Jf^rncor ^ r r 1 (^) ?rg-JT mwzt zzm, $Tm, ^rz, (w) f^rr fsrsi^ srk srt^ % sr*r rr^r # ?rrf?) ?rft ^ v w m ?r^: 5nr>r ^T?rr ir>wr 1 cT«TT ?TJT^ i n ^ tsfTT I

(*r) *nf*nff ^rtt sreirrq^f *t (g ) f?rw^ srra Jf ^TcNYcf ^iX'TT I *nr^ir ^Nt i (*r) ?Rf*rK,

49 6 E du.— 7 ^ ttst ^r sr^rf tr^wqTo srfa ^0TTRT|^ jfFfr I -3 i rflt q-frf%rT wsff ^ s-5 ri '$? % fa

Tf^fr, |*R f spSTT % ®T^f if ?Tfftir 3 ?f 5 ^T TIOTW ?Wt I fagvpt 3[f% ^rftr^cR 5TR *T fMt | I SjT^f H ?PT%fT vrrf^P tfhlTHiq f ^ w T c ^ f^?PT ^ t a r m r ?rff fft qrfTT i t ^«ir ?rk ^-q-^T % srm: sr?cn: ^ tt^ i Pt;t SfaTcmj wt t cTscq- % fir§r-^% &T3 Jf ?T JTT ?rfkEP ?Tm ^'t sfr? ?rf% | srk f ^ r r % ?rrjTT q r ^ftthY ^Tcr ^ t f © (^) swr ir^TR wn *reret | i ft foff ^emff ir f^RT ffaT I % mfr*pf; fwra 'aftt t^T srt m^-rdi^f (g ) JTTcTirm e^Prqlf Jr ^ % ^r«r fr ftaT ^ ^ r r i g-^% s t^ -st^ «r^or qTfqcTT m ^tptt i

fsrcror nmtft (>t) ^ %i srnr % ir st^t ^ t i

?R f ^«rmf ir yf'-m ^srr % facr f?Ffd%f%rr («r) spfrfazrt, ^f^ rn t, j f i r a w r , fsrepr *rnw ^t^st otrV ^rf^tr: Tf^m % ^T?r mf^ w ?fk ?tpt^ ifJTr i ( ^ ) 'TT^tr q^pp (?•) % it^ rT (f?, ^fa, «m^r, ('?) ^rtf-gferfr: sfnT, 3>wr, sT^if ?nfg-) ^fr imsr (ir) ^?TT I 9tHiT ^ Er>*mTq q ^ f t 2?cT3> jf '5f^t STS3Tt ^?f q ^ T H ?ftT jfrr *T sr% ^n% ? f k % q f ^ qx ^ r (9f) qfdkgr ?i^1 t^ tt c^rd ^srr ir *f> sr^Tf % ?rr«r spT ^s^TT®T ^TTT I qf^f % qrsf % f^q-q- f r *n5% f : (sgr) sR^mff ?fk F4r?ff ^rr ( ^ ) q?r-qf5Tiff ^ ^ tt i

(*i) ^ t ^r tf?RT ^ft^T (»i) qrem^TT % ^ sr^wim'V s»r it ^rf^rr ?fh: ^ R t 5 ^ ptt (*r) qfr^rR % ^r^r, qrcr-qfta fW ^TcTf^TFT,’ I o WTW ?TTf? ^ ^FT ^’’TT I (*r) it% ?rfa ^ ) 9T£ ^RTFSIT ^T SPT>r ^ WcTT ^T ('sF) fwsn^pr ^ yr^fhjgr fq^if • t O f^R T |>TT I

( ^ ) sTf%*rr, ^ r t , irr?fV ?rrfe sqrresrf^r (3=) TO jft# |(T ?T5?f =PT srifm ^TTT I q>»r (®) W STCiTf (^) f^rRf ^q ^ i

(af) qfi? tft^rnq

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50 (*?) *T3T gWf ?fk if ^fsRT yrr'W r *tN \ ^:§¥T ? R 7t f SRTf % *TT*T TS^TT, W 3 W 3r*ft t o ^'faTR, ^refsRT^, stjfrt^ ( ^ ) ^rsrr 3ft q ^T R < rt 33% i tr^i snr^tsRr f^ ff % ?RfTR sF^ct ( ^ ) H^'TPT 3ft q f ^ R i f^rr^r ^ fir q f ft 3ft it>rt ^r F ^ r §>TT I (it) fasrn 3ft q f ^ R i (w) fw q^f 3ft q^R, f^irr % 3 3R (tt) qfer cp-jt, fsnrrc ? 3ft q ^ T R 1 ?TR 3ft 5TT^ 3ft qTriTcTr 3TT fafTR fff'TT I (? ) ?RRR3T «r f ^ r f T ^ -5155T ^TFRT I

(*r) 5ts^f t r * r ^ r a 3tt m s rth % vrTT I (^r) f^?fw — M w ?fk fa%q-

( ^ ) F ^ R -^ ft TT I f w qft ? r f ^ r i r?^R «pV (?) ferr—ftwr q^Tfr i

( t ) f^rara'i spT gqr^JT i r g s h r ? r t i (tt) WTW ?fk ?fJT-^T, ^nf, f w sfhc f w F ^ ?m i (

(n) ^ ifc T R , ?TSfsRTJT, STR^T^ t^T (^r) ?r r t ^ sjk faqTtcnw 9i®?f % s r ?TTT^f^t£Rr f a ^ f % Hfr W FI 3ft *r f f e : tffcRT |>TT I f ^ R jpt (*r) sqm'JHTWffi' ?T5 ^ n rt 3?t s r > i 3?RT I tf M t, q t^ ^ t ^ ®T^f q- ^ T T f^RrraT | qx ?R ^T f^RTRT 3ft ^ T *ftf^RT

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flfsrr, F ^ ? m cr^rr Pwt ^isgff € \ q ^ R ?fk (3T) ^3T?: 3TT q? *PT ^TTIRT ^Rf ^ ^ ^ 1 ST55T 3TRT 5THf % ^TT I

51 {*§) fflr §3 jtt qft ff if ^rr (^) *rm ?fk ^PTT ^ *PT5T ^ y ,ti'i i i qfaraT srrw fnrr i

ftr«'»r anrcft (*t) qfer stft srt^rr i 'rfegr ^ ^T ?TTO5r 3RI“RT I ^ftrf ^6TT?ff *f ^ JTc^ % %tr rr^-r^ TrSJT- 5??r: srk ?r«mr fjraffcr f>ft i dmt (sr) + i4+<«i 'Fr*T?rnTT i % f?rtT *ft T|*rt i sffcft srk tN tt % f%TT jt^-tt^ ^ ts?t ?fk (?■) ?> *TT ?«TRf ^PTT'TcIT sfft T i w 37STT % f^rq cr^r STT^Tf^ oTR'TTT Hd I ^PTIT'TT I ^ wt fcsrffr^ frft i

52 MATHEMATICS SYLLABUS FOR CLASSES I—V

Class I Class IV

1. Numbers up to 1,00,000 and several 1. Numbers upto 100, addition and substrac- lakhs, four arithmetical operations, pro­ tion. perties of numbers, Fractions— common and decimals, addition and substraction. 2. Recognition of Indian coinage, length, days in a week. 2. Angles and their measures circle, simple mensuration— areas and perimeters. Class II T. Reading of PicfSgraphs. 1. Numbers up to 999, four arithmetical Class V } operations. 1. Numbers up to a crore. Whole numbers 2. Recognition of solids encountered by the and their properties, Fractions— common child inTfis environment. and decimals, four arithmetical opera­ tions. 3. Money, length and weight. 2. Angles and parallel lines; Triangles, Class III quadrilaterals and circles. Simple mensu­ ration— areas and volumes. 1. Numbers upto 10,000, four arithmetical 3. Simple cases of applications of percen­ operations, fractions, addition and sub- tages to Simple interest and profit and straction. loss, problems involving time and work and time and distance. 2. Recognition of plane surfaces and solids. 4. Graphs— reading of bar graphs and their 3. Money, length, weight, time and capacity. use.

53 ENVIRONMENTAL s t u d i e s CLASSES I & II

1. Our family 5. Institutions which help us

life, structure & functions. Panchayat, cooperatives, health centres, education, transport. 2. Our home 6. Our heritage shelter, facilities, love. Stories of great men and women, and of 3. Our school early man. teachers, buildings, learning. SECTION B 4. Our neighbourhood 7. The earth and the sky life, work, cleanliness, space. Day and night, heavenly bodies. 5. Our earth 8. The weather features, vegetation, water, minerals. Influence in our lives, soils and crops.

6. Our Sky 9. Force and work

lights, heat, weather, stars. Necessity and importance.

7. Man’s life 10. Materials and their properties

interesting imaginative stories. Solid, liquid, gas, liquids dissolve Ihings.

11. Cleanliness CLASS III Body, house, clothing, and surroundings. SECTION A 12. Living things 1. The world we live in Continents, oceans, our country in the Plants, birds, animals and their lives. world. 13. The human body 2. Life in the district Nutrition and health, food, exercise and Setting, occupation, festivals. toilet habits. 3. Life in our state CLASS IV Location, relief, vegetation, resources, occupations, communications. SECTION A

4. Life in our country 1. India : Physical Divisions Food, clothing, occupations, languages, festivals. Mountains, plains, rivers, and plateaus.

54 2. India : Resources 14. Living things

Human and natural (soil, water, minerals). Grasses, plants and animals useful to man.

3. India : Transport and communications 15 Human body, nutrition and health On land, water and air; post and telegraph Food to energy, cooking, care & storage, and telephone. production of food, harmful habits. 4. The people of India CLASS—V National symbols and festivals, one coun­ try. SECTION A

5 Indian heritage I 1. The globe and map of the world

Monuments, music, dances, religions, Hemispheres, Equator, Poles, Tropics, scripts, languages, handicrafts, festivals. Artie circles.

6. Indian heritage II 2. India and neighbouring countries.

Stories of famous rulers, reformers, writers, Many ways of living scientists, saints. Life and occupations in some distinctive areas of the world, e.g. Tundra, Savannah, 7. Our freedom struggle Desert, Equatorial Mediterranean. Briefly through some of the more promi­ 3. Our shrinking world nent leaders. SECTION B Transport & communications, land, sea, air, Radio, Television, Newspapers, 8. Earth and sky Cinema, Satellites.

Planets around the Sun, Revolution of the 4. How we govern ourselves earth on tilted axis. The State and Central governments, Fun­ 9. Air, water & weather damental Rights, Directive Principles, duties of a citizen. Seasons affect the lives of the people, plants and animals, importance of clean 5. The United Nations water. Cooperation among nations, work of 10. Soil erosion & conservation UNICEF, WHO, UNESCO, India in the K :nds of soil, wind and ways to conserve UN. soil. 6. The changing world 11. Force, work & energy Stories of scripts, numbers, trade, money, Difference between force and energy. Discoverers and Scientists, Columbus, Galileo, Newton, Einstein. 12. Properties of matter Great men Nature of soils-dissolved separate as crys­ Socrates, Lincoln, Lenin, Tolstoy, tals. Mahatma Gandhi. 13. Housing & clothing SECTION B

Care of house and clothes for various 7. The earth and the sky seasons and occasions. National & Artificial Satellites— shadows.

55 S. Air and water 12. Living things

Air pressure, composition of air-pollution Characteristics of living things, differences of air, Water a good solvent, purification of plants, and animals—adaptation to of water. environments, seed germination & growth, protection of crops. 9. Natural resources Rocks, minerals, coal, petroleum, soils. 13. Human Body, nutrition & health

30. Force, work & energy Bones, muscles, nervous system. Adequate Machines to do work. consumption of food for growth, microbes useful and harmful. Communicable di­ 11. Properties of matter seases—precaution. What to do in an Weight and density. emergency.

56 SYLLABUS FRAMES

CLASSES VI-VIII

(This does not include Sanskrit, Arts, Socially Useful Productive Work. These will appear as a separate part)

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59 (

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(qr) % srrc^r wsfr ?fk ’t it t o % w h if iftntm f^mT 5pf^^ =ffl I (w>) ^t'-t srr^-srrf^cr % f^ q?^, (?l) fTrfrJT CT

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(j-) 'Tfeci 5pr ^q-^a- sfw t^TT I r ^ i

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60 w«rt mTRt 5fttW5TT^

(*!?) sTT^T'ir ?rm sr^rr^r i («f ) qfs^r TTsf ^?r h r w f*PsRT i

(w ) % f^-T 5Ti^ 'JT'^fT ^r (w ) m w ^ $ 4 *rk fa^r^nr iratcr it# itch r i q-srrsff jfTT f w * t q^r i

(iT) ^FTRFff 9T&5T % 5TJft«T *T ^ m ^ T farf^sr SfrT'TT I

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68 SYLLABUS IN ENGLISH AS A SECOND/ THIRD LANGUAGE CLASSES VI, YII AND VIII

English has been assigned a functional role syllabus will be spread over the course and will in our educational system. It is primarily a be so phased that the e'ssential features are ‘library’ language through which the learner covered in a five-year course. gains an access to the evergrowing accretions to different fields of knowledge. The objectives spelt out in terms of langu­ age abilities of listening, speaking, reading and There is more than one model of program­ writing in the middle and secondary school are ming the teaching of English. It is suggested the same. The abilities, however, vary from that if English is studied as a second language, course to course and from stage to stage in it should be introduced Tn the first year of the degrees of attainments as : middle school. (a) each ability comprises a hierarchy of The courses in English at middle and secon­ graded competencies which range from dary school stages underscore the acquisition of the most elementary to the highly language abilities through the essentials of Eng­ sophisticated; lish i.e. the grammatical and lexical items which constitute the basic structure of language. (b) the structural and lexical items used for developing language abilities vary from The syllabus in the middle school classes aims class to class. at developing the basic abilities of listening, I. Specific objectives of teaching English in speaking, reading and writing with reference to the Middle School (Starting points either a specified corpus of language materials com­ Class V or Class VI) prising about 150 language items and a vocabu­ lary of 1500 to 1800. In the high school classes The terminal objectives of English in the the syllabus is designed to consolidate and fur­ middle school are that the student develops. ther expand the language material already taught. The syllabus is geared to the needs of average 1. The ability to understand English when it students learning English under average condi­ is spoken tions. 2. The ability to speak English intelligibly

Objectives of teaching English 3. The ability to read English and understand what he reads The objective of teaching English are geared to the needs of students, the structure of the 4. The ability to write English correctly. discipline, and the position of English in the 5. Familiarity with simple rhymes and verse. socio-economic and cultural life of the nation. The overall objective of education is to develop Note: The language abilities-1 to 4-will be in the learner (a) a set of values (b) certain atti­ developed and measured in terms of tudes like the spirit of scientific humanism, an the prescribed range of grammatical and objective outlook and (c) certa:n basic human vocabulary items. The content of the values leading to self-actualisation of the learner prescribed books will also be used for and character-building. These values and atti­ this purpose , Objectives 5 will not be tudes which constitute an integral element of the evalued. 69 Course Content for passive use in the second year; 50 or 60 may be used for active use in the Summary of the Syllabus third year). 200 new words for passive First Year of English use and other 50 words for recogni­ tion only. 1. Linguistic Contents MATHEMATICS A. (a) Structural Items-40. Class VI (b) Function words (1) Natural number, whole numbers, inte­ (c) Inflections and collections gers and their properties, the four ari­ thmetical operations. B, Vocabulary Items (2) Algebraic expression (with integral 300 words for active use: 100 words coefficients), an introduction to equa­ for passive use (these 100 words tions. should be selected from the vocabu­ lary recommended for classes VI and (3) Ratio and percentages, problems on VII) and another 50 words (nominals profit and loss, simple interest and etc.) to be used at the recognition level other problems of national importance. only. (4) Measurement of line-segments, angles, Second year of English parallel lines, triangles and circles* activity approach, A. (a) Linguistic Content Structural Items-20 Class VII

A, (b) Structural Words (1) Rational numbers, the four arithmetical operations. (c) Collections (2) Algebraic expressions and first degree B. Vocabulary Items equations in one variable. Approximately 300 new words for (3).Exponents, simple products, identities active use, 100 new words for passive and factors. use and another 50 for recognition only. (4) Formulae and their uses.

Note: Out of the 100 words introduced for (5) Statistics-data pertaining to the child’s passive use in the first year, 50 or 60 environment, calculation and interpre­ may be used for active use in the tation of mean. second year. (6) Triangles and their congruency, qua­ Third Year of English drilaterals and their linear symmetry, areas of rectilinear figures-activity ap­ 1. Linguistic Content proach. A. (b) Structural Items-47 (7) Profit and loss, interest, discount, time A. (b) Function words and work, etc.

A.2(c) Vocabulary Items Class VIII

Approximately 400 new words for (1) Real numbers, the four arithmetical active use; (nut of the 100 new words operation.

70 (2) Algebraic expression first degree equa- HISTORY tions in two variables and inequations Class VII—Medieval India, in one variable. (1) India from A.D. 800 to A.D. 1200- (3) Language of sets. Kingdoms of South—Religion—Ar­ chitecture— The struggle for Kanauj— (4) Use of tables-regarding tables on inter­ Turkish Invasions Religion - Art and est, squares, cubes, square-roots, cube- Architecture. roots etc. (2) The Sultanate of Delhi—Mamluks— (5) Statistics-calculation and comparison of Khiljis—Tughlaqs—The Bahmani and mean, mode and median. Vijayanagar Kingdoms - Sufi and Bhak- ti movements. (6) Parallel lines, triangles, similarity of figures, circles, areas and volumes-ac- tivity approach. (3 ).The Advent of the Mughals and the Europeans—Kingdoms in the Deccan- Renaissance in Europe - Voyages of HISTORY discovery.

Class VI—Ancient India (4) The Mughal Empire - Akbar - Jahangir Shahjahan - Aurangzeb - Rise of the (1) Prehistory-Man as a nomad - Discovery Marathas - Art - Architecture - Lite­ and use of metals - Invention of the rature. wheel-Farming. (5) Decline of the Mughal Empire - Inva - (2) The Harappan culture - Citis - Occup- sions - Rise of independent states. tion Religion ? Script. HISTORY (3) Life in (he Vedic age - Settlements - Economic and political life _ Religion. Class— VIII Modern India

(4) Rise of Magadha - Kingdoms and Re­ (1) India in the Eighteenth Century. public Emergence of towns - Jainism Expansion of the Maratha Power So­ and Buddhism. ciety and Polity.

(5) The Mauryan Empire - Persian and (2) The Rise and Growth of British Empire Greek invasions - Chandragupta in India. Maurya - Ashoka-administration. The Carnatic wars the British conquest (6). India from 200 B.C. to A.D. 300 - Sa- of Bengal - British paramountcy. tavahanas - Cholas - Pandyas - Che- (3) Administrative Structure of the British ras-Shakas-Khushanas. Empire in India (7 ).The Age of the Guptas - Administra­ Civil Judicial-Revenue system. tion - Trade - Religion - Art - Sci­ ence. (4) Impact of British Rule on Indian Eco­ nomy and Society up to 1875 (8) India frccn A.D. 500 to A. D. 800 - Harsha - The Deccan and South India The Village economy - Industry and -Art and architecture. Trade-Educational and Social reform.

(9) India and the World - Rise of Islam (5). The Revolt of 1857 The Arabs in India - India’s contacts with other countries. Cause-Nature - Results. 71 (6) Reorganisation of the British Empire in Class—VII Our Constitution India CIVICS The Act of 1858 - Civil Services -Po­ licy of ‘Divide and Rule’. (1) Chief Features of our Constitution Basic Principles - National Govern­ (7) Changes in Economy and Society after ment - State Governments, Rights - 1858 Duties, Directive Principles, National Symbols. Agriculture and Railways - Plantations Industries - Economic Conditions. (2) Law-Making Process Social Life: Education - Social and Parliament . State legislature. How religious reform movements - Cultural Laws are made. awakening. (3) Executing Laws (8) Rise of Indian Nationalism and the struggle for Freedom President, Prime Minister and the Council of Ministers, Governor, Chief The Indian National Congress - Par­ Minister and the Council of Ministers, tition of Bengal - The Gandhian era - Public Services. Civil Dis-obedience-The I.N.A. - Quit India Movement. (4) Interpreting Law

(9) . Achievement of Independence Supreme Court, High Courts and Sub­ Immediate Problems. ordinate Courts. (5). Project Work Class—VI our Civic Life CIVICS Class VIII Independent India-Achievements and Challenges (1) Development of the Community CIVICS Scheme — Cooperatives — Community (1) Our National Goals Development. Democracy, Socialism and Secularism (2) Local Governments Rural International Cooperation. Need—Structure and Functions. (2). Strengthening our Democracy (3) Local Governments Urban Citizenship in a democracy — literacy Structure and Functions. in India.

(4) District Administration (3) Social and Economic Reconstruction Law and Order — Civic Amenities Poverty — Population — Unemploy­ ment Casteism. (5). Preservation of property of the Cctn- munity (4) Five Year Plans : Achievements and Failures Public property, its preservation—his­ torical monuments. Agriculture - Industries _ Rural Life.

(6) Project Work (5 ).Defence of the Country Opportunities to develop abilities which Armed Forces - Territorial Army, Bor­ are essential for any active citizen in der Security Force, N.C.C., A.C.C., India, problems. Citizens and Defence. (6) India and the World (5) Practical work

Need for cooperation, co-existence, the Observation and keeping records of United Nations. sunrise and sunset.

(7) Project Work Stars and constellations—studying— local maps—landforms in the neigh­ GEOGRAPHY bourhood.

Class VI GEOGRAPHY (1) The Earth as a Globe Class VIII Distance and direction on a map. Thet (1) Lithosphere and Landforms earth and the solar system—Rotation and revolution—Latitude and Longi­ The crust of the earth—Rock's. tude. (2) Europe— Land and People (2) Africa— land and People Land, Climate, Vegetation and Wild Land, Climate, Vegetation and Wild life—the People—France, the United life, Equatorial lands—Savanna Kingdom and Germany. lands—Sahara lands—the Veld and the Mediterranean lands. (3) 'The Soviet Union— Land and People Land, Climate, Vegetation and Wild (3) Asia—Land and People life—the People. Land, Climate, Vegetation and Wild, life, The People. (4). India—Physical Setting Relief—Climate, Vegetation and Wild Pakistan, Nepal, Bhutan, Bangladesh, Burma and Sri Lanka. life. (5) India— Its Agricultural Resources G EO G R A PH Y Soils— Irrigation—Crops— Methods of Class VII Farming. (1) Atmosphere and Hydrosphere (6) India— Minerals and Industries Air—Temperature—Pressure and Iron, Coal, Petroleum, Bauxite, Man­ Winds. ganese, Textiles, Sugar, Oil refinery, Heavy industries, Small Scale and Cot- (2) Austra! A sia—Land and People age Industries. Land, Climate, Vegetation and Wild (7) India—Trade, Transport and Popula­ life—the People. tion (3) South America—Land and People Internal and external, Land—water Land, Climate, Vegetation and Wild and air, Population—distribution and Life—the People. density.

(I I North America—Land and People (8) Practical Work—Weather Study

Land, Climate, Vegetation and Wild Today’s weather, observation and re­ life—the People—Canada— the United cording. States.

73 6 Edu,"-10 SCIENCE Air

Class VI Composition of air Measurement Oxygen Materials around us Atmospheric pressure Separation of substances Water Chang es around us Composition Motion, Force and Pressure Water as a solvent Simple machines Acids, Bases and Salts The Universe Preservation of self (units to be developed in an The Living World elementary and generalised way of different sys­ tems to be highlighted) Structure and function in plants and animals Nutrition and digestion Food and Health Respiration Mans’ dependence on plants and animals and the balance in nature Internal transport

Environment: Adaptation to and manipulation Excretion of Water Movement and Locomotion Energy Control and Coordination Class VII Population Motion, Force and Mass Pollution Heat and its effects

Transfer of heat CLASS v ra

Optical Instrument (Qualitative) Light

Oscillatory motion and sound Electricity

Effects of Electricity Potential difference and resistance

Magnetism Electric energy and Power

Nature and composition of substances Electromagnetism

Particulate nature of matter Atomic nucleus and Nuclear energy

Symbols, atoms and atomic weights Carbon and its compounds

Laws of chemical combination Carbon in nature

Formulae and valency Compounds of carbon

Chemical equations Our living world

74 Cell and Tissues Agriculture practices and implements

Preservation of kind (simplified account is to be Our Problems in Agriculture given) Improvement and protection of crops Growth, Reproduction and Development Useful Plants and Animals Heredity and Variation Animal Husbandry Organic Evolution Coilservation of Natural resources

Materials (metals, alloys, plastics and glasses) Scientific methods

Agriculture Science in Human welfare

SYLLABUS FRAMES CLASSES IX AND X This does not include Fine Arts, Socially Useful Productive Work and Optionals. These will appear as a separate part.

W t 9-10 'TT^W

^arm n wm jrWmj (sr) ? m r *ftfesF ^rf^sqfer ^'t tnrf? srk srwnryf spnt sraw i H5TJTT

(it) % f-f^ifw ^ff ir (^) ?rk *mnrf ir ?m Tfefr qr ^ jfniTcrT H'FcT ^T?TT 1 % ^TfrT, tTt^ tt srm ?rrfe sr«f st^jt ^T^rr i 1. tfmTfar, f^Tif^, frrfgf^ ^ fliwftnP q r ^Tra-^cT, (*i) ir fr%r faffre srrfe ?T3K, q fr^ rf ^ -fa ^ rre n m»r ^>"t SWTT I Sptt 1 (’t) qwr % fw?fr ?r sra^w fit grr «ft 2. fcfl^TcT ^T'TT, r *mirnT I wrrr t qfrf^rr ^ 1 (w) ?TFT, ^orr % faq I 3. 5 fiT'TZ' CRT w WW’JT ? H^ffT I ( s ) ^ w r ^fr 3tf5TT ?ftT ^f^cTT ^T'TT I

5. iTf^T^ if WHI %>TT, JTT?5F TT ^t^TTT I ( ^ ) 5T5 5T5T ^ ?T5T?rPT rP'TT tr^ % HT2T ^ R T I

(*r) w r ^ w o t srq^r (^r) ^T^T 3?f [5T5 1 ?5iwra', ’EnTcTT'T, »rftr ?nf?] Jr yjTcTT ?rr srr^r 1 (*T) JTTWT^f, ^FT fcT, fa*TR, ?tt?t ?nf? w-1 «ri^jf 5>t ?r ^tft ( jj) is m m trc( irfcT % ^rrq- jfi^r 'tts^t i ^ ’T'TT I ( it) 9T5? % qr^qTsf, r[cr sq^HT^' qft (*r) gm frr ’ijj ?m[ ^fafoirmf ^'t ^rr^T 1 f w tr^ Ffq-Fr «rmr Jr sq^cr i (w) ’TTrrfr ? f e % t s fq^TT m (3) snror % ?r^f?r sftq^Tfw wm % srqnr 3TT ^PTT I Jf ?nr«f fmr 1 (§:) yTT'T, ? r r ^ ^-?TJTr # f ^ TC’TT i (^) ?m -•fTT'Tir ir ?«rr^k % stwr ?r ( ^ ) ?t?'4 r 4, f^-JT-^fT, ?rrfe JTfcT fit ^rr STJTTtf ^T'TT I qtfe^T HTWf 5S5IT, ^3FT (©) wrarm", %\x # q ^ ar °IR'f?sT3' ^><.*11, 'Tf? ^TTnT ?nfe JT>2T5Tmf ^ ? r r 1 ^r fq^T?r ^■<,'11 1

79 (®) m^fr^Tr^ sfir Tfe^ fcftgR' 5rrf% % fVsfacn sft *ix ?rq^fr srfafoqT yw>z i ^ff 'JT'TPTr I

(*r) ?twt, Iw t tr? w#V ^ ST^rr (^) ^srofacr, fhcgT, srfffcr-srNtf, ?ftftr, sm ?R':Tr i 5#^, cptt % fafesr tst't ?r sp ^ e r ^falTSft ?tct I (it) ’nffrir % srfa srfa^fa fw*r ^T^rr i fa*?FTT 5 is ? - ^ lt VTT^T (*F) ?cIT % 5 R W SI®?t ?fTT JT^TSRT % $TT*T if ft^TT I (^) Mr % fr ^^rr i

(*?) srzpt, srfsr, ^trt^t % srrsrn; tt (*j) ^q-fenrr ^ g^-ferr^T % ffrzriff % 5T5?f % f ^ T ’TW 5RT 3TFT ?T«T sTTcT I 5TSTR TT 5T5?f ^?T ^T?ft 'JTT'T'Ti- I

(jt) ^TJrar ^ ?rcfTf%?r spsfi % siw - (*t) ggift 3fT^r^r % fair cfTFST # 'THTT m 5TTcT ^T^'TT I jfr»qm ^r f^FT?r i

(*r) % ? m rR sT^ff % w4 m -n ^ r (*r) f^TPT-f^f'f sr^fPT i =P> 'TpTfRT I (§;) ^ ? r % f^rrr g-f^ir ( ch- ^ it sr^fnift) smgter qg srijTHr

( t ) TTS if ^frRT 5PT^ craft tjsf f^TTT ^fT ( ^ ) v\i-' ^fr^rt ?ftT 'r^fsft sr^riwr^ft ^nriT'TT i ?ft7; O srifm SFT^TT cf^TT (*f) ^ rs % *TTT rr^r f^^rTT-FTT^ft spt ^TT'TT I 5r^'t % sr^fnT Jf fMf^r HT^rTfft ^ tc^ t i

(»r) IWr faPro ^'t strpr ft w ^ r fir (©) sr^TT^'jf STTCT cE^TT %^fT-515ft spr d W M -'jt ftrtcr f«r?r ^'t i ¥7 % ST3TPT 'FT'TT I

(*r) ife^r ?rr*m % fVfVrw ?reff ^t T im (sr) ^ htsrt ?pr^'i ?f i ^ M ’-ST ^TJTiT'Tr I fn%cT w^rsarr^

(■&) qfScT ?T5T=s#sff % vr? (^r) sTR^Tm, f^R:g-'iT w , ^srrf m , *f#'tfrr- ^ r r i w , sfjw? tw, T?r srrf? f^?rr, ^tt

( ^ ) TT3 TT STT^t ^TR-ffT 5T^J ^T^TT I f?r^?rr srk f^fer sr'rar ^"t i

(*st) ^cTTT'T^^T w t w f ^ m VT ^T?iTc^, (® ) w rer € r vrftRr ? f M ^nr§r?rr ?ffc \ / -o rs wTr^n i fVgrT’JricfHT, ?T^T ^■c'TTT'TT^i ffrsr^cT fcpr-Tr i (st) ^farTT % STJT^r ^TT^T'T 3^, m , *rfa snf? (it) Mr=r ^rWt ?r hhtoY ^ | r t i ?nffte f ^ r h’t f^ s i ?ftc 3rW f (it) v ^ t % t s t ^ -fl-re q-§r ^

(^) »rer ?rrf^r € i fafaar fasrmi—^ f t , (&)|f H3?rmt ^T ^T?T sp^T 5fiT ^ ~

80 ( ^ ) yif | spt sfir s ^ tt, srarErrer, #*m_ t o r , #far, nfsim % ?rrm ^ (®) % ^mY, ?i^T? ?nfe f^rgqr ^rrTwr €r fsm srsrfiirf jfK s f k f ? r a % % qqf fer^r i ^ r f ^ T ^ I

3. fF?r ^mr^n ?ftT Mq-feiR: g^ftr ( s r ) «rsV g f spfjffr t ' t tfsn? t qf^%s w f^rPr % ?r^r, ffpfr % R#r f^-, ?PTT? sp> VfTvft if I % tr^Tf&r^ f7 TT% fsrff, f ^ ^ ct^tt % ir^^nr fa*m i (ff) *WTTtff ?fTT iftfejff # ^fTT iftT Sffa- i w t* m i smfevr («t, ®, w, ?, w, w, ?r ?nf? % Offerer) ?rk ^r% fH^T?T gtf^TT, ^qi%Tnr, ( * r ) ?rrc, s r k ^ R t n f^rer*TT i t?T, ^TTTr f^j-, ?WTH , 5R!T ^5F, m fe f^Ti»r f^fff % a^mr *n*j»»T v n m - ^ n f 'w ? m f m f m s r R t ^ R t iiof f r m i • f%rm *rtom i 4. f f ^ t ^ r : s r m , (^) 5raff, ^R--^r'TrTf sffc fsRTTf % spt T5, 5T®? I *m s?R T i 5. ? ra r: ssfk w?, T ^ - T f ^ — f^r?r i (sr) *tkrj snrsnTT i 6. ?T#^rfT : srk 'T5-qf?^T— ¥

io . srras (^) srr^r % ^rsr-^TPT fr%r ^r^sr^rr i (m) T?JFST “FT JTffW 5TTT q^'ST,

*T«n f^r*m ( s t w t *»t) fM r^r w - ^ q ^ sff Jf

W f^TT cfT sq-pp-TOr fsTST^r % SPOTtT VTTT'T %

g^r Vdff sr?r fwr s t r t ^ r r % sft jtr j w i if (g ) m r ^'T^TRir— ?fr< q W ?pfarfn cPTT ?T.f rr^r TitT^T STf^sf^T g'T^rwT ^ gvsrrof % i jft«raT ^ r *r%' i (»r) ?ft'< frr«r, s^fTr

®rr^»r % qrr fVreT^i ■ ^ r ? r k ^ r t ’< i fcTT q r ^ T m ?>TT | (h ) JTflTFlT qr^M—

i. wrrr, *nTT ^ t f f ? r * r m ! fg^fr ^r £$r, *Tf~r ? fastaanr i (s-) ^n-frorw— ?f^cr ?ftT fii'^sr qi

6 Edu.—xi sreim, 51®? % h r 1. nsrqrcf ^ tg ^ F (*ra ??r r*fr fsrarisft sr*pt sraH tfftr ?mr?i ^T ^WTOI f t ) srk %# rt, ffjrra-^s-tfsrr ^nmr, f a w r fann- 2. 5? ^ ^ *m ro ?ft'< w m ^rrr^r i 5TT fWT % 5RHRo qifsRTmf m *nif ) i 12. : 5T«T sflT srr Jf *n^Fsr— ?rk sts?, q*rfa, s^ r*?^ 5r^, (®)

13. T^rr : :— farter j t f w t if ?flspT 1. f f ^ t sq«7r?r, ^fcr, #?r- f^irr *rar 1 1 MHTft, f*TRt STTff?R) ^ ^ft^r ?fk firaft JTfrjw €r ?trtt w rr Tt5*T « T ^ ^ t ir s # 1

f^rfpFcT st^fr ^ faaff^r *tfc 2*?p p if fvrartf^ f> ft i srm t =?rrff q :

(*p) *Tf5f srsJW T^ 2. f f ^ t sarr^vTir o^f t e r t i

82 ENGLISH AS A SECOND LANGUAGE

I. Introduction from the most elementary to the highly sophisticated; English has been assigned a functional role in our educational system. It is primarily a (b) the structural and lexical items used ‘library’ language through which the learner for developing language abilities gains an access to the evergrowing accretions vary from class to class. to different fields of knowledge. Specific Objectives of Teaching English in The courses in English at middle and Secondary School secondary school stages underscore the acquisi­ tion of language abilities through the essen­ (1) The student develops the ability to tials of English i.e. the grammatical and lexical read English with ease and compre­ items which constitute the basic structure of hension; language. (2) The ability to understand English The syllabus in the middle school classes spoken at normal conversational aims at developing the basic abilities of listen­ speed; ing, speaking, reading and writing with refe­ rence to a specified corpus of language mate­ (3) The ability to write English correctly; rial comprising about 150 language items and (4) The ability to speak English intelligi­ a vocabulary of 1200 to 1500. In the high bly; school classes the syllabus is designed to con­ solidate and further expand the language mate­ (5) The ability to enjoy simple poems; rial already taught. The syllabus is geared to (6) Interest in library reading and listen­ the needs of average students learning English ing. under average conditions. Note: Language abilities 1 to 4 are deve* II. General Objectives of Teaching English loped and measured using the struc­ The overall objective of education is to deve­ tural and lexical items prescribed lop in the learner (a) a set of values (b) certain for each class. The content of the attitudes (c) certain basic human values lead­ prescribed books will also be used for ing to self-realisation of the learner and charac­ this purpose. Objectives 5 and 6 ter building. While teaching and learning are evaluated through integral assess­ English at all stages conscious effort will be ment programmes. Weightage to made to achieve this goal. library reading should be ensured.

The language objectives spelt out in terms III. Course Content of language abilities of listening, speaking, (a) Structural item reading and writing in the middle and second­ ary school are the same. These abilities, how­ (b) Function Words ever, vary from course to course and from stage to stage in degrees of attainments as : MATHEMATICS Alternative 1 (a) each ability comprises a hierarchy of graded competencies which range (1) Sets and mappings

83 (2) Systems of equations and inequations loci, areas, similar triangles and cir­ and their graphical representation, cle, areas and volumes. applications of simultaneous linear inequations SCIENCE

(3) 2 x 2 matrices, addition Alternative 1

(4) Quadratic polynomials, quadratic 1. Our Universe equations and inequations 2. Motion (5) Permutations, combinations and the 3. Structure of the atom Binomial Theorem 4. Chemical Bonding (6) Trigonometric ratios and their appliac- tion to simple problems on heights 5. Introduction to Life Sciences and distances 6. Organisation of Life (7) Problems on percentages profit and loss, shares and discount, simple and 7. Atomic and molecular masses, Mole compound interest, investment and Concept and Chemical Equations loans in banks, hire-purchase prob- lems-payments in equal instalmen 8. Behaviour of Gases, pressure & tem­ perature (8) Collection and tabulation of data, graphical representation, measures of 9. Periodic Classification of Elements central tendency and dispersion 10. Chemistry in India (9) Geometry : Angles at a point, parallel 11. Moment lines, triangles and rectilinear figures, loci, areas, similar triangles, circle, 12. Work and Energy areas and volumes. 13. Structure and properties of mailer Alternative II 14. Floatation 1. Language of sets 15. The Halogens 2. Systems of equations and their graphi­ cal representation 16. Oxygen and Sulphur

3. Quadratic polynomials and quadratic 17. Nitrogen and Phosphorus equations 18. Oxidation and Reduction 4. Logarithms 19. Life Processes 5. Problems on percentages, profit and loss, shares and discount, simple and 20. Metallurgical Processes and Metals compound interest, unitary method 21. Reflection of Light, Rectilinear propa­ and its applications gation of light 6. Collection and tabulation of data, gra­ 22. Refraction of light phical representation, calculation of mean 23. Solutions and Electrolytic Dissociation

7. Geometry: Angles at a point, parallel 24. The Rates of Reactions and Chemical lines, triangles and rectilinear figures, Equilibrium

84 Leases and Optical Instruments 25. Carbon

26. Compounds of Carbon-Organic Che­ Atomic Structure mistry Current and P.D. 27. Genetics and Evolution Household Electricity 28. Agricultural Practices and Animal Magnetic Efiect of Electric Current Husbandry Electromagnetic Induction 29. Electricity Electrons 30. Magnetism Nucleus of Atom 31. Combustion and Fuels

32. Human Biology, Health and Nutrition CHEMISTRY

33. Chemistry in Industry Chemistry—importance in everyday life

34. Some Applications of Physics (Non- Matter, physical and chemical changes evaluative) Elements, compounds, mixtures, Petroleum 35. Man and His Environment Symbols, formulae, equations

Alternative II The study of effect of heat on common substances Disciplinary Approach The structures of the atom, chemical PHYSICS bonds, Periodicity

Measurements Behaviour of gases under pressure and tem­ perature change—Boyle’s law, Char­ Speed and Acceleration les’ law, simple numerical problems Force and Motion on these laws. Kelvin scale

Turning Effect of a Force Types of chemical changes, energy chan­ ges in chemical reactions, factors Simple Machines affecting the rate of a chemical reac­ tion Pressure in Liquids and Gases Electrolysis—Electrolytes and non-electro­ Archimedes Principle lytes

Work, Power and Energy Acids, bases and salts, pH scale

Wave Motion Atmosphere, air, oxygen, oxides. Burning and rusting Structure of Matter Hydrogen—Importance and occurrence. Temperature and Volume change Activity series of metals Measurement of Heat Energy Water, Its use as a solvent, Solubility, Reflection of Light & Rectilinear propa­ Drinking water, Hardness of water, gation of Light Composition of water

85 Carbon—Allotropic modifications Compounds of carbon. Organic chemis­ try—Classification of organic com­ Oxides of carbon—carbon monoxide, cai- pounds. Saturated and unsaturated bon dioxide hydrocarbons

Fuels—Kinds of fuels BIOLOGY THEORY Flame—Structure of flame Basic Biology— Microscopic Plants and Animals Nitrogen; acid oxides of Nitrogen Flowering Plants Nitrates Plant Physiology Oxides of nitrogen—nitrogen oxide (nitric oxide,)—nitrogen dioxide, Their simple Flowerless Plants properties Animal Study Chloring and hydrogen chloride—Generai method for the preparation of three Human Biology Halogens—(chlorine, bromine and iodine; HISTORY OF MANKIND Preparation and collection of chlorine and hydrogen chloride properties 1. Prehistory

Sulphur and its compounds—extraction— Stages of evolution and development Frasch method. Preparation of mono­ Palaeolithic and neolithic clinic and plastic sulphurs— effect of heat on sulphur 2. First Civilizations (Bronze Age) Sulphur dioxide—laboratory preparation Egypt, Mesopotamia, India, China Sulphur trioxide—its preparation 3. Ancient Civilization (Iron Age) Sulphuric acid— Contact process Contribution and influence of ancient Phosphorus—allotropes, oxides, chlorides Greece, Rome, India & China—rise and acids of world religions Metals, Metallurgical processes—Chemi­ cal properties of metals 4. The Medieval Europe and Asia

Study of metals like sodium, calcium, Developments in Europe, West Asia, India magnesium, aluminium, zinc, iron, and China. Feudalism lead and copper. The study is based on the activity series 5. The Renaissance and Rise of National States

Reference should be made to methods of Rise of towns and cities, learning extraction of metals, such as Fe, Al, Cu, and Zn from their ores discoveries and exploration

Uses of the metals Mg, Al, Zn, Fe, Cu, scientific development. Nation States and Pb—alloys colonization Industrial Process—Sodium hydroxide, Sodium carbonate 6. Capitalism, industrial revolution

86 7. Revolutionary and Nationalist Movements 8. Social and economic challenges before our country American, War of Independence, Nationalist and Democratic Movements 9. India and the World

8. Imperialism (up to 1914) 10. India and the United Nations

Important causes and results 11. Project work

9. The Socialist Movement GEOGRAPHY

Growth of socialist ideas & movements General Geography of the world with special reference to India Russian Revolution 1. Landforms 10. The world from the World War I to the end of World War II Continents, mountains, plateaus, plains, Landforms in India Causes, events and results of the

World War I. Fascism and Nazism 2. Climate

Causes, events and results of World War II Climate zones, in the world and in India

11. World After World War II— United Nations, 3. Natural Regions of the World in Cold War Tropical, temperate, cold lands Technological development 4. Natural Resources

12. Emergence of Asia, Africa, Latin America Soil, vegetation, animals, minerals, and water in world and in India Importance of the third world, developing countries 5. Major Occupations

13. The Contemporary World and India Primitive, pastoral, agricultural, industrial International peace and cooperation, 6. Agriculture new economic order. Principal agricultural areas, crops and

CIVICS practices in the world and in India

1. Man as a social being 7. Minerals and Power

2. Man as a citizen Major minerals and mining areas,

3. Local self-government water and nuclear power

4. State and National Government 8. Industries

5. Rights and Duties of a citizen Important areas and location,

6. Democracy in India heavy and light industries,

7. India as a Nation: Unity in diversity production and output

87 9. Transport and Communications 11. Population of the World and India

Land, water, air Distribution, density, control of population

10. International Trade 12. Case studies Commodities, import-export, Life of the people in various parts of the foreign exchange world aqd in India.

88 SYLLABUS f r a m e s FOR OPTIONAL SUBJECTS

N ote:(i) Only few illustrative syllabi have been given. Syllabus for other Optional courses may be developed by Expert Committees. (2) Sanskrit syllabus is for Classes V I to X.

89 6 Edu.—12

SYLLABUS FOR TEACHING SANSKRIT IN CLASSES VI TO X

I. Teaching of Sanskrit Classes VI-X III. Textbook for Classes IX-X

The knowledge of Sanskrit shall be mainly One textbook, each shall be prescribed for passive for Classes VI, VII and VIII. But for Classes IX and X, the outline of which has Classes IX and X, thie students should be able been given below. Apart from this, one more to use Sanskrit actively. It will be useful to book may be prescribed for rapid reading in talk with a student in Sanskrit occasionally in these classes. Prescribing a book of grammar the class. The students should be encouraged separately shall be useful. Adequate questions to speak in Sanskrit. It is necessary to ask and exercises should be given at the end of students to do loud reading in the class for the the lessons of the textbooks. Notes, grammar teaching of correct pronounciation. Tape re­ and vocabulary should be given separately at corders etc. can be used for correct recitation the end of the book. of Shlokas. It will be useful to invite experts in Sanskrit and organise their speech in the class. (a) Textbook for IX Class The students should be encouraged to hear There shall be about 22 lessons in the text­ A.I.R. Broadcasts and other programme in book for this class. Out of which 12 can be Sanskrit. Brilliant students of the class can also for prose and 10 for poetry. The material for take part in the rectitation competition of Sans­ the lessons in prose can be taken from the krit shlokas. Cultural programmes in Sanskrit following: and celebration of Sanskrit Day and Jayantis etc. like that of Kalidas with enthusiasm shall 1. Panchatantra help in creating suitable environment for Sans­ krit. 2. Hitopadesha

II. Textbook for Classes VI-VIII 3. Katha Saritasagara

4. Jatakamala One textbook each will be prescribed for the Classes VI, VII and VIII. The size of thei 5. Bala Charitam textbook will generally be of 72 to 80 pages comprising of 25 to 30 lessons. About 25 6. Madhyama Vyayoga per cent lessons will comprise Shlokas. Work­ books for each textbook may also be prepared 7. Pratibha Nataka according to the convenience. Points for teaching grammer through the textbook have 8. Dasakumaracharitam been given below. The prose lesson should be in the form of dialogues, stories and short 9. Sukasaptasati essays. At the end of each lesson enough exercises work should be given so that the 10. Simhasandvatrimsika knowledge of comprehension and grammar become more sound. There should be some 11. Champukavyasa questions which should be answered in Sanskrit by the students. 12. Harsacharita

91 Materials for lessons in Poetry can be taken (15) Monusmriti from the following books: (16) Upanisads 1. Ramayana (17) Nayaya-Katha

2. Mahabharata (18) Prahalika

3. Sadhodhasatak (19) Prasnottaris

4. Gita (20) Balagita

5. Viduraniti (21) Silalakha 6. Chandekyaniti Short Outlines of Grammar to be thought 7. Subhasita Sangraha from Classes VI to X

8. Geeta-Govind (a) Outline of Grammar for Class VI

9. Raghu-Vamsh (1) (A) Nouns: Knowledge of all the forms in singular and (b) Textbook for Class X plural in all the cases of the following types of words : 22 lessons can be prescribed in the textbook for this class, out of which 12 may be for the Masculine words ending in ‘a’ prose and 10 for poetry. The textual material may be taken from the following books: (i) "TT, H 2[st, ger, (1) Panchatantra fkniny, ^rnrr, ’rsr, w , tt?, strt (2) Hitopadasa *TF>f etc. (3) Jatakamala (ii) Feminine words ending in ‘a’

(4) Duta Vakyan W3T, ©rar, vrrar, MT4>ir?rr, (5) Karnabhara (iii) Feminine words ending T (6) Dasakumaracharitam ^rfr, mxf, vrfWt, m r t (7) Raghu Vamsha (iv) Neuter words ending in ‘a’ (8) Abhijnasakuntalam fa?r*r, ^ (9) Sukasaptasati ^ T , 3RTT, SRW, (10) Venisamhara ?T?TR;, W , 'TW’T, IVtf'W, I (11) Simhasandwatrinsik? •s' - (B) Pronouns (12) Kadambari

(13) Ramayana (Sundarakanda) (In all the three genders) (14) Shatkas zpt, f%*r, w ? ,

1. Note: Teacher to explain the existence of dual number in Sanskrit.

92 (Only frequently used foitns of 1, 2, 3, 6 and Masculine words ending in ‘i’ 7 cases in singular and pluraf) ■

V, 5ftT, <|*r, ^ , V , ft?, ^ *T5T tostjt, sr*®, f«T*r V (These conjugations of TO, *r and only (B) Pronouns to be learnt by heart. The remaining roots are for practicing) Use of all the forms of the pronouns pre­ scribed in Class VI (H) Suffixed (C) Case Outline of Grammar for Class VII Knowledge of cases used in the following:

(A) Nouns f ^ r , , ;T*r:, 3T

Following types of noun words in singular, (D) Adjectives dual and plural besides the words introduced (i) Knowledge of the following adjec­ in Class VI. (All the forms are not to be tives besides those prescribed for memorized but recognized only.) Class VI. Masculine words ending in 'A’ rr, ^ r , frpsr, stst, fsrc^r f w Use of dual forms of the word learnt in ’TTf, ^fmrr, r=rgfr^, v, f«r, Class VI erfsrr

93 (ii) Knowledge of concordence of q ^ r , 3 t? H w *r, Oraf, sm sr, number, gender and case of the ad­ jective and the adjunct. Masculine words ending in ‘a’ (E) Numerals I 3- H’ Knowledge of the following indeclinables: Masculine words ending in ‘r’ 11— 50.

(F) Indeclinables f^T,ft7 WlrT, CJ 5TcT, C ^T, c' C Masculine words ending in Consonants: Knowledge of the following indeclinables: rRT:, W:> 5TRJT-T, fegST, f^TfsTfT q-^Tcf, JT:, «rff:, 5RT:, Feminine words ending in T 5, f ^ , OTfT, irsj: 5T ^r, *TcT, fKPT ?rfacT, *rf% , n f t j , f a f e , s f ttr (G) Roots Feminine words ending in V

Besides the roots prescribed for Class VI, following roots in singular, dual and Neuter words ending in T plural in the following Lakaras:

srrfr m TO T (3WTTH) Neuter words ending in V

^PTTT (?Tf5IT*N?) Neuter words ending in Consonants ?T, 5T*r, ?fT, c75T, ^r, , ST, T3T, ^*T, f , ^fr, ?TW, q«reT, ?r*Rr ^TT,*0 f^rT N (B) Pronouns (H) Suffixes

*RT (wnrfwr ^TrraTT, •tw fo w

94 (f) Roots (H) Compounds

Use of the following roots in cRJW, Present (viz) and Future Tense (?rfaEq^T) Outline of Sanskrit Grammar for Class X

5. (A) Noun (G) Suffixes Words of the following kinds: W, and *PJ>, form feminine Masculine words ending in ‘i’ suffixes m and |

(H) Sandhi

5# ^7 and spnfe Feminine words ending in ‘ou’ Outline of Sanskrit Grammar for Class IX

1. (A) Knowledge of the Paradgms of the Neuter words ending in ‘e’ following words besides those taught in middle classes. Masculine words ending in Consonants Noun

Masculine words ending in ‘o’ Feminine words ending in Consonants

— qt

Masculine words ending in ‘r’ Neuter words ending in Consonants

— ^

Feminine words ending in ‘i’ (B) Pronoun: of the following level — St 3TT, r,

(B) Pronouns &

(C) Adjectives

(C) Adjective

(D) Verb (D) Numerals srerfe, srgtcmfc, fo jn ftq o r-- Sanskrit numerals for 1—4 in all the m , i, srfsr-ff, sft, wf, st, feu*, i f , '*T, three genders and cases. sr, qT, m, Tr\, fas, sft, *5 , (E) Indeclinables

9Rnr, srsrftr, (E) Cases (F) Suffixes Use of Peculiar use of cases forms, fkspxT, ^whr^nr, functional cases (G) Sandhi WZPft, iSFTT^t pfrakui fSRPT

95 (F) Numerals (H) Suffixes _ . ?iri, ?

Main rules of Consonantal Sandhis (G) Indeclioables (J) Compounds

*nr, i f c t H jtpt, ^ sw rfhrrc,

96 ECONOMICS FOR CLASSES IX AND X

AS AN OPTIONAL SUBJECT

A, THE STRUCTURE OF THE INDIAN (5) To establish a small savings bank oi a ECONOMY cooperative store to develop an insight into the functioning of such institutions. The Framework of the Indian Eco­ nomy—(i) The crucial issues (ii) Main (6) To conduct a survey of the locality to find out working and non-working popu­ Sectors of the Indian Economy. lation and the extent of unemployment. The Supporting structures of Indian (7) To conduct a case study on any econo­ Economy. mic aspect of large scale industry/agri­ culture/factory, small and cottage in B. EMPLOYMENT, OUTPUT AND dustry. PLANNING IN THE INDIAN ECO­ NOMY Outline of Social Reconstruction Employment and Output: (i) Agricul­ (For Classes VIII, IX and X) ture Sector (ii) Industrial Sector (iii) Topics : Foreign Trade (iv) State and the Eco­ nomy. (1) Reconstruction programmes.

Suggested Project Work (2) Surveys and Planning.

Atleast two projects out of the following: (3) Local Self-Government. (4) Co-operative Movement. (1) To conduct a sample survey of the locality with a view to finding out the (5) Laws beneficial to the general public. relationship between incomc ^nd size of the family. Surveys and Planning :

(2) To conduct survey of the small-scale and (1) Usefulness of Surveys. cottage enterprises functioning in the locality to find out the sources of raw (2) Different modes of conducting surveys— material supply and the markets for 100 per cent samples; specimen survey, their products. and random sampling.

(3) To visit a nearby Mandi or marketing (3) Preparation of fables for different types centre to study the fluctuations in of surveys. prices over a period of time. (4) Preparation of Bref Reports, and Noti­ fications concerning surveys conducted (4) To visit a few nearby agricultural farms during social service work. to find out the average size of holdings, techniques in farming and the scale of (5) To study a few reports of surveys con the products. ducted by reputed experts.

97 Planning: (5) Work to be carried out by the Public itself, and by the Panchayat. (1) On what points is information necessary for planning? (6) Means of Income-Taxes, Donations, Shrama Yagna. (i) Population 2. Educational and Cultural Institutions: (ii) Means (1) Balwadi, Basic School, Post-Basic (iii) Personnel available. School.

(2) Motivations behind planning and their (2) Educational Institutions for Adults, effects on the actual schemes; Classes, Shibirs, Night-Schools, Craft classes. (a) Purely economic schemes; (3) Youth Associations, Women’s Associa­ (b) Schemes for Sarvodaya; tions.

(c) Planning centred on village handi­ (4) Festivals and Community Projects. crafts, and on industrialisation (Craft- centred and Mach:ne-centred); 3. Health Centres : (1) Centres for washing and bathing, and (d) Private and Public Sectors (People- their care. centred planning and Government- centred planning). (2) Gardens and Parks, and their care.

(3) Planning of the Home, the Village, (3) Play Centres and their arrangement. Calculations and Statistics necessary. (4) Public Dispensaries and Hospitals, and (4) Public co-operation required for suc­ Nature-Cure Centres. cessful implementation of Plan-Schemes. How to secure such co-operation? A (5) Various agents for village safai. study of the methods adopted by the Government. (6) Programmes and classes for Sanitation.

(5) Training Programmes for successful Economic Associations: planning. A study of Government (1) Co-operative Societies—Agricultural, Training Programmes. Craft, Labour: General knowledge re­ garding each type. (6) Local Self-Government. (2) Handicrafts which meet the needs of the 1. Administrative Bodies: village, and classes for instruction in them. (1) Viflage-Panchayat: Its constitution and duties. (3) Handicrafts promoting and obstructing rural life. (2) Panchayats at the Talukas and District Levels: Their constitution and duties. Theoretical Studies: (1) Consideration of centralised and decen­ (3) The Municipality: Its constitution and tralised administration. duties. (2) What powers should vest in Local Self- (4) Panchayats establihsed by the Public Government agencies and irj which and by Government. agencies?

98 (3) What functions are suited to public bodies? (8) Practical knowledge requisite for a Sec­ to Governmental bodies? retary (or Cooperative Society):

Co-operative Movement: (I) (a) Maintenance of Records (b) List of Subscribers (members) (1) What is cooperative activity? Its defini­ tions. The principles of cooperation. (c; Share Register Scope for economy in cooperatives. (d) Loan Register (2) Difference between cooperative and capi­ talistic institutions. (e) Register of Branches (f) Statement of Assets. (3) Different types of Cooperatives func­ tioning in our country. Their Constitu­ (II) Mode of calling a meeting. Its minutes tions and activities. and proceeding etc.

(i) Multiple-branch Credit Cooperative So­ (9) Aurit and Accounts of Cooperatives. cieties, Multiple objective Society, Ser­ General idea of Supervision and Inspec­ vice and Cooperation Society: tion.

(ii) District Central Cooperative Bank. Detailed syllabus for the subject of Social (iii) Purchase and Sale Association. Reconstruction (Yearwise) Class VIII (iv) Forest Labour Societies. (I) Reconstruction World (v) Producers’ Cooperatives. (1) The 18 varieties of schemes enunciated by (vi) Buyers’ Cooperatives. Gandhiji prior to Independence, and know­ (vii) Banking Cooperatives. ledge of the Institutions implementing these schemes. Consideration of the manner, and (4) Elementary Knowledge of the Coopera­ extent, of increase in liability for Local-Gov- ernment resulting from these programmes. tive Movements in Foreign Countries:

(i) England. Khadi and Village Industries Commission

(ii) Germany. (2) The schemes for Reconstruction enunciated by Acharya Vinoba, after Independence: (iii) Denmark. (i) Bhoodan. (iv) Russia. (v) Palestine. (ii) Sampatti-dan. (iii) Gram-dan. (5) Fundamental Principles of Cooperative (iv) Peace-Corps. Law. A consideration of the revolutionary ideology (6) Elementary study of the Rural Debt underlying these schemes. Enquiry Commission. Class IX (7) Kinds of Liability: (1) Reconstruction Programmes (i) Limited. (3) The Five-Year Plans of the Central Govern­ (ii) Unlimited. ment. The administrative machinery set up

99 for implementing these plans. Funds neces­ Government (for implementation of Plan- sary for the Plan schemes, and how they are Scheme). obtained. Rules framed for deriving benefit from the Plan-Schemes. (2) Local-Self Government

Legislation beneficial to the General Public. Governmental Bodies

Llementary knowledge of legislation passed foi (a) Village Panchayat: Its Constitution and general public wealth. Functions. (b) Panchayats at Taluka and District (a) Prohibition laws Levels; their Constitutions and duties (b) Laws abolishing untouchability (functions).

(c) Laws concerning compulsory education (c) The Municipality: Its Constitution, Functional duties. (2) Legislation concerning law and order, and knowledge concerning it Educational and Cultural Bodies

(a) Traffic Control Laws (a) Balwadi, Basic School, Post-Basic School, Adult Education Institutions, (b) Codes concerning Theft, Murder etc. Shibirs, Classes, Night-Schools, Classes (Criminal Procedure Code). in Handicrafts.

Class X (b) Youth Associations, Mahila Mandals (Women’s Associations). 1. Surveys and Planning

(1) Surveys: (3) Health Centres (a) Centre for Washing and Bathing and (a) Utility of Surveys their care (b) Kinds of Surveys (b) Gardens and Parks and their care (c) To prepare statements and forms used in (c) Play-centres, their organisation and different types of surveys management (d) To study some Reports of Surveys con­ ducted by reputed experts. (d) Nature-Cure Centre, and Public Dis­ pensaries and Hospitals 2. Planning (e) Various agencies for Village Sanitation (1) Topics on which formation should be col­ (f) Classes and programmes for spreading lected for planning (or schemes); knowledge of general hygiene and sanita­ (i) Population tion.

(ii) Means (4) Cooperative Movement

(iii) Requisite personnel. Constitutions and duties (functions) of different types of Cooperative Institutions being conduct­ (2) Schemes for commodities for the village; to ed in our country: collect necessary data and statistics. (i) Credit Cooperative Society, multipur­ (3) Organizing a training programme for success­ pose, Service-cooperative. ful implementation of Plan-Scheme, To study the Training Programmes set up by (ii) District Central Cooperative Bank

100 (iii) Buyers and Sellers (Cooperative) Asso­ (4) Law protecting the rights of Labour. ciation (5) Laws protecting Swadesh and Self-sufficiency. (iv) Forest Labours’ Societies Practicals: (v) Procedure Cooperatives (1) Running School Cooperative Store. (vi) Buyers, Cooperatives (2) Running School Committee. (vii) Banking Cooperatives (3) Visiting Panchayat and Cooperative Store at (5) Kinds of Liability least twice.

(a) Limited (4) Assuming the work for a month of one’s own Panchayat and Cooperative Societies. (b) Unlimited. 1. Surveys and Planning (6) Practical knowledge needed for a Secretary (of a Cooperative) Surveys :

(a) How to maintain records-Membership To prepare abstract reports of Surveys under­ Subscribers Register, taken during social service activities and also notices about them. (b) Share Register,

(c) Loan Register, Planning:

(d) Credit (Branch) Statement, Statement of (1) Objectives behind planning and their effect Assets. on planning and themes:

(e) Procedure of calling a meeting; keeping (a) purely economic planning proceedings and minutes. (b) planning for Sarvodaya (7) Audit and account of cooperative societies (c) planning centred on Handicraft and on General idea regarding supervision and Industrialisation inspection. (d) Public centred planning and Govern­ (8) Legislation for Public Welfare ment-centred planning (private and public sectors). (1) Limitations of legislation concerning public good (2) Methods of securing public cooperation for successful implementation of plan schemes. (a) Such laws should only be enunciated in Study of the methods adopted by Govern­ conformity with public opinion ment. (b) Propaganda for training public opinion II. Local Selft Government (c) Reforms which should be attempted only by public bodies (1) Government Bodies:

Arbitration out of Court, and Justice (a) Panchayats established by the Public through the Courts. and by Government.

(2) Elementary knowledge of legislation in India (b) Works (functions) to be undertaken by for the Public Good. the public and by the Panchayat.

(3) Laws protecting the rights of cultivators (c) Means of Income-Taxes, Donations, (farmers). Shrama-Yajna (donated labour).

101 (2) Economic Bodies: Cooperative Movement

(1) Cooperative Bodies: Agricultural Indus­ (1) What is Cooperation? Its definitions, funda­ trial and Labour: knowledge regarding mental principles. Scope for economy in each. cooperation.

(2) Handicrafts which meet village-needs, (2) Difference between capitalistic and coopera­ and classes conducted for them. tive institutions. (3) Industries promoting or obstructing vil­ lage uplift. (3) General knowledge of cooperative activity in foreign countries: Theoretical Considerations: (i) England (ii) Germany (iii) Denmark (1) Centralised and decentralised administration. (iv) Russia (v) Palestine, any two. (2) What powers should vest with Local Self- (4) Fundamental principles of cooperative legis­ Government and with which Body (Centre)? lation. (3) What functions (activities) should be under­ taken by public bodies, and what by Gov­ (5) General knowledge regarding Rural indeb­ ernmental agencies? tedness Commission.

102 AGRICULTURE AND DAIRY FARMING (FOR CLASSES VIII, IX & X)

Class VIII Comparison of cow and buffalo; study of the following breeds of buffaloes, Jafraladi, Surati Botany: Parts of a plant, their varieties, cons­ and Muradi; general knowledge of Dairy centres truction and functions, life processes of a plant, in Gujarat. how nourishment is absorbed, osmosis, evapora­ tion, photo-synthesis. Horticulture: Importance of fruit in human diet, selection of site and soil for orchards, seeds Study of Pests: Definition of Pest, their ana­ and seedless growth of fruit. tomy, Life-cycle and classification, varieties of Pests infecting different crops, and preventive Varieties of grafting and their benefits, prun­ measures, Useful and harmful pests. ing and its uses, seasonal variety; modes of pick­ ing fruit, detailed study of the following fruit Geology; Birth of the Earth, the three mantles trees: Papaya, Chiku (Sapota) Guava, Mango, of the earth, rocks and minerals, forces which fruit bearing wild-trees, bili, goonda, Rayan form rocks, Definition of soil; Forces which Bor, Ravana, Falsa, Custard-apple. work to form soil, the relationship between soil and plants. General knowledge of the following plants: Rose, Mogra, Canna, Rat-rani, Bougainvillea, Agriculture: Normal processes of agriculture, Juhi, Zenia, Balsam, Cosmos, Sunflower, Cha- tillage, its varieties, gains and losses, Manure, meli, Dolar, Oleander, Black lotus, Dhalia, Objectives; sowing, reasons for and modes of; Honey-suckle. seeds and their improvement; Distance between Practical and Experimental Work seeds, depth, quantity and nature of seeds, plant­ 0 ing nurseries for seedings, care regarding pro­ Botany: ductivity of soil. (1) To show how food is imbibed through Manures: General idea of organic and inor­ osmosis. ganic manure, nutrient substances for plants, Ni­ trogen, Potassium, Phosphorus, their effects on 2. To measure the heat resulting from plant- plants, signs of malnourishment. breathing (to be measured by a thermometer after soaking seed for 24 hours). Crops: Detailed study of the following crops: Bajra, jowar, makai (or com), groundnut, cot­ 3. To show that plants inhale Oxygen and ton, sugar-cane, brinjals, chillies, tomatoes, la- exhale Carbon-dioxide. dies-fingers, gawar, dudhi, valod. 4. To show the beneficial effects of light and Animal Husbandry: The inevitable relation­ the deleterious effects of darkness. ship in our country between agriculture and ani­ 5. To demonstrate actual specimens of Roots, mal husbandry, Recognition of milch cows, draft tap-roots, trunk, flower, fruit and seed of cows, and dual purpose (milch-draft) cows, His­ different varieties. Also to show the chan­ tory of Dairying. Study of the following breeds ges that take place in each of these. of cows (the first three in detail); Git Kankarej, Sindhi. Dengi, Khilar, Krishnavali and Amrit- Study of Pests: Pests attacking different crops: Mahal, their egg, cocoon, larva, complete insect etc. to

103 be got collected. To study the anatomy and Castor, coreander, cummin, mustard, fenu­ Life Cycle of such pests. greek (Methi). Cabbage, cauli-flower, raddish, mogra, further study of sugarcane, Preparation Geology: To learn to recognise different of Gur, different kinds of ovens (Chula). varieties of rocks and minerals. To recognise symptoms of absence of nutritious elements. To Study of weather: Weather and agriculture, collect speciments of varieties of rocks. weather forecasts and agriculture and other in­ dustries. Detailed study of the instruments Agriculture: To learn to recognise agricultural used for weather forecasting. Thermomaters. implements. To prepare seeding-beds, to recog­ Maximum and Minimum Thermometers, nise all varieties of seeds to be able to tell good Hygrometer, Barometer. seed and bad seed, also improved seed. To re­ cognise weeds which grow in standing crops. Dairying: Constitution of Milk, proportion of Fat, Protein and Sugar, Characteristics of these Manures: To learn to recognise the kinds of substances. Comparison between the composi­ organic and inorganic manure, and to manure tion of milk produced by different varieties of crops as required. animals.

Crops: (To grow) Bajra, jowar, corn, ground­ Creamings : Old methods : The indigenous nut, cotton, sugarcane, brinjals, chillies, ladies- method of producing butter by using a separater fingers, etc. (and) churn. Adulteration of milk-recognition Animal Husbandry: Cleaning a bore, Making and prevention of. compost to recognise the Gir, Kankeraj, and Detailed study of crops: To prepare a scheme Sindhi breeds of cow; to study their characte­ for ensuring sufficient supply of fodder for the ristics. dairy cattle. Gardening and Horticulture: To prepare all Food for cattle, its composition, digestibility, varieties of cuttings and grafts, to do as much Nutritious substances in cattle-fodder and their field work on guava, chiku (Sapota) and mango utility for cattle, Varieties of feeding-, optimum, as feasible. and in excess of need. Organisation of a dairy- To prepare disinfectants and spray them. To farm, Feeding watering, etc. regularity in. recognise improved varieties of fruit-trees; to Antenatal and post-natal care of cow, and of grow flowering shrubs, planting (through seed­ its calf. The byre, and its cleanliness. ing and planting). Diseases of Cattle. Diagnosis of diseases; to Class IX take temperature, count breaks and pulse. Kinds Geology: Structure of the earth, solids, of disease; contagious epidemic, pandemic, local liquids and gases, their proportion or organic severe, chronic. Gangrene, rotting flesh, pus-for- and inorganic matter solids; their utility in agri­ mation etc. Curative measure for these. Fever (in culture. Analvsis of soil and classification of cattle); symptoms of, varieties of, and cures. soils. Relationships between kinds of soil and Bone fracture. Fracture of joint, causes of, varieties of crop. kinds of, and cures for.

Agriculture; Detailed study of the following Gardening: Detailed study of the following crops : fruit trees: pomegranate, banana, coconut, fig, grapevine; Citrus fruits and their nature; Dishes Wheat. Paddy, all the varieties of lentils from (Citrus fruit); Jam, Jelly, Ketchup, Dried (KatTioD. Ginger, Turmeric. Suran (Amorpho- fruit, Sherbets, Pickles etc. how to make them. phallus camoanu-Latus). Onion, Garlic, Beet, Tindola (Cephalandra Indica). Parval, Turia, Manures: Why are chemical fertilisers neces­ Ga'Va, T nffrioentandra. Cucumber, sary for crops and when should they be used?

104 in w h a t quantities? Chemical fertilisers contain­ To prepare balanced cattle-feed (of grain etc.). ing Nitrogen, Phosphorus and Potash, the pro­ To nurse a cow after calving. portion of these chemicals in such fertilisers, To learn to diagnose diseases of cattle and What quantity of these to give a particular crop to take temperature and pulse, and examine and in what manner. The use of Lime. Spe­ breathing. To prepare medicine and give it to cial characteristics of each kind of manure. cattle) to learn bandaging etc. Mixed fertilisers: What manures can be mix­ Gardening and Manuring: To put in as much ed? What is mixed? Advantages of mixing fer­ field-work as possible in connection with the tilisers. fruit-trees prescribed for study during the year. Organic Manures: Different methods of pre­ To do pruning, and prepare as many fruit paring composts. How are organic manures dishes as possible. superior to chemical fertilisers? To determine the variety and quantity of Cowdung, goat-droppings, faeces, bird-drop- manure of fertiliser to be applied to the fruit pings (guano) all kinds of oil-cake, dried leaves, trees prescribed for study; To recognise all types bone, blood, flesh, Hessian etc. the proportion of fertilisers. of nitrogen, phosphorus and potash in manures Class X prepared from these. Theoretical work Geology: Conservation of soil—Harm resulting from 1. To find the proportion of liquids and denudation; how does soil get denude? Amount solids in soil. of denudation and its kinds. Preventive measures. 2. To find the proportion of organic and inorganic matter in soil. Dairying [Animal Husbandry] Study of the following diseases their causes and treatment: 3. To make a physical analysis of soil. Atwa (2) Foot and Mouth Diseases, Rinder­ 4. To identify different varietes of rocks, and pest, (Haemorrhage) Speticaemia, Anthrax Black soils and arrange an exhibitor thereof. quarters, Tuberculosis, Diarrhoea, Constipation, Agriculture: To do as much field-work as Tympany, Catarh, Bronchitis, Stomatitis, Man­ feasible on the Crop prescribed for this year (in ge, Poisoning, Yoke gall, Mastitis. theory). To examine whether cane is ready for Failure to conceive despite being served by making Gur. To make Gur. the bull during heat period, failure to come into Weather: Daily temperature throughout the heat, retention of placenta, infertility in bull year, maximum and minimum temperature experimentation on inducement of milking during the year. Humidity of the air; and rain­ through grafting harmone pellets in tissue. fall. To chart all these. To examine the effects Methods of Castraction, artificial insemination. of these phenomena on crops. To prepare monthly weathergraphs. Agricultural Implements: Detailed study of the following: Dairying and Animal Husbandry: To identify a Separator and its parts, to set up and dis­ Indigenous plough, inter culturing hose, har­ mantle a Separator. To clean utensils. To find row, harrow with long blade, mould-board the percentage of fat in milk. To prepare curds, plough, to measure different furrows. Ridger, butter, ghee, dudhpak, basundi, shikliand, pends disc-harrow, Toothed-harrow winnowing fan, etc. (milk-products and dishes). To distinguish winnowing machine, wheat thrasher, axe for between good and bad fodder. To make silage. cutting chaff, hand-cutter for chaff, wooden-

6 Edu.—13 105 can-crusher, plan and with gears, Insecticidal Dairying and Animal Husbandry: To diag­ appliances; dustgun, can sprayer, Pedal sprayer. nose diseases, to identify medicines and prepare as well as administer them. To do bandaging Economy of irrigation: Units of measurement and splinting; of cattles, to set bones. To restore of liquids, litre, gallon, pound, cubic foot, Acre, a prolapsed uterus. Inch, cross-section of pipe, gallons per minute, acre-inches per minute. Horse-power of engine Agricultural Implements: To identify diffe­ required for supplying adequate irrigation for rent parts of implements prescribed for the year; the Crop in a field of given acreage (H.P.) Pump to take apart such implements and put them to­ and Pulleys for such engine. gether again. To use as many implements as possible. Illrd Year [STD. X] Irrigation: To measure the quantity of water Conservation of Soil: To make Contours. produced by a pump or a kos (indigenous water- Bundling (lines for) lift). To compare the two from the economic point of view. To ascertain the quantity of To find the percentage of inclination (or water needed for the school, and the number of slope). engines required for the purpose.

106 SYLLABUS FRAMES

FOR

ARTS, MUSIC, DANCING, PAINTING AND DRAMA FOR CLASSES I TO X

SYLLABUS IN FINE ARTS

INTRODUCTION Fine Arts should be an examination subject like other school subjects. The area most neglected in all our educational programmes is that of Fine Arts. As the Arts (2) The Fine Arts to be especially emphasiz­ do not have an immediate market value, there is ed in our schools are Music, Dance, Drawing not sufficient pressure for their teaching from and Painting. But other Art forms such as Clay the parents. Yet we cannot overlook the fact Modelling in the Primary classes and Sculpture that the urge for creation is one of the most basic in Secondary classes should also find a place in urges in human nature, and if it is not allowed school education. to be channelized in creative aesthetic expres­ sion, it may give rise to all sorts of frustrations (3) Education in Fine Arts at the Primary and complications in human personality. One Stage may not emphasize the discipline aspects of the main reasons why our children do not of these Arts. It should make for more spon­ find the school atmosphere inviting and interest­ taneous and creative expressions by students in ing is the simple fact that there are no artistic the form of singing, dancing, drawing, painting activities in the school to hold their attention and clay modelling by students. At the same and inspire them. It also tells upon their time a sound basis has to be laid at this stage for achievements in other subjects where they usual­ the formal teaching of Fine Arts in the Middle ly have stinted growth and total lack of origina­ classes. lity. (4) It is well recognised that we cannot im­ If the purpose of education is to nurture the mediately appoint separate Art teachers for our child’s capacities to the full and to give our primary stage where a large percentage of school people not only a useful occupation but a full yet have to be run with the help of single- and abundant life, then the creative urge in the teachers. Wherever possible, especially in children must in every possible way be actively schools having multiple sections in Primary stimulated and cultivated in as many directions classes, separate teachers for teaching Music and as possible. Fine Arts should not be regarded as Drawing and Painting may be employed. For ‘fringe’ of school education but as essential in­ other schools part-time teachers, who can teach gredient of it. The Education in Fine Arts these subjects in several schools in a week may be employed. alone can develop the sensitivity among the voung students in the lack of which they would (5) All Teacher Training Institutes preparing be obliged to live a dull and unimaginative life. teachers for Primary Classes should have pro­ Some General Hints vision for compulsory training in Fine Arts so that the future generation of teachers for Primary (1) Education in Fine Arts should be com­ classes is well-equipped to handle this all impor­ pulsory for even/ child upto Class VIII and the tant area of school education.

109 SYLLABUS IN MUSIC

CLASSES I & II

Music for Fun Simple Beats at regular intervals with the help of the instruments like Cymbal, Drum, Tipri, Duff, Manjeera, Dholak, Khartal, Bells and Bceds mounted Jhunjhuna and Triangles.

Note: Students can play these instruments.

Musical Games (1) Clapping in simple beats (Hand-Beats should be at regular intervals). (2) Movement of different parts to the body in rhythm (in simple Beats) with the help of different sounds played in Harmonium. (3) Singing of different swaras in La-La-La, Ho-Ho-Ho, Humming etc. in simple beats. (4) Marching in 'Rhythm. Dramatisation of short stories and poems with expression, and hands and Expressing Story feet movements.

Types of Songs Action songs of birds and animals, plants-trees, good manners etc. songs based on story e.g.

jptar ?mrr sphrr srm =#et f ?mr fret i songs on mathematical figures e.g.

’Thr 9T? ^ #3 ft JRT ST# T? ^ | etc. Comical songs e.g.

m? ?rrar spt jq fnr qt i Prayer songs

Writing & Drawing To draw picture with colours related to the song at the end of the song Work by Children written in the class notebook. Students will listen to the sound produced by different instruments for Listening to various recognition. sounds Note : Students must be encouraged for solo singing to develop the interest in this art.

Class in

Music for Fun Hand beats in single and double rhythm, Singing of different swaras in Ho-Ho, Ha-Ha, La-La etc. playing on instruments by children like Cymbal, Drum, Tipri, Khartal, Duff, Bell, Ghoongfu in Kaharva Tal, Dholak.

110 (a) First two alankaras only in a particular rhythm e.g. Swaras and Alankaras (1) *rr t *t 7 sr fa srr (2) nrar ^ w sfsr fafa tfrm

(b) Singing of group of swaras in rhythm e.g.

*T— TO 7— ¥Tfa FT— qT sro r *r *r, to 77

Action songs, songs based on stories, comical songs, songs on seasons, Types of Songs songs on festivals, songs on National Leaders, Devotional songs, songs on birds and animals; songs on Hawker, songs on routines like bathing, com­ bating etc., National Anthem :

Students may be encouraged

N o te : Language of the songs should be very simple.

(ii) The song learnt by the students may be encouraged.

(iii) In action songs children’s own actions and expressions should be encouraged as far as possible.

Classes IV & V

(a) Playing on various instruments e.g. Drum, Dholak, Tipri, Music for Fun Khartal, Bell, Duff, Ghungroo taking Kaharva and Dadra tal.

(b) Musical drill with the help of Lazium, Dumbles, Band.

(a) The alankaras like tripris etc. Swaras and Alankars

^ ...... *TT%T, w r (b) Some swaras in group e.g.

a t t 7 t srrar *rr 7 n 7 sr 77 7

N ote : There swaras should be set to Kaharva Tal.

Action songs, patriotic songs, prayer songs, songs on National leaders, Types of Songs songs on Indian festivals, songs on seasons, National Anthem, Qawali, Expression stories, Ballets and short musical dramas.

N ote : (i) 'In each class different songs should be taught with new poetry and in new tune.

(ii) More emphasis should be given for solo singing for this age group of students.

(iii) Antakshari class programmes should be encouraged.

Games of circles, groups and sub groups, lines in various forms of simple Class IV & V music as an accompaniment can be used. For Fun

111 Class Vi

Alankaras Only three alankaras.

Knowledge of Riaga Rag Bhupali to be introduced with a fast khayal with 2 alaps on Sthai and Antara each. Or any simple songs bases on this Raga.

Rhythm Knowledge Tin Tal and Kaharva Tal to be introduced. Patriotic songs-3, Devotional Songs songs-2, Folk songs-2, songs on festivals of India-1, National Anthem (Jana Gana Mana) welcome songs-1.

Theory of Music Definitions in short of the following terms; Sangeet, Nad, Shruti, Swar, Aroha, Avaroha, Pakad, Alap, Tan and Laya, Sthai & Antara.

Students may be involved in giving a short variety programme of the A Short Variety items they learnt throughout the year. Programme

N ote : (i) An emphasis should be laid on practical music more than theory.

(ii) Creative work in music should always be encouraged.

Class VII

Only three alankaras. Alankaras Knowledge of Rag ‘Yaman’ and ‘Bilawal’ to be introduced with a Chhota Khayal or Raga Lakshan geet or Swarmalika or any other composition with two slaps each in asthai and antara, so also two tanas in sthai and antara.

Rhythm Knowledge Dadra Tal and Jhaptal to be introduced with Bole Vibhag and Matras. Patriotic songs-2, Devotional songs-2, Folk songs-1, songs on Festivals of India-1, National A,nthem (Jana Gana Mana) Vande Matram, Flag song-1.

Theory of Music Definitions in short of the following items : Saptak (Mandra, Madhya, Tar), Lakshan Geet, Thata, Raga, Swarmalika.

Short Variety Students may be involved to give some performance solo or groupwise of the items they learnt during the year.

N ote : (i) An emphasis should be laid on practical music more than theory. (ii) Creative work in music should always be encouraged.

Class M U

Alankaras Only four alankaras.

Recognition of Recognition of all sudha swaras. Swaras

Knowledge of Difference between sudha and komal swaras. Komal swaras Knowledge of Raga Rag Kafi and Khamaj to be introduced with a Chhota Khayal or any other composition with two alaps each in sthai and antara; so also two tanas in sthai and antara. “ Hori” in Raga Kafi may be done.

112 Roopak Tal to be introduced. Rythm Knowledge

Patriotic songs-3, Devotional songs-2. Folk songs-1, song on festivals of India-1, Seasonal songs-1, National Anthem (Jana Gana Mana). Seasonal song-1, V'ande Mataram. Theory of Music Definitions in short of the following : Khayal, Lok-Geet, Bhajan, Desh Bhakti Geet, tal, sam, khali, Matra, Vadisamauti, Life sketch in short of any reputed musician of India.

Collection of photographs of musicians of India and photographs of Project Work some instruments of India.

N ote : (i) An emphasis should be laid on practical music more than theory,

(ii) Creative work in music should always be encouraged.

Classes IX & X (Vocal)

1. Sangeet, Nad, Swar, Shudh, Komal, Teevar, Saptak, Mandra, Theory Madhya, Tar, Aroha, Avaroha, Raga, Laya, Matra, Tal, Avartan, Sam, Tali.

2. Knowledge of notations system as laid down by Pt. Vishnu Digambar, Paulskar and Pt. Vishnu Narain Bhatkhande.

3. An outline of history of music.

1. Fifteen songs for community singing. Practical

(a) National Anthem.

(b) Five folk or tribal songs of regions indicating time of the year, occasion and the function with which they are related. Writing down the song with its meaning and knowledge of its rhythm.

(c) Fair devotional songs, Bhajans from the saints, poets of India. (d) Three songs in regional languages other than mother tongue including one Tagore Song.

(e) Three songs patriotic or on the theme of universal love and amity.

2. To create proper sense of swar and laya through Talabadh and alankaras.

3. The following four ragas with descriptive details:

Yaman, Kafi, Khamaj, Bhopali (accompaniment Tanpura and Tabla).

4. The teacher should communicate the characteristic features of the ragas and its swaras, patter in a way by which the students will be able to recognise the qualities of ragas and the art played by different swaras.

6 EDU— 14 5. The following talas and their thekas-kaharwa, Dadra, Trital, Jhautal, Chovtal. Project Work 1. To collect photographs of great musicians with their introduction and all types of musical instruments (Photographs) and their players. (To be pasted in the Scrap book). 2. To listen vocal music programme on AIR or T.V. and to write the description of the performance. (To be written in the Scrap book).

Classes IX & X Music (Melodic Instruments) Theory 1. Knowledge of the Terms :

§angeet, Dhwani, Nad, Swar, (Sudha, Komal, Tivra) Saptak (Mandra Madhya, Tar), Aroha, Avaroha, Raga, Gat, Laya, Matra, Tal, Avarta, Sam, Tali, Khali.

2. Knowledge of Notation system as laid down by Pt. Vishnu Narain Bhatkhande or Pt. Vishnu Digambar Paluskar.

3. Short history of Indian Music.

Practical Activities

Any one of the instruments : (i) Sitar (ii) Sarod (iii) Violin (iv) Dilruba or Esraj (v) Flute (vi) Jaltarang (vii) Mendolin (viii) Guitar (Accompaniment Tabla)

I. The candidates for instruments may be allowed to opt for Com­ munity Singing or for instrumental ensemble based either on the Ragas from the Syllabus or light and Folk Dhun (Melodies).

II. To create proper sense of swaras and layas through Talabadh Alankaras.

III. The following four Ragas with descriptive details : Yaman, Khamaj, Kafi, Bhopali. (Accompaniment Tanpura & Tabla)

IV. The following five talas and their thekas: Kaharawa, Dadra, Trital, Jhaptal, Choutal.

V. Preliminary knowledge of tuning the instruments.

114 SYLLABUS FRAME DRAMA

(1) Introduction: (a) Household activities like sweeping, wasKrag, dusting, cooking, etc. Drama is a way of learning and a form of (b) Outdoor activities like planting self-expression. It is an unique art form, involv­ gardening, painting, drawing water. ing both individual expression and group endea­ vour. By participating in it, the child finds new (c) Play activities like swinging, slid­ means of expression and communication, leading ing, wading, skipping, jumping, etc. to balanced growth of the personality. Drama (ii) Creating characters with the help of is oriented towards development of the person. rhythm and mime: e.g. That is why it is included as a part of the cur­ riculum for all children. It is centred on the (a) People like soldier, driver, wood­ participants and what happens to them, and not cutter, fisherman, farmer, etc. on production or performance to audiences. (b) Animals like dog, cat, mouse, Drama stresses process, and not product. No horse, rabbit, monkey, etc. matter how many times a story is done, it is for the purpose of deepening understanding and (c) Behaviour like reactions to heat, strengthening and enriching the child, and not cold, rain, etc. for perfecting the performance. Again, scenery, (iii) Acting games-guessing characters from costumes and make-up have no real place, some­ familiar songs and rhymes, guessing times materials and props are used to stimulate actions, simple riddles. the imagination. (iv) Action songs—including finger play or (2) Lower Primary (Class I and II) (Can also be using the hands and fingers alone to adapted for use with create action. pre-primary Children.) (v) Free dramatic play: providing the chil­ At this stage, the objective is to involve chil­ dren with simple materials (like old dren in simple dramatic experiences, to give clothes, caps, sticks, bags, boxes, etc.) them a chance for dramatic play rather than to with which they can freely make up make or act in a play. Children should get a short scenes on their own in small chance to work at various items all together, for groups on topics like hospital, home, school, station, market, etc. the growth of expression, imagination and com­ munication. There should be no public perfor­ (vi) Stories: listening to stories suitable for mances at this stage, and individual casting of the age-group, telling and acting all parts in plays should be avoided. The follow­ together while the teacher, narrates the ing are suggested : story slowly, (e.g. The Hare and the Lion, the Tortoise and the Hare etc). (i) Free expression through movement ac­ companied by suitable rhythm music: Note : For music use simple percussion in­ e-g- struments like drum, dholak, Daphli,

115 Cymbals, Bells, Clappers and wooden (a) listening to, telling and reading out sticks and sound effects with the help stories (folk stories, fairy stories, of harmonium, flute, mouth organ, myths and legends etc.). guitar or any other available musical (b) improvising on stories or acting out instrument. Where available* taped or parts of the story or the whole story, recorded music may be used. the children using their own word (3) Upper Primary (Classes III, IV and V) and actions.

(c) Creating characters—using ideas At this stage, we can draw upon experiences from stories and from observation familiar to the children as well as on their inte­ of real life. rest in the world of fantasy and wonder and far away things and places. At the same time, work If children are to take part in public perform­ must continue to build upon earlier experience. ances, it should be in items like folk dance, group The following are suggested : singing, mass PT and pageants in which large numbers can participate through very simple (i) Rhythmic movement and mime with activities. suitable music and rhythm: (4) Middle School (Classes VI, VII and VIII) (a) everyday action— dance, swim, play an instrument, paint, etc. At this stage, children like to know the rules, to work in groups to understand the objectives (b) imaginative—built a big house, a of what they are doing and to gather informa­ cave, a den for robbers, an engine, a tion. Drama can be used to introduce them not rocket, a fort etc. only to the fundamentals but to stimulate curio­ sity and awareness of the world around them. (c) faraway—where would you like to go in a pair of magic boots—to the The following are suggested : stars, the moon, under the sea, etc. (i) Rhythmic movement and mime, with (ii) Poetry—speaking and acting poems speech, music and rhythm: which have a strong narrative content and clear rhythms. (a) sports, recreation and outdoor-inte- rests like swimming, playing games, (iii) Acting—guessing and language games boxing, boating, acrobatics, camp­ as earlier, but more difficult and suited ing, etc. in content to the age-group. (b) adventure and travel—being an (iv) Creating short dramatic scenes and explorer, a pilot, a doctor, etc. people e.g. (c) Seasonal—celebrating different (a) Scenes from observation of nature festivals, seasonal outdoor activities. and society: at the well, in the mar­ ket, hunting, fishing, shopping, (d) occupational—being people in travelling by different means etc. different walks of life, household activities. (b) Scenes based on fantasy: becom­ ing kings, gods, heroes, demons, (ii) Poetry— children to speak and act animals, robbers, explorers, etc. poems with strong narrative content.

(c) Occupations—musician, potter, (iii) Acting, guessing and language games— dhobi, etc. as earlier, but appropriate to age.

(v) Stories : (iv) Characterisation

116 (a) Becoming people (ariimals, heroes, may be introduced in performances fdf people in real life in different occu­ an audience. pations). (5) Secondary School Classes IX and X (b) Acting people in situations—pair work (teacher and child, parent and This is the stage at which young people need child, buyer and seller, policeman to be introduced to theatre and related crafts, and thief etc). and to broaden their understanding of drama through literature. Their previous experience of (c) Acting people in situations of con­ creative drama will help them explore those flict—in pairs or small groups new areas. The following is suggested : (should you report a friend for steal­ ing, should you disobey your (i) Improvisation—continue with exer­ parents in certain situations?) cises in mime, movement, speech, characterisation etc. in suitable depth (v) Improvisations and detail and with material suited to (a) Stories—act out in groter depth the age-group. Continue with group and detail, and select stories suit­ work, projects etc. able for age-group including clas­ (ii) Literature— reading stories, plays, sics, scenes from classics, short stories, adventure stories, explora­ prose extracts etc. from all sources and tion, etc. of all types, discussing them, improvis­ ing on the basis of themes, plots, sto­ (b) Group work on situations selected ries, situations from life and literature. from life, newspapers, radio, fiction, etc. (iii) Stagecraft—learning the basics of stage movement and stage management (c) Projects in Social Studies—using working with props and costumes, stage drama to explore social studies design and shape, acting in different (how people live in different places, spaces like open-air proscenium, arena, historical incidents, exploration, etc. scientific discovery, social changes and reforms, manners and customs, (iv) Play—writing—continue work on im­ etc). provisation but now the unscripted play can be written down in the form of a (vi) Play production : script to be acted.

(a) Using improvisation as a basis for (v) Performance plays (starting with group work, selecting, and editing scenes for (a) suitable children’s plays presentation to an audience, some direction by teacher but with em­ (b) short scenes from classic drama phasis on children’s own work, (c) adaptations, improvisations, un­ practising unscripted plays for per­ scripted plays and scripted plays by formance). the children themselves. (b) Acting suitable children’s plays Note : Formal performances before an Note: Costume, make-up and stage settings audience can be a good incentive to are not to be used for classwork, but good work at this stage.

117 SVl l a b Us i n a r ! f o r c l a s s e s i t o V

Objective birds and animals, neighbours, vegetation (flow­ ers, fruits and vegetables) Development of— Notes for Arts Teacher: Creativity and Aesthetic sense 1. Art is not an isolated activity. Experiences Observation through other discipline must be taken into consideration. Awareness

Imagination 2. Topics should be introduced in such a way that it relates to the direct experiences of Emotions the child.

Self-Expression 3. Individual expression of the each child related to his personal experience should Appreciation be emphasized and encouraged how-so- Cooperation ever humble it may be.

Fundamentals of Arts 4. Copying from the art textbooks or from other pictures should not be encouraged. Through the Following Media 5. For motivation and appreciation, visits to Drawing and painting important local places of interest and the people should be arranged. Print making ? 6. Local media, materials and tools should Mobile and Construction be used and cooperation of local artists/ Mask making craftsmen should Tie sought. The nature of art material should also be explored Puppet making together.

Stitching 7. The art of each child should be displayed Cutting, tearing and pasting (College) for all to see and admire.

Clay and Papermache 8. Children should be involved actively in art actvities during school functions and Suggested areas for the Topics festivals. for Motivation 9. As the art work of the children cannot be Home and family life, school activities, daily evaluated like other subjects (Science and incidents, nature (cloud, rain, fire, river, moun­ Mathematics) the sincere involvement of tain, sea, stream, fields etc.), people—(postman, the child is a major factor for the evalu­ milk-man, hawkers, local craftsman/technician), ation of his work. It is better to evaluate local dance—drama, circus (including Madari, each child in terms of his own achieve­ Bhaloowala, Sapera etc.), Games and sports, ments rather than make a comparative means of Transport, market and fair festivals, evaluation.

118 SYLLABUS IN ART FOR CLASSES VI TO VII

1. To help the child sharpen his perception and observation of his Objectives physical and social environment.

2. To help the child use his own imagination and development of his own concepts and expression through exploration and discoveries of hig visual symbols media and techniques.

3. To develop in the child a sense of organisation and design i.e. aesthetic arrangements premeating all life.

4. To help the child achieve an alround growth as an individual and as a social being in tune with our culture.

5. To give to the child deep and lasting enjoyment of Art that may persist in his adult life.

1. Drawing & Painting

Drawing from imagination with charcoal, pencil, crayon, dry brush, Activities of Visual chalk on different surfaces e.g. wet paper, papers & boards with different Arts in terms of textures, chalk board, newsprint papers, old newspapers, Takhti, slate etc.— Material, Media & Indoor and outdoor sketching of moving and static, animate and inanimate Technique Two objects both natural and man made. Dimensional Activities Paintings with wet colours, crayons and also by combining with other techniques, to be attempted on different textual surfaces like corrugated paper, hand-made paper, newsprint papers etc.

Topics for motivation may include ideas gained from daily experiences, simple stories, folk lores, improvised stories, poems, stimulation from music, drama, dance, dreams and other sense stimuli.

Printing with the help of carved clay blocks, soap cakes, wood blocks Printing & and other objects e.g. leaves, textured cloth pieces, key, bottle caps, buttons, Designing thread vegetable etc. If printing inks are not available, poster colours and [or finger paints may be used with the help of rubber roller improvised with a piece of cycle tube on a wooden roller or with improvised pads.

Mono-Printing with pastel colours if printing inks are not available.

Stenciling and spraying with the help of tooth brush, feather or other improvised. methods.

Crayon Resist by drawing a picture or any design with wax crayons and then applying water colour over it.

Personal book covers and notebook covers or pencil boxes, book marks 3. Applied etc. can be designed by the children with any technique they have learnt. Designing

119 4. Collages: Paper collages by cutting, tearing and pasting coloured papers, coloured magazine papers other textual papers.

Mixed collages may be prepared by adding other materials with pastes or any adhesives including nails etc.

5. Applipue and Various forms and shapes may be cut from old rags and cloth cuttings. Embroidery. These may be pasted and/or stitched on suitable surface. The total picture may be enriched with embroidery and other material like beads, buttons, laces and thick yarns, fibres, knitting wool etc.

Three Dimensional Activities

Clay. Experiences gained from daily life, simple stories etc. may be expressed in clay. But the topic should be such that it may not cause frustration to the child to make so many figures or panoramic scenes like picture making. Often, the work may be limited to one or two figures and the rest should' be left at child’s own discretion. Children may also carve out soft wood blocks, clay blocks, plaster of paris-cum-sand or ash blocks and if possible also the soft stone.

Hand pottery may be attempted by pressing method, coil method, slab method and if possible on potter’s wheel also.

Firing/baking of the objects may be done in an improvised fire pits. Help of the local potter may be sought for this purpose.

Constructions & Constructions may be made with various types of three dimensional M o b ile s : materials and scraps e.g. wood scraps, metal scraps, boxes, card board scraps, wire, bamboo, pitch, straw, moon broom and broom sticks (tili), worn out toys and games materials, shells, coconut shells etc.

Mobiles can be prepared out of scraps as mentioned above and also from the pieces of card boards, tin cuttings as per shapes desired by the individuals; ‘Kandeel’ mobiles (lamp shades) with the help of papers, bamboo sticks, card sheets, wire etc. Emptv cans or boxes can be given new shapes by adding or painting or pasting over them for preparing moblies.

Masks and Puppets Masks and puppets may be made from paper bags, paper mache (paper strips pasting layer after layer/and paper pulp) and with other materials.

Art Appreciation Oral appreciation may be done at the end of each lesson. Teacher may Oral appreciation initiate the discussion with general encouraging remarks on the overall work of the children. Occasional discussion on the work of the master artists may be taken up. But this should not cause any copying influence on children’s work. Discussion on the works of the children of other schools may also be arranged by inter-school visits. i

Showing of A rts: Films, slides and reproductions of children’s art works and otherwise Films Slides and may be shown. Reproduction

120 Visits to historical monuments, art galleries, museums, art exhibitions Field Trips and places of local artists, craftsman, technicians etc. should be organised.

School buildings and surroundings may be uplifted by way of new set-ups Group Activities arrangements, landscaping, plantation, murals and or putting up other art works etc.

Functions and cultural activities like Dusserah, Tazia, Diwali, Christmas etc. must have some impact of art works by a group.

School stage on various school functions may be decorated.

Posters on special occasions may be prepared.

Bulletin board should be given an aesthetic arrangement.

Exhibition of children’s art work may be put up. Display of Art: Works and Exhibition Each child’s work must be represented in the exhibition.

Exhibition of other school children’s art work and reproductions of the works of master artists may be put up.

Hints for the Teacher

Teacher should encourage children’s own initiatives, independent inquiry, thoughts and ideas by respecting their humble expression.

Children should be exposed to variety of situations, materials and media for keener observation and close analysis.

Teacher being a guide and “adult child” is to help the children to plan their activities.

Teacher must see that all children participate in art activities in one way or the other and every child gets recognition of his deeds.

Over-emphasis on one or a few children’s work and competition methods would hamper their imagination and sincere involvement, because in order to get other’s approval or appreciation the child would adopt show off tendency instead of exploring, imagining and participating in the creative process.

Comparative evaluations and rigid system of examination should not take place. Total performance of the whole year should be taken into consideration while evaluating the child.

Any book on art, copy from other’s art work, colour books, how-to- do series on art should not be recommended as they adversely affect tha imaginative and creative growth of children.

121 (Edu.—15. FINE & APPLIED ARTS SYLLABUS FOR THE CLASSES IX & X

Objectives 1. Consolidation of the knowledge of previous artistic experiences.

2. Development of artistic sensibility at this transitional stage suited to this age group.

3. To make the work of Art more functional in daily life.

4 . Exploration of various media and techniques.

5. Exploration of environment through observation. Groups 1. Composition

2 . Applied Art

3. Sculpture

4. Graphic

Composition Study of natural and man-made forms; human figures; birds, animals, vegitation etc. Outdoor sketching based on daily-life incidents, school activities, home life and subjects like postman, milkman, washerman, local craftsman and technician, games and sports, fair and festivals, folk stories, still life, seasons, accident, circus, Madari, Bhaloo-wala, snake charmer etc..

Media Water colour, Oil colour, Tampera, Collage and Pastel colours etc.

Applied Art Motifs such as flowers; birds; animals; geometrical patterns; alphabets Textile Design or any other original and natural form.

Poster Design Based on the topics such as School Activities, Dramas, Annual function; Fete and Fair and Current Issues etc.

Book Cover Based on different Text-books, Games and sports books and children Design books etc.

Illustration Based on daily life incidents, stories, poems; accidents; social activities etc.

Media Poster colours, inks, collage and sketch pen etc.

Paper III

Sculpture Study of natural and man-made forms, human figures, birds, animals and objects of day-to-day use in groups and in different sittings and arrange­ ments.

Media Clay, Plaster of Paris, Wood and Wire etc. 122 Paper IV

Prints based on study of natural and man-made forms, human figures, G rap h s birds, animals and vegetation etc.

Lino cut, wood cut, silk screen. M ed ia

There shall be two papers for examination. N o te

No. 1 Paper of composition is compulsory.

No. 2 Selection can be made for the 2nd paper from the remaining three papers i.e. II, III & IV.

123

SYLLABUS FRAME FOR SOCIALLY USEFUL PRODUCTIVE WORK

SOCIALLY USEFUL PRODUCTIVE WORK

ACTIVITIES FOR CLASSES I AND II ACTIVITIES FOR CLASSES III, IV/V

(1) COMMON ACTIVITY (1) COMMON ACTIVITIES

(a) Environmental Studies (a) Environmental Studies

Exploration of productive manual work and Exploration of productive manual work and service situations at home, in the school and in service situations at home, in the school and in the community, through observation and the community related to the basic needs viz enquiry. The children identify the productive (1) Health and Hygiene, (ii) Food, manual work and services going on around (iii) Clothing, (iv) Shelter, (v) Recreational and them, they observe who performs these work, Cultural activities, (vi) Community work and and how are they performed. They get Social service. The method of exploration will familiar with the raw materials and tools used be similar to that in the previous classes. Re­ in the different types ol' work and the method cord keeping through graphic and verbal media of manipulating tnem. They discuss the im­ may be emphasised. portance of the manual work going on around tnem, realize their own role in the preionnance (b) Experimentation with Materials, Tools ol uiese and learn how could these oe periorm- & Techniques ed in a beuer manner. They record uieir experience tnrougn verbal and non-veioai Manipulation of natural and man-made media. materials and simple tools which are locally avail­ able and used in productive work will take the form of handicrafts. Knowledge related to the (b) Experimentation with Materials, Tools work should also be imparted. & Techniques (2) WORK PRACTICE Manipulation of natural and man-made mate­ rials and simple tools which are locally avail­ Mass production of some items prepared able and used in productive work and services. under experimentation and preformance of some The materials may be restricted to tliose winch service which could be assessed in terms of some are plastic and pnable in nature. The end pro­ return in cash or kind. duct mignt be just creative selr-exprcssional, work, or some useabie things. The services ACTIVITIES FOR CLASSES V, VI, VII/VIII should be such which the children enjoy in participating. (1) COMMON ACTIVITIES

(a) Environmental Studies (2) WORK PRACTICE

This activity is to be continued as in the Participation in productive work and services previous classes. The children at this stage which they have already experimented with and will be more mature. Therefore, the explana­ which could be assessed in terms of remunera­ tions given could be scientifically richer and the tion. social aspects also could be further highlighted.

127 (b) Experimentation with Materials, Tools conduct the work study systematically and submit & Techniques at least two project reports.

Manipulation of locally available materials (b) Experimentation with Materials, Tools and tools, with the help of local expertise. Harder & Techniques material like wood and metal may be introduced This activity may be restricted to the selected at this stage. The productive work in these main craft/service and subsidiary crafts/services classes will take the form of crafts involving under work practice. Related knowledge may graded skills and precision. Similarly, services be dealt in more details. also could be physically, of harder type. The why and wherefore of every proven should be (2) WORK PRACTICE discussed. Work practice, at this stage may take the (2) WORK PRACTICE form of one main craft or service and at least one subsidiary craft or service. The choice will Productive work will be in the form of simpla depend upon the facilities available and the in­ projects leading to self-sufficiency in the basic clination of the children. The main crafts would needs, particularly regarding food, cloth and require more attention and they would be an on­ shelter. Services could also contribute sub­ going process like Agriculture, Horticulture, stantially to the life of the community. The Animal Husbandry, Sericulture ‘Vastra Vidya’ return of work practice at this stage will obvi­ etc. The subsidiary crafts might include Pot ously be higher than that of the previous stage. culture, Bee keeping, Book craft, Spinning, Weaving, Stitching, Sericulture, Wool spinning, ACTIVITIES FOR CLASSES VIII, IX|X Knitting, Cane and Bamboo work, Soil conser­ vation, maintenance of compost pits etc. (lj COMMON ACTIVITY Similarly services also may be classified into two categories, involving work performed through­ (a) Environmental Studies out the year and the other ad-hoc type of work. At this stage, the return from the work perfor­ A t this stage, the children are expected to med should be comparable to the market rates.

128 SYLLABUS FRAME FOR PHYSICAL EDUCATION

PHYSICAL EDUCATION

General (*No outlines are given as these should be introduced under the guidance of specially By nature the urge of most children is to trained persons). be active. The child needs both mental and phy­ sical activities without which the harmonious Dance development of both body and mind cannot be achieved. Expressive movement is most effectively done in dancing. The teacher can make use of In general, the aim of physical education local dances, explaining and demonstrating the should be to provide physical and mental satis­ movements. At the primary stage, stimuli in faction through movements of various types and dancing is necessary; this may be by means of by creative physical activities. It should develop rural stimuli, e.g. mouth sounds, clapping, alertness of mental and physical response to drums, and visual stimuli, e.g. demonstrations commands and directions and help to maintain by the teacher or by local persons. suppleness of the body. It should stimulate respiration and circulation and thus aid growth The teacher may make the children : in children and ensure health. It should encoura­ ge children to be happy and independent and (i) move freely to music (eurythmics); to approach physical tasks with confidence. (ii) try movements which are contrastive e.g. slow and quick or heavy and Primary Siage (Classes I, V|VI) light;

The activities that should be introduced are (iii) experiment with movements which of two types: involve jumping; movement in diffe­ rent directions, i.e. backward, for­ (a) those which involve functional move­ wards, from side to side; combine ment and aim at muscular coordina­ these with slow and quick and light tion, e.g. Dance, Games, Gymnastic; movements; (b) those movements which are concerned (iv) coordinate movements whilst singing with movements as a “means of ex­ a chorus or a song. position; (iv) jumping; (v) turning, music, imitating ainmal movements. The teacher who is not trained for dancing need not be unnecessarily worried and can help In specific terms the programme of physical school children if the basic movements are un­ education at the primary stage should include : derstood. Thus, basically there are:

( 1) Dance (a) Three exercises

(2 ) Games (i) bending; (ii) stretching; (iii) twisting; and (3 ) Yoga* (b) Five basic actions (4 ) Gymnastics (i) gesture by hand or body, without (5 ) Swimming* transferring weight; (ii) stepping;

131 (iii) being still, that is, holding a (iv) stamping feet heavily; position; (iv) jumping; (v) turning. (v) moving on the floor on heels (toes, Practice in these exercises will be necessary side of foot, etc.) Trying one foot but the objectives of enjoyment and satisfaction (change when tired); must not be lost sight of. (vi) stepping galloping and jumping; ; Games (vii) moving on hands and feet quickly; Games for young children should consist of a series of easy games and free activities, (viii) moving on hands and feet slowly; running, chasing, easy ball games and races will be the main types, as in these the elements of (ix) moving about with hands and feet on the more advanced games are introduced in a the floor close to each other than far simplified form. Formal games should not be apart; arranged, but balls, bats, hockey sticks etc. (x) moving about on two hands and one should be provided. Five and six year old child­ foot, then one hand and two feet; ren will play individually or in groups; some­ times only to children playing together. (xi) moving on another part (not feet) knees, seat; A t the upper primary stage whilst runn­ ing, chasing, races etc. will be continued, (xii) moving backwards on seat with hands “ team” games will find a place. However, there helping; is a great difference between the version of games e.g. football, kabaddi, played by children (xiii) moving lying face down with hand at this stage and the version played by senior helping. boys, girls and adults. At this stage children are content with a small space, a few players (b) Training on the floor and a game of shwrt duration. For a game to provide satisfaction to children the techniques Some suggested activities: and rules must not be strictly enforced. It will (i) curling up; (ii) moving the weight be seen that primary school boys playing foot­ with the body curled on the floor; ball or hockey ignore “ positions in a team and (iii) locking; (iv) rolling on the floor; follow the ball like a herd,” and “ offside” and (v) rolling and standing up; (vi) other rules have no meaning. walking; (vii) standing; and jumping. In creating an interest in games, it is best to Separate work for the legs and hands can be allow children to start games after first roughly explaining them and then to deal with the skills carried out. at a later stage; children are eager to start play­ ing rather than to start training for game.

Gymnastics (i) jumping in space; (ii) jumping on two feet; (iii) landing softy; (iv) It is realised that a large number of schools moving in leaps; (v) landing on two will not have any apparatus for gymnastics at feet. the primary stage and, therefore, exploratory gymnastic movements are suggested which do Hands not require apparatus. (i) hands firmly on the floor with head (’a) Some of the activities are given below: up; (i) running so as to avoid somebody else; (ii) leaving one foot and then the other; (ii) practice to step in a small space; (iii) hands on the floor head up, picking (iii) running rhythmically; one leg up and then the other.

132 Stage (Classes V, VI to X) (2 ) Movement training

(a) At the middle and secondary stages ( 3) Performance pupils fresh from primary school are sometimes (4 ) Unwind offered a choice of activities beyond their skill, physique and understanding; this is not only Each lesson should have a satisfying perfor­ unwise but dangerous. It is, therefore, abso­ mance a gathering together in a whole, a com­ lutely essential that at the middle school stage plete ‘dance’, based on the appropriate themes. there should be basic courses reinforcing that has At the end of the performance the children taken place in the primary school. should gradually slow down their activity and Unwind. If a child has come from a primary school and has a knowledge of dance, games, gymnastic Accompaniment for dance at the secon­ he will easily fit into a more varied programme. dary stage must at first be at a level which the Even then account must be taken of his imma­ children know and accept. This usually implies turity and his lack of bodily development and music which is strong and rythmic. stamina. If a child lacks the desired background the situation becomes even more serious and Social dance is valuable to the upper second­ some preparatory courses in dance, games, ary if well taught and based on the ability to movements may be necessary. move well and appreciate the pattern and rythm of corrective dance. All types of dance (folk, The programme at the middle and secondary national, etc.) prove most acceptable to secon­ stages will include: dary children out of school hours in a society or club. (1) Dance Games (2 ) Games (including training) ( 3 ) Yoga* Training in games is important at this stage. It is generally not possible to plunge 10 or 11 (4 ) Athletics year olds into playing full-scale major games (5 ) Gymnastics without basic training. Apart from the skills re­ quired for participation in full-scale games, such (6) Swimming* games also demand cooperative play. Coopera­ ( 7 ) Combatives* for boys—Wrestling, tive play can only develop through training in Boxing, Judo, for girls Judo. individual skills and team work. The teacher should remember that for children at this parti­ (*N o outlines are given as these should be cular stage ‘the game’ is not the most important introduced under the guidance of specially thing, the general progress of the greatest num­ trained persons). ber of children is more important. The games programme must not be tailored to provide an Dance opportunity for a few children, who have natu­ Dance is easier to teach at tlje primary level ral ability in games, but it should aim to provide as the younger children react more spontane­ enjoyment and interest to all. As a general rule, ously, because the desire to move in a dance­ the ‘game’ should occupy at least half of the like way is still alive. The aptitude of children lesson time. at the middle school stage will vary. Further The teacher may choose to present the lesson more, their very different movement background in one or two ways: will present a range of ability. Thus, the con­ tents of the work must be such that all levels of Either interest and ability can achieve some enjoyment (1) Introduction— explaining the rules. and success. (2) Skill Training The plan should be as follows: (3) Games: i.e. small teams playing on a ( 1) Warming and limbering number of small pitches.

133 Or Performance

(1) Personal limbering with or without the This may be done to consist of the above relevant apparatus activities.

(2) Games i.e. small teams playing on a Gymnastics number of small pitches At this stage equipment will be necessary (3) Technique practices and, therefore, this branch of physical education may not be possible in all schools. (4) Return to the game as above There are many schools worked out but in Athletics gymnastics in the earlier stages of the middle schools, the main emphasis will be on best use The purpose is not to train the few for com­ of space. Activities to be emphasised are: petition, but to give all children the benefit of curling, stretching, twisting and turning hands a healthy and interesting activity for which each and feet working close together or far apart; has a natural bent work on the hands alone; travelling and stopping. Athletic activity is broadly of three types: It is necessary at this stage to emphasise (i) Running that fully trained qualified gymnastic teachers (ii) Throwing should conduct the lessons according to the schemes which are prepared in advance. Such (iii) Jumping schemes are easily available. As provision has been made for all the three in the primary programme, all that is necessary However, in general, the plan will be as in the years to follow is to begin applying the follows: skills acquired to particular situations and (i) Free practice apparatus. (ii) Introductory activities At this stage specialisation should not occur. (iii) Work for the whole body The work should be of a general nature, includ­ ing all the three types of athletic activities. (iv) Work for the legs (v) Weight on the hands Introduction At the secondary stage group practice on (i) Limbering gymnastic apparatus is essential. (ii) Teacher directed activity. Running fast— shuttle runs— running and Note on Progression jumping (for take off)—skipping A general comparison of the work for with ropes (legs and arms). primary classes with that of middle and second­ ary classes reveals that activities are repeated Training and seem to lack in progression.

In one lesson the teacher should be able to However, in all aspects of physical edu­ teach and give practice and coaching for: cation there must be progression. All through school life, children are growing and developing (i) Spring start in physical abilities and mental outlook and (ii) Throwing balls, tennis balls for dis­ progression fits in with this. Progression is tance not one of increased difficulty but reaching higher standards. Progression should occur (iii) Scissor Kick. within the lesson and from lesson to lesson.

134 ILLUSTRATIVE TIME TABLE FOR CLASSES I TO X

CLASS TIME TABLE (FOR CLASSES X—VI) Periods Classes

G. Sc. 1,2 Language Language 3 SUPW Games, 1,2,3 G . Sc. S. St. 4 Maths 1-4 Maths 1-3 1.3.5 Language 2,4 4,5,6 SUPW i -5 Language 5 X Language 5,6 S. St. 2,4,5,6 Language Sup. S. 1,5 O.S. 4,5,6 Ccm. S. 6 Ccm. S. 6 2.4.6 SU PW 6 1,2,3 Games 2

1 1 G. Sc. 5,6 j Language Language 1,3 IX S. St. 1-5 O. S. 1,4 Maths 2,3 | G. Sc. 2-6 SUPW -1,2,3 1,2,4 Language 6 O. S. 6 Maths 2,3,5,6 Games 1,4 j SUPW 1 Language 4,5,6 Language 4,5 Games 3,6 Sup. S. 2,4 Language 6 Ccm. S. 5 i

1 G. Sc. 1, 1 st Language 1st Language 2nd Language SUPW SUPW VIII i -4 2,3 Maths 1,4,5,6 1 S. St. 1-6 G. Sc. 1,2,4,6 2, 1,2,3,5------— 1,2,3 2nd Language Maths x,4 Arts 2,3 j Sup. St. 3 Games 4,5,6 Arts 6 Games 5 5-6 2nd Language Sup. St. 3 Ccm. S.------5,6 i Arts 6 / i

G . Sc. 2 1 st Languge G . Sc. Games 1 1,2 1st Language Maths 3,4 2nd Language VII i -5 SUPW ------3,6 x,2,4,5 Maths 1,4 2nd Language 2nd Language 3 Sup. St. 6 3,4,5 SUPW S. St. 3,6 Games, 5,6 5,6 3,6 S. St. 4,6 Sup. St. 6 S. St. 1,2 Arts 2,4,5 Arts 2 Com. S.------1 V—k 00 ! 2 3 4 5 6 7 8 9

2nd Language SU PW i, 2 1,2 Arts Maths 1,2,5,6 SUPW ------SU PW 4,3 Games 2 VI 1,2,4 2nd Language 1st Language 1,2,4,5 Maths 5,6 G . Sc. 3 Com. S. 46 S. St. 3,5,6 3,4 3,6 1st Language G. Sc. 1,4, S. St. 4 S. St 1,2, G . Sc. x Games 5,6 3,6 Sup. St. 5 Sup. St. 5 Games 6

Symbols used

Maths. Mathematics

G. Sc. General Science

SUPW Socially useful productive work

S. St. History, Geography and Civics

Com. S. Community Service

Sup. St. Supervisory Studies

O.S. Optional Subjects: Arts (Music/Drawing/Dancing) Home Science, Agriculture, Economics Social Reconstruction, Classical Language. TIME TABLE FOR CLASSES X TO VI H .S. II 1 1 I 2 3 4 5 6 7 8 9

1 Language SUPW ^ SUPW Language I Com. S. 1 Class 1.3.5 O.S. 1,3,5 1,3,51 ^ I,3,5,4 Gen. Sc. 1,6 1.3.5 Sup. St. 6 Games X Language Maths 2,4,6 Maths 2,4,6 Gen. Sc. 6 Language II S. Sts. 2, 2,3,4 2.4.6 Games 2 2.4.6 3,4,5 Sup. St. 6 S. Sts. 5 | 1 i 9TTPW —2,4,6 La) 111. 1 " 1 Class O.S. 2,4,6 Gen. Sec. i,6 G . Sc. 1 Games 1,3,5 Language 1,6 Maths 1,3,5 S. Sts. 6 Sup. St. 5 IX Maths 1,3,5, SU PW 3 Language 2,4,6 Sup. St. 4 S. Sts. Games 5 Language 1,3,4,6 1,3,5

G. Sc. 2,4,6 Language II SU PW 1 SUPW 1,2,4 SUPW 1)2,4 C.S.------3 Class Maths 1,3,5 Games 3 1.3.5 G. Sc. 2,4,6 Games 3,5 Maths 3,5 Language II Maths 1 VIII Language I Arts 5 Language I S. Sts. 3,5 Sup. St. 6 Sup. St. 6 i ,5 Arts 2,4 2,4>6 Games 1 2.4.6 S. Sts. 2,4,6 S. Sts. 5,6

Language I Language I G . Sc. 2 i ,3,5 Maths 1,3,5 SUPW ------2,3,4 Class 1.3.5 S. Sts. 1,6 Maths 1,3,5 Arts 1,3 ,5,4 Language II I G. Sc. 4,6 Com. S.------5 VII Language II G. Sc. 2,4,6 Games 6 2,4 SU PW 2 Games------1 2.4.6 ^ Games 6 Sup. St.------6 ° i 2 3 4 5 6 7 8 9

SUPW SU PW 3,4,5 S. St. 1,3,5 Sc. Practical 3 Language I Com. S.------4 Class i , 3,4,5 Language II Language I S. St. 2 Maths 6 4,6 Games 2,6 S. St. 3,5 VI Language 1,2 1,2 2,4,6 Games 4 Language II Art 1,3,5 G. Sc. 2 Sup. St. 6 Sup. St. 6 G. Sc. 1,5,6 1,3,5 Games 6 G. Sc. 2 Art 1

1. Monday SUPW Socially Useful Productive Work

2. Tuesday G. Sc. General Science

3- Wednesday Sup. St. Supervised Study

4 - Thursday S. Sts. Social Studies

5. Friday 'Maths. Mathematics

6. Saturday Arts Music, Dance, Painting

Com. S. Community Service CALCULATION OF TEACHING-WORK—LOAD PER TEACHER IN A COMPOSITE PRIMARY, MIDDLE AND SECONDARY SCHOOL

PART I : MIDDLE & HIGHER SECONDARY

Classes No. of Persons

Languages Optional Mathematics Science Social SU PW Games and Art (Music/Dance/Painting etc.) Subject Studies & Com. Supervisory Service Studies

X 12 3 7 5 7 + 2 4 + 2

IX 12 3 6 7 5 7 + 2 4 + 2

VIII ii 6 6 6 7 + 2 4 + 2 4

VII ii 6 6 6 7 + 2 4 + 2 4

VI ii 6 6 6 7 + 2 4 + 2 4

Total 57 6 30 32 28 35+ i o 2 0 + 10 12 240 PART II ; PRIMARY Calculation of Teachers @ 36 periods of 40 minutes duration-subjectwise - I Class No. of Sections Teachers @ 1 teacher Subject Total No. of periods Teachers @ 36 periods per subject per section Languages 57+io Sup. St. two 01 V 01 Mathematics 30 one

Science 32 one

IV 01 01 Social Studies & 28-I-6 one Optional subjects

I I I 01 01 SUPW & Com. S. 35 + 10 one Games 20 one 01 01 Arts (Dance/ 12 ** one I 11 Music/creative I I 01 01 activities)

|Total 05 °5 240 Total number of teaehers= Eight (8) I Work-load (Teaching only) per week of Secondary department : Periods per week .. 36 teachers 20 hours. Work-load per week of Primary teachers—18 hours plus 3 hours Duration J hour for correction and other work. Total hours 36X J = i 8 hours *The unutilised component of the PET teachers is to be utilized for activities outside school hours and community service. **This teacher would also be utilized in SUPW classes where the school . may have to provide more than one choice. S u b je c t T o ta l N o . o f P e r io d s Teacher Reqd. @ 36 Periods 240 X 40— 9600

Languages 57+10 Sup. St. two = 160 hours

Mathematics 30 £ one

Science 32 one

Social Studies+ 28-(-6 one Optional subjects

SUPW & Com. Service 35+ 10 one

Games 20* one

Classical Language/ 12 ** one Music/Dance/ Creative Activities etc.

240 Total no. of teachers Eight (8) required

Total No. of Periods 240

Duration of Periods 40 Minutes

Total Hours 160

Work-load p;r teacher (teaching periods only)

£ Maths teacher would be able to share a part of the Science Teacher’s work-load.

* The unutilized components of P.E.Ts work-load is to be utilized for activities outside school hours.

**The teacher would also be utilized in SUPW Classes where the school may have to provide more than one choice.

•t*. w CALCULATION OF WORK-LOAD FOR TEACHER FOR TEACHING PERIODS IN MIDDLE AND SECONDARY COMPOSITE SCHOOL CALCULATED @ 36 PERIODS PER TEACHER SUBJECT-WISE

C la sse s Number of Periods

Languages Optional Mathematics Science Social SU PW & Games & Supervisory Art (music/dance/ Subject Integrated Studies Com. Service Sup. St. studies painting)

X 12 3 6 7 5 7 + 2 4 + 2 2

IX 12 3 6 7 5 7 + 2 4 + 2 2

VIII 1 1 6 6 6 7 + 2 4 + 2 4

VII 11 6 6 6 7 + 2 4 + 2 4

VI 11 6 6 6 7 + 2 4 + 2 4

Tctal 57 6 30 32 28 35 + io 2C+IO 4 12 240 CALCULATION OF TEACHING WORK-LOAD IN A COMPOSITE MIDDLE & PRIMARY SCHOOL PART I : MIDDLE

Classes Number of Periods*

Language Mathe­ Science* Social S U X W & Games & Ar.s (Music/Dance/ matics Studies Com. Ser. Sup. Study Painting activities etc.)

V III 1 1 6 6 6 7 + 2 4 + 2 4

VII 1 1 6 6 6 7 + 2 4 + 2 4

VI 1 1 6 6 6 7 + 2 4 + 2 4

144 Total 33 18 18 18 2 1 + 6 12 + 6 12 periods

No. of teachers required at the rate of 36 periods =4 =90 hours One P E T (extra) = 1

5

*A block of 2 periods may be provided once in a week t > afford enough time for Practical/Demonstration.

**No exact duration of a period is beiig specified. These may be adjusted according to individual exigencies.

PART II : PRIMARY

Class Section (No. of teachers required® Subject-wise Break Up one teacher per section)

V one one 1. Language I+Social Studies one

IV one one 2. Language 11+ Social Studies one

I I I one one 3. Maths.+ Sc. one

II one one 4. SUPW one

I one one 5. P E T one

five five Total five

1. Weekly work-load per teacher=i8 hours in middle.

2. Weekly work-load per teacher = i8 hours in primary.

145 WORK LOAD PkllViARY SCHOOL TEACHER, OltfE TEACHER PER CLASS Itf A SINGLE SECTION SCHOOL

No. of Total No. of Periods @ 35 Min. for Class III, IV, V and 30 Min. for Class I & II teacher@ Work- one Load in teacher per Class hours (weekly)

Classes Lang. I M aths. Environ­ SUPW Games & Total mental other Studies activities

V 6 6 6 6 6 30 one 18

IV 6 6 6 6 6 30 one 18

III 6 6 6 6 6 30 one 18

II 6 6 6 6 12 36 one 18

I 6 6 6 6 12 36 one 18

Total weekly hours — 18

Daily work-load per teacher (in school) — 3 hours

Note: Each teacher would have a 2 hrs. day as unutilised components of his working hours. This time may be utilised in other areas of social education e.g. SOPW in urban areas and Non-formal adult education in rural areas.

146 APPENDIX V A NOTE OF CLARIFICATION BY PROF. RAMLAL PARIKH, M.P. AND SHRI MANUBHAI PANCHOLI

147

9th November, 1977

To

The Chairman Review Committee

Sub : A NOTE OF CLARIFICATION

Sir,

While we are in broad agreement with the general trend of the recommendations of the review committee, we feel it necessary to clarify our understanding of the thinking of the review committee on the following points :

(1) This review could not be just a modification of the ‘N CERT document on the curriculum for the 10-year school’ but an attempt had to be made to construct a new scheme in view of the new dimensions of work-based education in relation to National Development. It is difficult to modify a scheme based on the centrality of book-base rather than the centrality o f work-base which is advocated by the review committee. There is therefore, a fundamental departure of the very basis of education in the review committee’s recommendation. Since State Boards are to formulate their own scheme of studies, it is necessary to underline this point unequivocally.

(2) It has to be ensured that the priority of the universal elementary or primary education from classes 1 to 7/8 is not over-looked in the name of Ten-year pattern as 7/8 year primary education is a self- contained integrated stage for over 80% of the students. The needs, requirements and realities of these vast mass of students should not be subjected to and be made subservient to the needs of secondary educa­ tion from 8/9 to 10. We feel, without causing immediate disturbance to the existing diversity o f duration of 7 or 8 years prevalent in different States, a gradual effort to have a common duration of 7 years ( 1 to 7 (excluding pre-primary class) elementary school and of minimum three years’ duration(8 to 10) for secondary education, should continue to be made.

(3) Totally undiversified uniform scheme of studies is not feasible in view of enormous diversity in our country. Provision of electives or options is imperative and is not contrary to general education and the compulsory subjects should be limited to the minimum in secondary education. In our view an attempt to draw up a common scheme of studies even for core-subjects does not accord with reality at this stage. Inclusion of electives/options does not correspond to specialisation or streaming.

(4) The recognition of Gandhian Philosophy of Basic Education as our ultimate goal, logically implies, that equal importance in teaching, evaluation accredition etc., to all aspects of life-centred educa­ tion e.g., Book-content, Socially Useful Productive Work, Community Service, Community life, all these elements contribute to the growth of knowledge and understanding and are not only mutually in­ separable but also continously integral to life and learning at all stages of education from the earliest.

(5) Recognition of the above principle implies atleast some reduction in traditional book- knowledge and acceptance of the applied sciences taught with field experience like agriculture, accountancy soil science as of equal importance to fundamental sciences. This also implies reduction in prevalent language load, also,. From this point of view we feel that the suggested allocation o f time for language load could have been reduced further.

149 (6) A theory that a student will be deprived o f the knowledge of a particular subject if it is'not taught in the school is not tenable as the sources of knowledge now do not exclusively rest with the school system or in the prescribed curr icula and a person has various alternative means of acquiring knowledge from various other sources, in life.

(7) In our view the combination of History, Civics, Geography was avoidable and it could be a combined course as well as one of these subjects according to the local needs. Combining more than one subject under one head is not a very happy practice.

(8) The time allocation for productive work and social service should increase as we move to upper classes and in particular at Secondary education stage. At any rate the percentage of time allocation should not decrease and we should continue to strive to increase it gradually.

(9) Socially Useful Productive Work & Social Service should not be construed as alternatives, as both are necessary. The time allocation for social service should be in addition to minimum time alloaction of 20 for Socially Useful Productive Work.

(10) Any type of centralised effort to prepare even model text-books for all States is not desirable. Kindly include this letter as an appendix to the report.

Sd /- Ramlal Parikh S d /- Manubhai Pancholi

150 APPENDIX VI

SUGGESTED DELETIONS FROM EXISTING NCERT TEXT­ BOOKS FOR THE C.B.S.E. 1978 EXAMINATION

SUGGESTED DELETIONS IN ENGLISH FROM EXISTING CLASSES IX—X TEXT BOOKS FOR EXAMINATION

Books for Courses ‘A’ and ‘B’ published by the C.B.S.E.

The Committee was strongly of the view that the student at this stage should be exposed to extensive and varied reading material. More pages therefore, of textual materials are recommended than, are to be found in the English Reader for course ‘B ’. It was suggested that glossary and exercises on vocabulary need not run into a number of pages.

Books for Course ‘A’

The Committee felt that nothing should be deleted from Course ‘A ’ as :

(a) The students who take this course, which is optional in nature, are quite competent to handle the entire course as it stands.

(b) The number of periods provided in the new pattern would be six in a week for two years, so it will be easily possible to cover the course.

However, if the course load has to be reduced, the number of lessons which might be dropped are given below to guard against any random reduction.

(i) English Prose and Poetry Selections—English Course ‘A’.

Editors : Bagchi and Nag

Prose :

Lesson i. I came back from the Dead By Cormier Dunwoody (i i Pages) Reason : Linguistically terse

Lesson i i . I wish I were a man By Phyllis Megimley (8 Pages)

Reason : Context is not famiiar to Indian Children

Lesson 13. The Prefect of Studies By James Joyce (8 Pages)

Reason : Too intense, thematically irrelevant

Poetry

Lesson 7. Two Nights By Shelley (3 Pages)

(2) English Rapid Reader By Mehtrotra and Datta—Course CA’

The book is divided into 9 thematic units. The lessons on each unit highlight different aspects of the basic theme. The operative principle of the deletion of lessons is not to tamper with the basic char­ acter of the different sections of the book.

153 6 Edu.—20 Lessons which might be deleted :

Unit I Fact and Fancy

The Magic Book By Ann Anderson (10 Paj?es)

Reason : The allusions to classics would not be widely familiar

Unit II Love and Sacrifice

God’s will Hath No way By M. V. Trapp (ir pages)

Reason : Context a little too foreign

Unit III Mistery and Horror

If I were You By D. James (9 pages)

Reason : Not of a very high literary merit

Unit IV Fun and Laughter

Post Haste By C. Howard (8 pages)

Reason : Language slightly difficult and context not interesting

Unit V Exploration and Invention

Delhi—Chungking By K. P. S. Menon (8 pages)

Reason : Very Factual

Unit V I Memories and Musings

A Piece of Childhood By Dom Moraes (10 pages)

Reason : Language too sophisticated

Unit IX D ream s & Visions

The Man in Asbestos By Stephen Leacock (13 pages)

Reason : Thematically too complex

Books for Course ‘B ’

The Committee suggested that two lessons from book I and one lesson from book II may be dropped but the language items introduced in the lessons should be taught as they constitute integral items of the structural syllabus. Help of the exercises given at the end of the lessons to be deleted, may be used for this purpose.

The Committee was of the view that the use of grammatical terminology and the teaching of formal grammar should be kept to the minimum.

Lessons which might be deleted :

An English Course for Secondary Schools—Part I Course ‘B’

Lesson 8 The Universe (22 pages)

Reason : The lesson is terse as it consists of too many scientific details

154 Lesson 6 The Discovery of Penicillin

Reason : Too technical (22 pages)

An English Course for Secondary Schools—Part II Course ‘B’

Lesson 5 Maori Villages (10 pages)

Reason : Contains a lot of details about a tribe living in New Zealand which might not interest the majority of students of this age-group.

The Secondary School English Reader (Supplementary Reader)

Lesson 3 Mothers of the Wild (9 pages)

Lesson 4 Eggs for Professor Agassix (10 pages)

Lesson 12 Albert Schweitzer (12 pages)

Lesson 13 The Air We Live In (8 pages) Suggested Deletions in Hindi from the Existing Textbook for Classes IX-X for 1978 Examination

^STT-9-lO ( Ii spfef ) — if tt5 srrrf : * ?T5ft£rfT J. spftT : ^rr y f sjsr n irrsirfTr^ fw r Tfr

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156 Suggested Deletions in Mathematics from Existing classes IX-X Textbook for 1978 Examination

(Note : Where a section is deleted, corresponding problems on the section are also deleted)

S e c tio n H e a d in g

2.12 Algebra of Sets

2 .13 Comparison between Algebra of Sets and Algebra of Real Numbers

3-9 Composite Functions

XO,6 The Arithmetical Descriptions (or measures) or Dispersion

10.7 Standard Deviation and Variance of Raw Data

10,8 Standard Deviation and Variance of Raw Data—An Alternative Method

10.9 Standard Deviation and Variance of Grouped Data Method I

10.10 Standard Deviation and Variance of Grouped Data Method II

10 .11 Review of the formulae and an Aid to Memory

10 .12 Properties of Standard Deviation

Chapter 18 Linear Programming

Chapter 19 Matrices

20.12 Quadratic Inequations

Chapter 21 Permutations, Combinations and the Binomial Theorem

24.6 Right Prisms

24.8 Right Pyramids

Proofs of the following theorems may not be asked in the Examination

Theorem 9 and its converse

Theorem 10

Theorem 19 and its converse

Theorem 24

Theorem 25

It may be added that the following are not examination units as already specified in the syllabus.

Chapter 6 : Logarithms and logarithmic Tables.

Chapter 16 : Some constructions in Geometry.

157 Suggested Deletions ii* Following Textbooks from Existing Classes IX X for 1978 Examination

G eography

Unit I Soils, Flora and Fauna

(i) Soils—types o f major sqil groups p f the world, their distributipn

(ii) Natural vegetation, types, distribution of each type

(iii) Wild life, types distribution

(iv) Conservation pf resources, need and methods

(v) Soils, natural vegetation and wild life of India in detail

U nit II Oceans

(i) Oceans-—ocean basins—salinity—sur- ■ face circulation of ocean waters main deposits flora and fauna

(ii) Detailed discussion of the Indian Ocean basin

H istory

Sections dealing with Japan, South-East Asia, Mongolia, Byzantine Empire, Crusades, etc., may be deleted from the existing textbooks for Classes IX-X.

Econom ics None

Civics None

158 PHYSICS

Suggested Deletion in Physics from the Existing Textbook [March 1976 edition] for classes IX-X for the 1478 Examination

Chapters 1 and 17 should be considered as non-evaluative.

Articles 5.6, 8.2, 10.6 to 10.8 and 14.4 to 14.8 be deleted.

Chapter 3. No questions to be set which require use of two or more equations.

In the articles 11.2 and 13.2, the derivation of mirror and lens formula, respectively, be deleied.

Chapter 16. No questions be set w hich require a reference to be made to any equation.

159 LIFE SCIENCE TEXTBOOK FOR CLASSES IX-X [Published this year] deletions recommended by the subject Sub-Committee of the Review Committee

A. Chapters to be deleted in toto

1. Chapter 3: Origin of life

2. Chapter 20: Human Genetics

3. Chapter 22: Evolution of Man

4. Chapter 2 5 :'Manures and Fertilizers

5. Chapter 26: Crop diseases and Pets

6. Chapter 28: Hybrid vigour

7. Chapter 30: Animal Breeding

8. Chapter 34: Maturity and Ageing

B. Partial Deletions from other Chapters :

1. Figures 5.6, 8.5, 8.6, 10.3, 15.7, 16.4, 16.5, 19.1, 19.2, 19.4, 19.6, 21.5, to be deleted.

2. The chart on ‘The Hierarchy of Organization’ on page 26to be deleted.

3. The paragraph on prokaryotes and enkaryotes in Chapter 4to be deleted.

4. The whole of ecological succession in Chapter 5.

5. The detailed steps of cell division in Chapter 8.

6. The whole of photosynthetic process in Chapter 10.

7. The phosphosylation, sugar clearage, pyruvic acid formation (on page 77-78), formation of active acetate, the oxidative cycle of respiration,terminal oxidation (except last 2 paragraphs).

8. From ‘in order to (line 10 on page 128)... .become free (page 130)’ in Chapter 19.

9. Ramarckism (page 147-148) in Chapter 24.

10. Evidences from Physiology (page 142) and Evidences from Zoogeography (page 145) in Chapter 24.

Recommended minor changes:

1. Chapter sequence should be 1, 2, 4, 8, 7, 6 and 5.

2. In the chapter title of Chapter 2, the word ‘Diversities’ should be replaced by ‘characteristics’.

Central Board of Secondary Education made certain deletions from the earlier textbook developed in the year 1975 for the students appeared in the Secondary Examination in the year 1977. Since the students who will appear in the Secondary Education, 1978 are following the earlier textbook decision regarding deletions of Chapter(s), total or partial, rests with C.B.S.E. or any other competent committee.

160 Chemistry for Classes IX-X Edition : June 1977

Introduction.... Page 3

(1) Some illustrations are needed in ‘Chemistry in Modem India’, Section to highlight the im­ portance of Chemistry in day-to-day life and also in Industrial Chemistry. Supplement Paras 2&4 with a coupie of examples of utilization of by-product and industrial waste.

Chapter 1 : Page 4

A few lines regarding the idea of atom and molecule may be referred before Section i.x.

Section 1.1

Explain what difficulties arose in the use of hydrogen and oxygen, as the unit in connection with atomic mass “ Discuss on the basis of hydrogen and oxggen.

Page 5

Idea of ion should be included in Teachers Guide. The idea of amount in significance of mote should be clarified as it is a controversial point.

Page 6

‘g5 to be written as Unit.

Page 8 Reactions involving a number o f reactants Kke K M n0 4, F eS0 4 and H *S0 4 etc. may be deleted.

Section 1.6

Four examples of thermochemical equations should be cited with amount of heat in Joules.

Chapter 2 : Page 13

Diagram must be kept on the side of the page and matter must be composed in the available space *

Page 14

A Second graph of P j also must be given alongwith the graph already cited in the text. A graph between temperature (°C) and volume o f the gas should be given in order to explain 273° (Absolute Zero).

Page 18

Delete Section 3.4.. 1 and include value of Pr V, and T 0 (in SI Unit) in Section 2.4... 3,

Page 19

Delete Section 2.5 completely.

Page 21

Delete problem 2.5 and include another problem related^to substitution o f values in'the formula. Delete Section 2.8 completely.

161 Chapter 3: Page 28

Figure 3.6 should be the same as given in previous edition. Page 30

A couple of examples of Isotops should be cited in Section 3.6. Chapter 4: Page 36

Sections 4.4.. .2 and 4.4.. .3 to be deleted completely. Chapter 5: Page 41

Section 5.4 to be deleted or more illustrations o f the ‘groups’ as well as of the ‘periods’ be given. Page 42

Table 5.3 alongwith matter given on the page may be deleted. Chapter 6: Page 43-44

Sections 6.1 and 6.2: Replace ‘or’ in the definition by alphabets a, b, c etc. say (a) Removal or loss of oxygen or other non-metallic element. This numbering should be done in the definition o f oxidation as well as in reduction. Page 46

In the Exercises on Chapter 6, some equations related to oxidized/reduced form equations should be added. Chapter 7: Page 48

Size o f Diagram be reduced to half and kept on one side o f the page and matter should be composed in the space left.

Page 49

Size of the Diagram should be reduced to frd of the present size.

Page 50: Section 7.4-3

A diagram for evolution of oxygen from chlorine water^hould be given and the equation.

2H Cl0 = 2H C l+ 0 ,

also should be cited. Preparation of chlorine from bleaching powder is to be given at the end.

Page 52

Size of the Figure 7.4 should be reduced to two third of the present and compose the subject matter by its side.

Chapter 8: Page 50

Size of the Figure 8.1 should be reduced to two third size of the figure given in the text.

Page 58

Size of the Figure 8.2 should be reduced to frd size and matter should be composed by its side.

162 Pag« 59: Section 8.7

Second para of the secdoa gfrea before todrie of sulphur’ should be deleted.

Pa*e 60: Section 8.8

Partial equation should be deleted only final equation, Cu4-2H ,S04—Cu SO«4-2Ht CSO* shonld be mentioned. Size of the Figure 8.3 be reduced to half and matter should be composed by its side.

Page 61: Section 8.9 (b)

Add “hence SOs is also called sulphurous anhydride” after sulphurous acid.

Section 8.9 (d)

The word ‘nascent hydrogen’ or ‘nascent oxygen’ should be removed and equation should be written as Cls-fcHgO—HCl+O

Colouring matter4-0—colourless matter.

Section 8.10

“ SO, is also called sulphuric anhydride” should be mentioned after sulphuric acid. Chapter 9: Page 65 Section 9.3

NaNO,+NH4—*fH4NO,4-NaCI

Page 66

Diagram should be set in the side and matter should be composed in its side.

Section 9.5

‘General method of preparation o f ammonia by heating any ammonium salt with any alkali’ should be given before the laboratory method.

P a g e 67

Diagram should be kept on one side and matter should be composed by the side of the diagram. Also “NH3 being lighter than air” should be added in the last line.

Section 9.5

‘ What are important properties of ammonia ?’ in place of ‘How does ammonia behave’ should be written. Section 9.6

Resequencing is needed after adding (a) ‘It is a colourless pungent smelling gas’ and other pro­ perties of the gas. Thus, ‘a’ will be ‘b’, ‘b’ will be ‘c’ and so On.

Page 68

Delete both the Diagrams.

Page 69

Equation showing conversion of FeCl3 into Fe(OH)* should be cited on the baas of previous textbook (1975 publication). 163 Page 70 : Section 9.10.1

N a N 0s+ H sS0 4—— N aH S 04-+-HN0 „ should be cited in this section.

Page 71

£ Size of the Figure 9.5'should be reduced to half and matter should be composed in the space left aet the bottom.

Page 72

Sentence “but hydrogen is not evolved” should be deleted as Dil. HNOs gives H a with Mg and Mnn and equation is Mg+2HNOs—*-Mg(N08)2+ H 2

Page 72 : Section 9.12

P4+ 3 0 ,------2P2Oa (Phosphorous trioxide) to be included in this section and tetraphosphoruus <£oxide also should be written as ‘phosphorous pentaoxide’ in bracket. Section 9.13

Super phosphate is Ca (HaPO<)2-f-2CaS04 therefore necessary correction should be made.

Section 9.14

(i) Cone. H aS 04 test should be given “Heat a small amount o f solid substance with a little Cu turna- ing (or a place o f filter paper) with Cone. H a S0 4, reddish brown fiimes o f N 0 2 will be evolved”. Ordecr o f the ‘tests’ should be reallocated.

Page 79

Delete section 10.3-2. Delete complete metallurgy of aluminium (Page 79-80).

Page 81

Section 10.4-3 should be deleted.

Page 83

Section 10.5-1 should be deleted.

Chapter 10 : Page 86

Section 11-3, Second line, portion in bracket is to be deleted.

Chapter 11: Page 87

Size of the Figure 11.1 should be reduced to half.

Section 11.5

All the ionic equations in Zeolite should be removeci.

Section 11.6

Should be deleted.

Page 92 ; Section 11.7-1

Only simple chemical equation oi HCI, CHa C.COH NAHOH end N H 4 OH should be writte:n.

164 Chapter 12

The entire chap ter is to be modified (refer remarks from the book).

Page 97

Figure 12.2 to be deleted.

Page 96 : Section 12.4

H 2 0 2 may be a substitute if KC 1o3 is not available.

Page 98 : Section 12.4

Please refer page 123 to 114 of Secondary Certificatt to Chemistry by G. C. Gupta, Salkia Pub­ lisher, 1st Edition, 1977.

Section 12.5-6

Delete Common Ion effect.

Chapter 13

Section 23.3-2 and 13.3-4 should be deleted.

Chapter 14 Section 14.2-1

Add two more general structures of CH4 and C2H6 by the side of already given (refer page in of the book).

Section 14.2-2

Same in the case of ethylene.

Section 14.2-3

Delete major portion of the Section (Ref. Textbook) and give other examples like Naphthalene and toluene. (Structure of C g H6 to be in the form of a block and all three representations of structure be shown side-by-side Ref. Page 112).

Section 14.2-3

II para is to be taken in Teacher’s Guide.

Page 114 : Section 14.2-7

Modify the representation of substitution and addition reaction of Cl, with C, H, as shown on Page 114 (Ref. Textbook). Section 14.2-8

Same in the case of C6 H6 with H2 (Refer Page 114).

Sections 14.6 and 14.7

Are to be deleted. Chapter 15 : Page 124 : Section 15.2

Ignition temperature after kindling temperature should be mentioned in bracket.

165 P J |W t 15,1

Should have two diagrams one as it is and the other im ireverse order indicating the mechanismim o f the reaction. Section 15.9

Delete the 'combinations’ (1), (2) and (3) given in liquii(d propellants. Chapter 16

Delete completely as major part o f it is in Biology sylllalbus.

C h a p ter 17

Figure 17.1 to be reduced to two third and matter shtouild be composed by the side of the diatgigram. Delete last line of Section 17.3.

Section 17.3-1

Delete, but retain II para starting with some commomhy used polymer and plastics.

Section 17.3-7

Delete last para with structure little explanation of oiil and fats should be given in T.G.

Section 17.4-4

The word “ SodLauryl sulphate” 10 be deleted frotan last para.

Chanter 18

‘Nuclear Chemistry’ deleted as it is felt difficult for tlhe Classes IX and X.

National Systems Unu,

17 r q / ? A Ministration

Date.... n - f o

NIIEPA DC

D05465

QMGIPMRNB— M— 6 Education (JC. 346) 9- 7—1578—