37 CHAPTER 3

THE EVOLVING STATUS OF GSQGRAPlfT

Relating to our stud1' period the interdisciplinary nature of geography is seen in its place in General knowledge. It was also a subject in the courses of study in the schools & Training Colleges.

2.1 The status of Geography/ can be studied with reference to the provision of courses of study in the primary and secondary schools but it has not been possible for us to trace completely the evolution of its status from this source of information. It is, however, interesting to note tnat a good deal of insight could be obtained, as we have done, from the D.P.I.'s reports (1855 to 1908), which give details, along with the titles of books and of the sale of Geography books in English and Marathi.

In the Indigenous schools the subjects were oriented to the practical needs of the aeoole. Teaching extended over mother tongue (reading, writing and gramma;;) and arithmatic including some accounting and memorising tables ( TTfe ). There -was also some teaching of Mod_jscript and moral lessons were also a part of general instructions imparted through the epics like 'Ramayana' and 'Mahabharata' and other similar books. There was no formal teaching of geography, though there is an evidence that the maps were in use only in case of important wards like Sawai l^&dhavrao peshva for whom a map was prepared by Nana Phadnis.

In the first few decades of the British rule in this 38 part of the and due to activities of Bombay Native Education Society which led to some formalisation in the system of Education along with the starting of schools and colleges, appointment of teachers 6. suitable textbooks were identified in the subjects taught. Initially the subjects were Mathematics, Accounts and Marathi. Later on History and Geography as veil as study of "Some natural phenomena" were included.

3.2 Translation activity started - The translation activity was vigorous at that time, as seen by the publications of Sullivan's 'Rudiments of Geography' (D.P.I. Report 1870). As I^rathi was the medium in the schools of that time, efforts were made to translate English books in karathi. In Geography, the books by Cleft, Nicholls and Reid were widely used. The Atlases s~ those of Chamber's and Phillip's in English were consulted, and based on these, there were some K&rathi versions.

It is in this background the early books like Bhugol- Khagol, Bhugol Vidya, Hindusthanqha Vernan by Kainwaring and Janhavekar, Jambhekar and Major Candy were published in Marathi. These books and other Geography books in Marathi were specially commissioned by the authorities like the Board of Education and the Director of public Instructions. During the early period, thus, Geography seems to have been taught with History as a compulsory subject and the content of the book largely determined the syllabus to be taught. Appendix A 39

3 ,3 Geography in 18_50's .(a part of General knowledge) In 1851, the introduction of Grant-in-Aid rules led to the formal development of courses of study and syllabi. Teaching of Geogr- phy vas closely associated with that of history. Sometimes both these subjects were taught as a part of General Knowledge, D.P.I. Report (l355-56J records that the regional study of "cf of the region in which the student V lived. The teaching of Geography vas largely oriented to "A General acquaintance of Geography of I-Iindusthan and a minute one with that of your division or that part of it, in which the language in -which the candidate is examined, spoken" (Instruc­ tions given by D.P.I, to .Education Inspectors).

According to the D.P.I.'s Report of 1355-56, the teaching of Geography in the Normal schools was done at differ­ ent levels in such a way, that the Geography of Bombay Presidency was taught at the second year, the & England was taught at the third year & the political and physical Geography, as a necessary prelude to the study of or England at the fourth year. In the fifth year the contents of Geography were the same as before along with mathematical Geography.

Geography in the Normal schools In the Normal schools the standard subjects were English, History, Mathematics, , Vernacular and Geography was an extra subject with natural philosophy. 40

Among the books s?;nct3|oned specially for use in and the English schools, those of Cornwel's and Sullivan's were widely used.

Vernacular maps of Europe prepared by !•:zr. Keith Johnston'of Edinborough also began to be used. The Geography textbooks were sold at cheap prices, es is seen from the fact that in 1857-58, a copy "Rudiments of Geography" cost 2 annas 6 pal, "Geography part I" 2 anjnas, 6 pai, "Geography part II"

• 1 anna, 6 pai only.

Geography in Central Schools -rr r/jxe- Ve have a glimpse of the position of Geography in 1859-60 with reference to the course of study in the Central school (Training College) of Slphinstone Institute.

The General Geography w&s included at all levels from candidate class to class X of the Central schools, where the various branches of Geography like physical, ancient, historical, regional, observational were included, with the study of map drawing.

It will be thus seen that in these courses of study Arithrnatic, English, General knowledge and /ernaeular were the :;;ain subjects and Geography formed a part of General knowledge.

3. 4 Geograpny_ in 1860 *_s During the 1360's, Geography continued to be taugnt i at the primary and Secondary school levels. The importance of Geography during this period is well r -fleeted in the 41 various books that were used either in their English versions or their Marathi translations!. Among the books published were "An account of India" by Major Candy (1861), translation of Morris, 'Geography' by Veenayak Narayan, 'a manual of Geography" - a descriptive index to Johnson's map of (1861), Rudiments of Geography by Balshastri Jarnbhekar, Candy's Manual of Geography of Asia (1363), a map of Africa, a marathi school Atlas (1863)^ collectorate's maps; map of India (1863).

The older Bhugol-Khagol and Jarnbhekar's 'Bhugol-Vidya' were reprinted. There -was also revision of maps and was an attempt to abridge the 'Manual of Geography' by Candy and Duncan's 'Geography of India'"., During the same period 'Description of the World' by Candy and 'Geography of Hindus- than' (1864) were widely used. Also the outline of Geography by p.3. Godbole (1865) received attention, with the growth of Anglo-Vernacular schools, there was also a good sale of books, maps and globes in English. Such publications were 'Physical Geography' by Hugo, Morris's Geography, Nicol's 'Geography' and Reid's Geography, Hunter's Manual of Geography. The school room maps by A.K. Johnson, Phillip, Walker and terrestrial globes were in use. Atlases like those by Chamber, Johnson, Butler were also in wide use.

The two events which seem to have promoted Geography well during this period, were the introduction of Grant-in- Aid code and scholarship examinations for European and Vernacular schools. It is interesting to note that Mahadeo Govind Ranade of Dakshine Fellow of the Elphinstone college taught 'two hours History and two hours Geography to lower classes'.

3.5 Geography in 1870's It is clear that it was from this period that History & Geography were combined subjects, an association which continues even today. In the training colleges also the provision for teaching of Geography was made (1369-70). The position of Geography in 1870's is well reflected in the D.P.I. »s Report of 1870-71. The official recommendation was "to make greater use of colleotorate maps, a suitable geography of Bombay for standard III, if necessary prepared in English and translated into all vernacular; a general Geography for Standard IV, Geography of Asia, Europe for Standard V, and Geography of World for Standard VI".

It was also recommended that along with "with the General information about physical Geography and Elementary Astronomy and Geology led down for these standards. The part about India and adjoining it should be in greatest detail", (page 477). During this period Geography was also a Matriculation subject.

3.6 Geography from 1880 to 1900 During the next two decades (1880-1900) the status of Geography in school education remained more or less the same, though increasing enrolment resulted in increased sale of Geography textbooks. 43

An important development, from our point of view, was that new authors began to make their appearance; . translation activity was encouraged and the private publishing firms from England like l^craiilan and Longman's Green entered into the regional market.

3.7 Geography - 1900 to 1930 In the year 1902, it was recommended to University that in addition to English, tfter'e. should be a classical language, history & Geography. In~tr?e year 1904, University transfers to Government - a school final examination. It was conducted by Education Department. The subjects were English, Modern language, Arithmetic, History including General Geography.

The first two decades of the present century (1900 to 1920) witnessed an increase in number of textbook-writers of whom Marsden was the leading one. In Marathi S.7. Patwardhan's Geography textbook came to be widely used.

Thus the status of Geography in Primary and Secondary schools as well as in the training colleges became i stabilised.

In the year 1913 - Itetriculation subjects like Science, Geography and Vernacular cease to be examined. In these subjects, the Headmaster of the school is to certify,"^before the candidate was admitted to lyfetriculation examination^fthat is at the Itetriculation stage. The Geography was taught but the examination was 'a home' examination to be conducted by schools. 44

From this it could be noted that Geography was not a subject for the matriculation examination from 1913 to 1924, though it was taught at that level.

In the year 1924, - The Committee on University reforms, recommended to University to retain Matriculation Examination "to foster, proficiency of an elementary culture and subjects were language, mathematics, history, Geography and science. The examination pattern remained unchanged right upto 1943.

3•s Geography after 1930's It could be noted from the specimen syllabus of 1937 at the Matriculation level, the General Geography with relief, climate & natural regions in addition to the natural divisions

• of India was included.

We see a further elaboration of the Geography syllabus in the revised syllabus (1956) for standard V to VII in which the regional relationship, human activities & observatial aspects were emphasised. In the higher standards of VIII to X the map work & practical work had been emphasised.

The latest syllabi for Standard III to VII of 1967, systematically elaborated the geographical approach on the regional basis starting from the known area, that is, home district, state, mother country, neighbouring countries & the world in which the physical, practical, observational, and

* The Government of recently appointed a new Committee to reconsider and revise the syllabus for Standards I to VII. regional aspects are covered. To make the student map oriented, [sn man-environment relationship the scope has been provided.

Finding? It will be thus seen that from its rather amorphous beginning in 1930's, Geography as a subject progressively acquired a status in the courses of studies and correspond­ ingly its content in teaching became progressively crystallised.

**#

References - Some specimen syllabi showing the position of Geography. Please see the details of the specimen & selected syllabi in the Appendix- B 46 Appendix - A

Problems in the evolving Status of Geography In relation to history as school subjects;

It will be seen from our study of the evolution of Geography as a school subject that at no time Geography had an independent status of its own. In the earlier phase it was closely related to astronomy and natural phenomena. But the relationship was of a loose and vague kind.

In the subsequent phase we see the publication of books on Indian History carrying a geographical introduction as for example, Slphinstone's Histories of India.

It appears that from this time onwards i.e. from 1840 's onwards Geography became linked up with History. This association has continued over a long period and even upto the present day. The result has been the loss of moorings of Geography in physical science and correspondingly an increased emphasis on the human aspect. The Gazetteer type of Geography easily yielded to this development and we see the later Geography books full of political countries, cities towns and people.

Another contributory factor to the lesser status of Geography as subject was that the authors who wrote textbooks, and the teachers who taught Geography had no higher education in the subject. There was no Geography as a subject in the University studies, A weak effort was made to rectify the situation by introducing Geography in the Teachers Training Colleges. But here again the emphasis was on methods of 47

teaching without any attempt to enrich the contents of the subject.

Thus, over a long period History and Geography came to be taught as subjects which were usually handled by the same teacher. In the growing claims of different school subjects Geography began to be taught alongwith History and in the examinations a joint paper with History as the more important subject (60 marks) and Geography as a subsidiary - (40 marks) was included.

This association of History and Geography often in school teaching and invariably in examinations seems to be the main reason for the loss of independent status for Geography. The overall result has been one of stagnation in the writing of Geography textbooks and teaching of the subject. The almost total neglect of the physical side was to some extent arrested with the appearance of books by Stamp who emphasised the physical side, AS a Geologist turned Geographer, Stamp was highly successful in bringing once again natural sciences to explain Geographical phenomena. This fresh approach and particularly his emphasis on the Major Natural Regions gave Geography in school teaching the much needed unity. The subsequent textbooks in Maharashtra show an even balance between the physical and the human side and many Marathi writers followed the lead.

With the recent advancement in the field science/like Geography, Biology and even more recently in the emerging Environmental Science, the status of Geography as an indepen­ dent science is seen to be well founded. The recent 4a developments in Geography in its teaching and research aspects clearly indicate this independent status. Geography is regarded as a_ science of integration, both for natural and human phenomena, and justly so, because modern Geography draws to see and understand the reality that is associated with different areas ranging from the village, the province, the country and the as a whole. i However, this trend in modern Geography needs to

find an adequate expression in school Geography. In our opinion the time is ripe for progress in writing good Geography textbooks by those authors who have received training in higher Geography, by those teachers who have studied the subject at their degree level, and equally important by framing the school syllabi and the framework of the examinations in a way that would recognize the independent status of Geography. Appendix - B

Some specimen syllabi showing .the position of Geography

(A) Central Schools 1359-60

(B) English Teaching Schools 1870-71

(C) Anglo-Vernacular Schoojjs 1370-71

(D) Vernacular Schools 1870-71

(E) Matriculation Syllabus 1937

(F) Std. V, VI, VII 1956

(G) Std. VIII, IX, X 1961

(H) Std. Ill to VII 1967

P.T.O. 50

Geography in Central ffchools - 1859-60 (Ref. D.P.I.Report 1359-60)

Candidate class - Geography was included in General knowledge paper, physical Geography by Reid, problems of Globe and map drawing-, rudiments of natural philosophy.

I Class - General Geography and History of Rome (outline of ancient Geography, Geography of , Historical Geography, map drawing from memory, elements of Astronomy.

II Class - Geography included with General knowledge and History of France, Geography of Africa and America, Historical Geography, (Boardman), maps from memory, lessons on water and air.

III Class - Geography included in General knowledge, aiongwith History of England, Geography (Europe and its countries), Historical Geography (Boardman). t 17 Class - Geography included in General knowledge. History of India, Geography of Asia, particularly of Hindusthan (Cornwall) Historical Geography (Boardman), map drawing from memory, collective lesson on physical Geography. i V Class - Geography as a part of General knowledge, Geography of England, J&p drawing from memory, collective lessons from natural history.

VI Class - Geography in General knowledge, Geography of Africa, and India, map drawing from memory, collective lessons on History. 5i

8. vil Class - General knowledge (Geography of North & South America) map-drawing, collective lessons on specimen from vegetable kingdom.

9» VIII Class - General knowledge (Geography of Europe and Asia), collective lessons on minerals.

10• IX Class - General knowledge (Geography of Asia) collective lessons on common subjects.

11. X Class - General knowledge (Geography of the world, definitions), collective lessons on common things.

*** .

(B) Geography in English Teaching Schools (Ref. D.P.I.Report 1870-71, pages 449 to 454)

•••-'•• In the English Teaching Schools Geography was provided as under - . Standard II - 100 tftrks - top of Europe, Countries and Capitals to be pointed out.

Standard III - (50 Marks each).- Geography was tied up with History. (a) History of England as in Henry's Child's Book. (b) Geography. "Add to that in Standard II elementary knowledge of the Physical and political Geography of the British Isles."

Standard IV - 50 Marks - (a) History, Outlines of Indian History. (b) Geography. Add to that in Standard III. Map of 52 Asia, general elementary knowledge of the Physical and Political Geography of India.

Standard V - Maximum of Marks (a) History of England especially the Modern period, complete with maps. (b) Geography. General knowledge of the Map of the World, with Physical and Political Geography of .countries in Europe. An Outline I£-p of any European country to be drawn.

Standard VI - 50 Marks each (a) History of India, especially the Modern period, (from A.D. 1500) with general knowledge of countries historically connected with India. (b) Use of Globes. General knowledge of the Physical . and PoliticalGeography of Europe, Asia, America, and particular Geography of India and the adjoining countries. An Outline Hap to be drawn with lines of latitude and longitude.

Standard VII - 50 Marks each (a) History of Greece or Outline of Universal History (Ancient). (b) Geography. Add to that under Standard VI. Geography to illustrate the History. ! Standard VIII - 50*fcrks each (a) History of Rome or Outline of Universal History (Modern) (b) Geography.. Add to that in Standard VII. Geography to illustrate the History. Standard IX - Matriculation (Presumably belonging to Bombay University Syllabus)

***

(C) Geography in AnglotVernacular Schools (Ref. D.P.I.Reports 1870-71, pages 454 to 463)

Standard I - 50 Marks - History and Geography (5) each (a) Add to , the History of

• India, Mahomadan period. The History to be read with maps. (b) Add to Map of India, Map of Asia, with general information as; in Vernacular Standards III and IV.

Standard II - 50 Marks each - History and Geography (5) (a) Add Standard I. History of India complete, to be studied with Maps. (b) Add to the Geography of Standard I the Map of Europe, with general information as before.

Standard III - 50 Marks each - History and Geography (5) (a) Revision of the History read under Standards I and II, and Outlines of Universal History. (b) Map of the World, with general information as before.

Standard IV - 50 Marks each - History and Geography (5) (a) Outline History of England, with Maps. (b) Add to Geography of previous Standards particular Geography of Great Britain, and Geography illus­

trating the History. An outline Map of Great 54

Britain, or Map drawing of India (marking latitude and longitude) to be done before the Examiner.

Standard V - 50 Marks each - History and Geography (5) 1

(a) History of Greece, or (in Independent Anglo- . Vernacular Schools) Universal History, and general review of History under previous standards (b) Geography to illustrate the History, Use of the Globes. Outline Map of any Country of Europe or Asia, Map drawing of India, with latitude and longitude. Standard VI - 50 Mirks each - History and Geography (5) (a) History of Rome. (b) Geography as in Standard V, with Geography of Rome added.

Standard VII - Matriculation The Inspector may examine in Mathematics, History, and Geography by dictating one example or a set of questions to be worked before him on slates by a whole class simultaneously.

*** i (D) Geography in the Vernacular Schools (Ref. B.P.I. Report 1870-71, pages 463 to 467.)

Standard I - Nil.

Standard II - 50 Mirks - Knowledge of what a Map is. Map of Collectorate or State. Boundaries, Mountains, Rivers, Towns, to be pointed out. 55

Standard III - 50 Marks (3) Definitions of Geography, Geography of the Presidency, Neighbouring Provinces, Mountains, Rivers, Native States, Zilla, Towns, 'Ports etc. to "be pointed out on the Map, and their significance explained.

Standard IV - 50 Mirks each - (4) (a) History of province, as of J-feharashtra. (b) In addition to Standard III, Map of India, including the information detailed in Standard III, and knowledge of the Physical Confirmation, River-system, Water-sheds, Routes of access, Frontiers and adjacent Countries.

Standard V - 50 Marks each - (6) (a) History of India, complete, as in Horris or a similar book. (b) Add to previous Standards Maps of Asia and Europe with general information as in Standards III and IV.

Standard, VI - 75 (6) (a) Revision of the-History of India complete, with some information about the system of government, Short Universal History. (b) In addition to the Geography of previous Standards general Geography, and Elements of Physical Geography, including explanation of terms used of Territorial Globe, such as Equator, Pole, Tropics, latitude, Longitude, of Natural Phenomena, e.g. 56

Seasons, Night and Day, Eclipses, Tides, Climate, Rain, Dew.&c. As Outline I&p of India, with any Presidency, large Province, or Native State defined, or with Mountains, Large Rivers, and Towns marked as named by the Examiner.

It is clear that it was from this period that History and Geography were combined subjects, an association which continues even to-day. The D.P.I.'s Circular 6550 of 1878-79 gives an elaborate scheme of jStandards in Vernacular, Anglo- Vernacular and 's scheme, within which frame-work, Geography continued to be taught.

In general, Geography of Asia was provided in Standard III, Geography of Europe in Standard IV and General Geography of India wire mainly emphasised in

Anglo-Vernacular Schools. * The Geography of the Bombay Presidency, India and England and Mathematical Geography were emphasised.

***

(s) frktriculation syllabus in Geography for 1937 and sub s e cu ent y ea r s. (Reference: Extract from the Textbook of Geography - Bhudnyan Va Hindusthan - 1936 - by Godbole M.S., Gokhale, K.J.) (An elementary knowledge is expected of candidates) GENERAL GEOGRAPHY The Earth as a heavenly body (omitting detailed astronomical study); its shape and size; rotation and 57 revolution; longitude; Local Time and ; day and night; latitude; the seasons; zones of the earth.

General relief of the surface of the earth; land and water forms. Denudation and Deposition.

Climate: factors determining temperature and its variations; isotherms; atmospheric pressureand winds; distribution of rainfall. Ocean currents and their influence on climate.

>&jor natural regions of the world, including vegetable and animal life.

Inter-action of man and. his environment; the effect of natural environment on man, his life and activities, and the change effected by man in his natural surrounding to suit his needs.

Principal vegetable and animal products. Minerals. Chief occupations and industries of the people of the world. Important towns and cities of the regions.

Trade routes by land, sea and air.

THE INDIAN EMPIRE : Natural divisions; the character of the coast and the position of plains, plateaus, high-lands, mountains, river systems and lakes, as affecting the density of popula­ tion, the occupations and settlements of the people,the growth of towns and ports and the lines of communication.

i Climate and its influence on natural products and the life and habits of the people. Natural resources; principal vegetable and animal products; minerals; principal industries.

Chief exports and imports: countries of origin and destination; Traderoutes by land, sea and air.

Political divisions and chief cities.

The position of Geography including the syllabus for Matriculation seems to have remained more or less the same. Till the revised Syllabus of 1956 for Standards I to VII, although, there vas some revision for Standards I to IV in 1947-48.

(F) We see a further elaboration of the Geography Syllabus in the revised Syllabus for Standards V to VII in 1956. (Ref. Director of Education, 1956)

GEOGRAPHIC General Aims.

1. To enable the pupils to understand the world in which we live and to appreciate the regional relationships.

2. To study the cause and effect, and to make the pupils realise how human activities are affected by geographi­ cal factors.

3. To stimulate the power of observation.

4. To encourage map-making and map-reading.

5. Stories of life in other lands with reference to climate, vegetation and economic conditions. 6. The study of a detailed Geography of the Bombay State and fairly detailed Geography of India, and 7. The study of the outlines of the Geography of the world with special reference' to those countries which are commercially or culturally connected with India.

Standard V

1. General study of the lives and occupations of the people of the main climatic regions of India, with a i detailed study of the lives and occupations of the people in the Bombay state.! 2. The homes and occupations of people and the vegetation and the broad facts of climate in - (a) The Tundras, (b) Coniferous forests, (c) Regions enjoying the Mediterranean climate, (d) Grass lands, (e) Deserts, (f) Monsoon lands, and (g) Equatorail forests, Practical and observational works : i) Observation of the shadow of a vertical rod at noon once a fortnight. Ii) Observation of the local changes in Nature in different seasons and to write down descriptive notes of such changes, iii) Reading of simple relief maps of the locality, if available, iv) Filling in important details in an outline map of the Bombay State. v) Collection of pictures, different kinds of stones and other articles of geographical interest. Standard VI

1. Detailed study of India - political divisions, main languages, important tov/ns, ports, rivers and mountains, means of transport and communications. 2. A broad study of , Burma, Ceylon, Indonesia,

i Japan and . 3. Shape and size of the Earth, Rotation, Phenomenon of day and night. 4. Monsoons as affecting South-lea stern countries of Asia. 5. Rainfall - evaporation and condensation.

Practical and observational v/ork.s i) Use of Rain-gauge. ii) Reading and interpreting simple maps of India, viz., those giving relief, rainfall, political divisions, etc. iii) Filing in important details studied, in the map of India. iv) Collection work to be continued:

Standard VII i i ' • - • •— fa—.

1. The study of India to be continued with special reference to the Bombay State, location, size, relief, climate, including rainfall, irrigation, vegetation, population and the coast line. 2. (a) India's wealth in waterpower, forest produce, sea produce. (b) Minerals. Agriculture and Industries in India. 3. Main imports and exports. 4. A broad study of Australia, Great Britain, U.S.A., U.S.S.R., South and East Africa. 5. Revolution of the Earth, Seasons, Climatic Zones, Latitude and Longitude, Local and Standard Time. 6. mjor factors affecting the climate - altitude, latitude and nearness to the sea.

Practical and observational works i) Drawing an outline map of India and filling in important details. ii) Collection work to be continued with the object of putting up a small museum. t iii) Recording of temperature.

It will be seen that there was greater elaboration in terms of the 'General' Geography.

This syllabus was further revised in 1967.

***

( G) Syllabus for Std. VIII tp X, 1961, Director of Education. (Ref)

Standard VIII 1. REGIONAL GEOGRAPHY A regional study of Europe and Asia (including a general study of their political divisions) with special reference to the countries having important relations with India. In the general study of Asia, the general study of India should be omitted. 2. GENERAL GEOGRAPHY (a) The Earth: its shape and size. Rotation, day and night. Revolutions, Seasons. (b) Climate - temperature, pressure, wind system and rainfall. (c) Rivers and their work, river basins and their import- ance, growth of river towns and ports. (d) Major food crops - how they are raised. N.B.- The abovementioned topics should be studied in greater detail with special reference to the countries of Europe and Asia, and in greater detail with reference to local conditions. 3. PRACTICAL WORK (a) Study of the local temperature and rainfall - their seasonal variations. (Weekly records should be kept and column and line graphs may be drawn by pupils wherever possible). (b) Study of the course of a river with a view to bringing out its work - erosion, transportation and deposition - and its importance to the people in. the locality.

Standard IX

1. REGIONAL GEOGRAPHY A regional study of North and South .America, Africa and Australia including a general study of their political divisions, special reference to the countries having important relations with India. i 2. GENERAL GEOGRAPHY (a) latitude: Zones of the earth. Longitude: Local 63

Time and Indian Standard Time. International Date Line. (b) Y?ihd system, Ocean currents and their effects on climate. (c) Man's wants - food, clothing and shelter - how satisfied. (d) Factors affecting the growth of industries and industrial towns.

N»ijf- In studying th^se topics, Indian conditions should receive a more detailed treatment.

3. PRACTICAL WORK (a) A visit to a market lace, port, ra;'l-c.y yard, or factory to study the followings i) Inward and outward movement of goods, ii) Places of origin and destination of goods, iii) Life of the ueoole engaged in the work. (b) A survey of a village, a town or a oart of it, to study its site, water surely, shnitation, housing and occu­ pations and the general mode of living of the peoole. (Siu.-sle maps, column and line graphs may be drawn by the puoils wherever possible/and specimens of products may be collected. Pupils should be encouraged also to keep a record the observations made by them).j

Standard X

1. GENERAL GEOGRAPHY General relief of the surface of the earth; land forms; denudation and deposition; Soil eorsion by water and by wind; Soil conservation. 2. A DETAILED STUDY OF INDIA (a) Natural regions and sub-regions. (b) Study of the coast, plains, plateaus, mountains, river systems and lakes. (c) Climate and its influence on natural products, the life and habits of the people. (d) Natural resources; principal vegetable and animal products, minerals, power - coal, wood, water and petroleum. Important industries and industrial centres. (e) Population :- density, occupations and settlements of people; growthof towns and ports; lines of communication.

3. PRACTICAL WORK Drawing of maps; reading of contour and statistical maps.

Standard XI

As prescribed by the S.S.C. Examination Board, 1961.

*#* j (H) (Syllabus for Std. Ill to 711 - 1967-68, pub. Director of Education, I»&harashtra).

GEOGRAPHY

OBJECTIVES: 1. To enable the child to understand the various phenomena of nature that ara within his experience. 2. To enable the child to realise how human activities are affected by geographical factors, and to study the cause and effect chain; 3. To enable the child to understand the geographical environment in •which he is living; this should ultimately help him to understand the geography of the world; 4. To stimulate the child's power of observation; 5. To motivate the child in making use of maps.

Standard III

(a) Revision of the work done in Standard II, (b) Practical and observational work - i) Study of directions - 8 points; ii) Concept of the week, month and year - Lunar and Solar calendars; iii) Using the map of the district to locate towns, rivers and mountains; iv) Observation of the sky on a clear night. (c) Geography of the home district: i) Its location in the State; its people; their ways of living and language - the neighbouring districts - contact with people of those districts; ii) Physical features of the district; iii) Its climate; iv) Crops and vegetation - agriculture, fruits; v) Main occupations of the people; vi) Industries in the district - raw material required - disposal of finished products; vii} Means of the transport of goods, people - Roads, the Railway and water-ways; viii) Chief Towns - places of historical and cultural importance - places of pilgrimage; ix) Mineral and forest wealth. (d) Geography of the adjoining districts in respect of Crops, communications and important places.

Standard if

(a) Revision of the portion done in Standard III. (b) Simple and general information about the State of Maharashtra embodying :- i) physical features; ii) Climate; iii) Vegetation and crops; iv) Industries and occupations of the people; v) Means of communication; vi) Districts - their chief towns; places of .pilgrimage in different districts; vii) Effects of geographical factors on the life of the people; viii) Reading of the map of Maharashtfi^ (c) Physical Geography - Effect of the following on climate; i) Altitude; ii) Nearness from the sea; iii) Winds. (d) Practical and Observational work; i) latching of the high sky - observation of the pole, star and the Great Bear; ii) Finding the direction of wind; iii) The concept of map-making and map-reading. 67

a^cinaarg y I (a) Revision of the portion done in standard IV. (b) Detailed study of Maharashtra embodying the following:- i) Agriculture, ii) Occupations and industries, iii) Forest, Mineral and Oce&$ wealth, iv) Means of Transport, Roads, Railways, water-ways and airways. (c) Simple and general information about India embodying: i) Physical features; ii) Climate; iii) Vegetation and crops; j iv) Means of Transport and communication; v) Industries and occupations of the people; vi) states, their capitals, places of historical and cultural.importance and places of pilgrimage to different States. (d) Physical Geography:- i) Some more factors determining the climate s a) Latitude, b) Ocean currents, c) Soil; ii) General knowledge of the earth; a) Shape and size of the earth; b) Rotation of the earth-phenomenon of day and night; c) Notion of Latitudes and Longitudes; d) Standard time and Local Times. (e) Practical and observational work:- i) Visits to fields, factories, market places, another town of the Taiuka, Bus-Stand and railway station, if any, with a view to acquaint pupils with the crops, working of industries, etc.; ii) Recording observations oft rainfall; iii) position of the sun; iv) Use of the compass; v) Changes in seasons and their effects on all forms of

life; vi) Collection of pictures, stamps, stones, other articles of geographical interest.

Standard VI

(a) Revision of the portion done in Standard V. (b) Detailed study of India embodying the following: i) Agriculture of India; ii) Occupations and Industries of India; iii) Effects of the geographical factors on the life of the people; - iv) Forest, minerals and Ocean wealth of India; v) Means of transport and communication - Roads, Railways, water-ways and air-ways; vi) Chief towns, places of pilgrimage and historical importance; vii) Developmental projects of the following types in different States; (i) Irrigation; (ii) Hydro-electric power, (iii) Main imports and exports. (c) General Study of the world:- Study of the following regions of the world in respect of place, physical features, climate, crops and vegetation, 69 occupations and lives of the people - i) Tundra, • i ii) Coniferous forest, iii) Mediterranean Region, i iv) Grass lands, v) Deserts, vi) Monsoon Region, vii) Equatorial Forest, (d) Physical Geography: i) Elementary knowledge Of the structure of earth, ii) Elementary knowledge of earthquakes and volcanoes. (e) Practical and observational work:- i) Observation of the sky - serius, Venus, Mars, Saturn, Jupiter, Orion, the Milky \>!a.y, ii) Recording observations of the Thermometer, Barometer, weather, etc. iii) Filling in important details in an outline of India, iv) Reading and interpreting simple maps of India, e.g., those giving relief, rainfall, etc.; v) Collection work to be continued.

Standard 'VII

(a) Revision of the portion done in Standard VI. (b) General study of the following countries of Asia in respect of physical features, climate, crops and important places :- (i) Burma, (ii) Ceylon, (iii) Pakistan, (iv) China, (v) Afganistan, (vi) . (c) General study of the following cotintrl >s on the basis of India's contacts with) them - (i) The United Kingdom, i(ii) the U. •••.3."":., (iii) U."./l. (iv) The United ^rab . (d) Learning the names of the important countries of the world arid their capitals and showing them on the Maps of the world. (e) General information of the important Air-ways .'aid Water-ways of the world J (f) Physical Geography :- i) Revolution of the earth - Seasons and their causes, il) Wind system of the world, iii) Agents of Denudation, Transportation and Deposition, a) River, (b) Rain, (c) Heat of the Sun, (d) Wind, e) Sea. iv) General information about the climate zones. (g) Practical and observational work :- i) To draw the outline Map of India and fill in important details, ii) Marking a stencil map of India, iii) Collection work to be continued with the objection of putting up a small geography museum. iv) Recording Teniae aturje and Rainfall, v) Observation of the rising of the Sim, leading to Summer and "'.inter solstice.

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